Alif Baa with DVDs: Introduction to Arabic Letters and Sounds

188 Pages·2004·9.517 MB·English; Arabic

by  Kristen Brustad, Mahmoud Al-Batal, Abbas Al-Tonsi

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1 Introduction to Arabic
Letters and Sounds
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Second Edition
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Kristen Brustad ~ Mahmoud Al-Batal Abbas Al-Tonsi
ALIF BAA
WITH DVDs
INTRODUCTION TO ARABIC
LETTERS AND SOUNDS
Second Edition
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‏DVD صارقأ عم
Kristen Brustad Mahmoud Al-Batal Abbas Al-Tonsi
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Georgetown University /ردوع”1‎ Washington D.C.
Digitized by the Internet Archive
in 2022 with funding from
Kahle/Austin Foundation
https ://archive.org/details/alifoaawithdvdsi0000brus
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Page
Preface: To the: Student 5.s icssccsosernccosvenpsosevenceseccsernstomensssonsscndencduascecseseaterserss Vii
To 8ب‎ ix
Acknowledgments scsssiinesssdsstioensserouenmsenrendestunnmseaanpanaideontvedrtveneeondratiensarntrdas xi
Introduction: The Arabic Alphabet 0.06.00م666‎ 6مم ممم مم م ممم مم 1
Unit One: الأولى‎ الوحدة 9
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Unit Two: الثانية‎ الوحدة 28
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See the last page for System Requirements for the DVDs accompanying this textbook.
The production of the first edition of this textbook was supported by a grant from the
National Endowment for the Humanities, an independent federal agency.
As of January 1, 2007, 13-digit ISBN numbers have replaced the 10-digit system.
13-digit 10-digit
Paperback: 978-1-58901-102-1 Paperback: 1-58901-102-3
Georgetown University Press, Washington, D.C.
© 2004 by Georgetown University Press. All rights reserved. No part of this book may be
reproduced or utilized in any form or by any means, electronic or mechanical, including
photocopying and recording, or by any information storage and retrieval system, without
permission in writing from the publisher.
Library of Congress Cataloging-in-Publication Data
Brustad, Kristen.
Alif baa with DVD : introduction to Arabic letters and sounds / Kristen Brustad,
Mahmoud Al-Batal, Abbas Al-Tonsi = Alif ba’ : madkhal ila hurif al-‘Arabiyah wa-
aswatiha / Kristin 2105130, Mahmid al-Batal, ‘Abbas al-Tinis1. — 2nd ed.
p. cm.
ISBN 1-58901-102-3 (pbk. : alk. paper)
1. Arabic language—Writing. 2. Arabic language—Phonetics. 3. Arabic language—
Textbooks for foreign speakers—English. I. Title: Alifba’. 11. Al-Batal, Mahmoud. III.
Tunisi, ‘Abbas. IV. Title.
PJ6123.B78 2004
492.78 1'3—dc22
2004047129
This book is printed on acid-free paper meeting the requirements of the American National
Standard for Permanence in Paper for Printed Library Materials.
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Printed in the United States of America
Unit Six: السنبادسهةه‎ الوحدة
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Culture: Forms of Address
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PREFACE
To THE STUDENT
Ahlan wa Sahlan! Welcome to Arabic! This textbook, Alif Baa, represents the first in
a series of textbooks aimed at teaching Arabic to English-speaking students, followed by
Al-Kitaab fii Ta‘allum al-Arabiyya I, II, and III.
The present book aims to help you learn to pronounce the sounds of Arabic and
write its letters, and to introduce to you a number of greetings, common phrases, and basic
vocabulary, as well as aspects of Arab culture. The book is accompanied by two DVDs for
you to use outside of class. You will find most of the listening exercises and writing drills in
this book on these DVDs in interactive format that lets you click on letters and words to
hear them. This new edition of Alif Baa also includes visual footage of a calligrapher writing
the letters so that you have a model to follow as you work through them.
The book consists of an introduction, ten units, an appendix and an English-Arabic
Glossary. The introduction provides a brief overview of some special characteristics of
Arabic, and the ten units present the alphabet in groups following the modern Arabic order,
with the exception that all of the long vowels are presented in the first unit. In describing
the sounds, we have avoided technical descriptions, opting instead for a more practical
approach involving tips and exercises that focus on the points of articulation of the sounds.
Following the description of each sound, we have provided a brief explanation of the
writing of the corresponding letter. Each unit contains a number of recorded listening
exercises and drills on reading, writing, connecting letters, and dictation. We have used only
meaningful words in these exercises, because word structure in Arabic is based on consonant-
vowel patterns, and listening to a large number of words, even if you do not know their
meaning, will help you begin internalizing these patterns and facilitate learning vocabulary.
We do not expect you to learn these words; their purpose is merely to illustrate sounds and
word patterns. The vocabulary that you are expected to learn is in a separate section on the
DVD and at the end of each unit. We have also included in this book examples of authentic
or “real-life” Arabic from newspapers, books, and magazines, and on the DVD you will
find pictures of Arabic signs from the streets of Morocco, Egypt, and Lebanon. Finally, we
have included short cultural notes explaining some aspects of the situations that you will
see on the DVD. The appendix provides the texts of all the dialogues on the DVD, and the
glossary includes all the vocabulary items introduced in the book.
We believe that it is crucial for you to learn to recognize and produce Arabic sounds
accurately from the outset, for several reasons. First, you must learn to pronounce Arabic
correctly in order to communicate effectively with Arabic speakers. Second, Arabic sounds
are not very difficult. Many non-native speakers have learned to pronounce Arabic sounds
accurately, and there is no reason why you should not expect to do so as well. Third, it is
important to learn the sounds correctly now when you have the time to concentrate on them;
later you will be concentrating on other aspects of the language, such as vocabulary and
grammar. Fourth, the structure of the Arabic language has at its core groups of consonant
sounds that have meaning, so that the ability to recognize sounds accurately when you hear
them will greatly enhance your ability to understand, learn, and remember vocabulary.
Fifth, Arabic is largely phonetic, which means that if you learn the sounds correctly now,
you will not suffer from spelling headaches. Finally, we do not agree with the commonly
- vii-
Unit Ten: العاشرة‎ الوحدة
Writing One-Letter Particles: 9.) (oi) /31إأ#13131#ذآ##آأذآأ#ذآأآذ#ذآذأذأذ‎
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Culture: The Development of the Arabic Writing System ...............
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Appendix: Texts of the Egyptian Colloquial Dialogues
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To THE TEACHER
This textbook, and the continuing books in the Al-Kitaab series, are constructed
around a philosophy of teaching and learning Arabic that has developed, and continues to
develop, over more than sixty years of combined experience. We ask that you, the instructor,
read this preface as well as the Preface to the Student, and that you have your students
read the latter, so that everyone understands the principles underlying the structure and
contents of these materials.
First and most importantly, these materials are designed so that students can do
most of the preparation and actual learning of new material outside of class, in order for
class time to be spent doing exercises, watching and practicing conversations, and working
with Arabic (instead of hearing about it). In this second edition, students have available to
them on DVD (in addition to all of the material that was on tape or CD in the first edition)
visual footage of a calligrapher writing all the letters of the alphabet, and new versions of
the colloquial dialogues, whose texts are found in the Appendix. We believe that it is
crucial to expect a high degree of effort from students in preparing for class, and equally,
that this effort must be rewarded by spending class time doing activities that permit maximum
participation by all students. Since the book is designed so that the students can do much
of their learning outside of class, each person may work at his or her own pace, so that
differences in learning speed need not affect the class as a whole. It is also important that
students realize right away that the burden of learning is on them, because this helps them
to become active learners. Finally, it is essential to follow through on the expectations you
set. Do not reward students who have not prepared, and punish those who have, by
“teaching” them what they should have done outside of class.
Second, it is our conviction that everyone can produce Arabic sounds accurately,
and that it is necessary to encourage and even to expect accuracy from the outset. Not only
is this the only opportunity you and the students will have to focus all of your attention on
the phonetic aspects of Arabic, it is also better to form good habits from the start. We
believe all language skills to be important, and that they reinforce each other. The ability to
hear the difference between, for example, J and ق‎ is a necessary prelude to being able to
produce them, and the ability to do both will aid in mastering Arabic morphology, the root
and pattern system, spelling, and retaining vocabulary. ”
Third, the inclusion of dialogues in colloquial Arabic represents a fundamental aspect
of our teaching philosophy, which views Arabic as one language, albeit one rich in registers
and varieties. Since each register of Arabic reflects vital parts of Arab culture, students
need to learn formal and informal varieties to understand both the language and the culture.
Our decision to include an introduction to colloquial Arabic was also a natural consequence
of our desire to use language forms appropriate to context. It is the goal of this textbook
series to provide a framework for introducing students to both registers while focusing on
the formal and leaving as much flexibility to the teacher as possible. The extent to which
you emphasize each variety will depend on your program and the needs of your students.
We have found through experience that this approach does not confuse students as long as
spoken variants are introduced as individual vocabulary items and expressions. On the
contrary, exposure to colloquial greetings and expressions adds to their pool of vocabulary,
and, more importantly, gives them the tools they need to begin communicating with native
speakers they might meet or know in their immediate environment, who will not speak to
them in formal Arabic.
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