Lughatuna al-fusha A new course in modern standard arabic Book Five

336 Pages·2014·18.2 MB·English

by  Samia Louis

A N EW C O U R SE IN
M O D ERN STAN D ARD A R A B IC
و
9
V
L u g h a tu n a
a lF u s h a
International language Institute, Cairo
International House

Lughatuna
al-Fuṣḥa
A NEW COURSE IN
MODERN STANDARD ARABIC
Book Five
Samia Louis
with Mohamed Amer
The American University in Cairo Press
٠
Cairo New York
First published in 2014 by
The American University in Cairo Press
113 Sharia Kasr el Aini, Cairo, Egypt
420 Fifth Avenue, New York, NY 10018
www.aucpress.com
Copyright © 201 4 by the International language Institute
This edition is published by arrangement with the International language Institute
All riglits reserved. No part o؛ this publication may be reproduced, stored in a retrieval system, or transmitted in any
form or by any means, electronic, mechanical, photocopying, recording, or otherwise, witliout the prior written
permission of the publislier.
Exclusive distribution outside Egypt and North America by I.B.Tauris & Co ltd., 6 Salem Road, london, W4 2BU
Darel Kutub No. 1842/13
ISBN 978 977 416 619 8
Dar el Kutub Cataloging-in-Publication Data
louis, Sarnia
Lughatuna al-Fusha: A New Course in Modern Standard Arabic / Sarnia
Lo٩؛.C3؛c:The American University in Cairo Press, 2014.
iSbN: 8 619 416 977 78؟
1. Arabic language - Study and Teacliing (؛oreign speakers)
492.707
1 2 3 4 5 18 17 16 15 14
Designed by Master Media
Printed in Egypt
Contents تﺎﻳﻮﻨﻌﻤﻟا
vii Acknowledgments ﺮﻳﺪﻘﺘﻟاو ﺮﻜﺸﻟا
ix Introduction ﺔﻣﺪﻘﻤﻟا
xiv Plan of Modules تاﺪﺣﻮﻟا ﺔﻄﺧ
١ Revision of Book 4 ٤ بﺎﺘﻛ ﻰﻠﻋ ﺔﻌﺟاﺮﻣ
٢٠ Module 1: :ﻰﻟولاا ةﺪﺣﻮﻟا
local and global problems 1 ١ ﺔﻴﻤﻟﺎﻋو ﺔﻴﻠﺤﻣ ﻞﻛﺎﺸﻣ
٢٧ Part 1 Receptive part ١ ﻢﺴﻗ
The problem of illiteracy in Egypt and the role ﺎﻬﺘﻬﺟاو.ﻲﻓ بﺎﺒﺸﻟا رودو ﺮﻤﻫ ﻲﻓ ﻪﻣلأا لأﻜﺸﻫ
of youth in facing it
٠ Describing the problem ﺔﻠﻜﺸﻤﻟا ﻒﺻو ٠
٠ Stating its causes - suggesting solutions لﻮﻠﺤﻟا تﺎﺣاﺮﺘﻗا - ﻦﺳ ا ﺐ ﺑ١ ر٤ذ ٠
٠٤ Part 2 Productive part
The problem of poverty in the world. ﻢﻟﺎﻌﻟا ﻲﻓ ﺮﻘﻔﻟا ﺔﻠﻜﺷ
٠ Describing and analyzing the problem ﺔﻠﻜﺸﻤﻟا ﻞﻴﻠﺤﺗو ﻒﺻو ٠
٠ Talking about its implications ﺔﻠﻜﺸﻤﻟا تﺎﻴﻋاﺪﺗ ﻦﻋ ملاﻜﻟا ٠
٠ looking at its general causes - proposing لﻮﺳا حاﺮﺘﻗا - ﺔﻠﻜﺸﻤﻟا بﺎﺒﺳأ ﻦﻋ ﺔﻣﺎﻌﻟا ةﺮﻜﻔﻟا ٠
solutions
٧٥ Module 2: :ﺔﻴﻧﺎﺜﻟا ةﺪﺣﻮﻟا
local and global problems 2 ٢ ﺔﻴﻤﻟﺎﻋو ﺔﻴﻠﺤﻣ ﻞﻛﺎﺸﻣ
٧٧ Part 1 Receptive part ١ ﻢﺴﻗ
This is where I live ﻲﻨﻜﺳ اﺬﻫ
٠ tJsing rhetorical styles for descriptive, literary أﺮﺣﺬﻟا يأ ﻲﻏلاﺑ بﻮﻠﺳأ ماﺪﺨﺘﺳﺎﺑ ﻒﺻﻮﻟا ٠
text
ﻲﺑدلاا ﻲﻔﺻﻮﻟا
٠ Recounting events using narrative text يدﺮﺴﻟا ﺺﻨﻟا ماﺪﺨﺘﺳﺎﺑ ثاﺪﺣأ دﺮﺳ ٠
١٠٦ Part 2 Productive part
The stoty of lillian, who developed the garbage ت < ﻞ ﺴ ﻳ ¥ ل ﺬ ﻃ د ۵ﻎ ﻠ ﻣ
men’s neighborhood in Moqattam and Tora
٠ Using narrative and literary text يدلاا صﺬﻟ١-يدﺮﺴﻟا ﺺﻨﻟا ماﺪﺨﺘﺳا ٠
٠ Further use of metaphor ﻪﻴﺒﺸﺘﻟا ﺔﻐﻟ ماﺪﺨﺘﺳا ﻦﻣ ﺪﻳﺰﻤﻟا ٠
١٢٧ Module 3: :ﺔﺜﻟﺎﺜﻟا ةﺪﺣﻮﻟا
Orientalists, journeys, and travelers ﺔﻟﺎﺣر و تلاﺣر ،نﻮﻗﺮﺸﺘﺴﻣ
١٢٩ Part 1 Receptive part ١ ﻢﺴﻗ
Shenzhen park, window onto the world ﻢﻟﺎﻌﻟا ﻰﻠﻋ ةﺬﻓﺎﻧ ﻦﺸﻨﺌﺷ ﺔﻘﻳﺪﺣ
٠ Comparing and using different tenses in the دﺮﺳ ﻲﻓ ﺔﻐﻠﺘﺨﻬﻟا تزلأا ﻦﻴﺑ ﺔﻧرﺎﻘﻨﻟا و ماﺪﺨﺘﺳلاا .
narration of events and reading fiction. ٠ﻲﺼﺼﻘﻟا بدلأا ةﺀاﺮﻗو ثاﺪﺣلأا
٠ Practicing andrecognizing the difference : لﺎﺜﻣ صﻮﺼﻨﻟا ﻦﻴﺑ قﺮﻔﻟا ﻰﻠﻋ فﺮﻌﺘﻟاو برﺪﺘﻟا ٠
between texts, tor example: narrative text or ﺺﺼﻘﻟاو ث١ﺪﺣلأﻟ يدﺮﺴﻟا ﺺﻨﻟا
tiction
١٥٧ Part 2 Productive part ٢ﻢﺴﻗ
A concave mattress for writer Yusuf Idris ﺲﻳردإ ﻒﺳﻮﻳ ﺐﺗﺎﻜﻠﻟ ةﺮﻨﻘﻤﻟا ﺔﺒﺗﺮﻤﻟا
٠ Identifying old and new literature - the writing ﺔ ﺑﺎﺘﻜﻟا — ﺪﻳﺪﺠﻟاو ﻢﻳﺪﻘﻟا بدﺀلاا ﻰﻠﻋ فﺮﻌﺘﻟا ٠
style of analogy, metaphor, and rhetoric - ﻲﻓ ﺔﻴﺑدأ ﺔﺑﺎﺘﻛ - ﺔﻏلاﺒﻟاو ﺔﻳﺎﻨﻜﻟاو ﻪﻴﺒﺸﺘﻟا بﻮﻠﺳﺄﺑ
literary, descriptive writing - reading short
.ةﺮﻴﺼﻘﻟا ﺔﺼﻘﻟا ةﺀاﺮﻗ — ﻒﺻﻮﻟا
stories
١٨٣ Revision of modules 1 to 3 ٣ ﻰﻟإ ١ ﻦﻣ تاﺪﺣﻮﻟا ﻰﻠﻋ ﺔﻌﺟاﺮﻣ
١٨٧ Module 4: :ﺔﻌﺑاﺮﻟا ةﺪﺣﻮﻟا
Characters and events that Influenced the ﺔﻴﺑﺮﻌﻟا ﺔﻘﻄﻨﻤﻟا ﺔﻓﺎﻘﺛ ﻲﻓ تﺮﻗأ ثاﺪﺣأو تﺎﻴﺼﺨﺷ
culture of the Arab region
١٨٩ Part 1 Receptive part ١ ﻢﺴﻗ
Syrian thinker Michel Aflaq ﻖﻠﻔﻋ ﻞﻴﺸﻴﻣ يرﻮﺴﻟا ﺮﻘﻔﻤﻟا
٠ Using narrative text in the writing of ﺔﻴﺗاﺬﻟا ﺮﻴﺴﻟا ﺔﺑﺎﺘﻛ ﻲﻓ يدﺮﺴﻟا ﺺﻨﻟا ماﺪﺨﺘﺳا ٠
biographies (recount)
٠ Searching the web to find out about influential ﺾﻌﺑ ﻰﻠﻋ فﺮﻌﺘﻠﻟ ﺔﻴﻧوﺮﺘﻜﻟلإا ﺔﻜﺒﺸﻟا ﻲﻓ ﺚﺤﺒﻟا ٠
Arab historical figures or thinkers ﺦﻳرﺎﺘﻟاوأ ﺮﻜﻔﻟا ﻲﻓ ةﺮﺛﺆﻤﻟا ﺔﻴﺑﺮﻌﻟا تﺎﻴﺼﺨﺸﻟا
٢١٣ Part 2 Productive part ٢ ﻢﺴﻗ
The story of the Introduction of Islam Into ﺎﻴﻘﻳﺮﻓإ لﺎﻤﺷو ﺮﺼﻣ ملاﺳلإا لﻮﺧد ﺔﺼﻗ
Egypt and North Africa
٠ Reading and gathering information from ﺔﻴﺨﻳرﺎﺘﻟا صﻮﺼﻨﻟا ﻦﻣ تﺎﻣﻮﻠﻌﻤﻟا ﻊﻤﺟو ةﺀاﺮﻗ ٠
historical texts (discursive text)
٢٣٧ Module 5: :ﺔﺴﻣﺎﺨﻟا'ةﺪﺣﻮﻟا
Technology and the future ﻞﺒﻘﺘﺴﻤﻟاو ﺎﻴﺟﻮﻟﻮﻨﻜﺘﻟا
٢٣٩ Part 1 Receptive part ١ ﻢﺴﻗ
Modern technology and our personal lives ﺔﻴﺼﺨﺸﻟا ﺎﻨﺗﺎﻴﺣو ﺔﺜﻳﺪﺤﻟا ﺎﻴﺟﻮﻟﻮﻨﻜﺘﻟا
٠ Reporting the causes of problems - describing ﻞ ﻴﻠﺤﺗو ﺎﻳﺎﻀﻘﻟا ﻒﺻو - ﻞﻛﺎﺸﻤﻟا بﺎﺒﺳﺀا ﺮﻳﺮﻘﺗ ٠
issues and analyzing the negatives and positives in لﻮﻠﺤﻟﺎﺑ ﺔﺒﻟﺎﻄﻤﻟا تﺎﻴﺑﺎﺠﻳلااو تﺎﻴﺒﻠﺴﻟا
need of solutions
٢٧٢ Part 2 Productive part ٢ ﻢﺴﻗ
Cell phones and text messaging in scliools سراﺪﻤﻟا ﻲﻓ ﺔﻴﺼﻨﻟا ﻞﺋﺎﺳﺮﻟاو ﺔﻟﻮﻤﺤﻤﻟا ﻒﺗاﻮﻬﻟا
٠ Using analytical texts to lis^the pros and تﺎﻴﺒﻠﺴﻟاو تﺎﻴﺑﺎﺠﻳلاا دﺮﺴﻟ ﻲﻠﻴﻠﺤﺘﻟا ﺺﻨﻟا ماﺪﺨﺘﻧا ٠
cons of various issues ﺔﻐﻠﺘﺨﻤﻟا ﺎﻳﺎﻀﻘﻠﻟ
٢٩٧ Revision of modules 4 and 5 ه و ٤ تاﺪﺣﻮﻟا ﻰﻠﻋ ﺔﻌﺟاﺮﻣ
٣٠٣ Glossary تﺎﺤﻠﻄﺼﻤﻟا سﻮﻣﺎﻗ
ﻰﺤﺼﻔﻟا ﺎﻨﺘﻐﻟ
Acknowledgments ﺮﻳﺪﻘﺘﻟاو ﺮﻜﺸﻟا
I would like to thank
Mr. Colin Rogers, our CEO, whose vision and support made this series possible. Mr. Rogers providec
the necessary finances for consultants, an artist, a recording studio, and most of all, he believed in
our capabilities.
Mohamed Amer, project manager and teacher trainer at III, who helped in designing, recording, and
editing the book.
Ahmed Ammar, assistant professor in Cairo University's Arabic department, for his help in editing and
recording.
Dr. Alaa Farouq, assistant professor of Arabic linguistics at Cairo University, for his help in editing
this book.
The ILI teaching staff, especially Violet Hanna and Hanan El Arabi, for pioneering the book in class
and giving their constructive feedback and suggestions.
Viola Hanna, Arabic instructor at the III, for editing and piloting the book.
Hanan El Arab؛, Arabic instructor at the III, for editing and piloting the book.
Mafdy Thabet, sound engineer at Dream studio, for his special sound effects and professionalism in
producing the CD.
Sabty Botros, managing director at Master Media, and his staff for the editing and graphic design 0.'
the book.
Nisslm Gulrgls, artist who worked on the illustrations.
The AUC Press staff, especially Neil Hewison, associate director for editorial programs, and Nadis
Naqib, senior commissioning editor, for their meticulous work.
Intr.ducti.n ﺔﻣﺪﻘﻤﻟا
Lughatuna al-Fusha Book 5 js part of a series and Is desjgned In line with the guidelines set by the
American Council fo٢ Teaching Foreign Languages (ACTFL). It covers two of the ACTFL proficiency
levels, taking stud.ents from high-intermediate to advanced level ٦, and is also designed for the
beginning of Cl in the Common European Framework for Arabic learners.
Book 5 builds students' reading and writing abilities, through long and complex factual and literary
texts, enabling them to appreciate distinction of style. Students will be taught to read and write
articles, essays, and texts (of up to 500 words) in different tenses in proper Arabic grammar, and to
communicate orally in a number of situations. Learners will be able to understand specialized and
long, technical texts and comprehend extended speech, such as television debates. They will be
able to present clear, detailed descriptions of complex subjects, integrating sub-themes, developing
particular points, and rounding off with an appropriate conclusion. Students will be able to use a wide
range of verb tenses, in correct Arabic grammar.
Book 5 uses meaningful contemporary contexts and smoothly transitions students to advanced
language, with clear grammar strategies to enable them to use Arabic confidently. Vocabulary is
emphasized, progressively building and enforcing students' knowledge of sentence structure through
reading and writing different types of texts.,This book covers a broad range of situations and events,
such as politics, literature, soci؟! problems, biographies of famous Arab writers, short stories, and
technology in modern society.
By the end of this course students should be able to fulfill the following tasks:
٠ Describe people, scenery, and events using sophisticated constructions and adjectives, figures of
speech, and poetic language.
٠ Understand extended speech, even when it is not clearly structured and shifts between a dialect
'and Modern Standard Arabic (MSA).
٠ Understand television programs and talk shows that use classical Arabic.
٠ Understand long factual and literary texts, appreciating distinctions of style.
٠ Interact wit'h and understand specialized articles.
٠ Analyze problems, and be able to give reasons, suggestions, and solutions.
٠ Express opinions and objections, through the use of approving and disapproving expressions.
.... Use language flexibly and effectively to formulate ideas, initiate conversations, and participate in
debate about complex social issues.
٠ Describe developments in technology and their effect in different countries and on homes and
people.
٠ Read and write complex reports and essays on topics covering social problems-such as illiteracy.
poverty and its effect on the economy of developing countries, and ttie role of NGO associations to
develop society-and both old and modern Arabic literature.
" Read historical texts and differentiate between different types of texts.
Book 5 offers different segments to accommodate varying levels of language aptitude: a, the receptive
section, caters to the average student; b, the productive section, will take students to a higher stage
of the same language level: and c, expansion, is designed for hard-working students who seek extra
reading material and wish to further tlieir skills from the book's website.
Book 5 consists of five modules, each with two lessons and three or more language focuses,
comprising ten rich lessons and three revision sections. Each module takes the following form:
Section A: Receptive skills
This comprises two sections:
Reading 1
- New vocabulary and reading tasks
- language focus
- Grammar and vocabulary practice
listening 1
- New vocabulary and listening tasks
- Recycle vocabulary/styles in Reading 1
- Recycle old vocabulary
- listening 1 can be followed up witli supplementary speaking or reading tasks to complement
Reading 1.
Section B: Productive skills
This comprises two sections:
Speaking
Tliis aims to activate vocabulary from Reading 1 and listening 1 in speaking tasks, using styles of
expression and discussion, such as agreeing and disagreeing, giving information, objecting, indirect
speech, expressing opinions, and so forth.
Writing
This also aims to activate vocabulary, using taught vocabulary and grammar through varied writing
tasks that gradually build competence:
-At sentence level
-At paragraph level
-At full text level
ﻰﺤﺼﻔﻟا ﺎﻨﺘﻐﻟ