Peace Corps Arabic Course - Live Lingua

251 Pages·2007·4.78 MB·English

SPOKEN CHAD ARABIC
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FOREWORD
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This.is an1 intensive course in Chad Arabic designed for
Peace-Corps pe sOnnel: The aim of this basic course is to,'
.steaeh the'students to understand and hpeak Chad Arabic. It
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should be supplementedby.an intermedihte course which is to
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be studied by lindividual students on Atir own.
.w . . .
The courhe is intended to be covered in approximately'
360 fours insthe C2issrSom and the language laboratory.
About 90 hour should be occupied with the pre-hpeech.phase .,
ich emphasi eswpassive recognition rather than active
production. e remaining .time is occupied by the active
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phase which pits more emphasis on speaking the language.
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'Even th ugh there is an ,Arabic Alphabet, it is very
seldom used or necordirig the dialects which are,verY .
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differeOt fr m,t4e literaiy language.' For the purpose .of
this course phonemic'illphabet has been_addptedto trans -
cribe Arabic utterances.
,
§emii,Abu Absi
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TEACHER'S INTRODUCTION
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'The.materials in his cdurse have been' presented in a
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way which is.differ nt rom traditiona approaches. The
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course consists of t piases: the prespeech phase and
the active ph
1aEte. It is sug
1 geated thtveLthe students. cover
the pre-speech phase in a short pe'ri \od of fhree'weeks. This
ilhaSe emphasizes pasive'recognitionibut it isup to the teachen
to decide whether and how. thi students should actively_
participaTe in using the language.
3,
The pre-speech lessons are/marked.P-S,followed by the.
numbeetof the,lesson. For example: P -Si, P-S2, 31(.-S3 st1nd
for pre:speech lessons 1, 2, and 3 respectively. Each lesson
contains two parts: grammar and exercis
- es, which are re- ez,
spactively represented by G and g. Thus G1 stands for
grammar: lesson 1 and E3 stands for exercise: lesson 3.-
11-re exercises, particularly in the P-S'phase, sho# uld be
t...ead by therZeacher; and the student
0s, shot;ld Ilistera
.be, give meanings in English, or recoghtte a,grammati-7,
...tp,?1 nature. This approach can easily be baring if the teacher
joss not put some interest into if. It is very important
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-'for a language learner to be able to hear the sounds and Sr
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understand the structure before hetries' to speak the language.
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Tests covering materials already studied.are givip
, , , . .,,,_ -,,;$ . .
.periodically in order tct give the studentskand the teacher
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an idea 'about the progress made in the course. .4
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STUDENT'S INTRODUCTION'
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This text is probably different from ,ony book you have-
used, .thus you should expect to use 'it differently.
'The basic assumption upon lihich.this course is based
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is that language, unlike many other fields of study,.is a
skill. A kill is acquired by, practice rather than by
thAory.r Hence, in order to cquire the sinl of speaking
a foresign language, you need to speak it Other than memorize
its grammar. Although every language has, ts own grammatical.
system; fluent speakers ofva language are not aware of the
system when they-speak. In this course, the primary emphasis
A d
is on skill ratherthan grammatical theory.
. an the pre-speech phase all you are asked to do is listen,
to your instructor and try to get your ear accustomed to
hearing and recognizing new sounds and utterances. Don't
be impatient, though thid passive phase may boreyou.
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ally you wi/l disdover that you have a very-good basis for
aotive"participation in the language.
o
The lessons in this course`are specially prepared
you as native speakers of English. In a language learning
situation it is importan0A6 constrast the' native language
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. of 'th,e l4 e.arne.r4*,th- the "target" language to be taught. The
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., . no,ted in the back contain explanations, examples and assump-
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tions on the, "contrastive a
,n..alysis" of two languages. This,
*we: hop ag wiii prove 'useful to those' of you who will be teaching ,
-z
',English a. s O foreign ,language.
tea
Good'Luck.
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rr.sr I: PRE7OTTTp'
1,. laeic Consonnnts'and'Iouel4
2, Long, Joue3.134.
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Non -English.Consonn'ts
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14. Emphasis
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5., Double Consonants
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6: mplia Pairs
Test'l
7. "Sun" and "Moon" Consonants
8, The Def:nite Article
9. Nciun plub Adj'ective
10. Gender .
11. Number
12. The Dual /'
13. Number: Noun.plus.Adjective 4 .'
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14. Possegsive Suffixes
15. Possessed NoutIfi plus Adjectives,
Test 2
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16. The Construct Phrase
117. "TO he" Sentences-
. 18. Perbonal Pronounb,
o.
...
j9. Negation of "toipe" Senteveg',
-/e
. 20: Interrogation- of "tp bp" Sentejces s.
, .: .
. 21,' -Interrogation pius,Negation -.
. '22, .P.40 Tense of kto'be";Sentences
--", ,. -,,
._ , .°
..., . :Test-3'
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23. Prepositions
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Prepositions plus Possessive Suffixes'
25. Demonstrative, 'Pronouns
26. Interrogative Pronouns
27. Relativt Pronouns
28,E Possessive ConstructiOn: "ham"
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Test 4
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29. 1st Tense of C -C_C Verbs, 45_
3q. Past Tense Subject Suffixes
oo
31. Present Tense of C-C-C Verbs
32. Present Tense Subject Affixes, 1
33. Imperatives of C-C-C Verbs.:
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34. legation of Verbs
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35. Past Tense of 41 -C-C Verbs
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'36. Present-and Imperative of W-C-C .Verbs
37. Past Tende of &=.14-C Verbs
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38. 'Present and Imperative of, C-W-C Verbs
39. `Past Tense of C.-y44 Verbs
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404 Pysent and Imperative Of C-CJJ Verbs'
Past Tenseof C1C2C2 Verbs -.
42. Present ana, Imperative of C1C2C2Verbs
Li Quadri31teral Verbs
4h. f!.hamza" Verbs o
Test 5
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145. Expressing the Future andthe'Progressive
h6. 'no have'. Sentences
47. The Active Participle ,
f b
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48. The Passive Participle
P.. - :
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. 49. Direcjt Object Suffixes
50. Indirect Object Suffixes
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51. Verbs in Series
Test 6 .
52., Conjunctions'
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53. Cafdinal Numbers I
54.,Cardknal Numbers II
55. Ordinal Numbers
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56. Fractions and Percentages
57. Telling Time
58. Weights and Measutei
59. Directiona
60. Greetings
4 Test 7
Rotes
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p-al basic Consonants and Vowels
A number of Ch.?id Arabic consonant sohnds are similar
tq English consonant sounds and ShOuld not be dAfficult
to learn. 'BeloWis a lispt.of these 'sounds with illustrative
examples from English:
b as in big
as in day
f as in fan
,g.as in zp
h as in liow
j as'in lourp4y
ti
k.aa\in king
1 as in let
m as inneat
n. as
s as in send
,s as in shop
t as in tea
t
w as, in way
y.as in /et
z as in ,zip
The-basic..vowel sounds in Chad Arabic are: i, e, a,
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o, u. When used with consonant-sounds similar to those of
English they so d as'followsl
i as in bit ,'
e as, in bet
a as in 'banatia, but
:) as in going
J.
u as id- pull
E.' Listen fo the-foIlowiiig words As read by yo instructor
then try.to transcribe them.
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masa 'he went'
seine'
o 'good'
bes 'only'
gulta 'I said'
[/fihima 'he Understood'
jibna 'cheese'
dakar 'male'
zama:n, 'time'
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wled . 'boy'
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gayli 'afternoon.'
.a
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J. Cr
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P-S2. Long Vowels
G2..< A distinction between shoYt and long vowels exists in'
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Chad Arabic. The five basic.vowels i, e, a, o, u are short
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vowels.with long counterparts i:, e:, a:,o:, U:. Although,
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the diStinction between short audlong voweladoes not apply
.to'tlie English sound system, the following examples illustrate
whet a native speaker of Arabic- considers to be loin 'vowels:
i: as in beat, feet
e: as in naivete
a:.ag in'fanc father.
or as in. hole
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u; as in pool
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$2. Listen to the follow'ng words read by-your instructor'
then try to transcribe them:
na:s .'.people'
disk 'rooster'_
yo:m 'day'
le :1 t. 'nigh-ft
fi:/ 'elephant'
su:k 'market'.
fo:-g 'up, above'
be :t thotiset
hurt 'fish'
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sa:y 'teal
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