NATIONAL OPEN UNIVERSITY OF NIGERIA
SCHOOL OF ARTS AND SOCIAL SCIENCE
COURSE CODE:ARA182
COURSE TITLE:ARABIC READING I
ARA182
ii
ARABIC READING I
ARA182
ARABIC READING I
COURSE GUIDE
ARA182 ARABIC READING I
Course Team
Prof. M.A Bidmos (Developer/Writer) - NOUN Prof. A. F. Ahmed (Editor/Programme Leader) -
NOUN
NATIONAL OPEN UNIVERSITY OF NIGERIA iii
ARA182
National Open University of Nigeria Headquarters 14/16 Ahmadu Bello Way Victoria Island Lagos Abuja Office No. 5 Dar es Salaam Street Off Aminu Kano Crescent Wuse II, Abuja Nigeria e-mail:
[email protected] URL: www.nou.edu.ng Published By: National Open University of Nigeria First Printed 2010 ISBN: All Rights Reserved
iv
ARABIC READING I
ARA182
CONTENTS
ARABIC READING I
PAGE
Introduction ………………………………………………..……. Course Aims ………………………………………………..…….. Course Objectives …………………………………………………. Working through This Course………………………………..….… Course Materials ………………………………………………… Study Units …………………………………..…………………….. Textbooks and References ……………………………………….. Assignment Files ………………………………….…………….… Assessment ……………………………………………………….. Tutor-Marked Assignment ………………………………………… Final Examination and Grading …………………………………… Presentation Schedule ……………………………………………… Course Marking Scheme …………………………………………. Course Overview ………………………………………………….. How to Get the Most from this Course …………………..……….. Facilitators/Tutor and Tutorials ……………………………………. Summary ………………………………………………………….
1 1 1 1 2 2 4 5 6 6 6 6 6 7 7 9 9
Introduction Before you is ARA182; a two-credit unit course which is designed for the 100 level students. The course is compulsory as it serves as a prerequisite to ARA283. The course takes you through a series of tasks that prepare you for smooth reading of vocalized and un-vocalized Arabic texts. Smooth reading in the context of this course material means acquisition of skills that make reading not only desirable for you but also pleasurable. The course presupposes that you have an entry background by which you are already familiar with Arabic alphabet, vowels and the ability to join Arabic letters in a bid to form and pronounce words.
Course Aims The course aims at ensuring the students’ ability to: 1. 2. 3. 4. 5.
pronounce Arabic words correctly; read simple sentences smoothly; read both vocalized and un-vocalized texts; acquire new words; and state the meaning of the texts so read.
Course Objectives To achieve the above aims, ARA182 sets before you two sets of objectives. These are short and long terms objectives. The short term v
ARA182
ARABIC READING I
objectives which are technically referred to as the behavioural objectives are your immediate demonstration of mastery of the just concluded lesson. These are expressly stated at the beginning of each unit. They are to measure the extent to which you have benefited from unit lesson just taught thereby ascertain to what extent you can recall, state, read or perform any task on the just concluded lesson. On the other hand, the long term objectives are futuristic i.e. they revolve around your ability to permanently retain the reading skills you have acquired through this course. You are thereby, in future, expected to be able to: 1.0 2.0
read any Arabic text-vocalized or non-vocalized-with ease; identify each word in the text with correct pronunciation; and acquire new words, noun, verb or article with ability to use such words in sentences.
3.0
Working through this Course ARA182 consists of 15 units, carefully packaged to enable you to learn without tears. Essentially, you are required to read all units in addition to any recommended books by NOUN. As you progress in the course, you will find Assessment exercises specially designed to enable you to gage your level of attainment of the behavioural objectives. Further more, at the end of every unit, you will be required to submit written assignments for assessment purposes. You will also write a final examination at the end of this course.
Course Materials Major components of course materials are: 1.0 2.0 3.0 4.0 5.0
Course Guide Study Units Textbooks Assignment Files Presentation Schedules. You are expected to obtain the materials which are available in NOUN offices. You can approach either the facilitator in your Study Centre or the Study Centre Manager to obtain your copies.
Study Units In this course, there are 15 study units broken into foure modules. They are as follows: Module 1 Unit 1
vi
The Essence of Transliteration ف0ر2ح4أ6 ب6 ق2 الن;ط6خ2 س4ن6 ل0اس4 س4ل4ا ةFي6يز6ل6ك2ن6 ال6ةFي6د4ج2ب4أ2ال
ARA182
Unit 2 Unit 3
ARABIC READING I
Reading is Education In the School
مP ي6ل2ع4 ت0ة4اء4ر6ق2ل4ا ة4س4در4م2ى ال6ف
Module 2 Unit 1 Unit 2 Unit 3 Unit 4
Establishment of Rābiţah ة4ط6ابF الر0يس6أس4ت Activities of Rābiţah: ة4ط6ابF الر0ات4اط4ش4ن Rābiţah’s Publications ة4ط6ابF الر0ات4ور0ش2ن4م Agriculture is an Occupation Pة4ن2ه6 م0ة4اع4رcلز4ا
Module 3 Unit 1 Unit 2 Unit 3 Unit 4
Utilization of Leisure 6اغ4ر4ف2 ال0ات4وق4 أ0ل4غل6ت2س64إ Self Training ةFي6ات4ة ذFي6ب2ر4ت Arabic in the State Administration ة4ل2وF الد6ة4ار4د6ى إ6 ف0ةFي6ب4ر4ع2 ال0ة4ال;لغ Dignity of Labour ـل4م4لع2 ا0ف4ر4ش
Module 4 Unit 1 Moral Lessons يب6ذ2هF الت0وس0در0 Unit 2 The Tenth Hadith ر6اش4ع2 ال0يث6د4لح4ا Unit 3 Rabitah’s Reach-out Profile ةFي6ج6ار4خ2ل4ة ا4ط6ابF الر0ات4اط4ش4ن Unit 4 The Arab’s Contributions to Civilization ى6ب ف4ر4لع2 ا0ات4م4اه4س0م ة4ار4ض4ح2ال Each Unit contains a number of self-tests. In general terms, these selftest questions on the lessons you have just covered are meant to help you to evaluate your progress and to reinforce your understanding of the lessons. Along with your Tutor-Marked Assignments, these exercises will assist you in achieving the stated learning objectives of the individual units and of the lessons.
Textbooks and References Every unit contains a list of references and further reading. Try to get as many as possible of those textbooks and materials listed. The Textbooks and materials are meant to deepen your knowledge of the course. For example, you may find the following textbooks useful: Abdul-Rauf, M. (1989). ARABIC for English Speaking Students. Lebanon: Al- Saadawī Publications. Abdul, M.O.A. (1973). The Selected Traditions of Al-Nawawi: Arabic Text, Transliteration and Commentary. Lagos: Islamic Publications Bureau. Abu Zayd, Uthman (2009). The Importance of Dialogue with Others. Makkah al-Mukarramah, ar-Rabitah. No. 516, Kingdom of Saudi Arabia. P.66. vii
ARA182
ARABIC READING I
Bidmos, M.A. (1996). Mustaqbal-Lughatil Arabiyyah fi Nayjiriya. Lagos: Islamic Publications Bureau. Kamal, M. (2009). Islam in Japan. al-Aalamul Islami (Arabic weekly) No. 2077 Makkah al-Mukarramah. Kingdom of Saudi Arabia. P. 4 Muhammad, Ballo (1964). Infāqu l – Maysūr fī Tarīkh Bilad Tukrur. Cairo: Dar wa Matabi Sha’ab. Jamal, A.M., (1978). Al-Qisasur-Ramzi fil Qur’an al-Karim. AlQahirah. Matabi’u Sharkah Littiba ‘ah, wal i ‘lan wat Tawzi ‘. Shamsi, M. (1973). Alfu Maylin Baynal Ghabaat. An – Najf. Matba ‘atul Ghira al-Hadithah. Al-Aalamul-Islamī Journal. (Arabic Weekly). Makkah, Saudi Arabia: Rabitatul Alamil Islami. 2009. Al-‘Ālamul Islāmī, 2009, No. 2071 (Arabic weekly) p.5. Al-‘Ālamul Islāmī, 2009, No. 2075 (Arabic weekly) p. 1. Al-‘Aālamul Islāmī. (Arabic weekly). 2009, Makkah al-Mukarramah. No.2075 p.1 Al-Aalamul Islami. (Arabic Weekly). Makkah Rabitatul AalamilIslami.May 2009. No. 2072
al-Mukarramah.
Al-Aalamil Islami. (Arabic Weekly) Makkat al-Almukarramah. Rabitatul Aalamil Islami. June 2009 No. 2074 Ar-Rābitah, 2009. No. 511 (Arabic Monthly). p22. Rābitah. (Arabic monthly). March 2009, Makkah al-Mukarramah, Rābitatul-Ālamil Islāmī. Vol. 45, No. 513, pp. 13-16 Rābitah, (Arabic monthly), Jan. 2009, Makkah al-Mukarramah, Rābitatul Ālami Islāmī. Vol. 45, No.511. pp 17-22 Ar-Rabitah (Arabic Monthly). Makah al-Mukarramah. Rabitatul Aalamil Islami. Kingdom of Saudi Arabia. Jan. 2009. Vol.45, No. 511
viii
ARA182
ARABIC READING I
Ar-Rabitah (Arabic Monthly). Makkah al-Mukarramah. Rabitatl AalamilIslami. Kingdom of Saudi Arabia. March 2009, No. 513 Ar-Rabitah. (2007). Arabic Monthly. Makkah al-Almukarramah. Kingdom of Saudi Arabia. No. 495 www.themwl.org Al-Mutaala’ah (1994). Ministry of Education. Makkah. Kingdom of Saudi Arabia. Al-Mutala’ah (1994). Ministry of Education, Makkah al-Mukarramah, Kingdom of Saudi Arabia. Second Edition. Ad – Dawsari, A, Mufarraj, Ashur Al-Haddad, (1986). Al –Lughatul Arabiyyah: Al-Hawliyyatul – Tullabiyyah. Kuwait, Sharkat Matabiu al – Wazan al-Aalamiyyah. Al-Hasari, (1967). Al – Ummatul ‘Arabiyyah: Baynal Madi wal Hadir in Al-Muhasini, Sultan and Akkahsh (eds.)’ Kitaabul Qiraa ‘at. Damaseus. Matba ‘atul Mufid Al-Jadidat pp. 30-34. Al – Jizawi, S.D. (1965). Dirasatun Fil Islam. Al – Qahirah, The Supreme Council for Islamic Affairs. Al – Kaylani, N. (1974) Amaliqatush Shamal. Beirut Muassasatur – Risalah. Al – Mashaful Karim. Al – Qur’an al- Karim. Academic Seminars on Islamic Shari’ah (proceedings). Makkah alMukarramah. Rabitatul AalamilIslami. Islamic Finance. Council of Islamic/American Relations. (2009). AlAalamul Islamic (Arabic weekly), No. 2076. Makka alMukarramah. Kingdom of Saudi Arabia p. 1 Kitaabul Qiraa’ah. (1967). Ministry of Education. Makkah alMukarramah. Kingdom of Saudi Arabia. Kitabul Qiraa’ah (1967), Makkah al-Mukarramah. Saudi Arabia. Ministry of Education. MWL Journal (English monthly). 2009, Vol.36, No.11-12 p. 43. MWL Journal (English monthly), January 2009, Vol.37, No. 1
ix
ARA182
ARABIC READING I
MWL Journal. (English Monthly). Makkah al-Mukarramah. Rabitatul Aalamil Islami. Kingdom of Saudi Arabia. April 2009. Vol. 37 N. 4 Qawa ‘idul – lughatil ‘Arabiyyah (1997). For the Second Semester. Ministry of Education. Kingdom of Saudi Arabia. 6th Edition. Suratul Kahf. (Q. 18: 32-43). The Qur’an, Chapters 16: 5 – 8, 18: 32 – 43 and 66: 10 – 12. The Noble Qur’an, English Transliteration of the Meanings and Commentaries. King Fahd Complex for the Printing of the Holy Qur’an. Madinah, K.S.A. Nadawaat Ilmiyyah (1976). (Academic Seminar Proceedings). Makkah al-Mukarramah. Rabitatul Aalamil Islami. Kingdom of Saudi Arabia
Assignment Files In this file, you will find all the details of the work you must submit to your tutor for marking. The marks you obtain from these assignments will count towards the final mark you obtain for this course. You will find further information on assignments in the Assignment file itself and later in this course guide in the section on assignment.
Assessment Your assessment will be based on Tutor – Marked Assignments (TMAs) and a final examination which you will write at the end of the course.
Tutor-Marked Assignments (TMAs) Every unit contains at least one or two assignments. You are advised to work through all the assignments and submit them for assessment. Your tutor will assess the assignments and select four which will constitute the 30% of your final grade. The tutor – marked assignments may be presented to you in a separate file. Just know that for every unit there are some tutor – marked assignments for you. It is important you do them and submit for assessment.
x
ARA182
ARABIC READING I
Final Examination and Grading At the end of the course, you will write a final examination which will constitute 70% of your final grade. In the examination which shall last for two hours, you will be requested to answer three questions out of at least five questions.
Presentation Schedule The presentation schedule included in your course materials gives you the important dates for the completion of tutor – marked assignments and attending tutorials. Remember, you are required to submit all your assignments by the due date. You should guard against falling behind in your work.
Course Marking Scheme This table shows how the actual course marking is broken down. Assignment Assignments Final Examination Total
Marks Four assignments, best three marks of the four count as 30% of course marks 70% of overall course marks 100% of course marks
Course Overview Unit
1 2 3 1 2
Title of Work Course Guide Module 1 The Importance of Reading The Essence of Transliteration Reading is Education In the School Module 2 The Muslim World League Establishment of Rabitah Activities of Rabitah
Weeks Activity Week 1 Week 1 Week 3
Assignment 1 Assignment 2 Assignment 3
Week 3 Week 4
Assignment 1 Assignment 2
xi
ARA182
3 4 1 2 3 4 1 2 3 4
ARABIC READING I
Rabitah’s Publications Week 4 Assignment 3 Az – Zira‘aha Mihnah Week 5 Assignment 4 Module 3 Leisure and its Impact on Social Life Utilization of Leisure Week 5 Assignment 1 Self Training Week 6 Assignment 2 Arabic in State Administration Week 6 Assignment 3 Dignity of Labour Week 7 Assignment 4 Module 4 Moral Lessons from the Qur’an/Hadith Moral Lessons Week 8 Assignment 1 The Tenth Hadith Week 9 Assignment 2 Rabitah’s Reach-out Profile Week 10 Assignment 3 Arab’s Contribution to the World Week 10 Assignment 4 Civilization Total 14
How to Get the Most from This Course In distance learning, the study units replace the university lecture. This is one of the great advantages of distance learning: you can read and work through specially designed study materials at your own pace, and at a time and place that suits you best. Think of it as reading the lecture instead of listening to the lecturer. In the same way a lecturer might give you some reading to do, the study units tell you when to read, and which are your text materials or set books. You are provided exercises to do at appropriate points, just as a lecturer might give you an in – class exercise. Each of the study units follows a common format. The first item is an introduction to the other units and the course as a whole. Next to this is a set of learning objectives. These objectives let you know what you should be able to do by the time you have completed the unit. These learning objectives are meant to guide your study. The moment a unit is finished, you must go back and check whether you have achieved the objectives. If this is made a habit, then you will significantly improve your chances of passing the course. The main body of the unit guides you through the required reading from other sources. This will usually be either from your set books or from Reading section. The following is a practical strategy for working through the course. If you run into any trouble, telephone your tutor. Remember that your tutor’s job is to help you. When you need assistance, do not hesitate to call and ask your tutor to provide it. 3
Read this course Guide thoroughly, it is your first assignment.
4
Organize a study schedule. Design a “course overview” to guide you through the course. Note the time you are expected to spend on each unit and how the assignments relate to the units. Important information, e.g. details of your tutorials, and the date of the first day xii
ARA182
ARABIC READING I
of the semester is available from the study centre. You need to gather all the information into one place, such as your diary or a wall calendar. Whatever method you choose to use, you should decide on and write your own date’s schedule of work for each unit. 5
Once you have created your own schedule, do everything to stay faithful to it. The major reason that students fail is that they get behind with their course work. If you get into difficulties with your schedule, please, let your tutor know before it is too late for help.
6
Turn to unit 1, and read the introduction and the objectives for the unit.
7
Assemble the study materials. You will need your set books and the unit you are studying at any point in time.
8
Work through the unit. As your work through the unit, you will know what sources to consult for further information.
9
Keep in touch with your study centre. Up-to-date course information will be continuously available there. Well before the relevant due dates (about 4 weeks before due dates); keep in mind that you will learn a lot by doing the assignment carefully. They have been designed to help you meet the objectives of the course and, therefore, will help you pass the examination. Submit all assignments not later than the due date.
10
11
Review the objectives for each study unit to confirm that you have achieved them. If you feel unsure about any of the objectives, review the study materials or consult your tutor.
12
When you are confident that you have achieved a unit’s objectives, you can start on the next unit proceed unit by unit through the course and try to pace your study so that you keep yourself on schedule.
13
When you have submitted an assignment to your tutor for marking, do not wait for its return before starting on the next unit. Keep to your schedule. When the assignment returned, pay particular attention to your tutor’s comments, both on the tutor-marked assignment form and also the written comments on the ordinary assignments.
14
After completing the last unit, review the course and prepare yourself for the final examination. Check that you have achieved the unit objectives (listed at the beginning of each unit) and the course objectives (listed in the course guide).
xiii
ARA182
ARABIC READING I
Facilitators/Tutors and Tutorials The dates; times and locations of these will be made available to you, together with the name, telephone number and the address of your tutor. Each assignment will be marked by your tutor. Pay close attention to the comments your tutor might make on your assignments as these will help in your progress. Make sure that assignments reach your tutor on or before the due date. Your tutorials are important; therefore try not to skip any. It is an opportunity to meet your tutor and your fellow students. It is also an opportunity to get the help of your tutor and discuss any difficulties encountered on your reading.
Summary This course introduces you to the techniques of reading. You are informed to see reading as education per se since by reading you acquire fresh ideas and break new grounds in knowledge. It is being emphasized, however, that your ability to read fast and correctly too depends largely on your mastery of the various reading techniques explained to you in details in the course material. Your success generally in all this is anchored on your strict compliance with the hints contained in this Course Guide.
xiv
ARA182
ARABIC READING I
Course Code Course Title
ARA182 Arabic Reading I
Course Team
Prof. M.A Bidmos (Developer/Writer) - NOUN Prof. A. F. Ahmed (Editor/Programme Leader) - NOUN
NATIONAL OPEN UNIVERSITY OF NIGERIA xv
ARA182
National Open University of Nigeria Headquarters 14/16 Ahmadu Bello Way Victoria Island Lagos Abuja Office No. 5 Dar es Salaam Street Off Aminu Kano Crescent Wuse II, Abuja Nigeria e-mail:
[email protected] URL: www.nou.edu.ng Published By: National Open University of Nigeria First Printed 2010 ISBN: All Rights Reserved
xvi
ARABIC READING I
ARA182
ARABIC READING I
CONTENTS
PAGE
Module 1
The Importance of Reading ...……
ة4اء4ر6 الق0ةFيcم4ه4 أ1
Unit 1 Unit 2 Unit 3
The Essence of Transliteration ى4ر2خ0 أŒة4غ0 ل6وف0ر0ح6ة ب4غ0ة ل4اب4ت6ك6 ل0اس4س4ل4ا Reading is Education Pيم6ل2ع4 ت0ة4اء4ر6ق2ل4ا In the School ة4س4در4م2ى ال6ف
Module 2
Muslim World League 21 ..………
Unit 1 Unit 2 Unit 3 Unit 4
Establishment of Rābiţah ة4ط6ابF الر0يس6أس4ت 21 ...…… Activities of Rābiţah: ة4ط6ابF الر0ات4اط4ش4ن 30 ...…… Rābiţah’s Publications ة4ط6ابF الر0ات4ور0ش2ن4م 37 ...…… Agriculture is an Occupation Pة4ن2ه6 م0ة4اع4رcلز4 ا43 ...……………
..………………… 1 9 …………………… …………………… 16 ى6م4سل6 ال6م4ال4 الع0ة4ط6اب4ر
Module 3 Leisure and its Impact on Social Life 49 ....……………………… ةFي6اع4م6ت2 الج6اة4ي4ى الح4ل4 ع0ه0ر4أث4 و0اغ4ر4الف Unit 1 Utilization of Leisure 49 ....…………6اغ4ر4ف2 ال0ات4وق4 أ0ل4غل6ت2س64إ Unit 2 Self Training ةFي6ات4ة ذFي6ب2ر4ت 55 ..…………… Unit 3 Arabic in the State Administration 60 .....……………………………… ة4ل2وF الد6ة4ار4د6ى إ6 ف0ةFي6ب4ر4ع2 ال0ة4ال;لغ Unit 4 Dignity of Labour 65 ...……………………… ـل4م4لع2 ا0ف4ر4ش Module 4
Moral Lessons from the Qur’ān and Hadīth 70 ......……………………… يث6د4الح4 و6آن2ر0 الق4ن6يب م6هذF الت0وس0در0
Unit 1 Unit 2 Unit 3
Moral Lessons يب6ذ2هF الت0وس0در0 70 .....………………… The Tenth Hadith ر6اش4ع2 ال0يث6د4لح4ا 75 ...…..……………… Rābiţah’s Reach-out Profile 80....…..…………………………… ةFي6ج6ار4خ2ل4ة ا4ط6ابF الر0ات4اط4ش4ن Unit 4 The Arab’s Contributions to Civilization 85 ...…..……………………… ة4ار4ض4ح2ال ى6ب ف4ر4لع2 ا0ات4م4اه4س0م
xvii
ARA182
ARABIC READING I
MODULE 1
THE IMPORTANCE OF READING
ة4اء4ر6 الق0ةFيcم4ه4أ Unit 1 Unit 2 Unit 3
The Essence of Transliteration ة4غ0 ل6و ف0ر0ح6ة ب4 غ0 ل6 ة4ا ب4ت6ك6 ل0اس4 س4ل4ا ى4ر2خ0أ Reading is Education Pيم6ل2ع4 ت0ة4اء4ر6ق2ل4ا In the School ة4س4در4م2ى ال6ف
UNIT 1
THE ESSENCE OF TRANSLITERATION ى4ر2خ0 أŒة4غ0 ل6وف0ر0ح6ة ب4غ0ة ل4اب4ت6ك6 ل0اس4س4ل4ا
CONTENTS 1.0 2.0 3.0
4.0 5.0 6.0 7.0
Introduction Objectives Main Content 3.1 Transliteration 3.1.2 Peculiarities of Arabic in Relation to Transliteration 3.2 Vowels 3.3 Transliterating Words and Sentences Conclusion Summary Tutor-Marked Assignment References/Further Reading
1.0
INTRODUCTION
As it is evident in the title of this course, Arabic Reading, the emphasis is on reading. You will observe that it is axiomatic to guess that correct pronunciation is an indication of good reading. In this unit, you will be guided to appreciate how transliteration can serve as a facilitator of correct pronunciation especially at this initial stage. Let me repeat that transliteration will help you make correct pronunciation and ultimately smooth reading. But what is transliteration, you may ask? The main content of this unit will tell you all you need to know about transliteration.
2.0
OBJECTIVES
At the end of this unit, you should be able to: • • •
explain what transliteration is all about use transliteration as a facilitator of correct pronunciation state peculiarities of Arabic sounds that transliteration may not convey • transliterate Arabic letters, words and sentences.
ARA182
ARABIC READING I
3.0
MAIN CONTENT
3.1
Transliteration: Definition and Scope
Simply defined, transliteration is the act of transcripting or writing a language by means of using the alphabet of another language. This is a procedure by which the alphabet of language A is represented in the alphabet of language B. In this case, we take Arabic as language A while English is language B. An Arabic word like د4ل4 وis transcripted or written thus Waladun by means of using English alphabet. ة4ل2ب6 قagain, will read thus: Qiblatun. You may be tempted to ask further; why do we use English alphabet to transcript Arabic? Is it because Arabic does not have alphabet of its own? Let us see how these questions are tackled in the next paragraph. Purpose of Transliteration ى4ر2خ0 أŒة4غ0ف ل 6 و0ر0ح6 بŒة4غ0ة ل4اب4ت6ك6 ن6ف م4د4اله There are various reasons for adopting transliteration. First, transliteration may be adopted due to lack of written alphabet of a given language e.g. Yoruba. Arabic and English letters have been adopted to transcript Yoruba. Iyawo, for instance, meaning wife can be transcripted using i-y-a-w-o and when Arabic alphabet is used to transcript the same word, we have و0و4ي6 إThis does not mean Yoruba has no alphabet of its own. Of course, it has. But the Yoruba alphabet has not been developed into distinct written symbols. It has remained preserved orally. Secondly, there is a didactic reason for transliteration which means it is being used for teaching/learning purposes. This is a situation where the learner of language A (which is Arabic) is familiar with the alphabet of language B (which is English) in the context of this course. Certainly, Arabic has its alphabet already developed in a written form. For the fact that English has assumed the status of a second language in Nigeria as well as number one official language, it is taken for granted that you must have been familiar with the English alphabet enough to facilitate your Arabic pronunciation. Before going into the nitty-gritty of transliteration, it must be noted that the use of transliteration to facilitate pronunciation/reading is temporary; it is just for you to take off. But as you advance in reading Arabic, other techniques will be introduced to you because there are some Arabic sounds that transliteration cannot capture accurately. It means that there are Arabic sounds for which English alphabet has no equivalent.
3.1.2 Peculiarities of Arabic in Relation to Transliteration It was stated above that there are certain Arabic sounds which have no equivalent in the English alphabet which explains that English transliteration has its limitation in writing Arabic. That notion brings us 2
ARA182
ARABIC READING I
to the peculiarities of Arabic. To start with, Arabic is called ادF الض0ة4غ0ل Lughatuđ-đād). It is so called because sound ضis peculiar to Arabic. Hardly can you find it in any other language. Lisanuđ-đād yajma‘unā mina `sh-shām ilā Najd امF الش4ن6ا م4ن0ع4م2ج4اد يF الض0ان4س6ل د2ج4ى ن4ل6إ Meaning: The language (lisān) of đ-đād unites us from Syria to Najd. Secondly, there are some sounds called: ق2ل4 الح0و ف0ر0 حHuruufulHalq(Throat letter) which are ء ه ـ ع ح غ خwhich are transcripted in English thus ’a- h- ‘a- ħ-kh-gh. Thirdly, Arabic consonants cannot stand by themselves without vowels. In English, it is possible to have consonants following each other in a word without a vowel e.g. street; str are consonants without vowel in between or ntry in country are consonants without any vowel in between. That is not possible in Arabic in which every consonant is articulated with the aid of vowel. Transliteration as a Facilitator There are 28 Arabic consonants. These are: أبتثجحخدذرزسشصضطظعغفقكلمنوهى They are transliterated as follows: Hare Cow Crown Snow Beauty Lawful Horse Directory Tail Leader Brilliant Peace Grateful Patient Laughter Path Notable
Arnabun Baqaratun Taajun Thaljun Jamaal Ḥalaal Khaylun Daleelun Dhayl Ra’ees Zakiyy Salaam Shaakir Sabuur Ḍaḥk Ṭareeq Ẓareef
as in apple as in boy as in as in as in as in as in as in as in as in as in as in as in as in as in as in as in
ta tha Ja ḥa kha da dha ra za sa sha sa ḍa ṭa ẓa
ب4ن2أر Pة4ر4ق4ب
ا ب
Pج4تا Pج2ل4ث 0ال4م4ج 0ل4ل4ح Pل2ي4خ 0يل6ل4د 0ل2ذي4 2يس6ئ4ر ى6ك4ز 2م4ل4س 2ر6اك4ش 2ور0ب4ص 4حك4ض 2يق6ر4ط Pظريف
4ت 4ث 4ج 4ح 4خ 4د 4ذ 4ر ز 4س 4ش 4ص 4ض 4ط 4ظ
3
ARA182
ARABIC READING I
An eye Unseen Understanding Moon Speech Clement King Neat Old age Endowment A day
‘aynun Ghayb Fahmun Qamarun Kalaam Laṭeef Malikun Naẓeef Harmun Waqfun Yawmun
as in as in as in as in as in as in as in as in as in as in as in
‘ay gha fa qa ka la ma na ha wa ya
Pن2ي4ع Pب2ي4غ مP 2ه4ف Pر4م4ق Pم4ل4ك Pيف6ط4ل Pك6ل4م Pيف6ظ4ن Pم2ر4ه ف P 2ق4و Pم2و4ي
4ع 4غ 4ف 4ق 4ك 4ل 4م 4ن 4ه 4و 4ى
SELF ASSESSMENT EXERCISE 1 What are the Huruufu `l-ħalq? Give two words to illustrate each of them.
3.2
Vowels
You will observe that every consonant listed above could be articulated i.e. pronounced only if it carries on top of it a vowel known as fathat --َ--There are three of such vowels: namely fathat --َ--- Kasrah ---ِ--and Dammah ---ُ--. It means, therefore, that each consonant can have three articulations e.g. Father Son Mother A door A girl Horse A crown Nine Apple Snow Weight 1/8 Beauty Bridge Cheese Lawful Camel Judgment Ram Graduand 4
‘Abun Ibnun Ummun Baabun Bintun Buraaq Taajun Tis ‘tun Tufaah Thaljun Thiqal Thumnun Jamaal Jisrun Jubnun Halaal Himaar Hukmun Kharuufun Khirreej
as in as in as in as in as in as in as in as in as in as in as in as in as in as in as in as in as in as in as in as in
± 4أ ب Pن2ب6إ ±م0أ Pاب4ب Pت2ن6ب 2اق4ر0ب Pج4تا Pة4ع2س6ت Pاح4ف0ت Pج2ل4ث 2ل4ق6ث Pن2م0ث Pال4م4ج Pر2س6ج Pن2ب0ج Pل4ل4ح Pار4م6ح Pم2ك0ح ف P و0ر4خ يج6ر6خ
أ4 6إ 0أ 4ب 6ب 0ب 4ت 6ت 0ت 4ث 6ث 0ث 4ج 6ج 0ج 4ح 6ح 0ح 4خ 6خ
ARA182
Exit Bucket Hen Male Remembrance Delicious water
ARABIC READING I
Khuruuj Dalwun Diikun Dhakar Dhikrun Dhulaal
as in as in as in as in as in as in
0 و0ر0خ ج Pو2ل4د Pك2دي6 2ر4ذك4 Pر2ذك6 0ل4ذل0
0 خ 4د 6د 4ذ 6ذ 0ذ
Sukun, Tanwin, Long Vowels Still in the group of vowels, we have Sukuun and tanween. Sukuūn is a circle symbol ---ْ—used to indicate a silent consonant e.g. و2دل4 while tanween called nunation --ً--ٍ--ٌ--- . This sign is used to denote indefinite article i.e. it is the opposite of definite article e.g. د4ل4 وµدا4ل4 وPد4ول4 = a boy. To make it definite we add ألe.g. د4ل4و2 = ألthe boy. Closely related to vowels is shaddah ---ّ--- which is used to denote double consonants i.e. when a consonant is doubled e.g. ب بas ر ب ب. --ّ- is used to indicate that the consonant is double e.g. ب4د ر± 4 ج±ط4 ق±ط6ق We can hereby represent all vowels and other sings as follows --َ--ِ---ُ---ْ---ّ When Fat-hat, Kasrat and dammat are called short vowels, there are others which are called long vowels or elongated vowels. These include ا – و – ىat a glance, you will notice that they are consonants. But in this instance, they are used as symbols of an elongated vowel. In other words when fat-hat or kasrat or dammat is elongated e.g. قالThe alif that follows قin this illustration is an elongated fat-hat as you will have an elongated kasrat in قيلand elongated dammat in يقولsee the following illustrations. He slept naama م4نا Meaningless neema 4يم6ن He deputizes yanuubu 0وب0ن4ي
he said qaala 4ل4قا 4 it was said eeila 4يل6ق he says yaquul 0ول0ق4ي
When you are transliterating long vowel, you have liberty to use double English vowel e.g. qaala ال4 قor single but with an elongation mark e.g. qaala or qāla قال Naama or naama Qeela or qīla Yaquulu or yaqūlu Shadeedun or shadīdun Lateefun or latīfun Saleemun or salīmun
ام4ن 4 4يل6ف ول0ق4ي يد6د4ش يف6ط4ل Pيم6ل4س
0
5
ARA182
ARABIC READING I
SELF ASSESSMENT EXERCISE 2 Give five words in Arabic, give each of them appropriate vowel and transliterate them. 3.3
Transliterating Words and Sentences
In transliteration, as already explained to you above, you need to understand the vowels both short and long and their symbols. You, also, need to understand the Arabic sounds called ħurūful-ħalq and the English letters that represent them. Then, you are set for transliteration. He stood ام4ق He prostrated د4ج4س He opened ح4ت4ف He went out ج4ر4خ Zaydun د2ي4ز Abdu-r-Rahmaan ن4م2حF الر0د2ب4ع Ishaaq 0اق4ح2س6إ They are going out--yakhrujuun ون0ج0ر2خ4ي They are laughing--yad-hakuun 4ون0ك4ح2ض4ي He sought--Talaba 4ب4ل4ط A student--Taalibūn Pب6ال4ط It dropped--Waqa‘a ع4 4ق4و He is all-hearing--Samīun Pيع6م4س Attractive--Jadhdhaaab PابFذ4ج Perfection--Kamaal Pال4م4ك Beauty--Jamaal Pال4م4ج Food --Ta‘āmun Pام4ع4ط A book--Kitaabun Pاب4ت6ك The pen--al-Qalam 0م4ل4ق2ل4أ
3.3.1 Transliterating Sentences Sulayman Ţālibun Mujtahidun (Sulayman is a hard working student) Pد6ه4ت2ج0 مPب6ال4 ط0ان4يم4ل0س Rakiba Ţalħat ħişisaanan (Talhat rode a horse) µانا4ص6 ح0ة4ع2ل4 ط4ب6ك4ر Adhdhana Muhammadun Lişalaati `z-zuhr (Muhammad called for Zuhr prayer) 6ر2 الظ;ه6ة4ل4ص6 لPدFم4ح0 م4ن4ذ4أ Ħafiza Fawzī al-Qur’aan Kullahu (Fawzi memorized the whole Qur’ān) 0هFل0 ك4أن2ر0ق2ل4ى أ6وز2 4 ف4ظ6ف4ح Dhahabtu ila `l-qaryat ‘ams (I went to the village yesterday) لى6 إ0 ت2ب4ه4ذ س2م4 أ6ة4ي2ر4ق2ال Akalta `r-Ruzza (You ate rice) الر;ز4ت2ل4ك4أ 6
ARA182
ARABIC READING I
Akaltu `l – fuula. (I ate beans) 4ول0ف2 ال0ت2ل4ك4أ Şabaahu `l-khayr (Good morning) 6ر2ي4خ2 ال0اح4ب4ص Ma ‘a `s-Salaamat (Good bye) 6ة4م4لF الس4ع4م Baarakallah feek--God bless you 4ك2في6 0 ال4ك4ار4ب Al-Jawwu `l-yawm Jameelun (The weather is fine today) و م4ي2ل4و; أ4ج2ل4أ يل6م4ج Harakatu `s-Sayr shadeedatun (The traffic is bad) ر2يF الس0ة4ك4ر4ح ة4د2ي6د4ش Anā Muslim (I am a Muslim) 0م6ل2س0ا م4ن4أ Anā ‘uhibbu Muhammadan (I love Muhammad) ب6ح0ا أ4 ن4أ اµدFم4ح0م ‘Ukhtī Jameelah--My sister is beautiful Pة4يل6م4ى ج6ت2خ0أ SELF ASSESSMENT EXERCISE 3 Transliterate the following Arabic Texts: ة4وح0ت2ف4م2 ال6ة4ع6ام4ج2ى ال6 فP ب6ال4ا ط4 ن4أ ةFي6ير6ج2يFالن 4.0
CONCLUSION
0اج4نت6ت2س6ل4ا
You will notice that there are different ways of transliterating al-Hurūfu `l- Qamariyyah and al-Hurūfu `sh-Shamsiyyah when they occur in words. But I would like to recommend to you the style that places emphasis on pronunciation which goes does: Bismillahi r-Rahmaani r-Raheem 6يم6حF الر6ن4م2حF الر6 ال6م2س6ب Al-hamdu Lillahi Rabbil – ‘Aalameen 4ين6م4ال4ع2 الcب4 ر6 ل0د2م4ح2ل4أ
5.0
SUMMARY
ة4ص4ـل0الـخ
Transliteration is meant for assisting you to master pronunciation of Arabic letters and words. It is used to help you start your reading exercise. Your progress in this course will depend largely on your mastery of transliteration techniques as applied to the Arabic consonants, throat letters, short and long vowels and other peculiarities of Arabic.
6.0
TUTOR-MARKED ASSIGNMENT
Define Transliteration and explain its importance to an English speaking student of Arabic.
7
ARA182
7.0
ARABIC READING I
REFERENCES/FURTHER READING
Abdul-Rauf, M. (1989). ARABIC for English Speaking Students. Lebanon: Al-Saadawī Publications. Bidmos, M.A. (1996). Mustaqbal-Lughatil Arabiyyah fi Nayjiriya. Lagos: Islamic Publications Bureau.
8
ARA182
ARABIC READING I
UNIT 2
READING IS EDUCATION Pيم6ل2ع4 ت0ة4اء4ر6ق2ل4ا
CONTENTS 1.0 2.0 3.0
4.0 5.0 6.0 7.0
Introduction Objectives Main Content 3.1 Tasks 3.2 The Passage 3.2.1 The Meaning of the Passage 3.3 The Passage 3.3.1 The meaning of the Passage Conclusion Summary Tutor-Marked Assignment References/Further Reading
1.0
INTRODUCTION
This unit will establish for you how important the act of reading is. The unit will show you the power of reading in grooming a personality. As the lesson progresses, you will see the interconnectedness between Reading and education and how reading actually serves as the very foundation of education. The relationship between reading and education is a continuous partnership. In other words, as education grows, reading grows with it. The various sections of this unit will show you that Reading is education.
2.0
OBJECTIVES
At the end of this unit, you should be able to: • • • •
explain the importance of reading state the relationship between Reading and Education describe the role of school in your acquisition of reading skill list some of the reading techniques.
3.0
MAIN CONTENT
3.1
Tasks
You are to perform three actions with the following words. First, dismantle each word into its component letters e.g. القراءة = أ ل ق ر ا ء ة Secondly, pronounce each letter with these three vowels َ ِ ُ e.g. ر064 ق064 ل604أ أ ة064 ءwhich gives you a i u, la li lu,qa qi qu, ra ri ru, ta ti, tu.
9
ARA182
ARABIC READING I
Thirdly, return the letters to their original one word i.e. القراءةand also pronounce the words one by one to your hearing i.e. ة4اء4ر6لق2أ ؤ4ر2ق4 – ت0ي م6ل2عF – الت4لى4 – ع± ي6ن2مب4 – 6 – ا ل0ول0 س4 – رPةFهم6 0 م- دP Fم4ح0 م- 4ا م4 – قPئ2ي4 – ش0ة4اء4ر6لق2ا – 0ح4ت2ف4– ت – 0عF س4و4ت4 – ي0 م2ل6ع2 – أل0م2فه4 – 0ا ح4ت2ف6 – م0 مcل4ع0 – ي0ة4ي6ب2رFا – التµير6كث4 – 0ة4وب0ع0 – ص0لcه4س0 – ت4ا م4م4أ – ىFو4ق4ت4ي .0ن4ط4و2ل4ى أ4ن2غ4ت2س0 – ي0ر2و4 – د0ان4ه4ت2س0 – ي4 – ل0اة4د4 – أ4ن0س4 – ح0رFو4ط4ت4 – ي0ل2ق4ع2ال Copy out the following passage in your notebook. Try to identify the words listed above in the passage and underline them. Read the passage to yourself; sentence by sentence. ة4اء4ر6 الق0ةFيcم4ه4أ ةFي2م6ه4ى أ4ل4 ;ل ع0د4 ي4 ك6ل4وذ4 6 ا ل6ول0 س4كر4 6 ه6تFهم6 0 م6ة4اي4د6ى ب6 )ص( فPدFم4ح0 م4ى6ط2ع0 أŒئ2ي4 ش0ّلFو4 أ4ة4اء4ر6ق2 الF ن6إ ر2ي4ا غ4ذ4ه4 و.Œة4ر6م4ت2 س0 مŒة4ور0 ص6 ب6ة4اء4ر6ق2ى ال4ل4 ع±ى6ن2ب4 م0ل; ه0 ك0ول0 سF الر4ى6ط2ع0ى أ6ذF ال0ي م6ل2عFالت4 و.ة4اء4ر6ق2ال ان4س2ن6ل; إ0ك4 و.2 م6هcل0 ك6ل0الر; س4 و6اء4ي6ب2ن4 ال4 ن2ي4 ب0ة4ي6ار4ج2 ال0ة4اد4ع2 ال4و0ا ه4 مFن6 إ.د ه4 2ح4 وŒدFم4ح0ى م4ل4 عŒور0ص2ق4م ن4 أ4ت2د4ر4ا أ4ذ6وإ4 .6 ه6ين4ع6 ب0ي م6ل2عF الت4ى6 ه2و4 يم أ6ل2عFالت4 ك4ة4اء4ر6ق2 الFن4ى أ4ر4ت4و س4 .اة4ر6ق2 بال4ةFي6م2ل6ع2 ال0 ه4ات4ي4ح0ؤ4د2ب4ي ى4و6 س6ي م6ل2عFى الت4ل6ى إ4ر2خ0 أPة4يل6 س4 و4ا ك4ن0 ه4 س2ي4ول4 .ةFر6م4ت2س0 مŒة4ور0ص6 ب4أ4ر2ق4 ت2 ن4 أ0 ب6ج4ا يµ م6ال4 ع4و ن0ك4ت لcه4س0ت4 و.6م2ل6ع2 ال4اب4و2ب4 أ4ك4ام4م4 أ0ح4ت2ف4 ت4ة4اء4ر6ق2 الFن6 إ.اµم2ل6 ع0اد4د2ز4 ت4كFن6فإ4 اµيد6د4ا جµئ2ي4 ش0ؤ4ر2ق4ا ت4مFكل0 4 ف.ة4اء4ر6ق2ال .اµير6كث4 0 م4ه2ف4 ي4و0فه4 اµير6ث4 ك0ؤ4ر2ق4ى ي6ذF ال4 ب6الF الطF ن6 إ.6 م2ه4ف2ل6 لPا ح4ت2ف6 م4هى6 4 و.يم6ل2عFى الت6 فŒة4وب0ع0 صFكل0 4 ك4ل ى6ا ف4 ه6 ب0ان4ه4ت2س0ي4 ل0اة4د4 أ4ة4اء4ر6ق2 الF ن6 إ.0 ه0ال4 ح4ن0س4ح4 و.0 ه0كر2 6ر فFو4ط4ت4ي4 و.0 ه0ل2ق4ى ع4وFق4ت4ي4 و.اµ ك2ف0 أ0عF س4و4ت4ي4و ك6ذل4 ى4ل6 إ2ف6ض4 أ.Œد2ر4 فFل0 ك6اء4ن6ى ب6ف4 و.6ن4ط4و2 ال6اء4ن6ى ب6 ف0ه2ن4ى ع4ن2غ4ت2س0ي4 لPور4 د6ة4اء4ر6ق2ل6 ل.ة4ي6ب2رFالت4 و6يم6ل2عFالت ى6ى ه6تFل6ى ل6د2ه4ن ي4أ2ر0ق2ا ال4ذ4 هFن6 إ.ة4اء4ر6ق2 ال4ن6 م0ه0م2س6 إ4ذ4خFت6 إ6م4ال4ع2ى الŒ فŒب0ت0 ك0م4ظ2ع4و أ4 0ى ه6ذF ال4ن4ا2ر0ق2 الFن4أ .اµير6كب4 اµر2ج4 أ2م0ه4 لFن4 أ6ات4ح6الF الص4ون0ل4م2ع4 ي4ين6ذF ال4ين6ن6م2ؤ0م2 ال4رcش4ب0ي4 و0م4و2ق4أ The meaning of the passage The importance of Reading Reading was the first thing given to the Prophet Muhammad (SAW) at the beginning of his duty as a messenger of Allah. That points to the importance of Reading. The totality of education given to the Messenger of Allah was based on Reading continuously. This is not limited to Muhammad alone. It is the normal practice among all messengers of Allah. Even every individual begins his/her educational life with Reading. You shall see that Reading is like education or it is Education proper. If you want to be a learned person, you must read continuously. There is no other means to education besides Reading. Every time you read something new, your education increases. Reading will open doors of knowledge to you. It will make easy for you any difficulty in education. It is the key to understanding. The student, who reads a lot, will understand a lot. His horizon will expand. His brain will be strengthened. His condition will be good. Reading is an indispensable tool to learning. Reading plays a significant role in the nation building and in the building of every person. Further more, the Qur’ān which is the greatest of all books in the world, took its name from Reading. “Verily this Qur’ān does guide to that which is most right and give the
10
ARA182
ARABIC READING I
glad tiding to the Believers who work deeds of righteousness, that they will have a magnificent reward” (Q.17:9). SELF ASSESSMENT EXERCISE 1 ص6ف أ4ه4مcيFة 4الق6ر4اء4ة 6فى ث4ل4ث 6ج0م4ل.Œ م4ا ه6ى 4الع4لق4ة 6ب4ين 4الق6راء4ة 6و4التFعل6يم. أك2ت0ب 2ا4ي4ة µف6ى س0ور4ة6الس2ر4اء 6و4اذ2ك0ر م4عن4اه4ا ب6ال6نك6ل6يز6يFة.
The Importance of School
3.2
You start by reading the following words without vowels. Then refer to the passage below which is vocalized to see how many of those words you can pronounce correctly. Next, you should arrange the words in ) .حرف( ) and Articleاسم( ) , Nounفعل( three categories: namely. Verb المدر سة – مأخوذ – مكان – مجت مع – التلم يذ – أيام – ال سبوع – يدر سوا – يكتبون – سليمة – الخلق – الوالد ين – المدر سون – الزملء – ال جبران – يتعلمون – من – فى – يأتى – يقرؤن – نتعلم – اليمان – ملئكة – الكتب – الر;س0ل – الدين – الدنيا – اليوم – القدر – يحترم – الزراعة – النجارة – السياقة – المأدبة – أ 4ن – Fتحتل – أهمية – كلما – على – مختلفة – وزارة – التربية – فصل – جهة – النظام -ك The Passage أأ4ه6م2يFة 0ال2م4د2ر4س4ة أل2م4د2ر 4س4ة 0ه6ى 4إ 6س2م مكا ن Pم4أ2خ00وذ Pم 6ن 4الدcر4ا س4ة .6و4ه6ى 4ت4ع 2ن6ى م4ك4ا ن Pي4ج2ت4م 6ع 0ف6ي ه 6التFل4م6يذ 0خ4م2س4ة 4أ4يFام ف6ى ا2ل 0س2ب0وع 6ل6ي4د2ر 0س0وا .ف6ى ال2م4د2ر 4س4ة 6ي4ت4ع4ل Fم 4التFل4م6يذ 0ك4ي 2ف 4ي4ك2ت0ب0و ن 4ك6ت4اب4ة µس4ل6يم4ة4 µوك4ي 2ف 4ي4ق2ر4ؤ0ن ق6ر4اء4ة µس4ل6يم4ة4 µوك4يف 4ي4ت4ك4لFم0ون 4ك4ل4مµا س4ل6يمµا .و4ال4ك2ث4ر 0م6ن 2ذ4ل6ك4 4فإ6نFه0م 2ي4ت4ع4لFم0ون 4أ4ي2ضµا 4مك4ار6م 4ا2ل4خ2ل4ق ك4اح2ت6ر4ا م 6ا2لو4ال6د4ي ن4 6وا2لم0د4ر cس6ين 4و4الز;م4ل4ء 6و4ال2ج6ير4ان4 .و ف6ى ذ4ل 6ك 4ك0ل cه 6ي4أ 2ت6ى إ6ح2ت6ر4ا م 0النFف 2س6 6ل 4ن Fم4ن ل4ي4ح2ت4ر 6م 0النFا س 4ل4ي0ح2ت4ر4م .ن4ت4ع4ل Fم 0ف6ى ال2م4د2ر 4س4ة 6أ0م0ور 4الدcي ن 6و4الد;ن 2ي4ا .و4ع4لى 4س4ب6يل 6ا2لم6ثا4ل ,6ن4ت4ع4ل Fم 0ف6ى ال2م4د2ر 4س4ة 6ا2ل6يم4ا ن 4ب6ا ل 6و4م4ل4ئ6ك4ت 6ه4 6وك0ت0ب 6ه 6و4ر 0س0ل6ه 6و4ال2ي4و 2م 6ا2ل4خ6ر 6و4ال2ق4د4ر4 .وم 6ن 2أ0م0ور 6الد;ن2يا ,4ن4د2ر0س الس cيا4س4ة 6و4ا2ل6ق2ت6ص 4اد 4و4ال2ق4ض4اء 4و4أ4 4د ب 4ال2م4أ2د0ب4ة 6و4النFظ4اف4ة .و4ن4د2ر 0س 0ال2ح6ر2ف4ة 4ك4النFج4ار4ة 6و4ا2ل6د4ار4ة و4الزcر4اع4ة 6و4السcيا4قة 6و4التFر2ب6ي4ة 6الخ6 .م مFا ذ4ك4ر 2ن4ا أ4ع2ل 4ه 0ي4تFض 6ح 0أ 4ن Fال2م4د2ر 4س4ة 6ت4ح2ت4ل; م4ن2ز6ل4ة µف4اذ Fه 0ف6ى ال2م0ج2ت4م6ع .و4ل4ه4ا أ4ه6م2يFة 4ل4ت0ن2ك4ر .0ف6ى ال2م4د2ر4س4ة 6ع4دP 4د م6ن 4ال2م0و4ظف6ين 4الFذ6ين 4ي4ق0وم0ون 4ب6و4اج6ب4ات 6م0خ2تµل6ف4ة.Œ و4ع4لى 4ر4أ2س6ه6م 2أ4ل2ع4م6يد 0و4ه4 0و ب6ي4د6ه 6إ6د4ار4ة 0ال2م4د2ر4س4ة .6م6ن 2و4اج6ب4ات6ه 6ت4ص2ح6يح 0ال2م0ذ4كFر4ة 6الدcر4اس6يFة 6ال2ي4و2م6ي4ة ال Fت6ى ي0ع6د; ه4ا ال2م0د4ر cس0ون0 .كل Fص4ب4اح Œي0و4ج cه 0ال2ع4م6يد4 0كل2م4ة µإ6ل4ى التFل4م6يذ 6ف6ى ال2ق4اع4ة .6ب6ح0ض0ور ال2م0د4ر cس6ين .أ 4م4ا ال2م0د4ر cس0ون4 4فم0ه6مFت0ه 0م 2ال6ش2ر4ا ف 0ع4لى 4ال4ن2ش0ط4ة 6ال2ق4ائ6م4ة 6ف6ى ال2ف4ص2ل 6م 6ن 2ت4د2ر6يس و4ت4و2ج6ي ه 6التFل4م6يذ 6و4ت4ص 2ح6يح 6أ4و2ر4اق6ه 6م4 .وي4ت4أ4كFد 0ال2ع4م6يد 0و4ال2م0د4ر cس0ون 4م 6ن 2إ6ل2ت6ز4ا م 6التFل4م6يذ 6ب6ال2ه0د0ؤ و4النcظ4ا م 6التFام6ي 2ن .و4ه0ن4ا ك 4م4 0وظFف0و ن 4ا4خ4ر0و ن 4م6م ّ4ن 2ي4ع2ت4ن0و ن 4ب6س 4ل4م4ة 6التFل4م6يذ 6و 4ص6حFت6ه6م 2أ4ث2ن4اء و0ج0و 6ده6م 2ف6ى ال2م4د2ر4س4ة. Similar to the task you performed above on the selected words, attempt again classification of the words in the passage to three categories; these ) .حرف( ) and Articleفعل( ) Verbاسم( are Noun Step 2, you pronounce the words unvocalized. With reference to the passage that is vocalized, find out how many of those words can you 11
ARA182
ARABIC READING I
pronounce correctly. You should make necessary corrections in your pronunciation. Step three is to read the whole passage to your hearing several times. Are you satisfied with your pronunciation? In learning a language, there are grammatical rules to guide the student. But taste is an unwritten rule that has as much effect as grammar. You should appreciate the role of taste in your learning process. Taste is when pronunciation of a given word does not sound well to you. Whenever you encounter such a problem of non-satisfaction with your pronunciation, you must obey the dictate of your taste by taking necessary steps for correction.
3.2.1 The Meaning of the Passage The word school is derived from the root الدراسةi.e. lesson. It is a place where pupils gather five days a week to learn. In the school, pupils learn how to write correctly, read correctly and speak correctly. They also learn good conduct/character like respect to parents, teachers, peer groups and neighbors. Out of all this comes self respect, because he who has no respect for others will not be respected. We learn religious and secular matters in the school. For example, we learn belief in God, in His angels, His books, His messengers, the last day and predestiny. The secular matters we learn include politics, economics, judiciary, table manners, and cleanliness. We learn professions such as carpentry, administration, farming, driving education; etc. From the foregoing, it is obvious that school occupies a unique position in the society. Its importance cannot be ignored. There is a number of staff in the school who play various roles. Headmaster is in the forefront of the school staff. He handles administration. He marks daily lesson notes prepared by the teachers. At every morning Assembly, the headmaster gives a brief talk to the pupils in the presence of all teachers. Regarding teachers, it is their duty to oversee all the classroom activities such as guiding the students and correcting their assignments. The headmaster and other teachers ensure strict compliance of the pupil, with order and tranquility. There is another cadre of staff who are in charge of the pupils’ health care while in school. SELF ASSESSMENT EXERCISE 2 Identify and copy out of the Arabic passage all sentences that describe the duties of a Headmaster, Teachers and other staff in the school. Read it to yourself.
12
ARA182
3.3
ARABIC READING I
Description of the School Compound
I must remind you that ability to read requires some activities and task to be performed. You should, for instance, identify each word in a sentence or in a whole passage, identify the letters that make up a word and give each letter appropriate vowel. Take a look at the following words which you will find in the passage below. – كرة – القدم – المدر سة – قا عة – ب ين – المدر سين – التلم يذ – صباحا – نهارا – جناح المطعم – غرفة – عميد – الرياضة – بوابة – يدخل – تتكون – الزوار – حديقة – الجغرافية – أجهزة – الجهاز – الحالة – الجوية – العالمية – قياس – عمق – المطر – الرض – تربط .– توجد – تعطى – أشتاق – فينانة – هواء – ظلل – يقرؤ The first task for you is to attempt correct pronunciation of each word in the list above by giving each letter in the word appropriate vowel. Writing can assist you to make correct pronunciation. So you write in your note book every word. As you write, you get more familiar with each word and you are better prepared to read the following passage: The Passage ةFي6س4ر2د4م2 ال6ة4يئ6ب2 ال0ف0ص4و ول0ص0ف2 ال0ا ح4ن4ا ج4 ه2ن6وم4 ة4 ض4ياcالر4م و4د4ق2ال6ةFر0ك6ان ل4د2ي4م2ا ال4 ه2ن6 مŒة4ف6ل4ت2خ0 مŒة4ي6ن2ب4 أ2 ن6 م0 نFو4ك4ت4ى ت6ت4 س4ر2د4م د2ن6اعµار4ه4ون4 ل6 و0خ0 الد4د2ن6 عµاحا4ب4 ص6يذ6م4لFالت4 و4ن6ي6 سcر4د0م2 ال4 ن2ي4 ب6ا م4ع2 ال6ا ع4م6ت2ج6ل6 ل0ة4اع4ق4 و6ةFي6ا س4رcالد ى6حc الص6ر4ج4لح2 ا4 و6ة4 س4ر2د4م2 ال6يد6م4 ع0ة4ار4د6وإ4 4ين6 سcر4د0م2 ال0ة4ف2ر0وغ4 6 م4ع2ط4م2ل6 ل0ر4 اخ0 ح4نا4ج4 و. 6و ج0ر0خ2ال ا4 ه2ن6 م0ل0خ2د4 يPة4ير6ب4 كPة4ابFو4 ب4 ك4نا0وه4 ..ة4ام4 ومرا جع عµبا0ت0 ك0يذ6م4لF الت0ؤ4ر2ق4 ي0 ث2ي4 ح0ة4ب4ت2ك4م2ال4 و6يذ6م4لFلت6ل ا ك4ن0ه4 و.6ة4اع4رcى الز4ل4 ع6يذ6م4لF ين الت6ر2م4ت6 لPة4يق6د4 ح6ة4 س4ر2د4م2ى ال6 ف4 و.ارFالز;و4 و4ون0 سcر4د0م2ال4 و0يذ6م4لFالت ق2م0 ع6ا س4ي6وق4 4ةFي6و4ج2 ال4ة4ال4ح2 ال6ة4ف6ر2ع4م6ة لP 4ز6ه2ج4 أ2د4وج0 ت0 ث2ي4 ح4ةFي6اف4ر2غ0ج2 ال0ة4يق6د4ح2ى ألFم4س0ى ت4ر2خ0 أPة4يق6د4ح ى6 فŒ ض2ع4 ب4 ع4ا م4 ه4ض2ع4 ب4ة4ف6ل4ت2خ0م2 ال6اة4ه6ج2 ال0 ط0ب2ر4 ت0 ق0ر0 ط4ا ك4ن0وه4 . ه6ول0ز0 ن4د2ن6 ع6 ض2ر4ل2ى ا6 ف6ر4ط4م2ال د4وج0وت4 .قا4ن2و4ر4 وµال4م4 ج4ة4س4ر2د4م2 ال4ى6ط2ع0ت6 ل6ة4ف6ل4ت2خ0م2ا ال4ه6ان4و2ل4أ6 ب6ور0 الز;ه6ق0 الط;ر2ى4ب2ن4ى ج4ل4وع4 .ة4س4ر2د4م2ال .اµ م6ائ4ا د4 ه2ي4ل6 إ0ا ق4ت2ش4 أPة4يل6م4ى ج6ت4 س4در2 4 مF ن6 إ.ل4ل6ظ4ا وµ ق6ل4 طµاء4و4 ه4ة4 س4ر2د4م2ى ال6 ط2ع0 ت0ة4ان4ن2ي4ف0ار4ج2ش4 أ4 ك6ل4ذ4ك .6ة4ج2ه4وب4 6ال4م4 ج2ن6ا م4اله4ي The Task You will notice that this passage has a message. But you can capture the message only with correct pronunciation of the passage. So, read the passage as vocalized. Then, copy it out in your note book unvocalized and read it repeatedly. Whenever you encounter a problem with a particular word, refer to the vocalized passage to crosscheck its vowel and, then, pronounce it. Try to identify the words listed above as they occur in the passage. Use the meaning of the passage provided for you above, attach to every word its meaning. By so doing, you gain mastery of its reading.
13
ARA182
ARABIC READING I
3.3.1 The Meaning of the Passage Description of the School Compound My school is made up of different buildings. There is a football field which is also used for physical training. There is a wing for classrooms and a hall for morning and afternoon assemblies for both the teachers and pupils. There is a school clinic and a library where pupils can read general books. There is a giant entrance gate for the teachers, pupils and visitors to enter into the school. There is a garden to train pupils on farming. There is another one called geographical garden where there is a collection of equipment to monitor the weather condition and rain gauge. There are roads linking various wings of the school together. On both sides of the roads, are flours which give the school beauty and splendure with a variety of colours. There are leafy green trees which make the school beautiful and produce clean air and shades. My school is beautiful and I always long to see my school. What a beauty and splendure of a school! SELF ASSESSMENT EXERCISE 3 1. Write out the whole passage and read it from your notebook. 2. Identify words you find difficult to pronounce and drill yourself on them. 3. List out all verbs contained in the passage and give them a special attention. 4. Describe aspects of your school that impress you most.
4.0 CONCLUSION The emphasis in this unit is to let you appreciate the importance of reading. Certainly, no reading, no education to prove this, you were informed that, reading was the first thing given to Prophet Muhammad (s) at the beginning of his mission as a prophet of God. In the same token, if you want to be educated, reading is your starting point. You must develop interest in reading as a key to learning.
5.0 SUMMARY The tasks prescribed for you in this unit include classification of words into verbs, nouns and articles. Others are reading unvocalized words, placing appropriate vowels on each letter in a word, pronunciation of words and reading the passage. To help yourself learn faster, you have 14
ARA182
ARABIC READING I
to repeat those tasks several times until you can notice some improvement in your reading.
6.0
TUTOR-MARKED ASSIGNMENT
Describe two methods that can assist you to read.
7.0
REFERENCES/FURTHER READING
Abdul – Rauf, M. (1989). ARABIC for English Speaking Students. Lebanon: Al-Saadawi Publications. Muhammad Ballo (1964). Infāqu l – Maysūr fī Tarīkh Bilad Tukrur. Cairo: Dar wa Matabi Sha’ab. Al – Qur’an al- Karim. Al-Aalamul-Islamī Journal (2009). (Arabic Weekly). Makkah, Saudi Arabia: Rabitatul Alamil Islami.
15
ARA182
ARABIC READING I
UNIT 3
IN THE SCHOOL
6ة4س4در4م2ى ال6ف
CONTENTS 1.0 2.0 3.0 4.0 5.0 6.0 7.0
Introduction Objectives Main Content 3.1 In the School 6ة4س4ر2د4م2ى ال6ف 3.2 On School Vacation ى6 ف6ةFي6س4ر2د4م2 ال6ة4از4إج6ل4أ Conclusion Summary Tutor-Marked Assignment References/Further Reading
1.0
INTRODUCTION
In this unit, we shall use texts that revolve on the school scene in line with our practice in unit 2 above. The rationale for using the scene is to use texts that are intelligible and familiar to facilitate Reading which is our main focus in this course. I assume, you will appreciate using texts that revolve on subjects that are familiar to you. I will take you round a host of techniques that will stimulate your instinct for reading.
2.0
OBJECTIVES
At the end of this unit, you should have been able to: • •
pronounce correctly the words listed as a prelude read the sentences in the passage • state the ongoing activities in the school.
3.0
MAIN CONTENT
3.1
In the School
ة4س4ر2د4م2ى ال6ف
Tasks You have to assist yourself on reading the underlisted words by transliterating all of them, then pronounce each of them. س2رF – الد0ة4س4ن2ك6م2 – أل0س4ن2ك4 – ي0يد6م4ع2ا – الµاح4ب4 – ص0ة4ع6ابF – الس0ة4اعF – الس4ام4م4 – أ0 س4ر4ج2ق; – ال4د0ي – 0ة4ان4يcا – الد4 ي6اف4ر2غ0ج2 – ال0ةFي6يز6ل6ك2ن6ل2 – ا0 م4د4ق2 – ال0ةFر0 – ك0 م4ك4ح2 – ال0ي ق6ر4 – ف0 س6ام4خ2 – ال0لFو4ل4– أ .0يث6د4ح2 – ال0ن4ا2ر0ق2ى – ال6ان4ن4ل2 – ا0ء4ل2م6ل2 ا0ة4اب4ت6ك2 – ال0ة4ر2ت4ف2 – ال6ة4اح4ر6ت2ش6ل2 – ا0وج0ر0خ2 – ال0ن4ا2ر0ق2ال
16
ARA182
ARABIC READING I
The words listed above are the key words you will find in the passage below. If you have performed the tasks prescribed for you on the words, you can read the passage with relative ease. 6ةFي6ائ4د6ت2ب6ل2 ا6ينc الد6ار4ص2ن4 أ0ة4س4ر2د4 م:0م2س6ال وس0غ4 ل2ن6وش0 م:0ان4ك4م2ل4أ ؤ4د2ب4 ي,6ة4س4ر2د4م2ى ال6ف4 و.2م6ه6ت4س4ر2د4ى م4ل6 إ4ون0هFج4و4ت4 ي0يذ6م4لF الت0ؤ4د2ب4ا يµاح4ب4 ص6ة4ع6ابF الس6ة4اعF الس4ن6ا مµار4ب6ت2ع6إ م ن4 2 م0ه2ن6م4 و4ة4ي6ا س4رc الد4ول0ص0ف2 ال4ون0س6ن2ك4 ي2 ن4 م2 م0ه2ن6 م0 ه4 ل4صcص4خ4ت0م2 ال0 ه4اط4ش4 ن0 س6ار4م0 يŒد6اح4 وFل0ك ة4ف2ر0وغ4 6يد6م4ع2ب ال4 ت2ك4 يف م6ظ2ن4ى ت6 ف4ون0صFص4خ4ت4 ي4و ن0ر4خ4ا4 و.ة4 س4ر2د4م2ال6 ب4ة4يط6ح0م2 ال4ق0 الط;ر4ون0س4ن2ك4ي مFد4ق4ت4 ي4ا ك4ن0وه4 .6ة4اع4ق2ى ال4ل6 إ4ن2و4ع2س4 ي0يذ6م4لFى الت4ر4ت4 و0 س4ر4ج2 ق; ال4د0 ي6ة4ن6امF الث6ة4اعFى الس6و ف4 .ين6 سcر4د0م2ال اÓف4ا صFف4 ص6ة4اع4ق2 ال4ن6 م0يذ6م4لF الت0 ج0ر2ح4 يF م0 ث0 ه4ت4م2ل4ى ك6ق2ل0ي4 و0يد6م4ع2ى ال6ت2أ4 يF م0ى ث6ح4تا6ت2 ف4ل6 إ6اء4عcالد6 ب2م0ه0د2ح4ا نا4ل2ع6ى إ4ر2خ0 أµةFر4 م0س4ر4ج2ق; ال4د0ي4 و.ول0ص0ف2ى ال6 ف2م0ه4د6اع4ق4 م4ونFو4ب4ت4ي4 و4ون0ط6ش4 ن4ون0ح6فر4 2م0وه4 4ونFن4غ4ت4ي ةFي6يز6ل6ك2ن6ل2ى ا6 ف4 ك6ل4ذ4 و6اب4س6ح2ى ال6ا ف4ذ4 ه.ى4ول0ل2 ا6 ه6ت4اد4ى م6 ف0ل0خ2د4 ي6ل2ص4ل; ف0وك4 .لFو4ل2 ا6 س2رF الد6ة4اي4د6ب6ل ىF ت4اد; ح4و4م2ر; ال6م4ت2 س4ا ت4ذ4ك4وه4 .ا4 ه6ر2ي4وغ4 6ا ن2ر0ق2ال4 و6ي ث6د4ح2ال4 و4ة4اء4ر6ق2ال4 و6ء4ل2م6ل2ا4 و6ة4ان4يcى الد6 ف0ر4خ4ا4و م0ه4ام4م4أ4ا و4د ه4 2ع4 ب0يذ6م4لF الت0ل0خ2د4 ي.ة4اح4ر6ت2 س6ل6 ل0 س4ر4ج2 ق; ال4د0وي4 0ف2 صcالن4 و4ة4ر2ش4 ع6ة4ي6اد4ح2 ال6ة4اعFالس ل4او4ن4ت4 ي0ث2ي4 ح6اء4ذ6غ2 ال0قت2 4 و4ى6 ه0ة4ر2ت4ف2ال4 و.ة4اعF الس0ف2ص6 ن0ق6ر2غ4ت2س4ى ت6تF ال6ة4ر2ت4ف2 ال4ل2قب4 6ن2ي4ي4ر2خ0 أ6ين4ت4اد4م ى6د ف6 ا4و4ى م6ان4م4 ث4اك4ن0 هFن4ى أ6ن2ع4 ي4ك6ل4وذ4 ى4ر2خ0د أ0 ا4و4 م0ث4ل4 ث6ة4ر2ت4ف2 ال4د2ع4ب4 و.م0ه4ام4ع4 ط0ة4ذ6ات4س4ل2ا4 و0يذ6م4لFالت ر2 الظ;ه4د2ع4 ب6ة4ي6انF الث6ة4اعFى الس6 ف4 ك6ل4وذ4 ر6 ي6خ4ل2 ا0 س4ر4ج2 ق; ال4د0ي4 و6ا م4وF الد6 م2و4 يFل0 ك6ةFي6ائ4د6ت2ب6ل2 ا6 س6ار4د4م2ال .م6ه6ت4ل6ائ4ى ع4ل6 إ0يذ6م4لFد الت0 و0ع4ي4و Two tasks will enhance your reading ability of the text. First write out the whole text in your notebook and secondly, transliterate the passage. Then read. Meaning The Name: Ansar-ud-Deen Primary School. Place: Mushin Lagos As from 7:00 am, pupils start trooping to their school. In the school, every pupil embarks on his/her special routine. Some will be sweeping the classrooms, others will be sweeping roads linking every part of the school. There are those who will be cleaning Head Teacher’s office and the teacher’s room. At 8:00 am, the bell rings and you see pupils rushing to the Hall. One of them will lead in the opening prayer. Then, the Head Teacher will make a speech. The pupils will line up singing while going to their classrooms, and they are happy and active. The bell rings again, announcing the beginning of the first lesson. Every class will start its first lesson. These include Arithmetics, English, Dictation, Reading, Hadith, Qur’an etc. lessons will continue until 11:30 am when the bell rings for short break. Pupils return to the classroom for two more periods before lunch time which lasts for 30 minutes when the teachers and pupils take their meal.
17
ARA182
ARABIC READING I
There are more three lessons after the lunch time. That means, there are eight periods in the primary schools in every working day. The bell rings finally at 2: 00 pm and the pupils return to their families. SELF ASSESSMENT EXERCISE 1 Write four sentences in Arabic to describe four activities that take place in the school. Answer the following questions: ؟6ة4س4ر2د4م2ى ال4ل6 إ0يذ6م4لFى الت6ت2أ4ى ي4ت4م ؟6ة4اس4رc الد6ة4اي4د6ب6 ل0س4ر4ج2ق ال ; 4يد0 ى4ت4م ؟6ة4اح4ر6ت2ش6ل6 ل0س4ر4ج2ق ال ; 4د0ى ي4ت4م 6ة4س4ر2د4م2ى ال6 ف0س4ر2د0ى ت6تF الFاد4و4م2 ال2كر0 2ذ0أ
3.2
On School Vacation
ى6 ف6ةFي6س4ر2د4م2 ال6ة4از4إج6ل4أ
By now, you should have noticed that reading entails a lot of activities such as writing, transliterating and translating in order to get out of it the desired result which is correct pronunciation/smooth reading. In this segment, we shall use a text on school vacation. We shall start, as usual, with a few key words in the text as spread in the chart below. Translation The Village The Journey Relaxing Enjoyable The weather Clement or Cool Rural areas Vacation A month The cities The europlane The train Tourism The visit (he) visited Salat or Prayer (he) met The breakfast The launch
18
Transliteration Al – Qaryah Al – Riħlah Mureeħah Mumatti ‘ah Al – Jawwu Lateef Al – ’Aryaaf Al – ’Ijaazah Shahr Al – Mudunu Al – Tayyaarah Al – Qiţaar As – Siyaaħah Az – Ziyaarah Zaara Şalaat Qaabala Al – Fuţuur Al – Ghadhaa
Word 0ة4ي2ر4ق2ل4أ 0ة4ل2حcالر Pة4يح6ر4م Pة4عFت4م0م ;و4ج2ال 0يف6ط4ل ف 0 ا4ي2ر4ل4ا 0ة4از4ج6ل4ا 0هر2 4ش 0ن0د0م2ال 0ة4ارFيFالط 0ار4ط6ق2ال 0ة4اح4يcالس 0ة4ار4يcالز 4ار4ز 0ة4ل4ص 4ل4اب4ق 0ورµ0ط0ف2ال 0اء4ذ4غ2ال
ARA182
ARABIC READING I
6ةFي6س4ر2د4م2 ال6ة4از4إج6ل4أ ن2ب6 إ4 ع4 م0ت2ر4اف4 س.µل6ام4ا كµر2ه4 ش2ت4ق4ر2غ4ت2ى ا س6 تF ال6ةFي6 س4ر2د4م2 ال4ة4از4ج6ا ال4 ن2ذ4خ4ى أ66اض4م2و ال0 ي6ول0 ي6ر2ه4ى ش6ف ا4 م4ول4 .6ة4از4ج6ل2 ا4 ن6 م2 ط4فق4 6ن2ي4وع0ب2 س0 أ4ى6ض2ق4 ن2 ن4 أ0و ض0ر2ف4م2ل4 أ.ىcد4 ج0ي م6ق0ث ي2 ي4 ح6ة4ي2ر4ق2ى ال4ل6 إ6د6ال4ى خc م4ع ف2ل4ى أ6ال4و4ا ح4ي ه6 ف0ن0ك2س4 ي0ة4ير6كب4 4ة4ي2ر4ق2 الF ن6 إ.ى4او4ف4ح2ال6 ب0 ب6ار4ق4ال4د; و4ج2ا ال4ن4ل4ب2قµ4ت2 س6 إ6ة4ي2ر4ق2ى ال4ل6ا إ4ن2ل4 ص4و .6و س0غ4ى ل6ا ف4 م4ل2ث6 م0ة4ارFيF الس0حا م6د2ز6ا إ4 ه2ي6 ف4 س2ي4ول4 .يف6ط4 ل6ة4ي2ر4ق2ى ال6 فFو4ج2 الF ن6 إµة4م4س4 ن6ة4ائ6م0س2م4خ4و ن6 م0اء4ذ4غ2ال4 و.6ير6عF الش4ن6 مPوع0ن2مص4 Pي ن6ج4 ع2 م0ه4د2ن6 ع0ور0ط0ف2ل4 أ.4ون0ن6او4ع4ت0م4 و4و ن0ب4تحا4 م2 م0ل;ه0 ك4ي;و ن6و4ر0ق2ل4أ .6ة4ر6او4ج0م2ى ال4ر0ق2ى ال6 ف4ين6ر4خ4 ا4ب6ار4ق4ا أ4ن2ر0 ز.6ول0ف2 ال4ن6 م0اء4ش4ع2ال4 و.ول0ق0ب2ال .Œة4م4ل4س4 و6ة4ي6اف4وع4 6ة4ي6اه4ف4 ر2ن6 م6ه6اب4ن2ع4ت2م4ت2ا اس4م6ا لµد6اح4ا وµوع0ب2س0 أ4يد6ز4 ن2ن4 أ4نا2رFر4 ق6ن2ي4وع0ب2س0 أ4د2ع4ب4و .6ار4ط6ق2ال6 ب6وس0غ4ى ل4ل6ا إ4ن2ع4ج4 ر4يع6اب4س4 أ6ة4ث4ل4 ث4د2ع4ب4و اء4 ش2 ن6 إ6ة4م6اد4ق2 ال6ةFي6 س4ر2د4م2 ال6ة4از4ج6ل2ى ا6 ف2 م6ه2ي4ل6واد إ0ع4ن4ا س4ت4 أcد4ج2ل6ا ل4 ن2ل0ق4 و.0ة4عcت4م0وم4 Pة4يح6ر0 مPة4ل2ح6ا ر4 هFن6إ .ال The Tasks Draw a chart like the one in 3.2 above to analyze the words you find in this text which are not in the previous chart. Read the words several times. Write out the text unvocalized and read it six times. Identify difficult words for pronunciation times and pay special attention to them for proper pronunciation. The Meaning Last July, we had the school vacation which lasted for one month. I traveled with my cousin Khālid to the village where my grand father resides. We were supposed to spend two weeks only. When we arrived at the village, my grand father and the relations received us warmly. The village is big where about one thousand five hundred people live. The weather in the village is very cool. These is no traffic jams like that of Lagos. The villagers are friendly and cooperative. Their breakfast is a stuff made of corn. Their lunch is of yam and their dinner is made of beans. We visited other relations in the neighbouring villages. After two weeks, we decided to add one more week for the peace we enjoyed. After three weeks, we returned to Lagos by train. It was a relaxing and enjoyable journey. We told the grand father that we shall return to the village in the next school vacation Insha-allah. Observation: You should take the advantage of this translation to improve your reading because knowing the meaning of the text usually enhances the reading. SELF ASSESSMENT EXERCISE 2 ؟6ة4م6اد4ق2 ال6ةFي6س4در4 الم4ة4از4ج6ى ال6 ف6ة4ري4ى الق4ل6د إ4 و0ع4 أن ي0ب6ات4 الك0يد6ر0اذا ي4م6ل
19
ARA182
4.0
ARABIC READING I
CONCLUSION
Of all the techniques and tasks already introduced to you in this unit to enhance your reading skill, you will also find useful the technique of المواظبةi.e. constant reading. You should pick up any texts apart from the recommended ones in your NOUN course material. Such constant reading of sundry materials will earn you mastery of reading.
5.0
SUMMARY
In this unit, you have been taken through various reading techniques. These include writing, identification of key words in the text, repeated pronunciation of key words and the choice of attractive and familiar themes for the texts. You are advised to make maximum use of the techniques which are designed to enhance your reading ability.
6.0
TUTOR-MARKED ASSIGNMENT
State the advantage (s) of the highlighted words and their transliteration on your reading ability of the texts.
7.0
REFERENCES/FURTHER READING
Abdul-Rauf, M. (1989). ARABIC for English Speaking Students. Lebanon: Saadawi Publications. Bidmos, M.A. (1996). Mustaqbal-‘Lughatil Arabiyyah fīī Nījiriya. Lagos: Islamic Publications Bureau.
20
ARA182
ARABIC READING I
Module 2
Muslim World League 21 ..………
Unit 1 Unit 2
Establishment of Rābiţah ة4ط6ابF الر0يس6أس4ت Activities of Rābiţah: ة4بط6 اF الر0ات4اط4ش4ن
ى6م4سل6 ال6م4ال4 الع0ة4ط6اب4ر 21 ...……
36-32 Unit 3
Rābiţah’s Publications ة4ط6ابF الر0ات4ور0ش2ن4م 41-37
Unit 4
Agriculture is an Occupation Pة4ن2ه6 م0ة4اع4رcلز4ا 46-42
UNIT 1
ESTABLISHMENT OF RĀBIŢAH
يس6أ س4ت
ة4ط6ابFالر CONTENTS 1.0 2.0 3.0
7.0
Introduction Objectives Main Content 3.1 Establishment of Rābiţah ة4ط6ابF الر0يس6أس4ت 3.2 Objectives of the Rābiţah ة4ط6ابF الر0اف4هد4ا 3.3 Rābiţah’s Initial Activities ةFي64ل2Fو40ل2 ا0ة4ط6ابF الر0ات4اط4ش4ن 3.4 Achievements of Rabitah ة4ط6ابFت الر4ازا4نج6إ Conclusion Summary Tutor-Marked Assignment References/Further Reading
1.0
INTRODUCTION
4.0 5.0 6.0
Correct and smooth reading is the objective of this course. But let it be reiterated for emphasis that Texts are the object of reading. For the reading to be interesting, therefore, the theme of the texts must be familiar. In this unit, I present to you an organization which is simply called Rābitah. In full, it is called Muslim World League, Rabitatul ‘Alamil ’Islāmī راب طة العالم ال سلمى. This unit is devoted to its establishment as a text for reading.
2.0
OBJECTIVES
At the end of this unit, you should be able to: • • •
state the date and place of the establishment of Rābitah write out in Arabic the objectives of its establishment read smoothly the text on its initial activities • highlight the initial achievements of Rabitah.
21
ARA182
ARABIC READING I
3.0
MAIN CONTENT
3.1
Establishment of Rābiţah
ة4ط6اب4 ر6يس6أس4ت اµ ق2ب6 ط4 ك6ذل4 4ا و4 ه4ا لµر2مق4 6ة4مFر4ك0م2 ال4ةFك4 م2 ت4ذ4خFات4 م و١٩٦٢ ام4ى ع6م4ل2 س6ل2 ا6 م4ال4ع2 ال6ة4ط6اب4 ر0يس6 س2أ4 تF م4ت لى6 إ0م2س4ق2ن4 ت6ةFي6م4ل2 س6 ال4ة4و2عF الدF ن6 إ.6ةFي6م4ل2 س6 ال6ة4و2عFى الد6 ف0ر6ض4خ2ن4 ت6ة4ط6ابF الر0ة4ال4 س6ور4 .ا4ه4ت4ال4 س6ر6ل ةFم0 ال4 ن2ي4ى ب6م4ل2 س6 ال6 ي2ع4و2 ث; ال4ى ب6 ن2ع4 ت4ى6فه4 0ةFي6ل6اخF الد0ة4و2عFا الدF م4 أ.اÓ ي6ج6ار4خ4ا وÓ ي6ل6اخ4 – د6ن2ي4م2س6ق ح4ل2 ص6ا ل4 ه6 ب0و م0ق4 يŒا ت4ب6اج4 و2 ن6 م6 ه2ي4ل4ا ع4و م4 Œو ق0ق0 ح2 ن6 مŒم6ل2س0 مcل0ك6ا ل4 م0 ح2ر4 ش0 ث2ي4 ح2 ن6 م6ةFي6م4ل2 س6ال ن4 أ6م6ل2س0م2 ال4لى4 ع0 هFن4ل6 .6ةFي6ج6ار4خ2 ال6ة4و2عF الد4ن6 م0 م4ه4وأ4 0ر4ب2ك4 أ6ذ ه6 4 ه0ةFي6ل6اخF الد0ة4و2عFالد4 و. ه6ت4ئ2ي4ب4 و6ه6س2ف4ن ى4ل6 إ4بFر4ق4ت4وي4 . واجبه6اء4د4أ6 ب0ام4ي6ق2 ال6ه2ي4ل4ع4 و.ه4ر2ي4 غ4مcو4ق0وي4 4مcل4ع0 ي2ن4 أ4ل2قب4 6ه6س2ف4 ن6يم6و2ق4ت4 و6يم6ل2ع4ت6 بµلFو4 أ4وم0ق4ي ال4م4 ج0از4ر2ب6 إ4ى6فه4 0ةFي6ج6ر4خا2 ال0ة4و2عFالد4 و.ان4 س2ح6ل2ا4 و6ات4ق4دF الص4 و6ام4يc الص4 و6ة4و4لcالت4 و6ة4لF الص6 ب6ا ل ا ق4ن6ت2ع6 إ0ب2 س4فح4 ف 0 6د2ه4ت2 س4ت4 ل0ةFي6ج6ار4خ2 ال0ة4و2عFالد4 و4ين6م6ل2س0م2 ال6ر2ي4غ6يحة ل6حF الص6ه6ت4ور0 ص4 و6م4ل2 س6ل2ا ىFت4 ح4ين6م6ل2س0م2 ال6ر2ي4غ6 ل6م4ل2س6 ال4ئ6اد4ب0 م0ح2ر4 ش4ك6ذل4 ى4ل6 إ0اف4ض0 ي2ن6ك4ل4 و4ين6م6ل2س0م2 ال6ر2ي4 غ6ل4ب6 ق2ن6 م6م4ل2س6ال م4 ل2ن6إ4ى وFت4وح4 Œب2ر4ح4 و6ا ب4ه2ر6إ4 وŒ ق2ن0 ع6ين6د6 ب4 س2ي4ل4 و.ةFب4ح4م4 وŒم4ل4س4 وŒال4م4 ج0ين6 د4م4ل2س6 الFن4وا أ0نFي4ب4ت4ي اج4ح2ال4 F ن4أ4 ر4 ك2ذ0ا يF م6وم4 .ين6م6ل2س0م2 ال4 ن2ي4ب4 و2 م0ه4ن2ي4ى ب6م2لc الس0 ش0اي4عF التF م6ت4 ي2 ن4ى أ4 ف4وك4 4م4ل2 س6ل2وا ا0ق6ن4ت2ع4ي .ا4ي6ير6يج2 4ن6 لPف4ر4وش4 Pر2خ4 ف4ك6ل4ى ذ6وف4 ي6س2ي6أسF الت6س6ل2ج4م2 ال6اء4ض2ع4 أ2ن6لل;و م4 ب0د4م2ح4أ The Meaning Establishment of Rābiţah The Muslim World League was established in 1962 taking Makkah alMukarramah as its Head Quarters in line with its mission. The mission of Rābitah is exclusively in the propagation of Islam which is divided into two parts; internal and external. The internal one simply means spreading Islamic awareness among Muslims by way of explaining the previledges and rights which are due to a Muslim and the obligations on him which include doing things that will enhance his welfare and that of his environment. The internal Islamic propagation is greater and more important than the external one. A Muslim is expected to teach and strengthen himself before he teaches others. He should also to discharge his duties and embark on activities that will get him close to Allah such as observing Salat, reading of the Holy Qur’ān, fasting and acts of charity. Regarding external propagation, it means to portray the correct image of Islam and its beauty to the non-Muslims. The external propagation does not only target the non-Muslims to embrace Islam but also to explain to them the principles of Islam till they are convinced that Islam is a religion of beauty, peace and love. And that it is far from being a religion of violence, terrorism and war. Even if the non-Muslims do not embrace Islam, at least, it is enough that they would be ready for peaceful co-existence with Muslims. It should be noted that late Alhaji Ahmodu Bello was a foundation member of Rābitah which is a glory to Nigeria.
22
ARA182
ARABIC READING I
The Tasks The first task is for you to prepare three charts; one for Nouns (Pاء4م2 س4)أ, the second one for verbs (0ال4ع2ف4 )أand the third one for particles (Pوف0ر0)ح. All this you derive from the above text. Let me give you an example. Meaning The World
Transliteration Āl-‘Aalam
اء4م2س4أ 0م4ال4ع2ل4أ
Meaning Is divided
Transliteration Tanqasim
0ال4ع2ف4أ 0م2س4ق2ن4ت
Meaning In
Transliteration Fee
وف0ر0ح ي6ف
You can now use the above three examples to classify nouns, verbs and particles each in a separate chart as shown above. For your information, it is a chart of all nouns, a chart for all verbs and a chart for particles. Secondly, create another chart for any word (s) you cannot classify. Thirdly, read the contents of each chart repeatedly until you are satisfied that your reading is smooth and correct. Fourthly, you turn to the text and read it. You should, by now, have gained mastery of reading that is very close to perfection. And that is given the fact that the contents of the three charts are derived from the text. SELF ASSESSMENT EXERCISE 1 Take any 10 words of your choice from the text and use them in sentences (in Arabic).
3.2
Objectives of the Rābiţah
ة4ط6ابF الر0اف4هد4ا
The term Da‘wah represents the totality of Rabitah’s activities. However, the activities can be itemized to give a clear picture of the scope of what Rābitah stands for. وكل مة الدعوة شاملة.إن راب طة العالم ال سلمى قائ مة لداء واجبات تحقي قا لهداف سامية .على تلك الهداف إن كل دولة عرب ية. ماكان ل ها صوت وا حد. جاءت راب طة وال مة ال سلمية مفك كة:أول إسلمية قائمة . فالهدف الول للرابطة هو توحيد صفوف المة السلمية.على حد ذاتها
23
ARA182
ARABIC READING I
إن النسبة المية راقية جدا فى الوطان السلمية والرابطة بدأت تسعى نحو محو المية:ثانيا .ورفع مستوى التعليم فى الوطان السلمية وأرادت الرابطة أن. جاءت الرابطة فى وقت كان رجال الفكر يتهمون السلم بالرجعية:ثالثا إذا إن هناك حاجة لزالة الشبهات عن.تثبت للعالم أن السلم دين الثقافة والحضارة والتمدن .سمعة السلم جاءت راب طة والشباب المس لمون يرغبون فى الهجرة إلى الغرب لموا صلة الدرا سة:راب عا والراب طة إحدا علي ها أن تقوم بتشج يع التجارة.والع مل والقا مة فى إحدى البلدان الغرب ية .والتقدم فى الوطان السلمية بغية الحيلولة دون هجرة الشباب المسلمين إلى الخارج را سىc إن المن هج الدرا سى فى الوطان ال سلمية يومئذ كان على منوال المن هج الر:خامس ا الغر بى ورأت الراب طة ضرورة إعادة الن ظر فى المنا هج التربوب ية فى الوطان ال سلمية .لتصبح اسلمية أصيلة The Tasks The text is vocalized. You should attempt its reading. To facilitate your reading ability, classify the words in the text into three groups; namely, ( فعلverb), ( إسمnoun) and ( حرفarticle) e.g. حرف إسم إن الرابطة فى العلم ل السلمى
فعل جاءت كان بدأت
You should pay attention to each group separately. Identify a word or words that prove difficult and pronounce them repeatedly. Having been fully vocalized for you, record it in your own voice on tape and listen to it as you play it back. As you listen to your own voice, crosscheck with the text in your book. The Meaning of the Text The Muslim World League came up to achieve certain laudable objectives. The word Da‘wah covers all the objectives. First, when Rābitah came into existence, the Muslim community was in a state of disunity. It was not speaking with one voice. Every Muslim country was on its own. So, the first objective of Rābitah was to unite the Muslim community. Secondly, illiteracy percentage in the Muslim states was very high. Rābitah started working towards eliminating illiteracy and raising the literacy level in the Muslim countries.
24
ARA182
ARABIC READING I
Thirdly, Rābitah came into being at a time when the intellectuals were accusing Islam of breeding back-wordness. Rābitah had to establish to the whole world the fact that Islam is a religion of education, civilization and culture; striving hard to remove doubt about the image of Islam. Fourthly, as Rābitah emerged, the Muslim youths were interested in migration to the foreign lands for further studies, take a job and stay permanently in any Western nation. Rābitah found it expedient to encourage trade, progress in the Muslim nations with a view to preventing migration of the Muslim youth abroad. Fifthly, At that time, the educational syllabus in the Muslim countries were on the Western Education pattern. Rābitah decided to review educational syllabus making it purely Islamic in the Muslim countries SELF ASSESSMENT EXERCISE 2 Identify from the text in Arabic any three objectives of Rabitah.
3.3
Rābiţah’s Initial Activities
ةFي64ل2Fو40ل2 ا0ة4ط6ابF الر0ات4اط4ش4ن
اد4ج2ي6ا – إµ ع4ب4ى ط4ل2و0ل2 ا0ة4ك4ر4ح2ال4 و.µة4ر4اش4ب0 م6ة4ك4ر4ح2ى ال6 ف2 ت4أ4د4ا ب4ه6يس6 س2أ4 ت4 م2و4ى ي6م4ل2 س6ل2 ا6 م4ال4ع2 ال0ة4ط6اب4ر ى4ل4 ع4ي ن6فFظ4و0م2 ال6ا ت4اج4د; ح0س4ى ت6ا ن4ب4 م6يد6ي2ش4ت6 ب2 ت4ام4ق4 و.ة4مFر4ك0م2 ال4ةFك4ى م6ا ف4 هcر4ق4م6ا ب4 ه6ب6ات4ك4م6ى ل6ا ن4ب4م2ال وق0د2ين الص;ن6م4 أ2ب4ت2ك4ى م6ت2أ4 يF م0 ث6ة4ط6اب4لر6 لFا م4ع2 ال0ين6م4ل2 ا,4ين6فFظ4و0م2 ال6 س2أ4ى ر4ل4وع4 .م6ه6ات4ب6اج4 و6 ف4ل4ت2خ0م ب6ات4ك4 م2ت4صcص0 خ4 ك6ذل4 4ك4 و.ين6ر4خ4 ا4ي ن6فFظ4و0م6 ل0 ب6ات4ك4م2 الF م0 ث6ة4ام4ع2 ال6ة4ان4م4ل6 لPا ص4 خ0 ب4ت2ك4وم4 6ة4ط6ابFلر6ل ير6د0 م0م2س6وق4 6ة4اف4يc الض0م2س6وق4 6ان2ر0ق2 ال6يظ6ف2ح4 لت0م2س6وق4 0اد4ش2ر6ل2وا4 0ة4و2عF الد0م2قس6 ا4يه6ا ف4م6 ب6ة4ف6ل4ت2مخ0 6ام4س2ق4ل6 ن6إ4 ف4 ك6ل4ى ذ4ل6 إµة4اف4ض6 إ6اء4ب6ط4ل6 ل0ف4وص4ت2 س0م2ال4 و6ت4ل4ا ص4و0م2 ال0م2 س6وق4 6ة4م0ج2رFم الت0 2 س6ق4 و6ف4وص4ت2 س0م2ال ابFت0ك2ال4 و4 ن2ي6اش4ر4ف2ال4 و6اق4الس;و4 ك6ة4ر6اغ4 ش6 ف6ائ4ظ4دّ و4س6 لŒالFم4 ع6ي ف6وظ4ت6 ب2ت4ام4 قŒء2د4ى ب6 ذ4ئ6اد4 ب6ة4ط6ابFالر ة4ل4ح2ر4م2 ال6ه6ذ4ى ه6 ف6ة4ط6ابFى الر4ل4 ع6ب6اج4و2 ال4ن6 م4ان4ك4 و.ةFي6ور0ر4ى ض4ر2خ0 أŒات4م6د6خ6 ل6الFم0ع4 و4ين6م6ج2ر4ت0م2ال4و م4ال4ع2 ال6اء4ح2ن4 أ6 ف6ل4ت2خ0ى م6 ف6ةFي6وم0ك0 ح6ر2ي4غ4 و6ةFي6وم0ك0ح4 و6ةFي6م4ل2 س6 إ6ات4سF س4ؤ0 م4 ع4 م4ة4ق4ل4ع2 ال4سc س4ؤ0 ت2 ن4أ .ة4ام4ع2 ال6ات4ق4ل4ع2 ال0ير6د0 م4ة4م2د6خ2 ال6ذه6 4 ه6ن4ل ع0ؤ2س4م2ال4و The Meaning of the Text The Muslim World League swung into action immediately it was established. Naturally, its first priority action was to put up buildings at its Headquarters in Makkah. It started putting up structures that would meet the needs of its staff in various responsibilities. Secretary General of the Rābitah was the first officer whose office should be provided. Also to be given an office was the Chief Accountant of the Rābitah. A provision was made for the General Administration as well as for other staff members. Offices were also provided for different departments such as the Department of the propagation of Islam, memorization of the Qur’ān, Hospitality, Translation, Transport and Clinic. At this initial stage, the Rābitah resolved to fill various vacancies like those of the drivers, messengers, secretary typists, translators and other essential duties. It was mandatory on Rābitah at this stage to establish ties with 25
ARA182
ARABIC READING I
Islamic organizations, non-Islamic organization, government and nongovernmental organizations in different parts of the world. Tasks You should take a critical look at the following chart. Management Cadre Cadre 0ام4ع2 ال0ين6م4ل4أ 6وق0د2 الص;ن0ين6م4أ 6ف4ص2و4ت2س0م2 ال0ير6د0م 6ة4ام4ع2 ال6ات4ق4ل4ع2 ال0ير6د0م 6ام4س2ق4ل2اء ا4س4ؤ0ر
Middle Cadre 0اب4ت0ك2ال 0اءFب6ط4ل2ا 4ون0م6ج2ر4ت0لم2ا
Low 0 ا4الس;و ق 4ون0اشFر4ف2ل4أ
Listed for you above are three categories of staff of Rabitah. Transliterate each category of staff and pronounce them repeatedly. Then, write out each category unvocalized and attempt their pronunciation again repeatedly. Apply the same exercise to the following list of verbs: Past Tense أت4د4ب ت4ام4ق 2ت4صcص0خ
Present Tense ;د0س4ت ى6أت4ي 4سcس4ؤ0ت
Having completed those tasks, copy out the whole text in your notebook and read it repeatedly. In case you are not satisfied with your reading, let the facilitator at your Study Centre record the text for you on tape. Play the tape back and listen attentively. Then read the text. If there are still a few words that you find too difficult to pronounce like ف4ص2تو2س0م2ل4 أgo back to the tape and listen to the recording. The next task is to answer the following questions in Arabic. List the management cadre officers of Rābitah List the low cadre staff of the Rābitah Convert the verbs in Madi cases to Mudari’u SELF ASSESSMENT EXERCISE 3 ا؟4ه6يس6س2أ4 ت4م2و4 ي0ة4ط6ابFا الر4ه6 ب2ت4ام4ى ق4ول0 ال0ة4ك4ر4ح2 ال4ى6اه4م ى4ر2خ0 أ6ات4سFؤس4 0 م4ع4 م6ة4ق4ل4ع2 ال6يس6أس4 ت2ن4 ع4ول0ت2س4م2ف ال 4 Fظ4ؤ0م0ل2 أ2ر0ك2ذ0أ.
26
ARA182
3.4
ARABIC READING I
Achievements of Rabitah
ة4ط6ابFت الر4ازا4نج6إ
يد6ح2و4 ت6ة4ور0ر4ى ض4ل6 إ6ةFي6م4ل2 س6 ال6ةFم0ل2 ا6ا ه4ب6ت2ن6 إ6 ت2ف4ى ل6 ف2 ت4ق6وف0 ا4 هFن4 أ6ةFي6لFو4ل2 ا6ة4ط6ابFت الر4ازا4نج6 إ2 ن6م ت4د4ق4وع4 6ةFي6م4ل2س6ل2 ا6ل4 الد;و4اء4س4ؤ0ا ر4يه4ل6 إ2ت4دع4 Œدة4 ي6د4 عŒات4اع4ع6ت2ج6 إ0ة4ط6ابF الر2ت4د4ق4 ع2د4وق4 6ةFم0ف ال 6 و0ف0ص م4 تŒوع0ض2و4م; م4ه4 أ4ى6 ه6ةFم0ل2 ا0دة4 2ح4و4 و.ةFي6م4ل2س6ل2 ا6ل4 الد;و6ةFي6ج6ار4 خ4اء4ر4ز0 و4مع4 ى4ر2خ0 أŒات4اع4م6ت2ج6 إ4ك6ل4ذ4ك ة4ق6ر2فFى الت4ل6ى إcد4ؤ0ى ت6تF ال6ل6ام4و4ع2 ال0ث2ح4 ب6ذه6 4 ه6ات4اع4م6ت2ج6ل2 ا4اء4ن2ث4 أFم4 ت2د4وق4 .ات4اع4م6ت2ج6 ال4ك2ل6ى ت6ا ف4ه4ث2ح4ب ي ق6ق2ح4ى ت4ل6 إŒة4ي6ام4 رŒات4ك4ر4وح4 Œات4اء4ر2ح6 إ2ن6 م6 ه6 ب0ا م4ي6ق2 ال0 م4ز2ل4ا ي4 م4 و6ةFي6م4ل2 س6ل2 ا6ةFم0ل2 ا4ن2ي4 ب6اع4زcالن4و .ة4د2ح4و2ال ى6ن4ت2ع4 تŒدة4 ي6د4 جŒةFي6م4ل2س6 إŒة4مFّظ4ن0 م6د4يل6م6 ب6م6ال4ع2 ال6ار4ع2ش6ى إ6 ف4ك6ذل4 4ى و4ر2خ0 أ6ية6اج4 ن2ن6 م2ت4ق6وف0 2قد4 0ة4ط6ابFالر4و ى4ل4 ع6ةFي6وم0ك0ح2 ال6ير4غ4 و6ةFي6وم0ك0ح2 ال6ا ت4مFظ4ن0م2 ال4 ع4 م6ةFي6م4ل2 س6ل2 ا6ةFم0ل2 ا6ة4ق4ل4ع6ب4 و64ةFي6م4ل2 س6ئون ال0الش6ب ةFي6ب4ر4ع2 ال6ة4ع6ام4ج2 الŒة4مFظ4ن0 م2ن6ا مµير6ب4ا كµف4ل6ت2خ6 إ0ف6ل4ت2خ4 ت4ة4ط6ابF الرFن4 أ6ر2كcالذ6 ب6ير6د4ج2ال4 و.ى6ول2 F الد6يد6عFالص ل4 الد;و6 ن0ؤ0ش6 م; ب4ت2ه4 ت4ى6فه4 0ة4ط6ابFا الرF م4 أ.ة4ص6ال4 خ6ةFي6ب4ر4ع2 ال6ول4 ;ى الد6 ف6اع4ض2و4ل2 ا6ث2ح4ب6 ل2ت4اء4ى ج6تFال نا4فأ4 ةµ 4د6اح4 وµةFم0 أ2م0ك0تFم0 أ6ه6ذ4 هFن6ى إ4ال4ع4 ت6ه6ل2و4ق6ا لµاق4د2ص6 م6ةFي6ب4ر4ع2 ال6ر2ي4غ4ا و4ه2ن6 م6ةFي6ب4ر4ع2 ال0اء4و4 س6ةFي6م4ل2س6ل2ا ٩٢ سورة النبياء.ون0د0ب2اع4 ف2م0ب;ك4ر Meaning: The Initial Achievements of Rābitah The first achievement of Rābitah is that it succeeded in drawing the attention of the Muslim Community to the imperative of unity of the Ummah. It held many meetings to which the heads of Muslim States were invited. Other meetings were also held for the foreign ministers of the Muslim States. The unity of the Ummah was the major theme of the meetings. Factors responsible for disunity in the Muslim Community were studied as well as means and ways of ensuring unity. Rābitah also succeeded in informing the world of the birth of a new Islamic organization to be responsible for relationship between Muslims and the international organizations; governmental and non-governmental. It is note worthy that Rābitah is totally different from the organization of the Arab League which is exclusively for the Arab matters. But Rābitah came to take care of the matters concerning the Muslim states without any distinction between Arab and non-Arab states. This is in line with the injunction of Allah which says: إن هذه أمت كم أ مة واحدة وأ نا رب كم فاعدون. “This community of yours is one single (indivisible) community and I am your Lord. So worship me (Q.21: 92). The Tasks First, draw a chart to arrange nouns (0اء4م2 س4 )أand verbs (0ال4ع2ف4 )أin the text e.g. أسماءAsmaa’ أفعالAf‘aal الشؤن وفقت الحكومة تعتنى
27
ARA182
ARABIC READING I
Secondly, read to your hearing repeatedly the contents in the chart you have prepared. Thirdly, read the text three times. Fourthly, copy out the text unvocalised in your note book and read to your hearing. Fifthly, read the text together with its meaning already provided for you. Identify any word in Arabic that you think is not provided for in English. Also, look for words or expressions in English translation, which you feel has no match in Arabic. Sixthly, go through your list again and you will find out that no word or expression that has no match. SELF ASSESSMENT EXERCISE 4 Identify new words that you are meeting for the first time in the text and use them in sentences
4.0
CONCLUSION
One method of reading that you will find very interesting and very effective is reading a text to your hearing. When your pronunciation is wrong, you will know it yourself. Your hearing is an evaluator. It can help you detect wrong pronunciation. When that occurs, you are being invited to pay more attention to the word and sentence.
5.0
SUMMARY
Various methods have being introduced to you so far in this unit. The topic of the text, for example is a method because the topic can stimulate your appetite for reading. Other methods used in the unit, you will recall, include copy out the text, draw a chart, paying attention to the individual words, recording on tape, play back and the meaning of the text.
6.0
TUTOR-MARKED ASSIGNMENT
State in Arabic the differences between Rābiţah and the Arab League.
28
ARA182
7.0
ARABIC READING I
REFERENCES/FURTHER READING
Al-Mutaala’ah (1994). Ministry of Education. Makkah. Kingdom of Saudi Arabia. Ar-Rabitah (2007). Arabic Monthly. Makkah al-Almukarramah. Kingdom of Saudi Arabia. No. 495 www.themwl.org
29
ARA182
ARABIC READING I
UNIT 2
ACTIVITIES OF RĀBIŢAH:
ة4ط6ابF الر0ات4اط4ش4ن
CONTENTS 1.0 2.0 3.0
7.0
Introduction Objectives Main Content 3.1 Topics from Rābiţah’s Journals موضوعا ت من مجلت الرابطة 3.2 Excerpts from Rābiţah’s Publications مقتطفات م ـن منشؤرات الرابطة 3.3 Significance of Rābiţah’s Conferences أهمية مؤتمرات الرابطة Conclusion Summary Tutor-Marked Assignment References/Further Reading
1.0
INTRODUCTION
4.0 5.0 6.0
Activities of Rābitah will be of special interest to you, I assume. My assumption is based on the academic nature of some of its activities such as conferences, seminars and publications. Some of them are highlighted in this unit.
2.0
OBJECTIVES
At the end of this unit, you should be able to: • •
state the significance of Rābitah’s conferences and seminars read Rābitah’s weekly and monthly publications • narrate topics that interest you most from Rābitah’s journals.
3.0
MAIN CONTENT
3.1
Topics of Conferences/Seminars by Rābiţah
From time to time, Rābiţah organizes conferences and seminars in different parts of the world. Religious Dialogue is one the top priority topics in Rābiţah’s activities. We shall use excerpts from Rābiţah’s publications to serve as a window to its conferences and seminars. To start with, we shall treat, first, some common words and phrases in the excerpts.
Attached Importance to 30
Ihtammat
2تFم4ت2ه6أ
ARA182
ARABIC READING I
News papers The World (adj.feminine) The Conference The World (masculine) The Dialogue Emphasized Invitation Kingdom Saudi Custodian/servant The two sanctuaries Noble, eminent Induism Representatives Congregation Leaders The Religions To make fortunate Planet Equal/Counterpart Rancour Hatred Misunderstanding King Abdullah b.AbdulAziz Initiative What we need most Adherents In the last two days Violence Terrorism Compulsion Justice Equity Superior The results The means Mental and Natural being The hearts The brains
3.2
Aş-Şuħuf Al-‘Āalamiyyah Al-Mu’tamar Al-‘Aalamiyy Al-ħiwaar ’Akkadat Da‘wah Al-Mamlakah As-Su‘ūdiyyah Khaadim Al-Haramayn Ash-Shareefain Hinduusiyyah Mumath thiluun Al-Jam‘ Qaadat Al-Adyaan Is‘aad ’Al-Kawkab Nazeer Al-Hiqd Wal-Karaahiyyah Suu’ul-Fahm Al-Malik Abdullah bn Abdu `l- ‘Azeez Mubaadarah ’Ahwaj ma nakuun fīhi ’Atbaa‘a Khilaalal Yawmaynil Maadiyayn Al-‘unf Al-‘irhaab Al-Ikraah Al-‘Adl Al-Musaawāt Afđal An-Nataa’ij Al-Wasaa’il Al-Kiyaanu `l-Fiţrī wal ‘Aqlī Al-Quluub Al-‘Uquul
0ف2الص;ح 4ةFي6م4ال4لع2أ 0ر4م4ت2ؤ0م2ال ى6م4ال4ع2ال 0ار4و46ج2ال 2دت4 Fك4أ Pة4و2دع4 ة4ك4ل2م4م2ال 0ةFي6ود0الس;ع 0م6اد4خ 6ن2ي4م4ر4ح2ال 6ن2ي4ف2ي6رFالش 6ةFي6وس0د2ن6ه2ال 4ون0ل6ث2م4م 0ع2م4ج2ال 0ة4اد4ق انل4ي2د4ال 0اد4ع2س6إ 0ب4ك2و4ك2ال 0ير6ظ4ن 0د2ق6ح2ال 0ةFي6اه4ر4ك2ال4و 6م2ه4ف2ال0وء0س د2ب4 ع0ن2 ب6 ال0د2ب4 ع0ك6ل4م2ال يز6ز4ع2ال Pة4ر4اد4ب0م 6يه6 ف0ون0ك4ا ن4 م0ج4و2ح4أ 0اع4ب2ت4أ ن2ي4م2و4ي2 ال0ل4ل6خ ن2ي4ي6اض4م2ال 0ف0ن0ع2ال 0اب4ه2ر6ل2ا 0اه4ر2ك6ل2وا4 0ل2د4ع2ال 0اة4او4س0م2ال 0ل4ض2ف4أ 0ج6ائ4تFالن 0ل6ائ4س4و2ال ى6ر2ط6ف2 ال0 ا ن4ي6ك2ال لى2ق4ع2ال4و 0وبµ0ل0ق2ال 0ول0ق0ع2ال
Excerpts on the Madrid Conference, 2008 31
ARABIC READING I
ARA182
إهت مت كبريات الص حف العالم ية بالمؤتمرالعال مى للحوار الذى ع قد فى العا صمة ال سبانية مدر يد وأفردت له مس احات وا سعة من صفحاتها .ف قد أكدت صحيفة إنتر نا سونال هيرالد تربيون المريكية أهمية المؤتمر الذى عقد بدعوة من المملكة العربية السعودية وتحت رعاية خادم الحرم ين الشريف ين الملك ع بد ال بن ع بد العز يز وحضور الملك ال سبانى خوان كارلوس .و قد حض ر المؤت مر ممثلون من الديانات الس ماوية الثل ثة إضا فة إلى اله ند و سية والبوذية .واعتبرت الصحيفة أن المؤتمر يمثل فرصة طيبة لمساعدة العالم علي التخلص من حالة التوتر التى يعيشها) .الرابطة( UN Conference held 2008, New York أمام هذا الجمع من قادة العالم ومن الجمعية العامة ضمير المم المتحدة نقول اليوم بصوت واحد إن الديان التى أرادبها ال عزوجل إسعاد البشر لينبغى أن تكون من أ سباب شقائ هم .وإن النسان نظ ير النس ان وشري كه على هذا الكو كب .فإ ما أن يعيش ا معا فى سلم و صفاء وإ ما أن ينته يا بنيران سوء الف هم والح قد والكراه ية )جللة الملك ع بد ال بن عبد العزيز(. UN Conference 2008, Speech by the Secretary General of UN إن مبادرة الملك عبد ال بن عبد العزيز جاءت فى وقت أحوج ما نكون فيه للحواربين أتباع الديان والثقافات والحضارات. إن التحدى الذى نواجهه الن فى هذا التحرك فيما بعد الكلمات القوية واليجابية التى سمعناها خلل اليوم ين الماضي ين وا نا أتع هد بد ع مى الكا مل لهذه الجهود ,رب ما سيأخذ وقتالنرى النتائج إل أن نى أعت قد أن هذا الجتماع كان خطوة ها مة إلى المام .وأن الدول المشار كة فى إلجتماع أكدت رفض ها ل ستخدام الد ين ل تبرير ق تل البرياء أولرتكاب العمال إلرهاب ية أو العنف والكراه التى تتناقض بشكل مباشر مع إلتزام جميع الديان بالسلم والعدل والمساواة )المين العام للم المتحدة(. المين العام للرابطة إن الحوار يعتبرمن أفضل الوسائل لنقل وتوسيع نطاق التفاهم ,لنه يعتمد على مخاطبة الكيان الفطرى والعقلى .فتس تجيب له القلوب والعقول .وإن المؤت مر ال سلمى العال مى للحوارالذى ع قد موخرا فى م كة المكر مة يع تبر خطوة إ سلمية جام عة فى التجاوب مع هذه الدعوة الكريمة .وهو مؤتمر إسلمى عالمى حضره عدد كبير من الشخصيات السلمية .ص رابطة عدد۵ .۳ . On Madrid Conference At the end of the Madrid Conference, it was remarked thus: The fact to be underlined is that it is not the religion of Christianity to be blamed for the activities once committed against the Jews, for the religion of Jesus, is a religion which advocates peace and not violence. In the same way, the recent extremism of Islam has no place in the Divine religion, for Islam, as all the Godly religion is the religion of peace and it promotes peace and harmony not mischief and havoc on land. Source: (The Muslim World League Journal Vol. 36 No 11-12, P43). The Tasks
32
ARA182
ARABIC READING I
The five excerpts above, four in Arabic and one in English, were culled from the Rābiţah journals. They revolve around the Rābitah conferences held in Makkah 2008, Madrid 2008, United Nations New York, 2009 in Niyaami Republic of Niger 2009. The theme of Inter-faith-Dialogue featured in all except the Niyaami Conference which was on Education in North Africa. The comprehension of the contents in the excerpts is as important as their reading. To achieve both objectives of reading and comprehension, you will find helpful the list of key words selected out of the excerpts. The words and expressions in the list are vowelized to facilitate your reading. Regarding comprehension of the excerpts, you will find handy translation of the words/expressions. Before attempting reading of the excerpts, your first task is to go over the list several times. Pronounce each of them repeatedly. Since about 65% of the words in the excerpts have been vocalized in the list, you should be able to vocalize the whole excerpts. The task, therefore, is to copy the excerpts into your notebook and vowelize them. Then, task 3, read the excerpts. In case you encounter some difficult words, you should not hesitate to run to your Study Centre and report your problem to the facilitator. The fourth task is to try comprehension of each excerpt. Write a summary of each excerpt. Take note, you are not asked to translate the excerpts from Arabic to English. But, you should read the excerpts to your understanding and then, produce in a few sentences what each excerpt is all about. They all revolve around conferences. Your duty is to find out which aspect (s) of the conferences do the excerpts reveal to you? Below is the Arabic rendition of the only excerpt which is in English جاء القرار القائل إن الحقيقة التى ل يرقى إليها أدنى شك أن الجرائم,عند نهاية مؤتمر مدريد لن الد ين الذى جاء به الب نى عيس ى.البش عة ال تى ارتك بت ضد اليهود لتلم على النص رانية وهكذا فإن التطرف الذى نشهده فى الونة الخيرة.عليه السلم يدعوا إلى السلم لإلى العنف لن السلم كدين إلهى هو دين السلم ويدعو إلى السلم والتضامن.ليمت إلى السلم بصلة .ول يدعو إلى الفحشاء والمنكر والفساد
The Muslim World League Journal Vol. 36 No 11-12/43
33
ARA182
ARABIC READING I
SELF ASSESSMENT EXERCISE 2 1. Vowelize the Arabic rendition in 3.2.1 above
2. Make a list of the personalities who made the speeches in the excerpts above.
3.3
The Significance of Rabitah’s Conferences
أهمية مؤتمرات الرابطة إنها تجمع رجال الفكر.إن الرابطة من خلل مؤتمراتها تخدم الدين والنسانية فى حين واحد فكثيرا ما يتهم بعض الناس الدين.فى كل مؤتمر لدراسة قضايا تتعلق بالشبهات حول الدين ومن هم من يت هم الد ين بالرهاب ية.بأ نه مس ؤل عن رجع ية قوم إجتماع يا وتخلف هم إقتص اديا .والعنف وإستعباد النساء إن الفو ضى.والديان الس ماوية الثل ثة المعرو فة ل يس ل ها عل قة بأ ية خلي قة تخالف الع قل ل كن المشكلة.والتو تر والرهاب والكراه ية أو الكراه كل ها ل يس ل ها صلة بالد ين الس ماوى ال تى توا جه الد ين هى ان يتص رف ب عض الناس تص رفات شني عة بإ سم الد ين كأن يطلق على ومن هم فى يوم نا هذا من يت جر بالد ين.نفس ه ل قب الداع ية أو المام أو المر شد أو ولي ال ويستغل سذاجة الناس ويأ خذ بدعاية أنه ولى ال وأن له القدرة على قضاء أية حا جة أو أية والراب طة من خلل هذه المؤتمرات تنت هز فر صة حضور كبار.مشكلة يعا نى من ها الناس العلماء والدعاة المخلصين بإلقاء الضوء على هذه الدعاية والشبهات وتدافع عن الدين وعن صفائه وهد فه النب يل الرا مى إلى إرشاد الناس إلى سواء الس بيل أ ما خد مة النس انية فتأ تى بص ورة إنقاذ الناس من ويلت المدع ين المتجر ين بالد ين الكذاب ين أ ضف إلى ذلك مجهودات و فى ذلك منف عة كبيرة للد ين والنس انية.الراب طة ن حو التقر يب ب ين أتباع الديان الس ماوية .والرابطة قد حالفها التوفيق فى هذين المجالين The Meaning of the text The Significance of Rabitah’s Conferences The Muslim World League uses its conferences to serve religion and humanity at the same time. It brings together intellectuals at every conference to study issues related to fallacies heaped on religion. There are those who blame the backwardness of some people socially and economically on religion. There are others who accuse religion of generating violence, terrorism and women enslavement. Where as, the three known heavenly religions have no connection with any senseless behaviour. The heavenly religions have nothing to do with confusion, hatred, terrorism and compulsion. The problem facing religion is when some people do unreasonable things in the name of religion claiming to be preachers, saints, Imams or counselors. In recent times, there are those who commercialize religion by exploiting people’s naivity and extort money from them, claiming to be saints or having extrar ordinary power which enables them to solve any problem affecting people. Rabitah is using its conferences by means of convergence of sincere preachers and great scholars who shed light on the fallacies heaped on 34
ARA182
ARABIC READING I
religion. Such scholars defend religion, its purity and its noble aim of guiding man aright. On the other hand, Rābitah uses its conferences in the service of humanity by rescuing people from the mischief of the false saints, the religious vendors, the liars. Further more, Rābitah strives hard to build bridges among adherents of the three heavenly religions. In these activities, both the religion and humanity gain tremendously. Rābitah has – indeed – succeeded in both ways. The Tasks In the following chart, there are key words selected from the text with their meanings. Your task is to provide their transliteration. Meaning (it) serves Humanity At the same time Intellectuals Fallacies Accuses or alleges Backwardness Women enslavement Ugly activities Behaviour Commercializes It succeeds or it successful
Transliteration
is
Words 0م0د2خ4ت ةل4ي6ان4س2ن6ال Œد6اح4 وŒن2ي6ى ح6ق 6ر2ك6ف2 ال0ال4ج6ر 0ات4ه2الش;ب 0م6هFت4ي 0ةFي6ع2ج4ر 6اء4سc الن0اد4ب2ع6ت2س6إ 6ة4يع6ن4 شŒات4ر;ف4ص4ت 0ة4يق6ل4خ 0ر6جFت4ي حالفه التوفيق
Secondly, pronounce each word or phrase in the list repeatedly. Identify the way they are used in the text. Thirdly, use each word or phrase in Arabic sentences. Fourthly, vowelize the text and then read it several times until you are satisfied with your reading. As usual, you can assist yourself by recording the text on tape and play it back for your listening.
SELF ASSESSMENT EXERCISE 3 35
ARA182
ARABIC READING I
1. Give the meaning of the following words in English and use them in Arabic sentences. 2. ون0ص6ل2خ0م2 ال0اة4 – الد;عPة4ع4ف2ن4 – م0ة4ل6ك2ش0م2 – ال6اسF الن0اذ4ق2ن6 – إ6ينcالد6 ب0ر6جFت0م2 – ال6ر2ك6ف2 ال0ال4ج6ر
4.0
CONCLUSION
Recording on tape either by your own reading or through the aid of a facilitator in your Study Centre is a very useful method of reading. When you listen to your own voice, you are encouraged to read better. The advantage is greater when you seek assistance of a second party either a friend or a facilitator at the Study Centre to record the text for you. You are advised to make maximum use of this method.
5.0
SUMMARY
In this unit, you have been guided through various methods of reading. These include repeated pronunciation of selected words, copying the text in your notebook, recording on tape, use certain words in sentences and listening. Of all these methods, you will find ‘listening’ quite effective. This is to say that you should, as many times as possible, record your texts on tape, play it back and listen. You can decide who records for you.
6.0
TUTOR-MARKED ASSIGNMENT
State in Arabic which activity of Rābitah you like most and give the reason why you like it.
7.0
REFERENCES/FURTHER READING
MWL Journal (English Monthly). 2009, Vol.36, No.11-12 p. 43. MWL Journal (English Monthly), January 2009, Vol.37, No. 1.
UNIT 3 36
RĀBIŢAH’S PUBLICATIONS ة4ط6ابF الر0ات4ور0ش2ن4م
ARA182
ARABIC READING I
CONTENTS 6.0 7.0 8.0
Introduction Objectives Main Content 8.1 الح4اج4ة 0ال ـى م4نش0ور4ات The Need for Rābiţah’s Publications الرFاب6ط4ة 8.2 م4نش0ور4ات 0الرFاب6ط4ة The Rābiţah’s Publications 8.3 ب4ر2ق6يFة 0التFهن6ئ4ة The Congratulatory Message Conclusion Summary Tutor-Marked Assignment References/Further Reading
12.0
INTRODUCTION
1.0
9.0 10.0 11.0
In Unit 2 above, you may recall, we focused on the activities of Rābiţah with emphasis on conferences and seminars. Publications were mentioned in passing and to the extent that we used them as a reference point on the activities. In this unit, therefore, attention shall be focused on the publications of Rābiţah.
OBJECTIVES
2.0
At the end of this unit, you should be able to: • •
state the need for Rābiţah’s Publications mention some of the Rābiţah’s publications • state some areas of human endeavour covered in the publication.
الح4اج4ة 0ال ـى م4نش0ور4ا ت
MAIN CONTENT
3.0
The Need for Rābiţah’s Publications
3.1
الرFاب6ط4ة إ6ن Fر4اب6ط4ة 4ال2ع4ال 4م 6ا2ل6س2ل4م6ى4 ,قد 2إ6تFخ4ذ4ت 2ال2م4ن2ش0ور4ا ت 6ب6م4خ2ت4ل 4ف 6أ4س2م4اء6ه4ا و4أ4ن2و4اع 6ه4ا 4وأ4ز2م4ا ن 6ن4ش2ر 6ه4ا أ4د4اة 0ل6تFب2ل6ي غ 6الر cس4ال4ة .أ4ل2و4اق 6ع 0أ 4ن 2ه0ن4ا ك 4م2 4عل0وم4ا ت Œخ4اط6ئ4ة µي4ن2ش0ر 0ه4ا غ4ي2ر 0ال2م0س2ل6م6ين 4ع 4ن 6ا2ل 6س2ل4م.6 و4ال2م4ع2ل0وم4ا ت 6ال2خ4اط6ع4ة 0ه4ذ 6ه 6ت0و2ج4د 0ف6ى ال2ب0ل2د4ا ن2 6ال4ج2ن4ب6يFة .6و0 4هن4ا ك 4ط0ر 0ق Pع4د6يد4ة 0ت4د2خ0ل 0ب 6ه4ا ت6ل 2ك ال2م4ع2ل0وم4ات 6ال2خ4اط6ئ4ة 0ف6ى ال2ب0ل2د4ان 6ا2ل6س2ل4م6يFة. أ4وFل :µي4ع0ود 0ب4ع 2ض 0الشFب4ا ب 6ال2م0س2ل6م6ين 4إ6ل4ى ال2و4ط 4ن 6ب6ه6 4ذ ه 6ال2م4ع2ل0وم4ا ت 6ال2خ4اط6ئ4ة 6ب4ع2د6 4در4ا س4ات6ه6م 2ف6ى ال2ب0ل2د4ان 6ا2ل4ج2ن4ب6يFة 6إ6ن Fال2م0ش2ك6ل4ة 4أ4ن FالشFب4اب 4ال2م0س2ل6م6ين 4أ4ث2ن4اء 4إ6ق4ام4ت6ه6م4 2قد 2ت4أث4ر0وا ب6ال2ع4اد4ات 6و4التFق4ال6يد 6ف6ى ال2ب0ل2د4ان 6ال2م0ض6يف4ة 6ل4ه0م .و4أ0ش2ر6ب4ت0 2قل0وب0ه0م 2ب6ال2ب0غ2ض 6و4ال2ك4ر4اه6يFة 6ل6ل6س2ل4م4 6ول0غ4ت6ه 6ال2ع4ر4ب6يFة4 .6وس0ر2ع4ان 4م4ا ي4ح2ت4ل; أ0ول4ئ 6ك 4الشFب4ا ب 0م4ن4ا ص6ب 4ر4اق6ي4ة µف6ى ال2م0ؤ 4سFس4ات 6التFع2ل6يم6يFة 6أ4و 6السcي4اس6يFة 6أ4و 6ا2ل6ق2ت6ص4اد6يFة 6أ4خ4ذ0وا يبثون ت6ل2ك 4ال2م4ع2ل0وم4ات 6ال2خ4اط6ئ4ة 6ع4ن 6ا2ل6س2ل4م 6ح4س2ب4م4ا ج4اؤ0ا ب6ه4ا م6ن 4ال2غ4ر2ب 6ت4ع4م;دµا أ4و 2ب6غ4ي2ر 6ع6ل2م. ث4ان6يµا :ت4ن2ت4ش6ر 0ال2م4ع2ل0وم4ات 6ال2خ4اط6ئ4ة 6ع4ب2ر4ش4ب4ك4ة 6إ6ن2ت4ار2ن4ت 2أ4و 2ع4ب2ر 4ال2و4س4ائ6ل 6ا2ل6ع2ل4م6يFة 6ال2م4س2م0وع4ة 6م6ن2ه4ا و4ال2م4ر2ئ6يFة. 37
ARA182
ARABIC READING I
ر2ش4ن6 ل6ة4ال4ك6و2 ال4ا م4ق4 م6ةFي6م4ل2 س6ل2 ا6ا ن4د2ل0ب2ى ال6 ف0ة4م6ائ4ق2 ال0ةFي6ب4ن2ج4ل2 ا0د6اه4ع4م2ال4 و0 س6ار4د4م2 ال0و م0ق4 ت2قد4 :اµ ث6ال4ث .ون0م6ل2س0م2 ال0ة4ب4لFا الط4ه0س0ر2د4 ي6تىF ال6ة4رFر4ق0م2 ال6ب0ت0ك2 ال6ل4ل6 خ2ن6 م6ة4ئ6اط4خ2 ال6ات4وم0ل2ع4م2ال رFأث4ت4 ي0 ط6ل4ت2خ4 ي4و ب0 الش;عF ن4 ل6ة4ئ6اط4خ2 ال6ا ت4وم0ل2ع4م2ل6ا لµر2ش4 ن6ل6ائ4 س4و2 ال6ر4ث2ك4 أ2 ن6 م4ة4اح4يc السF ن6 إ:اµ ع6اب4ر .ض2ع4ب6 ب2م0ه0ض2ع4ب 6ة4ئ6اط4خ2 ال6ات4وم0ل2ع4م2ا ال4ه6ل4ل6 خ2ن6 م0ر6ش4ت2ن4ى ت4ص2ح0 ت4ول4 ;د4ع0 ت4ى ل4ر2خ0ق أ 0 0ر0 ط4اك4ن0ه4و Key words Publications The Reality Erroneous information The problem Muslim Students Through website Text Books Other ways Spread Mass media Foreign countries Occupy Positions Further their Studies Custom and traditions Hatred Agency Host
0ةFي6يس6ئ4 ر0ات4د4ر2ف0م المنشورات الواقع المعلومات الخاطئة المشكلة الطلبة المسلمون عبر الشبكة الكتب المقررة طرق أخرى تنتشر الوسائل العلمية البلدان الجنبية يحتل مناصب مواصلة دراستهم العادات والتقاليد البغض الوكالة المضيفة
The Meaning of the Text The Muslim World League has taken publications of different names, types and periods of publication an instrument of sending its message across the globe. The reality is that a lot of wrong information is disseminated by non-Muslims about Islam. Such wrong information can be found in foreign countries. It is particularly disturbing that wrong information about Islam even enters into the Muslim countries through various ways. First, the Muslim youths return home with the wrong information after their studies in the foreign countries. The problem is that the Muslim youths get affected by the wrong information during their stay in the host countries. Their minds are poisoned with hatred and rancour against Islam and Arabic language. As soon as they (Muslim youths) occupy top positions in the educational, political and economic institutions, they start spreading the wrong information about Islam which they brought back from the West. They do that deliberately or unknowingly. 38
ARA182
ARABIC READING I
Secondly, wrong information spreads through internet or through mass media-Radio or Television. Thirdly, the foreign institutions that operate in the Muslim Countries serve as an agency of spreading wrong information using text books. Fourthly, tourism is one of the most powerful means of spreading wrong information where youths get influenced through interaction. There are so many other ways by which wrong information spreads. The Tasks • Copy out the key words from the chart above and vowelise them. Pronounce each of them repeatedly. • Use each of them in a sentence (Arabic) • Copy out the whole text in your notebook as already vowelised and read several times. • Try to produce in your own expression the four ways by which wrong information spread. SELF ASSESSMENT EXERCISE 1 الوسائل العلمية المسموعة منها والمرئية:ما معنى هذه العبارة.
3.2
Rābitah’s Publications
ة4ط6ابF الر0ات4ور0نش4م
Rābitah has weekly publications in English and Arabic, as well as monthly publications in England and Arabic. This is in addition to some periodicals. Here is an excerpt form a weekly Arabic journal. م4ال4ع2 ال0ة4ط6اب4ر6ام ل4ع2 ال0ي ن6م4 ال,حس ن الت;ر كى0ى ال ستاذ الدكتور ع بد ال بن الم6ال4ع4 م4ل4ب2ق4ت2 س6إ ال ستاذ6ة4 س4ئا6ر6 ب4دا4ن4 ك2 ن6ا مÓ ي6وم0ك0ا حµ وفد6ا ض4يcالر6 ب6 ه6ب4ت2ك4م6 ب6اء4م4ل0ع2 ال6ر4با6ئة ك2ي4وه0ى وعض6م4ل2 س6ل2ا و قد جرى خلل هذا اللقاء المث مر ب حث أو جه. الكند ية6ةFي6و2عF الد6ةFي6ع2م4ج2 ال0ي س6ئ4شزاك مح مد ر التعاون ب ين الراب طة والمؤ سسات الحكوم ية والهيئات ال سلمية فى كندا ل ما ف يه الخ ير .للجميع Source: al-‘Ālamul Islāmī No. 2071, 2009 p5 معانى Senior/Chief Scholars Dimensions Establishments Organizations Tasks
جمع 0ار4ب6ك 0اء4م4ل0ع 6ه0ج2و4أ ات4سFس4ؤ0م 0ات4ئ2ي4ه
مثنى 6ان4ير6ب4ك 6ان4م6ال4ع 6ان4ه2ج4و 6ان4ت4سFؤس4 0م 6ان4ت4ئ2ي4ه
مفرد Pير6ب4ك Pلم6ا4ع 0ه2ج4و Pة4سFس4ؤ0م Pة4ئ2ي4ه
39
ARA182
ARABIC READING I
Five key words are taken out of the excerpt. These are هيهات- كبار – علماء – أوجه – مؤسسات All of them appeared in the excerpt in plural form ()ج مع. In the chart above, I have supplied for you the singular ( )مفردand dual ( )مثنىof each of them. First, copy them out in your note book vowelised. Secondly, add ( )ألto each of them. You should recall that ( )ألis a define article like (the) in English. Thirdly, pronounce each of them repeatedly with ( )ألand without it. The excerpt was partially vowelised. This is to assume that the difficult parts of the excerpt were vowelised, leaving the rest for you to complete. So, copy out the excerpt and read it several times until you are satisfied with your reading. العزيز0 عبد0ك6ل4م2 ال6ن2ي4يف6رFن الش6ي4حرم2 ال6م6اد4بادرة خ0م6ا ب4ام4وب0ى; بارك أ6مير يك4س ال0ئيF الر4اد4ش4أ وب0ا بين الش;عµور0س0ى ج6ن2ب4ة ت4ق6ادF الص6ود0ه0ج2 ال4ن6ا م4ه4ر2ي4وغ4 ا4هFن4ا أµدcؤك4 0ديان م4ل2 فى حوار ا6ة4لcث4م4ت0م2ال ام4م4ل2ى ا4ل6 إ6ة4ك4ر4ت2ش0م2 ال6ةFي6ان4س2ن6ل2 ا6ود0ه0ج2ل6 ل6د;م4قF الت4ة4ل4ج4 ع0فع4 2د4 ت6ال4م2ع4لى أ6 إ2م6ه6ى بcد4ؤ0وت4 . Source: al-‘Ālamul Islāmī Weekly No. 2075, 2009 p1 معنى Sacred, sanctuary Noble Religions Efforts Bridges Peoples Activities/works
جمع 0اء4م4ر0ح 0اف4ر2ش4 أ/ شرفاء 0ان4ي2د4أ 0ود0ه0ج 0ور0س0ج 4وب0ع0ش 0ال4م2ع4أ
مثنى 6ين4م4ر4ح 6ن2ي4يف6ر4ش 6ان4ن2دي6 6ان4د2ه0ج 6ان4ر2س6ج 6ان4ب2ع4ش 6ن4ل4م4ع
مفرد 0م4ر4ح 0يف6ر4ش Pين6د دP 2ه0ج Pر2س6ج 0ب2ع4ش Pل4م4ع
The Tasks You will observe that we have selected seven words from this excerpt. The words were used either in dual ( )مثنىform or plural ( )جمعform. You should be able to pronounce words for being completely vowelized and with their meanings supplied. You will notice in the selected words that the word شريفhas two types of plural شرفاء وأشراف. Some words are like that. Having correctly pronounced the key words, selected for you, you should, next, copy out the whole excerpt in your notesbook and read several times. The rationale behind copying it out is to facilitate your 40
ARA182
ARABIC READING I
reading skill as the exercise of copying out engages your attention and wet your appetite for reading. The Meaning of the Excerpt The American President, Barak Obama commended the initiative of the custodian of the two sacred noble mosques, king Abdullah ibn ‘Abdul Azīz in religious dialogue. He emphasized that this initiative and other similar sincere efforts build bridges among peoples leading them into activities that push the common human efforts forward.
3.3
Congratulatory Message
ة4ئ6هنF الت0ةFي6ق2ر4ب
من المين العام للرابطة ة4ك4ل2م4م2 ال4 ك6ل4 م0 ا ل0 ه4ظ6ف4ود ح0ع4 ال س6يز6ز4ع2 ال0د2ب4 بن ع6 ا ل0د2ب4ك ع6ل4م2 ال6 ن2ي4يف6رF الش6 ن2ي4م4ر4ح2 ال4 م6د4خا ين6ذF ال2م0ك6وف0ي0 ض6م2س6إ6 ب2م0ك2ي4ل6 إ4ع4ف2ر4 أ2ن4ى أ6ر;ن0س4 ي0ه0ت4كا4ر4وب4 6 ال0ة4م2ح4ور4 2م0ك2ي4ل4 ع0م4ل4 س,ةFدي6 و0 الس;ع6ةFي6ب4ر4ع2ال ى6تF ال6دة4 و0ه2ش4م2 ال6ات4م4د4خ2ال4 و,ة4يل6ل4ج2 ال6ات4از4ج2ن6ل2ى ا4ل4 ع6ان4ن6ت2م6ال4 و6ر2 الش;ك4يم6ظ4 ع2م0هFج4ة ح4ط6ابF الر2ت4بFت4ر ن6ا مµي6اج4 رŒر2س0ي4 وŒة4ول0ه0س6 ب2م6ه6ك6اس4ن4 م6اء4د4 أ2ن6 م6اجFج0ح2 ال4يع6م4 ج4كنF 4ا مFم6 م6ة4يد6شF الر2م0ك6ت4وم0ك0ا ح4تهFر4ف4و اجFج0ح2ل6 ل6مة4 2د6خ4 و4ين6م6ل2س0م2ل6 عم ل4ود4 ,م4ل2 س6ل6 لŒة4ر2ص0 ن2 ن6 م0 ه4ون0ل0ذ2ب4ا ت4 م4 ب0ت2ك4 ي2 ن4 أ6ير6د4ق2 الcى6ل4ع2 ال6ا ل .ا0ه0ت4كا4ر4ب4 و6 ال0ة4م2ح4ور4 2م0ك2ي4ل4 ع0م4لFالس4 و.ة4ح6الF الص0م0ك6ال4م2ع4 أcجل6ى س6 ف6ار4الز;و4 و4ين6ر6م4ت2ع0م2ال4و Source: Rābiţah monthly, No 511, 2009 p.22 Copy out this text unvowelized and read it several times. SELF ASSESSMENT EXERCISE 2 From the last text, select all words in plural ( )جمعform and provide their singular ( )مفردand dual ( )مثنىforms.
4.0
CONCLUSION
In this unit, recording on tape is rarely used as a method. You should, therefore, merge all the texts in one single slot and record it on tape. It is adviseable that you request the facilitator in your Study Centre to do the recording on tape for you. You, then, play it back as many time as you please.
5.0
SUMMARY
You will observe that in this unit, we have selected texts (excerpts) mainly from Rābiţah’s publications. These are Rābiţah Weekly and Monthly. This is to kill two birds with one stone; i.e. to introduce to you the Rābiţah publications and some world personalities and, Secondly, to stimulate, through that, your reading ambition. The new methods of reading introduced in this unit should be of interest to you. You are introduced to singular, dual and plural forms of words.
41
ARA182
6.0
ARABIC READING I
TUTOR-MARKED ASSIGNMENT
Write out the names of all eminent personalities mentioned in the texts of this unit (in Arabic). And state briefly the speech made by only one of them.
7.0
REFERENCES/FURTHER READING
Ar- Rābiţah, 2009. No. 511 (Arabic Monthly). p22. Al-‘Ālamul Islāmī, 2009, No. 2071 (Arabic weekly) p.5. Al-‘Ālamul Islāmī, 2009, No. 2075 (Arabic weekly) p. 1 .
UNIT 4 CONTENTS 42
AGRICULTURE IS AN OCCUPATION Pة4ن2ه6 0ة4اع4رcلز4ا
ARA182
ARABIC READING I
1.0 2.0 3.0
Introduction Objectives Main Content 3.1 ا4لزcر4اع4ة 0ك4م6ه2ن4ةAgriculture as an occupation P 3.2 The Importance of Agriculture in the Society أهمية الزراعة فى المجتمع ال2ف4لFح 0النFاج6ح Successful Farmer Conclusion Summary Tutor-Marked Assignment References/Further Reading
7.0
INTRODUCTION
4.0
4.0 5.0 6.0
Food is one of the three necessities of life. Remaining two are shelter and cloth. Agriculture is the means of production of food. In this unit, .we shall take agriculture as the theme of our text for reading
2.0
OBJECTIVES
At the end of this unit, you should be able to: define agriculture as an occupation state the different types of agricultural produce describe the importance of agriculture.
• • •
MAIN CONTENT
3.0
Agriculture is an Occupation
14.1
الزcر4اع4ة 0ح6ر2ف4ة أ4ل2م6ه2ن4ة 0أ4و 6ال2ح6ر2ف4ة 0ه6ى 4ال2ع4م4ل 0ال2ي4و2م6ى الFذ6ى ي4ق0وم 0ب6ه 6إ6ن2س4ان ل6ك4س2ب Œال2ع4ي2ش 6م6ث2ل 4الطcب cأ4و 6التFع2ل6يم 6أ4و الزcر4اع4ة .و4ال2م6ه2ن4ة – 0ط4ب 4عµا – ت4س2ت4ل2ز6م 0التFد2ر6ي ب 6ت4ح 2ت 4ر6ع4اي4ة 6م0ت4خ4صcص Œذ6ى خ6ب2ر4ة 4م6هن6يFة Œو4ا س6ع4ة و4م0ت4م4يcز4ة .و4مF 0دة 0التFد2ر6ي ب 6ت4خ2ت4ل 6ف 0م 6ن 2م6ه2ن4ة6 6ل0خ2ر4ى .ه0ن4ا ك – 4م4ث4ل – µم6ه 2ن4ة ت4س2ت4غ2ر6ق 0م0د0 Fة التFد2ر6يب ف6ي ه4ا ب6ض2ع4ة 4أ4ش2ه0ر .و4م6ن 2ه4ا م4ا ت4س2ت4غ2ر6ق 0م0دFت 0ه4ا س4ن4ة µأ4و س4ن4ت4ي2ن 6أ4و أ4ك2ث4ر 4أ 4مFا الزcر4اع4ة ,0ف4إ 6ن Fم0دFة التFد2ر6ي ب 6ف6ي ه4ا ت4س2ت4غ2ر6ق 0ح4و4ال6ى ع4ش4ر 4س4ن4و4ات Œع4ل4ى ال4ق2ل .و4ق2 4د ت4س2ت4م6ر; 0مد4ة 4التFد2ر6ي ب 6ف6ى م6هنة الزcر4اع4ة 6خ4م2س4ة 6ع4ش4ر 4س4ن4ة .ال2و4اق 6ع 0أ 4ن FالرFاغ 6ب 4ف6ى م6ه2ن4ة 6الزcر4اع4ة 6ي4ت4د4ر Fب 0م 6ن 4الصcغ4ر إ6ل4ى س6ن ال2ب0ل0و غ 6أ4ى 2ث4م4ان6ي4ة 4ع4ش4ر 4س4ن4ة .م 6ن 2خ6ل4ل 6ه6 4ذ ه 6ال2م0دFة ,6ي0ت4و4ق Fع 0أ 4ن FالطFال 6ب 4ق2 4د أ4ح4ا ط 4ع6ل 2مµا ب6م0خ2ت4ل4ف أ4ن2و4ا ع 6الزcر4اع4ة 6ك4الخ4ض4ر4وا ت 6و4ال2ب0ق0ول 6و4ال2م4و2ز 6و4ال2ف0ل 2ف0ل و4الطFم4اط 6م4 6وا2ل0ر2ز 6و4ال2ف0ول 6و4ال2ب0ر2ت0ق4ال و4الشFع6ير ,إ6ض4اف4ة µإ6ل4ى م4ع2ر6ف4ة 6ف4ت2ر4ة 6الزcر4اع4ة4 6وف4ت2ر4ة 6ال2ح4ص4اد.6 و4الزcر4اع4ة 0م6ن 2أ4ك2ث4ر 6ال2م6ه4ن 6أ4ه6م2ي4ة6 µلل2م0ج2ت4م 4ع .6و4أ4ه6م2يFت 0ه4ا ت4ن2ح4ص6ر 0ف6ى ت4و2ف6ير ا2ل4غ2ذ6ي4ة 6ل6ل2م0ج2ت4م 6ع .6إ6ن Fه4ا م6ن 2ح4ي2ث 0ت4و2ف6ير 6ال4غ2ذ6ي4ة 6م6ن 2ض4ر0ور6ي4ات 6ال2ح4ي4اة 6الثFل4ث4ة 6الFت6ى ه6ى 4ال2م4س2ك4ن 0و4ال2م4ل2ب4س 0و4ال2م4أك4ل. Key words in the Text Meaning Transliteration Words Profession المهنة 43
ARA182
Occupation Medicine Teaching Agriculture Necessitates Specialist Experienced Period of Training Lasts About Age of maturity It is expected Vegetables Yam Plantain/Banana Pepper Tomato Orange Rice Beans Corn Period of Harvest Foods Necessities of life
ARABIC READING I
الحرفة الطب التعليم الزراعة تستلزم متخصص ذى خبرة مدة التدريب تستغرق حوالى سن البلوغ يتوقع الخضروات البقول الموز الفلفل الطماطم البرتقال الرز الفول الشعير فترة الحصاد الغذية ضروريات الحياة
The Tasks First, fill the column of transliteration in the chart of the key words above. Secondly, pronounce each word repeatedly. Use each word in a sentence. Thirdly, record the text on tape assisted by a competent person or the facilitator in your Study Centre. Fourthly, play back the tape and pay a rapt attention to it and then read several times.
SELF ASSESSMENT EXERCISE 1 Complete the following sentence: المهنة – طبعا – تلتزم..........
44
ARA182
ARABIC READING I
ا2لم0ت4خ4صFصWhat is the meaning of: 0
أهمية الزراعة The Importance of Agriculture in the Society.
3.2
فى المجتمع بسم ال الرحمن الرحيم. هو الذى جعل لكم الرض ذلول فامشوا فى مناقبها وكلوا من رزقه وإليه النشور) .الملك (١۵ إن أهم ية الزرا عة فى المجت مع تبلورت فى ال ية الكري مة المذكورة أعله فإ نه من أن عم ال سبحانه وتعالى ال تى أنعم ها على عبادة هو ج عل الرض ذلول ومع نى ذلك أن ال عز و جل سخر الرض للنس ان بش كل يج عل إ ستعمالها ي تم ب كل سهولة وبس اطة فبإمكان النس ان أن يمش ى على الرض أو يس وق علي ها سيارته أو حص انه أو يزرع ها ح تى تن بت له أنوا عا مختلفة من مأكولت ومشروبات يتقوى بها الجسم .ورعاية النعام والدجاجة تدخل فى نطاق الزرا عة .ومن ها يتناول النس ان الل بن واللحوم والب يض والجلود .يضاف إلى ذلك كله تص دير ب عض المواد الزراع ية إلى البلدان الجنب ية م ثل كا كو والق طن وال بن والرز والفول والجلود والموز وغير ها م ما ل ي عد ول يحص ى .والص ادرات هذه تعود بملي ين من الدولرات ال تى تستعمل على تمويل مشاريع التنمية الوطنية .ويدل ذلك كله على أن منافع الزراعة تنقسم إلى قس مين أول :إن المحص ولت الزراع ية تزود الجس م بالمنا عة والحما ية والتقو ية .ثان يا :إن الص ادرات تعود بعائدات متوفرة تس تعمل على تمو يل مشار يع بناء الو طن .إن للزرا عة إذا أهمية ل تنكر ومنافع ل حصر لها. Key words الرض ذلول فامشوا مناقبها النشور المجتمع تبلورت أعله يتم أنعم سخر سهولة بساطة سيارة حصان أنواعة مأكولت مشروبات يتقوى النعام نطاق اللبن اللحوم تصدير
45
Al – ’ard Dhaluul Famshuu Manaaqibiha An-Nushuur ‘Al- Mujtama Tabalwarat ’A‘laahu Yatimmu )’an ‘um (Ni‘mah Singular Sakhkhara Suhuulah Basaaţah Sayyaarah Ħişaan ‘’anwaa Ma’kuulaat Mashruubaat Yataqawwa Al-’an‘aam Niţaaq Al-Laban Al-Luhuum Tasdeer
)The Earth (land Easy to handle, made manageable Walk Its tracts The Resurrection The Community Appeared clearly Above Complete Blessings Subdue Easily Simply Vehicle Horse Types Edibles Drinks Strengthen Cattle Scope Milk Beef Export
ARA182
ARABIC READING I
Agriculture produce Foreign countries Exports Finance Projects National Development Immunity Revenue Uncountable
Mawaadu Ziraa‘iyyah Al-Buldaanul’Ajnabiyyah As-saadiraat Tamweel Mashaaree‘i At-tanmiyatl wataniyyah Al-Manaa‘ah ‘Aaidaat La Hasra Lahaa
المواد الزراعية البلدان الجنبية الصادرات تمويل مشاريع التنمية الوطنية المناعه عائدة لحصر لها
The Tasks With the aid of transliteration as in the chart, attempt pronunciation of each key word. Do that several times till you feel satisfied. You will observe that the text is fairly long because it is a combination of a verse from the Qur’ān (Q67:15) and an essay. So it is adviceable that you record the text on tape and play it back as usual while you pay rapt attemption. At this stage, you should be able to read the text with ease. Further more, with the key words of the text duely translated, you should familiarize yourself with the meaning of each word. Given the fact that the key words so translated constitute about three-quarters (3/4) of the text, you should be in a position to comprehend the meaning/message of the text. You should also establish the link between the verse of the Qur’ān (67:15) and the essay that follows it. SELF ASSESSMENT EXERCISE 2 Give the message of the text from the verse of the Qur’ān to the end of the essay in not less than one page and not more than two pages.
3.3
A Successful Farmer
ح6اجF الن0حFل4ف2ال
ا؟µح6اج4 ن0ون0ك4ى ي4ت4م4 و0حFل4ف2و ال4 0 ه2ن4 م.Pح6اج4 نPحFل4 فŒد6ال4 خ4 أباFن6إ ن6ى م4ر2خ0أ4 وŒال4ق0ت2ر0 ب4ة4ر4ج4 ش0 س6ر2غ4و ي2 4ا أµير6ع4 ش0 ع4ر2ز4 ي6ل2ق4ح2ى ال6 ف0ل6غ4ت2ش4ى ي6ذF ال0 ع6ارF الز4و0 ه0 حFل4ف2ال حFل4ف2ال4 و.6ن6اج4وFالد4 و6ا م4ع2ن4ل2ى ا6اع4 ر4لى4 ع6 حFل4ف2 ال0ة4م2ل4 ك0 ق4ل2ط0 ت4 ك6ال4ذ4ك4 و.ة4ف6ل4ت2خ0م2 ال6ة4اع4رc الز6ا ع4و2ن4أ .4ك6ل4ذ6 لŒوط0ر0 ش0ة4ث4ل4 ث4اك4ن0ه4 و.ه6ل2ق4 ح2ن6 م6ة4ج4ت2ن0م2 ال6ةFي6اع4رc الز6ت4ول0ص2ح4م2 ال6ار4د2ق6 م6ة4ج4ر4د6ا بµح6اج4 ن0ون0ك4ي ز2و4م2ال4م و6ا ط4مFالط4 و6ول0ف2ال4 و6ز2ر0ل2 ا4 ن6 م6 ه6ت4ل6ائ4 ع6ة4اج4 حcد4 س6 لŒة4ي6اف4 ك6ت4ول0 ص2ح4 م4 ج6ت2ن0 ي2 ن4 أ:µلFو4أ ى4ل6 إ4ةFي6ق4ب2 ال4 مcد4ق0وي4 6ة4ل6ائ4 ع4ة4اج4د; ح0س4ا يF م6 م4ر4ث2ك4 أ6ة4ور0ك2ذ4م2 ال6اد4و4م2 ال4 ن6 م4 ج6ت2ن0 ي2 ن4 أ:اµ ي6ان4 ث.ات4و4ر4ض4الخ4و ه6ت4ل6ائ4 ع6ات4بFل4ط4ت0 م2من6 0ر4ب2ك4 أŒةFي6م4اج ك4ت2ن6ى إ4ل4ا عµر6اد4 ق0ه0ون2 4 ك:ثا6ال4 ث.ق2زcلر6ا لµب2كس4 6ع2ي4ب2ل6ى ل6ل4ح4م2 ال6الس;وق ل6ا ص4 ح6ةFي6ب4ن2ج4ل2 ا6ا ن4د2ل0ب2ى ال4ل6 إ6ةFي6ق4ب2 ال6ير6د2ص4ى ت4ل6أ إ4 ج2ل4ب4لى و4ح4م2 ال6ى الس;وق6 ف0ا ع4ب0ا يFم م6 Œير6ث4ك6 ب0ر4ب2ك4أ4و ز2ر0ل2ا4 و2و4اك4 ك6ل2ث6ى م4ر2خ0 أŒت4ول0ص2ح4 م6ا ج4ت2ن6ى إ4ل4 ع0 ه4ت4ر2قد0 4 ك6ل4ى ذ4ل6 إ2 ف6ض4 أ.ة4ل6ائ4 طŒال4و2م4ى أ4ل4 ع4 ك6ل4ذ6ب ح6اج4 نP حFفل4 Œد6ال4اخ4ب4 أF ن4ى أ4ر4ت4 س6 ق4ل4ط2ن0م2ا ال4ذ4 ه2 ن6وم4 .ة4ص6ال4 خ6ير6د2ص4لت6 ل6ة4ح6الF الصc ن0ب2ال4ن و6ا ج4وFالد4و د4 س0ز4او4ج4ت4ى ت6 تF ال6ةFي6اع4رc الز6ت4ول0ص2ح4م2 ال4 ن6 مŒة4ير6كب4 Œا تFي6كم4 0 ج6ت2ن0 يŒة4ن4 سFكل0 0 هFن4ل6 ى4ول0ل2 ا6ة4ج4رFالد6ب .ير6د2صFى الت4ل6لى إ4ح4م2 ال6 الس;وق6ات4بcل4ط4ت0وم4 6ه6ت4ل6ائ4 ع6ة4اج4ح Key words The Farmer Al-fallaah الفلح 46
ARA182
ARABIC READING I
Successful Works The Catle Poutry Produce Local market Resort to Export Foreign countries The needs Family
An-Naajih Yashtaghil Al-an ‘aam Ad-dawaajin Al-mahsuulāt As-suuqul Maḥalliyy Yaljau At-taṣdeer Buldaanu Ajnabiyyah Mutaţallabaat ‘Aailah
الناجح يشتغل النعام الدواجن المحصولت السوق المحلى يلجأ التصدير البلدان الجنبية متطلبات عائلة
The Tasks First, copy out the key words in your notebook and pronounce them repeatedly. Secondly, transliterate them and compare your transliteration to the one in your course material for necessary corrections. Thirdly, record on tape the text and play it back while you pay rapt attention. Then read. SELF ASSESSMENT EXERCISE 3 List all the Agricultural produce mentioned in the text. List the agricultural produce that are meant for export exclusively.
4.0
CONCLUSION
You will notice that in the third segment of this unit i.e. the successful farmer ( )الفلح الناجحthe general meaning was not provided. You should use the advantage of the meanings of the key words to attempt the general meaning of the text as a whole.
5.0
SUMMARY
The establishment of Rābitah, its activities, its publications, and the successful farmer, have been used in this unit as topics of the texts which were selected for the reading exercise. We have varied the techniques used in reading. The effectiveness of the techniques depends largely on your persistent practice and the amount of time you can allocate to reading each day.
6.0
TUTOR-MARKED ASSIGNMENT
47
ARA182
7.0
ARABIC READING I
REFERENCES/FURTHER READING
Rābiţah. (Arabic monthly). March 2009, Makkat a`l-Mukarramah, Rābiţatu `l-Ālamil Islāmī. Vol. 45, No. 513, pp. 13-16. Rābiţah, (Arabic monthly), Jan. 2009, Makkat a `l-Mukarramah, Rābiţatul Ālami Islāmī. Vol. 45, No.511. pp 17-22. Al-‘Aālamul Islāmī. (Arabic weekly). 2009, Makkah al-Mukarramah. No.2075 p.1.
MODULE 3
48
LEISURE AND ITS IMPACT ON SOCIAL LIFE ةFي6اع4م6ت2 الج6اة4ي4ى الح4ل4 ع0ه0ر4أث4 و0اغ4ر4الف
ARA182
ARABIC READING I
Unit 1 Utilization of Leisure 6اغ4ر4ف2 ال0ات4وق4 أ0ل4غل6ت2س64إ Unit 2 Self Training ةFي6ات4ة ذFي6ب2ر4ت Unit 3 Arabic in the State Administration ة4ل2وF الد6ة4ار4د6ى إ6 ف0ةFي6ب4ر4ع2 ال0ة4ال;لغ Unit 4 Dignity of Labour ـل4م4لع2 ا0ف4ر4ش
UNIT 1
WHAT IS LEISURE اغ4ر4 الف4و0اه4? م
CONTENTS 1.0 2.0 3.0
7.0
Introduction Objectives Main Content 3.1 Al-Faraagh (Leisure Time) 3.2 Adolescents and Leisure Time 3.3 Utilizing Leisure Time Conclusion Summary Tutor-Marked Assignment References/Further Reading
1.0
INTRODUCTION
4.0 5.0 6.0
Reading is our main focus. But reading cannot take place in a vacuum. Rather, there must be a text with a theme to read. Agriculture ( )زراعةand its importance to the society is the theme of the text treated in the last unit of module 2 above. In this unit, as we pursue our objective of correct and smooth reading, we shall use a text titled Faragh ()فراغ leisure or free-time.
2.0
OBJECTIVES
At the end of this unit, you should be able to: • • •
read the text correctly comprehend the message of the text identify new words and use them in sentences.
3.0
MAIN CONTENT
3.1
Al - Faragh
49
ARA182
ARABIC READING I
اعتاد ب عض الدرا سين أن يربطوا ب ين الفراغ والمشكلت الجتماع ية وكأن هم يذهبون إلى أن الفراغ ليس له إل الثر السيئ فى الحياة الجتماعية فما مدى صحة ذلك؟ الواقع أن الفراغ سلح ذو حدين ,فبقدر ما يحسن النسان استغلل الفراغ تكون نتائجه طيبة تسهم فى البناء الجتماعي وفى إسعاد الفراد والنهوض بالمجتمع .وأوضح مثال على ذلك ما ظهر فى وادى النيل قديما نتيجة حسن النتفاع بالفراغ فقد استطاع قدماء المصريين – وهم من أرومة العرب الساميين الوائل – أن يقدموا للنسانية بعض النظم الحكومية ,وكانوا أول من عرف نظام المدي نة بو صفها وحدة سياسية ,و قد عرفو ها ق بل أن يعرف ها اليونان الذ ين اتجه تفكيرهم بصورة جلية الى نظام الدويلت. وإن نا لن جد كثيرا من المخترعات الحدي ثة جاء نتي جة التفك ير فى أوقات الفراغ ال تي أحس ن أصحابها الفادة منها فكانت مصدر خير وبركة على المجتمعات النسانية إذ أفادت منها فائدة كبيرة شملت كثيرا من جوانب الثقافة المادية والمعنوية. ول نستطيع أن ننكر أن للفراغ فى المجتمع جانبا سلبيا ,فإن كثيرا من المشكلت الجتماعية وبخا صة مشكلت الجري مة والنحراف تؤ ثر فى الحياة الجتماع ية ويتأذى من ها الشعور الفردي والجماعي .ولما كان لهذا الجانب السلبى أثره في المجتمع فقد أولى علماء الجتماع ومنهم علماء الجتماع الجنائي هذا الموضوع أهمية كبيرة. Transliteration Words ’l‘itaada إعتاد أن يربطوا ’an yarbuṭuu Al-Faraagh الفراغ Al-Mushkilaatul المشكلت الجتماعية Ijtimaa‘iyyah ’Al - ’Atharus-sayyi الثرالسيئ سلح silaaḥ ذوحدين Dhuu ḥaddayn Waadi Nil وادى النيل ’Arwamah أرومة As-Saamiyyin الساميين Jaaniban Salbiyyan جانبا سلبيا النحراف Al-’Inḥraaf ‘Ulamaa’ul Ijtimaai علماء الجتماع Al-’ijtimaa ‘ul Janaai الجتماع الجنائى
The Key Words Meaning Is used to To tie or link Leisure or free time Social problems Bad Effect Weapon Double edged Bank of Nile Byzantine A negative side Deviance Sociologists Criminology The Tasks
With the aid of the transliteration already provided, copy out the key words in your notebook and vowelise them. Pronounce each of them repeatedly. Use the key words as facilitators to enable you read the whole text. In case of any difficulty, you can rely on the facilitator in your Study Centre. Give a summary (in English) of the general meaning of the text. SELF ASSESSMENT EXERCISE 1
50
ARA182
ARABIC READING I
الفراغ – النحراف – الثرالسيئ Use the following words in Arabic sentences: –.ذوحدين – جانبا سلبيا
(Al-Muraahiqūn) Adolescents
3.2
إن الحداث الذين يقتربون من الحد القصى لسن الحداثة وهي التي تحدد عادة بثمانية عشر عاما فى أغلب دول العالم ,يتميزون بطاقة حيوية كبيرة تتطلب أن يفيدوا منها وأن يستغلوها فى القيام بع مل مع ين ,فإذا لم تحص ل المبادرة بترو يض هذه الطا قة وتوجيه ها وج هة سليمة فلبد من أن نتوقع أن يكون ذلك العمل هو النحراف. إن الطفولة ,وبخا صة الطفولة المتأخرة ,هي ع هد الل عب والشباب ,و هي ع هد المخاطرة والحلم ,فإذا لم ي جد الط فل المجال الص الح لل عب ,وإذا لم ي جد الو سائل البريئة ال تى يس تغل فيها فراغه ,وإذا قلت الملعب أو انعدمت المتنزهات انصرف الطفال في هذه السن الحرجة إلى الزقة والشوارع والماكن غير الصالحة لستغلل الفراغ. وأ صل الداء في الحداث هو فقدان ما ير ضي حاجات هم الروح ية ورغبات هم الدب ية ,ذلك أن أ سباب التس لية والترف ية العقل ية والنفس ية ضرور ية ل هم كحاجت هم الجس مية إلى الطعام والشراب ,فإذا لم يجدوا الماكن الصالحة البريئة لستغلل نشاطهم وحيويتهم فإنهم سينفقون ذلك النشاط في أوجه ضارة تؤدي بهم إلى النحراف. وتبدو أهم ية الفادة من أوقات الفراغ في ما أظهر ته الدرا سات الحص ائية .ف قد و جد أن مع ظم جرائم الحداث تحدث وتز يد في المنا طق ال تى ل تخص ص في ها أما كن لل عب والنشاط والل هو البريء كالملعب والحدائق والمتنزهات والنوادي أو في المناطق التي تقع فيها أماكن تشجع على السهر واقتباس العادات السيئة. إن أوقات الفراغ تر بة صالحة ل ستنبات الجري مة إذا ماأ سيء ا ستغللها أو سمح في ها بمصاحبة رفقاء السوء أو التعرض ل كتساب العادات المرذولة. وتش ير ب عض الدرا سات الحص ائية إلى أن الحداث الذ ين يقضون أوقات فراغ هم فى الز قة والشوارع ل يسلمون من الفساد والنحراف. The Key Words Meaning Adolescents Iti s usually fixed 18 years
Transliteration Words الحداث Al-aḥdaath Tahddad ‘aadatan تحدد عادة Thamaniyata ثمانية عشر عاما ‘ashar ‘aaman Initiative المبادرة Al-Mubaadarah Nurturing or tendering Tarweed ترويض Late infancy الطفولة المتأخرة Aṭ-ṭufuulatul Muta’akhkhirah The period of youth ‘hdush – Shabaab عهد الشباب The period of adventure ‘hdul – Mukhaatarah عهد المخاطرة Dreams Al-‘Ahlaam الحلم Relaxation facilities Asbaabul – Tasliyah أسباب التسلية Relaxation centres Al-Mutanazzahaat المتنزهات Clubs An-Nawaadi النوادى Acquiring or acquisition Iktisaab إكتساب of Dirty habits Al-‘Aadaatul العادات المرذولة
51
ARA182
ARABIC READING I
Mardhuulah The Tasks Copy out the selected key words in your notebook and vowelize them using the transliteration as an aid. Pronounce each word to your hearing and link each word to its meaning as provided. Before reading the whole text, make out your own selected words with their transliteration and meaning. In case you have any difficulty in doing that, seek assistance of the facilitator in your Study Centre. Now that you have two lists of selected words (the one in your course material and the one you developed), you can read the whole text to your hearing. SELF ASSESSMENT EXERCISE 2 Give a summary in English of the message of the text.
Utilizing Leisure
3.3
إستغلل أوقات الفراغ ونتي جة للتطور الجتما عي الذى طرأ على الممل كة العرب ية الس عودية لم ي عد مجال الترف يه مقتص را على ال سرة ,بل إن اهتمام المس ؤلين أ صبح كبيرا بأوقات الفراغ للحداث والشبان, وأخذت وزار تا المعارف والع مل تبذلن الجهود المث مر لتوجيه هم إلى ا ستغلل تلك الوقات فيما يعود عليهم بالنفع والخير. ل قد اهت مت وزارة المعارف بأوقات الفراغ فأنشأت إدارة لرعا ية الشباب تهدف إلى رعا ية الشباب من النوا حى العقل ية والجتماع ية والرياض ية فشكلت لج نه للتوع يه ال سلمية هدف ها إعداد جيل مؤمن بربه مدرك لمسؤلياته محافظ على عقيدته من أي زيف أو زيغ .كذلك عينت الوزارة مشرف ين اجتماعي ين لتوج يه فلذات الكباد التوج يه الس ليم ,وزودت المدارس بالمدربين الرياضيين وأعدت الملعب ووفرت الدوات الرياضية. أ ما الرئا سة العا مة لرعاية الشباب فقد اهت مت بو قت الفراغ اهتما ما كبيرا ح يث تقوم بو ضع سياسة متكاملة ومنسقة لبرامج خدمة الشباب واستغلل أوقات فراغهم وتوجيههم ورعايتهم, كما أنها توفر الوسائل الكفيلة بإعداد ألوان مختلفة من النشاط الجتماعى والثقافى والرياضي والفني للشباب ,وكذلك تعمل على إقامة الندية والساحات الشعبية التى تقدم برامج اجتماعية مفيدة. و قد أدى اهتمام حكو مة الممل كة بأوقات الفراغ إلى ظهور العد يد من أو جه النشاط المختل فة والنهوض بالند ية وتطوير ها وجعل ها مؤ سسات إجتماع ية ي جد في ها الشباب فر صا طي بة لشباع هواياتهم وتنمية قدراتهم وتعويدهم على القيادة والتعاون. Words التطور الجتماعى الترفيه إهتمام المسؤلين الشبان أوقات الفراغ النواحى
Transliteration At-Tatawwurul ’Ijtimaa‘i At- Tarifeeh Ihtimaamul Mas’uuleen الحداث Al-’ḥdaath Ash-Shubbaan Awqaatul-Faraag An-Nawaahee
The Key Words Meaning Social Development Relaxation The authorities’ care Adolescents The Youths Leisure periods Aspects 52
ARA182
ARABIC READING I
Mental, Social, Athletic
Al-‘Aqliyyah, Wal’Ijtimaa ‘yyah, riyaadiyyah Deviance Zayf’ aw zaygun Social supervisors Mushrifeen Ijtimaa‘iyyeen Hearts or livers Faldhatul ’Akbaad Social establishment Mu’assasat Ijtimaa‘iyyah Ministry of Labour and Wizaaratul ‘Amal washSociali Affairs shu’uunul ’Ijtimaa ‘iyyah Social Activity An-Nashaatul Ijtimaa‘iyy Educational/Cultural An-Nashaatuth- Thaqaafi Activity Atlethics An- Nashaatur-riyaadiyy
العقلية والجتماعية والرياضية زيف أو زيغ مشرفين إجتماعيين فلذات الكباد مؤسسات إجتماعية وزارة العمل والشؤن الجتماعيه النشاط الجتماعى النشاط الثقافى النشاط الرياضى
The Tasks Using the key words above as a model, make your own chart containing words selected from the text and classify them into the three columns as appeared in the sample above. Study the two charts, vowelize the key words and pronounce them repeatedly. Read the text to your hearing. You can now merge the three excerpts into one text and record it on tape. Play back the tape while you listen attentively. Play it back again while you crosscheck with the texts in your course material. Read the text in its one block status and summarise its message in English. SELF ASSESSMENT EXERCISE 3 List any five words which you find interesting and use them in sentences.
4.0
CONCLUSION
Selection of key words has been used as a technique of reading. When such words are worked upon, it becomes easier for you to read the whole text. You should make maximum use of it (selection of key words) to facilitate your reading skill.
5.0
SUMMARY
Comprehension of the text i.e. reading to understanding has been used as a technique for reading because if the content of a text in question is understood, reading becomes easier. Furthermore, you should have observed that using certain words in sentences is another technique used 53
ARA182
ARABIC READING I
for reading. In case you have any difficulty either in reading or in comprehension, the facilitator in your Study Centre can be of help to you. Do not hesitate to consult with him to resolve any problem for you.
6.0
TUTOR-MARKED ASSIGNMENT
Answer the following question: ما معنى الفراغ وكيف يستغل لصالح الشباب؟
7.0
REFERENCES/FURTHER READING
Bidmos, M.A. (1996). Mustaqbal Lughatil Arabiyyah fi Nayjiriya. Lagos: Islamic Publication Bureau. Al-Mutala’ah (1994). Ministry of Education, Makkah al-Mukarramah, Kingdom of Saudi Arabia. Second Edition. Kitaabul Qiraa’ah (1967). Minstry of Education. Makkah alMukarramah. Kingdom of Saudi Arabia
UNIT 2
SELF TRAINING ةFي6ات4ة ذFي6ب2ر4ت
CONTENTS 1.0 2.0 54
Introduction Objectives
ARA182
3.0
ARABIC READING I
7.0
Main Content 3.1 Making Personal Efforts بذل جهـود ذاتية 3.2 Independence of Africa إستقلل إفريقيا 3.3 The Importance of Arabic Language أهـمية اللغة العربية Conclusion Summary Tutor-Marked Assignment References/Further Reading
1.0
INTRODUCTION
4.0 5.0 6.0
Reading can become pleasurable when the reader develops interest in the act of reading. The stimulus is when you discover new words, new phrases, new ideas and new meanings all of which you try to absorb. You literally get excited when you notice that your vocabulary is increasing by every passing day. In this unit, try to find out how much fresh ideas, words and phrases you can absorb in order to make reading pleasurable to you.
2.0
OBJECTIVES
At the end of this unit, you should be able to: •
describe how to make personal efforts in reading • state the prophetic tradition about learning • explain the meaning of literary joy.
3.0
MAIN CONTENT
3.1
Making Personal Efforts
بذل جهـود ذاتية
عزيزى القارى – أقدم لك ملح ظة ق بل الكل مة الخيرة فى هذه التوطئة و هى أن- إ سمح لى طالب اللغة العربية مهما بذلت من جهود فى إعداده وتربيته لن تحل العقدة فى نفسه ولسانه حتى ساهم هو فى تدريب نفسه بنفسه وحتى يعترف بحقيقة نبوية مفادها أن العلم من المهد هذا فإن طالب الل غة العرب ية كل ما تقدم فى تعل مه وتع مق فى بح ثه كل ما و جد مت عة.إلى الل حد أ ما.أدب ية وحلوة علم ية فى هذه الل غة وبالتالى كل ما إنجذب مرة أخرى إلى درا ستها وهكذا . وال ولى التوفيق.الن فهيا نقرؤ
The Key Words Meaning My Dear The Reader
Transliteration ‘Azeezee Al-Qaari’u
Words عزيزى القارئ
55
ARA182
ARABIC READING I
An Observation The Preface Efforts made His prepation A Prophetic truth Participated Contributed Deepened Sweetness Literary joy
Mulaahazatan At-Tawti’ah Budhilat Juhuudun ’l‘daadihi Haqeeqatun Nabawiyyah or Saahama Ta ‘ammaqa Halaawatan Mut ‘atan ’adabiyyatan
ملحظة التوطئة بذلت جهود إعداده حقيقة نبوية ساهم تعمق حلوة متعة أدبية
The Tasks In this text, the student of Arabic is urged to make personal efforts in learning. It is emphasized that the level of his learning depends on the level of his participation in his own training. The first task before you, therefore, is to select from the text the words and phraces that imply self effort or self training. Secondly, identify any ten words that you find interesting in the text and use them in sentences. Thirdly, study the words in the chart and use them in sentences. Fourthly, pronounce each word several times to your hearing. Finally, read the whole text as many times as you please. SELF ASSESSMENT EXERCISE 1 Of all the five steps listed in the Tasks, which one do you find most effective and why?
3.2
Independence of Africa إستقلل إفريقيا
ن6ا مµار4ب6ت2ع6إ4 و.Œة4ل2ي6و4 طŒةFد0م6 ل6ار4م2ع6ت2 س6ل2 ا6ة4ر4ط2ي4 س4 ت2ح4 ت2 ت4ان4 ك6ةFي6يق6ر2ف6ل2 ا4ة4ار4ق2 الF ن4 أ6ل2و4ق2 ال0ة4 ص4ل0 خF ن6إ ةFي6ج6ار4خ2 ال6ةFي6ار4م2ع6ت2 س6ل2 ا6ود0ي0لق2 ا4 ن6 م0 ج0ر2خ4د ت4 ك4 ت2 م4ا ل4 هFن4 أFل6ار إ4م2ع6ت2 س6ل2 ا4يود0 ك; ق4ف4 ت2أ ت4د4 ب6ات4ينcتcالس اÓ ي6ال4 ح0ة4ار4ق2ال4 و.ةFي6ر4ك2س4ع2 ال6ة4ار4د6ال6 ب6اةFم4س0م2 ال6ةFي6ل6اخF الد6ةFي6ار4م2ع6ت2 س6ل2 ا6ود0ي0ق2ى ال6ا ف4ه4س2ف4 ن2 ت4د4وج4 ى4 ت4ح ذ ه6 4 هF ن6 إ.اط ية4ر6يمقc الد6ةFي6ن4د4م2 ال6ة4ار4د6ل2ى ا6 ف0ل0خ2د4وت4 6ه6ذ4 ه6ةFي6ر4ك2س4ع2 ال6ود0ي0ق2 ال4ن6 م4دFر4ج4ت4 ت2ن4 أ0ل6او4ح0ت وف0 الظ;ر6ة4ع2ي6ب4ط6ا ب4 ي6ير6ج2ي4ن4 و.يد6د4د جŒ 2ه4 ع6د4يل6م6 لPا ن4ذ2ي6 إFل6 إ4هى6 2 ن6ى إ6ل2وF الد6يد6عFى الص4ل4 ع6ا ت4و;ر4طFالت ي6تيج6ا4ر6ت2 س6ل2ا ا4 ه6قف6 و0وم4 6ير6ب4ك2ا ال4 ه6م2ج4ح6ا لµر4ظ4 ن0 ب4ه4أFالت4 و6اق4بc ا الس4ذ4ه6ا بµر0ث4أ4 ت0ر4ث2ك4ل2 ا4ى6و ه0د2ب4ت ى6 ف6ة4ل2وFالد4 و6ر2ك6ف2 ال0ال4ج6ى ر4د4 ل4ل ن2 ا0اد4ت2ع0م2 ال6ير6ب2عFالت4 و.ا4 ي6يق6ر2ف6ى أ6 ف6ة4ل6ائ4ه2 ال6ةFي6ع6ي2بFوثروت ها الط ى6 ف6ة4ي6ب2رF الت0ة4ل4أ2س4م4 و6 ن2ي4ف2 أل6ا م4ى ع6 ف6ان4ك2 س6ل2 ا6ةFي2قض6 .ن2ي4ف2 أل6ا م4ى ع6 ف6ة4حc الص6ة4ل6ك2مش0 4و0ا ه4 ي6ير6ج2ي4ن .ن2ي4ف2ل4 أ6ام4ع The Key Words Meaning The Continent Control of colonization Chains of colonization 56
Transliteration Al – Qaarah Sayţaratu `l-Isti‘maar Quyuudu `l-Isti‘maar
Words القارة سيطرة الستعمار قيود الستعمار
ARA182
ARABIC READING I
The sixties External/foreign internal The International level Competition Preparation
As-Sitteenaat Khaarijiyyah/Daakhiliyyah As – Sa ‘eedid – Dawliyy As – Sibaaq At – Ta’ahhub
الستينات داخلية/خارجية الصعيد الدولى السباق التأهب
The Tasks You have been aided in two ways: first, the text is vocalized. Secondly, key words are provided duly vocalized. With these two aids, you should find reading the text a lot easier. To further aid your reading, you should perform the following tasks: (a) (b) (c)
Prepare a chart with the usual three columns which are designated as words, transliteration and meaning. Fill the three columns with selected words of your choice from the text. Use in sentences all the words so selected Give a summary in English of the main message of the text.
SELF ASSESSMENT EXERCISE 2 ى;؟6ل6اخF الد0ار4م2ع6ت2س6ل2ا4ي; و6ج6ار4خ2 ال0ار4م2ع6ت2س6ل2ى ا4عن2 4ا م4م
3.3
The Importance of Arabic Language أهـمية اللغة العربية
وبطبي عة الحال فإن الحد يث عن مس تقبل الل غة العرب ية من ح يث أهميت ها ودور ها ومكانت ها و من الطر يف أن الل غة العرب ية قد لع بت دورا ها ما في.يس توجب إعادة الن ظر فى ماضي ها نيجيريا قبل الحتلل البر يطانى والطرافة فى هذا الدور أن اللغة العربية راجت تجارتها بدون منافس ة إذ كا نت وحيدة فى الميدان لفترة لت قل عن أرب عة قرون وذلك ق بل إعتداء الدول الغربية على أفريقيا بلغاتها ثم المنافسة بينها وبين اللغة العربية ثم المحاولة للقضاء عليها ل كن ق بل هذه المنافس ة وتلك.محاولة هاد فة إلى إ ستبدال النكليز ية مكان الل غة العرب ية المحاولة تجدر الشارة إلى نقطة مهمة مفادها أن مفهوم الرجل المثقف فى غرب إفريقيا فى ذلك الوقت المتوغل فى القدم هو المثقف ثقافة عربية إسلمية وذلك لن الثقافة بكل ما تعنيه .الكلمة غير متوفرة إل فى الوساط السلمية
The Key Words Meaning Future Its position Necessitates
Transliteration Mustaqbal Makaanatuhaa Yastawjib
Words مستقبل مكانتها يستوجب 57
ARA182
ARABIC READING I
A review of Interesting British occupation Flourished Four centureies The learned Educated
or
’l‘aadatu `n – Nazar Aţ – Ţareef Al– ’ihtilaalul Breetaaniyy Raajat Tijaaratuha Arba‘atu Quruun the Al – Muthaqqaf
إعادة النظر الطريف الحتلل البريطانى راجت تجارتها أربعة قرون المثقف
The Tasks The three excerpts above revolve around Arabic Language and the student of Arabic. You should merge all of them in to one bloc and record it on tape with your voice – if you have the competence – or by your Study Centre facilitator. Play the tape back and listen attentively. Then read the text. The selection of key words in a chart with their transliteration and meanings can be very useful as you already know. Whenever you find a chart in your course material, prepare your own with words to be selected from the same source. Read the text repeatedly to your hearing and with understanding. SELF ASSESSMENT EXERCISE 3 Use the following words in sentences الحديث – يستوجب – المنافسة – المثقف – متوفر
4.0
CONCLUSION
The act of reading requires self discipline and self training. Simply put, it is being suggested that, unless the student makes personal efforts and sacrifice, whatever efforts invested in him by his trainers may not yield much fruits. Therefore, you should be conscious of the fact that your personal efforts to train yourself to read are very crucial.
5.0
SUMMARY
In this unit, three points have been emphasized. These include (a) the student’s personal efforts to participate actively in his own training (b) The role played by Arabic in the pre – colonial West africa. (c) Various techniques of facilitating reading.
6.0
TUTOR-MARKED ASSIGNMENT
Describe in about five sentences (in Arabic) the role played by Arabic Language in West Africa before the British occupation.
58
ARA182
7.0
ARABIC READING I
REFERENCES/FURTHER READING
Bidmos, M. A. (1996) Mustaqbal Lughatil Arabiyyah fee Nijeeriya. Lagos: Islamic Publications Bureau. Pp. 9 2 – 3. Kitabul Qiraa’ah (1967). Makkah al-Mukarramah. Saudi Arabia. Ministry of Education.
UNIT 3
ARABIC IN THE STATE ADMINISTRATION ة4ل2وF الد6ة4ار4د6ى إ6 ف0ةFي6ب4ر4ع2 ال0ة4ال;لغ
CONTENTS
59
ARA182
ARABIC READING I
1.0 2.0 3.0
Introduction Objectives Main Content 3.1 وظائف العربية الدنيوية Secular Functions of Arabic 3.1.1 The Meaning of the Text 3.1.2 The Tasks 3.2 ديبلوماسية العربية Arabic in Diplomacy 3.2.1 The Meaning of the Text 3.2.2 The Tasks 3.3 Victory of the Truth إ6نت6ص4ار 0الح4ق Conclusion Summary Tutor-Marked Assignment References/Further Reading
4.0 5.0 6.0 7.0
INTRODUCTION
1.0
To a lay person, Arabic is confined to the religious domain. In this unit, the functionalism of Arabic in secular matters is established. An excerpt ”from the Book “Mustaqbalu `l-Lughati `l- ‘Arabiyyah fee Nayjeeriya spells out the multi dimensional role of Arabic.
OBJECTIVES
2.0
At the end of this unit, you should be able to: •
itemize the functions performed by Arabic in state matters • use key words in sentences • read the excerpt correctly.
Main Content
3.0
وظائف العربية الدنيوية Secular Functions of Arabic
3.1
إ6ن Fإ6ج4اد4ة 4ال;لغ4ة 6ال2ع4ر4ب6يFة 6ك6ت4اب4ة µو4ن0ط2قµا ث4م2ر4ة Pث4ان4و6يFة ل6ع0ل4م4اء ن4ي2ج6ي2ر6ي4ا أ4و 2غ4ر22ب إ6ف2ر6يق6ي4ا ب6ص0ور4ة Œع4امFة. ل 4م 2ي4ن2و 6أ4ح2د0ه 0م6 2در4ا س4ة 4الل;غ4ة 6ال2ع4ر4ب6يFة 6م 6ن 2ح4ي 2ث 0ه6ى 4ال;لغ4ة 6ف4ح4س2ب 0أ4و6ال4د 4ب 6ال2ع4ر 4ب6ي إ6ل2م4ا مµا ب6ت4ار6يخ6ه و4ن4ق2د 6ه 6م 6ن 2أ4ج2ل 6ه 6ك4أ4د4ب .و4إ6ن Fم4ا د4ر 4س0وا ال;لغ4ة 6ال2ع4ر4ب6يFة 6ل6ه4 4د ف 6أ 4س2م4ى4 .هد 4ف Pل 4ه 0ق0 0د س6يFة 0ه0و 4ال2ه4د4ف الدcين6ي ل4ي2س 4غ4ي2ر. 4اس ل6د6ر4اس4ة 6ال;لغ4ة 6ال2ع4ر4ب6يFة6 6من 2ق6ب4ل 6ع0ل4م4اء 6ن4ي2ج6ير6ي4ا 2م م6ن 4ال2ه4د4ف الدcين6ى الFذ6ى ك4ان 4ه0و 4ال4س 0 و4ب6الرFغ 6 4ت ع4ل4ي2ه 6م 2أ4د4اء 4م4س0 2ؤل6يFات 6أ0خ2ر4ى خ4ار6ج إ6ل Fأ 4ن 4ث4ق4اف4ت4ه 0م 2ال 6س2ل4م6يFة 6ال2ع4ر4ب6يFة 4ال2و4ا س6ع4ة 4ال2ع4م6يق4ة 4ف4ر4ض 2 4ة و4الش0ؤ0ن 4ا2ل6ج2ت6م4اع6يFة. Fة ت4ش2م0ل 0ال;لغ4ة 6و4الشFر6يع 6 4اق ال2ح4ق2ل 6الدcين6ى .و4ذ4ل6ك 4ل4ن Fث4ق4اف4ت4ه0م ا2ل6س2ل4م6ي 4 ن6ط 6 4ة 4وق 4ع 4ع4ل4ى ع4ات6ق ال2ع4ال 4م 6الFذ6ى ط4ل4ب 4ال2ع6ل 2م6 6ل4ج2ل 6الدcي ن 6م4س0 2ؤل6يFة و4ب6م0وج6ب 6ه4ذ 6ه 6ال2م4ؤ2هcل4ت و4ال2م4ه4ار 6 4ار 6للم4ل 6ك 6م0س2ل6مµا ك4ا ن 4ال2م4ل 6ك 0أ 4م 2غ4ي2ر 4ال2م0س2ل6م .و4ه0و ال2ق4ض4اء 6و4التFع2ل6ي م 6و4النFر2ب6ي4ة 6و4ه4 0و أ4ي2ضµا م0س2ت4ش 0 6يل ال2و4ق4ائ 6ع 6ك0ل cه4ا 4ام ف6ى ال2ق4ر2ي4ة 6أ4و 6ال2م4د6ين4ة 6ال Fت6ى ك4ا ن 4ي0ق6ي م 0ف6ي ه4ا و4ك4ا ن 4م4س2ؤ0ل µع 4ن 2ت4س2ج 6 ا2ل4م6ي ن 0ال2ع 0 ب6ل0غ4ت6ه 6ال2ع4ر4ب6يFة 6و4ي4ح2ت4ف6ظ 0ب6ه4ا .و4ال2م0ر4اس4ل4ت 0الدFاخ6ل6يFة 0و4ال2خ4ار6ج6يFة 0ل4ت4ت6م; إ6ل 4ب6ه .6و4م0ؤ4لFف4ات 0ع0ل4م4اء 6الدcين
60
ARA182
ARABIC READING I
ة4ور0ص6ا ب4 ي6ير6ج2ي4ن6 ب4م2و4ي2ى الFم4س0ى ت6 تF ال6ةFي6اف4ر2غ0ج2 ال6ود0د0ح2ى ال6و ف4 Œة4ام4 عŒة4ور0ص6ا ب4 ي6يق6ر2ف4 أ6ب2ر4ى غ6ف .ى6ار4م2ع6ت2س6 ال6د2ه4ع2 ال4ل2ب4ا ق4يم6 ف2م6ه6ت4اف4ق4 ث6و;ع4ن4ى ت4ل4 ;ل ع0د4 تŒةFاص4خ
3.1.1 The Meaning of the Text As far as the Arabic scholars of Nigeria or West Africa are concerned, proficency in written and spoken Arabic is a secondary advantage (fruit). None of them intended to study Arabic as a language per-se, nor studied Arabic literature, its history and criticism for its own sake as a literature. But they studied Arabic for a loftier objective which is sacred. It is an exclusive religious objective. Despite the religious objective which constituted the goal of studying the Arabic Language by the Nigerian scholars, their extensive and deep Arabic Education has compelled them to take on other responsibilities aside the religious scope. This is due to the fact that, their Islamic Education includes language, Islamic law and social matters. This qualification coupled with the skill has placed the judicial and educational responsibilities squarly on the Nigerian scholar of Arabic who also served as a consultant to the regional king whether the king was a Muslim or nonMuslim. He was the secretary in the village and town where he recided. He was responsible for documenting current affairs in Arabic as well as keeping records. Local and external correspondences could be handled only by him. In clear terms, the publications of Ulamaa’ of West Africa and those of Nigeria in particular point to the diversity of their (Ulamaa’s) education in the pre-colonial Africa.
3.1.2 The Tasks Your task has been made easy by the vowelization and the supply of meaning of the text. You will recall that it has been the practice in this course work to select key words from the text. First, copy out the underlined words and arrange them in the usual chart of three columns i.e. words, transliteration, meaning. Secondly, read the content of the chart over, again and again. Thirdly, read the whole text. Fourthly, use every key word in a sentence. In case you encounter a problem at any stage, see the facilitator at your Study Centre for help.
SELF ASSESSMENT EXERCISE 1 1. What qualified the Arabic scholar for the functions of a record keeper and a consultant to West African Kings? 61
ARA182
ARABIC READING I
2. List other functions performed by the Arabic scholar beyond the Religious purview.
3.2
Arabic in Diplomacy ديبلوماسية العربية
ات4ار4فc الس6 ح2ت4ى ف4ل6ة إF 6 ّي6ب4ر4ع2 ال0ا ن4د2ل0ب2ت ال4ق4اب4س4وت4 ا4 ه4ل ل2 4 ق6ت2 س6ا إ4 ي6ير6ج2ي4ت ن 2 4ال4 ن١٩٦۰ 6ا م4ى ع6 ف4و ح2ت4ف6اب4و4 ت2 ت4ام4ي ق4ر2خ0ل2 ا4ى6ا ه4 ي6ير6ج2ي4 ن6ة4ل2و4ود4 .ة4ق6ابFا الس4 ي6ير6ج2ي4 ن6ة4م6ا ص4 ع6و س0غ4ى ل6ات فF 6 ي6ص ل2ن4ق2ال4و ن4ل6 6ةFي6ب4ر4ع2 ال6ة4 ال;لغ6ور4 د6يع6 س2و4 ت2 ن4 ع4 ك6ل4 ذ4ر4ف2أ س4 و.ةFي6م4ل2 س6ل2 ا6ةFي6ب4ر4ع2 ال6ا ن4د2ل0ب2 ال4 ك6ل4ى ت6ا ف4ه6ات4ار4ف6س ى6 ف6ة4وح0ت2ف4م2 ال6ات4ار4فc الس4 ك2ل6ى ت6 ف6ل4م4ع2لل6 6ةFي6ب4ر4ع2 ال6ة4 ال;لغ4و ن0يد6ج0 ي2 ن4 م6ي ف6ظ2و4 ت4ة4ور0ر4 ض2 ت4أ4 ر4ة4ل2وFالد ق4ب2س4ل2 ا١٩۷۵ -١٩٦٦ ي6ير6ج2يF الن6يس6ئFن الر4او4 غ4وب0ق2ع4ال ي4ر4ن4ج2 ال0ة4ار4د6 إ2ت4ان4وك4 .ةFي6ب4ر4ع2 ال6ان4د2ل0ب2ال ى6ب4ر4ع2 ال6ن4ط4و2ى ال6 ف6ةFي6ير6ج2يF الن6ات4ار4فcى الس6 ف6ل4م4ع2لل6 6ةFي6ب4ر4ع2 ال6ة4ى ال;لغ6يد6ج0 م6يف6ظ2و4ى ت4ل4 ع2ر6ص4ح2ن4 ت2م4ل ة4اي4ن6 ع2 ت4اد4د2ز4أ4 و6ة4م0ج2رFى الت6 ف6ي ب6ر2د4ت6 لل6ةFي6ب4ر4ع2 ال4ر2ص6 م6ةFي6ور0ه2م0ى ج4ل6 إŒا ت4ث2ع4 ب4ال4 س2ر6 إ2 ت4رFر4ا ق4 مFن6إ4و (١۰ )ص.ةFي6ب4ر4ع2 ال6ة4 ال;لغ6أن4ش6 ب6ة4ل2وFى الد6 ف4ين6ل0ؤ2س4م2ال
3.2.1 The Meaning of the Text In 1960, Nigeria attained her independence. Arab countries rushed to Nigeria to open embassies and consulates in Lagos, the former Federal capital. Nigerian state immediately reciprocated by opening embassies in those Arab Islamic countries. This gesture culminated in widening the scope of the functions of the Arabic language as it became imperative for the state to employ those who were proficient in Arabic to work in the embassies that are operating in the Arab states. The administration of General Yaqubu Gowon, the ex-Nigerian Head of State 1966 – 1975 did not only employ those who were proficient in Arabic, but it also decided to send people on scholarship to Egypt for training in translation. With this move, the attention of the authorites to the Arabic Language increased.
3.2.2 The Tasks First, flip through the text and its meaning to see to what extent you can locate the meaning of every Arabic word in the English rendition provided. Secondly, prepare a chart of key words using the underlined words in the usual three columns i.e. words, Transliteratio and meaning. Study the contents of the chart with repeated pronunciation of the selected words. Then, read the text. You should refer to the facilitator of your study centre any word or phrase you may find difficult to pronounce. SELF ASSESSMENT EXERCISE 2 Use the following words each in a sentence. السبق- سفارة – إدارة – إستقلل – بعثات 62
ARA182
3.3
ARABIC READING I
Victory of the Truth
ق4 الح0ار4ص6نت6إ
ى4ل6 إ±و0ع2د4 م0 هFن6ك4 ل6 ه6ين6د6 ب0كcس4م4ت0م2 ال0م6ل2س0م2 ال0ابF الش0ا ن4م2ث0 ع4و0 ه6ة4اي4وcى الر6 ف4ة4ز6ار4 الب4ةFي6ص2خF الشF ن6إ ة4 يس6ر4ف2 ال4ى6 ه6ات4ي6ف2ش4ت2 س0م2ى ال4د2ح6ى إ6 ف6ة4ضcر4م0م2ا ال4ا ك4ام4 ج2 ت4ان4ك4 و.ا ت4مFر4ح0م2ى ال6 ف6 ض2و4خ2ال ا4ا ك4ام4ج6 ب0ر4ت2غ4 ي2 م4ل4 و6 ه6ت4اد4ب6ع4 و6 ه6ت4يد6ق4ى ع6 ف4 ت4ب4 ث4ا ن4م2ث0 ع2 ن6ك4 ل.ل4لF الض4لى6 إ6ا ن4م2ث0 ع6 ب2ل4ج6 ل0ة4م4د4خ4ت2س0م2ال ال4و2ح4ل2 ا6 ه2ي4ل4 عF ص4وق4 6 ا ل6د2ب4 ع6 ه6خ2ي4ش6 ب0ا ن4م2ث0 ع4ذ4ا ل4ا ك4ام4ى ج4ل4 ع4ر6ص4ت2ن4ى ي4 ك6ل4 و.ا4 ه6 ب2 ن4ت2ف0 ي2 م4ل4و د2ي4 ك2 ن6 م4و0ج2ن4ى يF ت4ا ح4 ه0رcر4ك0ى ي6 تFاد ال4ر2و4ل2 ا0 ه0خ2ي4 ش0 ه4 ل4ف4و ص4 . ه6 ب4ة4يط6ح0م2وف ال0الظ;ر4 و6ة4ي6ار4ج2ال ى6 ف.ل2ع6ا ف4 ج4ن4 و6 ه6خ2ي4 ش6ة4يح6ص44ن6 ب0ا ن4م2ث0 ع4 م4ز4لت2 ا6 ه6 ب6ة4يط6ح0م2 ال6ة4ي6اغF الط6و ف0 الظ;ر2 ن6 م4و0ج2ن4ي4ا و4ا ك4ام4ج .لى2 الس;ف4ى6 ه6ر2ف0ك2 ال0ة4م2ل4ك4ا و4ي2ل0ع2 ال4ى6 ه6 ال0ة4م2كل4 2ت4ان4ك4 و6ل6اط4ى الب4ل4ق; ع4ح2 ال4ر4ص4ت2 ان6ة4اي4وcه الر6 6ذ4ه The Meaning of the Text The distinguished personality in the novel is Uthman, a Muslim youth who is very religious. But he has been invited to a licentious life. A nurse called Jamaka in one hospital is being used as a bait to draw Uthman into error. But Uthman remains steadfast in his doctrine and worship. He refused to be seduced by Jamaka. In a bid to defeat Jamaka, Uthman consulted with his Shaikh Abdullah and narrated his ordeals to him. His Shaykh prescribed for him prayers to recite in order to be freed of Jamaka’s trick and to be freed of the situation surrounding him. Uthman complied with his Shaykh’s prescription and succeeded absolutely. In this novel, the truth gains victory over falsehood. The word of Allah prevails and the word of disbelief is humbled. The Tasks You will observe that the meaning of the text stated above is not a literal translation i. e. it is not a word for word translation but a rendition of the meaning in a free-flowing expression. That, of course, does not suggest that you cannot use the English rendition to identify the meaning of every single Arabic word in the text. But to start with, develop a chart of three columns i.e. words, transliteration and meaning. Select what you consider the key words from the text and spread them accordingly in the three columns. Next, study the contents of the three columns in terms of pronounciation, identification of the meaning of each word and general comprehension of the whole excerpt. Finally, attempt the reading of the excerpt.
SELF ASSESSMENT EXERCISE 3 Use the following words in sentences (Arabic). انتصر- الشخصية – الشيخ – يكرر – نجى – الفريسة 63
ARA182
4.0
ARABIC READING I
CONCLUSION
The three excerpts listed above are culed from the book “Mustaqbal Lughati `l-‘Arabiyyah fi Nayjeeriya” by M. A. Bidmos. To appreciate the general lesson which cuts across the three excerpts, merge them in one single text and record it on tape and listen with rapt attention several times and improve your reading skill with it.
5.0
SUMMARY
Improvement of your reading skill is the main focus of all the techniques employed so far. These include development of a chart in three columns, selection of key words, the meaning of the texts, using words in sentences, recording the texts on tape, pronunciation of each word in the chart etc. All this aims at improving your reading skill.
6.0
TUTOR-MARKED ASSIGNMENT
State in Arabic (with illustrations) the usefulness of Arabic Language outside religious observance.
7.0
REFERENCES/FURTHER READING
Bidmos, M. A. (1996). Mustaqbal Lughati `l-‘Arabiyyah fi Nayjeeriya, Lagos: Islamic Publication Bureau. Academic Seminars on Islamic Sharī‘ah (Proceedings). Makkata `lMukarramah. Rābiţatu `l-Aalami `l-Islaamī.
UNIT 4 CONTENTS
64
DIGNITY OF LABOUR
ARA182
1.0 2.0 3.0
ARABIC READING I
6.0 7.0
Introduction Objectives Main Content 3.1 Dignity of Labour ـل4م4لع2 ا0ف4ر4ش 3.2 The School Exhbition ة4س4در4م2 ال0ض4ر2ع4م 3.3 The Consequence of Kufr (disbelief) ر2ف0 الك0ةFـب4ـغ4م 3.3.1 Key Words Conclusion Summary Tutor-Marked Assignment References/Further Reading
1.0
INTRODUCTION
4.0 5.0
The theme of this unit ‘Dignity of labour’ is in contrast to ‘Leisure’ as treated in an earlier unit Dignity of labour makes an interesting reading as it is capable of stimulating your inclination to reading.
2.0
OBJECTIVES
At the end of this unit, you should be able to: • identify key words in the text • arrange the key words in a chart of three columns • read the whole text correctly • state its general meaning.
3.0
MAIN CONTENT
3.1
Dignity of Labour ـل4م4لع2 ا0ف4ر4ش
يل6ب4 س4هو0 4 و,6ل6ام4ع2ل6 لP ف4ر4 ش4ل4م4ع2 الF ن6إ4 و,6 ه6 ب4و م0ق4 ي2 ن4 أ0يع6ط4ت2س4 يŒان4س2ن6 إcل0ى ك4ل4 عP ب6اج4 و4ل4م4ع2 الF ن6إ د;م4قF الت0مFل0 س4ل4م4ع2 الFن4 أ0م4م0ل2 ا2ت4ف4ر4د ع2 4ق4 و.6ير6م2عFالت4 و6اء4ش2ن6ل2 ا0ة4يل6وس4 4 و,6اج4ت2ن6ل2 ا0يق6ر4ط4 و,ق2زc الر6ب2س4ك ى6 تF ال4ي ن6ان4و4ق2 ال6تFن0 س4 و.4ي ن6ل6ام4ع2 ال6 ت4عFج4ش4 ف,6 ه6اط4ش4 ن0ر4د2ص4م4 و6ل4م4ع2 ال0و ح0 ر4الFم0ع2 الF ن4أ4 و,اء4خFالر4و ,6 ص4ل2خ6وإ4 íد6ج6 ب6ل4م4ع2ى ال4ل4وا ع0ل6ب4ق0ي4 ف,2 م0ه4ب6اج4 و4و ن0ك6ر2د0 م4الFم0ع2 ال4 ت2ي4 ل.2ه م0 4وق0ق0 ح0 ظ4ف2ح4ت4 و, م6يه6م2ح4ت م6 ه6ت4اح4 ر4اب4ب2س4 أ2 م0ه4وا ل0رcف4و0وي4 ,2 م0ه4وق0ق0 ح2هم0 و0عط0ي4 ف,4ي ن6ل6ام4ع2د ال4 و0ه0 ج4ون0رcد4ق0 م6ل4م4ع2 ال6اب4ح2ص4 أFل4ع4ل4و ا ج4ت2ن6ل2ل; ا6ق4 ي6 ن0او4عFا الت4ذ4 ه6و ن0د6ب4 و.ال4م2ع4ل2 ا6اب4ح2 ص4أ4 و6ل6م4عا2 ال4 ن2ي4 ب0 ن0او4ع4 ت4ل4م4ع2 الF ن4ل6 2م6ه6ت4ح6 ص4و .ل4م4ع2 ال0ة4يم6 ق0يع6ض4ت4و
The Key Words Meaning (he) can Dignity Production
Transliteration Yastatee‘u Sharaf Al - ’intaaj
Words يستطيع شرف النتاج 65
ARA182
ARABIC READING I
Means Workers Their rights (are) aware Business men (are) appreciative Tadi‘u Yaqillu
Waseelah Al‘Ummaalul ‘Aamilun Huquuquhum Mudrikuun Ashabul ‘Amal Muqaddiruun Tadee ‘u Yaqillu
وسيلة العاملون,العمال حقوقهم مدركون العمل- أصحاب مقدرون تضيع يقل
The Tasks Study the chart in 3.1.1 above carefully. Prepare another one in a like manner with your own words to be selected from the text. Carefully study the two charts and attempt the reading of the whole text. Do not hesitate to consult with the facilitator in your Study Centre if you run into any difficulty if you run into any difficulty. SELF ASSESSMENT EXERCISE 1 Give a summary of the texts in English.
3.2
The School Exhibition
معرض المدرسة
وأقبل الباء ليشاهدوا نشاط أبنائهم فيه واستقبل مروان,إفتتحت المدرسة معرضها السنوى وهذه, هذا قس م الص حافة: قال مروان. وراف قه فى زيارة أقس ام المعرض,والده مس رورا : وهذه الصحيفة التى سميناها,الصحف التى تعلق على الحوائط هى صحف فصول المدرسة "أضواء المدينة" هى صحيفة فصلى أنظر إلى وانظر إلى هاتين الصحيفتين اللتين بجوار التلميذ الذين يلتفون. أنا الذى كتبتها,هذه القصة ويشرحون للمشاهد ين,حول هذه المنضدة وي قف مع هم الباء يشتركون فى إعداد صحيفة يشرح له طري قة إعداد, وزار مروان مع والده با قى أقس ام المعرض.طري قة إعداد ها خرجوا وهم يتحدثون عن, وبعد أن زار الباء أقسام المعرض, ووسائل عرضها,المعروضات . وجهود معلميهم, ويثنون على نشاط أبنائهم,روعته The Meaning of the Text The school opened its annual exbition, and the parents came to inspect their children’s activities. Marwan happily received his father and accompanied him to visit sections of the exhibition. Marwan said: This is the Journalism section, and those newspapers pasted on the walls are the news papers of various classes in the school. And this News Paper that we named “Adwaa’ul-Madinah” is the newspaper of my class. Take a look at this story, I was the one who wrote it. Take a look at these two News Papers which are near the pupils who surround this desk, and their parents stand by participating in the preparation of a News Paper and they are explaining to the visitors/viewers the method of its preparation. 66
ARA182
ARABIC READING I
Marwan took his father round the rest sections of the exhibition. They filed out talking about its elegance while commending the activities of their children and the efforts of their teachers. The Tasks You will notice a difference between this section and the last section 3.1 above. In this section, the text is not vowelised but its meaning is supplied. Further more, the chart of key words is not provided. First select what you consider key words in the text and distribute them in the usual three columns chart. Secondly study the content of the chart carefully. Thirdly, read the text to your hearing till you feel comfortable with your reading.
3.3
The Consequence of Kufr (Disbelief) ر2ف0 الك0ةFـب4ـغ4م
ر2ف0ك2ال6 ب4يب6 ص0 أ2 ن4م6 لŒال4ث6 م0ر2ي4خ4 و.6 ه6ب6اق4و4 ع2 ن6 م4و0ج2ن4 ي2 ن4 ل6 ه6 ب4ب2ي6 ص0 أ6ان4س2ن6ى; إ4أ4 ف6 ض4ر4لم2اµ ك4ر2ف0ك2 ال64ن6إ اب4ن2ع4أ6 ب6 ن2ي4فت4 و0ف2ح4 م6 ن2ي4ت4ير6ب4 ك6 ن2ي4تFن4ج6 ب6 ه2ي4ل4 ع0 ا ل4 م4ع2ن4د أ2 4ق4 و.ف2ه4ك2 ال6ة4ور0ى س6 ف0ه0تFص6 ق2 ت4د4ور4 Pل0ج4ر .6ة4س2لF الس6ة4د6ار4ب2ا ال4ه6اه4ي6م6 ب0ار4ه2ن4ى أ6ر2ج4ت4 و.Œار4م6ث6ى ب6ت2أ4 يŒع2ر4 زPل0ك4 و.ع2رF الز4ن6ى م4ر2 أخŒاع4و2ن4وأ4 Œل2خ4ن4و ع4ا مµم2و4 ي0ه4ت4يق6د4 ح2ى4 أ0 ه4تFن4 ج4ل4خ4ود4 .4ف2ص4 و4ل4ا و4ه4 لFد4ح4 ل6ه6ح2ر4 ف0ة4ج4در4 4 و.اµور0خ4ا فµح4ر6 ف0ل0جF الر4ان4ك4و ى6ا ت4ي4ى ح6ض2ق4أ4 س4؟ وPو ظ0ظ2ح4وم4 Pيد6ع4 س6ي ن4تFن4ج2 ال6 ن2ي4ت4ه6ى بF ت4 أ4ر4 ت2 م4ل4 أ:ل6ائ4 ق0 ه4ه4اج4وو4 6ين6ك2س6م2 ال6ه6يق6د4ص م2و4 ي4ا ك4ن0 هF ن4 أµل4د4 ج4د6ر2ف4ن6ى ل4 ت4 ح6 ت2و4م2د ال4 2ع4 ب0 ث2ع4ب2 ال4ا ك4ن0 هF ن4 ن; أ0ظ4 أ4 ل.د4ب4ل2ى ا4ل6 إc ظ4ح2ا ال4ذ4ى ه6ف ,0ين6ك2س6م2 ال0ه0يق6د4 ص0 ه4 ل4ال4ق4 و.6 ا ل4د2ن6ا ع4 ه2ن6 مŒر2ي4خ6 ب2و4ا أ4 ه6ل2ث6م6 ب0ق4ز2ر0أ4 – سF ك4ش4ى – ل6 نFن6فإ4 ,ة4ام4ي6ق2ال ن4ل4 و.اµق6ال4خ4ا وFب4 ر6ال6 ب0ن6وم0أ4ا فFن4ا أFم4؟ أ6م4عc الن6ه6ذ4ه6 ب4ك2ي4ل4 ع4غ4ب2س4وأ4 4ك4ق4ل4ى خ6ذF ال4 ال4د4م2ح4 ت2ن4 أ4ك4 ل4س2ي4ل4أ ار4ه2ن4ل2 ا6 تFف4 جŒة4ير6ص4 قŒة4ر2فت6 د4 2ع4ب4 و.6 ه2ي4ل4ا عµ ب6ن2ث0م4 و0 ه4ا لµر6اك4ى ش6ا ت4ي4 ح4ول0ى ط4ق2ب4أ4 س4 و.اµد2ح4 أ6 ه6 ب4 ك6ر2ش0أ ى6 ه4 ك2ل6ت4ا وµير6ق4ا حµيس6ئ4ا ب4د م4 2ع0 م4ح4ب2 ص4وأ4 Œئ2ي4ل شF 0 ال ك6 م0ع2ن4أ6 ب0ر6اف4ك2 ال0رcب4ك4ت0م2 ال0ل0جF الر4د4فق4 4 و0ار4مcالث4و .ر2ف0ك2 ال0ة4ب6اق4ع
3.3.1 Key Words Meaning Disbelief Desease Infected Consequences Two gardens Dates Joyous, Boastful Apoor friend Fortunate Resurrection Shower Arrogant Deprived Fruits Lost
Transliteration Al-Kufr Al-Marad ’Useeba ‘Awaaqib (‘Aaqibah) Jannatayn / Hadeeqatayn ’A‘naab Farihun Fakhuur As-Sadeequl Miskeen Mahzuuz Al-Ba‘th ‘Asbagha Al-Mutakabbir Mu ‘daman Ath-thimaar Faqada
Words الكفر المرض أصيب )عواقب )عاقبة حديقتين/ جنتين أعناب فرح فخور الصديق المسكين محظوظ البعث أسبغ المتكبر معدما الثمار فقد
67
ARA182
ARABIC READING I
Dried Let’s take granted
Jaffat for Linafrid Jadalan
جفت لنفرض جدل
The Tasks First, study carefully the key words with their transliteration and meanings. Secondly, attempt their pronunciation one after the other. Thirdly, read the text. Fourthly, attempt a summary of the text in English. Finally, record on tape the three excerpts in this unit, play it back and listen attentively. SELF ASSESSMENT EXERCISE 3 What lesson can you derive from the text?
4.0
CONCLUSION
Considering various methods and techniques of reading you have been taken through so far, it is expected that you should have been able to gain mastery of reading any text even unvocalised.
5.0
SUMMARY
In this unit, your attention has been focused on themes such as dignity of labour, school exhibition and the consequence of Kufr i. e. disbelief. The themes were chosen to stimulate your reading instinct. In other words, you are expected to learn some great lessons as you acquire reading skill. The lessons drawn from the texts are supposed to impact your life.
6.0
TUTOR-MARKED ASSIGNMENT
Describe the impact of the recorded texts on your reading skill.
7.0
68
REFERENCES/FURTHER READING
ARA182
ARABIC READING I
Qawā‘idu `l–lughati `l-‘Arabiyyah (1997). For the Second Semester. Ministry of Education. Kingdom of Saudi Arabia. 6th Edition. Sūratu `l- Kahf. (Q. 18: 32-43).
MODULE 4
MORAL LESSONS FROM THE QUR’ĀN AND HADĪTH يث6د4الح4 و6آن2ر0 الق4ن6يب م6هذF الت0وس0ر0د 69
ARA182
ARABIC READING I
Unit 1 Unit 2 Unit 3 Unit 4 ة4ار4ض4ح2ال
Moral Lessons يب6ذ2هF الت0وس0در0 The Tenth Hadith ر6اش4ع2 ال0يث6د4لح4ا Rābiţah’s Reach-out Profile ةFي6ج6ار4خ2ل4ة ا4ط6ابF الر0ات4اط4ش4ن The Arab’s Contributions to Civilization ى6ب ف4ر4لع2 ا0ات4م4اه4س0م
UNIT 1
MORAL LESSONS
CONTENTS 1.0 2.0 3.0
7.0
Introduction Objectives Main Content 3.1 A Sacrifice for Atonement تقديم النسك تكفيرا للذنب 3.2 The Favour of Allah 6ه6ق2ل4 خ4لى4 ع6 ال6م4ع6 ن2ن6م 3.3 The Ideal Woman المرأة المثالية 3.3.1 Key Words Conclusion Summary Tutor-Marked Assignment References/Further Reading
1.0
INTRODUCTION
4.0 5.0 6.0
In the previous unit, we adopted from the Qur’ān the story of a disbeliever who lost his fortunes as a consequence of his disbelief. That is, in a way, using themes as a technique. In this unit, we shall quote some verses of Sūratu `l-Baqarah which revolves around the people of prophet Musa (as) who were instructed to slaughter a cow as an attonement of their sin.
2.0
OBJECTIVES
At the end of this unit, you should be able to: • read fluently the three Arabic excerpts • prepare a chart containing key words in each one of them • summarise in English the message of the texts.
3.0
MAIN CONTENT
3.1
A Sacrifice for Atonement تقديم النسك تكفيرا للذنب
70
ARA182
ARABIC READING I
ن4 أ6ا ل6ذ ب0 و0ع4 أ4ال4ا قµو0ز0ا ه4 ن0ذ6خFت4ت4وا أ0ال4 قµة4ر4ق4وا ب0ح4ب2ذ4 ت2 ن4 أ2م0ك0ر0م2أ4 ي4 الFن6 إ6 ه6م2و4ق6ى ل4و س0 م4ال4 ق2ذ6إ4و ر2ك6 ب4ل4 وPض6ار4ف4 لPة4ر4ق4ا ب4هFن6 إ0ول0ق4 ي0هFن6 إ4ال4 ق4ى6اه4ا م4ن4 ل2نcي4ب0 ي4كFب4ا ر4ن4 ل0ع2وا اد0ال4 ق.ين6ل6اه4ج2 ال4ن6 م4ون0ك4أ ة4ر4ق4ا ب4هFن6 إ0ول0ق4 ي0هFن6 إ4ال4ا ق4ه0ن2و4ال4ا م4ن4 ل2نcي4ب0 ي4كFب4ار4ن4 ل0ع2وا اد0ال4 ق.ون0ر4م2ؤ0ا ت4وا م0ل4ع2اف4 ف4ك6ذل4 4ن2ي4 بPان4و4ع .ين6ر6ظFر; الن0س4ا ت4ه0ن2و4 لPع6اق4 فPاء4ر2ف4ص ول0ق4 ي0هFن6 إ4ال4 ق.4ون0د4ت2ه0م4 ال ل4اء4 ش2ن6ا إFن6إ4ا و4ن2ي4ل4ه ع4ب4شا4ت4ر4ق4ب2 الFن6 إ4ى6ا ه4ا م4ن4 ل2نcي4ب0 ي4كFب4ار4ن4 ل0ع2وا اد0ال4ق ق4ح2ال6 ب4ت2ئ6 ج4 ن4ئ2وا ال0ال4ا ق4 ه2ي6 ف0ة4ي6ش4ة ل4مFل4س0 م4 ث2ر4ح2ى ال6ق2س4 ت4ول4 4 ض2ر4ل2 ا0ير6ث4 ت0ول0ل4ذ4 ل0ة4ر4ق4ا ب4 هFن6إ .ون0ل4ع2ف4وا ي0اد4ا ك4م4ا و4وه0ح4ذب4 4ف Key Words Meaning Transliteration For his people Commands you To slaughter A Cow Call upon your Lord Neither too old nor too young In between (the two) Yellow Bright Neither trained To till the soil Look alike
Words لقومه يأمركم تذبحوا بقرة أدع لنا ربك لفارض ول بكر عوان صفراء فاقع لذلول تثير الرض تشابه
Tasks First, you should use the advantage of the vocalized verses quoted above to vocalize the key words in the chart.Secondly, study the key words with their meanings and pronunciation.Thirdly, you should fill the column of transliteration. Fourthly, read the verses several times to your hearing. Finally, attempt an English summary of the verses. SELF ASSESSMENT EXERCISE 1 1. 2.
Use the following words in sentences الرض, فاقع, يأمر, بقرة What lesson can you derive from the verses?
3.2
The Favour of Allah on His Creature
71
ARA182
ARABIC READING I
.6ةFي6ل6ز2ن4م2 ال6ات4ان4و4ي4ح2 ال4ن6ا م4م6ه6ر2ي4غ4 و6ار4م6ح2ال4 و4ر4ق4ب2 ال4ن6ا مµام4ع2ن4 أ2م0ه4 ل4ق4ل4 خ2ن4 أ6ه6ق2ل4 خ4لى4 ع6 ال6م4ع6 ن2ن6م امFي4 أ6ةFي6ب4ر4ع2 ال6ة4ير6ز4ج2ى ال6 فµةFاص4خ4 و6اة4ي4ح2 ال6يب6ان4و4ج2 ال6ف4ل4ت2خ0ى م6ا فÓد6ا جµيد6ف0 م4ان4 – كµل4ث4 – م0ار4م6لح2 ا4و ن6 م4ون0ذ6خFت4وي4 .6ه6م2ح4 ل2ن6 م4ون0ل0أك4وي4 6ار4م6ح2 ال6ن4ب4 ل2ن6 م4ون0ب4ر2ش4 ي6ت2ق4و2 ال4ك6ذل4 ى6 ف0ب4ر4ع2 ال4ان4 ك.ةFي6ل6اه4ج2ال ى6 ف0ب4ر4ع2 ال6ه6ب0ر6اف4س0ى ي4ذF ال0ب4ك2ر4م2 ال4و0 ه0ار4م6ح2ال4 و.ب6ائ4ق4ح4 وµة4ذي6 2ح4 أ6ه6د2ل4 ج2ن6م4 و2م0ه4س6ب4ل4 م6فه6 و0ص ر4خ4ل6 Œد4ل4 ب2 ن6 م6ةFي6ار4جc الت6 ع6ائ4ض4ب2 ال6ل2م4ى ح6 ف0ار4م6ح2 ال0م6د2خ4ت2 س0 ي4 ك6ذل4 4ك4 و.ةFي6ار4جc الت2 م6ه6ت4ل2ح6 ر6ي ع6م4ج .ت4د0ع4ا ب4م2ه4 م6ة4اف4س4م2 ال6ن4 ع6ر4ظF الن6ف2ر4ص6ب ز4 ع6 ل6ة4ب2سcالن6ق ب2ل4خ2 ال4ةFي6ل4م4 عF ن4ا أ4 م6ب4 و.2 م6ه6ت4ل2ح6 ر4اء4ن2ث4 أ6ةFي6ل6اه4ج2 ال6 ب4ر4ع6 لŒي ن6قر4 6ة4اب4ث4م6 ب0ار4م6لح2 ا4و ل2ث6 م6ةFي6ل6اه4ج2 ال0ف4ر4 ع0ه2ف0ل2أ4 ي2م4ا ل4م6 ب6ن6اهF الر6ت2ق4و2ى ال6 فµة4د2دي6 4 ج4اء4ي2ش4 أ0ق0ل2خ4 ي2د4فق4 Pة4ر6م4ت2س0 مPةFي6ل4م4 عFل4ج4و ا4 مFن6فإ4 Œئ2ي4ى ش4ل4 ع4 ك6ل4 ذFدل4 2 ن6إ4ة و4ا م4خ4ف2 ال6ات4ارFيFالس4 و6الFو4ج2ال4 و6ة4يل6م4ج2 ال6 س6ب4ل4م2ال4 و6ة4ار4يFالط4 و6ار4ط6ق2ال ن2ح4 ن0ه0ف0أل4 ن4ا لFم6 م6ة4م6اد4ق2 ال6ال4ي2ج4ل6 لµدة4 2ي6د4 جµاء4ي2ش4 أ6ل4ب2ق4ت2س0م2ى ال6 ف0ق0ل2خ4 ي2قد4 لF 4ج4 وFز4 ع4 الFن4ى أ4ل4ل; ع0د4ي .ين6ر2ش6ع2ال4ى و6اد4ح2 ال6ن2ر4ق2 ال0انFك0س The Meaning It is part of Allah’s favour on His creatures that He has created for them the cattle such as Camel and Cow and other domesticated animals. For instance, the camel is very useful in many ways especially in the Arabian Penisula in the Jahiliyyah era. The Arab of that era used to drink camel’s milk, eat its beef. They used to make their clothes from camel’s wool and their shoes and bags from its skin. The camel was the means of transportation for the Arabs on their journeys. It was also used to cary their goods from one place to another irrespective of the distance. Camel was a companion to the Arabs on their journeys. But for the fact that the act of creation as for as Allah is concerned is a continous exercise, He (Allah) can create new things today which were not known to the Arab of the Jahiliyyah era such as trains, Aeroplanes, beautiful dresses, hand sets and luxurious cars. All this implies that Allah (SWT) can create new things for the future generations the like of which are not known to us in the 21st Century. Tasks The above excerpt is an adaptation of the message of the Qur’ān as contained in Sūratu `n – Naħl (Q16: 5 – 8). Both the vowelization of the text and the supply of its meaning are enough to make your reading of the text a lot easier. But before you start reading, the first task you should perform is to select what you consider key words from the text and arrange them in the usual manner of words, transliteration and meaning. Make sure that you accurately transliterate each selected word. Then, read the text as many times as you can to gain perfection of reading.
SELF ASSESSMENT EXERCISE 2
72
ARA182
ARABIC READING I
Answer the following two questions. ما هى فوائد الحمار للعرب فى العصر الجاهلى؟ أذكر بعض الشياء التى نستعملها اليوم ولم يألفها العرب فى العصر الجاهلى.
3.3
The Ideal Woman المرأة المثالية
ضرب ال مثل للذ ين كفروا امرأت نوح وامرأت لوط كان تا ت حت عبد ين من عباد نا صلحين وضرب ال مثل للذين.فخانتاهما فلم يغنيا عنهما من ال شيئا وقيل ادخل النار مع الداخلين ءامنوا امرأت فرعون إذ قالت رب ا بن لى عندك بي تا فى الج نة ونج نى من فرعون وعمله ومر يم اب نت عمران ال تى أحص نت فرج ها فنفخ نا ف يه من روح نا.ونج نى من القوم الظلم ين .وصدقت بكلمت ربها وكتبه وكانت من القنتين
3.3.1 Key Words Meaning (He) set an example (they) disbelieved The wife of Nuh The wife of Lut The wife of Fir ‘awn Maryam The daughter of Imran Two servants Righteous (both women) betrayed Construct for me Save me
Transliteration
Words µل4ث4 م4ب4ر4ض وا0ر4ف4ك Œوح0 ن4أة4ر2م2ا Œوط0 ل4أة4ر2م6إ 4ون4ع2ر6 ف4أة4ر2م6إ 4م4ي2ر4م 4ان4ر2م6 ع4ة4ن2ب6إ 6ين4د2ب4ع 6ين4ح6ال4ص ا4ت4ان4خ ى6 ل6ن2ب6إ ى6نcج4ن
The Tasks 6. Complete the chart above by filling the column of transliteration. 7. List the women who are mentioned in the three verses quoted above. 8. State the characteristics of each of them in terms of behaviour. 9. List the men who are mentioned in the three verses. 10. State the characteristics of each of them in terms of behaviour. 11. Read the text to your hearing several times. SELF ASSESSMENT EXERCISE 3 Answer this question. ما الفرق بين إمرأة نوح وأمرأة فرعون؟
4.0
CONCLUSION
73
ARA182
ARABIC READING I
The text in 3.2 above is an analysis of the verses of the Qur’ān (Q16: 5 – 8). Copy out from Sūratu `n – Nahl the four verses and read them along with the analysis.
5.0
SUMMARY
Three episodes from the Qur’ān are treated in this unit. These include a sacrifice for attonement, the favour of Allah on His creature and four women mentioned with their behavioural patterns. This is, again, used as a method to stimulate reading. The stimulus in the episodes is the ever – currency of the lessons derivabled from them. And it is a way of exposing the learner to reading the Qur’ān which is full of wisdom and moral lessons.
6.0
TUTOR-MARKED ASSIGNMENT
Describe the reaction of the people of prophet Musa when he conveyed to them the instruction of God that they should slaughter a cow.
7.0
REFERENCES/FURTHER READING
The Qur’ān, Chapters 16: 5 – 8, 18: 32 – 43 and 66: 10 – 12. The Noble Qur’ān, English Transliteration of the Meanings and Commentaries. King Fahd Complex for the Printing of the Holy Qur’ān. Madinah, K.S.A.
UNIT 2
74
THE TENTH HADITH ر6اش4ع2 ال0يث6د4لح4ا
ARA182
ARABIC READING I
CONTENTS 1.0 2.0 3.0
7.0
Introduction Objectives Main Content 3.1 The Tenth Hadith 0ر6اش4ع2 ال0يث6د4لح4ا 3.2 Mercy of God حمة اللة ر 3.3 Mercy of God Contd. Conclusion Summary Tutor-Marked Assignment References/Further Reading
1.0
INTRODUCTION
4.0 5.0 6.0
In unit one above, three episodes revolving around morality in the Qur’an were treated. It is a case of killing two birds with one stone; teaching reading and moral lessons at the same time. In this unit, you will be introduced, following the same pattern, to moral lessons in the Hadith.
2.0
OBJECTIVES
At the end of this unit, you should be able to: •
read fluently the selected Hadith from An-Nawawi’s collection • treat the key words in them • state the moral lessons contained in them.
3.0
MAIN CONTENT
3.1
The Tenth Hadith
ا4ر6اش4ع2 ال0يث6د4لح4ا
إن ال تعالى: قال ر سول ال صلى ال عل يه و سلم: قال, ر ضى ال ع نه, عن أ بى هريرة فقال تعالى " يا أي ها, وإن ال أ مر المؤمن ين ب ما أ مر به المر سلين, ل يق بل إل طي با, ط يب الرسل كلوا من الطيبات واعملوا صالحا" وقال تعالى " يا أيها الذين آمنوا كلوا من طيبات ما , يارب, يارب: ي مد يد يه إلى الس ماء, أش عث أ غبر, رزقنا كم" ثم ذ كر الر جل يط يل الس فر فأ نى يس تجاب له ! " رواه, وغذي بالحرام, وملبس ه حرام, ومشر به حرام, ومطع مه حرام .مسلم
Key Words Meaning
Transliteration
Words 75
ARA182
ARABIC READING I
Good Will not accept Commanded The believers The messengers The messengers Lengthens The journey Disheveled Dusty Nourished With something forbidden How can His prayer be heard
Ţayyibun Laa Yaqbalu ’ Amara Al-Mu’miniina Al-Mursaliina Ar-Rusul Yuţeel As-Safara , Ash ‘asa ’ Aghbara Gudhiya Bil – Haram
طيب ل يقبل أمر المؤمنين المرسلين الرسل يطيل السفر أشعث أغبر غذى بالحرام
Fa ’anna ش Yustajaab
فأنى يستجاب
Tasks Use the transliteration to vowelize the key words. Make the correct pronunciation of each key word. Having gained mastery of the correct pronounciation of the key words, you proceed to reading the text. Further more, the meaning of the key words as contained in the chart will assist you to make an English rendition of the message of the text. SELF ASSESSMENT EXERCISE 1 What is the moral lesson taught in this Hadith?
3.2
Mercy of God
6ه4 الل0ة4حم4ر
عن النبى صلى ال عليه وسلم فيما يرويه عن ربه عز, رضى ال عنه, عن أبى ذر الغفارى فل, وجعل ته بين كم محر ما, إ نى حر مت الظلم على نفس ى: " يا عبادى: أ نه قال, و جل كلكم جائع إل من: يا عبادى. كلكم ضال إل من هديته فاستهدونى أهدكم: تظالموا يا عبادى فاستكسونى أكسكم يا, كلكم عار إل من كسوته: يا عبادى. فاستطعمونى أطعمكم: أطعمته يا. فا ستغفرونى أغ فر ل كم, وأ نا أغ فر الذنوب جمي عا, إن كم تخطؤن بالل يل والنهار: عبادى . ولن تبلغوا نفعي فتنفعونى, إنكم لن تبلغوا ضري فتضرونى: عبادى
Key Words Meaning 76
Transliteration
Words
ARA182
ARABIC READING I
My servants Prohibited injustice (A thing) prohibited Do not commit injustice A lost person Seek guidance from me Hungry I fed him Seek clothing from one I’ll cloth you (you are) making errors Sins That you may hurt me They also may benefit me
‘Ibaadi Harramtu `z-Zulm Muharraman La tazaalamu
عبادى حرمت الظلم محرما ل تظالموا
Daallin Fastahduuni Ja‘ i‘un ’At‘amtuhu Fastaksuunee ’Uksikum Tukhti’uuna Adh – Dhunuub Fatadurruunee Fatanfa‘uunee
ضال فا ستهدونى جائع أطعمته فاستكسونى أكسكم تخطؤن الذنوب فتضرونى فتنفعونى
Tasks You should take the chart of key words above as a key to correct reading. Once you pay serious attention to the words, their transliteration and meaning, you will encounter little or no problem in reading the text. Your comprehension of the text is equally facilitated i.e. made easy by the meaning of the key words as supplied. SELF ASSESSMENT EXERCISE 2 Explain in Arabic, in not more than one paragraph, the moral lesson contain in this Hadith.
3.3
Mercy of Good Continued
: كانوا على أتقى قلب رجل واحد منكم, وجنكم, وإنسكم, وآخركم, لو أن أولكم: يا عبادي وجنكم كانوا على أفجر, وآخركم وإنسكم, لو أن أولكم: يا عبادى.ما زاد ذلك فى ملكى شيئا , وآخر كم, لو أن أول كم: ياعبادى. ما ن قص ذلك من مل كى شيئا: قلب ر جل وا حد من كم ما نقص ذلك: فأعطيت كل واحد مسألته, فسألونى. قاموا فى صعيد واحد, وجنكم, وإنسكم , إنما هى أعمالكم أحصيها لكم: يا عبادى, إل كما ينقص المخيط إذا أدخل البحر, مما عندى ف من و جد خيرا فليح مد ال و من و جد غ ير ذلك فل يلو من إل نفس ه" رواه, ثم أوفي كم إيا ها .مسلم
Key Words Meaning
Transliteration
Words 77
ARA182
ARABIC READING I
The first of you The last of you Men among you Jinn among you The most pious My dominion The most sinful Increased Reduced At the same place The eye of the niddle Your deeds I saved them for you Should not blame but self
م2 0ك4لFو4أ 2م0ك4ر6خ4آ 2م0ك4س2ن6إ 2م0كFن6ج ى4ق2ت4أ ى6ك2ل0م 6ر4ج2ف4أ 4اد4ز 4ص4ق4ن Œد6اح4 وŒيد6ع4ص 0ط4ي2خ6م2ال 2م0ك0ال4م2ع4أ 2م0ك4ا ل4يه6ص2ح0أ 0ه4س2ف4 ن4ل6 إFن4وم0ل4 ي4فل4
The Tasks You should, first, provide the transliteration of the key words which are already vowelized. Study the chart as usual in its three columns. In this unit, three excerpts of Hadith are treated. You should merge the three excerpts and record it on tape. To ensure a smooth recording, you should seek assistance of a colleague who can read better than you or that of the facilitator in your Study Centre. Play back the tape and read several times. SELF ASSESSMENT EXERCISE 3 Use the following words in sentences: Pع6ائ4 – ج0م2ا – الظ;لµمFر4ح0 – م0ط4ي2خ6م2ال
4.0
CONCLUSION
The concluding part of Hadith twenty – fourth is that every human being shall bear the responsibility for his reward or punishment because the reward or punishment is the natural outcome of one’s actions or inactions. This message provides a stimulus for reading.
5.0
SUMMARY
Reading and comprehension, we have to reiterate, are inseparable. If one does not understand what is being read, it will be reflected in the reading. To that extent, it is essential that you understand what you read. It means, therefore, that as you make efforts to perfect your reading, you should also endeavour to understand what you are reading. You should
78
ARA182
ARABIC READING I
take note of the fact that reading and understanding complement each other.
6.0
TUTOR-MARKED ASSIGNMENT
What is the main moral lesson of Hadith twenty – fourth quoted above? Your answer should be in Arabic.
7.0
REFERENCES/FURTHER READING
Abdul, M.O.A. (1973). The Selected Traditions of Al-Nawawi: Arabic Text, Transliteration and Commentary. Lagos: Islamic Publications Bureau.
UNIT 3
RĀBIŢAH’S REACH OUT-PROFILE ة4 ط6ابF الر0ا ت4اط4ش4ن ةFي6ج6ار4خ2ل4ا 79
ARA182
ARABIC READING I
CONTENTS 1.0 2.0 3.0
7.0
Introduction Objectives Main Content 3.1 The Importance of Dialogue أهمية الحوار 3.2 The Islamic Bank البنك السلمى 3.3 Islam in Japan السلم فى يابان Conclusion Summmary Tutor-Marked Assignment References/Further Reading
1.0
INTRODUCTION
4.0 5.0 6.0
In some previous units, we treated excerpts revolving around Rabitah’s establishment, its objectives, activities and initial achievements. In this unit, we shall look at Rabitah today in terms of its current activities to reach out.
2.0
OBJECTIVES
At the end of this unit, you should be able to: • •
read selected excerpts from Rabitah’s publications identify Rabitah’s activities in the contemporary world • demonstrate matery of new words and ideas.
3.0
MAIN CONTENT
3.1
The Importance of Dialogue
أهمية الحوار م6ه6ار4ك2ف4ى أ6 ف4و ن0ف6ل4ت2خ0 م2 م0هFن4ل6 ر4 ش4ب2ى ال6 ن4 ب4 ن2ي4 ب±ى6ور0ر4 ض4ار4و6ح2 الF ن4أ6 ب6ة4مFر4ك0م2 ال4كةF 4 م0اء4د6نFر4أق ال0ول0ق4 ي.Pة4م6ز4 لPة4يق6ق4وح4 دP Fك4ؤ0 مPع6اق4 و6ف4ل6ت2خ6ل2 اFن4أ6 بFر2أق4 ا4م4 ك.م6ه6ات4ا ف4ق4ث4 و2م6ه6اق4ر2ع4ى أ6 ف4ون0عcو4ن4ت0م4و ك6ل4ذ6ل4 و4 كcب4 ر4 م6ح4 ر2 ن4 مFل6 إ4ي ن6ف6ل4ت2خ0 م4و ن0ال4ز4 ي4ل4ة وµ 4د6اح4 وµةFم0 أ6ا سF الن4ل4ع4ج4 ل4ب; ك4 ر4اء4 ش2و4ل4 )و:ى4ال4ع4ت ف4ل6ت2خ6ل2 ا4لFو4ح4ت4 ي4ل4وأ4 ى6ان4س2ن6ل2 ا6ك4ر4ت2ش0م2ى ال4ل6 إ6ة4مFر4ك0م2 ال4ةFك4 مµاء4د6ا ن4ع4د4 و١١٩ -١١٨ د0 و0م(ه0ه4ق4ل4خ ج6ائ4ت4 ن6ار4و6لح2ل6 ;ى6م4ال4ع2ى; ال6م4ل2 س6ل2 ا0ر4م4ت2ؤ0م2 ال4 ج4ت2ن4 أ2د4ق4 ل.اء4ق4ر0ف2 ال4 ن2ي4ى ب6ا ن4و2د0 ع6ب4ب4ى س4ل6 إ6ر4ش4ب2 ال4 ن2ي4ب ى6 ف6ار4و6ح2 ال6ا ت4ق4ل4ط2ن0وم4 ى4ر2لخ0 2 ا6ا ن4ي2د4ل2 ا6ا ع4ب2ت4 أ4 ع4 م6ار4و6ح2 ال6ا ف4د2ه4أ6 ب0 قFل4ع4ت4ا ي4 م2في6 ,ة4ال4 ص4ال6 ب2 ت4زFي4م4ت .6 ه6ات4 آلي0يد6د2ح4ت4 و6 ه6ط6اب4و4وض4 6ار4و6ح2 ال0ا ج4ه2ن6وم4 ,مFل4و س4 6ي ه4ل4 ع0ى ا ل4ل4 ص6 ا ل6ول0 س4 ر6ةFن0 س4 و6 ا ل6ا ب4ت6ك ات4ف4س4ل4ف2 ال0ا ع4ب2ت4وأ4 6ةFي6ه4ل6ل2 ا6ت4ال4 سc الر6ا ع4ب2ت4 أ2 ن6 م6ر4خ4ل2 ا6 ف2رFى الط6 ف6ار4و6ح2ال6 ب4ي ن6 ف4د2ه4ت2س0م2 ال4 ك6ذل4 4ك4و (Source Rabitah p.66) .ةFي6ع26ض4و2ال Key Words Meaning 80
Transliteration
Words
ARA182
ARABIC READING I
Affirmed Makkan Declaration The Dialogue Necessary Their thoughts Varied Their ethnicities The difference A confirmed reality The human common goal Not to change to Human being Resulted into Characterized With originality Method of Dialogue Artificial philosophies
أقر نداء مكة المكرمة الحوار ضرورى أفكارهم متنوعون أعراقهم الختلف واقع مؤكد المشترك النسانى أل يتحول البشر أنتج تميزت بالصالة منهاج الحوار الفلسفات الوضعية
The Tasks To start with, you should fill the Transliteration column in the chart above. Write out from the excerpt 6 أ سماءand 6 أفعالand 6 أحرف. Pronounce each word from both the chart and your selected أ سماءand أفعال. And أحرفyou can now read the text severally till you are satisfied with your reading. Finally, attempt writing out the meaning of the text. SELF ASSESSMENT EXERCISE 1 Use the following words in sentences الة4ص4ال6 – ب0اع4ب2ت4د – أ0 Fك4ؤ0 م0ع6اق4 – و±ي6ور0ر4 – ضFر4ق4أ.
3.2
البنك السلمى
و ك0ن0ب2ال6ى ب6م4ل2 س6ل2 ا6يل6و2مF الت6 ن4ي ع6ي ك6ر2م4ل2 ا2 س4ر6ج2ون0ك2 ال6ا ث4ح2ب4 أ0ز4ك2مر4 ا4 هFد4ع4 أPة4ا س4ر6 د2 ت4اد4ش4أ ةFي6ل2وF الد6ة4ي6ال4م2 ال6ة4م2ز4ل2وا4 ى6م4ال4ع2ي ال6اد4ص6ت2ق6ل2 ا6ع0اج4رF الت6ة4ه6اج4و0ى م6 فµة4ب4ل4 ص0ر4ث2ك4ا أ4ه6ن2و4ك6 ل6ةFي6م4ل2س6ل2ا يل6و2مF التF ن4أ6 ب4ي ن6ب6اق4ر0م2 ال4م ن6 Œير6ث4 ك6اد4ق6ت2ع6ى إ4ل6 إ0ة4ا س4رc الد2 ت4ار4أش4 و,ةFي6د2ي6ل2قF الت6و ك0ن0ب2ال6 بµة4ن4ار4ق0م ة4اع4ن6 ص4زcز4ع0 ت2ن4أ6 ب0ة4اس4رc الد2عت4 4ق4و4ا ت4م4 ك,ةFي6ل2وF الد6ة4ي6ال4م2 ال6ة4م4ز4ل2 ا2من6 ى6اف4عFلت6 لµة4ل4ج4 ع0لFث4م0ى ي6م4ل2س6ل2ا ر6اد4ص4 م2ن4 ع6ات4ك4الش;ر4 و4ين6ر6م2ث4ت2س0م2 ال4ث2ح4 بFل6ى ظ6ى ف6ل2وF الد6ى الس;وق6ا ف4ه4ت4ان4ك4 م6ةFي6م4ل2س6ل2 ا6وك0ن0الب .ل4ب2ق4ت2س0م2ى ال6ف4 و6ة4ن6اهF الر6ة4م6ز4ل2 ا4ل4ل6 خ6يل6و2م4لت6 ل6ة4يل6د4ب (Source: al-Aalamu `l-Islamī) Key Words Meaning
Transliteration
Words
81
ARA182
ARABIC READING I
It Commended A Study (It) prepared it The American Congress Research Centre Islamic Finance The Islamic Banks The Crisis The Observers Represents To solve The Study expected Strenthengs Industry The investors The Companies Alternative Source The Current Crisis
أشادت دراسة أعداها مر كر أبحاث الكونجرس المريمى التمويل السلمى البنوك السلمية الزمة المراقبون يمثل للتعافى توقعت الدراسة تعزز صناعة المستثمرين الشركات مصادر بدبلة الزمة الراهنة
Tasks The key words in the chart are not vowelized but you should take the advantage of the vowelized text to vowelize the selected words and, so, fill the transliteration column. Next, you should pronounce the words/phraces as many times as possible until you feel satisfied with your pronunciation. You can, then, read the text. SELF ASSESSMENT EXERCISE 2 With the aid of the meanings of the selected words given in the chart, give a summary of the message of the text.
3.3
Islam in Japan
6ان4اب4ي2ى ال6 ف6م4ل2س6ل2ا ن6 م4ر4ث2ك4 أ0ذ2ن0 م6ان4اب4ي2 ال2ت4ل4دخ4 ى6تF ال6ةFي6وذ0ب2 ال4ع4 م6ة4ن4ار4ق0م2ال6ا بÓد6 جPير6ص4 ق0ه0ر2م0 ع6ان4اب4ي2ى ال6 ف0م4ل2س6ل2 اµلFو4أ ى4ل6 إ6ةFي6ان4اب4ي2ى ال6اض4ر4ل2ل6 6م4ل2س6ل2 ا0ول0خ0 د0ود0ع4وي4 .4ينcي6ان4اب4ي2 ال0ض2ع4ا ب4ه4ق4ن4ت2ع6ى إ6تF ال6ةFي6يح6س4م2ال4ا وµن2قر4 ١۵ ا4 ي6يز6ال4م4ا و4ي2 س6ون0د2ن6 إ2 ن6 م6ةFي6م4ل2 س6ل2ا ا4ي6ل آ س6 4دو0 2 ن6 م4ي ن6م6اد4ق2 ال6 ب4 الط;ل4ر2ب4ا عµي ب6ر2ق4 تŒا م4 ع١۰۰ ع6م4ت2ج0م2ال6ك;وا ب4ت2 اح4ي ن6ذFال4 و6ةFي6ان4اب4ي2 ال6ا ت4ع6ام4ج2ى ال4ل6وا إ0د4وف4 4ي ن6ذF ال6ل4 الد;و4 ن6ا م4 ه6ر2ي4غ4 يش و6د4ل2ج2ن4وب4 ة4ل4ح2ر4م2 ال4ى6 ه6 ه6ذ4 ه2 ت4ان4ك4 و4م4ل2 س6ل2 ا2 م6ه6اق4ن6ت2ع6ل6 اµ ع6اف4 د4 ك6ل4 ذ4ا ن4ك4 و2 م6ه6ق4ل2خ4أ6 ب0 ض2ع4ب2 ال4ر4ث2أ4وت4 ى6ا ن4اب4ي2ال ات4و4نFى الس6 ف0 ف4اع4ض4 ت2قد4 6م4ل2 س6ل2 ا6ا ق4ن6ت2ع6ى إ4ل4 ع4ال4ب2ق6ل2 اF ن4 أ4 ك4 ل4دcك4ؤ0 أ2 ن4 أF م6ه0م2 ال4 ن6م4 و.ى4ول0ل2ا ن4 ع6ة4اء4ر6ق2ى ال4ل4 ع4ي;و ن6ان4اب4ي2 ال4ل4ب2ق4 أ0ث2ي4ح2ر6ب2م4ت2ب4 س2 ن6 م4ر4ش4ى ع6اد4ح2 ال6ا ث4د2ح4 أ4د2ع4ا بµوص0ص0 خ6ة4ير6خ4ل2ا ول0ص0 أ2ن6 م١۰ 2م0ه2ن6م م6ل2س0 مŒف2ل4 أ١۰۰ ى4ل6ا إµي6ال4 ح6ان4اب4ي2ى ال6 ف4ين6م6ل2س0م2 ال0د4د4 ع4ل4ص4ى وFت4 ح6م4ل2س6ل2ا ةFي6ان4اب4ي. (Source al-Aalamul Islami) Key Words Meaning Transliteration Words
82
ARA182
ARABIC READING I
By Comparison Buddah And Christianity Embraced it The Japanese The Japanese lands Migrated The Japanese Universities Interacted It is important I should emphasize Embracing Doubled
بالمقارنة البوذية والمسيحية اعتنقها اليابانيين للراض اليابانية وفدوا الجامعات اليابانية احتكوا من المهم أن أؤكد القبال على تضاعف
Tasks The selected words, you will notice, are drawn from the vowelized text above. So, you can use the advantage to vowelize the selected words. Further more, you should be able to fill the Transliteration column in the chart. The theme of the text is about Islam in Japan. Read the text very carefully and answer the following questions: متى دخل السلم فى اليابان؟ كم عدد المسلمين فى اليابان اليوم؟ ماهى الديان الخرى سوى السلم التى توجد فى اليابان؟ ما هو دور الطلب فى دخول السلم فى اليابان؟ ما هو أثر أحداث الحادى عشر من سبتمبر على السلم فى اليابان؟ SELF ASSESSMENT EXERCISE 3 List any four new words you have acquired from the text and use them in sentences.
4.0
CONCLUSION
The method of selected words is to enable you acquire new words and, thereby, prepare you for reading. You should, through personal efforts, make maximum use of the method. You should also take the advantage of the meaning supplied as a facilitator to your reading.
5.0
SUMMARY
You will observe that the three excerpts listed above are from the publications of Rabitah. These include Al-Aalamul Islami, (Arabic weekly) and ar-Rabitah, (Arabic monthly). The themes of the excerpts, i.e. أهم ية الحوار, الب نك ال سلمىand ال سلم فى اليابانrepresent the reach out 83
ARA182
ARABIC READING I
activities of the Rabitah in recent times. By now, you should have acquired enough words that can enable you to write about Rabitah’s activities today.
6.0
TUTOR-MARKED ASSIGNMENT
Which of the excerpts listed above appeals to you most and why? (Answer in Arabic).
7.0
REFERENCES/FURTHER READING
Abu Zayd, Uthman (2009). The Importance of Dialogue with Others. Makkata `l-Mukarramah, ar-Rābiţah. No. 516, Kingdom of Saudi Arabia. Kamal, M. (2009). Islam in Japan. al-Aalamu `l-Islaamī (Arabic weekly) No. 2077 Makkata `l-Mukarramah. Kingdom of Saudi Arabia. P. 4 Islamic Finance. Council of Islamic / American Relations. 2009, alAalamu `l- Islaamī (Arabic weekly), No. 2076. Makkata `lMukarramah. Kingdom of Saudi Arabia .
UNIT 4
84
THE ARAB’S CONTRIBUTIONS TO CIVILIZATION
ARA182
ARABIC READING I
ة4ار4ض4ح2ى ال6ب ف4ر4لع2 ا0ات4م4اه4س0م CONTENTS 1.0 2.0 3.0
7.0
Introduction Objectives Main Content 3.1 The Arab’s Contributions to the World Civilization 3.2 The Arab’s Contributions Continued 3.3 The Tasks Conclusion Summary Tutor-Marked Assignment References/Further Reading
1.0
INTRODUCTION
4.0 5.0 6.0
In the previous unit, you were guided to perfom certain tasks that could enhance your ability to read. In this unit, you will find the same previous techniques for reading but slightly modified. It is essential that you follow the guidelines religiously.
2.0
OBJECTIVES
At the end of this unit, you should be able to: • •
display the effect of the various techniques used sofar in reading state the Arab’s contributions to the world civilization • read the text with little or no flaw.
3.0
MAIN CONTENT
3.1
The Arab’s Contribution
, 6ا م4وFى الد4ل4 ع0رFو4ط4ت4ت4 و0رFي4غ4ت4ا ت4 هFن6 إ2ل4 ب, ةŒ 4د6اح4 وŒة4ير6وت4 ى4ل4 ع6ير6 س4 ت4ا ل4 ه4ال4و2أح4 و6 م4م0ل2 ا4اة4ي4 حF ن6إ ةFم0ل2ا4 و. اط4ط6ح2ان4 و2ر0ق2ه4ق4 ت6ل2ك4ى ش4ل4ا عµر2و4وط4 , Œء4ل6ت2ع6إ4 و6د; م4ق4ل ت6 2ك4ى ش4ل4 عµة4ار4 ت4و;ر4طFا الت4ذ4 ه0و ن0ك4ي4و ال4و4 طŒة4ير6ب4ك4 وŒة4ير6ث4 كŒا ت4و;ر4ط4ت6 ل2 ت4ضFر4ع4ت4 و, 6 م4م0ل2 ا6ر6ائ4 ث0ل2ث6ام م4ع2ون ال0ان4ق2ا ال4ذ4ه6 ل2 ت4ع4ض4 خ0ةFي6ب4ر4ع2ال ا4ي ه6اض4 م4 ن2ي4ا ب4د4ى ب6ذF ال6ل6ائ4ه2 ال6 ف4ل6ت2خ6ال6 ب6 م4م0ل2 ا6ر6ائ4 س2 ن4 ع2 تFذ4ا ش4 هFن6ك4ل4 و, 6د6ال4خ2يخ ها ال6ار4ت ا4 هFن6ك4ول4 , ء4ل6عت 2 6ل2ا4 و6د2ج4م2 ال4و2ح4ا ن4 ه6ت4ب4ث4ى و6 فµة4ق6ار4 خ2 ت4ان4ا ك4 هFن6 إ. 6ا ت4و;ر4طF الت6 ه6ذ4 ه4ل4ل6ا خ4 ه6ر6اض4ح4و ا ط4ط6ح2ن6ل2وا4 6ر0ق2ه4قFى الت4و2أ4 م4و2ح4 ن6يع6رFا الس4 ه6ار4د6ح2ن6ى إ6 ف6و ف0ل2أ4م2ى ال4ل4 عµة4ج6ار4 خ4 ك6ل4 ذ4د2ع4 ب2ت4ار4ص ا4ه6 ب2ت4ام4ى ق6تFى ال4ر2ب0ك2 ال6ة4ب2ث4و2 ال4ام4م4 أ2ف6ق4ن6ول4 6ةFي6ب4ر4ع2 ال6ةFم0ل2ى ا6اض4ى م4ل4 عµة4يع6ر4 سµة4ر2ظ4 ن6ق2ل0ن4ل4 ف.اµض2ي4أ م4م0 قى أ2ر4 أ6ر2هF الد4 ن6ا مµ ن2ي6 ح6ةFي6ب4ر4ع2 ال0ةFم0ل2 ا6ت4ار4 ص.يم6ظ4ع2ى ال6 ب4ر4ع2 الc ي6بF الن6ة4ر2ج6 ه4د2ع4ة بF ي6ب4ر4ع2 ال0ةFم0ل2ا ب2ر4غ2 ال4ة4مcل4ع0 م2 ت4ان4ا ك4 هFن4 أ6ي ه6 ف4ال4د6ج4ا لF م6م4 و.ة4ار4ض4ح2 ين ال6اد4ي4 م6ي ع6م4ى ج6 ف6 ق4ل2ط6ى ال4ل4 ع6 ض2ر4ل2ا .اث4ع6ب2ن6ل2 ا6د2ه4 ع6ل6ائ4و4أ4ى و4ط2س0و2 ال6ون0ر0ق2 ال6ر6اخ4و4ى أ6 ف6يه6ة ف4ض2هF الن4ة4ث6اع4ب4و Key Words Meaning
Transliteration
Words 85
ARA182
ARABIC READING I
The Nations Its situations The same note Changing/Developing Height Some time Backwardness Bowed to Exposed It differed Extraordinary Its jump The end of The Beginning of Fields of civilization
Al –’Umam ’Ahwaaliha Wateeratun waahidah Tataghayyar/Tatatawwar ’I ‘tilaa’ Tawran Taqahqur Khada ‘at Ta ‘arradat Shadhdhat Khaariqah Wathbatiha ’Awaakhir ’Awaa ‘il Mayaadeenil Hadaarah
المم أحوالها وتيرة واحدة تتغير وتتطور إعتلء طورا تقهقر خضعت تعرضت شذت خارقة وثبتها أواخر أوائل ميادين الحضارة
Summary of the Excerpt The life of nations and their situations do not remain on one condition permanently. They rather change and progress continually. The condition is sometime, in the form of progress and some other time, it is retrogression. The Arab nations were bound by this general rule like other nations. In its long history, the Arab nation was affected by many great developments. In the midst of these developments, the Arab nation differed charply from other nations as it is evident in its past and present situation. It was genious in its rapid movement towards glory and progress. But afterwards, it took a nosedive in an exceptional manner. Let us take a quick look at the past of the Arab nations to consider the greatest progress made by the Arabs after the Hijrah (flight) of the Prophet Muhammad (saw). For some time, the Arabs became the most progressive nation on earth in all aspects of civilization. Without any iota of doubt, the Arabs were the teachers of the West and touch bearers of civilization in the late medieval centuries and the beginning of the era of reniscance. The Task You should use the combination of the key words, vowelization and the summary of the excerpt to attempt reading the excerpt.
3.2
86
The Arab’s Contributions
ARA182
ARABIC READING I
و4ال2م0ؤ4لFف4ا ت 0ال2ع4ر4ب6يFة 6ص4ار4ت 2أغ2ز4ر م4ن4اب 6ع 6ال2ع6ل 2م 6و4ال2ب4ح 2ث 6ف6ى ج4م6ي ع 6م4ح4اف6ل 6التFف2ك6ير , 6م0د4 Fة ق0ر0و ن ع4د6يد4ة .و4ال2ك4ل2م4ا ت 0ال2ع4ر4ب6يFة 6ال Fت6ى ت4س4رFب4ت 2إ6ل4ى ال;لغ4ا ت 6ا2لو0ر0وب6يFة , 6و4ال Fت6ى ل4ت4ز4ال 0ت4ع6ي ش6 0في 2ه4ا , ت0ع2ط6ي ن4ا أ4ب2ل 4غ 4ا2ل4د6لFة ع4ل4ى ع0م 2ق 6ت4أث6ير 6ا2ل0مFة 6ال2ع4ر4ب6يFة 6ف6ى ال2ح4ض4ار4ة ال2غ4ر2ب6يFة .6ف4ال2ق0ط 2ن 0و4الر;ز Fو4الس;ك4ر ت0س4مFى ف6ى ع6د4ة Œل0غ4ا ت 6أ0ور0وب6يFة 6ب6أ 4س2م4اء Œم0ق2تبس 4ة Œم 6ن 4ال2ع4ر4ب6يFة6 , 6م مFا ي4د; 0ل ع4ل4ى أ 4ن Fا2ل0ور0وب6ي cي2ن ت4ع4لFم0وا ز6ر4اع4ة 4ه6 4ذ ه 6ال2م4و4اد4 6و ص6ن4اع4ت4ه4ا م 6ن 4ال2ع4ر 4ب .و4ال2ع0ل0و م 4ن4ف2س0ه4ا ل4ت4ز4ال 0ت4ح2ت4ف 6ظ 0ب6ك4ث6ير Œم 6ن ا2ل 4س2م4اء 6ال2ع4ر4ب6يFة , 6ف4 4كل2م4ة 0آل2ج6ب2ر4ا م0ش2ت4قFة Pم 6ن " 4ا 2لج4ب2ر و4ال2م0ق4اب4ل4ة " ف6ى ذ4ل 6ك 4ال2ع4ه6 2د ,ك4ا ن 4ر6ج4ال ال2ف6ك2ر 6و4ال2ع6ل2م ف6ى ال2ب6ل4د 6ا2ل0ور0وب6يFة 6ي4ن2ه4ل0و ن 4م 6ن 2م4ن4اه6ل 6ال2ع6ل 2م 6ال2ق4ائ6م4ة 6ف6ى ا2ل4ن2د4ل 0س 6و4ي24ت4ه4اف4ت0و ن 4ع4ل4ى د4ر 2س 6ال2م0ؤ4لFف4ا ت 6ال2ع4ر4ب6يFة 6م 6ن 2ت4ر2ج4م4ات 6ه4ا الFلت6ين 6يFة أ4و 2ن0ص0وص6ه4ا ا2ل 4ص2ل6يFة 6و 4ص4ار4ت 6ال2ج4ام6ع4ا ت ت4ت4ن4اف 4س 0ف6ى إ6ق2ت6ن4اء 6ال2ك0ت 0ب 6ال2ع4ر4ب6يFة , 6و4إ 6س2ت6ك2م4ال4 6و س4ائ6ل 6ت4ع2ل6ي م 6ال;لغ4ة 6ال2ع4ر4ب6يFة , 6و4ك4ا ن 4ع0ل4م4اء 0ال2ف4ل4ك م4ث4ل µي0ص4رcح0ون 4ب6أ ن4 Fمع2ر6ف4ة 4ال;لغ4ة 6ال2ع4ر4ب6يFة 6ض4ر0ور6يFة Pل6م 4ن 2ي0ر6يد 0أ 4ن 2ي0ح6ي ط 4ب6ح4ق4ائ 6ق 6ه4ذ4ا ال2ع6ل 2م4 6وك4ان ر6ج4ال 0ال2ف6ك2ر 6ي4ع2ت4ر6ف0و ن 4ب6و4ج 2ه 6ع4ا م Œأ 4ن FالتFب حر ف6ى ال2ع6ل 2م 6و4ال2ف4ل2س4ف4ة 6ل4ي0م2ك 6ن 0أ 4ن 2ي4ت 6م Fم 6ن 2غ4ي2ر4 6در2س ال2م0ؤ4لFف4ات 6ال2ع4ر4ب6يFة. Words المؤلفات العربية أغزر منابع العلم قرون عديدة تسربت أبلغ الدلة مقتبسة من العربية الوروبيين العلوم مشتقة رجال الفكر ينهلون منا هل العلم تتنافس إقتناء يصرحون التبحر
Transliteration
Meaning Arabic Publications The richest fountain of knowledge Many centuries Inflitrated The most eloquent evidence Derived from Arabic The Europeans The Sciences Derived The intellectuals Drinking The fountains of knowledge Compete Acquire Declare The act of being deep The Tasks
Vowelize the key words and transliterate them in the middle column of the chart provided above. Study the key words carefully and pronounce them to your hearing several times. Then, read the excerpt.
Summary of the Excerpt
3.3
For centuries, the Arabic publications became the richest fountains of knowledge and research in all disciplines. The Arabic loan words which inflitrated into the European Languages and which are still there constitute the most eloquent evidence of the Arab’s deep impact on the Western Civilization. Cotton, rice and Sugar which are given different
87
ARA182
ARABIC READING I
names in the European civilization as derived from the Arabic language, point to the fact that the Europeans learnt the planting of these materials and their industry from the Arab. Even the sciences keep preserving many Arabic names. The word Algebra was derived from (Arabic word) al-Jabr. In that era, the European intellectuals were drinking from the fountain of knowledge available in Spain. They studied with passion the Arab publications either in their original version or from the latine translated version. Universities were competing in acquisition and preservation of the Arab’s books and the study of Arabic language. The Astronomers went to the extent of saying that the study of the Arabic language is mandatory for the study of Astronomy. The intellectuals did confess that to study science and philosophy was not possible without relying on the Arab’s publications. SELF ASSESSMENT EXERCISE 1 State with illustrations an evidence of the impact of Arabic publications on the European civilization.
3.4
The Tasks
Merge the two excerpts above to make one long text. Seek assistance of the facilitator in your Study Centre to record the text for you on tape. Play back the tape and listen with rapt attention. Read the text carefully to answer the following questions: ؟6ةFي6و4 ال;لغ6ة4ي6احF الن4ن6 م6ةFي6وروب0ل2 ا6ة4ار4ض4ح2ى ال4ل4 ع0ةFي6ب4ر4ع2 ال0ة4ار4ض4ح2 ال6ت4رFث4ف أ 4 2ي4 – ك١ ؟6ةFي6ب4ر4ع2 ال6ة4 الل;غ6ة4ي2م6ه4 أ2ن4 ع4ي;ون6وب0ور0ل2 ا6ر2ك6ف2 ال0ال4ج6 ر4ال4ا ق4ا ذ4 – م٢ ى ؟4ر2خ0ل2 ا6م4م0ل2 ا4ن2ي4 ب6ةFي6ب4ر4ع2 ال0م4م0ل2 ا6تFذ4 " ش6ه6ل2و4ق6 ب0ب4ات6ك2ى ال6ن2ع4ا ي4ا ذ4 – م۳ .............................. اµين6 ح6ةFي6ب4ر4ع2 ال6ةFم0ل2 ا6ت4ار4 هاتين العبارتين)ا( ص2ل6م2ك4 – أ٤ ................................. 0ال4ز4 ت4ا ل4ه0س2ف4 ن0وم0ل0ع2ال4)ب( و – 0ة4ب2ث4و2 – ال4و ن0ر0 – ق0ةFل6د4ل2 – ا0د2ج4م2 – ال0و;ر4طF الت: Œة4يد6ف0 مŒل4م0ى ج6 ف6ة4ي6ث4 ال6ا ت4م6ل4ك2 ال2ل6م2ع4ت2 س6 – إ٥ 6ق4ل2ط6ل2ى ا4ل4ع SELF ASSESSMENT EXERCISE 2 State in Arabic in not more than two paragraphs the main lesson that is derivable from the text.
4.0
CONCLUSION
The writer gave examples of the Arabic loan words in the European languages. Through further reading, you should identify more Arabic loan words not mentioned by the writer. The search for such words
88
ARA182
ARABIC READING I
keeps you reading. In the process, your reading skill is getting close to perfection.
5.0
SUMMARY
The two excerpts used in this unit were quoted from a chapter written by Saliu al-Hasari in the book of Reading entitled “Kitabul-Qiraa’at”. Various techniques of reading treated so far in this Course Material are re-echoed in this unit. However, the use of TASKS as a technique is more emphasized than others. This is in a bid to put you on the path of self – efforts in reading.
6.0
TUTOR-MARKED ASSINGMENT
ما هو القانون العام الذى تكلم عنه الكاتب فى النص ؟
7.0
REFERENCES/FURTHER READING
Ad – Dawsari, A, Mufarraj, Ashur Al-Haddad, (1986). Al–Lughatu `lArabiyyah: Al-Hawliyyaatu `l– Tullaabiyyah. Kuwait, Sharkat Mataabi ‘u al – Waţan al-Aalamiyyah. Al-Hasari, (1967). Al – Ummatu `l-‘Arabiyyah: Bayna `l-Maadi wa `lHaađir in Al-Muhassini, Sultan and Akkahsh (eds.). Kitaabul Qiraa‘at. Damascus: Maţba‘atu `l-Mufeed Al-Jadeedah. Al – Jizaawī, S.D. (1965). Diraasatun Fi `l-Islam. Al – Qaahirah. The Supreme Council for Islamic Affairs. Al – Kaylaanī, N. (1974). Amaliqatush Shamal. Beirut Muassasatur – Risalah. Al – Mashaful Karim. Bidmos, M.A. (1996). Mutaqbal – Lughatil ‘Arabiyyah fi Naijiriya. Lagos: Islamic Publications Bureau. Jamal, A.M. (1978). Al-Qisasur-Ramzi fil Qur’an al-Karim. Al-Qahirah. Matabi’u Sharkah Littiba ‘ah, wal i ‘lan wat Tawzi ‘. Nadawaat Ilmiyyah (1976). (Academic Seminar Proceedings). Makkah al-Mukarramah. Kingdom of Saudi Arabia: Rabitatul Aalamil Islami.
89
ARA182
ARABIC READING I
Ar-Rabitah (Arabic Monthly). Makah al-Mukarramah. Rabitatul Aalamil Islami. Kingdom of Saudi Arabia. Jan. 2009. Vol.45, No. 511 Ar-Rabitah (Arabic Monthly). Makkah al-Mukarramah. Rabitatl AalamilIslami. Kingdom of Saudi Arabia. March 2009, No. 513 MWL Journal. (English Monthly). Makkah al-Mukarramah. Rabitatul Aalamil Islami. Kingdom of Saudi Arabia. April 2009. Vol. 37 N. 4 Al-Aalamul Islami. (Arabic Weekly). Makkah Rabitatul AalamilIslami.May 2009. No. 2072
al-Mukarramah.
Al-Aalamil Islami. (Arabic Weekly) Makkat al-Almukarramah. Rabitatul Aalamil Islami. June 2009 No. 2074
90