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Idea Transcript


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

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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

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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

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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

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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

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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.

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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

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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

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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).

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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.

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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

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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

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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.

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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

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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

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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

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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

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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

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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

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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.

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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

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‫‪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.

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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

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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.

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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

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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

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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

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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.

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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.

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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

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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

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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

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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

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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

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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

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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

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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

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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

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‫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

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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.

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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

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