Egyptian Arabic Curriculum — Grade 7, Semester 2 — Page 20

Arabic text · النص

Line-by-line translation · المعاني

القَوَاعِدُ الإِمْلَائِيَّةُ.

Spelling rules.

كِتابَةُ الهَمْزَةِ عَلَى السَّطْرِ.

Writing the hamza on the line.

أَقْرَأُ الأَمْثِلَةَ الآتِيَةَ، وَأَتَأَمَّلُ الكَلِمَاتِ المُلَوَّنَةَ:

Read the following examples and consider the highlighted words:

تَفَاءَلَ الشَّعْبُ بِبِنَاءِ السَّدِّ العَالِي.

The people were optimistic about the construction of the High Dam.

يَتَقَدَّمُ الوَطَنُ بِجُهْدِ المُواطِنِ الدَّءُوبِ.

The nation progresses through the efforts of the diligent citizen.

المُرُوءَةُ مِنْ أَهَمِّ صِفَاتِ العَرَبِ وَأَخْلَاقِهِمْ.

Chivalry is one of the most important traits and moral qualities of the Arabs.

النُّوبَةُ جُزْءٌ أَصِيلٌ مِنْ مِصْرِنَا الحَبِيبَةِ.

Nubia is an integral part of our beloved Egypt.

هَوَاءُ مِصْرَ عَلِيلٌ.

The air in Egypt is pleasant.

المُسِيءُ إِلَى وَطَنِهِ نَادِمٌ.

Those who offend their homeland will regret it.

شَمْسُ الحَضَارَةِ العَرَبِيَّةِ لَنْ يَحْجُبَ الحَاقِدُونَ ضَوْءَهَا.

The haters will not be able to block the light of the sun of Arab civilization.

يَتَحَلَّى الطَّالِبُ بِالهُدُوءِ.

The student remains calm.

فِي المَجْمُوعَةِ (أ) أُلَاحِظُ: الكَلِمَاتُ المُلَوَّنَةُ بِهَا هَمْزَةٌ مُتَوَسِّطَةٌ، وَقَدْ كُتِبَتِ الهَمْزَةُ عَلَى السَّطْرِ؛ لِأَنَّهَا فِي (تَفَاءَلَ) مَفْتُوحَةٌ وَقَبْلَهَا أَلِفُ مَدٍّ، وَفِي (الدَّءُوبِ) مَضْمُومَةٌ وَبَعْدَهَا وَاوُ مَدٍّ لَا تَتَّصِلُ بِمَا قَبْلَهَا، وَفِي (المُرُوءَةِ) مَفْتُوحَةٌ وَقَبْلَهَا وَاوُ مَدٍّ، وَفِي (ضَوْءِهَا) مَفْتُوحَةٌ، وَمَا قَبْلَهَا سَاكِنٌ.

In group (A), I notice that the highlighted words contain a medial hamza written on the line. This is because in 'tafa'ala' it is fatha-voweled and preceded by an alif of prolongation; in 'al-da'ub' it is damma-voweled and followed by a waw of prolongation that does not connect to the preceding letter; in 'al-muru'ah' it is fatha-voweled and preceded by a waw of prolongation; and in 'daw'iha' it is fatha-voweled and preceded by a quiescent letter.

فِي المَجْمُوعَةِ (ب): الكَلِمَاتُ المُلَوَّنَةُ بِهَا هَمْزَةٌ مُتَطَرِّفَةٌ، وَقَدْ كُتِبَتِ الهَمْزَةُ عَلَى السَّطْرِ؛ لِأَنَّهَا فِي (جُزْءٌ) قَبْلَهَا حَرْفٌ سَاكِنٌ، وَفِي (هَوَاءُ) قَبْلَهَا أَلِفُ مَدٍّ، وَفِي (المُسِيءُ) قَبْلَهَا يَاءُ مَدٍّ، وَفِي (الهُدُوءِ) قَبْلَهَا وَاوُ مَدٍّ.

In group (B), the highlighted words contain a terminal hamza written on the line. This is because in 'juz'un' it is preceded by a quiescent letter; in 'hawa'u' it is preceded by an alif of prolongation; in 'al-musi'u' it is preceded by a ya of prolongation; and in 'al-hudu'i' it is preceded by a waw of prolongation.

أَسْتَنْتِجُ: تُرْسَمُ الهَمْزَةُ المُتَوَسِّطَةُ عَلَى السَّطْرِ إِذَا كَانَتْ: مَفْتُوحَةً بَعْدَ الأَلِفِ، مَفْتُوحَةً بَعْدَ وَاوِ مَدٍّ أَوْ وَاوٍ سَاكِنَةٍ.

I conclude: A medial hamza is written on the line if it is fatha-voweled and follows an alif, or if it is fatha-voweled and follows a waw of prolongation or a quiescent waw.

المُتَطَرِّفَةُ عَلَى السَّطْرِ إِذَا كَانَ: مَا قَبْلَهَا حَرْفًا سَاكِنًا، مَضْمُومَةً وَمَا بَعْدَهَا وَاوُ مَدٍّ لَا تَتَّصِلُ بِمَا قَبْلَهَا، مَا قَبْلَهَا حَرْفَ مَدٍّ (أَلِفًا أَوْ وَاوًا أَوْ يَاءً).

A terminal hamza is written on the line if it is preceded by a quiescent letter, if it is damma-voweled and followed by a waw of prolongation that does not connect to the preceding letter, or if it is preceded by a letter of prolongation (alif, waw, or ya).

نَشَاطٌ (١): لِمَاذَا رُسِمَتِ الهَمْزَةُ عَلَى السَّطْرِ فِي الكَلِمَاتِ الآتِيَةِ؟ (مَوْءُودَةٌ - دَنَاءَةٌ - أَحْيَاءٌ - دِفْءٌ - مَجِيءٌ)؟

Activity (1): Why is the hamza written on the line in the following words? (maw'udah - dana'ah - ahya' - dif' - maji')

نَشَاطٌ (٢): أُبَيِّنُ سَبَبَ كِتَابَةِ الهَمْزَةِ عَلَى السَّطْرِ فِيمَا يَلِي: ١. الطَّالِبُ جَاءَ. ٢. الطَّالِبَانِ جَاءَا.

Activity (2): Explain why the hamza is written on the line in the following: 1. The student came (ja'a). 2. The two students came (ja'a).

نَشَاطٌ (٣): أُصَوِّبُ الخَطَأَ: الطُّلَّابُ جَاءُوا.

Activity (3): Correct the error: The students came (ja'u).

١. يَتَمَتَّعُ الجُنْدِيُّ المِصْرِيُّ بِكَفَاءَةٍ عَالِيَةٍ.

1. The Egyptian soldier possesses high competence.

٢. العَدُوُّ بَطِيءٌ فِي تَقَدُّمِهِ.

2. The enemy is slow in its advance.

خَصِّصْ جُزْءًا مِنْ وَقْتِكَ لِتَعَلُّمِ مَهَارَةٍ.

Allocate a portion of your time to learning a skill.

الوَحْدَةُ الأُولَى: حِمَايَةُ الوَطَنِ.

Unit One: Protecting the Homeland.

Vocabulary · المفردات (17 verbs · 54 nouns)

• قَرَأَ — to read
• تَأَمَّلَ — to contemplate
• تَفَاءَلَ — to be optimistic
• تَقَدَّمَ — to advance
• حَجَبَ — to block
• تَحَلَّى — to adorn oneself
• لَاحَظَ — to observe
• كَتَبَ — to write
• اتَّصَلَ — to connect
• اسْتَنْتَجَ — to conclude
• رَسَمَ — to draw
• بَيَّنَ — to clarify
• جَاءَ — to come
• صَوَّبَ — to correct
• تَمَتَّعَ — to enjoy
• خَصَّصَ — to allocate
• تَعَلَّمَ — to learn
• قَاعِدَة — rule
• هَمْزَة — final (hamza)
• سَطْر — line (of text)
• مِثَال — an example
• كَلِمَة — a word (grammatical term)
• شَعْب — people
• بِنَاء — a building
• سَدّ — dam
• وَطَن — homeland
• جُهْد — effort
• مُوَاطِن — citizen
• مُرُوءَة — chivalry
• صِفَة — trait
• أَخْلَاق — morals
• نُوبَة — Nubia
• جُزْء — part
• أَصِيل — authentic
• هَوَاء — air
• عَلِيل — mild
• مُسِيء — offender
• نَادِم — regretful
• شَمْس — sun
• حَضَارَة — civilization
• حَاقِد — hater
• ضَوْء — light
• طَالِب — student
• هُدُوء — calmness
• مَجْمُوعَة — group
• أَلِف — alif
• مَدّ — lengthening
• وَاو — letter waw
• حَرْف — letter
• يَاء — ya
• نَشَاط — activity
• مَوْءُودَة — buried alive (female infant)
• دَنَاءَة — baseness
• أَحْيَاء — districts
• دِفْء — warmth
• مَجِيء — arrival
• سَبَب — reason
• خَطَأ — mistake
• جُنْدِيّ — soldier
• كَفَاءَة — competence
• عَدُوّ — enemy
• بَطِيء — slow
• وَقْت — time
• مَهَارَة — skill
• وَحْدَة — unit
• حِمَايَة — protection
• مُلَوَّنَة — colored
• مُتَوَسِّطَة — intermediate
• حَبِيبَة — beloved (female), darling (female)
• مَضْمُومَة — damma-ed
• أُولَى — first (feminine)