´ à   ãêá ÃÍáØ ãä ÇäÃÓåÇÁ ¿¡ áê çÐÇ ÇäÏÑÓ º · ÃâÇÑÈ åçÇ áê åÕÑ   · ÇäáÙä ÇäåÖÇÑÙ º   Describing in the present · ÇäÌåäÉ ÇäáÙäêñÉ  · ÇäÓÄÇä º  More about questions · ÙÇÆäÉ ÇäæÈê åÍåÏ   · ¢ÙÇÆäÊê¢ ÊÐãñÑèÇ º      ÈæÊ ÙåÉ ÇÈæ Ùå Õáñ ÒèÌÉ ÇÓå ¬ ÃÓåÇÁ áê ÇäÍâêâÉ ÃÙÑá  ãêá Åäé ÇäâÇçÑÉ ÊÙäàñåèÇ º      ÕÏêâÉ  Ì®  ÕÏêâÇÊ ¨åÄæË© friend ÕîàÏêâ  Ì®  ÃîÕÏðâàÇÁ ¨åÐãÑ© friend Çä×àñïáàèäàÉ childhood Òîåêä  Ì®  ÒïåîàäÇÁ  ¨åÐãÑ©  classmate; colleague ÒîåêäÉ  Ì®  ÒîåêäÇÊ  ¨åÄæË©  classmate; colleague åîàÏÑîÓàÉ  Ì®  åîàÏÇÑðÓ school ÇðÈàÊàðÏÇÆàêñ primary ãÇæî he was ÇäÑñÇÈàðÙ fourth ãàïæàÊï I was ÇäÃîèñîä first ÃÊîàÐîãàñîÑ I remember ãàïäñ all; every áîÑÏ  Ì®  ÃîáÑÇÏ  individual (person) ÃîÍáîàØ I memorize âàîÈàòäî before ÇäÓñîàáàîÑ  traveling ÊàïÓàÇáðàÑ she travels ÇÓÊåÙèÇ ¯ ÔÇçÏèÇ º         Answer ÈÇäÙÑÈêÉ: 1. Who does åçÇ talk about? 2. åçÇ mentions a trip: Åäé Ãêæ¿ 3. What is the problem she mentions here? ÇÓÊåÙèÇ ¯ ÔÇçÏèÇ åÑÉ ËÇæêɺ            ´à  åæ çê ÓÇåêÉ¿   µà  åæ çè ÎÇäÏ¿   ¶à  åÇ ÇÓå ÒèÌÉ ÃÍåÏ ¬  Ùåñ åçÇ¿   ·à  çä ãÇæ ÎÇäÏ èåçÇ áê æáÓ ÇäÕáñ áê ÇäåÏÑÓÉ¿ ÇÓÊåÙèÇ èÎåñæèÇ º          ¸à  ÇäÕáñ  ÇäÃèñä ½ ààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààà   ¹à  ÇäÕáñ ÇäÑÇÈÙ ½ ààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààà °±à  ãä ÃáÑÇÏ ÇäÙÇÆäÉ ½ ààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààà    ÊåÑêæ ±        Practice using new vocabulary by completing the sentences: ãä ÃáÑÇÏ ÕÏêâ ãæÊ ÒåêäÊê åÏÑÓÉ ÇäÕá âÈä ÃÙÑá ÃÍáØ ×áèäÉ ÃÊÐãÑ ÇäÑÇÈÙÉ ÓáÑ ÒèÌê   ±à  äê àààààààààààààààààààààààààààà ÇÓåç ÑèÈÑÊ ®   ²à  çÐç ÕïèîÑ àààààààààààààààààààààààààààà ÙÇÆäÊê ®   ³à  æÍæ ×äÇÈ áê ààààààààààààààààààààààààààààà ÇäÇèä áê ÇääÚÉ ÇäÙÑÈêÉ ®   ´à  ÅäêÒÇÈË çê ààààààààààààààààààààààààààààà áê ÇäÌÇåÙÉ ®   µà  äÇ ààààààààààààààààààààààààà ÇÓå ÇäÇÓÊÇÐÉ ÇäÌÏêÏÉ ®   ¶à  âÈä ÇäÌÇåÙÉ ¬ àààààààààààààààààààààààààà ×ÇäÈÉ áê çÐç ÇäåÏÑÓÉ ®   ·à  çä ààààààààààààààààààààààààà Çä×äÇÈ áê Õáñãå ÃåÑêãêèæ ¿    ¸à  èÇäÏÊçÇ ÊÙåä áê åãÊÈ àààààààààààààààààààààààààààà ÇäÌÇåÙÉ ®   ¹à  ÇäÏãÊèÑÉ ÓÙÇÏ ÇÓÊÇÐÉ áê ÌÇåÙÉ ÇäãèêÊ ÍêË ÊÏÑñÓ ×äÇÈ ÇäÓæÉ ààààààààààààààààààààààààààà ® °±à  ãêá ààààààààààààààààààààààààààààà ãä ÇäãäåÇÊ âÈä ÇäÇåÊÍÇæ ¡¿  ±±à  äÇ àààààààààààààààààààààààààààà Ãêæ êÓãæ ÇÍåÏ ® ²±à  çå êÏÑñÓèæ áê  àààààààààààààààààààààààààààà ÇÈÊÏÇÆêÉ ÕÚêÑÉ ®    ÊåÑêæ ²         Listen to åçÇ on tape and complete: çÐç ÓÇåêÉ ÈæÊ ààààààààààààààààààààààààààààà áÇ×åÉ ­­ ÕÏêâÉ ààààààààààààààààààààààààààààààààààààààà ®  èçÐÇ ÎÇäÏ àààààààààààààààààààààààààà Ùåê åÍåèÏ ¬  Òåêäê áê ààààààààààààààààààààààààààààààààààà ÇäÇÈÊÏÇÆêÉ ®®®  ãÇæ áê ÇäÕá ààààààààààààààààààààààààààààààààà ¬  èàààààààààààààààààààààààààààààà áê ÇäÕá ÇäÃèä ®  èçÐç àààààààààààààààààààààààà Ùåê ÃÍåÏ  ®®® Âç ®®®  ÇÓåçÇ  ®®® ÇÓåçÇ ®®®   áê ÇäÍâêâÉ ¬ äÇ ààààààààààààààààààààààààààààààààà ÃÓåÇÁ ãä ÃáÑÇÏ àààààààààààààààààààààààààààààààà ®  äÇ àààààààààààààààààààààààààààààà ãêá ÃÍáØ ãä ÇäÃÓåÇÁ âÈä ààààààààààààààààààààààààààààààà ààààààààààààààààààààààààààààà ÇäâÇçÑÉ ¡   ÇäâèÇÙÏ     ÇäáÙä ÇäåÖÇÑÙ       áðàÙàä  Ì® ÃîáàÙÇä                             verb åïàÖÇÑðÙ         present or incomplete tense By now you have seen and heard a number of verbs, among them:    ÃÓãæ ÃÍáØ ÃÙÑðá ÃÊîÐîãàñÑ êÙåä êïÏÑðñÓ ÊÙåä These verbs are in ÇäåàïÖÇÑðÙ , which is sometimes defined as present tense and sometimes as incomplete tense. ÇäåÖÇÑÙ combines both features: it can refer to an incomplete action, usually one taking place in the present, such as he teaches or he is teaching, or a repeated habitual action, such as she works at the U.N., or a state such as I know. Remember:  (a) any action that lasts over a period of time or takes place repeatedly will involve ÇäåÖÇÑÙ ; and (b) ÇäåÖÇÑÙ can express both progressive (I am studying) and habitual (I study) actions. In Arabic, the subject of ÇäáÙä is expressed by a prefix or a prefix and a suffix on the verb itself rather than by an independent pronoun. Thus çè êÏÑÓ is redundant unless the context calls for some kind of contrastive emphasis (such as he studies). The chart below lists the full conjugations of some of the verbs you have learned so far.  When studying the chart, note that: (a) The prefixes and suffixes that indicate person remain the same for all åÖÇÑÙ verbs, and the stem of each verb remains constant. Once you know the stem of any verb, you can easily derive its conjugation. (b) Two forms are given for ÃæÊð , ÃæÊïå , and çïå : one with æ and one without it. Both of these forms are used in formal Arabic; the difference between them is grammatical. For now, learn to recognize both variants; you will learn about the difference later. In most spoken dialects, the form without æ is used (except in Iraq and the Arabian Peninsula, where the form with æ is more common). (c) An old spelling convention requires that the verb forms for ÃæÊå and çå without æ be written with a final alif which is not pronounced.  ÃæÇ ÃîÓãàïæ ÃïÏîÑñðÓ ÃîÊîÐîãàñîÑ ÃæÊî ÊîÓãàïæ ÊàïÏîÑñðÓ ÊîÊîÐîãàñîÑ ÃæÊð ÊîÓãàïæêæî ¯ ÊîÓãàïæê ÊàïÏîÑñðÓêæî ¯ ÊïÏîÑðñÓê ÊîÊîÐîãàñîÑêæî ¯ ÊîÊîÐîãàñîÑê çè êîÓãàïæ êïÏîÑñðÓ êîÊîÐîãàñîÑ çê ÊîÓãàïæ ÊàïÏîÑñðÓ ÊîÊîÐîãàñîÑ æÍæ æîÓãàïæ æàïÏîÑñðÓ æîÊîÐîãàñîÑ ÃæÊå ÊîÓãàïæèæî ¯ ÊîÓãàïæèÇ ÊàïÏîÑñðÓèæî ¯ ÊïÏîÑñðÓèÇ ÊîÊîÐîãààñîÑèæî ¯ ÊîÊîÐîãàñîÑèÇ çå êîÓãàïæèæî ¯ êîÓãàïæèÇ êïÏîÑñðÓèæî ¯ êïÏîÑñðÓèÇ êîÊîÐîãààñîÑèæî ¯ êîÊîÐîãàñîÑèÇ The following chart shows only the prefixes and suffixes for each person: ÃæÇ  à®®® æÍæ æàî ®®® ÃæÊî Êàî ®®® ÃæÊå Êàî ®®® èæî    or    Êàî ®®® èÇ ÃæÊð Êîà ®®® êæî    or    Êàî ®®® ê çè êàî ®®® çå êàî ®®® èæî    or    êàî ®®® èÇ çê Êàî ®®® Negation of ÇäåÖÇÑÙ ÇäáÙä ÇäåÖÇÑÙ is negated with äÇ , which precedes the verb, as the following examples demonstrate: äÇ ÊÊÐãàñÑ ÇÓåê   she does not remember äÇ êÙåä áê ÇäåãÊÈ he is not working/ does not work äÇ æÏÑÓ ÇäáÑæÓêÉ we do not study/ are not studying In formal Arabic, there exists an interrogative particle à (meaning çä) that is often used in negative questions: ÃîäÇ ÊÙÑáêæ ®®¿ Don't you know..? Learn to recognize this particle when you see it.    ÊåÑêæ ³          Describe these peopleÕs actions following the models: ±à  åËÇäº åçÇ ÊÓãæ áê æêèêèÑã ® ÃÍåÏ ààààààààààààààààààààààà áê ÇäâÇçÑÉ ® èÇäÏÉ åçÇ ààààààààààààààààààààààààààààà áê ÈÑèãäêæ ® ààààààààààààààààààààààààààà áê ÈêÊ Çä×äÇÈ ® ¨ÇæÇ© Ùå åçÇ àààààààààààààààààààààààààààààà áê ÇäÅåÇÑÇÊ ® ÕÏêâÊê àààààààààààààààààààààààààààààà áê çÐç Çäåæ×âÉ ® Ãêæ ààààààààààààààààààààààààààààà ¿ ¨ÃæÊå© ÃâÇÑÈê àààààààààààààààààààààààààààààà áê æêèêèÑã ® ²à  åËÇäº åÍåèÏ êïÏÑñÓ áê ÇäÌÇåÙÉ ® ÒèÌÊç àààààààààààààààààààààààààààà áê åÏÑÓÉ ÇÈÊÏÇÆêÉ ® çä ààààààààààààààààààààààààààààààà áê ÇäÌÇåÙÉ ¿  ¨ÃæÊî © äÇ àààààààààààààààààààààààààààà áê ÇäÌÇåÙÉ ®  ¨ÃæÇ© çä àààààààààààààààààààààààààààààà áê ÇäÌÇåÙÉ ¿  ¨ÃæÊð © ³à  åËÇäº äÇ  ÃÊÐãàñÑ ÇÓåç ® åçÇ äÇ ààààààààààààààààààààààààààà ÇÓå ÒèÌÉ ÙåçÇ ® äÇ ààààààààààààààààààààààààà ÙæèÇæã ®  ¨æÍæ©   çä ààààààààààààààààààààààààààà ÃÓåÇÁ ÒïåäÇÆãå ¿  ¨ÃæÊå© ´à  åËÇäº ÕÏêâê êÙåä áê âÓå ÇäÊÇÑêΠ® ÃÕÏâÇÆê àààààààààààààààààààààààààààà áê åãÊÈÉ ÇäÌÇåÙÉ ® çä ààààààààààààààààààààààààà áê ÇäÌÇåÙÉ ¿  ¨ÃæÊð © çÐç ÇäåÑÃÉ ààààààààààààààààààààààààààààà áê åãÊÈ ÇäâÈèä èÇäÊÓÌêä ®   Ãêæ ààààààààààààààààààààààààààààààà ¿  ¨ÃæÊå©     ÊåÑêæ ´        åÇÐÇ êáÙäèæ ¿ What are they doing? Identify each new verb based on what you have learned: ±à  êïÔàÇçðàÏ ÇäÊäêáÒêèæ áê ÇäåÓÇÁ ® ²à   êîãÊàïÈ ÈÇääÚÉ ÇäÙÑÈêÉ ® ³à  ÊîÊàîãàñîäàîå ÇääÚÉ ÇäÙÑÈêÉ ® ´à  êîâàÑîàÇäãÊÇÈ ® µà  ÊîÓÊîåðÙ Åäé ÇäÑÇÏêè ¿    ÊåÑêæ µ           Describe the actions of these people:   ±à  ÇäÏãÊèÑÉ äêäé ààààààààààààààààààààààààààààààààààà ÇäÙäèå ÇäÓêÇÓêÉ ®  ¨êÏÑñÓ©   ²à  ãä ÃáÑÇÏ ÙÇÆäÊê ààààààààààààààààààààààààààààààààààà áê çÐç Çäåæ×âÉ ®  ¨êÓãæ©   ³à  èÇäÏê ààààààààààààààààààààààààààààààààààà çÐÇ ÇäãÊÇÈ ÇäÂæ ®  ¨êâÑé   ´à  ÎÇäÊê ÏÇÆåëÇ ààààààààààààààààààààààààààààààààààà äê ÑÓÇÆä ®  ¨êãÊÈ©   µà  çä ààààààààààààààààààààààààààààààààààà ÇääÚÉ ÇäÅê×ÇäêÉ êÇ ÑæÏÉ ¿  ¨êÊãäå©   ¶à  ÃæÊå äÇ ààààààààààààààààààààààààààààààààààà åæ çê ¿ ¨êÙÑá©   ·à  åæ áÖäã ¬ åîæ ààààààààààààààààààààààààààààààààààà áê çÐÇ ÇäÈêÊ ¿  ¨êÓãæ©   ¸à  ÃæÇ èÃÕÏâÇÆê ÏÇÆåëÇ ààààààààààààààààààààààààààààààààààà ÇäÊäêáÒêèæ áê ÇäåÓÇÁ ®  ¨êÔÇçÏ©   ¹à  ãêá ààààààààààààààààààààààààààààààààààà ãä ÇäãäåÇÊ ÇäÌÏêÏÉ ¿¡  ¨êÍáØ « ÃæÊå© °±à  êÇ ÓÇåê ¬ çä ààààààààààààààààààààààààààààààààààà áê ÇäæçÇÑ Ãè áê ÇäåÓÇÁ ¿  ¨êÙåä©  ÇäÌåäÉ ÇäáÙäêÉ    In Chapter 2, you learned about ÇäÌåäÉ ÇäÇÓåêÉ , the sentence that begins with a noun. Arabic has one other sentence pattern, ÇäÌåäÉ ÇäáÙäêÉ (named for the word áðÙä verb), which is a sentence that begins with a verb. The subject of this verb is either contained in the conjugated verb itself or is expressed as a noun following the verb. Examples of Ìåä áÙäêÉ include: ±à  äÇ ÃÊÐãÑ ÃÓåÇÁ ÃáÑÇÏ ÇäÙÇÆäÉ® ³à  ÊÓÊåÙ ÒèÌÊê Åäé ÇäÑÇÏêè áê ÇäÕÈÇÍ® ²à  æÏÑÓ ÇääÚÉ ÇäÙÑÈêÉ® ´à  êÙåä èÇäÏ åçÇ áê ÇäÇåå ÇäåÊÍÏÉ® In sentences ¨±­²© above, the subject of the verb is contained in the verb itself. In sentences ¨³­´©, the subject follows the verb. Most sentences can be expressed either as a ÌåäÉ ÇÓåêÉ or as a ÌåäÉ áÙäêÉ . The main difference between the two is word order, which does not affect the basic meaning of the sentence. Thus the examples of Ìåä áÙäêÉ given above can also be expressed as Ìåä ÇÓåêÉ . Compare sentences ¨µ­¸© below to ¨±­´© above: µà  ÃæÇ äÇ ÃÊÐãÑ ÃÓåÇÁ ÃáÑÇÏ ÇäÙÇÆäÉ® ·à  ÒèÌÊê ÊÓÊåÙ Åäé ÇäÑÇÏêè áê ÇäÕÈÇÍ® ¶à  æÍæ æÏÑÓ ÇääÚÉ ÇäÙÑÈêÉ® ¸à  èÇäÏ åçÇ êÙåä áê ÇäÇåå ÇäåÊÍÏÉ® Both of these sentence patterns are common in Arabic. The reasons for distinguishing between them will become clear later on. For now, you should be able to identify both ÇäÌåäÉ ÇäÇÓåêÉ èÇäåÈÊÏàèÇäÎÈÑ and ÇäÌåäÉ ÇäáÙäêÉ and its subject, and to understand both kinds of sentences.    ÊåÑêæ ¶        How can the meaning of each ÌåäÉ ÇÓåêÉ be expressed using ÌåäÉ áÙäêÉ ? åËÇäº åçÇ ÊÓãæ áê æêèêèÑã ®  Ñ¾    ÊÓãæ åçÇ áê æêèêèÑã ® ±à  ÃÓÊÇÐæÇ êïÏÑðñÓ ÇäÃÏÈ ÇäÙÑÈê ® µà  ÒåêäÊê ÓîæÇÁ ÊÏÑÓ ÇäÍâèâ ® ²à  èÇäÏê äÇ êÙÑá ãä ÃÕÏâÇÆê ®    ¶à  ÃÎÊê ÊãÊÈ ÑÓÇÆä Åäé ÃâÇÑÈæÇ ® ³à  ÎÇäÉ åçÇ ÊÙåä áê Èæã ãÈêÑ® ·à  èÇäÏÉ åçÇ ÊÊãäå ËäÇË äÚÇÊ ® ´à  ÃÎê äÇ êÓãæ áê ÈêÊ Çä×äÇÈ ® ¸à  ÎÇäÊê äÇ ÊÊÐãÑ ÊÇÑêΠåêäÇÏê ®  ÇäÓÄÇä    More about questions In this lesson you heard åçÇ say, äÇ ÃÙÑá ãêá ÃÍáØ ãä ÇäÃÓåÇÁ . This sentence shows that Arabic uses the same format for both direct and indirect questions. Thus, in Arabic, the question How can I memorize all the names? uses the same word order as the sentence I don't know how I can memorize all the names. Other indirect questions in English use the infinitive, such as I don't know what to study, äÇ ÃÙÑá åÇÐÇ ÃÏÑÓ , whereas the Arabic retains exactly the same structure and order as the question what should I study? åÇÐÇ ÃÏÑÓ¿ . Note that, in Arabic, intonation and context can often convey the sense of English modals could, would, and should. How would you translate the following? ãêá ÃãÊÈ ÇÓåç ¿ Ѿ äÇ ÃÙÑá ãêá ÃãÊÈ ÇÓåç ® Ãêæ êÓãæ ÕÏêâæÇ ¿  Ѿ äÇ ÃÊÐãÑ Ãêæ êÓãæ ÕÏêâæÇ ® åîæ êÏÑñÓ ÇäÊÇÑêΠÇäÅÓäÇåê¿ Ñ¾ äÇ ÃÙÑá åàîæ êÏÑñÓ ÇäÊÇÑêàΠÇäÇÓäÇåê ®     ÊåÑêæ ·        What do these people know or not know? Imitate the pattern you heard åçÇ use: äÇ ÃÙÑá ãêá ÃÍáØ ãä ÇäÃÓåÇÁ ¡ and use the interrogative particles you know: åàîæ åÇÐÇ Ãêæ åæ Ãêæ ãêá çä ±à  äÇ ÃÙÑá  àààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààà ® ²à  æÙÑá  àààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààà ® ³à  ÇäÇÓÊÇРêÙÑá  àààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààà ® ´à  äÇ êÙÑáèæ  àààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààà ® µà  èÇäÏÊê äÇ ÊÙÑá àààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààà ® ¶à  ÕÏêâê êÙÑá  àààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààà ® ·à  ÃäÇ ÊÙÑáêæ  àààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààààà ¿     ÊåÑêæ ¸          Skim the text and: 1. Circle all the pronouns you recognize, both subject and possessive. 2. Underline µ ãäåÇÊ åÄæËÉ . 3. Find ³ ÃáÙÇä åÖÇÑÙ and explain how you identified them.        åæ ÌÑêÏÉ ÇäÌÒêÑÉ ÇäÓÙèÏêÉ ±¹¹± ÇäËâÇáÉ ÙÇÆäÉ ÇäæñîÈêñ åïÍîåñîÏ The chart you are about to read shows the family tree of the Prophet Muhammad, and contains many names central to Islamic history. Note when you are reading the names associated with the following Muslim leaders and dynasties, all of whom are related to the Prophet by blood or marriage: Four Rightly-guided Caliphs ÇäÎàïäàîáÇÁ ÇäÑñÇÔðÏèæ  ²³¶­±¶¶ Umayyads, first Islamic dynasty ÇäÃïåîèðêñèæ  ±¶¶­°µ· Abbasids, second Islamic dynasty ÇäÙîÈñÇÓêñèæ  °µ· ­ ¸µ²± revered by ShiÕite Muslims: ÇäÔñêÙÉ Ùîäê èáÇ×ðåÉ èÇäÍîÓîæ èÇäÍïÓîêæ Hashimites, present-day rulers of Jordan ÇäçÇÔðåêñèæ    ÊåÑêæ  ¹        æÔÇ× âÑÇÁÉ ÊÙäåèÇ çÐç ÇäãäåÇʺ æîàÈàêñ prophet ÌîàÏñ ¯É   grandparent ÎîàäêàáàÉ  Ì®  ÎàïàäàîáàÇÁ Caliph In the chart below, find these relationships among members of the ProphetÕs family:   ±à  ÇäæîÈê åÍåÏ çè ààààààààààààààààààààààààààààààà  ÙÈÏ Çääç ®   ²à  ÙÈñÇÓ èÃÈè ×ÇäÈ èÃÈè äçÈ çå àààààààààààààààààààààààààààà ÙÈÏ Çäå×äñÈ ®   ³à  Ùäê çè àààààààààààààààààààààààààà ÇäæÈê åÍåÏ ®   ´à  ÃèäÇÏ ÇäæÈê åÍåÏ çå àààààààààààààààààààààààààà èàààààààààààààààààààààààààààà èàààààààààààààààààààààààààààà èààààààààààààààààààààààààààà ®   µà  ÙÇÆÔÉ çê ÒèÌÉ ÇäæÈê åÍåÏ èçê ààààààààààààààààààààà ÃÈê ÈãÑ ®   ¶à  áÇ×åÉ ÇäÒçÑÇÁ çê àààààààààààààààààààààààààà Ùäê ®   ·à  ÙÈÇÓ çè ààààààààààààààààààààà ÇäæÈê åÍåÏ ®   ¸à  ÇäæÈê åÍåÏ çè ààààààààààààààààààààààààààà ÇäÍîÓîæ èÇäÍïÓêæ ®   ¹à  ÑâêÉ çê ààààààààààààààààààà ÙïËåÇæ Èæ ÙáñÇæ ® °±à  Ãïå ãàïäËèå çê ààààààààààààààààààààààà ÇäÍÓæ èÇäÍÓêæ ® ±±à  ààààààààààààààààà àààààààààààààààààààà ãÇæ Ãèñä ÇäÎäáÇÁ ÇäÑÇÔÏêæ ® ²±à  ÙïåîÑ ãÇæ  àààààààààààààààààààààà ÇäÎäáÇÁ ÇäÑÇÔÏêæ ® ³±à  ààààààààààààààààààààààà ãÇæ ËÇäË ÇäÎäáÇÁ ÇäÑÇÔÏêæ ® ´±à  Ùäê ãÇæ àààààààààààààààààààààà ÇäÎäáÇÁ ÇäÑÇÔÏêæ ®       ÇäÈêÊ ÇäæÈèê  ÙÈÏ åæÇá                çÇÔå                                                            ÙÈÏ ÔåÓ               ÙÈÏ Çäå×äÈ                                     ÃåêÉ ¨ÇäÇåèêèæ áê ÇäÔÇå èÇäÇæÏäÓ© ÙÈÇÓ    ÃÈè ×ÇäÈ    ÃÈè äçÈ     ÙÈÏ Çääñç                                 ÙËåÇæ ¨ËÇäË ÇäÎäáÇÁÇäÑÇÔÏêæ©                                          åÍåÏ ¨ÇäæÈê© Ùäê¨ÑÇÈÙ ÇäÎäáÇÁ ÇäÑÇÔÏêæ©                                                      ÎÏêÌÉ ÈæÊ ÎèêäÏ                                     ÊÒèÌ        ÙÇÆÔÉ ÈæÊ ÇÈê ÈãÑ ¨Çèä ÇäÎäáÇÁ ÇäÑÇÔÏêæ©                                                     ÍáÕÉ ÈæÊ ÙåÑ Èæ ÇäÎ×ÇÈ ¨ËÇæê ÇäÎäáÇÁÇäÑÇÔÏêæ© áÇ×åÉ ÇäÒçÑÇÁ¨ÊÒèÌÊ ÙäêÇ©    ÑïâêÉ              Çå ãäËèå         ÇÈÑÇçêå ¨Êèáê ÕÚêÑÇ© ÇäÍÓæ                 ÇäÍÓêæ                ÊÒèÌÊÇ ÙËåÇæ Èæ ÙáÇæ                                                             åæ ¢ÇäåæÌÏ áê ÇääÚÉ èÇäÃÙäÇ墠ծ ·³¶ ÇäåãÊÈÉ ÇäÔÑâêÉ ÈêÑèÊ ¶¸¹±    ÊåÑêæ °±       æÔÇ× ÇÓÊåÇÙ     Listen to the statements on tape once to understand the general meaning, then again as necessary to fill in the blanks. Listen carefully, but also use the context to help. ±à  Õáñê ààààààààààààààààààààààààààààààààà èÃæÇ äÇ ààààààààààààààààààààààààààààààààà ÃÓåÇÁ ãä ààààààààààààààààààààààààààààààààà áêç ® ²à  ¢ÇäÈæã ÇäÓÙèÏꢠçè ÇäÈæã ààààààààààààààààààààààààààààààààà áê çÐÇ ààààààààààààààààààààààààààààààààà ® ³à  ÃæÇ ÇäÂæ áê ààààààààààààààààààààààààààààààà ÃÔÇçÏ ÇäÊäêáÒêèæ èÃãÊÈ ààààààààààààààààààààààààààààààà Åäé ÇÈæ Ùåê ® ´à  çê áÙäÇë ààààààààààààààààààààààààààààààààà èÊÙÈÇæÉ áê ààààààààààààààààààààààààààààààààà ® µà  äê ààààààààààààààààààààààààà ÕÚêÑÉ èÌåêäÉ ààààààààààààààààààààààààààà ÙÈêѬ èçê ÇäÂæ áê àààààààààààààààààààààààààà        ÇäÇÈÊÏÇÆêÉ ®  àààààààààààààààààààààààààààààà æêãèä áÑæÓêÉ ¬ èÙÈêÑ ààààààààààààààààààààààààààààà åÙê ÈÇääÚÉ        ÇäÙÑÈêÉ èåÙ èÇäÏÊçÇ ÈÇäáÑæÓêÉ ®  ¶à  âÈä ààààààààààààààààààààààààààààààààà Åäé ÇäÔÑâ ÇäÃèÓ× ¬ ãæÊ ààààààààààààààààààààààààààààààààà áê åãÊÈ ääÊÑÌåÉ        áê ààààààààààààààààààààààààààààààààà èÇÔæ×æ èãæÊ ààààààààààààààààààààààààààààààààà ÇääÚÉ ÇäÙÑÈêÉ áê ÇäåÓÇÁ áê        åÏÑÓÉ ¢ÈêÑäêÊÒ¢ ääÚÇÊ ®     ÊåÑêæ ±±        æÔÇ× âÑÇÁÉ The following is an announcement of vacant positions at ÌÇåÙÉ ÇäãèêÊ . Find out: 1. Which school in ÌÇåÙÉ ÇäãèêÊ needs faculty. 2. Which departments have vacancies. 3. In which section fields of specialization are mentioned. List the ones you recognize: 4. Where are the instructions for applying? What is requested? ÌÇåÙÉ ÇäãèêÊ ãäêÉ ÇäÂÏÇÈ ÇÙäÇæ ÊÙäæ ãäêàÉ ÇäÂÏÇÈ áê ÌÇåÙÉ ÇäãèêÊ Ùæ ÍÇÌÇÊçÇ äÔÚä èØÇÆá ÃÙÖàÇÁ çêÆÉ ÇäÊÏÑêÓ ¨ÈÏÑÌÉ ÃÓÊÇРÃè ÃÓÊÇРåÓÇÙÏ© áê ÇäÊÎÕÕÇÊ ÇäÙäåêÉ ÇäÊÇäêÉ ¬ ääÙÇå ÇäÌÇåÙê ³¹¯´¹¹± ®  ±­ âÓå ÇääÚÉ ÇäÙÑÈêÉ èÂÏÇÈçÇ ÇääÚÉ ÇäÙÑÈêÉ  ¨ÃÓÊÇРÒÇÆÑ ääÙÇå ÇäÏÑÇÓê ³¹¯´¹¹± áâש ÇäÃÏÈ ÇäåâÇÑæ  ­  ÇäæâÏ ÇäÇÏÈê ÇäÍÏêË  ­  ÇäæÍè èÇäÕÑá  ²­ âÓå ÇääÚÉ ÇäÇæÌäêÒêÉ  èÂÏÇÈçÇ Ùäå ÇääÚÉ  ¨ÇääÚèêÇÊ©  Linguistics  ­  ÇäãÊÇÈÉ  writing  ÇäÃÏÈ  Literature  ³­ âÓå ÇäÊÇÑêÎ   ÇäÍÖÇÑÉ ÇäÙÑÈêÉ ÇäÇÓäÇåêÉ  ¨ÃÓÊÇРÒÇÆÑ ääÙÇå ÇäÏÑÇÓê ³¹¯´¹¹± áâש ÊÇÑêΠÇäãèêÊ èÇäÎäêÌ ÇäÙÑÈê  ´­ âÓå ÇäÌÚÑÇáêÇ ÌÚÑÇáêÇ ×ÈêÙêÉ   ­   ÌÚÑÇáêÇ ÈÔÑêÉ   ­   ÎÑÇÆ×   µ­ âÓå ÇäáäÓáÉ Çäåæ×â ÇäÑêÇÖê èåæÇçÌ ÇäÈÍË   ­   ÇäåêÊáÒêâÇ   ­   áäÓáÉ Çäâêå    ¶­ âÓå Ùäå ÇäæáÓ   Ùäå ÇäæáÓ ÇäáÓêèäèÌê  ­  Ùäå ÇäæáÓ ÇäÇÌÊåÇÙê  ­  Ùäå ÇäæáÓ ÇäÇãäêæêãê  ­  Ùäå ÇäæáÓ ÇäÕæÇÙê            èÇäÊæØêåê  ­  ÇäÇÍÕÇÁ ÇäÓêãèäèÌê ®   ·­ âÓå ÇäÇÌÊåÇÙ èÇäÎÏåÉ ÇäÇÌÊåÇÙêÉ ÇÌÊåÇÙ ¨åæÇçÌ ÈÍË ÇÌÊåÇÙê© ­ ÎÏåÉ ÇÌÊåÇÙêÉ ¨ÇäÙåä åÙ ÇäÃáÑÇÏ èÇäÃÓÑ© ­ ÇæËÑèÈèäèÌêÇ            ¨ËâÇáêÉ è×ÈêÙêÉ© ® êÑÓä Çä×äÈ ÇäÐê êåãæ ÇäÍÕèä Ùäêç åæ åãÊÈ ÇäåÓÊÔÇÑ ÇäËâÇáê ÈÓáÇÑÉ ÏèäÉ ÇäãèêÊ åÙ ÇäÓêÑÉ ÇäÐÇÊêÉ åÕÍèÈÇ ÈÕèÑÉ åæ ÔçÇÏÉ ÇääêÓÇæÓ èÇäåÇÌÓÊêÑ èÇäÏãÊèÑÇÉ èÇäÎÈÑÉ ÇäÓÇÈâÉ èÕèÑÉ åæ ÌèÇÒ ÇäÓáÑ ÈÇäÇÖÇáÉ Åäé  æÓÎÉ  åæ  ÇäÇæÊÇÌ  ÇäÙäåê  èáê  åèÙÏ  ÇâÕÇç  ÔçÑ  åæ  ÊÇÑêΠ æÔÑ  çÐÇ  ÇäÇÙäÇæ Ùäé ÇäÙæèÇæ ÇäÊÇäê º ÇäÏãÊèÑ   ÙåêÏ ãäêÉ ÇäÂÏÇÈ  ¯  Õ ®  È   ÇäÕáÇÉ  ¸µµ³²  ÇäãèêÊ  ÑåÒ  ÈÑêÏê  º  ¶¹°³± åæ ÌÑêÏÉ ÇäÔÑâ ÇäÇèÓ× ±²¯¹¯²¹¹±     ÊåÑêæ ²±       ÇäÅÖÇáÉ The sentences below lack a central element. Match words from list à with words from list È to form ÅÖÇáÇÊ that will complete the sentences:     Ã     È   åæ×âÉ åãÊÈ èäÇêÉ èÇäÏÊê ÇäÌÇåÙÉ ÇäÏÑÓ ãä åÏêæÉ åáÑÏÇÊ ÇäÙäèå ÇäÕá ÃÎÊê ÎÇäÉ Ùå ãäêÉ åîæçÇÊàæ åæ×âÉ ÇäÇÓÊÇÐ ÇÓå åãÊÈÉ ÃÓÊÇÐ ÇäâÇçÑÉ åçÇ ÇäÊÓÌêä Òåêä ÒèÌ ÕèÑÉ Çä×ÇäÈ åêÔêÚÇæ ÇäÃåÑêãêàêæ   ±à  æÏÑÓ áê ààààààààààààààààààààààààààààà àààààààààààààààààààààààààààààààà ®   ²à  äÇ ÃÙÑá ààààààààààààààààààààààààààààà àààààààààààààààààààààààààààààààà ®   ³à  çä ààààààààààààààààààààààààààààà àààààààààààààààààààààààààààààààà êÊãäåèæ ÇääÚÉ ÇäÇæÌäêÒêÉ ¿   ´à  ÃÍåÏ ÃÈè ÇäÙäÇ àààààààààààààààààààààààà ààààààààààààààààààààààààààà èçè àààààààààààààààààààààààà ààààààààààààààààààààààààààà ÇäÓêÇÓêÉ®   µà  ÃæÇ èÒåäÇÆê áê ÇäÕá æÍáØ ààààààààààààààààààààààààààààà àààààààààààààààààààààààààààààààà ®   ¶à  çÐç ààààààààààààààààààààààààààààà àààààààààààààààààààààààààààààààà ®   ·à  ÃâÇÑÈê êÓãæèæ áê ààààààààààààààààààààààààààààà àààààààààààààààààààààààààààààààà ®   ¸à  ààààààààààààààààààààààààààààà àààààààààààààààààààààààààààààààà áê çÐç ÇäÈæÇêÉ ®   ¹à  çä ÊÙÑáêæ ãêá ÊãÊÈêæ ààààààààààààààààààààààààààààà àààààààààààààààààààààààààààààààà ¿ °±à  åÏêæÉ ÏêÊÑèêÊ áê ààààààààààààààààààààààààààààà àààààààààààààààààààààààààààààààà ® ±±à  ÃÎê ×ÇäÈ áê ààààààààààààààààààààààààààààà àààààààààààààààààààààààààààààààà ® ²±à  ÇäÓãÑÊêÑÉ ÊÙåä áê ààààààààààààààààààààààààààààà àààààààààààààààààààààààààààààààà ®     ÊåÑêæ ³±         åÙ ÙÇÆäÉ åçÇ      Read the following, then answer the questions below: ÇÓåê ÓÇåêÉ åÍåÏ ÕðÏâê èÃæÇ ÈæÊ ÙåÉ åçÇ ®  ãÇæÊ åçÇ ÕÏêâÉ ×áèäÊê ¬ âÈä ÓáÑçÇ Åäé ÃåÑêãÇ ®  ÃÓãæ åÙ ÙÇÆäÊê áê åÏêæÉ ÇäâÇçÑÉ Èåæ×âÉ ÇäÙÈñÇÓêÉ ®  äê ËäÇË ÃÎàîèÇÊ èÃΠèÇÍÏ èÃæÇ ÇäãÈêÑÉ áêçå ®  ÃæÇ ÇäÂæ ×ÇäÈÉ áê âÓå ÇäÊÇÑêΠÈÌÇåÙÉ Ùîêæ ÔåÓ ÍêË ÃÏÑÓ ÇäÊÇÑêΠÇäåÕÑê ÇäâÏêå ® ±à  åîæ êÊãäå ¿   ²à  ãêá ÊÙÑá åçÇ ¿   ³à  Ãêæ ÊÓãæ ¿ ´à  åæ áê ÃÓÑÊçÇ ¿ µà  áêåî ¨áê åÇÐÇ© çê åÊÎÕÕÉ ¿      ÊåÑêæ ´±        æÔÇ× åÍÇÏËÉ   Bring ÕïèîÑ of your family and/or friends and present them to the class. You may need to use these new words: ÊÙäåèÇ çÐç ÇäãäåÇʺ ÃîΠ  Ì®  ÅÎàòèÉ brother ÃïÎàÊ  Ì®  ÃîÎàîèÇÊ sister    ÊåÑêæ µ±        æÔÇ× ãÊÇÈÉ Draw your own family tree, including all your aunts, uncles, and cousins.