Learn more about the Arabic root system
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| INTRODUCTION |
| Becky: Hi everyone, and welcome back to ArabicPod101.com. This is Lower Intermediate Season 1 Lesson 22 - Are You Doing What You Love in Egypt? Becky Here. |
| Nora: السلام عليكم. I'm Nora. |
| Becky: In this lesson, you’ll learn about the verb root systems 2 and 5. This conversation takes place over the phone. Nadia calls to speak with her father on the phone about school and graduation. |
| Nora: It's between Nadia and her Father. |
| Becky: The speakers are family, so they will be using informal Egyptian Arabic. Okay, let's listen to the conversation. |
| DIALOGUE |
| نادية : ازيك يا بابا ؟ |
| الأب : ازيك يا حبيبتى ! اخبار الجامعة ايه ؟ |
| نادية : تمام . عاجباني المحاضرات الجديدة فى الترم دة . بقضى وقت كتير أوى فى القراية و المذاكرة . |
| الأب: دراسة الطب صعبة بس انا فخور بيكى جدا . انت ذكية جدا و هتتخرجى قريب ان شاء الله . |
| نادية : ممم, اه . |
| الأب: إيه اكتر محاضرة بتحبيها ؟ احياء ولا كيميا ؟ |
| نادية : فى الحقيقة التأليف الموسيقى . انا بحب الموسيقى وقررت انى اخليها كاريري. |
| الأب: مش عايزة تبقي دكتورة ؟ |
| نادية : لا يا بابا انا بحب الموسيقى مش الطب . |
| الأب: بس انت عندك معرفة كبيرة بالعلوم . هتسيبى ده كلة يروح هدر؟ |
| نادية : العلم عمره ما بيروح هدر . يمكن فى يوم من الأيام أدرِس الإتنين الموسيقى و العلوم . |
| الأب : ايوة , أعتقد . حتى لو بقيتى فقيرة على الأقل هاتكونى سعيدة |
| Becky: Listen to the conversation one time slowly. |
| نادية : ازيك يا بابا ؟ |
| الأب : ازيك يا حبيبتى ! اخبار الجامعة ايه ؟ |
| نادية : تمام . عاجباني المحاضرات الجديدة فى الترم دة . بقضى وقت كتير أوى فى القراية و المذاكرة . |
| الأب: دراسة الطب صعبة بس انا فخور بيكى جدا . انت ذكية جدا و هتتخرجى قريب ان شاء الله . |
| نادية : ممم, اه . |
| الأب: إيه اكتر محاضرة بتحبيها ؟ احياء ولا كيميا ؟ |
| نادية : فى الحقيقة التأليف الموسيقى . انا بحب الموسيقى وقررت انى اخليها كاريري. |
| الأب: مش عايزة تبقي دكتورة ؟ |
| نادية : لا يا بابا انا بحب الموسيقى مش الطب . |
| الأب: بس انت عندك معرفة كبيرة بالعلوم . هتسيبى ده كلة يروح هدر؟ |
| نادية : العلم عمره ما بيروح هدر . يمكن فى يوم من الأيام أدرِس الإتنين الموسيقى و العلوم . |
| الأب : ايوة , أعتقد . حتى لو بقيتى فقيرة على الأقل هاتكونى سعيدة |
| Becky: Listen to the conversation with the English translation |
| Nadia: Hi, Father! |
| Father: Hi, Darling! How is school? |
| Nadia: It is good. I love my new classes this semester. I spend a lot of time reading and studying. |
| Father: Studying medicine is difficult but I am very proud of you. You are very smart and you will graduate soon, inshahallah. |
| Nadia: Um, yeah. |
| Father: What is your favorite class? Biology? Chemistry? |
| Nadia: Actually, music composition. I love music and I have decided to make it my career. |
| Father: You do not want to be a doctor? |
| Nadia: No, Father. I love music, not medicine. |
| Father: You have accumulated so much science knowledge. Will you just waste it? |
| Nadia: Knowledge is never wasted. Maybe, someday, I will teach both music and science. |
| Father: Yes, I suppose. If you are poor, at least you will be happy. |
| POST CONVERSATION BANTER |
| Becky: Nora, in the previous lessons we talked about higher education in Egypt. This time, can you tell us something about primary and secondary education in Egypt? |
| Nora: Sure! Compulsory public education in Egypt consists of three levels – primary, preparatory, and secondary. Six years of primary education, three years of preparatory education, and three years of secondary education are required of students. |
| Becky: Do all people actually attend compulsory grades of school? |
| Nora: Unfortunately no. There is a gap between the wealthy and less wealthy classes, and even though the government is trying to get disadvantaged families to cooperate in compulsory education for the welfare of their children, not all of them attend school. |
| Becky: I see. Is there a gap also between women and men? |
| Nora: Well, keep in mind that until the beginning of last century women, weren't even allowed to go to school. |
| Becky: That is, until the 1919 revolution |
| Nora: Right, but after the 1919 revolution, women’s rights started gaining momentum, and freedom of education and voting were added to the constitution, making them indisputable rights for women in Egypt. |
| Becky: What are the Arabic words for "primary,” “preparatory,” and “secondary"? |
| Nora: ابتدائي , إعدادي, ثانوي respectively |
| Becky: Okay, now onto the vocab. |
| VOCAB LIST |
| Becky: Let’s take a look at the vocabulary from this lesson. The first word is.. |
| Nora: المحاضرات [natural native speed] |
| Becky: classes |
| Nora: المحاضرات[slowly - broken down by syllable] |
| Nora: المحاضرات [natural native speed] |
| Becky: Next we have.. |
| Nora: الترم [natural native speed] |
| Becky: the semester, the term |
| Nora: الترم[slowly - broken down by syllable] |
| Nora: الترم [natural native speed] |
| Becky: Next we have.. |
| Nora: القراية [natural native speed] |
| Becky: reading |
| Nora: القراية[slowly - broken down by syllable] |
| Nora: القراية [natural native speed] |
| Becky: Next we have.. |
| Nora: فخور [natural native speed] |
| Becky: proud |
| Nora: فخور[slowly - broken down by syllable] |
| Nora: فخور [natural native speed] |
| Becky: Next we have.. |
| Nora: هتتخرجى [natural native speed] |
| Becky: (you, feminine) will graduate |
| Nora: هتتخرجى[slowly - broken down by syllable] |
| Nora: هتتخرجى [natural native speed] |
| Becky: Next we have.. |
| Nora: قريب [natural native speed] |
| Becky: soon |
| Nora: قريب[slowly - broken down by syllable] |
| Nora: قريب [natural native speed] |
| Becky: Next we have.. |
| Nora: احياء [natural native speed] |
| Becky: biology |
| Nora: احياء[slowly - broken down by syllable] |
| Nora: احياء [natural native speed] |
| Becky: Next we have.. |
| Nora: دكتورة [natural native speed] |
| Becky: female doctor, female professor |
| Nora: دكتورة[slowly - broken down by syllable] |
| Nora: دكتورة [natural native speed] |
| Becky: Last we have.. |
| Nora: على الأقل [natural native speed] |
| Becky: at least |
| Nora: على الأقل[slowly - broken down by syllable] |
| Nora: على الأقل [natural native speed] |
| KEY VOCAB AND PHRASES |
| Becky: Let's have a closer look at the usage of some of the words and phrases from this lesson. The first word is.. |
| Nora: المحاضرات |
| Becky: meaning "classes" |
| Nora: This is the plural form of the word "class,” “lecture", [محاضرة], but in this context it specifically means "college classes,” or “lectures". It comes from the root حضر |
| Becky: which means "to attend." |
| Nora: It refers to college-level courses or academic lectures. For school classes, another word is used, which is "حصة". Listeners, don’t confuse them! |
| Becky: Can you give us an example using this word? |
| Nora: Sure. For example, you can say.. المحاضرات طويلة أوي في الجامعة دي. |
| Becky: ..which means "Classes are really long in this university." Okay, what's the next word? |
| Nora: دكتورة |
| Becky: meaning "doctor", or more specifically “female doctor”. In Arabic, the word "doctor" can be used to refer to two different things – a medical doctor, and a university professor. |
| Nora: The only way you can tell which one someone is talking about is by context. |
| Becky: Is it a loan word? |
| Nora: Yes, but despite that, if you want to use it to refer to a woman, you have to use Arabic rules to feminize it, which in this case is basically just adding a ة at the end of the word. So that makes it doktoor for male, and doktoorah for female. |
| Becky: Can you give us an example using the feminine version of this word? |
| Nora: Sure. For example, you can say.. عايزَة أروح للدكتورَة. |
| Becky: .. which means "I want to go see the doctor." Okay, now onto the lesson focus. |
Lesson focus |
|---|
| Becky: In this lesson, you'll learn more about the Arabic root system. Starting from this lesson, we will introduce the most commonly used Egyptian Arabic verb forms. |
| Nora: We’ll talk about Form 2 and Form 5. |
| Becky: Let’s start with form 2 |
| Nora: in Egyptian Arabic, it’s called فَعّلَ (fáʿʿal/fáʿʿel) |
| Becky: The meaning this form imparts is intensive, causative, declarative, or denominative. |
| Nora: Right. For example, Form 1 خرج means “to go out” and in form 2 خرّج means “to make someone go out, or graduate.” |
| Becky: This was an example of the causative meaning. What’s an example of the intensive version? |
| Nora: An example of the intensive version of form 2 would be جمع, which means "to collect”, or “gather" in form 1. In form 2, جمّع means "to amass,” or “to accumulate." |
| Becky: This verb form is transitive, meaning that it has to have an object. Nora, please give us some more examples. |
| Nora: For example, if form 1 is قتل (‘atal) meaning “to kill”, form 2 is قتّل (‘áttel) |
| Becky: meaning “to massacre”. What’s another example? |
| Nora: If form 1 is (قلل ‘all- “to decrease”), form 2 is قلّل (‘allel) |
| Becky: meaning “to decrease” (transitive) Can you give us an example of a sentence with form 2 of this verb? |
| Nora: Sure, قلل أكلك شوية. |
| Becky: “Decrease your food intake a bit.” |
| Nora: Now let’s see form 5, called اتفَعَّل (etafáʿʿal) |
| Becky:The meaning this form imparts is the reflexive or intensive of form 2. |
| Nora: Right. It is built on form 2 by adding the prefix تـ to the form 2 verb. |
| Becky: Let’s give an example |
| Nora: Let’s take جمع , which means "to collect, gather". In form 5 it becomes اتجمّع |
| Becky: which means "to congregate, to flock together," and is an intensive version of the verb. |
| Nora: In the dialogue, the father tells his daughter that she is going to graduate soon, which is أنت هتتخرجي قريب. |
| Becky: meaning “You will graduate soon.” |
| Nora: hat-etḫarag-y is the future feminine conjugation of this form. The infinitive masculine form of hatetḫaragy is etḫarag اتخَرَّج. Comparing form 5 with form 2, we can see that the fa’’al form of this verb, which is transitive in nature, means “to cause someone to graduate or go out”, while this form means “to graduate”. |
| Becky: Listeners, please check the lesson notes for more examples of the form 5. Finally, remember that not all verbs work in all forms. |
| Nora: Exactly, for example if we use كتب, katab- meaning “write,” we will find that it doesn’t work in form 5, simply because it will end up with a strange incomprehensible meaning. |
| Becky: Some other verbs make sense but are not used often. |
| Nora: For example, “to be increased” اتزَوِّد, and “to be decreased” اتقلِّل. It’s easier to just say “increase” زاد, “decrease” قل in the active form, which is the most commonly used one. Finally, keep in mind that this verb form can’t have an object, unlike the previous form, which is basically just a transitive form of this form. |
| Becky: Let’s wrap up with a couple of sample sentences. |
| Nora: Sure thing. First, a sentence with a verb in form 2 الحُكومَة زَوِّدِت فُرَص العَمَل لِلشَباب. |
| Becky: Which means "The government increased the job opportunities for the youth." |
| Nora: Here is an example with form 5 وَرَق الإجابَة اِتسَلِّم لِلدُكتور. |
| Becky: "The answer sheets were handed over to the professor." |
Outro |
| Becky: Okay, that’s all for this lesson. Thank you for listening, everyone, and we’ll see you next time! Bye! |
| Nora: مع السلامة |
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