The Routledge Introductory Course in Mor

The Routledge Introductory Course in Moroccan Arabic
The Routledge Introductory Course in Moroccan Arabic is ideal for both class-based and
independent learners.
No prior knowledge of Arabic is required, as the course guides you step-by-step
through the essentials of the language. Transliteration is used throughout to provide
learners with an accurate representation of this spoken language while Arabic script
is provided from Part II for those who have prior knowledge of Arabic.
Part I introduces the phonology of Moroccan Arabic allowing you to recognize
and pronounce the sounds unique to Moroccan Arabic. The basic grammar of
Moroccan Arabic is also presented here, ensuring students have a solid foundation on
which to build their communicative skills.
Part II is arranged thematically and equips you with the vocabulary and cultural
information needed to communicate effectively in Morocco in a range of common
situations.
By the end of the course learners will have reached the CEFL A2 level/ACTFL
Intermediate-Mid. Visit the companion website: www.routledge.com/cw/hoogland
Jan Hoogland is Associate Professor of Arabic at Radboud University, The

Netherlands.
The Routledge Introductory Course in
Moroccan Arabic
Jan Hoogland
First published 2018
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
 2018 Jan Hoogland
The right of Jan Hoogland to be identified as author of this work has been
asserted by him in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilized in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in any
information storage or retrieval system, without permission in writing from the
publishers.
Trademark notice: Product or corporate names may be trademarks or registered
trademarks, and are used only for identification and explanation without intent
to infringe.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
A catalog record has been requested for this book
ISBN: 978-1-138-10466-2 (hbk)

ISBN: 978-1-138-10467-9 (pbk)
ISBN: 978-1-315-10210-8 (ebk)
Typeset in Bembo
by Swales & Willis Ltd, Exeter, Devon, UK
Visit the companion website: www.routledge.com/cw/hoogland
Contents
Preface xii
Introduction xiii
Phonology xvii
1 Unmodified characters from the Latin alphabet xvii
2 Modified letters of the Latin alphabet xxii
3 Double consonants xxviii
4 Short vowels xxx
5 The semivowels w and y xxxiii
6 Long vowels a, i, u again xxxiii
7 Stress (accent) xxxvi
8 Other characters xxxvii
Basics 1
Lesson 1 Nouns 2
Lesson 2 Indicating things (this is a . . .) 6
Lesson 3 Sentences without the verb ‘is’ 10
Lesson 4 Asking questions 17
Lesson 5 Negative sentences 21
Lesson 6 Sentences saying ‘This is not . . .’ 24
Lesson 7 Expressing surprise by reversing the word order 28
Lesson 8 Personal pronouns for ‘he’ and ‘she’ 31
Lesson 9 An attribute within the subject 40
Lesson 10 Sentences containing two adjectives 44
Lesson 11 Personal pronouns for ‘I’ and ‘you’ 49
Lesson 12 Sentences containing the preposition ‘in’ 52
Lesson 13 Negating sentences containing ‘in’ 55
Lesson 14 Predicates containing a noun and an adjective 58
Lesson 15 Sentences containing a verb 61
Lesson 16 Negating verbs 65
Lesson 17 Personal pronouns for ‘him’ and ‘her’ 68
vi Contents
Lesson 18 Negating verbs with suffixes 70

Lesson 19 Suffixes for ‘me’ and ‘you’ 74
Lesson 20 Emphasis 77
Lesson 21 Emphasizing the object 79
Lesson 22 The imperative 82
Lesson 23 The demonstrative ‘this’ 84
Lesson 24 The verb ‘to have’ 94
Lesson 25 Negating sentences with the verb ‘to have’ 98
Lesson 26 The indefinite article 102
Lesson 27 The demonstrative ‘that’ 108
Lesson 28 Noun plurals: Irregular plurals 112
Lesson 29 Regular plurals and plurals of adjectives 118
Lesson 30 Adjectives with plural nouns 122
Lesson 31 Sentences with two adjectives 126
Lesson 32 Presenting plural things 128
Lesson 33 Plural personal pronouns 132
Lesson 34 Plural forms of the verb ‘to see’ 135
Lesson 35 Plural suffixes 139
Lesson 36 Suffixes for ‘us’ and ‘you’ 142
Lesson 37 Plural imperative 144
Lesson 38 Plural demonstratives 146
Lesson 39 Plural forms of the verb ‘to have’ 149
Lesson 40 Possessive pronouns 151
Lesson 41 More on the possessive pronouns 153
Personal identification 157

Lesson 42 My name is Muhammad, I am 28 years old 158
Explanation 159
a Kinship terms 159
b Numerals 160
c The participle saken 161
Exercises 161
Contents vii
Lesson 43 I have been in the UK for 3 years 167

Explanation 168
a Numerals 3 to 10, the short form 168
b Since: hadi . . . u . . . 168
c A different version of the suffix ‑i 169
Exercises 170
Lesson 44 What’s your name? How old are you? 173
Explanation 175
a Overview of demonstratives 175
b Asking questions 175
c Kinship terms 176
Exercises 177
Meeting, greeting and saying goodbye 183

Lesson 45 Hello, how are you? 184
Explanation 186
a Greeting 186
b A bit ill, very ill 187
c The present tense 187
Exercises 189
Lesson 46 Let’s go for a drink 197
Explanation 198
a The cohortative 198
b The imperative 198
c Accepting an invitation 199
d Apologizing 200
e Good morning – good evening 200
f kif dayer = how are you? 200
Exercises 201
Lesson 47 Come see my new house 208
Explanation 209
a The verb ‘to eat’ 209
b An imperative with a second verb 210
c tfeđđel = there you go/please 211
d Introducing people to each other 212
Exercises 212
Living, accommodation and houses 217

Lesson 48 This is a fine place to live 218
Explanation 220
a Present tense conjugation of verbs of the type √bḡa/i 220
viii Contents
b Expressing (dis)contentment 221

c Inquiring after (dis)contentment 223
d Two consecutive nouns 224
Exercises 224
Lesson 49 Moroccan houses are different from American ones 229

Explanation 230
a Verbs with short u (ŭ) in the present tense 230
b bħal = like 231
c kŭll = all 232
Exercises 233
Lesson 50 In the old town the buildings are close together 238
Explanation 239
a ‘It is possible that . . .’ 239
b The present tense of the verb ‘to be’ 241
c When not to use ka-/ta- 242
d Numerals 11 to 100 242
Exercises 244
Food and drink 249

Lesson 51 Moroccans eat 4 times a day 250
Explanation 252
a Relative clauses 252
b kayen 254
c Sometimes, often, occasionally, . . . times 255
Exercises 256
Lesson 52 Tajine and couscous: Typical Moroccan dishes 264

Explanation 266
a The verb ‘to take’ 266
b ši 267
c xeṣṣ-. . . = to have to 267
d Giving instructions 269
e Requests 269
Exercises 269
Lesson 53 Eat some more! . . . No thank you, I am full up 275

Explanation 277
a The present tense of verbs of the type √da/ir 277
b t adapting to the following consonant 278
c šnu = what 279
d Expressing pleasure 280
Exercises 280
Contents ix
Language learning and language problems 285

Lesson 54 Where did you learn Arabic? 286
Explanation 288
a Present tense conjugation of verbs of the type √qṟa/a 288
b The present tense of the verb √qa/ul = to say 289
c The future tense 289
d Expressing surprise 290
Exercises 291
Lesson 55 Moroccans in the USA should learn English 297
Explanation 298
a The past tense of the verb √ka/un 298
b A continuous or repeated action in the past 300
c Present tense of verbs with identical second and third radicals 301
Exercises 302
Lesson 56 In Morocco we speak Arabic, Berber and French 308
Explanation 309
a Words derived from geographical names 309
b The active participle 311
c Long forms of prepositions f‑, b‑ and l‑ 313
d (Dis)agreeing with someone 314
Exercises 314
Education 323
Lesson 57 A history lesson in a Moroccan classroom 324
Explanation 326
a The past tense of verbs with 3 consonant radicals 326
b Past tense with present meaning 327
c Correcting a wrong answer 327
d Remembering and forgetting 328
e Being able to do something 329
Exercises 330
Lesson 58 In the country not all children go to school 340
Explanation 341
a The conditional sentence with ila 341
b Several verbs in sequence 342
c Moroccan syntax 344
Exercises 347
Lesson 59 It’s difficult to teach Arabic in the UK 355
Explanation 357
a Plurals that are grammatically treated as feminine singular 357
x Contents
b A special form of the number 2 358

c To say, think, know, etc. that (belli) . . . 359
d Stating an opinion 360
Exercises 361
Work and jobs 373

Lesson 60 I don’t enjoy my job 374
Explanation 376
a Asking about (dis)pleasure 376
b Accepting an apology 377
c The days of the week 377
d Time 378
Exercises 380
Lesson 61 Jobs and old crafts in Morocco 390
Explanation 392
a lli as a compound relative pronoun 392
b Past tense of weak verbs 393
c Jobs 394
d Still/not yet: baqi, ma‑zal 395
Exercises 397
Lesson 62 Fez is the city of the old crafts 406
Explanation 408
a Overview of different types of verbs 408
b Form II of the verb 412
c fayn as a relative pronoun 414
d Nouns derived from verbs (verbal nouns) 415
e The suffix for ‘him’ again 416
Exercises 417
Illness, health and healthcare 423

Lesson 63 Doctor, my stomach hurts 424
Explanation 428
a If the antecedent is not the subject of the relative clause 428
b Asking about and expressing (un)certainty 430
c Expressing fear/worry 430
d There’s no need 432
Exercises 432
Lesson 64 Doctors, specialists and other health workers 438
Explanation 440
a ṟa‑. . . as a presenting or accentuating particle 440
b The passive participle 441
Contents xi
c Elements of storytelling 442

d Derived forms – part 2 443
Exercises 450
Lesson 65 In a Moroccan hospital 455
Explanation 457
a Comparative and superlative 457
b Auxiliary verbs 458
c Participles of the derived forms 460
Exercises 461
Key 467
Index of English grammatical concepts 517
Vocabulary English-Moroccan 522
Vocabulary Moroccan-English 532
Listening texts of Lessons 42–65 written in Arabic script 542
Preface
The first version of this course was started back in 1983. The Faculty of Arts of the
University of Nijmegen provided the Department of Languages and Cultures of the
Middle East with the means to compile this syllabus. My colleague Roel Otten, of
the Department of Eastern Languages and Cultures at the University of Utrecht,
proved an indispensable sounding board and source of information at this stage. A
preliminary version of the material was used for a long time to teach Moroccan at
the universities of Nijmegen and Utrecht.
After many years, we filled an existing need by creating an expanded and improved
version in book form. By using the book and the audio materials, it became possible
for the individual student to study Moroccan without a teacher.
In the year 2014 I came to the conclusion an English translation might cater for the
needs of speakers of other languages to learn Moroccan Arabic. The fact that there was as
yet no course in Moroccan Arabic aiming at oral proficiency written in the English lan-
guage contributed to the decision to translate my course into English. Tressy Arts turned
out to be the indispensable multilingual person combining the knowledge of the three
languages involved: Moroccan Arabic, Dutch and English. It is with great pride that I thank
this former student of mine for the enormous effort she made to finish the translation.
In the creation of this book, indispensable contributions were provided by several
colleagues and informants. First I’d like to mention the members of the supervisory
committee at the time,Wil Knibbeler, Jan Peters, Kees Versteegh and Jos Willems. Leila
Abdelkrim, Mohamed Ajbilou, Othman Benammar, Khadija Benkina, Moustafa
Elkoundi, Rachida Mezjan, Mohamed Moumen and Zakia Tahri proved indispensa-
ble as informants and/or recorders of the audio materials. Annemiek Hendrickx
helped systematically entering the data into the computer.
I’d like to also thank my colleagues Anita van Duyn, Louis Boumans and Roel
Otten, who proofread all the material in its final stage. Most of their remarks and sug-
gestions have been incorporated in the final version. They pointed out some mistakes
and inconsistencies, improving the book’s usefulness. Any remaining errors are mine.
I hope this course of Moroccan Arabic will contribute to a better mutual understanding,
both in situations in which Moroccans have migrated to other countries and people have
become interested in the original language of those immigrants, and in the situation of
foreigners visiting Morocco or living there and wanting to communicate with Moroccans.
Finally I would like to express the hope and expectation that young people with a
Moroccan background who are living outside Morocco will be enabled by this book to
reach a certain level of competence in the language of (the country of) their ancestors.
Leidschendam, 2017
Introduction
This basic Moroccan language course aims to train you in speaking and understand-
ing the Moroccan Arabic dialect. From now on, we will refer to this as ‘Moroccan’.
You might already know that the Moroccan language has regional differences (in
addition to Berber languages and dialects). The Moroccan you will learn in this
course is roughly the dialect of the area around the large cities of Rabat, Meknès and
Fez, which we could call Standard Moroccan Arabic. This is the language you hear
on the radio and on television, when people don’t speak Modern Standard Arabic
(MSA, Morocco’s official language). This variety of Moroccan should serve you all
over Morocco, unless you are in an area where only Berber is spoken.
After finishing this course, you should be able to conduct a simple conversation
about everyday subjects in Moroccan. It’s always hard to describe language ability in
concrete terms, but you should be able to make statements, ask questions and properly
communicate with Moroccans about everyday subjects like food and drink, living and
houses, school and education, personal identification and family situation, etc. You
will also be able to understand a Moroccan conversation partner who does their best
to speak clearly. In terms of the Common European Framework, you should end up
at about A2-level.
Because of the large difference between English and Moroccan, getting to this level
is no mean feat, especially if at the start of the course you had no prior knowledge of
Moroccan or Arabic.
Next, you may wonder how much time all this will take you. This of course
depends on several factors, like your ‘feeling’ for the language. In principle, you should
be able to work through the entire course in 240 hours, in such a way that at the end
you are indeed able to have that simple conversation. Those 240 hours include time
for reading, practicing with the audio files, doing written exercises and learning the
vocabulary.
For students with prior knowledge of another variety of Arabic, the time required
may be significantly less, maybe as little as half.
Glancing through the book, you will immediately notice that it doesn’t use the
Arabic script, but that Moroccan is written using Latin characters. The motivation for
this you will find in the introduction to the phonology.
The course consists of two parts, with the division between lessons 41 and 42. The
first part (up to lesson 41) first of all contains the phonology of Moroccan. In this part,
you will learn to recognise and pronounce all the sounds Moroccan has. This section
is important for both the student who is already familiar with Arabic (a different dia-
lect, or MSA), and the student who has never learnt any Arabic before.The phonology
xiv Introduction
is sometimes a bit theoretical in nature, but usually you need only read through the
theoretical fragments, and then concentrate on listening to and pronouncing the
Moroccan words in the exercises. The theoretical fragments are indicated by a vertical
line in the margin.
In addition, this first part contains 41 lessons that mostly teach you the grammatical
base structures of Moroccan. In this section we deliberately practice the basic structures
with a limited number of words, allowing you to concentrate on the grammar, which
is the focus in this part of the course. This means that these 41 lessons contain com-
paratively much grammar and few new words.We did, however, try to always make the
exercises communicative, meaning that every sentence in the exercises contains a mes-
sage. You don’t just convert a sentence into another sentence, but you are provided
with information that you must use when formulating an answer or response. This
information might consist of a word in English or Moroccan, or a picture or symbol.
The time needed to properly work through this first part of the course is about
30 per cent of the total time.
The second part (starting with lesson 42) is constructed differently. Each lesson
contains a significant addition to the vocabulary, and is aimed more at practical lan-
guage use. In addition to grammar, we will discuss notions and functions (see the
explanation several paragraphs down) in these lessons. The words are linked to eight
content themes: personal identification; meeting, greeting and saying goodbye; food
and drink; living, accommodation and houses; language learning and language prob-
lems; education; work and jobs; illness, health and healthcare. These themes are
discussed in eight blocks of three lessons each. These lessons only have the content
theme in common, other than that each lesson is its own separate unit. At the end of
the course, you will have learnt about a thousand Moroccan words.
As for a dictionary of Moroccan Arabic, we suggest the dictionaries English-
Moroccan and Moroccan-English by Richard S. Harrel (Georgetown University
Press, 1966). Note that the transcription system of these dictionaries differs from the
system used in this course.
Home study
The course has been designed to enable students to work through it without a teacher,
with the aid of the audio material. The grammar, notions and functions are explained
explicitly and elaborately, so you shouldn’t be left with any questions after studying them.
For students with prior knowledge of Arabic the explanations may seem a bit long-
winded. But do spend enough time on the accompanying exercises. Recognizing a
grammatical construction is not the same as being able to use it actively in practice.
Introduction xv
As tests, and to encourage active participation when reading the explanation, there
are regular questions within the explanations. Often they are followed by a sentence
like: don’t read on until you have answered this question. This is to encourage you
to think about the previous matter. We would recommend using this option for
‘active learning’. Subscript numbers indicate where you can find the correct answer
in the key.
A notional‑functional approach
Above we mentioned notions and functions. Together with the grammatical struc-
tures, they form the ‘framework’ of the course. To give you an idea of notions and
functions, here are some examples:
Notions indicate concepts like: all/every/any/whole, sometimes/often/
occasionally/x times, the same as . . .
Functions are used to achieve things with other people, like expressing (dis)pleas-
ure, making a request, introducing people, etc.
These two categories are mostly aimed at communication skills, that is, speaking
to achieve something: having someone else understand you, or do what you would
like them to do.
Exercise manual
Many exercises are aimed at speaking skills. We have included a communicative

element in as many exercises as possible, i.e. the sentences in the exercise contain a
message.
It is not recommended to do the exercises without knowing what the words mean.
The exercises are not just to help you understand and use the grammar, but also to
learn to actively use Moroccan. The more you listen to the exercises and the texts, the
better you will remember the words.
You also need to realise that Moroccan is exclusively a spoken language. The writ-
ing is only an aid. So it’s important that you don’t write the ‘solutions’ next to the
exercises and then read them out loud. The exercises are intended to imitate com-
municative situations, and during communication you can’t sit down and puzzle
things out in writing, you need to respond immediately.
In a limited amount of exercises, it will be useful to write some things down. This
will be indicated, for example by an underlined blank space, which means you need
to fill something in.
xvi Introduction
Working with the sound files
This symbol indicates this exercise has a sound file. The sound files can be down-
loaded from the website mentioned at the front of the book. (www.routledge.com/
cw/hoogland)
Some exercises are only included in a sound file for correction.You may have done
an exercise in the book, and to check it, you listen to the exercise. You can also use
those exercises as listening exercises by listening without opening the book.
Other exercises require some more active effort. Those are the so-called stimulus-
response exercises. In those, you will hear something (a stimulus), and should respond
to that (with a response). Usually those exercises imitate a dialogue. You have to
answer a question, or respond in a different way, for example by accepting or declin-
ing an invitation, or to give the reason you do or do not want to do something, etc.
The best way to go about these is as follows: listen to the stimulus and stop the
player. Use the pause to actually say something. Then when you restart the player, you
will hear the right response, recorded by a Moroccan native speaker. If you don’t stop
the player, and don’t say something in response yourself, you miss a good opportunity
to practice.The ideal response by the native speaker is intended as a check, to compare
with what you just said yourself. If you want, you can repeat the ideal response after
it’s been pronounced by the native speaker.
So in summary:
stimulus response ideal response repetition

voice on player student voice on player student
If you have access to a device that lets you record your own voice in addition to the
voice of the native speaker, the best option is to listen to the entire exercise a second
time, so including what you recorded during the first round. Listen to your response
very critically, comparing it to the ideal response of the native speaker. During this
second round, also pay attention to pronunciation, stress, etc., since you will probably
have focussed on checking the vocabulary and conjugations during the first round.
Note that there are exercises where you are advised to do the exercise with your
book closed, so using only your hearing. It is important that you follow that instruc-
tion: it’s the best imitation of real life, where your conversation partner won’t offer
you their lines on paper before they speak either.
The exercises that are not included in the audio files you can check using the key. The
best way to go about this is as follows: record the sentences that you make on a recording
device, and then play them while you check in the key if you have made the right sentence.
To conclude, I hope you will enjoy learning Moroccan with this course, and wish
you every success.
Jan Hoogland
Phonology
Before we get started on Moroccan grammar, we will introduce the sounds of the
language. But before we do that, we need to discuss the way Moroccan is written in
this course.
When Moroccans write, it is usually in the official written language, Classical
Arabic, which in its modern form is also called Modern Standard Arabic.
The Moroccan dialect is the language of informal (oral) communication. Writing
it is taboo, though it does happen occasionally. People then write Moroccan using the
Arabic script. For didactic reasons, we will in this course use the Latin alphabet,
adapted by adding some modified letters, to render Moroccan.
1 Unmodified characters from the Latin alphabet
1.a The vowels

Moroccan has three long vowels: a, i, u. Long here means that they are pronounced
about as long as the a in English ‘father’. At first, we will only give one pronunciation
for each of the three long vowels.
a This long vowel, when used within a word, is usually pronounced like the a of
English ‘bad’.
i This long vowel, in all positions, is usually pronounced like the ee in English
‘cheese’.
u This long vowel, at the start and the middle of a word, is usually pronounced like
the oo in ‘choose’.
Moroccan also has two short vowels. We will only name one here, because the ŭ will
be discussed later on.
e This short vowel is usually pronounced like the e in English ‘daughter’. This
vowel never occurs at the end of a word or even a syllable.
xviii Phonology
1.b Consonants pronounced like in English

The pronunciation of b, d, f, g, h, k, l, m, n, p, s, w, y, z is about the same as in
English. The p only occurs in loan words. Note the following comments:
1 l is articulated with the tip of the tongue against the front palate and with the
tongue in a middle position. So not like in bell, but like in lip.
2 w is articulated with both lips, so not with the bottom lip against the top teeth.
3 All consonants may be duplicated, meaning they last twice as long (compare
English ‘unnecessary’) (For more information see 3: ‘Double consonants’.)
Exercise 1
Listen carefully to the words below. They don’t contain any extraordinary characters
or sounds.
There is no need for you to learn the meanings; these words have been chosen for
their sounds, not their meanings.
mal possession dun without

pil (electric) torch hak take!
kul eat! smid porridge
ban he appeared bul urinate!
lil night zal he stopped
bus kiss! bik with you
kas (drinking) glass wad river
rif Rif
Exercise 2
Now pronounce the Moroccan words below.
Try to pronounce the word first, then listen to the sound file for correction, then
repeat the speaker in the sound file.
bal mind mus knife

dik that nam he slept
mul owner wil bad luck
lam he reproached fut go past!
fik in you
Phonology xix
Exercise 3: g
Pronounce:
gal he (has) said

figig Figuig (town in the south east of Morocco)
gid shackle
gdam heels
dgig flour
1.c Consonants pronounced differently than in English

q, r, t, x are not pronounced as in English.
q is a sound which is comparable to k, but it’s not articulated against the palate (like
the ‘normal’ k is), but against the uvula (further back in the throat, see Figure 1).
You can find the right place of articulation by doing the following exercise:
Say ‘ki ka ku’ and note how the place of articulation (where the back of the tongue
touches the palate) moves further and further toward the uvula; one step further
and you say qu. (To feel where your uvula is, you can gurgle – you use your uvula
for that.)
r is articulated with the tongue against the front palate, like in Spanish.
t is an English t, followed by a short s-sound (but if the t is before an n or l, it
doesn’t get that short s-sound).
x is pronounced like the ch in Scottish ‘loch’.
1 lips b, ƀ, m, w
2 upper teeth f
3 front palate t, ŧ, d, đ, s, ṣ, z, ƶ, n, l, ƚ, r, ṟ
4 hard palate š, ž, y
5 soft palate k, g
6 uvula q, x, ḡ
7 pharynx ħ, ɛ
8 glottis ,’ h
Figure 1 The articulatory organs and the consonants made with them
xx Phonology
Exercise 4: g-q
Listen to the difference between:
gul say! (rural dialect)

qul say! (urban dialect)
Variant pronunciation of the vowels

The line in the margin indicates that this part can be seen as ‘extra information’.
Reading it once is enough.
In Exercise 4 you don’t just hear a difference between the two starting consonants,
but also between the two vowels. This is because the q influences the pronunciation
of any adjacent vowel: the u in qul sounds different from the u in gul. In other words,
vowels get a different pronunciation if there is a q next to them. After a q the vowel
is more open, that is, with the mouth further open. The sound moves into the direc-
tion of ‘o’ as in ‘open’. When you pronounce an ‘o’, your mouth is more open than
when you pronounce an ‘u’. Some people call this a ‘darker’ variant.
Up to here we have only seen the vowels u, a and i in the middle of words. In the
next exercise u, a and i occur at the end of the word. The vowels a and u then change
their pronunciation.
i usually sounds the same at the end or in the middle of a word.

a when at the beginning or end of a word is pronounced in a more open way:
more like a in English ‘father’.
u at the end of a word is pronounced in a more open way, going in the direction
of ‘o’.
If these long vowels are at the end of a word, they are shorter than at the beginning
or in the middle of a word. At the end of a word, they don’t last as long as English
‘load’ but are more like English ‘no’.
Exercise 5: q
Pronounce:
qal he said
dqiqa minute
qum get up!
daqu they tasted
baqi still
qiqani extra
Phonology xxi
Exercise 6: k-q
Pronounce (mind the contrast between k and q):
kal he ate fiq wake up!

qal he said fluka boat
kas drinking glass fluqa mess (pl.)
qas he measured kelb dog
fik in you qelb heart
Pairs like qal‑kal and kas‑qas really only differ in one point (the small difference in
the sound of the vowels is just a consequence of the difference k‑q). Differentiating
the two starting consonants (in this case k‑q) results in two different words with dif-
ferent meanings. Pairs like that are useful to illustrate the difference between two
sounds, and they also illustrate what the consequence is of pronouncing a word
wrong: you then say an entirely different word with a very different meaning.†
†
In the back of this book is a ‘key’. There you will find the answers to questions like this. The
number of the question corresponds to the number in the key.
Exercise 7: t
Pronounce:
tut mulberries
bit room How is it different from English ‘bit’?
tebda you start
kliti you ate
If t is followed by l or n, the short s-sound after the t is usually not pronounced.
Exercise 8
Pronounce:
tla he recited (the Koran)

tlata three
tnin two
x This sound has a similar effect on the surrounding vowels as q: they become a
bit ‘darker’.
xxii Phonology
Exercise 9: x
Pronounce:
xali my uncle
xuxa peach
dxŭl enter!
sxun hot
y For now we will only look at y before or after a long vowel, just as with w.
Exercise 10: y
Pronounce:
yas myrtle (shrub)

buya my father
atay tea
2 Modified letters of the Latin alphabet
Because Moroccan has 31 consonants, the Latin script is insufficient: we need to

modify letters to create extra ones.
2.a Modification of consonants by ˇ (over letter)

The modification sign ˇ is used with just two letters:
š is pronounced like sh in ‘ship’.

ž is pronounced like j in ‘jury’.
Exercise 11: š and ž

Pronounce:
rsem act sabab cause

ršem he marked šabab youth
Phonology xxiii
zad provisions žbel mountain

žad fifth lunar month xrez he suffocated
zbel rubbish xrež he went out
Now replace the letters in italics in the words below by the characters we have just
learnt:
ship jury stowage bushel journal Jean lush George
2.b Modification of consonants by – (dash through letter)

ḡ is like the sound of the r in French ‘Paris’. This consonant affects adjacent vowels
in the same way as we described for q above (a slightly more open pronunciation
of the vowels).
ḡ, together with q and x, forms the group of the uvular consonants.
Exercise 12: g-ḡ

Pronounce (mind the contrast!):
gul say! frag crowds

ḡul monster fraḡ emptiness
baga payment gadi raging
baḡa bakelite ḡadi going
In other consonants, a dash through the letter indicates an articulation involving the
pharynx, the part of the throat between the root of the tongue and the larynx (see
Figure 1). In English the pharynx isn’t used to make distinctive consonants, but in
Moroccan the pharynx is important. Use your muscles to slightly contract it.
The following two consonants are produced with the pharynx alone; so they are
pharyngeal consonants, or throat consonants.
ħ is a voiceless fricative that you produce by squeezing air through a slightly nar-
rowed pharynx. It sounds like h at the start of the English word ‘huge’.
ɛ is a voiced fricative (so vibrating the vocal cords), that otherwise is made like ħ.
The ɛ sounds like an a to the untrained ear, but it’s definitely a consonant, not a
vowel!
xxiv Phonology
Exercise 13: ħ and ɛ

ħali current ɛin eye

ɛali high ħut fish
ħin when ɛud wood
Exercise 14: ħ and h

Pronounce:
ħdaya beside me šriha buy her!

hdaya guidance buħ reveal!
šriħa dried figs buh his father
The so-called pharyngealised consonants (‘dull consonants’) ƀ, đ, ƚ, ƀ, ṃ, ṟ, ṣ, ŧ, ƶ are

articulated in the same way as the ‘normal’ b, d, l, m, r, s, t, z, except that involve-
ment of the pharynx is added to the ‘normal’ pronunciation. They are also called
‘emphatic r, t, d’ etc.
Because the muscles in the pharynx are slightly tensed, the place of articulation (for
example the place where the tongue touches the teeth or the palate) automatically moves
a bit backward (‘throatward’) compared to the ‘normal’ (unpharyngealised) consonant.
All this results in the consonant sounding duller and darker. So you could also call
them ‘dull’ consonants.
Pharyngealisation only occurs in consonants. However, the vowels before or after
such a consonant are affected: they sound more open, ‘dull and dark’. The correct
pronunciation of the consonants should lead automatically to the correct ‘timbre’ for
the vowels, because of the position of the mouth.
ŧ is a ‘dull’ (pharyngealised) t, though without the short sibilant.
Exercise 15: t-ŧ

tab he repented ŧub flagstone

ŧab he cooked ħit when
tub cloth ħiŧ wall
đ is a ‘dull’ (pharyngealised) d.
Phonology xxv
Exercise 16: d-đ

dar he did đim care

đaṟ he turned ndir I do
din faith nđiṟ copy
ṣ is a ‘dull’ (pharyngealised) s.
Exercise 17: s-ṣ

sif sword seff he sniffed

ṣif summer ṣeff row
snan teeth sħab clouds
ṣnan armpit smell ṣħab friends
ƶ is a ‘dull’ (pharyngealised) z.
Exercise 18: z-ƶ

zina decoration ṟƶana seriousness

ƶina dozen rezza being prejudiced
rzama wooden hammer ṟeƶƶa turban
ṟ is a ‘dull’ (pharyngealised) rolling r. The difference between the ‘normal’ r and

the ‘dull’ r is hard for the unpracticed ear to notice. It’s also hard to distinguish
them when speaking. Therefore the dull r may well be the hardest of the dull
(pharyngealised) consonants.
Exercise 19: r-ṟ

bra he shone ħžeṟ rocks

bṟa he healed ɛger infertility
ħžer lap ɛgeṟ he hurt
xxvi Phonology
ƀ, ṃ and ƚ When one of the dull (pharyngealised) consonants mentioned above (not the
throat consonants ħ and ɛ!) occur in a word together with a b, m or l, the latter
three consonants are automatically pronounced in a ‘dull’ (pharyngealised) way.
It is very rare that these are dull (pharyngealised) of their own accord, without
the presence of other dull consonants. In those rare cases, we write ƀ, ṃ, ƚ.
If b, m and l are pharyngealised under the influence of other consonants, we don’t
write a dash through them.
For example:
ƚƚah Allah (l that’s dull of itself so ƚ)

buƚa lamp (Idem)
but:
ŧebla table (Under the influence of ŧ, the b and l are pronounced dully as
well, but we write b and l without dashes.)
kebbuŧ overcoat (Idem; the two bs are pronounced dully.)
Exercise 20
Pronounce:
bula pee
buƚa lamp (An l that is dull of itself can indicate a difference in meaning
from the ‘normal’ l.)
Note that in the latter word the b has a dull (pharyngealised) pronunciation, under
the influence of the ƚ.
So the two words bula and buƚa are different in two places. But under the influ-
ence of the two dull (pharyngealised) consonants in buƚa the two vowels u and a are
‘coloured’ as well, so actually the two words are different in four places.
2.c Modification of consonants by ̑ (arch over letter)

This sign indicates that you should round your lips (like when you pronounce u)
when pronouncing the consonant written underneath. This rounding of the lips
hardly ever differentiates meaning. That means that there is little chance that you
would say two different words with different meanings by rounding or not rounding
your lips. The sign ̑ is used in the sounds b́, ḱ, , ẋ.
Phonology xxvii
To practice the pronunciation, pronounce the English word ‘coo’. Note how your
lips are already rounded when pronouncing the c, in anticipation of the oo. Again
round your lips, say a c (like you are about to say ‘coo’), but immediately after pro-
nouncing c put your lips back in their normal position and pronounce ee: ḱee.
Exercise 21 (no audio file)

Pronounce consecutively:
moo b́eet
ay cool
boot ḱarl
Exercise 22
Listen and repeat:
i mother
b́b́a father
Exercise 23
Listen and repeat:
ḱbaṟ large ones

ẋṟa other one
Exercise 24
Pronounce:
kbal corn cobs xṟa faeces

ḱbaṟ large ones ẋṟa other one
2.d The glottal stop (hamzah)

’ In our set of consonants we are still missing a sign for the so-called glottal stop.
We will use the sign ’ (an apostrophe) for this. The glottal stop is a consonant
that entered Moroccan from Classical Arabic via loan words.
xxviii Phonology
What is this sound exactly? If you close your vocal cords (hold your breath), build
some breath pressure in your chest and then release your vocal cords, you hear a small
pop-like sound in your throat as the air escapes.
This sound is often used in English, though it isn’t an official letter. You hear it
when a Cockney pronounces ‘bottle’ (bo’’le), or when you carefully pronounce
‘co-ordination’. It can also be pronounced at the start of ‘apple’.
Exercise 25 (no audio file)

Let’s pretend we’re Cockneys and pronounce the following words with the t replaced
by a ‘:
shuttle
shu’’le
cat
ca’
later
la’er
Exercise 26
Now practice pronouncing Moroccan words:
ṟa’is ’anba’ (glottal stop after the

second a)
kana’is
’aṟa’ (idem)
’usṟa
’iŧaṟ
ɛa’ḭla (ḭ is a short ee-sound, will
be explained further on)
Note that the glottal stop can occur at the end of a word: it is a proper consonant.
3 Double consonants
We briefly mentioned the occurrence of double consonants before (there are no

double vowels in Moroccan). We have already seen some words with double conso-
nants in the previous exercises:
Phonology xxix
seff ṟeƶƶa
ṣeff i
rezza b́b́a
In Moroccan, all consonants, regardless of their position in the word, can occur doubled.
A double consonant can make a big difference in the meaning of a word. That’s why
we will discuss this in some depth. A consonant being double means that there is twice
as much time between the start and the end of the consonant than when it’s single.
Exercise 27
Pronounce:
nas people đaṟ house

nnas the people đđaṟ the house
tani second ṣif summer
ttani the second ṣṣif the summer
dak that lħem meat
ddak he took you llħem the meat
There are plosive consonants (e.g. b, d, t) and non-plosive consonants (r, s). Plosive
consonants really only take a fraction of a second to pronounce and end in a sort of
explosive sound. Non-plosive consonants you can keep pronouncing for seconds;
when pronouncing plosive consonants you can wait a moment between the onset and
the proper explosion.
Exercise 28
Pronounce:
šlala rinsing bqa he stayed

šellala basket beqqa he made stay
šta rain ṟɛa he grazed
šetta he spent the winter ṟeɛɛa he made graze
ṣƚa ritual prayer dxel he entered
ṣeƚƚa he performed the ritual prayer dexxel he made enter
xxx Phonology
Exercise 29
Pronounce:
flet he escaped ħeqq truth
flett I escaped ṣṣeff the row
ħeŧŧ he put ṣṣeħħ the truth
yedd hand ddemm the blood
What is the difference between tt (in flett) and ŧŧ (in ħeŧŧ)?2
4 Short vowels
e The most common short vowel is e, which you have encountered regularly by
now. In paragraph 1.a. we only mentioned one sound variant of e. But if you
have been listening carefully, you will have heard some other sound variants of
the same short vowel in the last exercise (Exercise 29).
Exercise 30
Listen carefully to the following words, trying to hear the different sound variants
of e:
đeṟt I turned ħeṟt the ploughing

ṣeff row weld boy
lqent corner lewwa he turned
xenša sack yedd hand
ḡenna he sang beyyen he explained
ɛemmi my uncle
Listening to these words, you hear the following:
1 The uvular consonants x, ḡ, q, and often the dull consonants as well, make an
adjoining e sound more open, like the short vowel in ‘but’.
2 The throat consonants take the aforementioned effect (of making e sound more
open) even further, making it sound like a short version of the a in ‘large’.
Phonology xxxi
3 e in the vicinity of w sounds like the short vowel oo in ‘crook’.

4 e in the vicinity of y sounds like the short vowel ea in ‘peat’.
Note
When e sits between a throat consonant and w, it is the throat consonant that deter-
mines the pronunciation of e:
ɛewwež he twisted (e sounds like a)

ħewli ram (e sounds like a)
Note
When e sits between a throat consonant and y, it’s the throat consonant that deter-
mines the pronunciation of e:
ɛeyn (e sounds like a)
The following rules are very important:
− The combination ew can also be pronounced as a long oo:

šhewtu (šhutu) his desire
mewɛid (muɛid) appointment
žewwɛu (žuwɛu) they starved
− The combinations ye and ey can also be pronounced as a long ee:

yedd (idd) hand
yekteb (ikteb) he writes
zeyyfu (ziyfu) they wiped
lħeytu (lħitu) his beard
So the pronunciation of e strongly depends on its surroundings. But there are more
peculiarities to e:
1 e only occurs in a limited number of positions in the word:

− e never occurs at the start of a word;
− e never occurs at the end of a word;
− e never occurs at the end of a syllable.
xxxii Phonology
(All this as opposed to the long vowels a, i, u that can occur at any position in the
word).
2 e is unstable, meaning that this vowel:
− sometimes isn’t pronounced:
sett snin (stt snin) six years
− can be expelled, e.g.:
xerrež he removed
xerržu he removed him
Can you think of a reason for this expulsion of e?3
− can change places, e.g.:

kteb he wrote
ketbat she wrote
Can you think of a reason for this e changing places?4

In these aspects, e is again different from the three long vowels a, i, u. Those are
always pronounced, are never expelled and never change places.
That’s why we call e ‘the unstable vowel e’, as opposed to the stable a, i, u.
Moroccan has a second unstable short vowel: ŭ (called the ‘short u’).
There are only two varieties of pronunciation:
− A slightly open short vowel, going towards o in ‘lorry’. This variety occurs in the
vicinity of uvular, dull (pharyngealised) or throat (pharyngeal) consonants.
− A proper u-sound like the short u in ‘put’, when near other consonants.
The ŭ isn’t as variable in its pronunciation as e is, simply because it doesn’t occur near
a w or y (we write ŭw and wŭ as ew or we – see above).
Unstable short vowel ŭ is as limited in its occurrence as e is: never at the end or
beginning of a word or at the end of a syllable. Regarding the instability, we can say that:
− some speakers say ŭ where others say e:

speaker A yeskŭn he lives
speaker B yesken he lives
− ŭ can change places under certain circumstances (but then takes the shape of e), e.g.:
Phonology xxxiii
xrŭž go outside!
xeržu go outside! (to more people)
In this example ŭ is clearly bound to its spot between r and ž. If the short vowel needs
to jump to the spot between x and r, ŭ changes into e.
Moroccan speakers also use a lot of loanwords from Modern Standard Arabic. To
be able to write those words unambiguously, we need to add two more vowels to our
alphabet:
ḭ (the short e from ‘mete’)

ă (the short u from ‘up’)
5 The semivowels w and y
w and y can be pronounced as vowels when they occur at the start of a word, before
a consonant. In this position w and y are pronounced as ŭ (a short u), or ḭ (a short ee)
respectively, e.g.:
wled (ŭled)
ybes (ḭbes)
6 Long vowels a, i, u again
In several places in the previous pages we referred to the different pronunciation vari-
ants of the long vowels.To be complete, we will list all variants here, with a description
of when they occur.
Listen especially carefully to the examples in the following exercises.
Exercise 31
The long vowel a
a at the start of a word:

amin amen
a at the end of a word:
dima always
a in the middle of a word, sounds like:
xxxiv Phonology
1 near uvular consonants:

xal uncle
qam he got up
2 near throat consonants:
ɛam year
3 with dull consonants:
ṣam he fasted
4 with other consonants:
lam he reproved
Exercise 32
The long vowel u
u at the beginning of a word:

uhiya and she
u at the end of a word:
lamu they reproved
u in the middle of a word sounds like:

1 with dull consonants:
ṣum fast!
2 with q:
qum get up!
3 with other uvular consonants:
ḡul monster
4 with throat consonants:
ɛum swim!
5 with other consonants:
num sleep!
With some speakers this tends towards the u in ‘huge’ when pronounced by a Scottish
speaker, or the ue in French ‘rue’.
Phonology xxxv
Exercise 33
The long vowel i
i at the beginning of a word:

iŧaṟ frame
i at the end of a word:
đaṟi my house
žeddi my grandfather
i in the middle of a word sounds like:
1 With uvular, dull, and throat consonants:

xil horse
qim make (tea)!
ħin if
ŧin clay
2 With other consonants:
lil night
This may all seem rather complex and hard to remember, but you don’t really need
to remember all this, since most of these pronunciation variants will automatically be
realised when you pronounce the surrounding consonants correctly: if your mouth is
in the right position to pronounce a consonant, you will automatically pronounce the
adjacent vowel correctly.
The next exercise aims to teach you to avoid two common mistakes: a u at the end
of the word that sounds too much like an oo, and an a in the middle of the word
that sounds too much like the a in ‘father’ rather than the a in ‘bad’.
Keep in mind that long vowels at the end of the word are shortened.
Exercise 34
Pronounce:
žaṟu (with end-u that is slightly more open)

damu (idem)
xxxvi Phonology
qalulu (idem)
nam (with a as in ‘bad’)
kal (idem)
ban (idem)
What we have said here about pronunciation variants applies to most of the Moroccan
language. However, local dialects may differ slightly.
7 Stress (accent)
We haven’t yet discussed the stress (accent). The stress does not influence the
meaning of a word. There are no two words with different meanings that only
differ in stress.
However, the stress can help you to determine where one word stops and another
starts in a continuous stream of words. And when speaking Moroccan yourself, it
helps to put the stress on the right syllable. People will understand you better,
because it sounds more like ‘proper’ Moroccan.
We will now determine the most important rules regarding the placement of the
stress with the aid of some examples.
Exercise 35
Listen and note the location of the stress by placing an accent on the vowel of the
stressed syllable.
qam he got up đaṟha her house

qamu they got up mizan scales
wlad boys mizanu his scales
wladu his boys ṟažel husband
xrež he went out ṟaželha her husband
xrežt I went out mežžanen free
xeržet she went out walidin parents
xeržat she went out walidihŭm their parents
xeržu they went out šafu they saw
đaṟu his house šafuh they saw him
Phonology xxxvii
ħalyen nowadays xemmemt I thought

xemmem he thought dexxeltek I let you in
Conclusion
In polysyllabic words, the stress is on the last syllable, if this last syllable contains a long
vowel followed by a consonant: xeržát, mizán, šafúh, walidín.
So the stress is not on the last syllable if it:
− ends in a long vowel: qámu, xéržu, đáṟu, đáṟha, mizánu, ṟáželha, šáfu;
− does not contain a long vowel: xéržet, ṟážel, mežžánen, walidíhŭm, ħályen.
In these cases the stress is on the closest syllable (counting from the back) which has
a long vowel: e.g. ṟážel, mežžánen, walidíhŭm, ħályen.
If there is no long vowel in the word, the stress is on the syllable closest to the last
one with a short vowel: xéržet, xémmem, xémmemt, dexxéltek.
Exercise 36
Apply these rules to the following words (put an accent on the vowel of the stressed
syllable):
waħed one setta six

žuž two sebɛa seven
tlata three tmenya eight
ṟebɛa four tesɛud nine
xemsa five ɛešṟa ten
These words are important enough to remember – memorise the numerals.
8 Other characters
- (hyphen)
The hyphen is not part of the alphabet; it doesn’t signify a sound or a pause. It’s only
there to visually distinguish the different elements with which words are constructed.
This will give you a better overview of those different elements.
qal-ha-l-ha he said it to her

xxxviii Phonology
When deciding how to pronounce the vowels and on which syllable to place the
stress, you must read and pronounce the word above (which in fact could be a com-
plete sentence) as one word: qalhalha.
Punctuation marks , . ! ?
When writing Moroccan in the Latin alphabet we use the usual punctuation marks
to indicate the intonation: , . ! ? e.g. waħed, žuž, tlata!
Exercise 37
For all pronunciation variants of the three long and two short vowels, you will
hear several words in which one of the variants occurs. Listen to them closely, and
repeat.
Words with pronunciation variants of a:
− ‘normal’: fraš, kas, wad, bab, ktab

− at the end of a word: škara, ḡalya, zenqa, ana, magana, ma
− with a consonant which influences the sound: ḱbaṟ, ṣḡaṟ, qađi, đaṟ, kaṟ
Words with pronunciation variants of u:
− ‘normal’: mešdud, flus, duk, ka‑nšuf, meħlul

− at the end of a word: hadu, gaṟṟu, ka‑yšufu, stilu, kesksu
− with a consonant which influences the sound: suq, buṣŧa, kebbuŧ, ŧumubil
Words with pronunciation variants of i:
− ‘normal’: ldid, ždid, zit, žib

− at the end of a word: sefli, ħewli, ḡali, nqi
− with a consonant which influences the sound: ṣḡiṟ, bɛid, ṟxiṣ, faŧima
Words with pronunciation variants of e:
− with a ‘dull’ consonant: ŧebla, meḡrib, byeđ, ƶeṟbiya, međṟaṣa

− with a uvular or throat consonant: qehwa, kħel, lħem, meɛza, mħemmed,
ɛeyyan
− with w: weld, mwessxa
− with y: yedd, xayeb, beyđa
− ‘normal’: šems, bent, kelb, ṟažel, žellaba
Phonology xxxix
Words with pronunciation variants of ŭ:
− with ‘dull’ consonant: axŭṟ, ḡŭṟṟaf, xŭbz

− ‘normal’: sŭkkaṟ, kŭnnaš, kŭrsi
Words where certain consonants have a rounding of the lips:
− ẋṟa, b́b́a, ḱbaṟ
Exercise 38
In this exercise you won’t hear loose words but short ‘sentences’. These are all greet-
ings and polite phrases that will be used and explained in the rest of the course. You
can use these formulas to start exchanging polite phrases with Moroccans.
la bas question: How are you? answer: Not bad

l-ħemdu li-llah thank God (if something goes well)
s-salamu ɛli-kŭm peace be upon you (standard greeting)
wa ɛli-kŭm s-salam and upon you be peace (response to the previous greeting)
ṣbaħ l-xiṟ good morning
in ša ƚƚah God willing
ana bi-xiṟ I’m fine
smeħ l-i excuse me
waxxa okay
be-s-slama goodbye
ƚƚah ysellm-ek goodbye
kif dayer how are you?
kŭll ši la bas? all right?
yaƚƚah let’s go
msa l-xiṟ good evening
ahlen wa sahlen welcome (official greeting)
tfeđđel there you go
men feđl-ek please
xl Phonology
šŭkrăn thank you

tbaṟek ƚƚah (exclamation of admiration thanking God)
baṟak ƚƚahu fi-k thank you
metšerrfin pleased to meet you
a lalla madam
a sidi sir
Basics
Lesson 1
Nouns
In Moroccan, nouns can be either definite or indefinite. A noun without the article
is usually indefinite. Exceptions are proper names (mħemmed, faŧima). These are
definite, although they are not preceded by an article.
ħanut <a>† shop qehwa coffee

weld <a> boy ma water
kas <a> glass mdina <a> city
xŭbz bread mṟa <a> woman
kŭrsi <a> chair ħlib milk
bit <a> room lħem meat
magana <a> watch ktab <a> book
bent <a> girl
†
English ‘a’ is between angled brackets because Moroccan doesn’t have a corresponding word.
An indefinite noun can be made definite by preceding it with the definite article.
This article is l‑. The hyphen is only there to separate the article from the word
after it in writing. In spoken Moroccan you won’t hear a separation, pause or any-
thing like that.
l-ħanut the shop l-bit the room

l-weld the boy l-magana the watch
l-kas the glass l-bent the girl
l-xŭbz the bread l-qehwa the coffee
l-kŭrsi the chair l-ma the water
Lesson 1  Nouns 3
In Moroccan you can never have three consecutive consonants, unless the first and
second consonants are the same. If a noun starts with two consonants, adding the
definite article l- would create a cluster of three consonants, the article’s l- being the
first. In that case, an unstable short vowel e is inserted between the l- and the first
consonant of the noun. This e may not actually be pronounced; this can differ from
speaker to speaker or from dialect to dialect.
le-mdina the city le-ktab the book

le-ħlib the milk le-mṟa the woman
The e does not need to be inserted before lħem, as the first and second consonants
are identical.
l-lħem the meat
The definite article takes a different form before nouns starting with one of the
following consonants: d, đ, ƚ, n, r, ṟ, s, ṣ, š, t, ŧ, z, ƶ, ž. These consonants are pro-
nounced with the tip of the tongue. If a word starts with one of these, the article
is not l(e)-, but a duplication of the word’s initial consonant.
suq <a> market s-suq the market

đaṟ <a> house đ-đaṟ the house
škara <a> bag š-škara the bag
ṟažel <a> man ṟ-ṟažel the man
sarut <a> key s-sarut the key
ŧumubil <a> car ŧ-ŧumubil the car
zenqa <a> street z-zenqa the street
ƶeṟbiya <a> carpet ƶ-ƶeṟbiya the carpet
žib <a> pocket ž-žib the pocket
Why is it not necessary to insert an e between the first and second consonant of
š-škara, although it has three consecutive consonants?1 (You can check the answer to
this question in the ‘key’ in the back of the book, at number 1.)
Before you start doing the exercises, we’ll give you a short explanation of the
Moroccan instructions you will hear in the sound file.You’ll hear, among other things,
the following:
4 Basics
smeɛ l-mital listen to the example

nemṟa waħed, žuž etc. number 1, 2, etc.
nemṟa ṣḭfṟ number zero: announcing the example in the sound file
nebdaw we start
’intaha t-temrin the exercise is over
ṟeqm number
Exercise 1.a
Add the correct form of the definite article to the nouns below. Consider carefully if
the unstable vowel e needs to be inserted, and try to pronounce this.
1 škara 5 đaṟ 9 magana 13 suq

2 weld 6 ktab 10 ħanut 14 ƶeṟbiya
3 mdina 7 sarut 11 zenqa 15 kŭrsi
4 kas 8 lħem 12 qehwa 16 ħlib
Exercise 1.b
Do this exercise to see if you have mastered the subject.
Mark the correct notation of noun and article.
Example
ṟe-ṟažel
ṟ-ṟažel  (the ‘tick’ indicates that this is the correct notation)

1 le-mṟa 4 š-škara 7 l-mdina
l-mṟa še-škara le-mdina
2 ŧ-ŧumubil 5 le-bent 8 l-suq
l-ŧumubil l-bent s-suq
3 b-bit 6 k-kas
l-bit l-kas
Lesson 1  Nouns 5
Exercise 1.c
Add a suitable noun to the given variations of the article, and then translate both.
1 l- ________, l- ________ 5 ž- ________
2 š- ________ 6 z- ________
3 đ- ________ 7 s- ________, s- ________
4 le-________, le- ________ 8 ṟ- ________
Exercise 1.d
In this exercise some English sentences (1 to 6) are given. In the sound file, you can
hear 6 corresponding Moroccan sentences. Note: ħda means ‘next to’.
Now listen carefully and decide whether the sentences you hear are the correct
translations of the English sentences. If the Moroccan translation is correct, say ṣħiħ
(= correct). If the Moroccan translation is incorrect, say ma‑ši ṣħiħ (= incorrect).
Example 1
given The chair is next to the carpet.
given l-kŭrsi ħda ƶ-ƶeṟbiya
note This is correct.
you ṣħiħ
Example 2
given The house is next to the market.
given đ-đar ħda z-zenqa
note This is incorrect, zenqa doesn’t mean ‘market’ but ‘street’.
you ma-ši ṣħiħ
1 The milk is next to the coffee.
2 The man is next to the shop.
3 The chair is next to the table.
4 The girl is next to the school.
5 The glass is next to the bread.
6 The car is next to the house.
Lesson 2
Indicating things (this is a . . .)
Nouns can be either masculine or feminine. The grammatical gender of some nouns
(especially those referring to people) is predictable based on their meaning (their
natural gender):
ṟ-ṟažel ♂ the man

l-weld ♂ the boy
le-mṟa ♀ the woman
l-bent ♀ 2
________†
†
Where you are presented with this kind of number and line, you should complete the
example yourself. In the ‘key’ in the back of the book you can check your answer. All answers
are numbered.
A noun may also be feminine without it being obvious from its meaning. Words like
this usually end in a:
l-magana ♀ the watch

le-mdina ♀ the city
z-zenqa ♀ 3
________
ƶ-ƶeṟbiya ♀ 4
________
There are however some nouns that do not appear feminine, nor is it apparent from
their meaning. They are very rare though. Amongst them are:
đ-đaṟ ♀ the house

ŧ-ŧumubil ♀ the car
Note that masculine and feminine words get the same article.
Lesson 2  Indicating things (this is a . . .) 7
It is also possible for a word to end in a and still be masculine: l‑ma (water) is
masculine.
The difference between masculine and feminine is important when we want to
indicate people or things using a demonstrative pronoun (‘This is a . . .), as the demon-
strative pronoun for masculine words is different from the one for feminine words.
hada ṟažel this <is>† a man

hadi mṟa this <is> a woman
English ‘is’ is between angled brackets because the Moroccan sentence doesn’t contain a verb.
†
Moroccan doesn’t have a verb like the English copula ‘to be’.
The noun (that in English is the subject complement) is simply put directly after
the demonstrative pronoun hada/hadi.
Some more examples:
hada weld hadi bent

hada ktab hadi magana
hada sarut hadi ƶeṟbiya
Exercise 2.a
Present the objects pictured below in Moroccan. So you say ‘this is a . . .’ etc.
Example
given
you hadi magana
1 5
2 6
7
3
4 8
8 Basics
Exercise 2.b
On the line, fill in a or i to complete the presenting demonstrative pronoun.
1 had__ weld 5 had__ lħem
2 had__ bent 6 had__ bit
3 had__ đaṟ 7 had__ qehwa
4 had__ ƶeṟbiya 8 had__ kŭrsi
Exercise 2.c
Complete sentences 1 to 8 by filling in 2 nouns from rows a to h on the lines.
1 hadi ___ u hadi ___ a ħlib, qehwa
2 hada ___ u hadi ___ b đaṟ, ŧumubil
3 hadi ___ u hada ___ c ƶeṟbiya, kŭrsi
4 hada ___ u hada ___ d bent, mṟa
5 hadi ___ u hadi ___ e mdina, zenqa
6 hada ___ u hadi ___ f mṟa, ṟažel
7 hadi ___ u hadi ___ g ma, ħlib
8 hadi ___ u hada ___ h weld, bent
Exercise 2.d
For every number, you’ll hear a statement in the sound file regarding the picture with
the same number. Sometimes this statement will be correct, sometimes not. If the
statement is correct, you say ṣħiħ, and then repeat the statement.
If the statement is incorrect, you say ma‑ši ṣħiħ, and then give the correct state-
ment yourself.
Example
given hadi đaṟ

note This is correct, the picture does show a house, so:
you ṣħiħ, hadi đaṟ
Lesson 2  Indicating things (this is a . . .) 9
given hada ktab

note This is incorrect, the picture shows a car, so:
you ma-ši ṣħiħ, hadi ŧumubil
1 4
2 5
6
3
Lesson 3
Sentences without the verb ‘is’
The sentences in the previous lesson only contained nouns and demonstrative pro-
nouns, no verbs. We call those nominal sentences. Nominal sentences are constructed
of at least a subject and a subject complement forming the predicate (so the predicate
doesn’t have a verbal constituent).
In Moroccan it is possible to express quite a lot without using verbs.The sentences in
Lesson 2 consisted of a demonstrative pronoun and a noun. The noun, with the article
(ṟ‑ṟažel), can also be the subject. An adjective expressing an attribute (e.g. ill = mṟiđ) will
then be the predicate.
ṟ-ṟažel mṟiđ The man <is> ill.

l-weld feṟħan The boy <is> glad.
l-xŭbz ldid The bread <is> delicious.
l-kŭrsi kbir The chair <is> big.
s-sarut ždid 5
________ <____> new.
l-kas ṟxiṣ 6
________ <____> cheap.
s-suq kbir 7
________ <____> ________.
le-ħlib mezyan 8
________ <____> good.
If the subject is feminine, the adjective forming the predicate must also be feminine.
An adjective can be made feminine by placing an a after the last consonant.
masculine feminine
mṟiđ mṟiđa
feṟħan feṟħana
mezyan mezyana
kbir kbira
Lesson 3  Sentences without the verb ‘is’ 11
Now we can build the following sentences:

le-mṟa kbira The woman <is> old.†
l-bent feṟħana The girl <is> glad.
l-qehwa ldida The coffee <is> delicious.
š-škara ždida The bag <is> new.
ƶ-ƶeṟbiya ṟxiṣa The carpet <is> cheap.
đ-đaṟ kbira The house <is> big.
ŧ-ŧumubil mezyana The car <is> good.
The adjective kbir can mean ‘old’ when used in combination with nouns referring to people.
†
Thus far we have seen two types of sentences:
1 demonstrative pronoun + noun:
hada weld, hada sarut, hadi bent, hadi magana

2 noun + adjective:
l-weld mṟiđ, s-sarut ždid, l-bent feṟħana, l-magana ṟxiṣa
The pictures depicting the adjectives are less straightforward than those depicting
the nouns, so we introduce them here.
kbir A large man, like a giant; the symbol can be used for many
things, though.
ṣḡir A small man, like a gnome; the symbol can also be used for
many things.
mṟiđ The picture is self-evident.
mezyan The gesture of putting your thumb up.
ldid See the gesture.

12 Basics
ždid This shoe is brand new; however, other things than shoes
may be new as well. They still get the new shoe as a symbol.
qdim This shoe is old; the same rule applies, so the old shoe is
used also for other things being old.
ṟxiṣ = Cheap, small change.
feṟħan = Happy; see the facial expression.
Exercise 3.a
Make two nominal sentences for each combination of pictures (depicting a noun and
an adjective).
Example
given
you hadi magana
you l-magana ždida
1 4
2 5
3 6
Exercise 3.b
Finish the sentences using one of the adjectives given.
A Choose from: feṟħan(a) / ldid(a)

1 ṟ-ṟažel ____
2 l-xŭbz ____
3 l-lħem ____
4 l-bent ____
B Choose from: kbir(a) / ṟxiṣ(a)
1 le-mṟa ____
2 l-qehwa ____
3 le-ħlib ____
4 l-weld ____
C Choose from: mṟiđ(a) / ṟxiṣ(a)
1 l-kas ____
2 l-bent ____
3 l-magana ___
4 l-weld ____
Exercise 3.c
Finish the sentences using one of the given adjectives. If neither is appropriate, choose
your own fitting adjective.
Choose from: mṟiđ(a) / ldid(a) / . . .
1 l-magana ____
2 ṟ-ṟažel ____
3 l-kŭrsi ____
4 l-ma ____
5 l-bent ____
6 l-qehwa ____
7 s-sarut ____
8 le-mṟa ____
14 Basics
Exercise 3.d
Make complete sentences. Choose a fitting adjective, and put the definite article before
the subject.
Example
given ŧebla (feṟħan, mṟiđa, ždida)
you ŧ-ŧebla ždida
1 weld (mṟiđa, ṟxiṣ, feṟħan) 6 kas (ldid, kbir, kbira)

2 ktab (mezyan, kbira, mṟiđ) 7 škara (ṟxiṣa, mezyan, ldida)
3 ƶeṟbiya (ždida, ṟxiṣ, feṟħana) 8 bent (feṟħan, ṟxiṣa, mṟiđa)
4 lħem (kbira, ldid, feṟħan) 9 ħlib (kbir, ldid, mezyana)
5 mṟa (mṟiđ, ṟxiṣa, feṟħana) 10 sarut (mṟiđa, ldid, ždid)
Exercise 3.e
Create new sentences by replacing either the subject or the attribute in the previous
sentence with the new word. If that word fits into the place of the subject of the
previous sentence (so if it is a noun), you replace the subject; if it fits into the place
of the attribute (so if it is an adjective), you replace the predicate.
Example
l-weld kbir.
feṟħan l-weld feṟħan.
bent l-bent feṟħana.
. . . etc.
1 ṟ-ṟažel feṟħan. 6 ŧumubil ________

2 mṟa ________ 7 ždida ________
3 mṟiđa ________ 8 đaṟ ________
4 weld ________ 9 mezyana ________
5 kbir ________ 10 bit ________
Exercise 3.f
In the sound file you will hear a number of statements regarding some pictures. Some
of these statements are correct, and some are incorrect.
If a statement is correct, you say ṣħiħ, and repeat the statement. If the statement is
incorrect, you say ma‑ši ṣħiħ, and give the correct statement for that picture.
Example
given
given l-ħanut kbir

note This is correct; the picture shows a shop that is big.
you ṣħiħ, l-ħanut kbir
given
given l-weld mṟiđ
note This is incorrect; the picture shows a boy who is glad.
you ma-ši ṣħiħ, l-weld feṟħan
1
4
2 5
3 6
Exercise 3.g
Create nominal sentences using the pictures. Each picture gives you a noun for a
subject and an adjective for a predicate.
16 Basics
Example
given
note ‘watch’ + ‘big’

you l-magana kbira
given
note ‘man’ + ‘ill’
you ṟ-ṟažel mṟiđ
6
Lesson 4
Asking questions
You can make a question out of a nominal sentence by preceding it with waš and
pronouncing the sentence like a question.
ṟ-ṟažel feṟħan. The man <is> glad.

waš ṟ-ṟažel feṟħan? <Is> the man glad?
This produces a so-called yes/no question, meaning it can be answered with yes or
no. (Yes/no questions are in contrast with so-called content questions, starting with
how, who, what, where, etc.)
waš l-bent feṟħana? 9

________________
iyeh.
or:
iyeh, l-bent feṟħana. 10
________________
waš l-bab mešdud†? Is the door closed?
iyeh (l-bab mešdud) Yes (the door is closed).
waš ŧ-ŧebla ṣḡiṟa? Is the table small?
iyeh (ŧ-ŧebla ṣḡiṟa) Yes (the table is small).
waš le-blad qṟiba? Is the (mother) country near?
iyeh (le-blad qṟiba) Yes (the country is near).
You can also make a question without waš, using a questioning intonation.
†
Apart from the pronunciation mešdud you may also hear mesdud; this can differ from
speaker to speaker.
18 Basics
Some more new words are:
l-qađi the judge

l-kelb the dog
meħlul open
kħel (fem. keħla) black
z-zit the (cooking) oil (fem.)
le-blad the (mother) country (fem.)
byeđ (fem. beyđa) white
The symbols for the new adjectives are:
meħlul The chest is open.
mešdud The chest is closed.
kħel The domino is black.
byeđ The domino is white.
qṟib The two birds are near. This symbol is also used to refer to other
objects than birds.
Lesson 4  Asking questions 19
bɛid The two birds are far away. This symbol is also used to refer to other
objects than birds.
Exercise 4.a
Create a yes/no question using the two words given in English. Ask the question and
have one of your fellow students respond affirmatively. Change roles halfway through
the exercise. If you are doing this course alone, you can ask the question and give the
answer yourself.
Example
given boy, small
question waš l-weld ṣḡiṟ?
answer iyeh, l-weld ṣḡiṟ
1 dog, white 6 judge, ill

2 table, new 7 water, delicious
3 bread, delicious 8 oil, black
4 door, closed 9 shop, open
5 mother country, near 10 milk, white
Exercise 4.b
Create questions using the pictures.You will hear an affirmative answer to your ques-
tion in the sound file.
Example
given ?
you waš l-bab mešdud?
given iyeh, l-bab mešdud.
20 Basics
1 ? 5 ?
2 ? 6 ?
3 ? 7 ?
4 ? 8 ?
Lesson 5
Negative sentences
You can make nominal sentences negative by putting ma‑ši before the word you
want to negate (e.g. the attribute).
subject negation predicate translation

l-bab ma-ši mešdud The door <is> not closed.
z-zit ma-ši keħla The oil <is> not black.
le-mdina ma-ši qdima The city <is> not old.
Now you can give a negative answer to a yes/no question using waš:
waš ŧ-ŧebla ždida?

la, ŧ-ŧebla ma-ši 11
________ 12
________________
waš l-weld kbir?
la, l-weld ma-ši 13
________, l-weld ṣḡiṟ. 14
________________
Exercise 5.a
Give a negative answer to the following questions.
1 waš l-ma mezyan? 5 waš l-bent mṟiđa?

2 waš l-qađi feṟħan? 6 waš l-bab mešdud?
3 waš le-blad kbira? 7 waš ṟ-ṟažel kbir?
4 waš ƶ-ƶeṟbiya ždida? 8 waš l-xŭbz mezyan?
22 Basics
Exercise 5.b
Create questions and answers by placing the sentence constituents in the right order.
Example
given l-weld / waš / kbir question waš l-weld kbir?
given ma-ši / l-weld / kbir / la answer la, l-weld ma-ši kbir
1 mezyan / waš / le-ktab?
iyeh / mezyan / le-ktab
2 waš / ždid / l-kas?
l-kas / la / ždid / ma-ši
3 le-mdina / qṟiba / waš?
qṟiba / iyeh / le-mdina
Sentences 4 to 7 need also be completed grammatically by adding the article and the
adjective ending.
4 byeđ / waš / ƶeṟbiya?

byeđ / iyeh / ƶeṟbiya
5 mdina / kbir / waš?
kbir / mdina / ma-ši / la
6 mešdud / bab / waš?
la / ma-ši / mešdud / bab
7 sarut / ždid / waš?
ždid / sarut / iyeh
Exercise 5.c
Answer the question using the pictures.
Example
given
Lesson 5  Negative sentences 23
given waš ŧ-ŧumubil ždida?

note According to the pictures, the car is new
you iyeh, ŧ-ŧumubil ždida
given
given waš ṟ-ṟažel feṟħan?
note According to the pictures, the man is ill
you la, ṟ-ṟažel ma-ši feṟħan
1 5
2 6
3 7
4 8
Lesson 6
Sentences saying ‘This is not . . .’
Sentences starting with hada/hadi can be negated (‘This is not . . .’) by preceding the
sentence constituent you wish to negate (here the noun) by ma‑ši.
hada ma-ši weld This <is> not a boy.

hada ma-ši ktab This <is> not a book.
hadi ma-ši bent This <is> not a girl.
hadi ma-ši ŧumubil This <is> not a car.
This way you can give a negative answer to questions like:
waš hada sarut?

la, hada ma-ši sarut. 15
________________
waš hadi magana?
la, hadi ma-ši magana. 16
________________
The predicate following hada or hadi can also be an adjective:
hada mezyan This one <is> good.

hada ma-ši kbir This one <is> not big.
waš hada ṟxiṣ? <Is> this one cheap?
hadi ṣḡiṟa This one <is> small.
hadi ma-ši ṟxiṣa This one <is> not cheap.
waš hadi mezyana? <Is> this one good?
Lesson 6  Sentences saying ‘this is not . . .’ 25
Exercise 6.a
Give answers to the questions using the information provided in the pictures.
Example
given
given waš hada sarut?
you iyeh, hada sarut
given
given waš hadi ŧebla?
you la, hadi ma-ši ŧebla, hada kŭrsi
1 4
2 5
3 6
Exercise 6.b
Complete the questions about the pictures and answer them. If the answer is negative,
you can also correct it (No, this is not a . . ., this is a . . .).
26 Basics
Example
given
given ________ŧumubil?
you waš hadi ŧumubil?
you iyeh, hadi ŧumubil
given
given ________bit?
you waš hada bit?
you la, hada ma-ši bit, hadi đaṟ
1 ________ ktab? 4 ________ ŧebla?
2 ________ ṟažel? 5 ________ magana?
3 ________ sarut? 6 ________ zenqa?
Exercise 6.c
Build two nominal sentences for each combination of pictures. Note: some adjectives
are negated, indicated by a cross through the picture depicting it.
Lesson 6  Sentences saying ‘this is not . . .’ 27
Example
given
you hadi magana
you l-magana ma-ši ždida
1 5
2
6
3 7
4 8
Lesson 7
Expressing surprise by reversing

the word order
You have seen that hada and hadi can be followed by an adjective:
hada mezyan
hadi ṣḡiṟa
hada ḡali This <is> expensive.
hadi ḡalya† This <is> expensive.
†
If an adjective ends in the vowel i, and this adjective is made feminine by adding a, the vowel
i changes into the semivowel y (ḡali + a → ḡalya).
You can also reverse this word order to make an exclamation of surprise:
mezyan hada! <How> good <is> this!

ṣḡiṟa hadi! <How> small <is> this!
You can also express surprise by switching the demonstrative pronoun and the noun:
hada kelb This <is> a dog.

kelb hada! But this <is> a dog!
hadi ƶeṟbiya This <is> a carpet.
ƶeṟbiya hadi! But this <is> a carpet!
waš is usually not used when asking a ‘isn’t this . . .’ question; only the intonation will
tell you it is a question. A negative question implies surprise as well.
hada ma-ši ktab? <Is>n’t this a book?

hada ma-ši ṟxiṣ? <Is>n’t this cheap?
The symbol for ḡali (expensive) is:

Lesson 7  Expressing surprise 29
Exercise 7.a
Change each sentence into an exclamation of surprise.
Example
given l-magana ḡalya.
you ḡalya hadi!
1 s-suq qṟib 4 ƶ-ƶeṟbiya mezyana

2 ŧ-ŧebla ždida 5 l-kelb kbir
3 z-zit ḡalya 6 z-zenqa ṣḡiṟa
Exercise 7.b
Answer the questions, expressing surprise in your answer.
The + or – after a question indicates whether your answer should be positive or
negative. If the answer is negative, of course you can use the opposite adjective.
yes = iyeh  no = la
Example
question waš đ-đaṟ ždida? +
note There’s a +, so your answer should be positive.
you iyeh, ždida hadi!
question waš l-kŭrsi kħel? –
note There’s a –, so your answer should be negative.
you la, byeđ hada!
1 waš l-bent feṟħana? – 4 waš z-zit mezyana? –

2 waš l-weld kbir? – 5 waš l-kelb kħel? +
3 waš ŧ-ŧumubil ždida? + 6 waš l-xŭbz ldid? +
Exercise 7.c
Make negative questions using the pictures, negating the crossed out adjective. In the
sound file you will hear a negative answer.
30 Basics
Example
given ?
you l-magana ma-ši ḡalya?
given la, l-magana ma-ši ḡalya.
1 ? 4 ?
2 ? 5 ?
3 ? 6 ?
Exercise 7.d
Some of these sentences contain mistakes. Mark the sentences containing mistakes
and correct them, changing as little as possible.
1 waš le-ħlib mešdud? 7 s-sarut ma-ši ždida
2 le-weld kbir 8 š-škara ma-ši feṟħana
3 hadi ma-ši ṟažel 9 l-ħanut meħlul
4 le-mṟa ma-ši feṟħan 10 ŧ-ŧumubil ma-ši mṟiđa
5 l-ṟažel mṟiđ 11 le-blad qṟiba
6 la, ma-ši l-bent kbira 12 waš hadi weld mezyan?
Lesson 8
Personal pronouns for ‘he’ and ‘she’
Moroccan uses the following words for ‘he’ and ‘she’:
huwa he
hiya she
These can be the subject of a sentence:
l-weld mṟiđ huwa mṟiđ He <is> ill.

ṟ-ṟažel ma-ši mṟiđ huwa ma-ši mṟiđ He <is> not ill.
s-sŭkkaṟ ḡali huwa ḡali 17
________<__>________
s-sŭkkaṟ ma-ši ḡali huwa ma-ši ḡali 18
_________________
When hiya is followed by an adjective, the latter of course needs to be feminine:
l-bent mṟiđa hiya mṟiđa She <is> ill.

le-mṟa ma-ši mṟiđa hiya ma-ši mṟiđa She <is> not ill.
ž-žellaba ṟxiṣa hiya ma-ši ṟxiṣa She <is> not cheap.
These personal pronouns can be used when answering a question:
waš ṟ-ṟažel mṟiđ?

iyeh, huwa mṟiđ (instead of iyeh, ṟ-ṟažel mṟiđ) or:
la, huwa ma-ši mṟiđ (instead of la, ṟ-ṟažel ma-ši mṟiđ)
waš le-mṟa mṟiđa? iyeh, hiya mṟiđa
la, hiya ma-ši mṟiđa
32 Basics
waš ž-žellaba ḡalya? iyeh, hiya ḡalya

la, hiya ma-ši ḡalya
waš s-sŭkkaṟ ṟxiṣ? iyeh, huwa ṟxiṣ
la, huwa ma-ši ṟxiṣ
Exercise 8.a
Give an affirmative answer to the questions. Use huwa or hiya in your answer.
Example
given waš l-bent kbira?
you iyeh, hiya kbira
1 waš l-weld feṟħan? 4 waš ṟ-ṟažel ṣḡiṟ?
2 waš le-mṟa ṣḡiṟa? 5 waš le-mṟa feṟħana?
3 waš l-bent mṟiđa? 6 waš l-weld mṟiđ?
Exercise 8.b
Ask a question based on the pictures, then answer it affirmatively, using huwa or hiya.
Example
given ?
you, question waš s-sŭkkaṟ ṟxiṣ?
you, answer iyeh, huwa ṟxiṣ
1 ? 2 ?
Lesson 8  Personal pronouns for ‘he’ and ‘she’ 33
3 ? 5 ?
4 ? 6 ?
Exercise 8.c
Make two sentences for each set of pictures. In the first sentence you say ‘This is a . . .’.
In the second sentence you say which attribute it has.
Example
given
you, 1 hada ṟažel
you, 2 huwa mṟiđ
1 3
2 4
34 Basics
5 7
6 8
Exercise 8.d
Make questions using the pictures below, and then answer the question negatively,
using huwa or hiya in your answer.
Example
given ?
you, question waš ŧ-ŧumubil ždida?
you, answer la, hiya ma-ši ždida
1 ? 3 ?
2 ? 4 ?
5† ? 8 ?
6 ? 9 ?
7 ? 10 ?
The picture of the little tables indicates a café (qehwa).

†
Exercise 8.e
We now know several pairs of opposite adjectives:
kbir ṣḡiṟ
byeđ kħel
mešdud meħlul
ždid qdim
You can answer a question negatively and then supply the opposite. Earlier you have seen:
waš l-weld kbir?

la, l-weld ma-ši kbir, huwa ṣḡiṟ
You will use this pattern to answer the questions in this exercise.
36 Basics
Example
given
given waš ŧ-ŧumubil ždida?
note The car is old, so not new.
you la, ŧ-ŧumubil ma-ši ždida, hiya qdima.
1 waš l-bit kbir?
2 waš l-kelb byeđ?
3 waš l-bab meħlul?
4 waš l-xŭbz kħel?
5 waš le-mdina ždida?

6 waš ŧ-ŧebla kbira?
7 waš l-qehwa mešduda?
Exercise 8.f
Find the right answer in the column on the right to the question in the column on
the left. There will be some answers left that fit none of the questions.
1 waš ž-žellaba ḡalya? a la, huwa mešduda

2 waš l-kŭrsi kbir? b la, hiya ṣḡiṟa
c la, huwa ṣḡiṟ
3 waš l-qehwa meħlula?
d la, huwa ṟxiṣ
4 waš l-magana ždida?
e la, huwa qdim
5 waš s-sŭkkaṟ ṟxiṣ?
f la, hiya ṟxiṣ
6 waš l-bab meħlul? g la, huwa ḡali
7 waš le-ħlib ḡali? h la, huwa keħla
8 waš l-kelb byeđ? i la, hiya mešduda
j la, hiya qdima
9 waš le-ktab ždid?
k la, huwa kħel
10 waš ƶ-ƶeṟbiya kbira?
l la, huwa mešdud
m la, hiya ṟxiṣa
Exercise 8.g
Make yes/no questions using the pictures. + and – are used to indicate whether the
answer should be affirmative or negative.
38 Basics
Example
given ?+
you, question waš ŧ-ŧebla ždida?
note + indicates the answer should be affirmative
you, answer iyeh, hiya ždida
given ? –
you, question waš s-sarut kbir?
note – indicates the answer should be negative
you, answer la, huwa ma-ši kbir
1 ? +
2 ? –
3 ? +
4 ? +
5 ? +
6 ? –
7 ? –
8 ? +
Lesson 9
An attribute within the subject
The subject may also be formed by a noun and an attribute (an adjective) together,
followed by the rest of the sentence. Mind that in this case, if the noun is definite, the
adjective needs to be as well. In other words, if the noun is preceded by the article,
the adjective needs to be preceded by the article as well.
ṟ-ṟažel le-kbir . . .† the old man

l-weld ṣ-ṣḡiṟ . . . the small boy
l-ħewli le-byeđ . . . the white sheep
l-berrad ž-ždid . . . the new teapot
The ellipsis following the Moroccan is used to indicate that the sentence isn’t complete.
†
There needs to be agreement in gender between the adjective and the noun as
well. So a feminine noun is followed by a feminine adjective:
le-mṟa le-kbira . . . the old woman

l-bent ṣ-ṣḡiṟa . . . the young girl
l-međṟaṣa ž-ždida . . . the new school
l-meɛza l-beyđa . . .† the white goat
†
In the chapter on phonetics you have already learnt that the unstable short vowel e may
switch places. Here you can see the example byeđ – beyđa.
Of course a noun may be indefinite as well, and not preceded by the article. This
indefinite noun can also get an adjective, which should then also be indefinite:
Lesson 9  An attribute within the subject 41
ṟažel ħzin . . . <a> sad man

ħewli byeđ . . . <a> white sheep
mṟa ħzina . . . <a> sad woman
meɛza beyđa . . . <a> white goat
So in short we can say that an adjective which directly follows a noun, and forms one
sentence constituent with it, agrees with that noun in 19_______ and ________.
Note: you can’t start a sentence in Moroccan with an indefinite subject!
ŧumubil ḡalya . . . doesn’t mean: * <a> car <is> expensive,

but: <an> expensive car
mdina bɛida . . . doesn’t mean: * <a> city <is> far away,
but: <a> faraway city
*An asterisk before a sentence indicates that it isn’t correct.
In closing, we present you with the symbol for ħzin:
ħzin sad (see the look on the face)
Exercise 9.a
Using the pictures, make sentences starting with hada/hadi, followed by a predicate
consisting of a noun and an adjective.
Example
given
you hada ṟažel feṟħan
given
you hadi mṟa feṟħana
42 Basics
1 6
2
7
5 9
Exercise 9.b
Place the article in front of both the noun and the adjective. The resulting sentence
is not complete.
Example
given ṟažel, kbir
you ṟ-ṟažel le-kbir . . .
1 ħewli, kbir
2 međṟaṣa, bɛid
3 qehwa, ldid
4 berrad, qdim
Lesson 9  An attribute within the subject 43
5 mṟa, ħzin
6 meɛza, ṣḡiṟ
Exercise 9.c
On the line, write the translations of the two English words given. The two words
together form one sentence constituent.
Example
given woman, ill ________ fe-đ-đaṟ†
you le-mṟa le-mṟiđa fe-đ-đaṟ
1 car, new ________ fe-z-zenqa
2 city, old ________ fe-l-meḡrib
3 oil, new ________ fe-l-kas
4 market, near ________ fe-z-zenqa
5 jellaba, white ________ fe-š-škara
6 man, old ________ fe-l-ħanut
fe‑ means ‘(is) in’.

†
Lesson 10
Sentences containing
two adjectives
The subject may consist of an adjective and a noun together, and a second adjective
may then fulfil the role of the predicate.
Thus you can make sentences like:
ṟ-ṟažel le-kbir mṟiđ The old man <is> ill.

le-mṟa le-kbira mṟiđa The old woman <is> ill.
ŧ-ŧumubil le-qdima ṟxiṣa 20
________________
l-ħewli le-kbir mṟiđ 21
________________
So the first adjective is definite, because it is part of the subject, and the second adjective
is indefinite, because it forms the predicate.
The dividing line between subject and predicate is between the (first) definite
adjective and the (second) indefinite adjective. (In the English translations of these
sentences this is the spot where English ‘is’ appears.) This dividing line is where the
negation ma‑ši can be placed to negate the second adjective:
l-bab le-kħel ma-ši mešdud. The black door <is> not closed.
l-lħem le-qdim ma-ši mezyan. The old meat <is> not good.
le-mdina le-qdima ma-ši qṟiba. 22
________________
š-škara le-kbira ma-ši ṟxiṣa. 23
________________
Exercise 10.a
Use the new word to replace part of the previous sentence. (Note: ŧumubil is
feminine!)
Lesson 10  Sentences containing two adjectives 45
Example
l-kelb le-kbir mṟiđ
ħewli l-ħewli le-kbir mṟiđ
kħel l-ħewli le-kħel mṟiđ
1 l-xŭbz le-byeđ ldid 4 ŧumubil ________

2 le-kħel ________ 5 le-qdima ________
3 ṟxiṣ ________ 6 mezyana ________
Exercise 10.b
Organise the different parts into a correct sentence, then translate it.
1 l-međṟaṣa / qṟiba / ma-ši / ž-ždida

2 ma-ši / ŧ-ŧumubil / l-keħla / ṟxiṣa
3 ždid / le-kħel / l-kŭrsi / waš
4 l-mešdud / byeđ / l-bab / ma-ši
5 s-sarut / ṣḡiṟ / ma-ši
6 mezyan / ž-ždid / waš / l-berrad
7 qađi / le-kbir /ṟ-ṟažel / ma-ši
8 ma-ši / ṟxiṣa / ž-ždida / ž-žellaba
Exercise 10.c
In this exercise each set of pictures depicts two sentences.
46 Basics
first part second part

ṟažel, kbir: mṟiđ ṟažel, ṣḡiṟ: ma-ši mṟiđ
ṟ-ṟažel le-kbir mṟiđ ṟ-ṟažel ṣ-ṣḡiṟ ma-ši mṟiđ
Insert the word walakin, meaning ‘but’, between the two parts. This creates the
complete sentence derived from the double illustration above:
ṟ-ṟažel le-kbir mṟiđ walakin ṟ-ṟažel ṣ-ṣḡiṟ ma-ši mṟiđ
Another example:
given
you ŧ-ŧumubil ž-ždida ḡalya walakin ŧ-ŧumubil le-qdima ṟxiṣa
2
Lesson 10  Sentences containing two adjectives 47
6
48 Basics
8
Lesson 11
Personal pronouns for ‘I’ and ‘you’
Earlier you have learned the personal pronouns 24

____ (he) and ____ (she):
huwa ɛeyyan He <is> tired, a bit ill.

hiya ɛeyyana She <is> tired, a bit ill.
Here are the other singular personal pronouns:
ana I ♂♀
nta you (sing) ♂†

nti you (sing) ♀†
†
In some areas of Morocco the form ntina is used for both the masculine and the feminine
form.
You see that ana can be both masculine and feminine. Both men and women use
the same word ana. If ana is followed by an adjective, this will reflect the gender of
the speaker:
man woman
ana mṟiđ ana mṟiđa
ana ɛeyyan ana ɛeyyana
ana feṟħan ana feṟħana
You use nta when speaking to a male; so it is grammatically masculine.
nta mṟiđ
nta 25
________ You <are> tired.
50 Basics
waš nta feṟħan?

waš 26
________ <Are> you tired?
You use nti when speaking to a female; so it is grammatically feminine.
nti feṟħana
nti 27
_______ You <are> ill.
waš nti ɛeyyana?
waš 28
________ <Are> you ill?
These sentences may also be negated by preceding the adjective with ma‑ši:
ana ma-ši mṟiđ

nta ma-ši feṟħan
nti ma-ši ɛeyyana
The symbool for ɛeyyan is:
(The yawning face denotes that the man is tired. You may encounter the same
picture for a woman, a girl, etc.)
Exercise 11.a
Answer the questions in the first person (as ‘I’), the first five as a woman (ana +
feminine adjective), the second five as a man (ana + masculine adjective).
The picture shows whether you should answer yes or no.
Example
given waš nta feṟħan?

note The picture shows you are ill
you la, ana ♂ ma-ši feṟħan
given waš nti ɛeyyana?

note The picture shows you are tired
you iyeh, ana ♀ ɛeyyana
Lesson 11  Personal pronouns for ‘I’ and ‘you’ 51
1 waš nti mṟiđa? 6 waš nta ħzin?
2 waš nti ɛeyyana?

7 waš nta ɛeyyan?
3 waš nti ħzina?

8 waš nta ħzin?
4 waš nti feṟħana? 9 waš nta mṟiđ?
5 waš nti ɛeyyana? 10 waš nta feṟħan?
Exercise 11.b
Complete the following dialogues by adding words from the following categories:
– interrogative particle waš

– negation ma‑ši
– personal pronouns ana, nta, nti, huwa, hiya
– an adjective, which can be derived from the first line of the dialogue.
mħemmed ṟ-ṟažel le-kbir, waš huwa feṟħan?
xadiža la, huwa _______ _______, u† nta, waš _______ _______?
mħemmed iyeh, ana ________, u† ________, ma-ši feṟħana?
xadiža la, ana ________ ________.
ħmed l-bent ṣ-ṣḡiṟa, waš ________ mṟiđa?

dris iyeh, _______ _______, u nta, waš ______ ______? ________
ħmed la, ________ _______ ________ u nta, _______ ________
________?
dris iyeh, ________ ________
mħemmed le-mṟa le-kbira, ________ ________ ɛeyyana?

ɛayša la, ________ ________ _______, u _______, waš ________
________?
mħemmed iyeh, _______ _______ u _______, waš _______ _______?
ɛayša la, ________ ________ ________.
†
u means ‘and’.
Lesson 12
Sentences containing the

preposition ‘in’
The predicate of a nominal sentence may also be an adverbial of place starting with a
preposition. The preposition f‑ means ‘in’, and is connected to the word following it.
ṟ-ṟažel fe-l-buṣŧa. The man <is> at the post office.

l-bit fe-s-sefli. The room <is> on the ground floor.
l-weld fe-l-meḡrib. The boy <is> in Morocco.
ana fe-l-ingliz. I <am> in the UK.†
†
The UK is referred to as l‑ingliz or n‑negliz. Both terms are common and always used in
combination with an article. The same applies to ‘the English language’, which is sometimes
referred to as l‑ingliziya and sometimes as n‑negliziya. In order to be consistent in this
course we choose to use only the terms l‑ingliz and l‑ingliziya, even though both forms are
used in the audio of this book.
As you can see in the sentences above, the preposition f‑ follows the same pattern
as the article l(e)‑: if there is a cluster of more than two consonants and the first two
consonants are not identical, the short vowel e is inserted:
s-sefli fe-s-sefli
l-meḡrib fe-l-meḡrib†
†
l‑meḡrib = Morocco, the name of the country, always gets the article.
You can use this to answer questions containing ‘where’ (fayn).
fayn ṟ-ṟažel? Where <is> the man?

ṟ-ṟažel fe-l-buṣŧa.
fayn nta? Where <are> you?
ana fe-l-ingliz.
Lesson 12  Sentences containing the preposition ‘in’ 53
Of course you can also answer a question starting with fayn mentioning only the location:
fayn le-mṟa? Where <is> the woman?

fe-l-bit in the room
Exercise 12.a
Answer the questions using the English words given. In your answer use huwa or
hiya instead of the subject of the question.
Example
question fayn l-weld? (school)
answer huwa fe-l-međṟasa.
1 fayn s-sarut? bag
2 fayn l-buṣŧa? city
3 fayn ŧ-ŧumubil? street
4 fayn l-kŭrsi? ground floor
5 fayn le-mṟa? post office
6 fayn ṟ-ṟažel? the UK
7 fayn l-bent? Morocco
8 fayn s-stilu†? pocket
stilu means ‘pen’.

†
Exercise 12.b
Here are some questions and answers. Some of the answers are impossible. Mark the
impossible answers.
Example
question fayn l-qehwa?
answer l-qehwa fe-l-kas. (this is possible)
question fayn ṟ-ṟažel?
answer ṟ-ṟažel fe-š-škara. X (this is impossible)
54 Basics
1 fayn l-kŭrsi? l-kŭrsi fe-l-bit.

2 fayn ŧ-ŧumubil? ŧ-ŧumubil fe-l-berrad.
3 fayn le-mṟa? le-mṟa fe-l-hanut.
4 fayn s-sarut? s-sarut fe-ž-žib.
5 fayn le-ħlib? le-ħlib fe-s-sarut.
6 fayn l-magana? l-magana f-le-ktab.
7 fayn ṟ-ṟažel? ṟ-ṟažel fe-s-suq.
8 fayn l-kelb? l-kelb fe-z-zenqa.
9 fayn l-qehwa? l-qehwa fe-l-kas.
Lesson 13
Negating sentences containing ‘in’
A predicate with f‑ is negated the way you have learnt before:
l-weld fe-l-bit. l-weld ma-ši fe-l-bit.

l-qehwa fe-l-kas. l-qehwa ma-ši fe-l-kas.
This way of negating you can also apply when answering yes/no questions:
fayn l-weld, waš huwa fe-l-bit?

la, huwa ma-ši fe-l-bit.
waš l-magana fe-š-škara?
la, hiya ma-ši fe-š-škara.
Exercise 13.a
Answer the questions using the picture below.
56 Basics
1 waš l-bit ṣ-ṣḡiṟ fe-s-sefli?

2 waš ƶ-ƶeṟbiya fe-l-bit le-kbir?
3 waš ŧ-ŧebla fe-s-sefli?
4 waš l-kŭrsi fe-l-bit ṣ-ṣḡiṟ?
5 waš l-bit le-kbir fe-s-sefli?
Exercise 13.b
The questions that are given ask whether a person or object is in a specific place. This
is not the case; the person or object is somewhere else, indicated by a picture. Answer
the question using this information.
Example 1
given waš l-ma fe-l-berrad?

note The water isn’t in the teapot, but in a cup.
you la, l-ma ma-ši fe-l-berrad, huwa fe-l-ḡŭṟṟaf.
Example 2
given waš s-sarut fe-ž-žib?

note The key isn’t in the pocket, but in a bag.
you la, s-sarut ma-ši fe-ž-žib, huwa fe-š-škara.
1 waš l-weld fe-z-zenqa?
2 waš l-bent fe-l-ingliz?
3 waš ṟ-ṟažel fe-l-ħanut?

Lesson 13  Negating sentences containing ‘in’ 57
4 waš ƶ-ƶeṟbiya fe-z-zenqa?
5 waš l-xŭbz fe-s-suq?
6 waš l-ma fe-s-stilu?

Lesson 14
Predicates containing a noun

and an adjective
The predicate may consist of a noun and an adjective, like in the following sentences:
hada ṟažel kbir. This <is> an old man.

l-qađi ṟažel kbir. The judge <is> an old man.
And also:
l-meḡrib blad mezyana. Morocco <is> a good/nice country.

fas mdina kbira. Fez <is> a big city.
l-magana hdiya mezyana. The watch <is> a nice gift.
Exercise 14.a
Write short dialogues responding to the sentences given. Use the word in brackets in
your response.
Example
given a ṟ-ṟažel le-kbir qađi.
given b (mezyan) ________?
you b waš huwa qađi mezyan?
given c iyeh, huwa qađi mezyan.
1a đ‑đaṟ le-kbira međṟaṣa.
b (ždid) ________________________?
c iyeh, hiya međṟaṣa ždida.
Lesson 14  Predicates with a noun and an adjective 59
2a l‑magana ž-ždida hdiya.

b (ṟxiṣ) ________________________?
c la, hiya hdiya ḡalya.
3a l‑meḡrib blad f-ifriqiya.
b (qṟib) ________________________?
c la, hiya ma-ši blad qṟiba.
4a fas mdina fe-l-meḡrib.
b (qdim) ________________________?
c iyeh, hiya mdina qdima.
5a l‑bent le-ħzina fe-đ-đaṟ.
b (kbira) ________________________?
c iyeh, hiya kbira.
6a ŧ‑ŧumubil ž-ždida fe-z-zenqa.
b (ṟxiṣa) ________________________?
c la, hiya ma-ši ṟxiṣa.
Exercise 14.b
Combine each subject in the left column with a predicate from the right column.The
right column is longer, so you won’t be able to use all its options.
1 l-buṣŧa a mdina qdima

b l-feṟħan
2 l-magana ž-ždida
c ma-ši feṟħana
3 ṟ-ṟažel le-kbir d fe-z-zenqa le-kbira
4 hadi e qađi mezyan
f fe-l-međṟaṣa
5 l-meḡrib
g ma-ši ḡalya
6 hada h ḡali
7 le-mṟa le-kbira i blad mezyana
j sarut ždid
8 l-weld
k blad qṟib
60 Basics
Exercise 14.c
Match the words in the left column with words from the right column you associate
with them, looking at the meaning.
1 kas a bit
2 ħewli b ŧebla
3 đaṟ c suq
4 weld d meɛza
5 kŭrsi e kŭnnaš (notebook)
6 ŧumubil f ḡŭṟṟaf
7 bab g qehwa
8 ħlib h sarut
9 ħanut i ṟažel
10 ktab j kaṟ (bus)
Exercise 14.d
Most of the sentences below contain mistakes. They are grammatically incorrect, or
what they say is impossible.
Find the mistakes, correct them by changing as little as possible, then translate the
corrected sentences.
1 l-weld, waš hiya feṟħan? 7 la, ana ma-ši mṟiđa, ɛeyyan ana.
2 ṟ-ṟažel kbir ma-ši feṟħana. 8 š-škara ždid hdiya mezyan.
3 waš feṟħana nta? 9 waš fe-l-bit l-ŧebla? la, huwa
fe-z-zenqa.
4 sarut ž-ždid fayn?
10 l-bit le-kbir fe-s-sefli.
5 l-weld le-kbira fe-l-međṟaṣa ma-ši.
11 ž-žellaba l-keħla beyđa.
6 waš nti mṟiđa?
Lesson 15
Sentences containing a verb
Sentences containing verbs are called verbal sentences. The first verb you’ll learn is
the verb ‘to see’. You’ll learn the present tense first.
ka-nšuf I see
ka-tšuf you♂ see
ka-tšufi you♀ see
Note that ‘you see’ has two possible conjugations, depending on the gender of the
subject. ‘I see’ only has one possible conjugation, which is independent from the gen-
der of the subject.
The subject of a verb is included in the verb conjugation (ka‑nšuf means ‘I see’
by itself). It is possible, however, to place the personal pronoun before the verb in
order to emphasise it:
ana ka-nšuf I see (emphasis on ‘I)

nta ka-tšuf you♂ see (emphasis on ‘you’)
nti ka-tšufi you♀ see (emphasis on ‘you’)
What you see, the object, directly follows the verb:
ka-nšuf l-ḡŭṟṟaf I see the cup

ka-tšuf l-kaṟ you♂ see the bus
ka-tšufi š-šems you♀ see the sun
Questions are once again formed using waš:
waš ka-tšuf le-ħmaṟ? Do you♂ see the donkey?

waš ka-tšufi l-gaṟṟu? Do you♀ see the cigarette?
62 Basics
If you want to attract someone’s attention by calling them by name, you place the
vocative particle a before the name. So a mħemmed means ‘hey Muhammad’.
If you want to ask Muhammad if he sees the old woman, you say:
a mħemmed, waš ka-tšuf le-mṟa le-kbira?

And asking Fatima♀ the same:
a faŧima, waš ka-tšufi le-mṟa le-kbira?
Exercise 15.a
Ask two people (5 x Ahmed and 5 x Fatima) if they see certain things. Then answer
as if you were the person being asked: ‘Yes, I see . . .’
Example
given Ask Ahmed if he sees the girl.
question a ħmed, waš ka-tšuf l-bent?
answer iyeh ka-nšuf l-bent.
given Ask Fatima if she sees the key.
question a faŧima, waš ka-tšufi s-sarut?
answer iyeh, ka-nšuf s-sarut.
1 Ask Fatima if she sees the judge. 6 Ask Ahmed if he sees the cup.
2 Ask Fatima if she sees the goat. 7 Ask Ahmed if he sees the sheep.
3 Ask Fatima if she sees the teapot. 8 Ask Ahmed if he sees the donkey.
4 Ask Fatima if she sees the bus. 9 Ask Ahmed if he sees the city.
5 Ask Fatima if she sees the cigarette. 10 Ask Ahmed if he sees the sun.
Exercise 15.b
Again, ask someone if they see something, but now you make the question using the
pictures.
Example
given mħemmed ?
question a mħemmed, waš ka-tšuf l-berrad ž-ždid?
Lesson 15  Sentences containing a verb 63
5 muṣŧafa ?
1 xadiža ?
6 ɛayša
2 ɛli ?
7 mħemmed ?
3 ħmed ?
8 dris ?
4 faŧima ?
Exercise 15.c
Use the word in brackets to replace part of the previous sentence, adapting the rest of
the sentence if needed.
Example
nta ka-tšuf l-bent.
(nti) nti ka-tšufi l-bent.
(ka-nšuf) ana ka-nšuf l-bent.
(l-weld) ana ka-nšuf l-weld.
1 ana ka-nšuf l-weld.

2 (nta) ________________________
3 (ka-tšufi) ________________________
4 (ṟažel kbir) ________________________
5 (ana) ________________________
64 Basics
6 (ka-tšuf) ________________________
7 (le-mṟa) ________________________
Exercise 15.d
Complete the dialogues, then listen to them.
ɛayša waš ka-tšuf l-weld le-kbir?

muṣŧafa iyeh, ka-nšuf________, u nti, waš nti ka-________ ________?
ɛayša la, ana ka-________ ḡir (= only) ________ ṣḡiṟ.
mħemmed waš ka-tšufi l-međṟaṣa?

faŧima iyeh, ka-________, u nta, waš ka-________?
mħemmed la, ________ ḡir đaṟ ṣḡiṟa.
Lesson 16
Negating verbs
Negating verbs is different from what you have seen so far. The negation consists of
two parts: ma‑ is placed before the verb and ‑š after it. Schematically:
ma- verb ‑š object

ma- ka-nšuf -š l-ḡŭṟṟaf
ma- ka-tšuf -š l-gaṟṟu
ma- ka-tšufi -š† š-šems
†
You may also hear ma‑. . .‑ši used to negate verbs; this emphasises the negation.
ma‑ka‑nšuf‑ši = I don’t see . . . at all
Now you can give a negative answer to questions like:
waš ka-tšuf le-ħmaṟ le-kbir?
Your answer would be:
la, ma-ka-nšuf-š le-ħmaṟ le-kbir.
and:
waš ka-tšufi l-kaṟ ž-ždid?

la, ma-ka-nšuf-š l-kaṟ ž-ždid.
Summarizing: You can now create 3 types of sentences containing a verb:

question waš ka-tšuf l-magana
affirmative answer iyeh ka-nšuf l-magana
negative answer la ma-ka-nšuf -š l-magana
66 Basics
Exercise 16.a
Answer the questions given. The picture will tell you whether you should answer ‘yes’
or ‘no’.
Example
question a muṣŧafa, waš ka-tšuf kelb?
note There is no dog pictured.
answer la ma-ka-nšuf-š kelb.
1 a muṣŧafa, waš ka-tšuf ṟažel? 6 a ɛayša, waš ka-tšufi sarut?
2 a muṣŧafa, waš ka-tšuf ħewli? 7 a ɛayša, waš ka-tšufi meɛza?
3 a muṣŧafa, waš ka-tšuf ƶeṟbiya? 8 a ɛayša, waš ka-tšufi kŭrsi?
4 a muṣŧafa, waš ka-tšuf đaṟ? 9 a ɛayša, waš ka-tšufi škara?
5 a muṣŧafa, waš ka-tšuf berrad? 10 a ɛayša, waš ka-tšufi ḡŭṟṟaf?
Exercise 16.b
Complete the dialogues below with appropriate verb forms. You can choose from:
ka-nšuf / ma-ka-nšuf-š / ka-tšuf / ma-ka-tšuf-š / ka-tšufi / ma-ka-tšufi-š

ɛli ana ma-________ l-berrad ž-ždid, u nta a mħemmed, waš ________
l-berrad ž-ždid?
mħemmed la, ________ l-berrad ž-ždid, walakin ________ l-berrad le-qdim
ɛli fayn ________ l-berrad le-qdim?
mħemmed ________ l-berrad le-qdim fe-ŧ-ŧebla fe-l-bit ṣ-ṣḡiṟ
Lesson 16  Negating verbs 67
There are some new words in this dialogue:
ḡir = only  ħda = next to  ħetta = also

muṣŧafa a faŧima, waš ________ ṟ-ṟažel le-kbir fe-z-zenqa?
faŧima la, ________ ṟažel kbir fe-z-zenqa, ________ ḡir weld ṣḡiṟ.
muṣŧafa fayn ________ l-weld, ana ________ ḡir ṟažel u kelb.
faŧima l-weld ħda l-buṣŧa.
muṣŧafa iyeh, ħetta ana ________ l-weld ṣ-ṣḡiṟ.
Lesson 17
Personal pronouns for

‘him’ and ‘her’
If you want to give an affirmative answer to the question ‘Do you see the old man?’,
it is more natural to say ‘Yes, I see him’, than ‘Yes, I see the old man’. ‘Him’, that which
you see, is the object. Like in English, Moroccan personal pronouns have different
forms depending on whether they are subject or object:
subject object
huwa (he) -u (him)
hiya (she) -ha (her)
The hyphen of ‑u and ‑ha means that both suffixes are always joined to the word
before, and they never occur on their own. You don’t hear a pause or anything.
Now you can answer these questions:
question answer
waš ka-tšuf ṟ-ṟažel? iyeh, ka-nšuf-u.
waš ka-tšuf le-mṟa? iyeh, ka-nšuf-ha.
Or you can formulate the questions differently:
hada ṟažel kbir, waš ka-tšuf-u?

hadi mṟa kbira, waš ka-tšuf-ha?
hadi mṟa kbira, waš ka-tšufi-ha?
Both suffixes may also refer to nouns denoting non-persons. Depending on the gen-
der of the noun, you use ‑u or ‑ha.
waš ka-tšufi l-kelb le-kbir? iyeh, ka-nšuf-u. (kelb is masculine.)

waš ka-tšuf l-magana ṣ-ṣḡiṟa? iyeh, ka-nšuf-ha. (magana is feminine.)
Lesson 17  Personal pronouns for ‘him’ and ‘her’ 69
Exercise 17.a
Answer the questions affirmatively, replacing the object of the question by ‑u or ‑ha
in the answer.
Example
question a ħmed, waš ka-tšuf l-bent?
answer iyeh, ka-nšuf-ha.
1 a ħmed, waš ka-tšuf l-meɛza? 6 a faŧima, waš ka-tšufi l-berrad?
2 a faŧima, waš ka-tšufi đ-đaṟ? 7 a ħmed, waš ka-tšuf l-bent?
3 a ħmed, waš ka-tšuf l-kŭrsi? 8 a faŧima, waš ka-tšufi le-ktab?
4 a faŧima, waš ka-tšufi le-mdina? 9 a ħmed, waš ka-tšuf s-suq?
5 a ħmed, waš ka-tšuf l-ħewli? 10 a faŧima, waš ka-tšufi l-kaṟ?
Lesson 18
Negating verbs with suffixes
A suffix added to a verb becomes part of that verb. This means that the suffix sits
between the two parts of the negation ma‑. . .‑š.
ka-nšuf-u. I see him.

ma-ka-nšuf-u-š. I don’t see him.
ka-tšuf-ha. You see her.
ma-ka-tšuf-ha-š. You don’t see her.
The suffix and the verb are inseparable; nothing can come in between.
Exercise 18.a
You are now Ahmed or Fatima. Answer the questions you will be asked. Whether
you see what is being asked or not can be determined by looking at the pictures
below.
Lesson 18  Negating verbs with suffixes 71
Example
question a ħmed, waš ka-tšuf l-ħewli le-byeđ?
note No white sheep is pictured.
answer la, ma-ka-nšuf-u-š.
question a faŧima, waš ka-tšufi le-mdina ṣ-ṣḡiṟa?
note There is a small city pictured.
answer iyeh, ka-nšuf-ha.
1 a faŧima, waš ka-tšufi le-ħlib l-ldid? 6 a ħmed, waš ka-tšuf l-magana l-ḡalya?
2 a faŧima, waš ka-tšufi l-bab l-mesdud? 7 a ħmed, waš ka-tšuf đ-đaṟ le-kbira?
3 a faŧima, waš ka-tšufi l-berrad le-kbir? 8 a ħmed, waš ka-tšuf ŧ-ŧebla ž-ždida?
4 a faŧima, waš ka-tšufi ṟ-ṟažel l-ɛeyyan? 9 a ħmed, waš ka-tšuf le-hdiya l-ḡalya?
5 a faŧima, waš ka-tšufi l-bent l-feṟħana? 10 a ħmed, waš ka-tšuf z-zenqa le-qṟiba?
Exercise 18.b
You know you can address someone by placing a before the first name. But you can
also say ‘sir’ or ‘madam’, sidi or lalla, both also preceded by the vocative particle a.
Answer the questions using a suffix. iyeh and la indicate how you should answer.
Example
question a sidi, waš ka-tšuf ṟ-ṟažel le-kbir? iyeh
answer iyeh, ka-nšuf-u.
question a lalla, waš ka-tšufi s-sarut ž-ždid? la
1 a sidi, waš ka-tšuf l-qehwa l-keħla? iyeh

2 a lalla, waš ka-tšufi l-ħewli l-ḡali? la
72 Basics
3 a sidi, waš ka-tšuf l-buṣŧa l-meħlula? la

4 a lalla, waš ka-tšufi đ-đaṟ le-bɛida? iyeh
5 a sidi, waš ka-tšuf z-zit l-ldida? la
6 a lalla, waš ka-tšufi ŧ-ŧumubil ṟ-ṟxiṣa? iyeh
7 a sidi, waš ka-tšuf l-weld le-ħzin? iyeh
8 a lalla, waš ka-tšufi s-stilu ž-ždid? la
Exercise 18.c
For asking ‘Do you see the old man’ you’ve learnt: waš ka‑tšuf ṟ‑ṟažel le‑kbir?
However, in Moroccan the most essential part of a question is often placed at the
front. The question would then be: ‘The old man, do you see him?’
ṟ-ṟažel le-kbir, waš ka-tšuf-u?
Make questions in this way, using the pictures.
Example
ŧ-ŧumubil ž-ždida, waš ka-tšuf-ha?
1 4
2 5
3 6
Lesson 18  Negating verbs with suffixes 73
Exercise 18.d
Complete the dialogues using forms of the verb ‘to see’, sometimes putting it between
the negation ma‑. . .‑š, and where possible adding a suffix ‑u or ‑ha, referring to an
object mentioned earlier. If there is a hyphen in the open space, you should attach a
suffix to the verb.
ɛli ana ma-________-š l-berrad ž-ždid, u nta a mħemmed, waš

________-__?
mħemmed la, ________-_♂♀walakin ________ l-berrad le-qdim.
ɛli fayn ________-__?
mħemmed ________-__ fe-ŧ-ŧebla fe-l-bit ṣ-ṣḡiṟ.
muṣŧafa a faŧima, waš ________ le-mṟa le-kbira fe-z-zenqa?

faŧima la, ________-__, ________ ḡir mṟa ṣḡiṟa.
muṣŧafa fayn ________-__, ana _______ ḡir ṟažel u kelb.
faŧima hiya ħda l-buṣŧa.
muṣŧafa iyeh, ħetta ana ________-__.
Lesson 19
Suffixes for ‘me’ and ‘you’
Beside the suffixes ‑u and ‑ha (him and her), there are suffixes for ‘me’ and ‘you’.
subject object
ana (I ♂♀) -ni (me ♂♀)
nta (you ♂) -ek (you ♂)
nti (you ♀) -ek (you ♀)
As you can see, ‑ek (you) has the same form for masculine and feminine.
Both these suffixes are part of the verb as well, so sit between the two parts of the
negation.
waš ka-tšufi-ni?
iyeh, ka-nšuf-ek.
la, ma-ka-nšuf-ek-š.
Here is an overview of all personal pronouns and suffixes we have come across so far:
personal pronoun subject suffix object

ana I -ni me
nta you ♂ -ek you ♂
nti you ♀ -ek you ♀
huwa he -u him
hiya she -ha her
Lesson 19  Suffixes for ‘me’ and ‘you’ 75
Exercise 19.a
Complete the dialogues below writing forms of the verb ‘to see’ in the open spaces,
adding suffixes where needed. Where three personal pronouns are given in brackets,
you must choose one.
ħmed a faŧima, waš ________ -ni?

faŧima la, ma- ________-__, fayn (hiya, nta, ana)?
ħmed (huwa, nti, ana) fe-l-bit ṣ-ṣḡiṟ.
faŧima iyeh, daba (= nu) ________.
dris a mħemmed fayn (huwa, nti, nta), ma-________-ek-š.
mħemmed (huwa, ana, nti) fe-l-bit le-kbir fe-s-sefli, ma-________-š?

dris la, ________.
mħemmed waš ________ l-kŭrsi le-kbir?
dris iyeh, ________.
mħemmed (hiya, ana, nta) ħda l-kŭrsi.
dris iyeh, daba ________.
Exercise 19.b
Pretend you are the man in the picture below. Some objects are within your field of
vision (in front of you), and some are outside it (behind you). Now answer the questions.
If you, the student, are a woman, write an i on the underscores of ka‑tšuf_.
76 Basics
Example
question waš ka-tšuf_ l-kŭrsi?
note The chair is behind you, so you can’t see it.
1 waš ka-tšuf_ l-gaṟṟu? 8 waš ka-tšuf_ l-berrad?
2 waš ka-tšuf_ l-magana? 9 waš ka-tšuf_ ṟ-ṟažel?
3 waš ka-tšuf_ š-šems? 10 waš ka-tšuf_ đ-đaṟ
4 waš ka-tšuf_ l-kaṟ?
5 waš ka-tšuf_ le-mdina?
6 waš ka-tšuf_ l-ḡŭṟṟaf?
7 waš ka-tšuf_ le-ħmaṟ?
Lesson 20
Emphasis
You have seen before that in Moroccan you can emphasise a sentence constituent by
putting it at the beginning of the sentence.
You have already seen and heard the following sentence:
nta, waš ka-tšuf s-sarut?
If you want to emphasise the subject, you explicitly put the personal pronoun before
the verb:
nti, ka-tšufi-ha walakin ana, ma-ka-nšuf-ha-š.

ana, ka-nšuf-u u nta, ma-ka-tšuf-u-š.
You put this stressed subject at the very beginning of the sentence, so even before waš.
nta, waš ka-tšuf s-sarut?

nti, waš ka-tšufi l-gaṟṟu?
If the subject is a noun, you can also put it at the beginning of the sentence. This
creates an effect of introducing a new conversation topic. Where the subject of the
sentence should be, you give the personal pronoun huwa or hiya.
ƶ-ƶeṟbiya, hiya ṟxiṣa.

ƶ-ƶeṟbiya, hiya ma-ši ṟxiṣa.
ƶ-ƶeṟbiya, waš hiya ṟxiṣa?
s-stilu, huwa ždid.
s-stilu, huwa ma-ši ždid.
s-stilu, waš huwa ždid?
78 Basics
Exercise 20.a
Emphasise the subject by explicitly stating the personal pronoun contained in the verb.
Example
given ka-nšuf l-weld.
you ana, ka-nšuf l-weld.
1 ka-tšuf l-weld. 5 ka-nšuf ƶ-ƶeṟbiya.
2 ka-tšufi l-ma. 6 ka-tšuf s-stilu.
3 ka-nšuf le-ktab. 7 ka-nšuf s-sarut.
4 ka-tšufi l-međṟaṣa.
Exercise 20.b
Someone mentions they cannot see a certain object. Say you can’t see it (either), and
then ask someone else (3x Muhammad and 3x Fatima) emphatically if they do see
the object.
Example
given ma-ka-nšuf-š s-sarut.
you ma-ka-nšuf-š s-sarut, u nta a mħemmed, waš ka-tšuf-u?
1 ma-ka-nšuf-š s-suq. 4 ma-ka-nšuf-š le-hdiya.
2 ma-ka-nšuf-š l-ħanut. 5 ma-ka-nšuf-š l-bent.
3 ma-ka-nšuf-š l-meɛza. 6 ma-ka-nšuf-š ž-žellaba.
Exercise 20.c
Change the sentences so that the subject is being introduced as a new conversation topic.
Example
given waš ƶ-ƶeṟbiya ṟxiṣa?
you ƶ-ƶeṟbiya, waš hiya ṟxiṣa?
1 l-međṟaṣa ma-ši kbira. 4 l-berrad ṣḡiṟ.
2 đ-đaṟ ṟxiṣa. 5 l-kaṟ ma-ši ḡali.
3 waš s-stilu mezyan? 6 waš le-mdina qṟiba?
Lesson 21
Emphasizing the object
If you want to emphasise the object, you can also put it at the beginning of the sen-
tence. An object may consist of a noun (with or without an adjective) or a suffix. If
you put a noun at the beginning of the sentence, you have to replace it with a suffix
in the spot where the object was before.
ka-tšuf l-ħewli le-kbir. l-ħewli le-kbir, ka-tšuf-u.

ka-nšuf l-međṟaṣa ž-ždida. l-međṟaṣa ž-ždida, ka-nšuf-ha.
waš ka-tšuf l-međṟaṣa? l-međṟaṣa, waš ka-tšuf-ha?
waš ka-tšuf s-sarut? s-sarut, waš ka-tšuf-u?
ma-ka-nšuf-š ṟ-ṟažel. ṟ-ṟažel, ma-ka-nšuf-u-š.
ma-ka-tšufi-š l-meɛza. l-meɛza, ma-ka-tšufi-ha-š.
You can also emphasise the object if it is just a suffix.You then put the corresponding
personal pronoun at the beginning of the sentence.
ka-tšuf-u. huwa, ka-tšuf-u.

ma-ka-nšuf-ek-š. nta, ma-ka-nšuf-ek-š (or nti, . . .).
waš ka-tšuf-ni? ana, waš ka-tšuf-ni?
A concluding remark about preposing. If either a subject or an object is placed at the

beginning of the sentence, they are actually no longer part of the sentence. This is
indicated by the comma after the preposed sentence constituent. If you omit the
preposed sentence constituent, you are left with a grammatically correct sentence.
nti, ka-tšufi-ha.
ana, ka-nšuf-u.
l-ħewli le-kbir, ka-tšuf-u.
80 Basics
l-meɛza, ma-ka-tšufi-ha-š.
s-sarut, waš ka-tšuf-u?
ana, waš ka-tšuf-ni?
Exercise 21.a
Emphasise the object of the sentences below.
Example
given ka-nšuf l-weld
you l-weld, ka-nšuf-u.
1 ka-tšuf l-ḡŭṟṟaf le-kbir. 7 waš ka-tšuf l-gaṟṟu?

2 ka-tšufi ŧ-ŧumubil ṣ-ṣḡiṟa. 8 waš ka-tšufi l-buṣŧa le-kbira?
3 ka-nšuf l-kaṟ ž-ždid. 9 ma-ka-nšuf-š l-ħewli.
4 ka-tšuf l-weld l-feṟħan. 10 ma-ka-tšuf-š ž-žellaba.
5 waš ka-tšuf le-mdina? 11 ma-ka-tšufi-š l-magana ž-ždida.
6 waš ka-tšufi l-bent? 12 ma-ka-nšuf-š l-meɛza.
Exercise 21.b
Emphasise the object of the sentences below. The object here is just a suffix.
Example
given ka-nšuf-ha.
you hiya, ka-nšuf-ha.
1 waš ka-tšufi-ni?
2 ka-nšuf-u.
3 ma-ka-nšuf-ek-š.
4 waš ka-tšuf-u?
5 ma-ka-nšuf-ha-š.
6 ka-nšuf-ek.
Lesson 21  Emphasizing the object 81
Exercise 21.c
Emphasise the sentence constituent underlined. If the underlined word is the verb,
you have to emphasise the subject contained within the verb.
Example
given ka-nšuf đ‑đar.
you đ-đaṟ, ka-nšuf-ha.
1 ka-tšufi-ha.
2 ka-nšuf le-mdina le-qdima.
3 ma-ka-tšuf-š le‑ħmaṟ le‑kħel.
4 ma-ka-nšuf-ek-š.
5 waš ka-tšufi ž-žellaba ž-ždida?
6 ma-ka-tšufi-ni-š.
7 waš ka-tšuf-ni?
8 ka-nšuf đ‑đaṟ l‑beyđa.
9 waš ka-tšuf ṟ-ṟažel?
Lesson 22
The imperative
To form the imperative, the second person verb forms are used (you ♂ and ♀). Omit
the ka‑ and the t and you are left with the imperative:
ka-tšuf šuf! look! (to a man)

ka-tšufi šufi! look! (to a woman)
If the verb ‘to see’ is followed by the word waš, it means ‘to see if . . .’
ka-nšuf waš l-xŭbz mezyan I’ll see if the bread is done.
This can also be put as an order, e.g. for Ahmed:

a ħmed, šuf waš l-xŭbz mezyan!
Exercise 22.a
Tell someone (first four times a woman, then four times a man) to look at the given
object. Think up a name yourself.
Example
house a faŧima, šufi đ-đar!

city a muṣŧafa, šuf le-mdina!
1 woman
2 dog
3 glass
4 coffee
Lesson 22  The imperative 83
5 chair
6 judge
7 table
8 ballpoint
Exercise 22.b
Make sentences like the example, using the directions given.
Example
given Tell Ahmed to see if the bread is done.

you a ħmed, šuf waš l-xŭbz mezyan
1 Tell Ahmed to see if the woman is tired.

2 Tell Fatima to see if the boy is ill.
3 Tell Muhammad to see if the girl is sad.
4 Tell Aïcha to see if the shop is closed.
5 Tell Moustafa to see if the ground floor is big.
6 Tell Naïma to see if the post office is open.
Lesson 23
The demonstrative ‘this’
In English there is a difference between demonstratives used for objects close to the
speaker (this/these) and objects further away (that/those). Moroccan has the same
distinction. For objects close to the speaker, the same form is used for masculine and
feminine nouns. This is the demonstrative had. had is almost always followed by the
article, and is the same before masculine or feminine nouns.
had l-weld this boy

had ṟ-ṟažel this 29
________
had l-bent this girl
had ž-žellaba this 30
________
Some new words:
had l-kŭnnaš this notebook

had le-hdiya this gift
had le-fraš this bed
had l-wad this river
had can also be used before a noun and an adjective:
had l-kŭnnaš ž-ždid . . . this new notebook

had le-hdiya l-ḡalya . . . this expensive gift
had le-fraš le-kbir . . . this big bed
had l-wad ṣ-ṣḡiṟ . . . this small river
Once again the rule is: if the noun is definite, the adjective needs to be as well.
Lesson 23  The demonstrative ‘this’ 85
All examples above are incomplete sentences.
had l-wad . . . this river . . .

had l-wad l-xawi . . . this empty river . . .
This last example isn’t a sentence either.You could make it into a sentence, however:
‘This river (bed) is empty.’ How could you do that?31 Think about this question before
you continue reading.
To make a predicate out of xawi, you omit its article:

had l-wad xawi. This river <is> empty.
Some more examples:
had ṟ-ṟažel mṟiđ. This man <is> ill.

had le-mṟa mṟiđa. This woman <is> ill.
had and a noun can also be followed by two adjectives: one adjective that is part of
the subject and one that forms the predicate.
had ṟ-ṟažel le-kbir mṟiđ. This old man <is> ill.

had le-mṟa le-kbira mṟiđa. This old woman <is> ill.
Demonstrative had is different from the demonstratives hada and hadi that you have
learnt before.The latter two are so-called demonstrative pronouns (i.e. they are a sepa-
rate sentence constituent). had on the other hand is a demonstrative adjective: it only
occurs with a noun and forms one sentence constituent with that noun.
You can emphasise the demonstrative adjective by following the noun with the
demonstrative pronoun (hada/hadi).
had le-blad this country had le-blad hadi this country

had l-kas this glass had l-kas hada this glass
Finally, we will introduce the adjective ‘other’. This is axŭṟ in the masculine form and
ẋṟa in the feminine form. Some examples are below.
ṟažel axŭṟ another man

l-weld l-axŭṟ the other boy
bit axŭṟ another room
86 Basics
l-gaṟṟu l-axŭṟ the other cigarette

mṟa ẋṟa another woman
l-bent le-ẋṟa the other girl
mdina ẋṟa another city
š-škara le-ẋṟa the other bag
In the exercises below some new symbols are used.The first one is for the demonstra-
tive ‘this’/these’, which is symbolised by a hand pointing at a nearby tree: this tree.
For ‘other’ the hand points alongside the tree to an (imaginary) other one, thus
indicating that not ‘this . . .’ is meant but an ‘other . . .’.
An example:
&
had s‑sarut u s‑sarut l‑axŭṟ
&
this chair and the other chair
had l‑kŭrsi u l‑kŭrsi l‑axŭṟ
Exercise 23.a
Alternately answer these questions affirmatively and negatively.
1 waš had l-kaṟ kbir? iyeh

2 waš had le-fraš ždid? la
3 waš had le-hdiya ḡalya? iyeh

4 waš had l-kŭnnaš ṟxiṣ? la
5 waš had l-wad qṟib? iyeh
6 waš had l-lħem ldid? la
Exercise 23.b
Answer the questions using the pictures.
Example
given
waš had ṟ-ṟažel ɛeyyan?

note The man is glad, not tired
you la, had ṟ-ṟažel ma-ši ɛeyyan.
1 – waš had le-fraš ždid?
2 – waš had le-hdiya ṟxiṣa?

88 Basics
3 – waš had l-ḡŭṟṟaf kbir?
4 – waš had l-gaṟṟu mezyan?
5 – waš had l-kaṟ qdim?
6 – waš had đ-đaṟ ṣḡiṟa?
Exercise 23.c
This exercise expands on the last exercise. Now you will see ‘this . . .’ and ‘the other . . .’
this bus old but the bus the other new

had -kaṟ qdim walakin l-kaṟ l-axŭṟ ždid
In answer to the question ‘Is this bus new?’ you could say:
No, this bus is old, but the other bus is new.
la, had l-kaṟ qdim walakin l-kaṟ l-axŭṟ ždid
The complete example looks like this:
given
given waš had l-kaṟ ždid?

you la, had l-kar qdim walakin l-kaṟ l-axŭṟ ždid.
1 waš had s-sarut kbir?

90 Basics
2 waš had l-ħewli ṟxiṣ?
3 waš had le-blad bɛida?

4 waš had z-zit ldida?
5 waš had š-škara beyđa?
6 waš had le-fraš ždid?

92 Basics
7 waš had l-weld ħzin?
Exercise 23.d
Translate these sentences into Moroccan.
1 This boy is sad but this girl is glad.

2 This sugar is expensive but this pen is cheap.
3 This carpet is small but this table is big.
4 This goat is ill but this sheep is not ill.
5 This book is open but this notebook is closed.
6 This city is near but this country is far away.
Exercise 23.e
Choose one of the three words between brackets and use it to complete the sentence.
Example
given had ṟ-ṟažel ________ mṟiđ. (ḡali, feṟħana, le-kbir)

you had ṟ-ṟažel le-kbir mṟiđ.
1 had l-wad ṣ-ṣḡiṟ ________. (xawya, kbir, xawi)

2 had ________ ž-ždid xawi. (l-weld, ḡŭṟṟaf, l-kŭnnaš)
3 had le-fraš le-kbir ________. (l-mezyan, mezyan, ṣḡiṟ)
4 had l-ħewli ________ kbir. (le-kħel, byeđ, l-mešdud)
5 had ________ l-ḡalya mezyana. (ŧ-ŧumubil, hdiya, l-berrad)
6 had z-zit ṟ-ṟxiṣa ________. (l-ɛeyyana, ḡalya, ldida)
7 had s-suq le-kbir ________. (ṣḡiṟa, l-mezyan, xawi)
8 had z-zenqa ________ mešduda. (le-kbir, ṣ-ṣḡiṟa, xawya†)
xawya is the feminine form of xawi.

†
Lesson 24
The verb ‘to have’
Moroccan doesn’t have a verb meaning ‘to have’ in the sense of ‘to own’.
In Moroccan ‘to have’ is expressed by means of the preposition ɛend (with) fol-
lowed by a suffix indicating the ‘owning person’.
Earlier you have learnt the suffixes ‑ni, ‑ek, ‑u, ‑h. The suffix for ‘me’ has two
different forms, one used after a verb: ‑ni; and one after a preposition: ‑i. The other
suffixes have only one form.
personal pronoun suffix suffix
subject object after preposition

ana -ni -i
nta -ek -ek
nti -ek -ek
huwa -u -u
hiya -ha -ha
So sentences including ‘to have’ would look like this:

He, with him <is> a book.
huwa, ɛend-u ktab. He has a book.

ana, ɛend-i gaṟṟu. I have a cigarette.
hiya, ɛend-ha škara. She has a bag.
nta/nti, ɛend-ek ḡŭṟṟaf. You (♂ and ♀) have a cup.
You see that the possessing person gets mentioned twice:

once by a 32 ________________ and once (after ɛend) by a 33________________.
Lesson 24  The verb ‘to have’ 95
The personal pronoun may be omitted as well:

ɛend-u ŧumubil ždida.
ɛend-i ktab axŭṟ.
So each sentence can have two forms:

a ana, ɛend-i ŧumubil ždida. b ɛend-i ŧumubil ždida.
a nta/nti, ɛend-ek fraš kbir. b ɛend-ek fraš kbir.
a huwa, ɛend-u đaṟ mezyana. b ɛend-u đaṟ mezyana.
The difference between the sentences a and b of the example pairs above is that in
the first sentences the subject 34 ________________.
If you use the preposition ɛend in a sentence where it means ‘to have’, ɛend can
only be followed by a suffix, not by a noun. So you cannot say:
* ɛend ṟ-ṟažel ktab.
In that case you should say:

ṟ-ṟažel, ɛend-u ktab.
l-bent, ɛend-ha škara ždida.
l-weld, ɛend-u ktab mezyan.
In these sentences there is no stress on the preposed words, because this is the only
way you can say it.
Of course these sentences can be made into questions using waš:
waš ɛend-ek fraš kbir?

waš ɛend-u đaṟ mezyana?
The (affirmative) answer could be:
iyeh, ɛend-i fraš kbir.

iyeh, ɛend-u đaṟ mezyana.
Exercise 24.a
Give an affirmative answer to the following questions. If the question is about you (in
the second person), then answer in the first person (I, ɛend‑i). If the question is about
96 Basics
‘him/her’, then your answer should also be in the third person (he/she, ɛend‑u/
ɛend‑ha).
Example
given waš ɛend-ek bit mezyan?
you iyeh, ɛend-i bit mezyan.
given waš ɛend-u ktab ždid?
you iyeh, ɛend-u ktab ždid.
1 waš ɛend-ek stilu xawi?

2 waš ɛend-u ħmaṟ kbir?
3 waš ɛend-u bit xawi?
4 waš ɛend-ek ħanut ṣḡiṟ?
5 waš ɛend-u meɛza mṟiđa?
6 waš ɛend-ek lħem ldid?
Exercise 24.b
Ask if the person mentioned possesses the object mentioned. Only use the suffix in
your question, not the personal pronoun.
Example
given huwa, ŧumubil
you waš ɛend-u ŧumubil?
1 ana, kelb
2 nti, weld
3 hiya, škara
4 nta, xŭbz
5 ana, qehwa
6 huwa, kas
7 hiya, stilu
8 nta, bent
Lesson 24  The verb ‘to have’ 97
Exercise 24.c
These sentences are incorrect, as is shown by the asterisk preceding them. Change
them into correct sentences.
Example
given * waš ɛend ṟ-ṟažel ktab mezyan?
correct ṟ-ṟažel, waš ɛend-u ktab mezyan?
1 * waš ɛend l-qađi đaṟ kbira?

2 * ɛend ṟ-ṟažel magana qdima.
3 * waš ɛend l-bent škara xawya?
4 * ɛend l-weld ħlib ldid.
5 * ɛend le-mṟa ṟažel feṟħan.
Lesson 25
Negating sentences
with the verb ‘to have’
The preposition ɛend, when it means ‘to have’, resembles a verb; because like the verb
‘to see’, you negate it by placing ma‑ and –š on either side of it:
ma-ɛend-i-š magana. 35
________________
nta, ma-ɛend-ek-š ŧumubil. 36
________________
l-weld, ma-ɛend-u-š gaṟṟu. 37
________________
le-mṟa, ma-ɛend-ha-š škara. 38
________________
So this is different from negating a sentence constituent following a preposition like

f‑ (see Lesson 13). To negate that, you use the negation ma‑ši which you don’t put
on either side of the sentence constituent containing f‑, but directly after the subject
and before f‑.
l-weld fe-l-bit. l-weld ma-ši fe-l-bit.

l-qehwa fe-l-kas. l-qehwa ma-ši fe-l-kas.
Exercise 25.a
Pretend that the objects pictured below are the only things you own. Now answer
the questions.
Lesson 25  Negating sentences with the verb ‘to have’ 99
Example
given waš ɛend-ek kelb?
note There is no dog among your possessions.
you la, ma-ɛend-i-š l-kelb.
1 waš ɛend-ek žellaba?

2 waš ɛend-ek ŧebla?
3 waš ɛend-ek berrad?
4 waš ɛend-ek ŧumubil?
5 waš ɛend-ek škara?
6 waš ɛend-ek sarut?
7 waš ɛend-ek kaṟ?
8 waš ɛend-ek kŭrsi?
Exercise 25.b
Ask first Ahmed and then Aïcha three times if they own the objects pictured. Then
give a negative answer. In your answer, start the sentence with the name of the object.
Example
given
you, question a ɛayša, waš ɛend-ek sarut?
you, answer la, sarut ma-ɛend-i-š.
1 a ________, waš ɛend-ek ________?

la, ________ ma-ɛend-i-š.
100 Basics
2 a ________, waš ________?

la, ________ ma-________.
3 a ______, ______?
la, ________.
4 a ________?
la, ________.
5 ________?
________.
6 ________?
________.
Exercise 25.c
Write sentences stating that the person given does own the first object pictured but
does not own the second, crossed out object.
Example
given ana
you ana, ɛend-i ŧumubil walakin l-kaṟ ma-ɛend-i-š.
Lesson 25  Negating sentences with the verb ‘to have’ 101
1 huwa
2 nta
3 hiya
4 ana
5 nti
6 huwa
Lesson 26
The indefinite article
Until now you have learnt that a noun is indefinite if it is not preceded by the
definite article.
But Moroccan has another way of expressing that a noun is indefinite: the indefi-
nite article. This indefinite article is waħed + l(e)‑ or waħed + duplication of the
first consonant.
waħed l-bit a room

waħed l-kŭnnaš a notebook
waħed ṟ-ṟažel 39
_________
waħed s-sarut 40
_________
So waħed l‑ is the indefinite article, even though it contains the definite article l(e)‑.
Note: it does not mean one (the numeral), but a (the indefinite article).
waħed l‑ plus the noun following it is grammatically indefinite. This becomes appar-
ent if we add an adjective to the noun.
waħed l-bit kbir a big room
bit is indefinite because of the indefinite article waħed l‑ and so the adjective must
be indefinite as well. Not having an article is the only way an adjective can be indefi-
nite. The indefinite article waħed l‑ can never precede an adjective.
So you couldn’t say:
waħed l-wad waħed le-kbir.

waħed l-wad le-kbir.
Lesson 26  The indefinite article 103
But only:
waħed l-wad kbir a big river
This never means ‘A river is big’. You can’t say that in Moroccan. (Though you
wouldn’t be very likely to say it in English, either; you would use the plural in such
a case: ‘Rivers are big’.)
Some more examples:
waħed l-kaṟ xayeb a bad bus

waħed l-kŭnnaš ždid a new notebook
waħed le-hdiya ḡalya an expensive gift
waħed z-zenqa kbira 41
________
waħed ŧ-ŧebla xayba 42
________
waħed le-blad barda. 43
________ cold ________.
waħed l-faṟ ṣḡiṟ. 44
________ mouse.
In the exercises in this lesson the following three new symbols for adjectives are used:
xawi, bared, xayeb.
xawi The box is empty.
bared Note how cold the man is.
xayeb See the facial expression. This can also refer to non-
edible things.
104 Basics
Exercise 26.a
Change the noun from a ‘normal indefinite’ (not having an article) into a ‘real indef-
inite’, using the indefinite article waħed l‑.
Example
given hadi zenqa kbira
you hadi waħed z-zenqa kbira
1 hadi blad barda 6 hada stilu mezyan
2 hada fraš byeđ 7 hadi mdina qṟiba
3 hada gaṟṟu xayeb 8 hada faṟ ṣḡiṟ
4 hadi mṟa ħzina 9 hadi buṣŧa qṟiba
5 hadi đaṟ xawya 10 hada wad ṣḡiṟ
Exercise 26.b
Give affirmative answers to the questions, using waħed l‑ in your answer, and add
the adjective indicated by the picture.
Example
given waš ɛend-ek ŧumubil?
you iyeh, ɛend-i waħed ŧ-ŧumubil mezyana.
given waš ɛend-ek ktab?
you iyeh, ɛend-i waħed le-ktab qdim.

1 waš ɛend-ek bit?
2 waš ɛend-ek magana?
3 waš ɛend-ek ħmaṟ?
4 waš ɛend-ek ƶeṟbiya?
5 waš ɛend-ek sarut?
6 waš ɛend-ek škara?
7 waš ɛend-ek ħanut?
8 waš ɛend-ek žellaba?
Exercise 26.c
Write sentences using the information given. For each sentence the following infor-
mation is provided:
106 Basics
− the person owning something (ana, huwa etc.);

− that which is owned by this person: an object and a property, both indicated by
pictures.
Put the indefinite article in front of the nouns.
Example
given ana
you ana ɛend-i waħed ŧ-ŧumubil ždida.
1 huwa
2 nta
3 hiya
4 ana
5 nti
Write the following sentences in the same way, but now use the verb ‘to see’.
Example
given ana
zin ana ka-nšuf waħed ŧ-ŧumubil ždida.
6 nta
7 ana
8 nti
9 nta
10 ana
Lesson 27
The demonstrative ‘that’
Earlier you have learnt that the demonstrative had (for objects close to the speaker)
can be used with both masculine and feminine nouns:
had l-weld had s-sarut

had l-bent had š-škara
The demonstrative for ‘that’ (for objects further away from the speaker) does get dif-
ferent forms depending on whether it is used with a masculine or a feminine noun.
These are dak (masculine) and dik (feminine). These two are also (nearly) always
followed by the definite article l(e)‑.
masculine feminine
dak l-weld 45
________ dik l-bent 46
________
dak ṟ-ṟažel 47
________ dik le-mṟa 48
________
dak l-kesksu that couscous dik l-magana 49
________
dak l-kebbuŧ that coat dik ƶ-ƶeṟbiya 50
________
dak l-faṟ that mouse dik l-međṟaṣa 51
________
dak ṣ-ṣabun that soap dik ž-žellaba 52
________
Of course, dak and dik can also be used before a noun with an adjective:
dak l-ħanut l-mesdud that closed shop

dak ṣ-ṣabun l-xayeb that bad soap
dik le-blad l-barda 53
________________
dik l-međṟaṣa l-xayba 54
________________
Lesson 27  The demonstrative ‘that’ 109
And of course, sentences of the following type can be formed using dak/dik:
dak ṣ-ṣabun xayeb. That soap <is> bad.

dik le-blad barda. 55
________________.
Besides the forms dak/dik, you may encounter the forms hadak/hadik:
hadak s-sarut ma-ši qdim.

hadik z-zenqa qṟiba.
These alternative forms have the exact same meaning and function.
Exercise 27.a
An object is stated to have a certain attribute. Respond to this by stating that <that>
object does not have the attribute claimed. If in the statement given you hear had
(this), in your statement use dak/dik (that)!
Example
statement had s-sarut ždid
you dak s-sarut ma-ši ždid, huwa qdim
1 had le-blad barda. 5 had l-gaṟṟu ldid.

2 had l-buṣŧa beyđa. 6 had l-xŭbz bared.
3 had le-fraš xayeb. 7 had s-suq xayeb.
4 had l-ḡŭṟṟaf xawi.
Exercise 27.b
For the demonstrative ‘this/these’ (had), we introduced the symbol .
= this cigarette = had l-gaṟṟu.

110 Basics
For ‘that/those’ (dak/dik) we introduce here the symbol .

The hand is pointing at the tree from afar.
= that cigarette = dak l‑gaṟṟu.
You will now hear some questions in the sound file. Answer those using the informa-
tion given.
Example 1
given
given waš had s-sarut ždid?

note This key (near) is new but that key (far away) is old.
you had s-sarut ždid walakin dak s-sarut qdim.
Example 2
given
given waš had le-ktab ḡali?
note This book is cheap, but that book is expensive.
you had le-ktab ṟxiṣ walakin dak le-ktab ḡali.
1
Lesson 27  The demonstrative ‘that’ 111
Exercise 27.c
Consider the meanings of the four words given, and cross out the odd one out.
1 kŭrsi – ṣabun – ŧebla – ƶeṟbiya

2 suq – faṟ – ħewli – ħmaṟ
3 ṟažel – bent – weld – kŭrsi
4 l-xŭbz – l-qehwa – l-ma – le-ħlib
5 l-xŭbz – kesksu – šems – l-lħem
6 sefli – ḡŭṟṟaf – kas – berrad
7 sefli – ŧumubil – bit – bab
8 buṣŧa – međṟaṣa – qehwa – kelb
Lesson 28
Noun plurals: Irregular plurals
Until now we have only used singular words (nouns, adjectives, pronouns etc.). Of
course Moroccan has a plural as well.
Before we introduce the plural, however, we should explain a theoretical principle
of Arabic grammar, the so-called principle of roots, radicals and patterns. This system
forms the basis of the morphology of all Arabic languages, and is the most important
characteristic of the Semitic languages, of which Arabic is one.
The passages which have a line in the margin are a bit more theoretical. Students
who want to deepen their knowledge of the structure of Moroccan can study those;
others can just read through them.
Like the other Arabic languages, Moroccan has the three-radical system.This means
that most words are constructed around three consonants carrying a base meaning.
This combination of three consonants we call a root; the three consonants are radicals.
What do the words kteb, ktab, kitaba, mektub, mekteb have in common? They
all share the three consonants k, t and b. These are the three radicals of the root √ktb.
We write the sign √ to indicate that it is a root.The base meaning of √ktb is ‘to write’,
and all three examples above have something to do with ‘writing’.
A pattern is a framework of vowels (and maybe one or more consonants) and open
spaces. Into these open spaces, you can insert the radicals of a root, to make a word.
Look at the following figures:

You can ‘fit’ roots into the patterns below to make actual words.
root k t b
+ the word: kteb
pattern e
Lesson 28  Noun plurals: Irregular plurals 113
root k t b
+ the word: kitaba
pattern i a a
root k t b
+ the word: mekteb
pattern me e (a)
If you were to choose another root, e.g. the root √đṟṣ, and ‘fit’ that into the patterns,
it would produce đṟeṣ, điṟaṣa and međṟeṣa.
Because it is a bit laborious to keep showing the patterns in drawings, we will sym-
bolise them using the three letters k, t and b on the places where other radicals can
be inserted.The vowels will be put in between them, and to indicate that it is a pattern
we will put the sign ℗ in front of it. For example ℗kteb, ℗kitaba, ℗mekteb.These
three example radicals can in theory be replaced by the radicals of any other root.
Radicals are preceded by , for example k, t.
The five words mentioned before which all had ‘something to do with writing’,
are listed again below, with their meanings and the pattern used in forming them.
pattern word meaning

℗kteb kteb he wrote
℗ktab ktab book
℗kitaba kitaba writing
℗mektub mektub written
℗mekteb mekteb office
If these patterns are combined with some other roots, other words are formed:
Pattern Root
√xzn √šḡl √đṟṣ
℗kteb xzen šḡel đṟeṣ
114 Basics
℗ktab – šḡal –
℗kitaba xizana – điṟaṣa
℗mektub – mešḡul –
℗mekteb mexzen – –
You see there are some open spaces in this overview. The dashes indicate that some
combinations of a pattern and a root would make a non-existing word. Non-
existing words are for example xzan, šiḡala and međṟeṣ. Many other patterns exist,
by the way.
A pattern adds something to the basic meaning of the root. The pattern
℗kteb indicates, among other things, the verb in the third person masculine
singular (the ‘he-form’) in the past tense. The pattern ℗mekteb (or sometimes
℗mekteba) forms a word that indicates: ‘the place where the root’s activity takes
place’ (mekteb = office, place where you write, međṟaṣa = school, place where
you study).
The plurals
To understand the formation of the plurals of nouns, you must know the root and
pattern system. Most Moroccan nouns have a so-called irregular plural. This means
that the singular form of the noun is changed in a way that is not predictable.Vowels
or consonants are added.
The plural of ktab (book) is ktub (books). The a changed into a u. However, this
does not mean that all words which have an a in the singular form get a u in their
plural form.
It is hard to predict what the plural form of a noun will be – you can’t tell from
the singular form, nor from the meaning. So you will have to learn the plurals sepa-
rately. At a later stage, when you have a good command of and ‘feeling’ for the
language, you will be able to correctly predict irregular plurals looking at the singular.
One plural pattern is ℗ktab. With this you can create, for example, the plurals:
wlad, bnat and klab. But it is also used in forming the plural of ṟažel: ržal.
Another plural pattern is ℗ktub.This is used in forming the following plurals: đyuṟ
(đaṟ), byut (bit), žyub (žib), ktub (ktab). In the first three cases a y is inserted at
the space of the t in the pattern, so as the second radical. That is because these words
do in fact have a second radical, but this radical sometimes appears as a vowel. This
can happen if the second radical is a y or a w.
Another common plural form is ℗ktateb, like in the following plurals: mđaṟeṣ
(međṟaṣa), knaneš (kŭnnaš), brared (berrad), mwagen (magana).
The fact that the t occurs twice in this pattern doesn’t mean the second radical has
to appear twice. The pattern ℗ktateb only indicates how the word is formed from
vowels and consonants.
Some irregular plurals have something added after the last letter of the singular
form, like the plurals which are formed following the pattern ℗ktabi: ŧbali (ŧebla),
znaqi (zenqa), ƶṟabi (ƶeṟbiya).
Another pattern like that is ℗kiban.† This is used forming the plurals: kiṟan
(kaṟ), biban (bab) and kisan (kas).
†
This pattern only mentions two of the three example radicals k, t and b, because it is
a pattern for so-called ‘weak roots’ that only have two consonants. The third radical is a vowel.
You will learn more about this in Lesson 48.
The way the irregular plurals are formed is unpredictable, because there is no one-
to-one relation between singular and plural patterns. Words which have the same
singular pattern may get different plural patterns.
đaṟ (℗kab) → đyuṟ (℗ktub)

kaṟ (℗kab) → kiṟan (℗kiban)
ktab (℗ktab) → ktub (℗ktub)
ħmaṟ (℗ktab) → ħmiṟ (℗ktib)
And the other way round: plurals of the same pattern can have singulars of different
patterns.
đyuṟ (℗ktub) ← đaṟ (℗kab)

ktub (℗ktub) ← ktab (℗ktab)
bnat (℗ktab) ← bent (℗ketb)
ržal (℗ktab) ← ṟažel (℗kateb)
Nor can you state that a particular pattern is either a singular or a plural pattern. The
pattern ℗ktab you have seen in singulars (ktab, ħmaṟ) as well as in plurals (bnat, ržal).
The definite article is placed before the plural, in the same way as you would with a
singular form.
biban l-biban bnat le-bnat

kisan l-kisan byut le-byut
116 Basics
đyuṟ đ-đyuṟ ržal r-ržal

znaqi z-znaqi swaret s-swaret
There are many patterns (around 40) for irregular plurals; the most common are:
ktateb
ktab
ktabi
ktub
Exercise 28.a
Give the singular and the plural forms of the words given in English.
Example
given room
you bit – byut
1 boy 5 donkey
2 room 6 teapot
3 notebook 7 bag
4 glass 8 dog
Now put the article before the singular and plural forms.
Example
given house
you đ-đaṟ – đ-đyuṟ
9 man 13 carpet
10 school 14 book
11 street 15 girl
12 door 16 house
Exercise 28.b
Give the plurals of words 1–12 and state which of the plural patterns a to e each one is.
a ℗ktateb b ℗ktub c ℗ktab d ℗kiban e ℗ktabi
Example
singular plural plural pattern
kas l-kisan d
sarut s-swaret a
singular plural plural pattern

1 ktab ________ ________________
2 ŧebla ________ ________________
3 bent ________ ________________
4 sarut ________ ________________
5 đaṟ ________ ________________
6 bab ________ ________________
7 ƶeṟbiya ________ ________________
8 magana ________ ________________
9 ṟažel ________ ________________
10 zenqa ________ ________________
11 kaṟ ________ ________________
12 međṟaṣa ________ ________________
Lesson 29
Regular plurals and plurals

of adjectives
Plurals can be regular as well. There are masculine and feminine regular plurals.
Masculine regular plurals

These are most common for adjectives, and for nouns starting with m. These are
made by placing the ending ‑in after the singular form:
muɛellim muɛellimin teachers

mweđđaf mweđđafin civil servants
Feminine regular plurals

A t is added to the vowel a forming the ending of feminine words. So the plural will
end on ‑at.
baliza balizat suitcases

buṣŧa buṣŧat
Other feminine words (those not ending in a) and some masculine words (like loan
words from other languages) also get the plural ending ‑at.
ŧumubil ♀ ŧumubilat
fraš ♂ frašat
Plurals of adjectives
Some adjectives have regular plurals, which are made by placing the ending ‑in after
the singular, in the same way as the masculine nouns above.
This is most common in adjectives beginning with m, or ending on ‑an, but other
adjectives can have a regular plural as well.
Lesson 29  Regular plurals and plurals of adjectives 119
mezyan mezyanin
mešdud mešdudin
meħlul meħlulin
mwessex mwessxin†
feṟħan feṟħanin
ɛeyyan ɛeyyanin
ḡali ḡalyin††
†
You will understand that the last unstable vowel e in mwessex gets omitted if the plural
ending containing the stable vowel i is put after it.
††
Like in the feminine form of ḡali (ḡalya), the final vowel i changes into a y in the plural
form: ḡali + ‑in → ḡalyin.
However, many adjectives have irregular plurals, formed in the same way as we
described in Lesson 28 for nouns.
ṣḡiṟ Ⓟktib ṣḡaṟ Ⓟktab
kbir Ⓟktib ḱbaṟ Ⓟktab
ždid Ⓟktib ždad Ⓟktab
ṟxiṣ Ⓟktib ṟxaṣ Ⓟktab
kħel Ⓟkteb kuħel Ⓟkuteb
byeđ Ⓟkteb buyeđ Ⓟkuteb
Earlier you have learnt there is agreement between the adjective and the noun it
belongs to in gender (masculine or feminine) and definiteness (definite or indefinite).
Now that we are talking about the plurals, you won’t be surprised that adjectives
also conform to the nouns in number (singular or plural). So a plural form of a noun
will be followed by a plural form of an adjective.
wlad feṟħanin . . . glad boys

ržal mṟađ . . . ill men
swaret ždad . . . new keys
Some Moroccans do not distinguish between masculine and feminine when using the
plural. So they use the masculine plural form of the adjective when following both
masculine and feminine plural nouns. So they would also say:
120 Basics
bnat feṟħanin . . . glad girls

ɛyalat mṟađ . . .† ill women
đyuṟ ždad . . . new houses
†
ɛyalat is the very irregular plural of the singular mṟa. In fact ɛyalat has an entirely different
root than mṟa.
Other Moroccans do distinguish between the genders when forming adjective plu-
rals. They use a separate feminine plural with adjectives modifying plural feminine
‘personal’ nouns.That is, plural nouns referring to female persons: women, girls, (female)
teachers, etc.
This feminine plural is the regular feminine plural, formed by putting ‑at after the
singular.
mṟiđ – mṟiđat feṟħan – feṟħanat
So from these Moroccan speakers you can expect for the first two examples from the
last set:
bnat feṟħanat . . . glad girls

ɛyalat mṟiđat . . . ill women
However, for non-personal plural nouns (both masculine and feminine), all Moroccans
use the masculine plural:
đyuṟ ždad
mđaṟeṣ ždad
There is agreement between the adjective and the noun it belongs to in gender, num-
ber and definiteness:
đyuṟ ḱbaṟ . . . đ-đyuṟ le-ḱbaṟ . . .

byut ṣḡaṟ . . . le-byut ṣ-ṣḡaṟ . . .
bnat mṟađ . . . le-bnat le-mṟađ . . .
Do you know how the two examples below are different?

đyuṟ ḱbaṟ
đ-đyuṟ ḱbaṟ
Lesson 29  Regular plurals and plurals of adjectives 121
If the difference isn’t clear to you, check Lesson 3 again.
Here we introduce the symbol for mwessex (dirty):
(The hand is dirty, but other things can be dirty as well.)
Exercise 29.a
Give the singular and plural forms of these adjectives.
Example
given glad
you feṟħan – feṟħanin
1 new 6 cheap
2 closed 7 tires
3 white 8 dirty
4 good 9 open
5 expensive 10 black
Lesson 30
Adjectives with plural nouns
In Lessons 30 to 39 we will once again go through and apply all grammar rules dis-
cussed so far, but now for the plurals. So these lessons can partly be seen as a repetition.
There is agreement in gender and number between an adjective and the noun it
belongs to; also when the adjective is the predicate.
r-ržal ḱbaṟ. The men <are> big/old.

le-wlad mṟađ. The boys <are> ill.
le-bnat feṟħanin/feṟħanat. 56
________________________.
s-swaret qdam. 57
________________________.
l-biban meħlulin. 58
________________________.
z-znaqi ṣḡaṟ. 59
________________________.
You can make a yes/no question by placing 60

________ at the beginning of the
sentence. Finish the sentences below.
61
waš ________________? <Are> the men old?
62
____________________? <Are> the girls glad?
63
____________________? <Are> the doors open?
These sentences you make negative using ma‑ši. Finish the sentences below.
64
________ ma-ši ________. The boys <are> not ill.
65
________ ma-ši ________. The keys <are> not old.
66
________ ma-ši ________. The streets <are> not closed.
Lesson 30  Adjectives with plural nouns 123
Exercise 30.a
Make the following sentences plural.
Example
given l-kaṟ ždid
you l-kiṟan ždad
1 l-weld feṟħan 6 s-sarut ždid

2 l-magana qdima 7 l-kŭnnaš byeđ
3 l-bit ṣḡiṟ 8 ṟ-ṟažel ɛeyyan
4 ž-žib kbir 9 l-berrad ṟxiṣ
5 ŧ-ŧebla mwessxa 10 l-bent mṟiđ
Exercise 30.b
Write short sentences using the pictures. Two pictures indicate a plural.
Example
given
note buses – new
you kiṟan ždad
2
124 Basics
Exercise 30.c
Write nominal sentences by choosing the right attribute and adding the definite article.
Lesson 30  Adjectives with plural nouns 125
Example
given ŧbali (ṟxiṣ, feṟħanin, ḡalyin)
you ŧ-ŧbali ḡalyin.
1 bnat (mṟiđa, ṟxaṣ, mṟađ)

2 swaret (feṟħanin, ṣḡaṟ, mešdudin)
3 kisan (ždida, qdam, le-qdim)
4 znaqi (meħlulin, kbira, ṟxaṣ)
5 ržal (ḡalyin, ɛeyyanin, mešdudin)
6 đyuṟ (ldida, mešduda, buyeđ)
7 ƶṟabi (ḡalya, ldida, mwessxin)
8 byut (ḱbaṟ, kbira, feṟħanin)
Lesson 31
Sentences with two adjectives
If a sentence contains two plural adjectives (one being part of the subject and one
being the predicate), nothing unexpected happens.
đ-đyuṟ ṣ-ṣḡaṟ ḡalyin. The small houses <are> expensive.

le-bnat le-mṟađ 67
________. The ill girls <are> small.
le-byut 68
________________. The small rooms <are> dirty.
These sentences can be made negative in the way we have seen.
đ-đyuṟ ṣ-ṣḡaṟ ma-ši ḡalyin. The small houses <are> not expensive.
le-bnat 69
________ ma-ši ______. The ill girls <are> not small.
le-byut 70
________ ma-ši ______. The small rooms <are> not dirty.
Exercise 31.a
In each of the sentences below you should add a new word and omit an old word.
The new word is given in English.
The word to be replaced keeps moving one place to the right.
Example
le-bnat le-ḱbaṟ feṟħanin.
boys le-wlad le-ḱbaṟ feṟħanin.
small le-wlad ṣ‑ṣḡaṟ feṟħanin.
ill le-wlad ṣ-ṣḡaṟ mṟađ.
Lesson 31  Sentences with two adjectives 127
1 le-wlad ṣ-ṣḡaṟ mṟađ.

2 men ________________
3 old/big ________________
4 glad ________________
5 girls ________________
6 young/small ________________
7 ill ________________
Exercise 31.b
Create correct sentences by putting the words underneath in the right order. Then
translate those sentences.
1 ṣ-ṣḡaṟ / le-bnat / mwessxin / waš

2 le-ḱbaṟ / ma-ši / r-ržal / ɛeyyanin
3 l-mešdudin / l-biban / kuħel
4 ḡalyin / le-mwagen / waš / l-mezyanin
5 ž-ždad / l-kiṟan / ḡalyin
6 ŧ-ŧbali / ždad / ma-ši
Lesson 32
Presenting plural things
hada and hadi are used to present singular things. For plurals, you use hadu.
hadu ržal. These <are> men.

hadu kisan. These <are> glasses.
hadu mwagen. These <are> watches.
Those sentences can also be made into questions:
waš 71
________________? <Are> these men?
72
_____________________? <Are> these glasses?
73
_____________________? <Are> these watches?
The noun presented may also have an adjective:
hadu knaneš mezyanin. These <are> good notebooks.

hadu 74
_______________. These <are> new schools.
75
_____________________. These <are> expensive carpets.
And you are already familiar with the way to make these sentences negative:
hadu ma-ši ŧbali. These <are> not tables.

______ ma-ši 76
______________. These <are> not books.
77
________ kiṟan mezyanin. These <are> not good buses.
78
_______________________. These <are> not glad men.
Lesson 32  Presenting plural things 129
Like hada/hadi, hadu may be followed by just an adjective:
hadu mezyanin. These <are> good.

hadu ma-ši ḡalyin. These <are> not expensive.
waš hadu ždad? <Are> these new?
Exercise 32.a
Write three sentences for each of the pictures given, like in the example below:
given
you hadu swaret
s-swaret qdam
hadu swaret qdam
4
130 Basics
Exercise 32.b
Each set of pictures is followed by two questions. Answer those questions.
Example
given
given waš hadu đyuṟ?
you la, hadu ma-ši đyuṟ, hadu kiṟan.
given waš l-kiṟan ḡalyin?
you la, l-kiṟan ma-ši ḡalyin, l-kiṟan ṟxaṣ.
waš hadu ɛyalat? waš le-ɛyalat feṟħanin?
waš hadu znaqi? waš ƶ-ƶṟabi kuħel?

Lesson 32  Presenting plural things 131
waš hadu đyuṟ? waš đ-đyuṟ ždad?
waš hadu ħmir? waš le-wlad ɛeyyanin?
waš hadu kisan? waš l-biban mesdudin?
waš hadu žyub? waš s-swaret ṣḡaṟ?

Lesson 33
Plural personal pronouns
huwa and hiya refer to singular objects or people.To refer to plural objects or people,
you use huma.
r-ržal mṟađ. huma mṟađ. They <are> ill.

le-wlad ma-ši feṟħanin. huma ma-ši feṟħanin. They <are> not glad.
le-wlad u le-bnat ɛeyyanin. huma ɛeyyanin. They <are> tired.
le-ktub ḡalyin. huma ḡalyin. They <are> expensive.
đ-đyuṟ ma-ši ṟxaṣ. huma ma-ši ṟxaṣ. They <are> not cheap.
huma can be used for masculine, feminine and mixed plurals.

To complete the list of personal pronouns, we introduce here as well ħna (we) and
ntuma (you, plural). These two forms can also be used for either gender or for mixed
company.
Obviously a predicate following these personal pronouns will be plural:
ħna feṟħanin. We <are> glad.

waš ntuma 79
________? <Are> you tired?
huma ma-ši 80
________. They <are> not ill.
To summarise, here is the complete list of personal pronouns:
singular plural
first ana I ħna we
second nta you ♂ ntuma you
Lesson 33  Plural personal pronouns 133
nti you ♀
third huwa he huma they
hiya she
Exercise 33.a
Answer the following questions. Use the English word given and replace the subject
of the question by huma.
Example
given fayn l-kiran? (street)
you huma fe-z-zenqa.
1 fayn le-ktub? (bag)
2 fayn le-mwagen? (pocket)
3 fayn r-ržal? (shop)
4 fayn le-byut? (ground floor)
5 fayn l-kiṟan? (street)
6 fayn ŧ-ŧbali? (room)
Exercise 33.b
Turn the statement into a question and put the subject at the front.
Example
statement ƶ-ƶṟabi le-ḱbaṟ mezyanin.
question ƶ-ƶṟabi le-ḱbaṟ, waš huma mezyanin?
1 le-bnat ṣ-ṣḡaṟ fe-l-buṣŧa.

2 l-kisan ž-ždad ḡalyin.
3 le-klab le-ḱbaṟ mwessxin.
4 le-ɛyalat l-ɛeyyanin mṟađ.
5 le-mđaṟeṣ le-qdam f-le-mdina.
6 đ-đyuṟ l-mezyanin ṟxaṣ.
134 Basics
Exercise 33.c
Answer the questions, using ħna (we). The pictures will guide you in formulating
your answer.
Example
question waš ntuma ɛeyyanin?

answer la, ħna ma‑ši ɛeyyanin, ħna mṟađ.
1 waš ntuma feṟħanin?
2 waš ntuma ɛeyyanin?
3 waš ntuma mṟađ?
4 waš ntuma ṣḡaṟ?
5 waš ntuma ħzan?
6 waš ntuma mṟađ?
7 waš ntuma feṟħanin?
8 waš ntuma ħzan?

Lesson 34
Plural forms of the verb ‘to see’
These are the conjugations of the verb ‘to see’ that you have learnt so far:
(ana) ka-nšuf
(nta) ka-tšuf
(nti) ka-tšufi
Here are the remaining forms:
(huwa) ka-yšuf. He sees.

(hiya) ka-tšuf. She sees.
(ħna) ka-nšufu. We see.
(ntuma) ka-tšufu. You see.
(huma) ka-yšufu. They see.
You can negate all these forms by placing ma‑. . .‑š on either side of the verb:
ma-ka-nšufu-š r-ržal le-ḱbaṟ. We don’t see the old men.

ma-ka-tšufu-š l-kiṟan ž-ždad You don’t see the new buses.
Here we also introduce some irregular plurals not mentioned before:
ħewli ħwala sheep

kŭrsi krasa chairs
ħanut ħwanet shops
blad bŭldan countries
136 Basics
kebbuŧ kbabeŧ coats

mdina mdun cities
qađi quđat judges
qehwa qhawi cafés
žellaba žlaleb jellabas
Exercise 34.a
In addition to sidi for ‘sir’ and lalla for ‘madam’ you can use:
a r-ržal! gentlemen!
a lalliyat-i ladies!
Now ask a group of gentlemen or ladies if they see certain objects. Then give an
affirmative answer to your question using ħna (we).
Example
given Ask the gentlemen if they see the sheep.
you, question a r-ržal, waš ka-tšufu le-ħwala?
you, answer iyeh, ka-nšufu le-ħwala.
1 Ask the gentlemen if they see the chairs.

2 Ask the gentlemen if they see the women.
3 Ask the gentlemen if they see the cafés.
4 Ask the gentlemen if they see the jellabas.
5 Ask the ladies if they see the shops.
6 Ask the ladies if they see the coats.
7 Ask the ladies if they see the sheep.
Exercise 34.b
Ask the person given if they see the objects pictured.
Lesson 34  Plural forms of the verb ‘to see’ 137
Example
given ržal
note Directed at gentlemen, chairs (Gentlemen, do you see the chairs?)
question a r-ržal, waš ka-tšufu le-krasa?
1 le-ɛyalat
2 ħmed u faŧima
3 xadiža
4 muṣŧafa u ħmed
5 r-ržal
6 le-mṟa
138 Basics
7 ɛayša u faŧima
8 le-ɛyalat
Lesson 35
Plural suffixes
To answer a question like ‘Do you see . . .?’, you could repeat that which you see (the
object) in its entirety.
waš ka-tšufu le-bnat ṣ-ṣḡaṟ? Do you see the small girls?

iyeh, ka-nšufu le-bnat ṣ-ṣḡaṟ. Yes, we see the small girls.
But you can also make your answer shorter, using a suffix:
waš ka-tšufu đ-đaṟ? Do you see the house?

iyeh, ka-nšufu-ha. Yes, we see her.
The suffix for plural objects is ‑hŭm.
waš ka-tšufu đ-đyuṟ? Do you see the houses?

iyeh, ka-nšufu-hŭm. Yes, we see them.
waš ka-tšuf le-ħwala l-buyeđ? Do you see the white sheep?
iyeh, 81 __________________. Yes, I see them.
This suffix is part of the verb, so the negation goes on either side of it.
waš ka-tšufu đ-đyuṟ?

la, ma-ka-nšufu-hŭm-š. No, we don’t see them.
waš ka-tšuf le-ħwala l-buyeđ?
la, ma- 82
_________________. No, I don’t see them.
140 Basics
In Lesson 17 you have learnt the suffix for ‘him’. That was ‑u. However, this suffix has
another form, which it takes if the verb ends in a vowel. In that case, it is not ‑u, but
the alternative form ‑h. This is important for the plurals of the verb, because they all
end in ‑u.
waš ka-tšufu ṟ-ṟažel? Do you see the man?

iyeh, ka-nšufu-h. Yes, we see him.
ana ka-nšuf waħed ṟ-ṟažel, I see a man, and you,
u ntuma, waš ka-tšufu-h? do you see him?
la, ma-83 ________________. No, we don’t see him.
This same ‑h is used after the i of ka‑tšuf i:
ana ka-nšuf l-kelb le-byeđ u nti, waš ka-tšufi-h?

I see the white dog, and you, do you see him?
ana ka-nšuf l-ħewli le-byeđ walakin nti ma- 84
________________.
I see the white sheep, but you don’t see it.
The suffix ‑ek has another form when it follows a vowel as well. This form is ‑k.
ka-nšuf-ek. I see you.

ka-nšufu-k. We see you.
Exercise 35.a
On the lines, fill in conjugations of the verb ‘to see’, where necessary followed by one
of the suffixes ‑u/‑h, ‑ha or ‑hŭm.You only need to add a suffix where the long line
is interrupted by a dash.
ħmed a faŧima, ana ________ waħed l-weld kbir, waš ________-___?

faŧima la, ________-___.
ħmed u ntuma a r-ržal, waš ________ l-weld le-kbir?
muṣŧafa la, ________-___, fayn huwa?
ħmed waš ________ ŧ-ŧumubil l-beyđa?
ana ________-___ ħda dik ŧ-ŧumubil.
Lesson 35  Plural suffixes 141
faŧima a r-ržal, le-ħwala l-kuħel, waš ________-___?

ɛli la, ________-___, ________ ḡir le-ħwala l-buyeđ.
faŧima le-ħwala l-kuħel ħda-hŭm a r-ržal.
waš ________ dik đ-đaṟ ṣ-ṣḡiṟa?
ɛli iyeh, ________-___.
faŧima muṟa-ha (= behind her ) ________-___.
daba ________-___ ya-k? (= isn’t it?)
ɛli iyeh, daba ________-___, žuž d-le-ħwala kuħel.
(= two black sheep)
Exercise 35.b
Answer the following questions. Start your answer with the object of the sentence.
After each question, iyeh/la will tell you if you need to give an affirmative or a
negative answer.
Example
given a lalla, waš ka-tšufi le-bnat? (la)
you la, le-bnat, ma-ka-nšuf-hŭm-š.
1 a ħmed, waš ka-tšuf l-quđat? (iyeh)

2 a sidi, waš ka-tšuf l-berrad? (la)
3 a r-ržal, waš ka-tšufu l-kelb? (la)
4 a lalla, waš ka-tšufi ŧ-ŧebla? (iyeh)
5 a lalliyat-i, waš ka-tšufu l-ħewli? (la)
6 a faŧima, waš ka-tšufi ƶ-ƶeṟbiya? (iyeh)
Lesson 36
Suffixes for ‘us’ and ‘you’
So far you have learnt the suffixes ‑ni, ‑ek, ‑u/‑h, ‑ha, ‑hŭm. The only suffixes
missing are the ones for ‘us’ and ‘you (plural)’. Those are ‑na and ‑kŭm:
a mħemmed, waš ka-tšuf-na? Hey Muhammad, do you see us?
iyeh, ka-nšuf-kŭm. Yes, I see you.
la, ma-ka-nšuf-kŭm-š. No, I don’t see you.
a ħmed u faŧima, waš ka-tšufu-na? Hey Ahmed and Fatima, do you see us?
iyeh, 85 __________________ Yes, we see you.
la, ma- 86
________________ No, we don’t see you.
Here is an overview of all personal pronouns and all suffixes:
personal pronoun suffix

subject object
ana I -ni me
nta you♂ -ek/-k you♂
nti you♀ -ek/-k you♀
huwa he -u/-h him
hiya she -ha her
ħna we -na us
ntuma you (plural) -kŭm you (plural)
huma they -hŭm them
Lesson 36  Suffixes for ‘us’ and ‘you’ 143
Exercise 36.a
On the lines, fill in conjugations of the verb ‘to see’, where necessary followed by a suffix.
ħmed a sidi, waš ka-tšuf le-krasa?

muṣŧafa iyeh, ________________-___.
ħmed u ħna a sidi, waš _________-___?
muṣŧafa la, ntuma, ________________-___.
mħemmed a ɛayša, waš ka-tšufi l-kaṟ?

ɛayša iyeh, ________________-___.
mħemmed ħna fe-l-kaṟ, waš ________-___?
ɛayša la, ________________-___.
mħemmed dak ṟ-ṟažel le-kbir, waš ________-___?

ɛayša iyeh, ________________-___.
mħemmed ħna galsin (= are sitting) ħda dak ṟ-ṟažel.
ɛayša iyeh, daba ________________-___.
Exercise 36.b
In the sentences below, make the subject and the object plural, then put the object at
the beginning of the sentence.
Example
given ka-nšuf le-mṟa.
you, 1 ka-nšufu le-ɛyalat.
you, 2 le-ɛyalat, ka-nšufu-hŭm.
1 nti ma-ka-tšufi-š l-berrad ž-ždid.

2 a lalla, waš ka-tšufi-ni?
3 ka-nšuf-ek.
4 a sidi, waš ka-tšuf l-kaṟ?
5 ma-ka-nšuf-š s-sarut le-kbir.
6 a lalla, waš ka-tšufi l-kelb?
Lesson 37
Plural imperative
The imperative directed at several people is derived from the verb conjugation
ka‑tšufu and is formed (like the singular) by omitting the prefix ka‑ and the t:
šufu! Look! (to several people)
Exercise 37.a
Tell the people mentioned to look at the object pictured.
The symbol for ‘that/those’ is .

The hand is pointing at a faraway tree.
Example
given r-ržal
note Gentlemen, that bus (Gentlemen, look at that bus!)
you a r-ržal, šufu dak l-kaṟ!
1 ħmed u ɛayša,
Lesson 37  Plural imperative 145
2 mħemmed u muṣŧafa,
3 le-ɛyalat,
4 r-ržal,
5 xadiža u faŧima,
6 le-ɛyalat,
Exercise 37.b
On the lines, fill in: šuf, šufi of šufu.
1 a ħmed, ________ dak l-kaṟ le-kbir!

2 a lalliyat-i, ________ dik l-bent ṣ-ṣḡiṟa!
3 a muṣŧafa u ħmed, ________ dik ŧ-ŧumubil ž-ždida!
4 a faŧima, ________ had l-kŭrsi ž-ždid!
5 a faŧima u xadiža, ________ dik le-mṟa!
6 a r-ržal, ________ had l-ħewli le-kbir!
7 a sidi, ________ le-byut le-mwessxin!
8 a lalla, ________ le-knaneš ž-ždad!
Lesson 38
Plural demonstratives
You have already learnt the demonstrative for objects near the speaker (‘this’):
had ṟ-ṟažel this man

had 87
________ this woman
This same form had is also used for the plural ‘these’.
had r-ržal these men

had 88
___________ these girls
89
________________ these doors
However, the demonstrative for objects far away from the speaker does get different
forms.
‘That’ has two forms, for masculine and feminine:
dak ṟ-ṟažel that man
90
________________ that bus
dik le-mṟa that woman
91
________________ that car
And for the plural ‘those’, you use duk.
duk r-ržal those men

duk 92
____________ those buses
93
________________ those cars
Lesson 38  Plural demonstratives 147
In the overview below you will find all demonstrative adjectives:
near the speaker far away from the speaker

masculine had dak (or hadak)
feminine had dik (or hadik)
plural had duk (or haduk)
Exercise 38.a
Make the following sentences or parts of sentences plural.
Example
given had ṟ-ṟažel mṟiđ.
you had r-ržal mṟađ.
1 had l-weld le-mṟiđ . . . 5 had ŧ-ŧebla le-qdima . . .

2 had đ-đaṟ beyđa. 6 dik z-zenqa ṣ-ṣḡiṟa . . .
3 dak le-ħmaṟ le-kbir . . . 7 dak l-bab meħlul.
4 dik l-magana ḡalya. 8 had le-blad mezyana.
Exercise 38.b
Write a sentence using the pictures. Then respond to this to say that the statement is
incorrect (the object mentioned does not have the attribute mentioned).
Example
given
you, 1 had s-swaret ḱbaṟ.
you, 2 duk s-swaret ma-ši ḱbaṟ.

148 Basics
6
Lesson 39
Plural forms of the

verb ‘to have’
‘To have’ is expressed in the same way in the plural as in the singular.
ɛend-na waħed l-kaṟ qdim. We have an old bus.

waš ɛend-kŭm ktub? Do you have books?
ma-ɛend-hŭm-š ƶṟabi. They don’t have carpets.
You see that the three plural suffixes don’t get a different form when following a
preposition.
Exercise 39.a
You and a few other people own the objects pictured. Now answer the questions.
1 waš ɛend-kŭm brared? 5 waš ɛend-kŭm žlaleb?

2 waš ɛend-kŭm ħwala? 6 waš ɛend-kŭm krasa?
3 waš ɛend-kŭm ħwanet? 7 waš ɛend-kŭm ƶṟabi?
4 waš ɛend-kŭm swaret?
150 Basics
Exercise 39.b
Give a negative answer to the following questions, using the first person (ana or ħna).
Start your answer with the object asked about.
Example
given waš ɛend-ek ŧbali?
you la, ŧbali ma-ɛend-i-š.
1 a r-ržal, waš ɛend-kŭm brared?

2 a lalla, waš ɛend-ek knaneš?
3 a ħmed u dris, waš ɛend-kŭm wlad?
4 a lalliyat-i, waš ɛend-kŭm wlad?
5 a sidi, waš ɛend-ek žlaleb?
6 a ħmed u ɛayša, waš ɛend-kŭm bnat?
Lesson 40
Possessive pronouns
To express a possessive pronoun (my, your, etc.), you usually use the preposition dyal,
meaning ‘of ’, followed by a suffix:
le-ktab dyal-i. the book of me, my book / The book belongs to me.
l-kŭnnaš dyal- 94
________ your notebook / The notebook belongs to you.
s-stilu 95
________ his pen / The pen belongs to him.
96
________ her bag / The bag belongs to her.
You see that the noun before dyal must be definite. And as you can see, the four
examples given above can each have two meanings. The first one is a single sentence
constituent.
The second meaning is a complete sentence:The book <is> mine (belongs to me),
etc. In this case dyal and the suffix form the predicate, and the noun forms the subject
of the sentence.
The sentences below have a definite predicate. This is something you haven’t seen
before, but it is perfectly acceptable.
hada s-stilu dyal-i. This <is> my pen.

hadi đ-đaṟ dyal-ek. This <is> your house.
Exercise 40.a
Answer the question ‘Do you have a . . .?’, giving the answer ‘Yes, this is my . . . (the . . .
of me)’
Example
given waš ɛend-ek stilu?
you iyeh, hada s-stilu dyal-i.
152 Basics
1 waš ɛend-u bent? 4 waš ɛend-ha ƶeṟbiya?

2 waš ɛend-ek sarut? 5 waš ɛend-u meɛza?
3 waš ɛend-ek kŭrsi? 6 waš ɛend-ha žellaba?
Exercise 40.b
Answer the question ‘Where is your . . .?’, giving the answer ‘A . . . I don’t have (we
don’t have)’.
Example
given fayn s-sarut dyal-ek?
you sarut, ma-ɛend-i-š.
1 fayn l-magana dyal-ek? 5 fayn đ-đaṟ dyal-ek?

2 fayn l-kaṟ dyal-kŭm? 6 fayn l-kas dyal-kŭm?
3 fayn ŧ-ŧumubil dyal-kŭm? 7 fayn le-ktab dyal-ek?
4 fayn ŧ-ŧebla dyal-ek? 8 fayn l-ħanut dyal-kŭm?
Lesson 41
More on the possessive pronouns
The difference between the two meanings of s‑stilu dyal‑u as mentioned in the
previous lesson will become clearer if you negate both different meanings.
s-stilu dyal-u . . . His pen <is> . . .

s-stilu dyal-u ma-ši . . . His pen <is> not . . .
s-stilu dyal-u. The pen <is> his (belongs to him).
s-stilu ma-ši dyal-u. The pen <is> not his (doesn’t belong to him).
Exercise 41.a
Example
given
given waš le-ktab dyal-ek ždid?
you la, le-ktab dyal-i ma-ši ždid, huwa qdim.
1 waš đ-đaṟ dyal-ek ḡalya?

154 Basics
2 waš l-kaṟ dyal-u ždid?
3 waš l-bab dyal-ha mesdud?
4 waš l-weld dyal-ek mṟiđ?
5 waš ŧ-ŧumubil dyal-ha mezyana?
6 waš l-ħewli dyal-u kbir?
Exercise 41.b
Answer the questions, sometimes in the affirmative, sometimes in the negative, as
indicated.
Example
given waš had le-ktab dyal-ek? (iyeh)

you iyeh, hada dyal-i.
given waš had ŧ-ŧumubil dyal-u? (la)
you la, hadi ma-ši dyal-u.
Lesson 41  More on the possessive pronouns 155
1 waš had š-škara dyal-u? (iyeh)

2 waš had s-stilu dyal-ek? (la)
3 waš had l-qehwa dyal-na? (la)
4 waš had l-berrad dyal-ek? (iyeh)
5 waš had l-kelb dyal-hŭm? (la)
6 waš had l-kebbuŧ dyal-ha? (iyeh)
7 waš had s-swaret dyal-kŭm? (iyeh)
8 waš had le-klab dyal-hŭm? (la)
Exercise 41.c
Someone presents something (‘This is a . . .’). Respond by saying that the object in
question is yours (‘This . . . belongs to me’).
Example
given hadi ŧumubil qdima.
you had ŧ-ŧumubil dyal-i.
1 hada fraš ždid. 5 hadi blad mezyana.

2 hadi hdiya ḡalya. 6 hada ktab ždid.
3 hadi međṟaṣa kbira. 7 hadu ħwala ḱbaṟ.
4 hadu knaneš xawyin. 8 hada bit mezyan.
Personal identification
Lesson 42
My name is Muhammad,
I am 28 years old
In the sound file you will hear the story of a Moroccan couple living in the UK.
Listen to the text a few times before reading along with it in the book. Try to under-
stand as much of what they are saying as possible.
ṟ-ṟažel: ana smiyt-i mħemmed, ana meḡribi. ɛend-i tmenya u ɛešṟin sana. ana
saken fe-l-ingliz mɛa mṟat-i. ɛend-i tlata dyal d-drari. huma saknin
mɛa-na f-had le-blad.
le-mṟa: ana smiyt-i faŧima, ana meḡribiya. ɛend-i setta u ɛešṟin sana. ana sakna
fe-l-ingliz mɛa ṟažl-i u mɛa d-drari dyal-na. ṟažl-i ta-yexdem f-waħed
l-fabrika.
Vocabulary
smiyt-i My name
smiyt-i mħemmed. My name <is> Muhammad.
meḡribi Moroccan man; Moroccan ♂
ɛešṟin twenty
tmenya u ɛešṟin twenty-eight
sana year
saken living
mɛa with
drari children
meḡribiya Moroccan woman; Moroccan ♀
ta-yexdem he works
fabrika factory
Lesson 42  My name is Muhammad, I am 28 years old 159
Explanation
42.a Kinship terms

In ṟažl‑i (my husband) the suffix ‑i immediately follows the noun.You don’t need to
use the preposition dyal.You can do this with a small amount of nouns, for example
nouns indicating kinship:
ṟ-ṟažel → ṟažl-i my husband

l-weld → weld-i my son
l-bent → 1
________ my daughter
If a word ends in a, this a changes into a t when followed by a suffix:
ɛa’ḭla + i → ɛa’ḭlt-i my family

smiya + i → 2
________ my name
mṟat‑i is an exception to this rule: the a of mṟa doesn’t change into t; but the t is
put after the a:
le-mṟa → mṟat-i my wife
Although sometimes you can hear meṟt‑i, where the a has been changed into ‑t.
The above also applies to suffixes other than ‑i:
mṟat-ek 3
________________
smiyt-u 4
________________
ṟažel-ha 5
________________
ɛa’ḭlt-na 6
________________
weld-kŭm 7
________________
bent-hŭm 8
________________
It is, however, also correct to use the preposition dyal in the examples above:
le-mṟa dyal-i my wife

9
________ dyal-___ your son
10
________________ her daughter
Note that in ṟ‑ṟažel dyal‑ha you must use the article, and in ṟažel‑ha you must not
use it.
Exercises a and b deal with this.
160 Personal identification
42.b Numerals
You have learnt the numerals 1 to 10 in the section on phonetics. We will skip the
numerals 11 to 19 for the moment. The numerals 20 to 99 are constructed differently
from English numerals: first the unit, and then, after a conjunction, the ten:
waħed u ɛešṟin twenty-one (lit: one-and-twenty)

tmenya u ɛešṟin twenty-eight
tlata u tlatin thirty-three
The compound numerals containing 2 as a unit are different. You cannot use žuž in
a compound numeral, you should use tnayn instead:
tnayn u ɛešṟin twenty-two

tnayn u tlatin thirty-two
Things get a little more complicated if you want to add a noun to the numeral, to
mention that which you have counted. There is a different rule for the numerals 2 to
10 combined with a noun than for the numerals from 11, and yet another one for the
numerals from 20 onwards.
First we’ll describe the rule for the numerals from 20 onwards, because this rule is
easiest: After the numeral you place the singular noun.
You have seen this in the text, in the following examples:
tmenya u ɛešṟin sana

setta u ɛešṟin sana
‘I am . . . years old’ is expressed in Moroccan by ɛend‑i . . . (I’ve got . . . years). This

works the same for the other pronouns:
ɛend-ek waħed u tlatin sana. You are 31 years old.
11
________ xemsa u tlatin sana. He is 35 years old.
12
________________________sana. She is 37 years old.
The rule for numerals 2 to 10 is slightly more complicated. In the text you have seen
the example:
ɛend-i tlata dyal d-drari.

The rule is: after the numeral, place the preposition dyal followed by the plural noun,
including the definite article. Schematically:
numeral dyal article + plural noun

xemsa dyal ŧ-ŧumubilat 13
________
14
________ dyal le-wlad 4 boys
15
________ dyal ________ 2 girls
16
________ _______ ________ 8 sheep
Sometimes you won’t hear dyal but the shortened version d(e).The rule is still the same,
so the following sentence is also possible: xemsa de‑ŧ‑ŧumubilat, žuž d‑le‑bnat.
Exercises c, d, h and i deal with this.
42.c The participle saken

saken means ‘living’. It is a participle form of the verb sken, meaning ‘to live’. The
participle is the subject complement in this sentence, though of course it is rather like
a verb in meaning. A participle conforms to the subject in gender (masculine/feminine)
and number (singular/plural):
ana saken♂ – sakna♀ ħna saknin

nta saken ntuma saknin
nti sakna huma saknin
huwa saken
hiya sakna
So this is yet another way to express yourself in Moroccan without using an actual verb.
Exercises e, f and g deal with this.
Exercises
Exercise 42.a
Example
given waš ṟažl‑ek feṟħan?

you iyeh, ṟažl‑i feṟħan.
1 waš mṟat-ek mṟiđa?
2 waš bent-ek feṟħana?
3 waš mṟat-u mṟiđa?
4 waš ṟažel-ha mṟiđ?
5 waš wlad-ek ɛeyyanin?
6 waš bnat-ek mṟađ?
Exercise 42.b
Below are some statements. You should formulate questions to verify the statement.
In your question, use be‑ṣ‑ṣeħħ, which means ‘really?/!’.
Example
given l‑weld dyal‑ek mṟiđ.
you waš weld‑i mṟiđ be‑ṣ‑ṣeħħ?
1 l-bent dyal-i ɛeyyana. 5 l-bent dyal-u fe-l-meḡrib.

2 le-mṟa dyal-u mṟiđa. 6 ṟ-ṟažel dyal-ha meḡribi.
3 l-weld dyal-i kbir daba. 7 le-mṟa dyal-ek feṟħana.
4 l-ɛa’ḭla dyal-ek fe-l-ingliz. 8 l-ɛa’ḭla dyal-i kbira.
Exercise 42.c
Make sentences stating that the person given is x years old.
Example
given (ṟažl‑i; 33)
you ṟažl‑i, ɛend‑u tlata u tlatin sana.
1 mṟat-u; 25
2 weld-i; 21
3 bent-ek; 32
4 ṟažl-i; 37
5 ana; 29
6 nti; 24
7 ṟažel-ha; 38
8 nta; 26
Exercise 42.d
You will be given some sums with numbers and pictures. Give the total of the sums –
not just the number, but also the object in the picture.
Example
given 15 + 6 =
you waħed u ɛešṟin ṟažel
1 14 + 12 =
2 19 + 18 =
3 14 + 15 =
4 11 + 13 =
5 20 + 15 =
6 10 + 13 =
7 25 + 13 =
Exercise 42.e
Give an affirmative answer to the questions.
Example
given waš ṟažl‑ek saken fe‑l‑ingliz?
you iyeh, ṟažl‑i saken fe‑l‑ingliz. or, better:
iyeh, huwa saken fe‑l‑ingliz.
1 waš d-drari dyal-kŭm saknin fe-l-ingliz?

2 waš ṟažel-ha saken fe-l-meḡrib?
3 waš mṟat-u sakna fe-l-meḡrib?
4 waš d-drari dyal-hŭm saknin fe-l-ingliz?
5 waš nta saken fe-l-ingliz?
Give a negative answer to the following questions.
Example
given waš d‑drari dyal‑ek saknin fe‑l‑ingliz?
you la, d‑drari dyal‑i ma‑saknin‑š fe‑l‑ingliz. or, better:
la, huma ma‑saknin‑š fe‑l‑ingliz.
6 waš nti sakna fe-l-ingliz mɛa ṟažl-ek?

7 waš ṟažl-ek saken fe-l-meḡrib?
8 waš d-drari dyal-kŭm saknin mɛa-kŭm?
9 waš mṟat-ek sakna mɛa-k fe-l-ingliz?
10 waš ntuma saknin f-had le-blad?
Exercise 42.f
You have already seen the participle saken; here we introduce gales (sitting). Fill in
a form of either of these two participles on the line.
1 ħna ________________ fe-l-ingliz.

2 mṟat-i ________________ fe-l-bit ṣ-ṣḡiṟ.
3 wlad-i ________________ mɛa-na fe-l-ingliz.
4 ṟažl-ek ________________ ɛel l-kŭrsi. (ɛel = op)
5 ṟažl-i ________________ fe-l-ingliz.
6 waš mṟat-ek ________________ fe-l-meḡrib?
7 ṟ-ṟažel le-kbir ________________ fe-z-zenqa.
8 d-drari ma- ________________-š ɛel le-krasa dyal-hŭm.
Exercise 42.g
Finish the overview below. Per row you use forms of the same participle. naɛes is a
participle meaning ‘sleeping’.
1 ana saken nti ________ r-ržal ________

2 l-weld gales hiya _______ le-ɛyalat ________
3 d-drari naɛsin nta ________ le-mṟa ________
4 nta gales l-kelb _________ mṟat-i ________
5 bent-i sakna ṟažel-ha _______ le-wlad _______
6 ana naɛsa nti ________ ntuma ________
Exercise 42.h
Below are the names of 4 men and the amount of books each of them owns. Now
answer the questions ‘who has got x books’ by saying ‘Y has got x books’. škun lli
means ‘who’.
name ħmed dris ɛebd s-slam muṣŧafa

amount of books 2 6 3 5
Example
given škun lli ɛend‑u setta dyal le‑ktub?
note Under dris is the information that he owns 6 books.
you dris ɛend‑u setta dyal le‑ktub.
1 škun lli ɛend-u žuž dyal le-ktub?
2 škun lli ɛend-u xemsa dyal le-ktub?
3 škun lli ɛend-u tlata dyal le-ktub?
Here are some names of women and the amount of children each of them has.
name ɛayša xadiža faŧima naɛima
amount of children 6 2 1 3
4 škun lli ɛend-ha žuž dyal d-drari?
5 škun lli ɛend-ha tlata dyal d-drari?
6 škun lli ɛend-ha setta dyal d-drari?
Exercise 42.i
Finish the sentences. Use the number and noun given.
Example
given dak ṟ‑ṟažel ɛend‑u ______________________ (5; weld)
you dak ṟ‑ṟažel ɛend‑u xemsa dyal le‑wlad.
1 l-weld ṣ-ṣḡiṟ ɛend-u ________________________ (2; ktab)
2 mṟat-u ɛend-ha ________________________ (6; bent)
3 ṟažl-i ɛend- ________________________ (4; đaṟ)
4 weld-i ɛend- ________________________ (8; ħewli)
5 dak ṟ-ṟažel ________________________ (7; ŧumubil)
6 bent-ek ________________________ (5; weld)
7 duk le-wlad ________________________ (3; kŭnnaš)
8 ɛa’ḭlt-ek ________________________ (8; ħmaṟ)
Lesson 43
I have been in the UK for 3 years
In the sound file you will hear the story of a Moroccan boy living in the UK with
his family. Listen to the text a few times before reading along in the book. Try to
understand as much of the content as possible.
l-weld: hadi telt snin w-ana fe-l-ingliz. b́b́ a u -i saknin fe-l-
ingliz, u ħetta xu-ya u ẋt-i saknin hnaya. xu-ya ɛend-u xems
snin u ẋt-i ɛend-ha telt snin. b́b́a ɛend-u xu-h saken fe-l-
ingliz mɛa mṟat-u. -i ma-ɛend-ha-š l-ɛa’ḭla dyal-ha
hnaya. l-ɛa’ḭla dyal-ha sakna fe-l-meḡrib.
Vocabulary
hadi . . . u . . . since . . ., . . .
telt snin 3 years
w-ana the w is a variation of u (and) before a vowel
b́b́ my father (‘my’ is apparent from the absence of any suffix)
-i my mother
ħetta also
xu-ya my brother
ẋt-i my sister
hnaya here
xems snin 5 years
ɛa’ḭla family
Explanation
43.a Numerals 3 to 10, the short form

In the previous lesson you have learnt how to use the numerals 2 to 10 followed by
a noun.
In the text above, you saw another way to count amounts of years between 2 and 10:
hadi telt snin w-ana fe-l-ingliz.

xu-ya ɛend-u xems snin u ẋt-i ɛend-ha telt snin.
The numerals 3 to 10 all have a short form as well: telt, ṟebɛ, xems, sett, sebɛ,
temn, tesɛ, ɛešṟ. These short forms of the numerals 3 to 10 are only used before a
limited amount of nouns, amongst which is snin. snin is the irregular plural of sana.
The rule here is: put the plural noun (without the article) directly after the numeral
(in its short form).
ɛend-i sett snin. 17

________________.
l-weld ɛend-u xems snin. The boy is five years old.
l-bent 18
________. The girl is eight years old.
You cannot use this short form for drari, for example telt drari is not correct, it
should be 19 ________________________.
On the other hand, you cannot use the long form for snin or šhuṟ, for example.
So to summarise, the difference between the long and the short forms of the
numerals 3 to 10 is:
long form of numeral short form of numeral

followed by preposition dyal/d‑ no preposition
plural noun with article plural noun without article
43.b Since: hadi . . . u . . .

You know hadi as a demonstrative pronoun. But hadi followed by an expression of
time means ‘since . . .’. The word u/w, that you know as ‘and’, connects this with the
rest of the sentence:
hadi . . . u. . . Since . . ., . . .
So the sentence below, from the text in this lesson,
Lesson 43  I have been in the UK for 3 years 169
hadi telt snin w-ana fe-l-ingliz .

means: ‘Since three years I am in the UK’ or, in better English: ‘I have been in the UK
for three years’.
Similarly:
hadi xems snin u mṟat-i fe-l-ingliz My wife has been in the UK for 5
years.
hadi setta u ɛešṟin sana u huwa saken He has been living in the UK for 26
fe-l-ingliz years.
Asking for how long someone has been somewhere, or for how long someone has
been doing something, is done like this:
šħal hadi u nta fe-l-ingliz?

how much since you <are> in the UK?
For how long have you been in the UK?
šħal hadi u nta saken f-had đ-đaṟ? How long have you been living in
this house?
šħal hadi u bent-ek mṟiđa? How long has your daughter been ill?
43.c A different version of the suffix -i

The suffix for ‘my’ (possessive) is ‑i: ṟažl‑i, mṟat‑i, ẋt‑i. But in the text in this lesson,
you may have been surprised to hear xu‑ya (my brother). This variation –ya for ‘my’
you use when the suffix directly follows a vowel. This fits with what you have heard
before, that the suffixes for ‘my’ and ‘your’ have two versions, depending on the letter
preceding them. After a vowel you get a suffix starting with a consonant and after a
consonant a suffix starting with a vowel.
ka-nšuf-ek. I see you.
20
__________. We see you.
ka-nšuf-u. I see him.
21
__________. We see him.
So:
xu-k your brother
22
__________ his brother
b́b́a-h† his father
23
___________ your father
†
The word b́b́a can get any suffix, except ‑i/‑ya for ‘my’. ‘My father’ is simply b́b́a.
Exercises c, d and e deal with this.
Exercises
Exercise 43.a
Using the words given, make sentences in which you say how old the persons men-
tioned are. The information is given in English.
Example
given my wife, 26 years old
you mṟat‑i, ɛend‑ha setta u ɛešṟin sana.
1 your husband, 28 years old 4 our son, 4 years old

2 his daughter, 3 years old 5 her husband, 37 years old
3 their children, 3 and 5 years old 6 my wife, 39 years old
Exercise 43.b
Answer the questions using the amount of years given.
Example
given šħal hadi u nta f‑kanada? 6 years
you hadi sett snin w‑ana f‑kanada.
1 šħal hadi u b́b́a-k f-kanada? 21 years

2 šħal hadi u d-drari dyal-ek f-kanada? 5 years
Lesson 43  I have been in the UK for 3 years 171
3 šħal hadi u l-ɛa’ḭla dyal-ek sakna fe-l-meḡrib? 20 years

4 šħal hadi u nta f-had le-blad? 6 years
5 šħal hadi u ntuma saknin fe-l-meḡrib? 23 years
6 šħal hadi u nti sakna f-had đ-đaṟ? 7 years
Exercise 43.c
For each sentence below, replace one word from the previous sentence by the new
word given on the left, or add the new word to the sentence.
Example
nta ɛend‑ek mṟat‑ek f‑merikan.
ana ana ɛend‑i mṟat‑i f‑merikan.
ẋt‑i ana ɛend‑i ẋt‑i f‑merikan.
ana ɛend-i đ-đaṟ dyal-i fe-l-meḡrib.
nta nta ɛend-__ ________ dyal-__ ________.
waš waš nta ________________________?
la la, nta ma-________ -š ________________.
l-ɛa’ḭla la, ________ ɛa’ḭlt-ek ________.
merikan la, ________________________ f-merikan.
b́b́a ɛend-u xu-h saken f-merikan.
-i -i ________- ___ xu-________________.

waš waš -i ________________________________?
la la, ________ ma-________ -š ________________________.
l-ɛa’ḭla ________________ l-ɛa’ḭla dyal- ________________.
l-meḡrib ________________________________________ fe-l-meḡrib.
Exercise 43.d
Make sentences using the words given, saying what the names of the people men-
tioned are.
Example
given my son, Ahmed
you weld‑i, smiyt‑u ħmed.
1 my father, Muhammad 4 your ♀ sister, Khadija

2 her daughter, Fatima 5 my mother, Aïcha
3 my brother, Abdesslam 6 your ♂ father, Dris
Exercise 43.e
Fill in the correct suffixes. Note that sometimes you shouldn’t write anything.
1 ana ɛend-__ xu-__ u b́b́a-__ u -__ fe-l-ingliz.

2 u nta, waš ɛend-__ ɛa’ḭlt-__ hnaya?
3 b́b́a-__ ɛend-__ xu-__ u ẋt-__ u mṟat-__ u d-drari dyal-__ fe-l-ingliz, ɛa’ḭlt-__
kŭll-ha (= all of it) fe-l-ingliz.
4 nta, waš ɛend-__ ɛa’ḭlt-__ fe-l-meḡrib?
5 xu-__ u b́b́a-__ ma-ši fe-l-ingliz?
6 hadi telt šhuṟ (months) baš (that) šeft (I saw) xu-__.
7 daba (now) ɛa’ḭlt-__ kŭll-ha fe-l-meḡrib?
Lesson 44
What’s your name?

How old are you?
In the sound file you will hear someone asking a man and a woman some questions.
Both answer these questions. Listen to the fragments a few times before reading along
in the book.
Somebody is asking a man some questions

question qul li-ya, šnu smiyt-ek?
answer ana smiyt-i mħemmed.
question u šħal f-ɛemṟ-ek?
answer ɛend-i tmenya u ɛešṟin sana.
question waš nta mzewwež?
answer iyeh, ana mzewwež.
question šħal hadi u nta f-kanada?
answer hadi telt snin w-ana f-kanada.
question waš mṟat-ek hnaya f-kanada?
answer iyeh, mṟat-i sakna mɛa-ya f-kanada.
question waš ɛend-ek drari?
answer iyeh, ɛend-i tlata dyal d-drari.
question waš d-drari dyal-ek saknin f-kanada?
answer iyeh, ħetta huma hnaya f-had le-blad hadi.
Somebody is asking a woman some questions
question quli li-ya: ašnu smiyt-ek?
answer ana smiyt-i faŧima.

question u mnayn nti?
answer ana men l-meḡrib.
question u šħal f-ɛemṟ-ek?
answer ɛend-i setta u ɛešṟin sana.
question waš nti mzewwža?
answer iyeh, ana mzewwža.
question šnu hiya s-smiya dyal ṟažl-ek?
answer ṟažl-i, smiyt-u mħemmed.
question waš ṟažl-ek ka-yexdem?
answer iyeh, ṟažl-i ka-yexdem f-waħed l-fabrika.
question waš ɛend-kŭm ši drari?
answer iyeh, ɛend-na tlata dyal d-drari.
question waš wlad wella bnat?
answer žuž dyal le-wlad u bent.
question šħal f-ɛemṟ-hŭm?
answer le-wlad f-ɛemṟ-hŭm sebɛ snin u xems snin, u l-bent f-ɛemṟ-ha telt
snin.
Vocabulary
qul li-ya tell me (quli = feminine imperative)

li-ya li‑ is a variation of the preposition l‑
(a)šnu what
f-ɛemṟ-ek your age (lit.: in your age)
mzewwež married
mɛa-ya with me
mnayn where from
wella or
ši drari any children
Lesson 44  What’s your name? How old are you? 175
Explanation
44.a Overview of demonstratives

As you know, there are demonstrative pronouns, which are a sentence constituent by
themselves, and demonstrative adjectives, which combine with a noun to form a sen-
tence constituent.
Both categories can be split into two subcategories: objects close to the speaker and
objects further away.
You haven’t yet learnt all demonstrative pronouns for objects far away from the
speaker. These are hadak, hadik en haduk.
All four subcategories contain three demonstratives: one masculine, one feminine
and one plural form.
The grid below gives all twelve:
pronoun adjective
close far close far
masculine hada hadak had (ha)dak
feminine hadi hadik had (ha)dik
plural hadu haduk had (ha)duk
In this lesson’s text you heard:
f-had le-blad hadi.
We have mentioned before that you can emphasise had by adding hada, hadi or
hadu after the noun.
44.b Asking questions

Earlier you have learnt that there are yes/no-questions (starting with waš) and con-
tent questions. As you usually get more information asking content questions, it is
useful to know as many interrogative words as possible.
In this lesson you will encounter:
šħal f-ɛemṟ-ek? How old are you?

šħal hadi u nta f-kanada? For how long have you been in Canada?
mnayn nti? Where are you from?
šnu hiya s-smiya dyal ṟažl-ek? What is your husband’s name?

In exercise h of lesson 42 you have seen the word škun for ‘who’.
škun dak ṟ-ṟažel? Who is that man?
The question of how old someone is is simple; you literally ask: ‘How much <is> in
your age?’ In your answer you can again use the word ɛemṟ, but you can also use the
other form: ɛend‑i . . . sana/snin.
The question ‘how long . . .’ has been covered in Lesson 43.
The question where someone is from is straightforward: you put a subject after the
word mnayn: mnayn huwa, mnayn dak ṟ‑ṟažel, mnayn haduk d‑drari?
The interrogative word šnu or ašnu you use for ‘what’:
šnu ka-tešṟeb a mħemmed? What are you drinking, Muhammad?
When (a)šnu is followed by a noun, often huwa or hiya is placed between šnu and
the noun, depending on the noun’s gender. In that case, šnu can also mean ‘which’:
šnu huwa le-ktab dyal-ek Which book is yours?
The question ‘what is . . . name?’ can also be expressed more succinctly:

šnu smiyt-ek? What is your name?
šnu smiyt hada? What is the name of this, what is this called?
škun means ‘who’ and can simply be followed by a subject:

škun nta? Who are you?
škun huwa? Who is he?
Exercises b and e deal with this.
44.c Kinship terms

In the previous lessons you have seen and learnt several kinship terms. To summarise,
here they all are again:
weld‑i, bent‑i (my son, my daughter), but they can also be followed by other
suffixes: weld‑ha, bent‑kŭm etc.
b́b́a on its own means ‘my father’, without having a suffix for ‘my’. The other
persons can be expressed by means of a suffix: b́b́a‑k, b́b́a‑h, etc.
‑i means ‘my mother’ – of course instead of ‑i you could use the other suffixes.
xu‑ya means ‘my brother’. It gets the suffix ‑ya instead of ‑i because xu ends
on a vowel. Instead of ‑ya you can use the other suffixes.
ẋt-i means ‘my sister’. You can also use the other suffixes here.
In d‑drari dyal‑i, ‘my children’, you should use the preposition dyal, followed
by the suffix representing the person whose children they are.
Exercises c and d deal with this.
Exercises
Exercise 44.a
Check whether the statements below are true, using the information in the text at
the start of this lesson. Mark the sentences + (correct) or – (incorrect).
1 mħemmed mzewwež mɛa waħed le-mṟa meḡribiya.

2 le-mṟa dyal mħemmed smiyt-ha ɛayša.
3 mħemmed u mṟat-u ɛend-hŭm tlata dyal d-drari, žuž d-le-bnat u weld waħed.
4 d-drari dyal-hŭm ma-saknin-š fe-l-ingliz.
5 l-bent f-ɛemṟ-ha telt snin.
Exercise 44.b
Give the questions that would result in the answers given.
Example
answer ɛend‑i xemsa u ɛešṟin sana.
question šħal f‑ɛemṟ‑ek?
1 la, d-drari dyal-i ma-saknin-š mɛa-ya.
2 iyeh, ɛend-i tlata dyal d-drari.
3 ana smiyt-i ħmed.
4 la, ana ma-ši mzewwež.
5 ana men l-meḡrib.
6 hadi xems snin w-ana f-merikan.

7 ɛend-i ɛešṟin sana.
Exercise 44.c
Find the right answers a to g for questions 1 to 7.
Example
1 xu‑k fayn saken.
g xu‑ya saken fe‑l‑meḡrib mɛa b́b́a u ‑i.
Questions
1 xu-k, fayn saken?

2 l-ɛa’ḭla dyal-ek, fayn sakna?
3 b́b́a-k, fayn saken?
4 d-drari dyal-ek, fayn saknin?
5 -u, fayn sakna?
6 had ṟ-ṟažel, fayn saken?
7 duk le-ɛyalat, fayn saknin?
Answers
a huma saknin f-waħed đ-đaṟ kbira mɛa d-drari dyal-hŭm.

b b́b́a saken f-fas mɛa -i.
c -u sakna fe-l-meḡrib mɛa b́b́a-h.
d d-drari dyal-i saknin mɛa-ya f-had le-blad hadi.
e huwa saken f-manchester mɛa mṟat-u.
f ɛa’ḭlt-i sakna f-kanada mɛa mṟat-i.
g xu-ya saken fe-l-meḡrib mɛa b́b́a u -i.
Exercise 44.d
Answer the questions, using the information given between brackets.
Example
given škun dak l‑weld? (my brother)
you hadak xu‑ya.
given škun dik le‑mṟa? (my sister)
you hadik ẋt‑i.
1 škun dak ṟ-ṟažel? (my father)
2 škun dik l-bent? (my sister)
3 škun duk d-drari? (my sons)
4 škun dik le-mṟa? (my mother)
5 škun dak ṟ-ṟažel? (my husband)
6 škun dak l-weld? (my son)
Exercise 44.e
First read the introduction, then answer the questions. You may think you can’t say
that much yet, but you really will be able to formulate an answer to every question.
waħed ṟ-ṟažel ka-yetkellem mɛa-k. is speaking

huwa ka-yexdem mɛa l-bulis l-inglizi. police
huwa bḡa yeɛṟef škun nta, mnayn nta, wants to know
waš ɛend-ek l-paṣpuṟ dyal-ek, passport
u ħetta bḡa yeɛṟef kŭll ši ɛel l-ɛa’ḭla also, everything, about
dyal-ek. ta-ysewwel: he asks
Say that:
1 a sidi, škun nta? your name is Muhammad Ben
Abdallah.
2 mnayn nta? you are from Morocco.
3 waš ɛend-ek l-paṣpuṟ dyal-ek? you do not have a passport.
4 šħal hadi u nta fe-l-ingliz ? you came to the UK 5 years ago.
5 šħal f-ɛemṟ-ek? you are 29 years old.
6 waš nta mzewwež? you are married.
7 waš l-ɛa’ḭla dyal-ek sakna hna? your family came over to the UK 3 years ago.
Exercise 44.f
Ask a few questions of a Moroccan conversation partner.You can read what to ask in
English. In the sound file you will hear the answers to these questions. Write down
the answers in English.
1 Ask what his name is.

Name: ________________.
2 Ask how old he is.

Age: ________________.
3 Ask for how long he has been in the UK.

________________ years in the UK.
4 Ask if his family is in the UK as well.

Family is/isn’t in the UK.
5 Ask if he has any children in Morocco.

Does/doesn’t have children in Morocco.
6 Ask if he has a good house in the UK.

Does/doesn’t have a good house in the UK.
7 Ask how old his wife is.

Age wife ________________.
Exercise 44.g
ħmed ben mħemmed ta-yexdem f- ‘london’.
hadi ɛešr snin u huwa saken fe-l-ingliz.
hadi xems snin u huwa mzewwež.

mṟat-u baqya sakna fe-l-meḡrib. still

ħmed bga mṟat-u tži l-l-ingliz walakin he wants, she comes to
ma-ɛend-u-š đaṟ hnaya. ɛend-u ḡir waħed
l-bit ṣḡiṟ f-waħed đ-đaṟ kbira.
fe-l-meḡrib ɛend-u đ-đaṟ dyal-u.
mṟat-u u xemsa de-d-drari dyal-u
saknin fi-ha u ħetta b́b́a-h u -u. in it
Now Ahmed’s wife will tell the same story from her point of view. Fill in the missing
words.
ṟažl-i ______ fe-l-ingliz walakin ana ______ fe-l-meḡrib mɛa ______ dyal-na.
ɛend-na xemsa de-d-drari, ______ saknin mɛa-ya.
ṟažl-__ ma- _______-š đar fe- ________, ɛend- _______ ḡir waħed ______ ṣḡir.
Exercise 44.h
In the sound file you will hear 3 personal descriptions. Use those to complete the 3
profiles below.
A name: ɛli l‑yenduzi
male/female children yes/no
age ________ years old number of children ________
________ years in Canada family in Canada yes/no
married yes/no if so, who________________.
B name: faŧima bent ɛebd s‑slam
married yes/no if so, who________________.
C name: dris ɛašur
married yes/no if so, who ________________.
Exercise 44.i
The questions below are asked of you personally. Answer truthfully. If the grammati-
cal gender necessitates it, the questions are asked twice, once addressed to a man and
once to a woman. Answer when the question suits you.
1 šnu smiyt-ek?
2 mnayn nta? / mnayn nti?
3 šħal f-ɛemṟ-ek?
4 waš nti mzewwža? / waš nta mzewwež?
5 waš ɛend-ek drari?
6 fayn sakna nti? / fayn saken nta?
Meeting, greeting and saying
goodbye
Lesson 45
Hello, how are you?
In the sound file you will hear 2 conversations between 2 people meeting. Listen to
them several times.
Dialogue 1
ħmed s-salamu ɛli-k.

ɛli wa ɛli-k s-salam.
ħmed waš nta bi-xiṟ?
ɛli ana bi-xiṟ l-ħemdu li-llah, u nta la bas?
ħmed la bas l-ħemdu li-llah.
ɛli yaƚƚah nšeṟbu ši ħaža.
ħmed smeħ l-i ma-ɛend-i-š l-weqt, meṟṟa ẋṟa in ša ƚƚah, ɛend-i mewɛid
fe-ž-žuž.
ɛli waxxa, in ša ƚƚah, be-s-slama.
ħmed be-s-slama.
Dialogue 2
muṣŧafa s-salamu ɛli-kŭm.

faŧima wa ɛli-kŭm s-salam, la bas?
muṣŧafa ana bi-xiṟ, ma l-ek nti? waš ɛend-ek ši ħaža fe-đ-đaṟ?
faŧima iyeh, bent-i le-kbira mṟiđa šwiya. ma-ta-takŭl-š, ma-ta-tešṟeb-š, u hadi
telt iyyam u hiya naɛsa f-le-fraš.
Lesson 45  Hello, how are you? 185
muṣŧafa ma-ykun bas in ša ƚƚah.

faŧima in ša ƚƚah, be-s-slama.
muṣŧafa ƚƚah ysellm-ek.
Vocabulary
s-salamu ɛli-k/-kŭm standard greeting (Peace be upon you)
wa ɛli-k/-kŭm s-salam response to the above
bi-xiṟ good
l-ħemdu li-llah thank God
la bas not bad
smeħ l-i excuse me
weqt time
yaƚƚah come
nšeṟbu let’s drink
ši ħaža something
meṟṟa some time
in ša ƚƚah God willing
mewɛid an appointment
fe-ž-žuž at 2 o’clock
waxxa okay
be-s-slama goodbye
ma l-ek what is wrong with you (ma here means ‘what’)
ka-takŭl she’s eating
ka-tešṟeb she’s drinking
telt iyyam 3 days
ma-ykun bas I hope it’s not too bad
ƚƚah ysellm-ek goodbye
yehđeṟ he is speaking
186 Meeting, greeting and saying goodbye
Explanation
45.a Greeting
Many greeting formulas in Moroccan are derived from Classical Arabic. Some of the
formulas contain religious elements, like the name of God (ƚƚah).
The standard greeting is:
s-salamu ɛli-kŭm the peace upon you
to which the response is:

wa ɛli-kŭm s-salam and upon you the peace
la bas (lit.: no evil, not bad) you can use both for a question and for an answer:
la bas? (question)
la bas! (answer)
You can also expand it using the preposition ɛli:

la bas ɛli-k? la bas!
d-drari, la bas ɛli-hŭm? la bas ɛli-hŭm!
bi‑xiṟ (lit.: in wellness) can also be used both in questions and in answers:
waš nta bi-xiṟ? ana bi-xiṟ!
When a Moroccan says he is doing well, he has reason to thank God. For that, he uses
the formula: l‑ħemdu li‑llah.
la bas? la bas, l-ħemdu li-llah.
ana bi-xiṟ, l-ħemdu li-llah.
in ša ƚƚah you use to express that future events can only happen with God’s will. Even
if you are not a Muslim, you can use this formula to talk about the future.
The formula ma‑ykun bas (be <there> no evil) you use when you hear someone is
ill. It approximately means ‘I hope it’s not too bad’. ma is a form of negation without ‑š.
The two formulas

be-s-slama
ƚƚah ysellm-ek
are used for saying goodbye.

45.b A bit ill, very ill

A predicate expressing an attribute can be followed by šwiya (a bit) or bezzaf (a lot)
to further quantify the attribute:
ana mṟiđ šwiya. I am a bit ill.

hiya feṟħana bezzaf. She is very glad.
b́b́a 24
________________ My father is very old.
-i 25
_______________ My mother is a bit tired.
đ-đaṟ 26
________________ The house is very old.
le-ħlib 27
_______________ The milk is a bit cold.
45.c The present tense

The complete conjugation of the verb √šuf in the present tense is:
(ana) ka – nšuf (ħna) ka – nšufu

(nta) ka – tšuf (ntuma) ka – tšufu
(nti) ka – tšufi (huma) ka – yšufu
(huwa) ka – yšuf
(hiya) ka – tšuf
The prefix ka‑ gives a continuous meaning to the present tense, like the -ing forms
in English. If there is no ka‑ before a present tense, it is still a present tense, but the
action is not occurring at the moment of speech. Instead of ka‑, ta‑ may be used;
some speakers may even switch between the two.
In Lesson 43 we have seen nšeṟbu. This means both ‘we drink’ and ‘let’s drink’.
The root with the basic meaning ‘to drink’ is √šṟb.
We will now add to this root the personal prefixes and suffixes that you have
already seen in the grid of √šuf:
(ana) nšṟb (ħna) nšṟbu

(nta) tšṟb (ntuma) tšṟbu
(nti) tšṟbi (huma) yšṟbu
(huwa) yšṟb
(hiya) tšṟb
The root √šṟb itself does not have a vowel, so you keep getting rows of four consecutive
consonants, which isn’t possible in Moroccan. So to avoid this, we must insert e’s, in such
a way that all forms will consist of two syllables. Try to make allowable forms by adding
e’s. NB: e may not appear at the end of a syllable or a word! The list you will get is this:
nešṟeb nšeṟbu
tešṟeb tšeṟbu
tšeṟbi yšeṟbu
yešṟeb
tešṟeb
NB: when pronouncing these, apply the rule of thumb that the stress is always on the
syllable containing most radicals: (ka‑)nešṟéb, (ka‑)tešṟéb, (ka‑)tšéṟbi, (ka‑)yešṟéb,
(ka‑)tešṟéb, (ka‑)nšéṟbu, (ka‑)tšéṟbu, (ka‑)yšéṟbu.
This rule of thumb is not applicable if the verb is followed by a suffix. If it is, the stress
may move: ka‑nšeṟbú‑h.
There are very many other roots consisting of three consonants, e.g.:
√hđṟ to speak, to talk

√gls to sit
√qđṟ to be able to
√ktb to write
You can make forms in the same way using these roots:
mħemmed ka-yehđeṟ l-ɛeṟbiya. Muhammad speaks Arabic.

d-drari ka-yheđṟu l-ingliziya. The children speak English.
weld-i ka-yegles ɛel l-kŭrsi. My son sits down on the chair.
ħna 28
________________. We sit down in the room.
nta ka-tekteb fe-l-kŭnnaš. You are writing in the notebook.
dak ṟ-ṟažel 29
________________. That man is writing a book.
Making questions or negations is done in the familiar way.

waš d-drari dyal-ek ka-yheđṟu l-ingliziya?

waš weld-ek ka-yešṟeb l-qehwa?
ana ma-ka-nešṟeb-š atay.
r-ržal ma-ka-yheđṟu-š l-ɛeṟbiya.
In Lesson 42 we have seen:
ṟažl-i ka-yexdem f-waħed l-fabrika.
What is the root of the verb to work? Write the complete conjugation of the present
tense of this verb. 30
Exercises f, g, h and i deal with this.
Exercises
Exercise 45.a
Together with the voice in the sound file, act out an encounter on the street.
Use the usual formulae responding to what you hear.
other s-salam ɛli-kŭm

you ________________.
other la bas?
you ________________.
other ħetta ana bi-xiṟ l-ħemdu li-llah. d-drari dyal-ek la bas?
you ________________.
other l-ħemdu li-llah, be-s-slama.
you ________________.
Now act out another dialogue. When asked about your wife, say that she is ill/tired.
Later mitigate this by saying she is just a bit tired.
other s-salam ɛli-kŭm.

you ________________.
other la bas ɛli-k.

you ________________.
other d-drari, la bas ɛli-hŭm?
you ________________.
other mṟat-ek la bas ɛli-ha?
you ________________.
other ma-ykun bas ɛend-ha in ša ƚƚah. waš hiya ɛeyyana bezzaf?
you ________________.
Exercise 45.b
Connect the formulae/statements in the first column to their possible answers in the
second.
1 ṟažl-i mṟiđ šwiya. a be-s-slama.

2 d-drari, la bas ɛli-hŭm? b ana bi-xiṟ l-ħemdu li-llah.
3 be-s-slama a sidi. c wa ɛli-kŭm s-salam.
4 s-salam ɛli-kŭm. d huma bi-xiṟ l-ħemdu li-llah.
5 waš nti bi-xiṟ? e waxxa, yaƚƚah.
6 yaƚƚahu nšeṟbu ši ħaža! f la bas ɛli-ha, l-ħemdu li-llah.
7 waš mṟat-ek la bas ɛli-ha? g ma-ykun bas in ša ƚƚah.
Exercise 45.c
The questions ask if something is very . . . . Answer by saying the thing mentioned is
only a little . . . .
Example
given waš đ‑đar dyal‑ek kbira bezzaf?
you la, hiya kbira šwiya.
1 waš ɛa’ḭlt-ek kbira bezzaf?

2 waš l-magana dyal-ek ḡalya bezzaf?
3 waš weld-ek mṟiđ bezzaf?

4 waš l-kebbuŧ dyal-ek qdim bezzaf?
5 waš mṟat-ek ɛeyyana bezzaf?
6 waš žellabt-ek mwessxa bezzaf?
Does anything strike you as odd in the last question? 31
Exercise 45.d
Here we introduce the symbols for bezzaf and šwiya.
šwiya The fingers close to each other indicate ‘a little’ (e.g. a little
ill, a little small, etc.).
bezzaf The same hand, with the fingers spread wide apart, indi-
cates that a certain property is strong (e.g. very ill, very big, etc.).
kbir(a) bezzaf.
qdim(a) šwiya.
Now answer the questions asked underneath the pictures.
Example
given
given waš had đ‑đaṟ kbira?

you hiya kbira bezzaf.
waš had ŧ-ŧumubil qdima?
waš had l-međṟaṣa ždida?
waš had le-ħmaṟ kbir?
waš had l-berrad qdim?
waš had le-mdina bɛida?
waš had l-xŭbz ldid?
Exercise 45.e
A question is asked for each picture. Choose the correct one from the three possible
answers given.
Example
question waš had ṟ‑ṟažel feṟħan?

a iyeh, huwa feṟħan.
b la, huwa mṟiđ šwiya.
c iyeh, huwa feṟħan bezzaf.
The correct answer is answer c.
1
waš had l-weld mṟiđ?
a la, huwa ma-ši mṟiđ.
b iyeh, huwa mṟiđ bezzaf.
c iyeh, huwa mṟiđ.
waš had l-bent feṟħana?

a iyeh, hiya feṟħana bezzaf.
b la, hiya ɛeyyana šwiya.
c iyeh, hiya feṟħana šwiya.
waš had d-drari kbaṟ?

a iyeh, huma kbaṟ šwiya.
b la, huma ma-ši kbaṟ.
c iyeh, huma ṣḡaṟ.
4
waš had le-ɛeyalat feṟħanin?
a iyeh, huma feṟħanin šwiya.

b la, huma mṟađ šwiya.
c la, huma ma-ši feṟħanin.
waš had z-znaqi kbaṟ?
a iyeh, huma kbaṟ bezzaf.

b la, huma ṣḡaṟ šwiya.
c la, huma ṣḡar bezzaf.
waš hadik l-qehwa qṟiba?

a la, hiya bɛida šwiya.
b iyeh, hiya qṟiba bezzaf.
c la, hiya ma-ši qṟiba bezzaf.
Exercise 45.f
Fill in conjugations of the roots below:
√šṟb √ktb √gls √xdm
Example
ħmed ________________ l‑qehwa.
ħmed ka‑yešṟeb l‑qehwa.
1 ħna ________________ fe-l-kŭnnaš.

2 huwa ________________ fe-l-fabrika.
3 d-drari ________________ le-ħlib dyal-hŭm.
4 b́b́a ________________ ɛel l-kŭrsi fe-l-bit.
5 waš nti ________________ fe-l-fabrika dyal ṟažl-ek?
6 ana ________________ l-qehwa.
7 waš ntuma ________________ fe-l-međṟaṣa?
8 -i ________________ mɛa b́b́a fe-l-bit.
Exercise 45.g
Fill in the correct forms of the root given:
√šuf
waš ________________ dak ṟ-ṟažel a ħmed?
d-drari ________________ b́b́a-hŭm fe-z-zenqa.
ana ma- ________________ -š s-stilu dyal-i.
ntuma ________________ l-kaṟ ž-ždid.
√šṟb
šnu ________________ a mħemmed?
ana ________________ le-ħlib.
ntuma ma- ________________ -š a r-ržal?
a faŧima waš ________________ l-qehwa?
√ktb
šnu ________________ a mħemmed?
ana ________________ smiyt-i fe-l-kŭnnaš.
nti ma- ________________ -š a ɛayša?
ntuma ________________ kŭll ši f-had l-kŭnnaš?
√gls
b́b́a ________________ fe-l-qehwa.
waš d-drari dyal-ek ________________ fe-l-međṟaṣa?

ħna ________________fe-z-zenqa.
-ek ________________ fe-đ-đaṟ.
√xdm
dak ṟ-ṟažel ________________ mɛa l-bulis.
ana ________________ f-merikan.
-i ma- ________________-š.
f-merikan, d-drari ma- ________________-š.
Exercise 45.h
Finish the grid below.
√šṟb ana ________ hiya ________ huma ________
________ nti ka-tketbi huwa _______ huma ________
________ nta ________ ħna _________ huma ka-ygelsu
√šuf ana ________ hiya ________ ntuma ________
√qđṟ nti _________ huwa ________ ħna __________
________ nta ka-tehđeṟ nti _________ ntuma ________
________ ana ________ ħna ka-nxedmu huma ________
Exercise 45.i
Write the correct personal pronoun on the lines.
1 le-mṟa, waš ________________ ka-tegles ɛel-l-kŭrsi?

2 a ħmed, waš ________________ ka-tešṟeb l-qehwa?
3 ________________ ma-ka-tketbi-š f-le-ktab?
4 waš ________________ ka-yekteb fe-l-kŭnnaš?
5 d-drari, waš ________________ ka-yxedmu?
6 waš ________________ ka-txedmu f-dik l-fabrika?
7 ________________ ma-ka-tšeṟbu-š le-ħlib?
8 ________________ ka-ngelsu fe-l-qehwa.
Lesson 46
Let’s go for a drink
Listen to the following conversation.
ħmed ṣbaħ l-xiṟ a mħemmed.

mħemmed ṣbaħ l-xiṟ a ħmed, kif dayer?
ħmed kŭll ši la bas, l-ħemdu li-llah u nta, kif dayer?
mħemmed ħetta ana bi-xiṟ l-ħemdu li-llah.
ħmed yaƚƚah mɛa-ya le-đ-đaṟ, naklu ši ħaža.
mħemmed la, smeħ l-i a ħmed, ma-neqđeṟ-š, ma-ɛend-i-š l-weqt.
ħmed nšeṟbu ši ħaža f-dik l-qehwa? hiya qṟiba.
mħemmed la, ma-neqđeṟ-š, ma-ši daba. f-le-ɛšiya in ša ƚƚah.
ħmed waxxa. f-le-ɛšiya in ša ƚƚah fe-đ-đaṟ dyal-i. fe-l-xemsa d-le-ɛšiya
nšeṟbu atay.
mħemmed in ša ƚƚah, be-s-slama.
ħmed be-s-slama a mħemmed.
Vocabulary
ṣbaħ l-xiṟ good morning

kif dayer how are you? (also see § 46.f)
kŭll ši everything, everybody, all
l(e)- to (also sometimes li‑)
naklu let’s eat
l-xemsa d-le-ɛšiya 5 o’clock in the afternoon
atay tea (never used with the article)
Explanation
46.a The cohortative

Look at the sentences below, which you have seen before:
yaƚƚah, nšeṟbu ši ħaža. Come on, let’s have a drink.

naklu ši ħaža. Let’s eat.
The finite verb in the present tense, without the particle ka/ta- can mean ‘let’s . . .’.
We call this the cohortative.
nšeṟbu atay. Let’s drink tea.

naklu l-lħem. Let’s eat meat.
nketbu fe-l-kŭnnaš. Let’s write in the notebook.
32
________ l-ingliziya. Let’s speak English.
33
________ fe-l-qehwa. Let’s sit in the café.
This is used to suggest to someone to go do something together; it’s an invitation

including yourself in the invite.
46.b The imperative

smeħ l-i a mħemmed, ma-ɛend-i-š l-weqt.
a ħmed, šuf dik ŧ-ŧumubil ž-ždida!
The expression smeħ l‑i (excuse me) is a combination of a form of the root √smħ,
the preposition l- and the suffix ‑i.
What is noticeable about this form? Apart from the short vowel e to make the
word pronounceable, there is no prefix or suffix. This is the imperative as you would
use it with one male.
You form the imperative of verbs whose roots consist of 3 consonants by placing
the short vowel e between the second and third radicals (so in other words, the
imperative pattern of these verbs is Ⓟkteb).
If a verb has a root consisting of 2 consonants and a long vowel, of course you don’t
need to add the short vowel e (šuf!).
Earlier you have learnt that there are also feminine and plural imperatives: šufi! and
šufu! The i and u endings can also be added to the masculine imperatives of the verbs
which have three consonant radicals; however, then the vowel e moves:
Lesson 46  Let’s go for a drink 199
kteb! ketbi! ketbu!

gles! gelsi! gelsu!
Now fill in the imperatives in the following example sentences. Use the context to
work out which verb you should use.
34
________ kŭll ši f-le-ktab dyal-ek a ħmed!
________ f-had l-kŭrsi a sidi!
________ be-l-ɛeṟbiya a weld-i!†
________ l-i a faŧima. Excuse me, Fatima.
________ l-i a r-ržal. Excuse me, gentlemen.
________ be-l-ɛeṟbiya a d-drari! Speak Arabic, children!
________ f-had l-kŭrsi a lalla
________ smiyt-ek f-had l-kŭnnaš a bent-i
________ kŭll ši f-le-ktab a d-drari
†
ka‑yehđeṟ l‑ɛeṟbiya = he speaks Arabic.
ka‑yehđeṟ be‑l‑ɛeṟbiya = he is speaking Arabic
Exercises c, d, e and f deal with this.
46.c Accepting an invitation

Accepting an invitation can be done by simply saying waxxa (OK). Then you could
repeat part of the invitation.
invitation yaƚƚah, naklu ši ħaža.

accepting waxxa.
waxxa, naklu ši ħaža. OK, let’s <go> eat something.
invitation yaƚƚah mɛa-ya le-đ-đaṟ.
accepting waxxa.
waxxa, nemši mɛa-k. OK, I’ll come with you.
You can also say that you would like to do what has been suggested, but at another time:
smeħ l-i, ma-ɛend-i-š l-weqt, meṟṟa ẋṟa in ša ƚƚah (45)†

la, ma-neqđeṟ-š, ma-ši daba, f-le-ɛšiya in ša ƚƚah (46)
la, ma-ši daba, meṟṟa ẋṟa/ḡedda (morgen) /f-le-ɛšiya in ša ƚƚah.

la, daba ma-neqđeṟ-š, meṟṟa ẋṟa/ḡedda/f-le-ɛšiya in ša ƚƚah.
la, f-had l-weqt ma-neqđeṟ-š, meṟṟa ẋṟa/ḡedda/f-le-ɛšiya in ša ƚƚah.
These numbers indicate in which lesson you have seen the sentence before.
†
If you don’t really feel like accepting the invitation, you can use meṟṟa ẋṟa without
actually making an appointment.Then you don’t have to say ‘no’, so you avoid offend-
ing the other party, while the end result is the same.
Exercises g and h deal with this.
46.d Apologizing
Using the three forms smeħ l‑i, semħi l‑i and semħu l‑i you can apologise to
everyone (male, female, plural), for example for not accepting a proposal/invitation.
You can expand on this apology using ma‑(ka‑)neqđeṟ‑š (I can’t):
smeħ l-i a . . ., ma-neqđeṟ-š.
and of course you can then give the reason you can’t make it:
ma-ɛend-i-š l-weqt. (45)

ɛend-i mewɛid fe-ž-žuž. (45)
ma-ɛend-i-š le-flus.† I don’t have any money.
flus = money; a plural form.
†
Exercises i and j deal with this.
46.e Good morning – good evening

In addition to the expression ṣbaħ l‑xiṟ (good morning) there is the expression msa
l‑xiṟ (good evening).You can use the latter from about 3 pm. There is no ‘good after-
noon’ in Moroccan. The standard greeting s‑salam ɛli‑kŭm is used instead.
Exercise k deals with this.
46.f kif dayer = how are you?

The expression kif dayer means ‘how are you?’ dayer is a participle, like saken (living),
and is declined like an adjective.
kif dayra a ɛayša?

kif dayrin a r-ržal?
Sometimes kif dayer is pronounced ki dayer (Exercise 46.l).
Exercises l and m deal with this.
Exercises
Exercise 46.a
Invite someone to go and do something together. Start your proposal with the name
of the person and yaƚƚah mɛa‑ya (come with me).
Example
given Invite Ali to come for a drink with you:
you a ɛli, yaƚƚah mɛa‑ya nšeṟbu ši ħaža.
1 Invite Ahmed to sit in the café.
2 Invite Moustafa to have a drink in the café.
3 Invite Muhammad to have something to eat.
4 Invite Aïcha to drink coffee.
5 Invite Fatima to look at the market.
6 Invite Naïma to sit in the room.
Exercise 46.b
Make suggestions to an imaginary conversation partner. A situation is given in
English. Choose parts of your invitation from the list below.
You may not have to use one of the columns.
meŧɛem = restaurant  beṟṟa = outside

verb phrase object location
(yaƚƚah) nšeṟbu šwiya f-dak l-meŧɛem
(yaƚƚah) ngelsu atay fe-đ-đaṟ dyal-i
(yaƚƚah) naklu l-lħem beṟṟa
(yaƚƚah) nheđṟu le-ħlib fe-l-qehwa
l-qehwa
l-xŭbz
ši ħaža
Example
given You meet Ahmed near a café, and suggest you have a drink there.
you yaƚƚah, nšeṟbu ši ħaža fe‑l‑qehwa!
1 You meet Ahmed on the street and suggest you have something to eat at your
house.
2 You meet Aïcha and suggest you go sit outside.
3 You meet Dris and suggest you go chat a little in the café.
4 You meet Abdesslam and suggest you go drink coffee in the café.
5 You meet Naïma and suggest you go eat something in that restaurant.
6 You meet Ali and suggest you go drink tea at your place.
Exercise 46.c
Give an imperative of one of the two roots given.
Example
Choose from √gls / √šṟb
given ________ ɛla had l‑kŭrsi a weld‑i!
full sentence gles ɛla had l‑kŭrsi a weld‑i!
√ktb / √šṟb
1 ________________ smiyt-ek fe-l-kŭnnaš!
2 ________________ le-ħlib dyal-kŭm a d-drari!
3 ________________ atay a faŧima!
√hđṟ / √gls
4 ________________ be-l-ɛeṟbiya a sidi!
5 ________________ mɛa-na† a lalla!
6 ________________ šwiya mɛa-ya a xu-ya!

†
mɛa‑na means ‘with us’.
√smħ / √xdm
7 ________________ l-i a lalla!
8 ________________ mezyan a r-ržal!
9 ________________ mezyan fe-l-međṟaṣa a weld-i!
Exercise 46.d
Answer the following questions in Moroccan:
1 How does father tell Ahmed to drink his coffee?

2 How does the teacher tell Muhammad to sit down?
3 How does the teacher tell the boys to sit down?
4 How does Muhammad tell his father that he will sit down for a moment (= a
little)?
5 How does the teacher tell the children to write their names in their notebooks?
6 How does the mother tell Fatima to drink her milk?
Exercise 46.e
Fill in the words below on the lines. There are a few words which don’t fit in any of
the sentences.
gelsu semħi šṟeb smeħ kteb

gelsi semħu ketbi gles šeṟbu
1 ________________ l-i a lalla, ma-ɛend-i-š le-flus.

2 a ħmed, ________________ l-qehwa dyal-ek.
3 a d-drari ________________ ɛla le-krasa dyal-kŭm.
4 ________________ kŭll ši fe-l-kŭnnaš a ħmed.
5 a d-drari ________________ atay dyal-kŭm.
6 ________________ li-na a r-ržal, ma-ɛend-na-š l-weqt.
7 a mħemmed, ________________ mɛa-na.
8 ________________ l-i smiyt-ek a lalla.
Exercise 46.f
Fill in forms of the imperative:
√šṟb: ________ a xu-ya, ________ a ẋt-i, ________ a d-drari

√gls: ________ a xu-ya, ________ a ẋt-i, ________ a d-drari
√šuf: ________ a xu-ya, ________ a ẋt-i, ________ a d-drari
√ktb: ________ a xu-ya, ________ a ẋt-i, ________ a d-drari
√smħ: ________ l-i a xu-ya, ________ a ẋt-i, ________ a d-drari
Exercise 46.g
You will hear several invitations in the sound file. Respond by accepting the invitation.
Example
given yaƚƚah mɛa‑ya le‑đ‑đaṟ.
you waxxa, nemši mɛa‑k.
1 yaƚƚah, naklu ši ħaža fe-l-qehwa.

2 yaƚƚah, nšeṟbu atay fe-l-qehwa.
3 yaƚƚah, ngelsu beṟṟa.
4 yaƚƚah, naklu l-xŭbz u l-lħem fe-đ-đaṟ dyal-i.
5 yaƚƚah, nšeṟbu ši ħaža.
6 yaƚƚah, nheđṟu šwiya beṟṟa.
Exercise 46.h
Someone suggests to you:
yaƚƚah, nemsiw nšufu l-film ž-ždid!

nemšiw = we go/let’s go  l‑film = the film
Respond to this invitation in several ways. You will find that you can say a lot using
a few simple expressions.
1 You don’t have the money. What do you say?

2 You need the evening to do your homework. What do you say?
3 You would rather drink tea with her at home. What do you say?
4 You think it is a great idea. What do you say?
5 You don’t feel like going out tonight. What do you say?
6 Unfortunately you already have an appointment with another (female) friend at
7 o’clock (fe‑s‑sebɛa d‑le‑ɛšiya). What do you say?
Exercise 46.i
In the sound file you will hear several proposals/invitations. Decline those and think
of a new excuse each time. Note if the person inviting you is male or female, so you
use the correct form of the apology smeħ or semħi.
Example
given yaƚƚahi taḱli ši ħaža mɛa‑ya.
you semħi l‑i, ma‑ši daba, meṟṟa ẋṟa.
1 yaƚƚah mɛa-ya le-đ-đaṟ.

2 naklu ši ħaža fe-đ-đaṟ dyal-i.
3 nšeṟbu atay fe-l-qehwa.
4 yaƚƚah, nšeṟbu ši ħaža fe-đ-đaṟ.
5 yaƚƚah, naklu ši ħaža f-dak l-meŧɛem.
Exercise 46.j
Decline the following proposals and suggest something else instead.
Example
given yaƚƚah mɛa‑ya le‑đ‑đaṟ. (tomorrow)
you la, ma‑ši daba, ḡedda in ša ƚƚah.
1 yaƚƚah naklu ši ħaža. (some other time)

2 nšeṟbu ši ħaža fe-l-qehwa. (this afternoon)
3 yaƚƚah, ngelsu beṟṟa. (some other time)
4 yaƚƚah, nheđṟu šwiya fe-đ-đaṟ dyal-i. (tomorrow)
5 yaƚƚah,nšufu l-film ž-ždid. (some other time)
Exercise 46.k
Greet the people mentioned below at the time of day given.
Example
given Muhammad, 2 pm
you s‑salam ɛli‑k a mħemmed, la bas?
1 Fatima, 9 am 4 Aïcha, 6 am
2 Ali, 5 pm 5 Moustafa, 2 pm
3 Ahmed and Dris, 12 noon 6 Khadija, 6 pm
Exercise 46.l
Fill in the correct form on the lines: dayer, dayra of dayrin.
1 a ħmed, kif ________________ d-drari dyal-ek?

2 kif ________________ a ɛli?
3 a xadiža, kif ________________ nti?
4 u kif ________________ ṟažl-ek?
5 wlad-ek, kif ________________?
6 b́b́a-k u -ek, kif ________________?
Exercise 46.m
Find the correct answers in the right column for the questions in the left column (you
will have some answers left).
1 a ħmed, kif dayer? a huma, la bas ɛli-hŭm.

2 a muṣŧafa, kif dayra faŧima? b la bas l-ħemdu l-llah, ana ɛeyyana
šwiya.
3 kif dayrin d-drari dyal-kŭm?
c la bas ɛli-k.
4 kif dayer b́b́a-k?
d la bas ɛli-ha, l-ħemdu li-llah.
5 a faŧima, kif dayra nti?
e ħna bi-xiṟ, l-ħemdu li-llah.
6 kif dayrin a r-ržal. f huwa bi-xiṟ, l-ħemdu li-llah.
g ana bi-xiṟ, l-ħemdu li-llah.
h ana bi-xiṟ, ana mṟiđ bezzaf.
Lesson 47
Come see my new house
Listen to these two conversations.
dris msa l-xiṟ a s-si mħemmed.

mħemmed msa l-xiṟ a dris, kif dayer, la bas?
dris la bas, l-ħemdu li-llah, u nta a s-si mħemmed, la bas ɛli-k?
mħemmed kŭll ši bi-xiṟ, l-ħemdu li-llah.
dris aži takŭl ši ħaža fe-đ-đaṟ dyal-i. ɛend-i đaṟ ždida, aži tšuf-ha.
mħemmed smeħ l-i a s-si dris, bḡit nšuf-ha walakin daba ma-ɛend-i-š l-weqt.
ḡedda in ša ƚƚah.
dris waxxa, ħetta ḡedda in ša ƚƚah.
The next day:
dris ahlen wa sahlen.
mħemmed ahlen a s-si dris.
dris tfeđđel, dxŭl.
mħemmed šŭkrăn. đ-đaṟ dyal-ek zwina, tbaṟek ƚƚah.
dris tfeđđel, daba naklu ši ħaža. fe-l-lewwel nqeddem l-ek ɛa’ḭlt-i.
hada ħmed, weld-i le-kbir. hada weld-i ṣ-ṣḡiṟ smiyt-u muṣŧafa.
mħemmed tbaṟek ƚƚah.
dris u hadi mṟat-i.
mħemmed metšerrfin a lalla.
dris tfeđđel a mħemmed, gles.
mħemmed baṟak ƚƚahu fi-k.
Lesson 47  Come see my new house 209
Vocabulary
s-si . . . is followed by a name, short for sidi
aži come
takŭl you eat
bḡit I want
ħetta until
ahlen wa sahlen official greeting
ahlen answer to previous
tfeđđel here you go
dxul enter
šŭkrăn thank you
zwin beautiful
tbaṟek ƚƚah exclamation of admiration thanking God for something good
fe-l-lewwel first of all
nqeddem l-ek I introduce to you
metšerrfin pleased to meet you (grammatical plural)
baṟak ƚƚahu fi-k thank you
Explanation
47.a The verb ‘to eat’

We have seen several forms of the verb ‘to eat’ before:
ma-ka-takŭl-š She doesn’t eat. (45)

naklu ši ħaža Let’s eat something. (46)
aži takŭl ši ħaža Come eat something.
daba naklu ši ħaža Now we <will> eat something.
What is the common element in all these verb forms? Answer this question before
reading on.
In all forms we see the vowel a and the consonants k and l. So we could say that
the root of the verb is √akl.
This verb is slightly irregular. The forms ending in a consonant (so not the nti‑
form or the plural forms) get a short ŭ between the k and the l.
So the complete conjugation is:
(ka-)nakŭl (ka-)naklu
(ka-)takŭl (ka-)taklu
(ka-)taḱli (ka-)yaklu
(ka-)yakŭl
(ka-)takŭl
As you have learnt, the particle ka- is only used if the activity is performed at the
time of speaking or if it is performed regularly.
Some other things that may be eaten are:
l-ħut fish
ŧ-ŧažin tajine, a stew dish
s-seksu couscous (also: l‑kesksu)
Now finish these example sentences:
a d-drari, ma- 35
________________ -š l-lħem?
dak ṟ-ṟažel le-kbir 36
________________ l-lħem de-l-ħewli.
mṟat-i ma- 37
________________ -š l-lħem de-l-meɛza.
47.b An imperative with a second verb

In the examples below from this lesson’s text you see the imperative aži = come,
followed by a conjugated verb.
aži takŭl ši ħaža!

aži tšuf-ha!
aži means ‘come!’ and is followed by a verb conjugated in the second person:
aži tegles mɛa-ya! Come sit with me!
In Moroccan, when two verbs follow each other, the second verb is conjugated as
well. After the imperative, the second verb appears in the second person present. It
does not get the particle ka‑/ta-, because it is an urging or invitation – the activity
is not happening yet.
aži 38
________________ smiyt-ek fe-l-kŭnnaš!
aži 39
________________ l-xŭbz mɛa-ya!
aži 40
________________ atay fe-đ-đaṟ!
The feminine imperative is made by adding an i after the masculine form. But aži
already ends with the vowel i: you cannot have two consecutive vowels. So there is
no difference between the masculine and the feminine imperative.
aži a mħemmed!
aži a faŧima!
The plural form of aži is not * ažiu but ažiw (the vowel u when following another
long vowel changes into the semivowel w).
47.c tfeđđel = there you go/please

The word tfeđđel is used when you offer something to someone. This may be some-
thing tangible (e.g. a cup of tea), or something else (holding the door open for
someone so they can enter). tfeđđel is an imperative.
tfeđđel, šṟeb. There you go (♂), drink.

tfeđđli, šeṟbi. There you go (♀), drink.
tfeđđlu, šeṟbu. There you go (pl.), drink.
tfeđđel, gles. Please(♂), have a seat.
tfeđđli, gelsi. Please(♀), have a seat.
tfeđđlu, gelsu. Please (pl.), have a seat.
Notice that the imperative tfeđđel(‑i) is followed by another imperative, so not by a

verb in the second person present.
Exercise e deals with this.

47.d Introducing people to each other

You can introduce people to each other as follows:
ħmed, hada xu-ya dris.

ħmed, hadi ẋt-i ɛayša.
You can also use the verb ‘to introduce’ = qeddem.
ħmed, nqeddem l-ek xu-ya dris.

ħmed, nqeddem l-ek ẋt-i ɛayša.
Exercises f and g deal with this.
Exercises
Exercise 47.a
Give an affirmative answer to the first 4 questions and a negative answer to the last 4.
Use ‘I’ in your answer if the question is asked from ‘you’. Use ‘he/she’ if the question
is about ‘him/her’.
Example
given waš ta‑taklu l‑xŭbz?
you, affirmative iyeh, ta‑naklu l‑xŭbz.
you, negative la, ma‑ta‑naklu‑š l‑xŭbz.
1 weld-ek, waš ta-yakŭl l-ħut?

2 waš ntuma ta-taklu ŧ-ŧažin?
3 dik l-bent, waš ta-takŭl l-lħem?
4 waš nti ta-taḱli s-seksu?
5 waš nta ta-takŭl l-lħem de-l-ħewli?
6 d-drari, waš huma ta-yaklu l-ħut?
7 ntuma, waš ta-taklu l-xŭbz le-kħel?
8 ṟažl-ek, waš ta-yakŭl ŧ-ŧažin?
Exercise 47.b
Fill in conjugations of the verb ‘to eat’, adding negations and/or suffixes where needed.
nɛima a ħmed, waš ________________ l-ħut?

ħmed la, ________________ l-ħut walakin mṟat-i ________________ l-ħut.
nɛima u d-drari dyal-ek, waš huma ________________ l-ħut?
ħmed la, ħetta huma ________________. ḡir mṟat-i ________________
l-ħut.
u nti, waš _________________ l-ħut?
nɛima iyeh, ana u ṟažl-i ________________ -h bezzaf u ħetta ŧ-ŧažin
________________ bezzaf.
ħmed ħetta ħna ________________ ŧ-ŧažin bezzaf. ħetta mṟat-i u d-drari
________________ ŧ-ŧažin.
Exercise 47.c
Urge people to come to you (using the imperative form aži of ažiw) to do some-
thing with you.
Example
given Tell Ali to come to you to see your house.
you a ɛli, aži tšuf đ‑đaṟ dyal‑i.
1 Tell the children to come to you to see your car.

2 Tell Ahmed to come to the USA to work.
3 Tell Abdesslam to come have a drink with you (pl.).
4 Tell the children to come home.
5 Tell Fatima to come eat tajine with you.
6 Tell your father to come sit with you.
Exercise 47.d
Fill in aži or ažiw and a verb conjugation to form a correct sentence.
Example
given a layla, ________________ atay mɛa‑ya.
you a layla, aži tšeṟbi atay mɛa‑ya.
1 a ṟ-ṟžal, ________________ mɛa-na.

2 a faŧima, ________________ atay fe-đ-đaṟ.
3 a ħmed, ________________ ši ħaža fe-l-qehwa.
4 a -i, ________________ šwiya mɛa-na.
5 a xu-ya, ________________ ŧ-ŧažin.
6 a d-drari, ________________ le-ħlib fe-đ-đaṟ dyal-i.
Exercise 47.e
Write sentences in which you offer something to someone, combining parts from the
list below.
Ahmed drink something

sit down bread next to me
milk in the chair Fatima
outside father talk
sir eat with me
outside = beṟṟa  next to me = ħda‑ya  with me = mɛa‑ya
Example
loose parts Ahmed / eat / bread / with me
English sentence Ahmed, eat bread with me!
Moroccan a ħmed, tfeđđel kul l‑xŭbz mɛa‑ya!
or tfeđđel a ħmed, kul l‑xŭbz mɛa‑ya!
kul is an irregular imperative from the verb form nta ka‑takŭl.
Now make 15 sentences offering these things to people.

Use each part of the list at least once.
Check your sentences with the aid of a Moroccan (lady).
Exercise 47.f
Below you read about your family. Now introduce your family members to a visitor
named Moustafa.
Then respond as if you are Moustafa.
n-nas (the people), lli saknin mɛa-k fe-đ-đaṟ dyal-ek huma:

1. xu-k ṣ-ṣḡiṟ, smiyt-u ɛebd l-qader  2. -ek  3. mṟat-ek, smiyt-ha ɛayša 
4. weld-ek, smiyt-u mħemmed  5. bent-ek, smiyt-ha mimuna
Example
1 a muṣŧafa, hada xu-ya ṣ-ṣḡiṟ ɛebd l-qader.
2 a muṣŧafa, hadi -i.
3 ________________________.
4 ________________________.
5 ________________________.
Here is the same exercise with different family members.
n-nas lli saknin mɛa-k huma:

6. -ek  7. b́b́a-k  8. mṟat-ek, smiyt-ha xadiža  9. d-drari dyal-ek 
10. ẋt-k ṣ-ṣḡiṟa, smiyt-ha ɛayša
Now use the verb qeddem when introducing people.
Example
6 a muṣŧafa, nqeddem l-ek -i.
7 ________________________.
8 ________________________.
9 ________________________.
10 ________________________.
Exercise 47.g
Find the right response in the right column for each expression in the left column.
1 s-salam ɛli-kŭm. a smeħ l-i, ma-ɛend-i-š l-weqt.

2 d-drari, la bas ɛli-hŭm? b waxxa, nšeṟbu atay.
3 yaƚƚah nšeṟbu ši ħaža. c la bas ɛli-ha, l-ħemdu li-llah.
4 kif dayra -ek? d huma bi-xiṟ.
5 be-s-slama. e ƚƚah ysellm-ek.
6 aži mɛa-ya le-đ-đaṟ. f ahlen a sidi.
7 ahlen wa sahlen. g metšerrfin a lalla.
8 aži tešṟeb l-qehwa f-le-ɛšiya. h baṟak ƚƚahu fi-k.
9 tfeđđel, gles hnaya. i in ša ƚƚah.
10 nqeddem l-ek mṟat-i. j wa ɛli-kŭm s-salam.

Living, accommodation and houses
Lesson 48
This is a fine place to live
Listen a few times to the following two dialogues between a man and a woman.
First dialogue
ṟ-ṟažel semħi l-i a lalla, waš nti sakna f-had đ-đaṟ?

le-mṟa iyeh, hadi đaṟ-i.
ṟ-ṟažel kif dayra s-sukna fi-ha?
le-mṟa s-sukna fi-ha mezyana. had đ-đaṟ ɛažba-ni. hiya kbira šwiya.
ṟ-ṟažel šħal d-le-byut kaynin?
le-mṟa kayen bit le-glas, kayen bit đ-đyaf, l-kuzina, l-ħemmam u tlata
d-le-byut de-n-nɛas. had đ-đaṟ ɛažba-ni bezzaf.
ṟ-ṟažel waš ɛažb-ek l-ħeyy?
le-mṟa ħetta l-ħeyy ɛažeb-ni. l-ħemdu li-llah, n-nas fi-h mezyanin ta-nebḡi
ž-žiran dyal-i bezzaf.
Second dialogue
le-mṟa smeħ l-i a sidi, bḡit nsewwl-ek ši ħaža.

ṟ-ṟažel tfeđđli a lalla.
le-mṟa kif dayra s-sukna dyal-ek a sidi?
ṟ-ṟažel s-sukna dyal-i? ma-mezyana-š!
le-mṟa ɛlaš ma-mezyana-š?
ṟ-ṟažel đ-đaṟ dyal-i đeyyqa u ɛend-i ɛa’ḭla kbira.
Lesson 48  This is a fine place to live 219
le-mṟa šħal d-le-byut fi-ha?

ṟ-ṟažel yaƚƚah fi-ha žuž dyal le-byut. s-sukna qdima, ma-fi-ha-š l-ħemmam.
had đ-đaṟ xayba.
le-mṟa waš ɛažb-ek l-ħeyy a sidi?
ṟ-ṟažel l-ħeyy xayeb u ž-žiran qbaħ, ma-ta-nebḡi-hŭm-š u đ-đaṟ kif walu.
ħetta mul đ-đaṟ ma-mezyan-š. dima ta-yekri đ-đyuṟ l-xaybin.
Vocabulary
kif 1. how? 2. like

sukna 1. residence 2. living, accommodation
fi-ha in her (= in it)
ɛažba-ni pleases me
kayen/kaynin there is/there are
bit le-glas living room
đyaf (sing. đif) guests
kuzina kitchen
ħemmam bathroom
l-bit de-n-nɛas bedroom
ħeyy neighbourhood
nas people
ta-nebḡi I love
žiran (sing. žar) neighbours
nsewwel I ask
ɛlaš why?
đeyyeq small, narrow
yaƚƚah only
qbaħ (sing. = qbiħ) bad
walu nothing
mul đ-đaṟ the proprietor
220 Living, accommodation and houses
dima always
ta-yekri he lets/he rents
kif walu (like) nothing, is nothing much
Questions about the text
1 waš đ-đaṟ dyal le-mṟa mezyana?
2 waš kayen fe-đ-đaṟ dyal-ha bit đ-đyaf?
3 waš ta-tebḡi ž-žiran dyal-ha?
4 kif s-sukna dyal ṟ-ṟažel?
5 waš đ-đaṟ dyal-u kbira?
6 šħal d-le-byut kaynin fe-đ-đaṟ dyal-u?
7 waš ta-yekri đ-đaṟ dyal-u wella la?
Explanation
48.a Present tense conjugation of verbs of the type √bḡ a/i

First of all, let us explain the notation of the root √bḡa/i. The two vowels a and i,
separated by a slash, indicate which vowel is used in the past tense and in the present
tense, respectively. So the vowel i is used in the present tense.
In the text you have seen some forms of new verbs, like:
1† ma-ta-nebḡi-š l-ħeyy
2 ta-nebḡi-ha
3 ta-yekri waħed đ-đaṟ
From now on we will number example sentences, so that they are easier to refer to.
†
Sentences 1 and 2 contain the I-form of the verb ‘to love’= √bḡa/i. The complete
conjugation of the singular is:
(ana) ta-nebḡi
(nta) ta-tebḡi
(nti) ta-tebḡi†
(huwa) ta-yebḡi
(hiya) ta-tebḡi
†
Because you cannot have two consecutive vowels, there are no different forms for male and
female second person; both are ta‑tebḡi.
In Lesson 47 you have seen that if a vowel i might follow the vowel u, this vowel
u changes into the semivowel w. This also happens in the plural of this verb.
(ħna) ta-nebḡiw
(ntuma) ta-tebḡiw
(huma) ta-yebḡiw
The conjugation of the verb to rent (root √kra/i) follows the same pattern. Write
down its full conjugation.41
Some other verbs of this type:
ta-yebni he builds root √bna/i

ta-yešri he buys root √šra/i
ta-yži he comes root √ža/i
ta-yemši l- . . . he goes to . . . root √mša/i†
†
This verb has an irregular imperative that you should know. ‘Go’ is sir (feminine siri, plural
siru).You can hear this for example in the expression sir f‑ħal‑ek or sir b‑ħal‑ek, meaning
‘Get out of here’.
From now on we will call verbs of this type weak verbs. They are weak because
the root has been ‘weakened’ by not having a consonant as its third radical. We can
also say that the third radical is weak.
Exercises a, b and c deal with this.
48.b Expressing (dis)contentment

If you want to express your displeasure or your contentment with something, there
are several ways to do this:
1 Using an adjective
Negative
4 s-sukna dyal-i ma-mezyana-š.†

5 đ-đaṟ dyal-i đeyyqa.
6 l-ħeyy xayeb.
7 ž-žiran qbaħ.
8 mul đ-đaṟ ma-mezyan-š.
9 dima ta-yekri đ-đyur l-xaybin.
Positive
10 s-sukna fi-ha mezyana.

11 n-nas fi-h mezyanin.
†
You see that in Sentences 4 and 8 the adjectives are negated in a different way than you have
seen so far. The negation is put around it, as it is with verbs. This happens occasionally.
Contentment or displeasure can be expressed by adjectives with a positive or a
negative meaning.
When you are displeased you can choose from:
a a negated positive qualification (ma‑mezyan‑š)

b a disapproving qualification (xayeb)
Obviously, when you are content, you can do it the other way around.
Adjectives may be followed by šwiya or bezzaf.
12 had đ-đaṟ đeyyqa šwiya.

13 had l-ħeyy xayeb bezzaf.
14 had n-nas mezyanin bezzaf.
2 Using the verb ‘to like’, if necessary with a negation
This way you can say you do or do not like something.
15 ž-žiran qbaħ, ma-ta-nebḡi-hŭm-š.

16 ta-nebḡi ž-žiran dyal-i bezzaf.
You can only use this verb to say that you do or do not like people, food and drink
or abstract concepts. So you can’t use it for ‘objects’ like a house or a car.
3 Using the word ɛažeb, if necessary with a negation
Look at the examples below.
17 had đ-đaṟ ɛažba-ni.

18 had đ-đaṟ ɛažba-ni bezzaf.
19 waš ɛažb-ek l-ħeyy?
20 ħetta l-ħeyy ɛažeb-ni.
21 had l-ħeyy ma-ɛažeb-ni-š.
22 had đ-đar ma-ɛažba-ni-š.
If you translate the word ɛažeb with ‘pleases . . . (me/you/him etc.)’ it is probably
easier to understand. ɛažeb is a participle so it can have the forms ɛažeb and ɛažba.
If what does or does not please you is masculine, you use ɛažeb; if it is feminine, you
use ɛažba. The person who is or isn’t pleased is expressed by the suffix following
ɛažeb/ɛažba.
4 Using the expression kif walu as in the sentence below

23 đ-đaṟ kif walu.
kif walu means something like ‘is nothing much’.
Exercises d, e and f deal with this.
48.c Inquiring after (dis)contentment

In the two short dialogues in this lesson the interviewer inquired a few times after
(dis)contentment:
24 kif dayra s-sukna dyal-ek?

25 kif dayer had l-ħeyy?
This way of asking (‘how is . . .’) is neutral. The answer can be both positive and negative.
waš ka-tebḡi atay?

waš ka-tebḡiw duk n-nas?
Also the participle ɛažeb can be used in a question.
waš ɛažb-ek had l-ħeyy?

waš ɛažba-h had le-mdina?
48.d Two consecutive nouns

In this lesson’s text you have seen the following examples of two consecutive nouns.
mul đ-đaṟ owner-the house the owner of the house

bit le-glas room-the sitting the sitting room
bit đ-đyaf room-the guests the guest room
Earlier, in Lesson 46, we have also seen:
ṣbaħ l-xiṟ morning-the good <the> good morning

msa l-xiṟ evening-the good <the> good evening
The first noun never takes the article; the second does take the definite article.
Note that in the English translation of mul đ‑đaṟ (the owner of the house) both
nouns take the definite article.
These combinations are so-called genitive constructions. The second noun of the
genitive construction (with the article) makes the first noun definite as well, so that
this first noun does not need to take the article.
A noun cannot be doubly definite, so you can’t say: * l‑mul đ‑đaṟ
The relation between both elements of a genitive construction is often possessive:
mul đ‑đaṟ the owner of the house.
But other relations may occur as well, e.g.:
element 1 is intended for element 2 bit đ-đyaf

element 1 contains element 2 msa l-xiṟ
element 1 is a part of element 2 bab đ-đaṟ
element 1 has as its function element 2 bit le-glas
Exercises
Exercise 48.a
Fill in verb forms containing the root given.
√bḡa/i
1 ana ma-________-š had le-blad.

2 waš ________ ž-žiran dyal-kŭm?
3 hiya ________ l-ingliz šwiya.
4 ħna ma-________-š l-ħeyy dyal-na.
√bna/i
5 b́b́a ________ waħed đ-đaṟ ždida.

6 duk n-nas ________ đ-đaṟ dyal-hŭm.
7 ħna ________ međṟaṣa ždida.
8 ntuma ma-________-š đyuṟ-kŭm bħal (like) ħna.
√šra/i
9 -i ________ l-xŭbz men l-ħanut.

10 waš nta ________ đaṟ ždida?
11 le-ɛyalat ma-________-š l-xŭbz men l-ħanut.
12 ana ________ le-ktub dyal l-međṟaṣa.
√kra/i
13 ħna ________ waħed đ-đaṟ đeyyqa.

14 waš ________ had đ-đaṟ a sidi?
15 mul đ-đaṟ ma-________-š đ-đyuṟ l-mezyanin.
16 waš ntuma ________ đ-đyuṟ f-had z-zenqa?
√mša/i
17 b́b́a ________ l-l-ingliz baš (to) yexdem.

18 ħna dima ________ l-le-mdina baš nešriw kŭll ši.
19 waš nti ________ l-ɛend (to) b́b́a-k bezzaf?
20 dima fe-ṣ-ṣbaħ ________ l-l-xedma (work) dyal-i.
Exercise 48.b
Complete the grid below.
In each row you fill in verb forms of one root. All verbs are in the present tense.
English root verb form verb form verb form

to build _______ nta _______ huwa _____ ntuma ________
________ √bḡa/i ana _______ hiya ______ huma ________
________ _______ nti ta-tekri hiya ______ ħna ________
________ _______ ana _______ huwa _____ huma ta-yemšiw
________ √ža/i nta _______ nti _______ ntuma ________
Exercise 48.c
Fill in verb forms on the lines:
1 waš b́b́a-k dima ________ l-fas. u nta, waš ________ mɛa-h? (fas = Fez)
2 ħna ka-nebḡiw had le-blad walakin b́b́a-na la, huwa ma-________-š had le-blad.
3 had n-nas ________ le-hnaya be-l-kaṟ. xu-ya ________ be-ŧ-ŧumubil dyal-u.
4 n-nas f-had l-ħeyy ________ đyuṟ-hŭm. waš nta ________ đaṟ-ek?
5 ħna ________ l-xŭbz men l-feṟṟan (baker’s oven). fayn ________ l-xŭbz nti?
6 ana ma-________-š ž-žiran dyal-i, huma qbaħ. u ntuma, waš ________ ž-žiran
dyal-kŭm?
Exercise 48.d
Fill in forms of the adjectives below on the lines. All qualifications are negative.
xayeb / đeyyeq / qbiħ / mezyan
1 l-ħeyy dyal-kŭm ________ šwiya.

2 ɛa’ḭlt-ek kbira, đ-đaṟ ________ šwiya.
3 ž-žiran dyal-i ma-________-š.
4 ta-nekri waħed l-bit ________ u ḡali.
5 z-zenqa dyal-na ma-________-š. đ-đyuṟ ________ u n-nas ________.
6 ŧ-ŧumubil dyal-ek ________.
Exercise 48.e
In the sound file you will be asked how you like something.The English text indicates
how you feel about it. Express this using a nominal sentence (so without a verb).
Example
given kif dayra đ‑đaṟ dyal‑ek? (a little small)
you đ‑đaṟ dyal‑i đeyyqa šwiya.
1 kif dayra s-sukna f-kanada? (very bad)

2 kif dayrin ž-žiran dyal-kŭm mɛa-kŭm? (a bit bad)
3 kif dayra ŧ-ŧumubil dyal b́b́a-k? (very old)
4 kif dayer l-ħeyy dyal-ek? (a bit good)
5 kif dayra l-kuzina dyal-ek? (very dirty)
6 kif dayra đ-đaṟ dyal xu-k? (very small)
Exercise 48.f
In the sound file you will hear somebody ask you whether something pleases you.
Answer that it pleases you because the thing asked about is good, beautiful or tasty.
Example
given a ħmed, waš ɛažba‑k had le‑blad?
you iyeh, ɛažba‑ni had le‑blad, hiya mezyana.
1 a ħmed, waš ɛažba-k had ŧ-ŧumubil?

2 a r-ržal, waš ɛažba-kŭm had z-zenqa?
3 a faŧima, waš ɛažba-k đ-đaṟ dyal-ek?
4 waš ɛažb-ek had l-bit a lalla?
5 a ħmed, waš ɛažb-ek had l-ħeyy?
6 a xu-ya, waš ɛažb-ek atay l-meḡribi?
7 a sidi, waš ɛažba-k s-sukna dyal-ek?
8 waš ɛažba-k l-makla l-meḡribiya a sidi?
Exercise 48.g
Ask someone how his/her . . . is. For each question we have listed the person to ask
the question of and the thing to inquire about.
Example
given mħemmed, school
you a mħemmed, kif dayra l‑međṟasa dyal‑ek?
1 ɛayša, house 5 faŧima, residence

2 dris, car 6 xadiža, kitchen
3 nɛima, guest room 7 mħemmed, neighbourhood
4 ħmed, baker’s oven 8 ɛebd s-slam, bathroom
Exercise 48.h
Somebody is talking about something in his surroundings. Ask him if he likes it/if it
pleases him.
Example
given ana ɛend‑i đaṟ qdima.
you waš ɛažba‑k dik đ‑đaṟ le‑qdima?
1 ɛend-i ŧumubil ždida.

2 ana saken f-ħeyy ždid.
3 ana saken fe-l-meḡrib.
4 ta-yeskŭn ħda-ya mul đ-đaṟ.
5 dima ta-nakŭl l-xŭbz l-meḡribi.
6 fe-đ-đaṟ dyal-i ta-teskŭn waħed l-ɛa’ḭla meḡribiya.
Lesson 49
Moroccan houses are

different from American ones
Listen to the story of a Moroccan woman living in the USA.
ana ka-neskŭn f-‘new york’. ana karya waħed đ-đaṟ qṟiba men weṣŧ le-mdina. hiya
đaṟ ’aṟđiya, fi-ha žuž dyal ŧ-ŧebqat, s-sefli u l-fuqi kŭll žuž dyal-i. s-sukna f-merikan
ma-ši bħal s-sukna fe-l-meḡrib. fe-l-meḡrib ta-neskŭn f-waħed đ-đaṟ fi-ha weṣŧ đ-đaṟ
u le-byut. le-byut ma-fi-hŭm-š sražem baš nšufu l-beṟṟa. ħetta l-’atat dyal đ-đaṟ ma-ši
bħal ɛend-na fe-l-meḡrib.
fe-l-meḡrib n-nas kŭll-hŭm ɛend-hŭm s-sdader baš ka-ygelsu ɛli-hŭm. hna la.
f-merikan ɛend-kŭm ŧ-ŧebla dyal ṣ-ṣalun u l-futuyat u ŧ-ŧebla dyal l-makla u le-krasa
dyal-ha. hnaya kŭll ši ɛend-hŭm télévizyun†, fe-l-meḡrib la. yeɛni l-meḡrib kŭll-u
ma-ši bħal merikan.
†
The vowel é is a sound borrowed from French; it doesn’t exist in Moroccan.
Vocabulary
ka-neskŭn I live
ana karya I <am> renting: I rent/I let
qṟib men near
weṣŧ le-mdina the centre of town (genitive construction)
đaṟ ’aṟđiya ground-floor flat
ŧebqat (sing. ŧebqa) floors
l-fuqi upper floor
kŭll žuž both
bħal like
weṣŧ đ-đaṟ courtyard
sražem (sing. seržem) windows
baš to . . .
l-beṟṟa outside
l-’atat (pl.) the furniture
kŭll-hŭm all of them
sdader (pl.) Moroccan sofas
ṣalun the salon
futuyat (sing. futay) armchairs
kŭll ši everyone, everything
kŭll-u completely
yeɛni ‘that means’, that is
1 đ-đaṟ dyal had le-mṟa, waš fi-ha tlata dyal ŧ-ŧebqat?

2 đ-đaṟ dyal-ha f-merikan, waš fi-ha weṣŧ đ-đaṟ?
3 aš kayen fe-ṣ-ṣalun l-merikani?
4 ṣ-ṣalun l-meḡribi, aš kayen fi-h?
Explanation
49.a Verbs with short u (ŭ) in the present tense

Look at the verb forms below:
1 ana ka-neskŭn f-‘new york’.

2 tfeđđel, dxŭl. (47)
What is unusual about these forms?

Some more forms of these verbs are given below:
√skn
3 b́b́a ta-yeskŭn fe-l-meḡrib.
4 nta ta-teskŭn f-đaṟ ždida.
5 d-drari ta-yseknu f-merikan.
Lesson 49  Moroccan houses different from American 231
√dxl
6 ta-nedxŭl men (= through) l-bab.
7 nta ta-tedxŭl fe-đ-đaṟ dyal-i.
8 huma ta-ydexlu fe-l-međṟaṣa.
The unusual thing is that instead of the unstable short vowel e, the equally unstable
ŭ appears if the third radical is not followed by a vowel. So the complete conjugation
of the present tense of the verb ‘to live’ is:
ana ta-neskŭn ħna ta-nseknu

nta ta-teskŭn ntuma ta-tseknu
nti ta-tsekni huma ta-yseknu
huwa ta-yeskŭn
hiya ta-teskŭn
The same ŭ appears in the imperative:
dxŭl! (vgl. ta-tedxŭl = you ♂ enter)

dexli! (vgl. ta-tdexli = you ♀ enter)
dexlu! (vgl. ta-tdexlu = you (pl.) enter)
The following verbs also have the short vowel ŭ in the present tense for the persons
ana, nta, huwa, hiya:
√xrž to go out
√skt to be silent
√sxn to be hot
Some Moroccans do the same in the verb ‘to drink’:
ka-nešṟŭb, ka-tešṟŭb, ka-yešṟŭb (other speakers: ka-tešṟeb etc.)
49.b bħal = like

Read the following sentences from the text in this lesson.
s-sukna f-merikan ma-ši bħal s-sukna fe-l-meḡrib.

l-atat dyal đ-đaṟ ma-ši bħal ɛend-na fe-l-meḡrib.
l-meḡrib kŭll-u ma-ši bħal merikan.
Here you see bħal 3 times in combination with the negation ma‑ši, but it most
certainly can be used in affirmative sentences as well:
s-sdader bħal le-fraš, tegles ɛli-hŭm. sofas <are> like the bed, you sit on it.
n-namusiya bħal le-fraš, tenɛes ɛli-ha ‘namusiya’ <is> like the bed, you lie on it.
In the sentences above, bħal is mentioned in between the 2 things that are compared.
There is another way to use it:To state that 2 things are exactly the same you use bħal
bħal, but you don’t say that until after you have mentioned those 2 things.
đ-đaṟ dyal-kŭm u đ-đaṟ dyal-i Your house and my house

bħal bħal. <are> the same.
hadu bħal bħal. These <are> the same.
Exercises d and e deal with this.
49.c kŭll = all

Look at these sentences which you have seen before:
9 ɛa’ḭlt-u kŭll ši, fe-l-ingliz. (43)

10 kŭll ši la bas, l-ħemdu li-llah. (46)
11 s-sefli u l-fuqi, kŭll žuž dyal-i.
12 kŭll ši ɛend-hŭm télévizyun.
13 l-meḡrib kŭll-u ma-ši bħal merikan.
14 n-nas kŭll-hŭm ɛend-hŭm s-sdader.
In each of these examples we see the word kŭll, but used in different ways:
kŭll occurring before a numeral = all . . .
11 s-sefli u l-fuqi, kŭll žuž dyal-i. ( . . . all 2 (both) . . .)

15 ɛend-i tlata de-đ-đyuṟ, kŭll tlata ždad. ( . . . all 3 . . .)
16 had đ-đaṟ fi-ha setta d-le-byut, kŭll setta ɛamrin. ( . . . all 6 . . .)
kŭll ši = everything; can be used independently as a subject, predicate, object or

adverbial adjunct:
Subject
10 kŭll ši la bas, l-ħemdu li-llah.

12 kŭll ši ɛend-hŭm télévisiun.
17 kŭll ši mezyan.
18 waš ɛend-ek kŭll ši?
19 ɛend-i kŭll ši, ɛend-i l-paṣpuṟ u le-flus.
Object
20 ta-nešri kŭll ši.

21 l-weld ta-yešṟeb kŭll ši.
Predicate
22 waš hada kŭll ši? ɛend-ek ḡir l-xŭbz u l-ma?

23 iyeh, hada kŭll ši.
9 ɛa’ḭlt-u kŭll ši, fe-l-ingliz.
kŭll with one of the suffixes ‑u, ‑ha or ‑hŭm following a noun = all of, entire:
13 l-meḡrib kŭll-u ma-ši bħal merikan.

14 n-nas kŭll-hŭm ɛend-hŭm s-sdader.
24 le-mdina kŭll-ha.
25 đ-đyuṟ kŭll-hŭm.
Exercises f, g and h deal with this.
Exercises
Exercise 49.a
Complete the grid below. Use verb forms of one root in each row. All verb forms are
present tense.
Root Verb forms

1 ________ nti ta-tsekti hiya ________ ntuma ________
2 √xrž ana ________ huwa ________ ħna __________
3 ________ nta ________ huwa ta-yeskŭt ntuma ________
4 ________ nta ta-tedxŭl hiya ________ huma ________
5 ________ ana ________ nti __________ ħna ta-nseknu

6 √skn nta ________ hiya ________ huma ________
7 ________ nta ________ nti ka-txerži ħna __________
8 ________ nta ________ huwa ________ huma ta-ydexlu
Exercise 49.b
Select the verb forms that can be inserted into Sentences 1 to 10. Four forms will be
left over at the end. Then translate the completed sentences.
skŭt sektu ta-yseknu ta-tseknu

ta-yexrŭž ta-yeskŭn ta-tdexli ta-tsekni
dexli ta-txerži ta-teskŭn
ta-neskŭt ta-yxeržu ta-nedxŭl
1 tfeđđli, ________ hada bit đ-đyaf.

2 mul đ-đaṟ ________ f-ħeyy axŭṟ.
3 daba d-drari ________ men l-međṟaṣa.
4 ________ a mħemmed! bḡit nekteb ši ħaža.
5 ħmed ________, ɛend-u mewɛid fe-l-xemsa.
6 fayn ________ a faŧima?
7 a le-wlad, waš ________ f-waħed đ-đaṟ đeyyqa?
8 fe-t-tmenya ________ l-l-fabrika.
9 ________ a d-drari, xu-kŭm naɛes.
10 ž-žiran ________ f-waħed đ-đaṟ bħal đaṟ-na.
Exercise 49.c
Fill in verb forms in the 2 dialogues. Each dialogue requires several forms of one verb.
ɛayša waš ________ f-đaṟ mezyana a sidi?

dris la, ________ f-đaṟ đeyyqa bezzaf. ɛa’ḭlt-i kŭll-ha ________ fe-đyuṟ
đeyyqin. u nti, waš ________ f-sukna mezyana?
ɛayša ana u ṟažl-i ________ f-waħed đ-đaṟ qdima bezzaf.
mimuna đ-đaṟ dyal-i bħal dyal-ek, ________ a ħmed!

ħmed semħi l-i, ma-_____-š _______, ma-ɛend-i-š l-weqt.
mimuna meṟṟa ẋṟa. in ša ƚƚah, ḡadi† ________ l-ɛend-i u takŭl ši ħaža.
ħmed waxxa, meṟṟa ẋṟa in ša ƚƚah, ḡadi ________, ana u mṟat-i.
†
ḡadi is the verb particle expressing future, replacing ka‑/ta‑ before the verb.
Exercise 49.d
Someone tells you they own something with a certain attribute.
Respond by saying you have the same . . .
Example
given šuf(i), ɛend‑i kebbuŧ ždid!
you l‑kebbuŧ dyal‑i bħal hadak dyal‑ek.
1 šufu a r-ržal, ɛend-na ŧumubil ždida.

2 šuf a ħmed, ɛend-i sdader ždad.
3 šuf a sidi, had s-sražem kbaṟ bezzaf.
4 šufi a xadiža, hadi đaṟ-i.
5 šufu a le-ɛyalat, hadu l-futayat dyal-i.
6 hadu l’atat ž-ždad dyal-i.
Exercise 49.e
Someone asks you if that . . . is the same as your . . . Answer that this is not the case:
‘No, mine isn’t the same.’
Example
question waš dik ŧ‑ŧumubil bħal ŧ‑ŧumubil dyal‑ek?
you la, hadik dyal‑i ma‑ši bħal bħal.
1 waš dik l-magana bħal l-magana dyal-ek?

2 waš dak s-sarut bħal s-sarut dyal-ek?
3 waš duk đ-đyuṟ bħal đ-đyuṟ dyal-kŭm?
4 waš dik ž-žellaba bħal ž-žellaba dyal-ek?
5 waš dak le-ktab bħal le-ktab dyal-ek?
Exercise 49.f
Someone tells you: ‘I have 3 (4, 5, etc.) . . .’
Respond by asking (slightly amazed): ‘Are all . . . yours?’
Example
given ɛend‑i tlata de‑ŧ‑ŧumubilat.
you waš haduk t‑tlata kŭll‑hŭm dyal‑ek?
1 ɛend-i ṟebɛa de-đ-đyuṟ.

2 ɛend-na xemsa d-le-byut.
3 ɛend-i žuž d-le-ħwanet.
4 ɛend-na setta de-l-futayat.
5 ɛend-na žuž de-ŧ-ŧebqat.
6 ɛend-i tlata de-ŧ-ŧumubilat.
Exercise 49.g
Respond to the questions below by answering that the entire or all of the subject(s)
discussed has/have the attribute mentioned. So use kŭll in your answer.
Example
given waš had l‑međṟaṣa ždida?
you iyeh, l‑međṟaṣa kŭll‑ha ždida. (Yes, the entire school is new.)
1 waš l-kuzina nqiya (clean)? 4 waš s-sdader ždad?

2 waš s-suq xawi? 5 waš s-sražem mwessxin?
3 waš ŧ-ŧebqa ɛamṟa? 6 waš le-ħwanet meħlulin?
Exercise 49.h
Fill in kŭll / kŭll ši / kŭll-u/-ha/-hŭm on the lines.
Some sentences have 2 lines, where you will have to choose the correct place to
put your chosen phrase. So you don’t need to put 2 forms.
1 kif dayra nti, ________ la bas ________?

2 duk xemsa dyal le-ħwala ________ dyal-i.
3 ________ f-le-mdina ________ ḡadi tšuf le-ħwanet le-kbaṟ.
4 duk tlata dyal d-drari, waš ________ dyal-ek?
5 fe-blad-na ________ n-nas ________ mzewwžin.
6 fe-l-meḡrib đ-đyuṟ ________ bħal had đ-đaṟ hadi.
Lesson 50
In the old town the buildings

are close together
Listen a few times to the following text about the difference between living in the
old town (the medina) and living in the new town. When you have listened to it a
few times, you can read along in the book.
ana ta-neskŭn f-ħeyy qdim u had l-ħeyy le-qdim dima ta-ykunu z-znaqi fi-h ṣḡaṟ
ma-ta-yemken-š tedxŭl ŧumubil. f-fas matalăn đ-đyuṟ kbaṟ bezzaf u ħin texrŭž men
bab đ-đaṟ tšuf zenqa ṣḡiṟa. tešri maryu kbir wella ši ħaža kbira, ma-ta-yemken-š
yedxŭl. ta-yemken ykun ħda đ-đaṟ dyal-ek l-ħemmam wella l-feṟṟan u ta-yži
le-ħmum, dak š-ši le-kħel dyal l-feṟṟan u ṣ-ṣehd. le-bni ž-ždid ma-ši bħal le-bni
le-qdim. daba ma-ta-yemken-š tkun s-sukna ħda l-feṟṟan, ma-ta-ykun-š ħda-k
l-ħemmam. daba n-nas ta-yfekkṟu qbel-ma yebniw. le-bni le-qdim, s-sukna fi-ha ṟxiṣa
šwiya. waħed s-sukna dyal tlata d-le-byut u l-kuzina tekri-ha b-xemsŧašel alef ryal, u
bħal had s-sukna f-ħeyy ždid ta-yemken l-ek tekri-ha be-tlatin alef ryal.
Vocabulary
ta-ykunu they are

ma-ta-yemken-š it’s not possible
fas Fez
matalăn for example
ħin if, when
maryu cupboard
ħemmam bathhouse
feṟṟan baker’s oven†
ħmum soot
dak š-ši that stuff (lit. ‘that something’)
Lesson 50  In the old town the buildings are close 239
ṣehd heat
bni building
ta-yfekkṟu they think
qbel-ma before
xemsŧašel 15
alef thousand
ryal 1/20 of a dirham
derhem (pl. drahem) dirham
ta-yemken l-ek it is possible that you
An oven where people bring their homemade bread to be baked, which they pick up later.
†

1 waš ta-yemken l-ek tedxŭl be-ŧ-ŧumubil f-ħeyy qdim?
2 f-le-bni ž-ždid waš ta-ykunu đ-đyuṟ ħda l-feṟṟan?
3 f-le-bni ž-ždid waš ta-yži l-ek ṣ-ṣehd dyal l-ħemmam?
4 waš s-sukna ḡalya f-le-bni le-qdim wella f-le-bni ž-ždid?
Explanation
50.a ‘It is possible that . . .’

In the text you have seen the following sentences:
1 ma-ta-yemken-š tedxŭl ŧumubil.

2 ma-ta-yemken-š yedxŭl.
3 ta-yemken ykun ħda đ-đaṟ dyal-ek l-ħemmam.
4 daba ma-ta-yemken-š tkun s-sukna ħda l-feṟṟan.
5 . . . had s-sukna . . . ta-yemken l-ek tekri-ha be-tlatin alef ryal.
What is the common element you can see in all these sentences? This common ele-
ment is also seen in combination with the negation ma‑. . .‑š.
The common element is yemken, which looks like a verb. But this verb only has one
form, and that is (ta‑/ka‑)yemken. The verbs following yemken do get conjugated.
Can you explain this if you know that ta‑yemken means ‘it is possible that . . .’?
Try to find this explanation before reading on.
ta‑yemken is a verb, but it is impersonal. That means that it always has the same
form, regardless of person. It is followed by a ‘normal’ verb in the present tense that
does get conjugated.
l-weld ta-yemken yegles ħda-ya.

l-bent ta-yemken texdem f-ħuƚanđa.
r-ržal ta-yemken ydexlu fe l-hanut.
Can you think of why there is no ka‑/ta‑ before yegles, texdem and ydexlu? If
you don’t know, look in Lesson 47.b.
In Example 5 you see that ta-yemken is followed by the preposition l‑ = for, and
the suffix ‑ek = you. So ta‑yemken l‑ek means ‘it is possible for you to . . .’. l‑ek
indicates the subject of the main verb, as it were.This l‑ek is part of the verb so comes
within the negation ma‑. . .‑š.
ma-ta-yemken-l-ek-š tedxŭl men l-bab.

ma-ta-yemken-l-ek-š tekri had đ-đaṟ, hiya ḡalya.
Indicating the subject like this usually only happens if the subject is a person. There
is hardly any difference in meaning between
ta-yemken l-u yešri ši ħaža, and

ta-yemken yešri ši ħaža.
or between
ta-yemken l-ha tešri ši ƶeṟbiya, and

ta-yemken tešri ši ƶeṟbiya.
yemken l‑. . . can also mean ‘can’ in the sense ‘to be allowed to’.
waš yemken l-i nešri hada?
iyeh, yemken l-ek tešri-h.
You can translate the question with ‘Can I buy this?’ and the answer with ‘Yes, you
can buy it’.

50.b The present tense of the verb ‘to be’

You have learnt earlier that Moroccan doesn’t have a verb like the English copula ‘to
be’, connecting the subject and the predicate. That is not completely true, however.
Look at the examples below, all from this lesson:
6 dima ta-ykunu z-znaqi fi-h ṣḡaṟ.

7 ta-yemken ykun ħda đ-đaṟ dyal-ek l-feṟṟan.
8 ma-ta-yemken-š tkun s-sukna ħda l-feṟṟan.
9 ma-ta-ykun-š ħda-k l-ħemmam.
In simple sentences (subject + predicate) you usually don’t need a copula. But some-
times you will encounter the copula √ka/un.
If yemken would be followed by a subordinate clause without a verb, after yemken
a form of √ka/un appears.
s-sukna ħda l-feṟṟan.

ta-yemken tkun s-sukna ħda l-feṟṟan.
ma-ta-yemken-š tkun s-sukna ħda l-feṟṟan.
mṟat-u galsa ħda-h.
ta-yemken tkun mṟat-u galsa ħda-h.
ma-ta-yemken-š tkun mṟat-u galsa ħda-h.
A form of √ka/un also appears in universal statements. The universality can be accen-
tuated by a word like dima (always) or ḡaliben (usually).
l-ħeyy le-qdim, z-znaqi fi-h ṣḡaṟ.

l-ħeyy le-qdim, dima ta-ykunu z-znaqi fi-h ṣḡaṟ.
đ-đyuṟ, fi-hŭm druž (= stairs).
đ-đyuṟ, ḡaliben ta-ykunu fi-hŭm druž.
In these cases √ka/un is conjugated with the particle ka‑/ta‑. Example 9

(ma‑ta‑ykun‑š ħda‑k l‑ħemmam) actually is a universal statement as well. (‘Now
there is no bathhouse beside you’; or more freely translated: ‘These days you no longer
have a bathhouse beside you’.)
You may have noticed that the conjugation of √ka/un in the present tense is the
same as the conjugation of √ša/uf. Write down the complete conjugation of √ka/un.

50.c When not to use ka-/ta-

You have seen several cases where a verb in the present tense was not preceded by the
particle ka‑/ta‑. Below you see a few more (with the lesson they occurred in). Work
out for each of these cases why there is no ka‑/ta‑.
10 yaƚƚah nšeṟbu ši ħaža. (45)

11 fe-l-xemsa d-le-ɛšiya nšeṟbu atay. (46)
12 aži takŭl ši ħaža. (47)
13 bḡit nsewwl-ek ši ħaža. (48)
14 le-byut, ma-fi-hŭm-š sražem baš nšufu l-beṟṟa. (49)
15 ma-ta-yemken-š tedxŭl ŧumubil.
16 ħin texrŭž men bab đ-đaṟ tšuf zenqa ṣḡiṟa.
17 n-nas ta-yfekkṟu qbel-ma yebniw.
Summarizing: there is no ka-/ta-:
− in an exhortation/suggestion/invitation to do something (10);

− in a prediction/expectation (11);
− after a (modal) auxiliary indicating that the activity is not already occurring or
doesn’t occur regularly (12, 13, 15);
− after a conjunction indicating that the activity is not already occurring or doesn’t
occur regularly (14, 16, 17).
50.d Numerals 11 to 100

The numerals 11 to 19 take an elongated form before a (singular!) noun. ‑el or ‑eṟ
is placed after the base form: ħdašel or ħdašeṟ.
The numerals 11 to 19 are as follows:
loose followed by a noun

ħdaš (11) ħdašel/-eṟ ṟažel (11 men)
ŧnaš (12) ŧnašel/-eṟ sana (12 years)
tleŧŧaš (13) tleŧŧašel/-eṟ ħemmam (13 bathhouses)
ṟbeɛŧaš (14) ṟbeɛŧašel/-eṟ feṟṟan (14 baker’s ovens)
xemṣŧaš (15) xemsŧašel/-eṟ alef (15 thousand)

seŧŧaš (16) seŧŧašel/-eṟ ŧebqa (16 floors)
sbeɛŧaš (17) sbeɛŧašel/-eṟ seržem (17 windows)
tmenŧaš (18) tmenŧašel/-eṟ ṣalun (18 salons)
tseɛŧaš (19) tseɛŧašel/-eṟ futay (19 armchairs)
In the text in this lesson you have seen:
. . . b-xemsŧašel alef ryal

. . . be-tlatin alef ryal
The word alef ‘thousand’ is regarded as a normal noun: xemsŧašel alef.

One ryal is 1/20 dirham. Many Moroccans count in this currency. So 15,000 ryal a
month is 750 Dh a month.
In the north of Morocco one ryal is half a dirham. People also sometimes count
in francs. One franc is 1/100 dirham.
You already know the numerals 20 and 30: ɛešṟin, tlatin. The other tens are:
ṟebɛin (40)
xemsin (50)
settin (60)
sebɛin (70)
tmanin (80)
tesɛin (90)
miya (100)
You have learnt in Lesson 42.b that compound numerals are formed differently from
English: first the unit, then the conjunction u and then the ten.
sebɛa u settin 67
tlata ________ 83
________ 99
The numerals 11 to 99 are followed by a singular noun:

sebɛa u settin sana 67 years

xemsa u ṟebɛin ħewli 45 sheep
Exercises h and i deal with this.
Exercises
Exercise 50.a
Below are 8 wishes (‘I would like . . .’). To fulfil each wish, you have to say: ‘Can I . . .’,
like in the example.
Example
given bḡit negles f‑had l‑bit.
you waš ta‑yemken l‑i negles f‑had l‑bit?
1 bḡit nekri đ-đaṟ dyal-i. 5 bḡit nešṟeb ši qehwa.

2 bḡit nešri maryu ždid. 6 bḡit nebni waħed đ-đaṟ ždida.
3 bḡit nži ɛend-ek ḡedda. 7 bḡit nemši l-l-feṟṟan.
4 bḡit nsewwl-ek ši ħaža. 8 bḡit negles ħda-k.
Exercise 50.b
Make questions that would get the answers below. The word meɛlum means ‘of
course’ and can be used when granting a request.
Example
given meɛlum, kteb fe‑l‑kŭnnaš!
you waš yemken l‑i nekteb fe‑l‑kŭnnaš?
1 meɛlum, heđṟi be-l-ɛeṟbiya!

2 meɛlum, ŧfeđđel, sewwel-ni!
3 meɛlum, ŧfeđđel, gles ħda-ya!
4 meɛlum, yemken l-kŭm tešriw duk le-ktub.

5 waxxa, dexlu fe-l-bit.
6 waxxa, aži ɛend-i.
Exercise 50.c
Answer the questions below saying that the person concerned cannot do the thing
asked. Choose from the reasons given below a possible reason why the thing asked
cannot be done.
huwa mṟiđ bezzaf / đ-đaṟ ɛend-na đeyyqa / ma-ɛend-u-š le-flus / ma-yeqđeṟ-š
Example
given waš b́b́a‑k ḡadi yži l‑kanada?
you la, ma‑yemken‑l‑u‑š yži l‑kanada, ma‑ɛend‑u‑š le‑flus.
1 waš xu-k ta-yexdem fe-l-fabrika?

2 waš b́b́a-k ta-yebni đ-đaṟ dyal-kŭm?
3 waš ṟ-ṟažel ta-yakŭl l-xŭbz?
4 waš xu-k ḡadi yešri ŧumubil ždida?
5 waš b́b́a-k ta-yeskŭn mɛa-kŭm?
6 waš ḡadi tekri dak l-bit l-fuqi (upstairs room)?
Exercise 50.d
Fill in forms of √k/un.
1 nti, ta-yemken ________ ɛend-ek bit axŭṟ?

2 fe-l-ingliz n-nas ta- ________ mezyanin ši šwiya.
3 fe-l-ħeyy le-qdim dima ta- ________ z-znaqi đeyyqin.
4 waš yemken ________ ɛend-i ŧumubil ždida?
5 ħna, ma-ta-________-š dima feṟħanin.
6 l-xŭbz l-meḡribi ________ ldid bezzaf.
Exercise 50.e
Give affirmative answers to the questions. Use in your answers a conjugated form of
√ka/un in the present tense, so that the sentence is universal.
Example
given waš n‑nas f‑kanada mezyanin?
you iyeh, n‑nas f‑kanada ta‑ykunu mezyanin.
1 waš đ-đyuṟ f-had le-blad ḱbaṟ?
2 waš l-qehwa ḡalya fe-l-meḡrib?
3 waš ɛend-kŭm ṣ-ṣehd fe-l-meḡrib?
4 waš le-mḡaṟba nas mezyanin?
5 waš l-ħeyy le-qdim xayeb?
6 waš đ-đaṟ dyal-kŭm đeyqqa?
Exercise 50.f
On the lines, fill in forms of the root indicated for each sentence. Decide if the par-
ticle ka-/ta- or the future particle ḡadi should be added.
√ka/un
l-ħeyy ________ mezyan.
n-ngalza ḡaliben ________ nas mezyanin.
√xrž
ħin ________ men bab đ-đaṟ ḡadi tšuf l-feṟṟan.
d-drari dima ________ men l-međṟaṣa fe-t-tlata d-le-ɛšiya.
√akl
a ħmed, aži ________ ši ħaža!
le-mḡaṟba ḡaliben ________ l-xŭbz.
Exercise 50.g
Fill in verb forms in the texts below.The verb forms are given in random order before
the text. Both texts have a few superfluous verb forms that don’t fit anywhere.
Choose from nebni / ta‑yeskŭn / ta‑ykun / ta‑yekri / ta‑yseknu /

ta‑nešriw / yebni / ta‑nebḡiw / ta‑yebḡiw/ ta‑tkun /
bḡit
b́b́a mṟat-i ________ l-na waħed đ-đaṟ dyal-u.ħna,ana u mṟat-i ma-________-ha-š.
ma-________-š fi-ha kuzina mezyana u ma-________-š fi-ha l-ħemmam. xu
mṟat-i ________ f-ħeyy axuṟ. đ-đaṟ dyal-u đeyyqa šwiya walakin huwa ḡadi
________ žuž d-le-byut l-fuq. ħetta ana ________ ________ ši byut l-fuq
walakin ɛend-i ž-žiran lli ________ l-fuq (upstairs).
Choose from ta‑ygelsu / ta‑ykunu / ta‑ysewwlu / ta‑yemken / tšuf
/ tedxŭl / ygelsu / ykun / ta‑yemken l‑ek
fe-đ-đaṟ l-meḡribiya ____ ____ ’atat lli ma-ši bħal l’atat l-merikaniya. matalăn
le-mḡaṟba ________ ɛla sdader u l-merikaniyin ɛend-hŭm l-futuyat baš ________
ɛli-hŭm. đ-đyuṟ fe-l-meḡrib ma-________-š bħal đ-đyuṟ f-merikan. fe-đ-đaṟ
l-megṟibiya ________ ________ fi-ha weṣŧ đ-đaṟ, đ-đaṟ l-merikaniya la.
Exercise 50.h
Here you see several additions, 5 without objects mentioned and 5 with objects men-
tioned. za’id means ‘plus’, tusawi means ‘equals’.
If necessary, write out the complete additions before you pronounce them and
check them in the sound file.
Example
25 + 16 = 41
xemsa u ɛešṟin za’id seŧŧaš tusawi waħed u ṟebɛin
13 men + 8 men = 21 men
tleŧŧašeṟ ṟažel za’id tmenya de‑r‑ržal tusawi waħed u ɛešṟin ṟažel
20 + 15 =
18 + 34 =
61 + 19 =
17 + 8 =
39 + 9 =
3 glasses + 27 glasses =
14 busses + 8 busses =
9 cities + 13 cities =
34 judges + 2 judges =
18 chairs + 7 chairs =
Exercise 50.i
Read the following text:
ana, ma-ɛend-i-š l-muškila dyal s-sukna. bezzaf d-le-mḡaṟba ɛend-hŭm sukna qdima
u ma-ta-yṣelħu-ha-š. ta-yđennu: ɛlaš neṣƚeħ đaṟ-i, l-ɛam ž-žay nemši f-ħal-i, nemši
l-l-meḡrib. ta-yži hadak l-ɛam, ma-ta-yemši-š. ɛawed-tani ta-yqul: l-ɛam ž-žay.
ma-ka-yeɛṟef-š fuq-aš ḡadi yeṟžeɛ l-l-meḡrib.
l-muškila the problem

bezzaf d-le-mḡaṟba many Moroccans
ta-yṣelħu they repair
ta-yđennu think
l-ɛam ž-žay next year
f-ħal-i away, home
ɛawed-tani again
ma-ka-yeɛṟef-š he doesn’t know
fuq-aš when
yeṟžeɛ he returns
The questions below, combined with the text above, provide a topic of conversation.
Ask the questions of a Moroccan (lady), and try to understand bits of the answers.
1 kif dayra s-sukna dyal-ek?

2 fuq-aš ḡadi teṟžeɛ l-l-meḡrib?
3 waš bḡiti teṣƚeħ đ-đaṟ dyal-ek?
4 waš bḡiti tešri đ-đaṟ wella bḡiti tekri đ-đaṟ?
5 l-ɛam ž-žay waš ḡadi temši l-l-meḡrib?
Food and drink
Lesson 51
Moroccans eat 4 times a day
Listen to a Moroccan talking about Moroccan eating habits.
ħna, le-mḡaṟba, ta-naklu ṟebɛa de-l-meṟṟat fe-n-nhaṟ. fe-ṣ-ṣbaħ ta-nfeŧṟu be-l-qehwa

’aw b-atay mɛa šwiya de-l-xŭbz u z-zebda u l-konfitur. f-weqt le-ḡda ta-naklu s-seksu
wella ŧ-ŧažin u kayen n-nas lli ta-yaklu ħetta šƚađa u ši ħaža dyal l-fawakḭh bħal
t-teffaħ u l-ɛineb. mɛa s-setta d-le-ɛšiya ta-nšeṟbu l-qehwa u beɛđ l-meṟṟat ka-naklu
l-makla lli xfifa. mɛa t-tesɛud de-l-lil ka-naklu meṟṟa tanya l-makla lli sxuna, yeɛni
s-seksu aw ŧ-ŧažin. walakin beɛđ n-nas ta-yaklu ɛša xfif, ma-fi-h-š l-idam. ta-yšeṟbu
le-ħrira wella ta-yaklu s-seksu be-s-sŭkkaṟ. ħna ma-ta-naklu-š l-baŧaŧa bezzaf. ’amma
l-lħem u l-xŭđṟa, ta-naklu-ha bezzaf, bħal n-ngalza.
Vocabulary
mḡaṟba (pl.) plural of meḡribi (Lesson 42)

meṟṟat (pl.) plural of meṟṟa (43)
nhaṟ day
ta-nfeŧṟu we have breakfast
’aw or
zebda butter
konfitur jam
weqt le-ḡda lunchtime (ḡda = masculine)
s-seksu couscous
ŧažin tajine (type of stew)
lli that
Lesson 51  Moroccans eat 4 times a day 251
šƚađa salad
fawakḭh (pl.) fruit
teffaħ (masc sing) apples (1 apple = teffaħa)
ɛineb (masc sing) grapes
beɛđ l-meṟṟat several times/sometimes
makla food
xfif light (food)
lil evening/night
tani (tanya ♀) second
sxun warm
beɛđ n-nas several/some people
ɛša ♂ dinner
idam fat
ħrira Moroccan soup
baŧaŧa potatoes
’amma as for
xŭđṟa vegetables
Questions on the text
1 le-mḡaṟba, šħal de-l-meṟṟat ta-yaklu fe-n-nhaṟ?
2 waš ta-yaklu ši ħaža sxuna f-le-fŧuṟ?
3 šnu ta-yaklu f-weqt le-ḡda?

4 waš ta-yaklu s-seksu fe-t-tesɛud de-l-lil?
5 waš le-mḡaṟba ta-yaklu l-baŧaŧa bezzaf?
6 s-seksu waš fi-h l-idam?
7 waš le-ħrira makla xfifa?
8 waš n-ngalza ta-yaklu l-xŭđṟa bezzaf?

252 Food and drink
Explanation
51.a Relative clauses

Before we start discussing main and relative clauses in Moroccan, it may be useful to
look at English first.
You use relative clauses in order to be more efficient in your speech. You can say:
‘I see a man. The man is big.’ Here you use two sentences.You can also state this in a
shorter way: ‘I see a man who is big’ or ‘The man whom I see is big.’
In both cases you have merged two separate sentences sharing a common element
into a main clause with a relative clause. The common element in the two separate
sentences, explicitly mentioned in the main clause, is the antecedent. The antecedent
is explicitly mentioned in the main clause, and implicitly in the relative clause (explicit:
man, implicit: who(m)). The relative clause gives more information on the antecedent.
Now we will look at Moroccan. Read the following sentences from the text in this
lesson.
1 ka-naklu l-makla lli xfifa.

2 ka-naklu meṟṟa tanya l-makla lli sxuna.
3 kayen n-nas lli ta-yaklu ħetta š-šƚađa.
In Exercise f in Lesson 47 we have seen
4 n-nas lli saknin mɛa-k fe-đ-đaṟ. . .
The relative pronoun lli introduces a relative clause.

The antecedent is always explicitly mentioned in the main clause, and may be
implicitly mentioned in the relative clause. The antecedent can be the subject, object
or anything else of the relative clause.
To understand properly how a relative clause is formed in Moroccan, we will take
a closer look at some of the above example sentences to see how in theory they could
have been created out of two separate main clauses.
At the base of the sentence
are these two sentences:
1a ka-naklu l-makla.
1b l-makla xfifa.
The merging mechanism operates as follows:
1a+1b * ka-naklu l-makla lli l-makla xfifa
But we don’t want to have l‑makla twice in one sentence. Therefore we replace the
second l-makla in the relative clause by a suitable personal pronoun:
1’ ka-naklu l-makla lli hiya xfifa.
If the replacing personal pronoun is the subject of the relative clause, it can be omit-
ted. This results in:
Out of which two sentences 5a and 5b has the following sentence been created?
5 ka-naklu s-seksu lli ldid.
Demonstrate the merging process by filling in the sentences.
5a 42
________________________
5b 43
________________________
5a+5b 44
* _______________________
5’ 45
________________________
5 46
________________________
There are also relative clauses which contain a verb. The antecedent (explicitly men-
tioned in the main clause) can be the subject of that verb.
In the sentence
3 kayen n-nas lli ta-yaklu ħetta š-šlađa
n‑nas is both the antecedent in the main clause and the subject in the relative clause.
This Sentence 3 can be split into
3a kayen n-nas.
3b n-nas ta-yaklu ħetta š-šƚađa.
The merging again operates as follows:

254 Food and drink
3a+3b* kayen n-nas lli n-nas ta-yaklu ħetta š-šƚađa.
3’ kayen n-nas lli huma ta-yaklu ħetta š-šƚađa.

3 kayen n-nas lli ta-yaklu ħetta š-šƚađa.
You can merge sentences 6a and 6b into 6 in the same way.
6a ka-nšuf waħed ṟ-ṟažel.

6b ṟ-ṟažel ka-yešṟeb le-ħrira.
6 47
________________________.
This elaborate treatment of the merging of two main clauses a and b into one main
clause + relative clause may seem unnecessarily long-winded, but it will prove useful later.
Exercises a, b, c, d, e and f deal with this.
51.b kayen
We have seen these sentences:
7 u kayen n-nas lli ta-yaklu ħetta š-šƚađa.

8 šħal d-le-byut kaynin? (48)
9 kayen bit le-glas. (48)
And we will encounter:
10 f-dik ŧ-ŧenžṟa kayna l-meṟqa (in that pan is the sauce) (52)
What do you notice when looking at the different forms of kayen? Think about this
before reading on.
kayen has the form of an active participle and, like saken, is conjugated like an
adjective. However, sometimes it isn’t conjugated, as in Sentence 7. kayen means
‘there is/there are’.
kayen has the root √ka/un (see Lesson 50). But kayen can’t be used as a copula
connecting subject and predicate. The following sentences aren’t possible:
* t-teffaħ kayen ldid.

* l-makla kayna sxuna.
Exercises g, h, i and j deal with this.

51.c Sometimes, often, occasionally, . . . times

Look at the following sentences and pay special attention to the temporal adjuncts.
11 ma-ɛend-i-š l-weqt, meṟṟa ẋṟa in ša ƚƚah. (45)

12 ta-naklu ṟebɛa de-l-meṟṟat fe-n-nhaṟ.
13 beɛđ l-meṟṟat ka-naklu l-makla lli xfifa.
14 mɛa t-tesɛud de-l-lil ta-naklu meṟṟa tanya.
You can express several temporal adjuncts using the word meṟṟa. The meṟṟa con-
structions in 11 and 12 you know already.
beɛđ l‑meṟṟat in 13 is a genitive construction and literally means ‘the number of
the times’, so: a number of times, a few times, sometimes.
An identical construction can be seen in:
beɛđ n-nas ta-yaklu ɛša xfif

In meṟṟa tanya, tanya is an adjective of meṟṟa. The masculine form is tani.
The following constructions are also possible:
bezzaf de-l-meṟṟat many times = often

waħed l-meṟṟa one time. indefinite
ši meṟṟa occasionally, ever (in questions)
meṟṟa weħda once
weħda is the feminine form of waħed. waħed/weħda as the cardinal numeral ‘one’
is placed after the noun, and so is conjugated. waħed as the indefinite article is placed
before the noun and does not get conjugated.
So using meṟṟa/meṟṟat we can express:
sometimes 48
________________
occasionally 49
________________
once 50
________________
one time 51
________________
two, three etc. times 52
________________
another time 53
________________
256 Food and drink
a second time/another time 54

________________
often 55
________________
Excercises k, l, m and n deal with this.
Exercises
Exercise 51.a
Write one sentence for each picture, including a relative clause introduced by lli.
Example
hadi waħed le‑mṟa lli ta‑tešṟeb
1 4
2 5
3
6
Exercise 51.b
Below are some nominal sentences, followed by a further modification of the subject
of the sentence in English. Add this modification in a relative clause.
Example
given dak ṟ‑ṟažel, š‑škara dyal‑u xawya. (who <is> at the market)
you ṟ‑ṟažel lli fe‑s‑suq, š‑škara dyal‑u xawya.
1 l-ħanut mesdud (which <is> on the street)

2 l-xŭđṟa ṟxiṣa (which <is> at the market)
3 š-šƚađa, fi-ha z-zit (which <is> on the table)
4 ṟ-ṟažel ta-yakŭl makla xfifa (who <is> in the café)
5 le-mḡaṟba ta-yaklu l-makla l-ingliziya (who live in the UK)
Exercise 51.c
Merge the two sentences into one sentence.
Example
given ka‑nakŭl l‑xŭbz l‑xŭbz ldid
you ka‑nakŭl ḡir l‑xŭbz lli ldid (I only eat bread that is tasty.)
1 ka-neɛṟef ṟ-ṟažel. 4 ka-neɛṟef r-ržal.

ṟ-ṟazel ka-yešri l-fawakḭh. r-ržal saknin fe-l-ħeyy le-qdim.
2 ka-nŧeyyeb s-seksu. 5 ɛend-ek le-ktub.
s-seksu xfif šwiya. le-ktub xaybin bezzaf.
3 ka-nšuf l-weld. 6 mul l-ħanut ɛend-u z-zebda.
l-weld ka-yeskŭn fe-l-meḡrib. z-zebda ḡalya bezzaf.
Exercise 51.d
Somebody asks you if you want something that has a certain attribute (big, small, . . .).
Answer that you want it if it’s not very . . . (big, small, cold, etc.).
Example
given bḡiti teffaħa kbira?
you bḡit waħed t‑teffaħa lli ma‑ši kbira bezzaf.
1 bḡiti l-ma l-bared? 4 bḡiti ši ħaža barda?

2 bḡiti makla xfifa? 5 bḡiti seksu xfif?
3 bḡiti l-xŭbz s-sxun? 6 bḡiti le-ħrira s-sxuna?

258 Food and drink
Exercise 51.e
Below are some sentences describing people/things that are doing something. Ask
someone if he sees them as well. Use a relative clause in your question.
Example
given duk n‑nas ta‑yebniw đaṟ ždida.
you a ħmed, waš ka‑tšuf duk n‑nas lli ta‑yebniw đaṟ ždida?
1 duk d-drari ta-yešriw l-xŭbz. 4 dik ŧ-ŧumubil ta-temši fe-z-zenqa.

2 duk le-ɛyalat ta-yḡeslu s-seksu. 5 dik l-bent ta-tŧeyyeb le-ħrira.
3 dak ṟ-ṟažel ta-yakŭl makla xfifa. 6 dak l-weld ta-ydir š-šƚađa.
Exercise 51.f
Make sentences using the words given, playing the role of a shop keeper, saying:
‘I have . . . and I have . . .’. Then respond in the role of the customer by saying:
‘give me the . . . (item) which is . . . (attribute)’ (the attribute you want is
underlined).
Example
given good carrots, old carrots
you ɛend‑i xizzu† mezyan u xizzu qdim.
you ɛŧi‑ni xizzu lli mezyan.
The word xizzu means carrots and never takes the definite article, like atay.
†
1 new car, old car

2 tasty fruits, bad fruits
3 cold milk, warm milk
4 cheap coffee, expensive coffee
5 tasty meat, bad meat
6 cheap grapes, expensive grapes
Exercise 51.g
In the sound file you will hear sentences stating something. Tone down the general
validity of the statement by saying ‘<Granted>, there are . . . that . . .’.
Example
given n‑nas ta‑yaklu makla xayba.
you kayen n‑nas lli ta‑yaklu makla xayba.
1 le-mḡaṟba ta-yšeṟbu atay bezzaf.

2 n-nas ta-ydiru ɛša xfif.
3 n-ngalza ma-ta-yaklu-š lħem bezzaf.
4 le-ɛyalat ta-yŧeyybu makla ldida.
5 n-nas ta-yebḡiw l-makla s-sxuna.
6 d-drari ma-ta-yfeŧṟu-š be-l-qehwa.
Exercise 51.h
Fill in kayen / kayna / kaynin on the lines, where necessary adding the negation
ma‑. . .‑š.
Example
given l‑makla l‑ingliziya ________ fe‑l‑meḡrib.
you l‑makla l‑ingliziya ma‑kayna‑š fe‑l‑meḡrib.
1 bit đ-đyaf ________ fe-đ-đaṟ l-ingliziya.

2 ṣ-ṣehd ________ bezzaf fe-l-ingliz.
3 l-ɛineb ________ fe-s-suq l-inglizi.
4 l-feṟṟan ________ ħda đaṟ-ek f-le-bni ž-ždid.
5 s-sdader ________ fe-đ-đyuṟ l-ingliziyin.

260 Food and drink
6 le-brared ________ fe-l-kuzina l-meḡribiya.
7 š-šems ________ bezzaf fe-l-meḡrib.
8 weṣŧ đ-đaṟ ________ fe-đ-đaṟ l-ingliziya.
Exercise 51.i
Finish the questions by filling in kayen / kayna / kaynin.
You can then answer the question yourself. Whether you should answer affirma-
tively or negatively is indicated by iyeh or la. Put the thing asked about at the
beginning of your answer.
Example
given a sidi, waš ________ l‑ɛineb? (la)
question a sidi, waš kayen l‑ɛineb?
antwoord la, l‑ɛineb ma‑kayen‑š.
1 a lalla, waš ________ š-šƚađa? (iyeh)
2 a ħmed, waš ________ l-xŭbz s-sxun? (la)
3 a sidi, waš ________ ŧ-ŧažin be-l-xŭđṟa? (iyeh)
4 a mul l-feṟṟan, waš ________ l-xŭbz? (iyeh)
5 a sidi, waš ________ s-seksu? (la)
6 a -i, waš ________ z-zebda? (la)
7 a weld-i, waš ________ l-ħut? (la)
8 a lalla, waš ________ t-teffaħ? (iyeh)
Exercise 51.j
Describe what you see on the drawing. Use kayen / kayna / kaynin where pos-
sible. If you mention two things in one sentence, this is a plural subject, so is followed
by kaynin.
Exercise 51.k
Answer the questions in complete sentences. The essence of the answer is given
between brackets in English.You will need the past tense of ‘to eat’ and ‘to drink’ for
this exercise:
ana klit šṟebt

nta/nti kliti šṟebti
Example
given waš ši meṟṟa šṟebti atay l‑meḡribi? (a few times)
you beɛđ l‑meṟṟat šṟebt atay l‑meḡribi.
1 waš dima ta-temši l-dak l-ħanut? (sometimes)

2 waš kŭll nhaṟ ta-tŧeyybi l-makla l-kanadiya? (often)
3 waš ši meṟṟa kliti ŧ-ŧažin? (3 times)
4 waš bḡiti takŭl ši ħaža mɛa-ya? (another time)
5 waš ši meṟṟa šṟebti l-qehwa l-meḡribiya? (occasionally)
6 waš dima ta-taklu s-seksu? (once a (= in the) day)
Exercise 51.l
Make Moroccan sentences following the English instruction.
Example
given Say that you occasionally visit a Moroccan family.
you ši meṟṟa ta‑nemši l‑ɛend waħed l‑ɛa’ḭla meḡribiya.
262 Food and drink
1 Say you sometimes eat meat. 5 Say you have eaten tajine 3 times.
2 Say you often go to the market. 6 Say you sometimes go to Fez.
3 Say you have eaten couscous once. 7 Say you have drunk Moroccan tea
twice.
4 Say you will eat couscous another
time. 8 Say you have eaten fish once.
Exercise 51.m
Somebody asks you if all people (British people, Moroccans) do certain things.
Answer that only some of them do this.
Example
given waš n‑nas kŭll‑hŭm ta‑yaklu s‑seksu?
you la, gir beɛđ n‑nas ta‑yaklu‑h.
1 waš le-mḡaṟba kŭll-hŭm ta-yŧeyybu be-t-tuma? (garlic)
2 waš n-ngalza kŭll-hŭm ta-yŧeyybu be-l-ma u l-melħa?
3 waš n-nas kŭll-hŭm ka-yfeŧṟu be-l-xŭbz?
4 waš d-drari kŭll-hŭm ka-yaklu š-šƚađa?
5 waš le-mḡaṟba kŭll-hŭm ta-yaklu makla xfifa?
6 waš n-ngalza kŭll-hŭm ta-yaklu l-lħem?
Exercise 51.n
In the sound file you will hear some people say how often they have eaten/drunk
certain dishes or drinks and how often they still eat or drink those.
(šṟebt = I have drunk. klit = I have eaten)
Fill in the table below.

Fill in an A for Ahmed and an F for Fatima.
1x ...x Occasionally Some‑ Often Always Never

times
coffee with
milk
black coffee
Moroccan
tea
black tea†
couscous
Moroccan
soup
English
food
Black tea is non-Moroccan tea, our ‘normal tea’.

†
Lesson 52
Tajine and couscous:

Typical Moroccan dishes
Listen to a Moroccan lady telling you about making tajine and couscous.
šnu tdir fe-ŧ-ŧažin? baš tŧeyyeb ŧ-ŧažin taxŭd z-zit u le-bṣel u l-lħem u l-ɛeŧṟiya, u kŭll
ši ta-tdir-u fe-ŧ-ŧažin, mɛa l-xŭđṟa lli bḡiti, bħal maŧiša, l-felfel, xizzu ’ila ḡir-u dalik.
l-lħem dyal le-bgeṟ la bŭdd men t-tuma. l-lħem dyal le-ḡnem, tdir-ha l-u wella
ma-tdir-ha-š u men beɛd txelli-hŭm fe-ŧ-ŧažin fuq l-ɛafya.
’amma s-seksu, ħetta huwa be-l-xŭđṟa u be-l-lħem. kayen s-seksu b-le-bṣel,
b-xizzu, be-l-ħŭmmeṣ ’ila ḡir-u dalik. kifaš ta-ndiru s-seksu? xud le-bṣel u maŧiša u
ƶ-ƶeɛfṟan u l-ibzaṟ u z-zit u l-melħa u l-lħem. dir-hŭm fe-ŧ-ŧenžṟa be-l-ma. hadi hiya
l-meṟqa dyal s-seksu. s-seksu fe-l-lewwel xeṣṣ-ek tḡesl-u. dir l-u šwiya de-l-ma u
xelli-h fe-l-keskas ħetta yešṟeb l-ma. l-keskas xeṣṣ-ek tdir-u fuq ŧ-ŧenžṟa. f-dik
ŧ-ŧenžṟa kayna l-meṟqa. u men beɛd xelli ŧ-ŧenžṟa u l-keskas be-ž-žuž fuq l-ɛafya.
Vocabulary
šnu (ašnu) what

(ka-)tdir you put
ŧažin tajine, stew, meat or fish with vegetables and sauce; also the dish
used to prepare this meal
(ka-)tŧeyyeb you ♂ cook
(ka-)taxŭd you ♂ take
bṣel onions (the word is masc. sing.)
ɛeŧṟiya spices (the word is fem. sing.)
lli bḡiti . . . that you want
maŧiša tomato
Lesson 52  Tajine and couscous: Moroccan dishes 265
felfel (sweet) pepper

xizzu carrot
’ila ḡir-u dalik et cetera
bgeṟ beef
la bŭdd men needs (inevitably)
t-tuma garlic
ḡnem mutton (also: ḡlem)
tdir-ha l-u you put her (garlic) in
men beɛd after that/later
(ka-)txelli you ♂♀ leave (conjugation like ka-tebḡi)
fuq over
ɛafya fire
ħŭmmeṣ chickpeas
kifaš how
(ta-)ndiru we make
xud take!
ƶeɛfṟan saffron
ibzaṟ pepper
melħa salt
meṟqa sauce
xeṣṣ-ek you must
(ka-)teḡsel you ♂ wash/rinse
tḡesl-u† you ♂ wash him
keskas couscous pan
be-ž-žuž the two together/both
ŧenžṟa pan
ħut fish
Notice that when u is placed after teḡsel, one e disappears and the other one changes place.
†
266 Food and drink
1 šnu l-xŭđṟa lli fe-ŧ-ŧažin?

2 l-lħem dyal le-bgeṟ, waš xeṣṣ-ek tdir l-u t-tuma?
3 šnu fe-s-seksu?
4 kifaš ka-tdir s-seksu?
5 šnu kayen fe-ŧ-ŧažin?
6 šnu huwa ŧ-ŧažin?
Explanation
52.a The verb ‘to take’

Look at the following sentences:
baš tŧeyyeb ŧ-ŧažin taxŭd z-zit.

xud le-bṣel u l-matiša.
Here are two forms of the verb √axd.
√axd is conjugated in the exact same way as the verb √akl (to eat). Conjugate it
below, by replacing the k in the conjugation of √akl by x, and l by d.
(ana) 56
________ (ħna) _________
(nta) _________ (ntuma) _________
(nti) _________ (huma) _________
(huwa) _________
(hiya) _________
The imperative of these verbs is irregular. The rule you learnt in Lesson 46.b doesn’t
apply here.
The imperatives are:
kul, kuli, kulu!

xud, xudi, xudu!
So all forms have a long vowel u!
52.b ši
Look at these fragments you have seen before:
1 kŭll ši
2 ši melħa
3 ši ħaža (51)
4 ši meṟṟa (51)
5 dak š-ši le-kħel (50)
In these examples the word ši is used in two different ways. Which?

In 2, 3 and 4 we see ši before a noun. In 1 and 5, ši is a noun.
ši before a noun acts as indefinite article. The indefiniteness is stronger than in
waħed l‑.
ši followed by a noun means ‘one . . .’; in front of an uncountable noun (like salt)
it means ‘some . . .’.
When there is ‘something’, and that ‘something’ is indefinite, you use ši ħaža:
ši ħaža keħla something black, some black thing
The noun ši means ‘something’. So kŭll ši literally means ‘every something’ =
‘everything’. dak š‑ši le‑kħel literally means ‘that black something’ = ‘that black stuff ’.
The noun ši never occurs on its own, but is always combined with a demonstrative
or kŭll.
had š-ši this

dak š-ši that
kŭll ši everything
52.c xeṣṣ-. . . = to have to

Look at the following sentences from this lesson.
6 s-seksu, fe-l-lewwel xeṣṣ-ek tḡesl-u.

7 l-keskas, xeṣṣ-ek tdir-u fuq ŧ-ŧenžṟa.
268 Food and drink
In both sentences xeṣṣ‑ek is followed by a verb in the present tense. What does this
remind you of? If you don’t know the answer, look at Lesson 50.a.
xeṣṣ is an impersonal verb meaning ‘to have to’. You may encounter it in the
present as well as in the past tense. Here the verb is in the past tense, though in
meaning it refers to something in the present tense. (The present tense form is
ta‑yxeṣṣ‑ek.) The person who has to do something is expressed in a suffix follow-
ing xeṣṣ, so:
xeṣṣ-ni xeṣṣ-na
xeṣṣ-ek xeṣṣ-kŭm
xeṣṣ-u xeṣṣ-hŭm
xeṣṣ-ha
xeṣṣ is followed directly by the suffix, whereas the other impersonal verb yemken
takes the preposition l‑ between it and its suffix. So ‘I’ gets different suffixes:
yemken l‑i and xeṣṣ‑ni
xeṣṣ is then followed by a verb in the present tense, conjugated according to the
appropriate person.
xeṣṣ-ni naxŭd z-zit u le-bṣel.

xeṣṣ-ek tdir-u fe-ŧ-ŧažin.
xeṣṣ-u yxelli ŧ-ŧenžṟa fuq l-ɛafya.
xeṣṣ-na ndiru s-seksu.
xeṣṣ-kŭm tešriw ši ħaža mezyana.
xeṣṣ-hŭm yŧeyybu makla ldida
Why do the verbs following xeṣṣ‑. . . not have the particle ka‑/ta‑?57
xeṣṣ‑. . . (like ɛend meaning ‘to have’) can only be followed by a suffix.This means
that the sentence ‘The man has to go to the shop’ will be in Moroccan:
ṟ-ṟažel, xeṣṣ-u yemši l-l-hanut.

and not
* xeṣṣ ṟ-ṟažel yemši l-l-hanut.
Exercise e deals with this.

52.d Giving instructions

The text in this lesson is a kind of instruction on how to make tajine, among other
things. The last part, starting with xud le‑bṣel u l‑maŧiša . . . is a list of instructions
on how to make couscous. In this part you can see the following verb forms:
xud . . ., dir-hŭm . . ., dir l-u . . ., xelli-h . . .

What type of verb forms are these? 58
You can create the same effect using xeṣṣ:

. . . xeṣṣ-ek tḡesl-u
. . . xeṣṣ-ek tdir-u
Phrases like fe‑l‑lewwel and men beɛd are also important in instructions. Also
xelli . . . ħetta . . . (leave . . . until . . .) and la bŭdd men (it is required) are useful,
as you can see from the text in this lesson.
52.e Requests
The imperative is also often used in requests, but there they are preceded by a polite
formula, for instance:
ƚƚah yxelli-k please; or

men feđl-ek please
xeṣṣ‑. . . is not used in requests.
ƚƚah yxelli-k xelli-ni negles. please, let me sit down;
xelli is an imperative
men feđl-ek ɛŧi-ni gaṟṟu. please, give me a cigarette;
ɛŧi is also an imperative
Exercise i deals with this.
Exercises
Exercise 52.a
Replace the verbs in the following sentences (for the purpose of this exercise, we will
say ɛend‑. . . is a verb) with conjugations of the verb √axd.
270 Food and drink
Example
given l‑weld ta‑yšuf xŭđṟa mezyana.
you l‑weld ta‑yaxŭd xŭđṟa mezyana.
1 b́b́a ta-yešri keskas ždid.
2 -i ɛend-ha meṟqa ldida.
3 ta-nšuf ŧenžṟa ždida.
4 f-dik l-qehwa ta-nešṟeb atay.
5 xu-ya ta-yešri l-ibzaṟ u l-melħa.
6 dak ṟ-ṟažel ɛend-u maŧiša mezyana.
7 dima ta-nakŭl ŧ-ŧažin.
8 dima ta-nešri l-xŭbz men s-suq.
Exercise 52.b
Give conjugations of the verb √axd in the open spaces (with ka‑/ta‑ where needed;
you can write imperatives too).
1 mħemmed ________ l-keskas baš yŧeyyeb s-seksu.
2 a mħemmed ________ had ŧ-ŧenžṟa!
3 faŧima da’imen ________ š-škara mɛa-ha (da’imen = dima).
4 -i ________ l-maŧiša men s-suq.
5 ana, dima ________ l-ɛeŧṟiya men l-ħanut.
6 a ɛayša, ________ mɛa-k l-keskas dyal-kŭm!
Exercise 52.c
You are in a shop, restaurant or café. Someone states that a certain object/matter is
there/available. Respond by asking whether they have the objects mentioned in
English as well.
Example
given ŧ‑ŧenžṟa kayna. couscous pan
you waš kayen ħetta ši keskas?
1 l-ibzaṟ kayen. salt

2 l-maŧiša kayna. carrots
3 le-bṣel kayen. (sweet) pepper
4 l-lħem de-l-begri kayen. mutton
5 t-tuma kayna. saffron
6 l-ħŭmmeṣ kayen. couscous
7 l-xŭbz kayen. vegetables
8 ŧ-ŧažin kayen. fish
Exercise 52.d
Choose kŭll ši or (š-)ši or ši ħaža.
Dialogue 1
ɛli a mħemmed bḡit nakŭl ________ waš ɛend-ek ________ xŭbz

wella ________?
mħemmed la, xu-ya dima ka-yakŭl ________ walakin yemken li-na nešriw
________ fe-l-ħanut fe-z-zenqa.
ɛli yaƚƚah, nešriw ________ xŭbz u ________ ẋṟa baš nšeṟbu-ha.
mħemmed l-ħanut lli fe-z-zenqa le-ẋṟa, fi-h ________
ɛli waxxa nemšiw l-ɛend-u.
Dialogue 2
ɛayša a faŧima aži l-ɛend-i ________ meṟṟa. ɛend-i ________ baš tšufi-ha.
faŧima ašnu dak ________ lli ɛend-ek?
ɛayša ɛend-i waħed le-ktab ždid, fi-h ________ ɛla l-makla l-meḡribiya u
kifaš tŧeyyebi-ha.
faŧima waxxa ________ meṟṟa ḡadi nži ɛend-ek.
272 Food and drink
Exercise 52.e
Fill in xeṣṣ‑. . . with the correct suffix.
1 ________ taxŭd teffaħ mezyan a weld-i.

2 ________ tešriw l-lħem men s-suq.
3 ________ nemši le-s-suq fe-l-lewwel.
4 b́b́a ________ yakŭl lħem lli ma-fi-h-š l-idam.
5 d-drari ________ ydiru xedma mezyana.
6 a ɛayša ________ tŧeyybi ši ħaža sxuna.
Exercise 52.f
Give orders/instructions. What to say to whom is given in Moroccan.
Example
given qul l‑mħemmed yexdem mezyan.
you a mħemmed, xdem mezyan!
1 qul l-ɛayša baš tžib l-ek l-xŭbz.

2 qul l-mħemmed baš yešri l-ek l-xŭđṟa.
3 qul le-d-drari baš yžibu l-ek t-tuma.
4 qul l-ɛayša baš tŧeyyeb l-ek le-ħrira.
5 qul l-mul l-feṟṟan baš yžib l-ek l-xŭbz s-sxun.
6 qul l-le-ɛyalat baš yxelliw ŧ-ŧenžṟa fuq l-ɛafya.
7 qul l-faŧima baš tešri l-ek le-bṣel.
8 qul le-d-drari baš yḡeslu yeddi-hŭm.
Exercise 52.g
Read this text on how to make tea.
baš tɛemmeṟ atay xeṣṣ-ek fe-l-lewwel tŧeyyeb l-ma. xud l-berrad u dir fi-h atay
le-xđeṟ u s-sŭkkaṟ. l-ma s-sxun dir-u fe-l-berrad u men beɛd dir fi-h n-neɛneɛ.
daba xelli l-berrad fuq l-ɛafya šwiya. žib l-kisan u kŭbb atay fe-l-kisan. daba
ta-yemken l-ek tšeṟb-u.
tɛemmeṟ you make

le-xđeṟ green
n-neɛneɛ mint
šwiya a little
kŭbb pour
Now complete the following story.

fe-l-lewwel xeṣṣ- ________ (1) nŧeyyeb l-ma. naxŭd ________ (2) u ndir fi-h
________ (3) le-xđeṟ u ________. (4) men beɛd ndir l-ma ________ (5) u n-neɛneɛ
fe-l- ________. (6) ________ (7) -ni nxelli- ________ (8) fuq l-ɛafya šwiya. beɛd ši
weqt ________ (9) l-i ________ (10) atay.
Exercise 52.h
In the sound file you will hear some instructions. Put the pictures in the correct order
based on those instructions.
1 2 3 4
5 6 7
Exercise 52.i
Sentences 1 to 6 contain requests. Sentences a to f give reasons for these requests. Find
the right combinations.
ɛŧi means ‘give’. The root is √ɛŧa/i.
1 men feđl-ek ɛŧi-ni l-keskas.

2 men feđl-ek ɛŧi-ni s-sŭkkaṟ.
3 ƚƚah yxelli-k, ɛŧi-ni l-xŭbz.
274 Food and drink
4 ƚlah yxelli-k, ɛŧi-ni š-škara.

5 ƚƚah yxelli-k, ɛŧi-ni xizzu u l-ħŭmmeṣ.
6 men feđl-ek a mħemmed šri l-i ƶ-ƶeɛfṟan u l-ibzaṟ.
a bḡit nemši le-s-suq.

b bḡit nŧeyyeb s-seksu.
c dima ta-nešṟeb atay be-s-sŭkkaṟ.
d bḡit nŧeyyeb ŧ-ŧažin.
e ma-ɛend-i-š l-ɛeŧṟiya.
f ma-ta-nakŭl-š l-ħut.
Lesson 53
Eat some more! . . . No thank you,

I am full up
Read the introduction, then listen to a dialogue between a Englishman and a

Moroccan during a meal.
Introduction
waħed l-inglizi mša l-ɛend waħed l-meḡribi baš yakŭl ɛend-u. n-nas galsin fe-l-bit u
fe-ŧ-ŧebla kayen waħed ŧ-ŧebṣil dyal l-makla.
Moroccan hada ŧažin. daba ḡa-takŭl ŧ-ŧažin bħal le-mḡaṟba. ħna ta-naklu
b-yeddi-na, walakin fe-l-lewwel la bŭdd nḡeslu yeddi-na.
Englishman šnu fe-ŧ-ŧažin?
Moroccan ŧ-ŧažin, fi-h l-xŭđṟa u l-lħem u l-ɛeŧṟiya u z-zit. ta-naklu-h
be-l-xŭbz. b-ismi llah. kŭll waħed ta-yaxŭd l-makla lli qŭddam-u.
xud-ha ħetta nta.
Englishman šŭkrăn. ldida had l-makla. aš men ɛeŧṟiya fi-ha?
Moroccan kayen fi-h l-ibzaṟ u l-melħa u ƶ-ƶeɛfṟan. zid, kul ħetta l-lħem,
ma-ši ḡir l-xŭđṟa.
Englishman šŭkrăn. ħetta ħna, n-ngalza ta-naklu l-lħem bezzaf. waš hada dyal
le-bgeṟ?
Moroccan la, hada ma-ši dyal le-bgeṟ, hada dyal le-ḡnem. zid, zid takŭl.
Englishman šŭkrăn a sidi. had l-makla ldida walakin šbeɛt.
Moroccan xeṣṣ-ek teṟžeɛ meṟṟa ẋṟa u tžib mɛa-k mṟat-ek. ḡa-nŧeyyeb l-kŭm
s-seksu. waš ka-teɛṟef šnu s-seksu?
Englishman iyeh, ka-neɛṟef šnu huwa s-seksu.
276 Food and drink
Moroccan waš fi-k le-ɛŧeš? šnu bḡiti tešṟeb?

Englishman bḡit nešṟeb atay be-n-neɛneɛ men feđl-ek.
Moroccan waxxa, lli bḡiti. waš bḡiti takŭl ši disèr? kayen t-teffaħ u l-ɛineb.
hak, kul l-ɛineb.
Englishman la, ma-ta-nebḡi-š l-ɛineb, walakin ta-nebḡi t-teffaħ bezzaf.
Moroccan hak, kul t-teffaħ.
Englishman teffaħa weħda kafya, šŭkrăn . . . ƚƚah yexlef. daba xeṣṣ-ni nemši
le-đ-đaṟ. meṟṟa ẋṟa in ša ƚƚah ḡadi neṟžeɛ.
Moroccan mṟeħba bi-k.
Vocabulary
mša went
ŧebṣil dish
ḡa-takŭl you will eat
nḡeslu we wash
yeddi-na (pl.) our hands
fi-h in it
b-ismi llah lit.: in God’s name; in fact a very short prayer
kŭll waħed everybody
qŭddam(-u) opposite (him)
zid go ahead
šbeɛt I am full up
(ka-)teṟžeɛ you come back
(ka-)tžib mɛa-k you bring
(ka-)teɛṟef you know
le-ɛŧeš the thirst
bḡiti you ♂♀ want
neɛneɛ mint
disèr dessert
Lesson 53  Eat some more! No thank you, I am full up 277
hak there you go

teffaħa apple
kafya enough
ƚƚah yexlef may God recompense (you)
ḡadi will
neṟžeɛ I come back
mṟeħba bi-k welcome
Questions on the text

1 waš l-inglizi ta-yeɛṟef šnu fe-ŧ-ŧažin?
2 kifaš ta-yaklu le-mḡaṟba?
3 aš men ɛeŧṟiya fe-ŧ-ŧažin?
4 waš l-inglizi ta-yebḡi ŧ-ŧažin?
5 aš men lħem kayen fe-ŧ-ŧažin?
6 waš l-meḡribi ta-yebḡi l-inglizi yži meṟṟa ẋṟa?
Explanation
53.a The present tense of verbs of the type √da/ir

In the previous lessons we have seen that there are different types of verbs.
1 nšeṟbu ši ħaža. (46)
2 ta-yexdem f-waħed l-fabrika. (42)
3 had đ-đaṟ mezyana, ta-nebḡi-ha bezzaf.
4 mul đ-đaṟ ta-yekri waħed đ-đaṟ xayba.
5 ana ta-neskŭn f-‘new york’. (49)
6 fe-t-tmenya ta-nedxŭl fe-l-fabrika. (49)
7 beɛd n-nas ta-yaklu ɛša xfif. (51)
8 taxŭd z-zit u le-bṣel u l-lħem. (52)
278 Food and drink
You have seen some verbs of a different type, with a vowel i between the second and
third radical in the present tense.
9 kifaš ta-ndiru s-seksu? (52)

10 tžib mɛa-k mṟat-ek.
The imperatives below also belong to this type of verb.
11 dir-hŭm fe-ŧ-ŧenžṟa. (52)

12 zid
So these are verbs with an i in the stem. The prefixes and suffixes to this stem are the
same as with the verbs we have seen before in the present tense. No complicating
unstable vowels are needed.
(ana) ka-nzid ka-ndir

(nta) ka-tzid 59
________
(nti) ka-tzidi ________
(huwa) ka-yzid ________
(hiya) ka-tzid ________
(ħna) ka-nzidu ________
(ntuma) ka-tzidu ________
(huma) ka-yzidu ________
This type of verbs we call ‘hollow verbs’.They are ‘hollow’ because something is ‘miss-
ing’ inside them (between the first and the third radical): a radical consonant. We can
also say that the second radical is weak.
Exercise a deals with this.
53.b t adapting to the following consonant

If you listened carefully to the texts in Lessons 52 and 53, you may have noticed some
oddities in the pronunciation of the forms: tdir, tŧeyyeb, tžib. What oddities are
those? Listen again to those words, if you don’t remember.
The personal prefix t in the present tense sometimes isn’t pronounced as t.
If the first radical of a root is ŧ, d, đ, then t adapts its pronunciation to these con-
sonants, so that in fact you hear a double first consonant:
(ka-)tdir is usually pronounced as ddir

(ka-)tdiri is usually pronounced as ddiri
(ka-)tdiru is usually pronounced as ddiru
(ka-)tŧeyyeb is usually pronounced as ŧŧeyyeb
(ka-)teđṟeb is usually pronounced as đđṟeb
etc.
The root √đṟb means ‘to hit’.
If the first radical of the stem is z, ƶ or ž, then the t of the second person conjuga-
tions is pronounced as d:
(ka-)tžib is pronounced as džib

(ka-)tžibi is pronounced as džibi
(ka-)tƶuṟu is pronounced as dƶuṟu (√ƶa/uṟ = to visit)
(ka-)tzid is pronounced as dzid
etc.
Exercise b deals with this.
53.c šnu = what

Look at these sentences which you have seen before:
9 šnu fe-ŧ-ŧažin?
10 waš ka-teɛṟef šnu s-seksu?
11 iyeh, ka-neɛṟef šnu huwa s-seksu.
12 šnu bḡiti tešṟeb?
13 šnu tdir fe-ŧ-ŧažin? (52)
14 šnu hiya s-smiya dyal ṟažl-ek? (44)
So šnu is the interrogative ‘what’ in Sentences 9, 12, 13 and 14.

280 Food and drink
Look at Sentence 14. šnu is often followed by huwa, hiya or huma. These per-
sonal pronouns anticipate the actual subject. Here are some more examples:
waš ka-teɛṟef šnu huwa l-lħem lli ldid†?
šnu hiya l-makla lli bḡiti?
šnu hiya l-atat†† lli mezyana††, l-atat ž-ždida wella l-atat le-qdima?
†
In these two sentences l‑lħem lli ldid and l‑atat lli mezyana don’t quite mean ‘the meat
that is tasty’ and ‘the furniture that is good’, but ‘the tastiest meat’ and ‘the best furniture’.
††
atat is really a plural, but is also regarded as feminine singular.
In Sentences 10 and 11 šnu is also an interrogative, introducing a subordinate clause.
Some more examples:

ma-ka-neɛṟef-š šnu huwa ƶ-ƶeɛfṟan.
weld-i ṣ-ṣḡiṟ ta-yeɛṟef šnu hiya l-ɛafya.
waš ka-teɛṟef šnu huma l-fawakḭh?
53.d Expressing pleasure

The guest in this lesson’s dialogue repeatedly states that he likes certain things. In the
dialogue you saw: ldid hada, l‑makla ldida, ta‑nebḡi t‑teffaħ bezzaf.
In Lesson 48.b you learnt to express (dis)pleasure using adjectives or the verb
√bḡa/i (with a negation if necessary). Adjectives expressing a positive qualification
that we have seen so far are: mezyan, ldid, zwin.
In Lesson 48.b you have also seen ɛažeb. You can also use that to express your
pleasure about something.
Finish off this lesson with exercise h.
Exercises
Exercise 53.a
Give the right verb form of the roots given.
√da/ir
l-weld ________ ši ħaža xayba.
xeṣṣ-ek ________ ŧ-ŧenžṟa fuq l-ɛafya.

xeṣṣ-hŭm ________ n-neɛneɛ fe-l-berrad.
√ža/ib
xeṣṣ-hŭm ________ mɛa-hŭm d-drari dyal-hŭm.
ṟažl-i dima ________ l-i ši ħaža men s-suq.
men feđl-ek, ________ mɛa-k ṟažl-ek.
√za/id
xeṣṣ-ek ________ šwiya men dak s-ši le-kħel.
a ħmed ________ šwiya! bḡit negles ħda-k.
waš fi-k le-ɛŧeš, ________ -ek atay?
Exercise 53.b
Change the imperatives using xeṣṣ + a suffix. Note the pronunciation of the t-prefix
of the second person.
Example
given dir kŭll ši fe‑ŧ‑ŧenžṟa!
you xeṣṣ‑ek tdir kŭll ši fe‑ŧ‑ŧenžṟa!
(tdir pronounced ddir!)
1 žib mɛa-k mṟat-ek! 4 diru n-neɛneɛ fe-l-berrad!
2 ŧeyybi l-i ŧ-ŧažin! 5 žibi l-i t-teffaħ men s-suq!
3 zid l-lħem, ma-kliti-š bezzaf ! 6 zid-ni atay a weld-i!
Exercise 53.c
Formulate questions that would get the answers given.
Example
given fe‑s‑seksu kayen l‑lħem u l‑xŭđṟa.
you šnu kayen fe‑s‑seksu?
282 Food and drink
1 f-dik š-škara kaynin le-ktub u le-knaneš.

2 f-atay kayen n-neɛneɛ u s-sŭkkaṟ.
3 f-žib-i kaynin s-sarut u le-flus.
4 fe-d-disèr kayen le-ħlib u s-sŭkkaṟ.
5 fe-l-keskas kayen s-seksu.
6 fe-l-meṟqa kayen l-ma u l-xŭđṟa u l-lħem.
Exercise 53.d
Finish the questions. Choose from škun / šnu / šħal.
1 ________ ta-yexdem fe-l-kuzina?
2 ________ ka-tdiru fe-ŧ-ŧažin?
3 ________ fi-h le-ɛŧeš?
4 waš ka-teɛṟef ________ huwa le-bgeṟ?
5 ________ ḡadi takŭl, teffaħa weħda wella žuž?
6 ________ ḡadi tžib mɛa-k? weld-ek wella mṟat-ek?
7 ma-neɛṟef-š ________ huwa l-ɛineb.
8 ẋt-ek, ________ fe-ɛmeṟ-ha?
Exercise 53.e
Choose the correct answer to each question from the 3 possibilities given.
1 bḡiti tešṟeb atay?
a had atay ldid.
b ma-ta-nebḡi-š l-qehwa.
c iyeh, ta-nebḡi atay bezzaf.
2 waš ta-tebḡi atay l-meḡribi?

a la, fi-ha s-sŭkkaṟ bezzaf.
b iyeh, dima ta-nešṟeb atay l-meḡribi.
c iyeh, atay l-meḡribi l-ldid bezzaf.

3 waš l-makla l-meḡribiya ldida?

a iyeh, walakin ma-fi-ha-š l-ɛeŧṟiya.
b la, ma-ta-nebḡi-h-š.
c iyeh, ta-nebḡi-ha bezzaf.
4 waš ɛažb-ek l-meḡrib?

a l-meḡrib blad mezyana.
b la, dik le-blad ma-ɛažeb-ni-š.
c la, ɛažba-ni l-meḡrib.
5 waš ɛažba-k đ-đaṟ dyal-i?

a iyeh, ta-nebḡi đaṟ-ek.
b đaṟ-ek zwina, tbaṟek ƚƚah.
c la, ma-ta-nebḡi-ha-š.
6 waš bḡiti t-teffaħ?

a waxxa, teffaħa weħda kafya.
b hak, xŭd t-teffaħa.
c iyeh, ta-nebḡi-ha bezzaf.
Exercise 53.f
In the sound file somebody will ask you if you like certain things. After the question
there is an indication as to what you should answer: +, – or ±.
+ ta-nebḡi-h(-ha) bezzaf / ɛažeb-ni bezzaf (ɛažba-ni)

± ta-nebḡi-h(-ha) šwiya / ɛažeb-ni šwiya
– ma-ta-nebḡi-h(-ha)-š / ma-ɛažeb-ni-š
Example
given waš ta‑tebḡi xizzu? ±
you xizzu, ta‑nebḡi‑h šwiya
284 Food and drink
1 waš ɛažb-ek had l-ħeyy? +

2 waš ta-tebḡi atay be-n-neɛneɛ? ±
3 waš ta-tebḡi l-makla s-sxuna? +
4 waš ta-tebḡi ŧ-ŧažin be-l-begri? –
5 waš ɛažba-k l-kuzina dyal-ek? ±
6 waš ta-tebḡi l-xŭbz be-z-zebda? –
Exercise 53.g
In the sound file someone will ask you if you like something. Answer that you like it
if it fulfils a certain condition (given in English).
Example
given waš ta‑tebḡi s‑seksu? (with mutton)
you ta‑nebḡi s‑seksu lli be‑l‑lħem dyal le‑ḡnem.
1 waš ta-tebḡi le-ħrira? (with chickpeas)

2 waš ta-tebḡi l-lħem? (without fat)
3 waš ta-tebḡi ŧ-ŧažin? (with garlic and saffron)
4 waš ta-tebḡi le-ħlib? (very cold)
5 waš ta-tebḡi l-makla l-meḡribiya? (without spices)
6 waš ta-tebḡi l-xŭbz l-inglizi? (without salt)
Exercise 53.h
Give an (imaginary) male person the following instructions in Moroccan:
1 Get (= take!) a form (= weṟqa) from (= at) the police.

2 Write your name on (= in) the form.
3 Return to the police.
4 Take your passport!
5 You must see if the passport is good.
6 You must say for how long you have been in the UK.
7 You must sit down and speak English with the people.
Language learning and language
problems
Lesson 54
Where did you learn Arabic?
Listen to the following two conversations. The first one is between an American man
and a Moroccan man and the second one between an American woman and a
Moroccan woman. Both conversations are about learning Moroccan.
American man s-salamu ɛli-kŭm.

Moroccan man wa-ɛli-kŭm s-salam. waƚƚah ka-tetkellem l-ɛeṟbiya? ɛžib!
fayn tɛellemti-ha?
American man ƚƚah yxelli-k tkellem be-šwiya baš nfehm-ek.
Moroccan man qŭlt l-ek, fayn tɛellemti l-ɛeṟbiya?
American man ta- neqṟa l- ɛeṟbiya fe-l-žamḭɛa.
Moroccan man l-luḡa l-ɛeṟbiya l-fuṣħa?
American man la, ta-neqṟa d-dariža l-meḡribiya.
Moroccan man ta-teqṟa d-dariža l-meḡribiya!? ɛlaš?
American man smeħ l-i, ma-fhemt-ek-š, xeṣṣ-ek tehđeṟ be-šwiya.
Moroccan man ɛlaš ka-teqṟa d-dariža?
American man baš netkellem mɛa le-mḡaṟba lli saknin f-merikan.
Moroccan man xeṣṣ-ek teqṟa l-luḡa l-ɛeṟbiya l-fuṣħa. ħsen l-ek. waš
ka-teɛṟef tekteb l-ħuruf l-ɛeṟbiya?
American man la, ma-neɛṟef-š nekteb-hŭm. ta-neqṟa ḡir d-dariža l-meḡribiya
baš yemken l-i nɛawen le-mḡaṟba lli ħetta huma ma-ta-
yɛeṟfu-š yketbu.
Moroccan man ɛend-ek l-ħeqq.
Lesson 54  Where did you learn Arabic? 287
American woman men feđl-ek a lalla, bḡit netɛellem l-ɛeṟbiya. xeṣṣ-ni ši

waħed lli yɛawen-ni.
Moroccan woman ɛžib, ta-tetkellmi l-ɛeṟbiya mezyan! mreħba bi-k, ana ḡadi
nɛawn-ek.
American woman šŭkrăn. bḡit netɛellem kŭll ši. šnu smiyt hada be-l-ɛeṟbiya?
Moroccan woman hadi smiyt-ha l-musežžala.
American woman men feđl-ek, quli lli qŭlti meṟṟa ẋṟa.
Moroccan woman hadi smiyt-ha l-musežžala. daba ḡadi tɛawdi nti had l-kelma.
American woman l-musežžala.
Moroccan woman qŭlti-ha mezyan. ḡadi tetɛellmi l-ɛeṟbiya mezyan.
American woman in ša ƚƚah.
Vocabulary
waƚƚah by God! (exclamation of surprise)
(ka-)tetkellem you speak
ɛžib good, wonderful, remarkable (exclamation of surprise)
tɛellemti you learnt
(ta-)nefhem I understand
nfehm-ek I understand you
qŭlt I said
(ta-)neqṟa I study, I read
žamḭɛa† university
l-luḡa the language
l-ɛeṟbiya l-fuṣħa Classical (Standard) Arabic
d-dariža dialect
ma-fhemt-ek-š I didn’t understand you
be-šwiya slowly
ħsen l-ek it’s better for you
l-ħuruf ††
the letters
nɛawen I help
ɛend-ek l-ħeqq you are right
288 Language learning and language problems
(ka-)netɛellem I learn
xeṣṣ-ni I need
ši waħed somebody
ḡadi will (expresses future)
musežžala tape recorder, cassette recorder
qŭlti you said
(ka-)tɛawdi you ♀ repeat
kelma word
tqen to master
†
Some words starting with ž don’t indicate the article by duplicating that ž, but by a l‑.
Amongst those words is žamḭɛa.
††
Sometimes the plural of a noun not denoting a person is regarded as feminine singular:
l‑ħuruf l‑ɛeṟbiya.
Explanation
54.a Present tense conjugation of verbs of the type √qṟ a/a.

Look at the verbs in the sentences below:
1 ta-neqṟa l-ɛeṟbiya fe-l- žamḭɛa.

2 ɛlaš ka-teqṟa d-dariža l-meḡribiya?
3 xeṣṣ-ek teqṟa l-luḡa l-ɛeṟbiya l-fuṣħa.
What is the difference between the conjugation of this verb and the verbs that we
saw in Lesson 48.a?
The vowel in the present tense of √bḡ a/i is an i, while the vowel in the present
tense of √qṟ a/a is an a.
qṟ a/a takes the same prefixes and suffixes as √bḡ a/i (except for the form for you-
singular-feminine).
(ana) ta-neqṟa (ħna) ta-neqṟaw

(nta) ta-teqṟa (ntuma) ta-teqṟaw
(nti) ta-teqṟay (huma) ta-yeqṟaw
(huwa) ta-yeqṟa
(hiya) ta-teqṟa
The form for nti is (nti) ta‑teqṟay. This comes from ta‑teqṟa + i. Do you remem-
ber what happened with the nti form of the verb √bḡ a/i ? (see Lesson 48.a)
Like in ta‑yebḡiw the plural suffix ‑u changes to w.
These verbs (among other ones) are conjugated this way:
√lqa/a = to meet, encounter

√bqa/a = to stay
54.b The present tense of the verb √q a/ul = to say

Look at the verb forms in the sentences below:
4 qŭlt l-ek: fayn tɛellemti l-ɛeṟbiya.

5 quli lli qŭlti meṟṟa ẋṟa.
6 qŭlti-ha mezyan.
You can see that the unstable vowel ŭ appears between the first and the last radical
(q and l respectively) in the forms for ‘I’ and ‘you’. In the past tense ‘I’ takes a t
after its last radical and ‘you’ takes ti after its last radical, both nta and nti.
(nta) qŭlti
(nti) qŭlti
You’ll learn the full conjugation of this verb in Lesson 55.

As you can see in
4 qŭlt l-ek: fayn tɛellemti l-ɛeṟbiya
the preposition ‘to’ (as in: to say something to someone) is expressed in Moroccan by l‑.
54.c The future tense

Look at the sentences below:
7 xeṣṣ-ni ši waħed lli ḡadi yɛawen-ni.

8 ana ḡadi nɛawn-ek.
9 daba ḡadi tɛawdi-ha nti.
10 ḡadi tetɛellmi l-ɛeṟbiya mezyan.
These sentences you have seen before:
11 ħin texrŭž men bab đ-đaṟ ḡadi tšuf l-feṟṟan (Exercise 50.f)
12 huwa ḡadi yebni žuž d-le-byut l-fuq. (Exercise 50.g)
13 daba ḡa-takŭl ŧ-ŧažin bħal le-mḡaṟba. (53)
14 meṟṟa ẋṟa in ša ƚƚah ḡadi neṟžeɛ. (53)
It has been mentioned before (Exercise 49.c) that ḡadi is the future particle. It always
precedes a verb in the present tense and cannot occur in conjunction with ka‑/ta‑.
To negate verbs in the future tense, the negation ma‑. . .‑š is placed around the
particle ḡadi:
ma-ḡadi-š tetɛellem l-huƚanđiya mezyan.

ma-ḡadi-š neqṟa fe-l- žamḭɛa, ḡadi neqṟa fe-l-meḡrib.
There is also a short form ḡa‑ which is connected to the verb. ḡa‑ is part of the verb, so
the negation is put around the verb. The negation of Sentence 13 would be as follows:
13 daba ma-ḡa-takŭl-š ŧ-ŧažin bħal le-mḡaṟba.
Some speakers decline ḡadi into ḡadya and ḡadyin respectively if the subject of the
sentence is feminine or plural. But this is not very common.
You only use ḡadi when making a prediction or stating an intention (that is, if it
is almost certain that something will happen (see 7 to 14).
So ḡadi isn’t used for all future actions (see Lesson 50.c). For example when
expressing a wish, expectation, exhortation or suggestion, you don’t use ḡadi:
15 ma-ykun bas in ša ƚƚah. (45)

16 yaƚƚah, nšeṟbu ši ħaža. (45)
54.d Expressing surprise

Listen again to these sentences from the dialogues in Lesson 54:
17 waƚƚah, ka-tetkellem l-ɛeṟbiya? ɛžib!

18 ɛžib, ta-tetkellmi l-ɛeṟbiya mezyan.
waƚƚah is used to express surprise. Literally it means ‘by God’. Another word to
express surprise is ɛžib. Mind the intonation and the elongated vowel i: ɛžiiib!
Intonation can be used to nuance what you say. In Moroccan you can elongate a
long vowel in an adjective a bit more to express your surprise about the intensity of
an attribute.
had đ-đaṟ kbira had đ-đaṟ kbiiiira!

had l-musežžala ḡalya had l-musežžala ḡaaalya!
Exercises i, j and k deal with this.
Exercises
Exercise 54.a
Finish the grid below using forms of the verb on the left.
ana ta-nelqa ħna ________ huma ________

huwa ta-yeqṟa hiya ________ ntuma ________
hiya ta-tebqa ana ________ ħna ________
ħna ta-neqṟaw nta ________ nti ________
ntuma ta-telqaw hiya ________ nti ________
huwa ta-yebqa ana ________ nta ________
Exercise 54.b
From verb forms a to i below, select the right ones to complete Sentences 1 to 6.
There are a few extra verb forms.
a neqṟa d nebqa g ta-yeqṟaw

b ta-yelqaw e ta-yeqṟa h yebqa
c nelqaw f teqṟay i tebqaw
1 d-drari dyal-na ma- ________ -š l-ɛeṟbiya fe-l-međṟaṣa.

2 xeṣṣ-na ________ le-mḡaṟba baš netɛellmu d-dariža.
3 waš ta-tɛeṟfi ________ l-ħuruf l-ɛeṟbiya?
4 baš netqen l-ɛeṟbiya l-fuṣħa xeṣṣ-ni ________ ṟbeɛ snin fe-l- žamḭɛa.
5 lli ma- ________ -š l-ingliziya ḡadi ________ fe-đ-đaṟ gales bla xedma.
6 ɛlaš ma-ḡadi-š ________ fe-l-ingliz, ħsen l-kŭm.
Exercise 54.c
Complete the sentences below with verb forms. Choose from verbs having the roots
√qṟa/a, √bqa/a and √lqa/a. Check if you need the particle ka-/ta-, or maybe the future
particle ḡa-.
1 ma-neqđeṟ-š ________, ɛend-i mewɛid fe-t-tlata.

2 le-mḡaṟba, kaynin lli ________ u kaynin lli ma- ________ -š f-ši međṟaṣa.
3 le-wlad le-mḡaṟba ________ le-wlad n-ngalza fe-z-zenqa u fe-l-međṟaṣa.
4 ḡedda ________ waħed le-mṟa meḡribiya baš netkellem mɛa-ha be-l-ɛeṟbiya
d-dariža.
5 l-meḡribi lli ḡa-yemši le-l-ingliz ________ f-dik le-blad mḡarba ẋṟin.
6 l-meḡribi lli ________ fe-l-ingliz, ħsen l-u yeqṟa l-luḡa.
Exercise 54.d
Somebody tells you to do something (xeṣṣ‑ek . . .). Respond by saying that you
already told them yesterday that you can’t do that (yesterday = l‑baṟeħ). Also tell them
the reason you can’t.
Example
given xeṣṣ‑ek teqṟa l‑ingliziya.
you l‑bareħ qŭlt l‑ek ma‑neqđeṟ‑š neqṟa l‑ingliziya, ma‑ɛend‑i‑š
l‑weqt.
1 xeṣṣ-ek tɛawen b́b́a-k.

2 xeṣṣ-ek tɛawdi men ždid l-ħuruf l-ɛeṟbiya.
3 xeṣṣ-ek tetkellem be-l-ɛeṟbiya.
4 xeṣṣ-ek takŭl mɛa-na.
5 xeṣṣ-ek tqeddem l-i mṟat-ek.
6 xeṣṣ-ek tqul l-i ašnu bḡiti.
Exercise 54.e
Somebody tells you to do something. Ask him/her what he/she said, and say you
didn’t understand.When they have repeated it, say that you have understood now, you
have to . . .
Example
given xeṣṣ‑ek teqṟa mezyan.
you ƚƚah‑yxelli‑k, aš qŭlti? ma‑fhemt‑ek‑š.
given qŭlt l‑ek baš teqṟa mezyan.
you daba fhemt, xeṣṣ‑ni neqṟa mezyan.
1 xeṣṣ-ek tetkellmi be-l-ɛeṟbiya l-fuṣħa, ma-ši be-d-dariža l-meḡribiya.

2 fe-l-lewwel xeṣṣ-ek teḡsel yeddi-k.
3 xeṣṣ-ni nemši; ɛend-i mewɛid fe-t-tlata.
4 xeṣṣ-na nheđṟu be-l-ingliziya baš netɛellmu-ha.
5 ma-xeṣṣ-ek-š tebqay fe-đ-đaṟ galsa.
Exercise 54.f
Somebody tells you he intends or wants to do something. Ask if he will really do it.
Example
given bḡit netɛellem l‑ɛeṟbiya.
you waš ḡadi tetɛellem l‑ɛeṟbiya be‑ṣ‑ṣeħħ?
1 bḡit nebqa gales fe-đ-đaṟ bla xedma.

2 bḡit nekri đaṟ fi-ha xemsa d-le-byut de-n-nɛas.
3 bḡit nakŭl ɛša xfif.
4 bḡit nemši l-l-meḡrib meṟṟa fe-l-xems snin.
5 bḡit nakŭl ḡir ɛinba weħda.
6 ḡadi ndir ŧ-ŧenžṟa fuq l-keskas.
Exercise 54.g
In the sound file you will hear a short text about ‘Hans’. Listen and answer the ques-
tions using what you have heard and read.
‘George’ kanadi lli ḡadi yemši l-l-megṟib baš yetɛellem l-luḡa l-ɛeṟbiya l-fuṣħa. ḡadi
yeqṟa fe-l- žamḭɛa fe-ṟ-ṟbaŧ. ḡadi yžib mɛa-h waħed l-musežžala. fe-l-lewwel
ma-ḡadi-š yefhem bezzaf. ḡadi yeqṟa l-ħuruf l-ɛeṟbiya u ḡadi yekteb-ha.
Example
question waš had l‑kanadi ḡadi yemši l‑l‑meḡrib?
you iyeh, ḡadi yemši l‑l‑meḡrib.
1 waš ḡadi yefhem kŭll ši fe-l-lewwel?

2 waš ḡadi yekteb l-ħuruf l-ɛeṟbiya?
3 waš ḡadi yetɛellem d-dariža l-meḡribiya?
4 waš ḡadi yžib mɛa-h musežžala?
5 waš ḡadi yeskŭn f-merrakeš?
Exercise 54.h
The sentences below contain mistakes. All those mistakes are in the verbs; for example
the tense, a missing particle or a particle too many, etc. Correct the mistakes.
1 men feđl-ek a ħmed, ka-tsedd l-biban kŭll-hŭm.
2 ši nhaṟ ka-nemši l-kŭll ši l-bŭldan l-ɛeṟbiya f-ifriqiya.
3 ħna dima ḡa-naklu l-meɛza wella l-ħewli.
4 xeṣṣ-ek ka-temši tšuf film ɛeṟbi, tetɛellem l-ɛeṟbiya mezyan.
5 kŭll simana b́b́a yemši le-s-suq, yešri l-na kbabeŧ ždad.
6 hadi telt iyyam u hiya ḡadi tenɛes f-le-fraš.
Exercise 54.i
The pictures below indicate objects belonging to your conversation partner, and
indicated is an attribute of this object. Tell your conversation partner that you are
surprised that this object of theirs has that attribute.
Example
given ṟxiṣ
you ṟxiṣa, had l‑musežžala dyal‑ek.
1 kbir
2 ḡali
3 qṟib
4 ṣḡiṟ
5 qdim
Exercise 54.j
Somebody says they will, can, etc. do something. Express your surprise about this.
Example
given ka‑netkellem l‑ɛeṟbiya.
you waƚƚah, ka‑tetkellem l‑ɛeṟbiya? ɛžib!
1 ḡadi nešri télévizyun ždid.

2 ta-neɛṟef b́b́a-k.
3 ḡa-ndir ŧ-ŧažin u s-seksu be-z-žuž.
4 bḡit nebni đaṟ ždida.
5 ḡadi netɛellem l-ingliziya.
6 bḡit nɛawn-ek.
7 ma-ka-neɛṟef-š ašnu huwa ŧ-ŧažin.
8 mṟat-i ma-ta-tetqen-š l-ingliziya.
9 had đ-đaṟ ṣ-ṣḡiṟa ɛažba-ni.
Exercise 54.k
Somebody shows you something saying, ‘Look at this . . .’. An attribute is also given.
Express your surprise at the thing presented having that attribute.
Example
given šuf had le‑ktab. (ɛžib)
you ɛžib had le‑ktab!
1 šuf had le-hdiya. (zwin)

2 šuf had l-kebbuŧ. (ṟxiṣ)
3 šuf had l-meŧɛem. (mezyan)
4 šuf had s-stilu. (ḡali)
5 šuf had l-kelb. (kbir)
6 šuf had l-faṟ. (ṣḡiṟ)
Lesson 55
Moroccans in the USA should

learn English
Listen to the story of a Moroccan woman living in the USA. She states it is important
to learn the language of the country one lives in.
le-mḡaṟba lli saknin f-merikan ta-yelqaw l-mašakil hnaya. ana ta-nđenn l-muškil
le-kbir huwa l-luḡa. l-insan lli ta-yeɛṟef l-luḡa ta-yeɛṟef kŭll ši. l-insan lli ma-ta-yeɛṟef-š
l-luḡa ta-yebqa fe-đ-đaṟ bħal ħmaṟ. f-had l-weqt hada, l-insan lli baḡi yexdem f-ši
fabrika, la bŭdd yetqen l-luḡa l-ingliziya. l-‘insan lli ma-ta-yetqen-š l-luḡa l-ingliziya
yebqa fe-đ-đaṟ gales, bla xedma, bla flus, bla walu. l-‘ažanib lli saknin f-merikan
xeṣṣ-hŭm yetɛellmu l-luḡa l-ingliziya baš yemken l-hŭm yħellu l-mašakil dyal-hŭm.
ana fe-l-lewwel kŭnt ta-neqṟa ɛend waħed le-mṟa merikaniya. haḱda ža-ni sahel šwiya
baš nefhem l-luḡa l-ingliziya. ‘amma d-drari dyal-i, huma ta-yeqṟaw l-ingliziya
fe-l-međṟaṣa. ħetta ana kŭnt ta-neqṟa f-waħed l-međṟaṣa. n-nas le-ḱbaṟ ta-yetɛellmu
l-ingliziya fe-l-fabrikat fayn ta-yxedmu. ħit ta-yxedmu mɛa l-merikaniyin fe-blaṣa
weħda u haḱda ta-yetɛellmu l-luḡa. wella ta-yetɛellmu-ha fe-z-zenqa wella fe l-ħanut.
Vocabulary
(ta-)yelqaw they meet, encounter; find

mašakil (pl.) problems
(ta-)nđenn belli . . . I think that . . .
l-insan the man
(ta-)yebqa he stays
baḡi wanting
(ta-)yetqen he masters (sometimes also yetqŭn)
l-ingliziya the English language

bla without
xedma work
bla walu without anything, with nothing (lit.: without nothing)
‘ažanib (pl.) foreigners
(ta-)yħellu they solve
kŭnt I was
haḱda as well, also
ža-ni it was for me (lit.: it came to me)
sahel easy
ħit because
blaṣa place
weħda (fem.) one
Explanation
55.a The past tense of the verb √ka/un

Look at the verbs in italics in the sentence below:
1 ana kŭnt ta-neqṟa ɛend waħed le-mṟa merikaniya.
Compare the verb form kŭnt to qŭlt in Lesson 54.b. Below are a few more sentences
containing past tense verb forms of √qa/u l and √ka/u n. Do they match what you learnt
in Lesson 54.b?
2 ṟ-ṟažel qal: xeṣṣ-ek teqṟa l-ɛeṟbiya l-fuṣħa.

3 -i qalet l-i: xeṣṣ-ek tebqa fe-đ-đaṟ.
4 nta, dima kŭnti ta-teqṟa mezyan.
5 s-simana kŭll-ha kŭnt mṟiđ.
6 b́b́a, n-nhaṟ kŭll-u kan naɛes.
Lesson 55  Moroccans in the USA should learn English 299
As expected, the short vowel ŭ appears in all first and second persons singular and
plural (ana, nta, nti, ħna, ntuma).
(ana) kŭnt qŭlt

(nta) kŭnti qŭlti
(nti) kŭnti qŭlti
(ħna) kŭnna qŭlna
(ntuma) kŭntiw (kŭntu) qŭltiw (qŭltu)
But the third person, both masculine and feminine, singular and plural, have the vowel
a, with no suffix in the he-form, the suffix –et in the she-form and the suffix ‑u in
the they-form:
(huwa) kan qal

(hiya) kanet qalet
(huma) kanu qalu
So the vowel a from the root notation (√ka/u n) only appears in the third person forms
(huwa, hiya, huma).
The full conjugation of these two verbs in the present tense is:
ana kŭnt qŭlt

nta kŭnti qŭlti
nti kŭnti qŭlti
huwa kan qal
hiya kanet qalet
ħna kŭnna qŭlna
ntuma kŭntiw/-tu qŭltiw/-tu
huma kanu qalu
In Sentences 1 and 4 you can see a form of the verb kan (√ka/u n) followed by another
verb in the present tense. In these cases kan is an auxiliary verb. This will be elabo-
rated on in Lesson 55.b.
Sentences 5 and 6 show another function of kan in the past tense: here it is a
copula connecting subject and predicate. Earlier you have learnt that Moroccan
doesn’t have a copula like English ‘to be’. But that is only partially true. In the past
tense Moroccan does have the copula ‘to be’: the verb √ka/u n.
A general observation about the past tense in Moroccan: the past tense in Moroccan
is used to express an action that has happened but has finished at the moment of
speaking. However, there is a difference between verbs describing a short-term action,
like ‘to see’ and ‘to eat’, and verbs that describe longer-term actions or situations, like
‘to know’ or ‘to be able to’.
If a Moroccan verb describing a short-term action is in the past tense, it expresses the
occurrence of that action:
šaf he saw
qal he said
If a Moroccan verb describing a longer-term action or situation is in the past tense, it

only describes the start of that action or situation:
gles not: he sat, but: he sat down
Exercises a, b, c and d deal with this
55.b A continuous or repeated action in the past

Look at these sentences:
1 ana kŭnt ta-neqṟa ɛend waħed le-mṟa merikaniya.
If you regularly did something, were used to doing something or did something for
a longer continuous period of time, this is expressed with the verb kan in the past
tense followed by another verb in the present tense. An example is Sentence 1, which
means: I used to study with a American woman.
Some more examples:
7 kŭnt ta-nđenn baš neqṟa l-ɛeṟbiya. I thought about studying Arabic.
8 ṟažl-i kan ta-yexdem mɛa l-bulis. My husband worked for the police.
9 beɛđ l-meṟṟat kŭnt ta-netkellem I spoke to that woman a few times.
mɛa dik le-mṟa.

Some more examples:
10 kŭnt ta-nemši l-l-meḡrib. I used to go to Morocco.

11 waš kŭnti ta-tħell l-mašakil dyal-hŭm? Did you use to solve their problems?
12 b́b́a kan ta-yžib mɛa-h le-hdiyat. Father used to bring gifts.
It depends on the context whether ‘repeatedly’, ‘usually’ or ‘for a longer time’ applies
in a sentence. Sometimes there are several possibilities and you need to look at the
context to decide which applies.
55.c Present tense of verbs with identical second and third radicals
Look at the verbs in the following sentences:
15 ana ta-nđenn l-muškil le-kbir huwa l-luḡa.

16 ta-yxeṣṣ-hŭm yetɛellmu l-luḡa l-ingliziya baš yemken l-hŭm yħellu l-mašakil
dyal-hŭm.
The roots of the two verbs in italics are √đnn and √ħll respectively. In both roots the
second and third radicals are the same. The conjugation of this type of verb in the pres-
ent tense is different from the verbs with 3 different radicals (of the type √kteb). First
go back to Lesson 45.c where we talked about the conjugation of this latter type of verb.
The prefixes and suffixes for this new type are the same as for the old type:
nħll nħllu
tħll tħllu
tħlli yħllu
yħll
tħll
Now you need to add the unstable vowels e, but these are not allowed to be entered
between the second and the third (identical) radicals. This makes the following grid:
(ana) ta-nħell (ħna) ta-nħellu

(nta) tħell (ntuma) tħellu
(nti) tħelli (huma) yħellu
(huwa) yħell
(hiya) tħell
Now write down the conjugation of the verb with the stem √đnn = to think.60
Some other verb stems of this type are:
√dqq to knock
√sdd to close
√šdd to take, to grab (and for some speakers ‘to close’ as well)
√xṣṣ to be necessary (of this verb only the ‘he-form’ exists)
√kbb to pour
√ħkk to scratch
Exercises h, i and j deal with this.
Exercises
Exercise 55.a
Below are 6 statements about today. Give
this statement in the past tense by stating that the same thing applied to you yesterday.
today = l‑yum * yesterday = l‑bareħ
Example
given l‑yum faŧima mṟiđa.

you ħetta ana kŭnt mṟiđ(a) l‑bareħ.
1 l-yum d-drari feṟħanin.

2 l-yum b́b́a ɛeyyan.
3 l-yum xu-ya naɛes n-nhaṟ kŭll-u, huwa mṟiđ šwiya.
4 l-yum -i ħzina, b́b́a mṟiđ.
5 l-yum bent-i ɛeyyana bezzaf.
6 l-yum l-ažanib kŭll-hŭm feṟħanin.
Exercise 55.b
Below are 6 statements in the present tense. State that in the past (= men qbel) the
opposite was true.
Example
given n‑ngalza nas xaybin.
you men qbel kanu nas mezyanin.
1 dak ṟ-ṟažel ta-yqul: xeṣṣ-ek teqṟa l-ɛeṟbiya l-fuṣħa.

2 nta dima ta-tkun feṟħan.
3 l-yum l-xŭđṟa ḡalya bezzaf.
4 le-blaṣa dyal b́b́a-k xawya.
5 b́b́a-k ḡadi yqul l-ek baš teqṟa mezyan.
6 le-mḡaṟba nas feṟħanin.
Exercise 55.c
On the tape somebody asks a question concerning yesterday.
(fayn kŭnti l‑bareħ?)
Answer this question using the information given in English. A second question will
ask you if that was really the case (waš kŭnti . . . be‑ṣ‑ṣeħħ?). Answer that it was
(iyeh, kŭnt . . . be‑ṣ‑ṣeħħ!).
Example
question 1 fayn kŭnti l‑bareħ? (at home)
you l‑bareħ kŭnt fe‑đ‑đaṟ.
question 2 waš kŭnti fe‑đ‑đaṟ be‑ṣ‑ṣeħħ?
you iyeh, kŭnt fe‑đ‑daṟ be‑ṣ‑ṣeħħ!
1 waš kŭntiw mṟađ kŭll-kŭm l-bareħ a d-drari? (yes)

2 b́b́a-k, waš kan fe-l-fabrika l-bareħ? (yes)
3 fayn kŭnti naɛes l-bareħ? (outside)

4 waš kŭnti fe-l-međṟaṣa l-bareħ? (yes)
5 fayn kŭnti l-bareħ a dris? (at home)
6 fayn kŭntiw l-bareħ? (at the university)
Exercise 55.d
Somebody states they have said something to somebody else.
Ask if they really said that.
Example
statement qŭlt l‑faŧima: xeṣṣ‑ek tħelli l‑muškil dyal‑i.
you waš qŭlti l‑ha hada be‑ṣ‑ṣeħħ?
1 qŭlt le-ħmed: l-ɛeṟbiya luḡa sahla.

2 qŭlt l-ɛayša: ma-xeṣṣ-ek-š tebqay galsa fe-đ-đaṟ.
3 qŭlt le-b́b́a: l-ingliziya luḡa sahla, la bŭdd tetɛellem-ha.
4 qŭlt le-ẋt-i: aži mɛa-ya l-l-međṟaṣa.
Exercise 55.e
Somebody tells you that they used to do certain things. Respond by saying that you
used to do that as well in the past (men qbel).
Example
given dima ta‑nemši le‑s‑suq.
you men qbel ħetta ana kŭnt ta‑nemši le‑s‑suq.
1 ta-netkellem bezzaf mɛa ž-žiran dyal-i.

2 dima ta-nħell l-mašakil dyal-i.
3 ta-neqṟa l-ɛeṟbiya fe-l- žamḭɛa.
4 ta-nexdem fe-blaṣa weħda mɛa n-ngalza.
5 dima ta-nemši l-l-buṣŧa fe-ṣ-ṣbaħ.
6 kŭll ṣbaħ ta-nešṟeb waħed l-ḡŭṟṟaf dyal le-ħlib.

7 dima ta-nelqa b́b́a fe-s-suq.
8 kŭll nhaṟ ka-nemši nšuf l-qađi.
Exercise 55.f
Somebody tells you they do something regularly. Respond by saying that you used to
do the same thing daily, all the time, sometimes, etc. How often you did it is indicated
within brackets.
simana = week
Example
given ta‑nɛawen l‑ažanib meṟṟa fe‑s‑simana. (kŭll yum)
you men qbel (ana) kŭnt ta‑nɛawen l‑ažanib kŭll yum.
1 beɛđ l-meṟṟat ta-ndir l-ħut fe-ŧ-ŧažin. (dima)

2 dima ta-nḡeslu yeddi-na qbel le-ḡda. (beɛđ l-meṟṟat)
3 ta-netkellem mɛa le-mḡaṟba bezzaf. (ḡir šwiya)
4 bezzaf de-l-meṟṟat ta-nešṟeb atay mɛa ž-žiran. (beɛđ l-meṟṟat)
5 kŭll yum ta-nŧeyyeb s-seksu le-đ-đyaf. (beɛđ l-meṟṟat)
6 beɛđ l-meṟṟat ta-nešṟeb l-qehwa mɛa mul đ-đaṟ. (ḡir ši meṟṟa)
Exercise 55.g
Below are a few activities you used to do or will do in the future.
Use this information to answer the questions.
past (l‑mađi) future (l‑musteqbel)

read Arabic books learn Arabic
help Moroccans solve own problems
learn French study at university
Example
question waš ši meṟṟa ta‑teqṟa le‑ktub dyal l‑ɛeṟbiya?
you men qbel kŭnt ta‑neqṟa le‑ktub dyal l‑ɛeṟbiya.
1 waš beɛđ l-meṟṟat ka-tɛawen le-mḡaṟba?

2 waš daba ta-teqṟa fe-l- žamḭɛa?
3 waš ta-teqṟa le-fṟanṣawiya fe-l-međṟaṣa?
4 waš dima ta-tħell l-mašakil dyal-ek?
5 waš ta-teqṟa le-ktub dyal l-ɛeṟbiya beɛđ l-meṟṟat?
6 waš ta-teɛṟef tekteb l-ɛeṟbiya?
Exercise 55.h
Complete the grid below.
In each row, give verb forms from one root. All verb forms are in the present tense.
stem
________ ana ta-nħell hiya ________ ntuma ________
________ huwa ________ huma ta-ydeqqu nta ________
________ ħna ta-nšeddu nti ________ hiya ________
________ huwa ________ huma ________ ħna ta-nkebbu
√sdd nti ________ hiya ________ ntuma ________
Exercise 55.i
Choose verb forms from the list a to l below to complete the sentences. There are a
few verb forms too many.
a ka-nđenn e tħellu i nħell

b nšedd f seddu j ka-tdeqq
c ysedd g ka-tđenn k ka-tħellu
d tħelli h ta-yxeṣṣ-ek l nħellu
1 xeṣṣ-kŭm ________ l-mašakil dyal-kŭm.

2 ƚƚah yxelli-kŭm ________ l-bab!
3 a le-mṟa, xeṣṣ-ek ________ l-mašakil dyal d-drari dyal-ek.
4 ɛlaš l-bulis ḡadi ________ l- žamḭɛa?
5 ma-________-š ašnu ________ nta a xu-ya.

6 ɛlaš ________ fe-l-bab a sidi? daba ḡadi ________ l-ħanut u ḡedda fe-ṣ-ṣbaħ
ḡadi ________-u.
7 ________ tɛawen-ni f-had l-muškil.
Exercise 55.j
Complete each sentence with forms of one verb. Choose from the verbs with stems:
√ħll, √sdd, √šdd, √đnn, √dqq, √kbb
1 men feđl-ek, ________ l-bab a ħmed. ana ḡadi ________ s-sražem, baš yebqa
l-bit sxun.
2 ________ had s-swaret a faŧima, waš ta-yemken l-ek ________ ħetta š-škara?
3 fe-l-lewwel xeṣṣ-ek ________ fe-l-bab. n-nas kŭll-hŭm ________ fe-l-biban
qbel ma (= before) ydexlu.
4 le-mḡaṟba kŭll-hŭm ________ belli (= that) le-mđaṟeṣ l-ingliziya ma-ši mezyana
bezzaf. ana ma- ________ -š hada.
5 mul l-feṟṟan ________ l-ħanut dyal-u fe-s-sebɛa de-ṣ-ṣbaħ. ħna kŭnna ________
l-ħanut fe-t-tesɛud, daba xu-ya ________ -ha fe-t-tmenya.
6 ana ḡadi ________ l-ek atay. waš yemken l-i ________ -u fe-l-ḡŭṟṟaf,
ma-kaynin-š l-kisan.
Lesson 56
In Morocco we speak Arabic,

Berber and French
An Englishman asks a Moroccan to explain the language situation in Morocco.
Englishman smeħ l-i a sidi, bḡit nsewwl-ek, šħal men luḡa kayna fe-l-meḡrib?
Moroccan fe-l-meḡrib kayna l-ɛeṟbiya u men beɛd kayna š-šelħa u
le-fṟanṣawiya, walakin l-ɛeṟbiya fi-ha žuž de-š-škal, l-ɛeṟbiya
d-dariža u l-ɛeṟbiya l-fuṣħa. š-šelħa fi-ha tlata de-š-škal: š-šelħa
dyal r-rif; ta-yetkellmu bi-ha r-rifiyin. tŭmma kayna š-šelħa dyal
l-aŧƚeṣ; ta-yetkellmu bi-ha n-nas lli saknin fe-l-aŧƚeṣ, u kayna
š-šelħa s-susiya; ta-yetkellmu bi-ha n-nas lli saknin fe-s-sus. mɛa
l-’asaf ma-ta-yetkellmu-š n-nas kŭll-hŭm l-ɛeṟbiya ɛend-na
fe-l-meḡrib. n-nas lli ma-qaṟyin-š ma-ta-yfehmu-š l-ɛeṟbiya
l-fuṣħa.
Englishman iden fe-l-meḡrib kayen l-feṟq ma-bin n-nas lli ta-yetkellmu
l-ɛeṟbiya u n-nas lli ta-yetkellmu š-šelħa.
Moroccan ana ma-mettafeq-š mɛa-k. ħna kŭll-na mḡaṟba, šeɛb l-meḡrib šeɛb
waħed, ɛend-na luḡa weħda lli hiya l-ɛeṟbiya l-fuṣħa. l-ɛeṟbiya
hiya l-lewwla u le-fṟanṣawiya fe-l-makan t-tani beɛd l-ɛeṟbiya.
le-fṟanṣawiya bħal l-ɛeṟbiya, ma-ši n-nas kŭll-hŭm ta-yfehmu-ha.
Vocabulary
šħal men how many (followed by singular)

š-šelħa the Berber language
škal (mv.) forms
r-rif the Rif Mountains
r-rifiyin the Rif Berbers (different plural: rwafa)
Lesson 56  Moroccans speak Arabic, Berber and French 309
tŭmma then
l-aŧƚeṣ the Atlas Mountains
s-susiya the Sous-Berber language
s-sus the Sous region
mɛa l-’asaf unfortunately
qaṟyin (mv.) having learnt
iden so
feṟq difference
ma-bin between
ana ma-mettafeq-š mɛa-k I don’t agree with you
šeɛb people
lewwel ♂, lewwla ♀ first
makan place
beɛd after
daz (ɛla) he passed
ta-yduz (ɛla) he passes
dayez passing
Explanation
56.a Words derived from geographical names

Look at the words in italics in the sentences below:
1 fe-l-meḡrib kayna l-ɛeṟbiya u le-fṟanṣawiya.

2 ta-yetkellmu bi-ha r-rifiyin.
3 u kayna š-šelħa s-susiya.
4 ana meḡribi. (42)
5 ana meḡribiya. (42)
6 l-insan lli ma-ta-yetqen-š l-ingliziya (ḡadi)
yebqa fe-đ-đaṟ gales. (55)
7 l-ɛineb kayen fe-s-suq l-inglizi. (Exercise 51.h)

8 le-brared kaynin fe-l-kuzina l-meḡribiya. (Exercise 51.h)
All words in italics have been derived from geographical names. In Sentences 1, 2, 4,
5 and 6 the words are nouns; in 3, 7 and 8 they are adjectives.
The geographical names they have been derived from are: ɛṟeb, fṟanṣa, r‑rif,
s‑sus, l‑meḡrib, l‑ingliz.
By placing an i after these words (if they end in a consonant) the newly formed
word takes the meaning ‘coming from . . .’ or ‘to be associated with . . .’.This new word
can be a noun or an adjective.
There are two possibilities for geographical names ending in a vowel:
1 The last vowel is replaced by i.

huƚanđa – huƚanđi the Netherlands – Dutch
2 The vowel is replaced by a w which is followed by the ending i.

fṟanṣa – fṟanṣawi France – French
3 The last consonant y and vowel a are eliminated.

aƚmaniya – aƚmani Germany – German
When the words ɛeṟbi, rifi, susi, meḡribi, inglizi, fṟanṣawi are used as adjectives,
they mean ‘Arabic, Rifi, Sousi, Moroccan, English/British, French’.
When used as nouns they mean respectively: ‘Arab, Rifi, Sousi, Moroccan,
Englishman, Frenchman’.
To make these words feminine, i is followed by y, which is followed by the femi-
nine ending a.
This is different than what occurs with ḡali. Do you remember the rule for ḡali?
There the i was replaced by a y: ḡalya.
So the feminine forms are:
ɛeṟbiya, rifiya, susiya, meḡribiya, ingliziya, fṟanṣawiya
These feminine forms can be both adjectives and nouns as well. In addition to that, the
nouns with the definite article can mean ‘the . . . language’ (see Sentences 1 and 6).
l-ɛeṟbiya, le-fṟanṣawiya, l-ingliziya
So ingliziya could mean: 1. English ♀; 2. an English woman; 3. the English language

(in combination with the article, so: l-ingliziya).
Some more of these adjectives and nouns:
l-žaza’ḭr – žaza’ḭri Algerian (also: d-dzayer/dzayri)

tunes – tunsi Tunisian
fas – fasi somebody/something from Fez
đ-đaṟ l-beyđa – beyđawi somebody/something from Casablanca
meṟṟakeš – meṟṟakši somebody/something from Marrakech
meknas – meknasi somebody/something from Meknes
You can’t form an adjective for aŧƚeṣ with the rules above.
Exercises a, b, c and d deal with this.
56.b The active participle

Look at the words in italics in the following sentences:
9 ana saken fe-l-ingliz mɛa mṟat-i. (42)

10 ḡadi yebqa fe-đ-đaṟ gales, bla xedma. (55)
11 kif dayrin a ržal? (exercise 46.e)
12 u kayen n-nas lli ta-yaklu ħetta š-šlađa. (51)
13 had đ-đaṟ ɛažba-ni bezzaf. (48)
14 ana kari waħed đ-đaṟ qṟiba men weṣŧ le-mdina. (49)
15 l-insan lli baḡi yexdem . . . la bŭdd yetqen l-ingliziya. (55)
16 n-nas lli ma-qaṟyin-š ma-ta-yfehmu-š l-ɛeṟbiya l-fuṣħa.
17 mṟat-u baqya sakna fe-l-meḡrib. (Exercise 44.g)
All the words in italics are active participles. As has been stated before, the active par-
ticiple conforms in gender and number to the sentence subject:
ḡadi yebqa fe-đ-đaṟ gales masculine singular

had đ-đaṟ ɛažba-ni feminine singular
kif dayrin d-drari dyal-ek? plural
All active participles shown above can be split into 3 groups according to their pattern:
− 3 consonant radicals: pattern Ⓟkateb: saken, gales, ɛažeb;

− second radical represented by a vowel: pattern Ⓟkayeb: dayer, kayen;
− third radical represented by a vowel: pattern Ⓟkati: kari, baḡi, qaṟi, baqi.
Sentences 9 to 17 above show the active participle as predicate. But an active parti-
ciple can also be an adjective with a noun.
The active participle can also play the role of a verb.This only occurs with a limited
number of verbs. Think about which two semantic aspects the present tense com-
bined with the particle ka‑/ta‑ can have (see Lesson 45.c if necessary).
However, there are a number of verbs that don’t take both semantic aspects. These
are verbs that express movement or a state.
For the movement verbs mša (√mša/i), ža (√ža/i), dxel (√dxl), xrež (√xrž),
daz (√da/uz = pass) and the state verbs nɛes (√nɛs), gles (√gls), lbes (√lbes), sket
(√skt), a present tense with the particle ka‑/ta‑ does not carry the progressive seman-
tic aspect of ‘something that’s happening’ at the moment of speech, but it does carry
the aspect of happening usually/regularly or the start of an action.
To express the progressive semantic aspect for these verbs, you must use the active
participle.
b́b́a ka-yemši l-dak l-qehwa. My father usually goes to that café.

b́b́a maši l-dak l-qehwa. My father is <at this moment> going to that café.
Another example:
d-drari ka-yxeržu men l-međraṣa The children usually leave school

fe-t-tlata at 3 o’clock.
daba d-drari xaržin men l-međraṣa. The children are leaving the school now.
Summarizing:
b́b́a ka‑yegles could mean:
father (usually) sits = state

father (usually) sits down = movement
father is (now) sitting down = movement
b́b́a gales means:
father is sitting (now) = state

Another example:
xu‑ya ka‑yelbes may mean:

my brother (usually) wears = state
my brother (usually) puts on = movement
my brother is (now) putting on = movement
xu‑ya labes means:
my brother is (now) wearing = state
The active participle can be negated by ma‑. . .‑š – the two parts ma‑. . .‑š are
placed around it, like around a verb.
Exercises e, f, g, h and i deal with this.
56.c Long forms of prepositions f-, b- and l-

18 s-sukna fi-ha mezyana. (48)

19 ŧ-ŧažin, fi-h l-xŭđṟa u l-lħem. (43)
20 l-ɛeṟbiya, fi-ha žuž de-š-škal. (46)
21 ta-yetkellmu bi-ha r-rifiyin. (46)
22 qul li-ya, šnu smiyt-ek. (44)
You see the prepositions f‑, b‑ and l‑ are lengthened when followed by a suffix:
fe-đ-đaṟ – fi-ha
be-l-ɛeṟbiya – bi-ha
fi‑, bi‑ and li‑ end in a vowel, so the suffixes take their post-vowel form. So:
fi-ya, bi-ya and not: * fi-i, * bi-i

fi-k, bi-k and not: * fi-ek, * bi-ek
fi-h, bi-h and not: * fi-u, * bi-u
The preposition l‑ (which means ‘at’, ‘for’ or ‘to’) may or may not change into the
lengthened form li‑.
Some speakers will say:
23 ḡa-nŧeyyeb l-kŭm s-seksu.

24 waš had le-ktab l-i?
Other speakers will use the lengthened variant li‑:
23a ḡa-nŧeyyeb li-kŭm s-seksu.

24 waš had le-ktab li-ya?
Exercises j, k and l deal with this.
56.d (Dis)agreeing with someone

The Moroccan in this lesson’s text doesn’t agree with the conclusion the Englishman
reaches. He uses the following expression:
ana ma-mettafeq-š mɛa-k I don’t agree with you.
The word mettafeq is a participle, the negation ma‑. . .‑š is placed around it. As it
is a participle, it also has a feminine and a plural form.
(Dis)agreeing with someone can be expressed in another way as well:
hiya mettafqa mɛa-ya.

ħna ma-mettafqin-š mɛa-kŭm.
ɛend-ek l-ħeqq. You are right. (44)
ma-ɛend-ek-š l-ħeqq. You are wrong.
Exercises m, n and o deal with this.
Exercises
Exercise 56.a
Ask these people whether they speak/understand, etc. the languages given.
English = (l‑luḡa) l‑ingliziya  German = (l‑luḡa) l‑aƚmaniya
Example
given Ahmed, do you speak French?
you a ħmed, waš ka‑tetkellem le‑fṟanṣawiya?
1 xu-ya, do you understand English?

2 žaṟ-i, do you know Arabic?
3 sidi, are you learning Rif Berber?
4 lalla, are you studying German?
5 Moustafa, are you speaking Atlas Berber?
Exercise 56.b
On the map are several towns, in the Atlas, the Rif and the Sous. You’ll read where
some people are from. Repeat this and say that this person is hence (iden) a Rif
Berber or Sous Berber or Atlas Berber. Also say which dialect they speak.
Map of Morocco
Example
given ħmed men agadir
you ħmed men agadir, iden huwa susi u ta‑yetkellem š‑šelħa s‑susiya
given ɛayša men bni mellal

you ɛayša men bni mellal, iden hiya men l‑aŧƚeṣ, u ta‑tetkellem
š‑šelħa dyal‑l‑aŧƚeṣ
1 b́b́a men aƶṟu (Azrou)

2 mṟat-i men l-ħusima (El-Hoceima)
3 žaṟ-i men midelt (Midelt)
4 muṣŧafa men tarudant (Taroudant)
5 layla men wežda (Oujda)
6 dris men n-nađuṟ (Nador)
Exercise 56.c
Say in which country or which group of countries the town and country names
given are. (ḡerbi, ḡerbiya ♀ = western)
Example
given London
you london mdina ingliziya
given fṟanṣa
you fṟanṣa blad ḡerbiya
1 l-žaza’ḭr 4 Oxford
2 đ-đaṟ l-beyđa 5 fas
3 l-ingliz 6 l-meḡrib
Exercise 56.d
A person is said to be from a (Moroccan) town. Make a nominal sentence stating they
are a . . . (man/woman).
Example
given mħemmed saken f‑fas
you iden huwa fasi
1 faŧima sakna fe-đ-đaṟ l-beyđa.

2 mṟat-i men merrakeš.
3 mul đ-đaṟ saken f-meknas.
4 xet mṟat-i sakna f-merrakeš.
5 ɛebdesslam saken fe-đ-đaṟ l-beyđa.
6 b́b́a men fas.
Exercise 56.e
Complete the sentences by adding a suitable active participle.
Example
given b́b́a ________ le‑s‑suq
you b́b́a maši le‑s‑suq.
1 le-bnat ________ fuq le-fraš 3 faŧima ________ ɛel-l-kŭrsi

2 ṟ-ṟžal ________ f-le-qhawi 4 l-quđat ________ fe-l-žamḭɛa
Exercise 56.f
Someone says something about themselves or someone else. Respond by asking how
long this has been going on.
Example
statement ana gales fe‑đ‑đaṟ bla xedma.
you šħal hadi u nta gales daba?
1 xu-ya saken fe-l-ħeyy ž-ždid lli qṟib men weṣŧ le-mdina.

2 l-weld naɛes mɛa le-ħmir ħda đ-đaṟ.
3 l-qađi gales mɛa l-quđat le-ẋṟin fe-l-qehwa.
4 ẋt-i karya waħed s-sukna ɛamṟa be-l-fiṟan.
5 ana labes had ž-žellaba le-qdima.
6 ana qaṟi š-šelħa fe-l-žamḭɛa.
Exercise 56.g
Below are several statements saying someone does something repeatedly/usually.
Respond by stating that the person in question is doing this at the moment (ħetta daba)
as well.
Example
given b́b́a dima ta‑yegles ɛla had l‑futay.
you iyeh, ħetta daba huwa gales ɛli‑h.
1 -i dima ta-tenɛes f-weqt le-ɛša.

2 mul l-kaṟ dima ta-yemši l-fas fe-ṣ-ṣbaħ.
3 b́b́a dima ta-yebqa fe-l-međraṣa ħetta s-setta d-le-ɛšiya.
4 xu-ya dima ta-yexrŭž men l-fabrika fe-l-xemsa d-le-ɛšiya.
5 duk le-mḡaṟba dima ta-ylebsu ž-žlaleb.
6 dak l-weld dima ta-yegles ħda-k fe-l-međraṣa.
7 kŭll nhaṟ l-kaṟ lli ta-yemši le-đ-đaṟ l-beyđa ta-yduz men hna.
Exercise 56.h
You are asked if you do something always/every year/every day/often. Answer you
are only doing it today/this year.
today = l-yum  this year = had l-ɛam hada
Example
question waš dima ta‑tegles beṟṟa fe‑z‑zenqa?
you la, ḡir l‑yum ana gales beṟṟa.
1 waš ntuma dima ta-tneɛsu fe-n-nhaṟ?

2 waš ntuma dima ta-tekriw ŧ-ŧumubilat ž-ždad?
3 waš wlad-ek ta-yemšiw l-l-meḡrib kŭll ɛam?
4 waš nti ta-teqṟay fe-ṣ-ṣbaħ u f-le-ɛšiya?
5 waš bent-ek dima ta-tegles fe-đ-đaṟ bla xedma?
6 waš b́b́a-k ta-yegles fe-l-qehwa kŭll yum?
Exercise 56.i
Make two complete sentences from the sentence constituents given, adding your own
words. In the first sentence use the present tense with the particle ka‑/ta‑ (repeatedly,
usually). In the second sentence use an active participle (happening at this moment).
Make sure the difference in semantic aspect is clear from the two sentences.
Example
given d‑drari / √xrž / men l‑međṟaṣa
you, 1 kŭll nhaṟ d‑drari ta‑yxeržu men l‑međṟaṣa fe‑t‑tlata.
you, 2 šuf, d‑drari xaržin men l‑međṟaṣa
1 le-bnat / √lbs / kbabeŧ buyeđ

2 l-kiran / √mša/i / l-le-mdun le-ẋṟin
3 xu-ya / √skn / f-sukna ždida
4 duk ṟ-ṟžal / √gls / ħda dik ŧ-ŧebla le-bɛida
5 ŧ-ŧbali ž-ždad / √bqa/a / beṟṟa fe-š-šems
6 mul l-ħanut / √da/uz / ɛla had le-blaṣa hadi be-ŧ-ŧumubil dyal-u
Check your sentences with the help of a Moroccan person.
Exercise 56.j
In the sentences below, replace the sentence parts in italics by suffixes. Adapt the
preposition if necessary.
Example
given fe‑đ-đaṟ kaynin tlata d‑le‑byut
you fi‑ha kaynin tlata d‑le‑byut
1 ta-netkellmu be-l-ɛeṟbiya l-fuṣħa.

2 waš ta-yemken l-bent-i tebqa mɛa-na f-had le-blad?
3 tfeđđlu, gelsu ɛla duk le-krasa.
4 qul l-l-ažanib: mreħba bi-kŭm.
5 l-kaṟ dayez ɛel z-zenqa dyal-na.
Exercise 56.k
Stress the sentence parts in italics by placing them at the front of the sentence. Insert
suffixes into the place where they were, after the preposition.
Example
given fe‑l-ɛeṟbiya kaynin žuž de‑š‑škal.
you l‑ɛeṟbiya, fi‑ha (kaynin) žuž de‑š‑škal.
1 ta-netkellem dima be-l-ɛeṟbiya.

2 qŭlt l-ṟažl-i yži ɛend-i.
3 aš ḡadi tešṟi b-had le-flus?
4 fe-l-keskas kayen s-seksu.
5 fe-l-meḡrib, n-nas ta-yfeŧṟu be-l-qehwa.
6 f-had l-ħeyy saknin bezzaf d-le-mḡaṟba.
Exercise 56.l
Insert prepositions and suffixes into the open spaces in the dialogue below. You can
choose from the possibilities placed between brackets.
mħemmed a ħmed, bḡit nqul _______ (l-, li-/-ek) ši ħaža.

ħmed aš bḡiti tqul _________ (li-, l-/-ya, -i) a xu-ya?
mħemmed fe-l-meḡrib kayen ši muškil kbir.
ħmed la, l-meḡrib, ma- _____________ (f-, fi-/-h, -u)-š l-mašakil.
mħemmed iyeh, kayen l-muškil dyal l-luḡa.
ħmed l-luḡa dyal-na, aš men muškil ___________ (f-, fi-/-ha, -h)?
mħemmed l-meḡrib, ta-telqa __________ (fi-,f-/-ha, -h) bezzaf de-l-luḡat.
ħmed blad-na, ta-telqa ___________ (f-, fi-/-u, -ha) luḡa weħda, hiya
l-ɛeṟbiya, u lehža weħda, hiya š-šelħa.
mħemmed la, nsiti (= you forget) ši ħaža, l-ɛeṟbiya d-dariža, ta-nheđṟu
______________ (b-, bi-/-u, -ha) fe-đ-đaṟ u le-fṟanṣawiya, ta-
yetkellmu ________ (b-, bi-/-u, -ha) fe-ṣ-ṣuluŧat (= the government
agencies).
Exercise 56.m
Respond to the following statements by saying that the speaker is right or wrong.This
is indicated by + or –.
Example
given l‑ingliziya luḡa sahla! –
you ma‑ɛend‑ek‑š l‑ħeqq, hiya ma‑ši luḡa sahla.
1 f-had l-ħeyy đ-đyuṟ ṟxaṣ bezzaf. +

2 l-kanadiyin kŭll-hŭm ta-yebḡiw l-ažanib. –
3 le-mṟa dyal-u ɛažba-ha đ-đaṟ bezzaf. +
4 xeṣṣ-ek tdir ŧ-ŧenžṟa fuq l-keskas. –
5 le-mḡaṟba ta-yšeṟbu atay n-nhaṟ kŭll-u. +
Exercise 56.n
Respond to the following statements by saying that you agree or don’t agree. Use
your own judgement.
1 r-rifiyin ma-ta-yɛeṟfu-š l-ɛeṟbiya.

2 kŭll ši le-mḡaṟba ta-yteqnu le-fṟanṣawiya.
3 l-kanadiyin, kŭll-hŭm ta-yetkellmu l-ɛeṟbiya.
4 kaynin beɛđ le-mḡaṟba lli ta-yetkellmu l-ingliziya mezyan.
5 le-mḡaṟba lli saknin fe-đ-đaṟ l-beyđa ta-yetkellmu ḡir l-ɛeṟbiya.
6 s-susiyin ta-yfehmu š-šelħa r-rifiya.
7 n-nas lli saknin fe-r-rif ma-qaṟyin-š.
8 fe-l-meḡrib n-nas kŭll-hŭm ta-yketbu be-š-šelħa wella be-d-dariža.
Exercise 56.o
Respond to the statements given by stating that you do or do not agree. This is indi-
cated by + or –. If you do agree, you repeat the statement and even intensify it by
using bezzaf.
Example
given l‑meḡrib blad mezyana. +
you ana mettafeq mɛa‑k, l‑meḡrib blad mezyana bezzaf!
If you don’t agree with the statement, deny it or state the opposite.
Example
given le‑mḡaṟba ta‑yšeṟbu l‑qehwa bezzaf –
you ana ma‑mettafeq‑š mɛa‑kŭm, le‑mḡaṟba ma‑ta‑yšeṟbu‑š
l‑qehwa bezzaf.
1 n-nas f-merikan ta-yaklu l-lħem bezzaf. –
2 had s-sukna dyal-i kif walu. +
3 l-’ažanib ta-ydiru ḡir l-xedma lli xayba. +
4 f-merikan kayna l-xedma bezzaf. –
5 s-sukna f-merikan xayba šwiya. +
6 r-rifiyin ma-ta-yɛeṟfu-š l-ɛeṟbiya. –
Education
Lesson 57
A history lesson in a Moroccan

classroom
Listen to the lesson in a Moroccan classroom. The teacher discusses Morocco’s recent
history with the pupils.
Teacher l-bareħ tkellemna ɛla tarix blad-na. l-yum ḡadi nzidu netkellmu ɛli-h.
škun fi-kŭm lli ɛaṟef fuq-aš steɛmeṟat fṟanṣa blad-na?
Pupil 1 fṟanṣa dexlat l-l-meḡrib f-ɛam alef u tesɛ mya u setta.
Teacher hada ma-ši ṣħiħ, ḡleŧti. škun fi-kŭm lli ɛaṟef? a dris waš teqđeṟ tqul
l-na fuq-aš dexlat fṟanṣa l-l-meḡrib?
Pupil 2 la, smeħ l-i a l-muɛellim, nsit.
Teacher dexlat fṟanṣa testeɛmeṟ blad-na f-ɛam alef u tesɛ mya u ŧnaš. u nta a
ħmed, šħal bqaw le-fṟanṣawiyin fe-blad-na?
Pupil 3 nsit baš neqṟa fe-đ-đaṟ đ-đeṟṣ dyal t-tarix a l-muɛellim.
Teacher xrŭž beṟṟa, ḡedda xeṣṣ-ek tkun ħafeđ đ-đeṟṣ. u nti a ɛayša, waš ɛṟefti
šħal bqaw?
Pupil 4 ta-nđenn bqaw teqriben xemsa u ṟebɛin sana.
Teacher ṣħiħ, ħeṣṣelna ɛel l-istiqlal f-’alef u tesɛ mya u setta u xemsin, iden
bqaw fe-blad-na teqriben xemsa u ṟebɛin sana. ana baqi ɛaqel ɛel
n-nhaṟ lli xeržu le-fṟanṣawiyin, kŭnna feṟħanin bezzaf. waš ɛṟeftiw
škun lli kan malik ħin ħeṣṣelna ɛel l-istiqlal?
Pupil 5 l-malik lli kan f-dak l-weqt huwa mħemmed l-xamḭs, ƚƚah yreħm-u.
teacher u f-aš men ɛam mat?
Pupil 1 mat f-ɛam alef u tesɛ mya u settin.
Teacher la, ma-ši ṣħiħ, ɛawed-tani ḡleŧti, mat f-’alef u tesɛ mya u tnayn u
settin. fayn kanu wedni-k fe-l-weqt lli kŭnna ka-netkellmu ɛel t-tarix?
Lesson 57  A history lesson in a Moroccan classroom 325
In reality, people will try to speak Modern Standard Arabic as much as possible at
school. History is an appropriate subject for that. But sometimes Moroccan is spoken
in class as well.
Vocabulary
l-bareħ yesterday
l-yum today
tkellemna ɛla (√klm)† we talked about
tarix history
steɛmṟat colonised
nzidu (√za/id) we continue
ɛaṟef (√ɛrf) knows (lit.: knowing)
fuq-aš when
alef u tesɛ mya u setta one thousand nine hundred and six (1906)
ṣħiħ correct
ḡleŧti (√ḡlŧ) you were wrong
muɛellim (√ɛlm) teacher
nsit (√nsa/a) I forgot
bqaw (√bqa/a) they stayed
đ-đeṟṣ the lesson
ħafeđ (√ħfđ) knowing (remembering)
ɛṟefti (√ɛṟf) did you know
teqriben approximately
ħeṣṣelna ɛla (√ħṣl) we got
istiqlal independence
baqi (√bqa/a) still
ɛaqel (√ɛql) remember (lit.: remembering)
ɛṟeftiw (√ɛṟf) did you know
malik king
xamḭs fifth
326 Education
ƚƚah yreħm-u God rest his soul

mat (√ma/ut) he died
ɛawed-tani again, for the second time
wedni-k your ears
†
From this point on the vocabulary will list roots for verbs and active or passive participles.
This doesn’t mean that words like nouns and adjectives aren’t derived from roots, but it’s not
really important to list the root for those categories.
Explanation
57.a The past tense of verbs with 3 consonant radicals

In this lesson’s text you saw the following past tense verb forms:
tkellemna, dexlat, ḡleŧti, heṣṣelna, xeržu, ɛṟefti, ɛṟeftiw.
You also saw nsit and bqaw. We won’t discuss those last two now, because they are
past tense forms of weak verbs.
Here we will talk about the past tense of the verbs which have 3 consonant radicals.
The past tense is formed with suffixes. This is different from the present tense,
which has prefixes, and only sometimes suffixes in addition to those.
You have seen the complete set of suffixes when we talked about the past tense of
the verb from the root √ka/un in Lesson 55.
The personal suffixes for the past tense are: ‑t, ‑ti, ‑ti, ‑et, ‑na, ‑tiw/‑tu, ‑u.
These suffixes can also be put after the 3 radicals k, t and b, but then you have to insert
instable vowel e. So the complete conjugation of the past tense of √ktb would be:
ktebt ktebna
ktebti ktebtiw/ktebtu
ktebti ketbu
kteb
ketbet
In Lessons 55.a and b we spoke about the meaning of past tense in Moroccan. Read
those sections again and then think about what the sentences below may mean.
1 fe-ṣ-ṣbaħ lbest žellabt-i ž-ždida u xrežt l-beṟṟa.

2 b́b́a gles ɛel-l-kŭrsi u šṟeb waħed l-kas dyal atay.
3 l-malik mat f-ɛam alef u tesɛ mya u settin.

4 l-meḡrib ħeṣṣel ɛel l-istiqlal f-ɛam alef u tesɛ mya u setta u xemsin.
5 l-bareħ tkellemt mɛa-h ɛel l-muškil dyal-u.
Ending ‑et for ‘she’ is pronounced by some speakers as ‑at: ketbat instead of ketbet,
ɛeṟfat instead of ɛeṟfet. This does not apply to hollow verbs however, so not * kanat
and not * qalat, but kanet and qalet.
Denying a verb in the past tense is simply done by placing ma‑. . .‑š around the
verb in the past tense:
ma-ktebt-š, ma-ɛṟefti-š.
Exercises a, b, c, d and e deal with this.
57.b Past tense with present meaning

In this lesson’s text some verbs were in the past tense which you might have thought
should be in the present. Try to find them before you read on.
We are talking about the verbs ḡleŧti, ɛṟefti, ɛṟeftiw.
We’ve encountered this before:
6 smeħ l-i, ma-fhemt-ek-š (44)
The verb to see (root √ša/uf) is also used by many speakers in the past tense when
they mean a present tense.
7 waš šefti dak ṟ-ṟažel? Do you see that man?
In each of these cases the meaning is present, even though the verb is in the past tense.
In Moroccan this usually occurs with sensory verbs (to see, to hear, etc.) or verbs like
to know, to think, to believe, etc.
This occurs in English as well, e.g.
Did you know it’s only a 3-hour flight to Morocco?
Exercises f and g deal with this.
57.c Correcting a wrong answer

In this lesson’s text pupils sometimes give a wrong answer. The teacher responds to
this by saying:
8 hada ma-ši ṣħiħ, ḡleŧti.

9 la, ma-ši ṣħiħ, ɛawed-tani ḡleŧti.
328 Education
Both responses are kind of double. First the teacher says that something isn’t true
(ma‑ši ṣħiħ), and then he says that the pupil who answered was wrong (ḡleŧti). Stating
only one of the two would have sufficed as well.
The same two elements could also be used the other way round:
10 ḡleŧti, ma-ši ṣħiħ.
This of course can be followed by the correct answer. No special words or expressions
are needed for that.
incorrect answer 11 mat f-ɛam alef u tesɛ mya u settin.

correct answer 12 ma-ši ṣħiħ, mat f-ɛam alef u tesɛ mya u settin.
You could also deny the wrong part of the answer first.
incorrect answer 11 mat f-ɛam alef u tesɛ mya u settin.

correct answer 12’ la, ma-ši f-ɛam 1960, walakin f-ɛam 1961.
Exercises h, i and j deal with this.
57.d Remembering and forgetting

In this lesson’s text pupils use two ways to express that they have forgotten something.
Find those before you read on.
In the first case a pupil only uses the word nsit† = I forgot
nsit is a past tense verb form.
†
So there is a simple and short way to state that you forgot something: you use
nsit = I forgot, without mentioning the thing you forgot (the object).
In the second case the object is mentioned in a subordinate clause.
13 nsit baš neqṟa đ-đeṟṣ I forgot to learn the lesson.
The object could consist of a noun, or a suffix, or of baš followed by a subordinate

clause. baš is always followed by a present tense form without the particle ka‑/ta‑.
14 nsit le-ktab dyal-i.
15 nsit-u.
16 nsit baš nžib le-ktab dyal-i.
Of course you can always apologise for forgetting something.

In this lesson’s text the teacher says he still remembers a certain event. Find it in
the text. He says:
17 ana baqi ɛaqel ɛel n-nhaṟ lli xeržu le fṟanṣawiyin.
Here you see an active participle and the preposition ɛel. baqi means ‘still’. So
Sentence 17 means: ‘I still remember the day the French left.’
It’s not essential to say baqi when you use ɛaqel. In the questions below baqi
isn’t used.
18 a ħmed, waš nta ɛaqel ɛel n-nhaṟ lli ħeṣṣelna ɛel l-istiqlal?
19 a faŧima, waš nti ɛaqla ɛel l-muɛellem lli kan ta-yeqeṟṟi-na fe-l-međṟaṣa?
ħafeđ can be mentioned here as well. In the text you heard:
20 ḡedda xeṣṣ-ek tkun ħafeđ đ-đeṟṣ
ħafeđ means remembering something after you have learnt it.
Exercises k, l and m deal with this.
57.e Being able to do something

Look at the sentence below from this lesson’s text.
21 a dris, waš teqđeṟ tqul l-na fuq-aš dexlat fṟanṣa l-l-meḡrib?
The teacher asks a pupil ‘. . . can you tell us . . .’.

Instead of saying nsit, the pupil could also have said:
22 la, smeħ l-i a l-muɛellim, ma-neqđeṟ-š I can’t.
You have seen the expression ma‑neqđeṟ‑š before, in Lesson 46, to decline an
invitation.
The verb √qđṟ like nsit can be followed by an object clause. Then √qđṟ is followed
by a second verb in the present tense (without the particle ka‑/ta‑) which expresses
what the speaker can’t do. So the answer to Question 21 could also have been:
23 la, smeħ l-i a l-muɛellim, ma-neqđeṟ-š nqul l-kŭm fuq-aš dexlat fṟanṣa l-l-meḡrib.
And if someone asks you to go with them to their house you could decline with a
full sentence like this:
330 Education
24 la, smeħ l-i a ħmed, ma-neqđeṟ-š nži mɛa-k.
Of course you can also use √qđṟ to say that you can do something. You will often
repeat a part of the question:
25 a ħmed, waš teqđeṟ tɛawen-ni?

iyeh, neqđeṟ nɛawen-ek.
You can also simply answer OK: waxxa.
Exercises n, o and p deal with this.
Exercises
Exercise 57.a
Complete the answers, following the statements given for each section.
Example
given ħmed kteb smiyt‑u fe‑l‑weṟqa.
given u b́b́a‑k? ħetta b́b́a __________________.
you ħetta b́b́a kteb smiyt‑u fe‑l‑weṟqa.
given u nta? ana, ma‑________‑š __________________.
you ana, ma‑ktebt‑š smiyt‑i fe‑l‑weṟqa.
1 dris ħfeđ đ-đeṟṣ dyal t-tarix.

u faŧima? ħetta faŧima ________________________.
u d-drari le-ẋrin? d-drari le-ẋrin __________________.
u nti? ana ma-________-š ________________.
2 layla ɛeṟfet fuq-aš mat l-malik?
u -ek? -i ma-__________-š ______________.
u b́b́a-k? b́b́a ______________________________.
u wlad-ek? wlad-i, ħetta ______ ma-_____________-š ________.
3 b́b́a ḡlet ħin (= when) tkellem ɛel t-tarix.
u ntuma? ħetta ħna ____________________________.
u ana? nta, ma-_________-š __________________.
u l-muɛellim? l-muɛellim, ħetta ______ ma-______-š ________.
4 l-meḡrib ħeṣṣel ɛel l-istiqlal f-ɛam 1956.

u l-žaza’ḭr? l-žaza’ḭr ma-__________-š ___________.
u fṟanṣa? ħetta fṟanṣa ma-__________-š __________.
u le-mḡaṟba? le-mḡaṟba _________________________.
5 b́b́a tɛellem l-ɛeṟbiya fe-l-međṟaṣa.
u nta? ana ma-_______-š _________________________.
u xu-k? xu-ya, ħetta ____________________________.
u ẋt-ek? ẋt-i, ma-___________-š _______________.
Exercise 57.b
Make the sentences complete by adding a suitable verb form from the list below
(there are a few verb forms too many).
a qŭlt d tkellem g ħeṣṣlu j ħeṣṣlat

b mat e xrežt h ṟežɛu k ḡleŧti
c tkellemna f ḡleŧt i qal l tkellemt
Example
given l‑bareħ _____________ mɛa l‑muɛellim dyal‑weld‑i.
you l‑bareħ tkellemt mɛa l‑muɛellim dyal weld‑i.
1 hadi telt snin baš __________ men l-žamḭɛa.

2 l-bareħ ______________ l-muɛellim mɛa d-drari ɛel t-tarix.
3 b́b́a u -i _________ l-l-meḡrib f-ɛam 1990.
4 smeħ l-i a sidi, __________ dak š-ši lli ________ l-ek ma-ši ṣħiħ.
5 l-malik mħemmed l-xamḭs ____________ f-ɛam 1960.
6 a d-drari, l-bareħ _____________ ɛel tarix blad-na.
7 l-žaza’ḭr (= fem.) ____________ ɛel l-istiqlal f-ɛam 1962.
Exercise 57.c
Change the sentences below to past tense. Use the temporal adjunct given in English.
in the past = men qbel
332 Education
Example
given ḡadi nexrŭž men l‑međṟaṣa (yesterday)
you l‑bareħ xrežt men l‑međṟaṣa
1 l-ɛam ž-žay ḡadi nħeṣṣlu ɛel l-istiqlal. (8 years ago)
2 ḡedda b́b́a ḡadi yetkellem mɛa l-muɛellim. (yesterday)
3 fe-l-musteqbel ḡadi neṟžeɛ l-l-meḡrib. (3 years ago)
4 ta-nekteb kŭll ši fe-l-kŭnnaš. (in the past)
5 daba ta-tetɛellem l-ɛeṟbiya. (3 years ago )
6 ma-ta-nfehmu-š dak l-muɛellim. (in the past)
Exercise 57.d
Somebody asks you if you are going to or want to do something. Answer that you
have already done it some time ago. How long ago is indicated in English.
Example
question bḡiti tetɛellem l‑ingliziya? (3 years ago)
you hadi telt snin baš tɛellemt‑ha.†
1 waš ḡadi tehđeṟ mɛa l-muɛellim? (3 days ago)

2 xu-ya ma-ta-yefhem-š kŭll ši. (in the past)
3 waš ḡadi tetkellmu ɛel l-muškil dyal-i? (yesterday)
4 weld-i ta-yexdem bezzaf fe-l-međṟaṣa. (in the past)
5 a faŧima, waš b́b́a-k ḡadi yeṟžeɛ l-l-meḡrib? (4 years ago)
6 waš ntuma ta-tetɛellmu le-fṟanṣawiya fe-l-žamḭɛa? (3 years ago)
†
Moroccan doesn’t have an equivalent for ‘already’. This concept is expressed much less
explicitly in Moroccan than in English.
Exercise 57.e
Someone tells you that he or a third person did something some time ago. Respond
to this using a similar sentence, but using for example a different subject and a different
period. This information is given in English.
Example
given hadi telt snin baš ana dxelt l‑l‑žamḭɛa. (my brother
Muhammad, 6 years ago)
you hadi sett snin baš xu‑ya mħemmed dxel l‑l‑žamḭɛa.
1 hadi ɛešṟin sana baš ħeṣṣelna ɛel l-’istiqlal. (my country, 35 years ago)
2 l-bareħ b́b́a ṟžeɛ l-l-meḡrib. (my father, 3 years ago)
3 hadi telt snin baš tɛellemt nekteb l-ɛeṟbiya. (I, 10 days ago)
4 hadi telt iyyam baš b́b́a tkellem mɛa l-muɛellim. (my eldest brother, yesterday)
5 hadi xems snin baš ɛṟefna ɛa’ḭlt-u. (my father, 10 years ago)
Exercise 57.f
Complete the sentences by filling in a verb form of the root given.The sentences ‘take
place’ in the present, but sometimes you have to use a verb form in the past tense to
get a present-tense meaning.
1 a ħmed, waš ___________ (√ša/uf) dak l-muɛellim u duk d-drari?

2 dak ṟ-ṟažel l-meḡribi qal l-i ši ħaža walakin ma- _______ (√fhm)-u-š.
3 l-muɛellim u d-drari _____________ (√gls) fe-l-bit, _______ (√qṟa/a) f-waħed
le-ktab.
4 ____________ (√ḡlŧ) a weld-i, waš ma-________(√ɛṟf) -š fuq-aš mat l-malik?
5 smeħ l-i a l-muɛellim ___________ (√nsa/a). waš yemken l-i ________ (√ša/uf)
f-le-ktab?
6 a dris, waš ____________ (√ɛṟf) šħal žuž za’id tlata?
Exercise 57.g
Below are 6 statements or questions. Respond by denying what is said and use the
root given, and the note in English.
Example
given ta‑nđenn dak š‑ši lli qŭlti ma‑ši ṣħiħ.(√ḡlŧ, I am right)
you la, ma‑ḡleŧt‑š, ɛend‑i l‑ħeqq.
334 Education
1 waš nta ɛaṟef fuq-aš ħeṣṣelna ɛel l-istiqlal? (√ɛṟf, I forgot)

2 waš šefti dak ṟ-ṟažel, hadak huwa l-muɛellim dyal-i. (√ša/uf, I am reading a book)
3 l-muɛellim qal l-ek tebqa fe-l-međṟaṣa.(√fhm, I don’t know Arabic)
4 ana baqi ɛaqel ɛel n-nhaṟ lli xeržu le-fṟanṣawiyin. (√ɛṟf, I’m still young)
5 waš fhemti ašnu qŭlt l-ek?(√fhm, I am talking with my brother)
6 l-muɛellim qal l-ek ḡleŧti.(√ḡlŧ, I am right)
Exercise 57.h
You hear someone doing sums. If a sum is correct you can state this, and repeat the
sum if you want. If the answer is wrong, you can state that, and give the correct answer
yourself.
In substractions the word naqḭṣ (= minus) is used.
Example
sum 2+6=8
you ṣħiħ, žuž za’id setta ta‑ysawi tmenya
sum 9–6=4
you ma‑ši ṣħiħ, tesɛa naqḭṣ setta ta‑ysawi tlata, ma‑ši ṟebɛa
1 2+3=5
2 4–1=3
3 5–2=4
4 6+2=9
5 8–6=7
6 8+1=9
Exercise 57.i
Below you see a description of a person. Pretend you are that person.
nti ingliziya u hadi telt snin baš dxelti l-l-žamḭɛa. ta-teqṟay l-ɛeṟbiya fe-l-žamḭɛa fe-l-ingliz.
ɛend-ek 28 sana. nti ma-ši mzewwža. fe-l-ɛam ž-žay ḡadi temši l-l-meḡrib baš teqṟay
fe-l-žamḭɛa fe-ṟ-ṟbaŧ. ḡadi tebqay fe-l-meḡrib ɛam waħed. men beɛd ḡadi tṟežɛi l-l-ingliz.
In the sound file you will hear someone asking questions for verification. (ya‑k
means ‘isn’t it?’) If the verifying question is correct, you say this, and repeat it as a
statement. If it is incorrect, you say the speaker is wrong and correct him.
Example
question nti meḡribiya, ya‑k?
you la, ḡleŧti, ana ingliziya.
question ɛend‑ek 28 sana, ya‑k?
you ṣħiħ, ɛend‑i 28 sana.
1 ta-teqṟay le-fṟanṣawiya, ya-k?

2 nti mzewwža, ya-k?
3 ḡadi teqṟay fe-l-meḡrib, ya-k?
4 ḡadi teqṟay fe-đ-đaṟ l-beyđa, ya-k?
5 ḡadi tebqay fe-l-meḡrib telt snin, ya-k?
6 men beɛd ḡadi tṟežɛi l-l-ingliz, ya-k?
Exercise 57.j
The following statements are partly based on this lesson’s text. Listen to the statements
and decide whether they are correct (ṣħiħ) or incorrect (ma‑ši ṣħiħ). If the statement
is correct, you repeat it after ṣħiħ; if it’s incorrect you correct it after ma‑ši ṣħiħ.
1 fṟanṣa dexlat l-l-meḡrib f-ɛam 1920.

2 l-meḡrib ħeṣṣel ɛel l-istiqlal f-ɛam 1956.
3 le-fṟanṣawiyin bqaw fe-l-meḡrib teqriben 70 sana.
4 l-malik lli kan fe-l-weqt lli xeržu le-fṟanṣawiyin huwa ħasan t-tani.
5 l-malik mħemmed l-xamḭs mat fe-l-ɛam lli xeržu le-fṟanṣawiyin.
Exercise 57.k
Find answers from column a to j to the questions from column 1 to 9.
1 a ħmed, waš ɛend-ek l-paṣpuṟ a la, nsit baš netɛellem l-kelmat

dyal-ek? le-fṟanṣawiya.
2 a dris, waš ktebti smiyt-ek fe-l-kunnaš? b la, nsit baš neḡsel-hŭm.
336 Education
3 a layla, waš ɛṟefti šnu hiya međṟaṣa c la, nsit baš nemši l-l-buṣŧa.
be-l-fṟanṣawiya?
d la, nsit-u.
4 a l-muɛellim, waš ɛend-ek le-knaneš e la, nsit-hŭm.
dyal d-drari?
f la, nsit baš nekteb-ha.
5 a mħemmed, waš ɛend-ek žellabt-ek
ž-ždida? g la, nsit baš nžib-ha.
6 a weld-i, waš ḡselti yeddi-k? h la, nsit baš nŧeyyeb-ha.
7 a faŧima, waš ŧeyyebti l-makla? i smeħ l-i, a l-muɛellim, nsit baš

neqṟa đ-đeṟṣ dyal t-tarix.
8 a ħmed, waš ɛṟefti fuq-aš mat
mħemmed l-xamḭs?
9 a -i, waš mšiti l-l-buṣŧa?
Exercise 57.l
Answer the questions asked. + and – indicate whether you should answer positively
or negatively. Use nsit baš . . . in a negative answer.
Example
question a ħmed, waš ħfeđti đ‑đeṟṣ dyal‑t‑tarix? +
you iyeh, ħfeđt‑u.
question a dris, waš tɛellemti l‑kelmat le‑fṟanṣawiya dyal l‑bareħ? –
you la, nsit baš netɛellem‑hŭm.
1 a ɛebd s-slam, waš ktebti smiyt-ek fe-l-kŭnnaš? –

2 a ɛebd ƚƚah, waš ɛṟefti xu-ya? +
3 a xadiža, waš tɛellemti had l-kelmat l-ingliziya? –
4 a ħmed, waš ḡselti yeddi-k qbel le-ḡda? –
5 a muṣŧafa, waš ħfeđti đ-đeṟṣ dyal l-bareħ? +
6 a naɛima, waš sewwelti ṟažl-ek baš yɛawn-ni? –
Exercise 57.m
Answer the questions stating that you remember what is being asked about. Add some-
thing to your answer by choosing one of the 3 possibilities listed underneath the exercise.
Example
question a ħmed, waš nta ɛaqel ɛel n‑nhaṟ lli ħeṣṣelna ɛel l‑istiqlal?
you iyeh, ana baqi ɛaqel ɛla dak n‑nhaṟ, kŭnna feṟħanin bezzaf.
1 a faŧima, waš nti ɛaqla ɛel l-muɛellim dyal le-fṟanṣawiya?

2 a xu-ya, waš nta ɛaqel ɛla dik ŧ-ŧumubil ž-ždida dyal b́b́a?
3 a dris, waš nta ɛaqel ɛel n-nhaṟ lli xrežna men l-međṟaṣa?
4 a ɛayša, waš nti ɛaqla ɛla đ-đaṟ le-qdima dyal-na?
5 a b́b́a, waš nta ɛaqel ɛla žaṟ-na f-fas?
6 a bent-i, waš nti ɛaqla ɛel n-nhaṟ lli ṟžeɛna le-blad-na?
Additions to the memories
– kŭnna feṟħanin bezzaf

– kan waħed ṟ-ṟažel mezyan
– kan . . . mezyan/kanet . . . mezyana
Exercise 57.n
In the sound file you will hear someone ask you if you can do several things for or
with someone. Answer that unfortunately you can’t and give a reason why not. The
reasons are given in English.
Example
given a muṣŧafa, waš teqđeṟ tɛawen‑ni f‑had l‑muškil? (no time)
you ṣmeħ l‑i, ma‑neqđeṟ‑š, ma‑ɛend‑i‑š l‑weqt.
1 a ħasan, waš teqđeṟ tži mɛa-ya? (have appointment)

2 a faŧima, waš tqeđṟi tketbi l-i ši ħaža? (can’t write)
3 a ɛebd-s-slam, waš teqđeṟ tqul l-na fuq-aš steɛmeṟat fṟanṣa blad-na? (forgot to
learn the history lesson)
4 a naɛima, waš tqeđṟi tdiri l-i atay? (haven’t got mint)
5 a mħemmed, waš teqđeṟ tħell l-muškil dyal-ek?(can’t speak English)
6 a ɛayša, waš tqeđṟi tešṟi l-i ši lħem? (have no money)
338 Education
Exercise 57.o
Following the instructions in English, ask someone a favour. Then answer yourself.
Whether you answer affirmatively or negatively is indicated by + or –.
Example
given Ask Dris if he can help you. +
question a dris, waš teqđeṟ tɛawen‑ni?
answer iyeh, neqđeṟ nɛawen‑ek.
given Ask Aïcha if she can cook you dinner. –
question a ɛayša, waš tqeđṟi tŧeyybi l‑i l‑makla?
answer la, ma‑neqđeṟ‑š nŧeyyeb l‑ek l‑makla.
1 Ask Ahmed if he can buy you a new notebook. +

2 Ask Moustafa if he can bring a large couscous pot for you. –
3 Ask Naïma if she can make you tea. –
4 Ask Abdallah if he can help you. +
5 Ask Khadija if she can give you some money. –
6 Ask Dris if he can buy a book for you. –
7 Ask Leila if she can do something for you. +
Exercise 57.p
Some of your possessions are shown below in the form of pictures. You could give
these to somebody.You will be asked to give some things. If you do possess it you say:
waxxa, xud had l(e)-. . .

If you do not possess the object asked for, answer that you can’t give it because you
don’t have it:
ma-neqđeṟ-š neɛŧi-k. . ., ma-ɛend-i-š.
Example
question a dris ɛŧi‑ni flus men feđl‑ek.

note No money is pictured, so you can’t give it.
you smeħ l‑i a ħmed, ma‑neqđeṟ‑š neɛŧi‑k le‑flus, ma‑ɛend‑i‑š.
1 a xu-ya ɛŧi-ni dak le-ktab.

2 a b́b́a ɛŧi-ni s-sarut.
3 a dris ɛŧi-ni t-teffaħ.
4 a -i ɛŧi-ni l-xŭbz.
5 a ħmed ɛŧi-ni l-ma.
6 a xadiža ɛŧi-ni ši kŭnnaš.
Lesson 58
In the country not all children

go to school
Listen to the following speech about school attendance in Morocco.
f-le-mdun d-drari kŭll-hŭm ta-yemšiw l-l-međṟaṣa. fe-l-badiya, bezzaf de-n-nas

ma-ta-yṣifŧu-š wlad-hŭm l-l-međṟaṣa. kayen bezzaf de-l-fellaħa lli bḡaw baš wlad-
hŭm yebqaw fe-đ-đaṟ baš yɛawnu-hŭm. be-l-xuṣuṣ le-bnat, ma-ta-yṣifŧu-hŭm-š
l-l-međṟaṣa. n-nas ɛend-hŭm l-fikṟa belli l-bent, ila weṣlat ɛešṟ snin, ma-xeṣṣ-ha-š
temši mɛa le-wlad l-l-međṟaṣa. n-nas dyal l-badiya ɛend-hŭm ħšuma, ta-yxafu men
l-heđṟa dyal n-nas le-ẋṟin. matalăn ta-yqulu: bent flan ta-temši l-l-međṟaṣa u hiya
kbira; bent flan ta-tži mɛeŧŧla le-đ-đaṟ. hna fe-l-ingliz kayen bezzaf dyal l-masa’ḭl.
l-mes’ala l-lewwla baš ma-tšuf-š l-bent le-wlad. le-bnat l-ingliziyat ɛend-hŭm
l-ħŭṟṟiya. u ila šafet-hŭm hadik l-bent l-megṟibiya ḡadi tebḡi ħetta hiya l-ħŭṟṟiya
bħal-hŭm u ḡadi tebqa ma-teħšem-š men b́b́a-ha. wella matalăn ila bḡa yzewwež-ha
ḡadi tqul l-u: ana ma-bḡit-š netzewwež mɛa hadak. haḱda l-fikṟa dyal-hŭm baš yxelliw
le-bnat fe-đ-đaṟ. u beɛđ l-’aħyan kaynin n-nas fe-l-megṟib lli saknin f-ši qeṟya ṣḡiṟa u
lli bḡaw yṣifŧu wlad-hŭm l-l-međṟaṣa walakin ma-kayna-š l-međṟaṣa f-dik l-qeṟya.
l-weld wella l-bent, xeṣṣ-u yemši ɛla režli-h ɛešṟa de-l-kiluméŧṟat wella kteṟ baš yewṣel
l-l-međṟaṣa. had s-ši ɛlaš ṣɛib ɛel d-drari lli fe-l-badiya baš yeqṟaw.
Vocabulary
l-badiya the country(side)

ta-yṣifŧu (√ṣyfŧ)† they send
fellaħa farmers
be-l-xuṣuṣ especially
l-fikṟa the idea
belli that
weṣlat (√wṣl) she reached
Lesson 58  Not all children go to school 341
ħšuma shame
ta-yxafu men (√xa/af) they fear
heđṟa talk
matalăn for example
bent flan so-and-so’s daughter
mɛeŧŧla too late
masa’ḭl issues
mes’ala issue
ħŭṟṟiya freedom
šafet (√ša/uf) she saw
teħšem (√ħšm) she is ashamed, shy
ila if
yzewwež-ha (√zwž) he marries her off
netzewwež (√zwž) I marry
beɛđ l-’aħyan sometimes
qeṟya village
režli-h his legs
kiluméŧṟat kilometres
kteṟ more
yewṣel he reaches
ṣɛib (ɛla) difficult (for)
†
ṣifeŧ is a verb which has four radicals. This is rather rare, but it does occur occasionally.
Another example is teṟžem which means ‘to translate’.
Explanation
58.a The conditional sentence with ila

Take a good look at the following sentences from this lesson’s text. Pay close attention
to the use of verb tenses.
342 Education
1 l-bent, ila weṣƚat ɛešṟ snin, ma-xeṣṣ-ha-š temši mɛa le-wlad.

2 ila šafet-hŭm dik l-bent l-meḡribiya, ḡadi tebḡi ħetta hiya l-ħŭṟṟiya bħal-hŭm.
3 ila bḡa† yzewwež-ha, ḡadi tqul l-u: ‘ana ma-bḡit-š netzewwež mɛa hadak’.
†
We haven’t systematically discussed the past tense of the weak verbs; for that, see Point 4 in
the next section. bḡa is the past tense of (ka‑)yebḡi.
You see ila is followed by a verb in the 61 ________________ tense. ila starts a
condition, usually followed in the second part of the sentence by the consequences if
the condition is fulfilled.
So the verb after ila is always in the past tense and immediately follows ila. If there
is a subject belonging with the verb, it will follow the verb. In the second part of the
sentence, in which the consequences are stated, the verb can take any tense (though
rarely past tense).
4 ila ma-mšiti-š l-l-međṟaṣa, ḡadi tebqa bħal ħmaṟ.

5 ila kanu ɛend-i le-flus, neɛŧi-hŭm l-ek.
6 ila mšiti l-l-žamḭɛa, ta-yxeṣṣ-ek teqṟa bezzaf.
7 ila ɛṟefti smiyt-i, qul-ha l-i.
All sentences above have conditions that can realistically be fulfilled. Conditional
sentences with unfulfillable conditions (if I had money I would go to Morocco) are
worded differently.
58.b Several verbs in sequence

There are several ways in which several verbs may occur in sequence in Moroccan.
What is the big difference between English and Moroccan in verb sequences? In
English, the second verb can’t be conjugated, so is always infinitive. In Moroccan,
verbs always must be conjugated – there is no infinitive form.
We have seen some possible verb sequences before.
1 In Lesson 47.b we discussed the imperative followed by a verb in the 62________

tense, in the you-form.
8 aži takŭl ši ħaža! (47)
9 ažiw tšeṟbu l-qehwa ɛend-na.
2 In Lesson 50.a and Lesson 52.b the two impersonal verbs ta‑yemken l‑ and xeṣṣ‑
were mentioned. Impersonal here means that regardless of the actual subject of
the sentence, they only have one form. The verb following either of these verbs
must always be conjugated. The person of the conjugated verb is the same as the
person of the suffix after ta‑yemken l‑ and xeṣṣ‑.
10 ta-yemken l-ek tekri-ha be-tlatin alef ryal. (50)
11 ta-yemken l-u yešri ši ħaža. (50.a)
3 In Lesson 55.b we discussed the use of √ka/u n as an auxiliary verb, when it is
followed by another verb in the63 ________ tense.
12 ana kŭnt ta-neqṟa† ɛend waħed le-mṟa merikaniya. (55)
The second verb is preceded by ta‑. Why?

†
64
4 You have seen several occurrences of a form of √bḡa/i in the past tense, followed
by another verb in the present tense and the same person:
13 bḡit nšuf-ha walakin daba ma-ɛend-i-š l-weqt. (47)
14 bḡit netɛellem l-ɛeṟbiya. (54)
15 ana ma-bḡit-š netzewwež mɛa hadak.
Here is the complete conjugation of the past tense of this verb:
(ana) bḡit (ħna) bḡina

(nta) bḡiti (ntuma) bḡitiw/bḡitu
(nti) bḡiti (huma) bḡaw
(huwa) bḡa
(hiya) bḡat
You have seen the present tense of this verb in Lesson 48. Then you also learnt that
in the present tense it means ‘to love’.
However, when it is in the past tense, this verb means ‘to want’. Though the verb
is in the past tense, the meaning is present. So bḡit nšuf‑ha means ‘I want to see it’,
bḡit‑u means ‘I want him/it’.
5 In Lesson 57.e we discussed forms of the verb √qđṟ followed by a second verb in
the 65 ________ tense. You can do the same with the verb √ɛṟf. This also means
‘can’, though more in the sense of ‘having learnt’ than ‘being able to . . .’.
16 waš ka-teɛṟef tekteb l-ħuruf l-ɛeṟbiya?† (54)

344 Education
†
Usually negation can be done by putting ma‑. . .‑š around the first verb (the auxiliary
verb).
We can summarise this paragraph in the following grid:
first verb second verb
type of verb/ person person ka/ta- tense

root or no
imperative second person second person no present
xeṣṣ-. . . impersonal first, second, third no present

ta-yemken l-. . . person no present
√ka/un in first, first, yes present

past tense second, second, yes present
third person third person yes present
√bḡa/i in first, first no present

past tense second, second, no present
third person third person no present
√ɛṟf/√qđṟ in first, first, no present

present tense second, second, no present
third person third person no present
Exercises d, e, f, g and h deal with this.
58.c Moroccan syntax

Looking at some sentences you already know, you are going to compile some rules
on Moroccan syntax. We will differentiate between several types of sentences.
1 Nominal sentences
(the predicate is in italics)
17 hada ma-ši ṣħiħ. (57)

18 had l-makla ldida. (53)
19 šeɛb l-meḡrib šeɛb waħed. (56)
20 l-ɛeṟbiya, hiya l-lewwla†. (56)
21 ɛend-i tmenya u ɛešṟin sana. (42)
22 ɛend-na tlata dyal d-drari. (44)

23 n-nas, ɛend-hŭm l-fikṟa. . .
24 n-nas dyal l-badiya, ɛend-hŭm ħšuma.
†
In this sentence a sentence constituent has been put at the beginning of the sentence; at its
original place we now find a personal pronoun or suffix.
Regarding simple nominal sentences (17, 18, 19, 20), you can draw the conclusion
that subject and predicate are in the sequence 66 _____________________________.
Regarding nominal sentences with ɛend + suffix meaning ‘to have’ you can draw
the conclusion that the predicate (starting with ɛend) comes 67 ________ the subject.
2 Verbal sentences with direct, indirect or prepositional object.
In verbal sentences we distinguish between, on the one hand, sentences with an

explicit subject, and, on the other hand, sentences which have the subject implicitly
enclosed in the verb. For now, we are not discussing the objects.
Some examples of the first category:
25 ħna ma-ta-naklu-š l-baŧaŧa bezzaf. (51)

26 beɛđ n-nas ta-yaklu ɛša xfif. (51)
27 ħetta huma ma-ta-yɛeṟfu-š yketbu. (54)
Regarding the sequence of subject and verb, you can conclude that 68 ______________.
However, this is no absolute rule. The sequence can be reversed as well.
The sequence is not an issue for the second category of sentences, where the sub-
ject is enclosed in the verb.
Now that we have formulated these conclusions regarding the subject-verb
sequence, we will look at the position of the direct, indirect and prepositional objects.
From now on we will distinguish between these 3 objects.
The direct object is the sentence constituent that forms the subject if the sentence is
made passive. For example: the man hits the dog – the dog is hit (by the man). Some
examples of sentences with a direct object (the direct object is in italics).
28 ħna ma-ta-naklu-š l-baŧaŧa bezzaf. (51)

29 bezzaf de-l-meṟṟat ta-nešṟeb atay l-meḡribi. (51)
30 f-weqt le-ḡda ta-naklu s-seksu. (51)
31 le-bnat, ma-ta-yṣiftu-hŭm-š l-l-međṟaṣa.
32 kŭll ši, ka-tdir-u fe-ŧ-ŧažin. (52)
346 Education
First you can conclude that a direct object may consist of a 69 ___________________
(28, 29, 30), or of a 70 _______________________ (31, 32).
Regarding the location of the object in relation to the verb you can conclude that
the object is always 71 _______________________. An object consisting of a 72
________ is part of the verb.
The indirect object is the sentence constituent that follows the preposition l‑ if that
preposition comes with a verb and means ‘for’ or ‘to’ (though not when it means ‘to’
a location, for then it’s an adverbial phrase). Several examples of sentences with an
indirect object (the indirect object is in italics):
33 ḡadi nŧeyyeb l-kŭm s-seksu. (53)

34 fe-l-lewwel nqeddem l-ek ɛa’ḭlt-i. (47)
35 ḡadi nqul le-b́b́a baš yemši l-l-međṟaṣa.
36 dir le-s-seksu šwiya de-l-ma.
An indirect object may consist of a 73 ________________ (33, 34) or of a 74

_____________________ (35, 36), and it is placed (together with the preposition l‑)
75
_______________________ the verb.
If the indirect object consists of a suffix, something special happens; see the follow-
ing sentences:
37a ma-qŭlt-š le-b́b́a baš yetɛellem l-ingliziya.

37b ma-qŭlt l-u-š baš yetɛellem l-ingliziya.
38a ma-nešri-š le--i ši hdiya zwina.
38b ma-nešri-l-ha-š ši hdiya zwina.
An indirect object consisting of a suffix (just like a direct object consisting of a suffix)
becomes part of the 76 ____________. This is shown by the second part of the nega-
tion following the indirect object.
A prepositional object is a sentence constituent following any other preposition than

l‑, which is more or less part of the verb.
Some examples of sentences with a prepositional object (the prepositional object
is in italics).
39 ta-yxafu men l-heđṟa dyal n-nas le-ẋṟin.

40 ana ma-bḡit-š netzewwež ma hadak (ṟ-ṟažel).
41 l-bareħ tkellemna la tarix blad-na.
42 š-šelħa dyal r-rif, ta-yetkellmu bi-ha r-rifiyin.†
†
You see that in this sentence the subject (rifiyin) is written after the verb. In certain cases
something can be placed in between the verb and the subject.
43 l-heđṟa dyal n-nas, ta-yxafu menn-ha.
Here you can conclude that a prepositional object consists of a preposition and
a 77 _______________________ (39, 40, 41) or a 78 _______________________
(42, 43). Regarding the location of the prepositional object in relation to the verb,
you can conclude that 79 _______________________.
It looks a bit more complicated if there are several objects in one sentence. These
may be a direct object and an indirect object or a direct object and a prepositional
object. You can’t have an indirect object and a prepositional object in one sentence.
Look at the following sentences (the direct object is in italics, the indirect or prepo-
sitional object is underlined).
44a xeṣṣ-ek tžib mɛa-k mṟat-ek.

44b xeṣṣ-ek tžib mṟat-ek mɛa-k.
45a dir le-s-seksu šwiya de-l-ma.
45b dir šwiya de-l-ma le-s-seksu.
46a ḡa-nŧeyyeb le-đ-đyaf s-seksu.
46b ḡa-nŧeyyeb s-seksu le-đ-đyaf.
Regarding the location of the direct object relating to an indirect or prepositional

object in the same sentence you can conclude that 80 _______________________.
Exercises i, j, k and l deal with this.
Exercises
Exercise 58.a
In the first column 8 conditions are listed. Find the correct second part of each
sentence in the second column.
1 ila kanu ɛend-i le-flus a ḡadi tkun weld mezyan.

2 ila ɛṟeft šnu bḡit b ma-ɛend-ha-š l-ħŭṟṟiya baš tqul lli bḡat?
3 ila ħšemti men b́b́a-k c nqul-u l-ek.
4 ila ṣifeŧti weld-ek l-l-meḡrib d ta-yemken l-ek tebqa fe-đ-đaṟ.
348 Education
5 ila nsiti le-ktab dyal-i e neɛŧi l-ek ši hdiya.

6 ila kŭnti ɛeyyan f yṣifeŧ-ni l-l-međṟaṣa.
7 ila kan b́b́a fe-l-meḡrib g aš ḡadi ydir huwa fe-l-meḡrib?
8 ila zewwežti bent-e h xeṣṣ-ek teṟžeɛ le-đ-đaṟ baš tžib-u.
Exercise 58.b
Finish the statements using the information given in English. Then change the state-
ment into a conditional sentence.
Example
given xeṣṣ‑ni netɛellem l‑ingliziya baš . . . (find a job)
statement xeṣṣ‑ni netɛellem l‑ingliziya baš nelqa l‑xedma
conditional sentence ila tɛellemt l‑ingliziya, ḡadi nelqa l‑xedma
1 d-drari, xeṣṣ-hŭm yebqaw fe-đ-đaṟ baš . . . (help at home)

2 l-bent ta-temši l-l-međṟaṣa u . . . (her father is afraid of talk)
3 l-bent ta-tšuf le-bnat l-ingliziyat u ħetta hiya . . . (will want freedom)
4 b́b́a-ha bḡa yzewwež-ha u hiya . . . (won’t feel ashamed for her father)
5 ma-kayna-š međṟaṣa fe-l-qeṟya, d-drari . . . (can’t learn)
6 nta ma-ta-tetkellem-š š-šelħa, . . . (you can’t talk with the Rif-Berbers)
7 xeṣṣ-ek teskŭn fe-l-meḡrib u . . . (you will learn the Moroccan dialect well)
Exercise 58.c
Below are some conditional sentences. For each, decide if the statement in the second
part of the sentence is correct or not. If it is correct, say it is correct and repeat the
sentence. If it is incorrect, say so and deny the statement.
Example
given ila kanet š‑šems sxuna bezzaf, le‑mḡaṟba ka‑yneɛsu.
note Not all Moroccans sleep when it’s hot.
you ma‑ši ṣħiħ, ila kanet š‑šems sxuna bezzaf, le‑mḡaṟba

ma‑ka‑yneɛsu‑š.
given ila kanet š‑šems sxuna bezzaf, le‑mḡaṟba ta‑yebqaw ta‑yxedmu.
note Even if it’s hot, they continue working.
you ṣħiħ, ila kanet š‑šems sxuna bezzaf, le‑mḡaṟba ta‑yebqaw
ta‑yxedmu.
1 ila kanet l-međṟaṣa fe-l-qeṟya, n-nas ma-ta-yṣifŧu-š wlad-hŭm l-l-međṟaṣa.

2 ila weṣlat l-bent ɛešṟ snin, n-nas ta-yzewwžu l-bent.
3 ila bḡa l-weld yemši l-l-međṟaṣa, b́b́a-h yṣifŧ-u l-l-međṟaṣa.
4 ila ma-kanet-š l-međṟaṣa fe-l-qeṟya, ta-yži l-kaṟ baš yžib d-drari l-l-međṟaṣa.
5 ila ɛṟefti l-ɛeṟbiya, ta-yemken l-ek tetkellem mɛa kŭll ši le-mḡaṟba.
6 ila ḡleŧ l-weld fe-l-međṟaṣa, l-muɛellim yqul l-u baš yexrŭž beṟṟa.
Exercise 58.d
Below are sentences containing mistakes in the verbs. Find these errors. You can use
the grid from paragraph b for this.
1 l-insan lli ka-yeɛṟef ka-yekteb, ḡadi yetɛellem l-ingliziya mezyan.
2 ta-yemken l-kŭm ka-tekriw had đ-đaṟ b-xems alef ryal.
3 huwa kan xdem f-waħed l-fabrika kbira.
4 ažiw yšeṟbu atay f-had l-qehwa!
5 ana kŭnt neqṟa ɛend waħed ṟ-ṟažel merikani.
6 ana ma-neqđeṟ-š aži ɛend-ek l-yum, xeṣṣ-ni nemši l-l-međṟaṣa.
7 xeṣṣ-hŭm temšiw l-l-međṟaṣa.
8 ɛend-i đaṟ ždida, aži ka-tšuf-ha.
9 n-nas bḡaw ħeṣṣlu ɛel l-istiqlal.
10 waš bḡiti ka-yemši l-l-meḡrib be-ŧ-ŧumubil?

350 Education
Exercise 58.e
Insert forms of the root √bḡa/i into partial Sentences 1 to 8, and find a suitable second
part for each sentence in the second column.
1 xu-ya ________ yeqṟa a l-i žuž de-ŧ-ŧbali ždad

2 b́b́a ________ yzewwež b yɛawnu-hŭm.
3 a ħmed, waš ________ tešri ctemšiw ɛla režli-kŭm l-l-međṟaṣa.
4 a xu-ya, ɛlaš ma- ________ -š d ẋt-i, ɛend-ha ɛešṟin sana daba.
5 l-fellaħa ________ d-drari dyal-hŭm e tṣifeŧ weld-ek l-l-međṟaṣa.
6 ẋt-i ṣ-ṣḡiṟa ________ f temši l-l-međṟaṣa.
7 weld-i ________ yetzewwež g le-ktab dyal-i.
8 ɛlaš ntuma ma- _________ -š h mɛa bent xu-ya.
Exercise 58.f
Finish the sentences below by filling in two verbs in the open spaces, one form of
each verb.
Example
given ________ l‑ek ________ ‑ha be‑tlatin alef ryal (√mkn, √kra/i)
you ta‑yemken l‑ek tekri‑ha be‑tlatin alef ryal.
1 ila kŭnti mṟiđ ________ ________ fe-đ-đaṟ.(√xṣṣ, √bqa/a)

2 ________ tebqa aw bḡiti ________? (√bḡa/i, √ṟžɛ)
3 waš ________ ________ l-i fuq-aš mat l-malik? (√qđṟ, √qa/ul)
4 fe-l-badiya, n-nas ________ wlad-hŭm ________ -hŭm fe-đ-đaṟ. (√bḡa/i, √ɛwn)
5 ________ -ek ________ l-l-bulis u tžib mɛa-k l-paṣpuṟ. (√xṣṣ, √mša/i)
6 l-kaṟ ma- ________ -š ________ l-l-qeṟya dyal-na. (√qđṟ, √wṣl)
7 beɛđ l-’aħyan (ana) ________ ________ l-l-meḡrib. (√bḡa/a, √ṟžɛ)
8 n-nas fe-l-badiya ________ ________ ɛend-hŭm ħšuma. (√mkn, √ka/un)
Exercise 58.g
Find partial sentences in the second column to fit the partial sentences in the first
column. You will end up with a complete story.
1 a l-muɛellim xeṣṣ-ek a aži l-ɛend-na fe-đ-đaṟ.
2 b́b́a bḡa b tgelsu, tšeṟbu atay u tetkellmu.
3 ila bḡiti c yetkellem mɛa-k.
4 baš yemken l-kŭm d tži ḡedda f-le-ɛšiya?
5 waš teqđeṟ e takŭl ɛend-na le-ɛša.
6 ila bḡiti ta-yemken l-ek f tetkellem mɛa b́b́a.
Exercise 58.h
Make the sentences below negative using the auxiliary verb given in English. Also
give an explanation/reason why someone can’t/doesn’t want to, etc. do something.
Check your sentences with a native speaker of Moroccan.
Example
given can’t:
given xu‑ya ta‑yekteb l‑ħuṟuf l‑ɛeṟbiya.
you xu‑ya ma‑ta‑yeɛṟef‑š yekteb l‑ħuruf l‑ɛeṟbiya ħit ta‑yemši
l‑waħed l‑međṟaṣa ingliziya.
given don’t/doesn’t want to:
given b́b́a ta‑yetɛellem l‑luḡa l‑ingliziya.
you b́b́a ma‑bḡa‑š yetɛellem l‑luḡa l‑ingliziya, bḡa yeṟžeɛ l‑l‑meḡrib.
can’t:
1 weld-i le-kbir ta-yemši l-l-međṟaṣa.
2 b́b́a ta-yṣifeŧ-ni l-l-međṟaṣa.
3 fe-l-badiya n-nas ta-yemšiw l-le-mdina kŭll yum.

352 Education
don’t/doesn’t want to:
4 bent-i ta-tetzewwež mɛa weld xu-ya.

5 d-drari le-mḡaṟba lli saknin fe-l-ingliz ḡadi yṟežɛu l-l-meḡrib.
6 r-ržal le-kbaṟ ta-yetɛellmu l-ingliziya.
mustn’t:
7 bent-i dima ta-tži mɛeŧŧla le-đ-đaṟ.

8 l-weld l-meḡribi ta-yemši l-l-međṟaṣa.
9 fe-l-ingliz ta-txafu men l-heđṟa dyal n-nas.
can’t:
10 weld-i ta-yekteb l-ħuṟuf l-ɛeṟbiya.

11 r-rifiyin ta-yetkellmu d-dariža l-meḡribiya.
12 ana ta-nħell l-mašakil dyal-i.
Exercise 58.i
Below are parts of sentences that make a correct sentence if you place them in the
right order and add something yourself.
Example
given ________ / bezzaf / ‑h / ta‑naklu
you s‑seksu, ta‑naklu‑h bezzaf.
1 ________ / le-bnat / -hŭm-š / l-l-međṟaṣa

2 ________ / le-bnat l-ingliziyat / ɛend-hŭm
3 ________ / ħetta hiya / l-ħŭṟṟiya / ḡadi tebḡi
4 ________ / l-heđṟa / dyal n-nas le-ẋṟin / le-mḡaṟba
5 ________ / d-drari dyal l-fellaħa / fe-đ-đaṟ / yɛawnu
6 ________ / bḡa yetzewwež / xu-ya
7 ________ / n-nas / fe-l-meḡrib / ta-yzewwžu
8 ________ / ta-yxelliw / fe-đ-đaṟ / n-nas dyal l-badiya
Exercise 58.j
Below are several Moroccan sentences. If the sentence is syntactically correct, you say:
had ž‑žŭmla ṣħiħa. If the sentence is not correct, you say: had ž‑žŭmla ḡalŧa,
xeṣṣ‑ek tqul . . . and then say the correct sentence with the right syntax.
Example
given le‑mḡaṟba ta‑yaklu ŧ‑ŧažin.
you had ž‑žŭmla mezyana.
given d‑drari l‑l‑međṟaṣa ma‑ta‑yemšiw‑š.
you had ž‑žŭmla ḡalŧa, xeṣṣ‑ek tqul: d‑drari ma‑ta‑yemšiw‑š
l‑l‑međṟaṣa.
1 d-drari ta-yxafu men l-muɛellim.

2 be-l-xuṣuṣ le-bnat, ma-ta-yṣifŧu-š l-l-međṟaṣa-hŭm.
3 l-fellaħa ta-yqulu le-d-drari dyal-hŭm baš yebqaw fe-đ-đaṟ.
4 fe-l-badiya, l-l-međṟaṣa ma-ta-yṣifŧu-š le-bnat.
5 l-mes’ala l-lewwla hiya dyal le-bnat l-ingliziyat l-ħŭṟṟiya.
6 l-weld, xeṣṣ-u yemši ɛla režli-h men đ-đaṟ l-l-međṟaṣa.
Exercise 58.k
Create sentences of the given compilation, using the components given here: le-ɛyalat
/ qaṟyin / ta-yŧeyybu/ ta-yetkellmu / (ɛel) l-makla / le-ržal-hŭm
1 subject + predicate
2 subject + verb
3 subject + verb + object
4 subject + verb + indirect object
5 subject + verb + prepositional object†
6 subject + verb + object + indirect object
You rarely encounter sentences containing an object and a prepositional object.

†
354 Education
Exercise 58.l
In the sentences below, several sentence constituents (direct and/or indirect objects)
can be replaced by pronouns or suffixes, as shown in the example. Do this for these
sentences and check the new ones with a native speaker.
Example
given ḡadi nŧeyyeb s‑seksu le‑đ‑đyaf
first replace đ‑đyaf (result = a) and then also s‑seksu (result = b) with
a suffix.
you, a ḡadi nŧeyyeb l‑hŭm s‑seksu
you, b ḡadi nŧeyyb‑u l‑hŭm
1 xeṣṣ-ek tdir le-s-seksu l-ɛeŧṟiya.

First replace s‑seksu (1a) and then also l‑ɛeŧṟiya (1b).
2 ma-ṣƚeħt-š ŧ-ŧumubil l-xu-ya.
First replace xu‑ya (2a) and then also ŧ‑ŧumubil (2b).
3 ma-nžib-š ši ħaža le-b́b́a.
First replace b́b́a (3a) and then also ši ħaža (3b).
Lesson 59
It’s difficult to teach Arabic

in the UK
Listen to the story of a Moroccan who has only been living in the UK for a short
time. He mostly speaks about the problems with Arabic education in the UK.
hadi telt šhuṟ w-ana fe-l-ingliz. qbel-ma nži l-l-ingliz kŭnt ta-nđenn belli l-maḡaṟḭba
lli ɛayšin fe-l-ingliz ɛayšin mezyan. walakin daba lli ħellit ɛeyni-ya šeft belli l-maḡaṟḭba
fe-l-ingliz ta-yɛišu fe-l-mašakil. ta-nđenn belli l-muškil le-kbir huwa muškil t-teɛlim.
kaynin hna fe-l-ingliz muɛellimin maḡaṟḭba walakin ma-ɛend-hŭm-š l-qism fayn
yqeṟṟiw l-’aŧfal, ta-yqeṟṟiw f-waħed l-bit ṣḡiṟ. u ħetta smeɛt belli waħed l-muɛellim
meḡribi ta-yqeṟṟi f-‘corridor’. u kayen ħetta l-muškil dyal l-weqt: l-’aŧfal lli mewžudin
fe-l-meḡrib ta-yeqṟaw l-ɛeṟbiya xems swayeɛ wella sett swayeɛ fe-n-nhaṟ. hna la, hna
ŧ-ŧifl ta-yeqṟa l-ɛeṟbiya ḡir saɛtayn fe-s-simana u ta-yensa kŭll ši ma-bin đeṟṣ u đeṟṣ.
u l-kutub ma-mewžuda-š; l-kutub lli žayya men l-meḡrib ma-ṣalħa-š le-t-talamid lli
ɛayšin f-uṟubba u ta-yaxdu ḡir saɛtayn f-temn iyyam. u šuf l-muɛellimin l-ingliziyin,
ašnu ɛend-hŭm: ɛend-hŭm kutub mezyana bezzaf, ɛend-hŭm ŧuṟŭq žeddaba,
ɛend-hŭm kŭll ši, ’amma ħna, fa-ma-ɛend-na-š walu. ka-nđenn belli ħna ka-walidin
f-yedd-na waħed l-mes’uliya kbira f-had l-mes’ala hadi u ila ma-bḡat-š l-ħukuma
l-ingliziya tħell l-muškil dyal t-teɛlim l-ɛaṟabi fe-l-ingliz, xeṣṣ-na nweqfu ka-ṟažel
waħed u ndiru yedd f-yedd mɛa l-muɛellimin u nŧelbu men l-ħukuma l-ingliziya baš
tɛawen-na f-had l-muškil dyal t-teɛlim. walakin l-’aba’ l-maḡaṟḭba ma-ɛend-hŭm-š
l-weqt baš yƶuṟu l-muɛellimin bezzaf u ma-ta-yɛeṟfu-š l-mabadi’ dyal t-teṟbiya, ma-ši
l-’aba’ kŭll-hŭm walakin bezzaf. ta-yđeṟbu wlad-hŭm u yxelliw-hŭm yneɛsu ḡir
fe-l-weqt lli bḡaw huma. t-teṟbiya dyal l-međṟasa ma-ši bħal t-teṟbiya dyal đ-đaṟ.
l-muɛellimin ma-ta-yđeṟbu-š t-talamid. walakin l-weld, ila kla đ-đeṟb fe-đ-đaṟ, ħetta
fe-l-međṟaṣa ḡadi yxaf men l-muɛellim la-yđeṟb-u, u f-nefs l-weqt huwa ɛeyyan u
ma-ta-yefhem-š đ-đeṟṣ ħit dik l-lila nɛes ḡir ši šwiya. ka-yeđher li-ya belli hada huwa
ɛlaš n-nata’iž dyal l-’aŧfal l-maḡaṟḭba ma-mezyana-š.
This text contains some words from Modern Standard Arabic (kutub etc.). He could
have used their colloquial counterparts (ktub, etc.), but then the overall style would
have been less ‘official’.
356 Education
Vocabulary
maḡaṟḭba = mḡaṟba
ɛayšin (pl.) (√ɛa/iš) living (active participle)
daba lli since
ħellit (√ħll) I opened
ɛeyni-ya my eyes
šeft (√ša/uf) I’ve seen
ta-yɛišu (√ɛa/iš) they live
teɛlim education
qism classroom
yqeṟṟiw (√qṟa/a) they teach
’aŧfal (pl.) children
smeɛt (√smɛ) I’ve heard
mewžudin (pl.) (√wžd) located
swayeɛ (pl.) hours
ŧifl child
saɛtayn two hours
simana week
ta-yensa (√nsa/a) he forgets
ma-bin between
kutub = ktub
žayya (√ža/i) coming
ṣalħa good, suitable
talamid (pl.) pupils
uṟubba Europe
’amma . . . fa-. . . as for . . . well
ka- like
ŧuṟŭq methods
Lesson 59  It’s difficult to teach Arabic in the UK 357
žeddaba attractive
walidin parents
mes’uliya responsibility
ħukuma government
nweqfu (√wqf) we rise
nŧelbu (√ŧlb) we request
’aba’ fathers, parents
yƶuṟu (√ƶa/uṟ) they visit
mabadi’ principles
teṟbiya upbringing
ta-yđeṟbu (√đṟb) they hit
đeṟb beating
yxaf men (√xa/af) he is afraid of
yxaf la + tegenw. tijd he is afraid that
nefs l- the same
f-nefs l-weqt at the same time
lila night
ka-yeđheṟ li-ya it seems to me
n-nata’iž the results
Explanation
59.a Plurals that are grammatically treated as feminine singular

In this text you have seen some plural nouns followed by a singular adjective. That is
caused by Modern Standard Arabic influence. In MSA the plurals of non-people are
treated grammatically as feminine singular. In Moroccan colloquial this rule doesn’t
exist, but an educated speaker who can speak MSA may apply this rule when speak-
ing Moroccan, especially when speaking about more abstract topics like the problems
in education; because when speaking about this type of subject you would use rela-
tively many words derived from MSA. Find all these cases in this lesson’s text and list
them below. There are 6.
358 Education
81
_______________________ ________________________
________________________ ________________________
________________________ ________________________
In all of these cases the adjectives could just as well have been plural.
59.b A special form of the number 2

In Lesson 43.a you learnt that the numerals 3 to 10 have a shortened form that only occurs
before a limited amount of nouns. Which examples can you see in this lesson’s text?
snin is one of those nouns that can be preceded by the shortened form of the
numeral, and iyyam, the plural of yum = day, is another one you have seen before.
These two, and the other nouns that can get this form, all indicate time periods:
telt šhuṟ 3 months

ṟbeɛ snin 4 years
xems swayeɛ 5 hours
sett iyyam 82
6 _________
ɛešṟ dqayeq (sg. dqiqa) 83
___________
This category of nouns has another special rule. If you combine one of these nouns
with the numeral ‘two’, something special happens. You don’t use the numeral žuž,
but the singular noun takes the dual ending ‑ayn:
šheṟ šehṟayn† two months
84
________ saɛtayn two hours
yum 85
________ two days
†
Note how the vowel e moves because the word takes an ending with a stable vowel.
You may have noticed that the word sana = year and the dual form sanatayn† are
missing from this list. That is because for one and two years usually a different word
than sana is used: ɛam:
ɛam (waħed) one year

ɛamayn two years
†
You do occasionally hear sanatayn, but that is under the influence of MSA.
You do use snin for 3 to 10 years:

telt snin 3 years
ɛešṟ snin 10 years
So words from this (small) group of nouns have 3 instead of two grammatical numbers:
singular šheṟ, yum

dual šehṟayn, yumayn
plural šhuṟ, iyyam
Nouns that aren’t part of this group combine with the number two in the way you
know: using the numeral žuž + d(yal) + definite article + plural noun:
žuž dyal t-talamid

žuž de-l-’aŧfal
Exercises b, c and d deal with this.
59.c To say, think, know, etc. that (belli) . . .

In this lesson’s text you have seen the conjunction belli several times. Find the occur-
rences in the text and note which verbs were followed by belli. They were:
ta-nđenn belli . . . I think that . . .

šeft belli . . . I have seen that . . .
smeɛt belli . . . I have heard that . . .
ka-yeđheṟ li-ya belli . . . it seems to me that . . .
The conjunction belli† introduces a subordinate clause – more specifically, a declara-

tive content clause.
†
Many Moroccans use the conjunction bin instead of belli. It has the same meaning and
function.
Now look at the subordinate clauses in the text at the beginning of the lesson. Is
the sentence structure of these subordinate clauses different from ‘normal’ main
clauses in Moroccan?
1 kŭnt ta-nđenn belli l-maḡaṟḭba . . . ɛayšin mezyan.
2 šeft belli l-maḡaṟḭba . . . ta-yɛišu fe-l-mašakil.
360 Education
3 ta-nđenn belli l-muškil le-kbir huwa muškil t-teɛlim.

4 smeɛt belli waħed l-muɛellim meḡribi ta-yqeṟṟi f-‘corridor’.
5 ka-nđenn belli ħna ka-walidin f-yedd-na waħed l-mes’uliya kbira.
6 ka-yeđheṟ li-ya belli hada huwa ɛlaš n-nata’iž dyal l-’aŧfal . . . ma-mezyana-š.
A subordinate clause starting with belli/bin has the same sentence structure as a main clause.
The conjunction belli can also occur after a noun. In Lesson 58 you saw and heard
this sentence:
7 n-nas ɛend-hŭm l-fikṟa belli l-bent . . . ma-xeṣṣ-ha-š temši mɛa le-wlad l-l-međṟaṣa.
Again, there is nothing odd about the sentence structure of the subordinate clause.
Exercises e, f, g and h deal with this.
59.d Stating an opinion

In this lesson’s text, the speaker gives his personal opinion several times. How does he
do that? He says:
8 ta-nđenn belli l-muškil le-kbir huwa muškil t-teɛlim.

9 ka-yeđheṟ li-ya belli hada huwa ɛlaš n-nata’iž dyal l-’aŧfal ma-mezyana-š.
If you don’t agree, you can state the opposite by negating the verb in the main clause.
ma-ta-nđenn-š belli l-muškil le-kbir huwa muškil t-teɛlim

ma-ka-yeđheṟ-li-ya-š belli hada huwa ɛlaš n-nata’iž dyal l-’aŧfal ma-mezyana-š.
You can also omit the subordinate clause in your negative response and just say:
ma-ta-nđenn-š
ma-ka-yeđheṟ-li-ya-š
If you want to state first that you think or it seems to you that something is not the
case, the negation can also occur in the subordinate clause:
ka-nđenn belli l-maḡaṟḭba lli saknin fe-l-ingliz ma-ɛayšin-š mezyan.

ka-yeđheṟ li-ya belli ma-teqđeṟ-š tħell had l-muškil.
Exercises i, j, k, l and m deal with this.

Exercises
Exercise 59.a
The sentences below contain some words and grammatical features from Modern
Standard Arabic. Reform the sentences into pure Moroccan colloquial.
Example
given ɛend‑hŭm kutub ṣalħa.
you ɛend‑hŭm ktub ṣalħin.
1 ŧ-ŧuṟŭq lli kayna f-merikan žeddaba bezzaf.
2 n-nata’iž dyal d-drari ma-ši mezyana.
3 l-kutub lli žayya men l-meḡrib ma-ṣalħa-š.
4 fe-l-masa’ḭl lli kayna f-merikan kayna l-mes’ala dyal t-teɛlim.
5 l-mabadi’ dyal t-teṟbiya, ma-ta-yɛeṟfu-ha-š.
Exercise 59.b
Complete the sentences below. Between brackets are the numeral wanted and the
counted object, in its singular form.
Example
given hadi ________ (3 šheṟ) w‑ana fe‑l‑meḡrib.
you hadi telt šhuṟ w‑ana fe‑l‑meḡrib.
1 dak l-muɛellim ɛend-u ________________ (35; ŧifl) fe-l-qism dyal-u.
2 fe-l-meḡrib d-drari ta-yetɛellmu l-ɛeṟbiya ________________ (5; saɛa) fe-n-nhaṟ.
3 ana muɛellim, hadi ________________ (8; šheṟ) w-ana f-kanada. dima ɛend-i
________________ (30; ŧifl) ma-neqđeṟ-š nqeṟṟi-hŭm mezyan.
4 xu-ya, ɛend-u ________________ (5; drari), ________________ (2; bent) u

________________ (3; weld).
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5 hadi ________________ (7; sana) baš žit l-kanada u kŭnt saken

fe-________________ (3; mdina) f-kanada.
6 hadi ________________ (6; šheṟ) u ta-netɛellem l-ɛeṟbiya u hadi
________________ (6; simana) baš mšit l-l-meḡrib.
Exercise 59.c
Answer the questions below. Use the symbolic information provided.
saɛa simana ɛam/sana
yum šheṟ
Example
question šħal hadi u nta f‑merikan? 3
you hadi telt šhuṟ w‑ana f‑merikan.
1 šħal hadi u nta ta-tetɛellem l-ɛeṟbiya. 2
2 šħal hadi baš wṣelti l-merikan? 2
3 šħal hadi baš tzewwežti? 8
4 šħal hadi baš xrežti men l-žamḭɛa? 7

5 šħal hadi baš heṣṣeltu ɛel l-istiqlal? 9
6 šħal hadi baš tkellemti mɛa xu-ya? 4
7 šħal hadi u nta ta-texdem fe-t-teɛlim? 5
8 šħal hadi u nta saken fe-l-meḡrib? 3
9 šħal hadi baš ṟžeɛti le-blad-ek? 2
10 šħal hadi baš ŧeyyebti ŧ-ŧažin? 2
Exercise 59.d
Below is the chronology of what an imaginary Moroccan named Dris has done in
the past and what he will do in the near future.
Mind you, today is January 1996, so that is your point of reference. Look at how
long ago some things happened in relation to that date, or how long it will take before
certain things occur.
– January 1984: Dris came to the USA

– 1985: his brother came to the USA as well
– 1989: his family came to the USA
– 1990: his children went to school in the USA
– It’s ‘now’ January 1996
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– March 1996: he moves into a new house with his family

– June 1997: he is going on holiday to Morocco
– 2001: he wants to return to Morocco
Now complete the sentences using the chronology above.

men daba šehṟayn = in two months
Example
given hadi ________ u dris f‑merikan.
note It’s January 1996; he came to the USA in January 1984, that is about
12 years ago.
you hadi teqriben ŧnašeṟ ɛam u dris f‑merikan.
1 men daba________________ u dris ḡadi yeskŭn f-đaṟ ždida.

2 hadi ________________ baš xu-h ža l-merikan.
3 men daba ________________ bḡa yeṟžeɛ l-l-meḡrib.
4 hadi ________________ baš mšaw d-drari dyal-u l-l-međṟaṣa.
5 men daba ________________ ḡadi yemši l-l-meḡrib.
6 hadi ________________ baš žat ɛa’ḭlt-u l-merikan.
Exercise 59.e
Find in the second column a to f the subordinate clauses that fit the main clauses 1
to 6.
1 ħmed ta-yqul l-i belli

2 beɛđ l-walidin l-maḡaṟḭba fe-l-ingliz ta-yđennu
3 n-nas fe-l-badiya ta-yfekkṟu belli
4 l-muɛellimin l-maḡaṟḭba ta-yqulu belli
5 l-bareħ b́b́a smeɛ belli
6 walakin ka-yeđheṟ li-ya belli
a l-bent ma-xeṣṣ-ha-š temši l-l-međṟaṣa mɛa le-wlad.
b l-kutub lli žayya men l-meḡrib ma-ṣalħa-š.
c belli t-teɛlim l-ɛaṟabi fe-l-ingliz ma-ši ṣaleħ le-d-drari dyal-hŭm.
d had š-ši ma-ḡadi-š ykun sahel.
e xeṣṣ-ni nemši mɛa-h l-l-meḡrib.
f l-ħukuma l-ingliziya bḡat tɛawen l-ažanib lli bḡaw yṟežɛu le-blad-hŭm.
Exercise 59.f
Answer the questions by saying that what is stated in the question is not correct. Start
your answer with a verb form of the root indicated.
Example
question t‑teɛlim l‑ɛaṟabi fe‑l‑ingliz, waš fi‑h l‑mašakil? (√đnn)
you ta‑nđenn belli t‑teɛlim l‑ɛaṟabi fe‑l‑ingliz, ma‑fi‑h‑š l‑mašakil.
1 waš n-nata’iž de-d-drari le-mḡaṟba mezyana? (√smɛ)

2 waš l-muɛellimin l’ingliziyin ta-yđeṟbu t-talamid? (√đnn)
3 waš l-’aba’ l-maḡaṟḭba ta-yƶuṟu l-međṟaṣa bezzaf de-l-meṟṟat? (√đhṟ li-. . .)
4 waš d-drari lli mewžudin fe-l-ingliz ta-yeqṟaw l-ɛeṟbiya mezyan? (√smɛ)
5 waš le-mḡaṟba lli saknin fe-l-ingliz ɛayšin mezyan? (√ša/uf)
6 t-teɛlim l-ɛeṟbi fe-l-ingliz, waš fi-h l-mašakil? (√đhṟ li-. . .)
7 waš l-ħukuma l-ingliziya teqđeṟ tħell l-mašakil de- l-’ažanib? (√đnn)
8 waš saɛtayn de-l-ɛeṟbiya kafya? (√đhṟ li-. . .)
Exercise 59.g
Use the English and symbolic information to make sentences.
Here are the symbols and what they mean.
smeɛt (belli) = have heard (that)

366 Education
šeft (belli) = have seen (that)
ta-nđenn (belli) = think (that)
ta-yqul (belli) = say (that)
Example
given ħmed Children are afraid of the teacher.
you ħmed smeɛ belli d‑drari ta‑yxafu men l‑muɛellim.
1 dris English books aren’t suitable.
2 ɛebd s-slam hours of Arabic a week is not enough.

3 faŧima the teacher has hit her son.
4 mħemmed Moroccan teachers have a large responsibility.
5 xadiža the upbringing in the UK is not like the upbringing in

Morocco.
6 naɛima Moroccan parents can speak with the teacher.
7 ħmed in the small village is a school.
8 ɛayša Canadian children don’t feel shame in front of their parents.
Exercise 59.h
Below are some statements. Pass this person’s opinion on to a third person by telling
them: ‘X thinks/says/has heard that . . .’.
368 Education
Example
given le‑mḡaṟba lli saknin fe‑l‑ingliz ɛayšin mezyan.
given mħemmed ________
you mħemmed ta‑yqul belli le‑mḡaṟba lli saknin fe‑l‑ingliz ɛayšin

mezyan.
1 l-bent lli weṣlat xemsŧašeṟ sana xeṣṣ-ha tetzewwež.
b́b́a ________
2 n-nas lli fe-l-badiya ta-yxafu men l-heđṟa de-n-nas le-ẋṟin.
l-muɛellim dyal-i ________
3 l-fellaħa lli ɛayšin fe-l-meḡrib ta-yxedmu bezzaf.
dris ________
4 l-ħŭṟṟiya dyal le-bnat hiya ħaža xayba.
-i ________
5 l-bent lli ta-tži mɛeŧŧla le-đ-đaṟ, ma-ta-teħšem-š.
xu-ya ________
6 n-nas lli saknin fe-l-badiya ma-ta-yṣifŧu-š wlad-hŭm l-l-međṟaṣa.
dris ________
7 l-meḡrib blad mezyana u sxuna.
žaṟ-i ________
8 l-maḡaṟḭba ta-yŧelbu men l-ħukuma l-ingliziya baš tɛawen-hŭm.
ana ________
Exercise 59.i
Choose the right response to the statements given. The first response is: ‘I don’t think
so’; the second one is: ‘I agree’.
Example
Statement ka‑yeđheṟ li‑ya belli t‑teɛlim fe‑l‑ingliz ma‑ši bħal
t‑teɛlim fe‑l‑meḡrib.
Choose between a) ma‑ta‑nđenn‑š
b) ana mettafeq mɛa‑k (this is the right choice)
1 ta-nđenn belli d-drari l-maḡaṟḭba xeṣṣ-hŭm yetɛellmu l-ɛeṟbiya l-fuṣħa.

2 ka-yeđheṟ li-ya belli t-teṟbiya fe-l-meḡrib ma-ši bħal t-teṟbiya fe-l-ingliz.
3 ka-nđenn belli saɛtayn dyal l-ɛeṟbiya fe-s-simana ma-yekfiw-š.
4 ka-yeđheṟ li-ya belli l-ħukuma l-ingliziya ma-bḡat-š tħell l-mašakil dyal l-‘ažanib.
5 ka-nđenn belli l-’aba’ ma-ɛaṟfin-š l-mabadḭ’ dyal t-teṟbiya.
6 ka-yeđheṟ li-ya belli l-muɛellimin l-maḡaṟḭba ɛend-hŭm waħed l-mes’uliya kbira.
370 Education
Exercise 59.j
In this exercise you will encounter some statements that oppose what has been stated
in previous lessons’ texts. So respond by saying that you don’t think so/that it doesn’t
seem that way to you. Then someone asks what you think. Respond by saying that
you think/it seems to you what was stated before.
Example
statement ka‑nđenn belli kayen waħed l‑feṟq ma‑bin n‑nas lli ta‑yet‑
kellmu l‑ɛeṟbiya u n‑nas lli ta‑yetkellmu š‑šelħa.
you ma‑ka‑nđenn‑š had š‑ši.
question aš ka‑tđenn nta?
you ka‑nđenn belli šɛeb l‑meḡrib šɛeb waħed.
1 fe-l-meḡrib, l-fellaħa kŭll-hŭm ta-yṣifŧu wlad-hŭm l-l-međṟaṣa.

2 n-nas lli ma-qaṟyin-š ta-yfehmu l-ɛeṟbiya l-fuṣħa mezyan.
3 l-insan lli baḡi yexdem, ma-xeṣṣ-u-š yetqŭn l-ingliziya.
4 le-mḡaṟba ta-yaklu l-baŧaŧa bezzaf.
5 le-bni le-qdim, s-sukna fi-h ḡalya bezzaf.
6 l-’atat dyal đ-đaṟ l-merikaniya bħal l-’atat dyal đ-đaṟ l-meḡribiya.
Exercise 59.k
Pretend you are the Moroccan teacher who recorded this lesson’s text, and you hold
the opinions stated in the text. Then respond to the questions in this exercise.
Example
question waš le‑mḡaṟba f‑kanada ɛayšin fe‑l‑mašakil?
you iyeh, ta‑nđenn belli le‑mḡaṟba f‑kanada ɛayšin fe‑l‑mašakil.
1 waš n-nata’iž dyal l-’aŧfal l-maḡaṟḭba mezyana?

2 waš l-muškil le-kbir huwa muškil s-sukna?
3 waš l-kutub l-ɛaṟabiya lli mewžuda f-kanada mezyana?
4 waš l-walidin l-maḡaṟḭba ta-yɛeṟfu l-mabadḭ’ dyal t-teṟbiya?
5 waš d-drari ta-yɛeqlu ɛla kŭll ši lli tɛellmu-h fe-đ-đeṟṣ dyal l-ɛaṟabiya?
6 l-muɛellimin l-kanadiyin, waš ɛend-hŭm kutub mezyana?
Exercise 59.l
Given are some statements. Respond by stating that you think this is true (ka‑nđenn
belli had š‑ši ṣħiħ), but (walakin) there is a limiting factor. This limiting factor has
been given in English.
Example
Statement l‑insan lli gales fe‑đ‑đaṟ bla xedma ɛayeš mezyan.
(He doesn’t have much money.)
you ta‑nđenn belli had š‑ši ṣħiħ walakin ma‑ɛend‑u‑š le‑flus bezzaf.
1 d-drari l-maḡaṟḭba lli fe-l-ingliz, ma-ɛend-hŭm-š l-weqt baš yetɛellmu l-ɛeṟbiya.

(Arabic is the language of their country.)
2 saɛtayn de-l-ɛeṟbiya fe-s-simana ma-ta-yekfiw-š. (English education comes first.)
3 l-muɛellimin l-merikaniyin ɛend-hŭm kŭll ši u l-muɛellimin l-maḡaṟḭba
ma-ɛend-hŭm walu. (The Moroccan government can solve that.)
4 beɛđ n-nas ta-yxelliw l-bent le-kbira fe-đ-đaṟ ħit ma-xeṣṣ-ha-š tšuf le-wlad.
(A girl should go to school to learn as well.)
5 l-’ažnabi lli saken fe-l-ingliz, la bŭdd yetɛellem l-luḡa l-ingliziya. (If he doesn’t
want to, he doesn’t have to.)
6 fe-l-meḡrib kayen waħed l-feṟq ma-bin n-nas lli ta-yetkellmu l-ɛeṟbiya u n-nas
lli ta-yetkellmu š-šelħa. (The Berber speakers say they are Moroccan as well.)
Exercise 59.m
Answer the following questions. The questions are about the way the speaker in this
lesson’s text states his opinions.
1 Is the speaker certain that somewhere a Moroccan teacher is teaching in the

corridor?
2 With which group(s) does the speaker identify, the parents or the teachers? How
do you know?
372 Education
3 The speaker softens a statement about Moroccan parents; how?

4 Is the speaker certain about the bad study results of Moroccan children? How
do you know?
5 Has the speaker adjusted the opinion he had in Morocco about the way
Moroccans live in the UK, or not? How can you tell?
Work and jobs
Lesson 60
I don’t enjoy my job
Listen to this dialogue about work and working conditions.
dris ṣbaħ l-xiṟ a s-si ħmed kif dayer?

ħmed ahlen a s-si dris, kif dayer nta? ana bi-xiṟ, l-ħemdu li-llah.
dris la bas šwiya. d-drari, la bas ɛli-hŭm?
ħmed huma bi-xiṟ l-ħemdu li-llah. ši bas ma-kayen? mwalin đ-đaṟ, la bas ɛli-hŭm?
dris mwalin đ-đaṟ, huma bi-xiṟ l-ħemdu li-llah, fe-đ-đaṟ ma-kayen bas.
l-muškil huwa l-xedma.
ħmed šnu ɛend-ek mɛa l-xedma a s-si dris? waš xerržu-k wella ma-ɛažba-k-š
l-xedma?
dris ta-nexdem ɛend waħed mul l-meŧɛem walakin had l-xedma ṣɛiba.
ta-nexdem ħetta s-sebt u l-ħedd, yeɛni ṟ-ṟaħa ma-ɛendi-š. ḡir l-žŭmɛa
beɛd đ-đħuṟ ɛend-i ṟ-ṟaħa. ana xeddam f-had l-xedma li’anna ma-neqđeṟ-š
nelqa xedma ẋṟa. fe-l-weqt lli nelqa weħda ẋṟa ḡadi nbeddel-ha.
ħmed waš ta-tqelleb ɛla xedma ẋṟa? ta-nđenn l-paŧṟun dyal-i baḡi yzid
l-xeddama. waš bḡiti texdem mɛa-ya? aži ngelsu fe-l-qehwa nheđṟu
šwiya ɛla had l-qađiya.
dris waxxa. u nta, kif dayer fe-l-xedma a s-si ħmed?
ħmed ɛažba-ni had l-xedma. waxxa nelqa weħda ẋṟa, ma-nbeddel-ha-š.
ta-nerbeħ waħed l-’užṟa mezyana, l-xedma sahla u nqiya u l-paŧṟun
ħetta huwa mezyan, ta-netfahem mɛa-h mezyan.
dris šnu had l-meɛmel, dyal-aš? šnu ta-tdir nta?
ħmed had l-meɛmel dyal t-tub. ta-nnesžu t-tub dyal l-malabes w-ana
ta-nexdem f-waħed l-mensež dyal đ-đuw.
Lesson 60  I don’t enjoy my job 375
dris šħal men saɛa ta-texdem fe-n-nhaṟ?

ħmed ta-nexdem tmenya de-s-swayeɛ fe-n-nhaṟ.
dris fuq-aš ta-tedxŭl fe-ṣ-ṣbaħ?
ħmed ta-nedxŭl fe-s-sebɛa u neṣṣ de-ṣ-ṣbaħ, ɛend-na saɛa llaṟebb dyal l-makla
u ta-nexrŭž fe-ṟ-ṟebɛa u ṟbeɛ. s-sebt ta-nexdem ḡir fe-ṣ-ṣbaħ ħetta
le-ħđaš u neṣṣ.
dris iden l-ħedd nhaṟ ṟ-ṟaħa, mezyan! ila mšit nexdem mɛa-k, waš ḡadi
nexdem bħal-ek, yeɛni nefs l-xedma lli ta-texdem nta? šnu ḡadi ndir,
waš xedma waɛra wella sahla?
ħmed smeħ l-i a s-si dris ma-neɛṟef-š l-paŧṟun waš bḡa yxeddm-ek, u ila bḡa
yxeddm-ek ma-ɛṟeft-š n-nuɛ dyal l-xedma lli ḡadi yeɛŧi-k.
dris ma-kayen bas, ḡadi nemši mɛa-k l-l-meɛmel u nsewwel l-paŧṟun. šħal
yemken l-i nerbeħ a s-si ħmed?
ħmed smeħ l-i a s-si dris, ma-neqđeṟ-š nqul l-ek. hadi xems snin w-ana
xeddam f-had l-meɛmel, ka-nđenn ma-ḡa-terbeħ-š bħal-i.
dris ma-kayen muškil, ḡadi nšuf.
Vocabulary
ši bas ma-kayen no problem (can also be put as question)

mwalin đ-đaṟ housemates
ma-kayen bas no problem
xerržu-k (√xrž) they sent you away
s-sebt Saturday
l-ħedd Sunday
ṟ-ṟaħa rest, free time
l-žŭmɛa Friday
đ-đhuṟ noon
xeddam working
li’anna because
nbeddel (√bdl) I change
(ta-)tqelleb ɛla (√qlb) you are looking for
376 Work and jobs
paŧṟun employer
xeddama workers (plural by ending ‑a)
qađiya case
waxxa even if
(ta-)nerbeħ (√rbħ) I earn
’užṟa wage
(ta-)netfahem mɛa-h (√fhm) I get along with him
meɛmel factory
tub cloth
ta-nnesžu (√nsž) we weave
malabes clothes
mensež loom
đuw 1. light; 2. electricity
fuq-aš what time
s-sebɛa u neṣṣ half past 7
neṣṣ half
saɛa llaṟebb three quarters of an hour
ṟ-ṟebɛa u ṟbeɛ a quarter past 4
mšit (√mša/i) I went
waɛer heavy, difficult
yxeddm-ek (√xdm) he employs you
nuɛ kind
Explanation
60.a Asking about (dis)pleasure

First look again at Lesson 48.c. We discussed this issue there as well.
In this lesson you encountered these two questions:
1 ma-ɛažba-k-š l-xedma?
2 u nta, kif dayer fe-l-xedma?
Do the answers to these questions fit in with what you learnt in Lesson 48.b? Answer
the question before reading on. The answers are:
3 had l-xedma ṣɛiba.

4 ɛažba-ni had l-xedma.
This matches what you learnt in Lesson 48: ṣɛiba, the discontentment is expressed by an
adjective; ɛažba‑ni, the contentment is expressed by the active participle ɛažeb. But you
will remember that you can also negate ɛažeb to express discontentment.And on the other
hand there are plenty of positive adjectives that you can use to express contentment.
60.b Accepting an apology

In the text Ahmed apologises twice because he doesn’t know the answer to two of
Dris’s questions. What does Ahmed say by way of apology and how does Dris
respond? First find the answer in the text. Ahmed apologises twice using the expres-
sion you already know: smeħ l‑i. Dris responds by saying:
5 ma-kayen bas, ḡadi nemši mɛa-k l-l-meɛmel.

6 ma-kayen muškil, ḡadi nšuf.
The two expressions used to accept the apologies are very similar: ma‑kayen followed
by a noun (bas, muškil). Note that in both cases there is no ‑š in the negation.
60.c The days of the week

In the text are the names of 3 days of the week. Find them. The names of the remain-
ing days are:
(yum, nhaṟ)† t-tnayn Monday

(yum, nhaṟ) t-tlata Tuesday
(yum, nhaṟ) l-aṟbeɛ Wednesday
(yum, nhaṟ) le-xmis Thursday
378 Work and jobs
†
yum and nhaṟ are synonyms that both mean ‘day’. They are given between brackets because
you need not use them; le‑tnayn on its own also means ‘Monday’.
What do these 4 names of days have in common? Think of the answer before
reading on.
The common factor is a similarity to the numerals. Can you see that in the other
3 names as well?
(yum, nhaṟ) l-žŭmɛa Friday

(yum, nhaṟ) s-sebt Saturday
(yum, nhaṟ) l-ħedd Sunday
In these last 3 names the connection with the numerals is less evident. You can see
the connection for Sunday (waħed – l‑ħedd), and for s‑sebt (Saturday) you can see
the connection to the Hebrew Sabbath.
l‑žŭmɛa† (Friday), the Islamic holy day, literally means (the day of) ‘the gathering’
(in the mosque).
†
The definite article of words from Classical Arabic starting with ž (žamḭɛa, žŭmɛa) is not
formed, like you would expect, by duplicating the ž, but by l‑: l‑žŭmɛa, l‑žamḭɛa.
Yesterday, today, tomorrow, etc.

You’ve seen these words before. What are they?
86
________ yesterday (57)
87
________ today (57)
88
________ tomorrow (Exercise 55.i)
The day before yesterday and the day after tomorrow are:
wel-l-bareħ the day before yesterday

beɛd ḡedda the day after tomorrow (beɛd means ‘after’)
Exercises e, f, g and h deal with this.
60.d Time
Look again at the words indicating points of time in this lesson’s text. Don’t read on
until you have written them down.
In previous lessons you saw for example:
7 ɛend-i mewɛid fe-z-žuž. (45)

8 fe-l-xemsa d-le-ɛšiya nšeṟbu atay. (46)
And in this lesson:
9 ta-nedxŭl fe-s-sebɛa u neṣṣ de-ṣ-ṣbaħ.

10 ta-nexrŭž fe-ṟ-ṟebɛa u ṟbeɛ.
11 s-sebt ta-nexdem ḡir fe-ṣ-ṣbaħ ħetta le-ħđaš u neṣṣ.
So the hour is expressed using the preposition f‑† followed by the cardinal numeral
including the definite article.
†
Instead of the preposition f‑ you could use the preposition mɛa here: mɛa l‑xemsa d‑le‑
ɛšiya nšeṟbu atay.
Half hours are expressed by the previous hour plus a half (neṣṣ), like in French:
s‑sebɛa u neṣṣ, le‑ħđaš u neṣṣ.
You’ve seen ‘a quarter past’ in the text as well.
ta-nexrŭž fe-ṟ-ṟebɛa u ṟbeɛ
ṟbeɛ is ‘a quarter’ and ‘a quarter of an hour’. So you express ‘at a quarter past x’ by
saying ‘x and a quarter’ (l‑xemsa u ṟbeɛ, fe‑t‑tlata u ṟbeɛ etc.).
There was no ‘a quarter to’ in the text, but there was a period of three-quarters of
an hour. That was the following:
12 ɛend-na saɛa llaṟebb dyal l-makla. We have three-quarters of an hour to eat.
This is expressing a time period, but you can also use the expression llaṟebb (minus a
quarter) when indicating a moment in time.
13 ta-nexrŭž fe-l-xemsa llaṟebb. I’m leaving at a quarter to 5.
‘In the morning’ (am) or ‘in the afternoon’ (pm) after an indication of time is
expressed by following the time indication by the preposition d(e) and the word
for ‘the afternoon’ (89 ________ only after ±16.00) or ‘the morning’ (90 ________).
You’ve also seen an expression in the text for early afternoon. What was that?
đ‑đhuṟ is ‘noon’ (12 o’clock), so beɛd đ‑đhuṟ means ‘after noon’. This expression
can be used after an indication of time as well, but don’t precede it with the preposition
d(e)‑, because beɛd is already a preposition.
Many Moroccans simply differentiate between ‘x o’clock in the daytime’
(de‑n‑nhaṟ) and ‘x o’clock at night’ (de‑l‑lil). But between 4 and 10 one may be
unsure whether the time is part of the day or the night.
fe-l-ɛešṟa de-n-nhaṟ
fe-l-weħda de-l-lil
380 Work and jobs
You’ve seen expressions for a period in hours as well:

14 l-’aŧfal . . . ta-yeqṟaw l-ɛeṟbiya xems swayeɛ wella sett swayeɛ fe-n-nhaṟ. (59)
15 hna ŧ-ŧifƚ ta-yeqṟa l-ɛeṟbiya ḡir saɛtayn fe-s-simana. (59)
16 ta-nexdem temn swayeɛ fe-n-nhaṟ.
When expressing a period of solid hours you usually use the shortened form of the
numeral. But in this lesson’s text you also saw tmenya de‑s‑swayeɛ.
To express a period with half hours you use neṣṣ (half) after saɛa/saɛtayn/swayeɛ.
17 ta-neqṟa l-ingliziya saɛtayn u neṣṣ fe-n-nhaṟ.

18 ta-nexdem xems swayeɛ u neṣṣ fe-n-nhaṟ.
To express a period with quarters (not 45 minutes!), you place ṟbeɛ (a quarter) after
saɛa/saɛtayn/swayeɛ.
19 l-weld, xeṣṣ-u yemši ɛla režli-h saɛa u ṟbeɛ baš yewṣel l-l-međṟaṣa.
20 r-ržal kanu ta-yetkellmu telt swayeɛ u ṟbeɛ.
To express a period with three-quarters of an hour or 45 minutes, you use llaṟebb (minus
a quarter) after saɛa/saɛtayn/swayeɛ. The amount of hours must then be one higher.
21 ɛend-na saɛa llaṟebb dyal l-makla.

22 l-yum xdemti ḡir sebɛ swayeɛ llaṟebb.
Exercises i, j, k, l, m and n deal with this.
Exercises
Exercise 60.a
Find the answers in column a to h for Questions 1 to 8.
1 waš ma-ɛažba-k-š l-xedma? a iyeh, ɛažeb-ni had t-tub, huwa

mezyan.
2 a ħmed, kif dayer f-dik le-blaṣa ž-ždida? b l-xedma fi-ha waɛra u mwessxa.
3 a xu-ya, waš ɛažb-ek had n-nuɛ de-t-tub? c ma-ɛažeb-ni-š xu-ya, xu-ya
paŧṟun xayeb.
4 a sidi, kif dayra l-xedma f-had l-fabrika? d la, hiya xedma ṣɛiba.
5 a weld-i, kif dayer nta fe-l-međṟaṣa? e ma-ɛažba-ni-š, bḡit neṟžeɛ

le-blaṣt-i le-qdima.
6 ɛlaš ma-temši-š l-l-fabrika, ma-ɛažba-k l-xedma? f la, ma-ɛažeb-ni-š,
ma-neqđeṟ-š nexdem bi-h.
7 kif dayer fe-l-meɛmel dyal xu-k? g ma-ɛažba-ni-š l-xedma;
ɛažba-ni ṟ-ṟaħa.
8 waš ɛažb-ek had l-mensež dyal đ-đuw? h fe-l-međṟaṣa kŭll ši
mezyan, le-fṟanṣawiya
sahla.
Exercise 60.b
Somebody makes a statement about something. Ask how they like it, how it’s going,
etc. Use the word in brackets in your question.
Example
given ɛend‑i muškil mɛa l‑xedma. (ma‑ɛažeb‑. . .‑š)
you waš ma‑ɛažba‑k‑š l‑xedma?
given daba xeṣṣ‑ni nemši l‑l‑međṟaṣa. (dayer)
you kif dayra fe‑l‑međṟaṣa?
1 ɛend-i muškil fe-l-međṟaṣa. (dayer)

2 ma-nefhem-š had l-qađiya. (ṣɛiba)
3 đ-đeṟṣ dyal t-tarix ṣɛib bezzaf. (ma-ɛažeb-. . .-š)
4 waš ka-teɛṟef l-paŧṟun dyal-i? (dayer)
5 ana saken f-waħed l-qeṟya ṣḡiṟa. (ma-ɛažeb-. . .-š)
6 hadi ɛešṟ snin w-ana ta-nexdem fe-t-teɛlim. (dayer)
7 l-malabes dyal dak l-weld mwessxin. (ma-ɛažeb-. . .-š)
8 l-xedma dyal l-fellaħa xedma mezyana. (waɛra)
Exercise 60.c
Find the right responses in Columns a to h to the apologies in Columns 1 to 8.
1 smeħ l-i a sidi, ma-xeṣṣ-na-š l-xeddama.

2 smeħ l-i a dris, ma-neqđeṟ-š nži fe-t-tlata.
382 Work and jobs
3 semħi l-i a lalla, ma-neqđeṟ-š neɛŧi-k waħed l-’užṟa mezyana.

4 smeħ l-i a l-muɛellim, ma-neqđeṟ-š nƶuṟ-ek.
5 smeħ l-i, nsit baš nžib l-ek le-ktab dyal-ek.
6 smeħ l-i a sidi, ma-smeɛt-ek-š mezyan.
7 smeħ l-i a weld-i, ma-ɛṟeft-š šnu huwa l-feṟq bin l-ɛeṟbiya u le-fṟanṣawiya.
8 smeħ l-i a sidi, xu-ya ma-ši fe-đ-đaṟ.
a ma-kayen muškil, baqi kayen l-weqt, žib-u ḡedda.

b ma-kayen bas, bent-ek ta-teqṟa mezyan, ma-xeṣṣ-ek-šay† tƶuṟ-ni.
c ma-kayen muškil, ḡadi nɛawed ž-žumla.
d mɛa l-’asaf, ḡadi nsewwel f-ši meɛmel ’axŭṟ.
e ma-kayen bas, ḡadi nqul l-ek ašnu huwa l-feṟq.
f ma-kayen bas, aži fe-t-tlata u neṣṣ.
g mɛa l-’asaf, ḡadi neṟžeɛ ši meṟṟa ẋṟa.
h ma-kayen muškil. ɛŧi-ni lli bḡiti.
†
ma‑. . .‑šay is a more decided variation of ma‑. . .‑š
Exercise 60.d
Somebody apologises to you because they can’t or didn’t do something. Accept the
apology and state that they can do it tomorrow.
Example
given smeħ l‑i, nsit baš nžib l‑ek le‑ktab.
you ma‑kayen muškil, ta‑yemken l‑ek tžibi‑h ḡedda, in ša ƚƚah.
1 semħi l-i, ma-neqđeṟ-š nži mɛa-k.

2 semħi l-i, ma-neqđeṟ-š neṣƚeħ l-mensež dyal-ek.
3 semħi l-i, ma-neqđeṟ-š nebqa mɛa-k, ma-ɛend-i-š l-weqt.
4 semħi l-i, ma-neqđeṟ-š nɛawen-ek, xeṣṣ-ni nemši le-đ-đaṟ.
5 semħi l-i, ma-neqđeṟ-š nakŭl ɛend-ek, ḡadi nakŭl mɛa xu-ya.

6 semħi l-i, ma-neqđeṟ-š nqelleb ɛel l-xedma l-yum, ɛend-i mewɛid mɛa l-muɛellim.
Exercise 60.e
This exercise’s dialogues start by stating which day (of the week) it is today, followed
by a question asking which day it will be tomorrow or which day it was yesterday, or
what today is then. Answer those questions.
Example
given l‑yum s‑sebt
question šnu kan l‑bareħ?
you l‑bareħ kanet l‑žŭmɛa.†
question šnu ḡadi ykun ḡedda?
you ḡedda ḡadi ykun l‑ħedd.
1 l-yum l-žŭmɛa. šnu kan l-bareħ?

l-yum l-žŭmɛa. šnu ḡadi ykun ḡedda?
2 l-yum t-tlata. šnu ḡadi ykun ḡedda?
l-yum t-tlata. šnu ḡadi ykun beɛd ḡedda?
3 l-yum t-tnayn. šnu kan wel l-bareħ?
l-yum t-tnayn. šnu kan l-bareħ?
4 l-yum l-ħedd. šnu ḡadi ykun beɛd ḡedda?
l-yum l-ħedd. šnu kan wel l-bareħ?
5 l-yum s-sebt. šnu ḡadi ykun ḡedda?
l-yum s-sebt. šnu ḡadi ykun beɛd ḡedda?
6 l-yum le-xmis. šnu ḡadi ykun ḡedda?
l-yum le-xmis. šnu kan l-bareħ?
†
Because žŭmɛa is feminine, the verb here is kanet instead of kan. The names of the other
days are masculine.
Exercise 60.f
Complete the sentences using the information from the first sentence.
384 Work and jobs
Example
given you
l‑yum l‑ħedd
________ s‑sebt l‑bareħ kan s‑sebt
________ t‑tnayn ḡedda ḡadi ykun t‑tnayn
1 l-yum l-žŭmɛa
________ l-’aṟbeɛ
________ l-ħedd
2 l-yum t-tlata
_______ le-tnayn
_______ l-ħedd
3 l-yum le-xmis
_______ s-sebt
_______ l-žŭmɛa
4 l-yum s-sebt
_______ l-ħedd
_______ l-žŭmɛa
Exercise 60.g
Answer these questions using the information given in English.
Example
question nhaṟ‑aš ḡadi tešri télévisyun ždid? (today)
you l‑yum ḡadi nešri télévisyun ždid.
1 nhaṟ-aš ḡadi tebda hadik l-xedma ž-ždida? (the day after tomorrow)
2 nhaṟ-aš ḡadi tbeddel l-xedma dyal-ek? (Thursday)
3 nhaṟ-aš ḡadi txerrež haduk d-drari men l-qism? (tomorrow)
4 nhaṟ-aš mšiti l-hadak l-meɛmel dyal t-tub? (the day before yesterday)
5 nhaṟ-aš nsežti had ƶ-ƶeṟbiya ṣ-ṣḡiṟa? (Tuesday)
6 nhaṟ-aš wṣelti l-kanada? (yesterday)
Exercise 60.h
Below is the programme of your past week. Use this information to answer the questions.
mšit = I went  bqit = I stayed

Monday university
Tuesday post office
Wednesday stayed at home
Thursday university
market
Friday university
Saturday market
Sunday to father and mother
Example
question fayn kŭnti nhaṟ le‑xmis?
you le‑xmis mšit l‑l‑žamḭɛa u mšit le‑s‑suq.
1 fayn kŭnti nhaṟ l-žŭmɛa? 4 fayn kŭnti nhaṟ t-tnayn?

2 fayn kŭnti nhaṟ s-sebt? 5 fayn kŭnti nhaṟ t-tlata?
3 fayn kŭnti nhaṟ l-aṟbeɛ? 6 fayn kŭnti nhaṟ l-ħedd?
Exercise 60.i
Answer the questions by looking at the clocks.
Example
question šħal hadi fe‑s‑saɛa?

answer hadi s‑sebɛa
386 Work and jobs
1 5
2 6
3 7
4 8
Exercise 60.j
Below you can see (in numbers on a 24-hour scale) at what time people usually do
something. Make correct sentences using this information. Say after the time whether
it’s in the morning, afternoon, evening or night (de‑ṣ‑ṣbaħ, beɛd đ‑đħuṟ, d‑le‑ɛšiya,
de‑l‑lil). For some hours you can simplify this by saying during the day or during
the night (de‑n‑nhaṟ, de‑l‑lil).
Example
given 13.30 I go to school
you fe‑l‑weħda u neṣṣ beɛd đ‑đhuṟ ta‑nemši l‑l‑međṟaṣa.
of fe‑l‑weħda u neṣṣ de‑n‑nhaṟ ta‑nemši l‑l‑međṟaṣa.
1 7.15 Mohammed goes to the factory.

2 18.30 My father comes back from his work.
3 15.30 We have a history lesson.
4 12.45 You (pl.) have the afternoon meal.
5 4.00 All people sleep.
6 11.15 The Canadians drink coffee.
7 17.45 I go back home.
8 9.00 The children go to school.
Exercise 60.k
Look at these two-day plans of a Moroccan in the UK and a Moroccan in
Morocco. The Moroccan in the UK works in a factory; the Moroccan in Morocco
is a farmer.
the field = l‑feddan
l‑megṟibi lli saken fe‑l‑ingliz l‑megṟibi lli saken fe‑l‑meḡrib

7.00 gets up and gets dressed 4.30 gets up and gets dressed
7.15 breakfast 4.45 has his breakfast
7.45 goes to the factory 5.15 leaves for the field (on foot)
8.15 arrives at the factory 5.30 arrives at the field
works in the factory works on the field
12.15 eats the afternoon meal 11.30 goes home
12.45 works stays at home, sleeps a bit,
drinks tea
16.45 goes home
15.00 goes back to the field
17.15 comes home
works on the field
19.00 eats the evening meal
18.15 goes back home
talks to the family
18.30 comes home
23.00 goes to sleep
19.00 eats the evening meal
21.30 goes to sleep
Now say what the two Moroccans are doing at these times in the day.
Example
given 7.15
you fe‑s‑sebɛa u ṟbeɛ de‑ṣ‑ṣbaħ l‑meḡribi lli fe‑l‑ingliz ta‑yefŧeṟ.
fe‑s‑sebɛa u ṟbeɛ de‑ṣ‑ṣbaħ l‑meḡribi lli fe‑l‑meḡrib ta‑yexdem
fe‑l‑feddan.
1 5.30
2 7.00
388 Work and jobs
3 11.30
4 14.00
5 17.15
6 19.00
7 22.00
Exercise 60.l
Somebody asks you how long something took you. Answer the question using the
two times given. Then they ask you again: from this time to this time? Answer again,
using the amount of time (‘Yes, worked for 3 hours’).
Example
given šħal xdemti? (3.00–6.00)

you xdemt men t‑tlata le‑s‑setta.
question men t‑tlata le‑s‑setta?
answer iyeh, xdemt telt swayeɛ.
1 šħal qellebti? (12.30–17.00)

2 šħal qṟiti fe-đ-đaṟ? (7.30–10.00)
3 šħal bqiti fe-l-ħanut? (3.15–5.15)
4 šħal xdemti fe-s-suq? (8.00–11.30)
5 šħal tkellemti mɛa l-muɛellim? (4.00–4.15)
6 šħal xelliti ŧ-ŧažin fuq l-ɛafya? (5.30–6.30)
Exercise 60.m
Someone asks you where you were today in the morning or the afternoon. Using the
information in brackets you can answer this. Then they ask you how long you did
that for. Again you can answer that using the information given.
Example
given fayn kŭnti fe‑ṣ‑ṣbaħ? (at school, 3½ hours)
you kŭnt fe‑l‑međṟaṣa.
question šħal kŭnti fe‑l‑međṟaṣa?

you telt swayeɛ u neṣṣ.
1 fayn kŭnti f-le-ɛšiya? (in the factory, 2¾ hours)

2 fayn kŭnti fe-ṣ-ṣbaħ? (at the market, 1¼ hours)
3 fayn kŭnti fe-ṣ-ṣbaħ? (at school, 2 hours)
4 fayn kŭnti f-le-ɛšiya? (with my mother, 1½ hours)
5 fayn kŭnti f-le-ɛšiya? (in the shop, ¾ hours)
6 fayn kŭnti fe-ṣ-ṣbaħ? (in the bedroom, ½ hour)
7 fayn kŭnti f-le-ɛšiya? (at the university, 3½ hours)
8 fayn kŭnti fe-ṣ-ṣbaħ? (in the post office, ¼ hour)
Exercise 60.n
Combine temporal expressions from both columns that are similar in length.
1 hadi sebɛ iyyam a men daba neṣṣ ɛam

2 men daba sett šhuṟ b hadi šehṟayn
3 hadi šheṟ c men daba ɛamayn
4 hadi tmenya de-s-simanat d men daba žuž de-s-simanat
5 men daba ṟbeɛŧašeṟ yum e hadi šheṟ
6 men daba ɛam f hadi simana
7 hadi waħed u tlatin yum g men daba tnayn u xemsin simana
8 men daba ṟebɛa u ɛešṟin šheṟ h hadi ṟebɛa de-s-simanat
Lesson 61
Jobs and old crafts in Morocco
Listen to the text about different jobs in Morocco.
fe-l-meḡrib kŭll waħed ta-yqul: ana bḡit weld-i yegles fe-l-biru yekteb. fe-l-meḡrib
ma-zal ta-yđennu n-nežžaṟ ma-qṟa-š mezyan fe-l-međṟaṣa. l-’insan lli qaṟi mezyan
huwa lli mweđđaf. le-mweđđaf ta-yeqbeđ l-manđa dyal-u men l-wizaṟa. walakin ħetta
daba fe-l-meḡrib n-nežžaṟa ta-yrebħu le-flus bezzaf u l-xeyyaŧa u l-xerraza ila ḡir-u
dalik. daba n-nežžaṟ ta-yerbeħ kteṟ men le-mweđđaf ɛla tlata wella ṟebɛa de-l-xeŧṟat.
li-’anna daba kŭll ši dak š-ši le-qdim wella ḡali bezzaf. lli muhimm, le-blad,
ma-xeṣṣ-ha-š ḡir le-mweđđafin, xeṣṣ-ha ħetta ṣ-ṣnayɛiya, xeṣṣ-ha lli ta-yxeyyŧu,
xeṣṣ-ha lli ta-ydiru tanežžaṟet, xeṣṣ-ha lli ta-ydiru t-tižara, yeɛni l-biɛ u š-šra.
fe-l-meḡrib kaynin ħetta le-ɛyalat lli ta-yxedmu. kayen lli mweđđafa wella muɛellima
u kayen lli ɛend-ha ṣ-ṣenɛa fe-đ-đaṟ, matalăn ta-txeyyeŧ le-n-nas wella ta-tṣewweb
ƶ-ƶṟabi. ħetta kayen lli ta-temši texdem fe-đ-đyuṟ, matalăn ši nas la bas ɛli-hŭm,
ta-temši texdem ɛend-hŭm kŭll nhaṟ u ta-yeɛŧiw-ha le-flus dyal-ha be-s-simana wella
be-š-šheṟ. hadik hiya lli smiyt-ha l-xeddama. matalăn le-mṟa lli mweđđafa, lli
ma-ta-yemken-l-ha-š texdem fe-đ-đaṟ xeṣṣ-ha ši waħed baš telqa le-ḡda mewžud
fe-ŧ-ŧnaš. la bŭdd men xeddama fe-đ-đaṟ baš tŧeyyeb li-ha u tṣebben li-ha le-ħwayež
u teḡsel le-mwaɛen. u ħetta ši mṟa lli ṟažel-ha la bas ɛli-h u ɛend-ha d-drari bezzaf,
ħetta hiya ta-tžib ši mṟa lli tɛawen-ha waxxa hiya ma-texdem-š.
Vocabulary
biru office
ma-zal still
nežžaṟ (√nžṟ) carpenter
’insan human
mweđđaf (√wđf) civil servant
Lesson 61  Jobs and old crafts in Morocco 391
(ta-)yeqbeđ (√qbđ) he grabs, he receives

manđa (government) wages
wizaṟa ministry
nežžaṟa (√nžṟ) plural of nežžaṟ
xeyyaŧa (√xyŧ) tailors
xerraza (√xrz) cobblers
kteṟ ɛla tlata de-l-xeŧṟat 3 times as much
xeŧṟat times
wella (√wla/i) has become
muhimm important
xeṣṣ-ha she needs
ṣnayɛiya artificers
(ta-)yxeyyŧu (√xyŧ) they sew
tanežžaṟet (√nžṟ) carpentry
tižara trade
biɛ sale
šra buying
mweđđafa (√wđf) civil servant (female)
muɛellima (√ɛlm) teacher (female)
ṣenɛa craft
(ta-)tṣewweb (√ṣwb) she makes, produces
la bas ɛli-hŭm well off
xeddama (√xdm) maid
mewžud (√wžd) ready
tṣebben (√ṣbn) she washes
mwaɛen crockery
392 Work and jobs
Explanation
61.a lli as a compound relative pronoun

First look at Lesson 51.a again. In it we introduced the relative clauses. In all relative
clauses mentioned in that lesson, a word from the main clause, which is modified by
the relative clause, is the subject of the subordinate clause:
1 ka-naklu s-seksu lli ldid.

2 kayen n-nas lli ħetta ta-yaklu š-šƚađa.
The word in the main clause, which is modified by the subordinate clause, and which
performs a grammatical function in both the main and the subordinate clauses (resp.
s‑seksu, n‑nas), is called the antecedent.
It is possible, however, that the antecedent is not mentioned in the main clause, but
is included in the relative pronoun. In that case we speak of a compound relative
pronoun, as it includes both the antecedent and the relative.This kind of pronoun also
occurs in English. First we’ll give two examples with an antecedent (in italics).
This is the man (that) I mean.

This is the house (that) I will buy.
Then two examples with a compound relative pronoun.
This is what I mean.

This is what I will buy.
The element ‘that’ is encased in the relative pronoun ‘what’. If you make the anteced-
ent explicit you get ‘that what’.
You can use a compound relative pronoun in Moroccan as well.
3 le-blad, xeṣṣ-ha lli ta-yxeyyŧu, xeṣṣ-ha lli ta-ydiru tanežžaṟet, xeṣṣ-ha lli ta-ydiru
t-tižara.
4 kayen lli mweđđfa u kayen lli ɛend-ha ṣ-ṣenɛa fe-đ-đaṟ.
5 ħetta kayen lli ta-temši texdem fe-đ-đyuṟ.
The start of Sentence 3 can be translated as ‘the country needs people who sew’; but
lli as a compound relative pronoun encloses both the antecedent n‑nas and the rela-
tive pronoun lli.
Moroccan has only one form of relative pronoun; it’s always lli.
In the sentence pairs below you see a compound relative pronoun in the first ones;
while in the second ones the antecedent has been made explicit. The antecedent is
written in italics.
6 ṟažl-i xeṣṣ-u lli yɛawn-u fe-l-hanut.

6’ ṟažl-i xeṣṣ-u ši waħed lli yɛawn-u fe-l-hanut.
7 kayen lli ta-temši texdem fe-đ-đyuṟ.
7’ kayna le-mṟa lli ta-temši texdem fe-đ-đyuṟ.
8 kaynin lli ta-ydiru l-biɛ u š-šra.
8’ kaynin n-nas lli ta-ydiru l-biɛ u š-šra.
61.b Past tense of weak verbs

First look at this lesson’s text and write down all the forms (present and past tense)
which belong to this group of verbs. The verbs you encounter in this lesson are bḡit,
ma‑qṟa‑š, wella, yeɛni, ta‑temši, ta‑yeɛŧiw, telqa. Which of these 7 forms are past
tense forms? In previous lessons you have already seen some past tense forms from
this group of verbs, among other ones:
9 nsit baš neqṟa fe-đ-đaṟ đ-đeṟṣ dyal t-tarix. (57)

10 le-xmis mšit l-l-žamḭɛa. (Exercise 60.h)
11 l-’aṟbeɛ bqit fe-đ-đaṟ. (Exercise 60.h)
12 waš ši meṟṟa kliti ŧ-ŧažin? (Exercise 51.k)
13 b́b́a bḡa yetkellem mɛa-k. (Exercise 58.g)
14 l-fellaħa bḡaw wlad-hŭm yebqaw fe-đ-đaṟ. (58)
In Lesson 54.b you have seen that the vowel a as it is written in the root notation
only occurs in the third person (huwa, hiya, huma). That is also true for this group
of verbs.
In the past tense there is no difference between the types √qṟ a/a and √bḡ a/i. That is
shown by the vowel a for the past tense in both root notations.
The verb √akl is a weak verb in the past tense as well, and is conjugated just like
the other two, even though that is not immediately clear from the root notation.
394 Work and jobs
Now you can fill in the complete conjugation in the past tense for some verbs
(√bḡ a/i has been shown in Lesson 58.b).
√bḡa/i √qṟa/a √akl

ana 91
_______ ________ ________
nta/nti ________ ________ ________
huwa ________ ________ ________
hiya ________ ________ ________
ħna ________ ________ ________
ntuma ________ ________ ________
huma ________ ________ ________
Remember: The ending ‑et of the third person feminine singular changes after the
vowel a into the ending ‑t. The ending ‑u of the third person plural changes after a
vowel into w.
61.c Jobs
Write down which professionals you have seen in the text at the beginning of this
lesson. Compare what you have written down to the list below:
nežžaṟ, mweđđaf, xeyyaŧa (= pl.), xerraza (= pl.), mweđđafa (= f.),

muɛellima (= f.), xeddama (= f.).
Now look at the professionals below.
singular plural root meaning

nežžaṟ nežžaṟa √nžṟ 92
________
xeyyaŧ xeyyaŧa √xyŧ 93
________
xerraz xerraza √xrz 94
________
In Lesson 62 you will encounter:
derraz derraza √drz weaver(s)

fexxaṟ fexxaṟa √fxṟ potter(s)
debbaḡ debbaḡa √dbḡ tanner(s)
Which pattern of singular and plural forms do you see here?

The singular pattern of the nouns expressing a job is Ⓟkettab. The plural pattern
is Ⓟkettaba. You haven’t seen this method of forming a regular plural by adding the
vowel a before.
The nouns expressing the names of the professions themselves (pottery, tanning,
etc.) have a separate form. Deduct this form from the word for ‘carpentry’ in the text.
The pattern you can deduct from tanežžaṟet is Ⓟtakettabet.You can use this to
form professions from the other professionals mentioned above and vice versa.
root professional profession meaning

√xyŧ xeyyaŧ taxeyyaŧet sewing
√xrz 95
________ taxerrazet 96
______
√drz 97
________ ________ weaving
√fxṟ 98
________ ________ ________
√dbḡ 99
________ ________ ________
This way of forming profession names by prefixing ta‑ and suffixing ‑t is one of the
elements of Moroccan derived from Berber. These words never get the definite article.
61.d Still/not yet: baqi, ma-zal

15 fe-l-meḡrib baqi/ma-zal ta-yđennu

n-nežžaṟ ma-qṟa-š mezyan.
16 (ana) baqi/ma-zal ta-nexdem I still work at the ministry.
fe-l-wizaṟa.
17 huwa baqi/ma-zal ka-yexdem mɛa-na. He still works with us.
18 hiya baqya/ma-zala ka-tṣebben ɛend-na. She still washes for us.
baqi/ma‑zal in these sentences looks like an auxiliary verb and always precedes a
verb in the present tense, which has the particle ka‑/ta‑ (as the action is still happen-
ing). baqi/ma‑zal is declined like an adjective. It means ‘still’ and can also be fol-
lowed by a verb in the negative form. Then it means ‘not yet’.
19 ana baqi ma-ka-neɛṟef-š waš ḡa-nemši mɛa-kŭm wella la.
396 Work and jobs
In the following sentences you will see a different use of baqi/ma-zal.
20 baqi/ma-zal ma-klit(-š). I haven’t eaten yet.

21 baqi/ma-zal ma-ɛṟefna(-š) We don’t know what we’ll do yet.
aš ḡadi ndiru.
22 baqi/ma-zal ma-ža(-š). He hasn’t come yet.
In Sentences 20 to 22 baqi/ma‑zal sits as an ‘auxiliary verb’ in front of a negative verb

in the past tense. Then it means ‘not yet’. So it’s not baqi/ma‑zal which is negated,
but the verb that follows it.The second part of the negation ‑š is not compulsory; that’s
why it’s between brackets. baqi/ma‑zal doesn’t need to be declined in this case.
Yet another use of baqi/ma‑zal can be seen in the sentences below, where it is not
followed by a verb:
23 mṟat-i baqya fe-l-meḡrib. My wife is still in Morocco.

24 d-drari dyal-i ma-zalin mɛa-ha My children are still with her
fe-l-meḡrib. in Morocco.
25 l-magana dyal-i ma-zala ɛend-u. He still has my watch.
26 d-drari baqyin fe-l-međṟaṣa, The children are still at school,
ma-ta-yxeržu-š ħetta t-tlata u neṣṣ. they don’t leave school until half past 3.
If baqi/ma‑zal is not fulfilling the function of an ‘auxiliary verb’, that is, if it’s not
followed by a verb, baqi/ma‑zal is the predicate. In that case it follows the subject
in gender and number.
A fourth way to use ma‑zal (and to a lesser degree baqi) is in a question after a verb
has already been mentioned. Then it means ‘not yet’.
27 waš tkellemti mɛa-h wella Have you ⚥ spoken to him or not yet?
ma-zala?
28 waš ṣewwebti ŧ-ŧumubil dyal-i Have you ⚥ fixed my car or not yet?
wella ma-zal?
When used as an answer to a question, ma‑zal means ‘not yet’.
29 question waš ŧeyybet le-ɛša? Has she cooked dinner?

Answer ma-zala. Not yet.
30 question waš hđeṟti mɛa xu-k? Did you speak to your brother?
Answer ma-zal(a). Not yet.
Exercises i, j, k and l deal with this.

Exercises
Exercise 61.a
The sentences in this exercise contain compound relative pronouns. Add a ‘real’ ante-
cedent to the sentence.
Example
given b́b́a, xeṣṣ‑u lli yɛawn‑u fe‑l‑ħanut.
you b́b́a, xeṣṣ‑u ši waħed lli yɛawn‑u fe‑l‑ħanut.
Do this exercise just by listening (close your book).
1 lli qaṟi mezyan ḡadi ykun mweđđaf.

2 le-blad, xeṣṣ-ha lli ta-ydiru tanežžaṟet.
3 fe-l-meḡrib kayna lli ɛend-ha ṣ-ṣenɛa fe-đ-đaṟ.
4 le-mṟa lli la bas ɛli-ha ta-tžib lli tŧeyyeb li-ha l-makla.
5 f-had z-zenqa kaynin lli ta-yxeyyŧu.
6 lli ta-yeqbeđ le-flus dyal-u men l-wizaṟa huwa lli mweđđaf.
7 lli gales fe-l-biru ɛend-u xedma sahla.
8 lli ta-yrebħu bezzaf huma ṣ-ṣnayɛiya.
Exercise 61.b
Finish the sentences below using a relative clause with a compound relative pronoun.
Indications on what to include in the clause are given in English.
Example
given f‑le‑mdina le‑qdima kayen ________.
Those who make things.
you f‑le‑mdina le‑qdima kayen lli ta‑yṣewwbu l‑ħažat.
1 f-had z-zenqa kayen ________________________

Those who sell and buy things.
2 ɛend-na fe-đ-đaṟ ________________________
Someone who washes clothes.
398 Work and jobs
3 kŭll qeṟya, xeṣṣ-ha ________________________

Someone who repairs houses.
4 f-had l-ħeyy saknin ḡir ________________________
Those who receive their wages from the ministry.
5 f-had l-weqt hada ṣ-ṣnayɛiya, huma ________________
Those who earn a lot of money.
6 ________________________ smiyt-hŭm n-nežžaṟa.
Those who make furniture.
7 ________________________ xeṣṣ-ha xeddama fe-đ-đaṟ.
Someone who is a (female) teacher.
8 ________________ kŭll-hŭm mewžudin f-le-mdina ž-ždida.
Those who trade.
Exercise 61.c
Enter verb forms from the list below into the sentences. There are a few verb forms
too many.
a bqiti e nsa i bḡa m bqit

b ža f klina j žat n nsit
c nsiti g qṟat k mšiti o mšit
d bḡat h žiti l ɛŧaw
1 ħna, beɛđ l-meṟṟat _____________ ŧ-ŧažin.
2 a ɛayša, waš _____________ l-l-međṟaṣa be-l-kaṟ?
3 a ħmed, waš _____________ fe-l-meḡrib setta de s-simanat?

4 l-muɛellim _____________ baš yžib mɛa-h le-ktab dyal-i.
5 ẋt-i __________ tkun mweđđafa fe-l-wizaṟa, _____ fe-l-žamḭɛa xems snin.
6 l-bareħ ________________ l-ɛend-na waħed ṟ-ṟažel. ________ smiyt-u,

________ yexdem mɛa-na.
7 hadi telt šhuṟ baš ________________ l-l-meḡrib. ________ fe-l-meḡrib

šehṟayn.
8 ɛlaš ma- ________________ -š l-bareħ, l-muɛellima ma-kayna-š l-yum.
9 ila ________________ baš tžib mɛa-k l-paṣpuṟ, ma-neqđeṟ-š neɛŧi-k le-flus

dyal-ek.
10 l-bareħ ________________ -ni le-flus dyal-i u xerržu-ni.
Exercise 61.d
Make the following sentences past tense and negative. Add a temporal adjunct (given
in English).
Example
given l‑yum ḡadi nakŭl ŧ‑ŧažin. (in the past)
you men qbel ma‑klit‑š ŧ‑ŧažin.
1 ḡedda ḡadi nemšiw le-đ-đaṟ l-beyđa. (since 2 years)

2 kŭll nhaṟ ta-naklu ši ħaža xfifa. (yesterday)
3 ḡedda ḡadi nemši l-l-meɛmel. (the day before yesterday)
4 beɛd ḡedda ḡadi yžiw l-ɛend-na đyaf. (since 1 week ago)
5 men hna sett šhuṟ w-ana ḡadi neqṟa l-ɛeṟbiya fe-l-žamḭɛa. (3 years ago)
6 had l-ɛam ḡadi nebqa fe-l-meḡrib šehṟayn. (2 years ago)
Exercise 61.e
Answer the questions below, using the hints given in English.
Example
given waš ši meṟṟa kliti ŧ‑ŧažin? (a few times)

you iyeh, klit ŧ‑ŧažin beɛđ l‑meṟṟat.
1 waš ši meṟṟa šriti žellaba ždida? (once)
2 waš ši meṟṟa bqiti fe-l-biru fe-l-lil? (a few times)
3 waš ši meṟṟa mšitu l-l-ħeyy dyal ṣ-ṣnayɛiya? (3 times)

400 Work and jobs
4 waš ši meṟṟa qṟiti ši ktab be-l-ɛeṟbiya? (a few times)

5 waš ši meṟṟa nsiti baš tḡesli le-mwaɛen? (occasionally)
6 waš ši meṟṟa klitu l-makla l-ingliziya? (twice)
7 waš ši meṟṟa žiti mɛa-ya le-đ-đaṟ? (occasionally)
8 waš ši meṟṟa šritu ši ħaža men ɛend n-nežžaṟ? (once)
Exercise 61.f
Finish the sentences below using the Moroccan equivalent of an English word of your
choosing (there are a few English words too many).
a things d people who g the old town k clothing

are well to do
b crockery h government l trade
e carpets
c tables i workers m houses
f cloth
j children
Example
given n‑nežžaṟ ta‑yṣewweb ________________.
you n‑nežžaṟ ta‑yṣewweb ŧ‑ŧbali. (tables = c)
1 l-muɛellim ta-yqeṟṟi ________________________.

2 l-mweđđaf ta-yexdem mɛa ________________________.
3 l-xeddama ta-tṣebben ɛend ________________________.
4 l-xeyyaŧ ta-yxeyyeŧ ________________________.
5 d-derraz ta-yṣewweb ________________________.
6 l-fexxaṟa ta-yṣewwbu ________________________.
7 ṣ-ṣnayɛiya, ta-yxedmu f- ________________________.
8 l-paŧṟun ta-yxeddem ________________________.
9 mul đ-đaṟ ta-yekri ________________________.
10 lli ta-yexdem fe-t-tižara ta-ybiɛ u ta-yešri ________________________.
Exercise 61.g
Someone tells you that someone else usually does certain work. Respond by saying:
‘So he is a . . .?’
Example
given xu‑ya ta‑yxeyyeŧ l‑malabes.
you iden huwa xeyyaŧ?
1 b́b́a ta-yqeṟṟi f-waħed l-međṟaṣa.

2 xu-ya le-kbir ta-yṣewweb le-mwaɛen.
3 -i ta-texdem f-wizaṟa t-teɛlim.
4 b́b́a ta-yeṣƚeħ ŧ-ŧbali u le-krasa.
5 ẋt-i ta-texdem fe-đ-đaṟ dyal l-paŧṟun dyal-i.
6 b́b́a ta-yṣewweb ƶ-ƶṟabi ž-ždad.
Exercise 61.h
Below is a list of several jobs in Moroccan. At first sight the words might look odd to
you, but if you locate all the radicals and compare them to verbs or nouns you have
already encountered, you should be able to guess their meaning. First complete lines
a to g and then fill in the correct professions in Sentences 1 to 6.
profession similar to probably means

a tabennayet ________________ ________________________
b tafeṟṟanet ________________ ________________________
c tamwagnit ________________ ________________________

d taqehwayžit qehwa café owning
e taxebbazet ________________ ________________________
f taƶṟaybiyet ________________ ________________________
g taɛeŧŧaṟet ________________ ________________________

402 Work and jobs
Example
given ________ ta‑ydiru‑ha n‑nas lli ɛend‑hŭm l‑qehwa fayn
ta‑ybiɛu l‑qehwa u atay.
you t‑taqehwayžit, ta‑ydiru‑ha n‑nas lli ɛend‑hŭm l‑qehwa fayn
ta‑ybiɛu l‑qehwa u atay.
1 ________________, ta-ydiru-ha n-nas lli ta-yŧeyybu l-xŭbz u ybiɛu-h.
2 ________________, ta-ydiru-ha n-nas lli ta-yṣelħu le-mwagen.
3 ________________, ta-ydiru-ha n-nas lli ta-yebniw đ-đyuṟ.
4 ________________, ta-ydiru-ha n-nas lli ta-yešriw u ybiɛu l-ɛeŧṟiya.
5 ________________, ta-ydiru-ha n-nas lli ta-yṣewwbu ƶ-ƶṟabi.
6 ________________, ta-ydiru-ha n-nas lli ɛend-hŭm l-feṟṟan. fi-h ta-yŧeyybu
l-xŭbz dyal nas ẋṟin.
Exercise 61.i
Answer the questions asked. State in your answer that the person asked about is still
in/at . . . An indicator for your answer is given in English.
Example
given fayn mṟat‑ek? (still in Morocco)
you hiya baqya fe‑l‑meḡrib.
1 fayn d-drari? (still at school)
2 fayn b́b́a-k? (still in the factory)
3 waš l-muɛellim fe-l-međṟaṣa? (still at home)
4 waš l-xeddama mšat wella ma-zala? (still in the kitchen)
5 fayn mšaw t-talamid? (still in the classroom)
6 waš mħemmed ža wella ma-zal? (still at the university)
Exercise 61.j
Answer the questions using the information given in English.
Example
question xu‑k, waš ta‑yexdem fe‑l‑wizaṟa daba?
note la, ________________________. (He is still studying at university.)
you la, ma‑zal/baqi ta‑yeqṟa fe‑l‑žamḭɛa.
1 waš b́b́a-k ta-yexdem f-dik l-xedma ž-ždida daba?

la, ________________________. (He still works at the cloth workshop.)
2 waš ẋt-ek ṟežɛet l-l-žamḭɛa?

la, ________________________. (She still works at the ministry.)
3 waš dak l-paŧṟun bḡa yxeddm-ek?

la, ________________________. (He doesn’t need workers yet.)
4 waš qellebti ɛla xedma ẋṟa?

la, ________________________. (I haven’t had time yet.)
5 waš beddelti l-xedma a xu-ya?

la, ________________________. (I still work at the restaurant.)
6 waš ḡadi teṟžeɛ l-l-meḡrib daba?

la, ________________________. (My children are still learning at school.)
7 waš bḡiti tetzewwež bent-ek le-kbira?

la, ________________________. (She hasn’t reached 18 yet.)
8 waš ta-terbeħ mezyan f-dik l-xedma?

la, ________________________. (I haven’t got any wages yet.)
Exercise 61.k
You are being asked if someone has done something yet or not. An indication in
English tells you if it’s happened yet (yes), that the specific person is still working
on it (still . . .ing) or that it hasn’t happened yet (not yet). Give an answer using
those hints.
404 Work and jobs
Example
question waš mṟat‑ek ŧeyybet l‑makla wella ma‑zala?
given yes you iyeh, ŧeyybat l‑makla.
given is still . . .ing you hiya ma‑zala ta‑tŧeyyeb l‑makla.
given not yet you la, ma‑zala ma‑ŧeyybat‑š l‑makla.
1 waš žat-ek l-manđa dyal had š-šheṟ wella ma-zala? (not yet)
2 l-muhimm, waš xeyyeŧti dik ž-žellaba ž-ždida wella baqi? (not yet)
3 waš welliti muɛellim daba wella ma-zal? (yes)
4 waš dxelti le-t-tižara wella ma-zal? (not yet)
5 waš ta-yxeṣṣ-ek l-xeddama fe-l-meɛmel wella ma-zal? (not yet)
6 waš qellebti ɛla xedma ẋṟa wella baqi? (am still . . .ing)
7 waš beɛti kŭll ši lli ṣewwebti wella ma-zal? (yes)
8 xu-k, waš tɛellem l-ɛeṟbiya l-fuṣħa wella ma-zal? (is still . . .ing)
Exercise 61.l
Below is a list of things you meant to do today. The things which have an X in front
of them you have done, and the rest you still must do. Use this information to answer
the questions.
Don’t forget
– post office
X market; buy vegetables
– sewing shop; buy djellaba
X father and mother; visit
X cook dinner
– pick kids up from school
Example
question waš mšiti l‑l‑buṣŧa?
answer la, ma‑zal(a) ma‑mšit‑š (l‑l‑buṣŧa).
1 waš šriti l-xŭđṟa? 4 waš žebti d-drari men l-međṟaṣa?

2 waš mšiti l-ɛend l-xeyyaŧ? 5 waš ŧeyyebti l-makla?
3 waš mšiti l-ɛend walidi-k? 6 waš šriti žellaba ždida?
Lesson 62
Fez is the city of the old crafts
Listen to the text on old crafts in Fez.
f-fas kayen bezzaf dyal l-masa’ḭl dyal l-xedma. kayen fayn ta-yṣewwbu ŧ-ŧṟabeš kayen
fayn ta-yṣewwbu ŧ-ŧnažeṟ dyal n-nħas. kaynin l-xerraza u l-xeyyaŧa ila ḡir-u dalik. kŭll
ši had n-nas ɛend-hŭm waħed l-ħanut ṣḡiṟ fayn ta-yxedmu. ta-yṣewwbu l-ħažat ž-ždad
u ta-ybiɛu-hŭm. matalăn l-xerraz, ta-yṣewweb belḡa ždida u ta-ybiɛ-ha, u ta-yemken l-u
yži l-ɛend-u ši waħed u yeɛŧi l-u belḡa balya u huwa yeṣƚeħ-ha. ta-yeṣƚeħ ṣ-ṣbabeŧ u
le-blaḡi u ta-yṣewweb ž-ždid. kaynin l-xeyyaŧa. kayen lli ta-yxeyyeŧ ž-žlaleb. ɛend-u
t-tub, ta-yxeyyeŧ u ta-ybiɛ ž-ždid u ta-yemken le-n-nas yžibu t-tub dyal-hŭm u huwa
yxeyyŧ-u l-hŭm, ɛawed b-le-flus. l-xeyyaŧ ma-ši bħal l-xerraz, ila kanet ɛend-ek žellaba
balya wella ši ħaža balya, ma-ta-yemken-l-ek-š teddi-ha l-u. l-xeyyaŧ ta-yeqđeṟ ykun
fe-l-ħanut ydir ž-žlaleb wella ta-yeqđeṟ ykun ɛend-u l-meɛmel. ila la bas ɛli-h ta-yemken
l-u ydir l-meɛmel u ydir l-xeddama ɛla yeddi-h. u ila ma-ɛend-u-š ta-yexdem b-weħd-u
fe-l-ħanut dyal-u. l-’aktăṟiya dyal ṣ-ṣnayɛiya, matalăn d-derraza wella n-nežžaṟa wella
l-xeyyaŧa, ɛend-hŭm le-wlad ṣ-ṣḡaṟ lli ta-yɛawnu-hŭm. ši weld ṣgiṟ, ta-ykun matalăn
b́b́a-h miyyet u ɛend-u xut-u u -u ma-teqđeṟ-š tqeṟṟi-hŭm kŭll-hŭm u tešri l-hŭm
le-ktub u l-malabes. dik s-saɛa ta-tdexxl-u yetɛellem ṣ-ṣenɛa baš yemken l-u yɛawen-ha.
ma-ta-yeɛŧiw-eh-š le-flus bezzaf, yemken xemsa de-d-drahem fe-l-’usbuɛ, ħit l-weld
ta-ykun baqi ṣḡiṟ, ma-ta-yeɛṟef ydir walu, ḡir ta-yɛawen le-mɛellem, yžib l-u kas d-atay,
wella, ila mša le-mɛellem l-đaṟ-u, ta-yebqa fe-l-hanut yeħđi-h. ’amma ṣ-ṣenɛat le-ẋṟin
lli kaynin f-fas, kaynin l-fexxaṟa lli ta-ydiru le-mwaɛen de-l-fexxaṟ, kaynin d-debbaḡa,
ta-yxedmu f-đaṟ d-dbeḡ, fayn ta-ydebḡu ž-žlud. u ila mšiti l-fas, la bŭdd temši tƶuṟ had
đaṟ d-dbeḡ.
Vocabulary
ŧṟabeš pl. of ŧeṟbuš = fez (hat)

ŧnažeṟ pl. of ŧenžṟa
Lesson 62  Fez is the city of the old crafts 407
nħas copper
ħažat pl. of ħaža
belḡa leather slipper
balya old, worn out
yeṣƚeħ (√ṣƚħ) he repairs
ṣbabeŧ shoes (sing. ṣebbaŧ = one pair of shoes)
blaḡi pl. of belḡa
ɛawed 1. again; 2. also
teddi (√dda/i) you bring along
derraz (√drz) weaver
ɛla yedd in his service
b-weħd-u alone
’aktăṟiya majority
derraza (√drz) pl. of derraz
miyyet dead
xut-u his siblings
dik s-saɛa (on) that moment
ta-tdexxel (√dxl) she makes enter
’usbuɛ week
mɛellem (√ɛlm) master, patron
yeħđi (√ħđa/i) he guards
fexxaṟa (√fxṟ) potters
fexxaṟ pottery
debbaḡa (√dbḡ) the tanners
dbeḡ tanning
ta-ydebḡu (√dbḡ) they tan
žlud hides
beyyeđ (√byđ) whiten
408 Work and jobs
ṣeḡḡeṟ (√ṣḡṟ) make small(er)

fehhem (√fhm) make understand/explain
xewwef (xa/af) frighten
ḡsil washing
šṟib drinking
teṣbin washing
Explanation
62.a Overview of different types of verbs

In the previous lessons we have discussed the conjugations of the past and present
tense of different types of verbs. Here we will give a schematic overview of all these
types.
i present tense
3 consonant radicals Idem, short ŭ in present tense
(Lesson 45.c) (Lesson 49.a)
√ktb √skn
ka-nekteb ka-neskŭn
tekteb teskŭn
tketbi tsekni
yekteb yeskŭn
tekteb teskŭn
nketbu nseknu
tketbu tseknu
yketbu yseknu
Hollow verbs
√ša/uf √da/ir √xa/af
(Lesson 15) (Lesson 53.a) (Lesson 58)
ka-nšuf ka-ndir ka-nxaf
tšuf tdir txaf
tšufi tdiri txafi

yšuf ydir yxaf
tšuf tdir txaf
nšufu ndiru nxafu
tšufu tdiru txafu
yšufu ydiru yxafu
Weak verbs
√bḡa/i √qṟa/a
(Lesson 48.a) (Lesson 54.a)
ka-nebḡi ka-neqṟa
tebḡi teqṟa
tebḡi teqṟay
yebḡi yeqṟa
tebḡi teqṟa
nebḡiw neqṟaw
tebḡiw teqṟaw
yebḡiw yeqṟaw
Identical second and third radicals (R2 = R3)

√đnn
(Lesson 55.c)
ka-nđenn
tđenn
tđenni
yđenn
tđenn
nđennu
tđennu
yđennu
410 Work and jobs
Irregular verbs
√akl √axd
(Lesson 47.a) (Lesson 52.a)
ka-nakŭl ka-naxŭd
takŭl taxŭd
taḱli taxdi
yakŭl yaxŭd
takŭl taxŭd
naklu naxdu
taklu taxdu
yaklu yaxdu
ii past tense
Most types have been shown before, some not explicitly.
3 consonant radicals (Lesson 57.a)
√ktb
ktebt
ktebti
ktebti
kteb
ketbet/-at
ktebna
ktebtu/-tiw
ketbu
Hollow verbs
√ša/uf √da/ir √xa/af √qa/u
l (Lesson 55)
šeft dert xeft qŭlt / qelt
šefti derti xefti qŭlti / qelti
šefti derti xefti qŭlti / qelti
šaf dar xaf qal

šafet daret xafet qalet
šefna derna xefna qŭlna / qelna
šeftiw/-tu dertiw/-tu xeftiw/-tu qŭltiw / qeltiw /-tu
šafu daru xafu qalu
Weak verbs
√bḡa/i √qṟa/a
(Lesson 61.b) (Lesson 61.b)
bḡit qṟit
bḡiti qṟiti
bḡiti qṟiti
bḡa qṟa
bḡat qṟat
bḡina qṟina
bḡitiw/-tu qṟitiw/-tu
bḡaw qṟaw
Identical second and third radicals

√đnn
đennit
đenniti
đenniti
đenn
đennet/-at
đennina
đennitiw/-tu
đennu
Irregular verbs
√akl √axd
klit xdit
412 Work and jobs
kliti xditi
kliti xditi
kla xda
klat xdat
klina xdina
klitiw/-tu xditiw/-tu
klaw xdaw
62.b Form II of the verb

All verbs we have seen thus far (see the overview in Paragraph a) are Form I verbs.
This is the simplest form: all radicals occur once. The hollow and weak verbs have a
radical hidden in the vowel a, i or u.
Many roots can combine with several patterns to produce different verb forms.
Moroccan has the forms I, t-I, II, t-II. III, t-III,VII,VIII, IX and X. The 4 forms men-
tioned first, I, t-I, II and t-II are most frequent. In this paragraph we’ll discuss Form II.†
The other forms will be discussed in Lesson 64.
†
You have seen several examples of a t-II form as well: tkellem, tɛellem. An example of a t-I
form would be: ttekteb = to be written. All t-I forms are passive in meaning.
In Form II you see the duplication of the second radical, in all persons in the past
and present tense. Form II has the pattern Ⓟketteb. Find all Form II verbs in this
lesson’s text.
The verbs in question are: ta‑yṣewwbu, ta‑yṣewweb, ta‑yxeyyeŧ, ta‑yqeṟṟi‑hŭm,
ta‑tdexxl‑u. All 5 are in the 100 ___________ tense. Do you notice anything odd
compared to Form I? You don’t see anything unexpected in ta‑yṣewwbu,
ta‑yṣewweb, ta‑yxeyyeŧ, ta‑tdexxel. The personal prefix (n-, t-, y-) is put before
the first radical and the gender- or number-ending (-i, -u) after the third radical.Then
all you need to add are some unstable vowels following the well-known writing rules.
We’ll discuss the verb ta‑tqeṟṟi further on.
The full conjugation of the present tense of ta‑yṣewweb is:
(ana) (ta-)nṣewweb (ħna) (ta-)nṣewwbu

(nta) tṣewweb (ntuma) tṣewwbu
(nti) tṣewwbi (huma) yṣewwbu

(huwa) yṣewweb
(hiya) tṣewweb
There’s nothing unexpected about the conjugation of Form II verbs in the past tense
either.
(ana) ħeṣṣelt (ħna) ħeṣṣelna
(nta/nti) ħeṣṣelti (ntuma) ħeṣṣeltu/-tiw
(huwa) ħeṣṣel (huma) ħeṣṣlu
(hiya) ħeṣṣlet/ħeṣṣlat
The verb form ta‑tqeṟṟi is from a weak Form II verb. All weak Form II verbs are
conjugated in the present and past tense like mša/i, so ending in the present tense in
the vowel i or iw for the plural, and in the past tense in i for all first and second
persons, and in a for all third persons.
So the complete conjugation for present and past tense is:
present tense past tense

(ana) (ta-)nqeṟṟi (ħna) nqeṟṟiw (ana) qeṟṟit (ħna) qeṟṟina
(nta) tqeṟṟi (ntuma) tqeṟṟiw (nta) qeṟṟiti (ntuma) qeṟṟitiw/-tu
(nti) tqeṟṟi (huma) yqeṟṟiw (nti) qeṟṟiti (huma) qeṟṟaw
(huwa) yqeṟṟi (huwa) qeṟṟa
(hiya) tqeṟṟi (hiya) qeṟṟat
There are no Form II hollow verbs, because the reduplication of the second radical
makes these into ‘normal’ verbs. Both xeyyeŧ and ṣewweb are actually derived from
hollow roots, but this has no consequences in Form II.
Now let’s discuss the meaning of Form II verbs. Look at the Form I and Form II
verbs below and their respective meanings:
dxel (I) enter

dexxel (II) make enter, put in
xrež (I) exit
xerrež (II) make exit, remove
414 Work and jobs
xdem (I) work

xeddem (II) make work, put to work
qṟa (I) learn
qeṟṟa (II) make learn, teach
All 4 meanings of these Form II verbs have a causative element; that is, causing an
action to be performed by someone or something else. That someone or something
else then follows the verb as an object. These verbs usually take an object (and are
therefore transitive verbs).
You can more or less freely deduct Form II verbs from Form I verbs:
fhem fehhem make understand

xaf xewwef frighten
Another function of the Form II verbs is forming verbs from nouns and adjectives:
xiŧ thread xeyyeŧ sew
ṣabun soap ṣebben wash, clean
byeđ beyyeđ whiten
ṣḡiṟ ṣeḡḡeṟ make small
Exercises c, d, e and f deal with this.
62.c fayn as a relative pronoun

Look at the sentences below that you have seen before:
1 ɛend-hŭm waħed l-ħanut ṣḡiṟ fayn ta-yxedmu.

2 ta-yxedmu f-đaṟ d-dbeḡ, fayn ta-ydebḡu ž-žlud.
3 ma-ɛend-hŭm-š l-qism fayn yqeṟṟiw l-’aŧfal. (59)
4 n-nas le-ḱbaṟ ta-yetɛellmu l-ingliziya fe-l-fabrikat fayn ta-yxedmu. (55)
5 kayen fayn ta-yṣewwbu ŧ-ŧnažeṟ dyal n-nħas.
In all these sentences fayn acts as a relative pronoun introducing a subordinate clause.
Look again at the creation of relative clauses using the relative pronoun lli as explained
in Lesson 51.a. A similar combination mechanism is at work here.
Sentence 1 was formed by combining:
1a ɛend-hŭm waħed l-ħanut ṣḡiṟ.

1b ta-yxedmu f-waħed l-ħanut ṣḡiṟ.
Sentence 3 was formed by combining:
3a ma-ɛend-hŭm-š l-qism.
3b yqeṟṟiw l-’aŧfal fe-l-qism.
This way of constructing a relative clause is similar to the English with the relative
pronoun where (ayn = where, f = in).
When combining a and b to a main clause + subordinate clause you omit the com-
mon element of the a- and b-sentences (the antecedent) from the subordinate clause
and instead put ‑ayn; the thus constructed f‑ayn† must be at the beginning of the
subordinate clause.
f‑ayn can also be written fayn.
†
Sentence 5 is a bit different from Sentences 1 to 4: how? In Sentences 1 to 4 the

antecedent is mentioned explicitly in the main clause. Can we say the same of
Sentence 5? In Sentence 5 fayn is used as a compound relative pronoun (see also
Lesson 61.a). You could make the antecedent explicit using blaṣa:
5’ kayna waħed le-blaṣa fayn ta-yṣewwbu ŧ-ŧnažeṟ dyal n-nħas.
If the relative clause with fayn also has an explicit subject, it’s put after the verb.
6 hada huwa l-ħeyy fayn ta-yxedmu d-debbaḡa.
62.d Nouns derived from verbs (verbal nouns)

From verbs of different forms you can derive nouns meaning ‘performing the action
expressed by the verb’. Of course this derivation follows certain patterns.
From Form I you can derive verbal nouns following, amongst other ones, the pat-
tern Ⓟktib.
verb root verbal noun meaning

ḡsel √ḡsl ḡsil washing
šṟeb √šṟb šṟib drinking
416 Work and jobs
or following the pattern Ⓟketb
đṟeb √đṟb đeṟb beating

fṟeq √fṟq feṟq parting, difference
Using the pattern Ⓟketba you can derive a verbal noun expressing a single action
from Form I:
xdem xdm xedma work

hđeṟ √hđṟ heđṟa talking
From Form II you can derive verbal nouns following the pattern Ⓟtektib.
ɛellem √ɛlm teɛlim teaching

ṣebben √ṣbn teṣbin washing
There are countless other patterns than the ones we have just mentioned. Some verbal
nouns we have already encountered that have been derived following other patterns
are:
fikṟa v. fekkeṟ
ħšuma v. ħšem
sukna v. sken
62.e The suffix for ‘him’ again

Look at the different forms of the suffix in the sentences below:
7 dik s-saɛa ta-tdexxl-u yetɛellem ṣ-ṣenɛa.

8 ila la bas ɛli-h.
9 ma-ta-yeɛŧiw-eh le-flus bezzaf.
10 le-ktab dyal-i, ma-tensay-eh-š a ẋt-i.
You see that (next to ‑u and ‑h) there is a third variant ‑eh that occurs after a w
or a y.
Exercises
Exercise 62.a
Complete the paradigms below.
present tense
√hđṟ √dxl √ƶa/uṟ √ža/ib √qṟa/a √šra/i √šdd
ana ______ ______ ______ ______ ______ ______ ______
huwa ______ ______ ______ ______ ______ ______ ______
ntuma ______ ______ ______ ______ ______ ______ ______
past tense
√ṣƚħ √skn √da/uz √da/ir √bqa/a √ħđa/i √kbb
nti ______ ______ ______ ______ ______ ______ ______
hiya ______ ______ ______ ______ ______ ______ ______
huma ______ ______ ______ ______ ______ ______ ______
Exercise 62.b
Put the present tense sentences in the past tense and vice versa.
Example
given a xadiža, waš ka‑tšufi dak l‑meŧɛem?
you a xadiža, waš šefti dak l‑meŧɛem?
1 l-’ažanib ma-ta-yṣelħu-š đ-đyuṟ dyal-hŭm.

2 waš dditi duk le-blaḡi l-balyin l-ɛend l-xerraz a weld-i?
3 waš ka-teħđi l-ħanut dyal le-mɛellem?
4 l-xerraz baɛ le-blaḡi u ṣ-ṣbabeŧ kŭll-hŭm.
5 l-xeddama ta-temši l-ɛend l-xerraz baš yeṣleħ-l-na le-blaḡi.
6 kŭll nħaṟ dezt ɛel z-zenqa dyal l-fexxaṟa.
418 Work and jobs
7 mul l-qehwa ta-ykŭbb atay n-nhaṟ kŭll-u.

8 waš qbeđti le-flus dyal-ek be-s-simana?
Exercise 62.c
Complete the sentences using the verb forms below.There are a few verb forms too many.
a beddlat e ṣewwebt i ka-tṣebben m ka-yxeddem

b ydexxel f ta-yṣewweb j ta-nṣewweb n ħeṣṣlat
c ṣebbnat g qellebti k ta-yqeṟṟi o ka-nqelleb
d tzewwež h zewwež l ka-txeyyeŧ
1 l-bareħ ________ žuž de-ŧ-ŧbali u kŭrsi waħed.

2 dak ṟ-ṟažel bḡa ________ weld-u le-ṣ-ṣenɛa, walakin l-weld ta-yetɛellem
mezyan fe-l-međṟaṣa.
3 le-mṟa lli kanet ______ ɛend-na ______ l-xedma dyal-ha, daba ______.
4 l-muɛellim lli ________ l-ingliziya bḡa yƶuṟ-na fe-l-meḡrib.
5 b́b́a ________ ẋt-i le-kbira, hadi šheṟ baš tzewwžat.
6 l-fexxaṟ ________ xemsa de-l-xeddama ɛla yeddi-h.
7 hadi telt šhuṟ w-ana ________ ɛla xedma ẋṟa, ma-zal ma-lqit walu.
8 hadi ɛešṟin sana baš ________ blad-na ɛel l-istiqlal.
Exercise 62.d
Make the people doing things in the sentences below into the object of a new sen-
tence (someone else makes them perform the action). Use a Form II verb of the same
root. The subject of the new sentence is given between brackets.
Example
given b́b́a xrež men l‑fabrika. (l‑paŧṟun)
you l‑paŧṟun xerrež b́b́a men l‑fabrika.
1 d-drari ta-yfehmu đ-đeṟṣ. (l-muɛellim)

2 le-ħwala xafu men l-kelb. (l-kelb)
3 xu-ya ta-yexdem f-waħed l-ħanut. (mul l-ħanut)

4 ta-neqṟa l-ɛeṟbiya fe-đ-đaṟ. (b́b́a)
5 l-bareħ xrežti men l-qism. (l-muɛellim)
6 hadi ɛam baš dxelt le-ṣ-ṣenɛa dyal taxerrazet. (-i)
Exercise 62.e
Complete the sentence halves 1 to 8 with sentence halves a to h. Make sure they fit
logically.
1 ħmed, ma-ɛažba-h-š l-xedma dyal-u a l-ħukuma bḡat tṣeḡḡṟ-u.

2 b́b́a dris mat b walakin l-muɛellim ta-yfehhem-na
đ-đeṟṣ mezyan.
3 l-feṟq ma-bin n-nas kbir
c -u dexxlat-u yetɛellem ṣenɛa.
4 đ-đaṟ dyal-na mwessxa bezzaf
d walakin ḡadi tħeṣṣel ɛel l-istiqlal.
5 l-luḡa l-ɛeṟbiya ṣɛiba bezzaf
e daba ta-yqelleb ɛla xedma ẋṟa.
6 l-malabes dyal d-drari dima
mwessxin f ta-yxaf l-bulis bḡa yxerrž-u men
kanada.
7 dik le-blad, steɛmṟu-ha le-
fṟanṣawiyin g b́b́a ḡadi ybeyyeđ-ha.
8 dak ṟ-ṟažel, ma-ɛend-u-š l-paṣpuṟ h xeṣṣ-ni nṣebben-hŭm kŭll simana.
Exercise 62.f
In the sentences below, fill in the Form II forms. Behind the sentence, between brack-
ets, is the root you have to derive the Form II verb from. Those roots probably look
familiar to you, so you shouldn’t have trouble guessing the meaning of the Form II
verb. Translate the sentences you made.
Example
given l‑muɛellim ________________ l‑’aŧfal. (√wqf)
you l‑muɛellim ta‑yweqqef l‑’aŧfal.
translation The teacher makes the children rise.
1 fe-l-meḡrib, le-ɛyalat ________ l-makla. (√wžd)

2 ḡadi neṣƚeħ ŧ-ŧumubil u men beɛd ḡadi ________-ek l-đaṟ-ek. (√wṣl)
420 Work and jobs
3 l-ħukuma ________ ḡir n-nas lli qṟaw fe-l-žamḭɛa. (√wđf)

4 dak ṟ-ṟažel bḡa ________ ɛa’ḭlt-u l-l-meḡrib, fe-l-ingliz kŭll ši ḡali bezzaf. (√ṟžɛ)
5 skŭt nta, ________ -ni b-dik l-kelma lli qŭlti! (√ḡlŧ)
6 l-muɛellim ________ -na dak đ-đeṟṣ fe-l-kŭnnaš. (√ktb)
Exercise 62.g
From the pairs of short sentences below, make main clauses with a subordinate clause
starting with fayn.
Example
given hadi l‑fabrika / b́b́a ta‑yexdem f‑dik l‑fabrika.
you hadi l‑fabrika fayn ta‑yexdem b́b́a.
1 hada l-ħeyy / ta-yṣelħu ŧ-ŧnažeṟ dyal n-nħas f-dak l-ħeyy.

2 hada l-maryu / xelliti ṣ-ṣbabeŧ f-dak l-maryu.
3 hada l-ħanut ṣ-ṣḡiṟ / l-xerraz ta-yexdem b-weħd-u f-dak l-ħanut.
4 hadi hiya đ-đaṟ / ta-ydebḡu ž-žlud f-dik đ-đaṟ.
5 hadi z-zenqa / ta-yṣewwbu le-mwaɛen de-l-fexxaṟ f-dik z-zenqa.
6 fas hiya le-mdina / ta-yṣewwbu ŧ-ŧerbuš f-dik le-mdina.
7 le-mdina le-qdima hiya le-blaṣa / ta-yṣewwbu l-ħažat f-dik l-blaṣa.
8 le-mdina ž-ždida hiya le-blaṣa / n-nas dyal t-tižara saknin f-dik le-blaṣa.
Exercise 62.h
Make sentences containing a relative clause starting with fayn. You will be given
information for the main clause in English. The information for the relative clause
and the antecedent you should derive from the sentences given in Moroccan.
Example
given I will visit . . .
le‑mdina, fi‑ha ta‑yṣewwbu ƶṟabi mezyanin.
you ḡadi nƶuṟ le‑mdina fayn ta‑yṣewwbu ƶṟabi mezyanin.
1 Yesterday I passed . . .
đ-đaṟ, fi-ha xeddamin d-debbaḡa.
2 I’ve heard this is the . . .
l-ħeyy, fi-h saknin l-’aktăriya dyal d-derraza.
3 I send my children to . . .
l-međṟaṣa, fi-ha qaṟyin d-drari dyal n-nas lli la bas ɛli-hŭm.
4 I think that . . .
fas hiya le-mdina, fi-ha kaynin ṣ-ṣenɛat kŭll-hŭm.
5 My father works in . . .
l-meɛmel, fi-h ta-ynesžu t-tub.
6 I want to live in . . .
l-ħeyy, fi-h saknin n-nas lli la bas ɛli-hŭm.
Illness, health and healthcare
Lesson 63
Doctor, my stomach hurts
Listen to the following 3 dialogues of people visiting the doctor.
Dialogue A
patient ṣbaħ l-xiṟ a s-si ŧ-ŧbib.

doctor ṣbaħ l-xiṟ, šnu ɛend-ek a sidi?
patient ta-yđeṟṟ-ni kŭll-ši lli f-kerš-i a s-si ŧ-ŧbib, kŭll lila ta-tewžeɛ-ni kerš-i.
doctor fuq-aš ta-tđeṟṟ-ek kerš-ek, waš qbel l-makla wella men beɛd?
patient men beɛd l-makla a s-si ŧ-ŧbib, ana xayef la-tkun ɛend-i ši-ħaža xaŧiṟa.
doctor waš l-meɛda ta-tđeṟṟ-ek wella le-mṣaṟen?
patient ana ma-myeqqen-š waš l-meɛda wella le-mṣaṟen.
doctor fayn dak le-wžeɛ lli ta-tħess bi-h, waš l-teħt wella l-fuq f-kerš-ek?
patient l-teħt a s-si ŧ-ŧbib.
doctor šnu ta-takŭl a sidi, waš ta-takŭl l-makla lli fi-ha l-idam wella l-ɛeŧṟiya
bezzaf?
patient dima ta-nakŭl l-makla l-meḡribiya, ta-teɛṟef šnu fi-ha.
doctor xeṣṣ-ek teɛṟef belli z-zit wella l-idam bezzaf hiya xaŧiṟa ɛel ṣ-ṣiħħa
dyal l-insan, xeṣṣ-ek ma-tketteṟ-š men-hŭm.
patient nɛam a s-si ŧ-ŧbib.
doctor waxxa, temši le-đ-đar u tneqqeṣ men l-idam. ržeɛ l-ɛend-i beɛd šheṟ
baš tqul l-i kifaš welliti.
patient waš ma-tekteb-l-i-š ši dwa?
Lesson 63  Doctor, my stomach hurts 425
doctor la, ma-kayen ɛlaš tešṟeb ši dwa; le-mṣaṟen dyal-ek xeṣṣ-hŭm ṟ-ṟaħa.
ma-ta-nđenn-š belli xeṣṣ-ek ši dwa, ma-kayen ħetta ši xaŧaṟ.
patient waxxa, nta lli ta-teɛṟef a s-si ŧ-ŧbib, ma-ḡadi-š neɛṟef ħsen menn-ek,
be-s-slama.
Dialogue B
patient s-salamu ɛli-kŭm, a s-si ŧ-ŧbib.

doctor wa-ɛli-kŭm s-salam, a sidi; ašnu hiya l-mađeṟṟa lli ɛend-ek a sidi?
patient đ-đheṟ dyal-i ta-yđeṟṟ-ni bezzaf.
doctor fuq-aš ta-yđeṟṟ-ek đehṟ-ek? waš ila kŭnti naɛes?
patient đehṟ-i ta-yđeṟṟ-ni, ma-ši melli ta-nenɛes, walakin melli ta-nhezz
ši-ħaža.
doctor waxxa ḡadi nqellb-ek. fe-l-lewwel ḡadi nqellb-ek be-ṟ-ṟađyu. ħeyyed
ħwayž-ek u wqef temma muṟa dak ṟ-ṟađyu.
patient šŭkrăn a s-si ŧ-ŧbib, ana xayef la-tkun ɛend-i ši-ħaža ṣɛiba f-đehṟ-i.
doctor ma-txaf-š. ana myeqqen belli had l-mađeṟṟa ma-ši ṣɛiba. l-insan lli
ɛend-u ši ħaža ṣɛiba f-đehṟ-u ma-ta-yeqđeṟ-š yewqef u yemši ɛla
režli-h.
(ṟ-ṟažel ta-yewqef muṟa ṟ-ṟađyu u ŧ-ŧbib ta-yšuf)
patient ašnu lqiti?
doctor ma-ɛṟeft-š, ma-zal ta-nqellb-ek. fayn ta-tħess le-blaṣa lli fi-ha le-ħṟiq,
xeṣṣ-ek tqul-ha l-i. waš l-teħt wella fe-l-weṣŧ wella l-fuq?
patient l-teħt, a s-si ŧ-ŧbib.
doctor iyeh, daba šeft. ma-txaf-š! ana šeft belli đehṟ-ek ma-ɛend-ek fi-h
ħetta ħaža ṣɛiba. ḡir xeṣṣ-ek ṟ-ṟaħa šwiya. xeṣṣ-ek tenɛes žuž de-s-
simanat wella tlata. kŭll-hŭm tebqa naɛes f-le-fraš u ma-tnuđ-š u men
beɛd ḡadi twelli la-bas.
patient l-ħemdu li-llah melli ma-kayen ħetta ħaža ṣɛiba. waš ḡadi nenɛes
n-nhaṟ kŭll-u?
doctor waxxa ma-tenɛes-š, bqa mettekki f-le-fraš. men daba žuž de-s-
simanat ṟžeɛ ɛend-i baš nšuf kifaš welliti.
patient šŭkrăn, a s-si ŧ-ŧbib.
426 Illness, health and healthcare
Dialogue C
patient ṣbaħ l-xiṟ a s-si ŧ-ŧbib.

doctor ṣbaħ l-xiṟ, a lalla. škun lli mṟiđ, nti wella ṣ-ṣabi?
patient weld-i lli mṟiđ a s-si ŧ-ŧbib, fi-h s-sxana u ma-ta-yakŭl-š; hadi telt
iyyam u ma-kla, n-nhaṟ kŭll-u ṟa-h ta-yebki. ana mqellqa ɛli-h.
doctor šħal f-ɛemṟ-u?
patient ɛend-u tesɛ šhuṟ daba, meskin. ana xayfa la-ykun ɛend-u bu ħemṟun.
doctor diri-h fuq ŧ-ŧebla ħeyydi l-u ħwayž-u baš nqellb-u.
patient šnu lqiti?
doctor ṣebṟi šwiya. u quli l-i waš ta-ykŭħħ bezzaf?
patient la, ma-ši bezzaf. ta-yebki walakin ma-ta-ykŭħħ-š bezzaf.
doctor ma-kayen ɛlaš tkuni xayfa. ta-nđenn fi-h ḡir ṟ-ṟwaħ. ḡadi nekteb l-u
d-dwa lli ḡadi yebṟa bi-h, u lli yemken l-ek tešri-h men l-feṟmaṣyan.
ṣ-ṣabi xeṣṣ-u yešṟeb tlata de-l-kinat fe-n-nhaṟ. men daba simana u
xeṣṣ-ek tṟežɛi baš nšufu waš ɛawn-u d-dwa. ta-nŧelbu ƚƚah ywelli la-bas.
patient waš myeqqen belli fi-h ḡir ṟ-ṟwaħ?
doctor ana ma-myeqqen-š walakin ka-yeđheṟ li-ya belli fi-h ṟ-ṟwaħ u ṣafi.
Vocabulary
ta-yđeṟṟ (√đṟṟ) (he) hurts

kerš (= fem.) belly
ta-tewžeɛ (√wžɛ) she hurts
xayef (√xa/af) afraid
xaŧiṟa dangerous
meɛda stomach
mṣaṟen intestines
myeqqen sure
ta-tħess b-. . . (√ħss) you feel
l-teħt below
ṣiħħa health
tketteṟ men (√ktṟ) you do/take too much
tneqqeṣ men (√nqṣ) you do/take less . . .
dwa (= masc.) medicine
ma-kayen ɛlaš you don’t have to . . .
xaŧaṟ danger, risk
mađeṟṟa complaints (about health)
đheṟ back
nhezz (√hzz) I lift
nqelleb (√qlb) I examine
ṟađyu X-ray machine
ħeyyed (√ħyđ) remove
temma there
muṟ behind
ħṟiq pain
ma-. . . (v.) ħetta ši . . ./
ħetta ħaža did not . . . (v.) any . . . (n.)
tnuđ you rise
mettekki lying
ṣabi baby (boy)
sxana fever
ta-yebki (√bka/i) he cries
mqellqa ɛla . . . worried about . . .
meskin poor
bu ħemṟun (without article) German measles
ṣebṟi (√ṣbṟ) wait, be patient! (to a woman)
ta-ykŭħħ he coughs
ṟ-ṟwaħ (always with article!) cold
yebṟa (√bṟa/a) he heals

feṟmaṣyan pharmacy
kinat pills (sing. kina)
Explanation
63.a If the antecedent is not the subject of the relative clause

First have another look at Lesson 51.a (relative clauses) and Lesson 61.a (lli as a com-
pound relative pronoun). Use the principle of merging you learnt in 51.a on these
two sentences:
1a ŧ-ŧbib ḡadi yeɛŧi-k d-dwa.

1b d-dwa ḡadi yɛawn-ek.
1a+1b 101
______________________________
1’ ________________________________
ŧ-ŧbib ḡadi yeɛŧi-k d-dwa lli ḡadi yɛawn-ek.
Observe how the pronoun huwa disappears and reappears. This is typical for relative
clauses where the antecedent (from the main clause) is the subject of the relative clause.
But the antecedent can also be a different sentence constituent in the relative
clause. You can see this in the example below.
We are going to merge these two sentences, but first look carefully for the antecedent.
2a fayn dak le-wžeɛ?

2b ta-tħess b-dak le-wžeɛ.
The antecedent is the shared element in both sentences, so dak le‑wžeɛ. What is the
grammatical function of dak l‑wžeɛ in the second sentence? It’s a prepositional
object (ħess is always followed by the preposition b‑). Now we are going to merge
these two sentences into a main clause and a relative clause.
First merge by inserting lli:
2a+2b * fayn dak le-wžeɛ lli ta-tħess b-dak le-wžeɛ.
Then replace the sentence constituent after lli (i.e. in the relative clause) that was
already mentioned before lli (i.e. in the main clause) by an appropriate pronoun:
2’ fayn dak le-wžeɛ lli ta-tħess bi-h?
As you can see, the pronoun has taken the form of a suffix, because it appears behind
a preposition. The preposition then takes the long form bi‑ instead of b‑.
When making Sentence 1 above from Sentence 1’, you still had to remove huwa
after this step. huwa was the pronoun in the relative clause that referred back to the
antecedent in the main clause. However, from Sentence 2’ you can’t remove the pro-
noun (in the form of a suffix), since if you removed the pronoun from this sentence,
the preposition b‑/bi‑ would be left loose, and that’s not possible.
So the merging of 2a + 2b is one step shorter.
In other words: relative clauses where the antecedent is the subject don’t need a
pronoun referring to the antecedent. Relative clauses where the antecedent is not the
subject do need a pronoun (usually a suffix) that refers to the antecedent.
Now merge sentences 3a and 3b.
3a ḡadi nekteb l-u d-dwa.

3b ḡadi yebṟa be-d-dwa.
3a+3b 102
______________________________
3 ________________________________
Once you understand the merging principle well enough, you will be able to use it
fast and without thinking. To aid understanding, it may be useful to change it round,
so to deconstruct some sentences.
Deconstruct the following two sentences:
4 waš ta-takŭl l-makla lli fi-ha l-idam?

4a+4b 103
______________________________
4a ________________________________
4b ________________________________
5 ḡadi nekteb l-ek d-dwa lli yemken l-ek tešri-h men l-feṟmaṣyan.
5a+5b 104
______________________________
5a ________________________________
5b ________________________________
Summarised:
1. If the antecedent is the subject of the relative clause, the relative clause does not
need a pronoun referring to the antecedent.
2. If the antecedent is not the subject of the relative clause, but for example a
prepositional object (2, 3, 4) or direct object (5), the relative clause must contain
a word that refers to the antecedent. This word takes the shape of a suffix.
63.b Asking about and expressing (un)certainty

Look at the following sentences that appeared in the dialogues in this lesson.
6 ana ma-myeqqen-š, walakin ka-yeđheṟ li-ya belli fi-h ṟ-ṟwaħ u ṣafi.

7 ana myeqqen belli had l-mađeṟṟa ma-ši ṣɛiba.
8 waš myeqqen belli fi-h ḡir ṟ-ṟwaħ?
9 ana ma-myeqqen-š waš l-meɛda wella le-mṣaṟen.
10 ma-ta-nđenn-š belli xeṣṣ-ek ši dwa.
In Sentences 6 to 9 you see myeqqen appear as the predicate.

In 7 and 8 the thing the speaker feels certain about is repeated, but that’s not nec-
essary. They could have just said: ana myeqqen or waš (nta) myeqqen?
In 9 somebody is not certain about something. So there myeqqen is negated, and
followed by waš or belli. And here too, myeqqen on its own suffices, as shown in
Sentence 6.
Of course myeqqen can be declined to a feminine form myeqqna and a plural
form myeqqnin.
Lastly, in Sentence 10 you see the possibility of expressing uncertainty by saying
‘I don’t think that . . .’
63.c Expressing fear/worry

If the object of √xa/af (or the participle xayef), that which someone is afraid of, is a
noun or pronoun, it follows the preposition men (see Sentence 11).
11 l-weld . . . ḡadi yxaf men l-muɛellim.
You read earlier that the verb √xa/af has a certain peculiar characteristic. If the object
(that which one is afraid of) is a dependent clause, then that object is preceded by la.
12 l-weld . . . ḡadi yxaf men l-muɛellim la-yđeṟb-u. (59)

This la appears where in English we would say ‘that’. The English translation of this
sentence is: He will be afraid that the teacher hits him.
This la is pronounced with a short a, shorter than the a of la meaning ‘no’.
la must be followed by a verbal sentence, which is why you see a form of
√k /u n appear after la in the sentences below.
a
13 ana xayef la-tkun ɛend-i ši ħaža xaŧiṟa

14 ana xayfa la-ykun ɛend-u bu ħemṟun.
It is alright for the sentence after la to start with a noun, but it must contain a verb.
If the object clause contains a negation, la must be followed by a noun before the
verb with the negation.
15 ana ka-nxaf la ŧ-ŧbib ma-ykun-š fe-l-ɛiyada dyal-u.
Schematically, we can summarise the above as follows:
− to be afraid of something or someone:
√xa/af or xayef + men + that which you are afraid of (ana xayef men ŧ-ŧbib dyal s-snan =
I am afraid of the dentist).
− to be afraid that something will happen
√xa/af or xayef + la + verb in the present tense without ka-/ta- (hiya xayfa la-yzewwež
ṟažel-ha bent-ha = She is afraid that her husband will marry off her daughter).
− to be afraid that something will not happen
√xa/af or xayef + la + subject + negated verb in the present tense without ka-/ta- (ana
ka-nxaf la l-ħukuma ma-bḡat-š tɛawen-na = I am afraid that the government does not
want to help us).
– to be afraid that something will be
√xa/af or xayef + la + ykun/tkun + nominal sentence (ħna ka-nxafu la-tkun l-mađeṟṟa

dyal weld-na xaŧiṟa = We are afraid that our son’s complaint will be something
serious).
In this lesson’s third dialogue there was another possibility to express worry:
16 ana mqellqa ɛli-h.

The word mqelleq can express several emotions. In this case it’s ‘worried’. It could
also mean ‘angry, agitated’.
Exercises g, h and i deal with this.
63.d There’s no need

Look at the following sentences from this lesson:
17 ma-kayen ɛlaš tešṟeb ši dwa

18 ma-kayen ɛlaš tkuni xayfa.
And the following new sentences:
19 ma-kayen ɛlaš tketteṟ men l-idam, l-insan ma-xeṣṣ-u-š l-idam bezzaf

20 ma-kayen ɛlaš nqellb-ek, nta ma-ši mṟiđ.
The common element in all these sentences is the expression ma‑kayen ɛlaš. This liter-
ally means ‘there is not(hing) why . . .’; translated a bit more freely it means ‘there’s no
reason to. . .’.You use this to say in Moroccan that something isn’t needed or necessary.
In Sentence 18 you see the same thing happening as with xayef la in the last
paragraph: ma‑kayen ɛlaš must be followed by a verb, so if necessary you insert a
form of √ka/un without the particle ka‑/ta‑.
Below are some more sentences with ma‑kayen, but without ɛlaš:
21 ma-kayen ħetta ši xaŧaṟ.

22 l-ħemdu li-llah melli ma-kayen ħetta ħaža ṣɛiba.
The negation ma‑. . . ħetta combines just as well with other verbs:
23 ma-šeft ħetta ħaža I didn’t see anything (at all).

24 ma-tkellemt mɛa ħetta waħed I haven’t spoken with anyone (at all).
Both in the expression ma‑kayen ɛlaš and in ma‑. . . ħetta, kayen or the verb is
preceded by ma‑, but not followed by ‑š as the second part of the negation. You
could say that ɛlaš and ħetta take the place of ‑š.
Exercises
Exercise 63.a
Below are some sentences, with behind them in English a further modification of the
subject from that sentence. Add that modification in the form of a relative clause.
Example
given dak ṟ‑ṟažel, bḡa yemši le‑ŧ‑ŧbib
(whose son is ill)
you ṟ‑ṟažel lli weld‑u mṟiđ, bḡa yemši le‑ŧ‑ŧbib
1 dak ṟ-ṟažel saken ħda xu-ya

(that you have seen).
2 ŧ-ŧbib kan ka-yefħeṣ l-weld dyal ẋt-i
(to whom you are going).
3 le-mṟa ka-tđeṟṟ-ha l-kerš dyal-ha
(whose son works in the leather dye works).
4 hadik le-mdina hiya le-kbira f-le-blad
(that you visited yesterday).
5 dak ṣ-ṣabi ka-yebki bezzaf
(whose father has died).
6 dak le-mweđđaf ɛend-u wahed đ-đaṟ mezyana
(to whom you have given the money).
7 l-fellaħa ka-yɛišu fe-l-mašakil
(whose land is bad).
8 dak ṟ-ṟažel bḡa yemši l-l-bulis
(whose neighbours cause problems).
Exercise 63.b
Combine the sentences below to form one sentence. The word in common remains
in place in the first sentence, and is the antecedent in the relative clause (that you
make out of the second sentence).
Example
given ka‑nakŭl l‑xŭbz / fe‑l‑xŭbz (kayna) l‑melħa.
you ka‑nakŭl l‑xŭbz lli fi‑h l‑melħa
I (only) eat bread that contains salt
1 le-wžeɛ kayen l-teħt f-režl-i / ka-nħess b-le-wžeɛ

2 dak ŧ-ŧbib ka-yexdem fe-l-žamḭɛa / ka-tšuf ŧ-ŧbib qŭddam-ek
3 l-muɛellim ka-yeskŭn f-had l-ħeyy / weld-i ka-yxaf men l-muɛellim

4 l-weld gales fe-l-qism / b́b́a l-weld mṟiđ bezzaf
5 hadik l-qeṟya qdima bezzaf / dezna ɛla l-qeṟya be-l-kaṟ
6 l-xeddam ka-yebḡi l-xedma dyal-u / l-paŧṟun dyal l-xeddam ṟažel mezyan
7 mul l-ħanut mša le-s-suq / šriti men mul l-ħanut magana ždida
8 le-flus daba mšaw / rbeħt le-flus l-baṟeħ.
Exercise 63.c
Somebody asks you if you would like something. Say you only want it if . . .
Example
given bḡiti takŭl l‑xŭbz? (if it contains salt)
you bḡit nakŭl ḡir l‑xŭbz lli fi‑h l‑melħa.
1 waš bḡiti tšuf ŧ-ŧbib? (that I can understand)
2 waš bḡiti temši l-ši mdina ẋṟa? (that has a good restaurant (in it))
3 waš bḡiti l-makla l-meḡribiya? (that contains no fat)
4 waš bḡiti tešri futay ždid? (that I can lift)
5 waš bḡiti temši b-had l-kaṟ? (that contains no danger)
6 waš bḡiti takŭl ši šlađa? (that contains no tomatoes)
Exercise 63.d
Below are some yes/no questions, with behind them the information who is or is not
sure of the answer. The (in)security is indicated by + or –.
Example
given waš had ŧ‑ŧbib huwa ŧbib mezyan? (ṟažl‑i + or –).
you, + ṟažl‑i myeqqen belli had ŧ‑ŧbib huwa ŧbib mezyan.
you, – ṟažl‑i ma‑ši myeqqen waš had ŧ‑ŧbib huwa ŧbib mezyan.
1 waš had l-mađeṟṟa xaŧiṟa? (ŧ-ŧbib +)

2 waš had l-muɛellim ka-yqeṟṟi ħetta l-ɛeṟbiya? (b́b́a –)
3 waš le-mḡaṟba f-merikan ɛayšin fe-l-mašakil? (xu-ya –)

4 waš l-ažanib f-merikan ta-ydiru ḡir l-xedma le-mwessxa? (žaṟ-i +)
5 waš l-feṟq ma-bin le-mḡaṟba men le-mdun u l-badiya kbir? (l-muɛellim dyal-i +)
6 waš n-nas fe-l-meḡrib kŭll yum ka-yemšiw l-l-žamḭɛ? (the mosque) (ana).
Exercise 63.e
Somebody makes a statement, to which you respond that you are (also) afraid that it
is so. If there is a reason given in the statement, you can omit that in your response.
Example
given ka‑nđenn belli weld‑ek mṟiđ bezzaf, fi‑h s‑sxana.
you ana xayfa weld‑i la‑ykun mṟiđ bezzaf.
1 smeɛt belli l-ħukuma ma-bḡat-š tɛawen n-nas lli ɛend-hŭm mašakil.

2 ɛend-i l-fikṟa belli n-nata’iž dyal weld-ek fe-l-međṟaṣa ma-ši mezyana.
3 ka-nđenn belli l-feṟmaṣyan daba ka-ykun mesdud.
4 l-yum ŧ-ŧbib ma-kayen-š fe-đ-đaṟ, ɛend-u ṟ-ṟaħa l-yum.
5 ma-telqa-š l-xerraz fe-l-ħanut dyal-u, ħit l-yum l-žŭmɛa.
6 ka-nđenn mul l-meŧɛam ma-yxelli-k-š tedxŭl, ka-yɛeṟf-ek.
Exercise 63.f
Somebody asks you something. Answer that you are afraid of the person/agency, etc.
from the question.
Example
given waš ka‑tebḡi baš temši le‑ŧ‑ŧbib dyal s‑snan?
you la, ana xayef men ŧ‑ŧbib dyal s‑snan
1 waš dima ka-temši b-weħd-ek l-l-bulis

2 waš ka-tebḡi l-fiṟan?
3 waš ɛažb-ek baš temši tetkellem mɛa l-muɛellim?
4 waš ši meṟṟa ƶeṟti dak ŧ-ŧbib ž-ždid?
5 ɛlaš ma-mšiti-š mɛa-ya le-ŧ-ŧbib dyal s-snan?

6 waš men qbel qeddemt-ek le-b́b́a?
7 waš tkellemti mɛa ž-žiṟan dyal-ek ɛla had l-muškil?
8 ɛlaš ma-žiti-š texdem ɛend l-paŧṟun dyal-i?
Exercise 63.g
Below are several statements saying something has to be done either in Morocco or
the UK. State that this is not necessary in the other country.
Example
given fe‑l‑ingliz xeṣṣ‑ek fe‑l‑lewwel temši l‑ɛend ŧbib l‑usra.
you fe‑l‑meḡrib ma‑kayen ɛlaš temši l‑ɛend ŧbib l‑usra.
1 l-meḡribi fe-l-ingliz dima xeṣṣ ykun mɛa-h l-paṣpuṟ dyal-u.

2 fe-l-meḡrib xeṣṣ-ek tešri l-kutub dyal l-međṟaṣa.
3 fe-l-meḡrib ŧ-ŧbib xeṣṣ-u yexdem mɛa l-ħukuma.
4 fe-l-ingliz xeṣṣ ṟ-ṟažel tkun ɛend-u xedma baš yžib mṟat-u le-hnaya.
5 fe-l-meḡrib xeṣṣ-ek txelleṣ (pay) ŧ-ŧbib men žib-ek.
Exercise 63.h
Somebody asks you if they should . . . Answer that that isn’t necessary, that they only
have to . . ..
Example
given waš xeṣṣ‑ni neḡsel yeddi‑ya?
not necessary, just take off shoes
you la, ma‑kayen ɛlaš teḡsel yeddi‑k, ḡir xeṣṣ‑ek tzewwel ṣ‑ṣbabeŧ
dyal‑ek.
1 waš bḡitiw-ni nbeddel l-malabes dyal-i?

not necessary, just wash hands
2 waš xeṣṣ-na nħefđu đ-đeṟṣ kŭll-u?
not necessary, just read the book
3 waš xeṣṣ-ni nemši le-s-suq?

not necessary, just go to the shop in the street
4 waš bḡiti-ni neɛŧi-k kŭll ši?
not necessary, just give one apple
5 waš xeṣṣ-ni nɛawn-ek f-had š-ši kŭll ši?
not necessary, get me some tea
6 waš xeṣṣ-na naklu kŭll ši s-seksu lli kayen fe-t-tebṣil?
not necessary, just eat the meat
7 waš lazem ɛli-ya baš nkemmel neqṟa le-ktab kŭll-u?
not necessary, finish tomorrow
8 waš bḡiti-na nweqfu baš ntuma tgelsu hnaya? (move over = zad/yzid)
not necessary, just move over a little
Exercise 63.i
Someone asks you if you have seen/heard/ . . . something. Answer that you haven’t
seen/heard/ . . . anything/anybody.
Example
given waš lqiti ši waħed fe‑s‑suq?
you ma‑lqit ħetta waħed fe‑s‑suq.
1 aš ka-tšuf temma?
2 waš šriti bezzaf dyal le-ħwayež f-le-mdina?
3 šħal dyal n-nas kanu fe-l-žamḭɛ?
4 škŭn tkellemti mɛa-h fe-l-međṟaṣa?
5 waš šṟebti ši dwa baš ma-tebqay-š mṟiđa?
6 škun lli qellb-ek melli mšiti ɛend ŧ-ŧbib?
Lesson 64
Doctors, specialists and other

health workers
Listen to the text about a child that broke its arm. The indented parts contain infor-
mation of the narrator about the way doctors in Morocco work.
waħed n-nhaṟ mšina nƶuṟu ẋt-i. kŭnna kŭll-na galsin fe-l-bit d-le-glas u smeɛna weld
ẋt-i ṣ-ṣḡiṟ žay le-đ-đaṟ u ta-yebki.
kan ta-yelɛeb fe-z-zenqa u therres l-u draɛ-u. nađu lus-i u ṟažl-i ddaw-eh l-ɛend
ŧbib le-ɛđam.
fe-l-meḡrib kayen ŧ-ŧbib l-ɛamm bħal ŧbib l-’usra (family doctor) fe-l-ingliz. u
ṟa-h kayen ħetta xtiṣaṣiyin, lli ɛend-hŭm l-ɛiyada. ta-yemken l-ek temši l-ɛend-
hŭm nišan, ma-kayen ɛlaš tkun be-l-wasiŧa dyal ši waħed axŭṟ yeɛni ma-ši bħal
fe-l-ingliz ta-yxeṣṣ-ek fe-l-lewwel temši l-ɛend ŧbib l-’usra u huwa ḡadi yṣift-ek
l-l-ixtiṣaṣi, la.
ŧ-ŧbib ṟa-h dima mektuba fe-l-bab dyal-u šnu huwa, yeɛni meɛṟuf waš huwa ŧbib
ɛamm wella xtiṣaṣi, u ta-yemken l-ek tedxŭl ɛend-u nišan.
iwa, mšaw l-ɛend waħed ŧbib le-ɛđam. šnu dar dak ŧ-ŧbib? qelleb d-draɛ dyal dak
l-weld l-meskin be-ṟ-ṟađyu.
fe-l-meḡrib kŭll ŧbib ɛend-u ṟ-ṟađyu. la-bŭdd ma-yšuf šnu ɛend-ek l-daxel. ma-ši
yaƚƚah ḡadi yqellb-ek b-yeddi-h. la, fe-l-meḡrib kŭll ŧbib ṟa-h ɛend-u ṟ-ṟađyu.
ṟ-ṟađyu, ŧ-ŧbib ḡir ta-yšuf bi-h, ma-ta-ydir-š tṣaweṟ. t-tṣaweṟ ṟa-huma f-šekl axŭṟ.
l-muhimm, dak l-hers dyal weld ẋt-i kan ṣɛib u dak ŧbib le-ɛđam ma-qđeṟ-š yšuf be-ṟ-
ṟađyu kifaš yɛalež l-hers u ṣifeŧ-hŭm l-ɛend waħed l-ixtiṣaṣi dyal t-tṣaweṟ.
l-ixtiṣaṣi dyal t-tṣaweṟ ṟa-h ŧbib lli ta-ydir tṣaweṟ l-kŭll ši, matalăn l-meɛda wella
le-mṣaṟen wella le-ɛđam. fe-l-meḡrib ḡir ta-temši ɛend-u baš ydir l-ek tṣaweṟ.
Lesson 64  Doctors, specialists and health workers 439
ħin tkemmlu t-tṣaweṟ ṟa-huma ṟežɛu l-ɛend dak ŧ-ŧbib le-ɛđam. dar hadak l-geps
fe-d-draɛ dyal l-weld u ṟežɛu le-đ-đaṟ. kan lazem ɛli-h baš yebqa be-l-geps setta dyal
s-simanat. l-weqt lli ħeyydu ɛli-h l-geps, lqaw-eh ma-bṟa-š. ɛawed-tani ŧ-ŧbib dar l-u
l-geps men ždid.
dik s-saɛa qalet -i: had š-ši ma-ši meɛqul, ma-tɛawed-š teddi l-weld ɛend dak
ŧ-ŧbib, ḡadi neddiw-eh l-ɛend ž-žebbaṟ.
fe-l-meḡrib ḡaliben fe-l-qađiya dyal l-hers n-nas ta-yemšiw ɛend ši waħed lli ta-
yefhem f-dak š-ši. huwa ma-ši ŧbib walakin ta-yeɛṟef šnu ta-ydir. ta-ydir ši ħaža
lli smiyt-ha ž-žbira.
šnu hiya ž-žbira? ž-žbira ma-fi-ha-š l-geps. fi-ha le-xšeb u ŧ-ŧħin u l-beyđ.
ž-žebbaṟ ta-ydir-ha ɛel le-blaṣa lli ta-tkun mherrsa.
ħetta n-nas lli ɛend-hŭm le-flus, lli ta-yqeđṟu yxellṣu l-’aŧibba lli ḡalyin bezzaf,
fe-l-qađiya dyal l-hers ṟa-hŭm ma-ta-yemšiw-š ɛend ŧ-ŧbib.
fiɛlăn, nađu mšaw ɛend ž-žebbaṟ u ṟa-h dar waħed ž-žbira fe-d-draɛ dyal l-weld u bṟa
mezyan.
iwa, had š-ši lli kan u ɛla yedd had ž-žebbaṟ l-weld bṟa u ma-wella fi-h ħetta ši ɛeyb.
Vocabulary
waħed n-nhaṟ one day

therres (√hrs) broke
draɛ arm
nađu (√na/uđ) lit.: they got up; they swung into action
lus-i my brother-in-law
ŧbib le-ɛđam ‘bone-doctor’
ŧ-ŧbib l-ɛamm the general doctor (not specialised)
ŧbib l-’usra the GP (family doctor)
ṟa-h (appr.) he is
xtiṣaṣiyin (or ’ixtiṣaṣiyin) specialists
ɛiyada clinic
nišan straight
be-l-wasiŧa dyal . . . by, through the agency of . . .
mektuba (√ktb) written

meɛṟuf (√ɛṟf) known
iwa anyway
l-daxel on the inside
tṣaweṟ photos (sing. teṣwira)
f-šekl axŭṟ another way
l-muhimm what is important
yɛalež (√ɛlž) he treats
hers break
tkemmlu (√kml) they were done
geps plaster
kan lazem ɛli-h he had to
meɛqul (√ɛql) reasonable
žebbaṟ broken-bone-healer
ḡaliben usually
žbira kind of splint
xšeb wood
ŧħin flour
beyđ eggs
mherrsa (√hrs) broken
yxellṣu (√xlṣ) they pay
’aŧibba doctors
fiɛlăn actually
ɛeyb defect
Explanation
64.a ṟa-. . . as a presenting or accentuating particle

In this lesson’s text you have seen the particle ṟa several times, each time followed by
a pronoun or suffix.
This ṟa can be used to fulfil several functions:
1 As a presenting particle: ṟa‑huwa qŭddam‑ek = Here it is, in front of you.

2 To accentuate the subject of a sentence, especially if this sentence is logically
related to another sentence: ŧ‑ŧbib ta‑ydir tṣaweṟ, ṟa‑huwa ta‑yšuf šnu
ta‑yđeṟṟ‑ek.
3 In some cases ṟa can be seen as a kind of ‘copula’ placed between subject and
predicate:
1 l-ixtiṣaṣi dyal t-tṣaweṟ ṟa-huwa ŧbib lli ta-ydir tṣaweṟ.
ṟa can be followed by either a pronoun or a suffix, so you have the following
possibilities:
ṟa-huwa or ṟa-h.
ṟa-hiya or ṟa-ha.
ṟa-nta or ṟa-k.
ṟa-(a)na or ṟa-ni. etc.
64.b The passive participle

In this lesson’s text you have seen the following words: mektuba, meɛṟuf, meɛqul.
Earlier in the course you saw: mewžud, meɛlum, memnuɛ, mesdud, mesmuħ,
etc.
Which pattern do these words have?
The pattern Ⓟmektub(a). This is the pattern of the passive participles of Form I.
The meaning is a passive participle’s, sometimes adjectival, but sometimes also carry-
ing its own meaning, less directly derived from the verb.
The latter is the case for example for:
meɛṟuf known
meɛqul reasonable
Of course hollow and weak verbs also have passive participles. For the hollow verbs
the passive participle takes the pattern Ⓟmekyub, so for example: mebyuɛ (sold),
mezyud (added, born).
The passive participle of weak verbs takes the pattern Ⓟmekti, so for example:
mešri (bought), mekri (rented).
Exercise b deals with this.
64.c Elements of storytelling

In this lesson’s text there are some words and phrases that can be used to liven up an
orally narrated text.
Write down these expressions before reading on.
In order of appearance in the text, they are:
waħed n-nhaṟ means ‘one day’ and can be used when starting a narrative.
An alternative is: ši nhaṟ.
nađu lus-i u The verb √na/uđ literally means ‘to rise’.
ṟažl-i ddaw-eh As a storytelling element this is an auxiliary verb that
means something like ‘to go into action’. It’s followed by
a verb expressing that action.
iwa means something like ‘anyway’ and is used to connect
fragments, for example after one has momentarily left the
main plot in the storytelling.
šnu dar dak ŧ-ŧbib? In Moroccan one can, just like in English, insert a ques-
tion that the storyteller will then answer himself, in order
to increase the tension.
l-muhimm literally means ‘the important’, has approximately the same
function as iwa, and can also be used for ‘to the point’.
ɛawed-tani means ‘again’, ‘for the second time’ (pronounced ɛawet‑
tani).
fiɛlan means ‘indeed’ and is used like English ‘no sooner said
than done’.
nađu u mšaw same as nađu lus‑i. . .
iwa, had š-ši lli kan For iwa see above. The last part literally means: ‘this is
what was there’, or, ‘this is what happened’. So it is a clos-
ing formula. In this lesson’s text it introduces the end of
the story.
Exercise c deals with this.

64.d Derived forms – part 2

In Lesson 62 we gave an overview of all verb types of Form I, and in the same lesson
we discussed Form II of the Moroccan verb.
We already mentioned in Lesson 62 that Moroccan has other derived forms. These
are the derived Forms t-I, t-II (called Form V in MSA), III and t-III (called Form VI
in MSA). These most frequent forms we will discuss here. We will only briefly men-
tion the rarer forms (VII, VIII, IX and X) and give an example of each.
This section is a longish list of verbs. But to get a complete overview of the lan-
guage, it’s important that all forms are discussed.
Form t-I Pattern: Ⓟttekteb/yettekteb
In Form t-I you put tt or t before the first radical of the Form I verb. You can’t
get 3 identical consonants in a row, so if a t-I form would get another t in the present
tense, you keep two t’s.
If a verb starts with two radicals, you place two t’s before it; if the first radical is
followed by a vowel, you place one t before it.
So:
− two t’s before two radicals: (huwa) ttekteb, (nta) tteđṟebti, (huwa) ka‑
yettekteb, (nta) ka‑tteđṟeb;
− one t before one radical + vowel: (huma) ka‑yetketbu, (nti) ka‑ttketbi†,
(huma) tđeṟbu.
Really tttketbi, but 3 identical consonants are written as two.

†
The meaning of Form t-I is the passive or reciprocal sense of the Form I verb. So if
a Form I verb means for example ‘to hit’, the Form t-I verb of the same root means
‘to be hit’ or ‘to hit oneself ’. It might even mean ‘to hit each other’.
In the derived forms as well, the different types of root cause complications.
However, they are less varied than in Form I.
Here we give all conjugations in the present and past tense for the ‘normal’ root
(having 3 consonants as its radicals), the hollow and the weak roots, and for the root
which has identical second and third radicals. For some of the examples given below
it will be hard to imagine them occurring in all persons (I, you, he, etc.), but to be
complete we give all forms.
‘normal root’
tteđṟeb/yetteđṟeb = to be hit
ttekteb/yettekteb = to be written
ttežreħ/yettežreħ = to be hurt, to hurt oneself
The conjugation of these verbs in the present and past tense seems a bit complex at
first sight, but in fact nothing unexpected happens.

(ana) nettekteb (ana) ttektebt
(nta) ttekteb (nta) ttektebti
(nti) ttketbi (nti) ttektebti
(huwa) yettekteb (huwa) ttekteb
(hiya) ttekteb (hiya) tketbet/-at†
(ħna) netketbu† (ħna) ttektebna
(ntuma) ttketbu† (ntuma) ttektebtiw/-tu
(huma) yetketbu† (huma) tketbu†
†
In these forms, the prefix of the Form t-I is only one t. So where there are two t’s, one is of
the t-I form and the other one of the personal prefix.
Some of these verb forms are purely theoretical. It’s hard to imagine that you will
use a form like ttketbu (you are written).We just give all conjugations to be complete.
‘hollow root’
tšaf/yetšaf = to be seen
tbaɛ/yetbaɛ = to be sold
tkal/yetkal = to be eaten (so ‘to eat’ is treated like a hollow stem here)
There is only one type, which is like the verb √xa/af, so with vowels a in present and
past tense.

(ana) netšaf (ana) tšeft
(nta) ttšaf (nta) tšefti
(nti) ttšafi (nti) tšefti
(huwa) yetšaf (huwa) tšaf
(hiya) ttšaf (hiya) tšafet
(ħna) netšafu (ħna) tšefna
(ntuma) ttšafu (ntuma) tšeftiw/-tu

(huma) yetšafu (huma) tšafu.
‘weak root’
tteqṟa/yetteqṟa = to be read
ttensa/yettensa = to be forgotten
There is only one type, which is like the verb √qṟa/a, so with vowels a in present and
past tense.

(ana) nettensa (ana) ttensit
(nta) ttensa (nta) ttensiti
(nti) ttensay (nti) ttensiti
(huwa) yettensa (huwa) ttensa
(hiya) ttensa (hiya) ttensat
(ħna) nettensaw (ħna) ttensina
(ntuma) ttensaw (ntuma) ttensitiw/-tu
(huma) yettensaw (huma) ttensaw.
root with identical second and third radicals
tšedd/yetšedd = to be closed
(ana) netšedd (ana) tšeddit
(nta) ttšedd (nta) tšedditi
(nti) ttšeddi (nti) tšedditi
(huwa) yetšedd (huwa) tšedd
(hiya) ttšedd (hiya) tšeddat
(ħna) netšeddu (ħna) tšeddina
(ntuma) ttšeddu (ntuma) tšedditiw/-tu
(huma) yetšeddu (huma) tšeddu.
What we said earlier at ttketbu (you are written) applies here as well. Some verb
forms of a passive verb like this are very rare, because it’s hard to imagine that you
would use for example nettšeddu (we are (being) closed).
Form t-II Pattern: Ⓟtketteb
The meaning of Form t-II is the passive or reciprocal meaning of the Form II verb.
So if a Form II verb means ‘to break’, the verb of Form t-I with the same root means ‘to
be broken’ or ‘to break itself/of its own accord’. It might also mean ‘to break each other’.
When we discussed Form II in Lesson 62, we already remarked that there are fewer
complications in the different types of roots. The same goes here for Form t-II.
For some of the examples below it is a bit difficult to imagine them occurring in
all persons (I, you, he, etc.), but to be complete we give all forms.
‘normal and hollow roots’
tɛellem/yetɛellem = to learn
therres/yetherres = to be broken, to break (of its own accord)
tkemmel/yetkemmel = to be finished, completed
In Form II and t-II, the second radical of the hollow root is reduplicated; in that case
it acts like a normal consonant.

(ana) netɛellem (ana) tɛellemt
(nta) tetɛellem (nta) tɛellemti
(nti) tetɛellmi (nti) tɛellemti
(huwa) yetɛellem (huwa) tɛellem
(hiya) tetɛellem (hiya) tɛellmet/-at
(ħna) netɛellmu (ħna) tɛellemna
(ntuma) tetɛellmu (ntuma) tɛellemtiw/-tu
(huma) yetɛellmu (huma) tɛellmu
‘weak roots’
tsemma/yetsemma = to be called
tqeṟṟa/yetqeṟṟa = to be taught
There is only one type, that is like the verb √qṟa/a, so with vowels a in present and
past tense.

(ana) netqeṟṟa (ana) tqeṟṟit
(nta) tetqeṟṟa (nta) tqeṟṟiti
(nti) tetqeṟṟay (nti) tqeṟṟiti
(huwa) yetqeṟṟa (huwa) tqeṟṟa
(hiya) tetqeṟṟa (hiya) tqeṟṟat
(ħna) netqeṟṟaw (ħna) tqeṟṟina
(ntuma) tetqeṟṟaw (ntuma) tqeṟṟitiw/-tu
(huma) yetqeṟṟaw (huma) tqeṟṟaw.
Form III Pattern Ⓟkateb

The meaning of a Form III verb is usually that the action of the verb is aimed at
someone or something, or that it entails an attempt at something. It’s often hard to
derive the meaning from the Form I verb of the same root, if it exists.
In this form there are fewer complications in the several types of root. The weak sec-
ond radical of the hollow verbs acts just like a normal consonant after a long vowel a.
ɛawed/yɛawed = to repeat
ɛawen/yɛawen = to help
ħawel/yħawel = to try
žaweb/yžaweb = to reply

(ana) nɛawen (ana) ɛawent
(nta) tɛawen (nta) ɛawenti
(nti) tɛawni (nti) ɛawenti
(huwa) yɛawen (huwa) ɛawen
(hiya) tɛawen (hiya) ɛawnet/-at
(ħna) nɛawnu (ħna) ɛawenna

(ntuma) tɛawnu (ntuma) ɛawentiw/-tu
(huma) yɛawnu (huma) ɛawnu.
‘weak roots’
qađa/yqađi = to finish (off)

(ana) nqađi (ana) qađit
(nta) tqađi (nta) qađiti
(nti) tqađi (nti) qađiti
(huwa) yqađi (huwa) qađa
(hiya) tqađi (hiya) qađat
(ħna) nqađiw (ħna) qađina
(ntuma) tqađiw (ntuma) qađitiw/-tu
(huma) yqađiw (huma) qađaw.
Form t-III Pattern Ⓟtkateb

The meaning of Form t-III verbs is again derived from the meaning of the Form
III verbs: it’s the passive or reflexive of the Form III meaning. Especially reciprocality
is often expressed by Form t-III verbs: parties do something that is aimed at one
another (correspond, fight, etc.). However, you can also find singular verb forms of
this form.
Again, there are fewer complications in the different types of roots. Weak second
radicals of hollow roots act like normal consonants after the long vowel a.
tfahem/yetfahem = to understand each other, to get along

tšawef/yetšawef = to see each other
tdabez/yetdabez = to fight one another

(ana) netfahem (ana) tfahemt
(nta) tetfahem (nta) tfahemti
(nti) tetfahmi (nti) tfahemti

(huwa) yetfahem (huwa) tfahem
(hiya) tetfahem (hiya) tfahmet/-at
(ħna) netfahmu (ħna) tfahemna
(ntuma) tetfahmu (ntuma) tfahemtiw/-tu
(huma) yetfahmu (huma) tfahmu
‘weak roots’
tqađa/yetqađa = to be finished

(ana) netqađa (ana) tqađit
(nta) ttqađa (nta) tqađiti
(nti) ttqađay (nti) tqađiti
(huwa) yetqađa (huwa) tqađa
(hiya) ttqađa (hiya) tqađat
(ħna) netqađaw (ħna) tqađina
(ntuma) ttqađaw (ntuma) tqađitiw/-tu
(huma) yetqađaw (huma) tqađaw
Some general remarks on t-forms to conclude with.

If the root of a t-form starts with t, ŧ, d, đ, z, ƶ or ž, the t assimilates to those
consonants (see Lesson 53.b).
t-forms often have a passive meaning. So you can often use them where you would
use a passive construction in English with the past participle and the auxiliary verb
‘to be’, for example ‘The letter is written’.
However, there is one important difference. In a passive sentence in English, you
can use the preposition ‘by’ to name the person who is performing the actual action
(who is the subject of the active sentence).
ṟ-ṟažel ka-yeđṟeb l-kelb The man hits the dog.
In English you can also say: ‘The dog is hit by the man.’ You can’t say that in Moroccan.
If you use the passive verb, you can name the party which is undergoing the action
(who is . . .ed) as the subject, but the party which performs the action cannot be
named in a passive sentence.†
†
When people are using a mixture of Moroccan and Modern Standard Arabic you can
sometimes hear a passive sentence with men ŧăṟăf, which means ‘by’. That is used to name the
party which performs the action in a passive sentence.
l-kelb ka-yetteđṟeb The dog is hit.

d-dariža l-meḡribiya ka-ttqeṟṟa The Moroccan dialect is taught.
By whom the dog is hit, and by whom Moroccan is taught, you cannot express unless
you make the sentence active:
ṟ-ṟažel ka-yeđṟeb l-kelb The man hits the dog.

ṟažl-i ka-yqeṟṟi d-dariža My husband teaches Moroccan.
l-meḡribiya
the other derived forms

Forms VII, VIII, IX and X are rare in Moroccan, and Form IV doesn’t exist in
Moroccan. We will give a brief summary.
Form VII Pattern: Ⓟnkteb or Ⓟnkateb
Example: nfaɛel to be excited
Form VIII Pattern: Ⓟktteb (the first t is an infix, this is not a reduplication of the radi-
cal t) or Ⓟktateb
Example: štaḡel to work
Form IX Pattern: Ⓟktab
Example: ħmaṟ to turn red
Form X Pattern: Ⓟstekteb
Example: steqbel to receive
Exercises
Exercise 64.a
Answer the questions below. In your answer, use the information given in English,
and use ṟa‑ followed by a personal pronoun or a suffix.
Example
given fayn l‑kebbuŧ dyal‑i? (on the chair next to you)
you ṟa‑h fe‑l‑kŭrsi ħda‑k.
1 fayn ŧ-ŧumubil dyal-i? (opposite the shop)

2 waš šeftiw š-škara dyal-i? (under the table)
3 waš ɛṟefti fayn kayna l-buṣŧa? (opposite that shop)
4 fayn kaynin l-xerraza? (next to the tailors’ neighbourhood)
5 a mul l-meŧɛem, waš kayna ši melħa? (on the table next to you)
6 fayn kayen ŧ-ŧbib f-had z-zenqa? (in the big white house)
Exercise 64.b
Make passive participles out of the verbs given and place them inside the sentences.
verbs ɛṟef, dbeḡ, fhem, ḡsel, kra, nsež, qbeđ, šṟeb, ŧleb.
1 had ƶ-ƶeṟbiya ________ f-waħed l-fabrika ṣ-ṣḡiṟa fe-l-aŧles.

2 l-meḡrib ________ f-kŭll l-bŭldan be-l-makla l-ldid dyal-u. (bŭldan = pl. of
blad)
3 had ž-žlud ________ f-đaṟ d-dbeḡ f-fas.
4 l-malabes dyal-na ________ fe-l-wad lli kayen qṟib men l-qeṟya.
5 ila ma-bqa walu fe-l-kas, ka-tkun l-qehwa ________.
6 daba kŭll-ši đ-đyuṟ dyal mul đ-đaṟ ka-ykunu ________.
7 l-muɛellim ka-yfehhem-na đ-đeṟṣ mezyan baš ykun đ-đeṟṣ ________.
8 waš sewwelti-hŭm ɛel le-flus lli ṣeyfeŧti, waš haduk le-flus ________.
9 ila bḡaw kŭll ši n-nas yešriw had le-ktab, ka-ykun le-ktab ________.
Exercise 64.c
In this exercise you will use some of the elements of storytelling. After each sentence
you will find the storytelling element that you need to add.
Example
given mšit l‑ɛend ŧ‑ŧbib (waħed n‑nhaṟ).
you waħed n‑nhaṟ mšit l‑ɛend ŧ‑ŧbib.
1 kŭnt maši fe-z-zenqa (waħed n-nhaṟ).

2 kŭnt baḡi baš nemši le-s-suq (l-muhimm).
3 melli kŭnt maši šeft waħed ṟ-ṟažel lli kan gales fe-z-zenqa (iwa).
4 kan metteki bħal miyyet ħda l-bab dyal l-buṣŧa (fiɛlan).
5 waħed le-mweđđaf weqqef dak l-meskin (nađ u . . .).
6 dak l-meskin kan mṟiđ bezzaf, ħit ma-qđeṟ-š yewqef (l-muhimm).
7 mša ši-waħed baš yžib waħed ŧ-ŧbib (nađ u . . .).
8 melli ža ŧ-ŧbib lqaw dak l-meskin miyyet (had š-ši lli kan).
Exercise 64.d
Finish the grid below by giving the right verb conjugations.
Form t-I, present tense
√đṟb ana _____ hiya _____ ntuma _____ huma _____

_____ nti ttžerħi huwa _____ ħna _____ huma _____
_____ huwa _____ hiya _____ ħna _____ ntuma ttšafu
Form t-I, past tense
√šṟb huwa _____ hiya _____ ħna _____ huma _____

_____ ana ttefhemt huwa _____ ntuma _____ huma _____
_____ nta _____ huwa _____ ħna tšefna huma _____
Form t-II, present tense
√hrs huwa _____ hiya _____ ntuma _____ huma _____

_____ huwa _____ hiya _____ ħna netɛellmu huma _____
_____ huwa _____ hiya _____ ntuma ttqeṟṟaw huma _____
Form t-II, past tense
√zwž nti _____ hiya _____ ħna _____ ntuma _____

_____ ana tkemmelt hiya _____ huwa _____ huma _____
_____ huwa _____ hiya _____ ntuma tqeṟṟitiw huma _____
Form III, present tense
√ħwl ana _____ hiya _____ ħna _____ huma _____

_____ nti tɛawni huwa _____ hiya _____ ħna _____
_____ ana _____ huwa _____ ħna _____ huma yžawbu
Form III, past tense
√ɛwd ana _____ huwa _____ ħna _____ ntuma _____

_____ nti ħawelti hiya _____ huwa _____ huma _____
_____ nta _____ huwa _____ ħna žawebna huma _____
Form t-III, present tense
√fhm ana _____ ħna _____ ntuma _____ huma _____

_____ nti ttqađay huwa _____ hiya _____ huma _____
Form t-III, past tense
√ša/uf ana _____ ħna _____ ntuma _____ huma _____

_____ huwa _____ ħna tdabezna ntuma _____ huma _____
Exercise 64.e
Below are several sentences containing an object. Make a new sentence in which that
object is the subject. Use t-forms.
Example
given ši waħed ḡsel ŧ‑ŧumubil dyal‑i.
you ŧ‑ŧumubil dyal‑i tḡeslat.
1 d-drari nsaw đ-đeṟṣ.
2 d-derraza ka-ynesžu ƶ-ƶṟabi be-l-mensež.
3 d-drari le-mḡaṟba ka-yteqnu l-luḡa l-ingliziya mezyan.
4 l-weld xeṣṣ-u yešṟeb d-dwa đeđđ (against) ṟ-ṟwaħ.
5 l-xerraz ḡadi yeṣƚeħ ṣ-ṣbabeŧ dyal-i.
6 le-mweđđaf baqi ma-qbeđ-š l-manđa dyal had š-šheṟ.
7 đ-đyaf klaw s-seksu lli dert l-hŭm.

8 xeṣṣ-ek tħeyyed l-maryu baš ykun l-bit xawi.
Exercise 64.f
Fill in verb forms of the root and form given.
Form t-I
1 √đṟb fe-l-međṟaṣa d-drari ma-ka-________-š.
2 √ktb had l-weṟqa lli ɛend-i ________ be-l-yedd.
3 √ša/uf l-weld bḡa yexrež men l-qism bla ma-yšuf-u l-muɛellim, walakin
_________.
4 √ba/iɛ mul l-ħanut qal: ma-bqa walu, kŭll ši ________.
5 √nsa/a l-muɛellim qal: d-drari ma-ħefđu walu, kŭll ši ________.
6 √šdd kan l-berd fe-l-bit, lidalik (therefore) ________ s-sṟažem.
Form t-II
7 √hrs l-kas ŧaħ (fell) men ŧ-ŧebla u ________.
8 √qṟa/a fe-l-ingliz d-dariža l-meḡribiya ________ fe-l-žamḭɛa.
9 √sma/i l-insan lli ma-bḡa-š yeqṟa ________ ħmaṟ.
10 √kml baš ŧ-ŧažin ________ xeṣṣ-u yebqa fuq l-ɛafya saɛa wella kteṟ.
Form III
11 √ɛwd l-weld ŧleb men l-muɛellim baš ________ ž-žŭmla meṟṟa ẋṟa.
12 √ɛwn melli kŭnt ṣḡiṟ dima kŭnt ________ n-nas le-ḱbaṟ.
13 √ħwl dima xeṣṣ-ek ________ baš teħfeđ đ-đeṟs dyal l-ɛaṟabiya.
Form t-III
14 √fhm ħna u ž-žiran l-merikaniyin dyal-na ________ mezyan.
15 √qđa/a l-qehwa ________, xu-ya u ṣaħb-u (his friend) šeṟbu kŭll ši.
Lesson 65
In a Moroccan hospital
Listen to the text about the functioning of a Moroccan hospital.
ŧ-ŧaleb lli ta-yedxŭl l-l-kŭlliya dyal ŧ-ŧebb ta-yeqṟa ɛel n-nafaqa dyal l-wizaṟa u
ta-tešṟeŧ ɛli-h l-ħukuma baš l-weqt lli ḡadi yexrŭž men l-žamḭɛa, ta-yxeṣṣ-u yeɛŧi
ɛamayn wella telt snin, kŭll-ha yexdem-ha mɛa l-mexzen, yeɛni ḡadi yexdem f-waħed
ṣ-ṣbiŧaṟ dyal l-mexzen.
l-weqt lli ta-tetkemmel hadik l-mŭdda dyal ɛamayn wella telt snin lli xdem-ha mɛa
l-mexzen, ta-yaxŭd l-idn baš yefteħ l-ɛiyada dyal-u, fayn yƶuṟu-h n-nas.
walakin ta-yebqa yemši waħed saɛtayn fe-n-nhaṟ le-ṣ-ṣbiŧaṟ de-l-mexzen baš
yexdem, temma yesteqbel n-nas lli bla flus, u men beɛd, ħin ta-yži l-l-ɛiyada dyal-u,
yesteqbel n-nas lli ḡa-yxellṣu-h be-flus-hŭm.
l-muɛamăla dyal ŧ-ŧbib lli b-le-flus ħsen men l-muɛamăla dyal lli bla flus. lli b-le-
flus ta-yetṣenneŧ l-ek kteṟ, ta-yemken l-ek tehđeṟ mɛa-h. ŧ-ŧbib lli bla flus ta-ykun
f-šekl axŭṟ, temma kaynin n-nas kteṟ men le-blaṣa dyal le-flus, u l-weqt đeyyeq baš
yetṣenneŧ l-kŭll waħed neṣṣ saɛa, l-weqt ma-kafi-š.
ila kŭnti naɛes fe-ṣ-ṣbiŧaṟ de-l-mexzen ma-ta-txelleṣ walu, ḡir ta-tžib waħed
š-šahada dyal đ-đŭɛf.
ila kŭnti naɛes f-clinique ta-txelleṣ men žib-ek. ḡir ši waħed lli ɛend-u meṟđ ṣɛib
wella ŧ-ŧbib ḡadi yežri l-u ɛamăliya ṣɛiba, ta-yemši yenɛes fe-ṣ-ṣbiŧaṟ de-l-mexzen
li’anna temma kayen kŭll ši l-’alat lli xeṣṣ-u ŧ-ŧbib lli ta-yɛalž-ek. u ħetta l-fermeliyat
kaynin fe-ṣ-ṣbiŧaṟ.
matalăn l-ɛamăliya de-l-qelb, hiya l-waɛra, ta-ydiru-ha fe-ṣ-ṣbiŧaṟ le-kbir, innama
b-le-flus.
ma-kayna-š ƶ-ƶiyaṟa fe-ṣ-ṣbiŧaṟ de-l-mexzen kŭll nhaṟ, ḡir l-žŭmɛa le-r-ržal u
l-ħedd l-le-ɛyalat. ’amma fe-l-’iyyam le-ẋṟin, ƶ-ƶiyaṟa memnuɛa, li’anna n-nas lli
ta-yƶuṟu ši mṟiđ naɛes fe-ṣ-ṣbiŧaṟ ma-ta-yɛawnu-š haduk l-fermeliyat lli xeddamin
fe-ṣ-ṣbiŧaṟ. matalăn ta-yebqaw ta-yžibu l-le-mṟiđ l-makla, ta-yžibu l-u d-džaž u
l-lħem u l-beyđ ’ila ’axḭri-h, waxxa ŧ-ŧbib qal: ‘hadak ma-yakŭl-š’ wella: ‘ma-yakŭl-š
l-idam’ matalăn.
hada ɛlaš ma-ši mesmuħ baš tƶuṟ le-mṟiđ kŭll nhaṟ. yemken l-ek tƶuṟ-u ḡir meṟṟa
fe-l-’usbuɛ, ħsen-l-u!
Vocabulary
ŧaleb student
kŭlliya faculty
ŧebb medicine
nafaqa costs
ta-tešṟeŧ (√šrŧ) she stipulates
mexzen state, government
ṣbiŧaṟ hospital
tetkemmel (√kml) she is finished
’idn permission
ta-yesteqbel (√qbl) he receives
muɛamăla treatment (not medical treatment)
ħsen better
yetṣenneŧ (√ṣnŧ) he listens
kteṟ more
đeyyeq limited
kafi enough
š-šahada dyal đ-đŭɛf certificate of insolvency
meṟđ illness
yežri (√žra/i) he carries out
ɛamăliya operation (also medical operation)
li’anna because
’alat machines
fermeliyat nurses
qelb heart
waɛra (= vrl.) difficult, heavy
Lesson 65  In a Moroccan hospital 457
innama but
ƶiyaṟa visit
memnuɛa (√mnɛ) forbidden
džaž chicken (one chicken = džaža)
’ila ’axḭri-h etcetera
mesmuħ (√smħ) allowed
’usbuɛ week
Explanation
65.a Comparative and superlative

Look at the following sentences from this lesson’s text.
1 l-muɛamăla dyal ŧ-ŧbib lli b-le-flus ħsen men l-muɛamăla dyal lli bla flus.
2 lli b-le-flus ta-yetṣenneŧ l-ek kteṟ.
3 temma kaynin n-nas kteṟ men le-blaṣa dyal le-flus.
4 ħsen l-u!
5 l-ɛamăliya de-l-qelb, hiya lli l-waɛra.
The comparative is formed in Moroccan for a limited number of adjectives according

to a regular pattern. What is this pattern? (See example Sentences 1, 2, 3 and 4). Both
ħsen and kteṟ have been formed according to the pattern Ⓟkteb.
Following this pattern, you can form the following comparatives from kbir, ṣḡiṟ,
sxun: 105 ___________________________________
The comparative of qlil (few), so of adjectives with identical second and third
radicals, is qell.
The comparative has only one form (kteṟ etc.) that can also be used to refer to the
feminine or plural.
If the comparative is used to express that an object has a certain characteristic more
than another object, then this relationship is expressed using the preposition
106
______ (see 1 and 3). This preposition has the same function as English ‘than’.You
may also hear the preposition ɛla: ana kbeṟ ɛli‑k = I am bigger/older than you.
For adjectives that don’t have a comparative, you can use a combination with kteṟ
(more), the same as in English.
6 ana ɛeyyan kteṟ menn-u
7 l-belḡa dyal-i balya kteṟ men (hadik) dyal-ek
8 ṣ-ṣnayɛiya, huma muhimmin kteṟ men n-nas lli xeddamin fe-l-biṟuwat
9 ŧ-ŧumubil dyal b́b́a ždida kteṟ men hadik dyal l-muɛellim.
Moroccan doesn’t have a separate form for the superlative. You can see how this is
solved in Sentence 5 and the sentences below.
10 huwa ṣ-ṣḡiṟ fi-hŭm He <is> the smallest among them.

11 hiya l-mezyana fe-ṟ-ṟbaŧ It <is> the best in Rabat.
For ‘the smallest’, ‘the best’, the most difficult’ we see ṣ‑ṣḡiṟ, l‑mezyana, l‑waɛra. So
simply the adjective is used, with the article in front of it.
65.b Auxiliary verbs

During the course you have already learnt some auxiliary verbs. Lesson 58.b gave an
overview of those.
Here we’ll mention a few more auxiliary verbs, which tell you a bit more about
how exactly the action of the main verb takes place.
Temporal auxiliary verbs

The verb bqa/ka‑yebqa can be followed by a verb in the present tense, usually
with ka‑/ta‑, or by an active participle if it means ‘continuing’. The auxiliary verb
indicates that the action of the main verb continues for a while.
You have seen several examples of this in this lesson and the lessons before.
ila kanet š-šems sxuna bezzaf, le-mḡaṟba ta-yebqaw ta-yxedmu.
walakin ta-yebqa yemši . . . le-ṣ-ṣbiŧaṟ de-l-mexzen yexdem
matalăn ta-yebqaw ta-yžibu l-le-mṟiđ l-makla
In these examples bqa/ka‑yebqa is shown in the present tense, but it can occur
in the past tense as well:
bqit ka-neqṟa telt swayeɛ I continued to study for 3 hours.

bqa dak ṟ-ṟažel ka-yakŭl That man kept (on) eating.
bqa/ka‑yebqa can be followed by an active participle. Look at the difference

between the two sentences below.
bqa ka-yemši l-ɛend l-bulis He kept going to the police (regularly).

bqa maši fe-ŧ-ŧṟiq l-l-međṟaṣa He kept walking on that road to school
(that one time).
Another temporal auxiliary verb is the verb bda/ka‑yebda. It’s usually in the past
tense and followed by a verb in the present tense, usually with ka‑/ta‑. It then means
‘to start the action of the main verb, and that action keeps going for some time’.
You haven’t seen any examples of this yet. But the examples below should be clear.
bdaw n-nas ka-yqulu belli . . . The people started saying that . . .

bdit ka-netɛellem le-fṟanṣawiya I’ve started learning French.
Auxiliary verbs expressing movement

These are verbs like mša/yemši, ža/yži, ṟžeɛ/yeṟžeɛ, nađ/ynuđ. They can be
followed by a verb in the present tense without ka‑/ta‑. They then mean ‘to go in
order to . . .’. From this one sentence you won’t be able to deduce whether or not the
action expressed in the main verb actually happened. Of course this may become
apparent from the context.
ta-yemši yenɛes fe-ṣ-ṣbiŧaṟ de-l-mexzen

waħed n-nhaṟ mšina nƶuṟu ẋt-i. (64)
la bŭdd temši tƶuṟ had đaṟ d-dbeḡ.† (62)
ɛend-i đaṟ ždida, aži tšuf-ha. (47)
You may feel like you should always put baš before the main verb, but that’s not
necessary.
†
đaṟ d‑dbeḡ is a genitive construction and thus definite. So had doesn’t need to be followed
by the definite article in this case.
These auxiliary verbs can also be followed by a main verb in the past tense. Then
it’s certain that the action of the main verb has actually happened.
nađu lus-i u ṟažl-i ddaw-eh l-ɛend ŧbib le-ɛđam. (64)

ṟžeɛt le-đ-đaṟ žebt le-ktab dyal-ek.
mša šra kŭll-ši lli kan ka-yxeṣṣ-u fe-s-suq.
Here you might feel like you need to put the conjunction u before the main verb,
but that is not necessary either.
The auxiliary verb ɛawed/yɛawed
This auxiliary verb means ‘to repeat/do again’, but it is conjugated entirely the same
as the main verb. It is also in the same tense as the main verb. That is: both are in the
past tense, or the main verb is in the present tense without ka‑/ta‑ and ɛawed is in
the present tense or imperative.
ma-tɛawed-š teddi l-weld You won’t take the boy to

ɛend dak ŧ-ŧbib. that doctor again.
ila ma-dert-š had š-ši ḡadi If I don’t do this I’ll become ill
nɛawed nemṟeđ. again.
ɛawed qal l-u ma-yeqđeṟ-š He told him again he couldn’t help him.
yɛawen-u.
65.c Participles of the derived forms

You have known the active participle of Form I (Ⓟkateb) for a long time, and in
Lesson 64 you learnt the passive participle of Form I (Ⓟmektub).
We will now take a look at the participles of the derived forms.
Forms II and III

These forms don’t register the difference between the active and the passive parti-
ciple. You can only form one participle, which may have either meaning.
You create the participles of these forms by placing m before the verb in the he-
form in the past tense.
herres mherres broken (‘having broken’, ‘being broken’)

yeqqen myeqqen assured, certain
qelleq mqelleq worried
There can be no complications with the hollow verbs in Forms II and III, because
the weak radicals act like normal consonants in these forms.
It’s different for the weak stems. There the vowel i appears as the ending of the
participle after the second radical.
qeṟṟa mqeṟṟi taught

xebba mxebbi hidden
The t-forms
t-forms usually don’t have their own participle showing the t. This is because the
t-forms usually have a passive meaning. A participle from the t-stem would have the
same meaning as the passive participle of the ‘normal’ form. An example to illustrate:
The passive participle of the Form I verb đṟeb is međṟub, meaning ‘hit (pas-
sive participle)’. The Form t-I verb tteđṟeb means ‘to be hit’. A participle of that
verb would mean something like ‘having been hit’. You don’t need a participle
for that, since the passive participle of Form I (međṟub) already carries that
meaning.
The same is true for Forms t-II and t-III.
This is illustrated by the two examples below.
tzewwež mzewwež married

tɛeŧŧel mɛeŧŧel too late (being late)
The verb tzewwež (Form t-II) means ‘to get married’ while zewwež (Form II)
means ‘make marry/marry off ’.To express ‘married’, you can simply use the participle
of Form II.
In rare cases you may find a Form t-III verb having its own participle, if that Form
t-III verb has its own meaning instead of the passive meaning of the Form III verb.
For example, from the verb tħaṟeb (to be at war) you could encounter the participle
metħaṟeb/‑in (being at war with each other). And you have also seen metšerrfin,
but that is a participle of a Form t-II.
Some irregular participles

Some very frequent Form I verbs have irregular participles.
verb active participle passive participle

kla/yakŭl wakel mewkul
xda/yaxŭd waxed mewxud
dda/yeddi dday meddi
ža/yži maži/žay
The last verb has no passive participle. If žay takes the ending ‑a or ‑in the y is
duplicated: žayya, žayyin.
Exercise g deals with this.
Exercises
Exercise 65.a
Someone tells you that something has a certain property. Say that another . . . is larger/
better, etc. (the property from their statement).
Example
given šuf, weld‑i wella kbir daba!
my son
you weld‑i kbeṟ men weld‑ek.
1 s-suq de-l-ɛeŧṟiya bɛid men hna.

cloth market
2 ṣ-ṣbiŧaṟ f-meknas ka-ykun kbir.
the hospital in Fez
3 ṟ-ṟadyu dyal had ŧ-ŧbib ṟa-h qdim bezzaf.
my doctor’s radiological device
4 l-muɛalăža ɛend ž-žebbaṟ ka-tkun ṟxiṣa.
treatment in government hospital
5 ṣ-ṣiħħa dyal n-nas f-le-mdina ṟa-ha mezyana.
health of the people in the country
6 l-ɛiyada dyal l-ixtiṣaṣi dyal t-tṣaweṟ ṣḡiṟa bezzaf.
the dentist’s clinic
Exercise 65.b
In this exercise, again, you go one better than someone else by saying that something
else is more attractive, expensive, etc. But in this exercise there are some adjectives of
which you can’t make the comparative using the pattern Ⓟkteb.
given l‑kutub dyal l‑ɛeṟbiya žeddaba.

English books
you walakin l‑kutub dyal l‑ingliziya žeddaba kteṟ men haduk
dyal l‑ɛeṟbiya.
1 l-ɛamăliya dyal l-kerš ḡalya bezzaf.

heart operations
2 l-weqt dyal ŧ-ŧbib dyal s-snan dima ka-ykun đeyyeq.
‘government doctors’
3 l-kŭlliya dyal-na hiya ždida bezzaf.
the medical faculty
4 le-ħṟiq fe-l-kerš ɛend d-drari ṟa-h dima ṣɛib.

headache, head = ṟ-ṟaṣ
5 l-ɛamăliya dyal le-mṣaṟen waɛra šwiya.
stomach operation
6 s-sxana ɛend le-bnat dima ka-tkun xaŧiṟa šwiya.
rubella
Exercise 65.c
Below are 8 objects and properties. You should talk about 3 people, saying that
Hassan’s . . . is big/new, etc., Dris’s . . . is bigger/newer, etc., and Muhammad’s . . . is
the biggest/newest, etc.
Example
given ŧ‑ŧumubil, mezyan.
You ŧ‑ŧumubil dyal ħasan mezyana, walakin hadik dyal dris ħsen,
u hadik dyal mħemmed hiya l‑mezyana fi‑hŭm.
1 meṟđ, xaŧiṟ 5 biru, bɛid

2 dwa, ḡali 6 makla, xfifa
3 hers, waɛer 7 ŧebṣil, kbir
4 ɛiyada, ždida 8 ṣiħħa, đɛifa (= weak)
Exercise 65.d
Answer using the hint given in English.
given šħal bqiti ka‑teqṟa l‑luḡa l‑ingliziya qbel‑ma tedxŭl l‑l‑

žamḭɛa? (3 years)
you bqit ka‑neqṟa l‑ingliziya telt snin qbel‑ma nedxŭl l‑l‑žamḭɛa.
1 šħal ḡadi tebqa naɛes fe-ṣ-ṣbiŧaṟ? (2 weeks)

2 waš had s-simana ħessiti b-le-ħṟiq f-ṟaṣ-ek? (yes, 3 days)
3 waš weld-ek kan ka-yebki bezzaf melli kan mṟiđ? (yes, 3 hours)
4 waš ṣ-ṣabi ka-ykŭħħ n-nhaṟ kŭll-u? (yesterday, whole day)
5 šħal kan ka-yetṣenneŧ l-ek ŧ-ŧbib? (½ hour)

6 šħal bqa dak ž-žebbaṟ ka-yɛalež bent-ek? (2 hours)
Exercise 65.e
Someone asks you if you have done something, will do it, etc. In your answer, use the
verb and any other information given.
Example
given waš šriti ŧumubil ždida? (l‑baṟeħ, √mša/i)
you l‑baṟeħ mšit šrit ŧumubil ždida.
1 waš bḡiti ṣaħb-ek yƶuṟ-ek fe-ṣ-ṣbiŧaṟ? (ḡedda, √ža/i)

2 waš bḡiti ŧ-ŧbib yqellb-ek meṟṟa ẋṟa? (f-le-ɛšiya, √ṟžɛ)
3 škun lli xeṣṣ-u yhezz-ek men le-fraš? (men beɛd, weld-i, √ža/i)
4 waš ši waħed šra l-ek d-dwa men l-feṟmaṣyan? (žaṟ-i, ḡadi, √mša/i)
5 waš ṟažl-ek dar l-xedma dyal-u wella ma-zal? (daba, √na/uđ)
6 fuq-aš ŧ-ŧbib ḡadi yesteqbel n-nas? (daba, √ṟžɛ).
Exercise 65.f
Respond to the sentences below by saying it shouldn’t happen again, and choose one
of the reasons given why it shouldn’t.
Reasons ħit huwa ma-ši ixtiṣaṣi be-ṣ-ṣeħħ.

ħit xeṣṣ-hŭm yemšiw le-ṣ-ṣbiŧaṟ de-l-mexzen.
la bŭdd tebqa tneqqeṣ menn-u.
ħit memnuɛ le-d-drari baš yemšiw le-ṣ-ṣbiŧaṟ b-weħd-hŭm.
ħit fi-h l-idam u ma-xeṣṣ-ek-š l-idam.
ħit l-ɛamăliya ma-ḡadi-š tɛawn-ek.
ħit ma-ɛend-na-š le-flus baš nxellṣu-h.
Example
given l‑baṟeħ mšit le‑ž‑žebbaṟ.
You ma‑tɛawed‑š temši l‑dak ž‑žebbaṟ, ma‑ɛend‑na‑š le‑flus baš
nxellṣu‑h.
1 l-baṟeħ ƶeṟt ṣaħb-i fe-ṣ-ṣbiŧaṟ.

2 ŧ-ŧbib bḡa ydir l-i ɛamăliya ẋṟa.
3 l-baṟeħ klit ŧ-ŧažin be-d-džaž.
4 mšit l-l-ɛiyada dyal l-ixtiṣaṣi dyal l-qelb.
5 daba bṟit, ḡadi nketteṟ šwiya men l-makla dyal l-idam.
6 l-yum steqbelt ši nas lli ma-ɛend-hŭm-š le-flus.
Exercise 65.g
Give the passive participles of the verbs given, and place those in the sentences.
verbs tteka, ɛeŧŧel, yeqqen, herres, qelleq, xelleṣ, tzewwež.
1 r-ržel dyal dak ṟ-ṟažel l-meskin kanet ________.

2 n-nas lli šafu-h kanu kŭll-hŭm ________ ɛli-h.
3 ŧ-ŧbib lli ŧelbu menn-u baš yži ža ________ u melli ža lqa l-meskin miyyet.
4 kanu kŭll ši n-nas ________ belli l-miyyet, ƚƚah yreħm-u, kan waħed l-insan
mezyan.
5 walakin ħetta waħed ma-ɛṟef waš l-miyyet kan ________ wella la.
6 l-insan lli ka-yđeṟṟ-u đehṟ-u, xeṣṣ-u yebqa ________ f-le-fraš.
7 ma-qdeṟt-š nhezz kŭll ši lli šrit, xellit ši ħaža fe-l-ħanut, walakin kŭll ši ________.
Exercise 65.h
Below is a closing text. This text discusses an aspect of Moroccan healthcare you have
already heard about.
The words in this text which you haven’t seen before are marked with + and are
explained below. Read and listen to the text, and try to understand it all.
kayen l-meṟđ+ dyal ž-žnun+. ka-yetsemma+ hadak l-insan mežnun+ wella meskun+. had
l-meṟđ ɛend-u bezzaf dyal s-smiyat.
haduk n-nas ka-yemšiw yƶuṟu ši siyyed+. wella yketbu ɛend le-fqih+ u ka-yđebħu+
fe-đ-đaṟ u ydiru bħal ħefla+ fe-đ-đaṟ, bħal ħeđṟa+.
l-insan lli ka-yetteqbeđ+ ka-yḡib+. ka-yḡib l-waħed l-mŭdda+ dyal saɛa wella saɛtayn,
ma-ka-yeɛṟef-š šnu ka-yewqeɛ+ fe-đ-đaṟ. ka-yemken l-ek thezz-u u tluħ-u+ fe-l-wad
bla-ma yeɛṟef. u kayen ɛawed-tani lli ka-yetteqbeđ u ka-yebqa ka-yeqŧeɛ+ ħwayž-u u
yherres le-mwaɛen. ka-yherres kŭll ši lli lqa-h qŭddam-u.
ħetta kaynin žnun hnaya fe-l-ingliz, walakin waš haduk ž-žnun žaw men l-meḡrib
wella hadak š-šexṣ+ lqa-hŭm hnaya, ma-neɛṟef-š.
ši meṟṟa šeft waħed l-meḡribi fe-ṣ-ṣbiŧaṟ l-inglizi u kan l-meskin ka-yetteqbeđ kŭll
xeŧṟa. fe-l-weqt lli ka-yetteqbeđ ka-yžiw l-fermeliyat ka-yđeṟbu l-u waħed š-šuka+
kbira u ka-yebqa naɛes bi-ha ṟebɛa u ɛešṟin saɛa.
kan lazem yeddiw-eh l-waħed s-siyyed. ħit fe-l-meḡrib, n-nas lli ka-ykunu
meskunin, yeɛni fi-hŭm ž-žnun, ta-yeddiw-hŭm l-waħed s-siyyed, u ka-yxelliw-eh
fe-s-siyyed ħetta ywelli la-bas.
w ila wella la-bas, ḡadi yešriw đbiħa+, yeɛni ħewli wella begṟa+ wella ši ħaža. u ka-
yebqa dak ṟ-ṟažel wella hadik le-mṟa kŭll ɛam ka-ydir ši ṣadaqa+ wella đbiħa ħit
ka-yqul: ila ma-dert-š had š-ši ḡadi nɛawed nemṟeđ.
meṟđ illness
žnun ghosts (sing. ženn)
ka-yetsemma (√sma/a, tII) is called
mežnun possessed
meskun inhabited
siyyed marabout (person and tomb)
fqih Koran scholar
ka-yđebħu (√đbħ) to butcher, to sacrifice
ħefla party
ħeđṟa Sufi-gathering
ka-yettqbeđ (√qbđ, tI) he is seized
ka-yḡib (√ḡa/ib) to be absent, ‘to faint’
mŭdda period
ka-yewqeɛ (√wqɛ) happen
tluħ (√la/uħ) throw
ka-yeqŧeɛ (√qŧɛ) to cut, to tear
šexṣ person
šuka injection, syringe
đbiħa sacrificial animal
begṟa cow
ṣadaqa alm
Key
Part 1
The correct answers to the questions in the theoretical text of Phonology.
1 The i sounds in Moroccan as the ee of ‘beet’; t is followed by a short s-sound.

2 At the end of a double tt, you still hear the short s-sound.You don’t hear this at
the end of a double ŧŧ.
3 Because a stable vowel appears, the unstable vowel is no longer needed.
4 This way the vowels are spread more evenly over the word.
Part 2
The correct answers to the questions in the theoretical texts of Lessons 1 to 41.
1 because the first and second consonant 18 He is not expensive.

are the same, 3 consecutive consonants 19 gender and definiteness
are allowed. 20 The old car is cheap.
2 the girl 21 The big sheep is ill.
3 the street 22 The old city is not near.
4 the carpet 23 The big bag is not cheap.
5 The key <is> new. 24 huwa, hiya
6 The glass <is> cheap. 25 nta ɛeyyan
7 The market <is> big. 26 waš nta ɛeyyan?
8 The milk <is> good. 27 nti mṟiđa
9 Is the girl happy? 28 waš nti mṟiđa?
10 Yes, the girl is happy. 29 this man
11 ždida 30 this jellaba
12 No, the table is not new. 31 By removing the article l- before xawi.
13 kbir 32 personal pronoun
14 No, the boy isn’t big, he is small. 33 suffix
15 No, this is not a key. 34 the subject is stressed
16 No, this is not a watch. 35 I don’t have a watch.
17 He is expensive. 36 You don’t have a car.
468 Key
37 The boy doesn’t have a cigarette. 67 ṣḡaṟ/ṣḡiṟat

38 The woman doesn’t have a bag. 68 ṣ-ṣḡaṟ mwessxin
39 a man 69 le-mṟađ/mṟiđat ma-ši ṣḡaṟ/ṣḡiṟat
40 a key 70 ṣ-ṣḡaṟ ma-ši mwessxin
41 a big street 71 waš hadu ržal?
42 a bad table 72 waš hadu kisan?
43 a cold country 73 waš hadu mwagen?
44 a small mouse 74 hadu mđaṟeṣ ždad.
45 that boy 75 hadu ƶṟabi ḡalyin.
46 that girl 76 hadu ma-ši ktub.
47 that man 77 hadu ma-ši kiṟan mezyanin.
48 that woman 78 hadu ma-ši ržal feṟħanin.
49 that watch 79 ɛeyyanin
50 that carpet 80 mṟađ
51 that school 81 ka-nšuf-hŭm
52 that jellaba 82 la, ma-ka-nšuf-hŭm-š
53 that cold country 83 la, ma-ka-nšufu-h-š
54 that bad school 84 ma-ka-tšufi-h-š
55 That country is cold. 85 iyeh, ka-nšufu-kŭm
56 The girls are happy. 86 la, ma-ka-nšufu-kŭm-š
57 The keys are old. 87 had le-mṟa
58 The doors are open. 88 had le-bnat
59 The streets are small. 89 had l-biban
60 waš 90 dak l-kaṟ
61 waš r-ržal ḱbaṟ? 91 dik ŧ-ŧumubil
62 waš le-bnat feṟħanin/feṟħanat? 92 duk l-kiṟan
63 waš l-biban meħlulin? 93 duk ŧ-ŧumubilat
64 le-wlad ma-ši mṟađ 94 dyal-ek
65 s-swaret ma-ši qdam 95 dyal-u
66 z-znaqi ma-ši mesdudin 96 š-škara dyal-ha
Part 3
The correct answers to the questions in the theoretical texts of Lessons 42 to 65.
1 bent-i 5 her husband

2 smiyt-i 6 our family
3 your wife 7 your child/son
4 his name 8 their daughter
Key 469
9 l-weld dyal-ek 43 s-seksu ldid

10 l-bent dyal-ha 44 *ka-naklu s-seksu lli s-seksu ldid
11 huwa ɛend-u 45 *ka-naklu s-seksu lli huwa ldid
12 hiya ɛend-ha sebɛa u tlatin sana 46 ka-naklu s-seksu lli ldid.
13 5 cars 47 ka-nšuf waħed ṟ-ṟažel lli ka-yešṟeb
14 ṟebɛa le-ħrira.
15 žuž dyal le-bnat 48 beɛđ l-meṟṟat
16 tmenya dyal le-ħwala 49 ši meṟṟa
17 I am 6 years old. 50 meṟṟa weħda
18 ɛend-ha temn snin 51 waħed l-meṟṟa
19 tlata dyal d-drari 52 žuž/tlata de-l-meṟṟat
20 ka-nšufu-k 53 meṟṟa ẋṟa
21 ka-nšufu-h 54 meṟṟa tanya
22 xu-h 55 bezzaf de-l-meṟṟat
23 b́b́a-k 56 (ka-)naxŭd, taxŭd, taẋdi, yaxŭd,
24 kbir bezzaf taxŭd, naxdu, taxdu, yaxdu
25 ɛeyyana šwiya 57 Because the action will take place
26 qdima bezzaf in the future.
27 bared šwiya 58 These are imperatives.
28 ka-ngelsu fe-l-bit 59 (ka-)tdir, tdiri, ydir, tdiri, ndiru,
29 ka-yetkeb waħed le-ktab tdiru, ydiru
30 (ka-)nexdem, texdem, txedmi, 60 (ka-)nđenn, tđenn, tđenni, yđenn,
yexdem, texdem, nxedmu, txedmu, tđenn, nđennu, tđennu, yđennu
yxedmu 61 past tense
31 Instead of ž-žellaba dyal-ek you see 62 present tense
žellabt-ek. This is possible, but not 63 present tense
a rule. 64 Because it means something regu-
32 nheđṟu larly or during some time occurring
33 ngelsu in the past.
34 kteb, gles, hđeṟ, semħi, semħu, 65 present tense
heđṟu, gelsi, ketbi, ketbu 66 first subject, then predicate
35 ka-taklu-š 67 before the subject
36 ka-yakŭl 68 the subject comes first, then the verb.
37 ka-takŭl-š 69 noun
38 tekteb/tketbi 70 suffix
39 takŭl 71 behind the verb
40 tešṟeb/tšeṟbi 72 suffix
41 (ka-)nekri, tekri, tekri, yekri, tekri, 73 suffix
nekriw, tekriw, yekriw 74 noun
42 ka-naklu s-seksu 75 after the verb
470 Key
76 verb 98 fexxaṟ, tafexxaṟet, pottery

77 noun 99 debbaḡ, tadebbaḡet, tanning
78 suffix 100 present tense
79 it comes after the verb. 101 (1a+1b) *ŧ-ŧbib ḡadi yeɛŧi-k d-dwa
80 there are two possibilities: first DO lli d-dwa ḡadi yɛawn-ek
then PO, or vice versa.
(1’) *ŧ-ŧbib ḡadi yeɛŧi-k d-dwa lli
81 kutub mewžuda, kutub žayya, kutub
huwa ḡadi yɛawn-ek
ṣalħa, kutub mezyana, ŧuṟuq
žeddaba, nata’iž mezyana 102 (3a+3b) *ḡadi nekteb l-u d-dwa lli
82 6 days ḡadi yebṟa be-d-dwa
83 10 minutes
84 saɛa (3) ḡadi nekteb l-u d-dwa lli ḡadi
85 yumayn yebṟa bi-h
86 l-bareħ
103 (4a+4b) *waš ta-takŭl l-makla lli
87 l-yum
l-makla fi-ha l-idam?
88 ḡedda
89 ɛšiya (4a) waš ta-takŭl l-makla?
90 ṣbaħ (4b) fe-l-makla (kayen) l-idam
91 bḡit, bḡiti, bḡiti, bḡa, bḡat, bḡina,
bḡitiw, bḡaw; qṟit, qṟiti, qṟiti, qṟa, 104 (5a+5b) ḡadi nekteb l-ek d-dwa lli
qṟat, qṟina, qṟitiw, qṟaw; klit, kliti, yemken l-ek tešri d-dwa men
kliti, kla, klat, klina, klitiw, klaw l-feṟmaṣyan
92 carpenter (5a) ḡadi nekteb l-ek d-dwa
93 taylor (5b) yemken l-ek tešri d-dwa men
94 cobbler l-feṟmaṣyan
95 xerraz
96 cobbling 105 kbeṟ, ṣḡeṟ, sxen
97 derraz, taderrazet 106 men
Part 4
Exercises
Lesson 1, exercise a
1 š-škara 5 đ-đaṟ 9 l-magana 13 s-suq
2 l-weld 6 le-ktab 10 l-ħanut 14 ƶ-ƶeṟbiya
3 le-mdina 7 s-sarut 11 z-zenqa 15 l-kŭrsi
4 l-kas 8 l-lħem 12 l-qehwa 16 le-ħlib
Key 471
Exercise b
1 le-mṟa 3 l-bit 5 l-bent 7 le-mdina
2 ŧ-ŧumubil 4 š-škara 6 l-kas 8 s-suq
Exercise c
1 l-bent, l-weld 1 the girl, the boy
2 š-škara 2 the bag
3 đ-đaṟ 3 the hose
4 le-mdina, le-ħlib 4 the city, the milk
5 ž-žib 5 the bag
6 z-zenqa 6 the street
7 s-sarut, s-suq 7 the key, the market
8 ṟ-ṟažel 8 the man
Lesson 2 Exercise a
1 hada kŭrsi 3 hada kas 5 hadi ŧumubil 7 hada sarut
2 hadi škara 4 hada weld 6 hadi đaṟ 8 hadi zenqa
Exercise b
1 hada 3 hadi 5 hada 7 hadi
2 hadi 4 hadi 6 hada 8 hada
Exercise c
1 b 3 c 5 d 7 e
2 a 4 g 6 h 8 f
Lesson 3 Exercise b
a1 feṟħan b1 kbira c1 ṟxiṣ
2 ldid 2 ṟxiṣa 2 mṟiđa
3 ldid 3 ṟxiṣ 3 ṟxiṣa
4 feṟħana 4 kbir 4 mṟiđ
Exercise c
1 l-magana ždida 4 l-ma ldid 7 s-sarut ždid
2 ṟ-ṟažel mṟiđ 5 l-bent mṟiđa 8 le-mṟa mṟiđa
3 l-kŭrsi ṣḡiṟ 6 l-qehwa ldida
472 Key
Exercise d
1 l-weld feṟħan 5 le-mṟa feṟħana 9 le-ħlib ldid
2 le-ktab mezyan 6 l-kas kbir 10 s-sarut ždid
3 ƶ-ƶeṟbiya ždida 7 š-škara ṟxiṣa
4 l-lħem ldid 8 l-bent mṟiđa
Exercise e
2 le-mṟa feṟħana 5 l-weld kbir 8 đ-đar ždida
3 le-mṟa mṟiđa 6 ŧ-ŧumubil kbira 9 đ-đaṟ mezyana
4 l-weld mṟiđ 7 ŧ-ŧumubil ždida 10 l-bit mezyan
Exercise g
1 le-ktab mezyan 3 le-mdina ždida 5 s-suq kbir
2 l-xŭbz ldid 4 l-magana mezyana 6 s-sarut ždid
Lesson 4 Excercise a
1 waš l-kelb byeđ? iyeh l-kelb byeđ 7 waš l-ma mezyan? iyeh l-ma mezyan
2 waš ŧ-ŧebla ždida? iyeh ŧ-ŧebla ždida 8 waš z-zit keħla? iyeh z-zit keħla
3 waš l-xŭbz ldid? iyeh l-xŭbz ldid 9 waš l-ħanut meħlul? iyeh l-ħanut
4 waš l-bab mesdud? iyeh l-bab mesdud meħlul
5 waš le-blad qṟiba? iyeh le-blad qṟiba 10 waš le-ħlib byeđ? iyeh le-ħlib byeđ
6 waš l-qađi mṟiđ? iyeh l-qađi mṟiđ
Lesson 5 Exercise a
1 la l-ma ma-ši mezyan 5 la l-bent ma-ši mṟiđa
2 la l-qađi ma-ši feṟħan 6 la l-bab ma-ši mešdud
3 la le-blad ma-ši kbira 7 la ṟ-ṟažel ma-ši kbir
4 la ƶ-ƶeṟbiya ma-ši ždida 8 la l-xŭbz ma-ši mezyan
Exercise b
1 waš le-ktab mezyan? iyeh le-ktab 5 waš le-mdina kbira? iyeh, le-mdina
mezyan kbira
2 waš l-kas ždid? la, l-kas ma-ši ždid 6 waš l-bab mešdud? la, l-bab ma-ši
3 waš le-mdina qṟiba? iyeh, le-mdina mešdud
qṟiba 7 waš s-sarut ždid? iyeh, s-sarut ždid
4 waš ƶ-ƶeṟbiya beyđa? iyeh, ƶ-ƶeṟbiya
beyđa
Key 473
Lesson 6 Exercise a
1 waš hadi magana? iyeh, hadi magana 4 waš hada kelb? iyeh, hada kelb
2 waš hadi đaṟ? la, hadi ma-ši đaṟ, hadi 5 waš hadi zenqa? la, hadi ma-ši zenqa,
ŧumubil hadi mdina
3 waš hada kŭrsi? la, hada ma-ši kŭrsi, 6 waš hada ħlib? la, hada ma-ši ħlib,
hada bab hada l-ma
Exercise b
1 waš hada ktab? la, hadi ŧebla 4 waš hadi ŧebla? la, hada kŭrsi
2 waš hada ṟažel? iyeh, hada ṟažel 5 waš hadi magana? iyeh, hadi magana
3 waš hada sarut? la, hadi škara 6 waš hadi zenqa? la, hadi ƶeṟbiya
Lesson 7 Exercise a
1 qṟib hada! 3 ḡalya hadi! 5 kbir hada!
2 ždida hadi! 4 mezyana hadi! 6 ṣḡiṟa hadi!
Exercise d
1 ldid instead of mešdud 7 ždid instead of ždida
2 l-weld instead of le-weld 8 ždida instead of feṟħana
3 hada instead of hadi 9 correct
4 feṟħana instead of feṟħan 10 ždida instead of mṟiđa
5 ṟ-ṟažel instead of l-ṟažel 11 correct
6 la, l-bent ma-ši kbira 12 hada instead of hadi
Lesson 8 Exercise a
1 iyeh huwa feṟħan 3 iyeh hiya mṟiđa 5 iyeh hiya feṟħana
2 iyeh hiya ṣḡiṟa 4 iyeh huwa ṣḡiṟ 6 iyeh huwa mṟiđ
Exercise b
1 waš ž-žellaba ḡalya? iyeh, hiya ḡalya 4 waš l-qehwa mezyana? iyeh, hiya
2 waš l-magana ṟxiṣa? iyeh hiya ṟxiṣa mezyana
3 waš l-ħanut mešdud? iyeh, huwa 5 waš l-kas kbir? iyeh, huwa kbir
mešdud 6 waš s-sŭkkaṟ mezyan? iyeh, huwa
mezyan
Exercise c
1 hadi mdina, hiya qṟiba 3 hadi blad, hiya ṣḡiṟa
2 hadi zit, hiya ldida 4 hada kŭrsi, huwa ždid
474 Key
5 hadi zenqa, hiya kbira 7 hada sŭkkaṟ, huwa ḡali

6 hada bab, huwa meħlul 8 hadi žellaba, hiya ḡalya
Exercise d
1 waš l-kelb kbir? la, huwa ma-ši kbir 6 waš s-sarut ždid? la huwa ma-ši ždid
2 waš s-suq qṟib? la huwa ma-ši qṟib 7 waš le-ktab ṟxiṣ? la, huwa ma-ši ṟxiṣ
3 waš l-lħem ḡali? la, huwa ma-ši ḡali 8 waš s-sŭkkaṟ ṟxiṣ? la, huwa ma-ši ṟxiṣ
4 waš l-qađi feṟħan? la huwa ma-ši feṟħan 9 waš đ-đaṟ ždida? la hiya ma-ši ždida
5 waš l-qehwa meħlula? la hiya ma-ši 10 waš š-škara beyđa? la, hiya ma-ši
meħlula beyđa
Exercise e
1 la, l-bit ma-ši kbir, huwa ṣḡiṟ 5 la, le-mdina ma-ši ždida, hiya qdima
2 la, l-kelb ma-ši byeđ, huwa kħel 6 la, ŧ-ŧebla ma-ši kbira, hiya ṣḡiṟa
3 la, l-bab ma-ši meħlul, huwa mešdud 7 la, l-qehwa ma-ši mešduda, hiya
4 la, l-xŭbz ma-ši kħel, huwa byeđ meħlula
Exercise f
1 m 5 g 9 e
2 c 6 l 10 b
3 i 7 d
4 j 8 k
Lesson 9 Exercise a
1 hadi bent ħzina 4 hada weld feṟħan 7 hadi međṟaṣa bɛida
2 hadi škara qdima 5 hada bab mesdud 8 hadi mdina qdima
3 hada qađi ħzin 6 hadi ŧebla mezyana 9 hada l-ma l-ldid
Exercise b
1 l-ħewli le-kbir 3 l-qehwa l-ldida 5 le-mṟa le-ħzina
2 l-međṟaṣa le-bɛida 4 l-berrad le-qdim 6 l-meɛza ṣ-ṣḡiṟa
Exercise c
1 ŧ-ŧumubil ž-ždida fe-z-zenqa 4 s-suq le-qṟiba fe-z-zenqa
2 le-mdina le-qdima fe-l-meḡrib 5 ž-žellaba l-beyđa fe-š-škara
3 z-zit ž-ždida fe-l-kas 6 ṟ-ṟažel le-kbir fe-l-ħanut
Key 475
Lesson 10 Exercise a
2 l-xŭbz le-kħel ldid
3 l-xŭbz le-kħel ṟxiṣ
4 ŧ-ŧumubil l-keħla ṟxiṣa
5 ŧ-ŧumubil le-qdima ṟxiṣa
6 ŧ-ŧumubil le-qdima mezyana
Exercise b
1 l-međṟaṣa ž-ždida ma-ši qṟiba The new school isn’t near.
2 ŧ-ŧumubil l-keħla ma-ši ṟxiṣa The black car isn’t cheap.
3 waš l-kŭrsi le-kħel ždid? Is the black chair new?
4 l-bab l-mešdud ma-ši byeđ The closed door isn’t white.
5 s-sarut ma-ši ṣḡiṟ The key isn’t small.
6 waš l-berrad ž-ždid mezyan? Is the new teapot good?
7 ṟ-ṟažel le-kbir ma-ši qađi The old man isn’t a judge.
8 ž-žellaba ž-ždida ma-ši ṟxiṣa The new jellaba isn’t cheap.
Lesson 11 Exercise b
mħemmed: ṟ-ṟažel le-kbir, waš huwa feṟħan?
xadiža: la, huwa ma-ši feṟħan, u nta, waš nta feṟħan?
mħemmed: iyeh, ana feṟħan, u nti ma-ši feṟħana?
xadiža: la, ana ma-ši feṟħana.
ħmed: l-bent ṣ-ṣḡiṟa, waš hiya mṟiđa?
dris: iyeh, hiya mṟiđa u nta, waš nta mṟiđ?
ħmed: la, ana ma-ši mṟiđ, u nta, waš nta mṟiđ?
dris: iyeh, ana mṟiđ
mħemmed: le-mṟa le-kbira, waš hiya ɛeyyana?
ɛayša: la, hiya ma-ši ɛeyyana, u nta, waš nta ɛeyyan?
mħemmed: iyeh, ana ɛeyyan, u nti, waš nti ɛeyyana?
ɛayša: la, ana ma-ši ɛeyyana.
1 huwa fe-š-škara 4 huwa fe-s-sefli 7 hiya fe-l-meḡrib
2 hiya f-le-mdina 5 hiya fe-l-buṣŧa 8 huwa fe-ž-žib
3 hiya fe-z-zenqa 6 huwa fe-l-ingliz
Exercise b
impossible: 2, 5 en 6
476 Key
1 la, l-weld ma-ši fe-z-zenqa, huwa f-le-mdina
2 la, l-bent ma-ši fe-l-ingliz, hiya fe-l-meḡrib
3 la, ṟ-ṟažel ma-ši fe-l-ħanut, huwa fe-đ-đaṟ
4 la, ƶ-ƶeṟbiya ma-ši fe-z-zenqa, hiya fe-đ-đaṟ
5 la, l-xŭbz ma-ši fe-s-suq, huwa fe-l-ħanut
6 la, l-ma ma-ši fe-s-stilu, huwa fe-l-kas
1 d 3 e 5 i 7 c
2 g 4 a 6 j 8 f
Exercise c
1 f 5 b 9 c
2 d 6 j 10 e
3 a 7 h
4 i 8 g
Exercise d
1 l-weld, waš huwa feṟħan? The boy, is he happy?
2 ṟ-ṟažel le-kbir ma-ši feṟħan. The old man isn’t happy.
3 waš nta feṟħan? Are you ♂ happy?
4 fayn s-sarut ž-ždid? Where is the new key?
5 l-weld le-kbir ma-ši fe-l-međṟaṣa. The big boy is not at school.
6 waš nti mṟiđa? Are you ♀ ill?
7 la, ana ma-ši mṟiđa, ana ɛeyyana. No, I’m not ill, I’m tired.
8 š-škara ž-ždida hdiya mezyana. The new bag is a good gift.
9 waš ŧ-ŧebla fe-l-bit? la, hiya fe-z-zenqa. Is the table in the room? No, it’s on
10 l-bit le-kbir fe-s-sefli. the street.
11 ž-žellaba l-keħla ma-ši beyđa. The large room is on the ground floor.
The black jellaba isn’t white.
1 a faŧima, waš ka-tšufi l-qađi? iyeh, ka-nšuf l-qađi
2 a faŧima, waš ka-tšufi l-meɛza? iyeh, ka-nšuf l-meɛza
3 a faŧima, waš ka-tšufi l-berrad? iyeh, ka-nšuf l-berrad
4 a faŧima, waš ka-tšufi l-kaṟ? iyeh, ka-nšuf l-kaṟ
Key 477
5 a faŧima, waš ka-tšufi l-gaṟṟu? iyeh, ka-nšuf l-gaṟṟu

6 a ħmed, waš ka-tšuf l-ḡŭṟṟaf? iyeh, ka-nšuf l-ḡŭṟṟaf
7 a ħmed, waš ka-tšuf l-ħewli? iyeh, ka-nšuf l-ħewli
8 a ħmed, waš ka-tšuf le-ħmaṟ? iyeh, ka-nšuf le-ħmaṟ
9 a ħmed, waš ka-tšuf le-mdina? iyeh, ka-nšuf le-mdina
10 a ħmed, waš ka-tšuf š-šems? iyeh, ka-nšuf š-šems
Exercise b
1 a xadiža, waš ka-tšufi l-magana 5 a muṣŧafa, waš ka-tšuf š-škara ž-ždida?
le-qdima? 6 a ɛayša, waš ka-tšufi l-weld l-feṟħan?
2 a ɛli, waš ka-tšuf s-sarut ṣ-ṣḡiṟ? 7 a mħemmed, waš ka-tšuf l-bab
3 a ħmed, waš ka-tšuf l-kas le-kbir? l-mesdud?
4 a faŧima, waš ka-tšufi l-kŭrsi le-qdim? 8 a dris, waš ka-tšuf z-zit l-ldida?
Exercise c
2 nta ka-tšuf l-weld 5 ana ka-nšuf ṟ-ṟažel le-kbir
3 nti ka-tšufi l-weld 6 nta ka-tšuf ṟ-ṟažel le-kbir
4 nti ka-tšufi ṟ-ṟažel le-kbir 7 nta ka-tšuf le-mṟa le-kbira
1 iyeh, ka-nšuf ṟažel 6 iyeh, ka-nšuf sarut
2 la, ma-ka-nšuf-š ħewli 7 la, ma-ka-nšuf-š meɛza
3 la, ma-ka-nšuf-š ƶeṟbiya 8 iyeh, ka-nšuf kŭrsi
4 iyeh, ka-nšuf đaṟ 9 la, ma-ka-nšuf-š škara
5 la, ma-ka-nšuf-š berrad 10 la, ma-ka-nšuf-š ḡŭṟṟaf
1 la, ma-ka-nšuf-u-š 6 iyeh, ka-nšuf-ha
2 la, ma-ka-nšuf-u-š 7 iyeh, ka-nšuf-ha
3 la, ma-ka-nšuf-u-š 8 la, ma-ka-nšuf-ha-š
4 iyeh, ka-nšuf-u 9 la, ma-ka-nšuf-ha-š
5 la, ma-ka-nšuf-ha-š 10 la, ma-ka-nšuf-ha-š
Exercise b
1 iyeh, ka-nšuf-ha 4 iyeh, ka-nšuf-ha 7 iyeh, ka-nšuf-u
2 la, ma-ka-nšuf-u-š 5 la, ma-ka-nšuf-ha-š 8 la, ma-ka-nšuf-u-š
3 la, ma-ka-nšuf-ha-š 6 iyeh, ka-nšuf-ha
478 Key
Exercise d
ɛli: ana ma-ka-nšuf-š l-berrad ž-ždid, u nta a mħemmed, waš ka-
tšuf-u?
mħemmed: la, ma-ka-nšuf-u-š walakin ka-nšuf l-berrad le-qdim.
ɛli: fayn ka-tšuf-u?
mħemmed: ka-nšuf-u fe-ŧ-ŧebla fe-l-bit ṣ-ṣḡiṟ.
muṣŧafa: a faŧima, waš ka-tšufi le-mṟa le-kbira fe-z-zenqa?
faŧima: la, ma-ka-nšuf-ha-š, ka-nšuf ḡir mṟa ṣḡiṟa.
muṣŧafa: fayn ka-tšufi-ha? ana ka-nšuf ḡir ṟažel u kelb.
faŧima: hiya ħda l-buṣŧa.
muṣŧafa: iyeh, ħetta ana ka-nšuf-ha.
1 iyeh, ka-nšuf-u 5 la, ma-ka-nšuf-ha-š 9 la, ma-ka-nšuf-u-š
2 la, ma-ka-nšuf-ha-š 6 la, ma-ka-nšuf-u-š 10 iyeh, ka-nšuf-ha
3 iyeh, ka-nšuf-ha 7 iyeh, ka-nšuf-u
4 la, ma-ka-nšuf-u-š 8 iyeh, ka-nšuf-u
1 nta ka-tšuf l-weld 5 ana ka-nšuf ƶ-ƶeṟbiya
2 nti ka-tšufi l-ma 6 nta ka-tšuf s-stilu
3 ana ka-nšuf le-ktab 7 ana ka-nšuf s-sarut
4 nti ka-tšufi l-međṟaṣa
Exercise b
1 ma-ka-nšuf-š s-suq u nta a mħemmed, waš ka-tšuf-u?
2 ma-ka-nšuf-š l-ħanut u nta a mħemmed, waš ka-tšuf-u?
3 ma-ka-nšuf-š l-meɛza u nta a mħemmed, waš ka-tšuf-ha?
4 ma-ka-nšuf-š le-hdiya u nti a faŧima, waš ka-tšufi-ha?
5 ma-ka-nšuf-š l-bent u nti a faŧima, waš ka-tšufi-ha?
6 ma-ka-nšuf-š ž-žellaba u nti a faŧima, waš ka-tšufi-ha?
Exercise c
1 l-međṟaṣa, hiya ma-ši kbira 4 l-berrad, huwa ṣḡiṟ
2 đ-đaṟ, hiya ṟxiṣa 5 l-kaṟ, huwa ma-ši ḡali
3 s-stilu, waš huwa mezyan? 6 le-mdina, waš hiya qṟiba?
Key 479
1 l-ḡŭṟṟaf le-kbir, ka-tšuf-u 8 l-buṣŧa le-kbira, waš ka-tšufi-ha?
2 ŧ-ŧumubil ṣ-ṣḡiṟa, ka-tšufi-ha 9 l-ħewli, ma-ka-nšuf-u-š
3 l-kaṟ ž-ždid, ka-nšuf-u 10 ž-žellaba, ma-ka-tšuf-ha-š
4 l-weld l-feṟħan, ka-tšuf-u 11 l-magana ž-ždida, ma-ka-tšufi-
5 le-mdina, waš ka-tšuf-ha? ha-š
6 l-bent, waš ka-tšufi-ha? 12 l-meɛza, ma-ka-nšuf-ha-š
7 l-gaṟṟu, waš ka-tšuf-ha?
Exercise b
1 ana, waš ka-tšufi-ni? 4 huwa, waš ka-tšuf-u?
2 huwa, ka-nšuf-u 5 hiya, ma-ka-nšuf-ha-š
3 nta/nti, ma-ka-nšuf-ek-š 6 nta/nti ka-nšuf-ek
Exercise c
1 hiya, ka-tšufi-ha 6 nti, ma-ka-tšufi-ni-š
2 ana ka-nšuf le-mdina le-qdima 7 ana, waš ka-tšuf-ni?
3 le-ħmaṟ le-kħel, ma-ka-tšuf-u-š 8 đ-đaṟ l-beyđa, ka-nšuf-ha
4 nta/nti, ma-ka-nšuf-ek-š 9 ṟ-ṟažel, waš ka-tšuf-u?
5 ž-žellaba ž-ždida, waš ka-tšufi-ha?
1 a ħmed, šuf waš le-mṟa ɛeyyana 4 a ɛayša, šufi waš l-ħanut mesdud
2 a faŧima, šufi waš l-weld mṟiđ 5 a meṣŧafa, šuf waš s-sefli kbir
3 a mħemmed, šuf waš l-bent ħzina 6 a nɛima, šufi waš l-buṣŧa meħlula
1 iyeh, had l-kaṟ kbir 4 la, had l-kŭnnaš ma-ši ṟxiṣ
2 la, had le-fraš ma-ši ždid 5 iyeh, had l-wad qṟib
3 iyeh, had le-hdiya ḡalya 6 la, had l-lħem ma-ši ldid
Exercise b
1 la, had le-fraš ma-ši ždid 4 iyeh, had l-gaṟṟu mezyan
2 iyeh, had le-hdiya ṟxiṣa 5 iyeh, had l-kaṟ qdim
3 la, had l-ḡŭṟṟaf ma-ši kbir 6 la, had đ-đaṟ ma-ši ṣḡiṟa
480 Key
Exercise d
1 had l-weld ħzin walakin had l-bent feṟħana
2 had s-sŭkkaṟ ḡali walakin had s-stilu ṟxiṣ
3 had ƶ-ƶeṟbiya ṣḡiṟa walakin had ŧ-ŧebla kbira
4 had l-meɛza mṟiđa walakin had l-ħewli ma-ši mṟiđ
5 had le-ktab meħlul walakin had l-kŭnnaš mesdud
6 had le-mdina qṟiba walakin had le-blad bɛida
Exercise e
1 xawi 4 le-kħel 7 xawi
2 l-kŭnnaš 5 ŧ-ŧumubil 8 ṣ-ṣḡiṟa
3 mezyan 6 ldida
1 iyeh, ɛend-i stilu xawi 4 iyeh, ɛend-i ħanut ṣḡiṟ
2 iyeh, ɛend-u ħmaṟ kbir 5 iyeh, ɛend-u meɛza mṟiđa
3 iyeh, ɛend-u bit xawi 6 iyeh, ɛend-i lħem ldid
Exercise b
1 waš ɛend-i kelb? 4 waš ɛend-ek xŭbz? 7 waš ɛend-ha stilu?
2 waš ɛend-ek weld? 5 waš ɛend-i qehwa? 8 waš ɛend-ek bent?
3 waš ɛend-ha škara? 6 waš ɛend-u kas?
Exercise c
1 l-qađi waš ɛend-u đaṟ kbira? 4 l-weld ɛend-u ħlib ldid
2 ṟ-ṟažel ɛend-u magana qdima 5 le-mṟa ɛend-ha ṟažel feṟħan
3 l-bent waš ɛend-ha škara xawya?
1 iyeh, ɛend-i žellaba 4 la, ma-ɛend-i-š ŧumubil 7 la, ma-ɛend-i-š kaṟ
2 la, ma-ɛend-i-š ŧebla 5 la, ma-ɛend-i-š škara 8 iyeh, ɛend-i kŭrsi
3 la, ma-ɛend-i-š berrad 6 iyeh, ɛend-i sarut
Exercise b
1 a ħmed, waš ɛend-ek ħewli? la, ħewli ma-ɛend-i-š
2 a ħmed, waš ɛend-ek qehwa? la, qehwa ma-ɛend-i-š
Key 481
3 a ħmed, waš ɛend-ek l-ma? la, l-ma ma-ɛend-i-š

4 a ɛayša, waš ɛend-ek fraš? la, fraš ma-ɛend-i-š
5 a ɛayša, waš ɛend-ek ħanut? la, ħanut ma-ɛend-i-š
6 a ɛayša, waš ɛend-ek bab? la, bab ma-ɛend-i-š
Exercise c
1 huwa ɛend-u bit walakin đaṟ ma-ɛend-u-š
2 nta ɛend-ek ħewli, walakin ħmaṟ ma-ɛend-ek-š
3 hiya ɛend-ha weld walakin bent ma-ɛend-ha-š
4 ana ɛend-i škara walakin ktab ma-ɛend-i-š
5 nti ɛend-ek kŭnnaš walakin stilu ma-ɛend-ek-š
6 huwa ɛend-u kŭrsi walakin ŧebla ma-ɛend-u-š
1 hadi waħed le-blad barda 6 hada waħed s-stilu mezyan
2 hada waħed le-fraš byeđ 7 hadi waħed le-mdina qṟiba
3 hada waħed l-gaṟṟu xayeb 8 hada waħed l-faṟ ṣḡiṟ
4 hadi waħed le-mṟa ħzina 9 hadi waħed l-buṣŧa qṟiba
5 hadi waħed đ-đaṟ xawya 10 hada waħed l-wad ṣḡiṟ
Exercise c
1 huwa ɛend-u waħed l-kŭnnaš xawi 6 nta ka-tšuf waħed ŧ-ŧumubil xayba
2 nta ɛend-ek waħed le-ktab ždid 7 ana ka-nšuf waħed l-bit kbir
3 hiya ɛend-ha waħed l-bab kbir 8 nti ka-tšufi waħed l-kelb ṣḡiṟ
4 ana ɛend-i waħed l-ħewli mṟiđ 9 nta ka-tšuf waħed đ-đaṟ barda
5 nti ɛend-ek waħed le-ktab mezyan 10 ana ka-nšuf waħed l-kas xawi
1 dik le-blad ma-ši barda, hiya sxuna 5 dak l-gaṟṟu ma-ši ldid, huwa xayeb
2 dik l-buṣŧa ma-ši beyđa, hiya keħla 6 dak l-xŭbz ma-ši bared, huwa sxun
3 dak le-fraš ma-ši xayeb, huwa mezyan 7 dak s-suq ma-ši xayeb, huwa mezyan
4 dak l-ḡŭṟṟaf ma-ši xawi, huwa ɛameṟ
Exercise c
The odd ones out:
1 ṣabun 3 kŭrsi 5 šems 7 ŧumubil

2 suq 4 l-xŭbz 6 sefli 8 kelb
482 Key
1 weld-wlad 7 žib-žyub 13 ƶ-ƶeṟbiya - ƶ-ƶṟabi
2 bit-byut 8 kelb-klab 14 le-ktab - le-ktub
3 kŭnnaš-knaneš 9 ṟ-ṟažel - r-ržal 15 l-bent - le-bnat
4 kas-kisan 10 l-međṟaṣa - le-mđaṟeṣ 16 đ-đaṟ - đ-đyuṟ
5 ħmaṟ-ħmiṟ 11 z-zenqa - z-znaqi
6 berrad-brared 12 l-bab - l-biban
Exercise b
1 le-ktub, b 4 s-swaret, a 7 ƶ-ƶṟabi, e 10 z-znaqi, e
2 ŧ-ŧbali, e 5 đ-đyuṟ, b 8 le-mwagen, a 11 l-kiṟan, d
3 le-bnat, c 6 l-biban, d 9 r-ržal, c 12 le-mđaṟeṣ, a
1 ždid - ždad 5 ḡali - ḡalyin 9 meħlul - meħlulin
2 mešdud - mešdudin 6 ṟxiṣ - ṟxaṣ 10 kħel - kuħel
3 byeđ - buyeđ 7 ɛeyyan - ɛeyyanin
4 mezyan - mezyanin 8 mwessex - mwessxin
1 le-wlad feṟħanin 6 s-swaret ždad
2 le-mwagen qdam 7 le-knaneš buyeđ
3 le-byut ṣḡaṟ 8 r-ržal ɛeyyanin
4 ž-žyub ḱbaṟ 9 le-brared ṟxaṣ
5 ŧ-ŧbali mwessxin 10 le-bnat mṟađ
Exercise c
1 le-bnat mṟađ 5 r-ržal ɛeyyanin
2 s-swaret ṣḡaṟ 6 đ-đyuṟ buyeđ
3 l-kisan qdam 7 ƶ-ƶṟabi mwessxin
4 z-znaqi meħlulin 8 le-byut ḱbaṟ
1 waš le-bnat ṣ-ṣḡaṟ mwessxin 4 waš le-mwagen l-mezyanin ḡalyin
2 r-ržal le-ḱbaṟ ma-ši ɛeyyanin 5 l-kiṟan ž-ždad ḡalyin
3 l-biban l-mešdudin kuħel 6 ŧ-ŧbali ma-ši ždad
Key 483
1 Are the small girls dirty? 4 Are the good watches expensive?
2 The old men aren’t tired. 5 Are the new buses expensive?
3 The closed doors are black. 6 The tables aren’t new.
1 hadu klab, le-klab ṣḡaṟ, hadu klab ṣḡaṟ
2 hadu mđaṟeṣ, le-mđaṟeṣ ḱbaṟ, hadu mđaṟeṣ ḱbaṟ
3 hadu knaneš, le-knaneš ždad, hadu knaneš ždad
4 hadu brared, le-brared qdam, hadu brared qdam
5 hadu ħmir, le-ħmir ḱbaṟ, hadu ħmir ḱbaṟ
6 hadu ɛyalat, le-ɛyalat feṟħanin, hadu ɛyalat feṟħanin
Exercise b
1 iyeh hadu ɛyalat. iyeh le-ɛyalat feṟħanin
2 la, hadu ma-ši znaqi, hadu ƶṟabi. la, ƶ-ƶṟabi ma-ši kuħel, ƶ-ƶṟabi buyeđ
3 iyeh, hadu đyuṟ. la, đ-đyuṟ ma-ši ždad, đ-đyuṟ qdam
4 la, hadu ma-ši ħmir, hadu wlad. iyeh, le-wlad ɛeyyanin
5 la hadu ma-ši kisan, hadu biban. iyeh, l-biban mesdudin
6 la, hadu ma-ši žyub, hadu swaret. la, s-swaret ma-ši ṣḡaṟ, s-swaret ḱbaṟ
1 huma fe-š-škara 3 huma fe-l-ħanut 5 huma fe-z-zenqa
2 huma fe-ž-žib 4 huma fe-s-sefli 6 huma fe-l-bit
Exercise b
1 le-bnat ṣ-ṣḡaṟ, waš huma fe-l-buṣŧa? 5 le-mđaṟeṣ le-qdam, waš huma
2 l-kisan ž-ždad, waš huma ḡalyin? f-le-mdina?
3 le-klab le-ḱbaṟ, waš huma mwessxin? 6 đ-đyuṟ l-mezyanin, waš huma ṟxaṣ?
4 le-ɛyalat l-ɛeyyanin, waš huma mṟađ?
1 a ržal, waš ka-tšufu le-krasa? 5 a lalliyat, waš ka-tšufu le-ħwanet
2 a ržal, waš ka-tšufu le-ɛyalat? 6 a lalliyat, waš ka-tšufu le-kbabeŧ?
3 a ržal, waš ka-tšufu le-qhawi? 7 a lalliyat, waš ka-tšufu le-ħwala?
4 a ržal, waš ka-tšufu ž-žlaleb?
484 Key
ħmed: a faŧima, ana ka-nšuf waħed l-weld kbir, waš ka-tšufi-h?
faŧima: la, ma-ka-nšuf-u-š.
ħmed: u ntuma a r-ržal, waš ka-tšufu l-weld le-kbir?
muṣŧafa: la, ma-ka-nšufu-h-š, fayn huwa?
ħmed: waš ka-tšufu ŧ-ŧumubil l-beyđa?
ana ka-nšuf-u ħda dik ŧ-ŧumubil.
faŧima: a r-ržal, le-ħwala l-kuħel, waš ka-tšufu-hŭm?
ɛli: la, ma-ka-nšufu-hŭm-š, ka-nšufu ḡir le-ħwala l-buyeđ.
faŧima: le-ħwala l-kuħel ħda-hŭm a r-ržal.
waš ka-tšufu dik đ-đaṟ ṣ-ṣḡiṟa?
ɛli: iyeh, ka-nšufu-ha
faŧima: muṟa-ha ka-nšufu-hŭm.
daba ka-tšufu-hŭm ya-k?
ɛli: iyeh,daba ka-nšufu-hŭm, žuž d-le-ħwala kuħel.
Exercise b
1 iyeh, l-quđat ka-nšuf-hŭm 4 iyeh, ŧ-ŧebla ka-nšuf-ha
2 la, l-berrad ma-ka-nšuf-u-š 5 la, l-ħewli ma-ka-nšufu-h-š
3 la, l-kelb ma-ka-nšufu-h-š 6 iyeh, ƶ-ƶeṟbiya ka-nšuf-ha
1 ntuma ma-ka-tšufu-š le-brared ž-ždad/le-brared ž-ždad, ntuma ma-ka-tšufu-
hŭm-š
2 a lalliyat, waš ka-tšufu-na?/a lalliyat, ħna, waš ka-tšufu-na?
3 ka-nšufu-kŭm/ntuma, ka-nšufu-kŭm
4 a ržal, waš ka-tšufu l-kiṟan?/a ržal, l-kiṟan, waš ka-tšufu-hŭm?
5 ma-ka-nšufu-š s-swaret le-ḱbaṟ./s-swaret le-ḱbaṟ, ma-ka-nšufu-hŭm-š
6 a lalliyat, waš ka-tšufu le-klab?/a lalliyat, le-klab, waš ka-tšufu-hŭm?
1a ħmed u ɛayša, šufu dik l-međṟaṣa! 4 a r-ržal, šufu dak l-kŭnnaš
2a mħemmed u muṣŧafa, šufu dik 5 a xadiža u faŧima, šufu dak l-kŭrsi
š-škara! 6 a le-ɛyalat, šufu dak le-ktab!
3 a le-ɛyalat, šufu dak s-stilu
Key 485
Exercise b
1 šuf 3 šufu 5 šufu 7 šuf
2 šufu 4 šufi 6 šufu 8 šufi
1 had le-wlad le-mṟađ. 4 duk le-mwagen ḡalyin. 7 duk l-biban meħlulin.
2 had đ-đyuṟ buyeđ. 5 had ŧ-ŧbali le-qdam. 8 had l-bŭldan mezya-
3 duk le-ħmiṟ le-ḱbaṟ. 6 duk z-znaqi ṣ-ṣḡaṟ. nin.
1 la, brared ma-ɛend-na-š 3 la, wlad ma-ɛend-na-š 5 la, žlaleb ma-ɛend-i-š
2 la, knaneš ma-ɛend-i-š 4 la, wlad ma-ɛend-na-š 6 la, bnat ma-ɛend-na-š
1 iyeh, hadi l-bent dyal-u 4 iyeh, hadi ƶ-ƶeṟbiya dyal-ha
2 iyeh, hada s-sarut dyal-i 5 iyeh, hadi l-meɛza dyal-u
3 iyeh, hada l-kŭrsi dyal-i 6 iyeh, hadi ž-žellaba dyal-ha
Exercise b
1 magana, ma-ɛend-i-š 4 ŧebla, ma-ɛend-i-š 7 ktab, ma-ɛend-i-š
2 kaṟ, ma-ɛend-na-š 5 đaṟ, ma-ɛend-i-š 8 ħanut, ma-ɛend-na-š
3 ŧumubil, ma-ɛend-na-š 6 kas, ma-ɛend-na-š
1 iyeh, hadi dyal-u 4 iyeh, hada dyal-i 6 iyeh, hada dyal-ha
2 la, hada ma-ši dyal-i 5 la, hada ma-ši dyal- 7 iyeh, hadu dyal-na
3 la, hadi ma-ši dyal-na hŭm 8 iyeh, hadu dyal-hŭm
Exercise c
1 had le-fraš dyal-i 5 had le-blad dyal-i
2 had le-hdiya dyal-i 6 had le-ktab dyal-i
3 had l-međṟaṣa dyal-i 7 had le-ħwala dyal-i
4 had le-knaneš dyal-i 8 had l-bit dyal-i
486 Key
1 waš bent-ek ɛeyyana be-ṣ-ṣeħħ? 5 waš bent-u fe-l-meḡrib be-ṣ-ṣeħħ?
2 waš mṟat-u mṟiđa be-ṣ-ṣeħħ? 6 waš ṟažel-ha meḡribi be-ṣ-ṣeħħ?
3 waš weld-ek kbir daba be-ṣ-ṣeħħ? 7 waš mṟat-i feṟħana be-ṣ-ṣeħħ?
4 waš ɛa’ḭlt-i fe-l-ingliz be-ṣ-ṣeħħ? 8 waš ɛa’ḭlt-ek kbira be-ṣ-ṣeħħ?
Exercise c
1 mṟat-u ɛend-ha xemsa u ɛešrin sana 5 ana ɛend-i tesɛa u ɛešrin sana
2 weld-i ɛend-u waħed u ɛešrin sana 6 nti ɛend-ek ṟebɛa u ɛešrin sana
3 bent-ek ɛend-ha tlata u tlatin sana 7 ṟažel-ha ɛend-u tmenya u tlatin sana
4 ṟažl-i ɛend-u sebɛa u tlatin sana 8 nta ɛend-ek setta u ɛešrin sana
Exercise e
1 iyeh, huma saknin fe-l-ingliz 6 la, ana ma-sakna-š fe-l-ingliz mɛa ṟažl-i
2 iyeh, huwa saken fe-l-meḡrib 7 la, huwa ma-saken-š fe-l-meḡrib
3 iyeh, hiya sakna fe-l-meḡrib 8 la, huma ma-saknin-š mɛa-na
4 iyeh, huma saknin fe-l-ingliz 9 la, hiya ma-sakna-š mɛa-ya fe-l-ingliz
5 iyeh, ana saken fe-l-ingliz 10 la, ħna ma-saknin-š f-had le-blad
Exercise f
1 saknin 3 saknin 5 saken 7 gales
2 galsa 4 gales 6 sakna 8 galsin
Exercise g
1 nti sakna, r-ržal saknin 4 l-kelb gales, mṟat-i galsa
2 hiya galsa, le-ɛyalat galsin 5 ṟažel-ha saken, le-wlad saknin
3 nta naɛes, le-mṟa naɛsa 6 nti naɛsa, ntuma naɛsin
Exercise i
1 žuž d-le-ktub 4 tmenya dyal le-ħwala 7 tlata dyal le-knaneš
2 setta dyal le-bnat 5 sebɛa dyal ŧ-ŧumubilat 8 tmenya dyal le-ħmiṟ
3 ṟebɛa dyal đ-đyuṟ 6 xemsa dyal le-wlad
1 ṟažl-ek ɛend-u tmenya u ɛešrin sana
2 bent-u ɛend-ha telt snin
3 d-drari dyal-hŭm ɛend-hŭm telt snin u xems snin
Key 487
4 weld-na ɛend-u ṟebɛ snin

5 ṟažel-ha ɛend-u sebɛa u tlatin sana
6 mṟat-i ɛend-ha tesɛud u tlatin sana
Exercise e
1 ana ɛend-i xu-ya u b́b́a a u -i fe-l-ingliz.
2 u nta, waš ɛend-ek ɛa’ḭlt-ek hnaya?
3 b́b́a a ɛend-u xu-h u ẋt-u u mṟat-u u d-drari dyal-u fe-l-ingliz, ɛa’ḭlt-u kŭll-ha
fe-l-ingliz.
4 nta, waš ɛend-ek ɛa’ḭlt-ek fe-l-meḡrib?
5 xu-k u b́b́a a-k ma-ši fe-l-ingliz?
6 hadi telt šhuṟ baš šeft xu-k.
7 daba ɛa’ḭlt-ek kŭll-ha fe-l-meḡrib?
1 correct 4 incorrect
2 incorrect 5 correct
3 the other way round – 2 boys and 1 girl
Exercise b
1 waš d-drari dyal-ek saknin mɛa-k? 5 mnayn nta?
2 waš ɛend-ek drari? 6 šħal hadi u nta f-merikan?
3 šnu smiyt-ek? 7 šħal f-ɛemṟ-ek?
4 waš nta mzewwež?
Exercise c
1 g 5 c
2 f 6 e
3 b 7 a
4 d
Exercise e
1 (ana) smiyt-i mħemmed ben ɛebdeƚƚah 5 ɛend-i tesɛud u ɛešrin sana
2 ana men l-meḡrib 6 iyeh, ana mzewwež
3 ma-ɛend-i-š l-paṣpuṟ 7 hadi telt snin u ɛa’ḭlt-i fe-l-ingliz
4 hadi xems snin w-ana fe-l-ingliz
488 Key
Exercise g
ṟažl-i saken fe-l-ingliz walakin ana sakna fe-l-meḡrib mɛa d-drari dyal-na. ɛend-na
xemsa de-d-drari, huma saknin mɛa-ya. ṟažl-i ma-ɛend-u-š đar fe-l-ingliz, ɛend-u ḡir
waħed l-bit ṣḡir
Exercise h
A name: ɛli l-yenduzi, male, 35 years old, unmarried, no children, brother in
Canada.
B name: faŧima bent ɛebd s-slam, female, 26 years old, 9 years in Canada, married,
3 children, husband and children in Canada.
C name: dris ɛašur, male, 10 years in Canada, married, 3 children, has wife, children
and unmarried brother Ahmed in Canada.
1 g 5 b
2 d 6 e
3 a 7 f
4 c
Exercise c
1 la, hiya kbira šwiya 4 la, huwa qdim šwiya
2 la, hiya ḡalya šwiya 5 la, hiya ɛeyyana šwiya
3 la, huwa mṟiđ šwiya 6 la, hiya mwessxa šwiya
Exercise f
1 ka-nketbu 3 ka-yšeṟbu 5 ka-txedmi 7 ka-tketbu
2 ka-yexdem 4 ka-yegles 6 ka-nešṟeb 8 ka-tegles
Exercise g
ka-tšufu, ka-yšufu, ka-nšuf, ka-tšufu
ka-tešṟeb, ka-nešṟeb, ka-tšeṟbu, ka-tšeṟbi
ka-tekteb, ka-nekteb, ka-tketbi, ka-tketbu
ka-yegles, ka-ygelsu, ka-ngelsu, ka-tegles
ka-yexdem, ka-nexdem, ka-texdem, ka-yxedmu
Key 489
Exercise h
√šṟb: ana ka-nešṟeb hiya ka-tešṟeb huma ka-yšeṟbu
√ktb: nti ka-tketbi huwa ka-yekteb huma ka-yketbu
√gls: nta ka-tegles ħna ka-ngelsu huma ka-ygelsu
√šuf: ana ka-nšuf hiya ka-tšuf ntuma ka-tšufu
√qđṟ: nti ka-tqeđṟi huwa ka-yeqđeṟ ħna ka-nqeđṟu
√hđṟ: nta ka-tehđeṟ nti ka-theđṟi ntuma ka-theđṟu
√xdm: ana ka-nexdem ħna ka-nxedmu huma ka-yxedmu
Exercise i
hiya, nta, nti, huwa, huma, ntuma, ntuma, ħna
1 a ħmed, yaƚƚah mɛa-ya ngelsu fe-l-qehwa
2 a meṣŧafa, yaƚƚah mɛa-ya nšeṟbu ši ħaža fe-l-qehwa
3 a mħemmed yaƚƚah mɛa-ya naklu ši ħaža
4 a ɛayša, yaƚƚahi mɛa-ya nšeṟbu l-qehwa
5 a faŧima, yaƚƚahi mɛa-ya nšufu fe-s-suq
6 a nɛima, yaƚƚahi mɛa-ya ngelsu fe-l-bit
Exercise b
1 yaƚƚah naklu ši ħaža fe-đ-đaṟ dyal-i 4 yaƚƚah nšeṟbu l-qehwa fe-l-qehwa
2 yaƚƚahi ngelsu beṟṟa 5 yaƚƚahi naklu ši ħaža f-dak l-meŧɛem
3 yaƚƚah nheđṟu šwiya fe-l-qehwa 6 yaƚƚah nšeṟbu atay fe-đ-đaṟ dyal-i
Exercise c
1 kteb smiyt-ek fe-l-kŭnnaš! 6 heđṟi šwiya mɛa-ya a xu-ya!
2 šeṟbu le-ħlib dyal-kŭm a d-drari! 7 semħi l-i a lalla!
3 šeṟbi atay a faŧima! 8 xedmu mezyan a r-ržal!
4 hđeṟ b-el-ɛeṟbiya a sidi! 9 xdem mezyan fe-l-međṟaṣa a weld-i!
5 gelsi mɛa-na a lalla!
Exercise d
1 a ħmed, šṟeb l-qehwa dyal-ek 4 a b́b́a, gles šwiya
2 a mħemmed gles 5 a d-drari ketbu smiyt-kŭm fe-l-kŭnnaš
3 a le-wlad, gelsu 6 a faŧima, šeṟbi le-ħlib dyal-ek
490 Key
Exercise e
1 semħi 3 gelsu 5 šeṟbu 7 gles
2 šṟeb 4 kteb 6 semħu 8 ketbi
Exercise f
√šṟb: šṟeb a xu-ya, šeṟbi a ẋt-i, šeṟbu a d-drari

√gls: gles a xu-ya, gelsi a ẋt-i, gelsu a d-drari
√šuf: šuf a xu-ya, šufi a ẋt-i, šufu a d-drari
√ktb: kteb a xu-ya, ketbi a ẋt-i, ketbu a d-drari
√smħ: smeħ l-i a xu-ya, semħi l-i a ẋt-i, semħu l-i a d-drari
Exercise h
1 ma-ɛend-i-š le-flus 4 waxxa, nemši mɛa-k
2 ma-ɛend-i-š l-weqt 5 meṟṟa ẋṟa in ša ƚƚah
3 yaƚƚahi mɛa-ya le-đ-đar nšeṟbu atay 6 ɛend-i mewɛid fe-s-sebɛa d-le-ɛšiya
Exercise k
1 ṣbaħ l-xiṟ a faŧima, la bas?
2 msa l-xiṟ a ɛli, la bas?
3 salam ɛli-kŭm a ħmed u dris, la bas?
4 ṣbaħ l-xiṟ a ɛayša, la bas?
5 salam ɛli-kŭm a meṣŧafa, la bas?
6 msa l-xiṟ a xadiža, la bas?
Exercise l
1 dayrin 3 dayra 5 dayrin
2 dayer 4 dayer 6 dayrin
Exercise m
1 g 3 a 5 b
2 d 4 f 6 e
Lesson 47 Exercise c
1 a d-drari, ažiw tšufu ŧ-ŧumubil dyal-i
2 a ħmed aži texdem f-merikan
3 a ɛebd s-slam aži tešṟeb ši ħaža mɛa-na
Key 491
4 a d-drari ažiw le-đ-đaṟ

5 a faŧima aži taḱli ŧ-ŧažin mɛa-ya
6 a b́b́a aži tegles mɛa-ya
Exercise d
1 ažiw tgelsu 3 aži tešṟeb 5 aži takŭl
2 aži tšeṟbi 4 aži theđṟi 6 ažiw tšeṟbu
Exercise g
1 j 3 b 5 e 7 f 9 h
2 d 4 c 6 a 8 i 10 g
to build √bna/i nta ta-tebni huwa ta-yebni ntuma ta-tebniw
to love √bḡa/i ana ta-nebḡi hiya ta-tebḡi huma ta-yebḡiw
to rent √kra/i nti ta-tekri hiya ta-tekri ħna ta-nekriw
to go √mša/i ana ta-nemši huwa ta-yemši huma ta-yemšiw
to come √ža/i nta ta-tži nti ta-tži ntuma ta-tžiw
Exercise c
1 ka-yemši, ka-temši 4 ka-yekriw, ka-tekri
2 ka-yebḡi 5 ka-nešriw, ka-tešri
3 ka-yžiw, ka-yži 6 ka-nebḡi, ka-tebḡiw
Exercise d
1 l-ħeyy dyal-kŭm xayeb šwiya
2 ɛa’ḭlt-ek kbira, đ-đaṟ đeyyqa šwiya
3 ž-žiran dyal-i ma-mezyanin-š
4 ta-nekri waħed l-bit đeyyeq u ḡali
5 z-zenqa dyal-na ma-mezyana-š. đ-đyuṟ đeyyqin u n-nas qbaħ
6 ŧ-ŧumubil dyal-ek xayba
Exercise g
1 a ɛayša kif dayra đ-đaṟ dyal-ek? 6 a xadiža kif dayra l-kuzina dyal-ek?
2 a dris kif dayra ŧ-ŧumubil dyal-ek? 7 a mħemmed kif dayer l-ħeyy dyal-ek?
3 a nɛima kif dayer bit đ-đyaf dyal-ek? 8 a ɛebd s-slam kif dayer l-ħemmam
4 a ħmed kif dayer l-feṟṟan dyal-ek? dyal-ek?
5 a faŧima kif dayra s-sukna dyal-ek?
492 Key
Exercise h
1 waš ɛažba-k dik ŧ-ŧumubil ždida? 4 waš ɛažb-ek mul đ-đaṟ?
2 waš ɛažb-ek dak l-ħeyy ž-ždid? 5 waš ka-tebḡi l-xŭbz l-meḡribi?
3 waš ka-tebḡi l-meḡrib? 6 waš ka-tebḡi dik l-ɛa’ḭla l-meḡribiya?
1 √skt nti ta-tsekti hiya ta-teskŭt ntuma ta-tsektu
2 √xrž ana ta-nexrŭž huwa ta-yexrŭž ħna ta-nxeržu
3 √skt nta ta-teskŭt huwa ta-yeskŭt ntuma ta-tsektu
4 √dxl nta ta-tedxŭl hiya ta-tedxŭl huma ta-ydexlu
5 √skn ana ta-neskŭn nti ta-tsekni ħna ta-nseknu
6 √skn nta ta-teskŭn hiya ta-teskŭn huma ta-yseknu
7 √xrž nta ta-texrŭž nti ka-txerži ħna ta-nxeržu
8 √dxl nta ta-tedxŭl huwa ta-yedxŭl huma ta-ydexlu
Exercise b
1 dexli 5 ta-yexrŭž 9 sektu
2 ta-yeskŭn 6 ta-tsekni 10 ta-yseknu
3 ta-yxeržu 7 ta-tseknu
4 skŭt 8 ta-nedxŭl
1 Please, enter, this is the guest room.
2 The landlord lives in a different neighbourhood.
3 The children are now leaving the school.
4 Be silent, Muhammad, I want to write something down.
5 Ahmed is leaving, he has an appointment at 5 o’clock.
6 Where do you live, Fatima?
7 Children, do you live in a small house?
8 At 8 o’clock I enter the factory.
9 Be silent, children, your brother is sleeping.
10 The neighbours live in a house just like our house.
Exercise e
1 la, hadik dyal-i ma-ši bħal bħal 4 la, hadik . . .
2 la, hadak dyal-i ma-ši bħal bħal 5 la, hadak . . .
3 la haduk dyal-na
Key 493
Exercise f
1 waš haduk ṟ-ṟebɛa kŭll-hŭm dyal-ek?
2 waš haduk l-xemsa kŭll-hŭm dyal-kŭm?
3 waš haduk ž-žuž kŭll-hŭm dyal-ek?
4 waš haduk s-setta kŭll-hŭm dyal-kŭm?
5 waš haduk ž-žuž kŭll-hŭm dyal-kŭm?
6 waš haduk t-tlata kŭll-hŭm dyal-ek?
Exercise h
1 kŭll ši la bas? 3 f-le-mdina kŭll-ha 5 kŭll ši n-nas
2 kŭll-hŭm 4 kŭll-hŭm 6 kŭll-hŭm
1 waš ta-yemken l-i nekri đ-đaṟ dyal-i 6 waš ta-yemken l-i nebni waħed
2 waš ta-yemken l-i nešri maryu ždid đ-đaṟ ždida
3 waš ta-yemken l-i nži ɛend-ek ḡedda 7 waš ta-yemken l-i nemši l-l-feṟṟan
4 waš ta-yemken l-i nsewwl-ek ši ħaža 8 waš ta-yemken l-i negles ħda-k
5 waš ta-yemken l-i nešṟeb ši qehwa
Exercise b
1 waš yemken l-i nehđeṟ be-l-ɛeṟbiya? 4 waš yemken l-na nešriw duk le-ktub?
2 waš yemken l-i nsewwel-ek? 5 waš yemken l-na ndexlu fe-l-bit?
3 waš yemken l-i negles ħda-k? 6 waš yemken l-i nži ɛend-ek?
Exercise d
1 ykun 3 ta-ykunu 5 ma-ta-nkunu-š
2 ta-ykunu 4 tkun 6 ta-ykun
Exercise e
1 iyeh, đ-đyuṟ f-had le-blad ka-ykunu ḱbaṟ
2 iyeh, l-qehwa ka-tkun ḡalya fe-l-meḡrib
3 iyeh, ka-ykun ṣ-ṣehd ɛend-na fe-l-meḡrib
4 iyeh, le-mḡaṟba ka-ykunu nas mezyanin
5 iyeh, l-ħeyy le-qdim ka-ykun xayeb
6 iyeh, đ-đaṟ dyal-na ka-tkun đeyqqa
494 Key
Exercise f
ka-ykun, ka-ykunu, texrŭž, ta-yxeržu, takŭl, ta-yaklu
Exercise g
first fragment ta-yekri, ta-nebḡiw, ta-tkun, ta-ykun, ta-yeskŭn, yebni, bḡit,
nebni, ta-yseknu
second fragment ta-ykunu, ta-ygelsu, ygelsu, ta-ykunu, ta-yemken l-ek, tšuf
1 l-ħanut lli fe-z-zenqa mesdud
2 l-xŭđṟa lli fe-s-suq ṟxiṣa
3 š-šƚađa lli ɛel ŧ-ŧebla, fi-ha z-zit
4 ṟ-ṟažel lli fe-l-qehwa ta-yakŭl makla xfifa
5 le-mḡaṟba lli saknin fe-l-ingliz ta-yaklu l-makla l-ingliziya
Exercise c
1 ka-neɛṟef ṟ-ṟažel lli ka-yešri l-fawakḭh
2 ka-nŧeyyeb s-seksu lli xfif šwiya
3 ka-nšuf l-weld lli ka-yeskŭn fe-l-meḡrib
4 ka-neɛṟef r-ržal lli saknin fe-l-ħeyy le-qdim
5 ɛend-ek le-ktub lli xaybin bezzaf
6 mul l-ħanut ɛend-u z-zebda lli ḡalya bezzaf
Exercise d
1 bḡit l-ma lli ma-ši bared bezzaf 4 bḡit ši ħaža lli ma-ši barda bezzaf
2 bḡit l-makla lli ma-ši xfifa bezzaf 5 bḡit s-seksu lli ma-ši xfif bezzaf
3 bḡit l-xŭbz lli ma-ši sxun bezzaf 6 bḡit le-ħrira lli ma-ši sxuna bezzaf
Exercise e
1 a ħmed, waš ta-tšuf duk d-drari lli ta-yešriw l-xŭbz?
2 a ħmed, waš ta-tšuf duk le-ɛyalat lli ta-yḡeslu s-seksu?
3 a ħmed, waš ta-tšuf dak ṟ-ṟažel lli ta-yakŭl makla xfifa?
4 a ħmed, waš ta-tšuf dik ŧ-ŧumubil lli ta-temši fe-z-zenqa?
5 a ħmed, waš ta-tšuf dik l-bent lli ta-tŧeyyeb le-ħrira?
6 a ħmed, waš ta-tšuf dak l-weld lli ta-ydir š-šƚađa?
Key 495
Exercise f
1 ɛend-i ŧumubil ždida u ŧumubil qdima. ɛŧi-ni ŧ-ŧumubil lli ždida
2 ɛend-i fawakḭh ldid u fawakḭh xayeb, ɛŧi-ni l-fawakḭh lli ldid
3 ɛend-i ħlib bared u ħlib sxun. ɛŧi-ni le-ħlib lli bared
4 ɛend-i qehwa ṟxiṣa u qehwa ḡalya. ɛŧi-ni l-qehwa lli ḡalya
5 ɛend-i lħem ldid u lħem xayeb. ɛŧi-ni l-lħem lli ldid
6 ɛend-i ɛineb ṟxiṣ u ɛineb ḡali. ɛŧi-ni l-ɛineb lli ḡali
Exercise h
1 kayen 3 kayen 5 ma-kaynin-š 7 kayna
2 ma-kayen-š 4 ma-kayen-š 6 kaynin 8 ma-kayen-š
Exercise i
1 a lalla, waš kayna š-šƚađa? iyeh, š-šƚađa kayna.
2 a ħmed, waš kayen l-xŭbz s-sxun? la, l-xŭbz s-sxun ma-kayen-š.
3 a sidi, waš kayen ŧ-ŧažin be-l-xŭđṟa? iyeh, ŧ-ŧažin be-l-xŭđṟa kayen.
4 a mul l-feṟṟan, waš kayen l-xŭbz? iyeh, l-xŭbz kayen.
5 a sidi, waš kayen s-seksu? la, s-seksu ma-kayen-š.
6 a -i, waš kayna z-zebda? la, z-zebda ma-kayna-š.
7 a weld-i, waš kayen l-ħut? la, l-ħut ma-kayen-š.
8 a lalla, waš kayen t-teffaħ? iyeh, t-teffaħ kayen.
Exercise k
1 beɛđ l-meṟṟat mšit l-dak l-ħanut 4 meṟṟa ẋṟa bḡit nakŭl mɛa-k ši ħaža
2 bezzaf de-l-meṟṟat ta-nŧeyyeb l-makla 5 ši meṟṟa šṟebt l-qehwa l-meḡribiya
l-kanadiya 6 meṟṟa (weħda) fe-n-nhaṟ ta-naklu
3 tlata de-l-meṟṟat klit ŧ-ŧažin s-seksu
Exercise l
1 beɛđ l-meṟṟat ka-nakŭl l-lħem 5 tlata de-l-meṟṟat klit ŧ-ŧažin
2 bezzaf de-l-meṟṟat ka-nemši le-s-suq 6 beɛđ l-meṟṟat ka-nemši l-fas
3 meṟṟa weħda klit s-seksu 7 žuž de-l-meṟṟat šṟebt atay l-meḡribi
4 meṟṟa ẋṟa ḡadi nakŭl s-seksu 8 meṟṟa weħda klit l-ħut
Exercise m
1 la, ḡir beɛđ le-mḡaṟba ta-yŧeyybu be-t-tuma
2 la, ḡir beɛđ n-ngalza ta-yŧeyybu be-l-ma u l-melħa
496 Key
3 la, ḡir beɛđ n-nas ta-yfeŧṟu be-l-xŭbz

4 la, ḡir beɛđ d-drari ta-yaklu š-šƚađa
5 la, ḡir beɛđ le-mḡaṟba ta-yaklu makla xfifa
6 la, ḡir beɛđ n-ngalza ta-yaklu l-lħem
Exercise n
1 x ...x occasionally sometimes often always never
coffee with milk f a
black coffee f a
Moroccan tea a f
black tea a: 3x f
couscous a f
Moroccan soup a f
English food a f
1 ta-yaxŭd 3 ta-naxŭd 5 ta-yaxŭd 7 ta-naxŭd
2 ta-taxŭd 4 ta-naxŭd 6 ta-yaxŭd 8 ta-naxŭd
Exercise b
1 ka-yaxŭd 3 ka-taxŭd 5 ka-naxŭd
2 xud 4 ka-taxŭd 6 xudi
Exercise e
1 xeṣṣ-ek 3 xeṣṣ-ni 5 xeṣṣ-hŭm
2 xeṣṣ-kŭm 4 xeṣṣ-u 6 xeṣṣ-ek
Exercise f
1 a ɛayša žibi l-i l-xŭbz
2 a mħemmed šri l-i l-xŭđṟa
3 a d-drari žibu l-i t-tuma
4 a mṟat-i ŧeyybi l-i le-ħrira
5 a mul l-feṟṟan žib l-i l-xŭbz s-sxun
6 a le-ɛyalat xelliw ŧ-ŧenžṟa fuq l-ɛafya
7 a faŧima šri l-i le-bṣel
8 a d-drari ḡeslu yeddi-kŭm
Key 497
Exercise g
1 -ni 5 s-sxun 9 ta-yemken l-i
2 l-berrad 6 berrad 10 nešṟeb
3 atay 7 xeṣṣ
4 s-sŭkkaṟ 8 -h
Exercise h
The correct order of the pictures is: 3-7-4-2-6-1-5
Exercise i
1 b 3 f 5 d
2 c 4 a 6 e
ta-ydir, tdir, ydiru; yžibu, ta-yžib, žibi; tzid, zid, nzid
Exercise c
1 šnu kayen f-dik š-škara? 3 šnu kayen f-žib-i? 5 šnu kayen fe-l-keskas?
2 šnu kayen f-atay? 4 šnu kayen fe-d-disèr? 6 šnu kayen fe-l-meṟqa?
Exercise d
1 škun 3 škun 5 šħal 7 šnu
2 šnu 4 šnu 6 škun 8 šħal
Exercise e
1 c 3 c 5 b
2 b 4 a 6 a
Exercise h
1 xud weṟqa men l-bulis
2 kteb smiyt-ek fe-l-weṟqa
3 ṟžeɛ l-ɛend l-bulis
4 xud l-paṣpur dyal-ek mɛa-k
5 xeṣṣ-ek tšuf waš l-paṣpuṟ dyal-ek mezyan
6 xeṣṣ-ek tqul šħal hadi u nta fe-l-ingliz
7 xeṣṣ-ek tegles u tehđeṟ l-ingliziya mɛa n-nas
498 Key
ħna ta-nelqaw, huma ta-yelqaw, hiya ta-teqṟa, ntuma ta-teqṟaw, ana ta-nebqa, ħna ta-
nebqaw, nta ta-teqṟa, nti ta-teqṟay, hiya ta-telqa, nti ta-telqay, ana ta-nebqa, nta ta-tebqa
Exercise b
1 g 3 f 5 e, h
2 c 4 a 6 i
Exercise c
1 nebqa 4 ḡa-nelqa
2 ka-yeqṟaw, ma-ka-yeqṟaw-š 5 ḡa-yelqa
3 ta-yelqaw 6 ḡa-yebqa
Exercise d
1 l-bareħ qŭlt l-ek ma-neqđeṟ-š nɛawen b́b́a, ma-ɛend-i-š l-weqt
2 l-bareħ qŭlt l-ek ma-neqđeṟ-š nɛawed men ždid l-ħuruf l-ɛeṟbiya, ma-ɛend-i-š
l-weqt
3 l-bareħ qŭlt l-ek ma-neqđeṟ-š netkellem be-l-ɛeṟbiya, ma-neɛṟef-š l-ɛeṟbiya
4 l-bareħ qŭlt l-ek ma-neqđeṟ-š nakŭl mɛa-kŭm, ɛend-i mewɛid
5 l-bareħ qŭlt l-ek ma-neqđeṟ-š nqeddem l-ek mṟat-i, hiya mṟiđa
6 l-bareħ qŭlt l-ek ma-neqđeṟ-š nqul l-ek ašnu bḡit, ma-ɛṟeft-š šnu bḡit
Exercise e
1 qŭlt l-ek baš tetkellmi be-l-ɛeṟbiya l-fuṣħa, ma-ši be-d-dariža l-meḡribiya. daba
fhemt, xeṣṣ-ni netkellem be-l-ɛeṟbiya l-fuṣħa
2 qŭlt l-ek baš teḡsel yeddi-k. daba fhemt, xeṣṣ-ni neḡsel yeddi-ya
3 qŭlt l-ek baš temši; ɛend-ek mewɛid fe-t-tlata. daba fhemt, xeṣṣ-ni nemši
4 qŭlt l-kŭm baš theđṟu be-l-ingliziya baš tetɛellmu-ha. daba fhemna, xeṣṣ-na
nheđṟu be-l-ingliziya
5 qŭlt l-ek baš ma-tebqay-š galsa fe-đ-đaṟ. daba fhemt, ma-xeṣṣ-ni-š nebqa galsa
fe-đ-đaṟ
Exercise f
1 waš ḡadi tebqa gales fe-đ-đaṟ bla xedma be-ṣ-ṣeħħ?
2 waš ḡadi tekri đaṟ fi-ha xemsa d-le-byut de-n-nɛas be-ṣ-ṣeħħ?
3 waš ḡadi takŭl ɛša xfif be-ṣ-ṣeħħ?
Key 499
4 waš ḡadi temši l-l-meḡrib meṟṟa fe-l-xems snin be-ṣ-ṣeħħ?

5 waš ḡadi takŭl ḡir ɛinba weħda be-ṣ-ṣeħħ?
6 waš ḡadi tdir ŧ-ŧenžṟa fuq l-keskas be-ṣ-ṣeħħ?
Exercise h
1 šedd 4 xeṣṣ-ek temši, ḡadi tetɛellem
2 ḡa-nemši 5 ka-yemši, baš yešri
3 ka-naklu 6 naɛsa
Exercise j
1 waƚƚah, ḡadi tešri télévizyun ždid? ɛžib!
2 waƚƚah, ta-teɛṟef b́b́a? ɛžib!
3 waƚƚah, ḡa-tdir ŧ-ŧažin u s-seksu be-z-žuž? ɛžib!
4 waƚƚah, bḡiti tebni đaṟ ždida? ɛžib!
5 waƚƚah, ḡadi tetɛellem l-ingliziya? ɛžib!
6 waƚƚah, bḡiti tɛawn-i? ɛžib!
7 waƚƚah, ma-ka-teɛṟef-š ašnu huwa ŧ-ŧažin? ɛžib!
8 waƚƚah, mṟat-ek ma-ta-tetqen-š l-ingliziya? ɛžib!
9 waƚƚah, had đ-đaṟ ṣ-ṣḡiṟa ɛažba-k? ɛžib!
1 men qbel qal: xeṣṣ-ek teqṟa d-dariža l-meḡribiya
2 men qbel kŭnti dima ħzin
3 men qbel kanet ṟxiṣa bezzaf
4 men qbel kanet ɛamṟa
5 men qbel ma-qal-l-ek-š baš teqṟa mezyan
6 men qbel ma-kanu-š nas feṟħanin
Exercise d
1 waš qŭlti l-u hada be-ṣ-ṣeħħ? 3 waš qŭlti l-u hada be-ṣ-ṣeħħ?
2 waš qŭlti l-ha hada be-ṣ-ṣeħħ? 4 waš qŭlti l-ha hada be-ṣ-ṣeħħ?
Exercise e
1 men qbel ħetta ana kŭnt ta-netkellem mɛa ž-žiran dyal-i
2 men qbel ħetta ana kŭnt ta-nħell l-mašakil dyal-i
3 men qbel ħetta ana kŭnt ta-neqṟa l-ɛeṟbiya fe-l-žamḭɛa
500 Key
4 men qbel ħetta ana kŭnt ta-nexdem fe-blaṣa weħda mɛa n-ngalza
5 men qbel ħetta ana kŭnt ta-nemši l-l-buṣŧa fe-ṣ-ṣbaħ
6 men qbel ħetta ana kŭnt ta-nešṟeb waħed l-ḡŭṟṟaf dyal le-ħlib kŭll ṣbaħ
7 men qbel ħetta ana kŭnt ta-nelqa b́b́a fe-s-suq
8 men qbel ħetta ana kŭnt ka-nemši nšuf l-qađi kŭll nhaṟ
Exercise h
√ħll ana ta-nħell hiya ta-tħell ntuma ta-tħellu
√dqq huwa ta-ydeqq huma ta-ydeqqu nta ta-tdeqq
√sdd ħna ta-nseddu nti ta-tseddi hiya ta-tsedd
√kbb huwa ta-ykebb huma ta-kebbu ħna ta-nkebbu
√šdd nti ta-tšeddi hiya ta-tšedd ntuma ta-tšeddu
Exercise i
1 e 5 a, g
2 f 6 j, b, i
3 d 7 h
4 c
Exercise j
1 sedd, nsedd 4 ka-yđennu, ma-ka-nđenn-š
2 šeddi, tšeddi 5 ka-yħell, ka-nħellu, ka-yħell
3 tdeqq, ta-ydeqqu 6 nkŭbb, nkŭbb
1 a xu-ya, waš ka-tefhem l-ingliziya? 4 a lalla, waš ka-teqṟay l-aƚmaniya?
2 a žaṟ-i, waš ka-tetqen l-ɛeṟbiya? 5 a meṣŧafa, waš ka-tehđeṟ be-š-šelħa
3 a sidi, waš ka-tetɛellem r-rifiya? dyal l-aŧƚeṣ?
Exercise c
1 l-žaza’ḭr blad ɛeṟbiya 4 oxford mdina ingliziya
2 đ-đaṟ l-beyđa mdina meḡribiya 5 fas mdina meḡribiya
3 l-ingliz blad ḡerbiya 6 l-meḡrib blad ɛeṟbiya
Exercise d
1 iden hiya beyđawiya 3 iden huwa meknasi 5 iden huwa beyđawi
2 iden hiya merrakšiya 4 iden hiya merrakšiya 6 iden huwa fasi
Key 501
Exercise e
1 naɛsin 3 galsa
2 galsin 4 galsin
Exercise f
1 šħal hadi u huwa saken temma? 4 šħal hadi u hiya karya dik s-sukna?
2 šħal hadi u huwa naɛes mɛa le-ħmir? 5 šħal hadi u nta labes dik ž-žellaba?
3 šħal hadi u huwa gales mɛa-hŭm? 6 šħal hadi u nta qaṟi š-šelħa?
Exercise h
1 la, ḡir l-yum ħna naɛsin fe-n-nhaṟ
2 la, ḡir l-yum ħna karyin ŧumubil ždida
3 la, ḡir had l-ɛam huma mašyin l-l-meḡrib
4 la, ḡir l-yum ana qaṟya fe-ṣ-ṣbaħ u f-le-ɛšiya
5 la, ḡir l-yum hiya galsa fe-đ-đaṟ bla xedma
6 la, ḡir l-yum huwa gales fe-l-qehwa
Exercise j
1 ta-netkellmu bi-ha 3 tfeđđlu, gelsu ɛli-hŭm
2 waš ta-yemken l-bent-i tebqa mɛa-na 4 qul l-hŭm: mreħba bi-kŭm
fi-ha? 5 l-kaṟ dayez ɛli-ha
Exercise k
1 l-ɛeṟbiya, dima ta-netkellem bi-ha 5 l-qehwa, fe-l-meḡrib, n-nas ta-yfeŧṟu
2 ṟažl-i, qŭlt l-u yži ɛend-i bi-ha
3 had le-flus, aš ḡadi tešri bi-hŭm? 6 had l-ħeyy, fi-h saknin bezzaf d-le-
4 l-keskas, fi-h kayen s-seksu mḡaṟba
Exercise m
1 ɛend-ek l-ħeqq, f-had l-ħeyy đ-đyuṟ ṟxaṣ bezzaf
2 ma-ɛend-ek-š l-ħeqq, ma-ši l-kanadiyin kŭll-hŭm ta-yebḡiw l-ažanib
3 ɛend-ek l-ħeqq, le-mṟa dyal-u ɛažba-ha đ-đaṟ bezzaf
4 ma-ɛend-ek-š l-ħeqq, ma-xeṣṣ-ek-š tdir ŧ-ŧenžṟa fuq l-keskas
5 ɛend-ek l-ħeqq, le-mḡaṟba ta-yšeṟbu atay n-nhaṟ kŭll-u
502 Key
Exercise n
1 ana ma-mettafeq-š mɛa-k, bezzaf dyal r-rifiyin ta-yɛeṟfu l-ɛeṟbiya.
2 ana ma-mettafeq-š mɛa-k, ma-ši kŭll ši le-mḡaṟba ta-yteqnu le-fṟanṣawiya.
3 ana ma-mettafeq-š mɛa-k, bezzaf dyal l-kanadiyin, ma-ta-yetkellmu-š l-ɛeṟbiya.
4 ana mettafeq mɛa-k, kaynin beɛđ le-mḡaṟba lli ta-yetkellmu l-ingliziya mezyan.
5 ana ma-mettafeq-š mɛa-k, kaynin le-mḡaṟba lli saknin fe-đ-đaṟ l-beyđa u lli
ta-yetkellmu ħetta š-šelħa.
6 ana ma-mettafeq-š mɛa-k, s-susiyin ma-ta-yfehmu-š š-šelħa r-rifiya.
7 ana ma-mettafeq-š mɛa-k, bezzaf dyal n-nas lli saknin fe-r-rif huma qaṟyin.
8 ana ma-mettafeq-š mɛa-k, fe-l-meḡrib n-nas ma-ta-yketbu-š be-š-šelħa wella
be-d-dariža.
Exercise o
1 ana ma-mettafeq-š mɛa-k, n-nas f-merikan ma-ta-yaklu-š l-lħem bezzaf.
2 ana mettafeq mɛa-k, had s-sukna dyal-ek kif walu.
3 ana mettafeq mɛa-k, l-’ažanib ta-ydiru ḡir l-xedma lli xayba bezzaf.
4 ana ma-mettafeq-š mɛa-k, f-merikan ma-kayna-š l-xedma bezzaf.
5 ana mettafeq mɛa-k, s-sukna f-merikan xayba bezzaf.
6 ana ma-mettafeq-š mɛa-k, r-rifiyin ta-yɛeṟfu l-ɛeṟbiya.
1 ħetta faŧima ħefđat đ-đeṟṣ dyal t-tarix, d-drari le-ẋrin ħefđu đ-đeṟṣ dyal t-tarix,
ana ma-ħfeđt-š đ-đeṟṣ dyal t-tarix
2 -i ma-ɛeṟfet-š fuq-aš mat l-malik, b́b́a ma-ɛṟef-š fuq-aš mat l-malik, wlad-i,
ħetta huma ma-ɛeṟfu-š fuq-aš mat l-malik
3 ħetta ħna ḡleŧna ħin tkellemna ɛel t-tarix, nta ma-ḡleŧti-š ħin tkellemti ɛel t-tarix,
l-muɛellim, ħetta huwa ma-ḡleŧ-š ħin tkellem ɛel t-tarix
4 l-žaza’ḭr ma-ħeṣṣlat-š ɛel l-istiqlal f-ɛam 1956, ħetta fṟanṣa ma-ħeṣṣlat-š ɛel
l-istiqlal f-ɛam 1956, le-mḡaṟba ħeṣṣlu ɛel l-istiqlal f-ɛam 1956
5 ana ma-tɛellemt-š l-ɛeṟbiya fe-l-međṟaṣa, xu-ya, ħetta huwa ma-tɛellem-š
l-ɛeṟbiya fe-l-međṟaṣa, ẋt-i, ma-tɛellmet-š l-ɛeṟbiya fe-l-međṟaṣa
Exercise b
1 e 5 b
2 d 6 c
3 h 7 j
4 f, a
Key 503
Exercise d
1 hadi telt iyyam baš hđeṟt mɛa-h 4 men qbel ma-xdem-š bezzaf
2 men qbel fhem kŭll ši 5 hadi ṟbeɛ snin baš ṟžeɛ l-l-meḡrib
3 l-bareħ tkellemna ɛli-h 6 hadi telt snin baš tɛellemna-ha
Exercise f
1 šefti 3 galsin, ka-yeqṟaw 5 nsit, nšuf
2 fhemt 4 ḡleŧti, ɛṟefti 6 ɛṟefti
Exercise g
1 ma-ɛṟeft-š, nsit 4 ana ma-ɛṟeft-š, ana baqi ṣḡiṟ
2 ma-šeft-u-š, ka-neqṟa waħed le-ktab 5 ma-fhemt-š, ka-netkellem mɛa xu-ya
3 ma-fhemt-u-š, ma-ka-neɛṟef-š 6 ma-ḡleŧt-š, ɛend-i l-ħeqq
l-ɛeṟbiya
Exercise j
1 ma-ši ṣħiħ, fṟanṣa dexlat l-l-meḡrib f-ɛam 1912
2 ṣħiħ, l-meḡrib ħeṣṣel ɛel l-istiqlal f-ɛam 1956
3 ma-ši ṣħiħ, le-fṟanṣawiyin bqaw fe-l-meḡrib teqriben 45 sana
4 ma-ši ṣħiħ, l-malik lli kan fe-l-weqt lli xeržu le-fṟanṣawiyin huwa mħemmed
l-xamḭs
5 ma-ši ṣħiħ, l-malik mħemmed l-xamḭs mat f-ɛam 1960
Exercise k
1 d 4 e 7 h
2 f 5 g 8 i
3 a 6 b 9 c
Exercise l
1 la, nsit baš nekteb-ha fe-l-kŭnnaš 4 la, nsit baš neḡsel-hŭm
2 iyeh, ɛṟeft-u 5 iyeh, ħfeđt-u
3 la, nsit baš netɛellem-ha 6 la, nsit baš nsewwl-u
Exercise m
1 iyeh, ana ɛaqla ɛli-h, kan waħed ṟ-ṟažel mezyan
2 iyeh, ana ɛaqel ɛli-ha, kanet ŧumubil mezyana
3 iyeh, ana ɛaqel ɛla dak n-nhaṟ, kŭnna feṟħanin bezzaf
504 Key
4 iyeh, ana ɛaqla ɛli-ha, kanet đaṟ mezyana

5 iyeh, ana ɛaqel ɛli-h, kan waħed ṟ-ṟažel mezyan
6 iyeh, ana ɛaqla ɛla dak n-nhaṟ kŭnna feṟħanin bezzaf
Exercise o
1 a ħmed, waš teqđeṟ tešri l-i kŭnnaš ždid? iyeh, neqđeṟ nešri l-ek kŭnnaš ždid?
2 a meṣŧafa waš teqđeṟ tžib l-i keskas kbir? iyeh, neqđeṟ nžib l-ek keskas kbir
3 a nɛima, waš tqeđṟi tdiri l-i atay? iyeh, neqđeṟ ndir l-ek atay
4 a ɛebd ƚ-ƚah waš teqđeṟ tɛawen-ni? iyeh, neqđeṟ nɛawn-ek
5 a xadiža, waš tqeđṟi teɛŧi-ni ši flus? iyeh, neqđeṟ nɛeŧi-k ši flus
6 a dris, waš teqđeṟ tešri l-i ktab? iyeh, neqđeṟ nešri l-ek ktab
7 a leyla, waš tqeđṟi tdiri l-i ši ħaža? iyeh, neqđeṟ ndir l-ek ši ħaža
1 . . . baš nɛawen fe-đ-đaṟ, ila bqit fe-đ-đaṟ ḡadi nɛawen fe-đ-đaṟ
2 . . . u b́b́a-ha ḡadi yxaf men l-heđṟa, ila mšat l-bent l-l-međṟaṣa b́b́a-ha ḡadi yxaf
men l-heđṟa
3 . . . ḡadi tebḡi l-ħŭrriya, ila šafet l-bent le-bnat l-ingliziyat ḡadi tebḡi (ħetta hiya)
l-ħŭrriya
4 . . . ma-ḡadi-š teħšem men b́b́a-ha, ila bḡa b́b́a-ha yzewwež-ha ma-ḡadi-š teħšem
men b́b́a-ha
5 . . . d-drari ma-ka-yqeđṟu-š yeqṟaw, ila ma-kanet-š međṟaṣa fe-l-qeṟya, d-drari
ma-ka-yqeđṟu-š yeqṟaw
6 . . . ma-teqđeṟ-š tetkellem mɛa r-rifiyin, ila ma-tkellemti-š š-šelħa, ma-teqđeṟ-š
tetkellem mɛa r-rifiyin
7 . . . u ḡadi tetɛellem d-dariža mezyan, ila mšiti teskŭn fe-l-meḡrib ḡadi tetɛellem
d-dariža mezyan
Exercise d
1 lli ka-yeɛṟef yekteb 4 ažiw tšeṟbu 8 aži tšuf-ha
2 ta-yemken l-kŭm 5 ana kŭnt ka-neqṟa 9 n-nas bḡaw yħeṣṣlu
tekriw 6 ana ma-neqđeṟ-š nži 10 waš bḡiti temši
3 huwa kan ka-yexdem 7 xeṣṣ-hŭm yemšiw
Exercise g
1 f 3 a 5 d
2 c 4 b 6 e
Key 505
Exercise i
1 le-bnat ma-ta-yṣiftu-hŭm-š l-l-međṟaṣa
2 le-bnat l-ingliziyat ɛend-hŭm l-ħŭṟṟiya
3 l-bent le-meḡribiya ħetta hiya ḡadi tebḡi l-ħŭṟṟiya
4 le-mḡaṟba ta-yxafu l-heđṟa dyal n-nas le-ẋṟin
5 d-drari dyal l-fellaħa xeṣṣ-hŭm yɛawnu fe-đ-đaṟ
6 xu-ya bḡa yetzewwež mɛa waħed l-bent ingliziya
7 n-nas fe-l-meḡrib ta-yzewwžu le-bnat dyal-hŭm
8 n-nas dyal l-badiya ta-yxelliw le-bnat fe-đ-đaṟ
Exercise j
1 had ž-žŭmla mezyana
2 had ž-žŭmla ḡalŧa, xeṣṣ-ek tqul: ma-ta-yṣifŧu-hŭm-š l-l-međṟaṣa
4 had ž-žŭmla ḡalŧa, xeṣṣ-ek tqul: fe-l-badiya, ma-ta-yṣifŧu-š le-bnat l-l-međṟaṣa
5 had ž-žŭmla ḡalŧa, xeṣṣ-ek tqul: l-mes’ala l-lewwla hiya l-ħŭrriya dyal le-bnat
l-ingliziyat
Exercise k
1 le-ɛyalat qaṟyin 5 le-ɛyalat ta-yetkellmu ɛel l-makla
2 le-ɛyalat ta-yetkellmu 6 le-ɛyalat ta-yetkellmu ɛel l-makla
3 le-ɛyalat ta-yŧeyybu l-makla le-ržal-hŭm
4 le-ɛyalat ta-yetkellmu le-ržal-hŭm
Exercise l
1a xeṣṣ-ek tdir l-u l-ɛeŧṟiya 2b ma-ṣleħt-ha-l-u-š
1b xeṣṣ-ek tdir-ha l-u 3a ma-nžib-l-u-š ši ħaža
2a ma-ṣleħt-l-u-š ŧ-ŧumubil 3b ma-nžib-ha-l-u-š
1 ŧ-ŧuṟŭq lli kaynin f-merikan žeddabin bezzaf
2 n-nata’iž dyal d-drari ma-ši mezyanin
3 le-ktub lli žayin men l-meḡrib ma-ṣalħin-š
4 fe-l-masa’ḭl lli kaynin f-merikan kayna l-mes’ala dyal t-teɛlim
5 l-mabadi’ dyal t-teṟbiya, ma-ta-yɛeṟfu-hŭm-š
506 Key
Exercise b
1 xemsa u tlatin ŧifl
2 xems swayeɛ
3 temn šhuṟ, tlatin ŧifl
4 xemsa de-d-drari, žuž d-le-bnat, tlata d-le-wlad
5 sebɛ snin, tlata d-le-mdun
6 hadi sett šhuṟ, setta de-s-simanat
Exercise e
1 e 3 a 5 f
2 c 4 b 6 d
Exercise f
1 smeɛt belli n-nata’iž de-d-drari le-mḡaṟba ma-ši mezyana
2 ta-nđenn belli l-muɛellimin l-ingliziyin ma-ta-yđeṟbu-š t-talamid
3 ka-yeđheṟ li-ya belli l-’aba’ l-maḡaṟḭba ma-ta-yƶuṟu-š l-međṟaṣa bezzaf
4 smeɛt belli d-drari lli mewžudin fe-l-ingliz ma-ta-yeqṟaw-š l-ɛeṟbiya mezyan
5 šeft belli le-mḡaṟba lli saknin fe-l-ingliz ma-ɛayšin-š mezyan
6 ka-yeđheṟ li-ya belli t-teɛlim l-ɛeṟbi fe-l-ingliz, ma-fi-h-š l-mašakil
7 ta-nđenn belli l-ħukuma l-ingliziya ma-teqđeṟ-š tħell l-mašakil de-l-’ažanib
8 ka-yeđheṟ li-ya belli saɛtayn de-l-ɛeṟbiya ma-kafya-š
Exercise h
1 b́b́a ta-yđenn belli l-bent lli weṣlat . . .
2 l-muɛellim dyal-i ka-yqul belli n-nas lli fe-l-badiya . . .
3 dris šaf belli l-fellaħa lli ɛayšin . . .
4 -i ka-tqul belli l-ħŭṟṟiya dyal le-bnat . . .
5 xu-ya ka-yđenn belli l-bent lli ta-tži . . .
6 dris smeɛ belli n-nas lli saknin . . .
7 žaṟ-i šaf belli l-meḡrib blad . . .
8 (ana) smeɛt belli l-maḡaṟḭba ta-yŧelbu . . .
Exercise i
1 ana mettafeq mɛa-k 4 ma-ta-nđenn-š
2 ana mettafeq mɛa-k 5 ana mettafeq mɛa-k
3 ana mettafeq mɛa-k 6 ana mettafeq mɛa-k
Key 507
Exercise j
1 ta-nđenn belli ma-ši l-fellaħa kŭll-hŭm ta-yṣifŧu wlad-hŭm l-l-međṟasa
2 ta-nđenn belli n-nas lli ma-qaṟyin-š ma-ta-yfehmu-š l-ɛeṟbiya l-fuṣħa mezyan
3 ta-nđenn belli l-insan lli baḡi yexdem, xeṣṣ-u yetqŭn l-ingliziya
4 ta-nđenn belli le-mḡaṟba ma-ta-yaklu-š l-baŧaŧa bezzaf
5 ta-nđenn belli le-bni le-qdim, s-sukna fi-h ṟxiṣa šwiya
6 ta-nđenn belli l-’atat dyal đ-đaṟ l-merikaniya ma-ši bħal l-’atat dyal đ-đaṟ l-
meḡribiya
Exercise l
1 ta-nđenn belli had š-ši ṣħiħ walakin l-ɛeṟbiya hiya l-luḡa dyal le-blad dyal-hŭm
2 ta-nđenn belli had š-ši ṣħiħ walakin t-teɛlim l-inglizi ka-ykun fe-l-makan
l-lewwel
3 ta-nđenn belli had š-ši ṣħiħ walakin l-ħukuma l-meḡribiya teqđeṟ tħell had š-ši
4 ta-nđenn belli had š-ši ṣħiħ walakin ħetta l-bent xeṣṣ-ha temši l-l-međṟaṣa baš
teqṟa
5 ta-nđenn belli had š-ši ṣħiħ walakin ila ma-bḡa-š ma-xeṣṣ-u-š
6 ta-nđenn belli had š-ši ṣħiħ walakin ħetta n-nas lli ta-yetkellmu š-šelħa ka-yqulu
belli huma mḡaṟba
Exercise m
1 No, he heard it (ħetta smeɛt belli . . .)
2 With the parents, and they should stand hand in hand with the teachers (ħna
ka-walidin f-yedd-na waħed l-mes’uliya kbira . . . u ndiru yedd f-yedd mɛa l-
muɛellimin).
3 Not all parents, but many (ma-ši l-’aba’ kŭll-hŭm walakin bezzaf)
4 He does appear to be certain about the bad results, but he is less certain about
what causes these (ka-yeđher li-ya belli hada huwa ɛlaš n-nata’iž dyal l-’aŧfal
l-maḡaṟḭba ma-mezyana-š).
5 He states: walakin daba lli ħellit ɛeyni-ya šeft belli l-maḡaṟḭba fe-l-ingliz ta-yɛišu
fe-l-mašakil So he has adjusted his opinion.
1 d 4 b 7 c
2 e 5 h 8 f
3 a 6 g
508 Key
Exercise b
1 kif dayer fe-l-međṟaṣa? 6 kif dayer fe-t-teɛlim?
2 waš had l-qađiya ṣɛiba? 7 ma-ɛažbin-ek-š l-malabes dyal dak
3 ma-ɛažeb-ek-š đ-đeṟṣ dyal t-tarix? l-weld?
4 kif dayer mɛa l-paŧṟun dyal-ek? 8 waš l-xedma dyal l-fellaħa waɛra?
5 ma-ɛažba-k-š dik l-qeṟya ṣ-ṣḡiṟa?
Exercise c
1 d 4 b 7 e
2 f 5 a 8 g
3 h 6 c
Exercise d
1 ma-kayen muškil, ta-yemken l-ek tži mɛa-ya ḡedda, in ša ƚƚah
2 ma-kayen muškil, ta-yemken l-ek tṣeƚħ-u ḡedda, in ša ƚƚah
3 ma-kayen muškil, ta-yemken l-ek tebqa mɛa-ya ḡedda, in ša ƚƚah
4 ma-kayen muškil, ta-yemken l-ek tɛawen-ni ḡedda, in ša ƚƚah
5 ma-kayen muškil, ta-yemken l-ek takŭl ɛend-i ḡedda, in ša ƚƚah
6 ma-kayen muškil, ta-yemken l-ek tqelleb ɛel l-xedma ḡedda, in ša ƚƚah
Exercise e
1 l-bareħ kan le-xmis, ḡedda ḡadi ykun s-sebt
2 ḡedda ḡadi ykun l-arbeɛ, beɛd ḡedda ḡadi ykun le-xmis
3 wel l-bareħ kan s-sebt, l-bareħ kan l-ħedd
4 beɛd ḡedda ḡadi ykun t-tlata, wel l-bareħ kanet l-žŭmɛa
5 ḡedda ḡadi ykun l-ħedd, beɛd ḡedda ḡadi ykun t-tnayn
6 ḡedda ḡadi tkun l-žŭmɛa, l-bareħ kan l-arbeɛ
Exercise f
1 wel l-bareħ kan l-’aṟbeɛ, beɛd ḡedda ḡadi ykun l-ħedd
2 l-bareħ kan t-tnayn, wel l-bareħ kan l-ħedd
3 beɛd ḡedda ḡadi ykun s-sebt, ḡedda ḡadi ykun l-žŭmɛa
4 ḡedda ḡadi ykun l-ħedd, l-bareħ kanet l-žŭmɛa
Exercise j
1 fe-s-sebɛa u ṟbeɛ de-ṣ-ṣbaħ mħemmed ka-yemši l-l-fabrika
2 fe-s-setta u neṣṣ d-le-ɛšiya b́b́a ka-yeṟžeɛ men l-xedma dyal-u
3 fe-t-tlata u neṣṣ de-n-nhaṟ ɛend-na đ-đeṟṣ dyal t-tarix
Key 509
4 fe-l-weħda llaṟeb beɛd đ-đhuṟ ka-taklu le-ḡda

5 fe-ṟ-ṟebɛa de-l-lil kŭll ši n-nas naɛsin
6 f-le-hđaš u ṟbeɛ l-kanadiyin ka-yšeṟbu l-qehwa
7 fe-s-setta llaṟeb d-le-ɛšiya ḡa-neṟžeɛ le-đ-đaṟ
8 fe-t-tesɛud de-ṣ-ṣbaħ d-drari ka-yemšiw l-l-međṟaṣa
Exercise l
1 qellebt men ŧ-ŧnaš u neṣṣ l-l-xemsa, iyeh qellebt xems swayeɛ u neṣṣ
2 qṟit men s-sebɛa u neṣṣ l-l-ɛešṟa, iyeh qṟit saɛtayn u neṣṣ
3 bqit fe-l-ħanut men t-tlata u ṟbeɛ l-l-xemsa u ṟbeɛ, iyeh bqit fe-l-ħanut saɛtayn
4 xdemt men t-tmenya l-le-ħđaš u neṣṣ, iyeh xdemt telt swayeɛ u neṣṣ
5 tkellemt mɛa l-muɛellim men ṟ-ṟebɛa le-ṟ-ṟebɛa u ṟbeɛ, iyeh tkellemt mɛa-h ṟbeɛ saɛa
6 xellit ŧ-ŧažin fuq l-ɛafya men l-xemsa u neṣṣ le-s-setta u neṣṣ, iyeh xellit-u fuq
l-ɛafya saɛa weħda
Exercise m
1 kŭnt fe-l-fabrika, telt swayeɛ llaṟeb
2 kŭnt fe-s-suq, saɛa u ṟbeɛ
3 kŭnt fe-l-međṟaṣa, saɛtayn
4 kŭnt ɛend -i, saɛa u neṣṣ
5 kŭnt fe-l-ħanut, saɛa llaṟeb
6 kŭnt f-bit n-nɛas, neṣṣ saɛa
7 kŭnt fe-l-žamḭɛa, telt swayeɛ u neṣṣ
8 kŭnt fe-l-buṣŧa, ṟbeɛ saɛa
Exercise n
1 f 4 b 7 e
2 a 5 d 8 c
3 h 6 g
1 l-insan lli qaṟi mezyan . . .
2 le-blad, xeṣṣ-ha n-nas lli ta-ydiru . . .
3 fe-l-meḡrib kayna le-mṟa lli ɛend-ha . . .
4 le-mṟa lli la bas ɛli-ha ta-tžib ši waħed lli tŧeyyeb li-ha l-makla
5 f-had z-zenqa kaynin n-nas lli ta-yxeyyŧu
6 l-insan lli ta-yeqbeđ le-flus dyal-u . . .
7 l-insan lli gales fe-l-biru . . .
8 n-nas lli ta-yrebħu bezzaf . . .
510 Key
Exercise b
1 lli ta-ybiɛu u yešriw le-ħwayež 5 lli ka-yrebħu le-flus bezzaf
2 lli ta-teḡsel l-malabes 6 lli ta-yṣewwbu l-atat
3 lli ta-yeṣƚeħ đ-đyuṟ 7 lli hiya muɛellima
4 lli ta-yqebđu l-manđa dyal-hŭm 8 lli ka-ydiru t-tižara
men l-wizaṟa
Exercise c
1 f 5 d, g 9 c
2 k 6 b, n, i 10 l
3 a 7 o, m
4 e 8 h
Exercise d
1 hadi ɛamayn baš ma-mšit-š le-đ-đaṟ l-beyđa
2 l-bareħ ma-klina-š ši ħaža xfifa
3 wel l-bareħ ma-mšit-š l-l-meɛmel
4 hadi simana baš ma-žaw-š l-ɛend-na đyaf
5 hadi telt snin w-ana ma-qṟit-š l-ɛeṟbiya fe-l-žamḭɛa
6 hadi ɛamayn baš ma-bqit-š fe-l-meḡrib šehṟayn
Exercise f
1 j d-drari 6 b le-mwaɛen
2 h l-ħukuma 7 g le-mdina le-qdima
3 d n-nas lli la bas ɛli-hŭm 8 i l-xeddama
4 k malabes 9 m đ-đyuṟ
5 e ƶ-ƶṟabi 10 a ħwayež
Exercise g
1 iden huwa muɛellim 4 iden huwa nežžaṟ
2 iden huwa fexxaṟ 5 iden hiya xeddama
3 iden hiya mweđđafa 6 iden huwa derraz
Exercise h
1 e 3 a 5 f
2 c 4 g 6 b
Key 511
Exercise i
1 huma baqyin fe-l-međṟaṣa 4 la, hiya ma-zala fe-l-kuzina
2 huwa ma-zal fe-l-fabrika 5 huma baqyin fe-l-qism
3 la, huma baqyin fe-đ-đaṟ 6 la, huwa baqi fe-l-žamḭɛa
Exercise j
1 la, huwa baqi ta-yexdem fe-l-meɛmel dyal t-tub
2 la, hiya ma-zala ka-texdem fe-l-wizaṟa
3 la, huwa ma-zal ma-xeṣṣ-u-š l-xeddama
4 la, baqi ma-kan-š ɛend-i l-weqt
5 la, ana baqi ka-nexdem fe-l-meŧɛem
6 la, d-drari dyal-i ma-zalin ta-yeqṟaw fe-l-međṟaṣa
7 la, hiya baqya ma-weṣlat-š tmenŧašeṟ sana
8 la baqi ma-qbeđt-š l-’užṟa
Exercise k
1 la, ma-zal ma-žat-š 5 la, ma-zal ma-xeṣṣ-ni-š l-xeddama
2 la, baqi ma-xeyyeŧt-ha-š 6 la, ana ma-zal ta-nqelleb
3 iyeh, wellit muɛellim 7 iyeh, beɛt kŭll ši
4 la, ma-zal ma-dxelt-š le-t-tižara 8 la, huwa baqi ka-yetɛellem
Present tense
ana nehđeṟ nedxŭl nƶuṟ nžib neqṟa nešri nšedd
huwa yehđeṟ yedxŭl yƶuṟ yžib yeqṟa yešri yšedd
ntuma theđṟu tdexlu tƶuṟu tžibu teqṟaw tešriw tšeddu
Past tense
nti ṣƚeħti skenti dezti derti bqiti ħđiti kebbiti
hiya ṣeƚħat seknat dazet daret bqat ħđat kebbet
huma ṣeƚħu seknu dazu daru bqaw ħđaw kebbu
Exercise b
1 l-’ažanib ma-ṣelħu-š đ-đyuṟ . . . 5 l-xeddama mšat l-ɛend . . .
2 waš ka-teddi duk le-blaḡi . . . 6 kŭll nħaṟ ka-nduz ɛel z-zenqa . . .
3 waš ħđiti l-ħanut . . . 7 mul l-qehwa kebb atay . . .
4 l-xerraz ka-ybiɛ le-blaḡi . . . 8 waš ka-teqbeđ le-flus . . .
512 Key
Exercise c
1 e 3 i, a, l 5 h 7 o
2 b 4 k 6 m 8 n
Exercise e
1 e 3 a 5 b 7 d
2 c 4 g 6 h 8 f
Exercise f
1 ka-ywežždu In Morocco the women make the food.
2 nweṣṣl-ek I will repair the car and then I will take you home.
3 ka-tweđđef The government only employs people who have studied at
university.
4 yrežžeɛ That man wants to send his family back to Morocco; in the
UK everything is very expensive.
5 ḡelliŧti-ni Be silent, you; you caused me to make a mistake with the
word you said.
6 ka-yketteb-na The teacher makes us write the lesson in the notebook.
Exercise h
1 l-bareħ dezt ɛel đ-đaṟ fayn xeddamin d-debbaḡa
2 smeɛt belli hada huwa l-ħeyy fayn saknin l-’aktăriya dyal d-derraza
3 ka-nṣeyfeŧ d-drari dyal-i l-l-međṟaṣa fayn qaṟyin d-drari dyal n-nas lli la bas
ɛli-hŭm
4 ka-nđenn belli fas hiya le-mdina fayn kaynin ṣ-ṣenɛat kŭll-hŭm
5 b́b́a ka-yexdem fe-l-meɛmel fayn ta-ynesžu t-tub
6 bḡit neskŭn fe-l-ħeyy fayn saknin n-nas lli la bas ɛli-hŭm
1 le-wžeɛ lli ka-nħess bi-h kayen l-teħt f-režl-i
2 dak ŧ-ŧbib lli ka-tšuf-u qŭddam-ek ka-yexdem fe-l-žamḭɛa
3 l-muɛellim lli weld-i ka-yxaf menn-u ka-yeskŭn f-had l-ħeyy
4 l-weld lli b́b́a-h mṟiđ bezzaf gales fe-l-qism
5 hadik l-qeṟya lli dezna ɛli-ha be-l-kaṟ qdima bezzaf
6 l-xeddam lli l-paŧṟun dyal-u ṟažel mezyan ka-yebḡi l-xedma dyal-u
7 mul l-ħanut lli šriti menn-u magana ždida mša le-s-suq
8 le-flus lli rbeħt-hŭm l-baṟeħ daba mšaw
Key 513
Exercise e
1 ana xayef la l-ħukuma ma-bḡat-š tɛawen n-nas lli ɛend-hŭm mašakil
2 ana xayef la-ykunu n-nata’iž dyal weld-ek fe-l-međṟaṣa ma-ši mezyana
3 ana xayef la-ykun l-feṟmaṣyan mesdud daba
4 ana xayef la-ykun ŧ-ŧbib ma-ši fe-đ-đaṟ, ɛend-u ṟ-ṟaħa l-yum
5 ana xayef la ma-telqa-š l-xerraz fe-l-ħanut dyal-u, ħit l-yum l-žŭmɛa
6 ana xayef la mul l-meŧɛam ma-yxelli-k-š tedxŭl, ka-yɛeṟf-ek
Exercise f
1 la, ana xayef men l-bulis 5 ana xayef men ŧ-ŧbib dyal s-snan
2 la, ana xayef men l-fiṟan 6 la, ana xayef men b́b́a-k
3 la, ana xayef men l-muɛellim 7 la, ana xayef men ž-žiṟan dyal-i
4 la, ana xayef men ŧ-ŧbib 8 la, ana xayef men l-paŧṟun dyal-ek
Exercise g
1 fe-l-meḡrib ma-kayen ɛlaš ykun mɛa-h l-paṣpuṟ dyal-u
2 fe-l-ingliz ma-kayen ɛlaš tešri l-kutub dyal l-međṟaṣa
3 fe-l-ingliz ma-kayen ɛlaš yexdem ŧ-ŧbib mɛa l-ħukuma
4 fe-l-meḡrib ma-kayen ɛlaš tkun ɛend ṟ-ṟažel xedma baš yžib mṟat-u
5 fe-l-ingliz ma-kayen ɛlaš txelleṣ ŧ-ŧbib men žib-ek
Exercise h
1 la, ma-kayen ɛlaš tbeddel l-malabes dyal-ek, ḡir xeṣṣ-ek teḡsel yeddi-k
2 la, ma-kayen ɛlaš tħefđu đ-đeṟṣ kŭll-u, ḡir xeṣṣ-kŭm teqṟaw le-ktab
3 la, ma-kayen ɛlaš temši le-s-suq, ḡir sir l-l-ħanut fe-z-zenqa
4 la, ma-kayen ɛlaš teɛŧi-ni kŭll ši, ḡir ɛŧi-ni teffaħa weħda
5 la, ma-kayen ɛlaš tɛawn-ni f-had š-ši kŭll ši, ḡir žib l-i ši atay
6 la, ma-kayen ɛlaš taklu kŭll ši s-seksu lli kayen fe-t-tebṣil, ḡir kulu l-lħem
7 la, ma-kayen ɛlaš tkemmel teqṟa le-ktab kŭll-u, yemken-l-ek tkemml-u ḡedda
8 la, ma-kayen ɛlaš tweqfu baš ħna ngelsu, ḡir zidu šwiya
1 mensuža 6 mekriyin
2 meɛṟuf 7 mefhum
3 medbuḡin 8 meqbuđin
4 meḡsulin 9 meŧlub
5 mešṟuba
514 Key
Exercise d
Form t‑I, present tense
√đṟb ana netteđṟeb hiya tteđṟeb ntuma ttđeṟbu huma yetđeṟbu
√žrħ nti ttžerħi huwa yettežreħ ħna netžerħu huma yetžerħu
√ša/uf huwa yetšaf hiya ttšaf ħna netšafu ntuma ttšafu
Form t‑I, past tense

√šṟb huwa ttešṟeb hiya tšeṟbet ħna ttešṟebna huma tšeṟbu
√fhm ana ttefhemt huwa ttefhem ntuma ttefhemtu huma tfehmu
√ša/uf nta tšefti huwa tšaf ħna tšefna huma tšafu
Form t‑II, present tense

√hrs huwa yetherres hiya tetherres ntuma tetherrsu huma yetherrsu
√ɛlm huwa yetɛellem hiya tetɛellem ħna netɛellmu huma yetɛellmu
√qṟa/a huwa yetqeṟṟa hiya tetqeṟṟa ntuma tetqeṟṟaw huma yetqeṟṟaw
Form t‑II, past tense

√zwž nti tzewwžti hiya tzewwžet ħna tzewwežna ntuma tzewwežtu
√kml ana tkemmelt hiya tkemmlet huwa tkemmel huma tkemmlu
√qṟa/a huwa tqeṟṟa hiya tqeṟṟat ntuma tqeṟṟitiw huma tqeṟṟaw
Form III, present tense

√ħwl ana nħawel hiya tħawel ħna nħawlu huma yħawlu
√ɛwn nti tɛawni huwa yɛawen hiya tɛawen ħna nɛawnu
√žwb ana nžaweb huwa yžaweb ħna nžawbu huma yžawbu
Form III, past tense

√ɛwd ana ɛawedt huwa ɛawed ħna ɛawedna ntuma ɛawedtu
√ħwl nti ħawelti hiya ħawlet huwa ħawel huma ħawlu
√žwb nta žawebti huwa žaweb ħna žawebna huma žawbu
Form t‑III, present tense

√fhm ana netfahem ħna netfahmu ntuma tetfahmu huma yetfahmu
√qđa/a nti ttqađay huwa yetqađa hiya tetqađa huma yetqađaw
Form t‑III, past tense

√ša/uf ana tšaweft ħna tšawefna ntuma tšaweftu huma tšawfu
√dbz huwa tdabez ħna tdabezna ntuma tdabeztu huma tdabzu
Key 515
Exercise f
1 yetđeṟbu 5 ttensa 9 ka-yetsemma 13 tħawel
2 ttekteb 6 tšeddu 10 yetkemmel 14 ka-netfahmu
3 tšaf 7 therres 11 yɛawed 15 tqađat
4 tbaɛ 8 tetqeṟṟa 12 ka-nɛawen
1 walakin l-ɛamăliya dyal l-qelb ḡalya kteṟ men hadik dyal l-kerš
2 walakin l-weqt dyal l-’aŧibba de-l-maxzen ka-ykun đeyyeq kteṟ men l-weqt dyal
ŧ-ŧbib dyal s-snan
3 walakin l-kŭlliya dyal ŧ-ŧebb ždida kteṟ men l-kŭlliya dyal-na
4 walakin le-ħṟiq fe-ṟ-ṟaṣ ɛend d-drari ṣɛib kteṟ men le-ħṟiq fe-l-kerš
5 walakin l-ɛamăliya dyal l-meɛda waɛra kteṟ men l-ɛamăliya dyal le-mṣaṟen
6 walakin bu ħemṟun ɛend le-bnat ka-tkun xaŧiṟa kteṟ men s-sxana
Exercise c
1 l-meṟđ dyal ħasan xaŧiṟ, walakin hadak dyal dris xaŧiṟ kter, u hadak dyal
mħemmed huwa l-xaŧiṟ fi-hŭm
2 d-dwa dyal ħasan ḡali, walakin hadak dyal dris ḡali kteṟ, u hadak dyal mħemmed
huwa l-ḡali fi-hŭm
3 l-hers dyal ħasan waɛer, walakin hadak dyal dris waɛer kteṟ, u hadak dyal
mħemmed huwa l-waɛer fi-hŭm
4 l-ɛiyada dyal ħasan ždida, walakin hadik dyal dris ždida kteṟ, u hadik dyal
mħemmed hiya ž-ždida fi-hŭm
5 l-biru dyal ħasan bɛid, walakin hadak dyal dris bɛid kteṟ, u hadak dyal mħemmed
huwa le-bɛid fi-hŭm
6 l-makla dyal ħasan xfifa, walakin hadik dyal dris xfifa kteṟ, u hadik dyal
mħemmed hiya le-xfifa fi-hŭm
7 ŧ-ŧebṣil dyal ħasan kbir, walakin hadak dyal dris kbeṟ, u hadak dyal mħemmed
huwa le-kbir fi-hŭm
8 ṣ-ṣiħħa dyal ħasan đɛifa, walakin hadik dyal dris đɛifa kteṟ, u hadik dyal
mħemmed hiya đ-đɛifa fi-hŭm
Exercise e
1 ḡedda ṣaħb-i ḡadi yži yƶuṟ-ni fe-ṣ-ṣbiŧaṟ
2 f-le-ɛšiya ŧ-ŧbib yeṟžeɛ yqelleb-ni meṟṟa ẋṟa
3 men beɛd weld-i yži yhezz-ni men le-fraš
4 žaṟ-i ḡadi yemši yešri l-i d-dwa men l-feṟmaṣyan
516 Key
5 daba ynuđ ydir l-xedma dyal-u

6 daba ŧ-ŧbib yeṟžeɛ yesteqbel n-nas
Exercise g
1 mherrsa 5 mzewwež
2 mqellqin 6 metteki
3 mɛeŧŧel 7 mxelleṣ
4 myeqqnin
Index of English
grammatical concepts
accepting an apology 377

active participle a word derived from a verb which can be used as an adjective. It
indicates an action is actively being done, e.g. ‘walking’, ‘eating’. 311
adjective a word that describes something about a noun, e.g. ‘nice’ in ‘a nice house’
or ‘he is nice’. 11
agreeing with someone 314
antecedent 252
apologizing 200
article ‘the’, ‘a’ and ‘an’ are English articles. In English, articles belong with nouns.
In Moroccan, they can also occur before adjectives. 2
auxiliary verbs verbs which are often used together with other verbs, e.g. ‘have’,
‘be’, ‘can’, ‘want’, etc. 242, 299
cohortative a form of the verb indicating an urging to do something. In English
this would usually be ‘let’s . . .’, ‘shall we go and . . .?’ 198
compound relative pronoun 392
conditional sentence a sentence in which a condition or hypothesis is stated,
with a second clause which states what may/will happen if the condition is met. In
the sentence ‘If I feel like it I’ll visit you tomorrow’, ‘If I feel like it’ is the clause
expressing the condition that needs to be met, according to the speaker, to visit the
other person. ‘I’ll visit you tomorrow’ states the consequence of the condition being
met. 341
conjunction conjunctions are words which combine phrases or sentences. In
English e.g. ‘and’, ‘or’, ‘but’, ‘because’, ‘as’, ‘when’, ‘if ’, etc. 359
contentment, expressing 221
contentment, inquiring after 223
content questions 17
continuous or repeated action in the past 300
copula a verb linking the subject and predicate of a sentence, indicating a property
of the subject. So a copula can never occur on its own: it must be followed by an
518 Index of English grammatical concepts
adjective or noun. English copulas are ‘to be’, ‘to become’, ‘to remain’. Examples: ‘The
dog is dangerous’, ‘It became very difficult’. 7
correcting a wrong answer 327
definite a word is definite if the speaker and especially the listener know which
specific subject is discussed, for example because it has been mentioned before, or
because both are familiar with the subject. In the sentence ‘Please put the car in the
garage’, ‘car’ is definite, because both parties know which car and which garage are
referred to, unlike in the sentence ‘There is a car in front of our driveway.’ This car is
unknown, not yet specified. This sentence might be followed by ‘I will have that car
towed.’ Because now it is known which car is meant, the car in front of the driveway,
the car has become definite.You see the same in the following two sentences: ‘Would
you like sugar [indefinite] in your tea?’ ‘OK, I’ll get the sugar [definite].’ 2
definite article the article you use in front of a definite noun: ‘the’ in English. 2
definite noun 3
demonstrative a word to indicate something, like ‘this’, ‘that’, ‘these’ and
‘those’. 84
demonstrative adjectives 85
disagreeing with someone 314
discontentment, expressing 221
discontentment, inquiring after 223
fear 430
future tense the tense of a verb which in Moroccan indicates that the action
expressed by the verb hasn’t taken place yet, and isn’t taking place at the moment of
speaking. 289
genitive constructions 224
geographical names 309
greeting 186
‘hollow verbs’ 278
ill, a bit/very 187
imperative verb form which is used for example in orders, e.g. ‘give!’, ‘make!’.
198
indefinite see also definite. 2
indefinite article the article that is used before an indefinite noun: ‘a’ or ‘an’ in
English. 102
indefinite noun 2
indirect object an indirect object is an entity which is indirectly affected by the

action expressed by the verb. Often it could be preceded by ‘to’ or ‘for’. In the
sentence ‘I gave Mary some flowers’, ‘Mary’ is the indirect object. ‘to give’ is a verb
that can have an indirect object (the one who is given something) as well as a direct
object (that which is given). 345
infinitive the unconjugated form of the verb, the form you would look for in a
dictionary. In English usually preceded by ‘to’, e.g. ‘to walk’, ‘to think’, etc. 342
instructions 269
introducing people to each other 212
invitation, accepting an 199
kinship terms 159
like 231
long forms of prepositions f‑, b‑ en l‑ 313
main clause 252
need 432
noun name of a person, place or ‘thing’, e.g. ‘John’, ‘Muhammad’, ‘UK’, ‘Morocco’,
‘house’, ‘sheep’, ‘problem’, etc. 2
numeral a word indicating a number, e.g. ‘three’, ‘ten’, ‘one hundred’. 160, 168
object certain verbs can or must be followed by something that indicates who or
what is acted upon. This we call the object. In the sentence ‘The cat caught a bird’, ‘a
bird’ is the object. ‘The cat caught’ wouldn’t be a complete sentence, nor would ‘I
bought’. 61, 345
occasionally 255
often 255
participle a word derived from a verb which can be used as an adjective.
participle saken 161
past tense of verbs with three consonant radicals 326
past tense with present meaning 327
patterns 112
personal pronoun a word indicating a person: ‘I’, ‘you’, ‘he’, ‘she’, etc. 31
possessive pronoun a word that you use to indicate possession or origin: ‘my’,
‘your’, ‘his’, ‘her’, etc. 151
predicate the part of the sentence that states something about the subject. In
English the predicate must contain a verb, though not in Moroccan. 10
520 Index of English grammatical concepts
preposition the most well-known prepositions indicate a location: ‘in’, ‘on’,

‘beside’, etc. But ‘about’ in ‘I’m talking about you’ is a preposition as well. 52
prepositional object if a verb can only occur with a preposition, the sentence
constituent starting with that preposition is the prepositional object. In the sentence
‘John is looking after the children’, ‘after the children’ is the prepositional object,
because the verb ‘looking’ is followed by the preposition ‘after’. 345
present tense 187
radicals 112
relative clauses 252
relative pronoun a word at the start of a relative clause that refers to a word or
phrase in the main clause. In ‘The lady whom I met yesterday was standing in front of
the supermarket today’, ‘whom’ refers to ‘the lady’. 252
remembering/forgetting 328
requests 269
roots 112
several verbs in sequence 342
since 168
sometimes 255
subject the person, animal or object which does something in the sentence.
Example: ‘John is kissing Lucy’, ‘He kisses her’, ‘The cat is on my lap’. 10
subject complement the adjective or noun (or combination thereof) which fol-
lows a copula. In Moroccan the subject complement can occur on its own, without
a copula. 7
surprise, expressing 28
syllable 188
there you go/please 211
. . . times 255
‘to eat’ 209
‘to take’ 266
two consecutive nouns 224
verb a word that indicates an action, process or situation. There are 3 kinds of verbs:
main verbs, auxiliary verbs and copulas. 61
verb conjugation a changed form of a verb. Conjugation can occur to indicate

number (singular or plural), person (first, second, third) and tense (present or past
tense). 61
weak verbs 393
worry 430
Vocabulary English-Moroccan
A (b) after the Moroccan word indicates the word is used in the basic part of the
book, that is, Lessons 1 to 41. A number indicates any of the subsequent lessons.
to be absent, to faint ḡab/yḡib (√ḡa/ib) at the same time f-nefs l-weqt (59)
(65) at two o’clock fe-ž-žuž (45)
to add, continue zad/yzid (√za/id) Atlas Mountains aŧƚeṣ (56)
(57) attractive žeddaba (59)
afraid xayef (√xa/af) (63) away, home f-ħal-i (50)
he is afraid that yxaf la + present
tense (59) baby ṣabi (63)
Africa ifriqiya (b) back đheṟ (63)
after beɛd (56) bad qbiħ (48); xayeb (b)
afternoon ɛšiya (46) I hope it’s not too bad ma-ykun bas (45)
after that, later men beɛd (52) bag škara (b)
again ɛawed-tani (50) baker’s oven feṟṟan (48)
again, also ɛawed (62) bathroom, bathhouse ħemmam (48)
agreeing mettafeq (56) to be kan, ykun (55)
all of them kŭll-hŭm (49) beating đeṟb (59)
allowed mesmuħ (√smħ) beautiful zwin (47)
(65) because ħit (55)
alm ṣadaqa (65) because li’anna (60)
alone b-weħd-u (62) to become wella/ywelli
also, until ħetta (43) (√wla/i) (61)
always dima (48) bed fraš (b)
another way f-šekl axŭṟ (64) bedroom l-bit de-n-nɛas
anyway iwa (64) (48)
apples teffaħ (♀sing.) (51) before qbel-ma (50)
appointment mewɛid (45) behind muṟ (63)
approximately teqriben (57) belly kerš ♀ (63)
arm draɛ (64) below l-teħt (63)
armchair futay (49) the Berber language šelħa (56)
armchairs futuyat (pl.) (49) better ħsen (65)
artificer ṣnayɛiya (61) it’s better for you ħsen l-ek (54)
as for . . ., well . . . ’amma . . . fa-. . . (59) between ma-bin (56)
as well, also haḱda (55) big kbir (b)
to be ashamed ħšem/yeħšem big (pl.) ḱbaṟ (b)
(√hšm) (58) black keħla ♀ (b); kħel
to ask sewwel/ysewwel ♂ (b)
(√swl) (48) bone-doctor ŧbib le-ɛđam (64)
book ktab (b) chicken džaž (65)

boy weld (b) chickpeas ħŭmmeṣ (52)
bread xŭbz (b) child ŧifl (59)
break hers (64) children drari (42)
to break therres/yetherres children ’aŧfal (pl.) (59)
(√hrs) (64) cigarette gaṟṟu (b)
to have breakfast fŧeṟ/yefŧeṟ (√fŧṟ) city mdina (b)
(51) civil servant mweđđaf (√wđf)
to bring along dda/yeddi (√dda/i) (61)
(62); žab/yžib Classical (Standard) l-ɛeṟbiya l-fuṣħa (54)
mɛa-. . . (√ža/ib) (53) Arabic
broken mherrsa (√hrs) (64) classroom qism (59)
broken-bone-healer žebbaṟ (64) clean nqi (b)
building bni (50) clinic ɛiyada (64)
bus kaṟ (b) closed mešdud (b)
but walakin (b); innama cloth tub (60)
(65) clothes malabes (60)
to butcher, sacrifice đbeħ/yeđbeħ coat kebbuŧ (b)
(√đbħ) (65) cobbler xerraz (61)
butter zebda (51) coffee, café qehwa (b)
buying šra (61) cold ṟ-ṟwaħ (always
by, through the be-l-wasiŧa dyal . . . with article) (63)
agency of . . . (64) cold bared (b)
by God! waƚƚah (54) to colonise steɛmeṟ/yesteɛmeṟ
(√ɛmṟ) (57)
café, coffee qehwa (b) come! aži (47)
to be called tsemma/yetsemma come yaƚƚah (45)
(√sma/a, t-II) (64) coming žay (√ža/i) (59)
Canada kanada (43) complaints mađeṟṟa (63)
car ŧumubil (b) (about health)
carpenter nežžaṟ (61) completely kŭll-u (49)
carpentry tanežžaṟet (61) to cook ŧeyyeb/yŧeyyeb
carpet ƶeṟbiya (b) (√ŧyb) (52)
carrot xizzu (52) copper nħas (62)
to carry out žra/yežri (√žra/i) correct ṣħiħ (57)
(65) costs nafaqa (65)
case qađiya (60) to cough keħħ/ykŭħħ (63)
cassette recorder musežžala (54) country blad ♀ (b)
centre (of town) weṣŧ (le-mdina) (49) country(side) badiya (58)
certificate of š-šahada dyal courtyard weṣŧ đaṟ (49)
insolvency đ-đŭɛf (65) couscous seksu (51)
chair kŭrsi (b) couscous pan keskas (52)
chairs ḱrasa (b) cow begṟa (65)
to change beddel/ybeddel cows, beef bgeṟ (52)
(√bdl) (60) craft ṣenɛa (61)
cheap ṟxiṣ (b) crockery mwaɛen (61)
524 Vocabulary English-Moroccan
to cry bka/yebki (√bka/i) education teɛlim (59)

(63) eggs beyđ (64)
cup ḡŭṟṟaf (b) to employ xeddem/yxeddem
cupboard maryu (50) (√xdm) (60)
to cut, tear qŧeɛ/yeqŧeɛ (√qŧɛ) employer paŧṟun (60)
(65) empty xawi (b)
the English language l-ingliziya (55)
danger, risk xaŧaṟ (63) enough kafi (53, 65)
dangerous xaŧiṟa (63) enter dxŭl (47)
day yum (45); nhaṟ (51) especially be-l-xuṣuṣ (58)
dead miyyet (62) etcetera ’ila ḡir-u dalik (52);
defect ɛeyb (64) ’ila ’axḭri-h (65)
dentist ŧ-ŧbib dyal s-snan Europe uṟubba (59)
(63) even if waxxa (60)
dessert disèr (53) evening/night lil (51)
dialect dariža (54) everybody kŭll waħed (53)
to die mat/ymut (√ma/ut) everyone,
(57) everything, all kŭll ši (46)
difference feṟq (56) to examine qelleb/yqelleb
difficult ṣɛib (58) (√qlb) (63)
dinner ɛša ♂ (51) exclamation of tbaṟek ƚƚah (47)
dirham derhem (pl. admiration
drahem) (50) excuse me smeħ l-i (45)
dirham, 1/20th of a ryal (50) expensive ḡali (b)
dirty mwessex (b) eyes ɛeynin (59)
dish ŧebṣil (53)
doctor ŧ-ŧbib l-ɛamm factory fabrika (42);
(64) meɛmel (60)
(not specialised) faculty kŭlliya (65)
doctors ’aŧibba (64) family ɛa’ḭla (43)
dog kelb (b) family doctor ŧbib l-’usra (64)
to be done, finished tkemmel/ far away bɛid (b)
yetkemmel (√kml) farmers fellaħa (58)
(64) fat idam (51)
donkey ħmaṟ (b) fathers, parents ’aba’ (59)
door bab (b) to fear xaf/yxaf men
to drink šṟeb/yešṟeb (√šṟb) (√xa/af) (59)
(45) to feel ħess/yħess b-. . .
drinking šṟib (62) (√ħss) (63)
fever sxana (63)
Dutch huƚanđi (56) fez (hat) ŧeṟbuš (62)
to earn rbeħ/yerbeħ (√rbħ) fifth xamḭs (57)
(60) fire ɛafya (52)
first lewwel ♂, lewwla
ears wednin (57) ♀ (47)
easy sahel (55) first (of all) fe-l-lewwel (52)
to eat kla/yakŭl (√akl) (45) fish ħut (52)
floor ŧebqa (49) good evening msa l-xiṟ (b)

flour ŧħin (64) good morning ṣbaħ l-xiṟ (46)
food makla (51) government ħukuma (59)
forbidden memnuɛ (√mnɛ) to grab, receive qbeđ/yeqbeđ
(65) (√qbđ) (61)
foreigners ’ažanib (pl.) (55) grapes ɛineb (♂ sing.) (51)
for example matalăn (50) green xđeṟ (52)
to forget nsa/yensa (√nsa/a) ground floor sefli (b)
(57) ground floor flat ’aṟđiya, đaṟ (49)
forms škal (pl.) (56) to guard ħđa/yeħđi (√ħđa/i)
freedom ħŭṟṟiya (58) (62)
the French language le-fṟanṣawiya (55) guests đyaf (sing đif) (48)
Friday l-žŭmɛa (60) / nhaṟ guest room bit đ-đyaf (48)
l-žŭmɛa (60)
to frighten xewwef/yxewwef half neṣṣ (60)
(√xa/af) (62) hand yedd (b)
fruit fawakḭh (pl.) (51) to happen wqeɛ/yewqeɛ
to be full up šbeɛ/yešbeɛ (√šbɛ) (√wqɛ) (65)
(53) to have to kan lazem ɛli-h (64)
furniture ’atat (pl.) (49) he huwa (b)
to heal bṟa/yebṟa (√bṟa/a)
garlic tuma (52) (63)
German measles bu ħemṟun (without health ṣiħħa (63)
article) (63) to hear smeɛ/yesmeɛ
to get ħeṣṣel/yħeṣṣel ɛla (√smɛ) (59)
(√ħṣl) (57) heart qelb (65)
to get along with tfahem/yetfahem heat ṣehd (50)
somebody mɛa-. . . (√fhm) (60) heavy, difficult waɛer (65)
ghosts (sing.) ženn he is ṟa-h (64)
žnun (65) to help ɛawen/yɛawen
gift hdiya (b) (√ɛwn) (54)
girl, daughter bent (b) spices ɛeŧṟiya (52)
glass kas (b) here hnaya (43)
to go mša/yemši (√mša/i) here you go tfeđđel (b)
(60) hides žlud (62)
go ahead zid (53) history tarix (57)
goat meɛza (b) to hit đṟeb/yeđṟeb (√đṟb)
God rest his soul ƚƚah yreħm-u (57) (59)
God willing in ša ƚƚah (45) hospital ṣbiŧaṟ (65)
going maši (56) hours swayeɛ (59)
good mezyan (b); bi-xiṟ house đaṟ (b)
(45) housemates mwalin đ-đaṟ (60)
good, suitable ṣalħa (59) how kifaš (52)
good, wonderful, ɛžib (54) how kif (48)
remarkable how are you la bas (b); kif dayer
goodbye be-s-slama (45); (46)
ƚƚah ysellm-ek (45) how many šħal men (56)
human insan (55) to learn tɛellem/yetɛellem

hundred mya (57) (√ɛlm) (54)
to hurt đeṟṟ/yđeṟṟ (√đṟṟ); having learnt qaṟi (56)
wžeɛ/yewžeɛ leather slipper belḡa (62)
(√wžɛ) (63) to leave xella/yxelli (√xla/i)
husband ṟažel (b) (52)
legs režlin (58)
I ana (b) to do/take less . . . neqqeṣ/yneqqeṣ
idea fikṟa (58) men (√nqṣ) (63)
if ila (58) lesson đeṟṣ (57)
if, when ħin (50) to let/rent kra/yekri (√kra/i)
ill (sing.) mṟiđ (b) (48)
illness meṟđ (65) letters ħuruf (54)
important muhimm (61) to lift hezz/yhezz (√hzz)
indeed, actually fiɛlăn (64) (63)
independence istiqlal (57) light (of food) xfif (51)
inhabited meskun (65) light, electricity đuw (60)
injection, syringe šuka (65) like bħal (49)
on the inside l-daxel (64) like ka- (59)
intestines mṣaṟen (63) like nothing, ‘is kif walu (48)
to introduce yqeddem/ nothing much’
to somebody yqeddem limited đeyyeq (65)
l-. . . (√qdm) (47) to listen tṣenneŧ/yetṣenneŧ
issue mes’ala (58) (√ṣnŧ) (65)
issues masa’ḭl (58) to live ɛaš/yɛiš (√ɛa/iš) (59)
it was for me ža-ni (55) to live sken, yeskŭn (√skn)
(49)
jam konfitür (51) living saken (42)
jellaba žellaba (b) living ɛayšin (pl.) (√ɛa/iš)
judge qađi (b) (59)
living room bit le-glas (48)
key sarut (b) to look for qelleb/yqelleb ɛla
kilometres kiluméŧṟat (58) (√qlb) (60)
kind nuɛ (60) loom mensež (60)
king malik (57) to love bḡa, yebḡi (√bḡa/i)
kitchen kuzina (48) (47)
to know ɛṟef/yeɛṟef (√ɛṟf) lunch ḡda (51)
(53) lying mettekki (63)
knowing ɛaṟef (√ɛrf) (57)
knowing (remembering) machines ’alat (65)
ħafeđ (√ħfđ) (57) madam lalla (b)
known meɛṟuf (√ɛṟf) (64) maid xeddama (61)
Koran scholar fqih (65) majority ’aktăriya (62)
to make ɛemmeṟ (√ɛmṟ) (52)
language luḡa (54) to make ṣewweb/yṣewweb
late (too) mɛeŧŧla (58) (√ṣwb) (61)
to make enter dexxel/ydexxel neighbourhood ħeyy (48)

(√dxl) (62) neighbours žiran (pl.) (48)
to make understand, fehhem/yfehhem the Netherlands huƚanđa (56)
explain (√fhm) (62) new ždid (b)
man ṟažel (b) night lila (59)
marabout siyyed (65) no la (b)
(person and tomb) noon đhuṟ (60)
market suq (b) not ma-ši (b)
married mzewwež (44) not any ma-. . . (v.) ħetta ši . . ./ħaža
to marry tzewwež/ (63)
yetzewwež (√zwž) not bad la bas! (b)
(58) notebook kŭnnaš (b)
to marry off zewwež/yzewwež nothing walu (48)
(√zwž) (58) nurses fermeliyat (65)
to master tqen/yetqen (√tqn)
(55) of course meɛlum (50)
may God ƚƚah yexlef (53) office biru (61)
recompense (you) official greeting ahlen wa sahlen
meat lħem (b) (47)
medicine dwa ♂ (63) oil zit ♀ (b)
medicine ŧebb (65) okay waxxa (45)
to meet, encounter lqa/yelqa (√lqa/a) old, worn out balya (62)
(55) one waħed, ♂ weħda ♀
methods ŧuṟŭq (59) (55)
milk ħlib (b) one day waħed n-nhaṟ
ministry wizaṟa (61) (64)
mint neɛneɛ (53) onions bṣel ♂ (sing.) (52)
(on) that moment saɛa, dik s- (62) only yaƚƚah (48)
Monday nhaṟ t-tnayn (60) open meħlul (b)
money flus (55) to open, to solve ħell/yħell (√ħll)
more kteṟ (58, 65) (59)
Moroccan meḡribi ♂ (42) operation ɛamăliya (65)
Moroccan meḡribiya ♀ (42) (also medical)
woman/language opposite qŭddam (53)
Morocco meḡrib, l- (b) or wella (44)
mouse faṟ (pl. fiṟan) (b) other axŭṟ (b)
to do/take ketteṟ/yketteṟ men other ẋṟa ♀ (b)
too much (√ktr) (63) outside l-beṟṟa (49)
my brother xu-ya (43) over fuq (52)
my father b́b́a (43)
my mother -i (43) pain ħṟiq (63)
my sister ẋt-i (43) pan ŧenžṟa (52)
parents walidin (59)
name smiya (42) party ħefla (65)
near qṟib (men) (b) to pass daz/yduz (√da/uz)
needs la bŭdd men (52) (ɛla) (56)
passing dayez (56) reasonable meɛqul (√ɛql) (64)

passport paṣpuṟ (44) to receive steqbel/yesteqbel
to pay xelleṣ/yxelleṣ (√xlṣ) (√qbl) (65)
(64) remembering ɛaqel (√ɛql) (57)
peace be upon you s-salam ɛli-kŭm (b) to remove ħeyyed/yħeyyed
pen stilu (b) (√ħyd) (63)
people (the) nas (48) renting, letting kari (49)
people (a) šeɛb (56) to repair ṣƚeħ/yeṣƚeħ (√ṣƚħ)
pepper ibzaṟ (52) (62)
pepper (sweet) felfel (52) to request tŧleb/yeŧleb (√ŧlb)
period mŭdda (65) (59)
permission ’idn (65) residence, living,
person šexṣ (65) accommodation sukna (48)
pharmacy feṟmaṣyan (63) response to wa ɛli-k/-kŭm
photo teṣwiṟa (64) standard greeting s-salam (45)
pill kina (63) responsibility mes’uliya (59)
place blaṣa (55) rest, free time ṟaħa (60)
place makan (56) restaurant meŧɛem (46)
plaster geps (64) results nata’iž (59)
please men feđl-ek (b) to return ṟžeɛ/yeṟžeɛ (√ṟžɛ)
pleased to meet you metšerrfin (47) (53)
pleases me ɛažeb-ni (48) Rif Berber rifi (56)
pocket žib (b) Rif Mountains rif (56)
poor meskin (63) you are right ɛend-ek l-ħeqq
possessed mežnun (65) (54)
it is possible that you yemken l-ek (50) to rise nađ/ynuđ (√na/uđ)
it’s not possible ma-ta-yemken-š (63); wqef/yewqef
(50) (√wqf) (59)
post office buṣŧa (b) river wad (b)
potatoes baŧaŧa (51) room bit (b)
pottery fexxaṟ (62)
principles mabadi’ (59) sacrificial animal đbiħa (65)
problem muškila (50) saffron ƶeɛfṟan (52)
no problem ma-kayen bas (60); salad šƚađa (51)
ši bas ma-kayen sale biɛ (61)
(60) salon ṣalun (49)
problems mašakil (59) salt melħa (52)
proprietor mul đ-đaṟ (48) the same nefs l- (59)
pupils talamid (pl.) (59) Saturday sebt (60) /nhaṟ
to put dar/ydir (√da/ir) (52) s-sebt (60)
sauce meṟqa (52)
a quarter past four ṟ-ṟebɛa u ṟbeɛ (60) to say qal/yqul (√qa/ul)
(54)
to reach wṣel/yewṣel (√wṣl) school međṟaṣa (b)
(58) second tani (51)
ready mewžud (√wžd) to see šaf/yšuf (√ša/uf) (b)
(59) it seems to me yeđheṟ li-ya (59)
to be seized tteqbeđ/yetteqbeđ still ma-zal (61)

(√qbđ, tt-I) (65) to stipulate šṟeŧ/yešṟeŧ (√šrŧ)
to send ṣifeŧ/yṣifeŧ (√ṣyfŧ) (65)
(58) stomach meɛda (63)
to send outside, away xerrež/yxerrež straight nišan (64)
(√xrž) (60) street zenqa (b)
in his service ɛla yedd (62) student ŧaleb (65)
to sew xeyyeŧ/yxeyyeŧ to study qṟa/yeqṟa (√qṟa/a)
(√xyŧ) (61) (54)
shame ħšuma (58) Sufi-gathering ħeđṟa (65)
she hiya (b) sugar sŭkkaṟ (b)
sheep, mutton ḡnem (ook: ḡlem) sun šems (b)
(52); ħewli (b) Sunday l-ħedd (60) / nhaṟ
shoes ṣbabeŧ (62) l-ħedd (60)
shop ħanut (b) sure myeqqen (63)
siblings xut (62)
since daba lli (59) table ŧebla (b)
since . . ., . . . hadi . . . u . . . (43) take! xud (52)
sir a sidi (b) to take xda/yaxŭd (√axd)
slowly be-šwiya (54) (52)
small ṣḡiṟ (b) talk heđṟa (58)
small, narrow đeyyeq (48) to tan dbeḡ/yedbeḡ
to make small(er) ṣeḡḡeṟ (√ṣḡṟ) (62) (√dbḡ); dbeḡ (62)
so iden (56) tanners debbaḡa (62)
soap ṣabun (b) tasty ldid (b)
sofas sdader (pl.) (49) taylor xeyyaŧ (61)
somebody ši waħed (54) tea atay (46)
some people beɛđ n-nas (51) to teach qeṟṟa/yqeṟṟi
something ši ħaža (45) (√qṟa/a) (59)
sometimes beɛđ l-’aħyan (58) teacher, patron mɛellem (√ɛlm)
sometimes beɛđ l-meṟṟat (51) (62); muɛellim
soot ħmum (50) (√ɛlm) (57)
soup ħrira (51) teapot berrad (b)
Sous Berber tell me qul-li-ya (44)
language susiya (56) thank God l-ħemdu li-llah
Sous region sus (56) (45)
to speak hđeṟ/yehđeṟ (√hđṟ) thank you šŭkrăn; baṟak ƚƚahu
(45) fi-k (47)
to speak tkellem/yetkellem that dak ♂ (b)
(√klm) (54) that dik ♀ (b)
specialist ixtiṣaṣi (64) that (conjuction) belli (58)
splint žbira (64) that (rel. pron.) lli (51)
state, government mexzen (65) that means, that is yeɛni (49)
to stay bqa/yebqa (√bqa/a) that stuff dak š-ši (50)
(55) then tŭmma (56)
stew dish ŧažin (51) there temma (65)
still baqi (√bqa/a) (57) there is, there are kayen (48)
there you go hak (53) unfortunately mɛa l-’asaf (56)

these (pl.) hadu (b) university žamḭɛa (54)
they huma (b) upbringing teṟbiya (59)
(some)thing ħaža (62) (pl. upper floor fuqi (49)
ħažat/ħwayež) (61) USA (43) merikan
to think fekkeṟ/yfekkeṟ usually ḡaliben (64)
(√fkṟ) (50)
to think that . . . đenn/yđenn belli vegetables xŭđṟa (51)
. . . (√đnn) (55) village qeṟya (58)
thirst ɛŧeš (53) visit ƶiyaṟa (65)
this had ♂ (b) to visit ƶaṟ/yƶuṟ (√ƶa/uṟ)
this hadi ♀ (b); hada (59)
♂ (b)
those duk (b) wage ’užṟa (60)
thousand alef (50) wages (governmental) manđa (61)
three quarters to wait, be patient ṣbeṟ/yeṣbeṟ (√ṣbṟ)
of an hour saɛa llaṟebb (60) (63)
to throw laħ/yluħ (√la/uħ) to want bḡa/yebḡi (√bḡa/i)
(65) (47)
Thursday nhaṟ le-xmis (60) wanting baḡi (55)
time weqt (45) warm sxun (51)
time (occurrence) xeŧṟa (61), meṟṟa to wash ḡsel/yeḡsel (√ḡsl)
(45) (52); ṣebben/
3 times as much . . . xeŧṟat, kteṟ ɛla tlata yṣebben (√ṣbn)
de-l- . . . (61) (61)
tired ɛeyyan (b) washing ḡsil; teṣbin (62)
to l(e)- (46) watch magana (b)
to . . . baš (49) water ma, l- (b)
today l-yum (57) to weave nsež/yensež
tomato maŧiša (52) (√nsž) (60)
to me li-ya (44) weaver derraz (62)
trade tižara (61) Wednesday nhaṟ l-arbeɛ (60)
to treat ɛalež/yɛalež (√ɛlž) week simana (59); ’
(64) usbuɛ (62)
treatment welcome mṟeħba bi-k (53)
(not medical) muɛamăla (65) well off la bas ɛli-hŭm (61)
Tuesday nhaṟ t-tlata (60) what šnu (ašnu) (44)
twenty ɛešṟin (42) whatever you want lli bḡiti (52)
twenty-eight tmenya u ɛešṟin what is wrong
(42) with you ma l-ek (45)
two hours saɛtayn (59) what time fuq-aš (60)
the two together, when fuq-aš (57)
both be-ž-žuž (52) where fayn (55)
where from mnayn (44)
UK (12) l-ingliz white beyđa ♀ (b);
to understand fhem/yefhem byeđ ♂ (b)
(√fhm) (54) to whiten beyyeđ (√byđ) (62)
why ɛlaš (48) worried about . . . mqellqa ɛla . . . (63)

will ḡadi (53) written mektuba (√ktb)
window seržem (49) (64)
with mɛa (42) to be wrong ḡleŧ/yeḡleŧ (√ḡlŧ)
with me mɛa-ya (46) (57)
without bla (55)
without anything bla walu (55) X-ray machine ṟađyu (63)
woman mṟa (b)
wood xšeb (64) Year sana, ɛam (42)
word kelma (54) yesterday l-bareħ (57)
work xedma (55) you nta ♂ (b); nti ♀ (b);
to work xdem/yexdem ntuma (pl.) (b)
(√xdm) (42) you don’t have to . . . ma-kayen ɛlaš (63)
working, worker xeddam (60) you must, you need xeṣṣ-ek (52)
Vocabulary Moroccan-English
Some notes to keep in mind regarding the alphabetical order of the Moroccan: the
consonants that have been adapted by a dash follow the ‘normal’ consonants without
dash. All letters count when establishing the alphabetical order. The ɛ is regarded as a
letter c when determining the alphabetical order.
’aba’ (59) fathers, parents baḡi (55) wanting

’aktăriya (62) majority balya (62) old, worn out
’alat (65) machines baqi (√bqa/a) (57) still
’amma . . . fa-. . . (59) as for . . ., well . . . bared (b) cold
’aṟđiya, đaṟ (49) ground floor flat baṟak ƚƚahu fi-k (47) thank you
’atat (pl.) (49) furniture baš (49) to . . .
’aŧfal (pl.) (59) children baŧaŧa (51) potatoes
’aŧibba (64) doctors b́b́a (43) my father
’ažanib (pl.) (55) foreigners bɛid (b) far away
’idn (65) permission beɛd (56) after
’ila ’axḭri-h (65) et cetera beɛđ l-’aħyan (58) sometimes
’ila ḡir-u dalik (52) et cetera beɛđ l-meṟṟat (51) several times,
’istiqlal (57) independence sometimes
’usbuɛ (62) week beɛđ n-nas (51) several/some people
’užṟa (60) wage beddel/ybeddel (√bdl) (60) to change
begṟa (65) cow
a lalla (b) madam belḡa (62) leather slipper
a sidi (b) sir belli (58) that
ahlen (47) answer to ahlen wa sahlen be-l-xuṣuṣ (58) especially
ahlen wa sahlen (47) official greeting bent (b) girl, daughter
alef (50) thousand berrad (b) teapot
ana (b) I beṟṟa, l- (49) outside
atay (46) tea be-s-slama (b, g45) goodbye
aŧƚeṣ (56) Atlas Mountains be-šwiya (54) slowly
axŭṟ (b) other beyđ (64) eggs
aži (47) come beyđa (b) white ♀
beyyeđ (√byđ) (62) to whiten
bab (b) door bezzaf a lot, very . . . (b)
badiya (58) country(side) be-ž-žuž (52) the two together, both
bgeṟ (52) cow, beef ɛemmeṟ (√ɛmṟ) (52) to make

bḡa/yebḡi (√bḡa/i) (47) to want ɛemṟ-ek, f- (44) your age
bħal (49) like ɛeṟbiya l-fuṣħa, l- (54) Classical
biɛ (61) sale (Standard) Arabic
biru (61) office ɛešṟin (42) twenty
bit (b) room ɛeŧṟiya (52) spices
bit de-n-nɛas, l- (48) bedroom ɛeyb (64) defect
bit đ-đyaf (48) guest room ɛeynin (59) eyes
bit le-glas (48) living room ɛeyyan (b) tired
bi-xiṟ (45) good ɛineb ♂ (sing.) (51) grapes
bka/yebki (√bka/i) (63) to cry ɛiyada (64) clinic
bla (55) without ɛla yedd (62) in his service
bla walu (55) without anything ɛlaš (48) why
blad ♀ (b) country ɛṟef/yeɛṟef (√ɛṟf ) (53) to know
blaḡi (62) pl. of belḡa ɛša ♂ (51) dinner
blaṣa (55) place ɛšiya (46) afternoon
bni (50) building ɛŧeš (53) thirst
bqa/yebqa (√bqa/a) (55) to stay ɛžib (54) good, wonderful, remarkable
bṟa/yebṟa (√bṟa/a) (63) to heal
bṣel ♂ (sing.) (52) onions daba lli (59) since
bu ħemṟun (without article) (63) dak ♂ (b) that
German measles dak š-ši (50) that stuff
bulis police (44) dar/ydir (√da/ir) (52) to put
buṣŧa (b) post office dariža (54) dialect
b-weħd-u (62) alone daxel, l- (64) on the inside
byeđ ♂ (b) white dayez (56) passing
daz/yduz (√da/uz) (ɛla) (56) to pass
ɛa’ḭla (43) family dbeḡ (62) tanning
ɛafya (52) fire dbeḡ/yedbeḡ (√dbḡ) (62) to tan
ɛalež/yɛalež (√ɛlž) (64) to treat dda/yeddi (√dda/i) (62) to bring along
ɛamăliya (65) operation (also medical debbaḡa (62) tanners
operation) derhem (pl. drahem) (50) dirham
ɛaqel (√ɛql) (57) remembering derraz (62) weaver
ɛaṟef (√ɛrf ) (57) knowing dexxel/ydexxel (√dxl) (62) to make
ɛaš/yɛiš (59) (√ɛa/iš) (59) to live enter
ɛawed (62) again also dik ♀ (b) that
ɛawed-tani (57) again dima (48) always
ɛawen/yɛawen (√ɛwn) (54) to help disèr (53) dessert
ɛayšin (pl.) (√ɛa/iš) (59) living draɛ (64) arm
ɛažeb-ni (48) pleases me drari (42) children
534 Vocabulary Moroccan-English
duk (b) those fikṟa (58) idea

dwa ♂ (63) medicine flus (55) money
dxŭl (47) enter fqih (65) Koran scholar
džaž (65) chicken fṟanṣawiya, le- (55) the French language
đaṟ ♀ (b) house fraš (b) bed
đbeħ/yeđebħ (√đbħ) (65) to butcher, fŧeṟ/yefŧeṟ (√fŧṟ) (t51) to have breakfast
sacrifice fuq (52) over
đbiħa (65) sacrificial animal fuq-aš (60) what time
đenn/yđenn belli . . . (√đnn) (55) to fuq-aš (57) when
think that . . . fuqi (49) upper floor
đeṟb (59) beating futay (49) armchair
đeṟṟ/yđeṟṟ (√đṟṟ) (63) to hurt futuyat (pl.) armchairs
đeṟṣ (57) lesson
đeyyeq (48) small, narrow gaṟṟu (b) cigarette
đeyyeq (65) limited gles (45) to sit
đheṟ (63) back geps (64) plaster
đhuṟ (60) noon ḡab/yḡib (√ḡa/ib) (65) to be absent, ‘to
đṟeb/yeđṟeb (√đṟb) (59) to hit faint’
đuw (60) light, electricity ḡadi (53) will
đyaf (sing. đif ) (48) guests ḡali (b) expensive
ḡaliben (64) usually
f- in (b) ḡda (51) lunch
fabrika (42) factory ḡir only
faṟ (b) mouse ḡleŧ/yeḡleŧ (√ḡlŧ) (57) to be wrong
fawakḭh (pl.) (51) fruit ḡnem (also: ḡlem) (52) sheep, mutton
fayn (55) where ḡsel/yeḡsel (√ḡsl) (52) to wash
fehhem/yfehhem (√fhm) (62) to make ḡsil (62) washing
understand, explain ḡŭṟṟaf (b) cup
fekkeṟ/yfekkeṟ (√fkṟ) (50) to think
felfel (52) (sweet) pepper had (b) this
fellaħa (58) farmers hada ♂ (b) this
fe-l-lewwel (52) first of all hadi ♀ (b) this
fermeliyat (65) nurses hadi . . . u . . . (43) since. . ., . . .
feṟħan glad (b) hadu (pl.) (b) those
feṟmaṣyan (63) pharmacy hak (53) there you go
feṟq (56) difference haḱda (55) as well, also
feṟṟan (48) baker’s oven hdiya (b) gift
fexxaṟ (62) pottery hđeṟ/yehđeṟ (√hđṟ) (45) to speak
fhem/yefhem (√fhm) (54) to understand heđṟa (58) talk
fiɛlăn (64) indeed, actually hers (64) break
hezz/yhezz (√hzz) (63) to lift ħŭmmeṣ (52) chickpeas

hiya (b) she ħŭṟṟiya (58) freedom
hnaya (43) here ħuruf (54) letters
huƚanđa (56) the Netherlands ħut fish
huƚanđi (56) Dutch ħzin (b) sad
huma (b) they
huwa (b) he ibzaṟ (52) pepper
ħafeđ (√ħfđ) (57) knowing idam (51) fat
(remembering) iden (56) so
ħal-i, f- (50) away, home ifriqiya (b) Africa
ħanut (b) shop ila (58) if
ħaža (pl. ħažat/ħwayež) (62) (some) thing l-ingliz (12) the UK
ħđa/yeħđi (√ħđa/i) (62) to guard l-ingliziya (55) the English language
ħda (b) next to in ša ƚƚah (45) God willing
ħedd, l- (60) Sunday innama (65) but
ħeđṟa (65) Sufi-gathering insan (55) human
ħefla (65) party iwa (64) anyway
ħell/yħell (√ħll) (59) to open, to solve ixtiṣaṣiyin (64) specialists
ħemdu li-llah, l- (45) thank God iyeh (b) yes
ħemmam (48) bathroom, bathhouse
ħeqq, ɛend-ek l- (54) you are right ka- (59) like
ħess/yħess b-. . . (√ħss) (63) to feel kafi (53, 65) enough
ħeṣṣel/yħeṣṣel ɛla (√ħṣl) (57) to get kanada (43) canada
ħetta (43) also, until kanet (55) she was
ħewli (b) sheep kaṟ (b) bus
ħeyy (48) neighbourhood kari (49) renting, letting
ħeyyed/yħeyyed (√ħyd) (63) to remove kas (b) glass
ħin (50) if, when kayen (48) there is, there are
ħit (55) because ḱbaṟ (b) big (pl.)
ħlib (b) milk kbir (b) big
ħmaṟ (b) donkey kebbuŧ (b) coat
ħmum (50) soot keħħ/ykŭħħ (63) to cough
ħna (b) we keħla (b) black
ħrira (51) soup kelb (b) dog
ħṟiq (63) pain kelma (54) word
ħšem/yeħšem (√hšm) (58) to be ashamed kerš ♀ (63) belly
ħsen (65) better keskas (52) couscous pan
ħsen l-ek (54) it’s better for you kesksu (b) couscous
ħšuma (58) shame ketteṟ/yketteṟ men (√ktr) (63) to do/
ħukuma (59) government take too much
kħel (b) black li’anna (60, 65) because

kif (48) how, like lil (51) evening/night
kif dayer (46) how are you lila (59) night
kif walu (48) like nothing, ‘is nothing li-ya (44) to me
much’ ƚƚah yexlef (53) may God recompense
kifaš (52) how (you)
kiluméŧṟat (58) kilometres ƚƚah yreħm-u (57) God rest his soul
kinat (sing. kina) (63) pills ƚƚah ysellm-ek (45) goodbye
kla/yakŭl (√akl) (45) to eat lli (51) that (rel pron)
konfitür (51) jam lli bḡiti (52) whatever you want
kra/yekri (√kra/i) (48) to let/rent lqa/yelqa (√lqa/a) (55) to meet, encounter
krasa (b) chairs luḡa (54) language
ktab (b) book lus (64) brother-in-law
kteb (45) to write l-yum (57) today
kteṟ (58) more
ktub (b) books ma (b) water
kŭll ši (46) all, everyone, everything ma-. . . (v.) ħetta
kŭll waħed (53) everybody ši . . ./ħaža (63) . . . (v.) not any
kŭll-hŭm (49) all of them ma l-ek (45) what is wrong with you
kŭlliya (65) faculty ma-bin (56) between
kŭll-u (49) completely ma-kayen bas (60) no problem
kŭnnaš (b) notebook ma-kayen ɛlaš (63) you don’t have to. . .
kŭnt (55) I was ma-ši (b) not
kŭrsi (b) chair ma-ykun bas (45) I hope it’s not too bad
kutub (59) ktub (b) ma-zal (61) still
kuzina (48) kitchen mabadi’ (59) principles
mađeṟṟa (63) complaints (about health)
la (b) no magana (b) watch
la bas? (b) how are you? maḡaṟḭba (59) mḡaṟba
la bas! (b) not bad makan (56) place
la bas ɛli-hŭm (61) well off makla (51) food
la bŭdd men (52) needs (inevitably) malabes (60) clothes
lazem, kan lazem ɛli-h (64) to have to malik (57) king
laħ/yluħ (√la/uħ) (65) to throw manđa (61) (government) wages
l-bareħ (57) yesterday maryu (50) cupboard
ldid (b) tasty masa’ḭl (58) issues
l(e) - (46) to mašakil (pl.) (55) problems
lewwel, fe-l- (47) first (o f all) maši (57) going
lħem (b) meat mat/ymut (√ma/ut) (57) to die
l-ħemdu li-llah (b) thank God matalăn (50) for example
maŧiša (52) tomato mewžud (√wžd) (59) located, ready

mɛa (42) with mexzen (65) state, government
mɛa l-’asaf (56) unfortunately mežnun (65) possessed
mɛa-ya (46) with me mezyan (b) good
mɛellem (√ɛlm) (62) teacher, patron mḡaṟba (pl.) (50) pl. of meḡribi
mɛeŧŧla (58) too late ♀ mherres (√hrs) (64) broken
mdina (b) city miyyet (62) dead
meɛda (63) stomach -i (43) my mother
meɛlum (50) of course mnayn (44) where from
meɛmel (60) factory mqellqa ɛla . . . (63) worried about . . .
meɛqul (√ɛql) (64) reasonable mṟa (b) woman, wife
meɛṟuf (√ɛṟf ) (64) known mṟeħba bi-k (53) welcome
meɛza (b) goat mṟiđ (b) ill (sing.)
međṟaṣa (b) school mša/yemši (√mša/i) (60) to go
meḡrib, l- (b) Morocco msa l-xiṟ (b) good evening
meḡribi ♂ (42) Moroccan mṣaṟen (63) intestines
meḡribiya ♀ (42) Moroccan, Moroccan muɛamăla (65) treatment (not medical
woman treatment)
meħlul (b) open muɛellim (√ɛlm) (57) teacher
mektub (√ktb) (64) written mŭdda (65) period
melħa (52) salt muhimm (61) important
memnuɛ (√mnɛ) (65) forbidden muhimm, l- (64) what is important
men beɛd (52) after that, later mul đ-đaṟ (48) proprietor
men feđl-ek (b) please muṟ (63) behind
mensež (60) loom musežžala (54) cassette recorder
meṟđ (65) illness muškila (50) problem
merikan (43) USA mwaɛen (61) crockery
meṟqa (52) sauce mwalin đ-đaṟ (60) housemates
meṟṟa (45) time, some time mweđđaf (√wđf ) (61) civil servant
mes’ala (58) issue mwessex (b) dirty
mes’uliya (59) responsibility mya (57) hundred
mešdud (b) closed myeqqen (63) sure
meskin (63) poor mzewwež (44) married
meskun (65) inhabited
mesmuħ (√smħ) (65) allowed nađ/ynuđ (√na/uđ) (63) to rise
meŧɛem (46) restaurant nafaqa (65) costs
metšerrfin (47) pleased to meet you nas (48) people
mettafeq (56) agreeing nata’iž (59) results
mettekki (63) lying neɛneɛ (52, 53) mint
mewɛid (45) appointment nefs l- (59) the same
neqqeṣ/yneqqeṣ men (√nqṣ) (63) take qeṟya (58) village

less of qism (59) classroom
neṣṣ (60) half qṟa/yeqṟa (√qṟa/a) (54) to study
nežžaṟ (61) carpenter qṟib (men) (b) near
nhaṟ (51) day qŧeɛ/yeqŧeɛ (√qŧɛ) (65) to cut, tear
nhaṟ l-arbeɛ (60) Wednesday qŭddam (53) opposite
nhaṟ l-ħedd (60) Sunday qul li-ya (44) tell me
nhaṟ l-žŭmɛa (60) Friday
nhaṟ le-xmis (60) Thursday rbeħ/yerbeħ (√rbħ) (60) to earn
nhaṟ s-sebt (60) Saturday režlin (58) legs
nhaṟ t-tlata (60) Tuesday rif (56) Rif Mountains
nhaṟ t-tnayn (60) Monday rifi (56) Rif Berber
nħas (62) copper ryal (50) 1/20 of a dirham
nišan (64) straight ṟa-h (64) (appr.) he is
nqi (b) clean ṟađyu (63) x-ray machine
nsa/yensa (√nsa/a) (57) to forget ṟaħa (60) rest, free time
nsež/yensež (√nsž) (60) to weave ṟažel (b) man, husband
nta ♂ (b) you (sing.) ṟ-ṟebɛa u ṟbeɛ (60) a quarter past four
nti ♀ (b) you (sing.) ṟ-ṟwaħ (always with article) (63) cold
ntuma (b) you (pl.) ṟxiṣ (b) cheap
nuɛ (60) kind ṟžeɛ/yeṟžeɛ (√ṟžɛ) (53) to return
paṣpuṟ (44) passport s-si . . . (47) short for sidi

paŧṟun (60) employer saɛa llaṟebb (60) three quarters of an
hour
qađi (b) judge saɛa, dik s- (62) (on) that moment
qađiya (60) case saɛtayn (59) two hours
qal/yqul (√qa/ul) (54) to say sahel (55) easy
qaṟi (56) having learnt saken (42) living
qbeđ/yeqbeđ (√qbđ) (61) to grab, receive salam ɛli-kŭm, s- (b) standard greeting
qbel-ma (50) before (peace be upon you)
qbiħ (48) bad sana (42) year
qeddem/yqeddem l-. . . (√qdm) (47) to sarut (b) key
introduce to somebody sdader (pl.) (49) Moroccan sofas
qdim (b) old sebt (60) Saturday
qehwa (b) coffee, café sefli (b) ground floor
qelb (65) heart seksu (51) couscous
qelleb/yqelleb (√qlb) (63) to examine seržem (49) window
qelleb/yqelleb ɛla (√qlb) (60) to look for sewwel/ysewwel (√swl) (48) to ask
qeṟṟa/yqeṟṟi (√qṟa/a) (59) to teach simana (59) week
siyyed (65) marabout (person ṣħiħ (57) correct

and tomb) ṣiħħa (63) health
sken, yeskŭn (√skn) (49) to live ṣleħ/yeṣleħ (√ṣlħ) (62) to repair
smeɛ/yesmeɛ (√smɛ) (59) to hear ṣnayɛiya (61) artificers
smeħ l-i (45) excuse me šaf/yšuf (√ša/uf ) (b) to see
smiyt-i (42) my name is . . . šahada dyal đ-đŭɛf, š- (65) certificate of
steɛmeṟ/yesteɛmeṟ (√ɛmṟ) (57) to insolvency
colonise šbeɛ/yešbeɛ (√šbɛ) (53) to be full up
steqbel/yesteqbel (√qbl) (65) šeɛb (56) people
to receive šekl, f-šekl axŭṟ (64) another way
stilu (b) pen šelħa (56) the Berber language
sŭkkaṟ (b) sugar šems (b) sun
sukna (48) residence, living, šexṣ (65) person
accommodation šħal men (56) how many
suq (b) market ši bas ma-kayen (60) no problem
sus (56) Sous region ši ħaža (45) something
susiya (56) Sous-Berber language ši waħed (54) somebody
swayeɛ (pl.) (59) hours škal (pl.) (56) forms
sxana (63) fever škara (b) bag
sxen (√sxn) (49) to be hot škun (b) who
sxun (51) warm šƚađa (51) salad
ṣabi (63) baby sket (√skt) to be silent
ṣabun (b) soap šnu (ašnu) (44) what
ṣadaqa (65) alm šra (61) buying
ṣalħa (59) good, suitable šṟeb/yešṟeb (√šṟb) (45) to drink
ṣalun (49) salon šṟeŧ/yešṟeŧ (√šrŧ) (65) to stipulate
ṣbabeŧ (62) shoes šṟib (62) drinking
ṣbaħ l-xiṟ (46) good morning šuka (65) injection, syringe
ṣbeṟ/yeṣbeṟ (√ṣbṟ) (63) to wait, be šŭkrăn (47) thank you
patient
ṣbiŧaṟ (65) hospital talamid (pl.) (59) pupils
ṣɛib (58) difficult ta-nebḡi (48) I love
ṣebben/yṣebben (√ṣbn) (61) to wash tanežžaṟet (61) carpentry
ṣeḡḡeṟ (√ṣḡṟ) (62) to make small(er) tani (51) second
ṣehd (50) heat tarix (57) history
ṣenɛa (61) craft tbaṟek ƚƚah (47) exclamation of
ṣewweb/yṣewweb (√ṣwb) (61) admiration
to make tɛellem/yetɛellem (√ɛlm) (54)
ṣeyfeŧ, yṣeyfeŧ (√ṣyfŧ) (58) to send to learn
ṣḡiṟ (b) small teɛlim (59) education
teffaħ (♂ sing.) (51) apples ŧifl (59) child

teffaħa (51) apple ŧleb/yeŧleb (√ŧlb) (59) to request
teħt, l- (63) below ŧnažeṟ (62) pl. of ŧenžṟa
temma (65) there ŧumubil ♀ (b) car
teqriben (57) approximately ŧuṟŭq (59) methods
teṟbiya (59) upbringing
teṣbin (62) washing u (b) and
tfahem/yetfahem mɛa-. . . (√fhm) (60) uṟubba (59) Europe
to get along with somebody
tfeđđel (47) here you go wa ɛli-k/-kŭm s-salam (45) response to
therres/yetherres (√hrs) (64) to break standard greeting
tižara (61) trade waɛer (60, 65) heavy, difficult
tkellem/yetkellem (√klm) (54) to speak wad (b) river
tkemmel/yetkemmel (√kml) (64) to be waħed n-nhaṟ (64) one day
done, finished walakin (b) but
tqen/yetqen (√tqn) (55) to master walidin (59) parents
tṣaweṟ (64) photos (sing. teṣwira) waƚƚah (54) by God!
tsemma/yetsemma (√sma/a, t-II) (64) to walu (48) nothing
be called waš (b) interrogative particle
tṣenneŧ/yetṣenneŧ (√ṣnŧ) (65) to listen wasiŧa, be-l-wasiŧa dyal . . . (64) by,
tteqbed/yetteqbed (√qbđ, tt-I) (65) to be through the agency of
seized waxxa (45) okay
tub (60) cloth waxxa (60) even if
tuma (52) garlic wednin (57) ears
tŭmma (56) then weħda ♀ (55) one
tzewwež/yetzewwež (√zwž) (58) to marry weld (b) boy
ŧaleb (65) student wella/ywelli (√wla/i) (61) to become
ŧažin (51) tajine, a stew dish wella (44) or
ŧbib ɛamm (64) general doctor (not weqt, f-nefs l- (59) at the same time
specialised) weqt (45) time
ŧbib dyal s-snan, ŧ- (63) dentist weṣŧ (le-mdina) (49) centre (of town)
ŧbib l-’usra (64) GP (lit.: family doctor) weṣŧ đaṟ (49) courtyard
ŧbib le-ɛđam (64) ’bone-doctor’ wizaṟa (61) ministry
ŧebb (65) medicine wqeɛ/yewqeɛ (√wqɛ) (65) to happen
ŧebla (b) tafel wqef/yewqef (√wqf ) (59) to rise
ŧebqa (49) floor wṣel/yewṣel (√wṣl) (58) to reach
ŧebṣil (53) dish wžeɛ/yewžeɛ (√wžɛ) (63) to hurt
ŧenžṟa (52) pan
ŧeṟbuš (62) fez (hat) xaf/yxaf men (√xa/af ) (59) to fear
ŧeyyeb/yŧeyyeb (√ŧyb) (52) to cook xamḭs (57) fifth
ŧħin (64) flour xaŧaṟ (63) danger, risk
xaŧiṟ (63) dangerous yeɛni (49) that means, that is

xawi (b) empty yedd (b) hand
xayeb (b) bad yeđheṟ li-ya (59) it seems to me
xayef (√xa/af ) (63) afraid yemken l-ek (50) it is possible that
xda/yaxŭd (√axd) (52) to take you
xdem/yexdem (√xdm) (42) to work yum (45) day
xđeṟ (52) green yxaf la + present tense (59) he is afraid
xeddam (60) working, worker that
xeddem/yxeddem (√xdm) (60) to
employ zad/yzid (√za/id) (57) to add, continue
xeddama (61) maid zebda (51) butter
xedma (55) work zenqa (b) street
xella/yxelli (√xla/i) (52) to leave zid (53) go ahead
xelleṣ/yxelleṣ (√xlṣ) (64) to pay zit ♀ (b) oil
xerraz (61) cobbler zwin (47) beautiful
xerrež/yxerrež (√xrž) (60) to send zewwež/yzewwež (√zwž) (58) to
outside, away marry off
xrež/yexrež (√xrž) (49) to exit, go out ƶaṟ/yƶuṟ (√ƶa/uṟ) (59) to visit
xeṣṣ-ek (52) you must, you need ƶeɛfṟan (52) saffron
xeŧṟa (61) time ƶeṟbiya (b) carpet
xeŧṟat, kteṟ ɛla ƶiyaṟa (65) visit
tlata de-l- (61) 3 x as much žab/yžib mɛa-. . . (√ža/ib) (53) to bring
xewwef/yxewwef (√xa/af ) (62) to along
frighten žamḭɛa (54) university
xeyyaŧ (61) tailor ža-ni (55) it was for me
xeyyeŧ/yxeyyeŧ (√xyŧ) (61) to sew žay (√ža/i) (59) coming
xfif (51) light (of food) žay (50) coming
xizzu (52) carrot žbira (64) kind of splint
ẋṟa ♀ (b) other ždid (b) new (sing.)
xšeb (64) wood žebbaṟ (64) broken-bone-healer
ẋt-i (43) my sister žeddaba (59) attractive
xu-ya (43) my brother žellaba (b) jellaba
xŭbz (b) bread žib (b) pocket
xud (52) take! žiran (pl.) (48) neighbours (sing. žaṟ)
xŭđṟa (51) vegetables žlud (62) hides
xut-u (62) his siblings žnun (65) ghosts (sing. ženn)
žra/yežri (√žra/i) (65) to carry out
yaƚƚah (48) only žŭmɛa, l- (60) Friday
yaƚƚah (45) come žuž, fe-ž- (45) at two o’clock
‫‪Listening texts of Lessons 42–65‬‬
‫‪written in Arabic script‬‬
‫‪Lesson 42‬‬
‫أنا سميتي مح ّمد‪ ،‬أنا مغربي‪ .‬عندي تمانية وعشرين سنة‪ .‬أنا ساكن فألمانيا مع مراتي‪ .‬عندي‬ ‫الراجل‪:‬‬
‫تالتة ديال الدراري‪ .‬هوما ساكنين معانا فهاد البالد‪.‬‬
‫أنا سميتي فاطمة‪ ،‬أنا مغربيّة‪ .‬عندي ستّة وعشرين سنة‪ .‬أنا ساكنة فألمانيا مع راجلي ومع‬ ‫المراة‪:‬‬
‫الدراري ديالنا‪ .‬راجلي تيخدم فواحد الفابريكة‪.‬‬
‫هادي تلت سنين وأنا فألمانيا‪ .‬بّا و ّمي ساكنين فألمانيا‪ ،‬وحتّا خويا وأختي هنايا‪ .‬خويا عندو خمس‬ ‫الولد‪:‬‬
‫سنين وختي عندها تلت سنين‪ .‬بّا عندو خوه ساكن فألمانيا مع مراتو‪ّ .‬مي ما عندهاش العائلة ديالها‬
‫هنايا فهاد البالد‪ .‬العائلة ديالها ساكنة فالمغرب‪.‬‬
‫قول ليّا شنو سميتك؟‬ ‫سؤال‪:‬‬

‫أنا سميتي مح ّمد‪.‬‬ ‫جواب‪:‬‬
‫وشحال فعمرك؟‬ ‫سؤال‪:‬‬
‫عندي تمانية وعشرين سنة‪.‬‬ ‫جواب‪:‬‬
‫واش نتا مزوّج؟‬ ‫سؤال‪:‬‬
‫إيّه‪ ،‬أنا مزوّج‪.‬‬ ‫جواب‪:‬‬
‫شحال هادي ونتا فألمانيا؟‬ ‫سؤال‪:‬‬
‫هادي تلت سنين وأنا فألمانيا‪.‬‬ ‫جواب‪:‬‬
‫واش مراتك هنايا فألمانيا؟‬ ‫سؤال‪:‬‬
‫إيّه‪ ،‬مراتي ساكنة معايا فألماينا‪.‬‬ ‫جواب‪:‬‬
‫واش عندك دراري؟‬ ‫سؤال‪:‬‬
‫إيّه‪ ،‬عندي تالتة ديال الدراري‪.‬‬ ‫جواب‪:‬‬
‫واش الدراري ديالك ساكنين فألمانيا؟‬ ‫سؤال‪:‬‬
‫إيّه‪ ،‬حتّا هوما هنايا فهاد البالد هادي‪.‬‬ ‫جواب‪:‬‬
‫قولي ليّا‪ :‬أشنو سميتك؟‬ ‫سؤال‪:‬‬
‫أنا سميتي فاطمة‪.‬‬ ‫جواب‪:‬‬
‫ومنين نتي؟‬ ‫سؤال‪:‬‬
‫أنا من المغرب‪.‬‬ ‫جواب‪:‬‬
‫وشحال فعمرك؟‬ ‫سؤال‪:‬‬
‫‪Listening texts written in Arabic script‬‬ ‫‪543‬‬
‫عندي ستّة وعشرين سنة‪.‬‬ ‫جواب‪:‬‬

‫واش نتي مزوّجة؟‬ ‫سؤال‪:‬‬
‫إيّه‪ ،‬أنا مزوّجة‪.‬‬ ‫جواب‪:‬‬
‫شنو هي السميّة ديال راجلك؟‬ ‫سؤال‪:‬‬
‫راجلي‪ ،‬سميتو مح ّمد‪.‬‬ ‫جواب‪:‬‬
‫واش راجلك كيخدم؟‬ ‫سؤال‪:‬‬
‫إيّه‪ ،‬راجلي كيخدم فواحد الفابريكة‪.‬‬ ‫جواب‪:‬‬
‫واش عندكم شي دراري؟‬ ‫سؤال‪:‬‬
‫إيّه‪ ،‬عندنا تالتة ديال الدراري‪.‬‬ ‫جواب‪:‬‬
‫ول بنات؟‬ ‫واش ولد ّ‬ ‫سؤال‪:‬‬
‫جوج ديال الولد وبنت‪.‬‬ ‫جواب‪:‬‬
‫شحال فعمرهم؟‬ ‫سؤال‪:‬‬
‫الولد فعمرهم سبع سنين وخمس سنين‪ ،‬البنت فعمرها تلت سنين‪.‬‬ ‫جواب‪:‬‬
‫‪1‬‬
‫السالم عليك!‬ ‫احمد‪:‬‬
‫وعليك السالم!‬ ‫علي‪:‬‬
‫واش نتا بخير؟‬ ‫احمد‪:‬‬
‫أنا بخير‪ ،‬الحمد لله‪ ،‬ونتا ل باس؟‬ ‫علي‪:‬‬
‫ل باس‪ ،‬الحمد لله‪.‬‬ ‫احمد‪:‬‬
‫يالله نشربو شي حاجة!‬ ‫علي‪:‬‬
‫اسمح لي‪ ،‬ما عنديش الوقت‪ ،‬مرّة خرا إن شاء الله‪ ،‬عندي موعد فالجوج‪.‬‬ ‫احمد‪:‬‬
‫وا ّخا‪ ،‬إن شاء الله‪ ،‬بالسالمة!‬ ‫علي‪:‬‬
‫بالسالمة!‬ ‫احمد‪:‬‬
‫‪2‬‬
‫السالم عليكم!‬ ‫مصطفى‪:‬‬
‫وعليكم السالم‪ ،‬ل باس؟‬ ‫فاطمة‪:‬‬
‫أنا بخير‪ ،‬ما لك نتي؟ واش عندك شي حاجة فالدار؟‬ ‫مصطفى‪:‬‬
‫إيّه‪ ،‬بنتي الكبيرة مريضة شويّة‪ .‬ما تتاكلش‪ ،‬ما تتشربش‪ ،‬هادي تلت ايّام وهي ناعسة اش فالفر‪.‬‬ ‫فاطمة‪:‬‬
‫ما يكون باس‪ ،‬إن شاء الله‪.‬‬ ‫مصطفى‪:‬‬
‫إن شاء الله‪ ،‬بالسالمة!‬ ‫فاطمة‪:‬‬
‫الله يسلّمك‪.‬‬ ‫مصطفى‪:‬‬
‫احمد‪ :‬صباح الخير‪ ،‬آه مح ّمد!‬

‫مح ّمد‪ :‬صباح الخير‪ ،‬آه احمد! كيف داير؟‬
‫احمد‪ :‬ك ّل شي ل باس‪ ،‬الحمد لله‪ .‬ونتا‪ ،‬كيف داير؟‬
‫‪544‬‬ ‫‪Listening texts written in Arabic script‬‬
‫حتّا أنا بخير‪ ،‬الحمد لله‪.‬‬ ‫مح ّمد‪:‬‬

‫يالله معايا للدار‪ ،‬ناكلو شي حاجة!‬ ‫احمد‪:‬‬
‫ل‪ ،‬اسمح لي‪ ،‬آه مح ّمد‪ ،‬ما نقدرش‪ ،‬ما عنديش الوقت‪.‬‬ ‫مح ّمد‪:‬‬
‫نشربو شي حاجة فديك القهوة؟ هي قريبة‪.‬‬ ‫احمد‪:‬‬
‫ل‪ ،‬ما نقدرش‪ ،‬ماشي دابا‪ .‬فالعشيّة إن شاء الله‪.‬‬ ‫مح ّمد‪:‬‬
‫وا ّخا‪ .‬فالعشيّة إن شاء الله فالدار ديالي‪ .‬فالخمسة دالعشيّة نشربو أتاي‪.‬‬ ‫احمد‪:‬‬
‫إن شاء الله‪ ،‬بالسالمة!‬ ‫مح ّمد‪:‬‬
‫بالسالمة‪ ،‬آه مح ّمد!‬ ‫احمد‪:‬‬
‫مساء الخير‪ ،‬آه السي مح ّمد!‬ ‫دريس‪:‬‬

‫مساء الخير‪ ،‬كيف داير‪ ،‬ل باس؟‬ ‫مح ّمد‪:‬‬
‫ل باس‪ ،‬الحمد لله‪ ،‬وانتا‪ ،‬آه السي مح ّمد‪ ،‬ل باس عليك؟‬ ‫دريس‪:‬‬
‫ك ّل شي بخير‪ ،‬الحمد لله‪.‬‬ ‫مح ّمد‪:‬‬
‫آجي تاكل شي حاجة فالدار ديالي! عندي دار جديدة‪ ،‬آجي تشوفها!‬ ‫دريس‪:‬‬
‫اسمح لي‪ ،‬آه السي دريس‪ ،‬بغيت نشوفها‪ ،‬ولكن دابا ما عنديش الوقت‪ .‬غ ّدا إن شاء الله‪.‬‬ ‫مح ّمد‪:‬‬
‫وا ّخا‪ ،‬حتّا غ ّدا إن شاء الله‪.‬‬ ‫دريس‪:‬‬
‫أهالً وسهالً!‬ ‫دريس‪:‬‬
‫أهالً‪ ،‬آه السي دريس!‬ ‫مح ّمد‪:‬‬
‫تفضّل‪ ،‬ادخل!‬ ‫دريس‪:‬‬
‫شكراً‪ .‬الدار ديالك زوينة‪ ،‬تبارك الله!‬ ‫مح ّمد‪:‬‬
‫تفضّل‪ ،‬دابا ناكلو شي حاجة‪ .‬فاللوّل نق ّدم لك عائلتي‪ .‬هادا احمد‪ ،‬ولدي الكبير‪ .‬هادا ولدي الصغير‪،‬‬ ‫دريس‪:‬‬
‫سميتو مصطفى‪.‬‬
‫تبارك الله‪.‬‬ ‫مح ّمد‪:‬‬
‫وهادي مراتي‪.‬‬ ‫دريس‪:‬‬
‫متشرّفين‪ ،‬آه ّ‬
‫لال!‬ ‫مح ّمد‪:‬‬
‫تفضّل‪ ،‬آه مح ّمد‪ ،‬اݣلس!‬ ‫دريس‪:‬‬
‫بارك الله فيك‪.‬‬ ‫مح ّمد‪:‬‬
‫‪1‬‬
‫لال‪ ،‬واش نتي ساكنة فهاد الدار؟‬ ‫اسمحي لي‪ ،‬آه ّ‬ ‫الراجل‪:‬‬
‫إيّه‪ ،‬هادي داري‪.‬‬ ‫المراة‪:‬‬
‫كيف دايرة السكنة فيها؟‬ ‫الراجل‪:‬‬
‫السكنة فيها مزيانة‪ .‬هاد الدار عاجباني‪ .‬هي كبيرة شويّة‪.‬‬ ‫المراة‪:‬‬
‫شحال دالبيوت كاينين؟‬ ‫الراجل‪:‬‬
‫كاين بيت الݣالس‪ ،‬بيت الضياف‪ ،‬الكوزينة‪ ،‬الح ّمام وتالتة دالبيوت د النعاس‪ .‬هاد الدار عاجباني ب ّزاف‪.‬‬ ‫المراة‪:‬‬
‫واش عاجبك الح ّي؟‬ ‫الراجل‪:‬‬
‫حتّا الح ّي عاجبني‪ ،‬الحمد لله‪ .‬الناس فيه مزيانين‪ ،‬تنبغي الجيران ديالي ب ّزاف‪.‬‬ ‫المراة‪:‬‬
‫‪2‬‬
‫اسمح لي‪ ،‬آه سيدي‪ ،‬بغيت نسوّلك شي حاجة‪.‬‬ ‫المراة‪:‬‬
‫تفضّلي‪ ،‬آه ّ‬
‫لال!‬ ‫الراجل‪:‬‬
‫كيف دايرة السكنة ديالك‪ ،‬آه سيدي؟‬ ‫المراة‪:‬‬
‫السكنة ديالي؟ ما مزياناش!‬ ‫الراجل‪:‬‬
‫عالش ما مزياناش؟‬ ‫المراة‪:‬‬
‫الدار ديالي ضيّقة وعندي عائلة كبيرة‪.‬‬ ‫الراجل‪:‬‬
‫شحال دالبيوت فيها؟‬ ‫المراة‪:‬‬
‫يالله فيها جوج ديال البيوت‪ .‬السكنة قديمة‪ ،‬ما فيهاش الح ّمام‪ .‬هاد الدار خايبة‪.‬‬ ‫الراجل‪:‬‬
‫واش عاجبك الح ّي‪ ،‬آه سيدي؟‬ ‫المراة‪:‬‬
‫الح ّي خايب والجيران قباح‪ ،‬ما تنبغيهمش والدار كيف والو‪ .‬حتّا مول الدار ما مزيانش‪ .‬ديما‬ ‫الراجل‪:‬‬
‫تيكري الديور الخايبين‪.‬‬
‫أنا كنسكن فبرلين‪ .‬أنا كارية واحد الدار قريبة من وسط المدينة‪ .‬هي دار أرضيّة‪ ،‬فيها جوج ديال الطبقات‪ ،‬السفلي‬
‫والفوقي ك ّل جوج ديالي‪ .‬السكنة فألمانيا ماشي بحال السكنة فالمغرب‪ .‬فالمغرب تنسكن فواحد الدار فيها وسط‬
‫الدار والبيوت‪ .‬البيوت ما فيهمش سراجم باش نشوفو لبرّا‪ .‬حتّا األتات ديال الدار ماشي بحال عندنا فالمغرب‪.‬‬
‫فالمغرب الناس كلّهم عندهم السدادر باش يݣلسو عليهم‪ .‬هنا ل‪ .‬فألمانيا عندكم الطبلة ديال الصالون والفوتويات‪.‬‬
‫والطبلة ديال الماكلة والكراسة ديالها‪ .‬هنايا ك ّل شي عندهم تيليفزيون‪ ،‬فالمغرب ل‪ .‬يعني المغرب كلّو ماشي‬
‫بحال ألمانيا‪.‬‬
‫أنا تنسكن فح ّي قديم‪ ،‬وهاد الح ّي القديم ديما تيكونو الزناقي فيه صغار ما تيمكنش تدخل طوموبيل‪ .‬ففاس متالً‬
‫ول شي حاجة كبيرة‪ ،‬ما‬ ‫الديور كبار ب ّزاف وحين تخرج من باب الدار تشوف زنقة صغيرة‪ .‬تشري ماريو كبير ّ‬
‫تيمكنش يدخل‪ .‬تيمكن يكون حدا الدار ديالك الح ّمام ّ‬
‫ول الفرّان وتيجي الحموم‪ ،‬داك الشي الكحل ديال الفرّان‬
‫والصهد‪ .‬الب الجديد ماشي بحال البني القديم‪ .‬دابا ما تيمكنش تكون السكنة حدا الفرّان‪ ،‬ما تيكونش حداك‬
‫الح ّمام‪ .‬دابا الناس تيف ّكرو قبل ما يبنيو‪ .‬البني القديم‪ ،‬السكنة فيها رخيصة شويّة‪ .‬واحد السكنة ديال تالتة دالبيوت‬
‫‪.‬والكوزينة تكريها بخمسطاشل ألف ريال‪ ،‬وبحال هاد السكنة فح ّي جديد تيمكن لك تكريها بتالتين ألف ريال‬
‫حنا المغاربة تناكلو ربعة دالمرّات فالنهار‪ .‬فالصباح تنفطرو بالقهوة أو بأتاي مع شويّة دالخبز وزبدة‬
‫ول الطاجين‪ ،‬وكاين الناس اللي تياكلو حتّا شالدة وشي حاجة ديال‬ ‫والكونفيتور‪ .‬فوقت الغدا تناكلو السكسو ّ‬
‫الفواكه بحال التفّاح والعنب‪ .‬مع الستّة دالعشيّة تنشربو القهوة وبعض المرّات كناكلو الماكلة اللي خفيفة‪ .‬مع‬
‫التسعود دالليل كناكلو مرّة تانية الماكلة اللي سخونة‪ ،‬يعني السكسو أو الطاجين‪ .‬ولكن بعض الناس تياكلو‬
‫عشا خفيف‪ ،‬ما فيهش اإلدام‪ .‬تيشربو الحريرة ّ‬
‫ول تياكلو السكسو بالس ّكر‪ .‬حنا ما تناكلوش البطاطة ب ّزاف‪ .‬أ ّما‬
‫‪.‬اللحم والخضرة‪ ،‬تناكلوها ب ّزاف‪ ،‬بحال األلمانيّين‬
‫شنو تدير فالطاجين؟ باش تطيّب الطاجين تاخد الزيت والبصل واللحم والعطريّة‪ ،‬وك ّل شي تتديرو فالطاجين‬
‫مع الخضرة اللي بغيتي‪ ،‬بحال مطيشة‪ ،‬الفلفل‪ ،‬خي ّزو إل غير دالك‪ .‬اللحم ديال البقر لب ّد من التومة‪ .‬اللحم‬
‫ول ما تديرهاش ومن بعد تخلّيهم فالطاجين فوق العافية‪ .‬أ ّما السكسو‪ ،‬حتّا هو بالخضرة‬ ‫ديال الغنم‪ ،‬تديرها لو ّ‬
‫ّ‬
‫وباللحم‪ .‬كاين السكسو بالبصل‪ ،‬بخيزو‪ ،‬بالح ّمص إل غير دالك‪ .‬كيفاش تنديرو السكسو؟ خود البصل‬
‫ومطيشة والزعفران واإلبزار والزيت والملحة واللحم‪ .‬ديرهم فالطنجرة بالما‪ .‬هادي هي المرقة ديال‬
‫السكسو‪ .‬السكسو فاللوّل خصّك تغسلو‪ .‬دير لو شويّة دالما وخلّيه فالكسكاس حتّا يشرب الما‪ .‬الكسكاس خصّك‬
‫تديرو فوق الطنجرة‪ .‬فديك الطنجرة كاينة المرقة‪ .‬ومن بعد خلّي الطنجرة والكسكاس بالجوج فوق العافية‪.‬‬
‫واحد األلماني مشا لعند واحد المغربي باش ياكل عندو‪ .‬الناس ݣالسين فالبيت وفالطبلة كاين واحد الطبسيل‬
‫ديال الماكلة‪.‬‬
‫هادا طاجين‪ .‬دابا غتاكل الطاجين بحال المغاربة‪ .‬حنا تناكلو بي ّدينا‪ ،‬ولكن فاللوّل لب ّد نغسلو ي ّدينا‪.‬‬ ‫مغربي‪:‬‬
‫شنو فالطاجين؟‬ ‫ألماني‪:‬‬
‫الطاجين‪ ،‬فيه الخضرة واللحم والعطريّة والزيت‪ .‬تناكلوه بالخبز‪ .‬بسم الله! ك ّل واحد تياخد الماكلة‬ ‫مغربي‪:‬‬
‫اللي ق ّدامو‪ .‬خودها حتّا نتا!‬
‫شكراً! لديدة هاد الماكلة! آش من عطريّة فيها؟‬ ‫ألماني‪:‬‬
‫كاين فيه اإلبزار والملحة والزعفران‪ .‬زيد‪ ،‬كول حتّا اللحم‪ ،‬ماشي غير الخضرة!‬ ‫مغربي‪:‬‬
‫شكراً! حتّا حنا األلمانيّين تناكلو اللحم ب ّزاف‪ .‬واش هادا ديال البݣر؟‬ ‫ألماني‪:‬‬
‫ل‪ ،‬هادا ماشي ديال البݣر‪ ،‬هادا ديال الغنم‪ .‬زيد‪ ،‬زيد تاكل!‬ ‫مغربي‪:‬‬
‫شكراً‪ ،‬آه سيدي‪ .‬هاد الماكلة لديدة ولكن شبعت‪.‬‬ ‫ألماني‪:‬‬
‫خصّك ترجع مرّة خرا وتجيب معاك مراتك‪ .‬غنطيّب لكم السكسو‪ .‬واش كتعرف شنو السكسو؟‬ ‫مغربي‪:‬‬
‫إيّه‪ ،‬كنعرف شنو هو السكسو‪.‬‬ ‫ألماني‪:‬‬
‫واش فيك العطش؟ شنو بغيتي تشرب؟‬ ‫مغربي‪:‬‬
‫بغيت نشرب أتاي بالنعنع من فضلك‪.‬‬ ‫ألماني‪:‬‬
‫وا ّخا‪ ،‬اللي بغيتي‪ .‬واش بغيتي تاكل ديسير؟ كاين التفّاح والعنب‪ .‬هاك‪ ،‬كول العنب!‬ ‫مغربي‪:‬‬
‫ل‪ ،‬ما تنبغيش العنب‪ ،‬ولكن تنبغي التفّاح ب ّزاف‪.‬‬ ‫ألماني‪:‬‬
‫هاك‪ ،‬كول التفّاح‪.‬‬ ‫مغربي‪:‬‬
‫تفّاحة وحدة كافية‪ ،‬شكرا ‪ . . .‬الله يخلف‪ .‬دابا خصّني نمشي للدار‪ .‬مرّة خرا إن شاء الله غادي نرجع‪.‬‬
‫ً‬ ‫ألماني‪:‬‬
‫مرحبا بيك!‬ ‫مغربي‪:‬‬
‫هولندي‪ :‬السالم عليكم!‬

‫ّ‬ ‫ّ‬
‫مغربي‪ :‬وعليكم السالم! والله كتتكلم العربيّة؟ عجيب! فين تعلمتيها؟‬
‫هولندي‪ :‬الله يخلّيك تكلّم بشويّة باش نفهمك‪.‬‬
‫مغربي‪ :‬قلت لك‪ ،‬فين تعلّمتي العربيّة؟‬
‫هولندي‪ :‬تنقرا العربيّة فالجامعة‪.‬‬
‫اللغة العربيّة الفصحى؟‬ ‫مغربي‪:‬‬

‫ل‪ ،‬تنقرا الدارجة المغربيّة‪.‬‬ ‫هولندي‪:‬‬
‫تتقرا الدارجة المغربيّة!؟ عالش؟‬ ‫مغربي‪:‬‬
‫اسمح لي‪ ،‬ما فهمتكش‪ ،‬خصّك تهدر بشويّة‪.‬‬ ‫هولندي‪:‬‬
‫عالش كتقرا الدارجة؟‬ ‫مغربي‪:‬‬
‫‪.‬باش نتكلّم مع المغاربة اللي ساكنين فألمانيا‬ ‫هولندي‪:‬‬
‫خصّك تقرا اللغة العربيّة الفصحى‪ ،‬احسن لك! واش كتعرف تكتب الحروف العربيّة؟‬ ‫مغربي‪:‬‬
‫ل‪ ،‬ما نعرفش نكتبهم‪ .‬تنقرا غير الدارجة المغربيّة باش يمكن لي نعاون المغاربة اللي حتّا هوما‬ ‫هولندي‪:‬‬
‫‪.‬ما تيعرفوش يكتبو‬
‫عندك الح ّ‬
‫ق‪.‬‬ ‫مغربي‪:‬‬
‫لال‪ ،‬بغيت نتعلّم العربيّة‪ .‬خصّني شي واحد اللي يعاونني‪.‬‬ ‫من فضلك‪ ،‬آه ّ‬ ‫هولنديّة‪:‬‬
‫عجيب‪ ،‬تتتكلّمي العربيّة مزيان! مرحبا بيك‪ ،‬أنا غادي نعاونك‪.‬‬ ‫مغربيّة‪:‬‬
‫شكراً‪ .‬بغيت نتعلّم ك ّل شي‪ .‬شنو سمية هادا بالعربيّة؟‬ ‫هولنديّة‪:‬‬
‫هادي سميتها المسجّلة‪.‬‬ ‫مغربيّة‪:‬‬
‫من فضلك‪ ،‬قولي اللي قلتي مرّة خرا‪.‬‬ ‫هولنديّة‪:‬‬
‫هادي سميتها المسجّلة‪ .‬دابا غادي تعاودي نتي هاد الكلمة‪.‬‬ ‫مغربيّة‪:‬‬
‫المسجّلة‪.‬‬ ‫هولنديّة‪:‬‬
‫قلتيها مزيان! غادي تتعلّمي العربيّة مزيان‪.‬‬ ‫مغربيّة‪:‬‬
‫إن شاء الله‪.‬‬ ‫هولنديّة‪:‬‬
‫تنضن المشكل الكبير هو اللغة‪ .‬اإلنسان اللي تيعرف‬ ‫ّ‬ ‫المغاربة اللي ساكنين فألمانيا تيلقاو المشاكل هنايا‪ .‬أنا‬
‫اللغة تيعرف ك ّل شي‪ .‬اإلنسان اللي ما تيعرفش اللغة تيبقا فالدار بحال حمار‪ .‬فهاد الوقت هادا‪ ،‬اإلنسان اللي‬
‫باغي يخدم فشي فابريكة‪ ،‬لب ّد يتقن اللغة األلمانيّة‪ .‬اإلنسان اللي ما تيتقنش األلمانيّة يبقا فالدار ݣالس‪ ،‬بال‬
‫خدمة‪ ،‬بال فلوس‪ ،‬بال والو‪ .‬األجانب اللي ساكنين فألمانيا خصّهم يتعلّمو اللغة األلمانيّة باش يمكن لهم يحلوّ‬
‫المشاكل ديالهم‪ .‬أنا فاللوّل كنت تنقرا عند واحد المراة ألمانيّة‪ .‬كنت أنا تنتكلّم الفرنسويّة وحتّا هي كانت تتتكلّم‬
‫اللغة الفرنسويّة‪ .‬هاكدا جاني ساهل شويّة باش نفهم اللغة األلمانيّة‪ .‬أ ّما الدراري ديالي‪ ،‬هوما تيقراو األلمانيّة‬
‫فالمدراسة‪ .‬حتّا أنا كنت تنقرا فواحد المدراسة‪ .‬الناس الكبار تيتعلّمو األلمانيّة فالفابريكات فين تيخدمو‪ .‬حيت‬
‫ول فالحانوت‪.‬‬ ‫ول تيتعلّموها فالزنقة ّ‬‫تيخدمو مع األلمانيّين فبالصة وحدة و هاكدا تيتعلّمو اللغة‪ّ .‬‬
‫هولندي‪ :‬اسمح لي‪ ،‬آه سيدي‪ ،‬بغيت نسوّلك‪ ،‬شحال من لغة كاينة فالمغرب؟‬
‫مغربي‪ :‬فالمغرب كاينة العربيّة ومن بعد كاينة الشلحة والفرنسويّة‪ ،‬ولكن العربيّة فيها جوج دالشكال‪:‬‬
‫العربيّة الدارجة والعربيّة الفصحى‪ .‬الشلحة فيها تالتة دالشكال‪ :‬الشلحة ديال الريف؛ تيتكلّمو بيها‬
‫الريفيّين‪ .‬ت ّم كاينة الشلحة ديال األطلس؛ تيتكلّمو بيها الناس اللي ساكنين فاألطلس‪ .‬وكاينة الشلحة‬
‫السوسيّة؛ تيتكلّمو بيها الناس اللي ساكنين فالسوس‪ .‬مع األسف ما تيتكلّموش الناس كلّهم العربيّة‬
‫عندنا فالمغرب‪ .‬الناس اللي ما قاريينش ما تيفهموش العربيّة الفصحى‪.‬‬
‫هولندي‪ :‬إدن فالمغرب كاين الفرق ما بين الناس اللي تيتكلّمو العربيّة والناس اللي تيتكلمو الشلحة‪.‬‬
‫ّ‬
‫أنا ما متّفقش معاك‪ .‬حنا كلّنا مغاربة‪ ،‬شعب المغرب شعب واحد‪ ،‬عندنا لغة وحدة اللي هي‬ ‫مغربي‪:‬‬
‫العربيّة الفصحى‪ .‬العربيّة هي اللول والفرنسويّة فالمكان التاني بعد العربيّة‪ .‬الفرنسويّة بحال‬
‫العربيّة‪ ،‬ماشي الناس كلّهم تيفهموها‪.‬‬
‫البارح تكلّمنا عال تاريخ بالدنا‪ .‬اليوم غادي نزيدو نتكلّمو عليه‪ .‬شكون فيكم اللي عارف فوقاش‬ ‫معلّم‪:‬‬
‫استعمرت فرنسا بالدنا؟‬
‫‪.‬فرنسا دخلت للمغرب فعام ألف وتسع مية وستةّ‬ ‫طالب ‪1:‬‬
‫هادا ماشي صحيح‪ ،‬غلطتي‪ .‬شكون فيكم اللي عارف؟ آه دريس‪ ،‬واش تقدر تقول لنا فوقاش دخلت‬ ‫معلّم‪:‬‬
‫فرنسا للمغرب؟‬
‫ل‪ ،‬اسمح لي‪ ،‬آه المعلّم‪ ،‬نسيت‪.‬‬ ‫طالب ‪2:‬‬
‫دخلت فرنسا تستعمر بالدنا فعام ألف وتسع مية وطناش‪ .‬ونتا‪ ،‬آه احمد‪ ،‬شحال بقاو الفرنسويّين فبالدنا؟‬ ‫معلّم‪:‬‬
‫نسيت باش نقرا فالدار الدرس ديال التاريخ‪ ،‬آه المعلّم‪.‬‬ ‫طالب ‪3:‬‬
‫اخرج برّا‪ ،‬غ ّدا خصّك تكون حافض الدرس‪ .‬ونتي‪ ،‬آه عايشة‪ ،‬واش عرفتي شحال بقاو؟‬ ‫معلّم‪:‬‬
‫تنضن بقاو تقريبا ً خمسة وربعين سنة‪.‬‬ ‫ّ‬ ‫طالبة ‪4:‬‬
‫صحيح‪ ،‬حصّلنا عال الستقالل فألف وتسع مية وستّة وخمسين‪ ،‬إدن بقاو فبالدنا تقريبا ً خمسة‬ ‫معلّم‪:‬‬
‫وربعين سنة‪ .‬أنا باقي عاقل عال النهار اللي خرجو الفرنسويّين‪ ،‬كنّا فرحانين ب ّزاف‪ .‬واش عرفتيو‬
‫شكون اللي كان ملك حين حصّلنا عال الستقالل؟‬
‫الملك اللي كان فداك الوقت هو مح ّمد الخامس‪ ،‬الله يرحمو‪.‬‬ ‫طالب ‪5:‬‬
‫وفآش من عام مات؟‬ ‫معلّم‪:‬‬
‫ّ‬
‫‪.‬مات فعام ألف وتسع مية و ستين‬ ‫طالب ‪1:‬‬
‫ل‪ ،‬ماشي صحيح‪ ،‬عاود تاني غلطتي‪ .‬مات فألف وتسع مية وتنين وستّين‪ .‬فين كانو ودنيك فالوقت‬ ‫معلّم‪:‬‬
‫اللي كنّا كنتكلّمو عال التاريخ؟‬
‫فالمدن‪ ،‬الدراري كلّهم تيمشيو للمدراسة‪ .‬فالبادية‪ ،‬ب ّزاف دالناس ما تيصيفطوش ولدهم للمدراسة‪ .‬كاين‬
‫دالفالحة اللي بغاو باش ولدهم يبقاو فالدار باش يعاونوهم‪ .‬بالخصوص البنات‪ ،‬ما تيصيفطوهمش‬ ‫ّ‬ ‫ب ّزاف‬
‫ّ‬
‫للمدراسة‪ .‬الناس عندهم الفكرة بلي البنت‪ ،‬إيال وصلت عشر سنين‪ ،‬ما خصّهاش تمشي مع الولد للمدراسة‪.‬‬
‫الناس ديال البادية عندهم حشومة‪ ،‬تيخافو من الهدرة ديال الناس الخرين‪ .‬متالً تيقولو‪ :‬بنت فالن تتمشي‬
‫للمدراسة وهي كبيرة؛ بنت فالن تتجي معطّلة للدار‪ .‬هنا فألمانيا كاين ب ّزاف ديال المسائل‪ .‬المسألة اللول باش‬
‫ما تشوفش البنت الولد‪ .‬البنات األلمانيّات عندهم الح ّريّة‪ .‬وإيال شافتهم هاديك البنت المغربيّة‪ ،‬غادي تبغي‬
‫حتّا هي الح ّريّة بحالهم وغادي تبقا ما تحشمش من بّاها‪ّ .‬‬
‫ول متالً إيال بغا يزوّجها‪ ،‬غادي تقول لو‪ :‬أنا ما‬
‫بغيتش نتزوّج مع هاداك‪ .‬هاكدا الفكرة ديالهم باش يخلّيو البنات فالدار‪ .‬وبعض األحيان كاينين الناس‬
‫فالمغرب اللي ساكنين فشي قرية صغيرة واللي بغاو يصيفطو ولدهم للمدراسة‪ ،‬ولكن ما كايناش المدراسة‬
‫ول اكتر باش يوصل للمدراسة‪.‬‬ ‫ول البنت‪ ،‬خصّو يمشي عال رجليه عشرة دالكيلوميترات ّ‬ ‫فديك القرية‪ .‬الولد ّ‬
‫هاد الشي عالش صعيب عال الدراري اللي فالبادية باش يقراو‪.‬‬
‫تنضن بلّي المغاربة اللي ساكنين فألمانيا عايشين‬

‫ّ‬ ‫هادي تلت شهور أنا فألمانيا‪ .‬قبل ما نجي أللمانيا كنت‬
‫مزيان‪ .‬ولكن دابا اللي حلّيت عين ّي شفت بلّي المغاربة فألمانيا تيعيشو فالمشاكل‪ .‬تنضن بلي المشكل الكبير‬
‫ّ‬ ‫ّ‬
‫هو مشكل التعليم‪ .‬كاينين هنا فألمانيا معلّمين مغاربة‪ ،‬ولكن ما عندهمش القسم فين يقرّيو األطفال‪ ،‬تيقرّيو‬
‫وكاين حتّا المشكل ديال ‪»Gang».‬فواحد البيت صغير‪ .‬وحتّا سمعت بلّي واحد المعلّم مغربي تيقرّي فـ‬
‫ست سوايع فالنهار‪ .‬هنا ل‪ ،‬هنا‬ ‫ول ّ‬ ‫الوقت‪ :‬األطفال اللي موجودين فالمغرب تيقراو العربيّة خمس سوايع ّ‬
‫الطفل تيقرا العربيّة غير ساعتين فالسيمانة وتينسا ك ّل شي ما بين درس ودرس‪ .‬والكتب ما موجوداش؛‬
‫الكتب اللي جاية من المغرب ما صالحاش للتالميد اللي عايشين فأوروبّا وتياخدو غير ساعتين فتمن ايّام‪.‬‬
‫وشوف المعلّمين األلمانيّين‪ ،‬أشنو عندهم‪ :‬عندهم كتب مزيانة ب ّزاف‪ ،‬عندهم طرق ج ّدابة‪ ،‬عندهم ك ّل شي‪ .‬أ ّما‬
‫كنضن بلّي حنا كوالدين في ّدنا واحد المسؤوليّة كبيرة فهاد المسألة هادي‪ ،‬وإيال ما‬
‫ّ‬ ‫حنا‪ ،‬فما عندناش والو‪.‬‬
‫بغاتش الحكومة األلمانيّة تح ّل المشكل ديال التعليم العربي فألمانيا‪ ،‬خصّنا نوقفو كراجل واحد ونديرو ي ّد فيدّ‬
‫مع المعلّمين ونطلبو من الحكومة األلمانيّة باش تعاوننا فهاد المشكل ديال التعليم‪ .‬ولكن اآلباء المغاربة ما‬
‫عندهمش الوقت باش يزورو المعلّمين ب ّزاف وما تيعرفوش المبادئ ديال التربية‪ ،‬ماشي اآلباء كلّهم‪ ،‬ولكن‬
‫ب ّزاف‪ .‬تيضربو ولدهم ويخلّيهم ينعسو غير فالوقت اللي بغاو هوما‪ .‬التربية ديال المدراسة ماشي بحال‬
‫التربية ديال الدار‪ .‬المعلّمين ما تيضربوش التالميد‪ .‬ولكن الولد‪ ،‬إيال كال الضرب فالدار‪ ،‬حتّا فالمدراسة‬
‫غادي يخاف من المعلّم ليضربو‪ ،‬وفنفس الوقت هو عيّان وما تيفهمش الدرس حيت ديك الليلة نعس غير شي‬
‫شويّة‪ .‬كيضهر ليّا بلّي هادا هو عالش النتائج ديال األطفال المغاربة ما مزياناش‪.‬‬
‫صباح الخير‪ ،‬آه السي احمد‪ ،‬كيف داير؟‬ ‫دريس‪:‬‬

‫‪.‬أهالً‪ ،‬آه السي دريس‪ ،‬كيف داير نتا؟ أنا بخير‪ ،‬الحمد لله‬ ‫احمد‪:‬‬
‫ل باس شويّة‪ .‬الدراري‪ ،‬ل باس عليهم؟‬ ‫دريس‪:‬‬
‫هوما بخير‪ ،‬الحمد لله‪ .‬شي باس ما كاين؟ موالين الدار‪ ،‬ل باس عليهم؟‬ ‫احمد‪:‬‬
‫موالين الدار‪ ،‬هوما بخير‪ ،‬الحمد لله‪ ،‬فالدار ما كاين باس‪ .‬المشكل هو الخدمة‪.‬‬ ‫دريس‪:‬‬
‫ول ما عاجباكش الخدمة؟‬‫شنو عندك مع الخدمة‪ ،‬آه السي دريس؟ واش خرّجوك ّ‬ ‫احمد‪:‬‬
‫ّ‬
‫تنخدم عند واحد مول المطعم‪ ،‬ولكن هاد الخدمة صعيبة‪ .‬تنخدم حتا السبت والح ّد‪ ،‬يعني الراحة‬ ‫دريس‪:‬‬
‫ألن ما نقدرش نلقى‬‫ما عنديش‪ .‬غير الجمعة بعد الضهر عندي الراحة‪ .‬أنا خ ّدام فهاد الخدمة ّ‬
‫‪.‬خدمة خرا‪ .‬فالوقت اللي نلقا وحدة خرا غادي نب ّدلها‬
‫تنضن البطرون ديالي باغي يزيد الخ ّدامة‪ .‬واش بغيتي تخدم معايا؟‬ ‫ّ‬ ‫واش تتقلّب عال خدمة خرا؟‬ ‫احمد‪:‬‬
‫آجي نݣلسو فالقهوة نهدرو شويّة عال هاد القضيّة‪.‬‬
‫وا ّخا‪ .‬ونتا‪ ،‬كيف داير فالخدمة‪ ،‬آه السي احمد؟‬ ‫دريس‪:‬‬
‫عاجباني هاد الخدمة‪ .‬وا ّخا نلقا وحدة خرا‪ ،‬ما نب ّدلهاش‪ .‬تنربح واحد األجرة مزيانة‪ ،‬الخدمة ساهلة‬ ‫احمد‪:‬‬
‫ونقيّة والبطرون حتّا هو مزيان‪ ،‬تنتفاهم معاه مزيان‪.‬‬
‫شنو هاد المعمل‪ ،‬ديالش؟ شنو تتدير نتا؟‬ ‫دريس‪:‬‬
‫هاد المعمل ديال التوب‪ .‬تننسجو التوب ديال المالبس وأنا تنخدم فواحد المنسج ديال الضو‪.‬‬ ‫احمد‪:‬‬
‫شحال من ساعة تتخدم فالنهار؟‬ ‫دريس‪:‬‬
‫تنخدم تمانية دالسوايع فالنهار‪.‬‬ ‫احمد‪:‬‬
‫فوقاش تتدخل فالصباح؟‬ ‫دريس‪:‬‬
‫تندخل فالسبعة ونصّ دالصباح‪ ،‬عندنا ساعة ّلربع ديال الماكلة وتنخرج فالربعة وربع‪ .‬السبت‬ ‫احمد‪:‬‬
‫تنخدم غير فالصباح حتّا الحداش ونصّ ‪.‬‬
‫إدن الح ّد نهار الراحة‪ ،‬مزيان! إيال مشيت نخدم معاك‪ ،‬واش غادي نخدم بحالك‪ ،‬يعني نفس‬ ‫دريس‪:‬‬
‫الخدمة اللي تتخدم نتا؟ شنو غادي ندير‪ ،‬واش خدمة واعرة ّ‬
‫ول ساهلة؟‬
‫اسمح لي‪ ،‬آه السي دريس‪ ،‬ما نعرفش البطرون واش بغا يخ ّدمك‪ ،‬وإيال بغا يخ ّدمك ما عرفتش‬ ‫احمد‪:‬‬
‫النوع ديال الخدمة اللي غادي يعطيك‪.‬‬
‫ما كاين باس‪ ،‬غادي نمشي معاك للمعمل ونسوّل البطرون‪ .‬شحال يمكن لي نربح‪ ،‬آه السي احمد؟‬ ‫دريس‪:‬‬
‫ّ‬
‫كنضن‬ ‫اسمح لي‪ ،‬آه السي دريس‪ ،‬ما نقدرش نقول لك‪ .‬هادي خمس سنين وأنا خ ّدام فهاد المعمل‪،‬‬ ‫احمد‪:‬‬
‫ما غتربح بحالي‪.‬‬
‫ما كاين مشكل‪ ،‬غادي نشوف‪.‬‬ ‫دريس‪:‬‬
‫فالمغرب ك ّل واحد تيقول‪ :‬أنا بغيت ولدي يݣلس فالبيرو يكتب‪ .‬فالمغرب ما زال تيضنّو النجّار ما قراش‬
‫مزيان فالمدراسة‪ .‬اإلنسان اللي قاري مزيان هو اللي موضّف‪ .‬الموضّف تيقبض الماندة ديالو من الوزارة‪.‬‬
‫ولكن حتّا دابا فالمغرب النجّارة تيربحو الفلوس ب ّزاف والخيّاطة والخرّازة إل غير دالك‪ .‬دابا النجّار تيربح‬
‫ول غالي ب ّزاف‪ .‬اللي‬ ‫ألن دابا ك ّل شي داك الشي القديم ّ‬
‫ول ربعة دالخطرات‪ّ .‬‬ ‫اكتر من الموضّف عال تالتة ّ‬
‫مه ّم‪ ،‬البالد‪ ،‬ما خصّهاش غير الموضّفين‪ ،‬خصّها حتّا الصنيعية‪ ،‬خصّها اللي تيخيّطو‪ ،‬خصّها اللي تيديرو‬
‫تنجّارت‪ ،‬خصّها اللي تيديرو التجارة‪ ،‬يعني البيع والشرا‪ .‬فالمغرب كاينين اللي عندها الصنعة فالدار‪ ،‬متالً‬
‫ول تتصوّب الزرابي‪ .‬حتّا كاين اللي تتمشي تخدم فالديور‪ ،‬متالً شي ناس ل باس عليهم‪ ،‬تتمشي‬ ‫تتخيّط للنّاس ّ‬
‫ول بالشهر‪ .‬هاديك هي اللي سميتها الخ ّدامة‪ .‬متالً‬‫تخدم عندهم ك ّل نهار وتيعطيوها الفلوس ديالها بالسيمانة ّ‬
‫المراة اللي موضّفة‪ ،‬اللي ما تيمكنلهاش تخدم فالدار خصّها شي واحد باش تلقا الغدا موجود فالطناش‪ .‬لب ّد‬
‫من خ ّدامة فالدار باش تطيّب ليها وتصبّن ليها الحوايج وتغسل المواعن‪ .‬وحتّا شي مراة اللي راجلها ل باس‬
‫عليه وعندها الدراري ب ّزاف‪ ،‬حتّا هي تتجيب شي مراة اللي تعاونها وا ّخا هي ما تخدمش‪.‬‬
‫ففاس كاين ب ّزاف ديال المسائل ديال الخدمة‪ .‬كاين فين تيصوّبو الطرابش‪ ،‬كاين فين تيصوّبو الطناجر ديال‬
‫النحاس‪ .‬كاينين الخرّازة والخيّاطة إل غير دالك‪ .‬ك ّل شي هاد الناس عندهم واحد الحانوت صغير فين‬
‫تيخدمو‪ .‬تيصوّبو الحاجات الجداد وتيبيعوهم‪ .‬متالً الخرّاز‪ ،‬تيصوّب بلغة جديدة وتيبيعها‪ ،‬وتيمكن لو يجي‬
‫لعندو شي واحد ويعطي لو بلغة بالية وهو يصلحها‪ .‬تيصلح الصبابط والبالغي وتيصوّب الجديد‪ .‬كاينين‬
‫الخيّاطة‪ .‬كاين اللي تيخيّط الجاللب‪ .‬عندو التوب‪ ،‬تيخيّط وتيبيع الجديد وتيمكن للناس يجيبو التوب ديالهم‬
‫ول شي حاجة‬ ‫جالبة بالية ّ‬
‫وهو يخيّطو لهم‪ ،‬عاود بالفلوس‪ .‬الخيّاط ماشي بحال الخرّاز‪ ،‬إيال كانت عندك ّ‬
‫بالية‪ ،‬ما تيمكنلكش ت ّديها لو‪ .‬الخيّاط تيقدر يكون فالحانوت يدير الجاللب ّ‬
‫ول تيقدر يكون عندو المعمل‪ .‬إيال‬
‫ل باس عليه تيمكن لو يدير المعمل ويدير الخ ّدامة عال ي ّديه‪ .‬وإيال ما عندوش تيخدم بوحدو فالحانوت ديالو‪.‬‬
‫ول الخيّاطة‪ ،‬عندهم الولد الصغار اللي تيعاونوهم‪ .‬شي‬ ‫ول النجّارة ّ‬
‫األكتريّة ديال الصنيعيّة‪ ،‬متالً الدرّازة ّ‬
‫ولد صغير‪ ،‬تيكون متالً بّاه ميّت وعندو خوتو و ّمو ما تقدرش تقرّيهم كلّهم وتشري لهم الكتوب والمالبس‪.‬‬
‫ديك الساعة تتد ّخلو يتعلّم الصنعة باش يمكن لو يعاونها‪ .‬ما تيعطيوه الفلوس ب ّزاف‪ ،‬يمكن خمسة دالدراهم‬
‫فاألسبوع‪ ،‬حيت الولد تيكون باقي صغير‪ ،‬ما تيعرف يدير والو‪ ،‬غير تيعاون المعلّم‪ ،‬يجيب لو كاس دأتاي‪،‬‬
‫ول‪ ،‬إيال مشا المعلّم لدارو‪ ،‬تيبقا فالحانوت يحضيه‪ .‬أ ّما الصنعات الخرين اللي كاينين ففاس‪ ،‬كاينين الف ّخارة‬
‫ّ‬
‫ّ‬
‫اللي تيديرو المواعن د الفخار‪ ،‬كاينين الدبّاغة‪ ،‬تيخدمو فدار الدبغ‪ ،‬فين تيدبغو الجلود‪ .‬وإيال مشيتي لفاس‪،‬‬
‫لب ّد تمشي تزور هاد دار الدبغ‪.‬‬
‫‪1‬‬
‫صباح الخير‪ ،‬آه السي الطبيب!‬ ‫مريض‪:‬‬
‫صباح الخير‪ ،‬شنو عندك‪ ،‬آه سيدي؟‬ ‫طبيب‪:‬‬
‫تيضرّني ك ّل شي اللي فكرشي‪ ،‬آه السي الطبيب‪ ،‬ك ّل ليلة تتوجعني كرشي‪.‬‬ ‫مريض‪:‬‬
‫ول من بعد؟‬ ‫فوقاش تتضرّك كرشك‪ ،‬واش قبل الماكلة ّ‬ ‫طبيب‪:‬‬
‫من بعد الماكلة‪ ،‬آه السي الطبيب‪ ،‬أنا خايف لتكون عندي شي حاجة خطيرة‪.‬‬ ‫مريض‪:‬‬
‫ول المصارن؟‬ ‫واش المعدة تتضرّك ّ‬ ‫طبيب‪:‬‬
‫أنا ما ميقّنش واش المعدة ول المصارن‪.‬‬
‫ّ‬ ‫مريض‪:‬‬
‫ول لفوق فكرشك؟‬ ‫فين داك الوجع اللي تتحسّ بيه‪ ،‬واش لتحت ّ‬ ‫طبيب‪:‬‬
‫لتحت‪ ،‬آه السي الطبيب‪.‬‬ ‫مريض‪:‬‬
‫شنو تتاكل‪ ،‬آه سيدي‪ ،‬واش تتاكل الماكلة اللي فيها اإلدام ّ‬
‫ول العطريّة ب ّزاف؟‬ ‫طبيب‪:‬‬
‫ديما تناكل الماكلة المغربيّة‪ ،‬تتعرف شنو فيها‪.‬‬ ‫مريض‪:‬‬
‫ول اإلدام ب ّزاف هي خطيرة عال الصحّة ديال اإلنسان‪ ،‬خصّك ما‬ ‫خصّك تعرف بلّي الزيت ّ‬ ‫طبيب‪:‬‬
‫تكتّرش منهم‪.‬‬
‫نعم‪ ،‬آه السي الطبيب‪.‬‬ ‫مريض‪:‬‬
‫‪.‬وا ّخا‪ ،‬تمشي للدار وتنقّص من اإلدام‪ .‬ارجع لعندي بعد شهر باش تقول لي كيفاش ولّيتي‬ ‫طبيب‪:‬‬
‫واش ما تكتبليش دوا؟‬ ‫مريض‪:‬‬
‫ل‪ ،‬ما كاين عالش تشرب شي دوا؛ المصارن ديالك خصّهم الراحة‪ .‬ما تنضنّش بلّي خصّك شي‪.‬‬ ‫طبيب‪:‬‬
‫دوا‪ ،‬ما كاين حتّا شي خطر‬
‫وا ّخا‪ ،‬نتا اللي تتعرف‪ ،‬آه السي الطبيب‪ ،‬ما غاديش نعرف احسن منّك‪ ،‬بالسالمة‪.‬‬ ‫مريض‪:‬‬
‫‪2‬‬
‫السالم عليكم‪ ،‬آه السي الطبيب!‬ ‫مريض‪:‬‬
‫وعليكم السالم‪ ،‬آه سيدي؛ أشنو هي المضرّة اللي عندك‪ ،‬آه سيدي؟‬ ‫طبيب‪:‬‬
‫الضهر ديالي تيضرّني ب ّزاف‪.‬‬ ‫مريض‪:‬‬
‫فوقاش تيضرّك ضهرك؟ واش إيال كنتي ناعس؟‬ ‫طبيب‪:‬‬
‫ضهري تيضرّني‪ ،‬ماشي مللي تننعس‪ ،‬ولكن مللي تنه ّز شي حاجة‪.‬‬ ‫مريض‪:‬‬
‫وا ّخا‪ ،‬غادي نقلّبك‪ .‬فاللوّل غادي نقلّبك بالراديو‪ .‬حيّد حوايجك واوقف ت ّما مورا داك الراديو‪.‬‬ ‫طبيب‪:‬‬
‫شكراً‪ ،‬آه السي الطبيب‪ ،‬أنا خايف لتكون عندي شي حاجة صعيبة فضهري‪.‬‬ ‫مريض‪:‬‬
‫ما تخافش! أنا ميقّن بلّي هاد المضرّة ماشي صعيبة‪ .‬اإلنسان اللي عندو شي حاجة صعيبة‬ ‫طبيب‪:‬‬
‫فضهرو ما تيقدرش يوقف ويمشي عال رجليه‪.‬‬
‫)‪.‬الراجل تيوقف مورا الراديو والطبيب تيشوف(‬
‫أشنو لقيتي؟‬ ‫مريض‪:‬‬
‫ما عرفتش‪ ،‬ما زال تنقلّبك‪ .‬فين تتحسّ البالصة اللي فيها الحريق‪ ،‬خصّك تقولها لي‪ .‬واش لتحت‬ ‫طبيب‪:‬‬
‫ول لفوق؟‬ ‫ّ‬
‫لتحت‪ ،‬آه السي الطبيب‪.‬‬ ‫مريض‪:‬‬
‫إيّه‪ ،‬دابا شفت‪ .‬ما تخافش! أنا شفت بلّي ضهرك ما عندك فيه حتّا حاجة صعيبة‪ .‬غير خصّك‪.‬‬ ‫طبيب‪:‬‬
‫ول تالتة‪ .‬كلّهم تبقا ناعس فالفراش وما تنوضش‬
‫الراحة شويّة‪ .‬خصّك تنعس جوج دالسيمانات ّ‬
‫ومن بعد غادي تولّي ل باس‬
‫الحمد لله مللي ما كاين حتّا حاجة صعيبة‪ .‬واش غادي ننعس النهار كلّو؟‬ ‫مريض‪:‬‬
‫وا ّخا ما تنعسش‪ ،‬بقا متّكي فالفراش‪ .‬من دابا جوج دالسيمانات ارجع عندي باش نشوف كيفاش ولّيتي‪.‬‬ ‫طبيب‪:‬‬
‫شكراً‪ ،‬آه السي الطبيب‪.‬‬ ‫مريض‪:‬‬
‫‪3‬‬
‫مريض‪ :‬صباح الخير‪ ،‬آه السي الطبيب!‬
‫ول الصبي؟‬ ‫لال! شكون اللي مريض‪ ،‬نتي ّ‬ ‫صباح الخير‪ ،‬آه ّ‬ ‫طبيب‪:‬‬
‫مريض‪ :‬ولدي اللي مريض‪ ،‬آه السي الطبيب‪ ،‬فيه السخانة وما تياكلش؛ هادي تلت ايّام وما كال‪ ،‬النهار‬
‫كلّو راه تيبكي‪ ،‬أنا مقلّقة عليه‪.‬‬
‫شحال فعمرو؟‬ ‫طبيب‪:‬‬
‫مريض‪ :‬عندو تسع شهور دابا‪ ،‬مسكين‪ .‬أنا خايفة ليكون عندو بو حمرون‪.‬‬
‫ديريه فوق الطبلة حيّدي لو حوايجو باش نقلّبو‪.‬‬ ‫طبيب‪:‬‬
‫مريض‪ :‬شنو لقيتي؟‬
‫اصبري شويّة‪ .‬وقولي لي واش تيك ّح ب ّزاف؟‬ ‫طبيب‪:‬‬
‫ّ‬ ‫ّ‬
‫مريض‪ :‬ل‪ ،‬ماشي بزاف‪ .‬تيبكي ولكن ما تيكحّش بزاف‪.‬‬
‫تنضن فيه غير الرواح‪ .‬غادي نكتب لو الدوا اللي غادي يبرا بيه‪،‬‬ ‫ّ‬ ‫ما كاين عالش تكوني خايفة‪.‬‬ ‫طبيب‪:‬‬
‫واللي يمكن لك تشريه من الفرمصيان‪ .‬الصبي خصّو يشرب تالتة دالكينات فالنهار‪ .‬من دابا‬
‫سيمانة وخصّك ترجعي باش نشوفو واش عاونو هاد الدوا‪ .‬تنطلبو الله يولّي ل باس‪.‬‬
‫‪:‬مريض‪ :‬واش ميقّن بلّي فيه غير الرواح؟‬
‫ّ‬
‫‪:‬طبيب‪ :‬أنا ما ميقّنش‪ ،‬ولكن كيضهر ل ّي بلي فيه الرواح وصافي‪.‬‬
‫واحد النهار مشينا نزورو ختي‪ .‬كنّا ݣالسين فالبيت دالݣالس وسمعنا ولد ختي الصغير جاي للدار وتيبكي‪.‬‬
‫كان تيلعب فالزنقة وتهرّس لو دراعو‪ .‬ناضو لوسي وراجلي ّداوه لعند طبيب العضام‪.‬‬
‫فالمغرب كاين الطبيب العا ّم بحال طبيب األسرة فألمانيا‪ .‬وراه كاين حتّا اختصاصيّين اللي عندهم العيادة‪.‬‬
‫تيمكن لك تمشي لعندهم نيشان‪ ،‬ما كاين عالش تكون بالواسطة ديال شي واحد آخر‪ ،‬يعني ماشي بحال‬
‫فألمانيا‪ ،‬تيخصّك فاللوّل تمشي لعند طبيب األسرة وهو غادي يصيفطك لالختصاصي‪ ،‬ل‪.‬‬
‫ول اختصاصي‪ ،‬وتيمكن‬ ‫الطبيب راه ديما مكتوبة فالباب ديالو شنو هو‪ ،‬يعني معروف واش هو طبيب عا ّم ّ‬
‫لك تدخل عندو نيشان‪.‬‬
‫ّ‬
‫إيوه‪ ،‬مشاو لعند واحد طبيب العضام‪ .‬شنو دار داك الطبيب؟ قلب الدراع ديال داك الولد المسكين بالراديو‬
‫فالمغرب ك ّل طبيب عندو الراديو‪ .‬لب ّد ما يشوف شنو عندك لداخل‪ .‬ماشي يالله غادي يقلّبك بي ّديه‪ .‬ل‪،‬‬
‫فالمغرب ك ّل طبيب راه عندو الراديو‬
‫الراديو‪ ،‬الطبيب غير تيشوف بيه‪ ،‬ما تيديرش تصاور‪ .‬التصاور راهوما فشكل آخر‬
‫المه ّم‪ ،‬داك الهرس ديال ولد ختي كان صعيب وداك طبيب العضام ما قدرش يشوف بالراديو كيفاش يعالج‬
‫الهرس وصيفطهم لعند واحد الختصاصي ديال التصاور‬
‫ول المصارن ّ‬
‫ول العضام‪.‬‬ ‫الختصاصي ديال التصاور راه طبيب اللي تيدير تصاور لك ّل شي‪ ،‬متالً المعدة ّ‬
‫فالمغرب غير تتمشي لعندو باش يدير لك تصاور‪.‬‬
‫حين تك ّملو التصاور راهوما رجعو لعند داك طبيب العضام‪ .‬دار هاداك الݣبس فالدراع ديال الولد ورجعو‬
‫للدار‪ .‬كان لزم عليه باش يبقا بالݣبس ستّة ديال السيمانات‪ .‬الوقت اللي حيّدو عليه الݣبس‪ ،‬لقاوه ما براش‪.‬‬
‫عاود تاني الطبيب دار لو الݣبس من جديد‪.‬‬
‫ديك الساعة قالت ّمي‪ :‬هاد الشي ماشي معقول‪ ،‬ما تعاودش ت ّدي الولد عند داك الطبيب‪ ،‬غادي ن ّديوه عند‬
‫الجبّار‪.‬‬
‫فالمغرب غالبا ً فالقضيّة ديال الهرس الناس تيمشيو عند شي واحد اللي تيفهم فداك الشي‪ .‬هو ماشي طبيب‪،‬‬
‫ولكن تيعرف شنو تيدير‪ .‬تيدير شي حاجة اللي سميتها الجبيرة‪.‬‬
‫شنو هي الجبيرة؟ الجبيرة ما فيهاش الݣبس‪ .‬فيها الخشب والطحين والبيض‪ .‬الجبّار تيديرها عال البالصة‬
‫اللي تتكون مهرّسة‪.‬‬
‫حتّا الناس اللي عندهم الفلوس‪ ،‬اللي تيقدرو يخلّصو األطبّا اللي غاليين ب ّزاف‪ ،‬فالقضيّة ديال الهرس راهم ما‬
‫تيمشيوش عند الطبيب‪.‬‬
‫فعالً‪ ،‬ناضو مشاو عند الجبّار وراه دار واحد الجبيرة فالدراع ديال الولد وبرا مزيان‪.‬‬
‫إيوه‪ ،‬هاد الشي اللي كان وعال ي ّد هاد الجبّار الولد برا وما ّ‬
‫ول فيه حتّا شي عيب‪.‬‬
‫الطالب اللي تيدخل للكلّيّة ديال الطبّ تيقرا عال النفقة ديال الوزارة وتتشرط عليه الحكومة باش الوقت اللي‬
‫ول تلت سنين‪ ،‬كلّها يخدمها مع المخزن‪ ،‬يعني غادي‬‫غادي يخرج فيه من الجامعة‪ ،‬تيخصّو يعطي عامين ّ‬
‫يخدم فواحد الصبيطار ديال المخزن‪.‬‬
‫ول تلت سنين اللي خدمها مع المخزن‪ ،‬تياخد اإلدن باش يفتح‬ ‫الوقت اللي تتتك ّمل هاديك الم ّدة ديال عامين ّ‬
‫العيادة ديالو‪ ،‬فين يزوروه الناس‪ .‬ولكن تيبقا يمشي واحد ساعتين فالنهار للصبيطار دالمخزن باش يخدم‪،‬‬
‫ت ّما يستقبل الناس اللي بال فلوس‪ ،‬ومن بعد‪ ،‬حين تيجي للعيادة ديالو‪ ،‬يستقبل الناس اللي غيخلّصوه بفلوسهم‪.‬‬
‫المعاملة ديال الطبيب اللي بالفلوس احسن من المعاملة ديال اللي بال فلوس‪ .‬اللي بالفلوس تيتصنّط لك اكتر‪،‬‬
‫تيمكن لك تهدر معاه‪ .‬الطبيب اللي بال فلوس تيكون فشكل آخر‪ ،‬ت ّما كاينين الناس اكتر من البالصة ديال‬
‫الفلوس‪ ،‬والوقت ضيّق باش يتصنّط لك ّل واحد نصّ ساعة‪ ،‬الوقت ما كافيش‪.‬‬
‫إيال كنتي ناعس فالصبيطار دالمخزن ما تتخلّص والو‪ ،‬غير تتجيب واحد الشهادة ديال الضعف‪.‬‬
‫ول الطبيب غادي‬‫إيال كنتي ناعس فكلينيك تتخلّص من جيبك‪ .‬غير شي واحد اللي عندو مرض صعيب ّ‬
‫يجري لو عمليّة صعيبة‪ ،‬تيمشي ينعس فالصبيطار دالمخزن ّ‬
‫ألن ت ّما كاين ك ّل شي اآللت اللي خصّو الطبيب‬
‫اللي تيعالجك‪ .‬وحتّا الفرمليّات كاينين فالصبيطار‪.‬‬
‫متالً العمليّة دالقلب‪ ،‬هي الواعرة‪ ،‬تيديروها فالصبيطار الكبير‪ ،‬إنّما بالفلوس‪.‬‬
‫ما كايناش الزيارة فالصبيطار دالمخزن ك ّل نهار‪ ،‬غير الجمعة للرجال والح ّد للعيالت‪ .‬أ ّما فاإليّام الخرين‪،‬‬
‫ألن الناس اللي تيزورو شي مريض ناعس فالصبيطار ما تيعاونوش هادوك الفرمليّات اللي‬ ‫الزيارة ممنوعة‪ّ ،‬‬
‫خ ّدامين فالصبيطار‪ .‬متالً تيبقاو تيجيبو للمريض الماكلة‪ ،‬تيجيبو لو الدجاج واللحم والبيض إل آخره‪ ،‬وا ّخا‬
‫الطبيب قال‪» :‬هاداك ما ياكلش» ّ‬
‫ول‪» :‬ما ياكلش اإلدام» متالً‪.‬‬
‫هادا عالش ماشي مسموح باش تزور المريض ك ّل نهار‪ .‬يمكن لك تزورو غير مرّة فاألسبوع‪ ،‬احسن لو!‬
‫)‪Lesson 65 (Closing text, exercise H‬‬

‫كاين المرض ديال الجنون‪ .‬كيتس ّما هاداك اإلنسان مجنون ّ‬
‫ول مسكون‪ .‬هاد المرض عندو ب ّزاف ديال‬
‫السميّات‪.‬‬
‫هادوك الناس كيمشيو يزورو شي سيّد‪ّ .‬‬
‫ول يكتبو عند الفقيه وكيدبحو فالدار ويديرو بحال حفلة فالدار‪ ،‬بحال‬
‫حضرة‪.‬‬
‫اإلنسان اللي كيتّقبض كيغيب‪ .‬كيغيب لواحد الم ّدة ديال ساعة ّ‬
‫ول ساعتين‪ ،‬ما كيعرفش شنو كيوقع فالدار‪.‬‬
‫كيمكن لك ته ّزو وتلوحو فالواد بال ما يعرف‪ .‬وكاين عاود تاني اللي كيتّقبض وكيبقا كيقطع حوايجو ويهرّس‬
‫المواعن‪ .‬كيهرّس ك ّل شي اللي لقاه ق ّدامو‪.‬‬
‫حتّا كاينين جنون هنايا فألمانيا‪ ،‬ولكن واش هادوك الجنون جاو من المغرب ّ‬
‫ول هاداك الشخص لقاهم هنايا‪،‬‬
‫ما نعرفش‪.‬‬
‫شي مرّة شفت واحد المغربي فالصبيطار األلماني وكان المسكين كيتّقبض ك ّل خطرة‪ .‬فالوقت اللي كيتّقبض‬
‫كيجيو الفرمليّات كيضربو لو واحد الشوكة كبيرة وكيبقا ناعس بيها ربعة وعشرين ساعة‪.‬‬
‫كان لزم ي ّديوه لواحد السيّد‪ .‬حيت فالمغرب‪ ،‬الناس اللي كيكونو مسكونين‪ ،‬يعني فيهم الجنون‪ ،‬تي ّديوهم لواحد‬
‫السيّد‪ ،‬وكيخلّيوه فالسيّد حتّا يولّي ل باس‪.‬‬
‫ول شي حاجة‪ .‬وكيبقا داك الراجل ّ‬
‫ول هاديك‬ ‫ول بݣرة ّ‬
‫ول ل باس‪ ،‬غادي يشريو دبيحة‪ ،‬يعني حولي ّ‬‫وإيال ّ‬
‫المراة ك ّل عام كيدير شي صدقة ّ‬
‫ول دبيحة حيت كيقول‪» :‬إيال ما درتش هاد الشي غادي نعاود نمرض‪.‬‬

The Routledge Introductory Course in Mor

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What is the book about?

What is the book about?

What topics are covered in Part I?

What topics are covered in Part I?

The Routledge Introductory Course in Moroccan Arabic

Jan Hoogland is Associate Professor of Arabic at Radboud University, The

ISBN: 978-1-138-10466-2 (hbk)

Lesson 18 Negating verbs with suffixes 70

Personal identification 157

Lesson 43 I have been in the UK for 3 years 167

Meeting, greeting and saying goodbye 183

Living, accommodation and houses 217

b Expressing (dis)contentment 221

Lesson 49 Moroccan houses are different from American ones 229

Food and drink 249

Lesson 52 Tajine and couscous: Typical Moroccan dishes 264

Lesson 53 Eat some more! . . . No thank you, I am full up 275

Language learning and language problems 285

b A special form of the number 2 358

Work and jobs 373

Illness, health and healthcare 423

c Elements of storytelling 442

Many exercises are aimed at speaking skills. We have included a communicative

Working with the sound files

stimulus response ideal response repetition

1 Unmodified characters from the Latin alphabet

1.a The vowels

1.b Consonants pronounced like in English

mal possession dun without

bal mind mus knife

gal he (has) said

1.c Consonants pronounced differently than in English

gul say! (rural dialect)

Variant pronunciation of the vowels

i usually sounds the same at the end or in the middle of a word.

kal he ate fiq wake up!

If t is followed by l or n, the short s-sound after the t is usually not pronounced.

tla he recited (the Koran)

yas myrtle (shrub)

2 Modified letters of the Latin alphabet

Because Moroccan has 31 consonants, the Latin script is insufficient: we need to

2.a Modification of consonants by ˇ (over letter)

š is pronounced like sh in ‘ship’.

Exercise 11: š and ž

rsem act sabab cause

zad provisions žbel mountain

ship jury stowage bushel journal Jean lush George

2.b Modification of consonants by – (dash through letter)

ḡ, together with q and x, forms the group of the uvular consonants.

Exercise 12: g-ḡ

gul say! frag crowds

Exercise 13: ħ and ɛ

ħali current ɛin eye

Exercise 14: ħ and h

ħdaya beside me šriha buy her!

The so-called pharyngealised consonants (‘dull consonants’) ƀ, đ, ƚ, ƀ, ṃ, ṟ, ṣ, ŧ, ƶ are

Exercise 15: t-ŧ

tab he repented ŧub flagstone

Exercise 16: d-đ

dar he did đim care