tamazight textbook 2007

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Table of ContentsTable of ContentsTable of ContentsTable of Contents

INTRODUCTION

Tamazight: The Language of Free People..............................................................1

Learning Tamazight.....................................................................................................1

Transcription of Tamazight.....................................................................................2

GREETING

Greeting........................................................................................................................8

Personal Pronouns......................................................................................................11

Possessive Pronouns..................................................................................................11

Masculine and Feminine Nouns.............................................................................. 12

The verb "TO HAVE" ............................................................................................. 13Practice.......................................................................................................................14

PERSONAL INFORMATION

Nationalities, Cities and Marital Status.............................................................15

The verb "TO BE".....................................................................................................18

Independent Pronouns............................................................................................. 19

The Possessive word "win/tin" ............................................................................. 20

Practice...................................................................................................................... 22

USEFUL EXPRESSIONS

Mealtime expressions............................................................................................. 25

Thanking expressions ............................................................................................. 26

Expressions for night time/sleeping .................................................................. 26

Hygiene/cleanliness expressions ......................................................................... 26

Offering help/ Asking for favors ....................................................................... 27

Asking for Permissions........................................................................................... 27

Being Sick.................................................................................................................. 27

Transportation Expressions.................................................................................. 27

Apologies and Responses ....................................................................................... 28

Congratulations ........................................................................................................ 28

Communications........................................................................................................ 28

NUMERALS

Cardinal numbers ..................................................................................................... 29

Ordinal Numbers / Fractions ............................................................................... 32

Fractions.................................................................................................................... 33

Time............................................................................................................................ 34Practice...................................................................................................................... 36


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GETTING STARTED SHOPPING

Money ......................................................................................................................... 38

At the taHanut ........................................................................................................ 39

Verb "TO WANT" ....................................................................................................41

"THERE IS/ THERE ARE"......................................................................................41Practice...................................................................................................................... 43

FAMILY

Family Members....................................................................................................... 45

Family Expressions.................................................................................................. 46

Practice...................................................................................................................... 47

DIRECTIONS

Prepositions .............................................................................................................. 48

Directions.................................................................................................................. 49The Imperative.........................................................................................................51

Negation of The Imperative................................................................................. 52

Practice...................................................................................................................... 53

DAILY ROUTINE

Present Time Expressions..................................................................................... 55

Present Tense .......................................................................................................... 56

Present Tense Negation......................................................................................... 58

Forming The Imperative Continuous................................................................... 58Practice...................................................................................................................... 62

PAST EVENTS

Days of the week..................................................................................................... 66

Months of the year ................................................................................................ 66

The seasons .............................................................................................................. 66

Past Time Expressions ........................................................................................... 67

The Past Tense ........................................................................................................ 68

Negation of The Past Tense ................................................................................. 77Have You Ever…/ I've Never................................................................................ 78

Object Pronouns ...................................................................................................... 79

The Participle............................................................................................................81

Practice...................................................................................................................... 82

BARGAINING

General Bargaining Informations......................................................................... 88

Bargaining Expressions and Vocabulary ............................................................. 90

Clothing....................................................................................................................... 91Colors.......................................................................................................................... 93

More free Tamazight courses can be found at the Live Lingua Project website.


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Negation of The Conditional ................................................................................145

"mk/mš" Conditional...............................................................................................146

DESCRIBING THE PEACE CORPS MISSION

Peace Corps..............................................................................................................147

Environment.............................................................................................................148Health........................................................................................................................149

Small Business Development................................................................................ 151

RENTING A HOUSE

Finding a House .......................................................................................................152

Furnishing a House .................................................................................................153

Practice.....................................................................................................................155

SAFETY AND SECURITY

Sexual Harassment ................................................................................................156At the Taxi Stand ..................................................................................................158

At Work....................................................................................................................160

Forgetting a Wallet in a Taxi / Filing a Report...............................................162

Butagaz .....................................................................................................................163

Theft.........................................................................................................................165

Hash...........................................................................................................................169

House Security / Doors and Windows...............................................................170

Political Harassment ..............................................................................................172APPENDICES

Supplementary grammar lessons ........................................................................175

Advanced Verbs......................................................................................................176

Nouns.........................................................................................................................179

Adverbs ....................................................................................................................183

Prepositions .............................................................................................................186

The Definite Article..............................................................................................192

Participles of Proximity ........................................................................................193Linking Words and Conjunctions .........................................................................195

MOROCCAN HOLIDAYS

Religious Holidays...................................................................................................201

Moussems ................................................................................................................205

National Holidays...................................................................................................205

Festivals...................................................................................................................206

GLOSSARY OF VERBS ...................................................................................................207



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Nom du document : TAMAZIGHT Table of Contents 2007Répertoire : C:\Documents and

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Sujet : Auteur :Mots clés :Commentaires :Date de création : 27/11/2007 10:45:00N° de révision : 2Dernier enregistr. le : 27/11/2007 10:45:00Dernier enregistrement par :Temps total d'édition : 0 MinutesDernière impression sur : 27/08/2008 21:34:00Tel qu'à la dernière impression

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1 Tamazight

TAMAZIGHTTHE LANGUAGE OF THE FREE PEOPLE.

Tamazight, referred to as “Berber” in most western countries, actually refers to

a group of widely varied dialects spoken across a much of North Africa. The

word “Tamazight” is derived from the word “Berbers” use to refer to

themselves, “AMAZIGH”. Over 3000 years old, today the varieties of Tamazight

are spoken by an estimated 11 million people.

Morocco is home to three dialects of the Tamazight family: Tamazight,

TashlHeet and Tarifit. Tarifit is prevalent in the Northern Rif region,

Tamazight is found in Eastern High Atlas and Tafilalt valley region, andTashlHeet covers an area from Marrakesh to Agadir and much of the Saharan

region. In between each of these regions you will find a gradual mix of the

dialects, making it very difficult to determine where one dialect begins and

another ends.

LEARNING TAMAZIGHT.

Even under the best conditions, learning a new language can be challenging. Add

to this challenge the rigors of Peace Corps training, and you are faced with whatwill be one of the most demanding _and rewarding_ aspects of your Peace Corps

experience: learning to communicate to Moroccans in their own language. But it

can be done. And rest assured that you can do it. Here are a few reasons why:

• You are immersed in the language: some people may need to hear a word

three times to remember it; others may need thirty. Learning Tamazight

while living and training with Moroccans gives you the chance to hear the

language used again and again.• You have daily language classes with Moroccan teachers: you are not only

immersed in the language; you also have the opportunity to receive feedback

from native speakers on the many questions that predictably crop up when

one learns a new language.

• Peace Corps has over forty years of experience in Morocco: your

training, including this manual, benefits from the collective experience

gained by training thousands of Americans to live and work in Morocco. You

will benefit from and contribute to that legacy. Despite these advantages,



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2 Peace Corps/Morocco

at times you may still feel like the task of learning Tamazight is too much to

handle. Remember that Volunteers like toy having been doing it for decades,

however. One of the most rewarding aspects of your time will be communicating

with Tamazight, surprising them and yourself with how well you know the

language. When that time arrives, your hard work will have been worth it.

TRANSCRIPTION OF TAMAZIGHT.

In order for trainees to move quickly into Tamazight, Peace Corps uses a

system of transcription that substitutes characters of the Latin alphabet (a, b,

c, d, …) for characters from Arabic script ت ب .)..أ ). With this system, itisn’t necessary for a trainee to learn all of Arabic script before he or she begins

to learn to the language. On the contrary, once you became familiar with thesystem, of transcription, you will be able to “read” and “write” Tamazight fairly

quickly-using characters you are familiar with. You will also learn Arabic script

during training, but with transcription it isn’t necessary to know it right away.

Throughout the book, therefore, you will always see both the Arabic script and

the transcription. Becoming familiar with the Peace Corps’ system of

transcription is one of the best things you can do, early on, to help yourself

learn Tamazight. Practicing the different sounds of Tamazight until you can

reproduce them is another. This introduction is intended mainly to help you getstarted the system with of transcription, and as a result it will mention only

briefly the different sounds of Tamazight.

Sounds you already know.

The large majority of consonants in Tamazight are similar to sounds that you

have in English. The vowels in Tamazight are similar to English vowels. In the

following table, each transcription character that represents a sound youalready know will be explained. The sounds are not necessarily what you may

expect, but each character was matched with a sound or good reasons.

Transcription

Character

Arabic

CharacterDescription

a/ى/ _ / ا

Sometimes the /ä/ in “father,”

sometimes the /a/ in “mad”

b ب the normal English sound /b/



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3 Tamazight

d د the normal English sound /d/

e _ /ا

the short “e” sound /e/ as in “met” (this

transcription character is not used often,

only when confusion would be caused byusing the transcription character “a”)

f ف the normal English sound /f/

g گ the normal English sound /g/ as in “go”

h ه the normal English sound /h/ as in “hi.”

i _ /ي the long “ee” sound /ē/ as in “meet”

jthe /zh/ sound represented by the ‘s’ in

“pleasure”

k ك the normal English sound /k/

l ل the normal English sound /l/

m م the normal English sound /m/

nن

the normal English sound /n/

o و

the long “o” sound /ō/ as in “bone” (this

transcription character is not used often,

mainly for French words that have entered

Tamazight)

p پ the normal English sound /p/

r ر

This is not the normal English “r,” but a“flap” similar to the Spanish “r” or to the

sound Americans make when they quickly

say “gotta” as in “I gotta go.”

s س the normal English sound /s/

t ت the normal English sound /t/

u و

the long “oo” sound /ü/ as in “food”v ڤ the normal English sound /v/

w و the normal English sound /w/



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y ي the normal English sound /y/

z ز the normal English sound /z/

š ش the normal English sound /sh/ as in “she”

Some vowel combinations

ay ي ـ the “ay” as in “say”

au و ـ the “ow” as in “cow”

iu ـ the “ee you” as in “see you later”

New sounds.

There are eight consonants in Tamazight that you do not have in English. It may

take you some time to be able to pronounce these correctly. At this point, what’s

important is that you learn the transcription of these sounds.

Transcription

Character

Arabic

Character

Sound

d The Tamazight

emphatic “d”

s The Tamazight

emphatic “s”

t طThe Tamazight

emphatic “t”

These sounds are pronounced

like their non-emphaticcounterparts, but with a

lower pitch and a greater

tension in the tongue and

throat.

q ق Like the English /k/ but pronounced further back

in the throat

x خ Like the ‘ch’ in the German “Bach;” some peopleuse this sound to say yech!

ġ غLike the x sound above, but pronounced using your

voice box; similar to the French “r”

н ح Like the English “h,” except pronounce deep in

the throat as a loud raspy whisper.

ع

ع

This sound will be difficult at first. It can be

approximated by pronouncing the ‘a’ in “fat” withthe tongue against the bottom of the mouth and

from as deep in the throat as possible



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5 Tamazight

Shedda.

If you see a transcription character doubled, that means that a “shedda”

is over that character in the Arabic script. For example, in the following table,

you will see how the transcription changes for “shedda”, and thus thepronunciation.

Notice that these two verbs are spelled differently in the transcription.

The verb “to drink” does not have a shedda on the “s” in Arabic script, and that’s

why there is only one “s” in the transcription. The verb “to water” does have a

shedda in the Arabic script, and that is why the transcription doubles the letter

“s”. These two verbs are pronounced differently, so you must pay attention

to doubled letters in the transcription.

English

Translation

Transcription Arabic Script

To drink su ـ

To water ssu ّـ

This small character,

which looks like a “w,”

is the shedda. That is

why the transcription

has a doubled “s”.



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Other symbols.

Sometimes, you will see a hyphen used in the transcription: it indicates

the definite article. For some letters, the definite article (the word “the”) is

made by adding the letter “L”. For others, it is made by doubling the first letter.In both cases, a hyphen will be used to indicate to you that the word has the

definite article in front of it. See page xxx for more information on the definite

article.

In these instances, the hyphen does not necessarily indicate a change in

pronunciation. The hyphen is there to make it easy for you to see when a

definite article is being used, for example. It is a visual indicator, not an

indicator or pronunciation. Sometimes the rhythm of speech may seem to break

with the hyphen; other times the letters before and after the hyphen will be

pronounced together.

Another symbol you will sometimes see is the apostrophe (‘). When you

see an apostrophe, it indicates a “glottal stop”, which is the break between

vowels as heard in the English exclamation “uh oh”. That is to say, if you see an

apostrophe you should not connect the sounds before the apostrophe with the

sounds after the apostrophe. Pronounce them with a break in the middle.

Words and syllables without vowels.

Sometimes you will see syllables or even whole words without any vowels

written in them. This is normal in Tamazight. To the English speaker, however,

this seems impossible, since we have always been taught that all words must

contain a vowel sound. Which side is correct? Well, in a sense they both are. In

reality, it is indeed possible to pronounce consonants together without

articulating a vowel sound; you do it a lot in English at the beginning of words.Think about the word “street”. You pronounce these consonants (s, t, and r)

without any vowels between them. So it is possible. The only challenge with

Tamazight is that the consonant combinations are new for English speakers (you

don’t put the /sh/ sound next to the /m/ sound, for example, but in Tamazight

we do.

However, try for a moment to pronounce only the letters “str”, not the

whole word “street”. In this case, most English speakers will hear somethingthat sounds like the word “stir”, with certain consonant combinations, that is to

say, it sound to the English speaker like there is a vowel in the middle, even if



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7 Tamazight

there isn’t. The “vowel” is in reality just the normal sound made as one consonant

sounds transitions to another.

Part o learning Tamazight is becoming comfortable with new consonants

combinations and practicing those combinations without necessarily placing a

vowel in the middle. The transcription words, you will notice, only include

characters for vowels when there really is a vowel in the word. It may seem

difficult at first, but it is better to accustom yourself to this as early as you

can.

Why not just write “sh”.

A final point about the transcription. At times it may seem overly

complicated to someone beginning Tamazight. For example, why doesn’t it just

use “sh” for the /sh/ sound? The answer is this: well, in Tamazight it is normal

for the /h/ sound to follow the /s/ sound. If we use the “sh” to represent /sh/

sound, there would not be any way to represent /s/ plus /h/ sound, because it

possible to represent /s/ plus /h/ and /sh/ plus /h/ (yes, in Tamazight both

these combinations are used).

All of this concerns a larger point: the transcription system used in this

book may appear complex at first, but it has been carefully thought out andin the end it is the easiest system possible. That said, the sooner you can make

the transition to reading Arabic script, the easier it will be to pronounce

Tamazight correctly.



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GREETING

Objective: by the end of this chapter, you will be able to:

• Greet people and introduce yourself.

Cultural points.

Greetings and farewells (good byes) are two important aspects of Moroccan life.

Greetings are not to be compared with the quick American “HI”. It takes time

for two people to exchange different questions and answers which interest them

about each other, their families, and life in general. Greetings change from one

region to another, both in the questions posed and in the fashion of the greeting

(i.e. shaking hands, kissing cheeks head or hands, or putting one’s hand over one’s

heart after shaking hands).

If you greet a group of people, then the way you greet the first person is the

way you should greet everyone in the group. Don’t be surprised if you are

greeted by a friend but he does not introduce you to other people with whom he

may be talking. Do not be surprised if you are in a group and you are not greeted

as others are in the group (people may be shy to greet a stranger.) It is also not

necessary to give an overly detailed response to a greeting—only the usual

response is expected. For example, “How are you?” requires only a simple “Fine,

thanks be to God.”

How do people greet each other in

different cultures?



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9 Tamazight

Greeting expressions and appropriate responses.

A: Peace be upon you

B: And peace be upon you(too)

s-salamuع

laykum

wa laykum s-salam

Κ۷

Ǒ م

ҟ ẇ₢

ҟم ẇ₢ Κ۷ Ǒ و

A: Good morning

B: Good morning

s baH l-xir

s baH l-xir

ح ا

A: Good afternoon / evening

B: Good afternoon / evening

ms l-xir

ms l-xir

ا

A: May God help you

B: And peace be with you

lla yع

awn

lla ysllmون

ΚǑẇ

How are you? mayd tع

nit

How are you doing? mayd dis tع

nit د

Good, thanks be to God labas, l-Hamdullah ₢ س ₢

It’s fine tga lman گ ₢ن ت

Goodbye (I leave you inpeace)

qim as g lmanن

₢گ س ا " Κ

Goodbye (You go in peace) tmunt d wayd او #$ د

Name ism Κ إ

What is your name? mismnk? ' ẇ

My name is … isminu … $ إ

Your name is … (m) ismnk ' إ

Your name is … (f) ismnm Κ إ

His/Her name is … ismns إ


https://www.livelingua.com/project/#category


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Greeting dialogue.

Chris: labas?با ل ري :ك

Moha: labasبا ل

ا ح و م

: Chris: may t

ع

nit?يت ن ع ت دي ا م ري :ك

Moha: labas tع

nit l-xir. is thnnaġurk?

رك و غ ان هت إ خيا ل يت ن ع ت

با ل

ا ح و م

:

Chris: labas thnna.ا ن ه ت با ل ري :ك

Moha: mismnk?نك م س م ا ح و م :

Chris: isminu Chris. i kiy?كي

إ

ري ك

نو ي م س إ

ري ك

:

Moha: isminu Moha.ا ح و م نإ ي مس ا ح و م :

Chris: qim as g lman.مال گ قم ا ري :ك

Moha: tmunt d wayd . يض ا و

د

نت و م ت

ا ح و م

:



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11 Tamazight

GRAMMATICAL POINTS

PERSONAL PRONOUNS;

I nk, nkkin ( ۷#/ ' #

You (masculine singular) Kiy, kyyin ( آ / * آ

You (feminine singular) Km, kmmin آ( / Κ

He ntta +#

She nttatت

+#We nkni * ۷#

You (masculine plural) knni * آ

You (feminine plural) knnimti آ * +

They (masculine) nitni # * +

They (feminine) nitnti # * + +

POSSESSIVE PRONOUNS.

In Tamazight, a suffix (ending) may be added to the end of words in order to

express possession. It’s a combination of a pronoun and the preposition “n” (of).

Singular Plural

My _nu / inu * $ ـ/$ ـ Our _nġ 1 ـ

Your (m) _nk ' ـ Your (m) _nun $ ن ـ

Your (f) _nm Κ ـ Your (f) _nknt ۷#

His _ns ـ Their (m) _nsn ( ẇ ـ

Her _ns ـ Their (f) _nsnt ẇ ـ

*For the personal possessive “my” ( _nu) is used for words ending in vowels, while

( _inu) is used for words ending in consonants.



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13 Tamazight

Darkness tillas ҟ

Berber woman tamaziġt


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PRACTICE

Exercise 1: use the following words with the appropriate possessive pronoun

suffix.

Book l-ktabاا ت ك ل

Cow tafunastاست ن و ف ت

Fields igranراإ

1. Your (f, p) book. 5. Your (f, s) fields.

2. Their (m) cow. 6. Our book.

3. My fields. 7. Your (m, p) fields.

4. Her book. 8. Their (f) cow.

Exercise 2: fill in the blanks using the appropriate form of the verb

“TO HAVE”.

1. Ali and Fatima ______three cats.

1. Ali d fatima __________ krad imaššun.

مة.1 طا ف د ي ______ عل

ون ّش ا م إ

اض ر ك

.

2. I ______ 25 yearsold.

2. nk __________ 25amع

ك.2 عا _________ 25ن .

3. Do you _____ somewater please?

3. is __________ kanwaman (

ع

afak) saHHa ? 3. إ

________ ان م و

ن كا صحا)عفا(

4. The girls of thecountry _____ beautifuleyes.

4. tirbatin n tmazirt __________ aln iHlan

4.يرت ز ا م ت

ن

ين ت ا ب ر ي ت

حال ________ ن إ .أل



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15 Tamazight

PERSONAL INFORMATIONObjective: by the end of this chapter, you will be able to:

• Ask and answer questions about nationalities, cities, age, andmarital status.

Cultural points.

Avoid asking about the salary and age (sometimes) of people, especially

women. Men should not enquire about the wives or other female relations of

someone this could be seen as expressing an inappropriate interest. People won’t

always tell you about their jobs and other personal concerns if not asked.

Religion can be a sensitive issue and sometimes people are not willing to expresstheir views.

Vocabulary and expressions:

Where are you (m) from? umi ay tgit? يتتمي

Where are you (f) from? utmi ay tgit? يتتمي

I am from the US. giġ sg mirikan. اگيغگ ك ي ر م

I am American. giġ amirikani (m)

tamirikanit(f)

گ

ني ا ك ي ر م ا

/يت ن ا ك ي ر م ت

I am from Morocco. giġ sg l-mġrib. رگيگ غ م ل ا

I am Moroccan. giġ amġribi

giġ tamġribit

بي ر غ م ا

ييگ ب ي ر غ م ت

Are you …? is tgit …? يت ٳ

Are you from the US ? is tgit sg mirikan? ٳ

ت

ي

انگ ك ي ر م

Where are you from in theUS?

ma sg tgit g mirikan? نيتگما ا ك ي ر م

And you? i kiy (m) / i km (f)? ك/كٳ

City tamazirt رت ي ز م ت

State l-wilaya ية ال و ل ا

Big (f) txatr خا تت

Small (f) tmzziy زي م ت



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Excuse me. samHi. محي ا س

I am not … ur giġ... يوٲ

But walaynni/walakin ني ي ل و /كلو

Engaged (f) ttuyattrġ (mxt uba)رغ ت ي و ت

)و ط خ م

(

Are you married (m, f)? is tiwlt? لتٳ و ت

No, not yet. uhu/la, urta/ la sulġ. ال سول/رتاال /هٲ

Are you a tourist? is tgit turist? سيت ٳ ر و ت

I work with the PeaceCorps.

da xddmġ d hay’at

s-salam.

دمدخ ئيه السل ا

Dialogue:

Fatima: lla yعawn.عا هللا ي .وا مة طا ف :

Tom: lla ysllm.هللا سلا . ي :طوم

Fatima: may tع

nit? labas?يت ن ع ت

ي باما ل

مة طا ف

:

Tom: labas tع

nit l-xir, i km?ي خ ل ا

يت ن ع ت

با ل

،رمك :طوم

Fatima: labas l-Hamdullah. samHi, istgit afransawi? مد حل ا

با ل

.محي ا س

ت

ي

وي ٲ س ن ر ف مة طا ف

:

Tom: uhu, giġ sg mirikan.اگيهٲ ك ي ر م . :طوم

Fatima: matta tmazirt g mirkian?ّمتر ي ز ا م ت

نا ا ك ي ر م مة طا ف :

Tom: sg tamdint n Seattle, gl-wilaya n Washington. i km?

لس ت ا ي س

ن

نت ي د م ت

نگ

ية ال و ل ا

ن طن ش ا و .ك

طوم

:

Fatima: giġ sg Ouarzazate.گ

اي ز ا ز ر و

. مة طا ف

:

Tom: šHal ayd ġurm g l-ع

mr?يد ل ا ا ح ش م ر و غ رمع ل ا :طوم

Fatima: ġuri tnayna uع

šrinع

am. ikiy?

نا ت

ري و غ ن عاوي

ين ر ش ع

.ك مة طا ف :

Tom: ġuri rbعa u tlatin am.عة ب ر ير و غ اع ني ت ال ت . :طوم

Fatima: is tiwlt?لتٳ و ت طمف :ا

Tom: uhu, sulġ. i km?سولأ

هو

.كم

طوم

: Fatima: awd nk, sulġ. is tgit turist?

ولأ س

نك

ود

ت .تي س ر و ت مة طا ف :

Tom: uhu, nk da xddmġ d hay’atد

ك ان

مغ د خ ئيه

لسال ا

. طوم

:



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17 Tamazight

s-salam.

Fatima: llah yhnnik.يك ن ه ي هللا .ا مة طا ف :

Tom: llah yع

awnعا ي

هللا وا

. :طوم



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GRAMMATICAL POINTS

THE VERB “TO BE”.The verb “TO BE” (is, are was, etc..) in English can indicate condition/description

for example: “I am tired”, or place foe example: “I am in the restaurant”. In

Tamazight, these two cases are handled by two different verbs. The verb “g”

indicates a condition, while the verb “ili” indicates location/place.

• “TO BE”: condition/description.

g

I am Giġ 1 A We are nga B#

You are

(m/f, s)

TgitB

You are

(m, p)

tgam B

He is Iga

You are

(f, p)

tgamtB

She is Tga B They are (m) gan Aن

They are (f) gant # A

Examples:

I am Moroccan. (nk) giġ amġribi ب)ن( ر غ م أ غي.

He is a teacher. (ntta) iga l-mu llim. )ّ ل(ن ع م ل ا .

I am not French. ur giġ afransawi.ور وأ ا س ن ر ف أ

يغ

.

• “TO BE”: location place.

ili

I am Lliġ 1 ₢ We are nlla Cҟ #

You are

(m/f, s)

TllitǑ

You are

(m, p)

tllam ҟ م

He is IllaCD

You are

(f, p)

tllamtҟ



24/235


25/235


Examples:

This one is big. ta txatr.

I want that one. riġ wan/tan.ن /ر 1 وا

Who is this? matta wa? وا +

THE POSSESSIVE WORDS “WIN”/”TIN”.

If the object is masculine If the object is feminine

Mine winu $ و tinu $

Yours (m, s) winnk ' و tinnk '

Yours (f, s) winnm Κ و tinnm Κ

His/ Hers winns و tinns

Ours winnx/winnġ J و/1 و tinnx/tinnġ J /1

Yours (m, p) winnun و#$ن tinnun $ ن

Yours (f, p) winknt ۷#و tinknt ۷

Theirs (m) winsn ( ẇ#و tinsn ( ẇ

Theirs (f) winsnt ẇ و tinsnt ẇ

Examples:

This book is mine. l-ktabtx winu. با +۷₢ $ و J

That jellaba is yours. tajllabitin tinnk. ( + 9ҟ F'

Asking about possession.

The possessive words “win” and “tin” may be used with “mi” or “id” to mean

“whose”.

Whose book is this? win mi l-ktaba? * ( و9+۷₢ It’s Larry’s. win Larry. وD ( ري

Whose house is this? tin mi taddarta? را * (



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21 Tamazight

It’s Meridith’s. tin Meridith. د ( M

Whose cow is this? tin mi tafunasta? +ẇ#$; * (

This cow is Aicha’s. tafunasta tin .išaع +ẇ#$; EN (

Is this cow Aicha’s. id tafunasta tin ?išaع EN ( د +ẇ#$; إ

Yes, it’s hers. yeh, tinns. O



27/235


PRACTICE

Exercise 1: complete each section of this dialogue.



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23 Tamazight

Exercise 2: Ask a question about possession for each picture. Then, give the

correct answer. The first one is for you.

Q: win mi ayd iga l-bišklit

tx?

A: l-bišklit tx iga win

нassan.

يد ن مي أ ِوت تي ل ك ش ب ل ا اگ

خ يت ت ل ك ش ِ ل ا ن ِو اگ سح.

Hassan

Q: _______________ ?

A: _____________ sع

id.

______________ _

.سعي _ ___________

Said

Ahmed

______________

___________ _ حم أ

.

Q: ___________________ ?

A: ______________ ع

aziz.

______________

.عزي ____________

?

Q: ________________ ?

A: ________________ aнmd.

Aziz



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Exercise 3: substitute the underlined words with the corresponding possessive

pronoun endings.

s-stilu n Josephine. ₢( 3ز$Qن $Ǒ +ẇ

taddart n Aicha d Amina. د EN ن رت E ا

aġyul n LaHsen. )أ ẇ ₢ن ل$ =



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25 Tamazight

USEFUL EXPRESSIONS

Here are some expressions to help you with homestay, travel, and other

situations where your language may not yet be at a point where you are able to

communicate well in Tamazight.

MEALTIME EXPRESSIONS

In the name of God.(said when you begin an

activity: eating, drinking,working, studying, traveling,etc)

bismillah. ا Κẇ9

Thanks to God.(said ater finishing a meal, orqfter expressing that all iswell in life)

l-Hamdullah/nHmd as irbbi.

₢/س *# ا .ر9

I don’t eat … MeatEggsFish

Chiken

ur da-ttšaġ ... aksum/tifiyitiglayislman

ifullusn.

غأ

N+ ا د ر و

....$ẇ/* ; يتگ

Ǒ ٳ

( %$Ǒ3

I drink tea/ coffeewithout sugar.

da ssaġ atay/l-qhwa blaskkar.

غ

يد

/۷ ҟ 9 .₢TUة

I eat everything. da ttšaġ kulši. * N₢$آ .دN غ

I eat vegetables only. da ttšaġ ġas l-xud rt. س = .دN غ

I don’t feel like eating. ur digi mayd ittšan.. ٳN وأ

I want just / only… riġ ġas . . .س

= 1 ر...... I don’t want to havebreakfast.

ur riġ ad fd rġ. V3ور1 أ .د

The food is delicious. l-makla tat fut. ҟ ۷ ₢W$;.

I’m full. djiwnġ. 1#$ Qد.

I want to learn how tocook.

riġ adع

llmġ ad snuġ. 1 ر1 Ǒ د د$ .

May God replenish /reward you. (said after ameal to thank the host)

llay xlf / ad ixlf rbbi. XǑ /د* . XǑ ر9



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To your health( said to someone aftereating, drinking, coming outof the Hammam, wearing newclothes, having a hair cut,etc)

bs s HHa / ak ynfع

. Y9/4; ك.

May God grant yourhealth too.(response to the above)

ad ak ik rbbi s -s aHt. ك ٳأ *دا ZYر9 ₢.

THANKING EXPRESSIONS

Thank you. šukran / s aHHa. .۷[/ ا

You’re welcome. blajmil. \ Qҟ 9. May God bless yourparents.

ad irHm rbbi

l-walidinnk/nm.

*دأ .#' ₢$₢/Κر ΚZر9

EXPRESSIONS FOR NIGHT TIME/ SLEEPING

I am tired. uHlġ. .و1ǑZأ

I want to read a littlebit.

riġ ad ġrġ imiH/imiq. 1 ر غ= .ٳ] / ̂د

I want to go to bed. riġ ad dduġ ad-gnġ. 1 رغود ددن

.

Where am I going tosleep?

manig nna ad gnġ. * .ن ن#

Excuse me, I want to goto bed.

s amHi, riġ ad dduġ adgnġ.

%1 ر * غود د ن

.

I want to sleep early. riġ ad gnġ zik. 1 ردن' ز .

I want to get up early. rig ad nkrġ zik. 1 ر' ز غ۷#د.

I want a blanket. riġ yat l-kašša / l-mant a. 1 ر N۷₢/₢W#.



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27 Tamazight

HYGIENE AND CLEANLINESS EXPRESSIONS

I want to wash my handswith soap.

riġ ad ssirdġ ifassninu ss -s abun.

1 رغدد

3س $ %

.₢$9Yن

I want to brush my teeth. riġ ad ssirdġ tuġmasinu. 1 ر$ =$ غد .د

I want hot water please. rig aman inwan .afakع 1 رن; ن .#$ا

I want to take a shower. riġ ad duwšġ. 1 ر1 د د.

I want to go the Hammam. riġ ad dduġ s l-Hmmam. 1 ر ₢ س .دوغ

I want to change myclothes.

riġ ad bddlġ iHruyninu /iعbaninu.

1 ر1₢9د$ وZٳ/ #ٳ$.

Where is the toilet please? mani bit l-amaع

afak?ك

; ₢9* #

I want to do laundry. riġ ad s bbnġ iHruyninu. 1 ر1 د$ وZ.

Where can I do laundry? mani gnna ad s bbnġiHruyninu?

* #1 د

Zو$ إ

OFFERING HELP/ ASKING FOR FAVORS

Can I help you? ad ak awnġ? / ad amعع

awnġ?.م و/1#و 1#أ

Excuse me? samHi. * %.

Please, give me. kiع

afak . . . / fiع

afak. * ; ك * /; آ 3.

BEING SICK

I am sick. mrd ġ. 1_ .

I want to rest a bit. riġ ad swunfuġ imiH. 1 ر$ .#;$غ ] د

Do you feel better. is tgit labas / is tjjit? س B إ ₢/ س

TRANSPORTATION EXPRESSIONS

I want to go to . . . riġ ad dduġ s . . . 1 ر غود د.....

Take me to . . . please. awiyi s . . .ع

afak.سأ * و.....; .

I want to pay for twoseats.

riġ ad xlls ġ snat l-blays . 1 رت %1YǑGد` ҟ ₢.



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Stop here please. bdd daع

afak. ك ; اد 9.

How much is a seat? šHal i l-blas t? ₢ ҟ ل]

APOLOGIES AND RESPONSES

It’s not a problem maši muškil. \ ۷N * [.

It’s OK ihnna l-Hal. ₢ إ ه.

There’s no problem kan lbas ur illi. س ₢ن آ* .ور₢

CONGRATULATIONS

Congratulations. mbruk.وك

.

Happy holiday. ambark l-ع

id / ambarklع

wachrكر₢/كر[ ا$ ₢.

May god grant you peace.(response to “mbruk”)

lla ybark fik. ' 3 رك .

COMMUNICATIONS

I don’t understand. ur fhimġ. .ور1 T3أ

I don’t know. ur ssinġ. .ور1 أ

Slowly please sttawil .afakع \ و+%; .

Repeat slowly please.ع

awd sttawilع

afak . + و; \ ك ود .



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29 Tamazight

NUMBERSNUMBERSNUMBERSNUMBERS

Objective: by the end of this chapter, you will be able to:

• Count in Tamazight.

• Combine numbers with nouns too indicate amounts.

• Ask and answer questions about time.

CARDINAL NUMBERS.

One (m) yan ن

One (f) yat ت

Two (m) sin ( %Two (f) snat %ت

Three (m) krad ض آا

Three (f) krat ط آا

Four rbع

a E 9ر

Five xmsa Eẇ G

Six stta E+%

Seven sbعa E %

Eight tmnya E

Nine tsع

ud $ د

Tenع

šra N ة

Combining the numerals 1-3 with a noun.

Masculine form Feminine form

One yan ن yat ت

Two sin ( % snat %ت

Three krad ض آا krat ط آا

Examples:

Two glasses sin l-kisan %ẇ ۷₢ ( ن

Two houses snat n tadrwin ( ورد ن ت %



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Three glasses krad n l-kissan ن₢ẇ ۷آا

Three houses krat n tadrwin ن درو( آا

For numbers 4-10 use: NUMBER + n + PLURAL NOUN.

Examples:

Four cows rbع

a n tfunasin ( #$; ن E 9ر

Ten dirhamsع

šra n d-drahm ن N ₢Κة را

For numbers above 10, however, the singular form of the noun is used:

NUMBER + n + SINGULAR NOUN

Examples:

Eighteen years tmnt aš n usggasن

اش ط ن م ت

Twenty two men tnayn u šrin n urgazعن

ين ر ش ع و

ين ا ن ت

گ

Fifty women xmsin n tamt t utّط تم

ن

ين س م خ و

1000 apple trees alf n usklu n t-tffaHلو ن ا نلأ ك س ّ ت

Numbers progressions from 11 to 10 000.

Eleven нd aš ش VZ

Twelve t naš ش f

Thirteen tlt aš ش WǑ

Fourteen rbعt aš ش 9ر

Fifteen xmst aš ش Wẇ G

Sixteen st t aš ش W%

Seventeen sbع

t aš ش %

Eighteen tmnt aš ش

Nineteen tsعt aš ش ẇ

Twentyع

šrin N (

Twenty one waHd uع

šrin N و Zاو( Twenty two tnayn u

ع

šrin N و ( (

Twenty three tlata u šrinع ( N و E ҟ



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31 Tamazight

Twenty four rbع

a uع

šrin N و E 9ر(

Thirty tlatin ( ҟ

Thirty one waHd u tlatin ҟ ( وا Zو

Thirty two tnayn u tlatin ( ҟ و (

Forty rbع

in ( 9ر

Forty one waHd u rbع

in ( 9ر و Zاو

Fifty xmsin ( ẇ G

Sixty sttin +% (

Seventy sbع

in ( %Eighty tmanyin ( #

Ninety tsعin ( ẇ

Ninety nine tsعud u tsعin $ ẇ ( ẇ د

One hundred miya E

One hundred one miya u waHd E Zاو

One hundred two miya u juj E و$Q

One hundred three miya u tlata E وE ҟ

One hundred ten miya uع

šra E وN

One hundred ninty nine miya u tsع

ud u tsع

in E ود$ ẇ ( ẇ

Two hundred miyatayn ( +

Two hundred seventy

five

miyatayn u xmsa u sbعin ( + Eẇ G(

Three hundred tlt miya E Ǒ

Nine hundred ninety nine tsعmiya u tsعud u tsعin E 4ẇ د$ ẇ ( ẇ

One thousand alf X₢

One thousand ninehundred sixteen

alf u tsع

miya u st t aš شX₢ E 4ẇ Wأ

Two thousand alfayn₢;( أ

Two thousand twentytwo

alfayn u tnayn uع

šrin ( N و ( ;₢ ( أ



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Three thousand tlt alaf Ǒ D

Ten thousandع

šr alaf N D

ORDINAL NUMBERS.

For masculine: wis + cardinal number.

For feminine: tis + cardinal number.

Masculine Feminine

The first amzwaru زورو م َ tamzwarut وت ر و 5

The second wissinين س ِ و

tisnat ت

The third wiskrad اض ر ك س ِ و tiskrat ۷ اط

The fourth wisrb aعة ب ر س ِ و tisrb a E 9

The fifth wisxmsa ة س م خ س ِ و tisxmsa Eẇ

The sixth wisstta تة سِو tisstta E+

The seventh wissb aعة ب

وِس

tissb a E

The eighth wistmnya ية ن م ت س ِ و tistmnya E +

The ninth wists udود ع س ت س و tists ud $ ẇ+ẇ د

The tenth wis šraة ر ش ع س ِ و tis šra N ة

The last amggaru رم ا tamggarut B رو+ ا

Examples:

The first boy lع

il amzwaru \ ₢را 5 و

The fourth house taddart tisrbعa ẇ تر ا ّE 9

The last day as amggaru ر أ



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33 Tamazight

FRACTIONS

Half ns ` #

Third tulut Ǒ

Fourth rubuع

/ rb ع ر/49ر49

fifth lxumus



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TIME

To express time, we use the appropriate number with the Arabic definite

article. This means that for 1:00, 5:00, 10:00, and 11:00, we will use the letter

“L” before the number, while for the others; we will double the first letter.

One l-wHdaة

Z$₢ Seven s-sbعa E ẇ₢

Two j-juj ₢$Fج Right t-tmnya E +₢

Three t-tlata E ҟ +₢ Nine t-tsع

ud ₢+$ ẇد

Four r-rbع

a E 9₢ Ten l-عšra ₢N ة

Fove l-xmsa Eẇ ا Eleven l-Hd aš ش V ₢ا

Six s-stta E+ẇ₢ twelve t -t naš ش W₢

For telling time in Tamazight, we use the Arabic prepositions.

Before ql\ "

Twentyminutes

tulutǑ

And U و Half ns ` #

Exactly nišanن

N # Quarterto llarub Dر

Quarter rbع

49 ر

Fiveminutes

qs mΚY"

Tenminutes

qs mayn( Y"

Some expressions of asking and answering about time.

What time is it? šHal/mšta g tassaع

t? [ل/ +N ẇ

It is exactly one o’clock. l-wHda nišan. ₢$Zة#N ن

It is five minutes pasttwo.

j-juj u qs m. $F₢ جΚY"

It is ten minutes pastthree.

t-tlata u qs mayn. ₢ ҟ +E ΚY"

It is quarter past four. r-rbع

a u rbع

. E 9₢ 49ر

It is 20 miknutes pastfive.

l-xmsa u tulut. Eẇ ا $Ǒ



40/235


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PRACTICE

Exercise 1: match the numbers with the correct translation.

2 xms miya u tsع

t ašش

ẇ و E G 298 xms alaf u tlt miya u

tnayn u šrinع

( و

E Ǒ و

ف

D G( N و

147 tsع

ud u sttin ( +% $ ẇ د

519 alf u t naš ش f و X₢

1012 miyatayn u tmnya u tsعin ( ẇ و E و ( +

69 sin (snat) ( %)%( 5322 miya u sb

ع

a u rbع

in ( 9رو E E و

Exercise 2: combine the following numbers with the correct plurals or singular

form of the nouns: 1, 3, 7, 15, 20, 500, or 1000.

House/houses taddart/taddrwinرت ا

/( ور Pen/pens stilu/stiluyat $Ǒ +%/ا$Ǒ +%

Woman/women tamt t ut/tutmin $ /( $ ت

Hotel/hotels lot il/lot lat \ f$ ₢/ҟ f $₢

Man/men aryaz/iryzn رز/إ5

Exercise 3: match the with the correct Tamazight translation.

10:30 l-wHda u qs m ZΚYة₢$ "

12:00 l-Hd aš u qs mayn ₢V ( Y"

1:05 t -t naš nišan W₢N # ش

2:20 Lعšra ql tulut \ $Ǒ تا " ₢N ة

11:10 l-عšra u ns `₢N ةا #

9:40 j-juj u tulut $Q$Ǒ ج



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37 Tamazight

Exercise 4: give the time for each clock or watch.



43/235


GETTING STARTED

SHOPPINGObjective: by the end of this chapter, you will be able to:

• Convert between dirhams, ryals and franks.

• Buy items you need from a store.

Money idrimn/l-flus ردإ/ا

When converting ryals to dirhams, divide by 20.

e.g. 100 ryals: 100 ÷ 20 = 5 DH.From franks to ryals, divide by 5. For example, 200 franks ÷ 5 = 40 ryals.

From franks to dirhams, divide by 100. For example, 200 franks ÷ 100 = 2 DH.

From ryals to dirhams, divide by 20. For example, 40 ryals ÷ 20 = 2 DH.

From ryals to franks, multiply by 5. For example, 40 ryals * 5 = 200 franks.

From dirhams to ryals, multiply by 20. For example, 2 DH * 20 = 40 ryals.

From dirhams to franks, multiply by 100. For example, 2 DH * 100 = 200 franks.

100 frank 20 ryal1 dirham

×5

÷5

×100

÷100

×20

÷20



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39 Tamazight

At the Hanut ġur butHanut

Vocabulary

Store taHanut $#ت Peanuts kaw kaw آآو

Store keeper butHanut $#$9ت Almonds l-luz ₢$Ǒز

Soda l-monad a ₢#$ دا Bottle l-qrع

a E U₢

Chocolateš-šklat

ط

۷

N₢ Bottle ofwater

l-qrعa nwaman

ن

E U₢ن

و

Candies l-Hlwa ₢Ǒة Kleenex kliniks ۷ Ǒ

Gum l-mska E۷ẇ ₢ Toiletpaper

ppapiyi

jinik

n n' Qي

Cookies l-biskwi ₢$۷ẇ ي Toothpaste

dontifris ;+#ود

Juice l-ع

as ir ₢ Soap s -s abun ₢$9Yن

Bread aġrum =وأ Shampoo š-šampwan ن ₢$ Nا

Jam l-konfitur ۷₢$$+;# Detergent t-tid +₢

Butter z-zbdaة

95₢ Bleach javil Q\

Eggs tiglayتيگ

Batteries l-Hjrat n

r-radyu

ت ن ₢ Fا$ دا₢

Yogurt danon د#$ن Razor rrazwar ار و ز ا ر

Milk l-Hlib p Ǒ₢ Tobaccostore

s -s aka آY₢

Coffee l-qhwa ₢$TUة Cigarettes l-garru

روا

Tea atay أ Package l-bakit/

l-bakiya

آ

₢/E آ₢

Sugar s-skkar ۷ẇ₢ Lighter l-brika ₢۷ ا

Cheese l-frmaj ₢;ج Money idrimn/

l-flus

/در( إ₢;$Ǒا

Oil z-zit 5₢ Change s -s rf ₢Yف



45/235


Expressions:

Do you have...? is ġurk ...? =$رإ ....س

Yes, I do have ... yeh, ġuri... $= O ري

No, I don’t have... uhu, ur ġuri...ه$أ ور=$رو

Is there ... ? is illa? (m)

is tlla ? (f)

......س D/....ҟ سإ

Yes, there is. (masc.) yeh illa. O D

Yes, there is. (fem.) yeh tlla. ҟ O

No, there isn’t. (masc.) la, ur illi. Dو* ₢

No, there isn’t. (fem.) la, ur tlli. D* Ǒ رو

Give me... please. ki ...ع

afak. * ; ك .....آ

What do you want ma’am/ sir.

may trit a lalla/sidi. يي%/₢ҟ .

How much? šHal? [ل

Do you have change? is ġurk s -s rf? =$رك₢Yفإ س

Do you have changefor...?

is ġurk s -s rf n ...?=$رك₢Yف نإ .....س

Fractions of measurements:

Literlit ru/it ru

وإ

f /و

₢Kilogram kilu $Ǒ آ

¼ liter rubuع

/rbع

it ru

ر/49ر$9ع

إ

f

¼ kilogram rubuع

/rbع

kilu.

ر/49ر$9ع$Ǒ آ

½ liter ns it ru ` fو# ½ kilogram ns kilu $Ǒ آ ` #

1 liter waHd it ru Zاووf 1 kilogram waHd kilu $Ǒ آ Zاو

2 liters juj it ru fو$Qج 2 kilograms juj kilu $Ǒ آ $Qج

I want ½ liter of milk. riġ ns it ru n l-Hlib. ` #1 رp Ǒ₢ fو ن



46/235


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Affirmative:

There is (m, s) illa CD

There is (f, s) tlla Cҟ

There are (m, p) llan CDن

There are (f, p) llant #CD

Negative:

There is not (m, s) ur illi * r ₢رو

There is not (f, s) ur tlli * r Ǒ رو There are not (m, p) ur llin ( r ₢رو

There are not (f, p) ur llint r ₢رو

Examples:

Karim is at home. illa karim g taddart. يم ر ك ّال رإ . تدا

Is there water in the

river?

is llan waman g wasif? ان م و ن ّال فإ ي س و

Moha is not in the fields. ur illi MoHa g igran. و اأ ح و م ي ّإ ار.



48/235


49/235


Exercise 3: make as many sentences as you can using the examples provided.

nk ' #

riġ 1 ر kuka آ

آ

Samira %ة trit aġġu =$أ

nitnti + #* + ira رإ l-ع

as ir ₢

knni * آ tra ا atay أي

kyyin ( آ nra #ا l-qhwa ₢$TUة

kmmin ( آ tram ام l-qhwa bla skkar ҟ 9 %TU₢۷ة

knnimti آ* + tramt aġrum =وأ

nkni * ۷# ran ن را

Hicham هNم rant #ر

nitni # * +



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45 Tamazight

FAMILYObjective: by the end of this chapter, you will be able to:

•

Describe family members.Cultural points.

Family ties are very strong in Morocco. Children remain in touch or live with

their family even after they are married. Often parents and one or two married

children, with their spouses, and children, can be found in the one household

(space permitting). Relatives not living with the family are expected to visit

from time to time, especially during holidays.

Family members

My brother uggma و گمأ

My sister uttma وأ

My son m’mmi *

My daughter illi *إ ₢

My father bba 9

My mother mma

My grandfather bbaHllu $ǑZ 9

My grandmother mmaHllu $ǑZ

My uncle (fathers side)ع

mmi *

My aunt (fathers side) ttiع * +

My uncle (mothers side) xali * ₢G My aunt (mothers side) xalti * +₢G

Other family related words.

Woman/wife tamġart/ tamt t ut


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Family expressions:

How is Mohamed relatedto you?

mayd ak/ am igaMohamed?

اك

/ گ

How is Amina related to you?

mayd ak /am tga Amina? ك/ گE

My mom doesn’t work. mma ur da txddm. أ در.

My mom and dad aredivorced,

baba d mma nurzmn. ( زر$# 9د .

I have two siblings. ġuri sin aytma ikniwn. ( .آ$=+ $ ري

How many siblings do youhave?

mšta n aytmatn ayd ġurk(ayd ġurm)?

ن

+N + ( ر

$= / =$رم

How many sisters do youhave?

mšta n taytmatin aydġurk? ayd ġurm

+N ( + كر$= /أرم

$=

What’s your father’sname?

mism n babanm? Κ#99 ن Κẇ

How old is your brother? mšta ayd ġur gmanm gl-ع

mr?+N ر$= مگΚ# ₢

I have a youngerbrother.

ġuri yan gma amzzan. .5 اگم=$ري ن

My (male) cousin and Iare the same age.

nkkin d arba nع

mmiiqrin.

."* ( نر ( ۷#9د

My older sister is a

teacher.

utma taxatart tga

l-muع

llima.و أ

گ

E Ǒ ₢.

My younger brother goesto school.

gma amzzan da ytddu sl-mdrasa.

گم

س

و

ي دا

ن

ز

E ر₢.



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47 Tamazight

PRACTICE

Exercise: read the following text and read the questions at the bottom.

isminu John, baba ismns Steven, mmaismns Judy. ġuri krad n aytmatn: snattrbatin d yan urba. gma ismns Brian. da yxddm g yat š-šarika. uttma Kathy,tiwl, ġurs sin iširran: arba d trbat.arba isul imzziy, ġurs tlt šhur. tarbatġurs tmnya n isggasn, da tddu s

l-mdrasa, uttma tamzzant Mary, tsulda taqra g l-jami

ع

a.

% %$Q $ 99% +ẇ إ

ض ن د$Qدي آا ت:$=( + ري %9ن د ( 9ر.مگ ( ا9%.ام

EN₢ت .أ$ * uآ ( %سر$=نإ ا

[9 =$رس$%5 لر.9ر 9د=$رس E ن.$T Ǒ ر ت 9 ( %۷%و

E ر

₢سأ 5 ل$ẇ ير #اU

E F₢.

Questions:

1. babas n John, mismns? 1(ẇ س ن د$Qن 99

2. mmans, mismns? 2(# ẇ

3. šHal n aymatn ayd illan ġur John? =$ر د$Qن أD ( + أ ن 3( [

4. mayd igan amzzan g taxamt n John?گ ن د$Qن ن أ5 ا گإ 4(



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DIRECTIONSObjective: by the end of this chapter, you will be able to:

•

Describe where objects are located.• Give and receive directions to places around town.

PREPOSITIONS

To/for i إ Near/next

totama n

ما ن ......ت

In gگ

Behind d art(n)ض

ارت

....

From sgس

In frontof

dat (n)ت دا

.....

With / and d د Under ddaw و دا

With/bymeans of

s In themiddle

g wammas وام

ا

Without blaال ب On the

rightxf uyffas

فاخف ي

On/up aflla nأ

فال On the

leftxf uzlmad

خف

اأ م ل ز

About/on xf/ġifخف

/ف غي

Between gr گ

Until ar أ Here da دا

Above/over nigني

Here dinدين

Examples:

The mosque is near (nextto) the school.

l-jam illa tama n

l-mdrasa.

مع ا ج ل ا الس ر د م ل ا

ن

ما ت

.

The well is behind the

fields.

anu illa d art igran. وأ رتالن راا

.

The house of Mohamedis between the mosqueand the school.

taddart n Mohamed tllagr l-jam

ع

d l-mdrasa.ال د ت م ح م ن تر ا د ت ع م ا جل ا ر

ة س ر د م ل ا

د

.



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49 Tamazight

DIRECTIONS

Busstation

l-maHt t a nl-kiran

ة ط ح م ل ا ن

ان ر ي ك ل ا

Close/near inmalaنمإ

Themosque

l-jamع

ا ج ل ا م

Where is ...please?

mani ...s aHa?

ني ا م

.....صحا

Store taHanutحا وت ن Go straight ddu nišan ان ش ي ن ّدو

School l-mdrasaمد ل ا سر Turn right d uwr xf

uyffas خف ور د

فاأ ي

Postoffice

l-bost aسطة و ب ل ا Turn left d ur xf

uzlmad ور خف د

لمأ ز

Publicphone

t-tilibutikيك ت وب ي ل ي ت ل ا Pass the

firststreet

zri z-znqttamzwarut

قت ن ز ل ا

زري

وت ر ا و ز م ا ت

Weeklymarket

s-suqسو ل ا In the

secondstreet

g z-znqttisnat

قتگ ن ز ل ا

ات ن س ي ت

Far iع

rqعإ

Dialogue:

Daniel d Hicham tama n l-jamع مع. ا ج ل ا ن ام ت شا م ل د ه ي ي ن ا د

Daniel: s-salamu laykum كم ي ل ع م ال س ل ا . ل ي ي ن ا د :

Hicham: waع

laykum s-salam كم ي ل ع وال س ل ا . ام ش ه :

Daniel: samHi riġ ak-sqsaġ saHHa محي ري ا س غحص اغ س ق س . ل ي ي ن ا د :

Hicham: waxxa, mrHbaمرح

خا و

. ام ش ه

:

Daniel: mani tadart n li Ussuع ي وسو ن عل رت ني تدا ا م ل ي ي ن ا د :

Hicham: ddu nišan ar taHanut, llan sinibrdan, yan xf uzlmad dwayd xf uyffas. t fur abridn uyffas ar tawd yattaddart taxatart, taddart n

ع

li Ussu tlla d ar as.

ا شي ن

و

حند ت

ور ن،ن سي

الّن

اإ د ر ب خ ن د يا اض م ل ز ضي ا و

يفخف

.ور نف

يد ر ب في ر

وض يات تدا ا ت رر ا ت ا خت .ن ترا د ت

وسو

ي عل ارا ض

ال ت

.

ام ش ه

:

Daniel: ad irHm rbbi lwaldin. رحهللاا يي د ل ا و ل ا .

ل ي ي ن ا د

:



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Hicham: waldin a waldik يك د ل ا و ان ي دل ا و. ام ش ه :

Daniel: llah iعawn اون ع ي هللا .ا ل ي ي ن ا د :

Hicham: llah iعawn ون ا ع ي هللا .ا ام ش ه :



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51 Tamazight

GRAMMATICAL POINTS

THE IMPERATIVE.

The imperative form of a verb is used to give commands. i.e. “Go to the store”,

“Open the window”, “Study Tamazight” .

The Simple Imperative form requires an immediate action. (do the action)

The Continuous Imperative is an order that is expected to be followed

continuously. (keep doing the action)

Verbs Simple Imperative Continuous Imperative

To go ddu دو tddu تدو

To stay/sit qqim يم ّق tqqima يما ق ت

To drink su سو ssa سا

To wake up/to stand up nkr كر ن nkkr نكّر

To wear to put on ls ل lssa لسا

To put (down)

srsسر

srus

سرو

To open anf نأ tanf نتا

To close qqn ن ق tqqn ن ّ ت

To take amz مأ tamz متا

To say/tell ini نإ tini ني ي ت ّ

To eattš

ش ت

ttša

ّش

The imperative has three forms :

Go (singular) dduو

د

Go (plural masc.) dduyatات ي و

د

Go (plural fem.) ddumtومت د



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NEGATION OF THE IMPERATIVE.

The negative imperative is formed by using the negative word “adur” preceding

the verb to which conjugate to the “you” forms as shown below.

t_____t _______ ت

t_____mت

_______ adur +

t_____mtت

_______ م

+ دوأ

e.g “Don’t go”.

tddut

وت

تد

tddum

وم د ت adur

tddumtمت و د ت

دوأ

Examples:

Don’t drink water fromthe river.

adur tssut aman sgwasif.

ندوأ ا م أ

وت س ت

ي سا و

.

Don’t travel at night. adur tsafrm ggid .

رم ف ا س ت

دور أ

. Don’t smoke here. adur tkmmimt da.

دأ

يمت م ك ت

ور د

.



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53 Tamazight

PRACTICE

Exercise 1: fill in the blanks with the appropriate prepositions. (There may be

more than one appropriate answer.

1. sawlġ ________ Moha. 1v%1₢ ..................Z$ .

2. llan waman ________ wasif. 2vنو .%D...............X ن

3. tlla taddart ________ Moha ________ l-bost a.

3v ҟ را..............Z$ .............$ ₢%EW.

4. munġ ___ع

li ______ Rabat 4v1#$ ................* Ǒ ...........9₢.

5. tsawl Mary _____ Pall _____tmaziġt.

5vẇ ر لو.........wو........


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Exercise 3: put the verbs between parentheses in their negative imperative

form.

qbl a tddu Fad ma s s-suq tnna i yširran ns.

. (anf) tiflut i yawdyan. .)X#( ت$Ǒ; دو .

. (ffġ) s brra. .)13(9س.

. (ali) s aflla afad( dr) g d-druj .)* 3 ҟد )₢ .₢رو) _ )س3

. (lع

b) takurt g taddart afad (rz) ka .)p ₢(تر$۷ د3 رت ا ّ )ر(آ.

. (kjm) s l-kuzina (asi) l-mus d (ssiġ)

l-but a.)Κ آ (E ز$۷₢س)* )%$ ₢)1 س د)%

f$ ₢.

. qqimat g l-bitnun, ġrat l-ktubnun nġdtfrjat g t-tlfaza

. "ت $ + ₢.=$ 9$+۷₢تن


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55 Tamazight

DAILY ROUTINEObjective: by the end of this chapter, you will be able to:

• Talk about your daily activities.

PRESENT TIME EXPRESSIONS

Now dġiغي د

Every kuكو

Every day ku yas كو يا

Every morning ku s -s baHاح ب صل ا و ك

Every afternoon ku tadggatگكو تد

Every night ku ggid گكو

Every year ku asggasگكو

Every summer ku s -s ifيف

ص ال

كو

Every month ku ayyurيور أ

كو

On Saturday as n s-sbitن

سبياأ

Sometimes kan tikkalن يكّاكا ت

Once a year yan tikklt g usggasلت ك ي ت

گيات

Every afternoon ku tadggatگتكو



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GRAMMATICAL POINTSGRAMMATICAL POINTSGRAMMATICAL POINTSGRAMMATICAL POINTS

THE PRESENT TENSE.

In Tamazight, we form the present tense of a verb by adding the followingprefixes and suffixes to its imperative continuous form.

nk da ______ ġ _______ دا ك ن

Kiy/km da t______t ______ دا ت ك/كي

ntta da y______ي

دا

______ تا ن

nttat da t______ت

دا

______ تا ن

nkni da n______ن

دا

______ ني ك ن

knni da t_____mت

دا

_______ كني

knnimti da t_____mtم _ _____ دا ت تي م ي ن ك

nitni da ______nدا

_______ ني ت ن

nitnti da ______ntدا

_______ ن تي ن ت ن

Example:

Verb Infinitive form Imperative continuous

To go ddu tddu

I go nk da tdduġ وغ داك ن

You go Kiy/km da tddut ودا كي

/ك

He goes ntta da ytddu + دا تا ن

She goes nttat da tddu دا وات ت ن

We go nkni da ntddu +#دا ني ك ن

You (m, p) go knni da tddum ودا كني



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57 Tamazight

You (f, p) go knnimti da tddumt اد تي م ي ن ك

They (m) go nitni da tddun دا ونتنن

They (f) go nitnti da tddunt #و اد نتن

Some verbs.

Verbs Infinitive/ imperative Continuous

imperative/present stem

To eat tš y ttša N+

To drink su $% ssa %

To wake up nkr ۷# nkkr ۷#

To talk sawl %ول sawal وال %

To cook snu $ % snwa %$ ا

To laugh t s f t ssa ẇf

To wash ssird %د ssirid %

To look sksu $ẇ۷% sksiw $ẇ۷%

To know isin ( إ tisin ẇ (

To swimع

um $ م tعum $ م

To write uru رو و أ turu $ رو

To turn off sxsi * ẇ sxsay ي ẇ

To smoke km * آ kmmi * آ

To read ġr = qra "ا

Examples:

Jo speaks Tamazight

well.

Jo da tsawal tamaziġt

mzyan.

د

اجو ي ز م

يغت ز ا م ت

ل ا و س ت

.

Every summer, I travelto the U.S.

ku s -s if da tsafarġ smirikan.

د

ف ي

ص ال

كو رغ ا ف ا س ت

ان ك ي ر م

.

Lisa swims in the pool. Lisa da tعum g lapisin. ا د سي ل وع . ت

Where are you (every)Saturday afternoon?

mag da ttilim as n s-sbttadggat?

ن دما يم أ ل ي ت ات سب

گتد

How many books do youread in a month?

mšta n l-ktub da tqrat gwayyur? توب ك ل ا

ن

ا ت ش م دتا ر ق ت

يور و



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NEGATION OF THE PRESENT TENSE.

To form the negation of the present tense, we simply add the prefix “ur” (*) to

the conjugated verb.

Examples:

I don’t drink tea withsugar.

ur da ssaġ atay s-skkar. رد و أ ك س ل ا اي ت أ غاس .

They don’t go to schoolon Sunday.

ur da tddun s l-mdrasaas n l-Hdd.

نورأ سة أ ر د م ل ا تدون

لحد ا

.

FORMATION OF THE IMPERATIVE CONTINUOUS.

There are 3 main categories of the imperative continuous.

1st Category:

(Verb in the simple imperative) + (the prefix “t” with an “a” inserted before the last

letter).

Examples:

1. to play: “lع

b” becomes “tlع

ab”. 2. to photograph: “s wwr” becomes “ts wwar”

Yousef is playing in frontof the house.

Yussef da ytlعab imi ntaddart.

رت ا

ّ

ن * إ ب Ǒ+ اد X%$ .

Cathy is photographingher family everyday.

Cathy da ts wwarl-familans kuyas.

#EǑ ;₢را$ اد * آس

$آ.

2nd Category:

(Verb in the simple imperative) + (prefix “t”).

Examples:

1. to send: “azn” becomes “tazn”.

2. to collect water: “agm” becomes “tagm”.

John is sending lettersto his family everymonth.

John da ytazn tibratin il-familans ku ayyur

امل ف ل ا

إ

ين ت ا ر ب ت

زن ا ّ ي

دا

ون ج د

ر و ي أ وك .ن

Alicia is collecting waterfrom the spring everyday.

Alicia da tagm aman sgtaġbalut kuyas.

دا

ا شي ل أ مگن ا م أ

يا وك تول ا ب غ ا ت .



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59 Tamazight

3rd Category:

(Verb in the imperative) + (the middle letter is doubled).

Examples:

1. to smoke: “kmi” becomes “kmmi”

Moha smokes sometimes. Moha da ykmmi kantikkal.

ن مي كا ك ي ا د ا ح و م اّكي . ت

For more examples of the Present continous form, refer to the verb glossary

below.

Examples of the 3 main categories of imperative Continuous Verbs.

1ST CATEGORY:

Verbs infinitive/imperative

Continuous


To answer wajb p Qو twajab ب Q$

To play lعb p ₢ tlعab ب Ǒ

To pay xlls ` ǑG txllas ҟ ص

To get used to walf X₢و twalaf D$ ف

To annoy sddع

ع

tsddaع ع ا

ّ

To add zayd از tzayad 5 اد

To watch tv frrj 3ج tfrraj ّ; اج

To greet sllm ΚǑ% tsllam ҟم ẇ

To change(money)

s rrf ف ts rraf ف ّا

To have

breakfast

fd r V3 tfd ar V; ر

To change bddl 9ل tbddal ّال

To draw rsm Κ ر trsam م

To understand fhm ΚT3 tfham T; م

To be late t t rع tعt t ar ر

To helpع

awn ون tع

awan وان

To travel safr 3% tsafar 3ẇ ر

To be sick mrd ض tmrad ض ا

To photograph s wwrر

ّ

$ ts wwar ّ$ اTo dance št H ] W[ tšt aH WN ح

To record sjjl \ F% tsjjal Fẇ ل



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To win rbH ] ر9 trbaH 9ح

To accept qbl \ " tqbal U ل

To return backع

ayd tع

ayad د

To reduce

(lower)

nqqs ` U# tnqqas ص U

2nd CATEGORY:

verbs Infinitive/imperative

Continuous imperative/present

stem

To remove kks آ tkks ۷

To walkaround

d wwr _$ر td wwr $ ر

To write uru رو و أ turu $ رو

To exit ffġ 13 tffġ 1;

To be illi * Ǒ إ tilli * Ǒ

To be able iġiy * إ= ttiġiy *


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61 Tamazight

3rd CATEGORY.

Verbs Infinitive/omperative

Continuous


To enter kjm Κ آ kjjm Κ آ

To wake up nkr ۷# nkkr ۷#

To smoke kmi * آ kmmi * آ

To start bdu 9و bddu ّ9و

To pour xwu $Gو xwwu $Gو

To build bnu $ 9 bnnu $ 9

To scratch kmz 5 آ kmmz 5 آ

To slaughter ġrsس

= ġrrs =سTo graze fz 53 tfzza ّ5; ا

To scrab mri ي mrri ي

To bush krd آض krrd آض

To peel (anegg)

zlm Κ₢ zllm Κ₢

To borrow rd l \ ر _ rd d l ر _ \

To breakdown

xsr ẇG xssr ẇG

To wound jrH Qح jrrH Qح

To wipe off sfd { ;% sffd { ;%

To warnع

lm ΚǑ ع

llm ΚǑ

To sew gnuگ

gnnuّگ



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*

PRACTICE

Exercise 1: describe the present tense of the following activities.



68/235

63 Tamazight

Exercise 2: put the verbs between parentheses in the present tense.

ku s -s if “nkkin” (safr) s Miami (amz) yat l-bit g yan lot il irxsn. kulši lot ilatġlan ašku bzzaf n mddn (ddu) s Miami.Ku s -s baH (fd r). g 1O:OO (fġ) s brra.g luqt n imkli (sġ) sandwitš ašku ur ġuril-flus. mn bعd (ddu) s l-bHr. kan tikkalayd) sع) dعb) takurt. mn bعum) nġd (lع)lot il. (tš) imnsi g 7:30. g ggid (ġr)

l-ktabinu.

ف ي

ص ال

كو

"نك

) "ساف

(مي ا ي م

)أم

(ت يا

يت ب ل ا رإ ل ي ط و ل ن الت. يا ي ط و ل يش ل و ك

دن ي م

ن

اف ز ب

كو ش أ

غالن

)د

(ام ي م

.كو

اح ب صل ا )ض . بر(ف(.( 10:00ف

لي ك م إ

ن

قت و ل

)س

(ري و غ ر و أ

كو ش أ

تش ي و د ن ا س

لو ف ل ا .دع بح)د)من ب ل ا .ل ّا يك ن ت كا

)عو

(غد ن

)لع

(ور ك ت

.عد ب

من

)عاي

(

يل ط و ل .)ت(سن م إ گ7:30. گي

)غ

( كت ينل ب

.

Exercise 3: write a paragraph about the set of pictures.

Exercise 4: read the text then answer the questions below.

isminu Rob. ġuri yan muš ismns Pat. kantikkal da ytddu s igran ad iHwws. Patur da yttša iġrdayn wala ibxxušn, da yssa l-Hlib d da yttša ġas s-srdin. PatiwHl abda, da yggan sg l-fd ur ar imnsi.mqqar da yggan Pat, da yi tkks lqnd .

da yi tfur aynnas ddiġ, mk gnġ da ytlعab s l-ktubinu. iHla Pat walaynni urtHmiln wadjarn, da t kkatn ur da asikkin awdHaH. yan was iffġ Pat s igran

روب

نو ي م س إ

. من س إ

موش

ن يا

ري و غ

.

ّكي ت ن دكا حو تدل ن أد إ ت. ا

دأ

دور

شن و خ ب إ

وال

ين ا د ر غ إ