Contrastive Grammar and Stylistics - Student Handbook

All rights reserved. No part of this handbook may be reprinted or reproduced or utilized in any form or by any electronic, mechanical or other means, including photocopying

and recording, or in any information or retrieving system without permission in writing from the Arabic and Translation Studies Division, School of Continuing Education, The

American University in Cairo.

© 2007

Arabic & Translation Studies Division

CONTRASTIVE GRAMMAR AND STYLISTICS

Student Handbook

This is a first draft of STTI102 “Contrastive Grammar and Stylistics”

Student Handbook (Fall ’13)

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Forward

Changes in how professional translators practice their profession have been

recently frequent. They are not only derived by the growth of the young

discipline of translation, which is the success story of the 1980s, but also by

changes in the world around us such globalized societies and economies, the

spread of internet, and the need for intercultural communication, not to mention

the changes in the geography of translation with the move of the multi-million

industry towards the Middle East and the Arabic language. Translation in the

era of globalization requires interdisciplinary approach to translation that

stresses the need for a translator with background knowledge in various fields.

This necessitates training the learners in more than one field of specialization,

and hence a career certificate which focuses on the specializations of legal, UN

and economic translation on the one hand, and a career certificate which

includes journalistic, literary and audio-visual translation on the other hand.

Taking a quick path unto automation and digitalization, the translation

profession nowadays looks into practical techniques to help translators produce

more and waste less. The new course ‘Technology for Translators and

Interpreters’ in the Foundation Certificate in Translation and Interpreting with a

focus on CAT tools and translation software programs does not only train

learners on computer-assisted translation, but takes them directly into the on-

line translation environment. To satisfy a need for the translator as intercultural

communicator, also derived from globalization and the spread of new

technologies, new courses such as literary translation and audiovisual

translation were offered in a Career Certificate in Media and Literary

Translation.

The changes in the translation market have been given due focus in the

advanced courses such as Advanced Translation Problem-Solving Strategies

and Translation Portfolio and Project, which focus on topics such as translation

market and environment, project management in translation, code of ethics etc.

Learners in the Professional Diploma in Translation and the Professional

Diploma in Translation and Interpreting are nourished from day one on the

highest standards of professionalism of translation as an activity in the market

of service, of translation as a translator/client relationship and translation as a

mental process.

Furthermore, the translation diploma at ATS can be viewed as comprising three

stages. The first stage (The Foundation Certificate in Translation and

Interpreting) develops all basic translation skills required to produce an

acceptable translation including command of the language, familiarity with

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culture, computer skills and e-tools for translators, background knowledge, and

contrastive and transfer skills between the source and the target languages.

Finishing this stage, a trainee can produce a good translation of a general text

but not necessarily of a specialized text such as legal, UN and journalistic texts.

The second stage (The Career Certificate in Legal and UN Translation and The

Career Certificate in Literary and Audiovisual Translation) focus on the text-

specific features in translation so that a trainee can be able to produce a

translation in a specialized field. After the career certificate, the trainee can

produce a sound translation in a certain specialization, but he may not be aware

of many factors related to the environment of translation such as certain code of

ethics, rates, project management etc. The diploma is the level of

professionalism which makes the trainee ready to go to the market after being

enlightened on many issues related to translation theory and the translation

market.

Dr. Hussein Ali

Director, Arabic and Translation Studies Division

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The American University in Cairo

School of Continuing Education

Arabic and Translation Studies Division

CURRICULUM DESIGN FORM

Course Title: Contrastive Grammar and Stylistics

Course Code: STTI102

Course Type (Regular / Customized): Regular/Customized

Number of Continuing Education Units (CEUs): 3.0 1

Target Audience:

Learners who are seeking knowledge on and skills at rendering the functions of grammatical

structures and stylistic devices between English and Arabic; trainees/translators seeking help with

problem-solving techniques at the levels of grammar and stylistics

Course Pre-requisites (if any): 1. None

Course Description:

This course is an exploration of how the differences between English and Arabic grammar and

stylistics are dealt with in translation, an investigation of how professional translators handle the

differences between English and Arabic in translation, and practice of the different techniques of

translation between English and Arabic.

Learning Outcomes:

By the end of this course, learners will be able to

1. contrast different sentence structures in English and Arabic;

2. translate appropriately different sentence structures in English and Arabic;

3. contrast tense and aspect in English and Arabic;

4. translate appropriately tense and aspect between English and Arabic;

5. contrast passive voice in English and Arabic;

6. translate appropriately passive voice between English and Arabic;

7. contrast punctuation in English and Arabic;

8. render appropriately punctuation between English and Arabic;

9. contrast adverbs and adverbial phrases in English and Arabic;

10. translate appropriately adverbs and adverbial phrases between English and Arabic;

11. contrast adjectives and adjectival phrases in English and Arabic;

12. translate appropriately adjectives and adjectival phrases between Arabic and English;

13. contrast sentence connectors in English and Arabic;

14. translate appropriately sentence connectors between English and Arabic;

15. contrast affixation in English and Arabic; and

16. translate appropriately affixation between Arabic and English.

1 Offered as customized; the number of CEUs depends on client's request.

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Instructional Materials:

1. Contrastive Grammar and stylistics. ATS Student Workbook. (Updated Every Term)

2. Baker, M. (1992). In other words. London: Routledge

3. Ghazala, Hasan. (2004). "Stylistic semantic and grammatical functions of punctuation in English

Arabic translation". Babel 50:3. 230-245.

4. Malmkjaer, K. (2005). Linguistics and the language of translation. Edinburgh: Edinburgh

University Press.

Syllabus / Training Outline:

Serial* Title/subtitle Assignment

1 Orientation and theoretical introduction

Tenses and aspects;

Selected readings on

theories of contrastive

analysis and translation


sentence structures in

English and Arabic


English and Arabic tense

and aspect

Controlled practice on

translating tense and

aspect.

2 Tenses and aspects;

Conditional


translating conditionals in

English and Arabic

3 Voice

Quiz 1


translating active and

passive in English and

Arabic

Selected readings on voice

in English and Arabic

4 Affixations and collocations Controlled practice on

translating affixation and

collocations in English

and Arabic

5 Adjectives

Quiz 2


translating adjectives in

English and Arabic

* Session: In this course one session equals 2.5 contact hours.

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6 Adverbs and adverbial phrases Controlled practice on

translating adverbs and

adverbial phrases in

English and Arabic


adverbs and adverbial

phrases in English and

Arabic 7 Sentence connectors

Punctuation


translating sentence

connectors in English

and Arabic


sentence connectors in

English and Arabic


translating punctuation

devices in English and

Arabic

8 Models and articles

Quiz 3


translating modals and

articles in English and

Arabic

9 Thematic organization of information


thematic organization of

information

10 Translation at paragraph level

Distribution of the final

Project

11 Translation at paragraph level

12 Discussion of project

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Instructional Methods:

Learners will experience interactive, practice and skill-based learning; methods of teaching in this

course also include group work and case studies of published translations.

Assessment of Learning Outcomes

Frequency**

: Three assessments and a project.

Type: Written tests and/or projects.

Classroom assessments should not take more than 30 minutes.

The first two assessments should be recorded in the class folder by session 7.

Learners’ grades are based upon three assessments during the course (70%) and an end-of-term

exam (30%).

Instructors are required to provide learners with appropriate feedback on their performance

throughout the course.

For all written courses, three assessments at least should be conducted as follows:

Session 3 20 points Session 5 25 points Session 8 25 points Project 30 points Total 100 points

For further information or Inquiries: Please see the Assistant Division Director for Regular Programs

in Room 617 SCE, or call 2797-6873, or email [email protected]

**

Exact dates will be announced in class two sessions before the quiz, exam, or project is due.

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Classroom Guidelines for SCE Learners

CLASSROOM GUIDELINES FOR SCE

LEARNERS المستمرإرشادات خاصة بالدارسين بكلية التعليم

Attendance Policy:

You must attend at least 75% of the class sessions. Failure to do so will result in failing the course, although you will be allowed to attend classes.

سياسة الحضور:

من عدد 57يجب أن تحضر نسبة ال تقل عن %حالة عدم االلتزام بذلك، محاضرات المادة الدراسية. وفي

ستعتبر راسبا في المادة، غير أنه سيسمح لك بحضور المحاضرات.

Punctuality Policy:

You are expected to arrive on time for all scheduled classes and laboratory sessions.

You will be considered late if you enter the class any time after the start of instruction.

You are allowed to be late twice without penalty. All successive instances of tardiness will be counted as absences, although you will be allowed to attend the class.

سياسة االنضباط في المواعيد:

عليك مراعاة الحضور في الموعد المحدد لكل المحاضرات والمعامل وفقا للجدول المحدد.

تعتبر متأخرا إذا دخلت الفصل في أي وقت بعد بدء الدرس.

يسمح لك بالتأخر مرتين دون محاسبة. وسيتم اعتبار كلياب، غير أنه مرات التأخر التالية على أنها حاالت غ

سيسمح لك بحضور المحاضرات.

Grading System:

Learners are assessed throughout the term by tests, quizzes, assignments, projects or other means of evaluation. End-of-term achievement tests measure learners’ overall performance in the course.

The final grade in each course is based on learners’ performance on continual assessment measures and the final test.

Final course grades are NOT based on attendance, since in accordance with SCE’s attendance policy, learners must attend at least 75% of the class sessions in order to be allowed to take the final examination.

At the end of each term, final course grades are posted on the divisional bulletin boards along with learners’ ID numbers, NOT their names. Accordingly, the ID number is necessary to know your course grade.

نظام التقويم والتقديرات:

عن طريق الدورة الدراسيةيتم تقويم الدارسين خاللاالختبارات، أو االمتحانات الموجزة، أو الواجبات، أو

تقيس والمشروعات، أو أي وسائل أخرى للتقويم. اختبارات التحصيل في نهاية الفصل الدراسي األداء العام

ل الدورة.للدارسين خال

يعتمد التقدير النهائي في كل دورة على أداء الدارسين في التقويم المستمر واالختبار النهائي.

"فطبقا ال يعتمد تقدير نهاية الدورة على نسبة "الحضور ،% 57حضور الدارسينيتعين على جميع لسياسة الكلية

لهم بحضوراختبار نهاية يسمح حتىمن عدد المحاضرات الدورة.

في نهاية أي دورة دراسية، تعلن تقديرات الدارسين علىلوحة اإلعالنات الخاصة بكل قسم، مقرونة بأرقام الدارسين، وليس بأسمائهم؛ وعليه فإن رقم الدارس

ضروري لمعرفة نتيجة المادة الدراسية.

Incomplete Grade:

An incomplete grade (I) for any scheduled course may be given at the discretion of the course instructor only to learners who have attended the course, but cannot sit for the final examination or cannot complete course requirements due to circumstances beyond their control.

In order to record the final course grade, all requirements should be completed before the end of the second week of the following term. Failure to change an incomplete grade will result in the final grade being recorded as "F".

رات غير المكتملة:التقدي

مكتمليسمح بمنح تقدير غير (“I”, Incomplete وذلك )

بناء على تقدير مدرس الدورة. وال يتم هذا اإلجراء إال مع الطلبة الذين انتظموا في الدورة لكنهم ال يستطيعون أداء االختبار النهائي أو استكمال متطلبات الدورة لظروف

خارجة عن إرادتهم.

جميع استيفاءأجل تسجيل التقدير النهائي للدورة ينبغي منمتطلبات قبل نهاية األسبوع الثاني من الفصل الدراسي ال

. وفي حالة عدم تغيير تقدير "غير مكتمل" سيتحول التالي التقدير النهائي في التسجيل إلى "راسب".

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Learner Evaluation of Instruction:

Learner evaluation of instruction is very important. Based upon your response and comments, changes can be made.

Please take these evaluations seriously and answer all the questions honestly. Remember that instructors are not permitted to see their evaluation results until after your grades are posted.

SCE values your input.

تقويم الدارس لعملية التدريس:

إن تقويم الدارس لعملية التدريس هام للغاية. فبناء على استجابتك وتعليقاتك، يمكن عمل التغييرات الالزمة.

يرجى مراعاة الجدية في عمليات التقويم واإلجابة عن كلر أنه ال يسمح للمدرسين برؤية نتائج األسئلة بأمانة. تذك

التقويم إال بعد إعالن النتائج النهائية للدارسين.

.ر كلية التعليم المستمر مشاركتك في هذا التقويم تقد

Learner Petitions and Grievances:

You may appeal to a division administrator in any aspect pertaining to class instruction, learning environment, or administration processes.

You may seek resolution at higher administrative levels if the matter is not resolved. The decision of the Associate Dean for Instructional Affairs is final.

Anonymous complaints or petitions will be completely disregarded. All petitions are handled with discretion, protecting your best interests.

التماسات الدارسين وتظلماتهم:

من حقك أن تتقدم بشكوى ألحد مديري األقسام تتعلق بأيمن الجوانب الخاصة بالتدريس في الفصل، أو البيئة

اإلدارية. التعليمية أو اإلجراءات

يجوز لك اللجوء إلى مستويات إدارية أعلى إذا لم يتم حلالمشكلة. ويكون قرار العميد المشارك للشئون التعليمية

قرارا نهائيا.

سيتم تجاهل كل الشكاوى أو االلتماسات التي ال تتضمناسم صاحبها، وتعامل كل االلتماسات في إطار من السرية

ين. وبما يخدم مصالح الدارس

Cheating:

Cheating is not acceptable in an institution dedicated to learning. Cheating includes giving or receiving information during an examination, using unauthorized material during an examination, and other acts of academic dishonesty, including plagiarism.

If you are caught cheating on the final examination, your final course grade will be recorded as ‘F’.

The penalty for a second offense is automatic suspension from studying at SCE for one 12-week term and failing the course.

In instances of a third offense, you will be permanently dismissed from SCE.

الغش:

الغش غير مقبول في أي من المؤسسات التي تكرسجهودها للتعليم. ويشمل الغش إعطاء أو تلقي معلومات أثناء االختبار، واستخدام مواد يحظـر استخدامها أثناء

تتصف بعدم األمانة االختبار، وصدور أي أفعال األكاديمية، بما في ذلك سرقة اإلنتاج الفكري.

في حال ضبط الدارس وهو يقوم بالغش في االختبارل درجته النهائية لهذه المادة الدراسية بـ " " Fالنهائي، تسج

)راسبا(.

الغش للمرة الثانية هو إيقاف الدارس تلقائيا من عقابالدراسة في كلية التعليم المستمر لمدة فصل دراسي واحد

أسبوعا والرسوب في المادة الدراسية. 21مدته

وفي حالة تكرار الغش للمرة الثالثة، سيتم فصل الدارس نهائيا من كلية التعليم المستمر.

Harassment:

SCE does not tolerate any form of harassment, including sexual harassment.

Sexual harassment is any conduct of a sexual nature that significantly impairs a person’s ability or opportunity to perform his or her job or educational pursuits.

SCE is committed to providing a secure educational and work environment for its learners, instructors, staff, and administrators.

التحرش:

ال تسمح كلية التعليم المستمر بأي شكل من أشكال التحرش، بما في ذلك التحرش الجنسي.

طبيعة جنسية يفسد التحرش الجنسي هو أي تصرف ذيبدرجة كبيرة قدرة الشخص أو فرصته للقيام بأنشطته

الخاصة بالعمل أو الدراسة.

تلتزم كلية التعليم المستمر بتوفير بيئة آمنة للتعليم والعمل لدارسيها، ومدرسيها، والعاملين بها، ومديريها.

Photocopying:

Photocopying textbooks and original content including computer software is a violation of AUC copyright and photocopying policies and thus will not be allowed in SCE classes.

النسخ:

يعد نسخ كتب المقررات الدراسية والمحتوى األصلي، بمافي ذلك نسخ برامج الحاسب اآللي، مخالفا لسياسات حقوق

الجامعة األمريكية بالقاهرة، وبالتالي غير النشر والنسخ ب مسموح بذلك في فصول كلية التعليم المستمر.

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Smoking:

Smoking is not allowed in any SCE building, including classes, lounges, workspaces, single-occupancy offices, balconies, stairwells, open-areas within buildings, and outside the entrance of buildings.

التدخين:

لتعليم غير مسموح بالتدخين في أي مبنى من مباني كلية االمستمر بما في ذلك الفصول، وقاعات االنتظار، واألماكن المخصصة للعمل، وحتى المكاتب التي يشغلها موظف واحد، والشـرفات، وبئر السلم، والمساحات المفتوحة داخل

المباني، وخارج مداخل المباني.

Cellular / Mobile Phone:

SCE prohibits the use of cellular/mobile phones in the classroom and during the administration of entrance and end-of-term testing sessions.

You should turn off your phone during any class time and/or testing session.

استخدام الهاتف المحمول:

التعليم المستمر استخدام الهواتف المحمولة في تمنع كليةالفصل، وأثناء اختبارات القبول، واختبارات نهاية الفصل

الدراسي.

يجب إغالق الهاتف أثناء أي محاضرة أو أثناء االختبارات.

Misconduct:

Acceptable adult behavior is expected of SCE learners in the classroom and on university campuses.

Breach of such behavior will be reported by the instructor to the Division Director, and learners involved will be referred to the Learner Disciplinary Committee.

إساءة التصرف:

من الدارسين بكلية التعليم المستمر التحلي بسلوك يراعى ناضج ومقبول في الفصول وداخل حرم الجامعة ومبانيها.

وسيقوم مدرس الفصل بإبالغ أي سلوك مخالف لمديرويحول الدارسون المشتركون في هذا السلوك إلى القسم،

لجنة تأديب.

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Table of Contents

Session Number: One ............................................................................................................... 2

Tenses .................................................................................................................................... 3

Tenses (PowerPoint) ............................................................................................................ 7

Tenses – Exercises .............................................................................................................. 13

Session Number: Two ............................................................................................................ 16

Conditional in English and Arabic ................................................................................... 17

Session Number: Three .......................................................................................................... 22

Active & Passive ................................................................................................................. 23

Passive & Active (PowerPoint) ......................................................................................... 28

Session Number: Four ............................................................................................................ 30

Affixations ........................................................................................................................... 31

42 ...................................................................................................................................االشتقاق

46 ............................................................................................................................. صيغ المبالغة

Collocations ........................................................................................................................ 49

Exercises on Collocations .................................................................................................. 50

Idioms .................................................................................................................................. 51

What is a Fixed Expression? ............................................................................................. 52

Fixed Expressions Quiz ..................................................... Error! Bookmark not defined.

Session Number: Five ............................................................................................................ 54

Adjectives ............................................................................................................................ 55

Modifiers ............................................................................................................................. 59

Adjectives PowerPoint ....................................................................................................... 62

Adjectives …. Exercises ..................................................................................................... 65

Session Number: Six .............................................................................................................. 72

Adverbs … Handout ......................................................................................................... 73

Adverbs … Exercises ........................................................................................................ 81

Session Number: Seven .......................................................................................................... 82

PUNCTUATION ................................................................................................................ 83

87 ........................................................................................................................... عالمات الترقيم

Sentence Connectors .......................................................................................................... 91

Connectors .......................................................................................................................... 94

Session Number: Eight ......................................................................................................... 100

Models and Articles ......................................................................................................... 101

Session Number: Nine .......................................................................................................... 110

Session Number: Ten ........................................................................................................... 114

Session Number: Eleven ...................................................................................................... 116

Session Number: Tweleve .................................................................................................... 118


Contrastive Grammar and Stylistics Page 1



Certificate Title: The Foundation Certificate in Translation and Interpreting


Session Number: One

Description of Session and Main Activities:

In this session, students will explore the differences between English and Arabic

verb tenses, and how professional translators handle the differences. They will also

practice different translation techniques from English into Arabic and vice versa.

The main question that should be asked is “What is the function of the structure and

how should this function be carried out in the target languate?” For example, the

function of the present perfect is to give news of recent events, where as the function

is performed by the use of the past tense in Arabic.

Learning Outcomes:

By the end of the class session, students will be able to

- contrast tense and aspect in English and Arabic; and

- translate appropriately tense and aspect from English into Arabic and vice versa.

Material:

Material developed at ATS

Assignments:

- Selected readings on theories of contrastive analysis and translation.

- Selected readings on sentence structures in English and Arabic.



Tenses What is a tense? Tense in English means a system marked by verb inflection or auxiliaries whose

basic use is to locate the situation in time or to express certain time relations.

Present Simple: When we talk about permanent situations, or about things that happen regularly,

repeatedly or all the time (not just around now), we use the simple present tense.

Simple present tense is used to indicate: Facts: Ex. The sun rises in the East.

Habits: Ex. The British drink tea a lot.

Making declarations: By the authority vested in me, I now pronounce you

husband and wife.

Senses: did you hear that?

Mental & Emotional states: think, feel, believe, belong, doubt, know, matter,

mean, prefer, understand, suppose, suspect, want, wish, depend.

Communication of Reactions: agree, astonish, deny, disagree, impress,

please, promise, satisfy, surprise.

With Frequency Adverbs: Ex. He usually practices 90 minutes of yoga

every morning.

Timetabled future:

Ex. The president holds talks with his French counterpart on Wednesday.

The plane arrives at 10 AM.

Present Continuous (Progressive) It indicates contemporary or continuing actions that are going around now. In other

words, it indicates:

Actions that are in progress at the moment: I'm staying in a hotel until I find a suitable apartment.

Complaints and bad habits

You are always telling lies. (Bad habit) الكذب.دوما ما تقول أنت



Description of change & development

Things are getting worse. األمور سوءا. تزداد

Gradual Change

The status quo in the Arab world is deteriorating.

Note: Present Continuous is sometimes used to indicate future plans:

The prime minister is meeting the new ministers late this afternoon.

Present Perfect This tense indicates:

Giving news of recent events: The government has announced the new

Cabinet.

No time reference: I have visited the Caribbean islands many times.

Up to the present

I have not seen “Romeo and Juliet”. من قبل“ روميو وجولييت” أشاهد لم.

She’s never apologized for anything in her life.

The result at hand (connected with the present): I've broken my leg.

Not distant in time and place (on part of the speaker) I've left my wallet in the car. (Speaker about to return)

Something happened several times up to the present:

I have written six letters since morning. الصباح. منذخطابات قمت بكتابة ستة

Present Perfect Continuous This tense is used mainly to talk about situations that started in the past and are

still going on.

Emphasis of a duration I've been waiting for you all morning. .ظللت فى انتظارك طوال الصباح

A habitual action in a period of time up to the present I've been jogging every morning since I quit my job.

أمارس الهرولة كل صباح منذ ان تركت وظيفتى.

Incomplete action that continued over a period of time I've been ironing this shirt. (I haven’t finished ironing yet.)



Simple Past Tense It refers to a completed action, state, and habits in the past (with definite time

reference).

Last year I changed my career from a stockbroker into a real estate agent.

Note: simple past is used to when distancing oneself.

I left my wallet in the car. (I'm not near my car.)

Past continuous Actions in progress (often interrupted by other actions)

While we were trying to find a solution to the problem, the CEO suggested a

brilliant idea.

Changing states

Your behavior was getting worse. سوءا. كان سلوكك يزداد

Past Perfect This tense refers to an event in the distant past before another in the past.

When I came back, someone had stolen my wallet. I guess I had forgotten to lock

the locker.

Note: When past events are reported in their order of occurrence, there will be no

need for the past perfect; the need would arise if the events were reported out of

their sequence.

Future with “Will”

We use will to refer to the future in the following situations:

Description of what we suppose to be true:

That will be Jim at the door.

Immediate (spur of the moment) decision:

I'll take this one.

Future with “Be Going to” Intention or plan:

I'm going to do my best to be there on time.

An event whose cause is present:

Look at the tree! It is going to fall.



Decisions referring to a more distant point in the future:

Next year, I'm going to work as a reporter.

Future Continuous: An event that will be continuing at a future point

Come around in the morning, I'll be cooking in the kitchen.

An event that will happen anyway, rather than events we choose to make

happen

I won't fix a time to see you as I'll be calling into the office anyway.

Fixed arrangements:

The band will be performing next spring.

Future Perfect: To express assumptions on the part of the speaker that a particular action will be

finished by a future point

The builders say they’ll have finished the roof by Tuesday.



Tenses (PowerPoint)







I. Translate the following sentences into Arabic showing the function of the tense in

each sentence, and how to convey it into the target language:

1. There is often tension in balancing the “happiness” factor between individuals and

social wants, needs, and desires.

2. We celebrate Halloween every year on October 31.

3. The platform of the Democratic Party stressed the importance of the economic

reform.

4. The manifesto of Al Wafd party includes all their views and motives.

5. The Central Intelligence Agency has concluded that China has recently delivered

important components for missile systems to Iran and Pakistan.

6. EEAA has exerted enormous efforts to conserve environment in Egypt.

7. In 1979 the Conservative party has won the general election making Margaret

Thatecher Britain’s first ever woman prime minister.

8. Previous government attempts to find a consensus on terror laws have failed but

the London bombs appear to have changed that.

9. He observed that the economy had expanded steadily since 1981

10. NASA scientists had thought they'd solved the technical problems which have

dogged the Space Agency.

11. China’s birth control policies have been criticized as draconian, especially the

“one-child” policy.

II. Translate the following into English, showing the function of the tenses included

and how to convey them into English:

لونزا الطيورأعلن مأمور سجن القناطر عن ظهور سبع حاالت مصابة بإنف .1

استقال محافظ البنك المركزى بناء على طلب العاملين بالبنك .2

تحتفل القوات المسلحة الثالثاء القادم بعيد " يوم البحرية" فى ذكرى اغراق المدمرة اإلسرائيلية إيالت فى .3

1691اكتوبر 21

ية؛ لكنها تزيد من اوضح الرئيس ان التعديالت الدستورية الجديدة ال تضيف اى ميزة لرئيس الجمهور .4

المشاركة الشعبية فى اتخاذ القرار

III. Translate the following taking into consideration the function of the tenses

included and the brief:



Exercise one:

Target group: employees of health services and young managers

Text type : Self reporting questionnaire on teamwork and total quality management

- The first part of the questionnaire asks non-identifying demographic data. The

second part is composed of statements that represent items of teamwork that

may influence TQM. You are requested to mark the best response which

reflects your own beliefs. The third part asks you to respond to open-ended

questions. In this part you can write what you would like to add and believe

was not addressed in the questionnaire items.

- Management Support

Exercise two:

Target group: Same as previous

Text type : Same questionnaire- some items

- Teams are active and their input is appreciated by management

- Management encourages multidisciplinary, multilevel team decisions

- Management gives incentives to promote teamwork.

- Management consults appropriate employees to solve quality issues

- Incentives are given to employee who participates in setting quality plans.

- Management appreciates employee work based only on their performance.

Exercise three:

Brief: academic paper review

Context: workshop

Target group: young researchers

- This section will explore the various ways in which resistance to change has

been unmasked in the literature and the areas that perhaps did not capture much

attention by the researchers in general.



Exercise four: Target: Children with special needs educators

Text type: Book: In Early Childhood Through Middle School: Laying the Foundation

- Scenario: Jacob was born with Down syndrome, severe cognitive delays, and

additional health problems to parents who understood that Jacob would need

special attention. Even before Jacob was born, hospital officials had connected

the family with agencies and resource people who helped them understand how

the family could best help Jacob in his years as an infant. The connections to

agencies and resources continued into his toddler days and through his

transitions into public school.

Exercise five:

Target group: doctors

Text type : Medical report

Brief History:

- Patient is a known case of mitral steno-sis presented in ER with left side

weakness. CT Brain shows right tempero parietal infarc.

- Echo- rheumatic heart with infected endocraditis. As per patient’s condition

improves, trans out to the ward where he developed respiratory distress, heart

failure and aspiration pneumonia. Admitted again to the ICU, intubated and

ventilated.



Tenses – Exercises

ليس بالغ السوء لكنه سيكون أسوأ إذا لم نكن أكثر حرصا على تحقيق األمن أن الوضع الحالى .1

واالستقرار.

شركات أخرى وإن كنت ال أملك فيها سهما واحدا، إال 3كنت رئيسا لشركة وعضوا منتدبا لـ .2

أننى كنت أتعامل وأفكر وأدير بمنطق وعقلية المستثمر.

ها كانت تتضمن اقتراحا باللجوء إلى االقتراض الدولى لسد إن الموازنة العامة للدولة قبل تعديل .3

العجز .

بحلول شهر أغسطس المقبل سنكون قد إنتهينا من وضع اللمسات األخيرة للمشروع. .4

كنت أتمنى لو أنى رأيتها عندما زرتك. .5

.طءأعلن الرئيس األمريكى، باراك أوباما، أن االقتصاد األمريكى مر بأزمة وهو يتعافى منها بب .6

من المقرر أن تعلن الحكومة األسبوع المقبل الخطة الجديدة لمكافحة العجز والبطالة وكيفية دعم .7

.النمو والوظائف

أعلن سيلفا كير، رئيس حكومة جنوب السودان، أنه اختار مدينة القدس مقرا لسفارة بالده في .8

.إسرائيل بدال من تل أبيب

.شامال إلعادة هيكلة قطاع األعمال العام تدرس الحكومة حاليا مشروعا .9

منذ أكثر من أربعة أشهر والعنف يتصاعد يوميا في سوريا بعد أن اتخذ بشار األسر قرارا .11

.استراتيجيا باستئصال الثورة وعدم التفاهم معه

أطلق فريق من شباب الثوار مبادرة مصرية إلكترونية لكسب التأييد العالمي إلسقاط ومبادلة .11

.المصرية لدي الواليات المتحدة األمريكية وغيرها من الدول الديون

. تعيش إسرائيل في حالة من الذعر والترقب في انتظار الموقف المصري من اتفاقية كامب ديفيد .12



1. The blast Thursday that killed Stephen Everhart, who was working for the U.S.

Agency for International Development, was the second in a week in the Iraqi capital

that targeted embassy personnel.

2. Tunisia, the country where the Arab Spring uprisings began this year, has joined the

International Criminal Court, becoming the first North African country to do so.

3. I was sorry when Jacky moved to America; we had been good friends since university

days.

4. Obama said when I came into office, this economy was in a freefall, and the economy

has stabilized.

5. The Syrian Observatory for Human Rights has said more than 2,000 people -- mostly

demonstrators -- have died since the uprising began in mid-March.

6. Movie producer Khoury had planned to make two series for this Ramadan, but the

other had to be postponed until next year because several members of his team were

too busy participating in the revolution to work on it.

7. Egyptian Gabriel Khoury's first foray into television drama "Dawaran Chobra" is

being watched by millions on four channels every night during the holy month of

Ramadan.

8. This year we have tried to break the mold with a good quality series without the big

names.

9. Despite violence and political uncertainty sweeping the country, Syria's production of

Ramadan drama continued largely undisturbed in the capital Damascus.

10. The United Nations' World Food Programme was sending 600 tons of food

commodities for the Red Cross to distribute in Tripoli.

11. A group of University of Kentucky students and staff has been patrolling campus

grounds -- scouting out any student, employee or visitor lighting a cigarette.



12. This year, we've certainly become aware of how social media can coordinate the

activities of protesters and rebels acting against repressive regimes.

13. The Arab Spring was initiated on Facebook pages, orchestrated through Twitter

accounts, and video recorded on cell phones.

14. In a brave and noble move, the United Kingdom's Advertising Standards Agency this

week issued a ban on two makeup advertisements.

15. There has been a string of scientific studies in recent years showing a potential health

benefit from eating chocolate.





Session Number: Two


In this session, students will explore the differences between the English and Arabic

conditional, and how professional translators handle the differences. They will also


Learning Outcomes:


- contrast the conditional in English and Arabic; and

- translate appropriately the conditional from English into Arabic and vice versa.

Material:


Assignments:

- Controlled practice on translating tense and aspect from English into Arabic and vice

versa.

- Controlled practice on translating conditionals from English into Arabic and vice

versa.



Conditional in English and Arabic

Conditional in Arabic is understood at the lexical level, while in English it's

understood at the syntactic level.

Suggest Arabic Translations:

There are four main types of 'if' conditional in English:

CASE ZERO:

- Formation: present simple + present simple

- Usage:

1. It expresses universal fact:

If you heat ice, it melts. (Universal fact)

2. It expresses personal fact:

If I drink coffee, I get a headache. (Personal fact)

3. It is also used to give instructions, using the imperative in the main

clause:

If he phones, tell him I'll be back at 5:00.

CASE I:

- Formation: Present simple + "will + infinitive

- Usage: to express real possibility in the future.

If you study, you will succeed. (Present in form, future in meaning)

CASE II:

- Formation: Past simple + "would + infinitive

- Usage:

1. to express untrue present, unlikely future, probable result

If you studied hard, you would succeed (Past in form but present in

meaning)

If you won the prize, what would you do?

2. Imaginary present

If I were you, I would say the truth.

I was not on that occasion and I'll never be

If I had been you, I would have said the truth.

I was not on that occasion, but I may be in future.



CASE III:

Formation: Past perfect + "would + have + P.P.

Usage: Imaginary past – impossible past

If you had studied hard, you would have succeeded.

If the test had been easier, I'd have had a full mark.

If I had been elected US president, I would have reduced taxes.

Exceptions:

Imaginary Present: “were” replaces “was”

If I were a queen, I would have lived in a palace.

III + II = Present result of a past condition

Past perfect / if clause + would + infinitive / main clause.

If I had accepted that job I would be a millionaire now.

If I had married him I would be happy now.

The time is past in the If-clause & present in the main clause.

Unreal past condition + its probable result in the present.

II + III = Past result of a present or continuing condition

Simple past / If clause + would have + P.P. / main clause.

If I didn't love him I wouldn't have married him.

=

I still love him and that is why I married him.

Unreal present situation + its probable (but unreal) past result.

If I were a good cook, I would have invited them to lunch.

=

I am not a good cook so I can't invite them to lunch.

If I spoke English, I would have got a better job.

If I knew him, I would have said Hello



ADVICE:

Take 2 days off, if that will help you to recover.

INSISTENCE:

If she will (insists on) smoke so heavily,

it's not surprising she has a disease in the heart.

REQUEST:

If you will just fill in this form, you can hand it in the reception.

INVERSION:

Had he studied hard, he would have entered faculty of engineering. Should you have any questions, do not hesitate to ask me.

UNLESS: is used instead of "if not"

Unless you got an ID, you wouldn't have access to the library.



In Zero case "if" is mostly replaced by "when" (time clause).

If in front position is more emphatic and put a comma.

Request:

ex: It will be nice if you help me. (direct request - Type 1)

ex: It would be nice if you helped me. (more polite request - Type 2)

Type I: Future tense may be used in both clauses. This is particularly

common in polite requests.

ex: If you will marry me, I will love you forever.

(More polite than 'If you marry me…')

ex: If you would marry me, I will love you forever.

(More polite than 'If you will marry me…')

Type I: "be + going to" often replaces "will" to emphasize a certain

result.

ex: If you skip your classes, you are going to fail.

For example:

If she gets good grades, she will go to university.

We are talking about the future, but we use a present tense for the condition

and will for the result. In this case, the person is sure about going to

university.

Other modal verbs in the result part of the sentence.

We can use other modal verbs in the result part of the sentence. For example:

IF Condition Result Possibility

If she gets

good grades,

she will go to

university.

If the condition is met, then she

definitely will go

If he gets good

grades,

he may go to

university.

He is not sure about going to

university.

If she gets

good grades,

she should go to

university.

The speaker is expressing his or her

opinion, giving advice.

If he gets good

grades,

he can go to

university.

This means that it is possible.

If she gets

good grades,

she could go to

university.

This means that it is possible, but not

that likely.

If he gets good

grades,

he might go to

university.

This means that it is possible, but not

that likely.

http://www.perfectyourenglish.com/glossary/clause.htm



من ، ما ، مهما ، متى ، أيان ، أين ، حيثما ، كيفما ، كلماأدوات الشرط:

)من يجتهد ينجح(: اسم شرط للعاقل من

------------------------------------------------------------------------------------------------

)ما يزرع المرء يحصد(: اسم شرط لغير العاقل مـا

------------------------------------------------------------------------------------------------

)مهما تبذل من جهد فلن تنهى العمل اليوم(لغير العاقل : اسم شرط مهما

------------------------------------------------------------------------------------------------

)لوال الهواء ماعاش انسان(: حرف امتناع الجواب لوجود الشرط لوال

------------------------------------------------------------------------------------------------

)متى تجتهد يرض هللا عنك(: اسم شرط جازم يفيد الزمان متى

------------------------------------------------------------------------------------------------

)أيان تطع هللا يساعدك(: اسم شرط جازم للزمان المستقبل أيان

------------------------------------------------------------------------------------------------

)أين تسقط األمطار تخضر األرض(: اسم شرط للمكان أيـن

------------------------------------------------------------------------------------------------

)حيثما تذهب تجد أصدقاء( : اسم شرط للمكان حيثما

-----------------------------------------------------------------------------------------------

)كيفما تعامل اآلخرين يعاملوك(: اسم شرط يدل على الحال كيفما

----------------------------------------------------------------------------------------------

كلما قرأت ازددت معرفة -: تفيد التكرار كلما

----------------------------------------------------------------------------------------------

كلما زارنى أكرمته

----------------------------------------------------------------------------------------------





Session Number: Three



active and passive, and how professional translators handle the differences. They

will also practice different translation techniques from English into Arabic and vice

versa. Assessment 1 will be given in this session.

Learning Outcomes:


- contrast the active and passive in English and Arabic; and

- translate appropriately the active and passive from English into Arabic and vice

versa.

Material:


Assignments:

- Controlled practice on translating simple and continuous aspects.



Active & Passive

Arabic tends to use the actuve more frequently, whereas passive voice is inherent in the

English language structure.

A professional translator should know that not every active vocie case in Arabic is

necessarily translated to active in English; it might be better rendered with the passive

voice.

Likewise, not every passive case in English is necessarily translated into passive voice in

Arabic; it might be better rendered with active vocie.

When is Passive voice is used in English? 1. When the doer of the verb is not known from the text or the situation as a whole.

When they got back from their holiday they found that their home had been

burgled.

2. When the doer is known but is not really important.

The streets are swept every day.

3. When the subject or the doer of the active verb is generic; "people" or the infinite

pronoun ONE; OR the doer can be easily understood from the context,(in this case it

is better to translate the sentence to مبني للمعلوم in Arabic).

French is spoken in France, Switzerland and Belgium.

This sort of advertisement is seen everywhere.

4. When we are more interested in the action than the person who does it.

A large amount of the company’s shares were sold last Wednesday.



5. When the doer is known but is of little importance compared to the action. In this

case, the English mentions the doer after "by"

The notes were written by the committee.

(These kind of sentences must be translated in Arabic to the active.Thus it would be

inaccurate to translate the word "by" using "من قبل ")

6. The passive may be used to avoid an awkward or ungrammatical sentence. This is

usually done by avoiding a change of subject.

When their mother got sick, the children were looked after by neighbors.

7. Passive is used with some verbs that collocate or exist with a single known doer: Ex.

arrest, sentence, acquit. (In this case translation of the sentences would be better if

we use the active voice)

He was arrested on charges of spying.

ة القبض عليه بتهمة التجسس. ألقت قوات الشرط

8. Passive is also used when the speaker gets someone to do the act for him.

I got or (had) my car repaired last week

. أصلحت سيارتي في األسبوع الماضي

(Here the translator is dealing with a cultural aspect since it is very unusual in Arabic to

indicate that an (agent) carried out an act for the speaker. Hence the Arabic would tend

to use فعل و فاعل المتحدث)



Choice between “get” and “be” The action is unexpected, involuntary or possibly unwelcome.

When he picked up the phone we got cut off.

An achievement based on something that has been built up beforehand.

She got elected.

An achievement in the face of difficulty.

I finally got accepted for the job.

GET or HAVE

To describe things we arranged to be done for us.

I got/had my nails polished.

“BY” and “WITH”

''By'' indicates an animate agent. Ex.: by the police.

''With'' indicate an inanimate instrument. Ex.: with a stick.

Compare: I was hit with a branch.

I was hit by a branch.

Verbs not used in the passive Note that:

Not all verbs can have passive forms. Passive forms are impossible with intransitive

verbs which cannot have objects like: die, arrive

Some transitive verbs, too, are seldom used in the passive form. Most of these are

‘stative verbs’ (verbs which refer to states, not actions) such as: fit, have, lack,

resemble, suit.

My summer clothes don’t fit me any more.

Some prepositional verbs are mainly used in the active voice.

Everybody agreed with my opinion.



Passive in modern standard Arabic:

Usages of المبنى للمجهول are restricted to some cases:

يكون الفاعل مجهوال،عندما

مثال: سرقت سيارتى.

المعلوم منها البته : إذا كان الفعل من األفعال الالزمة لصيغة المجهول التي لم يستخدم

توفي، سل ،أغشى عليه ، جن جنونه.

في اللغة اإلنجليزية ولكن هذه الصيغة ال تنصاع في الترجمة ليظل المبنى للمجهول صيغة أحيانا يأخذ الفعل

في اللغة العربية للفعل المطاوعل، وحينئذ يكون اللجوء المعنى مجهوال أيضا في اللغة العربية بدون وجود مفعو

أفضل.

The law was twice amended. ل القانون مرتين(تعدل القانون مرتين )ترجمة أفضل من عد

The meeting was held yesterday. (بدال من عقد االجتماع)انعقد االجتماع أمس.

للمجهول في اللغة االنجليزية: بنيالمأحيانا تترجم جملة الموصول إلي

في حفل العشاء الذي أقامه الرئيس تكريما للرئيس الفرنسي، راح الرئيس يروى طرائف حول رحلته األخيرة

لفرنسا.

At the banquet held by the president in honor of the French president, our president went

on telling anecdotes about his last trip to France.



بعض األساليب فى اللغة العربية:

من المتوقع أن يسافرالرئيس ألمريكا الشهر القادم .1

He is expected to travel to the USA next month.

من المقرر ان يفتتح البنك فرعه الجديد الشهر القادم .2

The bank is to open the new branch next month.

It has been decided that

من الثابت أن .3

It's well established that

من المعروف أن .4

It's well known that

من المفهوم أن .5

It's understood that

من المتفق عليه أن .6

It has been agreed that

من المحتمل أن .7

It is likely that

المزمع عقده فى ............ .8

Is scheduled to take place ……..

يـوصى بـ ..... .9

It is recommended that ……

المرأة أطول عمرا من الرجل. يقال أن .11

It is said that women live longer than men.

لم يكن .... لـ .... .11

..…. V. to be + not meant to ….

لم يخلق ........... لـ .... .12

..…. V. to be + not created to ….

ذكرت مصادر أن الرئيس..... .13

President was reported ……



Passive & Active (PowerPoint)







Session Number: Four


In this session, students will explore affixations and collocations. They will practice

different translation techniques from English into Arabic and vice versa.

Learning Outcomes:


- translate appropriately affixation between Arabic and English; and

- translate appropriately collocations between Arabic and English.

Material:


Assignments:

- Controlled practice on translating affixation and collocations.



Affixations

Affixation: formation of a word by means of an affix (Prefix, Suffix or Infix)

- Prefix: a group of letters that is added to the beginning of a word to change

its meaning and form a new word.

- Suffix: a letter or letters added to the end of a word to form a new word.

- Infix: is a morpheme attached in the middle of the word to facilitate pronunciation.

منظمة الوحدة األفريقية .1

Pan-African Unity Organization

All- African Unity Organization (UN)

الخطوط الجوية األمريكية .2

Pan-America Airways

اإلسالميةاألمة .3

The Islamic Nation (according to context … Like the Sudan for example)

The Pan-Muslim Nation

األمة العربية .4

The Arab Nation (according to context)

The Pan-Arab Nation

اللجنة الوزارية بين وزراء الرى فى مصر و السودان و األسكندرية .5

Inter-ministerial committee between the Ministers of Irrigation in Egypt, the Sudan

and Alexandria

قامت اللجنة المكونة من سبع دول بمناقشة مشروع القرار .6

The seven-state inter-governmental committee has discussed the draft resolution.

7. Inter-state commerce laws

القوانين التى تنظم التجارة بين الواليات األمريكية

8. Intra-state commerce laws

القوانين التى تنظم التجارة داخل / فى الواليات األمريكية

9. Inter-governorate taxi

أجرة بين المحافظات سيارة

10. Intra-governorate taxi

سيارة أجرة داخل المحافظة

فرع أجهرة خدمة نزع السالح و إنهاء االستعمار .11

Disarmament and Decolonization Organs Servicing Branch (term)

إمكانية االعتماد على التقسسم الصادر عن أكثر من مقيم .12

Inter-rater reliability



I) Translate the following sentences into English using the suffix between brackets:

(able-). غير قابلة للكسرإنها مادة -1

---------------------------------------------------------------------------------------------------

(aholic-).مدمنا لإلنترنتلقد أصبح -2

---------------------------------------------------------------------------------------------------

(oid-). بشخصيات آلية تشبه البشرتزخر روايات الخيال العلمى -3

---------------------------------------------------------------------------------------------------

(cide-). إبادة الشعوبجرم القانون الدولى مؤخرا -4

---------------------------------------------------------------------------------------------------

(ee-). المستأجرصدر قانون جديد يحدد العالقة ما بين المالك و -5

---------------------------------------------------------------------------------------------------

(fold-). ثالثة أضعافتضاعف سعر السيارة -9

---------------------------------------------------------------------------------------------------

(est-). استخدامابرامج الكمبيوتر أسهلإن برامج الويندوز من -1

---------------------------------------------------------------------------------------------------

(free). تخلو من السكرتلك المأكوالت -8

---------------------------------------------------------------------------------------------------

(ic/-ical-)؟ تاريخيةو فرسان المائدة المستديرة شخصيات هل كان الملك آرثر -6

---------------------------------------------------------------------------------------------------

(ic/-ical-). التاريخيةكان البن خلدون فضل كبير فى تحديث مناهج الدراسات -11

---------------------------------------------------------------------------------------------------

(ic/-ical-)هاما. تاريخيايلقى الرئيس خطابا -11

---------------------------------------------------------------------------------------------------

(ish/-like-). الطفولة البريئةتبدو عليه مالمح -12

---------------------------------------------------------------------------------------------------

(ish/-like-). الطفوليةلقد عاب الحاضرون عليه تصرفاته -13

---------------------------------------------------------------------------------------------------

(ic/-ical-). لحرصة الشديد على النقودجمع ثروة طائلة -14

---------------------------------------------------------------------------------------------------



(ic/-ical-)على أهمية عامل التصدير. االقتصاديةأجمعت الدراسات -15

---------------------------------------------------------------------------------------------------

(phone-)فى بيروت. الدول الناطقة بالفرنسيةينعقد مؤتمر -19

---------------------------------------------------------------------------------------------------

II) Translate the following sentences from Arabic into English using prefixes , paying due

attention to the underlined words and phrases:

[co-, de-, il-, auto-, con-, cross-, im-, demi-, fore-, hypo-, extra-, mal-, anthropo-, by-, all-,

foster-, down-]

للمبدعين. بالسير الذاتيةتعد الدراسات األدبية تحفل كثيرا لم -1

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قرارات رئيس الوزراء األخيرة من وضع االقتصاد المصرى. عززت -2

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إحدى المسرحيات. أن شكسبير شارك فلتشر فى تأليفيقال -3

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مثل هرقل. بأنصاف اآللهةأساطير اإلغريق تحفل -4

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الجروح خطوة هامة على طريق نجاح العمليات الجراحية. تطهيركان -5

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فى نجاة المدينة من هموم األعداء. التحذير المسبقساهم -9

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.اآلباء بالتبنىتضع اإلدارة شروطا قاسية ينبغى توافرها فى -1

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ثالث مرات فى األسبوع. تحت الجلديتلقى حقنة -8

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. يخالف القانونهذا أمر -6

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المارة للجوء للمحال التجارية. األمطار الغزيرةدفعت -11

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. بالدراسات المقارنة بين الثقافاتهناك اهتمام كبير -11

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لتنظيم شئون المدينة. القوانين المحليةصدرت -12

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. الصوف الخالصترتدى مالبس من -13

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. و المجتمعات البشرية علم دراسة اإلنسانتخصصت فى -14

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بحياة عشرات األلوف من األطفال سنويا. سوء التغذية يؤدى -15

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إلى كوكبنا. مخلوقات من الفضاء الخارجىتتزايد فى أيامنا هذه شائعات حول وصول -19

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. إلزالة الرائحة الكريهةاستخدم عطرا قويا -11

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بسبب نقص رأس المال. للخطرالمشروع تعرض -18

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Translate the following sentences into Arabic heeding the use of affixation in the

underlined words:

1- The efforts of this poet are laudable.

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2- Aerial imaging advanced the field of geography.

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3- I have ambivalent feelings towards my cousin.

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4- Anomalies that occur at child birth are usually incurable.

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5- The anterior part of your body is beautiful.

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6- The blind rely on their auditory sense.

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7- Biophysics is a difficult field of knowledge.

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8- Pesticides and herbicides are used by farmers.

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9- The Palestinians and the Israelis have failed to coexist in peace.

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10- One of the contraindications of this medicine is hypertension.

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11- I bought a golden bracelet to match my yellowish scarf.

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12- I was greatly saddened by the news.

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13- All the shoes we make are of genuine leather not leatherette.

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14- The good deed is rewarded by tenfold.



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15- Both ultraviolet and infrared radiations are used in treating certain diseases.

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16- Before the rebellion against heaven, Satan was the most important of the archangels,

now he is the archfiend.

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17- Farouk was the monarch of Egypt.

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18- Archeology is the study of ancient civilizations.

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19- Diabetes is a chronic disease.

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20- Please indicate your degrees in chronological order.

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21- Demography is one of the areas studied in this department.

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22- Bigamy is not a crime in Islam.

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23- Many congenital diseases are curable.

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24- The child has hydrophobia.

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25- Beware of dehydration in this heat.

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26- This is not logical.

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27- I am specialized in astrology.

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28- Cairo is a megalopolis.

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29- Microprocessors are part of the computer technology.



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30- This physician is specialized in treating neonatals.

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31- Agronomy is the science of managing crops.

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32- This movement is pan-African.

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33- I was struck by apathy.

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34- I specialized in pathology.

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35- He loves reading English novels, he is an Anglophile.

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36- Physical punishment is not a necessary component of pedagogy.

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37- Many animals are quadrupeds.

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38- This child is polylingual.

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39- There are many microscopic organisms in the air.

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40- Atheism means the lack of belief in a god.

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41- Iran is ruled by a theocratic regime.

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42- Anemia is a grave disease.

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43- Anarchy can be caused due to the lack of leadership.

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44- The antidote of many poisons is a small dose of the poison itself.



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45- Antibiotics are prescribed to treat many diseases.

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46- When I was a child I had an appendectomy.

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47- Hypersensitive people are hard to deal with.

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48- Insulin injections are hypodermic.

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49- The word "sofa" and "couch" are synonyms.

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Translate the following into English using one word for the underlined word:

كانتربرى الحديث مع الصحفيين. كبير أساقفةرفض -1

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. وحدة زمنيةالدقيقة -2

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. المتوطنة األمراضالبلهارسيا من -3

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. بتعدد الزوجاتتشتهر القارة اإلفريقية -4

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. بعلم األنساباهتم العرب -5

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أحد وسائل التداوى. ءالعالج بالمايعد -9

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. علم الحيوانتخصصت فى -1

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. بجنون العظمةإنه مصاب -8

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. األلفاظ المستحدثةتعد كلمة "الخصخصة" من -6

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. الحكم الذاتىتسعى فلسطين للحصول على -11

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من سمات اإلنسان المرهف. التعاطف مع الغير -11

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من أهم رسائل الديانات السماوية. حب اإلنسانية -12

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. طبيب األطفالأصطحبت األم طفلها إلى -13

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فى هذه الرواية فى إثرائها. تعدد األصواتأسهم -14

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من الوسائل الحديثة للعالج. المنظار الجراحى -15

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. التوحيداإلسالم أساسه -19

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. غير نمطىإنه يتصرف بأسلوب -11

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إحدى التهم التى يهاجم بها اإلسرائيليون أعداءهم. يةمعاداة السام -18

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إلقاء القبض على المتهمين. مكافحة المخدراتتولت إدارة -16

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. إلستئصال اللوزتيناضطررت -21

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. غريب األطوارإنه -21

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المفاجئ من العالمات غير الصحية. انخفاض ضغط الدمأو ارتفاع ضغط الدم -22

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من الرياضات الراقية. التوقيعيةالسباحة -23

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. بالطرق الوديةيحل النزاع -24

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. أزرق بحرىاشتريت عقدا من حجر لونه -25

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. حميدهذا ورم -29

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. بقطع رؤوسهمقتل الثوار الحكام السابقين -21

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الحرب العالمية الثانية سخط الشعوب. مذابحأثارت -28

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األطفال بعقد نفسية. العقاب الجسدىيصيب -26

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. ال يصدقه عقلهذا حدث خارق -31

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. الكفرحارب اإلسالم -31

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أسوأ أنواع الفقر. المدقعالفقر -32

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. شريرإنه -33

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االشتقاق

االسم المشتق هو ما أخذ من غيره و دل على شىء موصوف بصفة. فاالشتقاق هو أخذ كلمة من

اللفظ. فكلمة كتب يؤخذ منها كاتب و مكتوب و أخرى مع التناسب بينهما فى المعنى و التغيير فى

كتاب ومكتب الخ ...

والمشتقات سبعة و هى:

اسم الفاعل )و صيغ المبالغة( -1

اسم المفعول -2

الصفة المشبهة باسم الفاعل -3

اسم التفضيل -4

اسم الزمان -5

اسم المكان -6

اسم اآللة -7

صيغ األفعال:

كلمة تدل على حدث و زمن معا، و هى دائما تخبر عن فاعل الحدث و زمان الحدوث. و : الفعل

الفعل يدل على معان وظيفية فرعية أخرى و الزمن حسب الصيغة التى يجئ عليها.

معانى فرعية لبعض الصيغ:

وهى صيغة تستخدم فى أكثر المعانى، فهى ال تختص بمعنى : صيغة فعل -1

أكثر الصيغ استعماال )قرأ، كتب، منع، حشد، وهب، زرع( معين، و هى

:: تستعمل فى بعض المعانى مثلصيغة فعل -2

( )قوى عزمه(هالوصف )سلس قياد -

األعراض )وصف سلبى( سقم، مرض -

نفعال )فرح، غضب(اال -

الخلو )عطش، ظمئ( -

متالء )شيع، روى(اال -



معانى الغرائز و الطباع و السجايا )صفات جوهرية وتكثر فى : صيغة فعل -3

أو أساسية( أى الصفات المالزمة ألصحابها مثل )الكبر و الصغر و الحسن و

القبح و السهولة و الغلظة و الكرم و البخل(

كبر، صغر، حسن، قبح، سهل، صعب، غلظ -

ال تحتاج إلى مفعول به فهى طباع و سجايا تلزم )وكلها أفعال الزمة أى

أصحابها(

وهى صيغة صاغها العرب من بعض األسماء الدالة على : صيغة فعلل -4

األفعال ألداء بعض المعانى

أى جعله ملويا كالعقرب( ----التشبيه )عقرب األمر -

أى جعله يشبه الكرة( ----)كور العجين

ل إلى صيغة الفعل )فلفلت الطعام( )ملحت الطعام(تحويل المفعو -

سبحل( -حمدل -حوقل -ختصار )بسملاال -

وهى صيغة تجعل الفاعل مفعوال به فتحول الفعل من الالزم : صيغة أفعل -5

إلى متعد.

"خرج الرجل" يصاغ منها "أخرجت الرجل" أو نقول "هو ما أخرج الرجل

عن صمته"

معانيها التشارك و التتابع فنقولوأهم :صيغة فاعل -6

فى التشارك "ماشيت الرجل" و "بارزت الفارس" -

فى المتابعة "تابعت الصوم" -

ل -7 : صيغة فع

طالب وعلمته(التعدية )قومت ال -

اإلزالة )قشرت الفاكهة( -

التكثير )طوف( -

جعل الشئ شبه الشئ )قوس ظهره، عقد( -

نسبت إليه الكفر( النسبة )كفرت الرجل، أى -

تأتى لمعنى واحد وهو المطاوعة، أى النسبة لفاعل آخر : صيغة انفعل -8

نكسراكسرت الكوب، ف -

أطلقت الطائر، فانطلق -



: صيغة افتعل -9

االجتهاد و الطلب )اكتسب الرجل، إذا اجتهد و طلب الكسب( -

التشارك )اختصم الصديقان و اختلفا( -

أى أظهر العذر(اإلظهار )اعتذر الرجل، -

المبالغة )ارتد، أى بالغ فى الردة( -

)اقتدر، أى بالغ فى القدرة(

ل -11 و تأتى لمعنى واحد و هو قوة اللون أو العيب : صيغة افع

أحمر الورد -

ابيضت عيناه -

اختل عقله -

ل -11 : صيغة تفع

االتخاذ )توسد يده أى جعلها وسادة( -

تكلف الكبر، ترجى أى تكلف الرجاء، تذلل أى تكلف التكلف )تكبر أى -

الذل(

التجنب )تحرج أى تجنب اإلحراج( -

تعلم الدرس أى تدرج فى –التدرج )تجرع الدواء، أى تدرج فى شربه -

علمه(

: صيغة تفاعل -12

تشارك )تجاذب أو تخاصم( -

تظاهر )تناوم أو تضاحك( -

تدرج )تزايد النيل أو تواردت الخواطر( -

م )تقاطرت المياه أو تساقطت األمطار(تراك -

مطاوعة )باعدت الرجل فتباعد( -

:صيغة استفعل -11

الطلب )استغفر( -

الصيرورة )أى االنتقال من حال إلى حال( استحجر الطين -

االعتقاد )استحسن( -

قوة العيب )استهتر أو استكبر( -





صيغ المبالغة

صيغ المبالغة:

عند قصد المبالغة أو التكثير تحول صيغة اسم الفاعل إلى صيغ سماعية على خمسة أوزان هى:

مناع، قوام، صوام، تواق ---فعال -

مطعان، مهذار، مفراح، معدام ---مفعال -

غفور، شكور، حقود، صبور ---فعول -

عليم، قدير، سميع، خبير ---فعيل -

حذر، قلق، يقظ، فهم ---فعل -

هذه الصيغ تدل على معنى اسم الفاعل مع إفادة المبالغة. و لهذا فهى تسمى صيغ المبالغة و ال تبنى و

إال من الفعل الثالثى. فمثال نقول عن شخص إنه حاقد، فإذا كان كثير الحقد قلنا إنه حقود، كذلك

نقول عن الجندى إنه طاعن، فإذا كان كثير الطعن قلنا إنه مطعان.

أفهمناهما ما يترتب على هذا الزواج من عواقب و بعد أن -1

And after we made them understand the consequences of marriage.

And after I explained the consequences of marriage

فهم التالميذ الدرس. -2

The students understood the lesson.

أفهم المدرس التالميذ الدرس. -1

The teacher made the students understand the lesson.

فهم المدرس التالميذ الدرس. -4

The teacher made sure the students understood the lesson.



Translate the following verb forms into English:

He understood فهم .1

He made sure someone understand فهم .2

He made someone understand أفهم .3

He showed understanding تفهم .4

He asked to understand/ He requested understanding استفهم .5

… There was a mutual understanding between تفاهم .6

فعيل فعول فعال فاعل فعل

غفر

To forgive

غافر

Forgiver

غفار

The Ever-Forgiving

غفور

The All-Forgiving

----

سمع

To hear

سامع

Hearer

سماع

The Ever-Hearing

سميع ----

The All-Hearing



I) Translate the following into English, paying due attention to the verb form in the word

underlined:

األمر. استصعبت -1

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الرجل. استأسد -2

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األمور. استفحلت -3

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المؤمن ربه. استغفر -4

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الولد. تمارض -5

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الصبر. انبلج -9

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الرجالن. تمازحا -1

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األخبار. تواردت -8

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أخاه طوال العام. كاتب -6

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طوال العام. تكاتبا -11

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الرجل زوجته. خون -11

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السفاح النساء. قتل -12

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الطائر. انطلق -13

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الطائر. اطلق -14

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مليون من العراقيين عن وطنهم فى العقدين الماضيين. 2 غرب -15

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مليون من العراقيين عن وطنهم فى العقديين الماضيين. 2 تغرب -19

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عى. العصا إلى حيه تس انقلبت -11

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II) Translate the following verb forms into English:

فهم .1

مفه .2

أفهم .3

تفهم .4

استفهم .5



Collocations2

What is a collocation?

A collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them

all the time. On the other hand, other combinations may be unnatural and just sound "wrong". Look at these examples:

Natural English... Unnatural English...

the fast train fast food

the quick train quick food

a quick shower a quick meal

a fast shower a fast meal

2 http://www.englishclub.com/vocabulary/collocations.htm

http://www.englishclub.com/vocabulary/collocations.htm

http://www.englishclub.com/vocabulary/collocations.htm



Exercises on Collocations

I. Render the following sentences into English paying special attention to the

underlined collocations:

التي تسهم في القضاء على البطالة. المشروعات القوميةكومة العديد من حتنفذ ال .1

، باإلضافة إلى مشكالت تبعات المديونيةو ضطرابات السياسيةاإلتعاني دول القارة األفريقية من .2

و المجاعات و الالجئين. الحروب األهلية

.األجور أقلو يتقاضون أصعب الوظائفيؤدي المدرسون .3

تحاد األوروبي في مع اقتراب موعد انضمام قبرص لإل منعطفا جديدادخلت المشكلة القبرصية .4

سياسية للجزيرة. التوصل إلى تسويةظل جهود

بإحساس بحثا و أفاد الكثير من الكتاب بأن مجتمعنا أصبح مكبال اليأس القوميلقد قتل موضوع .5

.كتئاب الجماعياإلمن عميق

مبدأ الشورى في قوله تعالى: "و أمركم شورى بينكم". الكريمالقرآن أرسى .9

في سجل الحضارة. صفحات رائعةإن شعب مصر يعتز بأنه قد سطر .1

عندما تشتد األعراض إلى درجة تمنعنا من التعايش قلق غير طبيعيإلى القلق الطبيعييتحول .8

مع أنشطة الحياة اليومية ألنها مؤلمة جدا و محزنة.

تدور رحاها أمام أعين المجلس. حرب ضروسجلس صامتا أمام كيف يقف الم .6

الذي ألقى بظالله ألكثر من أربعين انزواء شبح الحرب النوويةإن انتهاء حقبة الحرب الباردة و .11

لما يسمى بالنظام العالمي الجديد. أفسح الطريقعاما،



Idioms

Idiom: A group of words in a fixed order that have a particular meaning, that is different

from the meanings of each word understood on its own: To “have bitten off more

than you can chew” is an idiom that means you have tried to do something which

is too difficult for you.

وهل يصلح العطار ما أفسده الدهر؟ .1

الطبع يغلب التطبع. .2

كثرة الطباخين تفسد الطهي. .3

عندما وجدت أنني سأواجهه إن عاجال أو آجال استجمعت شجاعتي. .4

وقف شامخا كالطود. .5

للماضي سطوته على اإلنسان المعاصر ألن الماضي هو الجوهر و الحداثة هي المظهر. .9

مصائب قوم عند قوم فوائد. .1

ال جدوى من المراوغة. .8

ج الرياح.ذهبت آماله أدرا .6

الجمال في عين ناظره. .11

يضم السلك القضائي خيرة الناس. .11

ضربت المحكمة العسكرية عرض الحائط بالمبادئ األساسية للقانون المدني. .12

لقد حان الوقت لالستغناء عن األساليب التي عفا عليها الزمن. .13

ر ثانوي.وإنه سعيد بأنه يقوم بد .14

هو محط اإلعجاب. .15

نه يوم سعيد في حياته.إ .19

و تأتي على قدر الكرام المكارم. .11

حماتك بتحبك. .18

الحي أبقى من الميت. .16

خدوا فالكوا من عيالكوا. .21

خيبة األمل راكبة جمل. .21

ذيل الكلب عمره ما يتعدل. .22

الرجل تدب مطرح ما تحب. .23

شيلك.اشيلني و .24

عشمتني بالحلق خرمت أنا وداني. .25

يوم لك ويوم عليك. .29

من خاف سلم .21



What is a Fixed Expression? 3

To children, non-native English speakers, and anyone who confronts a fixed expression for

the first time, they can be baffling. A fixed expression is a little like a secret code that allows

access to a club that not everyone can enter. It’s a phrase that has a very specific meaning that

can’t be expressed any other way and also can’t be deduced just by considering the sum of its

parts. Some fixed expressions, like “ready, aim, fire” are used so often that the opportunity to

turn them into a joke creates another fixed expression. Others, such as “before you know it”

or “to tell you the truth” have been around for so long that they function almost as a single

word.

Unlike idioms, fixed expressions typically offer neither folk wisdom nor an image. “Two

heads are better than one” creates a bizarre, yet effective, visual idea of one body that

operates with two heads, while the idiom’s meaning is that two people working on a problem

have a better chance of solving it than just a single thinker. Fixed expressions are more often

a collection of words with individual meaning that really have nothing to do with one

another.

A fixed expression 4 in English is a standard form of expression that has taken on a more

specific meaning than the expression itself. It is different from a proverb in that it is used as a

part of a sentence, and is the standard way of expressing a concept or idea.

Examples include:

all of a sudden

come into mind

fall in line

I can assure you

so to speak

surf the web

trinomials (3-word fixed expressions); e.g. "lights, camera, action", "signed, sealed,

delivered".

English uses a number of fixed expressions in everyday conversations and writing.

For example:

I'm going to go come rain or shine. (Come rain or shine: "no matter whether it rains or

the sun shines; in any sort of weather")

To tell you the truth, I don't enjoy going to parties. (To tell you the truth/To tell the truth: "really; actually")

3 http://www.wisegeek.com/what-is-a-fixed-expression.htm

4 http://en.wikipedia.org/wiki/Fixed_expression

http://en.wikipedia.org/wiki/English_language

http://en.wikipedia.org/wiki/Expression_(language)

http://en.wikipedia.org/wiki/Proverb

http://en.wikipedia.org/wiki/Sentence_(linguistics)

http://en.wikipedia.org/wiki/Concept

http://en.wikipedia.org/wiki/Idea

http://www.wisegeek.com/what-is-a-fixed-expression.htm

http://en.wikipedia.org/wiki/Fixed_expression



Contrastive Grammar and Stylistics

Time: 30 minutes

I. The following are some sentences (15 to 50 words) extracted from news

items, websites, books etc. Although the sentences are decontexualized, their

meaning is still unambiguous. The sentences include tenses and aspects

which are problematic in translation into Arabic. Write down the function of

the aspect followed by the appropriate translation of the sentences.

(Suggested time 10 min. Points 5)

1. .

2. .

3. .

4. .

5. .

II. The following are some sentences (15 to 50 words) extracted from news


meaning is still unambiguous. The sentences include tenses and aspects

which are problematic in translation into English. Write down the function of

the aspect followed by the appropriate translation of the sentences.


1. .

2. .

3. .

4. .

5. .

III. The following are some sentences (15 to 50 words) extracted from news


meaning is still unambiguous. State the function of the conditional, and

translate into Arabic so that the function(s) is conveyed in the target

language.


1. .

2. .

3. .

4. .

5. .





Session Number: Five



adjectives, and how professional translators handle the differences. They will also


Assessment 2 will be given in this session.

Learning Outcomes:


render appropriately adjectives between Arabic and English.

Material:


Assignments:

- Controlled practice on translating adjectives between English and Arabic.



Adjectives Handout

Most adjectives and adjectives derived from nouns can be either attributive or predicative.

(a) Attributive: It comes before a noun.

(b) Predicative: It comes as complement after the following:

- Verb to be.

- Linking verbs: seem/ appear/ become.

- Verbs of senses: look/ smell/ taste/ feel.

- Verbs of continuity: keep/ remain/ stay.

- Verbs of opinion: think/ believe/ consider.

- Verbs of change: grow/ turn.

When translating adjectives pay due attention to the following:

N.B. Some attributive adjectives appear after nouns.

N.B. Nouns of measurements occur after nouns.

N.B. Some adjectives can be used as both attributive and predicative, yet with a

difference in meaning.

N.B. Position of participial adjectives may change the meaning.

U.N. Secretary General Ban Ki-moon has called on the leaders of Bahrain not to use

violence against civilians and journalists.

دولة البحرين إلى عدم إستخدام العنف ضد دعا السكرتير العام لألمم المتحدة بان كى مون زعماء

المدنيين والصحفيين.

Since Martelly became the President elect back in April, he has fought to put a properly

functioning government.

منذ أن أصبح هو الرئيس المنتخب فى إبريل الماضى ناضل مارتللى من أجل إنشاء حكومة تعمل على

نحو جيد.



ا و نصف.ربعة عشر قدمأيبلغ متوسط عمق البحيرة تقريبا

The average depth of the lake is approximately 14.5 feet deep.

كيلو مترا. 163يبلغ طول قناة السويس

The Suez Canal is 163 kilometers long.

All the present members of the Egyptian parliament attended the session.

قام جميع االعضاء الحاليين بمجلس الشعب المصرى بحضور الجلسة

.

The members present at the board meeting are very few.

جتماع مجلس اإلدارة قليل جداافى عضاء الحاضرين عدد األ

.

Try to translate the following examples

I was certain that she would be the perfect choice for the movie.

There are certain circumstances where deceit is permissible.

This smiling man over there is my boss.

This man smiling over there is my boss.



The Royal Order of Adjectives

Opinion

An opinion adjective explains what you think about something (other people may

not agree with you). Examples:

silly, beautiful, horrible, difficult

Size A size adjective, of course, tells you how big or small something is. Examples:

large, tiny, enormous, little

Age An age adjective tells you how young or old something or someone is. Examples:

ancient, new, young, old

Shape A shape adjective describes the shape of something. Examples:

square, round, flat, rectangular

Colour A colour adjective, of course, describes the colour of something. Examples:

blue, pink, reddish, grey

Origin An origin adjective describes where something comes from. Examples:

French, lunar, American, eastern, Greek

Material A material adjective describes what something is made from. Examples:

wooden, metal, cotton, paper

Purpose

A purpose adjective describes what something is used for. These adjectives often

end with "-ing". Examples:

sleeping (as in "sleeping bag"), roasting (as in "roasting tin")

Try to translate the following examples:

أود شراء سيارة أمريكية زرقاء جديدة و جميلة

بلجيكى عتيق غاية فى الجمال.أهديت زوجتى خاتم ماسى

Genitive with adjective construction:

Ex.: Helen's big car was stolen

)هل السييارة هيي الكبييرة أم هيليين It is ambiguous in Arabic* تعرضت سيارة هيلين الكبيرة للسرقة هي الكبيرة(

.تعرضت السيارة الكبيرة التي تمتلكها هيلين للسرقة



Verbless adjective clause

An adjective can function as a verbless clause (a part of a sentence without a verb)

Ex.:

Long and untidy, his hair played in the breeze.

تطاير شعره في النسيم وقد بدا طويال غير مصفف وبال عناية. Anxious for a quick decision, the chairman called for a vote.

دعا الرئيس الي التصويت وقد بدا عليه رغبة ملحة في التوصل الي قرار سريع أو

لما كان الرئيس في عجلة من أمره للوصول لقرار سريع, طالب بالتصويت علي تلك المسألة. Numerous adjectives qualifying one noun may pose a difficulty in translation.

The broken lock of the steel safe door drew his attention at once.

The broken lock of the door* القفل المكسور للباب )ركيكة( القفل هو المكسور أم الباب هو المكسور (ambiguous)* قفل الباب المكسور

.* القفل المكسور المثبت في الباب )جذب انتباهه علي الفور القفل المحطم المثبت بباب الخزانة الحديدية

*********

Compound Adjectives

They are made up of two more words, normally with a hyphen between them. They have got

several patterns:

Adj/Adv + Past Participle

Ex. empty-handed, old-fashioned, open-minded, well mannered You can travel to the ends of the earth but you will come back empty-handed.

Adj/Adv/Noun + Present Participle

Ex. good-looking, long-lasting, mouth-watering The banquet we have been invited for was really mouth-watering.

Noun + Past Participle

Ex. sun-dried, tongue-tied While he was addressing the European parliament for the first time, he became

somewhat tongue-tied. Noun + Adjective

Ex. trouble-free, lead-free If you want trouble-free motoring, make sure you use lead-free gas.

Cardinal Number+ Singular Noun

Ex. Three-hour, twenty-page You should finish reading this twenty-page article by the weekend.



Modifiers Definition:

A word, phrase, or clause that limits or qualifies the sense of another word or word group. A

content word that qualifies the meaning of a noun or verb. (American Heritage Dictionary of the English Language)

Definition of Compounding:

Any combination of two or more parts, aspects, etc (Collins English Dictionary)

Section (1)

Compound noun:

A compound noun is a noun that is made up of two or more words. Most compound nouns in

English are formed by nouns modified by other nouns or adjectives.

Compound nouns can also be formed using the following combinations of words:-

Noun + Noun toothpaste

Adjective + Noun monthly ticket

Verb + Noun swimming pool

Preposition + Noun underground

Noun + Verb haircut

Noun + Preposition hanger on

Adjective + Verb dry-cleaning

Preposition + Verb output

www.learnenglish.de/grammar/nouncompound.htm

Examples:

1. Road Accident Research Center

2. Furniture Factory Pay Cut Riot

3. The Convention Refugee Definition

4. Cambridge University Press Conference

A compound noun is a noun + noun combination characterized by a primary-tertiary stress

pattern in which the second element is the head of the construction and the first element is a

kind of modifier. Hence, contrary to what we may feel the meaning relationship should be

from right to left.

English Teaching Forum, Volume X, May-June, 1972 #3



Section (2)

The order of adjectives may change the meaning

His last great novel آخر ما كتب من روائع

His great last novel روايته األخيرة العظيمة

Section (3)

If we have a Noun+Noun construction in English, and it is possible to have an adjective

derived from the same noun and both are acceptable, this means that the Noun+Noun has a

singular meaning and the Adj+Noun has a plural meaning.

Division Approval

موافقة القسم

Divisional Approval

موافقة األقسام

Program Funding

تمويل البرنامج

Programmatic Funding

تمويل البرامج

Program Planning

التخطيط للبرنامج )تخطيط البرنامج(

Programmatic Planning

التخطيط للبرامج )تخطيط البرامج(

Institution Development

تنمية المؤسسة

Institutional Development

تنمية المؤسسات

Section (4)

Participles with different meanings

If we have a gerund + noun preceded by the verb to be we have two possible ways for

interpretation:

a) Verb to be may be the main verb, and in this case what follows the verb to be constitutes a

compound noun. The pause will be after the verb to be.

b) The main verb is the gerund, that is used in the progressive form and in this case we can

only have a pause after the –ing form.

1- They are moving vans.

إنها سيارات نقل لألثاث -

إنهم يحركون العربات -

2- They are washing machines.

إنها غساالت -

إنهم يغسلون اآلالت -

3- They are visiting professors.

إنهم أساتذة زائرون -

إنهم يزورون األساتذة -



Section (5)

Number of modifiers

If we have a noun+noun preceded by an adjective, this construction may be ambiguous.

1- French Language Conference

مؤتمر اللغة الفرنسية -

المؤتمر الفرنسى للغة )للغات( -

2- New Gas Station

المحطة الجديدة للوقود -

ةة الوقود الجديدمحط -

3- Foreign Car Dealers

تجار السيارات المستوردة -

التجار األجانب للسيارات -

4- Economic Planning Council

مجلس التخطيط االقتصادى -

المجلس االقتصادى للتخطيط -



Adjectives PowerPoint







Adjectives …. Exercises

1. By this marriage, they are attempting to put some form of stability into the most

dysfunctional royal family in the world.

2. The former Egyptian governments failed to provide proper medical care for the seniors.

3. Purifiers have been affected by radiation in Tokyo city proper and 5 suburban districts.

4. They have also done little to change the perception that his family, the Grimaldi dynasty,

is one of the most troubled royal households in Europe.

5. His long-running bachelorhood has been a major cause for concern in Monaco.

6. Early attempts at flight are the subject of much debate.

نجوم ذات السمعة الطيبة، هو طريق مصر لتنمية السياحة. 5ن بناء عدد كبير من الفنادق إ .7

المصريون بعد الثورة أكثر انفتاحا للنقاش. أصبح .8

متر. 8848فرست أعلى قمة جبلية فى العالم ويبلغ ارتفاعها إتعد قمة .9

ستستمر فترة التدريب حتى آخر أسبوعين من شهر أغسطس القادم. .11

بقيمة صفقة أعلنت دايوو للهندسة، رابع أكبر شركة لإلنشاء في كوريا الجنوبية، أنها وقعت على .11

.مليون دوالر لبناء فندق في كوااللمبور 191

هذا الشخص بعينه هو الذى طالما حلمنا به رئيسا لنا. .12

سياسى محنك يتمتع بقدر كبير من الثقافة.تحتاج البالد إلى .13



Study the following compound and adjective + noun constructions into Arabic:

1 Management Information System

(MIS)

نظام معلومات اإلدارة

2 Divisional Approval موافقة األقسام

3 Institution Development تنمية/ تطوير المؤسسة

4 Time Management تنظيم الوقتالوقت إدارة /

5 Progress Report تقرير سير العمل

6 Core Programs رئيسةبرامج أساسية /

7 Experience Exchange Program برنامج تبادل الخبرات/ الخبرة

8 Change Management إدارة عملية التغيير

9 Concept paper ورقة مفهوم

10 Donor Countries البلدان المانحة

11 Institutional Development تنمية المؤسسات

12 Development agencies )وكاالت تنمية )التى تعمل فى مجال التنمية

13 Needs Assessment Survey مسح تحديد االحتياجات

14 Mother and Child Care رعاية األمومة و الطفولة

15 Community Participation ةمشاركة شعبي

16 Programmatic activities أنشطة البرامج

17 Teaching hospital مستشفى تعليمى

18 Laser Printer User مستخدم الطابعة الليزر

19 Professional Traditions عادات مهنية/ المهنة

20 Inter-Agency Coordination بين مختلف األجهزة / تنسيق بين األجهزة



1. MOE staff العاملون بوزارة التربية و التعليم

2. Local Community Development

Association

جمعية تنمية المجتمع المحلى

3. Training program تدريبى برنامج التدريب/ برنامج

4. Organizational Development تنمية المنظمات

5. Small Local Voluntary Organizations منظمات تطوعية محلية صغيرة

6. Individual and Organizational

Management

تنظيم شئون األفراد و المؤسسات

7. Practical Operation تشغيل عملى

8. Management Structure هيكل التنظيم/ هيكل اإلدارة

9. Business or Government

Organizations

منظمات تجارية أو حكومية

10. Religious Institution مؤسسة دينية

11. Religion Education التربية الدينية

12. Development Agencies وكاالت تنمية

13. Participatory Planning تخطيط قائم على المشاركة

14. Strategic Management تنظيم ستراتيجى

15. Guidelines إرشادات

16. Decision-making صنع القرار

17. Decision-taking اتخاذ القرار

18. Financial Management تنظيم الشئون المالية

19. Trust Fund صندوق االستئمان

20. Fund-raising جمع األموال

21. Conflict Resolution حل الصراع

22. Community Participation مشاركة شعبية



23. Staff Development تنمية العاملين

24. Loan Coordinator منسق القروض

25. Time Management إدارة الوقت / تنظيم الوقت

26. Personnel Management تنظيم شئون األفراد/ العاملين

27. Water Project مشروع مياه

28. Problem Solving Exercise التدريب على حل المشكالت

29. Preschool Programs برامج ما قبل المدرسة

30. Program Management Skills مهارات إدارة البرنامج

31. Program Needs احتياجات البرنامج

32. Staff Development تطوير شئون العاملين

33. Proposal and Report Writing كتابة المقترحات و التقارير

34. Programmatic Funding تمويل البرامج

35. Organizational Funding تمويل المنظمات

36. Core Funding تمويل أساسى/ تمويل األساس

37. Administration Costs تكاليف اإلدارة

38. Telephone Calls مكالمات هاتفية

39. Governorate Level مستوى المحافظة

40. Pre-program Systems أنظمة ما قبل البرنامج

41. Monitoring System نظام مراقبة/ متابعة

42. Monthly Health Committee Meetings اجتماعات لجنة الصحة الشهرية

43. Membership Fees Account حساب رسوم العضوية

44. Funding Proposal طلب تمويل

45. Communication System اإلتصاالت نظام



46. Performance Appraisal

Form/Guidelines

ارشادات/ استمارة تقييم األداء

47. Key Accountabilities مسئوليات رئيسة

48. Key Processes عمليات رئيسة

49. Work Flow تدفق العمل

50. Performance Development Plan خطة تنمية األداء

51. Overall Performance Rating التقدير العام لألداء

تقدير األداء العام

52. Inter-rater Reliability إمكاية اإلعتماد على التقييم الصادر عن أكثر من

مقيم

53. Work Assignments مهام العمل

54. Team-building بناء الفريق

55. Change Management إدارة التغيير

56. Management Change تغيير اإلدارة

57. Village Leadership قادة القرية

58. Committee Members أعضاء اللجنة

59. Professional Organization منظمة مهنية

60. Volunteer Staff العاملين المتطوعين

61. Wider Community Participation مشاركة شعبية أوسع

62. Income Generation Programs برامج توليد الدخل

63. Income Supplementation Programs برامج تدعيم الدخل

64. Strategic management and Planning التنظيم االستراتيجى و التخطيط

65. Financial Management and Funding التنظيم المالى و التمويل

66. Decision-making Structures and

Leadership

هياكل صنع القرار و قيادته

67. Membership Criteria معايير/ شروط العضوية



68. Current Membership العضوية الحالية

69. Some Fund-raising Successes and

Failures

بعض أمثلة فى نجاحات و إخفاقات فى )عملية(

جمع األموال

70. Job Description/ Analysis تحليل/ وصف الوظيفة

71. A Special Major Business Goal هدف تجارى رئيسى خاص

72. Quality Management Systems

Requirements

متطلبات أنظمة إدارة الجودة

73. Family of Standards مجموعة من المعايير

74. Transition Planning Guidance اإلرشاد عن تخطيط لعملية االنتقال

75. Guidance on the Documentation

Requirements

إرشاد عن متطلبات التوثيق

76. General Information on Structure

and Work Program

معلومات عامة عن البنية )الهيكل( و برنامج العمل

77. Links to related password-protected

and public websites

لمواقع عامة متصلة ببعضها البعض و روابط

محمية بكلمة مرور

78. A list of organizations قائمة بالمنطمات

79. Summary of pages ملخص الصفحات

80. Title Page صفحة العنوان

81. Forward Page )صفحة المقدمة )صفحة كلمة التصدير

82. Water's Project مشروع السيد واتر



Contrastive Grammar and Stylistics

Time: 40 minutes

I. The following are some sentences (15 to 50 words) extracted from news


meaning is still unambiguous. Translate the following sentences into Arabic

paying attention to affixation.


1. .

2. .

3. .

4. .

5. .

II. Translate the following phrases into English using affixation. (Suggested

time 10 min. Points 5)

1. .

2. .

3. .

4. .

5. .

III. Translate the following phrases into English using the appropriate

collocations. (Suggested time 10 min. Points 5)

1. .

2. .

3. .

4. .

5. .

IV. Translate the following sentences into Arabic pay attention to the meaning of

the adjectival phrase(s). (Suggested time 10 min. Points 5)

1. .

2. .

3. .

4. .

5. .





Session Number: Six



adverbs and adverbial phrases, and how professional translators handle the

differences. They will also practice different translation techniques from English

into Arabic and vice versa.

Learning Outcomes:


- contrast adverbs and adverbial phrases in English and Arabic; and

- translate appropriately adverbs and adverbial phrases from English into Arabic and

vice versa.

Material:


Assignments:

- Controlled practice on translating adverbs and adverbial phrases.



Adverbs … Handout

Adverbs can be translated into Arabic either syntactically or lexically

EX. The wind blew fiercely. عصفت الرياح / هبت الرياح هبوبا عنيفا

How do we translate ''adverbs'' into Arabic?

ظرف الزمان والمكان –المفعول معه –المفعول ألجله –لمفعول المطلق ا –الحال

Adverbs in English

- Manner: How something happens

- Degree: To what extent Ex.: She is totally insane.

- Frequency: How often something happens. Ex.: She occasionally visits her hometown.

- Time: When something happens Ex.: lately, recently.

- Place: Where something happens Ex.: here, there

- Intensifying: Make things stronger or weaker Ex.: I am really sick of indifferent people.

Form

A large number of adverbs are formed by adding -ly to their adjectives.

(Ex.: completely, haphazardly )

There are exceptions such as:

(good → well)

Adverbs whose adjectives end in -ly

(Ex.: friendly, likely, lonely… etc.)

In this case, adverbs can be formed by (in a + adj. + way / manner / fashion).

Some problematic issues when translating Adverbs

1- Some adverbs have different meanings from those of their adjectives:

- U.S. president's speech has been received coldly in Germany.

- The Turkish prime minister welcomed the Egyptian delegation so warmly.

2- Some adverbs have the same form as their adjectives:

- We have never received a straight answer from the Navy regarding his mysterious

disappearance.

- We'll go straight to the jewelry store where I have see a perfect ring for my

engagement.

- Turn right on County Road 130 and follow signs to Eldora.

- You were right when you accused him of treason.



3- Some pairs of adverbs are closely related but have different meanings :

Compare:

- They really worked hard to finish the project on time.

- I hardly know him.

- He hardly ever attends the board meeting.

Position of adverbs

Adverbs of Manner

1. They usually come after the verb

He behaved foolishly.

OR after the object if there is one

She answered him reluctantly

(NEVER put an adverb between verb and object)

2. If we have verb + preposition + object the adverb can occur either before the preposition

or after the object

He looked at me suspiciously. OR He looked suspiciously at me.

Note: If the object is long, the adverb comes before the preposition.

He looked suspiciously at everyone who laughed.

3. With phrases or clauses, the position of the adverb changes the meaning. If it is placed

after the clause or phrase, it is normally considered to modify the verb in that clause or

phrase.

COMPARE:

*They secretly decided to leave the town. (the decision was secret)

*They decided to secretly leave the town. (the departure was secret)

Adverbs of Time

They are usually placed at the very beginning OR the very end of the clause

Eventually, he decided to put an end to his bachelorhood and get married.

OR

He decided to put an end to his bachelorhood and get married eventually.

Adverbs of Frequency

They are normally placed:

After the simple tense of (to be)

He is always in time for dinner.

Before the simple tenses of all other verbs



They sometimes stay up all night.

With compound tenses, they are placed after the first auxiliary

He will never understand.

Adverbs of Degree

An adverb of degree modifies adjectives or another adverb.

You are absolutely right.

Only modifies verbs. It is placed next to the word to which it applies.

Sign here, only.

Only, sign here.

Just precedes the word it qualifies.

I’ll buy just one .

I’ll just buy one.

Order of adverbs when they occur in the same sentence

Expressions of Manner usually precede expressions of place.

He climbed awkwardly out of the wind.

Note that: (away, back, down, forward, home, in, off, on, out, around, and up) usually

precede adverbs of manner .

He walked away sadly.

Time expressions can follow adverbs of manner and place.

They worked hard in the garden today.

They can also be in the front.

Everyday he queued patiently at the bus stop.

Notice that:

Verbs (go, put, last) need adverbs of manner/ place/ time in this order.

Put it away now (correct)

Put it now away (incorrect)

Let's go to bed early (correct)

Let's go early to bed (incorrect)



Notice that:

Some words can be used as either adjectives or adverbs. An exception to this is the adverb of

manner ‘well’ which is also used as an adjective meaning ‘healthy’. ‘Well’ here is unrelated

to the adjective ‘good’.

COMPARE:

*I hope you are well (adjective)

.عساك بصحة جيدة / عساك بخير

* He did well on the exam (adverb)

ن.أحسن في أداءه لالمتحا

In the first example, well is a predicate adjective modifying the pronoun "you". In the

second example, on the other hand it is an adverb of manner modifying the verb "did".

Notice that:

''Perhaps'' occurring initially means 'hope' and not possibility.

Perhaps he has found her.

لعله/ عساه/ أرجو أن يكون قد وجدها

''Perhaps'' occurring in mid position can be understood to mean 'possibly'.

He has perhaps found her.

من المحتمل / قد / ربما يكون وجدها



An adverb → الحال –ظرف الزمان والمكان –المفعول معه –المفعول ألجله -المفعول المطلق

المفعول المطلق

(We did plough the earth*قد يفيد تأكيد المعنى )حرثنا األرض حرثا

( The clock struck twice مرات حدوث الفعل )دقت الساعة دقتين* وقد يفيد بيان عدد

(Our soldiers fought heroically* وقد يفيد بيان نوع الفعل )قاتل جنودنا قتاال بطوليا

المفعول ألجله

يبين سبب حدوث الفعل

I stood up to honor my father* قمت إكراما ألبي

”Don’t kill your children for fear of poverty“ إمالق"*" وال تقتلوا أوالدكم خشية

المفعول معه

يدل على شئ حدث الفعل بمصاحبته

We left at dawn*سافرنا وطلوع الفجر

I walked along the river* سرت والنهر

ظرف الزمان والمكان

I'll meet you in the evening. ألقاك مساء*

I'll meet you under the tree. ألقاك تحت الشجرة*

الحال

يذكر لبيان هيئة اسم يسبقه

The army returned victorious*عاد الجيش منتصرا

I saw your brother running*رأيت أخاك راكضا

Teach your children while they are still young *علموا أوالدكم صغارا









Adverbs … Exercises

Adverbs:

1. Wives only go for physical violence when they reach a state of explosion

and can no longer control themselves.

2. The journalists saw a completely destroyed building with a crescent sign at

its entrance.

3. Perhaps the past is better left untold or unwritten.

4. He said the recordings could easily be accessed when the memory card is

inserted in a computer.

5. Doctors, emergency workers and the police are the only people who have a

right to examine the patients and determine if they are dead or not.

6. The only actor to win an Oscar posthumously was Peter Finch.

7. While some patients can be adequately cared for at home, others are best

served by care in a hospital.

8. It was only reluctantly, under pressure from its lower ranks, that the Muslim

Brotherhood participated in last Friday's massive demonstrations.

9. I looked wistfully into the street we had lately quitted, and after a time

directed my steps that way.

10. Applications sent by fax or email or any that arrive late will not be accepted

so always be aware of the deadline!

وزير النقل يزور المترو فجاة ويستمع لشكاوى الركاب. .1

بدا عليها انها تجيب على األسئلة كرها. .2

قاموا بتهديده اما التنحى طواعية او مجبرا. .3

ظل ينظر لنا مندهشا ولم ينطق ببنت شفه. .4

ال: لم يكن خطأى وحدى.نظرت الى وجهه المخيف متوجسا قائ .5





Session Number: Seven



sentence connectors, and how professional translators handle the differences. They

will also practice rendering punctuation between English and Arabic.

Learning Outcomes:


- contrast sentence connectors in English and Arabic; and

- translate appropriately sentence connectors from English into Arabic and vice versa.

- render punctuation appropriately between English and Arabic.

Material:


Assignments:

- Controlled practice on translating sentence connectors.

- Controlled practice on translation punctuation devices in English and Arabic.



PUNCTUATION

Punctuation in Arabic is less systematic than punctuation in English. Ahmad Zaki Pasha was

the one to introduce punctuation marks to Arabic in 1913. Traditionally Arabic had no

punctuation whatsoever. Even where punctuation exists, the conventions for Arabic are less

standardized than those of English. The basic punctuation marks such as the comma, period,

question and exclamation marks are deleted or substituted by Arabic lexical insertions.

Hence, in such cases when translating Arabic texts into English one has to realign meaning

and supply the missing punctuation marks.

The Comma (,):

* It is used to separate items in a series. In British English, it is not usually used with

'and' between the last two items unless these are long.

e.g. Lunch consisted of pasta, Greek salad, and steak.

* It is used before and after a phrase in apposition or contrasting expressions.

e.g. Jean, Tom's sister, left for the UK.

e.g. He changed his style, not his ethics.

* It is used to mark off non-restrictive modifiers, which are not absolutely necessary to

the main idea of the sentence. However, if the modifiers are internally punctuated or

cause an abrupt break in the rhythm of the sentence, they are usually set off by

dashes or parentheses. It can never be used before 'that' since 'that' always denotes

essential elements.

e.g. The girl, who has just come in, is my new neighbor.

e.g. Three boats-one with an outboard and two with inboard motors- were tied to the

dock.

* It is used to separate coordinate adjectives when the conjunction is omitted. To

determine whether or not the adjectives are coordinate, a conjunction 'and'/'but' could

be inserted between the words in question. If the construction sounds right (e.g. calm

and clear water) a comma is needed. On the other hand, if the construction sounds

awkward (e.g. the hot midday sun) a comma is not required.

e.g. The boy was young, eager, and restless.

*It is used to set off long numbers, names, and items in dates.

e.g. On Sunday, June 23, 1940, he was wounded.

e.g. Number 10 Downing Street, London, is famous.



e.g. Shreveport, Louisiana, is the site of a large air base.

* It is used to separate two independent clauses joined by: 'for', 'and', 'nor', 'or', 'but',

'yet', and 'so'. However, a comma is not used if the subject is omitted in the second

independent clause.

e.g. She likes cheese cake, but her husband prefers Brownies.

e.g. I will call the plumber or fix it myself.

The Semicolon (;) :

* It is used to link independent clause not joined by a coordinating conjunction.

However, it is not used if the relationship between the clauses may not be easily

inferred.

e.g. He went to Paris; it delighted me.

* It is used to separate items in a series if they are unusually long, or internally

punctuated.

e.g. Members of the crew were Tom, a geologist; Hector, a draftsman; and Jan; a

student.

* It is used to link independent clauses joined by conjunctive adverbs (thus, hence,

however, therefore, furthermore, moreover, consequently, nevertheless, etc.)

e.g. Speeding is illegal; furthermore, it is dangerous.

The Colon (:) :

* It is used to introduce a clause or phrase that explains, amplifies, illustrates, or

restates what has gone before.

e.g. The sentence was poorly constructed: it lacked both cohesion and coherence.

* It directs attention to an appositive.

e.g. He had only one pleasure: eating.

* It is used to introduce a series.

e.g. Your essay will be judged according to three criteria: spelling, grammar, and

style.



* It used when the introductory clause ends in the expressions 'the following' or 'as

follows'. But it is not used when the clause ends in expressions such as 'including',

'like', 'such as', consists of', etc.

e.g. The contestants prepared the following kinds of dishes: pizza, pasta, and

goulash.

e.g. The contestants prepared various dishes such as pizza, pasta, and goulash.

* It is used to emphasize a point that merits attention.

e.g. A poor homeless child was arrested: he was merely watching the demonstrators.

The Dash (_-_):

* It is stronger than a comma, less formal than a colon, and more relaxed than

parentheses.

* It is used to give extra emphasis.

e.g. The only thing can do _ if he can do anything at all _ is yell out.

* It is used to mark an abrupt change or break in the continuity of a sentence or clause.

e.g. But_ But you did_ wait, what? Stammered Jane.

* It is used to introduce a summary statement that follows a series of words or phrases.

e.g. Jane, Allen, and I _ were all taken by surprise.

Parentheses ():

* They are used other than the dash or comma to enclose words or figures that clarify

showing that what is enclosed is of less importance or emphasis.

e.g. He finally answered (after taking a few minutes to think) that he did not hear the

question.

* They are used at first mention of an organization when both its abbreviation and

spelled out form are enclosed.

e.g. Palo Alto Research Centre (better known as PARC) is doing a great job.



Brackets []:

* They are used to include explanatory words or phrases.

e.g. Messi, the soccer player [a team member of Barcelona] is a great front striker.

* They are used to clarify a reference when quoting a sentence with a pronoun

referring to a word in another non-quoted sentence. The pronoun is to be deleted in

this case.

e.g. Elephants bark, snort, trumpet, and rumble. "According to Payne, many

[elephant rumbles] are below the human range of hearing".

The Hyphen (-):

* It is used to join two or more words serving as a single adjective before a noun.

e.g. It is a well-built house.

* It is used to avoid awkward or misleading combinations of letters or syllables with

prefixes and suffixes.

e.g. Semi-retired/ runner-up

* It is used to suspend the first part of a hyphenated compound when used with another

hyphenated compound.

e.g. good-for-nothing/ know-it-all.



عالمات الترقيم

ليست أصيلة في اللغة العربية؛ بل قام بإدخالها أحمد ذكي باشا الملقب بشيخ العروبة 5عالمات الترقيم

أنه أخذها نقال عن أرسطو؛ ومن ثم فال عجب أن نجد خالفا كبيرا على مستوى . ويقول1913عام االستخدام بين المحررين والكتاب في شأن االصطالح على مواضعها، وكيفية استخدام هذه العالمات وإدراجها بين ثنايا النص. ويتمثل الهدف في استخدام هذه العالمات في تمثيل الطبيعة الصوتية للنص

توب حتى يتمكن القارئ من قراءته على نحو سليم، فيستطيع القارئ أن يحدد متى يقف وقفة لطيفة؛ المكومتى يأخذ نفسا عميقا؛ وأين يعلو بنبرة الصوت؛ وأين يخفضها؛ ليس هذا فحسب؛ بل ماذا عطف على

ى مقصد الكالم ماذا؟ وأين بداية الجملة وأين خاتمتها؟ وهي من ثم تمثل أهمية كبيرة في الوقوف علومعناه ورفع اللبس، وهى ذات أهمية للمحررين في محطات البث اإلذاعي والتلفزيوني، حتى يتمكن قارئ النشرة أو التحليل اإلخباري من اإلتيان بالقراءة المهنية الدقيقة. وفيما يلي عالمات الترقيم وشرح

6الستخداماتها:

:7وأشهر عالمات الترقيم هي

).( النقطة .1

وتعبر عن وقف طويل، وتوضع في نهاية الفقرة أو المقطع . نهاية الجملة التامة المعنى وتوضع في وكما توضع في نهاية البحث أو الموضوع المكتوب.

تكتب الهمزة في آخر الكلمة منفردة إذا جاءت بعد ساكن . -

الفاصلة أو الشولة )،( .2

تدل على وقف قصير، بين معاني الجملة لتمييز أجزاء الكالم بعضه عن بعض، وهي أكثر عالمات الترقيم استعماال في الكتابة ، ومن مواضعها:

*بين الجمل المترابطة وأشباه الجمل، مثل:

تاذه، ويالزمه ويخدمه . كان لبعض األطباء تلميذ ذكي، يحبه كثيرا، وكان التلميذ يحب اس -

* بين الشرط والجواب، مثل:

إن كانوا قليال، فأنت أوثقهم، وإن كانوا واحدا، فأنت هو. -

بعد المنادى، مثل: *

يا سامر، سر على رصيف الشارع. -

يارة، ال تسرع. - يا سائق الس

يا أبي، عد إلينا. -

5 ، دار األهرام للنشر والترجمة والتوزيع 2111رير لمحمود حامد الشريف، النحرير في صناعة التح

6 http://www.alazhar.gov.eg/forum.aspx?g=posts&t=3603

7 http://www.schoolarabia.net/arabic/punctuation/punctuation_1.htm

http://www.alazhar.gov.eg/forum.aspx?g=posts&t=3603

http://www.schoolarabia.net/arabic/punctuation/punctuation_1.htm



أنواع الشيء وأقسامه، مثل: * بين

المؤمنون ثالثة: واحد مشغول بآخرته، وآخر مشغول بدنياه، وثالث جمع بين الدنيا واآلخرة. - للقائل على السامع ثالث: جمع البال، والكتمان، وبسط العذر.

. الفصلة المنقوطة )؛(1

هذه العالمة في الغالب بين ويقف القارئ عندها وقفة أطول من وقفته على الفاصلة بقليل، وتجيءجملتين تكون إحداهما سببا في األخرى، أو بين الجمل الطويلة التي يتألف من مجموعها كالم مفيد،

وذلك ليتمكن القارئ من االستراحة والتنفس بين هذه الجمل.

لم، ويجيب قبل أن يفهم إياك والعجلة، فإن العرب تكنيها أم الندامة؛ ألن صاحبها يقول قبل أن يع -

ه مهمل. - فصل الموظف من عمله؛ ألن

النقطتان العموديتان ):( .4

وهي عالمة وقف متوسط، التي توضح فكرة أو قاعدة وتوضعان بعد القول، وقبل األمثلة تستعمل في التوضيح، لتمييز ما بعدهما عما قبلهما وتوضع النقطتان الرأسيتان:

فعل القول بعد *

قال حكيم: اإلتحاد قوة. -

* عند إعراب الجمل.

مثل: العمل مقدس

مبتدأ مرفوع بالضمة العمل:

مقدس : خبر مرفوع بالضمة

* بين الشيء وأقسامه )التفصيل بعد اإلجمال(

أصابع اليد خمس: اإلبهام، والسبابة، والوسطى، والبنصر، والخنصر. -

الكلمة ثالثة أقسام: اسم، وفعل، وحرف. -

* للداللة على عالقة النسبة والتناسب - 3:6



. عالمة التعجب )!(5

توضع بعد كل جملة مثيرة للدهشة والتعجب وتسمى عالمة التأثر وهي عالمة وقف طويل، تستعمل ب، أو فرح، أو خوف، أو استغاثة. بعد تعج

حر! لباما أجمل -

! أهال بمدرستي -

واأسفاه ! -

ويل للظالم ! -

عالمات االستفهام )؟(. 6 من عالمات الوقف الطويل، وتوضع في نهاية الجمل المستفهم بها عن شيء. هى

كم هو عمرك؟ -

هل فهمت الدرس؟ -

ماذا تفضل؟ - -

. الشرطة المائلة )/(7هذه العالمة غالبا للفصل بين عناصر التاريخ سواء الهجري أو الميالدي في حالة عدم ذكر تستخدم

األشهر بالحروف م 2111/ 12/ 11 -

(-الشرطة ) .8 تستخدم لإلشارة إلى:

بند جديد من بنود القائمة

):( بداية العناصر الدرجة أسفل النقطتان

في ترقيم الحوار إذ تشير إلى أحد أطراف الحوار

الجمل االعتراضية قد توضع بين فصلتين أو بين شرطتين

،توضع للفصل بين متالزمين، مثل المبتدأ والخبر، أو بين ركني الجملة إذا طال الركن األول فيها

أو بين العدد والمعدود إذا كانا في أول السطر

(- -الشرطتان). 8

االعتراضية وألفاظ التفسير ان للجملةوتوضع

ع - عمره وثروته –هداه هللا –ضي



( )القوسان. 9

االعتراضيةأحيانا يستخدم القوسان لتوضع بينهما مجموعة من العناصر وأحيانا الجمل

القاهرة )حرسها هللا( أكبر مدينة في أفريقيا -

«. إنما األعمال بالنيات»قال رسول هللا )صلى هللا عليه وسلم(: -

» «التنصيص . 11

ويوضع بين قوسيها المزدوجين كل كالم مقتبس بنصه

«كل فتاة بأبيها معجبة»تحب الفتاة أباها ، وتعجب به ، وقديما قالوا: -

الحذف واإلضمار ... نقط. 11

وتأتي دائما ، كره إما ألن به خدشا للحياء أو ألنه تكرار مملذأن يتوضع مكان الكالم لم يشأ الكاتب وتستخدم كذلك عند اقتباس نص من أحد المصادر وحذف بعض السطور من هذا . قبل كلمة إلخ

النص المقتبس فمن األمانة التأكيد للقارئ أن هناك كالما محذوفا

. النقطتان المتجاورتان ..12

ترد أحيانا في العناوين الصحفية وغرضها أن تحل محل الفصلة المحظور استخدامها في العناوين الصحفية

السلطات السودانية تعتقل الترابي .. وتصادر الصحيفة الناطقة بلسان حزبه )جريدة المصري اليوم( -

] [وفانق. القوسان المركنان أو المع12

وتوضع بينهما زيادة قد يدخلها الكاتب على النص المقتبس أو يثبت بينهما عبارة من عنده يراها ساقطة من النص الذي يحققه، أو يكتمل بوجودها هذا النص.

. عالمة يتبع )=(11

توضع هذه العالمة في نهاية الحاشية في نهاية الصفحة لإلشارة إلى القارئ إلى أن بقية الحاشية الصفحة التالية. في



Sentence Connectors

Sentence Connectors

Sentence connectors are words and phrases used to link ideas from one sentence to the next

and to give paragraphs coherence. They are also known as linking language.

Functions of Sentence connectors They are used to indicate similarity, contrast, result, addition, and listing, time,

exemplification, particularization, explanation, emphasis, reformulation, transition, negative

condition, and summation/conclusion.

I. Similarity

Likewise similarly correspondingly by the same token in the same way

Examples:

1. Men must wear a jacket and a tie; similarly women must wear a skirt or a dress, not

trousers.

2. You can’t teach navigation in the middle of a storm. Likewise, you can’t build a

system of values in the current educational climate.

II. Contrast

On the other hand, in contrast, conversely, however, yet, still, nevertheless,

nonetheless, even so, in spite of this, despite of this/ that

Examples

A. Direct Opposition

1. Ali worked hard. On the other hand, Okan hardly did any work at all.

2. Metin is lazy. However, his brother is quite diligent.

3. Extroverts love crowds. In contrast, introverts prefer solitude.

4. Six is more than five; conversely, five is less than six.

5. Denial of Expectation( Unexpected result)

6. She studied diligently for several months. Nevertheless, she failed.

7. George is very handsome. Yet, he is not popular with girls.

8. My uncle is 70 years old now. Nonetheless, he maintains his interest in legal

matters.

9. It’s raining. Even so, we must go out.

III. Result

As a consequence, accordingly, for this/ that reason, therefore, as a result, consequently,

hence, thus, because of that/ this

Examples

1. He passed his exams. Therefore, he had some good news to tell his parents.

2. Professor Brown is an outstanding scientist. Hence, he is highly respected.

3. He has been studying hard for a long time. Thus, he has made considerable progress.

4. He lacks self-confidence. As a consequence, he is unlikely to be successful.

5. The demand has increased sharply. Accordingly, the prices are higher now.



IV. Addition and listing

Also, beside, further, moreover, furthermore, in addition, first (firstly, first of all, to

begin with, in the first place, for another thing), thirdly (third, in the third place), finally

lastly, last of all.4

Examples:

1. To prepare his homework, Jack went through various history books. Furthermore, he

took notes from several encyclopedias.

2. During her spare time, jenny practices the piano; in addition, she plays the violin.

3. Owning a car has some advantages. First (first of all/ firstly/ to begin with), it gives

you comfort. Secondly, it saves you a lot of time. Thirdly, it gives you great freedom

of movement.

V. Time

At first, afterwards, later, then, in the meantime, meanwhile

Examples:

1. I read the morning papers for a while. Afterwards, I took a shower.

2. First pick up the receiver and then insert a coin into the coin-box.

3. At first, I had great difficulty with grammar later. However, I was able to overcome

these difficulties by studying hard.

4. The party is Tuesday, but in the meantime I have to shop and prepare the food.

5. They will be here soon. Meanwhile, let’s have coffee.

VI. Exemplification

For instance, for example, to illustrate

Examples

1. Women generally live longer than men. For instance, in the United States life

expectancy for women is 75, while it is 73 for men.

2. Earthquakes can be highly destructive. To illustrate, the earthquake which occurred in

Erzinacn in 1939 devastated the whole town, killing more than 35,000 people.

VII. Particularization

In particular, particularly, specifically

Examples:

1. Shopping in small markets is quite advantageous. In particular, one can find

specially items that larger stores do not contain.

2. We still needed to arrange several details for the trip. Specifically, we had to

make plane and train reservations as well as decide on the final itinerary.

VIII. Explanation:

That is, namely, in other words, that is to say

Examples:

1. The brochure dealt with travelling in Morocco. Namely, it discussed

transportation, currency, and language.

2. Good readers should be able to read between the lines; in other word, they should

be able to make inferences about information that is conveyed indirectly or given

only partially.



3. As a child grows up, he learns how to behave in ways which are appropriate to the

society into which he is born. That is to say, he acquires the patterns of behavior

which accepted as normal in his society.

IX. Emphasis

In fact, indeed, as a matter of fact, actually

Examples:

1. He is quite wealthy. In fact, he is one of the richest men in Turkey.

2. I like reading. As a matter of fact, it is my favorite pastime

3. Mural is a highly talented musician. Indeed, he has an extraordinary gift for

music.

X. Refutation:

On the contrary

Examples:

1. She is not ugly. On the contrary, she is a good-looking girl.

2. I don’t hate classical music. On the contrary, I’m very fond of it.

XI. Reformulation:

In other words, to put it in a different way, put differently

Examples:

1. He is a conservative. In other words, he favors the preservation of old institutions

in their original form

2. Is there a cheaper solution? In other words, can you make a cheaper device?

XII. Transition:

As for, as to, with regard to, with respect to, regarding, as far as X is concerned

Examples:

1. Both Orkun and Ozkan are my friends. Orkun studies law at Ankara University.

As for Ozkan, he studies mechanical engineering at METU.

2. As far as comfort is concerned, a car is definitely much better than a bicycle.

3. METU and ITU are similar in several respects.

XIII. Negative condition:

Or else, otherwise

Examples:

1. I must leave now, or else I’ll be late.

2. You must study hard. Otherwise, you may fail

XIV. Summation/ Conclusion

In summary, in brief, in short, in conclusion, to be brief, to sum up, all in all

Examples:

1. This is our most disastrous and embarrassing defeat ever; in short; it is a fiasco.

2. The system lacked originality, efficiency and ingenuity. In conclusion, it was a

complete failure.



Connectors

In a text, propositions group together into larger and larger units. It is the idea of

“GROUPIING” that is important. Certain relations connect these propositions, such as

(Reason-Effect) , (Condition- Consequence), (Means-Result), (Purpose-Means), (Concession-

Contra-expectation), (Grounds-Result), (Grounds-Exhortation) . Sometimes a proposition can

be a (Delimitation) or a (Description). It can also be a (Parentheses) or a (Comment).

Relations can be (Sequential) or (Simultaneous). In English, the Sequential relation is

indicated by such words such as First, After that, And then, Next, And, and other forms.

Simultaneous relation is indicated by such words as Meanwhile, At the same time, While,

And, etc.

Coordinating Conjunctions:

To Add: and, again, and then, besides, equally important, finally, further, furthermore, nor, too,

next, lastly, what's more, moreover, in addition, first (second, etc.),

To Compare: whereas, but, yet, on the other hand, however, nevertheless, on the other hand, on the

contrary, by comparison, where, compared to, up against, balanced against, vis a vis, but,

although, conversely, meanwhile, after all, in contrast, although this may be true

To Prove: because, for, since, for the same reason, obviously, evidently, furthermore, moreover,

besides, indeed, in fact, in addition, in any case, that is

To Show Exception: yet, still, however, nevertheless, in spite of, despite, of course, once in a while, sometimes

To Show Time: immediately, thereafter, soon, after a few hours, finally, then, later, previously, formerly,

first (second, etc.), next, hence, thence, henceforth and then

To Repeat: in brief, as I have said, as I have noted, as has been noted

To Emphasize: definitely, extremely, obviously, in fact, indeed, in any case, absolutely, positively,

naturally, surprisingly, always, forever, perennially, eternally, never, emphatically,

unquestionably, without a doubt, certainly, undeniably, without reservation

To Show Sequence: first, second, third, and so forth. A, B, C, and so forth. next, then, following this, at this

time, now, at this point, after, afterward, subsequently, finally, consequently, previously,

before this, simultaneously, concurrently, thus, therefore, hence, next, and then, soon



To Give an Example: for example, for instance, in this case, in another case, on this occasion, in this situation,

take the case of, to demonstrate, to illustrate, as an illustration, to illustrate

To Summarize or Conclude: in brief, on the whole, summing up, to conclude, in conclusion, as I have shown, as I have

said, hence, therefore, accordingly, thus, as a result, consequently, on the whole

Subordinating Conjunctions:

Cause:

as, because, in order that, since, so that

Concession and comparison:

although, as, as though ,even though, just as, though, whereas, while

Condition:

even if, if, in case, provided that, unless

Place:

where, wherever

Time:

after, as soon as, before, once, still, till, until, whenever, while

Correlative Conjunctions:

Both … and, not only … but also, not … but, either… or, neither…nor, whether… or, as

… as

Conjunctive Adverbs:

however, moreover, nevertheless, consequently, as a result

Connectives and Conjunctions in Arabic:

- Wa-و

It is of the highest frequency of all Arabic connectives to signal additive relationships.

Sentences within expository texts are often initiated with (wa) as well. It can also

function as an additive term within sentences to link clauses, phrases, and words.

- Fa-ف

It can have sequential meaning' and then'; a resultative meaning 'and so'; a contrastive

meaning 'yet', or 'but'; a slight shift in topic 'and also', or 'moreover'; or a conclusive

meaning 'and therefore', or 'in conclusion'. It may also start a sentence in a text, or knit

elements together within a sentence.



- Bal-بل

It introduces a clause whose content conveys the idea of something additional but also

different from the main clause.

- Ith- ذإ

It introduces a clause providing a rationale or reason meaning 'since' or 'as much as'.

- Ithan- إذن

It initiates a clause or question that comes as a result or conclusion from a previous

statement meaning 'thus',' therefore', 'then', 'so', and 'in that case'.

- Hatta حتى + past tense: until

It introduces a clause that follows the consequence or result of the previous clause,

referring to an event or action in the past.

- Adverbial Conjunction of place:

- Haythu 'حيث': where

It denotes the concept of 'where' or 'in which'.

- Adverbial Conjunction of time:

- Bayn-a- maa بينما 'while', 'whereas'

It has both a temporal meaning 'during the time that', and also a contrastive meaning

of 'whereas'.

- Ba'd-a-maa بعدما 'after'

It is usually followed directly by a past tense verb. It is necessary to use it before a

clause beginning with a verb.

- Ba'd-a-'an بعد أن 'after'

It means essentially the same as ba'd-a-ma when describing a situation that has taken

place in the past.



- Ba'd-a-idhin بعدئذ 'after that'; 'then'; 'subsequently'

It is equivalent in most situations to the adverbial conjunction ثم.

- Hin-a-maa حينما and Hinn-a حين 'when'; 'at the time when'

- 'Ind-a-maa عندما 'when'; 'at the time when'

- Ind-a-idhin عندئذ 'then'; 'at that point in time'; 'at that time'

- Qabl-a'an قبل أن + subjunctive 'before'

It refers to an action anterior to the action in the main clause even if the verb

occurring after it is past tense.

- Thumm-a ثم 'then';'and then'; 'subsequently'

It indicates a sequential action, coming later in time than the action in the preceding

sentence or clause.

- Disjunctions:

- Aw أو 'or '

It indicates an option between two or more elements, but that option is inclusive, that

is, it may include one, both, or all elements.

- 'Am أم 'or'

It indicates an exclusive option; one or the other, but not both or all.

- 'Immaa…'aw اما.… أو; 'immaa…wa-'immaa اما…واما'either…or'

It conveys the idea of an exclusive choice: one or the other, but not both.

Relative Clauses:

- Restrictive (Defining) Clauses:

They are clauses without which the sentence will make no sense.

They are used with: who, whose, whom, which, and that.

There are no commas in restrictive clauses.

The relative pronoun can be omitted

- Non-Restrictive (Non-defining) Clauses:

They are clauses that give extra information about something or someone already

mentioned.

(That) can not be used in such clauses

The relative pronoun can not be omitted



e.g. Compare the following:

My son, who is a doctor, came to visit me yesterday

My son who is a doctor came to visit me yesterday

On translating relative clauses into Arabic, the main difficulty lies in differentiating between

restrictive and non-restrictive clauses in rendering. Restrictive clauses could be translated into

Arabic by a relative clause qualifying a defined noun (i.e. اسم معرفة +اسم موصول + جملة :For instance .(الصلة

*What is the name of the tall man who has just come in?

ما اسم الرجل الطويل الذى حضر للتو

There is another method to provide a relative clause qualifying an unidentified noun in

Arabic. For instance:

*Have you got something that will get ink out of a carpet?

ن السجاد ؟( هل لديكم أية مادة تزيل الحبر من السجاد ؟ )هل لديكم ما يزيل الحبر م

Non-restrictive relative clauses could be rendered by ( العطف واو + a clause with a defined

noun). For instance:

*My mother, who now lives alone, does the Times crosswords every day.

لمتقاطعة بجريدة التايمز يوميا.إن والدتى و التى تقطن بمفردها اآلن تقوم بحل الكلمات ا

One technique that could be used to translate non-restrictive relative clauses is through

introducing the main piece of information in accordance with the logic of Arabic, then

providing extra information hereafter. Another technique could be used as well; it is

providing an idiomatic combination in Arabic with the relative clause introduced by (مما) /

:For instance .(األمر الذي)

*The Egyptian champion won, which was a surprise to everybody.

الجميع. فاز البطل المصرى األمر الذى أدهش







Session Number: Eight


In this session, students will explore the differences between modals and articles in

English and Arabic, and how professional translators handle the differences. They

will also practice different translation techniques from English into Arabic and vice

versa. Assessment 3 will be given in this session.

Learning Outcomes:


- contrast articles in English and Arabic; and

- translate appropriately modals from English into Arabic and vice versa.

Material:


Assignments:

- Controlled practice on translating modals and articles.



Models and Articles

Definite Article8 "The":

1. Particular Things

- Have you seen the spider in the living room?

2. Class

- The poor are modest.

3. National groups

- The Irish have their own language.

4. Titles/ places + of

- The President of the States is to be elected soon.

5. Geographical Places (with exceptions)

- My wife likes the sea but I prefer the mountains.

6. Unique things

- The earth revolves around axis.

7. Emphasis

- A Laundromat is the place where we have our clothes washed.

8. Musical Instruments and other devices

- She plays the piano.

- The cat is on the T.V.

9. Parts of the body

- He was shot in the leg.

10. Newspaper names

- The Times, the Washington Post …etc.

11. Superlative

- This is the most expensive hotel in town.

12. All forms of entertainment (with exceptions)

- It is great to go to the cinema on weekends.

8 Adapted from Practical English Usage and the Contrastive Analysis Study Guide



Indefinite Articles "a/ an":

1. General things with countable nouns

- A spider has eight legs.

2. Unknown people

- A Mr. Smith showed me the way.

3- Something belonging to someone

- A Michael Angelo hangs in their room (painting).

4. Expressing (a type) or (a portion of) a noun with uncountable nouns (an exception)

- Have you got a cream for oily skin?

5. Jobs

- She is a dentist.

6. Measuring (per)

- I go walking three hours a week.

7. Illnesses

- I have got a horrible cold

(Exception: appendicitis- toothache takes Zero article)

Zero Articles:

1. Generalization with uncountable and plural nouns

- Doctors work for long hours.

- I love cheese.

2- Names and Proper Nouns

- Michael Angelo is one of my favorite artists.

3. Unique Organizations

- UN, UNESCO. …etc.

4. Days, months or seasons coming after or before the mentioned time

- See you on Thursday.

5. Means of transportation

- Let's go by train.

6. Forms of entertainment (as an exception)

- What's on T.V. tonight?

7- Some institutions as art forms or professions

- Cinema is different from theatre in many ways.

- He worked as an engineer in T.V.



Definite and Zero Articles

THE DEFINITE ARTICLES:

THE ZERO ARTICLES:

1. Rivers

2. Seas

3. Oceans

4. Plural Countries (U.S.A – The

Netherlands – The British

Kingdom)

5. Series of Mountains (The Alps)

6. Deserts

7. Hotels

8. Museums

9. News

10. Acronyms AND Abbreviations

1. Countries (except group countries

and THE SUDAN)

2. Lakes

3. Continents

4. Single Mountains ( SUMMITS)

5. Universities

6. Airport

7. Meals

8. Sports



التعريف والتنكير

االسم النكرة: ما لم يدل على معين من أفراد جنسه فهو نكرة

مثال: رجل، بلد، أمير، شقيق

الرجل أم لم يقبلها مثل ذو، ما الشرطية –سواء قبل التعريف بال مثل رجل

االسم المعرفة: كل اسم دل على معين من أفراد جنسه فهو معرفة

مثال: أنت، خالد، بيروت، هذا، األمير، شقيقى، رجل البيت

** المعارف سبعة: الضمير و العلم و اسم اإلشارة و االسم الموصول و المعرف بال و المضاف إلى معرفة و النكرة

المقصودة بالنداء

التنكير والتعريف فى اللغة العربية

ما يندرج تحته أفراد كثيرون ال نختص به واحدا و يدل على الشيوع العموم. : اسم شاع لدى الناس أىالنكرة

مثال:

طالب/ كتاب/ شجرة

: اسم وضع ليدل على ما هو محدد و معين المعرفة

أسماء المعارف:

ابن عبد المطالب أناالنبى ال كذب ... أنا: الضمائر -1

طالب ذكى على: اسم العلم -2

لقرآ ن يهدى الكافرين ا هذا: إن أسماء اإلشارة -3

يتدرجون فى العلم يلهجون احسنه الذين: إن االسم الموصول -4

الشعراء أمير: شوقى المعرف باإلضافة -5

اإلحسانعبد اإلنسان: المعرف بال -9



Translate the following Arabic sentences into English, paying due attention to the differences

between the defined and undefined nouns in the source language and the definite, indefinite and zero

articles in the target language:

إنه ولد عنيد. -1

يعزف على آلة الكمان. -2

يعد الحوت األبيض حيوان مهدد باإلنقراض. -3

تتسم الحياة بالبساطة. -4

ركل الولد زميله فى ساقه. -5

األمريكية الفرنسية متوترة.إن العالقات -6

تتميز الجبال بطبيعة خالبة. -7

ذهبت فى رحلة إلى الجبال مع بعض األصدقاء. -8

تطل هذه البلدة على بحيرة جنيف. -9

سافرت إلى الفلبين و مكثت بها بضعة أيام. -11

تستطيع السفن أن تبحر من البحر المتوسط إلى البحر األحمر من خالل قناة السويس. -11

لمصرى إلى العديد من البلدان.يصدر القطن ا -12

شربت قهوة بعد اإلفطار. -13

إن القهوة و الشاى مشروبات ال يناسبان األطفال. -14

معظم القصص التى يرددها الناس عن األيرلنديين ليست حقيقية. -15

إنه لشرف لى أن أدعوك لتقابل مثل هذا الرجل المرموق. -16

إن الماء و الدفء عنصران ضروريان للحياة. -17

لسياسيون عزمهم على مواصلة المفاوضات. يؤكد ا -18

عاد الطفل إلى البيت. -19

إنها تعانى من مرض فى القلب. -21

إنها تعانى من نوبة قلبية. -21

سنذهب إلى المدرسة سيرا على األقدام. -22

تناولت طعام الغداء بالشوكة و السكين. -23

. تناولت الملكة إليزابيث العشاء مع رئيس الواليات المتحدة األمريكية -24

تناولت الملكة العشاء مع الرئيس. -25

إن لبن األم أكثر فائدة من اللبن الصناعى. -26

سوف يمكث اللص فى السجن لمدة سبع سنوات. -27

إن االبن األكبر موضع اهتمام والديه. -28

رب فقير ودود خير من غنى فظ. -29

يعد نهر النيل أطول أنهار العالم. -31



Exercise:

Compare the following sentences then translate them into Arabic paying due attention to

the use of defined and undefined nouns in Arabic:

1. I have been to the doctor.

A doctor must like people.

2. Could you pass me the salt?

Salt comes from the sea.

3. Have you fed the dogs?

Do you like dogs?

4. My brother is going out with a French girl.

My brother is going out with the French girl.

5. Jane is hospital.

Jane is in the hospital.

I left my coat in the hospital when I was visiting Jane.

6. I met her at college.

I will meet you at the college.

7. Who smokes in class?

Who smokes in the class?

8. Man and woman were created equally.

A woman without a man is like a fish without a bicycle.

The man who stole your car is in jail.

9. What is on T.V?

What is on the television?

10. Cinema is different from theatre.

It was a great treat to go to the cinema or the theatre when I was a child.

The following English Sentences have definite, indefinite and zero article cases. Translate

these sentences into Arabic, paying due attention to the use of defined and undefined

nouns in Arabic:

1- The English are very conservative.

2- You don't know the Andersons, do you?

3- My wife likes the seaside but I prefer the mountains.

4- Have you seen the Alps.

5- The history of Egypt is full of immortal figures.

6- I have stopped reading the newspapers because they are too depressing.



7- A child needs love.

8- A doctor must be patient.

9- Is there a post office near here?

10- It is interesting to read a Charles Dickens.

11- A Mr. Jones called you while you were out.

12- Have you got a shampoo for dry hair?

13- I do aerobics three times a week.

14- She is a nice person.

15- I have a terrible cold.

16- We are having terrible weather these days.

17- She speaks very good English.

18- Oil has nearly doubled in price.

19- Beauty is in the eye of the beholder.

20- She is afraid of rats.

21- I am interested in the 1960's novels.

22- How long does this trip take by bus?

23- Man and woman are created equal.

24- She is in hospital.

25- Mom went to the hospital to visit a friend.

26- I met her at college.

27- Let's meet in front of the college.

28- He has worked in radio all his life.

29- I usually listen to the radio while I am driving.

30- He is a stubborn boy.

31- He is playing the violin.

32- The white whale is endangered.

33- Life is simple.

34- We studied the life of Taha Hussein.

35- The boy kicked his colleague in the leg.

36- US-French relations are tense.

37- This town is on Lake Geneva.

38- The River Nile is the longest river in the world.



39- The Thames River is in Britain.

40- Italy overlooks the Mediterranean.

41- The ship sank in the Pacific Ocean.

42- We spent the holiday at Lake Michigan.

43- Lake Michigan is in the United States of America.

44- Egypt is in Africa.

45- Brazil is known for coffee beans.

46- Violence prevails in the Middle East.

47- The United Kingdom comprises Britain and Ireland.

48- Holland is known for its windmills.

49- The Alps is in Europe.

50- Mount Everest is the highest summit on earth.

51- The Sahara separates Egypt from Libya.

52- Oxford University is one of the most famous universities in the world.

53- I will go to Cairo Airport.

54- I will stay in the Sheraton.

55- I went to the British Museum.

56- I read the times everyday.

57- Do you have a car?

58- I washed the car yesterday.

59- I watch T.V. everyday.

60- Please, put this clock on the T.V.

61- He decided to be an engineer.

62- My sister is a dentist.

63- Where is the cheese?

64- I love cheese.

65- The wife of the president of the USA is known as the first lady.

66- The largest ocean in the world is the Pacific Ocean.

67- Hong Kong used to be part of the British Empire.

68- Slovakia is part of the European Community.

69- The Amazon rain forest covers several countries in South America.

70- A friend of mine, who lives in Crete, has never left the island.



71- A recent report predicted that all sea water will be polluted by 2040.

72- On the news today, there were reports of two plane crashes.

73- The weather tomorrow will be the same as today.

74- Fruits and vegetables contain vitamins.

75- Honesty is the best policy.

76- When I was at school, I used to love mathematics.

77- Power stations produce energy.

III) Translate the following text paying due attention to the use of definite, indefinite and

zero articles in English and the use of defined and undefined articles in Arabic:

Spanish is one of the most widely spoken languages in the world. It is spoken all over South

America except for Brazil. Like Italian and Portuguese, the Spanish language is related to

Latin. A recent report stated that the number of Spanish speakers in the United States of

America will be higher than the number of English speakers by the year 2090. As a result of

this, nearly all North American schools teach Spanish. The language with the most speakers

in the world is Mandarin Chinese.





Session Number: Nine


In this session, students will explore the different places where the components of a

sentence can be placed. They will also practice different translation techniques from

English into Arabic and vice versa.

Learning Outcomes:


- shift components of a sentence in different places appropriately.

Material:




Thematic Organization of Information

The order of words in sentences indicates the order of meanings. Languages differ in this

respect. Some languages have relatively restricted word order. Such languages express

semantically what is expressed by inflection in languages of relatively free word order. Each

language has its own share of flexibility. Words take their characters when they are

sequenced in a sentence. For this reason it's not only important to know what to say, but it is

also important to know how to say it. thesis/5171602.pdf-http://scholar.najah.edu/sites/default/files/all

Exercise

"The meaning or content of a sentence is conveyed by its deep structure, while the form of

a sentence is given by its surface structure." Bearing this in mind, provide a

methodological rendering of the following utterances into Arabic.

1. Never have I heard such a thing.

______________________________________________________________

2. Only when he is here, does he speak English.

______________________________________________________________

3. Little help will you get from him.

______________________________________________________________

4. No thought did you give to my distress.

______________________________________________________________

5. Up went the window and out popped a head.

______________________________________________________________

6. Into the room came the boy I wanted.

______________________________________________________________

8. Had I met you before, we might have been friends.

______________________________________________________________

9. There is no one less suited for the work than he.

______________________________________________________________

10. Here is the house I am going to buy.

______________________________________________________________

11. Thus should you act and not otherwise.

______________________________________________________________

12. He stupidly refused to speak.

______________________________________________________________

13. He refused to speak stupidly.

______________________________________________________________

14. I told her the story.

______________________________________________________________

15. I told the story to her.

______________________________________________________________

http://scholar.najah.edu/sites/default/files/all-thesis/5171602.pdf

http://scholar.najah.edu/sites/default/files/all-thesis/5171602.pdf



16. They never do come in time.

______________________________________________________________

17. Rarely does he come to see me now.

______________________________________________________________

18. Out in the street ran the weeping girl.

______________________________________________________________

"The meaning or content of a sentence is conveyed by its deep structure, while the form of

a sentence is given by its surface structure." Bearing this in mind, provide a

methodological rendering of the following utterances into English.

أو التصوير قتراب. ممنوع اال1

______________________________________________________________

. ممنوع التدخين 2

______________________________________________________________

. "إياك نعبد وإياك نستعين" 3

______________________________________________________________

. الشعب يريد الحرية والعدل والمساواة 4

______________________________________________________________

. ما يرد الشعب إال الحرية والعدل والمساواة 5

______________________________________________________________

يجوز التصريح بالتغطية اإلعالمية إال للصحفيين المصريين المقيدين نه الأنتخابات الرئاسية إلى وأشارت لجنة اإل. 6بنقابة الصحفيين واإلعالميين التابعين التحاد اإلذاعة والتليفزيون والقنوات الفضائية المصرية المرخص لها واإلعالميين

الدوليين المعتمدين لدى الهيئة العامة لالستعالمات.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

االشتراكى العربى إال ياها بانتخابى رئيسا لالتحادإ به إليكم ردا على الثقة الغالية التى أوليتمونى ليس أمامى ما أتوجه. 7قادها جمال نفس فى حياتى الستكمال المسيرة التى ما تعهدت به من قبل، وهو أن أعطى كل جهدى وكل إخالصى بل كل

وإننى ألرجو أن أجد فى ذلك كل العون من مؤتمركم )المؤتمر القومي( الذى هو والوحدة عبد الناصر على طريق الحرية . سياسية فى البالد أعلى سلطة

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________



Arabic and Translation Studies Contrastive Grammar and Stylistics

Time: 40 minutes

I. The following paragraph (100-120 words from …) depends heavily

on sentence connectors to achieve coherence. Translate the

paragraph into Arabic conveying the function of the connectors

appropriately. (Suggested time 10 min. Points 5)

II. Translate the following sentences into Arabic pay attention to the

meaning of the adverbial phrase(s). (Suggested time 10 min. Points 5)

1. .

2. .

3. .

4. .

5. .

III. State the function(s) of the punctuation marks in the following

sentences and translate them appropriately: (Suggested time 10 min.

Points 5)

1. .

2. .

3. .

4. .

5. .

IV. The following are some sentences (15 to 50 words) extracted from news

items, websites, books etc. Although the sentences are decontexualized,

their meaning is still unambiguous. Translate with focus on appropriate

rendering of the relative clauses. (Suggested time 10 min. Points 5)

1. .

2. .

3. .

4. .

5. .





Session Number: Ten


In this session, students will practice translation at the paragraph level from English

into Arabic, and vice versa. The final project will be distributed in this session.

Learning Outcomes:


- translate a paragraph from English into Arabic and vice versa.

Material:








Session Number: Eleven


In this session, students will practice translation at the paragraph level from English

into Arabic, and vice versa.

Learning Outcomes:


- translate a paragraph from English into Arabic and vice versa.

Material:








Session Number: Tweleve

Description of the session and main activities:

Discission of the projects.

Description of the final project:

- In session 10, students will take a translation project.

- Students send the projects by email by session 11.

- The instructor returns the corrected projects by email 2 days before session 12.

- On session 12, each student will be asked to comment on one of the project

items, explaining pitfalls and points of difficulty.

- The grade is out of 30: 20 marks for the written part, and 10 marks for the

presentation.



Arabic and Translation Studies Contrastive Grammar and Stylistics

Time: 120 minutes

I. The following are some sentences (15 to 50 words) extracted from news items,

websites, books etc. Although the sentences are decontexualized, their meaning is

still unambiguous. State the function of the underlined structures, and translate

into English so that the function(s) is conveyed in the target language.

The question should cover (tense&aspect, voice, connectors, relative clauses,

models, and articles)


1. .

2. .

3. .

4. .

5. .

6. .

7. .

8. .

9. .

10. .

II. The following are some sentences (15 to 50 words) extracted from news items,

websites, books etc. Although the sentences are decontexualized, their meaning is

still unambiguous. State the function of the underlined structures, and translate

into Arabic so that the function(s) is conveyed in the target language.


1. .

2. .

3. .

4. .

5. .

6. .

7. .

8. .

9. .

10. .



III. The following paragraph (about 100-120 words, from Source) depends heavily

on sentence connectors and punctuation to achieve coherence. Translate the

paragraph into Arabic with focus on conveying the function(s) of the connectors

and punctuation appropriately, rendering the thematic organization of the

paragraph appropriately, and paying attention to stylistic features such as the

translation of collocation, affixation etc. (Suggested time 30 min. Points 10)

IV. The following paragraph (about 100-120 words, from Source) is coherent

although it lacks sentence connectors and punctuation marks. Translate the

paragraph into English with focus on conveying coherence appropriately,

rendering the thematic organization of the paragraph appropriately, and paying

attention to stylistic features such as the translation of collocation, affixation etc.

. (Suggested time 30 min. Points 10)

…

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Contrastive Grammar and Stylistics - Student Handbook

Documents

literary translation

translation diploma

translation market

translation profession

translation portfolio

audiovisual translation

economic translation

audiovisual translation