 Section 0 of Arabic Prima by Sir Arthur Cotton. This is a LibriVox recording. All LibriVox recordings are in the public domain. For more information or to volunteer, please visit LibriVox.org. Recording by Nicholas James Bridgewater. Arabic Prima by Sir Arthur Cotton. Section 0. Arabic Prima, consisting of 180 short sentences containing 30 primary words, prepared according to the vocal system of studying languages. By General Sir Arthur Cotton, K-C-S-I. Directions for using the books of the vocal system. The sentences in this Prima are prepared according to the principles shown in a pamphlet on learning languages by Sir A. Cotton, of which the following is an abstract. 1. The language is to be learnt through the ear and not through the eye. 2. Sets of sentences composed only of a small list of words and no others are to be used. 3. These sentences must be written by a native in the language to be learnt and translated into English, that they may be true native expressions and not English expressions in foreign words. 4. Every word is to be pronounced separately by a native teacher and repeated by the learner five times at least by each and no word is ever to be uttered by the learner accepting immediately after the teacher. Tilia's fully confirmed in a true pronunciation. 5. After the repetition of each word separately, the sentences also to be repeated in the same way. 6. The learner is never to attempt to compose sentences and Tilia's learned a large number of real expressions from the books, otherwise he will certainly get into a habit of using English expressions in the foreign words. 7. The learner must carefully learn where to place his tongue in order to pronounce the sounds that are not known in English, without which he cannot possibly pronounce them. Nothing but thousands of repetitions can make the learner use them so freely as is absolutely necessary. There is no other way of accustoming the tongue to the new position. 8. And so with the pronunciation generally and with the hearing, nothing but multiplied repetitions of word by word and sentence by sentence immediately after hearing them uttered by a native can sufficiently exercise both the tongue and the ear. 9. The whole attention must be concentrated as far as possible on one thing at a time. If the attention be distracted by new words and new expressions, pronunciation etc together, nothing approaching to correctness of pronunciation, expression etc can be attained and an immense time is wasted. 10. The progress of the learner at first is extremely slow and all the ordinary primers suppose a progress of a hundred times beyond the reality. And the sole reason why such enormous time is always expended in obtaining a most imperfect use of a language is that it is attempted to acquire the pronunciation, the grammar, a multitude of words, the putting them together etc etc all at once and in this way a real mastery of the language so as to speak it correctly as a native does is never acquired. 11. Languages are usually learnt as if it took a long time to learn the grammar etc but that to speak with a good pronunciation and expression and freely to catch the words from a speaker by the ear were easily and quickly acquired but this is exactly contrary to fact. Long before the pronunciation, the free use of words, correct expressions and the ready hearing of the foreign words are acquired the grammar etc is picked up almost without effort. 12. Whatever is learnt should be learnt thoroughly and completely appropriated before proceeding to new words or expressions. It is an entire waste of time and labour to learn partially and hurry on to new things, losing what has not been well secured. Therefore a few words should be taken in hand at a time and these put into extremely short native expressions and completely appropriated so as to be nearly as ready at hand as one's own language before proceeding to a second set. The first small set of words especially should be used in every possible way and repeatedly till they have become quite familiar and it must be remembered that almost the whole pronunciation of the language is involved in the first hundred words for they will contain almost every sound. It is of the utmost consequence to give abundance of time to these first sets of words and expressions for immensely more is implied in their acquisition than might be supposed and if a perfectly sound foundation is thus laid further progress is safe and sure and it will soon become comparatively rapid. 13. The materials therefore for the vocal system are sets of words with short sentences composed only of them very gradually lengthened. Thus the present primers consist of 30, 100, 150, 250 and 500 words with 180, 500, 450 and 500 sentences composed of those words beginning with two words in a sentence and ending with six or seven. It is an essential principle of this system that the learner is never to attempt to talk till he is thoroughly established in sound pronunciation and in a large stock of bona fide native expressions. If this is neglected he will inevitably become confirmed in false pronunciation and false expression and never use the language correctly. There are everywhere thousands who have used a foreign language for 20 or 30 years and yet who are with difficulty understood accepting by those who are accustomed to their imperfect pronunciation and expressions. The exercises in them are these. First the teacher pronounces each word of the first five or ten of the thirty and the pupil repeats it after him with the English meaning five or ten times. This is done several times over and then the sentences are begun in the same way. First each word repeated five or ten times and then the sentences many. This is continued through the first suppose five hours. The teacher then gives the Arabic word and the pupil repeats it giving the English meaning repeating this also five or ten times. The teacher then gives the English word and the pupil translates it several times. Thus the set of ten words is gone over repeatedly and after this the sentences are gone through in the same way again and again till the whole of the five or ten words and their sentences are perfectly familiar. The next five or ten words are then taken and so on. Perhaps these thirty words and sentences may be acquired in ten days of five hours perhaps in less. But whatever time is required it should be given to the first set and nothing should be done with the second set till this is so acquired that the pupils can with almost perfect readiness for the Arabic sentences or the converse. If fifty hours are given in this set every word will have been heard and uttered more than two thousand times and this is absolutely necessary. The word should be repeated deliberately giving time for the attention to be well exercised on every word and in this way about fifteen hundred words are heard and uttered in an hour. It is this thorough exercise of the tongue and ear with the attention concentrated as far as possible on one thing that is essential both to correct and ready pronunciation and recognition when heard and nothing else can possibly give it. And it would take a tenth part of the time to do this in the quiet of study with a teacher that it would to do it in the ordinary course of conversation in social life where the attention is distracted with a thousand things. Perhaps each of these five sets of sentences containing one thousand words with their inflections may require two months of five hours a day or ten days each but with many it may take much less. I add the following remarks. One, the foreign character should not be learnt till after the language has been acquired through the pupils own letters so far as they are acquired but as little use is to be made of the eye as possible throughout the course. Two, when I speak of the pupil not attempting to talk till well established in a large stock of words and expressions I do not mean that he is absolutely never to use a word accepting with his teacher but that he is to be very cautious about this and not attempt to pronounce words or sentences accepting those that he has already thoroughly acquired from his teacher till he is well established in correct pronunciation and expression. Three, the exercises of giving the English for the Arabic sentence when spoken by the teacher and the converse are of the highest importance and essential to enable the pupil both to speak readily and at once to recognise what is said by a native. But the effort in these is far greater than in merely repeating the words and sentences after the teacher and cannot be continued with advantage for more than half an hour or an hour together but the repetitions may be continued perhaps for two hours together or the five supposed hours of the lecture in the day may be broken into three lessons. Four, after some progress has been made and a tolerable pronunciation established the pupil may begin to repeat by himself word by word and sentence by sentence for a short time but never for a single day without the exercise with the teacher if possible lest he get into a slovenly and incorrect habit of pronunciation which he will inevitably do if he is not continually checked by a true standard in hearing the native teacher. Five, it is evident that in this system an experienced teacher is not absolutely necessary but any moderately educated native will be able to give the necessary help. Six, one main point in this system is that not today's work is thrown away whether the study is followed up or not 10, 50 or 100 words with little sentences are of an immense use even if nothing further is learnt and there is thus full inducement for everyone in a foreign country to begin to learn the language whether he expects to be there a day, a month or a year. Seven, in thus acquiring a thousand words the grammar etc. will be perfectly acquired with little effort so far as is required for all use of the language in social life. If a critical knowledge of the language is required for any purpose it may of course be mastered as it would be by the pupil in his own language by special means though he has used it perfectly, grammatically and correctly before without having a rule of grammar etc. Eight, it will be found in these sentences that as in other languages some are used by educated people which are not grammatical as in English the educated say correctly I did it myself or you did it yourself they say he did it himself while the uneducated say correctly he did it his self there are also some arbitrary expressions as the word fee literally in it but used to express it is or there is the word teferbol is constantly used corresponding with our do me the honour or be pleased to but without expressing what is intended as to come in to sit down to take a cup of coffee etc. which is understood or indicated by some gesture or by the circumstances of the case end of section zero recording by Nicholas James Bridgewater recorded in Fordside, Blaenavon Wales section one of Arabic primer by Sir Arthur Cotton this is a LibriVox recording all LibriVox recordings are in the public domain for more information or to volunteer please visit LibriVox.org recording by Nicholas James Bridgewater Arabic primer by Sir Arthur Cotton section one the alphabet alif alif alif alif alif e e e e the letter a but it acquires different sounds according to the marks over it etc. as afterwards explained be be be be be be be be be English be te te te te te te te te te English T the the the the the English TH as in thing jeem jeem jeem jeem jeem jeem jeem jeem jeem jeem jeem je as Z in azure in Palestine but in North Syria as J in gem and in Egypt as G in good he he guttural H guttural C H as in the Scottish law but harder del del del del del de de de de English D vel vel vel vel vel as TH in that but with a slight sound of Z in it raw raw raw raw raw raw English R Z Z Z Z Z Z English Z seen seen seen seen seen se se se se se English S sheen sheen sheen sheen sword sword sword sword sword sword sword sword sword sword strong palatal S sword sword sword sword sword sword but but but but strong palatal D for for for for for for for for for for strong palatal T for for for for for for for for for for strong palatal Z Ein Ein Ein Ein Ein Ein Ein Guttural Long A Rain Rain Rain Rain R R R Guttural Long G se se se se se se se se se English S course course course course course co co co co Guttural K Kess Kess Kess Kess k k k k English K lem lem lem lem lem l l l English L Meme Meme Meme Meme m m m English M nun nun nun nun nun nun nun nun English N He He He He He He He He English H Well Well Well Well Well Well Well Well Well English W but this letter is also a vowel having different sounds according to the mark preceding it yeah Yeah yeah Yeah Yeah Yeah Yeah Yeah Yeah Yeah Yeah English Y, also a vowel. Note, all the sounds peculiar to Arabic that are not existing in English are denoted by either one or two dots under them. The five gut rules, He, Ch, Ein, Rein, and Koth, are pronounced quite in the throat with the back part of the tongue. The sound cannot be produced except with the tongue in this position and the mouth open, and to acquire the easy pronunciation of them can only be done by multiplied repetitions of the words containing them after hearing them uttered by a native. The four palletals are pronounced with the tongue pressed against the pallet and are denoted by one dot under the English letter. The vowel sounds are these. Fet Khe, Fet Khe, Fet Khe, Fet Khe, denoted by this mark, an accent over the consonant which its sound follows. It has generally the sound of a short A as in America. Jadeed, new. Jadeed, and often as short E in every as Sherib, he drank Sherib. Kessra, Kessra, Kessra, Kessra, Kessra, denoted by this mark, an accent under the consonant, sounded as short I in it, as Kirsi, a chair, Kirsi. Bum, bum, bum, bum, bum, denoted by this mark, a miniature well over the consonant sounded as short U in full, as kul, all, kul. These vowel marks are compounded with the vowel letters alif, waw, and ye, thus alif with Fet Khe before it has the sound of long A, but not the English long A exactly. It is one of the peculiar Arabic sounds which must of course be learned by the ear as in Kitab, a book, Kitab. This sound is denoted in this system by the English A with a long mark over and a dot under it. It has a third sound, also not known in English, similar to the first here mentioned, but short as in le, no, denoted here by the A with the dot under it and nothing over it. In other words, it has the sound of broad English A in mest. denoted by the English A with a long mark over it and nothing under it. Fet Khe is also compounded with well, thus loan, color, loan, sounded as al in sound, and with ye, thus bait, house, bait, when it has the sound of I in height. Khe'sra is compounded with ye, thus jadeed, new, having the sound of double E in meat. Tomme is compounded with well, thus zuhur, flowers, zuhur, sounded like u in rule. There is another mark called Hamza written over or under the alif, rendering it guttural in sound and very short, thus with Fet Khe over alif as ekele. He ate denoted here by the letter A with two dots under it to mark the guttural and nothing over it to distinguish it from the long guttural a'in. Hamza with well as in le'uma to be mean, le'uma, both vowels pronounced very short. Hamza with ye as in se'ima to be wearied, se'ima, both vowels pronounced very short. There are four other marks used in writing, namely Wethle, thus Wethle placed over the alif at the beginning, when no word precedes it, has the same sound as with Hamza, as el-ke-teb, the book el-ke-teb. When the word with united alif and Wethle is preceded by another word, by another word, the sound of the alif is lost and only the sound of the concluding vowel of the preceding word is uttered, thus Ke-teb-ul-lahi, the book of God, Ke-teb-ul-lahi, fil-be-tee, in the house fil-be-tee, the-heb-e-r-r-julu, the man went, the-heb-e-r-julu. Med-dee, placed over the alif, lengthening it sound and making it guttural as in Adam, Adam, Adam, meh, water, meh. It is in fact doubled alif with Hamza. It has sometimes the sound of long a in face as el-be-se, courage el-be-se, Tash-deed over the letter signifies it's being pronounced double as He approached or He brought near. Sukun over the letter signifies that there is no vowel sound after the consonant as shir-bun, a drink, shir-bun. The following are the three remaining marks used only at the end of words called tan-ween, denoting the sound of each of the three vowels a, i, and u with n as be-tun, a house nominative, be-tun, be-ten, a house objective, be-ten, and be-tin, of a house genitive, be-tin. End of section one, recording by Nicholas James Bridgewater. Recorded in Fordside, Blynaven, Wales. Section two of Arabic Primer by Sir Arthur Cotton. This is a LibriVox recording. All LibriVox recordings are in the public domain. For more information or to volunteer, please visit LibriVox.org. Recording by Nicholas James Bridgewater. Arabic Primer by Sir Arthur Cotton. Pronouns. We add the inflections of the pronoun, etc. feminine you too entumé you too entumé you too entumé you too entumé you too entumé you plural masculine entum you plural masculine entum you plural masculine entum you plural masculine entum you plural masculine entum you plural feminine hume they too hume they plural masculine hum they plural masculine hum they plural masculine hum they plural masculine hum they plural feminine hun they plural feminine hun, they plural feminine, hun, they plural feminine, hun, they plural feminine, hun, demonstrative pronouns masculine, this, hey, they masculine, this, hey, they masculine, this, hey, they masculine, this, hey, they masculine, this, hey, they masculine, these two, hey, they, they masculine, these two, hey, they, they masculine, these two, hey, they, they masculine, these two, hey, they, they masculine, these two, hey, they, they masculine, these two, hey, they masculine, these two, hey, they masculine, these two, hey, they masculine, these two, hey, they masculine, these two, hey, they masculine, these two, hey, they masculine, these two, hey, they masculine, these two, hey, they masculine, these two, hey, they masculine, they masculine, these two, hey, they masculine, these two, hey, they masculine, they masculine, these two, hey, they masculine, they masculine, these two, hey, they masculine, these two masculine, these two, hey, they masculine, they masculine, these two masculine, these two, hey, they masculine, they masculine, these two masculine, these two masculine, these two masculine, these two Masculine these two objective, and genitive, haithaini, feminine this, haithihi, feminine feminine this, haithihi, feminine this, haithihi, feminine this, haithihi, feminine these two, haithaini, feminine these two, haithaini, feminine these two, haithaini, feminine these two, haithaini, feminine these two, haithaini, feminine these two, haithaini, feminine these two, haithaini, feminine these two, haithaini, feminine these two, haithaini, feminine these two, haithaini, feminine these two, haithaini, feminine these two, haithaini, feminine these two, haithaini, feminine these two, haithaini, feminine these two, haithaini, feminine these two, haithaini, feminine these two, haithaini, feminine these two, haithaini, feminine these two, haithaini, feminine these two, haithaini, feminine these two, haithaini, feminine, feminine these two, haithaini, feminine, feminine these two feminine these two objective and genitive feminine these two objective and genitive feminine these two objective and genitive feminine these two objective and genitive feminine these two objective and genitive plural masculine and feminine these plural these masculine that masculine that masculine that masculine those two masculine those two masculine those two masculine those two objective and genitive masculine those two objective and genitive masculine those two objective and genitive feminine that feminine that feminine those two feminine those two feminine those two objective and genitive feminine those two objective and genitive objective and genitive plural masculine and feminine those those plural masculine and feminine those plural masculine and feminine those genitive pronouns masculine singular masculine singular masculine singular masculine singular masculine dual masculine dual masculine dual masculine dual masculine dual objective and genitive masculine dual objective and genitive masculine dual objective and genitive masculine dual objective and genitive masculine dual objective and genitive Masculine Plural Who Feminine Singular Who Feminine Dual Who Feminine Dual Objective and Genitive Who Feminine Plural Who Feminine Plural Who Possessive Pronouns These are denoted by affixes. Singular Your Book Masculine Your Book Feminine Your Book Feminine His Book Commonly Spoken Her Book Dual The Book of You Too Either Masculine Or Feminine The Book of You Too Either Masculine Or Feminine The Book of Them Too Either Masculine Or Feminine The Book of Them Too Either Masculine Or Feminine Plural Your Book Masculine Plural Your Book Feminine Plural Your Book Masculine Your Book Feminine Your Book Feminine Min Care From You Masculine Or Commonly Min Nook From You Masculine Min Ki From You Feminine End of Section 2 Recording by Nicholas James Bridgewater Recorded in Forgeside, Blynaven, Wales Section 3 of Arabic Primer by Sir Arthur Cotton This is a LibriVox recording. All LibriVox recordings are in the public domain. For more information or to volunteer, please visit LibriVox.org Recording by Nicholas James Bridgewater Arabic Primer by Sir Arthur Cotton Section 3 The Article There is but one article in Arabic Which is definite and prefixed either to the singular or plural as The Book When the article proceeds any of these letters, namely Noon Vo Toe Tord Fod Sheen Seen Ze Ro Vel Del The Te It is assimilated with it and the letter itself is doubled. Thus we say The word to which the article is annexed does not admit the Tanween. End of Section 3 Recording by Nicholas James Bridgewater Recorded in Forgeside, Blynaven, Wales Section 4 of Arabic Primer by Sir Arthur Cotton This is a LibriVox recording. All LibriVox recordings are in the public domain. For more information or to volunteer, please visit LibriVox.org Recording by Nicholas James Bridgewater Arabic Primer by Sir Arthur Cotton Section 4 The Cardinal Numbers Masculine One Ehad One Ehad One Ehad One Ehad One Ehad Four One One Wahid One Wahid One Wahid One Wahid Two Two Two Two Two Two Two Two Three Three Three Three Three Three Three Three Three four, erbe'a five, romsae six, sitte seven, saba'a eight, themania nine, tis'a ten, asher'o eleven, ached'a asher twelve, isne'a asher thirteen, thelafed asher fourteen, erbe'a asher fifteen, khomsed asher sixteen, sitte'a asher seventeen, saba'a asher eighteen, themania asher nineteen, tis'a asher twenty, ishr'oon twenty, ishr'oon twenty-one, wahed'a asher'oon twenty-two, isnan waheshr'oon twenty-three, thelafed waheshr'oon twenty-four, erbe'at waheshr'oon twenty-five, khomsed waheshr'oon twenty-six, sitte'at waheshr'oon twenty-six, sitte'at waheshr'oon twenty-seven, sabe'at waheshr'oon twenty-eight, themania'at waheshr'oon twenty-eight, themania'at waheshr'oon twenty-nine, tis'a'at waheshr'oon thirty, thelafed waheshr'oon forty, erbe'oon fifty, khoms'oon sixty, sitte'oon seventy, sabe'oon eighty, themania'oon ninety, tis'a'oon a hundred a thousand, singular thousands, plural thousands one, e'hede'o'o'o e'hede'o two, isnan three, telaetha four, erbe'a'a'a'a'a'a'a'a'a'a'a'a'a'a'a'a'a'a'a'a'a'a'a'a'a'a'a'a'a'a'a'a'a seven eight eight nine nine ten ten eleven eleven twelve twelve thirteen thirteen fourteen fourteen fifteen 15, 16, 16, 17, 17, 18, 18, 19, 19, 20, 20, 21, 21, 22, 22, 23, 23, 24, 24, 25, 25, 26, 26, 27, 27, 28, 28, 20, 29, 29, 20, 30, 40, 40, 50, 50, 60, 60, 70, 70, 80, 80, 90, 90, 100, 100, 1000, 11, 8, 1, 1, IHDE ONE IHDE ONE IHDE ONE IHDE OR ONE WÄHIDE ONE WÄHIDE ONE WÄHIDE ONE WÄHIDE ONE WÄHIDE TWO ITHNE TÄN TWO ITHNE TÄN TWO ITHNE TÄN TWO ITHNE TÄN TWO ITHNE TÄN THREE FELIFE THREE Seleis. Three. Four. Erbe. Four. Erbe. Four. Erbe. Four. Erbe. Four. Erbe. 5. Roms. 5. Roms. 5. Roms. 5. Roms. 5. Roms. 6. Sit. 6. Sit. 6. Sit. 6. 7. 7. 7. 7. 7. 7. 7. 8. 8. 8. 8. 8. 8. 8. 8. 9. 9. 9. 9. 9. 9. 9. 9. 9. 9. 10 10 10 10 10 10 10 11 11 11 11 11 10 11 10 11 10 12 10 12 10 10 12 10 10 10 10 12 12 13 13 13 13 13 13 10 13 13 13 13 14 Fourteen Fifteen Fifteen Sixteen Seventeen Eighteen Eighteen Twenty One Three Seven Ten Twelve Fifteen Seventeen Fifteen The Ordinal Numbers First Masculine Owl First Owl First Owl First Owl First Owl Feminine First Owl First Owl First Owl First Owl First Owl Second Masculine Second Feminine Second Second Third Third Third Third Fourth Masculine Fourth Feminine Fourth Fourth Fifth Masculine Fifth Fifth Feminine Fifth Sixth Masculine Sixth Feminine Sixth Sixth Seventh Masculine Seventh Seventh Feminine Seventh Seventh Seventh Seventh Eighth Masculine Seventh Seventh Eighth Seventh Eighth Seventh Feminine Eighth Simine Eighth Simine Eighth Femine Eighth Femine Eighth Femine Ninth Masculine Tessia Ninth Tessia Ninth Tessia Ninth Tessia Ninth Tessia Femine Ninth Tessia Ninth Tessia Ninth Tessia Ninth Tessia Ninth Tessia Tenth Masculine Tenth Tenth Tenth Tenth Tenth Tenth Tenth Tenth Femine Tenth Tenth Tenth Tenth Tenth 10th 10th 10th 11th masculine 11th 11th 11th 11th 11th 11th 11th 11th 12th masculine 12th 12th 12th 12th 12th 12th 12th 12th 12th 12th 13th masculine 13th 13 first masculine first feminine first second masculine second feminine second third masculine third feminine third fourth masculine fourth feminine fourth fifth masculine fifth fifth fifth fifth sixth masculine sixth fifth sixth seventh masculine seventh fifth seventh eighth masculine fifth fifth eighth ninth masculine third feminine ninth tenth masculine tenth feminine tenth eleventh masculine tenth feminine tenth twelfth masculine second tenth thirteenth masculine thirteenth thirteenth thirteenth end of section five recording by Nicholas James Bridgewater recorded in Forgeside, Blynaven, Wales section six of Arabic Primer by Sir Arthur Cotton this is a LibriVox recording all LibriVox recordings are in the public domain for more information or to volunteer please visit LibriVox.org recording by Nicholas James Bridgewater Arabic Primer by Sir Arthur Cotton section six shahr month singular shahr month singular shahr month singular shahr month singular shahr month singular shuhur month's plural shuhur month's plural shuhur month's plural shuhur month's plural shuhur month's plural or ashur month's plural ashur month's plural ashur Ashhur. Months, plural. Kenun, theni. January. March Ether March Ether March Nissan April Nissan April Nissan April Nissan April Nissan April Eyer May Eyer May Eyer May Eyer May Eyer May His Iran June His Iran His Iran June His Iran June His Iran June His Iran June Temmuz July Temmuz July Temmuz July 10 Moose, July, 10 Moose, July, 10 Moose, July, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 August, 10 December, Canoone Owal, December, Canoone Owal, December, Canoone Owal, December, Canoone Owal, December. End of Section 6. Recording by Nicholas James Bridgewater. Recorded in Fordside, Bline Avenue, Wales. Section 7 of Arabic Primer by Sir Arthur Cotton. This is a LibriVox recording. All LibriVox recordings are in the public domain. For more information or to volunteer, please visit LibriVox.org. Recording by Nicholas James Bridgewater. Arabic Primer by Sir Arthur Cotton. Section 7. Usbou, weak, singular, usbou, weak, singular, usbou, weak, singular, usbou, weak, singular, usbou, weak, singular, usbia, weaks, usbia, weaks, usbia, weaks, usbia, weaks, but commonly called Jum'ai, weak, singular, Jum'ai. weak singular, weak singular, weak singular, plural weeks Sunday Monday Tuesday Wednesday Thursday Friday Saturday Wednesday