1. Appendix 1 & 2:
   they contains a glossary of words used in the texts and exercises of the lessons. The words are organized in the order in which they appear in the text – not in alphabetical order so as to be easy to follow for students. I thought of translating the glossary into several languages in addition to English (as I did with the first edition six years ago). I was surprised and delighted when my students rushed to the task. The glossary was thus translated into major global languages: English, French, Spanish, Russian, and Chinese, as well as into Japanese and Korean. The translation was proofread by advanced Arabic language students who were native speakers of the languages they revised.
2. Appendix 3:
   It contains the conjugation of verbs in three tenses (past, present, and imperative) with separate pronouns. Most of the verbs were mentioned in the lessons while therest were selected because they are related closely to daily activities. The purpose is to build up students’ lexicon, give them the confidence to use the language and encourage them to continue studying it (which is the primary purpose in my opinion).
3. Appendix 4:
   This appendix is dedicated to singular and plural forms. It contains the singular and plural forms of nouns mentioned in the lessons. The reason I dedicated an appendix to plural forms is the absence of a rule that students can use to form irregular plurals, which are common and heavily-used in Arabic. Foreign students – even at advanced stages – have difficulty forming irregular plural nouns.
4. Appendix 5:
   A general introduction to the Islamic and Gregorian calendars as well as brief profiles of Arab countries, including capitals and currencies.
5. Appendix 6:
   Political map of the Arab world including the capitals and important cities.
6. Appendix 7:
   Contains the singular and plural forms of the human body parts, which were mentioned previously.
7. Appendix 8:
   List Arabic grammar Vocabularies along with English translation.
8. Appendix 9:
   The English translations of all the questions in this book along with the page number they are located in.

1. A slow and clear audio recording of the alphabet with adequate translation in English.
2. The main lessons are recorded clearly. The last mark has been deliberately ignored in most cases when reading the lessons so it will not confuse the students and disturb their minds with long and short vowels, tanween mark and noon and al-fateh tanween and the dual.
3. “Tanween” mark is pronounced on some words, even though it is not written on those words for linguistic reasons.
4. The instructions at the beginning of each exercise are translated in English.
5. The questions and answers to the “Test Your Knowledge” section are recorded.
6. Translations of the newly introduced vocabulary words are offered at the end of each lesson.
7. Simple linguistic rules and grammar explanations have been included throughout the book to equip readers with a better understanding of the language.

• Teaches Arabic letters in different shapes and sounds, according to the position in a word
• Text talks about daily life situations
• Enhances ability to understand Arabic grammar
• Enhances ability to write and compose Arabic texts

1. It is concise (consisting of only three books, reasonably short) but extensive in their coverage.
2. It combines modern Arabic vocabulary with Islamic terminology used in the Qur'an and Sunnah.
3. It helps acquire an understanding of hundreds of Qur'anic verses, ahadith, Arabic parables and poetry.
4. The author presents Arabic as a living and vibrant language and takes examples from Arabic in everyday use, as also from the Qur'an and the Sunnah, so that student learns the language. He also acquires an understanding of hundreds of Qur'anic verses, ahadith, Arabic parables and poetry.

• In its new version, the series consists of the following levels, books and materials:
  • Textbooks divided into four levels as follows:
    1. The beginner (basic) level, which consists of the first Student’s Books (1+2) and the Teacher’s Book (1)
    2. The intermediate level, which consists of the second Student’s Books (1+2) and the Teacher’s Book (2)
    3. The advanced level, which consists of the third Student’s Books (1+2) and the Teacher’s Book (3)
    4. The special level, which consists of the fourth Student’s Books (1+2) and the Teacher’s Book (4)
  • Arabic Between Your Hands Dictionary (Illustrated Arabic/Arabic Dictionary).
  • Arabic Letters Booklet (Preparatory book for teaching Arabic letters).
  • Recorded Audio CDs, one for each of the Student’s eight Books.


• The Series Audience: The Series is designed for adult students.
• The Series Language: The series is based on classical Arabic, without using other intermediate languages.
• The series consists of 576 basic lessons divided as follows:
  • The first level (book 1 and book 2): 144 basic lessons, in 16 units.
  • The second level (book 1 and book 2): 208 basic lessons, in 16 units.
  • The third level (book 1 and book 2): 112 basic lessons, in 16 units.
  • The fourth level (book 1 and book 2): 112 basic lessons, in 16 units.
  Total of basic lessons = 576 basic lessons + 24 lessons for tests = 600 lessons


• The Series Goals: The series aims at achieving the following competencies goals:
  1. Language competency, including the following skills and elements:
     1. The four language skills:
        1. Listening
        2. Speaking
        3. Reading
        4. Writing (both automatic and creative)
     2. The three language elements:
        1. Sounds (Different Phonetic Phenomena)
        2. Vocabularies (Contextual and idiomatic expressions)
        3. Grammar Structures (Good number of grammatical, morphological and dictating rules)
     3. Communicative competency
     4. Cultural competency
  2. Time required for teaching the series Total time expected to teach the series is 600 hours, divided according to each program and its weekly hours as follows:
     • 24 weeks, in a program of 25 hours per week.
     • 30 weeks, in a program of 20 hours per week.
     • 40 weeks, in a program of 15 hours per week.
     • 60 weeks, in a program of 10 hours per week.
     • 75 weeks, in a program of 8 hours per week.
     • 120 weeks, in a program of 5 hours per week.
  3. Features of the Series:
     1. The latest series in teaching Arabic to non-Arabic speakers.
     2. It is based on the latest methods and techniques in teaching foreign languages.
     3. Exercises and Activates Books have been combined into the eight Students’ Books for practical reasons.
     4. Considering the integration between the three language competencies: Linguistic, communicative and cultural.
     5. Using a progressive approach and units-based system in introducing educational materials, along with using a specific number of vocabularies and structures in each unit.
     6. The structure of the books and units are suitable for the levels introduced.
     7. Sound and phonetic phenomena have been treated using new and different methods, along with a complete consistency with the relevant texts.
     8. The series provides different types of tests in the beginning, middle and end of each level.
     9. The series focuses on the teacher, allotting an independent teacher’s book for each level, which includes answers for tests, instructions, methods of teaching foreign languages and introducing skills and elements, which help the teacher achieves his goals easily and effectively.
     10. Until now, the series has been approved by more than 1200 universities, institutes and schools around the world.

1. Acquaint the student with the teachings of Islam in every aspect
2. Easy-to-understand text
3. English with selections in Arabic
4. Review sections
5. Modern, thought-provoking design

1. ‘Aqeedah (Islamic doctrine)
2. The Glorious Qur’an and its sciences
3. Seerah (biography of the Prophet (s) and Islamic History
4. ‘Ibadat (Worship)
5. Morals and manners

The ICO project is a distinguished one because:

1. Our curricula meet the needs of the target audience for integrated, coherent, and appropriate curricula.
2. They were prepared according to scientific bases, assimilating the most recent educational and psychological theories.
3. They were prepared by special educationists who are experienced in designing curricula and who are familiar with the needs of the target group.
4. They employed the most recent techniques and educational aids.
5. They went through many quality control processes, which were carried out by specialized committees, and they were enhanced by teachers who evaluated the curricula before releasing them.

These books were prepared by the International Curricula Organization (ICO) and have certain features, which distinguish them from any other textbooks:

1. The textbooks have been designed in accordance with the international quality standards in all aspects: colors, paper, size, illustration, and printing.
2. They have been furnished with the appropriate illustrations and pictures which match the students’ educational stage and environment.
3. The texts have been distributed and organized in a way that makes the text stand out, paying special attention to the font type and size, and the spaces; and colors were chosen carefully to appeal to the target audience.

1. Reinforce the proper linguistic basis of the non-Arabic speaking students.
2. They build the students’ linguistic dictionary according to their environmental needs.
3. Provide non-Arabic speaking students with a good deal of Islamic vocabulary.
4. Identify the correct articulation of the different sounds through the study of the Glorious Qur’an.
5. Enable the students to evade making mistakes when reciting the Glorious Qur’an through employing the rules of the Arabic language.
6. Provide an integrated curriculum with well-prepared scientific content and vocabulary.
7. Take into consideration the students’ individual mental differences and their diverse linguistic skills.
8. Consider the students’ different cultures.
9. Develop the students’ creativity and mental faculties.

1. Reinforce the principle of forgiveness and the etiquette of disagreement with others.
2. Develop the spirituality, morality, and values of the students.
3. Help students have good and balanced personalities.
4. Develop the students’ pride in their Muslim identity.
5. Help the caller to Islam to develop a balanced personality that reflects the moderation of Islam.

• Windows 2000, XP, or Vista