LQ Arabic Notes

SESSION 11
JUNE 29
th
, 2002

For Questions on this sessions note please contact Br. Jahanur at
Email: jahanur@yahoo.com

Also you can post questions on the message board for this class at
http://www.iant.com/forum/
Note: Please post your questions on the Ask Imam Yusuf-Arabic Forum.

SESSION 14
JULY 17
th
, 2002

For Questions on this sessions note please contact Br. M. E. Hamid at
Email: m_a_hamid@juno.com


CLASS HANDOUT:
The session 12-Class Handout Surat Al-Anbiya Ayat 31-32 were analyzed in this lecture.

SESSION 15
JULY20, 2002

email: jahanur@yahoo.com


CLASS HANDOUT:
The session 12-Class Handout was analyzed in this lecture as well.

SESSION 16
JULY 24th, 2002

email: jahanur@yahoo.com


CLASS HANDOUT:

SESSION 17
JULY 27
th
, 2002



CLASS HANDOUT:

SESSION 18
JULY 31st, 2002



CLASS HANDOUT:
1. The session 12-Class Handout was analyzed in this lecture as well.
2. Example of Masculine, Feminine, Single, Dual and Plural form of Ismutafdil was given.

SESSION 18 HANDOUT EXPLAINED:

SESSION 19
Aug. 3rd, 2002



CLASS HANDOUT:
The session 19 handout was given out for practice. In the later sessions, we have practiced the
translation of the ayats given on the handout using the lessons we have learned so far.

SESSION 20
August 7
th
, 2002



CLASS HANDOUT:

SESSION 21
August 10
th
, 2002



CLASS HANDOUT:
The session 19-Class Handout was analyzed in this lecture.

SESSION 22(Partial)
August 14
th
, 2002

If you have Questions on this sessions notes please post your questions on the message
board for this class at http://www.iant.com/forum/

The class note for this session is not complete. We will update the note with complete
material for this session as soon as possible. Thanks for your patience.

CLASS HANDOUT:
Please see the session 22-Class Handout.

SESSION 23
August 17
th
, 2002



CLASS HANDOUT:

SESSION 24
August 21
st
, 2002



CLASS HANDOUT:

SESSION 25
August 24th, 2002



CLASS HANDOUT:

SESSION 26
August 28
th
, 2002



SESSION 27
September 3rd, 2002



SESSION 31
September 17
th
, 2002



SESSION 32
September 21
st
, 2002



SESSION 33
September 24
th
, 2002



SESSION 34
October 1st, 2002



SESSION 35
October 8
th
, 2002



Session 35 Handout was explained in this session. Please see the session 35 handout.

SESSION 36
October 12
th
, 2002



End of Surat Hud(ayat 118-119) translation was practices in this session. Please see the session 36 handout.

Session 36(Handout)

SESSION 37
October 15
th
, 2002



End of Surat Hud(ayat 120-122) translation was practices in this session. Please see the session 36 handout.

SESSION 38
October 29
th
, 2002



CLASS HANDOUT:

SESSION 39
October 29
th
, 2002



CLASS HANDOUT:

SESSION 40
November 9
th
, 2002



CLASS HANDOUT:

SESSION 41
Nov. 16
th
, 2002



CLASS HANDOUT:

Session 41 Handout

SESSION 42
Nov. 23
rd
, 2002



CLASS HANDOUT:

SESSION 43
December 10
th
, 2002



CLASS HANDOUT:

SESSION 44
JULY 27
th
, 2002



From the session, Dr. Kavakci will cover, the second part of the course Al-Nahu (Syntaxology).

SESSION 45
December 21
st
, 2002



CLASS HANDOUT:

Session 45 Handout

SESSION 46
December 28
th
, 2002



SESSION 47
January 4
th
, 2003



SESSION 48
January 7
th
, 2003



CLASS HANDOUT:
From the session 45-Class Handout Harf-ul-Jarr was analyzed in this lecture.

SESSION 49
January 11
th
, 2003



SESSION 50
January 18
th
, 2003



SESSION 51
January 21
st
, 2003



SESSION 52
January 25
th
, 2003



SESSION 53
January 28
th
, 2003



SESSION 54
February 1
st
, 2003



Class Notes for Session 56
Abdunnassar Usman
February 23, 2003

We have been studying
.
..
.. . The subject of this session is
.
_.

.. [
.
.
.-makers of _.

..]. We already know that

_
.
.
.
.
.
.
.
becomes

_
.
.
.
.
.
.
.
.
with the addition of

.
. This eect was introduced in Session 12 and reinforced

in later sessions.
Note that
.
_
. is the only
.
_
.
.
in the
.
.
.

.
.
. category.
.
.

-
.
.
.
.
[he is doing
.
.
.

.
.
-

.];

.

-
.
.
.
.
.
.
[his doing
.
.
.

.
.
-

.]
.
.
.
.
[he is doing (something)];

_
.
.
.
.
.
.
[his doing (something)]
Two notes of importance here:
1.
.
.
.
.
of

.

-
.
.
.
.
and

_
.
.
.
.
turns from
.
to
.
.
.
. with the coming of

.
before them.
2. The coming of
.
.
before
.
_
. changes the meaning to innitive form or

gerund (-ing) form. This
.
.
is called
.
.
.
.
.
.
.
.
.
.
.
.
These lecture notes are from the Learn Quranic Arabic course being taught by Dr. Yusuf
Kavakci at the Islamic Association of North Texas (IANT) in Richardson, Texas. Details and
course materials are available online at [http://www.iant.com/lqamain.php]. Mr. Usman is
part of a team of students that prepares notes for this course he can be reached by email at
[usman@acm.org].
1
Let us take another example.
.
.
.
.
.
.
.
[he is killing]; . . .

_
.
.
.
.
.
.
.
.
.
[his killing . . . ]
Notice again the change in meaning from the present or present-continuous
signication
1
of
.
_
. to the innitive or gerund form. Also take some time

comparing Figures 1 and 2, below, and observe modications eected in
.
..
.
.
.
.
.
.
of
.
_
. by the prexing of
.
.
.
3 2 1
.
.
.
.
.
.
.

.
.
.
.
.
.
.
.
.
.
.
.
.
.
A
_
.
.
.
.
.
.
.
.
.

.
.
.
.
.
.
.

_
.
.
.
.
.
.
. B
.
.
.
.
.
.
.

.
.
.
.
.
.
.

_
.
.
.
.
.
.
. C
_
.
.
.
.
.
.
.
.
.

.
.
.
.
.
.
.

_
.
.
.
.
.
.
.
.
.
. D
.
.
.
.
.
.

_
.
.
.
.
.
E
Figure 1:
.
..
.
.
.
.
.
. of

_
.
.
.
.
.
.
.
3 2 1
.
.
.
.
.
.
.
.
.
v
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
A
_
.
.
.
.
.
.
.
.
.
.
.
v
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
B
.
.
.
.
.
.
.
.
.
v
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
C
_
.
.
.
.
.
.
.
.
.
.
.
v
.
.
.
.
.
.
.
.
.
_
.
.
.
.
.
.
.
.
.
.
.
D
.
.
.
.
.
.
.
.
.
.
.
.
E
Figure 2:
.
..
.
.
.
.
.
. of

_
.
.
.
.
.
.
.
after prexing with
.
1
actually the notion of time implied by
.
_
. is quite dierent from that implied by the

present or present-continuous tense in English. Please see Session 6 for a more detailed
discussion.
2
3 2 1
.
.
.
.
.
.
.

.
.
.
.
.
.
.
.
.
.
.
.
.
.
A
.
.
.
.
.
.
.
.
.
v
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
A
_
.
.
.
.
.
.
.
.
.

.
.
.
.
.
.
.

_
.
.
.
.
.
.
. B
_
.
.
.
.
.
.
.
.
.
.
.
v
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
B
.
.
.
.
.
.
.

.
.
.
.
.
.
.

_
.
.
.
.
.
.
. C
.
.
.
.
.
.
.
.
.
v
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
C
_
.
.
.
.
.
.
.
.
.

.
.
.
.
.
.
.

_
.
.
.
.
.
.
.
.
.
. D
_
.
.
.
.
.
.
.
.
.
.
.
v
.
.
.
.
.
.
.
.
.
_
.
.
.
.
.
.
.
.
.
.
.
D
.
.
.
.
.
.

_
.
.
.
.
.
E
.
.
.
.
.
.
.
.
.
.
.
.
E
Figure 3: Juxtaposition of elements in Figures 1 and 2 to bring out modications
in
.
..
.
.
.
.
.
.
A careful study of Figure 3 would help us understand that the following
three cases summarize how
.
_
. turns
.

.
.
. on being prexed with

.
.
:
1. If the conjugated form ends with

. ,

. , or

_
.
.
.
the ending

disappears.
For example, (

.
.
.
.
.
.
.
, v
.
.
.
.
.
.
.
.
.
); (

.
.
.
.
.
.
.
,
.
.
.
.
.
.
.
.
.
); (

_
.
.
.
.
.
.
.
.
.
. , _
.
.
.
.
.
.
.
.
.
.
.
).
2. The ending

in the conjugated form for
.
.
.
.
.
.

.
never disappears
2
neither
.
.
.
.
. nor
.
.

..

.. So we see (

_
.
.
.
.
.
.
.
.
.
,

_
.
.
.
.
.
.
.
.
.
.
.
); (

_
.
.
.
.
.
.
.
.
. ,

_
.
.
.
.
.
.
.
.
.
.
.
).
3. Otherwise, the ending letter simply takes
.
.
.. For example, (

_
.
.
.
.
.
.
.
,
.
.
.
.
.
.
.
.
); (

_
.
.
.
.
.
.
. ,

_
.
.
.
.
.
.
.
.
.
).
2
the ending

, here, never goes away because it is a
.
.
.
:
.
.v

. [sign indicating
.
.
.

.
]. Also
it is necessary because it marks the gender. Contrast this with case 1 wherein the gender,
number, and person indicated by each conjugated form are clear even after omission of its
ending

.
3
In cases 2 and 3 we say that the _
. is

.
.
. .

.
.
. In case 1 we say that

it is

.
.
. .
.

-
3
.
.
,
.
_
.
, and
.
.
also have the same eect on _.

..

..
.
..
.
. . It is illus-
trated below.
.
,
[never ever; not at all ]
(indicating future)
3 2 1
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
_
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
_
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
_
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
E
.
_
.
,
[for] (like . . . .
.
.
.
.
.
.
.
[he is killing];

_
.
.
.
.
.
.
.
.
_
.
[for his killing]
.
.
.
.
[he is helping];

.
.
.
.
.
.
_
.
[for his helping]
.
.
.
.
[he is being helped];

.
.
.
.
.
.
_
.
[for his being helped]

3
_
. is

.
.
. either .

.
.
or with

,

.
.
-
.

,
.

.. .
.

- and

,

.
.
-
. come from
.
,
.
.

-
[throwing away; erasing; discarding; omitting].
4
3 2 1
.
.
.
.
.
.
.
.
_
.
.
.
.
.
.
.
.
.
_
.
.
.
.
.
.
.
.
.
_
.
_
.
.
.
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.
_
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_
.
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.
_
.
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.
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.
_
.
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.
_
.
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.
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.
_
.
_
.
.
.
.
.
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.
.
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.
_
.
.
.
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.
.
.
.
.
_
.
_
.
.
.
.
.
.
.
.
.
.
_
.
.
.
.
.
.
.
.
_
.
.
.
.
.
.
_
.
.
.
.
.
,
[then; ... that time]
as in the following styles of sentence construction:
Somebody did something, then ...
If somebody did something, that time ...
3 2 1
.
.
.
.
.
.
.

.
.
.
.
.
.
.
.
.

.
.
.
.
.
.
.
.
.

.
.
_
.
.
.
.
.
.
.
.
.

.
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_
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_
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E
* * *
5
_.

..
. are four (
.
.
)
.
,
.
_
.
.
.
.
.
,
.
.
.
,
.
The fth one is added for practical reasons. .
is not considered to be among

the _
.
.
.. When the
.
_
. that comes after .
is
.

.
.
. it is because
of the eect of a hidden
.
.
prex. For example, take

.
.
.
<
.
.
[For his writing]; its

construction is composed of

.
.
.
<

.
.
,
.
,
.
. The
.
.
here is hidden
in other words, we say that
.
.
is
.
.
.
-
. [thrown away; erased; discarded;

omitted]
4
.
* * *
Consider the sentence:
.
.
.< _.
.

_
..
.
. With the addition of
.
_
.
notice the
change in the word

_
..
.
:
.
.
.< _.
.

_
..
.
.
_
.
[For the Peoples of the Book knowing]

This is because
.
_
.
is among the _.

..
.

.. Now, take a look at the
following phrase:
. . .
.
.
.< _.
.

_
..
.
.
.
_
.
[For the Peoples of the Book not knowing . . . ]

The . above is functionally of the form

.
.
.
.
.
. .

_
..
.
. as opposed to
.
.
.
.
..
.
. .
.
_
..
.
. This distinction was rst presented in Session 12.
4

,

.-. is .

.. _.
.
from
.
,
.
.

- [throwing away; erasing; discarding].
6
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SESSION 11

February 23, 2003

.. . The subject of this session is

with the addition of

. This eect was introduced in Session 12 and reinforced

. with the coming of

. changes the meaning to innitive form or

. to the innitive or gerund form. Also take some time

. is quite dierent from that implied by the

. on being prexed with

. In case 1 we say that

also have the same eect on _.

[for his killing]

[for his helping]

[for his being helped]

The fth one is added for practical reasons. .

is not considered to be among

. that comes after .

[For his writing]; its

. [thrown away; erased; discarded;

[For the Peoples of the Book knowing]

[For the Peoples of the Book not knowing . . . ]

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