Arabic Tutor-Volume One

Volume One
A Translation of

popularly known as

Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor Volume One
Copyright 2004 Madrasah Inmiyyah
All rights reserved. No part of this book may be reproduced, stored in a

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critical articles and reviews.
Typeset on Palatino 13 and Traditional Arabic 18 by Academy for Islamic

Research, Madrasah Inmiyyah, Camperdown, KwaZulu Natal, South
Africa.
Page 2
Title Arabic Tutor - Volume One
Author Mouln bdus Sattr Khn (

)
Translated by Mouln Ebrhm Muhammad
First Edition R Awwal 1428 A.H. April 2007
Published by Madrasah Inaamiyyah

P.O. Box 39
Camperdown
3720
South Africa
Tel +27 31 785 1519
Fax +27 31 785 1091
email al_inaam@yahoo.com
Page 3

!" # # $% &
' ()
*%+ ,- ./0 120 3 4/5 !6)- "0
78 9: 2) ;0
bdullh Ibn bbs narrates that Raslullh said,

Love the Arabs for three things:
because I am an Arab,
the Qurn is in Arabic and
the language of the people of Jannah is Arabic.
Page 4
Contents of Each Volume
Volume One: Lesson 1 to Lesson 15
Volume Two: Lesson 16 to Lesson 25
Volume Three: Lesson 26 to Lesson 43
Volume Four: Lesson 44 to Lesson 75
Page 5
Contents
Transliteration........................................................................10
Introduction............................................................................13
Reviews of this Book .............................................................17
Indications ..............................................................................25
Notes........................................................................................25
Request....................................................................................26
Translator's Note ...................................................................26
Terminology ...........................................................................28
Terminology ...........................................................................28
Lesson 1.......................................................................................31
Words and the Types of Words...........................................31
The Types of Nouns ..........................................................32
The Types of Definite Nouns...........................................33
Lesson 2.......................................................................................35
The Particles of (<=) and (>?%).......................................35
Vocabulary List No. 1 .......................................................38
Exercise No. 1.....................................................................40
Test No. 1 ............................................................................42
Lesson 3.......................................................................................44
Compounds ............................................................................44
The Adjectival Phrase .......................................................45
Exercise No. 2.....................................................................49
Page 6
Lesson 4.......................................................................................50
Gender.....................................................................................50
Exercise No. 3.....................................................................53
Lesson 5.......................................................................................55
Singular and Plural ...............................................................55
Exercise No. 4.....................................................................61
Test No. 2 ............................................................................62
Lesson 6.......................................................................................64
Sentences with a Noun -*@A *$+ ....................................64
The Nominative Detached Pronouns .............................71
Exercise No. 5.....................................................................73
Lesson 7.......................................................................................77
The Genitive of Possession...................................................77
Exercise No. 6.....................................................................84
Test No. 3 ............................................................................86
Lesson 8.......................................................................................88
The Scales of Words ..............................................................88
Exercise No. 7.....................................................................93
Lesson 9.......................................................................................94
The Broken Plural..................................................................94
Vocabulary List No. 7 .....................................................101
Exercise No. 8...................................................................103
Page 7
Test No. 4 ..........................................................................106

Lesson 10...................................................................................108
The Cases of Nouns.............................................................108
The Signs of Declension of Different Nouns ...............109
Exercise No. 9...................................................................119
Lesson 11...................................................................................123
The Genitive of Possession.................................................123
Exercise No. 10.................................................................135
Test No. 5 ..........................................................................140
Lesson 12...................................................................................142
Indicative Pronouns ............................................................142
Vocabulary List No. 10 ...................................................147
Exercise No. 11.................................................................148
Test No. 6 ..........................................................................151
Lesson 13...................................................................................152
Interrogative Pronouns.......................................................152
Exercise No. 12.................................................................157
Test No. 7 ..........................................................................164
Lesson 14...................................................................................166
The Verb................................................................................166
Exercise No. 13.................................................................176
Lesson 15...................................................................................181
The Imperfect .......................................................................181
Page 8

Exercise No. 14.................................................................191
An Arabic Letter ..............................................................195
Test No. 8 ..........................................................................196
Page 9
Transliteration
The following method of transliteration of the Arabic letters

has been used in this book:
B t
4 th
C j
D h
E kh
d
F dh
r
G z
( s
H sh
I s
Page 10
J d
K t
L z
N
M
N
O
N
P
Q gh
R f
S q
T k
. m
n
; h
U , y
Page 11
Some Arabic phrases used in this book are as follows:
(Sallallhu alaihi wasallam)

May Allh send blessings and salutations upon
him - used for Nab
(laihis salm)
Salutations upon him used for all prophets
(Radiallhu anhu)
May Allh be pleased with him used for the
Sahbah
(Jalla Jalluh)
The Sublime used for Allh
(zza wa jall)
Allh is full of glory and sublimity
(
) (Rahimahullh)
May Allh have mercy on him used for
deceased saints and scholars
Page 12

VW =X ;) ./"0 V0

Y$Z
Introduction
From the multitudes of letters which this humble writer has

received from every corner of India, there still seems to be a
fervent desire in this age to learn Arabic and to understand
the final message of Allh , namely the Qurn.
However, no primary syllabus that conformed to the times

was presented to the seekers of Arabic such a syllabus
that could increase the enthusiasm of the learners.
The ancient method of teaching Arabic and its syllabus

from the very outset made one lose courage. Even the
modern books have been deficient in creating an urge in the
student.
Experience shows that only a syllabus which has easy rules

coupled with teaching the language can increase the
enthusiasm of the student. The rules must assist the learner
in mastering the language. While learning the language, the
rules are refreshed.
Page 13
In reality, choosing such lessons and providing a sequence

for them is no ordinary task. This is merely the grace of the
Almighty Allh who made this writer accomplish such
an enormous task.
^_= `=
[\ ]F
That is the grace of Allh. He grants it to whoever He

desires.
All thanks are due to Allh that this book was found to
be extremely beneficial wherever it was read or taught.
Many seekers of Arabic have written that they had lost
hope after several attempts. If they had not obtained this
book, they would not have learnt Arabic.
This is the fourth edition of this book. Initially, this book

was written in two parts. Now it has been divided into four
parts so that it can serve as a proper syllabus for high
schools from the fourth class till matric.
This is the first part of the book. The lessons have been
decreased when compared to the previous editions.
However, the exercises have been increased to an extent
that they can serve the place of an Arabic reader.
Page 14
This part contains only fifteen lessons. But you will be

surprised to note how much Arabic is taught with such a
few lessons. The method of analysing sentences and
recognition has been so well explained, that one cannot
achieve this by learning several other prevalent Arabic
Grammar books.
The key to each part has also been published. Due to this,
many learners have learnt Arabic on their own.
A student doing self-study can complete this part in about

six weeks. However, due to the presence of several other
subjects in high schools, it will be appropriate to make it a
one year course in the fourth class. In Arabic seminaries
and Drul lms, where only Arabic is taught, all four
parts of this book can be easily taught in one year.
Nevertheless, this book is such that every text book

committee and those in charge of the syllabi in the
madrasahs should include it in their syllabus in order to
remove the difficulties of the students. They will be
rewarded by Allh and thanked by the people.
The summary of the opinions of the Ulam of every

province of India and the reviews of magazines and
newspapers is that this has been the most successful
attempt to simplify Arabic. This book is worth being
Page 15
introduced in government and non-govermental schools so

that the teaching of Arabic can be simplified.
This humble servant is grateful to all those who rendered
beneficial opinions. May Allh reward them with the
best of rewards.
The following pages contain the valuable opinions of some

scholars. This should serve as a means of encouraging the
seekers of Arabic. Others will not have to waste their time
in looking for the merits of this book.
The servant of the students

(Mouln) bdus Sattr Khn (
)
Bindi Bazaar, Bombay, India
Muharram 1361 A.H.
Page 16
Reviews of this Book

by the lam, professors of Arabic, authentic journals and
the lovers of Arabic
llmah Shabbir Ahmad thmn (

)
This book is worth including in the syllabi of the madris. It

is perhaps the best book written in this subject. The author
has done a tremendous favour to the seekers of Arabic.
Mouln Manzir Ahsan Giln (

), teacher at Jmiah
Uthmniah, Hyderabad
May Allh reward you. This is a tremendous task. You have

favoured the Muslims greatly. You have decreased a
burden from my shoulders.
Mouln Khjah bdul Hayy (

), professor at Jmiah
Millyah, Delhi
I taught the first part to the students as an experiment. I

have found this book to be the easiest from all the books
written on this subject.
Abul Al Maududi, editor of Tarjumanul Qurn, Lahore
Page 17
This is the most successful effort at explaining the language

of Arabic and its rules.
Mouln Muhammad Nzim Nadw (

), teacher at
Nadwatul Ulam, Lucknow
Many books have been written in India to learn the Arabic

language in the shortest period possible. However, I have
not seen any book till now that concisely meets the needs of
the time. Mouln bdus Sattr Khn is entitled to the
gratitude and thanks of the Indian students and teachers for
having written a very beneficial, easy and concise textbook
to fulfil this need
From my personal experience I know that this book is very

valuable in providing benefit. It is worthy of being included
in Arabic madrasahs and English schools so that the
students can learn the language in a short period.
Page 18
Mouln bdul Qadr Siddq (

), teacher at Jmiah
Uthmniah, Hyderabad
If this book is included in the syllabus, it will be very

suitable. It is better than other books.
Mouln bdul Wsi (

), teacher at Jmiah
Uthmniah, Hyderabad
I completely agree with the opinion of Mouln bdul

Qadr Shib.
llmah Sheikh bdul Qdir (

), professor at
Elphinstone College, Bombay
This is a successful endeavour. If this book is included in

the initial Arabic syllabus, it would be more beneficial than
other books.
Mouln Ghulm Ahmad (

), head teacher at Madrasah
rabyah, Jmi Musjid Bombay
Page 19
We have included this textbook in the syllabus of our

madrasah. Experience shows that it is very beneficial.
Mouln Habbur Rahmn Sherwn (

), Hyderabad
I have studied the book, rab k Muallim. It seems to be

better than the previous books.
Mouln Lutfur Rahmn (

), Hyderabad
The success you have achieved in simplifying Arabic has

not been achieved by anyone, not even by the European
Orientalists. This book is not merely dry Grammar but is
an excellent textbook of Grammar and an interesting
collection of literature.
Janb Ghulm l, advocate of the High Court, Bombay
Such an interesting and easy book of Arabic Grammar has

not been seen before. My children study it with great
interest.
Page 20
Mouln Sayyid Muhammad Yahypr (

), Ilhabd
There is no doubt that the author will long be remembered

for this book and in the hereafter it will be a means of great
reward for him.
Mouln Muhammad Sad (

), Sultnpr
The books of Punjab and U.P. and the book Kalme rab of
Meerut are non-entities in front of your book.
Mouln Muhammad Siddq Krnw (

)
This humble servant has several books of this type e.g.

Raudatul Adab, Kalme rab etc. However, the excellent
manner in which you have presented the summary from
Mzn till Kfiyah cannot be found in the above-mentioned
books.
Mouln Saduddn Khn (

), Indor
Indeed Arabic has been simplified. Your effort is worth

congratulating.
Page 21
Zamndr, a newspaper of Lahore
Without exaggeration, we can say that the learned author

has achieved extraordinary success. In our opinion this
book is worth including in the syllabi of all government and
non-government schools where Arabic is taught. We
specifically request the Punjab Text Book Committee to
grant the students the opportunity to benefit from it.
Al-Jamat, a newspaper of Delhi
Arab K Muallim in reality conveys the meaning of its

name that is, it is an Arabic tutor. My desire is that the
principals of Arabic institutes include it in their syllabi.
The Journal Adab Duny of Delh
Many books have been written till now in the modern trend
in order to simplify Arabic. I have seen practically all of
them. However, the manner in which Moulan bdus
Sattr Khn has simplified a complex language such as
Arabic cannot be found anywhere.
Page 22
The newspaper Zamzam of Lahore
The manner of teaching and understanding adopted in this

book does not create any burden on the mind. Every fact is
thoroughly learnt like a known fact. In our opinion there is
no better series to promote Arabic.
The Journal Balgh of Amritsar
Moulan bdus Sattr Khn is entitled to congratulations

for having converted this stone (Arabic Grammar) into
water. He has explained all the rules from Mzn till Kfiyah
in an easy-to-understand manner.
Ilh Bakhsh, Malaya
I have ordered many books of Arabic Grammar and

Morphology written in Urdu and English and have spent
much money on them. But by Allh, these books have no
value in front of your book. I do not have sufficient
powerful words to describe the assistance I have received
from your book in learning Arabic. Even now, if a Muslim
finds Arabic to be difficult, he is unfortunate and lacks
courage.
Page 23
Janb Muhammad Hanf, Upper Primary School,

Hazrbgh
I had a desire to study Arabic for a long time. I used many

books but it was futile. When I studied your book, I
mastered Arabic in a very short while. The surprising thing
was that I received no assistance from any teacher. Your
book in reality is a mirror of the Arabic language.
Muhammad Sharafud-dn, Hyderabad
I thought that Arabic was so difficult that I could not even

imagine learning it. However, as soon as I saw your book,
my courage increased and I began studying it. I completed
the first part in a few days. Now send me the second part. I
do not think there is any book easier than this one.
Dr. Muhammad bdul Qudds, Madras
I read the first part of your book. It helped me

tremendously to the extent that now I am able to write a
few sentences in Arabic. Undoubtedly your book will create
a great revolution.
Page 24
This amount of recommendation is sufficient for the one

who understands; otherwise so many reviews were
received that a separate book could be compiled for this
purpose.
Indications
1) The inverted comma (a) is used to indicate the plural of a

noun.
2) In order to refer to a particular lesson, the lesson number
and fact number will be mentioned in brackets thus: (5-2)
meaning lesson number 5, fact no. 2.
3) The ( ) of the verb is mentioned in brackets after it.
Notes
1) Do not start a new lesson until you have mastered the

previous one.
2) Translate each exercise with particular care.
3) Sometimes you may not understand a point. Remain
steadfast and seek the assistance of someone. Perhaps later
on you will understand the point yourself.
Page 25
Request
A request is made to the teachers to study the book

thoroughly before teaching it. During your teaching stint,
you will be able to refer your students to previous lessons
easily. There is no need to memorize the rules parrot-
fashion. As you continuously repeat the examples, the rules
will become ingrained in your mind. You will also learn the
Arabic terms at the same time. It is appropriate to teach the
book twice. First teach it superfluously and then in detail
the second time.
Translator's Note
Translating is indeed a difficult task and I therefore do not

claim to have fulfilled the right of translating this book. I
ask the reader to overlook all shortcomings. Those
attempting to translate any work of this calibre, will realize
the great hurdles one has to overcome, especially where
there are many technical terms involved.
I have made an attempt to clarify the text as much as

possible and simplify the rules so that the beginner can
grasp them quickly. Where there was a need, I have added
explanatory footnotes.
Page 26
The original Urdu text of the book contains many errors,

especially in the Qur'nic verses. I have corrected these in
the English version. In many cases, I have used tables to
enlist sentences or examples. This was done for the sake of
greater clarity although the original text does not have such
tables. Many new Arabic words used in the exercises have
not been mentioned in the vocabulary. I have enlisted these
as well. Many singular words did not have their plurals
listed. I have included these also for the benefit of the
students.
I have used the arrow sign ( ) to indicate the direction of

the text. In some cases, the text has to be read from left to
right as in English, while in other instances, it has to be read
from right to left as in Arabic.
I have provided the English equivalents of the Arabic

grammatical terminology for the sake of information. The
student need not learn the English terms. If one learns the
Arabic terms and understands them well, it is sufficient.
May Allh accept this humble effort from me and make it
a means for my salvation, mn.
Page 27
Terminology
Terms Meanings
*b M M the diacritical points namely fathah
(cd), kasrah (Od) and dammah (ed).
Th g
M fMP a letter with a harakah
!j ?i "P the diacritical point (kd) also known

as jazm
*g
M fj\b fathah (cd)
lM
j b kasrah (Od)
*$m '
M dammah (ed)
j=!O %jM two fathahs (nd), two kasrahs (d

o ) or
two dammas (d
p )
j=!O %jM !j qP the sound of the nn created when
reading the tanwn
D!j fPVr M a letter having a fathah, eg. (
M )
!j
P ?r M a letter having a kasrah, eg. (B
O )
.!j $P [
j M a letter having a dammah, eg. (4
i )
O "M a letter having a sukn, eg. (C
j)
Page 28
Ym _
M P a letter having a tashdd (sd)
<j=O j M to make a noun definite
j?O %jM to make a noun indefinite
.P Ab the ( ) attached to a noun
<j=O j fm
R
t m M P the noun having ( )
./
u O
YO 0M singular
*M%O5rM dual
w$j vM plural
wj$vM "j O a collective plural, e.g. (.t !j #b) - nation
jO Xr M masculine also known as (xX)
zjqOyr M feminine also known as (zq`)
R0j P P the letters of the alphabet
j {
h M dM
Rj0P P (), (0) and (U)
*uO r
Page 29
R
P 0j P g
P rb the letters besides the (* R0)
*i g
M jg
O|m
l}M $j ,M One hamzah is that of the ( R0
{d). Another hamzah is an alif
that is mutaharrik (i~O~b) or an alif
having jazm like the alif of (( t -rM )

li }M $j ,M The initial hamzah of a word which
is not pronounced when joined to the
O j !M r preceding word, e.g. (
O Mf?O r S
P M 0M )
Page 30

Lesson 1
Words and the Types of Words
1. A word having a meaning is called (* $

M Ob ). It is of three
types: (
t "j O) noun, ( j \O) - verb and (R
t j M ) - particle.
An (") is independent of other words in indicating its
meaning. It also does not have any tense, e.g. (

vP M ) man,
(Y
t O M) specific name, (
t j '
M ) to hit, (9
t hb ) good, (!M ,P )
he, (Mq-b) I.
A (\) is a word that indicates some action together with
one of the three tenses, e.g. (

M M '
M ) he hit, (9
M ,M Fb ) he went,
(9
P ,M Xr M=) he is going or he will go.
A (R) is a word whose meaning cannot be understood
without an (") or (\), e.g. (

j O ) from, (bM ) on, (j \O)
in, (bO) till, (Y
O{O
j $M r bO i vP m 9
M ,M Fb ) The man went to the
Page 31
musjid.
The Types of Nouns
2. Nouns are of two types:

(1) (*\) definite and
(2) (l?q) indefinite.
An indefinite noun is a word which refers to a general

thing. The word (
vP M ) a man, does not refer to any
specific person. It can refer to any person. The word (9
t hb )
does not refer to any particular good thing. Every good
thing can be called (9
t hb ).
A definite noun refers to a specific thing. Zaid (Y=G) is the
name of a particular person. Makkah (*?) is the name of a
specific city. (
i vP m ) the man - refers to a specific person.
Page 32
The Types of Definite Nouns
Definite Nouns are of seven categories:
1. (bM r P "j O) proper nouns, e.g. (Y=G), (Yt O M).
2. (j $O[ m P "j O) - pronouns, e.g. (!M ,P ) he, (
M qjb) you, (Mqb) - I.
3. (lO M M:AO r P "j O) - the demonstrative pronoun, e.g. (bX,)
this, (T M Fb ) that.
4. (i !j P !j $M r P "j AO b) - the relative pronoun, e.g. ( j XO ub) who,
(j fOub) who (feminine).
5. (M M%$ P rb ) vocative case, e.g. (i vP M M=) O man, (YP b0M M=)
O boy.
6. (.O /
u O R
P m M $P rb) - the noun having (r b), e.g. (( P M Vb r) the
horse, ( i vP m b) the man.
7. (*o \b O j M bO R
P M[$P rb) a noun which is related to any of
the above-mentioned definite nouns, e.g. (Y o j=GM
P MfO )
Zaids book, (bX, P MfO ) this persons book, ( P MfO
O vP m ) the book of the man.
Page 33
Note: In these examples, the word (

P MfO ) has become
definite.
Besides the above-mentioned definite nouns, all other

nouns are indefinite. They are also of several types, two of
the main categories being:
(1) (B
O uX P "j O) a word that denotes the being of
something, living or non-living, e.g. (

MqjO) man, ((
t M \b)
horse, (t {
M M ) stone.
(2) (*O Vb |
h P "j O) - a word that indicates the quality of
something, e.g. (
tM M ) beautiful, (t j)O#b) ugly.
Page 34
Lesson 2
The Particles of () and ()
1. The tanwn1 is generally attached to a word that is

indefinite. In this case, it is regarded as a particle that
renders a noun indefinite (>?% R).2 It is translated as a
or an in English, e.g. (
vP M ) a man, (D
t uVP) an apple, (^p M)
water. There is no need to translate it everywhere as in the
example of (^p M) water.
Note 1: Sometimes a proper noun also has tanwn, e.g.

(Y
t $m g
M P ), (0t$j M ), (Yt j=GM ). In such a case, the tanwn is not
regarded as a (>?% R).
2. The definite article of Arabic is (r b).3 It is also called ( .A

<=f). When (r b) is prefixed to any indefinite word, it
becomes definite. Now the word is termed as (./ R6)
1 See Terminology on page 22.

2 This is similar to the letter a in English.
3 It is similar to the word the in English.
Page 35
a word made definite by (r b). Consequently, ((

t M \b) a horse,
is indefinite while ((
P M Vb rb) the horse, is definite.
3. When (r b) is prefixed to a word having tanwn, the

tanwn falls off. Note the above example.
4. When any word precedes a word having (r b), the first

word is joined to the lm of the second word and
pronounced (by joining). The hamzah of the (r b) is known
as hamzatul wasl.4 It is not pronounced, e.g. (

O j)Mr
P M) the
door of the house. To read (
O j)Mrb
P M) here is incorrect.
Note 2: If there is a skin letter before the (r b), the skin

letter is normally read with a kasrah. However the word
(
j O ) is read with a fathah. Therefore, (
O j)Mrb j M ) is read as ( O M
O j)Mr) and (
O j)Mrb j O ) is read as (
O j)Mr M O ).
5. When a word having tanwn precedes the definite article,

the nn of the tanwn5 is rendered a kasrah and joined to
4 See under terminology.

5 See under terminology.
Page 36
the lm. If after the word (

r YP j=GM = Yt j=GM ), the word (
P OMrb)
appears, it will be read as (
P OMr O YP j=GM ).
Note 3: The alif of (

t jO), (* %MjO) and (t "j O) is also hamzatul wasl.
It is not pronounced when joined to the preceding word.
Examples: (
t jO !M ,P ) is read as (t j !M ,P ) He is a son;
(
t "j O bX,) is read as (t "j bX,) This is a name;
(
t jO Yt j=GM ) is read as (t j O YP j=GM ) Zaid is a son;
(
t "j O Yt O M) is read as (t "j O YP O M) Hmid is a name.
When (r b) is prefixed to (

t jO) and (t "j O), the lm of the (r b) is
rendered a kasrah and joined to the ( ) and ((). Therefore
(
P jOrb) is read as (P )jOb = P jOb) and (P "j Orb) is read as ( = P "j Ob
P
j Ob). This rule is overlooked in general conversation.
6. When (r b) is prefixed to a word having one of the letters
of (*$_ R0Z), the lm of the (r b) is assimilated into the

harf shams, that is, at the time of pronunciation, instead of
reading the lm, the harf shams is pronounced. No jazm is
Page 37
written on the lm in such a case but a tashdd is written on

the harf shams, e.g. (
P $j _
m b) the sun, (i vP m b) the man,
etc.
The (*$_

R0Z) are:
LKJIH(GF4B
Besides these letters, the other letters are called ( R0Z

*=$2), e.g. (P $M 2b rb) the moon, (i $M {
M rb) camel.
Vocabulary List No. 1
Note 4: After prefixing the definite article to these words,

pronounce them.
Word Meaning
MqjO man

t jM house
t $j M dates
t $M b fruit
,O Mv ignorant
Page 38
t OM learned
t
M M good, beautiful
}t )jP bread
(
t j M lesson
9
t qjFb sin
!j "P M messenger
l bGM zakh
j "M easy
j:M thing
lb
M prayer
^p !j '
M light
9
t hb good, clean
t Ob oppressor
O M just
t !j Vi b one who forgives
t "O b\ transgressor
t j)O#b ugly
Page 39
t j=b noble, generous
t )Mb milk
^p M water
t MqM day
Yt b0M boy
,O cat
.t !j M= day
0M and
0j -b or
Exercise No. 1
Note 5: When speaking, pause on the last letter, that is, do

not read any harakah on the final letter. Read the word
(
P j)Mr) as (
j j)Mr) and (li b}m b) as (;j b}m b). If you are reading one
word, pause on its last letter and if you are reading several
words, pause on the last word, e.g. (
j )Mb 0M }t )jP ).
(A) Read these words and translate them:
Page 40
0j -b t OM (5) t )Mb 0M }t )jP (4) li b}m 0M li b| m b (3) P $M 5ub (2) P j)Mr (1)
(9) P )Mu 0M P $M fm (8) }P )j
P rM0 ê M$rb (7) P j)O2b r 0O b P
Mg
M rb (6) t "O b\
i O Mrb (12) t MfO 0M ( t j M (11) ( P M Vb r 0M i MqjOrb (10) t OM 0M ,O Mv
(
t M \b0M $M vM (13) P Ou 0O -b
(B) Translate the following words or phrases into Arabic.

Use the definite article (r b) wherever the words are definite.
(1) a horse (2) a man (3) a man and a horse (4) bread and
water (5) a man and a fruit and a house (6) the salh and the
learned man (7) the pious one and the transgressor (8) the
man or the horse (9) the milk and the bread (10) a man and
a horse (11) the ugly one and the beautiful one (12) a cat
and a boy (13) the moon and the sun (14) the camel or the
horse.
Page 41
Test No. 1
1. What is the definition of (*$)?

2. How many types of words are there? Define each one
with examples.
3. What is the major difference between a noun and a verb?
4. How many tenses are there?
5. From the following words, state whether the words are
("), (\) or (R).
wt $j "M a bO a (
P M Vb r a Yt bM a 9
P ,M Xr M= a
M M '
M a j O a !M ,P
6. Define what is (*\) and (l?q) with examples.
7. How many types of (*\ ") are there?

8. Say whether the following words are definite or
indefinite.
bX, a t j)O#b a t
M M a (
P M Vb rb a P g
j qM a 9
P hWu b a vP M a Yt bM a *i ?u M a Yt j=GM
9. In the above-mentioned words, what type of (*\) and
(l?q) are they?
10. What is the hamzah of (r b) called?
11. Join the word (!M , P ) to the words (YP b!M rb), (t "j O) and (t jO) and
read them.
Page 42
12. When (r b) is added to the words (

t "j O) and (t jO), how are
they read?
13. What is (=!%f !q)?
14. How is a word having tanwn joined to a word having
(r b)?
15. What are the (*$_ R0Z) and the (*=$2 R0Z)?
Page 43
Lesson 3
Compounds
1. A combination of two or more words is called (9uM P ).
The relationship between them is called (9j

O j M).
2. Compounds are of two types: (
t #OqM) incomplete and (. M)
complete.
(a) An incomplete compound (#q 9) is a combination
of words from which no information, order or desire is
understood. It is an incomplete statement, e.g. (
t
M M vP M )
a good man; (
o vP M
P MfO ) a mans book.
(b) A complete compound (. 9) is a combination of
words from which some information, command or wish is
understood, e.g. (
t
M M i vP m b) - The man is good. This
statement provides us with the information that the man is
good.
(
M Mf?O r XO P ) Take the book. The order of taking the book is
understood from this sentence.
(
j %O#r GP j
h M ) O my Sustainer, grant me sustenance. A
request is understood from this statement.
Page 44
A complete sentence is also called (* b$

j vP ) or (.t /
b b ).
3. Incomplete compounds are of several kinds, e.g. ( 9

VO j
O !j M), ( \O'
M O 9), (U
O YM M 9), etc. Here we will
discuss (V! 9). The other types will be discussed
later on, as will complete sentences.
The Adjectival Phrase

(V! 9)
4. A (V! 9) is a compound in which the second
word describes the first word, e.g. (

t OM vP M ) a pious
man. The word (
t OM) describes the word ( vP M ) with the
quality of piety.
5. The first part of a (V! 9) is (BX "),6 while the

second part is (*V| "). In the above example, the word
(
vP M ) is (BX ") while the word (t OM) is (*V| ").
6 See Lesson 1, fact no.4
Page 45
6. The first part of (V! 9) is called (R t !j

P !j M )7 while
the second part is called the (* Vb
O )8. In the above example,
the word ( vP M ) is a (R!!) while the word (t OM) is a
(*V).
7. If the (R!!) is indefinite (l?q), the (*V) will also be
(l?q), otherwise it will be (*\). In the compound ( vP M

t OM), both parts are (l?q) - indefinite. In the phrase ( i vP m
P Om|), both parts are (*\) - definite.
8. The same declension (

t M j O)9 that applies to the (R!!)
will apply to the (*V).
9. A (V! 9) and all other incomplete compounds

form part of a sentence.
7 a word that is being described.

8 adjective.
9 This will be discussed in detail in Lesson 10.
Page 46
Word Meaning
Mf
j P garden
t g
j M sea
t jW O melon
t j)Ob big, large
t j$O M deep
j=O M bad
D
t uVP apple
mP pomegranate
N
t O M: street
t |
j #b palace
g
M M place
Yt {
O
j M mosque
]
t OM king
t )jvP cheese
t b#b pen
Page 47
t j 0M rose
Yt hvM good
!t r P sweet

t j=O M broad
Yt j_
O M strong
<
t jO qM clean
wt j"O 0M wide
t jO M great
t jOM 0- t OM salty
t jO
M small
P $M j - red
The above list contains many (BX

") and (*V| "). By
combining them, you can form many compounds of ( 9
V!) adjectival phrases.
Page 48
Exercise No. 2
(A) Translate the following phrases into English:
P jO |
m P j)Mrb (4) t jO M t | j #b (3) P j=O ?b r i !j "P m (2) P jO M r
e b (1)
(9) t OM ] t OM (8) !P r g P r P $j fmb (7) !t r P t $j M (6) <
t jO qM Mf
j P (5)
O YP $m gM P (12) 9 P hWu i vP m b (11) 9 t hb j:M (10) P OM$r P g j )Mrb
(16) t j)O#b vP M (15) t jO M 9 t qjFb (14) t !j Vi b M (13) i !j "P m
]
P O$M r 0M P Om| i vP m (18) !t r P t $j M 0M Yt hvM }t )jP (17) i j=O m P )j{ P rb
P $M j ybr P j !M rb (21) !P r g P r P jW )Orb (20) P $M j - Dt uVP (19) P j=O ?b r
(B) Translate these phrases into Arabic:
(1) the strong place (2) the small house (3) a beautiful flower
(4) the ugly man (5) the broad street (6) a pious man (7) the
sweet milk (8) the just king (9) the great palace (10) the easy
lesson (11) a beautiful horse (12) a sweet fruit (13) the small
place (14) the good horse (15) the wide house (16) the good
bread or the good milk (17) a pious boy and a transgressing
boy (18) the large musjid and the small garden.
Page 49
Lesson 4
Gender
1. Arabic words are of two types with regards to gender: (1)

(t
u Xb P ) masculine and
(2) (z
qm`M P ) feminine, e.g. (t jO) son is masculine and (* %MjO)
daughter is feminine.
l
2. When a t tanth10 ( ) is appended to the end of a
masculine noun, it becomes feminine, e.g. (

t jO) changes to
(* %Mj O). Similarly (
t
M M ) changes to (* %M
M M ) and (]
t OM - king)
changes to (* ?
b OM - queen) etc. This rule applies more to
adjectives (*V| ") and sometimes to (BX ").
3. In some words, the alif maqsrah (U) or the alif
mamddah (^ cd) is a sign of the word being feminine, e.g.

(%
j P ) a beautiful lady; (ê M,j GM ) radiant.
10 The round t which is a sign of feminine words.
Page 50
4. Some nouns are feminine without any sign of being

feminine. They are known as (
O $M "O z
qm`M P ) as heard from
the Arabs. The details are as follows:
(a) any word referring to a woman, e.g. (. -i) mother;
((
t 0j P M ) bride; (Yt %j,O ) a womans name, or India.
(b) the names of countries, e.g. (P |
j O ) Egypt, (.P m_b)
Syria, (.P 0j b) The Roman Empire.
(c) parts of the body in pairs, e.g. (Y

t M=) hand, ( vj O )
foot, (
Fi -i) ear, (t jM ) eye.
(d) Besides the above-mentioned nouns, there are other
nouns which are used as feminine by the Arabs.
Some of them are:
J
t j -b earth

t j M war
t $j M wine
t M house
t j=O wind
Page 51
S
t !j "P market

t $j :M sun
t Mq fire

t Vr qM soul
Although some words have a (l) at the end, they are

masculine in usage because they refer to males, e.g.
(*i \bM
b ) name of a poet, (* Vb jOM ) the leader of the
Muslims, (* M /
u M ) a very learned scholar.11
6. Just as an adjective corresponds to its noun in being

definite or indefinite, so does it correspond in gender.
Word Meaning
l YM r M city
P j?O g
M rb wise
Yt j=YO :M severe
11 This word is used for females as well.
Page 52
S
t O M truthful
wt Ob rising
j=!O b tall, long

t O b setting
* [
M j=O \b obligatory
*i $M O b\ name of a woman
i 1j2i rb the Qurn
t j|
O #b short
9
t r #b heart
O$M Wr P peaceful
l YM #b`j P ignited
t j qM river
Exercise No. 3
(A) Translate these phrases into English
lYM j=YO :M t j=O (4) P j?O g

M rb i 1j2i rb (3) * bj=!O b * bjb (2) *i %mO$M Wr $P r
P Vr %mb (1)
Page 53
t Mq (8) * $M jO M t M (7) t !j Vi b M 0M * )Mhb l YM r M (6) i O Mr *i Vb jO M rb (5)
(12) *i %M Mg M r (
P 0j P M rb (11) *i #bO m| O YP %j,O (10) * g M OM * %MjO (9) l YM #b!j P
*i $M O b\ (14) *i [ M j=O Vb r li b|
m b (13) 9 P OMr P $M 2b r 0M *i M OuW P $j _m b
P O m_ *i \bM b (17) * bj=!O b t j M (16) % jg P r *i %MjOrb (15) ê M ,j }m
*i M uM r O YP j:O M (18)
(B) Translate these phrases into Arabic:
(1) a beautiful girl (2) the pious caliph (3) the wise man (4)
the obligatory zakh (5) an obligatory salh (6) a short night
(7) the big day (8) the good thing (9) the ugly bride (10) the
setting sun and the rising moon (11) the severe wind (12)
the long river (13) the long war (14) the short hand (15) the
peaceful heart (16) Muhammad, the pious (17) the very
learned Ftimah.
Page 54
Lesson 5
Singular and Plural
1. In Arabic, words are of three categories with regards to

number:
singular (t M Vr P 0j -b Yt O 0M ), indicating one, e.g. (
vP M ) one
man.
dual (* M%O5r M), indicating two, e.g. (
O/
b vP M ) two men.
plural (w
t $j vM ), indicating more than two, e.g. ( MvO ) more
than two men.
2. The dual12 is formed by adding (

O cd) to (w\ *) - the
nominative case13 or (
O j= cd) to (+0 9|% *) - the
accusative or genitive cases14.
Examples:
(]
t OM ) one king, (O b?OM ) or (O j?b OM ) two kings
12 Although the author has referred the student to a future lesson, at this
point, it will be sufficient for him to remember that there are two forms of the
dual: one is with alif and nn and the second with y and nn. Lesson 10 will
explain where to use which one.
13 w\ * This will be discussed in Lesson 10.2.
14 +0 9|% * This will be discussed in Lesson 10.2.
Page 55
(* ?
b OM ) one queen, (O Mf?b OM ) or (O jfM?b OM ) two queens.
Note 1: In the prevalent books of Arabic Grammar and

Morphology, the terms (
O c_) and (
O j= c_) are not written.
Instead, these terms are expressed in detail as ( M b)j#b M <
t O-b
lM !j
P ?r M !j qP0M * M !j fPVr M ) and (lM !j
P ?r M !j qP0M * M !j fPVr M M b)j#b M ^p M=). We
have chosen the former method for the sake of brevity.
Note 2: To pronounce (
O c_) and (O j= c_), one can read the
fathah with the sound of an alif and say ( O 1) and (O j=b). Such
signs will come frequently later on. Pronounce them in this
manner wherever one comes across them.
3. Plurals are of two types:

(a) (
P Om wP $j {
M rb) the sound plural
(b) (P
m ?b $P r wP $j {
M rb) the broken plural
The sound plural is one in which the singular form of the

word remains intact (sound) with some addition at the end.
It is of two types:
(i) Masculine (t

u Xb P ) in which (b !j d
e ) in (w\ *) - the
Page 56
nominative case15 or (
M jd
O ) in the accusative and genitive
cases are appended, e.g. (
t O
j P ) one Muslim, (b !j $P O
j P ) or
(
M j$O O
j P ) many Muslims.
(ii) Feminine (z
qm`M P ) in which (B
t cd) in the nominative
case or (B
o cd) in the accusative and genitive cases are
appended, e.g. (* $

M O
j P ) one (female) Muslim, (B
t M$O
j P ) or
(B
o M$O
j P ) many (female) Muslims.
The broken plural is one in which the form of the singular

word is broken, that is, changed. It has no fixed rule for
making it. Sometimes alphabets are added or deleted and
sometimes there is merely a change in the harakt16.
Examples:
(t j qM) (t P qj -b), (
vP M ) ( MvO ), (t j=GO 0M ) (ê MGM 0P ), (
t MfO ) (9
t fPi ),
(9
t _
M M ) (9
t _
P P ). The broken plural will be discussed in
detail in Lesson 12.
Note 3: The (
P Om wP $j {
M rb) - sound plural of some feminine
15 This will be discussed in Lesson 10.2.

16 Fathah, dammah, kasrah, etc.
Page 57
words is like the masculine plurals, e.g. the plural of (* %M"
M )
year, is (
b !j %P"O ) or (M j%O"O ) and sometimes (B
t M!%M"M ).
Note 4: The (!q) that appears at the end of the (* M%O5r M) - dual
form and the (

P Om P u Xb $P r wP $j {
M rb) - sound masculine plural is
called (* mOM
j O !j qP)17. See Lesson 10.
4. Some nouns are singular in form but refer to a whole

group. There is no singular for them as well because they
are not plurals in reality. Such nouns are called (w
O $j {
M r P "j O).
Examples:
(.t !j #b) a nation, (
,j M ) a group.
These words are generally used like plurals in sentences,
e.g. (
b !j g
P OM .t !j #b) a pious nation.
5. You have learnt in lessons 3 and 4 that the adjective

corresponds with its noun in ( ), being definite or
indefinite and in gender. Now remember that the adjective
has to correspond with its noun in number as well.
17 Since the word ( !j qP) is feminine in Arabic, the adjective also has to be
feminine, namely (* mOM j O).
Page 58
However, when the noun being described is (

o #OM O jb wP $j vM )
the plural of an unintelligent being18, whether masculine or
feminine, the adjective is generally singular feminine ( Y0
zq`), although it is sometimes plural. One can say ( .t m=-b
l j0YP j M ) as well as (B
t M0j YP j M .t m=-b).
Word Meaning
j Orb future
* M=1 sign, verse of the Qurn
* %MhM clear, manifest
U
j O M{rb current (present)
j '
O M$rb past
lM M quarter, section of a city
.t O M servant
Gt m)M baker
18Intelligent beings are humans, angels and jinn. All other creations fall in the
category of unintelligent beings (o #OM P jb ).
Page 59
K
mM tailor, seamstress
M)j M tired, exhausted
/
b j GM displeased
t j :M month
/
bj b lazy
9
t O Ab playing
wt O Ab shining
K
!j
P )jM cheerful
Yt O fM{
j P diligent
Yt %m
M P supported
!j P _
j M busy, preoccupied
t Or P dark
t M P teacher
t j%OP bright
t m{qM carpenter
Page 60
Exercise No. 4
(A) Translate these phrases into English
b !j g
P Om| b !j $P M $P rb (3) O Mfg M Om| O Mf$M M $P rb (2) P Om| P M $P rb (1)

P $j _ m (7) t j%OP t $M #b (6) *i $M Or $P r *i bjub (5) B t MYO fM{
j P B t M$M P (4)
U
j O M{r P j _ m (10) *i M' O M$r *i %Mm (9) O MfM O / x O M%jM b (8) li M j%O$P r
(14) * qM/ b j b * b mM (13) * Vb jO qM B t MM (12) *i M=O M{r P P qjybrb (11)
(17) O Mq/ b j GM O / b vP M (16) O MfqMM)j M O Mf%MjO (15) O Mf)MO / u O Mf%MjOrb
0M b !j qP/b j ?b r b 0j P m{%mb (19) li M jO | m B P MqM!MgM r (18) *i MOr b !j %P h
Ki !j P )j$M r 19O 0P$j M (21) i / b j }m O YP j=GM (20) b 0j YP O fM{ j $P r b !j P O Mr
l YM %m
M P 9
t _ P P (23) B t M%hM Bt M=1 (22)
(B) Translate these phrases into Arabic
(1) a shining eye (2) the two diligent men (3) the
preoccupied baker (4) the two tired carpenters (5) the bright
day (6) the beautiful seamstresses (7) the tired servants (8)
the lazy tailor (9) the flowing rivers (10) the large animals
(11) the current year (12) the past month (13) the past years
19 This is the name mr. The (0) differentiates it from (P $j P ).
Page 61
(14) the cheerful servant
Test No. 2
(1) What is a (9x)?

(2) How many types of compounds are there? Define each
one and provide examples.
(3) What is (V! 9x)? What is each part of it called?
(4) In which aspects does the adjective have to correspond
with the noun? What are the exceptions? Explain with
examples.
(5) What are the signs of feminine words?
(6) Which words are regarded as feminine without any
signs?
(7) In spite of having the signs of being feminine, which
words are masculine?
(8) What is the rule for making the dual and sound
masculine plural forms?
(9) What is (? w$+) and what is the rule for forming it?
(10) What are the broken plurals of (t j qM), (
vP M ) and (9
t _
M M )?
(11) What is the plural of (* %M"
M )?
(12) What is the difference between (w) and (w ")?
Page 62
(13) Form as many (V! 9x) as possible from the

following nouns and adjectives:
20 21 22

M M t )Mb 9
t %MO
t $j :M t $M #b
b !j %P"O MvO O Mf%jO J
t j -b
t j M
wt \OMq t OM !t r P .t m=-b 9
t fPi
23
* M=O Mv * M'
O M t 0m YM P t j%OP
20 honey
21 milk
22 grapes
23 round
Page 63
Lesson 6
Sentences with a Noun -

1. You have read that a complete statement is called a

sentence (*). See 3.2. Remember that sentences are of two
types: (*@ *) and (*\ *).
A (*@ *) is one in which the first part is a noun ("), e.g.
(
t M M Yt j=GM ) Zaid is handsome.
A (*\ *) is one in which the first part is a verb (\), e.g.
(Y
t j=GM M
P M ) Zaid became handsome.
Hereunder follow some rules of (*@ *) while the ( *

*\) will be discussed in Lesson 14.
The first part of a (*@ *) is generally definite (*\) while

the second part is indefinite (l?q). In the above example,
the word (Y
t j=GM ) is definite while (t
M M ) is indefinite.
Page 64
Note 1: The difference between (*@ *) and ( 9x

V!) is that in the latter, both the parts are the same in
being definite or indefinite while in the former, the first part
is definite and the second part is indefinite. Consequently,
in the above-mentioned example, if an indefinite noun takes
the place of the word (Y
t j=GM ) and you say (t
M M vP M ), or you
render the second word ( t
M M ) definite by adding (r b) to it,
and say (PMg
M r O YP j=GM ), both these will become adjectival
phrases (V! 9x).
However, when the second part of a (*@ *) is not a word

that can become an adjective of a noun24, it is permissible
for the second part also to be definite, e.g.
(<
P "P !j P= Mq-b) I am Ysuf.
It is also permissible to insert a separating pronoun (j $
O'M)
between the subject (Yf)) and the predicate ().
Examples:
(
P Om| !M ,P i vP m b) The man is pious.
(
b !j g
P O|
m P ,P i Mvh b) The men are pious.
24 For example, it is ( "), (>$') or (l: ").
Page 65
If the pronoun is removed from here, these sentences will

become adjectival phrases (V! 9x).
Note 2: In Arabic, there is no word for is as in English.

This word is understood from the sentence. Therefore
(
t OM Yt j=GM ) means Zaid is learned although the word is is
not there.25
3. The first part of a (*@*) is called (Yf)) - the subject26,

while the second part is called the () - the predicate27.
4. Generally the (Yf)) and the () are in (w\ *)28 - the

nominative case.
5. The predicate conforms to the subject in number and

gender, as in the case of the adjective. However when the
subject is (
o #OM O jb wP $j vM ) - the plural of a non-intelligent
being, the predicate is generally singular feminine.
25 However, the verb (i!j ?i M=) can provide the meaning of is.
26 In English, the subject of a sentence is a word or phrase that refers to the
person or thing that performs an action.
27 In English, the predicate refers to the word or words that say something
about the subject but are not part of it.

28 A detailed discussion on cases follows in Lesson 10.
Page 66
Examples:
Sentence Meaning Type of Subject

S
t O M i vP m b The man is singular,
truthful. masculine,
intelligent
O b#O M O bvP m b The two men dual, masculine,
are truthful. intelligent
b !j #iO M i Mvh b The men are plural,
truthful. masculine,
intelligent
* #bO M li -bj $M rb The woman is singular,
truthful. feminine,
intelligent
O Mf#bO M O M-bj $M rb The two women dual, feminine,
are truthful. intelligent
B
t b#O
M ê M%hb The women are plural, feminine,
truthful. intelligent
lYM j=YO :M P j=h b The wind is singular,
severe. feminine, non-
intelligent
O MYM j=YO :M O Mgj=h b The two winds dual, feminine,
are severe. non-intelligent
l YM j=YO :M D
P M=h b The winds are plural, feminine,
severe. non-intelligent
Note 3: In these examples, if the definite article (r b) is added
Page 67
to the second part, or it is removed from the first part, all

these examples will become (V! 9x) - adjectival
phrases.
6. If there are two subjects and they are of different types,

that is, one is masculine and one feminine, the predicate
will be masculine, e.g. (
O M%
M M *i %MjOrM0 P jOrb) The son and the
daughter are beautiful.
7. The subject and predicate are sometimes singular and

sometimes they are compounds (9). The examples of
singular have passed. Hereunder follow the examples of
(9):
Sentence Meaning Analysis

t '
O M 9
P hWu i vP m b The good man is The subject is
present. (V! 9x).
9
t hb vP M Yt j=GM Zaid is a good The predicate is
man. (V! 9x).
8. By adding (M) or (
M jb) to a (*@ *), it changes from
positive to negative. Most often a (

O ) is added to the
Page 68
predicate which changes the case to the genitive (+ *),

e.g. (
o OMO Yt j=GM M) Zaid is not learned; (o j)O#b o vP M O Yt j=GM
M jb)
Zaid is not a bad person.
9. Very often the word (

u O) is prefixed to a (*@ *). As a
result, the subject changes to (9|% *) - the accusative
case while the predicate remains unchanged, e.g.
(l M 0m Y
M P J
M j ybr u O) Undoubtedly the earth is round.
Note 4: To create the meaning of interrogation in a sentence,

(
r ,M ) or (-b) is added to the beginning, e.g.
(
t OM Yt j=GM -b) Is Zaid learned?;
(
t OM i vP m O ,M ) Is the man learned?
Word Meaning
.j -b or (in a question)
t 2b M cow
bM certainly, why not
Page 69
Yt j=YO vM new
YOv very
Yt O b# a
t OMv sitting
(
t O M guard, sentry
lM: sheep
j\O elephant
t Ob# standing
t j=YO #b old
9
t r b dog
R
t 0j P j M a t !j P _
j M famous
t O `j P believer
j M qM yes
t
j'
M thick
Page 70
The Nominative Detached Pronouns
(*i b|
O Vb %j$P r *i M !j \ij $M r P O$M [
m b)
Third Person 9
t Ob
singular !M ,P he , it
Masculine
dual M$,P they
plural j ,P they
singular M ,O she, it
Feminine
dual M$,P they
plural m ,P they
Page 71
Second Person t '

O M
singular
M qjb you
Masculine
dual M$fPqjb you
plural j fPqjb you
singular
O qjb you
Feminine
dual M$fPqjb you
plural m fPqjb you
First Person (Speaker) t ?b fMP

bqb I
P g
j qM We
Note 5: These pronouns are most often the subject of a

sentence. Hence they are regarded as (N!\) in the
nominative case. See 6.4. They are called (O|Vb %j P ) because

they are pronounced independently.
Page 72
Note 6: Also remember that (bq-b) is always pronounced (

b b)
without the alif.
Exercise No. 5
Note 7: When speaking, pause (waqf) at the end of sentences

as mentioned in Exercise No. 1. However, initially, continue
writing all the harakt.
(A) Translate the following into English
(4) t Ob# !M ,P j M qM a t Ob# YP b!M r O ,M (3) * M OMv *i %MjOrb (2) t Ob# YP b!M rb (1)
Gt m)M !M ,P a Gt m)M .j -b t m{qM i vP m bX,-b (5) * M OMv M ,O Ab a * $M Ob# *i %MjOr O ,M
j fPqjb r ,M (7) R t 0j P j M t O M: !M ,P j M qM a t O M: *i \bM b b- (6) o m{%MO !M ,P M
j M qM B t M$M P m ,P r ,M (8) b !j $P M P P g j qM r M M jO sM
M O P g
j qM M b !j i mM
Mq-b M j ?O b <
P "P !j P= Mq-b *i M / u M r <
P "P !j P= M qj-b-b (9) B t MgOM B t M$M P m ,P
O ,M (11) lYM O fM{ j P * $M M P M ,O Ab * qM/ bj b * $M M P 9
P %Mj=GM r ,M (10) *o M / u M O
wo \bMq o M!Mg
M O P 2b )Mr
M jb-b (12) * Vb jO qM B t MM M ,O j M qM * Vb jO qM BP MMgr
u O (14) 4 O M M!MM 9 M r ?b r u O (13) YOv wt \bMq M!MM P 2b )Mr bM
Page 73
M OMv 29O jfMg

u O (16) O Mf M Om| O jM-bj $M r u O (15) * M OMv *b gM Om| lb -bj $M r
j P 30B
b 0j YP O fM{ O $M M $P rM0 M j$O M $P r
(B) Fill in the blanks which represent a subject or predicate

with suitable words that you have studied.
P mYb (1)
O MgOm| O MYb!M rb (2)

O M jb P j)Mrb (3)
* qM/
bj b (4)
P m{%m O ,M (5)
Mq-b (6)
!M ,P j M qM (7)
M$,P (8)
/
bj b O ,M (9)
.j -b *i %MOr O ,M (10)

O 9 P r ?b r M jb-b (11)
29 See 5.2.
30 See 5.2.
Page 74
9
P r ?b r 0M li M_b (12)
(
t O M bM (13)
*i b m M rM0 K
i m M rb (14)
t
j' M i jVO rb (15)
.j -b YP b!M r bX,-b (16)
*i #bcO m| li -bj $M rb (17)
Yt O fM{
j P u O (18)
O Mf%MjOrb (19)
O MfqM/
b j b u O (20)
B
t MYO fM{ j P u O (21)
Page 75
(C) Translate into Arabic
(1) Is the boy standing? No, he is sitting.

(2) Is the girl sitting? No, she is standing.
(3) Are the two boys present? Yes, they are present.
(4) Are the two girls honest? Yes, they are honest.
(5) Are the women truthful? Yes, they are truthful.
(6) Is the teacher absent? No, the teacher is present.
(7) Are they carpenters? No, they are tailors.
(8) Is that Ysuf? Yes, that is Ysuf.
(9) Are you Mahmd? No, I am Hmid.
(10) Is the house old? No, the house is new.
(11) Are they (plural feminine) seamstresses? No, they
are teachers.
(12) Are you (pl. m.) learned or ignorant? We are not
ignorant.
(13) Is not the elephant a great animal? Why not, the
elephant is a great animal.
(14) Is the dog standing or sitting? The dog is not
standing but it is sitting.
Page 76
Lesson 7
The Genitive of Possession

(

)
1. The compound in which both parts are nouns and the

first noun is related to the second noun is called ( 9
t u M P
\OM'O). Examples:
(Yo j=GM P MfO ) the book of Zaid or Zaids book
(*o [
m \O P MM) the ring of silver
(O j %m ê M) the water of the river.
2. Such a relationship between the two nouns is known as

(*i \bM'Orb).
3. The first part of (' 9) is called (R

t M[P ) while the
second part is called (O j bO R
t M[P ).
4. Neither does the definite article (r -b) precede the (R

t M[P )
nor is the tanwn appended to it. Look at the above
examples.
Page 77
5. The (O j bO R

t M[P ) is always (t 0j P {
j M ) - in the genitive case.
6. The (R
t M[P ) always precedes the (O jbO R
t M[P ).
7. The (' 9), like (V! 9)31, is not a complete

sentence but is part of a sentence, e.g. ( t Xr M O j %m ê M) The
water of the river is sweet. In this sentence, (O j %m ê M) is the
subject while (
t Xr M ) is the predicate.
8. Sometimes there are several (O jbO R

t M[P ) in one
construction, e.g. (O j O ybr

O jM
P M) the door of the house of
the leader; (O j=GO !M r
O j
O jM
P M) - the door of the house of the
ministers son.
The middle (O j bO R

t M[P ) becomes the (R
t M[P ) of the
succeeding words. Therefore (r -b) cannot precede it nor can
the tanwn be appended to it.
9. You have learnt in the first lesson that when an indefinite
31 See 3.8.
Page 78
noun is related to a definite noun, it also becomes definite,

e.g. (Y
o j=GM .P /
b i ) the slave of Zaid;
(
O vP m .P /
b i ) the slave of the man. The word (.P /
b i ) slave
has become definite in these sentences.
10. In Arabic, because the (R

t M[P ) precedes the (O jbO R
t M[P )
and no word can interpose between them, the adjective of
the (R
t M[P ) has to succeed the (O jbO R
t M[P ), e.g.
(
P Om| lO -bj $M r .P /
b i ) the pious slave of the lady. In this
example, the word (

P Om|) is the adjective of the word
(.P /
b i ). Therefore it is (N!\),32 singular, masculine and
definite.
Hereunder are more examples. Understand the differences
properly.
P Om| O vP m YP b0M The pious son of the

man
Adjective of the
(R
t M[P )
32 in the nominative case. See Lesson 10.
Page 79
Om| O vP m YP b0M The son of the pious

man
Adjective of the
(O j bO R
t M[P )
*i g
M Om| O vP m
P %jO The pious daughter of
the man
Adjective of the
(R
t M[P )
*O g
M Om| lO -bj $M r
P %jO The daughter of the
pious woman
Adjective of the
(O j bO R
t M[P )
Note: More rules of (*i \bM'Orb) are discussed in Lesson 11.
Word Meaning
Yt "M -b lion
* M bO obedience
Page 80
Fi !j P -b I seek refuge
Ab -b listen, beware
* $M ?r O wisdom
Yt $j M praise
9
t ,O bF going
(
t -rM head
i M$j M very beneficent
t jO M very merciful
t jvO M rejected one
C
t 0j GM husband
* vM 0j GM wife

M "M 0-
j "P anger
bWr "P king, overpowering
^p M$"M sky
9
t bb to seek
9
t jO fragrance
O shadow
Page 81
t j=YO #b very powerful
i every, each
o j:M i everything
t g
j b meat
(*!!) M whatever
* \bMM fear
l 1jO mirror
t r O salt, salty
M
j qO to forget
O MYOM0 parents
}t O M a }t j M goat
*i \b1 calamity
M
j qO forgetfulness
O M just
S
t j :M 0- S
t O _
j M east

t j b 0-
t O j M west
Page 82
Hereunder are some (l m v

MR
t 0j P P ) which appear before
nouns and convert them to (+ *) - the genitive case.
Word Meaning Example Meaning Example Meaning

O with, o vP M O with a O b2b rO with
in man the pen
j \O in
o jM j \O in a j \O in the
house garden
O Mf
j )Pr
bM on o )MvM bM on a bM on the
mountain throne
H
O j M r
j O from Yo j=GM j O from M O from
Zaid the
YO {
O j $M r musjid
bO to, till Yo bM bO to a city bO till
Kufah
*O \b!j ?i r
O for, to Yo j=}M O for Zaid
P r #i I said
to Zaid
Yo j=}M O
TM like, o vP M b like a YO "M ybrb similar
similar man to the
lion
j M from Yo j=GM j M from
Zaid
Page 83
Exercise No. 6
(A) Translate the following into English:
*i M bO (5) ( O M Vb r i Fi -i (4) lO M_ P g j b (3) O 2b )Mr P )Mb (2) O g j )Mr ê M (1)
(9) O j)Mr 0M S O !j
j \O (8) O $j _ m ê !j 'M ( 7)
O P jM (6) O j=YM OM!r
(13) ( O 0j P M r O (12) O r $O r 0M Ô M$rO (11) ( O M Vb rb (10) YO { O j $M r bO
(16) O M)hb lO M_ P g j b 0M O 2b )Mr P )Mb (15) t r O O g j )Mr ê M (14) o qM-b j M
bO b !j )P,O bF P g j qM (18) ( O 0j P M r O 9P jW b (17) t !j $P g j M YO b!M r P "j O
O O j $P r li 1jO P O j $P rb (20) h "O j ?i r bM t OMv P M $P rb (19) *O "M M Yj $M r
(23) i M j %h O r O r *i \b1 (22) O j=YM OM!r O j "P j \O h m iM "M (21)
J O j ybr O\
O O b O Mr b bWr u O (24)
O *i \bMM *O $M ?r g O r ( P -rM
9 P r ?b r M jb (26) *o $M O j P 0M o O j P i bM * [ M j=O \b O r O r 9
P bb (25)
O !j "P M Yo $m g M P P %jO *i $M O b\ (28) Yo j=}M O i M$r M jb (27) YO "M ybrb
Fi !j P -b (29) OM O O M%jO P j Mg P rM0 P Mg M rM0 a OM *i vM 0j GM M ,O
O
O xO YP $j g
O rb (31) O jO m O $M j m
O O j O (30) O jvO m O bWj_ m M O
O O
o j:M i bM
c u O (33) P O j $M rM0 S P O _ j $M r O xO 0M (32) M j$O bMr h M
.J O j ybr O\ M 0M B O M0M$ m O\ M O xO u O Ab -b (34) t j=YO #b
Page 84
(B) Translate the following into Arabic
(1) the goats milk

(2) the cows head
(3) the obedience of the mother
(4) Zaids wealth
(5) the elephants ear
(6) the light of the moon
(7) in the house
(8) till the market
(9) for Allh and the Messenger
(10) on the head and the eye
(11) The boys name is Hmid.
(12) They are going home.
(13) We are sitting in the musjid.
(14) The goats milk is for the girl.
(15) The obedience of Allh is in the obedience of the
Messenger.
(16) ishah , the daughter of Ab Bakr is the wife
of Muhammad, the Messenger of Allh .
(17) He is the son of the leader.
(18) The anger of Allh is on the oppressive king.
(19) The ignorant one is not like the learned one.
(20) The fragrance is not for the boy.
(21) She is the daughter of Hmids son.
Page 85
Test No. 3
(1) What is the difference between (*@ *) and ( *

*\)?
(2) What is the difference between (*@ *) and ( 9
V!)?
(3) How many parts does a (*@ *) have? What is each
part called?
(4) What is the ( )33 of the subject and the predicate?
(5) What is the Arabic term for the attaching word?
(6) In how many factors does the predicate correspond
to the subject?
(7) If there are two subjects of different kinds in a
sentence, which one is considered for the predicate?
(8) What effect does the word (
u O) have on the subject?
(9) Attach (
u O) to a dual word and a sound masculine
and feminine plural word and read it.
(10) How is a negative meaning and one of interrogation
created in a (*@ *)?
(11) What is the paradigm34 of the detached nominative
33 desinential inflection that is, inflection of the final radical.
Page 86
pronouns?
(12) In the paradigm of the pronoun, which words are
similar?
(13) How do you pronounce the word (Mq-b)?
(14) Construct ten different kinds of (*@ *).

(15) Define (' 9) and (*\').
(16) What cannot enter on the (R[)?
(17) What is the ( ) at the end of ( R[)?
(18) What effect do the (lv R0) have on the noun?
In grammar, a set of all the (especially inflected) forms of a word (e.g. write,
34
writes, wrote, writing, written), especially when used as a model for all other
words of the same type.
Page 87
Lesson 8
The Scales of Words
1. In Arabic, the original letters of nouns and verbs are not

less than three. The maximum number of letters in a noun is
five, and four in a verb. Together with the original letters,
extra letters can also be attached. At such a time, the noun
and the verb can have more than five letters.
Note 1: The original letter or root letter is the one that

remains in all the forms and derivations. Only in some
exceptions is it deleted or changed to another letter.
The extra letter is the one that is found in one word-form
but not in another, e.g. in the word (Y
t $j M ), all three letters
are root letters while in (Y
t O M), the alif and in (t !j $P g
j M ), the
first (.) and the (0) are extra letters.
2. Words having three root-letters are called (

O/
b i), e.g.
((
t M \b) and (
M M '
M ).
If they have four root-letters, they are called (
O MP ), e.g.
(
VO r \O) and (C
M M j M ).
Page 88
If they have five root-letters, they are called (

"O M$P ), e.g.
(
vM j Vb "M ).
Words made up of only root-letters are called (t m {

M P ) while
those having extra letters as well are called (O j \O Yt j=}O M ), e.g.
(t )j
O ) is (t m {
M P O/
b i) three root-letters without any extra
letters.
(t )?
b M) is (O j\O
Yt j=}O M O/
b i) - three root-letters with extra letters
because the (B) and ( ) are extra.
Note 2 : To distinguish whether verbs ( \-), derived nouns

(* 2u fM_
j P ^p M$"j -b)35 and verbal nouns (O |
M M )36 are (t m {
M P ) or ( Yt j=}O M
O j\O), the (9 X Y0) word-form of the perfect tense
(') has to be examined. If that word-form is free of extra
letters, then its derivatives and verbal noun will also be
regarded as (t m {
M P ), e.g. (M |
M qM) is (t m {
M P O/
b i). Hence, the
35 These are nouns that are derived from the verb, e.g. (O b\) and ( !j P Vr M ) are
derived from the verb (bM \b).
36 Plural of (tYM |
j M ), the infinitive.
Page 89
imperfect tense (N[) which is (P |

P %jM=), the (\ ") - t
O Mq,
the ( !V ") - t !j |
P %jM and the verbal noun (l M |
j qP) will also
be regarded as (t m {
M P O/
b i) although these forms have extra
letters.
Similarly, in a paradigm, extra letters appear in a (t m {

M P )
word which will still remain (t m {
M P ). For example, the word
(
vP M ) is (t m {
M P ). Therefore, (O /
b vP M ) and ( MvO ) will also be
(t m {
M P ).
However, (M )m
b ) and (.M M r -b) are (O j\O Yt j=}O M O/
b i). The former has
one extra ( ) while the latter has an extra alif.
3. In order to determine the scales of words and to

distinguish the root letters from the extra letters, the scale
(M}j O ) of (
N R) is used. In triliteral words (words with 3
root letters), the (R) represents the first radical (letter) of
the word, the (N) represents the second radical of the word
and the ( ) represents the third radical of the word.
Page 90
Examples:
t dbd#b <
t dfOdb Yt d[
P dM 9
t drdb
dMdb\ dO db\ dP db\ dj db\
The letter that corresponds to the (R) of the (}) is called
the (*M$O?
b r
ê b\), like the (S) of (t b#b), that which corresponds to
the (N) is called the (*M$O? b r P jM ), like the ( ) of (t b#b) while the
letter corresponding to the ( ) is called the (*M$O? b r .P Ab ), like
the (.) of (
t b#b).
When intending to determine the scale of (

O MP ) -
quadriliteral (four letter) words, add two lms instead of
one after (R) and (N). In words with five root letters, add
three lms.
Examples:
t dbVdjdMv dMvj dbVdM"

dbdjdb\ dbdrdMdb\
Page 91
4. At the time of determining the scale, the alphabets (R),
(N) and ( ) will take the place of the original letters while
the other extra letters will remain as they are in their places.
Examples:
t dj)dO t djdO)db P dM)dr-b t djdO)dr?dM

djdO\ djdOdb\ i dMdr\-b djdOdrVdM
However, when a letter is increased by repeating the ( P jM

*M$O?
b r) or the (*M$O?b r
.P Ab ), the (N) or the ( ) is repeated in the
scale. For example, in the word (M dM 9 j db = M )mb ), the first
( ) is the (*M$O?
b r P jM ) while the second one is extra.
According to the rule, the scale should have been ( b )Mj \b).
Instead its scale is ( b m \b). Similarly, in the word (m $M j O), the
final () is extra. Its scale will be regarded as (
u M \r O).
5. A great benefit of recognizing the scales of words is that

by knowing the meaning of the root letters of a word, it
becomes very easy to recognize the meanings of all its
paradigms and derivatives.
Page 92
Exercise No. 7
What are the scales of the following words:
<
t j=O :M (3) R
t M :M (2) vP M (1)
Tt !j iP (6) ]
t OM (5) R
t M:j -b (4)
i M$j M (9) t jO M (8) t j M (7)
.t MO (12) t j=O b (11) .t M b (10)
ê M$bP (15) t OM (14) t r O (13)
t Vb %j[
M b (18)
t M 2r M (17) b !j $P OM (16)
t jOj M (21) M uM (20) * M /

u M (19)
.t Mr O (24) t )h?b fMP (23) t )?b M (22)
Page 93
Lesson 9
The Broken Plural
1. It was mentioned previously that there is no rule to

construct the broken plural (6? w$+). It is totally based
on hearing the plural from the people of the language.
Hereunder we list some of the scales of the broken plural
which are used most often:
(Yo b0M wP $j vM ) t Ab 0j -b : M\r -b ()

((o M \b wP $j vM ) ( t M\r -b
(<
o j=O :M wP $j vM ) R t M:j -b
(o Wb M wP $j vM ) t bWj -b
(
o #r 0M wP $j vM ) B t b#0j -b
(]o OM wP $j vM ) Tt !j iP : !j P \i ( )

(Yo "M -b wP $j vM ) t !j "P -i
( M wP $j vM ) S t !j 2i P
(Yo ,O M: wP $j vM ) t !j P :P
Page 94
(9o r #b wP $j vM ) t !j i#i
(Yo %jvP wP $j vM ) t !j %PvP
(o vj 0M wP $j vM ) ;t!j vP 0P
(9
o r b wP $j vM ) t /b O : M\O (C)
( o !j b wP $j vM ) t MO
(o j P wP $j vM ) D t MO
(o vP M wP $j vM ) MvO
(o j)Ob wP $j vM ) t M)O
(o jO
M wP $j vM ) t M O
(Yo bM wP $j vM ) t /
b O
( o MfO wP $j vM ) 9 t fPi : P \i ()

(*o %Mj=YO M wP $j vM ) YP P
(*o %MjVO "M wP $j vM ) t Vi "P
(*o Vb jg
O M wP $j vM ) < t gP P
(*o 2b j=O b wP $j vM ) S
t P i
Page 95
(o !j "P M wP $j vM ) "P P
(o j :M wP $j vM ) t P :j -b : P \r -b (;)
(o vj O wP $j vM ) vP j -b
(o j qM wP $j vM ) t P qj-b
(o g
j M wP $j vM ) t g P j-b
( o Vr qM wP $j vM ) t Vi qj-b
(o jM wP $j vM ) t Pj -b
(o j=GO 0M wP $j vM ) ê MGM 0P : ê /

b M \i (0)
(o jO -b wP $j vM ) ê MM -i
(o O M: wP $j vM ) ê MM :P
(o jVO "M wP $j vM ) ê MVb "P
(o jO -b wP $j vM ) ê M%M -i
(o jO 0M wP $j vM ) ê / b b 0P
(o j"O -b wP $j vM ) ê M"M -i
Page 96
ê /
b O \r -b (G)
This scale is generally used for the adjectives of intelligent
beings which are on the scale of (
jO \b) as in:
(o j=YO
M wP $j vM ) ê b#YO j -b
( )OqM wP $j vM ) ê M)Oqj-b
o j)OM wP $j vM ) 37ê m)O -b
(9
(9
o j=O #b wP $j vM ) ê MO #r -b
( %Ob wP $j vM ) ê M%Or -b
( O0M wP $j vM ) ê MO0j -b
((
o O b\ wP $j vM ) M"j \i : /
b j \i (D)
(Yo bM wP $j vM ) MYr P
(9
o j[
O #b wP $j vM ) M)[ j #i
(o |
P %jP wP $j vM ) P
O M%M : i OM\b (K)
37 The original was (e^M))Oj -b). The reason why it has changed into (e^m)O -b) will be
explained later.
Page 97
(*o b}M rGM wP $j vM ) i GO Ab GM

(9
o b !j b wP $j vM ) 9 P O M!b
(o ,M !j vM wP $j vM ) P ,O M!vM
Note 1: The plural of five-letter words also comes on this

scale. However, the final letter has to be deleted, e.g. the
plural of (
vM j Vb "M ) is (C
P O bV"M ). The ( ) has been deleted.
(o M{%j\O wP $j vM ) P jvO M%\b : i jOM\b ()

(S
o 0j YP %jP wP $j vM ) P j=O M% M
(o j=YO %j#O wP $j vM ) i j=O M%#b
(o j=}O %jO wP $j vM ) P j=GO M%M
(o Mf j P wP $j vM ) P jOMM
(o bWr "P wP $j vM ) P jO / b "M
(Fo Mf"j -i wP $j vM ) l Xb OM"-b : * bOM\b (T)

(Xo j$O r O wP $j vM ) l Xb O /
b M
(] o bM wP $j vM ) * ?b O/ b M
Page 98
This scale is specific with intelligent beings.
: i O bVM ( )
This scale is specific with those words that are on the scale
of (
M Vr M ), ( O Vr M ) or (* bM Vr M ).
(9
o b j M wP $j vM ) 9 P O MM
(Yo {
O j M wP $j vM ) YP vO MM
(*o )MfM?r M wP $j vM ) 9
P Ob?M
i jO bVM (.)
This scale is used for those words that are on the scale of
( MVr O ) or ( !j P Vr M ).
(Dt MfVr O wP $j vM ) P jObVM
(
o !j fP?r M wP $j vM ) 9P jOb?M
Note 2: The following plural scales are (RO|

M %jP P jb )38.
38 This is a certain class of nouns that is not fully declined. European

grammarians sometimes refer to them as diptotes. This term is discussed in
Page 99
Tanwn will not be read on them.
i jO bVM a i O bVM a i jOM\b a i OM\b a ê /

b O \r -b a ê /
b M \i
2. Remember the plural of the following words in

particular:
The sound plural of (
t jO) is (b !j %PM) in (w\ *M) - the
nominative case and ( M j%OM) in (+0 9|% *M) - the
accusative and genitive cases. Its broken plural is (^p M%j -b).
The plural of (* %Mj O) is (Bt M%M).

The plural of (Et -b) is ( M!j O) or (l !M j O).
The plural of (t j -i) is (B t M!M -b).
The plural of (l -bM j O) is (^p MqO) or (l !M
j qO).
The plural of (. -i) is (B t Mm -i).
3. Some words have plurals on several scales. Hence the

plurals of (t g
j M) are (t MgO), (t Mgj-b), (t g
P j-b) and (t !j g
P P).
4. Some words have different scales of plurals rendering
Volume 4, Lesson 57.
Page 100
different meanings. For example, the word (

t jM) means
house or verse (of a poem). Regarding the first meaning, the
plural is (B
t !j PP) while the plural (B
t Mj-b) is related to the
second meaning.
The word (Y
t )jM ) means slave or servant. The respective
plurals are (Y
t j)OM ) and (t M)O ).
The word (
t jM ) means eye or spring. The respective plurals
are (
t Pj -b) and ( !j PP ).
The plurals of some words are provided next to them.
Word Meaning
t "O M scowling, frowning
J
t Mj-b a
t j M some, part of

t Ob fixed, established
MjvO a t Mv neighbour
Yt j=YO M iron
t jM good
Page 101
ê MVb "P a t jVO " ambassador
R
t !j P"P a <
t j"M sword
U
t M: tea
K
0j P :P a K
j :M condition

t M
O a9
t j
M difficult
M!O a j=!O b long, tall
* mOM M 0- OM M Arabian
Q
O b\ empty
wt O b# cutting, sharp
*i MOMr *i "M M Yj $M rb high school
j 2O fm$P rb pious
wt jWO P obedient
t m Wb P pure, clean

i O M!M a * b O !j M advice
lM '
O Mq fresh
lM O Mq looking

P ObVqM a
t jVO qM precious
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wt \OMq beneficial
.t m=-b a .t !j M= a day
.M !j Mrb today
Xo OM !j M= on that day
* %Mj=GO beauty
B
t M#OM remaining, permanent
B
P MgOm| B
P M#OM)rb the good actions
D
t MO a t j P spear, lance, javelin
P jvO M%\b a M{%j\O cup
C
P O bV"M a vM j Vb "M quince
Exercise No. 8
(A) In the under-mentioned examples, the adjective or

predicate of unintelligent beings is used mostly as singular
feminine. Translate the following phrases or sentences into
English.
MvO (4) t M

O P Ab 0j brb (3) *i O\m% .P !j iP rb (2) * bj=!O b .t /
b #r -b (1)
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(8) * bj "M S t P i (7) *i )Mj | m K i 0j P _ b (6) * )Mj M 9 P fP?i rb (5) b !j g P OM
(11) *i M j"O !M r i YP $P r M ,O (10) *i fMOu5 S P !j 2i g
P rb (9) l M m Wb P < t g P P
(14) B t Mm -i m ,P (13) B t M$O j P ^p MqO (12) YO j=YO g M r M O i M!W D P M h b
(16) b !j P jWO P B O M%)MrM0 M j%O)Mr u O (15) b !j P OMv B P M!M ybrM0 i M!j Orb
M O Ô MM _ P j M (18) M j)OOMO j ,P M (17) .M !j Mr b 0j P ' O M ê MVb
M / b ?O r u O (20) * M O Ab *i M jVO %m P ,O M!{
M rb (19) M j#OO m| M jg O Om|
j ,P (22) * M \OMq *i %M Mg M r
i O M!$M rb (21) O mY O M bM * M OMv *b "M O Mgr
M O b !j $P M P *O MOMr (
O O MY$M r O\ (23) O M$j m P M)O P g j qM0M O MqjOr YP j)OM
S P !j 2i P (25) U O m_ O jvO M%Vb O *i b O bVr P j=O M%|
m b (24) O M)?O r Ô M$bP r
u O (27) l!M r P C P O bV"M O jOM)Mr O\ (26) Ô MO #r ybr S O !j 2i gP b O Mj{O r
0M l M O Mq MhM bO l M ' O Mq Xo OM !j M= ;t!j vP 0P (28) o !j PP 0M B o m%vM O\ M j2O fm$P r
B P M#OM)rM0 MqjY lO Mg M r *i %Mj=GO b !j %P)MrM0 i M$rb (29) l M "O M Xo OM !j M= ;t!j vP 0P
.] M hM YM %jO t jM B P MgOm|
(B) Reply to these questions in Arabic, e.g.
* M \OMq 9
t fPi U
j YO %jO j M qM wt \OMq
t MfO TM YM %jO r ,M (1)
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wt O b# < t j"M TM YM %jO r ,M (2)

j=!O b t j P Yo O M YM %jO r ,M (3)
t OM P jO ybr O ,M (4)
< t jO qM t !j b TM YM %jO r ,M (5)
Q O b\ SP 0j YP %j|
O ,M (6)
.M !j Mr t '
O M Xi j$O r fh O ,M (7)
M{%j\O TM YM %jO r ,M (8)
vM j Vb "M TM YM %jO r ,M (9)
%Ob !M ,P r ,M (10)
* g M OM * %MjO M ,O r ,M (11)
t jVO qM t ,M !j vM TM YM %jO -b (12)
S O 0j YP %j| D P MfVr O TM YM %jO -b (13)
F Mf"j -i *O "M M Yj $M r O\ r ,M (14)
l M j)Ob * )MfM?r M j OM)$j M O\ r ,M (15)
(C) Translate the following phrases into Arabic
(1) the Muslim men

(2) the large ships
Page 105
(3) the clean clothes

(4) the flowing rivers
(5) The rivers are flowing.
(6) the past months
(7) They are truthful witnesses.
(8) The two tall mountains
(9) The spears are long and the swords are sharp.
(10) Are you (pl.) unhappy?
(11) No, we are cheerful.
(12) Some kings are just.
(13) The cups of the tea are empty.
(14) Are you (pl.) friends?
(15) Yes, and we are relatives.
(16) The students and the teachers are in the madrasah.
(17) Those girls are playing.
(18) The people of mn are the friends of Allh.
(19) the tall houses.
(20) the Arabian verses
(21) The Qurn has beneficial advice (plural).
Test No. 4
(1) What is a (- R)?

(2) How many root letters are there in a noun and in a
verb?
(3) Besides the root letters found in a word, what are the
Page 106
other letters called?

(4) With regards to the root letters of words, how many
types of words are there?
(5) What are words which only have root letters called
and what are those words called which have extra
letters.
(6) Which of the following words are () and which
are (\ Y=}):
9
t ,O bF a 9
P ,M Xr M= a 9
M ,M Fb a M )mb a t j)O?r M a O /
b vP M a vP M
(7) How is the scale of a word determined? In other
words, how do you use the root letters (\) to
determine which letter is a root letter and which one
is extra?
(8) What is the benefit of knowing the scales of words?
(9) What are the well-known scales of the broken plural?
(10) Which scales of the plural are (R|% >)?
(11) Make the plurals of (t g
j M), (l -bM j -O), (* %M"M ), (E
t -b), (Yt )jM ),
(
M{%j\O) and (t j"O -b).
Page 107
Lesson 10
The Cases of Nouns
1. The change in case of a noun due to the change in

vowelling of the final consonant is called ( ) -
declension.
Declension is of two types: one is (*
b M g
M rO ) which is
shown by fathah, dammah and kasrah. The other is
(R0j P g
P rO ) which is shown by means of some
(Rj0P
P ) letters - as will be explained later on.
2. When a noun is:

(1) the doer of the verb (\), or the subject (Yf)) or
predicate (), it is said to be (w\ *) - in the

nominative case. The examples of the subject and
predicate have passed in Lesson no. 6.
(2) an object ( !V) or it indicates the condition ( )
of the doer or the object, it is regarded to be in
(9|%
*) - the accusative case.
(3) ( R[) or it comes after a (v R), it is
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regarded to be (6 + *) - in the genitive case. The

examples will be mentioned shortly.
The Signs of Declension of Different Nouns
3. If a noun is singular or a broken plural, in (w\ *) the

dammatain (d
p )39 will be read on it, in (9|% *) the
fathatain (nd) will be read on it and in (6 + *), the
kasratain (d
o ) will be read on it.
39 If the noun is indefinite, the dammatain will be read on the word. However,
if the noun is definite, only one dammah will be read on it.
Page 109
Examples:
Example no. 1
Yo OM bO !j fP?r M Yt j=GM b "M j -b

Zaid sent a letter to Khlid
0 R !V \ \
v
6 + * * *
9|% w\
This is a (*\ *$Pv). All three nouns are singular.
Example no. 2
Ô M%h bO MO i Mvh b "M j -b

The men sent clothing to the women.
0 R !V \ \
v
6 + * * *
9|% w\
Page 110
This is a (*\ *$Pv). All three nouns are broken plurals.
Example no. 3
Yo O M (
O M \b bM )O M Yt j=GM ^c Mv
Zaid came riding on Hmids horse.
R[ R[ R \ \
v
0
6 + * * *
9|% w\
This is a (*\
*$Pv). The word ()O M) indicates the condition
of the doer. Therefore it is ( !|%).
Note 1: The adjective will be in the same case as the

preceding noun. If the noun is (N!\), the adjective will
also be (N!\). If it is ( !|%), the adjective will also be the
same and if it is (0), the adjective will follow suit.
Page 111
Example:
(o O M ]
o OM bO /
j=!O b !j fP?r M t OM vP M b "M j -b)
A learned man sent a long letter to a just king.
The words, (
t OM), (/
j=!O b ) and (o O M) are adjectives and the
case of each one follows its preceding noun, namely ( vP M ),
(!j fP?
r M ) and (o O M) respectively.
4. If a noun is dual (*%5d), the suffix (

O cd) will be
appended in (w\ *) - the nominative case and (O j= cd) in

(6 +0 9|% *) - the accusative and genitive cases, e.g.
(
O jM-bj $M r bO O jM!j fP?r M O /
b vP m 9
M fMb )
The two men wrote two letters to the two women.
The ( ) of (
O M%rO) and (O Mf%MrO) meaning two is the same as
the dual form.
The words (/
b O ) and (Mfr O ) meaning both will be read (j bO )
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and (
j fMr O ) in (6 +0 9|% *) - the accusative and genitive
cases, e.g.
(M$,
P/
b O O /
b vP M ^c Mv) Both men came.
(M$O j b
O O jbvP M
P j=-bM ) I saw both men.
(M$O j b
O O jbvP M bO P r "M j -b) I sent to both men.
The words (/
b O ) and (Mfr O ) are used with a pronoun (>$').
5. If a word is ( X w$+) the sound masculine

plural, the suffix ( b 0j ed) will be appended in (w\ *) and
(
M j= Od) in (6 +0 9|% *), e.g.
(
M j$O Ou bO M j=YO ,O M{$P r b !j $P O
j $P r b "M j -b)
The Muslims despatched the mujhidn to the oppressors.
The tens from (

b 0j P _
j O ) 20 till (b !j P
j O) 90 - have the same
( ). The form will be (
b 0j P _
j O ) in (w\ *) and (M j=O _
j O )
in (6 +0 9|% *).
Page 113
The word (!j i0i- people of) in (w\ *) and (j O0i-) in ( *
6 +0 9|%) is like ( X w$+) - the sound masculine
plural.
Examples:
(
O M)rybr !i0i- j ,P ) - They are people of intelligence.
(
O M)rybr O0i- YM %jO
O M)rybr O0i-
P j=-bM ) - I saw the people of
intelligence by the people of intelligence.
Note 2: The ( ) of the dual and sound masculine plural
is by means of letters (R0). Therefore the nn of both
these forms is called (* !q). See 5.4.
6. The sound feminine plural ( zq` w$+) will be read

with (d
p ) in (w\ *) and with (d
o )40 in (6 +0 9|% *).
See 5.2. Example:
(B
O M=O M)r bO B
O b2"O bVr B
P M$O
j $P r M M b ) - The Muslim women
40 If the word has (r b), only one dammah or kasrah will be read as is apparent
from the example.
Page 114
expelled the transgressing women to the deserts.
7. You have learnt that when (r b) is prefixed to a word, the

tanwn is deleted. See 2.3. Now remember that some words
do not accept the tanwn from their inception.
Examples: (*i ?
u M ), (P |
j O ), (YP $M j -b), (i M$5rP ), (9
P %Mj=GM ), (*i g
M r b ), (ê M$j M ),
(Y
P vO MM ).
Such nouns are called (R|% > "). In (w\ *), they
are pronounced with a (ed) and in (6 +0 9|% *) with a
(cd), e.g.
(*b ?
u M j \O 9
M %Mj=GM i M$5rP Ub-M ) - thmn saw Zaynab in Makkah.
However, when an (R|% > ") has (r b) prefixed to it, or

it is (R[), then a kasrah will be rendered to it in (6 + *).
Examples: (YO vO M$M r O\), (M j$O O

j $P r YO vO MM j \O).
Note 3: Words which accept tanwn are called (R|%).

These nouns will be discussed in detail in Lesson 57.
8. No ( ) can be read on words like ("!j P ) and (j
O ).
Page 115
They will hence be read as they are in all three cases ( *
6 +0 9|% 0 w\). Such nouns are called (j!|
P 2r M ").
Examples:
("!j P ^c Mv), ("!j P
P j=-bM ), ("!j P .P /
b i !M ,P ).
9. Words with a y skin (U

j ) at the end like (j '
O b2rb), (j OMrb),
(U
j O M{rb) and (j '
O M$rb) are free of external ( ) in ( w\ *
6 +0) while in (9|% *), a (9|q) will be rendered to
them.
Examples:
Sentence Meaning Case

j '
O b2rb ^c Mv The judge w\ *
came
j '
O b2r .P /
b i ^c Mv The slave of 6 + *
the judge
came.
M '
O b2r
P j=-bM I saw the 9|% *
judge.
If these words do not have (r -b), they will be read as (J

o b#),
Page 116
(o
M), etc. in (6 +0 w\ *) and ('
O b#), (OM) etc. in ( *
9|%).
Their sound plurals ( w$+) are: (b !j '

P b#), (b !j iM) etc. in
(w\ *) and (
M j'
O b#), (M jOM) etc. in (6 +0 9|% *).
Their dual forms are like normal words, namely, (

O M'
O b#),
(
O MOM) etc. in (w\ *) and (
O jM'
O b#), (O jMOM) etc. in ( *
6 +0 9|%).
Nouns that can be declined by the changing of the final

vowels or letters are called ( MP$rb) and words whose final
vowels are static are called (O%)j $

M rb)41. There are few nouns
that are (O%)j $
M rb). The (l:8^@) indicative pronouns, ( ^@A
*!!) relative pronouns, (.Vf"A ^@) interrogative
pronouns, etc. are all (O%)j $
M rb). They will be discussed later in
Lesson 57.
41 Because it is incorrect to say (O%)jM ), the term (O%)j$M rb) has been used. If one
deletes the (r b), the word becomes (o)jM ).
Page 117
Note 4: The (*|V% *!\ $[) nominative detached

pronouns were listed in Lesson 6. The remaining pronouns
will be discussed in Lessons 11 and 15 and in detail in
Lesson 41.
Word Meaning

t m!M doorkeeper
t M$r-b a t $M b fruit
)MvM mountain
$M vM camel
B
O MqM!Mg
M r *i 2b j=YO M zoo (lit. garden of animals)
P j=0O M0M a M!j=O government office
P jO bM a uP shop
)O M mounted
S
t M!"j -b a S
t !j "P market, shopping mall
B
t Mm"M a lM m"M car, vehicle
Yt h"M leader, master
Page 118
lYM h"M queen, noble woman, wife
* b
O b\ distance
;t O b\ agile, swift
5r$m i guava
mP pomegranate
t !j "P -i a Yt "M -b lion
t m=}M P beautified
|
M P place of salh, dgh
B
t b#Mq a S
t !j qP a * #bMq she camel
* ,M }j qP walk, stroll
MYjM field
l M )jO admonition, lesson
Exercise No. 9
(A) Translate into English

Only those verbs which were used in the examples of the
previous lessons have been used in this exercise. Verbs will
be discussed in Lesson 14.
Page 119
O M)r YM %jO t Ob# P m!)Mrb (3) b 0j P ' O M li Xb O / b fmb (2) t ' O M Xi j$O r fhb (1)
M O t !j $P g j M ^c Mv (5) O { Mg M rO )r b YP b!M r M M ' M ( 4) t OMv 9 P r ?b rM0
*O 2b j=YO O j \O Y"M -b Yt O M Ub-M (6) lO /m|O YO { O j $M r bO 9 M ,M Fb 0M *O "M M Yj $M r
9 M ,M Fb 0M YP $M j -b ^c Mv (8) qmP Yt OM0M 5r$m i g j M= b b -b (7) B O MqM!Mg M r
(10) lO M m m O\ B o M)O M j O,j O bO ê M%h 9 M ,M Fb (9) O j?b O M' Yt $m g M P
(11) YO jO r lO b| M O u| M $P r bO M j)O,O bF B O M$O j $P r 0M M j$O Oj $P r P j=-bM
t j qM O MYj )Mr O\ (12) *O ,M }j %Psb O | j M r YM j M O Mf j )Pr bO B P M%)MrM0 b !j %P)Mr 9
P ,M Xr M=
^c Mv (14) *O %m{ M r O\ Ô M%h li YM h"M *i $M O b\ (13) *O bvj Yh O R t 0j P j M o Mv
O\ O j M OMv O jbO M O jM' O b# P j=-bM (15) ( O M Vb r bM )O M O M J o b#
b !j iO M b !j ' P b# j ,P r M Ab (17) b !j $P Ob b !j ' P b# j ,P r ,M (16) O M!j=Yh
O j=YM b!M r / b O 9 M ,M Fb (19) j MOM$O O R t 0j P j M o M )MvM YO %jO r O\ (18)
M$O jbO YjO "M 0M / jOM P j=-bM (20) *O MOMr *O "M M Yj $M r bO O jfM%j)Or Mfr O 0M
O M|jybr O0iyO l M )jO b ]
M bFb j \O u O (21) O YM j$M r O\ O j)MO Ab
(B) Fill in the blanks where a verb, (\), (Yf)), (),
(v R) or (0) are missing with suitable

words that you have learnt.
Page 120
li Xb O /
b fm0 li Xb OM"ybr-b (1)
bM *
M OMv ( 2)
bM )O M ^c Mv (3)

O M)r OMv "O M -bM (4)
YO %jO r O\ Mqj-b ( 5)
* M=O Mv YO %jO r O\ (6)
bO 9
M ,M Fb r ,M (7)
j \O / j\O 0M Y"M -b ( 8)
bM OM ( 9)
O j)MO M 0M (10)
O j bO 9
P ,M Xr M= (11)
*O )Mj ?b r .M M-b *b ?u M b M$5r P (12)
(C) Translate into Arabic:
(1) a tall mountain

(2) the past two months
(3) The gardens of the cities are wide.
(4) There is a long distance between Makkah and Egypt.
(5) I saw two flowing rivers today.
Page 121
(6) Ahmads sons horses are agile.

(7) thmn came to Makkah on an agile camel.
(8) The two doorkeepers are standing by the door of the
leader.
(9) The shops of the markets of the cities are much
beautified.
(10) A just judge is in the governmental office.
Page 122
Lesson 11
The Genitive of Possession

( )42
1. When the (*%5d) dual and ( X w$+) sound

masculine plural forms are (R[), their (* !q) at the
end is deleted.
Examples:
w\ * 9|% * + *

o vP M fMjM M$,P o vP M j fMjM
P j=-bM o vP M j fMjM
P M!j-b
They are the I saw the two the doors of
two houses of houses of a the two
a man. man. houses of a
man.
originally was originally was originally was
(
O MfjM) (
O jfMjM) (
O jfMjM)
42 This lesson is related to lesson no. 7.
Page 123
w\ * 9|% * + *

YO b!M r !P$M P j ,P O$M P P j=-bM YO b!M r O$M P
P jM
YO b!M r
They are the I saw the the house of
teachers of the teachers of the the teachers of
boy. boy. the boy..
originally was originally was originally was
(
b !j $P M P ) (
M j $O M P ) (
M j $O M P )
2. When the words (

t -b - father)43, (E
t -b - brother)44 and (t \b -
mouth)45 are related to any other word besides the pronoun
of the singular first person (?f Y0 >$'), their forms46
will be as follows:
43 The dual of (
t -b) is (O M!M-b), (O j=!M M-b) and the plural is (^p M1).
44 The dual of (E
t -b) is (O M!M -b), (O j=!M M -b) and the plural is ( M!j O).
45 The dual of (
t \b) is (O $M \b), (O j$M \b) and the plural is (;t M!\r -b).
46 Besides these three words, there are another three words which follow the
same pattern. They are (
t M ), (t ,M ) and (0j Fi ). These six words are known as ( ^M@-
l? *f").
Page 124
w\ * 9|% * + *

!j P-b M-b j O-b
!j P -b M-b j O -b
!j \i b\ j \O
Note 1: The word (0j Fi ) meaning person, owner, etc. has the
same three forms. However, it is only related to a visible
noun (, ") and not to a pronoun.
Examples:
w\ * 9|% * + *

o M 0j Fi o M Fb o M U
j FO
The feminine form of (0j Fi ) is (B

t bF).
The dual of (0j Fi ) is (
O M0Fb ), (O j=0M Fbc ) and the plural is (b 0j 0P Fb ).
The dual of (B
t bF) is (O MM0Fb ), (O jM0M Fbc ) and the plural is
(B
t M0Fb ). The ( ) of these words is like other general
nouns.
Examples:
(o M M0Fb ) two people of wealth,
Page 125
(o M 0j 0P Fb ) many people of wealth,

(o M$v
M B P Fb ) one of beauty,
(o M$v
M MM0Fb ) two women of beauty,
(o M$v
M B P 0M Fb ) women of beauty.
Note 2: When the words (

t -b), (E
t -b) and (t \b) are related to the
singular first person pronoun (?f Y0 >$'), they will be
read as follows in all three cases: (
j O-b) my father, (j O -b)
my brother, (
j $O \b) my mouth.
3. If you intend to relate two or more words to one word,

the first word will be mentioned as normally before the
( R[), but the second one will be mentioned after the
( R[) and a pronoun referring to the ( R[) must
be appended to it, e.g. (P qPMf j P0M O j=GO !M r

P jM) the ministers
house and his garden, ( j P %PjOMM0M Ô MM yir B
P !j PP) the ministers
houses and their gardens.
4. When nouns are related to pronouns, these are the forms

they will assume:
Page 126
Attached Pronouns in the Genitive Case

(l0 *|f $[)
Third Person (9Ob)
P PMfO singular
Masculine
M$P PMfO dual
j P PMfO plural
bPMfO singular

Feminine
M$P PMfO dual
m P PMfO plural
Second Person (O'M)
]
M PMfO singular
Masculine
M$?i PMfO dual
j ?i PMfO plural
]
O PMfO singular
Feminine
M$?i PMfO dual
m ?i PMfO plural
Page 127
First Person (?

b fMP )
j OMfO singular
M%PMfO dual, plural
After alif, the (?

b fMP U) must be read with a fathah and the
third person singular masculine pronoun must be read with
a dammah.
Examples: (U
M M|M ) my staff, (;P M|M ) his staff, (U
M MYM=) my
two hands.
A pronoun can also be attached to the (l6v R0). Such a
pronoun is known as (R |f 0 >$[) the
pronoun attached to a particle in the genitive case. The
paradigm of these pronouns will be as follows:
Page 128
Third Person (9Ob)
P b singular
Masculine
$M P b dual
j P b plural
M b singular
Feminine
$M P b dual
m P b plural
Second Person (O'M)
]
M b singular
Masculine
$M ?i b dual
j ?i b plural
]
O b singular
Feminine
$M ?i b dual
m ?i b plural
Page 129
First Person (?

b fMP )
j O singular
%Mb dual, plural
In the same way, one can attach the particle (

O ), (j O ), (bM ),
(bO), etc. and form a similar paradigm.
Hereunder follow examples of the particles (

O ), (j O ), (bM )
and (bO) attached to the pronouns:
Page 130
O O P %jO O bM O jO

$M O O M$P %jO $M O jM $M O jO
j O O j P %jO j O jM j O jO
M O M %jO M jM M jO
$M O O M$P %jO $M O jM $M O jO
m O O m P %jO m O jM m O jO
]
M O ]
M %jO ]
M jM ]
M jO
$M ?i O $M ?i %jO $M ?i jM $M ?i jO
j ?i O j ?i %jO j ?i jM j ?i jO
]
O O ]
O %jO ]
O jM ]
O jO
$M ?i O $M ?i %jO $M ?i jM $M ?i jO
m ?i O m ?i %jO m ?i jbM m ?i jbO
j O j %hO bM bO
%MO m%O %MjbM %MjbO
Note 1: The particle (O ) which is from the (l6v R0) is
read (b ) with a fathah when attached to the pronouns
Page 131
except for the singular first person. The word (

j O) can be
read as (
M O) as in the verse: (O j=O M O 0M j ?i %Pj=O j ?i b).
When the word (

j O ) is attached to the first person singular
pronoun, it is read as (
j %hO ), while (bO), (bM ) and (j \O) are
read as (
m bO), (m bM ) and (m \O) respectively.
If there is a word with the definite article (r b) after (

j ,P ) and
(
j i ), a dammah will be read on the (.) of both these words
and attached to the (r ), e.g. (i M$r P ?i b 0M i M$r P P b).
5. When the vocative particle (Ô Y

M %h R
P j M ) is used before
(' 9), the (R[) will be read with a fathah, e.g.

((
O m% YM h"M M=), (O M$j m YM )jM M=).
Note 2: The (Ô MY%h R

P j M ) - vocative particles are several of
which (M=) is the most commonly used one. The word to
which the vocative particle is prefixed, is called (M%$

P rb).
Page 132
If the (M%$
P rb) is singular and not (R[), a dammah will be
read on the final letter, e.g. (Y
P j=GM M=) O Zaid, (i vP M M=) O
man.
If the (M%$
P rb) is (R[), a fathah will be read on the final
letter of the (R[), e.g. ((
O m% YM h"M M=).
If the (M%$
P rb) has ( ), the particle (M=-b) for masculine and
(MfPdm=-b) for feminine should be attached to it, e.g.
(
i vP m M=-b M=) O man, (*i %MjOr MfPdm=-b M=) O girl.
Sometimes these two words enter (M%$

P rb) without the
particle (M=), e.g. (
i vP m M=-b) O man, (li YM h
m MfPdm=-b) O noble
lady.
Word Meaning
o ?r M !j P-b Bakrs father, name of a
person
.M M-b in front
Page 133
M%dmqO a mqO undoubtedly we
o :O M, !j %PM the children of Hshim,

name of a tribe
t fMM son-in-law
<
t r M behind
P ,O MM a t ,M j O dirham, silver coin
P jqOMqM a t M%j=O dnr, gold coin
9
t ,M Fb gold
wt vO M returning
Yt j:O M rational
* M "M hour, time, Qiymah,

watch
M%"j -b a "O tooth
t M
j -b a t j
O in-laws
i OM)#b a * bj)O#b tribe
YM %jO by
* %M
O r-b a MO tongue, language
Mg
j M life
Page 134
l M$M death
]
t
P qP worship, sacrifice
t "O 0M dirty
Exercise No. 10
(A) Take special note of the ( ) of each word in the

following sentences:
MfPdm=-b
O YP )jM j $O "j O r M Ab O j=O ?b r YP )jM ]M $P "j O r ,M ! YP b0M M= (1)
. li YM h
m
!j %PM P g
j qM j OYM h"M M= j M qM o :O M, j %OM j O M qj-b r ,M
O YM )jM M= (2)
. o :O M,
. Fi Mf"j yir M=-b j OMfO bX, j M qM O M$j m YM )jM M= ]
M PMfO bX, -b (3)
. M%fPjM r M j P fPjM bX, M jb Ab ] M Ob2\bP P jM bX, r ,M (4)
j O -b P MfO !M ,P bM ] M jO -b
P MfO bX, M jb -b (5)
. O M!M -b j O U j FO Mf"j -i M= j M qM i jOM M= Et -b ]M b r ,M (6)
. li M jO |m j fOj -i M ,O j M qM li M jO |m M]fPj -i M ,O r ,M (7)
.O M$j m YO )jM !j P -b !M ,P Ab Yo $m g M P !j P -b bX, -b (8)
Page 135
. *O "M M Yj $M r O\ t j\OM j O Yo $m g M P !j P -b j M qM Yo $m g M P M-b M j=-bM -b (9)

. O jO -b
P MfO !M ,P j M qM Yo $m g M P j O -b P MfO bX, r ,M (10)
. o M$vM 0M o r O MM0Fb ;P Mf%jO j M qM Yo OM j fM%jO M j=-bM r ,M (11)
. O MfVb jO qM U M MYM= j M qM O MfVb jO qM TM MYM= r ,M (12)
. * M jVO qM j P PMO j M qM * M jVO qM j ?i jO$M P P MO r ,M (13)
.9 O ,M Xu M O * M M" j h -i YM %jO 0M j M qM *o [ m \O *i M M" TM YM %jO r ,M (14)
.P jqOMqM O jbO j O0M P ,O MM P b bM j M qM P ,O MM 47P b ] M jbM r ,M (15)
bO O M),O bF M$,P r M Ab *b b$j :M bO P fP%jO0M ] O O$M r P j 9 M ,M Fb r ,M (16)
. M1MYM jM
. j P P O M .O !j 2b r YP h"M (17)
. M%"j -b 0M MO (M%$O \b j \O 0j -b) M%j\O j \O (18)
.U YO %j,O M%qPMO 0M OM M j ?i qPMO (19)
.
O YP )jM P j)O?b r O O ?r M j O-b P jO (20)
0M M u"M 0M O jbM
e u M
O O !j "P M Mj O M$,P P $M P 0M o r?M !j P-b (21)
. ;P M%fMM OM 0M i M$5rP
. b !j g P OM ;P M%jM0 O Mg M r O-b Mf%jO (22)
47 The phrase, (Pb ]

M jbM ) means You owe him, while (Pb m bM ) means I owe him.
Page 136
. O M)?O r Ô M$bP r M O MvO M j $O Oj $P r *O "M M Yj M !j $P M P (23)

. j ?i iM$j -b j ?i b 0M M%iM$j -b M%b (24)
Yo j:O M o vP M O j ?i %jO M jb-b (25)
. *O $M j m 0iF P !j Vi M r ]M M 0M (26)
. M j$O bMr
h M O xO j OM$M 0M U M Mg j M M0 j ?O P qP 0M j Ob M u O (27)
(B) Insert the correct ( ) in the following sentences and

indicate the reason for doing so:
. Z / (1)

. Y=G / (2)
. !$ , (3)
. *"Y !$ , (4)
. f"0 ,/v 0 fVq Z % Y= (5)
. B%) *"Y B$ BZ| ^% x (6)
. =G! ./ (\ X, (7)
. # *# l- Y0 (8)
. x .- v # l- (9)
Page 137
. * *Z| v % (10)

Bq!Z *2=Y >)? Y" =-- (11)
J# !, , (12)
'2 =-- (13)
*#% ) '2 9,F , (14)
. Y - Y !- ' (15)
. *$\ Y% 9%=G U- $5 (16)
%f"Y $ =- , ? Y) = (17)
(C) Translate the following sentences into Arabic:
(1) Is your name bdur Rahmn? Yes, my name is

bdur Rahmn.
(2) O bdur Rahmn, is this your book? No, it is
bdullhs book.
(3) Do you have a golden watch (watch of gold)? No, I
have a silver watch.
(4) Is that your big brother? Yes, he is my big brother.
(5) Is this the house of the ministers son? No, it is the
kings sons house.
(6) Are the two hands of your small brother clean? Yes,
but his two feet are dirty.
(7) Have you seen Hmids brother? Yes, Hmids
Page 138
brother is a good boy.

(8) Have you seen Mahmds two sisters? Yes, his two
sisters are sitting by my mother.
(9) Are your teachers sitting in the madrasah? Yes, our
teachers are sitting in the madrasah.
Page 139
Test No. 5
(1) What is ( )?

(2) How many cases does a noun have?
(3) How many types of ( ) are there?
(4) When will a noun be regarded to be in (w\ *),

(9|% *) and (+ *)?
(5) What is the ( ) of the dual form?
(6) What is the ( ) of the sound masculine and

feminine plurals?
(7) What is the ( ) of (R|% > ")?
(8) How will words like ('2) etc. be read in all three
cases?
(9) If the definite article is removed from words like
('2) etc. how will they be read in all three cases.
(10) Form the dual and plural of (&).
(11) What is ()"A) and describe some types of it.

(12) What changes take place in (*%5d) and ( X w
") when they are (R[)?
Page 140
(13) How will the words (

t -b), (E
t -b) and (t \b) be read in all
three cases when they are related, that is, they are
(R[) to a word other than the singular first person
pronoun (?f Y0 >$')? And if they are related to

the singular first person pronoun (?f Y0 >$'),
how will they be read?
(14) If you want to describe the (R[), will the
adjective be adjacent to the (R[) or will it be at a

distance from it?
(15) What is the ( ) of (0j Fi ) and the ( ) of its dual
and plural form?
(16) How do you make two nouns (R[) towards one
word?
(17) What is the ( ) of the (R[) when a vocative
particle (^Y%
R) is inserted before it?
(18) When pronouns are ( R[), what are they
called?
(19) Add a pronoun to the word (b
M ) and form its
paradigm.
Page 141
Lesson 12
Indicative Pronouns
( ! #" $&% ' )
1. Words which are used to point out to something are

called (lO M M:Or ê M$"j -b). They are of two types:
(a) words that indicate something nearby. The

following forms are the most commonly used
ones:
Gender Singular Dual Plural Case

Masc.
bX, O bX, Ô Ab `P , w\
Masc.
bX, O j=Xb , Ô Ab `P , 6 v 0 9|q
Fem.
;O XO , O M, Ô Ab `P , w\
Fem.
;O XO , O jM, Ô Ab `P , 6 v 0 9|q
(b) words that indicate something at a distance.

The more commonly used forms are the
following:
Page 142
Gender Singular Dual Plural Case

48
Masc.
]
M OF 0b- TM bF ]
M qObF ]
M OAb 0i- w\
Masc.
TM bF ]
M %Oj=Fb ]
M OAb 0i- 6 v 0 9|q
Fem.
]
M r O 0b- TM M ]
M qOM ]
M OAb 0i- w\
Fem.
]
M r O ]
M %OjM ]
M OAb 0i- 6 v 0 9|q
Note 1: The original Indicative Pronouns are (bF), (

O bF) etc.
without the (M,) but these are seldom used.
Note 2: The words (]

M ObXb - similarly) and (bX?b , in this
way) are very often used.
Note 3: The (T
M ) appended to the end of (Y l: ") is
sometimes changed like the (0 9 >$')49 according

to the second person. It has no effect on the meaning. This
change occurs more often in (]
M OF).
(
m ?i OF M$?i OF ]
O OF j ?i OF M$?i OF ]
M OF)
48 Note that the (0) is not pronounced.

49 The second person pronoun in the genitive case.
Page 143
The meaning of all these words is the same.
Example: (M$?
i M M$?i OF) That is the Lord of you two.
(
j ?i M
e P ?i OF) That Allh is your Lord.
Note 4: Besides the dual form, all the remaining ( ê M$"j -b

lO M M:Or) are (j %O)jd$M rb) - indeclinable.
2. The object pointed to is called the (O j bO t M_P ). The ( "
l:8) together with the (O jbO t M_P ) form part of a sentence,
namely the subject, doer or object, just as in (V! 9)
and (' 9).
3. The (O j bO t M_P ) will always have ( ) or be (R[).
4. If the (O j bO t M_P ) has ( ) attached to it, the (l:8 ")
must be mentioned first, e.g. (
P Mf?O r bX,) this book.
If it is (R[) towards another noun, the (l:8 ") will
Page 144
succeed the ( R[), e.g. (bX, j ?i PMfO ) this book of yours,
(bX, ]
O O$M r P jO) this son of the king.
In the above-mentioned phrases, if the (l:8 ") is
brought first, and it is said, (

j ?i PMfO bX,), the meaning will be,
This is your book. In this case, the word ( j ?i PMfO ) is no more
the (O j bO t M_P ) but will become the predicate. It will now be a
complete sentence.
5. If the (l:8 ") occurs as the subject of a sentence

without the (O j bO t M_P ), then:
(a) if the predicate has ( ), insert a pronoun (>$') between
the (l:8 ") and the (). This pronoun will correspond
in word-form to the (l:8 ") as you learnt in Lesson 6.
Examples: ( P Mf?O r !M ,P bX,) This is the book.

(
b !j g
P OVr $P r P ,P ]
M OAb 0i-) Those people are the successful ones.
In these examples, the (O j bO t M_P ) is implied (mY2b P ). The actual
sentences are (
P Mf?O r !M ,P i j_
m bX,) and ( P ,P (
P m% ]
M OAb 0i-
Page 145
b !j g
P OVr $P r).
(b) If the predicate does not have ( ), a pronoun will not be
inserted, e.g. (
t MfO bX,) this is a book. The (O j bO t M_P ) is
implied in this example as well.
(c) If it is (R[), then too there is no need for a pronoun,
e.g. (]
O O$M r P jO bX,) This is the kings son.
(
j ?i PMfO bX,) This is your book.
However, if you want to create emphasis in your speech,
insert a pronoun, e.g.
(
j ?i PMfO !M ,P bX,) This is your book.
(]
O O$M r P jO !M ,P TM bF) - That is the kings son.
Note 5: Understand well the difference between

(bX, ]
O O$M r P jO) and (]
O O$M r P jO bX,).
Note 6: The words (M%P ,), - here, (M%,

P ) here, and (TM M%,P )
there, are also indicative pronouns. There are no particular
rules for their usage.
Page 146
Word Meaning
t jO fig
l M $j P redness
M!j -b a M maternal uncle
B
t bM a * bM maternal aunt
9
t j=M doubt
9
M j=M Ab no doubt
.t M$j -b a M paternal uncle
B
t m$M a * $m M paternal aunt
j 2O fm$P rb pious

t !j iWr M aim
P O M%M a t b %jM scenery
Y ,P guidance
;t!j vP 0P a t vj 0M face
b b# he said

j bb# she said
Page 147
u ybb as if, like
M,j P proof
ê m)O -b a 9
t j)Ob doctor
Exercise No. 11
(A) Translate the following sentences into English:
j O!j iWr M !M ,P bX, (1)

* %M
M M l -bM j O ;O XO , (2)
O M!M -b O / b vP m O bX, (3)
M!j O IP M:j ybr Ô Ab `P , (4)
P P vj 0M ]
M OXb 0M < t jO qM YO b!M r bX, P MfO (5)
t "O 0M bX, YO b!M r P MfO (6)
9
P %Mj=GM O %j)Or ;O XO , P "j O (7)
* %M
M M P O M%$M r ] M r O (8)
O MfVb jO qM O YM Mr O MM, (9)
TM bF .j -b TM !j P -b bX, -b (10)
j $h M P j bX, 0M j $h M TM bF (11)
Page 148
j fO$m M ;O XO , 0M j fObM li -bj $M r ] M r O 0M j OM i vP m bX, (12)

o j)O2b O M jb *O %MjOr ;O XO , P vj 0M (13)
*O $M M $P r .M M-b O fM$M Ob# ] M qOM U M Mfj -i (14)
P jfh bX, ]M OXb b 0M YOv l !M r P U5r$m ?i r ;O XO , (15)
O jbvP m ] M %Oj=Xb O B P !j P)Pr ]M r O (16)
l M $j P O jMM, ] M j=YM M= j \O (17)
O j\O 9 M j=M Ab P Mf?O r ] M ObF (18)
b !j gP OVr $P r P ,P ] M OAb 0i- 0M j O hM j O UY,P bM ] M OAb 0i- (19)
]
O :P j M bX?b ,-b b j#O (20)
!M ,P P qmybb j bb# (21)
b 0j YP O b# M%P , mqO (22)
b !j M j \O bO ] M hM j O O MqM,j P ] M qObX\b (23)
]
M M b b# ] M ObXb b b# (24)
(B) Translate the following sentences into Arabic:
(1) This doctor is learned.

(2) This friend of mine is wealthy.
(3) Those friends are wealthy.
(4) This son of the king is generous.
Page 149
(5) These two are brothers.

(6) That she-camel is beautiful.
(7) This handsome boy is pious.
(8) O bdullh, is this your son?
(9) Those boys are standing in front of their father.
(10) This is a good man and those two are transgressors.
(11) That girl is pious and so is her mother.
Page 150
Test No. 6
(1) What are the commonly used forms of the indicative

pronouns?
(2) Which of the indicative pronouns are declinable
( )?
(3) What is the object that is pointed to called?
(4) How is the (O j bO t M_P ) always used?
(5) Where should the (l:8 ") be placed when the
(O j bO t M_P ) has ( )?
(6) When the (l:8 ") is used without the (O jbO t M_P )
in a sentence, what are the ways in which it is used?
(7) What is the difference in meaning and analysis
between (bX, j ?i PMfO ) and (j ?i PMfO bX,)?
(8) Is there any difference in meaning in the following
words: (
m ?i OF M$?i OF ]
O OF j ?i OF M$?i OF ]
M OF)
(9) When does the (T) of (] M OF) or (] M r O) change in the
above-mentioned manner. Explain with examples.
Page 151
Lesson 13
Interrogative Pronouns
( ()*+&, #-' )
1. Some of the interrogative pronouns are:
Word Meaning
j M who
M what
bFM what

M j=-b what
U
-b which (m)
* m=-b which (f)
j O how much, how many
<
M jb how
M j=-b where
fM when
M$O why
Page 152
bFM$O why
q6-b from where, how
Note 1: Besides (U
-b) and (* m=-b), all the interrogative pronouns
are (
j %O)jd$M rb). See 10.9.
Note 2: You have read in Lesson 6 Note 4 that the particles

(
r ,M ) and (-b) create the interrogative meaning in the sentence.
They are both particles (R0) of interrogation. That is,
they cannot form the subject or doer of a sentence. On the
other hand, the interrogative pronouns can become the
subject or doer or object of a sentence.
2. The (.Vf"A ^@-) - interrogative pronouns are used at

the beginning of sentences, e.g.
(TM !j P-b j M ) Who is your father?
However, when they are ( R[), they will follow the
(R[) according to the normal rule, e.g. (

j M
P MfO ) whose
book.
The particle (O ) can be inserted before the (.Vf"A ^@-) and
Page 153
brought at the beginning of a sentence, e.g. (

P Mf?O r O $M O)
Whose book is it? (Literally: For whom is this book?)
(.M !j Mr ]
P r $P r O $M O) Whose kingdom is it today?
3. The (lv R0)50 can be attached to the beginning of the

(.Vf"A ^@-).
Examples:
Word Meaning
j $M O whose
M$O why
j ?b O how much
M j=-b bO till where
M j=-b j O from where
fM bO till when
(M j O ) m$O from what
(j M j O ) j $m O from whom
(M j M ) m$M from what,

regarding what
50 See Vocabulary List No. 6.
Page 154
M$j\O in what
4. Sometimes the word (M) is joined to the (lv R0)

without the alif. Therefore (M$O) becomes (
M O), (m$M ) becomes
(
m M ) and (M$j\O) becomes (M j\O).
5. The words (U
-b) and (* m=-b) are (R[) to the succeeding
words, e.g. (
o vP M U
-b) which man, (O Mvh U
-b) which of the
men, (lo -Mj *i m=-b) - which woman, (Ô M%h *i m=-b) which of the
women. If the word after (U -b) is indefinite, it will be

singular and if it is definite, it will be plural.
6. The word succeeding (
j b ) is ( !|%) - in the accusative
case and it is singular, e.g. (T
M YM %jO $,M j O j b ) How many
dirhams do you have?
(T
M P $j P * %M"M j b ) What is your age? (Literally: How many
years is your age?)
7. Sometimes the word (

j b ) is not used for interrogation but
for providing information. It is called (*m=O )M
M ). Its
meaning in that case will be several or many.
Page 155
The noun succeeding (*= ) is (0). Sometimes it is
singular and sometimes plural, e.g. (

P 2r fMj -b Yo )jM j b ) or ( j b
P 2r fMj -b Yo j)OM ) I have freed many slaves.
The particle (
j O ) is sometimes used after (*Vf" ) and
often after (*= ).
Examples: (T
M YM %jO *o mOP j O j b ) How many rupees do you
have?
(Ô M2b Vi r bM MfP\r M
M M jqOMqM 0j -b o M%j=O j O j b ) I spent many gold
coins on the poor.
Word Meaning
t j -b matter, command
M jM between
t )jO ink
*
M $j M five
* mOP rupee
Page 156
t $M "O a t j$O "M fat
U
O 0j P '
M necessary
* M\OM comfort
M|M stick
O )jg
O r P b#b fountain pen
I
O Mm P b#b pencil
lM0M ink bottle
t m#b powerful
Yt O M0 one
t j$O M= right, right-hand side
t MM= left, left-hand side
* ,M O b\ agile, lively
Exercise No. 12
(A) Translate into English:
I
O Mm P b#b bX, bX, M (1)
Page 157
O )jg
O r P b#b TM bF TM bF M0M (2)
lM0M ;O XO ,M ;O XO ,M M (3)
t )jO lO M0Ym O\ lO M0Ym O\ bFM 0M (4)
j OM 0M j $h M O bX, O /
b vP m O bX, j M (5)
li YM jMGP li M jO |
m j fOj -i ]
M r O M$P %MjM
P %j)Or ]
M r O j M 0M (6)
Yt O M P j)O?b r j O -b TM bF ]
M Vb r M
t OMv o vP M U
-b (7)
*O "M M Yj $M r li Xb OM"-b Ô Ab `P , i Mvh Ô Ab `P , j M (8)
*O "M M Yj M j \O B
t M$M P m ,P ê M%h Ô Ab `P , j M (9)
B
O M%)Mr
*O "M M Yj $M r bO 9
M ,M Fb !M ,P P jO |
m TM !j P -b M j=-b (10)
O jfMM M" b )j#b 9
M ,M Fb 9
M ,M Fb M (11)
j OMfO !M ,P bX,
P Mf?O r bX, j $M O (12)
j hM
e -b ]
M M j M (13)
j h)OqM
O i !j "P M Yt $m g
M P ]
M )OqM j M (14)
j %Oj=O .P /
b "j Orb ]
M %Pj=O M (15)
Page 158
(B) Note the use of the interrogative pronouns in the

following sentences:
.U j YO h"M M=
O YP )jM j $O "j O YP b0M M= ] M $P "j M (1
Yo $m g
M P P j YP $M j -b P $P "j O
O YM )jM M= M]jO-b P "j M (2
. *b ?u M j O P gj qM j fPqj-b M j=-b j O (3
. YO %jO r bO b !j )P,O bF P g j qM j fPqj-b b !j )P,O bF M j=-b bO (4
. *O M\OMrO P g j qM
O YP $j g M rb j ?i iM < M jb (5
U
j YO h"M M= o Ab 0j -b *i M $j M j O YP OM M= ] M b Yb0M j b (6
lM '
O M f%jO b !j
P $j M U j YO h"M M= *O "M M Yj $M r O\ lM ' O M f%jO j b (7
.*O "M M Yj $M r O\ .M !j Mrb
. Yt O M0 E t -b0M O Mfj -i j O B O M!M ybrM0 O M!j Or M O ] M b j b (8
* mOP M j=O _j O O li M 2b )Mr ;O XO ,M *i %MjO$
m li M 2b )Mr ;O XO ,M j ?b O (9
U
O 0j P ' M o j ybO t OMv Mq-b M%P ,M M qj-b t OMv M O (10
.U M M|M M ,O M"!j P M= ] M %Oj$O MO ] M r O M (11
.
O YO %jO j O !M ,P j bb# bX, ] O b mq-b b b# (12
. O m2b r YO O M!r O uO .M !j Mr ] P r $P r O $M O (13
.9
t j=O #b
O M |
j qM u O Ab -b
O P |
j qM fM (14
(C) Answer these questions in Arabic using the words you
Page 159
have learnt.
bX, M (1)
;O XO ,M j M (2)
TM bF M (3)
] M r O M (4)
bX, j M (5)
O bX, j M (6)
Ô Ab `P , j M (7)
] M $P "j O M j=-b (8)
YP $M j -b M= TM !j P -b M j=-b (9)
] M jO -b P "j O M (10)
TM M-b M M ' M j M (11)
j O -b M M ' M j M (12)
O M!j Or M O ]M b j b (13)
;O XO ,M j M P %jO (14)
M,!j P-b M j=-b (15)
M,M-b M j=-bM -b (16)
MjO-b M j=-bM -b (17)
M jM
Page 160
] M h -i YM %jO *
M OMv Ô M%h *i m=-b (18)
9
t j
M .j -b j "M P Mf?O r bX, < M jb (19)
j OM)$j M bO TM !j P-b 9
M ,M Fb fM (20)
(D) Translate the following sentences into Arabic:
(1) Who are you? Sir, I am Hmid.

(2) What is your fathers name? My fathers name
is Hasan Ibn l.
(3) How many sons and daughters does bdur
Rahmn have? He has one son and two
daughters.
(4) Who is the woman standing in front of you?
She is my brothers wife.
(5) What is in her hand? There are clothes in her
hand.
(6) How many people are standing there? Five
people are standing there.
(7) How many boys are present today? Sir, thirty
boys are present.
(8) O Mahmd, why are you standing here? I am
standing here for some necessary work.
(9) How much is this book? It costs five rupees
(Lit. It is for five rupees).
(10) O Khlid, how many brothers do you have?
Page 161
Sir, I have two brothers.

(11) To whom does this small dog belong? It is
my maternal uncles dog.
(12) Where are you going to now? Sir, we are
going to the madrasah.
(13) When did your brother go? He went one
hour ago.
(E) Note how the following sentences have been analysed.

An indication was made in Lesson 6 and 10 to (*@ *) and
(*\ *) respectively. Here a simple analysis of some
straightforward sentences is made. If any sentence provides
information of some type, term it (*=) and if there is a
question, term it (*Vf") or (*_q).

(1)
.
/ 0 1
Yf)
*= *@ *
Page 162
(2)
2
& 43 /
5 6
*V R!! Yf)
dM)dM
*= *@ *
(3)
7& % 856 .

/ 9%
0{d 6 v R d .Vf" "
Yf)
)Md
M rO f
*Vf" *@ *
Page 163
(4)
0: ; 8 =<>% +

0 %?
+ 4 @
0 R !V \ \ R
6 v .Vf"
VrO f
*Vf" *\ *
Test No. 7
(1) Which words constitute the (.Vf"8 ^@) and the
(.Vf"8 R0). What is the difference between the

two?
(2) Where should the (.Vf"8 ^@) be placed in a
sentence?
(3) From the (.Vf"8 ^@), which word is ( )?
(4) How many types of (j b ) are there? What is the
( ) of the noun succeeding each type?
(5) How are (U

-b) and (* m=-b) used? Explain with examples.
Page 164
(6) What were the words (

m M ) and (M j\O) originally?
Insert the ( ) in the following sentences:
9 0 *,V *#% ;X, (1)

]$ !, , (2)
F0 T Y% *$# l- *=-0 (3)
%7 0 (4)
>)? ,Y0 !, , (5)
B2) ] 0 = B#% ] (6)
l2 0 Y = TY% l: (7)
& !f? !$ "- , (8)
!v ^v ? & !$ " !f? UY" = q (9)
. ;Y%
Page 165
Lesson 14
The Verb
1. Verbs are of two types: (1) one is (') which indicates
that an action has been completed, e.g. (9

M fMb ) he wrote. (2)
the second is (N[) which indicates that an action has not
been completed but is being done or will be done, e.g.
(9
P fP?r M=) he is writing or he will write.
Some morphologists51 regard the imperative (-) as a third

category of verbs.
Generally a verb has three root letters (O/
b i), e.g. (9
M fMb ) he
wrote. Some verbs have four root letters (OMP ), e.g. (
M vM j M)
he translated.
Note 1: The root letters of a word are called (l m M ). In verbs,
the (9 X Y0) third person singular word-form

contains only the root letters to the extent that recognizing
51 Scholars of (ORj |
m P ).
Page 166
the root letters of the verbal noun (Y|) and all the
derivatives (B2f_) are based on this word-form. In order

to indicate the meaning of the verbal noun, it is appropriate
to write this word-form - (9 X Y0) - so that the
student can apprize himself of the root letters. Hence we
can say that (9
M fMb ) means to write although originally its
meaning is, he wrote. However, if you want to speak of
the meaning expressed by the verbal noun, you should use
the verbal noun, e.g. (lb ^c M2O rM0 *b MMf?O r !P$uM M) Learn writing
and reading. The word (*b MMf? O rb) is the (Y|) -verbal noun of
(9
M fMb ) while (lb ^c M2O rb) is the verbal noun of (-bM #b).
3. The (9 X Y0) third person singular word-form of

(') - the past tense (or perfect tense) comes on the scales
of (
b M \b), (b O \b) and (b P \b). Examples: (
M M '
M ) he hit, (wM $O "M ) he
heard and (.M P
b ) he was noble. Details of this will be
provided in Lesson 16 while the quadriliteral verb ()
will be discussed in Lesson 25.
All the word forms of the past tense are as follows:
Page 167
ABCD EFD D 4*
Meaning Person Gender Word-Form Verb

He wrote 3rd masc. singular 9
M fMb
person
They 2 dual )MfMb
wrote
They wrote plural j!)PfMb
She wrote fem. singular
j )MfMb
They 2 f. dual Mf)MfMb
wrote
They f. plural M )jfMb
wrote
You wrote 2nd masc. singular
M )jfMb
person
You 2 wrote dual M$fP)jfMb
You wrote plural j fP)jfMb
You f. wrote fem. singular
O )jfMb
You 2 f. dual M$fP)jfMb
wrote
You f. wrote plural m fP)jfMb
I wrote 1st m/f singular
P )jfMb
person
We wrote m/f dual/ M%)jfMb
plural
Page 168
Note 2: The total number of word forms are 18 but only 14

are mentioned because the meanings of all are included in
these 14 forms. Then there is no need to repeat one word
several times. However, among the 14 word-forms, the verb
(M$fP)j fM
b ) is repeated. There was no need for it but due to a
certain expediency, the custom of repeating it has been
formed.
Note 3: Every word-form of the verb has a pronoun of the

(\) doer. These pronouns are called
(*|f *!\ $') attached pronouns in the nominative

case.
Note 4: When joining the verb (

j )MfMb ) to the succeeding
word, delete the final sukn (jazm) and replace it with a
kasrah, e.g. (
M !j fP?r $M r *i $M M $P r
O )MfMb ) The teacher wrote the
letter.
The alif and (0) of those words which have them at the end
will not be pronounced when joining them to the
succeeding word, e.g. (
M !j fP?r $M r )MfMb O /
b vP m b) The two men
wrote the letter. (
M !j fP?r $M r !)PfMb i Mvh b) The men wrote the
letter.
Page 169
5. The verbs on the scales of (

b O \b) and (b P \b) will also be
conjugated like the above:
M%jO :M ... M jO :M a MfMO :M a j MO :M a j!PO :M a MO:M a M O :M
M%j P b ... a M j P b a MfM P b a
j M P b a j!P P b a MP b a .M P b
6. The scales of (
b M \b), (b O \b) and (b P \b) are of (R0 ')
the past active tense. The ( !) passive tense52 of all these
forms appears on the scale of ( b O \i).
Examples: from (9
M fMb ) (9
M fOi ), ( M O :M ) (
M O :P ), (.M P b ) (.M O i ).
No (\) is mentioned with the ( !) - passive verb. Only

the ( !V object) which is now called the (V 9q)
representative of the doer - is mentioned. Like the (\), it
is rendered (w\), e.g. (

P )Mu
M O :P ) The milk was drunk. This
sentence does not indicate who drank the milk.
52When one wants to indicate the person/item on which the action is done
without mentioning the doer, the passive verb is used, e.g. The book was
taken.
Page 170
7. By inserting (M) before (') - the perfect tense, it
becomes negative, e.g. (9

M fMb M) He did not write. (
M O :M M)
He did not drink.
8. Very often the word (Y

j #b) or (Yj 2b b) undoubtedly is added
to (') - the perfect tense to create emphasis in the
meaning. However, there is no need to translate it always,
e.g. ($
j M Yt j=GM
M M '
M Yj #b) Undoubtedly Zaid hit Bakr or Zaid
hit Bakr.
9. You read in the sixth lesson that a sentence beginning

with a verb is called (*\ *$vP ). In a (*\ *$Pv), the (\)
which is in (w\ *) - the nominative case - generally
follows the verb, e.g. (Y t j=GM
M bvM ) Zaid sat. If it is a ( V
U
j Yh M fM$P r) transitive verb53, the third part of the sentence is the
( !V) the object - which is in (9|% *) - the accusative
case. See Lesson 10.
Example: (})j
P Yt j=GM b b -b) Zaid ate bread.
53 A transitive verb is one that requires an object to form a complete sentence.
Page 171
Besides these, the other parts of the sentence are called the
(Bb2M fMP ), e.g. (
Ogj u wM M ) with the meat, (
O j)Mr O\) - in the
house, (.M !j Mrb) today etc.
Sometimes the ( !V) object precedes the (\) and
sometimes it even precedes the verb. Similarly, the (Bb2M fMP )
can also precede the (\), the ( !V) and the verb, e.g.
(
j ?i %Mj=O j ?i b
P r $M r -b .M !j Mrb)
Today I have perfected your religion for you.
The words (.M !j Mrb) and (

j ?i b) are the (Bb2M fMP ) in this sentence.
The former preceded the verb while the latter preceded the
( !V).
10. In a (*\ *$Pv), the verb always remains singular

whether the doer of the action is dual or plural. However
for a masculine doer, the verb will be masculine and for a
feminine doer, the verb will be feminine.
Examples:
(Y
t b0M 9
M fMb ) - A boy wrote.
(
O MYb0M 9
M fMb ) - Two boys wrote.
Page 172
(t A
b 0j -b 9
M fMb ) - Many boys wrote.
(* %Mj O
j )MfMb ) - A girl wrote.
(
O Mf%MjO
j )MfMb ) - Two girls wrote.
(B
t M%M
j )MfMb ) - Many girls wrote.
However, if the (\) comes first, then the verb must
correspond to the (\). The details of this rule will be

mentioned in Lesson 18.
Note: In the list below, each verb is written with both the
(') - perfect and (N[) - imperfect tenses.
Conjugate each verb according to the previously mentioned
paradigm. Then construct the ( !) passive tense of each
verb and conjugate it. The beloved students of seminaries
should certainly take this much trouble to do this.
Word Meaning
i i yr M= b b -b to eat
z
i M )jM= z
b M M to send
Page 173
TP P fjM= TM M M to leave
C
P P
j M= C
M M M to go out
i P Yj M= b M M to enter
9
P iWr M= 9
M bb to seek
wP iWr M= wM bb to rise

P P j M=
M M b to set
9
P Oj M= 9
M bb to overcome
P fMVr M= M fM\b to open
D
P M Vr M= D
M O \b to be happy
P M Vr M= M O \b to understand
i fP2r M= b fM#b to kill
P {
M %jM= M {
M qM to succeed
b !j PM #r -b relatives
M j=XO ub those, who
b r-b now
b r bO till now

t j=O $j M to nurse
Page 174
* %mvM garden
wt j$O vM all
N
t 0j P GP a N
t j GM crop
S
t O M" thief
lM M:M evidence, testimony
.t Mb food
.P Mrb year, this year
.t /
b i boy, servant
D
t j \b happiness
* b\O group
M!#r -b a !j #b statement
M$qmybb as if
M$b like
u ybO because
V_
j fM
j $P rb hospital
'j M a
t j=O M sick person
Au O except
Page 175
R
M then, because
^p }j vP part, section
Exercise No. 13
(A) Note the use of the active and passive tenses in the
following sentences and translate them:
G>)H D EFD D

-bO #i (i 1j2i r) !M ,P b 1j2i r -bM #b (Yt j:O M ) !M ,P
i 1j2i r -bO #i b 1j2i r O YP j:O M -bM #b
M)Oi (O /
b vP M ) M$,P MfO c^M #b (O /
b vP M ) M$,P
j!)POi (i Mvh ) j ,P b 1j2i r 0e^M #b (i Mvh ) j ,P

j )MOi (
t %jO) M ,O !j fP?r M
j )MfMb (
t %jO) M ,O
Mf)MOi (O Mf%jO) M$,P O jM!j fP?r M Mf)MfMb (O Mf%jO) M$,P
M )jOi (B
P M%)Mrb) m ,P 9
M jOb?M M )jfMb (B
P M%)Mrb) m ,P
j!,P Ab bO
M 5rO P
M qj-b uVP
M r b -b
M qj-b
j _
O MMb bO M$fP5rO P M$fPqj-b qmP M$fPr b -b M$fPqj-b
*b ?u M bO j fP5rO P j fPqj-b jW O j fPr b -b j fPqj-b
Page 176
*O "M M Yj $M r bO

O 5rO P
O qj-b M r O r
O )jbb
O qj-b

O j)Mr bO M$fP5rO P M$fPqj-b M r O r M$fP)jbb M$fPqj-b
V_
j fM
j $P rb bO m fP5rO P m fPqj-b M r O r m fP)jbb m fPqj-b
j O,j O bO
P 5rO P Mq-b ^n M
P jO :M Mq-b
mf?b r b bO M%5rO P P g
j qM %)Mb M%jO :M P g
j qM
(B) Translate the following questions and answers:
Answer Question
P %jO ^n }j vP B
P -rM #b U
j YO h"M M= j M qM b 1j2i r B
M -rM #b r ,M YP j:O M M=
*b M O M)r P fP)jfMb j M qM bO
M !j fP?r $M r
M )jfMb r ,M
] M jO-b
b r bO
P $j _
m
O M bb M
P $j _
m
O M bb M
*o M M" b )j#b P $M 2b r
M M b j M qM P $M 2b r
M M b r ,M
wM M }M )j
P r
P r b -b U
j YO h"M M= P M=j M M= .M !j Mr
O r b -b bFM
O )Mu
MMbO bO j O-b z
b O P TM !j P-b z
b O P M j=-b bO
M mY
O bM M j h -i M ,O M mY b M M j M
Page 177
M O MvM M Yj #b U
M M!M -b M$,P M%jO C
M M M j M 0M
O mY
j h -i M$P fjMM '
M ]
M j=!M M -b
M M '
M j M
bc r bO M fO\i M Ab *O "M M Yj $M r
P M M fO\i r ,M
O MgfOj Or O\ Mg{
M qM M$P qmybO Yt j:O M 0M Yt $m g
M P D
M O \b M O
bX, j \O Yb0M b !j P $j M M {
M qM O MgfOj Or O\ M {M qM Yb0M j b
.O Mr Uh !O %M
m
j ?i b!j #b M%$j O \b M M%b!j #b j fP$j O \b r ,M
U
YO %j,O j ?i qMMO u bO j O /
b b j fP$j O \b M M O
lO M M_
m O
P )jOi O M!j=Yh O\
M )jOi M O
*O M Yj
O O)
O j=O $j fmO
P 5rO P M= V_
j fM
j $P rb bO
O 5rO P M O
('j $M r j fOj -i
(C) Note the use of the verbs in the following verses of the
Qurn:
.
O O Fr OO l M j5Ob * b\O
j )Mbb *o bjOb# *o b\O j O j b (1)
(
M m% b fM#b M$qmyb?b \b J
O j c O\ o M\b 0j -b o Vr qM O jM O Vr qM b fM#b M (2)
. O$vM
Page 178
. o O b .o b2M 0M N
o 0PGP 0M o !PP 0M B o m%vM O !iM M j b (3)
m$h 9
t O|qM ^M%hO0M b !PM #r c M0 O MYOM!r TM M M m$h 9t O|Mq O Mvh (4)
. b !PM #r c M0 O MYOM!r TM M M
. h%O M jb\b P %jO
M O :M M$\b (5)
. j P %jh / O#b Au O P %jO r!PO _
M \b (6)
. j ?i O)j#b O M =OXu bM 9 M fOi M$b .P M| h P ?jbM 549 M fOi (7)
. j bfO#i 9o qbF U h ybO j bO"P 55li M 0P!j $M r bFO0M (8)
(D) Translate the following sentences into Arabic:
(1) Did Hmid eat the food? No, he did not eat the
food till now.
(2) Did you drink the water? Yes, I ate the food and
drank the water.
(3) What did you eat today? I ate bread and meat.
(4) Did your sister go to the madrasah? Yes, she went
one hour ago.
(5) When did the sun rise? The sun rose now.
(6) Who entered the musjid? They are the teachers of
the madrasah.
(7) Who is that who came out of the house? That is
54 Here the word (M9fOi ) means, to make binding to make compulsory.

55 A girl buried alive.
Page 179
my small brother.
(8) Did you (f) understand my statement? We did not
understand your speech.
(9) Why did you (pl. f.) not understand my
statement? Because your language is Arabic.
(10) O Khlid, was any lion killed? Yes, a large lion
was killed.
(11) Who killed the lion? Sir, I killed the lion.
(12) Where was your servant sent? He was sent to the
market.
Page 180
Lesson 15
The Imperfect
(I JD 4*)
1. The verb which indicates the present and future tense is

known as (N[ V) the imperfect, e.g. (
P O [
j M=) he is
hitting or he will hit.
2. The letters (-), (B), (U) and () are the signs of ( V
N[) known as the (N[ B/). By inserting one of
these letters before (9 X Y0) - the singular
masculine third person - of (') - the perfect tense,
making the first letter skin and adding (w\) at the end, the
(N[ \) is formed, e.g. from ( M fM\b) we get (P fMVr M=), (P fMVr M),
(
P fM\r -b) and (P fMVr qM).
The paradigm of (N[ V) is as follows:
Page 181
ABCD EFD I JD 4*
Meaning Person Gender Word- Verb

Form
He is opening or he
will open
3rd
person
masc. singular
P fMVr M=
They 2 are opening or
they will open
dual
O MgfMVr M=
They are opening or
they will open
plural
b !j g
P fMVr M=
She is opening or she
will open
fem. singular
P fMVr M
They 2 f. are opening
or will open
dual
O MgfMVr M
They f. are opening or
will open
plural
M g
j fMVr M=
You are are opening
or will open
2nd
person
masc. singular
P fMVr M
You 2 are opening or
will open
dual
O MgfMVr M
You (all) are opening
or will open
plural
b !j g
P fMVr M
You f. are opening or
will open
fem. singular
M jg
O fMVr M
You 2 f. are opening
or will open
dual
O MgfMVr M
You (all f.) are
opening or will open
plural
M g
j fMVr M
I am are opening or
will open
1st
person
m/f singular
P fM\r -b
We are are opening or
will open
m/f dual/
plural
P fMVr qM
Page 182
3. Like the (') - perfect tense, the (N[ V) -

imperfect also comes on three scales: ( i M Vr M=), (i O Vr M=) and (i P Vr M=).
The (N[) - imperfect of ( M fM\b) is (P fMVr M=), of ( M M ' M ) is (
P O [ j M=)
and of (.M P
b ) is (.P P ?r M=). The details will follow in Lesson 16.
Note 1: The words (

P fMVr M) and (O MgfMVr M) appear several times in
the paradigm. Understand them well. One has to see the
context to determine the meaning.
Note 2: As in (') - the perfect tense, the (N[ V) -

imperfect also has fourteen word-forms.
4. To construct the ( !) - passive of (N[ V), render

a dammah to the (N[ B/), and a fathah to the
penultimate letter, e.g. ( P O [j M=) becomes ( P M [

j P=) he is being
hit or he will be hit, (
P fMVr M=) becomes (P fMVr P=) it is being opened
or it will be opened, (.P P ? r M=) becomes (.P M ?r P=) he is being
honoured or he will be honoured.
5. In order to construct the (V% N[) - imperfect
Page 183
negative, the word (A

b ) is most often inserted before ( N[
)5) - the imperfect positive. Sometimes (M) is inserted,
e.g. (9
P ,M Xr M= Ab ) He is not going or he will not go. (P bj M= M)
He does not know or he will not know.
Note 4: In order to make (N[ V) specific with the

future tense, the particles (( M ) or (R
M !j "M ) are prefixed to it,
e.g. (
P fMVr M"M ) He will soon open. (b !j $P bj M R
M !j "M ) You will
come to know.
6. You know that ($') - pronouns are used in place of the
( !V) - object. In Arabic, there are two types of pronouns:

(a) (O|fmP ) - those pronouns which are attached to the verb,
(b) (O|Vb %j P ) - those pronouns which are independent and

separate from other words.
Because these pronouns are in (9|% *) the accusative
case they are referred to as (*!|% $[).
7. The pronouns of (*|f *!|% $[ - attached
Page 184
pronouns of the accusative case) are the same as the ( $[

*|f l0) - attached pronouns of the genitive case. See
Lesson 11. The only difference is in the (?f *) - first
person word-form where ( j qO) is used in place of (U

j Od).
The paradigm is as follows:
Page 185
Third Person (9Ob)
P MM '
M singular
Masculine
M$P MM '

M dual
j P MM '
M plural
bMM '

M singular
Feminine
M$P MM '

M dual
m P MM '
M plural
Second Person (O'M)
]
M MM '
M singular
Masculine
M$?i MM '

M dual
j ?i MM '
M plural
]
O MM '
M singular
Feminine
M$?i MM '

M dual
m ?i MM '
M plural
Page 186
First Person (?

b fMP )
j %OMM '
M singular (m/f)
M%MM '

M dual, plural (m/f)
The same pronouns can be attached to the (N[) -
imperfect tense, e.g. (P PO [

j M=), (M$P PO [
j M=), (j P PO [
j M=) till (M%PO [
j M=).
In a similar manner, the above-mentioned pronouns can be

attached to every word-form of every verb.
However, when attaching a pronoun to the (' X w)

- plural masculine second person verb, the (.) is rendered a
dammah and a (0j ) is inserted before the pronoun, e.g.
(
j ,P !j $P fPjM '
M ) You (all) hit them. (M$,P !j $P fPjM '
M ) You (all) hit the
two of them.
8. The (*|V% *!|% $[) detached pronouns in the

accusative case are as follows:
Page 187
Third Person (9Ob)
;P m=O singular
Masculine
$M ,P m=O dual
j ,P m=O plural
,M m=O singular

Feminine
$M ,P m=O dual
m ,P m=O plural
Second Person (O'M)
TM m=O singular
Masculine
$M i m=O dual
j i m=O plural
TO m=O singular
Feminine
$M i m=O dual
m i m=O plural
Page 188
First Person (?

b fMP )
U
M m=O singular (m/f)
qMm=O dual, plural (m/f)
These pronouns are used to create stress or limitation in the

sentence especially when they precede the verb, e.g. ( TM m=O
YP )Pj qM) We worship You alone.
Take special note of the harakah of the (*$? ) in the
perfect (') and the imperfect (N[).
Word Meaning
P i
j M= M bM to create
wP \bj M= wM \bM to raise
i b
j M= b b"M to ask
P Or M= M bb to oppress
YP )Pj M= YM )MM to worship
Page 189
i $M j M= b $O M to work, act
P Wi Vr M= M Wb \b to create
i M Vr M= b M \b to do
]
P O$j M= ]
M bM to own
P i %jM= M b qM to look
OO camel
,M -b more/most important
M$qmO only
j=O M innocent
!j Wi P a t Wb M stomach
YP OMvM a l YM j=O vM newspaper
wP O M{r YP {
O
j $M rb 0j -b wP O M{rb jmi musjid
!j P=O M radio

O j -b yesterday
Yb tomorrow
M)
M morning
^n MM evening
Page 190
'
M harm
Yt OM worshipper
l!M j #b coffee
O Fb MM May Allh grant refuge
!M j=O a
O 0M U
j O By Allh
wt vj 0M pain
MfM= a t jfOM= orphan
wP Vb %jM= wM Vb qM to benefit
Exercise No. 14
(A) Note the use of the (N[) - imperfect tense and

translate the following sentences:
./ jO#b P $P M \r -b j M qM m OM M r b M P M Vr M r ,M (1)

. P M=j M j fOj -i P )PfP?r M M Mf?O r bX, 9 P fP?r M= j M (2)
Ab Mq-b U
j YO h"M M= .9
P fP?r M Ab M qj-b0M YhvM 9 P fP?r M M ,O !
e ^c M: M (3)
. vj 0M U j YO M= j \O u ybO 9P fPr -b
Page 191
S
O !j bO 9 P ,M Fr -b Mq-b YP $M j -b M= 9 P ,M Xr M M j=-b bO (4)
. lo YM O M0 *o O M" j \O M%jO wP vO j yb"M S O !j M O wP vO j M fM (5)
. O M ybr b jO j M -iM 2r qM MqYM h"M M= b 0j -iM 2r M
o MfO U m -b P Ab 0j -b M= (6)
. lb !M j 2b r Ab 0M U M m_ P M _ j qM Ab P g j qM U M m_ b !j PM _ j M r ,M (7)
. O j YM j M Yb z i M )jqP r M Ab .M !j Mr O O Mgr bO j fP5rO P r ,M (8)
j OM)$j M bO Mq!j P-b M%)Mbb j OM)$j M bO j ?i )Mbb j M (9)
M bM 0M j %O2b bM
e b j ?i j=YM OM0 0M j ?i 2b bM j M b !j $P bj M r ,M (10)
.U m YM OM0
. j %OP Vb %jM= MfO j ?i %jO 9 P ir -b M$qmO *i _ M OM M= m%O M j)OiWr M bFM (11)
. TM M%,P j i %Mj=-bM M
O 0M Ab wO O M{r O\ O j -b Mq!j $P fPj=-bM r ,M (12)
M) M wP $M "j -b
O 0M U j O !j P=O m O\ O j gM r M M)j -b wP $M j M r M, (13)
. ^n MM 0M
. O !j P yir h ,M -b j O M ,O 0M M,-iM #r -b Ab < M jb YM OM{ M r -iM 2r M r ,M 0M (14)
MqmO\b M,h :M j O
O Fb MM *O $M jO M r O j g
M r ;O XO ,M O\ P bj M bFM (15)
. M j M rM0 S M j _m B O Xb M -b j fOu li YM #b!j $P r
O P Mq
Page 192
(B) Translate the following verses of the Qurn:
. b !P$bj M= b
M 2O \OM%$P r m ?O 0M
M %OO `j $P r O 0M O O!P"M O 0M li }m O r O uO 0M (1)
m$h ^p UOM r qM-b 0M i $M j -b m$O b !i=OM j fPqb- j ?i i$M M j ?i b 0M O$M M j O (2)
. b !i$M j M
. b !P$Or M= j P
M Vi qb- ( M m% m ?O db 0M j:M ( M m% P Or M= Ab M x u O (3)
. Vr qM Ab 0M ' M OVr %MO ] P Oj -b Au i# (4)
.Mq j O qO!iWP O\ b !ii yr M= M$qmO $r i MfMr b M!j -b b !ii yr M= M =OXu (5)
. j qOM Wb \b U j XO u YP )Pj -b Ab O M0M (6)
. j M \OP <M jb Ô M$ m bO 0M j 2b OP < M jb O OOr bO b 0Pi %M= b\b-b (7)
YP )Pj -b M b 0PYOM j fPqb- b 0M b 0PY)Pj M M YP )Pj -b b b 0P \Ob?r M=-b M= r #i (8)
0M j ?i %P=O j ?i b YP )Pj -b M b 0PYOM j fPqb- b 0M j YM)M m Yt OM Mq-b b 0M
. O =O M O
. b !j ib
j P= j ,P 0M i M Vr M= m$M i b j P=Ab (9)
Page 193
(C) Translate the following sentences into Arabic:
(1) What are you reading in the madrasah? I am reading

Tashlul Adab.
(2) Do you recognize my brother? Yes, I recognize him.
(3) Will the door of the garden be opened today? Today
the door of the garden will not be opened.
(4) Where did the doorkeeper go? I do not know where
he went.
(5) Will you go for a stroll today? No brother, I will go to
the madrasah.
(6) Did Mahmd eat the food? Till now he has not eaten.
Now he will eat.
(7) Who do you worship? We do not worship anyone
besides Allh.
(8) What are you asking of us? We are only asking for a
book.
(9) Which book are you seeking from us? We are seeking
the book Sratun Nab from you.
(10) Do you read the Qurn every day? We read one
part from it every day.
Page 194
An Arabic Letter
Read the following letter and note how a letter is written in

Arabic.
: O j\O
P )jfMb 0M O jO |
m j O -b bO !j fP?r M .M !j Mr
P r "M j -b Mq-b
}P j=}O M r E
P ybr M=-b
P PbM M0M
O *i $M j M 0M j ?jbM .P / bm b
j Ob2\bP 0M Mq-b B P -rM #b j qh-b b !j $P bj M m$b Y j=YO :M M \b b !j P M Vr M j ?i P j$O vM j fPqj-b
j O / jO#b P M Vr qM b rM0 *o bjO#b lo Ym P j \O O M ybr b jO
j M O MfO j O b 0m ybr ^c }j { P r
e ^c M: r O -iYM )j%M"M 0M h OM M r O\ !j fP?r M .M !j Mr 9 P fPr -b bXO0M O M M r MO
.
O Mf?O r bX, j O j qOu5 ^c }j {
P r O jM !j M= YM j M MM
9O fP?i r b 5rO 9

o j | M O M jb YOv j "M P qmO\b M Mf?O r bX, -iM 2r M Ab M O j O -b M=
. / j "M ;P MqYj vM !M \b ;P Mq-rM #b P g
j qM . *O $M j=YO 2b r *O mOM M r (
O O MY$M r O\ *O { M Om
P )P
Mgj M= M$b 9 o j | M O M jb m OM M r u -b
M Mf?O r bX, B M -rYM M bFO
M qj-b P bj fM"M 0M
. b !j )POuW
Page 195
wO j$O {
M O0M j ?i b0M j O M Om| b $M M rM0 wM \Om% M r O rM0 *b M\OMr bMM
O M O 9 P ir -b
. .P / b m M0 M jO 1 . M j$O O
j $P r
TM O jM 9
P Ob
M$j m YP )jM
Test No. 8
(1) What is a verb and how many types are there?

(2) How many root letters are there generally in a verb?
(3) What is the (l6) of a word?
(4) From among the verbs, which word-form contains
only the root letters?
(5) How do you recognize the root letters of verbs,
derived nouns and verbal nouns?
(6) On what scale does the triliteral verb in the perfect
tense come? What are the scales of the imperfect
tense?
(7) How many word-forms are there in the perfect and
imperfect tenses in reality, how many are
customarily in vogue and why?
Page 196
(8) In which part of the sentence does a verb normally

come in an Arabic sentence? Where do the doer and
object come?
(9) Due to the number and gender of the doer, what
changes occur in the verb?
(10) What is the ( ) of the doer and the object?
(11) In the word (P MM '

M ), what is the pronoun (;P ) called?
(12) What word is (T
M m=O)?
(13) How do you construct the passive of the perfect
and imperfect tenses and the negative?
(14) What is the noun called towards which a passive
verb is related?
(15) What are the signs of the imperfect tense?
(16) What meanings can the word (9
P fP?r M) have and how
many word-forms can (
O M)fP?r M) be?
(17) How many tenses are found in the imperfect tense?
(18) What effect takes place on the imperfect by
introducing the particles ((
M ) and (R
M !j "M )?
End of Part One
Page 197
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      

Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Copyright 2004 Madrasah Inmiyyah

All rights reserved. No part of this book may be reproduced, stored in a

Typeset on Palatino 13 and Traditional Arabic 18 by Academy for Islamic

Title Arabic Tutor - Volume One

Author Mouln bdus Sattr Khn (

Translated by Mouln Ebrhm Muhammad

First Edition R Awwal 1428 A.H. April 2007

Published by Madrasah Inaamiyyah

Tel +27 31 785 1519

Fax +27 31 785 1091

bdullh Ibn bbs narrates that Raslullh said,

Contents of Each Volume

Volume One: Lesson 1 to Lesson 15

Volume Two: Lesson 16 to Lesson 25

Volume Three: Lesson 26 to Lesson 43

Volume Four: Lesson 44 to Lesson 75

Test No. 4 ..........................................................................106

Vocabulary List No. 13 ...................................................189

The following method of transliteration of the Arabic letters

Some Arabic phrases used in this book are as follows:

(Sallallhu alaihi wasallam)

VW =X ;)  ./"0 V0

From the multitudes of letters which this humble writer has

However, no primary syllabus that conformed to the times

The ancient method of teaching Arabic and its syllabus

Experience shows that only a syllabus which has easy rules

In reality, choosing such lessons and providing a sequence

That is the grace of Allh. He grants it to whoever He

This is the fourth edition of this book. Initially, this book

This part contains only fifteen lessons. But you will be

A student doing self-study can complete this part in about

Nevertheless, this book is such that every text book

The summary of the opinions of the Ulam of every

introduced in government and non-govermental schools so

The following pages contain the valuable opinions of some

The servant of the students

Muharram 1361 A.H.

Reviews of this Book

llmah Shabbir Ahmad thmn (

This book is worth including in the syllabi of the madris. It

Mouln Manzir Ahsan Giln (

May Allh reward you. This is a tremendous task. You have

Mouln Khjah bdul Hayy (

I taught the first part to the students as an experiment. I

Abul Al Maududi, editor of Tarjumanul Qurn, Lahore

This is the most successful effort at explaining the language

Mouln Muhammad Nzim Nadw (

Many books have been written in India to learn the Arabic

From my personal experience I know that this book is very

Mouln bdul Qadr Siddq (

If this book is included in the syllabus, it will be very

Mouln bdul Wsi (

I completely agree with the opinion of Mouln bdul

llmah Sheikh bdul Qdir (

This is a successful endeavour. If this book is included in

Mouln Ghulm Ahmad (

We have included this textbook in the syllabus of our

Mouln Habbur Rahmn Sherwn (

I have studied the book, rab k Muallim. It seems to be

Mouln Lutfur Rahmn (

The success you have achieved in simplifying Arabic has

VW =X ;) ./"0 V0

!j ?i "P the diacritical point (kd) also known

j=!O %jM two fathahs (nd), two kasrahs (d

<j=O j M to make a noun definite

j?O %jM to make a noun indefinite

.P Ab the ( ) attached to a noun

wj$vM "j O a collective plural, e.g. (.t !j #b) - nation

jO Xr M masculine also known as (xX)

zjqOyr M feminine also known as (zq`)

having jazm like the alif of (( t -rM )

1. A word having a meaning is called (* $

An (") is independent of other words in indicating its

meaning. It also does not have any tense, e.g. (

A (\) is a word that indicates some action together with

without an (") or (\), e.g. (

name of a particular person. Makkah (*?) is the name of a

something, living or non-living, e.g. (

The Particles of () and ()

2. The definite article of Arabic is (r b).3 It is also called ( .A

becomes definite. Now the word is termed as (./ R6)