‫

ا ا
ن ا‬

~~ ‫ﻭ َﺃﺨﹶﻭﺍﺘﹸﻬﺎ‬ ‫ﻥ‬ ‫~~ ﺇ‬

‘Inna and its likes

‫ﻭ َﺃﺨﹶﻭﺍﺘﹸﻬﺎ‬ ‫ﻥ‬
‫ﺇ‬

‫ل‬
‫ﻌ ﱠ‬ ‫ﹶﻝ‬ ‫ﺕ‬
‫ ﹶ‬‫ﹶﻝﻴ‬ ‫ﻥ‬
 ‫ﹶﻜَﺄ‬ ‫ﻥ‬
 ‫ﻝ ِﻜ‬ ‫ﻥ‬
‫ﺃ‬ ‫ﻥ‬
 ‫ِﺇ‬

.‫ﺭ‬
 ‫ﻊ ﺍﻝﺨﹶﺒ‬ ‫ ﹶﻓ‬‫ﻭ ﹶﺘﺭ‬ ‫ﻡ‬ ‫ﺏ ﺍﻹﺴ‬
 ‫ﺼ‬
ِ ‫ﻫﻲ ﹶﺘﻨﹾ‬
They make the ism (noun) mansoob (accusative) take a fatha, and
make the khabar marfoo’ (nominative take a damma).

Indeed/verily ‫ﻥ‬
 ‫ِﺇ‬:

Indeed/verily ‫ﻥ‬
 ‫ﺃ‬:

But
‫ﻥ‬
 ‫ﻝ ِﻜ‬:
 It is as if …… (for similitude or speculation) ‫ﻥ‬
 ‫ ﹶﻜَﺄ‬:
Would that…. (Used for seeking something impossible

‫ﺕ‬
‫ ﹶ‬‫ﹶﻝﻴ‬:
or in which there is difficulty)

I hope…(Used for hope or regret)

‫ل‬
‫ﻌ ﱠ‬ ‫ﹶﻝ‬:

‘Inna brings about

emphasis
.‫ﻜِﻴﺩ‬‫ﺩ ﺍﻝ ﱠﺘﻭ‬ ‫ﻥ ﹸﺘﻔِﻴ‬
‫
ﺇ‬

.‫ﻏﻔﹸﻭﺭ‬
‫ﷲ ﹶ‬
َ ‫ﻥﺍ‬
‫ﺇ‬ :‫ﻭ‬ ‫ﹶﻨﺤ‬
Verily Allah is oft-forgiving

Anna brings about emphasis also .‫ﺩ ﺃﻴﻀﹰﺎ‬ ‫ﺩ ﺍﻝﺘﱠﻭﻜِﻴ‬ ‫ﻥ ﹸﺘﻔِﻴ‬

‫
ﺃ‬

.‫ﺽ‬‫ﻤ ِﺭﻴ‬ ‫ﻥ ﺨﺎﻝِﺩﹰﺍ‬

 ‫ﺕ َﺃ‬
‫ ﹸ‬‫ﻋِﻠﻤ‬

I knew that verily Khaalid is ill.

‫ﺩ‬ ‫ﺒﻌ‬ ‫ﻥ‬

 ‫ ﻭ ﺘﹶﺄﺘِﻲ َﺃ‬.‫ل‬
َ ‫ﺩ ﻗﺎ‬ ‫ﺒﻌ‬ ‫ﹶﻠ ِﺔ ﻭ‬‫ﺠﻤ‬
 ‫ل ﺍﻝ‬
ِ ‫ﻭ‬ ‫ﻥ ﺘﹶﺄﺘِﻲ ﻓِﻲ َﺃ‬
‫ﺇ‬
.‫ﻷﺨﹾﺭﻯ‬
ُ‫لﺍ‬
ِ ‫ﻷﻓﹾﻌﺎ‬
ّ‫ﺍ‬
‫ﻥ‬
‫ﺇ‬ comes at the beginning of a sentence and after qaala and

‫ﻥ‬
 ‫ َﺃ‬comes after the other verbs.
 .‫ﻲ‬‫ﺭﺒ‬ ‫ﷲ‬
َ ‫ﻥﺍ‬
 ‫ِﺇ‬ :‫ﻭ‬ ‫ﹶﻨﺤ‬
Verily Allah is my lord.

.‫ ﹶﺘ ِﻬﺩ‬‫ﻤﺠ‬ ‫ﻙ‬

 ‫ﻲ ﺇ ﱠﻨ‬‫ﻗﺎﹶﻝﺕﹾ ُﺃﻤ‬
My mother said verily you are
a hard worker.

.‫ﻡ‬ ‫ﻴﻭ‬ ‫ﺀ ﺍﻝ‬ ‫ﺱ ﻤﺎ ﺠﺎ‬  ‫ﺕ َﺃ‬

 ‫ﺭ‬ ‫ﺩ‬ ‫ﻤ‬ ‫ﻥ ﺍﻝ‬ ‫ ﹸ‬‫ﺴ ِﻤﻌ‬


I heard that verily the teacher did

not brings
laakina come about
today.
.‫ﻙ‬
 ‫ﺭﺍ‬‫ ِﺘﺩ‬‫ﻹﺴ‬
ِ ‫ﺩ ﺍ‬ ‫ﻥ ﹸﺘﻔِﻴ‬
 ‫
ﻝ ِﻜ‬
istidraak….

.‫ﻥ‬
 ‫ﻼ‬‫ﻥ ﺤﺎﻤِﺩﹰﺍ ﹶﻜﺴ‬
 ‫ ﻝ ِﻜ‬‫ ﹶﺘ ِﻬﺩ‬‫ﻤﺠ‬ ‫ﻤﺩ‬ ‫ﺤ‬
 ‫ﻤ‬ :‫ﻭ‬ ‫ﹶﻨﺤ‬

Muhammad is a hard worker but

Haamid is lazy.
La’alla conveys hope, and
its meaning is I hope. (‫ﻭ‬‫ﺠ‬‫ﻨﺎﻫﺎ )َﺃﺭ‬‫ﻤﻌ‬ ‫ﻭ‬ ‫ﻲ‬‫ﺭﺠ‬ ‫ﺩ ﺍﻝﱡﺘ‬ ‫ل ﹸﺘ ِﻔﻴ‬
‫ﻌ ﱠ‬ ‫ﹶﻝ‬

.‫ ﹶﻓ ِﺘ ِﻪ‬‫ﻏﺭ‬
‫ﺱ ﻓِﻲ ﹸ‬
 ‫ﺭ‬ ‫ﺩ‬ ‫ﻤ‬ ‫ل ﺍﻝ‬
‫ﻌ ﱠ‬ ‫ﹶﻝ‬ :‫ﻭ‬ ‫ﹶﻨﺤ‬

I hope that the teacher is in his

room.

Ka’anna has two meanings

.‫ﻥ‬
ِ ‫ﻨﹶﻴﺎ‬‫ﻤﻌ‬ ‫ﻥ ﻝﹶﻬﺎ‬
 ‫
ﹶﻜَﺄ‬

٢ ١
Conveys speculation Conveys similitude

‫ﻥ‬
‫ﻅ‬
‫ﺩ ﺍﻝ ﱠ‬ ‫ﹸﺘﻔِﻴ‬ ‫ﻪ‬ ‫ﺩ ﺍﻝﱠﺘﺸﹾ ِﺒﻴ‬ ‫ﹸﺘﻔِﻴ‬

.‫ﻥ‬
ِ ‫ﻥ ﺍﻝﻴﺎﺒﺎ‬
 ‫ﻙ ِﻤ‬
 ‫ ﹶﻜَﺄ ﱠﻨ‬:‫ﻭ‬ ‫ﹶﻨﺤ‬ .‫ﺴﺔﹲ‬
 ‫ﺭ‬ ‫ﻤﺩ‬ ‫ﺩ‬ ‫ﺠ‬
ِ ‫ﻤﺴ‬ ‫ﻥ ﺍﻝ‬
 ‫ ﹶﻜَﺄ‬:‫ﻭ‬ ‫ﹶﻨﺤ‬
It is as if you are from Japan. It is as if the masjid is a
school.
Layta brings about hope, and it
is seeking the impossible and
that in which there is difficulty.
.‫ل‬‫ﺤﻴ‬
ِ ‫ ﹶﺘ‬‫ﻤﺴ‬ ‫ﺏ ﺍﻝ‬
 ‫ﻁﹶﻠ‬
‫ﻭ ﹶ‬ ‫ﻫ‬ ‫ﻭ‬ ‫ﻤﻨﱢﻲ‬ ‫ﺩ ﺍﻝ ﱠﺘ‬ ‫ﺕ ﹸﺘﻔِﻴ‬
‫ ﹶ‬‫
ﹶﻝﻴ‬
.‫ﺭ‬‫ﻋﺴ‬
 ‫ﻭ ﻤﺎ ﻓِﻴ ِﻪ‬

(ْ
ِ َ 
ْ
ُ ‫ا‬ 
ُ َ 
َ - seeking of the impossible) :‫ﻭ‬ ‫ﹶﻨﺤ‬

.‫ﺩ‬ ‫ﻭ‬‫ﻴﻌ‬ ‫ﺏ‬

 ‫ﺕ ﺍﻝﺸﱠﺒﺎ‬
‫ ﹶ‬‫ﹶﻝﻴ‬
Would that youth would return!

(ٌ
ْ 
ُ ِ ِ  - that in which there is difficulty) :‫ﻭ‬ ‫ﹶﻨﺤ‬

.‫ﻬﹰﺎ‬‫ﺠ ﹶﻨﻴ‬
 ‫ﻥ‬
 ‫ﻭ‬‫ﺕ ﻝِﻲ ِﻤﻠﹾﻴ‬
‫ ﹶ‬‫ﹶﻝﻴ‬
Would that I have a million pounds!
 ~~‫~~ ﺫﹸﻭ‬

‫ﻭﺭ‬‫ﺭ‬‫ﻤﺠ‬ ‫ ِﻪ‬‫ﻴِﻠﻴ‬ ‫ﻡ ﺍﻝﺫﱢﻱ‬ ‫ﻭ ﺍﻻﺴ‬ ‫ﻀﺎﻑﹲ‬‫ﺍﺌِﻤﹰﺎ ﻤ‬‫ﻭ ﺫﹸﻭ ﺩ‬ (‫ﺤﺏ‬
ِ ‫ﻨﺎﻫﺎ )ﺼﺎ‬‫ﻤﻌ‬ .‫ﺫﹸﻭ‬
.‫ﺎ ﹶﻓ ِﺔ‬‫ﻹﻀ‬
ِ ‫ﺒِﺎ‬
Dhu: its meaning is possessor/owner, and it is always mudaaf
(possessed) and the noun which is next to it is genitive (majroor), by
construction.

{‫ﻥ‬
 ‫ﻤ ِﺘﻴ‬ ‫ﻭ ِﺓ ﺍﻝ‬ ‫ﻕ ﺫﹸﻭ ﺍﻝ ﹸﻘ‬
‫ﺍ ﹸ‬‫ﺭﺯ‬ ‫ﻭ ﺍﻝ‬ ‫ﻫ‬ ‫ﷲ‬
َ ‫ﻥﺍ‬
 ‫}ﺇ‬:‫ﻗﺎل ﺘﻌﺎﻝﻰ‬ :‫ﻭ‬ ‫ﹶﻨﺤ‬

Allah the most high says (translated meaning):

‘Verily Allah he is the sustainer, the possessor of
might and power’

The different forms

‫ﺕ‬
‫ﺫﹶﻭﺍ ﹸ‬ ‫ﺕ‬
‫ﺫﺍ ﹸ‬ ‫ﻭ‬‫ﹶﺫﻭ‬ ‫ﺫﹸﻭ‬

For feminine For feminine For masculine For masculine

plural singular plural singular

‫ﻊ‬‫ﺠﻤ‬
 ‫ﺙ‬
ِ ‫ﻤ َﺅ ﱠﻨ‬ ‫ﻝِﻠ‬ ‫ﺩ‬‫ﻤﻔﹾﺭ‬ ‫ﺙ‬
ِ ‫ﻤ َﺅ ﱠﻨ‬ ‫ﻝِﻠ‬ ‫ﻊ‬‫ﺠﻤ‬
 ‫ﻤ ﹶﺫﻜﱠﺭ‬ ‫ﻝِﻠ‬ ‫ﺩ‬‫ﻤﻔﹾﺭ‬ ‫ﻤ ﹶﺫ ﱠﻜ ِﺭ‬ ‫ﻝِﻠ‬
 ‫ﺕ‬
‫ﻫﺅُﻻ ِﺀ ﺍﻝﻁﱠﺎﻝِﺒﺎ ﹸ‬ ‫ﺒ ﹸﺔ‬ ‫ﻫ ِﺫ ِﻩ ﺍﻝﻁﱠﺎِﻝ‬ ‫ﺏ‬
 ‫ﻫﺅُﻻ ِﺀ ﺍﻝﻁﱡﻼ‬ ‫ﺏ‬
 ‫ﻫﺫﺍ ﺍﻝﻁﱠﺎِﻝ‬
‫ﻋﻠﹾ ٍﻡ‬
ِ ‫ﺕ‬
‫ﺫﹶﻭﺍ ﹸ‬ ‫ﻋﻠﹾ ٍﻡ‬
ِ ‫ﺕ‬
‫ﺫﺍ ﹸ‬ ‫ﻋﻠﹾ ٍﻡ‬
ِ ‫ﻭ‬‫ﹶﺫﻭ‬ ‫ﻋﻠﹾ ٍﻡ‬
ِ ‫ﺫﹸﻭ‬

These students This student These students This student

(female pl.) (female sig.) (male pl.) posses (male sig.) posses
possesses knowledge Posseses knowledge knowledge knowledge
 ~~ ‫ﻭ ﺃَﻭ‬ ‫~~ َﺃﻡ‬

`Am is used for questioning .‫ ِﺘﻔﹾﻬﺎ ِﻡ‬‫( ﻝِﻺﺴ‬‫)َﺃﻡ‬

(sentence)

‫؟‬‫ﺘﺎﻥ‬‫ ﺒﺎ ِﻜﺴ‬‫ ِﻤﻥ‬‫ﺕ َﺃﻡ‬

‫ﻥ ﺍﻝ ِﻬﻨﹾ ِﺩ َﺃﻨﹾ ﹶ‬
 ‫َﺃ ِﻤ‬ :‫ﻭ‬ ‫ﹶﻨﺤ‬

Are you from India or Pakistan?

And ‘Aw is used for non-questioning.

(sentence) .‫ ِﺘﻔﹾﻬﺎ ِﻡ‬‫ ِﺭ ﺍﻹﺴ‬‫ﻭ )ﺃَﻭ( ِﻝ ﹶﻐﻴ‬

‫ﻙ‬
 ‫ﻫﺫﹶﺍ ﺃَﻭ ﹶﺫِﻝ‬ ‫ﺨﺫﹾ‬
‫ﹸ‬ :‫ﻭ‬ ‫ﹶﻨﺤ‬
Take this or that.
 ‫ﻭ َﺃﻝﹾﻑﹲ‬ ‫ﻤﺎ َﺌﺔﹲ‬
Hundred and thousand

.‫ﺭﺩ‬ ‫ﻤﻔﹾ‬ ‫ﻤﺎ‬‫ﺩﻫ‬ ‫ﻭ‬‫ﺩ‬‫ﻤﻌ‬ ‫ﻥ‬

 ‫ﺭ َﺃ‬ ‫ﻏﻴ‬
‫ ﹶ‬, 10 ‫ ﺇﻝﻰ‬3 ‫ﺩ ِﺩ ِﻤﻥ‬ ‫ﻌ‬ ‫ل ﺍﻝ‬
ُ ‫ﻭ َﺃﻝﹾﻑﹲ ﻤِﺜ‬ ‫ﻤﺎ َﺌﺔﹲ‬
Hundred and thousand are similar to the numbers from 3 to 10, (in

construction) except that their ‫ﺩ‬ ‫ﻭ‬‫ﺩ‬‫ﻤﻌ‬ (enumerated) is singular.

.‫ﺭَﺃ ٍﺓ‬ ‫ﻑ ﺍﻤ‬

‫َﺃﻝﹾ ﹸ‬ ‫ﺃﻭ‬ ‫ل‬
ٍ‫ﺠ‬ ‫ﺭ‬ ‫ﻤﺎ َﺌ ﹸﺔ‬ :‫ﻤﺜﺎل‬
A thousand women A hundred men

.‫ﺃ‬‫ﻭ ﻻ ﹸﺘﻘﹾﺭ‬ ‫ﺏ‬

 ‫ﻭ )ﺍﻷﻝِﻑ( ﻓِﻲ )ﻤﺎﺌﺔ( ﺘﹸﻜ ﹶﺘ‬ .‫ﺙ‬
ِ ‫ﻤ َﺅ ﱠﻨ‬ ‫ﻭ ﺍﻝ‬ ‫ﻤ ﹶﺫ ﱠﻜ ِﺭ‬ ‫ﻤﺎ ﻝِﻠ‬‫ﻭ ﻫ‬

And they are (used) for masculine and feminine (enumerated).

And the alif in ‫( ﻤﺎﺌﺔ‬hundred) is written but not pronounced.

 ‫ﻤﺎ ﻭ ﻻ‬

.(‫ﺏ )ﻻ‬  ‫ﻀﺎ ِﺭ‬‫ﺏ)ﻤﺎ( ﻭ ﺍﻝﻤ‬

ِ ‫ﻉ‬ ِ ‫ﻴﻨﹾﻔﻰ ﺍﻝﻤﺎﻀِﻲ‬

The past tense is negated with ‫ﻤﺎ‬

and the present tense with ‫ﻻ‬

Example
:‫ﻤﺜﺎل‬

.‫ﻑ‬
ِ ‫ﺤ‬
 ‫ﻤﺘﹾ‬ ‫ﺕ ﺇِﻝﻰ ﺍﻝ‬
‫ ﹸ‬‫ﻫﺒ‬ ‫ﻤﺎ ﹶﺫ‬ .‫ﺱ‬
 ‫ﺩﺭ‬ ‫ﺩ ﺍﻝ‬ ‫ﻤ‬ ‫ﺏ َﺃﺤ‬
 ‫ﻤﺎ ﹶﻜ ﹶﺘ‬
I did not go to the Ahmad did not write
museum. the lesson.

.‫ﻑ‬
ِ ‫ﺤ‬
 ‫ﻤﺘﹾ‬ ‫ﺏ ﺇِﻝﻰ ﺍﻝ‬
 ‫ﻫ‬ ‫ﻻ َﺃﺫﹾ‬ .‫ﺱ‬
 ‫ﺩﺭ‬ ‫ﺩ ﺍﻝ‬ ‫ﻤ‬ ‫ﺏ ﺃَﺤ‬
 ‫ﻴﻜﹾ ﹸﺘ‬ ‫ﻻ‬
I am not going to Ahmad is not writing
the museum. (up) the lesson.
 .‫ ِﺘﻘﹾﺒﺎل‬‫ﻹﺴ‬
ِ‫ﻑﺍ‬
‫ ﹸ‬‫ﺤﺭ‬

(‫)ﺱ‬
‫ ﺱ‬The letter of future tense

:‫ﻤﺜﺎل‬

.‫ﷲ‬
ُ ‫ﺀ ﺍ‬ ‫ ﺸﺎ‬‫ﻤ ﱠﻜ ﹶﺔ ِﺇﻥ‬ ‫ﺏ ﺇِﻝﻰ‬
 ‫ﻫ‬ ‫ﺴ َﺄﺫﹾ‬
 .‫ﺭ ﻏﹶﺩﹰﺍ‬ ‫ﻤ ِﺩﻴ‬ ‫ﻊ ﺍﻝ‬ ‫ﺠ‬
ِ ‫ﻴﺭ‬ ‫ﺴ‬

I will go to Mecca inshaa Allah The head teacher shall return tomorrow

.‫ل‬
ِ ‫ﺼﻴ‬
ِ ‫ﻑ ﺍﻝ ﱠﺘﻔﹾ‬
‫ ﹸ‬‫ﺤﺭ‬

(‫ﺎ‬‫)َﺃﻤ‬
The preposition of explanation
‘As for’

Example

:‫ﻤﺜﺎل‬
‫ﺎ‬‫ﻭ َﺃﻤ‬ ‫ﺕ‬
ٍ ‫ﺭ ِﺓ ﺭِﻴﺎﻻ‬ ‫ﺸ‬‫ﻭ ِﺒﻌ‬ ‫ﻬ‬ ‫ﺏ ﹶﻓ‬
 ‫ﺎ ﺍﻝﻜِﺘﺎ‬‫ﺠﱠﻠﺔﹸ؟ َﺃﻤ‬
 ‫ﻤ‬ ‫ﻭ ﻫ ِﺫ ِﻩ ﺍﻝ‬ ‫ﺏ‬
 ‫ ﻫﺫﺍ ﺍﻝﻜِﺘﺎ‬‫ِﺒ ﹶﻜﻡ‬
.‫ﺕ‬
ٍ ‫ﻲ ِﺒﺜﹶﻼ ﹶﺜ ِﺔ ﺭِﻴﺎﻻ‬
 ‫ﺠﱠﻠ ﹸﺔ ﹶﻓ ِﻬ‬
 ‫ﻤ‬ ‫ﺍﻝ‬
How much is this book and this magazine? As for the book, then it for ten
riyals and as for the magazine then it is for three riyals.

‫؟‬‫ﻤﻭﻩ‬ ‫ﹸﺘ‬‫ﺭَﺃﻴ‬ ‫ﻥ ﻜِﺘﺎﺒﻲ؟ َﺃ‬

 ‫ﻭ ﹸﺓ َﺃﻴ‬ ‫ﻴﺎ ِﺇﺨﹾ‬
Oh brothers where is my book?
Have you seen it?
‫ﻤﺎ‬‫ ﹶﻨﻬ‬‫ﺒﻴ‬ ‫ﺩﺕﹾ‬ ‫ﻥ ِﺯﻴ‬
 ‫ﻁﺒِﻴ‬
‫ﺨﺎ ﹶ‬‫ ِﺭ ﺍﻝﻤ‬‫ﻀ ِﻤﻴ‬
 ‫ﺩ‬ ‫ﺒﻌ‬ ‫ﻤ ﱠﺘﺼِل‬ ‫ﺏ‬‫ﺭ ﹶﻨﺼ‬ ‫ﻀ ِﻤﻴ‬
 ‫ﻊ‬ ‫ﻭ ﹶﻗ‬ ‫ﺇﺫﺍ‬
.‫ﺍﻭ‬‫ﻭ‬

When the attached pronoun of nasb occurs after the pronoun of

second person, ‫ﻭ‬ is increased between them.

:‫ﻭ‬ ‫ﹶﻨﺤ‬

‫ﻩ‬ ‫ ﹸﺘﻡ‬- pronoun of

Increase
- Attached
in‫ﻭ‬ pronoun of nasb. second person.

‫ﻩ ؟‬ ‫ﻤﻭ‬ ‫ ﹸﺘ‬‫ﺭَﺃﻴ‬ ‫ ﻩ = َﺃ‬+ ‫ﺘﹸﻡ‬‫ﺭَﺃﻴ‬ ‫َﺃ‬

Have you seen it?
(Plural masc. second person)

.‫ﺎِﻝ ِﻡ‬‫ﺙ ﺍﻝﺴ‬

ِ ‫ﻤ َﺅ ﱠﻨ‬ ‫ﻊ ﺍﻝ‬ ‫ﺠﻤ‬

 .‫ ِﺒ ِﻪ ﻜﹶﺴﺭﺓﹲ‬‫ﻤ ﹸﺔ ﹶﻨﺼ‬ ‫ﻼ‬‫ﺎِﻝ ِﻡ ﻋ‬‫ﺙ ﺍﻝﺴ‬
ِ ‫ﻤ َﺅ ﱠﻨ‬ ‫ﻊ ﺍﻝ‬ ‫ﺠﻤ‬
 ‫ﻭ‬
And the sound feminine plural; its sign of nasb (accusative
case) is kasra.

Example
:‫ﻤﺜﺎل‬

‫ﻁﺎﻝِﺒﺎﺕﹲ‬ ‫ﺎﺭﺍﺕﹲ‬‫ﺴﻴ‬ ‫ﻠِﻤﺎﺕﹲ‬‫ﻤﺴ‬

Students Cars Believers

Fem. pl. Fem. pl. Fem. pl.

.‫ﺕ‬
ِ ‫ﻤﺎﻭﺍ‬‫ﻭ ﺍﻝﺴ‬ ‫ﺭ‬ ‫ﻤ‬ ‫ﻭ ﺍﻝ ﹶﻘ‬ ‫ﺱ‬
 ‫ﺸﻤ‬
‫ﻭ ﺍﻝ ﱠ‬ ‫ﺽ‬
 ‫ﻷﺭ‬
َ‫ﷲﺍ‬
ُ ‫ﻕﺍ‬
‫ﺨﻠﹶ ﹶ‬
‫ ﹶ‬:‫ﻭ‬ ‫ﹶﻨﺤ‬
Allah created the earth and the sun and the moon and the
skies.

.‫ﺭﺓﹲ‬ ‫ ِﺒ ِﻪ ﻜﹶﺴ‬‫ﻤ ﹸﺔ ﹶﻨﺼ‬ ‫ﻭ ﻋﻼ‬ ‫ﻭﺏ‬‫ﻤﻨﹾﺼ‬ ‫ﻭلٌ ِﺒ ِﻪ‬‫ﻤﻔﹾﻌ‬ (‫ﺕ‬

ِ ‫ﻤﺎﻭﺍ‬‫)ﺍﻝﺴ‬

‫ﺕ‬
ِ ‫ﻤﺎﻭﺍ‬‫ﺍﻝﺴ‬ is an object it is in accusative case, and the sign of it being
accusative is a kasra.

.(‫ ِﺘﻔﹾﻬﺎ ِﻡ ﻋﻠﻰ )ﺍل‬‫ﺯ ِﺓ ﺍﻹﺴ‬ ‫ﻫﻤ‬ ‫ل‬

ُ ‫ﺩﺨﹸﻭ‬
The entering of ‘the hamza of questioning’ on al.
.(‫ﺯ ﹸﺓ )ﺍل‬ ‫ﻫﻤ‬ ‫ﺩﺕﹾ‬ ‫ﻤ‬ (‫ ِﺘﻔﹾﻬﺎ ِﻡ ﻋﻠﻰ )ﺍل‬‫ﻹﺴ‬
ِ ‫ﺯ ﹸﺓ ﺍ‬ ‫ﻫﻤ‬ ‫ﺨﹶﻠﺕﹾ‬
‫ﺩ ﹶ‬ ‫ﺇﺫﺍ‬

When ‘the hamza of questioning’ enters upon al, the

hamza of al is made to stretch.

:‫ﻤﺜﺎل‬

‫ﺭِ؟‬‫ﺒﺤ‬ ‫ﻊ ﺍﻝ‬ ‫ﺠﻤ‬

 ‫ﺭ‬ ‫ﺭِ؟ = ﺁﻝﺒِﺤﺎ‬‫ﺒﺤ‬ ‫ﻊ ﺍﻝ‬ ‫ﺠﻤ‬
 ‫ﺭ‬ ‫َﺃ ﺍﻝﺒِﺤﺎ‬
Is Bihaar (rivers) the plural of bahr (river)?

‫؟‬‫ﻭﻡ‬‫ﺀ ﺍﻝﻴ‬ ‫ﺭ ﺠﺎ‬ ‫ﻤ ِﺩﻴ‬ ‫ ﺍل = ﺁل( ﺁﻝ‬+ ‫)ﺃ‬

Did the headmaster come today?

.‫ﺒ ﹸﺔ‬ ‫ﺭ ﱠﻜ‬ ‫ﻤ‬ ‫ﺩ ﺍﻝ‬ ‫ﺩﺍ‬‫ﻷﻋ‬

َ‫ﺍ‬

Compound numbers
 .‫ﻥ‬
ِ ‫ﺌَﻴ‬‫ﺠﺯ‬
 ‫ﻥ ِﻤﻥ‬
 ‫ﻭ‬ ‫ﺒ ﹸﺔ ﹶﺘ ﹶﺘ ﹶﻜ‬ ‫ﺭ ﱠﻜ‬ ‫ﻤ‬ ‫ﺩ ﺍﻝ‬ ‫ﺩﺍ‬‫∗ ﺍﻷﻋ‬

Compound numbers are made of two parts.

Eleven :‫ﻤﺜﺎل‬

‫ﺭ‬ ‫ﺸ‬
‫ﻋﹶ‬ ‫ﺩ‬ ‫ﺤ‬
 ‫َﺃ‬ :‫ﻤﺜﺎل‬
↑ ↑
‫ﺀ ﺍﻝﺜﺎﻨﻲ‬ ‫ﺯ‬‫ل ﺍﻝﺠ‬
ُ ‫ﻭ‬ ‫ﻷ‬
َ ‫ﺍﻝﺠﺯﺀ ﺍ‬
Second part First part

‫ﺀ ﺍﻝ ﱠﺜﺎﻨِﻲ‬ ‫ل ﻭﺍﻝﺠﺯ‬
ُ ‫ﻭ‬ ‫ﺀ ﺍﻷ‬ ‫ﺯ‬‫ ﻓﺎﻝﺠ‬,‫ﺢ‬
ِ ‫ﻴﺔﹲ ﻋﻠﻰ ﺍﻝﻔﹶﺘ‬‫ ِﻨ‬‫ﻤﺒ‬ ‫ﺒ ﹸﺔ‬ ‫ﺭ ﱠﻜ‬ ‫ﻤ‬ ‫ﺩ ﺍﻝ‬ ‫ﺩﺍ‬‫∗ ﺍﻷﻋ‬
.‫ﻥ ﺍﻝﻔﺘﺤ ﹶﺔ‬
ِ ‫ﺎ‬‫ﺤﺒ‬
ِ ‫ﻴ‬

Compound numbers are fixed (remain unchanged/undeclined) on fath so the

first and second part like the fatha.
 19 ‫ ﺇﻝﻰ‬11 ‫ﺒ ﹸﺔ ِﻤﻥ‬ ‫ﺭ ﱠﻜ‬ ‫ﻤ‬ ‫ﺩ ﺍﻝ‬ ‫ﺩﺍ‬‫ﺍﻷﻋ‬

The numbers from 11 to 19

.‫ﻭﺏ‬‫ﻤﻨﹾﺼ‬ ‫ﺭﺩ‬ ‫ﻤﻔﹾ‬ ‫ ﺩﺍﺌِﻤﹰﺎ‬99 ‫ ﺇﻝﻰ‬11 ‫ﺩ ِﻤﻥ‬ ‫ﻭ‬‫ﺩ‬‫ﻤﻌ‬ ‫∗ ﺍﻝ‬

The enumerated, from 11 to 99 is always single, mansoob.

:‫ﻤﺜﺎل‬
.‫ﻥ ﻁﺎﻝﺒ ﹰﺎ‬
 ‫ﻭ‬‫ﻌ‬‫ﻭ ِﺘﺴ‬ ‫ﻌﺔﹲ‬ ‫ِﺘﺴ‬ .‫ﺭ ﻁﺎﻝِﺒﹰﺎ‬ ‫ﺸ‬
‫ﻋﹶ‬ ‫ﺩ‬ ‫ﺤ‬
 ‫َﺃ‬

99 students (male) 11 students (male)

12 ‫ ﻭ‬11 ‫ﺒ ﹸﺔ‬ ‫ﺭ ﱠﻜ‬ ‫ﻤ‬ ‫ﺩ ﺍﻝ‬ ‫ﺩﺍ‬‫ﺍﻷﻋ‬

The numbers 11 and 12

‫ل ﻭ ﺍﻝﺠﺯﺀ‬
ُ ‫ﻭ‬ ‫ﻥ ﺍﻝﺠﺯﺀ ﺍﻷ‬
 ‫ﻴﻜﹸﻭ‬ ‫ﻤ ﹶﺫﻜﱠﺭﹰﺍ‬ ‫ﺩ‬ ‫ﻭ‬‫ﺩ‬‫ﻤﻌ‬ ‫ ﺇﺫﺍ ﻜﺎﻥ ﺍﻝ‬:12‫ ﻭ‬11 ∗
‫ﺫﻜﺭﹰﺍ‬‫ﺍﻝﺜﺎﻨﻲ ﻤ‬
If the ma’dood is masculine then the first part and the second
part are masculine.
 :‫ﻤﺜﺎل‬
Twelve Eleven
Male students Male students

.‫ﺭ ﻁﺎﻝِﺒﹰﺎ‬ ‫ﺸ‬

‫ﻋﹶ‬ ‫ﻭ ﺍﺜﹾﻨﺎ‬ ‫ﺭ ﻁﺎﻝِﺒﹰﺎ‬ ‫ﺸ‬
‫ﻋﹶ‬ ‫ﺩ‬ ‫ﺤ‬
 ‫ َﺃ‬:‫ﻓﻲ‬
↑ ↑ ↑ ↑ ↑ ↑
‫ﻤﺫﻜﺭ ﻤﺫﻜﺭ ﻤﺫﻜﺭ‬ ‫ﻤﺫﻜﺭ ﻤﺫﻜﺭ ﻤﺫﻜﺭ‬

Masculine Masculine

19 ‫ ﺇﻝﻰ‬13 ‫ﺒ ﹸﺔ ِﻤﻥ‬ ‫ﺭ ﱠﻜ‬ ‫ﻤ‬ ‫ﺩ ﺍﻝ‬ ‫ﺩﺍ‬‫ﺍﻷﻋ‬

The numbers from 11 to 13

‫ﻑ‬
‫ﺨﺎِﻝ ﹸ‬‫ﺀ ﺍﻷﻭل ﻴ‬ ‫ﺯ‬‫ ﻓﺎﻝﺠ‬,‫ﺫﻜﱠﺭﹰﺍ‬‫ﺩ ﻤ‬ ‫ﻭ‬‫ﺩ‬‫ﻤﻌ‬ ‫ ﺇﺫﺍ ﻜﺎﻥ ﺍﻝ‬19 ‫ ﺇﻝﻰ‬13 ‫∗ ِﻤﻥ‬
.‫ﺙ‬
ِ ‫ﻤ َﺅ ﱠﻨ‬ ‫ﻭ ِﺩ ﺍﻝ‬‫ﺱ ﻝِﻠﻤﻌﺩ‬
 ‫ﻌﻜﹾ‬ ‫ ﻭ ﺍﻝ‬.‫ﺩ‬ ‫ﻭ‬‫ﺩ‬‫ﻕ ﺍﻝﻤﻌ‬
‫ﻭﺍ ِﻓ ﹸ‬‫ﺩ ﻭ ﺍﻝﺠﺯﺀ ﺍﻝﺜﱠﺎﻨﻲ ﻴ‬ ‫ﻭ‬‫ﻌﺩ‬‫ﺍﻝﻤ‬

If the enumerated (ma’dood) is masculine, then the first part

differs in gender with the enumerated (ma’dood) and the
second part agrees with the ma’dood. And the opposite is in
the case of the feminine ma’dood.

:‫ﻤﺜﺎل‬
Thirteen Thirteen

Female students Male students

 ‫ﺜﻼﺙ ﻋﺸﺭ ﹶﺓ ﻁﺎِﻝ ‪‬ﺒ ﹰﺔ‬ ‫ﺸ ‪‬ﺭ ﻁﺎﻝِﺒﹰﺎ‬
‫ﻋﹶ‬‫ﺜﹶﻼ ﹶﺜ ﹶﺔ ‪‬‬
‫↑‬ ‫↑‬ ‫↑‬ ‫↑‬ ‫↑‬ ‫↑‬
‫ﻤﺫﻜﺭ ﻤﺅﻨﺙ ﻤﺅﻨﺙ‬ ‫ﻤﺫﻜﺭ ﻤﺫﻜﺭ‬ ‫ﻤﺅﻨﺙ‬

‫‪feminine‬‬ ‫‪masculine‬‬ ‫‪masculine‬‬ ‫‪feminine‬‬

 .‫ﻴ ﹸﺔ‬ ‫ ِﺒ‬‫ ِﺘﻴ‬‫ﺩ ﺍﻝ ﱠﺘﺭ‬ ‫ﺍ‬‫ﺩ‬‫ﺍﻷﻋ‬
Ordinal numbers

.‫ﺕﹲ‬‫ﻭ ﹶﻨﻌ‬ ‫ﻭﺕﹲ‬‫ﻤﻨﹾﻌ‬ ‫ﻭ ﻫﻲ‬

And they are a qualifying noun and an adjective (i.e they act as n’at and man’ut).

Example :‫ﻤﺜﺎل‬

.‫ﺭ‬ ‫ﺸ‬
ِ ‫ﺱ ﺍﻝﻌﺎ‬
 ‫ﺩﺭ‬ ‫ﺱ ﺍﻝﺜﱠﺎﻨِﻲ ﺇﻝﻰ ﺍﻝ‬
 ‫ﺩﺭ‬ ‫ﺍﻝ‬ .‫ل‬
ُ ‫ﻭ‬ ‫ﺱ ﺍﻷ‬
 ‫ﺩﺭ‬ ‫ﺍﻝ‬
The second lesson, to the tenth lesson. The First lesson.

‫ﻥ‬
‫ﻷ‬
Because

(‫ﻥ‬
 ‫ﺕ )ِﺇ‬
ِ ‫ﻥ( ﻤﻥ ﺃﺨﹶﻭﺍ‬
 ‫ ﻭ )َﺃ‬.‫ﻥ‬
 ‫ َﺃ‬+ ‫ل‬
ِ =‫ﻥ‬
‫ﻷ‬

‫ﻥ‬
 ‫ = ﻷ‬laam + anna. And anna is from the sisters of inna.

:‫ﻤﺜﺎل‬
.‫ﻤﺭِﻴﺽ‬ ‫ﻪ‬ ‫ﺴ ِﺔ ِﻷ ﱠﻨ‬
 ‫ﺭ‬ ‫ﻥ ﺍﻝﻤﺩ‬
 ‫ ِﻤ‬‫ﻊ ﺤﺎ ِﻤﺩ‬ ‫ﺠ‬
 ‫ﺭ‬
Hamid returned from school because he is poorly.
  ‫ﻤ ِﺭﻴ‬ ‫ﻕ ﻷ ﱠﻨﻨِﻲ‬
.‫ﻀﺔﹲ‬ ِ ‫ﻭ‬‫ﻥ ﺍﻝﺴ‬
 ‫ﺕ ِﻤ‬
‫ ﹸ‬‫ﺠﻌ‬
 ‫ﺭ‬
I returned from the market because I am poorly.

‫ﻡ‬ ‫ِﻝ‬
Why?

Why? .‫ﻡ = ﻝِﻤﺎﺫﺍ‬ ‫ِﻝ‬

:‫ﻤﺜﺎل‬
‫ﺴﺔِ؟‬
 ‫ﺭ‬ ‫ﻤﺩ‬ ‫ﻥ ﺍﻝ‬
 ‫ﺕ ِﻤ‬
‫ ﹶ‬‫ﺭﺠ‬ ‫ﺨ‬
‫ﻡ ﹶ‬ ‫ِﻝ‬ ‫؟‬‫ﻭﹶﻝﺩ‬ ‫ﺕ ﻫﺫﺍ ﺍﻝ‬
‫ ﹶ‬‫ﺭﺒ‬ ‫ﻀ‬
 ‫ﻡ‬ ‫ِﻝ‬

Why did you exit from Why did you beat this
the school? boy?
 ‫ﺕ‬
ِ ‫ﺴﻜﹾ‬
 ‫ﺀ ﺍﻝ‬ ‫ ﻫﺎ‬: ‫ﻤﻪ‬ ‫ِﻝ‬

‫ﻤﻪ‬ ‫ِﻝ‬ Why?

‫ﻤﻪ‬ ‫ِﻝ‬

Haa of silence Why?

‫ﺕ‬
ِ ‫ﺴﻜﹾ‬
 ‫ﺀ ﺍﻝ‬ ‫ﻫﺎ‬

:‫ﻤﺜﺎل‬

Did you beat this boy?

‫؟‬‫ﻭﹶﻝﺩ‬ ‫ﺕ ﻫﺫﺍ ﺍﻝ‬
‫ ﹶ‬‫ﺭﺒ‬ ‫ﻀ‬
 ‫َﺃ‬

Yes
.‫ﻨﻌﻡ‬

Why? ‫؟‬‫ﻤﻪ‬ ‫ِﻝ‬

 ‫ﺱ‬
 ‫ﹶﻝﻴ‬

.‫ﺭ‬ ‫ﺏ ﺍﻝﺨﹶﺒ‬
 ‫ﺼ‬
ِ ‫ﻡ ﻭ ﹶﺘﻨﹾ‬ ‫ﻊ ﺍﻹﺴ‬ ‫ ﹶﻓ‬‫ ﹶﺘﺭ‬.‫ﺩ ﺍﻝ ﱠﻨﻔِﻲ‬ ‫ ﹸﺘﻔِﻴ‬:‫ﺱ‬
 ‫ﹶﻝﻴ‬

‫ﺱ‬
 ‫ ﹶﻝﻴ‬Laysa brings about negation. It makes the
noun marfoo’ and makes the khabar mansoob.

:‫ﻤﺜﺎل‬
.‫ﻀﹰﺎ‬‫ﺏ ﻤ ِﺭﻴ‬
 ‫ﺱ ﺍﻝﻁﱠﺎِﻝ‬
 ‫ﹶﻝﻴ‬
The student is not poorly.

.‫ﺩ ِﺓ‬ ‫ﺍ ِﺌ‬‫ﺭ ﺒِﺒﺎ ِﺀ ﺍﻝﺯ‬ ‫ﺠ‬

 ‫ﻴ‬ ‫ﻭ‬
And it is made majroor (genitive)
with baa of zaa’ida (increase).

:‫ﻤﺜﺎل‬
.‫ﺽ‬  ‫ﺱ ﺍﻝﻁﱠﺎِﻝ‬
ٍ ‫ﻤ ِﺭﻴ‬ ‫ﺏ ِﺒ‬  ‫ﹶﻝﻴ‬
The student is not poorly.

.‫ﺏ‬
ٍ ‫ل ﹶﻨﺼ‬
‫ﺤ ﱢ‬‫ﺩ ِﺓ ﻓِﻲ ﻤ‬ ‫ﺍ ِﺌ‬‫ ﺒِﺎﻝﺒﺎ ِﺀ ﺍﻝﺯ‬‫ﻭﺭ‬‫ﺭ‬‫ﻤﺠ‬ ‫ﻪ‬ ‫ﹶﻓِﺈﻨﱠ‬
Verily it is majroor with baa of zaa’ida (increase)
in the place of nasb.
 (‫ﺓ )ﺍﺒﻥ‬‫ﺯ‬‫ﻫﻤ‬ ‫ﻑ‬
‫ﺫ ﹸ‬‫ﺤ‬
The omitting of hamza in ibn.

‫ﻭ َﺃﻥ‬ ‫ﻫ‬ ‫ﻪ‬ ‫ﻁ‬

‫ ﹸ‬‫ﺸﺭ‬
‫ﻥﻭ ﹶ‬
ِ ‫ﻤﻴ‬ ‫ﻋﹶﻠ‬
 ‫ﻥ‬
 ‫ﺒﻴ‬ ‫ﻊ‬ ‫ﻭ ﹶﻗ‬ ‫ﻁﹰﺎ ﻭ ﹶﻝﻔﹾﻅﹰﺎ ﺇﺫﺍ‬
‫ﺨﹼ‬‫ﻑ ﻫﻤﺯﺓ )ﺍﺒﻥ( ﹶ‬
‫ ﹶﺫ ﹸ‬‫ﹸﺘﺤ‬
.‫ﺤ ٍﺩ‬
ِ ‫ﺴﻁﹾ ٍﺭ ﻭﺍ‬
 ‫ﻥ ﻋﻠﻰ‬
ِ ‫ﻥ ﺍﻝﻌﻠﻤﺎ‬
 ‫ﻴﻜﹸﻭ‬

The hamza of ibn is omitted, in writing and pronunciation, when

it occurs between two names (and its condition is that the two
names are on one line).

Example :‫ﻤﺜﺎل‬

.‫ﻲ‬
 ‫ﻋِﻠ‬
 ‫ﻥ‬
 ‫ﺩ ﺒ‬ ‫ﺤﺎ ِﻤ‬
Haamid son of Ali

‫ﻥ‬
 ‫ﻴ‬‫ ﺒ‬‫ﻴ ﹶﻘﻊ‬ ‫ﻪ ﹶﻝﻡ‬ ‫ ﻷ ﱠﻨ‬.‫ﻥ ﺍﻹِﻤﺎﻡ‬
 ‫ﻥ ﺍﺒ‬
‫ﺴ‬‫ﺤ‬
 :‫ل‬
ِ ‫ﻑ ﺍﻝﻬﻤﺯ ﹸﺓ ﻓﻲ ﻤِﺜ‬
‫ ﹶﺫ ﹸ‬‫ﻭ ﻻ ﹸﺘﺤ‬
.‫ﻥ‬
ِ ‫ﻴ‬‫ﻋﹶﻠﻤ‬


The hamza is not omitted in the example : ‘Hasan son of the imaam’,
because it does not occur between two names.
 ‫ل‬
ِ ‫ﻀﻴ‬
ِ ‫ﻡ ﺍﻝ ﱠﺘﻔﹾ‬ ‫ﺍﺴ‬
Comparative and superlatives

.(‫ل‬
ُ ‫ﻌ‬ ‫ﻥ )َﺃﻓﹾ‬
ِ ‫ﻭﺯ‬ ‫ﻑﹲ ﻋﻠﻰ ﺍﻝ‬‫ﻭﺼ‬ ,‫ﻑ‬
ِ ‫ﺼﺭ‬
 ‫ﻥ ﺍﻝ‬
 ‫ ِﻤ‬‫ﻨﹸﻭﻉ‬‫ﻤﻤ‬ ‫ﻭ ﻫﻭ‬

Ismu tafdeel: it is a diptote, (prevented from

changing). It is a description upon the scale of

(‫ل‬
ُ ‫ﻌ‬ ‫ )َﺃﻓﹾ‬af’alu.
:‫ﻤﺜﺎل‬

ُ ‫ﻭ‬ ‫ ﺃﻁﹾ‬‫ ﻭ ﺤﺎ ِﻤﺩ‬,ٌ‫ل‬‫ﻁ ِﻭﻴ‬

.‫ﻪ‬ ‫ل ِﻤﻨﹾ‬ ‫ ﹶ‬‫ﺸﻡ‬
ِ ‫ﻫﺎ‬
Haashim is tall, and Haamid is taller then him.

.‫ﺭ ِﻤﻨﹾﻬﺎ‬ ‫ ﹶﻐ‬‫ﺏ َﺃﺼ‬

 ‫ ﹶﻨ‬‫ﺯﻴ‬ ‫ﻭ‬ ,‫ﺭﺓﹲ‬ ‫ﺼ ِﻐﻴ‬
 ‫ﺁ ِﻤ ﹶﻨ ﹸﺔ‬

Aamina is small, but Zaynab is smaller then her.

 ‫ﺏ‬
ِ ‫ﺠ‬
 ‫ﻌ‬ ‫ل ﺍﻝ ﱠﺘ‬
ُ ‫ِﻓﻌ‬
The verb of astonishment/amazement.

.(‫ل‬
ُ ‫ﻌ‬ ‫ﻥ )َﺃﻓﹾ‬
ِ ‫ﻭﺯ‬ ‫ﻫﻭ ﻋﻠﻰ ﺍﻝ‬

It is on the scale of ‘Af’alu.

:‫ﻤﺜﺎل‬
!‫ل‬
َ ‫ﺠ‬‫ل ﻫﺫﺍ ﺍﻝﺭ‬
َ ‫ﻭ‬ ‫ ﻤﺎ َﺃﻁﹾ‬,ٌ‫ﻁﻭِﻴل‬
‫ل ﹶ‬
ُ ‫ﺠ‬‫ﻫﺫﻫﺫﺍ ﺍﻝﺭ‬
This man is tall, how tall is this man!

!‫ﺭ ﹶﺓ‬ ‫ﺎ‬‫ﺴﻴ‬

 ‫ل ﻫﺫﻩ ﺍﻝ‬
َ ‫ﻤ‬ ‫ ﻤﺎ َﺃﺠ‬,‫ﹶﻠﺔﹲ‬‫ﺠ ِﻤﻴ‬
 ‫ﺭ ﹸﺓ‬ ‫ﺎ‬‫ﺴﻴ‬
 ‫ﻫﺫﻩ ﺍﻝ‬
This car is tall, how tall is this car!

‫ل ﺒِﻪ‬
ُ ‫ﻭ‬‫ﻤﻔﹾﻌ‬ ‫ﺍﻝ‬
The Object

Example :‫ﻤﺜﺎل‬
 object subject verb

‫ل ِﺒ ِﻪ‬
ُ ‫ﻭ‬‫ﻤﻔﹾﻌ‬ ‫ﺍﻝ‬ ‫ل‬
ُ‫ﻋ‬ِ ‫ﺍﻝﻔﺎ‬ ‫ل‬
ُ ‫ﺍﻝﻔِﻌ‬

‫ﻥ‬
 ‫ﺁ‬‫ﺏ ﺍﻝ ﹸﻘﺭ‬
 ‫ﺭَﺃ ﺍﻝﻁﱠﺎِﻝ‬ ‫ﹶﻗ‬
The student read the Qur'aan

‫ﺔ‬‫ﺔ ﻭ ﻻﺍﻝﻨﱠﺎ ِﻫﻴ‬‫ﻻ ﺍﻝﻨﱠﺎ ِﻓﻴ‬

The laa of negation and the laa of
prohibition

‫ﻻ‬

‫ﺔ‬‫ﻻﺍﻝﻨﱠﺎ ِﻫﻴ‬ ‫ﺔ‬‫ﻻ ﺍﻝﻨﱠﺎ ِﻓﻴ‬

The laa of prohibition The laa of negation

.‫ﻻ ﺘﹶﺄ ﹸﻜلْ ﻫﺫﺍ ﻴﺎ ﺃﺨﻲ‬ ‫ل ﻴﺎ َﺃﺨِﻲ؟‬

ُ ‫ﻡ ﻻ ﹶﺘﺄْ ﹸﻜ‬ ‫ِﻝ‬
Don’t eat this oh my brother. Why are you not eating oh my
brother?
 .‫ﺏ‬
ِ ‫ﻌ‬ ‫ﻤﻠﹾ‬ ‫ ﺇﻝﻰ ﺍﻝ‬‫ﻫﺏ‬ ‫ﻻ ﹶﺘﺫﹾ‬ ‫ﻌﺏِ؟‬ ‫ﻤﻠﹾ‬ ‫ﺏ ﺇِﻝﻰ ﺍﻝ‬
 ‫ﻫ‬ ‫ﺃ ﻻ ﹶﺘﺫﹾ‬
Don’t go to the playground. Are you not going to the
playground?

‫ﺎ ﻻ‬‫ ﺃﻤ‬,‫ل‬‫ﻤ‬‫ﻥ ﻻ ﺍﻝﻨﺎﻓﻴﺔ ﻻ ﹶﺘﻌ‬

 ‫ﻥ ﻻ ﺍﻝﻨﺎﻓِﻴﺔ ﻭ ﻻ ﺍﻝﻨﺎﻫﻴﺔ ﻫﻭ َﺃ‬
 ‫ﺒﻴ‬ ‫ﻕ‬
‫ ﹸ‬‫ﺍﻝ ﹶﻔﺭ‬
.‫ﻉ‬
 ‫ﻀﺎ ِﺭ‬‫ل ﺍﻝﻤ‬
َ ‫ﻡ ﺍﻝﻔِﻌ‬ ‫ ِﺯ‬‫ ﹶﻓ ﹸﺘﺠ‬,‫ﺍﻝﻨﺎﻫﻴﺔ‬

The difference between ‫ﻻ ﺍﻝﻨﺎﻓِﻴﺔ‬ (laa of negation) and

‫( ﻻ ﺍﻝﻨﺎﻫﻴﺔ‬the laa of prohibition) is that verily the laa of

negation does not have an affect, as for the laa of
prohibition then it makes the present verb majzoom (take a
 ‫)ﻤﺎ( ﺍﻝ ‪‬ﻤﻭ‪‬ﺼ‪‬ﻭﻝﹶﺔ‬
‫‪The maa of connection‬‬

‫)
( ‪ِ :‬ﺇﻨﱠﻬﺎ ِﺒ ‪‬ﻤﻌ‪‬ﻨﻰ )ﺍﻝﺸﻲ ‪‬ﺀ ﺍﱠﻝﺫِﻱ(‪.‬‬
‫’‪It means ‘the thing which‬‬

‫ﻨﺤﻭ‪:‬‬

‫ل‪.‬‬
‫ﺸﻲ ‪‬ﺀ ﺍﻝﺫﻱ ﺘﹶﺄ ﹸﻜ ُ‬
‫ل ﺍﻝ ﱠ‬
‫ل‪ .‬ﺃﻱ ﺁ ﹸﻜ ُ‬
‫ل ﻤﺎ ﺘﹶﺄ ﹸﻜ ُ‬
‫ﺁ ﹸﻜ ُ‬

‫ل‬
‫ل ﻤﺎ ﺘﹶﺄ ﹸﻜ ُ‬
‫‪ : meaning I am eating the thing which you are‬ﺁ ﹸﻜ ُ‬

‫ﻤﺎ‬

‫‪Ponder over the following‬‬ ‫‪:‬‬ ‫ﹶﺘَﺄ ‪‬ﻤلْ ﻤﺎ ‪‬ﻴﻠِﻲ‬

‫ﻤﺎ ﻭ ﺃﻗﹾﺴ‪‬ﺎ ‪‬ﻤﻬ‪‬ﺎ‬

‫ﻤﺎ ﺍﻹﺴ‪ِ ‬ﺘﻔﹾﻬﺎ ِﻤﻴ‪‬ﺔ‬ ‫ﻤﺎ ﺍﻝﻨﱠﺎ ِﻓﻴ‪‬ﺔ‬ ‫ﻤﺎ ﺍﻝﻤﻭ‪‬ﺼ‪‬ﻭﻝﹶﺔ‬

‫ﻤﺎ ﻫﺫﺍ؟‬ ‫ﻋﻨﹾﺩِﻱ ﻜﺘﺎﺏ‪.‬‬

‫ﻤﺎ ِ‬ ‫ﺴَﺄﺸﹾ ﹶﺘﺭِﻱ ﻤﺎ ﹸﺘ ِﺭﻴ‪ ‬ﺩ‪.‬‬
‫‪‬‬
‫?‪what is this‬‬ ‫‪I do not have a book.‬‬ ‫‪I will buy that which you want.‬‬
 ‫؟‬‫ﻤﻙ‬ ‫ﻤﺎ ﺍﺴ‬ .‫ﺱ‬
 ‫ﺩﺭ‬ ‫ﺕ ﺍﻝ‬
‫ ﹸ‬‫ﻤﺎ ﹶﻓ ِﻬﻤ‬ ‫ﻥ ﻤﺎ ﻻ‬
 ‫ﻡ ﹶﺘﻘﹸﻭﻝﹸﻭ‬ ‫ِﻝ‬
‫؟‬‫ﻌﻠﹸﻭﻥ‬ ‫ﹶﺘﻔﹾ‬
what is your I did not understand
name? the lesson.
Why do you say that

‫ﻠِﻴل‬‫ﻡ ﺍﻝﱠﺘﻌ‬ ‫ﻻ‬

The laam of motivation/justification

:‫ﻤﺜﺎل‬

‫ﻪ‬ ‫ﻬ‬ ‫ﻭﺠ‬ ‫ل‬

َ‫ﺴ‬ِ ‫ﻴﻐﹾ‬ ‫ ِﻝ‬‫ﺝ ﺤﺎ ِﻤﺩ‬
 ‫ﺭ‬ ‫ﺨ‬
‫ﹶ‬ ‫ﺀ‬ ‫ﺏ ﺍﻝﻤﺎ‬
 ‫ﺭ‬ ‫ﻷﺸﹾ‬
ِ ‫ﺕ‬
‫ ﹸ‬‫ﺭﺠ‬ ‫ﺨ‬
‫ﹶ‬
Haamid left to wash his face.. I left to drink water.
 (‫ﻉ ﺏ)َﺃﻥ‬
ِ ‫ﻀﺎ ِﺭ‬‫ل ﺍﻝﻤ‬
ِ ‫ﺏ ﺍﻝﻔِﻌ‬
 ‫ﹶﻨﺼ‬

Making the present

tense verb accusative with anna

Example
:‫ﻤﺜﺎل‬

‫ﺏ ﻴﺎ ﺃﺨِﻲ؟‬
 ‫ﻫ‬ ‫ ﹶﺘﺫﹾ‬‫ﺩ َﺃﻥ‬ ‫ﻥ ﹸﺘﺭِﻴ‬
 ‫َﺃﻴ‬ .‫ﻤ ﱠﻜ ﹶﺔ‬ ‫ﺭ ﺇﻝﻰ‬ ‫ ﺃُﺴﺎ ِﻓ‬‫ﺩ َﺃﻥ‬ ‫ُﺃﺭِﻴ‬

I want to travel to Mecca.

Where do you want to go oh my brother?

:‫ﺴ ِﺔ‬
 ‫ﺨﻤ‬
‫ل ﺍﻝ ﹶ‬
ِ ‫ﺏ ﺍﻷﻓﹾﻌﺎ‬
 ‫ﹶﻨﺼ‬
Making nasb of ‘af’aalul khamsa

:‫ﺴ ِﺔ ﻫﻲ‬
 ‫ﺨﻤ‬
‫ل ﺍﻝ ﹶ‬
ِ ‫ﺍﻷﻓﹾﻌﺎ‬

٥ ٤ ٣ ٢ ١
.‫ﻥ‬
 ‫ﻫﺒِﻴ‬ ‫ﹶﺘﺫﹾ‬ ‫ﻥ‬
ِ ‫ﺒﺎ‬‫ﻴﺫﹾﻫ‬ ‫ﻥ‬
ِ ‫ﺒﺎ‬‫ﹶﺘﺫﹾﻫ‬ ‫ﻥ‬
 ‫ﻭ‬‫ﻫﺒ‬ ‫ﻴﺫﹾ‬ ‫ﻥ‬
 ‫ﻭ‬‫ﻫﺒ‬ ‫ﹶﺘﺫﹾ‬

You They dual. You dual. They You plural.

singular. masculine masculine plural. masculine
Feminine are going. are going. masculine are going.
are going. are going.
 .‫ﻥ‬
 ‫ﻫﺒِﻴ‬ ‫ﹶﺘﺫﹾ‬ ‫ﻥ‬
ِ ‫ﹶﺘﺫﹾﻫﺒﺎ‬ ‫ﹶﺘﺫﹾﻫﺒﻭﻥ‬ :‫ﻥ‬
 ‫ﺭﻓﹾ ِﻊ ﺍﻝﻨﱡﻭ‬ ‫ﻤ ﹸﺔ ﺍﻝ‬ ‫ﻋﻼ‬

:‫ﺫﻓﹸﻬﺎ‬‫ﺏ ﺤ‬
ِ ‫ﻤ ﹸﺔ ﺍﻝ ﱠﻨﺼ‬ ‫ﻭﻋﻼ‬

‫ﻭﺍ‬‫ ﹶﺘﺫﹾﻫﺒ‬‫ﺃﻥ‬ :‫ﻤﺜﺎل‬

That you pl. go

‫ﺃ‬‫ﻑ ﻻ ﹸﺘﻘﹾﺭ‬
‫ﻭ ﺍﻷِﻝ ﹸ‬
And the alif is not read.

‫ﻑﻻ‬
‫ ﹶﻓﻠﹶﻭ ﻻ ﻫﺫﻩ ﺍﻷِﻝ ﹸ‬.‫ﺹ‬
ِ ‫ل ﺍﻝﻨﱠﺎ ِﻗ‬
ِ ‫ﺭ ﻓﻲ ﺍﻝ ِﻔﻌ‬ ‫ﻬ‬ ‫ﻑ ﺃﻨﹼﻬﺎ ﺘﻅ‬
‫ﺩ ﹸﺓ ﻫ ِﺫ ِﻩ ﺍﻷِﻝ ﹸ‬ ‫ﻭ ﻓﺎ ِﺌ‬
.‫ﻤﺎ‬‫ ﹶﻨﻬ‬‫ﺒﻴ‬ ‫ﻕ‬
‫ ﹶ‬‫ﻯ ﺍﻝ ﹶﻔﺭ‬‫ﹶﺘﺭ‬
The sign of its raf’ is the noon and the sign of nasb is its ommitence, and the
benefit of this alif is that it manifests in the naaqis verb (a naaqis verb is one
which its root ends with an alif, waw or yaa). So if it were not for this alif
you would not be able to see the difference between them.

( ‫ﻭﺍ‬‫ﻋ‬‫ﻴﺩ‬ ‫ﻭ( ﻭ ) ﺃﻥ‬ ‫ﻋ‬

 ‫ﻴﺩ‬ ‫)ﺃﻥ‬ :‫ﻭ‬ ‫ﻨﺤ‬
That he calls
 ‫ﻥ‬
 ‫ﻜﺎ‬

.‫ﺭ‬ ‫ﺏ ﺍﻝﺨﹶﺒ‬
 ‫ﺼ‬
ِ ‫ﻡ ﻭ ﹶﺘﻨﹾ‬ ‫ﻊ ﺍﻹﺴ‬ ‫ ﹶﻓ‬‫ﻥ( ﹶﺘﺭ‬
 ‫)ﻜﺎ‬
Kaana makes the noun marfoo (nominative case)
and makes the khabar mansoob (accusative case)

:‫ﻭ‬ ‫ﻨﺤ‬

The information of kaana mansoob. The noun of kaana marfoo’

‫ﻭﺏ‬‫ﻤﻨﹾﺼ‬ ‫ﺭ ﻜﺎﻥ‬ ‫ﺨﺒ‬ ‫ﻓﹸﻭﻉ‬‫ﻤﺭ‬ ‫ﺍﺴﻡ ﻜﺎﻥ‬

.‫ﻴ ﹰﺎ‬ ‫ﻏ ِﻨ‬

‫ ﹶ‬‫ﻜﺎﻥ ﺤﺎ ِﻤﺩ‬
Hamid was rich

The information of kaana in the place The noun of kaana, in

of nasb (accusative case). nominative case.

‫ﺏ‬
ٍ ‫ل ﹶﻨﺼ‬
‫ﺤﱢ‬ ‫ﻤ‬ ‫ﺭ ﻜﺎﻥ ﻓﻲ‬ ‫ﺨﺒ‬ ‫ﻓﹸﻭﻉ‬‫ﻤﺭ‬ ‫ﺍﺴﻡ ﻜﺎﻥ‬

.‫ﺱ‬
 ‫ﺭ‬ ‫ﻴﺩ‬ ‫ﻜﺎﻥ ﺤﺎ ِﻤﺩ‬
Hamid was studying

.‫ﺭ‬ ‫ﺭﺍ‬‫ ِﺘﻤ‬‫ﻀﹰﺎ ﺍﻹﺴ‬‫ﺩ ﻜﺎﻥ ﺃﻴ‬ ‫ﻭ ﹸﺘ ِﻔﻴ‬

Kaana also brings about continuation
 :‫ﻨﺤﻭ‬
.‫ﺭﺤِﻴﻤﹶﺎ‬ ‫ﻏﻔﹸﻭﺭﹰﺍ‬
‫ﷲ ﹶ‬
ُ ‫ﻥﺍ‬
 ‫ﻜﺎ‬
Allah is oft forgiving , merciful

‫ل‬
ُ ‫ﺯﺍ‬‫ﻻ ﻴ‬
Does not cease

.‫ﺭ‬ ‫ﺭﺍ‬‫ ِﺘﻤ‬‫ﺩ ﺍﻹﺴ‬ ‫ ﻭ ﹸﺘ ِﻔﻴ‬,(‫ﺕ )ﻜﺎﻥ‬

ِ ‫ ﺃَﺨﻭﺍ‬‫ل( ِﻤﻥ‬
ُ ‫ﺯﺍ‬‫)ﻻ ﻴ‬

‫ل‬
ُ ‫ﺯﺍ‬‫ﻻ ﻴ‬ is from the sisters of ‫ﻜﺎﻥ‬ kaana,
and it brings about continuation.

:‫ﻤﺜﺎل‬
Example

.‫ﻀﹰﺎ‬‫ﻤ ِﺭﻴ‬ ‫ل‬

ُ ‫ﻭ ﻻ ﺃَﺯﺍ‬ ‫ﺱ‬
ِ ‫ﻤﺭِﻴﻀﹰﺎ َﺃﻤ‬ ‫ﺕ‬
‫ﻡ ﻴﺎ ﺃﺨِﻲ؟ ﹸﻜﻨﹾ ﹸ‬ ‫ﻴﻭ‬ ‫ﻙ ﺍﻝ‬
 ‫ﻑ ﺤﺎﹸﻝ‬
‫ ﹶ‬‫ﹶﻜﻴ‬
How are you today oh brother? I was ill yesterday and I do not
cease to be ill (meaning I still am ill).

.‫ ﹶﺘﻬِﺩﹰﺍ‬‫ﻤﺠ‬ ‫ﺩ‬ ‫ﻤ‬ ‫ل ﺃﺤ‬

ُ ‫ﺯﺍ‬‫ﻻ ﻴ‬
Ahmad does not cease to be a hard worker.
 ‫ﻪ‬ ‫ﺩ ﺍﻝ ﱠﺘﺸﹾﺒِﻴ‬ ‫ﺭ ﹸﺘﻔِﻴ‬ ‫ﺠ‬
 ‫ﻑ ﺍﻝ‬
ِ ‫ﻭ‬‫ﺤﺭ‬
 ‫ﻑﹲ ِﻤﻥ‬‫ﺤﺭ‬
 (‫)ﻙ‬
‫ ﻙ‬is a preposition from the genitive
prepositions, it brings about similitude.

.‫ﻙ‬
 ‫ﻋ ِﺘ‬
 ‫ﻋﺘِﻲ ﹶﻜﺴﺎ‬
 ‫ﺴﺎ‬ :‫ﻭ‬ ‫ﻨﹶﺤ‬
My watch is like your watch.

.‫ﺴ ٍﺔ‬
 ‫ﺭ‬ ‫ﻤﺩ‬ ‫ﺩ ﹶﻜ‬ ‫ﺠ‬
ِ ‫ﻤﺴ‬ ‫ﻫﺫﺍ ﺍﻝ‬
This masjid is like a school.

.‫ﺕ ﻜﹶﻬﺎ‬
ِ ‫ َﺃﻨﹾ‬‫ﻪ ﺃﻭ‬ ‫ ﺃﻨﺎ ﹶﻜ‬:‫ل‬
ُ ‫ﻘﺎ‬‫ ﻴ‬:‫ﻭ‬ ‫ ﻨﺤ‬.‫ﻤﺎﺌِﺭ‬‫ﻑ ﻋﻠﻰ ﺍﻝﻀ‬
‫ل ﺍﻝﻜﺎ ﹸ‬
ُ‫ﺨ‬‫ ﹸ‬‫ﻭ ﻻ ﹶﺘﺩ‬
The kaaf does not enter on the pronouns. Like, : it is said:

‫ﺕ ﹶﻜﻬﺎ‬
ِ ‫ َﺃﻨﹾ‬‫ﻪ ﺃﻭ‬ ‫ ﺃﻨﺎ ﹶﻜ‬. I am like him or you are like her.

‫ﺩ‬ ‫ﻭ ﹸﺘ ِﻔﻴ‬ ‫ﻉ‬

 ‫ﻀﺎ ِﺭ‬‫ل ﺍﻝﻤ‬
َ ‫ﺏ ﺍﻝ ِﻔﻌ‬
 ‫ﺼ‬
ِ ‫ ﻝﹶﻥ ﹶﺘﻨﹾ‬.‫ل‬
ِ ‫ﺒ‬ ‫ ﹶﺘﻘﹾ‬‫ﻤﺴ‬ ‫( ﻝِﻠ‬‫ﺏ) ﹶﻝﻥ‬
ِ ‫ﻉ‬
ِ ‫ﻲ ﺍﻝﻤﻀﺎ ِﺭ‬
 ‫ﹶﻨﻔﹾ‬
:‫ﻭ‬ ‫ ﻨﺤ‬.‫ﺩ ﺍﻝ ﱠﻨﻔِﻲ‬ ‫ ِﻜﻴ‬‫ ( ﹶﺘﻭ‬‫) ﹶﻝﻥ‬

The present tense verb is negated with ‫ﹶﻝﻥ‬ to give a future

tense meaning. Lan makes the present tense verb mansoob
and brings about a negation with emphasis.

:‫ﻭ‬ ‫ﻨﹶﺤ‬
 .‫ﻥ‬
 ‫ﺩ‬ ‫ﺏ ﺇﻝﻰ ﹶﻝﻨﹾ‬
 ‫ﻫ‬ ‫ ﺃﺫﹾ‬‫ﺃﻨﺎ ﹶﻝﻥ‬
I will not go to London.

.‫ﺒﹶﻠ ِﺩ ﺍﻝ ﹸﻜﻔﱠﺎ ِﺭ‬ ‫ﻭﺍ ﺇﻝﻰ‬‫ﺠﻌ‬

ِ ‫ ﹶﺘﺭ‬‫ﹶﻝﻥ‬
You will never return to the
land of the disbelievers.

‫ﺩﻨﹾﻴﺎ ﹶﻓﹶﻠﻥ‬ ‫ﺭ ﻓﻲ ﺍﻝ‬ ‫ﺤﺭِﻴ‬

 ‫ﺱ ﺍﻝ‬
 ‫ ﹶﻝ ِﺒ‬‫ﻤﻥ‬ ) :‫ﻗﺎل ﺍﻝﻨﺒﻲ ﺼﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭ ﺴﻠﻡ‬
.‫ﺭ ِﺓ( ﺭﻭﺍﻩ ﺍﻝﺒﺨﺎﺭﻱ‬ ‫ﺨ‬
ِ ‫ﻪ ﻓﻲ ﺍﻵ‬ ‫ﺴ‬
 ‫ﺒ‬ ‫ﻴﻠﹾ‬

‘The prophet may Allah’s peace and blessings be upon him

said : He who wears silk in this life will never wear it in
the hereafter’. Narrated bukhari.

‫ﺎ‬‫ﻭ ﹶﻝﻤ‬ ‫ﹶﻝﻡ‬

‫ﻉﻭ‬
 ‫ل ﺍﻝﻤﻀﺎ ِﺭ‬
َ ‫ﺯِﻤﺎ ﺍﻝ ِﻔﻌ‬‫ﻤﺎ ﹸﺘﺠ‬‫ﻥ ﺍﻝ ﱠﻨﻔِﻲ ﻓﻲ ﺍﻝﻤﺎﻀﻲ ﻭ ﻫ‬
ِ ‫ﺎ ﹸﺘﻔِﻴﺩﺍ‬‫ﻭ ﹶﻝﻤ‬ ‫ﹶﻝﻡ‬
‫ﻌ ِﺔ‬ ‫ﺒ‬ ‫ل ﺍﻷﺭ‬
ِ ‫ﻥ ﻭ ﻓﻲ ﺍﻷﻓﹾﻌﺎ‬
ِ ‫ﻑ ﺍﻝﻨﱡﻭ‬
‫ﺫ ﹸ‬‫ﺴ ِﺔ ﺤ‬
 ‫ﺨﻤ‬
‫ل ﺍﻝ ﹶ‬
ِ ‫ ِﻡ ﻓﻲ ﺍﻷﻓﹾﻌﺎ‬‫ﺠﺯ‬
 ‫ﻋﻼﻤ ﹸﺔ ﺍﻝ‬
.‫ﺴﻜﹸﻭﻥ‬
 ‫ﺍﻝ‬

‫ﹶﻝﻡ‬ and ‫ﺎ‬‫ﹶﻝﻤ‬ bring about negation in the past tense and they make the
present tense verb jussive (take a sukoon) And the sign of the jussive case
(jazm) in the af’aalul khamsa (five verbs) is the emitting of the noon and in
the af’aalul ‘arb’a (four verbs) a sukoon.
 ‫ﻨﺤﻭ‪:‬‬

‫ﻭ ﻜﺫﻝﻙ ﺏ)ﻝﻤ‪‬ﺎ(‪.‬‬ ‫ﹶﻝﻡ‪ ‬ﹶﺘﺫﹾ ‪‬ﻫﺒِﻲ‬ ‫ﹶﻝﻡ‪ ‬ﹶﺘﺫﹾﻫﺒﺎ ‪,‬‬ ‫ﹶﻝﻡ‪ ‬ﹶﺘﺫﹾ ‪‬ﻫﺒ‪‬ﻭﺍ‪,‬‬

‫ﻭ ﻜﺫﻝﻙ‬ ‫ﹶﻝﻡ‪ ‬ﺃﺫﹾ ‪‬ﻫﺏ‪‬‬ ‫ﹶﻝﻡ‪ ‬ﻴﺫﹾ ‪‬ﻫﺏ‪ ,‬ﹶﻝﻡ‪ ‬ﹶﻨﺫﹾ ‪‬ﻫﺏ‪,‬‬ ‫ﹶﻝﻡ‪ ‬ﹶﺘﺫﹾ ‪‬ﻫﺏ‪,‬‬
‫ﺏ)ﻝﻤ‪‬ﺎ(‪.‬‬
‫ِ‬

‫ﺏ‬
‫ﺏ‪ ,‬ﻭ ﻝﻤ‪‬ﺎ ‪‬ﻴﻜﹾ ﹸﺘﺏ‪ = ‬ﻤﺎ ﹶﻜ ﹶﺘ ‪‬‬
‫ﻥ ﹶﻝﻡ‪ ‬ﻭ ﻝﻤ‪‬ﺎ‪ :‬ﻝﻡ‪ ‬ﻴﻜﹾ ﹸﺘﺏ‪ = ‬ﻤﺎ ﹶﻜ ﹶﺘ ‪‬‬
‫ﻕ ‪‬ﺒﻴ‪ ‬‬
‫‪‬ﻭ ﺍﻝﻔﹶﺭ ﹸ‬
‫ﻥ )ﻭ ﺴﻭﻑ ﻴﻜﺘﺏ(‪.‬‬
‫ﺇﻝﻰ ﺍﻵ ‪‬‬

‫‪And the difference between lam and lamma:‬‬

‫‪lam yaktub = he did not write‬‬
‫)‪lammaa yaktub = he has not yet written (and shall write‬‬
 ‫ﺴ ﹸﺔ‬
 ‫ﺨﻤ‬
‫ﺀ ﺍﻝ ﹶ‬ ‫ﻤﺎ‬‫ﺍﻷﺴ‬
The Five Nouns

And they are:

ُ 
َ
ْ 
َ ‫ا! ْ
ُء ا‬

‫ﻫﻥ‬ ‫ﺤﻡ‬
 ‫ﹶﻓﻡ‬ ‫ﺫﹸﻭ‬ ‫ﺃﺥﹲ‬ ‫ﺃﺏ‬

in-law mouth possess brother father

or

,‫ﻫﻥ‬ ‫ﻭ‬ ‫ ﻜﺫﻝﻙ‬‫ﺤﻡ‬

 ‫ ﺃﺥﹲ‬‫ ﺃﺏ‬:‫ﻗﺎل ﺍﺒﻥ ﻤﺎﻝﻙ‬
.‫ﻥ‬
‫ﺴ‬ ‫ ِﺭ ﺃﺤ‬‫ﺨﻴ‬
ِ ‫ﺹ ﻓﻲ ﺍﻷ‬
 ‫ﻭ ﺍﻝ ﱠﻨﻘﹾ‬

Ibn Maalik said: abun, akhun, hamun and like wise

hanun, but leaving off the final on is better.
(ie, Hanun)

‫ ِﺭ ﻴﺎ ِﺀ‬‫ﻏﻴ‬
‫ﻀﺎﻓﹶﺔ ﺇﻝﻰ ﹶ‬‫ﻑ ﺇﺫﺍ ﻜﺎﻨﺕﹾ ﻤ‬
ِ ‫ﻭ‬‫ﺤﺭ‬
 ‫ﺏ ﺒِﺎﻝ‬
 ‫ﺭ‬ ‫ﻭ ﺍﻷﺴﻤﺎﺀ ﺍﻝﺨﻤﺴﺔ ﹸﺘﻌ‬
.‫ﻤ ﹶﺘ ﹶﻜﻠﱢﻡ‬ ‫ﺍﻝ‬

When the asmaa al khamsa are in idaafa, (other than being attached to the
yaaa of mutakkalam), they decline by the addition of letters.
 :‫ﻨﺤﻭ‬

‫ﻙ‬
 ‫ﺕ ﺃ ِﺒﻴ‬
‫ ﹸ‬‫ﺒﻴ‬ ‫ﻫﺫﺍ‬ ‫ﻙ‬
 ‫ﻑ ﺃﺒﺎ‬
‫ ِﺭ ﹸ‬‫ﺃﻋ‬ ‫ﻙ‬
 ‫ﺒﻭ‬ ‫ﺃﻨﺎ ﺃ‬

This is your I know your I am your father.

father’s house. father.

.‫ﻴ ِﺔ‬ ‫ِﻠ‬‫ﺕ ﺍﻷﺼ‬

ِ ‫ﺒﺕﹾ ﺒِﺎﻝﻌﻼﻤﺎ‬ ‫ ِﺭ‬‫ ﻤﻀﺎﻓﹶﺔ ُﺃﻋ‬‫ ﹶﺘ ﹸﻜﻥ‬‫ﻭ ﺇﺫﺍ ﹶﻝﻡ‬
And if it is not in idaafa (possessor and possessed
construction) then it is made to decline with its
original signs.

:‫ﻨﺤﻭ‬

‫ﺏ‬
ٍ ‫ﺕ ﹶﻜﺄ‬
‫ﺃﻨ ﹶ‬ ‫ﺃﻨﺎ ﺃﺏ‬
You are like a father I am a father
 .‫ﻑ‬
ِ ‫ﺼﺭ‬
 ‫ﻥ ﺍﻝ‬
 ‫ ِﻤ‬‫ﻨﹸﻭﻉ‬‫ﻤﻤ‬ ‫ﻭ‬ ‫ﻫ‬ ‫ﻭ‬ (‫ﻠﻰ‬‫ﻥ ) ﹶﻓﻌ‬
ِ ‫ﻭﺯ‬ ‫ﻀﻰ( ﻋﻠﻰ ﺍﻝ‬‫ﻤﺭ‬ )

Marda ‫ﻀﻰ‬‫ﻤﺭ‬ is on the scale of fa’la ‫ﻠﻰ‬‫ﹶﻓﻌ‬ and it is a diptote

(mamnoo’ minas sarf- doesn’t like tanween and kasra,) The sign of its
kasra is a fatha.)

:‫ﻨﺤﻭ‬

‫ﺭﻯ‬‫ﺃﺴ‬ ‫ﺭ‬‫ﺴﻴ‬
ِ‫ﺃ‬ ‫ﺤﻰ‬‫ﺠﺭ‬
 ‫ﺢ‬‫ﺠ ِﺭﻴ‬
 ‫ﹶﻗﺘﹾﻠﻰ‬ ٌ‫ﹶﻗﺘِﻴل‬

Captives Captive Wounded Wounded Killed pl. Killed sing.

pl. sing. pl. sing.

.‫ﻑ‬
ِ ‫ﺼﺭ‬
 ‫ﻥ ﺍﻝ‬
 ‫ ِﻤ‬‫ﻨﹸﻭﻉ‬‫ﻤﻤ‬ ‫ﻭ‬ ‫ﻫ‬ ‫ﻭ‬ ,‫ﻲ‬
‫ﺴ‬
ِ ‫ ﻓﺎ ِﺭ‬‫ﻋﹶﻠﻡ‬
 (‫ﺭ‬ ‫)ﺃﺨﹾ ﹶﺘ‬

Akhtar is a Persian name and it is a diptote (mamnoo’

minas sarf- doesn’t like tanween and kasra). The sign of
its kasra is a fatha.)
 ‫ﺭ‬‫ ِﻐﻴ‬‫ﻡ ﺍﻝ ﱠﺘﺼ‬ ‫ﺍﺴ‬
The Diminutive

‫ﺩ‬‫ﻭﹶﻝﻴ‬ This is a diminutive .‫ﺭ‬‫ ِﻐﻴ‬‫ﻡ ﺍﻝﱠﺘﺼ‬ ‫ﺩ( ﻫﺫﺍ ﺍﺴ‬‫ﻭﹶﻝﻴ‬ )

:‫ ﻭ ﻫﻲ‬,‫ﻥ‬
ٍ ‫ﺯﺍ‬‫ﻪ ﺜﻼﺜ ﹸﺔ ﺃﻭ‬ ‫ﺭ ﹶﻝ‬ ‫ﻐِﻴ‬‫ﻭ ﺍﻝ ﱠﺘﺼ‬
And the diminutive has three scales, and they are:

٣ ٢ ١

‫ل‬‫ ِﻌﻴ‬‫ﻌﻴ‬ ‫ﹸﻓ‬ ‫ ِﻌل‬‫ﻌﻴ‬ ‫ﹸﻓ‬ ٌ‫ل‬‫ﻌﻴ‬ ‫ﹸﻓ‬

Fu’ay’eelu Fu’ay’elu Fu’aylu

‫ف‬
ٍ ُ 
ْ ‫ ِ أ‬
َ
ْ +
َ ' ‫ آ ن‬ ‫ف‬
ٍ ُ 
ْ ‫ آ ن ' أرْ َ َ) ِ أ‬ ‫ف‬
ٍ ُ 
ْ ‫ ِ أ‬%َ &% ' ‫ آ ن‬
That which is (formed That which is (formed That which is (formed
from a noun) of five from a noun) of four from a noun) of three
letters letters letters.

‫ل‬‫ ِﻌﻴ‬‫ﻌﻴ‬ ‫ﹸﻓ‬ ‫ﻌِل‬‫ﻌﻴ‬ ‫ﹸﻓ‬ ٌ‫ل‬‫ﻌﻴ‬ ‫ﹸﻓ‬

 :‫ﻭ‬ ‫ﻨﺤ‬

‫ﺢ‬‫ ِﺘﻴ‬‫ﻤ ﹶﻔﻴ‬ ‫ِﻤﻔﹾﺘﺎﺡ‬ ‫ﺩِﻕ‬‫ﹸﻓ ﹶﻨﻴ‬ ‫ﺩﻕﹲ‬ ‫ﹸﻓﻨﹾ‬ ‫ﺩ‬‫ﻭﹶﻝﻴ‬ ‫ﻭﹶﻝﺩ‬
A small key A key A small hotel A hotel A small boy A boy

‫ﺏ‬‫ﹸﻜ ﹶﺘﻴ‬ ‫ﻜﺘﺎﺏ‬ ٌ

‫ﺩ‬‫ﺒﻴ‬ ‫ﻋ‬
 ‫ﺩ‬‫ﻋﺒ‬

A small book A book A humble slave A slave
(note book)

‫ﺭ‬‫ﻫﻴ‬ ‫ﺯ‬ ‫ﺭ‬‫ﺯﻫ‬

A small flower A flower

(‫ﺘﺎ ﹸﺫ‬‫ﻲ ﺫِﻱ ﻴﺎ ﺃﺴ‬

 ‫)ﻫﺎ ِﻫ‬
Here it is oh teacher!

(‫)ﺫِﻱ‬ (‫ﻲ‬
 ‫) ِﻫ‬ (‫)ﻫﺎ‬ :‫ﺏ‬
 ‫ﺭﺍ‬‫ﺇﻋ‬

‫ﺨﹶﺒﺭ‬ ‫ﺃ‬‫ ﹶﺘﺩ‬‫ﻤﺒ‬ ‫ﻪ‬‫ﻑ ﹶﺘﻨﹾ ِﺒﻴ‬

‫ ﹸ‬‫ﺤﺭ‬


Information The preposition of

Beginning
alarming or making
aware.
 ُ ‫ ﻭ ﹶﺘﻘﹸﻭ‬,‫ ﻫﺎ ﺃﻨﺎ ﺫﺍ‬:‫ل‬
.‫ ﻫﺎ ﺃﻨﺎ ﺫِﻱ‬:‫ﺃ ﹸﺓ‬‫ﻤﺭ‬ ‫ل ﺍﻝ‬ ُ ‫ﺠ‬‫ﻴﻘﻭل ﺍﻝﺭ‬

The man says: ‫( ﻫﺎ ﺃﻨﺎ ﺫﺍ‬here I am)

and the woman says: ‫(ﻫﺎ ﺃﻨﺎ ﺫِﻱ‬here I am).

(‫ﺀ‬ ‫ﺙ ﺘﹶﺸﺎ‬
‫ ﹸ‬‫ﺤﻴ‬
 ‫ِﻠﺱ‬‫)ﺍﺠ‬
Sit wherever you wish

(‫ﺙ‬
‫ ﹸ‬‫ﺤﻴ‬
 ) ‫ﺭﺍ ِﺒ ِﻪ‬‫ل ﻓﻲ ﺇﻋ‬
ُ ‫ﻘﺎ‬‫ ﻭ ﻴ‬,‫ﹶﻠ ِﺔ‬‫ﺠﻤ‬
 ‫ﻑ ﺇﻝﻰ ﺍﻝ‬
‫ﻀﺎ ﹸ‬‫ﻭ ﻴ‬ ‫ﻥ‬
ٍ ‫ﻑ ﻤﻜﺎ‬
‫ ﹸ‬‫ﻅﺭ‬
‫ﺙ( ﹶ‬
‫ ﹸ‬‫ﺤﻴ‬
)
‫ﺀ( ﻓﻲ‬ ‫ﹶﻠ ﹸﺔ )ﺘﹶﺸﺎ‬‫ﺠﻤ‬
 ‫ﻭ ﺍﻝ‬ ,‫ ِﻪ‬‫ﻭلٌ ِﻓﻴ‬‫ﻤﻔﹾﻌ‬ ‫ﺏ‬
ٍ ‫ل ﹶﻨﺼ‬
‫ﺤﱢ‬ ‫ﻤ‬ ‫ﻡ ﻓﻲ‬ ‫ﻀ‬
 ‫ﻲ ﻋﻠﻰ ﺍﻝ‬
 ‫ ِﻨ‬‫ﻤﺒ‬
.‫ ِﻪ‬‫ﻀﺎﻑﹲ ﺇﹶﻝﻴ‬‫ﺭ ﻤ‬ ‫ﺠ‬
 ‫ل‬
‫ﺤﱢ‬ ‫ﻤ‬

‫ﺙ‬
‫ ﹸ‬‫ﺤﻴ‬
 is an adverb of place and it is attached to a sentence. And it is said its

‘iraab (declension) , ‫ﺙ‬

‫ ﹸ‬‫ﺤﻴ‬
 is fixed on damma in the place of nasb (accusative case)

maf’oolun feehi and the sentence ‫ﺀ‬ ‫ ﺘﹶﺸﺎ‬is in the place of jar, mudaafun ilayhee.
 (‫ﺕ‬
‫ﻭ ﹸ‬‫ﺕ ﺃﻤ‬
‫ ﹸ‬‫ ِﻜﺩ‬‫ﷲ ﹶﻝ ﹶﻘﺩ‬
ِ ‫ﻭ ﺍ‬ )
By Allah I was about to die!

.‫ﻩ ﺒِﺎﻝﻼ ِﻡ ﻭ ﹶﻗﺩ‬ ‫ﺩ‬ ‫ ِﻜﻴ‬‫ﺏ ﹶﺘﻭ‬

 ‫ﺠ‬
 ‫ﻭ‬ ‫ﻭﺍﺒﹰﺎ ﻝِﻠﻘﹶﺴ ِﻡ‬‫ﺕ ﺠ‬
‫ﺒ ﹸ‬ ‫ﻤﺜﹾ‬ ‫ل ﺍﻝﻤﺎﻀِﻲ ﺍﻝ‬
ُ ‫ﻊ ﺍﻝ ِﻔﻌ‬ ‫ﻭ ﹶﻗ‬ ‫ﺇﺫﺍ‬
When the past tense verb occurs as an affirmation with an oath, it is necessary to
emphasis it with a laam and qad.

:‫ﻨﺤﻭ ﻓﻲ ﺍﻝﺘﻨﺯﻴل‬

(‫ﻥ‬
 ‫ﺨﹶﻠﻘﹾﻨﺎ ﺍﻹﻨﹾﺴﺎ‬
‫ ﹶ‬‫ﹶﻝ ﹶﻘﺩ‬..........‫ﻥ‬
ِ ‫ﺘﹸﻭ‬‫ﺯﻴ‬ ‫ﻥ ﻭ ﺍﻝ‬
ِ ‫ﺍﻝ ﱢﺘﻴ‬‫)ﻭ‬
By the fig and the olive…. Verily, We created man of the best stature
(mould), (At-Tin 95:4)

‫ﷲ ﻤﺎ‬
ِ ‫ل )ﻭﺍ‬
ُ ‫ ﺘﻘﻭ‬.‫ﺩ ﺒِﺎﻝﻼ ِﻡ ﻭ ﹶﻗﺩ‬ ‫ﻴ َﺅ ﱠﻜ‬ ‫ﻲ ﻓﻼ‬
 ‫ﻤﻨﹾ ِﻔ‬ ‫ل ﺍﻝﻤﺎﻀِﻲ ﺍﻝ‬
ُ ‫ﺎ ﺍﻝﻔِﻌ‬‫ﻭ ﺃﻤ‬
.(‫ﻪ‬ ‫ ﹸﺘ‬‫ﺃﻴ‬‫ﺭ‬

As for the past tense verb which comes as an negation with

an oath then it is not emphasised with laam and qad. You say

‫ﻪ‬ ‫ ﹸﺘ‬‫ﺃﻴ‬‫ﷲ ﻤﺎ ﺭ‬
ِ ‫ﻭﺍ‬ ‘by Allah I did not see him’
 (‫ﻁ‬
‫) ﹶﻗ ﱡ‬

‫ﻥ‬
 ‫ ِﻤﻠﹸﻭ‬‫ ﹶﺘﻌ‬‫ﻴﺴ‬ ‫ﺱ‬
 ‫ﻥ ﺍﻝﻨﺎ‬
 ‫ ﻭﻝ ِﻜ‬,‫ل‬
ِ ‫ﺒ‬ ‫ ﹶﺘﻘﹾ‬‫ﻤﺴ‬ ‫ﺩﹰﺍ( ﺒﺎﻝ‬‫ﻭ )ﺃﺒ‬ ‫ﺹ ﺒﺎﻝﻤﺎﻀِﻲ‬
 ‫ﻁ( ﺨﺎ‬
‫) ﹶﻗ ﱡ‬
‫ل‬
ِ ‫ﺤ‬‫ﻡ ﻓﻲ ﻤ‬ ‫ﻀ‬
 ‫ﻲ ﻋﻠﻰ ﺍﻝ‬
 ‫ ِﻨ‬‫ﻤﺒ‬ (‫ﻁ‬
‫ ) ﹶﻗ ﱡ‬.‫ﻊ ﺍﻝﻤﺎﻀﻲ ﻭ ﻫﺫﺍ ﺨﹶﻁﺄ‬ ‫ﻤ‬ (‫ﺩﹰﺍ‬‫)ﺃﺒ‬
.‫ ِﻪ‬‫ﻭلٌ ِﻓﻴ‬‫ﻤﻔﹾﻌ‬ ‫ﺏ‬
ٍ ‫ﹶﻨﺼ‬

‫ﻁ‬
‫ﹶﻗ ﱡ‬ is specific for the past tense and ‫ﺩﹰﺍ‬‫ ﺃﺒ‬for the future. People
use ‫ﺩﹰﺍ‬‫ﺃﺒ‬ with the past tense however this is incorrect. ‫ﻁ‬
‫ﹶﻗ ﱡ‬
is fixed on the damma in the place of the nasb case, maf’oolun
feehi.

‫ﺎ‬‫ﻝﻤ‬
When

‫ﻬﺎ‬‫ﻭﺍﺒ‬‫ﻥ ﺠ‬
 ‫ﻴﻜﹸﻭ‬ ‫ﺹ ﺒﺎﻝﻤﺎﻀﻲ‬
 ‫ﻑﹲ ﻭ ﹶﺘﺨﹾ ﹶﺘ‬‫ﻅﺭ‬
‫ﻭ ﻫﻲ ﹶ‬ (‫ﺔ‬‫ ِﻨﻴ‬‫ﺤﻴ‬
ِ ‫ﺎ ﺍﻝ‬‫ﻫﺫﻩ )ﻝﻤ‬
.‫ل‬
ِ ‫ﻤﺎﻀﻴﹰﺎ ﻜﻤﺎ ﻓﻲ ﺍﻝﻤﺜﺎ‬
This is called the lammaa of heeniyyah (lamma of time). It is an
adverb (of time) and is specific to the past tense (verb). Its answer
is always in the past tense like what is in the example.

‫ﺒ ﹰﺔ‬ ‫ﻴ‬ ‫ﻁ‬

‫ﺤ ﹰﺔ ﹶ‬
 ‫ﺕ ﺭﺍ ِﺌ‬
‫ ﹸ‬‫ﺸ ِﻤﻤ‬
‫ﺕ ﹶ‬
‫ ﹶ‬‫ﺒﻴ‬ ‫ﺕ ﺍﻝ‬
‫ﺨﻠﹾ ﹸ‬
‫ﺩ ﹶ‬ ‫ﺎ‬‫ﻝﻤ‬
When I entered the house I smelt a pleasant smell.
 ‫ل ﻫﺫﺍ‬
ُ ‫ﺎ ﺁ ﹸﻜ‬‫ل ﺍﻝﻨﺎﺱ )ﻝﻤ‬
ِ ‫ ﻨﺤﻭﻗﹶﻭ‬,‫ﻉ‬
ِ ‫ﻀﺎ ِﺭ‬‫ل ﻋﻠﻰ ﺍﻝﻤ‬
َ‫ﺨ‬
‫ ﹸ‬‫ ﹶﺘﺩ‬‫ﺢ ﺃﻥ‬
‫ﺼ‬ِ ‫ﻴ‬ ‫ﻻ‬
.‫ﺽ‬
 ‫ﺭ‬‫ﻡ ﺃﻤ‬ ‫ل ﻫﺫﺍ ﺍﻝﻁﹼﻌﺎ‬
ُ ‫ﺩ ﻤﺎ ﺁ ﹸﻜ‬ ‫ﻋﻨﹾ‬
ِ :‫ﺏ‬
 ‫ﻭﺍ‬‫ﺽ( ﻭ ﺍﻝﺼ‬
 ‫ﺭ‬‫ﻡ ﺃﻤ‬ ‫ﺍﻝﻁﹼﻌﺎ‬

It is not correct that it enters upon the present tense (verb), like the
speech of people ‘Lamma (when) I eat this food I become ill’ and the correct
is: ‘ indamaa (when) I eat this food I become ill.’

:‫ﻤ ﹸﺜﻨﱠﻰ‬ ‫ﺭ ﺍﻝ‬ ‫ﻤﻴ‬‫ﻀ‬

The dual pronoun

‫ ﻭ‬,‫ﻥ‬
ِ ‫ ﻭ ﻝﻠﻐﺎﺌﺒﺘﹶﻴ‬,‫ﻥ‬
ِ ‫ﻴ‬‫ﺙ ﻝﻠﻐﺎ ِﺌﺒ‬
‫ﺭ ﻭ ﺍﻝﺘﱠﺄﻨِﻴ ﹸ‬ ‫ ﹶﺘﻭِﻱ ﻓﻴ ِﻪ ﺍﻝﺘﱠﺫﻜِﻴ‬‫ﻴﺴ‬ (‫ﻤﺎ‬‫)ﻫ‬
.‫ﻥ‬
ِ ‫ﺒﺘﹶﻴ‬ ‫ﻁ‬
‫ﺨﺎ ﹶ‬‫ ﻭ ﻝﻠﻤ‬,‫ﻥ‬
ِ ‫ﻴ‬‫ﻁﺒ‬
‫ﺨﺎ ﹶ‬‫ﻝﻠﻤ‬

The dual pronoun includes the masculine and feminine. It is used for
the dual masculine and feminine third person and dual feminine and
masculine second person.
 :‫ﻤ ﱠﺘﺼِل‬ ‫ﺭﻓﹾ ِﻊ ﺍﻝ‬ ‫ﻀﻤِﻴﺭ ﺍﻝ‬

The attached nominative pronoun.

Alif
:‫ﻭ‬ ‫ﻑ ﹶﻨﺤ‬
‫ﺍﻷِﻝ ﹸ‬

.‫ﺘﺎ‬‫ﻫﺒ‬ ‫ ﻓﺎﻁﻤﺔ ﻭ ﺁ ِﻤ ﹶﻨ ﹸﺔ ﹶﺫ‬,‫ ﺫﻫﺒﺎ‬‫ﺤﺎﻤﺩ ﻭ ﺨﺎﻝﺩ‬

Haamid and khaalid went, faatima and Aamina went.

‫ﻅ‬
ِ ‫ﻥ ﻓﻴﻪ ِﺒﹶﻠﻔﹾ‬
ِ ‫ل ﺍﻹﺜﹾﻨﺎ‬
َ ‫ﻌ‬ ‫ﻴﺠ‬ ‫ﻻ ﻭﺍﺤِﺩ ﺠﺎﺯ ﺃﻥ‬
‫ ﺇ ﹼ‬‫ﻥ ﻤﻨﻪ‬
ِ ‫ﺱ ﻓﻲ ﺍﻹﻨﹾﺴﺎ‬
 ‫ﻤﺎ ﹶﻝﻴ‬
‫ ) ﹶﻓ ﹶﻘﺩ‬:‫ﻪ ﺘﻌﺎﻝﻰ‬ ‫ﻪ ﻗﹶﻭﹸﻝ‬ ‫ﻭ ِﻤﻨﹾ‬ ,‫ﻫﻜﹸﻤﺎ‬ ‫ﻭ‬‫ﻭﺠ‬ ‫ﻤﺎ ُﺅﻜﹸﻤﺎ؟ ﺍﻏﹾﺴِﻼ‬‫ ﻤﺎ ﺃﺴ‬:‫ ﻨﺤﻭ‬,‫ ِﻊ‬‫ﺠﻤ‬
 ‫ﺍﻝ‬
.(‫ﺒﻜﹸﻤﺎ‬ ‫ﺼ ﹶﻐﺕﹾ ﹸﻗﻠﹸﻭ‬


It is permissible to use the plural wording of things which are

connected to a person, and can only be found in the singular forms,

when addressing two people. Example: ‫ﻤﺎ ُﺅﻜﹸﻤﺎ؟‬‫ﻤﺎ ﺃﺴ‬ What are

your(two people) names? , ‫ﻫﻜﹸﻤﺎ‬ ‫ﻭ‬‫ﻭﺠ‬ ‫ﺍﻏﹾﺴِﻼ‬ wash your (two people)
faces, and from it, is his speech the most high: ‘..so indeed your hearts
inclined…’ (At-tahreem 66:04)
 :‫ ﻫﻲ‬.‫ﻭ ٍﺭ‬‫ﻌ ِﺔ ﺃﻤ‬ ‫ﺒ‬ ‫ﺕ ﻓﻲ ﺃﺭ‬
‫ﻭ ﹶ‬‫ﻤﻨﹾﻌ‬ ‫ﺕ ﺍﻝ‬
‫ ﹸ‬‫ﻊ ﺍﻝﱠﻨﻌ‬ ‫ﺒ‬ ‫ﻴﺘﹾ‬

The adjective follows the qualifying noun (that which is described) in 4

matters. They are:

٢ ١

‫ﺍﻝﺘﺫﹾﻜِﻴﺭ ﻭ ﺍﻝﺘﱠﺄﻨِﻴﺙ‬ ‫ﺭﺍﺏ‬‫ﺍﻹﻋ‬

In masculinity and In declension

femininity

٤ ٣

‫ﻊ‬ ‫ﻤ‬‫ ﻭ ﺍﻝﺠ‬,‫ﺔ‬‫ﺍﻹﻓِﺭﺍﺩ ﻭﺍﻝﺘﱠﺜ ِﻨﻴ‬ ‫ﺭ‬‫ﻑ ﻭ ﺍﻝﱠﺘﻨﹾ ِﻜﻴ‬

‫ ﹸ‬‫ ِﺭﻴ‬‫ﺍﻝﱠﺘﻌ‬

In singularity, duality In definiteness and

and plurality indefiniteness
 ‫ﺘ ‪‬ﻡ ﻭ ﺍﻝﺤﻤﺩ ﻜﻠﻪ ﷲ ﺘﻌﺎﻝﻰ‬

‫ﻜﺘﺒﻪ ﺍﻝﻔﻘﻴﺭ ﺇﻝﻰ ﺍﷲ ﺃﺒﻭ ﺴﻠﻤﺎﻥ ﻁﻠﺤﺔ ﺍﻝﺒﺭﻴﻁﺎﻨﻲ‪.‬‬

‫ﻭ ﺘﺭﺠﻤﺘﻪ ﺍﻷﺨﺕ ﺃ ‪‬ﻡ ﻤﺠﺎﻫﺩ‬