Arabic Teaching Guide

Copyright © 2015 by Bayyinah Institute
All rights reserved. This book or any portion thereof may not be reproduced or used in any
manner whatsoever without the express written permission of Bayyinah Institute.
Bayyinah Institute
2300 Valley View Lane, Suite 500
Irving, TX 75062
www.bayyinah.tv
Contributors:
Nouman Ali Khan
Aarij Anwer
Anam Bakali
Touqeer Ahmed
Faadhil AbdulHakkim
Ifrah Shareef
Hamza Baig
Merusha Nasoordeen
Teacher Guide
Level 1: Book 1
Introduction
The Teacher Guide serves two main purposes:
1: It provides the answers to the exercises in the book.
2: It provides valuable, relevant and timely advice to the teacher on how to get the best out of their class
and the book.
There are a number of labels used in the Teacher Guide to serve the second purpose:
1: Memorization: content that a student must memorize to be able to master the concept
2: Accommodation: indicates if an exercise can be shortened allowing the teacher to accommodate for
shortage of time
3: Tip: helpful pieces of information to maximize learning
4: Note: generic notes about the exercises and/or classroom best practices
5: Teaching Opportunity: an opportunity to extend learning based on the exercises
6: Contextual Review: an opportunity to review key concepts from earlier lessons that may have been
forgotten
Book Composition
The book consists of Modules, Chapters and Lessons. A module is a large concept (e.g. Ism). A chapter is a
smaller sub-concept (e.g. singular/pair/plurals). A lesson is the smallest piece of a concept that can be covered
in one setting (e.g. one type of plural is Muslimoona).
Each lesson is made up of exercises that can be completed after watching the accompanying video on
Bayyinah TV.
Exercises in the Book

The exercises are labeled A, B, C, etc. A few important notes about the exercises:
• Exercise A is to be completed while watching the video.
• Exercise B is generally a review of the concepts from the video.
• Exercise C onwards is when concepts are taught through the exercises, which is where you will find most
of the notes and labels.
Best Practices
Some best practices that we recommend are:
• Set up the classroom so that the students watch the lessons in class individually then complete the
Exercise Book in class at their own pace. This implies that either each student has a personal computer,
or tablet, or they are using computers in a lab. This allows each student to move at his/her pace and
allows for true accommodation.
• Alternatively, you can assign watching the video as homework and do all the exercises in class. Another
alternative is to watch the lessons together as a group in class and then complete the exercises in class.
You may have to employ different methods over the course of the year to keep the students’ attention.
• The first few lessons should be modeled for the students. In particular, how to watch the videos and take
notes needs to be shown to the students.
• Watch the video and complete the lesson yourself before class. This will allow you to predict what
pitfalls await the students.
• Have the Teacher Guide with you in class, either electronically or a printed version. The Teacher Guide
is made to be used as a day-to-day tool in the classroom, not as a reference manual to be referred to
occasionally.
• Refer to the notes and labels in the Teacher Guide before class.
• You will have to make tests and assessments. We recommend that you make them at the end of every
chapter or two chapters at most.
What This Book Covers

Book 1 covers the following topics:
• Introduction to Words in Arabic: The three types of words in Arabic are Ism, Fi’l, and Harf.
• Status: 1st of the four foundational properties of the Ism. Amongst the topics discussed are: the role of
the Ism is determined by its status. Definitions of Raf’, Nasb, and Jarr. How to identify Raf’, Nasb, and
Jarr. Ending sounds and combinations. The Muslim chart. Light vs. heavy. Flexibility.
• Number: 2nd of the four foundational properties of the Ism. Singular, pair, and plural. Ending
combinations of pair. Types of plural: regular masculine, human feminine, non-human feminine, human
broken, non-human broken, and Ism Jam’a.
• Gender: 3rd of the four foundational properties of the Ism. Masculine and feminine. Types of feminine:
real and fake. Types of fake feminine: all non-human plurals, human broken plurals sometimes, ‘because
the Arabs said so’, and body parts in pairs.
• Type: 4th of the four foundational properties of the Ism. Common and proper. The seven types of
proper: proper names, ‫ال‬, pronouns, pointers, Ism Mawsool, the one being called, & the word after ‘of’.
• Surah Kahf 1-10 mini-lessons.
MODULE 1
Properties of the Ism
Words in Arabic
CHAPTER 1 The three types of words in Arabic: Ism, Fi’l, and Harf.
Status
CHAPTER 2 1st of the four foundational properties of the Ism. Role of the Ism is determined
by its status. Definitions of Raf’, Nasb, and Jarr. How to identify Raf’, Nasb, and Jarr.
Ending sounds and combinations. The Muslim chart. Light vs. heavy. Flexibility.
Number
CHAPTER 3 2nd of the four foundational properties of the Ism. Singular, pair, and plural.
Ending combinations of pair. Types of plural: regular masculine, human feminine,
non-human feminine, human broken, non-human broken, and Ism Jam’a.
Gender
CHAPTER 4 3rd of the four foundational properties of the Ism. Masculine and feminine. Types
of feminine: real and fake. Types of fake feminine: all non-human plurals, human
broken plurals sometimes, ‘because the Arabs said so’, and body parts in pairs.
Type
CHAPTER 5 4th of the four foundational properties of the Ism. Common and proper. The seven
types of proper: proper names, ‫ال‬, pronouns, pointers, Ism Mawsool, the one
being called, and the word after ‘of’.
Surah Kahf
CHAPTER 6 Apply learned grammar concepts to Isms in the first 10 ayahs of the Surah.
CHAPTER 1
Words in Arabic
Lesson 1 Accompanying Video
Unit 1: 1.1.2
Learning Goals • Define Ism, Fi’l, and Harf • Recognize Isms, Fi’ls, and Harfs in English
A Watch the accompanying video. Based on what you hear and see in the video, write/
circle the correct answer.
1. The names of those ____________________

categories are Ism, Fi’l, and Harf.
2. A(n) _______________ is a word that makes no sense unless another word comes after it.
A. Ism B. Fi’l C. Harf
3. A(n) _______________ is a word that is stuck in the past tense, present tense, or future
tense.
4. A(n) _______________ is a person, place, thing, idea, adjective, adverb, and more.
5. An idea is something you have a name for, but you can’t _______________
touch it, like education,
or Islam, or patience.
6. A(n) ____________________
adverb is word that ends with -ly, like slowly, happily, easily, etc.
7. When you’re reading the Qur’an, every one of the words has to be either an Ism, Fi’l, or Harf;
it can’t be any two at the same time; you can figure out the word by ____________________.
elimination
Bayyinah Institute • Chapter 1 7
Chapter 1 • Lesson 1 11
B Fill in the blanks using the word bank.
Tense Three Fi’l After Ism
1. There are _______________

three kinds of words in Arabic.
2. Any word in Arabic must be an Ism, _______________,

Fi’l or Harf.
3. A(n) _______________
Ism is a name of a person, place, thing, idea, adjective, adverb and more.
4. A Fi’l is a word that has a _______________.

tense
5. A Harf is a word that makes no sense unless another word comes _______________
after it.
C Circle the word that is NOT an Ism.
1. Teacher Mom Sat Brother Painter
2. School Masjid Toy Ate Grocery store
3. Book Phone Scarf As Playground
4. Perhaps Soft Fast Tired Generous
5. Quietly Slowly By Carefully Patiently
8 Chapter 1 • Bayyinah Institute
12 Chapter 1 • Lesson 1
D Circle the word that is NOT a Fi’l.
1. Ate Cat Sat Went Liked
2. Runs Goes Writes Hand Cuts
3. Will sleep Will give To Will finish Will drive
4. Fell Hit Drinks Tapped Keyboard
5. Grew Jumped Clothing Cleaned Washed
E Circle the word that is NOT a Harf.
1. In On At About Girl
2. To Indeed Bird Maybe Toward
3. At Lake But And Until
4. Brush Or Alas However If
5. Certainly However Though Shirt Upon
F Give three examples of each.
Ism:
1. Person ________________
Answers will vary ________________ ________________
2. Place ________________ ________________ ________________
3. Thing ________________ ________________ ________________
4. Idea ________________ ________________ ________________
5. Adjective ________________ ________________ ________________
6. Adverb ________________ ________________ ________________
Fi’l:
1. Past tense ________________ ________________ ________________
2. Present tense ________________ ________________ ________________
3. Future tense ________________ ________________ ________________
Harf: ________________ ________________ ________________
Important Concepts
Define the following terms:
1. Ism: A name of a person, place, thing, idea, adjective, adverb and more.
2. Fi’l: A word that is stuck in the past tense, present tense, or future tense.
3. Harf: A word that doesn’t make any sense unless another word comes after it.
Chapter 1 • Important Concepts 15

CHAPTER 2
Status
Unit 1: 1.2.1
Learning Goals • Recognize doer, detail, and after ‘of’ in English
1. The four properties of the Ism are _______________,

status number, gender, and type.
2. Even though all three words are about myself, you have to use the right word in the right
_______________,
place this is kind of what status is about.
3. Every time you see the _______________ in Arabic, you will call it Raf’.
A. Detail B. After ‘of’ C. Doer
4. _______________
Details are called Nasb.
5. There’s only three labels for the status of an Ism: there’s Raf’, Nasb, and Jarr. Jarr is anything
that comes _______________.

after of
6. The only tricky thing about _______________

Jarr is that sometimes you see the word ‘of’ in
English, but sometimes you don’t see it and you have to kind of figure it out yourself.
7. If you say, ‘my teeth’, there is another crazy way of saying ‘my teeth’, you could say
‘____________________________’,
teeth of mine so ‘my’ would actually be Jarr, because you could kind
of in a weird way flip it around and turn it into an ‘of’.
Status Type Three Raf’ Ism Nasb Number

Place Four Word Jarr Doer Gender
1. There are _______________

three kinds of words in Arabic.
2. Any word in Arabic must be an _______________,

Ism Fi’l, or Harf.
3. Isms have _______________

four properties.
4. The first property we are learning is _______________.

status
5. The other three properties of an ism are _______________,

number _______________,
gender and
_______________.
type
6. Status is the study of using the right version of the _______________

word in the right
_______________.
place
7. In the sentence, ‘I ate too much chocolate’, ‘I’ is the _______________.

doer
8. The doer is always in _______________

Raf’ status, and the detail is always in _______________
Nasb
status. Anything that comes after ‘of’ is in _______________

Jarr status.
C Answer the questions about each sentence. Then circle whether the answer is a
doer, detail, or after ‘of’.
1. The children played soccer in the field.
A. Who played soccer? The children Doer Detail After Of
B. What did they play? Soccer Doer Detail After Of
C. Where did they play it? In the field Doer Detail After Of
2. The boy lost the ball of the team.
A. Who lost? The boy Doer Detail After Of
B. What did he lose? The ball Doer Detail After Of
C. Whose ball was it? The team’s Doer Detail After Of
3. Their shirts became muddy .
A. What became muddy? Shirts Doer Detail After Of
B. Whose shirts were they? Theirs Doer Detail After Of
C. What did the shirts become? Muddy Doer Detail After Of
4. Their mom washed their shirts.
A. Who washed their shirts? Mom Doer Detail After Of
B. What did she wash? Shirts Doer Detail After Of
C. Whose shirts did she wash? Theirs Doer Detail After Of
D. Whose mom was she? Theirs Doer Detail After Of
D Write the question for the underlined word in the sentence.
1. I go to school every day. Where do I go everyday?
2. She read Qur’an with my mom. Who read Qur’an with my mom?
3. The boys prayed in the morning. Who played in the morning?
4. The teacher talked to him. Who talked to him?
5. We went to the masjid. Where did we go?
6. Allah made us the best creation. Who did Allah make the best creation?
7. We went inside the museum. We went inside what? / What did we go into?
8. She memorizes Qur’an with her teacher. What does she memorize with her teacher?
9. My brother learned to ride a bike quickly. How did my brother learn to ride a bike?
10. They gave their children new toys on Eid. What did they give their children on Eid?
11. She hid from her sister. Whose sister did she hide from?
12. My mom took me to the doctor’s office. Whose office did my mom take me to?
13. We listened to the lecture in the masjid. What did we listen to in the masjid?
14. I completed my homework. Whose homework did I complete?
E Rewrite the following phrases to include the word ‘of’.
1. Allah’s book Book of Allah
2. Maryam’s pet Pet of Maryam
3. Their car Car of theirs
4. School’s playground Playground of the school
5. Our Lord Lord of ours
6. Her sister Sister of hers
7. The lake’s water The water of the lake
8. My hijab Hijab of mine
9. His bike Bike of his
10. Their masjid Masjid of theirs
F Label the underlined words doer, detail, or after ‘of’
We ate ice cream after school. The light shined brightly.

Doer Detail Detail Doer Detail
Her arm hurt after gym class. The milk fell on the floor.
After of Doer Detail Doer Detail
He unlocks the door of the office in the morning.

Doer Detail After of Detail
My family visits our relatives in Florida every summer.

After of Doer After of Detail Detail Detail
The professor’s book sold quickly.

After of Doer Detail
The boys prayed Fajr with their father.

Doer Detail After of Detail
Her mom packed her clothes neatly in the box.

After of Doer After of Detail Detail Detail
She passed the ball to her friend during the game.

Doer Detail After of Detail Detail
Unit 1: 1.2.2
Learning Goals • Know the status of a doer and detail
1. ‫ ساع َد‬means ‘_______________’.

َ َ
A. Teachers B. Students C. Helped
2. ‫الم َد ِّرسون‬
ُ means ‘_______________’.
َ ُ
3. ‫ الطّ ُ ّ َلب‬means ‘_______________’.

ُ
4. You can’t put the doer at the end, you have to put the doer at the beginning, but that’s an
English rule, that’s not an _______________

Arabic rule.
5. At the end of a word, if you hear ‘-u’ or ‘-oona’, then that is your DOER.
6. There are three kinds of _______________:

status Raf’, Nasb, and Jarr.
7. These harakahs are really ____________________

important to figure out who is the doer, who is the
detail, who is the after ‘of’.
Status First Ending Raf’ Harf Nasb

Properties ‘-Oona’ Fi’l Jarr Doer Gender
1. The three kinds of words in Arabic are Ism, _______________,

Fi’l and _______________.
Harf
2. Isms have four _______________:

properties _______________,
status number, _______________,
gender and
type.
3. In English, whatever comes _______________

first is the doer. But in Arabic, the order of the
words doesn’t matter. You have to pay attention to the _______________

ending of the word.
4. In the sentence ‘The teacher helped the students’, ‘teacher’ is the _______________.
doer
5. If you hear a word ending in _______________

‘-oona’ or ‘-u’, then it is the doer.
6. The doer is always in _______________

Raf’ status, and the detail is always in _______________
Nasb
status. Anything that comes after ‘of’ is in _______________

Jarr status.
C Circle the doer and underline the detail, then translate the sentence.
Workers: َ‫ العا ِم ِلني‬/ ‫العا ِملُون‬ The man: ‫الرجل‬ He saw: ‫ظر‬
َ ‫ن‬
َ َ َ ُ َّ َ َ
The man saw the workers. َ‫العا ِم ِلني‬ ‫ نظر الرجل‬.1

َ ُ ُ َّ َ َ َ
‫ َنظَر الرج َل العا ِملُون‬.2

The workers saw the man.
َ َ ُ َّ َ
The man saw the workers. َ‫العا ِم ِلني‬ ‫ الرجل نظر‬.3

َ َ َ َ ُ ُ َّ
‫ الرج َل َنظَر العا ِملُون‬.4

َ َ َ ُ َّ
‫ َنظَر العا ِملُون الرج َل‬.5

ُ َّ َ َ َ
‫ َنظَر العا ِم ِلنيَ الرج ُل‬.6

The man saw the workers.
ُ َّ َ َ
Unit 1: 1.2.3
Learning Goals • Ask the correct question to find the doer and detail in a sentence
1. ‘The’ is a _______________
Harf because it doesn’t make any sense unless another word comes
after it.
2. ‘Played’ is a _______________
Fi’l because it is stuck in the past.
3. ‘Mother’ is the _______________

doer because she did the act of yelling.
4. When you find a detail, then you have to turn it into a _______________,
question and the question
has to be about the Fi’l. For example, who did she yell at? When did she yell? Where did
she yell? Why did she yell? How did she yell? If your question has ‘yell’ in it, then it’s a
detail, the question about the detail has to have the Fi’l in it.
5. ‘Ahmed’ is not a detail, ‘Ahmed’ is just _______________.

A. The doer B. Nasb C. After ‘of’
6. ‘Loudly’ is Nasb because it answers the question ‘_______________

How did the alarm clock ring?’
7. ‘The Imam’ is Jarr because it comes ____________________.

after of
Detail After Number Raf’ Harf Nasb

Tense Fi’l Jarr Doer Gender
1. The three kinds of words in Arabic are Ism, Fi’l, and _______________.
Harf
2. Isms have four properties: status, _______________,

number _______________,
gender and type.
3. Fi’ls are words that have a _______________.

tense
4. A Harf is a word that doesn’t make sense unless another word comes _______________
after it.
5. There are three different statuses a word can have: Raf’, Nasb, and _______________.
Jarr
6. _______________
Raf’ is the doer, _______________
Nasb is the detail, and Jarr is after ‘of’.
7. The question has to have the Fi’l in it for the answer to be a doer or _______________.
detail For
example, look at the sentence, ‘He read the book of Allah.’ The answer for the question,
‘Who read the book of Allah?’, is the _______________.

doer
8. The answer for the question, ‘Who’s book is it?’, is not a detail because the _______________
Fi’l
is not in the question.
C Circle the question whose answer isn’t a doer or detail of the Fi’l.
1. Our teacher taught us the lesson. 5. She helped her with her homework.
A. Who taught? A. Who helped?
B. Whose teacher was it? B. Who did she help?
C. What did the teacher teach? C. What did she help with?
D. Who did the teacher teach? D. Whose homework was it?
2. The boy washed the new car yesterday. 6. She memorized the long Surah quickly.
A. Who washed? A. Who memorized?
B. What did he wash? B. What did she memorize?

C. What kind of a car was it? C. What kind of Surah was it?
D. When did he wash the car? D. How did she memorize it?
3. I planted tulips in my backyard. 7. His friends gave him a gift.

A. Who planted? A. Who gave?
B. What did I plant? B. Whose friends were they?
C. Where did I plant? C. Who did they give?

D. Whose backyard was it? D. What did they give?
4. We read the book of Allah everyday. 8. They prayed Fajr in his room.
A. Who reads? A. Who prayed?
B. What do we read? B. What did they pray?
C. Whose book is it? C. Where did they pray?

D. When do we read it? D. Whose room was it?
Tip: This exercise will help the students distinguish between details that are related to the Fi’l and
those that aren’t. If the Fi’l isn’t in the question, then the answer will probably not be a doer or
detail of the Fi’l.
D Label the underlined words Raf’, Nasb, or Jarr.
We read his book. Cheetahs run fast.

Raf’ Jarr Nasb Raf’ Nasb
Our mom gave us milk. The truck drove slowly.

Jarr Raf’ Nasb Nasb Raf’ Nasb
Our teacher gave us a hard quiz after lunch.

Jarr Raf’ Nasb Nasb Nasb
My family visits our relatives in Florida every summer.

Jarr Raf’ Jarr Nasb Nasb Nasb
The father of the boy brought him his lunch at school.

Raf’ Jarr Nasb Jarr Nasb Nasb
The boys prayed Fajr with their father.

Raf’ Detail After of Detail
Her mom packed her clothes neatly in her suitcase.

Jarr Raf’ Jarr Nasb Nasb Jarr Nasb
She passed the ball to her friend during the game.

Raf’ Nasb Jarr Nasb Nasb
Unit 1: 1.2.4
Learning Goals • Memorize the Muslim chart • Recognize ending sounds and combinations
1. When a word ends with ‘-un’ (ٌ ) or ‘-u’ (ُ ), then it’s Raf’. If it ends with ‘-an’ (ً ) or ‘-a’ (َ ), then
it’s Nasb. If it ends with ‘-in’ (ٍ ) or ‘-i’ (ِ ), then it’s _______________.

Jarr
2. You have to remember this order: ______________________________.

A. Raf’, then Jarr, then Nasb B. Nasb, then Raf’, then Jarr C. Raf’, then Nasb, then Jarr
3. ‫ان‬ ْ
ِ ‫ مُس ِل َم‬is _______________
two and Raf’.
4. َ‫ م ْس ِل ِمني‬is _______________
ُ
plural plural
and Nasb or _______________ and Jarr.
5. One and Nasb would be _______________.

ْ ‫م‬
A. َ‫س ِل ِمني‬ ْ ‫م‬
B. ‫س ِل ٍم‬ C. ‫ان‬ ْ ْ ‫م‬
D. ‫س ِل ًما‬
ُ ُ ِ ‫مس ِلم‬
َ ُ ُ
6. The first column is called ‘ending sounds’, the second and third columns are called ‘ending
____________________’.
combinations
7. When you’re looking at a word, you should always check for a combination first; if a word looks
like it has an endingcombination, then go with that, otherwise, go with _______________.

sound
8. َ‫ك ِثني‬
ِ ‫ َما‬can be _______________
Nasb or Jarr.
9. ‫ البنُون‬has an ending combination and it is _______________.

َ َ
Raf’
Pair/Dual Sound Properties Raf’ Singular Nasb

Status Plural First Jarr Words Combination
1. There are three kinds of _______________

words in Arabic: Ism, Fi’l, and Harf.
2. Isms have four _______________:

properties status, number, gender, and type.
3. The _______________
status of an Ism can be Raf’, Nasb, or Jarr.
4. The first column in the Muslim chart is _______________,

singular the second column is
_______________,
pair and the third column is _______________.
plural
5. The first row in the Muslim chart is _______________,

Raf’ the second row is _______________,
Nasb
and the third row is _______________.

Jarr
6. When an Ism ends in ‘-un’ (ٌ ) or ‘-u’ (ُ ), ‘-an’ (ً ) or ‘-a’ (َ ), or ‘-in’ (ٍ ) or ‘-i’ (ِ ) it is called an
ending _______________.
sound
7. When an Ism ends in ‘-aani’ (‫)ان‬, ‘-ayni’ (‫ن‬ ْ

ِ ِ ‫)ي‬, ‘-oona’ (‫)ون‬,
َ
or ‘-eena’ ( ‫)ين‬, it is called an
َ
ending _______________.
combination You should always check for this _______________.
first
C Write ‘ending sound’ (ES) or ‘ending combination’ (EC) next to each word.
ٌ ْ
‫ ب ْيت‬.11 ‫الشمس‬
َ ُ َّ
ES ES .1
ْ ْ
EC ‫ي‬
ِ ‫القر َن‬
َ .12 ES ‫ كُر ٍة‬.2
َ
ٌ ‫ م ْحس‬.13
‫ن‬ ‫ان‬
ES ِ ُ EC ِ ‫جنّ َ َت‬
َ
.3
‫ س ِريرً ا‬.14 ً ‫ رجال‬.4

ES
َ
ES
ُ َ
ْ
‫ي‬
ِ ‫اب‬ ‫ كت‬.15 ‫ َشجر ًة‬.5
َ َِ َ َ
EC ES
‫ م َد ِّر ٍس‬.16 ‫ الع ِص ْيـر‬.6

ES
ُ
ES
ُ َ
‫ الجب ُل‬.17 ‫ العا ِمل ُ ْون‬.7

ES
ََ
EC
َ َ
ً
‫ك ِلم ًة‬ ‫ َق ِم ْيصا‬.8
َ َ
ES .18 ES
ْ
EC َ ‫ائ ِم‬
‫ي‬ ِ ‫ َص‬.19 ES ‫الق َلم‬
َ َ
.9
ٌ ْ
‫ م ِد ْينَة‬.20 ‫ي‬ ْ
ِ ‫ مُس ِل َم‬.10
َ
ES EC
Accommodation: If short on time, you can have students complete only half the exercise.
D ْ
Write the singular Raf’, Nasb, and Jarr versions of each word.
Hint: They will all have ending sounds, not ending combinations.
ْ
1. ‫ َشس‬ 5. ‫ م ِدينة‬
َ َ
ْ ٌ
Raf’: ‫َش ٌس‬ Raf’: ‫م ِد ْينَة‬
َ
ً ْ
Nasb: ‫َشسا‬ Nasb: ‫م ِد ْينَ ًة‬
َ
ْ
Jarr: ‫َش ٍس‬ Jarr: ‫م ِد ْينَ ٍة‬
َ
2. ‫ و َل‬ ‫ كُرة‬
َ
6.
َ ٌ
ٌ ‫و‬
‫ل‬ ‫كُرة‬
Raf’: َ َ Raf’:
َ
ً ‫ولا‬ ‫كُر ًة‬
Nasb: َ َ Nasb:
َ
Jarr: ‫ل‬
ٍَ‫و‬ Jarr: ‫كُر ٍة‬
َ َ
‫طالِب‬ ‫كتاب‬
َ َِ
3. 7.
ٌ ِ‫طال‬
‫ب‬ ‫اب‬ ٌ ‫كت‬
َ َِ
Raf’: Raf’:
ً ً
‫طالِبا‬ ‫كتابا‬
َ َِ
Nasb: Nasb:
Jarr: ‫ب‬
ٍ ِ‫طال‬
َ Jarr: ‫اب‬
ٍ ‫ك َت‬
ِ
4. ‫ َق َلم‬ ‫ ب ْيت‬
َ
8.
ٌ
Raf’: ‫َق َل ٌم‬ Raf’: ‫ب ْيت‬
َ
ً ً ْ
Nasb: ‫َق َلما‬ Nasb: ‫بيتا‬
َ
‫َق َل ٍم‬ ‫ت‬ ْ
Jarr: Jarr: ٍ ‫َبي‬
Tip: This exercise will help students memorize the ending sounds. After completing it, you can give the
students different words to practice with orally.
Also, if the students don’t already know, make sure they understand that (ٌ ) and (ٍ ) can go on
any letter, but (ً ) can only sit on an alif or ta marbootha.
Accommodation: If short on time, you can have students complete only half the written exercise,
and complete the rest of the words orally. (1-4 written, 5-8 orally).
E
For questions 1-4, write the pair Raf’, Nasb, and Jarr versions of each word. For
questions 5-8, write the plural Raf’, Nasb, and Jarr versions of each word.
Hint: They will all have ending combinations, not ending sounds.
1. ‫ك ِلمة‬ 5. ‫ م َد ِرس‬
َ َ ّ ُ

Raf’: ‫ان‬
ِ ‫ك ِل َم َت‬ َ Raf’: ‫م َد ِّرس ْون‬
َ ُ ُ
ْ ْ
Nasb: ‫ي‬ِ ‫ك ِل َم َت‬ َ Nasb: َ ‫مُ َد ِّر ِس‬
‫ي‬
ْ ْ
Jarr: ‫ي‬ ِ ‫ك ِل َم َت‬ َ Jarr: َ ‫مُ َد ِّر ِس‬
‫ي‬
ْ
‫كتاب‬ ‫ مف ِلح‬
َِ ُ
2. 6.
ْ
‫ان‬
ِ ‫اب‬ ‫كت‬ ‫ح ْون‬ ‫مف ِل‬
َ َِ
Raf’: Raf’:
َ ُ ُ
ْ ْ ْ
‫ي‬ِ ‫اب‬ ‫كت‬ َ‫مُف ِل ِحي‬
َ َِ
Nasb: Nasb:
ْ ْ ْ
‫ي‬ ِ ‫اب‬ ‫كت‬ َ ‫مُف ِل ِح‬
‫ي‬
َ َِ
Jarr: Jarr:
‫ جنَّة‬ ‫ابر‬
ِ ‫ َص‬
َ
3. 7.
‫ان‬
ِ ‫جنّ َ َت‬ ‫ابر ْون‬ ‫ص‬
َ ُ ِ َ
Raf’: Raf’:
َ
ْ
Nasb: ‫ي‬ِ ‫جنّ َ َت‬ Nasb: ‫اب ِر ْين‬
ِ ‫َص‬
َ َ
ْ
Jarr: ‫ي‬ ِ ‫جنّ َ َت‬ Jarr: ‫اب ِر ْين‬
ِ ‫َص‬
َ َ
4. ‫ م ِد ْينَة‬ ‫اعد‬
ِ ‫ مُس‬
َ
8.
َ
‫ان‬ ْ
ِ ‫َم ِدينَ َت‬ ‫د ْون‬ ‫مساع‬
َ ُ ِ َ ُ
Raf’: Raf’:
ْ ْ
Nasb: ‫ي‬ِ ‫َم ِدينَ َت‬ Nasb: ‫اع ِد ْين‬
ِ ‫مُس‬
َ َ
ْ ْ
Jarr: ‫ي‬ ِ ‫َم ِدينَ َت‬ Jarr: ‫اع ِد ْين‬
ِ ‫مُس‬
َ َ
Tip: Like the last exercise, give students other words to practice orally after completing the written
exercise.
Accommodation: If short on time, you can have students complete only half the written exercise,
and complete the rest of the words orally. (1-4 written, 5-8 orally).
F
Part 1
version of the Ism ‫حا ِفظ‬.
َ
ْ
In Part 1, complete the Muslim chart with the Ism ‫مح ِسن‬. For Part 2, write the correct
ُ
Plural Pair Singular
ْ ْ ٌ ‫م ْحس‬
‫مح ِسن ُ ْون‬ ‫ان‬
ِ َ‫مُح ِسن‬ ‫ن‬ ِ ُ Raf’
َ ُ
ْ ْ ْ ْ ً ْ
َ ِ‫مُح ِسن‬
‫ي‬ ‫ي‬
ِ َ‫مُح ِسن‬ ‫مح ِسنا‬
ُ
Nasb
ْ ْ ْ ْ ْ
َ ِ‫مُح ِسن‬
‫ي‬ ‫ي‬
ِ َ‫مُح ِسن‬ ‫ن‬
ٍ ‫مُح ِس‬ Jarr
Part 2
ْ
‫ي‬
ِ َ‫حافِظ‬
َ
1. Pair Nasb
‫ظ‬
ٍ ‫حا ِف‬
َ
2. Singular Jarr
‫حا ِفظ ُ ْون‬

َ َ
3. Plural Raf’
ً
‫حافِظا‬
َ
4. Singular Nasb
‫ان‬
ِ َ‫حافِظ‬
َ
5. Pair Raf’
ْ
6. Plural Jarr َ‫ظي‬ ِ ِ‫حاف‬
َ
Tip: A big component of students understanding this concept is memorization. After students
complete Part 1, have them practice the chart orally with different words. They better they have
it memorized, the better they will be able to complete the exercises in the following lessons.
Unit 1: 1.2.5
Learning Goals • Recognize status and number • Translate specific words into Arabic
1. ‫الس ِفينَ ِة‬

َ ّ is in _______________
Jarr status.
ْ ْ
2. ‫ي‬
ِ ‫حز َب‬
ِ is in _______________ status.
A. Raf’ B. Pair C. Nasb D. Nasb or Jarr
ٌ ‫ ب‬is in _______________
3. ‫ش‬َ َ Raf’ status.
4. You always look for an ending combination first. The ending combinations are -aani (‫ان‬ ِ ),
-ayni (‫ن‬
ْ
ِ ‫)ي‬, -oona (‫)ون‬, or -eena (‫)ين‬. If you don’t find those, then you look for an ending
َ َ
_______________.
sound
5. I met two believers _______________.

ْ ْ ْ ْ
A. ‫ان‬
ِ ‫مؤ ِمن‬ B. ‫ي‬
ِ ‫مؤ ِمن‬ C. َ‫مؤ ِمنِني‬
َ ُ َ ُ ُ
6. The car of the two workers _______________ is big.
ْ ً
A. ‫ي‬
ِ ‫عا ِم َل‬ B. ‫ن‬
ِ ‫عا ِم َل‬ C. ‫عا ِمل‬
َ َ َ
7. When you see these words, what two properties are you looking for? You are always thinking
about the _______________

number and the status.
Pair Sound Raf’ Number Combination

Status Same First Isms Nasb
Isms
1. _______________ Raf’
can have three statuses: _______________, Nasb
_______________, Jarr.
2. An Ism can be singular, _______________,

pair or plural.
status
3. Rows in the Muslim chart show _______________, number
and columns show _______________.
4. When an Ism ends in ‘-un’ (ٌ ) or ‘-u’ (ُ ), ‘-an’ (ً ) or ‘-a’ (َ ), or ‘-in’ (ٍ ) or ‘-i’ (ِ ) it is called an
ending _______________.
sound
5. When an Ism ends in ‘-aani’ (‫)ان‬, ‘-ayni’ (‫ن‬ ْ

ِ ِ ‫)ي‬, ‘-oona’ (‫)ون‬,
َ
or ‘-eena’ ( ‫)ين‬, it is called an
َ
ending _______________.
combination
6. You should always look for an ending combination _______________.

first
7. You can’t have an ending sound and ending combination at the _______________
same time.
C Write ‘ending sound’ (ES) or ‘ending combination’ (EC), the number, and the status
next to each word.
ْ
‫الساع َة‬ ‫الشمس‬
َ َّ ُ َّ
ES, singular, Nasb .11 ES, singular, Raf’ .1
ٌ
‫ح َدة‬
ِ ‫ َوا‬.12 ‫الون‬
ِ ‫ خ‬.2
َ ُ َ
ES, singular, Raf’ EC, plural, Raf’
ْ
EC, pair, Raf’ ِ ‫ال‬
‫ان‬ ِ ‫ و‬.13
َ َ
ES, singular, Jarr ‫ مدرس ٍة‬.3
َ َ َ
ْ ٌ ْ
‫ مؤ ِمنُون‬.14 ‫ رحة‬.4
َ ُ
EC, plural, Raf’ ES, singular, Raf’
َ َ
ٌ ْ
‫ ب ْيت‬.15 َ‫ مُح ِسنِني‬.5
َ
ES, singular, Raf’ EC, plural, Nasb or Jarr
ً ْ
‫ك ِذبا‬
َ .16 ‫ي‬
ِ ‫جنّ َ َت‬
َ
ES, singular, Nasb EC, pair, Nasb or Jarr .6
‫ائ ُمون‬
ِ ‫ َص‬.17 ‫الكتاب‬
ِ
َ
EC, plural, Raf’ ES, singular, Nasb
َ
.7
ْ
ES, singular, Jarr ‫ ِعل ٍم‬.18 EC, pair, Raf’ ‫ان‬
ِ ‫ َم ِدينَ َت‬.8
ْ
‫ي‬
ِ ‫كافِ َر َت‬
َ .19 ‫الق َلم‬
َ َ
EC, pair, Nasb or Jarr ES, singular, Nasb .9
ٌ ‫ ق ْل‬.20
‫ب‬ ‫ك ِلم ًة‬
َ َ َ
ES, singular, Raf’ ES, singular, Nasb .10
Tip: This exercise may look intimidating at first, but after doing a few, the students should get the
hang of it. Tell them to first look for ending combination, which will easily tell them the status
and number. If it has an ending sound, they should look at the harakah at the end of the word to
figure out the status. For this exercise, all the words with ending sound will be singular.
D Circle the correct Arabic version of the underlined word.
1. A believer went to the masjid. 5. The believers say good things.

ْ ْ
A. ‫ن‬ ٍ ‫مُؤ ِم‬ A. ‫ن‬
ٍ ‫مؤ ِم‬ُ ْ
ْ ْ
B. ‫مؤ ِمنون‬ B. ‫اَلمؤ ِمنون‬
َ ُ ُ َ ُ ُْ
C. ‫ن‬ٌ ‫م ْؤم‬ C. ‫ن‬ٌ ‫الم ْؤم‬
ِ ُ ِ ُ َ
ً ْ ً ْ
D. ‫مؤ ِمنا‬ D. ‫مؤ ِمنا‬
ُ ُ
2. Two workers went home. 6. I saw the two workers in the yard.
ْ
A. َ‫عا ِم ِلني‬ A. َ‫اَلعا ِم ِلني‬
َ َْ
B. ‫ني‬
ِ ‫َعا ِم َل‬ B. ‫ني‬
ِ ‫اَل َعا ِم َل‬
ْ
C. ‫ن‬
ِ ‫َعا ِم َل‬ C. ‫ن‬
ٌ ٌ
D. ‫عا ِمل‬ D. ‫عا ِمل‬
َ َ
3. I talked to an advisor. 7. The advisors gave a lecture.
ٌ ‫ناص‬
A. ‫ح‬ A. ‫اصح‬
ِ َ ِ َ ّ‫اَلن‬
ُ
ً ً
B. ‫اصحا‬
ِ ‫َن‬ B. ‫اصحا‬
ِ ‫َن‬
C. ‫اص ٍح‬
ِ ‫َن‬ C. ‫اص ٍح‬
ِ ‫َن‬
D. ‫اصحون‬
ِ ‫َن‬ D. ‫اصحون‬
ِ َ ّ‫اَلن‬
َ ُ َ ُ
4. We met the author of the book. 8. She bought two books at the mall.
ْ ٌ ‫ك‬
A. ‫كتاب‬
ِ ‫اَل‬ A. ‫تاب‬ ِ
ُ ْ ً
B. ‫كتاب‬ ِ ‫اَل‬ B. ‫كتابا‬
ِ
َ ْ
C. ‫تاب‬ِ ‫ك‬ِ ‫اَل‬ C. ‫تاب‬
ٍ ‫ك‬ ِ
ْ ْ
D. ‫ي‬
ِ ‫اب‬ ‫كت‬ D. ‫ي‬
ِ ‫كتاب‬
َ َِ ِ َ َ
Tip: This can be a hard exercise for some students. Tell the students to first identify if the underlined
word is a doer, a detail, or after of. This will tell them the status. After that, have them identify
if it is singular, pair or plural, and then if it’s masculine or feminine. Lastly, if the word has
“the” is front of it, then the Arabic word will have an ‫ال‬. You can have the students write the
status, number, and gender of the underlined word underneath it before they even look at
the answers. Completing the exercise this way will help them do it quickly and with the least
amount of confusion.
E Write the correct Arabic version of the underlined word on the line.
1. She met two believers. 7. Allah loves the believers.
ْ ْ ْ ْ ْ
‫ي‬
ِ َ‫مُؤ ِمن‬ َ ِ‫اَل ُمؤ ِمن‬
‫ي‬
2. The Muslims went to the Eid prayer. 8. He met two Muslims on the train.
ْ ْ
‫اَل ُم ْس ِل ُم ْون‬ ‫ي‬ ْ
ِ ‫مُس ِل ُم‬
َ
3. I read the notes of the advisor. 9. The advisor helped the students.
‫اص ِح‬
ِ َ ّ‫اَلن‬ ‫اصح‬ ‫الن‬
ُ ِ َّ َ
4. He hired the workers. 10. Two workers fixed the car.
ْ ْ
‫ي‬ ‫ل‬
ِ ‫م‬
ِ ‫ا‬‫ع‬ ‫ال‬ ‫عا ِم َل ِن‬
َ َ َ َ
5. The worker sold the book. 11. The boss fired the worker.
ْ ْ
‫اَلعا ِم ُل‬ ‫اَلعا ِم َل‬
َ َ
6. She hired two advisors. 12. The advisors gave good advice.
ْ
‫ي‬
ِ ‫ح‬ ‫ناص‬ ‫ح ْون‬ ‫الناص‬
َ ِ َ َ ُ ِ َّ َ
Tip: This exercise is similar to the one before. The students should use the same method of writing
the status, number, and gender of the underlined word underneath it before attempting to
write the answer. Students will learn proper and common in more detail in later lessons, but
make sure that they understand that if the word has “the” is front of it, then the Arabic word
will have an ‫ال‬.
F In Part 1, complete the Muslim chart with the Ism ‫عا ِمل‬. For Part 2, write the correct
ْ
version of the Ism ‫مؤ ِمن‬.
ُ
َ
Part 1
ٌ
‫عا ِمل ُ ْون‬ ‫الن‬
ِ ‫َعا ِم‬ ‫عا ِمل‬ Raf’
َ َ َ
ْ ْ ً ‫عامال‬
َ ‫َعا ِم ِل‬
‫ي‬ ‫ي‬
ِ ‫َعا ِم َل‬ ِ َ Nasb
ْ ْ
َ ‫َعا ِم ِل‬
‫ي‬ ‫ي‬
ِ ‫َعا ِم َل‬ ‫عا ِم ٍل‬ Jarr
َ
Part 2
ْ ْ
َ ِ‫مُؤ ِمن‬
‫ي‬
1. Plural Nasb
ْ ْ
2. Pair Jarr ‫ي‬
ِ َ‫مُؤ ِمن‬
ٌ ‫م ْؤم‬
‫ن‬
3. Singular Raf’ ِ ُ
ْ
4. Singular Jarr ‫ن‬
ٍ ‫مُؤ ِم‬
ْ
5. Pair Raf’ ‫ان‬
ِ َ‫مُؤ ِمن‬
ً ْ
6. Singular Nasb ‫مؤ ِمنا‬
ُ
Memorization: Have students recite the Muslim chart from memory after completing Part 1.
Unit 1: 1.2.6
Learning Goals • Memorize the feminine Muslim chart • Recognize status, number, and gender
1. The second chart we are going to do is the _______________ chart.

A. Plural B. Singular C. Feminine D. Masculine
ٌ
2. ‫ م ْس ِل ٌم‬is a boy, ‫ م ْس ِلمة‬is a _______________.
ُ َ ُ girl
3. Forget about the ‫( ون\ين\ين‬-oona/-eena/-eena) when it comes to feminine chart, we

َ َ َ
don’t use that, we use ______________________________.
ٌ
ً \‫(آت‬-aatun/-aatan/-aatin) ٌ
A. ‫آت‬
ٍ \‫آت‬ B. ‫آت‬
ٍ \‫آت‬
ٍ \‫(آت‬-aatun/-aatin/-aatin)
ْ
4. The gender of ‫ي‬
ِ ‫ ِفئت‬is _______________.
ََ
5. The gender of َ‫ َقا ِن ِتني‬is _______________ because of the -eena ending.

6. The status of ‫اسخُون‬

ِ ‫ الر‬is ____________________.
َ َّ
Raf’
7. The number of ‫اسخُون‬

ِ ‫ الر‬is ____________________.
َ َّ
plural
8. The gender of ‫اسخُون‬

ِ ‫ الر‬is ____________________.
َ َّ
masculine
Sounds Plural Raf’ Feminine Singular Combination

Detail Same First Doer Jarr Three
1. There are _______________

three types of status an Ism can have.
2. The status of a _______________

doer is Raf’, the status of a _______________
detail is Nasb, and the
Jarr
status of the word after ‘of’ is _______________.
singular
3. An Ism can be _______________, pair, or plural.
first
4. The _______________ sounds
column in the Muslim chart has ending _______________, the
second and third column have ending combinations.
5. You should always look for an ending _______________

combination first.
same
6. You can’t have an ending sound and ending combination at the _______________ time.
7. If you add a ‫ ة‬to the end of a word, it becomes _______________.

feminine
ٌ
8. ‫ ات‬is an ending combination for feminine _______________.
plural Raf’
C
ْ
In Part 1, complete the feminine Muslim chart with the Ism ‫مؤ ِمن‬. For Part 2, write
ُ
the correct version of the Ism ‫اصح‬
ِ ‫ َن‬.
Part 1
ٌ ْ ْ ٌ ْ
‫مؤ ِمنَات‬ ‫ان‬
ِ ‫مُؤ ِمنَ َت‬ ‫مؤ ِمنَة‬ Raf’
ُ ُ
ْ ْ ْ ْ
‫ات‬
ٍ َ‫مُؤ ِمن‬ ‫ي‬
ِ ‫مُؤ ِمنَ َت‬ ‫مؤ ِمنَ ًة‬ Nasb
ُ
ْ ْ ْ ْ
‫ات‬
ٍ َ‫مُؤ ِمن‬ ‫ي‬
ِ ‫مُؤ ِمنَ َت‬ ‫مؤ ِمنَ ٍة‬ Jarr
ُ
Part 2
‫ان‬
ِ ‫ح َت‬ ‫ناص‬
َ ِ َ
1. Feminine Pair Raf’
‫ات‬
ٍ ‫ح‬ ‫ناص‬
َ ِ َ
2. Feminine Plural Jarr
ٌ
‫اصحة‬ ‫ن‬
َ ِ َ
3. Feminine Singular Raf’
‫ات‬
ٍ ‫ح‬ ‫ناص‬
َ ِ َ
4. Feminine Plural Nasb
‫اصح ٍة‬ ‫ن‬

َ ِ َ
5. Feminine Singular Jarr
ً
‫اصحتا‬ ‫ن‬
َ ِ َ
6. Feminine Singular Nasb
Memorization: Spend 10-15 minutes to let students practice reciting the feminine Muslim chart
from memory after completing Part 1.
D Write the status, number, and gender of each word.
ٌ ْ
Nasb or Jarr, plural, masculine َ‫اش ِعني‬
ِ ‫خ‬َ .11 ‫ مدرسة‬.1
َ َ َ
Raf’, singular, feminine
ْ
‫ان‬
ِ ‫كافِر َت‬ ‫ ِعل ٌم‬.2
َ َ
Raf’, pair, feminine .12 Raf’, singular, masculine
ْ ً ‫ خالا‬.3
Nasb or Jarr, plural, masculine َ‫سنِني‬
ِ ‫ مح‬.13 ِ َ
ُ
Nasb, singular, masculine
ْ
‫ مؤ ِمنُون‬.14 ‫حون‬ ‫ مفل‬.4
َ ُ َ ُ ِ ُ
Raf’, plural, masculine Raf’, plural, masculine
ْ
ٌ ‫ كت‬.15
‫اب‬ ‫ رح ًة‬.5
Raf’, singular, masculine
َِ Nasb, singular, feminine
َ َ
ْ
‫ائر ٍة‬
ِ ‫ ز‬.16 ‫ي‬
َ َ َ
Jarr, singular, feminine Nasb or Jarr, pair, feminine .6
ٌ
‫ متص ِّدق‬.17 Nasb or Jarr, plural, feminine ‫ات‬
ٍ ‫ائ َم‬
ِ ‫ َص‬.7
َ َُ
Raf’, singular, masculine
‫طالِب ٍة‬ ‫ان‬

ِ ‫ َم ِدينَ َت‬.8
َ َ
Jarr, singular, feminine .18 Raf’, pair, feminine
ْ ً
Nasb or Jarr, pair, feminine ‫ي‬
ِ ‫اب َر َت‬
ِ ‫ َص‬.19 Nasb, singular, masculine ‫ َق َلما‬.9
ْ ْ
Nasb or Jarr, pair, masculine ‫ي‬
ِ ‫ مس ِلم‬.20 ‫ك ِلم ٍة‬
َ ُ َ َ
Jarr, singular, feminine .10
Tip: To avoid the students getting confused or overwhelmed, you can suggest to the students to
complete this one step at a time. First identify the status of all the words, then the number,
then the gender.
E Circle the correct Arabic version of the underlined words.
1. The female believer went to the masjid. 5. Female believers say good things.
ْ ْ ٌ ْ
A. ‫ات‬ ُ َ‫اَل ُمؤ ِمن‬ A. ‫مؤ ِمنات‬
َ ُ
ْ ْ ْ
B. ‫اَلمؤ ِمن ْون‬ B. ‫مؤ ِمنون‬
َ ُ ُْ ٌَ ُ ُ
ْ ْ
C. ُ ‫اَلمؤ ِمنة‬ C. ‫مؤ ِمنة‬
َ ُ ْ َ ُ
ْ ً ْ
D. ‫اَلمؤ ِمن َة‬ D. ‫مؤ ِمنة‬
َ ُ َ ُ
2. The two female workers went home. 6. I saw two female workers in the yard.
ْ ْ ْ
A. ‫ي‬ ِ َ َ َ ‫اَل‬
‫ت‬ ‫ل‬ ‫م‬ ِ ‫ا‬ ‫ع‬ A. ‫ي‬
ِ ‫عا ِم َلت‬
ْ ْ ْ َ َ
B. ‫ي‬ ِ ‫اَل َعا ِم َل‬ B. ‫ي‬ ِ ‫َعا ِم َل‬
ْ
C. ‫ن‬ C. ‫ن‬
ِ ‫َعا ِم َل‬
ْ
ِ َ َ َ ‫اَل‬
D. ‫ان‬ ‫ت‬ ‫ل‬‫م‬ِ ‫ا‬‫ع‬ D. ‫ان‬
ِ ‫َعا ِم َل َت‬
3. I talked to a female advisor. 7. The female advisors gave a lecture.
ٌ
A. ‫اصحة‬ ‫ن‬ A. ُ ‫اصحة‬
ِ َ ّ‫اَلن‬
َ ِ َ َ
ً
B. ‫اصحة‬ ‫ن‬ B. ‫اصح َة‬
َ ِ َ ِ َ ّ‫اَلن‬
َ
C. ‫اصح ٍة‬
ِ ‫َن‬ C. ‫اصح ِة‬ ‫الن‬
َ َ ِ َّ َ
ٌ
D. ‫اصحات‬ ‫ن‬ D. ‫ات‬ ُ ‫ح‬ ‫الناص‬
َ ِ َ َ ِ َّ َ
4. We met a female Muslim. 8. Two female Muslims study at the library.
A. ‫س ِل ٌم‬ْ ‫م‬ A. ‫ان‬ ْ
ِ ‫مس ِلم‬
ً ْ ‫م‬
ُ ْ َ ْ ُ
B. ‫س ِلما‬ B. ‫ي‬ِ ‫مُس ِل َم‬
ٌ ُ
C. ‫مس ِلمة‬ ْ C. ‫ان‬ ْ
َ ُ ِ ‫مُس ِل َم َت‬
ً ْ ‫م‬ ْ ْ
D. ‫س ِلمة‬ D. ‫ي‬ ِ ‫مُس ِل َم َت‬
َ ُ
Tip: If students had difficulty with Ex. D in Lesson 5, it might be helpful to complete the exercise as a
class or have the students do it in groups. Remind them to first identify if the underlined word
is a doer, a detail, or after of (which will help them identify the status), then its number, and
then its gender. You can have students write the properties of the underlined word underneath
it before they even look at the answers. Completing the exercise this way will help them do it
quickly and with the least amount of confusion.
F Write the correct Arabic version of the underlined word on the line.
1. She met two female believers. 7. Allah loves the believers.
ْ ْ ْ ْ ْ
‫ي‬
ِ ‫مُؤ ِمنَ َت‬ َ ِ‫اَل ُمؤ ِمن‬
‫ي‬
2. The female Muslims went to Eid prayer. 8. I met two female Muslims yesterday.
‫ات‬ ْ ْ ْ ْ
ُ ‫اَل ُمس ِل َم‬ ‫ي‬
ِ ‫مُس ِل َم َت‬
3. I read the notes of the female advisor. 9. The female advisor helps students.
‫اصح ِة‬ ‫الن‬ ُ ‫حة‬ ‫الناص‬

َ ِ َّ َ َ ِ َّ َ
4. He hired the female workers. 10. Two female workers fixed the car.
ْ
‫ت‬
ٍ ‫اَل َعا ِم َل‬ ‫ان‬
ِ ‫َعا ِم َل َت‬
5. The female worker sold the book. 11. The boss fired the female worker.
ْ ْ
‫ل‬
َُ ‫اَل َعا ِم‬ ‫ل‬
ََ ‫اَل َعا ِم‬
6. She hired two female advisors. 12. The female advisors gave good advice.
ْ
‫ي‬
ِ ‫ح َت‬ ‫ناص‬ ‫ات‬
ُ ‫ح‬ ‫الناص‬
َ ِ َ َ ِ َّ َ
Tip: Students should continue to use the same method of writing the status, number, and gender of
the underlined word underneath it before attempting to write the answer. Students will learn
proper and common in more detail in later lessons, but make sure that they understand that if
the word has “the” is front of it, then the Arabic word will have an ‫ال‬.
Unit 1: 1.2.7
Learning Goals • Recognize status, number, and gender of given words
ٍ ‫ َساو‬is ____________________.
1. The status of ‫ات‬
َ َ
Nasb
ٍ ‫ َساو‬is ____________________.
2. The number of ‫ات‬
َ َ
plural
ٍ ‫ َساو‬is ____________________.
3. The gender of ‫ات‬
َ َ
feminine
4. When you see the masculine plural like -oona or -eena, it can include both men and
_______________,
women but when you see the feminine plural, like -aatun or -aatin, it includes
only women.
ْ
5. The number of ‫ي‬
ِ ‫ الجنَّت‬is _______________.
َ َ pair
6. The status of ‫ان‬

ِ ‫القا ِنتت‬
َ is _______________.
ََ Raf’
ْ
7. The status of ‫ مخت ِلفُون‬is _______________.
َ َ ُ Raf’
8. ‫ات‬
ِ ‫ي‬َ ّ ِ ‫الم َغ‬
ُ has an ending ____________________.
combination
9. ‫ عا ِم ًل‬has an ending _______________.

َ
sound
ْ ْ
10. The number of ‫ي‬ ِ ‫ األُنثَ َي‬is _______________.
A. Pair B. Raf’ C. Masculine D. Nasb or Jarr
Sound Masculine Isms Feminine Jarr Combination

Detail Same Harf Doer Fi’l Plural Women
1. There are three types of words in Arabic: Ism, _______________,

Fi’l and _______________.
Harf
2. _______________
Isms have status. The status of a _______________
doer is Raf’, the status of a
_______________
detail is Nasb, and the status of the word after ‘of’ is _______________.
Jarr
3. An Ism can have an ending _______________

sound or ending combination. There are three
types of combinations: pair combination, masculine _______________

plural combination, and
_______________
feminine plural combination.
4. The _______________
masculine plural combination includes both men and women. But the feminine
plural combination only includes _______________.

women
5. You should always look for an ending _______________

combination first.
6. You can’t have an ending sound and ending combination at the _______________
same time.
C Complete the masculine and feminine Muslim chart with the Ism ‫مف ِلح‬.

ْ
ُ
ْ ْ ْ
‫ح ْون‬ ‫ل‬
ِ ‫ف‬ ‫م‬ ‫ان‬
ِ ‫ح‬ ‫مف ِل‬ ‫مف ِل ٌح‬ Raf’
َ ُ ُ َ ُ ُ
ْ ْ ْ ْ ً ْ
َ ‫مُف ِل ِح‬
‫ي‬ ‫ي‬
ِ ‫ح‬ ‫مفل‬
َ ِ ُ
‫مف ِلحا‬ Nasb
ُ
ْ ْ ْ ْ ْ
َ‫مُف ِل ِحي‬ ‫ي‬
ِ ‫ح‬ ‫مفل‬
َ ِ ُ
‫مف ِل ٍح‬ Jarr
ُ
ٌ ْ ْ ٌ ْ
‫مف ِلحات‬ ‫ان‬
ِ ‫ح َت‬ ‫مفل‬ ‫مف ِلحة‬
َ ِ ُ
Raf’
َ ُ َ ُ
ْ ْ ْ ْ
‫ات‬
ٍ ‫ح‬ ‫مف ِل‬ ‫ي‬
ِ ‫ح َت‬ ‫مف ِل‬ ‫مف ِلح ًة‬ Nasb
َ ُ َ ُ َ ُ
ْ ْ ْ ْ
‫ات‬
ٍ ‫ح‬ ‫مف ِل‬ ‫ي‬
ِ ‫ح َت‬ ‫مف ِل‬ ‫مف ِلح ٍة‬ Jarr
َ ُ َ ُ َ ُ
Memorization: Have students recite the masculine and feminine Muslim chart from memory to you
after this exercise.
D Write the status, number, and gender of each word.
ْ
Nasb or Jarr, plural, masculine َ‫اش ِعني‬
ِ ‫خ‬َ .11 Nasb or Jarr, pair, feminine ‫ي‬
ِ ‫اش َع َت‬
ِ ‫خ‬َ .1
ٌ ْ
Nasb or Jarr, plural, masculine َ‫ َعالِ ِمني‬.12 Raf’, singular, feminine ‫ مح ِسنَة‬.2
ُ
ٌ ْ ْ
‫ مف ِلحة‬.13 ‫كتاب‬ِ ‫ اَل‬.3
َ ُ َ َ
Raf’, singular, feminine Nasb, singular, masculine
ْ ً
‫ رح ًة‬.14 ‫ متص ِّدقا‬.4
َ َ َ َُ
Nasb, singular, feminine Nasb, singular, masculine
Nasb or Jarr, plural, masculine َ‫حني‬

ِ ِ‫ مساف‬.15 ‫كافِرون‬
َ ُ َ ُ َ
Raf’, plural, masculine .5
ٌ ْ
‫اط‬
َ ‫الصر‬ ِ .16 ‫ مؤ ِمنَات‬.6
َ ّ ُ
Nasb, singular, masculine Raf’, plural, feminine
‫ َق َل ٍم‬.17 ‫ان‬
ِ ‫ائر َت‬
ِ ‫ ز‬.7
َ َ
Jarr, singular, masculine Raf’, pair, feminine
ٌ
‫ َقا ِنتات‬.18 Nasb or Jarr, plural, masculine ‫اب ِرين‬
ِ ‫ َص‬.8
Raf’, plural, feminine
َ َ
ْ ْ
Nasb or Jarr, plural, masculine َ‫ مح ِصنِني‬.19 Nasb or Jarr, plural, feminine ‫ات‬
ٍ ‫ مس ِلم‬.9
ُ َ ُ
ْ
‫ ِعل ٍم‬.20 ‫ صا ِدقُون‬.10
َ َ
Jarr, singular, masculine Raf’, plural, masculine
Tip: This exercise should be getting easier for the students to complete. If they are still struggling, it
can be helpful to do the exercise as a class or have students complete it in groups.
Unit 1: 1.2.8
Learning Goals • Recognize status, number, & gender of given words • Memorize new vocabuary
‫اص ٌح‬
ِ ‫ن‬
1. The word for ‘advisor’ is ____________________ (write your answer in Arabic).
َ
‫ائ ٌر‬
ِ ‫ز‬
2. The word for ‘visitor’ is ____________________ (write your answer in Arabic)
َ
ٌ
‫اعد‬
ِ ‫مس‬
3. The word for ‘assistant’ is ____________________ (write your answer in Arabic).
َ ُ
ٌ
‫ظَف‬
ّ ‫مو‬
4. The word for ‘employee’ is ____________________ (write your answer in Arabic).
َُ
‫ب‬ٌ ِ‫طال‬
َ
5. The word for ‘student’ is ____________________ (write your answer in Arabic).
6. Every year a group of Muslim men...

ْ ْ ْ ‫م‬ ْ ‫م‬
A. ‫ي‬
ِ ‫مس ِلم‬ B. َ‫س ِل ِمني‬ C. ‫س ِلمون‬
َ ُ ُ َ ُ ُ
7. ...and hires assistants (fem.) to help.
A. ‫اع َد ًة‬
ِ ‫مس‬ B. ‫ان‬
ِ ‫اع َدت‬
ِ ‫مس‬ C. ‫ات‬
ٍ ‫اع َد‬
ِ ‫مس‬
َ ُ َ َ ُ َ ُ
8. This year, Bayyinah also hired an advisor (fem.)...
ً
A. ‫ظ ََفة‬ B. ‫ائر ًة‬ C. ‫اصحة‬
ً
ّ ‫مو‬ ِ ‫ز‬ َ ِ ‫َن‬ َ
َُ َ
9. ...because the number of employees (fem.) has increased.
A. ‫ات‬
ٍ ‫اصح‬
ِ ‫َن‬ B. ‫ات‬
ٍ ‫ظ ََف‬
ّ ‫مو‬ C. ‫ت‬
ٍ ‫طالِب‬
َ
َ َُ َ
B Complete the masculine and feminine Muslim chart with the Ism ‫اعد‬
Plural Pair
ِ ‫مس‬.
Singular
َ ُ
ٌ
‫د ْون‬ ‫مساع‬ ‫ان‬
ِ ‫اع َد‬
ِ ‫مُس‬ ‫اعد‬
ِ ‫مُس‬
َ ُ ِ َ ُ
Raf’
َ َ
‫اع ِد ْين‬ ْ ً ‫مساعدا‬

ِ ‫مُس‬ ‫ن‬
ِ ‫اع َدي‬
ِ ‫مُس‬ ِ ُ Nasb
َ َ َ َ
‫اع ِد ْين‬
ِ ‫مُس‬ ‫ن‬ ْ
ِ ‫اع َدي‬
ِ ‫مُس‬ ‫اع ٍد‬
ِ ‫مُس‬ Jarr
َ َ َ َ
ٌ ٌ
‫اع َدات‬
ِ ‫مُس‬ ‫ان‬
ِ ‫اع َد َت‬
ِ ‫مُس‬ ‫اع َدة‬
ِ ‫مُس‬ Raf’
َ َ َ
ْ
‫ات‬
ٍ ‫اع َد‬
ِ ‫مُس‬ ‫ي‬
ِ ‫مُس‬ ‫اع َد ًة‬
ِ ‫مُس‬ Nasb
َ َ َ
ْ
‫ات‬
ٍ ‫اع َد‬
ِ ‫مُس‬ ‫ي‬
ِ ‫مُس‬ ‫اع َد ٍة‬
ِ ‫مُس‬ Jarr
َ َ َ
Memorization: Have students recite the masculine and feminine Muslim chart from memory to you
after this exercise.
Accommodation: If short on time, you can turn this into an oral exercise instead of written.
C Write the correct Arabic version of the underlined word on the line.
Hint: The default gender is masculine. If it is feminine, it will be specified.
1. She met the female advisors. 7. The advisor spoke to the students.
‫اصح َة‬ ‫الن‬ ‫اصح‬ ‫الن‬

َ ِ َّ َ ُ ِ َّ َ
2. Muslims pray five times a day. 8. I met the mom of the two Muslims.
‫م ْس ِل ُم ْون‬ ‫ي‬
ْ ْ ْ
َ ُ ِ ‫اَل ُمس ِل َم‬
3. The visitor introduced himself. 9. The female visitors traveled together.
ٌ
‫ائر‬ ‫الز‬ ‫ائرات‬
ِ ‫اَلز‬
ُ ِ َّ َ َ َّ
4. The assistants held a meeting. 10. She spoke to female assistants.
ْ
‫د ْون‬ ‫اع‬
ِ ‫س‬ ‫م‬ ‫ال‬ ‫ات‬
ٍ ‫اع َد‬
ِ ‫مُس‬
َ ُ َ ُ َ َ
5. Two employees worked yesterday. 11. The boss fired a female employee.
‫ان‬
ِ ‫ظ ََف‬
ّ ‫مو‬ ‫ظ ََف ًة‬
ّ ‫مو‬
َُ َُ
6. She teaches female students. 12. The student’s book fell on the ground.
‫ات‬
ٍ ‫طالِب‬
َ َ ِ ِ‫اَلطّ َال‬
‫ب‬
Tip: This exercise should be getting easier for the students to complete. If they are still struggling, it
can be helpful to do the exercise as a class or have students complete it in groups.
Note: Students should have memorized the vocabulary by now. You should NOT have to remind
them the Arabic words for the underlined English words anymore.
Unit 1: 1.2.9
Learning Goals • Summarize status • Understand light and heavy • Identify light and heavy words
A Watch the accompanying video. Based on what you see in the video, write/circle the
correct answer.
1. The forms of status are ______________________________.

A. Number, gender, type B. Raf’, Nasb, Jarr C. Singular, pair, plural
2. You can tell status by ______________________________

ending sound or ending combinations.
3. There are three kinds of combinations: ______________________________,

pair combinations masculine
plural combinations, and feminine plural combinations.
4. All of the words in the ‘Muslim’ chart are called _______________

heavy because they have a ‫ن‬
sound at the end. That sound can come from the letter ‫ ن‬or from Tanween.
5. Normally, all words should be heavy, but in some special cases, you can make the word
_______________.
light
ْ ‫ م‬is _______________.
6. The light version of ‫س ِل ٌم‬
ُ
ْ ‫م‬
A. ‫س ِلم‬ ْ ‫م‬
B. ‫س ِلمو‬ ْ ‫م‬
C. ‫س ِل‬
ُ ُ ُ ُ ُ
ْ ‫ م‬is _______________.
7. The light version of ‫س ِلمون‬
َ ُ ُ
ْ ْ ‫ م‬B. ‫م ْسلم ْو‬ ْ ‫م‬
A. ‫س ِلمون‬ ِ C. ‫س ِلم‬
ُ ُ ُ ُ ُ ُ
8. If you see ‫ ال‬on a word, then you no longer care whether it’s _______________
light or heavy.
‫م ْس ِلم‬ ‫م ْس ِل ٌم‬
ُ ُ
Gender Four Status Number
ُ
Light Three ‫ ن‬sound ‫ال‬ Heavy
1. Isms are one of _______________

three types of words in Arabic.
2. Isms have four properties: status, _______________,

number _______________,
gender and type.
3. Normally an ism should be _______________.

heavy But under _______________
four special cases,
you can make them _______________.

light
‫ ن‬sound
4. To make a word light, you take away the _______________ from the end of the word.
‫م ْس ِل ٌم‬ ‫م ْس ِلم‬
ُ ُ
5. _______________ is heavy. _______________ is light.
ُ
‫ال‬
6. The light and heavy question doesn’t apply to a word that has _______________ on it.
7. The fact that a word is light or heavy doesn’t change its _______________.
status
C Fill in the notes about status.
1. Forms:
Raf’ Nasb Jarr

(Doer) (Detail) (After ‘of’)
2. How to tell status:
A. Ending sound
ٌ or ‫ب‬
‫ب‬ ً or ‫ب‬
‫ب‬ ‫ب‬
1. Raf’:
ُ
2. Nasb:
َ
3. Jarr: ٍ or ‫ب‬
ِ
B. Ending combination
ْ ْ
1. Pair Raf’: ‫ اَ ِن‬or َ‫ا‬ 2. Pair Nasb/Jarr: ِ ‫ ي‬or ‫ي‬
‫ن‬
ْ
‫ ْون‬or ‫ْو‬ ‫ ْين‬or ‫ي‬
َ
3. Plural Raf’: 4. Plural Nasb/Jarr:
َ
ْ ْ
5. Fem. Pair Raf’: ‫ َتان‬or ‫َتا‬ 6. Fem. Pair Nasb/Jarr: ِ ‫ َت‬or ‫َت‬
‫ي‬
ٌ
7. Fem. Plural Raf’: ‫ ات‬or ‫ت‬
ُ َ‫ا‬ 8. Fem. Plural Nasb/Jarr: ‫ات‬
ٍ or ‫ت‬
ِ َ‫ا‬
D Plural Pair Singular
ْ
Complete the light masculine and feminine Muslim chart with the Ism ‫مؤ ِمن‬.
ُ
ْ ْ ْ
‫مؤ ِمنِ ُ ْو‬ ‫مؤ ِمنَا‬ ‫مؤمن‬
ُ ِ ُ
Raf’
ُ ُ
ْ ْ ْ
‫مؤ ِمنِ ْي‬ ‫مؤ ِمنَ ْي‬ ‫مؤ ِمن‬ Nasb
ُ ُ َ ُ
ْ ْ ْ
‫مؤ ِمنِ ْي‬ ‫مؤ ِمنَ ْي‬ ‫ن‬
ِ ‫مُؤ ِم‬ Jarr
ُ ُ
ْ ْ ْ
‫ات‬
ُ َ‫مُؤ ِمن‬ ‫مؤ ِمنَتا‬ ُ ‫مُؤ ِمنَة‬ Raf’
َ ُ
ْ ْ ْ
‫ات‬
ِ َ‫مُؤ ِمن‬ ‫مؤ ِمنَت ْي‬ ‫مؤ ِمنَ َة‬ Nasb
َ ُ ُ
ْ ْ ْ
‫ات‬
ِ َ‫مُؤ ِمن‬ ‫مؤ ِمنَت ْي‬ ‫مؤ ِمنَ ِة‬ Jarr
َ ُ ُ
Memorization: Have students recite the light masculine and feminine Muslim chart from memory
to you after this exercise.
E Write whether the word is ‘Light’, ‘Heavy’, or ‘Doesn’t matter’.
ْ
‫اشع‬
ِ ‫خ‬ ‫ ال‬.11 ‫ م ْس ِلما‬.1
َ َ َ َ ُ
Doesn’t matter Light
ْ
‫ عالِ ِم ْي‬.12 ‫ مح ِسنَ َة‬.2
Light
َ Light
ُ
ٌ ْ ْ
‫ مف ِلحة‬.13 ‫كتاب‬ِ ‫ اَل‬.3
َ ُ َ َ
Heavy Doesn’t matter
ْ
Doesn’t matter ُ ‫لرحَة‬
َّ َ
‫ ا‬.14 Light ‫ متص ِّد َق‬.4
َ َُ
ْ
َ‫ مُ َسافِ ِحي‬.15 ‫كافِر ْون‬
َ ُ َ
Heavy Heavy .5
ْ
‫اط‬
َ ‫لصر‬ ِ َ‫ ا‬.16 ‫ اَل َق َلم‬.6
َ ّ
Doesn’t matter Doesn’t matter
ُ
‫ َق َل ٍم‬.17 ‫ائر َتا‬

ِ ‫ ز‬.7
َ َ
Heavy Light
‫ َقا ِنت‬.18 ‫اب ِر ْين‬

ِ ‫ َص‬.8
Lights
َ Heavy
َ
ْ ْ
‫ مح ِصنِ ْي‬.19 ‫ات‬
ِ ‫ مُس ِل َم‬.9
ُ
Light Light
ْ
‫ ِعل ٍم‬.20 ‫ صا ِدق ُ ْون‬.10
َ َ
Heavy Heavy
Unit 1: 1.2.10
Learning Goals • Identify light and heavy words
1. There are _______________

four reasons for an Ism to be light.
2. ‫ النَّاس‬is _______________.
ُ
A. Light B. Heavy C. It doesn’t matter
3. The light version of ‫ني‬

ٍ ‫ ِط‬is _______________.
A. ‫طي‬
ِ B. ‫ني‬
ِ ‫ِط‬ C. It’s already light D. It doesn’t matter
ْ
ْ ‫ م ِقي ِم‬is ____________________. ْ
4. The heavy version of ‫ي‬ ‫م ِق ْي ِمي‬ ُ َ ُ
5. The light version of ‫ات‬
ُ ‫ آي‬is _______________.
ٌ َ
A. ‫آيات‬ B. ‫آيا‬ C. It’s already light D. It doesn’t matter
َ َ
ْ ْ
6. The heavy version of ‫د‬
ُ ‫ اَلحم‬is _______________.
ٌ ْ ْ َ
ْ
A. ‫ الحمد‬B. ‫دن‬
ُ ‫الحم‬
َ َ
C. It’s already heavy D. There is no heavy version, it doesn’t matter
7. The light version of ‫حجار ٍة‬ ‫حجار ِة‬

ِ is ____________________.
ِ
َ َ َ َ
ْ ‫ر‬ ْ
8. The heavy version of َ‫ ِرح َل‬is _______________.
‫ح َل‬ ِ َ
9. The heavy version of ‫ ي ْو ِم‬is _______________.
‫ي ْو ِم‬
َ َ
10. َ‫لضالِّني‬
َ ّ َ‫ ا‬is _______________.
A. Light B. Heavy C. Plural Nasb or Jarr
Words Status End Heavy Fi’l Ism Four

ْ ْ
‫ان‬
ِ َ‫مُؤ ِمن‬ ‫مؤ ِمنَا‬ ‫ال‬
ُ
Light Tanween
1. The three types of _______________

words in Arabic are: _______________,
Ism _______________,
Fi’l
and Harf.
2. Isms in Arabic are usually heavy, but in _______________

four cases they are _______________.
light
3. All the words in the first Muslim chart you learned are _______________.
heavy
4. To make a word light, you take away the ‫ ن‬sound from the _______________
end of the word.
‫ال‬
5. The light and heavy question doesn’t apply to a word that has _______________ on it.
ْ ْ
‫مؤ ِمنا‬
َ ‫ان‬
ِ ‫مؤ ِمن‬ َ
ُ ُ
6. _______________ is the light version of _______________.
7. The fact that a word is light or heavy doesn’t change its _______________.
status
8. A light word can never have _______________

tanween on it.
C Complete the light masculine and feminine Muslim chart with the Ism ‫حافِظ‬.

َ
‫حا ِفظ ُ ْو‬ ‫ظا‬

َ ‫حا ِف‬ ‫ظ‬
ُ ‫حا ِف‬ Raf’
َ َ َ
‫ظ ْي‬
ِ ‫حا ِف‬ ‫ظ ْي‬
َ ‫حا ِف‬ ‫ظ‬
َ ‫حا ِف‬ Nasb
َ َ َ
‫ظ ْي‬
ِ ِ‫حاف‬ ‫حافِظَ ْي‬ ‫ظ‬
ِ ِ‫حاف‬ Jarr
َ َ َ
‫ات‬
ُ ‫ظ‬
َ ِ‫حاف‬ ‫حافِظَتا‬ ُ ‫حافِظَة‬ Raf’
َ َ َ َ
‫ات‬
ِ َ‫حافِظ‬ ‫حافِظَت ْي‬ ‫حافِظَ َة‬ Nasb
َ َ َ َ
‫ات‬
ِ ‫ظ‬َ ‫حا ِف‬ ‫ظت ْي‬ ‫حاف‬ ‫ظ ِة‬
َ ‫حا ِف‬
ََ ِ َ
Jarr
َ َ
Accommodation: If short on time, you can turn this into an oral exercise.
D Write whether the word is ‘Light’, ‘Heavy’, or ‘Doesn’t matter’
‫ط‬
ُ ‫الصرا‬ِ .11 ‫ م ْس ِل ٍم‬.1
َ ّ ُ
Doesn’t matter Heavy
ْ
‫ َق َلم‬.12 ‫كتاب‬ِ ‫ اَل‬.2
َ َ
Light Doesn’t matter
ُ
‫ صا ِدقُون‬.13 ً ‫ ط ْيا‬.3
Heavy
َ َ
Heavy َ
ٌ ْ
‫ور‬
ِ ‫د‬ُ ‫ص‬ ‫ مف ِلحة‬.4
ُ َ ُ
Light .14 Heavy
ٌ ْ
‫ َقا ِنتات‬.15 ‫ ِعل ٍم‬.5
Heavy
َ Heavy
ْ
‫ ِا ْس ِم‬.16 ‫اشع‬
ِ ‫خ‬ ‫ ال‬.6
َ َ َ
‫كافِرون‬ ‫اب‬
ِ ‫ح‬ ‫ أ َ ْص‬.7
َ ُ َ َ
Heavy .17 Light
‫ الع ْص ِر‬.18 ‫ عالِ ِم ْي‬.8

Doesn’t matter
َ
Light
َ
ْ ْ
‫ أَه ِل‬.19 ُ ‫لرحَة‬ ‫ ا‬.9
َّ َ
ْ ٌ
‫ل‬
ِ َ ‫ اَلب‬.20 ‫ أَحد‬.10
َ َ
Doesn’t matter Heavy
Accommodation: If short on time, you can have students complete only half of the exercise.
Unit 1: 1.2.11
Learning Goals • Understand flexibility
1. Two categories of partly flexible words are names of _______________

places and non-Arab names.
2. Most names in the Qur’an are not _______________;

Arabic they come from somewhere else.
3. Partly flexible words cannot have _______________;

tanween in other words, they must be light.
4. Partly flexible words cannot have a _______________,

kasra which means that they can only
have -u and -a sounds, never -i.
ْ
5. The Jarr version of the word ‫ ِابر ِهمي‬is _______________.
ْ ْ ُ َْ
A. ‫مي‬
ٍ ‫ِابر ِه‬ B. ‫مي‬
ِ ‫ِابر ِه‬ C. ‫ِابر ِهمي‬
َ َ َ َ
6. With an Arab name, you have two choices; you could make it light, if you have a good
reason, but you’re supposed to leave it _______________.

heavy
7. There are _______________

four reasons to make a word light.
Hud
8. There are four Arab prophets in the Qur’an; _______________, Saalih, Shu’ayb, and
Muhammad ('alayhim us-salaam).
9. Some words look the same in Raf’, Nasb, and Jarr status. These words are called
____________________
non-flexible words.
Partly Arab Heavy Kasrah Places Tanween

Non-flexible Non-Arab Flexibility ‫ ن‬sound Light
1. There are four main topics for status: forms, how to tell status, light vs. heavy, and
_______________.
flexibility
‫ ن‬sound
2. Making a word light means taking away the _______________ from the end of the word.
3. A light word can never have _______________

tanween on it.
4. Ism are divided into three categories: fully flexible, _______________

partly flexible flexible, and non-flexible.
places
5. Names of _______________ non-Arab
and _______________ names are partly flexible words.
6. You can make a normal word (a fully flexible word) _______________

heavy or light, but a partly
flexible word is always _______________.

light
kasra
7. Partly flexible words cannot have _______________, so their Nasb and Jarr versions are the
same. (Ex. ‫اهمي‬
ْ ْ
ِ ‫اهمي ِإبر‬
ِ ‫اهمي ِإبر‬
ِ ‫) ِإبر‬
َ َ َ َ ُ َ
8. There are four _______________
Arab prophets: Hood, Saalih, Shu’ayb, and Muhammad
(‘alayhim us-salaam).
Non-flexible words don’t change. The Raf’, Nasb, and Jarr version of ‫ موس‬are the same.
َ ُ
9. _______________
C Complete the light masculine and feminine Muslim chart with the Ism ‫ َقا ِدر‬.
‫َقا ِدر ْو‬ ‫َقا ِدرا‬ ‫َقا ِدر‬ Raf’

ُ َ ُ
ْ ْ
‫َقا ِد ِري‬ ‫َقا ِدري‬ ‫َقا ِدر‬ Nasb
َ َ
ْ ْ
‫َقا ِد ِري‬ ‫َقا ِدري‬ ‫َقا ِد ِر‬ Jarr
َ
‫ات‬
ُ ‫َقا ِد َر‬ ‫َقا ِدر َتا‬ ُ ‫َقا ِد َرة‬
Raf’
َ
‫ات‬
ِ ‫َقا ِدر‬ ْ ‫قا ِدر‬
‫ت‬ ‫َقا ِدر َة‬ Nasb
َ َ َ َ َ
‫ات‬
ِ ‫َقا ِدر‬ ْ ‫قا ِدر‬
‫ت‬ ‫َقا ِدر ِة‬ Jarr
َ َ َ َ َ
D Place a checkmark on the first blank if it is an Arab prophet or an X if it is a non-Arab
prophet. Then write it’s Raf’, Nasb, and Jarr versions on the next three blanks.
Jarr Nasb Raf’
‫ف‬ ‫ يوسف‬.1
َ ‫وس‬
ُ ُ
‫ي‬ ‫ف‬
َ ‫وس‬
ُ ُ
‫ي‬ ‫ف‬
ُ ‫وس‬
ُ ُ
‫ي‬ X
ُ ُ
‫َهار ْون‬ ‫َهار ْون‬ ‫َهار ْون‬ ‫ َهار ْون‬.2

َ ُ َ ُ ُ ُ
X
ُ
ْ ْ ْ ‫اه ْي‬ ْ
‫اه ْي‬
ِ ‫ِإبر‬ ‫اه ْي‬
ِ ‫ِإبر‬ ‫اه ْي‬
ِ ‫ِإبر‬ X ِ ‫ ِإبر‬.3
َ َ َ َ ُ َ َ
ْ ْ ْ ْ
‫يل‬
َ ‫اع‬
ِ ‫س‬ ‫اع ْيل‬
ِ ‫س‬َ ‫ ِإ‬.4
َ ‫ِإ‬ ‫يل‬
َ ‫اع‬
ِ ‫س‬
َ ‫ِإ‬ ‫يل‬
ُ ‫اع‬
ِ ‫س‬
َ ‫ِإ‬
X
ً ‫محمدا‬ ٌ
‫مح ّ َم ٍد‬ َّ َ ُ ‫مح ّ َمد‬ ‫ مح ّ َمد‬.5
َ ُ َ ُ
p َ ُ
ْ ْ ْ ْ
‫يع ُقوب‬ ‫يع ُقوب‬ ‫يع ُقوب‬ ‫يع ُق ْوب‬k.6
َ َ ُ َ
X
َ َ َ
ً
‫صالِ ٍح‬ ‫صالِحا‬ ‫صالِ ٌح‬ ‫ صالِح‬.7
َ َ َ َ
p
‫يونُس‬ ‫يونُس‬ ‫يونُس‬ ‫ يونُس‬.8

َ ُ َ ُ ُ ُ
X
ُ
ْ ْ ْ ‫ائ ْيل‬ ْ
‫يل‬
َ ‫ائ‬
ِ ‫ِإسر‬ ‫يل‬
َ ‫ائ‬
ِ ‫ِإسر‬ ‫يل‬
ُ ‫ائ‬
ِ ‫ِإسر‬ X ِ ‫ ِإسر‬.9
َ َ َ َ
ْ ً ْ ٌ ‫شع ْي‬ ‫شع ْيب‬

‫ب‬
ٍ ‫ش َعي‬
ُ ‫شعيبا‬ ‫ب‬ َُ
َُ َُ
p .10
Accommodation: If short on time, you can have students identify the Arab and non-Arab prophets,
but not write down the Raf’, Nasb, and Jarr versions. That part can be done orally.
E Write the Raf’, Nasb, and Jarr versions of each word according to its flexibility.
Fully Flexible
Jarr Nasb Raf’

ً ‫رجال‬ ٌ
‫رج ٍل‬ ‫رجل‬ ‫ رجل‬.1
ُ َ ُ َ ُ َ ُ َ
‫ِإ ْس َل ٍم‬
ً
‫ِإ ْس َلما‬ ‫ِإ ْس َل ٌم‬ ‫ ِإ ْس َلم‬.2
ً ٌ ‫ع‬ ‫اص‬
‫اص‬
ٍ ِ ‫َع‬ ‫اصما‬
ِ ‫َع‬ ‫اص‬
ِ َ ِ ‫ َع‬.3
ٌ
‫ك ِلم ٍة‬ ‫ك ِلم ًة‬ ‫ك ِلمة‬ ‫ك ِلمة‬
َ َ
َ َ َ َ َ َ
.4
Partly Flexible
Raf’ Nasb Jarr
‫م ْري‬ ‫م ْري‬ ‫م ْري‬ ‫ م ْري‬.1

ََ َ ََ َ ُ َ َ ُ َ َ
‫جهن‬ ‫جهن‬ ‫جهن‬ ‫ ج َه ّ َن‬.2

َ َّ َ َ َ َّ َ َ ُ َّ َ َ َ
َّ ‫م‬
‫ك َة‬ َّ ‫م‬
‫ك َة‬ َّ ‫م‬
ُ ‫كة‬ َ ّ ‫ م‬.3
‫كة‬
َ َ َ َ
‫َز ْينَب‬ ‫َز ْينَب‬ ‫َز ْينَب‬ ‫ َز ْينَب‬.4

َ َ ُ
‫‪Partly Flexible‬‬
‫‪Jarr‬‬ ‫‪Nasb‬‬ ‫’‪Raf‬‬
‫فَا ِطم َة‬ ‫فَا ِطم َة‬ ‫فَا ِط َمة ُ‬ ‫‪ .5‬فَا ِطمة‬
‫َ‬ ‫َ‬ ‫َ‬
‫اج َد‬
‫َم َس ِ‬ ‫اج َد‬
‫َم َس ِ‬ ‫د‬
‫اج ُ‬
‫َم َس ِ‬ ‫اجد‬
‫‪َ .6‬م َس ِ‬
‫اق‬ ‫إ ْس‬ ‫إ ْس‬ ‫إ ْس‬ ‫‪ِ .7‬إ ْسحاق‬

‫ح َ‬‫ِ َ‬
‫اق‬
‫ح َ‬‫ِ َ‬
‫اق‬
‫ح ُ‬‫ِ َ‬ ‫َ‬
‫ْ‬ ‫ْ‬ ‫ْ‬ ‫ْ‬

‫يث ِرب‬ ‫يث ِرب‬ ‫يث ِرب‬ ‫‪ .8‬يث ِرب‬
‫َ‬ ‫َ‬ ‫َ‬ ‫َ‬ ‫ُ‬ ‫َ‬ ‫َ‬
‫‪Non-Flexible‬‬
‫‪Jarr‬‬ ‫‪Nasb‬‬ ‫’‪Raf‬‬
‫ه َدى‬
‫ُ‬ ‫ه َدى‬
‫‪ُ .1‬‬
‫موس‬ ‫موس‬ ‫موس‬ ‫‪ .2‬موس‬

‫ُ َ‬ ‫ُ َ‬ ‫ُ َ‬ ‫ُ َ‬
‫ْ‬ ‫ْ‬ ‫ْ‬ ‫ْ‬

‫عسى‬ ‫عسى‬ ‫عسى‬ ‫عسى‬
‫ُ َ‬ ‫ُ َ‬ ‫ُ َ‬ ‫ُ َ‬
‫‪.3‬‬
‫َه َذا‬ ‫َه َذا‬ ‫َه َذا‬ ‫‪َ .4‬ه َذا‬
‫‪70‬‬ ‫‪Chapter 2‬‬ ‫•‬ ‫‪Bayyinah Institute‬‬
‫‪74‬‬ ‫‪Chapter 2‬‬ ‫•‬ ‫‪Lesson 11‬‬

Unit 1: 1.2.12
Learning Goals • Identify flexibility of words
1. Partly flexible words must be _______________

light and cannot have a Kasrah under the last letter.
2. Names of places and ____________________

non-Arab names are two kinds of partly flexible words.
3. ‫ف‬ ْ
ُ ‫ يُو ُس‬is an example of a ______________________________
partly flexible word.
4. Regular words are called ______________________________

fully flexible words.
ْ
ً ‫ مخ ِل‬is fully flexible because it is _______________.
5. We know that ‫صا‬
ُ
heavy
6. If you see an ending combination, it means that it cannot be a _______________ word.

A. Fully flexible B. Partly flexible C. Non-flexible
7. The names of the four Arab prophets in the Qur’an are Hood, _______________,
Saleh Shu’ayb,
and Muhammad (‘alayhim us-salaam).
8. ‫ه ًدى‬
ُ is a ______________________________
non-flexible word.
َ ّ ‫ م‬is a ______________________________
9. ‫ك َة‬ word.
َ
partly flexible
10. ‫ عم ٍد‬is a ______________________________

َ َ
fully flexible word.
B
Write the Raf’, Nasb, and Jarr versions of each word according to its flexibility.
Hint: Write FF (fully flexible), PF (Partly flexible) or NF (non-flexible) next to each word
first to make it easier to answer correctly.
َّ ‫ م‬:
1. ُ ‫كة‬ 5. ُ ‫طمة‬ ‫ فا‬
َ َ ِ َ
Raf’: َّ ‫م‬
ُ ‫كة‬ Raf’: ُ ‫فَا ِط َمة‬
َ
Nasb: َّ ‫م‬
ُ ‫كة‬ Nasb: ‫فَا ِطم َة‬
َ َ
Jarr: َّ ‫م‬
ُ ‫كة‬ Jarr: ‫فَا ِطم َة‬
َ َ
ٌ
‫ ف ْرع ْون‬ ‫ م ِدينَة‬
ُ َ ِ
2. 6.
َ
ٌ
‫ف ْرع ْون‬ ‫م ِدينَة‬
ُ َ ِ
Raf’: Raf’:
َ
Nasb: ‫فِ ْرع ْون‬ Nasb: ‫م ِدينَ ًة‬
َ َ َ
Jarr: ‫فِ ْرع ْون‬ Jarr: ‫م ِدينَ ٍة‬
َ َ َ
ٌ ‫ كت‬ ْ
‫اب‬ ‫ ِرز ٍق‬
َِ
3. 7.
ٌ ‫كت‬ ٌ ْ
‫اب‬ ‫ِرزق‬
َِ
Raf’: Raf’:
ً ً ْ
‫كتابا‬ ‫ِرزقا‬
َِ
Nasb: Nasb:
ْ
Jarr: ‫اب‬
ٍ ‫ك َت‬
ِ Jarr: ‫ِرز ٍق‬
ْ
4. ‫اهمي‬
ِ ‫ ِإبر‬ ‫ م ْوس‬
َ ُ
8.
ُ َ
‫اهمي‬ ْ ‫م ْوس‬
Raf’: ِ ‫ِإبر‬ Raf’:
َ ُ
ُ َ
Nasb: ِ ‫ِإبر‬ Nasb:
َ ُ
َ َ
Jarr: ِ ‫ِإبر‬ Jarr:
َ ُ
َ َ
Accommodation: If short on time, you can have students complete only half the exercise, or do half
written and half orally.
‫ َق ْو ٍم ‪9.‬‬ ‫آدم ‪13.‬‬
‫َ ُ‬
‫‪Raf’:‬‬ ‫َق ْو ٌم‬ ‫‪Raf’:‬‬ ‫آدم‬
‫َ ُ‬
‫ً‬
‫‪Nasb:‬‬ ‫َق ْوما‬ ‫‪Nasb:‬‬ ‫آدم‬
‫َ َ‬
‫‪Jarr:‬‬ ‫َق ْو ٍم‬ ‫‪Jarr:‬‬ ‫آدم‬
‫َ َ‬
‫ْ‬ ‫ْ‬
‫ادلنيا ‪10.‬‬ ‫ض ْون ‪14.‬‬ ‫ مع‬
‫ُّ َ‬ ‫ُ ِ ُ َ‬
‫ ‬
‫ْ‬ ‫ْ‬
‫ادلنيا‬ ‫ض ْون‬ ‫ع‬ ‫ِ‬ ‫م‬
‫ُّ َ‬ ‫ُ‬
‫‪Raf’:‬‬ ‫‪Raf’:‬‬
‫َ‬ ‫ُ‬
‫ْ‬ ‫ْ‬ ‫ْ‬
‫ادلنيا‬ ‫ع ِض َ‬
‫ي‬ ‫مُ ِ‬
‫ُّ َ‬
‫‪Nasb:‬‬ ‫‪Nasb:‬‬
‫ْ‬ ‫ْ‬ ‫ْ‬
‫ادلنيا‬ ‫ع ِض َ‬
‫ي‬ ‫مُ ِ‬
‫ُّ َ‬
‫‪Jarr:‬‬ ‫‪Jarr:‬‬
‫ْ‬ ‫ْ‬
‫ف ‪11.‬‬
‫ يوس ُ‬ ‫ ِعيسى ‪15.‬‬
‫ُ ُ‬ ‫َ‬
‫ف‬ ‫ْ‬
‫يُو ُس ُ‬ ‫ابر ْون‬ ‫ص‬
‫َ ِ ُ َ‬
‫‪Raf’:‬‬ ‫‪Raf’:‬‬
‫‪Nasb:‬‬ ‫ف‬ ‫ْ‬

‫يُو ُس َ‬ ‫‪Nasb:‬‬ ‫اب ِر ْين‬
‫َص ِ‬
‫َ‬
‫‪Jarr:‬‬ ‫ف‬ ‫ْ‬
‫يُو ُس َ‬ ‫‪Jarr:‬‬ ‫اب ِر ْين‬
‫َص ِ‬
‫َ‬
‫ْ‬ ‫ْ‬
‫ مخ ِل ِصيَ ‪12.‬‬ ‫ صالِح ‪16.‬‬
‫ُ‬ ‫َ‬
‫ْ‬
‫مخ ِلص ْو ن‬ ‫د ْون‬ ‫مساع‬
‫ُ َ ِ ُ َ‬
‫‪Raf’:‬‬ ‫‪Raf’:‬‬
‫ُ َ‬ ‫ُ‬
‫ْ‬ ‫ْ‬
‫‪Nasb:‬‬ ‫مُخ ِل ِصيَ‬ ‫‪Nasb:‬‬ ‫اع ِد ْين‬
‫مُس ِ‬
‫َ‬ ‫َ‬
‫ْ‬ ‫ْ‬
‫‪Jarr:‬‬ ‫مُخ ِل ِصيَ‬ ‫‪Jarr:‬‬ ‫اع ِد ْين‬
‫مُس ِ‬
‫َ‬ ‫َ‬
‫‪Bayyinah Institute‬‬ ‫•‬ ‫‪Chapter 2‬‬ ‫‪73‬‬
‫‪Chapter 2‬‬ ‫•‬ ‫‪Lesson 12‬‬ ‫‪77‬‬

Unit 1: 1.2.13
Learning Goals • Review all notes on status
1. The _______________
forms of status are Raf’ (doer), Nasb (detail), and Jarr (after ‘of’).
2. The two ways to tell status are ending sounds and ______________________________.
ending combinations
3. If there is an _______________ on a word, the question of light or heavy doesn’t matter.

A. Ending sound B. Ending Combination C. ‫ال‬
4. To make a word light, take out the _______________

tanween or remove the ‫ ن‬from the ending
combination.
5. Partly flexible words include names of _______________

places or non-Arab names.
6. Partly flexible words cannot have tanween or _______________

kasra under the last letter.
7. Words that end with an Alif Maqsoorah (‫ )ى‬or with an Alif (‫ )ا‬are ____________________
non-flexible
words.
B Fill in the notes about status.
1. Forms:
Raf’ Nasb Jarr

(Doer) (Detail) (After ‘of’)
2. How to tell status:
A. Ending sound
ٌ or ‫ب‬
‫ب‬ ً or ‫ب‬
‫ب‬ ‫ب‬
1. Raf’:
ُ
2. Nasb:
َ
3. Jarr: ٍ or ‫ب‬
ِ
B. Ending combination
ْ ْ
1. Pair Raf’: ‫ اَ ِن‬or َ‫ا‬ 2. Pair Nasb/Jarr: ِ ‫ ي‬or ‫ي‬
‫ن‬
ْ
‫ ْون‬or ‫ْو‬ ‫ ْين‬or ‫ي‬
َ
3. Plural Raf’: 4. Plural Nasb/Jarr:
َ
ْ ْ
5. Fem. Pair Raf’: ‫ َتان‬or ‫َتا‬ 6. Fem. Pair Nasb/Jarr: ِ ‫ َت‬or ‫َت‬
‫ي‬
ٌ
7. Fem. Plural Raf’: ‫ ات‬or ‫ت‬
ُ َ‫ا‬ 8. Fem. Plural Nasb/Jarr: ‫ات‬
ٍ or ‫ت‬
ِ َ‫ا‬
3. Light vs. Heavy:
A. Normally, a word is heavy .
B. How many reasons are there to make a word light? Four
C. How do you make a word light? To make a word light, you take away the ‫ ن‬sound from
the end of the word.
4. Flexibility:
A. Three types of flexibility:
Fully flexible Partly flexible Non-flexible
B. Most words are Fully flexible
C. Two kinds of words are partly flexible:
Non-Arab names Names of places
D. Partly flexible words can’t take:
Tanween Kasra
E. What happens to non-flexible words? Are they common or rare?
The ending can’t change, so the Raf’, Nasb, and Jarr versions are the same. They’re very rare.
C Determine the status of each of the following. Then determine whether each is light
or heavy and determine its flexibility.
Flexibility Light/Heavy Status

ْ ْ
‫ي‬ ‫ل‬
ِ ‫م‬
ِ ‫ا‬‫ع‬ ‫ ال‬.1
َ َ َ
Fully flexible Doesn’t matter Nasb/Jarr
ْ
Non-flexible Light Raf’/Nasb/Jarr ‫ ُزل َفى‬.2
ً‫ ق ْوال‬.3
Fully flexible Heavy Nasb َ
‫ دالَس‬.4
َ َ
Partly flexible Light Nasb/Jarr
ً
‫ ق ُ ْربانا‬.5
َ
Fully flexible Heavy Nasb
‫ مع ِّل ِمي‬.6
َُ
Fully flexible Light Nasb/Jarr
‫ك ِلم ٍة‬
َ َ
Fully flexible Heavy Jarr .7
ْ
‫ يع ُق ْوب‬.8
َ َ
Partly flexible Light Nasb/Jarr
َ ّ ‫ م‬.9
ُ ‫كة‬ َ
Partly flexible Light Raf’
ً‫ رس ْوال‬.10
ُ َ
Fully flexible Heavy Nasb
Important Concepts
Lesson 1
Write the four properties of the ism: Define the following terms:
Status
1. ____________________ Doer
1. Raf’: ____________________
Number
2. ____________________ Detail
2. Nasb: ____________________
Gender
3. ____________________ After ‘of’
3. Jarr: ____________________
Type
4. ____________________
Lessons 9 and 11
Forms of status
1. ____________________
Raf’ 2. ____________________
Nasb 3. ____________________
Jarr
How to tell status
A. ____________________
Ending Sounds
1. -un or -u:____________________
Raf’
2. -an or -a:____________________
Nasb
3. -in or -i:____________________
Jarr

B. ____________________
Ending Combinations Flexibility
1. ____________________
Pair A. _________________________
Fully Flexible
a. -aani or -aa:____________________
Raf’ B. _________________________
Partly Flexible
b. -ayni or -ay:____________________
Nasb or Jarr 1. _________________________
Names of Places
2. _________________________
Non-Arab Names
2. ____________________
Masculine Plural
C. _________________________
Non-Flexible
a. -oona:____________________
Raf’
b. -eena:____________________
Nasb or Jarr
3. ____________________
Feminine Plural
a. -aatun:____________________
Raf’
b. -aatin:____________________
Nasb or Jarr
Light vs. Heavy
A. Normally everything is supposed to be heavy
B. Four reasons for an Ism to be light
C. If a word has ‫ ال‬on it, then we no longer ask

whether it’s light or heavy
84 Chapter 2 • Important Concepts

Qur’anic Application
Under each highlighted word, write light/heavy and status.
ْ ْ ‫الي خلق الْم‬ ْ ْ ْ

َ ّ ٌ ِ َ ّ ‫َتبار َك‬
‫اة‬ ‫ي‬‫ح‬ ‫ال‬ ‫و‬ ‫ت‬ ‫و‬
َ َ َ َ َ َ ََ َ ِ ﴾١﴿ ‫ير‬‫د‬ ‫ق‬
ِ َ ‫ء‬
ٍ ‫ش‬ َ ِ ُ َ َ َ ُ َ ُ ‫الي ِب َي ِد ِه ال ُم‬
‫ل‬ّ ‫ك‬ ‫ل‬
ٰ ‫ع‬ ‫و‬ ‫ه‬ ‫و‬ ‫ك‬ ‫ل‬
َ َ
N/A N/A Heavy H L N/A
Nasb Nasb Raf’ Jarr Jarr Raf’
ْ ْ ً ‫حسن عم‬ ْ ‫لي ْبلوك ْم أيك ْم أ‬

‫خ َل َق س ْبع‬ ‫ي‬‫ال‬
ِ َ ّ ﴾٢﴿ ‫ور‬ ‫ف‬ ‫غ‬ ‫ال‬ ‫يز‬‫ز‬ ‫ع‬ ‫ال‬ ‫و‬ ‫ه‬ ‫و‬ ۚ ‫ل‬ ُّ َ ُ َ ُ َ ِ
َ َ َ ُ ُ َ ُ ِ َ َُ َ َ َ ُ َ َ ُ
Light N/A N/A Heavy Light Light
Nasb Raf’ Raf’ Nasb Raf’ Raf’
ْ ْ ْ ‫اقا ۖ ما تر ٰى ف خ ْلق الر ْحـن من تفاوت ۖ ف‬

ً ‫ات طب‬
‫ج ِع البصر َهل َتر ٰى ِمن‬ ‫ار‬ ٍ ُ َ َ ِ ِ ٰ َّ ِ َ ِ ٍ ‫ساو‬
َ َ
َ َ
ِ َ َ َ َ َ ّ َِ َ َ َ
N/A Heavy N/A Light Heavy Heavy
Nasb N/J Jarr Jarr Nasb N/J
ٌ ْ ْ ْ ْ ْ ْ ‫﴾ ث‬٣﴿ ‫فطور‬
﴾٤﴿ ‫هو ح ِسري‬ ‫و‬ ‫ا‬ ً ‫اس‬
‫ئ‬ ِ ‫خ‬ ‫ر‬ ‫ص‬ ‫ب‬ ‫ال‬ ‫ك‬ ‫ي‬ ‫ل‬‫إ‬ ‫ب‬‫ل‬ِ ‫نق‬ ‫ي‬ ‫ي‬ ‫ت‬ ‫ر‬ ‫ك‬ ‫ر‬ ‫ص‬ ‫ب‬ ‫ال‬ ‫ع‬ِ ‫ج‬
ِ ‫ار‬ ٍ ُ ُ
َ َُ َ َ ُ َ َ َ َ ِ ِ َ
َ َ َ َّ َ َ َ َّ ُ
Heavy Heavy N/A Heavy N/A Heavy
Raf’ Nasb Raf’ N/J Nasb Jarr
ْ ْ ْ ْ ْ ْ
‫ني ۖ وأَعتد َنا لَ ُه‬ ‫ط‬ ‫ا‬ ‫ي‬ ‫لش‬‫ل‬ ‫ا‬ ً
‫م‬ ‫و‬ ‫ج‬ ‫ر‬ ‫ا‬ ‫اه‬ ‫ن‬ ‫ل‬ ‫ع‬ ‫ج‬ ‫و‬ ‫يح‬ ‫اب‬ ‫ص‬ ‫م‬ ‫ب‬ ‫ا‬‫ي‬ ‫ن‬ ‫ادل‬ ‫اء‬ ‫م‬ ‫الس‬ ‫ا‬ ‫ن‬ ‫ي‬‫ز‬ ‫د‬ ‫ولق‬
َ َ ِ ِ َ َ ّ ِّ ُ ُ َ َ َ َ َ َ ِ َ َ ِ َ ُ ّ َ َ َّ َّ َّ َ َ َ َ
N/A2 Heavy Light N/A N/A
Jarr Nasb N/J1 R/N/J Nasb
ْ ْ
‫﴾إ‬٦﴿ ‫ري‬ ‫ص‬ ‫م‬ ‫ال‬ ‫س‬ ‫ب ْم ع َذاب ج َه ّ َن ۖ و ِبئ‬ ‫لين كفروا بر‬ َ ّ ‫﴾ ول‬٥﴿ ‫ري‬
ِ ‫الس ِع‬
َ ّ ‫اب‬ ‫عذ‬
ِ ُ ِ َ َ َ َ َ ُ َ ِ ِّ َ ِ ُ َ َ َ ِ ِ َ َ َ َ
N/A Light Light Light N/A Light
Raf’ N/J Raf’ Jarr Jarr Nasb
1
Teaching Opportunity: ‫اب ْيح‬
ِ ‫ مص‬is a non-flexible word. You can tell them that they’ll learn in later on
َ َ َ
what makes it non-flexible, but for now, just knowing that it’s non-flexible is enough.
ْ ْ
2
Teaching Opportunity: Tell students that even though they can’t see it, ‫ي‬ َ ّ ِ‫ ل‬has an ‫ اَل‬on it which
ِ ‫لش َيا ِط‬
is why light or heavy becomes irrelevant. They will also learn about this in the next few chapters.
Chapter 2 • Qur’anic Application 85

CHAPTER 3
Number
Unit 1: 1.3.1 & 1.3.2
Learning Goals • Know the six kinds of plural
1. There are _______________

six kinds of plural.
2. The second kind of plural is human ____________________

feminine plural.
3. The fifth kind of plural is non-human _______________

broken plural.
4. The masculine plural (-oona and -eena) are only used for _______________,
humans angels, and
jinns, but they can include both men and women, not just men.
women
5. Human feminine plural only talks about _______________.
6. Students are human and books are non-human, so books must either belong to non-human
non-human
feminine plural or ____________________ broken plural.
7. For non-human plurals, the Arabs like to talk about them as though they are talking about
girl
a _______________, girl
even though they are not really a _______________ and even though
they are not really singular, but they still treat them as if they are singular and feminine.
ٌ
8. ‫ساوات‬
َ َ َ
, which means skies, is considered to be a ‘she’, even though it has an -aatun ending,
non-human
because it is a ____________________ feminine plural.
9. In English, a _______________
regular plural is when you take a word and just add an ‘s’ to it.
10. The plural of house is houses, but the plural of mouse is mice. Mice would be
considered a _______________
broken plural in English because you cannot just add an ‘s’ to
it, you have to make a whole new word.
ٌ
‫ م ْس ِل ُمون‬and ‫ساوات‬
َ َ َ
11.
َ ُ
are considered to be _______________
regular plurals in Arabic
because you just add an ending combination to the end of the word. They don’t have to
be broken and made into new words.
ْ
12. ‫أَن ِبياء‬, which means Prophets, is a ______________________________
human broken plural.
ُ َ
ْ
13. ‫أَق َل ٌم‬, which means pens, is a ______________________________
non-human broken plural.
14. In Arabic, human broken plurals can be treated like a ‘she’ or they can be treated for
ٌ ‫( كف‬disbelievers) can be grammatically treated as singular
what they really are. So ‫ار‬ َّ ُ
and feminine, or they can be treated as what they really are, ____________________
masculine
and plural.
‘She’ ‫ون‬ Singular Non-human Ism Jam’a

َ
ٌ
‫ات‬ Broken Six Feminine ‫ين‬
َ
1. There are _______________

six kinds of plurals in Arabic.
‫ْون‬
2. Masculine plurals end in _______________ ‫ْين‬
or _______________. They include humans
َ َ
(male and female), angels, and jinns.
ٌ
‫ات‬
3. Human feminine plurals end in _______________ or ‫ات‬
ٍ and only include women.
ٌ
4. The plural of sky is ‫ساوات‬.
َ َ َ
This is an example of a _______________
non-human feminine plural.
5. Non-human feminine plurals and non-human broken plurals are treated like a
_______________.
‘she’ You should say they are _______________
singular feminine.
6. The plural of ‘masjid’ is ‘masaajid’. This is an example of a non-human _______________

broken
plural.
7. Human broken plurals can be treated as singular _______________

feminine or as what they really are.
8. The sixth category of plurals is _______________.

Ism Jama’
C Fill in the notes about each kind of plural.
1. Masculine plurals (human plurals):
‫ْون‬
A. Have ending combinations: _______________ ‫ْين‬
and _______________.
َ َ
B. Includes humans, _______________,

angels and _______________.
jinns
2. Human broken plurals:
A. Have ending _______________.

sounds
B. Can be treated as _______________

singular _______________
3. Human feminine plurals:

ٌ
‫ات‬
A. Have ending combinations: _______________ ‫ات‬
ٍ
and _______________
B. Includes only _______________.

women
4. Non-human feminine plurals:

ٌ
‫ات‬
A. Have ending combinations: _______________ ‫ات‬
ٍ
and _______________.
B. Treated as _______________
singular _______________.
feminine
5. Non-human broken plurals:
A. Have ending _______________.

sounds
B. Treated as _______________
singular _______________.
feminine
6. _______________
Ism Jama’
Memorization: Students need to have these memorized before moving on to the next exercise.
D Circle the word that could be a masculine plural or human feminine plural.
Hint: They have ending combinations. Remember that they can be heavy or light.
ْ
1. A. ‫الكتاب‬
ِ 5. A. ‫ِف ْرع ْون‬ 9. A. ‫ِريح‬
َ َ َ َ ُ
ْ
B. ‫مؤ ِمن ْون‬ B. ‫ان‬
ِ ‫جنّ َ َت‬ B. ‫سنن‬
َ ُ ُ َ ُ َ ُ
ْ ٌ
C. ‫م ْري‬ C. ‫منا ِف ُقون‬ C. ‫ِرجال‬
ََ َْ َ َُ َ
ً ْ
D. ‫يو ٍم‬ D. ‫ات‬ ْ
D. ‫مخ ِلصا‬
ُ ِ ‫مُس ِل َم‬
َ
ْ ْ ‫ك ّ َذ‬
2. A. َ‫عا ِم ِلي‬ 6. A. ‫ب‬ ِ َ ُ‫م‬ 10. A. ‫ِتجار ًة‬
َ
ْ َ َ
B. ‫َق ْوم‬ B. ‫ي‬ِ ‫َعا ِم َل‬
ْ
B. ‫ظي‬ ِ ‫حا ِف‬
َ َ
ْ ْ
C. َ‫ِم ّ َل‬ C. ‫غي‬ C. ‫أَيمن‬
َ َ ُ َْ
ْ ٌ
D. ‫أَج ٌر‬ D. ‫حب‬ D. ‫دل ٌو‬
ّ ُ َ
ْ ْ ْ
3. A. ‫بك ٌم‬ 7. A. ‫ان‬
ِ ‫خص َم‬ 11. A. َ‫حي‬
ِ ‫مُسا ِف‬
ُ َ َ
ْ ٌ ْ
B. ‫ل‬
ُ ‫َس ِبي‬ B. ‫كا ِفرة‬
َ B. ‫مؤ ِمنا‬
َ ُ
ْ ٌَ
C. ‫س‬ ٍ ‫َنف‬ C. ‫ابات‬ ‫متش‬ C. ‫ب‬ ِّ ‫َر‬
َِ َ َُ ْ
D. ‫ات‬
ُ ‫ح‬ ‫الناص‬ D. ‫ق‬
ِّ ‫ح‬ D. ‫ي‬
ِ ‫ِم َئ َت‬
َ ِ َّ َ َ
ْ ْ ْ ْ ْ
4. A. ‫ب‬
ِ ‫َقلُو‬ 8. A. َ‫ع ِضي‬
ِ ُ‫م‬ 12. A. ُ ‫ضة‬
َ ‫اَل َف ِري‬
ً ٌ ‫أزو‬ ْ
B. ‫كتابا‬
ِ B. ‫اج‬ َ B. ‫شه َداء‬
ُ
َ َْ ْ َ َ
ْ
C. ‫َقا ِن ِتي‬ C. ‫لنسان‬ ‫ا‬ ٌ
C. ‫ع َذاب‬
ُ َ ِ َ َ
ً ْ
D. ُ ‫عا ِقبة‬ D. ‫ط ْوال‬
َ
ْ
D. ‫مج ِرمون‬
َ َ َ ُ ُ
Note: Students need to fully understand that if a word ends in a combination, it CANNOT be a
broken plural. It can either be a masculine plural (human plural), a human feminine plural, or a
non-human feminine plural.
E Answer each question about the word to figure out what kind of plural it is.
ْ
1. Houses - ‫ت‬
ٍ ‫بيو‬: ُُ
A. Does it have an ending combination? Yes No
B. If it doesn’t have an ending combination, then it is a _______________

broken plural.
C. Is it human or non-human? _______________

Non-human
D. Now we know that ‫ت‬ ْ

ٍ ‫ بيو‬is a _______________
non-human
ُُ
_______________
broken plural.
ٌ ْ
2. Believing women - ‫مؤ ِمنات‬:
َ ُ
B. Is it a masculine or feminine combination? _______________

Feminine

Human
ٌ ْ
D. Now we know that ‫ مؤ ِمنات‬is a _______________
َhuman
ُ
_______________
feminine plural.
3. Cars - ‫ات‬
ِ ‫اَلسيار‬:
َ َّ َّ

Feminine

Non-human
D. Now we know that ‫ات‬

ِ ‫ اَلس ّيَار‬is a _______________
Non-human
َ َّ
_______________
feminine plural.
Tip: This exercise shows students the thought process they should have when trying to figure out the
number and gender of a word. If you think doing more examples like this will be helpful, you can
give them more words to go through asking the same questions.
F Determine what kind of plural each word is.
ٌ
1. Messengers - ‫رسل‬ 7. Muslims - ‫س ِلم ْون‬
ْ ‫م‬
ُ ُ َ ُ ُ
Human broken plural Masculine plural (human plural)
ً
ٍ ‫ساو‬
2. Skies - ‫ات‬
َ َ 8. Books - ‫كُتبا‬
ُ
َ
Non-human feminine plural Non-human broken plural
ٌ ْ
3. Children - ‫أَط َفال‬ 9. Obedient women - ‫ات‬
ٍ ‫َقا ِن َت‬
Human broken plural Feminine plural
ٌ ‫أصح‬
4. Companions - ‫اب‬
ْ ْ
10. Disbelievers - ‫كافِ ِرين‬
َ َ َ َ
Human broken plural Masculine plural (human plural)
ٌ ْ
5. Tests - ‫انات‬
َ ‫ح‬ ‫امت‬ 11. Walls - ‫د ٌر‬
ُ ‫ج‬
َ ِ ِ ُ
Non-human feminine plural Non-human broken plural
ٌ ‫قل ْو‬ ْ
6. Hearts - ‫ب‬ ُُ ِ ‫اَلمؤ ِمن‬
12. Believing women - ‫ات‬
َ ُ
Non-human broken plural Feminine plural
Unit 1: 1.3.3
Learning Goals • Identify singular, pair, and plural words
1. Broken plurals end with ending _______________like

sounds -un, -an, and -in or -u, -a, and -i.
They look like they’re singular, but they’re really plural, and the only way to know that
they’re plural is by the meaning.
2. ‫ م َلق ُ ْون‬is ______________________________ in number.

َ ُ
A. Human feminine plural B. Human broken plural C. Masculine plural D. Pair
ْ
3. ‫ي‬
ِ ‫ائ َف َت‬
ِ ‫ط‬َ is _______________ in number.
A. Singular B. Non-human broken plural C. Pair D. Non-human feminine plural
ْ
4. ‫د‬
ُ ‫ َوع‬is ____________________
singular in number.
ْ ْ
5. ‫ي‬ِ ‫ك‬ َ ‫ اَل َم َل‬is _______________
pair in number.
6. ‫ات‬
ُ ‫آي‬ (miraculous signs) is ______________________________
non-human feminine plural in number.
َ
ٌ ْ
7. ‫( مؤ ِمنَات‬believing women) is ______________________________
ُ
human feminine plural in number.
8. ‫ب‬ ْ
ِ ‫( قُلُو‬hearts) is ______________________________
non-human broken plural in number.
9. ‫لس َف َهاء‬
ُ ّ َ‫ ا‬can grammatically be treated as ____________________
singular and feminine or for
ُ
what they really are, masculine and plural.
‘She’ Plurals Singular Sounds Masculine Feminine

ٌ
‫م ْس ِلمات‬ ‫ْين‬ ‫ن‬ ْ
ِ ‫ي‬ ‫ات‬
ٍ ‫م ْس ِل ُم ْون‬
َ ُ َ َ ُ
1. There are six kinds of _______________

plurals in Arabic.
2. _______________
Masculine ‫ْين‬
plurals end in the ending combination ‫ ون‬or _______________. It
َ َ
includes humans (male and female), angels, and jinns.
ٌ
3. Human feminine plural ends in ‫ ات‬or _______________
‫ات‬
ٍ and only includes women.
4. All pair words end in ‫ان‬ ‫ن‬ ْ

ِ ‫ي‬
ِ or _______________.
5. Non-human feminine plurals and non-human broken plurals are treated like a
_______________.
‘she’ You should say they are _______________
singular feminine.
ٌ
‫م ْس ِلمات‬
6. _______________ is an example of a feminine plural.
َ ُ
‫م ْس ِل ُم ْون‬
7. _______________ is an example of a masculine plural.
َ ُ
8. Human broken plurals can be treated as singular _______________

9. Broken plurals, human and non-human, have ending _______________.

sounds
C Answer each question about the word to figure out if it is singular, pair, or plural, and
its status.
1. Masjids - ‫د‬
ُ ‫اج‬
ِ ‫مس‬:
َ َ
B. If it doesn’t have an ending combination, it can either be singular or a broken plural.
Look at the meaning. Is it singular or a broken plural? _______________

Broken

Non-human
D. Now we know that ‫د‬

ُ ‫اج‬
ِ ‫ مس‬is a _______________ _______________ plural.
َ َ
non-human broken
E. Non-human broken plurals get their status from ending _______________.

sounds Look at the
ending. Is it Raf’, Nasb, or Jarr? _______________

Raf’
F. A non-human broken plural is treated like _______________,

‘she’ so its number and
gender will be _______________

singular _______________.
feminine
G. Status: _______________
Raf’ Number: _______________
Singular Gender: _______________
Feminine
ْ
2. Dirt - ‫ي‬
ٍ ‫ ِط‬:
B. If it doesn’t have an ending combination, it can either be singular or a broken plural.
Look at the meaning. Is it singular or a broken plural? _______________

Singular
C. Status: _______________
Jarr Number: _______________
Masculine
Note: This exercise is a good gauge of how well the students are understanding the concepts they
have learned so far. If they are struggling, then they need more practice with the Muslims
chart, ending sound vs. ending combination, light vs. heavy, flexibility, and gender. It might
be helpful to go spend some time reviewing these concepts if they are having a hard time
completing this exercise.
3. Signs - ‫ات‬
ُ ‫آي‬:
َ
Feminine
C. Look at the meaning. Is it a human or non-human? _______________

Non-human
D. Now we know that ‫ات‬

ُ ‫ آي‬is a _______________
non-human _______________
feminine plural.
َ
E. Is it Raf’, Nasb, or Jarr? _______________
Raf’
F. Non-human feminine plurals are treated like a _______________,

‘she’ so its number and
gender will be _______________

singular _______________.
feminine
G. Status: _______________
Raf’ Number: _______________
Feminine
ْ
2. Two workers - ‫ي‬
ِ ‫عا ِم َل‬: َ
B. Is it a pair or pural combination? _______________

Pair
C. Is it a masculine or feminine combination? _______________

Masculine
D. Is it Raf’, Nasb, or Jarr? _______________

Nasb or Jarr
E. Status: _______________
Nasb or Jarr Number: _______________
Pair Gender: _______________
Masculine

D
For questions 1-6, circle the word that could be singular. For questions 6-12, circle
the pair word.
Hint: Singular words have ending sounds and pairs have ending combinations.
Singular
ٌ
1. A. ‫ات‬
ِ ‫آي‬ 3. A. ‫ان‬
ِ ‫جنّ َ َت‬ 5. A. ‫ِرجال‬
َ َ َ
ْ ْ
B. ‫مؤ ِمنون‬ B. ‫ب‬
ِّ ‫ر‬ B. ‫ات‬ُ ‫ح‬ ‫الناص‬
َ ُ ُ َ ِ َّ َ
ٌ ‫عذ‬ ْ َ ْ ْ ‫قا ِن ِت‬
C. ‫اب‬ َ َ C. َ‫ع ِضي‬ ِ ُ‫م‬ C. ‫ي‬ َ
ْ ْ ْ
D. َ‫مج ِر ِمي‬ D. ‫منا ِف ُق ْون‬ D. ‫ي‬
ِ ‫َعا ِم َل‬
ُ َ َُ
ْ ْ
2. A. َ‫حي‬
ِ ‫مُسا ِف‬ 4. A. ‫ان‬
ِ ‫خص َم‬
َ 6. A. ‫منافِ ُق ْون‬
َ َ َُ
ْ ْ ْ ْ ‫ظ‬
B. ‫مؤ ِمنا‬ B. ‫ي‬ ِ ‫مُس ِل َم‬ B. ‫ي‬ ِ ِ‫حاف‬
َ ُ َ
C. ُ ‫ضة‬ ‫ي‬ْ ‫الْفر‬ ٌ
C. ‫كا ِفرة‬ ْ ْ
C. ‫سنو‬
َ َِ َ َ ُ ِ ‫مُح‬
ْ ٌَ
D. َ‫عا ِم ِلي‬ D. ‫ابات‬ ‫متش‬ D. ‫شجر ٍة‬
َ َِ َ َُ َ َ َ
Pair
7. A. ‫ِريح‬
ْ 9. A. ‫ي ْو ٍم‬ ٌ ‫عذ‬
11. A. ‫اب‬
ُ َ َ َ
ْ ْ
B. ‫ِف ْرعون‬ ْ
B. ‫ك ِّذ ِب‬
B. ‫ات‬ ِ ‫مُس ِل َم‬ َ َ َ ُ‫م‬
ٌ
C. ‫ِرجال‬ C. ‫ان‬
ِ ‫جنّ َ َت‬ C. ‫شه َداء‬
ُ
َ َ َ ْ َ
D. ‫ان‬
ِ ‫ح‬ ‫الناص‬ D. ‫ق‬ ِّ ‫ح‬ D. ‫ي‬
ِ ‫ِم َئ َت‬
َ ِ َّ َ َ
ْ ْ
8. A. ‫دل ٌو‬ 10. A. ‫ي‬
ِ ‫َعا ِم َل‬ 12. A. ‫م ْري‬
َ ََ َ ْ
ً
B. ‫ِتجارة‬ B. ‫منافِ ُق ْون‬ B. ‫كتاب‬ ِ ‫اَل‬
َ َ َ ْ َْ ُ َ َ
ْ ْ
C. ‫ظي‬ ِ ‫حا ِف‬ C. ‫لنسان‬ ‫ا‬ C. ‫ان‬
ِ ‫ص َت‬ ‫مخ ِل‬
َ ُ َ ِ َ َ ُ
ْ ٌ ْ
D. ‫ك ِّذب‬ ‫م‬ D. ‫حب‬ D. ‫أَج ٌر‬
َ َ ُ ّ ُ

E Determine if the word is singular, pair, or plural and its status. If it is plural, write
what kind of plural it is.
ْ
1. People who do good deeds - ‫سن ْون‬
ِ ‫مح‬ 7. Gardens - ‫ان‬
َ ُ ُ َ
Masculine plural, Raf’ Pair, Raf’
ْ
2. Angels - ‫ك ِة‬
َ ‫م َل ِئ‬ 8. Pens - ‫أَق َل ٌم‬
َ
Human broken plural, Jarr Non-human broken plural, Raf’
3. Sky - ‫السماء‬ 9. Disbelievers - ‫ن‬

ْ
ُ َ َّ ِ ‫كا ِفري‬
َ َ
Singular, Raf’ Masculine plural, Nasb or Jarr
4. Companions - ‫أَصحاب‬
ْ 10. Day - ‫ي ْو ٍم‬
َ َ َ
Human broken plural, Nasb Singular, Jarr
ْ ْ
5. Lanterns - ‫ابيح‬ ‫مص‬ 11. Sun - ‫س‬ٍ ‫َش‬
ُ ِ َ َ
Non-human broken plural, Raf’ Singular, Jarr
6. Scholars - ‫ع َلماء‬ 12. Signs - ‫ات‬

ُ ‫آي‬
ُ َ ُ َ
Human broken plural, Raf’ Non-human feminine plural, Raf’
Tip: This is a good exercise to remind the students that even though a word is a non-human broken
plural or non-human feminine plural in meaning (like ‘lanterns’ and ‘signs’), they will be considered
singular feminine in grammar. You can simplify this concept for them by saying all non-human
plurals are considered singular feminine, and human broken plurals may be treated like a singular
feminine. They will understand what that actually means later on, but for now you can make sure
that they know which plurals are considered singular feminine.

Unit 1: 1.3.4-
Learning Goals • Understand Ism Jam’a • Identify singular, pair, and plural words
1. Human broken plurals and non-human broken plurals have ____________________,

ending sounds so the
only way to differentiate them from singular words is by meaning.
2. The sixth and last category of plural is called _______________

Ism Jam’a. These words are plural
because the Arabs said so.
3. ‫ َق ْو ٌم‬means ‘_______________’.
nation
ٌ ‫ ن‬means ‘_______________’.
4. ‫اس‬ َ people
5. ‫ َق ْر ٌن‬means ‘_______________’.
generation
ٌ ‫ن‬, and ‫ ق ْر ٌن‬are considered to be _______________.

6. ‫ َق ْو ٌم‬, ‫اس‬ َ َ
A. Human B. Non-human C. Feminine D. Broken plurals
ٌ ‫أ ْقو‬
7. The broken plural of ‫ َق ْو ٌم‬is ____________________.
‫ام‬ َ
َ
8. ‫ات‬
ٍ ‫( ظُل ُ َم‬darknesses) is ______________________________
non-human feminine plural in number.
ٌ ‫( ع ْم‬blind people) is ______________________________

9. ‫ي‬ ُ human broken plural in number.
ْ
10. ُ ‫( اَل ِحجارة‬rocks) is ______________________________
َ َ
11. ‫( ر ُؤ ْو ٌس‬heads) is ______________________________

ُ

Nation Jam’a Grammar Sounds Human Plurals

ْ ْ
‫أَقوام‬ ‫َناس‬ ‫َق ْرن‬ ‫َق ْوم‬ ‫ن‬
ِ ‫ي‬
َ
1. There are six kinds of _______________

plurals in Arabic.
2. All pair words end in ‫ان‬ ‫ن‬ ْ

ِ ‫ي‬
ِ or _______________.
3. Broken plurals have ending _______________.

sounds
‫َق ْوم‬
4. You learned three Ism Jam’a words: _______________, ‫َناس‬
_______________ and ‫ق ْرن‬.
َ There
are more but for now, these three are the only ones you need to know.
5. Ism _______________
Jama’ are considered plural in _______________,
grammar not in meaning, because
the Arabs said so.
‫َق ْرن‬
6. _______________ means ‘generation.’
7. The word ‫ َق ْوم‬is considered plural in grammar even though it means ‘a _______________’
nation
ْ
which is singular. ‫ َق ْوم‬has a broken plural: _______________.
‫أَقوام‬ This is an example of a
َ
_______________
human broken plural.

C Determine if the word is singular, pair, or plural and its status. If it is plural, write
what kind of plural it is.
ْ
1. Honest people - َ‫صا ِد ِقي‬ 7. Friends - ‫أَص ِد َقاء‬
ْ
َ َ
Masculine plural, Nasb or Jarr Human broken plural, Nasb
2. Rooms - ‫ف‬
ْ
ٍ ‫غ‬
ُ 8. Lanterns - ‫ابيح‬ ‫مص‬
ُ ِ َ َ
َ
Non-human broken plural, Jarr Non-human broken plural, Raf’
ٌ ْ
3. Cat - ‫ِقطَط‬ 9. Bakers - ‫ي‬
ِ ‫اخ‬
َ ‫ط ّ َب‬
َ
Singular, Raf’ Pair, Nasb or Jarr
4. Women who guard - ‫ات‬

ٍ َ‫حافِظ‬ 10. Angels - ‫ك ِة‬
َ ‫َم َل ِئ‬
َ
Feminine plural, Nasb or Jarr Human broken plural, Jarr
5. Seas - ‫ن‬
ْ ْ 11. Pen - ‫َق َل ٌم‬
ِ ‫َبحري‬
َ
Pair, Nasb or Jarr Singular, Raf’
ٌ
6. Words - ‫ك ِلمات‬
َ 12. A nation - ‫َق ْو ٍم‬
َ
Non-human feminine plural, Raf’ Plural (Ism Jama’), Jarr
Tip: Questions #2, 6, 8, 18, and 24 will be considered singular feminine in grammar. Students should
understand why (because they are non-human plurals). Human broken plurals may be considered
singular feminine or what they really are, like #7, 13, 25 and 26.
Accommodation: If short on time, you can have students complete the second half of the exercise
orally together as a class, but we recommend completing the entire exercise.

ْ ْ
13. Spouses - ‫أَزواج‬ 20. A thing - ‫ش ٍء‬ َ
َ َ
Human broken plural, Nasb Singular, Jarr
14. People - ‫َناس‬

ٌ 21. Disbelievers - ‫ان‬
ِ ‫كافِر‬
َ َ
Plural (Ism Jama’), Raf’ Masculine plural, Raf’
15. Mercy - ‫رحة‬

ً ْ 22. House - ‫ت‬
ْ
ِ ‫بي‬ َ
َ َ
Singular, Nasb Singular, Jarr
ْ ً
16. Path - ‫س ِبي ِل‬ 23. A generation - ‫َق ْرنا‬
َ
Singular, Jarr Plural (Ism Jama’), Nasb
ٌ
17. Female teachers - ‫ان‬
ِ ‫م َد ِرست‬ 24. Bicycles - ‫دراجات‬
َ َ ّ ُ َ َّ َ
Feminine plural, Raf’ Non-human feminine plural, Raf’

ْ ْ‫ا‬
ٍ ‫آي‬ 25. The children - ‫لو َلد‬
َ َ َ
َ
Non-human feminine plural, Nasb or Jarr Human broken plural, Nasb
19. Patient people - ‫ابرون‬

ْ
ِ ‫ص‬ َ ُ َ
26. Students - ‫ب‬
ٍ ‫ط ُ ّ َل‬
Masculine plural, Raf’ Human broken plural, Jarr

Important Concepts
Write the six kinds of plurals
1. ___________________________
Masculine plural 4. ___________________________
Non-human feminine plural
2. ___________________________
Human broken plural 5. ___________________________
Non-human broken plural
3. ___________________________
Human feminine plural 6. ___________________________
Ism Jama’

Under each highlighted word, write the status and number.

‫اة‬‫ي‬ ‫ح‬ ‫ال‬‫و‬ ‫ت‬ ‫و‬ ِ َ ّ ﴾١﴿ ٌ
‫ير‬ ‫د‬ ‫ق‬ ‫ء‬ ‫ش‬ ‫ل‬ ‫ك‬ ٰ ‫و‬ ‫ه‬ ‫و‬ ‫ك‬ ‫ل‬ ِ َ ّ ‫َتبار َك‬
ِ َ ٍ َ ِ ّ ُ َ َ ُ َ ُ ‫الي ِبي ِد ِه ال ُم‬
‫ل‬ ‫ع‬
َ َ َ َ َ َ ََ َ َ َ َ َ
Nasb Nasb Raf’ Jarr Jarr Raf’
Sing. Sing. Sing. Sing. Sing. Singular

ِ َ ّ ﴾٢﴿ ‫ور‬ ‫ف‬‫غ‬ ‫ال‬ ‫يز‬‫ز‬ ‫ع‬ ‫ال‬ ‫و‬‫ه‬ ‫و‬ ۚ ‫ل‬ ُّ َ ُ َ ُ َ ِ
َ َ َ ُ ُ َ ُ َِ َُ َ َ َ ُ َ َ ُ
Raf’ Raf’ Nasb Raf’ Raf’
Sing. Sing. Sing. Sing. Sing.

ً ‫ات طب‬
‫ج ِع البصر َهل َتر ٰى ِمن‬
ِ ‫ار‬َ ٍ َ َ ِ ِ ٰ ِ َ ِ َ َ ّ ِ ٍ ‫او‬‫س‬َ َ
َ َ َ َ ُ َ َ ّ َ َ َ
Nasb Jarr Jarr Nasb N/J
(Non-h. plural)
﴾٤﴿ ‫هو ح ِسري‬ ‫و‬ ‫ا‬‫ئ‬ً ‫اس‬
ِ ‫خ‬ ‫ر‬ ‫ص‬ ‫ب‬ ‫ال‬ ‫ك‬ ‫ي‬ ‫ل‬‫إ‬ ‫ب‬ ‫ل‬
ِ ‫نق‬ ‫ي‬ ‫ي‬ ‫ت‬ ‫ر‬ ‫ك‬ ‫ر‬‫ص‬ ‫ب‬ ‫ج ِع ال‬
ُ
َ َ َ َ ُ َ َ َ َ ِ َ َ ِ َ َ
َّ َ َ َ َّ ُ
Sing. Sing. Sing. Pair Sing. Sing.
ْ ْ ْ ْ ْ ْ
‫ني ۖ وأَعتد َنا لَ ُه‬‫ط‬ِ ‫ا‬ ‫ي‬ ‫لش‬
َ ّ ّ ِ ‫ل‬ ‫ا‬ ً
‫م‬ ‫و‬ ‫ج‬ ‫ر‬ ‫ا‬ ‫اه‬ ‫ن‬ ‫ل‬ ‫ع‬‫ج‬ ‫و‬ ‫يح‬ ‫اب‬
ِ ‫ص‬ ‫م‬ ‫ب‬
ِ ‫ا‬‫ي‬ ‫ن‬ ‫ادل‬ ‫اء‬ ‫م‬ ‫الس‬ ‫ا‬ ‫ن‬ ‫ي‬‫ز‬ ‫د‬ ‫ولق‬
َ َ ِ َ ُ ُ َ َ َ َ َ َ َ َ َ ُ ّ َ َ َّ َّ َّ َ َ َ َ
N/J Nasb N/J R/N/J Nasb
Plural Sing. (partly flexible) (non-flex.) Sing.
Sing. Sing.
ْ ْ
(non-h. plural)
َ ّ ‫اب‬‫عذ‬
Sing. (partly flex.) Sing. Sing. Sing. Sing.
Sing.
108 Chapter 3 • Qur’anic Application

CHAPTER 4
Gender
Unit 1: 1.4.1
Learning Goals • Know the different types of fake feminine • Identify feminine words
• Identify status, number, and gender
1. Every single Ism in the Arabic language has a gender, meaning that it is either masculine or
____________________,
feminine no matter whether it is human or not human.
2. A word is automatically assumed to be ____________________

masculine unless there is a clue that
shows that it is feminine.
3. ‘Mom’, ‘Waliyah’, ‘cow’, and ‘sister’ are examples of _______________

real feminine because
they are actually females.
4. _______________
Fake feminine means that the word isn’t really a girl, but it’s called a feminine
word anyway.
5. Human broken plurals are sometimes treated like a ‘she’ and non-human broken plurals
are _______________
always treated like a ‘she’. Because they are not really feminine, broken
plurals will come under the category of fake feminine.
6. The last category of fake feminine is feminine because ______________________________.

the Arabs said so

Real Masculine Four Broken Fake

Gender ‫ة‬ ‫آء‬ ‫ى‬ Feminine
1. Isms have _______________

four properties. You have learned two of them: status and number.
2. Every Ism in Arabic has a _______________,

gender there is no ‘it’.
3. If you don’t find clues that make a word feminine, then the word is ____________________.
masculine
4. There are two categories of feminine: real and _______________.

fake
5. If a word is talking about an actual female, like mom, then it is _______________

real feminine.
‫ة‬
6. The most common way to identify feminine words is if the word ends with _______________.
‫آء‬
7. The other two feminine endings _______________ ‫ى‬
and _______________ only work on
specific words, not all the time.
8. The second category of fake feminine words is _______________

broken plurals.
9. The last category of fake feminine words is ‘____________________

feminine because the Arabs said
so.’

‫‪C‬‬ ‫‪Circle the feminine word in each question.‬‬
‫‪Hint: Look at the endings.‬‬
‫ْ‬ ‫ٌ‬
‫سنة ‪1. A.‬‬
‫ً‬ ‫ْ‬
‫مح ِ‬
‫َ‬ ‫ُ‬
‫ِرجال ‪5. A.‬‬
‫َ‬
‫ات ‪9. A.‬‬
‫مس ِل َم ٍ‬ ‫ُ‬
‫ْ ْ‬
‫مؤ ِمنِيَ ‪B.‬‬ ‫كافِر ‪B.‬‬ ‫ان ‪B.‬‬
‫كتاب ِ‬
‫ِ‬
‫ُ‬ ‫َ ُ‬ ‫َ َ‬
‫ْ‬ ‫ْ‬
‫ِفرعون ‪C.‬‬ ‫ْ‬ ‫منافِ ُق ْون ‪C.‬‬ ‫ائرون ‪C.‬‬ ‫ز‬
‫َ َ‬ ‫َ‬ ‫َُ‬ ‫َ ِ ُ َ‬
‫ً‬ ‫ْ‬ ‫م ْح ِسن ْ‬
‫مخ ِلصا ‪D.‬‬ ‫ان ‪D.‬‬‫جنّ َ َت ِ‬ ‫ي ‪D.‬‬
‫ُ‬ ‫َ‬ ‫َ‬ ‫ُ‬
‫مسا ِفح ْون ‪2. A.‬‬ ‫صا ِدقُون ‪6. A.‬‬ ‫ظ ْ‬

‫ي ‪10. A.‬‬ ‫حا ِف ِ‬
‫ُ َ ُ َ‬ ‫َ‬ ‫َ‬ ‫َ‬
‫ْ‬ ‫ً‬ ‫ْ‬
‫عا ِم ِليَ ‪B.‬‬ ‫ِتجارة ‪B.‬‬ ‫د ‪B.‬‬‫أَحَ ُ‬
‫َ‬ ‫َ َ‬
‫ْ‬
‫ِم ّ َلَ ‪C.‬‬ ‫ب ‪C.‬‬ ‫َر ِّ‬ ‫ع ِضنيَ ‪C.‬‬ ‫مُ ِ‬
‫ك ِّذ ْ‬ ‫ٌ‬
‫ب ‪D.‬‬ ‫م َ ِ‬ ‫حب ‪D.‬‬ ‫ات ‪D.‬‬
‫اصح ُ‬
‫النّ َ ِ‬
‫ُ‬ ‫ُ ّ‬ ‫َ‬
‫ٌ‬
‫ابة ‪3. A.‬‬
‫ش ِ‬
‫مت َ َ‬ ‫م ْري ‪7. A.‬‬ ‫ار ِئنيَ ‪11. A.‬‬
‫َق ِ‬
‫ُ‬ ‫َ َ ُ‬
‫ْ َْ‬ ‫ص ً‬
‫ي ‪B.‬‬
‫َيو َم ِ‬ ‫ابرا ‪B.‬‬ ‫َ ِ‬ ‫ائمون ‪B.‬‬
‫َن ِ‬
‫ُ َ‬
‫ح ٌ‬ ‫ْ‬
‫ب ‪C.‬‬ ‫َصا ِ‬ ‫مؤ ِمنا ‪C.‬‬ ‫ب ‪C.‬‬ ‫َر ّ ُ‬
‫ُ َ‬
‫ٌ‬
‫كا ِف ٍر ‪D.‬‬
‫َ‬ ‫ق ‪D.‬‬ ‫ح ِّ‬ ‫جا ِمعة ‪D.‬‬
‫َ‬ ‫َ َ‬
‫ْ‬ ‫ْ‬ ‫ْ‬ ‫ْ‬ ‫ْ‬

‫ع ِضيَ ‪4. A.‬‬
‫مُ ِ‬ ‫مف ِلح ْون ‪8. A.‬‬ ‫مج ِر ِميَ ‪12. A.‬‬
‫ُ ُ َ‬ ‫ُ‬
‫ً‬ ‫ْ‬ ‫ً‬
‫كتابا ‪B.‬‬
‫ِ‬ ‫كُبى ‪B.‬‬ ‫ط ْوال ‪B.‬‬
‫َ‬
‫َ‬ ‫َ‬
‫ْ‬ ‫ْ‬ ‫ْ ٌ‬
‫مج ِرمون ‪C.‬‬ ‫بيت ‪C.‬‬ ‫اعل ُ ْون ‪C.‬‬
‫ج ِ‬
‫ُ َ‬ ‫ُ‬ ‫َ‬ ‫َ‬ ‫َ‬
‫ْ‬ ‫ٌ‬ ‫ْ ٌ‬
‫صفرآء ‪D.‬‬ ‫ع َذاب ‪D.‬‬ ‫م ِدينة ‪D.‬‬
‫َ َ َ‬ ‫َ‬ ‫َ َ‬
‫‪Chapter 4‬‬ ‫•‬ ‫‪Lesson 1‬‬ ‫‪115‬‬

D
Determine if the word is masculine or feminine. If the word is feminine, write if it is
real or fake feminine.
Hint: Remember that broken plurals are considered feminine.
ٌ
1. Messengers - ‫رسل‬ 7. Book - ‫كتاب‬
ِ
ُ ُ ُ َ
Masculine or singular feminine Masculine
ْ ‫ح‬
ٍ ‫ساو‬
َ َ 8. Husna (name) - ‫سنى‬
َ ُ
َ
Fake feminine Feminine
ٌ ْ
3. Daughter - ‫ِبنت‬ 9. Obedient women - ‫ات‬
ٍ ‫َقا ِن َت‬
Real feminine Feminine
4. Companions - ‫أَصحاب‬
ْ 10. Disbelievers - ‫كافِ ِرين‬
َ َ َ َ
Masculine or singular feminine Masculine or singular feminine
5. Lanterns - ‫ابيح‬ ‫مص‬ 11. Walls - ‫د ٌر‬

ُ ‫ج‬
ُ ِ َ َ ُ
Fake feminine Fake feminine
ٌ ‫قل‬ ْ
6. Hearts - ‫وب‬ُُ 12. Believer - ‫مؤ ِمن ٍة‬
َ ُ
Fake feminine Feminine
Tip: Remind students that even though a word is a non-human broken plural or non-human feminine
plural in meaning (like ‘hearts’ and ‘lanterns’), they will be considered singular feminine in
grammar.

E
Write the status, number, and gender for each word.
Hint: Pay attention to light/heavy and flexibility when determining status and
remember that broken plurals are considered singular feminine.
ْْ
1. Muslims - ‫ي‬
ِ ‫مُس ِل َم‬:
Nasb/Jarr
Status: _______________ Number: _______________
Pair Gender: _______________
Masculine
2. Masjids - ‫د‬
ُ ‫اج‬
ِ ‫ َم َس‬:
Raf’
Status: _______________ Number: _______________
Feminine
3. Obedient women - ‫ات‬

ٍ ‫ َقا ِن َت‬:
Status: _______________
Nasb/Jarr Number: _______________
Pair Gender: _______________
Feminine
4. Musa (name) - ‫موس‬:

َ ُ
Status: _______________
Raf’/Nasb/Jarr Number: _______________
Masculine
ٍ ‫ساو‬
َ َ:
َ
Status: _______________
Feminine
6. Two gardens - ‫ان‬

َ
:
Status: _______________
Raf’ Number: _______________
Pair Gender: _______________
Feminine
ْ
7. Isma’eel (name) - ‫يل‬
َ ‫اع‬
ِ ‫ ِاس‬: َ
Status: _______________
Masculine

ٍ ‫آي‬
َ
Status: _______________
Feminine
9. Lanterns - ‫ابيح‬ ‫مص‬

ُ ِ َ َ
Status: _______________
Raf’ Number: _______________
Feminine
10. Patient people - ‫ابرون‬

ْ
ِ ‫ص‬: َ ُ َ
Status: _______________
Raf’ Number: _______________
Plural Gender: _______________
Masculine
11. A word - ‫ك ِلمة‬

ً
َ : َ
Status: _______________
Nasb Number: _______________
Feminine
ْ :
12. A thing - ‫ش ٍء‬ َ
Status: _______________
Jarr Number: _______________
Masculine
13. A nation - ‫ َق ْو ٍم‬:
Status: _______________
Jarr Number: _______________
Plural1 Gender: _______________
Masculine
ْ
14. Pens - ‫أَق َل ٌم‬:
Status: _______________
Raf’ Number: _______________
Feminine
15. Teachers - ‫ات‬

ٍ ‫مُ َد ِّر َس‬:
Status: _______________
Feminine
1
Contextual Review: ‫ َق ْو ٍم‬is an Ism Jama’. Remind students that it isn’t plural in meaning, but it is
considered plural in grammar.

Unit 1: 1.4.2
Learning Goals • Memorize the ‘feminine because the Arabs said so’ words
ٌ ‫ ح ْر‬means ‘_______________’.
1. ‫ب‬
َ
war
2. ٌ‫ساء‬
َ َ means ‘_______________’.
sky
ْ
3. ‫ َنف ٌس‬means ‘_______________’.
person
ٌ ‫ ن‬means ‘_______________’.
4. ‫ار‬ َ fire
ْ
5. ‫ دل ٌو‬means ‘_______________’.
َ
bucket
ٌ
6. ‫ س ِب ْيل‬means ‘_______________’.
َ
path
7. ‫ض‬ ٌ ‫ أ ْر‬means ‘_______________’.

َ land
ٌْ ‫ ر‬means ‘_______________’.
8. ‫يح‬ ِ wind
ٌ ‫ د‬means ‘_______________’.
9. ‫ار‬
َ
house
ْ
10. ‫كأ ٌس‬ َ means ‘_______________’.
cup
11. ‫ عصا‬means ‘_______________’.

َ َ
stick/staff
12. Body parts that occur in pairs, like hands, eyes, and feet, are also ____________________
feminine
because the Arabs said so.

Grammar Mom Masculine Broken Fake The Arabs said so

‫ِر ْي ٌح‬ ‫ة‬ ‫آء‬ ‫ى‬ ٌ ‫ن‬
‫ار‬ َ
1. There are two types of feminine: real and _______________.

fake
2. An example of real feminine is: _______________.

Mom
‫ى‬
3. If a word ends in ‫ ة‬, _______________, ‫آء‬
or _______________, then it is most likely feminine.
‫ة‬
4. Words ending with _______________ are the most common type of feminine word.
5. _______________
Broken plurals are also considered feminine.
6. If a word doesn’t fall into any of these categories, then it is ____________________.

masculine
7. ‘Feminine because the Arabs said so’ are feminine in _______________,

grammar not in meaning.
ٌ ‫ن‬
‫ار‬ َ
8. _______________ ‫ِر ْي ٌح‬
means fire and _______________ means wind. Both of these are feminine
because ________________________________.
the Arabs said so

C Match the word with its meaning.
ْ
A. Bucket ‫ َنف ٌس‬.1
ْ
B. Sky ‫ ِبئ ٌر‬.2
ٌ
C. Wine ‫ س ِب ْيل‬.3
َ
ٌ‫ ساء‬.4
D. Well
َ َ
ٌ ‫ ح ْر‬.5
‫ب‬
َ
E. Staff/Stick
‫ عصا‬.6
َ َ
F. Cup
G. Sun ‫ ِر ْي ٌح‬.7
H. Path ‫ َخ ْ ٌر‬.8
ٌ ‫ د‬.9
‫ار‬
َ
I. Fire
ٌْ
‫ دلو‬.10
َ
J. Land
ْ
K. Person ‫ َش ٌس‬.11
ٌ ‫ أ ْر‬.12
‫ض‬
L. Wind َ
ْ
M. War ‫كأ ٌس‬َ .13
ٌ ‫ ن‬.14
‫ار‬
N. House َ
Note: Students should have most of these words memorized with their meaning as it will help them
with the following exercises.

D Write the Arabic word for the clues given from the story in the crossword puzzle.
Words going across go from right to left.
‫ع‬ ‫ش‬
3 1
‫ر ض‬ ‫ا‬ ‫ص‬ ‫م‬

5 4
‫ي‬ ‫ء‬ ‫ا‬ ‫س م‬

2
‫ح ر ب‬
7 6
‫ئ‬ ‫ر‬ ‫ا‬ ‫ن‬

10
‫ر‬ ‫ا‬ ‫د‬ ‫ف‬

8
‫س ب ي ل‬
9
‫و‬
Down Across
1. The _____ rose in the sky in the 2. He was staring at stars in the _____
morning 4. He made a path to safer _____
3. He used his _____ to strike the cup 6. During a _____, a soldier was day
5. The hot blowing _____ dreaming and looking at the sky
7. He looked for a _____ to draw 8. He found an empty _____ in which
water from he finds a glass.
8. He used a _____ full of water 9. He made a _____ to safer land
10. He was the only _____ left on the 10. He was surrounded by _____
battlefield (hot, dangerous)

‫‪E‬‬ ‫‪Circle the feminine word in each question.‬‬
‫‪Hint: Remember the list of ‘feminine because the Arabs said so’ words.‬‬
‫ً‬ ‫ْ‬ ‫ْ‬ ‫ٌ‬

‫سنا ‪1. A.‬‬
‫مح ِ‬ ‫ِبئ ٌر ‪5. A.‬‬ ‫ِرجال ‪9. A.‬‬
‫ُ‬
‫ْ‬ ‫كت ٌ‬ ‫َْ ٌ‬
‫َنف ٌس ‪B.‬‬ ‫اب ‪B.‬‬ ‫س ِبيل ‪B.‬‬
‫َِ‬ ‫َ‬
‫ْ ْ‬ ‫ز ْ‬ ‫ْ‬
‫مؤ ِمنِيَ ‪C.‬‬ ‫ائرون ‪C.‬‬ ‫منافِ ُقون ‪C.‬‬
‫ُ‬ ‫َ ِ ُ َ‬ ‫َ‬ ‫َُ‬
‫ْ‬
‫ِفرعون ‪D.‬‬ ‫ْ‬ ‫ي ‪D.‬‬‫م ْح ِسن ْ‬ ‫كافِ ٌر ‪D.‬‬
‫َ َ‬ ‫َ‬ ‫ُ‬ ‫َ‬
‫مسا ِفح ْون ‪2. A.‬‬ ‫صا ِدق ُ ْون ‪6. A.‬‬ ‫ظ ْ‬
‫ي ‪10. A.‬‬ ‫حا ِف ِ‬
‫ُ َ‬ ‫ُ َ‬ ‫َ‬ ‫َ‬ ‫َ‬
‫ٌ‬ ‫ْ‬ ‫ْ‬
‫ب ‪B.‬‬ ‫َر ِّ‬ ‫حرب ‪B.‬‬ ‫د ‪B.‬‬‫أَحَ ُ‬
‫َ ٌ‬ ‫ْ‬ ‫ْ‬
‫َساءٌ ‪C.‬‬ ‫عا ِمل ‪C.‬‬ ‫ع ِضيَ ‪C.‬‬ ‫مُ ِ‬
‫َ‬ ‫َ‬
‫ك ّ َذ ْ‬ ‫ٌ‬
‫ب ‪D.‬‬ ‫م َ ِ‬ ‫حب ‪D.‬‬ ‫عصا ‪D.‬‬
‫ُ‬ ‫ُ ّ‬ ‫َ َ‬
‫ْ‬ ‫ْ‬ ‫ْ‬ ‫د ٌ‬

‫ار ِئيَ ‪3. A.‬‬
‫َق ِ‬ ‫ع ِضيَ ‪7. A.‬‬
‫مُ ِ‬ ‫ار ‪11. A.‬‬
‫َ‬
‫ً‬ ‫ْ ْ‬
‫ائم ْون ‪B.‬‬ ‫ن‬ ‫كتابا ‪B.‬‬
‫ِ‬ ‫ي ‪B.‬‬
‫َيو َم ِ‬
‫َ ِ ُ َ‬ ‫َ‬
‫ر ْي ٌ‬ ‫ْ‬ ‫ْ‬ ‫ح ٌ‬
‫ح ‪C.‬‬ ‫ِ‬ ‫مج ِرمون ‪C.‬‬ ‫ب ‪C.‬‬ ‫َصا ِ‬
‫ُ َ‬ ‫ُ‬
‫عض ‪D.‬‬
‫مْ ٌ‬ ‫ٌ‬
‫أَرض ‪D.‬‬
‫ْ‬ ‫كا ِف ٍر ‪D.‬‬
‫ُ ِ‬ ‫َ‬
‫ْ‬ ‫ْ‬ ‫ْ‬ ‫ْ‬

‫َش ٌس ‪4. A.‬‬ ‫مج ِر ِميَ ‪8. A.‬‬ ‫مف ِلح ْون ‪12. A.‬‬
‫ُ‬ ‫ُ ُ َ‬
‫ص ً‬
‫ابرا ‪B.‬‬ ‫كأس ‪B.‬‬
‫ْ ٌ‬ ‫اب ‪B.‬‬ ‫عذ ٌ‬
‫َ ِ‬ ‫َ‬ ‫َ َ‬
‫ْ‬ ‫ْ ٌ‬
‫مؤ ِمنا ‪C.‬‬ ‫اعل ُ ْون ‪C.‬‬ ‫ج ِ‬ ‫بيت ‪C.‬‬
‫ُ َ‬ ‫َ‬ ‫َ‬ ‫َ‬
‫ق ‪D.‬‬
‫ً‬ ‫ْ‬ ‫ٌ‬
‫ح ِّ‬
‫َ‬
‫طوال ‪D.‬‬ ‫َ‬ ‫َنار ‪D.‬‬
‫‪Chapter 4‬‬ ‫•‬ ‫‪Lesson 2‬‬ ‫‪123‬‬

Unit 1: 1.4.3
Learning Goals • Review reasons for words to be feminine • Identify number and gender
1. ‫( أ َ ْيمان‬promises) is feminine because it is a ______________________________.

ُ َ
Non-human broken plural
A. Non-human broken plural B. Human broken plural C. Non-human feminine plural
ْ ْ
2. َ‫ مح ِصنِي‬is ____________________
ُ
masculine in gender because of its -eena ending combination.
3. ‫ال‬
ِ ‫ج‬ ‫ الر‬can be masculine because it means men, and can be feminine because it is a __________.
َ ِّ
A. Non-human broken plural B. Human broken plural C. Human feminine plural
4. ُ ‫ عا ِقبة‬is ____________________ in gender because of the ‫ة‬.

َ َ
feminine
ْ
5. ‫ي‬ ِ ‫ك‬ َ ‫الم َل‬
َ
is a masculine pair because there is no sign of ____________________.
feminine
ْ
6. ‫ي‬ ِ ‫ ِم َئ َت‬is a ____________________
feminine pair.
ٌ
7. ‫خ ْوف‬ َ (fear) is ____________________
masculine in gender.
8. ‫ضآء‬
َ ‫ ب ْي‬is ____________________
َ
in gender.
ُ
feminine
9. ُ ‫كة‬
َ ‫الم َل ِئ‬
َ
(angels) can be masculine because of what it really is or it can be feminine because
it is a ______________________________,
human broken plural but the ‫ ة‬is not what makes it feminine.
‫الر ْيح‬
ُ ِّ
10. (wind) is ____________________
feminine in gender.

B
All the words below are feminine. Write the reason why they are feminine.
Hint: The answers can be: Real feminine, feminine ending, non-human feminine plural,
human or non-human broken plural, or feminine because the Arabs said so.
ٌ ْ
1. Sky - ٌ‫َسآء‬ 6. A city - ‫م ِدينة‬
َ َ َ
Feminine because the Arabs said so Feminine ending
ٌ ْ
2. Car - ‫سيارة‬ 7. Sun - ‫َش ٌس‬
َ َّ َ
Feminine ending Feminine because the Arabs said so
ٌ ْ
3. Rooms - ‫ف‬
ٍ ‫غ‬
ُ 8. Daughter - ‫ِبنت‬
َ
Non-human broken plural Real feminine
ٌ ٌ ْ
َ 9. Path - ‫س ِبيل‬
َ َ
Non-human broken plural Feminine because the Arabs said so
5. Female teachers - ‫ات‬

ٍ ‫مُ َد ِّر َس‬ 10. Signs - ‫ات‬
ٍ ‫آي‬
َ
Real feminine Non-human broken plural

C Write the number (singular, pair, or plural) and gender (masculine or feminine) for
each word.
ْ
1. Friends - ‫أَص ِد َقاء‬
ْ 7. Honest people - َ‫صا ِد ِقي‬
َ َ
Plural, masculine Plural, masculine
ٌ
2. Car - ‫سيارة‬ 8. Angels - ‫ك ِة‬
َ ‫َم َل ِئ‬
َ َّ َ
Singular, feminine Plural, masculine or singular, feminine
ْ ْ
3. Bakers - َ‫اخي‬
ِ ‫ط ّ َب‬
َ 9. Lanterns - ‫ابيح‬
ِ ‫مص‬ ُ َ َ
Plural, masculine Singular, feminine
4. Rooms - ‫ف‬
ٍ ‫غ‬
ُ 10. Women who guard - ‫ات‬
ٍ ‫ظ‬َ ‫حا ِف‬
َ َ
Singular, feminine Plural, feminine
ٌ
5. Pen - ‫َق َل ٌم‬ 11. Words - ‫ك ِلمات‬
َ َ
Singular, masculine Singular, feminine
6. A nation - ‫َق ْو ٍم‬ 12. Seas - ‫ن‬

ْ ْ
ِ ‫َبحري‬
َ
Plural, masculine Pair, masculine
Accommodation: If short on time, you can have students complete the second half of the exercise
orally together as a class, but we recommend completing the entire exercise.

ْ ْ
13. A thing - ‫ش ٍء‬ َ 20. Spouses - ‫أَزواج‬
َ َ
Singular, masculine Plural, masculine
14. Disbelievers - ‫ان‬

ٌ
ِ ‫كافِر‬
َ 21. People - ‫َناس‬
َ
Plural, masculine Plural, masculine
15. House - ‫بيت‬

ْ 22. Mercy - ‫رحة‬
ً ْ
َ َ َ َ
Singular, masculine Singular, feminine
ً ْ
16. A generation - ‫َق ْرنا‬ 23. Path - ‫اَلس ِبي َل‬
َّ
ٌ
17. Bicycles - ‫دراجات‬ 24. Female teachers - ‫ات‬
ٍ ‫م َد ِرس‬
َ َّ َ َ ّ ُ
Singular, feminine Plural, feminine
ْ ْ‫ا‬
18. The children - ‫لو َلد‬ 25. Signs - ‫ات‬
ُ َ َ ٍ ‫آي‬
َ
19. Students - ‫ب‬

ٍ ‫ط ُ ّ َل‬ 26. Patient people - ‫ان‬
ِ ‫ابر‬
ِ ‫َص‬
َ
Plural, masculine Pair, masculine

Unit 1: 1.4.4
Learning Goals • Review reasons for words to be feminine • Identify status, number, and gender
1. Even though ‫( حج ْو ِر‬protections) is a non-human broken plural, grammatically it is treated as

ُ ُ
singular
____________________ and feminine.
A. Singular B. Pair C. Masculine D. Human
2. ‫ات‬
ِ ‫( َس ِ ّي َئ‬mistakes) is ____________________
Nasb or Jarr in status.
3. ‫ال‬
ِ ‫ج‬ ‫( الر‬men) can be Jarr singular feminine or it can be _________________________.
َ ِّ َ
Jarr masculine plural
ْ ْ
4. َ‫ اَلعالَ ِمي‬is ______________________________
َ
masculine plural in number.
5. Whenever you have a human broken plural, you get two answers for both the number and
gender: singular and feminine or plural and ______________________________.

what it really is
6. ‫ آي ًة‬is ____________________ in gender.

َ
feminine
7. ‫( اَلنِّساء‬women) is singular feminine or plural and ____________________.

ُ َ
feminine
ْ
8. ‫ اَليتامى‬looks the same in Raf’, Nasb, and Jarr statuses, which means that it is a
َ ََ
____________________
non-flexible word.
9. ‫ب‬ ْ
ِ ‫( قُلُو‬hearts) is a non-human broken plural, so it is singular and ____________________.
feminine

B
All the words below are feminine. Write the reason why they are feminine.
Hint: The answers can be: real feminine, feminine ending, non-human feminine plural,
human or non-human broken plural, or feminine because the Arabs said so.
ٌ ‫د‬
1. House - ‫ار‬ 6. Walls - ‫د ٌر‬
َ ُ ‫ج‬ ُ
Feminine because the Arabs said so Non-human feminine plural
ٌ ‫ر ْي‬
2. Wind - ‫ح‬ ٌ ‫ن‬
7. Fire - ‫ار‬
ِ َ
Feminine because the Arabs said so Feminine because the Arabs said so
3. Two female teachers - ‫ان‬

ْ
ِ ‫مُ َد ِّر َس َت‬ 8. Lanterns - ‫ابيح‬
ِ ‫مص‬ ُ َ َ
Real feminine Non-human feminine plural
4. Mercy - ‫رحة‬
ً ْ 9. Stick - ‫عصا‬
َ َ َ َ
Feminine ending Feminine because the Arabs said so
ٌ ْ
5. Teachers - ‫ات‬
ٍ ‫م َد ِّرس‬ 10. A city - ‫م ِدينة‬
َ ُ َ َ
Real feminine Feminine ending

C
Write the status, number, and gender for each word.
Hint: Pay attention to light/heavy and flexibility when determining status and
remember that broken plurals are considered singular feminine.
1. Protections - ‫حج ْو ِر‬:

ُ ُ
Status: _______________
Jarr Number: _______________
Feminine
2. Oaths - ‫أَيمان‬:
ْ
ُ َ
Status: _______________
Raf’ Number: _______________
Feminine
3. Mistakes - ‫ات‬
ِ ‫س ِ ّي َئ‬: َ
Status: _______________
Feminine
ْ ْ
4. The ones who turn away - َ‫ع ِضي‬
ِ ُ‫م‬:
Status: _______________
Masculine
5. Men - ‫ال‬
ِ ‫ج‬ ‫الر‬:
َ ِّ َ
Status: _______________
Jarr Number: _______________
Masculine
ْ ْ
6. The obligation - ‫ض ِة‬
َ ‫اَل َف ِري‬:
Status: _______________
Jarr Number: _______________
Feminine
ْ
7. Result - ُ ‫اَلعا ِقبة‬:
َ َ
Status: _______________
Raf’ Number: _______________
Feminine

ْ ْ
8. Angels - ‫ي‬
ِ ‫ك‬
َ ‫ اَل َم َل‬:
Status: _______________
Pair Gender: _______________
Masculine
9. Trade - ‫ ِتجار ًة‬:

َ َ
Status: _______________
Nasb Number: _______________
Feminine
ْ
10. Two hundred - ‫ي‬
ِ ‫ ِم َئ َت‬:
Status: _______________
Pair Gender: _______________
Feminine
ْ ْ
11. The man - ‫لنسان‬
ِ َ‫ا‬:
ُ َ
Status: _______________
Raf’ Number: _______________
Masculine
12. Legacies - ‫سنن‬:

َ َ ُ
Status: _______________
Nasb Number: _______________
Feminine
ٌ ‫ر ْي‬:
13. Wind - ‫ح‬ ِ
Status: _______________
Raf’ Number: _______________
Feminine

ِ ‫اَلسماو‬: َ َ َّ
Status: _______________
Feminine
ْ
15. Teachers - ُ ‫لسا ِت َذة‬
َ ‫ا‬:
َ َ
Status: _______________
Raf’ Number: _______________
Masculine

Important Concepts
Write the first three kinds of fake feminine:
1. Feminine
___________________________
ending
2. Broken
___________________________
plurals
3. Feminine
___________________________
because Arabs said so
4. Body parts in pairs

Under each highlighted word, write the status, number and gender.
ْ ْ ‫الي خلق الْم‬ ْ ‫ل ك ّل‬ ْ ْ

َ ّ ٌ ‫ش ٍء ق ِد‬ ِ َ ّ ‫َتبار َك‬
‫اة‬‫ي‬ ‫ح‬ ‫ال‬‫و‬ ‫ت‬ ‫و‬
َ َ َ َ َ َ ََ َ ِ ﴾١﴿ ‫ير‬ َ َ ِ ُ َ َ َ ُ َ ُ ‫الي ِب َي ِد ِه ال ُم‬
ٰ ‫ع‬ ‫و‬ ‫ه‬ ‫و‬ ‫ك‬ ‫ل‬
َ َ
Nabs Nasb Raf’ Jarr Raf’
Fem. Masc. Masc. Masc. Masc.
ِ َ ّ ﴾٢﴿ ‫ور‬ ‫ف‬ ‫غ‬ ‫ال‬ ‫يز‬‫ز‬ ‫ع‬ ‫ال‬ ‫و‬ ‫ه‬ ‫و‬ ۚ ‫ل‬ ُّ َ ُ َ ُ َ ِ
َ َ َ ُ
ُ َ ُ ِ َ َُ َ َ َ ُ َ َ ُ
Nasb Raf’ Raf’ Nasb Raf’ Raf’
Sing. Sing. Sing. Sing. Sing. Sing.
Masc. Masc. Masc. Masc. Masc. Masc.
ً ‫ات طب‬
‫ج ِع البصر َهل َتر ٰى ِمن‬ ‫ار‬ ٍ ُ َ َ ِ ِ ٰ َّ ِ َ ِ ٍ ‫ساو‬
َ َ
َ َ
ِ َ َ َ َ َ ّ َِ َ َ َ
Nasb Jarr Jarr Jarr Nasb Nasb/Jarr
Masc. Masc. Masc. Masc. Masc. Fem.
﴾٤﴿ ‫هو ح ِسري‬ ‫و‬ ‫ا‬‫ئ‬ً ‫اس‬
ِ ‫خ‬ ‫ر‬ ‫ص‬ ‫ب‬ ‫ال‬ ‫ك‬ ‫ي‬ ‫ل‬‫إ‬ ‫ب‬ ‫ل‬
ِ ‫نق‬ ‫ي‬ ‫ي‬ ‫ت‬ ‫ر‬ ‫ك‬ ‫ر‬ ‫ص‬ ‫ب‬ ‫ال‬ ‫ع‬ِ ‫ج‬
Sing. Sing. Sing. Pair Sing. Sing.
Masc. Masc. Masc. Fem. Masc. Masc.
ْ ْ ْ ْ ْ ْ
‫ني ۖ وأَعتد َنا لَ ُه‬‫ط‬ ‫ا‬ ‫ي‬‫لش‬ّ ‫ل‬ ‫ا‬ ً
‫م‬ ‫و‬‫ج‬ ‫ر‬ ‫ا‬ ‫اه‬ ‫ن‬ ‫ل‬ ‫ع‬ ‫ج‬‫و‬ ‫يح‬ ‫اب‬ ‫ص‬ ‫م‬ ‫ب‬ ‫ا‬‫ي‬‫ن‬ ‫ادل‬ ‫اء‬ ‫م‬ ‫الس‬ ‫ا‬ ‫ن‬ ‫ي‬‫ز‬ ‫د‬ ‫ولق‬
َ َ ِ ِ َ َّ ِ ُ ُ َ َ َ َ َ َ ِ َ َ ِ َ ُ ّ َ َ َّ َّ َّ َ َ َ َ
Jarr Nasb Partly-flexible, Jarr R/N/J Nasb
Non-human
Plural Sing. broken plural Sing. Sing. Sing.
Masc. Masc. Fem. Fem. Fem.
ْ ْ
Masc. Fem. Masc. Masc. Masc. Masc.

CHAPTER 5
Type
Unit 1: 1.5.1
Learning Goals • Know the seven reasons why an Ism can be proper • Know that a word can either
have ‫ ال‬or Tanween, not both • Review status, number, and gender
A Watch the accompanying video. Based on what you see in the video, write/circle the
correct answer.
1. Type is basically when you can tell if something is _______________,

specific like you know the exact
thing or things you are talking about, or you’re talking about something general.
2. When something is general, we call it common, and when something is specific, we call it
_______________.
proper
3. A word is _______________
common by default unless one of the 7 reasons for it to be proper exists.
ْ ْ
4. Words that have ‫ اَل‬at the beginning are always proper, ‫ اَل‬means ‘_______________’.
the
ْ ٌ ْ ْ ْ
5. ‫ اَل ُم ْس ِل ٌم‬and ‫ اَل ُم ْس ِلمات‬are incorrect to say but ‫ان‬
ِ ‫ اَل ُم ْس ِلم‬and ‫ اَل ُم ْس ِل ُم ْون‬are completely fine.
َ َ َ
ْ
Whenever you add ‫ اَل‬to a word, you must take off the _______________ tanween if it has it.
ْ
ْ ‫م‬, it means ‘a Muslim’, if you say ‫الم ْسلم‬, it means ‘the Muslim’. the Arabs
6. If you say ‫س ِل ٌم‬ ِ َ
ُ ُ ُ
don’t have a specific word for ‘a’, so the _______________

tanween usually gets translated to ‘a’.
7. This, that, these, and those are examples of _______________,

pointers the fourth kind of proper.
8. In Arabic, when you _______________

call someone, you use the word ‫يا‬.
َ
9. If the word _______________
after ‘of’ is proper, then the word _______________
before ‘of’ is proper.

Type Common Calling Seven Those A Muslim You

ْ
Gender The Muslim ‫اَل‬ Tanween Specific Four
1. Isms have _______________

four properties. You have learned three of them so far: status, num-
ber, and _______________.

gender The fourth property is _______________.
type
2. General words are _______________,

common while _______________
specific words are proper.
3. In Arabic, there are _______________

seven ways a word can be proper. The first two are proper
ْ
‫اَل‬
names and words that start with _______________.
ْ ْ ‫م‬, which
4. A word can never have both ‫ اَل‬and _______________. So it can either be ‫س ِل ٌم‬
tanween
ُ
ْ
means ‘_______________’,
A Muslim or ‫ اَل ُم ْس ِلم‬, which means ‘_______________’.
The Muslim
ُ
5. Pronouns are words like ‘_______________’

you and ‘they’. Pointers are words like ‘this’ and
‘_______________’.
those
6. If you add ‫ يا‬before an Ism, it means you are _______________

calling them, which makes it proper.

C Match the reasons why an Ism can be proper to an example.
A. Proper Names He .1
‫ يا آدم‬.2
ُ َ َ
B. Pronouns
C. Pointers ‫لس ِب ْي ُل‬

َ ّ َ‫ا‬
.3
‫ ح ْسنَى‬.4
ُ
D. Ism Mawsool
ْ
E. Words that start with ‫اَل‬ That .5
F. The one being called ‫ل ْين‬

ِ َ ّ َ‫ ا‬.6
َ
G. If the word after ‘of’ is proper, Book of Allah .7
the word before ‘of’ is proper
D All the words below are proper. Write the reason why they are proper.
ْ ْ
‫ موس‬.5 Starts with ‫اَل‬ ُ ‫ار َعة‬
ِ ‫ اَل َق‬.1
َ ُ
Proper name
‫ يا رج ُل‬.2
ُ َ َ
Pointer Those .6 The one being called
ْ ْ
Starts with ‫اَل‬ ‫ اَلنَّج ِم‬.7 ‫ف‬
ُ ‫وس‬ ‫ ي‬.3
Proper name
ُ ُ
The one being called ُ ‫يا فَا ِط َمة‬k

َ
.8 Pronoun Her .4
Note: Students should have the seven reasons memorized by the end of this exercise.

E
ْ
For questions 1-10 (the right column), rewrite the words with ‫اَل‬. For questions 11-
ْ
20 (the left column) rewrite the words without ‫اَل‬.
ْ ْ ْ ْ
‫رح ٍة‬ ‫ الرح ِة‬.11 ‫لشمس‬ ‫ا‬ ‫ َش ٌس‬.1
َ َ َ َّ ُ َّ َ
ً ْ ْ ْ ْ ْ ْ
‫مح ِسنا‬ ‫ اَل ُمح ِسن‬.12 ‫اَلمدرس َة‬ ‫ مدرس ًة‬.2
ُ َ َ َ َ َ َ َ
ً ْ ْ ْ ْ
‫كتابا‬
ِ ‫كتاب‬
ِ ‫ اَل‬.13 ‫اَل ُمؤ ِمن ُ ْون‬ ‫ مؤ ِمن ُ ْون‬.3
َ َ َ ُ
‫ان‬ ْ ‫ان‬‫ت‬ ‫ن‬ ْ ‫ الْمد‬.14

‫ي‬
ْ ٌ ْ
‫ رحة‬.4
ِ ‫َم ِدينَ َت‬ ِ ََ ِ َ َ ُ ‫لرحَة‬
َّ َ
‫ا‬
َ َ
ً ْ ْ ‫الْب‬ ٌ
‫َق َلما‬ ‫ اَل َق َلم‬.15 ‫ت‬ ‫ي‬
ُ َ َ ‫ ب ْيت‬.5
َ َ
ٌ ‫ط ّ َل‬ ْ ٌ
‫ب‬ ُ ‫ اَلطّ ُ ّ َلب‬.16 ‫اَلعا ِم ُل‬ ‫ عا ِمل‬.6
ُ َ َ
‫ات‬ ْ ‫ا ْل‬ ‫ أ ُ ْستاذًا‬.7

ٍ ‫ساو‬
‫ات‬ ِ ‫او‬ ‫ السم‬.17
َ َ َّ َ
‫اذ‬ ‫ت‬‫س‬
َ َ ُ َ
َ َ َ َ
ْ ْ ْ ٌ ْ
‫اش ٌع‬
ِ ‫خ‬ ‫اشع‬
ِ ‫خ‬ ‫ ال‬.18 ُ ‫اَل ِبن‬
‫ت‬ ‫ ِبنت‬.8
َ ُ َ َ
ً ‫كافرا‬ ْ ْ ْ ْ ْ
ِ َ ‫كافِر‬ ‫ اَل‬.19 ‫ي‬
ِ ‫دلر َس‬
َ ّ َ‫ا‬ ‫ي‬
ِ ‫ َدر َس‬.9
َ َ
‫طالِب ًة‬ ‫ اَلطّ َالِب َة‬.20 ‫ائر َة‬

ِ ‫اَلز‬ ‫ائر ًة‬
ِ ‫ز‬.10
َ َ َ َ َّ َ َ
ْ
Note: If students don’t already know, make sure that they understand that ‫ اَل‬and tanween CANNOT
ْ
go on the same word. If you add ‫ اَل‬to a word, the tanween turns into a single fatha, damma,
or kasra.

F Determine if the word is proper or common. Write ‘The’ in front of the meaning of
the proper words. Then write the status, number, and gender for each word.
ْ
1. _______
The sun - ‫س‬ِ ‫لشم‬
َ ّ َ‫ا‬:
Status: _______________
Jarr Number: _______________
Feminine1
ْ
The masjids - ‫د‬
2. _______ ُ ‫اج‬
ِ ‫اَل َم َس‬:
Status: _______________
Raf’ Number: _______________
Feminine
ٌ ‫ر‬:
3. _______ wind - ‫يح‬ ِ
Status: _______________
Raf’ Number: _______________
Feminine1
ْ ْ
The nation - ‫اَل َقوم‬:
4. _______
َ
Status: _______________
Nasb Number: _______________
Masculine
5. _______ two gardens - ‫ان‬

َ
:
Status: _______________
Raf’ Number: _______________
Pair Gender: _______________
Feminine
ْ
The book - ‫كتاب‬
ِ ‫اَل‬:
َ َ
6. _______
Status: _______________
Nasb Number: _______________
Masculine
ً
7. _______ fire - ‫ َنارا‬:
Status: _______________
Nasb Number: _______________
Feminine1
1
Contextual Review: If students have forgotten ‘feminine because the Arabs said so’ words, this is a
good time to review them.

Unit 1: 1.5.2
Learning Goals • Memorize the Ism Mawsool with their meanings
ِ َ ّ َ‫ ا‬means ‘____________________’.
1. ‫لي‬ the one who
2. ‫ل ْين‬
ِ َ ّ َ‫ ا‬means ‘____________________’.
َ
the ones who
3. ‫ اَ ّ َل ِت‬means ‘____________________’.
the ones who (fem.)
4. The words above are called ____________________

Ism Mawsool and are always proper.
5. These words look the same in Raf’, Nasb, and Jarr, so they are ____________________.
non-flexible
6. ‫ات‬
ِ ‫لص َلو‬ ‫ ا‬is _______________
َ َّ َ
proper in type.
7. ‫ عج ًبا‬is _______________
َ َ common in type.
8. If you see Tanween, the word is most likely ____________

common in type (but this isn’t always true).
9. ‫( َه َذا‬this) is proper because it is a _______________.

pointer
‫هو‬
َُ
10. (he) is proper because it is a _______________.
pronoun
11. ‫ك ِر ّ َيا‬
َ ‫ َز‬is proper because it is a ____________________.
proper name
12. ‫ب‬
ّ ‫( َيا َر‬oh Lord) is proper because it is ______________________________.
the One being called

Pointers Proper Calling The one who After Pronouns

ْ
‫اَل‬ Six Non-flexible Seven Tanween ِ َ ّ َ‫ا‬
‫لي‬
1. There are _______________

seven reasons for a word to be proper.
ْ
‫اَل‬
2. The first two are proper names and words that start with _______________.
ْ
3. A word can never have both ‫ اَل‬and _______________.
tanween
4. _______________
Pronouns and _______________
pointers are both proper.
ِ َ ّ َ‫ا‬
‫لي‬
5. _______________ is an Ism Mawsool. It means ‘_______________’.
The one who There are
_______________
six Ism Mawsool.
6. Ism Mawsool are _______________,

non-flexible so their Raf’, Nasb, and Jarr look the same.
7. If you add ‫ يا‬before an ism, it means you are _______________

calling them.
8. If the word _______________

after ‘of’ is proper, then the word before ‘of is _______________.
proper

C Match the word with its meaning.
A. The one who ‫ان‬

ِ ‫ل‬َ َ ّ َ‫ ا‬.1
B. Those who (feminine) ‫ل ْين‬

ِ َ ّ َ‫ ا‬.2
َ
C. The one who (feminine) ‫ان‬
ِ ‫ اَلّ َ َت‬.3
D. The two who ِ َ ّ َ‫ ا‬.4

‫لي‬
E. Those who ‫ اَلّ َ ِتي‬.5
F. The two who (feminine) ‫ اَ ّ َل ِت‬.6
D Write the Ism Mawsool with their meanings on the lines below.
‫ل ْين‬
ِ َ ّ َ‫ا‬ ‫ان‬
ِ ‫ل‬َ َ ّ َ‫ا‬ ِ َ ّ َ‫ا‬
‫لي‬ Masculine
َ
The ones who The two who The one who Meaning
‫اَ ّ َل ِت‬ ‫ان‬

ِ ‫اَلّ َ َت‬ ‫اَلّ َ ِتي‬ Feminine
The ones who The two who The one who Meaning
Note: Students should have these memorized with their meanings before moving on to the rest of the
exercises in the lesson.

‫‪E‬‬ ‫‪Circle the proper word in each question.‬‬
‫ً‬ ‫ْ‬ ‫ْ‬ ‫ٌ‬

‫سنا ‪1. A.‬‬
‫مح ِ‬ ‫ِبئ ٌر ‪5. A.‬‬ ‫ِرجال ‪9. A.‬‬
‫ُ‬
‫ْ‬ ‫كت ٌ‬ ‫َْ ٌ‬
‫َنف ٌس ‪B.‬‬ ‫اب ‪B.‬‬ ‫س ِبيل ‪B.‬‬
‫َِ‬ ‫ْ َ‬
‫ْ ْ‬ ‫ز ْ‬ ‫ْ‬
‫مؤ ِمنِيَ ‪C.‬‬ ‫ائرون ‪C.‬‬ ‫اَلمنافِ ُقون ‪C.‬‬
‫ُ‬ ‫َ ِ ُ َ‬ ‫َ‬ ‫ُ َ‬
‫ان ‪D.‬‬ ‫َّ َ‬
‫ال ِ‬ ‫كة ُ ‪D.‬‬‫م َّ‬ ‫كافِ ٌر ‪D.‬‬‫َ‬
‫َ‬
‫مسا ِفح ْون ‪2. A.‬‬ ‫صا ِدق ُ ْون ‪6. A.‬‬ ‫ظ ْ‬
‫ي ‪10. A.‬‬ ‫حا ِف ِ‬
‫ُ َ ُ َ‬ ‫َ‬ ‫َ‬ ‫َ‬
‫لين ‪B.‬‬
‫ا َّ ْ‬ ‫حرب ‪B.‬‬ ‫ٌ‬ ‫ْ‬ ‫ٌ‬
‫َ ِ‬ ‫َنار ‪B.‬‬
‫َ‬ ‫َ‬
‫ْ ً‬ ‫ْ‬ ‫ْ ْ‬
‫َساءٌ ‪C.‬‬ ‫نُوحا ‪C.‬‬ ‫ع ِضيَ ‪C.‬‬ ‫اَل ُم ِ‬
‫َ‬
‫ك ِّذ ْ‬ ‫ٌ‬
‫ب ‪D.‬‬ ‫م َ ِ‬ ‫حب ‪D.‬‬ ‫عصا ‪D.‬‬
‫ُ‬ ‫ُ ّ‬ ‫َ َ‬
‫ْ‬ ‫ْ‬ ‫ْ‬ ‫د ٌ‬

‫ار ِئيَ ‪3. A.‬‬
‫َق ِ‬ ‫ع ِضيَ ‪7. A.‬‬
‫مُ ِ‬ ‫ار ‪11. A.‬‬
‫َ‬
‫ْ ْ‬
‫ائم ْون ‪B.‬‬ ‫ن‬ ‫م ْري ‪B.‬‬ ‫ي ‪B.‬‬
‫َيو َم ِ‬
‫َ ِ ُ َ‬ ‫َ ََ‬
‫ر ْي ٌ‬ ‫ْ‬
‫ح ‪C.‬‬ ‫ِ‬ ‫مج ِرم ْون ‪C.‬‬ ‫حب ‪C.‬‬
‫لصا ِ‬
‫اَ ّ َ‬
‫ُ َ‬ ‫ُ‬ ‫ُ‬
‫ان ‪D.‬‬
‫ٌ‬ ‫ْ‬
‫اَلَّت ِ‬ ‫َ‬
‫أَرض ‪D.‬‬ ‫كا ِف ٍر ‪D.‬‬
‫َ‬
‫ْ‬ ‫ْ‬ ‫ْ‬

‫َش ٌس ‪4. A.‬‬ ‫يث ِرب ‪8. A.‬‬ ‫مف ِلح ْون ‪12. A.‬‬
‫َ ْ َ‬ ‫ُ ُ َ‬
‫ص ً‬
‫ابرا ‪B.‬‬ ‫كأس ‪B.‬‬
‫ٌ‬ ‫اب ‪B.‬‬ ‫عذ ٌ‬
‫َ ِ‬ ‫َ‬ ‫َ َ‬
‫ْ ٌ‬
‫لي ‪C.‬‬‫اَ ّ َ ِ‬ ‫اعل ُ ْون ‪C.‬‬ ‫ج ِ‬ ‫بيت ‪C.‬‬
‫َ‬ ‫َ‬ ‫ْ َ‬
‫ق ‪D.‬‬
‫ً‬ ‫ْ‬ ‫ا ْ‬
‫ح ِّ‬ ‫َ‬
‫طوال ‪D.‬‬ ‫َ‬ ‫لس َلم ‪D.‬‬
‫َ‬ ‫َ ِ‬
‫‪144‬‬ ‫‪Chapter 5‬‬ ‫•‬ ‫‪Bayyinah Institute‬‬
‫‪148‬‬ ‫‪Chapter 5‬‬ ‫•‬ ‫‪Lesson 2‬‬

F Determine if the word is proper or common. Write ‘The’ in front of the meaning of
the proper words. Then write the status, number, and gender for each word.
ْ
1. _______
The sun - ‫س‬ِ ‫لشم‬
َ ّ َ‫ا‬:
Status: _______________
Jarr Number: _______________
Feminine
ٌ
2. _______ words - ‫ك ِلمات‬
َ : َ
Status: _______________
Raf’ Number: _______________
Feminine
ً ْ
3. _______ city - ‫م ِدينة‬:
َ َ
Status: _______________
Nasb Number: _______________
Feminine
The car - ُ ‫اَلس ّيَارة‬:

َ َّ
4. _______
Status: _______________
Raf’ Number: _______________
Feminine
5. _______ rooms - ‫ف‬

ٍ ‫غ‬
ُ : َ
Status: _______________
Nasb Number: _______________
Feminine
ِ ‫اَلطّ ُ ّ َل‬:
The students - ‫ب‬
6. _______
Status: _______________
Nasb Number: _______________
Masculine
ْ
The path - ‫اَلس ِبي َل‬:
7. _______
َّ
Status: _______________
Nasb Number: _______________
Feminine

Unit 1: 1.5.3
Learning Goals • Review seven reasons for a word to be proper • Review properties of the Ism
ْ ‫ ِذراع‬is ____________________
1. The status of ‫ي‬
َ َ Nasb or Jarr (it is light).
2. The status of ‫ م ْري‬is ____________________ (it is a partly flexible non-Arab name).

ََ َ
Nasb or Jarr
ْ
3. The status of ‫______________________________ ِعيسى‬
Raf’, Nasb, or Jarr (it is non-flexible).
َ
4. The status of ‫اجع ْون‬
ِ ‫ ر‬is _______________.
َ ُ Raf’
َ
5. The number of ‫ن‬
ِ ‫ول‬
َ ‫ رس‬is _______________. ُ َ
pair
6. The number of the word ِ‫الل‬

َ ّ is ____________________.
singular
7. The number of ‫اس‬

ِ َ ّ‫ اَلن‬is _______________.
plural
ْ
8. The gender of ‫ي‬
ِ ‫ جنَّت‬is ____________________.
َ َ
feminine
ْ
9. The gender of ‫ س ِبي ٍل‬is ____________________.
َ
feminine
ْ
The gender of ‫ص‬ِ ‫ اَل َقص‬is ____________________.
َ
10. feminine
ً ‫ ن ْو‬is _______________.
The type of ‫حا‬
11. ُ proper
The type of ‫ات‬

ِ ‫ اَلثَّمر‬is _______________.
َ َ
12. proper
ْ
The type of ‫ يث ِرب‬is _______________.
َ
13.
َ
proper

B All the words below are proper. Write the reason why they are proper.
Hint: Remember that there are seven reasons a word can be proper.
1. Ibrahim - ‫اه ْي‬

ْ
ِ ‫ِابر‬ 6. He - ‫هو‬
ُ َ َُ
Proper name Pronoun
ْ ْ ‫ح‬
2. The female teachers - ‫ات‬
ُ ‫اَل ُم َد ِّر َس‬ 7. Husna - ‫سنى‬
َ ُ
Words that start with ‫ال‬ Proper name
ْ
ِ َ ّ َ‫ا‬
3. The ones who - ‫لين‬ 8. This - ‫ه َذا‬
َ
َ
Ism Mawsool Pointer
4. The land - ‫لرض‬

ْ ْ ْ ْ ْ
َ َ‫ا‬ُ 9. The two seas - ‫ن‬
ِ ‫اَل َبحري‬
َ
Words that start with ‫ال‬ Words that start with ‫ال‬
5. O Adam - ‫يا آدم‬ 10. That - ‫ك‬

َ ِ ‫ذَ ل‬
ُ َ َ
The one being called Pointer

C ً
Circle the status, number, gender and type for each word. You don’t need the
meanings for the words except for the ones given.
1. ‫ن ُ ْوحا‬:
Status: Raf’ Number: Singular Gender: Masculine Type: Common
Nasb Pair Feminine Proper
Jarr Plural
ْ
2. َ‫ك ِثي‬
ِ ‫ َما‬:
Jarr Plural
ْ ْ ْ
3. ‫ي‬
ِ ‫اَل َقر َن‬:
Jarr Plural
ْ ْ
Rivers - ‫لنار‬
َ َ ‫ا‬:ُ َ
4.
Jarr Plural
ْ ْ ْ
5. َ ِ‫اَل ُمؤ ِمن‬:
‫ي‬
Jarr Plural
6. ‫م ْري‬:
ََ َ
Jarr Plural
Note: This is a review exercise and is a good gauge to see how well the students have understood
the concepts in this module. It is important to complete the entire exercise. Below is a list of
concepts to review depending on which questions the students have trouble on:
Muslim chart: #, 2, 3, 5, 7, 9, 12, 17, 20
Flexibility: #1, 6, 10, 13, 15
Fake feminine: #8, 9, 15, 18, 19
Plural words that are considered singular feminine: #4, 11, 14, 20
7. ‫ول ِن‬
َ ‫ َر ُس‬:
Jarr Plural
8. ‫آي ًة‬:
َ
Jarr Plural
ْ
‫ان‬
ِ ‫جنّ َ َت‬ ‫ال‬:
َ َ
9.
Jarr Plural
ْ ْ
10. ‫ ِإب ِليس‬:
َ
Jarr Plural
11. Markets - ‫اق‬

ْ ْ
ُ ‫لس َو‬
َ َ ‫ا‬:
Jarr Plural
ْ ْ
12. َ‫اَلعالَ ِمي‬:
َ
Jarr Plural
ْ
13. ‫ ِعيسى‬:
َ
Jarr Plural

ْ
14. Protections - ‫اَلحج ْو ِر‬:
ُ ُ
Jarr Plural
ْ
15. ‫يث ِرب‬:
َ َ
Jarr Plural
ْ ْ
16. ‫اَل ِفي ِل‬:
Jarr Plural
17. ‫اجع ْون‬

ِ ‫ر‬:
َ ُ َ
Jarr Plural
ْ
18. ‫اَل ِقيام ِة‬:
َ َ
Jarr Plural
19. ٌ‫ َساء‬:
َ
Jarr Plural
ٌ
َ َ
:
Jarr Plural

21. ‫ائر ًة‬
ِ ‫ز‬:
َ َ
Jarr Plural
ْ ْ
22. ‫اَلمخ ِرج‬:
ُ ُ
Jarr Plural
ْ
23. ‫اَل ُق ْرآن‬:
َ
Jarr Plural
ْ
24. Stories - ‫اَل َقصص‬:
ُ َ
Jarr Plural
25. ‫اه ٍد‬

ِ ‫ َش‬:
Jarr Plural
Bonus Questions
ْ
Jarr Plural or Sing. Masculine or Fem. Proper ‫ك ِة‬
َ ‫اَل َم َل ِئ‬
(Status) (Number) (Gender) (Type)
Nasb or Jarr Singular Feminine Common ‫ات‬

ٍ ‫ظُل ُ َم‬
(Status) (Number) (Gender) (Type)

Important Concepts
Write the seven ways to tell if a word is proper
1. ___________________________
Proper Names
2. ___________________________
Pronouns
3. ___________________________
Pointers
4. ___________________________
Ism Mawsool
ْ
Words that start with ‫اَل‬
5. ___________________________
6. ___________________________
The one being called
7. ___________________________
If the word after ‘of’ is proper, the word before ‘of’ is proper

Under each highlighted word, write the status, number, gender and type.`
َ ّ ٌ ِ َ ّ ‫َتبار َك‬
‫اة‬‫ي‬ ‫ح‬ ‫ال‬‫و‬ ‫ت‬ ‫و‬
َ َ َ َ َ َ ََ َ ِ ﴾١﴿ ‫ير‬ ‫د‬ ‫ق‬
ِ َ ‫ء‬
ٍ ‫ش‬ َ ِ ُ َ َ َ ُ َ ُ ‫الي ِب َي ِد ِه ال ُم‬
‫ل‬ّ ‫ك‬ ‫ل‬
ٰ ‫ع‬ ‫و‬ ‫ه‬ ‫و‬ ‫ك‬ ‫ل‬
َ َ
Nasb Nasb Raf’ Jarr Raf’
Singular Singular Singular Singular Singular
Feminine Masculine Masculine Masculine Masculine
Proper Proper Common Common1 Proper
ِ َ ّ ﴾٢﴿ ‫ور‬ ‫ف‬‫غ‬ ‫ال‬ ‫يز‬ ‫ز‬ ‫ع‬ ‫ال‬ ‫و‬‫ه‬ ‫و‬ ۚ ‫ل‬ ُّ َ ُ َ ُ َ ِ
َNasbَ َ ُ ُ َ ُ ِ َ َُ َ َ َ ُ َ َ ُ
Raf’ Raf’ Nasb Raf’ Raf’
Singular Singular Singular Sing. Singular Singular
Masculine Masc. Masculine Masc. Masculine Masculine
Common1 Proper Proper Com. Common Proper2
ً ‫ات طب‬
‫ج ِع البصر َهل َتر ٰى ِمن‬ ‫ار‬ ٍ ِ ٰ ٍ ‫ساو‬
َ َ َ َ
ِ َ ُ َ َ ِ َ َّ ِ َ ِ َ َ َ ّ َِ َ َ َ
Nasb Jarr Jarr Jarr Nasb Nasb/Jarr
Singular Singular Singular Singular Sing. Singular
Masculine Masculine Masculine Masculine Masc. Feminine
Proper Common Proper Proper2 Com. Common
﴾٤﴿ ‫هو ح ِسري‬ ‫و‬ ‫ا‬ ً ‫اس‬
‫ئ‬ ِ ‫خ‬ ‫ر‬ ‫ص‬ ‫ب‬ ‫ال‬ ‫ك‬ ‫ي‬ ‫ل‬‫إ‬ ‫ب‬ ‫ل‬
ِ ‫نق‬ ‫ي‬ ‫ي‬ ‫ت‬ ‫ر‬ ‫ك‬ ‫ر‬ ‫ص‬ ‫ب‬ ‫ال‬ ‫ع‬ِ ‫ج‬
Singular Sing. Singular Pair Singular Sing.
Masculine Masc. Masculine Fem. Masculine Masc.
Common Com. Proper Com. Proper Com.
ْ ْ ْ ْ ْ ْ
‫ني ۖ وأَعتد َنا لَ ُه‬ ‫ط‬
ِ ‫ا‬ ‫ي‬ ‫لش‬
َ ّ ّ ِ ‫ل‬ ‫ا‬ ً
‫م‬ ‫و‬‫ج‬ ‫ر‬ ‫ا‬ ‫اه‬ ‫ن‬ ‫ل‬ ‫ع‬ ‫ج‬ ‫و‬ ‫يح‬ ‫اب‬
ِ ‫ص‬ ‫م‬ ‫ب‬
ِ ‫ا‬‫ي‬ ‫ن‬ ‫ادل‬ ‫اء‬ ‫م‬ ‫الس‬ ‫ا‬ ‫ن‬ ‫ي‬‫ز‬ ‫د‬ ‫ولق‬
َ َ ِ َ ُ ُ َ َ َ َ َ َ َ َ َ ُ ّ َ َ َّ ّ َّ َ َ َ َ
َ
Jarr Nasb N/J3 R/N/J Nasb
Plural Singular Singular Sing. Singular
Masculine Masculine Feminine Fem. Feminine
Proper Common Common Proper Proper
ْ ْ
Raf’ Nasb Raf’ Jarr Jarr Nasb
Singular Sing. Singular Singular Singular Sing.
Masculine Fem. Masculine Masculine Masc. Masc.
Proper Prop. Proper2 Proper Proper Proper2
1
Teaching Opportunity: ‫ سبع‬and ‫ كُ ّ ِل‬are words before ‘of’, and the word after them is common,
ََ َ
which makes them common. Students won’t necessary understand this right now since they haven’t
learned this concept in detail yet.
ْ
2
Teaching Opportunity: ‫خل ِق‬, َ ‫ي‬ُ ّ َ ‫ أ‬, and ‫عذاب‬
َ are examples of “If the word after ‘of’ is proper, then the
word before ‘of’ is proper.’ They will learn this in detail in the next module.

CHAPTER 6
Surah Kahf
Ayah 1 Accompanying Video
N/A
Learning Goals • Apply learned grammar concepts to Isms in different ayahs of the Qur’an
• Memorize vocabulary and translate different ayahs of the Qur’an
ْ ْ ْ ْ
ً ‫كتاب ولَ ْم ي ْجعل ّ َل ِعو‬
﴾١﴿ ‫جا‬ ‫ل عب ِد ِه ال‬
ٰ َ ‫الي أَنز َل ع‬َ ّ ‫د لِ ّلَـ ِه‬
َ ُ َ َ َ َ َ
ِ َ َ َ ِ ُ ‫ح‬
‫م‬ ‫ال‬
َ َ
Four properties: Raf’, Singular, Masculine, Proper
Translation: The praise
ْ ْ ْ ْ
‫م‬ ‫ال‬
َ َ
Translation: For Allah
ْ ْ ْ ْ
‫م‬ ‫ال‬
َ َ
Four properties: Jarr, Singular, Masculine, Proper
Translation: The One who
ْ ْ ْ ْ
‫م‬ ‫ال‬
َ َ
Translation: He sent down
ْ ْ ْ ْ
‫م‬ ‫ال‬
َ َ
Translation: Upon His slave

Note: There are three primary learning objectives of these mini-lessons:

1: Apply all knowledge of grammar to Surah Kahf 1-10.
2: Memorize the vocabulary from Surah Kahf 1-10.
3: Acquire basic prior knowledge of concepts to be taught in the future.
You can utilize any translation of Qur’an for these mini-lessons.
Chapter 6 • Surah Kahf 163

ْ ْ ْ ْ
﴾١﴿ ‫جا‬ ِ ‫ل عب ِد ِه ال‬
ٰ َ ‫الي أَنز َل ع‬
ِ َ ّ ‫د لِ ّلَـ ِه‬ ‫اَلحم‬
َ ُ َ َ َ َ َ َ َ َ ُ َ
Four properties: Nasb, Singular, Masculine, Proper
Translation: The book
ْ ْ ْ ْ
Translation: And did not make
ْ ْ ْ ْ
Translation: For/in it
ْ ْ ْ ْ
‫م‬
َ َ
‫ال‬
Four properties: Nasb, Singular, Masculine, Common
Translation: Crookedness
ْ ْ ْ ْ
‫م‬
َ َ
‫ال‬
Translation: Praise is for Allah, the One who sent down upon His slave the book
and did not make for/in it any crookedness,
164 Chapter 6 • Surah Kahf

N/A
ْ ْ
ً ‫نذر بأ ًسا ش ِد‬
...ُ ‫يدا ِّمن ّ َلنه‬ ‫قي ًما لي‬
ُ َ َ َ ِ ُ ِّ ّ ِ َ
Translation: Standing straight/upright
ْ ْ
Translation: So that it warns
ْ ْ
Translation: A war
ْ ْ
Four properties: Nasb, Singular, Masculine, Common 1
Translation: Intense
ً ‫ ش ِد‬have the same properties.

ً ‫ ب‬and ‫يدا‬
Teaching Opportunity: Point out that both ‫أسا‬ َ
1
َ

ْ ْ
Translation: Especially from Him
ْ ْ ْ ْ ْ
﴾٢﴿ ‫ات أ َ ّ َن لَ ُه أَجرً ا حسنًا‬
ِ ‫الصالِح‬ ‫ون‬ُ ‫ل‬ ‫م‬ ‫ع‬ ‫ي‬ ‫ين‬ َ
‫ال‬ ّ ِ ‫ني‬
َ ِ ‫ن‬ ‫م‬
ِ ‫ؤ‬‫ش ال ُم‬َ ّ ِ َ‫و يُب‬...
َ َ َ َّ َ َ َ َ َ
Translation: It congratulates
ْ ْ ْ ْ ْ
َ ِ ‫ن‬ ‫م‬
Four properties: Nasb, Plural, Masculine, Proper
Translation: The believers
ْ ْ ْ ْ ْ
َ ِ ‫ن‬ ‫م‬
Translation: Those who 1
ْ ْ ْ ْ ْ
ِ ‫الصالِح‬ ‫ون‬ُ ‫ل‬ ‫م‬‫ع‬ ‫ي‬ ‫ين‬ ‫ال‬
ِ َ ّ ‫ني‬ِ ‫ن‬ ‫م‬
ِ ‫ؤ‬‫ش ال ُم‬ ّ ِ ‫ويب‬
َ َ َ َّ َ َ َ َ َ َ َُ َ
Translation: They work/do
1
Teaching Opportunity: Point out that ‫ اذلين‬is the plural of ‫اذلي‬.

ْ ْ ْ ْ ْ
َ ِ ‫ن‬ ‫م‬
Four properties: Nasb, Plural, Feminine, Proper
Translation: The good deeds
ْ ْ ْ ْ ْ
َ ِ ‫ن‬ ‫م‬
Translation: That for them
ْ ْ ْ ْ ْ
َ ِ ‫ن‬ ‫م‬
Translation: A reward
ْ ْ ْ ْ ْ
ِ ‫الصالِح‬ ‫ون‬‫ل‬ ‫م‬ ‫ع‬ ‫ي‬ ‫ين‬ َ
‫ال‬ ّ ِ ‫ني‬ ِ ‫ن‬ ‫م‬
َ َ َ َّ َ ُ َ َ َ َ َ
Translation: Good

ْ ْ ْ ْ ْ ْ ْ
﴾٢﴿ ‫ات أ َ ّ َن لَ ُه أَجرً ا حسنًا‬ ‫ح‬ ‫ل‬ ‫ا‬ ‫الص‬ ‫ون‬
ِ َ ِ َّ َ ُ َ ‫ل‬ ‫م‬‫ع‬ ‫ي‬ ‫ين‬ ‫ال‬
ِ َ ّ ‫ني‬ ‫ن‬ ‫م‬ ‫ؤ‬‫م‬ ‫ال‬ ‫ش‬‫ب‬ ‫ي‬‫و‬ ۚ ‫ه‬ ‫ن‬ ‫ل‬َ ّ ‫ن‬‫م‬ ‫ا‬ ً
‫يد‬ ‫د‬ ً
ِ َ ‫نذر َبأ‬
‫ش‬ ‫ا‬ ‫س‬ ِ ‫َق ِ ّي ًما لِّي‬
َ َ َ َ َ ِ ِ ُ َ ّ ِ َ ُ َ ُ ُ ِّ َ ُ
Translation: Standing straight/upright to warn of an intense war especially from
Him, and to congratulate the believers, those who work/do good
deeds, that for them is a good reward,

Ayah 3-4 Accompanying Video
N/A
﴾٤﴿ً ‫خ َذ ال ّلَـه ُو َلا‬

َ ‫ات‬
َ ّ ‫ين َقالُوا‬ ‫ال‬ ِ ُ ‫﴾ َوي‬٣﴿ ‫ك ِثنيَ فِي ِه أ َ َب ًدا‬
ِ َ ّ ‫نذر‬ ِ ‫ّ َما‬
َ َ َ َ
Four properties: Nasb, Plural, Masculine, Common
Translation: Remaining

َ ‫ات‬
َ ّ ‫ين َقالُوا‬ ‫ال‬ ِ ‫﴾ وي‬٣﴿ ‫ك ِثنيَ فِي ِه أ َ َب ًدا‬
َ َ َ َ ُ َ
Translation: In it

َ ‫ات‬
َ َ َ َ ُ َ
Translation: Forever

َ ‫ات‬
َ َ َ َ ُ َ
Translation: It warns

َ ‫ات‬
َ ّ ‫ين َقالُوا‬ ‫ال‬ ِ ‫﴾ وي‬٣﴿ ‫ك ِثنيَ ِفي ِه أ َ َب ًدا‬
َ َ َ َ ُ َ
Translation: Those who

َ ‫ات‬
َ َ َ َ ُ َ
Translation: They said, “He took...”

َ ‫ات‬
َ َ َ َ ُ َ
Translation: Allah

َ ‫ات‬
َ ّ ‫ين َقالُوا‬ ‫ال‬ ِ ُ ‫﴾ َوي‬٣﴿ ‫ك ِثنيَ فِي ِه أ َ َب ًدا‬
َ َ َ َ
Translation: A son

َ ‫ات‬
َ َ َ َ ُ َ
Translation: Remaining in it forever. And to warn those who said, “Allah took a son.”

N/A
﴾٥﴿ ‫ك ِذ ًبا‬
ْ ْ ْ ْ
‫ك ِلم ًة َتخرج ِم‬
ْ ْ ‫ن ِع ْلم ول ِلبائ‬
ْ ‫ما له به م‬
‫ء‬
َ ‫ون ِإ ّ َل‬
َ ُ ‫اه ِه ۚ ِإن ي ُقول‬
َ ِ ‫ن أَفو‬
َ ُ ُ َ َ ‫بت‬َ ُ ‫ك‬
َ ۚ ‫م‬ ِ ِ َ َ َ ٍ ِ ِ ِ ُ َ َّ
ْ
Four properties of ‫ ِعل ٍم‬: Jarr, Singular, Masculine, Common
Translation: They have absolutely no knowledge of it
﴾٥﴿ ‫ك ِذ ًبا‬ ‫ل‬َ ّ ‫إ‬ ‫ون‬ ‫ول‬‫ق‬ ‫ي‬ ‫ن‬‫إ‬ ۚ

ْ
‫ه‬ ‫اه‬‫و‬
ْ ْ
‫ف‬ ‫أ‬ ‫ن‬‫م‬ِ ‫ج‬ ‫ر‬
ْ ً
‫خ‬ ‫ت‬ ‫ة‬ ‫م‬ ‫ل‬
ِ ‫ك‬
ْ
‫ت‬ ‫ب‬ ‫ك‬ ۚ ْ ‫ن ِع ْلم ول ِلبائ‬
‫م‬ ْ ‫ما له به م‬
ِ ِ ِ ُ َ َّ
َ ِ َ ُ ُ َ ِ ِ ِ َ ُ ُ َ َ َ َ ُ َ ِ ِ َ َ َ ٍ
َ
‫ء‬
Translation: Nor their forefathers
﴾٥﴿ ‫ك ِذ ًبا‬ ‫ل‬َ ّ ‫إ‬ ‫ون‬‫ول‬‫ق‬ ‫ي‬ ‫ن‬‫إ‬ ۚ

ْ
‫ه‬ ‫اه‬‫و‬
ْ ْ
‫ف‬ ‫أ‬ ‫ن‬‫م‬ِ ‫ج‬ ‫ر‬
ْ ً
‫خ‬ ‫ت‬ ‫ة‬ ‫م‬ ‫ل‬
ِ ‫ك‬
ْ
ِ ِ ِ ُ َ َّ
‫ء‬
َ ِ َ ُ ُ َ ِ ِ َ ِ َ ُ ُ َ َ َ َ ُ َ ِ ِ َ َ َ ٍ
Translation: How big it was
﴾٥﴿ ‫ك ِذ ًبا‬ ‫ل‬َ ّ ‫إ‬ ‫ون‬‫ول‬‫ق‬ ‫ي‬ ‫ن‬‫إ‬ ۚ

ْ
‫ه‬ ‫اه‬‫و‬
ْ ْ
‫ف‬ ‫أ‬ ‫ن‬‫م‬ِ ‫ج‬ ‫ر‬
ْ ً
‫خ‬ ‫ت‬ ‫ة‬ ‫م‬ ‫ل‬
ِ ‫ك‬
ْ
ِ ِ ِ ُ َ َّ
‫ء‬
َ ِ َ ُ ُ َ ِ ِ َ ِ َ ُ ُ َ َ َ َ ُ َ ِ ِ َ َ َ ٍ
Four properties: Nasb, Singular, Feminine, Common
Translation: A word

ْ ْ ْ ْ
‫ء‬
َ ۚ ‫م‬ ِِ َ َ َ ٍ ِ ِ ِ ُ َ َّ
Translation: It comes out
ْ ْ ْ ْ
‫ء‬
Translation: From their mouths
ْ ْ ْ ْ
‫ء‬
Translation: They say nothing but a lie
ْ ْ ْ ْ
‫ء‬
َ ۚ ‫م‬ ِ ِ َ َ َ ٍ ِ ِ ِ ُ َ َّ
Translation: They have absolutely no knowledge of it, nor their forefathers, how big
a word it is that comes out of their mouths. They say nothing but a lie.

N/A
ْ ْ ْ ٌ
﴾٦﴿ ‫يث أَس ًفا‬
ِ ‫ار ِهْ ِإن لّ َ ْم يؤ ِمنُوا ِب ٰـ َذا الح ِد‬ ‫آث‬ ‫ل‬
ٰ ‫ع‬ ‫ك‬ ‫س‬ ‫ف‬ ‫فلعلك باخع ن‬
َ َ َ ُ ِ َ َ َ َ َ َّ ِ َ َ َّ َ َ َ
Translation: So perhaps you
ْ ْ ْ ٌ
ٰ ‫ع‬ ‫ك‬ ‫س‬ ‫ف‬ ‫فلعلك باخع ن‬
َ َ َ ُ ِ َ َ َ َ َ َّ ِ َ َ َّ َ َ َ
Four properties: Raf’, Singular, Masculine, Common 1
Translation: Are killing
ْ ْ ْ
ِ ‫ار ِهْ ِإن لّ َ ْم يؤ ِمنُوا ِب ٰـ َذا الح ِد‬
ِ ‫آث‬
َ ‫ل‬
ٰ َ ‫كع‬َ ‫اخ ٌع ّنَفس‬
ِ ‫ك َب‬
َ َ‫فَ َل َع ّل‬
َ َ َ ُ َ َ
Translation: Yourself
ْ ْ ْ
ِ ‫آث‬
َ ‫ل‬
ِ ‫ك َب‬
َ َ َ ُ َ َ
Translation: Over their footsteps
ْ ْ ْ
ِ ‫آث‬
َ ‫ل‬
ِ ‫ك َب‬
َ َ َ ُ َ َ
Translation: If they did not believe
1
Contextual Review: This is a good opportunity to review the Muslim chart.

ْ ْ ْ
ِ ‫آث‬
َ ‫ل‬
ِ ‫ك َب‬
َ َ َ ُ َ َ
Translation: In this
ْ ْ ْ
ِ ‫آث‬
َ ‫ل‬
ِ ‫ك َب‬
َ َ َ ُ َ َ
Translation: The message
ْ ْ ْ ٌ
ٰ َ ‫كع‬ ‫س‬ ‫ف‬ ‫فلعلك باخع ن‬
َ َ َ ُ ِ َ َ َ َ َّ ِ َ َ َّ َ َ َ
Translation: Out of grief/sadness
ْ ْ ْ ٌ
ٰ َ ‫كع‬ ‫س‬ ‫ف‬ ‫فلعلك باخع ن‬
َ َ َ ُ ِ َ َ َ َ َّ ِ َ َ َّ َ َ َ
Translation: So perhaps you are killing yourself over their footsteps out of grief if
they do not believe in this message.

N/A
‫﴾ ء‬٧﴿ ‫حسن عم ًل‬ ْ ‫إنا جع ْلنا ما عل ْال ْرض زين ًة ّ َلا لن ْبلوهْ أي ْم أ‬
َ َ ُ َ َ ُ ُ ّ َ ُ َ ُ َ ِ َ َ ِ ِ َ َ َ َ َ َ َ َّ ِ
Translation: Certainly We, We made
ْ ‫ا‬: Jarr, Singular, Feminine, Proper
Four properties of ‫ألر ِض‬
َ
Translation: Whatever is on the land
Translation: A beautiful thing
Translation: For it
Translation: So that we test them


Translation: Which of them
Translation: Better
Translation: In deeds
Translation: Certainly We, We made whatever is on the land as something beautiful
for it (the land) so that we may test them (to see) which of them is
better in deeds.

N/A
ً ‫اعلون ما عل ْيا ص ِع‬

‫﴾ ء‬٨﴿ ‫يدا جر ًزا‬ ‫وإنا لج‬
ُُ َ َ َ َ َ َ ُ ِ َ َ َّ ِ َ
Translation: And certainly We

Translation: Truly

Four properties: Raf’, Plural, Masculine, Common
Translation: Are making
ٌ
Write the Muslim chart for the word ‫اعل‬
ِ ‫ج‬: َ ٌ
‫اعلُون‬
ِ ‫ج‬ ‫اع َل ِن‬
ِ ‫ج‬ ‫اعل‬
ِ ‫ج‬
َ َ َ َ
ْ
َ‫اع ِلني‬
ِ ‫ج‬ ‫ي‬
ِ ‫اع َل‬
ِ ‫ج‬ ‫اع ًل‬
ِ ‫ج‬
َ َ َ
ْ
َ‫اع ِلني‬
ِ ‫ج‬َ
‫ي‬
ِ ‫اع َل‬
ِ ‫ج‬َ
‫اع ٍل‬
ِ ‫ج‬َ

ُ ُ َ َ َ َ َ َ ُ ِ َ َ َّ ِ َ
Translation: Whatever is on it

Translation: Dust/Dirt

Four properties: Nasb
Translation: Barren

Translation: And certainly We will truly make whatever is on it (the land) barren
dust/dirt.

N/A
ْ ‫أ ْم حس ْبت أن أ ْصحاب الْك ْهف والرقمي كانوا م‬

‫﴾ء‬٩﴿ ‫ن آيا ِتنَا عج ًبا‬
َ َ َ ِ ُ َ ِ ِ َّ َ ِ َ َ َ َ َّ َ َ ِ َ َ
Translation: Or did you assume that

Translation: The companions

Translation: The cave

Translation: The inscription

Translation: They were

Translation: From Our miraculous signs 1

Translation: Strange

Translation: Or did you assume that the companions of the cave and the inscription
were strange from our miraculous signs?
1
Teaching Opportunity: It is recommended that you point out that the word after ‫ من‬is in Jarr status
to prepare the students for this concept in the future.

N/A
‫﴾ء‬١٠﴿ ‫ن أ َ ْم ِر َنا ر َش ًدا‬
ْ ‫ئ لنا م‬
ْ
ِ َ َ ‫نك رحة َو َه ِ ّي‬ ‫ل‬َ ّ ‫ن‬‫م‬ِ ‫ا‬ ‫ن‬ ‫ت‬
ِ ‫آ‬ ‫ا‬ ‫ن‬ ‫ب‬ ‫ر‬ ‫وا‬ُ ‫ال‬ ‫ق‬ ‫ف‬ ‫ف‬
ِ ‫ه‬ ‫ك‬ ‫ال‬ ‫ل‬َ ‫إ‬
ِ ‫ة‬‫ي‬ ‫ت‬ ‫ف‬
ِ ‫ال‬ ‫ى‬‫و‬ َ ‫أ‬ ‫ذ‬ ‫إ‬
َ َ َ َ ُ َ َ َّ َ ََ َ ُ َ َ ِ
ْ
Four properties of ُ ‫ال ِفتية‬: Raf’, Plural, Masculine, Proper
َ
Translation: When the young people took refuge
ْ
ِ ‫آ‬ ‫ا‬ ‫ن‬ ‫ب‬ ‫ر‬ ‫وا‬ُ ‫ال‬ ‫ق‬ ‫ف‬ ‫ف‬
ِ ‫ه‬ ‫ك‬ ‫ال‬ ‫ل‬َ ‫إ‬
ِ ‫ة‬‫ي‬ ‫ت‬ ‫ف‬
ِ ‫ال‬ ‫ى‬‫و‬ َ ‫أ‬ ‫ذ‬ ‫إ‬
Translation: To
ْ
ِ ‫آ‬ ‫ا‬ ‫ن‬ ‫ب‬ ‫ر‬
َ َ َّ َ ُ َ َ ‫وا‬‫ال‬ ‫ق‬ ‫ف‬ ‫ف‬
ِ ‫ه‬ ‫ك‬ ‫ال‬ ‫ل‬َ ‫إ‬ ‫ة‬‫ي‬
ُِ َ ‫ت‬ ‫ف‬
ِ ‫ال‬ ‫ى‬‫و‬ َ ‫أ‬ ‫ذ‬ ‫إ‬
َ َ َ َ ُ َ َ ِ
Translation: The cave
ْ
ِ ‫آ‬ ‫ا‬ ‫ن‬ ‫ب‬ ‫ر‬ ‫وا‬ُ ‫ال‬ ‫ق‬ ‫ف‬ ‫ف‬
ِ ‫ه‬ ‫ك‬ ‫ال‬ ‫ل‬َ ‫إ‬
ِ ‫ة‬‫ي‬ ‫ت‬ ‫ف‬
ِ ‫ال‬ ‫ى‬‫و‬ َ ‫أ‬ ‫ذ‬ ‫إ‬
َ َ
َ َ ُ َ َ َ َ ّ َ َ َ ُ َ َ ِ
Translation: Then they said, “Our Master, give us...”
ْ
ِ ‫آ‬ ‫ا‬ ‫ن‬ ‫ب‬ ‫ر‬ ‫وا‬ُ ‫ال‬ ‫ق‬ ‫ف‬ ‫ف‬
ِ ‫ه‬ ‫ك‬ ‫ال‬ ‫ل‬َ ‫إ‬
ِ ‫ة‬‫ي‬ ‫ت‬ ‫ف‬
ِ ‫ال‬ ‫ى‬‫و‬ َ ‫أ‬ ‫ذ‬ ‫إ‬
َ َ
َ َ ُ َ َ َ َ ّ َ َ َ ُ َ َ ِ
Translation: Especially from You


ْ
ِ َ َ ‫نك رحة َو َه ِ ّي‬
َ ‫كه ِف فَ َقالُوا ر ّ َبنَا آ ِتنَا ِمن ّ َل‬َ ‫ِإذ أَوى ال ِفتية ُ ِإ َل ال‬
َ َ َ ُ َ َ َ
Translation: Mercy
ْ
ِ ‫آ‬ ‫ا‬ ‫ن‬ ‫ب‬ ‫ر‬ ‫وا‬ُ ‫ال‬ ‫ق‬ ‫ف‬ ‫ف‬
ِ ‫ه‬ ‫ك‬ ‫ال‬ ‫ل‬َ ‫إ‬
ِ ‫ة‬ ‫ي‬ ‫ت‬‫ف‬ِ ‫ال‬ ‫ى‬‫و‬ َ ‫أ‬ ‫ذ‬ ‫إ‬
َ َ َ َ ُ َ َ َّ َ َ َ َ ُ َ َ ِ
Translation: And provide for us
ْ
ِ ‫آ‬ ‫ا‬ ‫ن‬ ‫ب‬ ‫ر‬ ‫وا‬ُ ‫ال‬ ‫ق‬ ‫ف‬ ‫ف‬
ِ ‫ه‬ ‫ك‬ ‫ال‬ ‫ل‬َ ‫إ‬
ِ ‫ة‬ ‫ي‬ ‫ت‬‫ف‬ِ ‫ال‬ ‫ى‬‫و‬ َ ‫أ‬ ‫ذ‬ ‫إ‬
Translation: From our decisions 1
ْ
ِ ‫آ‬ ‫ا‬ ‫ن‬ ‫ب‬ ‫ر‬ ‫وا‬ُ ‫ال‬ ‫ق‬ ‫ف‬ ‫ف‬
ِ ‫ه‬ ‫ك‬ ‫ال‬ ‫ل‬َ ‫إ‬
ِ ‫ة‬ ‫ي‬ ‫ت‬‫ف‬ِ ‫ال‬ ‫ى‬‫و‬ َ ‫أ‬ ‫ذ‬ ‫إ‬
Translation: Guidance
ْ
ِ ‫آ‬ ‫ا‬ ‫ن‬ ‫ب‬ ‫ر‬ ‫وا‬ُ ‫ال‬ ‫ق‬ ‫ف‬ ‫ف‬
ِ ‫ه‬ ‫ك‬ ‫ال‬ ‫ل‬َ ‫إ‬
ِ ‫ة‬ ‫ي‬ ‫ت‬‫ف‬ِ ‫ال‬ ‫ى‬‫و‬ َ ‫أ‬ ‫ذ‬ ‫إ‬
Translation: When the young people took refuge to the cave, they said, “Our
Master, give us mercy especially from You, and provide guidance for
us from our decisions.”
1
Teaching Opportunity: It is recommended that you point out that the word after ‫ من‬is in Jarr status
to prepare the students for this concept in the future.

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Copyright © 2015 by Bayyinah Institute

Exercises in the Book

What This Book Covers

1. The names of those ____________________

Bayyinah Institute • Chapter 1 7

Tense Three Fi’l After Ism

1. There are _______________

2. Any word in Arabic must be an Ism, _______________,

4. A Fi’l is a word that has a _______________.

C Circle the word that is NOT an Ism.

1. Teacher Mom Sat Brother Painter

2. School Masjid Toy Ate Grocery store

3. Book Phone Scarf As Playground

4. Perhaps Soft Fast Tired Generous

5. Quietly Slowly By Carefully Patiently

8 Chapter 1 • Bayyinah Institute

1. Ate Cat Sat Went Liked

2. Runs Goes Writes Hand Cuts

3. Will sleep Will give To Will finish Will drive

4. Fell Hit Drinks Tapped Keyboard

5. Grew Jumped Clothing Cleaned Washed

E Circle the word that is NOT a Harf.

2. To Indeed Bird Maybe Toward

3. At Lake But And Until

4. Brush Or Alas However If

5. Certainly However Though Shirt Upon

Bayyinah Institute • Chapter 1 9

2. Place ________________ ________________ ________________

3. Thing ________________ ________________ ________________

4. Idea ________________ ________________ ________________

5. Adjective ________________ ________________ ________________

6. Adverb ________________ ________________ ________________

2. Present tense ________________ ________________ ________________

3. Future tense ________________ ________________ ________________

Harf: ________________ ________________ ________________

10 Chapter 1 • Bayyinah Institute

Bayyinah Institute • Chapter 1 11

Chapter 1 • Important Concepts 15

Learning Goals • Recognize doer, detail, and after ‘of’ in English

1. The four properties of the Ism are _______________,

that comes _______________.

6. The only tricky thing about _______________

Bayyinah Institute • Chapter 2 15

Status Type Three Raf’ Ism Nasb Number

1. There are _______________

2. Any word in Arabic must be an _______________,

3. Isms have _______________

4. The first property we are learning is _______________.

5. The other three properties of an ism are _______________,

6. Status is the study of using the right version of the _______________

7. In the sentence, ‘I ate too much chocolate’, ‘I’ is the _______________.

8. The doer is always in _______________

status. Anything that comes after ‘of’ is in _______________

16 Chapter 2 • Bayyinah Institute

1. The children played soccer in the field.

A. Who played soccer? The children Doer Detail After Of

B. What did they play? Soccer Doer Detail After Of

2. The boy lost the ball of the team.

A. Who lost? The boy Doer Detail After Of

B. What did he lose? The ball Doer Detail After Of

C. Whose ball was it? The team’s Doer Detail After Of

3. Their shirts became muddy .

A. What became muddy? Shirts Doer Detail After Of

B. Whose shirts were they? Theirs Doer Detail After Of

2. Place

3. Thing

4. Idea

5. Adjective

6. Adverb

2. Present tense

3. Future tense

Harf: