MADINA] ENE KG READER ARABIC COURSE AS TAUGHT AT THE ISLAMIC UNIVERSITY MADINAH Dr.V.Abdur Rahim CellC)INTRODUCTION Full-time Islamic schools are a relatively new phenomenon in the United States. However, the growth of such schools has been rapid and, Alhamdulillah, several hundred such schools now exist and the number is expected to mushroom further in the coming years. In the United States, Islamic schools admit students as young as 3 years of age (Pre-Kindergarten) and, in the ensuing years, these students progress through Kindergarten, Ist Grade and all the way through 12th Grade, at which time, Insha Allah, they should be ready to enter college. Islamic schools curricula comprise secular subjects, which are generally the same as those mandated by the County or the State for public schools. In addition, Islamic schools tutor religious subjects such as Arabic, Islamic Studies and Qur'an. The standards to which students are tutored and tested in secular subjects, on a grade-by-grade basis, are well documented so that administrators, teachers and students know, at the outset, what is expected in terms of performance from each party. Equally important, parents are aware of such expectations. No similar standards exist for the religious component of Islamic schools’ curricula. The Board of Directors of the Nur-Ul-Islam Academy, a fully-accredited Islamic school (Pre-K through 12th grade) located in the Fort Lauderdale area of Florida, felt that the absence of well documented standards was not conducive to proper administration, teaching or learning. As a first step to compensate for this shortcoming, the Board felt that there was an urgent need to structure and publish a series of textbooks that would fit well into the structure and overall curricula of the Nur-Ul-Islam Academy, and that may serve the needs of other schools in North America and elsewhere. This led the Academy's Board of Directors to invite Professor Abdur Rahim, Director of the Translation Center of King Fahd Quran Printing Complex and former Professor of Arabic at the Islamic University of Madinah, Saudi Arabia to visit the Academy and to produce a series of textbooks that would enable students to read, write and speak Arabic with some degree of proficiency by the 8th Grade, Professor Abdur Rahim was both gracious and generous in his response and traveled without delay to the Academy's campus to undertake the exercise. His efforts led to this eight- volume series catering for students from Kindergarten through 8th Grade. Professor Abdur Rahim'seight-volume texts allow the language to be acquired in the classical structural form. The books attempt to teach language skills through applied grammar. Each lesson consists of a conversation based on certain language patterns. Various types of exercises help the student to understand each of the patterns occurring in the lesson, and to master them. The vocabulary represents classical and Quranic words and expressions, along with words used in modern Arabic. The series of books are currently being utilized at the Academy to prepare students for the University of London (UK) GCE Ordinary Level and Advanced Level examinations, via Edexcel International. The Board of Directors, faculty, students and parents of the Nur-Ul-Islam Academy are very much indebted to Professor Abdur Rahim for his generosity and devotion to our cause, and we pray that Allah rewards him in abundance. May A\llah bless all who seek knowledge. Jazak Allah Khairan. Dr. Kem Hussain President: Nur-Ul-lslam Academy Nur-Ub-Islam Academy 10600 SW 59th Street, CooperCity, Florida, USAArabic > Writing Senta ere Arabic Writing ATER QURAN) % FACTS} re] Arabic English Pie Pre) English Arabic Pocket Deter ied www.goodwordbooks.comMADINA Professor Abdur Rahim, Director of the Translation Centre of the King Fahd Quran Printing Complex and former Professor of Arabic at the Islamic University of Madinah, Saudi Arabia, has authored texts designed to impart a knowledge of classical Arabic through applied grammar. Each lesson, based on a conversation, illustrates distinctive language patterns.These patterns are elucidated by a variety of helpful exercises. The vocabulary ranges from classical and Quranic Arabic to modern Arabic. This series of books is currently being utilized at various schools to prepare students for the University of London (UK) GCE O-Level and A-Level examinations. Sd Cell rele)Madinah Arabic Reader Book 6 ARABIC LANGUAGE COURSE AS TAUGHT AT THE ISLAMIC UNIVERSITY, MADINAH Dr. V. Abdur Rahim iseedordbooke,comLesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Islamic Vision Ltd. 434 Coventry Road, Small Heath Birmingham B10 0UG,UK. Tel. 121-773-0137 Fax: 121-766-8577 e-mail:info@ipciiv.couk vwewwslamicvision.co.uk CONTENTS Illustrated by Gurmeet, Vinay First published 2013 © Goodword Books 2013, Goodword Books 1, Nizamuddin West Market New Delhi-110 013, Tel.9111-4182-7083, 4652-1511 Fax:9111-4565-1771 ‘email:info@goodwordbooks.com ‘www.goodwordbooks.com Printed in India 39 56 80 92 1B Publisher Inc. 81 Bloomingdale Rd, Hicksville NY 11801, USA Tel. 516-933-1000 Fax; 516-933-1200 email: info@ibpul www.ibpublisher.comFOREWORD Praise be to Allah, the Lord of the worlds, and peace and blessings of Allah be on His messenger, his household and his companions. This is Book VI in the Madina Arabic Reader Series. This and the following two books (VII and VIII, to be published later 7 sha’ AIGA) are based on Book Three of the original Madina Books officially known as Duriis al-Lughat al-Arabiyyah Ii Ghayr al-Nétigin Bihd. The 5 lessons in this book correspond to Lessons 1-5 of the original Book Three. As the material covered in the original Book Three is of an advanced nature, and therefore more complicated than in the original Books One and Two, its presentation in this children-focused series required special visual treatment, which I hope has been successfully achieved using alignment techniques, consistent spacing/font sizes, coloured boxes and other typographical devices. In addition, exhaustive vocabularies have been added, which I hope will greatly help students to learn the new words used in each lésson without having to run to a dictionary. These vocabularies, appearing after each lesson, contain a wealth of added information, including the plurals of nouns and more detailed information on verbs. ACKNOWLEDGEMENTS I desire to express my sincere thanks to Br Khalid Raheem of Toronto, Canada, who not only meticulously proofread and edited the manuscript, but also made valuable suggestions for improving various aspects of the book. With his efforts, the book has become more visually appealing and user- friendly, and this will greatly help students by enhancing and facilitating their learning experience. May Allah subhénahu wa ta'ié greatly reward Br Khalid and all others who have contributed, in one way or another, to making this edition more user-friendly. And may He help us all to better serve the language of His Glorious Book. V. Abdur RahimLesson sLidly OEY! BS Jot iy BT BS SRI Cate ry Gp ta tee ud se 0 Cpate tah tii. o Sal wets o > ips sll ae ST 58 9 ea Sfp se 0 Vp tito sip fees oire tut dai 0 ay GE Gl tes AS’ (iy Sf US coi aie sf BBY seal cy) OG EbW’s «oti, sce wg gal fo Bi goiahh etd (ry ES (fa a ll -Sie pigs stand (&) aol ee OM 15 Jb oy 2 (0) £81 CBT gale idl sacl cypb a Gk Hadas Ge eT yl CEs Saat vy ob Lip Gab Uy op UG ph Wb 52 Bh Lath 3 Su o ib 38 8 cio Wb 52 (Sy Atak is 0 se Ral cacy Ce 25) Be (pj: Kill o alt ie : iil 0 Splits (ay 5S) 0 £ A Sy TAN CIN J (ny diel) ipl Oude BeyPING Sigal dn GE cp SB ate MN et gee (9) Ob SL CaN spl deci a3 all Be fal oy & al yy tlle beh Olgas: et lien, aca , dew ooa $B gil seh oes tt a WE o Buf gh gs La) Cad IE 0 felel ist aps 3 alle 0 plSehi 0 3 Ji Hts eae 8) cea edgy acs seu Lad ips or) esi cigliy Sai efcit zy ws ie a oust us wt Saal ee (& 20 jaw shell 55 vip 55H) bit BSE o pei SL atl KE 0 $y dies 4 aS Si (0) wh a wWEO $0) att KE 0 tN all BE OoSUS GP SS st Ge evs LE ge ets Ane SI sp disy Lal Spt gall Goth gv 6 oh galall vy : Ca «al Waid, AWN Si 5 «pe an Ghia a SO Kh odds OIE] BI 55 Ue & dip jet «gi o BAR nS cal WE G paw y Unis (B5, 0 bak Be dae O15 ye 8 aS! ope UIE easly ay Sipe cLally 0 cP gl 5 pS Hayy Su ofa gall Goat gutta Le tal ¥) gall agatgh gota gid cated ad hil Gp SSNy aN 0 glad os (pid polit Jb : ge & Fa op te apa 8) fb Gut lh dy cc ED ye i» gd ge thy ag LaNH cfe cs te lplatepenick akc ° PF 8 UE css 4 395d glad 0 ptt J pac CaS 2 oot! tigi p sitli 65 AB Os Biba Wd) iets obi 4 &. des ob ° Wi shih AN oe 8 hah BS oe WILE ay 4 iad ges 0 GE ES PS CSE GUS 48 SOB gan bd lA 26 J Gall (ry a} go steal OUI 0d OIE J Ui Tiflis ae abs SE foe etd Ge, ° 1S Shy GN as OKEOT56h GF Ep SE Gyipa dl Ota wy 0 sods | esi | Sie | ZB) | eth ee lowe Seus) id | dads ish | an | pes wes [aon eign Sey inept ies 0)idly daly Keay Go Gus pb gies / ohh Gatily ONG IMG Gry / SGN ya tS : She 25) pl des / 4f ails aN ity woudl / 1G) ye Gail Bey | ely GAG GG hoy cout / sty Chal jsp bata (pateBl OS ly Ga 1) Point out the Gadi and the {.ca/! in the following words: prs laste) cmal casall oe CT ge cere hale clade oS” oot day Ga aif cdr ys tlh OH OMe lL Spall gd Ekod Or ey! Gude & (yy What are the primary endings of the noun? Bea OE OWE & Ty What are the secondary endings in the following? : : Hc steed (1) is A gis Fah ee (1) ye era sila lata 8 atl ing saall 3 Sali BSE & (4 What is the jarr-ending in the diptote Spa we ge? Gb eS Gahh ee Baal UE (0) What is the nasb-ending in the «tui sph en? dal iets OK of Je O88 8 Hey Grek Ye OB HD Bly yy eal Ugiatsy azUse a }ai noun in three sentences making it ede in the first, Ss2% in the second and 55/3 in the third. Bese oSsot Je Lb eit 3 testy og) cut oda Ye Oo (yy HIS Ny yout eae 8 U gate’ SM noun with the ¢ in three sentences making it @ #'4 in the first, Ysa in the second and 3,’ in the third. ia OB yloesdh op sia Yee ow (Ay FEN bys Aa byalty SI Begs Use a {i noun without the ¢ in three sentences making it esp in the first, Ysai in the second and 35’ in the third. tebe OS OF de Le 55 3 teat, lSeih oy J) Grad Yu ow (4) OUI J Iya 5 I A Use a Sch sii Jj Uteill in three sentences making it és in the first, & pais in the second and 5,5 in the third. wi ot hs BEBO SID Give the 132! of the underlined words: : ih it Cad (1) Sorat Bes Sahel oe aif (ty ie the ()pee W(Vey Satan adi heal ays OS weal (My oe ce) je oy ab ip OLay ge: gel Cv cay job ny: oy el CY) Jad pubs Os: os 44 (1) ya cigs : a d stil ") J (ty Oo ”% ACams. fees aa 9) ole CS ae ICL MEY: SLE (V4) Oe os Gadi (1 fa é Cb Je Sr Gell (1 BOe : est wil ay talks ag gi ws Sycesh ool A Qh Cal (4) } aed Cbs aris & Salo \ sed) sib “yah Cbs: G asi o atid Ub ds tla» byeall 0 2 4s'A (Y) tell th is gO as Ai xs: £ Sylio Acads path ijt es Hibs tits : Gyatall o ani th be OAL, pS Hit fe ak: 4apah 0ub (ry Ib Uyaial o : jap o Jad (#) i: Esl o + Gata & > byl o hg eepcedy Sach th Lab tl fay i Leb PS gol las Ott as y gdh ale oes Lib (1) 16JU 3 sttly GIS (Y) og a Cah 1 YW Oye Estee pals ole A ja gos pal ps deo Sb ei Caplan gal: Beal es es a gif OFT: Gye o CU a ait aS: Ayeeall 1g ESE g staal eS Grey Gude 3 dale Aa: iio eal! ine eo: ieEH Oo pps ine Po: 6 tsi ° Saal go 3 CBN 8 (oy ae oI Owe ay PS gi Oy) Be SESE 0 SBE U abd by FOP LOUIS o PS GS GA a oi sa ost yay oy bya suis, ay 7od gh Bie pipdly ad LSE 0 Seely gow of wa sou eyisty ives Uf osu oil o SOS ES ee aT cpl Marcial 1H Glo° 5 call fad Yb abSss UE 0 wells oS lg St a a 9 ad 4S 0 SiR Sa eng Hadad GEL pd atc Jad J pill SE BOO @ih ea Gohl & Opel 5 Ey Sort out the ~3 verbs from the en in the following: se stall 9 Eto Orgy Gude ur sieddl JUN 8 He'd orgy Gude & (rh sabia Joa a ie a eel SE & () Schl Jad fo Spi be & (0) Sota dh ait Jad 8 al Ae & (A) 20pane 5-4 (v) to change 1, s¢b Sabi 346 (a-a) to appear 3 (ii) to sort out, separate aed grammarians (sing. eS) is group, class (pl. ou) ght (tll) lawyer (pl. & stn4) oF (ol) criminal, culprit (pl. s+) idhs absolutely 14S & except U5if relative (pl. & if sith Al (with tanwin) viper (pl. ei) Sam ist BS Oi GI (ai) to omit “ Pe G+ (245) god-fearing, pious (pl. 2 si) = > heat @* wounded person (pl. 3) Yeas (44% (24 (vill) to contact, get in touch with; to be attached bt ¢++3©3 (a-u) to remain, stay oe tooth; age (pl. Sif) « ue 251 older te at that time 2In this lesson, we learn the following: (A) Declension of Nouns (B) Moods of Verbs We have already seen in Books 1-5 that most Arabic nouns are declinable, i.e. they indicate their function in the sentence by their endings. These endings are three. They are: 1) the dammah to indicate the nominative case ey. A noun with this ending is called & ip. 2) the fathah to indicate the accusative case (~a—!), A noun with this ending is called & pais, 3) the kasrah to indicate the genitive case (aly, A noun with this ending is called J Here is an example of each case: © otal (#5 ‘The teacher entered.’ Here a/-mudarris-u is &s—t because it is the F8'il (Sew), ae o (jie CHE. 1 asked the teacher.’ Here a/-mudarris-a is s2% because itis the object (4 J stdally, © yt saelt 83\%0 od This is the teacher's car.’ Here a/-mudarris-i is '\y{> because it is mudéf ilayhi (43 Bi 2Now these endings (dammah, fathah and kasrah) are called the Primary Endings oui, (424) 15591, There are also other endings which are called the Secondary Endings ea wie bude), The following groups of nouns have secondary endings: a) The Sound Feminine Plural (oe est Spahi @—): Only the nasb-ending is different in this group. It takes kasrah instead of fathah, e.g.: Sash Syadhi CIE The headmistress asked the female teachers.’ Here al-mudarrisat- takes kasrah instead of fathah because it is sound feminine plural. Note that in this group, the nasb-ending is the same as the jarrending, e.g.: ott! ify I saw the cars.’ Here a/-sayyarat-i is G sai because it is the object. Sites ¢ ¥ (i @* ‘The people came out of the cars.’ Here a/-sayyarat-/ is ‘,y'>* because it is preceded by a preposition. b) The Diptote (Gratt o & geal): In this group, the jarr-ending is fathah instead of kasrah, €.g.: \.la ‘This is Zainab’s book.’ Here Zainab-a has fathah instead of kasrah because it is a diptote. Note that in this group, the jarr-ending is the same as the nasb-ending, e.g.: 5 Cis 1 asked Zainab,’ Here Zainab-ais ‘ sala because itis 4 J sia, (1) This word should be pronounced as-sayyar&t-, For the sake of uniformity, I write the definite article with an /(a#) regardless of whether the next letter is lunar or solar. 23o) G285 I went to Zainab.’ Here Zainab-ais ‘9 a because it is preceded by a preposition. ©) The Five Nouns (iws5d! :\e204)l): These are ile 3 gt «eo. These nouns take the secondary endings only when they are (2.2%, and the ai) Le) is not the pronoun of the first person singular. In this group, the raftending is ww, the nasb-ending is alifand the jarr-ending is ya, e.g. ° sh si UG 15 ‘What did Bilal’s father say?’ Note it is i (aba) with a wa, not Gi (abu). o doy La G21 know Bilal’s father.” Note itis uf (aba) with an afif, not GI (aba). o dh Note itis ‘ol (abi) with a ya; not wf (abi). J) £285 ‘1 went to Bilal’s father.’ The aij} (3ta24 can be a pronoun, e.g.: co $3 C83 GT where did your brother go?’ (akhii-ka) ° &4f;, I did not see your brother.’ (akha-ka) co Set @l Ge What is your brother's name?” (akhi-ka) ‘Do you know my brother?’ ‘é ‘Take the address from my brother.’ (1) ¢& means a male relative of the husband such as his brother or his father. 24,The word ~~ (mouth) can be used in two ways: with the mim, and without it. When used with the im, it is declined with the primary endings, e.g.: o Labs G15 ‘Your mouth is clean.’ If the mimis dropped, it is declined as one of the Five Nouns (Awad! stanly, e.g.: o ‘pe 38 Your mouth is small.’ (fa-ka) © YL 231 Open your mouth.’ (fa-ka) © S@LAd 3 15% What is in your mouth?’ (fi-ka) The Five Nouns are declined with the special secondary endings only if they are ta as we have seen. Otherwise they are declined with the primary endings, e.g.: © Zf $b'He is a brother.’ eh Goi ‘Where is the brother?’ ‘Lsaw a brother.’ ¢91 Cit. ‘1 asked the brother.” WAS "This is a brother's house.’ ¢'1 83164 24 This is the brother's car.’ Pyd) The Sound Masculine Plural (@t-! sul &=): This group has -@ (na) as the raf ‘ending, and -i (na) as the nasb-/jarr-ending, e.g.: ss'stalt 5 ‘The teachers entered the class.’ Here atmudarris-dnais & #'. (‘I did not ask the teachers.’ Here a/-mudarris-inais = a's, © Stayall 4532 ff where is the teachers’ room?” Here a/-mudarris-ina is ‘yy’. Note that the nasb-ending is the same as the jarrending in this group. The © of -0 (na) and -i (na) is omitted if the noun happens to be UL, e.g.: 0 SoT yall 44504 Gf Where are the Qur’én teachers?’ (literally, teachers of the Qur’an). o tT il eo CATT Did you see the Qur’4n teachers?” You will learn more about the omission of the ndnin Lesson 9. €) The Dual (by: The dual takes -4 (ni) as the raf ‘ending, and -ay (ni) as the nasb-|jarr-ending, e.g. 1 ova’,aah stef ‘Have the two new teachers come?” (al-mudarris-Ani). adel) cxcu'yaali CAfsf Did you see the two new teachers?” (al-mudarris-ayni). Ji ge Stef-1 am asking about the two new teachers.’ (al-mudarris-ayni). 26The © of -4 (ni) and -ay (ni) is omitted if the noun happens to be Ua, e.g.: 0 SU5y Wl 46339 Gif ‘Where are Bilal’s two sisters studying?’ (ukht-a). a wi ial fi ° te Au ‘451 ‘Did you write to Bilal’s two sisters?’ (ukht-ay). ‘Do you know Bilal’s two sisters?’ (ukht-ay). There are three groups of nouns in which the endings do not appear for phonetic reasons. These are: a) The magsér () sally: Tt is a noun ending in long d like gedll « All the three endings are latent in the magstir, e.g.: Lady au (A! JS The young man killed the viper with the stick.’ «Cast, Here: © ill (al-fata) is (Jet; itis & 4,4, but has no u-ending. © SSI (al-af'a) is 4 U sti; it is Gate, but has no a-ending, 7© ‘ail (al-'asA) is preceded by a preposition; it is }\y—>, but has no i- ending. Compare this sentence to the following sentence with the same meaning: 2 Soul Ai) 3 (qatala |-walad-u I-hayyat-a bi -'Od-i), In these nouns, all the endings appear. b) The mudafof the Pronoun of the First Person Singular (@Si—ah J) Gta’ like (glee {5} itil igi 65 ‘My grandfather invited my teacher with my 3. In this category also, all three endings are latent, e.g.: classmates.’ 4 Uae and 916} (zumala’) is ads and | Here (sive (jadd-t) is (Je, (sSteu! (ustddh-t) is 4 4) bias, But none of the three has the corresponding ending. Compare this to: Sj 334.1 Ske 63 "Your grandfather invited your teacher with your classmates.’ Here jadd-u-ka has the u-ending, ustadh-a-ka has the a-ending and zumala’-i-ka has the i-ending. Cc) The mangiis (esl )): it is a noun ending in an original ya; e.g.: il ‘the judge’, (etbeall ‘the lawyer’, (gl-4all ‘the culprit. In this group, the u- and the i-ending are latent, but the a-ending appears, e.g.: If the mangds takes the tanwin, it loses the terminal y4% e.g. 2-5 which was originally —b. After the loss of the u-ending and the ya; it became qadi-n (qadiy-u-n > qadi-n). The ya? however, returns in the accusative case (manstib), €.g.: © yell Ida “This is a judge.” ° te eJt 1 asked a judge.” if \i8 ‘This is a house of a judge.’ 2BNote that the yd’of the manqdsis retained only in the following three cases: 1) If it has the definite article al-, e.g. ell agatgh geil, 2) Ifit is Utes, e.g, es ‘the judge of Makkah’, evi lee ‘defence lawyer’, oe g2ly the Valley of Aqiq’ (in Madinah Munawwarah). 3) If itis Gate, e.g. Laly SE “I crossed a valley’, Loti Edtu "I asked a judge’, iA {1 want a second’. We have seen that most Arabic nouns are declinable. Some are indeclinable, i.e. they do not indicate their functions by changing their endings. The following groups are indeclinable (mabni). 1) Personal pronouns (‘ts-2l) like: Ul oe e [ai oa J [8s os , ie. it is ‘in the place of raf', nasb or jarr', because a mabni noun cannot be marfii’, mansdb or majrér, but it occupies a place that belongs to a marfi, mansiib or majrdr noun; and if the mabninoun ‘a. in You Gal 1 were to be replaced by a mu'rab one, it will be marfi, mansdb or majrar, the noun Yu is mansdb because it is 4 Oya but in ‘dis G15 the noun (Ai is ‘in the place of nasb’ because it occupies the same place as the mansiib Yu. Anoun is marfii'when it is: 1) & 2) mubtada' or khabar, e.g. “Allah is the greatest.’ 3) ismof kéna, e.g, > ss OU) OF ‘The door was open.’ 4) Khabar of inna, e.g. pore ay oy ‘Surely, Allah is forgiving.’ 5) 7, e.g, ail LAL “Allah created us.’ 6) naib ata, eg. Susy oe ‘Man was created from clay.’ (1) NStb abf8 Wis the subject ofa verb in the passive voice. See Lesson 3. 30A noun is mansiib when it is: a 2) @) (@ 6) © @”. ® 1) ism of inna, e.g. pdb i 0 ‘Surely, Allah is forgiving.’ 3 2) khabar of kéna, e.g, ‘iy pial OS ‘The food was delicious.’ 3) maf'dl biti, e.g, (wy Cingh ‘Ihave understood the lesson.’ 4) maf) Ahi”, e.g, 95) gl te c 2 tt ‘My father travelled by night’, *, pial ate (What ue a “The teacher sat at the headmaster’s.’ 5) maf tl lahu®, e.g. “pul op We Cah Cay & ‘I did not leave the house for fear of heat.’ 6) maf tl ma'ahu®, e.g. Jest & ‘I walked along the mountain’, eas Gh J 1WE5 “T went to the market along with Khalid.’ 7) maF Oi mutieg®, eg. it 1,53 a 14531 Remember Allah much.’ 8) hal, e.g, we shal he Giproreretetherprayesning? 9) tamyiz, e.g, ae { uf ‘1 am better than you in handwriting.” oe as og 10) mustathnd”), e.g, lat Y) gis” Sk 52> ‘All the students attended except Hamid.’ 11) munéd3®, e.g, ai G3 GO Abdullah!’ atmaf tl hi 43 J pil) is adverb of time or place, See Book 7, L 1. at-mef Ui lahu GJ iy is a noun that gives the reason for doing a thing. See Book 8, L.7. at madi ma'ahu (ao J yél'is a noun coming after the wdw which means ‘along wit, atmaf Gl at-mutiag (lal alt is the uae of the verb occurring in the same sentence. See Book 8, L. 6. at-al (J+!) is adverb of manner. See Book 8, L 9. at-tamyiz is a noun that specifies the meaning of a vague word. One may be better than the other in various fields; and ‘in ‘handwriting species this, See Book 8, L 8. : aF-mustathnd ( gal) is the noun that comes after 9 meaning fexcept’. See Book 8, 10. You have lear this in Book 2. 31Anoun is majrir when it is: 1) mudéf ilayhi, e.g. a ous ora “The Qur'an is the book of Allah.’ 2) preceded by a preposition, e.g. radi Jb Shs ‘The students are in the class.’ There are four grammatical elements which have no independent declension of their own; they are dependent on other nouns for their declension. These are: a) the na't cI, ie. the adjective. It follows its man'it (Sy Kally in its declension. The man'dt is the noun which the adjective qualifies, e.g.: o Shed Cth nf ‘Did the new student attend?” 0 tiedl Cub Spey Cas “The headmaster wants the new student.’ 0 Aydendl Sib 585 1a “This is the notebook of the new student.’ In these sentences, the rna’t ydde\ follows the man'ét Sia in the /rab. b) the tawkid (45°33) ©, himself, e.g.: : ° lf cS ae “All the students attended.’ ‘The headmaster himself told me this.’ 4 * .@. a noun denoting emphasis like wes all of them, densi © pas Ahn 1 Gpaahh ¢ i. “I asked the headmaster himself.’ (1) See Points to Remember of Book 4, 8. There tawkiis written as fake Bath terms are used. 32© peg 9 le Cals I greeted all the students.” ands path Je Cals 1 greeted the headmaster himself.’ Here the Cawkid (nis «JS follows the mu‘akkad Cys Abs, The muakkad 0S iy is the noun which is emphasized. ©) the ma'tar(Z sail, i. a noun joined to another by a conjunction like 3 and, e.g.: oo yey Yue £56 ‘Hamid and his friend went out.’ 5 lat “ptii Clb The headmaster wanted Hamid and his friend.” © Tadyuio’y wat CS oy! Where are the books of Hamid and his friend?” d) the badal (Joa) ©, i.e. a noun in apposition to another, e.g.: © %ebls 381 aSsf Has your brother Hashim passed?’ ke halts s(t 1s auf Has this student passed?” @ Ht 4 thi ie G11 know this student.’ o late defy & 31 know your brother Hashim.’ (2) See Bo0k7, L 10. 33You have already learnt in Book 3, L 10 that Arabic verbs have three forms: the méaj, the mudéri' and the amr. The madf and the amr do not undergo any change. So they are mabni. The mudéri' undergoes changes to indicate its function in the sentence. So it is mu'rab. Just as the noun has three cases, the mudéri' also has three cases which in English grammar are called moods. These are marfii, mansib and majziim. You have learnt this also in Book 4, L 8 and Book 5, L 1. The mudri' is mabni when it is isnaded to the pronoun of the second and third persons feminine plural, e.g.: j 41,54) “The sisters are writing.’ sor gei yy 5 3\e ‘What are you writing, sisters?’ These two foment unchanged. The Four Verb Forms have u-ending in the marfi, a-ending in the mansdib and loss of ending in the majzdim : Mart: 265 CAS) CESS 2S (yaktub-u, taktub-u, aktub-u, naktub-u). Mansi : 2555S 1 J C255 2} AS 3 (lan yaktub-a, lan taktub-a, lan aktub-a, lan naktub-a). Majzirn : 55 5 2ST od ASS oS CASI 5 (lam yaktub, lam taktub, lam aktub, lam naktub). These are the Primary Endings as ball, There are Secondary Endings & iii GLdla!), These Secondary Endings are in the following verbs or verb-forms: a) In the Five Verb Forms (4d! Jui), the retention of the terminal ndi is the ending of the marfi' and its omission is the ending of both the mansdb and majzim, e.g. taktubi-na, taktubi-na). Mansb : Se NSS oS Age oS cl lan yaktubd, lan taktubd, lan taktubi). i, taktuba-ni, yaktubd-na, (lan yaktuba, lan taktuba, (1) Marfi'and mansib are common both to nouns and verbs, while majriris peculiar to nouns, and majatim to verbs. 4Majztm : 55 4 \ $255 fh $254 4 WES ob cheS ol (lam yaktuba, lam taktubs, lam yaktubd, lam taktub, lam taktubi). b) In the nagis verb, the ending of the majzdm is the omission of the third radical which is a weak letter (see Book 5, L 8). Phonetically it amounts to shortening the long vowel, e.g.: oi (yatia) + (5 J (lam yatiu) © SS (yabki) ~ 2G 4 (lam yabki) (yans&) — (~ 4 (lam yansa) a) In the nagis verbs, the following endings are later © The u-ending of the saf'in verbs ending in ya? wawand alif, e.g.: ‘I walk’ (amshi), pa ‘I recite’ (atld), eal ‘I forget’ (ansa) for the original (ial if cca, © The a-ending of the nasb in verbs ending in aff, e.g. ot Of 44,111 want to forget’ (ansa). But it appears in verbs ending in ya’and waw, e.g.: (at of S511 want to walk’ (amshiy-a), 4B St 24, f 1 want to recite’ (atiuw-a). 3b) The sukdn of the jazm in the muda"af verbs, e.g. ¢—$1 ¢J 1I did not perform hajj! Here zi (ahujj- 4), drops the dammah after { and becomes ai a (ahujj). As it involves oS (west sili, a fathah is added thereby rendering the sukdin latent, so it becomes eli é (lam ahujj-a). See also Book 5, L 9. SK A change brought to the ending of a word is technically known as {+ (action). The noun ©—} (al-bayt-u) changes to ea (al-bayt-i) after the preposition oe This change of the ending is called Js, and the word ei is called the He, i.e. the agent that brings about the change. The word — is called the gee5) ive. the word which undergoes the change. Here is another example. The noun wy (al-walad-u) changes to ay (al-walad-a) when we introduce the verb as in Wi) C55, Here: © The Jule is the verb The noun Athi the u sake, © The nasbin the word ‘U'9l is the oe, Here is an example involving a verb. The mucééi'verb CLS becomes +X after ¢ (4S o. Here: opis the Jute, ee etecs © The (f4é is the jazm which has affected the J s4%4 because of the Ja. SOS 36In some cases, the actual form of a word does not conform to the form it should have according to the rule, e.g.: «— ih +5 “The young man entered.’ Here iil is the jou and should have a dammah (u-ending) as a, 1 in Ej 1 ss has. But it does not have the dammah because it ends in aif, and a dammah is incompatible with an a/if So we suppose that it has a dammah according to the rule, and say, 8683 ia & 4-552 (Ie. marti" with a latent or supposed dammah). Q 4 : This term is widely used in Arabic grammar and signifies the reconstruction of an actual form to explain its relation to the rule. With regard to a mu'rab word, we say it is marfi, mansib or majrdr according to its function in the sentence. But the same cannot be said regarding a mabni word as it does not change its ending to indicate its function in the sentence. So the expression used regarding a mabniword is > | aad i =) fuoes di mansib or majrér word. It means that if the mabn/word is replaced by a mu'rab word, it it is in the place of a marfi’, will be marfi', mansdb or majriir. Here is an example: In the sentence oe FS ss, the word £1 5 is the set, and because it is mabni, it is said to be & je g. If itis replaced by a mu'rab word, it will be ese as in {wtih | This expression is also used in the /4b of a masdar mu‘awwaland a sentence, e.g.: Masdar mu'awwal : 0 ee Was BI gh os g) > 3 Kae (2) Though it is written as a ya itis an afin pronunciation. 37° cto Ey Ca ea) > gral a 0 NI OREO IAT Ce de) > A ost Sentence: se 0 Baial Wy sole (gh) Jo gd) > Ube Wy gee 38Lith. calles (alt Be ge BS appl lind er as) Pe i opt at yp ge poh scl Highs 055 si le le Sah Cayo ta 39ial op bps hy Gah Lily acl aif Ue he a / Jelly al dint Sy ico fy fo 0 Soe ° es ° “49.bss sayy aetali cles fa 1 ead nee > (yall > a gs Bethe ~ 305 | [yy a] ia deh re [so sus] en 6B Petr isl: « Alen BSGHE ca O gs Publ Ae & ae eee ata reac, RNR Sct suigt pt cuca ty met Mee 2B yh S55 Sele OC 98k hy eal & Bly ial Oy) yes 41Answer the following questions: HW aL 32 Cel (1) § Mae (ead ol off (1) 8 ie Cab IY) ted ploy fy By Bh g's BN) $ eyodi ff al es (6) $ Sah Wy Spill 8 95,19) AAS « gil» BG) hy 5 SGI shy SAN ded ot Examine the following examples of Jesh 53 Bia Ooi ped By dental hi e155 (¥) we ly CaaS (1) Shy GU pe Be Ge BI eae HE (ty et gi Ch Mata! ty co Lev cca 5S Ky Spal (ASST fac 42909 COS ty LS Ae AGN ob Bb « Jedl sto» bye « gabe i> % Vy Jbdh sty Coe they pike Underline ,akali 55 with one line and Judi 4", with two in the following sentences: 28) Bi SASS all oe (shad 8° KS hy yah Le cles (1 SW EG Diatlly heath Goodly sed Lue 55 cH) Sd Hyp al Of (£) 5 hs 5 WGN sel (0) Hoatdh 8 Atayy dexcall Lett 5 cy ASI aah S359 le oy IS EY cnt () Name every ;'; in the following sentence: Apt A Vy 2H ole V eee hy Wy EE any 43cs Hd iy Koh We ta al eta JS ST 6) Complete each of the following sentences using a suitable jum/ah tocol 2465 (1) ah ley %) i they OWL) io tab ide Hae gl te ae JS (8 (0) Make each of the following sentences i i. of a sentence of your own composition: £8 8 tes C.. i (4) jae is =); pM cess spiel (ry Tigo de a cei | oS jae ut. 44a age ie odin oe aes Le a i 2 8k oho Sp SEU Cai 9g | Le By NT OF Hb JS Sh aad Cbs (1) The teacher says to every student, {ur city (51 or Laity Ct; 155) to make sure that they understand the meaning of these expressions. The word (Js! signifies hope or fear as is clear from the following examples: SA tis (hope he is well.) 73 fe ifish Gueeyi a (Tam afraid he is sick.) lan o OSs Of oof tcf ty AW Lob 8 « (fab deat Vie Vy What does ua signify in each of the following sentences? Lely dad cry pr ald (9) 2 ob (£) ee Obeay J cry «. Via pie aay OOTY Ley : Ep dae hay ale Bn ee JE (0) ale Wa a de es tae a “ise ‘is 9 eb Ssh 451 Sp .« By bt « ang EI Nia eh o eth why «JPW Sip : ith Jif 0 Go 6 eal > Bias fad Cal « yet GUIS <« SSesihy Oy wsblel ys so SEH ua ell otal Identify in the lesson another instance of a mdd/ verb used to express a wish. SUBS by sb yey GUNN « pen ode «« fo» agian Jt ee of fs Yat of o 1S why 6 KOI 0 46Ml oe Bt WIS ats all ys le Stak O58 (4) Make sentences using the words in the brackets on the pattern of the example: py £ StS be ie Dial Gag Se ee Q) Gude) ¢ (Y) Cay) SO rat] Us peers] e ls i (lit, «Ley Gaia 1K ob « sily lf baby Lisi eth, idl il thes 4 0 Sab 13 0 iris Bh Bes 2G > Irv asad B83 acai ye FD What is the opposite of ja, li ? $« Gall de Bs) aN igi ons (19) 2 Cbs alls ehehd Turn each of the following verbs into pts :eB (VY) Give the singular of each of the following nouns: os HEHE shu Bio WN si) aoe OB (11) Give the plural of each of the following nouns: au Qe eee hb Ge SSpall 3 « ally ine (ood 13 Sa AalIn’g « aly GY Bal & (1) What is the difference between ‘csi and i+! in meaning? What is the form of the word ++ called in morphology? IF : Girl) Bye 0 = ; ; \ ls : (cattle, livestock) cis : (motive, reason, cause) E13 0 aig: (club) 90 0 J : (night) iio 48Sy aly Sn BOS GE x Jolin oy Jo eta as BS Olas Gh O 438 266s 5191 gl 0 HF (gee Gb O3f o isiee (without ¢anwin) another name for Madinah ale $ 4_£ 4 be a haaith reported by both Imam Bukhari and Imam Muslim in their Aadith collections known as Olea J oath (pl. gail) 2.24 a A4j/ (pilgrim) who has assumed the state of sanctity (pl. Os 5) visit to the Ka'bah = group, party (pl. S11) z 3 happy, rejoicing (pl. o> 3) austell name of the 5" stirah (literally, dining table) a Ty) name of the 30" siirah (literally, the Byzantines) ou #35 news bulletin £153 farewell tele lbs gb (a-u) to rise (of the sun) sé Gk G5 (a-u) to set (of the sun) (als (sh Gli (a-i) to speak, utter (a word), talk, pronounce 496 (v) to accept 181 (iv) to say igdmah Stee (jadi ae (a-i) to carry ing ches £18 515 (-a) to wish, want to Ci T (aa) to explain (——% meaning (pl. ote) Ue state, situation, circumstance (pl. Jt!) tb Cli Gib (a-u) to seek sli ot & (ra) to remain twig 458 58 © (4 aa au “Zubair and Hamid went out.’ The word 3 in this sense is a conjunction known in Arabic as ila Uy. b) byas used in an oath, e.g. ail, bb aay ‘By Allah, I did not see him.’ The word 4 in this sense is a preposition Cas as), ¢) The third type of wawis called waw al-hdl. It is prefixed to a subordinate nominal sentence Koby aan, This sentence describes the circumstance in which the action of the main sentence took place, e.g.: 0 Bj FL ANy deal C_169 4 entered the mosque while the imam was Soa rok! o wes ol ‘© “My father died when I was small.’ 0 HS WS aba hy fal ath os “The teacher entered the class carrying a lot of books.’oh oe ‘The boy came to me crying.’ o Om caly ost ¥ ‘Don't eat when you are full.” Note that if the Khabar of this nominal sentence is a verb, it should be mudar/. (2) We have seen in Book 3, L 1 that is signifies hope or fear, e.g.: cas aid 1 hope he is well.’ The meaning of hope is called ea. ay ala) ‘1 am afraid he is sick.’ The meaning of fear is called Guay, Another example of GUZ34! is the hadith in which the Prophet ¢la) ule dt le said: Bae boa 14S ote Sag A219 EI 1 am afraid 1 will not perform aj after this year of mine.’ (3) #1 dlssl “SU -Take some more examples.” Here (Sc! is Jail! «a! (verb-noun). It is made up of the preposition (J and the pronoun ¢S—. But in this construction it means Ytake’, and Alta! is L gas because it is its 44 J set. The radio and TV announcers say: eal is i} which literally means: ‘Take the news bulletin.’ The pronoun changes according to the person addressed: © reall! U eS 1a eh ‘Take this book, Ibrahim.” ° ai u Geel ety ‘Take the spoons, sister.’ o target G g66U1 ont 554) “Take these notebooks, sisters.’ (4) The word ¢4-—S! ‘things’ is a diptote because it is originally «4! on the pattern of sitet otal bl, e zs 52(5) The mddfis also used to express a wish, e.g. Fa 44>) ‘May Allah have mercy on him!’, 4&4 may allah forgive him’, 4s UL May Allah grant him health!’ The mdafin this sense is negated by the particle Y, e.g. Lb y3X Ff anf Yay Allah not show you anything unpleasant!’, 318 ait kutiba : GS C25 spe Joell IAN Jus) ol)Change the following verbs to passive voice 2 sgeeal ‘scaly p dhl sah J gees a tot & 3g os Sst (poh ¢ sual g BEY Sead 55 Ee 2 AN ale at Examine the following examples: Lil oh © G5 Sb edo oties CUI Lig ed o 61CED Ke ali BH 0 OW GSS net OY GSM EH Bais 0 Seb Cit » J seal) GN Jabal 3 Judd oii (0) Change the verb in each of the following sentences to passive voice: oe Si La OF CN) col 356s) Che w (ry SE say (oi Cit cr) adh oe wg ots’ Jolt Ls (£) Ast ‘paall as (0) jobs ay abi Sey 1 Boke lata bo Koh gos (vy col 3 yah Je ey es bs OZ & (4) PAN ode Getto GLEN (with a Y (Vo) 62Examine the following: 2 ivy - fo 5s wa dN anf lye a J al OF 15) If ie # Js is a pronoun, the corresponding as jw» is used in the passive voice as can be seen from the following two tables, the first with verbs in the méa/, and the second in the mud@ér7' : 2 sa Ie ch seul CE seal 1b ee ee Goat i Wiest C8 gt OM Sait Sepa ite. 6364 oits fea (St A wit 4 35 each te esha cal jaa yeahs 5 Spill alle oh gts Oa Sly peal ewes ah OY ity in Sits Cialis pth: gli Ge Jota Qu Se (A) Point out the Jets! C16 in each of the following: ers [s-4 23] ‘ es A AO ap naenl BO) poesia € B55 Bf us 3 SE UE bres WEE BOK Sad Oy wri § OSES fs RE IST WEE GZ Ll HEE > Wee BH Ia J Irvvaeay 6 Cake AGP iu A seeeall AN food 3 Jud oft (Vy Change the verb in each of the following sentences to passive voice: esha \ 0) appinllly ppt ws (Y) Pb me Bot elt Scr $a ih oSael oS (£)Jieily Je 2 (0) Be Ns sols IF Job 5 55515 od seal Seah Oa Wh Ge @ AI Identify all the verbs in the passive voice occurring in the lesson, and point out the Jew Gi in each of them: CNN Cored ests ole GF go OIE Wa Nb I Sh Lal Bgl (a) EM sii aU «otal / Tagl US pe Guy Sud The teacher asks every student «tciu} a if @, and he/she replies saying: «uel / saad 15 ale S484» commencing with the units. em lyball sg cola le lage 0 Saad lid) oy fouly WHS) Git Use y4 with the following proper names: aN aed ab (Vs) 2 PS esses lo Jd gy pT 3 350 oy Gedy: Cod) ale — Bib isla Sg aseh seein Sly sp : > dnd Form nasab from the following nouns: :439! sui J) eos yy AO) Cod Glo uh LES ht) 66nacsad 6... 3 et Bs LEA GS Eraminethefolowing: = ag i) Ue Gs Of Abe Oo Fito eet Y sigs; bay Hg of 0 SAD ped Sth gis Ls OF Shas o eg 6 OS Of Res ped Ugh Cabet o MMUbeo pail Kel Wo 93 socal 5 pall until 9 Cale o ait LY cai each 67Names of the Arabic 3M) sadly Oi (A) 5 oti (4) N&O Js) PM BH (6) 50a 93 (4) iN git (0) Bed 8.00) HN E30h (ry Examine the followi Waly. UI Syaif Wy bas Lo Slat Wily are Ul eal y! © Sp Oy Uy al a 8 ° Make three sentences using \#). CULES) C2 je ow 3 «lal» desi ay) Babi Grad ag Kaludt Grad Sh Kalil Gpadi : Opis tt ipl» Change these verbs to ¢ tas : AN Judd) Esbas ola (1 £) es ve eae eee ek os) oe Tips a eGive the plural of each of the following nouns: —: a! slew!) az ola (10) ge Re ig 5 tests rs o> pile ees & cide Ue J gb Ue dal US of (V8) Use each of the following words in a sentence of your own composition: HD NSG IS yt eb Dipl Go eS Gye he ede Od «Od LSI BLY 5 yee Ly bi ile» re] Bp Ly B ath Bh Be) UA WY Oat ay ays Recs beri oh od 31084 Fi Cy) Read the numbers in the following sentences correctly: Hoke Beall We O15 doe Byte USI 8 (1)wlll Blade TS odie Bb yay () Epa) Hi, Blenil ple bl Goal J) Cee (0) sity ati dato With Gee OF oe Se - WS) oe = By ssdy orgy dint, ° ii - Seer te ie -— ts ba pw ee Nee 3s soe #4 last night Sac rule (pl. se''8) Le clothes. shi shoe (pl. i+/) Bi be most of the books tu grain {A thief (pl. Zo zal) aa4\q bracelet (pl. be i HS ticket (pl. “S48) 235 idol (pl. duh Ge table (of words) (pl. Jy) 3 yes female child buried alive after birth (pl. G15, 69) 245 crime, offense, sin (pl. 25) (i pistol (pl. btL4) %1G truck (US), lorry (UK) (pl. Dts) ‘pi dates soldier (pl. 32>) ABLE aS Leple spy (pl. el) Sie war (pl. yt) © Syd (31 name of the 16" sdirah (literally, bees) Jus) G'adl first world war ¢ a4) Ups civil war 7+) clarity « e 2 with clarity, clearly * a1} clear 445) bad « important > bell (ph ? “Pe hole (of a snake) (pl. jeexi ie) lie Gabe Si! twenty years old (Mal) av +4 = 2009 CE i3 in that case, therefore, that means SU deputy (pl. G's) cL) 3 7 (iv) to give dbs & (a-u) to take the place of, replace 1ects a we (a-a) to slaughter (an animal) is oe (ii) to pray, offer salah ks, abs qh (a-a) to spread out (ai Coed Csi (a-i) to erect, set up By Gj Gs (@-u) to drive (a vehicle) te Cte Ce (ai) to crucify ea 4 (a-a) to bite (of a snake); to sting (of a scorpion) Hibs! ab25 ¢ th_+ 41 (x) to be able to, can Godly Geel} Gaull (iv) to attach, join, affix Lassi Lei Bs (2% (il) to compensate, substitute i,$6 $L25 $6 (v) to be late © Fe late iY, 40g W to be born epi EF (al) to contain Sab ee oe (v) consider, think over, ponder \gr'§ &Y &; (ii) to direct (a question towards) as acu pW (v) to precede iad oot 2 (ii) to name, call i ae a number of days bs handwriting, writing (pl. bbs) &1'§ door-keeper (pl. & sis) GS reason (pl. Gul) @ criminal (pl. opp) 8S Kufah (a town in Iraq) 72In this lesson, we learn the following: (1) The Passive Voice (J 42x! 1 ei!) : Here is an example of the active voice in English changing to the passive voice: ‘The soldier killed the spy’ > ‘The spy was killed.’ In the passive voice, the subject is omitted, and the object takes the place of the subject. Let us see how to express the same idea in Arabic: Active voice (alia) foal fay agate och JS. Passive voice (Jp¢real) {a ‘all ail) : Gages fue 5, Note that in the passive voice, the /4'/ (aed has been omitted, and the maf bihi has taken its place, and has become marfi?'. It is now called dedi CU, In English we may say, ‘the spy was killed’ or ‘the spy was killed by the soldier’. The second construction is not possible in Arabic. Formation of the passive voice The verb in the active voice undergoes certain changes when it is converted to passive voice. In the madi the first radical has dammah, and the second has kasrah. In the mudéri' the letter of the mudéra'ah “) (38°) has dammah, and the second radical has fathah, e.g.: Madf : J+ He killed’ + J-+-5 "He was killed’ (qatala ~ qutila) If the second radical of the active voice has kasrah, this kasrah remains in the passive voice, €.g.: of ‘He drank’ > ef “It was drunk’; @sw ‘He heard’ - @ew 'He/It was heard’ (1) The letters © «s «si which are prefixed to the muti, as in: i Ls «LS, are called ‘letters of mugéra'ah’ These have been combined to form the word 3-—# (they came). 73Mudéri': $38 He kills’ + J38 ‘He is killed’ (yaqtulu — yugtalu) If the second radical of the active voice has fathah, this fathah remains in the passive voice, e.g.: Te "He opens’ > zt ‘It is opened’; L ae ( He reads’ — \,&: ‘It is read’ If the Jelali Cv is feminine, the verb should also be feminine, e.g.: acaT Clete 6 what was Aminah asked about?’ oS) is 2 sai Tyo ia ‘Sdrat al-Fatihah is read in every rakah’ Tf the 4 ‘J yaaa of the active voice is a pronoun, its corresponding raf ‘form is used in the passive voice: Og pall (43 “The criminal killed them’ + | $48 ‘They were Killed’ Jyh) 16 “The headmaster asked me’ + Cle’ 1t was asked! Formation of the passive voice in mithal verbs: Madi: In mithd/ verbs, the formation of the passive voice is regular, e.g.: 4&3 ‘He found’ + dey He/It was found’ Wy ‘He begat (a child)’ > wy “He was begotten (born)’ Mudari': You have learned that in mitha/ verbs, when wawis the first radical, it is omitted in the 4mudar? of the active voice (see Book 5, L 6). This waw returns in the passive voice, e.g.: deni ‘He finds’ + S& sf He/It is found’ {UG He begets (a child)’ + 4 yf ‘He is begotten (born)’ Formation of the passive voice in nagis verbs: A négis verb ends in a long 4 which represents an original waw or ya e.g.: Si which was originally li Ui (not: Zou Uy). (4) ola means ‘Indian’. This is formed from deg by adding ! is 5/1. Here are some more examples: | (‘Bilal and another student were absent today.’ \\& ‘Zainab and some other female students were absent.’ In the Quran (2:184):4 i Al %L 8 £0 Nees Ke CESS > out (1) Noto be confused with mansdb «say, whichis with the ter Le 7whoever of you is sick or is on a journey (fasts the same) number of other days.’ As eu is an irrational noun, the feminine singular eel can also be used with it, e.g.: ws Hl ot ob Kass ESS, Guin odie ANE Gotti The hotels are expensive these eve but they are cheap on other days.’ (6) -—e ‘he offered salah’ The mudédr’ is ind the amris J—. The expression (L& (dhe means ‘he led us in saléh i he was our imam. So 2 + means ‘lead us in salah as the imam.’ (7) “ly... Gl means ‘either ... or’, €.9.: 0 ES Lily “Sie Vel @H4N1 ‘A noun is either masculine or feminine.’ o Sy y5i ly (35938 Ul Either you visit me or I visit you.’ (8) For the /'rdb of %3Lei5N through Mleknd, see Points to Remember of Book 5, L 4. (9) 2.943! is a generic plural noun Cgaeli nas) eal), These are of two kinds: (a) Those which make their singular with & (iyy-un) e.g.: o (56 ‘Arabs’ + 6952 ‘an Arab’ o BS turks’ + (S7f'@ Turk’ © SAS ‘Englishmen’ -> (s jelSS! ‘an Englishman’ Note that this & is not the yd’ of nasab which we have just learnt in (4). If the yd’ in the ve word (<4 is the ya’ of nasab, the word means Arabic, and if it is the ya" of ifrad, then (2) Le. the y4’used to change the plural to singular. 78the word means an Arab. (b) Those which make their singular with 64’ marbditah (8), e.9.: ° 74 apples’ — d>\é ‘an apple’ 0 AF ‘dates’ + 35a date’ 0 Hee ish’ + 3a a fish’ To understand the use of the singular and the plural, consid the following examples: If the doctor asks you what fruit you like, you say, Sa | ‘I like bananas.’ And if he ra jst ‘T eat one banana.’ In the same way, you say: wt phy cen fail oy os oe ‘I love the Arabs because the Prophet was an Arab.’ asks you how many you eat after lunch, you say, Note that the dual is formed from this singular form, e.g.: 15 ‘two Arabs’ (not OW) © OU5¥ ‘two bananas’ (not 015'4) BOS 79ode 95) geod! de Nia tee op ab bi bo a Saget Gest St als pe ep a pt gel Ob ge dy St: eh 5 & Jgala U asi We Bw ua : 80 ts tao an SS SPN Seal BH eB Sir eS: iS “a 12 ad inet (Shy WB fal des uate UK tute gy & : op fh nue hymSo (aa: aS 18 sul: a ai te OY: ye pill gy ANT SI: stl & oh vist We iat we st we Piel) Ue oe Bye a: path bye ciactl gy eas Ol ils Se get Sait of af SOs Tay a eau 9 > hadi Ese Hh sill J aid delytatt : gat SHON WS 8 Sy Cay stat jah sed Lo Colo hs of Jee iS yala ptt B59 uh 08 (we gis) ag aly tl ate OSS OF gif baie VEEL Liat GOS Ag HE 32 Cel (1) Answer the following questions: 1 ai bf Chua sigf bu (45 Syed lia 3 tet Gayl (yy Sah LS 8 iby SHAN Fall of (ry geal shah go opi OF 3151 gal ga (€ se atpby jah a AG py Ai Je Us «Ln 81EB Wh sa at th at eed a» nly cat pak Ten op Gd 5 Leal eae gle od qotby oy lb hy «laa Ge Sah ee weg YS GB 31 cad 83,15) Getth stanT WS fy geo (1) Bl ga lo Se Gotan oul Point out all instances of JeWd! «1 occurring in the lesson and mention the verb from which each one is derived: dhe hot coal Jaa Jet ga ABN SUBY) Ge Goud eal Re cy Form Jeu (! from the following verbs: , deus ol al Jed el jaa Bee ie“ J fea sist gl GB ileal staal Lee (£) Identify Jet «1 in the following sentences: $s os le a 3 CN) mitra OD) SOs & de da wuall ry 8 Ue Cel Coo gat 8 (t) seat a SE Ledl (0) Peel endl be BW LS CH ASS uf, es Cbd (vy 1245 by Gyb Lash Sab (ay Sl io aS GE Ol peal pul Lelie (4) Biss WW oh al Ge (Qs) 8) a pabdl de allt ay le og tall O45 ptt SNE oS ALY : Jos JE) [ry jase] dea Zie wo eds GB pty : se By Ue le BIW paren all Jah oo & sak Gal J ll el a) ie 83.Spall DON Jad op «J shln O59 le gay ea SBN Mee tet IE Ge F5Ng cad 5, pal adel Wit Ge & a (0) sl pet le tee Geel Point out all instances of J salt ~! occurring in the lesson and mention the verb from which each one is derived: J ghia Qt osm AGI BW Gl pal staal Wo 4) Form J saéall «1 from the verbs given beene ay ir SIM Coe Net BF Ro A Lad Gy gall stanly Gell staat 3% «Wy OW Cos ghey 84 Hz SUnderline instances of Jeti «1 with one line and those of J tial «2.1 with two lines in the following sentences: shas'patbh Lay sal Ste ya + ctl uhh Oi (4) eset J) U sitll wy Ba Gye Ju Sh she BS Gi Ley oS sade CMhh 108 Ay Gall hes 9 ba eb yw) Gigs Si la (Ay ee lye he iN Ts 8 cas tn os Hb Gl a Cesar angy «fees ie SS NE Bi 8 2S: Os ino pat & sts CAT By 6 af 3b: dw db) a) Examine the following: Pilg SEL ots Ci zat 6K eee | BeekShe EN Boo 235 OL FG 0 85led T ESS 2) pedal as 259 0 LED, A A ad KN AY : Jus dE 0 [yyy 43] 6H haley taal de coe pS sted boy Sod eas ry atgll & 1755 Lee Cp Boece oe Ive 50] $55 he Jas 2if US ips GUI sidy ae 6 wy iN foal Hyeedl w Jest oF Cueall ba cay Rewrite the following sentences using %jteu) v : goes CHG Magiee Cat ya oS GENERAL TRADERS Deas IN ALL TYPES CF Goons | ~ aE ALi Bros. | TRADERS EXPORT IMPORT #e gree “35 ord (%) AAO Change these verbs to ¢ j\is#: HAW SUSY & ylas ote (4) oe 4 oe 86AY slow! @& OW (1+) wey ery Vocabulary im +J result (pl. a) 4B lock (pl. dif) de" typist (pl. EC) ibe unmindful i good ¢—— orphan (pl. Lis ae 87. 1 x4 Zoroastrian (pl. (~ y2#) 2388 conqueror (pl. & a) 2 dad Spain, especially southern Spain sj recompense ig side; part, section; direction; quarter (pl. ote) US% shoulder (pl. CS) Co, stranger (pl. oe) “> live coal ang fruit kernel, fruit stone (pl. «'—4) = dictionary (pl. 7) Bz thet © 4) aus & se (a-u) to support, provide for ia sgt) le (25 (aii) to catch hold of SD~ ta 4 G4 (a-u) to cook in boiling water only (without spices) . co Usd 30 689 (a-i) to bury is'y f+-4 fy (aa) to create ees Se dex de (i-a) to be ignorant Stes igs 4¢4 (j-a) to bear witness LL Ss Langs WS 5 65 (-2) to hate ‘ \ 5 44 54 (a-a) to chide, rebuff, reproach 18 44 3 (a) to escape, flee, run away ids (a-i) to split, cleave 88y iis Os sill le Us (a-u) to indicate, denote uo a gis pie a (a-u) to carry out, perform (a-i) to understand Sa ah es (a-u) to remove, move away lef Gl Gul (a) to be sorry funy CK cas. (a-i) to earn i 1s’) C's Cc (a-u) to fail (in an examination) Feta ti Qt AK, I Qe (a-a) to permit, allow te by dy Ais aly (@-a) to fall 2) Jott 9d J) staf (Iv) to point G——4\ (viii) to derive a word from another Feary) bye bse ge (a-u) to form a word =. form of a word (pl. wm) S24! (vill) to buy? reg a i 2b conjecture (pl. 6,6) 465 period of time (pl. if) % 5 monthly us sit dé during ieib obedience ijaks disobedience (pl. «cele ys) ‘The masdar of the thulith’ mujarrad gj sj Is $12, and this is more used with the verb sé) than <1), 89In this lesson, we learn the following: (1) The jovi ot (ésmu /-f3'il = active participle): In English, one who reads is called a Gecier ang ‘one who writes, a ‘writer’, In Arabic, a noun on the pattern of /¥/-un Ge is derived from the verb to denote the one who does the action, e.g.: o GS he wrote! + Csi “writer” o Gipe the stole’ + GU ‘thief ‘he worshipped’ — “y\é ‘worshipper’ o GE ‘he created’ + {s ‘creator’, The Quran says (6:95): 4 cei Ne bbs ai > “Indeed, Allah is the splitter of the grains and the fruit kernels.’ (i.e. He makes them sprout) (2) The o sadalh ¢s1 (smu ‘maf dl = passive participle): This is a noun on the pattern of mar ‘él-un (J ad) derived from the verb to denote the one who suffers or receives the action, e.g.: o JS *he killed’ + J sii ‘one who has been killed’ ° & “he created’ + G bs ‘that which has been created’ © {4+‘he pleased’ - 3y’-m# he who is pleased’ sy © 5 ‘he broke’ -> 5 yusSa ‘that which is broken’ The Prophet gly ae ai dle said, 3 jhe bY gus 2% ‘No creature has to be obeyed if it Go) fe) (2) This pattem can be represented by the formula 18213-un, Le. the first radical is followed by a long 4, and the second by a short I. (2) This pattem can be represented by the formula ma12G3-un, ie. an extra ma- is prefixed to the first radical, and the second radical is followed by a long a. 90involves disobedience to the Creator.’ (3) (fos ee XQ jGxod! (the Hijazi md)“, and acts like ech It is used in a nominal sentence, and after i ‘I am not unmindful of what you are doing.’ This \ is called L@ its introduction, the Khabar is rendered mansiib. The khabar may also take an extra bd’ rendering it majrir, e.g.: o Sate Std Nye ES or just as we say: (ye Cece! goad or doin SEH Gud, al We have in the Qur'an (12:31): & (725 \d% GB ‘This is not a human being.’ Here the Khabaris mansdb. We also have examples of the Khabar having 647 e.g. in Q2:74: GELB EE Ja 21 65) and allah is not unmindful of what you do.’ There is another type of e which has no (kf, and so does not render the khabar mansilb, eg. Gaye tf G. This is called (1) Afféz is the south-western region ofthe Arabian peninsula, (2) —_Taminis an important trie in the central peninsula. 4Salll ei PRINCIPAL (eh Se Youy 6 get Sue Cai ode Gad ee eke ee Sy wnat Jo abl of Leth ay Folate ay Le: 2181 EG Ga got: Sy lawl Oa ASHE CIN gh oy lath yo O fats le itl 9 Ei ty gate yp Ea ods get ay ily ig a osps Kp iw tbs le WEG tN HSS (SN Ke Sie: @y Chae ES ad tgs gSal os = sable gu YK ais seid wl po yo Ki (oI OS BH) eat : ‘pia ‘th 4 : ot 5 psa Gti Sypthi Ot Syethh stg ‘yliid oi aly 8 oy) geal bryb5 SG ey «Sil osin Uage asst: feage Si iy Kei ols Gels hw OE ah ya Youa Ul yal ail 53 Wey Ce SEAN Jad gp toon Circe stil Sh: Sth Answer the following questions: ASW LA 52 Gel (ty Scegaeahl 515, Ska CAIN os () Suge I pabll Si Gil be Suge OF Eu (ry 5 a StF cd gerald pial Ge Jaa BAN YE (yy Examine the examples of 4-4! verbs, then change the t glad aah to Jae ged: 93.J = ai — ro sli ah yea gl Ey ge - a z e ‘sal! ei “ : ic : au ouNI g 0 pl Jd 3 ony Identify the 2-4) verbs in the following examples: Sey PIT 3 phy ang V5 by Wile Day WS (1) Selly Geeta 2d be (1 Ph, B gall @ eo Gy odie & OH (ary S058 Af ad OS (ey ep 25) gy (0) tener € OIE (SH A Ja 5p CABS LoS Fp tecasll Sol & stat Joti pod dial Jab (¢) Form Jew ~~! from the 4x21) verbs as shown in the example: al } ll ze aS ie us as Last SE Se gtghh BN sal Go esaah Joti uy Jud Ls (0) Form Jeti «241 from the {9331 3-4 verbs as shown in the example: Cael Cars 2 (2) The word 2¢ is the plural of Oe! like 4 is the plural of +1. Grammarians use this plural form rather than the feminine singuler shy, 95‘be 08 08 59855 beat pte eu ag a (« agi» sthadlh 3 Say ty Be) BN aS oe gh BSN Jaa eg sath Jota ayy Ueto Form Jeidi «i from the (tii 43-4 verbs as shown in the example: ja ei ds ke hae jeu 5 (yabttt LoS OF che sth ath all Ge bail Ser gard Steal (pit Form dedi ! from the & a9 {253 verbs as shown in the example: jets: abet (elt gs sus mo )5 ABN YaST oF ah ath ah yg saad Joti uy Died Jab (Ay Form eis ~~! from the & a9 (438) verbs as shown in the example: cet Ge Pais Sig coe ss Fh le he JB IS OF 5 AN Se oy ttl Ladi Xo (4) Form sii ¢—! from each of the following verbs and mention its original form, and other particulars as shown in the example: abel ett got ies ipa ee ae bath ae gis OE OU a iy Ot Be ees 3: 7BN STS cgi) Gg Saal ge & seal pall py Je ob CY +) Form J iait cI peta] Lae deere (t) ASUS edt Je SII (0) wtas A sili ad) oo aah (ase plat coll bah Se OB LST (Ay soap dibs pail OFF 2 Stas UI SF (V6) 100 cary WW) aydagalh Hay LY Oy ot SN oe Cel vy be sta LS : SS ey ed gle ll of eo tt yo, SEA IDE (MN) CSB pled » iy) 89 6 35h) Se its ett le Suhr Sh « Sh Je oe dally ell a eal gata se ASB YS i ye Gad (1) vey] & 1G 43 Ki5 > : dis JE (19 tov onkian oN 4B LEK p : 0 Sylly He ysl 9 2s Sib gable J (Vy) Examine the following: ie oe AI ale gle o ee pe sd le Sle ts 58) 54 GIO Cm cy oO 101Change these verbs to @ ts: AN Suis) eybee le (VY) 3 “ i ON ge Write the singular of dy and fata: 1qaly dij rig lb (14) pbs lecturer (pl. 3/2104) gas institute (pl. ates) i233 opportunity (pl. 248) 24% syllabus (pl. at) isdS copy (pl. &) Bb, card (pl. bite) se purchasette free (without payment) matter, affair (pl. & 95) $A centre (pl. SA) + HEI oI Sp centre for da'wah affairs 31% auction Ue travel Jey ja d io 14s» May safety be your companion while you stay and while you travel! ics commodity (pl. ale) © i_s_—ahi fais sold goods ikl original form (of a word) (pl. Jel) conference (pl. Sai) é abut native speakers of Arabic rel) WS non-native speakers of Arabic O¢ plural of sei 5 secret (pl. 311) present, gift (pl. Wise) sla di! until we meet again! au revoir! ie Caai Lore (Ia) to accompany Vlad (Rabe s gist le (Kae (a-u) to obtain Listes Se devi Ut (a-i) to flow t 3 heed Ju (a-i) to lean 2 Uxi (a-u) to escape igi sini Me tie (@-u) to forgive oie Ht & (a-i) to cure, heal 103,) (a-u) to hope APS G4 Ugo bytes Ot» (a-u) to protect a (Ss tay 281 9 21 (@-u) to suspect, doubt 1 Ks uy a 3 a (a-u) to reproach, blame l Nees big ae ‘| ¢ £41 (vill) to take the opportunity ig fp eG 31 $4 (vill) to take the opportunity teri ei ey (vill) to acquaint oneself, get information by 79% 5" (vi) to fluctuate, vary brit akg G5le1 (x) to ask permission 2155 $5 is stale 55 (ari) to have illicit sex Bb G5hj Gus Gb (a-u) to knock at the door © GL knock Leuali os¢ oi (ii) to call to prayer (ie ot ie (a-i) to give someone something to drink . oe cup-bearer tagh ois (il) to greet with @Scie Artsi Lai eggs (sing. 42%) af one's kith and kin (pl. & laf) be soft, level ground ya spaciousness « La 54423 Stuf welcome (originally meaning: you are with your own kith and kin, you are on level ground on which you can proceed with your journey without difficulty and there is enough room in my tent for your stay). Ste youth, young man (pl. Gs tt) 545 visitor (pl. 3193) 34 period of time, duration (pl. 344) i,shall aly Lett gat Li Jeu ~ = er) s ur us ea ~ | Sa | yt i - ali - | Sgt - jet ola le.ai ¢ 335 Sat lt a es Saish we eo RO ‘se e Cele, ee ‘ 19 (galt 288 44 en ine? 105In this lesson, we learn the following: (1) We have learnt the formation of the passive voice from the sda/im, mithdl, nagis and muda" af verbs. Now we learn its formation from the ajwafverb. Madi’: O'S (qala) becomes (3 (qila) ‘it was said’. € (ba’a) becomes @—— (ba) ‘it was sold’. 315 (z&da) becomes ay (ida) ‘it was increased/added’. ois cS, Mudéri’: 3 $8 (yaqilu) becomes JA} (yugailu) ‘it is said’. ei (yabi'u) becomes eee (yuba'u) ‘it is sold’. 443 (yazidu) becomes 313 (yuzddu) ‘it is increased/added’. Here are some more examples: 0 Sky Ogle, Ga Uy)! aude Oo} Slat is said that this land was sold for one million riyals.’ Sioa teesicad , oo Sally Ciba! ed (GB ‘Here newspapers and magazines are sold.’ (2) We have learnt in the previous lesson the formation of J€\4! @-! from the sdlim verb. Now we learn its formation from non-sd/im verbs. (1) For séiim and non-sélim verbs, see Book 5, | 6-9. 1 106a) Muda"af verb: a ¢ ze (hajj-un) ‘pilgrim’ for wee (hajij-un). The kasrah of the second radical is dropped for assimilation. b) Ajwaf ww? ®; J 38 S18 (38 (qa ‘i-un) ‘one who says’ for 95 (qawil-un). ‘5 (za id-un) ‘more’ for “u!5 (z4yid-un). ©) Nagis wawh: gr disaster’ for “-U (ni ier!) 8 (naji-n / al-najiy) ‘one who has escaped -un). Nagis ya7: 2 (SES!) GL (saqi-n / al-sdqiy) ‘cupbearer’ for Ge (sagiy-un). (3) We have learnt in the previous lesson the formation of the J sal! @-! from the slim verb. Now we learn its formation from non-sé/im verbs. a) Muda’af verb: The J stall «at from this verb is regular, e.g.: o St 5y/pme ‘pleased’ o Ae : 344s ‘counted’ o Use: Ushe% poured out’ Opes aI soe ‘solved’ b) Ajwaf wawi: Here the second radical is omitted, e.g.: ° da Je Osis (maqiil-un) ‘that which has been said’ for J (maqwil-un). © gly a — pL (malam-un) "blameworthy’ for &4slé (malwam-un). ) Ajwaf ya7: Here-the second radical is omitted, and the waw of J, | gate is changed to ya? e.g.: 5 + 4a 32 (mazid-un) ‘more’ for 3 9134 (mazy@d-un). (1) Abwar dni's anwar with médias the second radical, £9. J JL; and ajar ya? has y6” asthe second radical, e.g. Sug Nagis verbs are also wéwior ya'7. 107@ 0 LSS UWE + {LS (makit-un) ‘measured’ for J sXe (makyail-un). d) Nagis wawi: It is regular. It is written with one waw bearing a shaddah, e.g.: o gues ou (mad'Gw-un) ‘invited’, ‘called’. If it is written like this “4344, you can see the two wdws, the first being the waw of pais, and the second the third radical. ° Ps Wo ‘bs (matldw-un) ‘that which is recited’. e) Nagis yé7: Here the waw of yaa has changed to yd! e.g.: 0 gto ee (mabniy-un) ‘that which has been built’ for (5 {+2 (mabniy-un). - 0° gh ey > Us sho (mashwiy-un) ‘grilled’ for & 9's (mashway-un) © SOe ‘The verb $55 is aff magni, but this rule is common to both ngs ya’ Tand laff magrdn. 108