ِ ‫آن ا ْﻟ َﻜ‬

‫ﺮﻳﻢ‬ ِ ‫َﺗ َﻌ ﱠﻠ ِﻢ ا ْﻟ َﻌ َﺮ ِﺑ ﱠﻴ َﺔ ِﻟ ِﻘ َﺮا َء ِة ا ْﻟ ُﻘ ْﺮ‬

Learn Arabic to Read Quran
‫ﻟﻠﻨﺎﻃﻘﻦﻴ ﺑﻐﺮﻴﻫﺎ‬
For Non Arab speakers

SCHOOL SECTION
ADVANCED CURRICULUM

‫ أو ﺧﺰﻧﻪ ﰱ ﻧﻈﺎم‬،‫ﺟﻤﻴﻊ ﺣﻘﻮق اﻟﻄﺒﻊ واﻟﻨﴩ واﻟﺘﻮزﻳﻊ ﻣﺤﻔﻮﻇﻪ وﻏﺮﻴ ﻣﺴﻤﻮح ﺑﻄﺒﻊ أى ﺟﺰء ﻣﻦ ﻫﺬا اﻟﻜﺘﺎب‬
،‫ أو ﴍاﺋﻂ ﻣﻤﻐﻨﻄﺔ‬،‫ أو ﺑﺄﻳﺔ وﺳﻴﻠﺔ ﺳﻮاء ﻛﺎﻧﺖ إﻟﻜﱰوﻧﻴﻪ‬،‫ أو ﻧﻘﻠﻪ ﻋﲆ أي ﻫﻴﺌﺔ‬،‫ أو اﺳﱰﺟﺎﻋﻪ‬،‫ﻟﺨﺰن اﳌﻌﻠﻮﻣﺎت‬
.‫ أو ﻏﺮﻴ ذﻟﻚ ﺑﺪون إذن ﻛﺘﺎﻰﺑ ﻣﻦ ﻣﻜﺘﺒﺔ دار اﻟﺘﻌﺮﻳﻒ ﺑﺎﻻﺳﻼم‬،‫ أو ﺗﺴﺠﻴ ًﻼ‬،‫ أو اﺳﺘﻨﺴﺎخ‬،‫أو ﻣﻴﻜﺎﻧﻴﻜﻴﺔ‬

All rights reserved. No part of this book may be reproduced or transmitted in any form
or by any means, electronic or mechanical, including photocopying, recording, or by any
information storage and retrieval system, without written permission from the Publisher.

‫م‬٢٠١١ / ‫ ﻫـ‬١٤٣٢ ‫اﻟﻄﺒﻌﺔ اﻷوﱃ ﺳﻨﺔ‬

First Edition (1432 A.H. / 2011 A.D.)

1
 Prepared by:
Hanan Fateen Abou El-Zahab
Arabic Language Supervisor
Islamic Studies Management, Ministry of Awqaf, Kuwait

Translated by:
Latifa N. Al-Saeed
Head of School Section
Islam Presentation Committee, Women’s Affairs

Special Thanks & Gratitude To

Aisha N. Bourahma
Volunteer
Islam Presentation Committee, Women’s Affairs

Saleha Alamgir
Dai’yah
Islam Presentation Committee, Women’s Affairs

Maria Rosario Tinamisan (Shaima Diab)

Secretary of School Section
Islam Presentation Committee, Women’s Affairs

2
 ‫ﻓﻬﺮس اﳌﻮﺿﻮﻋﺎت‬
‫اﻟﻮﺣﺪة اﻷوﱃ‪ :‬أﺻﻮات اﻟﺤﺮوف‬
‫رﻗﻢاﻟﺼﻔﺤﺔ‬ ‫م اﳌﻮﺿﻮع‬
‫‪٧‬‬ ‫‪ ١‬اﻟﺪرس اﻷول )ﺻﻮت اﻟﻔﺘﺤﺔ واﳌﺪ ﺑﺎﻷﻟﻒ(‬

‫‪١٧‬‬ ‫‪ ٢‬اﻟﺪرس اﻟﺜﺎﻲﻧ )ﺻﻮت اﻟﻜﴪة واﳌﺪ ﺑﺎﻟﻴﺎء(‬

‫‪٢٧‬‬ ‫‪ ٣‬اﻟﺪرس اﻟﺜﺎﻟﺚ )ﺻﻮت اﻟﻀﻤﺔ واﳌﺪ ﺑﺎﻟﻮاو(‬

‫‪٣٧‬‬ ‫اﻟﺪرس اﻟﺮاﺑﻊ )ﺻﻮت اﻟﺴﻜﻮن واﻟﺸﺪة واﻟﻠﻦﻴ(‬ ‫‪٤‬‬

‫اﻟﻮﺣﺪة اﻟﺜﺎﻧﻴﺔ‪ :‬ﻣﻬﺎرات اﻟﻘﺮاءة‬

‫رﻗﻢاﻟﺼﻔﺤﺔ‬ ‫م اﳌﻮﺿﻮع‬

‫‪٤٥‬‬ ‫‪ ١‬اﻟﺪرس اﻷول‬

‫)اﻟﺘﻨﻮﻳﻦ – )أل( اﻟﻘﻤﺮﻳﺔ و )أل( اﻟﺸﻤﺴﻴﺔ(‬

‫‪٥٥‬‬ ‫‪ ٢‬اﻟﺪرس اﻟﺜﺎﻲﻧ‬

‫)اﻟﺘﺎء اﳌﺮﺑﻮﻃﺔ واﳌﻔﺘﻮﺣﺔ واﻟﻬﺎء– اﻷﻟﻒ اﳌﻘﺼﻮرة واﻟﻴﺎء(‬

‫‪٦٠‬‬ ‫‪ ٣‬اﻟﺪرس اﻟﺜﺎﻟﺚ‬

‫)ﻫﻤﺰة اﻟﻮﺻﻞ وﻫﻤﺰة اﻟﻘﻄﻊ(‬

‫‪٦٥‬‬ ‫‪ ٤‬اﻟﺪرس اﻟﺮاﺑﻊ‬

‫)ﺣﺮوف ﺗﻨﻄﻖ وﻻ ﺗﻜﺘﺐ وﺣﺮوف ﺗﻜﺘﺐ وﻻ ﺗﻨﻄﻖ(‬

‫‪3‬‬
 FOREWORD
All praise is due to Allah; and blessings and peace be upon His Prophet
Muhammad who was sent as a mercy to all the world.

Reading and recitation of the Quran is of prime importance to a Muslim

and it is an important form of worship for which a Muslim can get
rewards in the Hereafter. It is noteworthy that the first word of Quran is a
commandment to read.

The School section of Islam Presentation Committee feels great pleasure

in bringing out this simplified Book to non - Arab Muslims to help them
read Arabic and recite Quran.

This Book is presented on a step-by-step basis; starting with the sounds

of the letters, short and long vowels, combinations of the sounds and all
other spelling skills followed by various types of exercises that help the
students grasp these skills and which in all enable them to master the first
steps of reading the Quran.

We hope that Allah make this book beneficial for all non-Arab Muslims
and may Allah bless all who seek knowledge.

Latifa N. Al-Saeed
Head of School Section

4
‫أﻧﻒ‬
Nose

‫ﻟﺴﺎن‬
Tongue

‫بمو‬
‫ﺷﻔﺔ‬
Lip

Throat
‫ﺣﻠﻖ‬
‫اﻟﺠﻮف‬
‫اﻟﺸﻔﺘﻦﻴ‬
‫اﻟﺤﻠﻖ‬
‫اﻟﻠﺴﺎن‬
‫اﻟﺨﻴﺸﻮم‬
Quraan-sunna.com/vb/showthread.php?p=126239 (‫)ﺑﺘﴫف‬

‫ﺟﻬﺎز اﻟﻨﻄﻖ‬
Speech Organ

5
 ‫اﻟﻮﺣـﺪة اﻷوﱃ‬
UNI T 1

‫أﺻﻮات اﻟﺤﺮوف‬
Sounds of the letters
‫ ﺻﻮت اﻟﻔﺘﺤﺔ واﳌﺪ ﺑﺎﻷﻟﻒ‬:‫اﻟﺪرس اﻷول‬
Lesson 1: Sound of Fatha and Alif Medd
.‫ ﺻﻮت اﻟﻜﴪة واﳌﺪ ﺑﺎﻟﻴﺎء‬:‫اﻟﺪرس اﻟﺜﺎﻲﻧ‬
Lesson 2: Sound of Kasrah and Yaa Medd
.‫ ﺻﻮت اﻟﻀﻤﺔ واﳌﺪ ﺑﺎﻟﻮاو‬:‫اﻟﺪرس اﻟﺜﺎﻟﺚ‬
Lesson 3: Sound of Dhammah and Waaw Medd

‫ ﺻﻮت اﻟﺴﻜﻮن واﻟﺸﺪة واﻟﻠﻦﻴ‬:‫اﻟﺪرس اﻟﺮاﺑﻊ‬

Lesson 4: Sound of Sukoon, Shadda and Leen

6
 ‫اﻟﺪرس اﻷول‬
Lesson 1
‫ﺻﻮت اﻟﻔﺘﺤﺔ ـــَ واﳌﺪ ﺑﺎﻷﻟﻒ ــﺎ‬
Sound of fatha and alif medd

‫ ﺗﻮﺿﻴﺢ‬:‫أو ًﻻ‬
‫ وإذا ﻃﺎل‬،(‫)ب( ﻟﺘﻨﺒﻪ اﻟﻘﺎرئ ﻷن ﻳﻔﺘﺢ ﻓﻤﻪ ﻗﻠﻴ ًﻼ ﻣﺪة ﻗﺼﺮﻴة )ﺣﺮﻛﺔ‬َ ‫اﻟﻔﺘﺤﺔ ﻋﻼﻣﺔ ﺗﻮﺿﻊ ﻓﻮق اﻟﺤﺮف ﺑﻬﺬا اﻟﺸﻜﻞ‬
.(‫زﻣﻦ ﻓﺘﺢ اﻟﻔﻢ )ﳌﺪة ﺣﺮﻛﺘﻦﻴ( ﻛﺎن َﻣ ًّﺪا ﺑﺎﻷﻟﻒ )ﺑﺎ‬
Fatha is a mark written above the letter e.g. ( ‫ ) ﹶﺏ‬to bring the reader’s attention
to open his mouth for a short time (1 harakah). But for Alif Medd ( ‫) ﺑﺎ‬, the mouth
should be opened for 2 harakah.

‫ أﻣﺜﻠﺔ‬:ً‫ﺛﺎﻧﻴﺎ‬
.(‫ﺣﺮوف اﻟﻬﺠﺎء ﻣﻔﺘﻮﺣﺔ ﻣﺮﺗﺒﺔ ﺣﺴﺐ ﻣﻜﺎن ﺧﺮوﺟﻬﺎ )ﻣﻦ ﺧﺎرج ﺟﻬﺎز اﻟﻨﻄﻖ ﻟﺪاﺧﻠﻪ‬
In the following table, the alphabets with fatha are arranged according to their
place of articulation from the speech organ (from outside to inwards).

Group (1)
٤ ٣ ٢ ١
‫ َف‬/ ‫َﻓـ‬ ‫ َب‬/ ‫َﺑـ‬ ‫ َم‬/ َ‫ﻣـ‬ ‫ ـ َﻮ‬/ ‫َو‬
‫ َف‬/ َ‫ﻓـ‬ ‫ َب‬/ َ‫ﺑـ‬ ‫ َم‬/ َ‫ﻣـ‬ ‫ ـ َﻮ‬/ ‫َو‬
--- /--- --- / --- ---/--- --- / ---

7
 ‫)‪Group (2‬‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫َظ ‪َ /‬‬
‫ـﻆ‬ ‫َذ ‪ /‬ـ َﺬ‬ ‫َﺛـ ‪َ /‬ث‬
‫ـﻆ‬‫َظ ‪َ /‬‬ ‫َذ ‪ /‬ـ َﺬ‬ ‫ﺛـَ ‪َ /‬ث‬
‫‪--- / ---‬‬ ‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫)‪Group (3‬‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ﺻـَ ‪َ /‬ص‬ ‫ﺳـَ ‪َ /‬س‬ ‫َز ‪ /‬ـ َﺰ‬
‫ﺻـَ ‪َ /‬ص‬ ‫ﺳـَ ‪َ /‬س‬ ‫َز ‪ /‬ـ َﺰ‬
‫‪--- / ---‬‬ ‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫دﻟﻴﻞ اﳌﻌﻠﻢ‪:‬‬
‫‪ -١‬ﻫﺬا اﻟﺪرس ﻳﻘﺴﻢ ﻋﲆ ﺣﺼﺘﻦﻴ زﻣﻦ اﻟﺤﺼﺔ ﺳﺎﻋﺔ وﻧﺼﻒ وﻳﻌﺮض ﻣﻦ ﺧﻼل اﻻﺳﺘﺎﻤع واﻟﱰدﻳﺪ واﳌﻮازﻧﺔ‪ ،‬ﻣﻊ اﳌﻨﺎﻗﺸﺔ واﻟﺘﺤﺪث‬
‫واﻟﻘﺮاءة ﻣﻦ اﳌﺨﺮج اﻟﺼﺤﻴﺢ‪.‬‬
‫‪ -٢‬اﻟﻜﻠﻤﺔ اﳌﺼﺎﺣﺒﺔ ﻟﻠﺼﻮرة ﻻ ﻳﺘﻌﺮض اﳌﻌﻠﻢ إﻻ ﻟﻠﺼﻮت اﻷول ﻣﻨﻬﺎ ﻓﻘﻂ‪.‬‬

‫‪8‬‬
 ‫)‪Group (4‬‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫َط ‪َ /‬‬
‫ـﻂ‬ ‫َد ‪ /‬ـ َﺪ‬ ‫َﺗـ ‪َ /‬ت‬
‫ـﻂ‬‫َط ‪َ /‬‬ ‫َد ‪ /‬ـ َﺪ‬ ‫ﺗـَ ‪َ /‬ت‬
‫‪--- / ---‬‬ ‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫)‪Group (5‬‬
‫‪٢‬‬ ‫‪١‬‬
‫ﻧـَ ‪َ /‬ن‬ ‫َر ‪ /‬ـ َﺮ‬
‫ﻧـَ ‪َ /‬ن‬ ‫َر ‪ /‬ـ َﺮ‬
‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫‪9‬‬
 ‫)‪Group (6‬‬
‫‪٢‬‬ ‫‪١‬‬
‫َﺿـ ‪َ /‬ض‬ ‫َﻟـ ‪َ /‬ل‬
‫ﺿـَ ‪َ /‬ض‬ ‫ﻟـَ ‪َ /‬ل‬
‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫)‪Group (7‬‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫َﺟـ ‪َ /‬ج‬ ‫َﺷـ ‪َ /‬ش‬ ‫َﻳـ ‪ /‬يَ‬
‫ﺟـَ ‪َ /‬ج‬ ‫ﺷـَ ‪َ /‬ش‬ ‫ﻳـَ ‪ /‬يَ‬
‫‪--- / ---‬‬ ‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫‪10‬‬
 ‫)‪Group (8‬‬
‫‪٢‬‬ ‫‪١‬‬
‫َﻗـ ‪َ /‬ق‬ ‫َﻛـ ‪َ /‬ك‬
‫ﻗـَ ‪َ /‬ق‬ ‫ﻛـَ ‪َ /‬ك‬
‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫)‪Group (9‬‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫َﺣـ ‪َ /‬ح‬ ‫َﻏـ ‪َ /‬غ‬ ‫َﺧـ ‪َ /‬خ‬
‫ﺣـَ ‪َ /‬ح‬ ‫ﻏـَ ‪َ /‬غ‬ ‫ﺧـَ ‪َ /‬خ‬
‫‪--- / ---‬‬ ‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫‪11‬‬
 ‫‪٦‬‬ ‫‪٥‬‬ ‫‪٤‬‬
‫أَ ‪َ /‬ء ‪َ /‬ـﺄ‬ ‫ﻫَ ـ‪ /‬ـﻬَـ‪/‬ـ َﻪ ‪/‬ﻩَ‬ ‫ﻋَـ ‪ /‬عَ‬
‫أَ ‪َ /‬ء ‪َ /‬ـﺄ‬ ‫ﻫـَ‪/‬ـﻬـَ‪/‬ـ َﻪ‪/‬ﻩَ‬ ‫ﻋـَ ‪ /‬عَ‬
‫‪---/---/---‬‬ ‫‪--/--/--/--‬‬ ‫‪--- / ---‬‬

‫دﻟﻴﻞ اﳌﻌﻠﻢ‪:‬‬
‫ﻳﻨﺘﺒﻪ اﳌﻌﻠﻢ ﻟﻬﺬا اﻷﻣﺮ‪ :‬ﻻﻳﺘﻢ اﻟﺘﺪرﻳﺐ اﻟﻘﺮاﻲﺋ ﻟﻠﻜﻠﻤﺔ اﳌﺼﺎﺣﺒﺔ ﻟﻠﺼﻮرة وإﻤﻧﺎ ﻳﻜﺘﻔﻲ اﳌﻌﻠﻢ ﺑﺎﻹﺷﺎرة ﻟﻠﺼﻮت اﻷول ﻣﻨﻬﺎ ورﺑﻂ‬
‫اﻟﻜﻠﻤﺔ ﺑﺼﻮرﺗﻬﺎ ﻣﻦ ﺧﻼل اﻟﺘﺼﻮر اﻟﺒﴫي ﻻ اﻟﺘﻬﺠﻲ‪.‬‬

‫‪12‬‬
 ‫ﺛﺎﻟﺜﺎً‪ :‬ﻣﻮازﻧﺔ ‪Comparison‬‬
‫ﺗﺮﻛﻴﺐ ﻛﻠﻤﺔ ﻣﻦ أﺻﻮات ﻣﻔﺘﻮﺣﺔ‬
‫وﻣﻤﺪودة ﺑﺎﻷﻟﻒ‬ ‫ﺗﺮﻛﻴﺐ ﻛﻠﻤﺔ ﻣﻦ أﺻﻮات ﻣﻔﺘﻮﺣﺔ‬
‫ﺻﻮت‬ ‫ﺻﻮت‬
‫‪Constructing a word from‬‬
‫‪Constructing a word from‬‬ ‫اﳌﺪ ﺑﺎﻷﻟﻒ‬ ‫اﻟﻔﺘﺤﺔ‬ ‫اﻟﺮﻗﻢ‬
‫‪sounds with fatha‬‬
‫‪sounds with fatha‬‬
‫‪and alif medd‬‬ ‫‪Sound‬‬ ‫‪Sound‬‬ ‫‪No.‬‬
‫‪of‬‬ ‫‪of‬‬
‫‪Alif Medd‬‬ ‫‪Fatha‬‬
‫اﻟﻜﻠﻤﺔ‬ ‫اﻷﺻﻮات‬ ‫اﻟﻜﻠﻤﺔ‬ ‫اﻷﺻﻮات‬
‫‪word‬‬ ‫‪Sounds‬‬ ‫‪word‬‬ ‫‪Sounds‬‬

‫َﻧﻮى‬ ‫َن‪/‬وى‬ ‫َو َز َن‬ ‫َو‪َ /‬ز َ‬

‫‪/‬ن‬ ‫َوا ‪َ /‬وى‬ ‫َو‬ ‫‪1‬‬

‫َﻤﺗﺎدى‬ ‫َت‪/‬ﻣﺎ‪/‬دى‬ ‫َﻣﺪ ََح‬ ‫َ‪/‬ح‬

‫َم‪/‬د َ‬ ‫َﻣﺎ‬ ‫َﻣـ‬ ‫‪2‬‬

‫َ‬
‫ﺑﺎت‬ ‫َ‬
‫ﺑﺎ‪/‬ت‬ ‫َﺑ َﻌ َﺚ‬ ‫َب‪/‬عَ َ‬
‫‪/‬ث‬ ‫َﺑﺎ‬ ‫َب‬ ‫‪3‬‬

‫ﻋَﻔﺎ‬ ‫عَ ‪/‬ﻓﺎ‬ ‫َﻓ َﺴ َﺪ‬ ‫َف َ‬

‫‪/‬س‪َ /‬د‬ ‫َﻓﺎ ‪ /‬ﻓـﻰ‬ ‫َف‬ ‫‪4‬‬

‫ﺛﺎب‬
‫َ‬ ‫ﺛﺎ‪/‬ب‬
‫َ‬ ‫َﺛ َﻘ َﺐ‬ ‫‪/‬ب‬ ‫َث َ‬
‫‪/‬ق َ‬ ‫َﺛﺎ‬ ‫َث‬ ‫‪5‬‬

‫ذاب‬
‫َ‬ ‫ذا‪/‬ب‬
‫َ‬ ‫َذﻫَ َﺐ‬ ‫َذ‪/‬ه َ‬
‫َ‪/‬ب‬ ‫َذا‬ ‫َذ‬ ‫‪6‬‬

‫َﺗﻈﺎﻫَ َﺮ‬ ‫َت‪/‬ﻇﺎ‪/‬ﻫـَ‪َ /‬ر‬ ‫َﻇ َﻬ َﺮ‬ ‫َظ‪/‬ﻫَ ـ‪َ /‬ر‬ ‫َﻇﺎ‬ ‫َظ‬ ‫‪7‬‬

‫زا َﻣ َﻞ‬ ‫زا‪َ /‬م َ‬

‫‪/‬ل‬ ‫َز َرعَ‬ ‫َز‪َ /‬ر‪/‬عَ‬ ‫َزا‬ ‫َز‬ ‫‪8‬‬

‫ﺳﺎ َر‬ ‫ﺳﺎ‪َ /‬ر‬ ‫َﺳ َﻘ َﻂ‬ ‫‪/‬ق َ‬

‫‪/‬ط‬ ‫َس َ‬ ‫َﺳﺎ‬ ‫َس‬ ‫‪9‬‬

‫ﺻﺎ َم‬ ‫ﺻﺎ‪َ /‬م‬ ‫َﺻﺪ ََق‬ ‫َص‪/‬د َ‬

‫َ‪/‬ق‬ ‫َﺻﺎ‬ ‫َص‬ ‫‪10‬‬

‫ﺗﺎب‬
‫َ‬ ‫ﺗﺎ‪/‬ب‬
‫َ‬ ‫َﺗ َﺠ َﺮ‬ ‫َت َ‬
‫‪/‬ج‪َ /‬ر‬ ‫َﺗﺎ‬ ‫َت‬ ‫‪11‬‬

‫ﻫَ ﺪى‬ ‫ﻫَ ـ‪/‬دى‬ ‫َد َر َج‬ ‫‪/‬ج‬

‫دَ‪َ /‬ر َ‬ ‫دَا‬ ‫َد‬ ‫‪12‬‬

‫ﻃﺎب‬
‫َ‬ ‫ﻃﺎ‪/‬ب‬
‫َ‬ ‫َﻃ َﺮ َق‬ ‫َط‪َ /‬ر َ‬
‫‪/‬ق‬ ‫َﻃﺎ‬ ‫َط‬ ‫‪13‬‬

‫‪13‬‬
 ‫راﻋَـﻰ‬ ‫را‪/‬ﻋَـﻰ‬ ‫َر َز َق‬ ‫َر‪َ /‬ز َ‬
‫‪/‬ق‬ ‫َرا‬ ‫َر‬ ‫‪14‬‬

‫ﻧﺎ َم‬ ‫ﻧﺎ‪َ /‬م‬ ‫َﻧ َ َ‬

‫ﴫ‬ ‫َن َ‬
‫‪/‬ص‪َ /‬ر‬ ‫َﻧﺎ‬ ‫َن‬ ‫‪15‬‬

‫َ‬
‫ﻟـﺎن‬ ‫َ‬
‫ﻟـﺎ‪/‬ن‬ ‫َﻟ َﺼ َﻖ‬ ‫‪/‬ق‬ ‫َل َ‬
‫‪/‬ص َ‬ ‫ﻟـﺎَ‬ ‫َل‬ ‫‪16‬‬

‫َ‬
‫ﺿﺎق‬ ‫َ‬
‫ﺿﺎ‪/‬ق‬ ‫َ َ‬
‫ﴐ َب‬ ‫َض‪َ /‬ر َ‬
‫‪/‬ب‬ ‫َﺿ َ‬
‫ﺎ‪/‬ﺿـﻰ‬ ‫َض‬ ‫‪17‬‬

‫َﺗﻴﺎ َﻣ َﻦ‬ ‫َت‪/‬ﻳﺎ‪َ /‬م َ‬

‫‪/‬ن‬ ‫ﴪ‬
‫َﻳ َ َ‬ ‫‪/‬س‪َ /‬ر‬
‫يَ َ‬ ‫َﻳﺎ‬ ‫يَ‬ ‫‪18‬‬

‫َﺗﺸﺎﻓـَـﻰ‬ ‫َت‪/‬ﺷﺎ‪/‬ﻓـَـﻰ‬ ‫َﺷ َﻌ َﺮ‬ ‫َش‪/‬عَ ‪َ /‬ر‬ ‫َﺷ َ‬

‫ﺎ‪/‬ﺷـﻰ‬ ‫َش‬ ‫‪19‬‬

‫ﺟﺎ َﻣ َﻞ‬ ‫ﺟﺎ‪َ /‬م َ‬

‫‪/‬ل‬ ‫َﺟ َﺤ َﺪ‬ ‫‪/‬ح‪َ /‬د‬
‫َج َ‬ ‫َﺟﺎ‬ ‫َج‬ ‫‪20‬‬

‫َ‬
‫ﻛﺎن‬ ‫َ‬
‫ﻛﺎ‪/‬ن‬ ‫َﻛﺘ ََﺐ‬ ‫‪/‬ب‬ ‫َك َ‬
‫‪/‬ت َ‬ ‫َﻛﺎ‪َ /‬ﻛـﻰ‬ ‫َك‬ ‫‪21‬‬

‫ﻗﺎ َم‬ ‫ﻗﺎ‪َ /‬م‬ ‫َﻗﺘ ََﻞ‬ ‫‪/‬ت َ‬

‫‪/‬ل‬ ‫َق َ‬ ‫َﻗﺎ‬ ‫َق‬ ‫‪22‬‬

‫ﺧﺎﺻ َﻢ‬
‫َ‬ ‫ﺧﺎ‪/‬ص‪َ /‬م‬
‫َ‬ ‫َﺧ َﺮ َج‬ ‫َخ‪َ /‬ر َ‬
‫‪/‬ج‬ ‫َﺧﺎ‬ ‫َخ‬ ‫‪23‬‬

‫ﻏﺎب‬
‫َ‬ ‫ﻏﺎ‪/‬ب‬
‫َ‬ ‫َﻏ َﻠ َﺐ‬ ‫‪/‬ب‬ ‫َغ َ‬
‫‪/‬ل َ‬ ‫َﻏﺎ‬ ‫َغ‬ ‫‪24‬‬

‫ﺣﺎ َر‬ ‫ﺣﺎ‪َ /‬ر‬ ‫َﺣ َﻤ َﺪ‬ ‫َح‪َ /‬م‪َ /‬د‬ ‫َﺣﺎ‬ ‫َح‬ ‫‪25‬‬

‫َ‬
‫ﻋﺎش‬ ‫َ‬
‫ﻋﺎ‪/‬ش‬ ‫َﻋﺪ ََل‬ ‫عَ ‪/‬د َ‬
‫َ‪/‬ل‬ ‫ﻋَﺎ‬ ‫عَ‬ ‫‪26‬‬

‫ﻫﺎ َم‬ ‫ﻫﺎ‪َ /‬م‬ ‫ﻫَ َﺪ َم‬ ‫ﻫَ ـ‪/‬دَ‪َ /‬م‬ ‫ﻫَ ﺎ‬ ‫ﻫَ ـ‬ ‫‪27‬‬

‫آ َﻣ َﻦ‬ ‫آ‪َ /‬م َ‬

‫‪/‬ن‬ ‫أَ َﻣ َﺮ‬ ‫أَ‪َ /‬م‪َ /‬ر‬ ‫أَا‪/‬آ‬ ‫أَ‬ ‫‪28‬‬

‫‪14‬‬
 ‫ﺗﺪرﻳﺒﺎت ‪Exercises‬‬

‫‪1- Pronounce:‬‬
‫‪ -١‬اﻧﻄﻖ‪:‬‬
‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫َﻏـ‬ ‫ﻏـﺎ‬ ‫ﻋَـ‬ ‫َو‬ ‫ﻟـﺎ‬ ‫ﺷﺎ‬ ‫آ‬ ‫َﻗـ‬ ‫ـﻬَـ‬ ‫َﻛـ‬

‫‪2- Listen and tick (√):‬‬

‫‪ -٢‬ﺿﻊ )√(أﻣﺎم اﻟﺼﻮت اﻟﺬي ﺗﺴﻤﻌﻪ ﻓﻴﺎﻤ ﻳﲇ‪:‬‬
‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫َﺣـ‬ ‫ﺣـﺎ‬ ‫َﺿـ‬ ‫ﺿـﺎ‬ ‫َﺛـ‬ ‫ﺛـﺎ‬ ‫َﻣـ‬ ‫ﻣﺎ‬ ‫ﺑـَ‬ ‫ﺑﺎ‬

‫‪3- Write fatha above each letter, then read it:‬‬

‫‪ – ٣‬اﻛﺘﺐ ﻓﺘﺤﺔ ﻋﲆ ﻛﻞ ﺣﺮف ﻣﺎﻤ ﻳﲇ ﺛﻢ اﻧﻄﻘﻪ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪:‬‬
‫‪11‬‬ ‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫أ‬ ‫ح‬ ‫ﻫـ‬ ‫ع‬ ‫ض‬ ‫ذ‬ ‫ث‬ ‫ﻇـ‬ ‫د‬ ‫ﻃـ‬ ‫ت‬

‫‪4- Write alif after each letter, then read it:‬‬

‫‪ - ٤‬اﻛﺘﺐ أﻟﻔﺎ ﺑﻌﺪ ﻛﻞ ﺣﺮف ﻣﺎﻤ ﻳﲇ ﺛﻢ اﻧﻄﻖ ﻛﻞ ﺻﻮت ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪:‬‬
‫‪11‬‬ ‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫أ‬ ‫ح‬ ‫ﻫـ‬ ‫ع‬ ‫ض‬ ‫ذ‬ ‫ث‬ ‫ﻇـ‬ ‫د‬ ‫ﻃـ‬ ‫ت‬

‫‪15‬‬
‫‪5- Pronounce each sound separately, then read the complete word:‬‬
‫‪ -٥‬اﻧﻄﻖ ﻛﻞ ﺻﻮت ﻣﻨﻔﺮدا ﺛﻢ اﻗﺮأ اﻟﻜﻠﻤﺔ ﻛﺎﻣﻠﺔ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪:‬‬

‫َﺻ َﺪ َق‬ ‫َص َد َق‬ ‫‪1‬‬

‫َﻗﺘ ََﻞ‬ ‫َق َت َل‬ ‫‪2‬‬

‫أَ َﻣ َﺮ‬ ‫أَ َم َر‬ ‫‪3‬‬

‫َر َز َق‬ ‫َر َز َق‬ ‫‪4‬‬

‫َﻓ َﺴ َﺪ‬ ‫َف َس َد‬ ‫‪5‬‬

‫ﻧﺎ َم‬ ‫ﻧﺎ َم‬ ‫‪6‬‬

‫َ‬
‫ﻋﺎش‬ ‫ﻋﺎ َش‬ ‫‪7‬‬

‫ﻋَﻔﺎ‬ ‫عَ ﻓﺎ‬ ‫‪8‬‬

‫ﻟـﺎ َن‬ ‫ﻟـﺎ َن‬ ‫‪9‬‬

‫ﻫَ ﺪى‬ ‫ﻫَ ـ دى‬ ‫‪10‬‬

‫‪6 - Write your name:‬‬

‫‪ –٦‬اﻛﺘﺐ اﺳﻤﻚ‪:‬‬
‫_______________________________________________________‬
‫_______________________________________________________‬
‫_______________________________________________________‬

‫‪16‬‬
 ‫اﻟﺪرس اﻟﺜﺎﻲﻧ‬
Lesson 2
‫ﺻﻮت اﻟﻜﴪة ـــِ واﳌﺪ ﺑﺎﻟﻴﺎء ـﻴــ‬
Sound of Kasrah and Yaa medd

‫ ﺗﻮﺿﻴﺢ‬:‫أو َﻻ‬
،(‫)ب( ﻟﺘﻨﺒﻪ اﻟﻘﺎرىء أن ﻳﺨﻔﺾ ﻓﻜﻪ اﻟﺴﻔﲇ ﻗﻠﻴﻼ ﻣﺪة ﻗﺼﺮﻴة )ﻣﺪة ﺣﺮﻛﺔ‬ ِ ‫اﻟﻜﴪة ﻋﻼﻣﺔ ﺗﻮﺿﻊ ﺗﺤﺖ اﻟﺤﺮف ﺑﻬﺬا اﻟﺸﻜﻞ‬
.(‫وإذا ﻃﺎل زﻣﻦ اﻟﻜﴪة )ﳌﺪة ﺣﺮﻛﺘﻦﻴ( ﻛﺎن ذﻟﻚ َﻣﺪ�ا ﺑﺎﻟﻴﺎء ) ِﺑـﻲ‬
Kasrah is a mark written below the letter e.g. ( ‫ ) ﹺﺏ‬to bring the reader’s attention to
lower his jaw for a short time (1 harakah). But for Yaa Medd ( ‫) ِﺑـﻲ‬, the jaw should
be lowered for 2 harakah.

‫ أﻣﺜﻠﺔ‬:ً‫ﺛﺎﻧﻴﺎ‬
.(‫ﺣﺮوف اﻟﻬﺠﺎء ﻣﻜﺴﻮرة ﻣﺮﺗﺒﺔ ﺣﺴﺐ ﻣﻜﺎن ﺧﺮوﺟﻬﺎ )ﻣﻦ ﺧﺎرج ﺟﻬﺎز اﻟﻨﻄﻖ ﻟﺪاﺧﻠﻪ‬
In the following table, the alphabets with kasrah are arranged according to their
place of articulation from the speech organ (from outside to inwards).

Group (1)
٤ ٣ ٢ ١
‫ ِف‬/ ‫ِﻓـ‬ ‫ ِب‬/ ‫ِﺑـ‬ ‫ ِم‬/ ‫ِﻣـ‬ ‫ ـ ِﻮ‬/ ‫ِو‬
‫ ِف‬/ ِ‫ﻓـ‬ ‫ ِب‬/ ِ‫ﺑـ‬ ‫ ِم‬/ ِ‫ﻣـ‬ ‫ ـ ِﻮ‬/ ‫ِو‬
--- / --- --- / --- --- / --- --- / ---

17
 ‫)‪Group (2‬‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ـﻆ‬
‫ِظ ‪ِ /‬‬ ‫ِذ ‪ /‬ـ ِﺬ‬ ‫ِﺛـ ‪ِ /‬ث‬
‫ـﻆ‬‫ِظ ‪ِ /‬‬ ‫ِذ ‪ /‬ـ ِﺬ‬ ‫ﺛـِ ‪ِ /‬ث‬
‫‪--- / ---‬‬ ‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫)‪Group (3‬‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ِﺻـ ‪ِ /‬ص‬ ‫ِﺳـ ‪ِ /‬س‬ ‫ِز ‪ /‬ـ ِﺰ‬
‫ﺻـِ ‪ِ /‬ص‬ ‫ﺳـِ ‪ِ /‬س‬ ‫ِز ‪ /‬ـ ِﺰ‬
‫‪--- / ---‬‬ ‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫دﻟﻴﻞ اﳌﻌﻠﻢ‪:‬‬
‫ﻳﻌﺮض ﻫﺬا اﻟﺪرس ﰲ ﺣﺼﺘﻦﻴ زﻣﻦ ﻛﻞ ﺣﺼﺔ ﺳﺎﻋﺔ وﻧﺼﻒ وﻳﺘﻢ اﻟﱰﻛﻴﺰ ﰲ ﻋﺮض اﻟﺪرس ﻋﲆ اﻻﺳﺘﺎﻤع واﻟﱰدﻳﺪ واﳌﻮازﻧﺔ ﻣﻊ ﺑﻴﺎن اﳌﺨﺮج‬
‫اﻟﺼﺤﻴﺢ ﻟﻜﻞ ﺻﻮت واﻟﺘﻤﻴﻴﺰ ﺑﻦﻴ اﻷﺻﻮات ﻣﺘﻘﺎرﺑﺔ اﳌﺨﺮج‪.‬‬

‫‪18‬‬
 ‫)‪Group (4‬‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ـﻂ‬
‫ِط ‪ِ /‬‬ ‫ِد ‪ /‬ـ ِﺪ‬ ‫ِﺗـ ‪ِ /‬ت‬
‫ـﻂ‬‫ِط ‪ِ /‬‬ ‫ِد ‪ /‬ـ ِﺪ‬ ‫ِﺗـ ‪ِ /‬ت‬
‫‪--- / ---‬‬ ‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫)‪Group (5‬‬
‫‪٢‬‬ ‫‪١‬‬
‫ِﻧـ ‪ِ /‬ن‬ ‫ِر ‪ /‬ـ ِﺮ‬
‫ِﻧـ ‪ِ /‬ن‬ ‫ِر ‪ /‬ـ ِﺮ‬
‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫دﻟﻴﻞ اﳌﻌﻠﻢ‪:‬‬
‫ﰲ ﻛﻞ دروس اﻟﻮﺣﺪة اﻷوﱃ ﻻﻳﺘﻢ ﻫﺠﺎء اﻟﻜﻠﺎﻤت اﳌﺼﺎﺣﺒﺔ ﻟﻠﺼﻮر وإﻤﻧﺎ ﻓﻘﻂ ﻳﺸﺮﻴ اﳌﻌﻠﻢ ﻟﻠﺼﻮت اﻷول ﻣﻦ اﻟﻜﻠﻤﺔ ﻣﻊ رﺑﻂ اﻟﺼﻮرة‬
‫ﺑﺎﻟﻜﻠﻤﺔ َﺗ َﺼ ﱡﻮ ًرا ﺑﴫ ًﻳﺎ‪.‬‬

‫‪19‬‬
 ‫)‪Group (6‬‬
‫‪٢‬‬ ‫‪١‬‬
‫ِﺿـ ‪ِ /‬ض‬ ‫ِﻟـ ‪ /‬لِ‬
‫ِﺿـ ‪ِ /‬ض‬ ‫ِﻟـ ‪ /‬لِ‬
‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫)‪Group (7‬‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ِﺟـ ‪ِ /‬ج‬ ‫ِﺷـ ‪ِ /‬ش‬ ‫ﻳـِ ‪ِ /‬ي‬
‫ِﺟـ ‪ِ /‬ج‬ ‫ِﺷـ ‪ِ /‬ش‬ ‫ﻳـِ ‪ِ /‬ي‬
‫‪--- / ---‬‬ ‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫‪20‬‬
 ‫)‪Group (8‬‬
‫‪٢‬‬ ‫‪١‬‬
‫ِﻗـ ‪ِ /‬ق‬ ‫ِﻛـ ‪ِ /‬ك‬
‫ِﻗـ ‪ِ /‬ق‬ ‫ِﻛـ ‪ِ /‬ك‬
‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫)‪Group (9‬‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ِﺣـ ‪ِ /‬ح‬ ‫ِﻏـ ‪ِ /‬غ‬ ‫ِﺧـ ‪ِ /‬خ‬
‫ِﺣـ ‪ِ /‬ح‬ ‫ِﻏـ ‪ِ /‬غ‬ ‫ِﺧـ ‪ِ /‬خ‬
‫‪--- / ---‬‬ ‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫‪21‬‬
 ‫‪٦‬‬ ‫‪٥‬‬ ‫‪٤‬‬
‫إ ‪ِ /‬ﺋـ ‪ِ /‬ء‬ ‫‪/‬ﻩ‬
‫ِﻫـ‪ /‬ـ ِﻬـ‪ /‬ـ ِﻪ ِ‬ ‫ِﻋـ ‪ِ /‬ع‬
‫إِ ‪ِ /‬ﺋـ ‪ِ /‬ء‬ ‫‪/‬ﻩ‬
‫ِﻫـ‪ /‬ـ ِﻬـ‪ /‬ـ ِﻪ ِ‬ ‫ِﻋـ ‪ِ /‬ع‬
‫‪--- /--- / ---‬‬ ‫‪-- /-- /-- /--‬‬ ‫‪--- / ---‬‬

‫‪22‬‬
 ‫‪Comparison‬‬ ‫ﺛﺎﻟﺜﺎً‪ :‬ﻣﻮازﻧﺔ‬
‫ﺗﺮﻛﻴﺐ ﻛﻠﻤﺔ ﺑﻬﺎ أﺻﻮات‬ ‫ﺗﺮﻛﻴﺐ ﻛﻠﻤﺔ ﻣﻦ أﺻﻮات‬
‫ﻣﻤﺪودة ﺑﺎﻟﻴﺎء‬ ‫ﻣﻜﺴﻮرة وﻣﻔﺘﻮﺣﺔ‬
‫ﺻﻮت‬
‫‪Constructing a word from‬‬ ‫‪Constructing a word from‬‬ ‫ﺻﻮت‬
‫اﳌﺪ‬
‫‪sounds with‬‬ ‫‪sounds with kasrah‬‬ ‫اﻟﻜﴪة‬
‫ﺑﺎﻟﻴﺎء‬ ‫اﻟﺮﻗﻢ‬
‫‪yaa medd‬‬ ‫‪and fatha‬‬
‫اﻷﺻﻮات اﳌﻜﺴﻮرة‬ ‫اﻷﺻﻮات اﳌﻜﺴﻮرة‬ ‫‪Sound‬‬
‫‪Sound‬‬ ‫‪No.‬‬
‫واﳌﻔﺘﻮﺣﺔ‬ ‫‪of‬‬
‫اﻟﻜﻠﻤﺔ‬ ‫واﳌﻤﺪودة ﺑﺎﻟﻴﺎء‬ ‫اﻟﻜﻠﻤﺔ‬ ‫‪of‬‬ ‫‪Kasrah‬‬
‫‪Sound of‬‬ ‫‪Sound of‬‬ ‫‪Yaa Medd‬‬
‫‪Word‬‬ ‫‪Word‬‬
‫‪Kasrah and‬‬ ‫‪Kasrah and‬‬
‫‪Yaa Medd‬‬ ‫‪Fatha‬‬

‫َﻃ ِﻮ َ‬
‫ﻳﻞ‬ ‫َط‪ِ /‬و َ‬
‫ﻳـ‪/‬ل‬ ‫َر ِو َي‬ ‫‪/‬ي‬
‫َر‪ِ /‬و َ‬ ‫ِوي‬ ‫ِو‬ ‫‪1‬‬

‫َ ِﻤﻳﻴـﻦَ‬ ‫َي‪ِ /‬ﻣ َ‬

‫ﻴـ‪/‬ن‬ ‫َﻋﻤ َِﻞ‬ ‫َع‪ِ /‬م َ‬
‫‪/‬ل‬ ‫ِﻣﻲ‬ ‫ِم‬ ‫‪2‬‬

‫َﻋ ِﺒﻴـ َﺮ‬ ‫َع‪ِ /‬ﺑﻴـ‪َ /‬ر‬ ‫َﻳ ِﺒ َﺲ‬ ‫‪/‬س‬

‫‪/‬ب َ‬
‫َي ِ‬ ‫ﺑـِﻲ‬ ‫ِب‬ ‫‪3‬‬

‫َر ِﻓ َ‬
‫ﻴﻊ‬ ‫َر‪ِ /‬ﻓ َ‬
‫ﻴـ‪/‬ع‬ ‫َﺣ ِﻔ َﻆ‬ ‫‪/‬ف َ‬
‫‪/‬ظ‬ ‫َح ِ‬ ‫ﻓـِﻲ‬ ‫ِف‬ ‫‪4‬‬

‫َﻛ ِﺜﻴـ َﺮ‬ ‫َﻛــ‪ِ /‬ﺛﻴـ‪َ /‬ر‬ ‫َوﺛِﻖَ‬ ‫‪/‬ث َ‬

‫‪/‬ق‬ ‫َو ِ‬ ‫ِﺛـﻲ‬ ‫ِث‬ ‫‪5‬‬

‫َﻟ ِﺬﻳ َﺬ‬ ‫َل‪ِ /‬ذﻳـ‪َ /‬ذ‬ ‫ِذر َاع‬ ‫ِذ‪/‬ر َ‬

‫ا‪/‬ع‬ ‫ِذي‬ ‫ِذ‬ ‫‪6‬‬

‫َﻧ ِﻈ َ‬
‫ﻴﻒ‬ ‫‪/‬ﻇ َ‬
‫ﻴـ‪/‬ف‬ ‫َن ِ‬ ‫َﺣ ِﻈ َﻲ‬ ‫َح‪/‬ظِ َ‬
‫‪/‬ي‬ ‫ِﻇﻲ‬ ‫ظِ‬ ‫‪7‬‬

‫زِﻳ َﻨ َﺔ‬ ‫ِﻳـ‪/‬ن‪/‬ـ َﺔ‬

‫ز َ‬ ‫َﻓ ِﺰ َع‬ ‫َف‪/‬ز َ‬
‫ِ‪/‬ع‬ ‫زِي‬ ‫ِز‬ ‫‪8‬‬

‫َﺟ ِﺴ َ‬
‫ﻴﻢ‬ ‫َج ِ‬
‫‪/‬ﺳﻴـ‪َ /‬م‬ ‫ﴘ‬‫َﻧ ِ َ‬ ‫‪/‬ي‬ ‫َن ِ‬
‫‪/‬س َ‬ ‫ِﺳـﻲ‬ ‫ِس‬ ‫‪9‬‬

‫َﻧ ِﺼ َ‬
‫ﻴﺐ‬ ‫ﻴـ‪/‬ب‬
‫ـ‪/‬ﺻ َ‬‫َﻧ ِ‬ ‫َﻟ ِﺼﻖَ‬ ‫‪/‬ق‬ ‫َل ِ‬
‫‪/‬ص َ‬ ‫ِﺻـﻲ‬ ‫ِص‬ ‫‪10‬‬

‫َﻳ ِﺘ َ‬
‫ﻴﻢ‬ ‫َﻳـ‪ِ /‬ﺗﻴـ‪َ /‬م‬ ‫َﻓ ِ َ‬
‫ﻦﺘ‬ ‫‪/‬ن‬ ‫َف ِ‬
‫‪/‬ت َ‬ ‫ِﺗـﻲ‬ ‫ِت‬ ‫‪11‬‬

‫ِدﻳﻦَ‬ ‫ِد َ‬
‫ﻳـ‪/‬ن‬ ‫َﻧ ِﺪ َم‬ ‫َن‪ِ /‬د‪َ /‬م‬ ‫ِدي‬ ‫ِد‬ ‫‪12‬‬

‫ِﻃ َ‬
‫ﻴﺐ‬ ‫ِﻃ َ‬
‫ﻴـ‪/‬ب‬ ‫َر ِﻃ َﺐ‬ ‫َر‪/‬طِ َ‬
‫‪/‬ب‬ ‫ِﻃﻲ‬ ‫طِ‬ ‫‪13‬‬

‫‪23‬‬
‫َﺣ ِﺮﻳ َﺮ‬ ‫َح‪/‬رِﻳـ‪َ /‬ر‬ ‫َﻓ ِﺮ َغ‬ ‫َف‪/‬ر َ‬
‫ِ‪/‬غ‬ ‫رِي‬ ‫ِر‬ ‫‪14‬‬

‫َر ِﻧﻴـﻦَ‬ ‫َر َ‬

‫‪/‬ﻧﻴـ‪/‬ن‬ ‫أَ ِﻧ َﺲ‬ ‫أَ‪/‬نِ َ‬
‫‪/‬س‬ ‫ﻧـِﻲ‬ ‫نِ‬ ‫‪15‬‬

‫َﻗ ِﻠ َ‬
‫ﻴﻞ‬ ‫َق‪ِ /‬ﻟ َ‬
‫ﻴـ‪/‬ل‬ ‫َزﻟِﻖَ‬ ‫زَ‪/‬لِ َ‬
‫‪/‬ق‬ ‫ِﻟـﻲ‬ ‫لِ‬ ‫‪16‬‬

‫َﻳ ِﻀ َ‬
‫ﻴﻊ‬ ‫ﻴـ‪/‬ع‬
‫ـ‪/‬ﺿ َ‬‫َﻳ ِ‬ ‫َﻧ ِﻀ َﺞ‬ ‫‪/‬ج‬ ‫َن ِ‬
‫‪/‬ض َ‬ ‫ِﺿـﻲ‬ ‫ِض‬ ‫‪17‬‬

‫َﺗ ْﻐ ِﻴﻴـ َﺮ‬ ‫َﺗ ْﻐـ‪ِ /‬ﻳﻴـ‪َ /‬ر‬ ‫َﺧ ِﻴ َﻞ‬ ‫‪/‬ي َ‬
‫‪/‬ل‬ ‫َخ ِ‬ ‫ِﻳﻲ‬ ‫ِي‬ ‫‪18‬‬

‫ﻴﻂ‬ ‫َﻧ ِﺸ َ‬ ‫‪/‬ﺷ َ‬

‫ﻴـ‪/‬ط‬ ‫َن ِ‬ ‫َﻧ ِﺸ َﻂ‬ ‫‪/‬ش َ‬
‫‪/‬ط‬ ‫َن ِ‬ ‫ِﺷـﻲ‬ ‫ِش‬ ‫‪19‬‬

‫ِﺟﻴ َﺪ‬ ‫ِﺟﻴـ‪َ /‬د‬ ‫َو ِﺟ َﻞ‬ ‫‪/‬ج َ‬

‫‪/‬ل‬ ‫َو ِ‬ ‫ِﺟﻲ‬ ‫ِج‬ ‫‪20‬‬

‫َﻣ ِﻜﻴـ َﺮ‬ ‫َم‪ِ /‬ﻛﻴـ‪َ /‬ر‬ ‫َر ِﻛ َﺐ‬ ‫‪/‬ب‬ ‫َر ِ‬
‫‪/‬ك َ‬ ‫ِﻛـﻲ‬ ‫ِك‬ ‫‪21‬‬

‫َﻋ ِﻘ َ‬
‫ﻴﻢ‬ ‫َع‪ِ /‬ﻗﻴـ‪َ /‬م‬ ‫َﻟ ِﻘ َﻲ‬ ‫َل‪/‬قِ َ‬
‫‪/‬ي‬ ‫ِﻗﻲ‬ ‫قِ‬ ‫‪22‬‬

‫َﺑ ِﺨ َ‬
‫ﻴﻞ‬ ‫‪/‬ﺧ َ‬
‫ﻴـ‪/‬ل‬ ‫َب ِ‬ ‫َﺑ ِﺨ َﻞ‬ ‫‪/‬خ َ‬
‫‪/‬ل‬ ‫َب ِ‬ ‫ِﺧﻲ‬ ‫ِخ‬ ‫‪23‬‬

‫َر ِﻏ َ‬
‫ﻴﻒ‬ ‫َر‪ِ /‬ﻏ َ‬
‫ﻴـ‪/‬ف‬ ‫َر ِﻏ َﺐ‬ ‫‪/‬ب‬
‫‪/‬غ َ‬
‫َر ِ‬ ‫ِﻏﻲ‬ ‫ِغ‬ ‫‪24‬‬

‫َر ِﺣ َ‬
‫ﻴﻢ‬ ‫َر ِ‬
‫‪/‬ﺣﻴـ‪َ /‬م‬ ‫َر ِﺣ َﻢ‬ ‫‪/‬ح‪َ /‬م‬
‫َر ِ‬ ‫ِﺣﻲ‬ ‫ِح‬ ‫‪25‬‬

‫ﺑـَ ِﻌﻴ َﺪ‬ ‫َﺑـ‪/‬ﻋﻴـ‪َ /‬د‬ ‫َﺻ ِﻌ َﺪ‬ ‫‪/‬ع‪َ /‬د‬

‫َص ِ‬ ‫ِﻋﻲ‬ ‫ِع‬ ‫‪26‬‬

‫َﻇ ِﻬﻴـ َﺮ‬ ‫َظ ِ‬

‫‪/‬ﻫﻴـ‪َ /‬ر‬ ‫َﻟ ِﻬ َﻲ‬ ‫ـ‪/‬ي‬
‫‪/‬ﻫ َ‬‫َل ِ‬ ‫ِﻫﻲ‬ ‫ِﻫـ‬ ‫‪27‬‬

‫إِ َﻤﻳ َ‬
‫ﺎن‬ ‫إِﻳـ‪َ /‬ﻣ َ‬
‫ﺎ‪/‬ن‬ ‫َد ِﺋ َ‬
‫ـﺐ‬ ‫‪/‬ب‬
‫َد‪/‬إِ َ‬ ‫إِي‬ ‫إِ‬ ‫‪28‬‬

‫‪24‬‬
 ‫ﺗﺪرﻳﺒﺎت ‪Exercises‬‬

‫‪1- Pronounce:‬‬
‫‪ -١‬اﻧﻄﻖ‪:‬‬

‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫ِﻳـﻲ‬ ‫ِب‬ ‫ﺗِـﻲ‬ ‫نِ‬ ‫ﻟـِﻲ‬ ‫لِ‬ ‫ﻋِـﻲ‬ ‫ِع‬ ‫ﻃِ ـﻲ‬ ‫طِ‬

‫‪2- Listen and tick (√) :‬‬

‫‪ -٢‬ﺿﻊ )√( أﻣﺎم اﻟﺼﻮت اﻟﺬي ﺗﺴﻤﻌﻪ‬

‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫إِﻳـ‬ ‫ِش‬ ‫ﺳِ ـﻲ‬ ‫ـ ِﺔ‬ ‫ﻫِ ـﻲ‬ ‫ـ ِﻪ‬ ‫ِة‬ ‫ِه‬ ‫ِح‬ ‫ﻛِـﻲ‬

‫‪3- Write kasrah under each letter, then read it:‬‬

‫‪ -٣‬اﻛﺘﺐ ﻛﴪة ﺗﺤﺖ ﻛﻞ ﺣﺮف ﺛﻢ اﻧﻄﻘﻪ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪:‬‬

‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫ض‬ ‫ط‬ ‫د‬ ‫ﻫـ‬ ‫ح‬ ‫أ‬ ‫ع‬ ‫ذ‬ ‫ث‬ ‫ظ‬

‫‪4- Write yaa medd after each letter, then read it:‬‬
‫‪ -٤‬اﻛﺘﺐ ﻳﺎء ﺑﻌﺪ ﻛﻞ ﺣﺮف ﺛﻢ اﻧﻄﻘﻪ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪:‬‬

‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫ن‬ ‫ي‬ ‫ع‬ ‫ذ‬ ‫ز‬ ‫ر‬ ‫خ‬ ‫ك‬ ‫غ‬ ‫ق‬

‫‪25‬‬
‫‪5 - Pronounce each sound separately, then read the complete word:‬‬
‫‪ – ٥‬اﻧﻄﻖ ﻛﻞ ﺻﻮت ﻣﻨﻔﺮدا ﺛﻢ اﻗﺮا اﻟﻜﻠﻤﺔ ﻛﺎﻣﻠﺔ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪:‬‬

‫َزﻟِﻖَ‬ ‫َز‪/‬لِ َ‬
‫‪/‬ق‬ ‫‪1‬‬
‫َﻧ ِﺸ َﻂ‬ ‫‪/‬ش َ‬
‫‪/‬ط‬ ‫َن ِ‬ ‫‪2‬‬
‫َﺻ ِﻌ َﺪ‬ ‫‪/‬ع‪َ /‬د‬
‫َص ِ‬ ‫‪3‬‬
‫َوﺛِﻖَ‬ ‫‪/‬ق‬‫‪/‬ث َ‬‫َو ِ‬ ‫‪4‬‬
‫َﻧ ِﻈ َ‬
‫ﻴﻒ‬ ‫‪/‬ﻇ َ‬
‫ﻴـ‪/‬ف‬ ‫َن ِ‬ ‫‪5‬‬
‫ِزﻳ َﻨ َﺔ‬ ‫ﻳـ‪/‬ن‪/‬ـ َﺔ‬
‫ِز َ‬ ‫‪6‬‬
‫َﻃ ِﻮ َ‬
‫ﻳﻞ‬ ‫َط‪ِ /‬و َ‬
‫ﻳـ‪/‬ل‬ ‫‪7‬‬

‫َر ِﻓ َ‬
‫ﻴﻊ‬ ‫َر‪ِ /‬ﻓ َ‬
‫ﻴـ‪/‬ع‬ ‫‪8‬‬
‫َرﺣ ِﻴ َﻢ‬ ‫َر ِ‬
‫‪/‬ﺣﻴـ‪َ /‬م‬ ‫‪9‬‬
‫َﺣ ِﻈ َﻲ‬ ‫‪/‬ي‬‫َح‪/‬ظِ َ‬ ‫‪10‬‬

‫‪6 - Write your name:‬‬

‫‪ –٦‬اﻛﺘﺐ اﺳﻤﻚ‪:‬‬
‫_______________________________________________________‬
‫_______________________________________________________‬
‫_______________________________________________________‬

‫‪26‬‬
 ‫اﻟﺪرس اﻟﺜﺎﻟﺚ‬
Lesson 3
‫ﺻﻮت اﻟﻀﻤﺔ ــ ُـ واﳌﺪ ﺑﺎﻟﻮاو ـﻮ‬
Sound of Dhammah and Waaw Medd

‫ ﺗﻮﺿﻴﺢ‬:‫أو َﻻ‬
‫ وإذا‬،(‫)ب( ﻟﺘﻨﺒﻪ اﻟﻘﺎرئ أن ﻳﻀﻢ ﺷﻔﺘﻴﻪ ﺑﺎﺳﺘﺪارة ﻣﺪة ﻗﺼﺮﻴة )ﻣﺪة ﺣﺮﻛﺔ‬
ُ ‫اﻟﻀﻤﺔ ﻋﻼﻣﺔ ﺗﻮﺿﻊ ﻓﻮق اﻟﺤﺮف ﺑﻬﺬا اﻟﺸﻜﻞ‬
.(‫ﻃﺎل زﻣﻦ اﻟﻀﻤﺔ )ﳌﺪة ﺣﺮﻛﺘﻦﻴ( ﻛﺎن ذﻟﻚ َﻣﺪ�ا ﺑﺎﻟﻮاو )ﺑُﻮ‬
Dhammah is a mark written above the letter e.g. ( ‫ ) ﹸﺏ‬to bring the reader’s attention
to form a circle of his two lips for a short time (1 harakah). But for Waaw Medd
( ‫) ﺑﹸﻮ‬, the time of dhammah should be 2 harakah.

‫ أﻣﺜﻠﺔ‬:َ‫ﺛﺎﻧﻴﺎ‬
.‫ﺣﺮوف اﻟﻬﺠﺎء ﻣﻀﻤﻮﻣﺔ ﻣﺮﺗﺒﺔ ﺣﺴﺐ ﻣﻜﺎن ﺧﺮوﺟﻬﺎ ﻣﻦ ﺧﺎرج ﺟﻬﺎز اﻟﻨﻄﻖ ﻟﺪاﺧﻠﻪ‬
In the following table, the alphabets with dhammah are arranged according to
their place of articulation from the speech organ (from outside to inwards).

Group (1)
٤ ٣ ٢ ١
‫ ُف‬/ ‫ُﻓـ‬ ‫ ُب‬/ ‫ُﺑـ‬ ‫ ُم‬/ ‫ُﻣـ‬ ‫ ـ ُﻮ‬/ ‫ُو‬
‫ ُف‬/ ‫ُﻓـ‬ ‫ ُب‬/ ‫ُﺑـ‬ ‫ ُم‬/ ‫ُﻣـ‬ ‫ ـ ُﻮ‬/ ‫ُو‬
--- / --- --- / --- --- / --- --- / ---

27
 ‫)‪Group (2‬‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ُظ ‪ُ /‬‬
‫ـﻆ‬ ‫ُذ ‪ُ /‬ـﺬ‬ ‫ُﺛـ ‪ُ /‬ث‬
‫ـﻆ‬‫ُظ ‪ُ /‬‬ ‫ُذ ‪ُ /‬ـﺬ‬ ‫ُﺛـ ‪ُ /‬ث‬
‫‪--- / ---‬‬ ‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫)‪Group (3‬‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ُﺻـ ‪ُ /‬ص‬ ‫ُﺳـ ‪ُ /‬س‬ ‫ُز ‪ /‬ـ ُﺰ‬
‫ُﺻـ ‪ُ /‬ص‬ ‫ُﺳـ ‪ُ /‬س‬ ‫ُز ‪ /‬ـ ُﺰ‬
‫‪--- / ---‬‬ ‫‪---/ ---‬‬ ‫‪--- / ---‬‬

‫دﻟﻴﻞ اﻟﻌﻠﻢ‪:‬‬
‫‪ -١‬ﻳﺘﻢ ﻋﺮض ﻫﺬا اﻟﺪرس ﰲ ﺣﺼﺔ واﺣﺪة زﻣﻦ اﻟﺤﺼﺔ ﺳﺎﻋﺔ وﻧﺼﻒ ﻷن اﳌﺘﻌﻠﻢ ﺗﺪرب ﻋﲆ ﻛﻞ اﻟﺤﺮوف ﻣﻊ ﺻﻮت اﻟﻔﺘﺤﺔ واﻟﻜﴪة‬
‫وﺻﺎرت اﻟﺤﺮوف ﻣﺄﻟﻮﻓﺔ ﻟﻪ‪.‬‬
‫‪ -٢‬ﻃﺮﻳﻘﺔ اﻟﻌﺮض اﻟﺴﺎﺑﻘﺔ ﺑﺎﻟﺪرس اﻷول واﻟﺜﺎﻲﻧ ﻫﻲ ﻧﻔﺲ ﻃﺮﻳﻘﺔ ﻋﺮض ﻫﺬا اﻟﺪرس‪.‬‬

‫‪28‬‬
 ‫)‪Group (4‬‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ُط ‪ُ /‬‬
‫ـﻂ‬ ‫ُد ‪ُ /‬ـﺪ‬ ‫ُﺗـ ‪ُ /‬ت‬
‫ـﻂ‬‫ُط ‪ُ /‬‬ ‫ُد ‪ُ /‬ـﺪ‬ ‫ُﺗـ ‪ُ /‬ت‬
‫‪--- / ---‬‬ ‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫)‪Group (5‬‬
‫‪٢‬‬ ‫‪١‬‬
‫ُﻧـ ‪ُ /‬ن‬ ‫ُر ‪ /‬ـ ُﺮ‬
‫ُﻧـ ‪ُ /‬ن‬ ‫ُر ‪ /‬ـ ُﺮ‬
‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫‪29‬‬
 ‫)‪Group (6‬‬
‫‪٢‬‬ ‫‪١‬‬
‫ُﺿـ ‪ُ /‬ض‬ ‫ُﻟـ ‪ُ /‬ل‬
‫ُﺿـ ‪ُ /‬ض‬ ‫ُﻟـ ‪ُ /‬ل‬
‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫)‪Group (7‬‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ُﺟـ ‪ُ /‬ج‬ ‫ُﺷـ ‪ُ /‬ش‬ ‫ُﻳـ ‪ /‬يُ‬
‫ُﺟـ ‪ُ /‬ج‬ ‫ُﺷـ ‪ُ /‬ش‬ ‫ُﻳـ ‪ /‬يُ‬
‫‪--- / ---‬‬ ‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫‪30‬‬
 ‫)‪Group (8‬‬
‫‪٢‬‬ ‫‪١‬‬
‫ُﻗـ ‪ُ /‬ق‬ ‫ُﻛـ ‪ُ /‬ك‬
‫ُﻗـ ‪ُ /‬ق‬ ‫ُﻛـ ‪ُ /‬ك‬
‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫)‪Group (9‬‬

‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬

‫ُﺣـ ‪ُ /‬ح‬ ‫ُغ ‪ُ /‬ﻏـ‬ ‫ُﺧـ ‪ُ /‬خ‬
‫ُﺣـ ‪ُ /‬ح‬ ‫ُغ ‪ُ /‬ﻏـ‬ ‫ُﺧـ ‪ُ /‬خ‬
‫‪---/ ---‬‬ ‫‪--- / ---‬‬ ‫‪--- / ---‬‬

‫‪31‬‬
 ‫‪٦‬‬ ‫‪٥‬‬ ‫‪٤‬‬
‫ُأ ‪ُ /‬ؤ ‪ُ /‬ء‬ ‫ﻫُ ـ‪/‬ـﻬُـ‪ /‬ـ ُﻪ ‪ُ /‬ه‬ ‫عُ ‪ /‬ﻋُ ـ‬
‫ُأ ‪ُ /‬ؤ ‪ُ /‬ء‬ ‫ﻫُ ـ‪ /‬ـﻬُـ‪ /‬ـ ُﻪ ‪ُ /‬ه‬ ‫عُ ‪ /‬ﻋُ ـ‬
‫‪---/---/---‬‬ ‫‪--/--/--/--‬‬ ‫‪--- / ---‬‬

‫‪32‬‬
 ‫ﺛﺎﻟﺜﺎً‪ :‬ﻣﻮازﻧﺔ ‪Comparison‬‬

‫ﺗﺮﻛﻴﺐ ﻛﻠﻤﺔ ﺑﻬﺎ أﺻﻮات‬ ‫ﺗﺮﻛﻴﺐ ﻛﻠﻤﺔ ﻣﻦ أﺻﻮات ﻣﻀﻤﻮﻣﺔ وﻣﻜﺴﻮرة‬

‫ﻣﻤﺪودة ﺑﺎﻟﻮاو‬ ‫وﻣﻔﺘﻮﺣﺔ‬ ‫ﺻﻮت‬
‫ﺻﻮت‬
‫‪Constructing a word‬‬ ‫‪Constructing a word from the‬‬ ‫اﳌﺪ‬
‫اﻟﻀﻤﺔ‬
‫‪from the sounds of‬‬ ‫‪sounds of Dhammah,‬‬ ‫ﺑﺎﻟﻮاو‬ ‫اﻟﺮﻗﻢ‬
‫‪Waaw Medd‬‬ ‫‪Kasrah and fatha‬‬ ‫‪Sound‬‬
‫‪Sound‬‬ ‫‪of‬‬ ‫‪No.‬‬
‫‪of‬‬ ‫‪Dham‬‬
‫‪Waaw mah‬‬
‫اﻟﻜﻠﻤﺔ‬ ‫اﻷﺻﻮات‬ ‫اﻟﻜﻠﻤﺔ‬ ‫اﻷﺻﻮات‬ ‫‪Medd‬‬
‫‪Word‬‬ ‫‪Sounds‬‬ ‫‪Word‬‬ ‫‪Sounds‬‬

‫و‪/‬ن ُﻣ َﺘ َﺴ ُﺎو َ‬
‫ون‬ ‫ﺎ‪/‬و َ‬
‫‪/‬ﺳ ُ‬ ‫ُم َ‬
‫‪/‬ت َ‬ ‫ُو ِﻟ َﺪ‬ ‫ُو‪/‬لِ ‪َ /‬د‬ ‫ُوو‬ ‫ُو‬ ‫‪1‬‬

‫ﻮﺳـﻰ‬
‫ُﻣ َ‬ ‫ﻮ‪/‬ﺳـﻰ‬
‫ُﻣ َ‬ ‫ُﻣ ِﻨ َﺢ‬ ‫‪/‬ح‬
‫ُم‪/‬نِ َ‬ ‫ُﻣﻮ‬ ‫ُم‬ ‫‪2‬‬

‫َﻳ ُﺒﻮ ُر‬ ‫َي‪ُ /‬ﺑﻮ‪ُ /‬ر‬ ‫ُﺑ ِﺬ َر‬ ‫ُب‪ِ /‬ذ‪َ /‬ر‬ ‫ُﺑﻮ‬ ‫ُب‬ ‫‪3‬‬

‫َﻳ ُﻔﻮ ُر‬ ‫َي‪ُ /‬ﻓﻮ‪ُ /‬ر‬ ‫ُﻓ ِﻬ َﻢ‬ ‫‪/‬ﻫـ‪َ /‬م‬ ‫ُف ِ‬ ‫ُﻓﻮ‬ ‫ُف‬ ‫‪4‬‬

‫َﻳ ُﺜﻮ ُر‬ ‫َي‪ُ /‬ﺛﻮ‪ُ /‬ر‬ ‫ُﺛ ِﻘ َﺐ‬ ‫ُث‪ِ/‬ق‪َ/‬ب‬ ‫ُﺛﻮ‬ ‫ُث‬ ‫‪5‬‬

‫ُﺑ ُﺬو ُر‬ ‫ُب‪ُ /‬ذو‪ُ /‬ر‬ ‫َﻋ ُﺬ َب‬ ‫َع‪ُ /‬ذ َ‬
‫‪/‬ب‬ ‫ُذو‬ ‫ُذ‬ ‫‪6‬‬

‫ُﺣ ُﻈ ُ‬
‫ﻮظ‬ ‫‪/‬ﻇ ُ‬
‫ﻮ‪/‬ظ‬ ‫ُح ُ‬ ‫َﻳ ِﻌ ُﻆ‬ ‫‪/‬ع ُ‬
‫‪/‬ظ‬ ‫َي ِ‬ ‫ُﻇﻮ‬ ‫ُظ‬ ‫‪7‬‬

‫َﻳﺰُو ُر‬ ‫َي‪ُ /‬زو‪ُ /‬ر‬ ‫ُزر َِع‬ ‫ُز‪/‬ر َ‬

‫ِ‪/‬ع‬ ‫ُزو‬ ‫ُز‬ ‫‪8‬‬

‫ُﺳﻮ ُر‬ ‫ُﺳﻮ‪ُ /‬ر‬ ‫ُﺳﻤ َِﻊ‬ ‫‪/‬ع‬

‫ُس‪ِ /‬م َ‬ ‫ُﺳﻮ‬ ‫ُس‬ ‫‪9‬‬

‫ُأ ُﺻ ُ‬
‫ﻮل‬ ‫‪/‬ﺻ ُ‬
‫ﻮ‪/‬ل‬ ‫ُأ ُ‬ ‫ﴏ َف‬‫ُ ِ‬ ‫ُص‪/‬ر َ‬
‫ِ‪/‬ف‬ ‫ُﺻﻮ‬ ‫ُص‬ ‫‪10‬‬

‫أَ ُﺗ ُ‬
‫ﻮب‬ ‫أَ‪ُ /‬ﺗ ُ‬
‫ﻮ‪/‬ب‬ ‫ُﺗ ِﺒ َﻊ‬ ‫‪/‬ع‬ ‫ُت ِ‬
‫‪/‬ب َ‬ ‫ُﺗﻮ‬ ‫ُت‬ ‫‪11‬‬

‫َﻳﺪُ و ُر‬ ‫َي‪ُ /‬دو‪ُ /‬ر‬ ‫ُد ِﻓ َﻊ‬ ‫‪/‬ع‬ ‫ُد ِ‬

‫‪/‬ف َ‬ ‫ُدو‬ ‫ُد‬ ‫‪12‬‬

‫ُﺳ ُﻄﻮ ُر‬ ‫‪/‬ﻃﻮ‪ُ /‬ر‬‫ُس ُ‬ ‫ُﻃ ِﺮ َد‬ ‫ُط‪/‬رِ‪َ /‬د‬ ‫ُﻃﻮ‬ ‫ُط‬ ‫‪13‬‬

‫‪33‬‬
‫ُﻣ ُﺮو ُر‬ ‫ُم‪ُ /‬رو‪ُ /‬ر‬ ‫ُر ِﻓ َﻊ‬ ‫‪/‬ع‬ ‫ُر ِ‬
‫‪/‬ف َ‬ ‫ُرو‬ ‫ُر‬ ‫‪14‬‬

‫ُﻧﻮ ُر‬ ‫ُﻧﻮ‪ُ /‬ر‬ ‫ُﻧ ِﺼ َﺐ‬ ‫‪/‬ب‬ ‫ُن ِ‬

‫‪/‬ص َ‬ ‫ُﻧﻮ‬ ‫ُن‬ ‫‪15‬‬

‫َﻳ ُﻠ ُ‬
‫ﻮم‬ ‫َي‪ُ /‬ﻟ ُ‬
‫ﻮ‪/‬م‬ ‫ُﻟ ِﻔ َﺖ‬ ‫ُل ِ‬
‫‪/‬ف َ‬
‫‪/‬ت‬ ‫ُﻟﻮ‬ ‫ُل‬ ‫‪16‬‬

‫ُﻓ ُﻀ ُ‬
‫ﻮل‬ ‫‪/‬ﺿ ُ‬
‫ﻮ‪/‬ل‬ ‫ُف ُ‬ ‫ُ ِ‬
‫ﴐ َب‬ ‫ُض‪/‬ر َ‬
‫ِ‪/‬ب‬ ‫ُﺿﻮ‬ ‫ُض‬ ‫‪17‬‬

‫ﻮﺟﺪُ‬
‫ُﻳ َ‬ ‫ﻮ‪/‬ج‪ُ /‬د‬
‫ُﻳ َ‬ ‫ﴪ‬
‫ُﻳ ِ َ‬ ‫‪/‬س‪َ /‬ر‬
‫ُي ِ‬ ‫ُﻳﻮ‬ ‫ُي‬ ‫‪18‬‬

‫َﻳ ُﺸﻮ ُر‬ ‫‪/‬ﺷﻮ‪ُ /‬ر‬‫َي ُ‬ ‫ُﺷ ِﻐ َﻞ‬ ‫‪/‬ل‬‫‪/‬غ َ‬

‫ُش ِ‬ ‫ُﺷﻮ‬ ‫ُش‬ ‫‪19‬‬

‫ُأ ُﺟﻮ ُر‬ ‫ُأ ُ‬

‫‪/‬ﺟﻮ‪ُ /‬ر‬ ‫ُﺟ ِﺮ َح‬ ‫ِ‪/‬ح‬
‫ُج‪/‬ر َ‬ ‫ُﺟﻮ‬ ‫ُج‬ ‫‪20‬‬

‫ُﻛ ُ‬
‫ﻮب‬ ‫ُﻛ ُ‬
‫ﻮ‪/‬ب‬ ‫ُﻛ ِﺘ َﺐ‬ ‫‪/‬ب‬ ‫ُك ِ‬
‫‪/‬ت َ‬ ‫ُﻛﻮ‬ ‫ُك‬ ‫‪21‬‬

‫َﻳ ُﻘ ُ‬
‫ﻮل‬ ‫َي‪ُ /‬ﻗ ُ‬
‫ﻮ‪/‬ل‬ ‫ُﻗ ِﺘ َﻞ‬ ‫‪/‬ت َ‬
‫‪/‬ل‬ ‫ُق ِ‬ ‫ُﻗﻮ‬ ‫ُق‬ ‫‪22‬‬

‫َﻳ ُﺨﻮ ُر‬ ‫َي ُ‬

‫‪/‬ﺧﻮ‪ُ /‬ر‬ ‫ُﺧ ِ َﱪ‬ ‫ُخ ِ‬
‫‪/‬ب‪َ /‬ر‬ ‫ُﺧﻮ‬ ‫ُخ‬ ‫‪23‬‬

‫ُﻏ ُ‬
‫ﻮل‬ ‫ُﻏ ُ‬
‫ﻮ‪/‬ل‬ ‫ُﻏ ِﺮ َس‬ ‫ِ‪/‬س‬‫ُغ‪/‬ر َ‬ ‫ُﻏﻮ‬ ‫ُغ‬ ‫‪24‬‬

‫ُﺣﻮ ُر‬ ‫ُﺣﻮ‪ُ /‬ر‬ ‫ُﺣﻤ َِﻞ‬ ‫ُح‪ِ /‬م َ‬

‫‪/‬ل‬ ‫ُﺣﻮ‬ ‫ُح‬ ‫‪25‬‬

‫َﻳ ُﻌ ُ‬
‫ﻮل‬ ‫َي ُ‪/‬ﻋ ُ‬
‫ﻮ‪/‬ل‬ ‫ُﻋ ِﺮ َف‬ ‫ُع‪/‬ر َ‬
‫ِ‪/‬ف‬ ‫ُﻋﻮ‬ ‫ُع‬ ‫‪26‬‬

‫ُذ ُﻫ ُ‬
‫ﻮل‬ ‫‪/‬ﻫ ُ‬
‫ﻮ‪/‬ل‬ ‫ُذ ُ‬ ‫ُﻫ ِﺪ َي‬ ‫ُﻫـ‪ِ /‬د َ‬
‫‪/‬ي‬ ‫ُﻫﻮ‬ ‫ُﻫـ‬ ‫‪27‬‬

‫ُأ ِ‬
‫وﺣ َﻲ‬ ‫‪/‬ي‬ ‫ُأ ِ‬
‫و‪/‬ح َ‬ ‫ُأ ِ َ‬
‫ﴎ‬ ‫ُأ ِ‬
‫‪/‬س‪َ /‬ر‬ ‫ُأو‬ ‫ُأ‬ ‫‪28‬‬

‫‪34‬‬
 ‫ﺗﺪرﻳﺒﺎت ‪Exercises‬‬

‫‪1- Pronounce‬‬
‫‪ -١‬اﻧﻄﻖ‪:‬‬

‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫ُﻣﻮ‬ ‫ُزو‬ ‫ُر‬ ‫ُذو‬ ‫ُد‬ ‫ُﺧﻮ‬ ‫ُج‬ ‫ُﻫﻮ‬ ‫ـ ُﻬـ‬ ‫ُﺳـ‬

‫‪2- Listen and tick(√):‬‬

‫‪ -٢‬ﺿﻊ )√( أﻣﺎم اﻟﺼﻮت اﻟﺬي ﺗﺴﻤﻌﻪ‪:‬‬

‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫ُق‬ ‫ُﻓﻮ‬ ‫ُﺿﻮ‬ ‫ُص‬ ‫ُأ‬ ‫ُط‬ ‫ُي‬ ‫ُﻛﻮ‬ ‫ُه‬ ‫ُش‬

‫‪3- Write dhammah above each letter, then read it:‬‬

‫‪ – ٣‬اﻛﺘﺐ ﺿﻤﺔ ﻓﻮق ﻛﻞ ﺣﺮف ﺛﻢ اﻧﻄﻘﻪ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪:‬‬

‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫ض‬ ‫ص‬ ‫ش‬ ‫س‬ ‫ز‬ ‫ر‬ ‫ذ‬ ‫د‬ ‫غ‬ ‫ع‬

‫‪4- Write Waaw Medd after each letter, then read it:‬‬
‫‪ -٤‬اﻛﺘﺐ وا ًوا ﺑﻌﺪ ﻛﻞ ﺣﺮف ﺛﻢ اﻧﻄﻘﻪ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪:‬‬

‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫ش‬ ‫ث‬ ‫ﻣـ‬ ‫و‬ ‫ﻫـ‬ ‫ﺣـ‬ ‫أ‬ ‫ﻋـ‬ ‫د‬ ‫ض‬

‫‪35‬‬
‫‪5- Pronounce each sound separately, then read the complete word:‬‬
‫‪ -٥‬اﻧﻄﻖ ﻛﻞ ﺻﻮت ﻣﻨﻔﺮدا ﺛﻢ اﻗﺮأ اﻟﻜﻠﻤﺔ ﻛﺎﻣﻠﺔ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪:‬‬

‫ﴎ‬‫ُأ ِ َ‬ ‫ُأ ِ‬
‫‪/‬س‪َ /‬ر‬ ‫‪1‬‬

‫ُﻏ ِﺮ َس‬ ‫‪/‬س‬‫ُغ‪ِ /‬ر َ‬ ‫‪2‬‬

‫ُﻧﻮ ُر‬ ‫ُﻧﻮ‪ُ /‬ر‬ ‫‪3‬‬

‫َﻳ ُﺰو ُر‬ ‫يَ ‪ُ /‬زو‪ُ /‬ر‬ ‫‪4‬‬

‫ﻋ َُﺬ َب‬ ‫‪/‬ب‬ ‫عَ ‪ُ /‬ذ َ‬ ‫‪5‬‬

‫ُو ِﻟ َﺪ‬ ‫ُو‪/‬لِ ‪َ /‬د‬ ‫‪6‬‬

‫وﺣ َﻲ‬‫ُأ ِ‬ ‫و‪/‬ح‪/‬يَ‬

‫ِ‬ ‫ُ‬
‫أ‬ ‫‪7‬‬

‫ُﺑ ُﺬو ُر‬ ‫ُب‪ُ /‬ذو‪ُ /‬ر‬ ‫‪8‬‬

‫ُر ِﻓ َﻊ‬ ‫‪/‬ف‪/‬عَ‬

‫ُر ِ‬ ‫‪9‬‬

‫ﻮﺳـﻰ‬
‫ُﻣ َ‬ ‫ُﻣﻮ‪/‬ﺳـﻰ‬ ‫‪10‬‬

‫‪6 - Write your name:‬‬

‫‪ –٦‬اﻛﺘﺐ اﺳﻤﻚ‪:‬‬
‫_______________________________________________________‬
‫_______________________________________________________‬
‫_______________________________________________________‬

‫‪36‬‬
 ‫اﻟﺪرس اﻟﺮاﺑﻊ‬
‫‪Lesson 4‬‬
‫ﺻﻮت اﻟﺤﺮف ﺣﺎل اﻟﺴﻜﻮن ـ ْــ واﻟﺸﺪة ـ ّــ‬
‫‪Sound of Sukoon and Shaddah‬‬

‫أو ًﻻ‪ :‬ﺗﻮﺿﻴﺢ‬

‫)ب( ﻟﺘﻨﺒﻪ اﻟﻘﺎرئ أن اﻟﺴﺎﻛﻦ ﻳﻠﻔﻆ ﻣﻊ ﻣﺎ ﻗﺒﻠﻪ وﻻ ﻤﻳﻜﻦ أن‬
‫‪ -١‬اﻟﺴﻜﻮن ﻋﻼﻣﺔ ﺗﻮﺿﻊ ﻓﻮق اﻟﺤﺮف ﺑﻬﺬا اﻟﺸﻜﻞ ْ‬
‫ﻳﻨﻄﻖ وﺣﺪه )إِ ْب(‪ ،‬وأن اﻟﺴﺎﻛﻦ ﺧﺎل ﻣﻦ اﻟﺤﺮﻛﺔ أي ﻻ ﻓﺘﺤﺔ وﻻ ﻛﴪة وﻻ ﺿﻤﺔ ﻣﺼﺎﺣﺒﺔ ﻟﻪ‪.‬‬

‫‪ ) to bring the reader’s attention to‬بﹾ ( ‪Sukoon is a mark placed above the letter .e.g.‬‬
‫‪pronounce it with the letter that precedes it. It cannot be pronounced separately.‬‬
‫‪It has neither fatha nor kasrah nor dhammah.‬‬

‫)ب( واﻟﺸﺪة‬
‫)ب( أو ﻛﴪة ﱢ‬‫)ب( أو ﺿﻤﺔ ﱡ‬ ‫)ب( وﻳﺼﺎﺣﺒﻬﺎ ﻓﺘﺤﺔ ﱠ‬ ‫‪ -٢‬اﻟﺸﺪة ﻋﻼﻣﺔ ﺗﻮﺿﻊ ﻓﻮق اﻟﺤﺮف ﺑﻬﺬا اﻟﺸﻜﻞ ّ‬
‫ﺗﻨﺒﻪ اﻟﻘﺎرئ أن ﻫﺬا اﻟﺼﻮت ﻳﻠﻔﻆ ﻣﺮﺗﻦﻴ اﳌﺮة اﻷوﱃ ﺳﺎﻛﻨﺎً واﻟﺜﺎﻧﻴﺔ ﻣﺘﺤﺮﻛﺎً ﺑﺎﻟﺤﺮﻛﺔ اﳌﺼﺎﺣﺒﺔ ﻟﻠﺸﺪة‪ ،‬وﻷن‬
‫اﻟﺼﻮت اﻷول ﺳﺎﻛﻦ ﻓﺎﻟﺤﺮف اﳌﺸﺪد ﻳﻠﻔﻆ ﻣﺎ ﻣﻊ ﻗﺒﻠﻪ وﻻ ﻤﻳﻜﻦ أن ﻳﻨﻄﻖ وﺣﺪه )إِ ﱠب(‪.‬‬

‫)ب( ‪Shaddah is a mark placed above the letter e.g.‬‬ ‫‪ّ . It is joined with either fatha‬‬
‫‪),‬ب(‬
‫)ب( ‪ kasrah‬ﱠ‬‫‪ ). For shaddah, the reader has to pronounce the‬ﱡب ( ‪ or dhammah‬ﱢ‬
‫‪letter twice. The first should be without a vowel (sukoon) and the second with a‬‬
‫‪vowel (fatha, kasrah or dhammah).‬‬

‫دﻟﻴﻞ اﳌﻌﻠﻢ‪:‬‬
‫‪ -١‬ﻳﻌﺮض ﻫﺬا اﻟﺪرس ﰲ ﺣﺼﺔ زﻣﻨﻬﺎ ﺳﺎﻋﺔ وﻧﺼﻒ‪.‬‬
‫‪ -٢‬ﻃﺮﻳﻘﺔ اﻟﻌﺮض اﳌﻨﺎﺳﺒﺔ‪ :‬اﳌﻨﺎﻗﺸﺔ واﻷﻣﺜﻠﺔ ﻣﻊ اﺳﺘﺎﻤع وﺗﺮدﻳﺪ وﻣﻮازﻧﺔ وﺗﺪرﻳﺐ ﻗﺮاﻲﺋ وﻛﺘﺎﻲﺑ ﻟﻜﻞ ﺻﻮت ﻣﻦ أﺻﻮات ﻛﻞ ﺣﺮف‬
‫ﻣﻦ ﺣﺮوف اﻟﻬﺠﺎء ﺳﻮا ًء ﻣﻊ اﻟﺤﺮﻛﺎت اﻟﻘﺼﺮﻴة أم اﻟﻄﻮﻳﻠﺔ )اﳌﺪ( أو ﻣﻊ اﻟﻠﻦﻴ أو اﻟﺴﻜﻮن أو اﻟﺸﺪة‪.‬‬

‫‪37‬‬
 ‫ﺛﺎﻧﻴﺎً‪ :‬أﻣﺜﻠﺔ ‪Examples‬‬

‫اﻟﺸــﺪة ‪Shaddah‬‬ ‫اﻟﺴﻜﻮن ‪Sukoon‬‬

‫اﻟﺼﻮت‬ ‫اﻟﺼﻮت‬ ‫اﻟﺴﺎﻛﻦ ﰲ‬

‫اﻟﺼﻮت‬
‫اﳌﺸﺪد ﰲ‬ ‫اﳌﺘﺤﺮك‬ ‫اﻟﺴﺎﻛﻦ‬
‫ﻣﺜﺎل‬ ‫اﳌﺸﺪد‬ ‫ﻣﺜﺎل‬ ‫ﻣﻘﻄﻊ ﺳﺎﻛﻦ‬ ‫اﻟﺮﻗﻢ‬
‫ﻣﻘﻄﻊ ﻣﺸﺪد‬ ‫اﻟﺮﻗﻢ‬
‫‪Sound‬‬
‫‪Sound‬‬ ‫‪No.‬‬ ‫‪Syllable‬‬
‫‪Example‬‬ ‫‪Syllable‬‬ ‫‪Sound‬‬ ‫‪Example‬‬ ‫‪with‬‬ ‫‪No.‬‬
‫‪with‬‬ ‫‪with‬‬
‫‪with‬‬ ‫‪with‬‬ ‫‪Sukoon‬‬
‫‪Shaddah‬‬ ‫‪sukoon‬‬
‫‪Shaddah‬‬ ‫‪a vowel‬‬

‫ُﻣ َﺤ ﱠﻤ ُﺪ‬ ‫َﺣ ﱠﻤـ‬ ‫ﱠم‬ ‫َم‬ ‫‪1‬‬ ‫َﺗ ْﻐ ِﻴ ُﺮﻴ‬ ‫َﺗ ْﻐـ‬ ‫ْغ‬ ‫‪1‬‬

‫ُﻳ َﺸ ﱢﺠ ُﻊ‬ ‫َﺷ ﱢﺠـ‬ ‫ﱢج‬ ‫ِج‬ ‫‪2‬‬ ‫ُﻣ ْﺴﺘ ََﺤ ﱡﺐ‬ ‫ُﻣ ْﺴـ‬ ‫ْس‬ ‫‪2‬‬

‫َﻳ ُﻌﺪﱡ‬ ‫ﻋُ ﺪﱡ‬ ‫ﱡد‬ ‫ُد‬ ‫‪3‬‬ ‫َﻣ ْﺪ َر َﺳ ُﺔ‬ ‫َﻣ ْﺪ‬ ‫ْد‬ ‫‪3‬‬

‫َﻣ ﱠﻴ َﺰ‬ ‫َﻣ ﱠﻴـ‬ ‫يﱠ‬ ‫يَ‬ ‫‪4‬‬ ‫أَ ْﻗ ُ‬

‫ﻼم‬ ‫أَ ْﻗـ‬ ‫ْق‬ ‫‪4‬‬

‫َﻧ ِﺒ ﱡﻲ‬ ‫ِ ﱡﻲﺑ‬ ‫يﱡ‬ ‫يُ‬ ‫‪5‬‬ ‫أَ ْوﻻ ُد‬ ‫أَ ْو‬ ‫ْو‬ ‫‪5‬‬

‫ُﻳ َﻔ ﱢﻜ ُﺮ‬ ‫َﻓ ﱢﻜـ‬ ‫ﱢك‬ ‫ِك‬ ‫‪6‬‬ ‫ِﻣ ْﺌ َﺬ َﻧ َﺔ‬ ‫ِﻣ ْﺌـ‬ ‫ْﺋـ‬ ‫‪6‬‬

‫ُﻳ َﻘﺪ ُﱢم‬ ‫َﻗ ﱢﺪ‬ ‫ﱢد‬ ‫ِد‬ ‫‪7‬‬ ‫َﻳ ْﺤ َ ِﱰ ُم‬ ‫َﻳ ْﺤـ‬ ‫ْح‬ ‫‪7‬‬

‫‪38‬‬
 ‫ﺛﺎﻟﺜﺎً‪ :‬ﻣﻮازﻧﺔ ‪Comparison‬‬

‫‪Quranic Examples‬‬
‫‪Sound with Leen‬‬
‫‪Leen Examples‬‬

‫اﻟﺼﻮت اﻟﺬي ﺑﻪ ﻟﻦﻴ‬

‫أﻣﺜﻠﺔ ﻗﺮآﻧﻴﺔ ﻋﺎﻣﺔ‬

‫‪Waaw Medd‬‬

‫اﻟﻜﴪة ‪Kasrah‬‬

‫اﻟﻔﺘﺤﺔ ‪Fatha‬‬
‫‪Dhammah‬‬

‫‪Yaa Medd‬‬

‫‪Alif Medd‬‬
‫‪Shaddah‬‬

‫اﳌﺪ ﺑﺎﻷﻟﻒ‬
‫‪Sukoon‬‬

‫اﻟﺮﻗﻢ ‪No.‬‬
‫اﳌﺪ ﺑﺎﻟﻮاو‬

‫اﳌﺪ ﺑﺎﻟﻴﺎء‬
‫ﻣﺜﺎل ﻟﻠﻦﻴ‬

‫اﻟﺴﻜﻮن‬

‫اﻟﻀﻤﺔ‬
‫اﻟﺸﺪة‬

‫َو ْﻳ َﻞ‬ ‫َو ْو‪َ /‬و ْي‬ ‫َﻳ ْﻮ ِم‬ ‫إِ ﱠو‬ ‫إِ ْو‬ ‫ُوو‬ ‫ُو‬ ‫ِوﻳـ‬ ‫ِو‬ ‫َوا‬ ‫َو‬ ‫‪1‬‬

‫َﻣ ْﻴ َﺘ َﺔ‬ ‫َﻣ ْﻮ‪َ /‬ﻣ ْﻲ‬ ‫أَ ْﻧ َﻌ ْﻤ َﺖ‬ ‫إِ ﱠم‬ ‫إِ ْم‬ ‫ُﻣﻮ‬ ‫ُم‬ ‫ِﻣﻴـ‬ ‫ِم‬ ‫َﻣﺎ‬ ‫َم‬ ‫‪2‬‬

‫َﺑ ْﻴ َﺖ‬ ‫َﺑ ْﻮ‪/‬ﺑـَ ْﻲ‬ ‫ِﺑ ْﺴ ِﻢ‬ ‫إِ ﱠب‬ ‫إِ ْب‬ ‫ُﺑﻮ‬ ‫ُب‬ ‫ِﺑﻴـ‬ ‫ِب‬ ‫َﺑﺎ‬ ‫َب‬ ‫‪3‬‬

‫َﻓ ْﻮ َق‬ ‫َﻓ ْﻮ‪َ /‬ﻓ ْ‬

‫ـﻲ‬ ‫ُﻳ ْﻨ ِﻔ ُﻘ َ‬
‫ﻮن‬ ‫إِ ﱠف‬ ‫إِ ْف‬ ‫ُﻓﻮ‬ ‫ُف‬ ‫ِﻓﻴـ‬ ‫ِف‬ ‫َﻓﺎ‬ ‫َف‬ ‫‪4‬‬

‫َﺛ ْﻮ َم‬ ‫َﺛ ْﻮ‪/‬ﺛـَ ْﻲ‬ ‫ُﺛ ﱠﻢ‬ ‫إِ ﱠث‬ ‫إِ ْث‬ ‫ُﺛﻮ‬ ‫ُث‬ ‫ِﺛﻴـ‬ ‫ِث‬ ‫َﺛﺎ‬ ‫َث‬ ‫‪5‬‬

‫َذ ْﻳ َﻞ‬ ‫َذ ْو‪َ /‬ذ ْي‬ ‫َءأَ ْﻧ َﺬ ْر َﺗﻬ ُْﻢ‬ ‫إِ ﱠذ‬ ‫إِ ْذ‬ ‫ُذو‬ ‫ُذ‬ ‫ِذﻳـ‬ ‫ِذ‬ ‫َذا‬ ‫َذ‬ ‫‪6‬‬

‫َﻇ ْﻮ َ‬
‫‪/‬ﻇ ْﻲ َﺣ َﻈ ْﻮ ُت‬ ‫َﻳ ْﻈ ِﻠ ْﻢ‬ ‫إِ ﱠظ‬ ‫إِ ْظ‬ ‫ُﻇﻮ‬ ‫ُظ‬ ‫ِﻇﻴـ‬ ‫ظِ‬ ‫َﻇﺎ‬ ‫َظ‬ ‫‪7‬‬

‫َز ْﻳﺘﻮﻧ َﺔ‬ ‫َز ْو‪َ /‬ز ْي‬ ‫ُز ُروعُ‬ ‫إِ ﱠز‬ ‫إِ ْز‬ ‫ُزو‬ ‫ُز‬ ‫ِزﻳـ‬ ‫ِز‬ ‫َزا‬ ‫َز‬ ‫‪8‬‬

‫َﺳ ْﻮ َء‬ ‫ـﻲ‬

‫‪/‬ﺳ ْ‬
‫َﺳ ْﻮ َ‬ ‫َﺳ َﺄ َل‬ ‫إِ ﱠس‬ ‫إِ ْس‬ ‫ُﺳﻮ‬ ‫ُس‬ ‫ِﺳﻴـ‬ ‫ِس‬ ‫َﺳﺎ‬ ‫َس‬ ‫‪9‬‬

‫َﺻ ْﻮ َم‬ ‫ـﻲ‬

‫‪/‬ﺻ ْ‬
‫َﺻ ْﻮ َ‬ ‫َﺻﺪ ََق‬ ‫إِ ْص إِ ﱠص‬ ‫ُﺻﻮ‬ ‫ُص‬ ‫ِﺻﻴـ‬ ‫ِص‬ ‫َﺻﺎ‬ ‫َص‬ ‫‪10‬‬

‫َﺗ ْﻮﺑ َﺔ‬ ‫َﺗ ْﻮ‪َ /‬ﺗ ْ‬

‫ـﻲ‬ ‫َﺗ َ‬
‫ﺎب‬ ‫إِ ﱠت‬ ‫إِ ْت‬ ‫ُﺗﻮ‬ ‫ُت‬ ‫ِﺗﻴـ‬ ‫ِت‬ ‫َﺗﺎ‬ ‫َت‬ ‫‪11‬‬

‫َد ْو َر‬ ‫َد ْو‪/‬د َْي‬ ‫ِد ُ‬

‫ﻳﻦ‬ ‫إِ ﱠد‬ ‫إِ ْد‬ ‫دُو‬ ‫ُد‬ ‫ِدﻳـ‬ ‫ِد‬ ‫دَا‬ ‫َد‬ ‫‪12‬‬

‫َﻃ ْ َﺮﻴ‬ ‫َﻃ ْﻮ َ‬

‫‪/‬ﻃ ْﻲ‬ ‫أَ ْﻣ َﻄ َﺮ ْت‬ ‫إِ ﱠط‬ ‫إِ ْط‬ ‫ُﻃﻮ‬ ‫ُط‬ ‫ِﻃﻴـ‬ ‫طِ‬ ‫َﻃﺎ‬ ‫َط‬ ‫‪13‬‬

‫‪39‬‬
‫َر ْو َح‬ ‫َر ْو‪َ /‬ر ْي‬ ‫ﻴﻢ‬
‫َر ِﺣ ْ‬ ‫إ ﱠر‬ ‫إ ْر‬ ‫ُرو‬ ‫ُر‬ ‫ِرﻳـ‬ ‫ِر‬ ‫َرا‬ ‫َر‬ ‫‪14‬‬

‫َﻧ ْﻴ َﻞ‬ ‫َﻧ ْﻮ‪َ /‬ﻧ ْ‬

‫ـﻲ‬ ‫َﻧ ْ ُ‬
‫ﴫ‬ ‫ﱠإن‬ ‫ْإن‬ ‫ُﻧﻮ‬ ‫ُن‬ ‫ِﻧﻴـ‬ ‫ِن‬ ‫َﻧﺎ‬ ‫َن‬ ‫‪15‬‬

‫َﻟ ْﻮﻟـَﺎ‬ ‫َﻟ ْﻮ‪/‬ﻟـَ ْﻲ‬ ‫َﻳ ْﻠ َﺘ ِﻘ ْﻄ ُﻪ‬ ‫ﱠإل‬ ‫ْإل‬ ‫ُﻟﻮ‬ ‫ُل‬ ‫ِﻟﻴـ‬ ‫لِ‬ ‫ﻟـﺎَ‬ ‫َل‬ ‫‪16‬‬

‫‪/‬ﺿـﻲ َﺿ ْﻮ َء‬
‫َﺿ ْﻮ ْ‬ ‫َ َ‬
‫ﴐ َب‬ ‫ﱠ‬
‫إض‬ ‫ْ‬
‫إض‬ ‫ُﺿﻮ‬ ‫ُض‬ ‫ِﺿﻴـ‬ ‫ِض‬ ‫َﺿﺎ‬ ‫َض‬ ‫‪17‬‬

‫َﻳ ْﻮ َم‬ ‫َﻳ ْﻮ‪َ /‬ﻳ ْﻲ‬ ‫ُﻳ ْﺨ ِﺮ ُج‬ ‫إيﱠ‬ ‫إي‬
‫ْ‬ ‫ُﻳﻮ‬ ‫يُ‬ ‫ِﻳﻴـ‬ ‫ِي‬ ‫َﻳﺎ‬ ‫يَ‬ ‫‪18‬‬

‫‪/‬ﳾ َﺷ ْﻮ َط‬
‫َﺷ ْﻮ َ ْ‬ ‫َﺷﺎ ِﻛ ُﺮ‬ ‫ﱠ‬
‫إش‬ ‫ْ‬
‫إش‬ ‫ُﺷﻮ‬ ‫ُش‬ ‫ِﺷﻴـ‬ ‫ِش‬ ‫َﺷﺎ‬ ‫َش‬ ‫‪19‬‬

‫‪/‬ﺟﻲ َﺟ ْﻮ َﻟ َﺔ‬
‫َﺟ ْﻮ ْ‬ ‫َﺟﺎ َء‬ ‫إج‬
‫ﱠ‬ ‫إج‬
‫ْ‬ ‫ُﺟﻮ‬ ‫ُج‬ ‫ِﺟﻴـ‬ ‫ِج‬ ‫َﺟﺎ‬ ‫َج‬ ‫‪20‬‬

‫َﻛ ْﻴ َﺪ‬ ‫َﻛ ْﻮ‪َ /‬ﻛ ْ‬

‫ـﻲ‬ ‫َﺎب‬
‫ِﻛﺘ ُ‬ ‫ﱠ‬
‫إك‬ ‫ْ‬
‫إك‬ ‫ُﻛﻮ‬ ‫ُك‬ ‫ِﻛﻴـ‬ ‫ِك‬ ‫َﻛﺎ‬ ‫َك‬ ‫‪21‬‬

‫َﻗ ْﻮ َل‬ ‫َﻗ ْﻮ ْ‬

‫‪/‬ﻗﻲ‬ ‫َﻗ ْﻮ ُل‬ ‫ﱠ‬
‫إق‬ ‫ْ‬
‫إق‬ ‫ُﻗﻮ‬ ‫ُق‬ ‫ِﻗﻴـ‬ ‫ِق‬ ‫َﻗﺎ‬ ‫َق‬ ‫‪22‬‬

‫‪/‬ﺧ ْﻲ َﺧ ْﻮ َف‬
‫َﺧ ْﻮ َ‬ ‫َﺧﺎ ِﻟ ِﺪ َ‬
‫ﻳﻦ‬ ‫ﱠ‬
‫إخ‬ ‫ْ‬
‫إخ‬ ‫ُﺧﻮ‬ ‫ُخ‬ ‫ِﺧﻴـ‬ ‫ِخ‬ ‫َﺧﺎ‬ ‫َخ‬ ‫‪23‬‬

‫َﻏ ْﻮ َل‬ ‫َﻏ ْﻮ‪َ /‬ﻏ ْﻲ‬ ‫َﻏ ْ ِﺮﻴ‬ ‫ﱠ‬

‫إغ‬ ‫ْ‬
‫إغ‬ ‫ُﻏﻮ‬ ‫ُغ‬ ‫ِﻏﻴـ‬ ‫ِغ‬ ‫َﻏﺎ‬ ‫َغ‬ ‫‪24‬‬

‫َﺣ ْﻮ َل‬ ‫‪/‬ﺣ ْﻲ‬

‫َﺣ ْﻮ َ‬ ‫َﺣ َﺴ َﺪ‬ ‫إح‬
‫ﱠ‬ ‫إح‬
‫ْ‬ ‫ُﺣﻮ‬ ‫ُح‬ ‫ِﺣﻴـ‬ ‫ِح‬ ‫َﺣﺎ‬ ‫َح‬ ‫‪25‬‬

‫َﻋ ْﻴ َﺶ‬ ‫‪/‬ﻋﻲ‬

‫َﻋ ْﻮ ْ‬ ‫ﻋَﻠـَﻰ‬ ‫إعﱠ‬ ‫إعْ‬ ‫ﻋُ ﻮ‬ ‫عُ‬ ‫ِﻋﻴـ‬ ‫ِع‬ ‫ﻋَﺎ‬ ‫عَ‬ ‫‪26‬‬

‫ﻫَ ْﻮ َل‬ ‫ﻫَ ْﻮ‪/‬ﻫَ ْﻲ‬ ‫ﻫُ َﻮ‬ ‫إﻫﱠ ـ‬ ‫إﻫْ ـ‬ ‫ﻫُ ﻮ‬ ‫ﻫُ ـ‬ ‫ِﻫﻴـ‬ ‫ِﻫـ‬ ‫ﻫَ ﺎ‬ ‫ﻫَ ـ‬ ‫‪27‬‬

‫أَ ْو َﺑ َﺔ‬ ‫أَ ْو‪/‬أَ ْي‬ ‫إِ ﱠن‬ ‫ﱠإأ‬ ‫ْإأ‬ ‫ُأو‬ ‫ُأ‬ ‫إِﻳـ‬ ‫إِ‬ ‫آ‬ ‫أَ‬ ‫‪28‬‬

‫‪40‬‬
 ‫ﺗﺪرﻳﺒﺎت ‪Exercises‬‬

‫‪1- Pronounce‬‬
‫‪ -١‬اﻧﻄﻖ‪:‬‬

‫َﻣﻦْ‬ ‫َر ﱠد‬ ‫َﻋﺪﱠ‬ ‫َﺷ ﱠﻢ‬ ‫ﻫَ ْﻞ‬ ‫َﺳ ْﻞ‬ ‫َﻟ ْﻮ‬ ‫ﱠإن‬ ‫ُﺛ ﱠﻢ‬ ‫ِﺑ ْﺴـ‬

‫‪2- Listen and tick(√):‬‬

‫‪ -٢‬ﺿﻊ )√( أﻣﺎم اﻟﺼﻮت اﻟﺬي ﺗﺴﻤﻌﻪ‪:‬‬

‫َﻳ ُﻌ ﱡﻢ‬ ‫َﻗﺪﱠ ْم‬ ‫َﻓ ﱢﻜ ْﺮ‬ ‫َﺷﺪﱠ‬ ‫ُﻗﻢْ‬ ‫َﻧﻢْ‬ ‫أَنﱠ‬ ‫َﻣﺪﱠ‬ ‫َﻋﻦْ‬ ‫ِﻣﻦْ‬

‫‪3- Pronounce the following letters once with fatha, once with‬‬
‫‪kasrah and once with dhammah:‬‬
‫‪ -٣‬اﻧﻄﻖ اﻟﺤﺮوف ﻣﺮة ﻣﻊ اﻟﻔﺘﺤﺔ وﺛﺎﻧﻴﺔ ﻣﻊ اﻟﻜﴪة وﺛﺎﻟﺜﺔ ﻣﻊ اﻟﻀﻤﺔ‪:‬‬

‫ذ‬ ‫د‬ ‫ﺣـ‬ ‫ﺟـ‬ ‫ﺣـ‬ ‫ن‬ ‫ث‬ ‫ت‬ ‫ﻳـ‬ ‫ب‬

‫‪4- Read the syllable with sukoon‬‬

‫‪:‬‬‫‪ -٤‬اﻗﺮا اﳌﻘﻄﻊ اﻟﺴﺎﻛﻦ‬

‫ِﺻﻨ ُ‬
‫ْﻮان‬ ‫ِﻫﻨ ُْﺪ‬ ‫َﺳ ْﻌ ُﺪ‬ ‫ِد ْرعُ‬ ‫َﺗـ ْﻤ ِﻴﻴﺰ‬ ‫َﺗ ْﻐ ِﻴﺮﻴ‬ ‫ِﺑﻨ ُْﺖ‬ ‫ُﻣ ْﺴ ِﻠ ُﻢ ُﻣ ْﺨ َﺘ ِﻠ ُﻒ ِﺑ ْﺪ َﻋ ُﺔ‬

‫‪41‬‬
‫‪5- Identify the syllable with sukoon:‬‬
‫‪ -٥‬ﺣﺪد اﳌﻘﻄﻊ اﻟﺴﺎﻛﻦ‬

‫ِﻋ ْﻨ َﺪ ُه‬ ‫َﻗ ْﺒ ُﻞ‬ ‫َﺑ ْﻌﺪُ‬ ‫ِﺑ ْﺴ ِﻢ‬ ‫َﻏ ْ ِﺮﻴ‬ ‫َﻳ ْﻠ َﺘ ِﻘ ْﻄ ُﻪ‬ ‫ِﻣ ْﺌ َﺬﻧ َﺔ‬ ‫َﻣ ْﻘ َﻠ َﻤ َﺔ‬ ‫َﻘﻴﻢ ِﻣ ْﻔ ِ‬
‫ﺘﺎح‬ ‫ُﻣ ْﺴﺘ َ‬

‫‪6- Read the syllable with shaddah:‬‬

‫‪ -٦‬اﻗﺮأ اﳌﻘﻄﻊ اﳌﺸﺪد‪:‬‬

‫ﻳـَ ُﻤﺪﱡ‬ ‫َﻳ ُﺮ ﱡد‬ ‫َﻳ ُﺸﺪﱡ‬ ‫َﻳ ُﻌﺪﱡ‬ ‫َﻋﺪﱠ َل‬ ‫َﻛ ﱠﺮ َﻣ ُﻪ‬ ‫ُﻳـ َﻤ ﱢﺪ ُد ُﻳ َﺤ ﱢﺪ ُد‬ ‫ُﻳ َﺸ ﱢﺠ ُﻊ ُﻳ َﻌ ﱢﺪ ُد‬

‫‪7- Identify the syllable with Shaddah‬‬

‫‪ -٧‬ﺣﺪد اﳌﻘﻄﻊ اﳌﺸﺪد‪:‬‬

‫َﺻﺪﱠﻫُ ْﻢ‬ ‫َﻣ ﱠﺮ َة‬ ‫ُﻳ َﻜ ﱢﺮ ُر‬ ‫ُﻳ َﻔ ﱢﻌ ُﻞ‬ ‫َﻳ ِﻬﺪﱡ‬ ‫َﻋ ﱢﺪ ْد‬ ‫َﺳ ﱢﺪ ْد‬ ‫ُﻣﺘ َﱠﺨ ُﺬ‬ ‫ُﻣ ﱠﺘ َﺒ ُﻊ‬ ‫َﻣ ﱠﺴ ُﻪ‬

‫‪8- Read the Syllable with Medd:‬‬

‫‪ -٨‬اﻗﺮأ اﳌﻘﻄﻊ اﳌﻤﺪود‪:‬‬

‫ﻋﺒﻮر‬ ‫ﻃﺎﻟﺐ ﻳﻄﻴﺐ ﻳﻐﻴﺐ‬ ‫ﻛﺘﺎب‬ ‫ﺷﺪﻳﺪ‬ ‫ﻋﺒﻴـﺮ ﺳـﺮور ﺣﺒﻮر‬ ‫ﺳﻤـﺎء‬

‫‪9- Identify syllable with Medd and the type of Medd:‬‬

‫‪ -٩‬ﺣﺪد اﳌﻘﻄﻊ اﳌﻤﺪود وﺑﻦﻴ ﻧﻮع اﳌﺪ‪:‬‬

‫َﺧ ِﻄﺮﻴُ‬ ‫َﻳ ُﺤﻮرُ‬ ‫َﺣﺮِﻳﺮُ‬ ‫أَ ْﺑﻨَﺎءُ‬ ‫أَ ُﺗ َﺤ ﱞﺎﺟ ﱢ‬

‫ﻮﻲﻧ‬ ‫ِﻧﺪَاءُ‬ ‫َﺳـﺮِﻳﺮُ‬ ‫أَ ْﻋ َﻼمُ‬ ‫َﻳﺪُورُ‬ ‫أَ ْﻗ َﻼمُ‬

‫‪42‬‬
‫‪10- Pronounce each sound separately, then read the complete word:‬‬
‫‪ -١٠‬اﻧﻄﻖ ﻛﻞ ﺻﻮت ﻣﻨﻔﺮدا ﺛﻢ اﻗﺮأ اﻟﻜﻠﻤﺔ ﻛﺎﻣﻠﺔ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪:‬‬

‫أَ ْﻣ َﻄ َﺮ ْت‬ ‫أَ ْم َ‬

‫‪/‬ط‪َ /‬ر ْت‬ ‫‪1‬‬

‫َﺷﺎ ِﻛ ُﺮ‬ ‫َﺷ ِ‬

‫ﺎ‪/‬ك‪ُ /‬ر‬ ‫‪2‬‬

‫َﺧﺎ ِﻟ ِﺪ َ‬
‫ﻳﻦ‬ ‫َﺧﺎ‪/‬لِ ‪/‬دﻳـِ َ‬
‫‪/‬ن‬ ‫‪3‬‬

‫ُﻳ ْﻨ ِﻔ ُﻘ َ‬
‫ﻮن‬ ‫ْـ‪/‬ف‪ُ /‬ﻗ َ‬
‫ﻮ‪/‬ن‬ ‫ُﻳﻨ ِ‬ ‫‪4‬‬

‫أَ ْﻧ َﺬ ْر َﺗﻬ ُْﻢ‬ ‫أَ ْﻧـ‪َ /‬ذ ْر‪َ /‬ﺗـ‪/‬ﻫُ ْﻢ‬ ‫‪5‬‬

‫أَ ْﻧ َﻌ ْﻤ َﺖ‬ ‫أَ ْﻧـ‪/‬ﻋ َْﻤ َ‬

‫ـ‪/‬ت‬ ‫‪6‬‬

‫َﻗ ْﻮ ُل‬ ‫َﻗ ْﻮ ُ‬

‫‪/‬ل‬ ‫‪7‬‬

‫َﻳ ْﺨ ُﺮ ُج‬ ‫َﻳ ْﺨـ‪ُ /‬ر ُ‬

‫‪/‬ج‬ ‫‪8‬‬

‫‪11- Write all the Arabic Alphabets once with fatha, once with‬‬
‫‪kasrah and once with dhammah:‬‬
‫‪ – ١١‬اﻛﺘﺐ ﺣﺮوف اﻟﻬﺠﺎء ﻛﺎﻣﻠﺔ ﻣﺮة ﻣﻊ اﻟﻔﺘﺤﺔ وﻣﺮة ﻣﻊ اﻟﻜﴪة وﻣﺮة ﻣﻊ اﻟﻀﻤﺔ‪:‬‬
‫_____________________________________________________________________________‬

‫_____________________________________________________________________________‬

‫_____________________ ________________________________________________________‬

‫_____________________________________________________________________________‬

‫_____________________ ________________________________________________________‬

‫‪43‬‬
 ‫اﻟﻮﺣﺪة اﻟﺜﺎﻧﻴﺔ‬
UNIT 2

‫ﻣﻬﺎرات اﻟﻘﺮاءة‬
Reading Skills
.‫ اﻟﺘﻨﻮﻳﻦ – )ٱل( اﻟﻘﻤﺮﻳﺔ و)ٱل( اﻟﺸﻤﺴﻴﺔ‬:‫اﻟﺪرس اﻷول‬
Lesson 1: Tanween – Al-qamariyyah and Al-shamsiyyah.
.‫ اﻷﻟﻒ اﳌﻘﺼﻮرة واﻟﻴﺎء‬- ‫ اﻟﺘﺎء اﳌﺮﺑﻮﻃﺔ واﻟﺘﺎء اﳌﻔﺘﻮﺣﺔ – اﻟﻬﺎء‬:‫اﻟﺪرس اﻟﺜﺎﻲﻧ‬
Lesson 2: Taa Marboota and Taa Maftooha
Haa - Alif Maqsoora and Yaa.
.‫ ﻫﻤﺰة اﻟﻮﺻﻞ وﻫﻤﺰة اﻟﻘﻄﻊ‬:‫اﻟﺪرس اﻟﺜﺎﻟﺚ‬
Lesson 3: Hamzet-al-wasl and Hamzet-al-qate.
.‫ ﺣﺮوف ﺗﻠﻔﻆ وﻻ ﺗﻜﺘﺐ وﺣﺮوف ﺗﻜﺘﺐ وﻻ ﺗﻠﻔﻆ‬:‫اﻟﺪرس اﻟﺮاﺑﻊ‬
Lesson 4: Letters pronounced but not written
and Letters written but not pronounced.

44
 ‫اﻟﺪرس اﻷول‬
‫‪Lesson 1‬‬
‫اﻟﺘﻨﻮﻳﻦ – )ٱل( اﻟﻘﻤﺮﻳﺔ و)ٱل( اﻟﺸﻤﺴﻴﺔ‬
‫‪Tanween – Al-Qamariyyah‬‬
‫‪and Al-Shamsiyyah‬‬

‫‪ -١‬اﻟﺘﻨﻮﻳﻦ ‪Tanween‬‬

‫أو ًﻻ‪ :‬ﺗﻮﺿﻴﺢ‬

‫ﺘﺎب( ﻟﺘﻨﺒﻪ‬
‫‪ (١‬اﻟﺘﻨﻮﻳﻦ ﻋﻼﻣﺔ ﺗﻮﺿﻊ ﻓﻮق اﻟﺤﺮف اﻷﺧﺮﻴ ﻣﻦ اﻻﺳﻢ ﺧﺎﺻﺔ دون اﻟﻔﻌﻞ أو اﻟﺤﺮف ﺑﻬﺬا اﻟﺸﻜﻞ ) ِﻛ ٌ‬
‫ﺘﺎب( ﻫﻮ ) ِﻛﺘﺎ ُﺑﻦْ (‪.‬‬
‫اﻟﻘﺎرئ ﻟﻮﺟﻮد ﻧﻮن ﺳﺎﻛﻨﺔ ﻣﻠﻔﻮﻇﺔ ﻻ ﻣﻜﺘﻮﺑﺔ آﺧﺮ اﻻﺳﻢ اﳌﻨﻮن‪ ،‬ﻓﺎﻟﻨﻄﻖ ﻟﻜﻠﻤﺔ ) ِﻛ ٌ‬

‫)ﻛﺘﺎﺏ(‪Tanween is a mark written above the last letter of a noun .e.g.‬‬

‫ﹲ‬ ‫‪to bring‬‬
‫‪the reader’s attention to pronounce a noon with sukoon at the end of the word‬‬
‫ﻛﺘﺎﺏ ( ‪(which is pronounced but not written). So‬‬
‫ﹲ‬ ‫‪) is pronounced as “kitabun”.‬‬

‫ﺘﺎب( وﺗﻨﻮﻳﻦ ﻓﺘﺢ ) ِﻛﺘَﺎﺑﺎً( وﺗﻨﻮﻳﻦ ﻛﴪ ) ِﻛ ٍ‬

‫ﺘﺎب(‪.‬‬ ‫‪ (٢‬واﻟﺘﻨﻮﻳﻦ ﻟﻪ ﺻﻮر ﺛﻼﺛﺔ‪ ،‬ﺗﻨﻮﻳﻦ ﺿﻢ ) ِﻛ ٌ‬
‫ﺘﺎﺏ( ‪Tanween can be either Tanween Dhamm‬‬ ‫)ﻛﺘﹶﺎﺑﺎ ﹰ( ‪ Tanween Fath‬ﹺ‬
‫‪),‬ﻛ ﹲ‬ ‫‪ or‬ﹺ‬
‫ﺘﺎﺏ ‪Tanween Kasr‬‬
‫ﹺﻛ ﹴ‬

‫دﻟﻴﻞ اﳌﻌﻠﻢ‪:‬‬
‫‪ -١‬ﻳﺘﻢ ﻋﺮض ﻛﻞ درس ﻣﻦ دروس ﻫﺬه اﻟﻮﺣﺪة ﰲ ﺣﺼﺔ واﺣﺪة زﻣﻨﻬﺎ ﺳﺎﻋﺔ وﻧﺼﻒ‪.‬‬
‫‪ -٢‬ﻃﺮﻳﻘﺔ اﻟﻌﺮض اﳌﻨﺎﺳﺒﺔ ﻫﻲ ﻣﻨﺎﻗﺸﺔ اﻷﻣﺜﻠﺔ واﺳﺘﺨﻼص اﻟﺤﻘﺎﺋﻖ واﻟﺘﺪرﻳﺐ اﻟﻘﺮاﻲﺋ واﻟﻜﺘﺎﻲﺑ ﻟﻸﻣﺜﻠﺔ‪.‬‬
‫‪ -٣‬ﻣﻌﻠﻮﻣﺎت إﺿﺎﻓﻴﺔ ﻟﻠﻤﻌﻠﻢ ‪ :‬وﻳﻼﺣﻆ أﻧﻪ ﰲ ﺗﻨﻮﻳﻦ اﻟﻔﺘﺢ ﺧﺎﺻﺔ ﻧﺰﻳﺪ أﻟﻔﺎً آﺧﺮ اﻟﻜﻠﻤﺔ إن ﻢﻟ ﻳﻜﻦ آﺧﺮﻫﺎ ﺗﺎء ﻣﺮﺑﻮﻃﺔ ) َﻣﺪْرﺳ ًﺔ(‬
‫أو ﻫﻤﺰة ﻋﲆ اﻟﺴﻄﺮ ﻣﺴﺒﻮﻗﺔ ﺑﺄﻟﻒ )ﺳﺎﻤ ًء( أو ﻫﻤﺰة ﻋﲆ أﻟﻒ ) َﻣ ْﻠ َﺠ ًﺄ( أو أﻟﻔﺎً ﻣﻘﺼﻮرة )ﻫُ ﺪًى(‪.‬‬

‫‪45‬‬
 ‫ﺛﺎﻧﻴﺎً‪ :‬أﻣﺜﻠﺔ ﻗﺮآﻧﻴﺔ ‪Quranic Examples‬‬

‫ﺗﻨﻮﻳﻦ اﻟﻜﴪ‬ ‫ﺗﻨﻮﻳﻦ اﻟﻔﺘﺢ‬ ‫ﺗﻨﻮﻳﻦ اﻟﻀﻢ‬ ‫اﻟﺮﻗﻢ‬

‫‪Tanween Al-Kasr‬‬ ‫‪Tanween Al-Fath‬‬ ‫‪Tanween Ad-Dhamm‬‬ ‫‪No.‬‬

‫ُﻧ ْﻄ َﻔ ٍﺔ‬ ‫َﻗ ْﻮ ًﻻ‬ ‫ﺘﺎب‬

‫ِﻛ ٌ‬ ‫‪1‬‬

‫أَ ْﻣ َﺸ ٍ‬
‫ﺎج‬ ‫ُﺻ ُﺤ ًﻔﺎ‬ ‫َو ِاﺳ ٌﻊ‬ ‫‪2‬‬

‫َو َواﻟ ٍﺪ‬ ‫ُﻣ َﻄ ﱠﻬ َﺮ ًة‬ ‫َﻠﻴﻢ‬

‫ﻋ ٌ‬ ‫‪3‬‬

‫ِﻋ َ‬
‫ﻴﺸ ٍﺔ‬ ‫َﻣ ًﺎﻻ‬ ‫ﻋَﺰﻳ ٌﺰ‬ ‫‪4‬‬

‫اﺿ َﻴ ٍﺔ‬
‫َر ِ‬ ‫ُﻟﺒ ًﺪا‬ ‫ﻜﻴﻢ‬
‫َﺣ ٌ‬ ‫‪5‬‬

‫ُﻣ َﻄ ٍﺎع‬ ‫ﻳﺤﺎ‬

‫ِر ً‬ ‫َﻟ ٌ‬
‫ﻄﻴﻒ‬ ‫‪6‬‬

‫ُﺟ ْﻨ ٍﺪ‬ ‫ﴏ َﺻـ ًﺮا‬ ‫َ ْ‬ ‫َﺧﺒﻴـ ٌﺮ‬ ‫‪7‬‬

‫َر ُﺳﻮلٍ‬ ‫ِﻛ َﺮا ًﻣﺎ‬ ‫ُو ُﺟﻮهٌ‬ ‫‪8‬‬

‫َﻓ َﻠ ٍﻚ‬ ‫َر ً‬

‫ﺳﻮﻻ‬ ‫َﺑﺼﻴـ ٌﺮ‬ ‫‪9‬‬

‫َءا َﻳ ٍﺔ‬ ‫َﴍا ًﺑﺎ‬ ‫َﻓﺼﺒـ ٌﺮ‬ ‫‪10‬‬

‫ﺒﻴـﻦ‬
‫ُﻣ ٍ‬ ‫َﺻﻌﻴ ًﺪا‬ ‫َﺟ ٌ‬
‫ﻤﻴﻞ‬ ‫‪11‬‬

‫َر ﱟب‬ ‫َﺷﻴ ًﺌﺎ‬ ‫ُﻛﺘ ٌُﺐ‬ ‫‪12‬‬

‫ﺣﻴﻢ‬
‫َر ٍ‬ ‫َﻗ ْﻮ ًﻣﺎ‬ ‫َﻗ ﱢﻴ َﻤ ٌﺔ‬ ‫‪13‬‬

‫دﻟﻴﻞ اﳌﻌﻠﻢ‪:‬‬
‫ﻓﺘﻰ ‪ /‬ﻋﺼﺎً ‪ /‬ﻗﻔﺎً(‪.‬‬
‫‪ -١‬اﻻﺳﻢ اﻟﺬي آﺧﺮه أﻟﻒ ﻣﻘﺼﻮرة )أﻟﻒ ﻟﻴﻨﺔ( ﻻ ﻳﻘﺒﻞ إﻻ ﺗﻨﻮﻳﻦ اﻟﻔﺘﺢ )ﻫﺪىً ‪ً /‬‬

‫‪46‬‬
 ‫‪Comparison‬‬ ‫ﺛﺎﻟﺜﺎً‪ :‬ﻣﻮازﻧﺔ‬
‫اﻻﺳﻢ ﻣﻨﻮن ﺑﺎﻟﻔﺘﺢ‬ ‫اﻻﺳﻢ ﺑﻼ ﺗﻨﻮﻳﻦ‬ ‫اﻟﺮﻗﻢ‬
‫‪Noun with Tanween Fath‬‬ ‫‪Noun without Tanween‬‬ ‫‪No.‬‬

‫َﻗﻠ ًﺎﻤ‬ ‫َﻗ َﻠ َﻢ‬ ‫‪1‬‬

‫َر ُﺳﻮ ًﻻ‬ ‫َر ُﺳ َ‬

‫ﻮل‬ ‫‪2‬‬

‫َﻗ ْﻮﻣﺎً‬ ‫َﻗ ْﻮ َم‬ ‫‪3‬‬

‫َﺷ ْﻴﺌﺎً‬ ‫َ ْ‬
‫ﳾ َء‬ ‫‪4‬‬

‫ِد ْﻓﺌﺎً‬ ‫ِد ْف َء‬ ‫‪5‬‬

‫ﺎﻃﺌﺎً‬
‫َﺷ ِ‬ ‫َﺷ ِ‬
‫ﺎﻃ َﺊ‬ ‫‪6‬‬

‫َد ْﻋ َﻮ ًة‬ ‫َد ْﻋ َﻮ َة‬ ‫‪7‬‬

‫َﺟﺰَا ًء‬ ‫َﺟﺰَا َء‬ ‫‪8‬‬

‫َﻣ ْﺒ َﺪأً‬ ‫َﻣ ْﺒ َﺪأَ‬ ‫‪9‬‬

‫ِر َﺳﺎ َﻟ ًﺔ‬ ‫ِر َﺳﺎ َﻟ َﺔ‬ ‫‪10‬‬

‫َﻓﺘًﻰ‬ ‫َﻓﺘَﻰ‬ ‫‪11‬‬

‫ﻋ ًَﺼﺎ‬ ‫ﻋ ََﺼﺎ‬ ‫‪12‬‬

‫دﻟﻴﻞ اﳌﻌﻠﻢ‪:‬‬
‫‪ -١‬ﺗﻨﻮﻳﻦ اﻟﻀﻢ ﺿﻤﺘﺎن ﻓﻮق آﺧﺮ ﺣﺮف ﻣﻦ اﻻﺳﻢ‪ ،‬وﺗﻨﻮﻳﻦ اﻟﻔﺘﺢ ﻓﺘﺤﺘﺎن ﻓﻮق آﺧﺮ ﺣﺮف ﻣﻦ اﻻﺳﻢ أو ﻓﻮق اﻷﻟﻒ اﻟﺘﻲ‬
‫اﻻﺳﻢ‪).‬ﻛﺘﺎب – ﻛﺘﺎﺑﺎً – ٍ‬
‫ﻛﺘﺎب(‪.‬‬ ‫ٌ‬ ‫زﻳﺪت آﺧﺮ اﻻﺳﻢ‪ ،‬وﺗﻨﻮﻳﻦ اﻟﻜﴪ ﻛﴪﺗﺎن ﺗﺤﺖ آﺧﺮ ﺣﺮف ﻣﻦ‬

‫‪47‬‬
 ‫‪Exercises‬‬ ‫ﺗﺪرﻳﺒﺎت‬
‫‪1- Pronounce:‬‬
‫‪ -١‬اﻧﻄﻖ‪:‬‬

‫َﻗ ﱢﻴ َﻤ ٌﺔ ﻫُ ﺪىً‬ ‫ﻣﺎ ًﻻ‬ ‫َﺷ ْﻴﺌﺎً دﻋﻮ ٍة ﻋﻴﺸ ٍﺔ َو ِاﺳ ٌﻊ‬ ‫ﴍاﺑﺎً َر ُﺳﻮلٍ‬ ‫َﺟ ِﻤ ٌ‬
‫ﻴﻞ َ َ‬

‫‪2 - Tick (√) the words with Tanween Fath:‬‬

‫‪ -٢‬ﺿﻊ ﻋﻼﻣﺔ )√( أﻣﺎم ﺗﻨﻮﻳﻦ اﻟﻔﺘﺢ‪:‬‬

‫ِﻧﺪَا ًء ُﻣ َﺤ ﱠﻤﺪٌ‬ ‫ُﻛﺘُﺒﺎً‬ ‫َﺻ ْﻮ ٌم‬ ‫َﻓﺘَﺎ ًة‬ ‫َﻣ ْﺒﺪَأً‬ ‫َو َﻟﺪٌ‬ ‫ِر َﺳﺎ َﻟ ٍﺔ ﻫَ ﺎ ِدﺋﺎً ُأ ْ َ‬
‫ﴎ ٌة‬

‫‪3- Write each word first with Tanween Dhamm, then Tanween‬‬
‫‪Fath, then Tanween Kasr and then read:‬‬
‫‪ -٣‬اﺟﻌﻞ ﻛﻞ ﻛﻠﻤﺔ ﻣﻨﻮﻧﺔ ﺑﺎﻟﻀﻢ ﺛﻢ ﺑﺎﻟﻔﺘﺢ ﺛﻢ ﺑﺎﻟﻜﴪ ﺛﻢ اﻧﻄﻖ ّ ً‬
‫ﻛﻼ ﻣﻨﻬﺎ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪:‬‬

‫ﺗﻨﻮﻳﻦ اﻟﻜﴪ‬ ‫ﺗﻨﻮﻳﻦ اﻟﻔﺘﺢ‬ ‫ﺗﻨﻮﻳﻦ اﻟﻀﻢ‬ ‫اﻟﻜﻠﻤﺔ )اﻻﺳﻢ(‬ ‫اﻟﺮﻗﻢ‬

‫‪Kasr Tanween‬‬ ‫‪Fath Tanween‬‬ ‫‪Dhamm Tanween‬‬ ‫‪(Noun) Word‬‬ ‫‪No.‬‬

‫‪----------------------‬‬ ‫‪----------------------‬‬ ‫‪------------------------------‬‬ ‫َﻧ ْﺶ َء‬ ‫‪1‬‬

‫‪----------------------‬‬
‫‪----------------------‬‬
‫‪----------------------‬‬
‫‪----------------------‬‬
‫‪----------------------‬‬
‫‪----------------------‬‬
‫‪----------------------‬‬
‫‪----------------------‬‬
‫‪----------------------‬‬
‫‪----------------------‬‬ ‫‪------------------------------‬‬ ‫َﺑ ْﻴ َﺖ‬ ‫‪2‬‬
‫‪----------------------‬‬ ‫‪------------------------------‬‬ ‫ُأ ﱠﻣ َﺔ‬ ‫‪3‬‬
‫‪----------------------‬‬ ‫‪------------------------------‬‬ ‫َﻗﻔﺎ‬ ‫‪4‬‬
‫‪----------------------‬‬ ‫‪------------------------------‬‬ ‫َﻣ ْﺠ َﺮى‬ ‫‪5‬‬
‫‪----------------------‬‬ ‫‪------------------------------‬‬ ‫َﺷ َﺠ َﺮ َة‬ ‫‪6‬‬
‫‪----------------------‬‬ ‫‪------------------------------‬‬ ‫ِﻓﺪَا َء‬ ‫‪7‬‬
‫‪----------------------‬‬ ‫‪------------------------------‬‬ ‫َﻣﺎ َء‬ ‫‪8‬‬
‫‪----------------------‬‬ ‫‪------------------------------‬‬ ‫َﻣ ْﺮ َﻓ َﺄ‬ ‫‪9‬‬
‫‪----------------------‬‬ ‫‪------------------------------‬‬ ‫ُﺳ ُﺤ َﺐ‬ ‫‪10‬‬

‫‪48‬‬
4- Underline the words which can have Tanween:
:‫ ﺿﻊ ﺧﻄﺎ ﺗﺤﺖ اﻟﻜﻠﻤﺔ اﻟﺘﻲ ﻳﺼﺢ دﺧﻮل اﻟﺘﻨﻮﻳﻦ آﺧﺮﻫﺎ‬-٤
ُ ‫َﺧﺎ ِر َج – َﻛﺘ ََﺐ – ُﻛﺘ ُْﺐ – إِ ﱠن – ﻋ ََﲆ – َﻳ ُﺼ‬
‫ﻮم – َﺻ ْﻮ َم – ُﻣ َﺤ ﱠﻤ ْﺪ – ِﰲ – َﺻ ﱠﲆ‬

5- Read the verse then underline the noun which has Tanween,
and then identify the type of Tanween:
:‫ اﻗﺮأ اﻵﻳﺔ ﺑﺸﻜﻞ ﺻﺤﻴﺢ ﺛﻢ ﺿﻊ ﺧﻄﺎً ﺗﺤﺖ اﻻﺳﻢ اﳌﻨﻮن ﻣﺒﻴﻨﺎ ﻧﻮع اﻟﺘﻨﻮﻳﻦ‬-٥

(١) ‫﴾ اﻟﻬﻤﺰة‬ 5 4 3 2 ﴿ .١
(٣) ‫ ﴾ اﻟﻔﻴﻞ‬n m l k ﴿ .٢

(٣) ‫ ﴾ اﳌﺴﺪ‬h g f e ﴿ .٣

(٧) ‫﴾ اﻟﻘﺎرﻋﺔ‬ I H G F ﴿ .٤

6- Write an example for each of the following:

:‫ اﻛﺘﺐ ﻣﺜﺎ ًﻻ ﻟﻜﻞ ﻣﺎﻤ ﻳﺄﻲﺗ‬-٦

Tanween Fath: ------------------------------------------------------------------ ‫ ﺗﻨﻮﻳﻦ ﻓﺘﺢ‬-١

Tanween Dhamm: ------------------------------------------------------------------ ‫ ﺗﻨﻮﻳﻦ ﺿﻢ‬-٢

Tanween Kasr: ------------------------------------------------------------------ ‫ ﺗﻨﻮﻳﻦ ﻛﴪ‬-٣

49
 ‫ )ٱل( اﻟﻘﻤﺮﻳﺔ و )ٱل( اﻟﺸﻤﺴﻴﺔ‬-٢
2- Al-Qamariyyah and Al-Shamsiyyah

‫ ﺗﻮﺿﻴﺢ‬:‫أو ًﻻ‬
‫ )ٱل( ﺗﺪﺧﻞ ﻋﲆ اﻻﺳﻢ )ﺧﺎﺻﺔ دون اﻟﻔﻌﻞ أو اﻟﺤﺮف( ﰲ أوﻟﻪ ﻟﺘﻨﺒﻪ اﻟﻘﺎرئ أن ﻫﺬا اﺳﻢ ﻣﺤﺪد وﻣﻌﻦﻴ ﻏﺮﻴ‬-١
.(‫ٱﻟﻜﺘﺎب‬
ُ – ‫َﺎب‬
ُ ‫ ) ِﻛﺘ‬،‫ُﻣ ْﺒﻬ ٍَﻢ‬

1- In Arabic Language, the definite article - (‫ )ٱل‬laam qamariyyah and laam shamsiyyah
-precedes the noun and it is connected to it in the form of ‫ ٱل‬The ‫ ٱل‬does not change
when written but its pronunciation depends upon the letter which follows it.

ً‫ ﻓﺄﺣﺪﻫﺎﻤ ﻓﻘﻂ ﻳﺼﺢ وﺟﻮده وﻟﻴﺲ ﻛﻼﻫ ًﺎﻤ ﻣﻌﺎ‬،‫ ﻻ ﻳﺠﺘﻤﻊ ﰲ اﺳﻢ واﺣﺪ ﰲ آن واﺣﺪ )ٱل( أوﻟﻪ واﻟﺘﻨﻮﻳﻦ آﺧﺮه‬-٢
.(‫ﻛﺘﺎب‬ ُ ‫)ٱ‬
ٌ ‫ﻟﻜﺘﺎب أو‬

2- Both Tanween and ‫ ٱل‬cannot exist in the same word. So, we can either say ‫ٱﻟﻜﺘﺎب‬
ُ
or ‫ﻛﺘﺎب‬.
ٌ

‫ ُﺗ ْﻠ َﻔ ُﻆ )ٱل( ﻛﺎﻣﻠﺔ إن ﻛﺎﻧﺖ ﻗﻤﺮﻳﺔ و )ٱل( اﻟﻘﻤﺮﻳﺔ ﻫﻲ اﻟﺘﻰ ﻳﺄﻰﺗ ﺑﻌﺪﻫﺎ ﺣﺮف ﻣﻦ اﻟﺤﺮوف اﻟﻘﻤﺮﻳﺔ وﻫﻲ‬-٣
(‫ )ٱﻟﻜﺘﺎب – ٱﻟﻔﻴﻞ – ٱﻟﻘﻠﻢ‬:‫( ﺣﺮﻓﺎً ﻣﺠﻤﻮﻋﺔ ﰲ ) اﺑﻎ ﺣﺠﻚ وﺧﻒ ﻋﻘﻴﻤﻪ ( ﻣﺜﻞ‬١٤)

3- If any of the following 14 letters follow ‫ ٱﻝ‬then the ‫ ٱﻝ‬is pronounced clearly and
it is called Al-Qamariyyah .e.g .(‫ ٱﻟﻘﻠﻢ‬- ‫)ٱﻟﻜﺘﺎب – ٱﻟﻔﻴﻞ‬.These letters are included
in the phrase: �‫)اﺑﻎ ﺣﺠﻚ وﺧﻒ ﻋﻘﻴﻤﻪ‬

‫ ُﺗ ْﻠ َﻔ ُﻆ ﻫﻤﺰة )ٱل( وﻻ ﺗﻠﻔﻆ اﻟﻼم إن ﻛﺎﻧﺖ ﺷﻤﺴﻴﺔ و)ال( اﻟﺸﻤﺴﻴﺔ ﻫﻲ اﻟﺘﻰ ﻳﺄﻰﺗ ﺑﻌﺪﻫﺎ ﺣﺮف ﻣﻦ‬-٤
‫ ) ﱠ‬:‫( ﺣﺮﻓﺎً اﻟﺒﺎﻗﻴﺔ ﻣﻦ ﺣﺮوف اﻟﻬﺠﺎء ﻣﺜﻞ‬١٤) ‫اﻟﺤﺮوف اﻟﺸﻤﺴﻴﺔ وﻫﻲ‬
.( ‫ اﻟﻨﱠﻬﺎر‬- ‫ اﻟﺘﱢﻦﻴ‬- ‫اﻟﻄﺎﻫﺮ‬

4- If the other 14 remaining letters which are written in red follow the ‫ال‬, then
it is called al-shamsiyyah. Here, only the hamza of the ‫ ٱل‬is pronounced ,but
not the laam. e.g ( ‫ اﻟﻨﻬﺎر‬- ‫ اﻟﺘﻦﻴ‬-‫ ) اﻟﻄﺎﻫﺮ‬.

.(‫ﺎﻫ ُﺮ‬ ‫ﺘﺎب( وﻋﻼﻣﺔ )ال( اﻟﺸﻤﺴﻴﺔ ﻇﻬﻮر اﻟﺸﺪة ﺑﻌﺪ اﻟﻼم ﱠ‬
ِ ‫)اﻟﻄ‬ ُ ‫ ﻋﻼﻣﺔ )ٱل( اﻟﻘﻤﺮﻳﺔ ﻇﻬﻮر اﻟﺴﻜﻮن ﻓﻮق اﻟﻼم )ٱ ْﻟ ِﻜ‬-٥

ُ ‫ )ٱ ْﻟ ِﻜ‬while the sign of

5- The sign of al-qamariyyah is sukoon on the laam. e.g (‫ﺘﺎب‬
‫ ﱠ‬.
al-shamsiyyah is shaddah on the letter following laam. e.g(‫)اﻟﻄ ِﺎﻫ ُﺮ‬

50
 ‫ﺛﺎﻧﻴﺎً‪ :‬أﻣﺜﻠﺔ ﻗﺮآﻧﻴﺔ ‪Quranic Examples‬‬

‫ﻻم ﻗﻤﺮﻳﺔ ُﺗﻨ َ‬

‫ْﻄ ُﻖ‪Laam Qamariyyah - pronounced :‬‬

‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫ا ْﻟﻮدُود‬ ‫ا ْﻟ ِﻜﺘَﺎب‬ ‫اَ ْﻟ َﺠﻨﱠﺔ‬ ‫اَ ْﻟ َﺤﺎ ﱠﻗﺔ‬ ‫اَ ْﻟ َﻐ ُﻔﻮر‬ ‫َا ْﻟ َﺒ ِﺼﺮﻴ‬ ‫اَ ْﻟ ْ َ‬
‫ـﺈﻤﻳﺎن‬

‫‪14‬‬ ‫‪13‬‬ ‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬

‫اَ ْﻟ َﻬﺪْي‬ ‫ا ْﻟ ُﻤ َﺼ ﱢﻮر‬ ‫اَ ْﻟ َﻴ ْﻮم‬ ‫اَ ْﻟ َﻘ َﻤﺮ‬ ‫ا َْﻟ َﻌ ِ ّ‬

‫ﲇ‬ ‫َوا ْﻟ ْ‬
‫ﻔﺠﺮ‬ ‫اَ ْﻟ َﺨ ِﺒﺮﻴ‬

‫‪Laam Shamsiyyah - not pronounced‬‬ ‫ﻻم ﺷﻤﺴﻴﺔ ﻻ ﺗﻨﻄﻖ ﻣﺜﻞ‪:‬‬

‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫َو ﱡ‬
‫اﻟﻀ َﺤﻰ‬ ‫اﻟﺘﱠﺎ ِﺋﺒﻮن‬ ‫اﻟ ﱠﺮ ْﺣﻤﻦ‬ ‫اﻟﺼ َﻠ َﻮات‬
‫ﱠ‬ ‫اﻟ ﱠﺜ َﻤ َﺮات‬ ‫ﱠ‬
‫اﻟﻄ ﱢﻴﺒﺎت‬

‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬

‫واﻟ ﱠﺰ ْﻳﺘُﻮن‬ ‫ﱠ‬

‫اﻟﻈﺂ ﱢﻧﻦﻴ‬ ‫اﻟﺴﻼم‬
‫ﱠ‬ ‫اﻟﺪﱠﻫْ ﺮ‬ ‫اﻟﻨ ُﱡﺸﻮر‬ ‫ﻳﻦ‬ ‫ﱠ‬
‫واﻟﺬا ِﻛ ِﺮ َ‬

‫‪14‬‬ ‫‪13‬‬

‫اﻟ ﱣﻠﻪ‬ ‫َو ﱠ‬

‫اﻟﺸ ْﻤﺲ‬

‫‪51‬‬
 ‫ﺛﺎﻟﺜﺎً‪ :‬ﻣﻮازﻧﺔ ‪Comparison‬‬

‫اﻻﺳﻢ‬ ‫اﻻﺳﻢ‬ ‫اﻻﺳﻢ‬

‫ﻣﻊ )ال( اﻟﺸﻤﺴﻴﺔ‬ ‫ﻣﻊ )ال( اﻟﻘﻤﺮﻳﺔ‬ ‫اﻟﺮﻗﻢ‬
‫ﺑﺪون )ال(‬
‫‪Noun‬‬ ‫‪Noun‬‬ ‫‪No.‬‬
‫)ﺍﻝ( ‪Noun without‬‬
‫‪with Al-Shamsiyyah‬‬ ‫‪with Al-Qamariyyah‬‬

‫‪-‬‬ ‫ا ْﻟ ُﻘ ْﺮ ُآن‬ ‫ُﻗ ْﺮ ٌآن‬ ‫‪1‬‬

‫اﻟ ﱠﺘ ْﻮ َﺑ ُﺔ‬ ‫‪-‬‬ ‫َﺗ ْﻮ َﺑ ٌﺔ‬ ‫‪2‬‬

‫‪-‬‬ ‫ا ْﻟ َﻌ َﻤ ُﻞ‬ ‫َﻋ َﻤ ٌﻞ‬ ‫‪3‬‬

‫‪-‬‬ ‫ﻼم‬ ‫ا ْﻟ ْ‬
‫ـﺈﺳ ُ‬ ‫ﻼم‬
‫إِ ْﺳ ٌ‬ ‫‪4‬‬

‫اﻟ ﱠﺮ ْﺣ َﻤ ُﺔ‬ ‫‪-‬‬ ‫َر ْﺣ َﻤ ٌﺔ‬ ‫‪5‬‬

‫‪52‬‬
 ‫‪Exercises‬‬ ‫ﺗﺪرﻳﺒﺎت‬
‫‪1- Read:‬‬
‫‪ -١‬اﻧﻄﻖ‪:‬‬

‫اﻟﺴﺎ ِﺋﻞ‬
‫ﱠ‬ ‫اﻟ ﱠﻠﻴﻞ ا ْﻟ َـﺄﺷ َﻘ ٰﻰ ا ْﻟ ُـﺄوﱃ‬ ‫اﻟـ ُﺄ ْﻧ َﺜﻰ‬
‫ْ‬ ‫ا ْﻟ ُﻌﴪ‬ ‫اﻟﺬ َﻛ َﺮ‬
‫ﱠ‬ ‫اﻟـ َﺄﻣﻦﻴ‬
‫اﻟ ﱠﻨﻬﺎر ْ‬ ‫ا ْﻟ َﺒ َﻠﺪ‬

‫‪2- Tick (√) in front of Laam Shamsiyah:‬‬

‫‪ -٢‬ﺿﻊ ﻋﻼﻣﺔ )√ ( أﻣﺎم اﻟﻼم اﻟﺸﻤﺴﻴﺔ )اﻟﺘﻲ ﻻ ﺗﻠﻔﻆ( ‪:‬‬

‫اﻟﺼﺪور ا ْﻟﻜﺘﺎب ا ْﻟﻤﴩﻛﻦﻴ‬

‫ﱡ‬ ‫اﻟ ﱡﺮوح‬ ‫اﻟﺰﱠﻛﺎة ا ْﻟﻤﻼﺋﻜﺔ اﻟﻨﱠﻌﻴﻢ‬ ‫ا ْﻟﻘﺪر‬ ‫ا ْﻟﺤﺎﻛﻤﻦﻴ ﱠ‬
‫اﻟﺼﻼة‬

‫‪ showing‬ٱل ‪ at the beginning of each word, then read with‬ٱل ‪3- Write‬‬
‫‪the type of laam:‬‬
‫‪ - ٣‬اﻛﺘﺐ )ٱل( ﺑﺪاﻳﺔ ﻛﻞ اﺳﻢ ﻣﺎﻤ ﻳﺄﻲﺗ ﺛﻢ اﻗﺮأ اﻻﺳﻢ ﻣﻊ )ٱل( وﺑﻦﻴ ﻧﻮع اﻟﻼم‪:‬‬

‫ﻧﻮع اﻟﻼم‬
‫)ﺷﻤﺴﻴﺔ ﻻﺗﻨﻄﻖ – ﻗﻤﺮﻳﺔ ﺗﻨﻄﻖ(‬ ‫اﻟﻜﻠﻤﺔ ﻣﻊ )ٱل(‬ ‫اﻟﻜﻠﻤﺔ‬ ‫اﻟﺮﻗﻢ‬

‫‪Type of laam‬‬ ‫ٱل ‪Word with‬‬ ‫‪Word‬‬ ‫‪No.‬‬

‫)‪(Al-shamsiyyah – Al-qamariyyah‬‬

‫‪------------------------------------------------------‬‬ ‫‪---------------------------‬‬ ‫أَ ْﺟ ٌﺮ‬ ‫‪1‬‬

‫‪------------------------------------------------------‬‬ ‫‪---------------------------‬‬ ‫ِذ ْﻛ ٌﺮ‬ ‫‪2‬‬

‫‪------------------------------------------------------‬‬ ‫‪---------------------------‬‬ ‫َﻳ ِﺘﻴ ًﺎﻤ‬ ‫‪3‬‬

‫‪------------------------------------------------------‬‬ ‫‪---------------------------‬‬ ‫ﺿﺎ �ﻻ‬ ‫‪4‬‬

‫‪------------------------------------------------------‬‬ ‫‪---------------------------‬‬ ‫َر ﱡب‬ ‫‪5‬‬

‫‪------------------------------------------------------‬‬ ‫‪---------------------------‬‬ ‫ﻧﺎراً‬ ‫‪6‬‬

‫‪53‬‬
‫‪ is pronounced:‬ﺍﻝ ‪4- Circle the noun in which the‬‬
‫ﺿﻊ داﺋﺮة ﺣﻮل اﻻﺳﻢ اﻟﺬي ﺗﻠﻔﻆ ﻻم )ٱل( أوﻟﻪ ﻣﺎﻤ ﻳﺄﻲﺗ‪:‬‬

‫ﱠﺎﺻ َﻴ ِﺔ‬
‫ِﺑﺎﻟﻨ ِ‬ ‫اﻟ ْـ َﺄ ْﻛ َﺮمُ‬ ‫اﻟ ﱠﺰ َﺑﺎ ِﻧ َﻴ َﺔ‬ ‫ِﺑﺎ ْﻟ َﻘ َﻠ ِﻢ‬ ‫ﺎت اﻟ ﱠﺘ َﻘ َﻮى‬
‫اﻟﺼﺎ ِﻟ َﺤ ِ‬
‫ﱠ‬ ‫ا ْﻟ ُﻬﺪَى‬ ‫ُﻮن ْ ِ‬
‫اﻹ ْﻧ َﺴ ُﺎن اﻟ ﱢﺘ ِ‬
‫ﻦﻴ‬ ‫اﻟ ﱠﺰ ْﻳﺘ ِ‬

‫ﺍﻝ ‪5- Read the verse, then underline each noun which begins with‬‬
‫‪and identify its type:‬‬
‫‪ -٥‬اﻗﺮأ اﻵﻳﺔ ﺑﺸﻜﻞ ﺻﺤﻴﺢ ﺛﻢ ﺿﻊ ً‬
‫ﺧﻄﺎ ﺗﺤﺖ ﻛﻞ اﺳﻢ أوﻟﻪ )ٱل( ﻣﺒﻴﻨًﺎ ﻧﻮع اﻟﻼم‪:‬‬

‫‪ ﴾ h g f ﴿ -١‬اﻟﻨﺎس )‪(٦‬‬

‫‪ ﴾ E D C B A ﴿ -٢‬اﻟﻨﴫ )‪(١‬‬

‫‪ ﴾` _ ^ . \ [ ﴿ -٣‬اﻟﺘﻜﺎﺛﺮ )‪(١،٢‬‬

‫‪ ﴾B A @ ? > ﴿ -٤‬اﻟﻘﺪر)‪(٥‬‬

‫‪ ﴾p‬اﻟﻌﻠﻖ )‪(٨‬‬ ‫‪o n m ﴿ -٥‬‬

‫‪6- Write an example for each of the following:‬‬

‫‪ -٦‬اﻛﺘﺐ ﻣﺜﺎﻻ ﻣﻦ ﻋﻨﺪك ﻟﻜﻞ ﻣﺎﻤ ﻳﺄﻲﺗ‪:‬‬
‫اﻟﻘﻤﺮﻳﺔ ‪Al-Qamariyyah: ------------------------------------------------------------------‬‬ ‫‪ -١‬أل‬
‫اﻟﺸﻤﺴﻴﺔ ‪Al-Shamsiyyah: ------------------------------------------------------------------‬‬ ‫‪ -٢‬أل‬

‫‪54‬‬
 ‫اﻟﺪرس اﻟﺜﺎﻲﻧ‬
Lesson 2
‫ اﻷﻟﻒ اﳌﻘﺼﻮرة و اﻟﻴﺎء‬-‫اﻟﻬﺎء‬- ‫اﻟﺘﺎء اﳌﺮﺑﻮﻃﺔ و اﳌﻔﺘﻮﺣﺔ‬
Taa Marboota and
Maftooha –Haa – Alif Maqsoora and Yaa

‫ ﺗﻮﺿﻴﺢ‬: ‫أو ًﻻ‬

(‫ وإذا ﻧﻄﻘﺖ اﻟﺘﺎء اﳌﺮﺑﻮﻃﺔ ﻣﻊ اﻟﺴﻜﻮن ﺗﻨﻄﻖ ﻫﺎء ) ﻃﺎﻟﺒ ْﺔ – ﻣﺠﺘﻬﺪ ْة‬،‫ اﻟﺘﺎء اﳌﺮﺑﻮﻃﺔ ﺗﺄﻲﺗ أﺧﺮ اﻟﻜﻠﻤﺔ‬-١
‫ واﻟﺘﺎء اﳌﺮﺑﻮﻃﺔ ﻋﻼﻣﺔ ﻟﻠﺘﺄﻧﻴﺚ ﰲ ﻛﺜﺮﻴ ﻣﻦ اﻷﺳﺎﻤء‬،‫وﺑﺬﻟﻚ ﻧﻌﺮف أﻧﻬﺎ ﺗﺎء ﻣﺮﺑﻮﻃﺔ وﻟﻴﺴﺖ ﻣﻔﺘﻮﺣﺔ‬
.(‫< ﺟﻤﻴﻠﺔ‬--‫) ﺟﻤﻴﻞ‬

1- Taa Marboota (connected Taa) comes at the end of a word. If Taa Marboota is
pronounced with sukoon, then it is pronounced as Haa .e.g. �‫)ﻃﺎﻟﺒ ْﺔ( )ﻣﺠﺘﻬﺪ ْة‬Thus
we know that it is Taa Marboota and not Maftooha) open Taa .Taa Marboota
is usually used to indicate feminine noun (‫ ﺟﻤﻴﻞ‬--> ‫�)ﺟﻤﻴﻠﺔ‬

ْ
( ‫اﺟﺘﻬﺪت‬ ْ
– ‫ﻃﺎﻟﺒﺎت‬ ) ‫وإذا ﻧﻄﻘﺖ اﻟﺘﺎء اﳌﻔﺘﻮﺣﺔ ﻣﻊ اﻟﺴﻜﻮن ﺗﻨﻄﻖ ﺗﺎء‬،‫ اﻟﺘﺎء اﳌﻔﺘﻮﺣﺔ ﺗﺄﻲﺗ آﺧﺮ اﻟﻜﻠﻤﺔ‬-٢
.‫وﺑﺬﻟﻚ ﻧﻌﺮف أﻧﻬﺎ ﺗﺎء ﻣﻔﺘﻮﺣﺔ و ﻟﻴﺴﺖ ﻣﺮﺑﻮﻃﺔ‬
2- Taa Maftooha (open Taa) comes at the end of a word. If Taa Maftooha is
pronounced with sukoon, then it is pronounced as Taa .e.g (‫)اﺟﺘﻬﺪت‬
ْ ْ
(‫)ﻃﺎﻟﺒﺎت‬.

‫ ﻓﺎﻟﺘﺎء ﺗﻨﻄﻖ ﺗﺎء وﻳﻮﺟﺪ ﻓﻮﻗﻬﺎ‬،‫ اﻟﻬﺎء آﺧﺮ اﻟﻜﻠﻤﺔ ﻣﺜﻞ)ﻛﺘﺎﺑ ُﻪ – أوﻻدهُ( ﺗﺨﺘﻠﻒ ﻋﻦ اﻟﺘﺎء اﳌﺮﺑﻮﻃﺔ ﻧﻄﻘﺎً وﺷﻜ ًﻼ‬-٣
.(ُ‫ واﻟﻬﺎء ﺗﻨﻄﻖ ﻫﺎء وﻻ ﻧﻘﺎط ﻓﻮﻗﻬﺎ )ﺳﻮرة( )رﺳﺎﻟﺔ( )ﻗﻠﻤ ُﻪ( )وﺿﻮءه‬،‫ﻧﻘﻄﺘﺎن‬
3- Haa at the end of the word e.g. ُ‫ ﻛﺘﺎﺑ ُﻪ – أوﻻده‬is different than the Taa Marboota in
form as well as in pronunciation .Taa is pronounced Taa and above it ,there
are two dots ,while Haa is pronounced Haa and there are no dots above it .e.g
(ُ‫)ﺳﻮرة( )رﺳﺎﻟﺔ( )ﻗﻠﻤﻪ( )وﺿﻮءه‬.

55
‫)ﻓﺘﻰ – ﻋ ََﺼﺎ( ﺗﺮﺳﻢ ﻛﺎﻟﻴﺎء ﺑﻼ ﻧﻘﺎط وﻓﻮﻗﻬﺎ أﻟﻒ ﺻﻐﺮﻴة أﺣﻴﺎﻧﺎً‪ ،‬وﺗﺴﺒﻖ‬
‫‪ -٤‬اﻷﻟﻒ اﳌﻘﺼﻮرة ﺗﺄﻲﺗ آﺧﺮ اﻟﻜﻠﻤﺔ ﻣﺜﻞ ٰ‬
‫ﺑﻔﺘﺤﺔ أو ﺗﺮﺳﻢ أﻟﻔﺎً ﻣﺴﺒﻮﻗﺔ ﺑﻔﺘﺤﺔ‪ ،‬و ﺗﺨﺘﻠﻒ ﻋﻦ اﻟﻴﺎء ﺷﻜ ًﻼ و ﻧﻄﻘﺎً ﻓﺎﻟﻴﺎء ﺗﻨﻄﻖ ﻳﺎ ًء و ﺗﺴﺒﻖ ﺑﻜﴪة ﻏﺎﻟﺒﺎً و‬
‫ﻳﻜﻮن ﺗﺤﺘﻬﺎ ﻧﻘﻄﺘﺎن ) َﻳ ْﺠﺮي – ﻫَ ﺪْيَ ( أﻣﺎ اﻷﻟﻒ اﳌﻘﺼﻮرة ﻓﺘﻨﻄﻖ أﻟﻔﺎً و ﺗﺴﺒﻖ ﺑﻔﺘﺤﺔ داﻤﺋﺎً و ﻻ ﻧﻘﺎط ﺗﺤﺘﻬﺎ و‬
‫ﻌﻰ ( واﻷﻟﻒ اﳌﻘﺼﻮرة ﺗﻌﺘﱪ ﻋﻼﻣﺔ ﻟﻠﺘﺄﻧﻴﺚ‬ ‫ﻳﺴ ٰ‬ ‫أﺣﻴﺎﻧﺎً ﻳﺮﺳﻢ ﻓﻮﻗﻬﺎ أﻟﻔﺎً ﺻﻐﺮﻴة ) ﻫُ ﺪ َٰى – َﻳ ٰ‬
‫ﺰﻛـﻰ – إﻟـﻰ – ﻋﻠـﻰ – ْ‬
‫ﰲ ﻛﺜﺮﻴ ﻣﻦ اﻷﺳﺎﻤء ) اﻷﻓﻀﻞ – اﻟ ُﻔ ْﻀ َﻠـﻰ(‪.‬‬

‫ﻓﺘﻰ – ﻋ ََﺼﺎ ‪4- Alif Maqsoora comes at the end of a word .e.g.‬‬ ‫‪ٰ It is written like yaa‬‬
‫‪without dots and above it ,sometimes ,is a short Alif .It is preceded by fatha‬‬
‫‪or it is written as Alif preceded by fatha .And it differs from Yaa in form and in‬‬
‫‪pronunciation .The Yaa is pronounced as Yaa and is often preceded by kasra‬‬
‫‪َ ) �As for the Alif Maqsoora,‬ﻳ ْﺠﺮي( )ﻫَ ﺪْيَ (‪and below the yaa there are two dots. e.g .‬‬
‫‪it is pronounced as Alif and is always preceded by fatha and there are no dots‬‬
‫ﻌﻰ(‪below it .Sometimes we write a short Alif above it‬‬ ‫ﻳﺴ ٰ‬ ‫‪) Alif‬ﻫُ ﺪ َٰى – َﻳ ٰ‬
‫ﺰﻛـﻰ – إﻟـﻰ – ﻋﻠـﻰ – ْ‬
‫‪).‬اﻷﻓﻀﻞ – اﻟ ُﻔ ْﻀﻠـَﻰ( ‪Maqsoora is usually used to indicate feminine noun .e.g‬‬

‫‪Quranic Examples‬‬ ‫ﺛﺎﻧﻴﺎً‪ :‬أﻣﺜﻠﺔ ﻗﺮآﻧﻴﺔ‬

‫ﻳﺎء آﺧﺮ اﻟﻜﻠﻤﺔ‬ ‫أﻟﻒ ﻣﻘﺼﻮرة‬ ‫ﻫﺎء آﺧﺮ اﻟﻜﻠﻤﺔ‬ ‫ﺗﺎء ﻣﺮﺑﻮﻃﺔ‬ ‫ﺗﺎء ﻣﻔﺘﻮﺣﺔ‬ ‫اﻟﺮﻗﻢ‬
‫‪Word ending‬‬ ‫‪Word ending‬‬ ‫‪Taa‬‬
‫‪Alif Maqsoora‬‬ ‫‪Taa Maftooha‬‬ ‫‪No.‬‬
‫‪with Yaa‬‬ ‫‪with Haa‬‬ ‫‪Marboota‬‬

‫َر ِﺿ َ‬
‫ـﻲ‬ ‫و ﱡ‬
‫اﻟﻀ َﺤ ٰﻰ‬ ‫َو ْاﺳ َﺘ ْﻐ ِﻔﺮ ُه‬ ‫ِﺑ ِﻨ ْﻌ َﻤ ِﺔ‬ ‫َﻓ َﺮ ْﻏ َﺖ‬ ‫‪1‬‬

‫َﻫ ْﺪ ُي‬ ‫َﺳ َﺠ ٰﻰ‬ ‫أَ ْﺧ َﻠ َﺪ ُه‬ ‫ﻶﺧ َﺮ ُة‬

‫َو َﻟ ِ‬ ‫َﺛ ُﻘ َﻠ ْﺖ‬ ‫‪2‬‬

‫َﻟ ِﻔﻲ‬ ‫َﻗ َﻠ ٰ‬

‫ـﻰ‬ ‫ِﻟ َﺮ ﱢﺑ ِﻪ‬ ‫َﻧﺎ َﻗ َﺔ‬ ‫َﺧ ﱠﻔ ْﺖ‬ ‫‪3‬‬

‫ا ﱠﻟ ِﺬي‬ ‫اَ ْ ُﻷ َﻟ ٰ‬
‫ـﻰ‬ ‫إِ ﱠﻧ ُﻪ‬ ‫ﺎﺻ َﻴ ِﺔ‬
‫ِﺑﺎﻟ ﱠﻨ ِ‬ ‫َﺗ ﱠﺒ ْﺖ‬ ‫‪4‬‬

‫ُﻳ ْﻐ ِﻨﻲ‬ ‫َﻓ َﱰ َْﺿ ٰ‬

‫ـﻰ‬ ‫َﻋﺪﱠ َد ُه‬ ‫اﻟ ﱠﺰ َﺑﺎ ِﻧ َﻴ َﺔ‬ ‫َذ َ‬
‫ات‬ ‫‪5‬‬

‫ُﻳ ْﺆﺗـِﻲ‬ ‫َﻓ َﻬﺪ َٰى‬ ‫َﻣﺎ َﻟ ُﻪ‬ ‫َﻟ ْﻴ َﻠ ُﺔ‬ ‫أَ ْﻫ َﻠ ْﻜ ُﺖ‬ ‫‪6‬‬

‫‪56‬‬
 ‫ﺛﺎﻟﺜﺎً ‪ :‬ﻣﻮازﻧﺔ ‪Comparison‬‬

‫اﻻﺳﻢ ﻣﺆﻧﺜﺎً‬ ‫اﻻﺳﻢ ﻣﺬﻛﺮاً‬ ‫اﻟﺮﻗﻢ‬

‫‪Feminine Noun‬‬ ‫‪Masculine Noun‬‬ ‫‪No.‬‬

‫ِﻫ َﻲ ُﻣ ْﺠ َﺘ ِﻬﺪ ٌَة‬ ‫ُﻫ َﻮ ُﻣ ْﺠ َﺘﻬِﺪٌ‬ ‫‪1‬‬

‫ِﻫ َﻲ ُﻣ َﺪ ﱢر َﺳ ٌﺔ‬ ‫ُﻫ َﻮ ُﻣ َﺪ ﱢر ٌس‬ ‫‪2‬‬

‫ِﻫ َﻲ ا ْﻟ َﻜ ِﺒ َﺮﻴ ُة ‪ِ /‬ﻫ َﻲ ا ْﻟ ُﻜ ِ َﱪ ٰى‬ ‫ُﻫ َﻮ ا ْﻟ َﻜ ِﺒ ُﺮﻴ‬ ‫‪3‬‬

‫ِﻫ َﻲ اﻟ ُﻔ ْﻀﻠـَ ٰﻰ‬ ‫ُﻫ َﻮ ا ْﻟ َـﺄ َ‬

‫ﻓﻀ ُﻞ‬ ‫‪4‬‬

‫ِﻫ َﻲ َﻋ ْﻄ َﺸ ٰ‬
‫ـﻰ‬ ‫ُﻫ َﻮ َﻋ ْﻄ َﺸ ُﺎن‬ ‫‪5‬‬

‫ِﻫ َﻲ َر ﱠﻳﺎ‬ ‫ُﻫ َﻮ َر ﱠﻳ ُﺎن‬ ‫‪6‬‬

‫‪57‬‬
 ‫ﺗﺪرﻳﺒﺎت ‪Exercises‬‬

‫‪1- Read:‬‬
‫‪ -١‬اﻗﺮأ‪:‬‬

‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫َﻣ َﺸ ْﺖ‬ ‫َﻳ ْـﻤﺸـِﻲ‬ ‫ﻋُ ْﻠ َﻴﺎ‬ ‫أَ ْﻋ َﻠـﻰ‬ ‫َﻳ ْﺒ ِﻜـﻲ‬ ‫َﺑ َﻜـﻰ‬ ‫َﺷ َﺠ َﺮ ُة‬ ‫َﺟﺪﱡ ُه‬ ‫ُﻣ َﺪ ﱢر َﺳ ُﺔ‬ ‫ُﻣ َﺪ ﱢر َﺳ ُ‬
‫ﺎت‬

‫‪2- Tick (√) the words with Alif Maqsoora:‬‬

‫‪ –٢‬ﺿﻊ ﻋﻼﻣﺔ )√( أﻣﺎم اﻷﻟﻒ اﳌﻘﺼﻮرة‬

‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫اﻟﺼ ْﻐ َﺮى‬
‫ﱡ‬ ‫َﻳ ْﺠ ِﺮي‬ ‫إِ َﻟـﻰ‬ ‫ﻋ ََﲆ‬ ‫َﻳ ْﻌ ُﻠﻮ‬ ‫ا ْﻟﻌُ َﻼ‬ ‫ﻫَ ﺪَى‬ ‫ا ْﻟ َﻬﺪْيُ‬ ‫َﻣ ْﺴ َﻌﻰ‬ ‫اﻟﺴ ْﻌ ُﻲ‬
‫ﱠ‬

‫‪3- Underline the Taa Maftooha:‬‬

‫‪ -٣‬ﺿﻊ ﺧﻄﺎ ﺗﺤﺖ اﻟﺘﺎء اﳌﻔﺘﻮﺣﺔ‬

‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫ُﻣ ْﺴ َﻠﺎﻤ ُت‬ ‫ُﺳﻮ َر َة‬ ‫ﺳ َﺮﻴ َة‬ ‫َﺗ َﻌ ﱠﻠ َﻤ ْﺖ‬ ‫اﻟﺼ َﺤﺎ َﺑ َﺔ‬
‫ﱠ‬ ‫َﻣ َﻮ ﱠد َة‬ ‫َﺻﺎ َﻣ ْﺖ‬ ‫َﺗ َﻜ ﱠﻠ َﻤ ْﺖ‬ ‫َﺻ ْﺨ َﺮ َة‬ ‫َﺑ َﻘ َﺮ َة‬

‫‪4- Change the following to feminine noun:‬‬

‫‪ -٤‬اﺟﻌﻞ ﻛﻞ اﺳﻢ ﻣﺎﻤ ﻳﺄﻲﺗ ﻣﺆﻧ ًﺜﺎ‬
‫اﻻﺳﻢ ﻣﺆﻧﺜﺎً‬ ‫اﻻﺳﻢ ﻣﺬﻛﺮاً‬ ‫اﻟﺮﻗﻢ‬
‫‪Feminine Noun‬‬ ‫‪Masculine Noun‬‬ ‫‪No.‬‬
‫‪--------------------------------------------------‬‬ ‫َﻈﻴﻢ‬
‫ﻋ ٌ‬ ‫‪1‬‬
‫‪--------------------------------------------------‬‬ ‫َﺷﺒ َﻌ ٌﺎن‬ ‫‪2‬‬
‫‪--------------------------------------------------‬‬ ‫ﻣﻦ‬ ‫ُﻣ ْﺆ ٌ‬ ‫‪3‬‬
‫‪--------------------------------------------------‬‬ ‫ﺎدق‬‫َﺻ ٌ‬ ‫‪4‬‬
‫‪--------------------------------------------------‬‬ ‫َْ‬
‫اﻷ ْﺻ َﻐ ُﺮ‬ ‫‪5‬‬

‫‪58‬‬
‫‪5- Match:‬‬
‫‪ -٥‬ﺻﻞ ﻛﻞ ﻛﻠﻤﺔ ﺑﺎﺳﻢ اﻟﺤﺮف آﺧﺮﻫﺎ‬
‫اﺳﻢ آﺧﺮ ﺣﺮف ﻓﻴﻬﺎ‬ ‫اﻟﻜﻠﻤﺔ‬ ‫اﻟﺮﻗﻢ‬
‫‪Letter Last the of Name‬‬ ‫‪Word‬‬ ‫‪No.‬‬

‫أﻟﻒ ﻣﻘﺼﻮرة ﻋﲆ ﺷﻜﻞ ﻳﺎء‬ ‫) (‬ ‫ِﻋﺪ َة‬ ‫‪1‬‬

‫ﺗﺎء ﻣﻔﺘﻮﺣﺔ‬ ‫) (‬ ‫أَ ْﺣ َﻔﺎ ُد ُه‬ ‫‪2‬‬

‫ﻳﺎء‬ ‫) (‬ ‫َﺳﺎ َﻓ َﺮ ْت‬ ‫‪3‬‬

‫أﻟﻒ ﻣﻘﺼﻮرة ﻋﲆ ﺷﻜﻞ أﻟﻒ‬ ‫) (‬ ‫ا ْﻟـ َﻤ ْﺮ َﻋﻰ‬ ‫‪4‬‬

‫ﺗﺎء ﻣﺮﺑﻮﻃﺔ‬ ‫) (‬ ‫ﻳـَ ْﻤ ِﻀـﻲ‬ ‫‪5‬‬

‫ﻫﺎء‬ ‫) (‬ ‫َﻗ َﻔﺎ‬ ‫‪6‬‬

‫ﺗﻨﻮﻳﻦ ﺿﻢ‬ ‫) (‬

‫‪6- Read the following verses, then circle the nouns that end with‬‬
‫‪Alif Maqsoora:‬‬
‫‪ -٦‬اﻗﺮأ اﻵﻳﺎت ﻗﺮاءة ﺻﺤﻴﺤﺔ ﺛﻢ ﺿﻊ داﺋﺮة ﺣﻮل اﻻﺳﻢ اﳌﻨﺘﻬﻲ ﺑﺄﻟﻒ ﻣﻘﺼﻮرة‪:‬‬
‫‪ ٩ ﴾ ¼ » º ¹ ﴿ -١‬اﻷﻋﲆ‬
‫‪ ٥ ﴾ G F E D‬اﻟﻐﺎﺷﻴﺔ‬
‫‪﴿ -٢‬‬
‫‪ ١٠ ،٩ ﴾ Q P O N M L K J I H ﴿ -٣‬اﻟﻄﺎرق‬
‫‪ ٢ ،١ ﴾& % $ # " ! ﴿ -٤‬ﻋﺒﺲ‬
‫‪ ١٦ ،١٥ ﴾ & % $ # " ! Ð Ï Î Í Ì ﴿ -٥‬اﻟﻨﺎزﻋﺎت‬

‫‪7- Write an example for each of the following:‬‬

‫‪ -٧‬اﻛﺘﺐ ﻣﺜﺎﻻ ﻣﻦ ﻋﻨﺪك ﻟﻜﻞ ﻣﺎﻤ ﻳﺄﻲﺗ‪:‬‬
‫‪Taa Marboota: --------------------------------------------------------------------------‬‬ ‫ﺗﺎء ﻣﺮﺑﻮﻃﺔ‬ ‫)أ(‬
‫ﺗﺎء ﻣﻔﺘﻮﺣﺔ ‪Taa Maftooha: ----------------------------------------------------------------------------‬‬ ‫)ب(‬
‫ﻫﺎء ﰲ ﻧﻬﺎﻳﺔ اﻟﻜﻠﻤﺔ ‪Haa at the end of the word: --------------------------------------------‬‬ ‫)ت(‬
‫أﻟﻒ ﻣﻘﺼﻮرة ‪Alif Maqsoora: ------------------------------------------------------------------------‬‬ ‫)ث(‬
‫ﻳﺎء ﰲ ﻧﻬﺎﻳﺔ اﻟﻜﻠﻤﺔ ‪Yaa at the end of the word: --------------------------------------------‬‬ ‫)ج(‬

‫‪59‬‬
 ‫اﻟﺪرس اﻟﺜﺎﻟﺚ‬
‫‪Lesson 3‬‬
‫ﻫﻤﺰة اﻟﻮﺻﻞ و ﻫﻤﺰة اﻟﻘﻄﻊ‬
‫‪Hamzet-al-Wasl and Hamzet-al-Qate‬‬

‫أو ًﻻ‪ :‬ﺗﻮﺿﻴﺢ‬

‫‪ -١‬ﻫﻤﺰة اﻟﻮﺻﻞ ﺗﻜﻮن أول اﻟﻜﻠﻤﺔ‪ ،‬و ﻫﻲ أﻟﻒ ﺑﻼ ﻫﻤﺰة ﻫﻜﺬا )ا( أو ﻫﻜﺬا )ٱ( وﻫﻲ ﺣﺮف زاﺋﺪ أﺗﻴﻨﺎ ﺑﻪ ﻟﻠﺘﻮﺻﻞ‬
‫ﻟﻠﻨﻄﻖ ﺑﺎﻟﺴﺎﻛﻦ ﺑﻌﺪه ﻛﺎﻤ ﰲ ﻛﻠﻤﺔ )ٱ ْذﻫَ ْﺐ( ﻓﻬﻤﺰة اﻟﻮﺻﻞ أول ﻛﻠﻤﺔ )ا ْذﻫَ ْﺐ( ﺟﻌﻠﺖ اﻟﻘﺎرئ ﻳﺘﻤﻜﻦ ﻣﻦ‬
‫ﻧﻄﻖ اﻟﺬال اﻟﺴﺎﻛﻨﺔ ﰲ ﻫﺬه اﻟﻜﻠﻤﺔ‪.‬‬

‫‪1- Hamzet-al-Wasl comes at the beginning of a word. It is Alif without Hamza‬‬

‫‪ ). It is an extra letter added to a word which helps in pronouncing the letter‬ٱ ‪ or‬ﺍ (‬
‫‪ ). So Hamzet-al-Wasl at the beginning of‬ٱﺫﹾ ﹶﻫ ﹾﺐ ( ‪with sukoon that follows it .e.g.‬‬
‫‪ with sukoon clearly.‬ﺫ ‪this word enables the reader to pronounce‬‬

‫دﻟﻴﻞ اﳌﻌﻠﻢ‪:‬‬
‫‪-١‬إذا ُﺳ ِﺒ َﻘ ْﺖ ﻫﻤﺰة اﻟﻮﺻﻞ ﺑﺤﺮف ﻣﺘﺤﺮك ﺿﺎﻋﺖ وﻇﻴﻔﺔ ﻫﻤﺰة اﻟﻮﺻﻞ و ﻻ ﺗﻈﻬﺮ ﻫﻤﺰة اﻟﻮﺻﻞ ﰲ اﻟﻨﻄﻖ و إﻤﻧﺎ ﺗﻈﻬﺮ ﰲ اﻟﻜﺘﺎﺑﺔ‬
‫ﻓﻘﻂ ﻛﺎﻤ ﰲ ) َوٱ ْذﻫَ ْﺐ( ) َﻓ ْ‬
‫ﺎﺻ ِ ْﱪ( )وٱ ْﻧ َﺤ ْﺮ(‬

‫‪60‬‬
‫‪ -٢‬ﻫﻤﺰة اﻟﻘﻄﻊ ﺗﻜﻮن أول اﻟﻜﻠﻤﺔ‪ ،‬وﻫﻲ ﻫﻤﺰة أو أﻟﻒ ﻓﻮﻗﻬﺎ ﺣﺮﻛﺔ أو أﻟﻒ ﻣﻊ ﻫﻤﺰة ﻫﻜﺬا أَ إِ ُأ‪ ،‬و ﻫﻤﺰة اﻟﻘﻄﻊ‬
‫ﺗﻈﻬﺮ ﰲ اﻟﻨﻄﻖ و ﰲ اﻟﻜﺘﺎﺑﺔ داﻤﺋﺎً ﺣﺘﻰ إن ُﺳﺒﻘﺖ ﺑﺤﺮف ﻣﺘﺤﺮك ﻛﺎﻤ ﰲ )أَ َﺧ َﺬ( ) َوأَ َﺧ َﺬ(‪.‬‬

‫‪2- Hamzet-al-Qate comes at the beginning of a word. It is Alif with Hamza‬‬

‫‪ ). Hamzet-al-Qate is always written and pronounced even if it is‬أﹸ ‪ or‬ﺇ ‪ or‬ﺃ (‬
‫‪) .‬أَ َﺧ َﺬ( ) َوأَ َﺧ َﺬ( ‪preceded by a vowel .e.g.‬‬

‫‪ -٣‬ﻤﻧﻴﺰ ُﺑﻦﻴ ﻫﻤﺰة اﻟﻮﺻﻞ و ﻫﻤﺰة اﻟﻘﻄﻊ ﺑﻮﺿﻊ واو ﻗﺒﻞ اﻟﻬﻤﺰة ﻓﺈن ُﻧ ِﻄ َﻘ ْﺖ اﻟﻬﻤﺰة ﺑﻌﺪ اﻟﻮاو ﻓﻬﻲ ﻫﻤﺰة ﻗﻄﻊ‬
‫و إن ﻢﻟ ُﺗﻨ َْﻄ ْﻖ اﻟﻬﻤﺰة ﺑﻌﺪ اﻟﻮاو ﻓﻬﻲ ﻫﻤﺰة وﺻﻞ ﻣﺜﺎل‪) :‬اِ ْﺳﺘ ََﻄﺎعَ – َو ْاﺳﺘ ََﻄﺎعَ ( )أَ َﻣ َﺮ – َوأَ َﻣ َﺮ(‪.‬‬

‫‪3- We can differentiate between Hamzet-al-Wasl and Hamzet-al-Qate by adding‬‬

‫‪waaw before Hamza. If Hamza is pronounced after waaw, then it is Hamzet-‬‬
‫‪). But if the Hamza is not pronounced after the waaw,‬أَ َﻣ َﺮ – َو أَ َﻣ َﺮ( ‪al-Qate .e.g.‬‬
‫‪).‬اِ ْﺳﺘ ََﻄﺎعَ – َواﺳﺘ ََﻄﺎعَ ( ‪then it is Hamzet-al-Wasl .e.g.‬‬

‫دﻟﻴﻞ اﳌﻌﻠﻢ‪:‬‬
‫‪ -١‬ﻫﻤﺰة اﻟﻮﺻﻞ داﻤﺋﺎً ﻣﻔﺘﻮﺣﺔ ) ﻓﻮﻗﻬﺎ ﻓﺘﺤﺔ( ﰲ )ٱل( اﻟﺸﻤﺴﻴﺔ و)ٱل( اﻟﻘﻤﺮﻳﺔ وداﻤﺋﺎً ﻫﻤﺰة اﻟﻮﺻﻞ أول اﻟﻔﻌﻞ ﻣﻀﻤﻮﻣﺔ )ﻓﻮﻗﻬﺎ‬
‫ﺿﻤﺔ( إذا اﻟﺤﺮف اﻟﺜﺎﻟﺚ ﻣﻀﻤﻮم )ٱدْعُ ( و داﻤﺋﺎً ﻫﻤﺰة اﻟﻮﺻﻞ أول اﻟﻔﻌﻞ ﻣﻜﺴﻮرة ) ﺗﺤﺘﻬﺎ ﻛﴪة( إذا اﻟﺤﺮف اﻟﺜﺎﻟﺚ ﻣﻔﺘﻮح أو‬
‫ﻣﻜﺴﻮر )اِ ْذﻫَ ﺐ ‪ -‬اِ ْﻣ ِﺾ(‪ ،‬أﻣﺎ ﻫﻤﺰة اﻟﻮﺻﻞ أول اﻻﺳﻢ ﻓﻬﻲ ﻣﻜﺴﻮرة ﻣﺜﻞ )اِﺑﻦ – اِﻣﺮأة – اِﺳﻢ(‬

‫‪61‬‬
 ‫‪Quranic Examples‬‬ ‫ﺛﺎﻧﻴﺎً‪ :‬أﻣﺜﻠﺔ ﻗﺮآﻧﻴﺔ‬
‫ﻫﻤﺰة اﻟﻘﻄﻊ‬ ‫ﻫﻤﺰة اﻟﻮﺻﻞ‬ ‫اﻟﺮﻗﻢ‬
‫‪Hamzet-Al Qate‬‬ ‫‪Hamzet-Al Wasl‬‬ ‫‪No.‬‬
‫أَ َﻟ ْﻢ‬ ‫اﻟ ﱠﻨ َﺒ ُﺄ‬ ‫‪1‬‬
‫أَ ْز َواﺟﺎً‬ ‫ا ْر َﻛ ُﻌﻮا‬ ‫‪2‬‬
‫أَ ْﻧ َﺰ ْﻟﻨَﺎ‬ ‫َْ‬
‫اﴍ ُﺑﻮا‬ ‫‪3‬‬
‫أَ ْﻟ َﻔﺎﻓﺎً‬ ‫اﻧ َْﻄ ِﻠ ُﻘﻮا‬ ‫‪4‬‬
‫أ ْﻓﻮاَﺟﺎً‬ ‫اﺻ ِ ْﱪ‬
‫ْ‬ ‫‪5‬‬
‫أَ ْﺣ َﺼ ْﻴﻨَﺎ ُه‬ ‫ا ْذ ُﻛ ْﺮ‬ ‫‪6‬‬
‫إِ َﱃ‬ ‫اﺗ َﱠﺨ َﺬ‬ ‫‪7‬‬
‫ُأ ﱢﺟ َﻠ ْﺖ‬ ‫ا ْذﻫَ ْﺐ‬ ‫‪8‬‬
‫أَ َﺻﻴ ًﻼ‬ ‫ا ْﻛﺘَﺎ ُﻟﻮا‬ ‫‪9‬‬
‫أَ َﻋ ﱠﺪ‬ ‫ا ْﻧ َﻘ َﻠ ُﺒﻮا‬ ‫‪10‬‬

‫ﺛﺎﻟﺜﺎً ‪ :‬ﻣﻮازﻧﺔ ‪Comparison‬‬

‫ﻫﻤﺰة ﻗﻄﻊ ﺗﻨﻄﻖ‬ ‫ﻫﻤﺰة وﺻﻞ ﻻ ﺗﻨﻄﻖ‬ ‫ﻫﻤﺰة وﺻﻞ ﺗﻈﻬﺮ ﰲ اﻟﻨﻄﻖ‬
‫اﻟﺮﻗﻢ‬
‫‪Hamzet-Qate‬‬ ‫‪Hamzet-Wasl‬‬ ‫‪Hamzet-Wasl‬‬
‫‪No.‬‬
‫‪pronounced‬‬ ‫‪not pronounced‬‬ ‫‪pronounced‬‬

‫أَ ْﻟ َﻘ ٰﻰ ‪َ /‬و أَ ْﻟ َﻘ ٰﻰ‬ ‫َو ْاﺳ َﻊ‬ ‫اِ ْﺳ َﻊ‬ ‫‪1‬‬

‫ﴎ‬‫ﴎ ‪ /‬و ُأ ِ َ‬ ‫ُأ ِ َ‬ ‫َوادْعُ‬ ‫ُادْعُ‬ ‫‪2‬‬

‫إِ ْﺳ َﻼمُ ‪َ /‬و إِ ْﺳ َﻼمُ‬ ‫َوا ْﻣ ِﺶ‬ ‫اِ ْﻣ ِﺶ‬ ‫‪3‬‬

‫ﴎ ٌة ‪َ /‬و ُأ ْ َ‬
‫ﴎ ٌة‬ ‫ُأ ْ َ‬ ‫َواد ُْﺧ ُﻠﻮا‬ ‫ُاد ُْﺧ ُﻠﻮا‬ ‫‪4‬‬

‫أَ َوا ِﻣ ُﺮ ‪َ /‬و أَ َوا ِﻣ ُﺮ‬ ‫َوا ْﺑ َﻨ َﺔ‬ ‫اِ ْﺑ َﻨ َﺔ‬ ‫‪5‬‬

‫إِ ّن ‪َ /‬و إِ ّن‬ ‫َو ْاﺳ ُﻤ ُﻪ‬ ‫اِ ْﺳ ُﻤ ُﻪ‬ ‫‪6‬‬

‫ُأ ﱞم ‪َ /‬و ﱞأم‬ ‫َوا ْﻣ َﺮأَ ٌة‬ ‫اِ ْﻣ َﺮأَ ٌة‬ ‫‪7‬‬

‫أَ ْﻛ َﺮ َم ‪َ /‬و أَ ْﻛ َﺮمُ‬ ‫وا ْﺑ ِﺘ َﺴﺎ َﻣﺘﻬَﺎ‬ ‫اِ ْﺑ ِﺘ َﺴﺎ َﻣﺘﻬَﺎ‬ ‫‪8‬‬

‫أَ ْﺧ َﺮ َج ‪َ /‬و أَ ْﺧ َﺮ َج‬ ‫و ا ْﻣ ِﺘ َﺤ ٌﺎن‬ ‫ا ْﻣ ِﺘ َﺤ ٌﺎن‬ ‫‪9‬‬

‫أَ ْﺑ َﺪىٰ ‪َ /‬و أَ ْﺑ َﺪىٰ‬ ‫ْ‬

‫واﺧ ِﺘ َﺒﺎ ٌر‬ ‫ْاﺧ ِﺘ َﺒﺎ ٌر‬ ‫‪10‬‬

‫‪62‬‬
 ‫ﺗﺪرﻳﺒﺎت ‪Exercises‬‬

‫‪1- Read:‬‬
‫‪ -١‬اﻗﺮأ‪:‬‬
‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫ُأ ِﻣ ْﺮ َﻧﺎ‬ ‫أ ْﻟ َﻘ ْﻴﻨَﺎ‬ ‫ا ْﻟ ِﻌ ْﻠ ُﻢ ا ْﻧ َﻄ ِﻠ ُﻘﻮا اﻫْ ِﺪ َﻧﺎ ا ْﻋ َﻤ ُﻠﻮا‬ ‫ا ْﺛﻨ ِ‬

‫َﺎن‬ ‫ُأ ّﻣﺔ‬ ‫إِﱃ‬ ‫أَ َﻧﺎ‬

‫‪2- Tick (√) in front of Hamzet-al-Wasl:‬‬

‫‪ -٢‬ﺿﻊ ﻋﻼﻣﺔ )√( أﻣﺎم ﻫﻤﺰة اﻟﻮﺻﻞ‪:‬‬
‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫ا ْﺑ َﻨ َﺔ‬ ‫إِ ْﺑ َﺮ ِاﻫﻴﻢُ‬ ‫اِ ْﺳ ُﻤﻪُ‬ ‫اِ ْﺑ ُﻦ‬ ‫ْاﺳ ِﺘ ْﻐ َﻔﺎر‬ ‫إِ َﻤﻳﺎن‬ ‫ْاﺳ َﺘ ْﻬ َﻮ ْﺗﻪُ‬ ‫اﻟﻨّﺎرُ‬ ‫ْاﺳ َﺘ ْﻜ َ َﱪ‬ ‫أَ َﻣ َﺮ‬

‫‪3- Underline Hamzet-al-Wasl which is not pronounced:‬‬

‫‪ -٣‬ﺿﻊ ﺧﻄﺎً ﺗﺤﺖ ﻫﻤﺰة اﻟﻮﺻﻞ اﻟﺘﻲ ﻻ ﺗﻨﻄﻖ‪:‬‬
‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫ا ْر َﺣ ْﻢ‬ ‫َوا ْﻧ َﺤ ْﺮ‬ ‫َو ْاﺳ َﺘ ِﻘ ْﻢ‬ ‫َﻓ ِْ‬

‫ﺎﺻ ْﱪ‬ ‫ا ْﻧ َﻄ َﻠ َﻖ‬ ‫ادْعُ‬ ‫َوا ﱠﺗ َﺨ َﺬ‬ ‫اد ُْﺧ ْﻞ‬ ‫ا ْر ِﺟ ْﻊ‬ ‫ا ْذﻫَ ْﺐ‬

‫‪ ) at the beginning of each word, then read it:‬و ( ‪4- Add waaw‬‬
‫‪ -٤‬أَد ِْﺧ ْﻞ وا ًوا ﺑﺪاﻳﺔ ﻛﻞ ﻛﻠﻤﺔ ﻣﺎﻤ ﻳﺄﻲﺗ واﻧﻄﻖ اﻟﻜﻠﻤﺔ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪:‬‬
‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫ْاﺳﻢُ‬ ‫ا ْﻗ َﺮ ْأ‬ ‫ا ْﻣ ِﺮئُ‬ ‫ا ْﻣ َﺮأَ ُة‬ ‫ا ْﺛ َﻨﺘ ِ‬

‫َﺎن‬ ‫ا ْﺑ َﻨ َﺔ‬ ‫ا ْﺑﺘ ََﺴ َﻢ‬ ‫ْاﺳﺘَﺨ َﺮ َج ا ْﻣﺘ ََﺤ َﻦ‬ ‫ا ْﻧﺘ َ َ‬
‫َﴫ‬

‫‪63‬‬
‫‪ ) at the beginning of it,‬ف ( ‪5- Rewrite the word after adding fa‬‬
‫‪then read it:‬‬
‫‪ -٥‬اﻛﺘﺐ اﻟﻜﻠﻤﺔ ﻣﺮة ﺛﺎﻧﻴﺔ ﺑﻌﺪ إدﺧﺎل اﻟﻔﺎء أوﻟﻬﺎ ﺛﻢ اﻗﺮا ﻗﺮاءة ﺻﺤﻴﺤﺔ‪:‬‬
‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫اِ ْﻋ َﺘ ِﺪ ْل اِ ْﺳﺘ ََﻄﺎع اِ ْر َﻛ ْﺐ اِ ْﻛﺘَﺎﻟﻮا‬ ‫اِ ْﺧ َﺘ ْﱪ‬ ‫اِ ْﻧ َﻄ ْ‬

‫ﻠﻖ‬ ‫اِ ْذﻫَ َﺒﺎ‬ ‫اِ ْﺳ َﻊ‬ ‫ا ْﻣ ِﺾ‬ ‫ُادْعُ‬

‫‪6- Read the following verses, then identify the vowel of Hamzet-‬‬
‫‪al-Wasl in word:‬‬
‫‪ -٦‬اﻗﺮأ اﻵﻳﺎت ﻗﺮاءة ﺻﺤﻴﺤﺔ ﺛﻢ ﺣﺪد ﺣﺮﻛﺔ ﻫﻤﺰة اﻟﻮﺻﻞ ﰲ ﻛﻞ ﻛﻠﻤﺔ ﺑﻬﺎ ﻫﻤﺰة وﺻﻞ‬
‫ﻣﺒﻴﻨﺎً اﻟﺴﺒﺐ‪:‬‬
‫‪ ~ ﴿ -١‬ﮯ ¡ ﴾ ‪ ١٤‬اﻟﱪوج‬
‫‪ ١٦ ﴾ x w v u t s r q p o ﴿ -٢‬اﻟﻔﺠﺮ‬

‫‪ ١ ﴾ O N M L K ﴿ -٣‬اﻟﻌﻠﻖ‬
‫‪ ١٩ ﴾ Ç Æ Å Ä Ã ﴿ -٤‬اﻟﻌﻠﻖ‬
‫‪ ٣ ﴾ V U T SR Q P O ﴿ -٥‬اﻟﻨﴫ‬

‫‪7- Write an example for each of the following:‬‬

‫‪ -٧‬اﻛﺘﺐ ﻣﺜﺎﻻ ﻣﻦ ﻋﻨﺪك ﻟﻜﻞ ﻣﺎﻤ ﻳﺄﻲﺗ‪:‬‬
‫ﻫﻤﺰة اﻟﻮﺻﻞ ‪Hamzet-Wasl: ----------------------------------------‬‬

‫ﻫﻤﺰة اﻟﻘﻄﻊ ‪Hamzet-Qate: ----------------------------------------‬‬

‫‪64‬‬
 ‫اﻟﺪرس اﻟﺮاﺑﻊ‬
‫‪Lesson 4‬‬
‫ﺣﺮوف ﺗﻨﻄﻖ وﻻ ﺗﻜﺘﺐ وﺣﺮوف ﺗﻜﺘﺐ وﻻ ﺗﻨﻄﻖ‬
‫‪Letters which are pronounced but not written and‬‬
‫‪those which are written but not pronounced‬‬

‫أو ًﻻ‪ :‬ﺗﻮﺿﻴﺢ‬

‫ﻫﻨﺎك ﺣﺮوف ﺗﻨﻄﻖ و ﻻ ﺗﻜﺘﺐ ﻣﺜﻞ اﻷﻟﻒ ﺑﻌﺪ اﻟﻼم ﰲ ﻛﻠﻤﺔ أو ٰﻟﺌﻚ وﻫﻨﺎك ﺣﺮوف ﺗﻜﺘﺐ و ﻻ ﺗﻨﻄﻖ ﻣﺜﻞ‬
‫اﻟﻮاو ﺑﻌﺪ اﻟﻬﻤﺰة ﰲ ﻛﻠﻤﺔ ُأو ٰﻟﺌﻚ‬
‫‪There are some letters which are pronounced but not written .e.g. Alif after Laam in‬‬
‫‪ .There are some letters which are written but not pronounced .e.g. waaw‬ﺃﻭ ٰﻟﺌﻚ ‪the word‬‬
‫ﺃﹸﻭ ٰﻟﺌﻚ ‪after hamza in the word‬‬

‫ﺛﺎﻧﻴﺎً‪ :‬أﻣﺜﻠﺔ ‪Examples‬‬

‫اﻟﺤﺮوف اﻟﺘﻲ ﺗﻜﺘﺐ‬ ‫اﻟﺤﺮوف اﻟﺘﻲ‬

‫اﻟﻜﻠﺎﻤت اﻟﺘﻲ ﺑﻬﺎ‬ ‫اﻟﻜﻠﺎﻤت اﻟﺘﻲ ﺑﻬﺎ‬
‫وﻻ ﺗﻨﻄﻖ‬ ‫ﺗﻨﻄﻖ و ﻻ ﺗﻜﺘﺐ‬ ‫اﻟﺮﻗﻢ‬
‫ﻫﺬه اﻟﺤﺮوف‬ ‫ﻫﺬه اﻟﺤﺮوف‬
‫‪Letters written‬‬ ‫‪Letters‬‬
‫‪Words that include‬‬ ‫‪Words that include‬‬ ‫‪No.‬‬
‫‪pronounced‬‬
‫‪theses letters‬‬ ‫‪but not pronounced‬‬ ‫‪these letters‬‬
‫‪but not written‬‬

‫ُأو ٰﻟﺌ َِﻚ‬ ‫اﻟﻮاو ﺑﻌﺪ اﻟﻬﻤﺰة‬ ‫ٰﻫﺬا ‪ٰ /‬ﻫ ِﺬ ِه ‪ٰ /‬ﻫﺬانِ ‪ٰ /‬ﻫﺆﻻ ِء‬ ‫اﻷﻟﻒ ﺑﻌﺪ اﻟﻬﺎء‬ ‫‪1‬‬

‫ُأو ٰﻟ ِﺌﻚَ ‪ٰ /‬ﻟ ِﻜﻦﱠ ‪َ /‬ﺛ� ٰﻠ ُﺜ َﺎﻤ َﺋ ٍﺔ ‪ /‬إِ ٰﻟﻪٌ ‪/‬‬

‫ﻤﺲ‬ ‫ﱠ‬
‫اﻟﺸ ُ‬ ‫اﻟﻼم ﺑﻌﺪ اﻟﻬﻤﺰة‬ ‫اﻷﻟﻒ ﺑﻌﺪ اﻟﻼم‬ ‫‪2‬‬
‫ا ِﻹ ٰﻟ ُﻪ ‪ /‬اﻟ ﱣﻠ ُﻪ‬

‫َﻋﻤﺮ ُو‬ ‫اﻟﻮاو ﺑﻌﺪ اﻟﺮا‬ ‫ﺣﻤﻦ‬ ‫اﻟﺴ ٰﻤ ُ‬

‫ﻮات ‪ /‬اﻟ ﱠﺮ ٰ‬ ‫ﱠ‬ ‫اﻷﻟﻒ ﺑﻌﺪ اﳌﻴﻢ‬ ‫‪3‬‬

‫ا َ‬
‫ِﻧﻄ ِﻠ ُﻘﻮا‬ ‫اﻷﻟﻒ ﺑﻌﺪ اﻟﻮاو‬ ‫ٰﻃ َﻪ‬ ‫اﻷﻟﻒ ﺑﻌﺪ اﻟﻄﺎ‬ ‫‪4‬‬

‫َﻓﺎﺻِ ﱪ ‪َ /‬‬
‫واﻧﺤﺮ‬ ‫اﻟﻬﻤﺰة ﺑﻌﺪ اﻟﻔﺎ و اﻟﻮاو‬ ‫ٰﻳﺲ‬ ‫اﻷﻟﻒ ﺑﻌﺪ اﻟﻴﺎ‬ ‫‪5‬‬

‫َﻗ َﻠﻤـﺎً ‪ /‬ﻫُ ﺪ ًَى‬ ‫أﻟﻒ ﺗﻨﻮﻳﻦ اﻟﻔﺘﺢ‬ ‫ﻛﺬﻟ َِﻚ‬

‫ٰذﻟ َِﻚ ‪ٰ /‬‬ ‫اﻷﻟﻒ ﺑﻌﺪ اﻟﺬال‬ ‫‪6‬‬

‫اﻟﺴ َﺎﻤ ِء‬

‫َو ﱠ‬ ‫)ال( اﻟﺸﻤﺴﻴﺔ‬ ‫‪7‬‬

‫أﻟﻒ اﳌﺪ اﻟﺬي ﻗﺒﻞ ال‬

‫ﺎﻟﻦﻴ‬ ‫َو َﻻ ﱠ‬
‫اﻟﻀ ﱢ َ‬ ‫‪8‬‬
‫اﻟﺸﻤﺴﻴﺔ وال اﻟﺸﻤﺴﻴﺔ‬

‫‪65‬‬
 ‫ﺗﺪرﻳﺒﺎت ‪Exercises‬‬
‫‪1- Read:‬‬
‫‪ -١‬اﻗﺮأ‪:‬‬
‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫ﻋ َْﻤ ُﺮو‬ ‫ٰﻟ ِﻜ ﱠﻦ‬ ‫اﻟ ﱠﺮ ْﺣ ٰﻤ ِﻦ‬ ‫َﺧ َﺮ ُﺟﻮا‬ ‫ﻫٰ ِﺬ ِه‬

‫‪2- Tick (√) the word which Includes a letter is pronounced but not‬‬
‫‪written:‬‬
‫‪ -٢‬ﺿﻊ ﻋﻼﻣﺔ )√( أﻣﺎم اﻟﻜﻠﻤﺔ اﻟﺘﻲ ﺑﻬﺎ ﺣﺮف ﻳﻨﻄﻖ وﻻ ﻳﻜﺘﺐ‪:‬‬
‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫اﻟﺴﺎ َﻋ ُﺔ‬
‫ﱠ‬ ‫ٰذ ِﻟ َﻚ‬ ‫ا ْﻟ َﻘﺎ ِر َﻋ ُﺔ‬ ‫ٰﻃ َﻪ‬ ‫ﻫٰ ُﺆ َﻻ ِء‬

‫‪3- Tick (√) the word which Includes a letter is written but not‬‬
‫‪pronounced:‬‬
‫‪ -٣‬ﺿﻊ ﻋﻼﻣﺔ ) √ ( أﻣﺎم اﻟﻜﻠﻤﺔ اﻟﺘﻲ ﺑﻬﺎ ﺣﺮف ﻳﻜﺘﺐ وﻻ ﻳﻨﻄﻖ‪:‬‬
‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫َﻓﺎ ْر ِﺟ ْﻊ‬ ‫اﻟﺴ َﺎﻤ ِء‬

‫َو ﱠ‬ ‫اِ ﱠﺗ َﺨ َﺬ‬ ‫أَ َﻣ َﻦ‬ ‫ﱠ‬
‫اﻟﻄﺎ ِر ُق‬

‫‪66‬‬
4- Read the verses, then underline the letters which are written but
not pronounced and circle those which are pronounced but not
written:

:‫– اﻗﺮأ اﻵﻳﺎت ﻗﺮاءة ﺻﺤﻴﺤﺔ ﺛﻢ ﺿﻊ ﺧﻄﺎ ﺗﺤﺖ ﻣﺎ ﻻ ﻳﻠﻔﻆ وداﺋﺮة ﺣﻮل ﻣﺎ ﻳﻠﻔﻆ وﻻ ﻳﻜﺘﺐ‬٤
‫ اﻟﻨﺎس‬٣ ،٢ ﴾ Y X W V U ﴿ –١
‫ اﻻﺧﻼص‬٤ ﴾ 2 1 0 / . ﴿ –٢

‫ اﳌﺎﻋﻮن‬٢ ،١ ﴾ > = < ; : 9 8 7 6 ﴿ –٣

‫ اﻟﻌﴫ‬٣ ﴾ 0 / . - , + * ) ( ﴿ –٤

‫ اﻟﺒﻴﻨﺔ‬٨ ﴾ 7 6 5 4 32 1 0 / . ﴿ –٥

5- Write an example for each of the following:

:‫ – اﻛﺘﺐ ﻣﺜﺎﻻ ﻣﻦ ﻋﻨﺪك ﻟﻜﻞ ﻣﺎﻤ ﻳﺄﻲﺗ‬٥
A word which Includes a letter is pronounced but not written:
:‫)أ(–ﻛﻠﻤﺔ ﺑﻬﺎ ﺣﺮف ﻳﻨﻄﻖ وﻻ ﻳﻜﺘﺐ‬
-----------------------------------------------------------------------------
A word which Includes a letter is written but not pronounced:
: ‫)ب(– ﻛﻠﻤﺔ ﺑﻬﺎ ﺣﺮف ﻳﻜﺘﺐ وﻻ ﻳﻨﻄﻖ‬
-----------------------------------------------------------------------------
:‫ – اﻗﺮأ ﻗﺮاءة ﺻﺤﻴﺤﺔ‬٦
‫ﺳﻮرة اﻟﻔﺎﺗﺤﺔ‬

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