Exercises On Arabic Morphology Vol 1

Exercises On
Arabic
Morphology
(Vol 1)
Compiled by
Mohammed Waleed Ahmed

Copyright © Mohammed Waleed Ahmed 2017
First edition 2017
All rights reserved. No part of this document may be published without express
written consent from the copyright owner.
(I)
e Contents E
Topic Page
Forewords VII - XII
Introduction (1) : 10 fundamental concepts related to morphology 1
Introduction (2) : Terminologies and other necessary information
7
related to ‘nouns’, ‘verbs’ and ‘particles’
ْ ُ َْ
Chapter 1 : The perfect tense / past tense verb ( ِ ‫)اﻟ ِﻔ ْﻌﻞ اﻟ َﻤﺎ‬ 19
Exercise 1 : Perfect tense positive in active voice 23

Exercise 2 : Perfect tense negative in active voice 29
The different scales of the perfect tense verb 30

Exercise 3 : The different scales of the perfect tense verb 32
The perfect tense verb in passive voice 34

Exercise 4 : Perfect tense positive in passive voice 37
Exercise 5 : Perfect tense negative in passive voice 41
Table of identity and signs of the perfect tense verb 42
Examples of perfect tense verbs from the Quran 45
Chapter 2 : The imperfect tense / present tense verb

ُ َ ْ ُ َْ
(‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِرع‬
47
Exercise 6 : Imperfect tense positive in active voice 52
The different scales of the imperfect tense verb 53

Exercise 7 : The different scales of the imperfect tense verb 58
Exercise 8 : Imperfect tense negative in active voice 64
(II)
Topic Page
The imperfect tense verb in passive voice 66
Exercise 9 : Imperfect tense positive in passive voice 70
Exercise 10 : Imperfect tense negative in passive voice 74
Examples of imperfect tense verbs from the Quran 76
Using
َْ َ َ
‫ﺎن & ﻗﺪ‬ 77
Exercise 11 82
Examples from the Quran 84
Alterations and moods of the imperfect tense verb 85

َ
Exercise 12 : Prefixing ‫ َس‬and ‫َﺳ ْﻮف‬ 86
َّ ُ َ َ
The imperfect tense in accusative case (‫اﻟﻨ ْﺼ ِﺐ‬ ‫)ﺣﺎﻟﺔ‬ 88
َ ْ‫) َﺣﺎﻟ َ ُﺔ اﻟ‬

The imperfect tense in jussive case (‫ـﺠ ْﺰ ِم‬ 92
Exercise 13 : Using the particles ‫& ﻟﻦ‬

َْ َ
‫ ﻟ ْﻢ‬in active voice 96
َ َ
Exercise 14 : Using the particles ‫& ﻟ ْﻦ‬ ‫ ﻟ ْﻢ‬in passive voice 102
The emphatic / energetic forms (active & passive voice) 104

ٌ َ َ ّ
Exercise 15 : Using (‫)ﺧﻔ ِْﻴ َﻔﺔ( & ن )ﺛﻘ ِْﻴﻠﺔ‬
ٌ َ ْ
‫ ن‬in active voice 109
ٌ َ َ ّ
Exercise 16 : Using (‫)ﺧﻔ ِْﻴ َﻔﺔ( & ن )ﺛﻘ ِْﻴﻠﺔ‬
ٌ َ ْ
‫ ن‬in passive voice 114

(III)
Topic Page
َ َْ
Chapter 3 : The command / imperative (‫)ا ْﻣ ُـﺮ‬ 117
The direct command in active voice 118

Exercise 17 : The direct command in active voice 121
The indirect command in active voice 123

Exercise 18 : The indirect command in active voice 125
The direct command in passive voice 128

Exercise 19 : The direct command in passive voice 130
The indirect command in passive voice 130

Exercise 20 : The indirect command in passive voice 135
The command / imperative in the emphatic / energetic forms 136

Exercise 21 : Active voice command / imperative in the emphatic /
140
energetic form
Exercise 22 : Passive voice command / imperative in the emphatic
144
/ energetic form
Examples of imperative verbs from the Quran 145
ْ َّ َ
The prohibitive ( ُ ‫ﻟﻨ‬ ‫)ا‬ 146
Exercise 23 152
Exercise 24 160
Examples of prohibitive verbs from the Quran 162
ُ َّ ْ ْ ُ َ ْ َ ْ َ
Chapter 4 : The derived nouns (‫ﺂء اﻟ ُﻤﺸ َﺘﻘﺔ‬ ‫)ا‬ 163
َْ
(1) The active participle ِ ‫)ا ِْﺳ ُﻢ اﻟﻔ‬
(‫ﺎﻋ ِﻞ‬ 164
Exercise 25 169
(IV)
Topic Page
ُ ْ ْ ُ ‫)ا ِْﺳ‬
(2) The passive participle (‫ﻢ اﻟ َﻤﻔﻌ ْﻮ ِل‬ 170
Exercise 26 172
َّ
(3) The noun / adverb of time & place ِ ‫)ا ِْﺳ ُﻢ اﻟﻈ ْﺮ‬
(‫ف‬ 173
Exercise 27 176
َۤ ْ
(4) The noun of instrument / tool (‫)ا ِْﺳ ُﻢ ا ﻟ ِﺔ‬ 177
Exercise 28 180
ْ َّ ُ ْ
(5) The comparative / elative / superlative noun (‫اﻟﺘﻔ ِﻀ ْﻴ ِﻞ‬ ‫)اِﺳﻢ‬ 180
Exercise 29 184
(6) The adjective that is similar to “The active participle”

َ ْ ْ ُ َ َّ َ ُ ْ ُ َ ّ َ
(‫ﺎﻋ ِﻞ‬
ِ ‫ﺎﺳ ِﻢ اﻟﻔ‬ِ‫ﻟﺼﻔﺔ اﻟﻤﺸﺒﻬﺔ ﺑ‬ِ ‫)ا‬
185
ََ ْ
(7) The intensive adjective (‫)ا ِْﺳ ُﻢ اﻟ ُﻤ َﺒﺎﻟﻐ ِﺔ‬ 189
Examples of derived nouns from the Quran 191
The abbreviated paradigms of the six accepted categories of

triliteral verbs without extra letters
َ ‫اﻟﺼ ِﻐ ْ ُ ِ َﺑْ َﻮاب اﻟ ُّﺜ َ ﺛ ّـﻲ اﻟْ ُﻤ‬
(ِ‫ـﺠ َّﺮد‬
َّ ُ ْ َّ َ
192
ِ ِ ِ ‫)اﻟ ف‬
Exercise 30 194
ٌ َُ
Chapter 5 : Triliteral verbs with extra letters (‫)ﺛ ﺛِ ٌّـﻲ َﻣ ِـﺰﻳْﺪ ِﻓ ْﻴ ِﻪ‬ 195
A brief glance into triliteral verbs with extra letters including key
195
notes
(V)
Topic Page
The abbreviated paradigms of triliteral verbs with extra letters
ْ َ ُّ َ ْ َ ُ ْ َّ ُ ْ َّ َ
(‫اب اﻟﺜ ﺛِ ِّـﻲ اﻟ َﻤ ِـﺰﻳْ ِﺪ ﻓِ ْﻴ ِﻪ‬
ِ ‫)اﻟ ف اﻟﺼ ِﻐ ِ ﺑﻮ‬
199
Exercise 31 202
1) Blank perfect tense positive paradigms sheet 203

2) Blank perfect tense negative paradigms sheet 204
3) Blank paradigms sheet 205
4) Blank imperfect tense positive paradigms sheet 206
5) Blank emphatic form paradigms sheet 207
6) Blank emphatic command form paradigms sheet 208
7) Blank emphatic prohibitive form paradigms sheet 209
8) Blank active & passive participle paradigms sheet 210
9) Abbreviated paradigms (without extra letters) 211
10) Abbreviated paradigms (with extra letters) 212
Final blank verb conjugation practice sheet 213
َْ
‫ ﻟﻔﻆ‬chart 214
Concluding words 215

Glossary of Arabic terms 216
Bibliography 222
(VI)
(VII)
In the name of Allah the Most gracious the Most merciful,
All praise and thanks be to Allah  for his generous bounty and
compassion through which the compilation of this book was made
possible. Peace and salutations be upon our noble Prophet Muhammad 
, his family, companions and those who hold steadfast to his guidance until
the end of time.
This compilation by Sheikh Moulana Mohammed Waleed Ahmed
Sahib, a respected teacher of Darul Ilm Birmingham, was put together for
the student of knowledge to benefit from the study of Arabic morphology.
Arabic morphology is a branch of Arabic grammar which deals with word
forms and patterns. This includes the rules of word changes which may
affect verbs and nouns. The study of Arabic morphology focuses on the
structure of words as opposed to nahw which is the study of the
arrangement of words. It is important for students of ilm to learn the word
forms and patterns of each word so that one is able to understand the
circumstance, gender and context of the word. It also deals with the
construction of individual words and specifically verbs into the various
tenses of past, present and future. The purpose of this study is so that the
student becomes equipped with the ability to speak, read and write the
Arabic language proficiently. Consequently, the reading and
understanding of the Holy Quran and the classical books of Hadith and
Fiqh will become easy for the student and through this, one can seek the
good pleasure of Allah  .
One of the greatest blessings Allah  bestowed on humanity was

the sending of Rasulullah  to guide us out of darkness into the light.
Through him, Allah  completed his favour upon us, revealed to us the
last testament and chose for us this religion of Islam. Strict adherence to
(VIII)
both the Qur’an and the Sunnah is required of us to meet the conditions of
this guidance. The words of Rasulullah  could have easily been lost or
forgotten but our pious predecessors ensured that it would reach us and
we too must ensure that it reaches future generations. This can be done
through publications like this which help equip students with the necessary
tools to master the treasures of the Arabic language.
This publication has been compiled in English because as an
organisation we recognised that there was a lack of available sarf exercise
books in English. It has been organised in such a way that the student can
use it alongside other mainstream ilmus sarf books to exercise the
knowledge one is gaining in order to strengthen one’s ilm of sarf through
various drills and exercises.
We ask Allah  that He accepts the humble efforts of Sheikh

Moulana Mohammed Waleed Ahmed Sahib and that He makes this work
of benefit to its reader. We ask Allah  to reward the efforts of Sheikh
Moulana Mohammed Waleed Ahmed Sahib and all those who have been
involved in making this publication possible. For any shortcomings on our
part, we request the reader to forgive us and if there are any apparent errors
please contact us so we can improve our further editions. We ask Allah 
for mercy and grace and to accept this from us. Verily He is near and He
answers supplications. May He also shower Rasulullah  with peace and
blessings, his family and companions.
(Mufti) Mohammed Tosir Miah (Sahib)

Tue 13th Ramadhan 1436 AH (30th June 2015)
Birmingham, UK
www.darul-ilm.co.uk
info@darul-ilm.co.uk
daruliftabirmingham@hotmail.com
(IX)
I begin by praising Allah  Lord of the universe and Master of all

that exists. He alone gives ability and nothing can happen without His will.
Glory be to Him who created every atom and controls each and every
movement of all that subsists. May He send abundant peace, mercy and
blessings upon His chosen Messenger, the seal of Prophethood, the
disseminator of the Quran, Muhammad  , his family, his companions
and all those who follow the correct way until the end of time.
Allah  chose the deen of Islam as His religion and sent the Quran
as a great mercy by which mankind can understand the truth and attain
success by acknowledging Him as the one and only true being who is
worthy of being worshipped. Along with the Quran, He sent the messenger
Muhammad  to practically demonstrate and elucidate all that which
was necessary. In order to understand the Quran and Ahadith correctly,
one must first learn the Arabic language. The more proficiency a person
will attain in the Arabic language, the more he will appreciate not just the
beauty of prose, but also the deep intrinsic subtleties inherent within each
verse / Prophetic tradition.
As the subject of morphology is considered as ‘The mother of all

sciences’ with regards to the Arabic language, it was a wish of mine that
Allah  gives me the ability to do some work whereby I myself benefit
and others may also profit. It must be known that there is nothing a non-
Arab can add to Arabic grammar or morphology, but only an attempt can
be made to simplify, clarify and present it in a manner, which is easily
grasped and aids the seeker.
At Darul Ilm Birmingham, the alim course is taught in English and

students would study “ Tamreenus Sarf ” (an elementary textbook on Arabic
morphology compiled by Sheikh Mu’eenullah Nadwi) in the first year.
(X)
However, due to the book being written in the Urdu language, teachers had
to explain everything in English and then translate all the exercises in order
for the students to make progress. This was a burden on both parties and I
saw an opportunity to make an English equivalent with adjustments, so as
to make it straightforward for everyone.
The first draft version was completed on the blessed day of Friday
27th Ramadhan 1435 AH (25/07/14) at the time of iftar. Thereafter, I was
fortunate enough to use it to teach the Year 1 evening onsite alim class of
2014/15. This gave me an ideal opportunity to test the document to see
whether it was serving its intended purpose or not. I realised that although
I had made changes to the original Urdu text to make it more favourable
for present-day students, it was still lacking in many areas and students
were often asking for further clarification on certain matters. Thus, I sat
once again to revamp the work to a degree where I felt that shortages were
addressed without overloading it with information or being verbose. I was
given the opportunity to teach the then latest version to the next academic
class whereby numerous other points came to light and many more
changes were made.
In the meantime, I went on a spree of obtaining books related to the

subject of Arabic morphology and the more I researched, the more
adjusments I made in order to enhance the work according to my findings.
Although the science of morphology is supposed to strictly concentrate on
recognising the word forms and to conjugate them, other information,
which is more related to grammar, is also added to help a person
understand the matter at hand much better. As my aim was to explain the
subject well enough without adding too many intricate details, I had to sift
out what I felt was primary and what was secondary. The extra details that
I have left out and may prove useful, will form a separate work if Allah 
wills, which will be a supplement to this for those who are interested in
that. I have also exhausted a lot of effort in finetuning the layout and
presentation of the document.
The result now, is what you find in front of you. It has gone
through several stages of change and has progressively become an
individual piece of work. The book is split into two introductions and five
chapters. I have added many beneficial details, pruned and refined the
(XI)
extensive exercises as well as prepared blank sheets for almost all of the
different types of conjugation tables. Also, at relevant places after certain
topics, I have selected examples from the Quran to not only make those
points evident, but to serve as brief reminders where we can pause and take
a moment to reflect on the message. If a person is able to understand words
of the Quran directly themselves, then this will greatly increase one’s
attachment to it. It will also be a catalyst to dive into the deep ocean of the
words of Allah  in order to uncover the pearls and treasures that lie there.
As a general advice, in my opinion, a person will not need to stress

out on the information given from page 1-19 i.e. both the introductions (1
& 2). Having personally tested this document by teaching it to dedicated
students, I have seen that those who are new to Arabic can get
overwhelmed with terminologies and unfamiliar concepts. To try and
make initiates fully grasp all that has been presented in these pages from
the outset will exhaust both parties; teachers as well as students. One may
just read through the pages to get a brief idea and needn’t worry if it cannot
be fully digested. It may be more appreciated at a later stage when a person
is well into the thick of their studies and have acclimatised in the field of
learning Arabic. However, from chapter 1 onwards, there should be no
room for complacency, and all the details should be thoroughly absorbed
before continuing. After completing each chapter, it should be revised
before advancing.
This document can easily be covered in an academic year with as

little as two hours per week. It may take a while for everything to fully sink
in, but by following these guidelines and with sincerity and perserverance,
Allah  will open the minds and hearts with His will. “Supplicating is the
essence of worship” and a student of the Quran must make it a common
practice to seek Allah’s  aid at all times.
I have personally been through the entire document on countless

occasions and only Allah  is aware of how much time has been spent on
this project. Due diligence has been observed regarding differences of
opinions and great care has been taken to ensure that all the information
presented is accurate and without typing errors. Nevertheless, as
shortcomings are part and parcel of human nature, if a person comes across
(XII)
an error either related to content or typography, then I will be very grateful

if they can notify myself or the publishers.
I am hopeful that, whether this book is used in an institute or a

person is self-studying, it will be of advantage. At the very least, a person
will gain a strong foundation on which he/she can build on and if Allah 
allows, then I intend to cover all essential aspects of this subject in around
four volumes, which may be spread across three academic years. In every
age, different approaches are needed which conforms with the prevailant
minds and abilities so I most welcome suggestions and constructive
comments if I have missed anything.
A humble request is made to all those who may receive even a

small amount of benefit to pray that Allah  accepts this endeavour and
makes it flourish. Also, please pray for my family, especially for my
parents, wife and son who have been extremely patient with me and have
sacrificed many precious hours for my sake. I thank and pray for my
teachers at Madinatul Uloom (Kidderminster) and Darul Uloom (Bury),
and also for all those who have helped me in any form whatsoever. Allah
 is well aware of all of the individuals and I ask Him to give them their
reward in full. I am grateful to my fellow classmate Moulana Abbas Afzal
sahib and brother Mohamadou Tammim Tharik (a 2016/17 year 3 student
of Darul Ilm) for doing the proofreading. I pray that this becomes a means
of my salvation and success in both abodes. May Allah  make this a
valuable tool for students of Arabic aiming to access the primary sources of
Islam viz. the Quran and Sunnah. May He  enable us to do more work
for the deen of Islam and seek His pleasure thereby. Ameen.
ُّ ْ َ ْ َ َ ْ َ َ ً َ َ ّ ّ
‫ﻚ ﺧ ْﻴ ِﺮ اﻟﺨﻠ ِﻖ ﻛ ِﻠ ِﻬﻢ‬ ‫ب َﺻ ِﻞ َو َﺳ ِﻠ ْﻢ داﺋِ ًﻤﺎ اﺑَﺪا َﻋﻠﻲ ﺣ ِﺒﻴ ِﺒ‬ّ ‫َﻳﺎ َر‬
ِ
Mohammed Waleed Ahmed

Fri 15th Sha’ban 1438 AH (12th May 2017)
Birmingham, UK
waleed.ahmad@darul-ilm.co.uk
waleed-25@hotmail.co.uk
(XIII)
q1r
Introduction (1) :
I commence this work by seeking the aid of Allah the Everlasting, Facilitator and Benefactor
ُ َ ُّ َ َْ
‫ اﻟ َﻤ ْﻌ اﻟﻠﻐ ِﻮ ّي‬: Original linguistic / literal meaning.
ُّ َ ْ ْ َ ْ َ ْ َ
ِ ‫ اﻟﻤﻌ ا ِ ﺻ ِﻄ‬: Technical / scientific meaning which is used exclusively
amongst the scholars of a particular science i.e. “The agreement of a certain
group of scholars on using a term for a meaning after moving it from its
original usage”.
A person must know the original linguistic / literal meaning to fully

understand the technical / scientific meaning. The technical meaning can
vary depending on the subject / science.
For e.g.
َّ
The word " ‫ " ُﺳﻨﺔ‬literally means “A way / customary procedure” as in the
Quran
ً َ َ َ َ َ ۡ َ َ َ َ
[ ۡ‫] ُﺳ ّﻨﺔ َﻣ ۡﻦ ﻗ ۡﺪ ا ۡر َﺳﻠ َﻨﺎ ﻗ ۡﺒﻠ َﻚ ِﻣ ۡﻦ ُّر ُﺳ ِﻠ َﻨﺎ َو ﺗ َـ ِﺠ ُﺪ ﻟ ُِﺴ ّﻨ ِﺘ َﻨﺎ ۡ ِﻮﻳ‬
(77:17)
“Such has been Our way with the messengers We sent before you. And you will
find no change in Our way”
In general Islamic terms, the technical meaning is “The way of the Prophet
 , referring to his sayings, actions and approvals”.
Exercises On Arabic Morphology (Vol 1)

q2r
In the field of Islamic jurisprudence, it refers to an act preferred by the

Prophet  as opposed to it being obligatory, disliked or forbidden etc.
َ ْ
In the subject of ‘Aqidah it refers to all that is in opposition to " ‫" ﺑِﺪﻋﺔ‬
(innovations).
#
ZUY
Z UU Y
ZUY
$

q3r
َ ْ ُ َْ
‫اﻟ َﻤ َﺒﺎدِئ اﻟ َﻌ َ ة‬
Before starting any science, a person should know 10 fundamental concepts

relating to it. Knowing at least three concepts are necessary otherwise you
will not have a good grasp of what it is and without familiarising yourself
with the subject you cannot truly benefit from it or realise its importance.
َّ َّ ُ ُ ْ ُ ْ َ ْ َ ُّ َ ْ ّ ُ َ
ّ ‫ــــﻞ ﻓَـــــ‬ َ َ َّ
َ ‫اﻟﺜ َﻤ‬
‫ـــﺮة‬ ‫اﻟـﺤـﺪ و اﻟﻤﻮﺿــﻮع ﺛــــﻢ‬ َ ‫ـﻦ َﻋ َﺸ‬
‫ـــﺮة‬ ٍ ِ ‫اِن ﻣﺒــــــﺎ ِدئ ﻛ‬
َّ ْ ُ َ ْ ْ ْ ُ ْ ْ َ ْ ٌ ُٗ َْ
‫اد ُﺣﻜ ُﻢ اﻟﺸﺎ ِرع‬ ‫و ا ِ ﺳﻢ ا ِ ﺳ ِﺘﻤـﺪ‬ ِ ‫َو ﻓﻀــــــ َو ِ ْﺴ َﺒــــــﺔ َو اﻟ َـﻮ‬
‫اﺿــــــﻊ‬
َ َّ َ َ َ ْ ََ ْ َ َٰ ْ ْ َْ ُ ْ َْ َ ٌ َ َ
‫ـــﻤ ْﻴ َﺣﺎز اﻟ َ ﻓﺎ‬ِ ‫و َﻣﻦ دري اﻟـﺠ‬ ‫ﺾا ﺘ‬ ِ ‫ﻣﺴﺎﰱِﻞ و اﻟﺒﻌﺾ ﺑِﺎﻟﺒﻌ‬
ُّ َْ
(1) ‫اﻟـ َﺤﺪ‬ = The definition
ُ َْ
(2) ‫اﻟ َﻤ ْﻮﺿ ْﻮع‬ = The subject matter of the science
َّ َ
َ ‫اﻟﺜ َﻤ‬
(3) ‫ـﺮة‬ = The benefit
ْ ََْ
(4) ‫اﻟﻔﻀ ﻞ‬ = The merit
ّ َ
(5) ‫اﻟ ِ ْﺴ َﺒﺔ‬ = The position / connection
َْ
(6) ‫اﺿ‬ِ ‫اﻟ َﻮ‬ = The inventor / founder
َْ
(7) ‫ا ِ ْﺳﻢ‬ = The name
َ َْ
(8) ‫ا ِ ْﺳ ِﺘ ْﻤﺪاد‬ = The source / support
ّ ُ َ ْ
ِ ‫ﺣﻜ ُﻢ اﻟﺸ‬
(9) ‫ﺎرع‬ = Islamic ruling (very important to know)
(10) ‫َﻣ َﺴﺎﰱِﻞ‬ = Issues / matters of the science

q4r
ُّ َ ْ َ
(1) ‫ـﺤﺪ‬ ‫ اﻟ‬: The definition
The technical theoretical definition for Arabic morphology is:
“That science with principles which enables one to recognise word forms
and also how to make the transformation from one word form to the
other. Thus, it empowers a person to form the paradigms of a particular
word”
The technical practical definition for Arabic morphology is:
“Changing the source to different forms in order to express different

meanings that aren’t achievable except through their different forms”
َ َْ
The source is " ‫" اﻟ َﻤ ْﺼﺪر‬
َ َْ
‫ اﻟ َﻤ ْﺼﺪر‬literally means ‘The source’. The technical meaning is “That which
indicates the occurrence of an action but is free of any tense (time
restriction)”. In English, it is known as ‘The root / verbal noun’.
ٌ َْ ٌ ُ (the act of drinking)

For e.g. ‫( أ ﻞ‬the act of eating) , ‫ْ ب‬
The form comprises of those components that make up a word i.e. the
ْ ُ ْ ُ َ َ
consonants (‫ )ﺣ ُﺮوف اﻟ َﻤ َﺒﺎﻧِـﻰ‬and vowels (‫ )ﺣ َﺮ ﺎت‬in a particular order. Each
form has its individual meaning.
Note: Arabic morphology should ideally be taught first as it deals with the
words themselves whilst Arabic grammar teaches you how to form a
sentence. Thus, many consider Arabic morphology to be of greater
importance, since a person must know the correct words before placing
them in a sentence.
q5r
ُ َْ
(2) ‫ اﻟ َﻤ ْﻮﺿ ْﻮع‬: The subject matter of the science
“The study of variable Arabic words before being in a sentence”
It focuses mainly on changes that occur within the word either at the
ْ َ
beginning, middle or end, from aspects other than ‫ ِﺑﻨﺎء & اِﻋ َﺮاب‬. Knowing
this saves you from concentrating only at the end part of the word as that
is one of the aims of Arabic grammar.
َّ َ
(3) ‫ اﻟﺜ َﻤ َـﺮة‬: The benefit
“To be able to read, write and articulate individual words accurately,

enabling a person to ultimately understand and preach the Quran and
Sunnah correctly”
ْ ََْ
(4) ‫ اﻟﻔﻀﻞ‬: The merit
“A key component in understanding the Quran and Sunnah”
ّ َ
(5) ‫ اﻟ ِ ْﺴ َﺒﺔ‬: The position / connection
“It is one of the many sciences of the Arabic language” (some consider it
as one of 12 sciences)

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َْ
(6) ِ ‫ اﻟ َﻮ‬: The founder / inventor
‫اﺿ‬
ْ ُ َ ُّ َْ َ
‫ ُﻣ َﻌﺎذ ﺑْ ُﻦ ُﻣ ْﺴ ِﻠ ٍﻢ اﻟ َ َّﺮآء‬the student of ‫( اﺑُﻮ ا ْﺳ َﻮ ِد اﻟﺪؤﻟِـ ّﻲ‬The founder / inventor
of Arabic grammar).
َْ
(7) ‫ ا ِ ْﺳﻢ‬: The name
َّ ُ ْ َّ ُ ْ
‫اﻟﺼـ ْﺮف‬ ‫ ِ ﻠﻢ‬or ‫اﻟﺘ ْﺼـ ِﺮﻳْﻒ‬ ‫ِ ﻠﻢ‬
ٌ َ
The literal meaning of ‫ ْ ف‬is “To turn / change”. The general technical
meaning is “A changing of something particular for the sake of something
particular”. In the field of Arabic language, its technical meaning has
already been mentioned above under no.1 “The definition”.
َ َْ
(8) ‫ ا ِ ْﺳ ِﺘ ْﻤﺪاد‬: The source / support
“Arabic words”
َّ ْ
(9) ‫ ُﺣﻜ ُﻢ اﻟﺸﺎ ِرع‬: Islamic ruling
َ َ
“Communal obligation” (‫)ﻓ ْﺮض ﻛِﻔﺎﻳَﺔ‬
(10) ‫ َﻣ َﺴﺎﰱِﻞ‬: Issues / matters of the science
“Knowing the issues means knowing its principles which you shall
study”
q7r
Introduction (2) :
ٌ َْ ٌ ُ ٌ ْ
Articulation (‫ )ﻟـﻔـﻆ‬is either meaningful (‫)ﻣـ ْﻮﺿ ْﻮع‬
َ or meaningless (‫)ﻣﻬ َﻤﻞ‬
ُ .
ٌ ُ ٌ َْ ٌ ْ ُ or compound
Meaningful articulation (‫ )ﻟﻔﻆ َﻣ ْﻮﺿ ْﻮع‬is either singular (‫)ﻣ َ د‬
َّ
(‫)ﻣ َـﺮ ٌﺐ‬
ُ .
ْ ٌ َ َّ
‫ ُﻣﻔـ َﺮ ٌد‬is also known as ‫ ﻠِ َﻤﺔ‬whilst ‫( ُﻣ َـﺮ ٌﺐ‬when it is complete) is also known
ََ
as ‫ٌم‬ .
ٌ ْ ٌ ‫)ا ِْﺳ‬
All singular meaningful articulations are either a verb (‫ ) ِﻓﻌﻞ‬, noun (‫ﻢ‬
ٌ َ َْ
or particle (‫ )ﺣ ْﺮف‬. (See “‫ ﻟﻔﻆ‬chart” on page 214)
ُ َْ
‫ اﻟ ِﻔ ْﻌﻞ‬: (Verb)
Is a word which gives a meaning by itself and its form contains a tense i.e.
a particular time when that meaning took place.
َ َ (He hit). It gives the meaning of hitting and that it took place
For e.g. ‫َ ب‬
in the past.
َْ
‫ ا ِ ْﺳ ُﻢ‬: (Noun)
Is a word which gives a meaning by itself and its form is free of any tense
(time restriction). It can be something tangible or intangible.
ٌ ْ َ (sun) , ‫( ﻠ ْ ٌﻢ‬knowledge) , ‫( َزﻳْ ٌﺪ‬a person by that name)
For e.g. ‫ﺲ‬ ِ

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ُ َ َْ
‫ـﺤ ْﺮف‬ ‫ اﻟ‬: (Particle)
Is a word which gives a meaning, but that meaning is not portrayed by
itself. It is only evident by combining it with another word (a noun or verb).
For e.g. The particle ‫ ِﻣ ْﻦ‬. It has a few possible implications such as ‘from’,
‘of’, ‘than’, ‘i.e.’ and ‘since’. The meaning is not clear until you combine it
ْ
ِ ‫( ِﻣ َﻦ اﻟ َﺒ ْﻴ‬from the house). By adding the
with another word, for instance ‫ﺖ‬
ْ
word ‫( اﻟ َﺒ ْﻴﺖ‬the house), the inference of ‫ ِﻣ ْﻦ‬becomes evident.
ّٰ ُ ْ ُ َ
In the sentence ِ ‫ـﻮذ ِﺑﺎ‬‫( اﻋ‬I seek refuge in Allah), an example of each (noun,
verb & particle) can be found.
As Arabic morphology deals with singular meaningful articulations

ٌ َ ََ
(‫ ) ﻠِ َﻤﺎت‬, we shall not go into compound meaningful articulations (‫ ) ٌم‬.

q9r
Concerning the base / root letters of a word (excluding particles),

they can be of three types:
َُ
‫ﺛ ﺛِ ٌّـﻲ‬ (3 root lettered or Triliteral)
ٌّ َ ُ
ِ ‫رﺑﺎ‬ (4 root lettered or Quadriliteral)
ٌّ ُ
ِ ‫ﺧ َﻤﺎ‬ (5 root lettered or Quinqueliteral)
These are further divided into two sub categories viz.
‫ـﺠ َّﺮ ٌد‬

َ ‫ ُﻣ‬:
ُ َّ َ
ْ ‫( اﻟﺘ‬To be bare / nude)
Its literal meaning is taken from the root noun ‫ـﺠ ِﺮﻳْﺪ‬
whilst in Arabic morphology its technical meaning is “To be free from extra
letters”.
ٌ َ
‫ـﺰﻳْﺪ ِﻓ ْﻴ ِﻪ‬
ِ ‫ﻣ‬:
Its literal meaning is “A thing in which there is an increase” whilst in Arabic
morphology its technical meaning is “For extra letters to be added to the
original root letters”.
َُ
ٌّ ِ‫ )ﺛ ﺛ‬i.e. they are formed from three base
Most Arabic words are triliteral (‫ـﻲ‬
/ root letters (consonants / radicals) which form a kind of skeleton. With
this in mind and the fact that most of Arabic morphology takes place in
verbs , the letters ‫ ل‬- ‫ ع‬- ‫ ف‬are usually used as model base letters to
display the scales and forms of Arabic words.

q 10 r
Nouns and Verbs are formed by placing the base / root letters on
designated scales. Oftenly, non-base letters are added and vowel marks are
ٌ َ
placed accordingly. For e.g. The active participle form scale ‫ﺎﻋﻞ‬
ِ ‫( ﻓ‬doer) is
formed by adding an " ‫ " ا‬after the " ‫ " ف‬and changing the vowels at the
end. This also happens in English for e.g. The teacher is someone who
teaches; the builder is someone who builds etc.
Since most Arabic verbs are triliteral and the simplest form of the verb is
the 3rd person masculine singular, in most dictionaries all the words
derived from a triliteral root is entered under this form of the verb.
By replacing the base letters, you form new words.

q 11 r
ٌ ََْ
Arabic verbs (‫ )اﻓﻌﺎل‬are of three types*:
َْ
(1) ِ ‫ اﻟ َﻤﺎ‬: (Perfect / past tense)
Is a verb that denotes an action, which had already occurred before the time
of mentioning it i.e. it was completed and took place in the past tense.
َ َ (He hit)
َ َْ
(2) ‫ اﻟ ُﻤﻀﺎ ِر ُع‬: (Imperfect / present tense)
Is a verb that denotes an action, which is either being carried out at the time
of mentioning it or will be carried out later i.e. it has not been completed
and can refer to either the present tense or future tense.
ُ ْ
For e.g. ‫( ﻳ َ ِ ب‬He is hitting / will hit)
َ
(3) ُ‫ اَ ْ ْﻣـﺮ‬: (Imperative / command)
Is a verb that expresses a command that is to be carried out after mentioning

it.
ْ ْ
For e.g. ‫( ِا ِ ب‬Hit!)
* According to the meaning and tense

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Concerning the base / root letters of a verb , they can either be triliteral
or quadriliteral with or without extra letters.
Traditional Arabic verbs do not exceed a maximum of six letters due to the
difficulty of conjugation and a possibility of confusion between two
separate verbs.
Root letters of a verb conclusion table:
Term Meaning Example

َ ‫ﺛ ُ َ ﺛِ ٌّـﻲ ُﻣ‬
3 root lettered only َ
‫ﺧ َﺮ َج‬
(Triliteral)
ٌ َ ٌّ َ ُ َْ
ِ ‫ﺛ ﺛِـﻲ ﻣ‬ ‫اﺧ َﺮ َج‬
3 root lettered with extra
letters
َ ‫ُرﺑَﺎ ٌّ ُﻣ‬
‫ـﺠ َّﺮ ٌد‬ ‫َد ْﺣ َﺮ َج‬
ِ
4 root lettered only
(Quadriliteral)
ٌ َ ٌّ َ ُ ََ
ِ ‫رﺑ ﺎ ِ ﻣ‬ ‫ﺗﺪ ْﺣ َﺮ َج‬
letters
m
q 13 r
ََْ
ٌ ‫ )ا‬are of three types:
Arabic nouns (‫ﺂء‬
َ َْ
(1) ‫ اﻟ َﻤ ْﺼﺪ ُر‬: Root noun / verbal noun
It is a word that indicates the occurrence of an action but is free of any tense.
It is similar to the English infinitive and although it is not made from any
other word, many words are made from it. (Also, see page 4)
َّ َ
For e.g. ‫( اﻟﻨ ْﺼـ ُﺮ‬the act of helping, to help)
ُّ ْ ْ َ
(2) ‫ اﻟ ُﻤﺸ َﺘﻖ‬: Derived noun
The literal meaning is “The derivative” whilst in technical terms it refers to

a word that is derived from a root / verbal noun or verb (Some grammarians
claim that the 3rd person masculine singular form of the verb is the source
of all other words).
َ َ َّ َ
ِ ‫ ﻧ‬from ‫اﻟﻨ ْﺼـ ُﺮ \ ﻧ َﺼـ َﺮ‬
For e.g. ‫ﺎﺻـ ٌﺮ‬
ُ َ َْ
(3) ‫ـﺠﺎ ِﻣﺪ‬ ‫ اﻟ‬: Primary noun
The literal meaning is “solid / stiff” whilst in technical terms “It is not made
from another word nor are any words made from it” i.e. it is neither of the
above two types. Most Arabic nouns are of this type and be aware that most
ٌ ْ
ُ , however, some can be
َ ‫)ﻣﻌ‬
Arabic primary nouns are declinable (‫ـﺮب‬
ٌ َ
indeclinable ( ّ ِ ‫)ﻣ ْﺒ‬
َ َ ٰ
For e.g. ‫( ﻓ َﺮ ٌس‬horse) and ‫( ﻫﺬا‬this) respectively.

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ُّ َ ْ ْ َ َ َْ
Concerning the base / root letters of ‫ اﻟ َﻤ ْﺼﺪ ُر & اﻟ ُﻤﺸﺘﻖ‬nouns , they are
similar to the types found in verbs i.e. triliteral / quadriliteral with or
without extra letters (See “Root letters of a verb conclusion table” on
page 12).
ُ َْ
َ ‫ اﻟ‬nouns which are declinable
Concerning the base / root letters of ‫ـﺠـﺎ ِﻣـﺪ‬
(‫ ) ُﻣ ْﻌ َـﺮ ٌب‬, they can be triliteral, quadriliteral or even quinqueliteral with

or without extra letters; making a total of six types.
Traditional Arabic nouns do not exceed a maximum of seven letters due to

heaviness on the tongue.
Root letters of a declinable primary noun conclusion table:
Term Meaning Example

َ ‫ﺛ ُ َ ﺛِ ٌّـﻲ ُﻣ‬
‫َز َﻣ ٌﻦ‬
(Triliteral)
ٌ َ ٌّ َ ُ ٌ ‫َز َﻣ‬
ِ ‫ﺛ ﺛِـﻲ ﻣ‬ ‫ﺎن‬
letters
َ ‫ُرﺑَﺎ ٌّ ُﻣ‬
‫ـﺠ َّﺮ ٌد‬ ٌ َ ‫ﺛ َ ْﻌﻠ‬
‫ﺐ‬
ِ
(Quadriliteral)
ٌ َ ٌّ َ ُ ٌ
ِ ‫رﺑ ﺎ ِ ﻣ‬ ‫ِﻗ ْﻨ ِﺪﻳْﻞ‬
letters
َ ‫ُﺧ َﻤﺎ ِ ٌّ ُﻣ‬ ٌ َ

‫ـﺠ َّﺮ ٌد‬ ‫َﺳ ْ َﺟﻞ‬
(Quinqueliteral)
ٌ َ ٌّ َ ُ ٌ ُ ْ َ
ِ ‫ﺧﻤﺎ ِ ﻣ‬ ‫ﻋ َ ﻓ ْﻮط‬
letters

q 15 r
Note 1 : Most Arabic nouns are of type 3 (‫ـﺠــــﺎ ِﻣﺪ‬

ُ َ ْ ‫ )اَﻟ‬whilst most Arabic
ُّ َ ْ ْ َ ُ َ ْ ‫ اَﻟ‬or
verbs are of type 2 (‫( )اﻟ ُﻤﺸﺘﻖ‬Note that verbs can either be ‫ـﺠــﺎ ِﻣﺪ‬
ُّ َ ْ ْ َ َْ َ
‫ اﻟ ُﻤﺸﺘـﻖ‬also for e.g. ‫ ﻟ َﺲ‬and ‫ ﻧ َﺼـ َﺮ‬respectively).
On the other hand, Arabic particles are not subject to any morphological
change and thus are not the point of focus in this subject.
Note 2 : As most of Arabic morphology takes place in verbs, it is more

practical to start by learning all the details related to verbs and the
principles surrounding changes in their forms. By learning the majority, we
can easily tackle the minority

ُ ّٰ ‫ﺂء ا‬
َ ‫ ا ِْن َﺷ‬.
َ ُ ُّ َ
‫و اﻟﺴﺒـــ‬ ‫اب‬ َ ْ‫ــــﺰ ِﻣ َﻦ اﻟﻠُّ َﻐ ِﺔ ا ْ َﺑ‬
َ ‫ــــﻮ‬ ْ ‫ـﺤ‬ ُ َ‫ﻳ‬ َٗ ُ َ
‫ﻜـ ْﻢ ﺗ َ ّ ﻓﻪ‬ ْ ُّ‫ــــﺪ ﻓَﺎﻟ ْ ِﻔ ْﻌـــ ُﻞ َﻣ ْﻦ ﻳ‬
ِ ‫ـﺤ‬
ُ َْ َ
‫و ﺑﻌ‬
َ َ ُ ْ ُ
‫ِ اﻟـﺠﻤ‬ ْ َ ‫اﻟﺘ َﻔﺎﺻ ْﻴ َﻞ َﻣ ْﻦ َّ ْﺴ‬ َّ
‫ـﺤ ِﻮي‬ْ َ‫ﻳ‬ َْ ْ ً
‫ـﺤ ْﻴــﻄﺎ ﺑِﺎﻟ ُﻤــ ِ ِّ َو ﻗﺪ‬ِ ‫ـــﻤﺎ ُﻣ‬
َ ََ
ً ‫ﺎك ﻧ َ ْﻈ‬ ‫ﻓﻬ‬
ِ
Thereafter: Whoever becomes proficient in the changing of the verb shall gain
control of abundant categories and channels of Arabic words (most of Arabic
words are understood just by understanding the verb and how it changes).
So take a poem gathering that which is significant, and many a time the one who
is cognisant of the summary eventually knows the details.
ْ ْ
(Ibn Malik in ‫اﻷﻓ َﻌﺎل‬
َ ‫) َﻻ ِﻣ َّﻴﺔ‬

q 16 r
Some important points & terms:
َّ ْ ُ َ ْ
 One major principle of the Arabic language is ‫ـﺨﻔﺔ‬
ِ ‫( اِﻟ ِ س اﻟ‬Seeking
lightness {in speech}). For this reason, words that are easier on the
tongue overtake words that are not. In addition, many changes in
words can take place due to this principle.
 Sometimes there can be exceptions. If the Arabs go against their

principles, then it has to be for a benefit considered or a condition
added.
Verbs can firstly be split into two primary divisions
ٌّ َ
‫ﺎم‬ ‫ ﺗ‬: (Complete)
Is that verb which is linked to its subject in a manner that the intended
meaning is complete.
ٌ َ َ
For e.g. ‫( ﻧ َﺼـ َﺮ ﺣﺎ ِﻣﺪ‬Hamid helped)
َ
‫ ﻧﺎ ِﻗ ٌﺺ‬: (Defective / Incomplete)
Is that verb which after being linked to its subject, the intended meaning is
not complete and requires a predicate also.
َ ٌ َ َ َ
For e.g. ‫( ﺎن ﺣﺎ ِﻣﺪ ﻃﺎﻟ ًِﺒﺎ‬Hamid was a student)

q 17 r
Complete verbs can either be…
َ
‫ِز ٌم‬ : (Intransitive)
Is that verb which does not require a direct verbal object.
ٌ َ َ َ
For e.g. ‫( ﺧ َﺮج زﻳْﺪ‬Zaid exited)
ّ
‫ ُﻣ َﺘ َﻌ ٍﺪ‬: (Transitive)
ً َ َّ ُ ٌ َ َ َ َ
Is that verb which requires a direct verbal object.
For e.g. ‫( أ ﻞ زﻳْﺪ ﺗﻔﺎﺣﺔ‬Zaid ate an apple)
Transitive verbs can either be…
ٌ
‫ َﻣ ْﻌ ُـﺮ ْوف‬: (Active voice)
Is when the subject of the verb is indicated as actively performing the action
or causing it to happen.
ً َ ٌ َْ َ
For e.g. ‫( ﻧ َﺼـ َﺮ ُﻤ ْﻮد ﺧﺎﻟِﺪا‬Mahmood helped Khalid)
ٌ ْ َ
‫ـﺠ ُﻬ ْﻮل‬ ‫ ﻣ‬: (Passive voice)
Is when the actual subject of the verb is not stated nor referred to and
instead the object occupies the place of the subject making it a proxy subject
َْ ُ َ
(‫ﺎﻋﻞ‬
ِ ‫ )ﻧﺎﰱِﺐ اﻟﻔ‬.
ٌ َ ُ
For e.g. ‫( ﻧ ِﺼـ َﺮ ﺧﺎﻟِﺪ‬Khalid was helped)
Active voice reflects the subject whilst passive voice reflects the object.

q 18 r
All verbs from another aspect can either be…
ٌ ْ
‫ ُﻣﺜ َﺒﺖ‬: (Positive)
Is that verb which is in a positive form i.e. the action mentioned is being
affirmed.
َ
For e.g. ‫( ﻧ َﺼـ َﺮ‬He helped)
ٌّ ‫َ ْﻨ‬
ِ : (Negative)
Is that verb which is in a negative form i.e. the action mentioned is being
negated.
َ
For e.g. ‫( َﻣﺎ ﻧ َﺼـ َﺮ‬He did not help)

q 19 r
n Chapter 1 N
ْ ُ َْ
The perfect tense / past tense verb ( ِ ‫ )اﻟ ِﻔ ْﻌﻞ اﻟ َﻤﺎ‬:
ْ ُ َْ
ِ ‫ اﻟ ِﻔ ْﻌﻞ اﻟ َﻤﺎ‬is better referred to as “Perfect tense” i.e. the action is complete
at the time of it being mentioned.
It is a verb that denotes an action that had already occurred before the time
of mentioning it i.e. it took place in the past. This also implies that the
speaker has knowledge of the verb having already taken place.
َ َ (He hit)
The Arabic verb is conjugated to reflect three aspects of its subject viz.
1) Person (First, Second, Third)

2) Gender (Masculine, Feminine)
3) Number (Singular, Dual, Plural)
In Arabic, there is no neuter gender, so for this reason the masculine form
can refer to male beings as well as masculine objects. The same is for the
feminine forms.
Considering the above, logically there can be a total of 18 word forms
(‫)ﺻ َﻴ ٌﻎ‬
ِ for the paradigms of the perfect tense. However, traditionally a table
containing only 14 is used for the sake of ease as since a few of them can be
used for more than one form.

q 20 r
Even then, the total word forms for the paradigms of the perfect tense
should be 13, as the 2nd person masculine dual and the 2nd person feminine
dual forms share the same scale, but due to an expediency it has been
repeated.
In English, verbs are conjugated by placing a noun or pronoun before the

verb. Whilst in Arabic, verbs are conjugated by adding designated letters
either by prefixing or suffixing.
ٌ َ
All perfect tense / past tense verbs are indeclinable / stateless ( ّ ِ ‫)ﻣ ْﺒ‬ i.e.
they are not influenced by any other word and are not subject to any kind
of changes / inflections.
The paradigms of the perfect tense active voice in positive form

ُ ْ ْ ُ ْ ْ ُ َْ
(‫اﻟ َﻤ ْﻌ ُـﺮ ْوف اﻟ ُﻤﺜ َﺒﺖ‬ ِ ‫ )اﻟ ِﻔ ْﻌﻞ اﻟ َﻤﺎ‬follow next.
For the sake of ease, we shall start with triliteral verbs without extra letters
َ ‫ )ﺛ ُ َ ﺛِ ٌّـﻲ ُﻣ‬.
(‫ـﺠ َّﺮ ٌد‬
Pay attention to the base letters as well as suffixes.
Fully acquaint yourselves with the paradigms and learn them.

q 21 r
Base Active voice

Person Gender Number Suffix
َ َ
letters Positive
3rd Masculine Singular + ‫ﻓﻌﻞ‬ = ‫ﻓ َﻌﻞ‬
َ ََ
He / It (M,S) did
‫ﻓﻌ‬
3rd Masculine Dual ‫ا‬ + ‫ﻓﻌﻞ‬ =
They both (M,D)
ُ َ
did
3rd Masculine Plural ‫ْوا‬ + ‫ﻓﻌﻞ‬ = ‫ﻓ َﻌ ْ ا‬
ْ َ َ
They all (M,P) did
3rd Feminine Singular

ْ
‫ت‬ + ‫ﻓﻌﻞ‬ = ‫ﻓ َﻌﻠﺖ‬
َ َ
She / It (F,S) did
َ ‫ﻓ َﻌﻠ َﺘﺎ‬
3rd Feminine Dual ‫ﺗﺎ‬ + ‫ﻓﻌﻞ‬ =
They both (F,D)
ْ َ
did
3rd Feminine Plural ‫َن‬ + ‫ﻓﻌﻞ‬ = ‫ﻓ َﻌﻠ َﻦ‬
َ ْ َ
They all (F,P) did
2nd Masculine Singular

َ
‫ت‬ + ‫ﻓﻌﻞ‬ = ‫ﻓ َﻌﻠﺖ‬
ْ َ
You (M,S) did
ُ ‫ﻓ َﻌﻠ ُـﺘ َﻤـﺎ‬

2nd Masculine Dual ‫ﺗ َﻤﺎ‬ + ‫ﻓﻌﻞ‬ =
You both (M,D)
ْ ُ ْ ‫ﻓَ َﻌﻠ‬
did
ُ
2nd Masculine Plural ‫ﺗ ْﻢ‬ + ‫ﻓﻌﻞ‬ =
You all (M,P) did

q 22 r
ْ ََ
2nd Feminine Singular ‫ِت‬ + ‫ﻓﻌﻞ‬ = ‫ﺖ‬
ِ ‫ﻓﻌﻠ‬
ْ َ
You (F,S) did
ُ ‫ﻓ َﻌﻠ ُـﺘ َﻤـﺎ‬

2nd Feminine Dual ‫ﺗ َﻤﺎ‬ + ‫ﻓﻌﻞ‬ =
You both (F,D)
َّ ُ ْ َ َ
did
2nd Feminine Plural ‫ﺗ ُ َّﻦ‬ + ‫ﻓﻌﻞ‬ = ‫ﻓﻌﻠ‬
ُ ْ َ
You all (F,P) did
ُ ‫ﻓ َﻌﻠﺖ‬
Masculine
1st & Singular ‫ت‬ + ‫ﻓﻌﻞ‬ =
Feminine
ْ َ
I did
َ ‫ﻓ َﻌﻠ َﻨﺎ‬
Masculine
‫ﻧﺎ‬ ‫ﻓﻌﻞ‬
Dual &
1st & + =
Plural
Feminine We did

q 23 r
The perfect tense active voice in positive form

(‫اﻟ َﻤ ْﻌ ُـﺮ ْوف اﻟ ُﻤﺜ َﺒﺖ‬ ِ ‫)اﻟ ِﻔ ْﻌﻞ اﻟ َﻤﺎ‬
ُ َ َ ََ َ َ
‫ﻓ َﻌ ْ ا‬ ‫ﻓﻌ‬ ‫ﻓ َﻌﻞ‬
ْ َ َ َ ْ َ َ
‫ﻓ َﻌﻠ َﻦ‬ ‫ﻓ َﻌﻠ َﺘﺎ‬ ‫ﻓ َﻌﻠﺖ‬
ْ ُ ْ ‫ﻓَ َﻌﻠ‬ ْ َ
‫ﻓ َﻌﻠ ُـﺘ َﻤـﺎ‬
َ ْ َ
‫ﻓ َﻌﻠﺖ‬
َّ ُ ْ َ َ ْ َ ْ ََ
‫ﻓﻌﻠ‬ ‫ﻓ َﻌﻠ ُـﺘ َﻤـﺎ‬ ‫ﺖ‬
ِ ‫ﻓﻌﻠ‬
ْ َ ُ ْ َ
۞ ‫ﻓ َﻌﻠ َﻨﺎ‬ ‫ﻓ َﻌﻠﺖ‬
a Exercise 1 A
(A) Write the word form (person, gender & number) and translate
the following
ْ َ ْ َ ُ ْ َ ْ َ َ ْ َ
‫( ﻓ َﻌﻠ َﻨﺎ‬5) ‫( ﻓ َﻌﻠ َﻦ‬4) ‫( ﻓ َﻌﻠﺖ‬3) ‫ﺖ‬
ِ ‫( ﻓ َﻌﻠ‬2) ‫( ﻓ َﻌﻠﺖ‬1)
(B) Translate the following into Arabic
1) We (M,P) did 2) They all (F,P) did

3) I did 4) You both (F,D) did
5) We (F,P) did 6) They all (M,P) did
7) You both (M,D) did 8) She / It (F,S) did

q 24 r
(C) Conjugate the following words into all 14 word forms in the
perfect tense active voice positive form with translation as done in
the above table of paradigms (Use blank sheet no.1)
َ َ
1) ‫( ﻋ َﺒﺪ‬He worshipped)
َ ََ
2) ‫( ﻛﺘﺐ‬He wrote)
Use the following extra words and practice either orally or by

writing in the perfect tense active voice positive form
َ ََ َ َ َ
1) ‫ﻓﺘ‬ (He opened) 2) ‫ﺪ‬ (He prostrated)
َ َ َ َ َ
َ ‫( ﺟﻠ‬He sat)
3) ‫( دﺧﻞ‬He entered) 4) ‫ﺲ‬
َ َ َ
َ ‫( ﻧ‬He helped)
5) ‫( ﻗ َﺮأ‬He read / recited) 6) ‫ﺼـ َﺮ‬
َ َ َ
7) ‫( ﻃﻠﺐ‬He sought)
(D) Write the word form (person, gender & number) and translate
the following
َّ ُ ْ َ َ َ َ َّ ْ َ ُّ ْ َ
‫( ﻓ‬5) ‫( ﻛ َﺘ َﺒ َﺘﺎ‬4) ‫( ﻛ َﺘ ْﺒ َﻨﺎ‬3) ‫( ﻋ َﺒﺪت‬2) ‫( ﻋ َﺒﺪت‬1)
ْ ُ ‫( َﺟﻠ َ ْﺴ‬10) ‫( َﺟﻠ َ ُﺴ ْﻮا‬9) ‫( َﺳـ َﺠ ْﺪ ِّت‬8) ‫( َﺳـ َﺠ ْﺪ َّت‬7) ََ
‫( ﻓ َ ﺎ‬6 )
ْ َ َ ْ َ ُ َ َ َ َ َ
‫( ﻃﻠ َﺒﺖ‬15) ‫( ﻗ َﺮأ َن‬14) ‫( ﻧ َ ْ ﺗ َﻤﺎ‬13) ‫( َدﺧﻠ َﺘﺎ‬12) ‫( َدﺧ‬11)

q 25 r
(E) Translate the following into Arabic
1) They all (F,P) worshipped 2) I (M,S) opened

3) They both (M,D) entered 4) She, It (F,S) prostrated
5) We (M,P) sought 6) We (F,P) wrote
7) He, It (M,S) sat 8) You all (M,P) helped
9) You all (F,P) helped 10) I (F,S) read
11) You both (F,D) sought 12) You both (M,D) read
The Arabic equivalent to the English word “ and ” is " ‫" َو‬
ُ ْ َ َ ُ َ َ
َ ‫( ﻛـﺘ ْﺒﺖ و ﻗ‬I wrote and I read) , ‫ا‬ ْ ُ ‫ــﻮا َو َد َﺧــ‬
ْ ‫ـﺤ‬ُ ‫( ﻓَ َﺘ‬They (M,P)
For e.g. ‫ــﺮأ ت‬
opened and entered).
(F) Keeping the above point in mind, translate the following into
Arabic
1) We wrote & you all (M,P) read

2) I helped & they all (F,P) entered
3) You all (F,P) wrote & they both (F,D) read
4) They (M,D) entered & you all (M,P) sat
5) They all (M,P) helped & we opened
6) You (M,S) sought & we (M,D) helped
7) They (M,D) prostrated & they (F,D) worshipped
8) They (F,P) entered & they (M,P) wrote

q 26 r
Notes:

َ
Placing the word ‫ ﻣﺎ‬before the perfect tense verb will negate it.
َ ََ َ
For e.g. ‫( َﻣﺎ ﻓﻌﻞ‬He did not do) , ‫( َﻣﺎ ﻧ َﺼـ َﺮ‬He did not help)
َ
 can also be used to negate the perfect tense but with the condition
that it is repeated.
For e.g.
ّٰ َ َ َ ََ
[ ‫]ﻓ َﺻ ّﺪق َو َﺻ‬ (So he did not accept or pray {75:31})
َ َ َ َ َ ََ َ
‫( ﻛﺘﺐ و ﻗ َﺮأ‬He did not write or read)
The paradigms of the perfect tense active voice in negative form

ْ ُ ْ ْ ُ َْ
( ُّ ِ ‫اﻟ َﻤ ْﻌ ُـﺮ ْوف اﻟ َﻤ ْﻨ‬ ِ ‫ )اﻟ ِﻔ ْﻌﻞ اﻟ َﻤﺎ‬follow next.

q 27 r
Person, Gender & Base Active voice

Suffix
َ َ
Number letters Negative
‫َﻣﺎ ﻓ َﻌﻞ‬
3rd Masc Sing + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
He / It (M,S) did
َ ََ َ
not do
‫ﻣﺎ ﻓ ﻌ‬
3rd Masc Dual ‫ا‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
They both (M,D)
ُ َ
did not do
‫َﻣﺎ ﻓ َﻌ ْ ا‬
3rd Masc Plural ‫ْوا‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
They all (M,P) did
ْ َ َ
not do
ْ ‫َﻣﺎ ﻓ َﻌﻠﺖ‬
3rd Fem Sing ‫ت‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
She / It (F,S) did
َ َ
not do
َ ‫َﻣﺎ ﻓ َﻌﻠ َﺘﺎ‬

3rd Fem Dual ‫ﺗﺎ‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
They both (F,D)
ْ َ
did not do
‫َﻣﺎ ﻓ َﻌﻠ َﻦ‬

3rd Fem Plural ‫َن‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
They all (F,P) did
َ ْ َ
not do
َ ‫َﻣﺎ ﻓ َﻌﻠﺖ‬
2nd Masc Sing ‫ت‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
You (M,S) did not
ْ َ
do
ُ ‫َﻣﺎ ﻓ َﻌﻠ ُـﺘ َﻤـﺎ‬

2nd Masc Dual ‫ﺗ َﻤﺎ‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
You both (M,D)
did not do

q 28 r
ْ ُ ْ ‫َﻣﺎ ﻓَ َﻌﻠ‬
ُ
2nd Masc Plural ‫ﺗ ْﻢ‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
You all (M,P) did
ْ ََ
not do
ِ ‫َﻣﺎ ﻓﻌﻠ‬
‫ﺖ‬
2nd Fem Sing ‫ِت‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
You (F,S) did not
ْ َ
do
ُ ‫َﻣﺎ ﻓ َﻌﻠ ُـﺘ َﻤـﺎ‬

2nd Fem Dual ‫ﺗ َﻤﺎ‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
You both (F,D) did
َّ ُ ْ َ َ َ
not do
‫ﻣﺎ ﻓﻌﻠ‬
2nd Fem Plural ‫ﺗ ُ َّﻦ‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
You all (F,P) did
ُ ْ َ
not do
1st
Masc
Sing
ُ
‫ت‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ = ‫َﻣﺎ ﻓ َﻌﻠﺖ‬
& Fem
ْ َ
I did not do
1st
Masc Dual & َ
‫ﻧﺎ‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ = ‫َﻣﺎ ﻓ َﻌﻠ َﻨﺎ‬
& Fem Plural
We did not do

q 29 r
The perfect tense active voice in negative form

ْ ُ ْ ْ ُ َْ
( ُّ ِ ‫اﻟ َﻤ ْﻌ ُـﺮ ْوف اﻟ َﻤ ْﻨ‬ ِ ‫)اﻟ ِﻔ ْﻌﻞ اﻟ َﻤﺎ‬
ُ َ َ ََ َ َ َ
‫َﻣﺎ ﻓ َﻌ ْ ا‬ ‫ﻣﺎ ﻓﻌ‬ ‫َﻣﺎ ﻓ َﻌﻞ‬
ْ َ َ َ ْ َ َ
‫َﻣﺎ ﻓ َﻌﻠ َﻦ‬ ‫َﻣﺎ ﻓ َﻌﻠ َﺘﺎ‬ ‫َﻣﺎ ﻓ َﻌﻠﺖ‬
ْ ُ ْ ‫َﻣﺎ ﻓَ َﻌﻠ‬ ْ َ
‫َﻣﺎ ﻓ َﻌﻠ ُـﺘ َﻤـﺎ‬
َ ْ َ
‫َﻣﺎ ﻓ َﻌﻠﺖ‬
َّ ُ ْ َ َ َ ْ َ ْ ََ
‫ﻣﺎ ﻓﻌﻠ‬ ‫َﻣﺎ ﻓ َﻌﻠ ُـﺘ َﻤـﺎ‬ ِ ‫َﻣﺎ ﻓﻌﻠ‬
‫ﺖ‬
ْ َ ُ ْ َ
۞ ‫َﻣﺎ ﻓ َﻌﻠ َﻨﺎ‬ ‫َﻣﺎ ﻓ َﻌﻠﺖ‬
a Exercise 2 A
(A) Conjugate the following words into all 14 word forms in the
perfect tense active voice negative form with translation
(Use blank sheet no.2)
َ َ َ َ
َ ‫( ﻧ‬He helped)
1) ‫( دﺧﻞ‬He entered) 2) ‫ﺼـ َﺮ‬
(B) Translate the following into English
ّ ْ ُ َ ُ َ ُ ْ ََ َ
‫( َﻣﺎ َﺳـ َﺠﺪ ِت‬4) ‫( َﻣﺎ ﻛ َﺘ ْﺒﺖ‬3) ‫( َﻣﺎ ﻧ َ ْ ت‬2) ْ ‫ـﺤ‬ ‫( ﻣﺎ ﻓﺘ‬1)
َ َْ َ ُ َ َ َ
‫( َﻣﺎ َﺟــﻠ ُﺴ ْﻮا‬8) ‫( َﻣﺎ ﻋ َﺒـﺪﻧﺎ‬7) ‫( َﻣﺎ َدﺧـ ْ ا‬6) ‫( َﻣﺎ َدﺧــ‬5)
q 30 r
ْ ََ َ ََ َ ُ َ َ
‫( َﻣﺎ َﺳـ َﺠﺪ َن‬12) ‫( َﻣﺎ ﻓ َﻌﻠﺘﺎ‬11) ‫( َﻣﺎ ﻛﺘ ْﺒ َﻨﺎ‬10) ّ ‫( َﻣﺎ ﻃﻠ ْﺒ‬9)
(C) Translate the following into Arabic
1) We did not enter 2) You all (M,P) did not sit

3) He (M,S) did not help 4) They all (F,P) did not read
5) You all (F,P) did not prostrate 6) I did not write
7) They all (M,P) did not open 8) She (F,S) did not read
9) You (M,S) did not worship 10) You (M,D) did not seek
The different scales of the perfect tense verb :
ٌ َ ‫ )ﺛ ُ َ ﺛ ٌّـﻲ ُﻣ‬in the

Regarding triliteral verbs without any extra letters (‫ـﺠ َّﺮد‬ ِ
perfect tense active voice , although logically there can be 12 vowelling
patterns, only three are accepted viz.
َ ََ َ َ َ َُ
1) ‫ﻓﻌﻞ‬ 2) ‫ﻓ ِﻌﻞ‬ 3) ‫ﻓﻌﻞ‬
Note that the ‫ ف‬and ‫ ل‬position letters are always vowelled with a Fathah
_َ_ whilst the vowel on the ‫ ع‬position letter only changes.

q 31 r
َ ََ
Some examples of the scale of ‫ ﻓﻌﻞ‬are…
َ َ ََ
‫ﻧ َﺼـ َﺮ‬ (He helped) ‫ﻓﺘ‬ (He opened)
َ َ َ َ
‫ﻋ َﺒﺪ‬ (He worshipped) ‫ﻓ َﻌﻞ‬ (He did)
َ َ
Some examples of the scale of ‫ ﻓ ِﻌﻞ‬are…
َ َ َ
‫( ِ ب‬He drank) ‫ِ َﻊ‬ (He heard)
َ َ
‫( َﺟ ِﻬﻞ‬He was ignorant) ‫ﻟ ِ َﺲ‬ (He wore)
‫( َ ِﻠ َﻢ‬He knew / learnt)
َ َُ
Some examples of the scale of ‫ ﻓﻌﻞ‬are…
َ َ
‫( ﻗ ُﺮ َب‬He came closer) ‫( ﺑ َ ُﻌﺪ‬He became distant)
َُ َ َ َ
‫( ﺻﻠ‬He became proper / right) ‫( ﺿ ُﻌﻒ‬He became weak)
َ
‫( ﻛ ُﺮ َم‬He was noble / generous)
When conjugating the verb, keep in mind that the ‫ ع‬position letter
will retain the particular vowel. For e.g.
َ ْ َ َ َ َ
‫ ِ ﺑَﺖ…… ِ ﺑْ َﻨﺎ‬، ‫ ِ ﺑ ُ ْﻮا‬، ‫ ِ ﺑَﺎ‬، ‫ِ َب‬
َ ْ َ َ َ َ
‫ ﻗ ُﺮﺑَﺖ…… ﻗ ُﺮﺑْ َﻨﺎ‬، ‫ ﻗ ُﺮﺑ ُ ْﻮا‬، ‫ ﻗ ُﺮﺑَﺎ‬، ‫ﻗ ُﺮ َب‬

q 32 r
a Exercise 3 A
perfect tense active voice in both positive & negative forms with
translation (Use the relevant blank sheet/s)
َ َ َ َ
1) ‫ِ ب‬ (He drank) 2) ‫( ﻗ ُﺮب‬He came closer)

writing in the perfect tense active voice in both positive & negative
forms
َ َ
1) ‫( ﺟ ِﻬﻞ‬He was ignorant)
َ
2) ‫ِ َﻊ‬ (He heard)
َ
3) ‫( ﻛ ُﺮ َم‬He was noble / generous)
َُ َ
4) ‫ﺻﻠ‬ (He became proper / right)
1) We heard
2) You all (M,P) came closer
3) She (F,S) wore
4) You all (F,P) became distant
5) They both (M,D) became weak
6) You (M,S) were noble / generous
7) You both (M,D) drank
8) They all (M,P) knew / learnt
q 33 r
9) They both (M,D) became proper / right

10) I knew / learnt
11) You both (F,D) became distant
12) We became proper / right
(C) Translate the following into English
ْ َ َ َ َ ُ َ َْ َ
‫( ﻋ َﺒﺪت‬5) ‫( َ ِﻠ ُﻤ ْﻮا‬4) ‫( ﻗ ُﺮ ْﺑ َﻦ‬3) ّ ْ‫( ِ ﺑ‬2) ‫( َﺪﻧﺎ‬1)
ََ َ َ َ َ ُ َ
‫( ﺑ َــ ُﻌﺪﺗﺎ‬10) ‫( ﻟ ِ َﺴـﺘﺎ‬9) ‫( َﺟـ ِﻬﻞ‬8) ّ ‫( َ ﻠِ ْﻤ‬7) ‫( ﻟ ِ ْﺴ ُﺘـ ْﻢ‬6)
َ ُ َ َ ْ ُ َ َ َ َ َ
ِ ‫( ﻛ ُﺮ ْﻣ‬15) ‫( دﺧ ْ ا‬14) ‫( ﺻ َﺖ‬13) ‫( ِ ﻌﺎ‬12) ‫( َﺟﻠ ْﺴﻨﺎ‬11)
‫ﺖ‬
(D) Translate the following into Arabic
1) We did not become weak

2) I did not write
3) They (F,P) did not hear
4) They (F,P) did not come closer
5) You both (F,D) did not sit
6) You all (M,P) were not ignorant
7) You both (M,D) did not know / learn
8) He (M,S) did not wear
9) They (M,D) did not become distant
10) They both (F,D) did not drink
11) They all (M,P) did not help
12) We did not open
13) She (F,S) did not prostrate
14) We did not seek

q 34 r
The perfect tense verb in passive voice :
Now we shall have a look at the perfect tense positive verb in passive voice.
To make the perfect tense passive, keep the ‫ ل‬position letter with a Fathah
َ
__ . Then give the penultimate letter a Kasrah ––ِ and all other remaining
ُ .
vowelled letters a Dhamma __
َ ُ
In the passive voice , all triliteral perfect tense verbs without extra letters
َ
share the same scale of ‫ ﻓ ِﻌﻞ‬, but note that verbs that are ‫( ِز ٌم‬intransitive)
are not usually made passive, since the passive voice reflects the object of
the verb whilst the object is not required for an intransitive verb.
Intransitive verbs can still be made passive either by means of a genitive
َ ُ َ
particle (‫ )ﺣـ ْﺮف ﺟـ ٍّﺮ‬or by transferring it to a transitive verb form scale such
َ ََْ َ َّ َ
as ‫ أﻓﻌﻞ‬or ‫ ﻓﻌﻞ‬, but this discussion is beyond the scope of this volume.
َ ََ َ َ ّ َ َ
Words on the scale of ‫ ﻓﻌـﻞ‬and ‫ ﻓ ِﻌـﻞ‬are mainly ‫( ُﻣﺘﻌـ ٍﺪ‬transitive) , whereas
َ َُ َ
words on the scale of ‫ ﻓﻌﻞ‬are always ‫( ِز ٌم‬intransitive), and for this reason
they are not typically made passive.

q 35 r
The paradigms of the perfect tense passive voice in positive form

(‫اﻟ َﻤ ْﺠ ُﻬ ْﻮل اﻟ ُﻤﺜ َﺒﺖ‬ ِ ‫ )اﻟ ِﻔ ْﻌﻞ اﻟ َﻤﺎ‬follow next.
Base Passive voice

Person Gender Number Suffix
letters Positive
ُ
‫ﻧ ِﺼـ َﺮ‬
3rd Masculine Singular + ‫ﻧﺼـﺮ‬ =
He / It (M,S) was
helped
ُ
‫ﻧ ِﺼـ َﺮا‬
3rd Masculine Dual ‫ا‬ + ‫ﻧﺼـﺮ‬ =
They both (M,D)
were helped
ُ
‫ﻧ ِﺼـ ُﺮ ْوا‬
3rd Masculine Plural ‫ْوا‬ + ‫ﻧﺼـﺮ‬ =
They all (M,P)
ْ
were helped
ُ
ْ ‫ﻧ ِﺼـ َﺮت‬
3rd Feminine Singular ‫ت‬ + ‫ﻧﺼـﺮ‬ =
She / It (F,S) was
َ ُ
helped
َ ‫ﻧ ِﺼـ َﺮﺗﺎ‬
3rd Feminine Dual ‫ﺗﺎ‬ + ‫ﻧﺼـﺮ‬ =
They both (F,D)
were helped
ُ
‫ﻧ ِﺼـ ْﺮ َن‬
3rd Feminine Plural ‫َن‬ + ‫ﻧﺼـﺮ‬ =
They all (F,P)
were helped

q 36 r
َ ُ
َ ‫ﻧ ِﺼـ ْﺮت‬
2nd Masculine Singular ‫ت‬ + ‫ﻧﺼـﺮ‬ =
You (M,S) were
ُ ُ
helped
ُ ‫ﻧ ِﺼـ ْﺮﺗ َـﻤﺎ‬

2nd Masculine Dual ‫ﺗ َﻤﺎ‬ + ‫ﻧﺼـﺮ‬ =
You both (M,D)
ُ ُ
were helped
ُ ‫ﻧ ِﺼـ ْﺮﺗ ْﻢ‬

2nd Masculine Plural ‫ﺗ ْﻢ‬ + ‫ﻧﺼـﺮ‬ =
You all (M,P)
were helped
ُ
‫ﻧ ِﺼـ ْﺮ ِت‬
2nd Feminine Singular ‫ِت‬ + ‫ﻧﺼـﺮ‬ =
You (F,S) were
ُ ُ
helped
ُ ‫ﻧ ِﺼـ ْﺮﺗ َـﻤﺎ‬

2nd Feminine Dual ‫ﺗ َﻤﺎ‬ + ‫ﻧﺼـﺮ‬ =
You both (F,D)
‫ﻧ ُ ِﺼـ ْﺮﺗ ُ َّﻦ‬

were helped
2nd Feminine Plural ‫ﺗ ُ َّﻦ‬ + ‫ﻧﺼـﺮ‬ =

You all (F,P) were
ُ
helped
ُ
ُ ‫ﻧ ِﺼـ ْﺮت‬
Masculine
1st & Singular ‫ت‬ + ‫ﻧﺼـﺮ‬ =
Feminine I was helped
َ ُ
َ ‫ﻧ ِﺼـ ْﺮﻧﺎ‬
Masculine
‫ﻧﺎ‬ ‫ﻧﺼـﺮ‬
Dual &
1st & + =
Plural
Feminine We were helped

q 37 r
The perfect tense passive voice in positive form

(‫اﻟ َﻤ ْﺠ ُﻬ ْﻮل اﻟ ُﻤﺜ َﺒﺖ‬ ِ ‫)اﻟ ِﻔ ْﻌﻞ اﻟ َﻤﺎ‬
ُ ُ ُ
‫ﻧ ِﺼـ ُﺮ ْوا‬ ‫ﻧ ِﺼـ َﺮا‬ ‫ﻧ ِﺼـ َﺮ‬
ُ َ ُ ْ ُ
‫ﻧ ِﺼـ ْﺮ َن‬ ‫ﻧ ِﺼـ َﺮﺗﺎ‬ ‫ﻧ ِﺼـ َﺮت‬
ُ ُ ُ ُ َ ُ
‫ﻧ ِﺼـ ْﺮﺗ ْﻢ‬ ‫ﻧ ِﺼـ ْﺮﺗ َـﻤﺎ‬ ‫ﻧ ِﺼـ ْﺮت‬
‫ﻧ ُ ِﺼـ ْﺮﺗ ُ َّﻦ‬ ُ ُ

‫ﻧ ِﺼـ ْﺮﺗ َـﻤﺎ‬
ُ
‫ﻧ ِﺼـ ْﺮ ِت‬
َ ُ ُ ُ
۞ ‫ﻧ ِﺼـ ْﺮﻧﺎ‬ ‫ﻧ ِﺼـ ْﺮت‬
a Exercise 4 A
perfect tense passive voice positive form with translation
َ َ َ َ
1) ‫( ﺑَﻌﺚ‬He dispatched / sent out) 2) ‫( ﺗ َﺮك‬He left out)

writing in the perfect tense passive voice positive form
َ ََ َ َ َ
1) ‫( ﻗﺘﻞ‬He killed) 2) ‫( ﺟﻤ‬He gathered)
َ َ ََ
َ ‫( ﻇﻠ‬He oppressed)
3) ‫ﻢ‬ 4) ‫( َﺳﺄل‬He asked)
q 38 r
ُ ْ ُ ْ ُ َ ُ ُ ُ
‫( ﺗ ِﺮﻛﺖ‬6) ‫( ُﺟـ ِﻤ َﻌﺎ‬5) ‫( ُﺳ ِ ﻠ َﻨﺎ‬4) ‫( ﻇﻠِ ْﻤ َﻨﺎ‬3) ‫( ﻗ ِﺘ‬2) ‫( ﻗ ِﺘﻠـ ْﻮا‬1)
ُ ْ ُ ُ ْ ‫( ﻗُ ِﺘﻠْ ُﺘ‬9) ‫( ُﺳ ُ ْ ا‬8) ْ
‫( ﺗ ِﺮﻛﺘـ َﻤﺎ‬11) ‫( ُﺟ ِﻤ ْﻌﺘ َﻤـﺎ‬10) ‫ـﻢ‬ ِ ‫( ُﺟ ِﻤ َﻌﺖ‬7)
ُ ُ َ ُ َ
‫( ُﺟ ِﻤ ْﻌ َﻦ‬16) ‫( ﻃﻠِ ْﺒﺖ‬15) ِ ‫( ُﺳ‬14) ‫( ﻇﻠِ ُﻤ ْﻮا‬13) ‫( ﺑ ُ ِﻌﺜﺎ‬12)
1) They (M,D) were helped

2) They (F,D) were dispatched
3) We were oppressed
4) I was left out
5) You both (M,D) were asked
6) You all (F,P) were left out
7) He (M,S) was oppressed
8) You (F,S) were helped
9) I was dispatched
10) They (F,D) were helped
11) She (F,S) was killed
12) We both (M,D) were gathered
(D) Mention whether the following verbs are in active voice or

passive voice
ْ ُ ُ َ ُ َُ ُ َ ُ
‫( ﻓ ِ َﺖ‬6) ‫( ُﺟ ِﻤ َﻌﺎ‬5) ‫( َدﺧ ْ ا‬4) ‫( ﻇﻠِ ُﻤ ْﻮا‬3) ‫( ﻧ ِﺼـ ْﺮﺗ ّﻦ‬2) ّ ‫( َ ﻠِ ْﻤ‬1)

q 39 r
The paradigms of the perfect tense passive voice in negative form

ْ ُ ْ ْ ُ َْ
( ُّ ِ ‫اﻟ َﻤ ْﺠ ُﻬ ْﻮل اﻟ َﻤ ْﻨ‬ ِ ‫ )اﻟ ِﻔ ْﻌﻞ اﻟ َﻤﺎ‬follow next.
Passive voice
Person Gender Number
Negative
ُ
3rd Masculine Singular ‫َﻣﺎ ﻧ ِﺼـ َﺮ‬
He / It (M,S) was not helped
ُ
3 rd Masculine Dual
‫َﻣﺎ ﻧ ِﺼـ َﺮا‬
They both (M,D) were not
helped
ُ
3rd Masculine Plural ‫َﻣﺎ ﻧ ِﺼـ ُﺮ ْوا‬
ْ
They all (M,P) were not helped
ُ
3rd Feminine Singular ‫َﻣﺎ ﻧ ِﺼـ َﺮت‬
َ ُ
She / It (F,S) was not helped
3rd Feminine Dual ‫َﻣﺎ ﻧ ِﺼـ َﺮﺗﺎ‬

They both (F,D) were not helped
ُ
3rd Feminine Plural ‫َﻣﺎ ﻧ ِﺼـ ْﺮ َن‬
َ
They all (F,P) were not helped
ُ
2nd Masculine Singular ‫َﻣﺎ ﻧ ِﺼـ ْﺮت‬
You (M,S) were not helped

q 40 r
ُ ُ
2nd Masculine Dual ‫َﻣﺎ ﻧ ِﺼـ ْﺮﺗ َـﻤﺎ‬
ُ ُ
You both (M,D) were not helped
2nd Masculine Plural ‫َﻣﺎ ﻧ ِﺼـ ْﺮﺗ ْﻢ‬

You all (M,P) were not helped
ُ
2nd Feminine Singular ‫َﻣﺎ ﻧ ِﺼـ ْﺮ ِت‬
ُ ُ
You (F,S) were not helped
2nd Feminine Dual ‫َﻣﺎ ﻧ ِﺼـ ْﺮﺗ َـﻤﺎ‬
‫َﻣﺎ ﻧ ُ ِﺼـ ْﺮﺗ ُ َّﻦ‬

You both (F,D) were not helped
2nd Feminine Plural
ُ
You all (F,P) were not helped
ُ
1st
Masculine
Singular ‫َﻣﺎ ﻧ ِﺼـ ْﺮت‬
& Feminine
I was not helped
َ ُ
1st
Masculine Dual & ‫َﻣﺎ ﻧ ِﺼـ ْﺮﻧﺎ‬
& Feminine Plural
We were not helped

q 41 r
The perfect tense passive voice in negative form

ْ ُ ْ ْ ُ َْ
( ُّ ِ ‫اﻟ َﻤ ْﺠ ُﻬ ْﻮل اﻟ َﻤ ْﻨ‬ ِ ‫)اﻟ ِﻔ ْﻌﻞ اﻟ َﻤﺎ‬
ُ ُ ُ
‫َﻣﺎ ﻧ ِﺼـ ُﺮ ْوا‬ ‫َﻣﺎ ﻧ ِﺼـ َﺮا‬ ‫َﻣﺎ ﻧ ِﺼـ َﺮ‬
ُ َ ُ ْ ُ
‫َﻣﺎ ﻧ ِﺼـ ْﺮ َن‬ ‫َﻣﺎ ﻧ ِﺼـ َﺮﺗﺎ‬ ‫َﻣﺎ ﻧ ِﺼـ َﺮت‬
ُ ُ ُ ُ َ ُ
‫َﻣﺎ ﻧ ِﺼـ ْﺮﺗ ْﻢ‬ ‫َﻣﺎ ﻧ ِﺼـ ْﺮﺗ َـﻤﺎ‬ ‫َﻣﺎ ﻧ ِﺼـ ْﺮت‬
‫َﻣﺎ ﻧ ُ ِﺼـ ْﺮﺗ ُ َّﻦ‬ ُ ُ

‫َﻣﺎ ﻧ ِﺼـ ْﺮﺗ َـﻤﺎ‬
ُ
‫َﻣﺎ ﻧ ِﺼـ ْﺮ ِت‬
َ ُ ُ ُ
۞ ‫َﻣﺎ ﻧ ِﺼـ ْﺮﻧﺎ‬ ‫َﻣﺎ ﻧ ِﺼـ ْﺮت‬
a Exercise 5 A
perfect tense passive voice negative form with translation
َ َ ََ
َ ‫ﻇﻠ‬
1) ‫ﻢ‬ 2) ‫َﺳﺄل‬
1) We were not asked

2) They (F,P) were not oppressed
3) You (M,S) were not helped
q 42 r
4) He (M,S) was not dispatched

5) They (M,D) were not left out
6) You all (F,P) were not asked
7) You both (M,D) were not dispatched
8) They (M,P) were not killed
9) She (F,S) was not killed
10) You (F,S) were not oppressed
11) We (M,D) were not sought
12) We (F,D) were not helped
۞۞۞۞۞
Table of identity and signs of the perfect tense verb :
Each verb contains three of the following items
1) The act
2) The tense
3) The subject (as a pronoun)
Pronouns will either be…

ُ ْ ْ َّ َ
1) Distinct / Visible (‫)اﻟﻀ ِﻤ ُ اﻟ َﺒﺎ ِرز‬
َ ْ ْ َّ َ
2) Hidden ( ُ ِ ‫)اﻟﻀ ِﻤ ُ اﻟ ُﻤ ْﺴﺘ‬

q 43 r
Verb
Identity & signs
form
َ َ
‫ﻓ َﻌﻞ‬
(3rd person masculine singular) Free from all signs.
The pronoun " ‫ " ﻫﻮ‬is hidden.

َُ
َ ََ "‫"ا‬
‫ﻓﻌ‬ The indicates 3rd person masculine dual & is the
distinct pronoun.
ُ َ
‫ﻓ َﻌ ْ ا‬ The "‫"و‬ indicates 3rd person masculine plural & is the
distinct pronoun.
ْ
The " ‫ " ت‬indicates 3rd person feminine.
ْ َ َ
‫ﻓ َﻌﻠﺖ‬
The pronoun " َ ِ " is hidden.
َ َ
‫ﻓ َﻌﻠ َﺘﺎ‬ The "‫"ت‬ indicates 3rd person feminine whilst the "‫"ا‬
indicates the feminine dual & is the distinct pronoun.
ْ َ " ‫" َن‬

‫ﻓ َﻌﻠ َﻦ‬ The indicates 3rd person feminine plural & is the
distinct pronoun.
َ ْ َ َ
‫ﻓ َﻌﻠﺖ‬ The " ‫ " ت‬indicates 2nd person masculine singular & is the
distinct pronoun.
ْ َ ُ
" ‫ " ﺗ َﻤﺎ‬indicates 2nd person masculine dual & is the
‫ﻓ َﻌﻠ ُـﺘ َﻤـﺎ‬ The
distinct pronoun.
ُ
ْ ُ ْ ‫ﻓَ َﻌﻠ‬ ْ ‫ " ﺗ‬indicates 2nd person masculine plural & is the
The " ‫ﻢ‬
distinct pronoun.
ْ ََ The " ‫ت‬

ِ " indicates 2nd person feminine singular & is the
‫ﺖ‬
ِ ‫ﻓﻌﻠ‬
distinct pronoun.
q 44 r
ْ َ ُ
" ‫" ﺗ َﻤﺎ‬
‫ﻓ َﻌﻠ ُـﺘ َﻤـﺎ‬ The indicates 2nd person feminine dual & is the
distinct pronoun.
َّ ُ ْ َ َ َُ
" ‫ " ﺗ ّﻦ‬indicates 2nd person feminine plural & is the
‫ﻓﻌﻠ‬ The
distinct pronoun.
ُ ْ َ ُ
‫ﻓ َﻌﻠﺖ‬ The " ‫ " ت‬indicates 1st person singular & is the distinct
pronoun.
ْ َ َ
‫ﻓ َﻌﻠ َﻨﺎ‬ The " ‫ " ﻧﺎ‬indicates 1st person dual / plural & is the distinct
pronoun.

q 45 r
o Examples of perfect tense verbs from the Quran O
ُ ْ َ
[‫] َو ِ ّﺎ َر َزﻗ ٰﻨ ْ ﻳ ُ ْﻨ ِﻔ ُﻘ ْﻮ َن‬
(3:2)
“And (who) spend out of what We have provided them”
ْ ُ َ ۤ َ َ َ
[‫] َو َﻣﺎ ﻇﻠ ُﻤ ْﻮﻧَﺎ َو ٰ ِ ْﻦ ﺎﻧ ُ ْﻮا اﻧْ ُﻔ َﺴ ْ ﻳَﻈ ِﻠ ُﻤ ْﻮ َن‬
(57:2)
“And they did Us no harm, but were harming only themselves”
َ ْ ْ
[‫ﺎن ﺿ ِﻌ ْﻴ ًﻔﺎ‬
ُ ‫] َو ُﺧﻠ َﻖ ا َﺴ‬
ِ ِ
(28:4)
“And man has been created weak”
ْ َ َ َ َ ُ َ
[‫] َو ﻟ ِﺒﺜ ْﻮا ِ ْ ﻛ ْﻬ ِﻔ ِ ْ ﺛﻠ ٰﺚ ِﻣﺎﺋ ٍﺔ ِﺳ ِﻨ َ َو ْاز َد ُاد ْوا ِ ْﺴ ًﻌﺎ‬
(25:18)
“They stayed in their cave for three hundred years and added nine”
ّ َُ َ ْ ْ ّٰ ُ َّ ۤ ُ ۤ
[‫اﻟﺪﻳْ َﻦ‬
ِ ‫] َو َﻣﺎ أ ِﻣ ُـﺮ ْوا ِا ﻟِ َﻴ ْﻌ ُﺒﺪ ْوا ا َ ُﻣـﺨﻠِ ِﺼ‬
(5:98)
“While they were not ordered but to worship Allah, making their submission exclusive for
Him”

q 46 r

q 47 r
n Chapter 2 N
ُ َ ُ ْ ُ ْ َْ
The imperfect / present tense verb (‫اﻟﻤﻀﺎ ِرع‬ ‫ )اﻟ ِﻔﻌﻞ‬:
َ ُْ ُ ْ َْ
‫ﺎرع‬
ِ ‫ اﻟ ِﻔﻌﻞ اﻟﻤﻀ‬is better referred to as “Imperfect tense” i.e. the action has not
been completed so it includes the present tense as well as future tense. The
imperfect tense verb can also include habitual present.
ُ َْ
For this reason, as an example, the imperfect tense verb ‫ ﻳَﻔﻌـ ﻞ‬can be
translated as
1) He is doing
2) He will do
3) He does
Like the perfect tense, the imperfect tense can be used to express active
voice and passive voice. The active voice will reflect the subject whilst the
passive voice will reflect the object.
Once again the total word forms can be 18, but upon observation, the
imperfect tense has only 11 different word forms. A table of 14 word forms
is used for the sake of ease as was done with the perfect tense.
In order to make triliteral verbs without extra letters in the imperfect tense,
ْ , one of
after giving the first letter in the perfect tense a Jazm / Sukoon __
four consonants is prefixed depending on the conjugation.

q 48 r
َ ْ ُ ََ
These are known as ‫َﻣـﺎت اﻟ ُﻤﻀــﺎ ِرع‬ (signs / indicators of the imperfect
tense) viz.
ُ ََ ْ َ ُ ََ ََْ
‫ ن‬، ‫ أ‬، ‫ ت‬، ‫ي‬ (‫)أﺗ َ \ أﻧ ْﻴﺖ \ ﻧﺄﺗِ ْـﻰ \ ﻧﺄﻳْﺖ‬
"‫"ي‬ is used in 4 conjugations.
"‫"ت‬ is used in 8 conjugations.
"‫"أ‬ is used in 1 conjugation.
"‫"ن‬ is used in 1 conjugation.
The imperfect tense verb can experience moods / grammatical states

when interacting with certain words. By default it will be in the
ْ َُ َ
nominative / indicative case ( ِ ‫ )ﺣﺎﻟﺔ اﻟـ َّﺮﻓ‬when it is not being affected by
another word.
ُ or the letter " ‫ " ن‬depending

This state is expressed with a Dhamma __
on the word form.
For now, we shall learn the imperfect tense in its default state.
ُ in five conjugations viz.

The last letter is given a Dhamma __
ُ َْ ُ َ َْ
3rd person masculine singular (‫ )ﻳَﻔﻌﻞ‬, 3rd person feminine singular (‫)ﺗﻔﻌﻞ‬,
ُ َ َْ ُ ََْ
2nd person masculine singular (‫ )ﺗﻔﻌــﻞ‬, 1st person singular (‫ )اﻓﻌــﻞ‬and 1st
ُ َ َْ
person dual / plural (‫ )ﻧﻔﻌﻞ‬.

q 49 r
The remaining nine conjugations all end with the letter " ‫" ن‬
A " ‫ " ِن‬is added to the end of four conjugations viz.

َ َْ َ َ َْ
3rd person masculine dual (‫ )ﻳَﻔﻌ ِن‬, 3rd person feminine dual (‫ )ﺗﻔﻌ ِن‬, 2nd
َ َ َْ َ َ َْ
person masculine dual (‫ )ﺗﻔﻌ ِن‬and 2nd person feminine dual (‫ )ﺗﻔﻌ ِن‬.
َ
A " ‫ " ن‬is added to the end of three conjugations viz.
َ ْ ُ ‫ )ﻳ َ ْﻔ َﻌ‬, 2nd person masculine plural (‫)ﺗ َ ْﻔ َﻌ ُ ْ َن‬

3rd person masculine plural (‫ن‬
ْ َ َْ
and 2nd person feminine singular ( َ ِ‫ )ﺗﻔﻌﻠ‬.
ُ َ ْ ْ ُ ُّ َ
The " ‫ " ن‬in the above seven conjugations is known as ‫ اﻟﻨـ ْﻮن ا ِ ﻋـ َﺮاﺑِ ّﻴﺔ‬and
in some specific instances will be dropped / deleted.
َ
A " ‫ " ن‬is also added to the end of two conjugations viz.
ْ َْ
َ ‫ )ﻳَﻔﻌﻠ‬and 2nd person feminine plural (‫ )ﺗﻔﻌﻠ َﻦ‬, ْ َ َْ
3rd person feminine plural (‫ﻦ‬
ّ ْ َّ ُ ُ
ْ ‫ ﻧ‬and
but the " ‫ " ن‬in these two conjugations is known as ‫ـﻮن اﻟﻀ ِﻤ ِ \ اﻟ ِ ْﺴ َﻮ ِة‬
is never dropped / deleted. This makes these two verb forms indeclinable
/ stateless like all the conjugations of the perfect tense.

q 50 r
The paradigms of the imperfect tense active voice in positive form

ُ ْ ْ ُ ْ َ ُْ ُ ْ َْ
(‫ﺎر ُع اﻟ َﻤ ْﻌ ُـﺮ ْوف اﻟ ُﻤﺜ َﺒﺖ‬
ِ ‫ )اﻟ ِﻔﻌﻞ اﻟﻤﻀ‬follow next.
Person, Gender & Base Active voice

Suffix Prefix
ُ ْ
Number letters Positive
‫ﻳَﻔ َﻌﻞ‬
3rd Masc Sing ‫ﻓﻌﻞ‬ + ‫ي‬ =
He / It (M,S) is doing,
َ ْ
will do, does
‫ﻳَﻔ َﻌ ِن‬
3rd Masc Dual ‫ان‬
ِ + ‫ﻓﻌﻞ‬ + ‫ي‬ =
They both (M,D) are
ُ ْ
doing, will do, do
‫ﻳَﻔ َﻌ ْ َن‬
3rd Masc Plural ‫ْو َن‬ + ‫ﻓﻌﻞ‬ + ‫ي‬ =
They all (M,P) are
ُ َْ
doing, will do, do
‫ﺗﻔ َﻌﻞ‬
3rd Fem Sing ‫ﻓﻌﻞ‬ + ‫ت‬ =
She / It (F,S) is doing,
َ َْ
will do, does
‫ﺗﻔ َﻌ ِن‬
3rd Fem Dual ‫ان‬
ِ + ‫ﻓﻌﻞ‬ + ‫ت‬ =
They both (F,D) are
ْ ْ
doing, will do, do
‫ﻳَﻔ َﻌﻠ َﻦ‬

3rd Fem Plural ‫َن‬ + ‫ﻓﻌﻞ‬ + ‫ي‬ =
They all (F,P) are
doing, will do, do

q 51 r
ُ َْ
2nd Masc Sing ‫ﻓﻌﻞ‬ + ‫ت‬ =
You (M,S) are doing,
َ َْ
will do, do
2nd Masc Dual ‫ان‬
ِ + ‫ﻓﻌﻞ‬ + ‫ت‬ =
You both (M,D) are
ُ َْ
doing, will do, do
‫ﺗﻔ َﻌ ْ َن‬
2nd Masc Plural ‫ْو َن‬ + ‫ﻓﻌﻞ‬ + ‫ت‬ =
You all (M,P) are
َ ْ ِ‫ﺗ َ ْﻔ َﻌﻠ‬
doing, will do, do
2nd Fem Sing ‫ﻳْ َﻦ‬ + ‫ﻓﻌﻞ‬ + ‫ت‬ =

You (F,S) are doing,
َ َْ
will do, do
2nd Fem Dual ‫ان‬
ِ + ‫ﻓﻌﻞ‬ + ‫ت‬ =
You both (F,D) are
ْ َْ
doing, will do, do
‫ﺗﻔ َﻌﻠ َﻦ‬

2nd Fem Plural ‫َن‬ + ‫ﻓﻌﻞ‬ + ‫ت‬ =
You all (F,P) are
ُ َْ
doing, will do, do
Masc ‫اﻓ َﻌﻞ‬

1st & Sing ‫ﻓﻌﻞ‬ + ‫أ‬ =
Fem I am doing, will do,
ُ َْ
do
Masc Dual ‫ﻧﻔ َﻌﻞ‬

1st & & ‫ﻓﻌﻞ‬ + ‫ن‬ =
Fem Plural We are doing, will
do, do

q 52 r
The imperfect tense active voice in positive form

ُ ْ ْ ُ ْ َ ْ ُ َْ
(‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﻌ ُـﺮ ْوف اﻟ ُﻤﺜ َﺒﺖ‬
ُ ْ َ ْ ُ ْ
‫ﻳَﻔ َﻌ ْ َن‬ ‫ﻳَﻔ َﻌ ِن‬ ‫ﻳَﻔ َﻌﻞ‬
ْ ْ َ َْ ُ َْ
‫ﻳَﻔ َﻌﻠ َﻦ‬ ‫ﺗﻔ َﻌ ِن‬ ‫ﺗﻔ َﻌﻞ‬
ُ َْ َ َْ ُ َْ
‫ﺗﻔ َﻌ ْ َن‬ ‫ﺗﻔ َﻌ ِن‬ ‫ﺗﻔ َﻌﻞ‬
ْ َْ َ َْ َ ْ ‫ﺗ َ ْﻔ َﻌ ِﻠ‬
‫ﺗﻔ َﻌﻠ َﻦ‬ ‫ﺗﻔ َﻌ ِن‬
ُ َْ ُ َْ
۞ ‫ﻧﻔ َﻌﻞ‬ ‫اﻓ َﻌﻞ‬
a Exercise 6 A
(A) Write the word form (person, gender & number) and also
translate the following. If there is a " ‫ " ن‬at the end then clarify what
kind it is
َ ْ ْ َْ ْ ْ ُ َ َْ ُ ْ
‫( ﻳَﻔ َﻌ ِن‬5) ‫( ﺗﻔ َﻌﻠ َﻦ‬4) ‫( ﻳَﻔ َﻌﻠ َﻦ‬3) ‫ْ َن‬ ‫( ﺗﻔﻌ‬2) ‫( ﻳَﻔ َﻌ ْ َن‬1)
َ ْ ‫( ﺗ َ ْﻔ َﻌ ِﻠ‬10) ‫( ﺗ َ ْﻔ َﻌ ُﻞ‬9) ‫( ﻧ َ ْﻔ َﻌ ُﻞ‬8) َ َْ ُ َْ
‫( ﺗﻔ َﻌ ِن‬7) ‫( اﻓ َﻌﻞ‬6)

q 53 r
1) I (M,S) am doing 2) I (F,S) will do

3) We both (M,D) are doing 4) We (F,P) will do
5) She (F,S) is doing 6) You both (M,D) will do
7) They (F,P) are doing 8) They (M,P) are doing
9) You all (F,P) will do 10) You (M,S) are doing
11) You (F,S) will do 12) You all (M,P) are doing
13) They (M,D) will do 14) He (M,S) is doing
۞۞۞۞۞
The different scales of the imperfect tense verb :
Just as there are three accepted scales for triliteral verbs without any extra
letters in the perfect tense (See p.30), similarly there are three accepted
scales for triliteral verbs without any extra letters in the imperfect tense viz.
ُ َ َْ ُ َْ ُ ُ َْ
1) ‫ﻳﻔﻌﻞ‬ 2) ‫ﻳﻔ ِﻌﻞ‬ 3) ‫ﻳﻔﻌﻞ‬
Note that the ‫ ف‬position letter has a Jazm / Sukoon _ْ_ , the ‫ ل‬position letter
has a Dhamma _ُ_ and only the vowel on the ‫ ع‬position letter changes.

q 54 r
When combining the 3rd person masculine singular form of the accepted
scales of both the perfect tense as well as imperfect tense, nine possible
combinations can be established. However, out of the nine, only six are
used by the Arabs. These six categories are then identified by certain
verbs using those particular combinations and given a code for
recognition purposes.
ُ ‫ﻳﻨﺼـ‬ ُ ْ َ ‫( ﻧ َ َﺼـ َﺮ‬A – U) ُ َْ َ ََ

1) ‫ﺮ‬ 2) ‫ِ ب‬ ‫( ب ﻳ‬A – I)
ُ َ َْ َ ُ َ َْ َ ََ
3) ‫ﺴﻤ‬ ‫ِ َﻊ‬ (I – A) 4) ‫( ﻓﺘ ﻳﻔﺘ‬A – A)
ُ ْ َ
5) ‫ﻳﻜ ُﺮم‬
َ
‫( ﻛ ُﺮ َم‬U – U) 6) ‫ﺴﺐ‬
ِ ‫ﻳـﺤ‬
ُ ْ َ ‫( َﺣﺴ َﺐ‬I – I)
ِ
Some examples of the category ‫ﻳﻨﺼـ ُﺮ‬

ُ ْ َ ‫ ﻧ َ َﺼـ َﺮ‬are…
‫ﻳ َ ْﻨ ُﺼـ ُﺮ‬ (He is helping / will help, helps)

ْ
‫ﻳَﻜ ُﺘ ُﺐ‬ (He is writing / will write, writes)
ُ
‫َ ْﺴ ُﺠﺪ‬ (He is prostrating / will prostrate, prostrates)
ُ ُ ْ
‫ﻳَﺪﺧﻞ‬ (He is entering / will enter, enters)
Some examples of the category ‫ِ ب‬

ُ ْ َ ‫َ َ َب ﻳ‬ are…
ْ
‫ﻳ َ ِ ُب‬ (He is hitting / will hit, hits)
ْ َ‫ﻳ‬
‫ـﺠﻠِ ُﺲ‬ (He is sitting / will sit, sits)

q 55 r
ْ
‫ﻳَﻈﻠِ ُﻢ‬ (He is oppressing / will oppress, oppresses)
ُ ‫ﻳ َ ْﻜ‬
ِ (He is breaking / will break, breaks)
ُ َ َْ َ َ
Some examples of the category ‫ِ ﻊ ﺴﻤ‬ are…
ُ َ َْ
‫( ﺴﻤ‬He is hearing / will hear, hears)
ُ ْ
‫( ﻳ َ َ ب‬He is drinking / will drink, drinks)
َ ْ
‫( ﻳَﻠ ُﺲ‬He is wearing / will wear, wears)
َ
‫( ﻳ َ ْﻌﻠ ُﻢ‬He is knowing / will know, knows)
ُ َ َْ َ ََ
Some examples of the category ‫ ﻓﺘ ﻳﻔﺘ‬are…
ُ َ َْ
‫ﻳﻔﺘ‬ (He is opening / will open, opens)
ُ ْ
‫( ﻳَﻔ َﻌﻞ‬He is doing / will do, does)
ْ
‫( ﻳَﺬ َﻫ ُﺐ‬He is going / will go, goes)
َُ
‫( َ ْﺴﺄل‬He is asking / will ask, asks)
ُ ‫ﻳﻜ ُﺮ‬ ْ َ َ َُ
Some examples of the category ‫م‬ ‫ ﻛﺮم‬are…
ْ
‫( ﻳَﻜ ُﺮ ُم‬He is noble / will be noble)
ُ ْ
‫( ﻳَﻀ ُﻌﻒ‬He is weak / will be weak)
q 56 r
Some examples of the category ‫ﺴﺐ‬

ُ ْ َ ‫ َﺣﺴ َﺐ‬are…
ِ ‫ﻳـﺤ‬ ِ
‫ـﺤ ِﺴ ُﺐ‬
ْ َ‫ﻳ‬ (He is supposing / will suppose, supposes)
‫ﻳ َ ْﻨ ِﻌ ُﻢ‬ (He is living comfortably / will live comfortably, lives comfortably)
ُ َ َ
ْ َ‫( ﺣ ِﺴﺐ ﻳ‬I-I) is very rare. Approximately only 33
This combination of ‫ـﺤ ِﺴ ﺐ‬
verbs are used with this combination, of which 13 can also be used on the
ُ َ ‫( َ َﻊ‬I-A) leaving 20 that cannot.
scale of ‫ْﺴ َﻤ‬ ِ
َ
For e.g. The imperfect tense of ‫ ﺣ ِﺴﺐ‬can be read as ‫ـﺤ ِﺴﺐ‬
َ
ْ َ ‫ ﻳ‬or ‫ـﺤ َﺴﺐ‬
ْ َ ‫ ﻳ‬like in ُ ُ
ٌ ََ ٗ َّ ْ َ ُ َ
the verse [‫( ]ا ﻳ َـ ْﺤ َﺴﺐ ان ﻟ ْﻢ ﻳ َ َﺮه اﺣﺪ‬Does he think that no one has seen him
{90:7})
These 13 verbs are as follows:
‫َو ِﺣ َﻢ‬ ‫َو ِﺣ َﺮ‬ ‫َو ِﺑ َﻖ‬ ‫ﻳ َ ِ َﺲ‬ ‫ﺑ َ ِ َﺲ‬

َ
‫ﻧ ِﻌ َﻢ‬ ‫َﺣ ِﺴ َﺐ‬
َ
- ‫ﻳ َ ِ َﺲ‬ ‫َو ِﻫﻞ‬ َ ‫َو‬
ِ ‫َوﻟ َِﻎ‬ ‫َو ِﻏ َﺮ‬ ‫َو ِز َع‬
ْ َ ُ ْ َ َ ُ َ َ
The categories of ‫ ﻧ َﺼـ َﺮ ﻳَﻨ ُﺼـ ُﺮ‬, ‫ ِ َﻊ ْﺴ َﻤ & َ ب ﻳ َ ِ ب‬are considered to be
ٌ ُ
‫( أ ُﺻ ْﻮل‬Fundamentals / Roots) due to the ‫ ع‬position letter’s vowel mark
differing in their perfect and imperfect forms.

q 57 r
ُ َْ َ ََ ُ ُ ْ َ َ َُ
The categories of ‫ﻳَﻔﺘ‬ ‫ ﻓﺘ‬, ‫ـﺤ ِﺴ ُﺐ & ﻛﺮم ﻳﻜﺮم‬
ْ َ ‫ َﺣ ِﺴ َﺐ ﻳ‬are considered to
ٌ ْ ُ
be ‫( ﻓ ُﺮوع‬Secondary / Branches) due to the ‫ ع‬position letter’s vowel mark
remaining the same in their perfect and imperfect forms.
There are no absolute rules to specify the category to which a verb belongs
َ َ (as heard from the Arabs). To ascertain
to, as it is primarily based on ‫ﺎع‬
the category, you must check a dictionary.
ٌ َ َ (as heard from the

The subject of Arabic morphology is based on ‫ﺎع‬
ٌ ‫( ِﻗ َﻴ‬analogy) .
Arabs) and ‫ﺎس‬
ٌ ََ
‫ﺎع‬ :
Literally, it means “Hearing”. The technical meaning in Arabic morphology

is “Saying the word as it was heard from the Arabs without having a
principle to base it on”. An accepted word that doesn’t follow a known
ٌ ََ
principle is termed as ّ ِ ‫ﺎ‬
ٌ ‫ ِﻗ َﻴ‬:
‫ﺎس‬
Literally, it means “Analogy”. The technical meaning in Arabic

morphology is “Basing a word on a particular principle”. A word that
ٌ
follows a principle is termed as ّ ِ ‫ِﻗ َﻴﺎ‬

q 58 r
When conjugating the verb, keep in mind that the ‫ ع‬position letter
will retain the particular vowel. For e.g.
َ َ
‫ ﺗ ْﻨ ُﺼـ ُﺮ …… ﻧ ْﻨ ُﺼـ ُﺮ‬، ‫ ﻳ َ ْﻨ ُﺼـ ُﺮ ْو َن‬، ‫ان‬ ُ َْ ُ َْ
ِ ‫ ﻳﻨﺼـ َﺮ‬، ‫ﻳﻨﺼـ ُﺮ‬
ُ َْ ُ َْ ْ َْ ُ َْ
‫ ﺗﻀـ ِﺮب …… ﻧﻀـ ِﺮب‬، ‫ ﻳ َﻀـ ِﺮﺑ ُ ْﻮ َن‬، ‫ﺎن‬ ِ َ ‫ ﻳﻀـ ِﺮﺑ‬، ‫ﻳﻀـ ِﺮب‬
ُ َ َْ ُ َ ُ َ
‫ ْﺴ َﻤ …… ﺴﻤ‬، ‫ َ ْﺴ َﻤ ُﻌ ْﻮ َن‬، ‫ﺎن‬ َ َ
ِ ‫ ْﺴ َﻤﻌ‬، ‫ْﺴ َﻤ‬
a Exercise 7 A
imperfect tense active voice positive form with translation
ُ َ ْ
1) ‫ﻳَﺬﻫﺐ‬ 2) ‫ﻳَﻜﺘﺐ‬
ُ ُ ْ

writing in the imperfect tense active voice positive form
ْ َ‫ﻳ‬ ُ َْ
1) ‫ﺲ‬ُ ِ‫ـﺠﻠ‬ 2) ‫َ ب‬ ‫ﻳ‬
ُ ‫ﻳَﻨ‬ْ ُ َْ
3) ‫ﺼـ ُﺮ‬ 4) ‫ِ ب‬ ‫ﻳ‬

q 59 r
(B) Translate the following into English and mention the category
that they belong to
ْ َ ُ ْ َ َ ْ َْ َ َْ َ ُْ ْ َ
ِ َ ‫( ﻳـﻀـ ِﺮﺑ‬5) ‫( ﺗـﻀـ ِﺮب‬4) ‫( ﺗﻜ ِ ِ ﻳﻦ‬3) ‫( ﺗﻜ ِﺴـ ْﺮن‬2) ‫( ﻳـﻜ ِ ون‬1)
‫ﺎن‬
ْ َْ َ َْ َ َْ َْ
‫( ﻳَﻈﻠِ ْﻤ َﻦ‬10) ‫( ﻧﻈﻠِ ُﻢ‬9) ‫( ﺗﻠ ُﺴ ْﻮ َن‬8) ‫ﺎن‬ ِ ‫( ﺗﻠ َﺴ‬7) ‫ﺎن‬ِ َ ‫( ﺗ ِ ﺑ‬6 )
َُ َ ْ َ
‫( ﻧـ ْﺴﺄل‬14) ‫( ْﺴ ُﺠـﺪ َن‬13) ‫ان‬ ُ َْ َ ْ ُ َْ
ِ ‫( ﻳﻨﺼـ َﺮ‬12) ‫( ﻳﻨﺼـ ُﺮون‬11)
1) We are sitting 2) You all (M,P) are prostrating

3) They (F,P) will write 4) You both (M,D) are drinking
5) They (F,P) are oppressing 6) You both (F,D) will sit
7) They (M,D) are hitting 8) They (M,P) will write
9) We (F,P) will hear 10) We are prostrating
11) You (M,S) will hear 12) You (F,S) are sitting
13) You (F,S) are writing 14) You all (F,P) are oppressing
15) They (F,D) will sit 16) They (F,D) are drinking
17) You all (M,P) are hitting 18) You all (F,P) are writing
19) They (F,P) will hear 20) You (M,S) are prostrating
Extra words :
ُ َ َْ
On the scale of ‫ﻳﻔﻌﻞ‬
ُ َ َْ
1) ‫( ﻳﺮﻓ‬He is lifting up / will lift up, lifts up)
ُ
2) ‫( ﻳ َ ْﻌ َﻤﻞ‬He is working / will work, works)
3) ‫ﺐ‬ ُ َ ‫( ﻳ َ ْﺮ‬He is mounting / will mount, mounts)

q 60 r
ُ َْ
On the scale of ‫ﻳﻔ ِﻌﻞ‬
ُ
1) ‫( ﻳ َ ْﺮ ِﺟ‬He is returning / will return, returns)
ُ َْ
2) ‫ـﺮف‬ ِ ‫( ﻳﻌ‬He is recognising / will recognise, recognises)
ُ
3) ‫( ﻳ َ ْﻌ ِﻘﻞ‬He is comprehending / will comprehend, comprehends)
ُ ُ َْ
On the scale of ‫ﻳﻔﻌﻞ‬
ُ
1) ‫( ﻳ َ ْﻨﻈ ُﺮ‬He is looking / will look, looks)
ُ ْ
2) ‫( َﺸﻜ ُﺮ‬He is thanking / will thank, thanks)
ُُ
3) ‫( ﻳ َ ْﺮﻗﺪ‬He is sleeping / will sleep, sleeps)
(D) Write out the following imperfect verbs with all the correct
diacritical marks and mention the category that they belong to
، ‫ ﺗﺮﻗﺪن‬، ‫ ﻳﻌﻘﻠﻦ‬، ‫ ﻳﻌـﺮﻓﺎن‬، ‫ ﻳﻌﻤ ن‬، ‫ ﺗﺮﺟﻌﻮن‬، ‫ﻳﺮﻓﻌﻮن‬
، ‫ اﻧﻈﺮ‬، ‫ ﺗﻌﻤﻞ‬، ‫ ﻧﺮﺟﻊ‬، ‫ اﺷﻜﺮ‬، ‫ ﺗﻨﻈﺮون‬، ‫ ﻳﺮﻛﺒﺎن‬، ‫ﺗﺮﺟﻌﺎن‬
‫ ﻳﺬﻫﺒﻮن‬، ‫ ﺗـﺮﺟﻌ‬، ‫ ﺗﻨﻈﺮ‬، ‫ ﺗﻌﻤ ن‬، ‫ اﻋﺮف‬، ‫ ﻧـﺮﻛﺐ‬، ‫ﺗﻌﻘ ن‬

q 61 r
Notes :
َ َ
 Placing the word or ‫ ﻣﺎ‬before the imperfect tense verb will negate
it.
For e.g.
ُ ْ َ
‫( ﻳَﻔ َﻌﻞ‬He isn’t doing / will not do, doesn’t do)
ُ ْ
‫( َﻣﺎ ﻳَﻔ َﻌﻞ‬He isn’t doing, doesn’t do)
َ
 When the imperfect tense verb is negated with , it usually refers
to the present or habitual tense. It can also refer to the future tense
if there is an indication either by the context or with the use of
certain words.
For e.g.
ُ َ
‫( ﻳ َ ْﻌ َﻤﻞ‬He isn’t working)
ً َ ُ َ
‫( ﻳ َ ْﻌ َﻤﻞ ﻏﺪا‬He will not work tomorrow)
 When the imperfect tense verb is negated with ‫ َﻣﺎ‬then it refers to

the present tense or habitual present only.
َ ُ َ َ َ َ ْ َ ُ ّٰ ُ ْ ُ َ
For e.g. [‫ـﺠﻌﻞ ﻠ ْﻴﻜ ْﻢ ِّﻣ ْﻦ ﺣ َﺮ ٍج‬ ‫]ﻣﺎ ﻳ ِﺮﻳﺪ ا ﻟِﻴ‬
(Allah does not want to impose a problem on you {5:6})
َ
 is commonly used to negate the imperfect tense whilst ‫َﻣﺎ‬ is
commonly used to negate the perfect tense.

q 62 r
The paradigms of the imperfect tense active voice in negative form

ْ ُ ْ َ ُْ ُ ْ َْ
( ُّ ِ ‫ﺎر ُع اﻟ َﻤ ْﻌ ُـﺮ ْوف اﻟ َﻤ ْﻨ‬
Active voice
Negative
ُ ْ َ
3rd Masculine Singular
He / It (M,S) isn’t doing, will
َ ْ َ
not do, doesn’t do
3rd Masculine Dual

‫ﻳَﻔ َﻌ ِن‬
They both (M,D) are not doing,
ُ ْ َ
will not do, don’t do
3rd Masculine Plural

‫ﻳَﻔ َﻌ ْ َن‬
They all (M,P) are not doing,
ُ َْ َ

She / It (F,S) isn’t doing, will not
َ َْ َ
do, doesn’t do
3rd Feminine Dual

They both (F,D) are not doing,
ْ ْ َ
3rd Feminine Plural

‫ﻳَﻔ َﻌﻠ َﻦ‬
They all (F,P) are not doing, will
not do, don’t do

q 63 r
ُ َْ َ
You (M,S) are not doing, will
َ َْ َ
not do, don’t do
2nd Masculine Dual

You both (M,D) are not doing,
ُ َْ َ
2nd Masculine Plural

‫ﺗﻔ َﻌ ْ َن‬
You all (M,P) are not doing, will
َ ْ ِ‫َ ﺗ َ ْﻔ َﻌﻠ‬
not do, don’t do
2nd Feminine Singular

You (F,S) are not doing, will not
َ َْ َ
do, don’t do
2nd Feminine Dual

You both (F,D) are not doing,
ْ َْ َ
2nd Feminine Plural

‫ﺗﻔ َﻌﻠ َﻦ‬
You all (F,P) are not doing, will
ُ َْ َ
not do, don’t do
1st
Masculine &
Singular
‫اﻓ َﻌﻞ‬
Feminine
I am not doing, will not do,
ُ َْ َ
don’t do
1st
Masculine & Dual & ‫ﻧﻔ َﻌﻞ‬
Feminine Plural
We are not doing, will not do,
don’t do

q 64 r
The imperfect tense active voice in negative form

ْ ُ ْ َ ْ ُ َْ
( ُّ ِ ‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﻌ ُـﺮ ْوف اﻟ َﻤ ْﻨ‬
ُ ْ َ َ ْ َ ُ ْ َ
‫ﻳَﻔ َﻌ ْ َن‬ ‫ﻳَﻔ َﻌ ِن‬ ‫ﻳَﻔ َﻌﻞ‬
ْ ْ َ َ َْ َ ُ َْ َ
‫ﻳَﻔ َﻌﻠ َﻦ‬ ‫ﺗﻔ َﻌ ِن‬ ‫ﺗﻔ َﻌﻞ‬
ُ َْ َ َ َْ َ ُ َْ َ
‫ﺗﻔ َﻌ ْ َن‬ ‫ﺗﻔ َﻌ ِن‬ ‫ﺗﻔ َﻌﻞ‬
ْ َْ َ َ َْ َ َ ْ ‫َ ﺗ َ ْﻔ َﻌ ِﻠ‬
‫ﺗﻔ َﻌﻠ َﻦ‬ ‫ﺗﻔ َﻌ ِن‬
ُ َْ َ ُ َْ َ
۞ ‫ﻧﻔ َﻌﻞ‬ ‫اﻓ َﻌﻞ‬
a Exercise 8 A
imperfect tense active voice negative form with translation
ُ ْ ُ ْ
1) ‫ﻳَﻨﻈ ُﺮ‬ 2) ‫ـﺮف‬
َ
ِ ‫ﻳﻌ‬

writing in the imperfect tense active voice negative form
ُ ِ‫ﻳَﻈﻠ‬ ْ ُ َْ
1) ‫ﻢ‬ 2) ‫َ ب‬ ‫ﻳ‬
ُُ ُ ْ
3) ‫ﻳ َ ْﺮﻗﺪ‬ 4) ‫ﻳَﻌ َﻤﻞ‬
q 65 r

ُ َ َ ُ َْ َ ْ َ ُ ْ َ
‫( ﺗــ ْﻌـ َﻤـﻞ‬4) ‫( اﺷـﻜــ ُﺮ‬3) ‫( ﻳ َـﺸــ َﺮﺑْـ َﻦ‬2) ‫( ﻳ َــﻔـ َﻌـﻞ‬1)
َُ َ َ ُ َْ َ َ ْ ‫( َ ﺗ َ ْﻌـﺮ ِﻓ‬6) ُُ َ َ
ِ ‫( ﻳ ْﺮﻗﺪ‬8)
‫ان‬ ‫ان‬ِ ‫( ﺸﻜ َﺮ‬7) ِ ‫( ﺗ ْﺮﻗﺪ ْو َن‬5)
ُ ْ َ َ ُ َ ُ َْ َ َ َ
‫( اﻋ ِﻘﻞ‬12) ‫( ﻳ َ ْﻨﻈ ُﺮ ْو َن‬11) ‫ـﺮف‬ ِ ‫( ﻧﻌ‬10) ‫( ﺗ ْﺮ ِﺟ ْﻌ َﻦ‬9)
1) We are not drinking

2) You all (F,P) are not lifting
3) We (F,D) will not oppress
4) You (F,S) are not recognising
5) They (M,P) will not mount
6) They both (F,D) are not looking
7) You all (M,P) are not comprehending
8) I (M,S) don’t sit
9) I (F,S) am not sitting
10) They (F,P) will not return
11) You both (M,D) will not sleep
12) He (M,S) doesn’t thank
(D) Whilst being mindful of the perfect tense & imperfect tense,
translate the following into English
ُ ُ َ َ َّ ْ َ َ ْ ‫ﺖ َو َ ﺗ َ ْﻜ ُﺘﺒ‬
َ ََْ
1) ‫َرﻗﺪت َو ﻧ ْﺮﻗﺪ‬ 2) ِ ‫ﻛﺘﺒ‬
َْ َ َ َ ُ
3) ‫َر َﺟ ُﻌ ْﻮا َو ﺗﺬ َﻫ ُﺒ ْﻮ َن‬ 4) ‫ﻇ ِﻠ ُﻤ ْﻮا َو ﺗ ْﻨ ُﺼـ ُﺮ ْو َن‬

q 66 r
ُ َْ َ َ ْ ُ ُ َ ُ
5) ‫ﺸﻜ ِﺮﻳْ َﻦ‬ ‫ﻧ ِﺼـﺮ ِت و‬ 6) ‫ﻧ ِﺼـ ْﺮﻧﺎ َو َﻣﺎ ﻇﻠِ ْﻤ َﻨﺎ‬
َ َْ َ َ َُ ْ َ َ ْ ُ َْ َ َ ُ َ َ
7) ‫ﺎن‬ ِ ‫ﺗﺬﻫ َﺒ‬ ‫ر ِﺒ و‬ 8) ‫ﻛﺘ ْﺒﺖ و ﻳﻌ ِﻘ ن‬
َ ‫َ ْﺴ ُﺠ‬ َ َ َ َ ْ ُ ْ َ َ ‫َ ﺑ ُ ْﻮا َو‬

9) ‫ﺪﻳْﻦ‬ ِ ‫ﺖو‬ ِ ‫َﺟﻠ ْﺴ‬ 10) ‫ﺸﻜ ُﺮون‬ ِ
ُ َ َْ َ
11) ‫اذﻫ ﺐ‬
ُ
‫َر َﺟ ْﻌﺖ َو‬ 12) ‫ﻢ‬ ُ ‫ﻧ َ ْﻨ ُﺼـ ُﺮ َو َ ﻧ َ ْﻈ ِﻠ‬
The imperfect tense verb in passive voice :
Now we shall have a look at the imperfect tense positive verb in passive
voice.
َ ْ ُ ََ
To make the imperfect tense passive, firstly give the ‫َﻣــﺔ اﻟ ُﻤﻀـــﺎ ِرع‬ (sign /
indicator of the imperfect tense) a Dhamma __ُ . Thereafter, give the
َ and leave all other remaining letters as they

penultimate letter a Fathah __
are.
For e.g.
ُ َْ ُ َ ُْ
‫ـﺮف‬
ِ ‫ ﻳﻌ‬will become ‫ﻳﻌـﺮف‬
‫ ﻳ َ ْﻨ ُﺼـ ُﺮ‬will become ‫ﻳ ُ ْﻨ َﺼـ ُﺮ‬

q 67 r
ُ ْ
In the passive voice , all triliteral imperfect tense verbs without extra letters
share the same scale of ‫ ﻳُﻔ َﻌﻞ‬, but remember that verbs that are ‫َ ِز ٌم‬
(intransitive) are not usually made passive since the passive voice reflects
the object of the verb whilst the object is not required for an intransitive
verb.
َ
Placing the word before the imperfect tense in passive voice will negate
it.
The paradigms of the imperfect tense passive voice in positive form

ُ ْ ْ ُ ْ َ ُْ ُ ْ َْ
(‫ﺎر ُع اﻟ َﻤ ْﺠ ُﻬ ْﻮل اﻟ ُﻤﺜ َﺒﺖ‬
Passive voice
Positive

‫ﻳ ُ ْﻨ َﺼـ ُﺮ‬
He / It (M,S) is being helped,
will be helped, is helped
َ ُْ
ِ ‫ﻳﻨﺼـ َﺮ‬
‫ان‬
3rd Masculine Dual
They both (M,D) are being
helped, will be helped, are
helped

‫ﻳ ُ ْﻨ َﺼـ ُﺮ ْو َن‬
They all (M,P) are being helped,
will be helped, are helped

q 68 r
ُ
‫ﺗ ْﻨ َﺼـ ُﺮ‬
She / It (F,S) is being helped,
َ ُْ
will be helped, is helped
ِ ‫ﺗﻨﺼـ َﺮ‬
‫ان‬
3rd Feminine Dual
They both (F,D) are being
helped
3rd Feminine Plural

‫ﻳ ُ ْﻨ َﺼـ ْﺮ َن‬
They all (F,P) are being helped,
ُ

You (M,S) are being helped, will
َ ُْ
be helped, are helped
‫ان‬
2nd Masculine Dual
You both (M,D) are being
ُ
helped

‫ﺗ ْﻨ َﺼـ ُﺮ ْو َن‬
You all (M,P) are being helped,
‫ﺗ ُ ْﻨ َﺼـ ِﺮﻳْ َﻦ‬


You (F,S) are being helped, will
َ ُْ
be helped, are helped
‫ان‬
2nd Feminine Dual
You both (F,D) are being
helped

q 69 r
ُ
2nd Feminine Plural
‫ﺗ ْﻨ َﺼـ ْﺮ َن‬
You all (F,P) are being helped,
ُْ
1st
Masculine &
Singular
‫اﻧ َﺼـ ُﺮ‬
Feminine
I am being helped, will be
helped, am helped
ُ
1st
Masculine & Dual & ‫ﻧ ْﻨ َﺼـ ُﺮ‬
Feminine Plural
We are being helped, will be
helped, are helped
The imperfect tense passive voice in positive form

ُ ْ ْ ُ ْ ُ َ ْ ُ َْ
(‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِرع اﻟ َﻤ ْﺠ ُﻬ ْﻮل اﻟ ُﻤﺜ َﺒﺖ‬
‫ﻳ ُ ْﻨ َﺼـ ُﺮ ْو َن‬ ‫ان‬ َ ُْ

ِ ‫ﻳﻨﺼـ َﺮ‬ ‫ﻳ ُ ْﻨ َﺼـ ُﺮ‬
‫ﻳ ُ ْﻨ َﺼـ ْﺮ َن‬ َ ُْ ُ
‫ان‬
ُ َ ُْ ُ
‫ﺗ ْﻨ َﺼـ ُﺮ ْو َن‬ ِ ‫ﺗﻨﺼـ َﺮ‬
‫ان‬ ‫ﺗ ْﻨ َﺼـ ُﺮ‬
ُ َ ُْ ‫ﺗ ُ ْﻨ َﺼـ ِﺮﻳْ َﻦ‬
‫ﺗ ْﻨ َﺼـ ْﺮ َن‬ ِ ‫ﺗﻨﺼـ َﺮ‬
‫ان‬
ُ ُْ
۞ ‫ﻧ ْﻨ َﺼـ ُﺮ‬ ‫اﻧ َﺼـ ُﺮ‬

q 70 r
a Exercise 9 A
(A) Translate the following into Arabic
1) We (F,P) will be helped

2) They (M,P) will be helped
3) You (M,S) are being helped
4) You all (M,P) will be helped
5) You both (M,D) are being helped
6) I am being helped
(B) Conjugate the following words into all 14 word forms in the
imperfect tense passive voice positive form with translation
ُ ُْ ُ َ
1) ‫ﻳَﻘﺘﻞ‬ 2) ‫ﻳ َ ْﺒﻌﺚ‬

writing in the imperfect tense passive voice positive form
ُ ُ
1) ‫( ﻳ َ ْﺮزق‬He is providing / will provide, provides)
ْ
ُ ‫ﻳَﻈ ِﻠ‬
2) ‫ﻢ‬
ُ َ ْ
3) ‫ـﺮف‬
ِ ‫ﻳﻌ‬
َُ َ
4) ‫ْﺴﺄل‬

q 71 r
(C) Translate the following into English
َ ْ ‫( ﺗ ُـ ْﺮ َز ِﻗ‬5) ‫( ُ ْﺴ َﺌﻠْ َﻦ‬4) ‫( ُ ْﺴ َﺌﻠْ َﻦ‬3) ‫( ﺗ ُـ ْﻨ َﺼـ ُﺮ ْو َن‬2) ‫( ﻳ ُ ْﺮ َزﻗُ ْﻮ َن‬1)

ُ ُ ُ َ ُْ ُ َ ُ َ ُْ
‫( ﻳ ُ ْﻌ َـﺮﻓ ْﻮ َن‬10) ‫( اﺑْ َﻌﺚ‬9) ‫ﺎن‬ ِ ‫( ﺗﻈﻠ َﻤ‬8) ‫( ْﺴﺌﻞ‬7) ‫( ﺗﻨﺼـ ُﺮ‬6)
َ ْ ‫( ﺗ ُ ْﺮﻓ َ ِﻌ‬14) ‫( ﻳ ُ ْﺮﻓ َـ َﻌﺎن‬13) ‫( ﻳ ُ ْﻈﻠ َ َﻤﺎن‬12) ‫( ﻧ ُـ ْﺮ َز ُق‬11)
ِ ِ
(D) Translate the following into Arabic
1) You all (M,P) are being lifted up

2) We will be gathered
3) You (F,S) are being dispatched
4) They (M,P) will be killed
5) You both (M,D) will be oppressed
6) We are being asked
7) You all (M,P) will be provided
8) She / It (F,S) is being gathered
9) You (F,S) will be recognised
10) They (F,P) will be asked
11) He (M,S) is being killed
12) We are being recognised
13) I will be provided
14) I am being lifted up
The paradigms of the imperfect tense passive voice in negative form

ْ ُ ْ َ ُْ ُ ْ َْ
( ُّ ِ ‫ﺎر ُع اﻟ َﻤ ْﺠ ُﻬ ْﻮل اﻟ َﻤ ْﻨ‬

q 72 r
Passive voice
Negative
َ
‫ﻳ ُ ْﻨ َﺼـ ُﺮ‬
He / It (M,S) is not being
helped, will not be helped, is
َ ُْ َ
not helped
‫ان‬
3rd Masculine Dual
They both (M,D) are not being
helped, will not be helped, are
َ
not helped
‫ﻳ ُ ْﻨ َﺼـ ُﺮ ْو َن‬
They all (M,P) are not being
ُ َ
not helped

She / It (F,S) is not being helped,
َ ‫َ ﺗ ُ ْﻨ‬
will not be helped, is not helped
‫ان‬
ِ ‫ﺮ‬َ ‫ـ‬ ‫ﺼ‬
3rd Feminine Dual
They both (F,D) are not being
َ
not helped
‫ﻳ ُ ْﻨ َﺼـ ْﺮ َن‬
3rd Feminine Plural
They all (F,P) are not being
ُ َ
not helped
You (M,S) are not being helped,
will not be helped, are not
helped

q 73 r
َ ُْ َ
‫ان‬
2nd Masculine Dual
You both (M,D) are not being
ُ َ
not helped
‫ﺗ ْﻨ َﺼـ ُﺮ ْو َن‬
You all (M,P) are not being
َ
‫ﺗ ُ ْﻨ َﺼـ ِﺮﻳْ َﻦ‬
not helped

You (F,S) are not being helped,
will not be helped, are not
َ ُْ َ
helped
‫ان‬
2nd Feminine Dual
You both (F,D) are not being
ُ َ
not helped
‫ﺗ ْﻨ َﺼـ ْﺮ َن‬
2nd Feminine Plural
You all (F,P) are not being
ُْ َ
not helped
1st
Masculine &
Singular
Feminine
I am not being helped, will not
ُ َ
be helped, am not helped
1st
Masculine & Dual & ‫ﻧ ْﻨ َﺼـ ُﺮ‬
Feminine Plural
We are not being helped, will
not be helped, are not helped

q 74 r
The imperfect tense passive voice in negative form

ْ ُ ْ َ ْ ُ َْ
( ُّ ِ ‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﺠ ُﻬ ْﻮل اﻟ َﻤ ْﻨ‬
َ َ ُْ َ َ
‫ﻳ ُ ْﻨ َﺼـ ُﺮ ْو َن‬ ِ ‫ﻳﻨﺼـ َﺮ‬
‫ان‬ ‫ﻳ ُ ْﻨ َﺼـ ُﺮ‬
َ َ ُْ َ ُ َ
‫ﻳ ُ ْﻨ َﺼـ ْﺮ َن‬ ِ ‫ﺗﻨﺼـ َﺮ‬
‫ان‬ ‫ﺗ ْﻨ َﺼـ ُﺮ‬
ُ َ َ ُْ َ ُ َ
‫ﺗ ْﻨ َﺼـ ُﺮ ْو َن‬ ‫ان‬ِ ‫ﺗﻨﺼـ َﺮ‬ ‫ﺗ ْﻨ َﺼـ ُﺮ‬
ُ َ َ ُْ َ ‫ﺗ ُ ْﻨ َﺼـ ِﺮﻳْ َﻦ‬
َ
‫ﺗ ْﻨ َﺼـ ْﺮ َن‬ ِ ‫ﺗﻨﺼـ َﺮ‬
‫ان‬
ُ َ ُْ َ
۞ ‫ﻧ ْﻨ َﺼـ ُﺮ‬ ‫اﻧ َﺼـ ُﺮ‬
a Exercise 10 A
imperfect tense passive voice negative form with translation
ُ ُ ْ
1) ‫ﻳَﻜﺘﺐ‬ 2) ‫ـﺮف‬
َُ ْ
ِ ‫ﻳﻌ‬
1) They (M,P) will not be oppressed

2) We will not be asked
3) You (F,S) are not being helped
q 75 r
4) You all (F,P) are not being provided

5) You all (M,P) will not be provided
6) They (F,P) will not be recognised
7) You (M,S) are not being sent out
8) They (F,P) will not be sent out
9) I will not be oppressed
10) You (F,D) are not being oppressed
11) You (F,S) will not be provided
12) They (M,P) will not be asked
ZY
ZYZYZY
ZYZYZYZYZY
ZYZYZY
ZY

q 76 r
o Examples of imperfect tense verbs from the Quran O
ُ َ َ ٌ ُ َ َ ٌ َ َ َ َ ْ ُ َ ُْ َ
[‫ﺎﻋﺔ ّو ﻳ ُ ْﺆ َﺧﺬ ِ ْﻨ َﻬﺎ َﻋ ْﺪل ّو ْ ﻳ ُ ْﻨ َﺼـ ُﺮ ْو َن‬ ‫] ﻳﻘﺒﻞ ِ ﻨﻬﺎ ﺷﻔ‬
(48:2)
“Nor shall intercession be accepted on anyone‘s behalf, nor shall ransom be taken from
him, and neither shall any be given support”
ْ َّ ۤ ْ
[‫ﺎﺳ ُﻘ ْﻮ َن‬ َ َ ُ َ
ِ ‫]و َﻣﺎ ﻳَﻜﻔ ُـﺮ ﺑِﻬﺎ ِا اﻟﻔ‬
(99:2)
“And no one denies them (the clear signs) except the sinful”
ْ َ ُ ْ ُ ْ ّ ً ْ ُ ً َ َ ْ َُ َْ
[‫س ّو ا ِْﺳ َﺘ َ ٍق‬
ٍ ‫]ﻳﻠ ﺴﻮن ﺛِﻴﺎﺑﺎ ﺧ ا ِﻣﻦ ﺳﻨﺪ‬
(31:18)
“They will wear green garments of fine silk and heavy brocade”
ََ ُّ َ َ ْ َ َ ْ َ َ ُ َ َْ ُ ْ
[‫اﻟﺴ ُﺠ ْﻮ ِد ﻓ َ ْﺴ َﺘ ِﻄ ْﻴ ُﻌ ْﻮ َن‬ ‫ﺎق ّو ﻳُﺪﻋ ْﻮ َن اِﻟﻰ‬
ٍ ‫]ﻳﻮم ﻳﻜﺸﻒ ﻋﻦ ﺳ‬
(42:68)
“On the Day when the Shin will be exposed, and they will be called upon to prostrate
themselves, they will not be able to”
ََ ُ ْ ُ
[‫]ﻳ َ ْﻮ َم ﻳ َ ْﻨﻈ ُﺮ اﻟ َﻤ ْـﺮأ َﻣﺎ ﻗ ّﺪ َﻣ ْﺖ ﻳ َ ٰﺪ ُه‬
(40:78)
“On a day when one will see what his hands have sent ahead”

q 77 r
Using
َْ
‫ﻗﺪ‬ &
َ َ
‫ﺎن‬ :
َْ
(1) When the particle ‫ ﻗﺪ‬is used before a perfect tense verb, it can
َّ
ْ ‫ِﻠﺘ‬
emphasise the action in the certainty of it having taken place (‫ـﺤ ِﻘ ْﻴ ِﻖ‬ ‫ )ﻟ‬.
ٌ َ َ ََ َْ
For e.g. ‫( ﻗﺪ ذﻫﺐ زﻳْﺪ‬Zaid certainly went)
It can also emphasise the verbal action in its past value as having been
completed at the moment of speaking or just prior to the introduction of a
ُ َْ َْ
new situation i.e. in the recent past (‫اﻟﻘـ ِﺮﻳْﺐ‬ ِ ‫ )اﻟ َﻤـﺎ‬. It can be translated as
“certainly / verily / indeed / has / have”.
َ ََ َْ
For e.g. ‫( ﻗﺪ ذﻫﺐ‬He has gone i.e. just recently)
َ َْ
‫( ﻗﺪ ﻛ َﺘ َﺐ‬He has written i.e. just recently)
َ َْ
An extra " ‫ " ل‬may be added to the particle ‫ ﻗﺪ‬for added emphasis making
ْ ََ
it as ‫ﻟﻘﺪ‬
َْ َّ ُ ْ َ
ِ ‫ِ ْﻴ‬
As ‫ ﻗﺪ‬is used for emphasis, it is also referred to as " ‫ﺪ‬ ‫اﻟﺘ ْﻮ‬ ‫" ﺣﺮف‬
َْ
When the particle ‫ ﻗﺪ‬is used before an imperfect tense verb, it can
ْ ْ َّ
emphasise that the action is in fact happening frequently ( ِ ‫ )ﻟِﻠﺘﻜ ِﺜ‬.
َّ َ ْ َ َ ُّ َ َ ٰ َ ْ َ
For e.g. [‫اﻟﺴ َﻤﺂ ِء‬ ِ ‫]ﻗﺪ ﻧﺮي ﺗﻘﻠﺐ و ﺟ ِﻬﻚ‬
(We have been seeing the turning of your face to the heavens excessively (for
guidance) {2:144})
q 78 r
َْ
But, when the particle ‫ ﻗﺪ‬is used before an imperfect tense verb, it is
ْ َّ ُّ َّ
usually* used to indicate the rareness (‫ )ﻟِﻠﺘﻘﻠِ ْﻴ ِﻞ‬or anticipation (‫ )ﻟِﻠﺘ َﻮﻗـ ِﻊ‬of
the action and can be translated as “sometimes / may”.
ّ َ ُ َ ُ َ ْ َْ
ْ ّ ‫( ﻗﺪ ﻳَﺬﻫﺐ اِﻟﻰ‬He sometimes goes / may go to the
ِ ‫اﻟﺴﻮ ِق ِ اﻟﺼ َﺒ‬
For e.g. ‫ﺎح‬
market in the morning).
* Although this is the case in normal usage, it is not used in the Quran in this way
and hence, a non-Quranic example has been provided. Throughout the Quran, the
َ َّ
word ‫ ﻗ ْﺪ‬has been used almost entirely for certainty / affirmation (‫ـﺤ ِﻘ ْﻴ ِﻖ‬
ْ ‫ِﻠﺘ‬ ‫)ﻟ‬
whether it has come come with a perfect tense or imperfect tense verb.
َْ ْ ََ
Since ‫ ﻟﻘﺪ & ﻗﺪ‬are particles, they can precede any word form of the perfect
/ imperfect tense (irrespective of number or gender) without any change in
form.
For e.g.
َ َْ ْ َ َْ َ َْ َ َْ َ َْ
‫ ﻗﺪ ﻛ َﺘ َﺒﺖ…… ﻗﺪ ﻛ َﺘ ْﺒ َﻨﺎ‬، ‫ ﻗﺪ ﻛ َﺘ ُﺒ ْﻮا‬، ‫ ﻗﺪ ﻛ َﺘ َﺒﺎ‬، ‫ﻗﺪ ﻛ َﺘ َﺐ‬
ْ َ َْ ْ َّ ْ َ ْ َْ ُ ْ َ َْ ُ ُ ْ َ َْ
‫ ﻗﺪ ﺗﻜ ُﺘ ُﺐ…… ﻗﺪ ﻧﻜ ُﺘ ُﺐ‬، ‫ ﻗﺪ ﻳَﻜ ُﺘ ُﺒ ْﻮ َن‬، ‫ﺎن‬ ِ ‫ ﻗﺪ ﻳﻜﺘ َﺒ‬، ‫ﻗﺪ ﻳﻜﺘﺐ‬
َ َ ُ َ
(2) ‫ ﺎن‬is a hollow verb (‫ )ا ْﺟ َﻮف‬that can come before another verb to give
a different shade to the meaning. It must agree in the word form with the
intended verb i.e. if the intended verb is as 3rd person masculine singular,
َ َ
then ‫ ﺎن‬must also come as 3rd person masculine singular; if the intended
َ َ
verb is as 2nd person feminine dual, then ‫ ﺎن‬must also come as 2nd person
feminine dual and so on.

q 79 r
َ َ
The 14 word forms of ‫ ﺎن‬in the perfect tense active voice positive form
are as follows
ُ َ َ ْ َ َ ُ َ َ َ َ َ
‫ﻛ َّﻦ‬ ‫ﺎﻧ َﺘﺎ‬ ‫ﺎﻧﺖ‬ ‫ﺎﻧ ْﻮا‬ ‫ﺎﻧﺎ‬ ‫ﺎن‬
َّ ُ ْ ُ َُْ ُ ُْ ْ ‫ُﻛ ْﻨ ُﺘ‬ َُْ ُ َ ُ
‫ﻛﻨ‬ ‫ﻛﻨ‬ ‫ﺖ‬
ِ ‫ﻛﻨ‬ ‫ـﻢ‬ ‫ﻛﻨ‬ ‫ﻛ ْﻨﺖ‬
َُ ُ ُ
۞۞۞ ‫ﻛ ّﻨﺎ‬ ‫ﻛ ْﻨﺖ‬
(a)
َ َ
If ‫ ﺎن‬is used before a perfect tense, then it will give the meaning of
the intended verb as having taken place well before it being
ُ ْ َْ
mentioned i.e. in the distant past (‫اﻟ َﺒ ِﻌ ْﻴﺪ‬ ِ ‫ )اﻟ َﻤﺎ‬.
ََ ُ َ
For e.g. ‫( ﺎﻧ ْﻮا ذﻫ ُﺒ ْﻮا‬They (M,P) had gone i.e. some time ago)
(b)
َ َ
If ‫ ﺎن‬is used before an imperfect tense verb, then it can express
duration in the past i.e. it will make it past continuous or past
ُ ْ َْ
habitual (‫ا ِ ْﺳ ِﺘ ْﻤـ َﺮا ِر ّي‬ ِ ‫ )اﻟ َﻤﺎ‬.
Note that the perfect tense form of ‫ ﺎن‬will be used even before an
َ َ
imperfect tense verb and will still have to agree with the intended verb
in the word form used.
َ َ ْ ُ َ
For e.g. ‫( ﺎﻧ ْﻮا ﻳَﺬﻫ ُﺒ ْﻮن‬They (M,P) were going / used to go)

q 80 r
Certainty / Recent Past
َ َ َْ َ َ َْ
‫ﻗﺪ ذﻫ ُﺒ ْﻮا‬ ‫ﻗﺪ ذﻫ َﺒﺎ‬ َ َ َْ
‫ﻗﺪ ذﻫ َﺐ‬
They all (M,P) certainly went, have They both (M,D) certainly went,
He / It (M,S) certainly went, has gone
َ ْ ‫ﻗَ ْﺪ َذ َﻫ‬ َ َ َ َْ
gone have gone
‫ﻗﺪ ذﻫ َﺒﺘﺎ‬ ْ َ َ َْ
‫ﻗﺪ ذﻫ َﺒﺖ‬
They all (F,P) certainly went, have They both (F,D) certainly went,
She / It (F,S) certainly went, has gone
ْ ُ ‫ﻗَ ْﺪ َذ َﻫ ْﺒ‬ َُ َْ َ ْ َ
gone have gone
َ َ َ َْ
‫ﻗﺪ ذﻫﺒ‬ ‫ﻗﺪ ذﻫ ْﺒﺖ‬
You all (M,P) certainly went, have You both (M,D) certainly went,
You (M,S) certainly went, have gone
َّ ُ ْ َ َ ْ َ َُ َْ َ ْ َ
gone have gone
َ َ َْ
‫ﻗﺪ ذﻫﺒ‬ ‫ﻗﺪ ذﻫﺒ‬ ِ ‫ﻗﺪ ذﻫ ْﺒ‬
‫ﺖ‬
You all (F,P) certainly went, have You both (F,D) certainly went, have
You (F,S) certainly went, have gone
َ َْ ُ َ َْ
gone gone
۞ ‫ﻗﺪ ذ َﻫ ْﺒ َﻨﺎ‬ ‫ﻗﺪ ذ َﻫ ْﺒﺖ‬

We certainly went, have gone I certainly went, have gone
Certainty / Frequent / Rare / Anticipation

ْ َْ ْ َْ ْ َْ
‫ﻗﺪ ﻳَﺬ َﻫ ُﺒ ْﻮ َن‬ ‫ﻗﺪ ﻳَﺬ َﻫ َﺒﺎ ِن‬ ‫ﻗﺪ ﻳَﺬ َﻫ ُﺐ‬
They all (M,P) certainly / mostly / They both (M,D) certainly / mostly / He / It (M,S) certainly / mostly /
َ ْ ‫ﻗَ ْﺪ ﻳَ ْﺬ َﻫ‬ ْ َّ ْ َ ْ َّ ْ َ
sometimes go, may go sometimes go, may go sometimes goes, may go
‫ﻗﺪ ﺗﺬ َﻫ َﺒﺎ ِن‬ ‫ﻗﺪ ﺗﺬ َﻫ ُﺐ‬

They all (F,P) certainly / mostly / They both (F,D) certainly / mostly / She / It (F,S) certainly / mostly /
ْ َّ ْ َ ْ َّ ْ َ ْ َّ ْ َ
‫ﻗﺪ ﺗﺬ َﻫ ُﺒ ْﻮ َن‬ ‫ﻗﺪ ﺗﺬ َﻫ َﺒﺎ ِن‬ ‫ﻗﺪ ﺗﺬ َﻫ ُﺐ‬
sometimes go, may go sometimes go, may go sometimes goes, may go
You all (M,P) certainly / mostly / You both (M,D) certainly / mostly / You (M,S) certainly / mostly /
َ ْ ‫ﻗَ ْﺪ ﺗَّ ْﺬ َﻫ‬ ْ َّ ْ َ َ ْ ‫ﻗَ ْﺪ ﺗَّ ْﺬ َﻫﺒ‬

sometimes go, may go sometimes go, may go sometimes go, may go
‫ﻗﺪ ﺗﺬ َﻫ َﺒﺎ ِن‬ ِ

You all (F,P) certainly / mostly / You both (F,D) certainly / mostly / You (F,S) certainly / mostly /
َ َْ َْ َ َْ َْ
sometimes go, may go sometimes go, may go sometimes go, may go
‫ﻗﺪ ﻧﺬﻫ ُﺐ‬ ‫ﻗﺪ اذﻫ ُﺐ‬

۞ We certainly / mostly / sometimes I certainly / mostly / sometimes go,
go, may go may go

q 81 r
Distant Past
َ ُ َ َ َ َ َ َ َ
‫ﺎﻧ ْﻮا ذ َﻫ ُﺒ ْﻮا‬ ‫ﺎﻧﺎ ذ َﻫ َﺒﺎ‬ ‫ﺎن ذ َﻫ َﺐ‬
َ ْ ‫ُﻛ َّﻦ َذ َﻫ‬ َ َ َ

‫ﺎﻧ َﺘﺎ ذ َﻫ َﺒ َﺘﺎ‬
ْ َ ْ َ َ
‫ﺎﻧﺖ ذ َﻫ َﺒﺖ‬
They all (M,P) had gone They both (M,D) had gone He / It (M,S) had gone
ْ ُ ‫ُﻛ ْﻨ ُ ْ َذ َﻫ ْﺒ‬ َُ ْ َ َ َُْ ُ َ َ َ ُ

‫ﻛ ْﻨﺖ ذ َﻫ ْﺒﺖ‬
They all (F,P) had gone They both (F,D) had gone She / It (F,S) had gone
‫ﻛﻨ ذﻫﺒ‬
َّ ُ ْ َ َ َّ ُ ْ ُ َُ ْ َ َ َُْ ُ َ َ ‫ُﻛ ْﻨ‬

You all (M,P) had gone You both (M,D) had gone You (M,S) had gone
‫ﻛﻨ ذﻫﺒ‬ ‫ﻛﻨ ذﻫﺒ‬ ِ ‫ﺖ ذﻫ ْﺒ‬

‫ﺖ‬ ِ
َ َُ ُ َ ُ ُ
‫ﻛ ّﻨﺎ ذ َﻫ ْﺒ َﻨﺎ‬ ‫ﻛ ْﻨﺖ ذ َﻫ ْﺒﺖ‬
You all (F,P) had gone You both (F,D) had gone You (F,S) had gone
۞
We had gone I had gone
Past Continuous / Habitual

ْ َ َ
ْ ُ َ
‫ﺎﻧ ْﻮا ﻳ َﺬ َﻫ ُﺒ ْﻮ َن‬ ‫ﺎﻧﺎ ﻳ َﺬ َﻫ َﺒﺎ ِن‬ ْ َ َ
‫ﺎن ﻳَﺬ َﻫ ُﺐ‬
They both (M,D) were going, used
They all (M,P) were going, used to go He / It (M,S) was going, used to go
َ َْ َ َ
to go
َ ْ ‫ُﻛ َّﻦ ﻳَ ْﺬ َﻫ‬ ‫ﺎﻧ َﺘﺎ ﺗﺬﻫ َﺒﺎ ِن‬ ْ َّ ْ َ َ

‫ﺎﻧﺖ ﺗﺬ َﻫ ُﺐ‬
They both (F,D) were going, used to
They all (F,P) were going, used to go She / It (F,S) was going, used to go
َْ َُ ُ
‫ﻛ ْﻨ ﺗﺬ َﻫ َﺒﺎ ِن‬
go
َْ ُ ُ َْ َ ُ
‫ﻛ ْﻨ ْ ﺗﺬ َﻫ ُﺒ ْﻮ َن‬ ‫ﻛ ْﻨﺖ ﺗﺬ َﻫ ُﺐ‬
You both (M,D) were going, used to
You all (M,P) were going, used to go You (M,S) were going, used to go
َْ َُ ُ
‫ﻛ ْﻨ ﺗﺬ َﻫ َﺒﺎ ِن‬
go
َ ْ ‫ُﻛ ْﻨ ُ َّ ﺗ َ ْﺬ َﻫ‬ َ ْ ‫ﺖ ﺗ َ ْﺬ َﻫﺒ‬ ُ

ِ ‫ﻛ ْﻨ‬
ِ
You both (F,D) were going, used to
You all (F,P) were going, used to go You (F,S) were going, used to go
َ َْ َُ َ َْ ُ ُ
go
۞ ‫ﻛ ّﻨﺎ ﻧﺬﻫ ُﺐ‬ ‫ﻛ ْﻨﺖ اذﻫ ُﺐ‬

We were going, used to go I was going, used to go

q 82 r
The conclusion is that so far the past tense can be considered in four ways
viz.
َُ ْ ْ َْ
1) ‫اﻟ ُﻤﻄﻠﻖ‬ ِ ‫اﻟ َﻤﺎ‬ = (A standard perfect tense verb)
ُ َْ َْ َْ
2) ‫اﻟ َﻤﺎ ِ اﻟﻘ ِﺮﻳْﺐ‬ = (‫ ﻗﺪ‬+ standard perfect tense verb)
ُ ْ
3) ‫اﻟ َﻤﺎ ِ اﻟ َﺒ ِﻌ ْﻴﺪ‬
َْ
=
َ َ
(‫ ﺎن‬+ standard perfect tense verb)
ُ َ ْ ْ ْ
4) ‫ار ّي‬ ََْ َ َ
ِ ‫اﻟﻤﺎ ِ ا ِ ﺳ ِﺘﻤـﺮ‬ = (‫ ﺎن‬+ imperfect tense verb)
a Exercise 11 A
َْ
(A) Using the particle ‫ ﻗﺪ‬, conjugate the following words into all 14
word forms with translation (Use blank sheet no.3)
َ َ ُ ُ ْ
1) ‫ﺲ‬َ ‫ﺟﻠ‬ 2) ‫ﻳَﻄﻠﺐ‬
َ
َ , conjugate the following words into
(B) Using the hollow verb ‫ﺎن‬
all 14 word forms with translation (Use blank sheet no.3)
َ ََ ُ ْ
1) ‫ﻓﺘ‬ 2) ‫ﻳَﻌ َﻤﻞ‬

‫‪q 83 r‬‬
‫‪(C) Whilst being mindful of the perfect tense & imperfect tense,‬‬
‫‪translate the following into English‬‬
‫َ ْ ْ‬ ‫َ َ ْ َ‬
‫)‪1‬‬ ‫ﺎن ﻳ َﺬﻫ ُﺐ اِﻟﻰ اﻟ َﻤﺪ َر َﺳ ِﺔ‬ ‫)‪ = School‬اﻟ َﻤﺪ َر َﺳﺔ(‬
‫ْ ْ‬
‫َ ُْ َ ْ ُ ُ ْ َ ْ َ َ‬ ‫َْ َ‬
‫ﻢ )‪2‬‬ ‫ﺎﻧﻮا ﻳﻜﺘﺒﻮن ﺑِﺎﻟﻘﻠ ِ‬ ‫)‪ = Pen‬اﻟﻘﻠﻢ(‬
‫ْ‬ ‫َْ ْ ْ‬
‫ﻗﺪ ﻳَﻌ َﻤﻠ َﻦ ِ اﻟ َﺒ ْﻴ ِ‬
‫ْ‬
‫ﺖ )‪3‬‬ ‫)‪ = House‬اﻟ َﺒ ْﻴﺖ(‬
‫ُ ْ ُْ َْ َُ ْ َ َ َ ْ َ‬ ‫ْ َ‬
‫اﻟ ِﻘﻄﺎ ِر )‪4‬‬ ‫ﻛﻨ ﺗﺮ ﺒﻮن‬ ‫)‪ = Train‬اﻟ ِﻘﻄﺎر(‬
‫ُْ ُ َ َ ُ َ ْ‬
‫ﻛﻨﺖ ذﻫ ْﺒﺖ اِﻟﻰ اﻟ َﻤ ْﺴ ِﺠ ِﺪ )‪5‬‬
‫ْ‬
‫)‪ = Masjid‬اﻟ َﻤ ْﺴ ِﺠﺪ(‬
‫ﻗَ ْﺪ َ ﺑْ َﻨﺎ اﻟﻠ َّ َ َ‬ ‫َّ َ‬

‫)‪ = Milk‬اﻟﻠ‬
‫)‪6‬‬ ‫ِ‬ ‫(‬
‫اﻟﻄ َﻌ َ‬‫َّ‬ ‫َ َ َُْ‬ ‫َّ‬

‫ﺎم )‪7‬‬ ‫ﺎﻧﺎ ﻳَﺄ ِن‬ ‫)‪ = Food‬اﻟﻄ َﻌﺎم(‬
‫ْ َ َ‬ ‫َ ََ َْ ُ‬
‫ﺎﻧﺘﺎ ﺗﻄﻠ َﺒ ِ‬
‫ﺎن ا ِ ﺘﺎب )‪8‬‬ ‫ِ ﺘﺎب(‬
‫َ‬ ‫)‪ = Book‬ا ْ‬
‫َم )‪9‬‬
‫ﻗَ ْﺪ اَﻧْ ُﺼـ ُﺮ اﻟْ َﻤ ْﻈ ُ ْ‬ ‫ْ ْ ُ‬
‫)‪ = Oppressed‬اﻟ َﻤﻈ ْ م(‬
‫ُْ َ ْ ْ َ ََ ْ ُ‬
‫ْﺮ ِ ِّ )‪10‬‬
‫ُ‬ ‫)‪ = Chair‬ا ْ‬
‫ا‬ ‫ﺖ ﺗـﺠﻠِ ِﺴ‬
‫ﻛﻨ ِ‬ ‫ْﺮ ِ ّ (‬
‫َ ْ َ َ ْ ُ َ ُّ‬
‫اﻟﺴ ْﻮ ِق )‪11‬‬
‫ُ‬
‫ﻗﺪ ذﻫﺒﺖ اِﻟﻰ‬ ‫)‪ = Market‬اﻟ ّﺴ ْﻮق(‬
‫َْ ََ ُُ ُْْ َ‬
‫ﻗﺪ ﻓﺘـ ْﺤ اﻟﻘﻔﻞ )‪12‬‬
‫ُْْ‬
‫)‪ = Lock‬اﻟﻘﻔﻞ(‬
‫ُ ْ ُ َّ َ ْ ُ ْ َ َ َ ْ‬
‫اﻟ َﻮ َر ِق )‪13‬‬
‫ْ‬
‫ﻛﻨ ﺗﻜﺘ‬ ‫)‪ = Paper‬اﻟ َﻮ َرق(‬
‫َّ َ‬ ‫ُ ْ َُ َْ َ‬ ‫َّ‬
‫ﺎن اﻟﺸﺎي )‪14‬‬ ‫ﻛﻨ ﺗ ﺑ َ ِ‬ ‫)‪ = Tea‬اﻟﺸﺎي(‬
‫)‪Exercises On Arabic Morphology (Vol 1‬‬

q 84 r
o Examples from the Quran O
َ َ َۤ َ ٗ َ ٗ ُْ ُ
[‫]ا ِْن ﻛ ْﻨ ُﺖ ﻗﻠ ُﺘﻪ ﻓ َﻘ ْﺪ َ ِﻠ ْﻤ َﺘﻪ ﺗ َ ْﻌﻠ ُﻢ َﻣﺎ ِ ْ ﻧ َ ْﻔ ِ ْ َو ا ْ ﻠ ُﻢ َﻣﺎ ِ ْ ﻧ َ ْﻔ ِﺴ َﻚ‬
(116:5)
“Had I said it, You would have known it. You know what is in my heart and I do not
know what is in Yours”
ً َ ُ َ ٰ ُْ َ َ ‫] َو َ ﺗ َ ْﻨ ُﻘ ُﻀﻮا ا ْ َﻳْ َﻤ‬

[ ‫ﺎن ﺑ َ ْﻌ َﺪ ﺗ َ ْﻮ ِ ْﻴ ِﺪ َﻫﺎ َو ﻗ ْﺪ َﺟ َﻌﻠ ُ ا ّ َ َ ﻠ ْﻴﻜ ْﻢ ﻛ ِﻔ ْﻴ‬
(91:16)
“And do not break oaths after you swear them solemnly, while you have made Allah a
witness over you”
َ ‫اﻟﺬ ْﺮ اَ َّن ا ْ َ ْر َض ﻳَﺮﺛ ُ َﻬﺎ ِﻋ َﺒﺎد‬

ّ ٰ ‫ِي‬
[‫اﻟﺼ ِ ُ ْﻮ َن‬
ّ َْ ْ ُ َّ َ ْ َ َ ْ ََ َ
ِ ِ ِ ‫]و ﻟﻘﺪ ﻛﺘﺒﻨﺎ ِ اﻟـﺰﺑﻮ ِر ِﻣﻦ ﺑﻌ ِﺪ‬
(105:21)
“And indeed We have written in Zabur (Psalms) after the message (in Al-Lawhul
Mahfuzh or the Tawrah), that My righteous slaves shall inherit the land”
ُ َ َ ُ ‫ـﺠ ْﺮﻧَﺎ ا ْ َ ْر َض ُﻋ ُﻴ ْﻮﻧًﺎ ﻓَﺎﻟْ َﺘ َ اﻟْ َﻤ‬

[‫ﺂء َ ا ْﻣ ٍـﺮ ﻗ ْﺪ ﻗ ِﺪ َر‬ َّ َ َ
‫]و ﻓ‬
(12:54)
“And We caused the earth to gush forth as springs; so the water (of both kinds) met
together for a destined event”
ّ ّ َ
ُ ُ ّ َ َ ُ
[‫اﻟﺪ ْﻳ ِﻦ‬
ِ ‫]و ﻛﻨﺎ ﻧﻜ ِﺬب ﺑِ َﻴ ْﻮ ِم‬
(46:74)
“And we used to deny the Day of Requital”

q 85 r
Alterations and moods of the imperfect tense verb :
Certain words can affect the imperfect tense verb and cause changes to just
the meaning or both the meaning as well as the word form.
(1) Words that affect the meaning only
َ
(a) The particles ‫& َﻣﺎ‬ negate the verb without affecting the form.
(b)
َْ َ َ
The words ‫( ﺎن & ﻗﺪ‬See pages 77-81 above)
َ
(c) By prefixing a " ‫ " ل‬, the imperfect tense verb will be emphasised
without affecting the form.
ُ ْ ََ َ َ َ َ ْ ُ ْ ُ َ ْ َّ َّ
For e.g. [‫ﺎب ﻟ َﻴ ْﻌﻠ ُﻤ ْﻮ َن اﻧّ ُﻪ اﻟ َـﺤ ّﻖ‬‫]اِن اﻟ ِﺬﻳﻦ اوﺗﻮا ا ِ ﺘ‬
(Those who have been given the Book surely know that it is the
truth {2:144})
َ
(d) The particles ‫ َس‬and ‫ َﺳ ْﻮف‬. By prefixing one of these particles, it will
cause the imperfect tense verb to be expressed strictly in the future
َ ْ ْ َ َ
ٍ ‫( " ﺣ ْﺮﻓﺎ اﺳ ِﺘﻘﺒ‬Two particles of future).
tense; they are known as " ‫ﺎل‬
َ
Note that ‫ َس‬and ‫ َﺳ ْﻮف‬are used before the imperfect in nominative case
ْ َّ ُ َ َ
only ( ِ ‫اﻟـﺮﻓ‬ ‫ )ﺣﺎﻟﺔ‬in both active voice as well as passive voice.
َ
Also, ‫ َس‬is used only with the positive forms whilst ‫ َﺳ ْﻮف‬may be used
with both positive and negative forms*. (Syntax of Modern Arabic Prose
vol 1 p.75-76)
َ
* This is the case in normal usage. ‫ َﺳ ْﻮف‬is not used in the Quran negatively.
q 86 r
The prefix ‫ َس‬is used for indicating “the near future” and can be translated
َ
as “soon” whilst ‫ َﺳ ْﻮف‬is used to indicate “the distant future” and can be
translated as “later / after a while”.
For e.g.
ُ ‫( َﺳ َﻨ ْﻜ ُﺘ‬We will soon write)
‫ﺐ‬
‫ﺐ‬ُ ‫( َﺳ ْﻮ َف اَ ْ ُﺘ‬I shall write i.e. later)
َ َ
An extra " ‫ " ل‬may be added to the particle ‫ َﺳ ْﻮف‬for added emphasis making
َ َ
it as ‫ﻟ َﺴ ْﻮف‬
a Exercise 12 A
(A) Translate the following into English
ُ َ ُ ُ َ ُ َ َ َْ
1) ‫َﺳ ْﺴﺌ ْ َن‬ 2) ‫ْﺴﺌ ْ َن‬ ‫ﺳﻮف‬
3)
َ ْ ‫َﺳ َﺘ ْﻜ ُﺘ‬ َ ْ َ ‫َﺳ ُﺘ ْﻌ‬
4) ‫ـﺮﻓﻦ‬
ُ َ َْ َ َ
5) ‫َﺳ ْﻮف ﻧﻔﺘ‬ 6) ‫ﻢ‬ُ َ ‫َﺳ َﻴ ْﻌﻠ‬
ُ َْ ُ َْ َ َ
7) ‫َﺳﺎ َ ب‬ 8) ‫ان‬ ِ ‫ﺳ ْﻮف ﺗﻨﺼـ َﺮ‬
َ ْ َ ُ ُْ َ َ
9) ‫ﺎن‬ ِ ‫ﺳ َﻴﺬﻫ َﺒ‬ 10) ‫ﻟ َﺴ ْﻮف اﺧ َﺮج‬
َ ُ َ ُ َ ُ ُ َْ َ
11) ‫َﺳ ْﻮف ﺗ ْﺒﻌﺜ ْﻮن‬ 12) ‫ﺠﺪ‬ ‫ﺳﺎﺳـ‬

q 87 r
1) We will soon be helped

2) You (M,D) will write (later)
3) After a while we will go
4) You all (M,P) will soon comprehend
5) They (F,D) are going to go (later)
6) You all (F,P) shall write (later)
7) She (F,S) will soon listen
8) You all (F,P) will look (later)
9) They (F,D) shall be mounted (later)
10) You (F,S) shall return (later)
11) They (F,P) shall be returned (later)
(2) Words that affect the imperfect tense verb’s meaning

as well as word form
The imperfect tense verb can experience moods / grammatical states as it

interacts with certain words and may experience the following moods:
ْ َّ ُ َ َ
 Nominative / Indicative = ِ ‫ﺣﺎﻟﺔ اﻟـﺮﻓ‬
(This is the default mood when there is no word affecting it)
َّ ُ َ َ
 Accusative / Subjunctive = ‫اﻟﻨ ْﺼ ِﺐ‬ ‫ﺣﺎﻟﺔ‬
 Jussive = َ ْ‫َﺣﺎﻟ َ ُﺔ اﻟ‬

‫ـﺠ ْﺰ ِم‬
Also, note that the imperfect tense verb’s meaning and word form can be
affected when an emphatic / energetic " ‫ " ن‬is added, but this does not make
the verb experience a mood / grammatical state. In this particular case, it
becomes indeclinable / stateless (See ahead from page 104 onwards).

q 88 r
ْ َّ َُ َ
The accusative case (‫ﺐ‬
ِ ‫اﻟﻨﺼ‬ ‫)ﺣﺎﻟﺔ‬ :
ً َ َ َ
The four particles ‫ ِاذا‬، ‫ ﻛ ْﻰ‬، ‫ ﻟ ْﻦ‬، ‫ا ْن‬ make the imperfect tense verb
ٌ َ ٌ ْ َ . In this
enter into a state of ‫( ﻧ ْﺼﺐ‬accusative case) i.e. it becomes ‫ﻨ ُﺼ ْﻮب‬
state, the five conjugations that end with a Dhammah __ُ will be given a
َ ; the " ‫ " ن‬of the seven conjugations that are ‫ اﻟﻨ ْﻮن ا ِ ﻋ َﺮ ِاﺑ ّﻴﺔ‬will
Fathah __
ّ ْ َّ ُ ُ
be deleted, but the " ‫ " ن‬of the two conjugations that are ‫ﻧـ ْﻮن اﻟﻀ ِﻤ ِ \ اﻟ ِ ْﺴ َﻮ ِة‬
will be kept (See p.49).
All four particles change the wording of the imperfect tense verb in the
same manner as mentioned above, but have different affects on the
meaning. They can also be used in both the active voice as well as passive
voice.
َ َّ ُ َ َ
‫ ﻟ ْﻦ‬is used as a model to illustrate ‫اﻟﻨ ْﺼ ِﺐ‬ ‫ ﺣﺎﻟﺔ‬.
َ
The particle ‫ ﻟ ْﻦ‬affects the meaning of the verb in two ways viz.
1) Limiting the verb to the future tense.

2) Negating the verb with emphasis / eternity.
َ ُ ْ َ َ
For e.g. ‫( ﻟ ْﻦ ﻳّﻜﺘﺐ‬He will certainly not / never write)

q 89 r
َ
A table demonstrating the action of ‫ ﻟ ْﻦ‬on the imperfect tense verb follows.
Means of Original Particle

Active voice in
showing Verb in causing
Accusative
Nasb Raf’ Nasb
َ َْ َ
ُ ْ
َ
‫ﻟ ْﻦ‬ ‫ﻟ ْﻦ ﻳّﻔ َﻌﻞ‬
Change final
Dhammah to + + =
Fathah
َ َ ْ َّ ْ َ
He / It (M,S) will never do
َ ْ َ ‫ﻟﻦ ﻳﻔﻌ‬
Drop final ‫ن‬ + ‫ﻳَﻔ َﻌ ِن‬ + ‫ﻟ ْﻦ‬ =
They both (M,D) will never
ُ َْ َ
do
ُ ْ َ ‫ﻟ ْﻦ ﻳّﻔ َﻌ ْ ا‬
Drop final ‫ن‬ + ‫ﻳَﻔ َﻌ ْ َن‬ + ‫ﻟ ْﻦ‬ =
They all (M,P) will never
َ َْ َ
do
ُ َْ
َ
‫ﻟ ْﻦ‬ ‫ﻟ ْﻦ ﺗﻔ َﻌﻞ‬
Change final
Dhammah to + + =
Fathah
َ َ َْ ْ َ
She / It (F,S) will never do
َ َْ َ ‫ﻟﻦ ﺗﻔﻌ‬
Drop final ‫ن‬ + ‫ﺗﻔ َﻌ ِن‬ + ‫ﻟ ْﻦ‬ =
They both (F,D) will never
ْ َْ َ
do
No change +
ْ ْ
‫ﻳَﻔ َﻌﻠ َﻦ‬ +
َ
‫ﻟ ْﻦ‬ = ‫ﻟ ْﻦ ﻳّﻔ َﻌﻠ َﻦ‬
َ َْ َ
They all (F,P) will never do
ُ َْ
َ
‫ﻟ ْﻦ‬ ‫ﻟ ْﻦ ﺗﻔ َﻌﻞ‬
Change final
Dhammah to + + =
Fathah You (M,S) will never do

q 90 r
َ َ َْ ْ َ
You both (M,D) will never
ُ َْ َ
do
Drop final ‫ن‬ +

ُ َْ
‫ﺗﻔ َﻌ ْ َن‬ +
َ
‫ﻟ ْﻦ‬ = ‫ﻟ ْﻦ ﺗﻔ َﻌ ْ ا‬
ْ ‫ﻟ َ ْﻦ ﺗ َ ْﻔ َﻌ‬
You all (M,P) will never do
َ ْ ِ‫ﺗ َ ْﻔ َﻌﻠ‬ َ
Drop final ‫ن‬ + + ‫ﻟ ْﻦ‬ = ِ
َ َ َْ ْ َ
You (F,S) will never do
You both (F,D) will never
ْ َْ َ
do
No change +
ْ َْ
‫ﺗﻔ َﻌﻠ َﻦ‬ +
َ
‫ﻟ ْﻦ‬ = ‫ﻟ ْﻦ ﺗﻔ َﻌﻠ َﻦ‬
َ َْ َ
You all (F,P) will never do
ُ َْ
َ
‫ﻟ ْﻦ‬ ‫ﻟ ْﻦ اﻓ َﻌﻞ‬
Change final
Dhammah to + + =
Fathah I will never do
َ ْ َّ َ
ُ َْ
‫ﻧﻔ َﻌﻞ‬
َ
‫ﻟ ْﻦ‬ ‫ﻟ ْﻦ ﻧﻔ َﻌﻞ‬
Change final
Dhammah to + + =
Fathah We will never do

‫‪q 91 r‬‬
‫‪The imperfect tense active voice in accusative case‬‬

‫َ‬ ‫ُ ْ‬ ‫ْ‬ ‫َْ ُ ْ َ‬
‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﻌ ُـﺮ ْوف اﻟ َﻤ ْﻨ ُﺼ ْﻮب ِب " ﻟ ْﻦ " (‬
‫ُ‬
‫َ َْ ُ‬ ‫َ ْ َّ ْ َ َ‬ ‫َ َْ َ‬
‫ﻟ ْﻦ ﻳّﻔ َﻌ ْ ا‬ ‫ﻟﻦ ﻳﻔﻌ‬ ‫ﻟ ْﻦ ﻳّﻔ َﻌﻞ‬
‫َ َْ ْ‬ ‫َ ْ َْ َ َ‬ ‫َ َْ َ‬
‫ﻟ ْﻦ ﻳّﻔ َﻌﻠ َﻦ‬ ‫ﻟﻦ ﺗﻔﻌ‬ ‫ﻟ ْﻦ ﺗﻔ َﻌﻞ‬
‫َ َْ ُ‬ ‫َ ْ َْ َ َ‬ ‫َ َْ َ‬
‫ﻟ ْﻦ ﺗﻔ َﻌ ْ ا‬ ‫ﻟﻦ ﺗﻔﻌ‬ ‫ﻟ ْﻦ ﺗﻔ َﻌﻞ‬
‫َ َْ ْ‬ ‫َ ْ َْ َ َ‬ ‫َ ْ َْ َ‬
‫ﻟ ْﻦ ﺗﻔ َﻌﻠ َﻦ‬ ‫ﻟﻦ ﺗﻔﻌ‬ ‫ْ‬
‫ﻟﻦ ﺗﻔﻌ ِ‬
‫َ َّ ْ َ‬ ‫َ َْ َ‬
‫۞‬ ‫ﻟ ْﻦ ﻧﻔ َﻌﻞ‬ ‫ﻟ ْﻦ اﻓ َﻌﻞ‬
‫‪#‬‬
‫‪ZUY‬‬
‫‪ZUUY‬‬
‫‪ZUY‬‬
‫‪$‬‬

q 92 r
The jussive case (‫اﻟـﺠ ْﺰ ِم‬

َ ْ ‫)ﺣﺎﻟ َ ُﺔ‬
َ :
َ َْ َ ََ َ
The four particles (‫ﺎﻫ َﻴﺔ‬
َ َ
ّ
ِ ‫)اﻟﻨ‬ ، ‫ ُم ا ْﻣ ِـﺮ‬، ‫ ﻟ ّﻤﺎ‬، ‫ ﻟ ْﻢ‬make the imperfect
َ ْ ‫ َﻣ‬. In
tense verb enter into a state of ‫( ﺟ ْﺰ ٌم‬jussive case) i.e. it becomes ‫ـﺠ ُﺰو ٌم‬
ْ
ُ will be given
this state, the five conjugations that end with a Dhammah __
ُ َ
a Jazm / Sukoon ْ
__ ; the " ‫ " ن‬of the seven conjugations that are ‫ا ّﻟﻨ ْﻮ ُن‬
ُ َ ْ ْ ُ
‫ ا ِ ﻋـ َﺮ ِاﺑ ّﻴﺔ‬will be deleted, but the " ‫ " ن‬of the two conjugations that are ‫ﻧـ ْﻮ ُن‬
ّ ْ َّ
‫ اﻟﻀ ِﻤ ِ \ اﻟ ِ ْﺴ َﻮ ِة‬will be kept (See p.49).
The above four particles will cause one imperfect tense verb to become
jussive, but there are other words (particles & nouns) that can govern two
imperfect tense verbs simultaneously and cause both to become jussive.
This can occur when there is a conditional sentence and both the protasis
َ َ are constructed using imperfect tense verbs.
(‫ ) ْ ط‬and apodosis (‫)ﺟ َﺰآء‬
Arabic grammar books should be consulted for further information
regarding that.
َ ‫ـﺤـ ُﺮوف اﻟ‬ ْ

ُ ‫ )اﻟ‬precede anُ ْ َْ
Note that if any of these four particles (‫ـﺠـﺎ ِز َﻣﺔ‬
ٌ َ
imperfect tense verb that is ‫( ﻧﺎ ِﻗﺺ‬whose ‫ ل‬position letter is a weak letter
َّ ْ ُ
(‫ ) َﺣ ْﺮف اﻟ ِﻌﻠ ِﺔ‬i.e. ‫ ي‬، ‫ ا‬، ‫ )و‬then this weak letter will be deleted.
ُ َْ ُ َْ َ
For e.g. ‫ ﺗﺪﻋ ْﻮ‬will become ‫ﺗﺪع‬
َ ْ َ َ ْ َ
‫ ﻳـﺨ‬will become ‫ﻟ ْﻢ ﻳَـﺨﺶ‬
q 93 r
All four particles change the wording of the imperfect tense verb in the
same manner as mentioned above, but have different affects on the
meaning. They can also be used in both the active voice as well as passive
voice.
َ ْ َُ
‫ ﻟ ْﻢ‬is used as a model to illustrate ‫ َﺣﺎﻟﺔ اﻟ َـﺠ ْﺰ ِم‬.
َ
The particle ‫ ﻟ ْﻢ‬affects the meaning of the verb in two ways viz.
1) Changing the tense to the past tense.

2) Negating the verb
ْ ُ ْ َ
For e.g. ‫( ﻟ ْﻢ ﻳَﻜﺘﺐ‬He did not write)
Considering the above, you will notice that there is no difference in

َ ََ
translation between the perfect tense negative ‫ & َﻣﺎ ﻛ ﺘﺐ‬the imperfect
ْ ُ ْ َ
tense jussive ‫ ﻟ ْﻢ ﻳَﻜﺘﺐ‬, although there are subtle differences in usage.
َ
ْ ‫ ﻟ‬on the imperfect tense verb follows.
A table demonstrating the action of ‫ﻢ‬

q 94 r
Means of Original Particle

Active voice in
showing Verb in causing
Jussive
Jazm Raf’ Jazm
ْ ْ َ
ُ ْ
َ
‫ﻟ ْﻢ‬ ‫ﻟ ْﻢ ﻳَﻔ َﻌﻞ‬
Change final
Dhammah to + + =
Sukoon
َ َ َْ ْ َ
He / It (M,S) did not do
َ ْ َ ‫ﻟﻢ ﻳﻔﻌ‬
Drop final ‫ن‬ + ‫ﻳَﻔ َﻌ ِن‬ + ‫ﻟ ْﻢ‬ =
They both (M,D) did not
ُ ْ َ
do

ُ ْ
‫ﻳَﻔ َﻌ ْ َن‬ +
َ
‫ﻟ ْﻢ‬ = ‫ﻟ ْﻢ ﻳَﻔ َﻌ ْ ا‬
ْ َْ َ
They all (M,P) did not do
ُ َْ
َ
‫ﻟ ْﻢ‬ ‫ﻟ ْﻢ ﺗﻔ َﻌﻞ‬
Change final
Dhammah to + + =
Sukoon
َ َ َْ ْ َ
She / It (F,S) did not do
َ َْ َ ‫ﻟﻢ ﺗﻔﻌ‬
Drop final ‫ن‬ + ‫ﺗﻔ َﻌ ِن‬ + ‫ﻟ ْﻢ‬ =
ْ ْ َ
They both (F,D) did not do
No change +
ْ ْ
‫ﻳَﻔ َﻌﻠ َﻦ‬ +
َ
‫ﻟ ْﻢ‬ = ‫ﻟ ْﻢ ﻳَﻔ َﻌﻠ َﻦ‬
ْ َْ َ
They all (F,P) did not do
ُ َْ
َ
‫ﻟ ْﻢ‬ ‫ﻟ ْﻢ ﺗﻔ َﻌﻞ‬
Change final
Dhammah to + + =
Sukoon
َ َ َْ ْ َ
You (M,S) did not do
َ َْ َ ‫ﻟﻢ ﺗﻔﻌ‬
Drop final ‫ن‬ + ‫ﺗﻔ َﻌ ِن‬ + ‫ﻟ ْﻢ‬ =
ُ َْ َ
You both (M,D) did not do

ُ َْ
‫ﺗﻔ َﻌ ْ َن‬ +
َ
‫ﻟ ْﻢ‬ = ‫ﻟ ْﻢ ﺗﻔ َﻌ ْ ا‬
ْ ‫ﻟ َ ْﻢ ﺗ َ ْﻔ َﻌ‬
You all (M,P) did not do
َ ْ ‫ﺗ َ ْﻔ َﻌ ِﻠ‬ َ
Drop final ‫ن‬ + + ‫ﻟ ْﻢ‬ = ِ
You (F,S) did not do
q 95 r
َ َْ َ َ َ َْ ْ َ
Drop final ‫ن‬ + ‫ﺗﻔ َﻌ ِن‬ + ‫ﻟ ْﻢ‬ = ‫ﻟﻢ ﺗﻔﻌ‬
ْ َْ َ
You both (F,D) did not do
No change +
ْ َْ
‫ﺗﻔ َﻌﻠ َﻦ‬ +
َ
‫ﻟ ْﻢ‬ = ‫ﻟ ْﻢ ﺗﻔ َﻌﻠ َﻦ‬
ْ َْ َ
You all (F,P) did not do
ُ َْ
َ
‫ﻟ ْﻢ‬ ‫ﻟ ْﻢ اﻓ َﻌﻞ‬
Change final
Dhammah to + + =
Sukoon I did not do
ْ َْ َ
ُ َْ
َ
‫ﻟ ْﻢ‬ ‫ﻟ ْﻢ ﻧﻔ َﻌﻞ‬
Change final
Dhammah to + + =
Sukoon We did not do
The imperfect tense active voice in jussive case

َ ْ ‫)اَﻟ ْ ِﻔ ْﻌ ُﻞ اﻟ ْ ُﻤ َﻀﺎر ُع اﻟ ْ َﻤ ْﻌ ُـﺮ ْو ُف اﻟ ْ َﻤ‬
( " ‫ـﺠ ُﺰ ْو ُم ِب " ﻟ ْﻢ‬ ِ
ُ ْ َ َ َ َْ ْ َ ْ ْ َ
‫ﻟ ْﻢ ﻳَﻔ َﻌ ْ ا‬ ‫ﻟﻢ ﻳﻔﻌ‬ ‫ﻟ ْﻢ ﻳَﻔ َﻌﻞ‬
ْ ْ َ َ َ َْ ْ َ ْ َْ َ
‫ﻟ ْﻢ ﻳَﻔ َﻌﻠ َﻦ‬ ‫ﻟﻢ ﺗﻔﻌ‬ ‫ﻟ ْﻢ ﺗﻔ َﻌﻞ‬
ُ َْ َ َ َ َْ ْ َ ْ َْ َ
‫ﻟ ْﻢ ﺗﻔ َﻌ ْ ا‬ ‫ﻟﻢ ﺗﻔﻌ‬ ‫ﻟ ْﻢ ﺗﻔ َﻌﻞ‬
ْ َْ َ َ َ َْ ْ َ ْ ِ ‫ﻟ َ ْﻢ ﺗ َ ْﻔ َﻌ‬
‫ﻟ ْﻢ ﺗﻔ َﻌﻠ َﻦ‬ ‫ﻟﻢ ﺗﻔﻌ‬
ْ َْ َ ْ َْ َ
۞ ‫ﻟ ْﻢ ﻧﻔ َﻌﻞ‬ ‫ﻟ ْﻢ اﻓ َﻌﻞ‬

q 96 r
a Exercise 13 A
(A) Translate the following into English and explain verbally the
means by which Nasb / Jazm is being expressed
َ َ ْ َّ ْ َ َْ َ َْ َ ْ َْ َ ْ َْ َ
‫( ﻟﻦ ﻳﻔﻌ‬5) ْ ِ ‫( ﻟ ْﻦ ﺗﻔ َﻌ‬4) ْ ِ ‫( ﻟ ْﻢ ﺗﻔ َﻌ‬3) ‫( ﻟ ْﻢ ﺗﻔ َﻌﻞ‬2) ‫( ﻟ ْﻢ اﻓ َﻌﻞ‬1)
َ َْ َ َْ ُ ْ َ ُ ْ َ َ َ ْ َ
‫( ﻟﻦ ﺗـﻔﻌـ‬9) ‫( ﻟ ْﻢ ﻳ َـﻔ َﻌـ ْ ا‬8) ‫ْ ا‬ ‫( ﻟ ْﻦ ﺗـﻔ َﻌـ‬7) ‫( ﻟ ْﻢ ﻳ َـﻔ َﻌـ‬6)
َ َ
(B) Translate the following into Arabic using the particles ‫ ﻟ ْﻦ‬or ‫ﻟ ْﻢ‬
appropriately
1) You all (M,P) did not do 2) We will never do

3) You both (M,D) did not do 4) You both (F,D) will never do
5) I (M,S) did not do 6) I (F,S) will never do
7) You (M,S) will never do 8) You (M,S) did not do
َ َ
(C) Using both particles ‫ ﻟ ْﻢ & ﻟ ْﻦ‬separately, conjugate the following
words into all 14 word forms in the active voice with translation
ُ ‫ﻳ َ ْﻜ‬ ُ ُ ْ
2) ‫ﻳَﻜﺘﺐ‬
1) ِ

q 97 r
َ َ
(D) Translate the following into Arabic using the particles ‫ ﻟ ْﻦ‬or ‫ﻟ ْﻢ‬
appropriately
1) We will never oppress 2) I will never drink

3) You both (M,D) did not write 4) They (M,P) did not do
5) He (M,S) will never read 6) You all (F,P) did not thank
7) They (F,P) will never worship 8) They (F,P) did not mount
9) You (F,S) did not ask 10) You (F,S) will never listen
(E) Write out all the following with the correct diacritical marks
، ‫ ﻟﻢ ﺗـﺮﻗـﺪا‬، ‫ ﻟﻢ ﺗـﻌـﺮﻓﻦ‬، ‫ ﻟﻢ ﻳـﻌـﺮﻓﻦ‬، ‫ ﻟﻦ ﺗـﺮﻛﺐ‬، ‫ﻟﻢ ﻳﺮﻛﺐ‬
، ‫ ﻟﻢ ﺗﻨﻈﺮوا‬، ‫ ﻟﻦ ﺗﻨﻈﺮي‬، ‫ ﻟﻦ ﺗﺮﻓﻌﻮا‬، ‫ ﻟﻢ ﺗﺮﻓ‬، ‫ﻟﻦ ﻳﺮﻗﺪا‬
‫ ﻟﻢ ﺴﻤﻌﻮا‬، ‫ ﻟﻦ ﺗﻜﺘﺒﺎ‬، ‫ ﻟﻢ ﻳـﻌـﻘﻠﻦ‬، ‫ ﻟﻦ اﻋـﺮف‬، ‫ﻟﻢ ﺗـﺸـﺮب‬

q 98 r
Passive voice in
Accusative
ُ َ
3rd Masculine Singular ‫ﻟ ْﻦ ﻳّ ْﻨ َﺼـ َﺮ‬
ُ َ
He / It (M,S) will never be helped
3rd Masculine Dual

‫ﻟ ْﻦ ﻳّ ْﻨ َﺼـ َﺮا‬
They both (M,D) will never be
ُ َ
helped

‫ﻟ ْﻦ ﻳّ ْﻨ َﺼـ ُﺮ ْوا‬
They all (M,P) will never be
ُ َ
helped
3rd Feminine Singular ‫ﻟ ْﻦ ﺗ ْﻨ َﺼـ َﺮ‬
ُ َ
She / It (F,S) will never be helped
3rd Feminine Dual

‫ﻟ ْﻦ ﺗ ْﻨ َﺼـ َﺮا‬
They both (F,D) will never be
ُ َ
helped
3rd Feminine Plural ‫ﻟ ْﻦ ﻳّ ْﻨ َﺼـ ْﺮ َن‬
ُ َ
They all (F,P) will never be helped
2nd Masculine Singular ‫ﻟ ْﻦ ﺗ ْﻨ َﺼـ َﺮ‬
ُ َ
You (M,S) will never be helped
2nd Masculine Dual

You both (M,D) will never be
ُ َ
helped
2nd Masculine Plural ‫ﻟ ْﻦ ﺗ ْﻨ َﺼـ ُﺮ ْوا‬

You all (M,P) will never be helped

q 99 r
ُ َ
2nd Feminine Singular ‫ﻟ ْﻦ ﺗ ْﻨ َﺼـ ِﺮ ْي‬
ُ َ
You (F,S) will never be helped
2nd Feminine Dual

You both (F,D) will never be
ُ َ
helped
2nd Feminine Plural ‫ﻟ ْﻦ ﺗ ْﻨ َﺼـ ْﺮ َن‬
ُْ َ
You all (F,P) will never be helped
1st
Masculine
Singular ‫ﻟ ْﻦ اﻧ َﺼـ َﺮ‬
& Feminine
ُّ َ
I will never be helped
1st
Masculine Dual & ‫ﻟ ْﻦ ﻧ ْﻨ َﺼـ َﺮ‬
& Feminine Plural
We will never be helped
The imperfect tense passive voice in accusative case

َ ْ ُ ْ َ ْ ُ َْ
( " ‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﺠ ُﻬ ْﻮل اﻟ َﻤ ْﻨ ُﺼ ْﻮ ُب ِب " ﻟ ْﻦ‬
ُ َ ُ َ ُ َ
‫ﻟ ْﻦ ﻳّ ْﻨ َﺼـ ُﺮ ْوا‬ ‫ﻟ ْﻦ ﻳّ ْﻨ َﺼـ َﺮا‬ ‫ﻟ ْﻦ ﻳّ ْﻨ َﺼـ َﺮ‬
ُ َ ُ َ ُ َ
‫ﻟ ْﻦ ﻳّ ْﻨ َﺼـ ْﺮ َن‬ ‫ﻟ ْﻦ ﺗ ْﻨ َﺼـ َﺮا‬ ‫ﻟ ْﻦ ﺗ ْﻨ َﺼـ َﺮ‬
ُ َ ُ َ ُ َ
‫ﻟ ْﻦ ﺗ ْﻨ َﺼـ ُﺮ ْوا‬ ‫ﻟ ْﻦ ﺗ ْﻨ َﺼـ َﺮا‬ ‫ﻟ ْﻦ ﺗ ْﻨ َﺼـ َﺮ‬
ُ َ ُ َ ُ َ
‫ﻟ ْﻦ ﺗ ْﻨ َﺼـ ْﺮ َن‬ ‫ﻟ ْﻦ ﺗ ْﻨ َﺼـ َﺮا‬ ‫ﻟ ْﻦ ﺗ ْﻨ َﺼـ ِﺮ ْي‬
ُّ َ ُْ َ
۞ ‫ﻟ ْﻦ ﻧ ْﻨ َﺼـ َﺮ‬ ‫ﻟ ْﻦ اﻧ َﺼـ َﺮ‬

q 100 r
Passive voice in
Jussive
َ
3 rd Masculine Singular ‫ﻟ ْﻢ ﻳ ُ ْﻨ َﺼـ ْﺮ‬
َ
He / It (M,S) was not helped
3 rd Masculine Dual
‫ﻟ ْﻢ ﻳ ُ ْﻨ َﺼـ َﺮا‬
They both (M,D) were not
َ
helped
3rd Masculine Plural ‫ﻟ ْﻢ ﻳ ُ ْﻨ َﺼـ ُﺮ ْوا‬
ُ َ
They all (M,P) were not helped
3rd Feminine Singular ‫ﻟ ْﻢ ﺗ ْﻨ َﺼـ ْﺮ‬
ُ َ
She / It (F,S) was not helped
3rd Feminine Dual ‫ﻟ ْﻢ ﺗ ْﻨ َﺼـ َﺮا‬
َ
They both (F,D) were not helped
3rd Feminine Plural ‫ﻟ ْﻢ ﻳ ُ ْﻨ َﺼـ ْﺮ َن‬
ُ َ
They all (F,P) were not helped
2nd Masculine Singular ‫ﻟ ْﻢ ﺗ ْﻨ َﺼـ ْﺮ‬
ُ َ
You (M,S) were not helped
2nd Masculine Dual ‫ﻟ ْﻢ ﺗ ْﻨ َﺼـ َﺮا‬
ُ َ
You both (M,D) were not helped
2nd Masculine Plural ‫ﻟ ْﻢ ﺗ ْﻨ َﺼـ ُﺮ ْوا‬
ُ َ
You all (M,P) were not helped
2nd Feminine Singular ‫ﻟ ْﻢ ﺗ ْﻨ َﺼـ ِﺮ ْي‬

You (F,S) were not helped

q 101 r
ُ َ
2nd Feminine Dual ‫ﻟ ْﻢ ﺗ ْﻨ َﺼـ َﺮا‬
ُ َ
You both (F,D) were not helped
2nd Feminine Plural ‫ﻟ ْﻢ ﺗ ْﻨ َﺼـ ْﺮ َن‬
ُْ َ
You all (F,P) were not helped
1st
Masculine &
Singular ‫ﻟ ْﻢ اﻧ َﺼـ ْﺮ‬
Feminine
ُ َ
I was not helped
1 st
Masculine & Dual & ‫ﻟ ْﻢ ﻧ ْﻨ َﺼـ ْﺮ‬
Feminine Plural
We were not helped
The imperfect tense passive voice in jussive case

َ ْ ‫)اَﻟ ْ ِﻔ ْﻌ ُﻞ اﻟ ْ ُﻤ َﻀﺎر ُع اﻟ ْ َﻤ ْﺠ ُﻬ ْﻮ ُل اﻟ ْ َﻤ‬
( " ‫ـﺠ ُﺰ ْو ُم ِب " ﻟ ْﻢ‬ ِ
َ َ َ
‫ﻟ ْﻢ ﻳ ُ ْﻨ َﺼ ُـﺮ ْوا‬ ‫ﻟ ْﻢ ﻳ ُ ْﻨ َﺼ َـﺮا‬ ‫ﻟ ْﻢ ﻳ ُ ْﻨ َﺼ ْـﺮ‬
َ ُ َ ُ َ
‫ﻟ ْﻢ ﻳ ُ ْﻨ َﺼ ْـﺮ َن‬ ‫ﻟ ْﻢ ﺗ ْﻨ َﺼ َـﺮا‬ ‫ﻟ ْﻢ ﺗ ْﻨ َﺼ ْـﺮ‬
ُ َ ُ َ ُ َ
‫ﻟ ْﻢ ﺗ ْﻨ َﺼ ُـﺮ ْوا‬ ‫ﻟ ْﻢ ﺗ ْﻨ َﺼ َـﺮا‬ ‫ﻟ ْﻢ ﺗ ْﻨ َﺼ ْـﺮ‬
ُ َ ُ َ ُ َ
‫ﻟ ْﻢ ﺗ ْﻨ َﺼ ْـﺮ َن‬ ‫ﻟ ْﻢ ﺗ ْﻨ َﺼ َـﺮا‬ ‫ﻟ ْﻢ ﺗ ْﻨ َﺼ ِـﺮ ْي‬
ُ َ ُْ َ
۞ ‫ﻟ ْﻢ ﻧ ْﻨ َﺼ ْـﺮ‬ ‫ﻟ ْﻢ اﻧ َﺼ ْـﺮ‬

q 102 r
a Exercise 14 A
َ َ
(A) Using both particles ‫ ﻟ ْﻢ & ﻟ ْﻦ‬separately, conjugate the following
words into all 14 word forms in the passive voice with translation
ُ َْ َُ َ
1) ‫ـﺮف‬
ِ ‫ﻳﻌ‬ 2) ‫ْﺴﺄل‬

ْ ْ ُ َ َ ُّ َ َ ُْ َ َ ُْ َ
‫( ﻟ ْﻢ اﻋـ َﺮف‬4) ‫( ﻟ ْﻦ ﻧـ ْﻌ َـﺮف‬3) ‫( ﻟ ْﻦ ﻳّﻈﻠ ُﻤ ْﻮا‬2) ‫( ﻟ ْﻢ ﺗﻈﻠ ُﻤ ْﻮا‬1)
َ َ ْ ُّ ْ َ َ ُ َ ْ ْ ُ َ َ ْ ُ َ
‫( ﻟﻦ ﻳـﺴﺌـ‬8) ْ ِ ‫( ﻟ ْﻢ ﺗـ ْﺴﺌـ‬7) ‫( ﻟ ْﻢ ﺗـﻘ َﺘـﻞ‬6) ‫( ﻟ ْﻦ ﺗـﻘ َﺘــﻞ‬5)
َْ َ َ َ ُ َ
‫( ﻟ ْﻢ ﻳ ُ ْﺮزق‬12) ‫( ﻟ ْﻦ ا ْرزق‬11) َ ْ َ ‫( ﻟ َ ْﻦ ﻳُّ ْﻄﻠ‬10) َ ْ َ ‫( ﻟ َ ْﻢ ﺗ ُ ْﻄﻠ‬9)
َ َ
(C) Translate the following into Arabic using the particles ‫ ﻟ ْﻦ‬or ‫ﻟ ْﻢ‬
appropriately
1) You (M,S) were not asked

2) They (F,D) will never be oppressed
3) We were not lifted up
4) They (F,P) were not recognised
5) They (M,D) were not helped
6) You (M,D) will never be provided
7) You (F,S) were not sent out
8) You (F,S) will never be recognised
9) We will never be oppressed

q 103 r
ُ َّ ٰ َ َ ُ ْ َ ُ َ
[‫]ا ْم َﺣ ِﺴ ْﺒ ْ ا ْن ﺗ ُ َ ْﻮا َو ﻟ َّﻤﺎ ﻳ َ ْﻌﻠ ِﻢ ا ّ ُ اﻟ ِﺬ ْﻳ َﻦ ٰﺟ َﻬ ُﺪ ْوا ِ ْﻨﻜ ْﻢ‬
(16:9)
“Do you think that you will be left as you are while Allah has not yet made evident those
among you who strive (for His cause)”
ُ ُ َ َّ ْ َ ٗ َ
[‫] َو اِﻧّﻪ ﻟ ِﺬﻛ ٌﺮ ﻟ َﻚ َو ﻟ َِﻘ ْﻮ ِﻣ َﻚ َو َﺳ ْﻮف ْﺴ َﺌ ْ َن‬
(44:43)
“And indeed it (the Quran) is a remembrance for you (O Muhammad ) and your
people (the Quraish or your followers) and you all are going to be questioned”
ُ ُ ْ ُ َ َ َۤ ُ ُ َ َْ ْ ُ َ َ َْ ْ َ
[‫ﺎﻣﻜ ْﻢ َو ا ْو ُد ْﻢ ﻳ َ ْﻮ َم اﻟ ِﻘ ٰﻴ َﻤ ِﺔ ﻳ َ ْﻔ ِﺼﻞ ﺑ َ ْﻴ َﻨﻜ ْﻢ‬ ‫]ﻟﻦ ﺗﻨﻔﻌﻜﻢ ارﺣ‬
(3:60)
“Neither your womb-relations nor your children will benefit you on the Day of Judgment.
He will decide between you”
ٰ ُ َ
[‫] َﺳ ْ َﻌﻞ ا ّ ُ ﺑ َ ْﻌ َﺪ ُﻋ ْ ٍ ﻳُّ ْ ً ا‬
(7:65)
“Allah will soon bring ease after a difficulty”
ُ َ ً َّ ۤ ُ ْ َ ُ َََ
[‫] ﺎﻧّ ْ ﻳ َ ْﻮ َم ﻳ َ َﺮ ْوﻧ َ َﻬﺎ ﻟ ْﻢ ﻳَﻠ َﺒﺜ ْﻮا ِا َﻋ ِﺸ َّﻴﺔ ا ْو ٰ َﻬﺎ‬
(46:79)
“The day they will see it, it will seem to them as if they did not live (in the world) but only
for one afternoon or for the morning thereof”
q 104 r
The emphatic / energetic forms (active & passive voice) :
َ
It has been mentioned that the particle ‫ ﻟ ْﻦ‬negates the imperfect tense verb
with emphasis & restricts the meaning to the future tense. Now, in order to
make it positive with emphasis in the future tense, the following points
must be observed:
َ َ
ّ ‫ ل )ﻟ‬can be prefixed to the imperfect tense verb and a (‫ ن )ﺛـﻘ ِْﻴﻠﺔ‬will ٌ َ َ ّ
A (‫ِﻠﺘﺄﻛـِ ْﻴـﺪ‬
َ
be suffixed. Emphasis can also be made by placing a (‫)ﺧﻔ ِْﻴﻔﺔ‬ ‫ ن‬instead of a ٌ َ ْ
ٌ َ َ
(‫)ﺛﻘ ِْﻴﻠﺔ‬ ‫ّن‬ at the end, but this is less common and does not come in the
conjugations where an " ‫ " ا‬appears before the (‫( ن )ﺛﻘ ِْﻴﻠﺔ‬due to the uniting
ٌ َ َ ّ
ْ َ َّ ُ َ ْ
of two vowelless letter ( ‫ِﻨ‬ ‫اﻟﺴﺎ‬ ‫))اِﺟ ِ ع‬.
The five conjugations that end with Dhamma __ُ will now have a Fathah
َ
__ .
ْ ُ َ ْ ْ ُ ُّ َ
The " ‫ " ن‬of the seven conjugations that are ‫اﺑ ّﻴﺔ‬
ِ ‫ اﻟﻨﻮن ا ِ ﻋـ َﺮ‬will be deleted
ْ َّ ُ ُ
but the " ‫ " ن‬of the two conjugations that are ِ ‫ ﻧ ْﻮن اﻟﻀ ِﻤ‬will be kept.
ْ َّ ُ ُ
ْ ‫ ﻧ‬will have an " ‫ " ا‬placed before
The two conjugations that have ِ ‫ـﻮن اﻟﻀ ِﻤ‬
ٌ َ َ ّ
the (‫ ن )ﺛﻘ ِْﻴﻠﺔ‬in order to separate the three noons (‫’ن‬s).

q 105 r
The " ‫ " ْو‬in 2nd & 3rd person masculine plural will be dropped but the
ُ will be retained.
preceding Dhamma __
The " ‫ " ْي‬in 2nd person feminine singular will also be dropped but the
preceding Kasrah ِ
–– will be retained.
ٌ َ َ ّ ّ
Finally, only when using (‫ ن )ﺛـﻘ ِْﻴــﻠﺔ‬, the ‫ ن‬will be given a Fathah __
َ except
in the instances that it is preceded by an " ‫ " ا‬in which case it will have a
Kasrah ––ِ .
Note that all verb conjugations in the emphatic form are indeclinable /
stateless and will not experience moods / grammatical states just like
perfect tense verbs.

q 106 r
Emphatic Emphatic Active

Original
Person Gender Number Active with voice with Heavy
verb
Light Noon
ََ ْ َ
Noon
َ ْ َ ‫ﻟ َﻴﻔ َﻌﻠ ّﻦ‬ ُ ْ

3rd Masc Sing ‫ﻟ َﻴﻔ َﻌﻠ ْﻦ‬ ‫ﻳَﻔ َﻌﻞ‬
Verily he / it (M,S) will
َ ْ َ
do
‫ﻟ َﻴﻔ َﻌ ِ ّن‬ َ ْ
3rd Masc Dual - ‫ﻳَﻔ َﻌ ِن‬
Verily they both (M,D)
َُ ْ َ
will do
ُ ْ َ ‫ﻟ َﻴﻔ َﻌﻠ ّﻦ‬ ُ ْ

3rd Masc Plural ‫ﻟ َﻴﻔ َﻌﻠ ْﻦ‬ ‫ﻳَﻔ َﻌ ْ َن‬
Verily they all (M,P)
ََ ْ َ
will do
َ ْ َ ‫ﻟ َﺘﻔ َﻌﻠ ّﻦ‬ ُ َْ

3rd Fem Sing ‫ﻟ َﺘﻔ َﻌﻠ ْﻦ‬ ‫ﺗﻔ َﻌﻞ‬
Verily she / it (F,S) will
َ ْ َ
do
‫ﻟ َﺘﻔ َﻌ ِ ّن‬ َ َْ
3rd Fem Dual - ‫ﺗﻔ َﻌ ِن‬
Verily they both (F,D)
ّ ‫ﻟ َ َﻴ ْﻔ َﻌﻠ ْ َﻨ‬
will do
‫ﺎن‬
ِ ْ ْ
3rd Fem Plural - ‫ﻳَﻔ َﻌﻠ َﻦ‬
Verily they all (F,P)
ََ ْ َ
will do
َ ْ َ ‫ﻟ َﺘﻔ َﻌﻠ ّﻦ‬ ُ َْ

2nd Masc Sing ‫ﻟ َﺘﻔ َﻌﻠ ْﻦ‬ ‫ﺗﻔ َﻌﻞ‬
Verily you (M,S) will
َ ْ َ
do
2nd Masc Dual - ‫ﺗﻔ َﻌ ِن‬
Verily you both (M,D)
will do

q 107 r
َُ ْ َ
ُ ْ َ ‫ﻟ َﺘﻔ َﻌﻠ ّﻦ‬ ُ َْ
2nd Masc Plural ‫ﻟ َﺘﻔ َﻌﻠ ْﻦ‬ ‫ﺗﻔ َﻌ ْ َن‬
Verily you all (M,P)
َ ْ َ
will do
ْ َ ‫ﻟ َﺘﻔ َﻌﻠِ ّﻦ‬ َ ْ ِ‫ﺗ َ ْﻔ َﻌﻠ‬

2nd Fem Sing ‫ﻟ َﺘﻔ َﻌ ِﻠ ْﻦ‬
Verily you (F,S) will
َ ْ َ
do
2nd Fem Dual - ‫ﺗﻔ َﻌ ِن‬
Verily you both (F,D)
ّ ‫ﻟ َ َﺘ ْﻔ َﻌﻠ ْ َﻨ‬
will do
‫ﺎن‬
ِ ْ َْ
2nd Fem Plural - ‫ﺗﻔ َﻌﻠ َﻦ‬
Verily you all (F,P)
َ َ ََْ
will do
1 st
Masc &
Sing
َ ََْ
‫ﻓ َﻌﻠ ْﻦ‬ ‫ﻓ َﻌﻠ ّﻦ‬ ُ َْ
Fem
ََ ْ َ
Verily I will do
1 st
Masc & Dual & َ ْ َ
‫ﻟ َﻨﻔ َﻌﻠ ْﻦ‬ ‫ﻟ َﻨﻔ َﻌﻠ ّﻦ‬ ُ َْ
Fem Plural
Verily we will do

‫‪q 108 r‬‬
‫َّ ْ‬
‫‪The imperfect tense active voice emphatic with heavy Noon‬‬
‫َّ َ‬ ‫ُ‬ ‫ُ َ‬ ‫ْ‬ ‫َْ ُ ْ َ‬
‫اﻟﺘﺄ ِﻛ ْﻴ ِﺪ َو اﻟ ّﻨ ْﻮ ِن اﻟﺜ ِﻘ ْﻴﻠﺔ(‬ ‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﻌ ُـﺮ ْوف ﺑِ ِم‬
‫َ ْ َُ‬ ‫َ ْ َ‬ ‫َ ْ ََ‬
‫ﻟ َﻴﻔ َﻌﻠ ّﻦ‬ ‫ﻟ َﻴﻔ َﻌ ِ ّن‬ ‫ﻟ َﻴﻔ َﻌﻠ ّﻦ‬
‫ﻟ َ َﻴ ْﻔ َﻌﻠ ْ َﻨ ّ‬
‫ﺎن‬
‫َ ْ َ‬
‫ﻟ َﺘﻔ َﻌ ِ ّن‬
‫َ ْ ََ‬
‫ﻟ َﺘﻔ َﻌﻠ ّﻦ‬
‫ِ‬
‫َ ْ َُ‬ ‫َ ْ َ‬ ‫َ ْ ََ‬
‫ﻟ َﺘﻔ َﻌﻠ ّﻦ‬ ‫ﻟ َﺘﻔ َﻌ ِ ّن‬ ‫ﻟ َﺘﻔ َﻌﻠ ّﻦ‬
‫ﻟ َ َﺘ ْﻔ َﻌﻠ ْ َﻨ ّ‬
‫ﺎن‬
‫َ ْ َ‬
‫ﻟ َﺘﻔ َﻌ ِ ّن‬
‫َ ْ َ‬
‫ﻟ َﺘﻔ َﻌ ِﻠ ّﻦ‬
‫ِ‬
‫َ ْ ََ‬ ‫ََْ َ َ‬
‫۞‬ ‫ﻟ َﻨﻔ َﻌﻠ ّﻦ‬ ‫ﻓ َﻌﻠ ّﻦ‬
‫َّ ْ ْ َ ُّ‬
‫‪The imperfect tense active voice emphatic with light Noon‬‬
‫ْ َ َ‬ ‫ُ َ‬ ‫ْ‬ ‫َْ ُ ْ َ‬
‫اﻟﻨ ْﻮ ِن اﻟـﺨ ِﻔ ْﻴﻔﺔ(‬ ‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﻌ ُـﺮ ْوف ِﺑ ِم اﻟﺘﺄ ِﻛﻴ ِﺪ و‬
‫َ ْ ُ‬ ‫َ ْ َ‬
‫ﻟ َﻴﻔ َﻌﻠ ْﻦ‬ ‫‪-‬‬ ‫ﻟ َﻴﻔ َﻌﻠ ْﻦ‬
‫َ ْ َ‬
‫‪-‬‬ ‫‪-‬‬ ‫ﻟ َﺘﻔ َﻌﻠ ْﻦ‬
‫َ ْ ُ‬ ‫َ ْ َ‬
‫ﻟ َﺘﻔ َﻌﻠ ْﻦ‬ ‫‪-‬‬ ‫ﻟ َﺘﻔ َﻌﻠ ْﻦ‬
‫َ ْ‬
‫‪-‬‬ ‫‪-‬‬ ‫ﻟ َﺘﻔ َﻌ ِﻠ ْﻦ‬
‫َ ْ َ‬ ‫ََْ َ‬
‫۞‬ ‫ﻟ َﻨﻔ َﻌﻠ ْﻦ‬ ‫ﻓ َﻌﻠ ْﻦ‬

q 109 r
a Exercise 15 A
(A) Translate the following into English and explain verbally in

detail the changes that took place for it to become emphatic
َ ْ ََ ّ ‫( ﻟ َ َﻴ ْﻔ َﻌﻠْ َﻨ‬4) ‫( ﻟ َ َﻴ ْﻔ َﻌﻠ ُ ْﻦ‬3) ‫( ﻟ َ َﺘ ْﻔ َﻌﻠ ْﻦ‬2) ‫( ﻟ َ َﺘ ْﻔ َﻌﻠ ُ َّﻦ‬1)

‫( ﻟﺘﻔ َﻌ ِ ّن‬5) ‫ﺎن‬
ِ ِ
(B) Translate the following into Arabic using both (‫& ن )ﺛَـﻘ ِْﻴــﻠﺔ‬
ٌ َ ّ ‫ْن‬
ٌ َ َ
(‫ )ﺧﻔ ِْﻴﻔﺔ‬where possible
1) Verily you (M,D) will do

2) Verily you all (F,P) will do
3) Verily you all (M,P) will do
4) Verily I will do
5) Verily they (M,P) will do
(C) Conjugate the following words into all 14 word forms in the
emphatic form active voice using both (‫)ﺧﻔ ِْﻴ َﻔﺔ( & ن )ﺛـﻘ ِْﻴﻠﺔ‬
َ
‫ن‬ ٌ َ َ ّ ٌ ْ
ُ َ َْ َ ْ
ُ ‫ﻳَﻌﻠ‬
1) ‫ﻳﻔﺘ‬ 2) ‫ﻢ‬

q 110 r
(D) Translate the following into English
ّ ‫( ﻟ َ َﻴ ْﻔ َ ْ َﻨ‬5) ‫ﺎن‬
ّ ‫( ﻟ َ َ ْ َﻤ ْﻌ َﻨ‬4) ّ َ ‫( ﻟ َ َﻴ ْ َ ﺑ‬3) ُ ََْ َ َُ ََ
‫ﺎن‬
ِ ِ ‫ﺎن‬
ِ ‫( ﺷﻜ َﺮ ْن‬2) ‫( ﻟ ْ ﻗﺪ ّن‬1)
َ َ َ ُ ْ َ
‫( ﻟ َﻨ ْﻌﻠ َﻤ ْﻦ‬10) ّ ِ ‫( ﻟ َﺘﻄﻠ‬9) ْ ُ ‫( ﻟ َ َﺘ ْﺬ َﻫ‬8) ْ ََ َُ ُ ْ َ
‫( ﻟﺘﻘ َﺮﰱِ ْﻦ‬7) ‫( ﻟ َﻴﺪﺧﻠ ّﻦ‬6)
(E) Translate the following into Arabic using both

ٌ َ َ
(‫)ﺛـﻘ ِْﻴــﻠﺔ‬ ‫ْن & ّن‬
ٌ َ َ
1) Verily you all (M,P) will write

2) Verily they (M,D) will enter
3) Verily they all (F,P) will help
4) Verily they (F,D) will open
5) Verily you (F,S) will know / learn
6) Verily you both (M,D) will prostrate
7) Verily we will listen
8) Verily I will break
 The emphatic form can also be formed in the passive voice when
appropriate.
 The emphatic form passive voice is formed from the imperfect tense
passive voice by following the above method on pages 104 & 105.
 Since the ‫ ع‬position letter in the passive is always vowelled with a
َ , it will be retained at all times.

Fathah __

q 111 r
Emphatic Emphatic Passive

Original
Person Gender Number Passive with voice with Heavy
verb
Light Noon Noon
َ َ
َ ‫ﻟ ُﻴ ْﻨ َﺼـ َﺮ ّن‬
3rd Masc Sing ‫ﻟ ُﻴ ْﻨ َﺼـ َﺮ ْن‬ ‫ﻳ ُ ْﻨ َﺼـ ُﺮ‬
Verily he / it (M,S) will
ّ ‫ﻟ َ ُﻴ ْﻨ َﺼـ َﺮ‬
be helped
‫ان‬
ِ َ ُْ
3rd Masc Dual -
Verily they both (M,D)
‫ان‬
َ َ
will be helped
َ ‫ﻟ ُﻴ ْﻨ َﺼـ ُﺮ ّن‬
3rd Masc Plural ‫ﻟ ُﻴ ْﻨ َﺼـ ُﺮ ْن‬ ‫ﻳ ُ ْﻨ َﺼـ ُﺮ ْو َن‬
Verily they all (M,P)
َ َ
will be helped
َ ‫ﻟ ُﺘ ْﻨ َﺼـ َﺮ ّن‬ ُ
3rd Fem Sing ‫ﻟ ُﺘ ْﻨ َﺼـ َﺮ ْن‬ ‫ﺗ ْﻨ َﺼـ ُﺮ‬
Verily she / it (F,S) will
ّ ‫ﻟ َ ُﺘ ْﻨ َﺼـ َﺮ‬
be helped
‫ان‬
ِ َ ُْ
3rd Fem Dual -
Verily they both (F,D)
‫ان‬
ّ َ ‫ﻟ َ ُﻴ ْﻨ َﺼـ ْﺮﻧ‬
will be helped
‫ﺎن‬
ِ
3rd Fem Plural - ‫ﻳ ُ ْﻨ َﺼـ ْﺮ َن‬
Verily they all (F,P)
َ َ
will be helped
َ ‫ﻟ ُﺘ ْﻨ َﺼـ َﺮ ّن‬ ُ
2nd Masc Sing ‫ﻟ ُﺘ ْﻨ َﺼـ َﺮ ْن‬ ‫ﺗ ْﻨ َﺼـ ُﺮ‬
Verily you (M,S) will
be helped
‫ان‬
ِ َ ُْ
2nd Masc Dual -
Verily you both (M,D)
‫ان‬
will be helped

q 112 r
َ َ
َ ‫ﻟ ُﺘ ْﻨ َﺼـ ُﺮ ّن‬ ُ
2nd Masc Plural ‫ﻟ ُﺘ ْﻨ َﺼـ ُﺮ ْن‬ ‫ﺗ ْﻨ َﺼـ ُﺮ ْو َن‬
Verily you all (M,P)
َ َ
will be helped
َ ‫ﻟ ُﺘ ْﻨ َﺼـ ِﺮ ّن‬
2nd Fem Sing ‫ﻟ ُﺘ ْﻨ َﺼـ ِﺮ ْن‬ ‫ﺗ ُ ْﻨ َﺼـ ِﺮﻳْ َﻦ‬
Verily you (F,S) will be
helped
‫ان‬
ِ َ ُْ
2nd Fem Dual -
Verily you both (F,D)
‫ان‬
ّ َ ‫ﻟ َ ُﺘ ْﻨ َﺼـ ْﺮﻧ‬
will be helped
‫ﺎن‬
ِ ُ
2nd Fem Plural - ‫ﺗ ْﻨ َﺼـ ْﺮ َن‬
Verily you all (F,P)
َ ُْ َ
will be helped
1 st
Masc &
Sing
ُْ َ
‫ﻧ َﺼـ َﺮ ْن‬ ‫ﻧ َﺼـ َﺮ ّن‬ ُْ
Fem
َ َ
Verily I will be helped
َ ‫ﻟ ُﻨ ْﻨ َﺼـ َﺮ ّن‬ ُ
‫ﻟ ُﻨ ْﻨ َﺼـ َﺮ ْن‬ ‫ﻧ ْﻨ َﺼـ ُﺮ‬
Masc & Dual &
1 st
Fem Plural
Verily we will be
helped

‫‪q 113 r‬‬
‫‪The imperfect tense passive voice emphatic with heavy Noon‬‬
‫َّ َ‬ ‫ُ َ‬ ‫ْ‬ ‫َْ ُ ْ َ‬
‫اﻟﻨ ْﻮ ِن اﻟﺜ ِﻘ ْﻴﻠﺔ(‬ ‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﺠ ُﻬ ْﻮل ﺑِ ِم اﻟﺘﺄ ِﻛﻴ ِﺪ و‬
‫َ‬ ‫َ‬ ‫ﻟ َ ُﻴ ْﻨ َﺼـ َﺮ ّ‬ ‫َ‬ ‫َ‬
‫ﻟ ُﻴ ْﻨ َﺼـ ُﺮ ّن‬ ‫ان‬ ‫ِ‬ ‫ﻟ ُﻴ ْﻨ َﺼـ َﺮ ّن‬
‫ﻟ َ ُﻴ ْﻨ َﺼ ْـﺮﻧ َ ّ‬
‫ﺎن‬ ‫ﻟ َ ُﺘ ْﻨ َﺼـ َﺮ ّ‬
‫ان‬
‫َ‬ ‫َ‬
‫ﻟ ُﺘ ْﻨ َﺼـ َﺮ ّن‬
‫ِ‬ ‫ِ‬
‫َ‬ ‫َ‬ ‫ﻟ َ ُﺘ ْﻨ َﺼـ َﺮ ّ‬ ‫َ‬ ‫َ‬
‫ﻟ ُﺘ ْﻨ َﺼـ ُﺮ ّن‬ ‫ان‬ ‫ِ‬ ‫ﻟ ُﺘ ْﻨ َﺼـ َﺮ ّن‬
‫ﻟ َ ُﺘ ْﻨ َﺼ ْـﺮﻧ َ ّ‬
‫ﺎن‬ ‫ﻟ َ ُﺘ ْﻨ َﺼـ َﺮ ّ‬
‫ان‬
‫َ‬ ‫َ‬
‫ﻟ ُﺘ ْﻨ َﺼـ ِﺮ ّن‬
‫ِ‬ ‫ِ‬
‫َ‬ ‫َ‬ ‫َ‬ ‫َ ُْ‬
‫۞‬ ‫ﻟ ُﻨ ْﻨ َﺼـ َﺮ ّن‬ ‫ﻧ َﺼـ َﺮ ّن‬
‫‪The imperfect tense passive voice emphatic with light Noon‬‬
‫ْ َ َ‬ ‫ُ َ‬ ‫ْ‬ ‫َْ ُ ْ َ‬
‫اﻟﻨ ْﻮ ِن اﻟـﺨ ِﻔ ْﻴﻔﺔ(‬ ‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﺠ ُﻬ ْﻮل ِﺑ ِم اﻟﺘﺄ ِﻛﻴ ِﺪ و‬
‫َ‬ ‫َ‬
‫ﻟ ُﻴ ْﻨ َﺼـ ُﺮ ْن‬ ‫‪-‬‬ ‫ﻟ ُﻴ ْﻨ َﺼـ َﺮ ْن‬
‫َ‬
‫‪-‬‬ ‫‪-‬‬ ‫ﻟ ُﺘ ْﻨ َﺼـ َﺮ ْن‬
‫َ‬ ‫َ‬
‫ﻟ ُﺘ ْﻨ َﺼـ ُﺮ ْن‬ ‫‪-‬‬ ‫ﻟ ُﺘ ْﻨ َﺼـ َﺮ ْن‬
‫َ‬
‫‪-‬‬ ‫‪-‬‬ ‫ﻟ ُﺘ ْﻨ َﺼـ ِﺮ ْن‬
‫َ‬ ‫َ ُْ‬
‫۞‬ ‫ﻟ ُﻨ ْﻨ َﺼـ َﺮ ْن‬ ‫ﻧ َﺼـ َﺮ ْن‬

q 114 r
a Exercise 16 A
(A) Translate the following into Arabic using both (‫& ن )ﺛَـﻘ ِْﻴــﻠﺔ‬
ٌ َ ّ ‫ْن‬
ٌ َ َ
1) Verily they (F,P) will be helped

2) Verily you both (M,D) will be helped
3) Verily I will be helped
4) Verily we will be helped
5) Verily you both (F,D) will be helped
(B) Conjugate the following words into all 14 word forms in the
emphatic form passive voice using both (‫)ﺧﻔ ِْﻴ َﻔﺔ( & ن )ﺛﻘ ِْﻴﻠﺔ‬
ٌ َ َ
‫ن‬ َ ّ ٌ ْ
ُ ُْ َُ َ
1) ‫ﻳَﻘﺘﻞ‬ 2) ‫ْﺴﺄل‬
َ ُ َ ُ َ ّ ‫( ﻟ َ ُﻴ ْﺒ َﻌ ْﺜ َﻨ‬2) ‫ُ ْ َزﻗُ َّﻦ‬ َ

‫( ﻟ ْﺴﺌﻠِ ْﻦ‬4) ‫( ﻟ ُﺘ ْﻌ َـﺮﻓ ْﻦ‬3) ‫ﺎن‬
ِ ‫( ﻟ‬1)
َ ْ َ ْ َ ّ َ ‫( ﻟ َ ُﺘ ْ َ ﺑ‬6) ‫ُ ْﺴ َﺌ َ ّن‬ َ
‫( ﻟ ُﻴﻈﻠ َﻤ ْﻦ‬8) ‫( ﻟ ُﺘﻀـ َﺮﺑِ ْﻦ‬7) ‫ﺎن‬ ِ ِ ‫( ﻟ‬5 )

q 115 r
(D) Translate the following into Arabic using both (‫& ن )ﺛَـﻘ ِْﻴــﻠﺔ‬
ٌ َ ّ ‫ْن‬
ٌ َ َ
1) Verily they (M,P) will be oppressed

2) Verily you (M,P) will be recognised
3) Verily we will be asked / questioned
4) Verily you (F,S) will be sent out
5) Verily you (F,D) will be hit
6) Verily you all (F,P) will be asked
7) Verily he (M,S) will be killed
8) Verily we will be provided

ُ َّ َ َ َ ُ َ ُ َ ۤ َّ َ ُ َ
‫ْﻢ َو اﻧْ ُﻔ ِﺴﻜ ْﻢ َو ﻟ ۡﺴ َﻤ ُﻌ ّﻦ ِﻣ َﻦ اﻟ ِﺬﻳۡ َﻦ ا ۡوﺗُﻮا ا ۡ ِ ٰﺘ َﺐ ِﻣ ۡﻦ‬ ِ ‫]ﻟﺘ ْﺒ ُ ن ِ ْ ا ْﻣ َﻮا‬
ۡ َ ًَ ُۤ َۡ َّ ُ َ
[‫ﻗ ۡﺒ ِﻠ ۡﻢ َو ِﻣ َﻦ اﻟ ِﺬﻳۡ َﻦ ا َ ۡﻮا اذي ﻛ ِﺜ ًا‬
(186:3)
“Of course, you shall be tested in your wealth and yourselves; and, of course, you shall
hear hurting statements from those who have been given the Book before you and from
those who associate (others with Allah in His divinity)”
ُ َ َ ۡ ُ َ ََ َّ ٰ ۤ َ ٰ َ
‫]ا ّ ُ ِا َ ِا ُﻫ َﻮ ﻟ ۡ َﻤ َﻌ ّﻨﻜ ۡﻢ ِا ٰ ﻳ َ ۡﻮ ِم اﻟ ِﻘ ٰﻴ َﻤ ِﺔ َرﻳۡ َﺐ ِﻓ ۡﻴ ِﻪ َو َﻣ ۡﻦ ا ۡﺻ َﺪق ِﻣ َﻦ‬
ً ٰ
[‫ا ّ ِ َﺣ ِﺪﻳۡﺜﺎ‬
(87:4)
“Allah: There is no God but He. He shall certainly gather you for (account on) the Day of
Resurrection. There is no doubt about it. Who is more truthful in his word than Allah?”

q 116 r

q 117 r
n Chapter 3 N
َ َْ
ُ
The command / imperative (‫)ا ﻣـﺮ‬
ْ
ُ ْ َّ َ
& The prohibitive ( ‫)اﻟﻨ‬
َ َْ
ُ ‫)ا ْﻣ‬
When an action is being demanded, then the command / imperative (‫ـﺮ‬
form of the verb is used.
ْ َ ْ
For e.g. ‫( اِذﻫﺐ‬Go!)
ْ َّ َ
When an action is to be prevented, then the prohibitive ( ُ ‫ )اﻟﻨ‬form of the
verb is used.
ْ َ ْ َ َ (Don’t go!)
For e.g. ‫ﺗﺬﻫﺐ‬
Both the imperative and prohibitive forms are restricted to the future
tense as a command or prohibition is expected to be carried out after it
has been stated.
The command / imperative is split into two parts viz.
(‫ـﺮ‬ َ ْ ‫ﺎﻃﺐ \ ﻟِﻠ‬ َ َ ُْ

1) Direct command ِ ‫ﺎﺿ‬ ِ ‫ـﺤ‬ ِ ‫)ﻟِﻠﻤﺨ‬
َّ ْ َْ
2) Indirect command (‫)ﻟِﻠﻐﺎﰱِ ِﺐ َو اﻟ ُﻤ َﺘ ِﻠ ِﻢ‬
Since the direct command is used for the 2nd person, it consists of six word
forms to include both masculine & feminine being singular, dual or plural.

q 118 r
The direct command in active voice is formed from the

imperfect tense active by observing the following:
ُ َ َ ْ ُ َ َ
Remove the ‫ﺎرع‬
ِ ‫ ﻋـ ﻣـﺔ اﻟﻤـﻀــ‬and check whether the following letter is
vowelled or not.
If the next letter is not vowelled , then place a ‫ـﺰة اﻟ َﻮﺻ ِﻞ‬
ْ ْ ُ
َ ‫( ﻫ ْﻤ‬conjunctive َ
َ ْ ُ ََ
Hamzah) in place of the ‫َﻣﺔ اﻟ ُﻤﻀﺎ ِرع‬ to facilitate pronunciation.
ْ will be placed at the end where a Dhamma __ُ is found

A Jazm / Sukoon __
i.e. on the ‫ ل‬position letter.
The " ‫ " ن‬of the conjugations that are ‫ اﻟﻨ ْﻮن ا ِ ﻋـ َﺮاﺑِ ّﻴﺔ‬will be deleted but the
ْ َ
ّ ُ ُْ
" ‫ " ن‬that is ِ ‫اﻟﻀ ِﻤ‬ ‫ ﻧﻮن‬will be kept.
If the ‫ع‬ position letter has a Dhamma _ُ_ then the conjunctive Hamzah
ْ ُ َ
(‫)ﻫ ْﻤ َـﺰة اﻟ َﻮ ْﺻ ِﻞ‬ ُ otherwise it will be given a
will also be given a Dhamma __
Kasrah ––ِ .
َْ ُْ ُ َ َ ْ ْ َ ْ
For e.g. ‫ ﺗﻨ ُﺼـ ُﺮ‬will become ‫ اﻧ ُﺼـ ْﺮ‬whilst ‫ ﺗﺬﻫ ﺐ‬will become ‫اِذﻫﺐ‬

q 119 r
َّ ْ ُ َ
If the ‫ ل‬position letter is a ‫( ﺣ ْﺮف اﻟ ِﻌﻠ ِﺔ‬weak letter) i.e. ‫ ي‬، ‫ ا‬، ‫ و‬, then this will
be deleted.
ُ َْ ُ ُْ َ
For e.g. ‫ ﺗﺪﻋ ْﻮ‬will become ‫ ادع‬and ْ ِ ‫ ﺗ ْﺮ‬will become ‫ا ِْر ِم‬
َ ْ ُ
ََ
If after removing the ‫َﻣﺔ اﻟ ُﻤﻀـﺎ ِرع‬the following letter is vowelled , then
ْ ْ ُ َ ‫)ﻫ ْﻤ‬
there is no need for a conjunctive Hamzah (‫ـﺰة اﻟ َﻮﺻ ِﻞ‬
َ .
ُ َ ْ
For e.g. ‫ ﺗ ِﻌﺪ‬will become ‫ﻋﺪ‬ِ
َ
From the above two points, verbs such as ْ ِ ‫ ﺗ‬will end up as just ‫ ِق‬like in
َ
َّ َ َ َ َ َ َ ْ ُ ُ َ َ ْ َ
ِ ‫]ﻓﺎﻏ ِﻔ ْـﺮ ﻟﻨﺎ ذﻧﻮﺑﻨﺎ و ِﻗﻨﺎ ﻋﺬاب اﻟﻨ‬
the verse [‫ﺎر‬
(So forgive us our sins and save us from the punishment of the Fire {3:16})
All the command and prohibitive forms in both active voice and passive
ْ َُ َ
َ ‫ )ﺣﺎﻟﺔ اﻟ‬apart from the direct
voice will be in the jussive case (‫ـﺠ ْﺰ ِم‬
ْ ْ ْ ْ َ َْ
ُ ‫ﺎﺿـﺮ اﻟ َﻤﻌ‬
command forms in active voice (‫ـﺮوف‬ َ ‫ )ا ْﻣـﺮ اﻟ‬. Although the
ِ ‫ـﺤ‬
direct command forms in active voice may have a Jazm / Sukoon __ْ at
ْ does not indicate them being in jussive

the end, this Jazm / Sukoon __
ٌ َ
case. Rather, they are indeclinable / stateless ( ّ ِ ‫)ﻣ ْﺒ‬ i.e. they are not
influenced by any other word and are not subject to any kind of changes /
inflections.

q 120 r
Imperfect Active voice

Step two Step one tense in Direct
Jussive command
ُْ
Add a conjunctive Hamzah
َ ‫اﻧ ُﺼـ ْﺮ‬

with a Dhammah at the
‫ﺗ ْﻨ ُﺼـ ْﺮ‬
Remove the
َ ْ ُ َ
beginning of the verb as
‫َ َﻣﺔ اﻟ ُﻤﻀﺎ ِرع‬
+ =
the ‫ ع‬position letter has a
Help! (You M,S)
Dhammah
ُْ
‫اﻧ ُﺼـ َﺮا‬
َ
‫ﺗ ْﻨ ُﺼـ َﺮا‬
Remove the
َ ْ ُ َ
+ =
the ‫ ع‬position letter has a Help! (You both
M,D)
Dhammah
ُْ
‫اﻧ ُﺼـ ُﺮ ْوا‬
َ
‫ﺗ ْﻨ ُﺼـ ُﺮ ْوا‬
Remove the
َ ْ ُ َ
+ =
the ‫ ع‬position letter has a Help! (You all
M,P)
Dhammah
ُْ
َ ‫اﻧ ُﺼـ ِﺮ ْي‬

‫ﺗ ْﻨ ُﺼـ ِﺮ ْي‬
Remove the
َ ْ ُ َ
+ =
Help! (You F,S)
Dhammah
ُْ
‫اﻧ ُﺼـ َﺮا‬
َ
‫ﺗ ْﻨ ُﺼـ َﺮا‬
Remove the
َ ْ ُ َ
+ =
the ‫ ع‬position letter has a Help! (You both
F,D)
Dhammah
ُْ
َ
‫ﺗ ْﻨ ُﺼـ ْﺮ َن‬ ‫اﻧ ُﺼـ ْﺮ َن‬
Remove the
َ ْ ُ َ
+ =
Help! (You all F,P)
Dhammah

q 121 r
a Exercise 17 A
(A) Conjugate the following words into all six word forms in the
active voice direct command form keeping in mind the vowel mark
on the ‫ ع‬position letter
ُ َ َْ
1) ‫ﺗﺬﻫﺐ‬ 2) ‫ﺲ‬
ْ َ
ُ ‫ﺗـﺠ ِﻠ‬

writing in the active voice direct command form keeping in mind
the vowel mark on the ‫ ع‬position letter
ُ َْ
1) ‫ﺗﻌ َﻤﻞ‬ 2) ‫ﺐ‬
ُ َ ‫ﺗ َ ْﺮ‬ 3) ‫ـﺮف‬
ُ َْ
ِ ‫ﺗﻌ‬
ُ َْ ُ ُ َْ ُ ُ َْ
4) ‫ﺗﻘ َﺮأ‬ 5) ‫ﺗﺪﺧﻞ‬ 6) ‫ﺗﻜﺘﺐ‬
ُ َ َْ ُ َ َْ ُ َْ
7) ‫ﺗ ﺮﻓ‬ 8) ‫ﺗﻔﺘ‬ 9) ‫َ ب‬ ‫ﺗ‬
ُ َ ُ َ َْ
10) ‫ْﺴ َﻤ‬ 11) ‫ﺗ ْﺮ ِﺟ‬ ُ ِ‫ﺗﻈﻠ‬
12) ‫ﻢ‬
ُ َْ ُ َْ ُ َْ
13) ‫ﺗ ِ ب‬ 14) ‫ﺗﻌ ُﺒﺪ‬ 15) ‫ﺗﻨﻈ ُﺮ‬
ُ َْ ُُ َ َُ َْ
16) ‫ﺸﻜ ُﺮ‬ 17) ‫ﺗ ْﺮﻗﺪ‬ 18) ‫ﺴﺄل‬

q 122 r
(B) Write the word form (person, gender & number) and translate
the following
ْ ْ ُ ُُْ ْ ُْ ْ ْ ُ
‫( ِا ِ ﺑ َﺎ‬5) ْ ِ َ ‫( ِا‬4) ‫ْ ا‬ ‫( اﻗﺘ‬3) ‫( ا ُﺪ َن‬2) ‫( اﻋ ُﺒﺪ َن‬1)
ْ ْ
ْ ِ ‫( ا ِْر ِﺟ‬10) ‫( اُﻧْ ُﻈ ُﺮ ْوا‬9) ‫( اِﻗ َﺮأ‬8) ْ ِ ‫( ا ِْﺟ ِﻠ‬7)
ُْ
‫( اﻧ ُﺼـ ُﺮ ْوا‬6)
1) Go! (You all F,P) 2) Help! (You all M,P)

3) Look! (You F,S) 4) Sit! (You both M,D)
5) Listen! (You all F,P) 6) Read! (You F,S)
7) Hit! (You all F,P) 8) Wear! (You all M,P)
9) Know! (You M,S) 10) Thank! (You both F,D)
(D) Write out all the following imperative verbs with the correct
diacritical marks
، ‫ اﻗﺮأن‬، ‫ ا‬، ‫ﺘﺒﺎ‬ ‫ ا‬، ‫ ادﺧ ا‬، ‫ اﻋﺮﻓﻦ‬، ‫اﻋﻤ ا‬
، ‫ اﺟﻠﺴﻮا‬، ‫ اذﻫﺒﺎ‬، ‫ اﻋﺒﺪا‬، ‫ اﺳﺌ ا‬، ‫ اﺷﻜﺮا‬، ‫ ادﺧ‬، ‫ارﻛ‬
‫ ارزﻗﻮا‬، ‫ ا ﺑﺎ‬، ‫ اﺗﺮﻛﻰ‬، ‫ اﻃﻠﺐ‬، ‫ ارﻛﺐ‬، ‫ ارﻓﻌﺎ‬، ‫اﻧﺼـﺮوا‬
Since the indirect command is used for the 3rd person & 1st person, it
consists of eight word forms to include both masculine & feminine being
singular, dual or plural.

q 123 r
The indirect command in active voice is formed from the

imperfect tense active by observing the following:
َْ
A (‫ ِل )ﻟ ِ ْﻣـﺮ‬will be prefixed whilst a Jazm / Sukoon __
ْ will be placed at the
end where a Dhamma _ُ_ is found i.e. on the ‫ ل‬position letter; the " ‫ " ن‬of
ُ َ ْْ ْ ُ ُّ َ
the conjugations that are ‫اﺑ ّﻴﺔ‬
ِ ‫ اﻟﻨﻮن ا ِ ﻋ َﺮ‬will be deleted but the " ‫ " ن‬that is
ْ َّ ُ ْ ُ
ِ ‫ ﻧﻮن اﻟﻀ ِﻤ‬will be kept.
ُ ُ ْ ْ ُ ْ
For e.g. ‫ ﻳَﻜﺘﺐ‬will become ‫ﻟ َِﻴﻜﺘﺐ‬
َّ ْ ُ َ
be deleted.
ُ ْ ُ ْ َ
For e.g. ‫ ﻳَﺪﻋ ْﻮ‬will become ‫ ﻟ َِﻴﺪع‬and ْ ِ ‫ ﻳ َ ْﺮ‬will become ‫ﻟِ ْ ِم‬
َ ُ
َ " ‫ " ف‬or " ‫" ﺛ َّﻢ‬
َْ
If (‫ ِل )ﻟِ ْﻣـﺮ‬is preceded by a " ‫ " و‬, for conjunction, then the
Kasrah on the Laam can be changed into a Jazm / Sukoon.
ْ ْ ْ ْ َْ
For e.g. ‫ ﻟ َِﻴﻌ َﻤﻞ‬will become ‫ﻓﻠ َﻴﻌ َﻤﻞ‬
ْ َ َْ ْ َ ْ ْ ُ
‫ ﻟِﻴﻘﻄ‬will become ‫ﺛ َّﻢ ﻟ َﻴﻘﻄ‬
ْ ْ َ ْ َ ْ َُ
They can be read as ‫ ﻓﻠِ َﻴﻌ َﻤﻞ‬and ‫ ﺛ ّﻢ ﻟِ َﻴﻘﻄ‬aswell.

q 124 r
Means of Original Active voice

Person, Gender &
showing Verb in Prefix Indirect
Number
Jussive Raf’ command
‫ﻟ َِـﻴ ْﻨ ُﺼـ ْﺮ‬

‫ﻳ َ ْﻨ ُﺼـ ُﺮ‬ ‫ِل‬
Change final
3rd Masc Sing Dhammah to + =
Sukoon He / It (M,S)
must help!
ُ َْ ‫ﻟ َِـﻴ ْﻨ ُﺼـ َﺮا‬

3rd Masc Dual Drop final ‫ن‬ ِ ‫ﻳﻨﺼـ َﺮ‬
‫ان‬ + ‫ِل‬ =
They both (M,D)
must help!
‫ﻟ َِـﻴ ْﻨ ُﺼـ ُﺮ ْوا‬

3rd Masc Plural Drop final ‫ن‬ ‫ﻳ َ ْﻨ ُﺼـ ُﺮ ْو َن‬ + ‫ِل‬ =
They all (M,P)
must help!
َ ‫ﻟ َِـﺘ ْﻨ ُﺼـ ْﺮ‬

‫ﺗ ْﻨ ُﺼـ ُﺮ‬ ‫ِل‬
Change final
3rd Fem Sing Dhammah to + =
Sukoon She / It (F,S) must
help!
ُ َْ ‫ﻟ َِـﺘ ْﻨ ُﺼـ َﺮا‬

3rd Fem Dual Drop final ‫ن‬ ِ ‫ﺗﻨﺼـ َﺮ‬
‫ان‬ + ‫ِل‬ =
They both (F,D)
must help!
‫ﻟ َِـﻴ ْﻨ ُﺼـ ْﺮ َن‬

3rd Fem Plural No change ‫ﻳ َ ْﻨ ُﺼـ ْﺮ َن‬ + ‫ِل‬ =
They all (F,P)
َْ
must help!
َْ
‫اﻧ ُﺼـ ُﺮ‬ ‫ِل‬ ‫ِ ﻧ ُﺼـ ْﺮ‬
Change final
Masc
1st
& Fem
Sing Dhammah to + =
Sukoon
I must help!
َ
‫ﻧ ْﻨ ُﺼـ ُﺮ‬ ‫ِل‬ ‫ﻟ َِﻨ ْﻨ ُﺼـ ْﺮ‬
Change final
Masc Dual &
1st
& Fem Plural
Dhammah to + =
Sukoon
We must help!

q 125 r
a Exercise 18 A
Translate the following into English
َ ْ ‫( ﻟ َِﻴ ْﺬ َﻫ‬5) ‫( ﻟ ِ َ ْﺴ َﻤ َﻌﺎ‬4) ‫( ﻟ َِﻨ ْﻄﻠ ُ ْﺐ‬3) ْ ْ َ ُ

‫( ِ ﻋ ِﻘﻞ‬2) ‫( ﻟ َِﻴ ْﻌـ ِﻘ ْ ا‬1)
ُْ َ َْ َ ْ َ َْ ْ ‫( ﻟ ِ َﻨ‬6)
‫( ِ ْرﻗﺪ‬10) ‫( ﻟ ِ ْﺴﺄﻟ َﻦ‬9) ‫( ﻟ ِﺘﻀـ ِﺮﺑَﺎ‬8) ‫( ﻟِ ﺸـ َﺮﺑَﺎ‬7) ‫ـﺠﻠِ ْﺲ‬
َ َْ
For the sake of ease, a table showing the full paradigms of the
ُ ‫ )ا ْﻣ‬forms in active voice is being presented.
command / imperative (‫ـﺮ‬
Active voice
Command
3rd Masculine Singular ‫ﻟ َِﻴ ْﻨ ُﺼـ ْﺮ‬

He / It (M,S) must help!
3rd Masculine Dual ‫ﻟ َِﻴ ْﻨ ُﺼـ َﺮا‬

They both (M,D) must help!
3rd Masculine Plural ‫ﻟ َِﻴ ْﻨ ُﺼـ ُﺮ ْوا‬

They all (M,P) must help!
3rd Feminine Singular ‫ﻟ َِﺘ ْﻨ ُﺼـ ْﺮ‬

She / It (F,S) must help!

q 126 r
3rd Feminine Dual ‫ﻟ َِﺘ ْﻨ ُﺼـ َﺮا‬

They both (F,D) must help!
3rd Feminine Plural ‫ﻟ َِﻴ ْﻨ ُﺼـ ْﺮ َن‬
ُْ
They all (F,P) must help!
2nd Masculine Singular ‫اﻧ ُﺼـ ْﺮ‬
ُْ
Help! (You M,S)
2nd Masculine Dual ‫اﻧ ُﺼـ َﺮا‬
ُْ
Help! (You both M,D)
2nd Masculine Plural ‫اﻧ ُﺼـ ُﺮ ْوا‬
ُْ
Help! (You all M,P)
2nd Feminine Singular ‫اﻧ ُﺼـ ِﺮ ْي‬
ُْ
Help! (You F,S)
2nd Feminine Dual ‫اﻧ ُﺼـ َﺮا‬
ُْ
Help! (You both F,D)
2nd Feminine Plural ‫اﻧ ُﺼـ ْﺮ َن‬
َْ
Help! (You all F,P)
1 st
Masculine &
Singular ‫ِ ﻧ ُﺼـ ْﺮ‬
Feminine
I must help!
1st
Masculine & Dual & ‫ﻟ َِﻨ ْﻨ ُﺼـ ْﺮ‬
Feminine Plural
We must help!

‫‪q 127 r‬‬
‫َْ َ‬
‫‪The command forms in active voice‬‬
‫ُ‬ ‫ْ‬
‫)ا ْﻣ ُـﺮ اﻟ َﻤ ْﻌ ُـﺮ ْوف(‬
‫ﻟ َِﻴ ْﻨ ُﺼـ ُﺮ ْوا‬ ‫ﻟ َِﻴ ْﻨ ُﺼـ َﺮا‬ ‫ﻟ َِﻴ ْﻨ ُﺼـ ْﺮ‬
‫ﻟ َِﻴ ْﻨ ُﺼـ ْﺮ َن‬ ‫ﻟ َِﺘ ْﻨ ُﺼـ َﺮا‬ ‫ﻟ َِﺘ ْﻨ ُﺼـ ْﺮ‬

‫ُْ‬ ‫ُْ‬ ‫ُْ‬
‫اﻧ ُﺼـ ُﺮ ْوا‬ ‫اﻧ ُﺼـ َﺮا‬ ‫اﻧ ُﺼـ ْﺮ‬
‫ُْ‬ ‫ُْ‬ ‫ُْ‬
‫اﻧ ُﺼـ ْﺮ َن‬ ‫اﻧ ُﺼـ َﺮا‬ ‫اﻧ ُﺼـ ِﺮ ْي‬
‫َْ‬
‫۞‬ ‫ﻟ َِﻨ ْﻨ ُﺼـ ْﺮ‬ ‫ِ ﻧ ُﺼـ ْﺮ‬
‫<‬

q 128 r
The direct command in passive voice is formed from the imperfect

tense passive by observing the following:
َْ
A (‫ ِل )ﻟِ ْﻣـﺮ‬will be prefixed whilst a Jazm / Sukoon __
ْ will be placed at the
end where a Dhamma _ُ_ is found i.e. on the ‫ ل‬position letter.
Since the ‫ ع‬position letter in the passive is always vowelled with a Fathah
َ
__ , it will be retained at all times.
The " ‫ " ن‬of the conjugations that are ‫ اﻟﻨ ْﻮن ا ِ ﻋ َﺮاﺑِ ّﻴﺔ‬will be deleted but the
ْ َ
ّ ُ ُْ
" ‫ " ن‬that is ِ ‫اﻟﻀ ِﻤ‬ ‫ ﻧﻮن‬will be kept.
َّ ْ ُ َ
be deleted.

q 129 r
Means of Original Passive voice

Person, Gender
showing Verb in Prefix Direct
& Number
ُ ‫ﻟ ُِﺘ ْﻨ َﺼـ ْﺮ‬

‫ﺗ ْﻨ َﺼـ ُﺮ‬ ‫ِل‬
Change final
2nd Masc Sing Dhammah to + =
Sukoon Be helped! (You
M,S)
َ ُْ ‫ﻟ ُِﺘ ْﻨ َﺼـ َﺮا‬

2nd Masc Dual Drop final ‫ن‬ ِ ‫ﺗﻨﺼـ َﺮ‬
‫ان‬ + ‫ِل‬ =
Be helped! (You
both M,D)
ُ ‫ﻟ ُِﺘ ْﻨ َﺼـ ُﺮ ْوا‬

2nd Masc Plural Drop final ‫ن‬ ‫ﺗ ْﻨ َﺼـ ُﺮ ْو َن‬ + ‫ِل‬ =
Be helped! (You
all M,P)
‫ﻟ ُِﺘ ْﻨ َﺼـ ِﺮ ْي‬

2nd Fem Sing Drop final ‫ن‬ ‫ﺗ ُ ْﻨ َﺼـ ِﺮﻳْ َﻦ‬ + ‫ِل‬ =
Be helped! (You
F,S)

2nd Fem Dual Drop final ‫ن‬ ِ ‫ﺗﻨﺼـ َﺮ‬
‫ان‬ + ‫ِل‬ =
Be helped! (You
both F,D)
ُ ‫ﻟ ُِﺘ ْﻨ َﺼـ ْﺮ َن‬

2nd Fem Plural No change ‫ﺗ ْﻨ َﺼـ ْﺮ َن‬ + ‫ِل‬ =
Be helped! (You
all F,P)

q 130 r
a Exercise 19 A
(A) Conjugate the following words into all six word forms in the
passive voice direct command form
ُ َْ ُ ُ َْ
1) ‫ِ ب‬ ‫ﻳ‬ 2) ‫ﻳﻘﺘﻞ‬

writing in the passive voice direct command form
ُ َْ َُ َ
1) ‫ـﺮف‬
ُ ُ
3) ‫ﻳ َ ْﺮزق‬

ْ ُ ْ ْ َ ُ ُ
‫( ﻟ ِ ْ َزﻗ َﻦ‬5) ْ
‫( ﻟ ُِﺘﻘ َﺘﻠ َﻦ‬4) ‫( ﻟ ُِﺘﻀـ َﺮﺑَﺎ‬3) ْ ِ ‫( ﻟِ ْﺴﺌ‬2) ‫( ﻟ ُِﺘ ْﻌـ َﺮﻓ ْﻮا‬1)
َْ ُ ْ َ ُ َ ُ َ ُ
‫( ﻟِ ْ زق‬10) ‫( ﻟ ِ ْﺴﺌﻞ‬9) ‫( ﻟ ُِﺘ ْﻨ َﺼـ َﺮا‬8) ‫( ﻟ ُِﺘ ْﻌ َـﺮﻓﺎ‬7) ‫( ﻟ ِ ْﺴﺌ ْ ا‬6)
t
The indirect command in passive voice is formed from the imperfect
tense passive by observing the points mentioned above on page 128.

q 131 r
Means of Original Passive voice

Person, Gender &
showing Verb in Prefix Indirect
Number
‫ﻟ ُِﻴ ْﻨ َﺼـ ْﺮ‬

‫ﻳ ُ ْﻨ َﺼـ ُﺮ‬ ‫ِل‬
Change final
3rd Masc Sing Dhammah to + =
Sukoon He / It (M,S)
must be helped!
َ ُْ ‫ﻟ ُِﻴ ْﻨ َﺼـ َﺮا‬

3rd Masc Dual Drop final ‫ن‬ ِ ‫ﻳﻨﺼـ َﺮ‬
‫ان‬ + ‫ِل‬ =
They both (M,D)
must be helped!
‫ﻟِ ُﻴ ْﻨ َﺼـ ُﺮ ْوا‬

3rd Masc Plural Drop final ‫ن‬ ‫ﻳ ُ ْﻨ َﺼـ ُﺮ ْو َن‬ + ‫ِل‬ =
They all (M,P)
must be helped!
ُ ‫ﻟ ُِﺘ ْﻨ َﺼـ ْﺮ‬

‫ﺗ ْﻨ َﺼـ ُﺮ‬ ‫ِل‬
Change final
3rd Fem Sing Dhammah to + =
Sukoon She / It (F,S) must
be helped!

3rd Fem Dual Drop final ‫ن‬ ِ ‫ﺗﻨﺼـ َﺮ‬
‫ان‬ + ‫ِل‬ =
They both (F,D)
must be helped!
‫ﻟ ُِﻴ ْﻨ َﺼـ ْﺮ َن‬

3rd Fem Plural No change ‫ﻳ ُ ْﻨ َﺼـ ْﺮ َن‬ + ‫ِل‬ =
They all (F,P)
ُْ
must be helped!
ُْ
‫اﻧ َﺼـ ُﺮ‬ ‫ِل‬ ‫ِ ﻧ َﺼـ ْﺮ‬
Change final
Masc
1st
& Fem
Sing Dhammah to + =
Sukoon
I must be helped!
ُ ‫ﻟ ُِﻨ ْﻨ َﺼـ ْﺮ‬

‫ﻧ ْﻨ َﺼـ ُﺮ‬ ‫ِل‬
Change final
Masc Dual &
1st
& Fem Plural
Dhammah to + =
Sukoon We must be
helped!

q 132 r
َ َْ
For the sake of ease, a table showing the full paradigms of the command /
ُ ‫ْﻣ‬
imperative (‫ـﺮ‬ ‫ )ا‬forms in passive voice is being presented.
Passive voice
Command
3rd Masculine Singular ‫ﻟ ُِﻴ ْﻨ َﺼـ ْﺮ‬

He / It (M,S) must be helped!
3rd Masculine Dual

‫ﻟ ُِﻴ ْﻨ َﺼـ َﺮا‬
They both (M,D) must be
helped!
3rd Masculine Plural ‫ﻟ ُِﻴ ْﻨ َﺼـ ُﺮ ْوا‬

They all (M,P) must be helped!
3rd Feminine Singular ‫ﻟ ُِﺘ ْﻨ َﺼـ ْﺮ‬

She / It (F,S) must be helped!
3rd Feminine Dual

‫ﻟ ُِﺘ ْﻨ َﺼـ َﺮا‬
They both (F,D) must be
helped!
3rd Feminine Plural ‫ﻟ ُِﻴ ْﻨ َﺼـ ْﺮ َن‬

They all (F,P) must be helped!
2nd Masculine Singular ‫ﻟ ُِﺘ ْﻨ َﺼـ ْﺮ‬

Be helped! (You M,S)
2nd Masculine Dual ‫ﻟ ُِﺘ ْﻨ َﺼـ َﺮا‬

Be helped! (You both M,D)

q 133 r
2nd Masculine Plural ‫ﻟ ُِﺘ ْﻨ َﺼـ ُﺮ ْوا‬

Be helped! (You all M,P)
2nd Feminine Singular ‫ﻟ ُِﺘ ْﻨ َﺼـ ِﺮ ْي‬

Be helped! (You F,S)
2nd Feminine Dual ‫ﻟ ُِﺘ ْﻨ َﺼـ َﺮا‬

Be helped! (You both F,D)
2nd Feminine Plural ‫ﻟ ُِﺘ ْﻨ َﺼـ ْﺮ َن‬
ُْ
Be helped! (You all F,P)
1st
Masculine &
Singular ‫ِ ﻧ َﺼـ ْﺮ‬
Feminine
I must be helped!
1st
Masculine & Dual & ‫ﻟ ُِﻨ ْﻨ َﺼـ ْﺮ‬
Feminine Plural
We must be helped!

‫‪q 134 r‬‬
‫َْ َ‬
‫‪The command forms in passive voice‬‬
‫ُ‬ ‫ْ‬
‫)ا ْﻣ ُـﺮ اﻟ َﻤ ْﺠ ُﻬ ْﻮل(‬
‫ﻟ ُِﻴ ْﻨ َﺼـ ُﺮ ْوا‬ ‫ﻟ ُِﻴ ْﻨ َﺼـ َﺮا‬ ‫ﻟ ُِﻴ ْﻨ َﺼـ ْﺮ‬
‫ﻟ ُِﻴ ْﻨ َﺼـ ْﺮ َن‬ ‫ﻟ ُِﺘ ْﻨ َﺼـ َﺮا‬ ‫ﻟ ُِﺘ ْﻨ َﺼـ ْﺮ‬
‫ﻟ ُِﺘ ْﻨ َﺼـ ُﺮ ْوا‬ ‫ﻟ ُِﺘ ْﻨ َﺼـ َﺮا‬ ‫ﻟ ُِﺘ ْﻨ َﺼـ ْﺮ‬
‫ﻟ ُِﺘ ْﻨ َﺼـ ْﺮ َن‬ ‫ﻟ ُِﺘ ْﻨ َﺼـ َﺮا‬ ‫ﻟ ُِﺘ ْﻨ َﺼـ ِﺮ ْي‬

‫ُْ‬
‫۞‬ ‫ﻟ ُِﻨ ْﻨ َﺼـ ْﺮ‬ ‫ِ ﻧ َﺼـ ْﺮ‬
‫‪C‬‬

q 135 r
a Exercise 20 A
(A) Conjugate the following words into all eight word forms in the
passive voice indirect command form
ُ َْ ُ ُ َْ
1) ‫ِ ب‬ ‫ﻳ‬ 2) ‫ﻳﻘﺘﻞ‬

writing in the passive voice command form (Use all 14 word forms
as done in the above table on blank sheet no.3)
ُ َ ْ َُ َ
1) ‫ـﺮف‬
ُ ُ ُ َ ْ َ
3) ‫ﻳ َ ْﺮزق‬ 4) ‫ﻳـﺠﻤ‬
(B) Keeping in mind the active & passive voice, translate the
following into English
َْ ْ ْ َ َ ُْ ْ ُ َ ُ
‫( ِ َ ْب‬5) َ ‫( ﻟ َِﻴﺬ َﻫ‬4) ‫( ﻟ ِ ﺴﺌ‬3) ‫( ﻟ َِﻴﺬ َﻫ َﺒﺎ‬2) ‫( ﻟ ِ ْﺴﺌ ْ ا‬1)
ْ ‫( ﻟ َِﻴ‬10) ْ ‫( ﻟ َِﻨ ْﻜ‬9) ُ َ ُ َْ َْ ُ
‫ـﺠﻠِ َﺴﺎ‬ ِ ‫( ﻟ ِ ْ زﻗ ْﻮا‬8) ‫( ﻟ ِ ﺸـ َﺮﺑْ َﻦ‬7) ‫( ﻟ ِ ْ زق‬6)
1) They (F,P) must listen! 2) They (M,D) must drink!

3) We must open! 4) Be recognised! (You M,D)
5) They (F,D) must learn! 6) They (M,D) must be sought!
7) We must be thanked! 8) Be heard! (You F,P)
q 136 r
َ َْ
ُ ‫ )ا ْﻣــ‬can be formed in the emphatic /
The command / imperative (‫ـﺮ‬
energetic forms.
When this happens it is used to forcefully demand an act and emphasis in

the translation can be done by using words such as ‘Verily’ , ‘Surely’,
‘Certainly’ and ‘Definitely’.
They are all derived from the emphatic / energetic forms (See p.104-105 &
َ َْ
ّ ‫)ﻟ‬
110) by simply exchanging the prefix (‫ِﻠﺘﺄﻛــِ ْﻴــﺪ‬
َ
‫ل‬ with (‫)ﻟِ ْﻣـــﺮ‬ ‫ِل‬ where
applicable (in both active as well as passive).
For all direct commands in active voice, the points mentioned on pages 118
& 119 also have to be observed.
Note that all verb conjugations when in the emphatic form are indeclinable
/ stateless and will not experience moods / grammatical states.
َ
For the sake of ease, a table showing the full paradigms of the command
ُ ‫ )اَ ْ ْﻣ‬in the emphatic / energetic form in active voice is
/ imperative (‫ـﺮ‬
being presented.

q 137 r
Emphatic Emphatic
Person, Gender & Command Command Active voice
Number with Light with Heavy Command
Noon Noon
َ
3rd Masc Sing ‫ﻟ َِﻴ ْﻨ ُﺼـ َﺮ ْن‬ ‫ﻟ َِﻴ ْﻨ ُﺼـ َﺮ ّن‬ ‫ﻟ َِﻴ ْﻨ ُﺼـ ْﺮ‬
3rd Masc Dual - ‫ﻟ َِﻴ ْﻨ ُﺼـ َﺮا ِ ّن‬ ‫ﻟ َِﻴ ْﻨ ُﺼـ َﺮا‬
َ
3rd Masc Plural ‫ﻟ َِﻴ ْﻨ ُﺼـ ُﺮ ْن‬ ‫ﻟ َِﻴ ْﻨ ُﺼـ ُﺮ ّن‬ ‫ﻟ َِﻴ ْﻨ ُﺼـ ُﺮ ْوا‬
َ
3rd Fem Sing ‫ﻟ َِﺘ ْﻨ ُﺼـ َﺮ ْن‬ ‫ﻟ َِﺘ ْﻨ ُﺼـ َﺮ ّن‬ ‫ﻟ َِﺘ ْﻨ ُﺼـ ْﺮ‬
3rd Fem Dual - ‫ﻟ َِﺘ ْﻨ ُﺼـ َﺮا ِ ّن‬ ‫ﻟ َِﺘ ْﻨ ُﺼـ َﺮا‬
ّ َ ‫ﻟ َِﻴ ْﻨ ُﺼـ ْﺮﻧ‬

‫ﺎن‬ ‫ﻟ َِﻴ ْﻨ ُﺼـ ْﺮ َن‬
3rd Fem Plural - ِ
ُْ َ ُْ ُْ
2nd Masc Sing ‫اﻧ ُﺼـ َﺮ ْن‬ ‫اﻧ ُﺼـ َﺮ ّن‬ ‫اﻧ ُﺼـ ْﺮ‬
ُْ ُْ
2nd Masc Dual - ‫اﻧ ُﺼـ َﺮا ِ ّن‬ ‫اﻧ ُﺼـ َﺮا‬
ُْ َ ُْ ُْ
2nd Masc Plural ‫اﻧ ُﺼـ ُﺮ ْن‬ ‫اﻧ ُﺼـ ُﺮ ّن‬ ‫اﻧ ُﺼـ ُﺮ ْوا‬

q 138 r
ُْ َ ُْ ُْ
2nd Fem Sing ‫اﻧ ُﺼـ ِﺮ ْن‬ ‫اﻧ ُﺼـ ِﺮ ّن‬ ‫اﻧ ُﺼـ ِﺮ ْي‬
ُْ ُْ
2nd Fem Dual - ‫اﻧ ُﺼـ َﺮا ِ ّن‬ ‫اﻧ ُﺼـ َﺮا‬
ّ َ ‫اُﻧْ ُﺼـ ْﺮﻧ‬

‫ﺎن‬
ُْ
‫اﻧ ُﺼـ ْﺮ َن‬
2nd Fem Plural - ِ
َْ َ َْ َْ
‫ِ ﻧ ُﺼـ َﺮ ْن‬ ‫ِ ﻧ ُﺼـ َﺮ ّن‬ ‫ِ ﻧ ُﺼـ ْﺮ‬
Masc &
1st Sing
Fem
َ
‫ﻟ َِﻨ ْﻨ ُﺼـ َﺮ ْن‬ ‫ﻟ َِﻨ ْﻨ ُﺼـ َﺮ ّن‬ ‫ﻟ َِﻨ ْﻨ ُﺼـ ْﺮ‬
Masc & Dual &
1st
Fem Plural

‫‪q 139 r‬‬
‫َْ َ‬
‫‪The command forms in active voice emphatic with heavy Noon‬‬
‫َّ َ‬ ‫ُ‬ ‫ُ‬ ‫ْ‬
‫)ا ْﻣ ُـﺮ اﻟ َﻤ ْﻌ ُـﺮ ْوف ﺑِﺎ ﻟ ّﻨ ْﻮ ِن اﻟﺜ ِﻘ ْﻴﻠﺔ(‬
‫َ‬ ‫َ‬
‫ﻟ َِﻴ ْﻨ ُﺼـ ُﺮ ّن‬ ‫ﻟ َِﻴ ْﻨ ُﺼـ َﺮا ِ ّن‬ ‫ﻟ َِﻴ ْﻨ ُﺼـ َﺮ ّن‬
‫ﻟ َِﻴ ْﻨ ُﺼـ ْﺮﻧ َ ّ‬ ‫َ‬
‫ﺎن‬
‫ِ‬ ‫ﻟ َِﺘ ْﻨ ُﺼـ َﺮا ِ ّن‬ ‫ﻟ َِﺘ ْﻨ ُﺼـ َﺮ ّن‬
‫َ‬ ‫ُْ‬ ‫ُْ‬ ‫َ‬ ‫ُْ‬
‫اﻧ ُﺼـ ُﺮ ّن‬ ‫اﻧ ُﺼـ َﺮا ِ ّن‬ ‫اﻧ ُﺼـ َﺮ ّن‬
‫اُﻧْ ُﺼـ ْﺮﻧ َ ّ‬ ‫ُْ‬ ‫َ‬ ‫ُْ‬
‫ﺎن‬
‫ِ‬ ‫اﻧ ُﺼـ َﺮا ِ ّن‬ ‫اﻧ ُﺼـ ِﺮ ّن‬
‫َ‬ ‫َ‬ ‫َْ‬
‫۞‬ ‫ﻟ َِﻨ ْﻨ ُﺼـ َﺮ ّن‬ ‫ِ ﻧ ُﺼـ َﺮ ّن‬
‫َْ َ‬
‫‪The command forms in active voice emphatic with light Noon‬‬
‫ْ َ َ‬ ‫ُّ‬ ‫ُ‬ ‫ْ‬
‫ﻟﻨ ْﻮ ِن اﻟـﺨ ِﻔ ْﻴﻔﺔ(‬ ‫)ا ْﻣ ُـﺮ اﻟ َﻤ ْﻌ ُـﺮ ْوف ﺑِﺎ‬
‫ﻟ َِﻴ ْﻨ ُﺼـ ُﺮ ْن‬ ‫‪-‬‬ ‫ﻟ َِﻴ ْﻨ ُﺼـ َﺮ ْن‬

‫‪-‬‬ ‫‪-‬‬ ‫ﻟ َِﺘ ْﻨ ُﺼـ َﺮ ْن‬
‫ُْ‬ ‫ُْ‬
‫اﻧ ُﺼـ ُﺮ ْن‬ ‫‪-‬‬ ‫اﻧ ُﺼـ َﺮ ْن‬
‫ُْ‬
‫‪-‬‬ ‫‪-‬‬ ‫اﻧ ُﺼـ ِﺮ ْن‬
‫َْ‬
‫۞‬ ‫ﻟ َِﻨ ْﻨ ُﺼـ َﺮ ْن‬ ‫ِ ﻧ ُﺼـ َﺮ ْن‬

q 140 r
a Exercise 21 A
(A) Conjugate the following words into all 14 word forms using the
emphatic command active voice along with both (‫)ﺛﻘ ِْﻴﻠﺔ‬

ٌ َ َ
‫ّن‬ & ‫ْن‬
ٌ َ َ
(‫ )ﺧﻔ ِْﻴﻔﺔ‬where possible (Use blank sheet no.6)
1) ‫ﻳﻜﺘﺐ‬
ُ ُ ْ َ َ َْ
ُ ‫ﻳﻌ ﻠ‬
2) ‫ﻢ‬
ُ َْ
3) ‫ـﺮف‬
ِ ‫ﻳﻌ‬
َ َ ْ
‫( ﻟ َِﻴ ْﻌـﻠ َﻤ ّﻦ‬5) ْ ِ ‫( ِاذ َﻫ‬4) ‫ﺎن‬ ّ َ ‫( اُﻧْـ ُﺼـ ْﺮﻧ‬3) ‫( اُﻧْـ ُﻈـﺮ ْن‬2) ‫( اُ ْﺷ ُﻜ ُﺮ َّن‬1)
ِ ِ
ُ َ ْ ّ َ ‫( ﻟ َ ْ ﻗُ ْﺪﻧ‬8) ‫( ﻟ َ ْﺴ َﺌﻠ َ ْﻦ‬7) ‫( ﻟ َ ْﺴ َﻤ َﻌﺎ ّن‬6)
‫( ﻟ َِﻴ ْﻌ ُﺒﺪ ْن‬10) ْ ‫( ﻟ َِﻨﺬ َﻫ‬9) ‫ﺎن‬ ِ ِ ِ ِ ِ
m
َ َْ
The command / imperative (‫ )ا ْﻣــ ُﺮ‬in the emphatic / energetic form in
passive voice is being presented.

q 141 r
Emphatic Emphatic
Passive
Person, Gender & Command Command
voice
Number with Light with Heavy
Command
Noon Noon
َ
3rd Masc Sing ‫ﻟ ُِﻴ ْﻨ َﺼـ َﺮ ْن‬ ‫ﻟ ُِﻴ ْﻨ َﺼـ َﺮ ّن‬ ‫ﻟ ُِﻴ ْﻨ َﺼـ ْﺮ‬
ّ ‫ﻟ ُِﻴ ْﻨ َﺼـ َﺮ‬

‫ان‬ ‫ﻟ ُِﻴ ْﻨ َﺼـ َﺮا‬
3rd Masc Dual - ِ
َ
3rd Masc Plural ‫ﻟ ُِﻴ ْﻨ َﺼـ ُﺮ ْن‬ ‫ﻟ ُِﻴ ْﻨ َﺼـ ُﺮ ّن‬ ‫ﻟ ُِﻴ ْﻨ َﺼـ ُﺮ ْوا‬
َ
3rd Fem Sing ‫ﻟ ُِﺘ ْﻨ َﺼـ َﺮ ْن‬ ‫ﻟ ُِﺘ ْﻨ َﺼـ َﺮ ّن‬ ‫ﻟ ُِﺘ ْﻨ َﺼـ ْﺮ‬
ّ ‫ﻟ ُِﺘ ْﻨ َﺼـ َﺮ‬

‫ان‬ ‫ﻟ ُِﺘ ْﻨ َﺼـ َﺮا‬
3rd Fem Dual - ِ
ّ َ ‫ﻟ ُِﻴ ْﻨ َﺼـ ْﺮﻧ‬

‫ﺎن‬ ‫ﻟ ُِﻴ ْﻨ َﺼـ ْﺮ َن‬
3rd Fem Plural - ِ
َ
2nd Masc Sing ‫ﻟ ُِﺘ ْﻨ َﺼـ َﺮ ْن‬ ‫ﻟ ُِﺘ ْﻨ َﺼـ َﺮ ّن‬ ‫ﻟ ُِﺘ ْﻨ َﺼـ ْﺮ‬

2nd Masc Dual - ِ
َ
2nd Masc Plural ‫ﻟ ُِﺘ ْﻨ َﺼـ ُﺮ ْن‬ ‫ﻟ ُِﺘ ْﻨ َﺼـ ُﺮ ّن‬ ‫ﻟ ُِﺘ ْﻨ َﺼـ ُﺮ ْوا‬

q 142 r
َ
2nd Fem Sing ‫ﻟ ُِﺘ ْﻨ َﺼـ ِﺮ ْن‬ ‫ﻟ ُِﺘ ْﻨ َﺼـ ِﺮ ّن‬ ‫ﻟ ُِﺘ ْﻨ َﺼـ ِﺮ ْي‬

2nd Fem Dual - ِ
ّ َ ‫ﻟ ُِﺘ ْﻨ َﺼـ ْﺮﻧ‬

‫ﺎن‬ ‫ﻟ ُِﺘ ْﻨ َﺼـ ْﺮ َن‬
2nd Fem Plural - ِ
ُْ َ ُْ ُْ
‫ِ ﻧ َﺼـ َﺮ ْن‬ ‫ِ ﻧ َﺼـ َﺮ ّن‬ ‫ِ ﻧ َﺼـ ْﺮ‬
Masc &
1st Sing
Fem
َ
‫ﻟ ُِﻨ ْﻨ َﺼـ َﺮ ْن‬ ‫ﻟ ُِﻨ ْﻨ َﺼـ َﺮ ّن‬ ‫ﻟ ُِﻨ ْﻨ َﺼـ ْﺮ‬
Masc & Dual &
1st
Fem Plural

‫‪q 143 r‬‬
‫َْ َ‬
‫‪The command forms in passive voice emphatic with heavy Noon‬‬
‫َّ َ‬ ‫ُّ‬ ‫ُ‬ ‫ْ‬
‫ﻟﻨ ْﻮ ِن اﻟﺜ ِﻘ ْﻴﻠﺔ(‬ ‫)ا ْﻣ ُـﺮ اﻟ َﻤ ْﺠ ُﻬ ْﻮل ﺑِﺎ‬
‫َ‬ ‫َ‬
‫ﻟ ُِﻴ ْﻨ َﺼ ُـﺮ ّن‬ ‫ﻟ ُِﻴ ْﻨ َﺼ َـﺮ ّ‬
‫ان‬
‫ِ‬ ‫ﻟ ُِﻴ ْﻨ َﺼ َـﺮ ّن‬
‫ﻟ ُِﻴ ْﻨ ُﺼـ ْﺮﻧ َ ّ‬ ‫ﻟ ُِﺘ ْﻨ َﺼ َـﺮ ّ‬ ‫َ‬
‫ﺎن‬
‫ِ‬ ‫ان‬
‫ِ‬ ‫ﻟ ُِﺘ ْﻨ َﺼ َـﺮ ّن‬
‫َ‬ ‫َ‬
‫ﻟ ُِﺘ ْﻨ َﺼ ُـﺮ ّن‬ ‫ﻟ ُِﺘ ْﻨ َﺼ َـﺮ ّ‬
‫ان‬
‫ِ‬ ‫ﻟ ُِﺘ ْﻨ َﺼ َـﺮ ّن‬
‫ﻟ ُِﺘ ْﻨ َﺼ ْـﺮﻧ َ ّ‬ ‫ﻟ ُِﺘ ْﻨ َﺼ َـﺮ ّ‬ ‫َ‬
‫ﺎن‬
‫ِ‬ ‫ان‬
‫ِ‬ ‫ﻟ ِ ُﺘ ْﻨ َﺼ ِـﺮ ّن‬
‫َ‬ ‫َ‬ ‫ُْ‬
‫۞‬ ‫ﻟ ُِﻨ ْﻨ َﺼ َـﺮ ّن‬ ‫ِ ﻧ َﺼ َـﺮ ّن‬
‫َْ َ‬
‫‪The command forms in passive voice emphatic with light Noon‬‬
‫ْ َ َ‬ ‫ُّ‬ ‫ُ‬ ‫ْ‬
‫ﻟﻨ ْﻮ ِن اﻟـﺨ ِﻔ ْﻴﻔﺔ(‬ ‫)ا ْﻣ ُـﺮ اﻟ َﻤ ْﺠ ُﻬ ْﻮل ﺑِﺎ‬
‫ﻟ ُِﻴ ْﻨ َﺼ ُـﺮ ْن‬ ‫‪-‬‬ ‫ﻟ ُِﻴ ْﻨ َﺼ َـﺮ ْن‬
‫‪-‬‬ ‫‪-‬‬ ‫ﻟ ُِﺘ ْﻨ َﺼ َـﺮ ْن‬
‫ﻟ ُِﺘ ْﻨ َﺼ ُـﺮ ْن‬ ‫‪-‬‬ ‫ﻟ ُِﺘ ْﻨ َﺼ َـﺮ ْن‬
‫‪-‬‬ ‫‪-‬‬ ‫ﻟ ُِﺘ ْﻨ َﺼ ِـﺮ ْن‬

‫ُْ‬
‫۞‬ ‫ﻟ ُِﻨ ْﻨ َﺼ َـﺮ ْن‬ ‫ِ ﻧ َﺼ َـﺮ ْن‬

q 144 r
a Exercise 22 A
(A) Conjugate the following words into all 14 word forms using the
emphatic command in passive voice along with both (‫& ن )ﺛـﻘ ِْﻴــﻠﺔ‬
ٌ َ َ ّ ‫ْن‬
ٌ َ َ
(‫ )ﺧﻔ ِْﻴﻔﺔ‬where possible (Use blank sheet no.6)
َُ َ ُ ُ َ
1) ‫ْﺴﺄل‬ 2) ‫ﻳ ْﺮزق‬
ُ َْ
3) ‫ِ ب‬ ‫ﻳ‬

َُ ْ ََ َ ُ ُ َ ُ َ
‫( ﻟ ُِﺘﻘ َﺘﻠ ّﻦ‬5) ‫( ﻟ ِ ْﺴﺌﻠ ّﻦ‬4) ‫( ﻟ ِ ْﺴﺌﻠ ْﻦ‬3) ‫( ﻟ ُِﻴ ْﻨ َﺼـ ُﺮ ّن‬2) ‫( ﻟ ُِﻴ ْﻨ َﺼـ َﺮ ْن‬1)
ُ َ َ ُ ّ ‫( ﻟ ُ ْﺸ َﻜ َﺮ‬8) ّ َ ‫( ﻟ ُ ْﺸ َﻜ ْﺮﻧ‬7) ‫( ﻟ ُِﺘ ْﻘ َﺘﻠ ْﻦ‬6)
‫( ﻟِ ْ َز ِﻗ ْﻦ‬10) ‫( ﻟ ِ ْ َزﻗ ّﻦ‬9) ‫ان‬
ِ ِ ‫ﺎن‬
ِ ِ ِ

q 145 r
o Examples of imperative verbs from the Quran O
ْ َ ُ ْ ُ ُ َْ ُْ َ
[‫]ﻓﺎذ ُﺮ ْوﻧ ِ ْ ۤـﻰ اذ ْﺮ ْﻢ َو اﺷﻜ ُﺮ ْوا ﻟ ِْـﻰ َو ﺗَﻜ ُﻔ ُـﺮ ْو ِن‬
(152:2)
“So Remember Me, and I will remember you, and be thankful to Me, and be not ungrateful
to Me”
ُ َ َٰ ُ ُ ٰ ْٰ ُ ُ َ ُ ّ َ ُ َ ْ َ ْ ُ ُْ
[‫ﺖ ﺛ َّﻢ اﻧْﻈ ْﺮ اﻧّﻰ ﻳ ُ ْﺆﻓ ْ َن‬
ِ ‫]اﻧﻈﺮ ﻛﻴﻒ ﻧﺒ ِ ﻟ ا ﻳ‬
(75:5)
“Look how We explain signs to them, then see how far they are turned away”
ْ َ ُ ْ َ ً َ ُ َْ
[‫]ﻓﻠ َﻴ ْﻀ َﺤ ْ ا ﻗ ِﻠ ْﻴ ّو ﻟ َﻴ ْﺒ ْ ا ﻛ ِﺜ ًا‬
(82:9)
“So, let them laugh a little, and weep a lot”
َ َ ُ ْ ٰ َ ُ ٰ َّ َ
[‫]ﻳﺎﻳُّ َﻬﺎ اﻟ ِﺬﻳْ َﻦ ا َ ﻮا اﺗ ّ ُﻘﻮا ا ّ َ َو ﻟ َﺘ ْﻨﻈ ْﺮ ﻧ َ ْﻔ ٌﺲ َّﻣﺎ ﻗ ّﺪ َﻣ ْﺖ ﻟ َِﻐ ٍﺪ‬
(18:59)
“O you who believe, fear Allah, and everybody must consider what he (or she) has sent
ahead for tomorrow”
ً ُ ْ َ َ ُْ ْ ُ َ َ ٰ َ ْ ْ َ
[ ‫اﻫ ُﺠ ْﺮ ْ َﻫ ْﺠ ًﺮا َﺟ ِﻤ ْﻴ‬ ‫ﻣﺎ ﻳﻘﻮﻟﻮن و‬ ِ ‫]و اﺻ‬
(10:73)
“And bear patiently what they (the opponents) say, and part with them in a beautiful
manner”

q 146 r
ْ َّ َ
The prohibitive ( ُ ‫ )اﻟﻨ‬:
ْ َّ َ
When an action is to be prevented then the prohibitive ( ‫ )اﻟﻨ‬form of the
verb is used. The prohibitive form is also made from the imperfect tense.
ّ َ َ َ
This is achieved by placing the word (‫ﺎﻫ َﻴﺔ‬
ِ ‫)اﻟﻨ‬ before an imperfect tense
verb. This will cause the verb to experience jussive case and thus a Jazm /
Sukoon __ْ will be placed at the end in the five conjugations where a
Dhamma _ُ_ is found i.e. on the ‫ ل‬position letter.
ْ ُ َ ْ ْ ُ ُّ َ
The " ‫ " ن‬of the seven conjugations that are ‫اﺑ ّﻴﺔ‬
ِ ‫ اﻟﻨﻮن ا ِ ﻋ َﺮ‬will be deleted
ْ َّ ُ ُ
but the " ‫ " ن‬of the two conjugations that are ِ ‫ ﻧـ ْﻮن اﻟﻀ ِﻤ‬will be kept.
ُ ْ ْ ْ َ
For e.g. ‫ ﻳَﻀـ ِﺮب‬will become ‫ﻳَﻀـ ِﺮب‬
َّ ْ ُ َ
be deleted.
ُ ْ ُ ْ َ and ْ ‫ ﻳ َ ْﺮ‬will become ‫َ ﻳ َ ْﺮم‬
For e.g. ‫ ﻳ َﺪﻋ ْﻮ‬will become ‫ﻳَﺪع‬ ِ ِ

q 147 r
ْ َّ َ
“The prohibitive” ( ُ ‫ )اﻟﻨ‬in passive voice will be made from the imperfect
tense passive by following the above same principles.
ْ َّ َ
“The prohibitive” ( ُ ‫ )اﻟﻨ‬can also be formed in the emphatic / energetic
َ َ
ّ ‫ ل )ﻟ‬with (‫ﻟﻨﺎﻫ َﻴﺔ‬
ّ َ َ َ
forms by exchanging the prefix (‫ِﻠﺘﺄﻛـِ ْﻴـﺪ‬ ِ ‫)ا‬ where applicable
and adhering to the principles mentioned on pages 104-105 & 110.
ْ َّ َ
The prohibitive ( ُ ‫ )اﻟﻨ‬in active voice is being presented.
Active voice
Prohibitive
ْ َ
3rd Masculine Singular ‫ﻳَﻀـ ِﺮ ْب‬
ْ َ
He / It (M,S) must not hit!
3rd Masculine Dual ‫ﻳَﻀـ ِﺮﺑَﺎ‬
ْ َ
They both (M,D) must not hit!
3rd Masculine Plural ‫ﻳَﻀـ ِﺮﺑ ُ ْﻮا‬
َْ َ
They all (M,P) must not hit!
3rd Feminine Singular ‫ﺗﻀـ ِﺮ ْب‬
َْ َ
She / It (F,S) must not hit!
3rd Feminine Dual ‫ﺗﻀـ ِﺮﺑَﺎ‬

They both (F,D) must not hit!

q 148 r
َ
3rd Feminine Plural ‫ﻳ َ ْﻀـ ِﺮﺑْ َﻦ‬
َْ َ
They all (F,P) must not hit!
2nd Masculine Singular ‫ﺗﻀـ ِﺮ ْب‬
َْ َ
Don’t hit! (You M,S)
2nd Masculine Dual ‫ﺗﻀـ ِﺮﺑَﺎ‬
َْ َ
Don’t hit! (You both M,D)
2nd Masculine Plural ‫ﺗﻀـ ِﺮﺑ ُ ْﻮا‬
َْ َ
Don’t hit! (You all M,P)
2nd Feminine Singular ‫ﺗﻀـ ِﺮﺑِ ْـﻲ‬
َْ َ
Don’t hit! (You F,S)
2nd Feminine Dual ‫ﺗﻀـ ِﺮﺑَﺎ‬
َ
‫ﺗ َ ْﻀـ ِﺮﺑْ َﻦ‬
Don’t hit! (You both F,D)
2nd Feminine Plural
َْ َ
Don’t hit! (You all F,P)
1st
Masculine &
Singular ‫اﺿـ ِﺮ ْب‬
Feminine
َْ َ
I must not hit!
1 st
Masculine & Dual & ‫ﻧﻀـ ِﺮ ْب‬
Feminine Plural
We must not hit!

q 149 r
ْ َّ َ
The prohibitive ( ُ ‫ )اﻟﻨ‬in passive voice is being presented.
Passive voice
Prohibitive
ْ َ
3rd Masculine Singular ‫ﻳُﻀـ َﺮ ْب‬
ْ َ
He / It (M,S) must not get hit!
3rd Masculine Dual

‫ﻳُﻀـ َﺮﺑَﺎ‬
They both (M,D) must not get
ْ َ
hit!

‫ﻳُﻀـ َﺮﺑ ُ ْﻮا‬
They all (M,P) must not get
ُْ َ
hit!
3rd Feminine Singular ‫ﺗﻀـ َﺮ ْب‬
ُْ َ
She / It (F,S) must not get hit!
3rd Feminine Dual

‫ﺗﻀـ َﺮﺑَﺎ‬
They both (F,D) must not get
َ
‫ﻳ ُ ْﻀـ َﺮﺑْ َﻦ‬
hit!
3rd Feminine Plural
ُْ َ
They all (F,P) must not get hit!
2nd Masculine Singular ‫ﺗﻀـ َﺮ ْب‬
ُْ َ
Don’t get hit! (You M,S)
2nd Masculine Dual ‫ﺗﻀـ َﺮﺑَﺎ‬

Don’t get hit! (You both M,D)

q 150 r
ُْ َ
2nd Masculine Plural ‫ﺗﻀـ َﺮﺑ ُ ْﻮا‬
ُْ َ
Don’t get hit! (You all M,P)
2nd Feminine Singular ‫ﺗﻀـ َﺮﺑِ ْـﻲ‬
ُْ َ
Don’t get hit! (You F,S)
2nd Feminine Dual ‫ﺗﻀـ َﺮﺑَﺎ‬
َ
‫ﺗ ُ ْﻀـ َﺮﺑْ َﻦ‬
Don’t get hit! (You both F,D)
2nd Feminine Plural
ُْ َ
Don’t get hit! (You all F,P)
1st
Masculine &
Singular ‫اﺿـ َﺮ ْب‬
Feminine
ُْ َ
I must not get hit!
1st
Masculine & Dual & ‫ﻧﻀـ َﺮ ْب‬
Feminine Plural
We must not get hit!

‫‪q 151 r‬‬
‫‪The prohibitive forms in active voice‬‬

‫ُ‬ ‫َ َّ ْ ْ‬
‫ﻟﻨ ُ اﻟ َﻤ ْﻌ ُـﺮ ْوف(‬ ‫)ا‬
‫َ ْ‬ ‫َ ْ‬ ‫َ ْ‬
‫ﻳَﻀـ ِﺮﺑ ُ ْﻮا‬ ‫ﻳَﻀـ ِﺮﺑَﺎ‬ ‫ﻳَﻀـ ِﺮ ْب‬
‫َ‬ ‫َ َْ‬ ‫َ َْ‬
‫ﻳَ ْﻀـ ِﺮﺑْ َﻦ‬ ‫ﺗﻀـ ِﺮﺑَﺎ‬ ‫ﺗﻀـ ِﺮ ْب‬
‫َ َْ‬ ‫َ َْ‬ ‫َ َْ‬
‫ﺗﻀـ ِﺮﺑ ُ ْﻮا‬ ‫ﺗﻀـ ِﺮﺑَﺎ‬ ‫ﺗﻀـ ِﺮ ْب‬
‫َ‬ ‫َ َْ‬ ‫َ َْ‬
‫ﺗ َ ْﻀـ ِﺮﺑْ َﻦ‬ ‫ﺗﻀـ ِﺮﺑَﺎ‬ ‫ﺗﻀـ ِﺮ ِﺑ ْـﻲ‬
‫َ َْ‬ ‫َ َْ‬
‫۞‬ ‫ﻧﻀـ ِﺮ ْب‬ ‫اﺿـ ِﺮ ْب‬
‫‪The prohibitive forms in passive voice‬‬

‫ُ‬ ‫َ َّ ْ ْ‬
‫ﻟﻨ ُ اﻟ َﻤ ْﺠ ُﻬ ْﻮل(‬ ‫)ا‬
‫َ ْ‬ ‫َ ْ‬ ‫َ ْ‬
‫ﻳُﻀ َـﺮﺑ ُ ْﻮا‬ ‫ﻳُﻀ َـﺮﺑَﺎ‬ ‫ﻳُﻀ َـﺮ ْب‬
‫َ‬ ‫َ ُْ‬ ‫َ ُْ‬
‫ﻳُ ْﻀ َـﺮﺑْ َﻦ‬ ‫ﺗﻀ َـﺮﺑَﺎ‬ ‫ﺗﻀ َـﺮ ْب‬
‫َ ُْ‬ ‫َ ُْ‬ ‫َ ُْ‬
‫ﺗﻀ َـﺮﺑ ُ ْﻮا‬ ‫ﺗﻀ َـﺮﺑَﺎ‬ ‫ﺗﻀ َـﺮ ْب‬
‫َ‬ ‫َ ُْ‬ ‫َ ُْ‬
‫ﺗ ُ ْﻀ َـﺮﺑْ َﻦ‬ ‫ﺗﻀ َـﺮﺑَﺎ‬ ‫ﺗﻀ َـﺮ ِﺑ ْـﻲ‬
‫َ ُْ‬ ‫َ ُْ‬
‫۞‬ ‫ﻧﻀ َـﺮ ْب‬ ‫اﺿ َـﺮ ْب‬

q 152 r
a Exercise 23 A
prohibitive form in both active voice & passive voice
َُ َ ُ ‫ﻳ َ ْﻜ‬
1) ‫ْﺴﺄل‬ 2) ِ

writing in the prohibitive form in both active voice & passive voice
ُ َ ْ ْ
ُ ِ‫ﻳَﻈﻠ‬
1) ‫ـﺮف‬
ِ ‫ﻳﻌ‬ 2) ‫ﻢ‬
ُ ُ ُ ُْ
3) ‫ﻳ َ ْﺮزق‬ 4) ‫ﻳَﻘﺘﻞ‬
ْ ِ ‫( َ َ ْﺴ َﺌ‬4) ‫( َ ﺗ َ ْﻘ ُﺘﻠْ َﻦ‬3) ْ ْ َ َْ َ

‫( ﻳَﻘ ُﺘﻠ َﻦ‬2) ‫( ﺗﺬ َﻫ ُﺒ ْﻮا‬1)
َْ َ ُ َ َ َْ َ َ ْ ُ َ
‫( اﻇـﻠِ ْﻢ‬8) ‫( ﻳ ُـ ْﻌ َـﺮﻓــ ْﻮا‬7) ِ ‫( ﺗـﻌ‬6) ‫( ﺗـﺴﺌﻠِـ ْﻲ‬5)
‫ـﺮﻓﺎ‬
َْ َ ُْ َ َْ َ َ ُْ َ
‫( ﺗﻔ َﺘـ ْﺤ َﻦ‬12) ‫( ﺗﻀـ َﺮ ْب‬11) ‫( ﺗﻀـ ِﺮ ْب‬10) ‫( اﻇﻠ ْﻢ‬9)
َ َ َ َْ َ ْ َ ‫( َ ﺗ‬14) َ ْ َ ‫( َ ﺗ ُ ْﻄﻠ‬13)
‫ْﺴ َﻤ ُﻌ ْﻮا‬ (16) ‫( ﺗﻠ َﺴﺎ‬15) ‫ـﺠﻠِ ْﺲ‬

q 153 r
1) Don’t oppress! (You all F,P)

2) Don’t kill! (You M,S)
3) Don’t go! (You both F,D)
4) They all (M,P) must not do!
5) Don’t do! (You F,S)
6) They both (M,D) must not help!
7) They all (F,P) must not help!
8) Don’t ask! (You F,S)
9) Don’t recognise! (You both F,D)
10) Don’t open! (You both M,D)
11) They both (M,D) must not wear!
12) Don’t listen! (You all F,P)
13) Don’t get hit! (You all M,P)
14) They both (M,D) must not be killed
15) They all (F,P) must not be asked
16) Don’t be oppressed! (You M,D)
17) We must not be oppressed!
18) Don’t be recognised! (You both F,D)

q 154 r
ْ َّ َ
The prohibitive ( ُ ‫ )اﻟﻨ‬in the emphatic / energetic form in active voice
is being presented.
Emphatic Emphatic
Person, Gender & Prohibitive Prohibitive Active voice
Number with Light with Heavy Prohibitive
Noon Noon
َ َ ْ َ
3rd Masc Sing ‫ﻳ َ ْﻀـ ِﺮﺑ َ ْﻦ‬ ‫ﻳ َ ْﻀـ ِﺮﺑ َ َّﻦ‬ ‫ﻳَﻀـ ِﺮ ْب‬
ّ َ ‫َ ﻳ َ ْﻀـﺮﺑ‬
‫ﺎن‬
ْ َ
‫ﻳَﻀـ ِﺮﺑَﺎ‬
3rd Masc Dual - ِ ِ
َ َ ْ َ
3rd Masc Plural ‫ﻳ َ ْﻀـ ِﺮﺑ ُ ْﻦ‬ ‫ﻳ َ ْﻀـ ِﺮﺑ ُ َّﻦ‬ ‫ﻳَﻀـ ِﺮﺑ ُ ْﻮا‬
َ َ َْ َ
3rd Fem Sing ‫ﺗ َ ْﻀـ ِﺮﺑ َ ْﻦ‬ ‫ﺗ َ ْﻀـ ِﺮﺑ َ َّﻦ‬ ‫ﺗﻀـ ِﺮ ْب‬
ّ َ ‫َ ﺗ َ ْﻀـﺮﺑ‬
‫ﺎن‬
َْ َ
‫ﺗﻀـ ِﺮﺑَﺎ‬
3rd Fem Dual - ِ ِ
ّ ‫َ ﻳ َ ْ ﺑْ َﻨ‬
‫ﺎن‬ ‫ﻳ َ ْﻀـ ِﺮﺑْ َﻦ‬
َ
3rd Fem Plural - ِ ِ
َ َ َْ َ
2nd Masc Sing ‫ﺗ َ ْﻀـ ِﺮﺑ َ ْﻦ‬ ‫ﺗ َ ْﻀـ ِﺮﺑ َ َّﻦ‬ ‫ﺗﻀـ ِﺮ ْب‬
‫ﺎن‬
َْ َ
2nd Masc Dual - ِ ِ

q 155 r
َ َ َْ َ
2nd Masc Plural ‫ﺗ َ ْﻀـ ِﺮﺑ ُ ْﻦ‬ ‫ﺗ َ ْﻀـ ِﺮﺑ ُ َّﻦ‬ ‫ﺗﻀـ ِﺮﺑ ُ ْﻮا‬
َ َ َْ َ
2nd Fem Sing ‫ﺗ َ ْﻀـ ِﺮﺑِ ْﻦ‬ ‫ﺗ َ ْﻀـ ِﺮﺑِ َّﻦ‬ ‫ﺗﻀـ ِﺮﺑِـ ْﻲ‬
‫ﺎن‬
َْ َ
2nd Fem Dual - ِ ِ
ّ ‫َ ﺗ َ ْ ﺑْ َﻨ‬
‫ﺎن‬ ‫ﺗ َ ْﻀـ ِﺮﺑْ َﻦ‬
َ
2nd Fem Plural - ِ ِ
َْ َ َْ َ َْ َ
1st
Masc &
Fem
Sing ‫اﺿـ ِﺮﺑ َ ْﻦ‬ ‫اﺿـ ِﺮﺑ َ َّﻦ‬ ‫اﺿـ ِﺮ ْب‬
َ َ َْ َ
1st
Masc &
Fem
Dual &
Plural ‫ﻧ َ ْﻀـ ِﺮﺑ َ ْﻦ‬ ‫ﻧ َ ْﻀـ ِﺮﺑ َ َّﻦ‬ ‫ﻧﻀـ ِﺮ ْب‬

‫‪q 156 r‬‬
‫‪The prohibitive forms in active voice emphatic with heavy Noon‬‬

‫َّ َ‬ ‫ُّ‬ ‫ُ‬ ‫َ َّ ْ ْ‬
‫ﻟﻨ ْﻮ ِن اﻟﺜ ِﻘ ْﻴﻠﺔ(‬ ‫ﻟﻨ ُ اﻟ َﻤ ْﻌ ُـﺮ ْوف ﺑِﺎ‬ ‫)ا‬
‫َ‬ ‫َ‬ ‫َ‬
‫ﻳَ ْﻀ ِـﺮﺑ ُ َّﻦ‬ ‫ﻳَ ْﻀـﺮﺑ َ ّ‬
‫ﺎن‬ ‫ِ ِ‬ ‫ﻳَ ْﻀ ِـﺮﺑ َ َّﻦ‬
‫َ ﻳَ ْﻀـﺮﺑْ َﻨ ّ‬
‫ﺎن‬ ‫ﺗ َ ْﻀـﺮﺑ َ ّ‬
‫ﺎن‬
‫َ‬
‫ﺗ َ ْﻀ ِـﺮﺑ َ َّﻦ‬
‫َ‬
‫ِ ِ‬ ‫ِ ِ‬
‫َ‬ ‫َ‬ ‫َ‬
‫ﺗ َ ْﻀ ِـﺮﺑ ُ َّﻦ‬ ‫ﺎن‬‫ﺗ َ ْﻀـﺮﺑ َ ّ‬
‫ِ ِ‬ ‫ﺗ َ ْﻀ ِـﺮﺑ َ َّﻦ‬
‫َ ﺗ َ ْﻀـﺮﺑْ َﻨ ّ‬
‫ﺎن‬ ‫ﺎن‬ ‫ﺗ َ ْﻀـﺮﺑ َ ّ‬ ‫َ‬
‫ﺗ َ ْﻀ ِـﺮ ِﺑ َّﻦ‬
‫َ‬
‫ِ ِ‬ ‫ِ ِ‬
‫َ‬ ‫َ َْ‬
‫۞‬ ‫ﻧَ ْﻀ ِـﺮﺑ َ َّﻦ‬ ‫اﺿ ِـﺮﺑ َ َّﻦ‬
‫‪The command forms in active voice emphatic with light Noon‬‬

‫ْ َ َ‬ ‫ُّ‬ ‫ُ‬ ‫َ َّ ْ ْ‬
‫ﻟﻨ ْﻮ ِن اﻟـﺨ ِﻔ ْﻴﻔﺔ(‬ ‫ﻟﻨ ُ اﻟ َﻤ ْﻌ ُـﺮ ْوف ﺑِﺎ‬ ‫)ا‬
‫َ‬ ‫َ‬
‫ﻳَ ْﻀ ِـﺮﺑ ُ ْﻦ‬ ‫‪-‬‬ ‫ﻳَ ْﻀ ِـﺮﺑ َ ْﻦ‬
‫َ‬
‫‪-‬‬ ‫‪-‬‬ ‫ﺗ َ ْﻀ ِـﺮﺑ َ ْﻦ‬
‫َ‬ ‫َ‬
‫ﺗ َ ْﻀ ِـﺮﺑ ُ ْﻦ‬ ‫‪-‬‬ ‫ﺗ َ ْﻀ ِـﺮﺑ َ ْﻦ‬
‫َ‬
‫‪-‬‬ ‫‪-‬‬ ‫ﺗ َ ْﻀ ِـﺮ ِﺑ ْﻦ‬
‫َ‬ ‫َ َْ‬
‫۞‬ ‫ﻧَ ْﻀ ِـﺮﺑ َ ْﻦ‬ ‫اﺿ ِـﺮﺑ َ ْﻦ‬

q 157 r
ْ َّ َ
The prohibitive ( ُ ‫ )اﻟﻨ‬in the emphatic / energetic form in passive voice
is being presented.
Emphatic Emphatic
Passive
Person, Gender & Prohibitive Prohibitive
voice
Number with Light with Heavy
Prohibitive
Noon Noon
َ َ ْ َ
3rd Masc Sing ‫ﻳ ُ ْﻀـ َﺮﺑ َ ْﻦ‬ ‫ﻳ ُ ْﻀـ َﺮﺑ َ َّﻦ‬ ‫ﻳُﻀـ َﺮ ْب‬
ّ َ ‫َ ﻳ ُ ْﻀـ َﺮﺑ‬
‫ﺎن‬
ْ َ
‫ﻳُﻀـ َﺮﺑَﺎ‬
3rd Masc Dual - ِ
َ َ ْ َ
3rd Masc Plural ‫ﻳ ُ ْﻀـ َﺮﺑ ُ ْﻦ‬ ‫ﻳ ُ ْﻀـ َﺮﺑ ُ َّﻦ‬ ‫ﻳُﻀـ َﺮﺑ ُ ْﻮا‬
َ َ ُْ َ
3rd Fem Sing ‫ﺗ ُ ْﻀـ َﺮﺑ َ ْﻦ‬ ‫ﺗ ُ ْﻀـ َﺮﺑ َ َّﻦ‬ ‫ﺗﻀـ َﺮ ْب‬
ّ َ ‫َ ﺗ ُ ْﻀـ َﺮﺑ‬
‫ﺎن‬
ُْ َ
3rd Fem Dual - ِ
ّ ‫َ ﻳ ُ ْ َ ﺑْ َﻨ‬
‫ﺎن‬ ‫ﻳ ُ ْﻀـ َﺮﺑْ َﻦ‬
َ
3rd Fem Plural - ِ
َ َ ُْ َ
2nd Masc Sing ‫ﺗ ُ ْﻀـ َﺮﺑ َ ْﻦ‬ ‫ﺗ ُ ْﻀـ َﺮﺑ َ َّﻦ‬ ‫ﺗﻀـ َﺮ ْب‬
‫ﺎن‬
ُْ َ
2nd Masc Dual - ِ

q 158 r
َ َ ُْ َ
2nd Masc Plural ‫ﺗ ُ ْﻀـ َﺮﺑ ُ ْﻦ‬ ‫ﺗ ُ ْﻀـ َﺮﺑ ُ َّﻦ‬ ‫ﺗﻀـ َﺮﺑ ُ ْﻮا‬
َ َ ُْ َ
2nd Fem Sing ‫ﺗ ُ ْﻀـ َﺮﺑِ ْﻦ‬ ‫ﺗ ُ ْﻀـ َﺮﺑِ َّﻦ‬ ‫ﺗﻀـ َﺮﺑِـ ْﻲ‬
‫ﺎن‬
ُْ َ
2nd Fem Dual - ِ
ّ ‫َ ﺗ ُ ْ َ ﺑْ َﻨ‬
‫ﺎن‬ ‫ﺗ ُ ْﻀـ َﺮﺑْ َﻦ‬
َ
2nd Fem Plural - ِ
ُْ َ ُْ َ ُْ َ
1st
Masc &
Fem
Sing ‫اﺿـ َﺮﺑ َ ْﻦ‬ ‫اﺿـ َﺮﺑ َ َّﻦ‬ ‫اﺿـ َﺮ ْب‬
َ َ ُْ َ
1st
Masc &
Fem
Dual &
Plural ‫ﻧ ُ ْﻀـ َﺮﺑ َ ْﻦ‬ ‫ﻧ ُ ْﻀـ َﺮﺑ َ َّﻦ‬ ‫ﻧﻀـ َﺮ ْب‬

‫‪q 159 r‬‬
‫‪The prohibitive forms in passive voice emphatic with heavy Noon‬‬

‫َّ َ‬ ‫ُّ‬ ‫ُ‬ ‫َ َّ ْ ْ‬
‫ﻟﻨ ْﻮ ِن اﻟﺜ ِﻘ ْﻴﻠﺔ(‬ ‫ﻟﻨ ُ اﻟ َﻤ ْﺠ ُﻬ ْﻮل ﺑِﺎ‬ ‫)ا‬
‫َ‬ ‫َ ﻳُ ْﻀ َـﺮﺑ َ ّ‬ ‫َ‬
‫ﻳُ ْﻀ َـﺮﺑ ُ َّﻦ‬ ‫ﺎن‬ ‫ِ‬ ‫ﻳُ ْﻀ َـﺮﺑ َ َّﻦ‬
‫َ ﻳُ ْﻀـ َﺮﺑْ َﻨ ّ‬
‫ﺎن‬ ‫ﺗﻀ َـﺮﺑَﺎ ِ ّن‬
‫َ ُْ‬ ‫ﺗ ُ ْﻀ َـﺮﺑ َ َّﻦ‬
‫َ‬
‫ِ‬
‫َ‬ ‫َ ﺗ ُ ْﻀ َـﺮﺑ َ ّ‬ ‫َ‬
‫ﺗ ُ ْﻀ َـﺮﺑ ُ َّﻦ‬ ‫ﺎن‬ ‫ِ‬ ‫ﺗ ُ ْﻀ َـﺮﺑ َ َّﻦ‬
‫َ ﺗ ُ ْﻀـ َﺮﺑْ َﻨ ّ‬
‫ﺎن‬ ‫َ ﺗ ُ ْﻀ َـﺮﺑ َ ّ‬
‫ﺎن‬ ‫ﺗ ُ ْﻀ َـﺮ ِﺑ َّﻦ‬
‫َ‬
‫ِ‬ ‫ِ‬
‫۞‬ ‫ﻧُ ْﻀ َـﺮﺑ َ َّﻦ‬ ‫اﺿ َـﺮﺑ َ َّﻦ‬
‫‪The prohibitive forms in passive voice emphatic with light Noon‬‬

‫ْ َ َ‬ ‫ُّ‬ ‫ُ‬ ‫َ َّ ْ ْ‬
‫ﻟﻨ ْﻮ ِن اﻟـﺨ ِﻔ ْﻴﻔﺔ(‬ ‫ﻟﻨ ُ اﻟ َﻤ ْﺠ ُﻬ ْﻮل ﺑِﺎ‬ ‫)ا‬
‫َ‬ ‫َ‬
‫ﻳُ ْﻀ َـﺮﺑ ُ ْﻦ‬ ‫‪-‬‬ ‫ﻳُ ْﻀ َـﺮﺑ َ ْﻦ‬
‫َ‬
‫‪-‬‬ ‫‪-‬‬ ‫ﺗ ُ ْﻀ َـﺮﺑ َ ْﻦ‬
‫َ‬ ‫َ‬
‫ﺗ ُ ْﻀ َـﺮﺑ ُ ْﻦ‬ ‫‪-‬‬ ‫ﺗ ُ ْﻀ َـﺮﺑ َ ْﻦ‬
‫َ‬
‫‪-‬‬ ‫‪-‬‬ ‫ﺗ ُ ْﻀ َـﺮ ِﺑ ْﻦ‬
‫۞‬ ‫ﻧُ ْﻀ َـﺮﺑ َ ْﻦ‬ ‫اﺿ َـﺮﺑ َ ْﻦ‬

q 160 r
a Exercise 24 A
emphatic prohibitive form in both active voice & passive voice
ُ ُ َْ َْ
ُ ِ‫ﻳﻈﻠ‬
1) ‫ﻳﻘﺘﻞ‬ 2) ‫ﻢ‬

writing in the emphatic prohibitive form in both active voice &
passive voice (Use blank sheet no.7)
ُ َ ْ َُ َ
1) ‫ـﺮف‬
ُ ُ
3) ‫ﻳ َ ْﺮزق‬
ُ ُ ْ
4) ‫ﻳَﻜﺘﺐ‬
ّ ‫ـﺠﻠ َﺴ‬ ْ َ َ َُ ُ َْ َ ّ ‫ﻳ َ ْ ﺑْ َﻨ‬ َ َ ْ َ

‫ﺎن‬ ِ ِ ‫ﺗ‬ (4) ‫( ﺗﺪﺧﻠ ّﻦ‬3) ‫ﺎن‬ ِ ِ (2) ‫( ﻳ َ ِ ﺑ ُ ّﻦ‬1)
َ َ َ َُ َ ُ َ ْ ُ‫ﺗ‬ َ َ ُ َْ َ
‫ﻳ ُـ ْﺴﺌ ِ ّن‬ (8) ‫( ﺗـ ْﺴﺌﻠ ّﻦ‬7) ‫ـﺠ َﻤـ َﻌ ْﻦ‬ (6) ّ ‫( ﺗﻜ ُﺘ‬5)
َ َ َ َ َُ َ َ َ ُ َ
‫ﺗ ُـ ْﻌ َـﺮﻓ ْﻦ‬ (12) ‫( ﺗـ ْﻌ َﻤﻠِ ْﻦ‬11) ْ ‫ﺗ ْﺮ‬ (10) ‫( ﺗـ ْﻌ َـﺮ ِﻓ ّﻦ‬9)

q 161 r
1) Surely don’t listen! (You all M,P)

2) Surely don’t work! (You F,S)
3) Surely they (M,P) must not get hit!
4) Surely he (M,S) must not be recognised!
5) Surely they (F,P) must not mount!
6) Surely you (F,P) must not get oppressed!
7) Surely don’t open! (You M,S)
8) Surely we must not kill
(D) Translate the following into English
ّ ‫( َ ﺗ َ ْﻌـﺮﻓْ َﻨ‬4) ‫ﺗ َ ْﻘ َـﺮﰱ ْﻦ‬

‫ﺎن‬
َ
(3) ‫ﺎن‬ّ ‫( َ ﻳ َ ْﻜ ُﺘ ْﺒ َﻨ‬2) َ
‫ْﺴ َﻤ ُﻌ ّﻦ‬
َ َ
ِ ِ ِ ِ (1)
َُ َ ُ َ ّ ‫ُ ْﺴـ َﻤ َﻌ‬ َ َ ُ ْ َ َ َ َ َ
‫ْﺴـﺌﻠ ّﻦ‬ (8) ‫ﺎن‬ِ (7) ‫( ﺗـﺸـﻜـ ُﺮ ّن‬6) ‫( ﺗـ ْﺮﻓـ َﻌـ ْﻦ‬5)
‫ﺎن‬ّ ‫( َ ﺗ ُـ ْﺒ َﻌ ْﺜ َﻨ‬12) ‫َ ْﺴﺄَﻟ َ ْﻦ‬ َ َ ََ َ َ

(11) ‫( ا ْﺳﺄﻟ ّﻦ‬10)
َ ُُ َ َ
‫( ﺗـ ْﺮﻗﺪ ّن‬9)
ِ

q 162 r
o Examples of prohibitive verbs from the Quran O
َ ُ َ َ ْ ْ ْ َ ْ ْ َ
[‫] َو ﺗَﻠ ِ ُﺴﻮا ا َ ّﻖ ﺑِﺎﻟ َﺒﺎ ِﻃ ِﻞ َو ﺗَﻜ ُﺘ ُﻤﻮا ا َ ّﻖ َو اﻧْ ْ ﺗ َ ْﻌﻠ ُﻤ ْﻮ َن‬
(42:2)
“And do not mix the truth with falsehood or conceal the truth while you know (it)”
َ َ َ َ َ ْ ُ َ َْ َ َ
[‫اﺣﺶ َﻣﺎ ﻇ َ َﺮ ِ ْﻨ َﻬﺎ َو َﻣﺎ ﺑَﻄ َﻦ‬
ِ ‫]و ﺗﻘﺮﺑﻮا اﻟﻔﻮ‬
(151:6)
“And do not go near shameful acts, whether they are open or secret”
ْ ّٰ ّْ ً ْ َ
[ َ ‫] َرﺑَّ َﻨﺎ ﺗ َ ْـﺠ َﻌﻠ َﻨﺎ ِﻓ ْﺘ َﻨﺔ ﻟ ِﻠ َﻘ ْﻮ ِم اﻟﻈ ِﻠ ِﻤ‬
(85:10)
“Our Lord! Do not make us a victim of the unjust people”
َ َْ ُ ّ َ َّ ّٰ ُ َ َ ً َ ّٰ َ َ َ َ َ
‫ْ َﺴ ّ ا َ ﺎ ِﻓ ﻋ ّـﻤﺎ ﻳ َ ْﻌ َﻤﻞ اﻟﻈﻠِ ُﻤ ْﻮ َن اِﻧ َﻤﺎ ﻳُﺆ ِﺧ ُﺮ ْ ﻟ َِﻴ ْﻮ ٍم ﺸﺨ ُﺺ ِﻓ ْﻴ ِﻪ‬ ‫]و‬
ُ ‫ا ﺑْ َﺼ‬ َْ
[‫ﺎر‬
(42:14)
“Never think that Allah is unaware of what the wrongdoers are doing. He is but giving
them respite up to a day when the eyes shall remain upraised (in terror)”
ٰ ُ َ َ ُ َ َّ ُْ
[ ِ ّ ‫]ﻗﻞ ٰﻳ ِﻌ َﺒﺎد َِي اﻟ ِﺬﻳْ َﻦ ا ْ َ ﻓ ْﻮا َ اﻧْ ُﻔ ِﺴ ِ ْ ﺗ َ ْﻘ َﻨﻄ ْﻮا ِﻣ ْﻦ َّر ْﺣ َﻤ ِﺔ ا‬
(53:39)
“Say (on My behalf), “O servants of mine who have acted recklessly against their own
selves, do not despair of Allah’s mercy”

q 163 r
n Chapter 4 N
ُ َّ َ ْ ُ ْ ُ َ ْ َ ْ َ
The derived nouns (‫اﻟﻤـﺸﺘﻘـﺔ‬ ‫ )ا ﺳـﻤﺂء‬:
Although systematically it would be more correct to study the root / verbal

nouns first, it is practically better to start by learning the derived nouns,
since the derived nouns have a closer relation with verbs with regards to
their meaning and formation.
The following seven nouns are derived from the root / verbal noun :
َْ ُ ْ ْ ُ ‫ا ِْﺳ‬
ِ ‫ا ِْﺳ ُﻢ اﻟﻔ‬
1) ‫ﺎﻋ ِﻞ‬ 2) ‫ﻢ اﻟ َﻤﻔﻌ ْﻮ ِل‬
َّ َۤ ْ ُ ْ
ِ ‫ا ِْﺳ ُﻢ اﻟﻈ ْﺮ‬
3) ‫ف‬ 4) ‫ﻢ ا ﻟ ِﺔ‬ ‫اِﺳ‬
ْ َُّ ‫ا ِْﺳ‬ َْ ُ َ َ َ ْ ُ َ
ّ
ْ ‫ﻟﺼﻔﺔ اﻟ ُﻤﺸ ّﺒﻬﺔ ﺑ‬ َ
5) ‫ﻢ اﻟﺘﻔ ِﻀ ْﻴ ِﻞ‬ 6) ‫ﺎﻋ ِﻞ‬
ِ ‫ﺎﺳ ِﻢ اﻟﻔ‬ ِ ِ ‫ا‬
ََ ْ ُ ْ
7) ‫ﻢ اﻟ ُﻤ َﺒﺎﻟﻐ ِﺔ‬‫ِاﺳ‬
َْ ُ
ْ ‫ﻟﺼ َﻔﺔ اﻟ ْ ُﻤ َﺸ َّﺒ َﻬﺔ ﺑ‬ُ
ّ َ ْ َّ
Numbers 5 & 6 (‫ﺎﻋ ِﻞ‬
ِ ‫ﺎﺳ ِﻢ اﻟﻔ‬ ِ ِ ‫ ا‬، ‫ )ا ِْﺳ ُﻢ اﻟﺘﻔ ِﻀ ْﻴ ِﻞ‬are effectively
َْ
ِ ‫ )ا ِْﺳ ُﻢ اﻟﻔ‬, but sometimes can give the meaning of number 2
number 1 (‫ﺎﻋ ِﻞ‬
ْ ْ ََ ْ َْ
(‫ )ا ِْﺳ ُﻢ اﻟ َﻤﻔ ُﻌ ْـﻮ ِل‬. Number 7 (‫ )ا ِْﺳ ُﻢ اﻟ ُﻤ َﺒﺎﻟﻐ ِﺔ‬is in reality number 1 (‫ﺎﻋ ِﻞ‬
ِ ‫)ا ِْﺳ ُﻢ اﻟﻔ‬,
but with exaggeration . However, due to some varying factors they are all
treated separately.

q 164 r
َْ ُ ْ
(1) The active participle (‫ﺎﻋ ِﻞ‬
ِ ‫اﻟﻔ‬ ‫ )اِﺳﻢ‬:
َْ
ِ ‫ )ا ِْﺳ ُﻢ اﻟﻔ‬indicates the person from whom the
The active participle (‫ﺎﻋ ِﻞ‬
action described by the base letters emanates or who possesses a certain
quality associated with the verb.
َ
For e.g. ٌ ِ ‫( ﻧﺎ‬helper / one who helps)
َْ
ِ ‫ )ا ِْﺳــ ُﻢ اﻟﻔــ‬for triliteral verbs without any extra
The active participle (‫ﺎﻋــ ِﻞ‬
ٌ َ َ ‫ )ﺛ ُ َ ﺛ ٌّـﻲ ُﻣ‬will be on the scale of ‫ ﻓَﺎﻋ ٌﻞ‬. However, if the triliteral

letters (‫ـﺠ ّﺮد‬ ِ ِ
َ َ ٌ َ
verb without any extra letters is on the scale of ‫ ﻓ ُﻌﻞ‬, then the scale ‫ﻓ ِﻌ ْﻴﻞ‬
will be used which has a slightly different implication (See pages 185-188
ahead).
َ ََ ٌ َ
For e.g. ‫= ﻓﺘ‬ ِ‫ﻓﺎﺗ‬ (opener / one who opens)
َ َ
‫= ﻛ ُﺮ َم‬ ‫ﻛ ِﺮﻳْ ٌﻢ‬ (one who is noble / generous)
A noun may experience the following moods / states :
ْ َّ ُ َ َ
(a) Nominative / Indicative = ِ ‫ﺣﺎﻟﺔ اﻟـﺮﻓ‬
َّ ُ َ َ
(b) Accusative / Subjunctive = ‫اﻟﻨ ْﺼ ِﺐ‬ ‫ﺣﺎﻟﺔ‬
(c) Genitive = َ ْ‫َﺣﺎﻟ َ ُﺔ اﻟ‬

‫ـﺠ ّ ِﺮ‬

q 165 r
Hence, the active participle can experience moods / states where usually a
ٌ will indicate the nominative case, a __

__ ً will indicate the acccusative
case and a ––ٍ will indicate the genitive case.
For both masculine & feminine dual forms of the active participle, the
termination “ ‫ان‬
_َ_ ” will indicate the nominative case whilst “ ‫ ” _َ_ﻳْﻦ‬will
ِ ِ
indicate the accusative case as well as genitive case.
Before looking into the plural form of the active participle, firstly you need
ّ َ ُ ْ َ ْ
to be aware that plurals are either sound plurals (‫اﻟﺴﺎﻟ ُِﻢ‬ ‫ )اﻟـﺠﻤ‬or broken
ََ ْ ُ َ ْ
plurals ( ُ ّ ‫ـﺠ ْﻤ اﻟ ُﻤﻜ‬‫ )اﻟ‬.
Active participles mainly use sound plurals. Thus, for the masculine, the
termination “ ‫_ُ_ ْو َن‬ ” indicates the nominative case whilst “ ‫–ِ–ﻳْ َﻦ‬ ”
indicates the accusative case as well as genitive case.
ٌ _َ_
For the feminine, the termination “ ‫ات‬ ” indicates the nominative case
whilst “ ‫ات‬
ٍ _َ_ ” indicates the accusative case as well as genitive case.

q 166 r
By adding detached pronouns, you can make the active participle form
refer to the 1st, 2nd or 3rd person.
ٌ َ ََ
For e.g. ‫( اﻧﺎ ﻃﺎﻟِﺐ‬I am a student / one who seeks)
‫( ُﻫ َﻮ َ ﺎﻟ ٌِﻢ‬He is a scholar / one who knows)
The active participle can be similar to the imperfect tense verb in active
voice in both meaning as well as action. Books on Arabic grammar should
be consulted for more information regarding that.
The active participle paradigms :
Feminine Masculine
Sound Sound
Dual Singular Dual Singular
Plural Plural
ٌ َ َ َ َ ‫ﻓَﺎ ﻠ‬ ٌَ َ َ
‫ﺎن ﻓﺎ ِ ت‬
ِ ‫ﺘ‬ ِ ‫ﻓﺎ ِ ﻠﺔ‬ َ‫ﻓﺎ ِ َ ِن ﻓَﺎ ُ ْ ن‬ ٌ َ
‫ﺎﻋﻞ‬
ِ ِ ‫ﻓ‬ ٌ ْ َ
‫رﻓ‬
Female Two female A female Two male
Male doers A male doer
doers doers doer doers
َ َ ْ َ َ ًَ َ َْ َ
‫ﻓﺎ ِ ﻠ َﺘ ِ ﻓﺎ ِ ٍت‬ ‫ﻓﺎ ِ ﻠﺔ‬ َ ْ ِ‫ﻓَﺎ ِ ﻠ‬ ِ ‫ﻠ‬ ِ ‫ﺎ‬ ‫ﻓ‬ ً َ
ِ ‫ﻓﺎ‬ َ
‫ﻧ ْﺼ ٌﺐ‬
َ َ ْ َ َ َ َ َْ َ
‫ﻓﺎ ِ ﻠ َﺘ ِ ﻓﺎ ِ ٍت‬ ‫ﻓﺎ ِ ﻠ ٍﺔ‬ َ ْ ِ‫ﻓَﺎ ِ ﻠ‬ ِ ‫ﻠ‬ ِ ‫ﺎ‬ ‫ﻓ‬ ‫ﺎﻋ ٍﻞ‬
َ
ِ ‫ﻓ‬ ‫َﺟ ٌّﺮ‬

q 167 r
The active participle dual form :
Base
Ending Result Step one Dual Target
form
َ َ ٌ َ َ َ
Change vowel Masculine
‫ان‬
ِ ‫ﺎﻋﻞ‬
ِ ‫ﻓ‬ ‫ﺎﻋﻞ‬
ِ ‫ﻓ‬ ‫ﻓﺎ ِ ِن‬
of the last letter dual in
+ to a single
= nominative
Fathah case
َ َ ً َ َْ َ
‫ﻳْ ِﻦ‬
‫ﺎﻋﻞ‬
ِ ‫ﻓ‬ ِ ‫ﻓﺎ‬ ِ ‫ﻠ‬ ِ ‫ﺎ‬ ‫ﻓ‬
+ to a single
= accusative
Fathah case
َ َ َ َْ َ
‫ﻳْ ِﻦ‬
Change vowel
‫ﺎﻋﻞ‬
ِ ‫ﻓ‬ ‫ﺎﻋ ٍﻞ‬
ِ ‫ﻓ‬ ِ ‫ﻓﺎ ِ ﻠ‬
Masculine
of the last letter
+ to a single
= dual in
genitive case
Fathah
ََ َ ٌَ َ ََ َ
Change vowel Feminine
‫ان‬
ِ ‫ﻓﺎ ِ ﻠ ﺔ‬ ‫ﻓﺎ ِ ﻠ ﺔ‬ ‫ﺎن‬
ِ ‫ﻓﺎ ِ ﻠﺘ‬
+ to a single
= nominative
Fathah case
ََ َ ًَ َ ْ ََ َ
‫ﻳْ ِﻦ‬
Change vowel Feminine
‫ﻓﺎ ِ ﻠ ﺔ‬ ‫ﻓﺎ ِ ﻠ ﺔ‬ ِ ‫ﻓﺎ ِ ﻠﺘ‬

+ to a single
= accusative
Fathah case
‫ﻳْ ِﻦ‬
ََ َ َ َ ْ ََ َ
Change vowel
‫ﻓﺎ ِ ﻠ ﺔ‬ ‫ﻓﺎ ِ ﻠ ٍﺔ‬ ِ ‫ﻓﺎ ِ ﻠﺘ‬

Feminine
of the last letter
+ to a single
= dual in
genitive case
Fathah

q 168 r
The active participle plural form :
Base Sound
Ending Result Step one Target
form plural
ُ َ
‫ﻓﺎ ِ ْ َن‬
Masculine
ُ َ ٌ َ
‫ْو َن‬
Change vowel
‫ﺎﻋﻞ‬
ِ ‫ﻓ‬ ‫ﺎﻋﻞ‬
ِ ‫ﻓ‬
sound plural
of the last letter
+ to a single
= in
nominative
Dhammah
case
‫ﻳْ َﻦ‬
َ ً َ َ ْ ِ‫ﻓَﺎ ِ ﻠ‬
‫ﺎﻋ ِﻞ‬
ِ ‫ﻓ‬ ِ ‫ﻓﺎ‬
of the last letter sound plural
+ to a single
= in accusative
Kasrah case
‫ﻳْ َﻦ‬
َ َ َ ْ ِ‫ﻓَﺎ ِ ﻠ‬
‫ﺎﻋ ِﻞ‬
ِ ‫ﻓ‬ ‫ﺎﻋ ٍﻞ‬
ِ ‫ﻓ‬
of the last letter sound plural
+ to a single
= in genitive
Kasrah case
ٌ َ َ
Feminine
ٌ َ َ ٌَ َ
‫ات‬ ‫ﺎﻋﻞ‬
ِ ‫ﻓ‬ ‫ﻓﺎ ِ ﻠ ﺔ‬ ‫ﻓﺎ ِ ت‬
sound plural
+ Drop final ‫ة‬ = in
nominative
case
َ َ ًَ َ َ َ
Feminine
‫ات‬
ٍ ‫ﺎﻋﻞ‬
ِ ‫ﻓ‬ Drop final ‫ة‬ ‫ﻓﺎ ِ ﻠ ﺔ‬ ‫ﻓﺎ ِ ٍت‬
sound plural
+ = in accusative
case
َ َ َ َ َ َ
Feminine
‫ات‬
ٍ ‫ﺎﻋﻞ‬
ِ ‫ﻓ‬ Drop final ‫ة‬ ‫ﻓﺎ ِ ﻠ ٍﺔ‬ ‫ﻓﺎ ِ ٍت‬
sound plural
+ = in genitive
case

q 169 r
a Exercise 25 A
(A) Conjugate the following words into all six word forms for the
active participle in all three moods (Use blank sheet no.8)
َ َ َ
1) ‫ذﻫﺐ‬
َ َ
2) ‫ﻋ َﺒﺪ‬
َ ِ‫ﻠ‬ َ َ َ
3) ‫ﻢ‬ 4) ‫ﺟﻠ َﺲ‬
ََ َ َ َ
5) ‫ﺳﺄل‬ 6) ‫ِ ﻊ‬
(B) Write the word form (mood , number & gender) as well as the
meaning of the following
َ َ ْ َ َ َ ً َ َ َ
ِ ‫( ﺎﻟ ِـ َﻤ‬5) ‫( ﺎﺑِـ ِﺪﻳـﻦ‬4)
‫ﺎن‬ ٍ ‫( ﺎﺑِـﺪ‬3) ‫اﻫـ َﺒـﺔ‬
‫ات‬ ِ ‫( ذ‬2) ‫اﻫـ ُﺒـ ْﻮن‬
ِ ‫( ذ‬1)
ٌ َ ُ ْ َ َ ٌ َ َ َ َ
‫( َﺳﺎﰱِ ت‬10) ‫( َﺳﺎﰱِ ْ َن‬9) ِ ‫ِﺴ‬ ‫ﻟ‬‫ﺎ‬ ‫ﺟ‬ ( 8) ‫ﺔ‬ ‫( ﺟﺎﻟ ِﺴ‬7) ‫ﺎن‬ِ ‫( ﺎﻟ َِﻤﺘ‬6)
َ ْ ‫ـﺤ‬ َ ٌ َ َ ً َ
ِ ِ‫( ﻓﺎﺗ‬14) ‫ـﺤﺔ‬ ِ‫( ﻓﺎﺗ‬13) ‫( َﺳﺎ ِﻣﻌﺔ‬12) ٍ ِ ‫( َﺳﺎ‬11)
1) Male doers 2) Female doers

3) Two female drinkers 4) A male drinker
5) Two female enquirers 6) Two male enquirers
7) A female listener 8) Male listeners
9) Male writers 10) Two female writers
11) Female lifters 12) Male lifters

q 170 r
(2) The passive participle (‫اﻟ َﻤﻔﻌ ْﻮ ِل‬

ُ ْ ْ ‫ )ا ِْﺳ ُﻢ‬:
ُ ْ ْ
The passive participle (‫ )ا ِْﺳـــ ُﻢ اﻟ َﻤـﻔـﻌـــ ْﻮ ِل‬refers to a person or a thing upon
which the effect of the action described by the base letters falls upon.
ٌ ْ ُ ‫( َﻣ ْﻄ‬one who / which is sought i.e. a target / goal / aim)
For e.g. ‫ب‬
ُ ْ ْ ُ ‫ )ا ِْﺳ‬for triliteral verbs without any extra

The passive participle (‫ﻢ اﻟ َﻤﻔﻌـ ْﻮ ِل‬
َ ‫ )ﺛ ُ َ ﺛِ ٌّـﻲ ُﻣ‬will be on the scale of ‫ َﻣ ْﻔ ُﻌ ْﻮ ٌل‬. However, verbs that are

ٌ َّ ‫ـﺠ‬
letters (‫ـﺮد‬
intransitive are not usually formed as the passive participle, due to them
not requiring an object. This also means that if the triliteral verb without
َ َُ
any extra letters is on the scale of ‫ ﻓﻌﻞ‬, then the passive participle will not
typically be formed as they are always intransitive and do not require an
object / passive participle.
The passive participle dual and plural are constructed in a similar manner
َْ
ِ ‫ )ا ِْﺳـ ُﻢ اﻟﻔ‬dual and plural are formed.
to the way the active participle (‫ـﺎﻋـ ِﻞ‬
By adding detached pronouns, you can make the passive participle form
refer to the 1st, 2nd or 3rd person.
َ ُ ُ َُْ
For e.g. ‫( اﻧﺘـ ْﻢ َﻣ ْﺴﺌ ْﻮﻟ ْﻮن‬You all will be asked i.e. will be accountable)
The passive participle can be similar to the imperfect tense verb in passive
voice in both meaning as well as action. Books on Arabic grammar should
be consulted for more information regarding that.

q 171 r
The passive participle paradigms :
Feminine Masculine
Sound Sound
Plural Plural
ٌ َ ْ ُ ْ َ ْ
‫ﺎن َﻣﻔ ُﻌ ْﻮ ت‬ ََ ْ ُ ْ َ
ِ ‫ﻣﻔﻌﻮﻟﺘ‬
ٌَ ْ
‫َﻣﻔ ُﻌ ْﻮﻟﺔ‬ ‫َﻣﻔ ُﻌ ْﻮ ِن َﻣﻔ ُﻌ ْﻮﻟ ْﻮ َن‬ ٌ ْ
‫َﻣﻔ ُﻌ ْﻮل‬ ٌ ْ َ
Many which Many which Two which ‫رﻓ‬
Two which One which is One which is
are done are done are done
are done upon done upon done upon
upon upon upon
َ ْ َ ْ ‫َﻣ ْﻔ ُﻌ ْﻮﻟ ِـ‬ ََُْْْ

‫َﻣﻔ ُﻌ ْﻮ ٍت‬ ْ ََ ْ ُ ْ َ ًَ ْ
‫َﻣﻔ ُﻌ ْﻮﻟﺔ‬ ِ ‫ﻣﻔﻌﻮﻟ‬
ًَُْْ
ِ ‫ﻣﻔﻌﻮﻟﺘ‬ ‫ﻣﻔﻌﻮ‬ َ
Many which Many which Two which
upon upon upon
َ ْ َ ْ ‫َﻣ ْﻔ ُﻌ ْﻮﻟ ِـ‬ ََُْْْ

‫َﻣﻔ ُﻌ ْﻮ ٍت‬ ْ ََ ْ ُ ْ َ َ ْ
‫َﻣﻔ ُﻌ ْﻮﻟ ٍﺔ‬ ِ ‫ﻣﻔﻌﻮﻟ‬ ْ
‫َﻣﻔ ُﻌ ْﻮ ٍل‬
ِ ‫ﻣﻔﻌﻮﻟﺘ‬ ‫َﺟ ٌّﺮ‬
Many which Many which Two which
upon upon upon

q 172 r
a Exercise 26 A
(A) Conjugate the following words into all six word forms for the
passive participle in all three moods (Use blank sheet no.8)
ََ َ َ ََ
1) ‫ﺳﺄل‬ 2) ‫ب‬
َ ََ َ َ َ
3) ‫ﻗﺘﻞ‬ 4) ‫رزق‬
(B) Place all diacritical marks and write the word form (mood,
number & gender) as well as the meaning of the following
ٌ
ِ ‫( ﻣـﺮزوﻗـ‬4) ‫ﺘﻮﻟﺔ‬
ٍ ‫( ﻣﻘـ‬3) ‫( ﻣﻀـﺮوﺑﺎت‬2) ‫( ﻣﺴﺌﻮﻟﺘﺎن‬1)
َ ‫( ﻣﻈ ﻣ‬8) َ ‫( ﻣﻔﺘﻮﺣ‬7) ‫ﻣﺎت‬ ٌ
ٍ ‫( ﻣﻌ‬6) ‫( ﻣﻌـﺮوف‬5)
ٌ ٌ ٌ
‫ﻣﻌﺒﻮد‬ (12) ‫( ﻨﺼﻮرة‬11) ‫( ﻣﺸـﺮوﺑًﺎ‬10) ‫ﻜﺘﻮب‬ ‫( ﻣ‬9 )
1) Two (M) who are helped

2) Many (F) who are helped
3) Two (F) who are asked
4) One (F) who is asked
5) One (M) who is provided
6) Many (F) who are provided
7) Two (M) who are killed
8) Two (F) who are killed

q 173 r
َّ
(3) ِ ‫اﻟﻈ ْﺮ‬
The noun / adverb of time & place (‫ف‬ ‫ )ا ِْﺳ ُﻢ‬:
ّ َ
ِ ‫ )ا ِْﺳـــ ُﻢ اﻟﻈـــ ْﺮ‬describes either : the time
The noun / adverb of time & place (‫ف‬
َّ ُ َ َ ْ ُ َ
ِ ‫ )ﻇـ ْﺮف اﻟـﺰ َﻣ‬or the place where (‫ﺎن‬
when (‫ﺎن‬ ِ ‫ )ﻇـ ْﺮف اﻟ َﻤ‬the action described
by the base letters occurred.
ٌ َ ْ
For e.g. ‫ـﺮب‬
ِ ‫( ﻣﻀ‬a time or place of hitting)
ٌ ََْ ٌ َْ
It is formed by placing the base letters on the scale of either ‫ ﻣﻔﻌﻞ‬or ‫ﻣﻔ ِﻌﻞ‬
A given set of base letters will only use one of the two scales.
ّ َ
ِ ‫ )ا ِْﺳـ ُﻢ اﻟﻈـ ْﺮ‬may be formed by using
the imperfect tense verb and observing the following principles:
ٌ َ
If the ‫ ع‬position letter has a Fathah _َ_ , Dhamma _ُ_ or the verb is ‫ﻧــﺎ ِﻗـﺺ‬
َّ ْ ُ َ
(whose ‫ ل‬position letter is a weak letter (‫ )ﺣ ْﺮف اﻟ ِﻌﻠ ِﺔ‬i.e. ‫ ي‬، ‫ ا‬، ‫ )و‬then the
َّ ٌ َْ
‫ ا ِْﺳ ُﻢ اﻟﻈ ْﺮ ِف‬form will be on the scale of ‫َﻣﻔﻌﻞ‬
For e.g.
َ ْ َْ ُ ْ ُ ْ َ ْ َْ ُ ْ ُ ْ َ
‫ﻧﺎ ِﻗ ٌﺺ‬ ِ ‫ﻣﻀﻤﻮم اﻟﻌ‬ ِ ‫ﻣﻔﺘﻮح اﻟﻌ‬
ٌ ََْ
* ً ‫ـﺮ‬
ْ ‫َﻣ‬ ‫َ ْﻨ َﺼـ ٌﺮ‬ ‫ﻣﻔﺘ‬
q 174 r
ٌ َْ
* The word ً ‫ َﻣ ْـﺮ‬was in reality ٌ َ ‫ َﻣ ْـﺮ‬on the scale of ‫ َﻣﻔﻌﻞ‬. Due to certain other
rules of morphology, it has been altered.
ٌ َ
If the ‫ع‬ position letter has a Kasrah –ِ– or the verb is ‫( ِﻣﺜﺎل‬whose ‫ف‬
َ
ّ ْ ُ َ ُ ‫ا ِْﺳ‬
position letter is a weak letter (‫ )ﺣـ ْﺮف اﻟ ِﻌــﻠ ِﺔ‬i.e. ‫ ي‬، ‫ ا‬، ‫ )و‬then the ‫ﻢ‬
َّ ٌ ْ
ِ ‫ اﻟﻈ ْﺮ‬form will be on the scale of ‫َﻣﻔ ِﻌﻞ‬
‫ف‬
For e.g.
ٌ َ ْ َْ ُ ْ ُ ْ َ
‫ِﻣﺜﺎل‬ ِ ‫ﻣﻜﺴﻮر اﻟﻌ‬
ٌ َْ ْ
‫ﻣﻮ ِﻗ‬ ‫َﻣﻀـ ِﺮ ٌب‬
َّ ُ ‫ )ا ِْﺳ‬are
ِ ‫اﻟﻈ ْـﺮ‬
Both scales for the noun / adverb of time & place (‫ف‬ ‫ـﻢ‬
masculine and the dual form is constructed in a similar manner to the way
َْ
ِ ‫ )ا ِْﺳ ُﻢ اﻟﻔ‬dual is formed.
the active participle (‫ﺎﻋ ِﻞ‬
َّ
ُ ‫ )ا ِْﺳ‬uses broken
ِ ‫ـﻢ اﻟﻈ ْـﺮ‬
Also note that the noun / adverb of time & place (‫ف‬
plurals rather than sound plurals and although broken plurals experience
َّ ُ ‫ ا ِْﺳ‬are
moods / grammatical states, the broken plurals for ‫ف‬ ْ ‫اﻟﻈ‬
ِ ‫ـــﺮ‬ ‫ـــﻢ‬
َّ ‫َ ْ ُ ْ ٌ ﻣ َﻦ‬
ِ ‫اﻟﺼـ ْﺮ‬
classified as ‫ف‬ ِ ‫( ﻣـﻤﻨﻮع‬Diptotes i.e. partially declinable) which only
ُ for the nominative case and a single Fathah __َ

allow a single Dhamma __
for both the accusative as well as genitive case.

q 175 r
The noun / adverb of time & place paradigms :
Masculine scale 2 Masculine scale 1
Broken Broken
Plural Plural
َ َ ْ َ ْ
َ ‫َﻣ‬
‫ـﺠﺎﻟ ُِﺲ‬ ْ
ِ ‫َﻣـﺠﻠِ َﺴ‬
‫ﺎن‬ ْ ‫َﻣ‬
‫ـﺠﻠِ ٌﺲ‬ ‫َﻣـﺨﺎ ِر ُج‬ ِ ‫ﻣـﺨ َﺮﺟ‬
‫ﺎن‬ ‫َﻣـﺨ َﺮ ٌج‬ ٌ ْ َ
Times or Two times or A time or Times or Two times or A time or ‫رﻓ‬
places of places of place of places of places of place of
sitting sitting sitting exiting exiting exiting
ْ َ ْ َ َ ْ َ َ ْ َ ْ
َ ‫َﻣ‬
‫ـﺠﺎﻟ َِﺲ‬ ِ ‫ﻣـﺠﻠِﺴ‬
ْ ‫َﻣ‬
‫ـﺠﻠِ ًﺴﺎ‬ ‫َﻣـﺨﺎ ِر َج‬ ِ ‫ﻣـﺨﺮﺟ‬ ‫َﻣـﺨ َﺮ ًﺟﺎ‬ َ
Times or Two times or A time or Times or Two times or A time or ‫ﻧ ْﺼ ٌﺐ‬
ْ
َ
‫َﻣـﺨ َﺮ ٍج‬
ْ َ ْ َ ْ َ َ ْ َ
َ ‫َﻣ‬
‫ـﺠﺎﻟ َِﺲ‬ ِ ‫ﻣـﺠﻠِﺴ‬ ‫ﺲ‬ ْ َ
ٍ ‫ﻣـﺠ ِﻠ‬ ‫َﻣـﺨﺎ ِر َج‬ ِ ‫ﻣـﺨﺮﺟ‬
Times or Two times or A time or Times or Two times or A time or
‫َﺟ ٌّﺮ‬
Contrary to the above mentioned rules, certain words should be used on

ٌ َْ ٌ ْ
َ , but have been used on the scale of ‫ َﻣﻔ ِﻌﻞ‬instead. These
the scale of ‫ﻣﻔﻌﻞ‬
are regarded as exceptions and grammarians have written that in these
instances it would be permissible to pronounce them on both scales.
They are 12 words in total :

q 176 r
Word Meaning Word Meaning
ٌ ْ
‫َﻣ ْﺴ ِﺠﺪ‬ ‫َﻣﻄﻠِ ٌﻊ‬
Place of prostration / Place of rising /
Masjid starting point
ٌ ْ ٌ ْ
‫َﻣ ِ ق‬ ‫َﻣﻔ ِـﺮق‬
Place of sunrise / Place of separation /
East Intersection
ْ ٌ ْ
‫َﻣﻐ ِـﺮ ٌب‬ ‫َ ِﺴﻚ‬
Place of sacrifice esp.
Place of sunset /
during the
West
pilgrimage
ٌ ْ ‫َﻣ‬
‫َﻣ ْﺴ ِﻘﻂ‬ ‫ـﺠ ِﺰ ٌر‬
Place of falling / Place of slaughtering
Waterfall / Abattoir
ٌ
‫َ ْﻨ ِﺒﺖ‬ ْ
ِ ‫َﻨ‬
‫ـﺨ ٌﺮ‬
Place of germination Place from where
/ Field one snores / Nostril
‫ﻜ ٌﻦ‬
ِ ‫َﻣ ْﺴ‬ ‫َﻣ ْـﺮ ِﻓ ٌﻖ‬
Place of resting the
Place of staying / elbow / Anything
House from which benefit
is derived
a Exercise 27 A
Make the following words into the noun / adverb of time & place
َّ
(‫ )ا ِْﺳ ُﻢ اﻟﻈ ْﺮ ِف‬using the correct scale
ُ ْ ُ ُْ ُ ْ
1) ‫ﻳَﻨﻈ ُﺮ‬ 2) ‫ﻳَﻘﺘﻞ‬ 3) ‫ﻳَﻌ َﻤﻞ‬
ُ ْ َ‫ﻳ‬ ُ ُ َْ
4) ‫َ ب‬ 5) ‫ﻳ َ ْﺮ ِﺟ‬ 6) ‫ِ ب‬ ‫ﻳ‬
q 177 r
َۤ ْ ُ ْ
(4) The noun of instrument / tool (‫ﺔ‬
ِ ‫ﻟ‬ ‫ )اِﺳﻢ ا‬:
َۤ ْ
ُ ‫ )ا ِْﺳ‬indicates an appliance used to
The noun of instrument / tool (‫ــﻢ ا ﻟــ ِﺔ‬
produce the action described by the base letters.
It is formed by placing the base letters on the scale of either

ٌ َْ ٌَ َْ ٌ َْ
1) ‫ِﻣﻔﻌﻞ‬ 2) ‫ِﻣﻔﻌﻠﺔ‬ 3) ‫ِﻣﻔﻌﺎل‬
For e.g.
ٌ ْ
‫ِﻣﻔ َﻌﻞ‬
ٌ ْ
= ‫( ِﻣـﺨ َﻴﻂ‬a tool for stitching / sewing needle)
ٌَ ْ
‫ِﻣﻔ َﻌﻠﺔ‬
ٌ
= ‫( ِﻣ ْـﺮ َو َﺣﺔ‬a tool for providing wind / fan)
ٌ ْ
‫ِﻣﻔ َﻌﺎل‬ =
ٌ ‫( ﻣ ْﻔ َﺘ‬a tool for opening / key)
‫ﺎح‬ ِ
These scales are designated as short, medium and long according to the
amount of letters they contain and elongation in pronunciation.
A given set of base letters may use one, two or all three of the scales.
ٌ َ ‫ )ﺛ ُ َ ﺛ ٌّـﻲ ُﻣ‬can be formed

Only triliteral verbs without any extra letters (‫ـﺠ َّﺮد‬ ِ
as “The noun of instrument / tool”.

q 178 r
َۤ ْ
* The medium scale (scale 2) for ‫ ا ِْﺳـ ُﻢ ا ﻟـ ِﺔ‬has a " ‫ " ة‬at the end, which is
said to be an extension to scale 1 rather than to indicate the word being
feminine. It will generally be treated as feminine, but as instruments / tools
do not have genuine genders, it can be common for both masculine as well
as feminine.
The dual form is constructed in a similar manner to the way the active
َْ
ِ ‫ )ا ِْﺳ ُﻢ اﻟﻔ‬dual is formed.
participle (‫ﺎﻋ ِﻞ‬
Also, note that the noun of instrument / tool uses broken plurals and they
َ ٌ ُ
ّ ‫( َﻣـ ْﻤﻨ ْﻮع ِﻣ َﻦ‬Diptotes i.e. partially declinable) which
ِ ‫اﻟﺼـ ْﺮ‬
are classified as ‫ف‬
ُ for the nominative case and a single Fathah

only allow a single Dhamma __
_َ_ for both the accusative as well as genitive case.
The noun of instrument / tool paradigms :
Scale 1 (Short)
Broken Plural Dual Singular
ُ ََ َ ْ ٌ ْ
‫ﺎﻋﻞ‬
ِ ‫ﻣﻔ‬ ‫ِﻣﻔ َﻌ ِن‬ ‫ِﻣﻔ َﻌﻞ‬ ٌ ْ َ
‫رﻓ‬
َْ َ ْ
Tools of doing Two tools of doing A tool of doing
َ ََ ًَْ
‫ﺎﻋﻞ‬
ِ ‫ﻣﻔ‬ ِ ‫ِﻣﻔﻌﻠ‬ ‫ِﻣﻔﻌ‬ َ
َ ََ َْ َ ْ ْ
‫ﺎﻋﻞ‬
ِ ‫ﻣﻔ‬ ِ ‫ِﻣﻔﻌﻠ‬ ‫ِﻣﻔ َﻌ ٍﻞ‬ ‫َﺟ ٌّﺮ‬

q 179 r
Scale 2 (Medium) *
ُ ََ ََ َ ْ ٌَ ْ
‫ﺎﻋﻞ‬
ِ ‫ﻣﻔ‬ ‫ﺎن‬
ِ ‫ِﻣﻔﻌﻠﺘ‬ ‫ِﻣﻔ َﻌﻠﺔ‬ ٌ ْ َ
‫رﻓ‬
ًَ ْ
َ ََ ْ ََ َ ْ
‫ﺎﻋﻞ‬
ِ ‫ﻣﻔ‬ ِ ‫ِﻣﻔﻌﻠﺘ‬ ‫ِﻣﻔ َﻌﻠﺔ‬ َ
ْ ََ َ ْ َ ْ
َ ََ
‫ﺎﻋﻞ‬
ِ ‫ﻣﻔ‬ ِ ‫ِﻣﻔﻌﻠﺘ‬ ‫ِﻣﻔ َﻌﻠ ٍﺔ‬ ‫َﺟ ٌّﺮ‬
Scale 3 (Long)
ُ َ َ ْ ٌ ْ
‫ﺎﻋ ْﻴﻞ‬
ِ ‫َﻣﻔ‬ ‫ِﻣﻔ َﻌﺎ ِن‬ ‫ِﻣﻔ َﻌﺎل‬ ٌ ْ َ
‫رﻓ‬
َ َ َْ َ ْ ً َْ
ِ ‫َﻣﻔ‬ ِ ‫ِﻣﻔﻌﺎﻟ‬ ‫ِﻣﻔﻌﺎ‬ َ
َ َ َْ َ ْ َْ
ِ ‫َﻣﻔ‬ ِ ‫ِﻣﻔﻌﺎﻟ‬ ‫ﺎل‬
ٍ ‫ِﻣﻔﻌ‬ ‫َﺟ ٌّﺮ‬

q 180 r
a Exercise 28 A
Make the following words into “The noun of instrument / tool”

َۤ ْ
(‫ )ا ِْﺳ ُﻢ ا ﻟ ِﺔ‬using all three scales
َ ََ َ ََ
1) ‫ﻓﺘ‬ 2) ‫ب‬
َ َ ََ
3) ‫ِ ﻊ‬ 4) ‫ﻧﻈ َﺮ‬
(5) The comparative / elative / superlative noun

ْ َّ ُ ْ
(‫اﻟﺘﻔ ِﻀ ْﻴ ِﻞ‬ ‫ )اِﺳﻢ‬:
َّ ُ ْ
ْ ِ ‫اﻟﺘ ْﻔ‬
The comparative / elative / superlative noun (‫ـﻞ‬
ِ ‫ـﻀﻴ‬ ‫ )اِﺳـﻢ‬indicates the
comparative or the highest degree of the quality that is being described.
The comparative can be achieved by using the comparative form and
mentioning another noun/s along with the particle ‫ِﻣﻦ‬

ْ
َ َ ُ ََْ
i.e. ‫اﻓﻌﻞ ِﻣ ْﻦ ﻛﺬا‬
َّ ْ َ ْ َُ ْ َ ْ َ ْ َ ٰ ٰ َّ ُ ْ َ َ
ِ ‫ِﻣﻦ ﺧﻠ ِﻖ اﻟﻨ‬
For e.g. [‫ﺎس‬ ‫ضا‬
ِ ‫]ﻟـﺨﻠﻖ اﻟﺴﻤﻮ ِت و ا ر‬
(Certainly, the creation of the Heavens and the Earth is greater than the creation
of human beings {40:57})

q 181 r
ْ
Sometimes the particle ‫ ِﻣﻦ‬and the following noun/s are not made apparent
but rather they are assumed.
َ ْ َ ُ ّٰ َ َ ُّ َ ْ َ ُ ّٰ َ
For e.g. " ُ ‫ " ا ا‬can be assumed as " ‫ُ ِﻣ ْﻦ ِﻞ ْ ٍء‬ ‫"ا ا‬
(Allah is greater than all)
The elative / superlative can be achieved in two ways viz.
a) By prefixing the definite article " ‫ " ال‬to the comparative form.
َ ْ َ ْ َ َ َ ْ ُ ّٰ ُ ُ ّ َ ُ َ
For e.g. [ َ ‫]ﻓﻴﻌ ِﺬﺑﻪ ا اﻟﻌﺬاب ا‬
(Allah will punish him with the greatest / severest punishment {88:24})
َ
b) By making the comparative form ‫ ُﻣﻀـــﺎف‬i.e. as the first member of
a possessive phrase.
For e.g. [‫ﺺ‬ َ َ ْ َ َ ْ َ َ ْ َ َ ُّ ُ َ ُ ْ َ

ِ ‫ﻦ ﻧﻘﺺ ﻠﻴﻚ اﺣﺴﻦ اﻟﻘﺼ‬ ]
(We narrate to you the best of narratives {12:3})
َ ٌ َ
Sometimes the ‫ ُﻣﻀـــﺎف اِﻟـــ ْﻴﻪ‬is not made apparent but rather it is assumed.
َ ْ َ ُ ّٰ َ َ ُّ َ ْ َ ُ ّٰ َ
For e.g. " ُ ‫ " ا ا‬can also be assumed as " ‫ُ ِﻞ ْ ٍء‬ ‫"ا ا‬
(Allah is the greatest of all)
ُ ََْ ٌ ُ ْ ‫َﻣ‬
The masculine singular uses the scale ‫ اﻓﻌﻞ‬and is classified as ‫ـﻤﻨ ْﻮع ِﻣ َﻦ‬
َّ
‫اﻟﺼـ ْﺮ ِف‬ (Diptote). It uses duals and both sound plurals as well as broken
plurals. The broken plural form is also classified as ‫ف‬ َّ ‫َﻣـ ْﻤ ُﻨ ْﻮ ٌع ِﻣ َﻦ‬
ِ ‫اﻟﺼ ْـﺮ‬
(Diptote) (Refer to p.174 & 178 regarding diptotes).

q 182 r
ٰ ُْ
The feminine form is on the scale of ‫ﻓﻌ‬ , which experiences all three
grammatical states but doesn’t change in any due to the miniature Alif at
the end. It also uses duals and both sound plurals as well as broken plurals.
ٌ ْ ُ (Triptote
However, the broken plurals for the feminine form are ‫ﻨ َﺼـ ِﺮف‬
i.e. fully declinable).
ٌ َ َ ‫ )ﺛ ُ َ ﺛ ٌّـﻲ ُﻣ‬can be formed

Only triliteral verbs without any extra letters (‫ـﺠ ّﺮد‬ ِ
as “The comparative / elative / superlative noun”.
Although the comparative / elative / superlative noun gives the meaning of

the active participle, sometimes it can give the meaning of the passive
participle.
َ َْ ُ ْ
For e.g. ‫ اﺷ ُﺮ‬i.e. ‫( َﻣﺸﻬ ْﻮ ٌر‬more famous / well-known)
By adding detached pronouns, you can make the comparative / elative /

superlative noun form refer to the 1st, 2nd or 3rd person.
ّ ُ َ َْ َ ُ
For e.g. ْ ِ ِ ‫ﻢ‬‫( ﻫﻮ ا ﻠ‬He is more learned than I am)
The comparative / elative / superlative noun paradigms :
Masculine
Broken Sound
Dual Singular
Plural Plural
ُ ََ ُ َْ َ َْ ُ َْ
‫ﺎﻋﻞ‬
ِ ‫اﻓ‬ ‫اﻓ َﻌ ْ َن‬ ‫اﻓ َﻌ ِن‬ ‫اﻓ َﻌﻞ‬ ٌ ْ َ
‫رﻓ‬
Males who do more Males who do more Two males who do A male who does
(or the most) (or the most) more (or the most) more (or the most)

q 183 r
َ ََ َ ْ ِ‫اَﻓْ َﻌﻠ‬ َْ ََْ َ َْ

‫ﺎﻋﻞ‬
ِ ‫اﻓ‬ ِ ‫اﻓﻌﻠ‬ ‫اﻓ َﻌﻞ‬ َ
َ ََ َ ْ ‫اَﻓْ َﻌ ِﻠ‬ َْ ََْ َ َْ

‫ﺎﻋﻞ‬
ِ ‫اﻓ‬ ِ ‫اﻓﻌﻠ‬ ‫اﻓ َﻌﻞ‬ ‫َﺟ ٌّﺮ‬
Feminine
Broken Sound
Dual Singular
Plural Plural
ٌ ُ ٌ َ ُ َ ُْ ٰ ُْ
‫ﻓ َﻌﻞ‬ ‫ﻓ ْﻌﻠ َﻴﺎت‬ ِ ‫ﻓﻌﻠ َﻴ‬
‫ﺎن‬ ‫ﻓﻌ‬ ٌ ْ َ
Two females who
‫رﻓ‬
Females who do Females who do A female who does
do more (or the
more (or the most) more (or the most) more (or the most)
most)
ً َُ َ ُْ ْ ََ ُْ ٰ ُْ
‫ﻓﻌ‬ ٍ ‫ﻓﻌﻠ َﻴ‬
‫ﺎت‬ ِ ‫ﻓﻌﻠﻴ‬ ‫ﻓﻌ‬ َ
Two females who
do more (or the
most)
ُ َ ُْ ْ ََ ُْ ٰ ُْ
‫ﻓ َﻌ ٍﻞ‬ ٍ ‫ﻓﻌﻠ َﻴ‬
‫ﺎت‬ ِ ‫ﻓﻌﻠﻴ‬ ‫ﻓﻌ‬ ‫َﺟ ٌّﺮ‬
Two females who
do more (or the
most)

q 184 r
a Exercise 29 A
Make the following words into “The comparative / elative /

ْ َّ
superlative noun” (‫اﻟﺘﻔ ِﻀ ْﻴ ِﻞ‬ ‫ )ا ِْﺳ ُﻢ‬as done in the above tables
َ ِ‫ﻠ‬
1) ‫ﻢ‬
َ ََ
2) ‫ﻧﺼـ َﺮ‬
َ َ
َ ‫ﻇﻠ‬ َ َ
3) ‫ﻢ‬ 4) ‫ﻗ ُﺮب‬
َ ُ َ َ َ
5) ‫ﺿﻌﻒ‬ 6) ‫ﺷﻜ َﺮ‬

q 185 r
(6) The adjective that is similar to “The active participle”

ِ ‫ﺎﺳ ِﻢ اﻟﻔ‬
(‫ﺎﻋ ِﻞ‬ ِ‫ﻟﺼﻔﺔ اﻟﻤﺸﺒﻬﺔ ﺑ‬ِ ‫ )ا‬:
The adjective that is similar to “The active participle” refers to the fixed
quality of an entity. The active participle on the other hand describes a
ٌ َ
temporary quality for e.g. ‫ ِ ْﻴ‬is someone who is always listening whether
ٌ
there is an object mentioned or not, whilst ِ ‫ َﺳﺎ‬is someone who is listening
at that moment to an object.
For this reason, the adjective that is similar to “The active participle” is
َ ّ َ َ
always ‫( ِز ٌم‬intransitive) even if it is formed from a ‫( ُﻣﺘﻌ ٍﺪ‬transitive) verb
as in the example above.
The adjective that is similar to “The active participle” has six word forms
just like the active participle, and the duals are also constructed in a similar
manner to them. However, the plurals may be either sound plurals or
broken plurals. A simple example using sound plurals is being presented,
but bear in mind that words may use broken plurals instead, in which case
they must be learnt individually.
Although the adjective that is similar to “The active participle” gives the
meaning of the active participle, sometimes it can give the meaning of the
passive participle.
ٌ َ ٌ ُْ
For e.g. ‫ ﻗ ِﺘ ْﻴﻞ‬i.e. ‫( َﻣﻘﺘ ْﻮل‬dead / deceased)
By adding detached pronouns, you can make the adjective that is similar to
“The active participle” form refer to the 1st, 2nd or 3rd person.
َ َ ُ َُْ
ِ ‫( اﻧﺘ َﻤـﺎ ﺷـﺠﺎ‬You both are brave)
For e.g. ‫ﺎن‬

q 186 r
The adjective that is similar to “The active participle”

paradigms :
Feminine Masculine
Sound Sound
Plural Plural
ٌ
‫ﺎن َﺣ َﺴ َﻨﺎت‬ َ َ َ َ
ِ ‫ﺣ ﺴﻨﺘ‬
ٌ
‫َﺣ َﺴ َﻨﺔ‬ ‫َﺣ َﺴ ُﻨ ْﻮ َن‬ ‫ﺎن‬ َ َ َ
ِ ‫ﺣ ﺴﻨ‬ ‫َﺣ َﺴ ٌﻦ‬
ٌ ْ َ
Many good /
Two good / A good / pretty Many good /
Two good / A good / ‫رﻓ‬
pretty female handsome handsome
pretty female female object / handsome
objects / male objects / male object /
objects / people person males
people people person
َ َ ً ْ َ َ َ
ٍ ‫ﺣ َﺴﻨ‬
‫ﺎت‬ ْ َ َ َ َ
‫َﺣ َﺴ َﻨﺔ‬ َ ْ ‫َﺣ َﺴ ِﻨ‬ ِ ‫ﺣ ﺴﻨ‬ ‫َﺣ َﺴ ًﻨﺎ‬
ِ ‫ﺣ ﺴﻨﺘ‬ َ
Many good / Two good / A good /
َ َ ْ َ َ َ
ٍ ‫ﺣ َﺴﻨ‬
‫ﺎت‬ ْ َ َ َ َ
‫َﺣ َﺴ َﻨ ٍﺔ‬ َ ْ ‫َﺣ َﺴﻨ‬ ِ ‫ﺣ ﺴﻨ‬ ‫َﺣ َﺴ ٍﻦ‬
ِ ‫ﺣ ﺴﻨﺘ‬ ِ
Many good /
Two good / A good / ‫َﺟ ٌّﺮ‬
Many scales are used for the adjective that is similar to “The active
َ َ (as
participle” for which there is no specific rule as they are based on ‫ﺎع‬
heard from the Arabs) and must be learnt individually.

q 187 r
Some common scales are as follows
Scale Example Meaning

ٌ َ ٌ
‫ﻓ ِﻌ ْﻴﻞ‬ ‫َﺳ ِﻌ ْﻴﺪ‬ Blissful / Blessed
ٌ َ َ
‫ﺎﻋﻞ‬
ِ ‫ﻓ‬ ‫ﺎﺣ ٌﺐ‬
ِ ‫ﺻ‬ Companion / Friend
ٌ ْ
‫َﻣﻔ ُﻌ ْﻮل‬ ‫ـﺤ ُﻤ ْﻮ ٌد‬
ْ ‫َﻣ‬ Praisworthy
ٌ َ ُ
‫ﻓ ُﻌ ْﻮل‬ ‫َوﻗ ْﻮ ٌر‬ Dignified / Venerable
َ َ ُ ‫* ﻓَ ْﺮ َﺣ‬
‫ﻓ ْﻌ ُن‬ ‫ﺎن‬ Cheerful / Merry
ٌ َ
‫ﻓ َﻌﻞ‬ ‫َﺣ َﺴ ٌﻦ‬ Handsome / Good
ٌ ُ َ ‫ُﺷ‬
ٌ ‫ـﺠ‬
‫ﻓ َﻌﺎل‬ ‫ﺎع‬ Brave
ٌ ْ
‫ِﻓ ْﻌﻞ‬ ‫ِﺻﻔ ٌـﺮ‬ Empty / nought
* Qualities that are fixed, have the possibility to subside and hence, some qualities
last longer than others. For those qualities that have a shorter life-span, the
masculine is formed on the scale of ‫ن‬

ُ َ ‫ ﻓَ ْﻌ‬whilst the feminine is formed on the scale
of
ٰ ‫ﻓَ ْﻌ‬
For e.g.
ٰ ْ َ ُ ‫( َﻋ ْﻄ َﺸ‬thirsty male / female)
‫ﺎن \ ﻋﻄ‬
ٰ ْ َ ُ َ ْ َ
‫( ﺟﻮ ﺎن \ ﺟﻮ‬hungry male / female)

q 188 r
ُ َْ
Colours / defects / characteristics on the scale of ‫اﻓ َﻌﻞ‬ are used for the
adjective that is similar to “The active participle” rather than comparative /
elative / superlative purposes.
Masc &
Fem Fem Masc Masc
Meaning Fem
dual singular dual singular
Plural
‫ُﺣ ْﻤ ٌـﺮ‬ َ َ ُ‫َﺣ ْﻤ َـﺮآء‬ َْ َ

‫ا ْﺣ َﻤ ُـﺮ‬
Red ِ ‫ﺣ ْﻤ َـﺮاو‬
‫ان‬ ِ ‫اﺣ َﻤ َـﺮ‬
‫ان‬
‫ُﺳ ْﻮ ٌد‬ ‫ان‬ َ َ َْ ُ ‫َﺳ ْﻮ َد‬ َ َ َْ َ

‫ا ْﺳ َﻮ ُد‬
Black ِ ‫ﺳﻮداو‬ ‫آء‬ ‫ان‬ِ ‫اﺳﻮد‬
ٌ َ َ ُ ‫ﺑ َ ْﻴ َﻀ‬ َ َ ُ َ
White ‫ﺑِ ْﻴﺾ‬ ِ ‫ﺑ َ ْﻴﻀﺎو‬
‫ان‬ ‫ﺂء‬ ِ ‫اﺑْ َﻴﻀ‬
‫ﺎن‬ ‫اﺑْ َﻴﺾ‬
َ َ َ ُ ‫َﺻ َّﻤ‬ َ ََ َ
Deaf ‫ُﺻ ٌّﻢ‬ ِ ‫ﺻ ّﻤﺎو‬
‫ان‬ ‫ﺂء‬ ‫ﺎن‬ ِ ‫اﺻ ّﻤ‬ ‫ا َﺻ ُّﻢ‬
ٌ ْ ‫ُﻋ‬ َ َ ُ ‫َﻋ ْﻤ َﻴ‬ ْ َ ٰ ‫اَ ْﻋ‬
Blind ِ ‫ﻋ ْﻤ َﻴﺎو‬
‫ان‬ ‫ﺂء‬ ِ ‫اﻋ َﻤ َﻴ‬
‫ﺎن‬
ُ َْ
When the scale of ‫اﻓ َﻌﻞ‬ is used for comparative / elative / superlative
ْ َّ ُ َ َْ
purposes, then it is known as " ‫ " اﻓـﻌـﻞ اﻟﺘﻔـ ِﻀ ْﻴــ ِﻞ‬and when it is used for
ّ َ ُ ََْ
colours / defects / characteristics, then it is known as " ‫اﻟﺼﻔ ِﺔ‬
ِ ‫ " اﻓﻌﻞ‬.
If the comparative / elative / superlative is intended with colours / defects /

characteristics, then the comparative form of a triliteral verb without extra
ُّ َ َ َ ْ َ
letters such as ‫ اﺷﺪ‬، ُ ‫ ا‬will be used with the root / verbal noun of the
colour / defect / characteristic in the accusative case.
ً ُّ َ َ
For e.g. ‫( اﺷﺪ َﺳ َﻮادا‬more intense in terms of blackness i.e. blacker)
َ ْ َ
‫ُ َﺻ َﻤ ًﻤﺎ‬ ‫( ا‬more in terms of deafness i.e. deafer)

q 189 r
ََ ْ ُ ْ
(7) ِ ‫اﻟ ُﻤ َﺒﺎﻟﻐ‬
The intensive adjective (‫ﺔ‬ ‫ )اِﺳﻢ‬:
ََ ْ ُ ْ
The intensive adjective (‫ﻢ اﻟ ُﻤ َﺒﺎﻟﻐ ِﺔ‬‫ )اِﺳ‬is a noun that indicates excess in the
quality of the active participle.
َّ َ ٌ ُ َ
For e.g. ‫ٌم‬ (a very learned person) , ‫( ﺟﻬ ْﻮ ل‬a very ignorant person)
َ َ ْ ُ ْ
In the intensive adjective (‫ــﻢ اﻟ ُﻤ َﺒـﺎﻟــﻐ ِﺔ‬‫ )اِﺳ‬, the excess meaning is limited to
itself without comparing it with others as in “The comparative / elative /
ْ َّ ُ ْ
superlative noun (‫ﻢ اﻟﺘﻔ ِﻀ ْﻴ ِﻞ‬ ‫ )اِﺳ‬.
Sometimes a " ‫" ة‬ can be suffixed for indicating excess rather than
indicating gender.
ٌ َّ َ ٌ ُ َ
For e.g. ‫َﻣﺔ‬ ‫رﺟﻞ‬ (an extremely learned man)
ٌ َّ ٌ َ
‫ا ِْﻣ َـﺮأة َ َﻣﺔ‬ (an extremely learned woman)
Many scales are used for “The intensive adjective” for which there is no
َ َ and must be learnt individually. You
specific rule as they are based on ‫ﺎع‬
will notice that there is some overlap between “The intensive adjective”
ََ ْ
(‫ )ا ِْﺳ ُﻢ اﻟ ُﻤ َﺒﺎﻟﻐ ِﺔ‬and “The adjective which is similar to ‘The active participle’”
(‫ﺎﻋ ِﻞ‬
َْ
ِ ‫ﺎﺳ ِﻢ اﻟﻔ‬ ْ ‫ﻟﺼ َﻔ ُﺔ اﻟ ْ ُﻤ َﺸ َّﺒ َﻬ ُﺔ ﺑ‬
ّ َ
ِ ِ ‫ )ا‬.
Some common scales are as follows…

q 190 r
Scale Example Meaning
ٌ ََ ٌ َّ
‫ﻓ ّﻌﺎل‬ ‫َﺳﻔﺎك‬ Great shedder of blood
ٌ َ ََ ٌ َّ
‫ﻓ ّﻌﺎﻟﺔ‬ ‫َ َﻣﺔ‬ An extremely learned person
ٌ َُ ٌ ‫ُﻛ َّﺒ‬
‫ﻓ ّﻌﺎل‬ ‫ﺎر‬ Very great
ٌ
‫ِﻓ ّ ِﻌ ْﻴﻞ‬ ‫ِﺻ ِّﺪﻳْ ٌﻖ‬ Veracious, Very truthful
ٌ َُ َُ
‫ﻓ ّﻌ ْﻮل‬ ‫ﻗ ّﻴ ْﻮ ٌم‬ Eternal
ٌ ُُ ُّ ُ
‫ﻓ ّﻌ ْﻮل‬ ‫ﻗﺪ ْو ٌس‬ Most holy
ٌ ُ َ ٌ ُ َ
‫ﻓﺎﻋ ْﻮل‬ ‫ﺎر ْوق‬ ‫ﻓ‬ Very decisive
ٌَ ُ ٌ
‫ﻓ َﻌﻠﺔ‬ ‫ُﻫ َﻤ َـﺰة‬ Great slanderer
ٌ َ
‫ﻓ ِﻌﻞ‬ ‫َﺣ ِﺬ ٌر‬ Very cautious
ٌ َ ٌ ‫َ ِﻠ ْﻴ‬
‫ﻓ ِﻌ ْﻴﻞ‬ ‫ـﻢ‬ Very knowledgeable
ٌ َ ٌ ُ َ
‫ﻓ ُﻌ ْﻮل‬ ‫ْﻮل‬ ‫ا‬ Voracious, Big eater
ٌ ْ
‫ِﻣﻔ َﻌﻞ‬ ْ ‫ِﻣ‬
‫ـﺠ َﺰ ٌم‬ One who cuts a lot
ٌ ْ
‫ِﻣﻔ َﻌﺎل‬ ٌ ‫ِ ْﻨ َﻌ‬
‫ﺎم‬ One who awards many prizes
ٌ ْ ٌ
‫ِﻣﻔ ِﻌ ْﻴﻞ‬ ‫ِ ْﻨ ِﻄ ْﻴﻖ‬ Very eloquent

q 191 r
o Examples of derived nouns from the Quran O
َ َ َۤ َّ َ َ َْ ْ َّ َ َ ْ ّ ْ َ ّ َّ ْ َ ُ ُ ْ َ َ َ
‫اﻟﺴ َﻤﺂ ِء َو ا ْﺻﻐ َـﺮ‬ ِ ‫ضو‬ ِ ‫ﺎل ذر ٍة ِ ا ر‬ ِ ‫]و ﻣﺎ ﻳﻌـﺰب ﻋﻦ رﺑِﻚ ِﻣﻦ ِﻣﺜﻘ‬
ْ
[ ٍ ‫ﺎب ُّﻣ ِﺒ‬ َ ْ َّ ‫ﻣ ْﻦ ٰ َ َ َ ۤ َ ْ َ َ ا‬
ٍ ‫ِ ِ ِﻛ‬
‫ﺘ‬ ‫ِ ذﻟ ِﻚ و ا‬
(61:10)
“Hidden from your Lord is nothing even to the measure of a particle on the earth or in the
heavens. And there is nothing smaller or greater that is not in the clear Book”
ُ َ ٰ ّ َ َ
[‫اﻫ َﺘ ٰﺪي‬
ْ ‫ِـﺤﺎ ﺛ َّﻢ‬
ِ
َ َ ْ َ ٌ ‫َ ّ ْـﻰ ﻟ َﻐ ّﻔ‬
ً ‫ﺎب َو ا َﻣ َﻦ َو َﻋﻤﻞ َﺻﺎﻟ‬ ‫ﺎر ﻟِﻤﻦ ﺗ‬ ِ ‫]و اِﻧ‬
(82:20)
“Surely I am the Most-Forgiving for him who repents and believes and acts righteously,
then follows the right path”
َ َ َّ ‫]ﻗَﺎﻟ ُ ْﻮا ٰﻳ َﻮﻳْﻠ َ َﻨﺎ َﻣﻦ ﺑ َ َﻌ َﺜ َﻨﺎ ﻣ ْﻦ َّﻣ ْـﺮﻗَﺪﻧَﺎ ٰﻫ َﺬا َﻣﺎ َو َﻋ َﺪ‬
‫اﻟـﺮ ْﺣ ٰﻤ ُﻦ َو َﺻﺪق‬ ِ ِ
ُ ْ
[‫اﻟ ُﻤ ْـﺮ َﺳ ْ َن‬
(52:36)
“They will say : Woe to us! Who has raised us from our sleeping place? This is what
Rahman (the All-Merciful Allah) had promised, and the messengers had told the truth”
َ َ
[‫ﺎﻫ ٍﺪ ّو َﻣ ْﺸ ُﻬ ْﻮ ٍد‬
ِ ‫] َو ﺷ‬
(3:85)
“And by the witnessing (day i.e. Friday) and by the witnessed (day i.e. the day of
‘Arafah)”

‫‪q 192 r‬‬
‫‪The abbreviated paradigms of the six accepted categories of‬‬

‫‪triliteral verbs without extra letters‬‬
‫اﻟﺼ ِﻐ ْ ُ ِ َﺑْ َﻮاب اﻟ ُّﺜ َ ﺛِ ّـﻲ اﻟ ْ ُﻤ َ‬
‫ـﺠ َّﺮ ِد(‬
‫َ َّ ْ ُ َّ‬
‫)اﻟﺼـﺮف‬
‫ِ‬ ‫ِ‬
‫‪Abbreviated Paradigms‬‬ ‫‪Category‬‬

‫َ َ‬ ‫َ‬ ‫ْ‬ ‫َ‬
‫ﻧ َﺼـ َﺮ ‪ -‬ﻳَﻨ ُﺼـ ُﺮ ‪ -‬ﻧ ْﺼـ ًﺮا ‪ -‬ﻓ ُﻬ َﻮ ﻧ ِ‬
‫ﺎﺻـ ٌﺮ ‪-‬‬
‫َ‬ ‫ُ‬
‫َو ﻧ ِﺼـ َﺮ ‪ -‬ﻳ ُ ْﻨ َﺼـ ُﺮ ‪ -‬ﻧ ْﺼـ ًﺮا * ‪ -‬ﻓ ُﻬ َﻮ َ ْﻨ ُﺼ ْﻮ ٌر ‪-‬‬
‫َ‬
‫َْ َ ُ ْ َ َ ُ‬
‫ﺎب ا ّول‬ ‫اﻟﺒ‬
‫َ َ‬ ‫ُ ُْ ُ‬
‫اﻟﻨ ْﻬ ُﻰ َﻋ ْﻨ ُﻪ ﺗ ْﻨ ُﺼـ ْﺮ ‪-‬‬
‫َْ َ‬
‫ا ْﻣ ُـﺮ ِ ْﻨﻪ اﻧﺼـ ْﺮ ‪ -‬و‬
‫َ َّ‬
‫َ‬
‫ﻧ َﺼـ َﺮ ﻳ َ ْﻨ ُﺼـ ُﺮ‬
‫اَ ّﻟﻈ ْﺮ ُف ِ ْﻨ ُﻪ َ ْﻨ َﺼـ ٌﺮ ‪َ -‬و ا ﻟﺔ ِ ْﻨ ُﻪ ِ ْﻨ َﺼـ ٌﺮ ‪-‬‬
‫ْ َۤ ُ‬ ‫َ‬
‫ُ‬ ‫َْ‬ ‫ْ َ َّ‬

‫اﻟﺘ ْﻔ ِﻀ ْﻴ ِﻞ اﻟ ُﻤﺬ ُﺮ ِ ْﻨ ُﻪ اﻧ َﺼـ ُﺮ َو اﻟ ُﻤ َﺆﻧّﺚ ِ ْﻨ ُﻪ ﻧ ْﺼـ ٰﺮي‬
‫ْ َ ُ‬ ‫َ ْ َ ُ َّ‬
‫اﻓﻌﻞ‬
‫َ‬ ‫َ‬ ‫ْ‬ ‫َ‬
‫َ َب ‪ -‬ﻳ َ ِ ُب ‪ ْ -‬ﺑًﺎ ‪ -‬ﻓ ُﻬ َﻮ ﺿﺎ ِر ٌب ‪-‬‬
‫َ‬
‫ْ‬ ‫َ‬ ‫ْ‬ ‫ُ‬

‫َو ِ َب ‪ -‬ﻳ ُ َ ُب ‪ ْ -‬ﺑًﺎ ‪ -‬ﻓ ُﻬ َﻮ َﻣ ُ ْو ٌب ‪-‬‬
‫َ‬
‫َ ْ َ ُ َّ‬
‫ﺎب اﻟﺜﺎﻧ ِـﻲ‬ ‫اﻟﺒ‬
‫َ َْ‬ ‫ُ ْ ْ‬
‫اﻟﻨ ْﻬ ُﻰ َﻋ ْﻨ ُﻪ ﺗ ِ ْب ‪-‬‬
‫َْ َ‬
‫ْ‬
‫َ َّ‬
‫َ‬
‫َ َب ﻳ َ ِ ُب‬
‫ا ْﻣ ُـﺮ ِ ْﻨﻪ ِا ِ ب ‪ -‬و‬
‫ْ‬ ‫ْ‬
‫اَ ّﻟﻈ ْﺮ ُف ِ ْﻨ ُﻪ َﻣ ِ ٌب ‪َ -‬و ا ﻟﺔ ِ ْﻨ ُﻪ ِﻣ َ ٌب ‪-‬‬
‫ُ‬ ‫َْ‬ ‫ْ َ َّ‬

‫اﻟﺘ ْﻔ ِﻀ ْﻴ ِﻞ اﻟ ُﻤﺬ ُﺮ ِ ْﻨ ُﻪ ا َ ُب َو اﻟ ُﻤ َﺆﻧّﺚ ِ ْﻨ ُﻪ ْ ٰﺑـﻰ‬
‫اﻓﻌﻞ‬
‫ٌ‬ ‫َ َﻊ ‪ْ َ -‬ﺴ َﻤ ُ ‪ْ َ -‬‬

‫ًﻌﺎ ‪ -‬ﻓ ُﻬ َﻮ َﺳﺎ ِ‬
‫َ‬
‫‪-‬‬ ‫ِ‬
‫َ‬ ‫ُ‬ ‫ُ‬
‫َو ِ َﻊ ‪ْ ُ -‬ﺴ َﻤ ‪ً ْ -‬ﻌﺎ ‪ -‬ﻓ ُﻬ َﻮ َﻣ ْﺴ ُﻤ ْﻮ ٌع ‪-‬‬
‫َ‬
‫َ ْ َ ُ َّ ُ‬
‫ﺎب اﻟﺜﺎﻟ ِﺚ‬ ‫اﻟﺒ‬
‫َ َّ ْ ُ َ ْ ُ َ َ ْ‬ ‫َْ َ ْ ُ ْ ُ ْ َ ْ‬
‫ْﺴ َﻤ ‪-‬‬ ‫‪ -‬و اﻟﻨﻬﻰ ﻋﻨﻪ‬ ‫ا ﻣـﺮ ِ ﻨﻪ ِا‬ ‫َ َ َْ َ ُ‬
‫ٌ‬ ‫ٌ‬ ‫َ‬
‫ِ ﻊ ﺴﻤ‬
‫اَ ّﻟﻈ ْﺮ ُف ِ ْﻨ ُﻪ َﻣ ْﺴ َﻤ ‪َ -‬و ا ﻟﺔ ِ ْﻨ ُﻪ ِﻣ ْﺴ َﻤ ‪-‬‬
‫ْ َۤ ُ‬
‫ُ‬ ‫َْ ُ ْ َ ُ‬ ‫ْ َ َّ‬

‫اﻟﺘ ْﻔ ِﻀ ْﻴ ِﻞ اﻟ ُﻤﺬ ُﺮ ِ ْﻨ ُﻪ ا َ َو اﻟ ُﻤ َﺆﻧّﺚ ِ ْﻨ ُﻪ ْ ٰﻌﻰ‬
‫َ ْ َ ُ َّ‬
‫اﻓﻌﻞ‬

‫‪q 193 r‬‬
‫َ َ‬ ‫َْ‬ ‫َْ َ ُ‬ ‫ََ َ‬

‫‪ -‬ﻓ ًﺎ ‪ -‬ﻓ ُﻬ َﻮ ﻓﺎﺗِـ ٌﺢ ‪-‬‬ ‫ﻓ ﺘ ‪ -‬ﻳﻔ ﺘ‬
‫ْ ُ‬ ‫َْ‬ ‫ُ‬ ‫ْ َ‬ ‫َو ﻓُﺘ َ‬
‫‪ -‬ﻓ ًﺎ ‪ -‬ﻓ ُﻬ َﻮ َﻣﻔﺘ ْﻮ ٌح ‪-‬‬ ‫ـﺢ ‪ -‬ﻳُﻔﺘ‬
‫َ‬
‫ِ‬ ‫ُ‬ ‫ﺎب َّ‬‫اَﻟْ َﺒ ُ‬
‫اﻟـﺮاﺑِ‬
‫َ َْ َ ْ‬ ‫َْ َ ْ ُ ْ ُ ْ َ ْ‬
‫ََ َ َْ َ ُ‬
‫َ َّ‬
‫اﻟﻨ ْﻬ ُﻰ َﻋ ْﻨ ُﻪ ﺗﻔﺘ ‪-‬‬ ‫‪ -‬و‬ ‫ا ﻣـﺮ ِ ﻨﻪ اِﻓﺘ‬
‫َ ْ َۤ ُ ْ ُ ْ َ ٌ‬ ‫ْ ٌ‬
‫ﻓﺘ ﻳﻔﺘ‬
‫اَ ّﻟﻈ ْﺮ ُف ِ ْﻨ ُﻪ َﻣﻔ َﺘ ‪ -‬و ا ﻟﺔ ِ ﻨﻪ ِﻣﻔﺘ‬
‫َ‬
‫‪-‬‬
‫َ ْ َ ُ َّ ْ ْ ْ ُ َ َّ ُ ْ ُ َ ْ َ ُ َ ْ ُ َ َّ ُ ْ ُ ُ ْ ٰ‬
‫اﻓﻌﻞ اﻟﺘﻔ ِﻀﻴ ِﻞ اﻟﻤﺬ ﺮ ِ ﻨﻪ اﻓﺘ و اﻟﻤﺆﻧﺚ ِ ﻨﻪ ﻓﺘ‬
‫َ َ‬ ‫َ‬ ‫ْ‬ ‫َ‬
‫ﻛ ُﺮ َم ‪ -‬ﻳَﻜ ُﺮ ُم ‪ -‬ﻛ َﺮ ًﻣﺎ ‪ -‬ﻓ ُﻬ َﻮ ﻛ ِﺮﻳْ ٌﻢ ‪-‬‬
‫َ َْ‬ ‫َْ َ ْ ُ ْ ُ ُ ْ‬ ‫َْ َ ُ ْ َ‬
‫اﻟﻨ ْﻬ ُﻰ َﻋ ْﻨ ُﻪ ﺗﻜ ُﺮ ْم ‪-‬‬ ‫ُﺮ ْم ‪ -‬و‬ ‫ﺎب اﻟـﺨﺎ ِﻣ ُﺲ‬
‫َ َّ‬ ‫اﻟﺒ‬
‫ا ﻣـﺮ ِ ﻨﻪ ا‬
‫ْ‬ ‫َ‬
‫ْ‬ ‫ْ‬
‫اَ ّﻟﻈ ْﺮ ُف ِ ْﻨ ُﻪ َﻣﻜ َﺮ ٌم ‪َ -‬و ا ﻟﺔ ِ ْﻨ ُﻪ ِﻣﻜ َﺮ ٌم ‪-‬‬
‫ﻛ ُﺮ َم ﻳَﻜ ُﺮ ُم‬
‫ُ‬ ‫َ ْ‬ ‫ْ َ َّ‬
‫اﻟﺘ ْﻔ ِﻀ ْﻴ ِﻞ اﻟ ُﻤﺬ ُﺮ ِ ْﻨ ُﻪ ا َﺮ ُم َو اﻟ ُﻤ َﺆﻧّﺚ ِ ْﻨ ُﻪ ﻛ ْﺮ ٰﻣﻰ‬
‫اﻓﻌﻞ‬
‫ﺐ ‪َ -‬ﺣ ْﺴ ًﺒﺎ ‪ -‬ﻓَ ُﻬ َﻮ َﺣﺎﺳ ٌ‬

‫ـﺤﺴ ُ‬ ‫َ َ‬
‫ﺐ ‪-‬‬ ‫ِ‬ ‫ﺣ ِﺴﺐ ‪ -‬ﻳ َ ْ ِ‬
‫ـﺤ ُﺴ ْﻮ ٌب ‪-‬‬
‫ﺐ ‪َ -‬ﺣ ْﺴ ًﺒﺎ ‪ -‬ﻓَ ُﻬ َﻮ َﻣ ْ‬ ‫ـﺤ َﺴ ُ‬
‫ﺐ ‪ -‬ﻳُ ْ‬ ‫َو ُﺣﺴ َ‬
‫ِ‬ ‫اَﻟْ َﺒ ُ‬
‫ﺎب َّ‬
‫اﻟﺴﺎد ُِس‬
‫ـﺤ ِﺴ ْﺐ ‪-‬‬ ‫اﻟﻨ ْﻬ ُﻰ َﻋ ْﻨ ُﻪ َ ﺗ َ ْ‬
‫َ َّ‬ ‫اَ ْ َ ْﻣ ُـﺮ ْﻨ ُﻪ ا ِْﺣ ْ‬
‫ﺴﺐ ‪ -‬و‬ ‫ـﺤﺴ ُ‬
‫ْ‬ ‫َ َ‬
‫ﺣ ِﺴﺐ ﻳ َ ِ‬
‫ِ‬ ‫ِ‬
‫ﺐ‬
‫ـﺤ َﺴ ٌ‬
‫ِﻣ ْ‬ ‫ـﺤﺴ ٌ‬
‫َﻣ ْ ِ‬
‫ُ‬ ‫ْ َۤ ُ‬ ‫ُ‬ ‫َ َّ ُ‬
‫ﺐ ‪-‬‬ ‫َو ا ﻟﺔ ِ ْﻨﻪ‬ ‫ﺐ ‪-‬‬ ‫اﻟﻈ ْﺮف ِ ْﻨﻪ‬
‫ْ َ ُ‬ ‫ْﻨ ُﻪ ا َ ْﺣ َﺴ ُ‬
‫ﺐ َو اﻟ ُﻤ َﺆﻧّﺚ ِ ْﻨ ُﻪ ُﺣ ْﺴ ٰﺒﻰ‬
‫ْ َ َّ‬ ‫َ ْ َ ُ َّ ْ‬
‫اﻟﺘﻔ ِﻀ ْﻴ ِﻞ اﻟ ُﻤﺬ ُﺮ‬ ‫اﻓﻌﻞ‬
‫ِ‬
‫َْ َ‬
‫‪ for both the active voice & passive voice is the same, the‬اﻟ َﻤ ْﺼﺪ ُر ‪* Although‬‬
‫‪translation will be done accordingly.‬‬
‫َ‬
‫‪ in active voice means “to help”, whilst in passive voice it means “to‬ﻧ ْﺼـ ًﺮا ‪For e.g.‬‬
‫‪be helped”.‬‬

q 194 r
a Exercise 30 A
Mention from which category the following verbs belong to and

write out the abbreviated paradigms for each of them. A dictionary
should be used to obtain the root / verbal noun.
ُ َ َ
1) ‫ﻳَ ْﻤﻠِﻚ‬ ‫َﻣﻠﻚ‬ (to possess)
ُ ْ َ َ َ
2) ‫ﻳَﻜ ِﺬب‬ ‫ﻛﺬب‬ (to lie)
َ َ
3) ‫َﻣﺪ َح ﻳ َ ْﻤﺪ ُح‬ (to praise)
4)
ُ ُ ‫ـﺤ‬ ْ َ ‫َﺣ َ َ ﻳ‬ (to attend)
ْ َ
5) ‫ﻛ ِﺮ َه ﻳَﻜ َﺮ ُه‬ (to dislike)
ُ ْ َ َ
6) ‫ﻗ َﺼﺪ ﻳَﻘ ِﺼﺪ‬ (to intend)
7) ‫َﺻ ُﻌ َﺐ ﻳ َ ْﺼ ُﻌ ُﺐ‬ (to be difficult)

ُ ْ َ َ
8) ‫ﻃ َﺒ ﻳَﻄ َﺒ‬ (to cook)
ُ َ َ
9) ُ ‫َﺳ َ ْﺴ‬ (to hide)
ُ َ ْ َ َ َ
10) ‫ـﺤ ﻔﻆ‬ ‫ﺣ ِﻔﻆ ﻳ‬ (to protect)
ُ ْ ُ َ
11) ُ ‫ﻛ َ ﻳَﻜ‬ (to be numerous)
ُ َ
12) ‫َﺟ َﺤﺪ ﻳ َـ ْﺠ َﺤﺪ‬ (to reject)

q 195 r
n Chapter 5 N
Triliteral verbs with extra letters (‫ﻪ‬

ِ ‫ِﻓﻴ‬ ْ ‫ )ﺛ ُ َ ﺛِ ٌّـﻲ َﻣـﺰﻳْ ٌﺪ‬:
ِ
Triliteral verbs with extra letters will be dealt with in detail in volume 2 of
this book
ُ ّٰ ‫ﺂء ا‬
َ ‫ ا ِْن َﺷــ‬. A brief glance is being provided here with some key
notes.
There are 12 main categories of triliteral verbs with extra letters. Of these
12 categories, 5 do not start with a conjunctive Hamzah (‫ـﺰة اﻟ َﻮﺻ ِﻞ‬
َ viz.
ٌ َْ ٌ َ
1) ‫ﺗﻔ ِﻌ ْﻴﻞ‬ e.g. ‫ﺗ ْﺼـ ِﺮﻳْﻒ‬ (This category is mainly transitive)
ٌ َ َ َُ ٌ ََ َ
2) ‫ﻠﺔ‬ ‫ﻣﻔﺎ‬ e.g. ‫ُﻣﻘﺎﺗﻠﺔ‬ (This category is mainly transitive)
ٌ َْ ٌ ‫ِا ْ َﺮ‬
3) ‫* اِﻓﻌﺎل‬ e.g. ‫ام‬ (This category is mainly transitive)
ٌ ُّ َ َ ٌ ََُ
4) ‫ﺗﻔﻌﻞ‬ e.g. ‫ﺗﻘ ّﺒﻞ‬ (This category is mainly intransitive)
ٌ ُ ََ ٌ ََ
5) ‫ﺗﻔﺎﻋﻞ‬ e.g. ‫ﺗﻘﺎﺑُﻞ‬ (This category is mainly intransitive)
ْ َْ ُ َ
* This Hamzah is not conjunctive, rather it is disjunctive ( ِ ‫ )ﻫ ْﻤ َـﺰة اﻟﻘﻄ‬.

q 196 r
7 categories do start with a conjunctive Hamzah (‫ـﺰة اﻟ َﻮﺻ ِﻞ‬
َ viz.
ٌ َ ْ ٌ ‫ﻜ َﺴ‬ ْ
1) ‫اِﻧ ِﻔﻌﺎل‬ e.g. ‫ﺎر‬ ِ ‫اِﻧ‬ (This category is always intransitive)
ٌ َ ْ ٌ
2) ‫اِﻓ ِﺘﻌﺎل‬ e.g. ‫ا ِْﺟ ِﺘ َﻨﺎب‬ (This category is mainly intransitive)
ٌ َ ْ ٌ ‫ا ِْﺣﻤ َـﺮ‬
3) ‫ل‬ ‫اِﻓ ِﻌ‬ e.g. ‫ار‬ ِ (This category is always intransitive)
ٌ َْ ْ ٌ ‫ا ِْﺳ ِﺘ ْﻨ َﺼ‬
4) ‫اِﺳ ِﺘﻔﻌﺎل‬ e.g. ‫ﺎر‬ (This category is mainly transitive)
ٌ َ ْ َ
5) ‫اِﻓ ِﻌ ْﻴ ل‬ e.g. ‫ا ِْد ِﻫ ْ ٌم‬ (This category is always intransitive)
ٌ َ ْ ٌ ‫ا ِْﺧﺸ ْ َﺸ‬
6) ‫اِﻓ ِﻌ ْﻴﻌﺎل‬ e.g. ‫ﺎن‬ ِ (This category is mainly intransitive)
ٌ َ ْ ٌ َ
7) ‫اِﻓ ِﻌ ّﻮال‬ e.g. ‫ا ِْﺟ ِ ّ اذ‬ (This category is mainly intransitive)
Notes:
 To conjugate perfect tense / imperfect tense triliteral verbs with

extra letters you should add the relevant prefixes / suffixes as learnt
on pages 21-22 & 50-51.
 To make the perfect tense / imperfect tense triliteral verbs with

extra letters in passive voice, follow the instructions given on pages
34 & 66-67.
 If there is an Alif within a word which is extra, then it will be
changed into a " ‫ " ْو‬in the passive voice.

ََ َ َ ُ
For e.g. ‫ ﻗﺎﺗﻞ‬will become ‫ ﻗ ْﻮﺗِﻞ‬.

q 197 r
َْ ُ ْ
 The active participle (‫ـﺎﻋﻞ‬
ِ ‫ـﻢ اﻟﻔ‬ ‫ )اِﺳ‬form for triliteral verbs with
extra letters is made from the imperfect tense active voice by
observing the following principles:
َ ْ ُ ََ ُ
1) Replace the ‫َﻣﺔ اﻟ ُﻤﻀﺎ ِرع‬ with a ‫( م‬Meem with a Dhamma __
ُ ).
2) Give the penultimate letter a Kasrah ––ِ if it doesn’t already

have one.
3) Give the final letter a tanween (nunation).
ْ ْ
For e.g. ‫( ُﻣﻜ ِﺮ ٌم‬one who honours) from the imperfect active ‫ﻳُﻜ ِﺮ ُم‬
‫ﺎﻋ ِﻞ‬
َْ ْ ‫ﻟﺼ َﻔ ُﺔ اﻟ ْ ُﻤ َﺸ َّﺒ َﻬ ُﺔ ﺑ‬
ِ ‫ﺎﺳ ِﻢ اﻟﻔ‬ ّ َ
 ِ ِ ‫( ا‬The adjective that is similar to “The
ََ ْ ُ ْ
active participle”) and ‫ﻢ اﻟ ُﻤ َﺒﺎﻟﻐ ِﺔ‬ ‫( اِﺳ‬The intensive adjective) forms
ُ ‫ا ِْﺳ‬
for triliteral verbs with extra letters share the same scale with ‫ـﻢ‬
َْ
‫ـﺎﻋﻞ‬
ِ ‫( اﻟﻔ‬The active participle) which has just been mentioned
above.

ُ ْ ْ ُ ‫ )ا ِْﺳـ‬form for triliteral verbs with
The passive participle (‫ﻢ اﻟ َﻤﻔـﻌـ ْﻮ ِل‬
extra letters is made from the imperfect tense passive voice by
observing the following principles:
َ ْ ُ ََ ُ
1) Replace the ‫َﻣﺔ اﻟ ُﻤﻀﺎ ِرع‬ with a ‫( م‬Meem with a Dhamma __
ُ ).
2) Give the final letter a tanween (nunation).
ْ
For e.g. ‫( ُﻣﻜ َﺮ ٌم‬one who is honoured) from the imperfect passive
ْ
‫ﻳُﻜ َﺮ ُم‬

q 198 r
ّ َ
 ِ ‫ )ا ِْﺳـ ُﻢ اﻟﻈـ ْﺮ‬for triliteral verbs
with extra letters shares the same scale with the passive participle
ْ ْ
(‫ )ا ِْﺳ ُﻢ اﻟ َﻤﻔ ُﻌ ْﻮ ِل‬form (which has just been mentioned above).
ْ
For e.g. ‫( ُﻣﻜ َﺮ ٌم‬A time or place of honouring)
 Triliteral verbs with extra letters do not have specific forms for the
comparative / elative / superlative noun or the noun of instrument
/ tool. The procedure for achieving the comparative / elative /
superlative or the instrument / tool meaning with triliteral verbs
with extra letters will be discussed in volume 2 of this book if Allah
 wills.

‫‪q 199 r‬‬
‫‪The abbreviated paradigms of triliteral verbs with extra‬‬

‫‪letters‬‬
‫ْ‬ ‫ُّ َ‬ ‫َ َّ ُ َّ ْ ُ َ ْ َ‬
‫اب اﻟﺜ ﺛِ ِّـﻲ اﻟ َﻤ ِـﺰﻳْ ِﺪ ِﻓ ْﻴ ِﻪ(‬
‫)اﻟﺼـ ْﺮف اﻟﺼ ِﻐ ِ ﺑﻮ ِ‬
‫ََُ ٌ‬ ‫ْ ٌ‬ ‫َ ٌَ‬ ‫َْ ٌ‬ ‫اَﻟ ْ َﺒ ُ‬

‫ﺗﻔ ّﻌﻞ‬ ‫ِإﻓ َﻌﺎل‬ ‫ُﻣﻔﺎ َ ﻠﺔ‬ ‫ﺗﻔ ِﻌ ْﻴﻞ‬ ‫ﺎب ‪:‬‬
‫َََ َ‬ ‫ْ‬ ‫َ‬ ‫َ ََ‬ ‫ََ َ‬
‫ﺗﻘ ّﺒﻞ‬ ‫َﺮ َم‬ ‫ّف‬
‫َْ‬
‫ا‬ ‫ﻗﺎﺗﻞ‬ ‫اﻟ َﻤﺎ ِ‬
‫ََ ُ‬ ‫ْ‬ ‫َ ُ‬ ‫ُ‬

‫ﻳ َ َﺘﻘ ّﺒﻞ‬ ‫ﻳُﻜ ِﺮ ُم‬ ‫ﻳُﻘﺎﺗِﻞ‬ ‫ﻳ ُ َ ِّ ف‬
‫اﻟ َﻤ ْﻌ ُـﺮ ْوف‬

‫َْ َ‬
‫اﻟ ُﻤﻀﺎ ِرع‬
‫َْ‬
‫َ َ ُّ ً‬ ‫ْ َﺮ ً‬ ‫َ ًََ‬ ‫َ ً‬
‫ُﻣﻘﺎﺗﻠﺔ‬ ‫ﺗ ْ ِ ﻳْﻔﺎ‬
‫َْ َ‬
‫ﺗﻘﺒ‬ ‫اﻣﺎ‬ ‫ِا‬ ‫اﻟ َﻤ ْﺼﺪر‬
‫َْ‬
‫ِا ْﺳ ُﻢ اﻟﻔﺎﻋِ ﻞ \‬
‫َ ٌ‬ ‫ْ‬ ‫َ ٌ‬ ‫ٌ‬
‫ُﻣ َﺘﻘ ِّﺒﻞ‬ ‫ُﻣﻜ ِﺮ ٌم‬ ‫ُﻣﻘﺎﺗِﻞ‬ ‫ُﻣ َ ِّ ف‬ ‫َ ّ َ ُ ْ َ َ‬
‫ﻟﺼﻔﺔ اﻟ ُﻤﺸ ّﺒ َﻬﺔ \‬ ‫ا ِ‬
‫ْ ُ ُْ َ ََ‬
‫ِاﺳﻢ اﻟﻤﺒﺎﻟﻐﺔ‬
‫ُُ َ‬ ‫ْ‬ ‫ُ‬ ‫ُ َ‬ ‫ُ َ‬

‫ﺗﻘ ِّﺒﻞ‬ ‫ِﺮ َم‬ ‫ﻗ ْﻮﺗِﻞ‬ ‫ِّ ف‬
‫َْ‬
‫ا‬ ‫اﻟ َﻤﺎ ِ‬
‫ََ ُ‬ ‫ْ‬ ‫َ َُ‬ ‫َ ُ‬

‫ﻳ ُ َﺘﻘ ّﺒﻞ‬ ‫ﻳُﻜ َﺮ ُم‬ ‫ﻳُﻘﺎﺗﻞ‬ ‫ﻳُ َ ّ ف‬
‫اﻟ َﻤ ْﺠ ُﻬ ْﻮل‬
‫َْ َ‬
‫َْ‬
‫َ َ ُّ ً‬ ‫ْ َﺮ ً‬ ‫َ ََ ً‬ ‫َ ً‬
‫ُﻣﻘﺎﺗﻠﺔ‬ ‫ﺗ ْ ِ ﻳْﻔﺎ‬
‫َْ َ‬
‫ﺗﻘﺒ‬ ‫اﻣﺎ‬ ‫ِا‬ ‫اﻟ َﻤ ْﺼﺪر‬
‫ََ ٌ‬ ‫ْ‬ ‫َ ٌَ‬ ‫َ ٌ‬

‫ُﻣ َﺘﻘ ّﺒﻞ‬ ‫ُﻣﻜ َﺮ ٌم‬ ‫ُﻣﻘﺎﺗﻞ‬ ‫ُﻣ َ ّ ف‬
‫َّ‬ ‫ْ ُْ‬
‫ِا ْﺳ ُﻢ اﻟ َﻤﻔﻌ ْﻮ ِل \ اﻟﻈ ْﺮفِ‬
‫َََ ْ‬ ‫َ ْ‬ ‫َ ْ‬ ‫ْ‬
‫ا ِﺮ ْم‬ ‫َ ِّ ف‬
‫َْ َ‬
‫ﺗﻘ ّﺒﻞ‬ ‫ﻗﺎﺗِﻞ‬ ‫ا ْﻣـﺮ‬
‫َ َ ََ ْ‬ ‫َ ُ ْ‬ ‫َ َُ ْ‬ ‫َ ُ ْ‬
‫ﺗ َﺘﻘ ّﺒﻞ‬ ‫ﺗﻜ ِﺮ ْم‬ ‫ﺗ َ ِّ ف‬
‫َ َّ ْ‬
‫ﺗﻘﺎﺗِﻞ‬ ‫اﻟﻨ‬

‫‪q 200 r‬‬
‫ْ َ ٌ‬ ‫ْ ٌ‬ ‫ْ ٌ‬ ‫ََ ُ ٌ‬ ‫اَﻟ ْ َﺒ ُ‬
‫اِﻓ ِﻌ ل‬ ‫اِﻓ ِﺘ َﻌﺎل‬ ‫اِﻧ ِﻔ َﻌﺎل‬ ‫ﺗﻔﺎﻋﻞ‬ ‫ﺎب ‪:‬‬
‫ا ِْﺣ َﻤ َّـﺮ‬ ‫ا ِْﺟ َﺘ َﻨ َﺐ‬ ‫اِﻧْ َﻜ َ َ‬ ‫ََ َ‬

‫ﺗﻘﺎﺑَﻞ‬
‫َْ‬
‫اﻟ َﻤﺎ ِ‬
‫ـﺤ َﻤ ُّـﺮ‬
‫ﻳَ ْ‬ ‫ـﺠ َﺘ ِﻨ ُﺐ‬
‫ﻳَ ْ‬ ‫ﻳ َ ْﻨ َﻜ ِ ُ‬ ‫َ ُ‬
‫ﻳ َ َﺘﻘﺎﺑَﻞ‬

‫َْ َ‬
‫َْ‬
‫ْ‬ ‫ََ ًُ‬

‫ا ِْﺣ ِﻤ َـﺮ ً‬ ‫ا ِْﺟ ِﺘ َﻨﺎﺑًﺎ‬ ‫ﻜ َﺴ ً‬ ‫َْ َ‬
‫ارا‬ ‫ﺎرا‬ ‫اِﻧ ِ‬ ‫ﺗﻘﺎﺑ‬ ‫اﻟ َﻤ ْﺼﺪر‬
‫َْ‬
‫ـﺤ َﻤ ٌّـﺮ‬
‫ُﻣ ْ‬ ‫ـﺠ َﺘﻨ ٌ‬
‫ﺐ‬ ‫ُﻣ ْ ِ‬ ‫ُ ْﻨ َﻜ ِ ٌ‬ ‫َُ َ ٌ‬
‫ﺎﺑﻞ‬
‫ﻣﺘﻘ ِ‬
‫َ ّ َ ُ ْ َ َ‬
‫ُ‬
‫ا ْﺟ ُﺘ ِﻨ َﺐ‬
‫َْ‬
‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫اﻟ َﻤﺎ ِ‬
‫ـﺠ َﺘ َﻨ ُﺐ‬
‫ﻳُ ْ‬
‫َْ َ‬
‫َْ‬
‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬
‫ا ِْﺟ ِﺘ َﻨﺎﺑًﺎ‬
‫َْ َ‬
‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫اﻟ َﻤ ْﺼﺪر‬
‫‪-‬‬ ‫ـﺠ َﺘ َﻨ ٌ‬
‫ﺐ‬ ‫ُﻣ ْ‬ ‫‪-‬‬ ‫‪-‬‬
‫ِا ْﺳ ُﻢ اﻟ َﻤﻔﻌ ْﻮ ِل \ اﻟﻈ ْﺮفِ‬
‫ا ِْﺣ َﻤ َّـﺮ \‬
‫ْ َ ّ‬
‫ـﺮ \‬ ‫ا ِْﺟ َﺘ ِﻨ ْﺐ‬ ‫اِﻧْ َﻜ ِ ْ‬ ‫ََ ْ‬
‫ﺗﻘﺎﺑَﻞ‬
‫َْ َ‬
‫ا ْﻣـﺮ‬
‫اِﺣﻤ ِ‬
‫ـﺮ ْر‬ ‫ْ َ‬
‫اِﺣﻤ ِ‬
‫َ ﺗَ ْ‬
‫ـﺤ َﻤ َّـﺮ \‬
‫ـﺮ \‬ ‫َ َ ْ َ ّ‬ ‫َ ﺗَ ْ‬
‫ـﺠ َﺘ ِﻨ ْﺐ‬ ‫َ ﺗ َ ْﻨ َﻜ ْ‬ ‫َ َ َ ْ‬
‫ﺗ َﺘﻘﺎﺑَﻞ‬
‫َ َّ ْ‬
‫ﺗـﺤﻤ ِ‬ ‫ِ‬ ‫اﻟﻨ‬
‫ـﺮ ْر‬ ‫َ َ ْ َ‬
‫ﺗـﺤﻤ ِ‬

‫‪q 201 r‬‬
‫ْ َ ٌ‬ ‫ٌ‬ ‫ْ‬ ‫ْ َ ٌ‬ ‫ْ ٌ‬ ‫اَﻟ ْ َﺒ ُ‬

‫اِﻓ ِﻌ ّﻮال‬ ‫اِﻓ ِﻌ ْﻴ َﻌﺎل‬ ‫اِﻓ ِﻌ ْﻴ ل‬ ‫ا ِْﺳ ِﺘﻔ َﻌﺎل‬ ‫ﺎب ‪:‬‬
‫ََ َ‬ ‫َ‬
‫ا ِْﺟ ّ ذ‬ ‫ا ِْﺧ َﺸ ْﻮﺷ َﻦ‬ ‫ْ َ َّ‬
‫ا ِْﺳ َﺘ ْﻨ َﺼـ َﺮ‬
‫َْ‬
‫ﺎم‬ ‫اِدﻫ‬ ‫اﻟ َﻤﺎ ِ‬
‫َ ْ َ ُ‬
‫ـﺠ ّ ِ ذ‬ ‫ـﺨ َﺸ ْﻮ ِﺷ ُﻦ‬
‫َ ْ‬ ‫َ ْ َ ُّ‬
‫َ ْﺴ َﺘ ْﻨ ِﺼـ ُﺮ‬

‫َْ َ‬
‫ﻳ‬ ‫ﻳ‬ ‫ﺎم‬ ‫ﻳﺪﻫ‬
‫َْ‬
‫َ ً‬ ‫َ ً‬ ‫ْ‬
‫ا ِْﺟ ِ ّ اذا‬ ‫اِﺧ ِﺸ ْﺸﺎﻧﺎ‬ ‫ا ِْد ِﻫ ْﻴ َﻤ ً‬ ‫ا ِْﺳ ِﺘ ْﻨ َﺼ ً‬ ‫َْ َ‬
‫ـﺎﻣﺎ‬ ‫ﺎرا‬ ‫اﻟ َﻤ ْﺼﺪر‬
‫َْ‬
‫ُ ْ َّ ٌ‬
‫ﻣـﺠ ِ ذ‬ ‫ـﺨ َﺸ ْﻮ ِﺷ ٌﻦ‬
‫ُ ْ‬
‫ﻣ‬
‫ُ ْ َ ٌّ‬
‫ﺎم‬ ‫ﻣﺪﻫ‬ ‫ُﻣ ْﺴ َﺘ ْﻨ ِﺼـ ٌﺮ‬ ‫َ ّ َ ُ ْ َ َ‬
‫ُ‬
‫ا ْﺳ ُﺘ ْﻨ ِﺼـ َﺮ‬
‫َْ‬
‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫اﻟ َﻤﺎ ِ‬
‫ُ ْﺴ َﺘ ْﻨ َﺼـ ُﺮ‬
‫َْ َ‬
‫َْ‬
‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬
‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ا ِْﺳ ِﺘ ْﻨ َﺼ ً‬

‫ﺎرا‬
‫َْ َ‬
‫اﻟ َﻤ ْﺼﺪر‬
‫ُﻣ ْﺴ َﺘ ْﻨ َﺼـ ٌﺮ‬

‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ِا ْﺳ ُﻢ اﻟ َﻤﻔﻌ ْﻮ ِل \ اﻟﻈ ْﺮفِ‬
‫ْ َ َّ‬
‫ﺎم \‬ ‫اِدﻫ‬
‫َ ْ‬
‫ا ِْﺟ ّ ِ ذ‬ ‫ا ِْﺧ َﺸ ْﻮ ِﺷ ْﻦ‬ ‫ا ِْد َﻫ ِ ّ‬ ‫ا ِْﺳ َﺘ ْﻨ ِﺼـ ْﺮ‬
‫َْ َ‬
‫ﺎم \‬ ‫ا ْﻣـﺮ‬
‫ا ِْد َﻫﺎ ِﻣ ْﻢ‬

‫َ َ ْ َ َّ‬
‫ﺎم \‬ ‫ﺗﺪﻫ‬
‫َ َ ْ َ ْ‬ ‫َ َ ْ َ‬ ‫َ ﺗ َ ْﺪ َﻫ ِ ّ‬ ‫َ َ‬
‫ـﺠ ّ ِ ذ‬ ‫ـﺨﺸ ْﻮ ِﺷ ْﻦ‬ ‫ْﺴ َﺘ ْﻨ ِﺼـ ْﺮ‬
‫َ َّ ْ‬
‫ﺗ‬ ‫ﺗ‬ ‫ﺎم \‬ ‫اﻟﻨ‬
‫َ َْ‬
‫ﺗﺪ َﻫﺎ ِﻣ ْﻢ‬

q 202 r
a Exercise 31 A
Mention from which category the following verbs belong to and

write out the abbreviated paradigms for each of them.
َْ
1) ‫اِﻧﻘ َﺴ َﻢ‬ (to be divided / distributed)
َْ َ
2) ‫ا ِْﺳﺘﻐﻔ َـﺮ‬ (to apologise / ask for forgiveness)
َ َ
3) ‫ا ِْﺣ َز‬ (to take precautions)
َ َّ َ
4) ‫ﻓﺶ‬ (to investigate)
َّ َ
5) ‫ﺗ َﻌﻠ َﻢ‬ (to learn / study)
6)
َ َ ‫ﺗ َ َﻌﺎﺗ‬
‫ﺐ‬ (to blame / scold one another)
The following chart and blank sheets have been placed as samples and are
available on A4 size by contacting the compiler via Darul Ilm or the
publishers.

q 203 r

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q 206 r

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q 208 r

q 209 r

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q 213 r

q 214 r

q 215 r
[ Concluding words ]
“He is ever-doer of what He intends” (85:16).
After graduating, I was not so keen on teaching dars - e - nizami

books to what I mistakenly perceived as half-willing students in local
establishments, and set my sights on moving abroad to an exotic location
to teach English as a foreign language. However, I was afflicted with many
adversities and had to abandon all my flimsy fantasies. It slowly dawned
on me that inclination towards the temporary glitter of this mundane
world, however one may try to justify it, is the source of mishaps, as has
been indicated in a Prophetic tradition. Allah  blessed me with whatever
He willed and gradually opened the path towards doing service for His
religion. As a quotation says: ‘You can’t change the direction of the wind,
but you can adjust the sails to reach your destination’; accordingly, I
corrected my ways and put my trust in Allah .
Only Allah  knows what the future holds and what
circumstances each individual will encounter in this brief worldly-life; one
can only try and make an attempt to achieve success. I could never have
envisaged compiling this book and remain ever-dependant on Allah’s
mercy and guidance. Thus, He  alone can enable me to complete it. May
Allah  keep us safe from all tribulations, grant us His blessings in full
and above all His pleasure. Let our end be upon true faith and may He 
save us from his displeasure always. Ameen.
َّ ً َ َ َ َ ٰ ّ َّ َ َّ َ َ ٓ َ ْ َ ْ َّ َّ َ َّ ُ ّ ٰ َ
‫اﻟﺼﻼ ِة اﻟﻨﺎ ِﻓ َﻌ ِﺔ َﺻ ِﻞ َﻋﻠﻲ ُﻣ َﺤ ّﻤ ٍﺪ ّو ْارض َﻋﻨّﺎ ِرﺿﺎ ﻻ‬ ‫ب ٰﻫ ِﺬ ِه اﻟﺪﻋﻮ ِة اﻟﻘﺎﺋِﻤ ِﺔ و‬ ‫اﻟﻠﻬﻢ ر‬
ْ ً ََ ٗ َ َْ ُ َ ْ َ
(‫ﺗﺴﺨﻂ ﺑﻌﺪه اﺑﺪا )آ ِﻣﻴﻦ‬
   
q 216 r
e Glossary Of Arabic Terms E
‫ا\أ‬
ْ َ َّ ُ َ ْ
Uniting of two vowelless letters ِ ‫ِﻨ‬ ‫اﻟﺴﺎ‬ ‫اِﺟ ِ ع‬
ُ َ
Hollow ( ‫ ع‬radical contains a weak letter) ‫ا ْﺟ َﻮف‬
Noun(s) ٌ َ ْ َ‫ا ِْﺳ ٌﻢ \ ا‬

‫ﺂء‬
َۤ ْ
The noun of instrument / tool ‫ا ِْﺳ ُﻢ ا ﻟ ِﺔ‬
ْ َّ ُ ْ
The comparative / elative / superlative ‫اﻟﺘﻔ ِﻀ ْﻴ ِﻞ‬ ‫اِﺳﻢ‬
َّ
Adverb / The noun of time or place ِ‫ا ِْﺳ ُﻢ اﻟﻈ ْﺮف‬
َْ ُ ْ
The active participle ‫ﺎﻋِﻞ‬
ِ ‫اِﺳﻢ اﻟﻔ‬
ََ ْ
The intensive adjective ‫ا ِْﺳ ُﻢ اﻟ ُﻤ َﺒﺎﻟﻐ ِﺔ‬
ْ ْ
The passive participle ‫ا ِْﺳ ُﻢ اﻟ َﻤﻔ ُﻌ ْﻮ ِل‬
ٌ ُ
Fundamentals / roots ‫أ ُﺻ ْﻮل‬
َ
Command / Imperative ‫أ ْﻣ ٌـﺮ‬
‫ب‬
ٌ
Distinct / Visible ‫ﺑَﺎ ِرز‬
Category / Categories ٌ ‫ﺎب \ اَﺑْ َﻮ‬

‫اب‬ ٌ َ‫ﺑ‬
‫ت‬
ٌّ َ
Complete ‫ﺎم‬ ‫ﺗ‬
ُ َ َ
Certainty / Affirmation ‫اﻟ ّﺘـ ْﺤﻘ ِْﻴﻖ‬
ُ ْ َّ َ
Rare / Few ‫ﻟﺘﻘﻠ ِْﻴﻞ‬ ‫ا‬
Frequent / Abundant ُ ْ ‫ﻟﺘ ْﻜ ِﺜ‬ َّ َ

‫ا‬

q 217 r
ُ ُّ َ َّ َ
Anticipation ‫اﻟﺘﻮﻗ‬
ُ ْ َّ َ ُ ْ ْ َّ َ
Emphasis ‫ﻟﺘﺄﻛ ِْﻴﺪ‬ ‫اﻟﺘﻮ ِﻴﺪ \ ا‬
‫ث‬
ٌ َ َ
Heavy ‫ﺛﻘ ِْﻴﻠﺔ‬
َُ
Triliteral ‫ﺛ ﺛ ِ ٌّـﻲ‬
‫ج‬
ٌ
Inert (noun / verb) / primary noun / invariable verb ‫َﺟﺎ ِﻣﺪ‬
Apodosis / Response ٌ‫َﺟ َﺰآء‬

ٌ ْ َ
Sound plural ‫َﺳﺎﻟ ٌِﻢ‬ ‫ﺟﻤ‬
Broken plural ٌ َّ ‫ُﻣ َﻜ‬ ٌ ْ َ

‫ﺟﻤ‬
‫ح‬
2nd person / One who is present ٌ ِ ‫َﺣﺎ‬
Genitive case ‫ـﺠ ّ ِﺮ‬ َ ْ‫َﺣﺎﻟ َ ُﺔ اﻟ‬
Jussive case ‫ـﺠ ْﺰ ِم‬ َ ْ‫َﺣﺎﻟ َ ُﺔ اﻟ‬

ْ َّ ُ َ َ
Nominative / Indicative case
ِ ‫ﺣﺎﻟﺔ اﻟـﺮﻓ‬
‫ﺐ‬ ْ َّ ُ َ َ
Accusative / Subjunctive case ِ ‫ﺣﺎﻟﺔ اﻟﻨﺼ‬
ٌ
Particle / Letter ‫َﺣ ْﺮف‬
ُ
Genitive particle ‫َﺣ ْﺮف َﺟ ٍّﺮ‬
‫ﺎل‬ َْ ْ َ َ
Two particles of future ٍ ‫ﺣﺮﻓﺎ اﺳ ِﺘﻘﺒ‬
ٌ ٌ
Jussive particles ‫ُﺣ ُﺮ ْوف َﺟﺎ ِز َﻣﺔ‬
َّ ْ ُ
Weak letters (‫ي‬ ، ‫ ا‬، ‫)و‬ ‫ُﺣ ُﺮ ْوف اﻟﻌِﻠ ِﺔ‬
‫خ‬

q 218 r
ٌ َّ
Lightness / Ease ‫ِﺧﻔﺔ‬
ٌ َ َ
Light ‫ﺧﻔ ِْﻴﻔﺔ‬
ٌّ ُ
Quinqueliteral ِ ‫ﺧ َﻤﺎ‬
‫ر‬
ٌّ َُ
Quadriliteral ِ ‫رﺑ ﺎ‬
‫س‬
ٌّ ََ ٌ ََ
ِ ‫ﺎع \ ﺎ‬
Hearing (from the Arabs) / Empirical i.e. based on
hearing (from the Arabs)
‫ش‬
ٌ َ
Protasis / Condition ‫ْط‬
‫ص‬
ٌ َ
Word form(s) ‫ِﺻ ْﻴﻐﺔ \ ِﺻ َﻴ ٌﻎ‬
The adjective which is similar to the active participle ‫ﺎﻋِﻞ‬
ِ ‫ﻟﺼﻔﺔ اﻟﻤﺸﺒﻬﺔ ﺑِﺎﺳ ِﻢ اﻟﻔ‬ ِ ‫ا‬
َّ ُ ْ َّ َ
ُ ْ ‫اﻟﺼ ِﻐ‬
Abbreviated paradigms ‫اﻟﺼـﺮف‬
‫ض‬
Pronoun ٌ ْ ‫َﺿ ِﻤ‬
‫ظ‬
َّ ُ ْ َ
Adverb of time ِ ‫اﻟـﺰ َﻣ‬
‫ﺎن‬ ‫ﻇﺮف‬
َ ْ ُ َ
Adverb of place ِ ‫ﻇ ْﺮف اﻟ َﻤ‬
‫ﺎن‬
‫ع‬
ٌ َ ٌ َ
Sign(s) / Indicator(s) ‫َ َﻣﺔ \ َ َﻣﺎت‬
‫غ‬
ٌ ‫َ ﺎﰱ‬
‫ﺐ‬
3rd person / One who is absent
ِ

q 219 r
‫ف‬
ُ
Secondary / Branches ‫ﻓ ُﺮ ْو ٌع‬
ٌ َْ ٌ
Verb(s) ‫ﻓ ِْﻌﻞ \ اﻓ َﻌﺎل‬
‫ق‬
ٌّ ٌ
Analogy / Analogic i.e. based on a principle ِ ‫ﻗ َِﻴﺎس \ ﻗ َِﻴﺎ‬
‫ك‬
ََ
A meaningful statement ‫ٌم‬
ٌ َ
A meaningful word ‫ﻠ َِﻤﺔ‬
‫ل‬
ٌ َْ
Utterance / Articulation ‫ﻟﻔﻆ‬
َ
Intransitive ‫ِز ٌم‬
‫م‬
ْ ِ ‫َﻣﺎض \ اَﻟْ َﻤﺎ‬
Perfect tense / Past tense ٍ
ُّ َ ْ ْ ْ َْ
Past continuous / Past habitual ‫اﻟ َﻤﺎ ِ ا ِ ﺳ ِﺘﻤـﺮا ِري‬
ُ ْ َْ
Distant past ‫اﻟ َﻤﺎ ِ اﻟ َﺒﻌ ِْﻴﺪ‬
َْ َْ
Recent past ‫اﻟ َﻤﺎ ِ اﻟﻘ ِﺮﻳْ ُﺐ‬
َُ ْ ْ َْ
Unrestricted / General past ‫اﻟ َﻤﺎ ِ اﻟ ُﻤﻄﻠﻖ‬
ٌّ ْ َ
Indeclinable ِ ‫ﻣﺒ‬
ّ َ
1st person / Speaker ‫ُﻣ َﺘ ﻠ ٌِﻢ‬
ّ َْ ّ
Transitive ‫ُﻣ َﺘ َﻌ ٍﺪ \ اﻟ ُﻤ َﺘ َﻌ ِﺪ ْي‬
ٌ َ
Assimilated ( ‫ ف‬radical contains a weak letter) ‫ِﻣﺜﺎل‬
ٌ ْ
Positive ‫ُﻣﺜ َﺒﺖ‬

q 220 r
Primary / Simple / Without extra letters ‫ـﺠ َّﺮ ٌد‬

َ ‫ُﻣ‬
ٌ ْ َ
Passive voice ‫ـﺠ ُﻬ ْﻮل‬ ‫ﻣ‬
َ َ ُ
ٌ ‫ﺎﻃ‬
2nd person / One who is addressed ‫ﺐ‬ ‫ﻣـﺨ‬
َّ
Compound / Composite ‫ﺐ‬ٌ ‫ُﻣ َـﺮ‬
ٌ َ
Increased / With extra letters ِ‫ـﺰﻳْﺪ ﻓ ِْﻴﻪ‬
ِ ‫ﻣ‬
Hidden ٌ ِ ‫ُﻣ ْﺴ َﺘ‬
ٌ َّ ْ ٌّ ْ
Derived ‫ُﻣﺸ َﺘﻖ \ ُﻣﺸ َﺘﻘﺔ‬
َ
Imperfect tense / Present tense ‫ُﻣﻀﺎ ِر ٌع‬
ٌ َ
1st member of a possessive phrase ‫ُﻣﻀﺎف‬
َ ٌ َ
2nd member of a possessive phrase ‫ُﻣﻀﺎف اِﻟ ْﻴ ِﻪ‬
Declinable ‫ُﻣ ْﻌ َـﺮ ٌب‬

ٌ
Active voice ‫َﻣ ْﻌ ُـﺮ ْوف‬
ْ
Singular ‫ُﻣﻔ َـﺮ ٌد‬
َّ ‫َ ْ ُ ْ ٌ ﻣ َﻦ‬
ِ‫اﻟﺼـ ْﺮف‬ ِ ‫ﻨﻮع‬
Diptote / Prevented from full declension i.e. partially
declinable
ٌ
Triptote / Fully declinable ‫ُ ْﻨ َﺼـ ِﺮف‬
ٌّ ‫َ ْﻨ‬
Negative ِ
ُ
Meaningful ‫َﻣ ْﻮﺿ ْﻮ ٌع‬
ٌ
Meaningless ‫ُﻣ ْﻬ َﻤﻞ‬
‫ن‬
Defective (incomplete) / ( ‫ ل‬radical contains a weak َ

‫ﻧﺎﻗ ٌِﺺ‬
letter)
َْ َ
Proxy subject ‫ﻧﺎﰱِ ُﺐ اﻟﻔﺎﻋِ ِﻞ‬
ٌ َ ْ ُ
A Noon which is related to declension ‫ﻧ ْﻮ ٌن اِﻋ َﺮاﺑِ ّﻴﺔ‬

q 221 r
ْ َّ ُ ْ ُ
The personal pronoun Noon ِ ‫ﻧﻮن اﻟﻀ ِﻤ‬
ّ ُ
The Noon of feminine plural ‫ﻧ ْﻮ ُن اﻟ ِْﺴ َﻮ ِة‬
Prohibitive ٌ ْ َ‫ﻧ‬
‫ه‬
ْ َْ ُ َ َْ
Disjunctive Hamzah
ِ ‫ﻫﻤـﺰة اﻟﻘﻄ‬
ْ ُ َ
Conjunctive Hamzah ‫ﻫ ْﻤ َـﺰة اﻟ َﻮ ْﺻ ِﻞ‬

‫‪q 222 r‬‬
‫‪e Bibliography E‬‬
‫‪Book‬‬ ‫‪Author / compiler‬‬

‫ْ‬ ‫ْ‬ ‫ْ ْ‬ ‫ْ‬
‫ي‬ ‫ْ ْ‬ ‫ﻫﺎب اﻟﺰﻧﺠﺎ‬
‫ِﻋ ّﺰ ا ِّ ﻳﻦ َﻋﺒﺪ اﻟ ّﻮ ّ َ‬
‫َﺗﺼ ِﺮﻳﻒ اﻟ ِﻌ ِ ّﺰ ّ‬ ‫َّ َ ِ ّ‬
‫ﺎرح ‪:‬‬
‫َﺷ ِ‬
‫ْ‬
‫َﺷ ْﺮح َﺗ ْﺼ ِﺮ ْﻳﻒ اﻟ ِﻌ ِ ّﺰ ّي‬ ‫ْ‬
‫ﻋﻤﺮ اﻟﺘﻔﺘﺎزا‬
‫ْ‬
‫ﺳﻌﺪ ا ِّ ْﻳﻦ ﻣ ْﺴﻌ ْﻮد ْﺑﻦ‬
‫َّ َ َ ِ ّ‬ ‫ُ َ‬ ‫َ ُ‬ ‫َ‬
‫ْ ْ‬ ‫ْ‬ ‫ﻣﺠ ُﻬﻮل )‪(unknown‬‬ ‫ْ‬ ‫ْ‬
‫اﻷﻓﻌﺎل‬ ‫ﻣﺘﻦ ِﺑﻨﺂء‬
‫َ َ‬ ‫َ‬ ‫َ‬ ‫َ‬
‫ﺎرح ‪:‬‬
‫َﺷ ِ‬
‫ْ ْ‬ ‫ْ‬ ‫ْ‬ ‫ْ‬
‫اﻟﺼ ْﺮف(‬
‫اﻷﻓ َﻌﺎل ِﰲ ِﻋﻠﻢ ّ َ‬ ‫ﻧُﺰ َﻫﺔ اﻟﻄّ َﺮف ) َﺷ ْﺮح ِﺑﻨَﺂء َ‬ ‫ْ ْ‬ ‫ﺻﺎ ِدق ْﺑﻦ ﻣ‬
‫ﻀﺎ ِّ‬
‫ﺤ ّ َﻤﺪ َﺻﺎﻟِﺢ اﻟ َﺒﻴ َ‬
‫ُ َ‬ ‫َ‬
‫ْ ْ‬ ‫ْ‬
‫اﷲ ﺑﻦ ﻣﺎﻟِﻚ‬ ‫ٰ‬ ‫ْ‬ ‫ْ‬ ‫ْ‬
‫اﻷﻓﻌﺎل‬ ‫َﻻ ِﻣ ّﻴَﺔ‬ ‫ﺤ ّ َﻤﺪ ﺑﻦ َﻋﺒﺪ ّ‬ ‫َ ﺎل ا ِّ ﻳﻦ ﻣ‬
‫َ َ‬ ‫َ‬ ‫ُ َ‬ ‫َ‬
‫ﺎرح ‪:‬‬
‫َﺷ ِ‬
‫ْ ْ‬ ‫ﻣﺤﻨﻚ ْاﻷ ْﻃﻔﺎل ﻣ ْ‬ ‫ْ‬
‫اﻷﻓﻌﺎل‬ ‫ﻦ ﻟَﺒﺎن ﻣﻌﺎ ِ َﻻ ِﻣ ّﻴَﺔ‬ ‫اﷲ اﻷ ُ ْر ِﻣﻲ‬ ‫ٰ‬ ‫ْ‬ ‫ﻣﺤﻤﺪ ْ ْ ْ‬
‫َ َ‬ ‫َ ََ‬ ‫ِ‬ ‫َ َ‬ ‫ُ َ ِّ‬
‫ّ‬ ‫اﻷ ِﻣﲔ ﺑﻦ َﻋﺒﺪ ّ‬ ‫َ‬ ‫ُ َ َّ‬
‫ْ ْ‬ ‫ْ‬ ‫ْ‬ ‫ْ‬
‫اﻟﺼ ْﺮف‬ ‫ﻦ َّ‬‫َﺷ َﺬا اﻟ َﻌـﺮف ِﰲ ﻓَ ّ‬ ‫أ َ ﺪ اﻟﺤﻤ َﻼ ِو ّي‬
‫َ‬ ‫َ‬
‫ﺎﻫﺮ ْاﻟ ْ‬
‫ْ ْ‬
‫ْ ْ‬ ‫ﺠﺮﺟﺎ‬
‫َ ِ ّ‬ ‫َﻋﺒﺪ اﻟ َﻘ ِ‬
‫اﻟﺼ ْﺮف‬
‫اَﻟ ِﻤﻔ َﺘﺎح ِﰲ ّ َ‬ ‫ْ ْ‬ ‫ْ‬
‫)ﺣ ّ َﻘ َﻘﻪ ا ّ ُﻛﺘ ُ ْﻮر ﻋ ِ ّ َﺗ ْﻮﻓِ ْﻴﻖ اﻟﺤﻤﺪ(‬
‫َ‬ ‫َ‬ ‫َ‬
‫ﺎﺻﻒ ‪ ،‬ﻣﺤ ّ َﻤﺪ ِدﻳﺎب ‪ ،‬ﻣ ْﺼﻄَ ٰﻔﻲ‬ ‫ﺣ ْﻔ ْ‬

‫ﻨﻲ َﻧ ِ‬ ‫ِ‬
‫ْ‬ ‫ُ‬ ‫َ‬ ‫ُ َ‬
‫ْ‬ ‫ْ‬
‫اﻋﺪ اﻟﻠّ ُ َﻐﺔ اﻟﻌـﺮ ِﺑ ّﻴَﺔ‬
‫َ‬ ‫َ‬ ‫ﻛِ َﺘﺎب َﻗﻮ ِ‬
‫َ‬ ‫ﻋﻤﺮ ‪ ،‬ﺳﻠﻄَﺎن ﻣﺤ ّ َﻤﺪ‬ ‫ﻃ ّ ُﻤ ْﻮم ‪ ،‬ﻣﺤ ُﻤ ْﻮد‬
‫َ‬
‫ُ َ‬ ‫ُ‬ ‫ُ َ‬ ‫َ‬
‫ْ‬ ‫ْ‬ ‫ْ‬
‫) َﺗﺤ ِﻘ ْﻴ ُﻖ ﻣﺤ ّ َﻤﺪ أ َ ِﻧ ﺲ ﻣﻬﺮات(‬
‫َ َ‬ ‫ُ َ‬
‫ْ‬ ‫ْ‬ ‫ْ‬ ‫ْ‬ ‫ْ‬
‫اﻟﺴﻨِ ّﻴَﺔ ِ َ ْ ح " اَﻟ ُﻤ َﻘ ِّﺪﻣﺔ اﻵﺟﺮ ْو ِﻣ ّﻴَﺔ "‬
‫ﻟﺘُﺤ َﻔﺔ ّ َ‬
‫اَ ّ‬ ‫ﻣﺤ ّ َﻤﺪ ﻣ ا ِّ ْﻳﻦ ﻋ ْﺒﺪ اﻟﺤ ِﻤ ْﻴﺪ‬
‫ُ ُّ‬ ‫َ‬ ‫َ‬ ‫َ‬ ‫ُ‬ ‫ُ َ‬
‫ْ‬ ‫ْ‬ ‫ْ ْ‬ ‫ْ‬ ‫اﻟﺴﻔ ْﲑ أ ْﻧﻄﻮان ا ْ‬
‫ـﺮﺑ ّﻴَﺔ‬
‫ﺠﻢ َﺗﺼ ِﺮﻳﻒ أ َﻓ َﻌﺎل اﻟ َﻌ ِ‬ ‫ﻣﻌ‬ ‫ﺣ َﺪاح‬ ‫َّ‬ ‫َ‬ ‫َّ ِ‬
‫ُ َ‬ ‫َ‬
‫ْ‬ ‫ْ‬ ‫اﻟﺴﻔ ْﲑ أ ْﻧﻄﻮان ا ْ‬
‫اﻋﺪ اﻟ ّﻠ ُ َﻐﺔ اﻟﻌـﺮ ِﺑ ّﻴَﺔ ِﰲ ﺟ َﺪ ِاول و ﻟَ ْﻮﺣﺎت‬
‫ﺠﻢ َﻗﻮ ِ‬ ‫ﻣﻌ‬ ‫ﺣ َﺪاح‬ ‫َّ‬ ‫َ‬ ‫َّ ِ‬
‫َ‬ ‫َ‬ ‫َ‬ ‫َ َ‬ ‫َ‬ ‫ُ َ‬ ‫َ‬
‫ّ‬ ‫ّ‬
‫ّ‬ ‫ّ‬
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Book Author / compiler

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( ّ) ّ ٔ
ؕ ّ
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ّ ( )
ّ ّ ّ
Fundamentals Of Classical Arabic Moulana Dr. Husain Abdul Sattar
The Science Of Sarf Level One Abu Abdillah Fahad Al-Tahiri
ْ ‫ﻦ ﻛﻨ ْﻮز اﻟﺼ‬
‫ـﺮف‬ ْ
َّ ُ ُ ‫ِﻣ‬ Moulana Ebrahim Muhammad
From The Treasures Of Arabic Morphology
ّ Moulana Abdus Sattar Khan
(Translation done by) Moulana
Arabic Tutor (vols. 1 - 4) Ebrahim Muhammad
Easy Etymology Moulana Hoosein Loonat
Essentials Of Arabic Grammar For Learning

Brig. (R) Zahoor Ahmed
Quranic Language
Hans wehr (edited by J. Milton
A dictionary of modern written Arabic
Cowan) 3rd edition
A New Arabic Grammar Of The Written
J. A. Haywood & H. M. Nahmad
Language

q 224 r
Book Author / compiler

All the Arabic you never learned the first time
James M. Price
around
Syntax Of Modern Arabic Prose - The Simple
Vicente Cantarino
Sentence - Volume one
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(2 + 1) ‫اﻟﺘَ ْﺼ ِﺮ ْﻳﻒ‬ ْ
ّ ‫اﻟ ُﻤﻮﺟﺰ ِﰲ‬ َ Ali Abdur Rasheed
A Summary Of Tasreef (vols 1 + 2)
‫اﻟـﺰ ْﻳﻨ ِﺒ ّﻴَﺔ‬ ‫اﻟـﺮ ْوﺿﺔ‬
َ َّ ُ َ َّ Ali Abdur Rasheed
The Zainabiyyah Primer

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Exercises On Arabic Morphology Vol 1

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Exercises On

Mohammed Waleed Ahmed

Exercise 1 : Perfect tense positive in active voice 23

The different scales of the perfect tense verb 30

The perfect tense verb in passive voice 34

Table of identity and signs of the perfect tense verb 42

Examples of perfect tense verbs from the Quran 45

Chapter 2 : The imperfect tense / present tense verb

Exercise 6 : Imperfect tense positive in active voice 52

The different scales of the imperfect tense verb 53

Examples of imperfect tense verbs from the Quran 76

Examples from the Quran 84

Alterations and moods of the imperfect tense verb 85

َ ْ‫) َﺣﺎﻟ َ ُﺔ اﻟ‬

Exercise 13 : Using the particles ‫& ﻟﻦ‬

Examples from the Quran 103

The emphatic / energetic forms (active & passive voice) 104

Examples from the Quran 115

The direct command in active voice 118

The indirect command in active voice 123

The direct command in passive voice 128

The indirect command in passive voice 130

The command / imperative in the emphatic / energetic forms 136

Examples of imperative verbs from the Quran 145

Examples of prohibitive verbs from the Quran 162

(6) The adjective that is similar to “The active participle”

Examples of derived nouns from the Quran 191

The abbreviated paradigms of the six accepted categories of

1) Blank perfect tense positive paradigms sheet 203

Concluding words 215

In the name of Allah the Most gracious the Most merciful,

One of the greatest blessings Allah  bestowed on humanity was

We ask Allah  that He accepts the humble efforts of Sheikh

(Mufti) Mohammed Tosir Miah (Sahib)

I begin by praising Allah  Lord of the universe and Master of all

As the subject of morphology is considered as ‘The mother of all

At Darul Ilm Birmingham, the alim course is taught in English and

In the meantime, I went on a spree of obtaining books related to the

As a general advice, in my opinion, a person will not need to stress

This document can easily be covered in an academic year with as

I have personally been through the entire document on countless

an error either related to content or typography, then I will be very grateful

I am hopeful that, whether this book is used in an institute or a

A humble request is made to all those who may receive even a

Mohammed Waleed Ahmed

A person must know the original linguistic / literal meaning to fully

Exercises On Arabic Morphology (Vol 1)

In the field of Islamic jurisprudence, it refers to an act preferred by the

Exercises On Arabic Morphology (Vol 1)

Before starting any science, a person should know 10 fundamental concepts

(10) ‫َﻣ َﺴﺎﰱِﻞ‬ = Issues / matters of the science

Exercises On Arabic Morphology (Vol 1)

The technical theoretical definition for Arabic morphology is:

The technical practical definition for Arabic morphology is:

“Changing the source to different forms in order to express different

ٌ َْ ٌ ُ (the act of drinking)

“The study of variable Arabic words before being in a sentence”

“To be able to read, write and articulate individual words accurately,

“A key component in understanding the Quran and Sunnah”

Exercises On Arabic Morphology (Vol 1)

(10) ‫ َﻣ َﺴﺎﰱِﻞ‬: Issues / matters of the science

Exercises On Arabic Morphology (Vol 1)

As Arabic morphology deals with singular meaningful articulations