ARABIC GRAMMAR

INTRODUCED
AS A
FOREIGN LANGUAGE

MORPHOLOGY, SYNTAX, LEXICON

ANALYSIS

MATTI PHILIPS KHOSHABA (AL-BAZI)

MATFL

This study appeared first in the discussions of the Cross linguistic Class
Analysis in Monterey International Institute MIIS in 2000
Library of Congress
United States Copyright Office in accordance with title 17, United states Code,
attests that registration has been made for the work certified

ARABIC GRAMMAR
INTRODUCED
AS A
FOREIGN LANGUAGE

Morphology, Syntax, and Lexicon

Matti Phillips Khoshaba (Al-Bazi)

TXu 1-339-258
12-16-07

ISBN 978-1-60461-601-9
 Acknowledgment
I am greatly indebted to Dr. Van Lier, who ran a practical class of
sociolinguistic cross cultural analysis lessons in Monterey International Institute
(MIIS) in 2000; a class that all students were able to share their linguistic issues to
categorize, analyze, compare, and discover for teaching /learning their own native
languages.

I also would have not been able to analyze all these cases of morphs and
allomorphs, phones and allophones, homophones and other issues if it were not for
Dr. Marshal, in the Sacramento State University (SSU,) a professor who raised my
awareness and level in his class of “Pedagogical Grammar” in 1993 and that, in fact,
helped me a lot to put this book together.

I am very grateful to Dr. Leaver, Betty Lou, a multi-lingual grammar field

adept and a Ph.D. expert in teaching foreign languages for distinguished levels, who
empowered me by her books and articles to do more on my own in this field.

Matti Phillips Khoshaba ( Al- Bazi )

Associate Professor
2008

III
Contents Page
1. Arabic Alphabets 1
2. Introduction 4
3. Arabic Verbs (present form) 5
4. Dual morpheme 8
5. The built-in Pronouns 10
6. Past Tense Suffixes 13
7. 3-consonant Noun(VN) 14
8. Verbs with vowel letters 14
9. Almithal ( assimilated) Verbs 17
10. Al Ajwaf ( hollow) Verbs 20
11. Al Naqis (short) Verbs 30
12. Quadrilateral Verbs 33
13. Imperative 34
14. Morph-syntactic table 38
15. Measure II 39
16. Measure V 47
17. Measure III 51
18. Measure VI 56
19. Measure IV 60
20. Measure VII 65
21. Measure VIII 69
22. Measure IX 77
23. Measure X 78
24. Passive and Passivity 83
25. Arabic Word Order 85
26. Hollow Verbs in Passive Voice 89
27. Verbs of Certain predictions 91
28. Noun Cases Table 94
29. Nouns as free morphemes 95
30. Human beings 95
31. Animals 97
32. Smallness Concept (insects….) 98
33. Inanimate Nouns 99
34. Plural Morphs (allomorphs) 100
(regular in irregular)
35. Transitive VS Intransitive 106
36. Pronouns as (attached) 109
37. Possessives 110
38. Noun Clusters in Arabic 112
39. The solar letters(sounds) 115
40. The Subjunctive and the Jussive 117
41. Relative Clauses 123
42. Three particles
(in, inna, and anna) 137
43. Reported Speech (Noun Clauses) 138
44. Time Clauses 140
45. Purpose Clauses 143
46. Cause and Effect Connectors 146
47. Purpose Clauses 149
48. Verbs + (present form) 152
49. Obligation and Releasing it 153
50. Conditional Clauses 155
 IV
51. Contrastive Sentences 157
52. ash’aur (feel) 159
53. ASal (arrive) 160
54. Yuqadim (offer) 161
55. yuqeem (set up) 162
56. yad’a ( invite) 163
57. yaati ( come) 164
58. had-dad ( threaten) 165
59. ihtam ( show concern) 166
60. ‘araf (know) 167
61. ta’ar-raf ( get to know) 168
62. sal-lam ( submit) 169
63. waz-za’a (distribute) 170
64. sharaH (explain) 171
65. Copulas, adjectives, nouns 172
66. maa zaala ( is still) 173
67. araad ( want) 174
68. shaker (thank) 175
69. intaha ( be finished) min 176
70. aTlaqa (release, send) 178
71. akhbar ( inform, tell) 179
72. sad-daqa (believe) 180
73. da’a ( invite) 181
74. ta-akhar (be late) ‘an 182
75. ghay-yar (change) 183
76. shaa-rak (participate) 184
77. ha-Dhar ( attend) 185
78. yal-taqi (meet ) 186
79. ‘araDha (display) 187
80. Ha-mala ( carry) 188
81. yuz-‘aij (bother) yu’ajib(appeal) 189
82. Avoid concept 190
83. baqa ( stay, keep) 191
84. qaTa’a (cut) 192
85. ra-ja’a (return) 193
86. saa-rin ( what is common) 194
87. Usee-u (mistreat) 195
88. Concept of obeying 196
89. Concept of support 197
90. Quantifiers & Determiners 198
91. The 4 or5 masculine special nouns 200
92. Adjectives and Plurality 201
93. The (re-do) concept 204
94. Commercial and Adjectives 205
95. Homophones Nouns and Adjectives 207
96. The phonemic ( t + female gender) 208
97. An elevated language through 209
(Phrasal Verbs)
98. Concept of possibility 215
99. The Notion “to get” 217
100.The Arabic Demonstratives 217
101.Mapping Nouns (Chart) 219

V
102. Concept of Negation 220
103.Mapping ( an ) Cases 221
104. (thuu) = which has / have 222
105. Qad and laqad ( connector) 224
106. References 225

VI
 1

SOME BASICS
Arabic Alphabets

English equivalent name Letter

letter example phonetic symbol final middle initial

English word
a (bad) /a/ alif ‫ا‬ ‫ـﺎ‬ * ‫ا‬

b (bad) /b/ baa ‫ب‬ ‫ـﺒـ‬ ‫ﺑـ‬

t (today) /t/ taa ‫ت‬ ‫ـﺘـ‬ ‫ﺗـ‬
th (both) / / thaa ‫ث‬ ‫ـﺜـ‬ ‫ﺛـ‬
n (noon) /n/ nuun ‫ن‬ ‫ـﻨـ‬ ‫ﻧـ‬
e (me) /i:/ yaa ‫ي‬ ‫ـﯿــ‬ ‫ﯾـ‬
y (you) /j /

H no equivalent /H/ (hard) Haa ‫ح‬ ‫ـﺤـ‬ ‫ﺣـ‬

j (jam) /d / jiim ‫ج‬ ‫ـﺠـ‬ ‫ﺟـ‬
kh no equivalent / x / Khaa ‫خ‬ ‫ـﺨـ‬ ‫ﺧـ‬

d (dam) /d/ daal ‫د‬ ‫ـد‬ * ‫د‬

th (this) / / thaal ‫ذ‬ ‫ـذ‬ * ‫ذ‬

The sign * indicates that the letter cannot be attached to the letter that follows.

1
 2

letter example phonetic symbol name final middle initial

English word
r (right) /r/ raa ‫ر‬ ‫ـﺮ‬ * ‫ر‬
z (zoo) /z/ zaa ‫ز‬ ‫ـﺰ‬ * ‫ز‬

s (soon) /s/ seen ‫س‬ ‫ـﺴـ‬ ‫ﺳـ‬

sh (she) / / sheen ‫ش‬ ‫ـﺸـ‬ ‫ﺷـ‬

S no equivalent /S/ hard saad ‫ص‬ ‫ـﺼـ‬ ‫ﺻـ‬

dh no equivalent /dh/ dhaa ‫ض‬ ‫ـﻀـ‬ ‫ﺿـ‬

T no equivalent /T/ hard Taa ‫ط‬ ‫ـﻂ‬ ‫ط‬

D no equivalent /D/ Daa ‫ظ‬ ‫ـﻆ‬ ‫ظ‬

a’ no equivalent /9/ ‘ayn ‫ع‬ ‫ـﻌـ‬ ‫ﻋـ‬

G no equivalent /G/ Gayn ‫غ‬ ‫ـﻐـ‬ ‫ﻏـ‬

‫ء‬
? similar to English glottal /?/ hamza ‫ء‬ ‫ـﺌـ‬

f (foot) /f/ fa ‫ف‬ ‫ـﻔـ‬ ‫ﻓـ‬

q no equivalent /q/ qaf ‫ق‬ ‫ـﻘـ‬ ‫ﻗـ‬

uu (moon) /u:/ wau ‫ـﻮ‬ ‫ـﻮ‬ * ‫و‬

w (worry) /w/

m (moon) /m/ meem ‫م‬ ‫ـﻤـ‬ ‫ﻣـ‬

L (look) /l/ lam ‫ل‬ ‫ـﻠـ‬

k (king) /k/ kaaf ‫ك‬ ‫ـﻜـ‬ ‫ﻛـ‬

h (hat) /h/ soft haa ‫*ه ـﮫ‬ ‫ـﮭـ‬ ‫ھـ‬

The sign * indicates that the letter cannot be attached to the letter that follows.

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 3

Vowel signs and diphthongs

Arabic Short vowels

Short Arabic vowels are between two consonants. They look more short when the two consonants are voiceless.

Meaning Arabic word

short /a/ (pat) fatHaa hand (yad) ‫ﯾـَﺪ‬ َ___

short /i/ (bit) kasra cat (qiT) ‫ﻗـِﻂ‬ ◌ِ ---
short /u/ (book) Damma sister (?ukht) ‫أُﺧـﺖ‬ ُ___

Arabic long vowels

The long Arabic letter is preceded by a short vowel of its kind: fatHa /a/ before (alif), damma before (wau), kasra before (Yaa)
to make the long vowels.

meaning Arabic word

long vowel /aa/ (bad) madda door (baab) ‫ﺑـﺎب‬ ‫__َ ا‬

long vowel /u:/ (moon) market (suuq) ‫ﺳُـﻮق‬ ‫__ُ و‬
long vowel /i:/ (meat) minister (wazeer) ‫َوزﯾـﺮ‬ ‫ ِ◌ ي‬--

Arabic diphthongs

The long Arabic letters ‫ و‬، ‫ ي‬are preceded by a short vowel fatHa /a/ to make
the Arabic diphthongs. When long letter alif (madda) is before long letter ‫ ي‬,
the new sound is a diphthong /ai/:
meaning Arabic word

diphthong /aj/ or /ei/ (day) eye (9ajn) ‫ﻋـَﯿـﻦ‬ ‫__َي‬

diphthong /ai/ (by) tea (shai) ‫ﺷﺎي‬ ‫ـﺎي‬
diphthong /au/ (now) voice (Saut) ‫ﺻـَﻮت‬ ‫__َو‬

The two Arabic Semi-consonant and the glottal/?/ at the beginning of words

When the three long letters ‫ و‬، ‫ ي‬، ‫( أ‬hamzated) are followed by any short vowel,
they change into semi-consonants/ w/ , /j/, and glottal /?/ .

meaning Arabic word

semi-consonant /j/ (year) hand /jad/ (yad) ‫ﯾـَـﺪ‬ َ‫ي‬

semi-consonant /w/ (way) rose /ward/ (ward) ‫َورد‬ ‫َو‬
glottal (hamzated) /?/ father /?ab/ (aab) ‫أَب‬ َ‫أ‬

ِ‫ إ‬،ُ‫ أ‬، ‫ ِو‬، ‫ َو‬، ‫ي‬

ِ ،‫ي‬
ُ start with a consonant + short vowel

Introduction

3
 4

Arabic language is highly generative from the stem (root) that consists simply of three consonants in
between are short vowels that are not written as letters but small marks on or under letters.
We can summarize the process in 4 points.

1. The combination of the 3 consonants are important to make certain meaning. If the order of the 3
consonants changes, the meaning ort thought accordingly changes in the mind of the native speakers.

‫ح ب س‬ ‫س ب ح‬ ‫ح سب‬
‫س ح ب‬

Detain Swim calculate

Pull/draw

‫س كب‬
‫س ب ك‬ ‫ك ب س‬
‫كسب‬
Press/spike
Spill win/ earn
Mine coins

‫حسم‬ ‫س مح‬ ‫مسح‬

‫ح مس‬
to end it allow Clean/
have zeal up survey

2. Shadda is geminating that splits the 2nd root consonants into 2 and makes a transitive verb to convey
a new meaning.

‫ َح‬/ َ ‫ ب‬/ ‫س ب‬
َ ّ◌ ‫س ب‬
‫ح‬

Or a mother,for example, bathes her baby Praise /

glorify

3. Any other letter added to the root changes the meaning. These letters are named “mazeedat” i.e.,
added letters to the root. Adding these letters to the root will create new morphs called “Awzaan” i.e.,
measures. We have X (10) main measures, and we will present those in details later as the most
essential part of morphology in Arabic..

4.. Having (aa) long alif ‫ا‬ before the last consonant change the verb into an agent, or doer.

‫◌ّ ا ح‬ ‫س ب‬ ‫م س ◌ّ ا ح‬

‫ك ب ◌ّ ا‬ swimmer surveyor
‫س‬
Presser/

Arabic Verbs

4
 5

The stem of any verb in Arabic language consists of three letters. If all the three letters are consonants,
the conjugation is simple because there are almost no changes in the stem.

(1) We only add prefixes to make the present form.

(2) We add suffixes to make the past form.

The Present Tense Conjugation Chart

You
(single) You (singl. Feminine)
Masculine
t t ……….iin
I

a You (plural)

t …………..oon
root
th h b
We
‫ذ ھـ ب‬
n They

He y ………oon
She
y t
Personal Pronouns

Subject personal pronouns

First person
I ana ath-hab ‫أﻧﺎ أ ذھب‬
We iHna nath-ha ‫ﻧﺣن ﻧذھب‬

Second Person
you inta M. that-hab ‫اﻧت ﺗذھب‬
you intii F. that-ha-biin ‫ت ﺗذھﺑﯾن‬
ِ ‫اﻧ‬
Dual Masuline and Feminine antuma that-ha-baan ‫اﻧﺗﻣﺎ ﺗذھﺑﺎن‬
you intu pl. that-ha-buun ‫اﻧﺗم ﺗذھﺑون‬
Plural feminine an-tun-na that-hab-na ‫اﻧﺗن ﺗذھﺑن‬

Third Person
he hu-wa yath-hab ‫ھو ﯾذھب‬
she hi- ya that-hab ‫ھﻲ ﺗذھب‬
they hum-ma yath-ha-buun ‫ھم ﯾذھﺑون‬
Plural feminine hun-na yath hab na ّ
‫ھﻦ ﯾﺬھﺒﻦ‬

This verb of three consonants is called in Arabic “Saalim” to mean “intact” in English.
‫ب‬ ‫ھـ‬ ‫( ذ‬root)
to (go)

5
 6

The present tense:

Prefixes (present tense)

َ ‫ﯾــ‬
He ‫ھﻮ‬ َ ‫ﻧـ‬ َ‫أ‬
We ‫ﻧﺤـﻦ‬ I ‫أﻧﺎ‬

◌ُ ‫ذ ھــ َ ب‬ َ ‫ﺗـــ‬
she ‫ھﻲ‬

ِ ‫أﻧﺖ‬ you َ◌ ‫إﻧﺖ‬

M. singl

َ ‫ﯾـﻦ‬ َ‫ﺗـــ‬
Discontinuous morpheme

You f. singular

I go ُ‫أذھـﺐ‬
We go ُ‫ﻧـَﺬھـﺐ‬
He goes ُ‫ﯾـَﺬھـﺐ‬
She goes ُ‫ﺗـَﺬھـﺐ‬
You go َ‫أﻧﺖ‬ ُ‫ﺗﺬھـﺐ‬
You go ‫ﺖ ﺗـﺬھـﺒـﯿـﻦ‬ ِ ‫أﻧ‬

Discontinuous morphemes include prefixes and suffixes:

Suffix root prefix

ْ ‫ذ ْ ھــ َ ب‬ َ ‫ﯾـ‬
6
 7

‫ون‬
َ◌

‫ھــُﻢ‬

They
M

َ‫ن‬ ◌ْ ‫ذ ْ◌ ھـ َ ب‬ َ ‫ﯾــ‬

ّ ‫ھﻦ‬
They
F.

1.When you talk about women (plural), start with ya َ ‫ﯾـ‬

َ ‫ﺗــــ‬
َ◌ َّ‫ن‬
◌ْ ‫ذ ْ◌ ھـ َ ب‬
Discontinuous morpheme

ّ ‫أﻧـﺘـﻦ‬
You
Plural
F

2. When you talk to women ( plural), start with ta َ ‫ﺗــ‬

‫ان‬
‫ذ ھـ ﺑــ‬ َ‫ت‬

7
 ‫‪8‬‬

‫أﺗﻜﻠﻢ ﻣﻌﻜﻤﺎ‬
‫أﻧـﺘـﻤﺎ‬
‫أﻧﺘﻤﺎ ) اﻟﻮﻟﺪان(‬
‫وأﻧﺘﻤﺎ ) اﻟﺒﻨﺘﺎن(‬ ‫‪You 2‬‬
‫‪Masculine‬‬
‫ﻣﺎذا ﺗﻌﻤﻼن؟‬ ‫‪Or feminine‬‬
‫ﻣﺎذا ﺗﺪرﺳﺎن؟‬
‫ﻣﺎذا ﺗﺄﻛﻼن؟‬
‫ﻣﺎذا ﺗﺸﺮﺑﺎن؟‬
‫ﻣﺎذا ﺗﺮﺳﻤﺎن؟‬
‫ﻣﺎذا ﺗﺮﻛﺒﺎن؟‬
‫ﻣﺎذا ﺗﻄﻠﺒﺎن؟‬
‫ھﻤـﺎ‬
‫‪The 2‬‬
‫‪Feminine‬‬
‫‪They 2 F.‬‬

‫اﻟﺒﻨﺘﺎن ﺗﺪرﺳﺎن‬ ‫ﺗﺪرس اﻟﺒﻨﺘﺎن‬ ‫يَ‬

‫اﻟﻮﻟﺪان ﯾﺪرﺳﺎن‬ ‫ﯾﺪرس اﻟﻮﻟﺪان‬
‫ذ ھـ ﺑـ‬
‫اﻟﺒﻨﺘﺎن ﺗﻌﻤﻼن‬ ‫ﺗﻌﻤﻞ اﻟﺒﻨﺘﺎن‬
‫اﻟﻮﻟﺪان ﯾﻌﻤﻼن‬ ‫ﯾﻌﻤﻞ اﻟﻮﻟﺪان‬
‫ھﻤـﺎ‬
‫اﻟﺒﻨﺘﺎن ﺗﺠﻠﺴﺎن‬ ‫ﺗﺠﻠﺲ اﻟﺒﻨﺘﺎن‬
‫اﻟﻮﻟﺪان ﯾﺠﻠﺴﺎن‬ ‫ﯾﺠﻠﺲ اﻟﻮﻟﺪان‬
‫‪The 2‬‬
‫‪Masculine‬‬
‫اﻟﺒﻨﺘﺎن ﺗﻐﻨﯿﺎن‬ ‫ﺗﻐﻨﻲ اﻟﺒﻨﺘﺎن‬
‫‪They 2 M.‬‬
‫اﻟﻮﻟﺪان ﯾﻐﻨﯿﺎن‬ ‫ﯾﻐﻨﻲ اﻟﻮﻟﺪان‬

‫‪Use singular when the verb comes first.‬‬ ‫‪ -‬أﯾﻦ ﺗـﺬھـﺐ اﻟﻄﺎﻟﺒﺎت ؟‬
‫‪ -‬اﻟـﻄﺎﻟـﺒﺎت ﯾـﺬھـﺒـﻦ اﻟﻰ اﻟـﺤﻔﻠﺔ ‪.‬‬

‫‪ -‬أﯾﻦ ﺗـﺬھـﺒﻦ أﻧـﺘـﻦ ؟‬

‫‪ -‬ﻧـﺬھـﺐ اﻟﻰ اﻟـﺴﯿﻨـﻤـﺎ ‪.‬‬

‫‪ -‬ﻣـﺘﻰ ﺗـﺬھـﺒﻦ اﻟﻰ اﻟﺴﯿﻨـﻤﺎ ؟‬

‫‪ -‬ﻧﺬھـﺐ ﻓﻲ اﻟـﻤﺴﺎء ‪.‬‬

‫‪ -‬أﯾﻦ ﺗﺬھﺐ اﻟﻄﺎﻟﺒﺘﺎن؟ ھﻤﺎ ﺗﺬھﺒﺎن اﻟﻰ اﻟﺠﺎﻣﻌﺔ‪.‬‬

‫‪ -‬أﯾﻦ ﯾﺬھﺐ اﻟﻄﺎﻟﺒﺎن ؟ ھﻤﺎ ﯾﺬھﺒﺎن اﻟﻰ اﻟﺠﺎﻣﻌﺔ‪.‬‬

‫‪Read this text:‬‬

‫‪8‬‬
 ‫‪9‬‬

‫‪Locate the dual indicators in the following text. Then talk about the cases with‬‬
‫‪each other and the teacher. You can write down the words that carry the‬‬
‫‪indicators.‬‬

‫ﻗﻨﺒﻠﺘﺎن ﺗﻘﺘﻼن ﻋﺮاﻗﯿﯿﻦ ﻓﻲ اﻟﻨﺎﺻﺮﯾﺔ‬

‫ﻧﻘﻞ ﻋﻦ ﻣﺼﺎدر اﻣﻨﯿﺔ ﻗﻮﻟﮭﺎ ان اﻧﻔﺠﺎرﯾﻦ وﻗﻌﺎ ﯾﻮم اﻟﺠﻤﻌﺔ ﻋﻠﻰ ﺟﺎﻧﺐ اﻟﻄﺮﯾﻖ ادى اﻟﻰ ﻣﻘﺘﻞ ﺷﺨﺼﯿﻦ اﺣﺪھﻤﺎ‬
‫ﯾﻌﻤﻞ ﻓﻲ اﻻﺳﺘﺨﺒﺎرات اﻟﻌﺮاﻗﯿﺔ ‪ ،‬اﺛﻨﺎء ﻣﺮور ﺳﯿﺎرﺗﮭﻤﺎ ﻗﺮب ﺑﻠﺪة ) س ( ﻓﻲ ﺟﻨﻮب اﻟﻨﺎﺻﺮﯾﺔ‪.‬‬

‫وﻧﺴﺒﺖ وﻛﺎﻟﺔ روﯾﺘﺮز ﻟﻶﻧﺒﺎء اﻟﻰ اﻟﻤﺼﺪر ﻗﻮﻟﮫ ان اﻻﻧﻔﺠﺎر ﻧﺘﺞ ﻋﻦ ﻗﻨﺒﻠﺘﯿﻦ‪ ،‬وأن اﻟﻘﺘﯿﻠﯿﻦ ھﻤﺎ )ﻓﻼن ( ‪ ،‬اﻟﺬي‬
‫ﯾﻌﻤﻞ ﻓﻲ اﻻﺳﺘﺨﺒﺎرات اﻟﻌﺮاﻗﯿﺔ واﺑﻦ اﺧﺘﮫ اﻟﻤﺪﻋﻮ )ﻓﺴﺘﺎن (‪.‬‬

‫وذﻛﺮت ﻣﺼﺎدر اﻣﻨﯿﺔ ان )ﻓﻼن ( و ) ﻓﺴﺘﺎن( ﻛﺎﻧﺎ ﯾﺴﺘﻘﻼن ﺳﯿﺎرة ﻣﻦ ﻧﻮع )م‪ .‬ﺑﻲ‪ .‬دﺑﻠﯿﻮ( ﻓﻲ ﻗﺮﯾﺔ )ص( ﻋﻠﻰ‬
‫ﺑﻌﺪ ﻧﺤﻮ ﺛﻼﺛﺔ ﻛﯿﻠﻮﻣﺘﺮات ﻣﻦ اﻟﻨﺎﺻﺮﯾﺔ ﻋﻨﺪ اﻧﻔﺠﺎر اﻟﻘﻨﺒﻠﺘﯿﻦ‪.‬‬

‫‪The dual indicator‬‬ ‫‪The case /‬‬

‫‪The word‬‬
‫‪Noun/ verb/ pronoun‬‬

‫‪The built-in Personal Affixes of the Arabic Verbs‬‬

‫)‪The shapes (allomorphs‬‬
‫‪of the Personal pronouns‬‬

‫‪Built-in‬‬ ‫‪built-in‬‬ ‫‪English independent‬‬

‫‪9‬‬
 10

past tense present tense personal

personal affixes personal affixes pronouns

Ist person

‫ت‬ُ ◌ْ - َ◌- َ◌- ◌ُ - - ◌ْ - َ‫أ‬ (I) ‫أَﻧـﺎ‬

‫ﻧـﺎ‬ ◌ْ - َ◌- َ◌- ◌ُ - - ◌ْ - َ ‫ﻧـ‬ (we) ُ
‫ﻧـﺤـﻦ‬

2nd Person

َ‫ت‬ ◌ْ - َ◌- َ◌- ◌ُ - - ◌ْ - َ ‫ﺗـ‬ (you) َ َ‫أ‬

‫ﻧﺖ‬
Singular, masculine

‫ت‬
ِ ◌ْ - َ◌- َ◌- َ‫ ِ◌ ﯾـﻦ‬- - ◌ْ - َ ‫ﺗـ‬ (you) ِ ‫أَﻧـ‬
‫ﺖ‬
singular, feminine
‫ ْ◌ ﺗـ ُ ﱠ‬- َ◌- َ◌-
‫ـﻦ‬ َ‫ ْ◌ ن‬- - ◌ْ - َ ‫ﺗـ‬ (you) ‫أَﻧـﺘـ ُ ﱠﻦ‬
plural, feminine

‫ ْ◌ ﺗــُﻢ‬- َ◌- َ◌- َ‫ ُ◌ ون‬- - ◌ْ - َ ‫ﺗـ‬ (you) ‫أَﻧـْـﺘــُﻢ‬

‫ﻣﺎ‬ _ __ ‫_ _ ان‬ _ َ ‫ﺗـــ‬ you two ‫أﻧﺘﻤﺎ‬
Masculine or feminine

3rd person

َ◌ - َ◌- َ◌- ◌ُ - - ◌ْ - َ ‫ﯾـ‬ (he) ‫ھﻮ‬

ْ َ - َ◌- َ◌-
‫ت‬ ◌ُ - - ◌ْ - ‫ﺗـَـ‬ (she) ‫ھـﻲ‬
َ‫ ْ◌ ن‬- َ◌- َ◌- َ‫ن‬ ◌ْ - - ◌ْ - ‫ﯾـَـ‬ (they) ‫ھـ ُ ﱠﻦ‬
feminine
‫ ُ◌ وا‬- َ◌- َ◌- َ‫ ُ◌ ون‬- - ◌ْ - َ ‫ﯾــ‬ (they) ‫ھـُﻢ‬
Masculine
‫_ _ _ ـﺎ‬ ‫ﯾــَ _ _ _ ان‬ the 2 masculine ‫ھﻤﺎ‬
‫_ _ _ ﺗـﺎ‬ ‫ﺗــَ _ _ _ ان‬ the 2 Feminine ‫ھﻤﺎ‬

Exercise:

Use the table to practice conjugation of a 3- consonant roots of the following verbs:

‫لعب‬ ‫ع م ل‬ ‫رجع‬ ‫س ك ن‬ ‫ن ظ ر‬ ‫ضرب‬

play Work return Live in Look hit
10
 11

‫د رس‬
‫سحب‬ ‫رسم‬ ‫كتب‬ ‫فتح‬
‫غلق‬ ‫دفع‬ Study
Pull draw write Open
Close push

Conjugate these verbs according to the personal pronouns in the list, one time in the present
tense and another time in the past tense.
Put the verb later in a sentence if you can do so.

______________________________________ ‫ـ أﻧﺎ‬1
_____________________________________ ‫ ﻧﺤﻦ‬.2

__________________________________ َ‫ اﻧﺖ‬.3
___________________________________ ‫ اﻧﺖ‬.4
you 2 masculine or feminine ___________________________________ ‫ اﻧﺘﻤﺎ‬.5
___________________________________ ‫ اﻧﺘﻢ‬.6
_________________________________ ‫ اﻧﺘﻦ‬.7

___________________________________ ‫ ھﻮ‬.8
___________________________________ ‫ ھﻲ‬.9
the 2 masculine ___________________________________ ‫ ھﻤﺎ‬.11
the 2 feminine ____________________________________ ‫ ھﻤﺎ‬.12
_________________________________ ‫ ھﻢ‬.13
ّ .14
____________________________________ ‫ھﻦ‬

Try under the supervision of a native speaker or another peer to watch the accuracy. Or Write
them to a teacher to check them out for you.

Compare the personal pronouns as suffixes, discontinuous morphemes, and suffixes:

Past present
Root go ‫ذ ھـ ب‬

1st person

‫ذھﺒﺖ‬ ‫أ ذھﺐ‬
11‫ذھﺒﻨﺎ‬ ‫ﻧﺬھﺐ‬

nd
 ‫‪12‬‬

‫‪Exercise‬‬
‫‪Choose the right form of the verb and discuss the meaning with your friend:‬‬

‫ﺖ‪.‬‬‫‪ ________ .1‬اﻟـﺒﻨـﺖ ﻓﻲ اﻟـﺒﯿ ِ‬

‫) آ‪ :‬ﺗﺪ ر س ب‪ :‬ﺗﺪرﺳﯿﻦ ﺟـ‪ :‬ﯾﺪرس (‬

‫‪ ________ .2‬اﻟﻄﺎﻟﺐ اﻟﻰ اﻟـﻤﺪرﺳﺔ ‪.‬‬

‫)آ‪ :‬ﯾـﺬھﺐ ب‪ :‬أَذھﺐ ﺟـ‪ :‬ذھـﺒـﺖ (‬

‫‪ .3‬أَﺧـﻲ _______ ﻓﻲ اﻟﺸﺎرع ‪.‬‬

‫) آ‪ :‬ﺗﻠـﻌﺐ ب‪ :‬ﻟـﻌـﺒﺖ ﺟـ‪ :‬ﯾﻠـﻌـﺐ (‬

‫‪ .4‬أﻧـﺎ وأﺧـﺘـﻲ _________اﻟﻰ اﻟﺼﻮرة ‪.‬‬

‫آ‪ :‬ﺗـﻨﻈﺮ ب‪ :‬ﺗﻨﻈﺮﯾﻦ ﺟـ‪ :‬ﻧﻨـﻈـﺮ‬

‫ﺖ __________ اﻟﺪرس ‪.‬‬‫‪ .5‬أﻧ ِ‬

‫آ‪ :‬ﺗﻜﺘﺒﯿﻦ ب‪ :‬ﯾﻜﺘﺐ ﺟـ‪ :‬ﺗﻜﺘﺐ‬

‫‪ .6‬ھﻲ ______________ ﻓﻲ ﻣﺮﯾـﻨـﺎ ‪.‬‬

‫آ‪ :‬أﺳـﻜـﻦ ب ﺗﺴﻜﻦ ﺟـ‪ :‬ﯾﺴﻜﻦ‬

‫‪ . 7‬ﯾﺎ ﺟﺪﺗـﻲ ‪ .‬ھـﻞ __________ اﻟﺒﺎب ؟‬

‫آ‪ :‬ﺗﻐﻠﻘﯿـﻦ ب‪ :‬ﺗـﻐﻠـﻖ ﺟـ‪ :‬ﯾﻐﻠـﻖ‬

‫‪ ___________ .8‬اﻟﺒﻨﺖ اﻟﺪرس‪.‬‬

‫آ‪ .‬ﺗﺪرﺳﯿﻦ ب‪ .‬ﯾﺪرس ﺟـ‪ .‬ﺗﺪرس‬

‫‪ .9‬أﯾﻦ أﻧـﺖَ _____________ ؟‬

‫آ‪:‬ﺗـﺠﻠـﺴﯿﻦ ب‪:‬ﺗـﺠﻠﺲ ﺟـ‪ :‬ﯾـﺠﻠـﺲ‬

‫‪12‬‬
 13

‫ ﻣـﺎذا ﺗﺮﯾﺪﯾﻦ ؟‬.10

. ‫________ ﺳﯿﺎرة‬
‫ أرﯾـﺪ‬:‫ ﺗـﺮﯾﺪ ﺟـ‬:‫ ﺗﺮﯾﺪﯾﻦ ب‬:‫آ‬

Solution:
1.a 2.a 3.C 4.c 5.a 6.b 7.a 8.c 9.b 10.c

The Past Tense (SUFFIXES)

We only add suffixes to the stem ( ‫) ذ ھـ ب‬ as Personal pronouns
Went

‫ﺗــُﻤﺎ‬ Suffixes ‫ذ َ ھـ َ ب‬
You 2
M/ F َ◌ He

‫َت‬
she

ُ‫ت‬
‫ـﺎ‬ I
They 2
Masculine ‫ﻧـﺎ‬
We َ َ ‫َذ ھـ‬
‫ﺐ‬
ْ‫َذ َھﺒَﺖ‬
َ‫ت‬ ُ‫َذ َھﺒْﺖ‬
you singl. M. ‫َذ َھ ْﺒﻨﺎ‬

‫ﺗـﺎ‬ ِ‫ت‬ you singl. F. َ‫َذ َھﺒْﺖ‬

They 2 ِ ‫َذ َھ ْﺒ‬
‫ﺖ‬
Feminine ‫ﺗــُﻢ‬ ‫َذھَﺒﺘُﻢ‬
you plural. M. ‫َذ َھ ْﺒﺘُﻦﱠ‬
‫َذھَﺒﻮا‬
‫ﺗـُـﻦ ﱠ‬ you plural. F. َ‫َذ َھﺒْﻦ‬

‫وا‬ They M.

They F.
َ‫ن‬

Nouns for 3-consonant Measure 1 Verbs

We can divide nouns derived from the three-consonant verbs into five patterns:

Pattern 1
One syllable closed by two consonants with fatHa as a nucleus vowel:
C V CC V is /a/

13
 14

‫ﺿـ َ ْﺮ ْب‬ ، ْ‫َوﻗـْﻒ‬ ، ‫أَ ْﻛـ ْﻞ‬ ْ ‫ َﻏـﻠـْـ‬،

، ‫ﻖ‬ ‫ﻓَـﺘـْ ْﺢ‬
‘Darb ‘waqf ‘?akl ‘Galq ‘fatH
hitting , stopping , eating , closing , opening

exceptions with damma /u/ : ‘shurb ْ‫ُﺷﺮْ ب‬

drinking
Pattern 2
Two syllables the first almost open by short /u/ which is very centralized short vowel as /e/. The second syllable starts
:‫و‬with a consonant and is closed by the consonant. The nucleus vowel of the closed syllable is long vowel /uu/
cv the 1st syllable v is /u/
cvc the 2nd syllable v is /uu/
‫ﺻﻌـﻮد‬ ، ‫ﻧﺰول‬ ، ‫وﺻﻮل‬ ، ‫رﻛﻮب‬ ، ‫ ﺧﺮوج‬، ‫دﺧﻮل‬
Su ‘9uud nu ‘zuul wu ‘Suul ru ‘kuub khu ‘ruuj du ‘khuul
climbing going down arrival riding going out coming in

Pattern 3
two syllables. The first one is open with schwa / / a short centralized /i/
The second syllable is closed and the nucleus is long vowel /aa/. This noun pattern matches nouns of (measure 3 Verbs).
Cv the 1st syllable V is short /i/
cvc the 2nd syllable V is long /aa/
‫ﻋـِﻘـﺎب‬ ، ‫ﻧـِﺰال‬ ، ‫ﺳـﺒﺎق‬
ِ ، ‫إﯾـﺎب‬ ، ‫ِذھـﺎب‬
9i ‘qaab ni ‘zaal si ‘baaq ?i ‘yaab thi ‘haab
punishment challange racing return going

Pattern 4
Three syllables. The first is open with schwa/ / which is a short centralized/i/
The second syllable is open with long /aa/. The third syllable is open with short vowel /a/ which is written as (taa?
MarbuuTa) as a letter to indicate a feminine gender.

CV v is short/i/ 1st syllable

CV v is long /aa/ 2nd syllable
CV v is short/a/ 3rd syllable
‫ﺳـﯿﺎﺳـﺔ‬ ، ‫ﺳـﯿﺎﺣـﺔ‬ ، ‫ﻗـِﺮاءة‬ ، ‫ِدراﺳـﺔ‬ ، ‫ﻛـِﺘـﺎﺑـﺔ‬ ،‫ﺳـِﺒﺎﺣـﺔ‬
si yaa sa si ‘yaa Ha qi ‘raa ?a di ‘raa sa ki ‘taa ba si ‘baaHa
policy tourism reading studying writing swimming

Pattern 5
Two syllables. The first syllable is open with short /a/. The second syllable is closed and the vowel is short/a/.
CV v is short/a/
CVC v is short /a/

‫ﺗـَﻌـ َ ْﺐ‬ ، ‫ﺳـَﮭـ َ ْﺮ‬ ، ‫طـَﻠـ َ ْﺐ‬ ، ‫ﺳـَﻔـ َ ْﺮ‬ ، ‫ﻋـَﻤـ َ ْﻞ‬
ta ‘9ab sa ‘har Ta ‘lab sa ‘far 9a ‘mal
tiredness staying late order travel work

Five Noun Patterns for 3-cnsnt Measure 1

Noun
present tense pattern present past root

‫ب‬ ‫ض ر‬ Pattern 1
ْ‫ﺿـﺮْ ب‬
َ ُ‫ﯾــَﻀـْ ِﺮب‬ ‫ب‬
َ ‫ﺿـ َ َﺮ‬ hit ‫ضرب‬

14
 ‫‪15‬‬

‫‪1st‬‬ ‫أَ‬ ‫)‪(I‬‬ ‫دَﻋـْ ْﻢ‬ ‫ﯾـَﺪﻋـ َ ُﻢ‬ ‫دَﻋـ َ َﻢ‬ ‫‪support‬‬ ‫دعم‬
‫َﻧـ‬ ‫)‪(we‬‬ ‫ﻏـَﻠـْﻖ‬ ‫ﯾـ َ ْﻐـﻠـ ِ ُ‬
‫ﻖ‬ ‫ﻖ‬‫ﻏـَﻠـ َ َ‬ ‫‪close‬‬ ‫غلق‬
‫ﻓـَﺘـْﺢْ‬ ‫ﯾـ َ ْﻔـﺘـ َ ُﺢ‬ ‫ﻓـَﺘـ َ َﺢ‬ ‫‪open‬‬ ‫فتح‬
‫‪2nd‬‬ ‫‪you M.‬‬ ‫*‬ ‫ﺷـُﺮْ بْ‬ ‫ﯾـ َ ْﺸـ َﺮبُ‬ ‫ب‬ ‫ﺷـ َ ِﺮ َ‬ ‫‪drink‬‬ ‫شرب‬
‫‪you F.‬‬ ‫ﯾـﻦَ‬ ‫ﺗــَ‬ ‫‪Another‬‬
‫‪you‬‬ ‫ونَ‬ ‫‪sub-pattern‬‬
‫‪pl M.‬‬
‫نَ‬ ‫‪.‬‬ ‫ﺗـ َ‬ ‫‪pattern 2‬‬
‫‪PL f‬‬

‫دُﺧـﻮل‬ ‫ﯾـَﺪﺧـ ُ ُﻞ‬ ‫دَﺧـ َ َﻞ‬ ‫‪enter‬‬ ‫دخل‬

‫‪she‬‬ ‫‪3rd‬‬ ‫ﯾـ َ‬ ‫ﺳُـﻘﻮط‬ ‫ﯾـَﺴﻘـُﻂُ‬ ‫ﺳـَـﻘَﻂَ‬ ‫‪fall‬‬ ‫سقط‬
‫ﻧُـﺰول‬ ‫ﻨـﺰ ُل‬
‫ﯾـ َ ِ‬ ‫ﻧـ َ َﺰ َل‬ ‫‪go down‬‬ ‫نزل‬
‫‪they M.‬‬
‫ون‬ ‫ﯾــ َ‬ ‫ﺻـُﻌـﻮد‬ ‫ﯾـَﺼْ ﻌـ َ ُﺪ‬ ‫ﺻـَﻌـ ِ َﺪ‬ ‫‪go up‬‬ ‫صعد‬
‫نَ‬ ‫‪they F.‬‬ ‫ُﺧـﺮوج‬ ‫ﯾَـﺨـ ُﺮ ُج‬ ‫ﺧَـ َﺮ َج‬ ‫‪go out‬‬ ‫خرج‬
‫رُﻛـﻮب‬ ‫ﯾَـﺮ َﻛـﺐُ‬ ‫َـﺐ‬
‫َرﻛ َ‬ ‫‪ride‬‬ ‫ركب‬
‫ﻧـُﺰوح‬ ‫ﯾَـﻨـﺰَح ُ‬ ‫ﻧَ َﺰ َح‬ ‫‪emigrate‬‬ ‫نزح‬
‫ﺷﺮوق‬ ‫) ﺗـَﺸﺮُق ُ(‬ ‫) َﺷ َﺮﻗـَﺖ(‬ ‫‪sunrise‬‬ ‫شرق‬
‫‪past‬‬ ‫ﻏـﺮوب‬ ‫) ﺗـَﻐـﺮُبُ (‬ ‫) ﻏَﺮﺑَﺖ (‬ ‫‪sunset‬‬ ‫غرب‬

‫ض ◌َ ر َ ب‬ ‫‪pattern 3‬‬
‫‪1st‬‬ ‫تُ‬ ‫‪I hit‬‬ ‫ِذھـﺎب‬ ‫ﯾـ َ ْﺬھـَﺐُ‬ ‫َذھـ َ َ‬
‫ﺐ‬ ‫‪go‬‬ ‫ذ ھـ ب‬
‫‪return‬‬ ‫ايب *‬
‫ﻧـﺎ‬ ‫‪we‬‬ ‫إﯾـﺎب‬

‫‪Nouns of(measure 3 verbs) agree with this pattern‬‬

‫‪2nd‬‬ ‫تَ‬

‫تِ‬ ‫‪F.singl.‬‬ ‫‪you‬‬ ‫ﻧِﺰال \ ﻣـُﻨﺎزَﻟﺔ‬ ‫ـﻨـﺎز ُل‬

‫ﯾـ ُ ِ‬ ‫ﻧﺎزَل َ‬ ‫‪challenge‬‬ ‫ن )ا( ز ل‬
‫ﺗـُﻢ‬ ‫‪M.Pl.‬‬ ‫‪you‬‬ ‫ﻋـِﻘـﺎب \ﻣـُﻌﺎﻗـَﺒﺔ‬ ‫ﯾُـﻌﺎﻗِـﺐُ‬ ‫ﻋﺎﻗـﺐ‬ ‫‪punish‬‬ ‫ع )ا( ق ب‬
‫ﺗـُـﻦ‬
‫‪Pattern 4‬‬
‫‪3d‬‬ ‫◌َ‬ ‫‪he‬‬ ‫ﺳـِﺒـﺎﺣـﺔ‬ ‫ﯾـَﺴْـﺒـ َ ُﺢ‬ ‫‪ swim‬ﺳـَﺒـ َ َﺢ‬ ‫سبح‬

‫َت‬ ‫‪she‬‬ ‫ﻛـِﺘـﺎﺑـﺔ‬ ‫ﯾـَـﻜــﺘُﺐ‬ ‫ﺐ‬

‫ﻛـَﺘـ َ َ‬ ‫‪write‬‬ ‫كتب‬
‫وا‬ ‫‪M they‬‬ ‫ِدراﺳﺔ‬ ‫ﯾﺪرُس‬ ‫س‬
‫َد َر َ‬ ‫‪study‬‬ ‫درس‬
‫نَ‬ ‫‪F‬‬ ‫‪they‬‬ ‫ﻗـِﺮاءة‬ ‫ﯾـﻘـﺮأ‬ ‫ﻗـﺮأ‬ ‫‪read‬‬ ‫قرء‬

‫‪Pattern 5‬‬
‫ﻋـَﻤـَﻞْ‬ ‫ﯾـَﻌـﻤـ َ ُﻞ‬ ‫ﻋَﻤـ ِ َﻞ‬ ‫‪work‬‬ ‫عمل‬
‫طـَﻠـَﺐْ‬ ‫ﯾـَﻄـﻠـُـﺐُ‬ ‫ﺐ‬‫طـَﻠـ َ َ‬ ‫‪request‬‬ ‫طـ ل ب‬
‫ﺳـَﻔـَﺮ‬ ‫ﯾﺴﺎﻓِﺮ‬ ‫ﺳـﺎﻓَﺮ‬ ‫‪travel‬‬ ‫س)ا( ف ر‬

‫‪Noun Patterns‬‬
‫‪Derived from‬‬
‫‪3-consonant measure 1 verbs‬‬

‫اﻟـﻤﻌﺘﻞ ‪The root with a vowel‬‬

‫‪If one of the three letters of a root is a vowel, we then expect a few changes in the root while‬‬
‫‪conjugating. The complexity differ according to the place of the vowel(letter).‬‬

‫‪15‬‬
 16

The root of a verb with a vowel(letter) at the beginning is called an assimilated verb.

The root with a vowel (letter)in the middle is called a hollow verb.

The vowel(letter) at the end of the root is a defect verb.

Verbs with vowel letters

Vowels are : a, o, u, i ‫ي‬،‫و‬،(‫آ )ى‬

‫اﻟـﻨـﺎﻗـﺺ‬ ‫اﻻﺟـﻮف‬ * ‫اﻟـﻤﺜﺎل‬

final vowel medial vowel initial vowel
is defect is hollow is assimilated

cry ‫بكى‬ live ‫عيش‬ put ‫وض ع‬

spend(time) ‫ق ض ي‬ say ‫ق و ل‬ arrive ‫و ص ل‬

forget ‫ن س ي‬ sleep ‫ن و م‬ find ‫وجد‬

invite ‫د ع و‬ return ‫ع و د‬ promise ‫وع د‬

* If you put fatHa after each letter, you have the

past tense conjugated for (he) ‫ﺿ َﻊ‬
َ ‫َو‬ :(he put)

Analysis of the words with a vowel letter

1. The root of a verb with a vowel (letter) at the beginning is called an assimilated verb.

root (put) ‫وض ع‬

2. The root with a vowel (letter)in the middle is called a hollow verb.
root (live) ‫ع ي ش‬
3. The vowel(letter) at the end of the root is a defect verb.

If one of the three letters of a root is a vowel, we then expect a few changes in the root while
‫ب ق‬conjugating (baqiya to stay) . The complexity differs according to the place of the vowel (letter).
root (stay)‫ى‬

Verbs with vowel letters

16
 17

‫اﻟـﻨـﺎﻗـﺺ‬ ‫اﻻﺟـﻮف‬ * ‫اﻟـﻤﺜﺎل‬

final vowel letter medial vowel letter initial vowel letter
is defect is hollow is assimilated

cry ‫ب ك ى‬ live ‫ش‬ ‫ي‬ ‫ع‬ put ‫ضع‬ ‫و‬

spend(time) ‫ق ض ي‬ say ‫ل‬ ‫و‬ ‫ق‬ arrive ‫صل‬ ‫و‬
forget ‫ن س ي‬ sleep ‫م‬ ‫و‬ ‫ن‬ find ‫ج د‬ ‫و‬
invite ‫د ع و‬ return ‫د‬ ‫و‬ ‫ع‬ promise ‫ع د‬ ‫و‬

* If you put fatHa after each letter, you have the

(he put) ‫ﺿﻊ‬
َ ‫ َو‬past tense conjugated for (he)

1. Conjugation of the
assimilated verbs
with a vowel at the beginning

past present

I placed ُ ‫َو ﺿـﻊ‬

‫ت‬ I palce ‫و ﺿـﻊ‬ َ‫أ‬
He arrived َ◌ ‫َو ﺻـَﻞ‬ I arrive ‫و ﺻﻞ‬ ‫ﯾــ‬
We found ‫َو ﺟـ َﺪ ﻧـﺎ‬ We find ‫و ﺟـﺪ‬ ‫ﻧــ‬
Keep the vowel
In the past tense Get rid of the vowel
Add suffixes In the present tense.
Add prefixes

The Assimilated Verbs “Almithaal”

When we have a letter ‫و‬

(o) or ‫ي‬
(e) at the beginning of any
Arabic word, the first sound is not a vowel but a semi-consonant
/w/ for ‫و‬ and /y/ for ‫ي‬.

In the assimilated verbs, the vowel usually is ‫و‬ followed by fatHa

wa-’aa-da : ‫َوﻋـ َ َﺪ‬ promised

Do the following:

To derive the present tense form,

17
 18

1. drop ‫و‬ from the beginning of the root:

‫ع ◌َ َد‬ ‫َو‬

2. add present tense prefixes:

We , she (you), he , I

َ ‫ ﻧــ‬، َ ‫ﺗـ‬ ، َ ‫ ﯾـ‬، َ‫أ‬ َ‫أ‬

َ ‫ﺗــ‬
she, you
I
َ ‫ﻧــ‬
ixeswe
M

َ ‫ﯾــ‬
‫ع ِ د‬ he

The root with kasra ‫ع ِ د‬

Promise (s)

‫ ﺗـَﻌـِﺪ‬، ‫ ﯾَﻌـِﺪ‬، ‫ ﻧــَﻌـِﺪ‬، ‫ ( أﻋـِﺪ‬promise)

3. change the FatHa of the first consonant of the root to kasra as present tense morph:
a’id ‫ع ِ د‬

In the past tense, the morph has fatHas between written letters. Then add personal suffixes to the past
tense form.

‫وا‬ ‫ت‬ َ◌
she َ◌
They M he

18
 19

‫وﻋﺪوا‬ ، ‫ وﻋ َﺪت‬، ‫وﻋ َﺪ‬

Wa a’a duu , wa a’a dat , wa a’a da (promise

‫وا‬
َ◌ َ◌
they
‫ت‬ he

‫وﺻﻠﻮا‬ ، ‫وﺻﻠـَﺖ‬ ، ‫وﺻﻞ‬

َ
Wa sa lu , wa sa lat , wa sa la arrived

Initial vowel letter

Noun present past

putting ‫َوﺿْ ـﻊ‬ (he) puts ‫* ﯾَﻀـَـﻊ‬ (he) put ‫َوﺿـ َ َﻊ‬
arrival ‫وﺻـﻮل‬ arrives ‫ﯾـَﺼـِﻞ‬ arrived ‫ﻞ‬ َ َ ‫َوﺻـ‬
finding ‫إﯾـﺠـﺎد‬ finds ‫ﯾـَﺠـِﺪ‬ found ‫َوﺟـ َ َﺪ‬
description ‫وﺻْ ـﻒ‬ َ describes ‫ﯾـَﺼـِﻒ‬ described َ‫َوﺻـَﻒ‬
obligation ‫وﺟـﻮب‬ must ‫ﯾـَﺠـِﺐ‬ had to ‫ﺐ‬ َ َ ‫َوﺟـ‬
standing ‫وﻗـﻮف‬ stands ‫ﯾـَﻘـِﻒ‬ stood َ‫َوﻗـَﻒ‬
inheritance ‫ورْ ث‬ inherits ‫ﺮث‬ ِ َ ‫ﯾـ‬ inherited ‫ث‬ َ ‫َو َر‬
swelling ‫ورْ م‬ َ swells ‫ﯾـ َ ِﺮم‬ swelled ‫م‬ َ ‫َو َر‬

* use ‫إﯾﺠﺎد‬
to mean (finding) * exception with /a/

Hollow verbs “Alajwaf”

Any verb with a long vowel in the middle of the root is called a
hollow verb.
The long vowel is /uu / ‫و‬ as in ‫زو ر‬
The long vowel is /ii/ ‫ي‬ as in ‫بيع‬

The long vowel /aa/ ‫ا‬ is either long /ii/ ‫ي‬ or long /uu/ ‫و‬

19
 20

Hollow verbs can, thus, be of three groups as in this table. Group 3 has the present tense conjugation with long /aa/. The other
two groups keep the vowel of the root as long /uu/ in group 1 and long /ii/ in group 2.

In the past tense and in the plural feminine present, the vowels are short. In group 1, the vowel is short/u/. In Group 2 & 3, the
vowel is short /i/ .

past present root

3d 2nd Ist the second element

persons persons is a long vowel
/aa/ ِ ، َ‫ت‬
‫ ﺗـُﻢ‬، ‫ت‬ ُ
‫ ﻧـﺎ‬، ‫ت‬ except f. plural
Nouns
/aa/ /u/ /u/ /uu/ Group 1
‫ﻗَﻮل‬ ‫ﻗـﺎ َل‬ َ‫ﻗُــﻠـﺖ‬ ُ ُ ‫ﻗــ‬
‫ـﻠـﺖ‬ ‫أﻗـﻮل‬ (say) (‫)قول‬
‫ﻛـَﻮن‬ َ‫ﻛﺎن‬ َ‫ﻛـُﻨـﺖ‬ ُ ُ ‫ﻛـ‬
‫ﻨـﺖ‬ ‫أﻛﻮن‬ (be) ( ‫) ك و ن‬
‫ﺳﯿﺎﻗﺔ‬ ‫ق‬
َ ‫ﺳـﺎ‬ َ‫ﺳـُﻘـﺖ‬ ُ ُ ‫ﺳـ‬
‫ﻘـﺖ‬ ‫أﺳﻮق‬ (drive) ( ‫*) س و ق‬
‫َﻣﻮت‬ َ‫ﻣـﺎت‬ ‫ﻣـ ُ ﱠ‬
‫ﺖ‬ ‫ﺖ‬‫ﻣـ ُ ﱡ‬ ‫أﻣـﻮت‬ (death) ( ‫) م و ت‬
‫دوران‬ َ ‫دار‬ ‫ﻣـ ُ ﱠ‬
‫ـﺖ‬ ُ ‫د‬
‫ُرت‬ ‫أَدور‬ (turn) ( ‫*) دور‬
‫ﻗـﯿـﺎم‬ ‫ﻗـﺎم‬ َ‫ﻗـُﻤـﺖ‬ ُ ُ ‫ﻗـ‬
‫ﻤـﺖ‬ ‫أَﻗـﻮم‬ (undertake) ( ‫) ق و م‬
‫ﻋـَﻮدة‬ ‫ﻋـﺎد‬ َ‫ﻋـُﺪت‬ ُ ُ ‫ﻋـ‬
‫ﺪت‬ ‫أَﻋـﻮد‬ ( return) ( ‫) ع ود‬
‫زﯾـﺎرة‬ ‫زا َر‬ َ‫ُزرت‬ ُ ‫ُز‬
‫رت‬ ‫أَزور‬ (visit) ( ‫*) زور‬
/aa/ /i/ /i/ /ii/ Group 2
‫ﺳـَﯿـﺮ‬ ‫ﺳـﺎ َر‬ َ‫ﺳـِﺮت‬ ُ‫ﺳـِﺮت‬ ‫أﺳﯿﺮ‬ (walk ) (‫)سير‬
‫طـﯿـَﺮان‬ ‫طـﺎ َر‬ َ‫طـِﺮت‬ ُ ِ ‫طـ‬
‫ﺮت‬ ‫أطـﯿﺮ‬ (fly) ( ‫*) ط ي ر‬
‫ﻣـَﯿـَﻼن‬ ‫ﻣـﺎ َل‬ َ‫ﻣـِﻠـﺖ‬ ُ ِ ‫ﻣـ‬
‫ﻠـﺖ‬ ‫أﻣـﯿﻞ‬ (tilt) ( ‫) م ي ل‬
‫ﻋـَﯿـﺶ‬ ‫ﻋﺎش‬
َ َ‫ﻋـِﺸـﺖ‬ ُ ِ ‫ﻋـ‬
‫ﺸـﺖ‬ ُ‫أَﻋﯿﺶ‬ (live) ( ‫) ع ي ش‬
‫ﺻـﯿـﺮورة‬ ‫ﺻـﺎر‬ َ‫ﺻـِﺮت‬ ُ ِ ‫ﺻـ‬
‫ﺮت‬ ‫أَﺻـﯿـ ُﺮ‬ (become ) ( ‫) ص ي ر‬
‫ﺑـَﯿـﻊ‬ ‫ﺑـﺎع‬ َ‫ﺑـِﻌـﺖ‬ ُ ِ ‫ﺑـ‬
‫ﻌـﺖ‬ ‫أَﺑـﯿﻊ‬ (sell) (‫)ب ي ع‬

/aa/ /i/ /i/ /aa/ Group 3

‫ﻧـَﯿـﻞ‬ ‫ﻧـﺎ َل‬ َ‫ﻧـِﻠـﺖ‬ ُ ‫ﻧـِﻠـ‬
‫ﺖ‬ ‫أﻧـﺎل‬ (get) (‫)نيل‬
‫ﺧـَﻮف‬ َ‫ﺧـﺎف‬ َ‫ﺧـِﻔـﺖ‬ ُ ِ ‫ﺧـ‬
‫ﻔـﺖ‬ ‫أﺧﺎف‬ (fear) (‫)خ وف‬
‫ﻧـَﻮم‬ ‫ﻧـﺎ َم‬ َ‫ﻧـِﻤـﺖ‬ ُ ِ ‫ﻧـ‬
‫ﻤـﺖ‬ ‫أﻧـﺎم‬ (sleep) ( ‫) ن و)ا( م‬

* The stem of the hollow verb may make the noun:

‫ ﺑــَﯿﻊ‬، ‫ ﻧـَﻮم‬، ‫ ﺧـَﻮف‬، ‫ َﻣﻮت‬، ‫ ﻧَـﯿـﻞ‬، ‫ َﻣـﯿـﻞ‬، ‫ ﺳـَﯿﺮ‬، ‫ ﻛَﻮن‬، ‫ﻗَﻮل‬
selling,sleeping,fear,death,getting,inclination,flow,being,statement(saying)

But these stems may make nouns or common nouns of other meaning(s):
َ (drafting), ‫( ﻗَﻮم‬nation).
‫( طـَﯿـﺮ‬bird) ، ‫( دَور‬role) ، ‫ﺳﻮق‬

with fatHa has no meaning.

(‫ ) ﻋـﻮد‬If it is pronounced with long /uu/
‫ ُﻋﻮد‬/a’uud/, it is a musical instrument (lute).

20
 ‫‪21‬‬

‫‪Nouns as an(__ing) form or a (verbal noun) of these roots are:‬‬

‫ﺳـﯿﺎﻗـﺔ ‪ ( turning) ,‬دوران ‪ ( aviation) ,‬طـﯿﺮان‬ ‫)‪( driving‬‬

‫‪/aa/‬‬ ‫‪/u/‬‬ ‫‪/u/‬‬ ‫‪/uu/‬‬ ‫‪Group 1‬‬

‫ﻗَﻮل‬ ‫ﻗـﺎ َل‬ ‫ﻗُــﻠـﺖَ‬ ‫ﻗــ ُ ُ‬
‫ـﻠـﺖ‬ ‫أﻗـﻮل‬ ‫)‪(say‬‬‫)قول(‬
‫ﻛـَﻮن‬ ‫ﻛﺎنَ‬ ‫ﻛـُﻨـﺖَ‬ ‫ﻛـ ُ ُ‬
‫ﻨـﺖ‬ ‫أﻛﻮن‬ ‫) ك و ن ( )‪(be‬‬
‫ﺳﯿﺎﻗﺔ‬ ‫ق‬
‫ﺳـﺎ َ‬ ‫ﺳـُﻘـﺖَ‬ ‫ﺳـ ُ ُ‬
‫ﻘـﺖ‬ ‫أﺳﻮق‬ ‫*) س و ق ( )‪(drive‬‬
‫َﻣﻮت‬ ‫ﻣـﺎتَ‬ ‫ﺖ‬‫ﻣـ ُ ﱠ‬ ‫ﺖ‬‫ﻣـ ُ ﱡ‬ ‫أﻣـﻮت‬ ‫) م و ت ( )‪(death‬‬
‫دوران‬ ‫دار َ‬ ‫ﻣـ ُ ﱠ‬
‫ـﺖ‬ ‫د ُ‬
‫ُرت‬ ‫أَدور‬ ‫)‪(turn‬‬ ‫*) دور (‬
‫ﻗـﯿـﺎم‬ ‫ﻗـﺎم‬ ‫ﻗـُﻤـﺖَ‬ ‫ﻗـ ُ ُ‬
‫ﻤـﺖ‬ ‫أَﻗـﻮم‬ ‫) ق و م ( )‪(undertake‬‬
‫ﻋـَﻮدة‬ ‫ﻋـﺎد‬ ‫ﻋـُﺪتَ‬ ‫ﻋـ ُ ُ‬
‫ﺪت‬ ‫أَﻋـﻮد‬ ‫) ع ود ( )‪( return‬‬
‫زﯾـﺎرة‬ ‫زا َر‬ ‫ُزرتَ‬ ‫ُز ُ‬
‫رت‬ ‫أَزور‬ ‫)‪(visit‬‬ ‫*) زور (‬

‫‪Present tense morph‬‬

‫)‪visit (s‬‬ ‫‪1st person‬‬

‫‪3rd‬‬

‫ر‬ ‫و‬ ‫ز‬ ‫ﺗــ َ‬ ‫ﺗــ َ‬ ‫ﯾـَـ‬ ‫ﻧــَـ‬ ‫أَ‬

‫أَزور ‪I visit‬‬ ‫ﯾــﻦ َ‬ ‫ﺗــ َ‬ ‫‪I‬‬

‫ﻧَﺰور ‪We visit‬‬ ‫‪Discontinuous‬‬
‫‪morpheme‬‬ ‫‪We‬‬

‫ﯾَـﺰور ‪He visits‬‬ ‫)ھﻮ(‬ ‫‪He‬‬

‫ﺗَﺰور ‪She visits‬‬ ‫)ھﻲ(‬
‫‪She‬‬

‫ﺗـﺰور ‪You visit‬‬ ‫)أﻧﺖَ (‬ ‫‪You‬‬

‫‪M‬‬

‫ﺖ( ﺗﺰورﯾـﻦ ‪You visit‬‬

‫)أﻧ ِ‬ ‫)‪You ( singular, F.‬‬

‫‪Read and show the syllables‬‬

‫أﻧﺖ َ ‪ ،‬ھﻲ‬

‫رُ‬ ‫زو‬ ‫تَ‬

‫أﻧﺖ ِ‬
‫نَ‬ ‫زو‬
‫ري‬ ‫تَ‬

‫أﻧﺘﻢ‬ ‫نَ‬ ‫رو‬ ‫زو‬ ‫تَ‬

‫‪21‬‬
 ‫‪22‬‬

‫أﻧﺘﻦ‬ ‫نَ‬ ‫ز ُر‬ ‫تَ‬

‫ھﻢ‬ ‫نَ‬ ‫رو‬ ‫زو‬ ‫يَ‬

‫ھﻦ‬
‫نَ‬ ‫ِز ُر‬ ‫يَ‬
‫‪Exercise‬‬
‫‪Conjugate the following hollow roots in present tense:‬‬

‫دوم‬ ‫ل وم‬ ‫دور‬ ‫قوم‬

‫)‪last (v.‬‬ ‫‪blame‬‬ ‫‪turn round‬‬ ‫‪Stand up‬‬

‫ﻗﺎم ‪ ،‬ﯾﻘﻮم ‪ ،‬ﻗﯿﺎم‬

‫دار ‪ ،‬ﯾﺪور ‪ ،‬دوران‬
‫ﻻم ‪ ،‬ﯾﻠﻮم ‪ ،‬ﻟﻮم‬
‫دام ‪ ،‬ﯾﺪوم ‪ ،‬دوام‬

‫‪Hollow verbs Group 2‬‬

‫‪verbal noun‬‬ ‫‪/aa/‬‬ ‫‪/i/‬‬ ‫‪/i/‬‬ ‫‪/ii/‬‬ ‫‪Group 2‬‬
‫ﺳـَﯿـﺮ‬ ‫ﺳـﺎ َر‬ ‫ﺳـِﺮتَ‬ ‫ﺳـِﺮتُ‬ ‫أﺳﯿﺮ‬ ‫) ‪(walk‬‬ ‫)سير(‬
‫طـﯿـَﺮان‬ ‫طـﺎ َر‬ ‫طـِﺮتَ‬ ‫طـِﺮتُ‬ ‫أطـﯿﺮ‬ ‫*) ط ي ر ( )‪(fly‬‬
‫ﻣـَﯿـَﻼن‬ ‫ﻣـﺎ َل‬ ‫ﻣـِﻠـﺖَ‬ ‫ﻣـِﻠـﺖُ‬ ‫أﻣـﯿﻞ‬ ‫) م ي ل ( )‪(tilt‬‬
‫ﻋـَﯿـﺶ‬ ‫ﻋﺎش‬
‫َ‬ ‫ﻋـِﺸـﺖَ‬ ‫ﻋـِﺸـﺖُ‬ ‫أَﻋﯿ ُ‬
‫ﺶ‬ ‫) ع ي ش ( )‪(live‬‬
‫ﺻـﯿـﺮورة‬ ‫ﺻـﺎر‬ ‫ﺻـِﺮتَ‬ ‫ﺻـِﺮتُ‬ ‫أَﺻـﯿـ ُﺮ‬ ‫) ص ي ر ( ) ‪(become‬‬
‫ﺑـَﯿـﻊ‬ ‫ﺑـﺎع‬ ‫ﺑـِﻌـﺖَ‬ ‫ﺑـِﻌـﺖُ‬ ‫أَﺑـﯿﻊ‬ ‫)‪(sell‬‬ ‫)بيع(‬

‫‪Present‬‬
‫‪ .‬ي ‪The long vowel is /ii/‬‬
‫‪ in the present tense form.‬ي ‪Keep‬‬
‫‪ sell‬ب ي ع‬

‫ع‬ ‫ي‬ ‫ب‬ ‫أَ ‪ ،‬ﻧـ َ ‪ ،‬ﯾــ َ ‪ ،‬ﺗــ َ‬

‫‪I‬‬

‫‪I sell‬‬ ‫أَﺑﯿﻊ‬ ‫‪We‬‬

‫‪We sell‬‬ ‫ﻧـﺒـﯿﻊ‬

‫‪He‬‬

‫‪22‬‬
 23

He sells ‫ﯾﺒﯿﻊ‬ She

She sells ‫)ھﻲ( ﺗـﺒﯿـﻊ‬
You
singl.M
You visit ‫) أﻧـﺖَ ( ﺗـﺒﯿـﻊ‬ Discontinuous morpheme

You visit ‫ﺖ( ﺗـﺒـﯿـﻌـﯿـﻦ‬

ِ ‫) أﻧ‬
َ‫ﯾـﻦ‬ َ‫ﺗــ‬
Singl. F.)

Homophones

َ‫أﻧﺖ‬ ‫ھﻲ‬

‫ﺗﺒﯿﻊ‬ ‫ﺗﺒﯿﻊ‬

You sell She sells

Hiya tabiia’ .1
?anta tabiia’ .2

Present Tense Morph of the Hollow Verbs

As we mentioned above, long /aa/ is originally either /uu/ or /ii/.

Here the long vowel is /uu/ ‫و‬ for (sleep)

‫ن و م‬
sleep

In conjugation of the preset tense. Change /uu/ to /aa/ with the first person pronouns and the second
person.

I ‫أَﻧـﺎ ُم‬ I َ‫أ‬

We ‫ﻧَـﻨـﺎ ُم‬ We َ ‫ﻧــ‬

23
 ‫‪24‬‬

‫ﯾـَﻨـﺎ ُم ‪He‬‬ ‫م‬ ‫ا‬ ‫ن‬

‫ﺗـَـﻨـﺎ ُم ‪She‬‬ ‫‪He‬‬ ‫ﯾــ َ‬

‫ﺗـَﻨـﺎ ُم ‪You‬‬

‫‪She‬‬ ‫ﺗــ َ‬
‫ﺗـَﻨـﺎﻣـﯿﻦَ ‪You‬‬
‫‪You single. M‬‬

‫ﯾـﻦَ‬ ‫ﻧﺎم‬ ‫ﺗــ َ‬ ‫)‪You (single. F.‬‬

‫‪Hollow verbs Group 3‬‬

‫‪Verbal‬‬ ‫‪/aa/‬‬ ‫‪/i/‬‬ ‫‪/i/‬‬ ‫‪/aa/‬‬ ‫‪Group 3‬‬

‫‪Noun‬‬

‫ﻧـَﯿـﻞ‬ ‫ﻧـﺎ َل‬ ‫ﻧـِﻠـﺖَ‬ ‫ﻧـِﻠـﺖُ‬ ‫أﻧـﺎل‬ ‫)‪(get‬‬ ‫)نيل(‬

‫ﺧـَﻮف‬ ‫ﺧـﺎفَ‬ ‫ﺧـِﻔـﺖَ‬ ‫ﺧـِﻔـﺖُ‬ ‫أﺧﺎف‬ ‫) خ و ف ( )‪(fear‬‬
‫ﻧـَﻮم‬ ‫ﻧـﺎ َم‬ ‫ﻧـِﻤـﺖَ‬ ‫ﻧـِﻤـﺖُ‬ ‫أﻧـﺎم‬ ‫) ن و م ( )‪(sleep‬‬

‫‪Read the following questions and answers for further practice:‬‬

‫ذھﺒﻨﺎ ﻓﻲ ﺳﻔﺮة اﻟﻰ ﻟﻮس اﻧـﺠﻠﻮس ‪ .‬وﻓﻲ اﻟـﻤﺴﺎء ﺳﺄﻟﻨـﺎ اﻟـﻤﺴﺆول ﻋـﻦ ﻣﻜﺎن ﻧﻮﻣـﻨـﺎ ‪.‬‬

‫أﯾـﻦ ﺗـﻨـﺎ ُم أﻧﺖَ ؟‬

‫أﻧـﺎ ُم ﻓﻲ اﻟـﻔـﻨﺪق‬

‫ﺖ ؟‬‫أﯾـﻦ ﺗـﻨـﺎﻣـﯿﻦ أﻧـ ِ‬

‫أﻧـﺎ ُم ﻓﻲ ﺑﯿﺖ ﺻـﺪﯾﻘﺘﻲ ‪.‬‬

‫ﻚ؟‬ ‫أﯾﻦ ﯾـﻨـﺎم طﻔـﻠُ ِ‬

‫ﺳـﺂﺧـﺬهُ ﻣﻌـﻲ اﻟﻰ ﺑﯿﺖ ﺻـﺪﯾﻘـﺘـﻲ ‪.‬‬

‫ھﻞ ﺗـﻨﺎ ُم )ﺳﻠـﻤﻰ ( ﻓﻲ اﻟﻔﻨﺪق أﯾﻀﺎً ؟‬

‫ﻻ‪ .‬ﺗﺬھـﺐ اﻟﻰ ﺑﯿﺖ أﺧﯿـﮭـﺎ ‪.‬‬

‫أﯾﻦ ﯾـﻨـﻤـﻦ ﺑـﻨـﺎﺗــُﮭـﺎ ؟‬

‫ﺳﯿﺬھـﺒﻦ اﻟﻰ ﺑﯿﺖ ﺧﺎﻟـِﮭـﻦ ‪.‬‬

‫‪Present Tense Morphs‬‬

‫‪Plural Hollow Verbs‬‬

‫‪Plural Masculine‬‬

‫‪We keep the long vowel in the present tense plural masculine.‬‬

‫‪24‬‬
 25

َ‫ون‬ ‫ر‬ ‫و‬ ‫ز‬ َ ‫ﯾـــ‬

They (Masculine)
They visit َ‫ﯾﺰورون‬

Discontinuous Morpheme

َ‫ون‬ ‫ع‬ ‫ب ي‬ َ ‫ﯾـــ‬

They (Masculine)
They sell ‫ﯾـﺒـﯿـﻌﻮن‬

َ‫ون‬ ‫م‬ ‫ا‬ ‫ن‬ َ ‫ﯾـــ‬

They (Masculine)
They sleep ‫ﯾـﻨـﺎﻣـﻮن‬

Present
Plural Hollow verbs
Plural allomorphs of the feminine gender

In the plural feminine, the long vowels in the root change into ( َ‫) ن‬short vowels. The ending is only

We change long /uu/ into short /u/ in the root.(see group 1)

‫زور‬ ‫زُر‬
zuur zur

Verbs which are conjugated with /aa/ as 1st person in the present tense, /aa/changes to a short vowel /i/
(kasra).(see group 3).
‫نوم‬ ُ‫ﻧـِﻤـﺖ‬
nuum nimtu

We change long /ii/ into kasra (short)/i/ in the root.(see group 2)

‫ب ي ع‬ ‫ب ِ ع‬
Biia’ bi’a

Change (‫ ) و‬to short /u/ ( ُ◌ )

add the prefix َ ‫ ﯾــ‬or َ ‫ ﺗــ‬and the suffix َ‫ن‬

prefixes

ُ◌ َ‫ت‬
َ‫ي‬

َ‫ن‬ ‫ر‬ ‫ز‬

They (feminine)
They (f.) visit َ‫ﯾَــ ُﺰرن‬

25
 26

You (F.) visit َ ‫ﺗـَـﺰُرن‬

You (plural, Feminine)

Examples :

‫ھﻞ اﻟـﺒـﻨﺎت ﯾـ ُﺰرن اﻟـﻤـﺪﯾﺮة ؟‬

. ‫ﻧـﻌـﻢ اﻟﺒﻨﺎت ﯾﺰُرن اﻟـﻤﺪﯾﺮة‬

If the verb precedes, use the singular form. ‫ھﻞ ﺗـﺰور اﻟـﺒـﻨﺎت اﻟـﻤﺪﯾﺮة ؟‬
. ‫ اﻟـﺒﻨﺎت ﯾﺰرن اﻟـﻤﺪﯾﺮة‬. ‫ﻧـﻌـﻢ‬

who are you going to visit this evening ? ‫ﻣـﻦ ﺗﺰرن ) اﻧﺘﻦ( ھﺬا اﻟـﻤﺴﺎء ؟‬
We will visit the she-principal. . ‫ﺳﻨﺰور اﻟـﻤﺪﯾﺮة‬

When you start with the verb, the latter must be singular, but matches in the gender.

Present plural feminine

Change ( ‫) ا‬ to ( َ◌ ) FatHa Pronounced as schwa / /

sleep

They F ‫ﯾﻨﻤﻦ‬
َ‫ن‬ ‫م‬ َ◌ ‫ن‬ َ ‫ﺗــ‬ َ ‫ﯾــ‬
You F. ‫ﺗﻨﻤﻦ‬
FatHa

They (F.)

You (single. F.)

‫اﻟـﺒـﻨﺎت ﯾـﻨـﻤـﻦ ﻓﻲ اﻟـﻔﻨﺪق‬

If the verb precedes, use the singular. . ‫ﺗـﻨـﺎم اﻟـﺒـﻨﺎت ﻓﻲ اﻟـﻔـﻨـﺪق‬

‫أﯾـﻦ ﺗـﻨـﺎم اﻟـﻄﺎﻟﺒﺎت أﺛـﻨـﺎء اﻟـﺪوام ؟‬

. ‫اﻟـﻄﺎﻟـﺒﺎت ﯾـﻨـﻤـﻦ ﻓﻲ اﻟﻘﺴﻢ اﻟـﺪاﺧﻠـﻲ‬

‫أﻧﺘـﻦ ﺗـﻨـﻤـﻦ ﻓﻲ اﻟـﻔـﻨﺪق ؟‬

. ‫ ﻧـﺤـﻦ ﻧـﻨـﺎم ﻓﻲ اﻟـﻔﻨﺪق‬. ‫ﻧﻌﻢ‬

Present
Change ‫ ي‬to ◌ِ kasra

They F. َ ‫ﯾــ‬

َ ‫ﺗــ‬

َ‫ن‬ ‫ع‬ ‫ب‬

you plural F.
ِ◌

26
 27

If the verb precedes, use the singular form. ‫ﻣﺎذا ﺗـﺒـﯿـﻊ اﻟـﺒـﻨـﺎت ؟‬
. ‫اﻟـﻤﻼﺑـﺲ ﻓﻲ اﻟـﻤـﺤﻞ‬
َ ‫اﻟـﺒـﻨﺎت ﯾـﺒـِﻌـﻦ‬

‫ﻣﺎذا ﺗـﺒـِﻌـﻦ أﻧـﺘـﻦ ؟‬

. ً ‫اﻟـﻤـﻼﺑﺲ أﯾـﻀـﺎ‬
َ ‫ﻧـﺤـﻦ ﻧـﺒـﯿﻊ‬

Past Tense morphs

In the past tense, the root contains short vowels when the
pronouns are of the first or the second person.
They (F.) also has the same vowel.
Suffixes are added to the new form with the short vowel.

Visited
3rd 2nd 1st
only ُ◌ ‫زرت‬
‫زرﻧﺎ‬
َ‫ن‬ ‫ﺗــُﻢ‬ ، َ‫ت‬ ، ‫ت‬
ِ ، ‫ﻧـﺎ‬ ، ُ‫ت‬ ‫ز ر‬

‫زرت‬
‫زرت‬
‫زرﺗﻢ‬
‫زرﺗﻦ‬
F.M. ‫زرﺗﻤﺎ‬

‫زار‬
‫زارت‬
‫زاروا‬
‫زرن‬
M. ‫زارا‬
F. ‫زارﺗﺎ‬

Past morph

In the first and second pronouns in the past tense, use a short vowel /i/ centralized to schwa / / as
mentioned in group 3.

/nim/ slept

first persons
ُ ِ ‫ﻧـ‬
‫ﻤـﺖ‬
‫ﻧـِﻤـﻨـﺎ‬ ‫م‬ ِ◌ ‫ن‬
‫ﺖ‬ ‫ﻧـﺎ‬ ُ‫ت‬
ِ ‫ﻧـِﻤـ‬
َ‫ﻧـِﻤـﺖ‬ we I
kasra
‫ﻧـِﻤـﺘـــُﻢ‬
َ‫ﻧـِـﻤـﻦ‬

‫ت‬
ِ
‫ﺗــ ُﻦ‬ ‫ﺗــُﻢ‬ َ‫ت‬ You
You you you F
Second person M
F.pl M.pl

َ‫ن‬.
you

27
 28

Third person

Past

Short vowel /i/ is used instead of long /ii/ with the first and
the second person pronouns. It is also the same with the feminine
plural (they).

Past Morpheme

In the first and second pronouns in the past tense, use a short vowel /i/ centralized to schwa / / as
mentioned in group 3.

/bi a’/ sold

ُ‫ﺑـِﻌﺖ‬
‫ﺑـِﻌـﻨـﺎ‬
‫ﻧـﺎ‬ ُ‫ت‬ ‫ع‬ ِ◌ ‫ب‬
َ‫ﺑـِﻌـﺖ‬
‫ﺖ‬ we I
ِ ‫ﺑـِﻌـ‬ kasra
‫ﺑـِﻌـﺘـُﻢ‬ first person
َ‫ﺑـِﻌـﻦ‬
‫ﺗــُﻢ‬ َ‫ت‬ ‫ت‬
ِ
‫ﺗﻦ‬
m
f.
Second person

َ‫ن‬

Third person Feminine plural

Past third person, the vowel must be long /aa/

/naam/ slept
‫ﻧﺎم‬
‫ﻧﺎﻣﺖ‬
‫ﻧﺎﻣﻮا‬ ‫م‬ ‫ا‬ ‫ن‬

alif

‫وا‬ َ◌ َ◌
They
‫ت‬ he

Past third person, the vowel must be long /aa/

/b aa a’/ sold
‫ﺑﺎع‬
‫ﺑﺎﻋﺖ‬
‫ﺑﺎﻋﻮا‬
28
 29

‫ع‬ ‫ا‬ ‫ب‬

alif

‫وا‬ َ◌ َ◌
They ‫ت‬ he

Work on your own and conjugate the following verbs.

‫ ﻧﺎل‬، ‫ ﺗﺎب‬،‫ ﺑﺎع‬، ‫ ﻧﺎم‬، ‫ ﻧﺎدى‬،‫ زاد‬، ‫ أﻓﺎد‬، ‫ زال‬، ‫ﻗﺎد‬

Past Present

____________________ ‫أﻧﺎ‬ ____________________ ‫أﻧﺎ‬

_____________________ ‫ﻧﺤﻦ‬ _____________________ ‫ﻧﺤﻦ‬

_____________________ ‫أﻧﺖ‬ _____________________ ‫أﻧﺖ‬

__________________ ‫أﻧﺖ‬ __________________ ‫أﻧﺖ‬
_____________________ ‫أﻧﺘﻤﺎ‬ _____________________ ‫أﻧﺘﻤﺎ‬
______________________ ‫اﻧﺘﻢ‬ ______________________ ‫اﻧﺘﻢ‬

____________________‫اﻧﺘﻦ‬ ____________________‫اﻧﺘﻦ‬

_____________________ ‫ھﻮ‬ _____________________ ‫ھﻮ‬

___________________‫ھﻲ‬ ___________________‫ھﻲ‬
‫ھﻤﺎ ــــــــــــــــــــــــــــــــــــــــــــــــ‬ ‫ھﻤﺎ ــــــــــــــــــــــــــــــــــــــــــــــــ‬
____________________ ‫ھﻤﺎ‬ ____________________ ‫ھﻤﺎ‬

___________________‫ھﻢ‬ ___________________‫ھﻢ‬
____________________‫ھﻦ‬ ____________________‫ھﻦ‬

The Defective Verbs

The vowel in these verbs is at the end. We have three groups according to the written shape of the
vowel.

1. The first group has ‫ ى‬alif maqsuura /aa/ in the past but it changes into long ee /ii/ ‫ ي‬in
the present tense.

2. The second group has long ee ‫ي‬/ii/ in the past tense and it changes to alif maqsuura /aa/ ‫ى‬
in the present tense.

3. The third group has alif mamduuda /aa/ ‫ ا‬in the past tense but it is long uu /u:/ ‫ و‬in the
present tense. ( only ‫ و‬/u:/ in the present tense changes into /aa/ ‫ ا‬when in the past tense)

Examples

29
 30

Present past

he cries /yabkii/ ‫ﯾﺒﻜﻲ‬ he cried / bakaa/ ‫ﺑﻜﻰ‬

he forgets / yansaa/ ‫ﯾﻨﺴﻰ‬ he forgot /nasiya / ‫ﻧﺴﻲ‬

he survives / yanjuu/ ‫ﯾﻨﺠﻮ‬ he survived / najaa/ ‫ﻧﺠﺎ‬

Noun present past

drop the ending vowel and with suffixes

use ‫َﯾـﻦ‬ (plural F.) ‫( ◌َ ت‬she)
‫( ون‬plural M.) ‫( وا‬they M.)
drop the ending vowel
and use fatHa

‫ ﯾَﻤﺸﻮن‬، ‫ﯾـَﻤ َﺸﯿﻦ‬ ْ َ ‫َﻣﺸـ‬

‫ َﻣ َﺸﻮا‬، ‫ﺖ‬

Group 1
walking ‫ﻣـَﺸـﻲ‬ (he) walks ‫ﯾـَﻤـﺸﻲ‬ (he) walked ‫َﻣﺸﻰ‬
throwing ‫َرﻣﻲ‬ throws ‫ﯾَﺮﻣـﻲ‬ threw ‫َرﻣـﻰ‬
watering ‫ﺳﻘـﻲ‬ َ water ‫ﯾَﺴﻘﻲ‬ watered ‫َﺳﻘﻰ‬
crying ‫ﺑـُﻜـﺎء‬ cries ‫ﯾَـﺒـﻜـﻲ‬ cried ‫ﺑـَﻜـﻰ‬
spending ‫ﻗـَﻀـﺎء‬ spends ‫ﯾـَﻘـﻀـﻲ‬ spent (time) ‫ﻗـَﻀـﻰ‬

intention ‫ﻧﯿّﺔ‬ intends ‫ﯾﻨﻮي‬ intends to ‫ﻧﻮى‬

30
 31

change‫ى‬
to ‫ي‬ with all other
ُ َ ‫َﻣﺸـ‬
suffixes: ‫ﯿﺖ‬
and pronounce it (ay)

group 2
staying ‫ﺑـَﻘـﺎء‬ stays ‫ﯾـَﺒـﻘـﻰ‬ stayed ‫ﺑـَﻘـﻲ‬
meeting ‫ﻟـِﻘـﺎء‬ meets ‫ﯾـَﻠـﻘـﻰ‬ met ‫ﻟَـﻘـﻲ‬

forgetting ‫ﻧِﺴﯿﺎن‬ forgets ‫ﯾَـﻨـﺴﻰ‬ forgot ‫ﻧـَﺴﻲ‬

satisfaction ‫رﺿـﻰ‬ ِ (will) be satisfied ‫ﯾـﺮﺿـﻰ‬ (is) satisfied ‫َرﺿﻲ‬

group 3
invitation ‫دَﻋـﻮة‬ invites (‫ﯾـﺪﻋـﻮ )اﻟﻰ‬ invited ‫دﻋـﺎ‬
complaint ‫ﺷﻜﻮى‬ َ complains (‫ﯾﺸﻜـﻮ )ﻣـﻦ‬ complained ‫ﺷـَﻜـﺎ‬
survival ‫ﻧـﺠـﺎة‬ survives (‫ﯾـﻨـﺠـﻮ )ﻣـِﻦ‬ survived ‫ﻧـﺠـﺎ‬
forgiveness ‫ﻋـَﻔﻮ‬ forgives (‫ﯾـﻌـﻔـﻮ )ﻣﻦ‬ forgave ‫ﻋـﻔـﺎ‬
getting near ‫ِدﻧـﻮ‬ come mear (‫ﯾـﺪﻧـﻮ )ﻣﻦ‬ came near ‫دﻧـﺎ‬
change ‫ا‬ in
intransitive to ‫و‬
transitive to ‫ي‬

Read the following questions and answers for more practice:

Translation of the meaning is important.
‫ﻛﻢ ﯾﻮﻣـﺎ ً ﺳﺘﻘﻀﻲ ﻓﻲ اﻟﻤﺪﯾﻨﺔ ؟‬.1
. ‫ﺳﺎﻗـﻀﻲ ﺛﻼﺛﺔ اﯾﺎم‬

‫ واﯾﻦ ﻗﻀﯿﺖَ ﻋﻄﻠﺘﻚ اﻟﺴﺎﺑﻘﺔ ؟‬.2

. ‫ﻗـَﻀﯿﺘُﮭـﺎ ﻓﻲ ﻋـﻤـﺎن‬

‫ ﻣﻦ ﺑﻘﻲ ﻓﻲ اﻟـﻐﺮﻓﺔ ؟‬.3

. ‫ﻛﻠﮭﻢ ﺑﻘـﻮا ھﻨﺎك‬

‫ﻛﻢ رﺟﻼً ﻧـﺠـﺎ ﻣﻦ اﻟﺤﺮﯾﻖ ؟‬.4

. ‫ﺛﻼﺗﺔُ رﺟﺎل ﻧـَﺠـﻮا ﻣﻦ اﻟﺤﺮﯾﻖ‬

‫ ھﻞ اﻟﺘﻘـﯿﺖَ ﺑﮭـﻢ ؟‬.5

. ‫ﻻ وﻟﻜـﻦ راﯾﺘﮭـﻢ ﻣﻦ ﺑﻌـﯿﺪ‬

‫ ھﻞ ﻧﺴﯿﺖ اوراﻗﻚ ﻓﻲ اﻟـﺼﻒ ؟‬.6

plural inanimate is /ha/ pronoun . ‫ﻧﻌﻢ ﻧﺴﯿﺘﮭـﺎ ھﻨﺎك‬

‫راض ﻋﻦ طﺒﯿﺒﻚ ؟‬
ٍ ‫ ھﻞ أﻧﺖ‬.7

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‫ﻟﺴﺖ راﺿﯿﺎً ﻋﻦ ﻣﺤـﺎﻣـﻲ‪.‬‬

‫ُ‬ ‫راض ﻋـﻨﮫُ وﻟﻜﻦ‬
‫ٍ‬ ‫اﻧﺎ‬

‫‪ .8‬ھﻞ ﺗﻠﺘﻘﻲ ﺑـﮫ ؟‬

‫ﻧﻌﻢ أﻟـﺘﻘـﻲ ﺑـ ِﮫ ‪.‬‬

‫‪ .9‬ھﻞ اﻟﺤﯿﺎة راﻗﯿﺔ ﻓﻲ ﻣﺠﺘﻤﻌﻜﻢ؟‬

‫ﻻ‪ ..‬ﺑﻞ ﺳﻨﺴﻌﻰ إﻟﻰ رﻗﯿّﮭﺎ‪.‬‬

‫‪ .10‬ھﻞ ﺗﻜﺘﻔﻲ ﺑﮭﺬا اﻟﻘﺪر ﻣﻦ اﻟﻤﺎل؟‬

‫ﻻ ‪ ..‬اﻧﻮي اﻟﺤﺼﻮل ﻋﻠﻰ اﻟﻤﺰﯾﺪ‪.‬‬

‫ُ‬
‫ﺳﻤﻌﺖ طﻔﻠﻚ ﯾﺒﻜﻲ ﻓﻲ اﻟﻠﯿﻞ؟‬ ‫‪.11‬‬
‫ﻧﻌﻢ ‪..‬ﻛﺎن ﯾﺒﻜﻲ طﻮال اﻟﻠﯿﻞ ‪.‬‬

‫‪ .12‬ھﻞ اﻷذﯾﺔ ﺳﺘﻄﯿﻞ ﻛﻞ اﻟﻨﺎس؟‬

‫ﻻ ﻧﻨﻮي أن ﺗﻄﯿﻞ اﻷﺑﺮﯾﺎء‪.‬‬

‫‪ .13‬ھﻞ أﻟﻘﻰ اﻟﺮﺋﯿﺲ اﻟﺨﻄﺎب ؟‬

‫ﻻ ﺳﯿﻠﻘﯿﮫ ﻋﻦ ﻗﺮﯾﺐ‪.‬‬

‫‪ .14‬ھﻞ اﺧﺘﻔﺖ ظﺎھﺮة ﻣﻀﻎ اﻟﻘﺎت ﻓﻲ اﻟﯿﻤﻦ؟‬

‫ﻻ وﻟﻜﻨﮭﺎ ﺳﺘﺨﺘﻔﻲ ﻓﻲ ﯾﻮم ﻣﺎ‪.‬‬

‫‪ .15‬ھﻞ ﺳﯿﺨﻔﻲ اﻟﻤﺘﮭﻢ ﻋﻦ ذﻛﺮ أﺳﺒﺎب اﻟﺠﺮﯾﻤﺔ ﻓﻲ اﻟﻤﺤﻜﻤﺔ؟‬

‫ﺳﻤﻌﺖ اﻧﮫ أﺧﻔﻰ ﻋﻦ اﻟﻜﺜﯿﺮ ﻓﻲ إﻓﺎدﺗﮫ‪.‬‬

‫‪Quadrilateral Verbs‬‬
‫‪The root of a number of verbs consists of four letters. The‬‬
‫‪Conjugation is the same as three letters. This simple form is considered measure 1. But with additions‬‬
‫‪the root can be changed to construct other measures the same way as in the trilateral verbs.‬‬
‫‪Here are a few examples.‬‬

‫‪Noun‬‬ ‫‪present‬‬ ‫‪root‬‬

‫)‪(past‬‬
‫‪translation‬‬ ‫ﺗـَﺮﺟـَﻤﺔ‬ ‫أُ ‪ ،‬ﯾـ ُ ‪ ،‬ﺗــ ُ ) أُﺗـَﺮﺟـِﻢ (‬ ‫ترجم‬
‫ﻋـَﺮﻗـَﻠـﺔ ‪obstruction‬‬ ‫) أُﻋـَﺮﻗـ ِ ُﻞ (‬ ‫عرقل‬
‫َﺣـﺮﺟـﺔ‬‫د َ‬ ‫َﺣﺮ ُج (‬ ‫ُ‬
‫‪rolling‬‬ ‫) أد ِ‬ ‫دحرج‬
‫‪tremor‬‬ ‫زَ ﻟـﺰَ ﻟـﺔ‬ ‫) ﺗـُﺰَ ِ‬
‫ﻟـﺰ ُل (‬ ‫زلزل *‬
‫دھـﻮرة ‪deteriorating‬‬ ‫ھـﻮر (‬ ‫) ﯾـ ُ َﺪ ِ‬ ‫د ھـ و ر‬
‫طـﻤـﺄﻧـﺔ ‪tranquilizing‬‬ ‫) أُطـَﻤـﺌـِﻦ (‬ ‫طمأن‬
‫‪driving back‬‬ ‫ﻗﮭﻘﺮة‬ ‫) ﯾـُﻘـﮭـﻘـِﺮ (‬ ‫ق ھـ ق ر‬
‫ﺧـﺮﻓـﺔ ‪decorating‬‬ ‫زَ َ‬ ‫ﺧـﺮف (‬ ‫) ﺗـُﺰَ ِ‬ ‫زخرف‬
‫ﻗـَﺸـﻌـَﺮة ‪shuddering‬‬ ‫) ﯾـُﻘـَﺸـﻌـِﺮ (‬ ‫قشعر‬
‫‪whispering‬‬ ‫ﺗـَﻤـﺘﻤـﺔ‬ ‫) ﯾـُﺘـَﻤـﺘِﻢ (‬ ‫تم تم‬
‫ھـَﻨـﺪَﺳﺔ ‪engineering‬‬ ‫) أُھـَﻨـ ِﺪس (‬ ‫ھـ ن د س‬
‫‪gargling‬‬ ‫ﻏـَﺮﻏـَﺮة‬ ‫) ﯾـُﻐـَﺮ ﻏـِﺮ (‬ ‫غرغر‬

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 33

whispering ‫ﺷـﻮﺷـﺔ‬
َ ‫َو‬ ( ُ‫ﺷﻮش‬
ِ ‫) ﺗـ ُ َﻮ‬ ‫وشوش‬
put in series ‫ﺳﻠﺴﻠﺔ‬ (‫) ﺗﺴﻠﺴﻞ‬ ‫ﺳﻞ ﺳﻞ‬
frequency ‫ذﺑﺬﺑﺔ‬ ( ‫)ﺗﺬﺑﺬب‬ ‫ذب ذب‬
be less strict ‫ﺑﺤﺒﺤﺔ‬ (‫)ﺗﺒﺤﺒﺢ‬ ‫بحبح‬
chat ‫دردﺷﺔ‬ ( ‫) ﺗﺪردش‬ ‫در د ش‬
make shakey ‫زﻋﺰﻋﺔ‬ ( ‫)زﻋﺰع‬ ‫ز ع زع‬

All onomatopoeic verbs are quadrilaterals: *

to hum : ‫ﯾـُﺪَﻧ ِﺪن‬
to stammer : ‫ﯾـُﺘـﻤـﺘﻢ‬
: to chatter ‫ﯾـُﺜﺮﺛﺮ‬
: to gargle ‫ﯾـُﻐﺮﻏـﺮ‬
to follow in series ‫ﺴﻞ‬ ِ ‫ﯾُﺴﻠ‬

Imperative
‫اﻷﻣـﺮ‬
If your root has a (vowel letter) at the beginning: ( ‫) و‬or ( ‫)ي‬
or hamza ‫ ء‬,drop that letter and make your imperative:

Insert usually kasra between the two remaining consonants such as ‫ﺻﻞ‬
or damma such as ‫ﺧـُﺬ‬
or fatHa such as ‫ﺿـَﻊ‬

For masculine singular (you), stop the consonant with sukuun ◌ْ

For Feminine singular (you), add long (ee) ‫ي‬
For plural (you) masculine , add ‫وا‬
For Plural (you) feminine, add َ◌‫ن‬

imperative assimilated verbs

meaning Feminine masculine Feminine Masculine root

(you) (you) (you) (you)
plural plural singular singular

put َ‫ﺿـَﻌـْﻦ‬ ‫ﺿـَﻌـﻮا‬ ‫ﺿـَﻌـﻲ‬ ْ ‫ﺿـَﻊ‬ ‫و ض ع‬

connect َ‫ﺻـِﻠـْﻦ‬ ‫ﺻـِﻠـﻮا‬ ‫ﺻـِﻠـﻲ‬ ‫ﺻـ ِ ْﻞ‬ ‫و ص ل‬
promise َ‫ﻋـِﺪْن‬ ‫ِﻋﺪوا‬ ‫ﻋـﺪي‬ ‫ﻋـِﺪ‬ ‫و ع د‬
take َ‫ﺧـ ُ ْﺬن‬ ‫ﺧـُﺬوا‬ ‫ﺧـُﺬي‬ ْ ‫ﺧـُﺬ‬ ‫أ خ ذ‬
eat َ‫ﻛـُﻠـْﻦ‬ ‫ﻛـُﻠـﻮا‬ ‫ﻛـُﻠـﻲ‬ ْ ‫ﻛـُﻞ‬ ‫أ ك ل‬
Verbs with ‫ ي‬are rare and if you come across, drop the ‫ي‬
and put fatHa between the two remained consonants. Then other inflections.

33
 34

When the verbs are defect, if the vowel is (uu)‫ و‬, start with (?u) ُ‫أ‬.
If your vowel is (aa) maqSuura ‫ى‬or (ee) ‫ي‬, start with (?i) ِ‫إ‬ :

Then, drop the vowel letter from the ending for(you) singular masculine.
Write down or use a short vowel instead.
For (you) singular feminine, use ‫ي‬
For (you) plural masculine, add ‫وا‬
For (you) plural feminine (you), use the original long vowel and add َ‫ن‬

He calls for ( yad 9u) : ‫ﯾـَﺪﻋـﻮ‬

You M. Singular (Invite ...her) ( ‫ھـﺎ‬....) ‫ع‬ ُ ‫أُد‬

He remains ( yab qa ) : ‫ﯾــَﺒـﻘـﻰ‬

You M. Singular ( Stay ...here) ) : ‫ ھُـﻨـﺎ‬... ‫ﻖ‬
َ ‫إِ ﺑـ‬

imperative for Defective verbs

Feminine masculine Feminine Masculine root

meaning (you) (you) (you) (you)
plural plural singular singular

invite َ‫أُدﻋـﻮن‬ ‫أُدﻋـﻮا‬ ‫أُدﻋـﻲ‬ ‫ع‬ُ ‫أُد‬ ‫دعو‬

stay َ‫إِﺑـﻘـﯿـﻦ‬ ‫إِﺑـﻘـﻮا‬ ‫إِﺑـﻘـﻲ‬ َ ‫إِﺑـﻖ‬ ‫بقى‬
shoot َ‫إِرﻣـﯿﻦ‬ ‫إِر ﻣـﻮا‬ ‫إِر ﻣـﻲ‬ ‫إِر ِم‬ ‫رم ي‬

The /a/ or / ii/ at the end, start the imperative with ‫إ‬
The /uu/ at the end, start your imperative with ُ ‫أ‬

For the hollow verbs, you go back to the root.

You start with the first consonant.

Then change the long vowel to a short vowel for (you) singular masculine and
For plural (you) feminine, use the short vowel and add َ‫ن‬
For (you) masculine feminine, keep the original long vowel and add ‫ي‬
For plural (you) masculine, keep the original long vowel too and add ‫وا‬

imperative for hollow verbs

34
 35

Feminine masculine Feminine Masculine

meaaning (you) (you) (you) (you) root
plural plural singular singular

undertake َ‫ﻗـُﻤـﻦ‬ ‫ﻗﻮﻣـﻮا‬ ‫ﻗـُﻮﻣـﻲ‬ ‫ﻗـُﻢ‬ ‫قوم‬

lead َ‫ﻗـُﺪْن‬ ‫ﻗـﻮدوا‬ ‫ﻗــ ُﻮدي‬ ‫ﻗــُﺪ‬ ‫قود‬
say َ‫ﻗـُﻠـْﻦ‬ ‫ﻗـﻮﻟـﻮا‬ ‫ﻗـُﻮﻟـﻲ‬ ‫ﻗـُﻞ‬ ‫قول‬
walk َ‫ﺳـ ِ ْﺮن‬ ‫ﺳﯿـﺮوا‬ ‫ﺳـﯿـﺮي‬ ‫ﺳـِﺮ‬ ‫سير‬
sleep * * َ‫ﻧـِﻤـْﻦ‬ ‫ﻧـﺎﻣﻮا‬ ‫ﻧـﺎﻣـﻲ‬ ‫ﻧـ َﻢ‬ ‫ن و)ا( م‬
We prefer /aa/ as euphony for imperative

For three consonant verbs that have no vowel letter at the beginning, do this :

If your present form conjugation of the verb for (he) has damma ُ◌
between the last two consonants, start your imperative verb with (?u) ُ‫أ‬
Add other inflections :

He writes yak-tub ‫ﯾـ َ ْﻜـﺘ ُُﺐ‬

Write (you) singular masculine ?uk-tub ‫أُﻛـﺘ ُْﺐ‬

If your present form of the verb for (he) has fatHa َ◌

/a/ or kasr ِ◌ ) /i/ between the last 2 consonanta, start your imperative with (?i) ( ‫) إ‬

He goes ( yath ha bu) : ‫ﺐ‬ُ َ ‫ﯾـَﺬھـ‬

You M. Singular (Go). Ith-hab : ‫إِ ْذھـ َ ْﺐ‬

He counts ( YaH si bu ) : ‫ﺐ‬

ُ ِ ‫ﯾـَﺤـﺴـ‬
You M. Singlar ( Calculate.) iHsib : ‫ﺴ ْﺐ‬ ِ ‫إِﺣـ‬

Imperative for 3-consonant verbs

Feminine masculine Feminine Masculine
(you) (you) (you) (you)
plural plural singular singular

work َ‫اِﻋـﻤـَﻠـْﻦ‬ ‫ا ْﻋـﻤـ َـ ْﻞ اﻋـﻤـ َﻠﻲ اﻋـﻤـَﻠﻮا‬ ‫ﯾَﻌـﻤـ َــﻞ‬

study ‫ادرﺳﻦ‬ ‫ادرﺳﻮا‬ ‫س ادرﺳﻲ‬ ْ ‫أُ ◌ُ د ◌ْ ُر‬ ‫ﯾﺪ ُرس‬
sit down ‫اﺟﻠﺴﻦ‬ ‫اﺟﻠﺴﻲ اﺟﻠﺴﻮا‬ ‫اﺟـْـﻠـ ِﺲ‬ ‫ﯾﺠـﻠـِﺲ‬

‫ اﺑﺪأ ﺑـ‬، ‫اﻟﻀﻢ ﻓﻲ اﻟﻮﺳﻂ‬ ‫ﻓﺘﺤﺔ أو ﻛﺴﺮة ﻓﻲ‬

?u ُ‫أ‬ ?i ‫إ‬ ‫ اﺑﺪأ ﺑـ‬، ‫اﻟﻮﺳﻂ‬

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 36

NOTE
It is worth mentioning that Arabic native speakers avoid direct imperative forms to a point that some of them are not
heard in the daily conversations. They tend to use arjuuka or arjuuki, arjuukum + an to change the form into a present
tense structure.

to change the form into a present tense structure.

This expression is more of a polite request.
‫ ﻋﻠﯿﻚ ان‬or (should), (must)
‫( أرﺟﻮك ان‬would you please)
.َ ‫ﺗﻔـﺘﺢ اﻟـﺒﺎب‬
َ ‫أَرﺟـﻮ َك أَن‬
‫اﻟـﺒﺎب‬
َ ‫َـﻔـﺘﺤـﻲ‬ ‫ﺗ‬ ‫أَرﺟـﻮ ِك أَن‬

.‫ق‬
َ ‫ﻋﻠﯿ َﻚ ان ﺗﻘﻮ َل اﻟﺼﺪ‬
.‫ق‬
َ ‫ﻋﻠﯿ ِﻚ ان ﺗـﻘﻮﻟـﻲ اﻟـﺼﺪ‬

We drop the (n) in (eena) after (?an)

‫أَن ﺗـﻘـﻮﻟـﻲ‬ = َ‫ﺗـﻘﻮﻟـﯿــﻦ‬

Imperative quadrilateral verbs

When your verb originally is of four letters such as ‫( ت ر ج م‬translate),

use (kasra) between the last two consonants and keep fatHa between the first two consonants. (‫) ﺟـِﻢ( ) ﺗـَﺮ‬
Then add ‫ي‬ for (you) feminine singular.

Add‫ وا‬for (you) plural masculine.

Add َ‫ ن‬for (you) plural feminine.

imperative for quadrilateral Verbs

Feminine masculine Feminine Masculine

present (you) (you) (you) (you)
for he plural plural singular singular

translate َ‫ﺗَﺮﺟـِﻤـﻦ‬ ‫ﺗَﺮﺟـِﻤـﻮا‬ ‫ﺗَﺮﺟـِﻤـﻲ‬ ‫ﺗـَﺮﺟـِﻢ‬ ‫ترجم‬

roll َ‫دَﺣ ِﺮﺟـﻦ‬ ‫دَﺣ ِﺮﺟﻮا‬ ‫دَﺣـﺮﺟﻲ‬ ‫دَﺣـ ِﺮج‬ ‫دحرج‬
decorate َ‫زَﺧـ ِﺮﻓـﻦ‬ ‫زَﺧـ ِﺮﻓﻮا‬ ‫زَﺧـ ِﺮﻓﻲ‬ ‫زَﺧـ ِﺮف‬ ‫زخرف‬
whisper َ‫وﺷ ِﻮﺷﻦ‬ ‫وﺷ ِﻮﺷﻮا‬ ‫َوﺷﻮﺷﻲ‬ ‫َوﺷ ِﻮش‬ ‫وشوش‬
murmur ّ‫دﻧﺪن‬ ‫دﻧﺪﻧﻮا‬ ‫دﻧﺪﻧﻲ‬ ‫دَﻧﺪن‬ ‫دن دن‬

Rea the following statmens fo raisinf awareness, and then translate.

.‫ﯾﺤﺘﺎج اﻟﻜﺘﺎب اﻟﻰ ﺗﺮﺟﻤﺔ دﻗﯿﻘﺔ ﻻﻧﮫ ﻣﮭﻢ ﺟﺪاً ﻓﻲ اﺑﺮاز ﺛﻘﺎﻓﺔ اﻟﻌﺮاق اﻟﻘﺪﯾﻤﺔ‬ .1
. ‫ﺗﺪﺣﺮج اﻟﻄﻔﻞ ﻣﻦ ﻓﻮق اﻟﺪﺣﺮاﺟﺔ ﻓﺴﻘﻂ ﻋﻠﻰ اﻻرض وﺑﺪأ ﯾﺒﻜﻲ‬ .2
.‫ﺗﺤﺘﺎج اﻟﺒﻨﺎﯾﺔ اﻟﻰ زﺧﺮﻓﺔ وﺗﺰﯾﯿﻦ ﻗﺒﻞ ﻓﺘﺢ اﻟﻤﻌﺎرض ﻓﯿﮭﺎ‬ .3
.‫ﺑﺪأ اﻟﺮﺟﻞ اﻟﻌﻮز ﯾﻮﺷﻮش ﻓﻲ اذن اﺑﻨﮫ اﻟﺬي ﻛﺎن ﺟﺎﻟﺴﺎ ً ﺑﺠﺎﻧﺒﮫ وﻟﻜﻨﻲ ﻟﻢ اﻓﮭﻢ ﻣﺎ ﻗﺎﻟﮫ ﻟﮫ ﻓﻲ اذﻧﮫ‬ .4

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 37

‫ ھﻨﺎك ﺑﺮﻧﺎﻣﺞ " اﻟﺪﻧﺪﻧﺔ" ﻓﻲ اﻻذاﻋﺔ اﻟﻌﺮﺑﯿﺔ ﻣﻦ ﻟﺒﻨﺎن ﺣﯿﺚ ﯾﻘﻮم اﻟﻤﻐﻨﻲ ﺑﺪﻧﺪﻧﺔ اﻻﻏﺎﻧﻲ دوﻧﻤﺎ‬.5
.‫ﻣﻮﺳﯿﻘﻰ ﺗﺮاﻓﻘﮫ ﻓﻲ ھﺬه اﻻﺛﻨﺎء‬

Modern Standard Arabic Morph-o-syntactic Table Revisited

Imperative Noun Active Active Description

starts with___ Verbal Noun Present Past
‫ﻛـَـﺴـْ ْﺮ‬ yaksir ‫ﯾـَـــــﻜــﺴـ ِﺮ‬ ‫ﻛــَﺴــ َ َﺮ‬ I
‫إ‬ ka-sr
‘aa-mal ‫ﻋـَﻤـَﻞ‬ ya’a mal ‫ﯾــ َـﻌــﻤــ َـﻞ‬
ka-sa-ra
‘aa-ma-la ‫ﻋـَﻤـــ َﻞ‬
‫إ‬ Hu-km ‫ﺣــُــﻜــْ ْﻢ‬ yaH-kum ‫ﯾــَﺤـْـﻜــُﻢ‬
Ha-ka-ma ‫َﺣﻜـ َ َﻢ‬
◌ُ ‫أ‬
II
1st consonant ‫ﺗﻌﻠﯿﻢ‬ ‫ﯾــﻌــﻠــّﻢ‬ ‫ﻋﻠــّﻢ‬ 1. makes
something
‫ﺗﻨﻔﯿﺬ‬ ‫ﯾــُﻨــﻔــّﺬ‬ ‫ﻧــﻔـّـﺬ‬ happen
‫ﺗﻜﺴﯿﺮ‬ ‫ﺴﺮ‬ّ ‫ﯾـﻜ‬ ‫ﻛﺴـّﺮ‬ 2. changes
meaning
3. intensifies the
same meaning

1st consonant ‫ﺗﻘﺎﺗﻞ‬ ‫ﯾـ ُﻘﺎﺗﻞ‬ ‫ﻗﺎﺗﻞ‬ III

Initiate to do something
to or for somebody
‫ﻣـ ُﻘﺎﺗﻠﺔ‬ (something) else

IV
َ‫أ‬ ‫إﻓﮭﺎم‬ ‫ﯾﻔﮭﻢ‬ ‫أﻓﮭـﻢ‬ Make + VB

V
ta ‫ﺗﻌﻠــّﻢ‬ ‫ﯾﺘﻌـﻠـّﻢ‬ ‫ﺗﻌﻠــّﻢ‬ Passivity of 2
Action goes back to the
agent
VI
ta ‫ﺗﻘﺎﺗﻞ‬ ‫ﯾﺘﻘﺎﺗﻞ‬ ‫ﺗﻘﺎﺗﻞ‬ Inter coin both

VII
No ‫اﻧﻜﺴﺎر‬ ‫ﯾﻨﻜﺴﺮ‬ ‫اﻧﻜﺴﺮ‬ Ergative/ passivity

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 38

Action reflects back on

the subject

VIII
‫إ‬ ‫اﻧﺘﻘﺎل‬ ‫ﯾﻨﺘـﻘـﻞ‬ ‫اﻧﺘﻘـﻞ‬ Reflexive = himself,
herself, themselves, itself

IX
‫إ‬ ‫اﺣﻤﺮار‬ ‫ﯾﺤﻤـ ّﺮ‬ ‫اﺣﻤـ ّﺮ‬ Based on adjective color.
1. to become color
2.the type of deformity and
defects
X
‫إ‬ ‫اﺳﺘﻌﻤﺎل‬ ‫ﯾﺴﺘﻌﻤﻞ‬ ‫اﺳﺘﻌﻤﻞ‬ Make use of , avail or
benefit yourself from

Measure II
Shadda (gemination) in Arabic is phonemic and it changes the meaning of the verb.

What do we add to get measure 2?

We only split the second consonant into two with a type of geminating called shadda.

Compare:

The boy lived in the village. . ‫ﺳﻜـَﻦَ اﻟﻮﻟﺪ ﻓﻲ اﻟـﻘﺮﯾﺔ‬

َ
The drug alleviated the pain. ‫ﺳﻜـﱠﻦَ اﻟﺪواء اﻷﻟﻢ‬ َ
This sign ّ◌is used for shadda .

Shadda means the splitting of the consonant in the root.

Shadda ◌ّ is put over the consonant which is split.

In measure 2 , the first syllable becomes closed by the first half of the consonant. The second
syllable starts with the second half and ends to a short vowel /a/ in the past tense and a short
vowel /i/ in the present tense.
Compare past and present :

it-Masculine alleviated /sak ‘ka na / َ‫ﺳـَﻜـﱠﻦ‬

it-Masculine alleviates / yu sak ‘ki nu / ُ‫ﯾـ ُ ﺳـَﻜـﱢﻦ‬

compare the meaning of these minimal pairs:

measure 1: he runs / yah ru bu / : ُ‫ﯾـ َ ھـﺮُب‬
measure 2: he smuggles / yu har ri bu / : ُ ‫ﯾــ ُ ھـَـ ﱢﺮ ب‬

/ ha ra ba/ ‫ب‬
َ ‫ھـ َ َﺮ‬
/ har ra ba / ‫ﱠب‬
َ ‫ھـَﺮ‬

he crosses /ya9 bu ru/ : ‫ﯾـ َ ـﻌـﺒـُﺮ‬

he expresses / yu 9ab bi ru/ : (‫ﯾـ ُ ـﻌـﺒــ ﱢ ُﺮ )ﻋـﻦ‬

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 39

he crossed / 9a ba ra / : ‫ﻋـﺒـ َ َﺮ‬

he expressed / 9ab ‘ba ra / : (‫ﻋـَﺒـﱠـ َﺮ ) ﻋـﻦ‬

Shadda in Measure 2 :

1. It changes the meaning.

he knew : َ‫ﻋـَﺮَف‬ he studied : ‫س‬
َ ‫َد َر‬
he introduced : َ‫ﻋـَﺮﱠف‬ he taught : ‫س‬َ ‫َد ﱠر‬

2.It intensifies the action if the meaning is not changed.

he broke : ‫ﺴ َﺮ‬َ ‫َﻛ‬
he broke (into pieces) : ‫ﺴـ َﺮ‬
‫ﻛـ َ ﱠ‬

3. It changes the verb into transitive.

he lived : َ‫ﺳـ َﻜﻦ‬
َ
He(it- masculine) alleviated : َ‫ﺳـَﻜـﱠﻦ‬

ُ‫أ‬
ُ ‫ﻧــ‬
Present tense morph
Measure 2

‫ر‬ ّ
‫ي‬ ‫غ‬ ُ ‫ﺗـــ‬
‫ﯾﻦ‬ ‫ن‬ ‫ك‬ّ ‫س‬ ُ ‫ﺗــ‬
‫ون‬ ُ ‫ﺗــ‬
َ‫ن‬ ‫ب‬ ‫ھـ ّر‬ ُ ‫ﺗــ‬

‫يي‬
‫كك‬ ُ ‫ﯾــ‬

‫ر ر‬ ُ ‫ﺗــ‬

‫ون‬ ُ ‫ﺗـ‬

َ‫ن‬ ُ ‫ﯾــ‬

What is a transitive verb?

The action has an effect on another noun. That noun is an object.

The transitive measure 2 verb requires another noun as an object.

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 40

object transitive subject

verb

headache ‫ﺻـﺪاع‬ ‫اﻟـ‬ Tylenol

‫ﯾـُﺴـَﻜـﱢﻦ‬ ‫دواء‬ ‫اﻟـ‬

the medicine
alleviates

Transitive verb: the agent does something that ha an impact on an object.

Try to find out the meaning of each sentence. Discuss that with a friend.

Object verb Agent

‫اﻻطﺮوﺣﺔ‬ ‫ﺳـ أﻏﯿّﺮ‬ ‫أﻧﺎ‬

‫أﻧـﻘــّـﺢ‬
‫أا ّﻛﺪ‬
‫أُﺳﻠــّﻢ‬

‫اﻟﺒﯿﺖ‬ ‫أر ّﻣﻢ‬

‫أُ أﻣــّﻢ‬
‫أﺟــ ّﺪ د‬
‫أﺻﻠــّﺢ‬

‫اﻟﻘﺴﻂ‬ ‫أُﺣـ ّﺪ د ﻛﻤﯿﺔ‬

‫ﺼﺮ ﻣﺪة‬ ّ ‫أﻗ‬
‫أﺳ ّﺪ د‬
‫أرﺟـّﻊ‬

Past of the (measure II verbs)

With other personal pronouns, the first and the second syllables are closed .
The suffix makes a syllable by itself.
It is necessary to mention that /y/ is considered a consonant.

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 41

‫ﻏﯿّﺮت‬
‫ﺳ ّﻜﻨﺖ‬ ُ‫ت‬
‫ھﺮﺑﺖ‬ّ ‫ﻧﺎ‬
Conjugate the verb in the past by adding suffixes that indicate the subjects. This is the past tense morph of measureII.

َ‫ت‬
‫ت‬ َ ْ‫ي‬
‫ي‬
‫ﺗﻢ‬ ْ‫ْك ك َ ر‬ َ◌ ‫غ‬
‫ﺗﻦ‬
ْ ‫رْ َر ن‬ ‫س‬
َ
◌ْ َ◌ ‫ب‬ َ◌ ‫ھـ‬
‫◌َ ت‬
‫وا‬
َ‫ن‬

COMPARE : MEASURE I WITH MEASURE II

Group I

Measure I intransitive
Measure II transitive

Measure 2 II can be of 3 groups

doubled geminated
at the end in the middle

‫ھ ّﺪد‬ ‫ﻏﯿّﺮ‬
ُ‫ت‬ ‫ﺣ ّﺪد‬ ‫ﺑﺪّل‬
‫ﻧﺎ‬ ‫ﺳ ّﺪد‬ ‫ﺣﺒّﺬ‬
‫ﺑ ّﺪد‬ ‫ﻧ ّﻜﺲ‬
‫ﻧ ّﺪد‬ ‫ﺑﻄّﻞ‬
َ‫ت‬ ‫ﺷ ّﺪد‬ ‫وﺗـّﺮ‬
‫ت‬ ‫ﻣ ّﺪد‬ ‫ﺴﻖ‬ ّ ‫ﻧ‬
‫ﺗﻢ‬ ‫ﻓــﺘـــّﺖ‬ ‫ﻟﻘّـــﻦ‬
‫ﺗﻦ‬ ‫ﻋ ّﺪد‬ ‫ﻣ ّﮭﺪ‬
‫ﺷﺘّﺖ‬ ‫ﺴﺮ‬ّ ‫ﻓ‬
َ◌ ‫ﺳﺒّﺐ‬ ‫ﻗﻠّﺪ‬
َ◌
‫ت‬
‫وا‬
َ‫ن‬

Read and compare the meanings according to the changes:

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 42

1. Measure 2 ( causing examples):

he understands, he comprehends v. [ yaf ham ] : ‫ ﯾﻔﮭﻢ‬.1

he makes ( somebody else ) understand v. shaddadized (Iraqi usage) [ yufah him ] : ‫ﯾــﻔﮭّﻢ‬

The learner started comprehending the language . ‫ﺑﺪأ اﻟﻤﺘﻌﻠﻢ ﯾﻔﮭﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ‬
I’ll make them understand the lesson . ( I’ll teach them the lesson) . ‫ﺳﺄﻓﮭﻤﮭﻢ اﻟـﺪرس‬

he knows , ha has the knowledge v. [ ya’ lam ] : ‫ ﯾﻌﻠــﻢ‬.2

he makes ( somebody ) know = he teaches , v. shaddadized [ yu ‘aal im ] : ‫ﯾﻌﻠـ ّـﻢ‬

I do not know anything about (it) that. . ‫ﻻ اﻋﻠﻢ ﺷﯿﺌﺎ ﻋﻦ ذﻟﻚ‬

Who is going to teach me the lesson ? ‫ﻣﻦ ﯾﻌﻠﻤﻨﻲ اﻟﺪرس ؟‬
may be v. [ yum kin ] : ‫ ﯾـﻤﻜﻦ ان‬.3
make ( somebody) able = enable v. shaddadized [ yu mak kin ] : ‫ﯾــﻤﻜـ ّﻦ ان‬

I am able (can) to visit her the next week . ‫ﯾـﻤﻜﻨﻨﻲ ان ازورھﺎ ﻓﻲ اﻻﺳﺒﻮع اﻟﻘﺎدم‬
The P.T. will enable me to pass the test. . ‫ﺗـﻤﻜـﻨﻨﻲ اﻟﺮﯾﺎﺿﺔ اﻟﺒﺪﻧﯿﺔ ان اﻓﻮز ﻓﻲ اﻟﺴﺒﺎق‬

ride, get on , ascend v. [ yar kab ] : ‫ ﯾﺮﻛـﺐ ﻋﻠﻰ‬.4

mantle, assemble, put together v . [ yu rak kib ] : ‫ﯾﺮﻛـ ّﺐ‬
I like riding the horse. . ‫اﺣﺐ رﻛﻮب اﻟﺤﺼﺎن‬
You should put togrther the parts of the machine gently . . ‫ﻋﻠﯿﻚ ان ﺗﺮﻛـ ّﺐ اﺟﺰاء اﻟﻤﺎﻛﻨﺔ ﺑﻠﻄﻒ‬

is able to , can v. [ yaq dir ] : ‫ ﯾﻘﺪر ان‬.5

assess, estimate , appreciate , evaluate v. [ yu qd dir ] : ‫ﯾﻘــ ّﺪر‬
. ‫ﻻ ﺗﻘﺪر ان ﺗﺴﺎﻓﺮ ﺑﺎﻟﺒﺤﺮ ﻻﻧﮭﺎ ﺗﻌﺎﻧﻲ ﻣﻦ دوار اﻟﺒﺤﺮ‬
She can ‘t (travel) take the sea because she suffers from the seasickness.
. ‫ﻻ اﺳﺘﻄﯿﻊ ان اﻗــــ ّﺪر اﻟﺨﺴﺎﺋﺮ اﻟﺘﻲ ﻟﺤﻘﺖ ﺑﻘﻮات اﻟﻌﺪو‬
I can’t estimate the losses that the enemy forces sustained .

2. Measure 2 changes the meaning to something else

penetrate [ yun fi thu ] : ‫ ﯾـــﻨــــﻔــــــﺬ‬. 1
. ‫ﺗﻨﻔﺬ اﺷﻌﺔ اﻟﺸﻤﺲ اﻟﻰ داﺧﻞ اﻟﻐﺮﻓﺔ ﻣﻦ ﺧﻼل اﻟﺸﺒﺎك‬
The sun rays (light) penetrate into the room through the window.

run out , all is consumed [ yan fu thu ] : ‫ﯾـ َـــﻨـــﻔــــ ّــــﺬ‬

. ‫ ﻓﺎﺳﺘﺴﻠﻤﻮا‬, ‫ﻧـ َــــــﻔــــــــﺬت ذﺧﯿﺮة اﻟﺠﻨﻮد اﺛﻨﺎء اﻟﻤﻌﺮﻛﺔ اﻟﻄﻮﯾﻠﺔ‬
The soldiers’ ammunitions ran out during the long battle; therefore, they surrendered.

execute , carry out(shaddadized) [ yu naf fi thu ] : ‫ﯾـــُــــﻨـــــﻔـــّـﺬ‬

ّ
. ‫ﻧـــﻔــﺬت اﻟﻄﺎﺋﺮات اﻟﻤﻘﺎﺗﻠﺔ ﻛﻞ اﻟﻤﮭﻤﺎت اﻟﻤﻜﻠﻔﺔ ﺑﺘﻨﻔﯿﺬھﺎ ﻓﻲ اﻟﻤﻌﺮﻛﺔ‬
The bombers executed all their missions entrusted ( to do) in the battle.

reform, set ( somthing) right [ yus liH ] : ‫ ﯾــ ُـﺼـــــﻠــ ِـــﺢ‬.2

. ‫ﺗﺤﺎول اﻟﺤﻜﻮﻣﺔ ان ﺗﺼﻠﺢ اﻟﻮﺿﻊ اﻻﻗﺘﺼﺎدي ﻟﻠﺒﻼد‬
bring them into good terms [ yus liH ] : ‫ﯾﺼـــﻠـــــﺢ ﺑﯿﻦ‬
. ‫ﺗﺘﺪﺧﻞ اﻟﻮﻻﯾﺎت اﻟﻤﺘﺤﺪة ﻣﻦ اﺟﻞ اﻟﻤﺼﺎﻟﺤﺔ ﺑﯿﻦ اﻟﻄﺮﻓﯿﻦ اﻟﻤﺘﻨﺎزﻋﯿﻦ‬
America interferes to reproach between the two warring parties.

repair , fix (shaddadized ) [ yu sal liH ] : ‫ﯾــ ُــﺼـــــﻠّــ ِــﺢ‬

. ‫اﺧﺬ ﺳﯿﺎرﺗﮫ ﻟﻠﻤﺼﻠﺢ ﻟﻠﺘﺼﻠﯿﺢ‬
He took his car to the car repairer to fix it .

start , begin v. [ yash raa’ ] : ‫ ﯾﺸﺮع ﺑـــ‬.3

encode the laws , legislate v. [ yu shar ria’ ] : ‫ﯾﺸﺮع‬

The police started dispersing people. . ‫وﺷﺮﻋﺖ اﻟﺸﺮطﺔ ﺑﺘﻔﺮﯾﻖ اﻟﻤﻮاطﻨﯿﻦ‬

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 43

. ‫ﺷ ّﺮﻋﺖ اﻟﺤﻜﻮﻣﺔ ﻗﻮاﻧﯿﻦ ﺟﺪﯾﺪة ﻓﯿﻤﺎ ﯾﺘﻌﻠﻖ ﺑﺒﺮﻧﺎﻣﺞ اﻟﻮﻟﻔﺮ‬

The State ( government) encoded new laws pertaining the welfare program.

attend , be present : ‫ ﯾــــﺤـــﻀــــﺮ‬.4

prepare , be ready : ‫ﯾـــــﺤــــــﻀــ ّــﺮ‬
. ‫ﺣﻀﺮ اﻟﻤﺪﯾﺮ ﻓﻲ ھﺬا اﻻﺟﺘﻤﺎع‬
The principal attended this meeting .

. ‫ﺗﻌﻠﻢ اﻟﺮﺟــﻞ ان ﯾﺤﻀــ ّـﺮ ﻟﻨﻔﺴﮫ اﻟﻄﻌﺎم ﻛﻞ ﯾﻮم‬

He learned to prepare food fo himself.

3. Intensifying the same meaning:

accept , agree upon v . [ yaq bal ] : ‫ ﯾﻘﺒﻞ ﺑـ‬.1

I don’t agree with all these conditions . . ‫ﻻ اﻗﺒﻞ ﺑﻜﻞ ھﺬه اﻟﺸﺮوط‬

changing the meaning kiss, v. [ yu qab bil ] : ‫ﯾﻘﺒـ ّﻞ‬

. ‫ اﺳﺮﻋﺖ اﻟﯿﮫ وﻗﺒﻠﺘــــﮫ‬, ‫ﻋﻨﺪﻣﺎ ﻧﺰل اﺑﻨﮭﺎ ﻣﻦ اﻟﻤﻄﺎر‬
When her son came out ( stepped down) , she hurried to him and kised him .

the action intensifying ‫ ﻗﻄﻊ اﻟﺤﺒ َﻞ‬: ‫ ﻗﻄﻊ‬.2

he cut the rope.

chopped up , diced, cut into (smaller) pieces : ‫ﻗﻄّﻊ اﻟﺤﺒﻞ‬

He broke the glass ‫ ﻛﺴﺮ اﻟﺰﺟﺎج‬: ‫ﻛﺴﺮ‬ .4

He broke the glass . ‫ ﻛﺴّﺮ اﻟﺰﺟﺎج‬: ‫ﻛﺴّﺮ‬

Verbs with a doubled letter at the end of the verbs are different in meanings. Read the following
pairs of verbs to notice that difference.

( Shadda is a consonant + /i/ + the same consonant + vowel of inflection according to the
grammar case )
tie, buckle up, tighten v. [ ya shud du ] : ‫ ﯾﺸ ّﺪ‬.11
make more rigid, use more rsrtictions , restrain v. [ yu shad di du ] : ‫ﯾﺸ ّﺪد‬

. ‫أﻣﺮﺗﮭﻢ اﻟﻤﻀﯿﻔﺔ ﺑﺎن ﯾﺸﺪوا اﻻﺣﺰﻣﺔ اﺛﻨﺎء ھﺒﻮط اﻟﻄﺎﺋﺮة‬

The stewardess ordered them to buckle up ( to tie the belts) during the landing .

. ‫ﻗﺎﻣﺖ اﻟﺤﻜﻮﻣﺔ ﺑﺘﺸﺪﯾﺪ اﻟﻘﻮاﻧﯿﻦ ﻟﻠﺤﺪ ﻣﻦ اﻧﺘﺸﺎر اﺳﺘﻌﻤﺎل اﻟﻤﺨﺪرات‬

The government started implementing very tough rules to stop using dope.

stop, ban v . [ ya Hid du ] : ‫ ﯾﺤــﺪ ﻣﻦ‬.12

limit , define, delimit , make less , reduce v. [ yu Had did ] : ‫ﯾﺤــ ّﺪد ﻣﻦ‬

. ‫ﻓﺮﺿﺖ اﻟﺤﻜﻮﻣﺔ ﻗﻮاﻧﯿﻦ ﺻﺎرﻣﺔ ﺿﺪ ﻣﮭﺮﺑﻲ اﻟﻤﺨﺪرات ﻟﻠﺤﺪ ﻣﻦ ﻧﺸﺎطﮭﻢ‬

The Government imposed strict rules (laws) against the trafficketters (drug smugglers) to stop their
activities.

. ‫ﻗﺎﻣﺖ اﻟﺤﻜﻮﻣﺔ اﻻﯾﺮاﻧﯿﺔ ﺑﺘﺤﺪﯾﺪ ﻋﺪد اﻟﺤﺠﺎج اﻟﻰ اﻟﻨﺼﻒ‬

The Iranian Government limited (reduced) the numbr of the pilgrims to the half.

become less , decrease , drop down to ( intransitive) yaqil : ‫ ﯾﻘ ّﻞ اﻟﻰ‬.13

to reduce , to downsize ( transitive) : ‫ﯾﻘﻠﻞ اﻟﻰ‬

. ‫ﻗﻠﺖ اﻟﻤﯿﺰاﻧﯿﺔ اﻟﻰ اﻟﻨﺼﻒ ﻓﻲ اﻟﻌﺎم اﻟﻤﺎﺿﻲ‬

The budget dropped down to its half last year

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 44

. ‫ﻗﻠﻠﺖ اﻟﺤﻜﻮﻣﺔ اﻟﻤﯿﺰاﻧﯿﺔ اﻟﻰ اﻟﻨﺼﻒ ﻓﻲ اﻟﻌﺎم اﻟﻤﺎﺿﻲ‬

The government reduced the budget to the half last year.

solve, find a solution, end up v. [ ya hul ] : ‫ ﯾـﺤ ّﻞ‬.14

analyze v. [ yu hal lil ] : ‫ﯾـﺤﻠــ ّﻞ‬

. ‫ﺗـﺤﺎول اﻟﺤﻜﻮﻣﺔ ان ﺗـﺤﻞ ﻣﺸﻜﻠﺔ اﻟﺒﻄﺎﻟﺔ‬

The Government attepts to solve the unemployment problem .

. ‫ﻧﺮﯾـﺪ ان ﻧـﺤﻠﻞ اﻟﻮﺿﻊ ﻓﻲ اﺳﺮاﺋﯿﻞ‬

We need to analyze the situation in Israel .

stretch , : ّ ‫ ﯾــــﻤــﺪ‬.15
extend : ‫ﯾــﻤ ّﺪد‬

. ‫ﺗــــــﻤﺪ اﻟﻮﻻﯾﺎت اﻟﻤﺘﺤﺪة ﯾـﺪ اﻟﻤﺴﺎﻋﺪة اﻟﻰ ﻛﻞ اﻟﺪول اﻟﻔﻘﯿﺮة واﻟﻤﻨﻜﻮﺑﺔ ﺑﺎﻟﻜﻮارث اﻟﻄﺒﯿﻌﯿﺔ او اﻟﺤﺮوب‬
The United States of America holds the hand of help to all poor countries and those inflicted by natural
disasters or wars.

. ‫ﻗﺎﻣﺖ اﻟﺤﻜﻮﻣﺔ ﺑــﺘﻤﺪﯾﺪ ﻣﺪة اﻟﻌﻔﻮ ﺷﮭﺮا اﺧﺮ‬

The government extended ( lengthened) the amnesty period one more month.

Measure II Nouns

Group I
The first syllable starts with /ta/ and closes by the second consonant.
The second syllable starts with the third consonant adding to a long /ii/ as anucleus. Then it closes
with the fourth consonant.
In brief, the noun consists of two closed syllables.

taghyeer ‫ﺗـ َﻐـﯿـﯿـﺮ‬ ‫ﺑــــ‬ ‫اﻗﻮم‬ ‫اﻧﺎ‬

‫ﻧﻘﻮم‬ ‫ﻧﺤﻦ‬

‫ر‬ ‫غ‬ ‫ﺗﻘﻮم‬ َ‫اﻧﺖ‬

َ‫يي‬ َ‫ت‬ ‫ﺗﻘﻮﻣﯿﻦ‬ ‫أﻧﺖ‬

‫ﺗﻘﻮﻣﻮن‬ ‫اﻧﺘﻢ‬
A table for Measure 2 verb conjugation
‫اﻧﺘﻦ ﺗﻘﻤﻦ‬
root present past noun

‫غير‬ change ‫ﯾـُﻐـﯿ ﱢﺮ‬ ‫ﻏـﯿـ ﱠ َﺮ‬ ‫ﺗـَﻐـﯿﯿﺮ‬ ‫ﯾﻘﻮم‬ ‫ھﻮ‬

‫ھـ د د‬ threaten ‫ﯾـُﮭـﺪﱠد‬ ‫ھـ ﱠﺪ َد‬ ‫ﺗـَﮭـﺪﯾﺪ‬
‫علم‬ teach ‫ﯾــُﻌﻠـﱢـﻢ‬ ‫ﻋﻠـ ﱠ َﻢ‬ ‫ﺗـَﻌـﻠـﯿﻢ‬ ‫ﺗﻘﻮم‬ ‫ھﻲ‬
‫ ع ط ل‬break down ‫ﯾـُﻌـﻄـ ﱢ ُﻞ‬ ‫ﻋـﻄـ ﱠ َﻞ‬ ‫ﺗـَﻌـﻄـﯿـﻞ‬
‫صلح‬ fix ‫ﯾـُﺼـﻠـﱢﺢ‬ ‫ﺻـﻠـ ﱠ َﺢ‬ ‫ﺗـَﺼـﻠـﯿـﺢ‬ ‫ﯾﻘﻮﻣﻮن‬ ‫ھﻢ‬
‫سدد‬ pay off ‫ﯾـُﺴﺪﱢد‬ ‫ﺳـ ﱠﺪ َد‬ ‫ﺗَﺴﺪﯾﺪ‬
‫سوي‬ solve ‫ﯾـُﺴـ ﱠﻮي‬ ‫ﺳـ َ ﱠﻮى‬ ‫ﺗَﺴﻮﯾﺔ‬ ‫ھﻦ ﯾﻘﻤﻦ‬
‫ ع ب ر‬express ‫ﯾـُﻌـﺒـﱢﺮ‬ ‫ﻋـﺒـ ﱠ َﺮ‬ ‫ﺗـَﻌـﺒـﯿﺮ‬
‫عدل‬ amend ‫ﯾـُـﻌـﺪﱢل‬ ‫ﻋـ ﱠﺪ َل‬ ‫ﺗــَﻌـﺪﯾﻞ‬
‫ س ك ن‬alleviate ‫ﯾـُﺴـَﻜـﱢﻦ‬ َ‫ﺳـَﻜـﱠﻦ‬ ‫ﺗﺴﻜـﯿـﻦ‬
‫وفر‬ save ‫ﯾﻮﻓّﺮ‬ ‫وﻓـّﺮ‬ ‫ﺗﻮﻓﯿﺮ‬
‫ ك ف ر‬consider other infidel ‫ﯾﻜﻔّﺮ‬ ‫ﻛﻔّﺮ‬ ‫ﺗﻜﻔﯿﺮ‬
‫ ق ل د‬imitate, parody , copy ‫ﯾﻘﻠــّﺪ‬ ‫ﻗﻠــّﺪ‬ ‫ﺗﻘﻠــﯿﺪ‬ Measure II
glorify ‫ﻤﺠﺪ‬ ّ ُ ‫ﯾـ‬ ‫ﻣ ّﺠﺪ‬ ‫ﺗﻤﺠﯿﺪ‬
‫أﺧﺮ ﯾﺆﺧﺮ ﺗﺄﺧﯿﺮ‬ ّ
‫أﺟﻞ ﯾﺆﺟﻞ ﺗﺄﺟﯿﻞ‬ ّ
44 ‫ﺗﺄﺟﯿﺞ‬ ‫أﺟﺞ ﯾﺆﺟﺞ‬ ّ
‫ﺗﺄﻛﯿﺪ‬ ‫أ ّﻛﺪ ﯾﺆﻛﺪ‬
‫ﺪﺟﺞ ﺗﺪﺟﯿﺞ‬ ّ ‫دﺟﺞ ﯾ‬
ّ
 45

enable ‫ﯾـُﻤ ّﻜﻦ‬ ‫ﻣ ّﻜﻦ‬ ‫ﺗﻤﻜﯿﻦ‬

tear ‫ﯾﻤﺰّق‬ ‫ﻣﺰّق‬ ‫ﺗﻤﺰﯾﻖ‬
demolish ‫ﯾﺨ ّﺮب‬ ‫ﺧ ّﺮب‬ ‫ﺗﺨﺮﯾﺐ‬
record, tape, register, ‫ﺴﺠﻞ‬ّ ‫ﯾ‬ ‫ﺳﺠﻞ‬
ّ ‫ﺗﺴﺠﯿﻞ‬
coercive evacuation ‫ﯾﺮﺣﻞ‬
ّ ‫رﺣﻞ‬ّ ‫ﺗﺮﺣﯿﻞ‬
‫ل‬

Measure II Measure II
Doubled letter
sharpen, hone ‫َﺣﺪ‬ ‫ﯾﺤـ ّﺪ‬ ‫ﺣ ّﺪ‬
suspect, doubt ‫ﺷﻚ‬ ‫ﯾﺸﻚ‬ ‫ﺷ ّﻚ‬ define ‫ﺗﺤﺪﯾﺪ‬ ‫ﯾﺤﺪّد‬ ‫ﺣﺪّد‬
stretch, extend ‫ﻣﺪ‬ ‫ﯾﻤﺪ‬ ‫ﻣ ّﺪ‬ threat ‫ﺗﮭﺪﯾﺪ‬ ‫ﯾﮭﺪّد‬ ‫ھـﺪّد‬
close, block ‫ﺳﺪ‬ ‫ﯾﺴﺪ‬ ‫ﺳ ّﺪ‬ disperse ‫ﺗﺒﺪﯾﺪ‬ ‫ﯾﺒ ّﺪد‬ ‫ﺑﺪّد‬
deter, resist ‫ﺻﺪ‬ ‫ﯾﺼﺪ‬ ‫ﺻ ّﺪ‬ suspect ‫ﺗﺸﻜﯿﻚ‬ ‫ﯾﺸ ّﻜﻚ‬ ‫ﺷ ّﻜﻚ‬
work hard ‫ﻛﺪ‬ ‫ﯾﻜﺪ‬ ‫ﻛ ّﺪ‬ extend ‫ﺗﻤﺪﯾﺪ‬ ‫ﯾ ّﻤﺪد‬ ‫ﻣﺪّد‬
jump ‫ﻧﻂ‬ ‫ﯾﻨﻂ‬ ّ‫ﻧﻂ‬ condemn ‫ﺗﻨﺪﯾﺪ‬ ‫ﯾﻨﺪّد‬ ‫ﻧﺪّد‬
tie ‫ﺷﺪ‬ ‫ﯾﺸﺪ‬ ‫ﺷ ّﺪ‬ pay off ‫ﺗﺴﺪﯾﺪ‬ ‫ﯾﺴﺪّد‬ ‫ﺳﺪّد‬
flee, desert (‫ﻓﺮ )ﻓﺮار‬ ‫ﯾﻔﺮ‬ ‫ﻓ ّﺮ‬ reinforce ‫ﺗﻌﺰﯾﺰ‬ ‫ﯾﻌﺰّز‬ ‫ﻋﺰّز‬
count ‫ﻋﺪ‬ ‫ﯾﻌﺪ‬ ‫ﻋ ّﺪ‬ refine, repeat ‫ ﺗﻜﺮار‬،‫ﺗﻜﺮﯾﺮ‬ ‫ﯾﻜ ّﺮر‬ ‫ﻛ ّﺮر‬
attack ‫ﻛﺮ‬ ‫ﯾﻜﺮ‬ ‫ﻛﺮ‬
pass by ‫ﻣﺮ‬ ّ‫ﯾﻤﺮ‬ ّ‫ﻣﺮ‬

Note. As for the doubled consnant at the nd of the 2 consonant verbs, you need to repeat the last
consonant for the 1st and the 2nd persons in the past tense conjugationas in here.

Only past tense

2nd persons first persons
‫اﻧﺖ ظﻨﻨﺖ‬ ‫اﻧﺎ ظﻨﻨﺖ‬
‫اﻧﺖ طﻨﻨﺖ‬
‫اﻧﺘﻢ ظﻨﻨﺘﻢ‬ ‫ﻧﺤﻦ طﻨﻨﺎ‬
‫اﻧﺘﻦ ظﻨﻨﺘﻦ‬
But not the first persons. You keep ahadda at the end of the verb:
. ‫ ھﻢ ظﻨﻮا‬. ‫ ھﻲ ظﻨّﺖ‬. ّ‫ھﻮ ظﻦ‬
For plural feminine . you need to repeat the last consonant : ّ‫ھﻦّ ظﻨﻦ‬
Exercise:
Conjugate in the past tense :

‫ﺣﺐ‬
ّ ، ّ ‫ ﺷﻚ‬، ‫ ﺳ ّﺮ‬، ‫ﻣ ّﺮ‬
Exercise for general practice:

Read the following sentences for raising awareness. Pinpoint which verb is measure 2 and which
verb is different. Tell your friend why?
. ‫ وﻟﻜﻨﮫ ﺳﺒﻘﻨﻲ ﻓﻘﺒَﻞ ﺧﺪي‬، ‫اﺳﺮﻋﺖ اﻟﻰ ﻋﻤﻲ ﻻﻗﺒّﻠﮫ‬ .1
.‫وﻗﻔﻨﺎ ﻓﻲ اﺣﺪ اﻟﻤﺴﺘﻨﻘﻌﺎت ﻓﻲ ﺟﻨﻮب اﻟﻌﺮاق ﻟﻨﺘﻌﺮّف ﻋﻠﻰ ﻧﻤﻂ اﻟﺤﯿﺎة ﻓﯿﮭﺎ‬ .2
.‫ﺷﺎھﺪت ﻓﻲ اﻟﺘﻠﻔﺰﯾﻮن ﻣﻨﻈﺮ رﺟﻞ ﯾﺘﻮﺟّﻊ وﯾﺘﺄﻟﻢ ﻣﻦ ﺟﺮﺣﮫ ﺑﺴﺒﺐ ﺷﻈﯿﺔ اﺻﺎﺑﺖ رﺟﻠﮫ‬ .3
. ‫اﻟﻘﺮاءة ھﻲ اول ﻣﺎ ﯾﺘﻌﻠﻤﮫ اﻟﻄﺎﻟﺐ ﻓﻲ اول ﻣﺮاﺣﻞ اﻟﺘﻌﻠّﻢ‬ .4

45
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‫‪ .5‬ﺗﻨﻮي اﻟﺤﻜﻮﻣﺔ ﺗﻄﻮﯾﺮ ﻣﻌﺎﻣﻞ اﻻﺳﻤﻨﺖ ﻓﻲ اﻟﻌﺮاق ﻟﻐﺮض اﻋﺎدة ﺑﻨﺎﺋﮫ ﻋﻤﺮاﻧﯿﺎ ً‪.‬‬
‫‪ .6‬ﺗﻌﺪ اﻟﺤﺎﺳﺒﺎت اﻻﻟﻜﺘﺮوﻧﯿﺔ واﻟﻜﻤﺒﯿﻮﺗﺮات ﻣﻦ اﻟﺤﺎﺟﺎت اﻟﻀﺮورﯾﺔ ﻟﺤﯿﺎﺗﻨﺎ اﻟﯿﻮﻣﯿﺔ‪.‬‬
‫‪ .7‬ﯾﺘﻌﻠﻖ اﻟﻄﻔﻞ ﺑﻤﺪرﺳﺘﮫ ﻛﺘﻌﻠﻘﮫ ﺑﺎﻣﮫ وﺑﯿﺘﮫ‪.‬‬
‫‪ .8‬ﻋﺮﻓﻨﻲ ﺻﺎﺣﺒﻲ ﻋﻠﻰ ﻛﺜﯿﺮ ﻣﻦ اﺳﺮاره اﻟﺘﻲ ﻛﻨﺖ ﻻ اﻋﺮﻓﮭﺎ ﻣﻦ ﻗﺒﻞ‪.‬‬
‫‪ .9‬اﻧﻀﻢ ﻟﻠﻌﻤﻞ ﻓﻲ اﺣﺪى اﻟﻤﻨﻈﻤﺎت اﻻﻧﺴﺎﻧﯿﺔ اﻟﺪوﻟﯿﺔ اﻟﺘﻲ ﺗﻘ ّﺪم اﻟﺨﺪﻣﺎت ﻟﻠﻨﺎزﺣﯿﻦ‬
‫واﻟﻤﮭﺠﺮﯾﻦ ﻣﻦ ﺑﻠﺪاﻧﮭﻢ‪.‬‬
‫‪.10‬ﻟﻘﺪ ﻗ ّﺪم ﺧﺪﻣﺎت ﺟﻠّﻰ ﻟﻤﺠﺘﻤﻌﮫ‬
‫‪.11‬ﻟﻘﺪ ﺗﻘﺪم ﺑﮫ اﻟﻌﻤﺮ وﻟﻢ ﯾﻌﺪ ﯾﻘﺪم ﺗﻠﻚ اﻟﺨﺪﻣﺔ اﻟﺘﻲ اﻋﺘﺎد ان ﯾﻘ ّﺪﻣﮭﺎ ﻟﻠﻨﺎس ﻓﻲ اﻟﺴﺎﺑﻖ‪.‬‬

‫‪Measure V‬‬
‫‪In measure 5, the subject receives back the impact of the action.‬‬

‫? ‪What do we add to get measure 5‬‬

‫‪ to the beginning of the stem of measure 2 .‬ت ‪(1) Add‬‬

‫‪(2) Change shadda with kasrah to shadda with fatHa.‬‬

‫‪INTRANSITIVE‬‬

‫‪The impact is on the subject‬‬

‫‪Subject‬‬
‫‪Verb measure V‬‬ ‫‪Transitive Verb‬‬
‫أ‬ ‫أﻧﺎ‬ ‫‪Agent = nurse‬‬
‫‪Verb= is changing‬‬
‫ﻏﯿـّﺮ‬ ‫ن‬ ‫ﻧﺤﻦ‬
‫ت‬ ‫‪Object = Patient’s clothe‬‬

‫ت‬ ‫إﻧﺖ‬

‫ت‬ ‫إﻧﺖ‬

‫ون‬ ‫ت‬ ‫إﻧﺘﻢ‬

‫ن‬ ‫ت‬ ‫إﻧﺘﻦ‬

‫◌َ‬ ‫ﺳﺘﻐﯿﺮ اﻟﻤﻤﺮﺿﺔ ﻣﻼﺑﺲ اﻟﻤﺮﯾﻀﺔ‪.‬‬
‫ﻓﺎذاً ﻣﻼﺑﺲ اﻟﻤﺮﯾﻀﺔ ﺳﺘﺘﻐﯿﺮ ‪.‬‬

‫ي‬ ‫ھﻮ‬
‫آ‪ :‬ﺳـﺘـُﻐـﯿﱢـﺮ اﻟـﺒـﻨﺖ ﺳﯿﺎرﺗﮭـﺎ‬
‫ب‪ .‬ﻓـ ﺳﯿﺎرﺗـُﮭـﺎ ﺳـﺘــَـﺘـَـﻐـﯿـﱠﺮ‬
‫ت‬ ‫ھﻲ‬
‫‪Measure V‬‬
‫ون‬ ‫ي‬ ‫ھﻢ‬ ‫‪Passivity‬‬

‫نَ‬ ‫ي‬ ‫ھﻦ‬

‫‪Translate‬‬
‫‪ .1‬ﻴﺘﻌﺭ‪‬ﺽ ﻻﻨﺘﻘﺎﺩﺍﺕ ﺸﺩﻴﺩﺓ‪.‬‬
‫‪ .2‬ﻻ ﻴﺘﻘﻴﺩ ﺒﺎﻟﻘﻭﺍﻨﻴﻥ‪.‬‬
‫‪ .3‬ﻴﺘﻌﻴﻥ ﻋﻠﻴﻪ ﺍﻟﺫﻫﺎﺏ ﺍﻟﻰ ﺯﻭﺠﺘﻪ ﻟﻜﻲ ﻴﺼﺎﻟﺤﻬﺎ‪.‬‬

‫‪46‬‬
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.‫ ﺘﺭﺍﻩ ﻴﺘﻘﻠﺏ ﻓﻲ ﻓﺭﺍﺸﻪ‬.4

.‫ ﻜﻔﺎﺀﺘﻪ ﺘﺘﻌﺩﻯ ﻫﺫﺍ ﺍﻟﻤﺴﺘﻭﻯ‬.5
. ‫ ﻻ ﺘﺘﻌﺩﻯ ﻋﻠﻴﻪ‬.6
.‫ ﺍﻟﻌﺩﺩ ﻻ ﻴﺘﻌﺩﻯ ﺍﺼﺎﺒﻊ ﺍﻟﻴﺩ‬.7
.‫ ﻻ ﺘﺘﺤﺩﺍﻩ ﻻﻨﻪ ﻜﻔﺊ ﻭﺴﻴﻨﺘﺯﻉ ﻤﻨﻙ ﺘﻠﻙ ﺍﻟﻭﻅﻴﻔﺔ‬.8
.‫ ﺴﺄﺘﻁﺭﻕ ﺍﻟﻰ ﻫﺫﻩ ﺍﻟﻨﻘﻁﺔ ﻓﻲ ﺤﺩﻴﺜﻲ ﺍﺜﻨﺎﺀ ﺘﻘﺩﻴﻡ ﺍﻟﺩﺭﺱ‬.9

Measure V
(‫ )ب‬Her car: subject (receives the change)
will change: action
The impact of the action is on the subject.
The second (t) which is added is reflexive.
The first (t) refers to the car as feminine.

‫ﺳﯿﺎرﺗــُﮭـﺎ ﺳـَﺘـَﺘـَﻐـﯿـﱠﺮ‬

verb subject
is not the doer
the change will
touch the car itself

‫ﺳﯿﺎرة‬
‫ـﺘـ َـﻐــﯿـ ﱠ ر‬ َ ‫ﺗـ‬ ‫ﺳـ‬ ‫ُ ـﮭـﺎ‬ ‫ﺳﯿﺎرة‬
‫ت‬

measure V will

3rd F. Singl prefix

The subject receives the impact.

The subject is not the doer.
This kind of subject is
a Patient-subject.

ُ‫ت‬ past tense Morph

Measure V
‫ﻧﺎ‬
Verb measure V
َ‫ت‬
‫ت‬
ِ

‫ﺗﻦ ﱠ‬
‫ﺗﻢ‬
‫ت‬
‫ﻏﯿـّﺮ‬
َ◌
‫◌َ ت‬
‫وا‬
َ‫ن‬
47
 ‫‪48‬‬

‫‪Noun of‬‬ ‫‪measure V‬‬

‫ت‬ ‫ھـﺬا اﻟـ‬

‫ﻏﯿـّﺮ‬

‫‪The stem‬‬ ‫‪Measure V‬‬ ‫‪Noun‬‬

‫‪+ additions‬‬ ‫‪present‬‬ ‫‪past‬‬
‫ت ‪ ،‬ﱠ‬
‫ير‬ ‫تغ ﱠ‬ ‫‪change‬‬ ‫ﯾـَﺘـَﻐـﯿـﱠﺮ‬ ‫ﺗــ َ َﻐـﯿـﱠﺮ‬ ‫ات‬ ‫ﺗــَﻐـﯿـﱡﺮ‬
‫‪ destroy‬ت د م ﱠ ر‬ ‫ﯾــَﺘـَﺪﻣـﱠﺮ‬ ‫ﺗــَﺪَﻣـﱠﺮ‬ ‫ﺗـَﺪﻣـﱡﺮ‬
‫تحطﱠم‬ ‫‪destroy‬‬ ‫ﯾـَﺘـَﺤـَﻄـ ﱠﻢ‬ ‫ﺗــَﺤـﻄـﱠﻢ‬ ‫ﺗــَﺤـﻄـﱡﻢ‬
‫‪ ski, skate‬ت ز ل ﱠ ج‬ ‫ﯾـَـﺘــﺰﻟــﱠﺞ‬ ‫ﺗـَﺰﻟـﱠﺞ‬ ‫ﺗــَﺰﻟـﱡﺞ‬
‫‪ learn‬ت ع ل ﱠ م‬ ‫ﯾـَﺘـﻌـﻠـﱠﻢ‬ ‫ﺗــَﻌـﻠـ ﱠ َﻢ‬ ‫ﺗــَﻌـﻠـﱡﻢ‬
‫‪ be exposed to‬ت ع ر ﱠ ض‬ ‫ﯾــَﺘـﻌـ ﱠﺮض‬ ‫ﺗــَﻌـ ﱠﺮض‬ ‫ات‬ ‫ﻌـﺮض‬ ‫ﺗــ َ ﱡ‬
‫‪ cause crack‬ت ص د ﱠ ع‬ ‫ﯾـَﺘـﺼـﺪﱠع‬ ‫ﺗـَﺼـﺪﱠع‬ ‫ات‬ ‫ﺗـَﺼـ ﱡﺪع‬
‫‪ stumble‬ت ع ث ﱠ ر‬ ‫ﯾــَﺘــَﻌـﺜـﱠﺮ‬ ‫ﺗــَﻌـﺜـﱠﺮ ‪+‬‬ ‫ات‬ ‫ﺗــَﻌـﺜــﱡﺮ‬
‫‪ complains‬ذ م ر‬ ‫ﯾﺘﺬﻣـﱠﺮ‬ ‫ﺗﺬﻣــ ﱠ َﺮ‬ ‫ﺗﺬﻣــ ّ ُر‬
‫‪ become late‬أ خ ر‬ ‫ّ‬
‫ﯾﺘﺄﺧﺮ‬ ‫ﺗﺄﺧﺮ‬‫ﱠ‬ ‫ﺗﺄﺧـُﺮ‬
‫‪ be out of work‬ع ط ل‬ ‫ﯾﺘﻌﻄّﻞ‬ ‫ﺗﻌﻄّـﻞ‬ ‫ﻄﻞ‬‫ﺗﻌ ﱡ‬

‫‪always‬‬
‫‪.‬‬ ‫‪F.‬‬ ‫‪M.‬‬

‫‪Inanimate plural‬‬
‫‪F.‬‬

‫‪Examples for reading:‬‬

‫‪You need to know which verbs are treated this way.‬‬
‫‪Examples:‬‬

‫‪measure II‬‬ ‫ﯾـُﺮﻛـﱢﺐ‬ ‫ﯾـُﺴـﺪﱢد‬ ‫ﯾـُﻌـﻄـﱢـﻞ‬ ‫ﯾـُﻌـﺰﱢز‬ ‫ﯾـُﺤـﻄﱢـﻢ‬ ‫ﯾـُﺪﻣـﱢﺮ‬ ‫ﯾـُﻐـﯿـﱢﺮ‬

‫‪Measure V‬‬ ‫ﯾـَـﺘﺮﻛـﱠﺐ‬ ‫ﯾـَﺘــﺴﺪﱠد‬ ‫ﯾـَﺘـﻌـﻄﱠﻞ‬ ‫ﯾـَﺘـﻌـﺰﱠز‬ ‫ﯾـَﺘﺤـﻄـﱠﻢ‬ ‫ﯾـَﺘـﺪ ﱠﻣﺮ‬ ‫ﯾَـﺘﻐـﯿـّﺮ‬

‫‪compare:‬‬

‫‪will destroy‬‬ ‫اﻟـﻤﺪﯾﻨﺔ ‪.‬‬ ‫ﺳــَﺘـُﺪﻣـﱢﺮ‬ ‫اﻟﻌﺎﺻﻔﺔ‬

‫‪48‬‬
 ‫‪49‬‬

‫‪will be destroyed‬‬ ‫اﻟـﻤﺪﯾﻨﺔ ﺳﺘـَـﺘـَـﺪﻣـﱠﺮ ‪.‬‬

‫ﯾـُﺤـَﻄـﱢـﻢ ‪ ،‬ﺗــُﺤــَﻄــﱢﻢ‬
‫)‪smashed (into pieces‬‬ ‫اﻟﺴﻔﯿﻨﺔ ﺣـﻄـﻤـﱠﺖ اﻟـﻘﺎرب ‪.‬‬
‫‪is smashed‬‬ ‫اﻟـﻘﺎرب ﺗـَﺤــَﻄـ ﱠ َﻢ ‪.‬‬

‫‪will reinforce‬‬ ‫اﻟـﺠﯿﺶ ﺳﯿـﻌـﺰﱢز ﻗـﻮﺗـَـﮫُ ) ﻗﻮاﺗـِـ ِﮫ ( ﻓﻲ اﻟـﻤﻨﻄﻘـﺔ ‪.‬‬

‫ُ‬
‫)‪will (be) reinforce(d‬‬ ‫ﻗـﻮةُ ) ﻗﻮاتُ ( اﻟـﺠﯿﺶ ﺳﺘَـﺘـﻌـﺰﱠز ﻓﻲ اﻟـﻤﻨﻄﻘـﺔ ‪.‬‬

‫‪stopped‬‬ ‫اﻟـﻤﺪﻓﻌـﯿﺔ ﻋـﻄـﻠـﱠﺖ ﺣـﺮﻛـﺔ اﻟـﻌـﺪو ‪.‬‬

‫‪(is) stopped‬‬ ‫ﺣـﺮﻛـﺔ اﻟـﻌـﺪو ﺗﻌـﻄﻠـﱠﺖ ‪.‬‬

‫‪pays off‬‬ ‫ﻣـَﻦ ﯾـُﺴﺪﱢد اﻟـﺪﯾﻮن ؟‬

‫‪will be paid‬‬ ‫ﻛﯿﻒ ﺳـَﺘـُﺴﺪﱠد اﻟـﺪﯾﻮن ؟‬

‫‪composes‬‬ ‫ﻣـَﻦ ﯾــُﺮﻛـﱢﺐ اﻟـﺪواء َ ؟‬

‫)‪is composed (made‬‬ ‫ﻣـﻦ أي ﺷـﺊ ﯾـﺘﺮﻛـﱠﺐ اﻟـﺪواء ُ ؟‬

‫‪teaches‬‬ ‫اﻟـﻤﻌﻠـّﻢ ﯾـُﻌﻠـﱢﻢ اﻟـﻄﺎﻟـﺐ ‪.‬‬

‫‪learns‬‬ ‫اﻟـﻄﺎﻟـﺐ ﯾــَﺘـﻌﻠـﱠﻢ ‪.‬‬

‫))‪He made me know her. ((introduced me to her‬‬ ‫ﻋـ ﱠﺮﻓـﻨـﻲ )ھﻮ( ﻋﻠـﯿﮭـﺎ‬
‫‪I came (got) to know her.‬‬ ‫ﺗـﻌـ ﱠﺮﻓـﺖُ ﻋﻠﯿـﮭـﺎ ‪.‬‬

‫‪(He)will spend (money) foolishly‬‬ ‫ﺳﯿـُـﺒﺪﱢد اﻟـﻮﻟـ ُﺪ اﻟـﻤﺎ َل‬

‫‪the money will be spent‬‬ ‫ﺳﯿَـﺘــﺒـﺪﱠد اﻟـﻤﺎل ُ‬

‫‪will divide‬‬ ‫ﺳﯿﺠﺰئ اﻟـﺤﺎﻛﻢ اﻟـﺒﻼد َ‬

‫‪will be divided‬‬ ‫اﻟـﺒﻼد ُ ﺳﺘﺘﺠﺰأ‬

‫‪(he)will hold the country responsible‬‬ ‫اﻟﺮﺋﯿﺲ اﻟـﺒﻼ َد اﻟـﻤﺴﺆوﻟﯿﺔ‬

‫ُ‬ ‫ﺳـﯿـُﺤـﻤـﱢﻞ‬
‫‪the country will bear the responsibility‬‬ ‫ﺳـﺘـَﺘـﺤـﻤـﱠﻞ اﻟـﺒﻼد ُ اﻟـﻤﺴﺆوﻟﯿﺔ‬

‫‪will schedule a time‬‬ ‫ﺳـﯿـُﺤـﺪﱢد اﻟـﻤﺪﯾ ُﺮ اﻟـﻤﻮﻋـ َﺪ‬

‫‪the appointment will be set‬‬ ‫ﺳـﯿـَﺘـﺤـﺪﱠد اﻟـﻤﻮﻋـﺪ ُ‬

‫‪will make (people) homeless‬‬ ‫اﻟـﺠـﻔﺎف ﺳﯿُـﺸ ﱢﺮد اﻟـﻨﺎس َ‬

‫‪will become homeless‬‬ ‫اﻟـﻨﺎس‬
‫ُ‬ ‫ﺳـﯿــَﺘﺸ ﱠﺮد‬

‫‪will threaten‬‬ ‫اﻟـﺠـﻔﺎف ﺳـَﯿـُﮭـﺪﱢد اﻟـﺒﻼد َ ‪.‬‬

‫‪will be threatened‬‬ ‫اﻟـﺒﻼد ُ ﺳــﺘـَﺘــَﮭــﺪﱠد ‪.‬‬

‫‪Exercise‬‬

‫‪ .7‬ﺳﺘﻘﻠﺺ اﻟﻮزارة ﻋﺪد ﻣﻮظﻔﯿﮭﺎ‪.‬‬ ‫‪ .1‬ﯾﺮدّد اﻟﻤﺪﯾﺮ اﻟﻜﻼم‬

‫ﻓـــﺤﺘﻤﺎ ً ___________ ﻋﺪد اﻟﻤﻮظﻔﯿﻦ ﻓﯿﮭﺎ‪.‬‬ ‫اﻟﻜﻼم __________ ‪.‬‬

‫‪ .8‬اﻟﺒﺮد اﻟﻘﺎرص ﺳﯿﺤ ّﻮل اﻟﻤﺎء اﻟﻰ اﻟﺠﻠﯿﺪ‪.‬‬ ‫‪ .2‬ﯾﻌﻠّﻢ اﻟﻤﻌﻠﻢ اﻟﻄﺎﻟﺐ‪.‬‬
‫ﻓﺒﺎﻟﻄﺒﻊ ___________ اﻟﻤﺎء اﻟﻰ اﻟﺠﻠﯿﺪ‪.‬‬ ‫اﻟﻄﺎﻟﺐ _________ ‪.‬‬

‫‪ .9‬ﯾﻌﯿﻦ اﻟﺮﺋﯿﺲ وزﯾ َﺮ دﻓﺎع ﺟﺪﯾﺪ‪.‬‬ ‫‪ .3‬ﺳﯿﺮﻗﻲ اﻵﻣﺮ اﻟﺠﻨﺪي ‪.‬‬

‫ﻓﻲ وﻗﺖ ﻗﺮﯾﺐ ________ وزﯾﺮ دﻓﺎع ﺟﺪﯾﺪ ‪.‬‬ ‫اﻟﺠﻨﺪي _________‬

‫‪ .10‬ﺳﯿﺤﺪد اﻟﻤﺪﯾﺮ ﻗﺮﯾﺒﺎ ً ﻣﻮﻋﺪ اﻟﻤﻘﺎﺑﻠﺔ‬ ‫‪ .4‬اﻟﮭﻮاء ﯾﺮﻓﺮف اﻟﻌﻠﻢ‪.‬‬

‫ﻗﺮﯾﺒﺎ ً ______________ اﻟﻤﻮﻋﺪ ‪.‬‬ ‫اﻟﻌﻠﻢ _____________‪.‬‬

‫‪ .5‬اﻟﺮﯾﺎح اﻟﺒﺎردة اﻟﻘﺎدﻣﺔ ﺳﺘﻐﯿﺮ اﻟﺠﻮ‪.‬‬

‫‪49‬‬
 50

.‫اﻟﺠﻮ ________ﺑﺴﺒﺐ اﻟﺮﯾﺎح اﻟﺒﺎردة اﻟﻘﺎدﻣﺔ‬

.‫ اﻟﺤﺮارة اﻟﻌﺎﻟﯿﺔ ﺗﻤﺪّد اﻟﺤﺪﯾﺪ‬.6

.‫اﻟﺤﺪﯾﺪ ــــــــــــــــــــــــــــــــــ ﺑﺎﻟﺤﺮارة اﻟﻌﺎﻟﯿﺔ‬

Answers :
‫ ﺳﯿﺘﺤﺪد‬،‫ﺳﯿﺘﻌﯿﻦ‬،‫ ﺳﯿﺘﺤﻮل‬، ‫ ﺳﯿﺘﻘﻠﺺ‬، ‫ ﯾﺘﻤﺪّد‬،‫ ﺳﯿﺘﻐﯿﺮ‬، ‫ ﯾﺘﺮﻓﺮف‬، ‫ ﺳﯿﺘﺮﻗﻰ‬، ‫ ﯾﺘﻌﻠﻢ‬، ‫ﯾﺘﺮدد‬

Measure III

by adding /aa/ after the second core letter

Object Action Agent

Patient examine(s)
‫ﻣﺮﯾﺾ‬ ‫طﺒﯿﺐ‬

‫ﯾـﻌﺎﻟﺞ‬
measure III ‫اﻟﻤﺮﯾﺾ‬
َ ‫اﻟﻄﺒﯿﺐ‬
ُ ‫ﯾــ ُﻌﺎﻟــﺞ‬
‫اﻟﻄﺒﯿﺐ ﯾﻌﺎﻟﺞ اﻟﻤﺮﯾﺾ‬

Present tense:

We derive measure three verb from the root of 3 letters

We insert /aa/ ‫ ا‬after the first consonant and kasra after the second consonant of the root. The
personal prefixes have the vowel /u/ ?unaafisu

‫س‬ ‫( ن ف‬root) has no meaning

it may mean: (self)(nafs), or ( breath) if it has fatHas between the consonants.: (na fas)

Present Tense Morph

‫أﻧﺎﻓــِﺲ‬
‫ﻧــُﻨﺎﻓــِﺲ‬
ُ‫أ‬
‫ﺗــُﻨﺎﻓــِﺲ‬ ُ ‫ﻧـ‬
‫ﺗــُﻨﺎﻓـِﺴﯿﻦ‬ ‫ﯾﻦ‬ ُ ‫ﺗـ‬
‫ﺗـُـﻨـﺎﻓــِﺴﻮن‬ ‫ون‬ ‫ﯾـــ‬
‫ﺗــُﻨﺎﻓــِﺴﻦ‬ ‫ن‬

‫ن ا ف ِ◌ س‬
‫ﺗــُﻨﺎﻓــِﺲ‬
‫ﯾــُﻨﺎﻓــِﺲ‬
‫ﯾــُﻨﺎﻓــِﺴﻮن‬
‫ﺗــُﻨﺎﻓــِﺴﻦ‬ ?unaafis
I compete with + somebody / in + something

. ‫أُﻧﺎﻓﺴﻚ ﻓﻲ اﻟﻌﻤﻞ‬
‫اﻧﺎﻓﺴﮭﻢ‬

50
 51

‫اﻧﺎﻓﺴﻜﻢ‬
‫اﻧﺎﻓﺴﮫ‬
‫اﻧﺎﻓﺴﮭﺎ‬

Past tense Morph

1. We insert /aa/ after the first consonant of the root.

2. We also insert fatHa /a/ after the second consonant of the root.
3. We add the suffixes of the past tense .
‫ف س‬ ‫ن ا‬
َ‫ت‬ ‫ﺗــُﻢ‬
you you
‫ﺗــ ُﻦ ﱠ‬
‫ﻧـﺎ‬
you
‫ت‬ we
you
َ◌
‫ت‬ ُ‫ت‬
َ‫ن‬
they ‫وا‬ I
F
They
M

َ◌
The 3d personal pronouns has three syllables.
The first one is open with a long vowel /aa/ ‫ا‬
The second syllable has fatHa.
The third is a closed syllable but has the short vowel fatHa.
Exception is the conjugation for (he) which ends with fatHa.

he competes :/naafasa/ َ َ‫ﻧﺎﻓ‬

‫ﺲ‬ = َ‫س‬ َ‫ف‬ ‫ن ا‬

She competes َ َ‫= ﻧﺎ ﻓ‬

/naafasat/ : ‫ﺴﺖ‬ ‫ست‬
َ َ‫ف‬ ‫نا‬

The first and the second personal pronouns have :

1. The first syllable /naa/ .
2. A closed syllable which has fatHa/a/
3. The suffix which is a consonant followed by a vowel .

I competed /naafastu/ : ُ‫= ﻧﺎﻓـَﺴـﺖ‬ ُ‫ت‬ ‫فَ س‬ ‫نا‬

They (f.) competed /naafasna/ : َ‫ﻧﺎﻓـَﺴـﻦ‬ = َ‫ن‬ ‫فَ س‬ ‫نا‬

tedemula

51
 52

Somebody helps somebody else.

A helps B

Somebody hurts somebody else

A attacks B

Present Tense Morph measure III

Measure III Past Tense Morph
Kasra on the 2nd syllable
FatHa on the 2nd syllable
‫ﻋﺎون‬
helped ُ‫ت‬ ‫ﻋﺎ َون‬ ‫ﺳﺎﻋﺪ‬ ُ‫أ‬
assisted ‫ﻧﺎ‬ ‫ﺳﺎﻋَﺪ‬ ‫ﺳﺎﻧـﺪ‬
supported ‫ﺳﺎﻧـَﺪ‬ ُ ‫ﻧــ‬
‫ﺷﺎور‬
consulted َ‫ت‬ ‫ﺷﺎ َور‬ ‫ﻧﺎﺷـﺪ‬
called upon ‫ت‬ِ ‫ﻧﺎﺷـَﺪ‬ ‫ﺳﺎھـﻢ‬
contributed ‫ﺗـُﻢ‬ ‫ﺳﺎھـَﻢ‬ ‫ﻻطـﻒ‬
treated s. gently َ◌ ‫ﺗﻦ‬ ‫ﻻطـَﻒ‬ ُ ‫ﺗـــ‬
‫ﯾﻦ‬ ‫ﺻﺎﻓـﺢ‬ ُ ‫ﺗــ‬
‫ون‬ ‫ﻧﺎﺻـﺮ‬
shook hands with ‫ﺗـُﻤﺎ‬ ‫ﺻﺎﻓـَﺢ‬ ُ ‫ﺗــ‬
‫آزر‬
supported ‫ﻧﺎﺻـَﺮ‬ َ‫ن‬ ُ ‫ﺗــ‬
‫ﺳﺎﻣـﺢ‬
supported ‫آزَر‬
‫ﺻﺎرح‬
forgave ‫ﺳﺎﻣـَﺢ‬
‫ﻻﺣـﻖ‬
said frankly to ‫َت‬ ‫ﺻﺎ َرح‬
‫ﻓﺎﺗـﺢ‬
‫وا‬ ُ ‫ﯾــ‬
‫ﺟﺎﻣـﻞ‬
chased َ◌ ‫ن‬ ‫ﻻﺣـَﻖ‬
‫طﺎرد‬
ُ ‫ﺗــ‬
‫ﺣﺎرب‬
opened the speech with ‫ا‬ ‫ﻓﺎﺗـَﺢ‬ ‫ﻗﺎﺗـﻞ‬
showed curtsey to ‫ﺗﺎ‬ ‫ﺟﺎﻣـَﻞ‬ ‫ون‬ ُ ‫ﺗـ‬
‫ﻧﺎﺷـﺪ‬
chased ‫طﺎ َرد‬ ‫ﻧﺎﻓـﺲ‬
warred , fought ‫ﺣﺎ َرب‬ َ‫ن‬ ُ ‫ﯾــ‬
‫ﻓﺎرق اﻟﺤﯿﺎة‬
fought ‫ﻗﺎﺗـَﻞ‬ ‫ﺷﺎﻛـﺲ‬
emulated, competed with ‫ﻧﺎﻓـَﺲ‬ َ ‫ﻋﺎﻣـﻞ‬
died ‫ﻓﺎ َرق اﻟﺤﯿﺎة‬ ‫ﻧﺎﻓﻖ‬
teased ‫ﺷﺎﻛـَﺲ‬
treated َ◌ ‫ﻋﺎﻣـَـﻞ‬

snitch on ‫ﻋﻠﻰ‬ ‫ﻧﺎﻓﻖ‬

Spend sometime reading this chart and try to use them in sentences.
Pick up an article from the internet in Arabic and try to spot a few verbs of this measure or other
measures for meaning.

52
 53

Noun of Measure III

1. The stem is the past tense of measure 3 :

‫ـﺔ‬ ‫َم‬
َ ‫ھــ‬ ‫ﺳﺎ‬ ُ ‫ﻣــ‬

2. add (mu) at the beginning as prefix :

Measure III
Noun 3. Add ( taa? MarbuuTa) ‫ـﺔ‬ or ( ‫ة‬ )
‫ﻋﺎ َون‬
‫ة‬ ‫ﻣـُـ ﺳﺎ َﻋﺪ‬ Examples:
‫ﺳﺎﻧـ َﺪ‬
‫ﺷﺎ َور‬ noun past present root
‫ﻧﺎﺷـ َﺪ‬
‫ﺳﺎھـ َﻢ‬ monitoring ‫ُﻣﺮاﻗـﺒﺔ‬ ‫راﻗـﺐ‬ ‫ﯾـُﺮاﻗـﺐ‬ ‫رقب‬
‫ﻻطـ َﻒ‬ examining ‫ﻣـُﻌﺎﯾـﻨـﺔ‬ َ‫ﻋـﺎﯾـَﻦ‬ ‫ﯾـُﻌﺎﯾـﻦ‬ ‫عين‬
‫ﺻﺎﻓـ َﺢ‬ watching ‫ﻣـُﺸﺎھـَﺪة‬ ‫ﺷـﺎھـ َ َﺪ‬ ‫ﯾُﺸﺎھـﺪ‬ ‫ش ھـ د‬
‫ﻧﺎﺻـ َﺮ‬ treating (people) ‫ﻣـُﻌﺎﻣـَﻠﺔ‬ ‫ﻋـﺎﻣـ َ َﻞ‬ ‫ﯾـُﻌﺎﻣـِﻞ‬ ‫عمل‬
‫آ َزر‬ fighting ‫ﻣـُﻘﺎﺗـﻠَﺔ* ﻗﺘﺎل‬ ‫ﻗﺎﺗـ َ َﻞ‬ ‫ﯾـُﻘﺎﺗـِﻞ‬ ‫قتل‬
‫ﺳﺎﻣـ َﺢ‬ fighting ‫ﻣـُﺤﺎ َرﺑﺔ‬ ‫ب‬َ ‫ﺣـﺎ َر‬ ‫ﯾـُﺤـﺎ ِرب‬ ‫حرب‬
‫ﺻﺎ َرح‬ fighting ‫ﻣـﻨـﺎھـﻀﺔ‬ ‫ﺾ‬ َ َ ‫ﻧﺎھـ‬ ‫ﯾـُﻨـﺎھـِﺾ‬ ‫ن ھـ ض‬
‫ﻧﺎﻓﻖ‬ fighting ‫ﻣـُﻜﺎﻓـَﺤـﺔ‬ ‫ﻛﺎﻓـ َ َﺢ‬ ‫ﯾـُﻜﺎﻓـِﺢ‬ ‫كفح‬
‫ﻻﺣـ َﻖ‬ showing respect (curtsy) ‫ﻣـُﺠـﺎﻣـَﻠـﺔ‬ ‫ﺟـﺎﻣـ َ َﻞ‬ ‫ﯾـُﺠﺎﻣـِﻞ‬ ‫جمل‬
‫ﻓﺎﺗـ َﺢ‬ aggravating ‫ﻣـُﺸﺎﻛــَﺴﺔ‬ ‫َﺲ‬
َ ‫ﺷﺎﻛ‬ ‫ﯾـُﺸﺎﻛﺲ‬ ‫شكس‬
‫ﺟﺎﻣـ َﻞ‬ trial (in court) ‫ﻣــُﺤﺎﻛـَﻤﺔ‬ ‫ﺣﺎﻛــ َ َﻢ‬ ‫ﯾـُﺤﺎﻛـِﻢ‬ ‫ح كم‬
‫طﺎ َرد‬ hypocrisy ‫ﻣﻨﺎﻓﻘﺔ * ﻧﻔﺎق‬ ‫ﻧﺎﻓﻖ‬ ‫ﯾﻨﺎﻓﻖ‬ ‫نفق‬
‫ﺣﺎ َرب‬
‫ﻗﺎﺗـ َﻞ‬ * usually nouns are used instead
‫ﻧﺎﺷـ َﺪ‬
‫ﻧﺎﻓـَﺲ‬
‫ﻧﺎﻛـَﺪ‬ Measure 3 notion:
‫ﻓﺎ َرﻗﺔ اﻟﺤﯿﺎة‬
‫ﺷﺎﻛـَﺲ‬ 1. Measure 3 indicates that we have two sides (A) and (B)
َ ‫ﻋﺎﻣـَـﻞ‬ 2. Side A is the initiator of an action i.e., subject as an agent
3. Side B is the receiver of the action i.e., an object

Object initiator of the action

Receiver of the action Subject
B ‫ﯾــُـﺤـﺎ ِرب‬ A

Kuwait fights Iraq

‫اﻟﻌﺮاق‬
‫اﻟﻜﻮﯾﺖ‬

53
 54

Notion
One side initiates something and do good for or harm to the other side.

‫ﺻﺮاع‬ ‫ﻣﺼﺎرﻋﺔ‬ ‫ﯾﺼﺎرع‬ ‫ﺻﺎرع‬

‫ﻧﻔﺎق‬ ‫ﻣﻨﺎﻓﻘﺔ‬ ‫ﯾﻨﺎﻓﻖ‬ ‫ﻧﺎﻓﻖ‬
‫ﻋﻨﺎق‬ ‫ﻣﻌﺎﻧﻘﺔ‬ ‫ﯾﻌﺎﻧﻖ‬ ‫ﻋﺎﻧﻖ‬
X ‫ﻣﻨﺎﺷﺪة‬ ‫ﯾﻨﺎﺷﺪ‬ ‫ﻧﺎﺷﺪ‬
X ‫ﻣﺒﺎرﻛﺔ‬ ‫ﯾﺒﺎرك‬ ‫ﺑﺎرك‬
X ‫ﻣﺘﺎﺑﻌﺔ‬ ‫ﯾﺘﺎﺑﻊ‬ ‫ﺗﺎﺑﻊ‬
X ‫ﻣﺸﺎرﻛﺔ‬ ‫ﯾﺸﺎرك‬ ‫ﺷﺎرك‬
X X ‫ﯾﺴﺎور‬ ‫ﺳﺎور‬
X ‫ﻣﻨﺎورة‬ ‫ﯾﻨﺎور‬ ‫ﻧﺎور‬
X ‫ﻣﻌﺎودة‬ ‫ﯾﻌﺎود‬ ‫ﻋﺎود‬
X ‫ﻣﻜﺎﺑﺪة‬ ‫ﯾﻜﺎﺑﺪ‬ ‫ﻛﺎﺑﺪ‬
X ‫ﻣﻼطﻔﺔ‬ ‫ﯾﻼطﻒ‬ ‫ﻻطﻒ‬
x ‫ﻣﻘﺎرﻋﺔ‬ ‫ﯾﻘﺎرع‬ ‫ﻗﺎرع‬
x ‫ﻣﺼﺎدرة‬ ‫ﯾﺼﺎدر‬ ‫ﺻﺎدر‬
x ‫ﻣﻌﺎﻗﺒﺔ‬ ‫ﯾﻌﺎﻗﺐ‬ ‫ﻋﺎﻗﺐ‬
x ‫ﻣﻄﺎردة‬ ‫ﯾﻄﺎرد‬ ‫طﺎرد‬
‫ﺷﻮرى‬ ‫ﻣﺸﺎورة‬ ‫ﯾﺸﺎور‬ ‫ﺷﺎور‬

Some verbs have only one form of the verbal noun

Exercise
Try to put each verb in a sentence so as to get meaning . The concept is A fights, blesses, helps….B.
Then try to put A and B together as both . Then change the morph to measure VI (6) and show how the
verb behaves as implied (each other). Some verbs do not behave the same as in (yu-saa-wir) .

.‫ﯾﺴﺎورﻧﻲ اﻟﺸﻚ ﺑﻤﺎ ﻗﺎﻟﮫ ﻓﻲ اﻟﻤﺆﺗﻤﺮ‬

Sometimes the agent ( the doer) is inanimate. So the verb behaves differently to convey the meaning
through the relationship between the agent and its effect on the object that is (here) humanbeing (I).

Literal translation:

The doubt befalls me in what he said in the conference.

The agent : doubt
The object : I

The ordinary translation of the message:

I doubt what he said in the conference.

54
 55

Measure VI

This measure 6 can be derived from measure 3 by adding/ t /to its beginning. The new subject is
not a doer but a receiver of an action. In grammar the verb is intransitive

Measure III the doer is the subject

‫اﻟﻤﺮﯾﺾ‬ ‫ﯾﻌﺎﻟﺞ‬ ‫اﻟﻄﺒﯿﺐ‬

Measure VI the subject is the receiver of the impact of the action. The verb is intransitive and it
includes passivity as meaning though the sentence is active.

(‫) ﻋﻨﺪ اﻟﻄﺒﯿﺐ‬ ‫ﯾﺘﻌﺎﻟﺞ‬

ُ ‫اﻟﻤﺮﯾﺾ‬
‫ﯾﺘﻌﺎﻟﺞ اﻟﻤﺮﯾﺾ‬

The present tense Morph

1. Prefixes has a fatHa vowel/a/

2. Insert /t/ before the first consonant of the root.
3. Is the measure 3 form

َ‫أ‬ ‫أﻧﺎ‬
َ ‫ﻧـــ‬
‫ت‬ ‫ﻧﺤﻦ‬
َ ‫ﯾــ‬
‫ﻋﺎون‬ َ ‫ﺗــ‬
‫ھﻤﺎ‬
‫ھﻤﺎ‬

‫ـﺎن‬

55
 ‫‪56‬‬

‫‪Past of the Measure VI Morph‬‬

‫ﺑﻌﻀﻨﺎ اﻟﺒﻌﺾ‬ ‫ﻣﻊ‬ ‫‪Measure VI‬‬
‫تُ‬ ‫ﺗﻌﺎ َون‬ ‫اﻟﻤﺴﺆوﻟﯿﻦ‬ ‫ﻣﻊ‬ ‫‪Morph‬‬ ‫أَ‬ ‫أﻧﺎ‬
‫ﻧﺎ‬ ‫ﺗﺸﺎور‬ ‫ﺗﻌﺎ َون‬ ‫َ‬ ‫ﻧــ‬ ‫ﻧﺤﻦ‬
‫ﺗﻼطـ َﻒ‬ ‫ﺗﺸﺎور‬
‫تَ‬ ‫ﺗﺼﺎﻓـ َﺢ‬ ‫ﺗﻼطـ َﻒ‬
‫ت‬
‫ِ‬ ‫ﺗﺂ َزر‬ ‫ﻣﻊ‬ ‫ﺗﺼﺎﻓـ َﺢ‬ ‫تَ‬ ‫أﻧﺖ‬
‫ﺗـُﻢ‬ ‫ﺗﺴﺎﻣـ َﺢ‬ ‫ﻣﻊ‬ ‫ﯾﻦ‬ ‫ﺗﺂ َزر‬ ‫ت‬ ‫اﻧﺖ‬
‫ﺗﻦﱠ‬ ‫ﺗﺼﺎ َرح‬ ‫ﺗﺴﺎﻣـ َﺢ‬
‫ﺗﺼﺎ َرح‬ ‫ت‬ ‫أﻧﺘﻢ‬
‫ون‬
‫◌َ‬ ‫نَ‬ ‫تَ‬ ‫أﻧﺘﻦ‬
‫َت‬
‫وا‬ ‫ﺗﺠﺎﻣـَﻞ‬ ‫ﺗﺠﺎﻣـَﻞ‬ ‫ﯾـ َ‬ ‫ھﻮ‬
‫نّ َ‬ ‫ﺗﺤﺎ َرب‬ ‫ﺗﺤﺎ َرب‬ ‫ﺗـ َ‬ ‫ھﻲ‬
‫ﺗﻘﺎﺗـ َﻞ‬ ‫ون‬ ‫ﺗﻘﺎﺗـ َﻞ‬ ‫ﯾــ‬ ‫ھﻢ‬
‫ﺗﻨﺎﻓـَﺲ‬ ‫ن‬ ‫ﺗﻨﺎﻓـَﺲ‬ ‫ﯾــ َ‬ ‫ھﻦ‬
‫ﺗﻌﺎﻣـَـﻞ َ‬ ‫ﺗﻌﺎﻣـَـﻞ َ‬

‫ان‬ ‫ﯾـ‬ ‫ھﻤﺎ‬

‫ان‬ ‫ﺗــ َ‬ ‫ھﻤﺎ‬

‫)‪In English we usually have the concept with each other or sometimes both (to mean both sides‬‬

‫) ﻣﻊ ‪We also need to know the particle (usually with‬‬

‫& ‪B‬‬ ‫) ‪A (Both‬‬

‫) ‪fight (each other‬‬ ‫اﻟﻌﺮاق و اﻟﻜﻮﯾﺖ‬

‫ﯾﺘﺤﺎرﺑﺎن‬

‫‪Measure VI Notion‬‬

‫)‪1. The verb of 6 needs a preposition (with), (against),(for‬‬

‫اﻟﻌﺮاق ﯾﺤﺎرب اﻟﻜﻮﯾﺖ‪Measure III .‬‬
‫اﻟﻌﺮاق واﻟﻜﻮﯾﺖ ﯾﺘﺤﺎرﺑﺎن‪Measure VI .‬‬
‫‪Subject‬‬
‫‪initiator of the action‬‬
‫‪A‬‬

‫اﻟﻌـﺮاق‬

‫‪56‬‬
 ‫‪57‬‬

‫‪Iraq‬‬

‫‪and B‬‬
‫ﯾﺘﺤﺎرﺑـــﺎن‬

‫‪kuwait‬‬ ‫اﻟﻜﻮﯾﺖ‬

‫‪fight‬‬ ‫‪each other‬‬ ‫‪Both countries‬‬

‫‪Both countries fight each other.‬‬

‫‪2. By adding the dual inflection /aan/ we change the meaning into :‬‬

‫‪Both (A) and (B) interchange the action against each other‬‬
‫‪Read the following sentences for more explanation:‬‬
‫‪ .1‬آ‪ :‬ﺷﺮﻛـﺔ ‪ A‬ﺗـُﻨـﺎﻓِﺲ ﺷﺮﻛﺔ ‪. B‬‬
‫‪Company A competes with company B. B‬‬ ‫ب‪ :‬ﺷﺮﻛﺔ ‪ A‬ﺗـَﺘـﻨـﺎﻓَﺲُ ﻣـﻊ َ ﺷﺮﻛـﺔ‬
‫)‪Both compete (each other‬‬ ‫ﺗﺘﻨﺎﻓَﺴﺎن‬ ‫‪ or‬اﻟﺸﺮﻛﺘﺎن‬ ‫ج ‪ :‬ﺗﺘـﻨﺎﻓَﺲ اﻟﺸﺮﻛﺘﺎن‬

‫‪ .2‬آ‪ :‬اﻟـﻌﺮاق ﯾـ ُﺤـﺎرب اﻟـﻜﻮﯾﺖ ‪.‬‬

‫‪Iraq fight with Kuwait.‬‬ ‫ب‪ :‬ﯾـﺘﺤـﺎ َربُ اﻟﻌﺮاق واﻟﻜﻮﯾﺖ‪.‬‬
‫)‪They fight (each other‬‬ ‫ج ‪ :‬اﻟﻌﺮاق واﻟﻜﻮﯾﺖ ﯾـَﺘـَﺤـﺎ َرﺑـﺎن ‪.‬‬

‫‪reconciles‬‬ ‫‪ .3‬آ‪ :‬ﯾـُﺼـﺎﻟِﺢ اﻟـﻌﺮاق ﻣﻊ اﻟـﻜﻮﯾﺖ ‪.‬‬

‫‪reconcile with‬‬ ‫ب ‪ :‬ﯾـَﺘـَﺼﺎﻟـَﺢ اﻟﻌﺮاق ) ﻣﻊ( )و( اﻟـﻜﻮﯾﺖ ‪.‬‬
‫ج ‪ :‬اﻟـﻌﺮاق واﻟـﻜﻮﯾﺖ ﯾـَﺘـَﺼﺎﻟـَﺤـﺎن ‪.‬‬
‫‪They (both) reconcile (each other).‬‬
‫‪Note‬‬
‫‪Sometimes measure 3 meaning has nothing to do with measure 6 though‬‬
‫‪the structure and the duality is the same:‬‬

‫‪objected‬‬ ‫ض اﻟـﺒﺮﻟـﻤـﺎن اﻟـﻘﺮار ‪.‬‬

‫ﯾـُﻌﺎرضُ ‪ :‬ﻋـﺎ َر َ‬
‫ﯾﺘﻌﺎرض ﻣﻊ ‪ :‬ﯾـﺘﻌـﺎرض اﻟﻘﺮار ﻣﻊ اﻟﺪﺳﺘﻮر ‪contradicts .‬‬
‫اﻟﻘﺮار واﻟﺪﺳﺘﻮر ﯾﺘﻌﺎرﺿـﺎن )‪(Both) contradict (each other‬‬

‫ﻧﺎز َل اﻟـﻤﻼﻛ ُﻢ اﻻﻣﺮﯾﻜﻲ ﻧـﻈﯿـ َﺮهُ اﻟـﻤﻼﻛـﻢ اﻻﯾﺮاﻧـﻲ ‪fought .‬‬ ‫ﻨـﺎز ُل‬
‫ﯾـ ُ ِ‬
‫ﺗـﻨـﺎ َز َل اﻟـﻌﺮاق ﻟـِﻘﺮارات اﻻﻣﻢ اﻟـﻤﺘﺤـﺪة ‪conceded to .‬‬ ‫ﯾـَـﺘـﻨـﺎزَل ) ﻟـ ِ ‪ ،‬اﻟﻰ (‬

‫‪is equal to‬‬ ‫ﯾـُﻌـﺎ ِد ُل اﻟﺪوﻻر اﻟﻠﯿﺮة اﻟـﺴﻌﻮدﯾﺔ ‪.‬‬ ‫ﯾـُـﻌـﺎ ِد ُل ‪:‬‬
‫ﯾـَـﺘﻌـﺎدَل اﻟﻔﺮﯾﻖ اﻟﺴﻮري ﻣﻊ اﻟـﻤﺼـﺮي ‪ties with .‬‬ ‫ﯾـَﺘـَﻌـﺎدَل ﻣـﻊ ‪:‬‬
‫‪get tie‬‬ ‫اﻟﻔﺮﯾﻘﺎن اﻟﺴﻮري واﻟـﻤﺼﺮي ﯾـﺘﻌـﺎدﻻن ‪.‬‬

‫‪57‬‬
 58

Noun of Measure( 6 ) VI:

1. Take the past tense stem.

2. Change FatHa to short /u/ in the final syllable
3. There is sukuun on the last consonant.

A table of measure VI conjugation

Noun of Measure VI noun past present root

ta’aawun ‫ﺗﻌﺎون‬ fighting ‫ﺗــَﻨـﺎﺣـُﺮ‬ ‫ﺗــَﻨـﺎﺣـ َ َﺮ‬ ‫ﯾـﺘـﻨـﺎﺣـَﺮ‬ ‫ن حر‬

ta shaa wur ‫ﺗﺸﺎور‬ contradiction ‫ﺗـَﻨـﺎﻗـُﺾ‬ ‫ﺾ‬
َ َ ‫ﺗـَﻨـﺎﻗــ‬ ‫ﯾـَﺘـﻨـﺎﻗـَﺾ‬ ‫نقض‬
talaa tuf ‫ﺗﻼطـﻒ‬ convey , spreading ‫ﺗــَﻨـﺎﻗــُﻞ‬ ‫ﺗـَﻨـﺎﻗـ َ َﻞ‬ ‫ﯾـَﺘـﻨـﺎﻗـَﻞ‬ ‫نقل‬
tasaa fuH ‫ﺗﺼﺎﻓـﺢ‬ falling ‫ﺗـَﺴـﺎﻗـُﻂ‬ ‫ﺗـَﺴـﺎﻗـَﻂ‬ ‫ﯾـَﺘـﺴـﺎﻗـَﻂ‬ ‫سقط‬
ta ?aazur ‫ﺗﺂزر‬ treatment ‫ﺗَﻌـﺎﻣـُﻞ‬ ‫ﺗـَﻌـﺎﻣـَﻞ‬ ‫ﯾـَﺘـَﻌـﺎﻣـَﻞ‬ ‫ع م ل‬
tasaamuH ‫ﺗﺴﺎﻣـﺢ‬ wonder ‫ﺗـَﺴـﺎؤل‬ ‫ﺗـَﺴـﺎ َء َل‬ ‫ﯾـَﺘـﺴﺄ َءل‬ ‫س ء ل‬
ta SaaruH ‫ﺗﺼﺎرح‬ optimism ‫ﺗـَﻔـﺎؤل‬ ‫ﺗـَﻔـﺎ َء َل‬ ‫ﯾَﺘـَﻔـﺎ َءل‬ ‫ف ءل‬
pessimism ‫ﺗـَﺸـﺎؤم‬ ‫ﺗـَﺸـﺎ َء َم‬ ‫ﯾـَﺘـﺸﺎ َءم‬ ‫ش ءم‬
aggravating ‫ﺗــَﻔـﺎﻗـُﻢ‬ ‫ﺗـَـﻔـﺎﻗـَﻢ‬ ‫ﯾـَـﺘـَﻔـﺎﻗـَﻢ‬ ‫فقم‬
communicating ‫ﺗَﻔـﺎھـُﻢ‬ ‫ﺗـَﻔـﺎھـ َ َﻢ‬ ‫ﯾـَﺘـَﻔـﺎھـَﻢ‬ ‫ف ھـ م‬
tajaamul ‫ﺗﺠﺎﻣـﻞ‬ consuming ‫ﺗـَﻌـﺎطـﻲ‬ ‫ﺗـ َﻌـﺎطـﻰ‬ ‫ﯾـَﺘـَﻌـﺎطﻰ‬ ‫عطى‬
taHaarub ‫ﺗﺤﺎرب‬ contradicting ‫ﺗـَﻨﺎﻓﻲ‬ ‫ﺗﻨﺎﻓﻰ ﻣﻊ‬ ‫ﯾﺘﻨﺎﻓﻰ ﻣﻊ‬ ‫نفي‬
taqaatul ‫ﺗﻘﺎﺗـﻞ‬
tanaafus ‫ﺗﻨﺎﻓـﺲ‬
ta’aamul ‫ﺗﻌﺎﻣــ َﻞ‬

Compare:
A yu-naa-fis B ‫س ﯾﻨﺎﻓﺲ ج‬
A and B ya-ta-naa-fa-saan. ‫س و ج ﯾﺘﻨﺎﻓﺴﺎن‬
( ma’a ba’adhihima al ba’adh)
‫ﻣﻊ ﺑﻌﻀﮭﻤﺎ اﻟﺒﻌﺾ‬
With each other
A emulates B
A and B emulate.

Both A and B emulate each other. This is what the full translation means.

Both is implied in /t/ and / aa/

(each other) is implied in /t/ and /aa/

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Measure IV
Present tense
‫ﯾــُﺤـْـﺰ ِن‬
makes + sad

1. The prefix has /u/ vowel :

the first consonant + ُ ‫ ﻧـ‬، ُ ‫ ﯾـ‬، ُ‫أ‬

nu , yu , ?u + consonant

‫يُح‬
YuH

2. The second syllable has kasra (short vowel /i/

consonant + i

‫زِ ن‬
Zin

3. The third consonant + /u/ makes the third syllable:

Consonant + u

ُ‫ن‬
Nu

Measure IV present tense

ُ‫أ‬
َ‫ك‬ ُ ‫ﻧـ‬
‫ك‬
ِ
‫ﻛﻤﺎ‬
‫ﻛﻢ‬
‫ﻟﻠــ‬
‫ﻛﻦ‬ ◌ُ ‫د خ ِ ل‬
ُ ‫ﺗـ‬
ُ‫ه‬ َ ‫ﯾﻦ‬ ُ ‫ﺗـ‬
‫ھﺎ‬
‫ھﻢ‬
‫ھﻤﺎ‬ ‫ون‬ ُ ‫ﺗــ‬
‫ھﻦ‬
َ‫ن‬ ُ ‫ﺗــ‬

ُ ‫ﯾـ‬
ُ ‫ﺗـ‬
َ‫ون‬ ُ ‫ﯾـ‬
َ‫ن‬ ُ ‫ﯾـ‬

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 60

‫ﯾُﺪ ِﺧﻠﮭﺎ ﻟﻠﺼﻒ‬

he makes (her ) enter
takes (her) to = He enrolls her

َ َ‫أ‬
‫دﺧﻠَﮭﺎ ﻟﻠﺼﻒ‬
He enrolled or ushered = lu khi yud
◌ِ
lu khi nud
we enroll or usher + him = nud khi lu + hu
we made (him) enter (literal)

Measure IV present tense

‫ﻧﻲ‬ َ‫أَدخَل‬
‫ورطﺔ‬
‫ﻧﺎ‬
‫ﻣﺸﻜﻠﺔ‬
‫اﻻﺧﺮﯾﻦ‬
‫ﻣﻌﻤﻌﺔ‬
‫اﻟﻨﺎس‬ ‫َك‬
‫ﺳﺠﺎل‬ ‫ﻓﻲ‬
‫ﻣﻊ‬ ‫ِك‬
‫ﻋﺮاك‬
‫ُﻛﻢ‬
‫ﺷﺠﺎر‬
‫ﻛﻦ‬
‫ﻧﻘﺎش‬
‫ﻛﻤﺎ‬
‫ﺟﺪال‬
‫ﺣﯿﺺ ﺑﯿﺺ‬
ُ‫ه‬
‫ﺣﯿﺮة‬
‫ھﺎ‬
‫إرﺑﺎك‬
‫ھُﻢ‬
‫ﺷﻚ‬
ّ‫ھُﻦ‬
‫ﺗﻨﺎﻗﻀﺎت‬
‫ھﻤﺎ‬
‫ﻣﺘﺎھﺎت‬

Read this sentence and notice the structure in relation to meaning:

. ‫أدﺧَﻠﻨﺎ ﻓﻲ ورطﺔ ﻛﺒﯿﺮة‬

He put us in a great trouble.
Compare Measure 1 with Measure 4

If the verb in measure 1 requires an object, in measure 4 requires two objects:

Measure 1 1. His son attended a school. ‫ دَﺧـ َ َﻞ إﺑـﻨـُﮫُ اﻟـﻤﺪرﺳﺔ‬.1

Measure 4 2. He enrolled his son in a school. . ‫ أَ ْدﺧـ َ َﻞ إِﺑـﻨـَـﮫُ اﻟـﻤﺪرﺳﺔ‬.2

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Measure 1
. ‫ دَﺧـ َ َﻞ إﺑـﻨـــُﮫُ اﻟـﻤﺪرﺳﺔ‬.1
His son attended a school

‫اﻟـﻤﺪرﺳﺔ‬

‫دَﺧـ َ َﻞ‬

ُ‫إﺑـﻨـُـﮫ‬
object his son (subject) verb

(His son entered the school)

Measure 4

. ‫ أَدﺧـ َ َﻞ اﻟﺮﺟـ ُﻞ إﺑـﻨـَــﮫُ اﻟـﻤﺪرﺳﺔ‬.2

The man enrolled his son in school.

The man made his son attend a school.

‫اﻟـﻤﺪرﺳﺔ‬

‫أَدﺧـَـ َﻞ‬

ُ‫إِﺑــْـﻨـَــﮫ‬ ‫اﻟﺮﺟـ ُﻞ‬

object 2 object 1 subject verb

the school his son doer (The man)

( The man let his son in )

Measure 4 IV Notion

The meaning behind this measure is to express the following :

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1. made (someone) + adjective

It makes me sad : ‫ ﻧﻲ‬+ ُ ‫ﺤﺰﻧــ‬ ِ ُ ‫ﯾـ‬

he embarrasses me ‫ﯾـُﺤـْ ِﺮﺟـُﻨـﻲ‬
he made me embarrassed

2. makes + verb base (infinitive without to)

‫ـﺮﺟْ ـﮫُ ﻣـﻦ اﻟـﻤـﺄزَق‬

ِ ْ‫ﯾـُﺨـ‬
He takes him out of the dilemma
He makes him walk out of the dilemma

3. Measure 4 Verb is transitive ( needs an object or two)

‫ﻋـﻦ اﻟـﺤﺎدﺛﺔ‬ ‫اﻟﺸﺮطﺔ‬ ‫ﯾـُﺨـﺒِﺮ‬ ‫اﻟﻮﻟـ ُﺪ‬

al waladu yukh bir al shur Ta 9an al Haa di tha.

The boy tells the police about the accident

We can say that measure IV includes: verbs of emotion, physical exhaustion, warning, astonishment, state of telling, informing,
announcing, accomplishing, and ending.

Emotion
‫ ﯾﺆﺳـِﻒ‬، ‫ ﯾـُﻐـْﻀـ ِ ْﺐ‬، ‫ ﯾـُﺴـﻌـِﺪ‬، ‫ ﯾـُﻔـْ ِﺮح‬، ‫ ﯾـُﺤـ ِﺰن‬، ‫ ﯾـُﻘـﻠـﻖ‬، ‫ ﯾـُﻌـﺠـِﺐ‬، ‫ﯾـُﺰﻋـِﺞ‬
The trip makes me worried : ‫ﯾـُﻘـﻠـِﻘـﻨـﻲ اﻟﺴﻔﺮ‬
Exhaustion
‫ ﯾـُﺸﻐـِﻞ‬، ‫ ﯾـُﺮھـِﻖ‬، ‫ﯾـُﺘـﻌـِﺐ‬
The work made her tired ‫أَﺗـﻌـﺒَﮭـﺎ اﻟـﻌـﻤـﻞ‬
Warning and amazement
‫ ﯾـُﺪ ِھﺶ‬، ‫ ﯾـُﺤـﻈﺮ‬، ‫ ﯾـُﺤـ ِﺬر‬، ‫ ﯾـُﺬھـِﻞ‬، ‫ﯾـُﻨـ ِﺬر‬
The view surprised me . ‫أَدھـَﺸـَﻨـﻲ اﻟـﻤﻨـﻈَﺮ‬
Informing and telling
‫ ﯾـُﺨـﺒـِﺮ‬، ‫ ﯾـُﻄﻠـِﻊ‬، ‫ ﯾـُﻌﻠـِﻦ‬، ‫ﯾُﻌﻠـِﻢ‬
The manager made me aware of the issue . ‫أَطﻠـَﻌـَﻨـﻲ اﻟـﻤﺪﯾﺮ ﻋﻠﻰ اﻟﻘﻀﯿﺔ‬
Accomplishing
‫ ﯾـُﻨـﺠـِﺐ‬، ‫ ﯾـُﺘـﻤـِﻢ‬، ‫ ﯾـُﻜـﻤـِﻞ‬، ‫ﯾـُﻨـ ِﺠﺰ‬
The government finished building the dam project . ‫أَﻧـﺠـﺰت اﻟـﺤﻜﻮﻣﺔ ﻣﺸﺮوع ﺑﻨﺎء اﻟـﺴﺪ‬
Cancelling and ending
‫ ﯾـُﺰﯾﻞ‬، ‫ ﯾـُﺒـﻄـِﻞ‬، ‫ ﯾـُﻨـﮭـﻲ‬، ‫ ﯾُﻐـﻠِﻖ‬، ‫ﯾـُﻠﻐـﻲ‬
The air line cancelled its flight. . ‫أَﻟـﻐَـﺖ اﻟﺨﻄﻮط اﻟـﺠﻮﯾﺔ رﺣﻠﺘﮭـﺎ‬

A table for measure 4 conjugation

noun present past root

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‫‪deposit, put in a bank‬‬ ‫إﯾﺪاع‬ ‫ﯾﻮدع‬ ‫أودع‬ ‫ود ع‬

‫إِرھـﺎق ‪exhaustion‬‬ ‫ﯾـُﺮھـِﻖ‬ ‫أَرھـ َ َ‬
‫ﻖ‬ ‫ر ھـ ق‬
‫إﻋـﻼن ‪announcement‬‬ ‫ﯾـُﻌـﻠـِﻦُ‬ ‫أَﻋـْﻠـَﻦَ‬ ‫علن‬
‫‪insertion‬‬ ‫إِدﺧـﺎل‬ ‫ﯾــُﺪﺧـ ِ ُﻞ‬ ‫أَدﺧـ َ َﻞ‬ ‫دخ ل‬
‫‪warning‬‬ ‫إِﻧـﺬار‬ ‫ﯾـُﻨـْ ِﺬ ُر‬ ‫أَﻧـ َﺬ َر‬ ‫نذر‬
‫‪cancelling‬‬ ‫إﻟـﻐـﺎء‬ ‫ﯾـُﻠﻐـﻲ‬ ‫أَﻟـﻐـﻰ‬ ‫لغي‬
‫‪finishing‬‬ ‫إﻧـﮭـﺎء‬ ‫ﯾـُﻨﮭـﻲ‬ ‫أَﻧـﮭـﻰ‬ ‫ن ھـ ى‬
‫‪removal‬‬ ‫إِزاﻟـﺔ‬ ‫ﯾـُﺰﯾـ ُﻞ‬ ‫أَزال‬ ‫زول‬
‫إﺧﻔﺎء ‪conceal‬‬ ‫ﯾﺨﻔﻲ‬ ‫أﺧﻔﻰ‬ ‫خفى‬
‫اﺧﺒﺎء ‪hide‬‬ ‫ﯾﺨﺒﺊ‬ ‫أﺧﺒﺄ‬ ‫خبأ‬
‫إرﺟﺎع ‪take back‬‬ ‫ﯾـُﺮﺟﻊ‬ ‫أرﺟﻊ‬ ‫ر جع‬

‫‪Measure IV Hollow Verbs‬‬

‫ﻓﺪاء ﻟﻠـ ‪kill himself for‬‬ ‫أﻓﺪى ﯾـﻔﺪي‬
‫ﯾـﻔﻨﻲ إﻓﻨﺎء ‪annihilate‬‬ ‫أﻓﻨﻰ‬ ‫إداﻧﺔ ‪condemn‬‬ ‫ﯾُﺪﯾﻦ‬ ‫أدان‬
‫إﻟﻘﺎء ‪throw‬‬ ‫أﻟﻘﻰ ﯾﻠﻘﻲ‬ ‫إﻋﺎﻧﺔ ‪assist‬‬ ‫ﯾُﻌﯿﻦ‬ ‫أﻋﺎن‬
‫‪show‬‬ ‫أﺑﺪى ﯾـُﺒﺪي إﺑﺪاء‬ ‫إﺷﺎدة ‪praise, hail‬‬ ‫ﯾـُﺸﯿﺪ‬ ‫أﺷﺎد‬
‫أﻣﻀﻰ ﯾـُﻤﻀﻰ إﻣﻀﺎء ‪spend, sign‬‬ ‫إﻗﺎﻣﺔ ‪set up‬‬ ‫ﯾـُﻘﯿﻢ‬ ‫أﻗﺎم‬
‫أﻗﻀﻰ ﯾُﻘﻀﻲ ﻗﻀﺎء ‪spend‬‬ ‫إﺑﺎدة ‪genocide‬‬ ‫ﯾـُﺒﯿﺪ‬ ‫أﺑﺎد‬
‫إﻟﻐﺎء ‪cancel‬‬ ‫أﻟﻐﻰ ﯾُﻠﻐﻲ‬ ‫إﻓﺎدة ‪report, testimony‬‬ ‫ﯾـُﻔﯿﺪ‬ ‫أﻓﺎد‬
‫أﻧﮭﻰ ﯾـُﻨﮭﻲ إﻧﮭﺎء ‪finish‬‬ ‫إطﺎﻟﺔ ‪lengthen‬‬ ‫ﯾـُﻄﯿﻞ‬ ‫أطﺎل‬
‫إﻟﮭﺎء ‪divert attention from‬‬ ‫أﻟﮭﻰ ﯾـُﻠﮭﻲ‬ ‫إﺻﺎﺑﺔ ‪death case, injury‬‬ ‫ﯾـُﺼﯿﺐ‬ ‫أﺻﺎب‬
‫أﻛﺴﻰ ﯾﻜﺴﻮ ﻛﺴﺎء ‪cover‬‬ ‫إﺟﺎﺑﺔ ‪answer‬‬ ‫ﯾـُﺠﯿﺪ‬ ‫أﺟﺎد‬
‫ﺑﻼء ‪work well‬‬ ‫أﺑﻠﻰ ﯾـُﺒﻠﻲ‬ ‫إزاﻟﺔ ‪remove‬‬ ‫ﯾـُﺰﯾﻞ‬ ‫أزال‬
‫أﺑﻠﻰ ﺑﻼء ﺣﺴﻨﺎ ‪he did very well‬‬ ‫إﺣﺎطﺔ ‪cordon, surround‬‬ ‫ﯾـُﺤﯿﻂ‬ ‫أﺣﺎط‬
‫إﻋﺎدة ‪repeat‬‬ ‫ﯾـُﻌﯿﺪ‬ ‫أﻋﺎد‬
‫إﻣﺎطﺔ ‪remove, take off‬‬ ‫ﯾـُﻤﯿﻂ‬ ‫أﻣﺎط‬
‫إﻋﺎﻗﺔ ‪impediment‬‬ ‫ﯾـُـﻌﯿﻖ‬ ‫أﻋﺎق‬
‫إﻧﺎرة ‪illuminate‬‬ ‫ﯾــُﻨﯿﺮ‬ ‫أﻧﺎر‬
‫إﺛﺎرة ‪stir up‬‬ ‫ﯾـُﺜﯿﺮ‬ ‫أﺛﺎر‬
‫إﻧﺎﺑﺔ ‪act on behalf of‬‬ ‫ﯾــُﻨﯿﺐ‬ ‫أﻧﺎب‬

‫‪Hollow verbs of other Measures‬‬

‫= ‪claim‬‬ ‫ﺑـــ‬ ‫إدّﻋﻰ ﯾﺪّﻋﻲ إدﻋﺎء‬

‫= ‪perform‬‬ ‫أدّى ﯾﺆدي ﺗﺄدﯾﺔ ‪ /‬إداء‬
‫= ‪hurt‬‬ ‫أذ ّى ﯾﺆذي ﺗﺄذﯾﺔ ‪ /‬اﯾﺬاء‬
‫= ‪cause‬‬ ‫‪X X‬‬ ‫أودى ﺑـ ﯾﻮدي ﺑـ‬

‫‪Measure VII‬‬
‫‪Measure 7 verb is derived from measure 1.‬‬
‫‪Watch the process from the beginning.‬‬

‫‪63‬‬
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‫كسر‬ (root)
Action (break)

impacts on breaks (doer)

something ‫ر‬ ِ‫س‬ ‫ك‬ َ ‫ﯾــ‬ (‫)وﻟﺪ‬

What do we add to make measure (7 )?

In the present tense:

(1)We add /n/ ‫ ن‬to the start of the root. (2)Then the conjugation prefixes
of the present tense. (3)The vowel between the two last consonants is a short vowel (kasra).

Action
breaks reflects on the subject
َ◌

(it -M.) breaks / yan ka sir / ‫س ِ ر‬ َ‫ك‬ ْ‫ن‬ َ◌ ‫ي‬

Analysis
‫ﯾــَــﻨـْـﻜــَﺴــِﺮ اﻟﺰﺟﺎج‬
The glass breaks
Yankasirul zujaju
The impact of the action is on the glass ,(the subject is not a doer but –patient subject)
In the past tense:
We add /in/ to the beginning of the root .
Then we add the personal pronoun suffixes:

‫إن‬ Past Tense Morph

َ‫ك‬ Suffixes ْ ‫إن‬

َ‫س‬ َ◌ ‫س ر‬
َ َ‫ك‬
‫وا‬
‫ت‬

َ‫ر‬

Masculine. Singular it M.
it F.
They M.

Measure 7 Noun

There are three syllables: The first is (?in) .The second starts with the consonant of the root followed
by a short vowel/i/. We add
a long /aa/ between the second and the third consonant of the root.

Measure VII Noun Morph

ْ ‫إن‬
ِ‫ك‬
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 ‫‪65‬‬

‫ر‬ ‫س ا‬

‫‪Measure 7 table‬‬

‫‪noun‬‬ ‫‪past‬‬ ‫‪present‬‬ ‫‪root‬‬

‫‪break, reflection‬‬ ‫ﺴـﺎر‬

‫إﻧـْـﻜـ ِ ْ‬ ‫إﻧـْـﻜـَﺴـ َ َﺮ‬ ‫ﺴﺮ‬ ‫ﯾـَﻨـْﻜـ َ ِ‬ ‫كسر‬
‫‪explosion‬‬ ‫إِﻧـﻔـِﺠـﺎر‬ ‫إِﻧـْـﻔـ َ َﺠـﺮ َ‬ ‫ﯾَـﻨـْﻔـَﺠـِﺮ‬ ‫فجر‬
‫)‪drop (decrease‬‬ ‫إِﻧـﺨـِﻔـﺎض‬ ‫ﺾ‬
‫إِﻧـْﺨـَﻔـ َ َ‬ ‫ﯾـَﻨـﺨـَﻔـِﺾ‬ ‫خفض‬
‫‪withdrawal‬‬ ‫ﺴﺤـﺎب‬ ‫إِﻧـ ِ‬ ‫إِﻧـْﺴـَﺤـ َﺐ‬ ‫ﯾـَﻨـْﺴـَﺤـِﺐ‬ ‫سحب‬
‫)‪swamp (submerge‬‬ ‫إِﻧــﻐـِﻤـﺎر‬ ‫إِﻧـﻐـَﻤـ َ َﺮ‬ ‫ﯾـَﻨـﻐـَﻤـِﺮ‬ ‫غمر‬
‫‪defeat‬‬ ‫إِﻧـﮭـِﺰام‬ ‫إِﻧـْﮭـ َ َﺰ َم‬ ‫ﯾـَﻨــْ َﮭـ ِﺰم‬ ‫ھـ ز م‬
‫‪conversion‬‬ ‫إِﻧـْﻘـِﻼب‬ ‫ﺐ‬ ‫إِﻧـْﻘـَﻠـ َ َ‬ ‫ﯾـَﻨـْﻘـَﻠـِﺐ‬ ‫قلب‬
‫‪dismissal‬‬ ‫إِﻧـْﺼـِﺮاف‬ ‫إِﻧـَﺼـَﺮَفَ‬ ‫ﯾـَﻨـْﺼـ َ ِﺮف‬ ‫صرف‬
‫‪burst like a dynamite‬‬ ‫إﻧـْﻔــِﻼق‬ ‫ﻖ‬‫إﻧــْـﻔــَﻠـ َ َ‬ ‫ﯾـَﻨــﻔــَﻠــِﻖ‬ ‫فلق‬
‫إﻧﻔﻼت ‪be out of control‬‬ ‫إﻧــﻔــَﻠــَﺖَ‬ ‫ﯾـَﻨــﻔــَﻠــِﺖ‬ ‫فل ت‬
‫اﻧﺪ ﺳﺎس ‪to sneak (creep) into‬‬ ‫اﻧﺪس‬ ‫ﯾﻨﺪّس‬ ‫دس ّ‬
‫اﻧﻘﻀﺎض ‪to pounce down on, to dive‬‬ ‫اﻧﻘﺾ‬ ‫ﯾﻨﻘﺾ‬
‫ّ‬ ‫قض‬

‫‪Read the following. Then translate for meaning.‬‬

‫‪ .1‬ﻗﻀﻰ اﻟﻮﻗﺖ ﺑﺎﻟﻠﻌﺐ‬
‫‪ .2‬اﻧﻘﻀﻰ اﻟﻮﻗﺖ ﺑﺎﻟﻠﻌﺐ‬
‫‪ .3‬دس اﻻﻣﺮ ﻓﻲ ﺻﻔﻮﻓﮭﻢ‬
‫‪ .4‬اﻧﺪس اﻻﻣﺮ ﻓﻲ ﺻﻔﻮﻓﮭﻢ‬
‫‪ .5‬ﺻﺮف اﻟﻌﺮﯾﻒ ﺟﻨﻮده‬
‫‪ .6‬اﻧﺼﺮف اﻟﺠﻨﻮد‬
‫‪ .7‬ھﺰم اﻟﺠﯿﺶ اﻟﻌﺪو‬
‫‪ .8‬اﻟﻌﺪو اﻧﮭﺰم‬
‫‪ .9‬ﺧﻔﻀﺖ اﻟﻤﺤﻜﻤﺔ ﺣﻜﻤﮫ ﻣﻦ اﻻﻋﺪام اﻟﻰ ) اﻟﻤﺆﺑﺪ( اي ﻣﺪى اﻟﺤﯿﺎة‪.‬‬
‫‪ .10‬اﻧﺨﻔﺾ ﺣﻜﻤﮫ ﻣﻦ اﻻﻋﺪام اﻟﻰ )اﻟﻤﺆﺑﺪ ( اي ﻣﺪى اﻟﺤﯿﺎة‪.‬‬

‫‪Measure 7 Versus Measure 2‬‬

‫)‪Measure 7 has passivity aspect. Measure 2 is active (transitive‬‬

‫‪Measure II‬‬

‫‪Object‬‬ ‫‪verb transitive‬‬ ‫‪subject‬‬

‫‪doer‬‬

‫‪faj –ja - ra‬‬ ‫ﺟـﻨـﺪي‬ ‫اﻟـ‬

‫‪65‬‬
 66

‫ﻓــﺠـﱠﺮ‬

‫اﻟـ ﻟـﻐـﻢ‬
Mine
exploded The soldier

‫ﻋﺒﻮة ﻧﺎﺳﻔﺔ‬
I.E.D

Measure VII

verb intransitive subject

Not Doer - patient subject

Not doer.

the action
is from within

‫إﻧــْـﻔـَﺠـَـ َﺮ‬ ‫اﻟــ ﻟــﻐـﻢ‬

‫اﻧﻔﺠﺮت‬ ‫ﻋـﺒﻮة ﻧﺎﺳﻔﺔ‬

exploded The mine

The Iraqis detach themselves from the action by using this measure VII with (n)
before the first consonant of the root to replace the passive voice.(culture)

Read and compare:

Water flooded the houses . ‫اﻟﻤـﯿﺎه ﻏـﻤـﺮت اﻟـﻤـﻨﺎز َل‬

. ‫اﻟـﻤـﻨﺎز ُل إﻧـﻐـﻤـﺮت ﺑـﺎﻟـﻤـﯿﺎه‬

The houses were flooded. . ‫إﻧـﻐـﻤـﺮت اﻟـﻤﻨﺎز ُل ﺑﺎﻟـﻤﯿﺎه‬

‫ﻏـَﻤـ َ َﺮت‬

66
 67

Water submerged the houses. َ◌ ‫اﻟـﻤـﻨﺎزل‬ ُ ‫اﻟﻤـﯿﺎه‬

‫إﻧـــﻐـﻤـ َ َﺮت‬
The houses were(are) submerged with water. ‫اﻟـﻤـﻨﺎز ُل‬
‫ﺑـــ اﻟـﻤـﯿﺎ ِه‬

Examples of Measure I Versus Measure 7

Not all verbs are prone to this change of measure 7

Measure I = active ‫ ﯾـﺼـﺮف‬، ‫ ﯾـﺨﻠـﻊ‬، ‫ ﻏـﻠـﻖ‬، ‫ ﻓـﺘـﺢ‬، ‫ﺐ‬ َ َ ‫ ﻗـﻠـ‬، ‫ﺴـﺮ‬

َ ‫ﻛَـ‬
Measure VII = be +P.P ‫ ﯾـﻨـﺼﺮف‬، ‫ اﻧﺨﻠﻊ‬، ‫ اﻧﻐﻠﻖ‬، ‫ اﻧﻔﺘﺢ‬، ‫ اﻧﻘﻠﺐ‬، ‫اﻧﻜﺴﺮ‬

Measure VII could include Passivity Notion

:
The action happens from within (no external power).

The boy broke the window. . َ ‫ﻛَﺴـ َ َﺮ اﻟـﻮﻟـ ُﺪ اﻟﺸﺒﺎك‬

. ‫ك إﻧﻜﺴـ َﺮ‬ ُ ‫اﻟﺸﺒﺎ‬

The window broke. ُ ‫إﻧﻜﺴ َﺮ اﻟﺸﺒﺎ‬

.‫ك‬

The police cordoned the criminal ‫ﺣﺼـﺮت اﻟﺸﺮطﺔ اﻟـﻤﺠـﺮ َم ﻓﻲ اﻟﺒﻨﺎﯾﺔ‬

. ‫اﻟـﻤﺠﺮ ُم إﻧﺤـﺼـﺮ‬

The criminal is surrounded. . ‫إﻧـﺤـﺼـﺮ اﻟـﻤﺠﺮم ُ ﻓﻲ اﻟـﺒﻨﺎﯾﺔ‬

The government lowered the prices. . ‫ﺧـﻔـﻀﺖ اﻟﺤﻜﻮﻣﺔ اﻻﺳﻌﺎر‬

. ‫اﻻﺳﻌﺎ ُر اﻧـﺨﻔﻀﺖ‬

The prices became low. ‫إﻧـﺨﻔـﻀﺖ اﻻﺳﻌﺎ ُر‬

The rain blocked the road. . َ ‫ﺳـ ﱠﺪت )ﺳﺪدت( اﻻﻣـﻄﺎر ُ اﻟـﻄﺮق‬
. ‫ق إﻧـﺴ ّﺪت‬
ُ ‫اﻟـﻄﺮ‬

The roads were (are) blocked. ُ ‫إﻧـﺴـ ﱠﺪت اﻟـﻄﺮق‬

Measure VIII

‫( ن ق ل‬root)
move/ transport/ convey

What do we add to have measure 8 ?

Action

move(s) reflexive on the

subject
َ‫ت‬

67
 ‫‪68‬‬

‫ل‬ ‫ق‬
‫ِ‬ ‫ن‬ ‫أَ ‪ ،‬ﯾـَـ ‪ ،‬ﺗــ َ ‪ ،‬ﻧــ َ‬

‫‪we‬‬

‫‪she‬‬

‫‪He‬‬
‫‪I‬‬

‫‪Past tense‬‬

‫تَت‬ ‫إإِ‬

‫َ ‪َ ،‬ت ‪ ،‬وا ‪ ،‬ﻧـﺎ ‪َ ،‬‬

‫ت‬ ‫‪+‬‬ ‫ل‬ ‫ق‬
‫َ‬ ‫ن‬

‫‪He‬‬

‫‪she‬‬

‫‪they‬‬
‫‪we‬‬

‫)‪you (masculine, singular‬‬

‫‪Noun for Measure 8‬‬

‫ا‬
‫ت‬ ‫إ‬

‫‪moving‬‬ ‫إﻧـﺘـﻘـﺎل‬ ‫ل‬ ‫ق‬ ‫ن‬

‫‪A table for measure 8‬‬

‫‪noun‬‬ ‫‪past‬‬ ‫‪present‬‬ ‫‪root‬‬

‫‪meeting‬‬ ‫اﺟﺘﻤﺎع‬ ‫اﺟﺘﻤﻊ‬ ‫ﯾـَﺠـْﺘـَﻤـِﻊ‬ ‫جمع‬

‫‪saty away‬‬ ‫اﺑﺘﻌﺎد‬ ‫اﺑﺘﻌﺪ‬ ‫ﯾـَﺒْـﺘَﻌـِﺪ‬ ‫بعد‬
‫‪approach‬‬ ‫اﻗﺘﺮاب‬ ‫اﻗﺘﺮب‬ ‫ﯾـَﻘـْﺘـ َ ِﺮب‬ ‫قرب‬
‫‪rise‬‬ ‫ارﺗﻔﺎع‬ ‫ارﺗﻔﻊ‬ ‫ﯾـَﺮْ ﺗـَﻔـِﻊ‬ ‫رفع‬
‫‪moving‬‬ ‫اﻧﺘﻘﺎل‬ ‫اﻧﺘﻘﻞ‬ ‫ﯾـ َ ْﻨـﺘَـﻘـِﻞ‬ ‫نقل‬
‫‪being moderate‬‬ ‫اﻋﺘﺪال‬ ‫اﻋﺘﺪل‬ ‫ﯾـَﻌـْـﺘَ ِﺪل‬ ‫عدل‬
‫)‪recognize (accept‬‬ ‫اﻋﺘﺮاف‬ ‫اﻋﺘﺮف‬ ‫ﯾـَﻌـْـﺘـ َ ِﺮف‬ ‫عرف‬

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 ‫‪69‬‬

‫اﻋﺘﺮاض‬
‫‪objection‬‬ ‫اﻋﺘﺮض‬ ‫ﯾـَﻌـْﺘـ َ ِﺮض‬ ‫عرض‬
‫إِﻋـْﺘـِﻤـﺎد‬
‫‪relying‬‬ ‫إِﻋـْﺘـَﻤـ َ َﺪ‬ ‫ﯾـَﻌـْﺘـَﻤـِﺪ‬ ‫عمد‬
‫إِﻧـْﺘـِﻘـﺎد‬
‫‪criticism‬‬ ‫إِﻧـْﺘـَﻘـ َ َﺪ‬ ‫ﯾـَﻨـْﺘـَﻘـِﺪ‬ ‫نقد‬
‫إِﻣـْﺘـِﺜـﺎل‬
‫‪stand before‬‬ ‫إِﻣـْﺘـَﺜـَﻞ‬ ‫ﯾـَﻤـْﺘَـﺜـِﻞ‬ ‫مثل‬
‫اﻋﺘﻨﺎق ‪convert to‬‬ ‫اﻋﺘﻨﻖ‬ ‫ﯾﻌﺘﻨﻖ‬ ‫ع نق‬
‫اﻓﺘﺮاق ‪to leave‬‬ ‫اﻓﺘﺮق‬ ‫ﯾﻔﺘﺮق‬ ‫ف رق‬
‫اﻋﺘﺰاز ‪to dignify‬‬ ‫اﻋﺘّﺰ‬ ‫ﯾﻌﺘّﺰ‬ ‫عز‬
‫اﻣﺘﻌﺎض ‪resentment‬‬ ‫اﻣﺘﻌﺾ‬ ‫ﯾﻤﺘﻌﺾ‬ ‫معض‬
‫اﻓﺘﺘﺎح )‪inaugurate (opening‬‬ ‫اﻓﺘﺘﺢ‬ ‫ﯾﻔﺘﺘﺢ‬ ‫فتح‬
‫اﻗﺘﺤﺎم ‪storm , break into, bust‬‬ ‫اﻗﺘﺤﻢ‬ ‫ﯾﻘﺘﺤﻢ‬ ‫قحم‬
‫اﻋﺘﺼﺎم ‪sit-in strike, occupy‬‬ ‫اﻋﺘﺼﻢ‬ ‫ﯾﻌﺘﺼﻢ‬ ‫عصم‬
‫اﺣﺘﺪاد ‪be infuriated , be angry‬‬ ‫اﺣﺘ ّﺪ‬ ‫ﯾﺤﺘﺬ‬ ‫ح د‬
‫‪be furious, blaze‬‬ ‫اﺣﺘﺪام‬ ‫اﺣﺘﺪم‬ ‫ﯾﺤﺘﺪم‬ ‫حدم‬
‫‪obey, observe‬‬ ‫اﺣﺘﺮام‬ ‫اﺣﺘﺮم‬ ‫ﯾﺤﺘﺮم‬ ‫حرم‬

‫‪Measure VIII‬‬

‫‪ get crowded‬ازدﺣﻤﺖ اﻟﻤﺪﯾﻨﺔ ﺑﺎﻟﺴﻜﺎن‬ ‫ازدﺣﻢ ب‬

‫ادﺧﺮت اﻟﻤﻤﺮﺿﺔ ﻣﺎﻻ وﻓﯿﺮاً‬ ‫‪save‬‬ ‫أدﺧﺮ‬
‫‪ commit suicide‬اﻧﺘﺤﺮ اﻟﻘﺎﺋﺪ ﺑﻌﺪ ان ﻓﺸﻞ ﻓﻲ ﺧﻄﺘﮫ‬ ‫أﻧﺘﺤﺮ‬
‫اﺻﻄﺪﻣﺖ اﻟﺴﯿﺎرة ﺑﺎﻟﺸﺠﺮة ﻓﻤﺎت‬ ‫‪collide with‬‬ ‫أﺻﻄﺪم‬
‫اﺻﻄﺤﺐ اﻟﻤﺪﯾﺮ زوﺟﺘﮫ ﻣﻌﮫ اﻟﻰ اﻟﺤﻔﻠﺔ‬ ‫‪bring with‬‬ ‫اﺻﻄﺤﺐ‬
‫‪ gives it a term‬وﺿﻊ اﻟﻌﻠﻤﺎء اﺻﻄﻼﺣﺎ ً ﺧﺎﺻﺎ ً ﺑﮭﺎ‪.‬‬ ‫اﺻﻄﻠﺢ‬
‫اﺻﻄﻒ اﻟﺠﻨﻮد وراء ﻗﺎﺋﺪھﻢ ﺻﻔﺎ ً واﺣﺪاً‬ ‫‪come on line‬‬ ‫اﺻﻄﻒ‬

‫‪In these verbs (t) has been changed into other sounds as euphony‬‬

‫‪Compare:‬‬

‫‪Measure I‬‬

‫ﯾـَ ْﺮﻓـ َ ُﻊ اﻟﻮﻟـ ُﺪ اﻻﺛـﻘـﺎل َ‬

‫)‪(the) weight(s‬‬ ‫)‪lifts up (raises‬‬ ‫‪the boy‬‬

‫اﻟـ ـﺜـﻘـﻞ \ اﻟـ اﺛﻘﺎل‬ ‫ﯾـَﺮﻓـﻊ‬

‫‪69‬‬
 ‫‪70‬‬

‫اﻟﻮﻟﺪ‬

‫‪Measure VIII‬‬

‫ﺗـَ ْﺮﺗـَﻔـ ِ ُﻊ اﻟـﻄﺎﺋـﺮة )ﺑِﻨـَ ْﻔ ِ‬

‫ﺴﮭـﺎ( ﻓﻮق اﻟ ِﺠﺒﺎل ‪.‬‬

‫اﻟـ طـﺎﺋﺮة‬ ‫ﺗﺮﺗـﻔﻊ‬

‫‪flies‬‬
‫) ‪(rises itself‬‬

‫ﻓﻮق اﻟـﺠﺒـﺎل‬ ‫‪over mountains‬‬

‫‪Measure VIII‬‬

‫‪Measure VIII‬‬
‫إﻗـْﺘـ َ َﺮﺑـَﺖ اﻟـﻤﺮوﺣـﯿﺔ ﻣـﻦ اﻟـﺒـُﺮج ‪.‬‬

‫اﻟﻤﺮوﺣﯿﺔ‬

‫ﺑﺮج‬ ‫ال‬ ‫إﻗﺘﺮﺑﺖ ﻣﻦ‬

‫= ‪Drew (itself) near‬‬

‫‪Approached‬‬

‫‪70‬‬
 ‫‪71‬‬

‫‪Samples to Show generating new meanings through measures‬‬

‫ع د ‪ or‬ع و د‬ ‫‪Root‬‬
‫‪You can generate four measures from this root‬‬ ‫‪ to convey different meanings as in the‬ع و د‬
‫‪following columns.‬‬

‫‪Measure I = to return to place‬‬

‫‪Measure II = count digits, prepare‬‬
‫‪Measure IV= to return something to somewhere or somebody‬‬
‫‪Measure VIII = be accustomed to‬‬

‫‪Measure IV‬‬ ‫‪Measure I‬‬

‫‪Prepare‬‬ ‫‪Return‬‬
‫أﻋﻮد‬ ‫ﻋﺪتُ‬
‫أ ُﻋ ّﺪ‬ ‫أﻋ ّﺪت‬ ‫ﻧﻌﻮد‬ ‫ﻋﺪﻧﺎ‬
‫ﻧـُﻌـ ّﺪ‬ ‫أﻋﺪﻧﺎ‬
‫ﺗﻌﻮد‬ ‫ﻋﺪتَ‬
‫ﺗـُﻌـ ّﺪ‬ ‫أﻋﺪّ◌ّ تَ‬ ‫ﺗﻌﻮدﯾﻦ‬ ‫ﻋﺪت‬
‫ﺗـُﻌ ّﺪﯾﻦ‬ ‫أﻋ ّﺪت‬ ‫ﺗﻌﻮدان‬ ‫ﻋﺪﺗﻤﺎ‬
‫ﺗـُﻌ ّﺪون‬ ‫أﻋ ّﺪﺗﻢ‬ ‫ﺗﻌﻮدون‬ ‫ﻋﺪﺗﻢ‬
‫ﺗـُﻌ ّﺪن‬ ‫أﻋ ّﺪﺗﻦ‬ ‫ﺗﻌﺪن‬ ‫ﻋﺪﺗﻦ‬
‫ﺗـُﻌ ّﺪان‬ ‫أﻋ ّﺪﺗﻤﺎ‬
‫ﯾﻌﻮد‬ ‫ﻋﺎد‬
‫ﯾـُﻌـ ّﺪ‬ ‫أﻋ ّﺪ‬ ‫ﺗﻌﻮد‬ ‫ﻋﺎدت‬
‫ﺗـُﻌـﺪ ّ‬ ‫أﻋ ّﺪت‬ ‫ﯾﻌﻮدان‬ ‫ﻋﺎدا‬
‫ﯾـُﻌ ّﺪون‬ ‫أﻋ ّﺪوا‬ ‫ﺗﻌﻮدان‬ ‫ﻋﺎدﺗﺎ‬
‫ﯾـُﻌـﺪن‬ ‫أﻋﺪن‬ ‫ﯾﻌﻮدون‬ ‫ﻋﺎدوا‬
‫ﯾـُﻌ ّﺪان‬ ‫أﻋ ّﺪا‬ ‫ﯾﻌﺪن‬ ‫ﻋﺪن‬
‫ﺗـُﻌ ّﺪان‬ ‫أﻋ ّﺪﺗﺎ‬

‫‪Measure IV‬‬
‫‪Bring back,‬‬
‫‪return it,‬‬
‫‪Measure VIII‬‬
‫‪Be accustomed to‬‬ ‫أ ُﻋﯿﺪ‬ ‫أﻋﺪت ُ اﻟﻜﺘﺎب‬
‫ﻧـُﻌﯿﺪ‬ ‫أﻋﺪﻧﺎ‬
‫اﻋﺘﺎد ﻋﻠﻰ‬ ‫اﻋﺘﺪت ﻋﻠﻰ‬
‫ﻧﻌﺘﺎد‬ ‫اﻋﺘﺪﻧﺎ‬ ‫ﺗـُﻌﯿﺪ‬ ‫أﻋﺪت‬
‫ﺗـُﻌﯿﺪﯾﻦ‬ ‫أﻋﺪت‬
‫ﺗـُﻌﯿﺪون‬ ‫أﻋﺪﺗﻢ‬
‫ﺗﻌﺘﺎد‬ ‫اﻋﺘﺪت‬ ‫ﺗـُﻌﺪن‬ ‫أﻋﺪﺗﻦ‬
‫ﺗﻌﺘﺎدﯾﻦ‬ ‫اﻋﺘﺪت‬ ‫ﺗـُﻌﯿﺪان‬ ‫أﻋﺪﺗﻤﺎ‬
‫ﺗﻌﺘﺎدون‬ ‫اﻋﺘﺪﺗﻢ‬
‫ﯾﻌﺘﺪن‬ ‫اﻋﺘﺪﺗﻦ‬ ‫ﯾـُﻌﯿﺪ‬ ‫أﻋﺎد‬
‫ﺗﻌﺘﺎدان‬ ‫اﻋﺘﺪﺗﻤﺎ‬ ‫ﺗـُﻌﯿﺪ‬ ‫أﻋﺎدت‬
‫ﯾـُﻌﯿﺪون‬ ‫اﻋﺪوا‬
‫ﯾـُﻌﺪن‬ ‫أﻋﺪن‬
‫‪71‬‬
‫ﯾﻌﺘﺎد‬ ‫اﻋﺘﺎد‬ ‫ﯾـُﻌﯿﺪان‬ ‫أﻋﺎدا‬
‫ﺗﻌﺘﺎد‬ ‫اﻋﺘﺎدت‬ ‫ﺗـُﻌﯿﺪان‬ ‫أﻋﺎدﺗﺎ‬
‫ﯾﻌﺘﺎدون‬ ‫اﻋﺘﺎدوا‬
 72

Pick up an article from the internet and try to detect such measures from the texts.

Exercise for practice:

Read the following passage and pinpoint the measure 8 verbs and translate the statements to get their
meaning from the context.

‫ ﻣﺎزاﻟﺖ اﻟﺤﻜﻮﻣﺔ اﻟﺒﺎﻛﺴﺘﺎﻧﯿﺔ ﺗﺴﺘﺠﻮب ﺑﻌﺾ اﻟﻌﻠﻤﺎء اﻟﻨﻮوﯾﻦ اﻟﺬﯾﻦ ﯾﺸﺘﺒﮫ ﻓﻲ ﺗﻮرطﮭﻢ ﻓﻲ ﻋﻤﻠﯿﺎت ﻧﻘﻞ‬.1
.‫ﺗﻜﻨﻮﻟﻮﺟﯿﺎ ﻧﻮوﯾﺔ ﺑﺼﻮرة ﻏﯿﺮ ﻣﺸﺮوﻋﺔ ﻻﯾﺮان‬

‫ ﻏﯿﺮ ان وزﯾﺮ اﻟﺨﺎرﺟﯿﺔ اﻧﺘﻘﺪ ﺑﺸﺪة وﺳﺎﺋﻞ اﻻﻋﻼم اﻟﺘﻲ رﻛﺰت ﻋﻠﻰ ﻗﯿﺎم ﻋﻠﻤﺎء ﺑﺎﻛﺴﺘﺎﻧﯿﯿﻦ ﺑﺘﻘﺪﯾﻢ‬.2
.‫اﻟﻤﺴﺎﻋﺪات ﻟﻠﺒﺮﻧﺎﻣﺞ اﻻﯾﺮاﻧﻲ واﻏﻔﻠﺖ اﻟﻌﻠﻤﺎء اﻵﺧﺮﯾﻦ اﻟﺬﯾﻦ ﯾﻨﺘﻤﻮن ﻻورﺑﺎ وﺑﻌﺾ اﻟﺪول اﻻﺧﺮى‬

Exercise for more practice:

Root ‫رد‬
You can generate the followings:

‫رد‬

Measure II = to answer, respond, reply, retaliate

Measure II doubled letter= repeat, reiterate
Measure V= hesitate, be repeated
Measure VI = Frequently go to
Measure VIII= revolt against, renegade

Measure II Measure II
Doubled letter Reply, or retaliate
Repeat, reiterate
‫أر ّد‬ ‫ﻋﻠﻰ‬ ‫ردﯾﺖ‬
‫أ ُردّد‬ ‫ردّدت‬ ‫ﻧﺮ ّد‬ ‫ردﯾﻨﺎ‬
‫ﻧﺮدّد‬ ‫ردّدﻧﺎ‬
‫ﺗﺮ ّد‬ ‫ردﯾﺖ‬
‫ﺗﺮدّد‬ ‫ردّدت‬ 72 ‫ﺗﺮدّﯾﻦ‬ ‫ردﯾﺖ‬
‫ﺗﺮدّدﯾﻦ‬ ‫ردّدت‬ ‫ﺗﺮدّون‬ ‫ردﯾﺘﻢ‬
‫ﺗﺮدّدون‬ ‫ردّدﺗﻢ‬ ‫ﺗﺮدن‬ ‫ردﯾﺘﻦ‬
 ‫‪73‬‬

‫‪Measure VIII‬‬ ‫‪Measure V‬‬

‫‪To withdraw from, renegade,‬‬ ‫ﻋﻠﻰ ‪1. Frequently goes to followed by‬‬
‫ﻋﻠﻰ ‪against Revolt followed by‬‬ ‫ﻓﻲ ‪2. Hesitate followed by‬‬

‫ارﺗ ّﺪ‬ ‫ارﺗﺪّﯾﺖ‬ ‫أﺗﺮدّد‬ ‫ﺗﺮدّدت‬

‫ﻧﺮﺗّ ّﺪ‬ ‫ارﺗﺪّﯾﻨﺎ‬ ‫ﻧﺘﺮدّد‬ ‫ﺗﺮدّدﻧﺎ‬

‫ﺗﺮﺗ ّﺪ‬ ‫ارﺗﺪّﯾﺖ‬ ‫ﺗﺘﺮدّد‬ ‫ﺗﺮدّدت‬

‫ﺗﺮﺗﺪّﯾﻦ‬ ‫ارﺗﺪّﯾﺖ‬ ‫ﺗﺘﺮدّدﯾﻦ‬ ‫ﺗﺮدّدت‬
‫ﺗﺮﺗﺪّون‬ ‫ارﺗﺪّﯾﺘﻢ‬ ‫ﺗﺘﺮدّدون‬ ‫ﺗﺮدّدﺗﻢ‬
‫ﺗﺮﺗﺪّﯾﻦ‬ ‫ارﺗﺪّﯾﺘﻦ‬ ‫ﺗﺘﺮدّدن‬ ‫ﺗﺮدّدﺗﻦ‬
‫ﺗﺮﺗﺪّﯾﺎن‬ ‫ارﺗﺪّﯾﺘﻤﺎ‬ ‫ﺗﺘﺮددان‬ ‫ﺗﺮدّدﺗﻤﺎ‬

‫ﯾﺮﺗ ّﺪ‬ ‫ارﺗ ّﺪ‬

‫ﺗﺮﺗ ّﺪ‬ ‫ارﺗﺪّت‬ ‫ﯾﺘﺮدّد‬ ‫ﺗﺮ ّدد‬
‫ﯾﺮﺗﺪّون‬ ‫ارﺗﺪّوا‬ ‫ﺗﺘﺮدّد‬ ‫ﺗﺮدّدت‬
‫ﯾﺮﺗﺪن‬ ‫ارﺗﺪن‬ ‫ﯾﺘﺮدّدون‬ ‫ﺗﺮدّدوا‬
‫ﯾﺮﺗﺪّﯾﺎن‬ ‫ارﺗﺪّﯾﺎ‬ ‫ﯾﺘﺮدّدن‬ ‫ﺗﺮدّدن‬
‫ﯾﺮﺗﺪﯾﺎن‬ ‫ارﺗﺪّﺗﺎ‬ ‫ﯾﺘﺮدّدان‬ ‫ﺗﺮدّدا‬
‫ﺗﺘﺮدّدان‬ ‫ﺗﺮدّدﺗﺎ‬
‫‪73‬‬
‫‪Noun‬‬ ‫ارﺗﺪاد‬
‫‪Noun‬‬ ‫ﺗﺮدّد‬
 ‫‪74‬‬

‫ارﺗ ّﺪ ) ‪Note: Do not confuse ( revolt against‬‬ ‫‪with‬‬ ‫)‪ ( to wear‬ارﺗﺪى‬

‫‪Measure 10‬‬

‫‪1. Restore, to retrieve‬‬

‫أﺳﺘﺮد‬ ‫اﺳﺘﺮدت‬
‫ﻧﺴﺘﺮد‬ ‫اﺳﺘﺮددﻧﺎ‬

‫ﺗﺴﺘﺮد‬ ‫اﺳﺘﺮددت‬
‫ﺗﺴﺘﺮدﯾﻦ‬ ‫اﺳﺘﺮددت‬
‫ﺗﺴﺘﺮدون‬ ‫اﺳﺘﺮددﺗﻢ‬
‫ﺗﺴﺘﺮددن‬ ‫اﺳﺘﺮددﺗﻦ‬
‫ﺗﺴﺘﺮدان‬ ‫اﺳﺘﺮددﺗﻤﺎ‬

‫ﯾﺴﺘﺮد‬ ‫اﺳﺘﺮدد‬
‫ﺗﺴﺘﺮد‬ ‫اﺳﺘﺮددت‬
‫ﯾﺴﺘﺮدون‬ ‫اﺳﺘﺮدوا‬
‫ﯾﺴﺘﺮددن‬ ‫اﺳﺘﺮددن‬
‫ﯾﺴﺘﺮدان‬ ‫اﺳﺘﺮدا‬
‫ﺗﺴﺘﺮدان‬ ‫اﺳﺘﺮدﺗﺎ‬
‫‪74‬‬

‫‪Noun‬‬ ‫اﺳﺘﺮداد‬
 75

Measure IX
Measure 9 verbs are restricted to colors as to “turn” red, black, green, yellow, blue, white ..etc.

Present tense
‫( ح م ر‬root)
red

‫ﯾـَﺤْ ـ َﻤــﺮﱡ‬
turns red
yaH mar ru

1.The first syllable starts with:

ُ‫ر‬ ‫مَر‬
a personal prefix y/t/n + a + 1st consonant
The syllable is closed
‫يَح‬
‫ح‬ َ ‫ي‬
YaH
2. The second syllable starts with:
the 2nd consonant + a + the first half of the third consoanat which is split by shadda
‫مَ ر‬
mar

75
 76

3. The 3rd syllable starts with :

the second half consonant that is split by the shadda+ u (nominative)
ُ ‫ر‬
ru
Past tense
1. The first syllable starts with the (?I) + 1st consonant
‫ح‬ ِ ‫إ‬
?iH
2. The second syllable starts with 2nd consonant +a + the first half consonant split by shadda
‫م َ ر‬
mar

4. The third syallble starts with the second half of the third consoanat + a
Ra
‫َر‬
‫إ ح‬
‫مَر‬ ra mar ?iH
‫َر‬
turned red

Noun for measure 9

‫إِ ﺣـﻤـِﺮار‬
?iH mi raar
turning red
1. The first syllable starts with (?I) + the first consonant
The syllable is closed
‫إ ِ ح‬
?iH
2. The second syllable starts with a consonant + I
ِ‫م‬
mi
3. The syallble starts with a third consonant + long /aa/ + the same consonant as in the first.
This syllable starts and ends with the same consonant sound.
‫ر ا ر‬
‫رار‬ ‫م‬ ‫إح‬

The notion of measure 9

The notion is that the color of (something) (someone) turns (red, yellow, ....)
His face turns red .
ُ‫إِ ﺣـﻤــَـ ﱠﺮ َوﺟـﮭـﮫ‬

A table for measure 9

noun present past root

turning black ‫اﺳﻮداد‬ ‫ﯾـَﺴـ َﻮ ﱡد‬ ‫اﺳﻮ ّد‬ ‫سود‬

turning white ‫اﺑﯿﻀﺎض‬ ‫ﺾ‬ ‫ﯾـَﺒـْﯿـ َ ﱡ‬ ‫اﺑﯿﺾ‬
ّ ‫بيض‬
turning yellow ‫اﺻﻔﺮار‬ ‫ﺼـﻔـ َ ﱡﺮ‬ْ َ ‫ﯾـ‬ ‫اﺻﻔ ّﺮ‬ ‫صفر‬
turning red ‫اﺣﻤﺮار‬ ‫ﯾـَﺤـْﻤـ َ ﱡﺮ‬ ‫اﺣ ّﻤﺮ‬ ‫حمر‬
turning blue ‫ا زرﻗﺎ ق‬ ‫ق‬‫ﯾـ َ ْﺰ َر ﱡ‬ ‫ق‬
ّ ‫ازر‬ ‫زرق‬

76
 77

Measure X

‫ (ع م ل‬root) = (work)

Present tense

root + measure 10 infix + personal prefix

‫عمل‬ + ‫ست‬ + ‫ي‬

َ

He uses (yas ta9 mi lu ) nominative

‫ﺳــﺘـــ‬
Root Personal
prefix
Measure X
‫ع م ل‬ Morph
‫ي‬

1. We add the personal prefix + ‫س ت‬

The syllable is of the prefix and the (s)
‫يس‬ َ
yas
2. We add fatHa after (t) and join it with the first consoant of the root(here is 9 ‫)ع‬
The syllable starts with (t)‫ ت‬+ a + the first consoanat of the root
‫تَع‬
ta9
3. Put kasra (short /I/) betwen the other two consoanats of the root
The syllable is C + I + C
‫مِل‬
mil

Past tense
‫إِ ﺳﺘــَﻌـﻤـَﻞ‬
He used
Add (?ist) ‫إِس ت‬

1. The first syllable is (?is) ‫ إِس‬only

a closed syllable

2. The second syllable is t + a + the first consonant of the root

‫تَع‬
ta 9

a closed syllable

3. The third syllable is of the second root consonant + a

َ ‫م‬
ma

77
 78

4. The fourth syllable is 0f the third consonant of the root L+ a

َ‫ل‬
La

The syllables

‫ت َ ع‬ ‫إس‬
‫َل‬ َ ‫م‬

Past tense morphs and syllables

Noun for Measure 10 X

‫ ( ع م ل‬root)

1. A closed syllable (?is) ‫إِس‬

2. The second syllable starts with: / t / + i / + first consonant of the root

t +i+ C
‫تِ ع‬
3. The third syllable starts with:
the second consonant of the root + aa + the third consoanat
C + aa + C

‫م ال‬

‫م ا ل‬
‫ت ع‬ ‫إس‬

using , Use (n.)

78
 79

The notion of measure 10

1. To utilize something :
‫ ﯾﺴﺘﺄﺟـِﺮ‬، ‫ ﯾﺴﺘﺨ ِﺪم‬، ‫ ﯾﺴﺘـﺜـﻤـِﺮ‬، ‫ﯾﺴﺘﻐـِﻞ‬ ، ‫ ﯾﺴﺘﻌـﻤـِﻞ‬، ‫ﯾـَﺴﺘـَﻔـﯿﺪ‬
rent , use , invest , take advantage of , use , benifit from

2. To re(call) or re(gain) or re(trieve) :

‫ ﯾﺴﺘﯿﻘِﻆ ﻣﻦ‬،‫ ﯾﺴﺘﺄﻧِﻒ‬، ‫ ﯾﺴﺘ ِﺮد ﻣﻦ‬، ‫ ﯾﺴﺘـﻔـﺤـِﻞ‬، ‫ ﯾﺴﺘﻔـﯿﻖ ﻣﻦ‬، ‫ ﯾﺴﺘﻌﻮض‬، ‫ ﯾﺴﺘﺬﻛـﺮ‬، ‫ﯾﺴﺘﻌـﯿﺪ‬
wake up , resume, restore , to resume the activity, to return to consciousness, recompensate, remember,
recover

3. To consider a certain quality or something:

The quality is an adjective, or adverb or a noun
adj. Or adv .( may be contracted): ‫ﻏﺮﯾﺐ ﺑﻌـﯿﺪ ﻗـﺒﻞ‬
noun ( may be contracted) : ‫ ﺣـﻖ‬، ‫ درك‬، ‫ﺣﻤﻞ‬

‫ ﯾﺴﺘﺸﺮق‬، ‫ ﯾﺴﺘﺤـِﻖ‬، ‫ ﯾﺴﺘـﻘـﺒـِﻞ‬، ‫ ﯾﺴﺘﺒـﻌـِﺪ‬، ‫ ﯾﺴﺘﻐ ِﺮب ﻣﻦ‬، ‫ ﯾﺴﺘﺪ ِرك‬، ‫ﯾﺴﺘﺤـﻤـِﻞ‬
research on the eastern countries, deserve, receive( someone or something) , exclude , wonder, correct (
abstract mistakes) or ( know to avoid) , forebear

4. To pretend being doing something:

‫ ﯾﺴﺘـﺠـ ِﮭﻞ‬، ‫ﯾﺴﺘﻤـ ِﺮض‬
make (himself) that he does not know , makes himelf sick

5. Do excessively or utilize further :

‫ ﯾﺴﺘﺒﺬل‬، ‫ﯾﺴﺘﺰﯾـﺪ‬
increase efforts, increase

6. Seek to extract something:

‫ﯾﺴﺘﺪل ﻋﻠﻰ‬ ، ‫ ﯾﺴﺘﻔﮭـِﻢ‬، ‫ ﯾﺴﺘﻘﺮئ‬، ‫ ﯾﺴﺘﺨـﺮج‬، ‫ ﯾﺴﺘﻨـﺒﻂ‬، ‫ﯾﺴﺘﻨـﺘـﺞ‬
give an evidence, question him to understand something, induce, produc , elicit (deduce , infer

7. To fully use something to “consume” it :

‫ ﯾﺴﺘَـﻨـ ِﺰف‬، ‫ﯾﺴﺘـﻨـﻔـِﺪ‬ ، ‫ﯾﺴﺘﮭﻠِﻚ‬
use up all (as attrition), runs out of , consume

8. To take or ask for

‫ ﯾﺴﺘـﻨـﺠـِﺪ‬، ‫ ﯾﺴﺘﺸﯿﺮ‬، ‫ ﯾﺴﺘﺸ ِﮭﺪ ﻓﻲ‬، ‫ﯾﺴﺘﻐـﻔـﺮ ﻣﻦ‬ ، ‫ﯾﺴـﺘﺄ ِذن‬
ask for help, ask for advice (consult), ask for martyrdom (death), ask forgiveness, ask for permission

A table for measure 10

noun present past

root

using ‫اﺳﺘﻌﻤﺎل‬ ‫ﯾﺴﺘﻌ ِﻤ ُﻞ‬ ‫اﺳﺘﻌﻤﻞ‬ ‫عمل‬

using ‫اﺳﺘﺨﺪام‬ ‫ﯾﺴﺘﺨ ِﺪم‬ ‫اﺳﺘﺨﺪم‬ ‫خدم‬
renting ‫اﺳﺘﺌﺠﺎر‬ ‫ﯾﺴﺘﺄ ِﺟﺮ‬ ‫اﺳﺘﺄﺟﺮ‬ ‫أجر‬
benefiting from ‫اﺳﺘﻔﺎدة‬ ‫ﯾﺴﺘﻔﯿﺪ‬ ‫اﺳﺘﻔﺎد‬ ‫فيد‬
consumption ‫اﺳﺘﮭﻼك‬ ‫ﯾﺴﺘﮭﻠِﻚ‬ ‫اﺳﺘﮭﻠﻚ‬ ‫ھـ ل ك‬
importing ‫اﺳﺘﯿﺮاد‬ ‫ﯾﺴﺘﻮ ِرد‬ ‫اﺳﺘﻮرد‬ ‫و رد‬
amputation ‫اﺳﺘﺌﺼﺎل‬ ‫ﺻﻞ‬ ِ ‫ﯾﺴﺘﺄ‬ ‫اﺳﺘﺄﺻﻞ‬ ‫أصل‬
asking for permission ‫اﺳﺘﺌﺬان‬ ُ‫ﯾﺴﺘﺄ ِذن‬ ‫اﺳﺘﺄذن‬ ‫اذن‬
investing ‫اﺳﺘﺜﻤﺎر‬ ‫ﯾﺴﺘﺜ ِﻤﺮ‬ ‫اﺳﺘﺜﻤﺮ‬ ‫ثمر‬
attrition ‫اﺳﺘﻨﺰاف‬ ‫ﯾﺴﺘﻨ ِﺰف‬ ‫اﺳﺘﻨﺰف‬ ‫نزف‬
reclamation ‫اﺳﺘﺼﻼح‬ ‫ﯾﺴﺘﺼـﻠِﺢ‬ ‫اﺳﺘﺼﻠﺢ‬ ‫صلح‬
consuming , running out ‫اﺳﺘﻨﻔﺎد‬ ‫ﯾﺴﺘﻨﻔﺪ‬ ‫اﺳﺘﻨﻔﺪ‬ ‫نفذ‬

79
 80

to call upon ‫اﺳﺘﻦ ﻓﺎر‬ ‫ﯾﺴﺘﻨﻔﺮ‬ ‫اﺳﺘﻨﻔﺮ‬ ‫نفر‬

polarization, attraction ‫اﺳﺘﻘﻄﺎب‬ ‫ﯾﺴﺘﻘﻄﺐ‬ ‫اﺳﺘﻘﻄﺐ‬ ‫قطب‬
making use of, exploiting ‫اﺳﺘﻐﻞ‬ ‫ﯾﺴﺘﻐﻞ‬ ‫اﺳﺘﻐﻞ‬ ‫غل‬
colonization ‫اﺳﺘﻌﻤﺎر‬ ‫ﯾﺴﺘﻌﻤﺮ‬ ‫اﺳﺘﻌﻤﺮ‬ ‫عمر‬
retrieval, restore, take back ‫اﺳﺘﺮداد‬ ‫ﯾﺴﺘﺮد‬ ‫اﺳﺘﺮد‬ ‫رد‬

NOTE
All verbs are not prone to generate all measures. This is why you need a book like
this to categorize them for you.

Root ‫وصل‬

Measure VI Measure V Measure IV Measure III Measure I

be Continued contact take, connect continue, maintain

‫أﺗﺼﻞ‬ ‫أوﺻﻞ‬ ‫أواﺻﻞ‬ ‫أ ﺻﻞ‬

‫ﻧﺘﺼﻞ‬ ‫ﻧﻮﺻﻞ‬ ‫ﻧﻮاﺻﻞ‬ ‫ﻧﺼﻞ‬

‫ﺗﺘﺼﻞ‬ ‫ﺗﻮﺻﻞ‬ ‫ﺗﻮاﺻﻞ‬ ‫ﺗﺼﻞ‬

‫ﺗﺘﺼﻠﯿﻦ‬ ‫ﺗﻮﺻﻠﯿﻦ‬ ‫ﺗﻮاﺻﻠﯿﻦ‬ ‫ﺗﺼﻠﯿﻦ‬
‫ﺗﺘﺼﻠﻮن‬ ‫ﺗﻮﺻﻠﻮن‬ ‫ﺗﻮاﺻﻠﻮن‬ ‫ﺗﺼﻠﻮن‬
‫ﺗﺘﺼﻠﻦ‬ ‫ﺗﻮﺻﻠﻦ‬ ‫ﺗﻮاﺻﻠﻦ‬ ‫ﺗﺼﻠﻦ‬

(‫ﯾﺘﻮاﺻﻞ )اﻟﻌﻤﻞ‬ ‫ﯾﺘﺼﻞ‬ ‫ﯾﻮﺻﻞ‬ ‫ﯾﻮاﺻﻞ‬ ‫ﯾﺼﻞ‬

(‫ﺗﺘﻮاﺻﻞ ) ﻋﻤﻠﯿﺔ‬ ‫ﺗﺘﺼﻞ‬ ‫ﺗﻮﺻﻞ‬ ‫ﺗﻮاﺻﻞ‬ ‫ﺗﺼﻞ‬
‫ﯾﺘﺼﻠﻮن‬ ‫ﯾﻮﺻﻠﻮن‬ ‫ﯾﻮاﺻﻠﻮن‬ ‫ﯾﺼﻠﻮن‬
‫ﯾﺘﻮاﺻﻠﻦ‬ ‫ﯾﺘﺼﻠﻦ‬ ‫ﯾﻮﺻﻠﻦ‬ ‫ﯾﺼﻠﻦ‬

Summary

The concepts of the measures as active or passive or reflexive

.‫اﻟﻐﺎﺑﺔُ إﺣﺘ َﺮﻗَﺖ‬ .َ‫ق اﻟﻮﻟ ُﺪ اﻟﻐﺎﺑﺔ‬َ ‫َﺣ َﺮ‬ .‫ك إﻧ َﻜ َﺴ َﺮ‬ َ ‫َﻛ َﺴ َﺮ اﻟﻮﻟ ُﺪ اﻟﺸﺒﺎ‬
ُ ‫ اﻟﺸﺒﺎ‬. ‫ك‬ ‫ اﻟﺪﺑﺎﺑﺔُ ﺗﺪﻣــﺮّت‬. َ‫اﻟﻄﺎﺋﺮةُ َد ﱠﻣ َﺮت اﻟﺪﺑﺎﺑﺔ‬
ِ ‫اﻟﻐﺎﺑﺔُ ﺗ‬
.‫َﺤﺘﺮق‬ .َ‫ق اﻟﻮﻟ ُﺪ اﻟﻐﺎﺑﺔ‬ُ ‫ﯾﺤﺮ‬ . ‫ك ﯾﻨﻜ ِﺴ َﺮ‬ ُ ‫ اﻟﺸﺒﺎ‬.‫ﯾﻜﺴﺮ اﻟﻮﻟ ُﺪ اﻟﺸﺒﺎك‬ .‫ اﻟﺪﺑﺎﺑﺔُ ﺗَﺘَ َﺪ ﱠﻣﺮ‬.َ‫اﻟﻄﺎﺋﺮةُ ﺗَ َﺪ ﱢﻣﺮ اﻟﺪﺑﺎﺑﺔ‬
Passive Active Passive Active Passive Active
/reflexive I ergative I ergative II
VIII VII V
‫حرق‬ ‫ك س ر‬ ّ ‫ت دم‬ ‫دم ّر‬
‫إ حْ تَ َر‬ ‫ق‬
َ ‫َﺣ َﺮ‬ ‫إنكس‬ ‫َﻛ َﺴ َﺮ‬ ‫ر‬ ‫دَﻣـ ﱠ َﺮ‬
‫إﺣـْﺘـَ َﺮق‬ ‫اﻧـْﻜـ َ َﺴ َﺮ‬ ‫ﺗـَﺪَﻣـ ﱠ َﺮ‬

Note: the subjects of these verbs are in the nominative case.

( the same is with the classical paasive voice)

The emphasis is on the action/ or the impact of the action rather than the subject and/ or the object. The
nouns as subjects or objects complete the images of the meaning, but the “attention” focuses on the
action/ the process/ the impact.

80
 ‫‪81‬‬

‫‪Translate and compare with the other forms:‬‬

‫‪ .1‬ﺗﺤﺘﺮق اﻟﻐﺎﺑﺔ‬
‫‪ .2‬ﯾﻨﻔﺘﺢ اﻟﺒﺎب‬
‫‪ .3‬ﺗﺘﺤﻄﻢ اﻟﻄﺎﺋﺮة‬
‫‪ .4‬ﺗﺘﺸﺎﺑﻚ اﻻﻣﻮر‬
‫‪ .5‬ﺗﺨﺘﻠﻂ اﻻﻣﻮر‬
‫‪ .6‬ﺗﺘﻨﺎﻓﺮ اﻻﻗﻄﺎب‬
‫‪ .7‬ﺗﺘﻌﻘﺪ اﻟﻤﺸﻜﻠﺔ‬
‫‪ .8‬ﺗﺘﻼﻗﻰ وﺟﮭﺎت اﻟﻨﻄﺮ‬
‫‪ .9‬ﺗﺘﻌﺎرض اﻟﻤﺼﺎﻟﺢ اﻟﺸﺨﺼﯿﺔ‬
‫‪ .10‬ﺗﻨﻔﺮج اﻻﻣﻮر‬
‫‪ .11‬ﺗﻨﻐﻠﻖ اﻻﺑﻮاب ﻓﻲ وﺟﻮھﻨﺎ‬
‫‪ .12‬ﺗﺘﺤﻜﻢ اﻟﺪوﻟﺔ ﺑﺎﻣﻮر اﻻﻣﺔ‬
‫‪ .13‬ﯾﻨﺘﻔﺾ اﻟﺸﻌﺐ ﻋﻠﻰ ﺣﻜﻮﻣﺘﮫ‬
‫‪ .14‬ﯾﻤﺘﻌﺾ اﻟﻨﺎس ھﺬه اﻟﺴﯿﺎﺳﺔ اﻟﻌﻘﯿﻤﺔ‬
‫‪ .15‬ﺗﺘﻨﻔﺲ اﻻﻣﺔ اﻟﺼﻌﺪاء‬
‫‪ .16‬أﺗﺄﻟﻢ ﻟﻠﻤﺸﮭﺪ اﻟﺤﺰﯾﻦ‬
‫‪ .17‬ﯾﻤﺘﺤﻦ ﻛﻔﺎءﺗﮫ ﻓﻲ اﻟﻤﯿﺪان‬
‫‪ .18‬ﻻ اﻗﺘﻨﻊ ﺑﻤﺎ ﻗﺎﻟﮫ‪.‬‬
‫‪ .19‬ﺗﻨﺸﻞ ﻣﺮاﻓﻖ اﻟﺪوﻟﺔ‬
‫‪ .20‬ﯾﻨﻄﻔﺊ ﺑﺼﯿﺺ اﻻﻣﻞ‬

‫‪PASSIVE VOICE & PASSIVITY CONCEPT‬‬

‫‪Passive voice in Arabic has three modes‬‬

‫‪Morpho-‬‬
‫‪Vocalic‬‬
‫‪syntactic‬‬
‫‪Formal‬‬ ‫‪Changes‬‬
‫‪2‬‬
‫‪Planned‬‬ ‫‪1‬‬
‫‪3‬‬

‫‪1. Vocalic Changes: This is the classical one as the two short vowels play a‬‬
‫‪role in the 1st syllable nd the 2nd‬‬

‫‪Present‬‬ ‫‪past‬‬

‫‪Will+ be + P.P‬‬ ‫‪is + P.P.‬‬

‫‪81‬‬
 82

Is/are + Past participle was/were / had been +P.P

u + a+ u = is /are + P.p. u+ i + a = was/were /had been + p.p.

Yuk-ta- bu ُ‫ﯾُﻚ تَ ب‬ ku-ti-ba َ ‫ك ُ ت ب‬

Yu-sha-hadu ‫ي ﺷﺎ ھـ َ ُد‬
ُ shu-hida َ ‫ش و ھـ د‬
Yu-qaamu ‫ي ﻗﺎ ُم‬
ُ uq-ee-ma ‫أ ُ ﻗﻲ َم‬
‫ ﺳﯿُﻜﺘﺐ اﻟﺪرس‬.1
ُ‫ ُﻛﺘﺐ اﻟﺪرس‬.2

.ً‫ ﺳﯿُﻌﺮضُ اﻟﻔﻠ ُﻢ ﻏﺪا‬.3

. ‫ُﺮض اﻟﻔﻠ ُﻢ ﻟﯿﻠﺔ اﻣﺲ‬
َ ‫ ﻋ‬.4

.‫ ﺳﺘﻘﺎ ُم اﻟﺤﻔﻠﺔُ ﺑﻌﺪ ﻏﺪ‬.5

.‫ أُﻗﯿﻤﺖ اﻟﺤﻔﻠﺔ ﻓﻲ اﻻﺳﺒﻮع اﻟﻤﺎﺿﻲ‬.6

2. Syntatic passive through measures:

Measures V, VII, VIII

My friend is hired as an engineer in the office. .‫ ﺗﻌﯿّﻦ ﺻﺪﯾﻘﻲ ﻣﮭﻨﺪﺳﺎ ً ﻓﻲ اﻟﺪاﺋﺮة‬.1

The houses (are) flooded (submerged with water. . ‫ إﻧﻐﻤﺮت اﻟﻤﻨﺎزل ﺑﺎﻟﻤﯿﺎه‬.2
The prices are going up. .ً ‫ ﺗﺮﺗﻔﻊ اﻻﺳﻌﺎر ﺗﺪرﯾﺠﯿﺎ‬.3

3. Formal ( planned Passive)

The verb “yatimu” ( to accomplish) and “tamma” ( accomplished) play the role if
followed by “verbal nouns”. This type of language is very official and widely used by
journals.

Present past

‫ ﯾﺘﻢ‬+ Verbal nouns ‫ ﺗﻢ‬+ Verbal nouns

‫ﯾﺘﻢ ﺑﻨﺎء‬ ‫ﺗ ّﻢ ﺑﻨﺎء‬
‫ﯾﺘﻢ إﻧﺸﺎء‬ ‫ﺗ ّﻢ إﻧﺸﺎء‬
‫ﯾﺘﻢ ارﺳﺎل‬ ‫ﺗ ّﻢ ارﺳﺎل‬
Read the following sentences:

A hospital will be built in the area. .‫ ﺳﯿﺘﻢ اﻧﺸﺎء ﻣﺴﺘﺸﻔﻰ ﻓﻲ اﻟﻤﻨﻄﻘﺔ‬.1

The injured will be taken to the hospital ‫ ﺳﯿﺘﻢ اﺧﻼء اﻟﺠﺮﺣﻰ اﻟﻰ اﻟﻤﺴﺘﺸﻔﻰ‬.2
Two people had been rescued from drowning. .‫ ﻟﻘﺪ ﺗﻢ اﻧﻘﺎذ اﺛﻨﯿﻦ ﻣﻦ اﻟﻐﺮق‬.3

Exercise

82
 83

Change the following sentences into passive voice by using the classical way ( vocalic
changes:
. ‫ ﻣﻨﻌﺖ اﻟﺤﻜﻮﻣﺔ اﻟﺸﺮﻛﺔ ﻣﻦ ﺗﻨﻘﯿﺐ اﻟﻨﻔﻂ‬.1
.‫ طﺮدت اﻟﺤﻜﻮﻣﺔ اﻟﻼﺟﺌﯿﻦ ﻏﯿﺮ اﻟﺸﺮﻋﯿﯿﻦ ﻣﻦ اﻟﺒﻼد‬.2
‫ﺑﺎﻟﺴﻼح‬.‫ زودت اﯾﺮان اﻟﻤﻘﺎﺗﻠﯿﻦ ﺑﺎﻟﻤﺎل‬.3
.‫ رﺳﻢ اﻟﻄﺎﻟﺐ اﻟﺼﻮرة‬.4
.‫ اﻟﻐﺖ اﻟﺨﻄﻮط اﻟﺠﻮﯾﺔ اﻟﺮﺣﻼت اﻟﻤﺒﺎﺷﺮة اﻟﻰ اﻟﻤﻨﻄﻘﺔ‬.5
.‫ اﺧﻠﺖ اﻟﺤﻜﻮﻣﺔ اﻟﻤﺪﯾﻨﺔ ﻣﻦ اﻟﻐﺮﺑﺎء‬.6

Change the following sentences into measures to indicate passivity or

reflixiveness.Use ‫ ﺑـ‬if you feel you need it.
.‫ ھ ّﺪﻣﺖ اﻟﻔﯿﻀﺎﻧﺎت اﻟﻤﻨﺎزل‬.7
.‫ رﻓﻌﺖ اﻟﺤﻜﻮﻣﺔ اﻻﺳﻌﺎر‬.8
.‫ ﺧﻔّﻀﺖ اﻟﺸﺮﻛﺔ اﻧﺘﺎﺟﮭﺎ‬.9
.‫ ﻏﯿّﺮ اﻟﻄﺎﻟﺐ طﺒﻌﮫ‬.10
.‫ اطﻠﻘﺖ اﻟﻘﺎذﻓﺔ اﻟﺼﺎروخ ﻋﻠﻰ ﻣﻮﻗﻊ اﻟﻌﺪو‬.11
.‫ ﺣ ّﺪد اﻟﻤﺪﯾﺮ اﻻھﺪاف‬.12

Change the followings into passive using ‫ ﻣﺼﺪر‬+ ‫ ﯾﺘﻢ‬، ‫ﺗﻢ‬

Use (by) ‫ ﻣﻦ ﻗﺒﻞ‬if you fell it is needed.
.ً‫ ﺳﯿﻐﻠﻖ اﻟﻤﻄﺎر ﻏﺪا‬.13
.‫ ﺳﯿﻔﺘﺢ اﻟﻤﺸﺮوع‬.14
.‫ ﯾﺮﺳﻞ ﺣﻠﻒ اﻟﻨﺎﺗﻮ ﻗﻮات ﺑﺮﯾﺔ اﻟﻰ اﻟﺼﻮﻣﺎل‬.15
.‫ ﺗﺴﺎﻋﺪ اﻟﺤﻜﻮﻣﺔ اﻟﻔﻘﺮاء ﺑﺎﻟﻤﺎل واﻟﺪواء‬.16
.‫ ﺳﺘﺪﻓﻊ اﻟﺤﻜﻮﻣﺔ اﻟﺘﻌﻮﯾﻀﺎت‬.17

Arabic Simple Sentence & Word Order

Pattern # 1

O bject S ubject V erb

+ built-in
Accusative Nominative subject
َ___ ُ ___ ‫زار‬
singular definite singular definite
feminine / masculine feminine/ masculine
animate / inaanimate animate / inanimate
‫طﺒﯿﺐ‬
َ ‫اﻟـ‬ ُ‫اﻟـ طﺎﻟﺐ‬
َ‫اﻟـ طﺒﯿﺒﺔ‬ ُ‫اﻟـ طﺎﻟﺒﺔ‬ ‫ت‬
َ ____ ُ____ Transitive
irregular plural definite irregular masculine plural definite
+ irregular masculine definite + regular feminine plural definite
animate / inaanimate animate / inanimate
‫اﻷطﺒﺎ َء‬ ُ‫اﻟـ طﻼب‬
ُ
‫طﺎﻟﺒﺎت‬ ‫اﻟـ‬ ‫ت‬
regular feminine plural definite
ِ◌ ---
‫ت‬
ِ ‫اﻟـ طﺒﯿﺒﺎ‬

ً ___ ٌ ____
indefinite singular indefinite singular

83
 84

ً‫طﺒﯿـﺒﺔ‬ ٌ‫طﺎﻟﺐ‬
ٍ◌ ---- ٌ
‫طﺎﻟﺒﺎت‬ ‫ت‬
‫ ﻓﻲ اﻟﻤﺴﺘﺸﻔﻰ‬... ‫ت‬ ٍ ‫طﺒﯿـﺒﺎ‬

(-- eena) َ‫ ِ ﯾـﻦ‬--- ‫___ون‬

definite or indefinite regular plural definite or indefinite regular pluralhuman
human being human being
َ‫اﻟـ ُﻣﺸـﺮﻓـ ِ ﯾـْﻦ‬ ‫اﻟـ ﻣﻌﻠـﻤـ ون‬
‫ﻓﻲ اﻟﺠﺎﻣﻌﺔ‬... َ‫ﺸﺮف ﯾـْﻦ‬
ِ ‫ُﻣ‬ ‫ﻣﻌﻠﻤﻮن‬

(--- ayni ) ‫___ َ ﯾــْ ِﻦ‬ ‫____ ان‬

dual definite or indefinite dula definite or indefinite
feminine or masculine feminine or masculine
animate or inanimate animate or inanimate
‫اﻟـ ُﻣﺸﺮف َ ﯾـْ ِﻦ‬ ‫اﻟـ ﻣﻌﻠﻤـ ان‬
‫ﻓﻲ اﻟﺠﺎﻣﻌﺔ‬... ‫ﻣـُﺸﺮﻓـﺘـ َ ﯾـْ ِﻦ‬ ‫ﻣﻌﻠﻤـﺘـ ان‬ ‫ت‬
Matti Phillips

Arabic Simple Sentence & Word Order

Pattern # 2 A

O bject
Accusative
V erb +built-in subjec t
Transitive
S ubject
Nominative
singular definite ُ ‫ﯾﺰور‬ ُ‫اﻟـﻄﺎﻟﺐ‬
masculine/ feminine َ ‫زار‬ masculine/ feminine
animate / inaanimate animate / inanimate
‫طﺒﯿﺐ‬
َ ‫اﻟـ‬ ُ ‫ﺗـﺰور‬ singular definite
َ‫اﻟـ طﺒﯿﺒﺔ‬ ‫زار َ ت‬ ُ‫اﻟـ طﺎﻟﺒﺔ‬
ُ____
َ ____ ُ‫اﻟـﻄﻼب‬
irregular plural definite ‫ﯾﺰور ون‬ irregular masculine plural definite
irregular masculine definite ‫زار وا‬ + regular feminine plural definite
animate / inaanimate animate / inanimate
‫اﻷطﺒﺎ َء‬
ُ
‫طﺎﻟﺒﺎت‬ ‫اﻟـ‬
regular feminine plural definite َ ‫ﯾـ زُر ن‬
‫ت‬
ِ ‫اﻟـ طﺒﯿﺒﺎ‬ َ ‫ن‬ ‫زُر‬

ً ___ ٌ ____
indefinite singular indefinite singular
ً‫طﺒﯿـﺒﺔ‬ ‫وا‬ ‫زار‬ َ‫ﯾﺰور ون‬ ٌ‫طﻼب‬

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ٍ◌ ---- َ ‫ُزر ن‬ َ ‫ﯾـ َ ُﺰر ن‬ ٌ

‫طﺎﻟـﺒﺎت‬
‫ ﻓﻲ اﻟﻤﺴﺘﺸﻔﻰ‬... ‫ت‬
ٍ ‫طﺒﯿـﺒﺎ‬

--eena َ‫ ِ ﯾـﻦ‬--- uuna ‫___ون‬

definite or indefinite regular plural definite or indefinite regular plural
human being human being
َ‫اﻟـ ُﻣﺸـﺮﻓـ ِ ﯾـْﻦ‬ ‫ﯾﺰور ون‬ ‫اﻟـ ﻣﻌﻠـﻤـ ون‬
‫ﻓﻲ اﻟﺠﺎﻣﻌﺔ‬... َ‫ﺸﺮف ﯾـْﻦ‬ِ ‫ُﻣ‬ ‫زار وا‬ ‫ﻣﻌﻠﻤﻮن‬

(--- ayni ) ‫___ َ ﯾــْ ِﻦ‬ ‫ان‬ ‫ﯾﺰور‬ ‫____ ان‬

dual definite or indefinite ‫ا‬ ‫زار‬ ‫اﻟـ ﻣـﻌﻠـﻤـﺎن‬
animate/ inanimate dula definite or indefinite animate or inanimate
feminine or masculine feminine or masculine
‫اﻟـ ُﻣﺸﺮف َ ﯾـْ ِﻦ‬ ‫ان‬ ‫ﺗﺰور‬
‫ﻓﻲ اﻟﺠﺎﻣﻌﺔ‬... ‫ﻣـُﺸﺮﻓـﺘـ َ ﯾـْ ِﻦ‬ ‫زا َر ﺗــ ا‬ ‫ﻣﻌﻠﻤـﺘـ ان‬

Arabic Simple Sentence & Word Order

Pattern # 2 B

O P bject
Accusative
ronoun V erb +built-in subjec t
Transitive
S ubject
Nominative
singular ُ ‫ﯾﺰور‬ singular definite Past
masculine/ feminine َ ‫زار‬ ‫ﻗــﺪ‬ ‫اﻟـ طﺎﻟﺐ‬ ‫ﻛﺎن‬
animate / inaanimate animate / inanimate were
ُ‫ه‬ ُ◌ ‫ﺗـﺰور‬ masculine/ feminine was
inanimate plural also ‫ھـﺎ‬ ْ ‫زار َ ت‬ ُ‫اﻟـ طﺎﻟﺒﺔ‬ ‫ﻛﺎﻧﺖ‬

masculine plural human ‫ھـﻢ‬ ‫ﯾﺰور ن‬ ُ‫اﻟـ طﻼب‬ ‫ﻛﺎن‬

‫وا‬ ‫زار‬
definite plural
human being feminine plural َ ‫ﯾـ زُر ن‬ ُ
‫طﺎﻟﺒﺎت‬ ‫اﻟـ‬ ‫ﻛﺎﻧﺖ‬
‫ـﮭـﻦﱠ‬ َ ‫زُر ن‬

singular inanimate/animate ‫ـﮭـﺎ‬ َ ‫ﯾﺰور ون‬ ٌ‫طـﻼب‬ ‫ﻛﺎن‬

plural inanimate indefinite plural
(‫ت‬
ٍ ‫)طﺒﯿـﺒﺎ‬ ‫ـﮭُـﻦ ﱠ‬ َ‫ن‬ ‫ُزر‬ ٌ ‫طﺎﻟﺒﺎت‬ ‫ﻛﺎﻧﺖ‬
human being feminine plural

uuna ‫___ون‬

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definite or indefinite regular plural regular plural

human being human being masculine
‫ـﮭُـﻢ‬ َ‫ﯾﺰور ون‬ ‫اﻟـ ﻣﻌﻠـﻤـ ون‬ ‫ﻛﺎن‬
‫وا‬ ‫زار‬ ‫ﻣﻌﻠﻤﻮن‬

‫ا ِن‬ ‫ﯾﺰور‬ ‫____ ان‬

Dual definite or indefinite ‫ا‬ ‫زار‬ ‫ﻣﻌﻠﻤـ ان‬ ‫اﻟـ‬ ‫ﻛﺎن‬
feminine or masculine Dual definite & indefinite
animate or inanimate animate or inanimate
feminine or masculine
‫ـﮭـﻤﺎ‬ ‫ﺗﺰور ا ِن‬ ‫ﻣﻌﻠﻤـﺘـ ان‬ ‫ﻛﺎﻧـﺖ‬
‫ھـﻤﺎ‬ ‫زا َر ﺗـ ا‬

Arabic Simple Sentence & Word Order

Pattern 3
past tense

S ubject P ronoun V erb O bject

object + built-in subject

ُ‫اﻟـ طﺎﻟـﺐ‬ ُ‫ه‬ َ ‫زار‬ ‫اﻟـﺬي‬ ‫اﻟـﻄﺒﯿﺐ‬

‫اﻟـ طﺎﻟﺒـﺔ‬ ُ ‫ـﮫ‬ ‫زار ت‬
‫ااـ طﻼب‬ َ ‫زار‬
‫اﻟـﻄﺎﻟـﺒﺎت‬ ‫زار ت‬
‫اﻟـﻄﺎﻟـﺒﺎن‬ َ ‫زار‬
‫اﻟـﻄﺎﻟـﺒﺘﺎن‬ ‫زار ت‬

‫اﻟـﻄﺎﻟﺐ‬ ‫ھـﺎ‬ ‫زا َر‬ ‫اﻟـﺘﻲ‬ ‫اﻟـﻄـﺒﯿﺒﺔ‬

‫اﻟـ طﺎﻟﺒـﺔ‬ ‫ـﮭـﺎ‬ ‫زار ت‬
‫ااـ طﻼب‬ َ ‫زار‬
‫اﻟـﻄﺎﻟـﺒﺎت‬ ‫زار ت‬
‫اﻟـﻄﺎﻟﺒﺎن‬ ‫زار‬
‫اﻟـﻄﺎﻟـﺒﺘﺎن‬ ‫زار َ ت‬

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‫اﻟـﻄﺎﻟﺐ‬ ‫ھـﻢ‬ ‫زا َر‬ ‫اﻟﺬﯾﻦ‬ ‫اﻻطـﺒﺎء‬

‫اﻟـ طﺎﻟﺒـﺔ‬ ‫ـﮭـﻢ‬ ‫زار ت‬
‫ااـ طﻼب‬ ‫زار‬
‫اﻟـﻄﺎﻟـﺒﺎت‬ ‫زار ت‬
‫اﻟـﻄﺎﻟـﺒﺎن‬ ‫زار‬
‫اﻟـﻄﺎﻟـﺒـﺘـﺎن‬ ‫زار َ ت‬

‫اﻟـﻄﺎﻟـﺐ‬ ‫ھـﻦ‬ ‫زا َر‬ ‫اﻟﻠﻮاﺗﻲ‬ ‫اﻟـﻄـﺒﯿـﺒﺎت‬

‫اﻟـ طﺎﻟـﺒـﺔ‬ ‫ـﮭـﻦ‬ ‫زار ت‬ ‫اﻟﻼﺋﻲ‬
‫ااـ طﻼب‬ ‫زار َ‬
‫اﻟـﻄﺎﻟـﺒـﺎت‬ ‫زار ت‬
‫اﻟـﻄﺎﻟـﺒـﺎن‬ ‫زار‬
‫اﻟـﻄﺎﻟـﺒـﺘـﺎن‬ ‫زار َ ت‬

‫اﻟـﻄﺎﻟﺐ‬ ‫ھـﻤﺎ‬ ‫زا َر‬ ‫اﻟﻠﺬان‬ ‫اﻟـﻄـﺒﯿـﺒﺎن‬

‫اﻟـ طﺎﻟـﺒـﺔ‬ ‫ـﮭـﻢ‬ ‫زار ت‬ ‫اﻟﻠﺘﺎن‬ ‫اﻟـﻄﺒﯿـﺒـﺘﺎن‬
‫ااـ طﻼب‬ ‫زار َ‬
‫اﻟـﻄﺎﻟـﺒـﺎت‬ ‫زار ت‬
‫اﻟـﻄﺎﻟـﺒـﺎن‬ ‫زار‬
‫اﻟـﻄﺎﻟـﺒـﺘـﺎن‬ ‫زار َ ت‬

‫‪Passive Voice of Certain Hollow Verbs‬‬

‫‪Hollow verbs‬‬
‫‪Passive‬‬ ‫‪active‬‬
‫‪To be done‬‬ ‫‪to do‬‬

‫ﯾُﻘﺎم ‪be held‬‬ ‫ﯾـُﻘﯿﻢ ‪hold‬‬

‫ﯾـُﻌﺎد ‪be repeated , be returned‬‬ ‫ﯾـُﻌﯿﺪ ‪repeat ,return‬‬
‫ﯾـُﺼﺎب ‪be inflicted‬‬ ‫ﯾُﺼﯿﺐ ‪inflict‬‬
‫ﯾـُﺤﺎط ‪be surrounded‬‬ ‫ﯾـُﺤﯿﻂ ‪surround‬‬
‫ﯾـُﻄﺎق ‪be borne‬‬ ‫ﯾـُﻄﯿﻖ ‪bear‬‬
‫ﯾـُﻄﺎع ‪be obeyed‬‬ ‫ﯾـُﻄﯿﻊ ‪obey, do, observe‬‬
‫ﯾـُﻘﺎل ‪be resigned‬‬ ‫ﯾـُﻘﯿﻞ ‪resign somebody‬‬
‫ﯾـُﺠﺎز‪be allowed‬‬ ‫ﯾـُﺠﯿﺰ ‪allow‬‬
‫ﯾـُﻌﺎل ‪be fended‬‬ ‫ﯾــُﻌﯿﻞ ‪fend‬‬
‫ﯾـُﻜﺎل ‪be measure‬‬ ‫ﯾـُﻜﯿﻞ ‪measure‬‬
‫ﯾـُﻘﺎس ‪be measured‬‬ ‫ﯾـٌﻘﯿﺲ ‪measure‬‬

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‫‪Exercises:‬‬

‫‪active‬‬ ‫ُﺗﻘﯾم‬ ‫ﯾـﻘﯾم‬ ‫‪ .1‬اﻟﺣﻛوﻣﺔ ُﺗﻘﯾم اﻟﻧدوة‬

‫‪passive‬‬ ‫ُﺗﻘﺎم‬ ‫ﯾُﻘﺎم‬ ‫اﻟﻧدوة ﺗـُﻘﺎم‬

‫‪active‬‬ ‫ُﺗﻌﯾد‬ ‫ﯾـُﻌﯾد‬ ‫‪ .2‬اﻟﻣوظف ﺳﯾـُﻌﯾد اﻻوراق‬

‫ُﺗﻌﺎد اﻟﻰ )ﻣﻛﺎن( ‪passive‬‬ ‫ﯾُﻌﺎد‬ ‫اﻻوراق ﺳ ُﺗﻌﺎد‬

‫‪active‬‬ ‫ُﺗﺻﯾب‬ ‫ﯾُﺻﯾب‬ ‫‪ .3‬اﻟﻣرض ُﯾﺻﯾب اﻟرﺟل‬

‫ﺗﺻﺎب ﺑـ ) ﺷﯾﺊ( ‪passive‬‬ ‫ﯾﺻﺎب ﺑـ‬ ‫اﻟرﺟل ُﯾﺻﺎب باﻟﻣرض‬

‫‪active‬‬ ‫ﺗﺑﯾﻊ‬ ‫ﯾﺑﯾﻊ‬ ‫‪ .4‬اﻟرﺟل ﯾﺑﯾﻊ اﻻﺟﮭزة‬

‫‪passive‬‬ ‫اﻟﻰ‬ ‫ﻟـِ‬ ‫ﺗﺑﺎع‬ ‫ﯾﺑﺎع‬ ‫اﻻﺟﮭزة ﺗــُﺑﺎع‬

‫‪Measure I‬‬ ‫‪Measure III‬‬

‫‪Passive‬‬ ‫‪active‬‬ ‫‪Passive‬‬ ‫‪active‬‬

‫ﯾـُﺒﺎع ‪be sold‬‬ ‫ﯾــَﺒﯿـﻊ‬ ‫ﺷﻮھﺪ ‪be seen‬‬ ‫ﺷﺎھﺪ‬

‫ﯾُﺴﺎق اﻟﻰ ‪be taken to‬‬ ‫ﯾﺴﻮق‬ ‫ﻛﻮﻓﺢ ‪be eliminated‬‬ ‫ﻛﺎﻓﺢ‬
‫ﯾـُﻨﺎل ‪be obtained‬‬ ‫ﯾﻨﺎل‬ ‫ﻧﻮﺷﺪ ‪be addressed‬‬ ‫ﻧﺎﺷﺪ‬
‫ﻓﻮﺟﺊ ‪be surprised‬‬ ‫ﻓﺎﺟﺄ‬
‫ﻋﻮﻟﺞ ‪be treated‬‬ ‫ﻋﺎﻟﺞ‬
‫ﻓﻮﺗﺢ ‪be addressed‬‬ ‫ﻓﺎﺗﺢ‬
‫ﻗﻮرن ‪be compared‬‬ ‫ﻗﺎرن‬
‫ﻧﻮﻗﺶ ‪be discussed‬‬ ‫ﻧﺎﻗﺶ‬
‫ﺑﻮﻏﺖ ‪be taken by surprise‬‬ ‫ﺑﺎﻏﺖ‬
‫ﺑﻮرك ‪be blessed‬‬ ‫ﺑﺎرك‬

‫‪Passive‬‬ ‫‪active‬‬ ‫‪passive Active‬‬

‫ﺑﯿﻊ‬ ‫ﺑﺎع‬ ‫ﯾُﺒﺎع‬ ‫ﯾﺒﯿﻊ‬
‫ﻗﯿﻞ‬ ‫ﻗﺎل‬ ‫ﯾـُﻘﺎل‬ ‫ﯾﻘﻮل‬
‫ﺳﯿﻖ‬ ‫ﺳﺎق‬ ‫ﯾُﺴﺎق‬ ‫ﯾﺴﻮق‬

‫اُدﯾﻦ‬ ‫أدان‬ ‫ﯾـُﺪان‬ ‫ﯾَﺪﯾﻦ‬

‫اُھﯿﻦ‬ ‫أھﺎن‬ ‫ﯾُﮭﺎن‬ ‫ﯾﮭﯿﻦ‬
‫أُطﯿﻞ‬ ‫أطﺎل‬ ‫ﯾـُﻄﺎل‬ ‫ﯾﻄﯿﻞ‬
‫اُﻋﯿﺪ‬ ‫أﻋﺎد‬ ‫ﯾُﻌﺎد‬ ‫ﯾﻌﯿﺪ‬
‫ﻛﯿﻞ‬ ‫ﻛﺎل‬ ‫ﯾﻜﺎل‬ ‫ﯾﻜﯿﻞ‬

‫ﺷﻮھﺪ‬ ‫ﺷﺎھﺪ‬ ‫ﯾُﺸﺎھَﺪ‬ ‫ﯾُﺸﺎھﺪ‬

‫ﻋﻮﻟﺞ‬ ‫ﻋﺎﻟﺞ‬ ‫ﯾُﻌﺎﻟﺞ‬ ‫ﯾﻌﺎﻟﺞ‬
‫ﻗﻮﺗﻞ‬ ‫ﻗﺎﺗﻞ‬ ‫ﯾُﻘﺎﺗﻞ‬ ‫ﯾُﻘﺎﺗﻞ‬
‫ﻓﻮﺟﺊ‬ ‫ﻓﺎﺟﺄ‬ ‫ﯾُﻔﺎﺟﺄ‬ ‫ﯾُﻔﺎﺟﺊ‬
‫ﺳﻮﻋﺪ‬ ‫ﺳﺎﻋﺪ‬ ‫ﯾﺴﺎﻋَﺪ‬ ‫ﯾﺴﺎﻋﺪ‬
‫ﻧﻮﻗﺶ‬ ‫ﻧﺎﻗﺶ‬ ‫ﯾﻨﺎﻗَﺶ‬ ‫ﯾﻨﺎﻗﺶ‬

‫‪88‬‬
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There are verbs that they go with nouns of bad action and here are some.

Verb that leads to addiction or bad habits :

.‫ ﻛﺸﻔﺖ اﻻﺣﺼـﺎءات ان ﻧﺴﺒﺔ اﻟﺸﺒﺎب اﻟﺬﯾﻦ ﯾـﺘـﻌﺎطـﻮن اﻟـﻤـﺨﺪرات ﺑـﺪأت ﺗـــﻘـﻞ ﻓﻲ اﻻوﻧﺔ اﻻﺧﯿﺮة‬.1
( ‫ ) ﯾﺘـﻌـﺎطـﻰ‬is a word which indicates that whatever action follows is estimated as bad
according to the norms of the society or the goverment law.

This can be used to “ consume drugs” or “smoke Hashisha” or “ drink “alcohols”.

The Arabic phrase The English phrase

‫ﯾــﺘــﻌـﺎطـﻰ اﻟـﻤـﺨـﺪرات‬ consume drugs

(‫ﯾـﺘـﻌـﺎطـﻰ اﻟـﺤﺸﯿـﺶ )ة‬ consume Hashisha
‫ﯾـﺘـﻌـﺎطـﻰ اﻟـﻤـﺸـﺮوﺑﺎت اﻟـﻜﺤـﻮﻟـﯿﺔ‬ drink (consume) alcohol

Verb that goes against the public norms:

The vrab which means to illegally “sell” things to the public or make propoganda for or
against what is considered right from the point of view of the government or the society.
(somebody) ِ ‫( ﻟــ‬something) ‫ﯾــﺮوّج‬
‫ﺿــﺪ‬ ‫ﯾــﺮوّج‬

. ‫ اﻋـﺘـﻘــﻠـﺘـﮫُ اﻟﺸﺮطـﺔ ﻻﻧـﮫُ ﻛـﺎن ﯾـﺮوّج اﻟـﻤـﺨﺪرات اﻣـﺎم اﻟـﻤﺪارس ﻟﻠﻄـﻼب‬.2

This verb here means sell in public what is illegal. This can be true of other phrases.

89
 90

Arabic phrase English phrase

ِ ‫ﯾـــﺮوّج اﻻﺷـﺎﻋـﺎت ﻟــ‬ rumorize for
‫ﯾـﺮوّج اﻟـﺪﻋـﺎﯾﺎت ﺿـﺪ‬ propagandize against
‫ﯾــﺮوّج اﻟـﺒـﻀـﺎﺋﻊ اﻻﺟـﻨـﺒـﯿﺔ ﻓﻲ‬ sell the foreign goods in ( negative to the norms)

Verb that goes with crimes , sins, mistakes, wrong doings :

There are certain collocations which provide negative notion concerning wrong doings, abuses,
crimes, offences and other undesired actions. The verb is “to commit”.

. ‫ إﻗـﺘـﺮف ﻧـﻈﺎم اﻟـﺤﻜـﻢ ﻓﻲ ﺻﺮﺑـﯿﺎ ﺟـﺮاﺋـﻢ ﺑـﺤـﻖ اﻻﻟـﺒﺎن‬.3

“ committed crimes” .
( ‫ اﻗـﺘـﺮف‬، ‫) ارﺗـﻜـﺐ‬are two verbs to mean the same thing “ committed”.
They could be found in many collocations to mean “to do wrong things” .

Arabic phrases English phrases

‫إرﺗـﻜـﺐ ﺟـﺮﯾـﻤـﺔ‬ committed a crime
ً ‫إرﺗـﻜـﺐ ﺧـﻄـﺄ ﻓـﺎدﺣـﺎ‬ made a big mistake

Verb which indicates that one exercises undesired things:

This verb “exercise” indicates that the practice is undesirable . Exmaples are many but I can confine it
and “torture” . to “ sex”, “smuggling”, “coercion”, “persecution”, “pressure”, “terrorism”

.‫ ﻣـﺎرس اﻟـﻨـﻈـﺎم اﻟﯿﻮﻏﻮﺳـﻼﻓﻲ اﻟـﺤـﺎﻟـﻲ ﺷـﺘـﻰ اﻧـﻮاع اﻻرھـﺎب ﺿـﺪ اﻟـﻤﻮاطـﻨـﯿﻦ اﻟﺬﯾﻦ اﻧـﺤﺪروا ﻣـﻦ اﺻـﻮل اﻟﺒﺎﻧﯿﺔ‬.4
‫ ﻣـﺎرس اﻻرھـﺎب‬means “exercised terrorist actions against”
Here are other collocations
Arabic phrase English phrase

‫ﯾـﻤـﺎرس ﺷـﺘﻰ اﻧـﻮاع اﻟﺘـﻌﺬﯾـﺐ ﺿـﺪ‬ uses all kinds of torture against
‫ﺗـﻤـﺎرس اﻟـﺠـﻨـﺲ‬ has sex
‫ﯾـﻤـﺎرس ﺳـﯿﺎﺳـﺔ اﻟـﻀﻐـﻂ ﻋﻠـﻰ‬ put pressure on
‫ﯾـﻤـﺎرس ﻋـﻤﻠـﯿﺎت اﻟـﺘﮭـﺮﯾﺐ‬ does smuggling trades
‫ﻣـﺎرﺳﺖ اﻟـﻤـﻨـﻈـﻤـﺔ اﻻرھـﺎب ﺿـﺪ‬ used terrorist actions against

This does not mean that ( marasa) has only negative connotation. It may mean ( practice):

.‫اﺣﺘﺎج اﻟﻰ ﻣﻤﺎرﺳﺔ اﻟﻠﻐﺔ ﻓﻲ اﻟﻤﯿﺪان ﻟﻜﻲ اﺻﺒﺢ اﻛﺜﺮ طﻼﻗﺔ ﻓﻲ اﻟﻜﻼم‬
I need to practice the language in the field so that I can be more fluent in my speech.

Verb which predicts that a negative action will befall:

This verb means “cast” something against somebody . I can confine this collocation to certain nouns
such as “ criticism”, “blame”, and “accusation” .

. ‫ وﺟـّﮭـﺖ اﺳﺮاﺋﯿﻞ اﻻﻧـﺘـﻘـﺎد اﻟـﻰ ﯾﺎﺳﺮ ﻋﺮﻓـﺎت ﻟـﺘﺤـﺮﯾـﻀـﮫ اﻟﺸـﻌـﺐ اﻟـﻔـﻠﺴﻄـﯿﻨـﻲ ﻋﻠﻰ اﻻﻧـﺘـﻔﺎﺿـﺔ‬.5
cast criticism against = “criticized” might be the translation
Here are other cases for this collocation .
Arabic phrase English phrase
‫وﺟــّﮫ اﻟـﯿـﮫ ﺗﮭـﻤـﺔ اﻟـﺨـﯿﺎﻧـﺔ‬ accused him of treason

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‫وﺟــّﮫ اﻟﻠـﻮم ﻋﻠـﻰ‬ blamed

verb which predicts success:

This verb predicts “ending up with success”. Here is an example .

ended up with success . ‫ ﺗــَﻜﻠّﻠـَﺖ اﻋـﻤـﺎل اﻟـﻤـﺆﺗــﻤــﺮ ﺑـــﺎﻟـﻨـﺠـﺎح‬.6

ends up with = ‫ ﯾــﺘـــﻜـﻠﻞ ﺑـــ‬or ِ ‫ﯾـــﺘـــّﻮج ﺑــ‬
In fact the literal meaning is “ garland with” or “crowned with” . This image by itself helps
students learn the “success concept” behind the expression.

Verb that indicates doing something:

This verb “carry out” collocates with certain nouns such as ‘order’, ‘operation’ , ‘mission’,
or a ‘sentence’

. ‫ﻗـﺎم ﻧـﺴــﻮرُﻧـﺎ اﻟـﺒـﻮاﺳـﻞ ﺑــﺘﻨـﻔـﯿﺬ ھـﺬه اﻟـﻤـﮭـﻤـﺔ‬ .7

Our planes carried out this mission.

‫ ﻧﺴــﻮر‬means literally ‘eagles’ but usually are pilots.
‫ ﺑـﺎﺳـﻞ‬singular ، ‫ ﺑـﻮاﺳـﻞ‬plural means ‘ brave’ or ‘ valiant’

Arabic English
‫ﯾـﻨـﻔـّـﺬ اﻻواﻣــﺮ‬ follow order
‫ﯾـﻨـﻔّـﺬ اﻟـﻌـﻤﻠـﯿـﺔ‬ perform the operation
‫ﯾـﻨـﻔـّـﺬ اﻟــﻤــُــﮭــّﻤــﺔ‬ carry out the mission
it can be used as a passive voice form :
‫ﺳـﺘـــُــﻨــّـﻔــﺬ اﻻواﻣـﺮ ﻣـﻦ ﻗــِﺒـَـﻠــِﻨـﺎ‬ the orders will be followed by us
‫ﺳـــﺘــُـــﻨـﻔــّـﺬ اﻟــﻌـﻤـﻠـﯿـﺎت‬ the operations will be performed
‫ﻧـــُـﻔـــّـﺬت اﻟـﻤـﮭـّـﻤـــﺔ ﻣـﻦ ﻗـِـﺒـَﻞ‬ the misson is (was) executed by

Verb to ‘conduct’ something :

‘competitions’, This verb ‘ conduct’ collocate with certain noun ‘discussions’, ‘trial’, ‘negotiations’,
‘races’, ‘ events’ , ‘maneuver’, ‘preparations’, and ‘readiness’.
Arabic English
‫ﯾــﺠـﺮي )اﻟـﻮﻓـﺪ ( اﻟـﻤـﺒﺎﺣـﺜـﺎت ﻣـﻊ‬ the delegation holds discussions with
‫ﺗــﺠـﺮي ) اﻟـﻤـﺤـﻜـﻤـﺔ ( ﻣـﺤـﺎﻛـﻤـﺔ اﻟـﻤـﺠـﺮم‬ the court proceeds the trial of the criminal
(‫ﯾـﺠـﺮي اﻟـﻄـﺒـﯿﺐ اﻟـﻌـﻤﻠـﯿﺔ ﻋـﻠـﻰ )اﻟـﻤﺮﯾﺾ‬ the doctor proceeds the surgery on (him)
‫ﺗــﺠـﺮي اﻻن اﻟـﻤـﺒـﺎرﯾـﺎت ﺑـﯿﻦ اﻟـﻔﺮﯾـﻘـﯿﻦ‬ the games are now between the two teams
‫ﯾـﺠـﺮي ﺣـﻠـﻒ ﺷـﻤـﺎل اﻻطﻠـﺴﻲ ﻣـﻨـﺎوراﺗـ ِ ِﮫ ﻓﻲ‬ NATO is having milirtary manauvers in
‫اﺟـﺮي اﻟـﺠـﯿﺶ اﺳـﺘـﻌـﺪاداﺗــ ِﮫ ﻟﻠــ‬ the military forces prepared to
‫ﺟـﺮت اﻋـﻤـﺎل ﻋـﻨـﻒ ﻓﻲ اﻟـﻤـﻨـﻄﻘـﺔ‬ violent acts took place in that area
‫ﺳـﯿــﺠـﺮي اﻟـﻮزﯾـﺮ اﺗـﺼـﺎﻻت ﻣـﻜـﺜـﻔـﺔ ﻣـﻊ‬ the minister will be intensively in touch with
. ‫ ﺳـﯿـﻘـﻮم اﻟـﻮزﯾـﺮ ﺑـﺎﺟـﺮاء اﻟـﺘﺤـﻘـﯿـﻖ ﻓﻲ ھـﺬه اﻟـﻘـﻀـﯿﺔ‬.8
‫ = ﺳـﯿـﺠـﺮي اﻟـﺘﺤـﻘـﯿﻖ ﻓﻲ‬will investigate

This verb can be in passive voice to avoid the individual involvement:

active : . ‫ ﯾــَﺠـﺮي اﻟـﻄـﺒـﯿﺐ ﻋﻠـﯿـ ِﮫ اﻟــﻌـﻤﻠـﯿﺔ‬.‫آ‬

passive: ‫ ﺗـــُـﺠــﺮى ﻋـﻠـﯿـ ِﮫ اﻟــﻌـﻤﻠـﯿـﺔ‬.‫ب‬

active : . ‫ أﺟـﺮى اﻟـﺤـﻠـﻒ ﻣــﻨـﺎوراﺗـــ ِ ِﮫ أﻣـﺲ‬.‫آ‬

passive: ‫ أُﺟــﺮﯾـﺖ اﻟـﻤــﻨـﺎورات أﻣـﺲ‬.‫ب‬

active: ‫ أﺟـﺮى اﻟـﺠـﯿﺶ اﺳــﺘـﻌـﺪاداﺗـِـ ِﮫ ﻟـﺨـﻮض اﻟـﻤﻌـﺮﻛـﺔ‬.‫آ‬

passive: . ‫ أُﺟــﺮﯾـﺖ اﻻﺳـﺘــﻌـﺪادات ُ ﻟـﺨـﻮض اﻟـﻤـﻌـﺮﻛـﺔ‬.‫ب‬

active : . ُ‫ أَﺟـﺮت اﻟـﻤـﺤـﻜـﻤـﺔ ﻣـﺤـﺎﻛـﻤـﺘــَـﮫ‬.‫آ‬

passive: ُ‫ أُﺟـﺮﯾـﺖ ﻣـﺤـﺎﻛـﻤــﺘــُـﮫ‬.‫ب‬

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verb to “set up” something :

This verb collocates with certain nouns to mean “build”, “organize”, “hold”, or “file”.

. ً ‫ ﺳـﯿــُـﻘـﯿــﻢ اﻟـﺠـﯿﺶ اﺳـﺘﻌـﺮاﺿـﺎ ً ﻋـﺴﻜـﺮﯾـﺎ‬.9

organize a military parade

Arabic
‫ﺳﺘـــُـﻘـﯿﻢ ﺻـﺪﯾـﻘـﺘﻲ ﺣــﻔـﻠـﺔ‬
ً ‫ﺳﯿــُـﻘـﯿﻢ اﻟـﻔـﻨـﺎن ﻣـﻌـﺮﺿـﺎ‬
‫ﺳﺘــُــﻘـﯿﻢ اﻟـﻤـﺪرﺳـﺔ ﻧـﺪوة‬
‫ﯾـﻘـﯿــﻢ اﻟـﺠـﯿﺶ ﻗـﺎﻋـﺪة ﻋـﺴﻜﺮﯾـﺔ‬
‫ﺗـﻘـﯿﻢ اﻟـﺪوﻟـﺔ ﻋـﻼﻗـﺎت دﺑـﻠـﻮﻣـﺎﺳـﯿﺔ ﻣـﻊ‬
English
my friend will throw a party
the artist will have an exhibition
the school will hold a debate
the army will construct a military post (base)
the government establishes diplomatic relations with

This verb can be in the passive voice:

‫ﺳــﺘــُـﻘـﺎم اﻟـﺤـﻔـﻠـﺔ ﻓـﻲ ﺑــﯿـﺘـﮭـﺎ‬ the party will be in her house

ً‫ﺳـﯿـُـﻘـﺎم اﻟـﻤـﻌـﺮض ﻏـﺪا‬ the exhibition will be tomorrow
‫ﺳـﺘـــُــﻘـﺎم اﻟـﻨـﺪوة ﻓـﻲ اﻟـﻘـﺎﻋـﺔ‬ the debate will be in the auditorium
‫ﺳــﺘـــُــﻘـﺎم اﻟـﻘـﺎﻋـﺪة اﻟـﻌـﺴﻜﺮﯾـﺔ ﻓﻲ اوروﺑـﺎ‬ the base will be in Europe
‫ﺳـﺘــُـﻘـﺎم ﻋـﻼﻗـﺎت دﺑـﻠـﻮﻣـﺎﺳـﯿﺔ ﻣـﻊ ﻟـﯿـﺒـﯿـﺎ‬ there will be diplomatic relations with Libya

I can conclude that this verb in the passive voice is ( will be) or (would be).

NOUN CASES TABLE

Genitive Accusative
1.Object of the preposition Object of the verb Nominative
2.A second noun in the Subject
possessive case

Definite ends with i

Singular Singular
Indefinite ends with in
Definite ends with a
Indefinite ends with an Definite U
‫ﻧﻈﺮتُ اﻟﻰ اﻟﻮﻟﺪ‬ Indefinite UN
‫ﻧﻈﺮت اﻟﻰ وﻟﺪ‬ َ ‫ﺷﺎھﺪتُ اﻟﻮﻟﺪ‬ ‫اﻟﻮﻟﺪ ◌ُ ﯾﻤﺸﻲ‬
ً ‫ﺷﺎھﺪتُ وﻟﺪا‬ ‫وﻟـ ٌﺪ ﯾﻤﺸﻲ‬
2, the second noun
Shahadtu al walada
‫ﺳﺎﻋﺔ اﻟﺤﺎﺋﻂ‬ Shahadtu waladan Al waladu yamshee
Sa’atul HaayiTi Waladun yamshee

Dual Dual
Dual Ends with aani
Ends with ayn(i)
Ends with ayni

‫ﺷﺎھﺪتُ اﻟﻮﻟﺪﯾﻦ‬ ‫اﻟﻮﻟﺪان ﯾﻤﺸﯿﺎن‬

‫ﻧﻈﺮت ُ اﻟﻰ اﻟﻮﻟﺪﯾﻦ‬ ‫ﺷﺎھﺪتُ وﻟﺪﯾﻦ‬ ‫وﻟﺪان ﯾﻤﺸﯿﺎن‬
‫ﻧﻈﺮتُ اﻟﻰ وﻟﺪﯾﻦ‬ Alwaladaan yamshiyaan
Shahadtu al waladayn(i)
naDhartu ilal waladyni Shahadtu waladayn(i) Waladaan yamshiyaan
naDhartu ila waladayni

Plural
Plural
Plural
Ends with uun (M.)
Ends with een(a)
Ends with een(a)
Feminne plural aati or aatin ‫اﻟﻤﻌﻠﻤﻮن ﯾﻤﺸﻮن‬
Feminine ends with aati or ‫ﻣﻌﻠﻤﻮن ﯾﻤﺸﻮن‬
aatin
‫رأﯾﺖ ُ اﻟﻤﻌﻠﻤﯿﻦ‬ Ends with aat
‫اﻟﻰ اﻟﻤﻌﻠﻤﯿﻦ‬ ُ‫ﻧﻈﺮت‬ ‫رأﯾﺖُ اﻟﻤﻌﻠﻤﺎت‬ (F.)
‫اﻟﻰ اﻟﻤﻌﻠﻤﺎت‬ ُ‫ﻧﻈﺮت‬ ‫رأﯾﺖُ ﻣﻌﻠﻤﺎت‬ ‫اﻟﻤﻌﻠﻤﺎت ﯾﻤﺸﯿﻦ‬
‫اﻟﻰ اﻟﻄﻼب‬ ُ‫ﻧﻈﺮت‬ ‫اﻟﻄﻼب ﯾﻤﺸﻮن‬
I saw teachers .
‫اﻟﻰ طﻼب‬ ُ‫ﻧﻈﺮت‬
92
Irregular masculine a or
‫ﻣﻌﻠﻤﺎت ﯾﻤﺸﯿﻦ‬
I looked at teachers an as singular ‫طﻼب ﯾﻤﺸﻮن‬
Teachers walk
‫اﻟﻄﻼب‬
َ ُ
‫رأﯾﺖ‬ Students walk
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VERB CASES TABLE

Jussive accusative nominative

Sukuun singular FatHa singular usually U
ْ ‫ﻟﻢ ﯾﺬھﺐ‬ ‫ﯾﺬھﺐ‬
َ ْ‫ أن‬/ ‫ﻟﻦ‬ ‫ﯾﺬھﺐ‬
ُ
After lam Dual drop n Dual aan
‫ﻟﻢ ﯾﺬھﺒﺎ‬ ‫ انْ ﯾﺬھﺒﺎ‬/ ‫ﻟﻦ‬ ‫ﯾﺬھﺒﺎن‬
After La Prohibiting Plural drop n and put silent alif plural Masculine uun
‫ﻻ ﺗﺬھﺒﻮا‬ ‫ انْ ﯾﺬھﺒﻮا‬/ ‫ﻟﻦ‬ ‫ﯾﺬھﺒﻮن‬

Nouns

human beings
(Animate)

Proper common
Singular

irregular Regular

F M job
‫ھﻲ‬ ‫ھﻮ‬

plural singular
‫أَﻣﺎﻧـﻲ‬ ‫أَﺣـﻤـﺪ‬
‫ﺳـﻤﯿﺮة‬ ‫ﯾﻮﺳﻒ‬
‫ﺳﻠﻤﻰ‬ ‫ﻣﺼﻄﻔﻰ‬
F M F M
‫ھـ ُ ﱠﻦ‬ ‫ھـُﻢ‬ ‫ھـﻲ‬ ‫ھـﻮ‬

‫ﻣﻌﻠّـﻤـ ات‬ ‫ﻣﻌﻠـّﻤـ ون‬ ‫ﻣﻌﻠـّﻤـ ـﺔ‬ ‫ﻣﻌﻠـّﻢ‬

‫ﻣﻮظﻔـ ات‬ ‫ﻣﻮظﻔـ ون‬ ‫ﻣﻮظـﻔـ ـﺔ‬ ‫ﻣﻮظـﻒ‬
idiosyncrasy ‫ﻣﮭـﻨﺪﺳـ ات‬ ‫ﻣﮭﻨﺪﺳـ ون‬ ‫ﻣﮭﻨﺪﺳـ ـﺔ‬ ‫ﻣﮭﻨﺪس‬

‫ ـﺎت‬+ ‫ ـﻮن‬+ ‫ ــــﺔ‬+

‫ ﯾــﻦ‬+

plural singular
Noun Agent (do + -er )
F M F M F M F M
‫ھ ﱠ‬
‫ُـﻦ‬ ‫ھُﻢ‬ ‫ھﻲ‬ ‫ھﻮ‬ ‫ھ ﱠ‬
‫ُـﻦ‬ ‫ھُـﻢ‬ ‫ھﻲ‬ ‫ھﻮ‬

‫ﻋـﻤـّﺎل‬
‫ﻛـُﺘــّﺎب‬
93 ‫ﺳــ ّﻮاق‬
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‫أُﻣـﮭـﺎت‬ ‫آﺑـﺎء‬ ‫أُم‬ ‫أب‬ ‫ﻋﺎﻣـﻼت‬ ‫ﻋﺎﻣﻠـ ـﺔ‬ ‫ﻋـﺎﻣﻞ‬

‫ﺑـَﻨـﺎت‬ ‫أَﺑـﻨـﺎء‬ ‫إﺑـﻨـ ـﺔ‬ ‫إﺑـﻦ‬ ‫ﻛﺎﺗـﺒﺎت‬ ‫ﻛﺎﺗﺒﺔ‬ ‫ﻛﺎﺗﺐ‬
‫ﺑـﻨـﺎت‬ ‫أَوﻻد‬ ‫ﺑـﻨﺖ‬ ‫وﻟـﺪ‬ ‫ﺳﺎﺋـﻘـ ات‬ ‫ﺳﺎﺋﻘـ ـﺔ‬ ‫ﺳﺎﺋﻖ‬
‫ﻧﺴﺎء‬ ‫رﺟﺎل‬ ‫إﻣﺮأة‬ ‫رﺟﻞ‬
‫)‪Nationality (adjectives as nouns‬‬
‫‪F‬‬ ‫‪M‬‬ ‫‪F‬‬ ‫‪M‬‬
‫‪Collective‬‬
‫أﻣﺮﯾﻜـﯿﺎت‬ ‫أﻣﺮﯾﻜﯿﻮن‬ ‫أﻣﺮﯾﻜـﯿﺔ‬ ‫أﻣﺮﯾﻜـﻲ‬
‫ﻋﺮاﻗﯿﺎت‬ ‫ﻋﺮاﻗﯿﻮن‬ ‫ﻋﺮاﻗﯿﺔ‬ ‫ﻋﺮاﻗـﻲ‬
‫‪plural‬‬ ‫‪singular‬‬ ‫ﻟﺒﻨﺎﻧﯿﺎت‬ ‫ﻟﺒﻨﺎﻧﯿﻮن‬ ‫ﻟﺒﻨﺎﻧﯿﺔ‬ ‫ﻟﺒﻨﺎﻧﻲ‬
‫ﻟﺒﻨﺎﻧﯿﺎت‬ ‫ﻟﺒﻨﺎﻧﯿﻮن‬ ‫ﻟﺒﻨﺎﻧﯿﺔ‬ ‫ﻟﺒﻨﺎﻧﻲ‬
‫) ھـﻢ (‬ ‫ﻧـﺎس‬ ‫)ﺷﺨﺺ(‬
‫) ھـﻢ (‬ ‫ﺳﻜـﺎن‬ ‫ﺳﺎﻛﻦ‬
‫)ھﻲ(‬ ‫ﺷﺮطﺔ‬ ‫ﺷﺮطﻲ‬ ‫‪Friends and family members‬‬
‫)ھﻲ(‬ ‫ﺟﻤﺎھﯿﺮ‬ ‫ﺟﻤﮭﻮر‬ ‫أَﺧﻮات‬ ‫إﺧﻮة‬ ‫أُﺧـﺖ‬ ‫أَخ‬
‫)ھﻢ(‬ ‫أھﻞ‬ ‫ﻋـﻤـ ّ ـﺎت‬ ‫أَﻋﻤـﺎم‬ ‫ﻋـﻤـ ـﺔ‬ ‫ﻋـﻢ‬
‫‪Quantifiers‬‬ ‫ﺧﺎﻻت‬ ‫أَﺧﻮال‬ ‫ﺧـﺎﻟـ ـﺔ‬ ‫ﺧﺎل‬
‫ﺻﺪﯾﻘﺎت‬ ‫أﺻﺪﻗﺎء‬ ‫ﺻﺪﯾﻖ ﺻﺪﯾﻘﺔ‬
‫ﻋﺪد ﻛـﺒﯿﺮ ﻣﻦ اﻟﺴﻜﺎن )ھـﻢ(‬ ‫ﻋﺪد ﻗﻠﯿﻞ ﻣﻦ اﻟﺴﻜﺎن )ھﻢ(‬
‫ﻛﻞ اﻟـﻨﺎس )ھُﻢ(‬ ‫ﺑﻌﺾ اﻟﻨﺎس )ھُﻢ(‬
‫أﻏﻠﺒﯿﺔ اﻟﻨﺎس‬ ‫ﻗﺴﻢ ﻣﻦ اﻟﻨﺎس‬
‫ﻏﺎﻟﺒﯿﺔ )ھﻢ(‬ ‫أﻗﻠﯿﺔ )ھﻢ(‬

‫‪Nouns‬‬

‫‪things‬‬

‫‪non-countable‬‬ ‫‪countable‬‬

‫‪l collective‬‬ ‫‪singular‬‬ ‫‪irregular‬‬ ‫‪regular‬‬

‫‪fruit‬‬ ‫‪powder‬‬
‫‪grains‬‬
‫‪numbers‬‬ ‫‪liquid‬‬ ‫‪plural‬‬ ‫‪singular‬‬
‫‪F‬‬ ‫‪F‬‬
‫ھﻲ‬ ‫ھﻲ‬
‫ﺗﻔﺎح )ھﻮ(‬ ‫ﺳﻜـﺮ )ھﻮ(‬ ‫ﺳﯿﺎرات‬ ‫ﺳﯿﺎرة‬
‫)ھﻮ(‬ ‫ﻣﻮز‬ ‫ﺳـﻤﻨﺖ )ھﻮ(‬ ‫ﻣﻜﺘﺒﺎت‬ ‫ﻣﻜﺘﺒﺔ‬
‫ﺑﺮﺗﻘﺎل )ھﻮ(‬ ‫ﻋﺼﯿﺮ )ھـﻮ(‬ ‫ﺣﻜﻮﻣﺎت‬ ‫ﺣﻜﻮﻣﺔ‬
‫ﺑﻄﺎطﺎ )ھﻲ(‬ ‫ﺣـﻨـﻄـﺔ )ھﻲ( *‬
‫طﻤﺎطﺔ )ھﻲ(‬ ‫)ھﻮ(‬ ‫ﻗﻤـﺢ‬
‫)‪ (bricks‬طﺎﺑﻮق )ھﻮ(‬ ‫)ھﻮ(‬ ‫رز‬
‫‪plural‬‬ ‫‪singular‬‬
‫‪patterns‬‬
‫‪singular‬‬ ‫ھﻲ‬ ‫ھﻮ \ ھﻲ‬
‫ﺗﻔﺎﺣـﺔ‬
‫ﻣﻮزة‬ ‫أﺑـﺤـﺎث‬ ‫‪ .1‬ﺑـﺤﺚ‬
‫ﺑﺮﺗﻘﺎﻟﺔ‬ ‫ﻣـﻄﺎﻋﻢ‬ ‫‪ .2‬ﻣﻄﻌـﻢ‬
‫‪when preceded by digits‬‬ ‫ﺣﻮادث‬ ‫‪ .3‬ﺣﺎدﺛﺔ‬
‫‪ 3‬ﺗﻔﺎﺣﺎت‬ ‫ﻧﻮاد ٍ )ي(‬ ‫‪ .4‬ﻧﺎدي‬
‫‪ 9‬ﻣﻮزات‬ ‫ھـﺪاﯾـﺎ‬ ‫‪ .5‬ھـﺪﯾﺔ‬
‫‪ 10‬ﺑﺮﺗﻘﺎﻻت‬ ‫أﺟـﮭـﺰة‬ ‫‪ .6‬ﺟـﮭـﺎز‬
‫ﺷﺒﺎﺑـﯿـﻚ‬ ‫‪ .7‬ﺷـﺒﺎك‬
‫‪ 20‬ﺗﻔﺎﺣﺔ‬ ‫ﺳـﺪود‬ ‫‪ .8‬ﺳـﺪ‬
‫‪ 100‬ﺗﻔﺎﺣﺔ‬
‫‪ 1000‬ﺗﻔﺎﺣـﺔ‬
‫‪ 1000.000‬ﺗﻔﺎﺣﺔ‬

‫‪quantifier of non-countable‬‬ ‫‪Units‬‬

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‫ﻛـﻤـﯿﺔ ﻛـﺒﯿـﺮة ﻣـﻦ‬ ‫ﻛﻠﻐﻢ ‪ ،‬ﻛﯿﺲ ‪ ،‬زﺟﺎﺟﺔ ‪ ،‬طـَﻦ‬

‫ﻛـﻤـﯿﺔ ﻗـﻠـﯿﻠـﺔ ﻣـﻦ‬
‫‪ 3‬ﻛﯿﻠﻮﻏﺮاﻣﺎت ﻣﻦ اﻟـ‬
‫ﻣـﻦ اﻟـ‬ ‫‪ 4‬أﻛﯿﺎس‬
‫‪ 5‬زﺟﺎﺟﺎت ﻣـﻦ اﻟـ‬
‫‪ 10‬أَطـﻨـﺎن ﻣـِﻦ اﻟـ‬

‫‪For countable nouns, we use the following:‬‬

‫ﻛﺜـﯿﺮ ﻣﻦ‬ ‫ﻋﺪد ﻛﺒﯿﺮ ﻣﻦ \‬ ‫ﻋﺪد ﻗﻠﯿﻞ ﻣﻦ \ ﺑﻌﺾ‬

‫‪a large number of‬‬ ‫‪a small number of‬‬

‫‪Nouns‬‬

‫‪animals‬‬

‫‪irregular‬‬ ‫‪regular‬‬

‫‪plural‬‬ ‫‪singular‬‬ ‫‪plural‬‬ ‫‪singular‬‬

‫‪Grammar-gender F‬‬ ‫‪M‬‬ ‫‪F‬‬ ‫‪M‬‬ ‫‪Grammar-gender F‬‬ ‫‪M‬‬

‫‪collective‬‬ ‫ھﻲ‬ ‫ھﻲ‬ ‫ھﻲ‬ ‫ھﻮ‬ ‫ھﻲ‬ ‫ھﻲ‬ ‫ھﻮ‬

‫ﺑـﻘـﺮ )ھﻮ(‬ ‫أﺑـﻘـﺎر‬ ‫ﺛـﯿﺮان‬ ‫ﺑﻘـﺮة‬ ‫ﺛﻮر‬ ‫ذﺋـﺎب‬ ‫ذﺋـﺒـﺔ‬ ‫ذﺋـﺐ‬

‫ﺧـﯿـﻞ )ھﻮ(‬ ‫أَﻓﺮاس‬ ‫أﺣـﺼـﻨـﺔ‬ ‫ﻓﺮس‬ ‫ﺣـﺼﺎن‬ ‫ﻛـﻼب‬ ‫ﻛـﻠـﺐ ﻛـﻠـﺒـﺔ‬
‫)ھﻲ(‬ ‫ﺧـﯿﻮل‬ ‫ﺧـﻨـﺎزﯾﺮ‬ ‫ﺧﻨـﺰﯾﺮ ﺧـﻨﺰﯾﺮ‬
‫)ھﻲ(‬ ‫ﺟـﯿﺎد‬ ‫ﺟـﻮاد‬
‫ﻏَـﻨـَﻢ )ھﻮ(‬ ‫ﻧﻌﺎج‬ ‫أﻛﺒﺎش‬ ‫ﻧـﻌﺠﺔ‬ ‫ﻛﺒﺶ‬ ‫ﻗـﻄـﻂ‬ ‫ﻗـﻄـﺔ‬ ‫ﻗـﻂ‬
‫)ھﻲ(‬ ‫أﻏـﻨﺎم‬ ‫ﻏﻨﻤﺔ‬
‫)ھﻮ (‬ ‫ﻣـﺎﻋـﺰ‬ ‫ﻣﻌﺰة‬ ‫ﺗﯿﺲ‬ ‫ﻓـﺌـﺮان‬ ‫ﻓـﺄرة‬ ‫ﻓـﺄر‬
‫)ھﻲ(‬ ‫ِﺟـﻤـﺎل‬ ‫ﻧﺎﻗـﺔ‬ ‫ﺟـﻤـﻞ‬ ‫ﻋـﺠـﻮل‬ ‫ﻋـﺠﻠـﺔ‬ ‫ﻋـﺠﻞ‬
‫إﺳـﻮد )ھـﻲ(‬ ‫ﻟﺒﺆات‬ ‫إﺳﻮد‬ ‫ﻟـﺒﻮة‬ ‫أﺳـﺪ‬

‫‪Read‬‬

‫اﻟﻘﻄﺔ أﻟﯿﻔﺔ ‪.‬‬ ‫‪ .1‬اﻟـﻘﻄﻂ )ھﻲ( ﺣـﯿـﻮاﻧﺎت ﻣـﻨـﺰﻟـﯿـﺔ أﻟـﯿـﻔـﺔ ‪.‬‬

‫اﻟﺬﺋﺐ ﺣﯿﻮان ﺷﺮس وﻣﻔﺘﺮس‪.‬‬ ‫‪ .2‬اﻟـﺬﺋـﺎب ) ھﻲ( ﺣـﯿﻮاﻧـﺎت ﺑﺮﯾـﺔ ﻣـﻔـﺘﺮﺳـﺔ ‪.‬‬
‫‪ .3‬ﯾـُﻌـﻄـﻲ اﻟـﺒـﻘـﺮ ﻟـَﻨـﺎ اﻟـﺤـﻠـﯿﺐ )‪ (milk‬اﻟـﻜـﺜـﯿﺮ ‪ .‬اﻟﺒﻘﺮة ﺣﻠﻮﺑﺔ وﺗﻌﻄﻲ ﻟﻨﺎ اﻟﺤﻠﯿﺐ‪.‬‬

‫‪Names of the meat:‬‬

‫‪The word ( meat ) + definite article (al) + the name of the singular animal:‬‬

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‫‪examples:‬‬
‫)‪ = lamb‬ﻟـﺤـﻢ اﻟـﻐـﻨـﻢ(‬ ‫‪ .1‬أﺣـﺐ ﻟـﺤـﻢ اﻟـﻐـﻨـﻢ ‪.‬‬
‫‪ .2‬ﻻ أﺣـﺐ ﻟـﺤـﻢ اﻟـﺨـﻨـﺰﯾﺮ ‪ = pork) .‬ﻟـﺤـﻢ اﻟـﺨـﻨـﺰﯾﺮ (‬
‫)‪ = beef‬ﻟـﺤـﻢ اﻟـﺒـﻘـﺮ (‬ ‫‪ .3‬أﺣـﺐ ﻟـﺤـﻢ اﻟـﺒـﻘـﺮ ‪.‬‬

‫‪The concept of small things‬‬

‫‪Fruit /Vegetables‬‬
‫‪Fluids‬‬
‫‪Grain / powder‬‬ ‫‪Singular F‬‬ ‫‪Plural M‬‬
‫‪F‬‬ ‫‪M‬‬ ‫ﻣﻮزة‬ ‫ﻣﻮز‬ ‫‪Insects/ rodents‬‬
‫‪F‬‬ ‫‪M‬‬
‫ﺣﺒﺔ رز‬ ‫رز‬ ‫ﺗﻔﺎﺣﺔ‬ ‫ﺗﻔﺎح‬ ‫‪Singular F Plural‬‬
‫ﺣﺒﺔ ﻋﺪس‬ ‫ﻋﺪس‬ ‫ﺑﺮﺗﻘﺎﻟﺔ‬ ‫ﺑﺮﺗﻘﺎل‬ ‫‪M‬‬
‫ﻣﯿﺎه‬ ‫ﻣﺎء‬ ‫ﺑﻌﻮض‬
‫ﺣﺒﺔ ﻗﻤﺢ‬ ‫ﻗﻤﺢ‬ ‫ﺗﻤﺮة‬ ‫ﺗﻤﺮ‬
‫ﺷﺎﯾﺎت‬ ‫ﺷﺎي‬ ‫ﺑﻌﻮﺿﺔ‬
‫ﺣﺒﺔ ﺷﻮﻓﺎن‬ ‫ﺷﻮﻓﺎن‬ ‫ﺗﯿﻨﺔ‬ ‫ﺗﯿﻦ‬
‫زﯾﻮت‬ ‫زﯾﺖ‬ ‫ذﺑﺎﺑﺔ‬ ‫ذﺑﺎب‬
‫ﺣﺒﺔ ﺣﻤﺺ‬ ‫ﺣﻤﺺ‬ ‫ﻟﯿﻤﻮﻧﺔ‬ ‫ﻟﯿﻤﻮن‬
‫ﻛﺤﻮل ﻛﺤﻮﻟﯿﺎت‬ ‫ﺑﺮﻏﻮﺛﺔ‬ ‫ﺑﺮﻏﻮث‬
‫ﺣﺒﺔ ﺷﻌﯿﺮ‬ ‫ﺷﻌﯿﺮ‬ ‫ﺧﯿﺎرة‬ ‫ﺧﯿﺎر‬
‫دھﻮن )ات(‬ ‫دھﻦ‬ ‫ﻋﺜﺔ‬ ‫ﻋﺚ‬
‫ﺑﻄﯿﺨﺔ‬ ‫ﺑﻄﯿﺦ‬
‫اﺳﻔﻠﺖ‬ ‫دودة‬ ‫دود‬
‫رﻗﯿﺔ‬ ‫رﻗﻲ‬
‫ﺣﺒﺔ ذرة‬ ‫ذرة‬ ‫ﺣﺒﺔ ﺛﻮم‬ ‫ﺛﻮم‬ ‫ﻗﻤﻠﺔ‬ ‫ﻗﻤﻞ‬
‫ﻓﻠﻔﻠﺔ‬ ‫ﻓﻠﻔﻞ‬ ‫ﻧﻤﻠﺔ‬ ‫ﻧﻤﻞ‬
‫ورﻗﺔ‬ ‫ورق‬ ‫ﻧﺤﻠﺔ‬ ‫ﻧﺤﻞ‬
‫ورﯾﻘﺔ‬ ‫اوراق‬ ‫ﺻﺮﺻﺮ‬
‫‪F.‬‬ ‫‪M.‬‬
‫ﺗﺒﻮغ‬ ‫ﺗﺒﻎ‬ ‫ﺻﺮاﺻﯿﺮ‬
‫ورﯾﻘﺔ ﻛﺮاﻓﺲ‬ ‫ﻛﺮاﻓﺲ‬
‫ﻧﯿﺮان‬ ‫ﻧﺎر‬
‫ورﯾﻘﺔ ﺳﻠﻖ‬ ‫ﺳﻠﻖ‬
‫اطﯿﺎن‬ ‫طﯿﻦ‬ ‫‪F.‬‬ ‫‪.F‬‬
‫‪M.‬‬ ‫‪M.‬‬
‫رﯾﺸﺔ‬ ‫رﯾﺶ‬ ‫ﻓﺮاﺷﺔ‬
‫راس ﻓﺠﻞ‬ ‫ﻓﺠﻞ‬
‫ﺣﺒﺮ‬ ‫ﻓﺮاﺷﺎت‬
‫راس ﺧﺲ‬ ‫ﺧﺲ‬
‫راس ﺑﺼﻞ‬ ‫ﺑﺼﻞ‬
‫‪F‬‬ ‫‪F‬‬
‫طﻤﺎطﺔ‬ ‫طﻤﺎطﻢ) ة (‬
‫ﺑﻄﺎطﺔ‬ ‫ﺑﻄﺎطﺎ )س (‬

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‫‪Whatever ends with (taa marbuuta ) or long (aa) is feminine :‬‬

‫‪Feminine‬‬ ‫طﻤﺎطﺔ ‪ ،‬ﺑﻄﺎطﺎ ‪ ،‬ﺑﺎﻣﯿﺎ ‪ ،‬ﻓﺎﺻﻮﻟﯿﺎ ‪ ،‬ﻓﻠﯿﻔﻼ ‪.....‬‬

‫‪Vegetables may follow the same rule:‬‬

‫ﺧﯿﺎر ‪ ،‬ﺧﺲ ‪ ،‬ﻣﻘﺪوﻧﺲ ‪ ،‬ﻛﺮﻓﺲ ‪ ،‬ﻗﺮﻧﺒﯿﻂ ‪ ،‬ﺛﻮم ‪ ،‬ﺑﺼﻞ ‪ ،‬ﻓﻠﻔﻞ‬

‫‪NOUNS‬‬

‫‪Non-human beings‬‬

‫‪Abstract nouns‬‬ ‫‪animals‬‬ ‫‪things‬‬

‫‪non-countable‬‬ ‫‪countable‬‬

‫‪always plural‬‬ ‫‪always singular‬‬ ‫‪plural‬‬ ‫‪singular‬‬

‫ھﻲ‬ ‫ھﻮ \ ھﻲ‬ ‫ھـﻲ‬ ‫ھﻮ \ ھﻲ‬
‫‪F‬‬ ‫‪F \M‬‬ ‫‪F‬‬ ‫‪F\M‬‬

‫َﻣﺸﺎﻋﺮ‬ ‫‪M.‬‬ ‫ﺷﻌـﻮر‬ ‫أﺣﺰان‬ ‫‪M.‬‬ ‫ﺣـﺰن‬

‫ﺣُـﺪود‬ ‫‪M.‬‬ ‫ﺣُـﺐ‬ ‫أﻓﺮاح‬ ‫‪M.‬‬ ‫ﻓﺮح‬
‫إﺳﺘﻌﻼﻣـﺎت‬ ‫‪F.‬‬ ‫ﻣـﺤـﺒـﺔ‬ ‫أﺗـﻌـﺎب‬ ‫‪M.‬‬ ‫ﺗـﻌـﺐ‬
‫ُﻣﻮاﺻﻼت‬ ‫‪M.‬‬ ‫ﺳـﻼم‬
‫إﺳﺘﺨﺒﺎرات‬ ‫‪M.‬‬ ‫ﺳـِﻠـْﻢ‬ ‫ﻛﻮارث‬ ‫ﻛﺎرﺛـﺔ ‪F.‬‬
‫َﻣﺮاﺳﯿـﻢ‬ ‫ﻣـﻐـﺺ ‪M.‬‬ ‫أَزﻣـﺎت‬ ‫‪F.‬‬ ‫أزﻣـﺔ‬
‫ُﻣﺴﺘﻠﺰﻣـﺎت‬ ‫‪M.‬‬ ‫ﺑـﺮد‬ ‫ﻧﻜﺴﺎت‬ ‫‪F.‬‬ ‫ﻧﻜﺴﺔ‬
‫ﻣـُﺘـﻄﻠـّﺒـﺎت‬ ‫‪M.‬‬ ‫ﺣـﺮ‬ ‫آﻻم‬ ‫‪M.‬‬ ‫أَﻟـَﻢ‬
‫‪M.‬‬ ‫ﺟـَﻤـﺎد‬ ‫إﻟـﺘﮭـﺎﺑﺎت‬ ‫إﻟـﺘﮭـﺎب ‪M.‬‬
‫‪M.‬‬ ‫ِﺟـﻤـﻮد‬
‫ﺗـﺪﻓـﺌـﺔ ‪F.‬‬ ‫ﺣﺮوب‬ ‫‪F.‬‬ ‫ﺣـﺮب‬
‫إﺳﺘﻘﺮار ‪M.‬‬ ‫ﺷﻜﻮك‬ ‫‪M.‬‬ ‫ﺷﻚ‬
‫‪F.‬‬ ‫ﺑـَﻄﺎﻟـﺔ‬ ‫ﺣﻘﻮد‬ ‫‪M.‬‬ ‫ﺣـﻘـﺪ‬
‫‪M.‬‬ ‫ﺗﻔﺴﺦ‬ ‫)ﻛﺮاھـﯿﺎت(‬ ‫‪F.‬‬ ‫ﻛﺮاھـﯿﺔ‬
‫‪M.‬‬ ‫ﻗـﺘـﺎل‬
‫ﻣـَﻘـﺘَـﻞ ‪M.‬‬ ‫ﻣﻮاھـﺐ‬ ‫‪F.‬‬ ‫ﻣﻮ ِھﺒـﺔ‬
‫‪M.‬‬ ‫وﻓﺎة‬ ‫ﻣﻌﻠﻮﻣـﺎت‬ ‫‪F.‬‬ ‫ﻣﻌﻠﻮﻣـﺔ‬
‫‪M.‬‬ ‫ﻣﻮت‬
‫‪F.‬‬ ‫ﺣـﯿﺎة‬ ‫ﺣﻮاﻓﺰ‬ ‫‪M.‬‬ ‫ﺣﺎﻓﺰ‬
‫‪F.‬‬ ‫ﻧـﺠـﺎة‬ ‫ﻣـَﻌـﺎﻟـِﻢ‬ ‫‪M.‬‬ ‫َﻣﻌـﻠـَﻢ‬

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M. ‫إﻧـﻘﺎذ‬ ‫ﻧـَﺘـﺎﺋـِﺞ‬ F. ‫ﻧـﺘﯿﺠـﺔ‬

F. ‫ﻛﯿﻔﯿـﺔ‬ ‫وﺳﺎﺋـﻞ‬ F. ‫وﺳﯿﻠـﺔ‬

Plural Morphs
Feminine Pattern

Pattern 1

Plural inanimate nouns are treated all as singular feminine (

hiya)
Some singular nouns are masculine and their plural ends with -- t
‫ ت‬masculine house (huwa) ‫ ( ﺑﯿﺖ‬bayt =
‫ﻣﻮت \ اﻣﻮات‬
(‫ﺑﯿﺖ \ ﺑﯿﻮت )ﺑﯿﻮﺗﺎت‬

Pattern 1

The meaning Plural (F) Singular (M)

Celebration ‫ﺇﺤﺘﻔﺎﻻﺕ‬ ‫إﺣﺘﻔﺎل‬
Agreement ‫إﺗﻔﺎق‬
‫ﺇﺘﻔﺎﻗﺎﺕ‬
Communications ‫ﺇﺘﺼﺎﻻﺕ‬ ‫إﺗﺼﺎل‬
Flood ‫ﻓﯿﻀﺎن‬
‫ﻓﻴﻀﺎﻨﺎﺕ‬
Account (math ‫ﺣﺴﺎب‬
‫ﺤﺴﺎﺒﺎﺕ‬
Dialogue ‫ﺣﻮار‬
‫ﺤﻭﺍﺭﺍﺕ‬
A rent ‫إﯾﺠﺎر‬
‫ﺇﻴﺠﺎﺭﺍﺕ‬
Attention ‫إھﺘﻤﺎم‬
‫ﺇﻫﺘﻤﺎﻤﺎﺕ‬

Pattern 2

The meaning Plural Singular (m)

‫ﺃﻭﻻﺩ = ﻫﻡ‬
A child, a son
‫ﻭﻟﺩ‬

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A child
‫ﺃﻁﻔﺎل= ﻫﻡ‬ ‫ﻁﻔل‬
Research
‫ﺃﺒﺤﺎﺙ ﻫﻲ‬ ‫ﺒﺤﺙ‬
Rain
‫ﺃﻤﻁﺎﺭ ﻫﻲ‬ ‫ﻤﻁﺭ‬
A country
‫ﺃﻗﻁﺎﺭ ﻫﻲ‬ ‫ﻗﻁﺭ‬
Pencil ‫ﺃﻗﻼﻡ ﻫﻲ‬ ‫ﻗﻠﻡ‬
A hero, a star in a film
‫ﺃﺒﻁﺎل = ﻫﻡ‬ ‫ﺒﻁل‬
A neck
‫ﺃﻋﻨﺎﻕ ﻫﻲ‬ ‫ﻋﻨﻕ‬

Humanbeings = the plural is

‫= ھﻢ‬hum

Inanimate plural and animals

‫ =ھﻲ‬the plural hiya

Pattern 3

The meaning Plural Singular (m)

Ambassador ‫ﺳﻔﺮاء‬
‫ﺴﻔﻴﺭ‬
Minister ‫وزراء‬
‫ﻭﺯﻴﺭ‬
Agent ‫وﻛﻼء‬
‫ﻭﻜﻴل‬
A scientist ‫ﻋﻠﻤﺎء‬
‫ﻋﺎﻟﻡ‬
A manager ‫ﻣﺪراء‬
‫ﻤﺩﻴﺭ‬
A leader ‫زﻋﻤﺎء‬
‫ﺯﻋﻴﻡ‬
An expert ‫ﺧﺒﺮاء‬
‫ﺨﺒﻴﺭ‬
A friend, an ally ‫أﺻﺪﻗﺎء\ ﺣﻠﻔﺎء‬
‫ﺼﺩﻴﻕ\ ﺤﻠﻴﻑ‬

Pattern 4

The meaning Plural Singular (m)

A restaurant ‫ﻣﻄﺎﻋﻢ‬
‫ﻤﻁﻌﻡ‬
An office ‫ﻣﻜﺎﺗﺐ‬
‫ﻤﻜﺘﺏ‬
A kitchen ‫ﻣﻄﺎﺑﺦ‬
‫ﻤﻁﺒﺦ‬
A kind of dress ‫ﻣﻼﺑﺲ‬
‫ﻤﻠﺒﺱ‬
An exit ‫ﻣﺨﺎرج‬
‫ﻤﺨﺭﺝ‬
An outlet ‫ﻣﻨﺎﻓﺬ‬
‫ﻤﻨﻔﺫ‬
The meaning Plural Singular
A factory ‫ﻣﻌﺎﻣﻞ‬
‫ﻤﻌﻤل‬

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A house ‫ﻣﺴﺎﻛﻦ‬
‫ﻤﺴﻜﻥ‬
A view ‫ﻣﻨﺎظﺮ‬
‫ﻤﻨﻅﺭ‬
A shelter ‫ﻣﻼﺟﻰء‬
‫ﻤﻠﺠﺄ‬
An harbor, a wharf ‫ﻣﺮاﻓﻰء‬
‫ﻤﺭﻓﺄ‬
A citadel ‫ﻣﻌﺎﻗﻞ‬
‫ﻤﻌﻘل‬
A bakery ‫ﻣﺨﺎﺑﺰ‬
‫ﻤﺨﺒﺯ‬
A bomb ‫ﻗﻨﺎﺑﻞ‬
‫ﻗﻨﺒﻠﺔ‬
An earthquake ‫زﻻزل‬
‫ﺯﻟﺯﺍل‬
A chair ‫س‬
ٍ ‫ﻛﺮا‬ ‫ﻜﺭﺴﻲ‬

Pattern 5

The meaning Plural Singular (m)

A port, an harbor ‫ﻣﻮاﻧﻰء‬
‫ﻤﻴﻨﺎﺀ‬
An accident ‫ﺣﻮادث‬
‫ﺤﺎﺩﺜﺔ‬
A disaster ‫ﻛﺎوارث‬
‫ﻜﺎﺭﺜﺔ‬
Spice ‫ﺗﻮاﺑﻞ‬
‫ﺘﺎﺒل‬
A barge ‫ﺑﻮارج‬
‫ﺒﺎﺭﺠﺔ‬
A convoy ‫ﻗﻮاﻓﻞ‬
‫ﻗﺎﻓﻠﺔ‬
A barrier ‫ﺣﻮاﺟﺰ‬
‫ﺤﺎﺠﺯ‬
A family ‫ﻋﻮاﺋﻞ‬
‫ﻋﺎﺌﻠﺔ‬

Pattern 6

The meaning Plural Singular (m)

A club ‫اﻧﺪﯾﺔ‬, ‫ﻧﻮا ِد‬ ‫ﻨﺎﺩ‬
A ring (wedding) ‫ﺧﻮاﺗﻢ‬
‫ﺨﺎﺘﻡ‬
A tray ‫ﺻﻮاﻧﻲ‬
‫ﺼﻴﻨﻴﺔ‬
A beach ‫ﺷﻮاطﻰء‬
‫ﺸﺎﻁﻰﺀ‬
A sand beach ‫ﺳﻮاﺣﻞ‬
‫ﺴﺎﺤل‬

Pattern 7

The meaning Plural Singular (F)

A gift ‫ھﺪاﯾﺎ‬
‫ﻫﺩﻴﺔ‬
A remnant, the rest, ‫ﺑﻘﺎﯾﺎ‬
‫ﺒﻘﻴﺔ‬

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remainder
A shrapnel ‫ﺷﻈﺎﯾﺎ‬
‫ﺸﻅﻴﺔ‬
An issue, cause, case ‫ﻗﻀﺎﯾﺎ‬
‫ﻗﻀﻴﺔ‬
A victim ‫ﺿﺤﺎﯾﺎ‬
‫ﻀﺤﻴﺔ‬

Pattern 8

The meaning Plural Singular (F)

A bag, a briefcase ‫ﺣﻘﺎﺋﺐ‬
‫ﺤﻘﻴﺒﺔ‬
A means ‫و ﺳﺎﺋﻂ‬
‫ﻭﺍﺴﻁﺔ‬
A hostage ‫َرھﺎﺋﻦ‬ ‫ﻫﻴﻨﺔ‬‫ﺭ‬
An ambush ‫ﻛﻤﺎﺋﻦ‬
‫ﻜﻤﻴﻥ‬
A means, a method ‫وﺳﺎﺋﻞ‬
‫ﻭﺴﻴﻠﺔ‬
A map ‫ﺧﺮاﺋﻂ‬
‫ﺨﺭﻴﻁﺔ‬
A scheme ‫ﻣﻜﺎﯾﺪ‬
‫ﻤﻜﻴﺩﺓ‬
A tribe ‫ﻗﺒﺎﺋﻞ‬
‫ﻗﺒﻴﻠﺔ‬
A platoon ‫ﺣﻈﺎﺋﺮ‬
‫ﺤﻅﻴﺭﺓ‬
A counterpart ‫ﻧﻈﺎﺋﺮ‬
‫ﻨﻅﻴﺭ‬
A tape ‫ﺷﺮاﺋﻂ‬
‫ﺸﺭﻴﻁ‬

Pattern 9

The meaning Plural Singular (m)

Shoes ‫أﺣﺬﯾﺔ‬ ‫ﺫﺍﺀ‬‫ﺤ‬
Clothes ‫أﻟﺒﺴﺔ‬
‫ﻟِﺒﺎﺱ‬
A belt ‫أﺣﺰﻣﺔ‬
ِ ‫ﺤﺯﺍﻡ‬
A cover ‫أﻏﻄﯿﺔ‬
‫ﻏﻁﺎﺀ‬
A question ‫أﺳﺌﻠﺔ‬
‫ﺴﺅﺍل‬
An example ‫أﻣﺜﻠﺔ‬
‫ﻤﺜﺎل‬
A tape ‫أﺷﺮطﺔ‬
ِ ‫ﺸﺭﻴﻁ‬

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Equipment ‫أﺟﮭﺰة‬
‫ﺠﹺﻬﺎﺯ‬

Pattern 10

The meaning Plural (F) Singular (F)

Information ‫) ھﻲ ( ﻣﻌﻠﻮﻣﺎت‬
‫ﻤﻌﻠﻭﻤﺔ‬
People ‫)ھﻢ( ﻧﺎس‬
‫ﺇﻨﺴﺎﻥ‬
(‫ﻥ ) ﻨﺴﻤﺔ‬‫ﺴﺎﻜ‬
Population ‫)ھﻢ( ﺳﻜﺎن‬
Police ‫)ھﻲ( ُﺷﺮطﺔ‬
(‫ﺸﺭﻁﻲ)ﺓ‬

Pattern 11
(Abstract nouns, some have
plural, some do not

The meaning Plural Singular (M)

Sadness ‫أﺣﺰان‬
‫ﺤﺯﻥ‬
Pain ‫أﻻم‬
‫ﺃَﻟﻡ‬
Spirit ‫أرواح‬
‫ﺭﻭﺡ‬
Freedom ‫ﺣﺮﯾﺎت‬
‫ﺤﺭﻴﺔ‬
Sorrow
‫ﺃﺴﻰ‬
Death ‫ﻭﺕ‬‫ﻤ‬
Love ‫ﺏ‬‫ﺤ‬
Repentance ‫ﻡ‬‫ﻨﹶﺩ‬
Regret
‫ﺃﺴﻑ‬
Gladness ‫ﻌﺎﺩﺓ‬‫ﺴ‬
Fun, enjoyment ‫ﺘﻌﺔ‬‫ﻤ‬

Pattern 12
The meaning plural Singular (m)
Border \limit ‫ﺣﺪود‬ ‫ﺣﺪ‬
dam ‫ﺳﺪود‬ ‫ﺳﺪ‬
evil ‫ﺷﺮور‬ ‫ﺷﺮ‬
Cooking pot ‫ﻗﺪور‬ ‫ﻗـﺪر‬
People(s) ‫ﺷﻌﻮب‬ ‫ﺷﻌﺐ‬
heart ‫ﻗﻠﻮب‬ ‫ﻗﻠﺐ‬
crack ‫ﺷﺮوخ‬ ‫ﺷﺮخ‬

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Pattern 13

The meaning Plural Singular

An amateur (‫ھﺎو )ي‬
‫ﻫﻭﺍﺓ‬
A judge (‫ﻗﺎض )ي‬
‫ﻗﻀﺎﺓ‬
A pedestrian (‫ﻣﺎش )ي‬
‫ﻤﺸﺎﺓ‬
A tyrant ( ‫طﺎغ )ﯾﺔ‬
‫ﻁﻐﺎﺓ‬

Pattern 14

The meaning Plural Singular

A family ( ‫ﻋﺎﺋﻼت) ھﻲ‬
(‫ﻋﺎﺌﻠﺔ)ﻫﻲ‬
Army (‫ﺟﯿﻮش) ھﻲ‬
(‫ﺠﻴﺵ)ﻫﻭ‬
Government (‫ﺣﻜﻮﻣﺎت)ھﻲ‬
(‫ﺤﻜﻭﻤﺔ)ﻫﻲ‬

People (s) (‫ﺷﻌﻮب )ھﻲ‬ (‫ﺷﻌﺐ ) ھﻮ‬

Sometimes the plural has more than one form to give different meanings.
Examples

drugs / medicines ‫ﻋﻘﺎﻗﯿﺮ‬

‫ﻋﻘﺎر‬

lots of lands ‫ﻋﻘﺎراات‬

workers ‫ﻋﻤﺎل‬
‫ﻋﺎﻣﻞ‬
factors ‫ﻋﻮاﻣﻞ‬

Sometimes the nouns as plurals are confusing because of the similarities.

witnesses ‫ ﺷﮭﻮد‬، ‫ﺷﺎھﺪ‬

matyres ‫ ﺷﮭﺪاء‬، ‫ﺷﮭﯿﺪ‬

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scenes ( mashaa-hid) ‫ ﻣﺸﺎھﺪ‬، ‫ﻣﺸﮭﺪ‬

audience ‫ ﻣﺸﺎھﺪون‬، (mushaa-hid) ‫ﻣــُﺸﺎھﺪ‬

VERBS

V + direct object

V+ pronoun(object) + subject

V + I.D. O + D.O.
pronoun What did he open?
ً‫ﺳـﺎﻟـَﻨـﻲ ﺳـﺆاﻻ‬ Close?
He asked me a question. Sell?
Wear?

The policeman beat me.

He gave me the book. The student helped me.
I taught her Arabic. The police arrested him.
I gave her a beautiful gift. The teacher(F) visited him.
She informed me about it ‫ﺿـ َ َﺮﺑـَﻨـﻲ اﻟﺸﺮطﻲ‬ ‫اﻟـﺒﺎب‬
َ ‫ﻓـَﺘـ َ َﺢ‬

. ‫اَﻋـﻄـﺎﻧـﻲ اﻟـﻜـﺘﺎب‬ ُ‫ﺳﺎﻋَـﺪَﻧـﻲ اﻟﻄﺎﻟﺐ‬ ‫اﻟـﻜـﺘﺎب‬

َ ‫ﻖ‬
َ َ ‫ﻏَﻠـ‬
. ‫َدرﱠﺳـْـﺘـ ُﮭـﺎ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ‬ ُ ‫إﻋـﺘــﻘَـﻠـَـﺘـْـﮫُ اﻟﺸﺮطﺔ‬ َ ‫ﺑـﺎ َع اﻟﺴﯿﺎرة‬
. ‫أَھـﺪَﯾـﺘُﮭـﺎ ھـﺪﯾـﺔ ﺟـﻤﯿﻠـﺔ‬ ُ ‫زا َرﺗـْـﮫُ اﻟـﻤﻌﻠـﻤـﺔ‬ ُ‫ﺲ ﻣﻼﺑـ ِ َﺴﮫ‬ َ ِ‫ﻟـَﺒ‬
. ‫أَﺧـﺒ َﺮﺗـْﻨـﻲ ﻋـﻨـﮭـﺎ‬

V-with particle + object

v-with particle + pronoun + (preposition)+ object

He allowed her to go out.

She [said (to me)] about the accident.
(told me)
He asked me to bring him food. With what did he play?
She invited me to the (her)party. With whom did he meet?
About what did he care?
( َ ‫) َﺳـﻤـِﺢ ﻟـ‬ ‫ﺳـَﻤـ َ َﺢ ﻟـﮭـﺎ ﺑﺄن ﺗـﺨﺮج‬ With whom did he speak?
( ‫ ﻋـﻦ‬+ َ ‫)ﺗـﺤـ ﱠﺪث ﻟـ‬ .‫ﺗـﺤـﺪّﺛـَﺖ ﻟـﻲ ﻋﻦ اﻟـﺤـﺎدﺛﺔ‬ About what did he speak
(‫ﺐ ﻣـِﻦ‬ َ َ ‫ )طـ َﻠـ‬. ‫ﺐ ِﻣﻨـﻲ )أن أﺟﻠﺐ ﻟـَﮫُ ( اﻟـﻄﻌـﺎم‬ َ َ‫طـﻠ‬ With who did he contact?
( ‫)ﯾﺪﻋﻮ اﻟﻰ‬ . ‫دَﻋـَـﺘـْﻨـﻲ اﻟﻰ اﻟـﺤﻔـﻠـﺔ‬ What did he obtain?

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( ِ ‫) ﯾﻠﻌﺐ ﺑــ‬ . ‫ﻠـﻌـﺐ ﺑـِﺎﻟـﻜﺮة‬

ُ َ ‫ﯾـ‬
( ِ ‫) ﯾﻠﺘﻘـﻲ ﺑـ‬ . ِ ‫ﯾـﻠـﺘﻘـﻲ ﺑـِﺎﻟـﻤﺪﯾﺮ‬
( ِ ‫) ﯾﮭـﺘـﻢ ﺑـ‬ .‫س‬ِ ‫ﯾﮭـﺘـﻢ ﺑـﺎﻟـﺪر‬
( ‫)ﯾﺘﻜﻠـّﻢ ﻣـﻊ‬ . ‫ﯾﺘﻜـﻠـ ُﻢ ﻣـﻊ اﻻﺳﺘﺎذ‬
Don’t use the English structure for : ( ‫) ﯾـﺘﻜﻠـَﻢ ﻋـﻦ‬ . ‫ﯾﺘﻜـﻠـﻢ ﻋـﻦ اﻟﺤﺎدﺛﺔ‬
wrong ‫ ﺳـَﻤـ َ َﺤـﻨـﻲ‬.1 ( ِ ‫)ﯾـﺘﺼﻞ ﺑـ‬ .‫ﯾﺘـﺼـﻞ ﺑـِﺎﻟﺒـﯿﺖ‬
He allowed me ‫ﺢ ﻟـﻲ‬ َ َ ‫ﺳـَﻤـ‬ ( ‫ )ﯾـﺤﺼﻞ ﻋﻠﻰ‬. ‫ﯾـَﺤﺼ ُﻞ ﻋﻠﻰ اﻟـﺸﮭﺎدة‬
wrong ‫ﻗﺎﻟـَﻨـﻲ‬ .2

He told me that . ‫ﻗﺎل ﻟـﻲ ﺑـﺄن‬

wrong ُ‫ﻟــﮫ‬ ‫ اﻧﺘﻈﺮت‬.4 wrong ُ‫ ﺳﺄﻟـﻨـﻲ أَن أُﺳﺎﻋـِﺪه‬.3
I waited for him . ‫اﻧﺘﻈﺮﺗﮫ‬ He asked me to help him ُ‫ﺐ ﻣـِﻨـﻲ أن أُﺳﺎﻋـِﺪه‬
َ َ ‫طَﻠـ‬

Verbs

Transitive Intransitive

The impact of the verb No impact of the verb

is on the noun that follows. is on the noun that follows.

1.Noun after a verb moving

verbs

object + subject-verb
. ‫اﻟـﺒـﺎب‬
َ ‫ﻓـﺘـ َﺢ‬ .1 (‫)اﻟﻰ اﻟﺒﯿﺖ‬ ‫ﯾـﺬھـﺐ‬
( the door) + (he-opened)
(noun + preposition) (he-goes)
He opened the door. ( ‫ﯾﺼـﻞ ) اﻟﻰ اﻟـﻤﻄﺎر‬
2. pronoun that follows the verb (‫ﯾﺴﺎﻓﺮ ) اﻟﻰ ﻧﯿﻮﯾﻮرك‬

pronoun + subject-verb
emotion
‫ﺳﺎﻋَـ َﺪ ﻧـﻲ‬ .2 &
(helped-he+ me) feeling

analysis:
(‫)أﻧـﺎ‬ ‫)ھﻮ( ﺳﺎﻋـﺪ‬
He helped me. (ً‫ﺣـﺖ ) ﻛﺜﯿﺮا‬
ُ ‫ﻓﺮ‬ِ

3. Verb-pronoun + noun (a lot) (pleased + I)

I became very happy
noun + pronoun- subject-verb
‫اﻟﻜﺘﺎب‬
َ ‫ اﻋﻄﺎﻧـﻲ‬.3 ( ً‫ـﺒـﺖ ) ﻛﺜﯿﺮا‬
ُ ‫ﺗَ ِﻌ‬
the book he-gave-me I got very tired

analysis:
‫اﻟﻜﺘﺎب‬
{ ‫ أﻧـﺎ‬+ ‫} )ھﻮ( أﻋـﻄﻰ‬
He gave me the book. . (ً‫ﻧـﺖ )ﻛﺜﯿﺮا‬
ُ ‫َﺣ ِﺰ‬
4. Preposition-pronoun + noun. I became very sad.
noun + pronoun-preposition + subject-verb
َ ‫ﺑﺎﻟـﺴﻔـﺮ‬ ‫ﻟـﻲ‬ ‫ ﺳـﻤـﺢ‬.4
the trip me+ for he-allowed
He allowed me to travel.
action
verbs
The similar verb is (said) َ ‫ﻗﺎل ﻟـ‬

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He told me all the story. ‫ﻗﺎل ﻟـﻲ ﻛﻞ اﻟﻘﺼﺔ‬ I stopped. I stood ُ

‫وﻗـﻔـﺖ‬
I slept (in the evening) ( ‫ـﺖ ) ﻓﻲ اﻟـﻤﺴﺎء‬ُ ‫ﻧِـ ْﻤ‬
ُ
I got up (in the morning) ( ‫إﺳﺘﯿﻘﻈﺖ ) ﻓﻲ اﻟﺼﺒﺎح‬

Arabic verbs
Intransitive

Transitive has no impact on

an impact on the other nouns other nouns
as objects to the verb

daily
routines moving

transitive transitive verbs

with two objects with one object

time ‫ﻓﻲ‬ ‫ﯾﻨﺎم‬ place ‫اﻟﻰ‬ ‫ﯾﺴﺎﻓﺮ‬

something + ‫ﻧﻲ‬ + ‫أﻋﻄﻰ‬ something + ‫ﯾﺄﻛﻞ‬ ‫ﯾﺴﺘﯿﻘﻆ‬ ‫اﻟﻰ‬ ‫ﯾﺬھﺐ‬
َ ‫ اﻟﺴﻤﻚ‬+ ‫ﻧﻲ‬ + ‫أَﻋﻄﺎ‬ َ ‫اﻟﺴﻤﻚ‬ ‫ﯾﺄﻛﻞ‬ ‫ﯾﻘﻮم ﺑــ‬ ‫اﻟﻰ‬ ‫ﯾﺮﺟﻊ‬
‫ﯾـﺠﻠﺲ ﻋﻠﻰ‬ ‫اﻟﻰ‬ ‫ﯾﺼﻞ‬
( َ ‫أﻋﻄﺎﻧﻲ اﻟﺴﻤﻚ َ ) اﻟﺴﻤﻜﺔ‬ ‫ﯾﻌﻤﻞ ﻓﻲ‬ ‫اﻟﻰ‬ ‫ﯾﺨﺮج‬
( ‫ ھﻨﺎك‬..‫ﯾﻘﻒ ) ھﻨﺎ‬ ‫اﻟﻰ‬ ‫ﯾﺪﺧﻞ‬
‫ﯾﺴﻜﻦ ﻓﻲ‬ ‫اﻟﻰ‬ ‫ﯾﻌﻮد‬
‫ﯾﻌﯿﺶ ﻓﻲ‬
‫ﯾﺘﻜﻠﻢ ﻣﻊ‬
‫ﯾﺘﺼﻞ ﺑـ‬
‫ﯾﺘﺤﺪّث ﻣـﻊ‬

Intransitive verbs

If a noun comes after a preposition, it is an object to the preposition and not a verb.
The case is genitive after a preposition.
....... ، ‫ ﻓﻲ‬، ِ‫ ﺑـ‬، ‫ ﻋﻦ‬، ‫ اﻟﻰ‬، ‫ﻣﻊ‬

Genitive means : indefinite nouns end with tanueen / in/ ٍ ‫ﻓﻲ ﺣﺪﯾﻘﺔ‬ ، ‫ﺖ‬
ٍ ‫ﺑﻨ‬ ‫ ﻣﻊ‬، ‫ﺖ‬
ٍ ‫اﻟﻰ ﺑﯿ‬
definite nouns end with kasra /i/ : ِ ‫ ﻓﻲ اﻟﺤﺪﯾﻘﺔ‬، ‫ﺖ‬
ِ ‫ﻣﻊ اﻟﺒﻨ‬ ، ‫ﺖ‬
ِ ‫اﻟﻰ اﻟـﺒﯿ‬

Examples:

Do not vowel the endings of the proper names.

1. moving verbs :
2. Daily Routines
. ‫ أﻧﺎم ﻋﺎدة ﻓﻲ اﻟﺴﺎﻋﺔ اﻟﻌﺎﺷﺮة‬.1 . ‫أُﺳﺎﻓﺮ اﻟﻰ ﻟﻨﺪن‬ .1
.ً‫ أﺳﺘﯿﻘﻆ ﻓﻲ اﻟﺼﺒﺎح ﻣﺒﻜﺮا‬.2 .‫أذھﺐ اﻟﻰ اﻟﻤﻄﻌﻢ‬ .2

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 ‫‪107‬‬

‫‪ .3‬أﺟﻠﺲ ﻋﻠﻰ اﻟﻜﺮﺳﻲ اﻟﻜﺒﯿﺮ‪.‬‬ ‫ﺳﺄرﺟﻊ اﻟﻰ اﻟﺒﯿﺖ ﻓﻲ اﻟﻤﺴﺎء‪.‬‬ ‫‪.3‬‬

‫‪ .4‬أﻋﻤ ُﻞ ﻓﻲ اﻟﻤﻄﺒﻌﺔ ‪.‬‬ ‫ﺳﺄﺻﻞ اﻟﻰ اﻟـﻤﻄﺎر ﻓﻲ اﻟﻤﺴﺎء ‪.‬‬ ‫‪.4‬‬
‫‪ .5‬أَﻗﻒ ﻋﺎدة ﻓﻲ اﻟﺸﺎرع ‪.‬‬ ‫ﺳﺄﺧﺮج ﻣﻊ اﺻﺪﻗﺎﺋﻲ اﻟﻰ اﻟﺴﯿﻨﻤﺎ ‪.‬‬ ‫‪.5‬‬
‫‪ .6‬أﺳﻜﻦ ﻓﻲ ھﺬه اﻟﺸﻘﺔ ‪.‬‬ ‫ُ‬
‫ﺳﺄدﺧﻞ اﻟﻰ اﻟﺼﻒ‪.‬‬ ‫‪.6‬‬
‫‪ .7‬أﻋﯿﺶ ﻓﻲ ﺗﻠﻚ اﻟﻤﺪﯾﻨﺔ اﻟﺠﻤﯿﻠﺔ ‪.‬‬ ‫ﺳﺄﻋﻮد ﻣﻦ اﻟﺴﯿﻨﻤﺎ ﻓﻲ اﻟﻠﯿﻞ‪.‬‬ ‫‪.7‬‬
‫‪ .8‬أﺗﻜﻠﻢ ﻣﻊ ﺻﺪﯾﻘﺘﻲ ﺑﺎﻟﺘﻠﻔﻮن ‪.‬‬ ‫ﺗﻨﺘﻘﻞ أُﺳﺮﺗﻲ اﻟﻰ اوھﺎﯾﻮ ‪.‬‬ ‫‪.8‬‬
‫‪ .9‬أﺗّﺼـﻞ ﺑﺰوﺟﺘﻲ ﺑﺎﻟﮭﺎﺗﻒ‪.‬‬ ‫ﺗﺄﺗﻲ أُﺧﺘﻲ اﻟﻰ ﻣﻮﻧﺘﺮي ‪.‬‬ ‫‪.9‬‬
‫‪ .10‬اﺗﺤﺪّث ﻣﻊ اﻟﻤﺪﯾﺮ ﻓﻲ ﺑﻌﺾ اﻻﺣﯿﺎن ‪.‬‬ ‫ﺟﺎء ﺻﺪﯾﻘﻲ اﻟﻰ اﻟـﻤﺪرﺳﺔ ‪.‬‬ ‫‪.10‬‬
‫‪Note: Some daily routine actions can be transitive if they need an object as ( nouns) to complete their meaning.‬‬

‫‪The function of the‬‬

‫‪Arabic pronouns‬‬

‫‪object‬‬ ‫‪object‬‬ ‫‪possessive‬‬

‫‪of‬‬ ‫‪of‬‬
‫‪the Prepositions‬‬ ‫‪the‬‬ ‫‪with‬‬
‫‪Verbs‬‬ ‫‪the‬‬
‫‪Nouns‬‬
‫‪end with‬‬ ‫‪end with‬‬ ‫‪end with‬‬

‫‪sukoon‬‬ ‫‪fatHaa‬‬ ‫‪kasra‬‬

‫‪or longg /ii/‬‬
‫ﻟــ َ ‪ ،‬دون َ‬ ‫‪ maqsuura‬ى‪or‬‬
‫ﻋـَﻦْ ‪ ،‬ﻣـِﻦْ‬ ‫ﻣـ َ َﻊ ‪ِ ،‬ﻋـﻨـ َﺪ‬ ‫ﺑــ ِ ‪ ،‬ي ‪ ،‬ى‬
‫ﺑـَـﯿـﻦَ‬ ‫ﻓـﻲ ‪ ،‬ﻋﻠـﻰ‬

‫ﻋـﻨـْـ ـﻲ‬ ‫ﻣـَﻌـْ ـﻲ‬ ‫ﺑـِـ ـﻲ‬ ‫ﺳـﺎﻋـ َ َﺪ ﻧـﻲ‬ ‫ﻛـﺘـﺎﺑـ ـﻲ‬
‫ِﻣـﻨـ ﻧـﺎ‬ ‫ﻣـَﻌـَـ ﻧـﺎ‬ ‫ﻓـﯿـ ﻧـﺎ‬ ‫ﺿـ َ َﺮﺑــ َ ﻧـﺎ‬ ‫ﻣـﺪرﺳـَﺘــ ﻧـﺎ‬
‫)‪one(n‬‬ ‫ﻟــ َ *‬ ‫ﻋَـﻠَـﯿــ‬

‫ﻚ‬
‫ـ َ‬ ‫ﻚ‬
‫ـ َ‬ ‫ﻚ‬
‫ـ َ‬ ‫ك‬ ‫َ‬ ‫ﻚ‬‫ـ َ‬
‫ﻚ‬
‫ـ ِ‬ ‫ﻚ‬
‫ـ ِ‬ ‫ﻚ‬‫ـ ِ‬ ‫ك‬‫ِ‬ ‫ﻚ‬
‫ـ ِ‬
‫ـﻜـُﻢ‬ ‫ـﻜـُﻢ‬ ‫ـﻜـُﻢ‬ ‫ﻛـُﻢ‬ ‫ـﻜـُﻢ‬
‫ـﻜـُﻦ‬ ‫ـﻜـُﻦ‬ ‫ـﻜـُﻦ‬ ‫ﻛـُﻦ‬ ‫ـﻜـُﻦ‬

‫ـﮫُ‬ ‫ـﮫُ‬ ‫ـ ِﮫ‬ ‫هُ‬ ‫ـﮫُ *‬

‫ـﮭـﺎ‬ ‫ـﮭـﺎ‬ ‫ـﮭـﺎ‬ ‫ھـﺎ‬ ‫ـﮭـﺎ‬
‫ـﮭُﻢ‬ ‫ـﮭـُﻢ‬ ‫ـﮭـِﻢ‬ ‫ھـُﻢ‬ ‫ـﮭـُﻢ *‬
‫ـﮭـ ُ ﱠﻦ‬ ‫ـﮭـ ُ ﱠﻦ‬ ‫ـﮭـِﻦﱠ‬ ‫ھـ ُ ﱠﻦ‬ ‫ـﮭـ ُ ﱠﻦ *‬

‫ﻟـﻲ ‪* only (li) for me is with /i/‬‬

‫‪Other cases are all (la) with (fatHa).‬‬
‫) ﻟــَﮫُ ‪ ،‬ﻟـَﻨـﺎ ‪(.....‬‬

‫‪after preposition‬‬
‫‪(genitive):‬‬

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 108

( ‫ ِه‬+ ‫ب‬
ِ ‫ ﻓﻲ )ﻛﺘﺎ‬. ‫ﻓﻲ ﻛـِﺘﺎﺑـ ِ ِﮫ‬
B:(hum)changes into (him):
( ‫ ـﮭـِﻢ‬+ ‫ب‬
ِ ‫ ﻓﻲ )ﻛـﺘﺎ‬. ‫ﻓﻲ ﻛـﺘﺎﺑـِﮭـِﻢ‬
C: (hunna) changes into (hinna)
( ‫ ـﮭـ ِ ﱠﻦ‬+ ‫ﺐ‬
ِ ُ ‫ ﻓﻲ ) ﻛـُﺘـ‬. ‫ﻓﻲ ﻛـُـﺘـُﺒـِﮭـ ِ ﱠﻦ‬

Possessive Particles
Arabic has no verb ‘to have’. There are certain (prepositions) which function as possessive particles for human beings, things,
and animals.

Possessive Particles

Nouns + ‫ﻟـِﻠـ‬ ‫ﻓـﻲ‬ ( pronoun + ‫) ﻋـﻨﺪ‬

pronoun + ‫) ﻟـﺪى‬

for for for

animals things human beings

‫ﻟﻠﻜـﻠﺐ‬ ‫اﻟـﺤﺪﯾﻘﺔ ﻓـﯿﮭـﺎ‬ ‫اﻟﻮﻟـﺪ ﻋـﻨﺪه‬

ُ‫اﻟﻜﻠﺐ ﻟـَـﮫ‬ ‫ﻓﻲ اﻟـﺤـﺪﯾﻘﺔ‬ ‫ﻋـﻨـﺪ اﻟـﻮﻟـﺪ‬

the dog has the garden has the boy has

for
Things
‫ﻟﻠﺤـﺪﯾﻘـﺔ‬
the garden has

for
human beings
. ‫ﻟﻠﻮﻟﺪ وﺷﻢ ﻓﻲ ذراﻋﮫ‬

Read these examples:

‫ﻟﻠﻮﻟـﺪ‬ The boy has a book ٌ ‫اﻟﻮﻟـ ُﺪ ﻋـﻨـﺪَه ُ ﻛﺘﺎب‬ .1

ُ‫اﻟﻮﻟـﺪ ﻟـَﮫ‬ ٌ ‫ﻋـﻨـ َﺪ اﻟﻮﻟـ ِﺪ ﻛـﺘﺎب‬
ٌ ‫اﻟـﻮﻟـ ُﺪ ﻟـَﺪﯾـ ِﮫ ﻛـﺘﺎ ب‬
ٌ ‫ﻟـَـﺪى اﻟـﻮﻟـ ِﺪ ﻛـﺘﺎب‬

The garden has roses. .ٌ ‫اﻟـﺤﺪﯾﻘﺔُ ﻓـﯿﮭـﺎ ورود‬ .2

108
 109

. ‫ﻓﻲ اﻟـﺤﺪﯾﻘ ِﺔ ورود‬

The dog has a tail. . ٌ ‫اﻟـﻜﻠﺐُ ﻟـﮫُ ذﯾـﻞ‬ .3

. ٌ ‫ﺐ ذﯾـﻞ‬ ِ ‫ﻟﻠـﻜـﻠ‬

(Lil) ‫ ﻟﻠــ‬goes with all nouns.

‫ﻟﻠـﻜﻠﺐ أُذﻧـﺎن‬ ، ‫ ﻟﻠﻤـﻌﻠـﻢ طﺎﻟﺒـﺎن‬، ‫ﻟﻠﺴﯿﺎرة ﺑﺎﺑﺎن‬
The dog has two ears, the teacher has two students, the car has two doors

Before the proper nouns , use ِ ‫ ﻟـ‬only:

‫ ﻟـِ ﻣـﻮﻧـﺘـﺮي ﻣﯿـﻨـﺎء‬، ‫ ﻟـ ِ ﻧـﯿﻮﯾﻮرك ﺑﻨﺎﯾﺎت ﻋﺎﻟﯿﺔ‬، ‫ ِﻻﺣـﻤـﺪ ﺻﺪﯾﻘﺎت‬، ‫ﻟــ ِ ﯾﻮﺳﻒ أوﻻد‬
Monterey has a harbor , New York has high buildings, Ahmed has girl friends,
Yousif has children

La + pronoun . (.... ‫ ـﮭــُﻢ‬، ‫ ـﮭـﺎ‬، ُ‫ ) ــﮫ‬+ َ ‫ﻟــ‬

.... ‫ ﻟـَﮭـُﻢ اوﻻد‬، ‫ ﻟـَﮭـﺎ أوﻻد‬، ‫ﻟــَﮫُ أوﻻد‬
They have children, She has children, He has children

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 110

Noun-Cluster in Arabic Language

Nouns in Arabic can follow each other and in all cases we need to have:

1. an operator = the first noun that changes as (u) in nominative (a) as accusative and (i) as
genitive:
ٌ ‫ﻣﺪﯾﺮ‬

ً‫ﻣﺪﯾﺮا‬ ُ
‫ﺷﺎھﺪت‬

◌ٍ ‫ﻣﺪﯾﺮ‬ ‫اﻟﺘﻘﯿﺖ ﺑـ‬

ُ ‫اﻟﻤﺪﯾﺮ‬

َ ‫اﻟﻤﺪﯾﺮ‬ ُ
‫ﺷﺎھﺪت‬

ِ ‫اﻟﻤﺪﯾﺮ‬ ‫اﻟﺘﻘﯿﺖ ﺑـ‬

2. a closing noun is the final noun:

must be genitive if indefinite (in) if definite with alif lam is (i)

ُ ‫ﻣﺪﯾﺮ‬
ُ ‫ﻣﺪﯾﺮ‬
ِ ‫اﻟﺸﺮﻛﺔ‬
ٍ◌ ‫ﺷﺮﻛﺔ‬
َ ‫ﺷﺎھﺪت ﻣﺪﯾﺮ‬

ِ ‫اﻟﻰ ﻣﺪﯾﺮ‬

Read and show the vowels at the end (n+n+ adj.)

ِ ‫ ھﺬا ﻣﺪﯾ ُﺮ اﻟﺸﺮﻛﺔ‬.1

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 111

‫ ھﺬا ﻣﺪﯾ ُﺮ ﺷﺮﻛ ِﺔ ﺣﻜﻮﻣﯿ ِﺔ‬.2

‫ ﺷﺎھﺪتُ ﻣﺪﯾ َﺮ ﺷﺮﻛ ِﺔ ﺣﻜﻮﻣﯿ ِﺔ‬.3
. ‫ ﺳﻠﻤﺖُ ﻋﻠﻰ ﻣﺪﯾ ٍﺮ ﺷﺮﻛ ِﺔ ﺣﻜﻮﻣﯿ ِﺔ‬.4

Noun Clusters

3. whatever is between the two nouns are considered genitive with (i) without alif lam as
operators.
4. The closing noun is /in/ or alif lam with / i/
5. The last noun is adjective and it must be like the closing noun either with /in/ or alif lam with
/i/.

operator (s)
are definite so end (s) with /i/
‫ﻣﺪﯾ ُﺮ‬

ُ‫ﺷﺎھﺪت‬
Definite because it is followed by an operator /fatHa/ َ ‫ﻣﺪﯾﺮ‬

Definite because it is followed by an operator /kasra/

‫ﻣﺪﯾﺮ‬
ِ ‫ﻧﺎﻗﺸﺖ اﻷﻣﺮ ﻣﻊ‬
The closing noun
ends with / in /
Adjective

‫ﻋﺮاﻗﯿ ٍﺔ‬

ِ ‫ﺷﺮﻛﺔ‬

‫اﻟﻌﺮاﻗﯿ ِﺔ‬
‫إﻧﺘﺎج‬

◌ِ ‫ﻧﻔﻂ‬

ٍ ‫ﺧﺎم‬

ِ ‫اﻟﺨﺎم‬

Read the sentence and see the grammar relationship:

. ‫اﻟﺨﺎم اﻟﻌﺮاﻗﯿﺔ‬
ِ ‫ھﺬا ﻣﺪﯾ ُﺮ ﺷﺮﻛﺔ ◌ِ إﻧﺘﺎجِ ﻧﻔ ِﻂ‬

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 ‫‪112‬‬

‫ﻣﺪﯾﺮ َ ﺷﺮﻛﺔ ِ إﻧﺘﺎج ِ ﻧﻔﻂ ِ اﻟﺨﺎم ِ اﻟﻌﺮاﻗﯿ ِﺔ‬ ‫ﺷﺎھﺪتُ‬

‫اﻟﺨﺎم ِ اﻟﻌﺮاﻗﯿﺔ ِ‬ ‫إﻧﺘﺎج ﻧﻔ ِﻂ‬
‫ِ‬ ‫ﻣﺪﯾ ِﺮ ﺷﺮﻛﺔ ِ‬ ‫ﻧﺎﻗﺸﺖ اﻷﻣﺮ ﻣﻊ‬

‫‪Compound Nouns‬‬
‫‪Two nouns annexed together may indicate new nouns or titles.‬‬

‫‪Compound words:‬‬

‫‪Bed room‬‬ ‫ﻏﺮﻓﺔ ﻧﻮم‬

‫‪Dining room‬‬ ‫ﻏﺮﻓﺔ طﻌﺎم‬
‫‪Sitting room‬‬ ‫ﻏﺮﻓﺔ ﺟﻠﻮس‬
‫‪Living room‬‬ ‫ﻏﺮﻓﺔ ﻣﻌﯿﺸﺔ‬
‫‪Reception-room‬‬ ‫ﻏﺮﻓﺔ اﺳﺘﻘﺒﺎل‬

‫‪Titles and professions:‬‬

‫‪Dentist‬‬ ‫طﺒﯿﺐ )ة( أﺳﻨﺎن‬

‫‪Marine‬‬ ‫ﺟﻨﺪي ﻣﺸﺎة‬
‫‪Air force‬‬ ‫ﺟﻨﺪي طﯿﺮان‬
‫)‪Manager ( of a company‬‬ ‫ﻣﺪﯾﺮ ﺷﺮﻛﺔ‬
‫‪Assistant professor‬‬ ‫ُﻣﺴﺎﻋﺪ )ة( أُﺳﺘﺎذ‬

‫‪Plural:‬‬
‫‪Put the first noun in a plural form and keep the next one in a singular form‬‬

‫‪Compound nouns:‬‬

‫‪Plural‬‬ ‫‪singular‬‬
‫ُﻏ َﺮف ﻧﻮم‬ ‫ﻧﻮم‬ ‫ﻏﺮﻓﺔ‬
‫ُﻏ َﺮف طﻌﺎم‬ ‫طﻌﺎم‬ ‫ﻏﺮﻓﺔ‬
‫ُﻏ َﺮف ﺟﻠﻮس‬ ‫ﺟﻠﻮس‬ ‫ﻏﺮﻓﺔ‬
‫ُﻏ َﺮف إﺳﺘﻘﺒﺎل‬ ‫إﺳﺘﻘﺒﺎل‬ ‫ﻏﺮﻓﺔ‬

‫‪Titles‬‬

‫‪Plural‬‬ ‫‪singular‬‬
‫أطﺒﺎء أﺳﻨﺎن‬ ‫طﺒﯿﺐ أﺳﻨﺎن‬
‫ﺟﻨﻮد ﻣﺸﺎة‬ ‫ﺟﻨﺪي ﻣﺸﺎة‬
‫ﺟﻨﻮد طﯿﺮان‬ ‫ﺟﻨﺪي طﯿﺮان‬
‫ﻣﺪﯾﺮو ﺷﺮﻛﺔ‬ ‫ﻣﺪﯾﺮ ﺷﺮﻛﺔ‬
‫ﻣﺴﺎﻋﺪو أُﺳﺘﺎذ‬ ‫ُﻣﺴﺎﻋﺪ أُﺳﺘﺎذ‬

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‫ﻣﺴﺎﻋﺪو طﺒﯿﺐ‬ ‫ﻣﺴﺎﻋﺪ طﺒﯿﺐ‬

Drop ‫ن‬ of the dual or plural of the first noun .

The Solar Letters

The place of articulation of some consonants leads to elision to make the speedy speech go smoothly
and of more fluency.

The classical word for these consonants takes the name solar sounds which include the alveolar (
laterals + sibilants), the alveolar-dentals and inter-dentals, and the Arabic Emphatic Consonants.

Alveolar
alveolar- dentals inter-dentals laterals + Sibilants

+ “ Emphatics”

r L n sh z s t d th th theta Dh +D T S

‫ر‬ ‫ل‬ ‫ن‬ ‫ش‬ ‫ز‬ ‫س‬ ‫ت‬ ‫د‬ ‫ذ‬ ‫ث‬ ‫ظ‬ ‫ض‬ ‫ط‬ ‫ص‬

When (al) the definite article ( ‫ ) اﻟــ‬precedes these solar sounds, the sound of (L ) is completely
silent.
Linguistically this deletion of the sound is called elision.

In such a case, the speaker splits the consonant in the next word into two as ‘geminating’
“shadda” in Arabic. The first segment goes to the end of the previous word. The second segment
makes the start of the new syllable .

Example for explanation

1. Kharaja + min + al + saf fi ‫ ( ﺧﺮج ﻣﻦ اﻟﺼﻒ‬written form)

2. Kharaja + min+is + saf fi ( surface structure as pronounced)

Went-he + from+ the + class

He went out of the class.

In the 2nd reading as pronunciation shows, we drop the (L) but kept a very short form of (a).

Practice:
Pronounce the following statements.
. ‫ﺧﺮج اﻟﻄﺎﻟﺐ ﻣﻦ اﻟﺼﻒ‬ .1

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‫‪ .2‬ﺑﻘﻰ ﺳﺎھﺮاً ﻛﻞ اﻟﻠﯿﻞ ‪.‬‬

‫‪ .3‬ﻛﺎﻧﺖ ﺣﺮارة اﻟﺸﻤﺲ ﻗﻮﯾﺔ ﻗﺎﺗﻠﺔ‪.‬‬
‫‪ .4‬ﯾﺘﻌﺎﻣﻞ اﻟﺒﺎﻋﺔ ﻣﻊ اﻟﺰﺑﻮن ﺑﺎﻟﺪﻧﺎﻧﯿﺮ‬
‫‪ .5‬اﺗﺨﺬت اﻟﺤﻜﻮﻣﺔ اﻟﺘﺪاﺑﯿﺮ اﻟﻼزﻣﺔ ﻟﺤﻤﺎﯾﺔ اﻟﻤﻮاطﻨﯿﻦ‬
‫‪ .6‬ﺣﺎول اﻟﺜﺄر ﻣﻨﮫ‬
‫‪ .7‬ﺣﺎول طﺮد اﻟﺬﺑﺎب ﻣﻦ ﻋﻠﻰ وﺟﮭﮫ‪.‬‬
‫‪ .8‬ﺣﺎوﻟﻮا اﻟﺘﺨﻠﺺ ﻣﻦ اﻟﻈﻠﻢ اﻟﺴﺎﺋﺪ ھﻨﺎك‪.‬‬
‫‪ .9‬ﯾﺘﻌﺒﻨﻲ اﻟﺼﻌﻮد واﻟﻨﺰول ﻣﻦ ﺳﻠﻢ اﻟﻄﺎﺋﺮة‪.‬‬
‫‪ .10‬ﻣﻦ اﻟﻀﺮوري ان ﺗﺤﻀﺮ ﻟﻼﺟﺘﻤﺎع اﻟﻤﺰﻣﻊ اﻗﺎﻣﺘﮫ ﻓﻲ ﺑﻐﺪاد اﻟﺼﯿﻒ اﻟﻘﺎدم ‪.‬‬

‫‪All the other consonants are named lunar sounds and in their case, the sound /a/ is dropped.‬‬
‫‪The /L/ sound is attached to the end of the previous word and fully pronounced.‬‬

‫‪ Beit + al + mu-‘alim+i‬ﺑﯿﺖ اﻟـ ﻣﻌﻠﻢ‬

‫‪Beitul + mu-‘alim+ i‬‬
‫‪The teacher’s house‬‬

‫‪Fii + beiti + al +mu-‘alim+i‬ﻓﻲ ﺑﯿﺖ اﻟـ ﻣﻌﻠﻢ‬

‫‪Fii + beitil + mu-‘alim+i‬‬
‫‪In the teacher’s house‬‬

‫‪ Dakhaltu + beita +al + mu-‘alim+i‬دﺧﻠﺖ ﺑﯿﺖ اﻟـ ﻣﻌﻠﻢ‬

‫‪Dakhaltu + beital + mu-‘alim+i‬‬
‫‪Entered+I (the) house ( of the) teacher.‬‬
‫‪I entered + the house of the teacher.‬‬

‫‪Practice‬‬

‫‪Pronounce the following statements.‬‬

‫ﻻ ﺗﺴﺮع ﻓﺎﻟﻤﻮت اﺳﺮع ‪.‬‬ ‫‪.1‬‬
‫ﻻ اﻋﺮف اﯾﻦ ﺗﻘﻊ اﻟﻤﻜﺘﺒﺔ اﻟﻌﺎﻣﺔ‪.‬‬ ‫‪.2‬‬
‫اذھﺐ ﯾﻮﻣﯿﺎ ً ﻣﻦ اﻟﺒﯿﺖ اﻟﻰ اﻟﻤﺪرﺳﺔ ﻣﺸﯿﺎ ً ﻋﻠﻰ اﻻﻗﺪام‪.‬‬ ‫‪.3‬‬
‫ادﺧﻞ ﻣﻦ اﻟﺒﺎب اﻷﻣﺎﻣﻲ وﻻ ﺗﺪﺧﻞ ﻣﻦ اﻟﺒﺎب اﻟﺠﺎﻧﺒﻲ‪.‬‬ ‫‪.4‬‬
‫اﻓﻀﻞ اﻟﺤﯿﺎة واﻧﺎ ﻓﻘﯿﺮ ﻋﻠﻰ اﻟﻤﻮت واﻧﺎ ﻏﻨﻲ‪.‬‬ ‫‪.5‬‬
‫ﻓﺮﺿﺖ اﻟﻘﻮات اﻻﻣﻨﯿﺔ اﻟﺤﺼﺎر ﻋﻠﻰ اﻟﻤﻨﻄﻘﺔ‪.‬‬ ‫‪.6‬‬
‫اﺳﺄل اﻟﻘﺎﺻﻲ واﻟﺪاﻧﻲ ﻋﻦ ﺻﺤﺔ اﻟﺨﺒﺮ ﻟﻜﻲ ﺗﻄﻤﺌﻦ‪.‬‬ ‫‪.7‬‬
‫‪ .‬ﯾﻌﺎﻧﻲ اﻟﻔﺮد اﻟﺤﺎﻟﻲ ﻣﻦ اﻵﻧﺎ واﻟﻐﺮور اﻻﺟﻮف اﻟﻔﺎرغ‬ ‫‪.8‬‬

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The accusative ( after AlnaSb particles)

In AlnaSb Case, the end of the regular verb ends with FatHa as in (1).
( Nuun ) is dropped from the plural as in (2) , from dual (3) , and from the 2nd
person singular feminine (4) .

Accusative Particles before the present form verbs ( accusative -endings)

‫ﯾــﺪرس‬
َ (to) ‫ أن‬.1

‫ﯾــﻨــﺠــﺤــﻮن‬ ‫ﯾـﻨــﺠــﺤــﻮ ا‬ (until) ‫ ﺣــﺘﻰ‬.2

drop (nuun) of the plural ( yanjaHuun)

‫ﯾــﺪرﺳــﺎ‬ (to) ِ ‫ ﻟــ‬.3

drop ( nuun) of the dual ( yadrusaan) ‫ﯾـﺪرﺳــﺎن‬

‫ ( ﺗــﺪرﺳــﻲ‬in order to) ‫ ﻛــﻲ‬.4

drop (nuun) of the 2nd person singular feminine of (tadruseen) ‫ﺗﺪرﺳﯿﻦ‬

( so as to )‫ ﻟـﻜــﻲ‬.5

( will not ) ‫ ﻟــــﻦ‬.6

Explanation through examples :

1.The paticle ( ?an ) is equal to ( to ) as in (1) which means ( to study ) .

Huwa yureed ?an Yadrusa . Hiya tureed ?an tadrusa .

.‫ھــﻲ ﺗــﺮﯾـﺪ أن ﺗــﺪرس‬ . ‫ﯾـﺪرس‬

َ ‫ھـﻮ ﯾـﺮﯾﺪ أن‬ .1

2. the future particle ( Hatta) which means (until) as in (5) - until they pass
(succeeed).
sa ?utaabia’ ?al diraasa Hatta ?aHSul a ’ala shahaada(tin ) a’aaliya(tin).

I will continue my study until I get a high degree.

. ‫ ﺳــﺄُﺗـﺎﺑـِﻊ اﻟــﺪراﺳﺔ ﺣــﺘﻰ أَﺣــﺼُــﻞ َ ﻋـﻠــﻰ ﺷــﮭﺎدة ﻋــﺎﻟــﯿﺔ‬.2

3.the purpose particles:

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 116

a: ( Li ) + present form of the verb conjugated for the person which is the subject :

sa ?utaabia’ diraasati Li ?aHSula a’ala shahaada (tin) a’aaliya (tin).

I continue my study to get a high degree.

. ‫ ﺳـﺄُﺗـﺎﺑﻊ دراﺳـﺘــﻲ ﻷﺣــﺼُــ َﻞ ﻋـﻠــﻰ ﺷﮭﺎدة ﻋـﺎﻟــﯿﺔ‬.3

b: ( kay) + present form of the verb conjugated according to the subject (4)

4.?ussaa a’i du ki kay tanjaHi fi ?al ?imtiHaan.

ِ ‫ أُﺳــﺎﻋـ ِ ُﺪ‬.4
. ‫ك ﻛــﻲ ﺗــﻨـﺠــﺤـﻲ ﻓﻲ اﻻﻣــﺘـﺤﺎن‬
I help you to pass the test. ( not tanjaHeen but tanjaHee)

c: ( Likay ) as in(5)
Nadrusus likay nataa’aLLama.
We study to learn .
. ‫ ﻧــﺪرُس ﻟﻜــﻲ ﻧــﺘــﻌـﻠّــ َﻢ‬.5
d: ( lan) which means (won’t) as in (6) .

lan ?athhaba ?il a ?al bayti ?aG ?aan .

I won’t go home now .

. ‫ﺖ اﻵن‬
ِ ‫أذھــﺐ اﻟـﻰ اﻟـﺒﯿ‬
َ ‫ ﻟــﻦ‬.6

NOTE: we may consider these two cases exceptions

1. Hatta is followed by a past tense verb if the sentence has started with a past tense
verb:

past Hatta Past

.‫ﺻــﻠَــﺖ اﻟــﻄﺎﺋــﺮة‬
َ ‫َو‬ ‫ﺣــﺘﻰ‬ ُ
‫إﻧــﺘــﻈﺮت‬ .1
the plane arrived until I- waited
_________

sentence has its verb in the past 2. (?an) preceded by ( ba a’ da) and the main
tense :
past ‫ﺑــﻌـﺪ أن‬ past

ُ َ‫إﻟــﺘَـﻘ‬
. ‫ـﯿــﺖ ﺑــ ِﮫ ﻓـﻲ اﻟـــﻤﻄـﻌـﻢ‬ ْ .2
‫أﺧــﺒـَـﺮْ ﺗـُــﮫُ ﺑﺎﻟـﺤﺎدﺛﺔ ﺑــﻌـﺪ أن‬
I met him at the restaurant after I told him about the accident

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Focus on the following examples. Try to translate first then check.

1. I wanted to study medicine. . ‫اﻟــﻄــﺐ‬

َ ‫أدرس‬
َ ُ
‫أردت أن‬ .1

. ‫)اﻟــﻌﻤـﺎل ( ﯾﻌﻤـﻠـﻮن ﻛـﺜﯿﺮا ﺣــﺘــﻰ ﯾــﺠـــﻤﻌــﻮا اﻟــﻤﺎل‬.2

2.The workers work hard to make ( collect) money.

3. People go to school to learn. . ‫ ﯾــﺬھﺐ اﻟـﻨﺎس اﻟــﻰ اﻟــﻤﺪارس ﻟــِـــﯿــَﺘــَﻌــَﻠــّﻤــﻮا‬.3

. ‫ أذھــﺐ ُ اﻟـﻰ اﻟﻤﺴﺮح ﻛــﻲ أُﺷﺎھــ ِ َﺪ اﻟﻤﺴﺮﺣﯿـﺔ‬.4
4.I go to the theatre to watch the play.

.˱Ύ
˰˰ϣϼ ˰˰ϓ
΃
΍ϭΪ˶˰ϫΎ
θ˵˰˰ϳ
ϲ ˰˰Ϝ˰˰ϟ
ΎϤ˰ϨϴδϟΎ
ԩϟ΍
αΎ
Ϩ˰ϟ΍
ΐ˵ ˰ϫά˰˰ϳ .5
5. People go to the cinema to watch movies.

. ‫) أَﺑــﻲ واﻣـﻲ( ﻟــﻦ ﯾــﺴــﺎﻓﺮا اﻟــﻰ أوروﺑــﺎ‬.6

6. My mom and dad will not go ( travel) to Europe.

ُ
. ‫وﺻـﻠـﺖ اﻟــﻤـﻔـﺘﺮق‬ ُ
‫ﻣﺸﯿﺖ ﺣـﺘﻰ‬ .7
7.I walked until I reached the intersection.

ُ ْ‫درﺳـﺖ ﺣـﺘﻰ ﻧــَﺠــَﺤـ‬

. ‫ـﺖ‬ ُ .8
8. I studied until I passed (succeeded).

. ً‫ْﺖ ﺟــﯿﺪا‬
ُ ‫ﻤــﺖ اﻟــﻤﻮﺿﻮع ﺑـﻌﺪ ان درﺳ‬
ُ ِ‫ ﻓـَﮭــ‬.9
9.I understood the subject after I studied hard.

ُ
. ‫ذھـﺒﺖ اﻟﻰ اﻟــﻤـﻄﺎر‬ ُ
‫إﺷـﺘـﺮﯾﺖ ﺑﻄﺎﻗـﺔ اﻟـﺴﻔﺮ‬ ‫ ﺑــﻌـﺪ أن‬. 10
10. After I bought a flight ticket, I went to the airport.

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3. Aljazm Case ( Jussive)

Aljazm case is generally confined to the past negative particle ( lam ) ‫ﻟــَﻢ‬
and prohibitive (la ) for warning or advice ‫ ﻻ‬.

verbs after this particle( Lam) are in the present form, but time is past
Aljazm means

1. The verb must stop with sikoon if the ending is consonant ( see - sikoon):

‫س‬
َ ‫َد َر‬ (past - he studies)

ُ‫ﯾـﺪرُس‬
ْ‫ﯾــَﺪرُس‬ ‫ﻟـــَﻢ‬ ( negative - did not study )

2. If your verb ends with a long vowel, replace it by a short vowel.

ُ ‫ﻟــَﻢ ﯾــَﺪ‬
a: We change ( wau ) in ( yada’uu ) - he invites ‫ ﯾــَﺪﻋــﻮ‬into (lam yada’u) ‫ع‬

‫دَﻋــﺎ‬ (past - invited )

‫ﯾـــﺪﻋــﻮ‬
long vowel ُ ‫ﯾــﺪ‬
‫ع‬ ‫ﻟــَﻢ‬ ( didn’t invite)

b: Change long (ee ) of ( yashtaree) - he ‫ ﯾــَﺸــﺘﺮي‬into ( lam yashtari) ‫ﺸـﺘﺮ‬

ِ َ ‫ﻟــﻢ ﯾــ‬
buys
‫إﺷــﺘــﺮى‬ (past- bought)
‫ﯾــﺸـﺘﺮي‬
long vowel ‫ﯾـﺸـــﺘــﺮ‬
ِ ‫ﻟــﻢ‬ ( didn’t buy)

c: Change long /aa / in ( ‫ ﯾـَـﺑــﻘﻰ‬into a short vowel /a/ - ( lam Yabqa) ‫ﻖ‬ َ ‫ﻟــَﻢ ﯾــﺒـ‬
yabqaa)
‫ ( ﺑـــﻘــﻲ‬past- remained)

‫ﯾـــﺒــﻘـﻰ‬
long vowel ‫ﻖ‬
َ ‫ﯾــﺒــ‬ ‫ﻟــﻢ‬ ( didn’t saty )

Change the follwoing into negative :

. ‫ إﺷــﺘــﺮت ھــﺪى اﻻﺷــﯿﺎ َء‬. ‫آ‬

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‫ب‪ .‬رأﯾــﺘــُﮭــﺎ ﻓﻲ اﻟــﻤﺴﺮح ‪.‬‬

‫ﺟـ‪ .‬ھــﻞ ﺑـَــﻘـﻮا ﻓﻲ اﻟــﻘﺮﯾـﺔ ‪.‬‬
‫د‪ .‬أَ ّدت اﻟــﺤﺮب اﻻھﻠـﯿﺔ اﻟﻰ ﻣــﺠﺎﻋﺔ ‪.‬‬
‫ھـ‪ .‬رﻣــﺎهُ ﺑــﺎﻟـﺮﺷـﺎش ‪.‬‬

‫‪3. If the vowel of the verb is before the last consonant at the end of the word, use‬‬
‫‪the short vowel also.‬‬
‫‪Stop of sikoon on the last consonant.‬‬
‫‪Example:‬‬

‫‪1. he didn’t visit‬‬ ‫) ﯾــﺰور ‪(not‬‬ ‫‪ .1‬ﻟــَﻢ ﯾـــ ُﺰرْ‬

‫) ﯾــﺰورُھــﺎ ‪2. he didn’t vist her . ( not‬‬ ‫‪ .2‬ﻟــﻢ ﯾــ ُﺰرْ ھــﺎ‬
‫َ‬
‫‪ .3‬إﺳــﺘــــﻄـﺎع ان ﯾــﻘــﺮأ اﻟــﺮﺳﺎﻟــﺔ ‪.‬‬
‫ﻟــــﻢ ﯾــﺴــﺘـــﻄـِـ ْﻊ ان ﯾـﻘـﺮأ اﻟـﺮﺳﺎﻟـﺔ ‪.‬‬
‫‪Note : if the long vowel is not at the end of the word, or before the end of the word,‬‬
‫‪keep the vowel as it is.‬‬

‫‪The ending of the verb is sikuun . e.g.,‬‬

‫ﻟـﻢ ﯾـُﺴــﺎﻋــ ِ ْﺪ ‪ ،‬ﻟـﻢ ﯾـُﺴـﺎﻓـِﺮ ْ ‪ ،‬ﻟـﻢ ﯾـُﻘـﺎﺑـِﻞ ْ ‪.‬‬
‫‪Therefore, Measure 3 is not affected by these particles.‬‬

‫إﺳــﺘــﻄــﺎع‬ ‫)‪(past - he was able‬‬

‫ﯾــــﺴـــﺘــــﻄــﯿـﻊ‬

‫ﯾــــﺴــﺘــــﻄــِــﻊ ْ‬ ‫ﻟــﻢ‬ ‫)‪(he was not able‬‬

‫‪long vowel‬‬

‫‪ .4‬رأﯾــﺘــﮫُ ﻓــﻲ اﻟـﺴﯿـﻨـﻤﺎ ‪.‬‬

‫ﻟــﻢ أرهُ ﻓـﻲ اﻟـﺴﯿـﻨـﻤﺎ ‪.‬‬

‫رأﯾـــﺘـــــﮫُ‬ ‫)‪( past- I saw him‬‬

‫أراه‬

‫‪long vowel‬‬ ‫أ َره ُ‬ ‫ﻟــــﻢ‬ ‫)‪( didn’t see him‬‬

‫‪ .5‬دَﻋـــﺘــــﮫُ اﻟــﻰ اﻟـﺤـﻔﻠــﺔ ‪.‬‬

‫ﻟــﻢ ﺗــــﺪﻋــُــــﮫُ اﻟــﻰ اﻟـﺤــﻔﻠـﺔ ‪.‬‬

‫َدﻋَــﺖ‬ ‫) ‪( past - she invited‬‬

‫ﺗـــﺪﻋــﻮهُ‬
‫‪long vowel‬‬ ‫ــﮫُ (‬ ‫) ﺗــــﺪﻋــ ُ ‪+‬‬ ‫ﻟــــﻢ‬ ‫)‪(didn’t invite‬‬

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Prohibitive ‫ﻻ‬ for warning or / and advice ‫ﻻ اﻟــﻧــﺎھــﯿﺔ‬

La + present form of the 2nd person (you M. & F.) as warning or advice is
Jazima.

1. Don’t throw that sheet of paper. ( ‫)ﺗــﺮﻣـﻲ‬ . ‫ﺗـــﺮم ﺗـﻠﻚ َ اﻟــﻮرﻗـﺔ‬

ِ ‫ ﻻ‬.1
2.Don’t meet him. ( ‫ ) ﺗـﻠـﺘـﻘﻲ‬. ‫ﺗــﻠــﺘــﻖ ﺑــِــ ِﮫ‬
ِ ‫ ﻻ‬.2
3. Don’t buy it (m.) ( ‫ )ﺗــﺸــﺘــﺮي‬. ‫ﺗـــﺸــﺘــﺮه‬
ِ ‫ ﻻ‬.3

Note on Aljazm Case

We only drop ( nuun) from the endings if we have ( 2nd person singular feminine,
dual, masculine plural for human beings). Do not touch with any long vowel then.

Examples:

1. 2nd person singular feminine ( not ‫) ﺗﺴﺘﻄـﯿﻌـﯿﻦ‬ ‫ ﻟــﻢ ﺗﺴﺴــﺘــﻄـﯿﻌــﻲ‬.1

2. dual ( not ‫) ﯾﺴﺘﻄﯿﻌــﺎن‬ ‫ ﻟــﻢ ﯾـﺴـﺘــﻄﯿـﻌـﺎ‬.2
3. (masculine plural human beings) ( not ‫ ﻟــﻢ ﯾــﺴــﺘـﻄﯿـﻌﻮا ) ﯾـﺴــﺘــﻄﯿـﻌـﻮن‬.3
4. ( not ‫) ﺗــﻜـﻮﻧــﯿﻦ‬ ‫ ﻟــﻢ ﺗــﻜــﻮﻧــﻲ‬.4
5. ( not ‫) ﺗـﻜــﻮﻧـﻮن‬ ‫ ﻟــﻢ ﺗـﻜـﻮﻧــﻮا‬.5
6. ( not ‫) ﺗــﻜــﻮﻧــﺎن‬ ‫ ﻟــﻢ ﺗــﻜـﻮﻧــﺎ‬.6

Translate into Arabic.

1. I did not see him.
2. He did not sleep last night.
3. She did not visit her family last year.
4. I did not meet him.
5.They did not stay there last night.

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Relative Clauses
that they follow. The nouns, Relative clauses,usually, describe or add information to the nouns
therefore, must be definite e.g.,
‫ﻗﺮﯾﺒﺔ ﻣﻦ ﺑـﯿﺖ‬ ‫أُ ّدرس ﻓﯿﮭﺎ‬ ‫اﻟﺘﻲ‬ ‫اﻟـﻤﺪرﺳﺔ‬
The school in which I teach is near my house.

The relative particles or connectors(relative pronouns)are:

A: For singular, we have only :

‫اﻟﺬي‬
for singular masculine animate (humans and animals) or inanimate (things).
‫اﻟﺘﻲ‬
for singular female animate (humans and animals) or inanimate (things).
singular

Male Female

animate inanimate animate inanimate

human, animal human, animal
‫اﻟـﺬي‬ ‫اﻟﺬي‬ ‫اﻟﺘـﻲ‬ ‫اﻟﺘـﻲ‬

‫اﻟـ طﺎﻟﺐ اﻟﺬي‬ ‫اﻟـ ﺑﯿﺖ اﻟﺬي‬ ‫اﻟـ طﺎﻟﺒﺔ اﻟﺘﻲ‬ ‫اﻟـ ﻣﺪرﺳﺔ اﻟﺘﻲ‬

B: For Plural, we have three relative pronouns:

for male human being-plurals only ‫اﻟـﺬﯾﻦ‬

‫ اﻟﺘﻲ‬is (alla-ti) ‫( اﻟﺸﺮطﺔ‬exception: a few collective nouns such as (police)
‫ اﻟﺬي‬is (alla-thi)‫اﻟـﺠﻤﮭﻮر‬ (crowd)
for all inanimate plurals and animals’ plurals ‫اﻟـﺘـﻲ‬
(exceptions: some collective nouns of things(powders..) and of animals(some insects..)
for female human being-plurals only ‫اﻟﻠﻮاﺗـﻲ‬

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Plural

male human all inanimate female human

& animals
a few exceptions exception
a few collective nouns
‫اﻟﺬﯾـﻦ‬ ‫اﻟـﺘﻲ‬ (‫)اﻟﻼﺋـﻲ‬ ‫اﻟﻠﻮاﺗـﻲ‬

‫اﻟـ ﻣﻌﻠـﻤﻮن اﻟﺬﯾﻦ‬ ‫اﻟـ ﻣﺪارس اﻟﺘﻲ‬ ‫اﻟـ ﻣﻌﻠـﻤـﺎت اﻟﻠﻮاﺗﻲ‬

‫اﻟـ ﻣﻌﻠﻤـﯿﻦ اﻟﺬﯾﻦ‬

the male teachers who the schools which the female teachers who

It is necessary to say that nouns before the relative connectors must be definite (i.e., they are preceded by (al).

C:For Dual relative particles, we have two types (nominative and accusative/genitive cases):
They are of two genders, male and female :

Dual

Male Female

accusative nominative nominative accusative

genitive genitive

‫اﻟﻠﺬان‬ ‫اﻟﻠﺬﯾـﻦ‬ ‫اﻟﻠﺘـﺎن‬ ‫اﻟﻠﺘـﯿﻦ‬

‫اﻟـ طﺎﻟﺒﺘﯿﻦ اﻟﻠﺘﯿﻦ‬

‫اﻟـ طﺎﻟﺒﺘﺎن اﻟﻠﺘﺎن‬
‫اﻟـ طﺎﻟﺒﯿﻦ اﻟﻠﺬﯾﻦ‬
‫اﻟـ طﺎﻟـﺒﺎن اﻟﻠﺬان‬

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 123

Drill for Practice:

Fill in the blank with the appropriate relative pronoun:

. ‫ ﺟﺎء اﻟـﻮﻟـﺪ ____ راﯾـﺘـﮫُ ﻓﻲ ﺣﺪﯾﻘﺔ اﻟـﺤﯿﻮاﻧﺎت‬.1

. ‫ ھﺬه ھﻲ اﻟـﻤﺪرﺳﺔ _______ ﺑـﻨـﺘـﮭـﺎ اﻟـﺤﻜﻮﻣﺔ‬.2
. ‫ ھﺬا ھﻮ اﻟـﺴﺪ __________ ﺑـﻨـﺘـﮫُ اﻟـﺤﻜﻮﻣﺔ اﻟـﻤﺼﺮﯾﺔ‬.3
‫ ھﻞ ﺗﻌﺮف اﻟﺴﺪود ______ ﺑﻨﺘﮭـﺎ اﻟـﺤﻜﻮﻣﺔ اﻟﺘﺮﻛﯿﺔ ؟‬.4
. ‫ ﺟـﺎءت اﻟﺒﻨﺘﺎن _________ ﺗـﺨﺮﱠﺟـﺘـﺎ ﻣﻌـﻲ ﻓﻲ اﻟـﻤﺪرﺳﺔ اﻟﺜﺎﻧﻮﯾﺔ‬.5
. ‫ﻚ ﻓﻲ اﻟـﺠﺎﻣﻌـﺔ‬َ ‫ﻓﺖ ﻋﻠﻰ اﻟـﻄﺎﻟـﺒـﺘـﯿﻦ ________ ﻛﺎﻧـﺘـﺎ ﻣﻌـ‬ ُ ‫ ﺗﻌ ّﺮ‬.6
. ‫ﻚ ﺑﺎﻟﻘﻄﺎر اﻟﻰ اﻟـﻤﺪﯾﻨﺔ‬ِ ‫ﺖ ﻋﻠﻰ اﻟ َﺮﺟـُﻠـﯿـﻦ ________ ﺳﺎﻓـﺮا ﻣﻌـ‬ُ ْ‫ ﺗــَﻌـﺮﱠﻓـ‬.7
‫ ھﻞ ﺷﺎھﺪت اﻟﺒﻨﺎﯾﺎت اﻟﻌﺎﻟﯿﺔ _____ ﺑـﻨـﺘـﮭـﺎ ﺷﺮﻛـﺘـُﻨـﺎ ﻓﻲ اﻟﻌﺎﺻﻤﺔ ؟‬.8
ُ
. ‫إﻟـﺘﻘـﯿﺖ ﺑﺎﻟـﻄﻼب ______ ﺗـﺨـﺮﱠﺟـﻮا ﻓﻲ ھﺬه اﻟـﺴﻨﺔ‬ .9
‫ ھﻞ ﺷﺎھﺪتَ اﻟـﻄﺎﻟـﺒﺎت _____ ﺗــﺨـ ﱠﺮﺟـﻦَ ﻓﻲ ھﺬه اﻟـﺴﻨﺔ ؟‬.10

.(‫ اﻟﻼﺋﻲ ) اﻟﻠﻮاﺗﻲ‬.10 ‫ اﻟﺬﯾﻦ‬.9 ‫ اﻟﺘﻲ‬.8 ‫ اﻟﻠﺬﯾﻦ‬.7 ‫ اﻟﻠﺘﯿﻦ‬.6 ‫ اﻟﻠﺘﺎن‬.5 ‫ اﻟﺘﻲ‬.4 ‫ اﻟﺬي‬.3 ‫ اﻟﺘﻲ‬.2 ‫ اﻟﺬي‬.1

Arabic word order & the Transitive Verb

V + S +O
erb ubject bject

S + V + O
built-in subject ubject erb bject

verb-built-in subject + (subject) + object

bana-t + al Hukuuma + al daar-a.

built+ f. + the government + the house

When the verb needs an object or more, it is a transitive verb:

(The government built the house)
‫دار‬
َ ‫ﺑَﻨـَﺖ )اﻟﺤﻜﻮﻣﺔ ( اﻟـ‬
or ‫اﻟـ دار‬ ‫) اﻟـﺤﻜﻮﻣﺔ ( ﺑـﻨـﺖ‬

If an (object) precedes the transitive verb to make a relative sub-clause, the verb
pronoun. of the sentence must have a pronoun to refer to the preceded noun. This is called a presumptive

O+ V+ O +S
built-in pronoun
subject

object + verb-built in subject + pronoun + subject

al daar + bana-t + ha + al Hukuuma

‫اﻟـﺤﻜﻮﻣﺔ‬ ‫ـﮭـﺎ‬ ‫ﺑـَـﻨـ َـﺘـ‬ ‫اﻟـ دار‬

Compare:
bana-t al Hukuuma al daar-a
al daar bana-t + ha al Hukuuma

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the house built it the government

(The house the government built)

َ ‫ﺑـَﻨـَﺖ اﻟﺤﻜﻮﻣﺔُ اﻟـﺪار‬

‫اﻟـﺤﻜﻮﻣـﺔ‬ ‫ﺑـَﻨـ َ ْﺘـ ـﮭـﺎ‬ ‫اﻟﺪار‬

‫( ـﮭـﺎ‬ha) is a pronoun for the object (that precedes the verb)

Exercise

Change the place of the object in the following transitive verbs:

Work in pairs

. ‫ ﻗـَﺪّﻣـﺖ اﻟﺴﻜﺮﺗﯿﺮة اﻟـﺘﻘـﺮﯾﺮ‬.4 . ‫ ﻛـَﺘـَﺒـﺖُ اﻟﺮﺳﺎﻟﺔ‬.1

.‫ إﺷﺘﺮتْ ﺻﺪﯾﻘـﺘـﻲ اﻟـﺴﯿﺎرة اﻟـﺒﯿﻀـﺎء‬.5 . ‫ أودﻋـﺖُ اﻟـﻤﺎل‬.2
. ‫ إﺳﺘﺄﺟ َﺮ ﺻﺪﯾﻘـﻲ اﻟﺸﻘـﺔ‬.6 . ‫ أَﻛـَﻠـﺖُ اﻟـﻄﻌﺎم‬.3

Example

4. ‫ اﻟﺮﺳﺎﻟﺔ ﻛـﺘـﺒـﺘُﮭـﺎ‬.1
5. .2
.6 .3

Here, we can insert the relative connector (particle) between the object and the verb. The new structure
is a relative clause to describe the noun that precedes.

O + relative particle + V-pronoun + S

which, who, whom, whose
e.g.,
al bayt + allathi + banat+ hu al Hukuuma ...
The house + which + built+it the government (literal)

The house which the government had built.

‫اﻟـﺤﻜـﻮﻣـﺔ‬ ُ‫ﺑـَـﻨـَــﺘــْـﮫ‬ ‫اﻟﺒﯿﺖ‬

.... ‫ﺑــَﻨــَﺘـﮫُ اﻟـﺤﻜﻮﻣـﺔ‬ ‫اﻟـﺒﯿﺖ اﻟﺬي‬

We can make use of this word order (structure)to:

(1) modify a subject as parenthesis . ‫ﺟﺪﯾ ٌﺪ‬ ‫اﻟـﺬي ﺑَـﻨَـﺘـﮫُ اﻟـﺤﻜﻮﻣﺔ‬ ‫اﻟـﺒﯿﺖ‬
(2) modify an object by adding new inforamtion. ‫اﻟﺬي ﺑَـﻨـَﺘـﮫُ اﻟـﺤﻜﻮﻣﺔ‬ َ‫ﺷﺎھﺪتُ اﻟـﺒﯿﺖ‬

Exercise 2
Add the relative clause from the information in the first sentence.

Do not forget to add the pronoun at the end of your verb when the object precedes the verb.

‫ ﺗﺪﻋﻢ اﻟـﺤﻜﻮﻣﺔ اﻟـﻔﻘﺮاء‬. 1

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‫‪Modifies the object‬‬ ‫ُ‬

‫زرت اﻟﻔﻘﺮا َء __________اﻟـﺤﻜﻮﻣﺔ ‪.‬‬
‫آ‪ :‬اﻟﺬﯾﻦ ﺗﺪﻋﻤﮭﻢ ب‪ :‬اﻟﻠﺬﯾﻦ ﺗﺪﻋﻤﮭﻤﺎ ﺟـ‪ :‬اﻟﻼﺋﻲ ﺗﺪﻋﻤﮭﻦ‬

‫‪Parenthesis‬‬ ‫ﻏﺎدر اﻟﻔﻘﺮا ُء اﻟﺬﯾﻦ ____________________ اﻟـﻤﺪﯾﻨﺔ‬

‫‪.‬‬
‫آ‪ :‬اﻟـﺤﻜﻮﻣﺔ ﺗﺪﻋـﻢ ب‪ :‬ﺗﺪﻋﻢ اﻟﺤﻜﻮﻣﺔ ﺟـ‪ :‬ﺗﺪﻋـﻤﮭـﻢ اﻟﺤﻜﻮﻣﺔ د‪ :‬اﻟـﺤﻜﻮﻣﺔ ﺗﺪﻋﻤﮭﻢ‬
‫‪ .2‬ﺗﺴﺎﻋـﺪ اﻟﺪوﻟﺔ اﻟـﻨﺴﺎء اﻟـﺤﻮاﻣﻞ‬
‫ﻧﺰور اﻟـﻨﺴﺎء َ اﻟـﺤـﻮاﻣﻞ اﻟﻼﺋﻲ ____________ اﻟﺪوﻟﺔ ‪Modifies the object .‬‬
‫آ‪ :‬ﺗﺴﺎﻋﺪ ب‪ :‬ﺗﺴﺎﻋﺪھﻢ ﺟـ‪ :‬ﺗﺴﺎﻋﺪھﻦ‬

‫‪Parenthesis‬‬ ‫ﻏﺎدرت اﻟـﻨﺴﺎ ُء اﻟﺤﻮاﻣﻞ اﻟﻼﺋﻲ _______________ اﻟـﻤﺴﺘﺸﻔﻰ ‪.‬‬

‫آ‪ :‬اﻟﺪوﻟﺔ ﺳﺎﻋﺪت ب‪ :‬ﺳﺎﻋﺪﺗﮭﻦ اﻟﺪوﻟﺔ ﺟـ‪ :‬ﺳﺎﻋﺪت اﻟﺪوﻟﺔ د‪ :‬ﺳﺎﻋﺪﺗﮭﻦ اﻟﺪوﻟﺔ‬

‫‪ .3‬ﯾـﺤﺐ اﻟﻌـﻤﺎ ُل اﻟـﻤﺪﯾ َﺮ‬

‫‪Modifies the object‬‬ ‫زرت اﻟـﻤﺪﯾ َﺮ اﻟﺬي _______ ___ اﻟﻌﻤـﺎل ‪.‬‬ ‫ُ‬
‫آ‪ :‬ﯾﺤـﺒﻮه ب‪ .‬ﯾﺤـﺒـﮫُ ﺟـ‪ :‬ﯾﺤـﺒﻮن‬

‫‪َ .4‬ﻛـﺘـَﺒـَﺖ اﻟﺸﺮطﺔُ اﻟﺘﻘﺮﯾ َﺮ ‪.‬‬

‫‪Modifies the object‬‬ ‫ُ‬
‫ﻗﺮأت اﻟﺘﻘﺮﯾﺮ َ اﻟﺬي __________________ اﻟﺸﺮطﺔ ‪.‬‬
‫آ‪ :‬ﻛـﺘـﺒـﻮه ب‪ :‬ﻛـﺘـﺒﮫ ﺟـ‪ :‬ﻛﺘـﺒﺘـﮫ‬

‫‪The word order may affect the agreement of the subject and the verb‬‬ ‫‪as number in the conjugation of‬‬
‫‪verbs.‬‬

‫‪1. If the verb is a start of a sentence, the verb is in the singular form.‬‬

‫‪ .1‬ﻧـﺠـﺤـﺖ اﻟـﺒـﻨـﺖ ‪.‬‬ ‫‪ .1‬ﻧـﺠـﺢ اﻟﻮﻟـﺪ ‪.‬‬

‫‪ .2‬ﻧـﺠـﺤـﺖ اﻟـﺒﻨـﺎت‬ ‫‪ .2‬ﻧـﺠـﺢ اﻻوﻻد ‪.‬‬
‫‪ .3‬ﻧـﺠـﺤـﺖ اﻟـﺒـﻨـﺘـﺎن‬ ‫‪ .3‬ﻧـﺠـﺢ اﻟﻮﻟـﺪان‬

‫‪2. If the sentence starts with a noun, then the verb matches its subject(noun) in number‬‬

‫‪examples in the past tense‬‬

‫‪ .1‬اﻟـﺒـﻨـﺖ ﻧـﺠـﺤـﺖ‬ ‫‪ .1‬اﻟـﻮﻟـﺪ ﻧـﺠـﺢ‬

‫‪ .2‬اﻟـﺒـﻨـﺎت ﻧـﺠﺤـﻦ‬ ‫‪ .2‬اﻻوﻻد ﻧـﺠـﺤـﻮا‬
‫‪ .3‬اﻟﺒﻨـﺘﺎن ﻧـﺠـﺤـﺘـﺎ‬ ‫‪ .3‬اﻟﻮﻟـﺪان ﻧـﺠـﺤـﺎ‬

‫‪examples in the present tense‬‬

‫‪ .1‬اﻟـﺒـﻨﺖ ﺗﻨـﺠـﺢ‬ ‫‪ .1‬اﻟـﻮﻟـﺪ ﯾـﻨـﺠﺢ‬

‫‪ .2‬اﻟـﺒـﻨـﺎت ﯾـﻨـﺠﺤـﻦ‬ ‫‪ .2‬اﻻوﻻد ﯾــﻨـﺠﺤـﻮن‬
‫‪ .3‬اﻟـﺒـﻨـﺘﺎن ﺗـﻨــﺠﺤـﺎن‬ ‫‪ .3‬اﻟﻮﻟـﺪان ﯾـﻨـﺠﺤـﺎن‬

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 ‫‪126‬‬

‫‪Compare each pair:‬‬

‫‪Present tense‬‬

‫ﺗﺬھﺐ اﻟﺒﻨﺎت‬ ‫ﯾﺬھـﺐ اﻻوﻻد‬

‫اﻟﺒﻨﺎت ﯾﺬھﺒﻦ‬ ‫اﻻوﻻد ﯾﺬھﺒﻮن‬

‫ﺗﺬھﺐ اﻟﺒﻨﺘﺎن‬ ‫ﯾﺬھﺐ اﻟﻮﻟﺪان‬

‫اﻟـﺒﻨﺘﺎن ﺗﺬھـﺒﺎن‬ ‫اﻟﻮﻟﺪان ﯾﺬھـﺒﺎن‬

‫‪Past tense‬‬

‫ذھـﺒﺖ اﻟﺒـﻨـﺎت‬ ‫ذھﺐ اﻻوﻻد‬

‫اﻟـﺒﻨـﺎت ذھـﺒﻦ‬ ‫اﻻوﻻد ذھـﺒﻮا‬

‫ذھـﺒﺖ اﻟـﺒـﻨـﺘﺎن‬ ‫ذھﺐ اﻟﻮﻟﺪان‬

‫اﻟـﺒـﻨـﺘﺎن ذھـﺒــﺘـﺎ‬ ‫اﻟﻮﻟﺪان ذھـﺒﺎ‬

‫‪If we put the relative particle(connector)between the noun and the verb,it should, then, match the‬‬
‫‪noun in number:‬‬

‫ذھـﺐ اﻻوﻻد‬ ‫‪.1‬‬

‫اﻻوﻻد اﻟﺬﯾـﻦ ذھـﺒﻮا‬

‫‪ .2‬ذھـﺒﺖ اﻟـﺒـﻨـﺎت‬
‫اﻟـﺒـﻨـﺎت اﻟﻠﻮاﺗـﻲ ) اﻟﻼﺋـﻲ ( ذھـﺒﻦ‬

‫‪ .3‬ذھـﺐ اﻟﻮﻟـﺪان‬
‫اﻟـﻮﻟـﺪان اﻟﻠﺬان ذھـﺒﺎ‬

‫‪ .4‬ذھـﺒﺖ اﻟـﺒـﻨﺘﺎن‬
‫اﻟـﺒـﻨـﺘـﺎن اﻟﻠـﺘـﺎن ذھـﺒـﺘـﺎ‬

‫‪ .5‬ذھـﺒﺖ اﻟـﺒﻨﺖ‬
‫اﻟـﺒـﻨﺖ اﻟﺘﻲ ذھـﺒﺖ‬

‫‪ .6‬ذھﺐ اﻟﻮﻟـﺪ‬
‫اﻟﻮﻟـﺪ اﻟﺬي ذھـﺐ ‪.‬‬

‫‪126‬‬
 127

Subject Verb Agreement

Exercise 2
the sentence by giving the priority to the noun to precede. The stem in (a) starts with the verb. Re-write
Show all changes on the verb when the noun precedes.
Example:
. ‫ ﯾﺬھﺐُ اﻻوﻻ ُد اﻟﻰ اﻟﺒﯿﺖ‬:‫ آ‬.1
. ‫ اﻻوﻻ ُد ﯾﺬھﺒﻮنَ اﻟﻰ اﻟـﺒﯿﺖ‬:‫ب‬

In (a), the verb is in singular since it makes the start. The agreement between the verb and the noun that follows is only in gender
__ at the end for the nominative case in the present tense. ◌ُ and in case that is (u) ‫ي‬
َ as prefix (ya)

Example 2
ُ
‫اﻟﺒﻨﺎت اﻟﻰ اﻟـﺒﯿﺖ‬ ُ‫ ﺗﺬھﺐ‬:‫ آ‬.2
ُ
‫اﻟﺒـﻨـﺎت ﯾﺬھـﺒـﻦَ اﻟﻰ اﻟﺒﯿﺖ‬ :‫ب‬

__(u) at ◌ُ only in gender as prefix (ta) and in case that is (u) The agreement in(a) between the verb and the noun that follows is
the end of the nominative case in the present tense.

In(b1&2), the verb must agree with the noun that precedes in, person gender, number, and case.

number case person present tense form

marker + gender marker
plural nominative 3rd person+ masculine

ُ ‫ﯾـ در س‬
‫ن‬ ‫و‬ __ _ ‫ي‬

‫ن‬ zero ◌ْ ‫ي‬

sukoon
(consonant stop)
feminine

Give the noun a priority and start your sentence with :

. ً‫ ﯾﺬھﺐ اﻟﺸﺒﺎب اﻟﻰ اﻟﺴﯿﻨﻤﺎ ﻣﻌـﺎ‬.5 . ‫ ﺗﺪرس اﻟﻄﺎﻟﺒﺎت اﻟﺪرس‬.2

. ‫ ﯾﺸﺮب اﻻطﻔﺎل اﻟـﺤﻠﯿﺐ‬. 6 . ‫ ﺗﺴﺎﻋﺪ اﻟـﻤﻤﺮﺿﺎت اﻟﻤﺮﺿﻰ‬.3
. ‫ ﯾﻘﻮم اﻟـﻌﻤﺎل ﺑﺎﻻﺿﺮاب‬.7 . ‫ ﯾﻌﻤﻞ اﻟﻄﻼب اﻟﻮاﺟﺐ‬.4
Example 3

Rewrite the sentence. start your sentence with the noun and put the relative particle between the noun
and the newly conjugated verb:

127
 128

Example:
‫ﺗﻌـﻤـﻞ اﻟـﻨـﺴﺎء ﻓﻲ اﻟـﻤﻌـﻤـﻞ‬
The verb must match the noun in number and gender. ‫ اﻟـﻨـﺴﺎء ﯾﻌـﻤـﻠـﻦ ﻓﻲ اﻟـﻤﻌـﻤـﻞ‬-‫آ‬
The relative particle matches the number and gender . ‫ اﻟـﻨـﺴﺎء اﻟﻠﻮاﺗـﻲ ﯾﻌـﻤـﻠـﻦ ﻓﻲ اﻟـﻤﻌـﻤـﻞ‬- ‫ب‬

If the subject of the main verb is the same of the sub-clause, the sentence adds information and you do not need to put any
pronoun after the verb. You do not have an
object to precede the verb.
Now complete the second sentence from the information in the first:

. ‫ ﺗﻌـﻤـﻞ اﻟﻨﺴﺎء ﻓﻲ اﻟـﻤﻌـﻤـﻞ‬.1

‫ اﻟـﻨﺴﺎء ﯾﻌﻤﻠﻦ ﻓﻲ اﻟـﻤﻌﻤﻞ‬.2
(‫اﻟﻼﺋﻲ )اﻟﻠﻮاﺗﻲ‬ .3
.4
. ‫اﻟﻰ اﻟـﺤﻔﻠﺔ‬ ‫ﺟﺎءت اﻟـﻨـﺴﺎء‬

‫اﻟﻼﺋﻲ ﯾﻌﻤﻠﻦ ﻓﻲ اﻟـﻤـﻌـﻤﻞ‬

The verb ‫ ﺗـﻌـﻤـﻞ‬is changed to ‫ ﯾﻌـﻤـﻠـﻦ‬because it comes after

the noun ‫ﻧﺴﺎء‬.
The subject of the verb ‫ ﺟﺎء‬is the same of ‫ ﯾﻌﻤﻠـﻦ‬, you don’t
add any other pronoun to the end of the second verb. You need
only to match the number of the verb to its noun.

Agreement of the Subject and the verb

in the past tense

Combine (a) and (b) sentences into one. Use an appropriate relative connector to make one complex
sentence.

Example:

. ً‫ درس اﻟﻄﻼب ﻛﺜﯿﺮا‬:‫ب‬ . ‫ ﻧﺠﺢ اﻟﻄﻼب ﻓﻲ اﻻﻣـﺘـﺤﺎن‬:‫ آ‬.1

ً‫ اﻟـﻄﻼب درﺳﻮا ﻛﺜﯿﺮا‬:‫ب‬

‫ ﻓﻲ اﻻﻣـﺘﺤﺎن‬..... ً‫ اﻟﻄﻼب درﺳﻮا ﻛﺜﯿﺮا‬....‫ﻧﺠﺢ اﻟﻄﻼب‬

‫اﻟﺬﯾﻦ درﺳﻮا ﻛﺜﯿﺮ‬

The main clause is ‫ﻓﻲ اﻻﻣـﺘـﺤﺎن‬ ‫ﻧـﺠـﺢ اﻟﻄﻼب‬

The relative clause is parenthetic ً‫ا‬

ً‫اﻟﺬﯾﻦ درﺳﻮا ﻛﺜﯿﺮا‬

The idea is that sentence(b) the noun precedes the verb ً‫اﻟﻄﻼب درﺳﻮا ﻛﺜﯿﺮا‬
(1) the verb must match the number of the noun ‫(درﺳﻮا‬plural masculine,past tense)
(2) Delete the repeated noun ‫اﻟـﻄﻼب‬ and put the connector instead.

128
 129

Note: The case marker of the past form of the nominative plurals is
stable as long (uu) written in Arabic as (‫)وا‬.

Case
marker
plural

as nominative personal pronouns

ُ ‫َد َر س‬

‫ا‬ ‫و‬ ُ_َ_َ_

silent marker

ْ_ َ_ َ_

‫ن‬ zero ْ ‫َد َر س‬

sukoon
(consonant stop)

all feminine

Exercise 3

Combine these two sentences into one and make the required changes to build a new meaningful
sentence:

. ‫ ذھﺐ اﻟـﻄﻼب اﻟﻰ اﻟﺴﯿﻨـﻤـﺎ‬. ‫ﺷﺎھﺪت اﻟﻄﻼب‬ ُ .1

ُ
.‫ﺷﺎھﺪت اﻟﻄﻼب اﻟﺬﯾﻦ ذھﺒﻮا اﻟﻰ اﻟﺴﯿﻨﻤﺎ‬

. ‫ﺷﺎرك اﻟﻼﻋﺒﻮن ﻓﻲ اﻟﻤﺒﺎراة اﻻﺧﯿﺮة‬ . ‫ ﻓﺎز اﻟﻼﻋﺒﻮن‬.2

. ‫ ﻧـﺠـﺢ اﻟﻄﻼب ﻓﻲ اﻻﻣﺘﺤﺎن‬.‫ اﻟﻄﻼب ﻣﺴﺮورون‬.3
. ‫ ﻧـﺠـﺤـﺖ اﻟﻄﺎﻟﺒﺎت ﻓﻲ اﻻﻣﺘﺤﺎن‬. ‫ اﻟﻄﺎﻟﺒﺎت ﻣﺴﺮورات‬.4
. ‫ﺑﺎﻋﺖ اﻟﺤﻜﻮﻣﺔ اﻟﺒﻨﺎﯾﺎت اﻟﻰ اﻟـﻤﻮاطﻨـﯿﻦ‬ . ‫ اﻟﺒﻨﺎﯾﺎت ﻗﺪﯾـﻤﺔ‬.5

use a different order when the subject is the same in In Spoken Standard Arabic, native speakers
both sentences. They
(1)start with the noun
(2)put the sub-clause first
(3)use the main clause later
The two verbs must match the noun in number since their noun precedes.

‫ﻓﻲ اﻟـﻤﻌﻤـﻞ‬ ‫اﻟﺒﻨﺘﺎن‬ ‫ ﺗﻌﻤﻞ‬:‫ب‬ ‫اﻟﻰ اﻟـﺤﻔﻠﺔ‬ ‫اﻟﺒﻨﺘﺎن‬ ‫ ﺟـﺎءت‬:‫ آ‬.1

. ‫اﻟﻰ اﻟـﺤﻔﻠـﺔ‬ ‫ﺟﺎءﺗـﺎ‬ ‫اﻟﺒﻨﺘﺎن‬

129
 ‫‪130‬‬

‫‪sub-clause‬‬

‫اﻟﻠﺘﺎن ﺗﻌﻤـﻼن ﻓﻲ اﻟـﻤﻌﻤﻞ‬

‫ـﺎن)‪The dual marker of the verb in the present tense is (aan‬‬

‫‪added to the end of the singular present form:‬‬

‫ﺗﻌـﻤﻞ اﻟـﺒـﻨـﺘﺎن‬
‫اﻟـﺒﻨــﺘﺎن ﺗﻌـﻤـﻼن ) ﺗـﻌـﻤـﻞ ‪ +‬ـﺎن (‬

‫ﯾﻌـﻤﻞ اﻟﻮﻟﺪان ‪.‬‬

‫اﻟﻮﻟﺪان ﯾـﻌـﻤـﻼن ‪ ) .‬ﯾـﻌـﻤـﻞ ‪ +‬ـﺎن (‬

‫ـﺎ )‪The dual marker of the verb in the past tense is (aa‬‬
‫‪added to the end of the singular past form :‬‬
‫ﻋﻤﻠـﺖ اﻟـﺒـﻨـﺘﺎن‬
‫اﻟـﺒـﻨـﺘﺎن ﻋـﻤﻠـﺘـﺎ ) ﻋـﻤﻠـﺖ ‪ +‬ـﺎ (‬

‫ﻋـﻤـﻞ اﻟـﻮﻟـﺪان ‪.‬‬

‫اﻟـﻮﻟﺪان ﻋـﻤـﻼ ) ﻋـﻤﻞ ‪ +‬ا (‬
‫‪Exercise 4‬‬

‫‪Combine these two sentences into one and make the changes needed to build a meaningful sentence:‬‬

‫‪Modify the subject‬‬‫ب‪ :‬ﺗـﺨﺮﺟﺖ اﻟﺒﻨﺘﺎن ﻣﻦ اﻟـﻤﻌﮭـﺪ ‪.‬‬ ‫‪. 3‬آ‪ :‬ﻏﺎدرت اﻟﺒﻨﺘﺎن اﻟـﻤﺪﯾﻨﺔ ‪.‬‬
‫ب‪ :‬أﻧﮭـﻰ اﻟـﺠﻨﺪﯾﺎن ﺗﺪرﯾـﺒﮭـﻤـﺎ ‪Modify the subject .‬‬ ‫‪ .4‬آ‪ :‬إﻟﺘﺤﻖ اﻟﺠﻨﺪﯾﺎن ﺑﺎﻟﻮﺣﺪة‪.‬‬
‫‪Modify the subject.‬‬ ‫ب‪ :‬ﻧﺠﺤﺖ اﻟﺒﻨﺘﺎن ﻓﻲ اﻻﻣﺘﺤﺎن‬ ‫‪ .5‬آ‪ :‬ﺳﺎﻓﺮت اﻟﺒﻨﺘﺎن اﻟﻰ اﯾﻄﺎﻟﯿﺎ‬
‫ب‪ :‬ﻗﺼﻔﺖ اﻟﻄﺎﺋﺮﺗﺎن اھﺪاﻓﮭـﺎ ‪(modify the object) .‬‬ ‫‪ .6‬آ‪ :‬ﺷﺎھﺪتُ اﻟﻄﺎﺋﺮﺗﯿﻦ‬
‫ب‪ :‬رﺟﻊ اﻟـﺠﻨﺪﯾﺎن ﻣﻦ إﺟﺎزﺗﮭـﻤﺎ‪(modify the object) .‬‬ ‫‪ .7‬آ‪ :‬إﻟﺘﻘﯿﺖُ ﺑﺎﻟﺠﻨﺪﯾﯿﻦ‬

‫‪Exercise: 5‬‬

‫‪Select the right relative particle to complete your sentence:‬‬

‫اﻟﺬي ‪ ،‬اﻟﺬﯾﻦ ‪ ،‬اﻟﻠﺬان ‪ ،‬اﻟﻠﺬﯾﻦ ‪ ،‬اﻟﻠﺘﺎن ‪ ،‬اﻟﻠﺘﯿﻦ ‪ ،‬اﻟﻼﺋﻲ )اﻟﻠﻮاﺗﻲ( ‪ ،‬اﻟـﺘﻲ‬

‫ُ‬
‫زرت اﻟﻔﻘﺮاء _____________ ﺗﺪﻋـﻤـﮭـﻢ اﻟـﺤﻜﻮﻣﺔ ‪.‬‬ ‫‪.1‬‬

‫ُ‬
‫ﺷـﺎھـﺪت اﻟـﻤﺴﻨﺎت _____________ ﺗﺴﺎﻋـﺪھـﻦ اﻟـﺤﻜﻮﻣﺔ ‪.‬‬‫‪.2‬‬

‫ُ‬
‫ﻗﺎﺑﻠﺖ اﻟـﻤﺪﯾﺮ ___________ ﯾـﺤـﺒﮫ اﻟﻌـﻤﺎل ‪.‬‬ ‫‪.3‬‬

‫ُ‬
‫ﻗﺮأت اﻟﺘﻘـﺮﯾﺮ __________ َﻛـﺘــَﺒـﺘــﮫُ اﻟـﺸﺮطﺔ ‪.‬‬ ‫‪.4‬‬

‫‪130‬‬
 131

ُ
. ‫إﻟـﺘﻘـﯿﺖ ﺑﺎﻟﻮزﯾﺮﯾﻦ __________ زارا اﻟـﻌﺎﺻـﻤﺔ‬ .5

Exercise 6
Complete the second sentence from the information in the first sentence:

. ‫ ﺳﺎﻋﺪت اﻟﻄﺎﻟﺒﺎت اﻟـﻤﻌﻮﻗـﯿﻦ‬.1

Modifies the object . ‫ﺷﺎھﺪت ُ اﻟـﻤﻌﻮﻗﯿﻦ اﻟﺬﯾﻦ ___________ ________ اﻟﻄﺎﻟﺒﺎت‬

. ‫ ﺳﺎﻋﺪ اﻟﻄﻼب اﻟـﻤﻌﻮﻗـﯿﻦ‬.2

ُ
Modifies the object .‫اﻟﺘـﻘـﯿـﺖ ﺑـ اﻟـﻤﻌﻮﻗﯿﻦ اﻟﺬﯾﻦ _____________ ______ اﻟﻄﻼب‬

. ‫ ﺳﺎﻋﺪ اﻟﻄﺎﻟﺐ اﻟـﻤﻌﻮﻗﯿﻦ‬.3

.‫اﻟﻤﻌﻮﻗﻮن اﻟﺬﯾﻦ _____________ ___ اﻟﻄﺎﻟﺐ ذھﺒﻮا اﻟﻰ ھﺎواي‬

. ‫ ﺳﺎﻋﺪت اﻟـﻄﺎﻟـﺒﺔ اﻟـﻤﻌﻮﻗـﯿﻦ‬.4

.‫اﻟـﻤﻌﻮﻗﻮن اﻟﺬﯾﻦ __________ ____ اﻟﻄﺎﻟﺒﺔ رﺟﻌﻮا ﻣﻦ ھﺎواي‬

Exercise 7
Work in pairs. One man is reading a newspaper. The other student can deduce an adjective for the man reading the
newspaper. Then you combine bothe sentences into oneas a relative clause.
Example:
In picture one:
1. The man is reading a (the)newspaper. (student#1)
2. He is educated. ( student #2)
Then both students will make one sentence to report it to the class when the class session starts.

The new complex sentence could be :

The man who is reading a(the) newspaper is educated.

:‫ارﺑﻂ ﻓﻜﺮﺗﯿﻦ ﻓﻲ ﺟﻤﻠﺔ واﺣﺪة ﻣﻌﻘﺪة‬

( 1 # ‫ ) طﺎﻟﺐ‬. ‫ اﻟﺮﺟﻞ ﯾﻘﺮأ اﻟﺠـﺮﯾﺪة‬.1

( 2 # ‫)طﺎﻟﺐ‬ . ‫ اﻟﺮﺟﻞ ﻣﺜﻘـﻒ‬.2

:‫اﻟﺠﻤﻠﺔ اﻟﺠﺪﯾﺪة اﻟـﻤﻌﻘـﺪة ﻗﺪ ﺗﻜﻮن‬

. ‫اﻟﺮﺟـﻞ اﻟﺬي ﯾـﻘﺮأ اﻟـﺠﺮﯾﺪة ﻣـﺜـﻘـﻒ‬

Note: do not use (is) ‫ ھـﻮ‬before the adjecive (educated) ‫ ﻣـﺜـﻘـﻒ‬.

Now look at your picture. Then you suggest a sentence for the action. Your partner
suggests an adjective. then combine the two in one complex sentence:

131
 132

Noun-in-Construct and the Relative Sub-clause

NOUN-in-CONSTRUCT
If we have two nouns

The first noun is the main noun

The second is a modifier
The second has al

modifier main noun

The car key is new

ِ ‫ﺳﯿﺎرة‬ ‫اﻟـ‬ ُ ‫ﻣﻔﺘﺎح‬

is
ٌ ‫ﺟﺪﯾﺪ‬

There is a possessive relation between the two nouns and as follows:

1. The possessive “of” when both nouns are inanimate such as:
“part” of the “whole”

the (a) key of the car ‫ﻣﻔﺘﺎح اﻟـ ﺳﯿﺎرة‬

the (a) window of the room ‫ـﻐﺮﻓﺔ‬ ‫ﺷﺒﺎك اﻟـ‬

being such as: 2. The possesive “‘s” or “s’” when the second noun is human

The teacher’s room ‫ﻏﺮﻓﺔ اﻟـ ﻣﻌﻠـﻢ‬

the girl’s hair ‫ﺷـﻌﺮ اﻟـ ﺑـﻨﺖ‬

It is very essential for students to know that the (taa marbuuTa) must be pronounced as /t/ to link the 2
nouns together. Gurfatul mu’alimi

3. A compound word for a new meaning or an idiomatic meaning such as :

clock ‫ﺳﺎﻋﺔ اﻟـ ﺣﺎﺋﻂ‬

customs officer ‫اﻟـﻜﻤﺎرك‬ ‫رﺟﻞ‬
‫ﺷﻌﺮ اﻟـ ﺑـﻨـﺎت‬ a kind of fluffy candy
‫ﻗـﻠـﺐ اﻻﺳـﺪ‬ a lion’s heart

132
 ‫‪133‬‬

‫اﻟـ ﺳﯿﺎرة‬ ‫ﻣﻔﺘﺎح‬

‫‪description and information‬‬

‫‪adjective‬‬ ‫‪+‬‬ ‫‪pronoun +‬‬ ‫‪noun losing priority‬‬ ‫‪Noun gaining priority‬‬

‫ﺟـﺪﯾﺪ‬ ‫ـﮭـﺎ‬ ‫‪+‬‬ ‫ﻣﻔﺘﺎح‬ ‫اﻟﺴﯿﺎرة‬

‫‪Possessive‬‬
‫‪Pronoun‬‬

‫‪Exercise 8‬‬

‫‪Dismantle the noun-in-construct by giving a priority to the second one:‬‬

‫‪Example:‬‬

‫اﺑﯿﺾ ‪.‬‬ ‫اﻟﺴﯿﺎرة اﻟـﻤﺴﺮوﻗﺔ‬ ‫ﻟﻮن‬

‫اﺑﯿﺾ‪.‬‬ ‫اﻟﺴﯿﺎرة اﻟـﻤﺴﺮوﻗﺔ ﻟﻮﻧـﮭـﺎ‬

‫اﻟـﻐﺮﻓﺔ ________ ___ _______ ‪.‬‬ ‫‪ .1‬ﺷﺒﺎك اﻟﻐﺮﻓ ِﺔ ﺻﻐـﯿﺮ‪.‬‬

‫اﻟﺼﻒ ________ ___ ________‪.‬‬ ‫اﻟﺼﻒ ﻗﺪﯾﻢ ‪.‬‬
‫ِ‬ ‫‪ .2‬ﺑﺎب‬
‫اﻟـﻄﺎﺋﺮة _______ ___ ________‪.‬‬ ‫‪ .3‬طـﺮاز اﻟﻄﺎﺋﺮة ﺟﺪﯾﺪ ‪.‬‬
‫اﻟـﺴﯿﺎرة _______ ___ _________‪.‬‬ ‫‪ .4‬ﺷﻜﻞ اﻟﺴﯿﺎرة ﺟـﻤﯿﻞ ‪.‬‬
‫اﻟﺴﯿﺎرة _______ ____ ________‪.‬‬ ‫‪ .5‬ﻣﻮدﯾﻞ اﻟﺴﯿﺎرة ﺣﺪﯾﺚ‪.‬‬
‫اﻟـﻔﺴﺘﺎن ______ ____ ________‪.‬‬ ‫‪ .6‬ﻟﻮن اﻟـﻔﺴﺘﺎن ﺟﺬاب‪.‬‬
‫اﻟـﺒـﻨﺖ _______ ____ ________‪.‬‬ ‫‪ .7‬ﺷﻌﺮ اﻟﺒﻨﺖ طﻮﯾﻞ ‪.‬‬
‫اﻟـﻤـﻄﻌـﻢ ______ ____ ________‪.‬‬ ‫‪ .8‬ﺧﺪﻣﺔ اﻟـﻤﻄﻌﻢ ﻣـﻤـﺘﺎزة ‪.‬‬
‫اﻟﻠﻮﺣـﺔ ______ _____ _______‪.‬‬ ‫‪ .9‬ﻟﻮن اﻟﻠﻮﺣﺔ ﺟـﻤﯿﻞ‪.‬‬
‫‪ .10‬ﺻﻮت اﻟـﻤﻐـﻨـﯿﺔ ﻣﺰﻋﺞ‪ .‬اﻟـﻤﻐـﻨـﯿﺔ ______ _____ ______‪.‬‬
‫اﻷﻏﻨﯿﺔ _______ _____ ______‪.‬‬ ‫‪ .11‬ﻟـﺤﻦ اﻷﻏﻨﯿﺔ راﺋﻊ ‪.‬‬
‫‪ .12‬راﺗـﺐ اﻟـﻤﻮظـﻒ ﻗﻠﯿﻞ ‪ .‬اﻟـﻤﻮظﻒ ______ ______ ______‪.‬‬

‫‪133‬‬
 134

Relative Clause and the Connector (whose or which has)

We can make use of this structure and insert a relative pronoun to make a sub-clause with the connector
(which has/have/had) or (whose).

Example:
(main clause) .‫ اﻟﺴـﯿـﺎرة ﻏﺎﻟـﯿـﺔ‬.1
(sub-clause) . ‫أﺳﻮد‬ ‫ ﻟـﻮن اﻟﺴﯿﺎرة‬.2

main sentence ‫ﻏﺎﻟـﯿﺔ‬ ‫اﻟﺴﯿﺎرة‬

‫أﺳﻮد‬ ‫ـﮭـﺎ‬ ‫ﻟـﻮن‬ ‫اﻟﺘﻲ‬

which has a black color

Relative sub-clause

Exercise 9

Read the following examples:

(main clause) . ‫ اﻟـﻌـﺒﺎءة ﻏﺎﻟـﯿﺔ‬.1

(sub-clause) . ً‫ دﯾـﻨـﺎر ا‬160 ‫ﺳـﻌـﺮ اﻟـﻌـﺒﺎءة‬

. ‫ﻏـﺎﻟـﯿﺔ‬ ‫ اﻟـﻌـﺒﺎءة‬.1

‫اﻟـﺘﻲ‬
. ً‫ دﯾـﻨـﺎرا‬160 ‫ﺳﻌـﺮھـﺎ‬

The new complex sentence is:

. ‫ دﯾﻨﺎراً ﻏﺎﻟـﯿﺔ‬160 ‫اﻟـﺘﻲ ﺳﻌﺮھـﺎ‬ ‫اﻟـﻌـﺒﺎءة‬

This noun can be in (1) nominative, or (2)accusative or (3)genitive cases.

.‫ اﻟﺴﯿﺎرة ﻗﺪﯾـﻤـﺔ‬.2
(main clause)
(sub-clause) . ‫ﺳﻌﺮ اﻟﺴﯿﺎرة ﺳﺘﺔ آﻻف دوﻻر‬
( ‫) اﻟﺴﯿﺎرة ﺳـﻌﺮھـﺎ ﺳﺘﺔ آﻻف دوﻻر‬

Nominative:

.ٌ ‫اﻟﺴﯿﺎرةُ اﻟﺘﻲ ﺳﻌﺮھـﺎ ﺳﺘﺔ آﻻف دوﻻر ﻗـﺪﯾـﻤﺔ‬

Accusative:

ُ
. ‫إﺷﺘﺮﯾﺖ اﻟﺴﯿﺎرةَ ◌َ اﻟﺘﻲ ﻟﻮﻧـﮭـﺎ أﺑﯿﺾ‬

ُ
. ‫ﺑـﺤـﺜـﺖ ﻋـﻦ اﻟﺴﯿﺎرة‬ .4

134
 135

. ‫ﻣﻮدﯾﻞ اﻟﺴﯿﺎرة ﺣﺪﯾﺚ‬

(‫) اﻟﺴﯿﺎرة ﻣﻮدﯾﻠـﮭـﺎ ﺣﺪﯾﺚ‬

Genitive:

ُ
‫ﺑـﺤـﺜﺖ ﻋـﻦ اﻟﺴﯿﺎرة ِ اﻟـﺘﻲ ﻣﻮدﯾﻠـﮭـﺎ ﺣﺪﯾﺚ‬

Work in Pairs:

Look at the pictures. Make complex sentences similar to the ones that you have read as examples. The
numbers in boxes are the prices of the articles in the pictures.

ْ‫أ َن‬ ‫أنﱠ‬ ْ‫إن‬ are three different particles

ْ‫أن‬
to
followed by a verb
present tense in an accusative case.
followed by a noun or a
َ ‫ ﯾﺪرس‬+ ‫اراد ان‬
‫ﺗﺪرس‬
َ + ‫ارادت ان‬
‫ ﯾﺪرﺳﻮا‬+ ‫ارادوا أن‬
‫ ﯾﺪرﺳﺎ‬+‫ارادا ان‬
‫ ﺗﺪرﺳﺎ‬+ ‫ارادﺗﺎ ان‬
After intending verbs:
_________ + ‫ﯾﻨﻮي أن‬
__________ + ‫ﻗﺮر أن‬
_________ + ‫ﺣﺎول أن‬
_________ + ‫رﻏﺐ ﻓﻲ أن‬
ْ◌ ‫إن‬
‫أن ﱠ‬
that if
‫ ﺗﻨـﺠﺢ‬، ‫إن ﺗﺪرس‬
pronoun If you study, you pass.
only with said ّ‫إن‬
‫ إن‬..... ‫ﻗﺎل‬ Conditional followed by a
Examples present tense verb which ends
with sukuun.
‫اﻋﻠﻦ أنّ اﻻﻗﺘﺼﺎد ﺳﯿﺘﺤﺴﻦ‬
He announced that the
The verb is likely to
economy will improve.
happen .
Saying verbs An Open condition
‫ ﺳﯿﺴﺎﻓﺮ‬+ ‫ اﻟﻮزﯾﺮ‬+ ّ‫ﺻﺮح ﺑﺄن‬
‫ ازﻣﺔ ﻣﺎﻟﯿﺔ‬+ ‫ ھﻨﺎك‬+ ‫ذﻛﺮ ﺑﺎﻧّﮫ‬
_____________ ّ‫ ﺑﺄن‬+ ‫أﻓﺎد‬
____________ ّ‫ ﺑﺄن‬+ ‫أورد‬
___________ ّ‫ ﺑﺄن‬+ ‫أﺿﺎف‬

There is an emphatic (inna) ّ

‫إن‬ at the beginning of the statements and usually the translation is (infact).

. ‫إن ﺑﻌﺾ َ اﻟﻈﻦ إﺛﻢ‬ ّ .1

. ً‫إن اﻟﺮﺟ َﻞ طﯿﺐ‬ ّ .2
. ‫ان اﻟﻔﺘﺎة َ ﺟﻤﯿﻠﺔ‬ّ .3
There is a group of ّ the subject is accusative ( fatHa) and the predicate (the 2nd noun) is nominative (Dhamma)
‫إن‬
ّ ، might be = ‫ ﻟﻌ ّﻞ‬، I wished = ‫ ﻟﯿﺖ‬، as if = ‫ﻛﺄن‬
but = ‫ﻟﻜﻦ‬ ّ ، that = ‫أن‬‫ ﱠ‬، infact = ّ ‫إن‬

135
 ‫‪136‬‬

‫‪Reported Speech‬‬
‫‪1. You need to know the (saying verbs) of the statements:‬‬

‫‪The saying verb‬‬ ‫ﻗﺎل ‪ ،‬ﺻﺮّح ‪ ،‬أﻋـﻠﻦَ ‪ ،‬ذﻛـ َ َﺮ ‪ ،‬أورد ‪ ،‬أدﻟـﻰ ‪،‬‬

‫‪2. Take off the brackets (:) and replace them with‬‬ ‫ﱠ‬
‫ﺑـﺄن‬ ‫‪،‬‬ ‫ﱠ‬
‫أن‬

‫‪3. Link (B?anna) with the pronoun that stands for the subject of the new sentence in‬‬ ‫‪brackets.‬‬
‫‪Keep the common noun or the proper noun if it is a new element . Do not change the‬‬ ‫‪new element noun into a pronoun.‬‬

‫‪4. The verbs are conjugated for the third person and in a reported speech.‬‬
‫‪Change the pronouns accordingly.‬‬

‫‪Example 1 :‬‬
‫ﻗﺎﻟﺖ أُم ھـﺪى ‪ " :‬أﻧـﺎ ﻻ أﺣـﺐ اﻟـﺤﯿﻮاﻧﺎت ‪".‬‬
‫ﻣﺎذا ﻗﺎﻟﺖ أُﻣـﮭـﺎ ؟‬

‫ﻗﺎﻟـﺖ أُم ھـﺪى ﺑـﺄﻧـﮭـﺎ ﻻ ﺗـﺤـﺐ اﻟـﺤﯿﻮاﻧﺎت‪.‬‬

‫‪Example 2 :‬‬
‫َﻏﻀـﺐ َ أﺑﻮ ﺧﻠﯿﻞ وﻗﺎل ‪ " :‬ﺳﺄطﺮد اﻟـﻜﻠﺐ ﻣﻦ ﺑـﯿـﺘـﻲ ‪".‬‬
‫ﻣـﺎذا ﻗـﺎل أﺑﻮ ﺧﻠﯿﻞ ﻋﻨﺪﻣـﺎ ﻏـﻀﺐ ؟‬

‫ﻋـﻨﺪﻣـﺎ ﻏﻀـﺐ أﺑﻮ ﺧﻠﯿﻞ ﻗﺎل ﺑﺄﻧـﮫ ﺳﯿﻄﺮد اﻟـﻜﻠﺐ ﻣﻦ ﺑـﯿـﺘﺘ ِﮫ ‪.‬‬

‫‪Now change the folLowing sentences into indirect and report them to your friend:‬‬

‫‪ .1‬ﻗﺎل اﻟﻮزﯾﺮ اﻟﻌﺮاﻗﻲ ‪" :‬ﺳﺎزور واﺷﻨﻄﻦ اﻻﺳﺒﻮع اﻟﻘﺎدم واﺗﺤﺪث ﻣﻊ اﻟﺮﺋﯿﺲ اﻻﻣﺮﯾﻜﻲ‪".‬‬
‫ﻣﺎذا ﺻ ّﺮح اﻟﻮزﯾﺮ اﻟﻌﺮاﻗﻲ ؟‬

‫‪ .2‬ﻗﺎل ﺧﻠﯿﻞ ‪ “ :‬اﻧـﻨـﻲ ﺳﺄﻛﻞ ﻣﻊ اﻟـﻜﻠﺐ واﻧﺎم ﻣﻌـﮫ واذھﺐ ﻣﻌﮫ ﻓﻲ ﻧﺰھﺔ ‪”.‬‬
‫ﻣﺎذا ذﻛـﺮ ﺧﻠﯿﻞ ؟‬

‫‪ .3‬ﻗﺎﻟﺖ ھﺪى ‪ ":‬أﻧـﺎ ﻻ أﻗﺒﻞ ان ﯾــُﻄﺮد ﻛﻠـﺒﻲ ﻣﻦ ﺑـﯿـﺘـﻨـﺎ أﺑﺪاَ ‪".‬‬

‫ﻣﺎذا ﻗﺎﻟﺖ ھﺪى ؟‬

‫‪ .4‬ﻗﺎل اﻟـﺠﯿﺮان‪ " :‬ﻻ ﻧـﻮاﻓﻖ ان ﯾﺪﺧﻞ ﻛـﻠـﺒﻜـﻢ ﻓﻲ ﺣﺪﯾﻘـﺘـﻨـﺎ ‪".‬‬

‫ﻣﺎذا ﻗﺎل اﻟـﺠﯿﺮان ؟‬

‫‪ .5‬ﻗﺎل اﻟﻄﺎﻟﺐ ‪ " :‬ﺳﺎﻋـﻮد اﻟﻰ ﻣﺪرﺳﺘﻲ ﻓﻲ اﻟﻌﺎم اﻟـﻤﻘﺒـﻞ ‪".‬‬

‫ﻣﺎذا ﻗﺎل اﻟﻄﺎﻟﺐ؟‬

‫‪ .6‬ﻗﺎﻟﺖ اﻟﻄﺎﻟﺒﺔ ‪ " :‬ﺳﺎﻋـﻮد اﻟﻰ ﻣﺪرﺳﺘﻲ ﻓﻲ اﻟﻌﺎم اﻟـﻤﻘﺒﻞ ‪".‬‬

‫ﻣﺎذا ﻗﺎﻟﺖ اﻟـﻄﺎﻟﺒﺔ ؟‬

‫‪REPORT THE FOLLOWING‬‬

‫‪Change the following sentences into indirect speech:‬‬

‫‪Example:‬‬

‫‪ .1‬ﻗﺎل اﻟـﻤﺮﺷﺢ اﻟﺪﯾﻤﻘﺮاطﻲ ‪ " :‬ﻟـﺪي ﱠ ﺑﺮﻧﺎﻣﺞ ﻣﺎﻟﻲ ‪ .‬ﺳﺎدﻋـﻢ اﻟـﻄﻼب ﻓﻲ اﻟـﺠﺎﻣﻌﺎت ﺑﺎﻟـﻤﺎل ‪".‬‬
‫ﻗﺎل اﻟـﻤﺮﺷﺢ اﻟﺪﯾﻤﻘﺮاطﻲ ﺑﺎﻧـﮫ ﻟـﺪﯾﮫ ﺑﺮﻧﺎﻣﺞ ﻣﺎﻟﻲ واﻧـﮫُ ﺳﯿﺪﻋـﻢ اﻟـﻄﻼب ﻓﻲ اﻟـﺠﺎﻣﻌـﺎت ﺑﺎﻟـﻤﺎل ‪.‬‬

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‫‪ .2‬اﺿﺎف اﻟـﻤﺮﺷﺢ اﻟﺪﯾﻤﻘﺮاطﻲ ﻟﻠﺮﺋﺎﺳﺔ ﻗﺎﺋﻼَ ‪ " :‬ﺳﺄﺧﻔّﺾ ﻧﺴﺒﺔ اﻟﻀﺮاب ﻋﻠﻰ اﻟﺸﻌﺐ اﻻﻣﺮﯾﻜﻲ‪ .‬وﺳﺎﺿـﻊ‬
‫ﺑﺮﻧﺎﻣﺞ ﺣﻜﻮﻣﻲ ﻷدﻓﻊ ﺗﻜﺎﻟﯿﻒ رﻋﺎﯾﺔ اﻻطﻔﺎل ‪".‬‬
‫‪ .3‬ﻗﺎل اﻟـﻤﺮﺷﺢ اﻟـﺠﻤﮭﻮري ﻟﻠﺮﺋﺎﺳﺔ اﻻﻣﺮﯾﻜﯿﺔ ‪ ":‬ﺳﺄﺑـﻨـﻲ اﻟﻘﺪرة اﻟﻌﺴﻜﺮﯾﺔ اﻻﻣﺮﯾﻜﯿﺔ وﺳﺎزﯾﺪ ﻣﻦ ﻋﺪد‬
‫اﻻﻓﺮاد ﻓﻲ اﻟﻘﻮات اﻟـﻤﺴﻠـّﺤـﺔ ‪".‬‬

‫‪ .4‬ﻗﺎل اﻟﻤﺮﺷﺢ اﻟﺠﻤﮭﻮري ‪ " :‬أرﯾﺪ ان ارﻓﻊ ﻣﻦ اﻟـﻤﺴﺘﻮى اﻟـﻤﻌﯿﺸﻲ ﻟﻜﻞ أﺑـﻨـﺎء اﻟﺸﻌﺐ اﻻﻣﺮﯾﻜـﻲ ‪ .‬وﺳﺄﻗـﯿ ُﻢ‬
‫ﻣﺸﺎرﯾﻊ ﺻﻨﺎﻋﯿﺔ ﻛﺒﯿﺮة ﻓﻲ اﻟـﺒﻼد‪".‬‬

‫‪ .5‬ﻗﺎل اﻟﺪﯾﻤﻘﺮاطﻲ ﻓﻲ اﻟـﻤﺆﺗـﻤﺮ اﻟﺬي اﻧﻌﻘـﺪ ﻓﻲ ﻟﻮس اﻧﺠﻠﻮس‪ " :‬أرﯾﺪ ان أﺿـﻤـﻦ اﻟﻌﻼج اﻟـﺼﺤـﻲ ﻟﻠﻤﺴﻨـﯿﻦ‬
‫وﻟﻜﻞ اﻟـﺸﻌﺐ اﻻﻣﺮﯾﻜـﻲ وﻟﯿﺲ ﻟﻔـﺌﺔ ﻣﻌﯿﻨﺔ دون أُﺧﺮى ‪".‬‬

‫‪ .6‬ﻓﻲ اﻟﻤﺆﺗـﻤﺮ اﻟﺬي اﻧﻌﻘﺪ ﻓﻲ ﺳﺎﻟﯿﻨـﺎس ﻗﺎل اﻟﺠﻤﮭﻮري ‪ " :‬ﺳﺄﺟـﺪ ﻟﻠﺸﻌﺐ اﻻﻣﺮﯾﻜـﻲ دﻋـﻤـﺎً ﻣﺎﻟـﯿﺎ ً ﻣﻦ‬
‫ﻣﺼﺎدر أﺧﺮى ‪".‬‬

‫‪ .7‬ﻗﺎل اﻟﺠﻤﮭﻮري ‪ " :‬ﺳﺎﺿـﻤـﻦ اﻟـﻤﺼﺎﻟﺢ اﻻﻣﺮﯾﻜﯿﺔ ﺑﺎﻟﻘﺪرات اﻟﻌﺴﻜﺮﯾﺔ اﻟـﺠﺪﯾﺪة اﻟﺘﻲ ﺳﺎﺑـﻨـﯿﮭـﺎ ‪".‬‬

‫‪ .8‬ﻗﺎل اﻟﺠﻤﮭﻮري ‪ " :‬ﺳﺎﻛـﻤـﻞ ﺣﻤﻠـﺘـﻲ ﺿﺪ اﻟﺘﻠﻮث وﺳﺎﺿـﻤﻦ ﻟﻼطﻔﺎل اﻟـﻤـﺎء اﻟـﻨـﻈﯿﻒ ﻟﻠﺸﺮب‪".‬‬

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‫‪Time Clauses‬‬
‫‪Time sequence in Arabic Language‬‬
‫‪Arabic‬‬

‫‪Arabic complex sentence:‬‬

‫‪sub-clause‬‬ ‫ﺑﻌـﺪ ان ‪+‬‬ ‫‪+‬‬ ‫‪main clause‬‬

‫) ﺳـ ( أذھـﺐُ اﻟﻰ ارﯾﺰوﻧـﺎ‬

‫أَ ﺗـﺨـ ّﺮج ﻣﻦ اﻟـﻤﻌـﮭـﺪ‬ ‫‪connector‬‬

‫‪present / future‬‬ ‫‪present‬‬

‫ﺑــﻌــﺪ أن‬
‫‪aft‬‬
‫‪past‬‬ ‫‪past‬‬

‫أﻧـﮭـﯿـﺖُ اﻟـﺘـﺪرﯾﺐ اﻻﺳﺎﺳﻲ ﻓﻲ اﻟـﻤﺮﻛﺰ ‪.‬‬ ‫‪connector‬‬ ‫ُ‬

‫ﺟـﺌﺖ اﻟﻰ ﻣﻮﻧـﺘﺮي‬

‫‪ .1‬اذھﺐُ اﻟﻰ ارﯾﺰوﻧـﺎ ﺑﻌـﺪ ان أﺗـﺨ ّﺮج ﻣﻦ اﻟـﻤﻌـﮭـﺪ ‪.‬‬

‫ﺟـﺌﺖ اﻟﻰ ﻣﻮﻧـﺘـﺮي ﺑﻌـﺪ ان أﻧـﮭـﯿﺖُ اﻟﺘﺪرﯾﺐ اﻻﺳﺎﺳﻲ ﻓﻲ اﻟﻘﺎﻋﺪة ‪.‬‬‫ُ‬ ‫‪.2‬‬

‫‪Arabic simple sentence :‬‬

‫‪phrase‬‬ ‫‪+‬‬ ‫ﺑﻌـﺪ‬ ‫‪+‬‬ ‫‪main clause‬‬

‫اﻟـﺘﺨﺮج ﻣﻦ اﻟـﻤﻌـﮭـﺪ ‪.‬‬

‫ّ‬ ‫‪preposition‬‬ ‫) ﺳـ ( أذھـﺐُ اﻟﻰ ارﯾﺰوﻧـﺎ‬

‫‪verbal noun‬‬ ‫‪present / future‬‬

‫ﺑــﻌــﺪ‬
‫‪after‬‬
‫‪verbal noun‬‬ ‫‪past‬‬

‫إﻧـﮭـﺎء اﻟـﺘـﺪرﯾﺐ اﻻﺳﺎﺳﻲ ﻓﻲ اﻟـﻤﺮﻛﺰ‬ ‫‪preposition‬‬ ‫ُ‬

‫ﺟـﺌﺖ اﻟﻰ ﻣﻮﻧـﺘﺮي‬

‫‪Phrase‬‬ ‫‪prep‬‬ ‫‪Clause‬‬

‫اﻟﺘﺨﺮج ﻣﻦ ھـﻨـﺎ ‪.‬‬ ‫ﺑﻌـﺪ‬ ‫‪ .3‬أذھﺐ اﻟﻰ أرﯾﺰوﻧـﺎ‬

‫إﻧﮭـﺎء اﻟﺘﺪرﯾﺐ اﻻﺳﺎﺳﻲ ﻓﻲ اﻟـﻤﺮﻛﺰ ‪.‬‬ ‫ﺑﻌـﺪ‬ ‫ُ‬
‫ﺟـﺌﺖ اﻟﻰ ﻣﻮﻧﺘﺮي‬ ‫‪.4‬‬

‫‪Arabic complex sentence :‬‬

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 ‫‪139‬‬

‫‪sub-clause‬‬ ‫‪+‬‬ ‫ﻗﺒﻞ ان‬ ‫‪+‬‬ ‫‪main clause‬‬

‫أذھـﺐ اﻟﻰ ارﯾﺰوﻧـﺎ‬ ‫‪connector‬‬ ‫)س ( أﺗـﺨـﺮج ﻣﻦ اﻟـﻤﻌـﮭـﺪ‬

‫‪present‬‬ ‫‪present / future‬‬

‫ﻗﺒﻞ أن‬
‫‪Before‬‬

‫‪present‬‬ ‫‪past‬‬

‫آﺗــﻲ اﻟﻰ اﻟـﻤﻌـﮭـﺪ ‪.‬‬ ‫‪connector‬‬ ‫أﻧـﮭـﯿﺖُ اﻟﺘﺪرﯾﺐ اﻻﺳﺎﺳﻲ ﻓﻲ اﻟـﻤﺮﻛﺰ‬

‫‪) .1‬ﺳـ ( اﺗـﺨـ ّﺮج ﻣﻦ اﻟـﻤﻌـﮭـﺪ ﻗﺒﻞ ان أذھـﺐ اﻟﻰ ارﯾﺰوﻧـﺎ ‪.‬‬
‫‪ .2‬أﻧﮭﯿﺖُ اﻟﺘﺪرﯾﺐ اﻻﺳﺎﺳﻲ ﻓﻲ اﻟـﻤﺮﻛﺰ ﻗﺒﻞ ان آﺗـﻲ اﻟﻰ اﻟـﻤـﻌـﮭـﺪ ‪.‬‬

‫‪Arabic simple sentence :‬‬

‫‪phrase‬‬ ‫ﻗﺒﻞ ‪+‬‬ ‫‪+‬‬ ‫‪main clause‬‬

‫اﻟﺬھـﺎب اﻟﻰ ارﯾﺰوﻧـﺎ‬ ‫‪preposition‬‬ ‫)ﺳـ ( أﺗـﺨـﺮج ﻣﻦ اﻟـﻤﻌـﮭـﺪ‬

‫‪verbal noun‬‬ ‫‪present / future‬‬

‫ﻗﺒﻞ‬
‫‪before‬‬
‫‪verbal noun‬‬ ‫‪past‬‬

‫اﻟـﻤـﺠﺊ اﻟﻰ اﻟـﻤﻌـﮭـﺪ ‪.‬‬ ‫‪preposition‬‬ ‫ُ‬

‫أﻧـﮭـﯿﺖ اﻟﺘﺪرﯾﺐ اﻻﺳﺎﺳﻲ ﻓﻲ اﻟـﻤﺮﻛﺰ‬

‫‪) .1‬ﺳـ ( اﺗـﺨـﺮّج ﻣﻦ اﻟـﻤﻌـﮭـﺪ ﻗﺒﻞ اﻟـﺬھـﺎب اﻟﻰ ارﯾﺰوﻧـﺎ ‪.‬‬

‫ُ‬
‫أﻧﮭﯿﺖ اﻟﺘﺪرﯾﺐ اﻻﺳﺎﺳﻲ ﻓﻲ اﻟـﻤﺮﻛﺰ ﻗـﺒـﻞ اﻟـﻤﺠـﺊ اﻟﻰ اﻟـﻤـﻌـﮭـﺪ ‪.‬‬ ‫‪.2‬‬

‫‪You have two actions one happens before the other.‬‬

‫‪Example.‬‬
‫)ﺗـﺨـﺮﺟـﺖُ ﻣـﻦ اﻟـﻤـﺪرﺳـﺔ( ‪.‬‬
‫)ﺗـﻌــﯿـّـﻨـﺖُ ﻓﻲ اﻟـﺪاﺋـﺮة ‪(.‬‬
‫) ﻗـﺒـﻞ ان ( ‪ ) or‬ﺑـﻌـﺪ ان ( ‪When you have two verbs. Then you need‬‬

‫‪ .1‬ﺗـﻌـﯿـﻨـﺖُ ﻓﻲ اﻟـﺪاﺋـﺮة ﺑـﻌـﺪ ان ﺗــﺨــﺮﺟـﺖُ ﻣـﻦ اﻟـﻤـﺪرﺳـﺔ ‪.‬‬

‫‪) .2‬ﺗــﺨـﺮﺟـﺖُ ﻣـﻦ اﻟـﻤﺪرﺳـﺔ ( ﻗـﺒـﻞ ان أﺗـﻌـﯿـﻦ ﻓـﻲ اﻟـﺪاﺋـﺮة ‪.‬‬

‫ﻗـﺒـﻞ ان ‪Note :‬‬ ‫‪must be followed by the present form of the verb.‬‬

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‫‪Exercise 1‬‬
‫‪Join each pair with the connector in brackets to make one‬‬
‫‪complex sentence.‬‬

‫‪use :‬‬ ‫ب‪ .‬ﺳـﺎﻓـﺮتُ اﻟـﻰ وﻻﯾـﺘــﻲ ‪) .‬ﻗـﺒـﻞ ان (‬
‫) ﺑـﻌـﺪ ان (‬ ‫ب‪ .‬ﺗـﻨـﺎوﻟـﺖُ اﻻدوﯾـﺔ ‪.‬‬
‫) ﻗـﺒـﻞ ان (‬ ‫ب‪َ .‬ذھـَ َﺐ ﻟـﻼﻣـﺘﺤـﺎن ‪.‬‬
‫) ﻗـﺒــﻞ ان (‬ ‫ب‪ .‬وﺻـﻠـﺖ اﻟـﺸﺮطـﺔ ‪.‬‬
‫) ﺑـﻌـﺪ ان (‬ ‫ب‪ .‬ﺗـﺰوره اﻟـﻰ اﻟـﺒـﯿﺖ ‪.‬‬
‫) ﺑـﻌـﺪ ان(‬ ‫ب‪ .‬زارھـﺎ اﻟـﻰ اﻟـﺒـﯿﺖ ‪.‬‬
‫_______________________________________________‬
‫‪ .1‬آ‪ .‬زرتُ ﺻـﺪﯾـﻘـﻲ ‪.‬‬
‫‪ .2‬آ‪ .‬ﺷـﻔـﯿـﺖُ ﻣـﻦ ﻣـﺮﺿـﻲ ‪.‬‬
‫س ﻛـﺜـﯿﺮاً ‪.‬‬
‫‪ .3‬آ‪َ .‬د َر َ‬
‫‪ .4‬آ‪ .‬ھـﺮب اﻟﻠﺼـﻮص ‪.‬‬
‫‪ .5‬آ‪ .‬ﯾـﺘـﺼـﻞ ﺑـﮭـﺎ ﺑﺎﻟـﺘﻠـﻔﻮن ‪.‬‬
‫‪ .6‬إﺗـﺼـﻠـﺖ ﺑـﮫ ﺑﺎﻟﺘﻠﻔﻮن‬

‫‪,you need a verbal noun or a noun to make one sentence.‬ﻗــﺒـﻞ ‪ ،‬ﺑـﻌــﺪ ‪When‬‬
‫‪ ) :‬ﺑــﻌــﺪ ‪ ،‬ﻗـﺒـﻞ ‪Join these two sentnces into one ( use-‬‬

‫‪ ) .2‬ﺗــﺨـﺮﺟــَﺖ ﻣـﻦ اﻟـﺠﺎﻣـﻌـﺔ (‬ ‫‪ ) .1‬ﺳـﺎﻓـ َﺮت اﻟﻰ اوروﺑـﺎ ( ‪.‬‬

‫ﺳـﺎﻓـﺮت اﻟﻰ اوروﺑـﺎ ﺑـﻌـﺪ اﻟـﺘـﺨـﺮج )ﺗـﺨـﺮُﺟـِـﮭـﺎ ( ﻣـﻦ اﻟـﺠـﺎﻣـﻌـﺔ ‪.‬‬

‫ـﻔـﺮھـﺎ ( اﻟﻰ اوروﺑـﺎ ‪.‬‬

‫ﺗـﺨـﺮﺟـﺖ ﻣـﻦ اﻟـﺠﺎﻣـﻌـﺔ ﻗـﺒـﻞ اﻟـﺴـﻔـﺮ ) ﺳـ َ ِ‬
‫اﻟـﺴـﻔـﺮ ‪ ،‬اﻟـﺘﺨـﺮج ‪.‬اﻟــ ‪if the verbal noun is by itself, use‬‬
‫ﺳـﻔـﺮھـﺎ ‪ ،‬ﺗـﺨـﺮﺟـِـﮭـﺎ ‪or use a possessive pronoun instead.‬‬
‫ِ‬
‫‪Exercise 2‬‬
‫‪ :‬ﺑـﻌـــﺪ ‪ and‬ﻗـﺒـﻞ ‪Join the folllowings with‬‬
‫‪You need to use the verbsl noun after prepositions.‬‬

‫) ﻗـﺒــﻞ ‪(use -‬‬ ‫ُ‬

‫ذھـﺒـﺖ اﻟﻰ اﻟـﻤـﻄـﺎر ‪.‬‬ ‫ُ‬
‫إﺷـﺘﺮﯾـﺖ ﺑـﻄـﺎﻗـﺔ اﻟـﺴـﻔـﺮ ‪ .‬ب‪.‬‬ ‫‪ .1‬آ‪.‬‬
‫ﺑـﻌـــﺪ‬ ‫درﺳـﺖ ﺟـﯿـﺪا ‪ً.‬‬
‫ُ‬ ‫ب‪.‬‬ ‫ُ‬
‫اﺧـﺬت اﻻﻣـﺘﺤـﺎن ‪.‬‬ ‫‪ .2‬آ ‪.‬‬
‫ﻗـﺒـﻞ‬ ‫ب‪ .‬ﻧــَـﻔــ َ َﺬ وﻗــﻮدھـﺎ ‪.‬‬ ‫‪ .3‬آ‪ .‬ھَـﺒــَﻄـَﺖ اﻟـﻄﺎﺋﺮة ‪.‬‬
‫ﺑـﻌـــﺪ‬ ‫ب‪ .‬ﺗـﺮﻛـﺖ اﻟـﻤـﻨـﻄـﻘـﺔ‬ ‫‪ .4‬آ‪ .‬ﺑـﺎﻋــﺖ ﻛـﻞ ﻟﻮﺣﺎﺗـﮭـﺎ‬
‫ﺑـﻌـــﺪ‬ ‫ُ‬
‫اﻟـﺘــﻘـﯿﺖ ﺑـﮭـﺎ ﻓﻲ اﻟـﻤﺤـﻞ‬ ‫ب‪.‬‬ ‫‪ .5‬آ‪ .‬ﺗــﻌـﺮﻓـﺖ ُ ﻋﻠﯿﮭـﺎ‬

‫‪Purpose Clause‬‬

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‫‪Verbs followed by “to-infinitive”:‬‬

‫‪The same Verbs can be followed by “verbal Nouns”:‬‬

‫’‪There are verbs that should be followed by (to)such as ‘tried to, decided to, wanted to ...etc.‬‬

‫)’‪(a) by using (infinitive with ‘to‬‬

‫‪or (b) by dropping (to) and changing the verb base into a verbal noun.‬‬
‫‪Example:‬‬

‫إﺳﺮاﺋﯿﻞ ﻓﻲ اﻟﺸﮭﺮ اﻟﻘﺎدم ‪.‬‬ ‫ﯾـﺰور َ‬ ‫ْ‬

‫أن‬ ‫‪ .1‬آ‪ (a) :‬ﻗﺮر اﻟﺮﺋﯿﺲ‬
‫‪to visit‬‬

‫‪The President decided to visit Israel next month.‬‬

‫إﺳﺮاﺋﯿﻞ ﻓﻲ اﻟﺸﮭﺮ اﻟﻘﺎدم ‪.‬‬ ‫زﯾـﺎرة‬ ‫اﻟﺮﺋﯿﺲ‬ ‫ب ‪ (b):‬ﻗﺮر‬

‫‪visiting‬‬

‫‪The president decided to visit Israel next month‬‬

‫‪Change the following infinitive (with ‘to’) verbs into verbal nouns(-ing form) to express the same thing. The second structure of‬‬
‫‪verbal noun(-ing form) does not exist in English.‬‬

‫ْ‬
‫أن ﯾﻌـﯿﺪ ﺑـﻨـﺎء اﻟﻘﺪرة اﻟﻌﺴﻜﺮﯾﺔ ﻟﻠﺠﯿﺶ‬ ‫‪ .1‬ﯾﺮﯾﺪ اﻟـﻤـﺮﺷﺢ اﻟﺠﻤﮭـﻮري ﻟﻠﺮﺋﺎﺳﺔ اﻻﻣﺮﯾﻜﯿﺔ ﺟﻮرج ﺑﻮش‬
‫اﻻﻣﺮﯾﻜﻲ ‪.‬‬

‫ﯾﺮﯾﺪ اﻟـﻤﺮﺷﺢ اﻟـﺠﻤﮭـﻮري ﻟﻠﺮﺋﺎﺳﺔ اﻻﻣﺮﯾﻜﯿﺔ ﺟﻮرج ﺑﻮش إﻋـﺎدة ﺑﻨـﺎء اﻟﻘﺪرة اﻟﻌﺴﻜﺮﯾﺔ ﻟﻠﺠﯿﺶ اﻻﻣﺮﯾﻜـﻲ ‪.‬‬

‫اﻟـﺨﻼﻓﺎت اﻟﺮﺋﯿﺴﯿﺔ ﻣـﻊ اﻟـﺴﻠﻄﺎت اﻟﻔﻠﺴﻄﯿﻨﯿﺔ ﻓﻲ إﺟﺘﻤﺎﻋﺎت ﻛﺎﻣﺐ‬ ‫أن ﺗـﺤـﻞ‬ ‫إﺳﺮاﺋﯿﻞ‬ ‫‪ .2‬ارادت‬
‫دﯾﻔﯿﺪ ‪.‬‬
‫)ﺣـﻞ (‬

‫ﺑﺎﻟـﺠﺎﻣﻌـﺎت اﻻﺟـﻨﺒﯿﺔ ﺑـﻌـﺪ اﻟـﺘﺨـﺮج ؟‬ ‫أن ﺗﻠـﺘﺤـﻖ‬ ‫‪ .3‬ھـﻞ ﯾـﻤﻜـﻨﻚ‬

‫اﻟـ ) اﻟـﺘﺤـﺎق ( = اﻻﻟـﺘﺤـﺎق‬
‫‪ before the verbal noun when it is isolated and not noun in construct.‬اﻟـ ‪use‬‬

‫أن ﯾـﺠـﺪ ﺑﺮﻧﺎﻣـﺠﺎ ً ﺻﺤـﯿﺎً ﺟﺪﯾﺪاً ﯾﻀـﻤـﻦ ﻣﻌﺎﻟـﺠﺔ اﻟـ ُﻤﺴﻨـﯿﻦ ﻋﻠﻰ ﺣﺴﺎب اﻟﺪوﻟﺔ‪.‬‬
‫‪ .4‬ﯾـﺤـﺎول اﻟﺮﺋﯿﺲ ْ‬
‫) إﯾـﺠـﺎد (‬

‫ﻓﻲ دراﺳـﺘﻲ اﻟـﺠﺎﻣﻌـﯿﺔ ‪.‬‬ ‫أَﺳـﺘـﻤـﺮ ﱠ‬ ‫أن‬ ‫‪ .5‬ﺑـﻌـﺪ ﺗـﺨـﺮﺟـﻲ أُرﯾـﺪ‬

‫اﻟـ )اﺳﺘﻤﺮار ( = اﻻﺳﺘﻤـﺮار‬

‫ان ﺗـﻼﺣـﻖ ﺗـﺠـﺎر اﻟـﻤﺨـﺪرات ‪.‬‬ ‫‪ .6‬ﺧـﻄﻄﺖ اﻟـﺤﻜﻮﻣﺔ‬

‫)ﻣﻼﺣﻘـﺔ(‬

‫اﺳﻌـﺎر اﻟـﺒﯿـﻊ ﺑﺎﻟـﺠﻤـﻠﺔ واﻟـﻤﻔﺮد ﻟﻠﻤﻮاطـﻨـﯿﻦ‪.‬‬ ‫أن ﺗُـﺜـﺒـﱢﺖ‬ ‫‪ .7‬ﻗﺮرت اﻟﺸﺮﻛـﺎت‬

‫) ﺗـﺜـﺒﯿﺖ(‬

‫اﻟـﺤـﺼﺎر ﻋـﻦ اﻟـﻌﺮاق ‪.‬‬ ‫‪ .8‬ﻟـﻢ ﺗﻘﺮر ھﯿﺌﺔ اﻻﻣﻢ اﻟـﻤﺘﺤـﺪة أن ﺗـﺮﻓـﻊ‬
‫) رﻓـْﻊ (‬

‫أن ﺗـﺒـﯿﻊ اﻟـﻨـﻔـﻂ ﻓﻲ ﻣـﻘﺎﺑـﻞ اﻟـﻐـﺬاء ﻛـﺤﻞ ﻣﺆﻗـﺖ ﻟﻠـﻤﺤـﻨـﺔ اﻟﺘﻲ ﯾـﻤﺮ ﺑﮭـﺎ‬ ‫‪ .9‬ﻗﺮرت اﻟـﺤﻜﻮﻣﺔ اﻟـﻌﺮاﻗﯿﺔ‬
‫اﻟﺸﻌﺐ اﻟﻌﺮاﻗﻲ ‪.‬‬

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‫) ﺑـﯿـﻊ (‬

‫‪You can use Purpose Particles in 3 ways:‬‬

‫‪(a) by using (li) + conjugated present verb in an accusative case such as‬‬

‫‪FatHa‬‬ ‫ُس‬
‫ﻟـ ِ ‪ +‬ﯾﺪر َ‬ ‫)ﯾﺪرسُ (‬
‫)‪drop (n‬‬ ‫ﻟـ ِ ‪ +‬ﺗﺪرﺳﻲ‬ ‫)ﺗﺪرﺳﯿﻦ ( ﯾﻦ ‪2nd person F. Singl.‬‬
‫)‪drop (n‬‬ ‫ﻟـِﯿﺪرﺳـﻮا‬ ‫)ﯾﺪرﺳﻮن ( ون ‪plural‬‬

‫ﻗﺎﻧﻮن ( )‪(b) by using( Li + verbal+ noun‬‬

‫ِ‬ ‫ﻟـِ ‪ +‬دراﺳـﺔ ِ ‪ +‬اﻟـ )‬
‫‪The verbal noun(-ing) newly formed before the other noun are noun in construct.‬‬

‫ﻟـﻠــ )‪(C) Verbal alone is definite so you need (LiL‬‬

‫‪If the verbal noun(-ing form) is alone and isolated by a preposition, use (LiL + verbal noun):‬‬

‫‪to study‬‬ ‫‪ +‬دراﺳﺔ ِ◌‬ ‫ﻟﻠـ‬

‫‪to work‬‬ ‫ﻟﻠـ ‪ +‬ﻋـﻤ ِﻞ‬
‫‪In fact, the word that we form after (LiL ) is rather a noun.‬‬

‫‪Example :‬‬

‫ﻓﻲ دراﺳﺘﮭـﺎ ‪.‬‬ ‫ﺗﺴﺘﻤﺮ‬ ‫اﻟﻤـﺎ َل و‬ ‫ﻜـﺴﺐ‬

‫َ‬ ‫ﻟــِﺘـَ‬ ‫‪ .1‬آ )‪ (a‬ﺗﻌـﻤـﻞ أﺧـﺘﻲ ﻓﻲ اﻟـﻤﻌـﻤﻞ‬

‫اﻟـ )اﺳﺘـﻤﺮار (‬ ‫ﻟـِ ) ﻛـَﺴـْﺐ ْ (‬

‫اﻟـﻤـﺎ ِل و اﻻﺳﺘﻤﺮار ﻓﻲ دراﺳﺘﮭـﺎ‪.‬‬ ‫ﻟِ َﻜـﺴْﺐْ‬ ‫ب‪ (b) :‬ﺗـﻌـﻤـﻞ أﺧـﺘﻲ ﻓﻲ اﻟـﻤﻌـﻤﻞ‬

‫ﺑﻌﺾ اﻟـﺤﺎﺟـﯿﺎت ‪.‬‬ ‫ﻟــِﺘـﺸــﺘـﺮي‬ ‫‪.2‬آ )‪ (a‬ذھـﺒَـﺖ أُﻣـﻲ اﻟﻰ اﻟﺴﻮق‬

‫) ِﺷـﺮاء (‬
‫ت‪.‬‬
‫ﺑﻌـﺾ اﻟـﺤﺎﺟـﯿﺎ ِ‬
‫ِ‬ ‫ﻟـِﺸﺮاء ِ‬ ‫ب ‪ (b) :‬ذھـﺒﺖ أُﻣـﻲ اﻟﻰ اﻟﺴﻮق‬

‫‪Use (li + verbal noun) instead of (li + verb) in the followings to mean the same thing:‬‬

‫اﻟـﻤﻨﻄﻘﺔ َ ﻣﻦ اﻟـﺘﺠﺎوزات اﻻﺳﺮاﺋﯿﻠﯿﺔ ‪.‬‬ ‫ﻟـِﺘﺤـﻤـﻲ‬ ‫‪ .1‬أرﺳﻠﺖ اﻻﻣﻢ اﻟـﻤﺘﺤﺪة ﻗﻮاﺗـﮭـﺎ اﻟﻰ ﺟﻨﻮب ﻟـﺒﻨﺎن‬
‫‪to protect‬‬ ‫) ﺣـﻤـﺎﯾﺔ ( = ﻟـِﺤـﻤـﺎﯾﺔ‬

‫ت اﻟﺘﺼﻔﯿﺔ اﻟﻌﺮﻗﯿﺔ ﻟﻼﻟـﺒـﺎن‬

‫ﻟـِﺘـﻮﻗـﻒ ﻋﻤـﻠﯿﺎ ِ‬ ‫‪ .2‬أرﺳﻠﺖ اﻟـﺤﻜﻮﻣﺔ اﻻﻣﺮﯾﻜﯿﺔ ﻗﻮات ﻋﺴﻜﺮﯾﺔ اﻟﻰ ﻛﻮﺳﻮﻓﻮ‬
‫ھـﻨﺎك ‪.‬‬
‫) إﯾـﻘـﺎف (‬

‫ﻟـﯿﻠـﺘـﻘـﻲ ﺑـﻨـﻈـﯿﺮ ِه ‪.‬‬ ‫‪ .3‬زار اﻟـﺒﻼد‬

‫) ﻟـِﻘـﺎء (‬

‫ﻣﺸﻜﻠﺔ َ اﻟـﺒﻄﺎﻟـﺔ ‪.‬‬ ‫ﻟـِﺘﺤـﻞ‬ ‫‪ .4‬ﺗﺴﻌﻰ اﻟﺤﻜﻮﻣﺔ اﻟﻰ ﻓﺘـﺢ أﻋـﻤﺎل ﺗـﺠﺎرﯾﺔ‬
‫) ﺣـﻞ (‬

‫ﻣﻦ اﻟـﻤﺴﺘﻮى اﻟـﻤﻌـﯿﺸﻲ ﻟﻠﻌـﻤﺎل ‪.‬‬ ‫ﻟـِﺘـﺮﻓـﻊ‬

‫‪ .5‬ﺗﺤﺎول اﻟـﺤﻜﻮﻣﺔ ان ﺗـﺰﯾﺪ اﻻﺟـﻮر‬
‫) رﻓـﻊ (‬
‫ﻋﻠﻰ وظـﯿﻔـﺔ أﻋـﻠـﻰ‪.‬‬ ‫ﻖ ﺑﺎﻟـﺠﺎﻣﻌـﺔ ﻷُواﺻـﻞ دراﺳﺘـﻲ اﻟـﻌـﻠـﯿﺎ و أﺣﺼﻞ‬ ‫‪ .6‬أﻟﺘﺤـ ُ‬
‫)ﺣﺼـﻮل (‬ ‫) ﻣﻮاﺻﻠـﺔ (‬

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‫ﺳﯿﺎرﺗـﻲ اﻟـﻘﺪﯾـﻤﺔ ‪.‬‬ ‫ﻷُﺻـﻠـّﺢ‬ ‫ُ‬

‫ﺻﺮﻓﺖ أﻛـﺜﺮ ﻣﻦ أﻟـﻔـﻲ دوﻻر‬ ‫‪.7‬‬
‫) ﺗﺼـﻠـﯿﺢ (‬

‫أﺻﺪﻗﺎﺋﻲ ھـﻨﺎك ‪.‬‬ ‫اﻟﻰ وﻻﯾﺔ اوھﺎﯾﻮ و ﻷزور‬ ‫ﻷُ ﺳﺎﻓـﺮ‬ ‫‪ .8‬أﺧـﺬت أﺟـﺎزة ﺳﻨﻮﯾﺔ‬
‫)زﯾﺎرة(‬ ‫)ﺳﻔﺮ (‬

‫اﻟﻰ وظﯿﻔﺔ اﺧﺮى ‪.‬‬ ‫ﻷﻧـﺘـﻘـﻞ‬ ‫‪ .9‬ﻗﺪﻣﺖ طﻠـﺒﺎ ً اﻟﻰ اﻟـﻤﺪﯾﺮ‬

‫) إﻧـﺘـﻘﺎل (‬

‫ﺑـِﮭـﺎ ‪.‬‬ ‫ﻷﺗـﻤـﺘﻊ‬ ‫ُ‬

‫ذھـﺒﺖ اﻟﻰ اﻟـﺤﺪﯾﻘﺔ‬ ‫‪.10‬‬
‫) ﺗــَﻤـَﺘﱡـﻊ (‬

‫ھـﻨـﺎك ‪.‬‬ ‫ﻟـِﯿـﻌـﻤﻠـﻮا‬ ‫‪ .11‬إﻟـﺘﺤـﻖ ﻛﻞ ﺧﺮﯾـﺠـﻲ اﻟﺠﺎﻣﻌـﺎت ﺑﺎﻟـﻤﻌـﻤـﻞ‬

‫) ﻋـﻤـﻞ (‬

‫‪.‬‬ ‫ﻟـِﯿَـﺘـَـﻌـﻠـﱠﻢ‬ ‫‪ .12‬ﯾـﻘﺮأ اﻟـﻜـﺘﺐ اﻟﻜـﺜـﯿﺮة‬

‫) ﺗﻌﻠـﱡﻢ (‬

‫‪.‬‬ ‫ﻟـِﺘـَﺘـَﺴـﻠـّﻰ‬ ‫‪ .13‬ﺗـﺘـﻔﺮج زوﺟﺘﻲ ﻋﻠـﻰ اﻟـﺘﻠـﻔﺰﯾـﻮن‬

‫) ﺗﺴﻠﯿﺔ (‬

‫‪.‬‬ ‫ﻟِـﻨـَﺴﺒـَﺢ‬ ‫‪ .14‬ﻧﺬھﺐ اﻟﻰ اﻟـﺒﺤـﺮ‬

‫) ﺳﺒﺎﺣـﺔ (‬

‫‪.‬‬ ‫ﻟـِﯿــﺘـﺰﻟـﺞ‬ ‫‪ .15‬ﯾﺬھـﺐ ﻓﻲ اﻟﺸﺘﺎء اﻟﻰ اﻟـﺠﺒﺎل‬

‫) ﺗﺰﻟـﱡﺞ (‬

‫ﻟـﯿـُﺼـﻠِﺤـَﮭـﺎ ‪.‬‬ ‫‪ .16‬ﻏـﯿـ ﱠ َﺮ رﺋﯿﺲ اﻟﻮزراء ﺣﻜﻮﻣﺘـﮫُ‬

‫) إﺻـﻼح (‬

‫اﻟﺮﻛﺎب ﻣـﻦ اﻟـﺨﻄـﺮ ‪.‬‬ ‫ﻟـﺘﺤـﻤﻲ‬ ‫‪ .17‬أﻟـﻐـﺖ اﻟﺨﻄﻮط اﻟﺠﻮﯾﺔ اﻟﺴﻌﻮدﯾﺔ رﺣﻠﺘﮭـﺎ‬
‫) ﺣـﻤـﺎﯾﺔ (‬

‫اﻟـﻤﺸﺎﻛﻞ اﻟﺮﺋﯿﺴﯿﺔ ﻣﻌﮭـﻢ ‪.‬‬ ‫ﻟـﯿﻨـﺎﻗﺶ‬ ‫‪ .18‬ﺷﺎرك وﻓﺪﻧـﺎ ﻓﻲ اﻟـﻤﻔﺎوﺿﺎت ﻣﻊ اﻟﺠﺎﻧﺐ اﻹﯾﺮاﻧﻲ‬
‫) ﻣـﻨﺎﻗـﺸﺔ (‬

‫ﻣﻊ اﻟـﻤﺘـﻤﺮدﯾﻦ ﻓﻲ اﻟـﺠﻨﻮب‪.‬‬ ‫ﻟﯿﺘﺼﺎﻟـﺢ‬ ‫‪ .19‬ﻗـ ّﺪ َم اﻟـﺠﺎﻧﺐ اﻟﺴﻮداﻧﻲ ﺑﻌﺾ اﻟﺘﻨﺎزﻻت‬

‫) ﺗﺼﺎﻟـُﺢ (‬

‫ﻣﻌﺎرﺿﺘـﮫ ﻟﮭﺬه اﻻﻧﺘﺨـﺎﺑﺎت ‪.‬‬ ‫ﻟـﯿـُﻈـﮭـﺮ‬ ‫‪ .20‬ﻗﺎطﻊ اﻟﺤﺰب اﻹﺳﻼﻣﻲ اﻻﻧﺘﺨﺎﺑﺎت ﻓﻲ ﺗﺮﻛﯿﺎ‬
‫) إظـﮭـﺎر (‬

‫ﻓﻲ اﻻﻧﺘﺨﺎﺑﺎت اﻟـﺠﺎرﯾﺔ‪.‬‬ ‫ﻟﯿـﺼ َﻮﺗـﻮا‬ ‫‪ .21‬ﺧـﺮج اﻟﻤﻮاطﻨﻮن اﻟﻰ ﺻﻨﺎدﯾﻖ اﻻﻗﺘﺮاع‬
‫) ﺗﺼـﻮﯾﺖ (‬

‫‪Cause and effect Connectors :‬‬

‫‪Connectors that connect two sentences.‬‬

‫‪143‬‬
 144

1. Result (sentence) + (Li?anna + pronoun) + Reason (sentence)

Read from left to right

( ‫) ﻟـﻢ ﯾﻨـﺠـﺢ‬ + ( .... ُ‫) ﻷﻧـﮫ‬ + (‫س‬

ْ ‫) ﻟـﻢ ﯾﺪ ُر‬
‫ﱠ‬
‫ﻷن‬
If the subject that follows in the reason sentence is the same one in the result sentence, use the appropriate pronoun:

because he ُ‫ﻻﻧـﱠﮫ‬ ‫ ﱠ‬+ ِ ‫ﻟـ‬

= pronouns + ‫ان‬
because she ‫ﻷﻧـﮭـﺎ‬
because they ‫ﻷﻧـﮭـﻢ‬

‫ﱠ‬
When the subject after (Li ?anna) ‫ﻷن‬ is a new element and not the same person, use
because ‫ ﱠ‬and put the new subject after it in a an accusative case:
‫ﻹن‬

‫اﻟـﻄﻘﺲ ردئ‬ ‫ﱠ‬

‫ﻷن‬ ‫ﻻ ﯾـﺴﺎﻓـﺮ اﻟـﯿﻮم‬
Reason + Li?nna + Result

result reason
He does not travel today because the weather is bad.

2. Reason (sentence) + Walaithalika + Result(sentence)

Read from left to right

( ْ‫)ﻟـﻢ ﯾﺪرس‬ + ‫ﻟـِﺬﻟﻚ‬ + (‫)ﻟـﻢ ﯾـﻨـﺠـﺢ‬

‫وﻟﮭﺬا اﻟﺴﺒﺐ‬

‫( ﻟـﺬﻟﻚ‬therefore).
If you start with the reason (sentence), then use
Then add the result (sentence).

Example:

ْ‫ﻟـﻢ ﯾﺪرُس‬ ُ‫ﻷﻧـﮫ‬ ْ‫ ﻟـﻢ ﯾﻨـﺠـﺢ‬.1

He did not succeed because he did not study.

. ْ ‫ﻟـَﻢ ﯾـﻨـﺠـﺢ‬ ‫و ﻟـﺬﻟﻚ‬ ‫ ﻟـﻢ ﯾﺪرس‬.2

He did not study; therefore, he failed.

Practice Drill:

Use (Li?anna + with / without pronoun) one time. ‫ﱠ‬

‫ﻷن‬ ( because)
Use (Lithalika)another time. ‫ ;( ﻟﺬﻟﻚ‬therefore,)

Reason sentence Effect sentence

‫ﻻ ﺗﺴﻤـﺢ ﻟـﮫُ إﺳﺮاﺋﯿﻞ ﺑﺎﻟـﻤﺸﺎرﻛﺔ‬ ‫ ﻻ ﯾﺸﺎرك ﻓﻲ ھﺬا اﻟـﻤﺆﺗـﻤـﺮ‬.1

‫ﻗـ ﱠﻞ اﻟﻄﻠﺐ ﻋﻠﻰ اﻟﺴﻠﻊ اﻻﻧﺘﺎﺟﯿﺔ ﻟﻠﺸﺮﻛﺔ‬ ‫ ﺑﻘﻲ اﻟﻌـﻤﺎل ﺑﺪون ﻋـﻤﻞ‬.2
‫ﻧﻔـﺪ اﻟﺒﻨﺰﯾﻦ ﻓﻲ اﻟﺨﺰان‬ ‫ ﺗﻮﻗـﻔﺖ اﻟﺴﯿﺎرة‬.3
‫ﺗـﺪﻓﻊ ﻟﮭﻢ اﻟﺸﺮﻛﺔ إﺟﻮراً ﺿﺌﯿﻠـﺔ‬ ‫ ﻗﺎم اﻟﻌﻤﺎل ﺑﺎﺿﺮاب واﺳﻊ‬.4
. ‫ﺧﺎﻟﻔﺖ اﻟﺸﺮﻛﺔ اﻟﻘﻮاﻧﯿﻦ اﻟـﻤﺤﻠﯿﺔ‬ ‫ أَﻏﻠﻘﺖ اﻟﺤﻜﻮﻣﺔ اﻟﺸﺮﻛﺔ‬.5
‫ﺗﻜـﺎﻟﯿﻒ اﻟﺪراﺳﺔ ﻓﻲ )ﺟﺎﻣﻌﺔ ﻧﯿﻮﯾﻮرك ( ﻏـﯿـﺮ ﻣﻌﻘﻮﻟﺔ‬ ‫ ﻟﻦ أﻟـﺘﺤـﻖ ﺑـﺠﺎﻣﻌﺔ ﻧـﯿﻮﯾﻮرك‬.6

Cause and Effect Connectors

Reason is a phrase . Cause is a phrase.

144
 ‫‪145‬‬

‫)‪1. Reason (phrase) + yu?addi ?ila + Effect (phrase‬‬

‫)‪(lead to‬‬

‫ﻓﯿﻀﺎﻧﺎت‬ ‫ﺗﺆدي اﻟﻰ‬ ‫ﺗﻠـﻒ‬

‫‪floods‬‬ ‫اﻟﻰ‬ ‫أَ ﱠدى‬ ‫‪destruction‬‬

‫)‪( cause‬‬

‫‪2.‬‬ ‫ﺗَﺴﺒﱢﺐ )ﻓـﻲ(‬

‫ﺐ )ﻓـﻲ(‬‫َﺳﺒـ ﱠ َ‬
‫‪Example:‬‬

‫‪ .1‬ﺗﺆدي اﻟﻔﯿﻀﺎﻧﺎت اﻟﻰ ﺗﻠﻒ اﻟـﻤﺤﺎﺻﯿﻞ اﻟﺰراﻋﯿﺔ ‪.‬‬

‫ﺗﻠـﻒ اﻟـﻤﺤﺎﺻﯿﻞ اﻟﺰراﻋﯿﺔ ‪.‬‬ ‫‪ .2‬ﺗُﺴﺒّـِﺐ اﻟﻔﯿﻀﺎﻧﺎت‬

‫) ﺗـُﺴّﺒـِﺐ ‪ +‬ﻓﻲ ‪( may be + Fi‬‬

‫‪Floods lead to the destruction of crops.‬‬

‫‪Reason‬‬ ‫‪Result‬‬

‫‪Exercise for Practice:‬‬

‫‪Use the phrase connectors‬‬ ‫‪ ،‬ﯾـُﺆدي اﻟﻰ ‪ ،‬ﺗُﺴـﺒـﱢﺐ ‪ ،‬ﯾُﺴـﱠﺒـِﺐ‬ ‫ﺗﺆدي اﻟﻰ‬

‫‪Reason‬‬ ‫‪Effect‬‬
‫‪phrase‬‬ ‫‪phrase‬‬

‫اﻟﺤﺼﺎر اﻻﻗﺘﺼﺎدي اﻟـﻤﻔﺮوض ﻋﻠﻰ اﻟﻌﺮاق‬ ‫‪ .1‬ﺳﻮء اﻟﺤﺎﻟﺔ اﻟـﻤﻌﯿﺸﯿﺔ ﻟﻠﻤﻮاطﻨﯿﻦ‬

‫اﻧﺨﻔﺎض ﺳﻌﺮ اﻟﺪوﻻر‬ ‫اﻧﺨﻔﺎض اﻻرﺑﺎح‬ ‫‪.2‬‬
‫اﻧﺨﻔﺎض درﺟﺔ اﻟـﺤﺮارة ‪.‬‬ ‫ﺳﻘﻮط اﻷﻣﻄﺎر‬ ‫‪.3‬‬
‫اﻧﺘﺸﺎر اﻟـﺠﺮاﺛـﯿﻢ‬ ‫زﯾﺎدة ﻓﻲ ﻧﺴﺒﺔ اﻟﻮﻓـﯿﺎت‬ ‫‪.4‬‬
‫اﻧﻔﺠﺎر اﻟـﺒﺮﻛﺎن‬ ‫‪ .5‬ﻧﺰوح اﻟـﻤﻮاطﻨﯿـﻦ‬
‫زﯾـﺎدة درﺟـﺔ اﻟﺤﺮارة‬ ‫‪ .6‬اﻟـﺠـﻔـﺎف‬
‫اﻟـﺒﺮد‬ ‫اﻟﺰﻛـﺎم‬ ‫‪.7‬‬
‫ﻣﻮﺟﺔ ﺑـﺮد‬ ‫‪ .8‬وﻓﺎة ‪ 100‬ﺷﺨﺺ‬
‫اﻧﻔﺠﺎر ﻗـﻨﺒﻠـﺔ‬ ‫‪ .9‬ﻣﻘﺘـﻞ ‪ 100‬ﺷﺨﺺ‬
‫اﻻﺷﺘﺒﺎﻛﺎت اﻷﺧﯿﺮة ﻋﻠﻰ اﻟـﺤﺪود‬ ‫‪ .10‬ﻣﺼـﺮع ‪ 100‬ﺷﺨﺺ‬

‫‪Cause and Effect‬‬

‫‪1. The Effect is a (sentence)+ bisabab + The Reason is a (phrase) or a (noun).‬‬
‫ﺑـِﺴـَﺒـَﺐ‬

‫‪145‬‬
 ‫‪146‬‬

‫)‪A (sentence‬‬ ‫‪It snowed.‬‬ ‫ﺳﻘﻄﺖ اﻟـﺜﻠـﻮج‬

‫) ‪Bisabab (connector = because of‬ﺑﺴﺒﺐ‬
‫)‪A ( phrase‬‬ ‫‪Low temperature.‬‬ ‫اﻧﺨﻔﺎض درﺟﺔ اﻟـﺤﺮارة ‪.‬‬

‫)‪The order is: ( result a sentence) + connector + reason (phrase‬‬

‫‪It snowed + because of + the low temperature‬‬

‫‪Reason‬‬ ‫’‪‘bisabab‬‬ ‫‪Effect‬‬

‫)‪( a phrase/ noun‬‬ ‫‪because of‬‬ ‫)‪(a sentence/clause‬‬

‫اﻧﺨﻔﺎض درﺟﺔ اﻟـﺤﺮارة ‪.‬‬ ‫ﺑﺴﺒﺐ‬ ‫ﺳـَﻘـَﻄـَﺖ اﻷﻣﻄﺎر‬

‫)‪Join the phrase with the clause by using (bisabab) ( because of) /( due to‬‬ ‫ﺑـِﺴـَﺒـَـﺐ‬
‫ﺑـِﺴـَﺒـَﺐ )‪Put the reason phrase immediately after the connector (bisabab‬‬
‫‪The clause‬‬ ‫‪The phrase‬‬
‫‪subject + verb‬‬
‫اﻻﻧﮭﯿﺎر اﻷرﺿﻲ‬ ‫‪ .1‬ﺗﮭﺪﻣﺖ اﻟﺒﯿﻮت‬
‫اﻻﻧـﺘـﻔﺎﺿﺔ‬ ‫‪ .2‬ﻓﺸﻠﺖ اﻟـﻤﻔﺎوﺿﺎت‬
‫ﺗﻌﻄﻞ ﺳﯿﺎرﺗﻲ ﻓﻲ اﻟـﻄﺮﯾﻖ‬ ‫‪ .3‬ﺗﺄﺧﺮت ﻣـﻦ اﻻﺟﺘﻤﺎع‬
‫اﻟﺮؤﯾﺔ اﻟﺮدﯾـﺌـﺔ‬ ‫‪ .4‬اﺻﻄﺪﻣﺖ اﻟﺴﯿﺎرة‬
‫اﻟﺜﻠﻮج واﻷﻣﻄﺎر‬ ‫‪ .5‬ﺣﺪﺛﺖ اﻟﻔﯿﻀﺎﻧﺎت‬
‫اﻟﻌﺎﺻﻔﺔ‬ ‫‪ .6‬أﻧﻘﻄﻊ اﻟﻜﮭﺮﺑﺎء‬
‫اﻹﻋﺼﺎر‬ ‫‪ .7‬ﺗﺸﺮد اﻟﺴﻜﺎن ﻣﻦ ﺑﯿﻮﺗﮭـﻢ‬
‫ﺗﻌﺎطﻲ اﻟـﻤﺨـﺪرات‬ ‫‪ .8‬ﻓُﺼـِ َﻞ ﻣﻦ اﻟﻮظﯿﻔـﺔ‬
‫ﺣﺎدﺛﺔ ﺳﯿﺎرة‬ ‫‪ .9‬ﺗﻮﻓﻰ‬
‫ﻋﺪم اھﺘﻤﺎﻣﮫ ﺑﺪروﺳﮫ‬ ‫‪ .10‬ﻟـﻢ ﯾﻨـﺠـﺢ‬
‫اﻻﻧﻔﺠـﺎر‬ ‫‪ .11‬ﺗـﺤﻄﻤـﺖ اﻟﻐﻮاﺻﺔ‬
‫اﻟﻐـﺪد اﻟـﺪرﻗـﯿﺔ‬ ‫‪ .12‬أُﺟﺮﯾﺖ ﻟـﮭـﺎ اﻟﻌﻤﻠـﯿﺔ‬
‫اﻟـﻤـﺠﺎﻋﺔ و اﻟـﻘﺤـﻂ‬ ‫‪ .13‬ﯾﻌﺎﻧﻲ اﻟﺸﻌﺐ ﻣﻦ اﻟـﺠﻮع‬
‫ﺣﺮب اﻟـﺨﻠﯿـﺞ‬ ‫‪ .14‬أزداد ﺳﻌﺮ اﻟﺪوﻻر‬
‫اﻟﻨﻘﺺ ﻓﻲ ﺻﺎدرات اﻟـﻨـﻔـﻂ‬ ‫‪ .15‬ﺗـﺪھـﻮر اﻻﻗﺘﺼﺎد‬

‫‪Purpose Clauses‬‬
‫‪Subjunctive particles are of two kinds‬‬

‫‪Verbs after these particles must (1) be in a present tense form.‬‬

‫‪146‬‬
 ‫‪147‬‬

‫‪Verbs are (2) in the accusative case.i.e.,‬‬

‫‪1. the ending of the ordinary singular verbs is FatHa‬‬
‫‪ as an indication‬ا ‪ and put alif‬ن )‪2. drop the plural masculine (noon‬‬
‫ن )‪3. drop the dual (noon‬‬

‫‪Subjunctive Case‬‬

‫‪Negation particles‬‬ ‫‪purpose particles‬‬

‫ﻟﻦ‬ ‫أن ‪ ،‬ﻟـ ِ ‪ ،‬ﻛﻲ‬
‫‪won’t‬‬ ‫‪to‬‬
‫ﺣﺘﻰ‬ ‫‪till, until‬‬

‫ﻟَﻦ‬ ‫أَنْ‬

‫ﻟﻦ ﯾﻌﻤ َﻞ اﻟﻌﺎﻣ ُﻞ ‪.‬‬ ‫ﯾﺮﯾﺪ اﻟﻌﺎﻣﻞ ان ﯾﻌﻤ َﻞ ‪.‬‬

‫اﻟﻌﻤﺎل ﻟﻦ ﯾﻌﻤﻠﻮا ﯾﻮم اﻻﺣﺪ‪.‬‬ ‫ﯾﺮﯾﺪ اﻟﻌﻤﺎل ان ﯾﻌﻤﻠﻮا ﯾﻮم اﻻﺣﺪ‪.‬‬
‫اﻟﻌﺎﻣﻼن ﻟﻦ ﯾﻌﻤﻼ ﯾﻮم اﻻﺣﺪ‪.‬‬ ‫ﯾﺮﯾﺪ اﻟﻌﺎﻣﻼن ان ﯾﻌﻤﻼ ﯾﻮم اﻻﺣﺪ‪.‬‬

‫ﻟـ ِ‬
‫ذھﺐ اﻟﻌﺎﻣﻞ اﻟﻰ اﻟﻤﻄﺒﻌﺔ ﻟﯿﻌﻤ َﻞ‪.‬‬
‫ذھﺐ اﻟﻌﻤﺎل اﻟﻰ اﻟﻤﻄﺒﻌﺔ ﻟﯿﻌﻤﻠﻮا‪.‬‬
‫‪ Jussive‬اﻟﺠﺰم‬ ‫ذھﺐ اﻟﻌﺎﻣﻼن اﻟﻰ اﻟﻤﻄﺒﻌﺔ ﻟﯿﻌﻤﻼ‪.‬‬ ‫)‪Jussive Case of (lam‬‬
‫ﻟﻢ‬
‫‪did not‬‬ ‫ﻛﻲ‬
‫ﻟﻢ ﯾﻌﻤ ْﻞ اﻟﻌﺎﻣﻞ أﻣﺲ ‪.‬‬ ‫ﯾﻌﻤﻞ َ‬ ‫ﻛﻲ‬ ‫ﻋﺎﻣﻞ‬ ‫ذھﺐ‬
‫اﻟﻌﻤﺎل ﻟﻢ ﯾﻌﻤﻠﻮا أﻣﺲ ‪.‬‬ ‫ﯾﻌﻤﻠﻮا‬ ‫ﻋﻤﺎل ﻟﻜﻲ‬
‫اﻟﻌﺎﻣﻼن ﻟﻢ ﯾﻌﻤﻼ أﻣﺲ‪.‬‬ ‫ﯾﻌﻤﻼ‬ ‫ﻋﺎﻣﻼن ﺣﺘﻰ‬

‫‪Jussive case of the‬‬

‫)‪Prohibitive (la‬‬
‫ﻻ اﻟﻨﺎھﯿﺔ‬
‫‪Do not ____.‬‬

‫ﻻ ﺗﻌﻤ ْﻞ ‪.‬‬
‫ﻻ ﺗﻌﻤﻠﻮا ‪.‬‬
‫ﻻ ﺗﻌﻤﻼ ‪.‬‬

‫ﻟﻠـ ‪ or Lil‬ﻟـ ِ ‪Combine two short sentences into one by using (purpose particle Li‬‬

‫‪Example‬‬

‫اﻟـﻤﺴﺎﺋﻞ اﻟﺮﺋﯿﺴﯿﺔ ﻣﻊ اﻟـﻔﻠﺴﻄﯿﻨﯿﯿﻦ ‪.‬‬ ‫أرادت أن ﺗـﺤﻞ‬ ‫‪ .2‬دﻋـﺖ اﺳﺮاﺋﯿﻞ اﻟﻰ اﺟﺘﻤﺎع ﻛﺎﻣﺐ دﯾﻔـﯿﺪ ‪.‬‬

‫‪Israel called for Camp David meeting.‬‬

‫‪147‬‬
 ‫‪148‬‬

‫‪Israel wanted to solve the main problems with Palestinians.‬‬

‫اﻟـﻤﺴﺎﺋﻞ اﻟﺮﺋﯿﺴﯿﺔ ﻣﻊ اﻟـﻔﻠﺴﻄﯿﻨﯿﯿﻦ ‪.‬‬ ‫ﻟـِﺘـﺤـﻞ‬ ‫دﻋـﺖ إﺳﺮاﺋﯿﻞ اﻟﻰ اﺟﺘﻤﺎع ﻛﺎﻣﺐ دﯾﻔـﯿﺪ‬

‫‪Li + Base Verb‬‬

‫‪Israel called for the meeting to solve the main problems with palestinians.‬‬

‫اﻟـﻤﺴﺎﺋﻞ اﻟﺮﺋﯿﺴﯿﺔ ﻣﻊ اﻟـﻔﻠـﺴﻄـﯿﻨـﯿﯿﻦ ‪.‬‬ ‫ﻟـِﺤـَﻞ‬ ‫دﻋـﺖ إﺳﺮاﺋﯿﻞ اﻟﻰ اﺟﺘﻤﺎع ﻛﺎﻣﺐ دﯾـﻔـﯿﺪ‬

‫‪Li + (Noun + Al + noun) which is noun in construct‬‬

‫‪Use (Li) to join two sentences into one sentence:‬‬

‫أﺣـﺼـﻞ ﻋﻠﻰ ﺷﮭﺎدة ﻋﺎﻟـﯿﺔ ‪.‬‬ ‫أرﯾـﺪ ان‬ ‫‪ .1‬ﺳﺄﻟـﺘـﺤـﻖ ﺑﺎﻟـﺠﺎﻣﻌـﺔ ‪.‬‬

‫‪I want to get high degree .‬‬ ‫‪I will attend university.‬‬

‫ﺳﺎﻟﺘﺤـﻖ ﺑﺎﻟـﺠﺎﻣﻌﺔ ﻷﺣﺼﻞ ﻋﻠﻰ ﺷﮭﺎدة ﻋﺎﻟﯿﺔ ‪.‬‬

‫ﺳﺎﻟﺘﺤﻖ ﺑﺎﻟﺠﺎﻣﻌﺔ ﻟﻠﺤﺼﻮل ﻋﻠﻰ ﺷﮭﺎدة ﻋﺎﻟﯿﺔ ‪.‬‬
‫‪I’ll attend university to get a high degree.‬‬

‫‪ .2‬ﯾـﮭـﺘﻢ ﺟﻮرج ﺑﻮش ﺑﺎﻟﻘﻮة اﻟﻌﺴﻜﺮﯾﺔ ‪ .‬ﯾﺮﯾﺪ ان ﯾـﻌـﯿﺪ ﺑـﻨـﺎء اﻟـﻘﺪرة اﻟﻌﺴﻜﺮﯾﺔ ﻟﻠﻮﻻﯾﺎت اﻟـﻤﺘﺤـﺪة ‪.‬‬
‫ﯾﮭﺘـﻢ ﺟﻮرج ﺑﻮش ﺑﺎﻟﻘﻮة اﻟﻌﺴﻜﺮﯾﺔ ﻹﻋـﺎدة ﺑـﻨـﺎء اﻟﻘﺪرة اﻟﻌﺴﻜﺮﯾﺔ ﻟﻠﻮﻻﯾﺎت اﻟـﻤﺘﺤـﺪة ‪.‬‬

‫ﺗـﻜﺎﻓﺢ اﻟـﺠﺮﯾـﻤـﺔ ‪.‬‬ ‫ﺗﺮﯾﺪ ان‬ ‫‪ .3‬وﺿﻌﺖ اﻟﺤﻜﻮﻣﺔ ﺧﻄـﻄـﺎ ً ﺟﺪﯾﺪة ‪.‬‬

‫ﺗﻌـﺎﻟـﺞ اﻟﺘﻀﺨـﻢ ‪.‬‬ ‫ان‬ ‫اﻟـﺤﻜﻮﻣﺔ‬ ‫إرادت‬ ‫‪ .4‬رﻓﻌـﺖ اﻟـﺤﻜﻮﻣﺔ أﺳﻌﺎر اﻟﺴﻠﻊ‬

‫ﺗﺴﺎﻋﺪ اﻵﺑـﺎء ﻓﻲ رﻋﺎﯾﺔ اطﻔﺎﻟـﮭـﻢ ‪.‬‬ ‫ان‬ ‫اﻟﺤﻜﻮﻣﺔ‬ ‫أرادت‬ ‫‪ .5‬ھﻨﺎك ﺗﺄﻣﯿﻦ ﺻﺤﻲ ﻟﻼطﻔﺎل ‪.‬‬

‫ﯾﻄﺎﻟﺒﻮا ﺑﺰﯾﺎدة اﺟﻮرھـﻢ ‪.‬‬ ‫ان‬ ‫اﻟﻌﻤـﺎل‬ ‫أراد‬ ‫‪ .6‬ﻗﺎم اﻟﻌﻤﺎل ﺑﺎﺿﺮاب ﻋﻦ اﻟﻌﻤﻞ ‪.‬‬

‫ﺗﺤـﻤـﻲ ﺣﺪودھـﺎ ﻣﻦ اﻟﻘـﺼﻒ ‪.‬‬ ‫ان‬ ‫اﺳﺮاﺋﯿﻞ‬ ‫أرادت‬ ‫‪ .7‬واﻓﻘﺖ اﺳﺮاﺋﯿﻞ ﻋﻠﻰ اﻻﻧﺴﺤﺎب ﻣﻦ ﻟﺒﻨﺎن ‪.‬‬

‫أرادت ان ﺗﺴﺘﺄﻧـﻒ اﻟـﻤﺒﺎﺣـﺜﺎت اﻻﺳﺮاﺋﯿﻠﯿﺔ اﻟﻔﻠﺴﻄﯿﻨﯿﺔ ‪.‬‬ ‫‪ .8‬زارت ﻣﺎدﻟﯿﻦ اﻟﺒﺮاﯾﺖ ﻓﻠﺴﻄﯿﻦ ‪.‬‬

‫ﺗﻠـﺒﻲ اﻟﺤﻜﻮﻣﺔ ﻣﻄﺎﻟﺒﮭـﻢ‬ ‫ان‬ ‫اﻟـﻤﺨﺘﻄﻔﻮن‬ ‫اراد‬ ‫‪ .9‬ﻗﺎم اﻟـﻤﺨﺘﻄﻔﻮن ﺑﺨﻄﻒ اﻟﺮھﺎﺋﻦ ﻓﻲ اﻟﻔﻠﺒﯿﻦ ‪.‬‬
‫اﻟﺴﯿـﺎﺳﯿﺔ ‪.‬‬

‫”‪The Concept of “maintain‬‬

‫‪in Arabic Linking Verbs‬‬

‫أﺻﺒﺢ ‪became :‬‬ ‫ﻛﺎن ‪was :‬‬

‫ﺑﺎت ‪ became :‬ﺻﺎر ‪transformed :‬‬
‫ﻟﯿﺲ‪is not :‬‬

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‫ﻻ )ﻣﺎ (ﯾﺰال ‪ ،‬ﻻ )ﻣﺎ( زال ‪is still :‬‬

‫‪kept, maintained to be, remained :‬‬ ‫ظ ﱠﻞ‬

‫‪followed by an indefinite noun‬‬ ‫‪followed by a present‬‬

‫‪or and adjective‬‬ ‫‪tense verb form‬‬
‫‪in accusative‬‬ ‫ان ‪without‬‬ ‫ّ‬

‫‪ .1‬ﻛﺎن طﺒﯿﺒﺎً ﻣﺎھﺮاً ‪.‬‬
‫ﻟﯿﺲ اﻟﻄﺒﯿﺐُ ﻣﺎھﺮاً ‪ .‬ﻟﯿﺲ طﺒﯿﺒﺎً‬
‫‪.2‬‬
‫‪ .3‬ﻣﺎ زال طﺒﯿﺒﺎ ً ‪.‬‬
‫‪ .4‬أﺻﺒﺢ طﺒﯿﺒﺎ ً ﻣﺎھﺮا ‪ً.‬‬
‫‪ .5‬ﺑﺎت طﺒﯿﺒﺎ ً ﻣﺸﮭﻮراً‪.‬‬
‫ً‬ ‫ً‬
‫‪ .6‬ظ ّﻞ طﺒـﯿﺒﺎ ﻣﺎھﺮا ﯾﻌﺎﻟﺞ اﻟﻤﺮﺿﻰ‬ ‫‪ .6‬ظـ ّﻞ ﯾﻌﺎﻧﻲ ﻣﻦ اﻟﻤﺮض وﺑـﻘﻲ ﯾﺎﺧﺬ اﻟﻌﻼج ﻣ ّﺪة طﻮﯾﻠﺔ )‪. (kept‬‬
‫‪ .1‬ﻛﺎن ﯾﺬھﺐ اﻟﻰ اﻟﺴﯿﻨﻤـﺎ ﻛﻞ ﻣﺴﺎء ﻓﻲ اﻟﻌﺎم اﻟﻤﺎﺿﻲ‬
‫‪ .2‬ﻟﯿﺲ ‪* No verb after‬‬
‫ﻣﺎھﺮاً‪.‬‬
‫‪ .3‬ﻣﺎ )ﻻ( زال ﯾﻤﺎرس ﻣﮭﻨـﺔ اﻟﻄﺐ‬
‫‪ .4‬أﺻﺒﺢ ﯾﻌﻤـﻞ طﺒﯿﺒﺎ ً ﻓﻲ اﻟﻤﺴﺘﺸﻔﻰ ‪.‬‬
‫‪ .5‬ﺑﺎت ﯾﺰور ﺻﺪﯾﻘﺘـﮫ ﻓﻲ اﻟﻤﺴﺘﺸﻔﻰ ‪.‬‬
‫ﺑﺎﺧﻼص‪(remained) .‬‬

‫‪‬‬ ‫‪Negate the verb with (la) instead of‬‬ ‫(‬

‫ﻻ ﯾﺬھﺐ وﻻ ﯾﻤﺎرس ‪laysa) :‬‬

‫‪Exercise‬‬

‫__________ ‪Not only __________ but also‬‬

‫‪ .1‬ﻟﻢ _________________ ﻓﺤﺴﺐ ‪ ،‬ﺑﻞ ___________________‪.‬‬
‫‪ .1‬ﻟﻢ ﯾﻜﻦ طﺒﯿﺒﺎ ً ﻓﺤﺴﺐ ‪ ،‬ﺑﻞ ﻛﺎن ﻛﺎﺗﺒﺎ َ ﻣﺸﮭﻮراً ﻓﻲ ﻋﺼﺮه‪.‬‬
‫‪ .2‬ﻧﺠﯿﺐ ﻣﺤﻔﻮظ ﻣﺸﮭﻮر ﻟﯿﺲ ﻓﻲ ﻣﺼﺮ ﻓﻘﻂ ‪ ،‬ﺑﻞ ﻓﻲ ﺟﻤﯿﻊ ارﺟﺎء اﻟﻌﺎﻟﻢ‬

‫_____________ ‪Does not only _____________but also‬‬

‫‪ .2‬ﻟﻢ ﯾﻌﺪ _______________ﻓﻘﻂ ‪ ،‬ﺑﻞ __________________‪.‬‬

‫‪ .1‬ﻟﻢ ﯾﻌﺪ اﻻﻣﺮ ﯾﻘﺘﺼﺮ ﻋﻠﻰ اﻟﻌﺴﻜﺮﯾﯿﻦ ﻓﻘﻂ ‪ ،‬ﺑﻞ ﺗﻌﺪّى ﻟﯿﺸﻤﻞ ﻛﺎﻓﺔ ﺷﺮاﺋﺢ اﻟﻤﺠﺘﻤﻊ اﻟﻌﺮاﻗﻲ‪.‬‬
‫‪ .2‬ﻟﻢ ﯾﻌﺪ اﻟﻔﻘﺮ ﯾﻘﺘﺼﺮ ﻋﻠﻰ اﻓﺮﯾﻘﯿﺎ ﻓﻘﻂ ‪ ،‬ﺑﻞ اﻧﺘﺸﺮ ﻟﯿﺼﻞ اﻟﻰ ﺑﻌﺾ اﻟﺪول اﻟﻨﻔﻄﯿﺔ ﻓﻲ اﻟﺸﺮق‪.‬‬

‫‪Verbs followed by infinitive without to‬‬

‫‪Arabic verbs usually are followed by (to + present tense verb), but there is another pattern that the (an) of‬‬
‫‪infinitive is not used between the two verbs.These fall under three concepts: the starting verbs, the copula‬‬
‫‪followed by verb, and the verb (make) and (let).‬‬

‫)‪Verbs not followed by (an‬‬

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‫‪Let / make‬‬ ‫”‪copulas to mean “Keep doing‬‬ ‫‪start / begin‬‬

‫ﺟﻌﻞ ‪ ،‬ﻟــ ) دﻋﻨﺎ(‬ ‫اﻓﻌﺎل ﻧﺎﻗﺼﺔ‬ ‫اﻓﻌﺎل اﻟﺸﺮوع‬

‫ﻟـ \ ﻟﻨﺘﻜﺎﺗﻒ‬ ‫ظ ّﻞ ‪ /‬ﯾﻈ ّﻞ ﯾﻨﺘﻈﺮ طﻮﯾﻼً‬ ‫ﯾﻌﻤﻞ‬ ‫ﺑﺪأ ‪ /‬ﯾﺒﺪأ‬

‫دﻋﻨﺎ ﻧﺬھﺐ ﻗﺒﻞ ﻣﺠﻲء اﻟﻈﻼم‬ ‫ﯾﺪرس‬ ‫ﺑﺎت‪/‬‬ ‫ﯾﺒﺬل ﻗﺼﺎرى ﺟﮭﺪه‬ ‫ﺷﺮع ‪ /‬ﯾﺸﺮع‬
‫ﺟﻌﻞ ‪ ،‬ﯾﺠﻌﻠﮫ ﯾﻨﺪم ﻋﻠﻰ ﻓﻌﻠﺘﮫ‬ ‫ﯾﺒﺎﻟﻎ‬ ‫اﻣﺴﻰ‬
‫أﺻﺒﺢ ﯾﺰﯾﺪ ﻣﻦ ﺟﮭﺪه‬
‫ﻣﺎ زال ‪ /‬ﻻ ﯾﺰال ﯾﺘﺬﻛﺮ اﻟﺤﺎدث‬

‫‪Translate into Arabic‬‬

‫‪1.‬‬ ‫‪Let’s work together.‬‬

‫‪2.‬‬ ‫‪My wife started working in a factory.‬‬
‫‪3.‬‬ ‫‪Hard work and less pay made her quit.‬‬
‫‪4.‬‬ ‫‪My students kept working on their mistakes, and it paid them off.‬‬
‫‪5.‬‬ ‫‪His failure made him put more efforts to pass the exam on the second attempt.‬‬

‫‪Read the following statements for raising awareness. Then try to translate into English.‬‬

‫‪ .1‬ﯾﻜﺎد ﻋﻤﻞ اﻟﻄﺎﺋﺮات ﻓﻲ اﻟﻌﺮاق ﯾﻘﺘﺼﺮ ﻋﻠﻰ ﻧﻘﻞ اﻟﻤﺴﺎﻓﺮﯾﻦ‪.‬‬

‫‪ .2‬أﺧﺬ اﻟﻌﻠﻤﺎء ﻓﻲ اﻻوﻧﺔ اﻻﺧﯿﺮة ﯾﻔﻜﺮون ﻓﻲ طﺮﯾﻘﺔ ﻟﻠﻮﺻﻮل اﻟﻰ ﻣﻌﺎﻟﺠﺔ اﻟﺴﺮطﺎن ﻋﻦ طﺮﯾﻖ اﻟﮭﻨﺪﺳﺔ اﻟﻮراﺛﯿﺔ‪.‬‬
‫‪ .3‬ﺑﻌﺪ ﺗﺤﺴﻦ ﻟﻐﺘﮭﻢ ﺷﺮع اﻟﻄﻼب ﻛﻞ ﻣﻨﮭﻢ ﯾﺴﺎﺑﻖ اﻵﺧﺮ ﻓﻲ اﻟﺘﻜﻠﻢ‪.‬‬
‫‪ .4‬ﻗﺎم اﺣﺪھﻢ ﺑﺘﻘﺪﯾﻢ اﻟﺪرس ﻟﻶﺧﺮﯾﻦ ‪.‬‬
‫‪ .5‬ھﺒّﺖ اﻟﻨﺎس ﺗﺸﺘﺮي اﻟﺒﻀﺎﺋﻊ ﺧﻮﻓﺎ ً ﻣﻦ اﺧﺘﻔﺎﺋﮭﺎ ﺑﻌﺪ اﻋﻼن ﺣﺎﻟﺔ اﻟﻄﻮارئ‪.‬‬
‫‪ .6‬ﺟﻌﻠﻨﺎ اﻻﻣﺮ ﻧﻔﻜﺮ ﻓﻲ ﻣﺴﺘﻘﺒﻠﻨﺎ ‪.‬‬

‫‪Inviting ( a polite request) somebody to do something.‬‬

‫دﻋﻨﺎ ‪ ،‬ﻟــ ِ ‪ ،‬ﻟﻮ‬
‫دﻋﻨﺎ ﻧﺪرس ﻗﻠﯿﻼً ‪.‬‬ ‫‪.1‬‬
‫ﻟﻨﻤﺸﻲ اﻟﻰ اﻟﻤﻘﮭﻰ‪.‬‬ ‫‪.2‬‬
‫ﻟﻮ ﺗﺰورﻧﻲ ‪ ،‬ﺳﻨﺪرس ﻣﻌﺎ ً‬ ‫‪.3‬‬
‫‪In case‬‬ ‫ﻟﻮ =‬ ‫ﻟﻮ ﺗﻨﺸﺪﻧﺎ ﻗﺼﯿﺪة ‪ ،‬ﻓﻨﺴﺮ ﺑﮭﺎ‪.‬‬ ‫‪.4‬‬
‫ﻟﻮ ﺗﻐﯿّﺮ ﺳﻠﻮﻛﻚ ﺳﺄﺣﺘﺮﻣﻚ‪.‬‬ ‫‪.5‬‬

‫‪ if it is followed by the past tense verb, the intention of the speaker is to blame the listener for‬ﻟﻮ ‪As for‬‬ ‫‘‬
‫‪not doing something right’.‬‬
‫ﻟﻮ اﻋﺘﻤﺪت ﻋﻠﻰ ﻧﻔﺴﻚ ﻟﻨﺠﺤﺖ‬ ‫‪.6‬‬
‫ﻟﻮ ﻛﻨﺖ ﺟﺌﺖ اﻟﻰ ھﻨﺎ ‪ ،‬ﻟﻤﺎ ﺣﺪث ﻟﻚ ﻣﺎ ﺣﺪث ‪.‬‬ ‫‪.7‬‬

‫‪Obligation‬‬

‫ﻋﻠﯿﻜﻢ ان ﺗﺪرﺳﻮا اﻟﻘﻀﯿﺔ ﺟﯿﺪا‬ ‫ﻋﻠﯿﻚ ان ‪........‬‬

‫ﻋﻠﯿﻜﻢ دراﺳﺔ اﻟﻘﻀﯿﺔ ﺟﯿﺪا‬ ‫ﻋﻠﯿﻚ ‪......‬‬

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‫ﯾﻨﺒﻐﻲ ان ﺗﺒﺤﺚ ﻓﻲ اﻟﻘﻀﯿﺔ‬ ‫ﯾﻨﺒﻐﻲ ان ‪........‬‬

‫ﯾﻨﺒﻐﻲ اﻟﺒﺤﺚ ﻓﻲ اﻟﻘﻀﯿﺔ‬ ‫ﯾﻨﺒﻐﻲ ‪........‬‬

‫ﯾﺘﻌﯿﻦ ان ﺗﻮاﺻﻠﻮا اﻟﺠﮭﻮد ﻻﯾﺠﺎد ﺣﻠﻮل ﻋﺎدﻟﺔ ﻟﻠﻘﻀﯿﺔ‬ ‫ﯾﺘﻌﯿﻦ ان‪.......‬‬

‫اﻟﺠﮭﻮد ﻻﯾﺠﺎد ﺣﻠﻮل ﻋﺎدﻟﺔ ﻟﻠﻘﻀﯿﺔ‬ ‫ﯾﺘﻌﯿﻦ ﻣﻮاﺻﻠﺔ‬ ‫ﯾﺘﻌﯿﻦ ‪......‬‬

‫ﯾﺘﺤﺘﻢ ان ‪ ...‬ﯾﺘﺤﺘﻢ )ﻋﻠﯿﻜﻢ ( ان ﺗﺒﺬﻟﻮا ﻗﺼﺎرى ﺟﮭﺪﻛﻢ ﻻرﺿﺎء اﻟﺮأي اﻟﻌﺎم اﻟﺪوﻟﻲ‬
‫ﻗﺼﺎرى ﺟﮭﺪﻛﻢ ﻻرﺿﺎء اﻟﺮأي اﻟﻌﺎم اﻟﺪوﻟﻰ‬ ‫ﯾﺘﺤﺘﻢ ‪ .....‬ﯾﺘﺤﺘﻢ ) ﻋﻠﯿﻜﻢ ( ﺑﺬل‬

‫ﻣﻦ اﻟﻀﺮوري ان ‪ ...‬ﻣﻦ اﻟﻀﺮوري ان ﺗﻨﺴﻘﻮا اﻋﻤﺎﻟﻜﻢ ﻣﻊ ﺑﻌﻀﻜﻢ اﻟﺒﻌﺾ ‪.‬‬

‫اﻋﻤﺎﻟﻜﻢ ﻣﻊ ﺑﻌﻀﻜﻢ اﻟﺒﻌﺾ ‪.‬‬ ‫ﻣﻦ اﻟﻀﺮوري ‪ ......‬ﻣﻦ اﻟﻀﺮوري ﺗﻨﺴﯿﻖ‬

‫ﺑﺎت ﺿﺮورﯾﺎ ان ‪ ......‬ﺑﺎت ﺿﺮورﯾﺎ ﻟﻠﺴﻤﺘﯿﺎت ان ﺗﻤﮭﺪ اﻟﻄﺮﯾﻖ ﻟﻠﻤﺸﺎة‬

‫ﺑﺎت ﺿﺮورﯾﺎ ‪ .........‬ﺑﺎت ﺿﺮورﯾﺎ ﻟﻠﺴﻤﺘﯿﺎت ﺗﻤﮭﯿﺪ اﻟﻄﺮﯾﻖ ﻟﻠﻤﺸﺎة‬

‫ﻣﻦ اﻟﻮاﺟﺐ ان ‪ ...‬ﻣﻦ اﻟﻮاﺟﺐ ان ﺗﻨﻔﺬوا اﻻواﻣﺮ اﻟﺼﺎدرة ﻣﻦ اﻟﻘﯿﺎدة ﺑﺪﻗﺔ‬

‫اﻻواﻣﺮ اﻟﺼﺎدرة ﻣﻦ اﻟﻘﯿﺎدة ﺑﺪﻗﺔ‬ ‫ﻣﻦ اﻟﻮاﺟﺐ ‪ ......‬ﻣﻦ اﻟﻮاﺟﺐ ﺗﻨﻔﯿﺬ‬

‫اﻋﻤﺎﻟﻜﻢ ﻣﻊ ﺑﻌﻀﻜﻢ اﻟﺒﻌﺾ‬ ‫ﻣﻦ اﻟﻼزم ان ﺗﻨﺴﻘﻮا‬ ‫ﻣﻦ اﻟﻼزم ان ‪..‬‬

‫اﻋﻤﺎﻟﻜﻢ ﻣﻊ ﺑﻌﻀﻜﻢ اﻟﺒﻌﺾ‬ ‫ﻣﻦ اﻟﻼزم ﺗﻨﺴﯿﻖ‬ ‫ﻣﻦ اﻟﻼزم ‪...‬‬

‫‪Releasing Obligation‬‬
‫ﻻ داﻋﻲ ان ﺗﻀﯿﻊ اﻟﻮﻗﺖ واﻟﻤﺎل ﻓﻲ ھﺬا اﻟﻤﺸﺮوع ‪.‬‬ ‫ﻻ داﻋﻲ ان ‪.......‬‬
‫ﻻ داﻋﻲ ﻟﻀﯿﺎع اﻟﻮﻗﺖ واﻟﻤﺎل ﻓﻲ ھﺬا اﻟﻤﺸﺮوع ‪.‬‬ ‫ﻻ داﻋﻲ ل ‪.......‬‬

‫ﻟﻢ ﯾﻌﺪ ﺿﺮورﯾﺎ ان ﺗﻘﻀﻮا ﻣﻌﻈﻢ اوﻗﺎﺗﻜﻢ ﻓﻲ اﻟﻤﻌﻤﻞ ‪.‬‬ ‫ﻟﻢ ﯾﻌﺪ ﺿﺮورﯾﺎ ان ‪.....‬‬
‫ﻣﻌﻈﻢ اوﻗﺎﺗﻜﻢ ﻓﻲ اﻟﻤﻌﻤﻞ ‪.‬‬ ‫ﻟﻢ ﯾﻌﺪ ﺿﺮورﯾﺎ ﻗﻀﺎء‬ ‫ﻟﻢ ﯾﻌﺪ ﺿﺮورﯾﺎ ‪......‬‬

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‫ﻣﻦ ﻏﯿﺮ اﻟﻼزم ان ﺗﻘﺘﺤﻤﻮا دﻓﺎﻋﺎت اﻟﻌﺪو ﺑﻞ اﻗﺼﻔﻮھﺎ‪.‬‬ ‫ﻣﻦ ﻏﯿﺮ اﻟﻼزم ان ‪...‬‬
‫دﻓﺎﻋﺎت اﻟﻌﺪو ﺑﻞ ﻗﺼﻔﮭﺎ ‪.‬‬ ‫ﻣﻦ ﻏﯿﺮ اﻟﻼزم اﻗﺘﺤﺎم‬ ‫ﻣﻦ ﻏﯿﺮ اﻟﻼزم ‪....‬‬

‫ﻻ ﯾﻨﺒﻐﻲ ﻋﻠﯿﻜﻢ ان ﺗﺘﻮﺟﮭﻮا اﻟﻰ ﺻﻨﺎدﯾﻖ اﻻﻗﺘﺮاع ‪.‬‬ ‫ﻻ ﯾﻨﺒﻐﻲ ﻋﻠﯿﻜﻢ ان ‪..‬‬
‫اﻟﻰ ﺻﻨﺎدﯾﻖ اﻻﻗﺘﺮاع ‪.‬‬ ‫ﻻ ﯾﻨﺒﻐﻲ ﻋﻠﯿﻜﻢ اﻟﺘﻮﺟﮫ‬ ‫ﻻ ﯾﻨﺒﻐﻲ ﻋﻠﯿﻜﻢ ‪...‬‬

‫ﻣﻦ ﻏﯿﺮ اﻟﻀﺮوري ان ﺗﺴﺎﻓﺮ اﻟﻰ ھﻨﺎك ‪.‬‬ ‫ﻣﻦ ﻏﯿﺮ اﻟﻀﺮوري ان ‪...‬‬
‫ﻣﻦ ﻏﯿﺮ اﻟﻀﺮوري اﻟﺴﻔﺮ اﻟﻰ ھﻨﺎك ‪.‬‬ ‫ﻣﻦ ﻏﯿﺮ اﻟﻀﺮوري ‪...‬‬

‫ﻻ ﺿﺮورة ﻻن ﺗﺸﺎھﺪ ذﻟﻚ اﻟﻤﻨﻈﺮ اﻟﻤﺨﯿﻒ ﻟﻠﺤﺎدﺛﺔ ‪.‬‬ ‫ﻻ ﺿﺮورة ﻻن ‪....‬‬

‫ﻻ ﺿﺮورة ﻟﻤﺸﺎھﺪة ذﻟﻚ اﻟﻤﻨﻈﺮ اﻟﻤﺨﯿﻒ ﻟﻠﺤﺎدﺛﺔ ‪.‬‬ ‫ﻻ ﺿﺮورة ل ‪....‬‬

‫ﻟﯿﺲ ﺿﺮورﯾﺎ ان ﺗﺠﮭﺪ ﻧﻔﺴﻚ ﻛﺜﯿﺮا ‪.‬‬ ‫ﻟﯿﺲ ﺿﺮورﯾﺎ ان ‪...‬‬

‫ﻟﯿﺲ ﺿﺮورﯾﺎ اﺟﮭﺎد ﻧﻔﺴﻚ ﻛﺜﯿﺮا ‪.‬‬ ‫ﻟﯿﺲ ﺿﺮورﯾﺎ ‪.....‬‬

‫ﻟﯿﺴﺖ ﺑﺤﺎﺟﺔ ﻻن ﺗﺬھﺐ اﻟﻰ زﯾﺎرﺗﮫ ﻓﻲ اﻟﺴﺠﻦ ‪.‬‬ ‫ﻟﯿﺲ ﺑﺤﺎﺟﺔ اﻟﻰ ان ‪...‬‬
‫ﻟﯿﺲ ﺑﺤﺎﺟﺔ ل ‪ .....‬ﻟﯿﺴﺖ ﺑﺤﺎﺟﺔ ﻟﻠﺬھﺎب اﻟﻰ زﯾﺎرﺗﮫ ﻓﻲ اﻟﺴﺠﻦ ‪.‬‬

‫‪Conditional Clauses‬‬
‫‪The structure of the conditional clauses in Arabic follows various patterns. Our intention, here, is that we may find similar‬‬
‫‪patterns to those of English. We can broadly put them under three headings:‬‬

‫‪1. Likely to happen with the present tense:‬‬

‫‪The particles:‬‬ ‫ْ‬
‫إن‬ ‫)‪If (when‬‬

‫‪The structure‬‬

‫‪Result verb‬‬ ‫‪,‬‬ ‫‪conditional verb‬‬ ‫‪+‬‬ ‫‪particle‬‬

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present + َ ‫ﻓـَﺴـ‬ ، present + ْ

‫إن‬

. ‫ﻓﺴﺘﺤـﺼـَﻞ ﻋﻠﻰ اﻟـﻜﺘﺎب‬ ، ‫ﺗﺬھـﺐ اﻟﻰ اﻟـﻤﻜﺘﺒﺔ‬ ْ‫إن‬

If you go to the libaray, you’ll get the book.

Negative

Result verb , conditional verb + negative particle

present tense + ‫ ﻟـﻦ‬+ ‫ﻓﺴﻮف‬ ، present +

. ‫ﻟﻦ ﺗـﺤﺼـﻞ ﻋﻠﻰ اﻟـﻜـﺘﺎب‬ ‫ﻓﺴﻮف‬ ، ‫ﺗﺬھـﺐ اﻟﻰ اﻟﻤﻜﺘﺒﺔ‬ ‫إذا ﻟﻢ‬

If you do not go to the libarary, you won’t get the book.

2. likely to happen with the past tense :

The structure

Result verb , conditional verb particles

past + َ ‫ﻟـ‬ past +

. ‫ﺣﺼـﱠﻠـﺖَ ﻋﻠﻰ اﻟـﻜـﺘﺎب‬ + َ ‫ﻟــ‬ ، ‫ذھـﺒـﺖَ اﻟﻰ اﻟـﻤﻜﺘﺒﺔ‬ ‫ﻟﻮ‬

‫إذا‬
If you went to the library, you would get the book. ‫إذا ﻣـﺎ‬

Negative

Result verb , conditional verb negative + particle

past + ‫ﻟــَﻤـﺎ‬ ، past

present + ‫ﻟــَﻢ‬

. ‫ﻟــَﻤـﺎ ﺣﺼـﻠﺖ ﻋﻠﻰ اﻟـﻜـﺘﺎب‬ ، ‫ﺗﺬھـﺐ اﻟﻰ اﻟﻤﻜﺘﺒﺔ‬ ‫ﻟﻮ ﻟـﻢ‬

If you did not go to the library, you would not get the book.

3. Hypothetical Case:

The difference is only on the conditional verb in which (kaana) or (kaana ) and (qad) is followed by a past tense verb:
The structure:

Result verb , hypothetical Verb + particles

past + َ ‫ﻟــ‬ ، past + ‫ ﻗـﺪ‬+ ‫ ﻛﺎن‬+ ‫ﻟــﻮ‬

‫إذا‬

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‫ﻋﻠﻰ اﻟـﻜﺘﺎب ‪.‬‬ ‫ﻟـ ◌َ ﺣـﺼـﱠﻠـﺖَ‬ ‫‪،‬‬ ‫ﻛـُﻨـﺖَ ﻗـﺪ َذھـَﺒـﺖَ اﻟﻰ اﻟـﻤﻜﺘﺒﺔ‬ ‫ﻟﻮ‬

‫‪Had you gone there, you would have got the book.‬‬
‫‪If you had gone,‬‬

‫‪Negative‬‬

‫‪Result Verb‬‬ ‫‪negative past verb‬‬ ‫‪particle‬‬

‫ﻟـَﻤـﺎ ﻛﻨﺖ ﺗﺤﺼﻞ ﻋﻠﻰ اﻟـﻜـﺘﺎب‬ ‫‪،‬‬ ‫ﻟﻢ ﺗﺬھﺐ اﻟﻰ اﻟـﻤﻜﺘـﺒﺔ‬ ‫ﻟﻮ‬
‫ﻟﻤﺎ ﻛﻨﺖ ﻗﺪ ﺣﺼّﻠﺖ ﻋﻠﻰ اﻟﻜﺘﺎب‬

‫‪If you did not go to the library, you would not get the book.‬‬

‫‪The negative of the hypothetical verb is missing in Arabic .‬‬

‫‪A Drill for practice:‬‬

‫‪Try to connect the conditional verb with the result verb by using the appropriate connectors (particles):‬‬

‫‪Result Verb‬‬ ‫‪Conditional verb‬‬

‫ﺗﻠﺘﻘـﻲ ﺑﮭـﺎ ھـﻨﺎك‬ ‫ﺗﺬھـﺐ )أﻧﺖَ ( اﻟﻰ اﻟـﺤـﻔﻠـﺔ‬ ‫‪.1‬‬

‫ﺗـﺴﺘـﻤﺘـﻌﯿﻦ ﺑﺸﺨﺼﯿﺎت اﻟـﻤﺴﺮﺣﯿﺔ‬ ‫ﺖ اﻟﻰ اﻟﻤﺴﺮﺣﯿﺔ‬ ‫ذھﺒ ِ‬ ‫‪.2‬‬
‫أﺻﺒﺢ ﻣﻮظﻔـﺎ ً ﻓﻲ داﺋﺮة ﺣـﻜﻮﻣﯿـﺔ‬ ‫ﻛﺎن ﻗﺪ ذھﺐ اﻟﻰ اﻟـﻤﺪرﺳﺔ‬ ‫‪.3‬‬
‫ﺳﺎﻋﺪھﺎ ﻓﻲ اﻟـﺤﺼﻮل ﻋﻠﻰ وظﯿﻔﺔ ﺟﯿﺪة‬ ‫ﻛﺎﻧﺖ ﻗـﺪ ﺗﻌـّﺮﻓـﺖ ﻋﻠـﯿﮫ‬ ‫‪.4‬‬
‫ﯾﺘﺮك اﻟـﻤﺪﯾﻨﺔ‬ ‫ﻟﻢ ﯾـﺤﺼﻞ ﻋﻠﻰ ﻋـﻤﻞ‬ ‫‪.5‬‬
‫ﻟـَﻤـﺎ ﺑﻘﻰ ھﻨﺎك ﻟـﺤـﺪ اﻵن ‪.‬‬ ‫ﻟـﻢ ﯾـﺤﺼﻞ ﻋﻠﻰ وظﯿﻔﺔ‬ ‫‪.6‬‬
‫ﯾﻄﺮدهُ اﻟـﻤﺪﯾﺮ ‪.‬‬ ‫ﻟﻢ ﯾﺬھﺐ اﻟﻰ اﻟﻌـﻤﻞ‬ ‫‪.7‬‬

‫‪The Iraqi dialect goes like English:‬‬

‫‪If you study, you will pass.‬‬ ‫اذا ﺗﺪرس ‪ ،‬ﺗﻨﺠﺢ‪.‬‬ ‫‪.1‬‬
‫‪If you studied, you would pass.‬‬ ‫ﻟﻮ درﺳﺖ‪ ،‬ﻛﺎن ﻧﺠﺤﺖ‪.‬‬ ‫‪.2‬‬
‫‪If you had studied, you would have passed.‬‬ ‫ﻟﻮ ﻛﺎن درﺳﺖ ‪ ،‬ﻛﺎن ﻧﺠﺤﺖ‪.‬‬ ‫‪.3‬‬
‫‪advice‬‬ ‫ﻟﻮ ﻛﻨﺖ ﺗﺪرس ‪ ،‬ﻛﻨﺖ ﺗﻨﺠﺢ‬ ‫‪.4‬‬

‫‪Contrastive Sentences / Concession‬‬

‫ﺃ‪" .‬ﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺃﻥ ﺍﻷﻁﺭﺍﻑ ﺍﻟﺩﻭﻟﻴﺔ ﻻ ﺘﻤﺘﻠﻙ ﺍﻟﺴﻨﺩ ﺍﻟﻘﺎﻨﻭﻨﻲ ﻹﺤﺎﻟﺔ ﺍﻟﻤﻠﻑ ﺍﻟﻨﻭﻭﻱ ﺍﻹﻴﺭﺍﻨﻲ ﺇﻟﻰ ﻤﺠﻠﺱ ﺍﻷﻤﻥ ‪ ،‬ﻓﺈﻥ ﺭﺩﻨﺎ ﻜﺎﻥ ﻤﺼﺎﻏﺎ ﺒﺸﻜل‬
‫ﻴﻤﻬﺩ ﺍﻟﻁﺭﻴﻕ ﻹﺠﺭﺍﺀﻤﻔﺎﻭﻀﺎﺕ ﻋﺎﺩﻟﺔ‪".‬‬

‫‪Make your own sentences:‬‬

‫ﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺍﻥ ‪ ، ........‬ﻓﺎﻥ ‪......‬‬ ‫‪.1‬‬

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‫ﺭﻏﻡ ﺍﻥ ‪ ، ...........‬ﺇﻻ ﺍﻥ ‪......‬‬ ‫‪.2‬‬

‫ﻭﻟﻜﻥ ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ ‪ ........‬ﺇﻻ ﺍﻥ ‪...........‬‬ ‫‪.3‬‬

‫ﺏ ‪ .‬ﻭﻨﺴﺏ ﺍﻟﺘﻘﺭﻴﺭ ﺇﻟﻰ ﻤﺼﺎﺩﺭ ﺍﺴﺘﺨﺒﺎﺭﺍﺘﻴﺔ ﺍﻟﻘﻭل ﺇﻥ ﺇﻴﺭﺍﻥ ﻗﺩ ﺘﺤﻭﺯ ﺴﻼﺤﺎ ﻨﻭﻭﻴﺎ ﺨﻼل ﻋﻘﺩ ﻤﻥ ﺍﻟﺯﻤﻥ‪.‬‬

‫ﻭﺭﻏﻡ ﺫﻟﻙ‪ ،‬ﻗﺎل ﺍﻟﺘﻘﺭﻴﺭ ﺇﻥ ﺇﻴﺭﺍﻥ ﻗﺩ ﺘﺨﻭﺽ ﺤﻤﻠﺔ ﺨﺩﺍﻉ ﻭﻨﻔﻲ ﺘﺴﺘﻬﺩﻑ ﺇﻅﻬﺎﺭ ﺒﺭﻨﺎﻤﺠﻬﺎ ﻋﻠﻰ ﺃﻨﻪ ﺃﻜﺜﺭ ﺘﻘﺩﻤﺎ ﻤﻤﺎ ﻫﻭ ﺤﺎﺼل ﺒﺎﻟﻔﻌل‪.‬‬

‫‪Make your own sentences:‬‬

‫ﻭﺭﻏﻡ ﺫﻟﻙ ‪....... ،‬‬ ‫‪.4‬‬

‫ﻭﺭﻏﻡ ﻜل ﺫﻟﻙ ‪...... ،‬‬ ‫‪.5‬‬

‫ﺠـ ‪ .‬ﺍﻋﻁﻰ ﻤﺠﻠﺱ ﺍﻻﻤﻥ ﺍﻟﺩﻭﻟﻲ ﻻﻴﺭﺍﻥ ﻤﻬﻠﺔ ﺯﻤﻨﻴﺔ ﻟﺘﻭﻗﻑ ﺘﺨﺼﻴﺏ ﺍﻟﻴﻭﺭﺍﻨﻴﻭﻡ ﺒﻴﺩ ﺍﻥ ﺍﻻﺨﻴﺭﺓ ﺍﺼﺭﺕ ﻋﻠﻰ ﺍﻻﺤﺘﻔﺎﻅ ﺒﻪ ﻻﻏﺭﺍﻀﻬﺎ‬
‫ﺍﻟﺴﻠﻤﻴﺔ ‪.‬‬

‫"ﻴﻨﺒﻐﻲ ﻋﻠﻰ ﺍﻟﻭﻻﻴﺎﺕ ﺍﻟﻤﺘﺤﺩﺓ ﻜﻘﻭﺓ ﻋﻅﻤﻰ ﻭﺤﻴﺩﺓ ﻓﻲ ﺍﻟﻌﺎﻟﻡ ﺃﻥ ﺘﻘﻭﻡ ﺒﺘﻨﺴﻴﻕ ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻟﺩﻭﻟﻴﺔ‪ ،‬ﻏﻴﺭ ﺃﻥ ﺍﻟﺤﻜﻭﻤﺔ ﺍﻷﻤﺭﻴﻜﻴﺔ ﻗﺩ ﻓﺸﻠﺕ‬
‫ﺤﺘﻰ ﺍﻵﻥ ﻓﻲ ﺃﻥ ﺘﻭﺍﺠﻪ ﺍﻟﺘﺤﺩﻱ ﺍﻟﺫﻱ ﻴﻤﺜﻠﻪ ﺍﻻﺤﺘﺒﺎﺱ ﺍﻟﺤﺭﺍﺭﻱ‪".‬‬

‫‪Make your own sentences:‬‬

‫‪ ............... .5‬ﻭﻟﻜﻥ ‪............‬‬

‫‪ .............. .6‬ﺒﻴﺩ ﺍﻥ ‪..........‬‬

‫‪ ، ............ .7‬ﻏﻴﺭ ﺍﻥ ‪.........‬‬

‫ﺩ ‪ .‬ﻤﻊ ﺍﻥ ﺍﻟﻌﺭﺍﻕ ﺒﻠﺩ ﺯﺭﺍﻋﻲ ‪ ،‬ﺇﻻ ﺍﻨﻪ ﺒﺎﺕ ﻓﻲ ﺍﻻﻭﻨﺔ ﺍﻻﺨﻴﺭﺓ ﻴﺴﺘﻭﺭﺩ ﻗﻤﺤﻪ ﻤﻥ ﺘﺭﻜﻴﺎ ‪.‬‬

‫‪Make your own sentences:‬‬

‫‪ .8‬ﻤﻊ ﺍﻥ ‪ ، ...........‬ﺇﻻ ﺍﻥ ‪...........‬‬

‫ﻤﻊ ﻜﻭﻥ ‪ ، ........‬ﺇﻻ ﺍﻥ ‪.........‬‬ ‫‪.9‬‬

‫ﺍﻤﺜﻠﺔ ﺍﺨﺭﻯ‪:‬‬

‫‪ .1‬ﻭﻟﻜﻥ ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ ﺍﻟﺩﻋﻡ ﺍﻟﺫﻱ ﺤﻅﻴﺕ ﺒﻪ ﺃﻫﺩﺍﻑ ﺍﻻﺘﻔﺎﻗﻴﺔ ﺇﻻ ﺃﻥ ﺍﻟﻭﻻﻴﺎﺕ ﺍﻟﻤﺘﺤﺩﺓ ﺭﻓﻀﺕ ﺍﻟﺘﺼﺩﻴﻕ ﻋﻠﻰ ﺍﺘﻔﺎﻗﻴﺔ ﻜﻴﻭﺘﻭ ﻟﺨﻔﺽ‬
‫ﺍﻻﻨﺒﻌﺎﺜﺎﺕ ﻜﻤﺎ ﺭﻓﻀﺕ ﺃﻴﻀﺎ ﺍﺘﺨﺎﺫ ﺃﻱ ﺇﺠﺭﺍﺀ ﻭﻗﺎﺌﻲ ﻓﻲ ﺍﻟﺤﺎل ﺃﻭ ﺍﻟﻤﺴﺘﻘﺒل‪.‬‬

‫‪ .2‬ﻭﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﺫﻱ ﺘﻨﺘﺞ ﻓﻴﻪ ﺒﺭﻴﻁﺎﻨﻴﺎ ﻨﺤﻭ ‪ 2‬ﺒﺎﻟﻤﺎﺌﺔ ﻤﻥ ﺍﻻﻨﺒﻌﺎﺜﺎﺕ ﺍﻟﻀﺎﺭﺓ ﻓﻲ ﺍﻟﻌﺎﻟﻡ‪ ،‬ﺘﻨﺘﺞ ﺍﻟﻭﻻﻴﺎﺕ ﺍﻟﻤﺘﺤﺩﺓ ﺃﻜﺜﺭ ﻤﻥ ‪ 20‬ﺒﺎﻟﻤﺎﺌﺔ ﻋﻠﻰ‬
‫ﺍﻟﺭﻏﻡ ﻤﻥ ﺘﻌﺩﺍﺩ ﺴﻜﺎﻨﻬﺎ ﺍﻟﺫﻱ ﻴﻤﺜل ﻓﻘﻁ ‪ 4‬ﺒﺎﻟﻤﺎﺌﺔ ﻤﻥ ﺴﻜﺎﻥ ﺍﻟﻌﺎﻟﻡ‪.‬‬
‫‪ .3‬اﻟﻌﺎﻟﻢ ﻣﺎ ﯾﺰال ﯾﻌﺎﻧﻲ ﻣﻦ ھﺬه اﻟﻈﺎھﺮة رﻏﻢ اﻟﺠﮭﻮد اﻟﻤﺒﺬوﻟﺔ ﻟﻠﻘﻀﺎء ﻋﻠﻰ أﻣﯿﺔ اﻟﺒﺎﻟﻐﯿﻦ‪ .‬ﺗﻘﺮﯾﺮ ﺑﮭﺬه اﻟﻤﻨﺎﺳﺒﺔ‪...‬‬

‫‪ .4‬ﺧﻤﺲ ﺳﻜﺎن اﻟﻌﺎﻟﻢ ﻣﻦ اﻟﻜﺒﺎر ﻣﺤﺮوﻣﻮن ﻣﻦ ﺟﮭﻮد ﻣﺤﻮ اﻻﻣﯿﺔ رﻏﻢ ﻣﺎ أﺣﺮز ﺣﺘﻰ اﻵن ﻣﻦ ﺗﻘﺪم‪.‬‬

‫‪155‬‬
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‫‪Exercise for practice:‬‬

‫‪Join these pairs of sentences into one using the contrastive connectors:‬‬

‫‪ .1‬اﺑﺘﻜﺮ اﺷﯿﺎء ﻛﺜﯿﺮة‪ .‬ﻟﻢ ﯾﺤﺼﻞ ﻋﻠﻰ ﺑﺮاءة اﻻﺑﺘﻜﺎر‪.‬‬

‫‪ .2‬درﺳﺖ ﻛﺜﯿﺮاً ‪ .‬ﻟﻢ اﻓﮭﻢ اﻟﻤﻮﺿﻮع‪.‬‬
‫‪ .3‬ذھﺒﺖ اﻟﻰ ھﺎواي ‪ .‬ﻟﻢ اﺳﺘﻤﺘﻊ ﺑﮭﺎ‪.‬‬
‫‪ .4‬اﻋﻤﻞ ﺑﺠﺪ‪ .‬رﺋﯿﺲ اﻟﻌﻤﻞ ﻏﯿﺮ راض ﻋﻦ ﻋﻤﻠﻲ‪.‬‬
‫‪ .5‬اﻻﻣﻄﺎر ﻛﺎﻧﺖ ﻏﺰﯾﺮة‪ .‬ﺧﺮﺟﺖ ﻣﻊ ﺻﺪﯾﻘﺎﺗﻲ اﻟﻰ اﻟﻨﺰھﺔ‪.‬‬
‫‪ .6‬ھﻮ طﯿﺐ‪ .‬ﻻ اﺳﺘﻄﯿﻊ اﻟﻌﻤﻞ ﻣﻌﮫ‪.‬‬
‫‪ .7‬ﺷﺎب ﺟﻤﯿﻞ ‪ .‬ﻻ ﺗﺘﺰوﺟﮫ‪.‬‬
‫‪ .8‬ﻧﻌﯿﺶ ﻣﻌﺎً ﻟﻤﺪة طﻮﯾﻠﺔ ‪ .‬ﻻ ﻧﻔﮭﻢ ﺑﻌﻀﻨﺎ اﻟﺒﻌﺾ‪.‬‬
‫‪ .9‬ھﻲ راﺋﻌﺔ ﻓﻲ اﻟﺘﻤﺜﯿﻞ‪ .‬ﻟﻢ ﯾﺨﺘﺮھﺎ اﻟﻤﺪﯾﺮ ﻟﺘﻤﺜﯿﻞ اﻟﻔﻠﻢ‪.‬‬
‫‪ .10‬ھﻨﺎك وﺳﺎﺋﻞ ﺗﺴﻠﯿﺔ ﻓﻲ اﻟﻤﺪﯾﻨﺔ‪ .‬ﻻ ارﻏﺐ اﻟﻌﯿﺶ ﻓﯿﮭﺎ‪.‬‬

‫)‪Verb Conjugation of ‘feel’ (ash-‘aur‬‬

‫‪I am happy = I feel happy.‬‬
‫)‪In Arabic: (I feel with happiness‬‬‫أﺷـﻌــﺮ ﺑــﺎﻟﺴﺮور ‪.‬‬
‫‪to feel‬‬ ‫شع ر‬

‫‪Nouns‬‬ ‫ﺑـــ ِ‬ ‫أَﺷــﻌـ ُﺮ‬

‫‪Emotions‬‬ ‫ﻧـﺸﻌـﺮ‬

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‫‪happiness‬‬ ‫اﻟـ ﺳﺮور‬ ‫ﯾـﺸـﻌـﺮ )ون(‬

‫ـﻐـﻀـﺐ ‪anger‬‬ ‫اﻟـ‬ ‫ﺗﺸﻌـﺮ ) ﯾـﻦ (‬
‫ﺣـﺰن ‪sadness‬‬ ‫اﻟـ‬ ‫ﯾﺸﻌـﺮن‬
‫‪Exhaustion / a physical one‬‬
‫اﻟـ ﺗـَﻌـَﺐ‬
‫‪tiredness‬‬ ‫ُ‬
‫ﺷـﻌـﺮت‬
‫اﻟـ إرھـﺎق ‪exhaustion‬‬ ‫ﺷﻌﺮﻧـﺎ‬
‫اﻟـ ﻛـَﺴـَﻞ ‪laziness‬‬ ‫ﺷـَﻌـ َ َﺮ‬
‫ﻧـَﺸـﺎط ‪activity‬‬ ‫اﻟـ‬ ‫ﺷـَﻌـ َ َﺮ ْ‬
‫ت‬
‫َﺷﻌـَﺮوا‬
‫‪sickness / dizziness/ pain‬‬
‫‪nausea‬‬ ‫ـ َﻐــﺜَـﯿـﺎن‬ ‫اﻟـ‬ ‫ت‬
‫ﺷﻌﺮ ِ‬
‫دوﺧـﺔ ‪dizziness‬‬ ‫اﻟـ‬ ‫ﺷﻌﺮﺗـُﻢ‬
‫‪seasickness‬‬ ‫دوار‬ ‫اﻟـ‬ ‫ﺷﻌﺮن‬
‫ﺮض ‪illness‬‬ ‫ﻣـ َ َ‬ ‫اﻟـ‬
‫‪pain‬‬ ‫أﻟـَﻢ‬ ‫اﻟـ‬

‫‪Temperature/ hot/cold‬‬
‫ﺣـﺮ ) ﺣﺮارة (‬ ‫اﻟـ‬
‫ﺑـَﺮد ) ﺑﺮودة (‬ ‫اﻟـ‬

‫وصل‬
‫‪Past‬‬ ‫‪present‬‬

‫ﺻ ُ‬
‫ﻠـﺖ‬ ‫و َ‬ ‫أَﺻـِﻞ‬ ‫‪I‬‬
‫َوﺻـَﻠـﻨـﺎ‬ ‫ﺼ ُﻞ‬
‫ﻧـ َ ِ‬ ‫‪We‬‬

‫ﺖ‬‫َوﺻـًﻠـْ َ‬ ‫ﺼ ُﻞ‬
‫‪ You man‬ﺗــ َ ِ‬
‫ﺖ‬
‫ﺻﻠـ ْ ِ‬
‫َو َ‬ ‫‪ you girl‬ﺗـَﺼـِﻠﯿـﻦ‬
‫َوﺻـِﻠـْﺘـُﻢ‬ ‫‪ You men‬ﺗـَﺼـِﻠﻮن‬

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‫َوﺻـَﻠـْﻦَ‬ ‫ﺗـَﺼـِﻠـْﻦَ‬ ‫‪You girls‬‬

‫ﺻـ َﻞ‬
‫َو َ‬ ‫ﯾـَﺼـ ِ ُﻞ‬ ‫‪He‬‬
‫َوﺻـَﻠـ َ ْ‬
‫ﺖ‬ ‫ﺗـَﺼـ ِ ُﻞ‬ ‫‪She‬‬
‫َوﺻـَﻠـﻮا‬ ‫ﺼﻠـﻮن‬ ‫ﯾـ َ ِ‬ ‫‪They‬‬
‫)‪(men‬‬
‫َوﺻـَﻠــﻦَ‬ ‫ﯾـَﺼـِﻠـْﻦَ‬ ‫)‪They (girls‬‬

‫‪6‬‬
‫‪MEASURE‬‬
‫وصل‬ ‫‪1‬‬
‫‪CONTACT‬‬
‫اﺗﺼﻞ ‪،‬‬ ‫‪ARRIVE‬‬
‫ﯾﺘﺼﻞ‬
‫وﺻﻞ ‪ ،‬ﯾﺼﻞ ‪،‬‬
‫‪MEASURE‬‬
‫اﺗﺼﺎل‬ ‫وﺻﻮل‬
‫‪3‬‬
‫‪CONTINUE‬‬
‫‪MEASURE‬‬
‫‪4‬‬
‫واﺻﻞ ‪ ،‬ﯾﻮاﺻﻞ‬
‫‪GIVE A‬‬ ‫‪MEASURE 2‬‬
‫ﻣﻮاﺻﻠﺔ‬
‫‪RIDE‬‬ ‫‪CONNECT‬‬
‫اوﺻﻞ‪،‬‬ ‫‪GIVE RIDE TO‬‬
‫ﯾﻮﺻﻞ‪،‬‬ ‫وﺻّﻞ ‪ ،‬ﯾﻮﺻّﻞ ‪ ،‬ﺗﻮﺻﯿﻞ‬
‫اﯾﺼﺎل‬

‫قدم‬

‫‪offer, serve, give,‬‬ ‫ﯾـﻘـ ّﺪم ‪ ،‬ﻗـ ّﺪم ‪ ،‬ﺗـﻘـﺪﯾﻢ ‪:‬‬

‫ُ‬
‫ﻛـﻨﺖ ﻓﻲ اﻟﺠﺎﻣﻌـﺔ ‪(offered) .‬‬ ‫ﻗـ ّﺪ َم ﻟـﻲ اﻟـﻤﺴﺎﻋـﺪة ﻋـﻨـﺪﻣﺎ‬
‫ﻗـ ّﺪﻣـﺖ ﻟـﻲ اﻟـﻄﻌﺎم اﻟﻠﺬﯾﺬ ‪(served) .‬‬
‫ﻗـ ّﺪ ُ‬
‫ﻣـﺖ ﻟـّﮭـﺎ اﻟﮭـﺪﯾﺔ ‪(gave) .‬‬
‫اﻟـﺪرس ) اﻟـﻤﺤﺎﺿﺮة ( ‪(gave) a lecture .‬‬
‫َ‬ ‫ﻗـ ّﺪم اﻻﺳﺘﺎذ ﻟـَﻨـﺎ‬

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‫‪past tense‬‬ ‫‪Present tense‬‬

‫‪I‬‬ ‫ﻗـ ّﺪ ُ‬
‫ﻣـﺖ ) ﻟـَﮫُ ‪ ،‬ﻟـَﮭـﺎ (‬ ‫أُﻗـﺪم ) ﻟَـﮫُ ‪ ،‬ﻟـَﮭـﺎ ‪(...‬‬
‫‪we‬‬ ‫ﻗـ َ ّﺪﻣـﻨـﺎ‬ ‫ﻧــُﻘـ ّﺪم‬

‫‪she‬‬ ‫ﻗـ َ ّﺪﻣـﺖ ْ ) ﻟـﻨـﺎ ‪ ،‬ﻟـَﻜـُﻢ (‬ ‫ﺗــُﻘـ ّﺪم ) ﻟـَﻨـﺎ ‪ ،‬ﻟـَﻜـُﻢ (‬

‫‪He‬‬ ‫ﻗـ َﺪ َم‬ ‫ﯾــُﻘـ ّﺪم‬
‫‪They‬‬ ‫ﻗـ ّﺪﻣـﻮا‬ ‫ﯾــُﻘـﺪَﻣـﻮن‬

‫‪You (M.) Singular‬‬ ‫ﻗـﺪَﻣـْ َ‬

‫ﺖ‬ ‫ﺗــُﻘـﺪَم ) ﻟـﻨـﺎ ‪ ،‬ﻟـَﮫُ (‬
‫‪You (F.) singular‬‬ ‫ﺖ‬
‫ﻗـﺪَﻣـ ِ‬ ‫ﺗــُﻘـ ّﺪﻣـﯿﻦ‬
‫)‪You (all‬‬ ‫ﻗـ ّﺪﻣـﺘُـﻢ‬ ‫ﺗــُﻘـ ّﺪﻣـﻮن‬

‫‪Translate these sentences:‬‬

‫ﻣـﺖ ) ﺻﺪﯾﻘـﺘﻲ ( ﻟـﻨـﺎ اﻟﻜﯿﻚ واﻟـﺒﺎرد وﻛﻞ اﻧﻮاع اﻟﻔﻮاﻛـﮫ ﻓﻲ ﻋـﯿﺪ ﻣـﯿﻼدھـﺎ ‪.‬‬ ‫‪ .1‬ﻗـ ّﺪ ْ‬
‫‪ .2‬ﻓﻲ اﻟـﻨﺪوة اﻟـﺜﻘﺎﻓﯿﺔ ﻣﺴﺎء أﻣـﺲ ‪ ،‬ﻗـ ّﺪ َم ﻟـﻨـﺎ اﻟﺪﻛﺘﻮر ﻣﺤﺎﺿﺮة ﻓﻲ اﻟـﺘﺎرﯾﺦ ‪.‬‬
‫‪ .3‬ﻗـ ّﺪ َم )ﻛـ ُﻞ اﻟـﻤﺪﻋـﻮﯾﻦ ( ھـﺪاﯾﺎ اﻟـﯿﮭـﺎ ‪.‬‬
‫ﻗﺮرت ان أُﻗـ ّﺪم ﻟـﮭـﺎ ھـﺪﯾﺔ ﺛـﻤـﯿﻨـﺔ ) ﻗـﯿـّﻤـﺔ (‪.‬‬
‫ُ‬ ‫‪.4‬‬

‫قوم‬

‫قيم‬

‫)‪stay (live), throw (a party), set (establish‬‬ ‫ﯾــُﻘـﯿـﻢ ‪ ،‬أَﻗـﺎم ‪ ،‬إﻗـﺎﻣـﺔ ‪:‬‬

‫)‪(stayed‬‬ ‫ﺳﺎﻓﺮت اﻟـﻰ ﻟﻮس اﻧﺠﻠﻮس ‪.‬‬‫ُ‬ ‫أَﻗـَﻤـْ ُ‬

‫ﺖ ﻓﻲ اﻟـﻔـﻨﺪق ﺛﻼﺛﺔ اﯾﺎم ﻋـﻨﺪﻣـﺎ‬
‫)‪(throw a party‬‬ ‫ﺳـﯿُﻘـﯿـﻢ اﺧـﻲ ﺣﻔﻠـﺔ ﻟـﺬﻛﺮى زواﺟـﮫ ﻓﻲ اﻟـﺒﯿﺖ ‪.‬‬
‫أﻗـﺎﻣﺖ اﻟﻮﻻﯾﺎت اﻟـﻤـﺘﺤﺪة ﻋﻼﻗﺎت ﻣﺸﺘﺮﻛﺔ ﻣـﻊ اﻟـﻤﻜـﺴﯿﻚ ‪(set joint relations) .‬‬

‫‪Past‬‬ ‫‪present‬‬

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‫أَﻗـَﻤـْ ُ‬
‫ـﺖ‬ ‫أُﻗـﯿـﻢ‬
‫أَﻗـ َ ْﻤـﻨـﺎ‬ ‫ﻧـُﻘـﯿﻢ‬

‫‪She‬‬ ‫أَﻗـﺎﻣـ َ ْ‬
‫ﺖ‬ ‫ﺗـُـﻘـﯿﻢ‬
‫أَﻗـﺎم‬ ‫ﯾـُﻘـﯿﻢ‬
‫أَﻗـﺎﻣـﻮا‬ ‫ﯾـُﻘـﯿـﻤـﻮن‬

‫‪You (M.) singular‬‬ ‫أَﻗـَﻤـْ َ‬

‫ــﺖ‬ ‫ﺗـُﻘـﯿـﻢ‬
‫‪You (F.) singular‬‬ ‫أَﻗـَﻤـْـ ِ‬
‫ﺖ‬ ‫ﺗـُﻘـﯿـﻤـﯿﻦ‬
‫)‪You ( all‬‬ ‫أَﻗـَﻤـﺘـُﻢ‬ ‫ﺗــُﻘـﯿـﻤـﻮن‬

‫‪Translate the following:‬‬

‫‪ .1‬ﺳﺘـُﻘﯿﻢ اﺳﺮاﺋﯿـﻞ ﻋﻼﻗﺎت طﯿﺒـﺔ ﻣـﻊ ﺳﻮرﯾﺎ ‪.‬‬

‫‪ .2‬ﺳﺘـُﻘﯿـﻢ زوﺟـﺘﻲ ﺣﻔﻠـﺔ ﺑـﻤﻨﺎﺳﺒﺔ ﻋﯿﺪ ﻣﯿـﻼدھـﺎ ‪.‬‬
‫‪ .3‬أَﻗـﻤـﻨـﺎ ﻧـﺪوة ﻓﻲ اﻟـﻤﺪرﺳﺔ ‪.‬‬
‫‪ .4‬أَﻗـ َ ُ‬
‫ﻤـﺖ ﺣﻔـﻠـﺔ ﺑـﻤـﻨﺎﺳﺒﺔ ﺗﺨﺮﺟـﻲ ‪.‬‬

‫د ع و‬

‫‪invite , call up for, aims at‬‬ ‫ﯾـﺪﻋـﻮ ‪ ،‬دﻋــﺎ ‪ ،‬دﻋـﻮة ‪:‬‬

‫دﻋـﺎﻧـﻲ اﻟﻰ ﺑﯿـﺘـ ِﮫ ‪( invited) .‬‬

‫دﻋـﻮﺗـﮫُ اﻟﻰ ﺑـﯿــﺘﻲ‬
‫)‪(calls up for )( aims at‬‬ ‫ﺗـﺪﻋـﻮ اﻻﺗﻔﺎﻗﯿﺔ اﻟﻰ اﻟﺴﻼم ‪.‬‬

‫‪Present‬‬ ‫‪past‬‬

‫‪160‬‬
 ‫‪161‬‬

‫) َدﻋَﻮﺗﮫُ ‪َ ،‬دﻋَﻮﺗُﮭـﺎ ‪َ ،‬دﻋَﻮﺗُﮭـﻢ ‪َ ،‬دﻋَﻮﺗـ ُ َ‬

‫ﻚ ‪(..‬‬ ‫َدﻋَـﻮت ُ‬ ‫أدﻋـﻮ‬
‫دَﻋـﻮﻧـﺎ‬ ‫ﻧـﺪﻋـﻮ‬

‫‪She‬‬ ‫دَﻋـَﺖ ْ‬ ‫ﺗـﺪﻋـﻮ‬

‫دَﻋـﺎ‬ ‫ﯾـَﺪﻋـﻮ‬
‫دَﻋـﻮا‬ ‫ﯾـﺪﻋـﻮن‬

‫‪You (M.) singular‬‬ ‫دَﻋـ َ َ‬

‫ﻮت‬ ‫ﺗـَﺪﻋـﻮ‬
‫‪You ( F.) singular‬‬ ‫ﺖ‬
‫دَﻋـَﯿـ ِ‬ ‫ﺗـ َ ْﺪﻋـﯿـﻦ‬
‫)‪You (all‬‬ ‫دَﻋـَﻮﺗـُﻢ‬ ‫ﺗـَﺪﻋـﻮن‬

‫‪Translate the following :‬‬

‫‪ .1‬ھﻞ ﺳـﺘﺪﻋﯿـﻨـﻨـﺎ اﻟﻰ اﻟـﺤﻔـﻠـﺔ ؟‬

‫‪ .2‬دﻋﺎﻧـﺎ ﺿـﯿﻒ اﻟـﺸﺮف اﻟﻰ اﻟـﺤﻔـﻠـﺔ ‪.‬‬
‫‪ .3‬ﻗـﺪَم ﻛﻞ اﻟـﻤﺪﻋـﻮﯾﯿﻦ اﻟـﮭـﺪاﯾﺎ اﻟﻰ ﺿـﯿﻒ اﻟـﺸﺮف ﻓﻲ اﻟـﺤﻔـﻠـﺔ ‪.‬‬
‫‪ .4‬دﻋـﻮﺗﮭـﻢ ﺟـﻤـﯿﻌـﺎ اﻟﻰ ﺣﻔـﻠـﺔ ﻋﯿﺪ ﻣـﯿﻼدي ‪.‬‬
‫‪ .5‬ﻟـﻢ ﺗـﻘـﺪم ﻟـﻲ دﻋـﻮة اﻟﻰ اﻟـﺤﻔـﻠـﺔ ‪.‬‬
‫‪ .6‬ﻟـﻢ أﻛـﻦ ﻣﺪﻋـﻮاً اﻟﻰ اﻟـﺤـﻔـﻠـﺔ ‪.‬‬

‫ﯾﺄﺗـﻲ ‪ ،‬أَﺗـﻰ ‪ ) ،‬إﺗـﯿـﺎن (‬

‫‪come to‬‬ ‫ﯾﺎﺗـﻲ اﻟـﻰ ‪:‬‬

‫‪bring‬‬ ‫ﯾـﺄﺗـﻲ ﺑـ ِ ‪:‬‬

‫‪He did not come to the party.‬‬ ‫ت اﻟﻰ اﻟـﺤﻔـﻠـﺔ ‪.‬‬‫ﻟـﻢ ﯾﺎ ِ‬

‫‪He did not bring (any) gift.‬‬ ‫ت ﺑـِﮭـﺪﯾـﺔ ‪.‬‬
‫ﻟـﻢ ﯾـﺄ ِ‬
‫ت ﺑﺎﯾـﺔ ﺑـﮭـﺪﯾﺔ ‪.‬‬ ‫ت اﻟﻰ اﻟـﺤﻔـﻠﺔ وﻟـﻢ ﺗﺄ ِ‬ ‫ﻟﻢ ﺗﺄ ِ‬
‫‪She did not come to the party nor did she bring any gift.‬‬

‫‪Present‬‬ ‫‪past‬‬

‫‪161‬‬
 ‫‪162‬‬

‫أَ ُ‬
‫ﺗـﯿـﺖ‬ ‫آﺗـﻲ‬
‫أَﺗـﯿـﻨـﺎ‬ ‫ﻧـﺄﺗـﻲ‬

‫‪she‬‬ ‫أَﺗـ َ ْ‬
‫ـﺖ‬ ‫ﺗـﺄﺗﻲ‬
‫أﺗــﻰ‬ ‫ﯾـﺄﺗﻲ‬
‫أَﺗــﻮا‬ ‫ﯾﺄﺗـﻮن‬

‫‪You (M.) singular‬‬ ‫أَﺗَ َ‬

‫ـﯿـﺖ‬ ‫ﺗﺄﺗـﻲ‬
‫‪You ( F.) singular‬‬ ‫أَﺗـَـﯿـ ِ‬
‫ﺖ‬ ‫ﺗـﺄﺗـﯿـﻦ‬
‫)‪You (all‬‬ ‫أَﺗــَﯿـﺘـُﻢ‬ ‫ﺗـﺄﺗـﻮن‬

‫‪Translate the followings:‬‬

‫‪ .1‬ھﻞ ﺳﺘﺄﺗـﻮن اﻟﻰ ﻣﻮﻧـﺘﺮي ﻓﻲ اﻟـﻌﻄﻠـﺔ اﻟـﺼﯿﻔﯿﺔ ؟‬
‫ت زوﺟـﺘﻲ ﻣـﻦ ﻣﺸﯿﻐـﺎن ﺑَﻌـْـ ُﺪ ‪.‬‬ ‫‪ .2‬ﻟـﻢ ﺗـﺄ ِ‬
‫ك ھـﻨـﺎك ‪fatHa instead lam Araka .‬‬
‫ﻚ ﻓﻲ اﻟـﺜﻜـﻨـﺔ وﻟـﻢ ار َ‬ ‫‪ .3‬أَ ُ‬
‫ﺗـﯿـﺖ اﻟﻰ ﻏﺮﻓـﺘـ َ‬
‫‪ .4‬ھﻞ ﺳﺘﺄﺗـﯿﻦ اﻟﻰ اﻟـﺤـﻔـﻠـﺔ ؟‬

‫‪Present‬‬ ‫‪past‬‬

‫‪to threaten‬‬ ‫ھـ ّد د‬ ‫ھـ ّد د‬

‫ﺑـــ ِ‬

‫أُھــﺪﱢد‬ ‫ھــ َ ﱠﺪد ُ‬

‫ت‬
‫ﺑــ ِ‬ ‫ﻧـُﮭـﺪﱢد‬ ‫ھــ ّﺪدﻧـﺎ‬

‫ﺗـُﮭـﺪﱢد‬ ‫ھـ ﱠﺪ ْد َ‬
‫ت‬

‫‪162‬‬
 ‫‪163‬‬

‫ﺗـُﮭـﺪﱢدﯾﻦ‬ ‫ھـ َ ﱠﺪ ْد ِ‬
‫ت‬
‫ﺗُﮭـﺪﱢدون‬ ‫ھـ َ ﱠﺪ ْدﺗـُﻢ‬

‫ﯾـُﮭـﺪﱢد‬ ‫ھـ َ ﱠﺪ َد‬

‫ﺗـُﮭـﺪﱢد‬ ‫ھـ َ ﱠﺪ ْد ْ‬
‫ت‬
‫ﯾـُﮭـﺪﱢدوا‬ ‫ھـ َ ﱠﺪدوا‬

‫طـَﺮْ ْد ‪.‬‬ ‫ﺑـ ِ اﻟــ‬ ‫اﻟـﻌـﻤـﺎل‬ ‫‪ .1‬ﯾـُﮭـﺪﱢد اﻟـﻤﺪﯾﺮ‬

‫‪fired‬‬ ‫‪to be‬‬ ‫‪the workers‬‬ ‫‪threatens‬‬ ‫‪the manager‬‬

‫‪ .2‬ﺑـﺪأ اﻟـﻤﺪﯾﺮ ﯾـُﮭـﺪﱢدھـُﻢ ﺑـﺎﻟـﻄﺮد ‪.‬‬

‫‪The manager started threatening them to be fired.‬‬
‫)‪(that he would fire them‬‬

‫‪The present stem‬‬ ‫‪the past‬‬

‫‪to take care of /show concern‬‬ ‫ھــ ت م ّ‬ ‫مّ‬ ‫إ ھــ ت‬

‫ﺑــ ِ‬

‫ﺑـِـ‬ ‫أَھـﺘــ َ ﱠﻢ‬ ‫أَﺑـ َﺪ ُ‬

‫ﯾﺖ إھـﺘﻤـﺎم‬

‫ﻧـَﮭـﺘـَـ ﱡﻢ‬ ‫أَﺑ َﺪﯾﻨﺎ إھــﺘﻤـﺎم‬

‫‪163‬‬
 ‫‪164‬‬

‫ﺗــَﮭـﺘــ ﱡﻢ‬ ‫أَﺑ َﺪ َ‬

‫ﯾﺖ إھﺘﻤـﺎم‬

‫ﮭــﺘــﻤـﯿـﻦ‬
‫َ‬ ‫ﺗــ َ‬ ‫أَﺑ َﺪﯾ ِ‬
‫ﺖ إھﺘﻤـﺎم‬

‫ـﻮن‬
‫ﺗـﮭـﺘـ ّﻤ َ‬ ‫أَﺑ َﺪﯾـﺘُﻢ إھـﺘﻤـﺎم‬

‫ﯾـَﮭـﺘــ ﱡﻢ‬ ‫إھـﺘـ َ ﱠﻢ‬

‫ﺗـَﮭــﺘــ َ ﱡﻢ‬ ‫إھــﺘــَﻤـﱠﺖ ْ‬
‫ﯾـَﮭـﺘـ ّﻤـﻮا‬ ‫إھــﺘــﻤـﻮا‬

‫]‪This is a (phrase) to mean [ show concern‬‬

‫‪He is concerned with his study.‬‬ ‫‪ .1‬ﯾــﮭـﺘـ ﱡﻢ اﻟﻮﻟـ ُﺪ ﺑــ ِ دراﺳـﺘــ ِ ِﮫ ‪.‬‬
‫‪ .2‬ﯾﺒﺪي اﻟﻮﻟﺪ اھﺘﻤﺎﻣﺎ ً ﺑﺪراﺳﺘﮫ‬

‫‪The present tense‬‬ ‫‪The past tense‬‬

‫‪to know‬‬ ‫ع رف‬ ‫ع رف‬

‫ﺑﺄن ) ﺑﺎﻧﮫُ ‪ ،‬ﺑﺄﻧـﮭـﺎ ‪(...‬‬ ‫ف‬ ‫أَ ِ‬

‫ﻋـﺮ ُ‬ ‫ﻋـ َ ِﺮ ُ‬
‫ﻓـﺖ‬
‫ﻌـﺮف‬
‫ﻧـ َ ِ‬ ‫ﻋـ َ ِﺮﻓـﻨـﺎ‬

‫ﻋـ َ ِﺮ َ‬
‫ﻓـﺖ‬ ‫ﻌـﺮف‬
‫ﺗـ َ ِ‬
‫ﺖ‬
‫ﻋـ َ ِﺮﻓـ ِ‬ ‫ﺗـَﻌـﺮﻓـﯿﻦ‬

‫‪164‬‬
 ‫‪165‬‬

‫ﻋـ َ ِﺮﻓـﺘـُﻢ‬ ‫ﻌـﺮﻓـﻮن‬

‫ﺗـ َ ِ‬

‫ف‬
‫ﻋـ َ ِﺮ َ‬ ‫ـﻌـﺮف‬
‫ﯾـ َ ِ‬
‫ﻋـ َ ِﺮﻓـَﺖ ْ‬ ‫ﻌــﺮف‬‫ﺗـ َ ِ‬
‫ﻋـ َ ِﺮﻓـﻮا‬ ‫ﻌـﺮﻓـﻮن‬
‫ﯾـ َ ِ‬

‫‪Read the following sentences:‬‬

‫‪ .1‬ﻋـ َ ِﺮ ُ‬
‫ﻓـﺖ ﺑـﺄﻧـﮫُ رﺟـﻞ طﯿﺐ ‪.‬‬
‫‪I knew that he (is) a good man.‬‬
‫‪ .2‬وأﺧـﯿﺮاً َﻋ ِ‬
‫ـﺮﻓـ َ ْ‬
‫ﺖ ﺑـﺎﻧـﮫُ ُﻣـﺘـَﺰوج‪.‬‬
‫‪Finally, she knew(discovered) that he was married.‬‬
‫ﻌـﺮف اﻟﺠﻮاب ‪.‬‬
‫‪ .3‬ﻟـﻤﺎذا ﻻ ﺗـ َ ِ‬
‫?‪Why don’t you know the answer‬‬

‫‪Present‬‬ ‫‪past‬‬

‫‪get to know‬‬ ‫ت ع ّر ف‬ ‫ت ع رّف‬

‫ﻋﻠﻰ‬ ‫اﻟﻰ‬

‫)ﻋﻠﯿﮫ ‪ ،‬ﻋﻠﯿﮭـﺎ ‪ ،‬ﻋﻠﯿﮭـِﻢ ‪(..‬‬ ‫أَﺗــَﻌــﺮ ُ‬

‫ّف‬ ‫ﺗــَﻌـﺮ ُ‬
‫ّﻓـﺖ‬
‫ﻧـَﺘـَﻌــ ّﺮف‬ ‫ﺗـَﻌـﺮّﻓـﻨـﺎ‬

‫‪165‬‬
 ‫‪166‬‬

‫ﺗـَﺘـَﻌــﺮّف‬ ‫ﺗــَﻌـﺮ َ‬
‫ّﻓـﺖ‬
‫ﺗــَﺘــَﻌـﺮّﻓـﯿﻦ‬ ‫ﺖ‬
‫ﺗـَﻌـﺮّﻓـ ِ‬
‫ﺗـَﺘــَﻌـﺮّﻓـﻮن‬ ‫ﺗـَﻌــﺮّﻓـْﺘــُﻢ‬

‫ﯾـَﺘــَﻌــﺮّف‬ ‫ّف‬
‫ﺗــَﻌـَﺮ َ‬
‫ﺗــَﺘــَﻌـّﺮ ْ‬
‫ّف‬ ‫ﺗـَﻌــَﺮّﻓـَﺖ ْ‬
‫ﺗـَﺘــَﻌــَﺮّﻓـﻮن‬ ‫ﺗـَﻌــَﺮّﻓـْـﺘــُﻢ‬

‫‪Read and figure out the relationship between the meaning and the measure‬‬

‫‪ .1‬ﺗـَﻌـَﺮ ُ‬
‫ّﻓـﺖ ﻋﻠﻰ اﻟـﻤﺪﯾﺮ اﻟـﺠﺪﯾﺪ ﻓﻲ اﻻﺟـﺘﻤـﺎع ‪.‬‬
‫‪I got to know the new manager at the meeting.‬‬
‫‪ .2‬ﺳﺄذھﺐ اﻟﻰ اﻟﺠﺎﻣﻌﺔ وﺳـﺄﺗـﻌـﺮّف ﻋﻠﻰ طﻼب ﺟـ ُ ُﺪد‪.‬‬
‫‪I will go to the university and I will know new students.‬‬
‫ﺖ ﻋﻠﻰ ﺻﺪﯾﻘـﺘﻲ ھﺪى ‪ .‬إﻧـﮭـﺎ طﺎﻟﺒﺔ ﻣـﻌـﻲ ﻓﻲ اﻟـﺠﺎﻣﻌﺔ‪.‬‬
‫‪ .3‬ھﻞ ﺗﻌﺮّﻓـ ِ‬
‫?‪Do you know my friend, Huda‬‬
‫‪She is a student at the university with me.‬‬

‫‪Present‬‬ ‫‪past‬‬

‫)‪submit /give (hand v.‬‬ ‫س لّم‬ ‫س لّم‬

‫)ﻟــ َ ‪ ،‬ﻟـَﮫُ ‪ ،‬ﻟـَﮭـﺎ ‪ ،‬ﻟـَﮭـُﻢ ‪(..‬‬ ‫أُﺳـﻠﱢﻢ‬ ‫َﺳـﻠـ ّ ُ‬

‫ﻤـﺖ‬
‫) ﻋﻠﯿﮫ ‪ ،‬ﻋﻠﯿﮭﺎ ‪(greet him her...‬‬ ‫ﻧـُﺴـَﻠـﱢﻢ‬ ‫َﺳـﻠـّﻤــﻨـﺎ‬

‫ﺗـُﺴــَﻠـﱢﻢ‬ ‫َﺳـﻠـ ﱠ َ‬
‫ﻤـﺖ‬
‫ﺗـ ُ َﺴـﻠـّﻤـﯿﻦ‬ ‫ﺖ‬
‫ﺳـَﻠـﱠﻤـ ِ‬

‫‪166‬‬
 ‫‪167‬‬

‫ﺗـُﺴـَﻠــﱢﻤـﻮن‬ ‫َﺳـﻠـ ﱠﻤــﺘـُﻢ‬

‫ﯾـ ُ َﺴـﻠـﱢﻢ‬ ‫ﺳــَﻠـ ﱠ َﻢ‬

‫ﺗـُﺴــَﻠـﱢﻢ‬ ‫ﺳـَﻠـﱠﻤـَﺖ ْ‬
‫ﯾـُﺴـَﻠـﱢﻤـﻮن‬ ‫َﺳـﻠـﱠﻤـﻮا‬

‫‪Read for meanings‬‬

‫‪I gave him the letter yesterday.‬‬ ‫اﻟـﺮﺳﺎﻟـﺔ أَﻣـﺲ ‪.‬‬

‫ِ‬ ‫‪ .1‬ﺳـَﻠــﱠﻤـْـﺘــُــﮫُ‬
‫ﺳﯿـُﺴــَﻠــﱢﻤـَﻨـﻲ اﻟﺮﺳﺎﻟﺔ ﻏـﺪا ً ‪He’ll hand me the letter tomorrow. .‬‬ ‫‪َ .2‬‬
‫‪َ .3‬ﺳﺄُﺳﻠــ ﱠ ُﻤـﮫُ ﻛﻞ اﻟـﻤﺴﺆوﻟﯿﺔ ‪.‬‬
‫)‪I”ll hand him all accountability(responsibility‬‬
‫‪ .4‬ﺳـﻠـ ﱠ َﻤـﻨـﻲ ﻛﻞ اﻟﻤﺴﺆوﻟﯿﺔ ‪.‬‬
‫‪He entitled me with the power.‬‬

‫‪present‬‬ ‫‪past‬‬

‫‪distribute/ deliver‬‬ ‫و ّز ع‬ ‫و ّز ع‬

‫ﻋﻠﻰ ) ﻋﻠﯿ ِﮭﻢ ‪(...،‬‬ ‫أُو ﱢزع‬ ‫وز ْﻋ ُ‬

‫ـﺖ‬ ‫َ‬
‫ﻧـُـﻮ ﱢز◌َ ع‬ ‫و ﱠزﻋـﻨـﺎ‬

‫ﺗـ ُ ﱢ‬
‫ـﻮز◌َ ع‬ ‫و ﱠزﻋـْ َ‬
‫ـﺖ‬
‫ﺗـَﻮ ﱠزﻋﯿﻦ‬ ‫َو ﱠزﻋــ ِ‬
‫ﺖ‬

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‫ﺗـ َ ﱢ‬
‫ﻮز◌َ ﻋـﻮن‬ ‫َو ﱠزﻋـﺘـُﻢ‬

‫ﯾـ ُ ﱢ‬
‫ﻮز ِ◌ع‬ ‫َو ﱠز َع‬
‫ﺗـُﻮ ﱠزع‬ ‫َو ﱠزﻋـ َ ْ‬
‫ﺖ‬
‫ﯾُﻮ ﱠزﻋﻮن‬ ‫َو ﱠز ْﻋــﻮا‬

‫‪Readthe following sentences:‬‬

‫‪ .1‬ﯾﻮزع اﻟﺠﯿﺶ اﻻﻣﺮﯾﻜﻲ اﻟﻄﻌﺎم اﻟﻰ اﻟﻨﺎس ﻓﻲ راوﻧﺪا ‪.‬‬

‫‪The American Army distribute food to people in Rawanda.‬‬
‫‪ .2‬و ﱠزع اﻟﺠﯿﺶ اﻻﻣﺮﯾﻜﻲ ﻋﻠﯿ ِﮭﻢ اﻟﻄﻌﺎم ﻷﻧـﱠﮭـُﻢ ﺟﺎﺋﻌﻮن وﺑﺪون طﻌﺎم‪.‬‬
‫‪The American Army distributed food(for them) because they were‬‬ ‫‪hungry and without food.‬‬

‫‪present‬‬ ‫‪past‬‬

‫‪to explain‬‬ ‫شرح‬ ‫شرح‬

‫ﻟــ َ‬

‫أَ َ‬
‫ﺷـﺮ ُح‬ ‫ﺷــ َ َﺮ ُ‬
‫ﺣﺖ‬
‫) ﻟـ َ ( ﻟـَﮫُ ‪ ،‬ﻟـَﮭـﺎ ‪،‬‬ ‫ﺸـﺮ ُح‬
‫ﻧـ َ َ‬ ‫ﺷـ َ َﺮﺣــْﻨـﺎ‬
‫ﻟـَﮭُﻢ ‪..‬‬

‫ﺗـَﺸـْﺮ َ ُح‬ ‫ﺷـ َ َﺮﺣـْ َ‬

‫ﺖ‬

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 169

‫ﺣـﯿﻦ‬
َ ‫ﺗـَﺸـ َﺮ‬ ‫ﺖ‬
ِ ْ‫ﺷـ َ َﺮﺣـ‬
‫ﺗــَﺸـْ َﺮﺣـﻮن‬ ‫ﺷـ َ َﺮﺣـْـﺘُﻢ‬

‫ﯾـَﺸـْ َﺮ ُح‬ ‫ﺷـ َ َﺮ َح‬

‫ﺗـَﺸـْ َﺮ ُح‬ ْ َ ‫ﺷـ َ َﺮﺣـ‬
‫ﺖ‬
‫ﯾـَﺸـْ َﺮﺣـﻮن‬ ‫ﺷـ َ َﺮﺣـﻮا‬

The teacher explains to me the lesson. . ‫اﻟﺪرس‬

َ ‫ َﺷ َﺮ َح اﻻﺳﺘﺎذ ُ ﻟﻲ‬.1
The teacher F. Explains to me the lesson. . ‫اﻟﺪرس‬
َ ‫ ﺷـ َ َﺮ َﺣﺖ اﻻﺳﺘﺎذة ﻟـﻲ‬.2
I understood the teacher’s explanation. ُ ِ ‫ ﻓـَﮭـ‬.3
. ‫ﻤـﺖ ﺷـَﺮْ َح اﻻﺳﺘﺎ ِذ‬
The teacher’s explanation was clear. . ً ‫ ﻛﺎن ﺷﺮ ُح اﻻﺳﺘﺎ ِذ واﺿـِﺤـﺎ‬.4

Adjectives and Nouns

The linking verbs between the noun and the adjective

between the noun and its preofession

(adjective) ً‫ﺟـﻤﯿـﻼ‬ is not ‫ﻟﯿﺲ‬

َ
(adjective) ً ‫ﺷﺎﺑـﺎ‬ was ‫ﻛﺎن‬
َ
(profession) ً ‫طﺒﯿﺒﺎ‬ became ‫أَﺻـﺒَ َﺢ‬
(profession) ً ‫طﺎﻟـﺒﺎ‬ ‫اﻟﻮﻟﺪ‬ is still ‫زال‬
َ ‫ﻣﺎ‬
(adjective) ً ‫ﻣﺮﯾﻀﺎ‬ is still ‫زال‬
َ ‫ﻻ‬
169
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‫ﺟﻤﯿﻠـﺔً‬ ‫اﻟﺒﻨـﺖ‬ ‫‪is not‬‬ ‫ﻟﯿ َﺴ ْ‬

‫ﺖ‬
‫ﺷﺎﺑـﺔً‬ ‫‪was‬‬ ‫ﻛﺎﻧَﺖ ْ‬
‫طﺒﯿﺒﺔً‬ ‫‪became‬‬ ‫ﺖ‬ ‫أَﺻـﺒَ َﺤ ْ‬
‫طﺎﻟـﺒﺔً‬ ‫‪is still‬‬ ‫ﻣﺎ زاﻟَﺖ ْ‬
‫ﻣﺮﯾﻀـﺔً‬ ‫‪is still‬‬ ‫ﻻ زاﻟـَﺖ ْ‬

‫‪ is negative to mean is not / are not / does not have /do not have .‬ﻟﯿﺲ ‪Note: lays‬‬
‫ﻟﻢ ﯾﻜﻦ \ ﻟﻢ ﺗﻜﻦ ‪The past is ( lam yakun) .‬‬
‫‪ .1‬ﻟﯿﺴﺖ طﺒﯿﺒﺔ‬
‫‪ .2‬ﻟﻢ ﺗﻜﻦ طﺒﯿﺒﺔ‬

‫)‪Conjugation of the verb ( la zaala‬‬

‫ﻣﺎ زﻟﺖ = ﻻ زﻟﺖ‬

‫أدرس‬ ‫ﻻ زﻟﺖ‬
‫ﻧــ‬ ‫ﻻ زﻟﻨﺎ‬

‫ﺗــ‬ ‫َ‬
‫زﻟﺖ‬ ‫ﻻ‬
‫ﺗـ _____ ﯾﻦ‬ ‫ﻻ زﻟﺖ‬

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‫ون‬ ‫ﻻزﻟﺘﻢ ت‬
‫ﻻ زﻟﺘﻦ ﺗـ ______ ن‬

‫‪both Masculine or feminine dual‬‬ ‫ﻻ زﻟﺘﻤﺎ ﺗﺪرﺳﺎن‬

‫ﻻ زال ﯾـ‬
‫ﻻ زاﻟﺖ ﺗـ‬
‫ون‬ ‫ﻻ زﻟﺘﻢ ﺗـ‬
‫ن‬ ‫ﻻ زﻟﻦ ﯾـ‬

‫ﻻ زاﻻ ﯾﺪرﺳﺎن‬
‫ﻻ زاﻟﺘﺎ ﺗﺪرﺳﺎن‬

‫‪present tense‬‬ ‫‪past tense‬‬

‫‪want to‬‬ ‫ريد‬ ‫أر د‬

‫أن‬

‫أُرﯾـ ُﺪ‬ ‫أَ َر ْد ُ‬

‫ت‬
‫ﻧـُﺮﯾـﺪ‬ ‫أَ َردﻧـﺎ‬

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‫ﺗُﺮﯾـﺪ‬ ‫ت‬‫أَ َر ْد َ‬
‫ﺮﯾـﺪﯾﻦ‬
‫َ‬ ‫ﺗُ‬ ‫أَ َر ْد ِ‬
‫ت‬
‫ﺗـُﺮﯾﺪون‬ ‫أَ َردﺗـُﻢ‬

‫ﯾـُﺮﯾـﺪ‬ ‫)‪add(alif‬‬ ‫أَرا َد‬

‫ﺗـُﺮﯾـﺪ‬ ‫أَرا َد ْ‬
‫ت‬
‫ﯾـُﺮﯾﺪون‬ ‫أَرادوا‬

‫ُس اﻟـﻌﻠﻮم ﻓﻲ اﻟﺠﺎﻣﻌﺔ ‪.‬‬ ‫‪ .1‬أرا َد ْ‬

‫ت ان ﺗـَﺪر َ‬
‫‪She wanted to study science(s) in the university.‬‬

‫‪The present tense‬‬ ‫‪The past tense‬‬

‫‪to thank‬‬ ‫شكر‬ ‫شكر‬

‫ﻋﻠﻰ‬

‫أَﺷﻜﺮ‬ ‫َﺷ َﻜﺮْ ُ‬

‫ت‬
‫ﻧَﺸ ُﻜ ُﺮ‬ ‫َﺷ َﻜﺮْ ﻧﺎ‬

‫ﺗَﺸ ُﻜ ُﺮ‬ ‫ت‬‫َﺷ َﻜﺮْ َ‬

‫ﺗَ ْﺸ ُﻜﺮﯾﻦ‬ ‫َﺷ َﻜﺮْ ِ‬
‫ت‬

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‫‪Read and translate.‬‬ ‫ﺗـ َ ْﺸ ُﻜﺮون‬ ‫َﺷ َﻜﺮْ ﺗـُﻢ‬

‫ﯾـ ِ ْﺸـ ُﻜ ُﺮ‬ ‫َﺷ َﻜ َﺮ‬

‫ﯾـَﺸ ُﻜﺮُھﺎ ﻋﻠﻰ ُﻣﺴﺎ َﻋ َﺪﺗِـﮭﺎ ﻟَـﮫُ‬
‫ﺗﺸ ُﻜ ُﺮ َ‬
‫ك ﻋﻠﻰ ُﻣﺴﺎ َﻋﺪَﺗـِﻚَ ﻟـَﮭﺎ‬ ‫ﺗَ ْﺸ ُﻜ ُﺮ‬ ‫ﺷـ َ َﻜ َﺮت ْ‬
‫ﯾـ َ ْﺸ ُﻜ َ‬
‫ﺮون‬ ‫َﺷ َﻜﺮوا‬
‫ﯾﺸﻜﺮوﻧﻨﺎ ﻋﻠﻰ ُﻣﺴﺎ َﻋﺪَﺗـِﻨﺎ ﻟَـﮭُﻢ‬

‫‪I thank you for your letter.‬‬ ‫‪ .1‬أَﺷ ُﻜ ُﺮ ُﻛﻢ ﻋﻠﻰ اﻟﺮﺳﺎﻟﺔ ‪.‬‬
‫‪ .2‬ﻧَﺸ ُﻜ ُﺮ ُﻛﻢ ﻋﻠﻰ اﻻھﺘﻤﺎم ﺑﺎﺑﻨـﺘـﻨﺎ ‪.‬‬
‫‪We thank you for your concern about our daughter.‬‬
‫‪ .3‬ﻧﺸﻜﺮ اﻟﻤﺪﯾﺮ ﻋﻠﻰ اھﺘﻤﺎ ِﻣ ِﮫ ﺑِﻨﺎ ‪.‬‬
‫‪We thank the manager for his concern about us.‬‬

‫‪BE + INISHED + DOING SOMETHING‬‬

‫‪Present tense form‬‬ ‫‪past tense form‬‬

‫ن ت ھـ ي‬ ‫إ ن ت ھـ ى‬
‫‪to finish from‬‬

‫ِﻣ ْ‬
‫ـﻦ‬

‫أَﻧـْﺘــَﮭـﻲ‬ ‫إﻧـﺘـَﮭـ َ ُ‬
‫ﯿـﺖ‬
‫ﻧـَﻨـﺘـَﮭـﻲ‬ ‫إﻧـْﺘَـﮭـَﯿـﻨﺎ‬

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‫ﺗَﻨـﺘَـﮭـﻲ‬ ‫َ‬
‫ـﮭـﯿﺖ‬ ‫إِﻧـﺘَ‬
‫ﺗَـﻨـْﺘـ َ َ‬
‫ﮭـﯿﻦ‬ ‫إِﻧـْﺘَـﮭـَﯿـ ِ‬
‫ﺖ‬
‫‪Read and translate‬‬ ‫ﺗـَﻨـْﺘـَﮭـﻮن‬ ‫إِﻧـْﺘـَـﮭَـﯿـﺘُﻢ‬

‫ﻚ؟‬ ‫ﻣﺘﻰ َﺳﺘَـ ْﻨـﺘَـﮭـﻲ ِﻣﻦ درا َﺳﺘِ َ‬ ‫ﯾـ َ ْﻨـﺘَـﮭـﻲ‬ ‫إﻧـﺘَـﮭـﻰ‬
‫ﻚ؟‬‫ـﮭـﯿـﻦ ِﻣﻦ درا َﺳﺘِ ِ‬
‫َ‬ ‫ﻣﺘﻰ َﺳﺘـَﻨـْـﺘَ‬ ‫ﺗـَﻨـﺘَـﮭـﻲ‬ ‫إِﻧـﺘَـﮭـَﺖ ْ‬
‫ـﮭـﻮن ِﻣﻦ درا َﺳﺘِﻜـُﻢ ؟‬
‫َ‬ ‫ﻣﺘﻰ َﺳﺘَـﻨـﺘَ‬ ‫ﯾـَﻨـْﺘـَﮭـﻮن‬ ‫إﻧــﺘــﮭـﻮا‬

‫‪ .1‬ﺳﺄﻧـﺘَـﮭـﻲ ِﻣﻦ اﻟـﺠﺎ ِﻣﻌﺔ ﻓﻲ اﻟﻔﺼﻞ اﻟﻘﺎ ِدم ‪.‬‬

‫‪I will finish university next semester.‬‬
‫‪َ .2‬ﺳﺘـَﻨـﺘـﮭـﻲ ﻣـِﻦ اﻟﺨﺪﻣﺔ ﻓﻲ اﻟـﺠﯿﺶ ﻓﻲ اﻟﺸﮭﺮ اﻟﻘﺎدم ‪.‬‬
‫‪She will finish working for the army next month.‬‬
‫‪َ .3‬ﺳﯿَﻨـﺘَـﮭـﻲ اﻟـﻌـ َ َﻤﻞ اﻻﺳﺒﻮع اﻟﻘﺎدم ‪.‬‬
‫‪The work will come to an end next week.‬‬

‫‪Practice‬‬

‫‪Somebody + finish (ES) + SOMETHING‬‬

‫‪I + FINISH + V-ING‬‬
‫‪+ my study‬‬
‫‪+ my work‬‬

‫اﻧﮭﯿﺖ ﻋﻤﻠﻲ‬ ‫ﺳﺄﻧﮭﻲ دراﺳﺘﻲ‬

‫اﻧﮭﯿﻨﺎ ﻋﻤﻠﻨﺎ‬ ‫ﺳﻨﻨﮭﻲ دراﺳﺘﻨﺎ‬

‫اﻧﮭﯿﺖ ﻋﻤﻠﻚ‬ ‫ﺳﺘﻨﮭﻲ دراﺳﺘﻚ‬

‫اﻧﮭﯿﺖ ﻋﻤﻠﻚ‬ ‫ﺳﺘﻨﮭﯿﻦ دراﺳﺘﻚ‬
‫اﻧﮭﯿﺘﻢ اﻋﻤﺎﻟﻜﻢ‬ ‫ﺳﺘﻨﮭﻮن دراﺳﺘﻜﻢ‬
‫اﻧﮭﯿﺘﻦ اﻋﻤﺎﻟﻜﻦ‬ ‫ﺳﺘﻨﮭﻦ دراﺳﺘﻜﻦ‬

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‫اﻧﮭﻰ ﻋﻤﻠﮫ‬ ‫ﺳﯿﻨﮭﻲ دراﺳﺘﮫ‬

‫اﻧﮭﺖ ﻋﻤﻠﮭﺎ‬ ‫ﺳﺘﻨﮭﻲ دراﺳﺘﮭﺎ‬
‫اﻧﮭﻮا اﻋﻤﺎﻟﮭﻢ‬ ‫ﺳﯿﻨﮭﻮن دراﺳﺘﮭﻢ‬
‫اﻧﮭﻦ اﻋﻤﺎﻟﮭﻦ‬ ‫ﺳﯿﻨﮭﻦ دراﺳﺘﮭﻦ‬
‫‪Read for Raising awareness.‬‬
‫‪ .1‬ﺳﯿﻨﮭﻲ ﻋﻤﻠﮫ وﯾﻌﻮد اﻟﻰ اﻟﺒﯿﺖ‪.‬‬
‫‪ .2‬ﺳﯿﻌﻮد اﻟﻰ اﻟﺒﯿﺖ ﺑﻌﺪ ان ﯾﻨﺘﮭﻲ ﻣﻦ ﻋﻤﻠﮫ‪.‬‬
‫‪ .3‬ﺳﯿﺎﺗﻲ اﻟﻰ ھﻨﺎ ﺑﻌﺪ ان ﯾﻨﮭﻲ اﻋﻤﺎﻟﮫ‪.‬‬
‫‪ .4‬ﺳﯿﻨﺘﮭﻲ ﻋﻤﻠﮫ ﻓﻲ اﻟﺸﮭﺮ اﻟﻘﺎدم‪.‬‬
‫‪ .5‬ﺳﯿﻌﻮد اﻟﻰ ﻣﻘﺮ ﻋﻤﻠﮫ ﺑﻌﺪ ان ﯾﻨﮭﻲ زﯾﺎرﺗﮫ اﻟﻰ ﻋﻤﺎن‪.‬‬
‫‪ .6‬ﯾﺠﺐ ان ﺗﻨﮭﻲ ﻋﻤﻠﻚ ﻗﺒﻞ اﻟﺴﺎﻋﺔ اﻟﻌﺎﺷﺮة‪.‬‬
‫‪ .7‬وﺑﻌﺪ ‪ 10‬اﯾﺎم ﺳﺘﻨﺘﮭﻲ اﻟﻤﮭﻠﺔ اﻟﻤﺤﺪدة ﻟﺘﺴﻠﯿﻢ اﻧﻔﺴﮭﻢ ﻟﻠﺤﻜﻮﻣﺔ‪.‬‬
‫‪ .8‬ﺳﯿﺒﺎﺷﺮ ﻓﻲ وظﯿﻔﺘﮫ اﻟﺠﺪﯾﺪة ﺑﻌﺪ اﻧﺘﮭﺎء اﺟﺎزﺗﮫ ﻣﺒﺎﺷﺮة‪.‬‬
‫‪ .9‬ﻟﻢ اﻧﺘﮫ ﻣﻦ ﻋﻤﻠﻲ ﺑﻌﺪ )وﻟﺤﺪ اﻻن(‬
‫‪ .10‬اﻧﮫ ﻋﻤﻠﻚ وﺗﻌﺎل اﺳﺘﺮح ‪order .‬‬

‫‪The present form‬‬ ‫‪the past form‬‬

‫‪to release‬‬ ‫طلق‬ ‫أَ ط ل ق‬

‫أُطـْـﻠـ ِ ُ‬
‫ﻖ‬ ‫أَ ْ‬
‫طـﻠَـ ْﻘ ُ‬
‫ـﺖ‬
‫ﻧﻄﻠﻖ‬ ‫أطﻠﻘﻨﺎ‬

‫ﺗـُـﻄـْـﻠـ ِ ُ‬
‫ﻖ‬ ‫أَطـْـﻠـَـﻘـْ َ‬
‫ﺖ‬

‫‪175‬‬
 ‫‪176‬‬

‫ـﻘـﯿﻦ‬
‫ﺗـُـﻄـْﻠـ ِ َ‬ ‫أَطـﻠـَﻘـْ ِ‬
‫ﺖ‬
‫‪Read and translate‬‬ ‫ﻘـﻮن‬
‫ﺗـُﻄـْﻠــ ِ َ‬ ‫أَطـْﻠـَﻘـْـﺘـُﻢ‬

‫أَطﻠﻘﺖ اﻟﺸﺮطﺔ اﻟﻨﺎ َر ﻋﻠﻰ اﻟﻠﺺ‬ ‫ﻄﻠـ ِ ُ‬

‫ﻖ‬ ‫ﯾـ ُ ْ‬ ‫أَطـْـﻠــَـ َ‬
‫ﻖ‬
‫أَطـﻠـ َ َ‬
‫ﻖ اﻟﻌﺮاق اﻟﺼﻮارﯾﺦ ﻋﻠﻰ اﺳﺮاﺋﯿﻞ‬ ‫ﺗــُﻄـْﻠــ ِ ُ‬
‫ﻖ‬ ‫أَطـْـﻠــَـﻘـ َ ْ‬
‫ﺖ‬
‫أطﻠﻘﺖ ﻧﺎﺳﺎ ﺻﺎروﺧﺎ اﻟﻰ اﻟﻘﻤﺮ ‪.‬‬ ‫ﻘﻮن‬
‫ﯾـُﻄـْـﻠـ ِ َ‬ ‫أَطـْﻠــَﻘـﻮا‬

‫اﻟـﻘﻤﺮ ‪.‬‬ ‫‪ ) .1‬ﺳـ ( ﺗـَﻄﻠﻖ أﻣﺮﯾﻜﺎ ﺻﺎروﺧﺎ ً اﻟﻰ‬

‫‪America (will)send(s) a rocket ( a spaceship) to the moon.‬‬
‫‪ .2‬أَطﻠـَﻘـَﺖ اﻟﺸﺮطﺔ اﻟﻨﺎر ﻋﻠﻰ اﻟـﻤﺘﻈﺎھﺮﯾﻦ ‪.‬‬
‫‪The police opened fire at the demonstrators.‬‬
‫ب‪.‬‬
‫اﻟـﮭﺎر ِ‬
‫ِ‬ ‫ﻋﻠﻰ‬ ‫ﻖ اﻟـﺠـﻨـﺪي اﻟـﻨﺎر‬ ‫‪ .3‬أ َ ْ‬
‫طﻠـ َ َ‬
‫‪The soldier opened fire at the fugitive.‬‬

‫‪The present tense‬‬ ‫‪the past tense‬‬

‫‪to tell, to inform‬‬ ‫خ ب ر‬ ‫أَ خ ب ر‬

‫ﻋـَﻦ‬

‫أُﺧـْـﺒـ ِ ُﺮ‬ ‫أَﺧــﺒَـﺮْ ُ‬

‫ت‬
‫ﻧــُﺨـْـﺒـِﺮْ‬ ‫أَﺧـْـﺒـَﺮْ ﻧﺎ‬

‫ﺗــُﺨـْـﺒـِﺮْ‬ ‫ت‬‫أَﺧـْـﺒـَﺮْ َ‬
‫ﺗـُﺨـْـﺒـِﺮْ َ‬
‫ﯾـﻦ‬ ‫أَﺧـْـﺒـَﺮْ ِ‬
‫ت‬
‫‪Read and translate‬‬ ‫ﺮون‬
‫ﺗـُﺨـْـﺒـ ِ َ‬ ‫أَﺧـْـﺒـَﺮْ ﺗـُﻢ‬

‫‪176‬‬
 ‫‪177‬‬

‫ﺳﺄُﺧـﺒِﺮ أﺑـﻲ ﻋـَﻦ أُﺧـﺘـﻲ ﻷﻧـّﮭﺎ ﻻ ﺗﺬھﺐ اﻟﻰ اﻟـﻤﺪرﺳﺔ‬ ‫ﯾـُﺨـْـﺒـ ِ ُﺮ‬ ‫أَﺧـْـﺒـ َ َﺮ‬
‫أَﺧـﺒَﺮتُ أُﺳﺘﺎذي ﻋﻦ ھﺪى ﻻﻧـﮭـﺎ ﻟﻢ ﺗَﻌـﻤﻞ واﺟـِﺒـَﮭﺎ ‪.‬‬ ‫ﺗُﺨـْـﺒـِـ ُﺮ‬ ‫أَﺧـْـﺒـ َ َﺮ ْ‬
‫ت‬
‫ﺳﻨـُﺨـﺒِﺮ اﻟﺸﺮطﺔ ﻋﻦ اﻟﻜﻠﺐ اﻟـﻤﻔـﻘـﻮد ‪.‬‬
‫َ‬ ‫ﯾـُﺨـْـﺒـِﺮون‬ ‫أَﺧـْـﺒـَﺮوا‬

‫‪I informed my wife about the accident.‬‬ ‫ﺮت زوﺟـَﺘـﻲ ﻋـَﻦ اﻟﺤﺎدﺛﺔ ‪.‬‬ ‫‪ .1‬أَﺧـْﺒـ َ ُ‬
‫‪I will not tell her about the accident.‬‬ ‫‪ .2‬ﻟَﻦ أُﺧـﺒِ َﺮھﺎ ﻋـَﻦ اﻟـﺤﺎدﺛﺔ ‪.‬‬
‫‪I do not tell her about the car.‬‬ ‫‪ .3‬ﻻ أُﺧـﺒـِــﺮُھﺎ ﻋﻦ اﻟﺴﯿﺎرة ‪.‬‬
‫‪They do not tell me about the car.‬‬ ‫‪ .4‬ﻻ ﯾُﺨﺒﺮوﻧـَﻨـﻲ ﻋﻦ اﻟﺴﯿﺎرة ‪.‬‬

‫‪The present tense‬‬ ‫‪the past tense‬‬

‫صّ ّد ق‬ ‫ص دّ ق‬
‫) ‪to believe ( trust‬‬

‫ﻓﯿﻤﺎ‬ ‫ﻓﻲ‬

‫أُﺻـﱠـﺪﱢق‬ ‫ﺻـ َ ﱠﺪﻗـْ ُ‬

‫ﺖ‬
‫ﻧـُﺼـﱠﺪﱢق‬ ‫ﺻـ َ ﱠﺪﻗـْﻨـﺎ‬

‫ﺗـُﺼـﱠﺪﱢق‬ ‫ﺻـ َ ﱠﺪﻗـْ َ‬

‫ـﺖ‬
‫ﺗـُﺼـ ﱠ ﱠﺪ َ‬
‫ﻗـﯿﻦ‬ ‫ﺻـ َ ﱠﺪﻗـْـ ِ‬
‫ﺖ‬

‫‪177‬‬
 ‫‪178‬‬

‫‪Read and translate‬‬ ‫ﺗـُﺼـﱠﺪﱢﻗـﻮن‬ ‫ﺻـ َ ﱠﺪﻗـْـﺘُﻢ‬

‫ﻻ أُﺻـﱠﺪﱢﻗـْـﮫُ أَﺑـَﺪاً‬ ‫ﯾـُﺼـ ﱠ ﱢﺪ ُ‬

‫ق‬ ‫ﺻـ َ ﱠﺪ َ‬
‫ق‬
‫ﻻ أُﺻـﱠﺪﱢﻗـﮭـﺎ أﺑـَﺪاً ‪.‬‬ ‫ﺼ ﱢﺪ ُ‬
‫ق‬ ‫ﺗـ ُ ﱠ‬ ‫ﺻـ َ ﱠﺪﻗـَﺖ ْ‬
‫ﻻ أُﺻـﱠﺪﱢﻗـﮭـُﻢ أﺑـﺪاً ‪.‬‬ ‫ﯾـُﺼـﱠﺪﱢﻗـﻮن‬ ‫ﺻـ َ ﱠﺪﻗـْـﻮا‬

‫‪I do not believe what they say.‬‬ ‫ﯾـَﻘﻮﻟﻮﻧـَﮫُ‬ ‫‪ .1‬أﻧﺎ ﻻ أُﺻﱠـﺪﱢق ﻣﺎ‬
‫ﯾﻘﻮﻟﻮن ‪I do not believe them in what they say .‬‬
‫َ‬ ‫ﺻﺪﱢﻗــْﮭـُﻢ ﻓﯿﻤﺎ‬ ‫‪ .2‬أﻧﺎ ﻻ أُ ﱠ‬
‫‪Do you F. Believe them.‬‬ ‫ﺖ ﺗـُﺼـﱠﺪﱢﻗـﯿـﻨـَﮭـُﻢ ‪.‬‬
‫‪ .3‬ھﻞ أﻧ ِ‬

‫‪Present tense‬‬ ‫‪past tense‬‬

‫‪to invite‬‬ ‫دعو‬ ‫دعو‬

‫اﻟﻰ‬ ‫‪add prefixes‬‬ ‫‪add suffixes‬‬

‫أَ ْدﻋـﻮ‬ ‫َد َﻋ ُ‬

‫ـﻮت‬
‫ﻧـ َ ْﺪﻋـﻮ‬ ‫َدﻋـَﻮﻧـﺎ‬

‫ﺗـَﺪﻋـﻮ‬ ‫َدﻋـ َ َ‬
‫ﻮت‬
‫ﺪﻋـﯿـﻦ‬
‫َ‬ ‫ﺗـ َ‬ ‫ت‬
‫َدﻋـَﻮ ِ‬
‫‪Read and translate‬‬ ‫ﻋـﻮن‬
‫َ‬ ‫ﺗـ َ ْﺪ‬ ‫َدﻋـَﻮ‬

‫‪178‬‬
 ‫‪179‬‬

‫دﻋﻮﺗـُﮭﺎ اﻟﻰ ﺑـَﯿـﺘـﻲ أَﻣﺲ‬ ‫ﯾـ َ ْﺪﻋـﻮ‬ ‫)و‬

‫( ‪drop‬‬ ‫َدﻋـﺎ‬
‫أَدﻋﻮھﺎ اﻟﻰ ﺑﯿﺘـﻲ ﻏﺪاً‬ ‫ﺗـ َ ْﺪﻋـﻮ‬ ‫َد َﻋ ْ‬
‫ـﺖ‬
‫َدﻋـَﻮﺗـُﮭـُﻢ اﻟﻰ ﺑﯿـﺘـﻲ‪.‬‬ ‫ﯾـَﺪﻋـﻮن‬ ‫‪mm‬‬ ‫َدﻋـَﻮ ا‬

‫ـﻞ ﯾﻮﻣﯿﻦ ‪.‬‬

‫‪َ .1‬دﻋـﺎﻧـﻲ ﺻـﺪﯾﻘـﻲ اﻟﻰ ﺑـﯿـﺘـ ِ ِﮫ ﻗـَﺒـْ َ‬
‫‪He invited me to his house two days ago.‬‬
‫‪َ .3‬دﻋـَﺘـﻨـﻲ ﺻـﺪﯾﻘـﺘـﻲ اﻟﻰ ﺑـﯿﺘـِﮭـﺎ ﻗﺒﻞ ﺛﻼﺛـﺔ أﯾﺎم ‪.‬‬
‫‪My girl friend invited me three days ago.‬‬
‫‪ .4‬ﺳـﺄدﻋـﻮ ھـُﻢ اﻟﻰ ﺑـﯿـﺘـﻲ ﻓﻲ اﻻﺳﺒﻮع اﻟـﻘﺎدم ‪.‬‬
‫‪I’ll invite them to my house next week.‬‬
‫‪ .5‬أﺻﺪﻗﺎﺋﻲ ﯾﺪﻋﻮﻧـﻨـﻲ اﻟﻰ اﻟـﻤـَﻄـﻌـَﻢ ‪.‬‬
‫‪My friends invite me to the restaurant.‬‬

‫‪past tense‬‬

‫‪to delay/ become late‬‬ ‫تأخر‬ ‫ت أ خر‬

‫ﻋـَﻦ‬
‫‪add prefix‬‬ ‫‪add suffix‬‬

‫أَﺗـﺄَﺧـ ﱠ ُﺮ‬ ‫ﺗــﺄَﺧـﱠﺮْ ُ‬

‫ت‬
‫ﻧـَﺘــﺄَﺧـﱠـ ُﺮ‬ ‫ﺗـﺄَﺧـﱠـﺮْ ﻧـﺎ‬

‫ﺗـَﺘـــﺄَﺧـﱠـ ُﺮ‬ ‫ﺗــَﺄَﺧـﱠـﺮْ َ‬

‫ت‬
‫ﺗـَﺘـَﺄَﺧـﱠـﺮْ َ‬
‫ﯾـﻦ‬ ‫ﺗـَﺄَﺧـﱠـﺮْ ِ‬
‫ت‬

‫‪179‬‬
 ‫‪180‬‬

‫‪Read and translate‬‬ ‫ﺗـَﺘـَﺄَﺧـﱠـﺮْ ون َ‬ ‫ﺗـﺄَﺧـﱠـﺮْ ﺗـُﻢ‬

‫اﻻﺟـﺘﻤـﺎع‬
‫ِ‬ ‫ﺳﺄَﺗَـﺄَﺧـﱠـﺮْ ﻋـﻦ ﻣﻮﻋـِﺪ‬ ‫ﯾـَﺘــﺄَﺧـﱠـ ُﺮ‬ ‫ـﺮ‬‫ﺗـَﺄَﺧـ ﱠ َ‬
‫اﻻﺟﺘﻤﺎع‬
‫ِ‬ ‫ت ﻋـﻦ ﻣﻮﻋـِﺪ‬‫ﺗـﺄَﺧـﱠـﺮْ ُ‬ ‫ﺗـَﺘـﺄَﺧـ ﱠ َ‬
‫ﺮﯾـﻦ‬ ‫ﺗـَﺄَﺧـﱠـﺮْ ِ‬
‫ت‬
‫اﻻﻣـﺘﺤـﺎن‬
‫ِ‬ ‫ت ﻋـَﻦ ﻣـﻮﻋـِﺪ‬ ‫ﺗـﺄَﺧـ ﱠ َ‬
‫ـﺮ ْ‬ ‫ﺗـَﺘـَﺄَﺧـﱠـﺮْ ون َ‬ ‫ﺗَـﺄَﺧـﱠـﺮْ وا‬

‫‪The plane will arrive late.‬‬ ‫‪ .1‬ﺳـَـﺘـَــﺘـَـﺄَﺧـﱠﺮ اﻟـﻄﺎﺋﺮة ﻋـﻦ ﻣـﻮﻋـ ِ ِﺪھـﺎ ‪.‬‬
‫‪The manager will be late.‬‬ ‫‪ .2‬ﺳـﯿـﺘﺄ ﱠﺧـﺮ اﻟـﻤﺪﯾﺮ اﻟـﯿﻮم ‪.‬‬
‫ـﺮ اﻟـﻤﺪﯾﺮ أَﻣﺲ أﯾـﻀـﺎ ً ‪The manager wasalso late yesterday. .‬‬ ‫‪ .3‬ﺗـَﺄﺧـ ﱠ َ‬
‫‪Don’t be late, please.‬‬ ‫‪ .4‬ﻻ ﺗـَﺘــﺄَﺧـﱠـﺮ ‪ ،‬ﻣـِﻦ ﻓـَﻀـﻠﻚَ ‪.‬‬
‫‪Don’t be late(F.), please.‬‬ ‫ﻀـﻠـﻚ ‪.‬‬
‫ِ‬ ‫‪ .5‬ﻻ ﺗـَﺘــَﺄَﺧـﱠـﺮْ ﯾـﻦ ‪ ،‬ﻣـِﻦ ﻓــ َ‬

‫‪The present tense‬‬ ‫‪the past tense‬‬

‫‪to change‬‬ ‫غ ّ‬
‫ير‬ ‫غ ّ‬
‫ي ر‬
‫‪add prefixes‬‬ ‫‪add suffixes‬‬

‫أُﻏـَـﯿـﱢـﺮ‬ ‫ﻏـَﯿـﱠـﺮْ ُ‬
‫ت‬
‫ﻧـُﻐـَـﯿـﱠﺮ‬ ‫ﻏـَﯿـﱠـﺮْ ﻧـﺎ‬

‫ﺗـُﻐـَـﯿـﱢـﺮ ْ‬ ‫ﻏـَـﯿـﱠـﺮْ َ‬
‫ت‬
‫ـﺮﯾﻦ‬
‫ﺗـُﻐـَـﯿـ ﱢ َ‬ ‫ﻏـَﯿـﱠـﺮْ ِ‬
‫ت‬

‫‪180‬‬
 ‫‪181‬‬

‫‪Read and translate‬‬ ‫ـﺮون‬

‫ﺗـُﻐـَـﯿـ ﱢ َ‬ ‫ﻏـَـﯿـﱠـﺮْ ﺗـُﻢ‬

‫ﻏـَﯿـ ﱠ َﺮ اﻟـﻤﺪﯾﺮ ﻣﻮﻋـﺪ‬ ‫ﯾـُﻐـَـﯿـﱢـﺮ ْ‬ ‫ﻏـَـﯿـ ﱠ َﺮ‬

‫اﻻﺟـﺘﻤـﺎع‬
‫ِ‬
‫ﻏـَﯿـ ﱠ َﺮت اﻟـﻤﺪﯾﺮة ﻣﻮ ِﻋﺪ‬ ‫ﺗـُﻐـَـﯿـﱢـﺮ ْ‬ ‫ﻏـَـﯿﱠـ َﺮت ْ‬
‫اﻻﺟﺘﻤﺎع‬
‫ِ‬
‫َﺳﺄُﻏـَـﯿـﱢـﺮ ﻣﻮﻋـِﺪ اﻟـﻄﺎﺋﺮة ِ‪.‬‬ ‫ﯾــُﻐـَـﯿـﱢـﺮون‬ ‫ﻏـَـﯿـﱠﺮوا‬

‫‪I do not change my behavior.‬‬ ‫‪ .1‬ﻻ أُﻏـَـﯿـﱠـﺮ ِﺳﻠـﻮﻛـﻲ ‪.‬‬

‫‪She does not change her behavior.‬‬ ‫‪ .2‬ﻻ ﺗـُﻐـَـﯿـﱠـﺮ اﻟـﺒﻨﺖ ﺳﻠﻮﻛـَﮭـﺎ ‪.‬‬
‫?‪Are you going to change your behavior‬‬ ‫ﻚ؟‬ ‫‪ .3‬ھﻞ ﺗـُﻐــَـﯿـﱢـﺮ ﺳُﻠﻮﻛـ َ َ‬
‫ﻚ ؟ ?‪Are you going(F.)to change your behavior‬‬ ‫ـﺮﯾـﻦ ﺳـُﻠﻮﻛـ َ ِ‬
‫‪ .4‬ھﻞ ﺗـُﻐـَـﯿـ ﱢ َ‬
‫ﻛﮭ ُﻢ ؟ ‪Why do students change their behavior‬‬ ‫‪ .5‬ﻟـِﻤﺎذا ﯾـُﻐـﯿـﱢﺮ اﻟـﻄﻼب ﺳﻠﻮ َ‬
‫ﺮون ﺳُﻠـﻮﻛـَﮭـُﻢ ‪Studnets do not change their behavior. .‬‬ ‫‪ .6‬اﻟـﻄﻼب ﻻ ﯾـُﻐـَﯿـ ﱢ َ‬

‫‪Present tense‬‬ ‫‪past tense‬‬

‫‪to participate in‬‬ ‫ش ا رك‬ ‫ش ا رك‬

‫ﻓﻲ‬
‫‪add prefix‬‬ ‫‪add suffix‬‬

‫ﺷـﺎر ُ‬
‫ك‬ ‫ُ‬ ‫ﺷـﺎرﻛـْ ُ‬
‫أ ِ‬ ‫ـﺖ‬ ‫َ‬
‫ﺸـﺎر ُ‬
‫ك‬ ‫ﻧـ ُ ِ‬ ‫ﺷـﺎ َرﻛـْﻨـﺎ‬

‫ﺸـﺎر ُ‬
‫ك‬ ‫ﺗـ ُ ِ‬ ‫ﺷـﺄرﻛـْ َ‬
‫ـﺖ‬ ‫َ‬
‫ﺸـﺎر ْﻛ َ‬
‫ـﯿـﻦ‬ ‫ﺗـ ُ ِ‬ ‫ﺖ‬
‫ﺷـﺎرﻛـْـ ِ‬
‫َ‬

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‫‪Read and translate‬‬ ‫ـﻮن‬

‫ﺸـﺎرﻛـْ َ‬
‫ﺗـ ُ ِ‬ ‫ﺷـﺎرﻛـْــﺘُـﻢ‬
‫َ‬

‫ب‬
‫ك اﻟـﻌُﻤﺎل ﻓﻲ اﻻﺿﺮا ِ‬
‫ﺷﺎ َر َ‬ ‫ﺸـﺎر ُ‬
‫ك‬ ‫ﯾـ ُ ِ‬ ‫ك‬
‫ﺷـﺎر َ‬
‫َ‬
‫ب‬ ‫ﺷﺎر َﻛﺖ اﻟـﺒـ ِ ُ‬
‫ﻨـﺖ ﻓﻲ اﻻﺿﺮا ِ‬ ‫َ‬ ‫ك‬‫ﺸـﺎر ُ‬
‫ﺗـ ُ ِ‬ ‫ﺷـﺎرﻛـ َ ْ‬
‫ﺖ‬ ‫َ‬
‫ك اﻟـﻤﺪﯾ ُﺮ اﯾﻀﺎ ً‬
‫ﺷﺎر َ‬
‫َ‬ ‫ﻛـﻮن‬
‫ﺸـﺎر َ‬ ‫ﯾـ ُ ِ‬ ‫ﺷـﺎرﻛـﻮا‬ ‫َ‬

‫‪ .1‬ھﻞ ﺳﺘﺸﺎرﻛﻮن ﻓﻲ اﻻﺟﺘﻤﺎع اﻟـﻘﺎ ِدم؟‬

‫?‪Are going for the next meeting‬‬
‫ﺷﺎرك ﻓﻲ اﻟـﻤﺆﺗـَﻤـَﺮ اﻟﻘﺎدم ﻓﻲ ﺗﻮﻧﺲ ‪.‬‬‫ُ‬
‫‪ .2‬ﻻ أظﻦ أﻧـﻨـﻲ ﺳﺄ ِ‬
‫‪I don’t think that I will go for the conference in Tunisia.‬‬
‫ﺳﯿﺸﺎرك ﻓﻲ اﻟـﻤﺆﺗـﻤـَﺮ ‪.‬‬
‫ِ‬ ‫‪ .3‬ھﻞ اﻟـﻤﺪﯾﺮ‬
‫?‪Is the manager coming for the conference‬‬

‫‪The prsent tense‬‬ ‫‪the past tense‬‬

‫‪to attend‬‬ ‫حضر‬ ‫حضر‬

‫‪add prefix‬‬ ‫‪add suffix‬‬

‫أَﺣْ ـﻀﺮ ُ‬ ‫ﺣـَﻀـَﺮْ ُ‬

‫ت‬
‫ﻧـَﺤـْﻀـﺮ ُ‬ ‫َﺣﻀـَﺮْ ﻧـﺎ‬

‫ﺗـَﺤْ ﻀـﺮ ْ‬ ‫ﺣـَﻀـﺮْ َ‬

‫ت‬
‫ﺤـﻀـﺮﯾـﻦ‬
‫َ‬ ‫ﺗـ َ‬ ‫ﺣـَﻀﺮْ ِ‬
‫ت‬
‫‪Read and translate‬‬ ‫ﺗـَﺤـﻀـﺮون‬ ‫ﺣـَﻀـﺮﺗُﻢ‬

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‫ﻣـَﻦ ﯾـﺤـﻀـﺮ ) اﻟﻰ( ھﺬا اﻻﺟﺘﻤﺎع ؟‬ ‫ﯾـَﺤـﻀـﺮ‬ ‫ﺣـَﻀـ َﺮ‬

‫ھﻞ ﺳـَﺘـَﺤـﻀـﺮ ) اﻟﻰ( اﻻﺟﺘﻤﺎع ؟‬ ‫ﺗـَﺤـﻀـﺮ‬ ‫ﻀــﺮ ْ‬
‫ت‬ ‫َ‬ ‫ﺣـ َ‬
‫ھﻞ ﺳﺘﺤﻀﺮﯾﻦ ) اﻟﻰ( اﻻﺟﺘﻤـﺎع ؟‬ ‫ﺤـﻀـﺮون‬
‫َ‬ ‫ﯾـ َ‬ ‫ﺣـَﻀـﺮوا‬

‫‪ .1‬ﺳﯿﺤﻀـﺮ اﻟﺮﺋﯿﺲ اﻻﻣﺮﯾﻜﻲ اﻻﺟﺘﻤﺎع ﻓﻲ اﻟﻘﺎھﺮة ‪.‬‬

‫‪The American President will attend the meeting in Cairo.‬‬
‫ﺳﯿـﺸﺎرك أﯾﻀﺎ ً ﻓﻲ ھﺬا اﻻﺟﺘﻤﺎع ؟‬
‫ِ‬ ‫‪ .2‬ﻣـَﻦ‬
‫?‪Who else will attend this meeting‬‬
‫‪ .3‬ھﻞ ﺳﺘﺤﻀـﺮ ﻣﺎدﻟـﯿﻦ اوﻟـﺒﺮاﯾﺖ أﯾﻀﺎ ً ‪.‬‬
‫?‪Will Madlin Albright also attend‬‬
‫‪ .4‬ھﻨﺎك ﻣﺴﺆوﻟﻮن ﻋﺮب ﺳﯿﺤﻀﺮون اﻻﺟﺘﻤﺎع ‪.‬‬
‫‪There are Arab leaders (who) will attend the meeting.‬‬

‫‪There are stems which can give you different words, and you need to‬‬
‫‪know how to use them in contexts. Here are some activities‬‬

‫لقى‬ ‫)‪( root‬‬

‫ﯾـَـﻠــﺘـَـﻘــﻲ‬ ‫ﯾـَــﺘــَـﻠـَــﻘـّـﻰ‬ ‫ﯾُـﻠــﻘﻲ‬

‫ﺑــ ِ‬ ‫ﻣـِﻦ‬
‫‪yal ta qi‬‬ ‫‪ya ta laq qa‬‬ ‫‪yalqi‬‬
‫‪measure 8‬‬ ‫‪measure 5‬‬ ‫‪measure 4‬‬

‫‪pst‬‬ ‫إﻟـﺘـﻘـﻰ‬ ‫ﺗﻠـﻘـّﻰ‬ ‫أﻟـﻘـﻰ‬

‫‪Nns‬‬ ‫ﻟــِﻘــﺎء‬ ‫ﺗـَــﻠــﻘـّـﻲ‬ ‫إﻟــﻘـﺎء‬

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‫‪Meet‬‬ ‫‪receive‬‬ ‫)‪through ( or make‬‬

‫‪with words (measures) in the Read the following sentences and match their meanings‬‬
‫‪boxes:‬‬
‫‪ .1‬ﺗـﻠـﻘّـﺖ ﺣﻜﻮﻣــﺔ اﻟـﻮﻻﯾـﺎت اﻟـﻤـﺘﺤـﺪة طـﻠـﺒـﺎ ً ﻣـﻦ اﻻﻣـﻢ اﻟـﻤـﺘـﺤـﺪة ﻟـِﻤﺴﺎﻋﺪة اﻟﻼﺟـﺌﯿـﻦ ‪.‬‬
‫وذﻛـﺮ اﻟﺮﺋﯿﺲ اﻻﻣﺮﯾﻜـﻲ ﻓﻲ ﺧـﻄﺎﺑــ ِﮫ ﺑـﺄن اﻟﻼﺟﺌﯿﻦ ﺳــﯿــﺘـﻠـﻘـﻮن ھﺬه اﻟﻤﺴﺎﻋﺪات ﻓﻲ‬
‫اﻟﻘﺮﯾﺐ اﻟﻌﺎﺟﻞ ‪.‬‬
‫‪ .3‬أﻟـﻘـﻰ اﻻرھـﺎﺑـﯿـﻮن ﻗـﻨـﺎﺑـﻞ ﻋﻠـﻰ ﻣـﺨـﻔـﺮ ﻟﻠـﺸﺮطـﺔ ﻓـﻼﺣـﻘــﺘـﮭـﻢ اﻟﺸﺮطﺔ اﻟﻰ اﻟـﻌـﻤـﺎرات‬
‫اﻟـﻘﺮﯾـﺒﺔ ‪.‬‬
‫‪ .3‬اﻟـﺘـﻘـﻰ اﻟـﻮزﯾـﺮ اﻟـﺴﻌـﻮدي ﺑـﻨـﻈـﯿﺮه ِ اﻻردﻧـﻲ ﻓﻲ اﻟـﻌﺎﺻـﻤـﺔ ﻋـﻤـﺎن أﺛـﻨـﺎء‬
‫زﯾﺎرﺗـ ِﮫ اﻻﺧـﯿﺮة ﻟـﻼردن ‪.‬‬

‫عرض‬ ‫)‪(root‬‬

‫ﯾـــَﻌـﺘـ َ ِﺮض‬ ‫ﯾــَــﺘــَﻌـ ّﺮض‬ ‫ﯾـُـﻌـ ِﺮض‬

‫ﻋـﻠـﻰ‬ ‫اﻟﻰ \ ﻟــ ِ‬

‫‪yaa’ ta ri Du‬‬ ‫‪ya ta a’ar ra Du‬‬ ‫‪yua’ ri Du‬‬
‫‪measure 8‬‬ ‫‪measure 5‬‬ ‫‪measure 2‬‬

‫‪pst‬‬ ‫ض‬
‫إﻋـﺘَـ َﺮ َ‬ ‫ض‬
‫ﺗـَﻌــ ّﺮ َ‬ ‫ض‬‫ﻋــ َ َﺮ َ‬
‫‪Nns‬‬ ‫إﻋـﺘـﺮاض‬ ‫ﺗــَﻌــَـﺮﱡ ض ْ‬ ‫ﻋــَﺮْ ض ْ‬

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‫‪objects to‬‬ ‫‪exposes to‬‬ ‫‪displays, shows‬‬

‫‪is intercepted by‬‬

‫‪ .1‬ﺗـﻌـﺮﺿـﺖ اﻟـﻘﺎﻓـﻠـﺔ ﻟـِﮭـﺠـﻮم ﻣـﺒﺎﻏـِﺖ ﺑــﻤـﺪاﻓـﻊ اﻟـﮭـﺎون ‪.‬‬

‫‪ .2‬ﻛـﺎﻧـﺖ ﺗﻘـﻮم دورﯾــﺘـــﻨـﺎﺑـﻤـﮭـﻤـﺘـﮭـﺎ ‪ ،‬ﻓﺎﻋـﺘﺮﺿﺘـﮭﺎ ﻗـﻮات ﻣـﻌـﺎدﯾـﺔ‬

‫ﻣـﺴـﺘﺨـﺪﻣـﺔ اﻟﺮﺷﺎﺷـﺎت واﻟـﮭـﺎون ‪ .‬ردّت ﻋـﻠـﯿﮭـﺎ دورﯾـﺘﻨـﺎ ﺑﺎﺳﻠـﺤـﺘـﮭـﺎ اﻟـﺨـﻔـﯿﻔـﺔ‬
‫وﺣـﺎوﻟﺖ اﻻﻧـﺴﺤـﺎب ﻣـﻦ ﻣـﻮﻗـﻊ اﻟـﺤـﺎدث دون ان ﺗـﺨـﻠـّﻒ وراءھـﺎ اﯾـﺔ إﺻـﺎﺑـﺔ ‪.‬‬

‫‪ .3‬إﻋـﺘﺮﺿﺖ اﻟـﻮﻻﯾـﺎت اﻟـﻤﺘﺤـﺪة ﻋـﻠـﻰ اﻻﻗـﺘﺮاﺣـﺎت اﻟﺘﻲ ﻗــﺪّﻣﺘـﮭـﺎ اﯾﺮان ﺑـﺸﺄن‬

‫اﺳﺘـﺌﻨﺎف ﺗﺨﺼﯿﺐ اﻟﯿﻮراﻧﯿﻮم ﻟﻼﻏﺮاض اﻟﺴﻠﻤﯿﺔ ﻻن اﯾﺮان ﻟﺪﯾﮭﺎ ﻣﺼﺎدر طﺎﻗﺔ‬
‫ھﺎﺋﻠﺔ ﻣﻦ اﻟﻨﻔﻂ واﻟﻤﯿﺎه ﺑﺪﻻ ﻋﻦ ذﻟﻚ ‪.‬‬

‫ح مل‬

‫أن‬ ‫ﯾـُﺤـﺘــَﻤـَـﻞ‬ ‫ﯾـَـﺘــَـﺤـﻤــّﻞ‬ ‫ﯾــَﺤـﻤـﻞ‬

‫‪yuH ta mal‬‬ ‫‪ya ta Ham mal‬‬ ‫‪yaH mul‬‬

‫‪Passive 8‬‬ ‫‪measure 5‬‬ ‫‪measure 1‬‬

‫‪pst‬‬ ‫‪No‬‬ ‫ﺗـَﺤـَﻤـّـ َ َﻞ‬ ‫ﺣـَـﻤــ َ َﻞ‬

‫‪Nns‬‬ ‫إﺣـﺘـِﻤـﺎل‬ ‫ﺗـــَﺤــَﻤـّـُــﻞ‬ ‫ﺣـَﻤـــﻞْ‬

‫‪it is possible‬‬ ‫)‪suffers (bears‬‬ ‫‪carries‬‬

‫‪ .1‬ﯾـﺤـﻤــﻞ اﻟﺮﺟـﻞ ﺟـﻮا َز ﺳـﻔـ ٍﺮ ﻣـﺰور وﻣـﺴﺪس ﻣـﺤـﻈـﻮر ‪.‬‬

‫‪ .2‬رﻓـﻀـﺖ اﻟـﺴﻠـﻄـﺔ اﻟـﻔـﻠـﺴﻄﯿـﻨـﯿﺔ ان ﺗـﺘـﺤـﻤـﻞ ﻣﺴﺆوﻟـﯿﺔ اﻟـﺤـﻔـﺎظ ﻋﻠـﻰ‬

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‫اﻻﻣـﻦ ﻓﻲ اﻻﻣـﺎﻛـﻦ ﻏـﯿﺮ اﻟـﻮاﻗـﻌـﺔ ﺗـﺤـﺖ ﺣـﻤـﺎﯾـﺘـﮭـﺎ ‪.‬‬

‫‪ .3‬ھـﻨـﺎك اﺣـﺘـﻤـﺎل وﻗـﻮع ﺣـﺮب واﺳـﻌـﺔ ﺑـﯿـﻦ اﻟـﮭـﻨـﺪ وﺑﺎﻛـﺴـﺘـﺎن ﺑﺴﺐ‬
‫ﻗـﯿـﺎم اﻟـﺒـﻠـﺪﯾﻦ ﺑـﺘﺠـﺎرب ﻧـﻮوﯾـﺔ ﻻﺳـﻠـﺤـﺔ ﻣـﻤـﻨـﻮﻋـﺔ وﺑـﻌـﯿﺪة اﻟـﻤـﺪى ‪.‬‬

‫‪Conjugation of‬‬ ‫ﯾـــُــﺰﻋــِــﺞ‬

‫ﺗــُـــﺰﻋــِــﺞ‬ ‫)‪( she bothers‬‬
‫‪Past‬‬ ‫‪present‬‬ ‫‪past‬‬ ‫‪present‬‬
‫أَزﻋــَﺠــَـﺘـﻨـﻲ‬ ‫ﺗــُﺰﻋــِﺠـُـﻨــﻲ‬ ‫أَزﻋـَﺠــَﻨــﻲ‬ ‫ﯾــُﺰﻋـِﺠــﻨــﻲ‬
‫أَزﻋــَﺠـَـﺘــﻨـﺎ‬ ‫ﺗــُــﺰﻋــِـﺠـُــﻨــﺎ‬ ‫أَزﻋــَﺠــَﻨــﺎ‬ ‫ﯾــُﺰﻋــِﺠـﻨـﺎ‬
‫‪----------------------------‬‬
‫أَزﻋــَﺠــَـﺘــ َ‬
‫ﻚ‬ ‫ﻚ‬‫ﺗــُــﺰﻋــِﺠـــُـ َ‬ ‫ﻚ‬‫أَزﻋــَﺠـــ َ َ‬ ‫ﻚ‬
‫ﯾــُﺰﻋـِﺠــُــ َ‬
‫ﻚ‬‫أَزﻋــَﺠــَﺘــ ِ‬ ‫ﻚ‬‫ﺗـــُﺰﻋــِﺠــُـ ِ‬ ‫أَزﻋـَﺠــ َ ِ‬
‫ﻚ‬ ‫ﻚ‬‫ﯾــُـﺰﻋـِﺠــُـ ِ‬
‫أَزﻋــَﺠــَــﺘــﻜــُﻢ‬ ‫ﺗـــُـﺰﻋــِﺠــُـﻜــُﻢ‬ ‫أَزﻋــَﺠــَﻜــُﻢ‬ ‫ﯾــُﺰﻋـِﺠــُﻜــُﻢ‬
‫‪----------------------------‬‬
‫أَزﻋــَﺠــَـﺘـــﮫُ‬ ‫ﺗـــُـﺰﻋــِﺠـُــﮫُ‬ ‫أَزﻋـَﺠــَــﮫُ‬ ‫ﯾـُﺰﻋــِﺠــﮫُ‬
‫أَزﻋــَﺠــَـﺘــﮭـﺎ‬ ‫ﺗــُــﺰﻋــِﺠـُـﮭــﺎ‬ ‫أَزﻋـَـﺠـَـﮭــﺎ‬ ‫ﯾــُـﺰﻋـِﺠــﮭـﺎ‬
‫أَزﻋــَﺠــَـﺘــﮭـُﻢ‬ ‫ﺗـــُـﺰﻋــِﺠـُـﮭــُﻢ‬ ‫أَزﻋــَﺠـَــﮭـُﻢ‬ ‫ﯾــُﺰﻋــِﺠــﮭــُـﻢ‬

‫عجب‬
‫) ‪ ( something/ someone- male‬ﯾــُـــﻌــﺠـِﺐ )‪(someone‬‬
‫)‪ ( something/ someone- female‬ﺗــُﻌــﺠــِﺐ )‪(someone‬‬

‫)‪( Read the bove from right to left‬‬

‫‪Examples :‬‬

‫‪186‬‬
 ‫‪187‬‬

‫‪1.I like the picture.‬‬ ‫‪ . 1‬ﺗــُﻌــﺠــِـﺒـُـﻨـﻲ اﻟــﺼـﻮرة ‪.‬‬

‫‪2. I liked the picture.‬‬
‫‪3. We like the film.‬‬
‫‪4. E liked the film.‬‬
‫‪---------------------‬‬
‫‪5. She likes (the) music.‬‬
‫‪6. She liked (the) music.‬‬
‫‪7. She likes ( the)dancing.‬‬
‫‪8. She liked (the) dancing‬‬
‫‪---------------------‬‬
‫‪9. He likes (the) music.‬‬
‫‪10. He liked ( the) music.‬‬
‫‪11. He likes (the ) dancing.‬‬
‫‪12. He liked (the) dancing.‬‬
‫‪ .2‬أَﻋــﺠــَﺒــَــﺘــﻨــﻲ اﻟــﺼـﻮرة‬
‫‪ .3‬ﯾــُﻌــﺠــِﺒـُﻨـﺎ اﻟــﻔـِـﻠــﻢ‬
‫‪ .4‬أَﻋــﺠــَـﺒــَﻨــﺎ اﻟـﻔـِـﻠـﻢ‬
‫‪---------------------‬‬
‫‪ .5‬ﺗــُــﻌــﺠــِــﺒــُﮭــﺎ اﻟـﻤﻮﺳﯿــﻘﻰ‬
‫‪ .6‬أَﻋــﺠــَﺒــَــﺘــﮭﺎ اﻟـــﻤﻮﺳـﯿـﻘﻰ‬
‫‪ .7‬ﯾــُﻌــﺠـِـﺒــُﮭــﺎ اﻟـــﺮﻗــﺺ‬
‫‪ .8‬أَﻋــﺠــَــﺒــَﮭـﺎ اﻟــﺮﻗـﺺ‬
‫‪-----------------------‬‬
‫‪ .9‬ﺗــُﻌــﺠــِـﺒــﮫُ اﻟــﻤﻮﺳــﯿـﻘﻰ‬
‫‪ .10‬أَﻋــﺠــَـﺒــَــﺘــﮫُ اﻟـﻤﻮﺳـﯿــﻘﻰ‬
‫‪ .11‬ﯾـــُﻌــﺠــِــﺒــﮫُ اﻟـــﺮﻗـﺺ‬
‫‪ .12‬أَﻋــﺠــَــﺒــَــﮫُ اﻟــﺮﻗﺺ‬

‫‪Lexicon and concepts‬‬

‫”‪Words for the concept “not to be in a clash with‬‬

‫‪avoid‬‬ ‫ﺗﺠﻨﺐ‬

‫‪shun‬‬ ‫ﺗﻔﺎدى‬

‫‪avert‬‬ ‫درء‬ ‫‪Not to be in clash with‬‬

‫‪overstep‬‬ ‫ﺗﺠﺎوز‬ ‫‪Avoid‬‬

‫)‪( Concept‬‬
‫‪ward off‬‬ ‫ﺗﺤﺎﺷﻲ‬

‫أﺑﺘﻌﺎد ‪stay away‬‬

‫‪obviate‬‬ ‫ﺗﺪارك‬

‫‪Read these sentences first, then translate so that we can get to the meaning of each word as a concept:‬‬

‫ﻣﻦ اﻻوﻟﻰ ان ﺗﺘﺠﻨﺒﮫ وﻻ ﺗﺘﺼﺎدم ﻣﻌﮫ‪.‬‬ ‫‪.1‬‬

‫ﯾﺒﺪو اﻧﮫ ﻻ ﯾﺜﯿﺮ اﻟﻤﺸﻜﻠﺔ ﺗﻔﺎدﯾﺎً ﻟﻠﻤﺸﺎﻛﻞ اﻟﺘﻲ ﻗﺪ ﺗﺘﻤﺨﺾ ﻋﻦ ذﻟﻚ‪.‬‬ ‫‪.2‬‬
‫ﯾﺤﺎول درء اﻟﻤﺸﻜﻠﺔ ﻗﺒﻞ وﻗﻮﻋﮭﺎ‪.‬‬ ‫‪.3‬‬
‫ﻋﻠﯿﻚ ان ﺗﺘﺠﺎوز ھﺬه اﻻﻣﻮر ﻟﻜﻲ ﻻ ﺗﻘﻊ ﻓﻲ ﻣﺸﺎﻛﻞ ﻣﻌﮭﻢ‪.‬‬ ‫‪.4‬‬

‫‪187‬‬
 188

.‫ ﻛﺎن ﯾﺘﺤﺎﺷﻰ ﻣﻘﺎﺑﻠﺘﮫ‬.5

.‫ اﻻﺑﺘﻌﺎد ﻋﻨﮫ اﺳﻠﻢ‬.6
.‫ اﻻﻟﻤﺎم ﺑﺎﻻﺧﻄﺎء ﯾﺴﺎﻋﺪﻧﺎ ﻋﻠﻰ ﺗﺪارﻛﮭﺎ‬.7

‫بقي‬
This verb has two concepts
(A): remain, stay
(B):keep doing something(if followed by a present tense form of the verb verb)
. ‫ﺳﺄﺑﻘــﻰ ﻓﻲ اﻟــﻤﺪﯾﻨـﺔ ﻟـِـ ُﻤﺪّة ﺷﮭــﺮ‬ .‫آ‬
I stay in the city for one month.
. ‫ ﺑـَـﻘــﯿــﺖُ أﻋــﻤﻞ ﻛــﻞ اﻟــﯿﻮم‬.‫ب‬
I kept working all the day.
Compare the conjugation of the present with the past

I remain / ?abqa/ = ‫أَﺑــﻘﻰ‬

I remained / baqaytu/ = ُ‫ﺑـَـﻘَــﯿـﺖ‬
We remain / nabqa / = ‫ﻧـَـﺒـْـﻘﻰ‬
We remained / baqayna/ = ‫ﺑـ َﻘـ ـَـﯿـﻨــﺎ‬

You( M.) remain / tabqa/ = ‫ﺗــَﺒــﻘﻰ‬

You ( F.) remained / baqayta/ = َ‫ﺑــَﻘـَـﯿــﺖ‬
You ( F.) remain / tabqay/ = ‫ﺗـَـﺒــﻘَــﻲ‬
You ( F.) remained / baqayti / = ِ ‫ﺑــَﻘـَـﯿــﺖ‬

188
 189

You all remain / tabqawna/ = َ‫ﺗــَﺒـﻘَـﻮن‬

You all remained / baqaytum / = ‫ﺑــَﻘــَﯿـﺘُــﻢ‬

He remains / yabqa/ : ‫ﯾــَﺒــﻘﻰ‬

He remained / baqiya / : ‫ﺑـَـﻘـﻲ‬
She remains / tabqa/ : ‫ﺗـَــَﺒــﻘﻰ‬
She remained / baqyat/ : ْ ‫ﺑــَــﻘـْـﯿــَﺖ‬
They remain / yabqawn/ : ‫ﯾــَﺒـْـﻘــﻮن‬

They remained / baqaw/ : ‫ﺑـَــﻘـﻮا‬

. ‫ﺷــﮭﺮ ﻛــﺎﻣــ ِ ٍﻞ‬
ٍ ِ ‫ ﺑـَـﻘـْـﯿــَﺖ ْ زوﺟـﺘﻲ ﻣـﻊ أُﺳــﺮﺗــِﮭــﺎ ﻟـِـﻤـُـ ّﺪة‬.1
My wife remained with her family for a month.
. ‫ ﺑــﻘــﻲ ﯾـﻌــﻤــ ُﻞ ھــﻨﺎك ﻟــﻤﺪة اﺳـﺒﻮع‬.2
He kept working there for one week.

Root
‫قطع‬ Measure 1
To cut
Measure 5
‫ﻗﻄﻊ‬
Intransitive
(be cut) ‫ﯾﻘﻄﻊ‬

‫ﺗﻘـﻄـّﻊ‬ ‫ﻗــ َ طــْﻊ‬

3Measure Measure 2
‫ﯾﺘﻘﻄﻊ‬ To cut into
Measure 6 To boycott small pieces
‫ﺗﻘﻄـُﻊ‬
Intersect ‫ﻗـﺎطـَﻊ‬ ‫ﻗﻄـّﻊ‬

‫ﺗﻘـﺎطـَﻊ ﻣﻊ‬ ‫ﯾﻘﺎطﻊ‬ ‫ﯾﻘﻄـّﻊ‬

‫ﯾﺘﻘﺎطـ َﻊ‬ ‫ﻣﻘﺎطﻌﺔ‬ ‫ﺗـَﻘــﻄﯿﻊ‬

‫ﺗﻘﺎطـُـﻊ‬
Measure 7

Intransitive

(be cut)

‫إﻧﻘﻄﻊ‬
189
‫ﯾﻨﻘﻄﻊ‬

‫إﻧﻘﻄﺎع‬
 ‫‪190‬‬

‫‪Idiom‬‬

‫ﻣﻨﻘﻄﻊ اﻟﻨﻈﯿﺮ‬
‫‪Amazingly‬‬

‫‪Read the following sentences. Then determine the meaning and the measure.‬‬

‫ﻋﻠﯿﻚ ان ﺗﻘﻄﻊ اﻟﻤﺸﻜﻠﺔ ﻣﻦ ﺟﺬورھﺎ‪.‬‬ ‫‪.1‬‬

‫وادى اﻻﻧﻔﺠﺎر اﻟﻰ ﺗﻘﻄﻊ اﻻﺳﻼك اﻟﻜﮭﺮﺑﺎﺋﯿﺔ واﻟﮭﺎﺗﻔﯿﺔ‪.‬‬ ‫‪.2‬‬
‫ﻓﺎﻧﻘﻄﻊ اﻟﺘﯿﺎر اﻟﻜﮭﺮﺑﺎﺋﻲ ﻋﻦ اﻟﺤﻲ‪.‬‬ ‫‪.3‬‬
‫ﻗﺎطﻌﺖ اﻻﺣﺰاب اﻟﻤﻌﺎرﺿﺔ اﻻﻧﺘﺨﺎﺑﺎت‬ ‫‪.4‬‬
‫ھﺬا اﻟﻄﺮﯾﻖ ﯾﺘﻘﺎطﻊ ﻣﻊ اﻟﺸﺎرع اﻟﻌﺎم‪.‬‬ ‫‪.5‬‬
‫ﻧﺠﺢ اﻟﺒﺮﻧﺎﻣﺞ اﻻﻗﺘﺼﺎدي ﻧﺠﺎﺣﺎ ً ﻣﻨﻘﻄﻊ اﻟﻨﻈﯿﺮ‪.‬‬ ‫‪.6‬‬

‫‪Measure 1‬‬
‫‪Read the following.‬‬ ‫‪You return to a place‬‬
‫ر َ ﺟـ َ َع‬
‫ﯾـ َ ْر ﺟــ َ ع‬
‫ر ِ ﺟـ و ع‬

‫ر ج ع‬
‫‪Root‬‬
‫‪Measure 5‬‬ ‫‪Measure 3‬‬

‫‪Recess, retreat‬‬ ‫‪Review/ visit‬‬

‫‪Iraqi‬‬ ‫‪a doctor/‬‬
‫ﺗـ َ را ﺟـ َ ع َ‬ ‫‪Measure 2‬‬ ‫‪lawyer‬‬
‫ﯾﺘﺮاﺟﻊ‬
‫ﺗـــ َ را ﺟـ ُ ع‬ ‫‪Take back‬‬ ‫راﺟـ َ ع َ‬
‫ﯾــ ُ ر ا ﺟــ ِ ع‬
‫ﺗـ َ را ﺟـ ُ ع‬ ‫ر َ ﺟــ ّ ع َ‬ ‫ﻣـ ُ ر ا ﺟـ َ ـﻌﺔ‬
‫ﯾـ ُ َرﺟـ ّ ِ ع‬
‫‪Idiom‬‬
‫ﺗـ َ ر ْ ﺟـ ﯾــ ع‬
‫ﯾﺘﺮاﺟﻊ ﻋﻦ‬
‫‪Back up from‬‬
‫ﯾﺘﺮاﺟﻊ ﻋﻦ ﻗﺮاره‬

‫‪Measure 4‬‬
‫‪Return‬‬
‫‪something‬‬ ‫‪190 to‬‬
‫أ َ ر ﺟـ َ ع َ‬
‫ﯾـ ُ ر ْ ﺟـ ِ ع‬
 ‫‪191‬‬

‫‪Read these sentences. Then determine the measure related to meaning:‬‬

‫ﺳـَﺄ ُﺳﺎﻓﺮ ﻏﺪاً وﻟﻜﻨﻲ ﺳﺎرﺟﻊ ) ﺳﺄﻋﻮد( اﻟﻰ ھﻨﺎ ﺛﺎﻧﯿﺔ ﺑﻌﺪ إﺳﺒﻮع ‪.‬‬ ‫‪.1‬‬
‫ﺳﺎراﺟﻊ اﻟﻄﺒﯿﺐ اﻟﻤﺨﺘﺺ ﻟﻠﻔﺤﺺ اﻟﻌﺎم ﻏﺪاً‪.‬‬ ‫‪.2‬‬
‫ﺳﺄُراﺟﻊ اﻟﻤﺎدة اﻟﺪراﺳﯿﺔ ﻗﺒﻞ اﻻﻣﺘﺤﺎن‪.‬‬ ‫‪.3‬‬
‫ُ‬
‫إﺷﺘﺮﯾﺖ ﺑﻀﺎﻋﺔ وﻟﻜﻦ ﺳﺄ ُرﺟـ ِ ـﻌﮭﺎ ) ﺳﺄ رﺟــ ّ ِ ـﻌﮭﺎ ( اﻟﻰ اﻟﺪﻛﺎن ﻋﻠﻤﺎ ً ﺑﺎن اﻟﺒﻀﺎﻋﺔ‬ ‫‪.4‬‬
‫اﻟﻤﺒﺎﻋﺔ ﻻ ﺗـُﺮﺟـﱠﻊ ‪.‬‬
‫أ َ ﺧـ َ ذ َ ﺳﻌﺮ اﻟﺪوﻻر ﺑﺎﻟﺘﺮاﺟﻊ ﻓﻲ ھﺬا اﻟﺸﮭﺮ‪.‬‬ ‫‪.5‬‬
‫ﻗﺮر ان ﯾﺴﺎﻋﺪ اﻟﻔﻘﺮاء ﺑﺎﻟﻤﺎل إﻻ اﻧﮫ ﺗﺮاﺟﻊ ﻋﻦ ﻗﺮاره ھﺬا ﻓﻲ اﻵﺧـِﺮ‪.‬‬ ‫‪.6‬‬

‫ﺳﺎر ٍ ‪Different meanings of sarin‬‬

‫‪valid‬‬ ‫اﻟﻤﻔﻌﻮل‬

‫‪keeps going on well‬‬ ‫ﻓﻲ ﻣﺠﺮاه‬

‫ﺳﺎر ٍ‬
‫‪spread‬‬ ‫) ﻣﺮض ﺳﺎري (‬ ‫ﺳﺎري‬

‫‪something common‬‬ ‫) أﻣﺮ ﺳﺎر ◌ٍ (‬

‫‪ship’s sail‬‬ ‫) ﺳﺎرﯾﺔ اﻟﺴﻔﯿﻨﺔ(‬

‫ﺳﺎر ٍ )ﺳﺎري(‬ ‫‪or‬‬ ‫)ﺳﺎﺋﺮ(‬ ‫ﺳﺎر ‪ ،‬ﯾﺴﯿﺮ ‪ ،‬ﺳﯿﺮ ‪،‬‬

‫ﺧﺒﺮ ﺳﺎر ‪Do not forget the (happy news) Kah-bar saar‬‬

‫‪Extract the meaning from the following sentences:‬‬

‫ﻻ زاﻟﺖ اﻻﺗﻔﺎﻗﯿﺔ ﺳﺎرﯾﺔ اﻟﻤﻔﻌﻮل وﯾﻨﺘﮭﻲ اﻟﻌﻤﻞ ﺑﮭﺎ ﻓﻲ ﻧﮭﺎﯾﺔ اﻟﺸﮭﺮ اﻟﺤﺎﻟﻲ‪.‬‬ ‫‪.1‬‬
‫رﻏﻢ ﻛﻞ اﻟﺼﻌﻮﺑﺎت ﻛﺎن اﻟﻌﻤﻞ ﺳﺎر ٍ ﻓﻲ ﻣﺠﺮاه ﻣﻦ دون ﻋﺎﺋﻖ‪.‬‬ ‫‪.2‬‬
‫اﻟﺰھﺮي ﻣﻦ اﻻﻣﺮاض اﻟﺴﺎرﯾﺔ ﻓﻲ اﻟﻤﻨﻄﻘﺔ‪.‬‬ ‫‪.3‬‬
‫إن ﻗﺘﻞ اﻻﺑﺮﯾﺎء ﻣﻦ ﻗﺒﻞ اﻟﻤﺘﻤﺮدﯾﻦ اﻣﺮ ﺳﺎر ٍ ﻓﻲ ﺑﻐﺪاد ‪.‬‬ ‫‪.4‬‬
‫ﻻﺣﻆ اﻟﻤﺮاﻗﺒﻮن ﺳﺎرﯾﺔ اﻟﺴﻔﯿﻨﺔ ﻋﻦ ﺑﻌﺪ اﻣﯿﺎل ﻣﻦ اﻟﺴﺎﺣﻞ‪.‬‬ ‫‪.5‬‬

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‫ﺳﺎر ٍ ‪ (happy) with‬ﺳﺎر ‪Note: Do not confuse‬‬

‫ﻣﺜﺎل‬

‫ان ﻧﺠﺎح ﺻﺪﯾﻘﻲ ﻓﻲ اﻻﻣﺘﺤﺎن ھﻮ اﻣﺮ ﺳﺎر ﺑﺎﻟﻨﺴﺒﺔ ﻟﻲ‪.‬‬ ‫‪.1‬‬

‫اﻧﮫ اﻣﺮ ﺳﺎر ٍ ﻓﻲ اﻻﻣﺘﺤﺎﻧﺎت ان ﺗﺄﺧﺬ ﻣﻌﻚ اﻟﻘﻠﻢ واﻟﻤﺴﻄﺮة واﻟﻤﻤﺤﺎة اﻟﻰ ﻗﺎﻋﺔ اﻻﻣﺘﺤﺎﻧﺎت‪.‬‬ ‫‪.2‬‬

‫‪Compare:‬‬

‫‪1.‬‬ ‫اﻟﺮﺟﻞ ﺳﺎﺋﺮ اﻟﻰ ﻋﻤﻠﮫ‬

‫‪2.‬‬ ‫اﻟﻌﻤﻞ ﺳﺎري ﻋﻠﻰ ﻗﺪم وﺳﺎق‬

‫س و ء‬ ‫‪The root‬‬
‫‪Measure Four‬‬

‫‪past‬‬ ‫‪present‬‬

‫‪ +‬ﻟـِ ‪ +‬ﯾﻮﺳﻒ )ﻟﻼظﻔﺎل(‬ ‫أﺳﺄتُ‬ ‫أُﺳﯿﺊ )أﻧﺎ(‬

‫‪ +‬ﻟــَ هُ ـﮭﺎ ـ ُﮭﻢ ‪....‬‬ ‫أَﺳﺄﻧﺎ‬ ‫ﻧُﺴﯿﺊ )ﻧﺤﻦ(‬

‫اﻟﯽ‬ ‫أَﺳﺎتَ‬ ‫اﻟﯽ‬ ‫ﺗُﺴﯿ ُﺊ )اﻧﺖَ (‬

‫أَﺳﺎ ِ‬
‫ت‬ ‫ﻟـ‬ ‫ﺖ(‬‫ﺗُﺴﯿﺌﯿﻦَ ) أﻧ ِ‬
‫أَﺳﺎﺗُﻢ‬ ‫ﺗُﺴﯿﺌﻮن ) أﻧﺘﻢ (‬
‫أَﺳﺎﺗُﻦﱠ‬ ‫ﺗُﺴﺌﻦَ ) أﻧﺘﻦ (‬

‫أَﺳﺎ َء‬ ‫ﯾُﺴﯿ ُﺊ ) ھﻮ(‬

‫أَﺳﺎ َءتْ‬ ‫ﺗُﺴﯿ ُﺊ )ھﻲ(‬
‫أﺳﺎؤا‬ ‫ﯾُﺴﯿﺌﻮن )ھُﻢ(‬
‫أﺳﺄنَ‬ ‫ﯾُﺴﺌﻦَ ) ھﻦّ (‬

‫أَﺳﺎ َء ‪ ،‬ﯾﺴﯿ ُ‬
‫ﺊ ‪ ،‬إﺳﺎءة اﻟﻰ ‪ ،‬ﻟـ ِ ‪to do wrong to‬‬
‫إﺳﺎءة ‪affront (n), mistreatment, offence :‬‬

‫)‪(idiomatic expression‬‬
‫‪to mistreat, to abuse‬‬ ‫أﺳﺎ َء ﻣﻌﺎﻣﻠﺔ َ =‬

‫‪192‬‬
 193

The government mistreated the prisoners. ‫أﺳﺎ َءت اﻟﺤﻜﻮﻣﺔُ ﻣﻌﺎﻣﻠﺔَ اﻻﺳﺮى‬
Their mom abused her children . ‫أﺳﺎ َءت اﻻ ُم ﻣﻌﺎﻣﻠﺔَ أطﻔﺎﻟــِﮭﺎ‬
Her husband abused her . ‫أﺳﺎ َء اﻟﺰو ُج ﻣﻌﺎﻣﻠﺔ َ زوﺟﺘِﮫ‬

Measure one is limited to:

the weather is (becoming) worse (‫ﯾﺴﻮء )اﻟﺠﻮ‬
the condition is becoming worse ( ‫ﺗﺴﻮء ) اﻟﺤﺎﻟﺔ‬

Lexicon and concepts

abide by ‫ﯾﺘﻘﯿﺪ ﺑـ‬

comply with (....‫ﯾﻠﺘﺰم ﺑـ ) ﺑﺎﻟﻘﺮارات‬

observe , do according ‫ﯾﺮاﻋﻲ‬

obey (‫ اﻻﻣﮭﺎت‬، ‫ اﻵﺑﺎء‬، ‫ﯾﻄﯿﻊ ) اﻻواﻣﺮ‬ Concept

commit to the obligation ‫ﯾﻔﻲ ﺑﺎﻻﻟﺘﺰاﻣﺎت‬ of

obeying
do according to (‫ﯾﻌﻤﻞ ﺑﻤﻮﺟﺐ )ﺣﺴﺐ‬

be adhered to ‫ﯾﺘﻤﺴﻚ ﺑـ‬

be loyal to (‫ﯾﻘﺪم ) ﯾﻔﻲ ﺑـ ( اﻟﻮﻻء ﻟـ )اﻟﻰ‬

respect ‫ﯾﺤﺘﺮم‬

Read for raising awareness

.‫ ﻋﻠﯿﻚ اﻻﻟﺘﺰام ﺑﺎﻟﺘﻌﻠﯿﻤﺎت واﻻواﻣﺮ اﻟﺼﺎدرة اﻟﯿﻚ‬.1
. ‫ ﻣﺮاﻋﺎة اﻟﺴﺮﻋﺔ اﻟﻤﺤﺪدة اﺛﻨﺎء اﻟﺴﯿﺮ ﻗﺮب اﻟﻤﺪارس‬.2

193
 ‫‪194‬‬

‫ﻋﻠﻰ اﻻﺑﻨﺎء ان ﯾﻄﯿﻌﻮا اﺑﺎؤھﻢ واﻣﮭﺎﺗﮭﻢ‪.‬‬ ‫‪.3‬‬

‫ﻋﻠﻰ اﻟﺤﻜﻮﻣﺔ ان ﺗﻔﻲ ﺑﺎﻟﺘﺰاﻣﺘﮭﺎ ﺗﺠﺎه اﻟﻤﻮاطﻨﯿﻦ‪.‬‬ ‫‪.4‬‬
‫اﻧﻨﺎ ﻧﻌﻤﻞ ﺑﻤﻮﺟﺐ اﻟﺘﻌﻠﯿﻤﺎت اﻟﻤﻮﺟﮭﺔ اﻟﯿﻨﺎ ‪.‬‬ ‫‪.5‬‬
‫ﯾﺘﻤﺴﻚ اﻟﻌﺮاﻗﯿﻮن ﺑﺘﻘﺎﻟﯿﺪھﻢ وﻻ ﯾﺘﺨﻠﻮا ﻋﻨﮭﺎ اﯾﻨﻤﺎ ذھﺒﻮا‪.‬‬ ‫‪.6‬‬
‫ﻋﻠﻰ اﻟﻤﻮاطﻨﯿﻦ ان ﯾﻘﺪﻣﻮا اﻟﻮﻻء ﻟﺤﻜﻮﻣﺘﮭﻢ اﻟﺠﺪﯾﺪة اﻟﺘﻲ ﺳﺘﻨﺘﺨﺐ‪.‬‬ ‫‪.7‬‬
‫ﯾﺘﻘﯿﺪ اﻟﺴﻮاق ﺑﺎﻻﺷﺎرات اﻟﻤﺮورﯾﺔ اﺛﻨﺎء ﺳﯿﺮھﻢ ﻓﻲ اﻟﻄﺮق اﻟﺴﺮﯾﻌﺔ وﻻ ﯾﺘﺠﺎھﻠﻮﻧﮭﺎ‪.‬‬ ‫‪.8‬‬
‫وﻋﻠﻰ اﻟﺼﻐﺎر ان ﯾﺤﺘﺮﻣﻮا اﻟﻜﺒﺎر‪.‬‬ ‫‪.9‬‬

‫ﯾﺴﺎﻧﺪ‬

‫ﯾﺆﯾﺪ‬

‫ﯾﻨﺎﺻﺮ‬
‫‪Concept‬‬
‫‪of‬‬
‫ﯾﺆازر‬ ‫‪support‬‬

‫ﯾﻌﺎون‬

‫ﯾﻤﻮّ ل‬

‫ﯾﻌﺎﺿﺪ‬

‫ﯾﻮاﻟﻲ‬

‫‪Read for reinforcement‬‬

‫ﻣﻨﻈﻤﺘﻨﺎ ﺗﺤﺘﺎج اﻟﻰ ﻣﺴﺎﻧﺪة ﻣﻦ طﺮﻓﻜﻢ‪.‬‬ ‫‪.1‬‬
‫ﻗﺎم ﻣﺆﯾﺪوه ﺑﻤﻈﺎھﺮة ﯾﺆﯾﺪون ﻓﯿﮭﺎ ﻗﺮارات اﻟﺤﻜﻮﻣﺔ‬ ‫‪.2‬‬
‫ﻛﺎن ﻟﮫ ﻣﻦ ﯾﻨﺎﺻﺮه ﻓﻲ اﻟﻘﺮار‬ ‫‪.3‬‬
‫ﻋﻠﻰ اﻟﺸﻌﺐ ان ﯾﺆازر ﺣﻜﻮﻣﺘﮫ‬ ‫‪.4‬‬
‫ﻧﺠﺢ ﺑﻤﻌﺎوﻧﺔ ﻣﻨﺎﺻﺮﯾﮫ‬ ‫‪.5‬‬
‫ھﺬه اﻟﺤﺮﻛﺎت ﺗﻤ ّﻮﻟﮭﺎ اﻟﺪول اﻟﻌﺮﺑﯿﺔ اﻟﻤﺼﺪرة ﻟﻠﻨﻔﻂ‬ ‫‪.6‬‬

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 195

‫ ﻟﻢ ﯾﻌﺎﺿﺪه اﺣﺪ ﻓﻲ ﻣﺸﺮوﻋﮫ اﻻﺧﯿﺮ‬.7

.‫ ﺣﺪﺛﺖ اﺷﺘﺒﺎﻛﺎت ﺑﺎﻻﯾﺪي ﺑﯿﻦ ﻣﺆﯾﺪي وﻣﻨﺎھﻀﻲ اﻟﺮﺋﯿﺲ اﻟﻤﻨﺘﺨﺐ‬.8

Quantifiers and Determiners

Quantifiers are words that precede the nouns.

(Read from right to left)

Noun + ‫ اﻟـــــ‬+ quantifiers

all people ‫ﻧــﺎس‬

ِ ‫اﻟــــ‬ ‫ﻛــﻞ‬
all people ‫ﺟــﻤــﯿـﻊ‬
the majority of the people ‫ﻏـﺎﻟﺒـﯿﺔ‬
most of the people ‫أَﻏــﻠــَﺐ‬
most of the people ‫ﻣــُﻌــﻈــَﻢ‬
most of the people (‫أﻛـﺜــﺮ )ﯾــﺔ‬
all the people ‫ﺳــﺎﺋــﺮ‬
some ( afew ) people ‫ﺑﻌـﺾ‬
senior( high rank) people ‫ﻛـﺒـﺎر‬

the same people ِ ‫اﻷﺷـﺨـﺎص‬ ‫ﻋــﯿـﻦ‬

the same people ‫اﻷﺷـﺨﺎص‬
ِ ‫ﻧـَﻔـﺲ‬

The noun can be singular or plural after these two quantifiers ( a’ayn, nafs)

the same person ‫ﺷـﺨـﺺ‬

ِ ‫اﻟــ‬ ‫ﻧﻔﺲ‬
the same person ‫ﺷـﺨـﺺ‬
ِ ‫اﻟـــ‬ ‫ﻋـﯿـﻦ‬

one of the (men) ِ ‫اﻷﺷﺨــﺎص‬ ‫أﺣــَـﺪ‬

one of the (women) ِ ‫اﻟـﻨـِﺴـﺎء‬ ‫إﺣــﺪى‬

195
 196

If the noun is singular , there is no ‫اﻟــــ‬ in front of the noun

The noun is nuunated with kasrah /in/ .

every one ( generic) , each ٍ ‫ﺷـَﺨــﺺ‬ ‫ﻛــﻞ‬

every woman, each ٍ ‫إﻣــﺮأة‬ ‫ﻛــﻞ‬

1. The quantifier and the noun make a noun in construct relation. I.e., the noun is
in the genitive case ( ends with kasra /I/ or /een/....etc.)

2. The quantifier changes according to its case in the text (sentence).

Examples :

kullu ends with /u/ because it is the subject of the verb. . ‫اﻟــﻨـﺎس‬
ِ ‫ﺐ ﻛــ ُﻞ‬ َ َ ‫ َذھـ‬.1
kulla ends with/a/ because it is the object of the verb. ‫اﻟـﻨﺎس‬
ِ ُ
‫رأﯾـﺖ ﻛــ ﱠﻞ‬ .2
kulli ends with /I/ after the preposition . . ‫اﻟـﻨﺎس‬
ِ ‫ﻞ‬
‫ﱢ‬ ‫ﻛـ‬ ‫ﻋﻠــﻰ‬ ُ
‫ﱠﻓـﺖ‬ ‫ﺮ‬ ‫ﻌـ‬َ .3
‫ﺗــ‬

Al ( naasi ends with /I/ because it is in the genitive case as a second noun in noun
in construct.

3. The quantifier may precede another noun in construct.

The noun in construct is always in the genitive case.

The quantifier changes according to its case in the sentence.

mua'al li mi al Jamia’a (ti) ‫ﺐ‬ َ ‫ َذ‬.4

ِ َ ‫ھـﺐ ﻛــﻞﱡ ) ﻣﻌﻠـﻤـﻲ اﻟـﺠﺎﻣﻌـ ِﺔ ( اﻟﻰ اﻟـﻤﻠـﻌـ‬
.‫ﺐ‬ ُ
ِ ‫ﺷـﺎھـﺪت ﻛــ ﱠﻞ ) ﻣـﻌـﻠﻤـﻲ اﻟـﺠﺎﻣﻌ ِﺔ ( ﻓـﻲ اﻟـﻤﻠـﻌـ‬ .5
.‫ﺐ‬ ُ
ِ ‫ اﻟــﺘـَﻘـﯿـﺖ ﺑـــِ ﻛــ ﱢﻞ ) ﻣﻌﻠـﻤـﻲ اﻟـﺠﺎﻣﻌـ ِﺔ ( ﻓـﻲ اﻟـﻤﻠـﻌـ‬.6

The quantifieris (4) kullu as a subject (5) kulla as an object (6)kulli as an object after
preposition

Examples:

Some of the soccer players travelled to Iran. ‫ ﺳـﺎﻓﺮ ﺑـﻌـﺾُ )ﻻﻋـﺒـﻲ ﻛـﺮ ِة اﻟـﻘـﺪم(ِ اﻟـﻰ اﯾــﺮان‬.7
I met with a few university students. .( ‫ب اﻟـﺠﺎﻣﻌـ ِﺔ‬ِ ‫ﻌـﺾ )طـﻼ‬ ِ ُ َ ‫ إﻟــﺘــ‬.8
َ ‫ﻘـﯿﺖ ﺑــِـﺒـ‬
I watched all the Arabic films. ُ
.ِ ‫ﺷــﺎھـﺪت )ﺟـَﻤـﯿـﻊ َ اﻻﻓـﻼم(ِ اﻟـﻌﺮﺑـﯿﺔ‬ .9
I requested from him all the Arabic books. .(‫ﺐ اﻟـﻌﺮﺑـﯿ ِﺔ‬ ُ
ِ ‫ طـﻠـﺒﺖ ﻣـﻨـﮫُ ﻛـ ﱠﻞ )اﻟــﻜـﺘــ‬.10

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We can also use the following as one phrasal unit :

a small number of = ( plural noun + ‫ ) اﻟـــ‬+ ‫ﻋــﺪد ﻗـﻠـﯿﻞ ﻣــﻦ‬

a large number of =( ) + ‫ﻋـﺪد ﻛـﺒـﯿﺮ ﻣـِﻦ‬

Both words change their case according to the text or sentence

(a”adadun qaleelun) is a subject of the verb . ‫ ﺳـﺎﻓـ َ َﺮ )ﻋــﺪ ٌد ﻗـﻠـﯿ ٌﻞ ( ﻣـﻦ اﻟــﻮظـﻔـﯿﻦ‬.1
(a’adadan kabeeran) is an object to the verb ‫ﺷـﺎھـﺪت ) ﻋـﺪداً ﻛـﺒـﯿـﺮاً ( ﻣـﻦ اﻟـﻤﻮظـﻔـﯿﻦ‬
ُ .2
(a’adadin kabeerin ) is after the preposition ‫ـﻨـﺎس‬
ِ ‫ﻛـﺒـﯿﺮ ( ﻣـﻦ اﻟ‬
ٍ ُ
‫ إﻟــﺘـَﻘــﯿﺖ ﺑــِ ) ﻋــﺪ ٍد‬.3

The 4 or 5 Masculine Nouns (almost relatives)

‫ﺣﻤﻮ‬
‫أخ‬
‫أب‬

‫ذو‬
‫ﻓﻮ‬
‫ﻓﻢ‬

Genitive accusative nominative

‫ك‬ ‫أﺑﻲ‬ ‫ك‬ ‫أ ﺑﺎ‬ ‫ك‬ ‫أﺑﻮ‬

‫ــﮫ‬ ‫أﺧﻲ‬ ‫ه‬ ‫أﺧﺎ‬ ‫ه‬ ‫أﺧﻮ‬
‫ھﺎ‬ ‫ﺣﻤﻲ‬ ‫ھﺎ‬ ‫ﺣﻤﺎ‬ ‫ھﺎ‬ ‫ﺣﻤﻮ‬
* of ‫ذي‬ ‫ذا‬ ‫ذو‬
* ‫ﻛﻢ‬ ‫ﻓﻲ‬ ‫ﻛﻢ‬ ‫ﻓﺎ‬ ‫ﻛﻢ‬ ‫ﻓﻮ‬

the one who (which) has ‫ذو‬ 

‫ ﻓﻢ‬usually in speech is replaced by fam ‫ﻓﻲ‬ 
‫ أﻓﻮاه‬the plural is afwaah 
Examples Genitive Accusative Nominative

.‫اﻟﺘﻘﯿﺖ ﺑﺄﺑﯿﻚ ﻗﺒﻞ ﻗﻠﯿﻞ‬ ‫ﺷﺎھﺪتُ أﺑﺎك اﻵن‬ ‫ وﺻﻞ أﺑﻮك أﻻن‬.1
‫ﺑﺤﺜﺖ ﻋﻦ أﺧﯿﻚ ﻓﻲ ﻛﻞ ﻣﻜﺎن ﻓﻠﻢ أﺟﺪه‬ ‫ﺳﺎﻋﺪ اﻟﻄﺒﯿﺐ أﺧﺎك‬ ‫ ﺳﺎﻓﺮ أﺧﻮك إﻟﻰ أوروﺑﺎ‬.2
.‫اﻟﺘﻘﯿﺖ ﺑﺮﺟﻞ ذي ﺧﺒﺮة ﻋﺎﻟﯿﺔ‬ ‫ﺷﺎھﺪﺗﮫ ُ رﺟﻼً ذي ﺧﺒﺮة‬ ‫ ھﺬا رﺟﻞ ذو ﺧﺒﺮة‬.3

197
 198

Adjectives

Adjectives describe nouns.

The Forms:
1.Pure adjectives:
‫ رﺧــﯿـﺺ‬، ‫ﻏـﺎ ٍل‬ . ‫ ﺣـﺎر‬، ‫ﺑـﺎرد‬ . ، ‫ طـﻮﯾـﻞ‬، ‫ﻗـﺼـﯿﺮ‬
cheap, expensive. Hot, cold. Tall, short
2. Derived as ( past participle):
‫ ﻣــَﻜـﺴـﻮر‬، ‫ ﻣـُﻨــﺘــَﮭـﻲ‬، ‫ﻣـَـﻔـــﺘـﻮح‬ . ‫ﻣــَﻮﺟـﻮد‬ ، ‫ﻣــَـﻔـﻘـﻮد‬
broken, finished, open(ed) . Available, lost.
almost (m) is the start.
3. Derived as ( present participle)
‫ ﺧـﺎﺋـِﻒ‬، ‫ ﻗـﺎ ِدم‬، ‫ ﺳـﺎﺑـِﻖ‬، ‫ﺿــﺎﺋــﻊ‬ ، ‫ﺟــﺎﺋـِـﻊ‬
scared, coming, ex, lost, hungry

Almost these adjectives belong to human beings. Therefore, they can be nouns or agent nouns.

For feminine singular add ‫ ــﺔ‬، ‫ ة‬like : ‫ ﻣﻔـﻘـﻮدة‬، ‫ ﺟـﺎﺋﻌـﺔ‬، ‫ﻗـﺼـﯿﺮة‬

Adjective and plurality

Any adjective, if contributed to human beings, can be pluralized like a noun, and it can replace the
noun:
A: The masculine adjecive:
The regular masculine plural is ‫ون‬
the absentee ‫اﻟـﺮﺟـﻞ اﻟـﻐـﺎﺋـِﺐ = اﻟـــﻐـﺎﺋـِﺐ‬
the absentee(s) ‫اﻟـﺮﺟـﺎل اﻟـﻐـﺎﺋـﺒـﻮن = اﻟـﻐـﺎﺋـﺒـﻮن‬

Adjectives of this type can be nouns:

subject of the verb: nominative (‫)ون‬ ِ ‫َوﺻـ َ َﻞ اﻟـﻌـﺎﺋـﺪون ﻣـِﻦ اﻟـﺤـﺮ‬

‫ب‬
object of the verb: accusative (‫)ﯾــﻦ‬ ِ ‫ُزرتُ اﻟـﻌـﺎﺋـﺪﯾـﻦ ﻣـِـﻦ اﻟــﺤـﺮ‬
.‫ب‬

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object after preposition: genitive ( ‫) ﯾــﻦ‬ ِ ‫إﻟــﺘـَﻘـﯿـﺖُ ﺑــ اﻟـﻌـﺎﺋـﺪﯾﻦ ﻣـِﻦ اﻟــﺤــﺮ‬
‫ب‬
The irregular adjectives must be learned in patterns.

B: The Feminine adjective:

The regular feminine plural is ‫ات‬
the little girl. ‫اﻟـﺒـﻨـﺖ اﻟـﺼـﻐـﯿﺮة = اﻟـﺼـﻐـﯿﺮة‬
the little (girls) ‫اﻟـﺒـﻨـﺎت اﻟـﺼـﻐـﯿﺮات = اﻟـﺼـﻐـﯿﺮات‬
Such adjectives can be nouns :
Did the littel girls arrive ? subject ‫ھـﻞ َوﺻــَﻠــَﺖ اﻟــﺼـﻐـﯿـﺮات ُ ؟‬
Did you see the little girls? object ‫ت؟‬ ِ ‫ھـﻞ ﺷـﺎھـﺪتَ اﻟــﺼـﻐـﯿـﺮا‬
Did you meet with the little girls? obj.prep. ‫ت ؟‬
ِ ‫ھـﻞ إﻟــﺘـَـﻘـﯿـﺖَ ﺑــ ِ اﻟــﺼـﻐـﯿﺮا‬
The accusative and the genitive of the feminine plural is the same, /kasrsah/

Only the adjectives that belong to human beings can be used as nouns.
The (F.patients) arrived at the hospital . ‫وﺻـَﻠـَﺖ اﻟـﻤـﺮﯾـﻀﺎت اﻟـﻰ اﻟـﻤﺴﺘﺸـﻔﻰ‬
I visited those who returned from the trip . . ‫اﻟــﺮﺣﻠـﺔ‬
ِ ِ ‫ُزرت ُ اﻟـﻌـﺎﺋﺪا‬
‫ت ﻣـِﻦ‬
(the returnees) literal translation

C: The inanimate feminine adjective :

The inanimate singular might be feminine or masuline.

The room is small. ( Feminine ) . ‫اﻟــﻐـﺮﻓــﺔ ﺻـﻐـﯿﺮة‬
The door is small. ( masculine ) . ‫اﻟــﺒـﺎب ﺻـﻐـﯿـﺮ‬

D: The plural inanimate adjecive is always singular feminine:

The samll rooms are cheap. . ‫اﻟـﻐُـ َﺮف اﻟـﺼـﻐـﯿﺮة )ھـﻲ ( رﺧـﯿـﺼـﺔ‬
The small doors are cheap. .‫اﻟـﺼـﻐـﯿـﺮة )ھـﻲ ( رﺧـﯿـﺼـﺔ‬ ‫اﻻﺑـﻮاب‬
(though its singular noun ‫ ﺑــﺎب‬is masculine ).
Compare:
I visited the new buildings. .ِ ‫ت اﻟــﺠـﺪﯾﺪة‬
ِ ‫زرتُ اﻟـﺒــﻨـﺎﯾﺎ‬
I visited the new students. . ‫ت‬
ِ ‫ت اﻟـﺠـﺪﯾـﺪا‬ ِ ‫زرتُ اﻟـﻄـﺎﻟـﺒﺎ‬

(the plurtal adjective for feminine plural human beings ends with /aat/)

Adjective in summary:

(1) word order: adjectives come after nouns.

The man is good. . ‫طــﯿـﺐ‬

ٌ ‫اﻟﺮﺟـ ُﻞ‬
.( ‫ﺐ‬
ِ ‫طـﯿـﺐ اﻟـﻘـﻠـ‬
ُ ) ‫اﻟـﺮﺟـ ُﻞ‬The man is (kind-hearted).

Note : Compound-adjective may consist of : adjective + inanimate noun.

The relation between the two is like a noun-in-construct noun
The two elements together make one adjective to another noun.
good-hearted : ◌ِ ‫طـﯿﺐ اﻟـﻘﻠــﺐ‬
She is a kind-hearted lady. : ِ ‫ھـﻲ إﻣـﺮأة طـﯿـﺒـﺔُ اﻟـﻘــﻠـ‬
‫ﺐ‬

expensive price : ‫ل اﻟـﺜـﻤـﻦ‬ ِ ‫ﻏـﺎ‬

The cars were expensive. . ‫ﻛـﺎﻧـﺖ اﻟـﺴﯿﺎراتُ ﻏـﺎﻟـﯿﺔَ اﻟـﺜـﻤـ ِﻦ‬
The T.V. is not expensive. . ‫ﻟـﯿـﺲ اﻟـﺘـﻠـﻔـﺰﯾـﻮن ﻏـﺎ ِل اﻟـﺜـَﻤـ َ ِﻦ‬
َ

ruthless, hard-hearted .‫ﺐ‬

ِ ‫س اﻟـﻘـﻠـ‬
ِ ‫ﻗـﺎ‬
He is a hard-hearted man . ‫ﺐ‬
ِ ‫س اﻟـﻘـﻠـ‬
ِ ‫ھـﻮ رﺟـﻞ ﻗـﺎ‬

hot tempered, of a bad mood : ‫ﺣـﺎد اﻟـﻤـﺰاج‬

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. ‫ﻋـﻨـﺪﻧـﺎ ﻣـﻌـﻠــﻢ ﻏـﯿﺮ ﺻـﺒـﻮر وﺣـﺎد اﻟـﻤـﺰاج‬

(2) an adjective has the grammar case of its noun.
(3) an adjective has the number of its noun.
(4)an adjective has the gender of its noun ( except the inanimate plural).
(5) an djective may replace the noun (adjectives of human beings).
(6) Some adjectives go for things and not people:

Some adjectives modify only hings but not human beings.That’s why learners need to be aware of those
adjectives because they behave differently from those of thelearner’s LI and here is English.

‫اﻟﺸﺨﺺ ﻣﻮﺟﻮد‬ .1
ً ‫اﻟﺸﻲء ﻣﺘﻮﻓﺮ وﯾﻤﻜﻦ ان ﺗﻘﻮل ﻣﻮﺟﻮد اﯾﻀﺎ‬ .2

‫اﻟﺸﺨﺺ ﻣﺮﺗﺎح‬ .3
‫اﻟﻤﻜﺎن ﻣﺮﯾﺢ‬ .4

‫اﻟﺸﺨﺺ ﺣﺰﯾﻦ‬ .5
‫اﻟﻔﻠﻢ ﻣﺤﺰن‬ .6

‫اﻟﺸﺨﺺ ﺧﺎﺋﻒ‬ .7
‫واﻟﻤﻨﻈﺮ ﻣﺨﯿﻒ‬ .8

‫ اﻟﺸﺨﺺ آﺳﻒ‬.9
‫ اﻟﺸﻲ ﻣﺆﺳﻒ‬.10

Here are adjectives for things only.

Something is hypocritic
Gets on my nerve
something is ‫ﻣﻠﻔـﻖ‬
Sad
‫ﻣﻐﯿﺾ‬
Exciting
‫ﻣﺆﺳﻒ‬
Disgusting
‫ﻣﺜﯿﺮ‬
Sad
‫ﻣﻘﺰز‬
Dreadful
‫ﻣﺤﺰن‬
Happy
‫ﻣﺨﯿﻒ‬
Comfortable
‫ﻣﻔﺮح‬
Scary
‫ﻣﺮﯾﺢ‬
Fabricated
‫ﻣﺮﯾﻊ‬
Available
‫ﻣﻔﺒﺮك‬
‫ﻣﺘﻮﻓﺮ‬

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‫‪The concept of Re- doing in Arabic‬‬

‫‪In Arabic the thought of re- is expressed by:‬‬

‫إﻋﺎدة ‪Verbal noun +‬‬

‫إﻋﺎدة ‪ +‬ﻛﺘﺎﺑﺔ ‪mean rewiting‬‬

‫إﻋﺎدة‬ ‫أ َﻋﺎ َد‬ ‫ﯾــُﻌﯿﺪ‬ ‫‪active‬‬

‫أ ُ ﻋﯿﺪ َ‬ ‫ﯾـُﻌﺎد ُ‬ ‫‪passive‬‬

‫‪ .10‬ھﻨﺎك ﻣﺤﺎوﻻت ﺟﺎدة ﻹﻋﺎدة ﺑﻨﺎء اﻟﻌﺮاق‪.‬‬

‫‪ .11‬ﺳﯿﻌﺎد ﺑﻨﺎء اﻟﺠﯿﺶ اﻟﻌﺮاﻗﻲ ﻋﻠﻰ أﺳﺲ ﺟﺪﯾﺪة‬
‫‪ .12‬ﻟﻘﺪ ﺑﺬﻟﺖ اﻟﺤﻜﻮﻣﺔ ﺟﮭﻮداً ﻣﻀﻨﯿﺔ ﻹﻋﺎدة اﻻﻧﺴﺠﺎم اﻟﻄﺎﺋﻔﻲ ﻓﻲ اﻟﻌﺮاق اﻟﻰ ﻣﺎ ﻛﺎن ﻋﻠﯿﮫ ﻓﻲ‬
‫اﻟﺴﺎﺑﻖ إﻻّ ان اﻻﻣﺎل ﻓﻲ اﻵوﻧﺔ اﻻﺧﯿﺮة ﺗﺒﺪدت ﺑﺴﺒﺐ ﺗﺴﻠﻂ اﻻﻏﻠﺒﯿﺔ ﻋﻠﻰ اﻟﺒﺮﻟﻤﺎن اﻟﻌﺮاﻗﻲ‪.‬‬
‫‪ .13‬ﺗﺤﺎول اﻟﺤﻜﻮﻣﺔ ﺟﻞ وﺳﻌﮭﺎ ﻓﻲ اﻋﺎدة اﻻﻣﻦ واﻻﺳﺘﻘﺮار ﻟﻠﺒﻼد وﻟﻜﻦ دون ﺟﺪوى‪.‬‬
‫‪ .14‬ﺳﻨﻌﯿﺪ ﺑﻨﺎء اﻟﺒﻨﯿﺔ اﻟﺘﺤﺘﯿﺔ ﻟﻼﻗﺘﺼﺎد اﻟﻌﺮاﻗﻲ‪.‬‬
‫‪ .15‬ﻻ ﯾﺴﺘﻄﯿﻊ اﻟﻤﺮء ان ﯾﻌﯿﺪ ﻣﺎ ﻓﻘﺪه ﺑﺎﻟﻘﻮة ﻓﻲ ھﺬا اﻟﻌﺎﻟﻢ‪.‬‬
‫‪ .16‬ﺳﺘﻌﯿﺪ اﻟﺤﻜﻮﻣﺔ اﻟﺤﺎﻟﯿﺔ اﻟﻨﻈﺮ ﻓﻲ ﻗﺮاراﺗﮭﺎ اﻻﺧﯿﺮة ﺑﺸﺄن اﻟﻤﮭﺎﺟﺮﯾﻦ ﻏﯿﺮ اﻟﺸﺮﻋﯿﯿﻦ اﻟﺬﯾﻦ‬
‫ﯾﺘﺴﻠﻠﻮن اﻟﻰ اﻟﺒﻼد ﻣﻦ دون وﺛﺎﺋﻖ رﺳﻤﯿﺔ ﺗﺆﻛﺪ ھﻮﯾﺎﺗﮭﻢ اﻟﺸﺨﺼﯿﺔ‪.‬‬
‫‪ .17‬ﻻ ﺗﻌﯿﺪ اﻟﺤﻜﻮﻣﺔ اﻟﻨﻈﺮ ﻓﻲ ﺳﯿﺎﺳﺘﮭﺎ اﻟﺨﺎرﺟﯿﺔ ﺣﺴﺐ اﻟﻤﺴﺘﺠﺪات اﻟﺤﺪﯾﺜﺔ‪.‬‬
‫‪ .18‬ﯾﻨﺒﻐﻲ ﻋﻠﻰ اﻟﺪوﻟﺔ ان ﺗﻌﯿﺪ اﻟﻨﻈﺮ ﻓﻲ ﺳﻦ دﺳﺘﻮرھﺎ اﻟﺠﺪﯾﺪ ﺗﺠﺎه اﻻﻗﻠﯿﺎت اﻟﻘﻮﻣﯿﺔ ﻓﻲ اﻟﻌﺮاق‬

‫‪Trnalsate into Arabic:‬‬

‫‪1.‬‬ ‫‪Please, rewrite your name here again.‬‬

‫‪2.‬‬ ‫‪The driver refilled his car with gas.‬‬
‫‪3.‬‬ ‫‪The house must be rebuild‬‬
‫‪4.‬‬ ‫‪Reconsider your plan.‬‬
‫‪5.‬‬ ‫‪The government brought back stability to the country.‬‬
‫‪6.‬‬ ‫‪They need to establish a rehabilitation center in the area.‬‬

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Commercials and Adjectives ‫واﻟﺼﻔﺎت‬ ‫اﻓﻼم إﻋﻼﻧﯿﺔ‬ ‫اﻻﻋﻼﻧﺎت اﻟﺘﺠﺎرﯾﺔ‬

You need to know a large number of adjectives for commercials.

advance, progressed (‫ﻣﺘﻘﺪم )ة‬
sophisticated, complex, complicated (‫ﻣﻌﻘﺪ )ة‬
developed (‫ﻣﺘﻄ ّﻮر )ة‬
old, ancient (‫ﻗﺪﯾﻢ)ة‬
modern, recent (‫ﺣﺪﯾﺚ )ة‬
modern, of this age (‫ﻋﺼﺮي )ة‬
enough , sufficient (‫ﻛﺎف )ﯾﺔ‬
high (‫ﻋﺎل )ﯾﺔ‬
high (‫رﻓﯿﻊ )ة‬
spacious (‫واﺳﻊ )ة‬
spacious (‫ﻓﺴﯿﺢ )ة‬
big (‫ﻛﺒﯿﺮ )ة‬
little (‫ﺻﻐﯿﺮ )ة‬
poor (‫ﻓﻘﯿﺮ )ة‬
rational , plausable (‫ﻣﻌﻘﻮل )ة‬
acceptable (‫ﻣﻘﺒﻮل )ة‬
furnished (‫ﻣﻔﺮوش )ة‬
scheduled , decided (‫ُﻣﻘ ّﺮر )ة‬
‫ﺣﺎﺟﺔ ﻣﺘﺰاﯾﺪة‬ increasing an increasing need (‫ُﻣﺘﺰاﯾﺪ )ة‬
basic training ‫ﺗﺪرﯾﺐ أﺳﺎﺳﻲ‬ basic (‫أﺳﺎﺳﻲ )ة‬
main street ‫ﺷﺎرع رﺋﯿﺴﻲ‬ main (‫رﺋﯿﺴﻲ )ة‬
secondary (‫ﺛﺎﻧﻮي )ة‬
adulterated, not pure (‫ﻣﻐﺸﻮش )ة‬
Do not use for human being available (‫ُﻣﺘﻮﻓﺮ )ة‬
made , manufactured (‫ﻣﺼﻨﻮع )ة‬
open (ed) (‫ﻣﻔﺘﻮح )ة‬
closed (‫ُﻣﻐﻠﻖ )ة‬
surrounded with ‫ﻣـُﺤﺎط )ة( ﺑـ‬
get involved in ‫ﻣـُﺘﻮ ِرط )ة( ﻓﻲ‬
open (market) (‫ُﺣﺮ )ة‬
famous for ‫ﻣﺸﮭﻮر )ة( ﺑـ‬
known for ‫ﻣﻌﺮوف )ة( ﺑـ‬
possible ‫ﻣـُﺤﺘـ َﻤﻞ‬
permanent (‫داﺋﻢ )ة‬
temporary (‫ﻣﺆﻗﺖ )ة‬
‫ﻣﺸﺮوﺑﺎت ﻏﺎزﯾﺔ‬ like a gas ( SODA Drinks) ( ‫ﻏﺎزي )ة‬
estrangling, suffocating (crisis) (‫ﺧﺎﻧﻖ )ة‬
air conditioned (‫ُﻣﻜﯿﻒ )ة‬
risky (‫ﻣـُﺠﺎ ِزف )ة‬
‫ﻓﺮﯾﻖ ﻛﺮة اﻟﻘﺪم ﻟﻠﻨﺎﺷﺌﺔ‬ young (growing) ( for example soccer team for youth) (‫ﻧﺎﺷﺊ )ة‬

202
 203

complete , perfect (‫ﻛﺎﻣﻞ )ة‬

kind (tender), delicate (‫رﻗﯿﻖ )ة‬
fluffy (‫ﻓﻀﻔﺎض )ة‬
a suit that matches the ‫ﺑﺪﻟﺔ ﻣﺘﻨﺎﺳﻘﺔ ﻣﻊ اﻟﺮﺑﺎط‬ coordinated ( matches other colors) (‫ُﻣﺘﻨﺎﺳﻖ )ة‬
tie
distinguished (‫ﻣـُـﻤﯿّﺰ )ة‬
concerned with ‫ﻣـُﮭﺘَﻢ )ة ( ﺑـ‬
elegant (‫أﻧﯿﻖ )ة‬
clear, serene (‫ﺻﺎﻓﻲ )ة‬
pure , fresh ( air , liquids) (‫ﻧﻘﻲ )ة‬
fresh ( meat, vegetables, fruit) (‫طﺎزج )ة‬
normal , ordinary (‫ﻋﺎدي )ة‬
automatic ‫أوﺗﻮﻣﺎﺗﯿﻜﻲ‬ (‫ﺗﻠﻘﺎﺋﻲ )ة‬
forged (‫ﻣـُﺰ ّور )ة‬
giant (‫ﻋﻤﻼق )ة‬
original, authentic (‫أﺻﯿﻞ )ة‬
modern , recent (‫ﺣﺪﯾﺚ )ة‬
contemporary (‫ﻣـُﻌﺎﺻـِﺮ )ة‬
private, special (‫ﺧﺎص )ة‬
real, realistic (‫ﺣﻘﯿﻘﻲ )ة‬
direct (‫ﻣﺒﺎﺷﺮ )ة‬
narrow (‫ﺿﯿّﻖ )ة‬
deep (‫ﻋﻤﯿﻖ )ة‬
attractive (‫ﺟﺬاب )ة‬ ّ
effective, strong , efficient (‫ﻓـ َ ّﻌﺎل )ة‬
has warranty, guaranteed (‫ﻣﻀﻤﻮن )ة‬
insured (‫ﻣﺆّﻣـَـﻦّ )ة‬

huge , magnificent (‫ﻓﺨﻢ )ة‬

luxurious, of high quality , super (‫ﻓﺎﺧﺮ )ة‬
Do not use for human being

superb, of high quality (‫راﻗﻲ )ة‬

a wonderful idea ‫ﻓﻜﺮة راﺋﻌﺔ‬ wonderful (‫راﺋﻊ )ة‬
natural, normal (‫طﺒﯿﻌﻲ )ة‬
ordinary , normal (‫ﻋﺎدي )ة‬
a good mixture ‫اﻟﺨﻠﯿﻂ ﻣﺘﺠﺎﻧﺲ‬ go well together, homogenous (‫ﻣﺘﺠﺎﻧﺲ )ة‬
a compact set ‫ﺟﮭﺎز ﻣﺘﻤﺎﺳﻚ‬ compact (‫ﻣـُﺘـﻤﺎﺳﻚ )ة‬
(has) a smooth rotation ‫ﺣﺮﻛﺔ دوران ﻧﺎﻋﻤﺔ‬ smooth (‫ﻧﺎﻋﻢ ) ة‬
a soft leather chair ‫ﺟﻠﺪ اﻟﻤﻘﺎﻋﺪ ﻧﺎﻋﻢ‬ soft
super (‫ﻓﺎﺋﻖ )ة‬
superior, on top , topnotch (‫ﻣﺘﻔﻮق )ة‬
enchanting, attractive (‫ﺳﺎﺣﺮ )ة‬
proud of ‫ﻓﺨﻮر )ة( ﺑـ‬
cheap (‫رﺧﯿﺺ )ة‬
expensive (‫ﻏﺎل )ﯾﺔ‬
tempting (‫ﻣﻐﺮ )ﯾﺔ‬
great , huge, large (‫ھﺎﺋﻞ )ة‬
crowded (‫ﻣﺰدﺣﻢ )ة‬
severe (suffocating) ‫ أزﻣﺔ ﺧﺎﻧﻘﺔ‬severe crisis ( ‫ﺧﺎﻧﻖ )ة‬
available (‫ﻣﻮﺟﻮد )ة‬
(not for human beings) (‫ﻣﺘﻮﻓﺮ )ة‬
deteriorated (‫ﻣﺘﺪھﻮر )ة‬
appetizing (‫ﺷﮭﻲ )ة‬
delicious, exquisite (‫ﻟﺬﯾﺬ )ة‬
prosperous ( ‫ﻣﺮﻓِﮫ )ة‬
incomparable ‫ﻻ ﺗﻀﺎھﻲ‬
incomparable ‫ﻻ ﺗﻨﺎﻓﺲ‬
incomparable ‫ﻻ ﺗﺰاﺣﻢ‬

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unprecedented ‫ﻻ ﻣﺜﯿﻞ ﻟﮫ‬

imaginary, like dreams (‫ﺧﯿﺎﻟﻲ )ة‬
real, realistic (‫واﻗﻌﻲ )ة‬
unrealistic (‫ﻏﯿﺮ واﻗﻌﻲ )ة‬
abject (‫ﻣﺪﻗﻊ )ة‬

Homophones of nouns and adjectives

Some nouns have 2 meanings once as adjectives and other as nouns

mission (n.) ‫ﻣﮭ ّﻤﺔ \ ﻣﮭ ّﻤﺎت‬
important (adj.)‫ﻣﮭ ّﻤﺔ‬

company (mil) (n.) ‫ﺳﺮﯾﺔ \ ﺳﺮاﯾﺎ‬

secret (adj.) ‫ﺳﺮﯾﺔ‬

minute (n.) ‫دﻗﯿﻘﺔ \ دﻗﺎﺋﻖ‬

precise (adj.) ‫دﻗﯿﻘﺔ‬

snake (n) ‫ﺣﯿﺔ \ ﺣﯿﺎت‬

living (adj.) ‫ﺣﯿﺔ‬

powder (n.) ‫ﻣﺴﺤﻮق \ ﻣﺴﺎﺣﯿﻖ‬

crushed (adj.) ‫ﻣﺴﺤﻮق‬

my best friend or relative (n.) ‫ﻗﺮﯾﺒﺔ \ ﻗﺮﯾﺒﺎت‬

near (adj.) ‫ﻗﺮﯾﺒﺔ‬

language or an Arab woman (n.) ‫ﻋﺮﺑﯿﺔ \ ﻋﺮﺑﯿﺎت‬

Arabic ( adj.) ‫ﻋﺮﺑﯿﺔ‬

sail (n.) ‫ﺳﺎرﯾﺔ \ ﺳﻮاري‬

valid, effective ( adj.) ‫ﺳﺎرﯾﺔ‬

silencer (n.) ‫ﻛﺎﺗﻢ \ ﻛﻮاﺗﻢ‬

mute, secret keeper (adj.) ‫ﻛﺎﺗﻢ‬

umbrella : (‫ﺷﻤﺴﯿﺔ \ ﺷﺴﯿﺎت ) ﻣﻈﻠﻠﺔ‬

solar , of the sun (adj.)‫ﺷﻤﺴﯿﺔ‬

appendix (body) (n.) ‫زاﺋﺪة \ زواﺋﺪ‬

extra , additional ( adj.) ‫زاﺋﺪة‬

noodles (n.)‫ﺷﻌﺮﯾﺔ‬
hairy , small (blood vessels) adj. ‫ﺷﻌﺮﯾﺔ‬

IV (n.) ‫ﻣﻐﺬي‬
nutritious (adj.) ‫ﻣﻐﺬي‬

plate, tray (n.) ‫ﺻﯿﻨﯿﺔ\ ﺻﻮاﻧﻲ‬

Chinese (adj.) ‫ﺻﯿﻨﯿﺔ‬

magician (n.) ‫ﺳﺎﺣﺮ \ ﺳﺤﺮة‬

magic (adj.) ‫ﺳﺎﺣﺮ‬

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killer (n.) ‫ﻗﺎﺗﻞ \ ﻗﺘﻠﺔ‬

deadly, fatal (adj.) ‫ﻗﺎﺗﻞ‬

Ta changes the meaning also

bird ‫طﺎﺋﺮ‬
plane ‫طﺎﺋﺮة‬

pomegranate ‫رﻣﺎن‬
hand grenade ‫رﻣﺎﻧﺔ‬

flour ‫دﻗﯿﻖ‬
minute ‫دﻗﯿﻘﺔ‬

total ‫ﻣﺠﻤﻮع‬
a group ‫ﻣﺠﻤﻮﻋﺔ‬

dish ‫طﺒﻖ‬
layer ‫طﺒﻘﺔ‬

road ‫طﺮﯾﻖ‬
method ‫طﺮﯾﻘﺔ‬

soldier ‫ﻣﻘﺎﺗﻞ‬
bomber ‫ﻣﻘﺎﺗﻠﺔ‬

bottom ‫ﻗﺎع‬
a big room, hall, auditorium ‫ﻗﺎﻋﺔ‬

arm ‫ﺑﺎع‬
sellers‫ﺑﺎﻋﺔ‬

discharge from the military ‫ﺗﺴﺮﯾﺢ‬

a hair do style ‫ﺗﺴﺮﯾﺤﺔ‬

pregnant ‫ﺣﺎﻣﻞ‬
carrier ‫ﺣﺎﻣﻠﺔ‬

diver ‫ﻏﻮاص‬
submarine ‫ﻏﻮاﺻﺔ‬

defect ‫ﻋﻄﻞ‬
holiday ‫ﻋﻄﻠﺔ‬

location : ‫ﻣﻮﻗﻊ‬
battle : ‫ﻣﻮﻗﻌﺔ‬

stamp : ‫طﺎﺑﻊ‬
typewriter : ‫طﺎﺑﻌﺔ‬

pregnant : ‫ﺣﺎﻣﻞ‬

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carrier : ‫ﺣﺎﻣﻠﺔ‬

An elevated Language through phrasal verbs

Arabic language Learners need to be aware of the fact that many words may collocate to be said in one
word verb .

These collocations come under 2 categories:

(a) the “undertake ِ ‫ ”ﯾﻘﻮم ﺑـ‬Phrasal verb

(b1) the complex collocation of a verb plus preposition and then verbal noun

Translate all these collocations to English by using one verb word.

(a) The Phrasal-verb collocation of (undertake):

yaquumu/ qaama + bi + verbal noun

. ً‫اﻟﻮزﯾﺮ اﻷردﻧﻲ ﻣﺼﺮ ﻏﺪا‬ ‫) ﺳـ ( ﯾﺰور‬

‫ﯾﺰور‬

‫ﻣﺼـﺮ‬ ‫اﻟﻰ‬ ‫ زﯾﺎرة‬+ ‫ﺑـ‬ ‫اﻟﻮزﯾﺮ‬ ‫ﯾﻘﻮم‬

Bi + verbal noun
bi ziyaara yaquumu

The Jordanian Minister will visit Egypt tomorrow.

. ً‫ﺳﯿﺰور اﻟﻮزﯾﺮ اﻷردﻧﻲ ﻣﺼﺮ ﻏﺪا‬

. ً‫ﺳﯿﻘﻮم اﻟﻮزﯾﺮ اﻷردﻧﻲ ﺑﺰﯾﺎرة إﻟﻰ ﻣﺼﺮ ﻏـﺪا‬
The second style of writing is more prestigious to be used with high rank official people.

You drop the verbal phrase ( ِ ‫ ﯾﻘﻮم ﺑـ‬undertakes). Keep the tense (time).

.‫زار اﻟﻮزﯾﺮ اﻷردﻧﻲ ﻣﺼﺮ أﻣﺲ‬

. ‫ﻗﺎم اﻟﻮزﯾﺮ اﻷردﻧﻲ ﺑﺰﯾﺎرة إﻟﻰ ﻣﺼﺮ أﻣﺲ‬

The Jordanian Minister visited Egypt last night .

You may need an additional preposition. Watch this issue when you read any Arabic material

You can almost split any verb into:

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‫‪ followed by a verbal noun of the one word verb.‬ﯾﻘﻮم ﺑـ ِ ‪a collocation of‬‬

‫‪Examples:‬‬

‫اﻟـ )‪The verbal noun takes (al‬‬ ‫ﯾﻜﺘﺐ = ﯾﻘﻮم ﺑﻜﺘﺎﺑﺔ اﻟــ ‪writes‬‬
‫) ‪if it is followed by a preposition (as a particle of the verb‬‬ ‫ﯾﺪرس = ﯾﻘﻮم ﺑﺪراﺳﺔ اﻟــ ‪studies‬‬

‫‪looks for‬‬ ‫ﯾﻘﻮم ﺑﺎﻟـﺒﺤـﺚ ﻋـﻦ‬ ‫ﯾـﺒﺤـﺚ ﻋـﻦ =‬ ‫ﯾﻨﺎﻗﺶ = ﯾﻘﻮم ﺑﻤﻨﺎﻗﺸﺔ اﻟــ ‪discusses‬‬
‫‪attacks‬‬ ‫ﯾﻘﻮم ﺑـِﺎﻟﮭﺠﻮم ﻋﻠﻰ‬ ‫ﯾﮭﺠﻢ ﻋﻠﻰ =‬ ‫ﯾُﺴﺎﻋﺪ = ﯾﻘﻮم ﺑﻤﺴﺎﻋﺪة اﻟــ ‪helps‬‬
‫‪relies on‬‬ ‫ﯾﻘﻮم ﺑﺎﻻﻋﺘﻤﺎد ﻋﻠﻰ‬ ‫ﯾﻌﺘﻤـﺪ ﻋﻠﻰ =‬ ‫ﯾُﻨﺎﻓِﺲ= ﯾﻘﻮم ﺑﻤﻨﺎﻓﺴﺔ اﻟـ ‪competes with‬‬
‫‪investigates‬‬ ‫ﯾﻘﻮم ﺑﺎﻟﺘﺤـﻘﯿﻖ ﻓﻲ‬ ‫ﯾُـﺤﻘﻖ ﻓﻲ =‬

‫‪Exercise 1‬‬

‫‪Expand the verb of each sentence into a collocation by using:‬‬

‫ﯾﻘـﻮم ﺑـ ‪ ،‬ﻗﺎم ﺑــ‬

‫‪Make all necessary changes . Do not forget to add a preposition if the structure needs that.‬‬

‫اﻟﻮﻓﺪ ﻓﻲ‬ ‫أﻋﻀﺎء‬ ‫و ّدع اﻟﻮزﯾﺮ‬ ‫‪.1‬‬

‫اﻟـﻤـﻄﺎر‬

‫ﻓﻲ اﻟـﻤﻄﺎر ‪.‬‬ ‫أﻋﻀﺎء ِ اﻟﻮﻓﺪ‬ ‫ﺑـــﺘـﻮدﯾﻊ‬ ‫ﻗﺎم اﻟـﻮزﯾﺮ‬

‫أودع رﺟﻞ اﻷﻋﻤﺎل ﻣﺎﻟـَﮫُ ﻓﻲ اﻟـﺒـﻨـﻚ ‪.‬‬ ‫‪.2‬‬

‫ﻧﺎﻗﺶ اﻟـﻤﺸﺎرﻛﻮن ﻣﺴﺄﻟﺔَ اﻟﺸﺮق اﻷوﺳﻂ‪.‬‬ ‫‪.3‬‬
‫ﯾـﮭـﺪّد اﻟـﻤـﺪﯾﺮ ﻣﻮظﻔـﯿـ ِﮫ‬ ‫‪.4‬‬
‫ﯾـﺘﮭـ ّﺮب اﻟﻄﺎﻟﺐ ﻣﻦ ﻋـﻤﻞ واﺟﺒﮫ‬ ‫‪.5‬‬
‫ﯾـُﮭـ ّﺮب اﻟـﻤﮭﺮﺑﻮن اﻟﺴﻼح إﻟﻰ داﺧﻞ اﻟﺒﻼد‪.‬‬ ‫‪.6‬‬
‫ﺣﺪدت اﻟﻄﺎﺋﺮة ﺑﺪون طﯿﺎر ﻣﻮﻗﻊ ﻣﻔﺮزة اﻟﮭﺎون‬ ‫‪.7‬‬

‫إﯾﺪاع ‪ ،‬ﻣﻨﺎﻗﺸﺔ ‪ ،‬ﺗﮭﺪﯾﺪ ‪ ،‬ﺗﮭﺮب ‪ ،‬ﺗﮭﺮﯾﺐ‪ ،‬ﺗﺤﺪﯾﺪ‬

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 208

(b) the complex literal or idiomatic collocations are divided into two patterns:

(b 1 ) The complex literal or idiomatic collocation consists of : verb + preposition + noun

(genitive)
(derivative noun)

‫ﺻـ ﱠﻮت اﻷﻣﺮﯾﻜﯿﻮن ﻟـﻠﻤﺮﺷﺢ‬

Americans voted for the Republican candidate this time.

(‫ﻟــِ ) ﻟﻠــ‬ َ‫ﺻـَـــ ﱠﻮت‬

ِ ‫ﻟﻠـ‬ ‫ـﮭـﻢ‬ ِ ‫أﺻﻮاﺗـ‬ ِ ‫ﺑـ‬ ‫أَدﻟـﻰ‬

‫أدﻟﻰ اﻷﻣﺮﯾﻜﯿﻮن ﺑﺄﺻﻮاﺗﮭـﻢ ﻟﻠﻤﺮﺷﺢ‬

Americans voted for the republican candidate this time.
: ‫أﻣﺜﻠـــــﺔ‬

ِ ‫ إدﻻء ﺑـ‬، ‫ ﯾُﺪﻟـﻲ‬، ‫أَدﻟﻰ‬

This verb may collocate with certain nouns such as :

votes for (cast his vote for) : ِ ‫ﯾـُﺼ ﱢﻮت = ﯾﺪﻟﻲ ﺑﺼﻮﺗﮫ ﻟـ‬
states (makes statements) about : ‫ﺼـﺮح = ﯾُﺪﻟﻲ ﺑـﺘﺼﺮﯾﺤﺎﺗﮫ ﻋـﻦ‬ ‫ﯾُ ﱢ‬
interprets : ‫ﺴﺮ = ﯾُﺪﻟﻲ ﺑﺘﻔﺴﯿﺮات ﻋﻦ‬ ‫ﯾـُﻔـ َ ﱢ‬

(‫ إﻋـﺮاب )ﻋـﻦ‬، ‫ب‬

ُ ‫ ﯾـُﻌ ِﺮ‬، ‫أﻋﺮب‬
This verb may collocate with these nouns to give these meanings :

hopes that ‫ﯾﺄﻣﻞ )ﻓﻲ( = ﯾﻌﺮب ﻋﻦ أﻣﻠـﮫ ﻓﻲ أن‬

feels sorry for ِ‫ﯾﺄﺳﻒ )ﻟـ ِ ( = ﯾﻌﺮب ﻋﻦ أﺳﻔـﮫ ﻟـ‬
worries about ( ‫ﯾﻘﻠﻖ )ﺣﻮل ( = ﯾﻌﺮب ﻋﻦ ﻗﻠﻘﮫ )ﺣﻮل‬

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 209

Sometimes, the collocation does not have one word verb:

gave his opinion : ‫أﻋﺮب ﻋﻦ رأﯾﮫ‬

expressed his point of view : ‫أﻋﺮب ﻋﻦ وﺟﮭﺔ ﻧﻈﺮه اﻟﺨﺎﺻﺔ‬

Some collocations do not have one word verb :

( ‫ ﺗﻌـﺒـﯿـﺮ )ﻋﻦ‬، ‫ ﯾـُﻌـﱠﺒـ ِ ُﺮ‬، ‫ﻋـﺒﱠ َﺮ‬

expressed his feelings :‫ﻋﺒﱠ َﺮ ﻋﻦ ﻣﺸﺎﻋﺮه‬

gave his opinion :‫ﻋـﺒّـﺮ ﻋﻦ رأﯾﮫ‬
expressed his own point of view : ‫ﻋﺒـّﺮ ﻋﻦ وﺟﮭﺔ ﻧﻈﺮه‬

blames (put blame on) ‫ﯾﻠﻮم = ﯾُﻠﻘـﻲ ﺑﺎﻟﻼﺋـﻤـﺔ )اﻟﻠﻮم( ﻋﻠﻰ‬

works hard (to) for ِ ‫ﯾﻌـﻤﻞ )ﻟـِ( = ﯾـَﻨـﻜـﱠﺐ ﻋﻠﻰ اﻟﻌﻤـﻞ ﻟـ‬
intends to ‫ﯾﺴﻌـﻰ )وراء( )إﻟﻰ( = ﯾـَﻌـﻤـﻞ ﻓﻲ اﻟﺴﻌـﻲ وراء‬

(b2) The literal or idiomatic complex collocation : Verb + Noun (accusative) + (adjective) +
Preposition

. َ ‫اﻟﻄﺎﻟﺐ اﻻﺳﺘﺎذ‬
ُ ‫ﯾﺴﺄل‬
The student asks his teacher a question.

‫ﯾﺴﺄل‬

‫ﻋﻠﻰ‬ ‫اﻟـ ﺳﺆا َل‬ ‫ﯾـﻄﺮح‬

ً‫ﺳﺆاﻻ‬

.‫اﻟﻄﺎﻟﺐ اﻻﺳﺘﺎ َذ‬

ُ ‫ﯾﺴﺄل‬
. ‫اﻟـﻄﺎﻟﺐ اﻟﺴﺆا َل ﻋﻠﻰ اﻻﺳﺘﺎ ِذ‬
ُ ‫ﯾﻄﺮح‬

The student raises a question to his teacher

َ ‫اﻟـ ﻣﻌﻘـﺪ‬
The student asks his teacher a question.

ً‫ﻣﻌﻘـﺪا‬

: ‫أﻣﺜﻠـﺔ‬

‫ إﯾﻼء‬، ‫ ﯾﻮﻟـﻲ‬، ‫أَوﻟﻰ‬ (something) : ‫اﻟﻰ‬

cares about ِ‫= ﯾﻮﻟـﻲ إھﺘﻤـﺎﻣـﺎ ً )ﻛﺒﯿﺮاً ( ﺑـ‬ ِ‫ﯾﮭـﺘﻢ ﺑـ‬

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‫ﯾﻌـﺘﻨـﻲ ﺑـِ = ﯾﻮﻟـﻲ ﻋﻨﺎﯾﺔ )ﻓﺎﺋﻘﺔً ( ﺑـ ِ ‪attends, takes care of‬‬

‫‪The Phrasal Verb Collocations‬‬

‫أﺑﺪى ‪ ،‬ﯾـُﺒـﺪي ‪ ،‬إﺑﺪاء‬

‫‪attends, cares (a lot) about‬‬ ‫ﯾﮭـﺘﻢ ﺑـ ِ = ﯾـُﺒـﺪي إھـﺘﻤـﺎﻣـﺎ ً )ﺷﺪﯾﺪاً ( ﺑـ ِ‬

‫‪is deeply concerned about‬‬ ‫= ﯾـُـﺒـﺪي ﻗﻠﻘـﮫ )اﻟﻌﻤﯿﻖ( ﻋـﻦ‬ ‫ﯾﻘﻠﻖ‬
‫‪prepares (well) to‬‬ ‫ً‬ ‫ً‬
‫ﯾﺴﺘﻌـﺪ ﻟـ ِ = ﯾـُﺒـﺪي إﺳﺘﻌـﺪادا )ﻗﻮﯾـﺎ ( ﻟـ ِ‬

‫ﯾﻮﺟــﮫُ ‪ ،‬ﺗﻮﺟـﯿﮫ‬
‫وﺟـﱠﮫ ‪ ،‬ﱢ‬

‫‪criticizes‬‬ ‫ﯾـﻨـﺘﻘـﺪ ‪ :‬ﯾﻮﺟﮫ إﻧـﺘﻘﺎد ﻟـِ‬

‫‪blames‬‬ ‫ﯾﻠﻮم ‪ :‬ﯾﻮﺟﮫ اﻟﻠﻮم ﻋﻠﻰ‬

‫أﺳﺪى ‪ ،‬ﯾُﺴﺪي ‪ ،‬إﺳﺪاء‬

‫)‪strikes, hits (surprise air strike‬‬ ‫ﯾﻀﺮب = ﯾـُﺴﺪي ﺿﺮﺑﺔ )ﺧﺎطﻔﺔ( ﻟـِ‬
‫ﯾﮭﺠـﻢ ﻋﻠﻰ = ﯾﺸﻦ ھﺠﻮﻣـﺎ ً )ﻣﺒﺎﻏﺘـﺄً ( ﻋﻠﻰ ‪surprises them with an attack‬‬
‫ﻗَـ ﱠﺪ َم ‪ ،‬ﯾـُﻘَـﺪﱢم ‪ ،‬ﺗــَﻘـﺪﯾـﻢ‬
‫ﯾﺸﺘﻜﻲ )ﻣـﻦ( ‪)........‬ﻣﺪﯾﺮه( ﻟﻠـ )ﻣﺤﻜﻤﺔ(‬
‫ﯾُﻘـﺪﱢم ﺷﻜﻮى ﺿـﺪ )ﻣﺪﯾﺮه( ﻟﻠــ )ﻣﺤﻜﻤـﺔ( = )‪file a complaint against ( someone) at (court‬‬

‫ﯾـُﺒـﺪي ‪ ،‬أَﺑـﺪى ‪ ،‬إﺑـﺪاء‬

‫ﯾـَﮭﺘﻢ ﺑـ ِ ‪ :‬ﯾــُﺒـﺪي إھـﺘﻤـﺎﻣـﺎً ﺑـ ِ‬

‫ﺣﺎل \ ﯾﺤﻮل ‪ +‬دون ‪ +‬ﻣﺼﺪر‬

‫‪to preclude , to prevent something from‬‬ ‫ﯾﻤﻨﻊ ‪ ،‬ﯾـُﻌﯿﻖ ‪ :‬ﯾﺤﻮل دون ‪ +‬ﻣﺼﺪر ) وﻗﻮع ( اﻟـ‬
‫)‪happening (noun‬‬

‫‪Some collocations do not have one word verb :‬‬

‫أﻟﻘﻰ ﻛﻠـﻤـﺔ = ‪gave a speech‬‬

‫) اﻟﻘﻰ ‪ ،‬ﯾُﻠـﻘﻲ ‪ ،‬إﻟـﻘﺎء (‬

‫ﯾـُﻘـﯿﻢ اﻟﺪﻋـﻮى ﺿـﺪ ‪file a complaint against :‬‬

‫) أَﻗﺎم ‪ ،‬ﯾُـﻘـﯿﻢ ‪ ،‬إﻗﺎﻣـﺔ (‬

‫ﯾُﺤﻘﻖ ﻓﻲ )ﺻﺤﺔ( اﻻﻣـﺮ ‪to investigate the matter‬‬

‫ﻖ ‪ ،‬ﯾـُﺤـَﻘـﱢﻖ ‪ ،‬ﺗـَﺤـﻘﯿـﻖ (‬
‫) ﺣـَﻘـ ﱠ َ‬

‫ﯾﻤﺜـﻞ اﻣﺎم اﻟﻘﺎﻧﻮن ‪to go to court for a trial :‬‬

‫) ﻣﺜﻞ ‪ ،‬ﯾﻤﺜﻞ ‪ ،‬ﻣﺜﻮل (‬

‫ﯾﻜﺒﺢ ﺟﻤﺎح اﻟﺘﻤﺮد ‪to curb :‬‬

‫)ﻛﺒﺢ ‪ ،‬ﯾﻜﺒﺢ ‪ ،‬ﻛﺒﺢ (‬

‫‪210‬‬
 ‫‪211‬‬

‫‪Exercise 2‬‬

‫‪Expand the underlined verbs by using collocations taken from the words in‬‬
‫‪brackets:‬‬

‫) ﺗـﻌـﺒـّﺮ ﻋـﻦ (‬ ‫‪ .1‬ﺗﻘــﻠﻖ اﻟﺤﻜﻮﻣﺔ ﺑـــﺸﺄن ﻣﺴﺘﻘﺒﻞ إﻗﺘﺼﺎدھﺎ اﻟﻘﻮﻣﻲ‪.‬‬

‫ﺗﻌﺒـّﺮ اﻟﺤﻜﻮﻣﺔ ﻋﻦ ﻗـﻠﻘـﮭـﺎ ﺑﺸﺎن ﻣﺴﺘﻘﺒﻞ اﻗﺘﺼﺎدھﺎ اﻟﻘﻮﻣﻲ ‪.‬‬

‫‪ .2‬إھـﺘ ّﻢ اﻟﻄﺎﻟﺐ ﺑﺎﻟـﺪراﺳﺔ ‪ ) .‬ﯾﻮﻟﻲ (‬

‫‪ .3‬ﺗﻌﺘﻨﻲ اﻟـﻤﺮﺑﯿﺔ ﺑﺎﻻطﻔﺎل ﻓﻲ دار اﻟﺤﻀﺎﻧﺔ ‪) .‬ﺗﻮﻟـﻲ (‬

‫ﺿﺮﺑﺖ اﻟﻄﺎﺋﺮات اﻟﻤﻌﺎدﯾﺔ ﻣﺪرج اﻟـﻤـﻄﺎر ‪ ) .‬أﺳـﺪى (‬ ‫‪.4‬‬

‫إﻧـﺘﻘـﺪت اﻟﺼﺤﯿﻔـﺔ وزﯾﺮ اﻟﺨﺎرﺟﯿﺔ ﻓﻲ ﺗﺼﺮﯾﺤﺎﺗﮫ اﻻﺧﯿﺮة ‪ ) .‬وﺟـّﮫ (‬ ‫‪.5‬‬
‫اﻻھﻤﺎل أﻋـﺎق ﻧـﺠﺎح اﻟـﺨـﻄـﺔ ‪) .‬ﺣـﺎل دون (‬ ‫‪.6‬‬
‫ﯾـﺴـﺘﻌـﺪ اﻟﻄﻼب ﻟﻼﺣﺘﻔﺎل ﺑﯿﻮم اﻟﻠﻐﺔ ﻓﻲ ﻣﻌﮭﺪ اﻟﺪﻓﺎع ﻟﻠﻐﺎت ‪ ) .‬ﯾـُﺒـﺪي (‬ ‫‪.7‬‬
‫ﺿﺮب اﻟﺸﺮطﻲ اﻟﺮﺟﻞ ‪ ) .‬إﻧﮭﺎل ‪ ....‬ﻋﻠﻰ(‬ ‫‪.8‬‬

‫‪211‬‬
 212

212
 ‫)‪Phrases of Arabic to express (possibility‬‬

‫‪Possibility‬‬

‫ﻣﺤﺘﻤﻞ‬ ‫ﺟﺎﺋﺰ‬ ‫ﻣﻤﻜﻦ‬

‫)‪(usually not under your control‬‬
‫‪Examples‬‬
‫‪You can express (possibility) through these phrases:‬‬

‫اﻟﺤﺼﻮل‬

‫ﺣﺮب ﻓﻲ اﻟﻤﻨﻄﻘﺔ؟‬ ‫وﻗﻮع‬ ‫‪ .3‬ﻣﻦ اﻟﻤﺤﺘﻤﻞ‬ ‫آن◌ٍ واﺣ ٍﺪ ‪.‬‬

‫ﻋﻠﻰ ﺷﮭﺎدﺗﯿﻦ ﻓﻲ ٍ‬ ‫ان ﺗﺤﺼﻞ‬ ‫‪ .1‬ﻣﻦ اﻟﻤﻤﻜﻦ‬

‫‪ .2‬ﻣﻦ اﻟﺠﺎﺋﺰ‬
‫) ﻣﻤﻜﻦ ‪ ،‬ﻏﯿﺮ ﻣﻤﻜﻦ ‪ ،‬ﻣﺤﺘﻤﻞ ‪ ،‬ﻏﯿﺮ ﻣﺤﺘﻤﻞ ‪ ،‬ﺟﺎﺋﺰ ‪ ،‬ﻏﯿﺮ ﺟﺎﺋﺰ (‬
‫‪You can express (possibility ) through these verbs:‬‬

‫‪The structure, sometimes, requires extra prepositions when the verbal noun is used.‬‬ ‫اﻟﻤﺸﺎرﻛﺔ ﺑـ ِ◌‬

‫ﺗﻐﯿﯿﺮات طﺎرﺋﺔ ﻓﻲ اﻟﻌﺮاق؟‬ ‫ﺣﺪوث‬ ‫‪ .6‬ھﻞ ﯾﺤﺘﻤﻞ‬ ‫اﻟﺤﺪﯾﺚ ﻣﻌﻜﻢ ؟‬ ‫‪ .4‬ھﻞ ﯾﻤﻜﻦ ﻟﻲ ان أُﺷﺎرﻛﻜﻢ‬
‫‪ .5‬ھﻞ ﯾﺠﺎز ﻟﻲ‬
‫ھﻞ)ﯾﺠﻮز( ﻟﻲ‬
‫) ﯾﺠﻮز ‪ ،‬ﻻ ﯾﺠﻮز ‪ ،‬ﯾﺤﺘـﻤﻞ ‪ ،‬ﻻ ﯾﺤﺘﻤﻞ ‪ ،‬ﯾﻤﻜﻦ ‪ ،‬ﻻ ﯾﻤﻜﻦ ‪( .....‬‬
‫‪215‬‬
 ‫‪You can create (adjectives) by using past participles :‬‬

‫اﻟﺤﺮب ‪ :‬ﻣﺤﺘﻤﻠﺔ ‪ ،‬ﺟﺎﺋﺰة ‪ ،‬وﺷﯿﻜﺔ ‪ ،‬ﻣﻤﻜﻨﺔ ‪ ,‬ﻣﺘﻮﻗﻌﺔ ‪ ،‬ﻣﻨﺘﻈﺮة ‪ ،‬ﻏﯿﺮ ﻣﺴﺘﺒﻌﺪة‪ ،‬ﻋﻠﻰ وﺷﻚ ‪....‬‬

‫‪You can create ( compound adjectives ) as in the following:‬‬

‫اﻟﺤﺮب ‪ :‬ﻻ ﺑﺪ ﻣﻨﮭﺎ ‪ ،‬ﻻ ﻣﻨﺎص ﻣﻨﮭﺎ ‪ ،‬ﻻ ﻣﺨﺮج ﻣﻨﮭﺎ ‪ ،‬ﻻ ﻣﮭﺮب ﻣﻨﮭﺎ ‪ ،‬ﻻ ﻣﻔﺮ ﻣﻨﮭﺎ‪ ،‬ﻻ ﻣﺤﺎل )ﻣﻨﮭﺎ(‪.....‬‬

‫‪possibility mixed with expectation, hope, scheduling‬‬

‫ﻣﻦ اﻟﻤﻨﺘﻈﺮ‬ ‫ﻣﻦ اﻟﻤﺘﻮﻗﻊ‬ ‫ﻣﻦ اﻟﻤﺆﻣﻞ‬ ‫ﻣﻦ اﻟﻤﻔﺘﺮض‬

‫ان‬ ‫ان‬ ‫ان‬ ‫ان‬
‫‪It is awaited that‬‬ ‫‪it is expected that‬‬ ‫‪it is hoped that‬‬ ‫‪it supposes that‬‬

‫‪Examples‬‬
‫‪) .1‬ﻛﺎن( ﻣﻦ اﻟﻤﻔﺘﺮض ان ﺗﺎﺗﻲ أﻣﺲ اﻟﻰ ﺑﯿﺘﻨﺎ‪.‬‬
‫‪) .2‬ﻛﺎن( ﻣﻦ اﻟﻤﺆﻣﻞ ان أﻟﺘﻘﻲ ﺑﻚ ﻓﻲ اﻟﻘﺎھﺮة ﻣﻄﻠﻊ اﻟﺸﮭﺮ اﻟﻘﺎدم‪.‬‬
‫‪) .3‬ﻛﺎن( ﻣﻦ اﻟﻤﺘﻮﻗﻊ ان ﯾﺰور اﻟﺮﺋﯿﺲ اﻻﻣﺮﯾﻜﻲ إﺳﺮاﺋﯿﻞ اﻟﺸﮭﺮ اﻟﻘﺎدم‪.‬‬
‫‪) .4‬ﻛﺎن ( ﻣﻦ اﻟﻤﻨﺘﻈﺮ ان ﯾﻌﺜﺮ اﻟﻤﻔﺘﺸﻮن ﻋﻠﻰ رؤوس ﻧﻮوﯾﺔ ﻣﻠﯿﺌﺔ ﺑﺎﻟﻤﻮاد اﻟﺒﺎﯾﻮﻟﻮﺟﯿﺔ‪.‬‬

‫‪With ( kaana), the meaning shows that it did not happen.‬‬

‫‪216‬‬
 ‫)‪The Notion of (to get‬‬

‫ﺣﺎز ﻋﻠﻰ‬ ‫ﻧﺎل‬ ‫ﺣﺼﻞ ﻋﻠﻰ‬

‫ﯾﺤﻮز‬ ‫ﯾﻨﺎل‬ ‫ﯾﺤﺼﻞ‬

‫ﺣﺼﻠﺖ ﻋﻠﻰ ﻣﺴﺎﻋﺪات ﻣﺎﻟﯿﺔ ﻣﻦ‪....‬‬ ‫‪ .1‬وﺳﺎﺣﺼﻞ ﻋﻠﻰ ﻣﺴﺎﻋﺪات ﻣﺎﻟﯿﺔ ﻣﻦ زوﺟﺘﻲ ﻟﺤﻞ ﻣﺸﻜﻠﺘﻲ‪.‬‬
‫ُ‬
‫ﻧﻠﺖ ﻣﺴﺎﻋﺪات ﻣﻦ ‪....‬‬ ‫‪ .2‬وﺳﺎﻧﺎل ﻣﺴﺎﻋﺪات ﻣﻦ زوﺟﺘﻲ ﻟﺤﻞ ﻣﺸﻜﻠﺘﻲ‪.‬‬
‫ﺣﺎز اﻟﺮﺋﯿﺲ اﻻﻣﺮﯾﻜﻲ اﻟﺴﺎﺑﻖ ﻋﻠﻰ ‪.....‬‬ ‫‪ .3‬ﺳﯿﺤﻮز اﻟﺮﺋﯿﺲ اﻻﻣﺮﯾﻜﻲ اﻟﺴﺎﺑﻖ ﺟﯿﻤﻲ ﻛﺎرﺗﺮ ﻋﻠﻰ ﺟﺎﺋﺰة ﻧﻮﺑﻞ ﻟﻠﺴﻼم‪.‬‬

‫‪Idiomatic expressions‬‬
‫)ﻧﺎل اﻟﻮﯾﻼت ‪ ،‬اﻟﻌﺬاب ‪ ،‬اﻟﻀﺮﺑﺎت ‪ ،‬اﻻھﺎﻧﺎت ‪ ...،‬ﻣﻦ اﻟﺤﺮب(‬
‫) ﺑﺤﻮزة ﻋﻠﻰ ادوﯾﺔ ﻣﺤﻈﻮرة ‪ ،‬اﺳﻠﺤﺔ ﻧﺎرﯾﺔ ﻣﺤﺮﻣﺔ ‪( ....‬‬

‫وﺳﯿﻨﺎل ‪..‬ﻣﻦ‬ ‫‪ .4‬ﻧﺎل اﻟﺸﻌﺐ اﻟﻌﺮاﻗﻲ اﻟﻮﯾﻼت‬

‫ّ‬
‫وﺳﯿﻌﺘﻘﻞ ‪ ..‬ﻻﻧﮫُ ﻛﺎن ‪.....‬‬ ‫‪ .5‬ﺗﻢ إﻋﺘﻘﺎﻟﮫ ﻷﻧّﮫُ ﻛﺎن ﺑﺤﻮزﺗﮫ ﺳﻼح ﺷﺨﺼﻲ‪.‬‬

‫‪217‬‬
 ‫‪Arabic Demonstratives‬‬
‫)‪(are, unlike English demonstratives, before the definite nouns‬‬

‫‪plural‬‬ ‫‪dual‬‬ ‫‪singular‬‬

‫‪things and animals‬‬ ‫‪human being‬‬ ‫‪feminine‬‬ ‫‪masculine‬‬ ‫‪feminine‬‬ ‫‪masculine‬‬

‫‪far‬‬ ‫‪near‬‬ ‫‪far‬‬ ‫‪near‬‬

‫‪accusative nominative‬‬ ‫‪accusative‬‬ ‫‪nominative‬‬

‫‪far‬‬ ‫‪near‬‬ ‫‪far‬‬ ‫‪near‬‬ ‫‪genitive‬‬ ‫‪genitive‬‬
‫‪far‬‬ ‫‪near‬‬ ‫‪far‬‬ ‫‪near‬‬

‫ﺗﻠﻚ‬ ‫ھـﺬه‬ ‫أوﻟﺌﻚ‬ ‫ھـﺆﻻء‬ ‫ﺗـﯿﻨـﻚ‬ ‫ھـﺎﺗــﯿﻦ‬ ‫ھـﺎﺗـﺎن‬ ‫ذﯾـﻨـﻚ‬ ‫ھﺬﯾﻦ‬ ‫ھـﺬان‬ ‫ﺗﻠﻚ‬ ‫ھـﺬه‬ ‫ذاك‬ ‫ھـﺬا‬

‫‪those‬‬ ‫‪these‬‬ ‫‪those M.F.‬‬ ‫‪these M. F.‬‬ ‫‪those F.‬‬ ‫‪these F‬‬ ‫‪those M‬‬ ‫‪these M‬‬ ‫‪that F.‬‬ ‫‪this F.‬‬ ‫‪that M.‬‬
‫‪this M‬‬
‫‪plural‬‬ ‫‪plural‬‬ ‫‪plural‬‬ ‫‪plural‬‬ ‫‪two‬‬ ‫‪two‬‬ ‫‪two‬‬ ‫‪two‬‬

‫‪avoid‬‬ ‫‪avoid‬‬ ‫‪Examples‬‬

‫‪ .6‬ھﺎﺗﺎن اﻟـﺒﻨﺘﺎن ‪.‬ھﺎﺗﺎن اﻟﺴﯿﺎرﺗﺎن‪ .‬ﺗﯿﻨﻚ اﻟﺒﻨﺘﺎن ‪ .‬ﺗﯿﻨﻚ اﻟﺴﯿﺎرﺗﺎن‪.‬‬ ‫‪.1‬ھﺬا اﻟﻮﻟـﺪ ‪ .‬ذاك اﻟﻮﻟـﺪ ‪ .‬ھﺬا اﻟﻜﺘﺎب‪ .‬ذاك اﻟـﻜﺘﺎب ‪.‬‬
‫ُ‬
‫ﺷﺎھﺪت ھﺎﺗﯿﻦ اﻟﺴﯿﺎرﺗﯿﻦ‬ ‫ُ‬
‫ﺷﺎھﺪت ھﺎﺗﯿﻦ اﻟﺒﻨﺘﯿﻦ‪.‬‬ ‫‪.7‬‬ ‫‪.2‬ھﺬه اﻟﺒﻨﺖ ‪ .‬ﺗﻠﻚ اﻟﺒﻨﺖ ‪ .‬ھﺬه اﻟﺴﯿﺎرة ‪ .‬ﺗﻠﻚ اﻟﺴﯿﺎرة‪.‬‬
‫ُ‬
‫ﻧﻈﺮت اﻟﻰ ھﺎﺗﯿﻦ اﻟﺴﯿﺎرﺗﯿﻦ‬ ‫ُ‬
‫ﻧﻈﺮت اﻟﻰ ھﺎﺗﯿﻦ اﻟﺒﻨﺘﯿﻦ ‪.‬‬ ‫‪.8‬‬ ‫‪.3‬ھﺬان اﻟﻮﻟﺪان‪.‬ذﯾﻨﻚ اﻟﻮﻟﺪان‪ .‬ھﺬان اﻟﻜﺘﺎﺑﺎن ‪ .‬ذﯾﻨـﻚ اﻟﻮﻟﺪان‪.‬‬
‫ﺷﺎھﺪت ھﺆﻻء اﻻوﻻد)اﻟﺒﻨﺎت(‬ ‫ُ‬ ‫ُ‬
‫ﺷﺎھﺪت ذﯾﻨﻚ اﻟﻜﺘﺎب ‪ .9‬ﺟﺎء ھﺆﻻء اﻻوﻻد )اﻟﺒﻨﺎت(‪.‬‬ ‫ُ‬
‫ﺷﺎھﺪت ھﺬﯾﻦ اﻟﻜﺘﺎﺑﯿﻦ‪.‬‬ ‫ﺷﺎھﺪت ھﺬﯾﻦ اﻟﻮﻟﺪﯾﻦ ‪ .‬ﺷﺎھﺪت ذﯾﻨﻚ اﻟﻮﻟﺪﯾﻦ‪.‬‬ ‫ُ‬ ‫‪.4‬‬
‫ُ‬
‫ﺷﺎھﺪت اوﻟﺌﻚ اﻟﺮﺟﺎل )اﻟﻨﺴﺎء(‬ ‫‪ .10‬ذھﺐ اوﻟﺌﻚ اﻟﺮﺟﺎل)اﻟﻨﺴﺎء(‪.‬‬ ‫ُ‬
‫ﻧﻈﺮت اﻟﻰ ھﺬﯾﻦ اﻟﻜﺘﺎﺑﯿﻦ‪.‬‬ ‫ُ‬
‫ﻧﻈﺮت اﻟﻰ ھﺬﯾﻦ اﻟﻮﻟﺪﯾﻦ‪.‬‬ ‫‪.5‬‬
‫ُ‬
‫ﻧﻈﺮت اﻟﻰ ھﺬه )ﺗﻠﻚ( اﻟﺒﻨﺎﯾﺎت‪.‬‬ ‫ُ‬
‫ﺷﺎھﺪت ھﺬه )ﺗﻠﻚ ( اﻟﺒﻨﺎﯾﺎت ‪.‬‬ ‫‪ .11‬ھﺬه اﻟﺒﻨﺎﯾﺎت‪ .‬ﺗﻠﻚ اﻟﺒﻨﺎﯾﺎت‪.‬‬
‫‪Matti Phillips 2000‬‬

‫‪218‬‬
 Human beings Arabic Nouns
Nouns are under 4 categories : human beings, animals, concrete things, abstract nouns

Human beings

Common Nouns

Collective Proper family & relatives profession race nationality

ac Idiosyncrasy
Profession Re Nationality
Collective Nouns Proper Names
Female male Plural singular Regular Adjective / Noun
Job
Plural singular ‫آﺑﺎء‬ ‫اب‬ Regular Plural singular Masculine/generic Almost regular
‫ﺣــﻤﺪﯾﺔ‬ ‫اﺣﻤﺪ‬ ‫اﻣﮭﺎت‬ ‫ام‬ Plural singular Irregular
(‫ﺷﺮطﻲ )ھﻮ( ﺷﺮطﺔ )ھﻲ‬ ‫زﯾﻨﺐ‬ ‫ﯾﻮﺳﻒ‬ ‫اﻣﺮاة ﻧﺴﺎء‬ (‫ﻣﻌﻠﻤﻮن )ات‬ (‫ﻣﻌﻠﻢ )ة‬ Plural singular
(‫ﺳﺎﻛﻦ )ھﻮ( ﺳﻜﺎن )ھﻢ‬ ‫ﺳﺎﻣﯿﺔ‬ ‫ﻓﺮﯾﺪ‬
‫ﻟﯿﻠﻲ‬ ‫ﻣﺼﻄﻔﻰ‬
‫رﺟﺎل‬ ‫رﺟﻞ‬ (‫ﺧﺎل )ة( أﺧﻮال )ات‬ (‫ﻣﺪﯾﺮون )ات‬ (‫ﻣﺪﯾﺮ )ة‬ Plural singular (‫اﻣﺮﯾﻜﻲ )ة( اﻣﺮﯾﻜﯿﻮن )ات‬
(‫اﻧﺴﺎن )ھﻮ( ﻧﺎس )ھﻢ‬
(‫ﺟﯿﺶ )ھﻮ( ﺟﯿﻮش )ھﻲ‬ ‫ﺳﻌﺎد‬ ‫ﺳﻌﺎد‬ ‫ﺑﻨﺎت‬ ‫ﺑﻨﺖ‬ (‫ﻋﻢ )ة( أﻋﻤﺎم )ات‬ (‫ﻣﻐﻨﻮن )ات‬ (‫ﻣﻐﻨﻲ )ة‬ (‫ﻋﺮاﻗﻲ )ة( ﻋﺮاﻗﯿﻮن )ات‬
( ‫ﺷﻌﺐ )ھﻮ ( ﺷﻌﻮب )ھﻲ‬ ‫ﻛﻮﺛﺮ‬ ‫ﻛﻮﺛﺮ‬ ‫اوﻻد‬ ‫وﻟﺪ‬ (‫اخ )ت( إﺧﻮان )ات‬ (‫ﻣﮭﻨﺪﺳﻮن )ت‬ (‫ﻣﮭﻨﺪس)ة‬ (‫ﯾﮭﻮدي )ة( ﯾﮭﻮد )ات‬ (‫ﻟﺒﻨﺎﻧﻲ )ة( ﻟﺒﻨﺎﻧﯿﻮن )ات‬
‫اﺑﻨﺎء‬ ‫اﺑﻦ‬ (‫اﺑﻦ )ة( اﺑﻨﺎء )ﺑﻨﺎت‬ (‫ﺳﺎﺋﻘﻮن )ات‬ (‫ﺳﺎﺋﻖ )ة‬ (‫ﻋﺮب )ات‬ (‫ﻋﺮﺑﻲ )ة‬ (‫ﻣﺼﺮي )ة( ﻣﺼﺮﯾﻮن )ات‬
(‫ﺷﻘﯿﻖ )ة( اﺷﻘﺎء )ات‬ (‫ﻣﻮظﻔﻮن )ات‬ (‫ﻣﻮظﻒ )ة‬ (‫اﺗﺮاك )ات‬ (‫ﺗﺮﻛﻲ )ة‬ (‫اردﻧﯿﻮن )ات‬ (‫اردﻧﻲ )ة‬
(‫ﺣﻔﻲ)ة( اﺣﻔﺎد )ات‬ (‫ﻣﻀﯿﻔﻮن )ات‬ (‫ﻣﻀﯿﻒ )ة‬ (‫ارﻣﻦ )ات‬ (‫ارﻣﻨﻲ )ة‬ (‫ﺳﻮري )ة( ﺳﻮرﯾﻮن )ات‬
(‫ﺟﺪ )ة( اﺟﺪاد )ات‬ (‫روﺳﻲ )ة( روس )ات‬ (‫ﻟﯿﺒﯿﻮن )ات‬ (‫ﻟﯿﺒﻲ )ة‬
(‫اﻛﺮاد )ات‬ (‫ﻛﺮدي )ة‬
Geographic Proper Names ‫ﯾﻦ‬Accusative + genitive (‫اﻗﺒﺎط )ات‬ (‫ﻗﺒﻄﻲ )ة‬ Note : genitive (after
Countries, cities, rivers een (‫ﺗﺮﻛﻤﺎﻧﻲ )ة( ﺗﺮﻛﻤﺎن )ات‬ preposition & accusative
(object to the verb) end
with
Countries are feminine except 5 : Iraq, Jordan, Morocco, Sudan, Lebanon More than one shape een
Cities are all feminine ‫ﺳﻮا ق‬ ‫)ﯾﻦ( اﻣﺮﯾﻜﯿﯿﻦ‬
Rivers are all masculine

219
 ‫‪The Concept of Negation‬‬

‫‪Before verbs‬‬ ‫‪before adjective‬‬ ‫‪before nouns‬‬

‫‪Won’t‬‬ ‫‪Jazim‬‬
‫‪Prohibitio‬‬
‫ادرس‬
‫َ‬ ‫ﻟﻦ‬ ‫__‪Did not‬‬ ‫‪n‬‬
‫اﻟﻼﻣﺴﺆول‬ ‫ﻟﯿﺲ‬
‫ﺗﺪرﺳﺎ‬ ‫وﻓﯿﺎ ً‬ ‫دونَ‬
‫___ ‪Do not‬‬ ‫اﻟﻼﻣﻌﻘﻮل‬ ‫ﻟﯿﺲ ‪ +‬طﺎﻟﺒﺎ ً‬
‫ﺗﺪرﺳﻮا‬ ‫ﯾﺪرس‬
‫ْ‬ ‫ﻟﻢ‬ ‫ﻏﯿﺮ ﻣﺤﺪود‬ ‫اﻟﻼ‬ ‫ﺗﻮﻗﻒ‬
‫ﯾﻌﻤﻼ‬
‫ﻻ ﺗﺪرس ْ◌‬ ‫ﻟﯿﺲ ‪ +‬ﻋﻨﺪي‬ ‫ﺑﺪون ِ‬
‫ﯾﻌﻤﻠﻮا‬ ‫اﻟﻼ ﻣﺴﺆوﻟﯿﺔ‬
‫ﺗﺪرﺳﺎ‬ ‫ﺷﻚ ٍ‬
‫اﻟﻼ ﻣﻌﻘﻮﻟﯿﺔ‬
‫ﻟﻦ ﯾﻜﻮن ﻋﻨﺪي‬ ‫ﻟﻢ ﯾﻜﻦ ﻋﻨﺪي‬ ‫ﺗﺪرﺳﻮا‬ ‫اﻟﻼﻣﻨﺘﮭﻲ‬
‫اﻟﻼﻣﺒﺎﻻة‬

‫‪Negation‬‬
‫‪Subject + do not + statement‬‬

‫ادرس ﻛﺜﯿﺮاً‬
‫ُ‬ ‫ﻻ‬ ‫ﻋﺪم اﻟﺜﻘﺔ‬
‫ﻻ اﻣﺎرس اﻟﻘﻤﺎر اﺑﺪاً‬ ‫ﻋﺪم اﻟﺮاﺣﺔ‬

‫‪220‬‬
 ‫‪Map of (an‬‬ ‫‪ ) cases‬اً‬

‫‪Inter-‬‬ ‫)‪After (kaan‬‬ ‫‪Absolute‬‬ ‫‪Time‬‬ ‫‪Adverb of‬‬ ‫‪Irregular‬‬

‫‪junctions‬‬ ‫‪adverbials‬‬ ‫‪repetitiveness‬‬ ‫‪manner‬‬ ‫‪plural object‬‬ ‫‪Singular‬‬
‫‪Object‬‬
‫ﻛﺎن طﺒﯿﺒﺎً‬
‫ﺣﺴﻨﺎ ً ‪well,‬‬ ‫اﻧﺎم ﻧﻮﻣﺎ ً ﻋﻤﯿﻘﺎ ً‬ ‫ارى ﻋﺎدةً طﻼﺑﺎ ً‬ ‫اﻛﻠﺖُ ﻛﺜﯿﺮاً‬ ‫رأﯾﺖُ رﺟﺎﻻً‬
‫ﻣﺎھﺮاً‬ ‫ﺿﺮﺑﮫ ﺿﺮﺑﺎ ً‬ ‫داﺋﻤﺎ ً‬ ‫ﻗﻠﯿﻼً‬ ‫رأﯾﺖ رﺟﻼً‬
‫‪But not :‬‬ ‫ﻧﺎﺟﺤﺎ ً‬ ‫ﻣﺒﺮﺣﺎ ً‬ ‫اﺣﯿﺎﻧﺎ ً‬ ‫ﺳﺮﯾﻌﺎ ً‬ ‫ﻧﺴﺎ ًء‬ ‫اﻣﺮأةً‬
‫ﺳﺨﯿﺎ ً‬ ‫ﻣﺸﻰ ﻣﺸﯿﺎ ً ﺛﻘﯿﻼً‬ ‫ﻏﺎﻟﺒﺎ ً ﻣﺎ‬ ‫ﺑﻄﯿﺌﺎ ً‬ ‫اطﻔﺎﻻً‬ ‫وﻟﺪاً‬
‫اﺟﻞ !‬ ‫ﯾﺴﯿﺮ ﺳﯿﺮاً ﺣﺴﻨﺎ ً‬ ‫ﯾﻮﻣﯿﺎ ً‬ ‫ﻣﺘﺄﺧﺮاً‬ ‫اوﻻداً‬
‫طﯿﺐ !‬ ‫اﺳﺒﻮﻋﯿﺎ ً‬ ‫ﻣﺒﻜﺮاً‬
‫‪Use : sukoon‬‬ ‫ﺷﮭﺮﯾﺎ ً‬
‫ﻧﺎدراً ﻣﺎ‬

‫‪Adverbials:‬‬

‫‪naturally, routinely‬‬ ‫ﺑﺸﻜﻞ ‪ = adjectives +‬ﺑﺸﻜﻞ طﺒﯿﻌﻲ \ روﺗﯿﻨﻲ‬

‫ﯾﺼﻮرة ‪ = adjectives +‬ﺑﺼﻮرة طﺒﯿﻌﯿﺔ \ روﺗﯿﻨﯿﺔ ‪naturally, routinely‬‬

‫‪221‬‬
 ‫‪( Thoo) of , which has / have‬‬
‫ذو‬

‫ذات‬ ‫ذو‬

‫‪Plural‬‬ ‫‪singular‬‬ ‫‪plural‬‬ ‫‪singular‬‬

‫ذوات‬ ‫ذات‬ ‫ذات‬ ‫ذات‬ ‫ذوي‬ ‫ذوي‬ ‫ذوو‬ ‫ذي‬ ‫ذا‬ ‫ذو‬

‫ﺑﻨﺎت‬ ‫طﺎﺋﺮات‬ ‫طﺎﺋﺮة‬ ‫ﺷﺎھﺪت‬ ‫ﺟﺎء‬ ‫اﻟﺘﻘﯿﺖ‬ ‫ﺷﺎھﺪت‬ ‫ﺟﺎء‬

‫ذوات‬ ‫ذات‬ ‫ذات‬ ‫ﺑﻨﺖ‬ ‫ﺍﻟﺘﻘﻴﺕ‬ ‫اﻟﺮﺟﺎل‬ ‫اﻟﺮﺟﺎل‬ ‫ﺑﺎﻟﺮﺟﻞ ِ‬ ‫اﻟﺮﺟ َﻞ‬ ‫اﻟﺮﺟﻞ‬
‫ﺷﻌﺮ اﺷﻘﺮ‬ ‫اﺟﻨﺤﺔ‬ ‫اﺟﻨﺤﺔ‬ ‫ذات‬ ‫ذوي‬ ‫ذي‬ ‫ذا‬ ‫ذو‬
‫ﺛﺎﺑﺘﺔ‬ ‫ﺷﻌﺮ‬ ‫ﺒﺎﻟﺭﺠﺎل‬ ‫اﻟﻤﺎل‬
‫ذوو‬
‫اﻟﻤﺎل ِ‬ ‫اﻟﻤﺎل‬ ‫اﻟﻤﺎ ِل‬
‫ﺛﺎﺑﺘﺔ‬
‫اﻟﻤﺎل‬
‫اﺷﻘﺮ‬ ‫ﺫﻭﻱ‬ ‫واﻟﺠﺎه‬ ‫واﻟﺠﺎه ِ‬ ‫واﻟﺠﺎه‬ ‫واﻟﺠﺎه ِ‬
‫واﻟﺠﺎه‬ ‫ﻓﻲ‬
‫ﺍﻟﻤﺎل‬ ‫اﻟﻤﻨﻄﻘﺔ‬
‫ﻭﺍﻟﺠﺎﻩ‬

‫واﻟﺪان ‪ ،‬اوﻟﯿﺎء )اﻻﻣﻮر(‬ ‫‪n.‬‬ ‫ذوو =‬

‫ﻗﺪم ذوو اﻟﻄﻔﻞ اﻋﺘﺬاراً ﻟﻤﺎ ﻓﻌﻠﮫ اﻣﺲ‬ ‫‪.1‬‬

‫اﻟﺘﻘﯿﺖ ﺑﺬوﯾﮫ ﻓﻲ اﻟﺤﻔﻠﺔ‬ ‫‪.2‬‬
‫رأﯾﺖ ذوﯾﮫ ﻓﻲ اﻟﺤﻔﻠﺔ‬ ‫‪.3‬‬

‫‪222‬‬
 ‫حد‬

‫اﺣﺘﺪ‬
‫‪infuriated‬‬ ‫حد‬
‫ﺣ ّﺪد ﻣﻦ‬ ‫ﻣﻦ‬
‫‪Put an end‬‬
‫‪Limit, define‬‬ ‫‪to‬‬
‫‪Delineate‬‬

‫‪Read these sentences and define the meaning of each one.‬‬

‫‪ .1‬ﻗﺎﻣﺖ اﻟﺤﻜﻮﻣﺔ اﻟﻤﺮﻛﺰﯾﺔ ﻓﻲ اﻟﻌﺮاق ﺑﺎﻟﺤﺪ ﻣﻦ ﻧﺸﺎطﺎت اﻟﺒﻌﺚ ﻓﻲ اﻟﻤﺤﺎﻓﻈﺎت ‪.‬‬

‫‪ .2‬ﻋﻠﻰ اﻟﺤﻜﻮﻣﺔ اﻟﻤﺮﻛﺰﯾﺔ ﺗﺤﺪﯾﺪ ﻣﻮﻗﻔﮭﺎ ﻣﻦ اﻻزﻣﺔ اﻟﺴﯿﺎﺳﯿﺔ ﻓﻲ اﻟﺒﻼد‪.‬‬
‫‪ .3‬ﻋﻠﯿﻨﺎ ان ﻧﺤﺪد اﻟﮭﺪف اﻟﺬي ﻧﻌﻤﻞ ﻣﻦ اﺟﻠﮫ ‪.‬‬
‫‪ .4‬ﻟﻘﺪ اﺣﺘﺪ اﻟﻨﻘﺎش اﻟﺪاﺋﺮ ﻓﻲ اﻟﺒﺮﻟﻤﺎن اﻟﻰ اﻟﺤﺪ اﻟﺬي ﺣﺪى ﺑﮭﻢ اﻻﻣﺮ اﻟﻰ اﺳﺘﺨﺪام اﻻﯾﺪي ﻓﻲ اﻟﻤﺆﺗﻤﺮ‪.‬‬
‫‪ .5‬ﻟﻘﺪ ﺗﺠﺎوز اﻧﺘﺎج اﻟﻨﻔﻂ اﻟﺤﺪ اﻻﻋﻠﻰ اﻟﻤﺘﻔﻖ ﻋﻠﯿﮫ دوﻟﯿﺎ ً ﻟﻼﻧﺘﺎج ﺳﻨﻮﯾﺎ ً‪.‬‬

‫‪223‬‬
 Map of ( qad ‫)ﻗﺪ‬

present + ‫ﻗﺪ‬
Likely, unlikely / possible, not possible

+ ‫ ﻛﺎن‬+ ‫ﻟﻘﺪ‬
present
past + ‫ﻟﻘـﺪ‬
Unlikely, not possible past + ‫ﻛﺎن ﻗﺪ‬ Emphatic ‫ﻟﻘﺪ ﻛﺎن ﯾﻌﻤﻞ‬
Likely to happen Laqad ‫ﻣﮭﻨﺪﺳﺎ ً ﻋﻨﺪﻣﺎ‬ ‫ﻟﻘﺪ ﺳﺎﻓﺮ‬
Qad + present present + ‫ ﺳـ‬+ ‫ﻛﺎن‬ past + ‫ﻟﻘﺪ‬ ‫اﻟﺘﻘﯿﺖ ﺑﮫ آﻧﺬاك ﻓﻲ‬
had already
.‫اﻟﻌﺎﺻﻤﺔ‬ Has/ have +
present + ‫ﻗﺪ‬ P.P.
present + ‫ ﻣﻦ اﻟﻤﻤﻜﻦ ان‬+ ‫ﻛﺎن‬ ‫ﻟﻘﺪ ﺳﺎﻋﺪﺗﮫ‬ p.p.
‫ﻣﻦ اﻟﻤﺤﺘﻤﻞ ان‬ ‫ﻛﺜﯿﺮاً ﻓﻲ‬ He was, indeed,
. ‫ﻗﺪ اراك ﻓﻲ اﻟﻤﻜﺘﺒﺔ ﻏﺪاً اذا ﺟﺌﺖ‬ ‫ﻋﻨﺪﻣﺎ وﺻﻠﺖ اﻟﻰ‬
‫اﻟﻤﺎﺿﻲ‬ working as an
‫ ﻛﺎﻧﺖ اﻣﻲ ﻗﺪ‬، ‫اﻟﺒﯿﺖ‬
‫ﻛﺎن ﺳﯿﺴﺎﻓﺮ اﻟﻰ ﻧﯿﻮﯾﻮرك ﻟﻮﻻ‬ ‫وﻟﻜﻦ ﻻ‬ engineer at that
I may see you in the . ‫ﺳﺎﻓﺮت‬
.‫اﺻﻄﺪام ﺳﯿﺎرﺗﮫ وﻧﻘﻠﮫ اﻟﻰ اﻟﻤﺴﺘﺸﻔﻰ‬ ‫اﺳﺘﻄﯿﻊ‬ time when I
library if you come . When I
‫ﻣﺴﺎﻋﺪﺗﮫ اﻵن‬ met him in the
(literal = came as a arrived, my
He might have traveled Capital.
classical rule). mother had
(gone) to new York (if it) already left In fact, I
hadn’t been for the car (traveled). I have
accident and been taken to helped him was working
did not see her.
hospital. a lot in the ……..
past, but had been
...... ‫ﻛﺎن ﻣﻦ اﻟﻤﻤﻜﻦ ان ﯾﺼﻞ‬ now I working….
He could have reached …. cannot
( help him) met
Compare:
I had helped him ‫ﻛﻨﺖ ﺳﺎﻋﺪﺗﮫ‬
I had already helped him ‫ ﺳﺎﻋﺪﺗﮫ‬+ ‫ ﻗﺪ‬+ ‫ﻛﻨﺖ‬
Conjugate kaana as its subject

224
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Matti’s Arabic Grammar Introduced as a Foreign Language 2000 Copyright Reserved

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5. Khoshaba, M. (2003) the modern assyrian language. Salinas, CA.

6. Khoshaba, M. (2006). Iraqi dialect versus standard Arabic. Salinas, CA.

7. Marcia, M. & freeman, D. (1983) the grammar book an esl/efl teacher’s course,
Heinle & Heinle Publishers. Massachusetts.

8. Ur, P. (1981) discussions that work. Cambridge University Press in Great Britain.

5. Scott, C. (1978) practical Arabic. Librairie Du Liban.

.‫( "ﻣﺒﺎدئ اﻟﻌﺮﺑﯿﺔ " دار اﻟﻤﺸﺮق ﺑﯿﺮوت‬1986) ‫ ﻟﻠﻤﻌﻠﻢ رﺷﯿﺪو اﻟﺸﺮﺗﻮﻧﻲ‬.6

225

Grammar Morphology in the Cross -Linguistic Class in Monterey International Institute in 2000
 Arabic Grammar Introduced as a Foreign Language
Matti Philips Khoshaba Al-Bazi
Arabic language is a very derivative language. The sequence of 3 letters may give a meaning
to the root but still you have no simple base verb as a free morpheme that stands by itself as a word
like other languages. So, any verb must have its pronoun built-in to make sense and create a verb
with full meaning.

The written morphology is agglutinative and hard to analyze. For example in English, you
have clear subject+ Verb + object sentence structure when you want to say “I liked it” but the
sentence structure is not so clear in Arabic when you say “ A’a jabani” ‫ = اﻋﺠﺒﻨﻲ‬appealed+ it-
masculine+ me and then “A’ajabatni” ‫ = اﻋﺠﺒﺘﻨﻲ‬appealed+ it-feminine+ me.
The allomorph of the present tense verb is highly affected by the fact that “vowels” within
the root complicates the structure. The present tense morph carries various “features” gender,
person, number, and time.

Moreover, the phon-o-morphological structure by adding other letters to the root changes
the verb to causative or ergative or colored passive.

By adding, for example (t) or (n), to the first core consonant will change the verb from
transitive to intransitive or ergative or passive that simple. The same happens when (t) is added after
the first core consonant of the root. At the same time the reading of the syllables reshape themselves
in a different way when these letters are added.

Deriving verbal nouns from verbs is not clear and it follows many rules. The same can be
said to adjectives and it is confusing if the mechanism of forming verbs is unclear.

It is essential for foreign language learners to master the mechanism of the various
allomorphs of verbs (past and present)and nouns( singular and plural in relation to gender). If
foreign language learners of Arabic fail to do so, it is, then, very hard to derive the verbal nouns,
adjectives, and adverbs as main parts of the speech.

To master the language for the advanced levels, students need to assimilate the Arabic
mechanism of the verbs and their measures first. This mastery over the verbs will make it so easy to
enrich and maintain the vocabulary of the advanced level as meaning, syntax, and sentence structure
of the authentic patterns. I believe that this book addresses your needs as a foreign language learner.

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