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0
 Dream SARF Day 37
Bayyinah Arabic Reader : Chapter 1 pg: 1-2 [t=38:01-52:00]

Dream SARF Day 39

Bayyinah Arabic Reader : Chapter 1 pg: 3-4 [t=50:05-1:08:25]

Dream SARF Day 40

Bayyinah Arabic Reader : Chapter 1 pg: 5-7 [t=1:01:22-1:06:00]

Dream SARF Day 41

Bayyinah Arabic Reader : Chapter 2 pg: 8-10 [t=32:00-54:22]

Dream SARF Day 42

Bayyinah Arabic Reader : Chapter 2 pg: 11-14 [t=41:55-1:05:40]
َ ‫ َٔا َل ۡي‬: Isn’t it (true)….?
‫س َك َزل ِۡك‬
Dream SARF Day 45
Bayyinah Arabic Reader : Chapter 3 pg: 15 [t=02:15-53:52]

Dream SARF Day 48

Bayyinah Arabic Reader : Chapter 3 pg: 16-17 [t=51:55-1:08:20]

Dream SARF Day 54

Bayyinah Arabic Reader :
Nahw & Sarf breakdown of 2 Ayah in Chapter 3 pg: 19 [t=04:37-18:36]
Chapter 4 pg: 20-21 [t=18:37-1:00:42]

Dream SARF Day 55

Homework: Every Monday, mastery on Bayyinah Arabic Reader will be tested (study up to
Chapter 4)

Dream SARF Day 56

‫( ياء النسبة‬The ‫ ي‬of Attribution)
Bayyinah Arabic Reader : Chapter 4 pg: 24 [t=21:00-46:55]

I am from New York vs. I am a New Yorker

Places (Noun)
(usually Partly Flex);
Ending vowel (Non
‫رك‬
‫ي ُۡو‬ ‫أنا ِمنۡ ُنيو‬
I am from New York
Flex)

Adjective ٌّ ‫أنا ُنيو ي ُۡورك‬

‫ِي‬ ‫أنا ُنيو ي ُۡور ِكي ٌَّة‬
(becomes Fully Flex) I am a New Yorker I am a New Yorker
(Male) (Female)

Dream Sarf Day 74

[t=22:19-57:53]
َ‫ ي ُِر ۡي ُد َأ َراد‬: to want
1
 Questions Answer
They don’t teach me. ‫ال ي َُعلِّم ُۡو َن‍ن ِۡي‬
I helped them. ۡ‫ص ۡر ُت‍هُم‬َ ‫َن‬
Mariam! Don’t turn around! ‫يا َم ۡر َي ُم ال َت ۡن َق َل ِب ۡي‬/ ‫ال َت ۡن َق َل ِب ۡي يا َم ۡر َي ُم‬
She will not struggle against you ‫َلنۡ تُجاهِدَ َك‬
ۡ
(All of you) Ask forgiveness of Allah َ ‫ا ِۡس َتغ َف ُر ۡوا‬
‫هّٰللا‬
Open the door, ya Ahmad! ‫يا َأ ۡح َم ُد ا ِۡف َتح ال َبا َب‬
Ahmad & Mariam, don’t surrender! ‫يا َأ ۡح َم ُد َو َم ۡر َي ُم ل‍‍ا ت ُۡسلِ َما‬
I want to learn Arabic َ ‫ُأ ِر ۡي ُد َأ ۡن َأ َت َع َّل َم‬
‫الع َر ِب َي ٌة‬
I want to say something to all of you ‫ُأ ِر ۡي ُد َأ ۡن َأقُ ۡو َل َل‍ ُكمۡ َش ۡي ًء َجدۡ‍ِي ًدا‬
I want to pray ‫صلِّ َى‬ َ ‫ُأ ِر ۡي ُد َأ ۡن ُأ‬
I want to do Hajj ‫َح َّخ َي ُح ُّخ‬ ‫ُأ ِر ۡي ُد َأ ۡن َأ ُح َّخ‬
I want to teach you something new ‫‍ك َش ۡي ًء َجد ِۡي‍ ًدا‬ َ ‫ُأ ِر ۡي ُد َأ ۡن ُأ َعلِّ َ‍م‬
I want to learn something new from you ‫ُأ ِر ۡي ُد َأ ۡن َأ َت َع َّل َم مۡ‍ِن َك َش ۡي ًء َجد ِۡي‍ ًدا‬
(All you) learn from me! ‫َت َع َّل ُم ۡوا م ِۡن‍ن ِۡي‬
‍ۡ ‫َأ‬
He accepted Islam yesterday
(‫ ِبَأۡلمسِ ۡي‬: yesterday) ‫س َل َم ِبَأۡلمسِ ۡي‬
‫ِبَأۡل مسِ ۡي‬
Ustadh taught us something new
yesterday ‫تاذ َش ۡي ًء َجدۡ‍ِي ًدا‬
ُ ‫اُأل ۡس‬ َ‫َع َّل َمن‬
Assignment : Refer Day 75 : Review Assignment [t=57:54-1:00:32]

Dream Sarf Day 75

Review Assignment
Questions Answer
1. Don’t ask each other ‫ال َت َتسا َءلُوا ال َت َتسا َءال‬
2. Both of you! Turn around! ‫ا ِۡن َقلِبا‬
3. The students asked for forgiveness ُّ ‫اِس َت ۡغ َف َر‬
yesterday after class ‫ص ِل‬ ۡ ‫س َب ۡعدَ ال َف‬ ۡ
ِ ‫باَألم‬ ُ‫الطاّل ب‬
4. We struggled against the devil ‫الشيطان‬
َ ‫جا َه ۡدنا‬
5. They want to come close to Allah
Action needs To - HOJ ila/li ِ ‫ي ُِر ۡي ُد ۡو َن َأ ۡن َي ۡق َت ِرب ُۡوا ِإلى هّٰللا‬
ِ ‫ ي ُِر ۡي ُد ۡو َن َق ِر ۡيبًا ِإلى هّٰللا‬X
This is WRONG
>> Ism Sifah, close (missing harf)

Basic Concept of using either Tanween or AL

A noun with “a” >> Tanween
2
A nound with “the” >> AL
A noun with neither “a” nor “the” >> AL

Questions
Jenan came to Ustadh Nouman and said, I want to learn Arabic from you.
Ustadh said, pray 2 rak’ahs, slaughter a cow, then return to me.
َ ‫ستاذ ُن ۡع َمانُ وقا َل ُأ ِر ۡي ُد اَ ۡن َأ َت َعلَّ َم ۡال َع َر ِب َّي َة م ِۡن‬
‫ك‬ َ ‫جا َء جنانُ اُأل‬
ََّ‫وان َح ۡر َب َق َر ًة ُث َّم ۡار ِج ۡع ِإلي‬ ۡ ‫ص ِّل َر ۡك َع َت ۡي َن‬ ُ ‫قا َل اُأل‬
َ ‫ستاذ‬
1. We learned something new
‫َت َع َل ۡم َنا َش ۡيًئ َجدِي ًدا ال َي ۡو َم‬
today.
2. Ustadh taught us. ‫تاذ‬ُ ‫َعلَّ َمنا اُأل ۡس‬
3. Ahmad asked 2 questions ‫َسَأ َل َأ ۡح َم ُد ُسَؤ ا َل ۡي ِن‬
َ ‫)س َك‬
4. Shifza was quiet (‫ت‬ َ ‫زى‬ ٰ ‫َس َك َت ۡت شِ ۡف‬
5. Mariam wanted to hit Ahmad
‫ب َأ ۡح َمدَ و َلك ِۡن َن ٰهىها اُأل ۡذ َت ُاذ‬ َ ‫ض ِر‬ ۡ ‫َأ َرادَ ۡت َم ۡر َي ُم َأ ۡن َت‬
but ustadh forbade her.
6. Jawaad wanted to help the
remainder of the students ِ ‫الطاّل‬
‫ب‬ ُ ‫َأ َرادَ اُأل ۡس‬
ُّ ‫تاذ َجوَّ ٌد َأ ۡن يُساعِ دَ باق َِي‬
(remainder : ‫)باقي‬

Dream Reader Day 1

Sentence Formation
15 October 2021‎

Practice orally conjugating all pronouns using the following words

He is a teacher* ‫ه َُو م َُع‍لِّ ٌم‬

Certainly he is a teacher* ‫ِإ َّن‍ ُه م َُع‍لِّ ٌم‬

However he is a teacher* ‫َل ِك َّن‍ ُه م َُعل‍ِّ ٌم‬

He is not a teacher* ‫س م َُع‍لِّمًا‬

َ ‫َل ۡي‬

He was a teacher* ‫كان م َُع‍لِّمًا‬

َ

*Change the Ism accordingly.

Dream Reader Day 2 & 5

Sentence Formation Practice

Orally conjugate using the correct Ismul Isyarah & question word.
Who is this?
What are these?

*Sidenote
● When you don’t know the gender of the pointed object
● >> use Masculine version.
● Non-Human Plural, NHP
● >> use singular Feminine (1F)

3
Ism Faa’il of Mujarrad
>> When used as a K, Khabar, it can mean -ing (K)
Example:
‫ فا ِت ٌح‬: Opener (Ism Faa’il) or Opening (K)
>> When used as a K, Khabar, it can mean Opening.

ٌ‫ َجالِس‬: Sitter or Sitting (K)

ٌ‫ ه َُو َجالِس‬: He is sitting
M K

Assignment : Surah Al-Kafirun for coming Monday

4
 Sentence Formation

R2 [t=25:30-48:30]
R5 [t=0:32-05:45, 08:10-14:05, 15:58-51:15]

Huwa Pronoun Antum Pronoun Outside Ism/Faa’il

Jumlah Ismiyyah
All of you are
He is listening ‫ه َُو سا ِم ٌع‬ listening ‫َأ ۡن ُتمۡ سا ِمع ُۡو َن‬ Ustadh is listening ‫تاذ سا ِم ٌع‬ ُ ‫اُأل ۡس‬

‫س سا ِمعًا‬ َ ‫َل ۡي‬ ‫َل ۡس ُتمۡ سا ِمع ِۡي َن‬ ‫تاذ سا ِمعًا‬ ُ ‫س اُأل ۡس‬ َ ‫َل ۡي‬
He is not listening ‫َل ۡيس ِبسامِع‬ All of you are ‫َل ۡس ُتمۡ ِ‍ب‍سا ِمع ِۡي َن‬ Ustadh is not ‫تاذ ِ‍ب‍سامِع‬ ُ ‫س اُأل ۡس‬ َ ‫َل ۡي‬
not listening
(4) ‫ما ه َُو سا ِمعًا‬ ‫ما َأ ۡن ُتمۡ سا ِمعًا‬ listening. (4) ‫تاذ سا ِمعًا‬ ُ ‫ما اُأل ۡس‬
(4)
‫ما ه َُو ِبسامِع‬ ‫ما َأ ۡن ُتمۡ ِبسامِع‬ ُ ‫بسامِع ما اُأل ۡس‬
‫تاذ‬ ِ
For sure, he is For sure, you
listening ‫ِإ َّن ُه سا ِم ٌع‬ are listening ‫ِإ َّن ُكمۡ سا ِمع ُۡو َن‬ Ustadh ‫تاذ سا ِم ٌع‬ ُ ‫نَّ اُأل ۡس‬
‫ِإ‬
You were Ustadh was
He was listening ‫كان سا ِمعًا‬
َ listening ‫ُك ۡن ُتمۡ سا ِمع ِۡي َن‬ listening ‫تاذ سا ِمعًا‬
ُ ‫كان اُأل ۡس‬
َ
He was not
listening
‫َلمۡ َي ُك ۡن سا ِمعًا‬ You were not
‫َلمۡ َت ُك ُن ۡوا سا ِمع ِۡي َن‬ Ustadh was not
‫تاذ سا ِمعًا‬ ِ ُ ‫َلمۡ َي‬
ُ ‫كن اُأل ۡس‬

(2-Normal
Refutation)
&
‫كان سا ِ‍معًا‬
َ ‫ما‬ listening
‫ما ُك ۡن ُتمۡ سا ِمع ِۡي َن‬ listening
‫تاذ سا ِمعًا‬ َ ‫ما‬
ُ ‫كان اُأل ۡس‬

He will not be ‫ال َي ُك ۡونُ سا ِ‍معًا‬ ِ‍ ‫ال َت ُك ُن ۡو َن‬

‫سامع ِۡي َن‬ ُ ‫ك ۡونُ اُأل ۡس‬
‫تاذ سا ِ‍معًا‬ ُ ‫ال َي‬
You will not be Ustadh will not be
listening ‫** َل ۡن َي ُك ۡو َن سا ِ‍معًا‬ listening ‫** َل ۡن َت ُك ُن ۡوا سا ِم‍ع ِۡي َن‬ listening ‫تاذ سا ِ‍معًا‬
ُ ‫ن اُأل ۡس‬ َ ‫** َل ۡن َي ُك ۡو‬
(stronger)**
‫ما َي ُك ۡونُ سا ِ‍معًا‬ ‫ما َت ُك ُن ۡو َن سا ِ‍مع ِۡي َن‬ ُ ‫ك ۡونُ اُأل ۡس‬
‫تاذ سا ِم‍عًا‬ ُ ‫ما َي‬
Jumlah Fi’liyyah
He listened
R5 [t=25:57-31:14] ‫سام َِع‬ You listened ۡ‫سام ِۡع ُتم‬ Ustadh listened ُ ‫ِع اُأل ۡس‬
‫تاذ‬ َ ‫سام‬
He listens
R5 [t=31:15-34:10] ‫َي ۡس َم ُع‬ You listen ‫َت ۡس َمع ُۡو َن‬ Ustadh listens ‫تاذ‬ ُ ‫َي ۡس َم‬
ُ ‫ع اُأل ۡس‬

He doesn’t listen ‫ال َي ۡس َم ُع‬ ‫ال َت ۡس َمع ُۡو َن‬ ُ ‫اُأل ۡس‬
‫تاذ‬ ‫ال َي ۡس َم ُع‬
(no difference in MSA &
You don’t Ustadh doesn’t
Normal Negation &
Refutation in CA) ‫ما َي ۡس َم ُع‬ listen ‫ما َت ۡس َمع ُۡو َن‬ listen ُ ‫اُأل ۡس‬
‫تاذ‬ ‫ما َي ۡس َم ُع‬
R5 [t=34:12-35:17]

5
 Huwa Pronoun Antum Pronoun Outside Ism/Faa’il
He didn’t listen ‫َلمۡ َي ۡس َم ۡع‬ ‫َلمۡ َت ۡس َمع ُۡوا‬ ُ ‫َي ۡس َمع اُأل ۡس‬
‫تاذ‬ ۡ‫َلم‬
(2- Normal & You didn’t Ustadh didn’t
Stronger) ‫ما سام َِع‬ listen ۡ‫ما سام ِۡع ُتم‬ listen ُ ‫ِع اُأل ۡس‬
‫تاذ‬ َ ‫سام‬ ‫ما‬
R5 [t=35:18-37:45]
He will not listen You will not Ustadh will not
R5 [t=37:47-43:30] ‫َل ۡن َي ۡس َم َع‬ listen ‫َل ۡن َت ۡس َمع ُۡوا‬ listen
ُ ‫َل ۡن َي ۡس َم َع اُأل ۡس‬
‫تاذ‬
Jumlah Ismiyyah

He used to listen You used to Ustadh used to

ُ ‫ع اُأل ۡس‬
‫تاذ‬ ُ ‫َي ۡس َم‬ ‫كان‬
َ
R5 [t=44:25-46:03] ‫كان َي ۡس َم ُع‬
َ listen ‫ُك ۡن ُتمۡ َت ۡس َمع ُۡو َن‬ listen
or
‫اُأل ۡستاذ َي ۡس َم ُع‬
ُ ‫كان‬
He would never be You would Ustadh would
one to listen ‫كان َلهُ َأ ۡن َي ۡس َم َع‬
َ ‫ما‬ never be one ‫َأ ۡن َت ۡس َمع ُۡوا‬ َ ‫كان‬
ۡ‫ل ُكم‬ َ ‫ما‬ never be one to ‫كان ‍لُِأۡل ۡستا ِذ َأ ۡن َي ۡس َم َع‬
َ ‫ما‬
R5 [t=46:04-51:15] to listen listen
*Remember‫ ما‬Nafia’ in JI, makes the K in Nasb form. Example: Surah Mujadila [58:2]
**Classical Arabic, CA - ‫ ال‬+ Mudare’ was frequently used for the future. While ‫ َل ۡن‬: never is used for stronger negation of future. Reading of this
sentence in Quran applies tajweed while in modern spoken Arabic, tajweed doesn’t apply.

R2 : Assignment : Surah Al-Kafirun for coming Monday

R5 : Assignment : make a Sentence Formation as above for the word TEACHING (He, Mariam & I)

6
 Dream Reader Day 3 & 4
Review Assignment : Surah Al-Kafirun (109) Breakdown Pt.1 & 2
Refer Dream Sarf notes for Surah Analysis.

Dream Reader Day 6

Sentence Formation Practice Pt. 2

MSA vs. CA [t=0:24-08:45]

Ism Faa’il of 6 Small Families (Rhymes with ‫)اسم فاعِ ٌل‬

ٌ‫حاسِ ب‬ ٌ‫ضارب‬
ِ ‫سا ِم ٌع‬ ‫فا ِت‍ ٌح‬ ‫ناصِ ٌر‬
-ER/-ING (Khabar) in MSA & CA

Ism Faa’il of 8 Big Families ِ‫ُمـ‬

ٌ‫م ُۡن َقلِب‬ ‫م ُۡس َت ۡغ ِف ٌر‬ ٌ‫م ُۡق َت ِرب‬ ‫ُم َتسا ِء ٌل‬ ‫ُم َت َعلِّ ٌم‬ ‫م َُعلِّ ٌم‬ ‫مُجا ِه ٌد‬ ۡ ‫ُ‍م‬
‫‍س‍‍لِ ٌم‬
-ER in MSA & CA
-ING in CA only.
>> Therefore the Assignment makes sense for CA only.
Example:
‫ ه َُو م َُعلِّ ٌم‬: He is a teacher (MSA); He is a teacher/teaching (CA)
‫ ي َُعلِّ ُم‬: He teaches / is teaching (MSA); (usually use Fi’l)
MSA: Modern Standard Arabic
CA : Classical Arabic

7
 ‫‪Sentence Formation‬‬

‫‪R6 Huwa [t=08:47-25:58]; Mariam [t=25:58-45:40]; Ana‬‬

‫‪CA‬‬
‫‪Sentence‬‬ ‫‪MSA‬‬
‫‪Outside Ism/Faa’il‬‬
‫)‪(Huwa‬‬ ‫)‪(Huwa | Mariam‬‬ ‫‪Huwa‬‬ ‫‪Ana‬‬
‫)‪(Mariam‬‬
‫]‪Jumlah Ismiyyah R6 Huwa [t=08:47-21:00‬‬
‫‪He is teaching‬‬ ‫ي َُعلِّ ُم‬ ‫ه َُو م َُع‍لِّ ٌم‬ ‫َم ۡرَ‍ي ُم م َُعلِّ َ‍م ٌ‬
‫‍ة‬
‫س م َُعل‍ِّمًا‬ ‫َل ۡي َ‬ ‫َل ۡي َس ۡت َم ۡرَ‍ي ُم م َُع‍لِّ َم ًة‬
‫س ِب‍م َُع‍لِّ‍م‬ ‫َل ۡي َ‬ ‫َل ۡي َس ۡت َم ۡرَ‍ي ُم ِب‍م َُعلِّ َم‍ ٍة‬
‫)‪He is not teaching (4‬‬ ‫ال ي َُعلِّ ُم‬
‫ما ه َُو م َُعل‍ِّمًا‬ ‫ما َم ۡر َي‍ ُم م َُع‍لِّ َم ًة‬
‫ما ه َُو ِ‍بم َُع‍لِّ‍م‬ ‫ما َم ۡر َي‍ ُم ِب‍م َُعلِّ َم‍ ٍة‬
‫‪For sure, he is teaching‬‬ ‫ِإ َّن ُه ي َُعلِّ ُم‬ ‫ِإ َّن ُه م َُع‍لِّ ٌم‬ ‫‍ة‬‫ِإنَّ َم ۡرَ‍ي َم م َُعلِّ َ‍م ٌ‬
‫‪He was teaching‬‬ ‫كان ي َُعلِّ ُم‬‫َ‬ ‫كان م َُعل‍ِّمًا‬ ‫َ‬ ‫كا َن ۡت َم ۡرَ‍ي ُم م َُعل‍ِّ َم ًة‬
‫‪He was not teaching‬‬ ‫َلمۡ ي َُعلِّمۡ‬ ‫َلمۡ َي ُك ۡن م َُعل‍ِّمًا‬ ‫َلمۡ َت ُك ۡن َم ۡر َي‍ ُم م َُعل‍ِّ َم ًة‬
‫)‪(2-Normal & Refutation‬‬
‫ما َعلَّ َم‬ ‫كان م َُعل‍ِّمًا‬ ‫ما َ‬ ‫كان م َُعل‍ِّمًا‬ ‫ما َ‬
‫اَل َي ُك ۡونُ م َُعل‍ِّمًا‬ ‫اَل َت ُك ۡونُ َم ۡرَ‍ي ُم م َُعل‍ِّ َم ًة‬
‫‪He will not be teaching‬‬
‫*)‪(stronger‬‬ ‫َل ۡن ي َُعلِّ َم‬ ‫* َل ۡن َي ُك ۡو َن م َُعل‍ِّمًا‬ ‫* َل ۡن َت ُك ۡو َن َم ۡر َي‍ ُم م َُع‍لِّ َم ًة‬
‫ما َي ُك ۡونُ م َُعل‍ِّمًا‬ ‫ما َت ُك ۡونُ َم ۡر َي‍ ُم م َُع‍لِّ َم ًة‬
‫]‪Jumlah Fi’liyyah R6 Huwa [t=21:00-25:58‬‬
‫| َعلَّ َم‬
‫‪He taught‬‬ ‫َعلَّ َم‬ ‫‪َ #‬علَّ َم ۡت َم ۡر َي‍ ُم‬
‫^ َعلَّ َم ۡت َم ۡر َي‍ ُم = َم ۡر َي‍ ُم َعلَّ َم ۡت‬
‫| ي َُعلِّ ُم‬
‫‪He teaches‬‬ ‫ي َُعلِّ ُم‬ ‫ي َُعلِّ ُم َم ۡر َي‍ ُم‬
‫^ ُت َعلِّ ُم َم ۡر َي‍ ُم = َم ۡر َي‍ ُم ُت َعلِّ ُم‬
‫‪He doesn’t teach‬‬
‫)*‪(2-Normal & Refutation‬‬ ‫اَل ي َُعلِّ ُم‬ ‫ي َُعلِّ ُم‬ ‫اَل‬ ‫ُت َعلِّ ُم َم ۡرَ‍ي ُم‬ ‫اَل‬

‫‪8‬‬
 CA
Sentence MSA
Outside Ism/Faa’il
(Huwa) (Huwa | Mariam) Huwa Ana
(Mariam)
‫*ما ي َُعلِّ ُم‬ ‫*ما ُت َعلِّ ُم َم ۡر َي‍ ُم‬
He didn’t teach ۡ‫َلمۡ ي َُعلِّم‬ ۡ‫َلمۡ ي َُعلِّم‬ ‫َلمۡ ُت َعلِّمۡ َم ۡرَ‍ي ُم‬
(2- Normal & Stronger*) ‫ما َعلَّ َم‬ ‫*ما َعلَّ َم‬ ‫*ما َعلَّ َم ۡت َم ۡر َي‍ ُم‬
He will not teach ‫َل ۡن ي َُعلِّ َم‬ ‫َل ۡن ي َُعلِّ َم‬ ‫َل ۡن ُت َعلِّ ُم َم ۡرَ‍ي ُم‬
Jumlah Ismiyyah [t=45:52-51:30]
He used to teach ‫كان ي َُعلِّ ُم‬
َ ‫كان ي َُعلِّ ُم‬
َ ‫كا َن ۡت َم ۡرَ‍ي ُم ُت َعلِّ ُم‬
He would never be one to
teach / It isnt appropriate ‫كان َلهُ َأ ۡن ي َُعلِّ َم‬
َ ‫ما‬ ‫كان َلهُ َأ ۡن ي َُعلِّ َم‬
َ ‫ما‬ ‫كان ‍‍لِ َم ۡر َي‍ َم َأ ۡن ُت َعلِّ َم‬
َ ‫ما‬
for him to teach M MBK

He would never be one to

- ‫كان ‍ل‍ِي َُعلِّ َم‬
َ ‫ما‬
teach (Exclusive) MBK M

Remember
1. ‫ ه َُو م َُع‍لِّ ٌم‬: He is.. ‫ ه َُو ما‬/ ‫س‬َ ‫ َل ۡي‬: He is not.. 4. ^MSA >> ‫ َعلَّ َم ۡت َم ۡرَ‍ي ُم = َم ۡر َي‍ ُم َعلَّ َم ۡت‬: Mariam taught;
‫كان م َُعل‍ِّمًا‬ َ : He was.. ‫كان‬ َ ‫ ما‬/ ۡ‫ َي ُك ۡن َلم‬: He was not.. ‫ ُت َعلِّ ُم َم ۡر َي‍ ُم = َم ۡرَ‍ي ُم ُت َعلِّ ُم‬: Mariam teaches;
2. *Stronger Nagation ONLY applies for CA (versatile) 5. #CA >> ‫ َم ۡرَ‍ي ُم َعلَّ َم ۡت‬: It was in fact Mariam, she taught!
3. ‫كان‬
َ + Mudare’ : He used to..

Student’s Question [t=45:52-51:30]

In MSA, ‫ ما‬Nafia is also used in JI for Negation

ٌ‫ ه َُو َجالِس‬: He is sitting

ٍ ‫ِس | ما ه َُو جالسًا | ما ه َُو ِبجال‬
‫ِس‬ َ ‫س جالسًا | َل ۡي‬
ٍ ‫س ِبجال‬ َ ‫َل ۡي‬

In CA has different meaning while in MSA it gives the same meaning.

Assignment : Surah An-Nasr [110:1-3]

9
 Dream Reader Day 7
Bayyinah Arabic Reader: Chapter 2

Student’s Question [t=01:50-11:53]

Surah Maryam [19:9]
"‫ك َش ۡٗ‍ٔيا‬ َ ‫ِّن َو َق ۡد َخ َل ۡق ُت‬ٞ ‫ع َليّ َ َ‍هي‬
ُ ‫ك مِن َق ۡب ُل َو َلمۡ َت‬ َ ٰ ‫َقا َل " َ‍ك‬
َ ‫‍ذل َِك َقا َل َرب‬
َ ‫ُّك ه َُو‬
K MBK M
«[An angel] said, "Thus [it will be]; your Lord says, 'It is easy for Me, for I created you before,
while you were nothing.' "»

He said like that (that’s how it’s gonna be) “Your Master said its easy task (not a burden)
especially for me while already I created you from much before while you werent even
anything”

MBK Muqaddam >> especially for me

َ ‫ه َُو َي ُك ۡونُ ; َأ ۡن‬
ُ‫ت َت ُك ۡون‬
There are 2 versions of Lightest Yakoonu (‫ ن‬is removed only for ُ‫كان َي ُك ۡون‬
َ )
ُ َ
‫ لمۡ َتك ۡن‬: you were not
ُ ‫ َلمۡ َت‬: you were not even (Stronger Negation)
‫ك‬
Zulkarnian (as) thought it was impossible for him to have a baby but Allah reminded him on
how He created him from nothing.

Bayyinah Arabic Reader

Chapter 1 Drill 7 pg: 7 [t=11:55-40:46]

Chapter 2 pg: 8 [t=40:47-51:05]

Assignment : Review Drill 4 & 5 & translate Drill 6 (pg.13-14)

Dream Reader Day 8

Surah An-Nasr (110) Breakdown
Refer Dream Sarf notes for Surah Analysis.

Dream Reader Day 9

Bayyinah Arabic Reader : Chapter 3

Chapter 3 pg: 15 [t=0:30-29:36]

Chapter 3 Drill 2 pg: 18 [t=29:53-39:30]

Assignment : Ustadh Jawaad will prepare translation drills.

Chapter 3 Drill 3 pg: 18 [t=42:10-48:35]

Dream Reader Day 10

Bayyinah Arabic Reader : Chapter 4
Chapter 4 pg: 20 [t=01:00-58:50]

10
 Dream Reader Day 11
Bayyinah Arabic Reader : Chapter 4 ‫ ياء النسبة‬Practice
Chapter 4 Drill 3 :Transformation Drills pg: 24 [t=03:00-28:15]

Chapter 4 Drill 4 : Conversation pg: 25 [t=28:16-33:59]

Chapter 4 Drill 5 : Quran pg: 25 [t=34:00-46:05]

Different usage of M+MI:

1. Meaning of between Mudaf and Mudaf Ilaih
2. Sounds like Moswoof Sifah in meaning
3. When Mudaf acts like a Fi’l, MI can act like a M.Bihi.

Surah Al-Anbiya [21:35]

ۖ
٣٥ ‫ُون‬ ِ ۗ ‫س َذٓاِئ َق ُة ۡٱل َم ۡو‬
َ ‫ت َو َن ۡبلُو ُكم ِبٱل َّشرِّ َو ۡٱل َخ ۡي ِر ف ِۡت َن ٗة َوِإ َل ۡي َنا ُت ۡر َجع‬ ٖ ‫ُك ُّل َن ۡف‬
K M
Every soul (person) will taste death / Every soul (person) is a taster of death

Death here is in the Past because:

1. Death is already determined (guaranteed future bcoz it’s a done deal)
2. We taste death every night.
3. In the presence of Allah we have already experienced death once before where Allah took a
promise from us and He brought us back to life.

>> Taster is part of who we are (component of our identity) just like tasting of death is made a
part of our being.
When Mudaf acts like Fi’l, MI then acts like a M.Bihi in meaning. Example:

He tasted death
F M.Bihi

He killed an animal He is the killer of an animal

F M.Bihi M=act like Fi’l MI=M.Bihi

Balagha reasoning to use M+MI instead of Fi’l. Similiarly in:

Surah Al-Baqarah [2:46]
َ ‫ون َأ َّنهُم ُّم ٰ َلقُو ْا َرب ِِّهمۡ َوَأ َّنهُمۡ ِإ َل ۡي ِه ٰ َر ِجع‬
٤٦ ‫ُون‬ ُ ‫ِين َي‬
َ ‫ظ ُّن‬ َ ‫ٱلَّذ‬
Those who believe that they shall meet their Master…
‫قى ُياَل ق ِۡي لِقا ًء و ُماَل قا ًة ُّماَل ٍق‬
ٰ ‫ اَل‬: To meet (Jaahada)
ۡ‫ ُّم ٰ َلقُو ْا َرب ِِّهم‬: they shall meet their Master (translated like a verb, even though it’s a M+MI)
Ism Faa’il is used in both:
I am killing a goat (Future) vs. I am the killer of a goat (Past-using M+MI)
-ing is used for when you are about to do an act

Dream Reader Day 12

Q & A Review with UJ
Bayyinah Arabic Reader Chapter 4
Ya’ An-Nisbah, ‫ ياء النسبة‬, the ‫ ي‬of attribution [t=04:15-14:11]
Chapter 4 Drill 3 :Transformation Drills pg: 24
‫ َوَأصلُ ُه َباكِس َتانِيٌّ أيضا‬: and his origin is Pakistani
>> Attributing st./someone to st. else using ٌّ‫ & ي‬becomes Fully Flex.
Country that ends with a vowel:
11
Example :

ٌّ‫أمريكِي‬ >> ‫أمريكا‬

(Partly Flex.) America American (Fully Flex.)

>> last vowel will be removed, & replaced by ٌّ‫ي‬, the letter before Ya An-Nisbah gets a kasrah,‫ِـ‬
Country with 2 ending vowels
Example :
‫َمال ِۡي ِزي ٌَّة‬ >> ِ ۡ‫َمالِي‬
ٌّ‫‍زي‬ >> ‫َمال ِۡي ِزيا‬
Malaysia Malaysian (M) Malaysian (F)
>> rid of extra ‫ ي‬in the Masculine form.
[t=14:41-22:27]
‫هو َقدِي ٌم ِج ًّدا‬ : He is very old
M.Bihi K M
● ‫ج ًّدا‬is Nasb coz it’s a Haal though it’s a JI (state of his age-very old).
● This is not a Sifah coz ‫ قديم‬itself is a Sifah.

Examples of Ya An-Nisbah other than Nationality:

ّ‫شا ِفعِي‬
‫ عِ ل ِميَّة‬: scholarship

Maf’ool Mutlak uses the same root letter usually.

[t=22:38-27:00]
Normal way to Negate a JI is by using ‫ل‍‍ا‬.‫ َل ۡيسا & ما‬is usually used when followed by ‫ َل ۡيسا‬or ‫ ما‬to add
to the negation.
‫ >> هُما مِنۡ س ُۡو ِريا‬Positive statement
‫ >> ال هُما م ِۡن س ُۡو ِريا‬X Not a normal Negation (not used)
‫َل ۡيسا مِنۡ س ُۡو ِريا‬
‫ما هُما م ِۡن س ُۡو ِريا‬
Why is ‫ َخ ۡيرً ا‬always Nasb? When is it Jarr, ‫ َخ ۡي ٍر‬or Raf’, ‫?خ ۡي ٌر‬
َ [t=27:09-29:50]
‫اك ُ َخ ۡيرً ا‬‫هّٰللا‬
َ ‫ َج َز‬: May Allah reward/compensate you with goodness
‫ >> ____ ج َزاك هّٰللا‬should not be left open ended for a prayer coz it can mean in a negative way:
ُ َ َ
‫اك هّٰللا ُ س ُۡوًؤ ا‬ َ ‫ َج َز‬: May Allah compensate you with punishment

● Jarr : ‫اك هّٰللا ُ ُك َّل َخ ۡي ٍر‬

َ ‫َج َز‬
>>‫ ُك َّل َخ ۡي ٍر‬M+MI, Maf’ool Bihi, Fii Mahalli Nasb
● Raf’ : ‫ه َُو َخ ۡي ٌر‬

Does Pointer + Idafah = Fragment? [t=32:48-34:25]

>> Yes, but if you want to point at the Mudaf, the pointer has to come after the entire
Idafah.

ُ‫ َه َذا ۡال ِك َتاب‬: This book

‫ِتاب ۡي‬
ِ ‫ ك‬: My book
ۡ‫ِتابي‬ِ ‫ َه َذا ك‬: This is my book
َ‫ِتاب ۡي َهذا‬
ِ ‫ ك‬: This book of mine

Laa Nafia’ Al-Jins (Laam of Categorical Negation) [t=34:40-39:03]

12
Remember : 1 of the reasons for an Ism to be Light & Mansoob is Laa Nafia’ Al-Jins.
Why ‫‍ر‬َ ‫ش ۡ‍ك‬
ُ is Nasb in ‫ب‬ َ ‫ش ۡ‍ك‬
ٍ ‫‍ر َع َلى َوا ِج‬ ُ ‫?ال‬
>> Negating the entire category (not just 1specific negation)
>> it would make it Light & Mansoob.

ٍ ‫‍ر َع َلى َوا ِج‬

‫ب‬ َ ‫ش ۡ‍ك‬
ُ ‫ ال‬: (its my duty to help you so,) no thanks is necessary
‫ ال إ َله إاَّل هّٰللا‬: There is no God at all except for Allah
َ

Translation & Nahw Analysis

Chapter 2 Drill 6 pg: 14 - Quran Examples [t=39:09-1:06:46]

1. Surah At-Tariq [86:10]

١٠‫َ‍ف َما َلهُۥ مِن قُوَّ ةٖ َواَل َناصِ ٖر‬
«Then man will have no power or any helper(10)»
He doesn’t have anything in the way of strength nor helpers /
He doesn’t have any strength nor helpers at all
● Negating with Maa then adding the negation Laa to it
● ‫ َناصِ ٖر‬is Jarr coz its ‘Atf to ٖ‫قُوَّ ة‬
● ‫ مِن‬+ ‫ >> َما‬adds emphasis to the Negation template
● Mubtada,M may have been mentioned earlier in the previous Ayah.

2. Surah Al-Baqarah [2:2]

َ ۛ ‫ٰ َذل َِك ۡٱل ِك ٰ َ‍ت‍بُ اَل َرۡ‍ي‬
َ ‫‍ب ِ‍ف‍ي ۛ ِه ه ُٗدى لِّ ۡل ُم َّتق‬
٢‫ِين‬
K MBK M
«This is the Book about which there is no doubt, a guidance for those conscious of Allah(2)»
That book in which there is no doubt – is guidance for those who have taqwa (God
concious)
َ ۛ ‫ َرۡ‍ي‬is Nasb.
● Laa Nafia’ Al-Jins, hence ‫‍ب‬

3. Surah Al-Qalam [68:1]

١‫ُون‬
َ ‫طر‬ُ ‫ۚ ٓن َو ۡٱل َقَ‍ل‍م َو َما َي ۡس‬
ِ
«Nun. By the pen and what they inscribe(1)»
Swear by the pen (swear) and what they write
● 2 ways to look at it:
● ‫ُون‬
َ ‫طر‬ُ ‫ َو َما َي ۡس‬is Ma’toof on ‫َو ۡٱل َقَ‍ل‍م‬
ِ
● ‫ُون‬
َ ‫طر‬ُ ‫ ۡٱل َقَ‍ل‍م َو َما َي ۡس‬is the Majroor of HOJ, ‫َو‬
ِ
4. Surah Al-Baqarah [2:255] Ayatul Qursi
‫ض َمن َذا ٱلَّذِي َي ۡش َف ُع عِ ندَ هُۥٓ ِإاَّل بِِإ ۡذ ِن ِهۦۚ َي ۡع َل ُم َما َب ۡي َن‬ ۗ ِ ‫ت َو َما فِي ٱَأۡل ۡر‬ ِ ‫ۚم لَّهُۥ َما فِي ٱل َّس ٰ َم ٰ َو‬ٞ ‫ة َواَل َن ۡو‬ٞ ‫ٱهَّلل ُ ٓاَل ِإ ٰ َل َه ِإاَّل ه َُو ۡٱل َحيُّ ۡٱل َقيُّو ۚ ُم اَل َت ۡأ ُخ ُذهُۥ سِ َن‬
٢٥٥‫ظ ُه َم ۚا َوه َُو ۡٱل َعلِيُّ ۡٱل َعظِ ي ُم‬ ُ ‫ض َواَل َ‍ئُو ُدهُۥ ح ِۡف‬
َ ۖ ‫ت َوٱَأۡل ۡر‬ ‍ ‫ون ِب َش ۡي ٖء م ِّۡن عِ ۡل ِم ِهۦٓ ِإاَّل ِب َما َشٓا ۚ َء َوسِ َع ُك ۡر‬
ِ ‫سِ‍ ُّي‍ ُه ٱل َّس ٰ َ‍م ٰ َ‍و‬ َ ‫ِيط‬ ُ ‫ِيهمۡ َو َما َخ ۡل َفه ُۡۖم َواَل ُيح‬ ِ ‫َأ ۡيد‬
«Allah - there is no deity except Him, the Ever-Living, the Sustainer of [all] existence. Neither drowsiness
overtakes Him nor sleep. To Him belongs whatever is in the heavens and whatever is on the earth. Who is it that
can intercede with Him except by His permission? He knows what is [presently] before them and what will be
after them, and they encompass not a thing of His knowledge except for what He wills. His Kursi extends over
the heavens and the earth, and their preservation tires Him not. And He is the Most High, the Most Great(255)»
His Qursi encompases the Heavens and the Earth
13
 ● ‫سِ‍ ُّي‍ ُه‬ ‍ ‫ ُك ۡر‬M+MI, Faa’il, Fii Mahalli Jarr.
● ‫ض‬ َ ‫ت َوٱَأۡل ۡر‬
ۖ ِ ‫ٱل َّس ٰ َ‍م ٰ َ‍و‬, M.Bihi, Mansoob.
5. ​Surah Yusuf [12:67]
‫ش ۡي ۖ ٍء ِإ ِن ۡٱل ُح ۡك ُم ِإاَّل هَّلِل ِۖ َع َل ۡي ِه َت َو َّك ۡل ۖتُ َو َع َل ۡي ِه‬
َ ‫َو َقال َ ٰ َي َبن َِّي اَل َت ۡد ُخلُو ْا م ِۢن َبابٖ ٰ َوحِدٖ َو ۡٱد ُخلُو ْا م ِۡن َأ ۡب ٰ َوبٖ ُّم َت َف ِّر َق ۖةٖ َو َمٓا ُأ ۡغنِي َعن ُكم ِّمنَ ٱهَّلل ِ مِن‬
٦٧ َ‫َف ۡل َي َت َو َّك ِل ۡٱل ُم َت َو ِّكلُون‬
«And he said, "O my sons, do not enter from one gate but enter from different gates; and I cannot avail you
against [the decree of] Allah at all. The decision is only for Allah; upon Him I have relied, and upon Him let those
who would rely [indeed] rely."(67)»
And he (Yaakub (as)) said, “Oh my children don't enter from one door…”

6. Surah Al-Hajj [22:73]

‫ش ۡٗ‍ٔيا اَّل‬ ُ ‫ُون ٱهَّلل ِ َلن َي ۡخلُقُو ْا ُذ َب ٗابا َو َل ِو ۡٱج َت َم ُعو ْا َل ُهۥۖ َوِإن َي ۡسلُ ۡب ُه ُم ٱل ُّذ َب‬ ۚ ۡ ‫ل َف‬ٞ ‫ض ِر َب َم َث‬ ُ ‫ٰ َٓيَأ ُّي َها ٱل َّن‬
َ ‫اب‬ ِ ‫ٱس َت ِم ُعو ْا َل ُهۥٓ ِإنَّ ٱ َّلذِينَ َت ۡد ُعونَ مِن د‬ ُ ‫اس‬
ۚ
٧٣‫وب‬ ۡ ۡ
ُ ُ‫‍ب َوٱل َمط‍ل‬ َّ َ‫ض ُعف‬
ُ ِ‫ٱلطا‍ل‬ ۡ
َ ‫َي ۡس َتنقِ ُذوهُ مِن ُه‬
«O people, an example is presented, so listen to it. Indeed, those you invoke besides Allah will never create [as
much as] a fly, even if they gathered together for that purpose. And if the fly should steal away from them a [tiny]
thing, they could not recover it from him. Weak are the pursuer and pursued(73)»
Both the pursuer and the one pursued are weak
● ‫وب‬ ُ ۡ ۡ َّ
ُ ِ‫ >> ٱلطا‍ل‬Faa’il (Marfoo’ah)
ُ ‫‍ب َوٱل َمط‍ل‬
Assignment: Surah Al-Masad [111:1-5] for coming Monday. [t=1:06:46-1:07:54]

Dream Reader Day 13

Surah Al-Masad (111) Breakdown
Refer Dream Sarf notes notes for Surah Analysis.

Dream Reader Day 14

Bayyinah Arabic Reader : Chapter 5

Chapter 5 pg: 26 [t=02:20-44:10]

‫ أهذا هو البناء الجديد ل‍‍لمعهد أم القديم؟‬: Is this the institute’s new building or the old one?
Connect by using IP, ‫ هو‬when there is >> ….is….
‫أهذا هو‬.. : Is this….
‫ مكتبه هو المكتب الكبير القريب من الباب‬: His office is the big office close to the door.
‫مكتبه هو‬.. : His office is….
‫ أو‬: or (normal sentences) >> ‫ أم‬: or (question sentences)

Possession
‫ أهذا القلم ل‍‍ك؟‬: Is this your pen?
‫ في‬: in/at/about/regarding
‫ أنا مدير اإلنتاج ل‍‍تلفاز بينة‬,‫ أنا مدير اإلنتاج في تلفاز بينة = نعم‬,‫ نعم‬: Yes, I am the production manager for
Bayyinah TV.

Assignment [t=44:10-49:26] : Revise again to read & speak smoothly in order to be able to read
Tafseer books.

Dream Reader Day 15

Bayyinah Arabic Reader : Chapter 5 Drills & Chapter 6 Arabic to English

Chapter 5 Drill 4 Translation pg: 30-31 [t=02:20-32:20]

1. I am an employee at the institute’s new building [t=02:20-14:08]
Complex M+ basic MI:

OPTION 1
Use M+MI, then Sifah comes after:
The institute’s new building >> the new building of the institute

14
 M MI
‫ بنا ُء المعه ِد الجدي ُد‬: the new building of the institute
>> Sifah has to be after M+MI (MSA)
>> no AL on the Moswoof coz, REMEMBER: M (Moswoof) is Proper when MI (Sifah)
is Proper

With harakah its easy to determine the Moswoof & Sifah:

‫ بنا ُء المعه ِد الجدي ِد‬: the building of the new institute (MSA)
However, without harakah its hard to determine which one is the Sifah:
>> ‫ بناء المعهد الجديد‬: ???
MSA >> associate the close kalimah as the Sifah (‫ الجديد‬must be related to ‫ )المعهد‬if it’s a
simple Idaafah. But the Question here is a Complex Mudaf.

OPTION 2

Use Mowsoof Sifah + HOJ, ‫ ل‬: of/belonging to (Possession)

‫البنا ُء الجدي ُد ‍لِ‍لمعه ِد‬
>> All has ‫ ال‬- no Idafah >> using HOJ, ‫ ل‬follows the similar order of English sentences

Example of Possession with Ismul Isharah & Musharun Ilaih Fragment:

Is this pen yours? >> ‫أهذا القلم ل‍‍ك؟‬
Remember : Complex fragments are arranged in order of sequence as per below:
1. Jaar Majroor
2. M+MI
3. Sifah
Therefore,
1. I am an employee (F) at the institute’s new building : 2 ways of writing:
OPTION 2 OPTION 1
Using Mowsoof Sifah + HOJ, ‫ل‬ Using M+MI
‫ظ َف ٌة ف ِۡي البنا ِء الجدي ِد ‍لِ ۡ‍لمعه ِد‬
ّ ‫َأنا م َُو‬ ّ ‫َأنا م َُو‬
‫ظ َف ٌة ف ِۡي بنا ِء المعه ِد الجدي ِد‬
2. His office is at the front of the classroom [t=14:08-22:05]
M MBK (Special M-Dharf)
Remember: Special Mudaf of Time & Place, Dharf are usually Nasb or Jarr when
there is HOJ before it (never Raf’ status). Dharf by definition itself are detail either in
JI (MBK) or JF.
Here it’s Nasb >> ‫ل‬
ِ‫ص‬ۡ ‫مكت ُب ُه أما َم ال َف‬
Next to/on the side of : ِ‫‍جنِب‬ َ ‫ ِ‍ب‬/ ‫‍ب‬َ ‫َجِ‍ن‬
His office is next to the class : ‫ل‬
ِ‫ص‬ۡ ‫‍ب ال َف‬
َ ‫ مكت ُب ُه َجِ‍ن‬or ‫ل‬
ِ‫ص‬ۡ ‫مكت ُب ُه ِ‍ب‍جَنِبِ ال َف‬
3. Are they(f) from Dallas [t=22:32-23:46]
‫َه ۡل هُنَّ م ِۡن دالس؟‬
4. Is this the big building [t=24:15-24:43]
‫أهذا هو البنا ُء الكبي ُر؟‬

5. Is this building big? [t=24:44-27:08]

M K
‫ كب‍‍ي ٌر‬: Big here is not a Sifah but its a Khabar, K. K are usually Raf’ & Nakirah
(Common).

15
 ‫أهذا البنا ُء كب‍‍ي ٌر؟‬

6. He is in his big office? [t=27:10-32:20]

M MBK
2 ways of writing Possession Sentences:
OPTION 2 OPTION 1
Using Mowsoof Sifah + HOJ, ‫ل‬ Using M+MI
in his big office >> in the office of his
(big)
>> Sifah goes at the end (ignore it 1st)
>> Remember: Complex fragments are
arranged in order of sequence as per
‫الكبير لَهُ؟‬
ِ ‫ب‬
ِ ‍‫هو في ال‍‍مكت‬
below:
1. Jaar Majroor
2. M+MI
3. Sifah
‫الكبير؟‬
ِ ‫‍ب‍ ِه‬
ِ ‍‫هو في مكت‬

*Sidenote*
whatever you want to thank Allah for‫الحمد على‬
‫هّٰلل‬
‫هّٰلل‬
‫ الحمد على رحم ِت ِه‬: Thank Allah for his mercy.
‫ شكر على‬Syukran ala ma’hiya ya Ahmad : Thank you for your help, Ahmad
Chapter 6 pg: 32 [t=32:30-43:20]

Assignment: write the meaning and go through it orally in Arabic

Dream Reader Day 16

Bayyinah Arabic Reader : Chapter 6
Take home exam after finishing up to Chapter 10 (a month for Exam prep)
Continue with grammar after Chapter 10.

Chapter 6 pg: 32 [t=01:32-36:30]

Do you have a pen?
‫هل ل‍‍ك قل ٌم؟‬
Do they have class today? ‫هل ل‍‍هم درسٌ اليو َم؟‬
pronounced as darsunil yauma >>
Do you have a question?
ُ ‫هل ل‍‍ك‬
‫سَؤ الٌ؟‬

Ustadh, I have a question ُ ‫يا أستاذ لي‬

ٌ‫سَؤ ال‬
Ustadh, she has a question ُ ‫يا أستاذ ل‍‍ها‬
ٌ‫سَؤ ال‬
I am looking forward to meeting Ustadh
‫ال‍‍أستاذ نعمان‬ ‫أنا مشتاق إلى لقاء‬
Nouman
ُ‫ نفس‬: same >> usually a Mudaf. Makes whatever that comes after as the same.
I am from the same city ‫نفس المدين ِة‬
ِ ‫أنا من‬
He has the same name ‫ل‍‍ه نفسُ اإلسم‬
I have the same book ‫لي نفسُ الكتاب‬

16
It is time for dhuhr prayer ُ ‫حان َوۡ‍ق‬
‫‍ت صالة الظهر‬
(the time of prayer of dhuhr has come) Fa F
I am going to the Masjid ‫أنا ذاهِبٌ إلى المسجد‬
I am sitting ٌ‫أنا جالس‬
I am standing ‫أنا قا ِء ٌم‬

Template:
Harf of Lightest , ‫ ِل‬+ Lightest Mudare’ (Nahnu) + ‫ = َ‍معًا‬Let us X together
‫‍لِ‍ـــــ َ‍معًا‬
(Lightest Mudare’ - Nahnu)
Example: ‫ ‍لِ‍ن َۡذه َۡب َ‍معًا‬: Let us go
together (Lightest Mudare’ - Nahnu)
‫ ِل‬: Should (CA) / Lets(MSA)
‫ َم‍عًا‬: together. Its usually a Mudaf : with, but when it stands alone in Nasb form with
tanween, it means together.
Examples:
Lets listen together ‫‍لِ َن ۡسم َۡع َ‍معًا‬
‫ًا‬‫ُس َم‍ع‬ ۡ ‫ل‍ِ َن ۡدر‬
Lets study together
Lets write together ‫‍لِ‍ن َۡك ُت ۡب َ‍معًا‬

Lets learn together ‫‍لِ َن َتعَ لَّمۡ َ‍معًا‬

Lets submit Islam together ‫ل‍ِ ُن ۡسلِمۡ َ‍معًا‬

Lets help together ‫ل‍ِ َن ۡنص ُۡر َم‍عًا‬

Lets fight together ‫‍لِ ُنقات ِۡل َ‍معًا‬

Lets come close together ‫ل‍ِ َن ۡق َت ِر ۡب َ‍معًا‬

Lets ask Allah’s forgiveness together ‫‍لِ َن ۡس َت ۡقف ِۡر َ‍معًا‬

Lets eat together ‫ل‍ِ َن ُّك ۡل َ‍معًا‬

Dream Reader Day 17

Bayyinah Arabic Reader : Chapter 6

Chapter 6 pg: 33 : 1st Dialogue [t=03:05-37:00]

Remember : ‫ َم َع‬: with >> Special Mudaf (Dharf)
>> its usually Nasb or Jarr (J when there is a HOJ before it)
What + Fi’l ? >> ‫ َي ۡف َعلُ؟ ماذا‬: What does he do?
Fi’l

N: He is working at the same university .ٍ‫الجام َِع ِة َك‍م َُساعِ‍‍د‬

َ ‫س‬ ِ ‫هو َي ۡع َملُ في َن ۡف‬
as a helper. MI M
J: MasyaAllah! I am looking forward to
meeting him. ٌ ‫َأنا م ُۡش َت‬
.ِ‫اق ِإلى لِ َقاِئ‍ه‬ . ‫ما شاء هّٰللا‬
ٌ ‫ م ُۡش َت‬comes with HOJ, ‫)ِإلى‬
(‫اق‬

Chapter 6 pg: 33 : 2nd Dialogue [t=37:01-46:48]

17
 J: Assalamu alaikum. Are you ‫ هل أنت محمد؟‬.‫السالم عليكم‬
Muhammad?
M: Yes, I am Muhammad, and you are َ ‫يس‬
Junaid, isn’t that so?
‫كذل َِك؟‬ َ ‫أ َل‬ ,‫ وأنت جنيد‬,‫ أنا محمد‬,‫نعم‬

J: Yes, I am Junaid. Are you a student at ّ ‫‍ة أم م َُو‬

‫ظفٌ ؟‬ ‍‫أنت طالبٌ في معهد بين‬ ‫هل‬ ,‫ أنا جنيد‬,‫نعم‬
Bayyinah Institute or an employee?
M: I am a visitor. .ٌ‫أنا زا ِءر‬

J: Where are you from? ‫؟‬ ‫من أين أنت‬

M: I am from the city of Austin. .‫أنا من مدينة أوستن‬

J: Really? I am from the same city. .‫‍مدينة‬‍‫أنا من َن ۡفس ال‬ ‫؟‬ ‫حَ َّقا‬

M: It is time for dhuhr prayer. I am going ّ ‫حان َو ۡقتُ صال ِة‬

.‫ أنا ذاهِبٌ إلى المسجد‬.‫الظهر‬
to the masjid.
J: I am also going to the masjid. We
should go together.
‫ ۡأيضًا‬: also (can be placed in the beginning, ۡ ‫ ‍لِ‍ن َۡذه‬.‫ذاهِبٌ إلى المسجد‬
.‫َب َم‍عًا‬ ‫ۡأيضًا‬ ‫أنا‬

middle or the end)

Lets pray together.
‫صال ًة‬ َ ‫صلّ ٰى ي‬
َ ‫ُصل ِۡي‬ َ : to pray .‫‍لِ ُنصَ ِّل َم‍عًا‬

​Student’s Question:
‫ب‬
ِ or ‫ َم َع‬: with; when to use which?
>> They can both mean with but they have different connotations. ‫ب‬
ِ is used more in the sense
of "using" (i.e.
‫ بسم هّٰللا‬: In the name of or using the name of Allah)
**Daylight Savings Time @USA, 7 Nov 2021 >> change in Live schedule (Malaysia: Live at
8am)

Dream Reader Day 18

Surah Al-Ikhlaas (112) Breakdown
Refer Dream Sarf notes for Surah Analysis.

Dream Reader Day 19

Bayyinah Arabic Reader : Chapter 6
Chapter 6 Drill 3 pg: 36-37 [t=01:20-]
‫بلى‬
‫ َقدَ َر‬: to be able; comes with the HOJ, ‫على‬
‫ َأ ۡن‬+ Fil = Masdar (not just Masdar)
‫ َأ ۡن‬: to/that (clarifying that)
َ ‫ ۡ‍ال‬: creates & creates (keeps on creating) >> Ism Mubalagha (sb. who does st. over
‫‍خ‍اَّل ُق‬
& over again)
Qassaasun : always cutting (butcher)

18
 Dream Reader Day 20
Bayyinah Arabic Reader : Chapter 6 & 7 Arabic to English
Review Assignment Chapter 6 Drill 4 pg: 38 [t=0:13-10:01]
Q7: This is the new building, isnt that so?
‫ أليس كذلك؟‬,‫هذا هو البنا ُء الجدي ُد‬

Remember:
1. Sentence
‫ هذا‬+ Common Ism : This is a__.
>> ‫ هذا مسج ٌد‬: This is a Masjid.
2. Ismul Isharah & Musharun Ilaih Fragment
‫ هذا‬+ Proper Ism : This __.
>> ‫ هذا المسج ُد‬: This Masjid.
3. Sentence
‫ هذا‬+ IP + Proper Ism : This is the__.
>> IP is added in between to form a Sentence
>> ‫ هذا هو المسج‍ ُد‬: This is the Masjid.
K M M

Chapter 7
Chapter 7 pg. 40 [t=10:08-51:50]
‫متى‬ٰ : when >> can be used as a Mudaf
‫متى َم ۡوعِ ُد ال ُخ ۡط َب ِة‬
ٰ : what is the exact time for khutbah?
To say >> How many (Ism-1NC) do ‫ ل‍‍ـ‬+ have?
How many pens does Ahmad have?
َ‫َكمۡ َق َل‍مًا ل‍َِأ ۡح َمد‬

Rules when asking how many _X_ do _Y_ have:

1. X comes right after ۡ‫ َكم‬: how many
2. X = Singular, Nasb & Common
Examples
How many books does Ustadh have?
‫َكمۡ كِتابًا ل‍ُأِل ۡستا ِذ‬

How many brothers does Mariam have?

‫َكمۡ َأ ًخا لِم َۡر َي َم‬

How many children does Khalid have?

َ ‫َكمۡ َو‬
‫ل ًدا لِخال ٍد‬

How many questions do you have?

َ ‫َكمۡ سُؤا‍لً‍ا َ‍ل‬
‫‍ك‬
19
 How many computers does she have?
‫َكمۡ حاس ُۡؤبًا َ‍ل‍ها‬
Assignment: Refer pg. 41 for the English translation and practice orally in Arabic without looking
at the Arabic in pg.40 [t=52:20-53:41]

Dream Reader Day 21

Bayyinah Arabic Reader : Chapter 7 English to Arabic
Review Assignment Chapter 7 pg. 40-41 [t=01:10-43:40]

َ ‎to pray (‘Allama)

Sarf Sagheer of ‫صلّى‬:

)R&J(‫ُص ٍّل‬ َ ‫م‬

*‫صال ًة‬
َ ‫ُصل ِۡي‬
َ ‫ي‬ ٰ‫صلّى‬
َ
)N(‫ُص‍لِّيًا‬
َ ‫م‬

ً‫ُصلّى‬
َ ‫م‬ َ ‫ل‍‍ا ُت‬‎‎
‫ص ِّل‬ َ ‎
‫ص ِّل‬
How many prayers in the Masjid : ‫ُص‍لِّيًا في المسج ِد‬
َ ‫َكمۡ م‬
Though in translation,”prayers” is Plural, the Singular, Nasb & Common form of the word
(prayer) is used.

‫ ة‬not just used for Fem. word but used as Singularness.

Singular Fem. Ism Faa’il is used for plane >> taairati
Example: kittatun : a cat; aklatun: single meal; waqiatan
‫ حان‬: the time came (Time: ‫ حي ًنا‬- Masdar) sometimes the act is taken and is made the doer,
‫وقت صالة الظهر‬ ُ ُ
‫وقت >> حان‬ : It is time for Dhurh prayer
ُ
َ ‫ت الف ۡر‬
>>‫ص ِة‬ ۡ
ُ ‫ حان َوق‬: It is time for the break
Exam: 10 Chapters of the Reader - After Balagha Intensive.

Dream Reader Day 22

Bayyinah Arabic Reader : Chapter 7 Drills + Chapter 8 Arabic to English

Chapter 7 Drill 3 pg. 45 [t=0:33-11:25]

Chapter 7 Drill 4 pg. 45 [t=11:26-29:36]

Chapter 7 Drill 5 pg. 46 [t=29:40-34:07]

20
 Bayyinah Arabic Reader : Chapter 8

Chapter 8 Arabic to English pg. 48 [t=34:21-57:10]

Plural Singular Ism
ٌ‫ِإ ۡخ َوة‬ ‫َأ ٌخ‬
Brother
ٌ ‫َأ َخ‬
‫وات‬ ٌ ‫ُأ ۡخ‬
‫ت‬ Sister
HBP words are Light, while some especially with an alif in the middle tends to be Partly
Flex:

Plural Pair Singular Ism

ُ‫َأسات َِذة‬
‫ان‬ َ ‫ُأ ۡس‬
ِ ‫تاذ‬
ٌ ‫ُأ ۡس‬
‫تاذ‬ Teacher
HBP
َ ‫ُأ ۡس‬
ٌ ‫تاذ‬
‫ات‬
Fem. Plural ‫تان‬ َ ‫ُأ ۡس‬
ِ ‫تاذ‬ َ ‫ُأ ۡس‬
ٌ‫تاذة‬ Teacher (F)
(no change)
‫َعالِم ُۡو َن | ُع َل َم‬ Knowledgable
‫ان‬
ِ ‫َعالِ َم‬ ‫َعالِ ٌم‬
HBP Person
‫ت‬ٌ ‫َعالِ َما‬
Knowledgable
Fem Plural ِ ‫َعالِ َ‍م‬
‫‍تان‬ ‫َعالِ َم ٌة‬
Person (F)
(no change)

Dream Reader Day 23

Surah An-Nasr (110), Ayah 3 Breakdown
Refer Dream Sarf notes for Surah Analysis.

Dream Reader Day 24

Bayyinah Arabic Reader : Chapter 8 Arabic to English Pt. 2

Chapter 8 pg. 48 Arabic to English Pt. 2 [t=0:11-38:10]

‫‍ر‬َ ‫آخ‬‍َ ‫‍ر‬ ‍َ ‫آخ ُر‬
َ ‫آخ‬ ‍َ : Other (Partly Flex)
‫‍ر‬ ٍ‫خ‬ ‍ِ ‫خ‍رً ا آ‬ ‍ِ ‫ آخِ ٌر آ‬: Last (Fully Flex)
‫آخ‍ ُر‬ َ ‫ َيو ٌم‬: another/some other day; ‫آخرُ؟‬ َ ‫ ومن‬: and who else
‫ ال َيو ُم ال‍‍آ ِخ‍ ُر‬: the last day
‫ َأ ۡك َب ُر‬: Greater (Comparative)
ۡ‫ َأ ۡك َب ُرهُم‬: The greatest of them (Superlative) (when comparative is made Mudaf)
In sentences with there is __ for __, MBK will come first:
Yes, but there is a a side for the brothers and a side for the sisters, and there is a
barrier between us.
‫ وبيننا حجاب‬،‫ لكنّ ل‍‍إلخوة جهة ول‍‍ألخوات جهة‬،‫نعم‬
ُّ‫ َأ َحب‬: dearer (Comparative)
ۡ‫ َأ َح ُّبهُم‬: dearest of them (Superlative)
َّ‫ ٰلكِنَّ َأ َح ُّبهُن‬: but the dearest of them (Superlative) (F)

HON+AP
َ ‫ِإَّ‍ن‬
‫‍ك‬ َ َ ّ‫َأن‬
‫‍ك‬
َ ‫َل ۡيَ‍ت‬
‫‍ك‬ َ َّ‫َل َع‍ل‬
‫‍ك‬
Typically Certainly That you َ ‫َل ِكَّ‍ن‬
‫‍ك‬
If only you So that / In order to
becomes a you are.. are.. However
were.. / Hopefully / Maybe
Mubtada’ (Getting rid (Clarrification) you are..
(Regret) you are..
of doubt)

21
 َ ‫ل‍َِأَّ‍ن‬
‫‍ك‬
َ ‫ِب‍َأَّ‍ن‬
‫‍ك‬
Combo. Because you are.. َ ‫َك‍َأَّ‍ن‬
‫‍ك‬
Because you are..
of HOJ + (used when followed by As though you are..
(used when followed by a
HON a word) (Analogy)
sentence)
Not in Quran

Chapter 8 pg. 49 English to Arabic [t=38:10-51:25]

Dream Reader Day 25

Bayyinah Arabic Reader : Chapter 8 English to Arabic & Drills
‫االتصال باألم‬
Chapter 8 pg. 48 Arabic [t=0:50-29:48]

‫ُ‍‍م َّتصِ ٌل‬ ‫صااًل‬

َ ‫ِا ِّت‬ ‫َي َّتصِ ُل‬ ‫ص َل‬َ ‫ِا َّت‬
‫ال َ‍‍ت َّتصِ ۡل‬ ۡ‫ِا َّتصِ ل‬
‫ت‬
I called them : ۡ‫‍هم‬ُ ‫ص ۡل‬
ِ ‫ِ‍ب‬ َ ‫ِا ّت‬
ُ ِ‫َي َّتص‬
He calls me : ‫ل بي‬
I will call you, ustadh : ‫ُأ ۡستا َذ‬ َ ‫‍س‍َأ َّتصِ ُل ِ‍ب‬
‫‍ك يا‬
Call me! : ‫بي‬ ۡ‫ِا َّتصِ ل‬
Don’t call her : ‫ال َ‍‍ت َّتصِ ۡل ِ‍ب‍ها‬

Chapter 8 Drill 3 Translation pg. 52-53 [t=30:05-47:45]

1. The main class period is Nahw class.
‫حو‬ ۡ ‫ص ُة الرّ ئيس َّي ُة َف‬
ِ ‫ص ُل ال َّن‬ َّ ‫ال ِح‬

2. The most beloved of them to the teacher is Ahmed.

‫َأ َح ُّبهُمۡ ِإلى األستا ِذ َأ ۡح َم ُد‬

3. Your brother is my age.

َ ‫َأ ُخ‬
‫ك ع ُۡم ِر ۡي‬

4. I am proud of my son.
‫َأنا َفقُ ۡو ٌر ِب‍ِإ ۡبن ِۡي‬

5. Ustadha Asma is in charge of teaching the science of tajweed.

‫تدريس عِ ۡل ِم ال ّت ۡج ِو ۡي ِد‬
ِ ٌ
‫مسؤولة عن‬ ‫األستاذةُ أسماء‬

6. All of the students are my friends

ۡ ‫صد‬
‫ِقاِئي‬ ۡ ‫ب َأ‬ ُ ‫ُك ُّل‬
ِ ‫الطاَّل‬

Plural (F) Plural (BP) Singular

‫َط َل َب ٌة‬ ُ
ٌ‫طاَّل ب‬ ٌ‫طالِب‬
ٌ ‫صد ِۡي‬
‫قات‬ َ ۡ ‫َأ‬
‫صدِقا ُء‬ ‫صد ِۡي ٌق‬
َ
Female friends Friends (Partly Flex) Friend

22
Assignment: Chapter 8 Drill 4 pg. 53. Master the dialogue text & redo Drill 3 without looking.

Dream Reader Day 26

Bayyinah Arabic Reader : Chapter 9 Arabic

Answer key for Drill 4 will be posted on Study Material.

Q&A [t=0:45-08:54]

Chapter 9 pg. 55 Arabic to English [t=09:00-51:40]

Dream Reader Day 27

Bayyinah Arabic Reader : Chapter 9 English

Chapter 9 pg. 56 English to Arabic [t=0:40-31:17]

Chapter 9 Drill 1 Reading Comprehension pg. 58 [t=31:18-46:21]

Assignment: Chapter 9 Drill 3 pg. 59-60.

Surah Assignment: Surah Al-Falaq.

Dream Reader Day 28

Surah Al-Falaq (113) Breakdown
Refer Dream Sarf notes for Surah Analysis.

After Vacation Day 1

Q&A [t:14:15-29:33]
[t:14:15]
َ ‫ َح‬or ‫? َطيِّب‬
Which to use, ‫س ًنا‬
Both may be used but ٌ‫ ط ّيب‬is Raf’ where the last harakah is not spoken. When a word is
R, the last harakah is not pronounced. While for ‫س ًنا‬َ ‫ َح‬, its Nasb where the last harakah is
pronounced.

‫ َأ ۡح َس ۡن‬: better (Comparative)

‫ َأ ۡح َس ۡنت‬: you did excellent (comes from the word ‫ )َأ ۡح َس َن‬applies for either M or F when
last harakah is not pronounced.
Remember:
‫‍ر‬ ‍َ ‫‍ر‬
َ ‫آخ‬ ‍َ ‫آخ ُر‬
َ ‫آخ‬ ‍َ : Other (Partly Flex)
‫‍ر‬ ‍ِ ‫خ‍رً ا آ‬
ٍ‫خ‬ ‍ِ ‫ آخِ ٌر آ‬: Last (Fully Flex)
23
 ‫آخ‍ ُر‬ َ ‫ ومن‬: and who else
َ ‫ َيو ٌم‬: another/some other day; ‫آخرُ؟‬
‫ ال َيو ُم ال‍‍آ ِخ‍ ُر‬: the last day
[t:16:25]
‫ َأخِيۡرً ا‬: finally (can also be used as final/last)
‫خ‍ر‬ ‍ِ ‫ اآل‬: the last/final
[t:22:40]
‫ َش ۡي ٌء‬: a thing
‫ َأ ۡشيا َء َأ ۡشيا َء َأ ۡشيا ُء‬: things Partly Flex. (alif in the middle)
>> only becomes Fully flex when its made Mudaf.
[t:24:43-29:33]
Are all NHBP Partly Flex.?
>> No….
Eg.: ٌ‫ ُك ُتب‬is a NHBP & its Fully Flex.
When a BP has alif in the middle, it tends to be (not 100%) Partly Flex.

Reader Exam (Chapter 1-9) - will be posted next day. Discussion on exam is on Friday with extra
10 oral questions. Chapter 10 Reader starts tomorrow.

Dream Reader Day 29

Bayyinah Arabic Reader : Chapter 10 Arabic
2 kinds of NHP:
1. Broken, NHBP : un an in & alif in the middle.
2. Feminine, NHFP : Ayaatun,
In MSA, for NHP, it doesn’t matter which category it belongs to, adjective (Sifah) of it will
always be 1F

Difference of Allama vs. Ta’allama Family

‫ َت َخرَّ َج – َيتخرَّ ُج – تخرُّ جً ا‬Ta’allama
َ َ َ َ ‫ َخرَّ َج – ي َُخرِّ ُج – َت ۡخ ِر ۡيجً ا‬Allama
>> Ta’allama (act effecting urself) >> Allama (act effecting sb. else)
‫ َت َخرَّ َج‬: He graduated. ‫ َخرَّ َج‬: He graduated ______.
>> self graduated >> graduating sb.
‫ َت َغي ََّر‬: He changed. ‫ َغي ََّر‬: He changed ______.
>> changing self >> changing sb.
Bayyinah Institute didn’t graduate
‫األولى هذه السن َة‬
ٰ ‫َت َخرَّ َج ۡت الدفع ُة‬
anyone this year
: the first batch graduated this year
‫أح ًدا هذه السن َة‬ َ ‫ما َخرَّ َج معه ُد بينة‬
>> effecting self
‫أح ًدا هذه السن َة‬ َ ‫َلمۡ ي َُخرِّ ۡج معه ُد بينة‬

‫ ا ِۡس َت ۡق َب َلهُما المعه ُد‬: the institute welcomed them both

Dream Reader Day 30

Bayyinah Arabic Reader : Chapter 10 Arabic & English
[t=01:08-03:42]
Make a list of “I keep on forgetting the following & I will make sure I no longer forget”:
24
1. The Masdar of the small family are different in the small family & they can have multiple
Masdar for 1 word in the small family.
2. …

Chapter 10 Arabic to English pg. 62 [t=04:00-16:30]

● When MI is Common:
There is st. more coming about it in the successing sentence – it could be Sifah, Fi’l
that act as a Sifah, Tamyeez (in terms of) etc.

● ‫ ِل‬and ‫ إلى‬are sisters…interchangeble in MSA.

Chapter 10 English to Arabic pg. 63 [t=16:30-]
Chapter 10 Vocabulary pg. 63 [t=-42:24]
Chapter 10 Drill 1: Reading Comprehension pg. 64 [t=42:25-48:20]

Assignment: Drill 1 (no. 4-6) & Drill 3

Dream Reader Day 31

Bayyinah Arabic Reader : Chapter 10
7 Jan 2022
Go through Assignment:
Chapter 10 Drill 1: Reading Comprehension pg. 64 [t=
Chapter 10 Drill 3: Translation pg. 65 [t=

Dream Advanced Nahw Day 2

Reader Exam

25
30

31

27

26

Remember: pointer pairs are Full Flex

26