Exercises On Arabic Morphology Part 1 1st Edition New 2

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

© Copyright Mohammed Waleed Ahmed 2021
First edition 2021
All rights reserved. Aside from fair use, meaning a few pages or less for non-profit educational
purposes, review or scholarly citation, no part of this document may be reproduced in any
form without express written consent from the copyright owner.
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To my wife & son :
For all those disturbed nights and

missed moments.
May Almighty Allàh accept this work
and grant you both the best of
rewards!
Contents
Topic Page
Acknowledgements -
Forewords -
Introduction (1) : 10 fundamental concepts related to morphology 27
Introduction (2) : Terminologies and other necessary information
33
related to ‘nouns’, ‘verbs’ and ‘particles’
ْ ُ َْ
Chapter 1 : The perfect tense [/ simple past] verb ( ْ ِ ‫)اﻟ ِﻔ ْﻌﻞ اﻟ َﻤﺎ‬ 45
Exercise 1 : Perfect tense positive forms in active voice 50
Negating the perfect tense verb 53

Exercise 2 : Perfect tense negative forms in active voice 56
The different scales of the perfect tense verb 58

Exercise 3 : The different scales of the perfect tense verb 59
The perfect tense verb in passive voice 62

Exercise 4 : Perfect tense positive forms in passive voice 65
Exercise 5 : Perfect tense negative forms in passive voice 69
Table of identity for the perfect tense [/ simple past] verb 70
Examples of perfect tense verbs from the Qur’ān 72
َ ْ ُ َْ
Chapter 2 : The imperfect [/ present] tense verb (‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع‬ 73
Exercise 6 : Imperfect tense positive forms in active voice 79
The different scales of the imperfect tense verb 81

Topic Page
Exercise 7 : The different scales of the imperfect tense verb 85
Negating the imperfect tense verb 88

Exercise 8 : Imperfect tense negative forms in active voice 91
The imperfect tense verb in passive voice 94

Exercise 9 : Imperfect tense positive forms in passive voice 97
Exercise 10 : Imperfect tense negative forms in passive voice 101
Table of identity and signs of the imperfect [/ present] tense verb 103
Examples of imperfect tense verbs from the Qur’ān 104
Using
َْ َ َ
‫ ﻗﺪ‬and ‫ﺎن‬ 105
Exercise 11 : Using
َْ َ َ
‫ ﻗﺪ‬and ‫ﺎن‬ 110
Examples from the Qur’ān 112
Alterations and moods of the imperfect tense verb 113

َ
Exercise 12 : Prefixing ‫ َس‬and ‫َﺳ ْﻮف‬ 114
(‫ﺐ‬ ْ َّ ُ َ َ
The imperfect tense in accusative case ِ ‫)ﺣﺎﻟﺔ اﻟﻨﺼ‬ 116
َ ْ‫) َﺣﺎﻟ َ ُﺔ اﻟ‬

The imperfect tense in jussive case (‫ـﺠ ْﺰ ِم‬ 119
َ
ْ ‫ ﻟ‬and َ
Exercise 13 : Using the particles ‫ﻦ‬ ‫ ﻟ ْﻢ‬in active voice 123
َ
ْ ‫ ﻟ‬and َ
Exercise 14 : Using the particles ‫ﻦ‬ ‫ ﻟ ْﻢ‬in passive voice 129

Topic Page
The emphatic forms (active & passive voice) 131
َ ّ ٌ ْ
Exercise 15 : Using (‫ ن )ﺛﻘ ِْﻴﻠﺔ‬and (‫)ﺧﻔ ِْﻴ َﻔﺔ‬
ٌ َ َ
‫ ن‬in active voice 135
َ ّ ٌ ْ
Exercise 16 : Using (‫ ن )ﺛﻘ ِْﻴﻠﺔ‬and (‫)ﺧﻔ ِْﻴ َﻔﺔ‬
ٌ َ َ
‫ ن‬in passive voice 140
َ َْ ْ َّ َ
Chapter 3 : The imperative (‫ & )ا ْﻣ ُـﺮ‬The prohibitive ( ُ ‫ﻟﻨ‬ ‫)ا‬ 143
The direct command forms in active voice 145

Exercise 17 : The direct command forms in active voice 148
The indirect command forms in active voice 150

Exercise 18 : The indirect command forms in active voice 152
The imperative forms in passive voice 155

Exercise 19 : The imperative forms in passive voice 158
The imperative in emphatic forms 159

Exercise 20 : Active voice imperative in emphatic forms 163
Exercise 21 : Passive voice imperative in emphatic forms 166
Examples of imperative verbs from the Qur’ān 167
ْ َّ َ
The prohibitive ( ُ ‫ﻟﻨ‬ ‫)ا‬ 168
Exercise 22 : The prohibitive forms in active & passive voice 174

Exercise 23 : The prohibitive in emphatic forms 182
Examples of prohibitive verbs from the Qur’ān 184

Topic Page
ُ َّ ْ ْ ُ َ ْ َ ْ َ
Chapter 4 : The derived nouns (‫ﺎء اﻟ ُﻤﺸ َﺘﻘﺔ‬ ‫)ا ﺳـﻤ‬ 185
َْ
(1) The active participle ِ ‫)ا ِْﺳ ُﻢ اﻟﻔ‬
(‫ﺎﻋ ِﻞ‬ 187
Exercise 24 : The active participle 190
ْ ْ
(2) The passive participle (‫)ا ِْﺳ ُﻢ اﻟ َﻤﻔ ُﻌ ْﻮ ِل‬ 191
Exercise 25 : The passive participle 193
ُ َ َ َ ْ ُ َ ّ َ
(3) The analogous adjective (‫اﻟ ُﻤﺸ ّﺒﻬﺔ‬ ‫ﻟﺼﻔﺔ‬ِ ‫)ا‬ 194
ََ ْ ُ
(4) The intensive adjectival forms (‫)ﺻ َﻴﻎ اﻟ ُﻤ َﺒﺎﻟﻐ ِﺔ‬
ِ 199
ُ ‫)ا ِْﺳ‬ ْ َّ
(5) The comparative [/ elative / superlative] noun (‫ﻢ اﻟﺘﻔ ِﻀ ْﻴ ِﻞ‬ 201
Exercise 26 : The comparative [/ elative / superlative] noun 204
َّ
(6) The noun [/ adverb] of time and place ِ ‫)ا ِْﺳ ُﻢ اﻟﻈ ْﺮ‬
(‫ف‬ 205
Exercise 27 : The noun [/ adverb] of time and place 208
َۤ ْ
(7) The noun of instrument [/ tool] (‫)ا ِْﺳ ُﻢ ا ﻟ ِﺔ‬ 209
Exercise 28 : The noun of instrument [/ tool] 212
Examples of derived nouns from the Qur’ān 213
The abbreviated paradigms for the (six accepted) categories of
َ
triliteral verbs without extra letters
َ ‫اﻟﺼ ِﻐ ْ ُ ِ ﺑْ َﻮاب اﻟ ُّﺜ َ ِﺛﻲ اﻟْ ُﻤ‬
(ِ‫ـﺠ َّﺮد‬
َّ ُ ْ َّ َ
214
ِّ ِ ‫)اﻟﺼـﺮف‬
Exercise 29 : The abbreviated paradigms for the six accepted
216
categories of triliteral verbs without extra letters
Topic Page
ٌ َ ِ‫ُ َ ﺛ‬
Chapter 5 : Triliteral verbs with extra letters (‫ـﺰﻳْﺪ ِﻓ ْﻴ ِﻪ‬
ِ ‫)ﺛ ٌّﻲ ﻣ‬ 217
A brief glance into triliteral verbs with extra letters including key
218
notes
َ
The abbreviated paradigms for the (main) categories of triliteral
ِ ‫ِﻓ ْﻴ‬
verbs with extra letters (‫ﻪ‬ ‫ـﺰﻳْ ِﺪ‬‫ﻤ‬َ ْ‫اﻟﺼ ِﻐ ْ ُ ِ ﺑْ َﻮاب اﻟ ُّﺜ َ ﺛِﻲ اﻟ‬
َّ ُ ْ َّ َ
‫)اﻟﺼـﺮف‬
221
ِ ِّ ِ
Exercise 30 : The abbreviated paradigms for the (main) categories
224
of triliteral verbs with extra letters
Appendix 225
The complete paradigms for the verb " ‫" ذﻫﺐ‬

َ َ َ 227
Blank sheet template 1 (perfect tense in positive form) -

Blank sheet template 2 (perfect tense in negative form) -
Blank sheet template 3 (general paradigms) -
Blank sheet template 4 (imperfect tense in positive form) -
Blank sheet template 5 (emphatic forms) -
Blank sheet template 6 (imperative in emphatic forms) -
Blank sheet template 7 (prohibitive in emphatic forms) -
Blank sheet template 8 (active and passive participle forms) -
Blank sheet template 9 (abbreviated paradigms for triliteral verbs
-
without extra letters)
Blank sheet template 10 (abbreviated paradigms for triliteral verbs
-
with extra letters)
Verb conjugation practice sheet template -
َْ
‫ ﻟﻔﻆ‬chart -
Concluding words -
Glossary of Arabic terms 249
Bibliography 255
After praising and thanking Allāh  : My parents have played a big role
in my upbringing and any achievements must also be attributed back to them. They
are the ones that lead me to a path of seeking knowledge and placed me in the care
of instructors who then took me on an amazing journey.
From amongst those instructors, my respected teacher and spiritual
mentor Hazrat Maulānā Yusuf Lorgat sāhib ﷾ has always been very kind to me
and I have great admiration for him. He has such a drive and love for the deen, and
has shown us such passion and high standards that many times I feel embarrassed
that I am not able to do more to support or to repay him. May Allāh  always keep
him and his family well and may He reward him the best of rewards.
Mufti Mohammed Tosir Miah sāhib gave me the opportunity to teach at
Darul ilm Birmingham which sparked this entire work. He has been very patient
and understanding with me due to personal difficulties of mine and has made
arrangements for my ease for which I am very indebted to.
I am grateful to Maulānā Mohamadou Tammim Tharik (a graduate of
Darul ilm Birmingham from Paris), Maulānā Abdul Rokib (a graduate of Darul ilm
Birmingham from Birmingham) and Imām Md Abdullah Al Mamun (a student of
Darul ilm Birmingham from Tamworth in Australia) for doing the proofreading. I
cannot thank Maulānā Abbas Afzal sāhib (a fellow classmate), Mufti Islam sāhib
and Mufti Imran sāhib (two senior hadīth teachers at As-suffa institute Birmingham)
enough as they have always been very gracious in sharing their knowledge and
wisdom.
I thank and pray for all my teachers at Madinatul Uloom (Kidderminster)
and Darul Uloom (Bury). A special mention is made for our late honoured and
esteemed pioneer Hazrat Maulānā Yusuf Motala sāhib  due to whose extreme
sacrifices countless people have connected themselves to the straight path and have
been shown a glimmer of hope amidst the darknesses of ignorance. This includes
the likes of myself where we could have easily pursued a path of indulgence in this
worldly-life and have jeopardised our everlasting life in the Hereafter had Hazrat
 not established these institutes and practically demonstrated a way towards
simplicity and liberation from temptations.
I also thank and pray for all those who have helped me in any form
whatsoever. Allāh  is well aware of all of the individuals and I ask Him to give
them their reward in full. A particular thanks goes to the 2020-2021 evening year 1
online ῾ālimiyyah class of Darul ilm Birmingham who really helped me to finalise
this first part with their attentiveness, intelligence and subtle questioning of the
details. It would be difficult to name them all as there were around twenty of them
and each person to some degree or another whether knowingly or unknowingly
played a part in helping me to improve this latest edition. Maulānā Abdul Wadud
sāhib and the 2020 year 5 class of Baytul ilm trust (Milton Keynes) also gave me
courage and helped to push forward this publication.
Last, but not least, I would like to thank my wife and my son for putting
up with me. We faced many challenging situations together and I hope that all this
will be made up for in the Hereafter with Allāh’s mercy and will.
‫ّ‬
‫ﺗﻘﺪﻳﻢ ﻓﻀﻴﻠﺔ ا ﺸﻴﺦ ﻳﻮﺳﻒ ﺑﻦ إﺑﺮاﻫﻴﻢ ﻮ رﮔﺖ ﺣﻔﻈﻪ ا‬
‫اﻟﺤﻘﻴﻘﻲ‪،‬‬
‫ّ‬ ‫ﱃ ﻣﺼﺎدر ﻣﻌﺮﻓﺘﻪ‪ ،‬ﻓﻬﻮ اﻟﻔﺎﻋﻞ‬ ‫اﻟﻔﻌﻞ اﻟﺠﻤﻴﻞ ﻟﻠﱣﻪ ﺗﻌﺎ ٰ‬
‫ﱃ اﻟﺬي ﴏف ﻗﻠﻮب ﻋﺒﺎده إ ٰ‬
‫ﻣﺸﺘﻖ ﻟﻪ‪.‬‬
‫ّ‬ ‫ﻛﲇ‪ ،‬ﻻ ﻣﺜﻴﻞ ﻟﻪ وﻻ ﻧﻈ ﻟﻪ وﻻ ﻧ ّﺪ ﻟﻪ وﻻ‬
‫ﴫف ّ ّ‬
‫ﴫﻓﻪ ﰲ ﻣﻜ ّﻮﻧﺎﺗﻪ ﺗ ّ‬
‫وﺗ ّ‬
‫أﺷﻬﺪ أن ﻻ إﻟﻪ إﻻّ اﻟﻠﱣﻪ وأﺷﻬﺪ أ ّن ﺳ ّﻴﺪﻧﺎ وﻧﺒ ّﻴﻨﺎ ﻣﺤ ّﻤﺪا ﻋﺒﺪه ورﺳﻮﻟﻪ اﻟﺬي ﻓﺘﺢ ﺑﻪ ﻟﻨﺎ أﺑﻮاب‬
‫ﻓﺼﲆ اﻟﻠﱣﻪ وﺳﻠّﻢ ﻋﻠﻴﻪ وﻋ ٰﲆ آﻟﻪ وأﺻﺤﺎﺑﻪ وأﺗﺒﺎﻋﻬﻢ‬
‫اﻟﴩ اﳌﺘﻌﺪّي‪ّ ،‬‬
‫اﻟﻼزم وﴏف ﺑﻪ ﻋﻨّﺎ أﺑﻮاب ّ ّ‬
‫ّ‬ ‫اﻟﺨ‬
‫واﻟﴫف واﻟﺘّﺒﻴﺎن‪.‬‬
‫ﻣﺎ ُد ّرﺳﺖْ ﺳﻨّﺔ اﳌﺨﺘﺎر وٱﺳﺘُﺸﻬﺪ ﺑﻌﻠﻮﻣﻬﺎ ﰲ ﺑﻴﺎن اﻟﻨّﺤﻮ ّ‬
‫اﻟﴩع واﻟﺘّﴩﻳﻊ‬ ‫وﻟَ ّ ﻛﺎن ﻋﻠﻢ ّ‬
‫اﻟﴫف واﻟﺘّﴫﻳﻒ ﻣﻦ اﻷﺑﻨﻴﺔ اﳌﻮﺿﻮﻋﺔ ﻟﻔﻬﻢ ﻧﺼﻮص ّ‬
‫ﺧﺺ اﻟﻠﱣﻪ ﺗﻌﺎ ٰ‬
‫ﱃ ﻣﻦ ﺑ ﻋﺒﺎده َﻣﻦ ﻳﺨﻮض ﰲ ﺑﺤﺎره اﻟ ّﺰاﺧﺮة وأﻧﻬﺎره‬ ‫ﻋﻲ ﻣﻨﻬﺎ‪ّ ،‬‬
‫اﻟﴩ ّ‬
‫وﻣﻌﺮﻓﺔ اﻟﺤﻜﻢ ّ‬
‫ﺤﺼﻞ ﻟﻨﺎ ﻣﻦ ﻣﺸﺘﻘّﺎﺗﻪ وأوزاﻧﻪ‪.‬‬
‫اﻟﺠﺎرﻳﺔ‪ ،‬وﻳُﺨﺮج ﻟﻨﺎ ﻣﻦ ﺧﺼﺎﺋﺺ أﺑﻮاﺑﻪ وﻓﻌﺎﻟﻪ‪ ،‬وﻳُ ّ‬
‫وﻫﻮ ﻋﻠﻢ ﻳُﺪ ﱠرس ﻓﻴﻪ اﻟﺘّﻐﻴ ‪ -‬وﻫﻮ اﻟﺘّﴫﻳﻒ ‪ -‬اﻟﺬي ﻳﻄﺮأ ﻋ ٰﲆ ﺑﻨﻴﺔ اﻟﻜﻠﻤﺔ اﻟﻌﺮﺑﻴّﺔ وﺻﻴﻐﺘﻬﺎ‪،‬‬
‫وﻣﺎ ﻳﻄﺮأ ﻋﻠﻴﻬﺎ ﻣﻦ ﺗﻐﻴ ‪ ،‬ﻛﺎﻟ ّﺰﻳﺎدة واﻟﻨّﻘﺼﺎن‪ ،‬واﻟﻘﻠﺐ واﻹﺑﺪال وﻏ ذٰﻟﻚ‪ ،‬ﻣﺎ ﻳﺰﻳﺪ ﻫﺬا اﻟﻌﻠﻢ أﻫﻤ ّﻴ ًﺔ‪،‬‬
‫إﻻ ﻌﺮﻓﺔ أﺻﻮﻟﻬﺎ وﻗﻮاﻋﺪﻫﺎ‪ ،‬ﻛ ٰﺬﻟﻚ ﻻ ﻜﻦ اﻟﻌﺒﻮر‬
‫واﻟﺴ ّﻨﺔ ّ‬
‫ﱃ ﻋﻠﻮم اﻟﻘﺮآن ّ‬
‫ﻓﻜ ﻻ ﻜﻦ اﻟﻮﺻﻮل إ ٰ‬
‫اﻟﺴﻔﻴﻨﺔ‬
‫ﱃ ﻣﻌﺮﻓﺔ ﺗﻠﻚ اﻷﺻﻮل واﻟﻘﻮاﻋﺪ ﺑﺪون ﻗﺎﺋﺪ ﺗﻠﻚ ّ‬ ‫ﻋ ٰﲆ ﺑﺤﺎر ﺗﻠﻚ اﻟﻌﻠﻮم وأﻧﻬﺎرﻫﺎ اﻟّﺘﻲ ّ‬
‫ﺗﻮﺻﻠﻨﺎ إ ٰ‬
‫وواﺿﻊ أﺳﺎﺳﻬﺎ أ ﻣﺴﻠﻢ ﻣﻌﺎذ ﺑﻦ ﻣﺴﻠﻢ اﻟﻬ ّﺮاء اﻟﻜﻮﰲّ‪.‬‬
‫وﻟ ٰﺬﻟﻚ ﺗﻌﻠﱡﻤﻪ وﺗﻌﻠﻴﻤﻪ واﺟﺐ ﻋﲆ اﻟﻜﻔﺎﻳﺔ‪ ،‬ﻣﻦ ﺣﻴﺚُ أﻧّﻪ ﻣﺴﺘ ِﻤ ﱞﺪ ﻣﻦ اﻟﻘﺮآن اﻟﻜﺮﻳﻢ‬
‫واﳌﻌﻨﻰ‪.‬‬
‫ٰ‬ ‫واﻷﺣﺎدﻳﺚ اﻟ ّﻨﺒﻮﻳّﺔ وﻣﻦ ﻛﻼم اﻟﻌﺮب‪ ،‬وﻳُﺴﺘﻤ ّﺪ ﺑﻪ ﰲ ﺣﻔﻆ اﻟﻠّﺴﺎن ﻣﻦ اﻟﺨﻄﺄ ﰲ دﻻﻟﺔ اﻟﻠّﻔﻆ‬
‫وﻟﻘﺪ ٱﻋﺘﻨﻰ اﻟﻌﻠ ء ﰲ اﻟﻘﺪﻳﻢ واﻟﺤﺪﻳﺚ ﰲ ﺧﺪﻣﺔ ﻫﺬا اﻟﻌﻠﻢ‪ ،‬ﻟِ ﻟﻪ ﻣﻦ أﻫﻤﻴّﺔ وﻣﻴﺰة ّ‬
‫ﺧﺎﺻﺔ‬
‫ﻳﻘﻞ أﻫﻤﻴّ ًﺔ ﻋﻦ ﻋﻠﻢ اﻟﻨّﺤﻮ‪ ،‬وﻫﻨﺎك اﻟﻜﺜ ﻣﻦ اﻟﻜﺘﺐ اﻟّﺘﻲ ﺗﺸﺘﻤﻞ‬
‫ﻣﻦ ﺑ ﻋﻠﻮم اﻟﻠّﻐﺔ اﻟﻌﺮﺑﻴّﺔ‪ ،‬وﻫﻮ ﻻ ّ‬
‫ﻋﲆ اﻟ ِﻌﻠْ َﻤ ﻣ ًﻌﺎ‪ ،‬ﺑﻞ إ ّن ﻫﻨﺎك ﻣﻦ اﻟﻌﻠ ء َﻣﻦ ﻳُﻘ ﱢﺪم دراﺳﺔ ّ‬
‫اﻟﴫف ﻋ ٰﲆ دراﺳﺔ اﻟﻨّﺤﻮ!‬
‫ﺤ ًﺔ ﰲ‬
‫وﻧﺤﻦ ﰲ ﻫﺬا اﻟﻌﴫ ﰲ ﺣﺎﺟﺔ إﻟﻴﻪ أﻛ ﻣ ّﻤﻦ ﺳﺒﻘﻮﻧﺎ‪ ،‬ﺑﻞ أﺻﺒﺤﺖ اﻟﺤﺎﺟﺔ إﻟﻴﻪ ُﻣﻠ ّ‬
‫دو ٍر ﺷﺎﻋﺖْ ﻓﻴﻪ اﻟﻌﺎ ّﻣ ّﻴﺔ اﻟﺪّارﺟﺔ‪ ،‬واﻟّﺘﻲ ﺳﻴﻄﺮت ﻋﻠﻴﻨﺎ وﻋ ٰﲆ ﺑﻴﺌﺘﻨﺎ وﺛﻘﺎﻓﺘﻨﺎ‪ ،‬وﺣﺬا ِر ﺣﺬا ِر أن ﺗُﻔﺴﺪ‬
‫ﻋﻠﻴﻨﺎ ﺗﺮاﺛﻨﺎ اﻟﻘﺪﻳﻢ وﺛﺮوﺗﻨﺎ اﻟﻘ ّﻴﻤﺔ‪.‬‬
‫ﻣﻌﺎﴏ ٍة ﰲ‬
‫ِ‬ ‫وﻣﻦ اﻷﺳﺒﺎب اﳌﺴﺎﻋﺪة ﻟﻨﴩ ﻣﺜﻞ ﻫﺬه اﻟﻌﻠﻮم اﻵﻟ ّﻴﺔ وإﺣﻴﺎﺋﻬﺎ ﻋﺮﺿُ ﻬﺎ ﺑﻄﺮﻳﻘﺔ‬
‫ﱃ‬
‫ﴪ وﻳُﻘﺒﻠﻮا إ ٰ‬
‫ﱃ أﺻﻮﻟﻬﻢ ﺑﻴُ ْ ٍ‬
‫ﻳﺮﺟﻌﻮا إ ٰ‬ ‫ﺧﺎﺻ ًﺔ وﻋﲆ اﻟﺸّ ﻌﺐ ﻋﺎ ّﻣﺔً‪،‬‬ ‫ٍ‬
‫ﺟﺪﻳﺪ ﺳﻬ ٍﻞ ﻋ ٰﲆ ﻣﺘﻌﻠّﻤﻴﻬﺎ ّ‬ ‫ٍ‬
‫ﻟﺒﺎس‬
‫ﺗﺮاﺛﻬﻢ ﺑ ِﺠﺪﱟ‪.‬‬
‫واﻟﱰاث واﻟﺘّﺎرﻳﺦ‪ ،‬وﺿﻴﺎع اﻟﻠّﺴﺎن ﺿﻴﺎع اﻟﺪّﻳﻦ‬
‫وﻛ ﻗﻴﻞ ‪ :‬ﺣﻔﻆ اﻟﻠّﺴﺎن ﺣﻔﻆ اﻟﺪّﻳﻦ ّ‬
‫واﻟﱰاث واﻟﺘّﺎرﻳﺦ‪.‬‬
‫ّ‬
‫اﻟﺴﻠﻚ اﻟﻄّﻮﻳﻞ اﻟﺠﺰ ُء اﻷ ّول ﻣﻦ » ﻛﺘﺎب اﻟﺘﱠ ْﻤ ِﺮﻳْﻦ َﻋ ٰﲆ ِﻋﻠْﻢِ اﻟﺘﱠ ْ ِ‬
‫ﴫﻳْﻒ «‬ ‫ﱃ ﻫﺬا ّ‬
‫وﻳﻀﺎف إ ٰ‬
‫)‪ (Exercises on Arabic morphology‬ﺑﺎﻟﻠّﻐﺔ اﻹﻧﺠﻠﻴﺰﻳّﺔ ﺗﺄﻟﻴﻒ أﺧﻴﻨﺎ اﻟﻔﺎﺿﻞ ﻣﺤ ّﻤﺪ وﻟﻴﺪ أﺣﻤﺪ‬
‫ﺧﺎﺻ ًﺔ ﻟﻠﻄ ّّﻼب واﻟﻄّﺎﻟﺒﺎت اﻟﺪّارﺳ ﻟﻠّﻐﺔ اﻟﻌﺮﺑ ّﻴﺔ واﻟﻌﻠﻮم‬
‫ﺑﻦ اﻟﺸّ ﻴﺦ ﻋﺒﺪ اﻷﺣﺪ ﺣﻔﻈﻪ اﻟﻠﱣﻪ‪ ،‬وﺿﻌﻪ ّ‬
‫اﻹﺳﻼﻣ ّﻴﺔ ﰲ ﺑﻼد اﻟﻐﺮب‪.‬‬
‫ﻧﺴﺄل اﻟﻠﱣﻪ اﻟﻌ ّﲇ اﻟﻌﻈﻴﻢ أن ﻳﺘﻘ ّﺒﻞ ﻣﻨﻪ ٰﻫﺬا اﻟﺠﻬﺪ اﳌﺘﻮاﺿﻊ وأن ﻳﺒﺎرك ﺑﻪ‪ ،‬وﻳﻮﻓّﻘﻪ ﻹﻛ ل‬
‫اﻟﺴﻠﺴﻠﺔ‪.‬‬
‫ﻫﺬه ّ‬
‫ﴏف ﻗﻠﻮﺑﻨﺎ ﻋ ٰﲆ ﻃﺎﻋﺘﻚ‪ ،‬وﻳﺎ ﻣﻘﻠّﺐ اﻟﻘﻠﻮب ﺛﺒّﺖ ﻗﻠﻮﺑﻨﺎ ﻋ ٰﲆ دﻳﻨﻚ‪.‬‬
‫ﴫف اﻟﻘﻠﻮب ّ‬
‫اﻟﻠﱣﻬ ّﻢ ﻣ ّ‬
‫ﱃ ﻋﲆ ﻫﺎدﻳﻨﺎ ﻣﻌﻠّﻢِ اﻟﺒﴩﻳّﺔ اﻟﺨ َ‪ ،‬وآﻟﻪ اﻟﻄّ ّﻴﺒ اﻟﻄّﺎﻫﺮﻳﻦ‪ ،‬وأﺻﺤﺎﺑﻪ اﻟ ُﻐ ّﺮ‬
‫وﺻﲆ اﻟﻠﱣﻪ ﺗﻌﺎ ٰ‬
‫ّ‬
‫ﱃ ﻳﻮم اﻟﺪّﻳﻦ‪ .‬آﻣ ‪.‬‬
‫اﳌﻴﺎﻣ ‪ ،‬و َﻣﻦ ﺗﺒﻊ ﻫﺪﻳﻬﻢ إ ٰ‬
‫و ﻛﺘﺒﻪ ‪،‬‬
‫إ ا‬
‫اﻟﴩﻳﻒ‬
‫ﺧﺎدم اﻟﺤﺪﻳﺚ ّ‬
‫ﻣﺪرﺳﺔ ﻣﺪﻳﻨﺔ اﻟﻌﻠﻮم اﻹﺳﻼﻣ ّﻴﺔ إﻧﺠﻠﱰا‬
‫ﻳﻮم اﻟﺠﻤﻌﺔ ‪ ٦ ،‬ﺷ ّﻮال ‪١٤٤١ ،‬ﻫـ‬
‫‪ ٢٠٢٠ \ ٥ \ ٢٩‬م‬
(I begin) with the name of Allāh, the Very-Merciful the All-Merciful,
Beautiful actions are due to Allāh, exalted is He, who turned the hearts of
His servants towards the sources of His acquaintance. He is the true effector and
His administration of His creation is universal. He neither has a match, equal or
rival nor any kind of descent.
I testify that there is no true God except Allāh  and I testify that our
master and Prophet Muhammad ‫ ﷺ‬is His servant and messenger. (He is) the one
who opened for us the doors of incumbent good and averted from us the gateways
of traversing evil via him (i.e., via Muhammad ‫)ﷺ‬. May Allāh  send salutations
and peace upon him, his family, companions and their followers for as long as the
Sunnah of “the Selected One” is edified and its sciences are cited in expounding
Arabic syntax, morphology and “The exposition” (i.e., the Qur’ān).
When it is so that the science of Arabic morphology is a foundation for
understanding the Islamic legal texts and becoming aware of the legal rulings
thereof, Allāh, exalted is He, has designated those of His servants who will dive
into its deep seas and flowing streams. They will extract for us some of the peculiar
features related to its chapters and exploits as well as summing up parts of its
derivatives and patterns.
It is a subject wherein the alteration i.e., the morphing that occurs in the
build-up of Arabic words and their forms is studied. Other changes that apply, such
as adding, subtracting, switching around and substituting etc., all amplify the
importance of it. So, just as it is not possible to realise the Qur’ānic and traditional
sciences without being familiar with its fundamentals and principles, likewise, it is
not feasible to cross over the rivers and streams of these sciences, that lead us to
recognising those fundamentals and principles, without the captain of that ship and
founder of their base “Abu Muslim” Mu῾āz ibn Muslim al-Harrā’ al-Kūfi.
Hence, studying and instructing on this subject is a communal obligation
since it takes its resources from the noble Qur’ān, Prophetic narrations and Arabic
dialogue. Furthermore, it is resorted to for preserving the tongue from making
blunders with regards to the connotation of the word and its purport.
Indeed, scholars of the past and present have devoted their attention in
rendering services to this subject due to its importance and special distinction
amongst the subjects related to the Arabic language. Its significance is nothing less
than Arabic syntax where there is a plethora of books comprising both sciences
collectively. Moreover, some scholars have gone to the extent of advancing the
study of morphology over syntax!
Currently we are in need of it more than ever and in fact it has become a
matter of urgency in an era where colloquialism is in vogue and has dominated us,
our surroundings and culture. We must be extremely careful not to ruin our long-
standing legacy and valued fortune.
One of the helpful ways to propagate these kinds of instrumental sciences
and to revive them is to present them to the learner specifically and the masses in
general, in a contemporary manner with new and easy-fitting attire so that they
may go back to their sources with ease and devote themselves to their heritage with
earnestness.
As per the quotation: “Preservation of the tongue is preservation of the
deen, legacy and history whilst ruining the tongue is ruining the deen, legacy and
history.”
Part 1 of « ‫ﴫﻳْﻒ‬
ِ ْ ‫اﻟﺘﱠ‬ ِ‫( » ﻛﺘﺎب اﻟﺘﱠ ْﻤ ِﺮﻳْﻦ َﻋ ٰﲆ ِﻋﻠْﻢ‬Exercises on Arabic morphology)
- a compilation in the English language by our qualified brother Mohammed
Waleed Ahmed son of Sheikh Abdul Ahad - May Allāh  preserve him - is an
addition to this long line (of service). He has compiled this particularly for students
of the Arabic language and Islamic sciences in the West.
We ask Allāh, the Most High and the Almighty to accept this humble effort
from him, to make it a source of blessings and to enable him to complete the series.
O Allāh! Changer of hearts! Change our hearts to your obedience. O turner
of hearts! Keep our hearts steadfast upon your deen.
May Allāh, exalted is He, bless our guide and instructor of good for
mankind, his dignified and pure family, noble and blessed companions and
whoever follows their guidance until the Day of Judgment. Āmeen.
Yusuf bin Ibrahim

Servant of the Noble Prophetic traditions
Madinatul Uloom al-Islāmiyyah, England
Fri 6th Shawwāl 1441 AH
29th May 2020 AD
(I begin) with the name of Allāh, the Very-Merciful the All-Merciful,
All praise and thanks be to Allāh  for his generous bounty and
compassion through which the compilation of this book was made possible. May
peace and salutations be upon our noble Prophet Muhammad, his family,
companions and those who hold steadfast to his guidance until the end of time.
This compilation by Sheikh Maulānā Mohammed Waleed Ahmed sāhib, a
respected teacher of Darul ilm Birmingham, was put together for the students of
knowledge to benefit from the study of Arabic morphology. Arabic morphology is
a branch of Arabic grammar which deals with word forms and patterns. This
includes the rules of word changes which may affect verbs and nouns. The study of
Arabic morphology focuses on the structure of words as opposed to nahw which is
the study of the arrangement of words. It is important for students of ῾ilm to learn
the word forms and patterns of each word so that one is able to understand the
circumstance, gender and context of the word. It also deals with the construction of
individual words and specifically verbs into the various tenses of past, present and
future.
The purpose of this study is so that the student becomes equipped with
the ability to speak, read and write the Arabic language proficiently. Consequently,
the reading and understanding of the Holy Qur’ān and the classical books of hadīth
and fiqh will become easy for the student and through this, one can seek the good
pleasure of Allāh  .
One of the greatest blessings Allāh  bestowed on humanity was the
sending of rasūlullāh ‫ ﷺ‬to guide us out of darkness into the light. Through him
Allāh  completed his favour upon us, revealed to us the last testament and chose
for us this deen of Islām. Strict adherence to both the Qur’ān and the Sunnah is
required of us to meet the conditions of this guidance. The words of rasūlullāh ‫ﷺ‬
could have easily been lost or forgotten, but our pious predecessors ensured that it
would reach us and we too must ensure that it reaches future generations. This can
be done through publications like this which help equip students with the necessary
tools to master the treasures of the Arabic language.
This publication has been compiled in English because as an organisation
we recognised that there was a lack of available sarf exercise books in English. It has
been organised in such a way that the student can use it alongside other mainstream
῾ilmus sarf books to exercise the knowledge one is gaining in order to strengthen
one’s ῾ilm of sarf through various drills and exercises.
We ask Allāh  that He accepts the humble efforts of Sheikh Maulānā
Mohammed Waleed Ahmed sāhib and that He makes this work of benefit to its
reader. We ask Allāh  to reward the efforts of Sheikh Maulānā Mohammed
Waleed Ahmed sāhib and all those who have been involved in making this
publication possible. For any shortcomings on our part, we request the reader to
forgive us and if there are any apparent errors, please contact us so we can improve
our further editions. We ask Allāh  for mercy and grace and to accept this from
us. Verily, He is near and He answers supplications. May He also shower rasūlullāh
‫ ﷺ‬with peace and blessings, his family and companions.
Mohammed Tosir Miah

Founder & director
Darul ilm Birmingham, U.K.
Tue 13th Ramadhān 1436 AH
30th June 2015 AD
www.darul-ilm.co.uk
info@darul-ilm.co.uk
daruliftabirmingham.co.uk
I begin by praising Allāh  who is pure from anthropomorphic ideologies
and incarnation. Glory be to Him who alone is in full control of all kinds of
diversification, evolution, morphing and change whether related to the past,
present or future throughout all spheres and dimensions. May He send abundant
peace, mercy and blessings upon His chosen Messenger Muhammad, whose name
is derived from the root noun of ‘praising highly’, his family, his companions and
all those who actively participate in upraising the word of Allāh  and follow his
way until the end of time.
Allāh  chose Islām as His deen and sent the Qur’ān as a great mercy by
which mankind can understand the truth and attain success by acknowledging Him
as the one and only true being who is worthy of being worshipped. Along with the
Qur’ān, He sent the messenger Muhammad ‫ ﷺ‬to practically demonstrate and
elucidate all that which was necessary. In order to understand the Qur’ān and
ahādīth correctly, one must first learn the Arabic language. The more proficiency a
person will attain in the Arabic language, the more he will appreciate not just the
beauty of prose, but also the deep intrinsic subtleties inherent within each verse /
Prophetic narration.
As the subject of morphology is considered as ‘The mother of all sciences’
with regards to the Arabic language, it was a wish of mine that Allāh  gives me
the ability to do some work whereby I myself benefit and others may also profit. It
must be known that there is nothing a non-Arab can add to Arabic grammar or
morphology, but only an attempt can be made to simplify, clarify and present it in
a manner, that is easily grasped and aids the seeker.
At Darul ilm Birmingham, the ῾ālimiyyah course is taught in English and
students would study “‫( ”ﲤﺮﻳﻦ اﻟﺼﺮف‬an elementary textbook on Arabic morphology
compiled by Sheikh Mu῾eenullāh Nadwi) in the first year. However, due to the book
being written in the Urdu language, teachers had to explain everything in English
and then translate all the exercises in order for the students to make progress. This
was a burden on both parties and I saw an opportunity to make an English
equivalent with adjustments, so as to make it straightforward for everyone.
The first draft version was completed on the blessed day of Friday 27th
Ramadhān 1435 AH (25/07/14) at the time of iftār. Thereafter, I was fortunate enough
to use it to teach the Year 1 evening onsite ῾ālim class of 2014/15. This gave me an
ideal opportunity to test the document to see whether it was serving its intended
purpose or not. I realised that although I had made changes to the original Urdu
text to make it more favourable for present-day students, it was still lacking in many
areas and students were often asking for further clarification on certain matters.
Thus, I sat once again to revamp the work to a degree where I felt that shortages
were addressed without overloading it with information or being verbose. I was
given the opportunity to teach the then latest version to the next academic class
whereby numerous other points came to light and many more changes were made.
In the meantime, I went on a spree of obtaining books related to the subject
of Arabic morphology and the more I researched, the more adjustments I made in
order to enhance the work according to my findings. Although the science of
morphology is supposed to strictly concentrate on recognising the word forms and
conjugating them, additional information, that is more related to other aspects of
grammar, is also included to help a person understand the matter at hand much
better. As my aim was to explain the subject well enough without adding too many
intricate details, I had to sift out what I felt was primary and what was secondary.
The extra details that I have left out and may prove useful, will form a separate
work if Allāh  wills, which will be a supplement to this for those who are
interested in that. I have also exhausted a lot of effort in fine-tuning the layout and
presentation of the document.
The result now, is what you find in front of you. It has gone through
several stages of change and has progressively become an individual piece of work.
Part 1 is split into two introductions and five chapters where I have included many
beneficial details, pruned and refined the extensive exercises as well as prepared
blank sheet templates for almost all of the different types of conjugation tables. Also,
at relevant places after certain topics, I have selected examples from the Qur’ān to
not only make those points evident, but to serve as brief reminders where we can
pause and take a moment to reflect on the message. If a person is able to understand
words of the Qur’ān directly themselves, then this will greatly increase one’s
attachment to it. It will also be a catalyst to dive into the deep ocean of the words of
Allāh  in order to uncover the pearls and treasures that lie there.
As a general advice, in my opinion, a person will not need to stress out on
the information given from page 27 - 44 i.e., introductions 1 & 2. Having personally
tested this document by teaching it to dedicated students, I have seen that those
who are new to Arabic can get overwhelmed with terminologies and unfamiliar
concepts. To try and make initiates fully grasp all that has been presented in these
pages from the outset will exhaust both parties (teachers as well as students). One
may just read through the pages to get a brief idea and should not worry if it cannot
be fully digested. It may be more appreciated at a later stage when a person is well
into the thick of their studies and have acclimatised in the field of learning Arabic.
However, from chapter 1 onwards, there should be no room for complacency, and
all the details should be thoroughly absorbed before continuing. After completing
each chapter, it should be revised before advancing.
Part 1 can easily be covered in an academic year with as little as 1 - 2 hours
per week. It may take a while for everything to fully sink in, but by following these
guidelines and with sincerity and perseverance, Allāh  will open the minds and
hearts with His will. “Supplicating is the essence of worship” and a student of the
Qur’ān must make it a common practice to seek Allāh’s help at all times.
Due diligence has been observed regarding differences of opinions and
great care has been taken to ensure that all the information presented is accurate
and without typing errors. Nevertheless, as shortcomings are part and parcel of
human nature, if a person comes across an error either related to content or
typography, then I will be very grateful if they can notify myself or Darul ilm
Birmingham.
I am hopeful that, whether this book is used in an institute or a person is
self-studying, it will be of advantage. At the very least, a person will gain a strong
foundation on which he/she can build on and if Allāh  allows, then I intend to
cover all essential aspects of this subject in around five parts that may be spread
across three/four/five academic years. In every era, different approaches are needed
that conform with the prevalent minds and abilities, so I most welcome suggestions
and constructive comments if I have fallen short.
A humble request is made to all those who may receive even a small
amount of benefit to pray that Allāh  accepts this endeavour and makes it
flourish. Also, please pray for my family, especially for my parents, wife and son
who have been extremely patient with me and have sacrificed many precious hours
for my sake. I pray that this becomes a means of our salvation and success in both
abodes. May Allāh  make this a valuable tool for students of Arabic aiming to
access the primary sources of Islām viz. the Qur’ān and sunnah. May He  enable
us to do more work for the deen of Islām and seek His pleasure thereby. Āmeen.
ُّ ْ َ ْ َ َ َ َٰ ً ََ ً َ ْ ّ َ َ ّ َ ّ َ َ
‫ﺣ ِﺒ ْﻴ ِﺒﻚ ﺧ ْﻴ ِﺮ اﻟﺨﻠ ِﻖ ﻛ ِﻠ ِﻬﻢ‬ ‫ﻳﺎ ر ِب ﺻ ِﻞ و ﺳ ِﻠﻢ دا ِﺋﻤﺎ أﺑﺪا ﻋﻠﻰ‬
Mohammed Waleed Ahmed

Servant of the deen of Allāh
Birmingham, UK
Thursday 10th Muharram 1443 AH
19th August 2021 AD
q 27 r
Introduction (1) :
I commence this work by seeking the support of Alláh, the Everlasting, Facilitator and Benefactor
َ ُّ َ َْ
ُّ ‫ اﻟ َﻤ ْﻌ اﻟﻠﻐ ِﻮ‬: Original linguistic [/ literal] meaning.
‫ي‬
َ ْ َ َْ
‫ اﻟ َﻤ ْﻌ ا ِ ﺻ ِﻄ ِﺣ ُّﻲ‬: Technical [/ scientific] meaning that is used exclusively amongst
the scholars of a particular science i.e., the agreement of a certain group of scholars
on using a term for a meaning after moving it from its original usage.
A person should know the original linguistic [/ literal] meaning to fully understand
the technical [/ scientific] meaning. The technical meaning can vary depending on
the subject [/ science].
For e.g.,
َّ
The word " ‫ " ُﺳﻨﺔ‬literally means “A way [/ customary procedure]” as in the Qur’ān
ً َ َ َ َ ُ َ َ ۡ َ َ َ َ
[ ۡ‫] ُﺳ ّﻨﺔ َﻣ ۡﻦ ﻗ ۡﺪ ا ۡر َﺳﻠ َﻨﺎ ﻗ ۡﺒﻠ َﻚ ِﻣ ۡﻦ ّر ُﺳﻠِ َﻨﺎ َو ﺗـ ِﺠ ُﺪ ﻟ ُِﺴ ّﻨ ِﺘ َﻨﺎ ﺗـ ۡﺤ ِﻮﻳ‬
(77 : 17)
“(Such was Our) way with the messengers We sent before you and you will find no
change in Our way”
In general Islamic terms, the technical meaning is “The way of the Prophet ‫” ﷺ‬
referring to his sayings, actions, approvals, physical features and conduct.
In the field of Islamic jurisprudence, it refers to an act preferred by the Prophet ‫ﷺ‬
as opposed to it being obligatory, disliked or forbidden etc.
َ ْ
In the subject of Islamic creed, it refers to all that is in opposition to " ‫" ﺑِﺪﻋﺔ‬
(innovations).
Exercises On Arabic Morphology (Part 1)

q 28 r
َ ْ ُ َْ
‫اﻟ َﻤ َﺒﺎدِئ اﻟ َﻌﺸ َـﺮة‬
Before starting any science, a person should know ten fundamental concepts that
are related to it. Knowing at least three concepts* are necessary otherwise you will
not have a good grasp of what it is and without familiarising yourself with the
subject you cannot truly benefit from it or realise its importance.
َّ َ ّ ُ ُ ْ ُ ْ َ ْ َ ُّ َ ْ ّ َ‫ــــﻞ ﻓ‬ ّ ُ َ َ َ َّ
َ ‫اﻟﺜ َﻤ‬
‫ـــﺮة‬ ‫اﻟـﺤـــﺪ و اﻟﻤــﻮﺿــﻮع ﺛــــﻢ‬ َ ‫ــــــﻦ َﻋ َﺸ‬
‫ـــﺮة‬ ٍ ِ ‫ِإن ﻣﺒــــــﺎ ِدئ ﻛ‬
َّ ُ ْ ُ ُ َ ْ ْ ْ ُ ْ ْ َ ْ ٌ ُٗ َْ
‫ـﻢ اﻟﺸـﺎ ِرع‬ ‫و ا ِ ﺳـﻢ ا ِ ﺳ ِﺘﻤـﺪاد ﺣﻜ‬ ِ ‫َو ﻓﻀــــــ َو ِ ْﺴ َﺒــــــﺔ َو اﻟ َـﻮ‬
‫اﺿــــــﻊ‬
َ َ َّ َ َ َ ْ َ ْ َ َ ْ َ َ َٰ ْ ْ َْ ُ ْ َْ َ ٌ َ َ
‫ــﺮﻓﺎ‬ ‫ــﻤﻴ ﺣـﺎز اﻟﺸ‬ ِ ‫و ﻣـﻦ دري اﻟـﺠ‬ ‫ﺾا ﺘ‬ ِ ‫ﻣﺴﺎﰱِﻞ و اﻟﺒﻌﺾ ﺑِﺎﻟﺒﻌ‬
ّ َ َْ
(1) ‫ـﺤﺪ‬ ‫اﻟ‬ = The definition*
ُ َْ
(2) ‫اﻟ َﻤ ْﻮﺿ ْﻮع‬ = The subject matter*
َّ َ
(3) ‫اﻟﺜ َﻤ َـﺮة‬ = The fruit [/ benefit]*
ْ َ َْ
(4) ‫اﻟﻔﻀﻞ‬ = The merit [/ excellence]
ّ َ
(5) ‫اﻟ ِ ْﺴ َﺒﺔ‬ = The position [/ connection]
َْ
(6) ‫اﺿ‬ِ ‫اﻟ َﻮ‬ = The inventor [/ founder]
َ
(7) ‫ا ِ ْﺳﻢ‬ = The name
َ َ
(8) ‫ا ِ ْﺳ ِﺘ ْﻤﺪاد‬ = The source [/ support]
َّ ُ ْ ُ
(9) ‫ﻢ اﻟﺸﺎ ِرع‬ ‫ﺣﻜ‬ = The Islamic legal ruling
َْ
(10) ‫اﻟ َﻤ َﺴﺎﰱِﻞ‬ = The issues [/ matters of the science]

q 29 r
ّ َ َْ
(1) ‫ـﺤﺪ‬ ‫ اﻟ‬: The definition
The technical theoretical definition for Arabic morphology is :
“That science which enables one to recognise word forms and also how to make
the transformation from one word form to the other. Thus, it empowers a person
to form the paradigms of a particular word”
The technical practical definition for Arabic morphology is :

ٌ َْ َ َ
“Transforming one source ِ ‫ )أﺻﻞ َو‬into different forms (‫ )أ ْﻣ ِﺜﻠﺔ \ ِﺻ َﻴﻎ‬in
(‫اﺣﺪ‬
order to express different meanings that are not achievable except through their
certain forms”
َ َْ
" ‫ " اﻟ َﻤ ْﺼﺪر‬literally means ‘The source [/ place of origin]’.
The technical meaning related to the Arabic language is “That noun which indicates
to the occurrence of an action only and is free of any tense (time restriction)”.
ٌ َْ
English grammarians refer to it as ‘The root [/ verbal] noun’.
ُ
For e.g., ‫( أ ﻞ‬the act of eating) , ‫( ْ ٌب‬the act of drinking)
ْ ُ ُْ ُ َ َ
‘The forms’ of a word are the consonants (‫اﻟ َﻤ َﺒﺎﻧِـ ْﻲ‬ ‫ )ﺣـﺮوف‬and vowels (‫)ﺣ َـﺮ ﺎت‬ or
َ َ
absence of vowels (‫)ﺳﻜ َﻨﺎت‬ in a particular order. Each form has its individual
meaning. For e.g., The imperative form or the active participle form etc.
Note 1 :
Arabic morphology should ideally be taught first as it deals with the words
themselves whilst Arabic grammar teaches you how to use those words in order to
form a sentence. This is especially the case with non-Arabs, since a non-Arab will
not be familiar with Arabic words and patterns and must know the correct words
before placing them in a sentence.

q 30 r
ُ َْ
(2) ‫ اﻟ َﻤ ْﻮﺿ ْﻮع‬: The subject matter
“The study of the forms [/ build-up] of declinable nouns and conjugated verbs
before being in a sentence”
It focuses mainly on changes that occur within the word itself either at the
beginning, middle or end, from aspects other than declension. Knowing this saves
you from concentrating only at the end part of the word as that is one of the aims
of Arabic grammar and declension.
َّ َ
(3) ‫ اﻟﺜ َﻤ َـﺮة‬: The fruit [/ benefit]
“To be able to grasp individual words accurately, enabling a person to ultimately

attain the pleasure of Allāh through understanding and preaching the Qur’ān and
sunnah correctly”
ْ َ َْ
(4) ‫ اﻟﻔﻀﻞ‬: The merit [/ excellence]
“A key component in understanding the Qur’ān and sunnah”
ُ ْ ُ ُ ُ َّ َ
It is referred to as “The mother of all sciences” related to the Arabic language
(‫ﻟﺼ ْـﺮف أ ّم اﻟ ُﻌ ْ م‬ ‫ )ا‬. Its merit [/ excellence] comes from what it leads to.
ّ َ
(5) ‫ اﻟ ِ ْﺴ َﺒﺔ‬: The position [/ connection]
“It is one of the twelve sciences of the Arabic language”
َْ ْ ْ‫ اﻟْ َﺒﺪﻳ‬، ‫ اﻟْ َﻤ َﻌﺎﱐ‬، ‫ اﻟْ َﺒ َﻴﺎن‬، ‫ـﺤﻮ‬ َّ َّ َ ُّ ْ

، ْ‫ اﻟﻘ َﻮا ِﰲ‬، ‫ اﻟ َﻌ ُـﺮ ْوض‬، ِ ِْ
ْ ‫اﻟﻨ‬ ، ‫اﻟﺼ ْـﺮف‬ ، ‫) ِﻠ ُﻢ اﻟﻠﻐ ِﺔ‬
َ ْ َ ُ ْ َْ ْ َ ْ
(‫ اﻟ ُﻤ َﺤﺎﺿ َـﺮة‬، ‫ اﻟـﺨﻄﺐ‬، ‫ ا ِ ﺸﺎء‬، ‫ا ِ ْﻣ ء‬
q 31 r
َْ
(6) ِ ‫ اﻟ َﻮ‬: The founder [/ inventor]
‫اﺿ‬
َ ُّ َْ َ
ُ ‫ﺎذ ﺑْ ُﻦ ُﻣ ْﺴ ِﻠﻢ اﻟْ َ َّﺮ‬
" ‫اء‬
ُ َُ
‫ " ﻣﻌ‬the student of ‫( أﺑُﻮ ا ْﺳ َﻮ ِد اﻟﺪؤﻟِـ ُّﻲ‬The founder [/ inventor] of
ٍ
Arabic grammar).
َ
(7) ‫ ا ِ ْﺳﻢ‬: The name
َّ ُ ْ ْ َّ ُ ْ
‫اﻟﺼ ْـﺮف‬ ‫ ِﻠﻢ‬or ‫ـﺮﻳْﻒ‬
ِ ‫ِﻠﻢ اﻟﺘﺼ‬
ٌ ْ َ
The literal meaning of ‫ـﺮف‬ ‫ ﺻ‬is “To turn [/ change]”. In the field of Arabic language,
its technical meaning has already been mentioned above. (under (1) “The
definition”)
َ َ
(8) ‫ ا ِ ْﺳ ِﺘ ْﻤﺪاد‬: The source [/ support]
“Arabic words”
َّ ْ
(9) ‫ ُﺣﻜ ُﻢ اﻟﺸﺎ ِرع‬: The Islamic legal ruling
َ ُ َ
“A communal obligation (‫ﻛِﻔﺎﻳَﺔ‬ ‫ )ﻓ ْﺮض‬when others who have also acquired this
knowledge are available. Otherwise, it would be an individual obligation”
َْ
(10) ‫ اﻟ َﻤ َﺴﺎﰱِﻞ‬: The issues [/ matters of the science]
“The issues are many such as a word being regular or irregular, making additions
or deletions etc., the details of which will follow”

q 32 r
#
ZUY
ZUUY
ZUY
$

q 33 r
Introduction (2) :
ٌ ْ َ ٌ ُ ٌ ْ
Every articulation (‫ )ﻟـﻔـﻆ‬is either meaningful (‫)ﻣـ ْﻮﺿـ ْﻮع‬
َ or meaningless (‫)ﻣﻬـ َﻤـﻞ‬
ُ .
ُ ٌ ْ َ ْ ُ
Meaningful articulation (‫ )ﻟـﻔـﻆ َﻣـ ْﻮﺿـ ْﻮ ٌع‬is either singular (‫)ﻣـﻔـ َﺮ ٌد‬ or compound
َّ
(‫)ﻣ َـﺮ ٌﺐ‬
ُ .
ْ ٌ َ َّ ََ
‫ ُﻣﻔـ َﺮ ٌد‬is also known as ‫ ﻠِ َﻤﺔ‬whilst ‫( ُﻣ َـﺮ ٌﺐ‬when it is complete) is also known as ‫ ٌم‬.
ٌ ْ ٌ ‫ )ا ِْﺳ‬or
All singular meaningful articulations are either a verb (‫ ) ِﻓﻌﻞ‬, noun (‫ﻢ‬
ٌ َ َْ
particle (‫ )ﺣ ْﺮف‬. (See “‫ ﻟﻔﻆ‬chart” towards the end of the book)
ُ َْ
‫ اﻟ ِﻔ ْﻌﻞ‬: (Verbs)
A word that denotes a meaning by itself and its form expresses the occurrence of
something in a particular time i.e., it denotes an action that is connected to a tense.
َ
For e.g., ‫( ﺿ َـﺮ َب‬He hit).
This gives the meaning of hitting and that it took place in the past.
َ
‫ ا ِ ْﺳ ُﻢ‬: (Nouns)
A word that denotes a meaning by itself and its form doesn’t express the
occurrence of something in a particular time. Arabic nouns can refer to the
occurrence of an action or a particular time, but not simultaneously like verbs. It
َ
can be something tangible or intangible.
َ ٌ َْ
For e.g., ‫( ﺿ ْـﺮ ٌب‬the act of hitting) , ‫ﺲ‬ ْ
ِ ‫( أﻣ‬yesterday) , ‫( زﻳﺪ‬a person by that name)

q 34 r
ُ َ َْ
‫ـﺤ ْﺮف‬‫ اﻟ‬: (Particles)
A word that denotes a meaning, but that meaning is not portrayed by itself. It is
only evident by combining it with another word (a noun or verb).
For e.g., « ‫» ِﻣ ْﻦ‬
This has a few possible implications such as ‘from’, ‘of’, ‘than’, ‘i.e.’ and ‘since’. The
ْ َ
ِ ‫اﻟ َﺒ ْﻴ‬
meaning is not clear until you combine it with another word, for instance ‫ﺖ‬ ‫ِﻣﻦ‬
ْ
(from the house). By adding the word ‫( اﻟ َﺒ ْﻴﺖ‬the house), the inference of « ‫» ِﻣ ْﻦ‬
becomes evident.
ّٰ ٰ
In the sentence ِ ‫( أ َﻣ َﻦ ﺑِﺎ‬He believed in Allāh ) , an example of each (noun, verb
and particle) can be found.
ٌ َ
As Arabic morphology deals with singular meaningful articulations (‫) ﻠِ َﻤﺎت‬, we
ََ
shall not go into compound meaningful articulations (‫ٌم‬ ).

q 35 r
Concerning the root letters of a word (excluding indeclinable nouns,

non-conjugated verbs & particles), they can be of three types :
َُ
‫ﺛ ﺛِ ٌّﻲ‬ (3 root lettered or Triliteral)
‫ُرﺑَﺎ ِﻋ ٌّﻲ‬ (4 root lettered or Quadriliteral)

ُ
‫ﺧ َﻤﺎ ِﺳ ٌّﻲ‬ (5 root lettered or Quinqueliteral)
These are further divided into two sub categories viz.
‫ـﺠ َّﺮ ٌد‬

َ ‫ ُﻣ‬:
ُ َّ َ
ْ ‫( اﻟﺘ‬To denude
Literally it is the passive participle form related to the root noun ‫ـﺠ ِﺮﻳْﺪ‬
[/ strip]) whilst in Arabic morphology it technically refers to “ Being free from extra
letters”.
ٌ َ
‫ـﺰﻳْﺪ ِﻓ ْﻴ ِﻪ‬
ِ ‫ﻣ‬:
The literal meaning is “A thing in which there is an increase” whilst in Arabic
morphology it technically refers to “Extra letters being included to the original root
letters”.
َُ
Most Arabic words are triliteral (‫ﺛِ ٌّﻲ‬ ‫ )ﺛ‬i.e., they are formed from three root letters
(radicals) that form a kind of skeleton. With this in mind and the fact that most of
Arabic morphology takes place in verbs , the letters ‫ل‬ - ‫ ع‬- ‫ ف‬are usually used as
model base letters to display the scales and forms of Arabic words.
Nouns and Verbs are formed by placing the root letters on designated scales. Non-
base letters may be required and vowel marks are placed accordingly. For e.g., The
ٌ َ
active participle form scale ‫ﺎﻋﻞ‬
ِ ‫( ﻓ‬doer) is formed by adding an « ‫ » ا‬after the « ‫» ف‬
and changing the vowels at the end. This also happens in English for e.g., The
teacher is someone who teaches; the builder is someone who builds etc.

q 36 r
Since most Arabic verbs are triliteral and the simplest form of the verb is the 3rd
person masculine singular, in most dictionaries all the words derived from a
triliteral root is entered under this form of the verb.
ٌ َ
By replacing the base letters, you form new words for e.g. ‫( ﺎﺗِﺐ‬writer / scribe).
ZY
ZYZYZY
ZYZYZYZYZY
ZYZYZY
ZY

q 37 r
ٌ َ َْ
Arabic verbs (‫ )أﻓﻌﺎل‬are of three types*:
* According to the meaning and tense
(1) ْ ِ ‫ اَﻟ ْ َﻤﺎ‬: (Perfect tense [/ simple past])
A verb that denotes an action which had already occurred before the time of
mentioning it i.e., it was completed and took place in the past tense.
َ
For e.g., ‫( ﺿ َـﺮ َب‬He hit)
َ َْ
(2) ‫ اﻟ ُﻤﻀﺎ ِر ُع‬: (Imperfect [/ present] tense)
A verb that denotes an action which is either being carried out at the time of
mentioning it or will be carried out later i.e., it has not been completed and can refer
to either the present tense or future tense.
َْ
For e.g., ‫ـﺮ ُب‬
ِ ‫( ﻳﻀ‬He is hitting; will hit)
َ َْ
(3) ‫ ا ْﻣ ُـﺮ‬: (Imperative)
A verb that expresses a command that is to be carried out after mentioning it. So, it
is specific with the future tense.
ْ
For e.g., ‫ـﺮ ْب‬
ِ ‫( اِﺿ‬Hit!)

q 38 r
Concerning the root letters of a verb , they can either be triliteral or quadriliteral
and with or without extra letters.
Traditional Arabic verbs do not exceed a maximum of six letters due to the difficulty
of conjugation and a possibility of confusion between two separate verbs.
Root letters of a verb conclusion table :
Term Meaning Example

َ ‫ﺛ ُ َ ﺛِ ٌﻲ ُﻣ‬
3 root lettered only َ
‫ﺧ َﺮ َج‬
ّ (Triliteral)
ٌ َ ِ‫ُ َ ﺛ‬ َْ
ِ ‫ﺛ ٌّﻲ ﻣ‬ 3 root lettered with extra letters ‫أﺧ َﺮ َج‬

َ ‫ُرﺑَﺎ ِﻋ ٌﻲ ُﻣ‬ ‫َد ْﺣ َﺮ َج‬
4 root lettered only
ّ (Quadriliteral)
ٌ َ ‫ُ َ ِﻋ‬ ََ
ِ ‫رﺑﺎ ٌّﻲ ﻣ‬ 4 root lettered with extra letters ‫ﺗﺪ ْﺣ َﺮ َج‬

q 39 r
َ َْ
Arabic nouns (‫ )أ ﺎ ٌء‬are of two types*:
* According to whether they are derived or not
ُ َ َْ
(1) ‫ـﺠﺎ ِﻣﺪ‬‫ اﻟ‬: Primary nouns
The literal meaning is “The solid” whilst in technical terms it refers to a noun that
is not made from a verb. Most Arabic nouns are of this type and be aware that most
ٌ ْ
ُ , however, some can be indeclinable
َ ‫)ﻣﻌ‬
Arabic primary nouns are declinable (‫ـﺮب‬
ٌ َ
( ّ ِ ‫)ﻣ ْﺒ‬ as well.
َ َ ٰ
For e.g., ‫( ﻓ َﺮ ٌس‬a horse) and ‫( ﻫﺬا‬this) respectively.
َ َْ
‫ اﻟ َﻤ ْﺼﺪ ُر‬: Root [/ verbal] nouns
A noun that indicates only the occurrence of an action and is free of any tense. It is
similar to the English infinitive and verbs are derived from it. A root [/ verbal] noun
is a type of primary noun and is mentioned here separately due to its significance.
(See page 29 as well)
َّ َ
For e.g., ‫ﻟﻨ ْﺼ ُـﺮ‬ ‫( ا‬the act of helping, to help)
ُّ ْ ْ َ
(2) ‫ اﻟ ُﻤﺸ َﺘﻖ‬: Derived nouns
The literal meaning is “The derivative” whilst in technical terms it refers to a noun
that is derived from a verb.
َ َ
For e.g., ِ ‫ ﻧ‬is derived from ‫ﻧ َﺼـ َﺮ‬
‫ﺎﺻ ٌـﺮ‬

q 40 r
َ َْ ُّ ْ ْ َ
Concerning the root letters of ‫ اﻟ َﻤ ْﺼﺪ ُر‬and ‫ اﻟ ُﻤﺸ َﺘﻖ‬nouns , they are similar to the
types found in verbs i.e., triliteral / quadriliteral and with or without extra letters
(See “Root letters of a verb conclusion table” on page 38).
ُ َْ
َ ‫ اﻟ‬nouns that are declinable (‫)ﻣﻌ َـﺮب‬ ٌ
ُ they can ْ
Concerning the root letters of ‫ـﺠـﺎ ِﻣـﺪ‬
be triliteral, quadriliteral or even quinqueliteral and with or without extra letters,
making a total of six types.
Traditional Arabic nouns do not exceed a maximum of seven letters due to

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

َ ‫ﺛ ُ َ ِﺛ ٌﻲ ُﻣ‬
‫َز َﻣ ٌﻦ‬
ّ (Triliteral)
ٌ َ ِ‫ُ َ ﺛ‬ ٌ ‫َز َﻣ‬

ِ ‫ﺛ ٌّﻲ ﻣ‬ 3 root lettered with extra letters ‫ﺎن‬
َ َ
َ ‫ُرﺑَﺎ ِﻋ ٌﻲ ُﻣ‬ ‫ﺛ ْﻌﻠ ٌﺐ‬
ّ (Quadriliteral)
ٌ َ ‫ُ َ ِﻋ‬ ٌ
ِ ‫رﺑﺎ ٌّﻲ ﻣ‬ 4 root lettered with extra letters ‫ِﻗ ْﻨ ِﺪﻳْﻞ‬
َ ‫ُﺧ َﻤﺎ ِﺳ ٌﻲ ُﻣ‬ ٌ َ

‫ـﺠ َّﺮ ٌد‬ ‫َﺳ ْ َﺟﻞ‬
ّ (Quinqueliteral)
ٌ َ ‫ُ َ ِﺳ‬ ٌ ُ ْ َ
ِ ‫ﺧﻤﺎ ٌّﻲ ﻣ‬ 5 root lettered with extra letters ‫ﻋﻀ َـﺮﻓ ْﻮط‬

q 41 r
Note 2 :
Most Arabic nouns are primary nouns
ُ َ ْ‫ )اَﻟ‬whilst most Arabic verbs are
(‫ـﺠـــﺎ ِﻣـﺪ‬
ُّ َ ْ ْ َ ُ َ َْ
derived (‫ )اﻟ ُﻤﺸﺘﻖ‬. Note that verbs can either be ‫ـﺠـﺎ ِﻣﺪ‬ ‫ اﻟ‬i.e., not derived from a root
ُّ َ ْ ْ َ
[/ verbal] noun or ‫ اﻟ ُﻤﺸﺘـﻖ‬i.e., derived from a root [/ verbal] noun also, when they
are considered from this aspect of whether they are derived or not.
َْ َ
For e.g., ‫ ﻟ َﺲ‬and ‫ ﻧ َﺼـ َﺮ‬respectively.
On the other hand, Arabic particles are not subject to any morphological change
and thus are not the point of focus in this subject.
Note 3 :
As most of Arabic morphology takes place in verbs, it is more practical to start by
learning all the details related to verbs and the principles surrounding changes in
their forms. By learning the majority, we can easily tackle the minority by Allāh’s
will.
َ ُ ُّ َ َ َ ْ َ ْ َ ُّ َ ْ ُ َ َ َ ْ ْ ُّ ْ َ ُ ْ ْ َ ُ ْ َ َ
‫ﻳـﺤــــﺰ ِﻣﻦ اﻟﻠﻐ ِﺔ ا ﺑــــﻮاب و اﻟﺴﺒـــ‬ ‫ـﻢ ﺗ َﺼ ُّـﺮﻓﻪ‬ ِ ‫و ﺑﻌـــﺪ ﻓﺎﻟ ِﻔﻌــﻞ ﻣﻦ ﻳـﺤ‬
‫ﻜ‬
َ َ ُ ْ ُ ْ َ ْ َّ ْ َ َ ْ َ َّ َْ ْ ً َ ََ
ً ‫ﺎك ﻧ َ ْﻈ‬
‫ﺎﺻﻴﻞ ﻣﻦ ﺴ ِ اﻟـﺠﻤ‬ ِ ‫ـﺤ ِﻮي اﻟﺘﻔ‬ْ َ‫ﻳ‬ ‫ـﺤ ْﻴــﻄﺎ ﺑِﺎﻟ ُﻤــ ِ ِّ َو ﻗﺪ‬
ِ ‫ـــﻤﺎ ُﻣ‬ ‫ﻓﻬ‬
Thereafter: Whoever becomes proficient in the changing of the verb shall gain control of
abundant categories and channels of Arabic. (Most of Arabic words are understood just by
understanding the verb and how it changes)
So, take a poem encompassing that which is significant, and many a time the one who is
aware of the summary eventually knows the details.
ْ ْ
(Ibn Málik in ‫اﻷﻓ َﻌﺎل‬
َ ‫) َﻻ ِﻣ ّﻴَﺔ‬

q 42 r
Some important points & terms:
َّ ْ ُ َ ْ
 One major principle of the Arabic language is ‫ـﺨـﻔـﺔ‬
ِ ‫( اِﻟ ِـﺘـﻤﺎس اﻟ‬Seeking
lightness {in speech}). For this reason, words that are easier on the tongue
overtake words that are not. In addition, many changes in words can take
place due to this principle.
 Sometimes there can be exceptions. If the Arabs go against their principles,

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

q 43 r
Complete verbs can either be…
َ
‫ِز ٌم‬ : (Intransitive)
A verb that does not require a direct verbal object for the intended meaning to be
complete.
ٌ َ َ َ
For e.g., ‫( ذﻫ َﺐ زﻳْﺪ‬Zayd went)
ّ
‫ ُﻣ َﺘ َﻌ ٍﺪ‬: (Transitive)
A verb that does require at least one direct verbal object for the intended meaning
ً َ َّ ُ ٌ ْ َ َ َ َ
to be complete.
For e.g., ‫ﺎﺣﺔ‬ ‫( أ ﻞ زﻳﺪ ﺗﻔ‬Zayd ate an apple)
Transitive verbs can either be…
ُ ٌ
‫ َﻣ ْﻌ ُـﺮ ْوف \ َﻣ ْﻌ ْ ٌم‬: (Active voice)
When the subject of the verb is stated as being actively connected to the action.
ً َ َ َ
For e.g., ‫( ﻧ َﺼ َـﺮ ْ ُﻤ ْﻮ ٌد ﺧﺎﻟ ِﺪا‬Mahmood helped Khālid)
ٌ ْ َ
‫ـﺠ ُﻬ ْﻮل‬‫ ﻣ‬: (Passive voice)
When the actual subject of the verb is not stated nor referred to, and instead, the
َْ َ
object occupies the place of the subject, making it a proxy subject (‫ﺎﻋ ِﻞ‬
ِ ‫اﻟﻔ‬ ‫ )ﻧﺎﰱِ ُﺐ‬.
ٌ َ ُ
For e.g., ‫( ﻧ ِﺼ َـﺮ ﺧﺎﻟ ِﺪ‬Khālid was helped)
Active verbs reflect the subject whilst passive verbs reflect the object.

q 44 r
All verbs from another aspect can either be…
ٌ ْ
‫ ُﻣﺜ َﺒﺖ‬: (Positive)
A verb that is in a positive form i.e., the action mentioned is being affirmed.
َ
For e.g., ‫( ﻧ َﺼ َـﺮ‬He helped)
ٌّ ‫َ ْﻨ‬
ِ : (Negative)
A verb that is in a negative form i.e., the action mentioned is being negated.
َ
For e.g., ‫( َﻣﺎ ﻧ َﺼ َـﺮ‬He did not help)

Chapter 1
The perfect tense
[/ simple past] verb
‫א‬‫א‬
q 46 r
t Chapter 1 T
ْ ُ ْ َْ
The perfect tense [/ simple past] verb ( ْ ِ ‫ )اﻟ ِﻔﻌﻞ اﻟ َﻤﺎ‬:
ْ ِ ‫ اَﻟْ ِﻔ ْﻌ ُﻞ اﻟْ َﻤﺎ‬is referred to as “perfect tense” or “simple past” verb i.e., the action
was complete at the time of it being mentioned.
It is a verb that denotes an action that had already occurred before the time of
mentioning it. Generally, this means that it took place in the past without reference
to whether it was completed recently or in the distant past. This also implies that
the speaker has knowledge of the verb having already taken place.
َ
For e.g., ‫( ﺿ َـﺮ َب‬He hit)
The Arabic verb is conjugated to reflect three aspects of its subject viz.
1) Person (First, Second, Third)

2) Gender (Masculine, Feminine)
3) Number (Singular, Dual, Plural)
3rd person 2nd person 1st person

Masculine Singular Masculine Singular Masculine Singular
Masculine Dual Masculine Dual Masculine Dual
Masculine Plural Masculine Plural Masculine Plural
Feminine Singular Feminine Singular Feminine Singular
Feminine Dual Feminine Dual Feminine Dual
Feminine Plural Feminine Plural Feminine Plural
Considering the above, logically there can be a total of 18 word forms (Singular =
ٌ َ ٌ
‫ ِﺻ ْﻴﻐﺔ‬, Plural = ‫ ) ِﺻ َﻴﻎ‬for the paradigms of the perfect tense.
q 47 r
However, traditionally a table containing only 14 is used for the sake of ease as since
a few of them can be used for more than one form.
Even then, the total word forms for the paradigms of the perfect tense should be 13,
as the 2nd person masculine dual and the 2nd person feminine dual forms share the
same scale, but due to an expediency it has been repeated.
In Arabic, there is no neuter gender, so for this reason the masculine form can refer
to male beings as well as masculine objects. The same is for the feminine forms.
In English, verbs are conjugated by placing a noun or pronoun before the verb.
Whilst in Arabic, verbs are conjugated by adding designated letters either by
prefixing or suffixing.
ٌ َْ
All perfect tense [/ simple past] verbs are indeclinable [/ stateless] ( ّ ِ ‫ )ﻣﺒ‬i.e., they
are not influenced by any other word and are not subject to any kind of declension
[/ change of state].
Topic :
The paradigms of the perfect tense [/ simple past] verb in active voice and positive
ُ ْ ْ ُ ْ ُ ْ َ ْ ‫َْ ْ ُ ْ َ ﺿ‬
form (‫اﻟ ُﻤﺜ َﺒﺖ‬ ‫ )اﻟ ِﻔﻌﻞ اﻟﻤﺎ ِ ِﻲ اﻟﻤﻌـﺮوف‬follow next.
For the sake of ease, we shall start with triliteral verbs without extra letters
َ ‫ )ﺛ ُ َ ﺛِ ٌﻲ ُﻣ‬. (See pages 35 and 42 - 44 for details of the above terms)
(‫ـﺠ َّﺮ ٌد‬ ّ
Pay attention to the root letters as well as suffixes.
Fully acquaint yourselves with the paradigms and learn them.
Abbreviation key :
M = Masculine F = Feminine
S = Singular D = Dual P = Plural

q 48 r
ُ َ ّ َ
‫ﻟﺼ ْﻴﻐﺔ‬
ِ ‫ا‬
Root Active voice
Person Gender Number Suffix
letters Positive
َ
َ َْ
‫اﻟﻐﺎ ِﺋ ُﺐ‬ 3rd Masculine Singular + ‫ﻓﻌﻞ‬ =
‫ﻓ َﻌ َﻞ‬
He [/ It] did
(M : S)
َ َ
َ َْ
‫اﻟﻐﺎ ِﺋ َﺒ ِﺎن‬ 3rd Masculine Dual ‫ا‬ + ‫ﻓﻌﻞ‬ =
‫ﻓ َﻌﻼ‬
They (two) did
(M : D)
ُ َ
َ َ َْ
‫اﻟﻐﺎ ِﺋ ُﺒ ْﻮن‬ 3rd Masculine Plural ‫ْوا‬ + ‫ﻓﻌﻞ‬ =
‫ﻓ َﻌﻠ ْﻮا‬
They (many) did
(M : P)
ْ َ َ
ُ َ َْ
‫اﻟﻐﺎ ِﺋ َﺒﺔ‬ 3rd Feminine Singular ‫ْت‬ + ‫ﻓﻌﻞ‬ =
‫ﻓ َﻌﻠﺖ‬
She [/ It] did
(F : S)
َ َ
َ َْ
‫اﻟﻐﺎ ِﺋ َﺒ َﺘ ِﺎن‬ 3rd Feminine Dual
َ
‫ﺗﺎ‬ + ‫ﻓﻌﻞ‬ =
‫ﻓ َﻌﻠ َﺘﺎ‬
They (two) did
(F : D)
ْ َ
ُ ‫َا ْﻟ َﻐﺎﺋ َﺒ‬
‫ﺎت‬ ِ 3rd Feminine Plural
َ
‫ن‬ + ‫ﻓﻌﻞ‬ =
‫ﻓ َﻌﻠ َﻦ‬
They (many) did
(F : P)
َ ْ َ
َ َْ
‫اﻟ ُﻤﺨ َﺎﻃ ُﺐ‬ 2nd Masculine Singular ‫َت‬ + ‫ﻓﻌﻞ‬ =
You did
(M : S)
ْ َ
َ َْ
‫اﻟ ُﻤﺨ َﺎﻃ َﺒ ِﺎن‬ 2nd Masculine Dual
ُ
‫ﺗ َﻤﺎ‬ + ‫ﻓﻌﻞ‬ =
‫ﻓ َﻌﻠ ُﺘ َﻤﺎ‬
You (two) did
(M : D)
ْ َ
َ َ َْ
‫اﻟ ُﻤﺨ َﺎﻃ ُﺒ ْﻮن‬ 2nd Masculine Plural
ُ
‫ﺗ ْﻢ‬ + ‫ﻓﻌﻞ‬ =
‫ﻓ َﻌﻠ ُﺘ ْﻢ‬
You (many) did
(M : P)
ْ َ
ُ َ َْ
‫اﻟ ُﻤﺨ َﺎﻃ َﺒﺔ‬ 2nd Feminine Singular ‫ِت‬ + ‫ﻓﻌﻞ‬ =
‫ﻓ َﻌﻠ ِﺖ‬
You did
(F : S)

q 49 r
ْ َ
َ َْ
‫اﻟ ُﻤﺨ َﺎﻃ َﺒ َﺘ ِﺎن‬ 2nd Feminine Dual
ُ
‫ﺗ َﻤﺎ‬ + ‫ﻓﻌﻞ‬ =
‫ﻓ َﻌﻠ ُﺘ َﻤﺎ‬
You (two) did
(F : D)
ْ َ
ُ ‫َا ْﻟ ُﻤ َﺨ َﺎﻃ َﺒ‬
‫ﺎت‬ 2nd Feminine Plural
ُ
‫ﺗ ﱠﻦ‬ + ‫ﻓﻌﻞ‬ =
‫ﻓ َﻌﻠ ُﺘ ﱠﻦ‬
You (many) did
(F : P)
ُ ْ َ
‫َْ َ ﱢ‬
‫اﻟ ُﻤ َﺘﻜﻠ ُﻢ‬ 1st
Masculine
& Singular ‫ُت‬ + ‫ﻓﻌﻞ‬ =
Feminine I did
(M/F : S)
ْ َ
‫ﻓ َﻌﻠ َﻨﺎ‬
‫َْ َ ﱢ‬
‫اﻟ ُﻤ َﺘﻜﻠ ُﻢ‬ َ
‫ﻧﺎ‬ ‫ﻓﻌﻞ‬
Masculine
َْ
Dual &
‫َﻣ َﻊ اﻟﻐ ْﻴ ِﺮ‬ + =
1st &
Plural
Feminine We (two/many) did
(M/F : D/P)

q 50 r
The perfect tense verb in active voice and positive form

ُ ْ ْ ُ ْ ْ ُ َْ
(‫)اﻟ ِﻔ ْﻌﻞ اﻟ َﻤﺎ ِﺿ ِﻲ اﻟ َﻤ ْﻌ ُـﺮ ْوف اﻟ ُﻤﺜ َﺒﺖ‬
ُ َ َ َ َ
‫ﻓ َﻌﻠ ْﻮا‬ ‫ﻓ َﻌﻼ‬ ‫ﻓ َﻌ َﻞ‬
ْ َ َ َ ْ َ َ
‫ﻓ َﻌﻠ َﻦ‬ ‫ﻓ َﻌﻠ َﺘﺎ‬ ‫ﻓ َﻌﻠﺖ‬
ْ َ ْ َ َ ْ َ
‫ﻓ َﻌﻠ ُﺘ ْﻢ‬ ‫ﻓ َﻌﻠ ُﺘ َﻤﺎ‬ ‫ﻓ َﻌﻠﺖ‬
ْ َ ْ َ ْ َ
‫ﻓ َﻌﻠ ُﺘ ﱠﻦ‬ ‫ﻓ َﻌﻠ ُﺘ َﻤﺎ‬ ‫ﻓ َﻌﻠ ِﺖ‬
ْ َ ُ ْ َ
‫ﻓ َﻌﻠ َﻨﺎ‬ ‫ﻓ َﻌﻠﺖ‬
a Exercise 1 A
ُ َ
(A) Write the word form (‫ﻟﺼ ْﻴ َﻐﺔ‬
ّ
ِ ‫ = ا‬person, gender & number) and topic of
the following. Translate them also.
ْ َ ْ َ ُ ْ َ ْ َ َ ْ َ
‫( ﻓ َﻌﻠ َﻨﺎ‬5) ‫( ﻓ َﻌﻠ َﻦ‬4) ‫( ﻓ َﻌﻠﺖ‬3) ‫( ﻓ َﻌﻠ ِﺖ‬2) ‫( ﻓ َﻌﻠﺖ‬1)
(B) Translate the following into Arabic.
1) We (many) did (M : P) 2) They (many) did (F : P)

3) I did (F : S) 4) You (two) did (F : D)
5) We (many) did (F : P) 6) They (many) did (M : P)
7) You (two) did (M : D) 8) She [/ It] did (F : S)

q 51 r
(C) Conjugate the following words into all 14 word forms in the perfect
tense in active voice and positive form with translation, as done in the
above table of paradigms. (Follow blank sheet template 1)
َ َ
1) ‫( َﻋ َﺒﺪ‬He worshipped) 2) ‫( ﻛ َﺘ َﺐ‬He wrote)
Use the following extra words and practice them either orally or by writing
them as the perfect tense in active voice and positive form.
َ َ
1) ‫( ﻓ َﺘ َﺢ‬He opened) 2) ‫( َﺳ َﺠﺪ‬He prostrated)
َ َ َ
3) ‫( دﺧ َﻞ‬He entered) 4) ‫( َﺟﻠ َﺲ‬He sat)
ََ َ
5) ‫( ذﻛ َﺮ‬He mentioned) 6) ‫( ﻧ َﺼ َﺮ‬He helped)
َ
7) ‫( َﻃﻠ َﺐ‬He sought)
ُ َ
(D) Write the word form (‫ﻟﺼ ْﻴ َﻐﺔ‬
ّ
You worshipped(M/s) I worshipped(M/F/
S)1st person.
َ َ َ ْ ْ
‫( ﻓ َﺘ ْﺤ ُﺘ ﱠﻦ‬5) ‫( ﻛ َﺘـ َﺒـ َﺘﺎ‬4) ‫( ﻛ َﺘـ ْﺒـ َﻨﺎ‬3) ‫( َﻋ َﺒﺪ َت‬2) ‫( َﻋ َﺒﺪ ُت‬1)
َ َ ْ ْ َ
‫( َﺟﻠ ْﺴ ُﺘ ْﻢ‬10) ‫( َﺟﻠ ُﺴ ْﻮا‬9) ‫( َﺳ َﺠﺪ ِت‬8) ‫( َﺳ َﺠﺪ َت‬7) ‫( ﻓ َﺘ َﺤﺎ‬6)
ْ َ َ ََ ُ َ ََ َ ََ َ
‫( َﻃﻠـ َﺒﺖ‬15) ‫( ذﻛ ْﺮن‬14) ‫( ﻧ َﺼ ْﺮﺗ َﻤﺎ‬13) ‫( دﺧﻠـ َﺘﺎ‬12) ‫( دﺧﻼ‬11)

q 52 r
(E) Translate the following into Arabic.
1) They (many) worshipped (F : P) 2) I opened (M : S)

3) They (two) entered (M : D) 4) She [/ It] prostrated (F : S)
5) We (many) sought (M : P) 6) We (many) wrote (F : P)
7) He [/It] sat (M : S) 8) You (many) helped (M : P)
9) You (many) helped (F : P) 10) I mentioned (F : S)
11) You (two) sought (F : D) 12) You (two) mentioned (M : D)
The Arabic equivalent of the English word “ and ” is « ‫» و‬

َ
ُ ْ َ ُ َ
For e.g., ‫( ﻛ َﺘ ْﺒﺖ َو ﻗ َﺮأت‬I wrote and I read)
ُ َ ُ ‫( ﻓَ َﺘ‬They (many) opened (M : P) and entered).
‫ـﺤ ْﻮا َو َدﺧ ْ ا‬
(F) Keeping the above point in mind, translate the following into Arabic.
1) You (many) mentioned (M : P) and we (many) wrote (M : P)

2) I helped (F : S) and they (many) entered (F : P)
3) They (two) mentioned (F : D) and you (many) wrote (F : P)
4) They (two) entered (M : D) and you (many) sat (M : P)
5) They (many) helped (M : P) and we (two) opened (M : D)
6) You sought (M : S) and we (two) helped (M : D)
7) They (two) prostrated (M : D) and they (two) worshipped (F : D)
8) They (many) sat (F : P) and they (many) wrote (M : P)

q 53 r
Notes :
(1.1) Placing the word « ‫ » َﻣﺎ‬before the perfect tense verb will negate it.
َ َ
For e.g., ‫( َﻣﺎ ﻓ َﻌﻞ‬He did not do)
َ
‫( َﻣﺎ ﻧ َﺼ َـﺮ‬He did not help)
َ
(1.2) « » can also be used to negate the perfect tense but with the condition that
it is either used in a supplication against someone or it is used repeatedly.
The repetition may be explicit or implicit.
For e.g.,
َ ّٰ َ َ َ َ
‫ﺎرك ا ُ ِﻓ ْﻴﻚ‬ ‫( ﺑ‬May Allāh  not bless you)
َ َ َ َ َ ََ َ
‫( ﻛﺘﺐ و ﻗ َﺮأ‬He neither wrote nor read)
َ َ ْ َ َْ ََ
[‫ـﺤ َﻢ اﻟ َﻌﻘ َﺒﺔ‬ ‫( ]ﻓ اﻗﺘ‬But, he didn’t attempt the steep path {90:11})
implied as ‫ﻜ ْﻴﻨﺎ‬
ً ‫ﻚ َرﻗَ َﺒ ًﺔ َو َ أ َ ْﻃ َﻌ َﻢ ﻣ ْﺴ‬
َّ َ َ
‫ﻓ‬
ِ ِ
Topic :
The paradigms of the perfect tense [/ simple past] verb in active voice and negative
form ( ّ
ُ ‫ )اَﻟْﻔ ْﻌ ُﻞ اﻟْ َﻤﺎ ِﺿﻲ اﻟْ َﻤ ْﻌ ُـﺮ ْو ُف اﻟْ َﻤ ْﻨ‬follow next.
ِ ِ ِ

q 54 r
Root Active voice

Person, Gender & Number Suffix
letters Negative
َ
3rd Masculine Singular + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
‫َﻣﺎ ﻓ َﻌ َﻞ‬
He [/ It] did not do
(M : S)
َ َ
3rd Masculine Dual ‫ا‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
‫َﻣﺎ ﻓ َﻌﻼ‬
They (two) did not do
(M : D)
ُ َ
3rd Masculine Plural ‫ْوا‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
‫َﻣﺎ ﻓ َﻌﻠ ْﻮا‬
They (many) did not do
(M : P)
ْ َ َ
3rd Feminine Singular ‫ْت‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
‫َﻣﺎ ﻓ َﻌﻠﺖ‬
She [/ It] did not do
(F : S)
َ َ
3rd Feminine Dual
َ
‫ﺗﺎ‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
‫َﻣﺎ ﻓ َﻌﻠ َﺘﺎ‬
They (two) did not do
(F : D)
ْ َ
3rd Feminine Plural
َ
‫ن‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
‫َﻣﺎ ﻓ َﻌﻠ َﻦ‬
(F : P)
َ ْ َ
2 nd Masculine Singular ‫َت‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
You did not do
(M : S)
ْ َ
2nd Masculine Dual
ُ
‫ﺗ َﻤﺎ‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
‫َﻣﺎ ﻓ َﻌﻠ ُﺘ َﻤﺎ‬
You (two) did not do
(M : D)
ْ َ
2nd Masculine Plural
ُ
‫ﺗ ْﻢ‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
‫َﻣﺎ ﻓ َﻌﻠ ُﺘ ْﻢ‬
You (many) did not do
(M : P)
ْ َ
2 nd Feminine Singular ‫ِت‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
‫َﻣﺎ ﻓ َﻌﻠ ِﺖ‬
You did not do
(F : S)

q 55 r
ْ َ
2nd Feminine Dual
ُ
‫ﺗ َﻤﺎ‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
‫َﻣﺎ ﻓ َﻌﻠ ُﺘ َﻤﺎ‬
You (two) did not do
(F : D)
ْ َ
2nd Feminine Plural
ُ
‫ﺗ ﱠﻦ‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ = ‫َﻣﺎ ﻓ َﻌﻠ ُﺘ ﱠﻦ‬
(F : P)
ُ ْ َ
1st
Masculine
Singular ‫ُت‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
& Feminine
I did not do
(M/F : S)
ْ َ
1st
Masculine Dual &
َ
‫ﻧﺎ‬ + ‫ﻓﻌﻞ‬ ‫َﻣﺎ‬ =
‫َﻣﺎ ﻓ َﻌﻠ َﻨﺎ‬
& Feminine Plural
We (two/many) did not
do (M/F : D/P)

q 56 r
The perfect tense verb in active voice and negative form

ْ ُ ْ ْ ُ َْ
( ُّ ِ ‫)اﻟ ِﻔ ْﻌﻞ اﻟ َﻤﺎ ِﺿ ِﻲ اﻟ َﻤ ْﻌ ُـﺮ ْوف اﻟ َﻤ ْﻨ‬
ُ َ َ َ َ
‫َﻣﺎ ﻓ َﻌﻠ ْﻮا‬ ‫َﻣﺎ ﻓ َﻌﻼ‬ ‫َﻣﺎ ﻓ َﻌ َﻞ‬
ْ َ َ َ ْ َ َ
‫َﻣﺎ ﻓ َﻌﻠ َﻦ‬ ‫َﻣﺎ ﻓ َﻌﻠ َﺘﺎ‬ ‫َﻣﺎ ﻓ َﻌﻠﺖ‬
ْ َ ْ َ َ ْ َ
‫َﻣﺎ ﻓ َﻌﻠ ُﺘ ْﻢ‬ ‫َﻣﺎ ﻓ َﻌﻠ ُﺘ َﻤﺎ‬ ‫َﻣﺎ ﻓ َﻌﻠﺖ‬
ْ َ ْ َ ْ َ
‫َﻣﺎ ﻓ َﻌﻠ ُﺘ ﱠﻦ‬ ‫َﻣﺎ ﻓ َﻌﻠ ُﺘ َﻤﺎ‬ ‫َﻣﺎ ﻓ َﻌﻠ ِﺖ‬
ْ َ ُ ْ َ
‫َﻣﺎ ﻓ َﻌﻠ َﻨﺎ‬ ‫َﻣﺎ ﻓ َﻌﻠﺖ‬
a Exercise 2 A
(A) Conjugate the following words into all 14 word forms in the perfect
tense in active voice and negative form with translation.
(Follow blank sheet template 2)
َ َ َ
1) ‫( دﺧ َﻞ‬He entered) 2) ‫( ﻧ َﺼ َﺮ‬He helped)
(B) Translate the following into English.
ْ ُ َ َ َ
‫( َﻣﺎ َﺳ َﺠﺪ ِت‬4) ‫( َﻣﺎ ﻛ َﺘـ ْﺒﺖ‬3) ‫( َﻣﺎ ﻧ َﺼ ْﺮ ُت‬2) ‫( َﻣﺎ ﻓ َﺘ ْﺤ ُﺘ ْﻢ‬1)
َ َْ ُ َ َ َ َ َ
‫( َﻣﺎ َﺟـﻠ ُﺴـ ْﻮا‬8) ‫( َﻣﺎ َﻋـ َﺒﺪﻧـﺎ‬7) ‫( َﻣﺎ دﺧـﻠـ ْﻮا‬6) ‫( َﻣﺎ دﺧـﻼ‬5)
َ ْ َ َ َ َ
‫( َﻣﺎ َﺳ َﺠﺪن‬12) ‫( َﻣﺎ ﻓ َﻌﻠ َﺘﺎ‬11) ‫( َﻣﺎ ﻛ َﺘ ْﺒ َﻨﺎ‬10) ‫( َﻣﺎ َﻃﻠ ْﺒ ُﺘ ﱠﻦ‬9)
q 57 r
(C) Translate the following into Arabic.
1) We (many) did not seek (F : P) 2) You (many) did not sit (M : P)

3) He [/ It] did not help (M : S) 4) They (many) did not mention (F : P)
5) You (many) did not prostrate (F : P) 6) I did not write (M : S)
7) They (many) did not open (M : P) 8) She [/ It] did not mention (F : S)
9) You did not worship (M : S) 10) You (two) did not seek (M : D)
11) They (two) did not sit (M : D) 12) You (two) did not write (F : D)

q 58 r
The different scales of the perfect tense verb :
Regarding perfect tense verbs in active voice that are triliteral and without any extra
َ ‫ )ﺛ ُ َ ﺛِ ٌﻲ ُﻣ‬, although logically there can be multiple vowelling patterns,
(‫ـﺠ َّﺮ ٌد‬
letters ّ
only three are accepted viz.
َ ََ َ َ َ َُ
1) ‫ﻓﻌﻞ‬ 2) ‫ﻓ ِﻌﻞ‬ 3) ‫ﻓﻌﻞ‬
Note that the ‫ ف‬and ‫ ل‬position letters are always vowelled with a Fathah _◌_
َ whilst
the vowel on the ‫ ع‬position letter only changes.
َ ََ
Some examples of the scale of ‫ ﻓﻌﻞ‬are…
َ َ ََ
‫ﻧ َﺼ َـﺮ‬ (He helped) ‫ﻓﺘ‬ (He opened)
َ َ َ َ
‫ﻋ َﺒﺪ‬ (He worshipped) ‫ﻓ َﻌﻞ‬ (He did)
َ َ
Some examples of the scale of ‫ ﻓ ِﻌﻞ‬are…
َ َ
‫ـﺮ َب‬
ِ ‫( ﺷ‬He drank) ‫ِ َﻊ‬ (He heard)
َ َ
‫( َﺟ ِﻬﻞ‬He was ignorant) ‫ﻟ ِ َﺲ‬ (He wore)
‫( َ ﻠِ َﻢ‬He knew [/ learnt])
َ َُ
Some examples of the scale of ‫ ﻓﻌﻞ‬are…
َ َُ َ
‫ﺛﻘﻞ‬ (He was heavy) ‫ﺑ َ ُﻌﺪ‬ (He was distant)

q 59 r
َ ُ ‫َﻛ‬ (He was great [/ large])

َ َ
‫ﺿ ُﻌﻒ‬ (He was weak)
َ
‫ﻛ ُﺮ َم‬ (He was noble [/ generous])
When conjugating the verb, keep in mind that the ‫ ع‬position letter will
retain the particular vowel. For e.g.,
َ َ ْ َ َ َ َ
‫ ﻧ َﺼ ْﺮﻧﺎ‬......‫ ﻧ َﺼ َﺮت‬، ‫ ﻧ َﺼ ُﺮ ْوا‬، ‫ ﻧ َﺼ َﺮا‬، ‫ﻧ َﺼ َﺮ‬
َ ْ َ َ َ َ
‫ ﺷ ِﺮ َﺑﺖ…… ﺷ ِﺮ ْﺑ َﻨﺎ‬، ‫ ﺷ ِﺮ ُﺑ ْﻮا‬، ‫ ﺷ ِﺮ َﺑﺎ‬، ‫ﺷ ِﺮ َب‬
ْ َُ ْ َ َُ ُ َُ َ َُ َُ
‫ ﺛﻘﻠ َﻨﺎ‬......‫ ﺛﻘﻠﺖ‬، ‫ ﺛﻘﻠ ْﻮا‬، ‫ ﺛﻘﻼ‬، ‫ﺛﻘ َﻞ‬
ttttt
a Exercise 3 A
tense in active voice and both positive as well as negative forms with
translation. (Follow blank sheet templates 1 & 2)
َ َُ
1) ‫( ﺷ ِﺮ َب‬He drank) 2) ‫( ﺛﻘ َﻞ‬He was heavy)

q 60 r
them as the perfect tense in active voice and both positive as well as negative
forms.
1) ‫( َﺟ ِﻬ َﻞ‬He was ignorant)

2) ‫( َﺳ ِﻤ َﻊ‬He heard)
َ
3) ‫( ﻛ ُﺮم‬He was noble [/ generous])
َ
4) ‫( ﻛ ُﺒ َﺮ‬He was great [/ large])
1) We (many) heard (M : P)
2) You (many) were heavy (M : P)
3) She [/ It] wore (F : S)
4) You (many) were distant (F : P)
5) They (two) were weak (M : D)
6) You were noble [/ generous] (M : S)
7) You (two) drank (M : D)
8) We (two) were ignorant (M : D)
9) They (two) were great [/ large] (F : D)
10) I knew [/ learnt] (F : S)
11) He [/ It] was distant (M : S)
(C) Translate the following into English.
َ ْ َُ َ َْ
‫( َﻋ َﺒﺪ ْت‬5) ‫( َﻋ ِﻠ ُﻤ ْﻮا‬4) ‫( ﺛﻘﻠ َﻦ‬3) ‫( ﺷ ِﺮ ْﺑ ُﺘ ﱠﻦ‬2) ‫( َﺳ َﺠﺪﻧﺎ‬1)
ََ َ َ
‫( َﺑـ ُﻌﺪﺗﺎ‬10) ‫( ﻟ ِﺒ َﺴ َﺘﺎ‬9) ‫( َﺟ ِﻬ َﻞ‬8) ‫( َﻋ ِﻠ ْﻤ ُﺘ ﱠﻦ‬7) ‫( ﻟـ ِﺒ ْﺴ ُﺘ ْﻢ‬6)
َ َُ َ َ َ
‫( ﻛ ُﺮ ْﻣ ِﺖ‬15) ‫( دﺧﻠ ْﻮا‬14) ‫( ﻛ ُﺒ َﺮ ْت‬13) ‫( َﺳ ِﻤ َﻌﺎ‬12) ‫( َﺟﻠ ْﺴ َﻨﺎ‬11)
q 61 r
(D) Translate the following into Arabic.
1) We (many) were not weak (F : P)

2) I did not worship (M : S)
3) They (many) did not hear (F : P)
4) They (two) were not heavy (M : D)
5) You (two) did not sit (F : D)
6) You (many) were not ignorant (M : P)
7) You (two) did not know [/ learn] (M : D)
8) He did not wear (M : S)
9) They (two) were not distant (M : D)
10) They (two) did not drink (F : D)
11) They (many) did not help (M : P)
12) We (two) did not open (M : D)
13) She did not prostrate (F : S)
14) He did not seek (M : S)
ZY
ZYZYZY
ZYZYZYZYZY
ZYZYZY
ZY

q 62 r
The perfect tense verb in passive voice :
Now we shall have a look at the perfect tense positive verb in passive voice.
To make the perfect tense passive, starting with the 3rd person masculine singular
form, follow the subsequent steps :
1) Keep the ‫ ل‬position letter with a Fathah __

◌َ .
2) Give the penultimate letter a Kasrah –ِ –◌ if it doesn’t have one already and
◌ُ .
all other remaining vowelled letters a Dhammah __
3) Apply the relevant suffixes appropriately to complete the conjugations.
َ ُ
In the passive voice , all triliteral perfect tense verbs without extra letters share the
َ
same scale of ‫ ﻓ ِﻌﻞ‬, but note that verbs that are ‫( ِز ٌم‬intransitive) are not usually
made passive, since the passive voice reflects the object of the verb whilst the object
is not required for an intransitive verb. Intransitive verbs can still be used passively
ُ َ
by means of a genitive particle (‫)ﺣـ ْﺮف َﺟ ٍّـﺮ‬ , by transferring it to a transitive verb
َ َْ
form scale such as ‫ أﻓ َﻌﻞ‬, with the use of a root [/ verbal] noun or adverb, but this
discussion is beyond the scope of this work.
َ َ َ َ
Words on the scale of ‫ ﻓ َﻌـﻞ‬and ‫ ﻓ ِﻌـﻞ‬are mainly ‫ـﺪ‬
ّ َ َُ
ٍ ‫( ﻣﺘﻌ‬transitive) , whereas words
َ َ َ
on the scale of ‫ ﻓ ُﻌﻞ‬are always ‫ِز ٌم‬ (intransitive), and for this reason they are not
typically made passive.
(See page 43 for brief details of the above terms)

q 63 r
Topic :
The paradigms of the perfect tense [/ simple past] verb in passive voice and
positive form (‫اﻟ ُﻤﺜ َﺒﺖ‬ ‫ )اﻟ ِﻔ ْﻌﻞ اﻟ َﻤﺎ ِﺿ ِﻲ اﻟ َﻤ ْﺠ ُﻬ ْﻮل‬follow next.
Root Passive voice

Person Gender Number Suffix
letters Positive
ُ
3 rd Masculine Singular + ‫ﻧﺼﺮ‬ =
‫ﻧ ِﺼ َﺮ‬
He [/ It] was helped
(M : S)
ُ
3rd Masculine Dual ‫ا‬ + ‫ﻧﺼﺮ‬ =
‫ﻧ ِﺼ َﺮا‬
They (two) were helped
(M : D)
ُ
3rd Masculine Plural ‫ْوا‬ + ‫ﻧﺼﺮ‬ =
‫ﻧ ِﺼ ُﺮ ْوا‬
They (many) were helped
(M : P)
ُ
3 rd Feminine Singular ‫ْت‬ + ‫ﻧﺼﺮ‬ =
‫ﻧ ِﺼ َﺮ ْت‬
She [/ It] was helped
(F : S)
َ ُ
3rd Feminine Dual
َ
‫ﺗﺎ‬ + ‫ﻧﺼﺮ‬ =
‫ﻧ ِﺼ َﺮﺗﺎ‬
They (two) were helped
(F : D)
َ ُ
3rd Feminine Plural
َ
‫ن‬ + ‫ﻧﺼﺮ‬ =
‫ﻧ ِﺼ ْﺮن‬
They (many) were helped
(F : P)
ُ
2 nd Masculine Singular ‫َت‬ + ‫ﻧﺼﺮ‬ =
‫ﻧ ِﺼ ْﺮ َت‬
You were helped
(M : S)

q 64 r
ُ ُ
2nd Masculine Dual
ُ
‫ﺗ َﻤﺎ‬ + ‫ﻧﺼﺮ‬ =
‫ﻧ ِﺼ ْﺮﺗ َﻤﺎ‬
You (two) were helped
(M : D)
ُ ُ
ُ
‫ﺗ ْﻢ‬ + ‫ﻧﺼﺮ‬ =
‫ﻧ ِﺼ ْﺮﺗ ْﻢ‬
You (many) were helped
(M : P)
ُ
2nd Feminine Singular ‫ِت‬ + ‫ﻧﺼﺮ‬ =
‫ﻧ ِﺼ ْﺮ ِت‬
You were helped
(F : S)
ُ ُ
2nd Feminine Dual
ُ
‫ﺗ َﻤﺎ‬ + ‫ﻧﺼﺮ‬ =
‫ﻧ ِﺼ ْﺮﺗ َﻤﺎ‬
You (two) were helped
(F : D)
ُ ُ
2nd Feminine Plural
ُ
‫ﺗ ﱠﻦ‬ + ‫ﻧﺼﺮ‬ =
‫ﻧ ِﺼ ْﺮﺗ ﱠﻦ‬
You (many) were helped
(F : P)
ُ
1st
Masculine &
Singular ‫ُت‬ + ‫ﻧﺼﺮ‬ =
‫ﻧ ِﺼ ْﺮ ُت‬
Feminine
I was helped
(M/F : S)
َ ُ
1st
Masculine & Dual &
َ
‫ﻧﺎ‬ + ‫ﻧﺼﺮ‬ =
‫ﻧ ِﺼ ْﺮﻧﺎ‬
Feminine Plural
We (two/many) were helped
(M/F : D/P)

q 65 r
The perfect tense verb in passive voice and positive form

(‫)اﻟ ِﻔ ْﻌﻞ اﻟ َﻤﺎ ِﺿ ِﻲ اﻟ َﻤ ْﺠ ُﻬ ْﻮل اﻟ ُﻤﺜ َﺒﺖ‬
ُ ُ ُ
‫ﻧ ِﺼ ُﺮ ْوا‬ ‫ﻧ ِﺼ َﺮا‬ ‫ﻧ ِﺼ َﺮ‬
َ ُ َ ُ ُ
‫ﻧ ِﺼ ْﺮن‬ ‫ﻧ ِﺼ َﺮﺗﺎ‬ ‫ﻧ ِﺼ َﺮ ْت‬
ُ ُ ُ ُ ُ
‫ﻧ ِﺼ ْﺮﺗ ْﻢ‬ ‫ﻧ ِﺼ ْﺮﺗ َﻤﺎ‬ ‫ﻧ ِﺼ ْﺮ َت‬
ُ ُ ُ ُ ُ
‫ﻧ ِﺼ ْﺮﺗ ﱠﻦ‬ ‫ﻧ ِﺼ ْﺮﺗ َﻤﺎ‬ ‫ﻧ ِﺼ ْﺮ ِت‬
َ ُ ُ
‫ﻧ ِﺼ ْﺮﻧﺎ‬ ‫ﻧ ِﺼ ْﺮ ُت‬
a Exercise 4 A
tense in passive voice and positive form with translation.
َ َ َ
1) ‫( ﺗ َﺮك‬He left out) 2) ‫( َﺑ َﻌﺚ‬He dispatched [/ sent out])
them as the perfect tense in passive voice and positive form.
َ
1) ‫( ﻗ َﺘ َﻞ‬He killed) 2) ‫( َﺟ َﻤ َﻊ‬He gathered)
ََ
3) ‫( ﻇﻠ َﻢ‬He oppressed) 4) ‫( َﻣ َﻨ َﻊ‬He prevented)

q 66 r
ُ ْ ُ ُ َ ُ ُ ُ
‫( ﺗ ِﺮﻛﺖ‬6) ‫( ُﺟ ِﻤ َﻌﺎ‬5) ‫( ُﻣ ِﻨ ْﻌ َﻨﺎ‬4) ‫( ﻇ ِﻠ ْﻤ َﻨﺎ‬3) ‫( ﻗ ِﺘﻼ‬2) ‫( ﻗ ِﺘﻠ ْﻮا‬1)
ْ ُ ْ ُ ْ
‫( ﺗ ِﺮﻛـ ُﺘ َﻤﺎ‬11) ‫( ُﺟ ِﻤ ْﻌـ ُﺘ َﻤﺎ‬10) ‫( ﻗ ِﺘﻠـ ُﺘ ْﻢ‬9) ‫( ُﻣ ِﻨ ُﻌ ْﻮا‬8) ‫( ُﺟ ِﻤ َﻌﺖ‬7)
ُ ُ َ
‫( ُﺟ ِﻤ ْﻌ َﻦ‬16) ‫( ُﻃ ِﻠ ْﺒﺖ‬15) ‫( ُﻣ ِﻨ َﻌﺎ‬14) ‫( ﻇ ِﻠ ُﻤ ْﻮا‬13) ‫( ُﺑ ِﻌﺜﺎ‬12)
1) They (two) were helped (M : D)

2) They (two) were dispatched (F : D)
3) We (many) were oppressed (F : P)
4) I was left out (M : S)
5) You (two) were prevented (M : D)
6) You (many) were left out (F : P)
7) He was oppressed (M : S)
8) You were helped (F : S)
9) I was dispatched (F : S)
10) They (two) were mentioned (F : D)
11) She was killed (F : S)
12) We (two) were gathered (M : D)
(D) Mention whether the following verbs are in active voice or passive
voice.
ْ ُ َ َُ َ ُ ُ ُ
‫( ﻓ ِﺘ َﺤﺖ‬6) ‫( ُﺑ ِﻌـﺜﺎ‬5) ‫( دﺧﻠ ْﻮا‬4) ‫( ﻇ ِﻠ ُﻤ ْﻮا‬3) ‫( ﻧ ِﺼ ْﺮﺗ ﱠﻦ‬2) ‫( َﻋ ِﻠ ْﻤ ُﺘ ﱠﻦ‬1)
ُ َ َ ْ َ ُ ُ َ
‫( ﺗ َﺮﻛ ْﻮا‬12) ‫( ُﻣ ِﻨ ْﻌ ِﺖ‬11) ‫( ﺷ ِﺮ ْﺑ ُﺘ ْﻢ‬10) ‫( ﻗ ِﺘﻠﺖ‬9) ‫( َﺳ ِﻤ ْﻌ َﻨﺎ‬8) ‫( َﻃﻠ ْﺒﺖ‬7)

q 67 r
Topic :
The paradigms of the perfect tense [/ simple past] verb in passive voice & negative
ُ ‫ )اَﻟْﻔ ْﻌ ُﻞ اﻟْ َﻤﺎ ِﺿﻲ اﻟْ َﻤ ْﺠ ُﻬ ْﻮ ُل اﻟْ َﻤ ْﻨ‬follow next.
form ( ّ ِ ِ ِ
Passive voice
Person Gender Number
Negative
ُ
3rd Masculine Singular
‫َﻣﺎ ﻧ ِﺼ َﺮ‬
He [/ It] was not helped
(M : S)
ُ
3rd Masculine Dual
‫َﻣﺎ ﻧ ِﺼ َﺮا‬
They (two) were not helped
(M : D)
ُ
3rd Masculine Plural
‫َﻣﺎ ﻧ ِﺼ ُﺮ ْوا‬
They (many) were not helped
(M : P)
ُ
3rd Feminine Singular
‫َﻣﺎ ﻧ ِﺼ َﺮ ْت‬
She [/ It] was not helped
(F : S)
َ ُ
3rd Feminine Dual
‫َﻣﺎ ﻧ ِﺼ َﺮﺗﺎ‬
(F : D)
َ ُ
3rd Feminine Plural
‫َﻣﺎ ﻧ ِﺼ ْﺮن‬
(F : P)
ُ
2nd Masculine Singular
‫َﻣﺎ ﻧ ِﺼ ْﺮ َت‬
You were not helped
(M : S)

q 68 r
ُ ُ
2nd Masculine Dual
‫َﻣﺎ ﻧ ِﺼ ْﺮﺗ َﻤﺎ‬
You (two) were not helped
(M : D)
ُ ُ
‫َﻣﺎ ﻧ ِﺼ ْﺮﺗ ْﻢ‬
You (many) were not helped
(M : P)
ُ
2nd Feminine Singular
‫َﻣﺎ ﻧ ِﺼ ْﺮ ِت‬
You were not helped
(F : S)
ُ ُ
2nd Feminine Dual
‫َﻣﺎ ﻧ ِﺼ ْﺮﺗ َﻤﺎ‬
(F : D)
ُ ُ
2nd Feminine Plural
‫َﻣﺎ ﻧ ِﺼ ْﺮﺗ ﱠﻦ‬
(F : P)
ُ
1st
Masculine &
Singular
‫َﻣﺎ ﻧ ِﺼ ْﺮ ُت‬
Feminine
I was not helped
(M/F : S)
َ ُ
1st
Masculine &
Dual & Plural
‫َﻣﺎ ﻧ ِﺼ ْﺮﻧﺎ‬
Feminine
We (two/many) were not helped
(M/F : D/P)

q 69 r
The perfect tense verb in passive voice and negative form

ْ ُ ْ ْ ُ َْ
( ُّ ِ ‫)اﻟ ِﻔ ْﻌﻞ اﻟ َﻤﺎ ِﺿ ِﻲ اﻟ َﻤ ْﺠ ُﻬ ْﻮل اﻟ َﻤ ْﻨ‬
ُ ُ ُ
‫َﻣﺎ ﻧ ِﺼ ُﺮ ْوا‬ ‫َﻣﺎ ﻧ ِﺼ َﺮا‬ ‫َﻣﺎ ﻧ ِﺼ َﺮ‬
َ ُ َ ُ ُ
‫َﻣﺎ ﻧ ِﺼ ْﺮن‬ ‫َﻣﺎ ﻧ ِﺼ َﺮﺗﺎ‬ ‫َﻣﺎ ﻧ ِﺼ َﺮ ْت‬
ُ ُ ُ ُ ُ
‫َﻣﺎ ﻧ ِﺼ ْﺮﺗ ْﻢ‬ ‫َﻣﺎ ﻧ ِﺼ ْﺮﺗ َﻤﺎ‬ ‫َﻣﺎ ﻧ ِﺼ ْﺮ َت‬
ُ ُ ُ ُ ُ
‫َﻣﺎ ﻧ ِﺼ ْﺮﺗ ﱠﻦ‬ ‫َﻣﺎ ﻧ ِﺼ ْﺮﺗ َﻤﺎ‬ ‫َﻣﺎ ﻧ ِﺼ ْﺮ ِت‬
َ ُ ُ
‫َﻣﺎ ﻧ ِﺼ ْﺮﻧﺎ‬ ‫َﻣﺎ ﻧ ِﺼ ْﺮ ُت‬
a Exercise 5 A
tense in passive voice and negative form with translation.
ََ
1) ‫ﻇﻠ َﻢ‬ 2) ‫َﻣ َﻨ َﻊ‬
1) We (many) were not prevented (F : P)

2) They (many) were not oppressed (F : P)
3) You were not helped (M : S)
4) He was not dispatched (M : S)
5) They (two) were not left out (M : D)
6) You (many) were not prevented (F : P)

q 70 r
7) You (two) were not dispatched (M : D)

8) They (many) were not gathered (M : P)
9) She was not killed (F : S)
10) You were not oppressed (F : S)
11) We (two) were not sought (M : D)
12) We (two) were not mentioned (F : D)
۞۞۞
۞۞۞۞۞۞۞
۞۞۞
Table of identity for the perfect tense [/ simple past] verb :
Every verb contains three of the following :
1) The act (indicated by the root letters)

2) The tense (indicated by the form i.e., build-up of the word)
3) The subject (as a pronoun)
Pronouns will either be :
ُ َْ
1) Visible [/ Distinct] (‫)اﻟ َﺒﺎ ِرز‬
2) Hidden (ُ
َ َْ
ِ ‫)اﻟ ُﻤ ْﺴﺘ‬

q 71 r
Identity Pronoun Root letters Form

ُ َ
‫ﻫ َﻮ‬ ‫ﻓ َﻌ َﻞ‬
(3rd person masculine singular)
Free from any kind of addition. ‫ﻓﻌﻞ‬
The pronoun is hidden. (Hidden)
َ َ
The « ‫ » ا‬indicates 3rd person masculine dual. ‫ا‬ ‫ﻓﻌﻞ‬ ‫ﻓ َﻌﻼ‬
This pronoun is visible. (Visible)
ْ
The « ‫ » و‬indicates 3rd person masculine plural. This
ُ َ
pronoun is visible.
ْ
‫ْو‬ ‫ﻓﻌﻞ‬ ‫ﻓ َﻌﻠ ْﻮا‬
The « ‫ » ا‬at the end is for protecting the « ‫ » و‬from (Visible)
being misunderstood as a particle for conjunction.
ْ ْ َ َ
The « ‫ » ت‬indicates 3rd person feminine. The
‫ِﻫ َﻲ‬
‫ﻓﻌﻞ‬ ‫ﻓ َﻌﻠﺖ‬
pronoun is hidden. (Hidden)
The « ‫ » ت‬indicates 3 person feminine. َ َ

‫ﻓ َﻌﻠ َﺘﺎ‬
rd
‫ا‬ ‫ﻓﻌﻞ‬
The « ‫ » ا‬indicates 3rd person dual. (Visible)
This pronoun is visible.
َ َ ْ َ
The « ‫ » ن‬indicates 3rd person feminine plural. ‫ن‬ ‫ﻓﻌﻞ‬ ‫ﻓ َﻌﻠ َﻦ‬
َ ‫َت‬ َ ْ َ
The « ‫ » ت‬indicates 2nd person masculine
singular. This pronoun is visible. (Visible)
ُ ُ ْ َ
The « ‫ » ﺗ َﻤﺎ‬indicates 2nd person masculine dual. ‫ﺗ َﻤﺎ‬ ‫ﻓﻌﻞ‬ ‫ﻓ َﻌﻠ ُﺘ َﻤﺎ‬
ُ ُ ْ َ
ْ ‫ » ﺗ‬indicates 2nd person masculine plural.
The « ‫ﻢ‬ ‫ﺗ ْﻢ‬ ‫ﻓﻌﻞ‬ ‫ﻓ َﻌﻠ ُﺘ ْﻢ‬
ْ َ
The « ‫ت‬
ِ » indicates 2nd person feminine singular. ‫ِت‬
‫ﻓﻌﻞ‬ ‫ﻓ َﻌﻠ ِﺖ‬
ُ ُ ْ َ
The « ‫ » ﺗ َﻤﺎ‬indicates 2nd person feminine dual. ‫ﺗ َﻤﺎ‬
‫ﻓﻌﻞ‬ ‫ﻓ َﻌﻠ ُﺘ َﻤﺎ‬
َّ ُ ُ ْ َ
The « ‫ » ﺗﻦ‬indicates 2nd person feminine plural. ‫ﺗ ﱠﻦ‬
‫ﻓﻌﻞ‬ ‫ﻓ َﻌﻠ ُﺘ ﱠﻦ‬
ُ ‫ُت‬ ُ ْ َ
The « ‫ » ت‬indicates 1st person masculine /
feminine singular. This pronoun is visible. (Visible)
ْ َ
‫ﻓ َﻌﻠ َﻨﺎ‬
َ َ
The « ‫ » ﻧﺎ‬indicates 1st person masculine / ‫ﻧﺎ‬ ‫ﻓﻌﻞ‬
feminine, dual / plural. This pronoun is visible. (Visible)

q 72 r
o Examples of perfect tense verbs from the Qur’án O
ُ ْ َ
[‫ َو ِ ّﺎ َر َزﻗ ٰﻨ ْ ﻳ ُ ْﻨ ِﻔ ُﻘ ْﻮ َن‬...]
(3 : 2)
“…and (those who) spend out of what We have provided for them”
ٰ ْ ُ َ
[...ِ ّ ‫]ﻓ َﻬ َﺰ ُﻣ ْﻮ ْ ﺑِ ِﺎذ ِن ا‬
(251 : 2)
“So, they defeated them by the will of Allāh…”
َ ْ ْ
[‫ﺎن ﺿ ِﻌ ْﻴ ًﻔﺎ‬
ُ ‫ َو ُﺧﻠ َﻖ ا َﺴ‬...]
ِ ِ
(28 : 4)
“…and man was created weak”
ْ َ َ َ َ ُ َ
[‫] َو ﻟ ِﺒﺜ ْﻮا ِ ْ ﻛ ْﻬ ِﻔ ِ ْ ﺛﻠ ٰﺚ ِﻣﺎﺋ ٍﺔ ِﺳ ِﻨ َ َو ْاز َد ُاد ْوا ِ ْﺴ ًﻌﺎ‬
(25 : 18)
“They stayed in their cave for three hundred years and added nine”
ّ َُ َ ْ ْ ّٰ ُ َّ ۤ ُ ۤ
[...‫اﻟﺪﻳْ َﻦ‬
ِ ‫] َو َﻣﺎ ا ِﻣ ُـﺮ ْوا ِا ﻟ َِﻴ ْﻌ ُﺒﺪ ْوا ا َ ُﻣـﺨﻠِ ِﺼ‬
(5 : 98)
“While they were not ordered but to worship Allāh, making their submission exclusive for
Him…”

Chapter 2
The imperfect
[/ present] tense verb
‫א‬‫א‬
q 74 r
t Chapter 2 T
ُ َ ْ ُ ْ َْ
The imperfect [/ present] tense verb (‫ )اﻟ ِﻔﻌﻞ اﻟ ُﻤﻀﺎ ِرع‬:
َ ْ ُ َْ
‫ اﻟـ ِﻔـ ْﻌـﻞ اﻟـ ُﻤـﻀـﺎ ِر ُع‬is referred to as “Imperfect tense” i.e., the action has not been
completed, so it includes the present tense as well as future tense. The imperfect
tense verb can also include habitual present.
ُ َْ
For these reasons, as an example, the imperfect tense verb ‫ ﻳَﻔﻌـﻞ‬can be translated as
1) He is doing
2) He will do
3) He does
Like the perfect tense, the imperfect tense can be used to express active voice and
passive voice. The active voice will reflect the subject whilst the passive voice will
reflect the object.
Once again, the total word forms can be 18, but upon observation, the imperfect
tense has only 11 different word forms. A table of 14 word forms is used for the sake
of ease as was done with the perfect tense.
In order to make triliteral verbs without extra letters in the imperfect tense, after
giving the first letter in the perfect tense a Sukoon _◌_ْ , one of four consonants is
prefixed depending on the word form.
َ ْ ُ َ ََ
These are known as ‫اﻟ ُﻤﻀﺎ ِر ِع‬
‫( ﻣﺎت‬signs [/ indicators] of the imperfect tense) viz.
ُ ََ َْ ُ ََ ََْ
‫ ن‬، ‫ أ‬، ‫ ت‬، ‫ي‬ (‫)أﺗ َ \ أﻧ ْﻴﺖ \ ﻧﺄ ِﰐ ْ \ ﻧﺄﻳْﺖ‬

q 75 r
«‫»ي‬ is used in four word forms.
«‫»ت‬ is used in eight word forms.
«‫»أ‬ is used in one word form.
«‫»ن‬ is used in one word form.
The imperfect tense verb can experience moods [/ grammatical states] when
interacting with certain words.
ْ ُ َ
By default it will be in the nominative [/ indicative case] ( ِ ‫ ) َﺣﺎﻟﺔ اﻟـ َّﺮﻓ‬when
it is not being governed by another word.
This mood [/ state] is expressed with a Dhammah _◌_ُ or the letter «‫»ن‬
depending on the word form.
We will learn the imperfect tense in its default state first.
◌ ُ in five word forms viz.

The last letter is given a Dhammah __
ُ ْ ُ َْ
3rd person masculine singular (‫ )ﻳَﻔ َﻌـﻞ‬, 3rd person feminine singular (‫ )ﺗﻔ َﻌـﻞ‬, 2nd
ُ َ َْ ُ َ َْ
person masculine singular (‫ )ﺗﻔﻌـﻞ‬, 1st person singular (‫ )أﻓﻌـﻞ‬and 1st person dual /
ُ َ َْ
plural (‫ )ﻧﻔﻌﻞ‬.
The remaining nine word forms all end with the letter « ‫ » ن‬.

q 76 r
A « ‫ » ِن‬is added to the end of four word forms viz.
َ َ َْ َ َْ
3rd person masculine dual (‫ِن‬ ‫ )ﻳﻔﻌ‬, 3rd person feminine dual (‫ )ﺗﻔ َﻌ ِن‬, 2nd person
َ َ َْ َ َ َْ
masculine dual (‫ )ﺗﻔﻌ ِن‬and 2nd person feminine dual (‫ )ﺗﻔﻌ ِن‬.
َ
A « ‫ » ن‬is added to the end of three word forms viz.
3rd person masculine plural (‫ن‬

َ ْ ُ ‫ )ﻳ َ ْﻔ َﻌ‬, 2nd person masculine plural (‫ )ﺗ َ ْﻔ َﻌ ُ ْ َن‬and 2nd
ْ َ َْ
person feminine singular ( َ ‫ )ﺗﻔﻌ ِﻠ‬.
ُ َ ْ ْ ُ ْ ُّ َ
The « ‫ » ن‬in the above seven word forms is known as ‫ـﺮاﺑِ ّﻴﺔ‬
َ ‫ﻋ‬
ِ ‫ اﻟﻨـﻮن ا‬which is
for indicating the nominative case and in some specific instances it will be
dropped [/ deleted].
َ
A « ‫ » ن‬is also added to the end of two word forms viz.
ْ َْ
َ ‫ )ﻳَﻔﻌﻠ‬and 2nd person feminine plural (‫ )ﺗﻔﻌﻠ َﻦ‬. But, the ْ َ َْ
3rd person feminine plural (‫ﻦ‬
ّ ْ َّ ُ ْ ُ
« ‫ » ن‬in these two word forms is known as ‫اﻟﻀ ِﻤ ِ \ ﻧ ُ ْـﻮ ُن اﻟ ِ ْﺴ َﻮ ِة‬ ‫ ﻧـﻮن‬and is never
dropped [/ deleted] since it is actually the visible pronoun that was kept from the
conjugations of the perfect tense. This makes these two verb forms indeclinable [/
stateless] like the perfect tense verbs.
Topic :
The paradigms of the imperfect [/ present] tense verb in active voice and positive
ُ ْ ْ ُ ْ ُ ْ َ ْ ُ َ ُ ْ ُ ْ َْ
form (‫اﻟ ُﻤﺜ َﺒﺖ‬ ‫ )اﻟ ِﻔﻌﻞ اﻟﻤﻀﺎ ِرع اﻟﻤﻌـﺮوف‬follow next.

q 77 r
Person, Gender & Root Active voice

Suffix Prefix
Number letters Positive
ْ
‫َﻳﻔ َﻌ ُﻞ‬
3rd Masc. Singular ‫ﻓﻌﻞ‬ + ‫ي‬ = He [/ It] is doing;
will do; does
(M : S)
َ ْ
‫َﻳﻔ َﻌﻼ ِن‬
3rd Masc. Dual ‫ِان‬ + ‫ﻓﻌﻞ‬ + ‫ي‬ = They (two) are doing;
will do; do
(M : D)
َ ُ ْ
َ ‫َﻳﻔ َﻌﻠ ْﻮن‬
3rd Masc. Plural ‫ْون‬ + ‫ﻓﻌﻞ‬ + ‫ي‬ = They (many) are doing;
will do; do
(M : P)
َْ
‫ﺗﻔ َﻌ ُﻞ‬
3rd Fem. Singular ‫ﻓﻌﻞ‬ + ‫ت‬ = She [/ It] is doing;
will do; does
(F : S)
َ َْ
‫ﺗﻔ َﻌﻼ ِن‬
3rd Fem. Dual ‫ِان‬ + ‫ﻓﻌﻞ‬ + ‫ت‬ = They (two) are doing;
will do; do
(F : D)
ْ ْ
َ ‫َﻳﻔ َﻌﻠ َﻦ‬
3rd Fem Plural ‫ن‬ + ‫ﻓﻌﻞ‬ + ‫ي‬ = They (many) are doing;
will do; do
(F : P)
َْ
2nd Masc. Singular ‫ﻓﻌﻞ‬ + ‫ت‬ = You are doing;
will do; do
(M : S)
َ َْ
2nd Masc. Dual ‫ِان‬ + ‫ﻓﻌﻞ‬ + ‫ت‬ = You (two) are doing;
will do; do
(M : D)

q 78 r
َ ُ َْ
َ ‫ﺗﻔ َﻌﻠ ْﻮن‬
2nd Masc. Plural ‫ْون‬ + ‫ﻓﻌﻞ‬ + ‫ت‬ = You (many) are doing;
will do; do
(M : P)
َْ
‫ﺗﻔ َﻌ ِﻠ ْﻴ َﻦ‬
2nd Fem. Singular ‫ْﻳ َﻦ‬ + ‫ﻓﻌﻞ‬ + ‫ت‬ = You are doing;
will do; do
(F : S)
َ َْ
2nd Fem. Dual ‫ِان‬ + ‫ﻓﻌﻞ‬ + ‫ت‬ = You (two) are doing;
will do; do
(F : D)
ْ َْ
َ ‫ﺗﻔ َﻌﻠ َﻦ‬
2nd Fem. Plural ‫ن‬ + ‫ﻓﻌﻞ‬ + ‫ت‬ = You (many) are doing;
will do; do
(F : P)
َْ
‫أﻓ َﻌ ُﻞ‬
1st
Masc. &
Fem.
Singular ‫ﻓﻌﻞ‬ + ‫أ‬ = I am doing;
will do; do
(M/F : S)
َْ
‫ﻧﻔ َﻌ ُﻞ‬
1st
Masc. &
Fem.
Dual &
Plural
‫ﻓﻌﻞ‬ + ‫ن‬ = We (two/many) are doing;
will do; do
(M/F : D/P)

q 79 r
The imperfect tense verb in active voice and positive form

ُ ْ ْ ُ ْ َ ْ ُ َْ
(‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﻌ ُـﺮ ْوف اﻟ ُﻤﺜ َﺒﺖ‬
َ ُ ْ َ ْ ْ
‫َﻳﻔ َﻌﻠ ْﻮن‬ ‫َﻳﻔ َﻌﻼ ِن‬ ‫َﻳﻔ َﻌ ُﻞ‬
ْ ْ َ َْ َْ
‫َﻳﻔ َﻌﻠ َﻦ‬ ‫ﺗﻔ َﻌﻼ ِن‬ ‫ﺗﻔ َﻌ ُﻞ‬
َ ُ َْ َ َْ َْ
‫ﺗﻔ َﻌﻠ ْﻮن‬ ‫ﺗﻔ َﻌﻼ ِن‬ ‫ﺗﻔ َﻌ ُﻞ‬
ْ َْ َ َْ َْ
‫ﺗﻔ َﻌﻠ َﻦ‬ ‫ﺗﻔ َﻌﻼ ِن‬ ‫ﺗﻔ َﻌ ِﻠ ْﻴ َﻦ‬
َْ َْ
‫ﻧﻔ َﻌ ُﻞ‬ ‫أﻓ َﻌ ُﻞ‬
a Exercise 6 A
ُ َ
(A) Write the word form (‫ﻟﺼ ْﻴ َﻐﺔ‬
ّ
the following. If there is a « ‫ » ن‬at the end, then clarify what kind it is.
Translate them also.
َ ْ ْ َْ ْ ْ َ ُ َْ َ ُ ْ
‫( َﻳﻔ َﻌﻼ ِن‬5) ‫( ﺗﻔ َﻌﻠ َﻦ‬4) ‫( َﻳﻔ َﻌﻠ َﻦ‬3) ‫( ﺗﻔ َﻌﻠ ْﻮن‬2) ‫( َﻳﻔ َﻌﻠ ْﻮن‬1)
َْ َْ َْ َ َْ َْ
‫( ﺗﻔ َﻌ ِﻠ ْﻴ َﻦ‬10) ‫( ﺗﻔ َﻌ ُﻞ‬9) ‫( ﻧﻔ َﻌ ُﻞ‬8) ‫( ﺗﻔ َﻌﻼ ِن‬7) ‫( أﻓ َﻌ ُﻞ‬6)

q 80 r
1) I am doing (M : S) 2) I will do (F : S)
3) We (two) are doing (M : D) 4) We (many) will do (F : P)
5) She is doing (F : S) 6) You (two) will do (M : D)
7) They (many) are doing (F : P) 8) They (many) are doing (M : P)
9) You (many) will do (F : P) 10) You are doing (M : S)
11) You will do (F : S) 12) You (many) are doing (M : P)
13) They (two) will do (M : D) 14) He is doing (M : S)

q 81 r
The different scales of the imperfect tense verb :
Just as there are three accepted scales for perfect tense verbs in active voice that are
triliteral and without any extra letters (See page 58), similarly there are three
accepted scales for imperfect tense verbs in active voice that are triliteral and
without any extra letters viz.
ُ َ َْ ُ َْ ُ ُ َْ
1) ‫ﻳﻔﻌﻞ‬ 2) ‫ﻳﻔ ِﻌﻞ‬ 3) ‫ﻳﻔﻌﻞ‬
Note that the ‫ ف‬position letter has a Sukoon _◌_

ْ , the ‫ ل‬position letter has a Dhammah
_◌_ُ and only the vowel on the ‫ ع‬position letter changes.
When combining the 3rd person masculine singular form of the accepted scales of
both the perfect tense as well as imperfect tense, nine possible combinations can
be established. However, out of the nine, only six are used by the Arabs. These
six categories are then identified by certain verbs using those particular
combinations and are given codes for recognition purposes.
ُ ‫ﻳﻨﺼ‬ ُ ْ َ ‫( ﻧ َ َﺼ َـﺮ‬U , « ‫ » ن‬or __◌ ) ُ َْ َ َ َ

1) ‫ـﺮ‬ ُ 2) ‫ـﺮب‬
ِ ‫ﻳﻀ‬ ‫( ﺿـﺮب‬I , « ‫ » ض‬or –ِ –◌ )
ُ َ َْ ُ َ َْ َ ََ
3) ‫ﺴﻤ‬ ‫( َﺳـ ِﻤ َﻊ‬A , « ‫ » س‬or __◌َ ) 4) ‫( ﻓﺘ ﻳﻔﺘ‬A , « ‫ » ف‬or __◌َ )
ُ ْ َ
5) ‫ﻳﻜ ُﺮم‬
َ
‫( ﻛ ُﺮ َم‬U , « ‫ » ك‬or __◌ ُ ) 6) ‫ﺴﺐ‬
ِ ‫ﻳـﺤ‬
ُ ْ َ ‫( َﺣ ِﺴ َﺐ‬I , « ‫ » ح‬or –ِ –◌ )
ُ ‫ ﻧ َ َﺼ َـﺮ ﻳ َ ْﻨ ُﺼ‬are…
Some examples of the category ‫ـﺮ‬
‫( ﻳ َ ْﻨ ُﺼ ُـﺮ‬He is helping; will help; helps)

ْ
‫( ﻳَﻜ ُﺘ ُﺐ‬He is writing; will write; writes)
q 82 r
ُ
‫َ ْﺴ ُﺠﺪ‬ (He is prostrating; will prostrate; prostrates)
ُ ُ ْ
‫ﻳَﺪﺧﻞ‬ (He is entering; will enter; enters)
ُ
‫( ﻳ َ ْﻌ ُﺒﺪ‬He is worshipping; will worship; worships)
ُ ْ
‫( ﻳَﺬ ُﺮ‬He is mentioning; will mention; mentions)
َ َ ُ ْ َ َ
Some examples of the category ‫ـﺮب‬
ِ ‫ ﺿـﺮب ﻳﻀ‬are…
َْ
‫ـﺮ ُب‬
ِ ‫ﻳﻀ‬ (He is hitting; will hit; hits)
‫ـﺠ ِﻠ ُﺲ‬ ْ َ ‫( ﻳ‬He is sitting; will sit; sits)

ْ
‫( ﻳَﻈﻠِ ُﻢ‬He is oppressing; will oppress; oppresses)
ْ
‫( ﻳَﻜ ِﺴ ُـﺮ‬He is breaking; will break; breaks)
ُ َ
Some examples of the category ‫ َﺳـ ِﻤ َﻊ ْﺴ َﻤ‬are…
ُ َ َْ
‫ﺴﻤ‬ (He is hearing; will hear; hears)
ْ
‫( َﺸ َـﺮ ُب‬He is drinking; will drink; drinks)
َ ْ
‫( ﻳَﻠ ُﺲ‬He is wearing; will wear; wears)
َ
‫( ﻳ َ ْﻌﻠ ُﻢ‬He knows; will know)
ُ َْ َ ََ
Some examples of the category ‫ﻳَﻔﺘ‬ ‫ ﻓﺘ‬are…
ُ َ َْ
‫ﻳﻔ ﺘ‬ (He is opening; will open; opens)
ُ ْ
‫ﻳَﻔ َﻌﻞ‬ (He is doing; will do; does)

q 83 r
َ ْ
‫( ﻳَﺬﻫ ُﺐ‬He is going; will go; goes)
ُ َ َْ
‫( ﻳﻤﻨ‬He is preventing; will prevent; prevents)
ْ َ
Some examples of the category ‫ ﻛ ُﺮ َم ﻳَﻜ ُﺮ ُم‬are…
ْ
‫( ﻳَﻜ ُﺮ ُم‬He is noble; will be noble)
ُ ْ
‫( ﻳَﻀ ُﻌﻒ‬He is weak; will be weak)
ْ َ ‫ ﺣ ِﺴﺐ ﻳ‬are…
Some examples of the category ‫ـﺤ ِﺴﺐ‬
ُ َ َ
‫ـﺤ ِﺴ ُﺐ‬
ْ َ‫ﻳ‬ (He is supposing; will suppose; supposes)
‫ﻳ َ ْﻨ ِﻌ ُﻢ‬ (He is living comfortably; will live comfortably; lives comfortably)
ْ َ‫ﻳ‬
This combination of ‫ـﺤ ِﺴﺐ‬
ُ ‫( َﺣ ِﺴ َﺐ‬I , « ‫ » ح‬or –ِ –
◌ ) is very rare. Approximately only
thirty-three verbs are used with this combination, of which thirteen can also be used
ُ َ َْ َ َ
on the scale of ‫( ِ ﻊ ﺴﻤ‬A , « ‫ » س‬or __
◌َ ) leaving twenty that cannot.
For e.g., The imperfect tense of ‫ ﺣ ِﺴﺐ‬can be read as ‫ـﺤ ِﺴﺐ‬

َ َ
ْ َ ‫ ﻳ‬or ‫ـﺤ َﺴﺐ‬
ْ َ ‫ ﻳ‬like in the verse ُ ُ
َ ۤ َّ َ َ
[‫]ا ﻳ َ ْـﺤ َﺴ ُﺐ ا ْن ﻟ ْﻢ ﻳ َ َﺮ ٗه ا َﺣ ٌﺪ‬ (Does he think that no one has seen him {90:7})
Those 13 verbs are as follows :
‫َو ِﺣ َﻢ‬ ‫َو ِﺣ َﺮ‬ ‫َوﺑِ َﻖ‬ ‫ﻳ َ ِ َﺲ‬ ‫ﺑ َ ِ َﺲ‬

َ
‫ﻧ ِﻌ َﻢ‬ ‫َﺣ ِﺴ َﺐ‬
َ َ
- ‫ﻳ َ ِ َﺲ‬ ‫َو ِﻫﻞ‬ َ ‫َو‬
ِ ‫َوﻟ ِﻎ‬ ‫َو ِﻏ َﺮ‬ ‫َو ِز َع‬

q 84 r
َ
ُ ُ ‫ ﻧ َ َﺼ َـﺮ ﻳ َ ْﻨ‬, ‫ َﺿـ َﺮ َب ﻳ َ ْ ُب‬and ُ ‫ َ ِ َﻊ َ ْﺴ َﻤ‬are known as ‫أ ُ ُﺻ ْﻮ ُل ا ْ ﺑْ َﻮاب‬
The categories of ِ ِ
(Original categories) due to the ‫ع‬ position letter’s vowel mark differing in their
perfect and imperfect forms.
ُ َ َْ َ ََ ُ ُ ْ َ َ ُ َ َ
ْ َ ‫ َﺣ ِﺴ َﺐ ﻳ‬are known as ‫ﻓُ ُﺮ ْو ُع ا ْ ﺑْ َﻮاب‬
‫ ﻓﺘ ﻳﻔﺘ‬, ‫ ﻛﺮم ﻳﻜﺮم‬and ‫ـﺤ ِﺴ ُﺐ‬
The categories of ِ
(Secondary categories) due to the ‫ ع‬position letter’s vowel mark remaining the same
in their perfect and imperfect forms.
There are no absolute rules to specify the category to which a verb belongs to as
َ
it is primarily based on ‫َ ﺎع‬ (as heard from the Arabs [/ empiricism]). To
ascertain the category you must check a dictionary.
َ
The subject of Arabic morphology is based on ‫َ ﺎع‬ (as heard from the Arabs [/
empiricism]) and ‫( ِﻗ َﻴﺎس‬analogy) .
ٌ ََ
‫ﺎع‬ :
Literally, it means “Hearing”. The technical meaning in Arabic morphology is
“Saying the word as it was heard from the Arabs without the need of a principle to
base it on”. An accepted word that doesn’t necessarily follow a known principle
ٌّ ‫ﺎ ِﻋ‬
is termed as ‫ﻲ‬
َ َ . The scholars of Basrah gave preference to this when formulating
their principles of the Arabic language.
ٌ ‫ ِﻗ َﻴ‬:
‫ﺎس‬
Literally, it means “Deduction by analogy”. The technical meaning in Arabic
morphology is “Basing a word on a particular principle”. A word that follows a
ٌّ ‫ ِﻗ َﻴﺎ ِﺳ‬. The scholars of Kūfā gave preference to this

known principle is termed as ‫ﻲ‬
when formulating their principles of the Arabic language.

q 85 r
When conjugating the verb, keep in mind that the ‫ ع‬position letter will
retain the particular vowel. For e.g.,
َ َ َ
‫ ﻧ ْﻨ ُﺼ ُﺮ‬......‫ ﺗ ْﻨ ُﺼ ُﺮ‬، ‫ َﻳ ْﻨ ُﺼ ُﺮ ْون‬، ‫ َﻳ ْﻨ ُﺼ َﺮا ِن‬، ‫َﻳ ْﻨ ُﺼ ُﺮ‬
ْ َ ْ َ َ ْ ْ ْ
‫ ﺗﻀ ِﺮ ُب…… ﻧﻀ ِﺮ ُب‬، ‫ َﻳﻀ ِﺮ ُﺑ ْﻮن‬، ‫ َﻳﻀ ِﺮ َﺑ ِﺎن‬، ‫َﻳﻀ ِﺮ ُب‬
َ َ َ
‫ ﻧ ْﺴ َﻤ ُﻊ‬......‫ ﺗ ْﺴ َﻤ ُﻊ‬، ‫ َﻳ ْﺴ َﻤ ُﻌ ْﻮن‬، ‫ َﻳ ْﺴ َﻤ َﻌ ِﺎن‬، ‫َﻳ ْﺴ َﻤ ُﻊ‬
ppppp
a Exercise 7 A
(A) Conjugate the following words into all 14 word forms in the imperfect
tense in active voice and positive form with translation.
َ ْ ْ
1) ‫َﻳﺬﻫ ُﺐ‬ 2) ‫َﻳﻜ ُﺘ ُﺐ‬
them as the imperfect tense in active voice and positive form.
ْ
1) ‫َﻳ ْﺠ ِﻠ ُﺲ‬ 2) ‫َﻳﺸ َﺮ ُب‬
‫َﻳ ْﻨ ُﺼ ُﺮ‬ ُ ْ َ
4) ‫ﻳﻀﺮب‬
3)
ِ

q 86 r
(B) Translate the following into English and mention the category that they
belong to.
ْ ْ َ ْ َ َ ْ َ َ ْ
‫( َﻳﻀ ِﺮ َﺑ ِﺎن‬5) ‫( ﺗﻀ ِﺮ ُب‬4) ‫( ﺗﻜ ِﺴ ِﺮ ْﻳ َﻦ‬3) ‫( ﺗﻜ ِﺴ ْﺮن‬2) ‫( َﻳﻜ ِﺴ ُﺮ ْون‬1)
ْ َْ َ َْ َْ ْ َ
‫( َﻳﻈ ِﻠ ْﻤ َﻦ‬10) ‫( ﻧﻈ ِﻠ ُﻢ‬9) ‫( ﺗﻠ َﺒ ُﺴ ْﻮن‬8) ‫( ﺗﻠ َﺒ َﺴ ِﺎن‬7) ‫( ﺗﻀ ِﺮ َﺑ ِﺎن‬6)
َ َ ْ َ َ ْ َ
‫( ﻧ ْﻤ َﻨ ُﻊ‬14) ‫( ﺗ ْﺴ ُﺠﺪن‬13) ‫( َﻳﻀ ُﻌﻔ ِﺎن‬12) ‫( َﻳ ْﻨ ُﺼ ُﺮ ْون‬11)
1) We (many) are sitting (M : P) 2) You (many) are prostrating (M : P)

3) They (many) will write (F : P) 4) You (two) are drinking (M : D)
5) They (many) are oppressing (F : P) 6) You (two) will go (F : D)
7) They (two) are hitting (M : D) 8) They (many) will worship (M : P)
9) We (many) will hear (F : P) 10) We (two) are entering (M : D)
11) You will break (M : S) 12) You are sitting (F : S)
13) You are mentioning (F : S) 14) You (many) are supposing (F : P)
15) They (two) will go (M : D) 16) They (two) are drinking (F : D)
17) You (many) are opening (M : P) 18) She is worshipping (F : S)
19) They (many) will hear (F : P) 20) He is going (M : S)
Extra words :
ُ َ َْ
On the scale of ‫ﻳﻔﻌﻞ‬
ُ َ َْ َ َ َ
1) ‫ﻳﺮﻓ‬ ‫( رﻓ‬He is raising; will raise; raises)
ُ َ َ
2) ‫ﻳ َ ْﻌ َﻤﻞ‬ ‫( ﻋ ِﻤﻞ‬He is working; will work; works)
َ
3) ‫ﻳ َ ْﺮ ُﺐ‬ ‫َر ِ َﺐ‬ (He is mounting; will mount; mounts)

q 87 r
ُ َْ
On the scale of ‫ﻳﻔ ِﻌﻞ‬
ُ َ
1) ‫( َر َﺟ ﻳ َ ْﺮ ِﺟ‬He is returning; will return; returns)
ُ َْ َ َ َ
2) ‫ـﺮف‬ ِ ‫( ﻋﺮف ﻳﻌ‬He is recognising; will recognise; recognises)
ُ َ َ َ
3) ‫( ﻋﻘﻞ ﻳ َ ْﻌ ِﻘﻞ‬He is comprehending; will comprehend; comprehends)
ُ ُ َْ
On the scale of ‫ﻳﻔﻌﻞ‬
ُ ََ
1) ‫ﻳ َ ْﻨﻈ ُﺮ‬ ‫( ﻧﻈ َﺮ‬He is looking; will look; looks)
ُ ْ َ َ
2) ‫َﺸﻜ ُﺮ‬ ‫( ﺷﻜ َﺮ‬He is thanking; will thank; thanks)
ُُ ََ
3) ‫ﻳ َ ْﺮﻗﺪ‬ ‫( َرﻗﺪ‬He is sleeping; will sleep; sleeps)
ُ ُ َ َ
4) ‫ﻳ َ ْﺮزق‬ ‫( َرزق‬He is providing; will provide; provides)
(D) Write out the following imperfect tense verbs with all the correct vowel
marks and mention the category that they belong to.
، ‫ ﺗﺮﻗﺪن‬، ‫ ﻳﻌﻘﻠﻦ‬، ‫ ﻳﻌﺮﻓﺎن‬، ‫ ﻳﻌﻤﻼن‬، ‫ ﺗﺮﺟﻌﻮن‬، ‫ﻳﺮﻓﻌﻮن‬
، ‫ أﻧﻈﺮ‬، ‫ ﺗﻌﻤﻞ‬، ‫ ﻧﺮﺟﻊ‬، ‫ أﺷﻜﺮ‬، ‫ ﺗﻨﻈﺮون‬، ‫ ﻳﺮﻛﺒﺎن‬، ‫ﺗﺮﺟﻌﺎن‬
‫ ﻳﺬﻫﺒﻮن‬، ‫ ﺗﺮﻓﻌﻴﻦ‬، ‫ ﺗﻨﻈﺮ‬، ‫ ﺗﻌﻤﻼن‬، ‫ أﻋﺮف‬، ‫ ﻧﺮﻛﺐ‬، ‫ﺗﻌﻘﻠﻮن‬

q 88 r
Notes :
َ
(2.1) Placing the word « » or « ‫ » َﻣﺎ‬before the imperfect tense verb will negate
it.
For e.g.,
ُ ْ َ
‫( ﻳَﻔ َﻌﻞ‬He is not doing; will not do; does not do)
ُ ْ
‫( َﻣﺎ ﻳَﻔ َﻌﻞ‬He is not doing; does not do)
َ
(2.2) When the imperfect tense verb is negated with « » , it may refer to any of
the three tenses of present, future or habitual. If there is an indication by
the context, then it will be understood accordingly.
For e.g.,
ُ َ
‫( ﻳ َ ْﻌ َﻤﻞ‬He is not working; will not work; does not work)
ً َ ُ َ
‫( ﻳ َ ْﻌ َﻤﻞ ﻏﺪا‬He will not work tomorrow)
(2.3) When the imperfect tense verb is negated with « ‫ » َﻣﺎ‬it refers to the present
tense or habitual tense only.
For e.g., [...‫ﺣ َﺮ ٍج‬ ِ ْ ‫] َﻣﺎ ﻳُﺮﻳْ ُﺪ ا ّٰ ُ ﻟ َِﻴ‬

َ ‫ـﺠ َﻌ َﻞ َ ﻠ َ ْﻴ ُﻜ ْﻢ ّﻣ ْﻦ‬
ِ
(Allāh does not want to impose a problem on you… {5:6})
َ
(2.4) « » is commonly used to negate the imperfect tense whilst « ‫ » َﻣﺎ‬is
commonly used to negate the perfect tense.

q 89 r
Topic :
The paradigms of the imperfect [/ present] tense verb in active voice and negative
ُ ‫ )اَﻟْﻔ ْﻌ ُﻞ اﻟْ ُﻤ َﻀﺎر ُع اﻟْ َﻤ ْﻌ ُـﺮ ْو ُف اﻟْ َﻤ ْﻨ‬follow next.
form ( ّ ِ ِ ِ
Active voice
Negative
ْ َ
‫ﻻ َﻳﻔ َﻌ ُﻞ‬
He [/ It] is not doing;
will not do; does not do
(M : S)
َ ْ َ
‫ﻻ َﻳﻔ َﻌﻼ ِن‬
3rd Masculine Dual
They (two) are not doing;
will not do; don’t do
(M : D)
َ ُ ْ َ
‫ﻻ َﻳﻔ َﻌﻠ ْﻮن‬
They (many) are not doing;
(M : P)
َْ َ
‫ﻻ ﺗﻔ َﻌ ُﻞ‬
She [/ It] is not doing;
will not do; does not do
(F : S)
َ َْ َ
‫ﻻ ﺗﻔ َﻌﻼ ِن‬
3rd Feminine Dual
They (two) are not doing;
(F : D)
ْ ْ َ
‫ﻻ َﻳﻔ َﻌﻠ َﻦ‬
3rd Feminine Plural
They (many) are not doing;
(F : P)

q 90 r
َْ َ
‫ﻻ ﺗﻔ َﻌ ُﻞ‬
You are not doing;
(M : S)
َ َْ َ
2nd Masculine Dual
You (two) are not doing;
(M : D)
َ ُ َْ َ
‫ﻻ ﺗﻔ َﻌﻠ ْﻮن‬
You (many) are not doing;
(M : P)
َْ َ
‫ﻻ ﺗﻔ َﻌ ِﻠ ْﻴ َﻦ‬
You are not doing;
(F : S)
َ َْ َ
2nd Feminine Dual
You (two) are not doing;
(F : D)
ْ َْ َ
‫ﻻ ﺗﻔ َﻌﻠ َﻦ‬
2nd Feminine Plural
You (many) are not doing;
(F : P)
َْ َ
Masculine &
‫ﻻ أﻓ َﻌ ُﻞ‬
1st Singular
Feminine I am not doing;
(M/F : S)
َْ َ
Masculine &
‫ﻻ ﻧﻔ َﻌ ُﻞ‬
1st Dual & Plural
Feminine We (two/many) are not doing;
(M/F : D/P)

q 91 r
The imperfect tense verb in active voice and negative form

ْ ُ ْ َ ْ ُ َْ
( ُّ ِ ‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﻌ ُـﺮ ْوف اﻟ َﻤ ْﻨ‬
َ ُ ْ َ َ ْ َ ْ َ
‫ﻻ َﻳﻔ َﻌﻠ ْﻮن‬ ‫ﻻ َﻳﻔ َﻌﻼ ِن‬ ‫ﻻ َﻳﻔ َﻌ ُﻞ‬
ْ ْ َ َ َْ َ َْ َ
‫ﻻ َﻳﻔ َﻌﻠ َﻦ‬ ‫ﻻ ﺗﻔ َﻌﻼ ِن‬ ‫ﻻ ﺗﻔ َﻌ ُﻞ‬
َ ُ َْ َ َ َْ َ َْ َ
‫ﻻ ﺗﻔ َﻌﻠ ْﻮن‬ ‫ﻻ ﺗﻔ َﻌﻼ ِن‬ ‫ﻻ ﺗﻔ َﻌ ُﻞ‬
ْ َْ َ َ َْ َ َْ َ
‫ﻻ ﺗﻔ َﻌﻠ َﻦ‬ ‫ﻻ ﺗﻔ َﻌﻼ ِن‬ ‫ﻻ ﺗﻔ َﻌ ِﻠ ْﻴ َﻦ‬
َْ َ َْ َ
‫ﻻ ﻧﻔ َﻌ ُﻞ‬ ‫ﻻ أﻓ َﻌ ُﻞ‬
a Exercise 8 A
tense in active voice and negative form with translation.
ُ
1) ‫َﻳ ْﻨﻈ ُﺮ‬ 2) ‫َﻳ ْﻌ ِﺮ ُف‬
them as the imperfect tense in active voice and negative form.
ْ ْ
1) ‫َﻳﻈ ِﻠ ُﻢ‬ 2) ‫َﻳﺸ َﺮ ُب‬
ُُ
3) ‫َﻳ ْﺮﻗﺪ‬ 4) ‫َﻳ ْﻌ َﻤ ُﻞ‬

q 92 r
َ َ ُ َْ َ ْ َ ْ َ
‫( ﻻ ﺗ ْﻌ َﻤ ُﻞ‬4) ‫( ﻻ أﺷﻜ ُﺮ‬3) ‫( ﻻ َﻳﺸ َﺮ ْﺑ َﻦ‬2) ‫( ﻻ َﻳﻔ َﻌ ُﻞ‬1)
َ َ َ ُ َ َ َ َ َ َ
‫( ﻻ أ ْﻋـ ِﻘ ُﻞ‬8) ‫( ﻻ َﻳـ ْﻨﻈـ ُﺮ ْون‬7) ‫( ﻻ ﻧـ ْﺮﻛ ُﺐ‬6) ‫( ﻻ ﺗـ ْﺮ ِﺟ ْﻌ َﻦ‬5)
َُ َ ُ ْ َ َ َ َ َ ُُ َ َ
‫( ﻻ َﻳ ْﺮﻗﺪ ِان‬12) ‫( ﻻ ﺗﺸﻜ َﺮ ِان‬11) ‫( ﻻ ﺗ ْﻌ ِﺮ ِﻓ ْﻴ َﻦ‬10) ‫( ﻻ ﺗ ْﺮﻗﺪ ْون‬9)
1) We (many) are not drinking (F : P)

2) You (many) are not raising (F : P)
3) We (two) will not oppress (M : D)
4) You are not recognising (F : S)
5) They (many) will not mount (M : P)
6) They (two) are not looking (F : D)
7) You (many) are not comprehending (M : P)
8) I will not sit (M : S)
9) I will not be weak (F : S)
10) They (many) will not return (F : P)
11) You (two) will not sleep (M : D)
12) He is not thanking (M : S)
(D) Whilst being mindful of the perfect tense and imperfect tense, active
voice as well as passive voice, translate the following into English.
َ َ َ ُُ َ َ َْ
‫( ﻛ َﺘ ْﺒﺖ َو َﻣﺎ ﻛ َﺘ ْﺒ ِﺖ‬2) ‫( َرﻗﺪ َت َوﻻ ﻧ ْﺮﻗﺪ‬1)
َ َ َ ُ َ َ َْ َ
‫( ﻇ ِﻠ ُﻤ ْﻮا َوﻻ ﺗ ْﻨ ُﺼ ُﺮ ْون‬4) ‫( َر َﺟ ُﻌ ْﻮا َوﻻ ﺗﺬﻫ ُﺒ ْﻮن‬3)
ُ َ ُ ُ ْ َ َ ُ
‫( ﻧ ِﺼ ْﺮﻧﺎ َو َﻣﺎ ﻇ ِﻠ ْﻤ َﻨﺎ‬6) ‫( ﻧ ِﺼ ْﺮ ِت َوﻻ ﺗﺸﻜ ِﺮ ْﻳ َﻦ‬5)
‫‪q 93 r‬‬
‫ُ َ‬ ‫َ ُ َ‬ ‫َ َْ َ‬
‫)‪ (8‬ﻛ َﺘ ْﺒﺖ َوﻻ َﻳ ْﻌ ِﻘﻠ ْﻮن‬ ‫)‪َ (7‬ر ِﻛ ْﺒ ُﺘ َﻤﺎ َوﻻ ﺗﺬﻫ َﺒ ِﺎن‬
‫َ ْ ُ َ‬ ‫َ‬ ‫َ َ‬ ‫َ‬
‫)‪ (10‬ﺷ ِﺮ ُﺑ ْﻮا َوﻻ َﻳﺸﻜ ُﺮ ْون‬ ‫)‪َ (9‬ﺟﻠ ْﺴ ِﺖ َوﻻ ﺗ ْﺴ ُﺠ ِﺪ ْﻳ َﻦ‬
‫َ َْ‬ ‫َ‬ ‫ُ َ َْ َ‬
‫)‪ (12‬ﻧ ْﻨ ُﺼ ُﺮ َوﻻ ﻧﻈ ِﻠ ُﻢ‬ ‫)‪َ (11‬ر َﺟ ْﻌﺖ َوﻻ أذﻫ ُﺐ‬
‫‪V‬‬
‫)‪Exercises On Arabic Morphology (Part 1‬‬

q 94 r
The imperfect tense verb in passive voice :
Now we shall have a look at the imperfect tense verb in passive voice.
To make the imperfect tense passive, starting with the 3rd person masculine singular
form, follow the subsequent steps :
َ ْ ُ َ ََ
1) Give the ‫اﻟ ُﻤﻀﺎ ِر ِع‬ ‫( ﻣﺔ‬sign [/ indicator] of the imperfect tense) a Dhammah
_◌_ُ if it doesn’t have one already.
2) ◌َ if it doesn’t have one already and
Give the penultimate letter a Fathah __
leave all other remaining letters as they are.
3) Apply the relevant prefixes / suffixes appropriately to complete the
conjugations.
In the passive voice , all triliteral imperfect tense verbs without extra letters share
ُ ْ
the same scale of ‫ ﻳُﻔ َﻌﻞ‬, but remember that verbs that are intransitive are not
usually made passive since the passive voice reflects the object of the verb whilst
the object is not required for an intransitive verb.
ُ ْ ُ
For e.g., ‫ـﺮف‬ َ
ِ ‫ ﻳﻌ‬will become ‫ﻳ ُ ْﻌ َـﺮف‬
‫ ﻳ َ ْﻨ ُﺼ ُـﺮ‬will become ‫ﻳ ُ ْﻨ َﺼ ُـﺮ‬
Topic :
The paradigms of the imperfect [/ present] tense verb in passive voice and positive
form (‫اﻟ ُﻤﺜ َﺒﺖ‬ ‫ )اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﺠ ُﻬ ْﻮل‬follow next.

q 95 r
Passive voice
Positive
‫ُﻳ ْﻨ َﺼ ُﺮ‬
He [/ It] is being helped;
will be helped; is helped
(M : S)
‫ُﻳ ْﻨ َﺼ َﺮ ِان‬
3rd Masculine Dual
They (two) are being helped;
will be helped; are helped
(M : D)
َ
‫ُﻳ ْﻨ َﺼ ُﺮ ْون‬
They (many) are being helped;
(M : P)
ُ
‫ﺗ ْﻨ َﺼ ُﺮ‬
She [/ It] is being helped;
will be helped; is helped
(F : S)
ُ
‫ﺗ ْﻨ َﺼ َﺮ ِان‬
3rd Feminine Dual
They (two) are being helped;
(F : D)
َ
‫ُﻳ ْﻨ َﺼ ْﺮن‬
3rd Feminine Plural
They (many) are being helped;
(F : P)
ُ
You are being helped;
(M : S)
ُ
2nd Masculine Dual
You (two) are being helped;
(M : D)

q 96 r
َ ُ
‫ﺗ ْﻨ َﺼ ُﺮ ْون‬
You (many) are being helped;
(M : P)
ُ
‫ﺗ ْﻨ َﺼ ِﺮ ْﻳ َﻦ‬
You are being helped;
(F : S)
ُ
2nd Feminine Dual
You (two) are being helped;
(F : D)
َ ُ
‫ﺗ ْﻨ َﺼ ْﺮن‬
2nd Feminine Plural
You (many) are being helped;
(F : P)
ُْ
Masculine &
‫أﻧ َﺼ ُﺮ‬
1st Singular
Feminine I am being helped;
will be helped; am helped
(M/F : S)
ُ
Masculine &
‫ﻧ ْﻨ َﺼ ُﺮ‬
1st Dual & Plural
Feminine We (two/many) are being helped;
(M/F : D/P)

q 97 r
The imperfect tense verb in passive voice and positive form

(‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﺠ ُﻬ ْﻮل اﻟ ُﻤﺜ َﺒﺖ‬
َ
‫ُﻳ ْﻨ َﺼ ُﺮ ْون‬ ‫ُﻳ ْﻨ َﺼ َﺮ ِان‬ ‫ُﻳ ْﻨ َﺼ ُﺮ‬
َ ُ ُ
‫ُﻳ ْﻨ َﺼ ْﺮن‬ ‫ﺗ ْﻨ َﺼ َﺮ ِان‬ ‫ﺗ ْﻨ َﺼ ُﺮ‬
َ ُ ُ ُ
‫ﺗ ْﻨ َﺼ ُﺮ ْون‬ ‫ﺗ ْﻨ َﺼ َﺮ ِان‬ ‫ﺗ ْﻨ َﺼ ُﺮ‬
َ ُ ُ ُ
‫ﺗ ْﻨ َﺼ ْﺮن‬ ‫ﺗ ْﻨ َﺼ َﺮ ِان‬ ‫ﺗ ْﻨ َﺼ ِﺮ ْﻳ َﻦ‬
ُ ُْ
‫ﻧ ْﻨ َﺼ ُﺮ‬ ‫أﻧ َﺼ ُﺮ‬
a Exercise 9 A
(A) Translate the following into Arabic.
1) We (many) will be helped (F : P)

2) They (many) will be helped (M : P)
3) You are being helped (M : S)
4) You (many) will be helped (M : P)
5) You (two) are being helped (M : D)
6) I am being helped (F : S)
(B) Conjugate the following words into all 14 word forms in the imperfect
tense in passive voice and positive form with translation.
ْ ُ
1) ‫َﻳﻘ ُﺘ ُﻞ‬ 2) ‫َﻳ ْﺒ َﻌﺚ‬

q 98 r
them as the imperfect tense in passive voice and positive form.
ُ ْ
1) ‫َﻳ ْﺮز ُق‬ 2) ‫َﻳﻈ ِﻠ ُﻢ‬
3) ‫َﻳ ْﻌ ِﺮ ُف‬ 4) ‫َﻳ ْﻤ َﻨ ُﻊ‬
َ ُ
5) ‫َﻳ ْﺮﻓ ُﻊ‬ 6) ‫َﻳ ْﻌ ُﺒﺪ‬
َ ُ ُ َ ُ َ َُ
‫( ﺗ ْﺮز ِﻗ ْﻴ َﻦ‬5) ‫( ﺗ ْﻤ َﻨ ْﻌ َﻦ‬4) ‫( ُﻳ ْﻤ َﻨ ْﻌ َﻦ‬3) ‫( ﺗ ْﻨ َﺼ ُﺮ ْون‬2) ‫( ُﻳ ْﺮزﻗ ْﻮن‬1)
َ ُ ُ ُ َ ُْ َ ُْ ُ
‫( ُﻳ ْﻌ َﺮﻓ ْﻮن‬10) ‫( أ ْﺑ َﻌﺚ‬9) ‫( ﺗﻈﻠ َﻤ ِﺎن‬8) ‫( ﻧﺬﻛ ُﺮ‬7) ‫( ﺗ ْﻨ َﺼ ُﺮ‬6)
َ ُ َ ْ َ ُ
‫( ﺗ ْﺮﻓ ِﻌ ْﻴ َﻦ‬14) ‫( ُﻳ ْﺮﻓ َﻌ ِﺎن‬13) ‫( ُﻳﻀ َﺮ َﺑ ِﺎن‬12) ‫( ﻧ ْﺮز ُق‬11)
(D) Translate the following into Arabic.
1) You (many) are being raised (M : P)

2) We (many) will be gathered (F : P)
3) You are being dispatched (F : S)
4) They (many) will be killed (M : P)
5) You (two) will be left out (M : D)
6) He [/ It] is being prevented (M : S)
7) You (many) will be provided (M : P)
8) She [/ It] is being raised (F : S)
9) You will be recognised (F : S)
10) They (many) will be sought (F : P)
11) We (many) are being recognised (M : P)
12) I am being raised (M : S)

q 99 r
َ
Placing the word « » before the imperfect tense in passive voice will negate it.
Topic :
The paradigms of the imperfect [/ present] tense verb in passive voice and
negative form ( ّ
ُ ‫ )اَﻟْﻔ ْﻌ ُﻞ اﻟْ ُﻤ َﻀﺎر ُع اﻟْ َﻤ ْﺠ ُﻬ ْﻮ ُل اﻟْ َﻤ ْﻨ‬follow next.
ِ ِ ِ
Passive voice
Negative
َ
‫ﻻ ُﻳ ْﻨ َﺼ ُﺮ‬
He [/ It] is not being helped;
will not be helped; is not helped
(M : S)
َ
‫ﻻ ُﻳ ْﻨ َﺼ َﺮ ِان‬
3rd Masculine Dual
They (two) are not being helped;
will not be helped; are not helped
(M : D)
َ َ
‫ﻻ ُﻳ ْﻨ َﺼ ُﺮ ْون‬
They (many) are not being helped;
(M : P)
ُ َ
‫ﻻ ﺗ ْﻨ َﺼ ُﺮ‬
She [/ It] is not being helped;
will not be helped; is not helped
(F : S)
ُ َ
‫ﻻ ﺗ ْﻨ َﺼ َﺮ ِان‬
3rd Feminine Dual
They (two) are not being helped;
(F : D)

q 100 r
َ َ
‫ﻻ ُﻳ ْﻨ َﺼ ْﺮن‬
3rd Feminine Plural
They (many) are not being helped;
(F : P)
ُ َ
‫ﻻ ﺗ ْﻨ َﺼ ُﺮ‬
You are not being helped;
(M : S)
ُ َ
2nd Masculine Dual
You (two) are not being helped;
(M : D)
َ ُ َ
‫ﻻ ﺗ ْﻨ َﺼ ُﺮ ْون‬
You (many) are not being helped;
(M : P)
ُ َ
‫ﻻ ﺗ ْﻨ َﺼ ِﺮ ْﻳ َﻦ‬
You are not being helped;
(F : S)
ُ َ
2nd Feminine Dual
You (two) are not being helped;
(F : D)
َ ُ َ
‫ﻻ ﺗ ْﻨ َﺼ ْﺮن‬
2nd Feminine Plural
You (many) are not being helped;
(F : P)
ُْ َ
Masculine &
‫ﻻ أﻧ َﺼ ُﺮ‬
1st Singular
Feminine I am not being helped;
will not be helped; am not helped
(M/F : S)
ُ َ
Masculine &
‫ﻻ ﻧ ْﻨ َﺼ ُﺮ‬
1st Dual & Plural
Feminine We (two/many) are not being helped;
will not be helped, are not helped
(M/F : D/P)

q 101 r
The imperfect tense verb in passive voice and negative form

ْ ُ ْ َ ْ ُ َْ
( ُّ ِ ‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﺠ ُﻬ ْﻮل اﻟ َﻤ ْﻨ‬
َ َ َ َ
‫ﻻ ُﻳ ْﻨ َﺼ ُﺮ ْون‬ ‫ﻻ ُﻳ ْﻨ َﺼ َﺮ ِان‬ ‫ﻻ ُﻳ ْﻨ َﺼ ُﺮ‬
َ َ ُ َ ُ َ
‫ﻻ ُﻳ ْﻨ َﺼ ْﺮن‬ ‫ﻻ ﺗ ْﻨ َﺼ َﺮ ِان‬ ‫ﻻ ﺗ ْﻨ َﺼ ُﺮ‬
َ ُ َ ُ َ ُ َ
‫ﻻ ﺗ ْﻨ َﺼ ُﺮ ْون‬ ‫ﻻ ﺗ ْﻨ َﺼ َﺮ ِان‬ ‫ﻻ ﺗ ْﻨ َﺼ ُﺮ‬
‫ﻻ ﺗ ْﻨ َﺼ ْﺮن‬ ‫ﻻ ﺗ ْﻨ َﺼ َﺮ ِان‬ ‫ﻻ ﺗ ْﻨ َﺼ ِﺮ ْﻳ َﻦ‬
ُ َ ُْ َ
‫ﻻ ﻧ ْﻨ َﺼ ُﺮ‬ ‫ﻻ أﻧ َﺼ ُﺮ‬
a Exercise 10 A
tense in passive voice and negative form with translation.
ْ
1) ‫َﻳﻜ ُﺘ ُﺐ‬ 2) ‫َﻳ ْﻌ ِﺮ ُف‬
1) They (many) will not be left out (M : P)

2) We (many) will not be mentioned (M : P)
3) You are not being prevented (F : S)
4) You (many) are not being provided (F : P)
5) You (many) will not be provided (M : P)
6) They (two) will not be recognised (F : D)

q 102 r
7) He is not being sent out (M : S)

8) They (many) will not be sent out (F : P)
9) I will not be oppressed (M : S)
10) You (two) are not being oppressed (F : D)
11) You will not be hit (F : S)
12) They (many) will not be hit (M : P)
ZY
ZYZYZY
ZYZYZYZYZY
ZYZYZY
ZY

q 103 r
Table of identity and signs of the imperfect [/ present] tense verb :
Expression of Sign of the

Pronoun Root letters Form
declension imperfect
ُ ْ
_◌_ُ
‫ﻫ َﻮ‬ ‫ﻓﻌﻞ‬ ‫ي‬ ‫َﻳﻔ َﻌ ُﻞ‬
(Hidden)
َ ْ
‫ِن‬ ‫ا‬ ‫ﻓﻌﻞ‬ ‫ي‬ ‫َﻳﻔ َﻌﻼ ِن‬
(Visible)
َ ُ ْ
‫َﻳﻔ َﻌﻠ ْﻮن‬
َ ‫ْو‬
‫ن‬ ‫ﻓﻌﻞ‬ ‫ي‬
(Visible)
َْ
_◌_ُ
‫ِﻫ َﻲ‬
‫ﻓﻌﻞ‬ ‫ت‬ ‫ﺗﻔ َﻌ ُﻞ‬
(Hidden)
َ َْ
‫ِن‬ ‫ا‬ ‫ﻓﻌﻞ‬ ‫ت‬ ‫ﺗﻔ َﻌﻼ ِن‬
(Visible)
َ ْ ْ
x
‫ن‬ ‫ﻓﻌﻞ‬ ‫ي‬ ‫َﻳﻔ َﻌﻠ َﻦ‬
(Visible)
َ َْ َْ
_◌_ُ
‫أﻧﺖ‬ ‫ﻓﻌﻞ‬ ‫ت‬ ‫ﺗﻔ َﻌ ُﻞ‬
(Hidden)
َ َْ
‫ِن‬ ‫ا‬ ‫ﻓﻌﻞ‬ ‫ت‬ ‫ﺗﻔ َﻌﻼ ِن‬
(Visible)
َ ُ َْ
‫ﺗﻔ َﻌﻠ ْﻮن‬
َ ‫ْو‬
‫ن‬ ‫ﻓﻌﻞ‬ ‫ت‬
(Visible)
َْ
َ ‫ْي‬
‫ن‬ ‫ﻓﻌﻞ‬ ‫ت‬
(Visible)
َ َْ
‫ِن‬ ‫ا‬
‫ﻓﻌﻞ‬ ‫ت‬ ‫ﺗﻔ َﻌﻼ ِن‬
(Visible)
َ ْ َْ
x
‫ن‬
‫ﻓﻌﻞ‬ ‫ت‬ ‫ﺗﻔ َﻌﻠ َﻦ‬
(Visible)
ََ َْ
_◌_ُ
‫أﻧﺎ‬ ‫ﻓﻌﻞ‬ ‫أ‬ ‫أﻓ َﻌ ُﻞ‬
(Hidden)
َ َْ
_◌_ُ
‫ﻧ ْﺤ ُﻦ‬ ‫ﻓﻌﻞ‬ ‫ن‬ ‫ﻧﻔ َﻌ ُﻞ‬
(Hidden)

q 104 r
o Examples of imperfect tense verbs from the Qur’án O
ُ َ َّ ٌ ْ َ َ ْ ُ َ ْ ُ َ َّ ٌ َ َ َ َ ْ ُ َ ْ ُ َ َ
[‫ْ ﻳ ُ ْﻨ َﺼ ُـﺮ ْو َن‬ ‫و ﻳﻘﺒﻞ ِ ﻨﻬﺎ ﺷﻔﺎﻋﺔ و ﻳﺆﺧﺬ ِ ﻨﻬﺎ ﻋﺪل و‬...]
(48 : 2)
“…nor will intercession be accepted from it, nor will compensation be taken from it, nor
will they be given support”
ْ َّ ۤ ْ
[‫ﺎﺳ ُﻘ ْﻮ َن‬ َ َ ُ َ
ِ ‫و َﻣﺎ ﻳَﻜﻔ ُـﺮ ﺑِﻬﺎ ِا اﻟﻔ‬...]
(99 : 2)
“…and no one denies them (the clear signs) except the sinful”
ْ َ ُ ْ ُ ْ ّ ً ْ ُ ً َ َ ْ َُ َْ َ
[...‫س ّو ا ِْﺳ َﺘ َ ٍق‬
ٍ ‫و ﻳﻠ ﺴﻮن ﺛِﻴﺎﺑﺎ ﺧﻀـﺮا ِﻣﻦ ﺳﻨﺪ‬...]
(31 : 18)
“…they will wear green garments of fine silk and heavy brocade…”
ََ ُّ َ
َ ْ َ ْ َ َ
َ ُ َ َْ ُ ْ
[‫اﻟﺴ ُﺠ ْﻮ ِد ﻓ َ ْﺴ َﺘ ِﻄ ْﻴ ُﻌ ْﻮ َن‬ ‫ﺎق ّو ﻳُﺪﻋ ْﻮ َن ِا‬
ٍ ‫]ﻳﻮم ﻳﻜﺸﻒ ﻋﻦ ﺳ‬
(42 : 68)
“The Day when the Shin will be exposed, and they will be called upon to prostrate, but
they will not be able to”
ٰ ََ ْ ُ
[...‫ﻳ َ ْﻮ َم ﻳ َ ْﻨﻈ ُﺮ اﻟ َﻤ ْـﺮ ُء َﻣﺎ ﻗ ّﺪ َﻣ ْﺖ ﻳَﺪ ُه‬...]
(40 : 78)
“…on a day when one will see what his hands have sent ahead…”

q 105 r
َْ
Using ‫ ﻗﺪ‬and ‫* ﺎن‬:
َ َ
* These can be used in both active voice as well as passive voice
َ
(1) When the particle « ‫ » ﻗ ْﺪ‬is used before a perfect tense verb, it will emphasise
ْ ‫ )ﻟ ِﻠﺘ‬. َّ
the action in the certainty of it having taken place (‫ـﺤ ِﻘ ْﻴ ِﻖ‬
ٌ َ َ َ َْ
For e.g., ‫( ﻗﺪ ذﻫ َﺐ زﻳْﺪ‬Zayd certainly went)
It can also emphasise the verbal action in its past value as having been completed
at the moment of speaking or just prior to the introduction of a new situation i.e., in
ْ ْ َّ
the recent past (‫ﺐ‬
ِ ‫ )ﻟ ِﻠﺘﻘ ِﺮﻳ‬. According to the above, words such as “certainly / verily
/ indeed / has / have” may be used in the translation.
َ َ َْ
For e.g., ‫( ﻗﺪ ذﻫ َﺐ‬He just went [/ has gone]) i.e., recently
َ َْ
‫( ﻗﺪ ﻛ َﺘ َﺐ‬He just wrote [/ has written]) i.e., recently
َْ َّ ُ
Since « ‫ » ﻗﺪ‬is used for emphasis, it can be referred to as " ‫اﻟﺘ ْﻮ ِ ْﻴ ِﺪ‬ ‫" َﺣ ْﺮف‬
َْ
When the particle « ‫ » ﻗﺪ‬is used before an imperfect tense verb, it will also emphasise
َّ
ْ ‫ )ﻟ ِﻠﺘ‬. Along with the emphasis, it may also indicate the following:
the action (‫ـﺤ ِﻘ ْﻴ ِﻖ‬
ْ ْ َّ
1) That the action is in fact happening frequently ( ِ ‫ )ﻟ ِﻠﺘﻜ ِﺜ‬.
َّ َ ْ َ َ ُّ َ َ ٰ َ ْ َ
For e.g., [‫اﻟﺴ َﻤﺂ ِء‬ ِ ‫]ﻗﺪ ﻧﺮي ﺗﻘﻠﺐ و ﺟ ِﻬﻚ‬
(We have been seeing the turning of your face to the heavens (frequently) {2:144})
ْ َّ
2) That the action is in fact happening infrequently* (‫ )ﻟ ِﻠﺘﻘﻠِ ْﻴ ِﻞ‬.
َّ ْ ُّ َ ‫ﻗَ ْﺪ ﻳ َ ْﺬ َﻫ ُﺐ إ‬
For e.g., ِ ‫اﻟﺴﻮ ِق ِ اﻟﺼ َﺒ‬
‫ﺎح‬ ِ
(He sometimes goes to the market in the morning).
q 106 r
َ ُّ َ ّ
3) Anticipation of the action* (‫ـﻊ‬
ِ ‫ )ﻟ ِﻠﺘﻮﻗ‬.
َّ ْ ُّ َ ‫ﻗَ ْﺪ ﻳ َ ْﺬ َﻫ ُﺐ إ‬
For e.g., ِ ‫اﻟﺴﻮ ِق ِ اﻟﺼ َﺒ‬
‫ﺎح‬ ِ
(He may go to the market in the morning).
َْ ُّ َ َ ّ ُ َ
Since « ‫ » ﻗﺪ‬can indicate anticipation, it can be referred to as " ْ
ِ ‫" ﺣﺮف اﻟﺘﻮﻗ‬
* Although this can be the case in normal usage, it is not used in the Qur’ān in these two
ways and hence, a non-Qur’ānic example has been provided. Throughout the Qur’ān, the
َْ َّ
ْ ‫ )ﻟ ِﻠﺘ‬whether it has come with
word « ‫ » ﻗﺪ‬has been used for certainty [/ affirmation] (‫ـﺤ ِﻘ ْﻴ ِﻖ‬
َْ
a perfect tense or imperfect tense verb. Along with certainty, the word « ‫ » ﻗﺪ‬may indicate
the recent past when used with a perfect tense or frequentness when used with an imperfect
tense verb.
َ َْ ْ ََ
An extra « ‫ » ل‬may be added to the particle « ‫ » ﻗﺪ‬for emphasis, making it as « ‫ » ﻟﻘﺪ‬.
َْ ْ ََ
As « ‫ » ﻗﺪ‬and « ‫ » ﻟﻘﺪ‬are particles, they can precede any word form of the perfect
/ imperfect tense (irrespective of number or gender) without any change in form.

For e.g.,
َ َْ ْ َ َْ َ َْ َ َْ َ َْ
‫ ﻗﺪ ﻛ َﺘ ْﺒ َﻨﺎ‬......‫ ﻗﺪ ﻛ َﺘ َﺒﺖ‬، ‫ ﻗﺪ ﻛ َﺘ ُﺒ ْﻮا‬، ‫ ﻗﺪ ﻛ َﺘ َﺒﺎ‬، ‫ﻗﺪ ﻛ َﺘ َﺐ‬
ْ َ َْ ْ َ َْ َ ْ َْ ْ َْ ْ َْ
‫ ﻗﺪ ﺗﻜ ُﺘ ُﺐ…… ﻗﺪ ﻧﻜ ُﺘ ُﺐ‬، ‫ ﻗﺪ َﻳﻜ ُﺘ ُﺒ ْﻮن‬، ‫ ﻗﺪ َﻳﻜ ُﺘ َﺒ ِﺎن‬، ‫ﻗﺪ َﻳﻜ ُﺘ ُﺐ‬
َ
َ » is a verb that can come before another verb to give a different shade to
(2) « ‫ﺎن‬
the meaning. If the subject of « ‫ﺎن‬

َ َ » is not a distinct noun, but rather, as a pronoun,
then « ‫ﺎن‬
َ َ » will agree with the subsequent verb in the word form i.e., if « ‫ﺎن‬
َ َ » is as

q 107 r
3rd person masculine singular, then the following verb must also come as 3rd person
masculine singular; if « ‫ﺎن‬

َ َ » is as 2nd person feminine dual, then the following verb
must also come as 2nd person feminine dual and so on.
The 14 word forms of « ‫ﺎن‬

َ َ » in the perfect tense in active voice and positive form
are as follows :
ُ َ َ ْ َ َ ُ َ َ َ َ َ
‫ﻛ ﱠﻦ‬ ‫ﻛﺎﻧ َﺘﺎ‬ ‫ﻛﺎﻧﺖ‬ ‫ﻛﺎﻧ ْﻮا‬ ‫ﻛﺎﻧﺎ‬ ‫ﻛﺎن‬
ُ ُ ُ ُ ُ َ ُ
‫ﻛ ْﻨ ُﺘ ﱠﻦ‬ ‫ﻛ ْﻨ ُﺘ َﻤﺎ‬ ‫ﻛ ْﻨ ِﺖ‬ ‫ﻛ ْﻨ ُﺘ ْﻢ‬ ‫ﻛ ْﻨ ُﺘ َﻤﺎ‬ ‫ﻛ ْﻨﺖ‬
ُ ُ ُ
۞۞۞ ‫ﻛ ﱠﻨﺎ‬ ‫ﻛ ْﻨﺖ‬
a) If « ‫ﺎن‬
َ َ » is used before a perfect tense verb, then it will give the meaning of
the intended verb as having taken place well before it was mentioned i.e.,
ُ ْ َْ
in the distant past (‫اﻟ َﺒ ِﻌ ْﻴﺪ‬ ‫ )اﻟ َﻤﺎ ِﺿ ِﻲ‬.
ََ ُ َ
For e.g., ‫( ﺎﻧ ْﻮا ذﻫ ُﺒ ْﻮا‬They had gone [/ went a while ago] (M : P))
b) If « ‫ﺎن‬
َ َ » is used before an imperfect tense verb, then it will express duration
in the past i.e., it will make it past continuous [/ past habitual]

َْ
(‫ )اﻟ َﻤﺎ ِﺿ ِﻲ ا ِ ْﺳ ِﺘ ْﻤ َـﺮا ِر ُّي‬.
Note that the perfect tense form of « ‫ﺎن‬

َ َ » will be used even before an imperfect
tense verb for this effect.

َ ْ ُ َ
For e.g., ‫( ﺎﻧ ْﻮا ﻳَﺬﻫ ُﺒ ْﻮ َن‬They were going [/ used to go] (M : P))

q 108 r
Certainty + Recent past

ََ َْ ََ َْ ََ َْ
‫ﻗﺪ ذﻫ ُﺒ ْﻮا‬ ‫ﻗﺪ ذﻫ َﺒﺎ‬ ‫ﻗﺪ ذﻫ َﺐ‬
They (many) certainly went; They (two) certainly went; He [/ It] certainly went;
have gone (recently) (M : P) have gone (recently) (M : D) has gone (recently) (M : S)
ََ َْ ََ َْ ْ ََ َْ
‫ﻗﺪ ذﻫ ْﺒ َﻦ‬ ‫ﻗﺪ ذﻫ َﺒ َﺘﺎ‬ ‫ﻗﺪ ذﻫ َﺒﺖ‬
They (many) certainly went; They (two) certainly went; She [/ It] certainly went;
have gone (recently) (F : P) have gone (recently) (F : D) has gone (recently) (F : S)
ََ َْ ََ َْ َ ََ َْ
‫ﻗﺪ ذﻫ ْﺒ ُﺘ ْﻢ‬ ‫ﻗﺪ ذﻫ ْﺒ ُﺘ َﻤﺎ‬ ‫ﻗﺪ ذﻫ ْﺒﺖ‬
You (many) certainly went; You (two) certainly went; You certainly went;
have gone (recently) (M : P) have gone (recently) (M : D) have gone (recently) (M : S)
ََ َْ ََ َْ ََ َْ
‫ﻗﺪ ذﻫ ْﺒ ُﺘ ﱠﻦ‬ ‫ﻗﺪ ذﻫ ْﺒ ُﺘ َﻤﺎ‬ ‫ﻗﺪ ذﻫ ْﺒ ِﺖ‬
You (many) certainly went; You (two) certainly went; You certainly went;
have gone (recently) (F : P) have gone (recently) (F : D) have gone (recently) (F : S)
ََ َْ ُ ََ َْ
‫ﻗﺪ ذﻫ ْﺒ َﻨﺎ‬ ‫ﻗﺪ ذﻫ ْﺒﺖ‬
I certainly went;
We (two/many) certainly went; have gone (recently) (M/F : D/P)
have gone (recently) (M/F : S)
Certainty + Frequentness / Seldomness / Anticipation

َ َ ْ َْ َ ْ َْ َ ْ َْ
‫ﻗﺪ َﻳﺬﻫ ُﺒ ْﻮن‬ ‫ﻗﺪ َﻳﺬﻫ َﺒ ِﺎن‬ ‫ﻗﺪ َﻳﺬﻫ ُﺐ‬
They (many) certainly go; They (two) certainly go; He [/ It] certainly goes;
mostly / sometimes go; mostly / sometimes go; mostly / sometimes goes;
may go (M : P) may go (M : D) may go (M : S)
َ ْ َْ َ َْ َْ َ َْ َْ
‫ﻗﺪ َﻳﺬﻫ ْﺒ َﻦ‬ ‫ﻗﺪ ﺗﺬﻫ َﺒ ِﺎن‬ ‫ﻗﺪ ﺗﺬﻫ ُﺐ‬
They (many) certainly go; They (two) certainly go; She [/ It] certainly goes;
mostly / sometimes go; mostly / sometimes go; mostly / sometimes goes;
may go (F : P) may go (F : D) may go (F : S)
َ َ َْ َْ َ َْ َْ َ َْ َْ
‫ﻗﺪ ﺗﺬﻫ ُﺒ ْﻮن‬ ‫ﻗﺪ ﺗﺬﻫ َﺒ ِﺎن‬ ‫ﻗﺪ ﺗﺬﻫ ُﺐ‬
You (many) certainly go; You (two) certainly go; You certainly go;
mostly / sometimes go; mostly / sometimes go; mostly / sometimes go;
may go (M : P) may go (M : D) may go (M : S)
َ َْ َْ َ َْ َْ َ َْ َْ
‫ﻗﺪ ﺗﺬﻫ ْﺒ َﻦ‬ ‫ﻗﺪ ﺗﺬﻫ َﺒ ِﺎن‬ ‫ﻗﺪ ﺗﺬﻫ ِﺒ ْﻴ َﻦ‬
You (many) certainly go; You (two) certainly go; You certainly go;
mostly / sometimes go; mostly / sometimes go; mostly / sometimes go;
may go (F : P) may go (F : D) may go (F : S)
َ َْ َْ َ َْ َْ
‫ﻗﺪ ﻧﺬﻫ ُﺐ‬ ‫ﻗﺪ أذﻫ ُﺐ‬
We (two/many) certainly go; I certainly go;
mostly / sometimes go; mostly / sometimes go;
may go (M/F : D/P) may go (M/F : S)

q 109 r
Distant past
ََ ُ َ ََ َ َ ََ َ َ
‫ﻛﺎﻧ ْﻮا ذﻫ ُﺒ ْﻮا‬ ‫ﻛﺎﻧﺎ ذﻫ َﺒﺎ‬ ‫ﻛﺎن ذﻫ َﺐ‬
They (many) went; had gone They (two) went; had gone He [/ It] went; had gone
(a while ago) (M : P) (a while ago) (M : D) (a while ago) (M : S)
ََ ُ ََ َ َ ْ ََ ْ َ َ
‫ﻛ ﱠﻦ ذﻫ ْﺒ َﻦ‬ ‫ﻛﺎﻧ َﺘﺎ ذﻫ َﺒ َﺘﺎ‬ ‫ﻛﺎﻧﺖ ذﻫ َﺒﺖ‬
They (many) went; had gone They (two) went; had gone She [/ It] went; had gone
(a while ago) (F : P) (a while ago) (F : D) (a while ago) (F : S)
ََ ُ ََ ُ َ ََ َ ُ
‫ﻛ ْﻨ ُﺘ ْﻢ ذﻫ ْﺒ ُﺘ ْﻢ‬ ‫ﻛ ْﻨ ُﺘ َﻤﺎ ذﻫ ْﺒ ُﺘ َﻤﺎ‬ ‫ﻛ ْﻨﺖ ذﻫ ْﺒﺖ‬
You (many) went; had gone You (two) went; had gone You went; had gone
(a while ago) (M : P) (a while ago) (M : D) (a while ago) (M : S)
ََ ُ ََ ُ ََ ُ
‫ﻛ ْﻨ ُﺘ ﱠﻦ ذﻫ ْﺒ ُﺘ ﱠﻦ‬ ‫ﻛ ْﻨ ُﺘ َﻤﺎ ذﻫ ْﺒ ُﺘ َﻤﺎ‬ ‫ﻛ ْﻨ ِﺖ ذﻫ ْﺒ ِﺖ‬
You (many) went; had gone You (two) went; had gone You went; had gone
(a while ago) (F : P) (a while ago) (F : D) (a while ago) (F : S)
ُ ََ ُ ُ
ََ ُ
‫ﻛ ﱠﻨﺎ ذﻫ ْﺒ َﻨﺎ‬ ‫ﻛ ْﻨﺖ ذﻫ ْﺒﺖ‬
I went; had gone
We (two/many) went; had gone (a while ago) (M/F : D/P)
(a while ago) (M/F : S)
Past continuous [/ habitual]

َ َ ْ ُ َ َ ْ َ َ َ ْ َ َ
‫ﻛﺎﻧ ْﻮا َﻳﺬﻫ ُﺒ ْﻮن‬ ‫ﻛﺎﻧﺎ َﻳﺬﻫ َﺒ ِﺎن‬ ‫ﻛﺎن َﻳﺬﻫ ُﺐ‬
They (many) were going; They (two) were going; He [/ It] was going;
used to go (M : P) used to go (M : D) used to go (M : S)
َ ْ ُ َ َْ َ َ َ َْ ْ َ َ
‫ﻛ ﱠﻦ َﻳﺬﻫ ْﺒ َﻦ‬ ‫ﻛﺎﻧ َﺘﺎ ﺗﺬﻫ َﺒ ِﺎن‬ ‫ﻛﺎﻧﺖ ﺗﺬﻫ ُﺐ‬
They (many) were going; They (two) were going; She [/ It] was going;
used to go (F : P) used to go (F : D) used to go (F : S)
َ َ َْ ُ َ َْ ُ َ َْ َ ُ
‫ﻛ ْﻨ ُﺘ ْﻢ ﺗﺬﻫ ُﺒ ْﻮن‬ ‫ﻛ ْﻨ ُﺘ َﻤﺎ ﺗﺬﻫ َﺒ ِﺎن‬ ‫ﻛ ْﻨﺖ ﺗﺬﻫ ُﺐ‬
You (many) were going; You (two) were going; You were going;
used to go (M : P) used to go (M : D) used to go (M : S)
َ َْ ُ َ َْ ُ َ َْ ُ
‫ﻛ ْﻨ ُﺘ ﱠﻦ ﺗﺬﻫ ْﺒ َﻦ‬ ‫ﻛ ْﻨ ُﺘ َﻤﺎ ﺗﺬﻫ َﺒ ِﺎن‬ ‫ﻛ ْﻨ ِﺖ ﺗﺬﻫ ِﺒ ْﻴ َﻦ‬
You (many) were going; You (two) were going; You were going;
used to go (F : P) used to go (F : D) used to go (F : S)
َ َْ ُ َ َْ ُ ُ
‫ﻛ ﱠﻨﺎ ﻧﺬﻫ ُﺐ‬ ‫ﻛ ْﻨﺖ أذﻫ ُﺐ‬
We (two/many) were going; I was going;
used to go (M/F : D/P) used to go (M/F : S)

q 110 r
The conclusion so far is that the past tense can be considered in four ways viz.
َُ ْ ْ َْ
1) ‫اﻟ ُﻤﻄﻠﻖ‬ ‫اﻟ َﻤﺎ ِﺿ ِﻲ‬ = (Regular perfect tense [/ simple past] verb)
ُ َ ْ ِ ‫اَﻟْ َﻤﺎ‬ َْ
2) ‫ﺿ ِﻲ اﻟﻘ ِﺮﻳْﺐ‬ = (‫ ﻗﺪ‬+ regular perfect tense [/ simple past] verb)
ُ ْ
3) ‫ﺿ ِﻲ اﻟ َﺒ ِﻌ ْﻴﺪ‬
َْ
ِ ‫اﻟ َﻤﺎ‬ =
َ َ
(‫ ﺎن‬+ regular perfect tense [/ simple past] verb)
4) ‫ي‬ َ ‫اَﻟْ َﻤﺎ ِﺿﻲ ا ِ ْﺳ ِﺘ ْﻤ‬

ُّ ‫ـﺮا ِر‬ َ َ
(‫ ﺎن‬+ imperfect tense verb)
ِ =
a Exercise 11 A
َْ
(A) Using the particle ‫ ﻗﺪ‬, conjugate the following words into all 14 word
forms with translation. (Follow blank sheet template 3)
َ ُ
1) ‫َﺟﻠ َﺲ‬ 2) ‫َﻳ ْﻄﻠ ُﺐ‬
َ َ , conjugate the following words into all 14 word

(B) Using the verb ‫ﺎن‬
forms with translation. (Follow blank sheet template 3)
َ
1) ‫ﻓ َﺘ َﺢ‬ 2) ‫َﻳ ْﻌ َﻤ ُﻞ‬

q 111 r
(C) Whilst being mindful of the perfect tense and imperfect tense, translate
the following into English.
ْ ْ َ َ ْ َ َ ْ ْ
1) ‫ﻛﺎن َﻳﺬﻫ ُﺐ ِإﻟﻰ اﻟ َﻤﺪ َر َﺳ ِﺔ‬ (‫ = اﻟ َﻤﺪ َر َﺳﺔ‬School)
َ َْ َ ْ ُُ ْ َ ْ ُ َ َ َْ
2) ‫ﻛﺎﻧﻮا ﻳﻜﺘﺒﻮن ِﺑﺎﻟﻘﻠ ِﻢ‬ (‫ = اﻟﻘﻠﻢ‬Pen)
ْ َ َْ َْ َْ ْ
3) ‫ﺖ‬ ِ ‫ﻗﺪ ﻳﻌﻤﻠﻦ ِﻓﻲ اﻟ َﺒ ْﻴ‬ (‫ = اﻟ َﺒ ْﻴﺖ‬House)
َ ْ ََ َ ْ َُ َ ْ ُُْ َ ْ
4) ‫ﻛﻨﺘﻢ ﺗ ْﺮﻛﺒﻮن ﻋﻠﻰ اﻟ ِﻘﻄﺎر‬ (‫ = اﻟ ِﻘﻄﺎر‬Train)
ِ
ْ َ ْ َ ُ َْ َ ُ ُْ ْ
5) ‫ﻛﻨﺖ ذﻫﺒﺖ ِإﻟﻰ اﻟﻤﺴ ِﺠ ِﺪ‬ (‫ = اﻟ َﻤ ْﺴ ِﺠﺪ‬Masjid)
َ َ‫َ ْ َ َْ ﱠ‬ َ َّ
6) ‫ﻗﺪ ﺷﺮﺑﻨﺎ اﻟﻠﺒﻦ‬
ِ ( ‫ = اﻟﻠ‬Milk)
َ َ َ ْ ََ َ َ َ ََْ
7) ‫ﺎن اﻟﻜﻼم‬ ِ ‫ﻛﺎﻧﺎ ﻳ ْﺴﻤﻌ‬ (‫م‬ ‫ = ا‬Speech)
َ َ ْ ‫َﻛ َﺎﻧ َﺘﺎ َﺗ ْﻄ ُﻠ َﺒ‬
8) ‫ﺎن اﻟ ِﻜﺘﺎب‬ (‫ِ ﺘﺎب‬
َ ْ ‫ = ا‬Book)
ِ
َْ ْ َ ُ ْ ُ َْ ْ َ ُ ْ ْ
9) ‫ﻗﺪ أﻧﺼ ُﺮ اﻟﻤﻈﻠﻮم‬ (‫ = اﻟ َﻤﻈ ْ م‬Oppressed)
ُ ْ َ
‫ُﻛ ْﻨ ِﺖ َﺗ ْﺠ ِﻠ ِﺴ ْﻴ َﻦ َﻋﻠﻰ اﻟﻜ ْﺮ ِﺳ ﱢ‬ ُ ْ
10) ‫ﻲ‬ (‫ْﺮ ِﺳ ّﻲ‬ ‫ = ا‬Chair)
ْ
َ ‫َﻗ ْﺪ َﻓ َﺘ ْﺤ ُﺘ ُﻢ اﻟ ُﻘ ْﻔ‬ ُْْ
11) ‫ﻞ‬ (‫ = اﻟﻘﻔﻞ‬Lock)
َ َ ْ َ َ َ ُْ ْ َ ‫ُ ْ ُ ﱠ‬ ْ
12) ‫ﻛﻨﺘﻦ ﺗﻜﺘﺒﻦ ﻋﻠﻰ اﻟﻮر ِق‬ (‫ = اﻟ َﻮ َرق‬Paper)
َ ‫ﱠ‬ َ ْ َ َُُْ َّ
13) ‫ﺎن اﻟﺸﺎي‬ ِ ‫ﻛﻨﺘﻤﺎ ﺗﺸ َﺮﺑ‬ (‫ = اﻟﺸﺎي‬Tea)
َ َ ْ
When a noun has « ‫ » ال‬before it, then it may be indicating that the noun is a definite thing (‫ـﺮﻓﺔ‬
ِ ‫)ﻣﻌ‬
where it will be translated with the definite article “The”. On the other hand, it may be used to
ْ
make the noun refer to a general thing from a genus (‫)ﺟ ﺲ‬
ِ where it may not be necessary to
ْ ْ
translate it with the definite article. For e.g., ‫ = اﻟ َﻤﺪ َر َﺳﺔ‬The school (a specific school) or School (a
thing which is classed as a school i.e., it is a thing which belongs to that genus).

q 112 r
o Examples from the Qur’án O
َ َ َۤ َ ٗ َ ٗ ُْ ُ
[...‫ا ِْن ﻛ ْﻨ ُﺖ ﻗﻠ ُﺘﻪ ﻓ َﻘ ْﺪ َ ِﻠ ْﻤ َﺘﻪ ﺗ َ ْﻌﻠ ُﻢ َﻣﺎ ِ ْ ﻧ َ ْﻔ ِ ْ َو ا ْ ﻠ ُﻢ َﻣﺎ ِ ْ ﻧ َ ْﻔ ِﺴ َﻚ‬...]
(116 : 5)
“…Had I said it, You would have known it. You know what is within me and I do not
know what is within You…”
ً َ ُ َ ٰ ُْ َ َ ‫ َو َ ﺗ َ ْﻨ ُﻘ ُﻀﻮا ا ْ َﻳْ َﻤ‬...]

[... ‫ﺎن ﺑ َ ْﻌ َﺪ ﺗ َ ْﻮ ِ ْﻴ ِﺪ َﻫﺎ َو ﻗ ْﺪ َﺟ َﻌﻠ ُ ا ّ َ َ ﻠ ْﻴﻜ ْﻢ ﻛ ِﻔ ْﻴ‬
(91 : 16)
“…and do not break oaths after confirming them, having made Allāh a witness over
you…”
َ ‫اﻟﺬ ْﺮ اَ َّن ا ْ َ ْر َض ﻳَﺮﺛ ُ َﻬﺎ ِﻋ َﺒﺎد‬

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

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

q 113 r
Alterations and moods of the imperfect tense verb :
Certain words can affect the imperfect tense verb and cause changes to just the
meaning or both the meaning as well as the form.
(1) Words that affect the meaning only
َ
(a) The particles « ‫ » َﻣﺎ‬and « » negate the verb without affecting the form.
(b)
َْ
The words « ‫ » ﻗﺪ‬and « ‫ﺎن‬
َ َ » (See pages 105 - 109 above).
َ
(c) By prefixing a « ‫ » ل‬, the imperfect tense verb will be emphasised without
affecting the form.
ُ َ ْ ُ َّ َ َ ْ ُ َ ْ َ َ َ َ ْ ُ ْ ُ َ ْ َّ َّ
For e.g., [‫ـﺤ ّﻖ‬ ‫]اِن اﻟ ِﺬﻳﻦ اوﺗﻮا ا ِ ﺘﺎب ﻟﻴﻌﻠﻤﻮن اﻧﻪ اﻟ‬
(Those who have been given the Book surely know that it is the truth {2:144})
َ
(d) The particles « ‫ » َس‬and « ‫ » َﺳ ْﻮف‬. By prefixing one of these particles, it will
cause the imperfect tense verb to be expressed strictly in the future tense;
ْ َ
they are known as " ‫ﺎل‬ َ ْ
ٍ ‫اﺳ ِﺘﻘﺒ‬ ‫( " َﺣ ْﺮﻓﺎ‬Two particles of future).
َ
Note that « ‫ » َس‬and « ‫ » َﺳ ْﻮف‬are used before the imperfect in nominative case
ْ َّ ُ َ َ
( ِ ‫اﻟـﺮﻓ‬ ‫ )ﺣﺎﻟﺔ‬only in both active voice as well as passive voice. Also, « ‫ » َس‬is used
َ
with the positive forms only whilst « ‫ » َﺳ ْﻮف‬may be used with both positive as
well as negative forms*.
َ
* This is the case in general usage. ‫ َﺳ ْﻮف‬is not used in the Qur’ān negatively.

q 114 r
The prefix « ‫ » َس‬is used for indicating “the near future” and can be translated as
َ
“soon” whilst « ‫ » َﺳ ْﻮف‬is used to indicate “the distant future” and can be translated
as “later / after a while”.
ْ
For e.g., ‫( َﺳ َﻨﻜ ُﺘ ُﺐ‬We will soon write)
َْ َ
‫( َﺳ ْﻮف أﻛ ُﺘ ُﺐ‬I shall write i.e., later)
َ َ َ َ
An extra « ‫ » ل‬may be added to the particle ‫ َﺳ ْﻮف‬for emphasis, making it as « ‫» ﻟ َﺴ ْﻮف‬
a Exercise 12 A
(A) Keeping the active and passive voice in mind, translate the following
into English.
َ ُ َ َ
‫( َﺳ ْﻮ َف ﻻ ﺗ ْﻤ َﻨ ُﻌ ْﻮن‬2) ‫( َﺳ ُﺘ ْﻤ َﻨ ُﻌ ْﻮن‬1)
ْ ْ
‫( َﺳ ُﺘ ْﻌ َﺮﻓ َﻦ‬4) ‫( َﺳ َﺘﻜ ُﺘ ْﺒ َﻦ‬3)
َ َْ َ
‫( َﺳ َﻴ ْﻌﻠ ُﻢ‬6) ‫( َﺳ ْﻮ َف ﻻ ﻧﻔ َﺘ ُﺢ‬5)
ْ ُ ُ
‫( َﺳ ْﻮ َف ﺗﻀ َﺮ َﺑ ِﺎن‬8) ‫( َﺳ َﻨ ْﻨﻈ ُﺮ‬7)
َ َ َ َ َ ْ
‫( ﻟ َﺴ ْﻮ َف ﺗ ْﻌﻠ ُﻤ ْﻮن‬10) ‫( َﺳ َﻴﺬﻫ َﺒ ِﺎن‬9)
ُ َ َ ُ ُ
‫( َﺳﺄ ْﺳ ُﺠﺪ‬12) ‫( َﺳ ْﻮ َف ﺗ ْﺒ َﻌﺜ ْﻮن‬11)
q 115 r
1) We (many) will soon be recognised (M : P)

2) You (two) will write (later) (M : D)
3) We (two) will go (after a while) (F : D)
4) You (many) will soon comprehend (M : P)
5) They (two) will go (later) (F : D)
6) You (many) shall worship (later) (F : P)
7) She will soon listen (F : S)
8) You (many) will look (later) (F : P)
9) They (two) shall be raised (later) (M : D)
10) I shall return (later) (M/F : S)
11) They (many) shall be returned (later) (F : P)
۞۞۞۞۞
(2) Words that affect the imperfect tense verb’s meaning as

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

interacts with certain words and may experience the following :
ْ َّ ُ َ َ
 Nominative [/ Indicative] case = ِ ‫ﺣﺎﻟﺔ اﻟـﺮﻓ‬
(This is the default mood when there is no distinct word affecting it)
‫ﺐ‬ ْ َّ ُ َ َ
 Accusative [/ Subjunctive] case = ِ ‫ﺣﺎﻟﺔ اﻟﻨﺼ‬
 Jussive case = َ ْ‫َﺣﺎﻟ َ ُﺔ اﻟ‬
‫ـﺠ ْﺰ ِم‬
Also, note that the imperfect tense verb’s meaning and word form can be affected
when an emphatic « ‫ » ن‬is added. In this case, some of the word forms become
indeclinable [/ stateless]. (See ahead from page 131 onwards)

q 116 r
ْ َّ ُ َ َ
The accusative case (‫ﺐ‬
ِ ‫ )ﺣﺎﻟﺔ اﻟﻨﺼ‬:
ً َ َ
The four particles « ‫ » ِإذا‬، « ‫ » َﻛ ْﻲ‬، « ‫ » ﻟ ْﻦ‬، « ‫ » أ ْن‬make the imperfect tense verb
ٌ َ ٌ ْ َ
enter into a state of ‫( ﻧ ْﺼﺐ‬accusative case) i.e., it becomes ‫ ﻨ ُﺼ ْﻮب‬.
◌ ُ will be given a Fathah __◌َ

In this state, the five forms that end with a Dhammah __
and the « ‫ » ن‬of the seven word forms that are ‫ِ ﻋـ َﺮاﺑِ ّﻴﺔ‬ ‫ اﻟﻨﻮن ا‬will be deleted. The
ّ ْ َ
ّ ُ ُْ
« ‫ » ن‬of the two word forms that are ‫اﻟﻀ ِﻤ ِ \ اﻟ ِ ْﺴ َﻮ ِة‬ ‫ ﻧﻮن‬will be kept though.
All four particles change the wording of the imperfect tense verb in the same
manner as mentioned above, but have different effects on the meaning.
These particles affect the imperfect tense verb directly, but there are other
particles that can cause the imperfect tense verb to be accusative too. Arabic
grammar books should be consulted for extra details.
They can also be used in both the active voice as well as passive voice.
َ
« ‫ » ﻟ ْﻦ‬is used as a model to illustrate ‫ﺐ‬ ْ َّ ُ َ َ
ِ ‫ ﺣﺎﻟﺔ اﻟﻨﺼ‬.
َ
ْ ‫ » ﻟ‬affects the meaning of the verb in two ways viz.
The particle « ‫ﻦ‬
1) Limiting the verb to the future tense.

2) Negating the verb with emphasis [/ eternity].
ْ َ
For e.g., ‫( ﻟ ْﻦ ﻳَﻜ ُﺘ َﺐ‬He will certainly not [/ never write])
َ
ْ ‫ » ﻟ‬on the imperfect tense verb follows next.
A table demonstrating the action of « ‫ﻦ‬

q 117 r
Means of Original Particle

showing verb in causing Active voice in
accusative nominative accusative Accusative case
case case case
ْ َ
ْ َ ‫ﻟ ْﻦ َﻳﻔ َﻌ َﻞ‬
The final
Dhammah is
changed into a
+ ‫َﻳﻔ َﻌ ُﻞ‬ + ‫ﻟ ْﻦ‬ =
He [/ It] will certainly not;
Fathah
never do (M : S)
َ ْ َ
ُ َ ْ ْ ُّ َ
‫ﻟﻨ ْﻮ ُن ا ِ ﻋ َﺮاﺑِ ّﻴﺔ‬ ‫ا‬
+
َ ْ
‫َﻳﻔ َﻌﻼ ِن‬ +
َ
‫ﻟ ْﻦ‬ =
‫ﻟ ْﻦ َﻳﻔ َﻌﻼ‬
is deleted They (two) will certainly not;
never do (M : D)
ُ ْ َ
ُ َ ْ ْ ُّ َ
+
َ ُ ْ
‫َﻳﻔ َﻌﻠ ْﻮن‬ +
َ
‫ﻟ ْﻦ‬ =
‫ﻟ ْﻦ َﻳﻔ َﻌﻠ ْﻮا‬
is deleted They (many) will certainly not;
never do (M : P)
َْ َ
َْ َ ‫ﻟ ْﻦ ﺗﻔ َﻌ َﻞ‬
The final
Dhammah is
changed into a
+ ‫ﺗﻔ َﻌ ُﻞ‬ + ‫ﻟ ْﻦ‬ =
She [/ It] will certainly not;
Fathah
never do (F : S)
َ َْ َ
ُ َ ْ ْ ُّ َ
+
َ َْ
‫ﺗﻔ َﻌﻼ ِن‬ +
َ
‫ﻟ ْﻦ‬ =
‫ﻟ ْﻦ ﺗﻔ َﻌﻼ‬
is deleted They (two) will certainly not;
never do (F : D)
ْ ْ َ
X +
ْ ْ
‫َﻳﻔ َﻌﻠ َﻦ‬ +
َ
‫ﻟ ْﻦ‬ =
‫ﻟ ْﻦ َﻳﻔ َﻌﻠ َﻦ‬
They (many) will certainly not;
never do (F : P)
َْ َ
َْ َ ‫ﻟ ْﻦ ﺗﻔ َﻌ َﻞ‬
The final
Dhammah is
changed into a
+ ‫ﺗﻔ َﻌ ُﻞ‬ + ‫ﻟ ْﻦ‬ =
You will certainly not;
Fathah
never do (M : S)
َ َْ َ
ُ َ ْ ْ ُّ َ
+
َ َْ
َ
‫ﻟ ْﻦ‬ =
is deleted You (two) will certainly not;
never do (M : D)
ُ َْ َ
ُ َ ْ ْ ُّ َ
+
َ ُ َْ
‫ﺗﻔ َﻌﻠ ْﻮن‬ +
َ
‫ﻟ ْﻦ‬ =
‫ﻟ ْﻦ ﺗﻔ َﻌﻠ ْﻮا‬
is deleted You (many) will certainly not;
never do (M : P)

q 118 r
َْ َ
ُ َ ْ ْ ُّ َ
+
َْ
‫ﺗﻔ َﻌ ِﻠ ْﻴ َﻦ‬ +
َ
‫ﻟ ْﻦ‬ =
‫ﻟ ْﻦ ﺗﻔ َﻌ ِﻠ ْﻲ‬
is deleted You will certainly not;
never do (F : S)
َ َْ َ
ُ َ ْ ْ ُّ َ
+
َ َْ
َ
‫ﻟ ْﻦ‬ =
is deleted You (two) will certainly not;
never do (F : D)
ْ َْ َ
X +
ْ َْ
‫ﺗﻔ َﻌﻠ َﻦ‬ +
َ
‫ﻟ ْﻦ‬ =
‫ﻟ ْﻦ ﺗﻔ َﻌﻠ َﻦ‬
You (many) will certainly not;
never do (F : P)
َْ َ
َْ َ ‫ﻟ ْﻦ أﻓ َﻌ َﻞ‬
The final
Dhammah is
changed into a
+ ‫أﻓ َﻌ ُﻞ‬ + ‫ﻟ ْﻦ‬ =
I will certainly not;
Fathah
never do (M/F : S)
َْ َ
The final
َْ َ ‫ﻟ ْﻦ ﻧﻔ َﻌ َﻞ‬
Dhammah is
changed into a
+ ‫ﻧﻔ َﻌ ُﻞ‬ + ‫ﻟ ْﻦ‬ = We (two/many) will
Fathah certainly not;
never do (M/F : D/P)
The imperfect tense verb in active voice and accusative case

َ ْ ُ ْ َ ْ ُ َْ
(« ‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﻌ ُـﺮ ْوف اﻟ َﻤ ْﻨ ُﺼ ْﻮ ُب ﺑِـ » ﻟ ْﻦ‬
ُ ْ َ َ ْ َ ْ َ
‫ﻟ ْﻦ َﻳﻔ َﻌﻠ ْﻮا‬ ‫ﻟ ْﻦ َﻳﻔ َﻌﻼ‬ ‫ﻟ ْﻦ َﻳﻔ َﻌ َﻞ‬
‫ﻟ ْﻦ َﻳﻔ َﻌﻠ َﻦ‬ ‫ﻟ ْﻦ ﺗﻔ َﻌﻼ‬ ‫ﻟ ْﻦ ﺗﻔ َﻌ َﻞ‬
ُ َْ َ َ َْ َ َْ َ
‫ﻟ ْﻦ ﺗﻔ َﻌﻠ ْﻮا‬ ‫ﻟ ْﻦ ﺗﻔ َﻌﻼ‬ ‫ﻟ ْﻦ ﺗﻔ َﻌ َﻞ‬
‫ﻟ ْﻦ ﺗﻔ َﻌﻠ َﻦ‬ ‫ﻟ ْﻦ ﺗﻔ َﻌﻼ‬ ‫ﻟ ْﻦ ﺗﻔ َﻌ ِﻠ ْﻲ‬
َْ َ َْ َ
‫ﻟ ْﻦ ﻧﻔ َﻌ َﻞ‬ ‫ﻟ ْﻦ أﻓ َﻌ َﻞ‬
q 119 r
َ ‫ )ﺣﺎﻟﺔ اﻟ‬: ْ ُ َ َ
The jussive case (‫ـﺠ ْﺰ ِم‬
َ َ
َ َ
» ، « ‫ـﺮ‬ ْ ْ ُ َ َّ َ َْ
ِ ‫ » م ا ﻣ‬، « ‫ » ﻟﻤﺎ‬، « ‫ » ﻟﻢ‬make the imperfect
The four particles « (‫ﺎﻫ َﻴﺔ‬ ّ
ِ ‫)اﻟﻨ‬
َ ْ ‫ َﻣ‬.
tense verb enter into a state of ‫( ﺟ ْﺰ ٌم‬jussive case) i.e., it becomes ‫ـﺠ ُﺰو ٌم‬
ْ
◌ ُ will be given a Sukoon __◌ْ

In this state, the five forms that end with a Dhammah __
and the « ‫ » ن‬of the seven word forms that are ‫ِ ﻋـ َﺮاﺑِ ّﻴﺔ‬ ‫ اﻟﻨﻮن ا‬will be deleted. The
ّ
ّ ُ ُْ ْ َ
« ‫ » ن‬of the two word forms that are ‫اﻟﻀ ِﻤ ِ \ اﻟ ِ ْﺴ َﻮ ِة‬ ‫ ﻧﻮن‬will be kept though.
The above four particles will cause one imperfect tense verb to become jussive,
but there are other words (particles & nouns) that can govern two imperfect
tense verbs simultaneously and cause both to become jussive. This can occur
ْ ‫ )ﺷ‬and apodosis َ
when there are conditional sentences and both the protasis (‫ـﺮط‬
َ are constructed using imperfect tense verbs.
(‫)ﺟ َﺰاء‬
The words that can cause two imperfect tense verbs to become jussive are :
َّ َ َ َ َّ‫ » أَﻳ‬، « ٰ َ ‫ » َﻣ‬، « ‫ » أ َ ُي‬، « ‫ » َﻣ ْﻦ‬، « ‫ » َﻣﺎ‬، « ‫ » إ ْذ َﻣﺎ‬، « ‫» إ ْن‬
« ‫ » أﻧ ٰﻰ‬، « ‫ » أﻳْ َﻦ‬، « ‫ﺎن‬ ّ ِ ِ
َ َ ُ
« ‫ » َﻣ ْﻬ َﻤﺎ‬، « ‫ » ﻛ ْﻴﻔ َﻤﺎ‬، « ‫» َﺣ ْﻴﺜ َﻤـﺎ‬
َ ْ
If any of the above words (‫اﻟ ُﻤﻀﺎ ِر ِع‬ ‫ ) َﺟ َﻮا ِز ُم‬precede an imperfect tense verb whose
َّ ْ ُ
َ i.e., « ‫ » ي‬، « ‫ » ا‬، « ‫ » و‬, then this weak
‫ ل‬position letter is a weak letter (‫)ﺣ ْﺮف اﻟ ِﻌﻠ ِﺔ‬
letter will be deleted. The details of irregular verbs (verbs that contain weak letters)
will come in a future volume if Allāh  wills.
َ ْ َ َ ْ َ
For e.g., ‫ ﻳـﺨ‬will become ‫ﻟ ْﻢ ﻳَـﺨﺶ‬

q 120 r
All of the above words change the wording of the imperfect tense verb in the
same manner, but have different effects on the meaning.
There are other situations where an imperfect tense verb can be in the jussive
case too. Arabic grammar books should be consulted for extra details.
They can also be used in both the active voice as well as passive voice.
َ َ ْ‫ َﺣﺎﻟ َ ُﺔ اﻟ‬.
« ‫ » ﻟ ْﻢ‬is used as a model to illustrate ‫ـﺠ ْﺰ ِم‬
َ
ْ ‫ » ﻟ‬affects the meaning of the verb in two ways viz.
The particle « ‫ﻢ‬
1) Changing the tense to the past tense.

2) Negating the verb
ْ َ
For e.g., ‫( ﻟ ْﻢ ﻳَﻜ ُﺘ ْﺐ‬He did not write)
Considering the above, you will notice that there is no difference in the
َ
translation of the perfect tense negative ‫ َﻣﺎ ﻛ َﺘ َﺐ‬and the imperfect tense jussive
ْ َ
‫ ﻟ ْﻢ ﻳَﻜ ُﺘ ْﺐ‬, but there are subtle differences in usage.
َ
ْ ‫ » ﻟ‬on the imperfect tense verb follows.
A table demonstrating the action of « ‫ﻢ‬

q 121 r
Original Particle
Means of
verb in causing Active voice in
showing
nominative jussive Jussive case
jussive case
case case
ْ َ
ْ َ ‫ﻟ ْﻢ َﻳﻔ َﻌ ْﻞ‬
The final
Dhammah is
changed into a
+ ‫َﻳﻔ َﻌ ُﻞ‬ + ‫ﻟ ْﻢ‬ =
He [/ It] did not do
Sukoon
(M : S)
َ ْ َ
ُ َ ْ ْ ُّ َ
+
َ ْ
‫َﻳﻔ َﻌﻼ ِن‬ +
َ
‫ﻟ ْﻢ‬ =
‫ﻟ ْﻢ َﻳﻔ َﻌﻼ‬
is deleted They (two) did not do
(M : D)
ُ ْ َ
ُ َ ْ ْ ُّ َ
+
َ ُ ْ
‫َﻳﻔ َﻌﻠ ْﻮن‬ +
َ
‫ﻟ ْﻢ‬ =
‫ﻟ ْﻢ َﻳﻔ َﻌﻠ ْﻮا‬
is deleted They (many) did not do
(M : P)
َْ َ
َْ َ ‫ﻟ ْﻢ ﺗﻔ َﻌ ْﻞ‬
The final
Dhammah is
changed into a
+ ‫ﺗﻔ َﻌ ُﻞ‬ + ‫ﻟ ْﻢ‬ =
She [/ It] did not do
Sukoon
(F : S)
َ َْ َ
ُ َ ْ ْ ُّ َ
+
َ َْ
َ
‫ﻟ ْﻢ‬ =
‫ﻟ ْﻢ ﺗﻔ َﻌﻼ‬
is deleted They (two) did not do
(F : D)
ْ ْ َ
X +
ْ ْ
‫َﻳﻔ َﻌﻠ َﻦ‬ +
َ
‫ﻟ ْﻢ‬ =
‫ﻟ ْﻢ َﻳﻔ َﻌﻠ َﻦ‬
(F : P)
َْ َ
َْ َ ‫ﻟ ْﻢ ﺗﻔ َﻌ ْﻞ‬
The final
Dhammah is
changed into a
+ ‫ﺗﻔ َﻌ ُﻞ‬ + ‫ﻟ ْﻢ‬ =
You did not do
Sukoon
(M : S)
َ َْ َ
ُ َ ْ ْ ُّ َ
+
َ َْ
َ
‫ﻟ ْﻢ‬ =
is deleted You (two) did not do
(M : D)
ُ َْ َ
ُ َ ْ ْ ُّ َ
+
َ ُ َْ
‫ﺗﻔ َﻌﻠ ْﻮن‬ +
َ
‫ﻟ ْﻢ‬ =
‫ﻟ ْﻢ ﺗﻔ َﻌﻠ ْﻮا‬
is deleted You (many) did not do
(M : P)

q 122 r
َْ َ
ُ َ ْ ْ ُّ َ
+
َْ
‫ﺗﻔ َﻌ ِﻠ ْﻴ َﻦ‬ +
َ
‫ﻟ ْﻢ‬ =
‫ﻟ ْﻢ ﺗﻔ َﻌ ِﻠ ْﻲ‬
is deleted You did not do
(F : S)
َ َْ َ
ُ َ ْ ْ ُّ َ
+
َ َْ
َ
‫ﻟ ْﻢ‬ =
is deleted You (two) did not do
(F : D)
ْ َْ َ
X +
ْ َْ
‫ﺗﻔ َﻌﻠ َﻦ‬ +
َ
‫ﻟ ْﻢ‬ =
‫ﻟ ْﻢ ﺗﻔ َﻌﻠ َﻦ‬
(F : P)
َْ َ
َْ َ ‫ﻟ ْﻢ أﻓ َﻌ ْﻞ‬
The final
Dhammah is
changed into a
+ ‫أﻓ َﻌ ُﻞ‬ + ‫ﻟ ْﻢ‬ =
I did not do
Sukoon
(M/F : S)
َْ َ
َْ َ ‫ﻟ ْﻢ ﻧﻔ َﻌ ْﻞ‬
The final
Dhammah is
changed into a
+ ‫ﻧﻔ َﻌ ُﻞ‬ + ‫ﻟ ْﻢ‬ =
We (two/many) did not do
Sukoon
(M/F : D/P)
The imperfect tense verb in active voice and jussive case

(« ‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﻌ ُـﺮ ْوف اﻟ َﻤ ْﺠ ُﺰ ْو ُم ﺑِـ » ﻟ ْﻢ‬
ُ ْ َ َ ْ َ ْ َ
‫ﻟ ْﻢ َﻳﻔ َﻌﻠ ْﻮا‬ ‫ﻟ ْﻢ َﻳﻔ َﻌﻼ‬ ‫ﻟ ْﻢ َﻳﻔ َﻌ ْﻞ‬
‫ﻟ ْﻢ َﻳﻔ َﻌﻠ َﻦ‬ ‫ﻟ ْﻢ ﺗﻔ َﻌﻼ‬ ‫ﻟ ْﻢ ﺗﻔ َﻌ ْﻞ‬
ُ َْ َ َ َْ َ َْ َ
‫ﻟ ْﻢ ﺗﻔ َﻌﻠ ْﻮا‬ ‫ﻟ ْﻢ ﺗﻔ َﻌﻼ‬ ‫ﻟ ْﻢ ﺗﻔ َﻌ ْﻞ‬
‫ﻟ ْﻢ ﺗﻔ َﻌﻠ َﻦ‬ ‫ﻟ ْﻢ ﺗﻔ َﻌﻼ‬ ‫ﻟ ْﻢ ﺗﻔ َﻌ ِﻠ ْﻲ‬
َْ َ َْ َ
‫ﻟ ْﻢ ﻧﻔ َﻌ ْﻞ‬ ‫ﻟ ْﻢ أﻓ َﻌ ْﻞ‬
q 123 r
a Exercise 13 A
(A) Translate the following into English and explain the means by which
Nasb / Jazm is being expressed.
َ ْ َ َْ َ َْ َ َْ َ َْ َ
‫( ﻟ ْﻦ َﻳﻔ َﻌﻼ‬5) ‫( ﻟ ْﻦ ﺗﻔ َﻌ ِﻠ ْﻲ‬4) ‫( ﻟ ْﻢ ﺗﻔ َﻌ ِﻠ ْﻲ‬3) ‫( ﻟ ْﻢ ﺗﻔ َﻌ ْﻞ‬2) ‫( ﻟ ْﻢ أﻓ َﻌ ْﻞ‬1)
َْ َ ُ ْ َ ُ َْ َ َ ْ َ
‫( ﻟ ْﻦ ﺗﻔ َﻌ َﻞ‬9) ‫( ﻟ ْﻢ َﻳﻔ َﻌﻠ ْﻮا‬8) ‫( ﻟ ْﻦ ﺗﻔ َﻌﻠ ْﻮا‬7) ‫( ﻟ ْﻢ َﻳﻔ َﻌﻼ‬6)
َ َ
(B) Translate the following into Arabic using the particles « ‫ » ﻟ ْﻦ‬or « ‫» ﻟ ْﻢ‬
appropriately.
1) You (many) did not do (M : P) 2) He will certainly not do (M : S)

3) You (two) did not do (M : D) 4) You (two) will never do (F : D)
5) I did not do (M : S) 6) I will certainly not do (F : S)
7) You will never do (M : S) 8) You did not do (M : S)
َ َ
(C) Using both particles « ‫ » ﻟ ْﻦ‬and « ‫ » ﻟ ْﻢ‬separately, conjugate the following
words into all 14 word forms in the active voice with translation.
ْ ْ
1) ‫َﻳﻜ ِﺴ ُﺮ‬ 2) ‫َﻳﻜ ُﺘ ُﺐ‬

q 124 r
َ َ
(D) Translate the following into Arabic using the particles « ‫ » ﻟ ْﻦ‬or « ‫» ﻟ ْﻢ‬
appropriately.
1) She will certainly not oppress (F : S) 2) I will certainly not drink (M : S)

3) You (two) did not write (M : D) 4) They (many) did not do (M : P)
5) He will certainly not wear (M : S) 6) You (many) did not thank (F : P)
7) They (many) will never sit (F : P) 8) They (many) did not mount (F : P)
9) You did not enter (F : S) 10) We will never listen (M : S)
(E) Write out all of the following with the correct vowel marks in active
voice.
، ‫ ﻟﻢ ﺗﺮﻗﺪا‬، ‫ ﻟﻢ ﺗﻌﺮﻓﻦ‬، ‫ ﻟﻢ ﻳﻌﺮﻓﻦ‬، ‫ ﻟﻦ ﺗﺮﻛﺐ‬، ‫ﻟﻢ ﻳﺮﻛﺐ‬
، ‫ ﻟﻢ ﺗﻨﻈﺮوا‬، ‫ ﻟﻦ ﺗﻨﻈﺮي‬، ‫ ﻟﻦ ﺗﺮﻓﻌﻮا‬، ‫ ﻟﻢ ﺗﺮﻓﻌﻲ‬، ‫ﻟﻦ ﻳﺮﻗﺪا‬
‫ ﻟﻢ ﻳﺴﻤﻌﻮا‬، ‫ ﻟﻦ ﺗﻜﺘﺒﺎ‬، ‫ ﻟﻢ ﻳﻌﻘﻠﻦ‬، ‫ ﻟﻦ أﻋﻤﻞ‬، ‫ﻟﻢ ﺗﺸﺮب‬

q 125 r
Passive voice in
Accusative case
َ
‫ﻟ ْﻦ ُﻳ ْﻨ َﺼ َﺮ‬
He [/ It] will certainly not;
never be helped (M : S)
َ
3rd Masculine Dual
‫ﻟ ْﻦ ُﻳ ْﻨ َﺼ َﺮا‬
They (two) will certainly not;
never be helped (M : D)
َ
‫ﻟ ْﻦ ُﻳ ْﻨ َﺼ ُﺮ ْوا‬
never be helped (M : P)
ُ َ
‫ﻟ ْﻦ ﺗ ْﻨ َﺼ َﺮ‬
She [/ It] will certainly not;
never be helped (F : S)
ُ َ
3rd Feminine Dual
‫ﻟ ْﻦ ﺗ ْﻨ َﺼ َﺮا‬
They (two) will certainly not;
never be helped (F : D)
َ َ
3rd Feminine Plural
‫ﻟ ْﻦ ُﻳ ْﻨ َﺼ ْﺮن‬
never be helped (F : P)
ُ َ
‫ﻟ ْﻦ ﺗ ْﻨ َﺼ َﺮ‬
never be helped (M : S)
ُ َ
2nd Masculine Dual
You (two) will certainly not;
never be helped (M : D)
ُ َ
‫ﻟ ْﻦ ﺗ ْﻨ َﺼ ُﺮ ْوا‬
never be helped (M : P)

q 126 r
ُ َ
‫ﻟ ْﻦ ﺗ ْﻨ َﺼ ِﺮ ْي‬
never be helped (F : S)
ُ َ
2nd Feminine Dual
You (two) will certainly not;
never be helped (F : D)
َ ُ َ
2nd Feminine Plural
‫ﻟ ْﻦ ﺗ ْﻨ َﺼ ْﺮن‬
never be helped (F : P)
ُْ َ
1st
Masculine &
Singular
‫ﻟ ْﻦ أﻧ َﺼ َﺮ‬
Feminine
I will certainly not;
never be helped (M/F : S)
ُ َ
1st
Masculine &
Dual & Plural
‫ﻟ ْﻦ ﻧ ْﻨ َﺼ َﺮ‬
Feminine
We (two/many) will certainly not;
never be helped (M/F : D/P)
The imperfect tense verb in passive voice and accusative case

(« ‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﺠ ُﻬ ْﻮل اﻟ َﻤ ْﻨ ُﺼ ْﻮ ُب ﺑِـ » ﻟ ْﻦ‬
َ َ َ
‫ﻟ ْﻦ ُﻳ ْﻨ َﺼ ُﺮ ْوا‬ ‫ﻟ ْﻦ ُﻳ ْﻨ َﺼ َﺮا‬ ‫ﻟ ْﻦ ُﻳ ْﻨ َﺼ َﺮ‬
َ َ ُ َ ُ َ
‫ﻟ ْﻦ ُﻳ ْﻨ َﺼ ْﺮن‬ ‫ﻟ ْﻦ ﺗ ْﻨ َﺼ َﺮا‬ ‫ﻟ ْﻦ ﺗ ْﻨ َﺼ َﺮ‬
ُ َ ُ َ ُ َ
‫ﻟ ْﻦ ﺗ ْﻨ َﺼ ُﺮ ْوا‬ ‫ﻟ ْﻦ ﺗ ْﻨ َﺼ َﺮا‬ ‫ﻟ ْﻦ ﺗ ْﻨ َﺼ َﺮ‬
‫ﻟ ْﻦ ﺗ ْﻨ َﺼ ْﺮن‬ ‫ﻟ ْﻦ ﺗ ْﻨ َﺼ َﺮا‬ ‫ﻟ ْﻦ ﺗ ْﻨ َﺼ ِﺮ ْي‬
ُ َ ُْ َ
‫ﻟ ْﻦ ﻧ ْﻨ َﺼ َﺮ‬ ‫ﻟ ْﻦ أﻧ َﺼ َﺮ‬

q 127 r
Passive voice in
Jussive case
َ
‫ﻟ ْﻢ ُﻳ ْﻨ َﺼ ْﺮ‬
He [/ It] was not helped
(M : S)
َ
3rd Masculine Dual
‫ﻟ ْﻢ ُﻳ ْﻨ َﺼ َﺮا‬
(M : D)
َ
‫ﻟ ْﻢ ُﻳ ْﻨ َﺼ ُﺮ ْوا‬
(M : P)
ُ َ
‫ﻟ ْﻢ ﺗ ْﻨ َﺼ ْﺮ‬
She [/ It] was not helped
(F : S)
ُ َ
3rd Feminine Dual
‫ﻟ ْﻢ ﺗ ْﻨ َﺼ َﺮا‬
(F : D)
َ َ
3rd Feminine Plural
‫ﻟ ْﻢ ُﻳ ْﻨ َﺼ ْﺮن‬
(F : P)
ُ َ
‫ﻟ ْﻢ ﺗ ْﻨ َﺼ ْﺮ‬
You were not helped
(M : S)
ُ َ
2nd Masculine Dual
(M : D)
ُ َ
‫ﻟ ْﻢ ﺗ ْﻨ َﺼ ُﺮ ْوا‬
(M : P)

q 128 r
ُ َ
‫ﻟ ْﻢ ﺗ ْﻨ َﺼ ِﺮ ْي‬
You were not helped
(F : S)
ُ َ
2 nd Feminine Dual
(F : D)
َ ُ َ
2nd Feminine Plural
‫ﻟ ْﻢ ﺗ ْﻨ َﺼ ْﺮن‬
(F : P)
ُْ َ
1st
Masculine &
Singular
‫ﻟ ْﻢ أﻧ َﺼ ْﺮ‬
Feminine
I was not helped
(M/F : S)
ُ َ
1st
Masculine &
Dual & Plural
‫ﻟ ْﻢ ﻧ ْﻨ َﺼ ْﺮ‬
Feminine
We (two/many) were not helped
(M/F : D/P)
The imperfect tense verb in passive voice and jussive case

(« ‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﺠ ُﻬ ْﻮل اﻟ َﻤ ْﺠ ُﺰ ْو ُم ﺑِـ » ﻟ ْﻢ‬
َ َ َ
‫ﻟ ْﻢ ُﻳ ْﻨ َﺼ ُﺮ ْوا‬ ‫ﻟ ْﻢ ُﻳ ْﻨ َﺼ َﺮا‬ ‫ﻟ ْﻢ ُﻳ ْﻨ َﺼ ْﺮ‬
َ ْ ُْ ْ َ ُ َ ُ َ
‫ﺼﺮن‬ ‫ﻟﻢ ﻳ ﻨ‬ ‫ﻟ ْﻢ ﺗ ْﻨ َﺼ َﺮا‬ ‫ﻟ ْﻢ ﺗ ْﻨ َﺼ ْﺮ‬
ُ َ ُ َ ُ َ
‫ﻟ ْﻢ ﺗ ْﻨ َﺼ ُﺮ ْوا‬ ‫ﻟ ْﻢ ﺗ ْﻨ َﺼ َﺮا‬ ‫ﻟ ْﻢ ﺗ ْﻨ َﺼ ْﺮ‬
‫ﻟ ْﻢ ﺗ ْﻨ َﺼ ْﺮن‬ ‫ﻟ ْﻢ ﺗ ْﻨ َﺼ َﺮا‬ ‫ﻟ ْﻢ ﺗ ْﻨ َﺼ ِﺮ ْي‬
ُ َ ُْ َ
‫ﻟ ْﻢ ﻧ ْﻨ َﺼ ْﺮ‬ ‫ﻟ ْﻢ أﻧ َﺼ ْﺮ‬

q 129 r
a Exercise 14 A
َ َ
(A) Using both particles « ‫ » ﻟ ْﻦ‬and « ‫ » ﻟ ْﻢ‬separately, conjugate the following
words into all 14 word forms in the passive voice with translation.
َ ْ َ ُ َ ُْ َ ُْ َ
‫( ﻟ ْﻦ ُﻳﺬﻛ َﺮا‬4) ‫( ﻟ ْﻢ ﺗ ْﻤ َﻨ ِﻌ ْﻲ‬3) ‫( ﻟ ْﻢ ﺗﻘ َﺘ ْﻞ‬2) ‫( ﻟ ْﻦ ﺗﻘ َﺘ َﻞ‬1)
ُ َ ُ َ َ ْ َ َ ُْ َ
‫( ﻟ ْﻢ أ ْﻋ َﺮ ْف‬8) ‫( ﻟ ْﻦ ﻧ ْﻌ َﺮ َف‬7) ‫( ﻟ ْﻦ ُﻳﻈﻠ ُﻤ ْﻮا‬6) ‫( ﻟ ْﻢ ﺗﻈﻠ ُﻤ ْﻮا‬5)
َ َ َ ُ َ َ َ َ ُ َ
‫( ﻟ ْﻢ ُﻳ ْﺮز ْق‬12) ‫( ﻟ ْﻦ أ ْرز َق‬11) ‫( ﻟ ْﻦ ُﻳ ْﻄﻠ ْﺒ َﻦ‬10) ‫( ﻟ ْﻢ ﺗ ْﻄﻠ ْﺒ َﻦ‬9)
َ َ
(C) Translate the following into Arabic using the particles « ‫ » ﻟ ْﻦ‬or « ‫» ﻟ ْﻢ‬
appropriately.
1) You were not thanked (M : S)

2) They (two) will never be hit (F : D)
3) We (many) were not raised (M : P)
4) They (many) were not recognised (F : P)
5) They (two) were not helped (M : D)
6) You (two) will never be provided (M : D)
7) You were not sent out (F : S)
8) You will never be left out (F : S)
9) He [/ It] will never be gathered (M : S)

q 130 r
ُ َّ ٰ َ َ ُ ْ َ ُ َ
[...‫]ا ْم َﺣ ِﺴ ْﺒ ْ ا ْن ﺗ ُ َ ْﻮا َو ﻟ َّﻤﺎ ﻳ َ ْﻌﻠ ِﻢ ا ّ ُ اﻟ ِﺬﻳْ َﻦ ٰﺟ َﻬ ُﺪ ْوا ِ ْﻨﻜ ْﻢ‬
(16 : 9)
“Do you think that you will be left (as you are) while Allāh has not yet made evident those
among you who strive (for His cause)…”
ُ ُ َ َّ ْ َ ٗ َ
[‫] َو اِﻧّﻪ ﻟ ِﺬﻛ ٌﺮ ﻟ َﻚ َو ﻟ َِﻘ ْﻮ ِﻣ َﻚ َو َﺳ ْﻮف ْﺴ َﺌ ْ َن‬
(44 : 43)
“And indeed, it (the Qur’ān) is a remembrance for you (O Muhammad ‫ ) ﷺ‬and your
people (the Quraysh or your followers) and you all are going to be questioned”
ُ ُ ْ ُ َ َ َۤ ُ ُ َ َْ ْ ُ ََ َْ ْ َ
[...‫ﺎﻣﻜ ْﻢ َو ا ْو ُد ْﻢ ﻳ َ ْﻮ َم اﻟ ِﻘ ٰﻴ َﻤ ِﺔ ﻳ َ ْﻔ ِﺼﻞ ﺑ َ ْﻴ َﻨﻜ ْﻢ‬ ‫]ﻟﻦ ﺗﻨﻔﻌﻜﻢ ارﺣ‬
(3 : 60)
“Neither your womb-relations nor your children will benefit you on the Day of Judgement.
He will decide between you…”
ٰ ُ َ
[‫ َﺳ ْ َﻌﻞ ا ّ ُ ﺑ َ ْﻌ َﺪ ُﻋ ْ ٍ ﻳُّ ْ ً ا‬...]
(7 : 65)
“…Allāh will soon bring ease after a difficulty”
ُ َ ً َّ ۤ ُ ْ َ ُ َََ
[‫] ﺎﻧّ ْ ﻳ َ ْﻮ َم ﻳ َ َﺮ ْوﻧ َ َﻬﺎ ﻟ ْﻢ ﻳَﻠ َﺒﺜ ْﻮا ِا َﻋ ِﺸ َّﻴﺔ ا ْو ٰ َﻬﺎ‬
(46 : 79)
“The day they will see it, it will seem to them as if they did not stay (in the world) but only
for one afternoon or for the morning thereof”

q 131 r
The emphatic forms (active & passive voice) :
َ
ْ ‫ » ﻟ‬negates the imperfect tense verb with
It has been mentioned that the particle « ‫ﻦ‬
emphasis and restricts the meaning to the future tense. In order to make it positive
with emphasis in the future tense, the following points should be observed :
َ
1) A « ‫ » ل‬can be prefixed to the imperfect tense verb (to indicate a response
for an oath, whether this oath is in wording or implied).
2) The five word forms that end with Dhammah __◌ ُ will now have a Fathah
_◌_َ .
3) The « ‫ » ْو‬in 2nd and 3rd person masculine plural will be dropped, but the
◌ ُ will be retained.
preceding Dhammah __
4) The « ‫ » ْي‬in 2nd person feminine singular will also be dropped and the
preceding Kasrah –ِ –◌ will be retained.

5) The « ‫ » ن‬of the seven word forms that are ‫ـﺮاﺑِ ّﻴﺔ‬
َ ‫ﻋ‬
ِ ‫ اﻟﻨﻮن ا‬will be deleted,
ْ َّ ُ ْ ُ
but the « ‫ » ن‬of the two word forms that are ِ ‫ ﻧﻮن اﻟﻀ ِﻤ‬will be kept.
6)
َ
A « (‫)ﺛﻘ ِْﻴﻠﺔ‬
َ
‫ » ّن‬will be suffixed.
Emphasis can also be made by placing a « (‫)ﺧﻔ ِْﻴ َﻔﺔ‬

َ
‫ » ْن‬at the end instead of a
ّ
« (‫ » ن )ﺛَﻘ ِْﻴﻠَﺔ‬, but this is less common and does not come in the word forms
where an « ‫ » ا‬appears before the « (‫ » ّن )ﺛَﻘ ِْﻴﻠَﺔ‬due to the uniting of two

ْ َ َّ ُ َ ْ
vowelless letters ( ِ ‫ِﻨ‬ ‫اﻟﺴﺎ‬ ‫ )اِﺟ ِﺘﻤـﺎع‬.

q 132 r
ْ َّ ُ ْ ُ
7) The two word forms that have ِ ‫ ﻧـﻮن اﻟﻀ ِﻤ‬will have an « ‫ » ا‬placed before
َ
the « (‫)ﺛﻘ ِْﻴﻠﺔ‬
َ
‫ » ّن‬in order to separate the three Noons (‫’ن‬s).
8) When using « (‫)ﺛﻘ ِْﻴﻠﺔ‬

َ َ
‫ » ّن‬, the « ‫ » ّن‬will be given a Fathah __◌َ except in the
instances that it is preceded by an « ‫ » ا‬in which case it will have a Kasrah

ِ◌
–– .
Emphasis in the translation can be done by using words such as ‘Verily’ , ‘Surely’,
‘Certainly’ and ‘Definitely’.
Note that the five verb word forms where the Dhammah _◌_ُ changed into a
Fathah _◌_َ are now indeclinable and will not experience moods [/ grammatical
states] just like the feminine plural forms.
Topic :
ُّ َ ْ ْ َّ
The imperfect tense verb in active voice and emphatic form with heavy Noon and
َ َ ْ َ َّ َ ُ ْ َ ْ ُ َْ
light Noon (‫اﻟﻨ ْﻮ ِن اﻟﺜ ِﻘ ْﻴﻠ ِﺔ َو اﻟـﺨ ِﻔ ْﻴﻔ ِﺔ‬ ‫ )اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﻌ ُـﺮ ْوف ﺑِ ِم اﻟﺘﺄﻛِﻴ ِﺪ و‬follow
next.

q 133 r
Active voice Active voice

Original
Person Gender Number Emphatic with Emphatic with
verb
Light Noon Heavy Noon
َ ْ َ
َ ْ َ
‫ﻟ َﻴﻔ َﻌﻠ ْﻦ‬ ‫ﻟ َﻴﻔ َﻌﻠ ﱠﻦ‬ ْ
‫َﻳﻔ َﻌ ُﻞ‬
Verily, he [/ it] will do
(M : S)
‫َ ْ َ ﱢ‬
3rd Masculine Dual - ‫ﻟ َﻴﻔ َﻌﻼن‬ َ ْ
‫َﻳﻔ َﻌﻼ ِن‬
Verily, they (two) will do
(M : D)
ُ ْ َ
ُ ْ َ
‫ﻟ َﻴﻔ َﻌﻠ ْﻦ‬ ‫ﻟ َﻴﻔ َﻌﻠ ﱠﻦ‬ َ ُ ْ
‫َﻳﻔ َﻌﻠ ْﻮن‬
Verily, they (many) will do
(M : P)
َ ْ َ
َ ْ َ
‫ﻟ َﺘﻔ َﻌﻠ ْﻦ‬ ‫ﻟ َﺘﻔ َﻌﻠ ﱠﻦ‬ َْ
Verily, she [/ it] will do
(F : S)
‫َ ْ َ ﱢ‬
3rd Feminine Dual - ‫ﻟ َﺘﻔ َﻌﻼن‬ َ َْ
Verily, they (two) will do
(F : D)
‫َ ْ ْ ﱢ‬
3rd Feminine Plural - ‫ﻟ َﻴﻔ َﻌﻠ َﻨﺎن‬ ْ ْ
‫َﻳﻔ َﻌﻠ َﻦ‬
Verily, they (many) will do
(F : P)
َ ْ َ
َ ْ َ
‫ﻟ َﺘﻔ َﻌﻠ ْﻦ‬ ‫ﻟ َﺘﻔ َﻌﻠ ﱠﻦ‬ َْ
Verily, you will do
(M : S)
‫َ ْ َ ﱢ‬
2nd Masculine Dual - ‫ﻟ َﺘﻔ َﻌﻼن‬ َ َْ
Verily, you (two) will do
(M : D)
ُ ْ َ
ُ ْ َ
‫ﻟ َﺘﻔ َﻌﻠ ْﻦ‬ ‫ﻟ َﺘﻔ َﻌﻠ ﱠﻦ‬ َ ُ َْ
‫ﺗﻔ َﻌﻠ ْﻮن‬
Verily, you (many) will do
(M : P)

q 134 r
ْ َ
ْ َ
‫ﻟ َﺘﻔ َﻌ ِﻠ ْﻦ‬ ‫ﻟ َﺘﻔ َﻌ ِﻠ ﱠﻦ‬ َْ
Verily, you will do
(F : S)
‫َ ْ َ ﱢ‬
2nd Feminine Dual - ‫ﻟ َﺘﻔ َﻌﻼن‬ َ َْ
Verily, you (two) will do
(F : D)
‫َ ْ ْ ﱢ‬
2nd Feminine Plural - ‫ﻟ َﺘﻔ َﻌﻠ َﻨﺎن‬ ْ َْ
‫ﺗﻔ َﻌﻠ َﻦ‬
Verily, you (many) will do
(F : P)
َ ََْ
1st
Masculine
Singular
َ ََْ
‫ﻷﻓ َﻌﻠ ْﻦ‬ ‫ﻷﻓ َﻌﻠ ﱠﻦ‬ َْ
‫أﻓ َﻌ ُﻞ‬
& Feminine
Verily, I will do
(M/F : S)
َ ْ َ
1st
Masculine
Dual & Plural
َ ْ َ
‫ﻟ َﻨﻔ َﻌﻠ ْﻦ‬ ‫ﻟ َﻨﻔ َﻌﻠ ﱠﻦ‬ َْ
‫ﻧﻔ َﻌ ُﻞ‬
& Feminine
Verily, we (two/many) will
do (M/F : D/P)
The imperfect tense verb in active voice and emphatic form with
ُّ َ ْ ْ َ ّ
heavy Noon
َ َّ َ ُ ْ َ ْ ُ َْ
(‫اﻟﻨ ْﻮ ِن اﻟﺜ ِﻘ ْﻴﻠ ِﺔ‬ ‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﻌ ُـﺮ ْوف ﺑِ ِم اﻟﺘﺄﻛِﻴ ِﺪ و‬
ُ ْ َ ‫َ ْ َ ﱢ‬ َ ْ َ
‫ﻟ َﻴﻔ َﻌﻠ ﱠﻦ‬ ‫ﻟ َﻴﻔ َﻌﻼن‬ ‫ﻟ َﻴﻔ َﻌﻠ ﱠﻦ‬
‫َ ْ ْ ﱢ‬ ‫َ ْ َ ﱢ‬ َ ْ َ
‫ﻟ َﻴﻔ َﻌﻠ َﻨﺎن‬ ‫ﻟ َﺘﻔ َﻌﻼن‬ ‫ﻟ َﺘﻔ َﻌﻠ ﱠﻦ‬
ُ ْ َ ‫َ ْ َ ﱢ‬ َ ْ َ
‫ﻟ َﺘﻔ َﻌﻠ ﱠﻦ‬ ‫ﻟ َﺘﻔ َﻌﻼن‬ ‫ﻟ َﺘﻔ َﻌﻠ ﱠﻦ‬
‫َ ْ ْ ﱢ‬ ‫َ ْ َ ﱢ‬ ْ َ
‫ﻟ َﺘﻔ َﻌﻠ َﻨﺎن‬ ‫ﻟ َﺘﻔ َﻌﻼن‬ ‫ﻟ َﺘﻔ َﻌ ِﻠ ﱠﻦ‬
َ ْ َ َ ََْ
‫ﻟ َﻨﻔ َﻌﻠ ﱠﻦ‬ ‫ﻷﻓ َﻌﻠ ﱠﻦ‬
q 135 r
The imperfect tense verb in active voice and emphatic form with
ُّ َ ْ ْ َ ّ
light Noon
َ َ ْ َ ُ ْ َ ْ ُ َْ
(‫اﻟﻨ ْﻮ ِن اﻟـﺨ ِﻔ ْﻴﻔ ِﺔ‬ ‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﻌ ُـﺮ ْوف ﺑِ ِم اﻟﺘﺄﻛِﻴ ِﺪ و‬
ُ ْ َ َ ْ َ
‫ﻟ َﻴﻔ َﻌﻠ ْﻦ‬ - ‫ﻟ َﻴﻔ َﻌﻠ ْﻦ‬
َ ْ َ
- - ‫ﻟ َﺘﻔ َﻌﻠ ْﻦ‬
ُ ْ َ َ ْ َ
‫ﻟ َﺘﻔ َﻌﻠ ْﻦ‬ - ‫ﻟ َﺘﻔ َﻌﻠ ْﻦ‬
ْ َ
- - ‫ﻟ َﺘﻔ َﻌ ِﻠ ْﻦ‬
َ ْ َ َ ََْ
‫ﻟ َﻨﻔ َﻌﻠ ْﻦ‬ ‫ﻷﻓ َﻌﻠ ْﻦ‬
a Exercise 15 A
(A) Translate the following into English and explain in detail the changes
that took place for them to become emphatic.
‫َ ْ َ ﱢ‬ ‫َ ْ ْ ﱢ‬ ُ ْ َ ْ َ ُ ْ َ
‫( ﻟ َﺘﻔ َﻌﻼن‬5) ‫( ﻟ َﻴﻔ َﻌﻠ َﻨﺎن‬4) ‫( ﻟ َﻴﻔ َﻌﻠ ْﻦ‬3) ‫( ﻟ َﺘﻔ َﻌ ِﻠ ْﻦ‬2) ‫( ﻟ َﺘﻔ َﻌﻠ ﱠﻦ‬1)
ٌَ ّ ٌ ْ
(B) Using both « (‫ » ن )ﺛَﻘ ِْﻴﻠﺔ‬and « (‫ » ن ) َﺧ ِﻔ ْﻴ َﻔﺔ‬where possible, translate the
following into Arabic.
1) Verily, you (two) will do (M : D)

2) Verily, you (many) will do (F : P)
3) Verily, you (many) will do (M : P)
4) Verily, I will do (F : S)
5) Verily, they (many) will do (M : P)
q 136 r
ٌَ ّ ٌ ْ
(C) Using both « (‫ » ن )ﺛَﻘ ِْﻴﻠﺔ‬and « (‫ » ن ) َﺧ ِﻔ ْﻴ َﻔﺔ‬where possible, conjugate the
following words into all 14 word forms in the active voice and emphatic
form along with translation. (Follow blank sheet template 5)
ْ َ
1) ‫َﻳﻔ َﺘ ُﺢ‬ 2) ‫َﻳ ْﻌﻠ ُﻢ‬
(D) Translate the following into English.
ُُ ْ َ ‫ﱢ‬ َ ‫َ ْ ﱢ‬ ْ ُ ْ ََ ‫َ َُ ﱠ‬
‫( ﻟ َﻴﺪﺧﻠ ﱠﻦ‬5) ‫( ﻟ َﺘ ْﺠ َﻤ ْﻌ َﻨﺎن‬4) ‫( ﻟ َﻴﺸ َﺮ َﺑﺎن‬3) ‫( ﻷﺷﻜ َﺮن‬2) ‫( ﻟ َﻨ ْﺮﻗﺪن‬1)
َ َ ُ َ َ ْ َ ‫ﱢ‬ ْ َ َ
‫( ﻟ َﻨ ْﻌﻠ َﻤ ْﻦ‬10) ‫( ﻟ َﺘ ْﻄﻠ ِﺒ ﱠﻦ‬9) ‫( ﻟ َﺘﺬﻫ ُﺒ ْﻦ‬8) ‫( ﻟ َﻴﻔ َﺘ ْﺤ َﻨﺎن‬7) ‫( ﻟ َﺘ ْﻌ َﻤ ِﻠ ْﻦ‬6)
ٌ َ ّ ٌ ْ
(E) Using both « (‫ » ن )ﺛَﻘ ِْﻴﻠﺔ‬and « (‫ » ن ) َﺧ ِﻔ ْﻴ َﻔﺔ‬where possible, translate the
1) Verily, you (many) will worship (M : P)

2) Verily, they (two) will enter (F : D)
3) Verily, they (many) will comprehend (F : P)
4) Verily, they (two) will open (M : D)
5) Verily, she will know [/ learn] (F : S)
6) Verily, you (two) will prostrate (M : D)
7) Verily, we (many) will comprehend (M : P)
8) Verily, I will break (M : S)

q 137 r
 Where it is appropriate, the emphatic form can also come in the passive
voice.
 The emphatic form in passive voice is formed from the imperfect tense
passive by following the above method on pages 131 - 132.
 Since the ‫ ع‬position letter in the passive voice is always vowelled with a
◌َ , it will be retained at all times.
Fathah __
Topic :
ُّ َ ْ ْ َّ
The imperfect tense verb in passive voice and emphatic form with heavy Noon and
َ َ ْ َ َّ َ ُ ْ َ ْ ُ َْ
light Noon (‫اﻟﻨ ْﻮ ِن اﻟﺜ ِﻘ ْﻴﻠ ِﺔ َو اﻟـﺨ ِﻔ ْﻴﻔ ِﺔ‬ ‫ )اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﺠ ُﻬ ْﻮل ﺑِ ِم اﻟﺘﺄﻛِﻴ ِﺪ و‬follow
next.
Passive voice Passive voice

Original
Person Gender Number Emphatic with Emphatic with
verb
Light Noon Heavy Noon
‫ﱠ‬ َ
ْ َ
‫ﻟ ُﻴ ْﻨ َﺼ َﺮن‬ ‫ﻟ ُﻴ ْﻨ َﺼ َﺮن‬ ‫ُﻳ ْﻨ َﺼ ُﺮ‬
Verily, he [/ it] will be
helped (M : S)
‫ﱢ‬ َ
3rd Masculine Dual - ‫ﻟ ُﻴ ْﻨ َﺼ َﺮان‬ ‫ُﻳ ْﻨ َﺼ َﺮ ِان‬
Verily, they (two) will be
helped (M : D)
‫ﱠ‬ َ
ْ َ
‫ﻟ ُﻴ ْﻨ َﺼ ُﺮن‬ ‫ﻟ ُﻴ ْﻨ َﺼ ُﺮن‬ َ
‫ُﻳ ْﻨ َﺼ ُﺮ ْون‬
Verily, they (many) will be
helped (M : P)
‫ﱠ‬ َ
ْ َ
‫ﻟ ُﺘ ْﻨ َﺼ َﺮن‬ ‫ﻟ ُﺘ ْﻨ َﺼ َﺮن‬ ُ
Verily, she [/ it] will be
helped (F : S)

q 138 r
‫ﱢ‬ َ
3rd Feminine Dual - ‫ﻟ ُﺘ ْﻨ َﺼ َﺮان‬ ُ
Verily, they (two) will be
helped (F : D)
‫َ ﱢ‬ َ
3rd Feminine Plural - ‫ﻟ ُﻴ ْﻨ َﺼ ْﺮﻧﺎن‬ َ
‫ُﻳ ْﻨ َﺼ ْﺮن‬
Verily, they (many) will be
helped (F : P)
‫ﱠ‬ َ
ْ َ
‫ﻟ ُﺘ ْﻨ َﺼ َﺮن‬ ‫ﻟ ُﺘ ْﻨ َﺼ َﺮن‬ ُ
Verily, you will be helped
(M : S)
‫ﱢ‬ َ
2nd Masculine Dual - ‫ﻟ ُﺘ ْﻨ َﺼ َﺮان‬ ُ
Verily, you (two) will be
helped (M : D)
‫ﱠ‬ َ
ْ َ
‫ﻟ ُﺘ ْﻨ َﺼ ُﺮن‬ ‫ﻟ ُﺘ ْﻨ َﺼ ُﺮن‬ َ ُ
‫ﺗ ْﻨ َﺼ ُﺮ ْون‬
Verily, you (many) will be
helped (M : P)
‫ﱠ‬ َ
ْ َ
‫ﻟ ُﺘ ْﻨ َﺼ ِﺮن‬ ‫ﻟ ُﺘ ْﻨ َﺼ ِﺮن‬ ُ
‫ﺗ ْﻨ َﺼ ِﺮ ْﻳ َﻦ‬
Verily, you will be helped
(F : S)
‫ﱢ‬ َ
2nd Feminine Dual - ‫ﻟ ُﺘ ْﻨ َﺼ َﺮان‬ ُ
Verily, you (two) will be
helped (F : D)
‫َ ﱢ‬ َ
2nd Feminine Plural - ‫ﻟ ُﺘ ْﻨ َﺼ ْﺮﻧﺎن‬ َ ُ
‫ﺗ ْﻨ َﺼ ْﺮن‬
Verily, you (many) will be
helped (F : P)
‫َُْ ﱠ‬
1st
Masculine
Singular
ْ َُْ
‫ﻷﻧ َﺼ َﺮن‬ ‫ﻷﻧ َﺼ َﺮن‬ ُْ
‫أﻧ َﺼ ُﺮ‬
& Feminine
Verily, I will be helped
(M/F : S)
‫ﱠ‬ َ
1st
Masculine Dual &
ْ َ
‫ﻟ ُﻨ ْﻨ َﺼ َﺮن‬ ‫ﻟ ُﻨ ْﻨ َﺼ َﺮن‬ ُ
‫ﻧ ْﻨ َﺼ ُﺮ‬
& Feminine Plural
Verily, we (two/many) will
be helped (M/F : D/P)

‫‪q 139 r‬‬
‫‪The imperfect tense verb in passive voice and emphatic form with‬‬
‫ّ َ ْ ْ َ ُّ‬
‫‪heavy Noon‬‬
‫َّ َ‬ ‫ُ َ‬ ‫ْ‬ ‫َْ ُ ْ َ‬
‫اﻟﻨ ْﻮ ِن اﻟﺜ ِﻘ ْﻴﻠ ِﺔ(‬ ‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﺠ ُﻬ ْﻮل ﺑِ ِم اﻟﺘﺄﻛِﻴ ِﺪ و‬
‫ﱠ‬ ‫َ‬ ‫ﱢ‬ ‫َ‬ ‫ﱠ‬ ‫َ‬
‫ﻟ ُﻴ ْﻨ َﺼ ُﺮن‬ ‫ﻟ ُﻴ ْﻨ َﺼ َﺮان‬ ‫ﻟ ُﻴ ْﻨ َﺼ َﺮن‬
‫َ ﱢ‬ ‫َ‬ ‫ﱢ‬ ‫َ‬ ‫ﱠ‬ ‫َ‬
‫ﻟ ُﻴ ْﻨ َﺼ ْﺮﻧﺎن‬ ‫ﻟ ُﺘ ْﻨ َﺼ َﺮان‬ ‫ﻟ ُﺘ ْﻨ َﺼ َﺮن‬
‫ﱠ‬ ‫َ‬ ‫ﱢ‬ ‫َ‬ ‫ﱠ‬ ‫َ‬
‫ﻟ ُﺘ ْﻨ َﺼ ُﺮن‬ ‫ﻟ ُﺘ ْﻨ َﺼ َﺮان‬ ‫ﻟ ُﺘ ْﻨ َﺼ َﺮن‬
‫َ ﱢ‬ ‫َ‬ ‫ﱢ‬ ‫َ‬ ‫ﱠ‬ ‫َ‬
‫ﻟ ُﺘ ْﻨ َﺼ ْﺮﻧﺎن‬ ‫ﻟ ُﺘ ْﻨ َﺼ َﺮان‬ ‫ﻟ ُﺘ ْﻨ َﺼ ِﺮن‬
‫ﱠ‬ ‫َ‬ ‫َُْ ﱠ‬
‫ﻟ ُﻨ ْﻨ َﺼ َﺮن‬ ‫ﻷﻧ َﺼ َﺮن‬
‫‪The imperfect tense verb in passive voice and emphatic form with‬‬
‫ّ َ ْ ْ َ ُّ‬
‫‪light Noon‬‬
‫ْ َ َ‬ ‫ُ َ‬ ‫ْ‬ ‫َْ ُ ْ َ‬
‫اﻟﻨ ْﻮ ِن اﻟـﺨ ِﻔ ْﻴﻔ ِﺔ(‬ ‫)اﻟ ِﻔ ْﻌﻞ اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﺠ ُﻬ ْﻮل ﺑِ ِم اﻟﺘﺄﻛِﻴ ِﺪ و‬
‫ْ‬ ‫َ‬ ‫ْ‬ ‫َ‬
‫ﻟ ُﻴ ْﻨ َﺼ ُﺮن‬ ‫‪-‬‬ ‫ﻟ ُﻴ ْﻨ َﺼ َﺮن‬
‫ْ‬ ‫َ‬
‫‪-‬‬ ‫‪-‬‬ ‫ﻟ ُﺘ ْﻨ َﺼ َﺮن‬
‫ْ‬ ‫َ‬ ‫ْ‬ ‫َ‬
‫ﻟ ُﺘ ْﻨ َﺼ ُﺮن‬ ‫‪-‬‬ ‫ﻟ ُﺘ ْﻨ َﺼ َﺮن‬
‫ْ‬ ‫َ‬
‫‪-‬‬ ‫‪-‬‬ ‫ﻟ ُﺘ ْﻨ َﺼ ِﺮن‬
‫ْ‬ ‫َ‬ ‫َُْ ْ‬
‫ﻟ ُﻨ ْﻨ َﺼ َﺮن‬ ‫ﻷﻧ َﺼ َﺮن‬

q 140 r
a Exercise 16 A
ٌ َ ّ ٌ ْ
(A) Using both « (‫ » ن )ﺛَﻘ ِْﻴﻠﺔ‬and « (‫ » ن ) َﺧ ِﻔ ْﻴ َﻔﺔ‬where possible, translate the
1) Verily, they (many) will be helped (F : P)

2) Verily, you (two) will be helped (M : D)
3) Verily, I will be helped (M : S)
4) Verily, we (many) will be helped (F : P)
5) Verily, you (two) will be helped (F : D)
(B) Using both « (‫ » ّن )ﺛَﻘ ِْﻴﻠَﺔ‬and « (‫ » ْن ) َﺧ ِﻔ ْﻴ َﻔﺔ‬where possible, conjugate the

ٌ ٌ
following words into all 14 word forms in the passive voice and emphatic
ْ ُ
1) ‫َﻳﻘ ُﺘ ُﻞ‬ 2) ‫َﻳ ْﺒ َﻌﺚ‬
ْ َ ْ َ ُ َ ‫َ ْ ﱢ‬ َُ َ
‫( ﻟ ُﺘﺬﻛ ِﺮن‬4) ‫( ﻟ ُﺘ ْﻌ َﺮﻓ ْﻦ‬3) ‫( ﻟ ُﻴ ْﺒ َﻌﺜ َﻨﺎن‬2) ‫( ﻟ ُﻴ ْﺮزﻗ ﱠﻦ‬1)
ْ َ ْ َ َ ‫ﱢ‬ ْ َ ‫َ َ ﱢ‬
‫( ﻟ ُﻴﺸﻜ َﺮن‬8) ‫( ﻟ ُﺘ ْﺠ َﻤ ِﻌ ْﻦ‬7) ‫( ﻟ ُﺘﻀ َﺮ َﺑـﺎن‬6) ‫( ﻟ ُﺘ ْﺘ َﺮﻛﺎن‬5)
‫َ ْ َ ﱢ‬ ْ َ ْ َ َ َ ْ َ
‫( ﻟ ُﺘﻘ َﺘﻼن‬12) ‫( ﻟ ُﻨﺬﻛ َﺮن‬11) ‫( ﻟ ُﺘ ْﻄﻠ ِﺒ ﱠﻦ‬10) ‫( ﻟ ُﻴ ْﻨ َﺼ ُﺮن‬9)

q 141 r
ٌ َ ّ ٌ
(D) Using both « (‫ » ن )ﺛَﻘ ِْﻴﻠﺔ‬and « (‫ » ن ) َﺧ ِﻔ ْﻴ َﻔﺔ‬where possible, translate the
1) Verily, they (many) will be left out (M : P)

2) Verily, you (many) will be recognised (M : P)
3) Verily, we (two) will be mentioned (F : D)
4) Verily, you will be sent out (F : S)
5) Verily, you (two) will be hit (F : D)
6) Verily, you (many) will be gathered (F : P)
7) Verily, he will be killed (M : S)
8) Verily, we (two) will be provided (M : D)

q 142 r
ٰ ُ َّ َ ََ ُ َ ُ َ ۤ َّ َ ُ َ
‫ْﻢ َو اﻧْ ُﻔ ِﺴﻜ ْﻢ َو ﻟ ۡﺴ َﻤ ُﻌ ّﻦ ِﻣ َﻦ اﻟ ِﺬﻳۡ َﻦ ا ۡوﺗُﻮا ا ۡ ِ ﺘ َﺐ ِﻣ ۡﻦ‬ ِ ‫]ﻟﺘ ْﺒ ُ ن ِ ْ ا ْﻣ َﻮا‬
ۡ َ ًَ ُۤ َۡ َّ ُ َ
[...‫ﻗ ۡﺒ ِﻠ ۡﻢ َو ِﻣ َﻦ اﻟ ِﺬﻳۡ َﻦ ا َ ۡﻮا اذي ﻛ ِﺜ ًا‬
(186 : 3)
“Of course, you shall be tested in regards to your wealth and yourselves; and, of course,
you shall hear hurting statements from those who have been given the Book before you and
from those who associate (others with Allāh in His divinity)…”
َ ۡ ُ َ َ َّ ٰ ۤ َ ٰ َ
[...‫]ا ّ ُ ِا َ ِا ُﻫ َﻮ ﻟ َﻴـ ۡﺠ َﻤ َﻌ ّﻨﻜ ۡﻢ ِا ٰ ﻳ َ ۡﻮ ِم اﻟ ِﻘ ٰﻴ َﻤ ِﺔ َرﻳۡ َﺐ ِﻓ ۡﻴ ِﻪ‬
(87 : 4)
“Allāh: There is no true God but He. He shall certainly gather you for (account on) the
Day of Resurrection. There is no doubt about it…”
ٌ َ ٰ َ ٰ َ َ
[‫ َو ﻟ َﻴ ْﻨ ُﺼ َـﺮ ّن ا ّ ُ َﻣ ْﻦ ﻳَّ ْﻨ ُﺼ ُـﺮ ٗه ا ِّن ا ّ َ ﻟ َﻘ ِﻮ ّي َﻋ ِﺰﻳْ ٌﺰ‬...]
(40 : 22)
“…Allāh will surely support those who support Him. Indeed, Allāh is Powerful and
Mighty.”
ُ َ َ َ ْ َُ َ َُ َ َْ َ َ ً َ َْ ُ َ َ َْ َ ُ ْ ََ َ
‫ـﺤ ِﻤﻠ ّﻦ اﺛﻘﺎﻟ ْ َو اﺛﻘﺎ ّ اﺛﻘﺎﻟ ِ ِ ْ َو ﻟ ْﺴﺌﻠ ّﻦ ﻳ َ ْﻮ َم اﻟ ِﻘ ٰﻴ َﻤ ِﺔ ﻋ ّـﻤﺎ ﺎﻧ ْﻮا‬‫]و ﻟﻴ‬
َ
[‫ﻳ َ ْﻔ ُ ْو َن‬
(13 : 29)
“They will surely carry their own burdens and other burdens along with their burdens,
and they will surely be questioned on the Day of Resurrection about what they used to
invent.”
Chapter 3
The imperative &
The prohibitive
‫א‬‫א‬
q 144 r
t Chapter 3 T
َ َْ
ُ ْ
The imperative (‫)ا ﻣـﺮ‬
ْ َّ َ
& The prohibitive ( ُ ‫)و اﻟﻨ‬
َ َْ
ُ ‫ْﻣ‬
When an action to be performed is sought, then the imperative (‫ـﺮ‬ ‫ )ا‬form of the
verb is used.
َ ْ
For e.g., ‫( اِذﻫ ْﺐ‬Go!)
ْ َّ َ
When an action not to be performed is sought, then the prohibitive ( ُ ‫ )اﻟﻨ‬form of
the verb is used.
َ َْ َ
For e.g., ‫( ﺗﺬﻫ ْﺐ‬Don’t go!)
Both the imperative and prohibitive forms are restricted to the future tense as
a command or prohibition is expected to be carried out after it has been stated.
The imperative is split into two parts viz.
(‫ـﺮ‬ َ ْ‫ﺎﻃﺐ \ ﻟ ِﻠ‬ َ َ ُْ

1) Direct commands ِ ‫ﺎﺿ‬ ِ ‫ـﺤ‬ ِ ‫)ﻟ ِﻠﻤﺨ‬
َّ ْ َْ
2) Indirect commands (‫ﺐ َو اﻟ ُﻤ َﺘ ِﻠ ِﻢ‬ِ ِ‫)ﻟ ِﻠﻐﺎﰱ‬
mmmmm

q 145 r
The direct command form in active voice :
The direct command in active voice is formed from the imperfect tense active by
observing the following :
َ ْ ُ َ َ
1) Remove the ‫ ﻋـ َﻣـﺔ اﻟ ُﻤـﻀــﺎ ِر ِع‬and check whether the following letter is
vowelled or not.
ْ َُ َْ
2) If the next letter is not vowelled , then place a ‫ـﺰة اﻟ َﻮ ْﺻ ِﻞ‬‫( ﻫﻤ‬conjunctive
َ ْ ُ َ ََ
Hamzah *) in place of the ‫اﻟ ُﻤﻀﺎ ِر ِع‬ ‫ ﻣﺔ‬to facilitate pronunciation.
3) ◌ْ will be placed at the end where a Dhammah _◌_ُ is found i.e.,
A Sukoon __
on the ‫ ل‬position letter.

4) The « ‫ » ن‬of the word forms that are ‫ِ ﻋ َﺮاﺑِ ّﻴﺔ‬ ‫ اﻟﻨﻮن ا‬will be deleted, but the
ْ َ
ّ ُ ُْ
« ‫ » ن‬that is ِ ‫اﻟﻀ ِﻤ‬ ‫ ﻧﻮن‬will be kept.
5) If the ‫ ع‬position letter has a Dhammah __◌ ُ , then the conjunctive Hamzah
ْ َُ َْ
(‫ـﺰة اﻟ َﻮ ْﺻ ِﻞ‬‫ )ﻫﻤ‬will also be given a Dhammah _◌_
ُ , otherwise it will be given
a Kasrah –ِ –◌ .
َ ُْ َ َْ َ ْ
‫ ﺗ ْﻨ ُﺼ ُـﺮ‬will become ‫ اﻧ ُﺼ ْـﺮ‬whilst ‫ ﺗﺬﻫ ُﺐ‬will become ‫ِاذﻫ ْﺐ‬
For e.g.,
َّ ْ ُ َ
6) If the ‫ ل‬position letter is a weak letter (‫ﺔ‬ ِ ‫)ﺣ ْﺮف اﻟ ِﻌﻠ‬ i.e., « ‫ » ي‬، « ‫ » ا‬، « ‫ » و‬,
then this will be deleted.

ُ َْ ُ َ
For e.g.,‫ ﺗﺪﻋ ْﻮ‬will become ‫ ا ْد ُع‬and ‫ ﺗ ْﺮ ِﻣ ْﻲ‬will become ‫ا ِْر ِم‬
َ ْ ُ ََ
7) If after removing the ‫َﻣﺔ اﻟ ُﻤﻀﺎ ِر ِع‬ the following letter is vowelled , then
there is no need for a conjunctive Hamzah (‫ـﺰة اﻟ َﻮﺻ ِﻞ‬

ْ ْ ُ َ ‫)ﻫ ْﻤ‬
َ
.
ُ َ ْ
For e.g., ‫ ﺗ ِﻌﺪ‬will become ‫ﻋﺪ‬ ِ
q 146 r
َ
From the above two points, verbs such as « ْ ِ ‫ » ﺗ‬will end up as just « ‫ » ِق‬like in the
َّ
verse [‫اﻟﻨﺎ ِر‬
َ ‫ﺎﻏﻔ ْـﺮ ﻟ َ َﻨﺎ ُذﻧ ُ ْﻮﺑ َ َﻨﺎ َو ﻗ َﻨﺎ َﻋ َﺬ‬
‫اب‬
ْ َ
ِ ِ ‫ﻓ‬...]
(…So, forgive us our sins and save us from the punishment of the Fire {3:16})
The details of irregular verbs (verbs which contain weak letters) will come in a
future volume if Allāh  wills.
* Definition for ‫اﻟ َﻮﺻﻞ‬

ْ ْ ‫ـﺰ ُة‬
َ ‫( َﻫ ْﻤ‬Conjunctive Hamzah) :
َْ ُ َ ُ ََ َ ُ َ ْ ُ َّ
" ‫( " ِ َ اﻟ ِ ْ ﺗﻠﻔﻆ ِ ْ اﺑْ ِﺘﺪا ِء ا ْ ِم َو ْﺴﻘﻂ ِ ْ أﺛ َﻨﺎﰱِﻪ‬It is that Hamzah which is pronounced
at the start of a statement but elided when it is within a discourse i.e., when it is
preceded by another word)
ْ َْ َُ َْ
Definition for ‫ـﺰة اﻟﻘﻄ‬ ‫( ﻫﻤ‬Disjunctive Hamzah) :
ْ َ ُ ُ َُْ ّ َ
" ‫( " ِ َ اﻟ ِ ْ ﺗﻠﻔﻆ َﺣ ْﻴﺚ َوﻗ َﻌﺖ‬It is that Hamzah which is pronounced at all times)
All the imperative and prohibitive forms in both active voice and passive voice
ْ ُ َ َ
َ ‫اﻟ‬
will be in the jussive case (‫ـﺠ ْﺰ ِم‬ ‫ )ﺣﺎﻟﺔ‬apart from the direct command forms in
ُ ُْ َْْ ُ َ
active voice (‫ـﺮوف‬ ‫ﺎﺿـﺮ اﻟﻤﻌ‬ َ ْ‫ )اَ ْ ْﻣ ُـﺮ اﻟ‬. Although the direct command forms in
ِ ‫ـﺤ‬
active voice may resemble the jussive case at the end, this does not mean that they
ٌ َْ
are in the jussive case. Rather, they are indeclinable [/ stateless] ( ّ ِ ‫ )ﻣﺒ‬i.e., there
isn’t a governing agent that has caused them to change as such and they are not
influenced by any other word.
Since the direct command is used for the 2nd person, it consists of six word forms to
include both masculine & feminine being singular, dual or plural.

q 147 r
Active voice
Imperfect
Direct Step Three Step two Step one
tense
command
Add a conjunctive
ُْ
Change the
‫اﻧ ُﺼ ْﺮ‬
Hamzah with a Remove the
َ ْ ُ َ
‫َ َﻣﺔ اﻟ ُﻤﻀﺎ ِرع‬
final
َ
‫ﺗ ْﻨ ُﺼ ُﺮ‬
Dhammah at the
Dhammah to
= beginning of the verb +
ْ
« ‫» ﻧ ُﺼ ُـﺮ‬
Sukoon
since the ‫ ع‬position ْ
« ‫» ﻧ ُﺼ ْـﺮ‬
Help!
(You M : S)
letter has a Dhammah
Add a conjunctive
ُ َ ْ ْ
ُْ ُّ َ
‫ﻟﻨ ْﻮ ُن ا ِ ﻋ َﺮاﺑِ ّﻴﺔ‬
‫اﻧ ُﺼ َﺮا‬ ‫ا‬
َ ْ ُ َ
‫َ َﻣﺔ اﻟ ُﻤﻀﺎ ِرع‬ َ
‫ﺗ ْﻨ ُﺼ َﺮ ِان‬
Dhammah at the
beginning of the verb is deleted
= +
ْ ُْ
since the ‫ ع‬position « ‫» ﻧ ُﺼ َـﺮا‬ ِ ‫» ﻧﺼ َـﺮ‬
« ‫ان‬
Help!
(You (two) M : D)
Add a conjunctive
ُ َ ْ ْ
ُْ ُّ َ
‫اﻧ ُﺼ ُﺮ ْوا‬ ‫ا‬
َ ْ ُ َ َ
‫ﺗ ْﻨ ُﺼ ُﺮ ْون‬
Dhammah at the
= +
ْ ْ
since the ‫ ع‬position « ‫» ﻧ ُﺼ ُـﺮ ْوا‬ « ‫» ﻧ ُﺼ ُـﺮ ْو َن‬
Help!
(You (many) M : P)
Add a conjunctive
ُ َ ْ ْ
ُْ ُّ َ
‫اﻧ ُﺼ ِﺮ ْي‬ ‫ا‬
َ ْ ُ َ
‫ﺗ ْﻨ ُﺼ ِﺮ ْﻳ َﻦ‬
Dhammah at the
is deleted
= beginning of the verb +
« ‫ـﺮ ْي‬ ُْ « ‫ـﺮﻳْ َﻦ‬ ُْ
since the ‫ ع‬position ِ ‫» ﻧﺼ‬ ِ ‫» ﻧﺼ‬
Help!
(You F : S)
Add a conjunctive
ُ َ ْ ْ
ُْ ُّ َ
‫اﻧ ُﺼ َﺮا‬ ‫ا‬
َ ْ ُ َ
‫ﺗ ْﻨ ُﺼ َﺮ ِان‬
Dhammah at the
= +
ْ ُْ
since the ‫ ع‬position « ‫» ﻧ ُﺼ َـﺮا‬ ِ ‫» ﻧﺼ َـﺮ‬
« ‫ان‬
Help!
(You (two) F : D)
Add a conjunctive
َ ُْ ْ َّ ُ ْ ُ
‫اﻧ ُﺼ ْﺮن‬ ِ ‫ﻧﻮن اﻟﻀ ِﻤ‬
َ ْ ُ َ َ
‫ﺗ ْﻨ ُﺼ ْﺮن‬
Dhammah at the
beginning of the verb is kept
= +
ْ ْ
since the ‫ ع‬position « ‫» ﻧ ُﺼ ْـﺮ َن‬ « ‫» ﻧ ُﺼ ْـﺮ َن‬
Help!
(You (many) F : P)

q 148 r
a Exercise 17 A
(A) Conjugate the following words into all six word forms in the active
voice and direct command form keeping the vowel mark on the ‫ ع‬position
letter in mind along with translation.
َ َْ َ
1) ‫ﺗﺬﻫ ُﺐ‬ 2) ‫ﺗ ْﺠ ِﻠ ُﺲ‬
them as the active voice and direct command form keeping the vowel mark on
the ‫ ع‬position letter in mind.
َ َ َ َ َ
1) ‫ﺗ ْﺮﻓ ُﻊ‬ 2) ‫ﺗ ْﺮﻛ ُﺐ‬ 3) ‫ﺗ ْﻌ ِﺮ ُف‬
4) ‫ﻞ‬ُ ‫َﺗ ْﻌ َﻤ‬ ُ ‫َﺗ ْﺪ ُﺧ‬
5) ‫ﻞ‬ 6) ‫ﺐ‬ ُ ‫َﺗ ْﻜ ُﺘ‬
ْ َ ُ َ َْ ُ ْ َ
7) ‫ﺗﻜ ِﺴ ُﺮ‬ 8) ‫ﺗﻔﺘﺢ‬ 9) ‫ﺗﺸ َﺮب‬
ُ َ َْ
10) ‫ﺗﺴﻤﻊ‬
ُ َ
11) ‫ﺗ ْﺮ ِﺟﻊ‬
ُ َْ
12) ‫ﺗﻈ ِﻠﻢ‬
ْ َ ُ َُْ ُ َْ
13) ‫ﺗﻀ ِﺮ ُب‬ 14) ‫ﺗﻌﺒﺪ‬ 15) ‫ﺗﻨﻈ ُﺮ‬
ُ ْ َ ُُ َ ََُْ
16) ‫ﺗﺸﻜ ُﺮ‬ 17) ‫ﺗ ْﺮﻗﺪ‬ 18) ‫ﺗﻌﻠﻢ‬
ُ َ
(B) Write the word form (‫ﻟﺼ ْﻴ َﻐﺔ‬
ّ
ْ ُ ُْ َ ْ ُ َ ْ ُ
‫( ِاﺿ ِﺮ َﺑﺎ‬5) ‫( ِا ْﺳ َﻤ ِﻌ ْﻲ‬4) ‫( اﻗ ُﺘﻠ ْﻮا‬3) ‫( ا ْﺳ ُﺠﺪن‬2) ‫( ا ْﻋ ُﺒﺪن‬1)
ُ ُْ َ ُْ
‫( ِا ْر ِﺟ ِﻌ ْﻲ‬10) ‫( اﻧﻈ ُﺮ ْوا‬9) ‫( ِا ْرﻛ ْﺐ‬8) ‫( ِا ْﺟ ِﻠ ِﺴ ْﻲ‬7) ‫( اﻧ ُﺼ ُﺮ ْوا‬6)
q 149 r
1) Go! (You (many) F : P) 2) Drink! (You (many) M : P)

3) Look! (You F : S) 4) Sit! (You (two) M : D)
5) Listen! (You (many) F : P) 6) Enter! (You F : S)
7) Hit! (You (many) F : P) 8) Wear! (You (many) M : P)
9) Know! (You M : S) 10) Leave out! (You (two) F : D)
(D) Write out all the following imperative verbs with the correct vowel
marks.
، ‫ اﻟﺒﺴﻦ‬، ‫ اﺳﻤﻌﻲ‬، ‫ اﻛﺘﺒﺎ‬، ‫ ادﺧﻠﻮا‬، ‫ اﻋﺮﻓﻦ‬، ‫اﻋﻤﻠﻮا‬
، ‫ اﺟﻠﺴـﻮا‬، ‫ اﻋﺒـﺪا‬، ‫ اﻓﺘﺤـﻮا‬، ‫ اﺷﻜـﺮا‬، ‫ ادﺧـﻼ‬، ‫ارﻛﺒـﻦ‬
‫ اﻋﻠﻢ‬، ‫ ارزﻗﻮا‬، ‫ اﺷﺮﺑﺎ‬، ‫ اﺗﺮﻛﻲ‬، ‫ اﻃﻠﺐ‬، ‫ ارﻛﺐ‬، ‫اﻛﺴﺮوا‬

q 150 r
The indirect command form in active voice :
The indirect command in active voice is formed from the imperfect tense active by
َْ
1) A « (‫)ﻟِ ْﻣ ِـﺮ‬ ‫ » ِل‬will be prefixed.

A Sukoon __

ْ َ
ّ ُ ُْ
ْ ْ
For e.g., ‫ ﻳَﻜ ُﺘ ُﺐ‬will become ‫ﻟ َِﻴﻜ ُﺘ ْﺐ‬
َّ ْ ُ َ
4) If the ‫ ل‬position letter is a weak letter (‫ﺔ‬
ِ ‫اﻟ ِﻌﻠ‬ ‫)ﺣ ْﺮف‬ i.e., « ‫ » ي‬، « ‫ » ا‬، « ‫ » و‬,

ُ ْ ْ َ
For e.g.,‫ ﻳَﺪﻋ ْﻮ‬will become ‫ ﻟ َِﻴﺪ ُع‬and ‫ ﻳ َ ْﺮ ِﻣ ْﻲ‬will become ‫ﻟ ِ ْ ِم‬
َ َ َّ ُ
ْ ْ ُ َ َ
ِ ‫ م ا ﻣ‬is preceded by a « ‫ » و‬, « ‫ » ف‬or « ‫ » ﺛﻢ‬, then the Kasrah on the
5) If ‫ـﺮ‬
Lām can be changed into a Sukoon.

ْ ْ َْ
For e.g., ‫ ﻟ َِﻴ ْﻌ َﻤﻞ‬will become ‫ﻓﻠ َﻴ ْﻌ َﻤﻞ‬
ْ َ َْ ْ َ ْ ْ ُ
‫ ﻟ ِﻴﻘﻄ‬will become ‫ﺛ َّﻢ ﻟ َﻴﻘﻄ‬
Note that the indirect command forms in active voice will be in the jussive case
َ ْ‫ ) َﺣﺎﻟ َ ُﺔ اﻟ‬apart from the feminine plural form.
(‫ـﺠ ْﺰ ِم‬
Since the indirect command is used for the 3rd person and 1st person, it consists of
eight word forms to include both masculine and feminine being singular, dual or
plural.

q 151 r
Original Active voice

Means of
Person, Gender & verb in
Number
showing
nominative
Prefix Indirect
jussive case command
case
Change the
‫َﻳ ْﻨ ُﺼ ُﺮ‬ ‫ِل‬
‫ِﻟ َﻴ ْﻨ ُﺼ ْﺮ‬
3rd Masc. Sing. final Dhammah + =
to Sukoon He [/ It] must help!
(M : S)
ُ َ ْ ْ ُّ َ
‫ﻟﻨ ْﻮ ُن ا ِ ﻋ َﺮاﺑِ ّﻴﺔ‬ ‫ا‬ ‫َﻳ ْﻨ ُﺼ َﺮ ِان‬ ‫ِل‬
‫ِﻟ َﻴ ْﻨ ُﺼ َﺮا‬
3rd Masc. Dual + =
is deleted They (two) must help!
(M : D)
ُ َ ْ ْ ُّ َ
َ
‫َﻳ ْﻨ ُﺼ ُﺮ ْون‬ ‫ِل‬
‫ِﻟ َﻴ ْﻨ ُﺼ ُﺮ ْوا‬
3rd Masc. Plural + =
is deleted They (many) must help!
(M : P)
Change the َ
‫ﺗ ْﻨ ُﺼ ُﺮ‬ ‫ِل‬
‫ِﻟ َﺘ ْﻨ ُﺼ ْﺮ‬
3rd Fem. Sing. final Dhammah + =
to Sukoon She [/ It] must help!
(F : S)
ُ َ ْ ْ ُّ َ
َ
‫ﺗ ْﻨ ُﺼ َﺮ ِان‬ ‫ِل‬
‫ِﻟ َﺘ ْﻨ ُﺼ َﺮا‬
3rd Fem. Dual + =
is deleted They (two) must help!
(F : D)
َ
َ
‫َﻳ ْﻨ ُﺼ ْﺮن‬ ‫ِل‬
‫ِﻟ َﻴ ْﻨ ُﺼ ْﺮن‬
3rd Fem. Plural X + =
They (many) must help!
(F : P)
َْ
Masc.
Change the َْ
‫أﻧ ُﺼ ُﺮ‬ ‫ِل‬
‫ِﻷﻧ ُﺼ ْﺮ‬
1st
& Fem.
Sing. final Dhammah + =
to Sukoon I must help!
(M/F : S)
َ ‫ِﻟ َﻨ ْﻨ ُﺼ ْﺮ‬
‫ﻧ ْﻨ ُﺼ ُﺮ‬
Change the
1st
Masc.
& Fem.
Dual &
Plural
final Dhammah + ‫ِل‬ = We (two/many) must
to Sukoon help!
(M/F : D/P)

q 152 r
a Exercise 18 A
Translate the following into English.
َ ْ ُ َ ُ
‫( ِﻟ َﻴﻜ ِﺴ ْﺮن‬5) ‫( ِﻟ َﻴ ْﺴ َﻤ َﻌﺎ‬4) ‫( ِﻟ َﻨ ْﻄﻠ ْﺐ‬3) ‫( ِﻷ ْﻋ ِﻘ ْﻞ‬2) ‫( ِﻟ َﻴ ْﻌ ِﻘﻠ ْﻮا‬1)
ُْ َ َ ْ ْ ْ
‫( ِﻷ ْرﻗﺪ‬10) ‫( ِﻟ َﻴﺬﻫ ْﺒ َﻦ‬9) ‫( ِﻟ َﺘﻀ ِﺮ َﺑﺎ‬8) ‫( ِﻟ َﻴﺸ َﺮ َﺑﺎ‬7) ‫( ِﻟ َﻨ ْﺠ ِﻠ ْﺲ‬6)
َ َْ
For the sake of ease, a table showing the full paradigms of the imperative
(‫ )ا ْﻣ ُـﺮ‬forms in active voice is being presented.
Person Gender Number Active voice Imperative

‫ِﻟ َﻴ ْﻨ ُﺼ ْﺮ‬
He [/ It] must help!
(M : S)
3rd Masculine Dual

‫ِﻟ َﻴ ْﻨ ُﺼ َﺮا‬
They (two) must help!
(M : D)

‫ِﻟ َﻴ ْﻨ ُﺼ ُﺮ ْوا‬
(M : P)

‫ِﻟ َﺘ ْﻨ ُﺼ ْﺮ‬
She [/ It] must help!
(F : S)

q 153 r
3rd Feminine Dual

‫ِﻟ َﺘ ْﻨ ُﺼ َﺮا‬
They (two) must help!
(F : D)
َ
3rd Feminine Plural
‫ِﻟ َﻴ ْﻨ ُﺼ ْﺮن‬
(F : P)
ُْ
2nd Masculine Singular ‫اﻧ ُﺼ ْﺮ‬
Help! (You M : S)
ُْ
2nd Masculine Dual ‫اﻧ ُﺼ َﺮا‬
Help! (You (two) M : D)
ُْ
2nd Masculine Plural ‫اﻧ ُﺼ ُﺮ ْوا‬
Help! (You (many) M : P)
ُْ
2nd Feminine Singular ‫اﻧ ُﺼ ِﺮ ْي‬
Help! (You F : S)
ُْ
2nd Feminine Dual ‫اﻧ ُﺼ َﺮا‬
Help! (You (two) F : D)
َ ُْ
2nd Feminine Plural ‫اﻧ ُﺼ ْﺮن‬
Help! (You (many) F : P)
َْ
1st
Masculine &
Singular
‫ِﻷﻧ ُﺼ ْﺮ‬
Feminine
I must help!
(M/F : S)
1 st
Masculine &
Dual & Plural
‫ِﻟ َﻨ ْﻨ ُﺼ ْﺮ‬
Feminine
We (two/many) must help!
(M/F : D/P)

‫‪q 154 r‬‬
‫َْ َ‬
‫‪The imperative forms in active voice‬‬
‫ُ‬ ‫ْ‬
‫)ا ْﻣ ُـﺮ اﻟ َﻤ ْﻌ ُـﺮ ْوف(‬
‫ِﻟ َﻴ ْﻨ ُﺼ ُﺮ ْوا‬ ‫ِﻟ َﻴ ْﻨ ُﺼ َﺮا‬ ‫ِﻟ َﻴ ْﻨ ُﺼ ْﺮ‬

‫َ‬
‫ِﻟ َﻴ ْﻨ ُﺼ ْﺮن‬ ‫ِﻟ َﺘ ْﻨ ُﺼ َﺮا‬ ‫ِﻟ َﺘ ْﻨ ُﺼ ْﺮ‬
‫ُْ‬ ‫ُْ‬ ‫ُْ‬
‫اﻧ ُﺼ ُﺮ ْوا‬ ‫اﻧ ُﺼ َﺮا‬ ‫اﻧ ُﺼ ْﺮ‬
‫ُْ َ‬ ‫ُْ‬ ‫ُْ‬
‫اﻧ ُﺼ ْﺮن‬ ‫اﻧ ُﺼ َﺮا‬ ‫اﻧ ُﺼ ِﺮ ْي‬
‫َْ‬
‫ِﻟ َﻨ ْﻨ ُﺼ ْﺮ‬ ‫ِﻷﻧ ُﺼ ْﺮ‬

q 155 r
The imperative form in passive voice :
The imperative form in passive voice is formed from the imperfect tense passive by
َْ
1) A « (‫)ﻟِ ْﻣ ِـﺮ‬ ‫ » ِل‬will be prefixed.

A Sukoon __
3) The ‫ ع‬position letter in the passive voice is vowelled with a Fathah __◌َ and
will be retained.
ْ َ
ّ ُ ُْ
َّ ْ ُ َ
5) If the ‫ ل‬position letter is a weak letter (‫ﺔ‬
ِ ‫اﻟ ِﻌﻠ‬ ‫)ﺣ ْﺮف‬ i.e., « ‫ » ي‬، « ‫ » ا‬، « ‫ » و‬,

َْ َ َ َُ
6) If ‫ـﺮ‬
ِ ‫ﻣ‬
ْ ‫ ُم ا‬is preceded by a « ‫ » َو‬, « ‫ » ف‬or « ‫ » ﺛ ّﻢ‬for conjunction, then the
Kasrah on the Lām can be changed into a Sukoon. (See page 150)
Note that all the imperative forms in passive voice will be in the jussive case
َ ْ‫ ) َﺣﺎﻟ َ ُﺔ اﻟ‬apart from the feminine plural form.
(‫ـﺠ ْﺰ ِم‬
Also note that the imperative as well as prohibitive forms in passive voice have
not been used in the Qur’ān since a command or prohibition cannot really be
achieved in this manner. They are actually imperfect tense verbs in jussive case
َْ َ
with the Lām of command « (‫)ﻟِ ْﻣ ِـﺮ‬ ‫ » ِل‬or Lā of prohibition « (‫)اَ َّﻟﻨ ِﺎﻫ َﻴﺔ‬ » prefixed
and are merely presented for the sake of awareness.

q 156 r
َ َْ
(‫ )ا ْﻣ ُـﺮ‬forms in passive voice is being presented.
Person Gender Number Passive voice Imperative

‫ِﻟ ُﻴ ْﻨ َﺼ ْﺮ‬
He [/ It] must be helped!
(M : S)
3rd Masculine Dual

‫ِﻟ ُﻴ ْﻨ َﺼ َﺮا‬
They (two) must be helped!
(M : D)
3 rd Masculine Plural
‫ِﻟ ُﻴ ْﻨ َﺼ ُﺮ ْوا‬
They (many) must be helped!
(M : P)

‫ِﻟ ُﺘ ْﻨ َﺼ ْﺮ‬
She [/ It] must be helped!
(F : S)
3rd Feminine Dual

‫ِﻟ ُﺘ ْﻨ َﺼ َﺮا‬
They (two) must be helped!
(F : D)
َ
3 rd Feminine Plural
‫ِﻟ ُﻴ ْﻨ َﺼ ْﺮن‬
They (many) must be helped!
(F : P)

‫ِﻟ ُﺘ ْﻨ َﺼ ْﺮ‬
You must be helped!
(M : S)
2nd Masculine Dual

‫ِﻟ ُﺘ ْﻨ َﺼ َﺮا‬
You (two) must be helped!
(M : D)

q 157 r

‫ِﻟ ُﺘ ْﻨ َﺼ ُﺮ ْوا‬
You (many) must be helped!
(M : P)
2nd Feminine Singular ‫ِﻟ ُﺘ ْﻨ َﺼ ِﺮ ْي‬

You must be helped! (F : S)
2nd Feminine Dual ‫ِﻟ ُﺘ ْﻨ َﺼ َﺮا‬

You (two) must be helped! (F : D)
َ
2nd Feminine Plural ‫ِﻟ ُﺘ ْﻨ َﺼ ْﺮن‬
You (many) must be helped! (F : P)
ُْ
1st
Masculine &
Singular
‫ِﻷﻧ َﺼ ْﺮ‬
Feminine
I must be helped!
(M/F : S)
1st
Masculine &
Dual & Plural
‫ِﻟ ُﻨ ْﻨ َﺼ ْﺮ‬
Feminine
We (two/many) must be helped!
(M/F : D/P)
َ َْ
The imperative forms in passive voice
ُ ْ
(‫)ا ْﻣ ُـﺮ اﻟ َﻤ ْﺠ ُﻬ ْﻮل‬
‫ِﻟ ُﻴ ْﻨ َﺼ ُﺮ ْوا‬ ‫ِﻟ ُﻴ ْﻨ َﺼ َﺮا‬ ‫ِﻟ ُﻴ ْﻨ َﺼ ْﺮ‬

َ
‫ِﻟ ُﻴ ْﻨ َﺼ ْﺮن‬ ‫ِﻟ ُﺘ ْﻨ َﺼ َﺮا‬ ‫ِﻟ ُﺘ ْﻨ َﺼ ْﺮ‬
‫ِﻟ ُﺘ ْﻨ َﺼ ُﺮ ْوا‬ ‫ِﻟ ُﺘ ْﻨ َﺼ َﺮا‬ ‫ِﻟ ُﺘ ْﻨ َﺼ ْﺮ‬
َ
‫ِﻟ ُﺘ ْﻨ َﺼ ْﺮن‬ ‫ِﻟ ُﺘ ْﻨ َﺼ َﺮا‬ ‫ِﻟ ُﺘ ْﻨ َﺼ ِﺮ ْي‬
ُْ
‫ِﻟ ُﻨ ْﻨ َﺼ ْﺮ‬ ‫ِﻷﻧ َﺼ ْﺮ‬

q 158 r
a Exercise 19 A
(A) Conjugate the following words into all 14 word forms in the passive
voice and imperative form along with translation.
ْ ْ
1) ‫َﻳﻀ ِﺮ ُب‬ 2) ‫َﻳﻘ ُﺘ ُﻞ‬
them as the passive voice and imperative form.
ُ
1) ‫َﻳ ْﻌ ِﺮ ُف‬ 2) ‫َﻳ ْﺒ َﻌﺚ‬
ُ
3) ‫َﻳ ْﺮز ُق‬ 4) ‫َﻳ ْﺠ َﻤ ُﻊ‬
(B) Keeping the active and passive voice in mind, translate the following
into English.
َْ َ ُ َ ْ َ ْ
‫( ِﻷﺷ َﺮ ْب‬5) ‫( ِﻟ َﻴ ْﻨﻈ ْﺮن‬4) ‫( ِﻟ ُﺘ ْﺠ َﻤ َﻌﺎ‬3) ‫( ِﻟ َﻴﺬﻫ َﺒﺎ‬2) ‫( ِﻟ ُﻴﺬﻛ ُﺮ ْوا‬1)
َ ُ ْ َُ ْ َ
‫( ِﻟ َﻴ ْﺮﻗـﺪا‬10) ‫( ِﻟ َﻨﻜ ِﺴ ْﺮ‬9) ‫( ِﻟ ُﻴ ْﺮزﻗـ ْﻮا‬8) ‫( ِﻟ َﻴﺸ َﺮ ْﺑ َﻦ‬7) ‫( ِﻟ ُﻨ ْﺮﻓ ْﻊ‬6)
1) They (many) must listen! (F : P) 2) They (two) must drink! (M : D)

3) We (two) must open! (M : D) 4) You must be recognised! (M : S)
5) They (two) must learn! (F : D) 6) They (many) must be sought! (M : P)
7) We (many) must be thanked! (F : P) 8) You (many) must be heard! (F : P)

q 159 r
The imperative in emphatic forms :
This is used to forcefully seek an act and emphasis in the translation can be done by
using words such as ‘Verily’ , ‘Surely’, ‘Certainly’ and ‘Definitely’.
They are all derived from the emphatic forms (See pages 131 - 132 and 137) by
َ َْ
simply exchanging the prefix « ‫ » ل‬with « (‫)ﻟِ ْﻣ ِـﺮ‬ ‫ » ِل‬where applicable (in both active
as well as passive voice).
َْ
For all direct commands in active voice , the Lām of command « (‫)ﻟِ ْﻣ ِـﺮ‬ ‫ » ِل‬will not
be used and the points mentioned on page 145 have to be observed.
Note that the verb conjugations where a Dhammah _◌_

ُ changed into a Fathah _◌_َ
will be indeclinable and will not experience moods [/ grammatical states].

q 160 r
َ َْ
(‫ )ا ْﻣ ُـﺮ‬in active voice and emphatic forms is being presented.
Emphatic Emphatic
Imperative Imperative Active voice
Person, Gender & Number
with Light with Heavy Imperative
Noon Noon
ْ ‫ﱠ‬
3rd Masculine Singular ‫ِﻟ َﻴ ْﻨ ُﺼ َﺮن‬ ‫ِﻟ َﻴ ْﻨ ُﺼ َﺮن‬ ‫ِﻟ َﻴ ْﻨ ُﺼ ْﺮ‬
‫ﱢ‬
3rd Masculine Dual - ‫ِﻟ َﻴ ْﻨ ُﺼ َﺮان‬ ‫ِﻟ َﻴ ْﻨ ُﺼ َﺮا‬
ْ ‫ﱠ‬
3rd Masculine Plural ‫ِﻟ َﻴ ْﻨ ُﺼ ُﺮن‬ ‫ِﻟ َﻴ ْﻨ ُﺼ ُﺮن‬ ‫ِﻟ َﻴ ْﻨ ُﺼ ُﺮ ْوا‬
ْ ‫ﱠ‬
3rd Feminine Singular ‫ِﻟ َﺘ ْﻨ ُﺼ َﺮن‬ ‫ِﻟ َﺘ ْﻨ ُﺼ َﺮن‬ ‫ِﻟ َﺘ ْﻨ ُﺼ ْﺮ‬
‫ﱢ‬
3rd Feminine Dual - ‫ِﻟ َﺘ ْﻨ ُﺼ َﺮان‬ ‫ِﻟ َﺘ ْﻨ ُﺼ َﺮا‬
‫َ ﱢ‬ َ
3rd Feminine Plural - ‫ِﻟ َﻴ ْﻨ ُﺼ ْﺮﻧﺎن‬ ‫ِﻟ َﻴ ْﻨ ُﺼ ْﺮن‬
ْ ُْ ‫ُْ ﱠ‬ ُْ
2nd Masculine Singular ‫اﻧ ُﺼ َﺮن‬ ‫اﻧ ُﺼ َﺮن‬ ‫اﻧ ُﺼ ْﺮ‬
‫ﱢ‬ ُْ ُْ
2nd Masculine Dual - ‫اﻧ ُﺼ َﺮان‬ ‫اﻧ ُﺼ َﺮا‬
2nd Masculine Plural ‫اﻧ ُﺼ ُﺮن‬ ‫اﻧ ُﺼ ُﺮن‬ ‫اﻧ ُﺼ ُﺮ ْوا‬
2nd Feminine Singular ‫اﻧ ُﺼ ِﺮن‬ ‫اﻧ ُﺼ ِﺮن‬ ‫اﻧ ُﺼ ِﺮ ْي‬
‫ﱢ‬ ُْ ُْ
2nd Feminine Dual - ‫اﻧ ُﺼ َﺮان‬ ‫اﻧ ُﺼ َﺮا‬
q 161 r
‫ُْ َ ﱢ‬ َ ُْ
2nd Feminine Plural - ‫اﻧ ُﺼ ْﺮﻧﺎن‬ ‫اﻧ ُﺼ ْﺮن‬
ْ َْ ‫َْ ﱠ‬ َْ
‫ِﻷﻧ ُﺼ َﺮن‬ ‫ِﻷﻧ ُﺼ َﺮن‬ ‫ِﻷﻧ ُﺼ ْﺮ‬
Masculine
1st & Singular
Feminine
ْ ‫ﱠ‬
‫ِﻟ َﻨ ْﻨ ُﺼ َﺮن‬ ‫ِﻟ َﻨ ْﻨ ُﺼ َﺮن‬ ‫ِﻟ َﻨ ْﻨ ُﺼ ْﺮ‬
Masculine
Dual &
1st &
Plural
Feminine

‫‪q 162 r‬‬
‫‪The imperative in active voice and emphatic forms with‬‬
‫َْ َ‬
‫َّ َ‬ ‫ُّ‬ ‫ُ‬ ‫ْ‬
‫ﻟﻨ ْﻮ ِن اﻟﺜ ِﻘ ْﻴﻠ ِﺔ(‬ ‫)ا ْﻣ ُـﺮ اﻟ َﻤ ْﻌ ُـﺮ ْوف ﺑِﺎ‬
‫ﱠ‬ ‫ﱢ‬ ‫ﱠ‬
‫ِﻟ َﻴ ْﻨ ُﺼ ُﺮن‬ ‫ِﻟ َﻴ ْﻨ ُﺼ َﺮان‬ ‫ِﻟ َﻴ ْﻨ ُﺼ َﺮن‬
‫َ ﱢ‬ ‫ﱢ‬ ‫ﱠ‬
‫ِﻟ َﻴ ْﻨ ُﺼ ْﺮﻧﺎن‬ ‫ِﻟ َﺘ ْﻨ ُﺼ َﺮان‬ ‫ِﻟ َﺘ ْﻨ ُﺼ َﺮن‬
‫ُْ ﱠ‬ ‫ﱢ‬ ‫ُْ‬ ‫ُْ ﱠ‬
‫اﻧ ُﺼ ُﺮن‬ ‫اﻧ ُﺼ َﺮان‬ ‫اﻧ ُﺼ َﺮن‬
‫ُْ َ ﱢ‬ ‫ﱢ‬ ‫ُْ‬ ‫ُْ ﱠ‬
‫اﻧ ُﺼ ْﺮﻧﺎن‬ ‫اﻧ ُﺼ َﺮان‬ ‫اﻧ ُﺼ ِﺮن‬
‫ﱠ‬ ‫َْ ﱠ‬
‫ِﻟ َﻨ ْﻨ ُﺼ َﺮن‬ ‫ِﻷﻧ ُﺼ َﺮن‬
‫‪The imperative in active voice and emphatic forms with‬‬
‫َْ َ‬
‫ْ َ َ‬ ‫ُّ‬ ‫ُ‬ ‫ْ‬
‫ﻟﻨ ْﻮ ِن اﻟـﺨ ِﻔ ْﻴﻔ ِﺔ(‬ ‫)ا ْﻣ ُـﺮ اﻟ َﻤ ْﻌ ُـﺮ ْوف ﺑِﺎ‬
‫ْ‬ ‫ْ‬
‫ِﻟ َﻴ ْﻨ ُﺼ ُﺮن‬ ‫‪-‬‬ ‫ِﻟ َﻴ ْﻨ ُﺼ َﺮن‬
‫ْ‬
‫‪-‬‬ ‫‪-‬‬ ‫ِﻟ َﺘ ْﻨ ُﺼ َﺮن‬
‫ُْ ْ‬ ‫ُْ ْ‬
‫اﻧ ُﺼ ُﺮن‬ ‫‪-‬‬ ‫اﻧ ُﺼ َﺮن‬
‫ُْ ْ‬
‫‪-‬‬ ‫‪-‬‬ ‫اﻧ ُﺼ ِﺮن‬
‫ْ‬ ‫َْ ْ‬
‫ِﻟ َﻨ ْﻨ ُﺼ َﺮن‬ ‫ِﻷﻧ ُﺼ َﺮن‬

q 163 r
a Exercise 20 A
ٌ َ ّ ٌ ْ
(A) Using both « (‫ » ن )ﺛَﻘ ِْﻴﻠﺔ‬and « (‫ » ن ) َﺧ ِﻔ ْﻴ َﻔﺔ‬where possible, conjugate the
following words into all 14 word forms in the active voice and imperative
ْ َ
1) ‫َﻳﻜ ُﺘ ُﺐ‬ 2) ‫َﻳ ْﻌﻠ ُﻢ‬
3) ‫َﻳ ْﻌ ِﺮ ُف‬
ْ ُ َ ْ ‫َُْ ﱢ‬ َ ‫ﱢ‬
‫( ِﻟ َﻴ ْﻌ ُﺒﺪن‬5) ‫( ِﻟ َﻨﺬﻫ َﺒ ْﻦ‬4) ‫( ِﻟ َﻴ ْﺮﻗﺪﻧﺎن‬3) ‫( ِﻟ َﺘ ْﻌ ِﻘﻠ ْﻦ‬2) ‫( ِﻟ َﺘ ْﺴ َﻤ َﻌﺎن‬1)
‫ْ ﱢ‬ َْ ‫ْ ﱢ‬ ْ ُ ُْ ‫ُْ ُ ﱠ‬
‫( ِاﻟ َﺒ َﺴﺎن‬10) ‫( ِاذﻫ ِﺒ ْﻦ‬9) ‫( ِا ْﻋ َﻤﻠ َﻨﺎن‬8) ‫( اﻧﻈ ِﺮن‬7) ‫( اﺷﻜ ُﺮن‬6)
َ َْ
ُ ‫ْﻣ‬
The imperative (‫ــﺮ‬ ‫ )ا‬in passive voice and emphatic forms follows next.
َ َْ
ُ ‫ْﻣ‬
For the sake of ease, a table showing the full paradigms of the imperative (‫ـﺮ‬ ‫)ا‬
in passive voice and emphatic forms is being presented.

q 164 r
Emphatic Emphatic
Imperative Imperative Passive voice
with Light with Heavy Imperative
Noon Noon
ْ ‫ﱠ‬
3rd Masculine Singular ‫ِﻟ ُﻴ ْﻨ َﺼ َﺮن‬ ‫ِﻟ ُﻴ ْﻨ َﺼ َﺮن‬ ‫ِﻟ ُﻴ ْﻨ َﺼ ْﺮ‬
‫ﱢ‬
3rd Masculine Dual - ‫ِﻟ ُﻴ ْﻨ َﺼ َﺮان‬ ‫ِﻟ ُﻴ ْﻨ َﺼ َﺮا‬
ْ ‫ﱠ‬
3rd Masculine Plural ‫ِﻟ ُﻴ ْﻨ َﺼ ُﺮن‬ ‫ِﻟ ُﻴ ْﻨ َﺼ ُﺮن‬ ‫ِﻟ ُﻴ ْﻨ َﺼ ُﺮ ْوا‬
ْ ‫ﱠ‬
3rd Feminine Singular ‫ِﻟ ُﺘ ْﻨ َﺼ َﺮن‬ ‫ِﻟ ُﺘ ْﻨ َﺼ َﺮن‬ ‫ِﻟ ُﺘ ْﻨ َﺼ ْﺮ‬
‫ﱢ‬
3rd Feminine Dual - ‫ِﻟ ُﺘ ْﻨ َﺼ َﺮان‬ ‫ِﻟ ُﺘ ْﻨ َﺼ َﺮا‬
‫َ ﱢ‬ َ
3rd Feminine Plural - ‫ِﻟ ُﻴ ْﻨ َﺼ ْﺮﻧﺎن‬ ‫ِﻟ ُﻴ ْﻨ َﺼ ْﺮن‬
ْ ‫ﱠ‬
2nd Masculine Singular ‫ِﻟ ُﺘ ْﻨ َﺼ َﺮن‬ ‫ِﻟ ُﺘ ْﻨ َﺼ َﺮن‬ ‫ِﻟ ُﺘ ْﻨ َﺼ ْﺮ‬
‫ﱢ‬
2nd Masculine Dual - ‫ِﻟ ُﺘ ْﻨ َﺼ َﺮان‬ ‫ِﻟ ُﺘ ْﻨ َﺼ َﺮا‬
ْ ‫ﱠ‬
2nd Masculine Plural ‫ِﻟ ُﺘ ْﻨ َﺼ ُﺮن‬ ‫ِﻟ ُﺘ ْﻨ َﺼ ُﺮن‬ ‫ِﻟ ُﺘ ْﻨ َﺼ ُﺮ ْوا‬
ْ ‫ﱠ‬
2nd Feminine Singular ‫ِﻟ ُﺘ ْﻨ َﺼ ِﺮن‬ ‫ِﻟ ُﺘ ْﻨ َﺼ ِﺮن‬ ‫ِﻟ ُﺘ ْﻨ َﺼ ِﺮ ْي‬
‫ﱢ‬
2nd Feminine Dual - ‫ِﻟ ُﺘ ْﻨ َﺼ َﺮان‬ ‫ِﻟ ُﺘ ْﻨ َﺼ َﺮا‬
‫َ ﱢ‬ َ
2nd Feminine Plural - ‫ِﻟ ُﺘ ْﻨ َﺼ ْﺮﻧﺎن‬ ‫ِﻟ ُﺘ ْﻨ َﺼ ْﺮن‬
‫ِﻷﻧ َﺼ َﺮن‬ ‫ِﻷﻧ َﺼ َﺮن‬ ‫ِﻷﻧ َﺼ ْﺮ‬
Masculine
1st & Singular
Feminine
ْ ‫ﱠ‬
‫ِﻟ ُﻨ ْﻨ َﺼ َﺮن‬ ‫ِﻟ ُﻨ ْﻨ َﺼ َﺮن‬ ‫ِﻟ ُﻨ ْﻨ َﺼ ْﺮ‬
Masculine
Dual &
1st &
Plural
Feminine

‫‪q 165 r‬‬
‫‪The imperative in passive voice and emphatic forms with‬‬
‫َْ َ‬
‫َّ َ‬ ‫ُّ‬ ‫ُ‬ ‫ْ‬
‫ﻟﻨ ْﻮ ِن اﻟﺜ ِﻘ ْﻴﻠ ِﺔ(‬ ‫)ا ْﻣ ُـﺮ اﻟ َﻤ ْﺠ ُﻬ ْﻮل ﺑِﺎ‬
‫ﱠ‬ ‫ﱢ‬ ‫ﱠ‬
‫ِﻟ ُﻴ ْﻨ َﺼ ُﺮن‬ ‫ِﻟ ُﻴ ْﻨ َﺼ َﺮان‬ ‫ِﻟ ُﻴ ْﻨ َﺼ َﺮن‬
‫َ ﱢ‬ ‫ﱢ‬ ‫ﱠ‬
‫ِﻟ ُﻴ ْﻨ َﺼ ْﺮﻧﺎن‬ ‫ِﻟ ُﺘ ْﻨ َﺼ َﺮان‬ ‫ِﻟ ُﺘ ْﻨ َﺼ َﺮن‬
‫ﱠ‬ ‫ﱢ‬ ‫ﱠ‬
‫ِﻟ ُﺘ ْﻨ َﺼ ُﺮن‬ ‫ِﻟ ُﺘ ْﻨ َﺼ َﺮان‬ ‫ِﻟ ُﺘ ْﻨ َﺼ َﺮن‬
‫َ ﱢ‬ ‫ﱢ‬ ‫ﱠ‬
‫ِﻟ ُﺘ ْﻨ َﺼ ْﺮﻧﺎن‬ ‫ِﻟ ُﺘ ْﻨ َﺼ َﺮان‬ ‫ِﻟ ُﺘ ْﻨ َﺼ ِﺮن‬
‫ﱠ‬ ‫ُْ ﱠ‬
‫ِﻟ ُﻨ ْﻨ َﺼ َﺮن‬ ‫ِﻷﻧ َﺼ َﺮن‬
‫‪The imperative in passive voice and emphatic forms with‬‬
‫َْ َ‬
‫ْ َ َ‬ ‫ُّ‬ ‫ُ‬ ‫ْ‬
‫ﻟﻨ ْﻮ ِن اﻟـﺨ ِﻔ ْﻴﻔ ِﺔ(‬ ‫)ا ْﻣ ُـﺮ اﻟ َﻤ ْﺠ ُﻬ ْﻮل ﺑِﺎ‬
‫ْ‬ ‫ْ‬
‫ِﻟ ُﻴ ْﻨ َﺼ ُﺮن‬ ‫‪-‬‬ ‫ِﻟ ُﻴ ْﻨ َﺼ َﺮن‬
‫ْ‬
‫‪-‬‬ ‫‪-‬‬ ‫ِﻟ ُﺘ ْﻨ َﺼ َﺮن‬
‫ْ‬ ‫ْ‬
‫ِﻟ ُﺘ ْﻨ َﺼ ُﺮن‬ ‫‪-‬‬ ‫ِﻟ ُﺘ ْﻨ َﺼ َﺮن‬
‫ْ‬
‫‪-‬‬ ‫‪-‬‬ ‫ِﻟ ُﺘ ْﻨ َﺼ ِﺮن‬
‫ْ‬ ‫ُْ ْ‬
‫ِﻟ ُﻨ ْﻨ َﺼ َﺮن‬ ‫ِﻷﻧ َﺼ َﺮن‬

q 166 r
a Exercise 21 A
ٌ َ ّ ٌ ْ
following words into all 14 word forms in the passive voice and imperative
ُ ُ
1) ‫َﻳ ْﻄﻠ ُﺐ‬ 2) ‫َﻳ ْﺮز ُق‬
ْ
3) ‫َﻳﻀ ِﺮ ُب‬
‫ْ َ َ ﱢ‬ َ ُ َ ْ
‫( ِﻟ ُﺘﺸﻜ ْﺮﻧﺎن‬5) ‫( ِﻟ ُﺘ ْﺒ َﻌﺜ ﱠﻦ‬4) ‫( ِﻟ ُﻴ ْﺘ َﺮﻛ ْﻦ‬3) ‫( ِﻟ ُﻴ ْﺮﻓ ُﻌ ﱠﻦ‬2) ‫( ِﻟ ُﻴ ْﻨ َﺼ َﺮن‬1)
َ ‫ْ َ ﱠ‬ ‫ْ َ ﱢ‬ ْ
‫( ِﻟ ُﺘ ْﺮز ِﻗ ْﻦ‬10) ‫( ِﻟ ُﻨﺬﻛ َﺮن‬9) ‫( ِﻟ ُﻴﺸﻜ َﺮان‬8) ‫( ِﻟ ُﺘ ْﺠ َﻤ ُﻌ ْﻦ‬7) ‫( ِﻟ ُﺘﻘ َﺘ ِﻠ ْﻦ‬6)

q 167 r
o Examples of imperative verbs from the Qur’án O
ْ َ ُ ْ ُ َُْ ُْ َ
[‫]ﻓﺎذ ُﺮ ْوﻧِ ْ ۤـﻰ اذ ْﺮ ْﻢ َو اﺷﻜ ُﺮ ْوا ﻟ ِْـﻰ َو ﺗَﻜ ُﻔ ُـﺮ ْو ِن‬
(152 : 2)
“So Remember Me, and I will remember you, and be thankful to Me, and be not ungrateful
to Me”
ُ َ َٰ ُ ُ ٰ ْٰ ُ ُ َ ُ ّ َُ َ ْ َ ْ ُ ُْ
[‫ﺖ ﺛ َّﻢ اﻧْﻈ ْﺮ اﻧّﻰ ﻳ ُ ْﺆﻓ ْ َن‬
ِ ‫اﻧﻈﺮ ﻛﻴﻒ ﻧﺒ ِ ﻟ ا ﻳ‬...]
(75 : 5)
“…Look how We explain signs to them, then see how far they are turned away”
ْ َ ُ ْ َ ً َ ُ َْ
[...‫]ﻓﻠ َﻴ ْﻀ َﺤ ْ ا ﻗ ِﻠ ْﻴ ّو ﻟ َﻴ ْﺒ ْ ا ﻛ ِﺜ ًا‬
(82 : 9)
“So, let them laugh a little, and weep a lot…”
ََ ُ ْ ٰ َ ُ ٰ َّ َ
[...‫]ﻳﺎﻳُّ َﻬﺎ اﻟ ِﺬﻳْ َﻦ ا َ ﻮا اﺗّ ُﻘﻮا ا ّ َ َو ﻟ َﺘ ْﻨﻈ ْﺮ ﻧ َ ْﻔ ٌﺲ َّﻣﺎ ﻗ ّﺪ َﻣ ْﺖ ﻟ َِﻐ ٍﺪ‬
(18 : 59)
“O you who believe, fear Allāh, and everybody must consider what he/she has sent ahead
for tomorrow…”
ً ُ ْ َ َ ُْ ْ ُ َ َ ٰ َ ْ ْ َ
[ ‫اﻫ ُﺠ ْﺮ ْ َﻫ ْﺠ ًﺮا َﺟ ِﻤ ْﻴ‬ ‫ﻣﺎ ﻳﻘﻮﻟﻮن و‬ ِ ‫]و اﺻ‬
(10 : 73)
“And bear patiently what they (the opponents) say, and part with them in a beautiful
manner”

q 168 r
ْ َّ َ
The prohibitive ( ُ ‫ )اﻟﻨ‬:
ْ َّ َ
When an action not to be performed is sought, then the prohibitive ( ُ ‫ )اﻟﻨ‬form of
the verb is used. The prohibitive form is also made from the imperfect tense.
ّ َ َ َ
This is achieved by placing the word « (‫ﺎﻫ َﻴﺔ‬
ِ ‫)اﻟﻨ‬ » before an imperfect tense verb.
This will cause the verb to experience jussive case and thus a Sukoon __◌ْ will be
◌ ُ is found i.e., on the

placed at the end in the five word forms where a Dhammah __
‫ ل‬position letter.
The « ‫ » ن‬of the seven word forms that are ‫ِ ﻋ َﺮاﺑِ ّﻴﺔ‬ ‫ اﻟﻨﻮن ا‬will be deleted but the
ّ ُ ُْ ْ َ
« ‫ » ن‬of the two word forms that are ِ ‫اﻟﻀ ِﻤ‬ ‫ ﻧـﻮن‬will be kept.
‫ـﺮ ُب‬
َْ ْ ‫َ ﺗ َ ْﻀ‬
For e.g., ِ ‫ ﺗﻀ‬will become ‫ـﺮب‬
ِ
َّ ْ ُ َ
If the ‫ ل‬position letter is a weak letter (‫ﺔ‬
ِ ‫اﻟ ِﻌﻠ‬ ‫)ﺣ ْﺮف‬ i.e., « ‫ » ي‬، « ‫ » ا‬، « ‫ » و‬, then this
will be deleted.
ُ ْ ْ َ َ
For e.g., ‫ ﻳَﺪﻋ ْﻮ‬will become ‫ ﻳَﺪ ُع‬and ‫ ﻳ َ ْﺮ ِﻣ ْﻲ‬will become ‫ﻳ َ ْﺮ ِم‬
ْ َّ َ
“The prohibitive” ( ُ ‫ﻟﻨ‬ ‫ )ا‬in passive voice will be made from the imperfect tense
passive by following the above same principles.
ْ َّ َ
“The prohibitive” ( ُ ‫ )اﻟﻨ‬can also be formed in the emphatic forms by exchanging
َ َّ َ َ
the prefix « ‫ » ل‬with « (‫ﺎﻫ َﻴﺔ‬
ِ ‫ » )اﻟﻨ‬where applicable and adhering to the principles
mentioned on pages 131 - 132 and 137.

q 169 r
ْ َّ َ
The prohibitive ( ُ ‫ )اﻟﻨ‬in active voice follows next.
Person Gender Number Active voice Prohibitive
ْ َ
‫ﻻ َﻳﻀ ِﺮ ْب‬
He [/ It] must not hit!
(M : S)
ْ َ
3rd Masculine Dual
‫ﻻ َﻳﻀ ِﺮ َﺑﺎ‬
They (two) must not hit!
(M : D)
ْ َ
‫ﻻ َﻳﻀ ِﺮ ُﺑ ْﻮا‬
They (many) must not hit!
(M : P)
ْ َ َ
‫ﻻ ﺗﻀ ِﺮ ْب‬
She [/ It] must not hit!
(F : S)
ْ َ َ
3rd Feminine Dual
‫ﻻ ﺗﻀ ِﺮ َﺑﺎ‬
They (two) must not hit!
(F : D)
ْ َ
3rd Feminine Plural
‫ﻻ َﻳﻀ ِﺮ ْﺑ َﻦ‬
They (many) must not hit!
(F : P)
ْ َ َ
2nd Masculine Singular ‫ﻻ ﺗﻀ ِﺮ ْب‬
Don’t hit! (You M : S)
ْ َ َ
2nd Masculine Dual ‫ﻻ ﺗﻀ ِﺮ َﺑﺎ‬
Don’t hit! (You (two) M : D)
ْ َ َ
2nd Masculine Plural ‫ﻻ ﺗﻀ ِﺮ ُﺑ ْﻮا‬
Don’t hit! (You (many) M : P)

q 170 r
ْ َ َ
2nd Feminine Singular ‫ﻻ ﺗﻀ ِﺮ ِﺑ ْﻲ‬
Don’t hit! (You F : S)
ْ َ َ
2nd Feminine Dual ‫ﻻ ﺗﻀ ِﺮ َﺑﺎ‬
Don’t hit! (You (two) F : D)
ْ َ َ
2nd Feminine Plural ‫ﻻ ﺗﻀ ِﺮ ْﺑ َﻦ‬
Don’t hit! (You (many) F : P)
ْ َ َ
1st
Masculine &
Singular
‫ﻻ أﺿ ِﺮ ْب‬
Feminine
I must not hit!
(M/F : S)
ْ َ َ
1st
Masculine &
Dual & Plural
‫ﻻ ﻧﻀ ِﺮ ْب‬
Feminine
We (two/many) must not hit!
(M/F : D/P)

q 171 r
ْ َّ َ
The prohibitive ( ُ ‫ )اﻟﻨ‬in passive voice follows next.
Person Gender Number Passive voice Prohibitive
ْ َ
‫ﻻ ُﻳﻀ َﺮ ْب‬
He [/ It] must not be hit!
(M : S)
ْ َ
3rd Masculine Dual
‫ﻻ ُﻳﻀ َﺮ َﺑﺎ‬
They (two) must not be hit!
(M : D)
ْ َ
‫ﻻ ُﻳﻀ َﺮ ُﺑ ْﻮا‬
They (many) must not be hit!
(M : P)
ْ ُ َ
‫ﻻ ﺗﻀ َﺮ ْب‬
She [/ It] must not be hit!
(F : S)
ْ ُ َ
3rd Feminine Dual
‫ﻻ ﺗﻀ َﺮ َﺑﺎ‬
They (two) must not be hit!
(F : D)
ْ َ
3rd Feminine Plural
‫ﻻ ُﻳﻀ َﺮ ْﺑ َﻦ‬
They (many) must not be hit!
(F : P)
ْ ُ َ
2nd Masculine Singular ‫ﻻ ﺗﻀ َﺮ ْب‬
You must not be hit! (M : S)
ْ ُ َ
2nd Masculine Dual ‫ﻻ ﺗﻀ َﺮ َﺑﺎ‬
You (two) must not be hit! (M : D)
ْ ُ َ
2nd Masculine Plural ‫ﻻ ﺗﻀ َﺮ ُﺑ ْﻮا‬
You (many) must not be hit! (M : P)

q 172 r
ْ ُ َ
2nd Feminine Singular ‫ﻻ ﺗﻀ َﺮ ِﺑ ْﻲ‬
You must not be hit! (F : S)
ْ ُ َ
2nd Feminine Dual ‫ﻻ ﺗﻀ َﺮ َﺑﺎ‬
You (two) must not be hit! (F : D)
ْ ُ َ
2nd Feminine Plural ‫ﻻ ﺗﻀ َﺮ ْﺑ َﻦ‬
You (many) must not be hit! (F : P)
ْ ُ َ
1st
Masculine &
Singular
‫ﻻ أﺿ َﺮ ْب‬
Feminine
I must not be hit!
(M/F : S)
ْ ُ َ
1st
Masculine &
Dual & Plural
‫ﻻ ﻧﻀ َﺮ ْب‬
Feminine
We (two/many) must not be hit!
(M/F : D/P)

‫‪q 173 r‬‬
‫‪The prohibitive forms in active voice‬‬

‫ُ‬ ‫َ َّ ْ ْ‬
‫ﻟﻨ ُ اﻟ َﻤ ْﻌ ُـﺮ ْوف(‬ ‫)ا‬
‫َ ْ‬ ‫َﻻ َ‬ ‫َ ْ‬
‫ﻻ َﻳﻀ ِﺮ ُﺑ ْﻮا‬ ‫ﻀﺮ َﺑﺎ‬
‫ِ‬ ‫ﻳ‬ ‫ﻻ َﻳﻀ ِﺮ ْب‬
‫َ ْ‬ ‫َ َ ْ‬ ‫َ َ ْ‬
‫ﻻ َﻳﻀ ِﺮ ْﺑ َﻦ‬ ‫ﻻ ﺗﻀ ِﺮ َﺑﺎ‬ ‫ﻻ ﺗﻀ ِﺮ ْب‬
‫َ َ ْ‬ ‫َ َ ْ‬ ‫َ َ ْ‬
‫ﻻ ﺗﻀ ِﺮ ُﺑ ْﻮا‬ ‫ﻻ ﺗﻀ ِﺮ َﺑﺎ‬ ‫ﻻ ﺗﻀ ِﺮ ْب‬
‫َ َ ْ‬ ‫َ َ ْ‬ ‫َ َ ْ‬
‫ﻻ ﺗﻀ ِﺮ ْﺑ َﻦ‬ ‫ﻻ ﺗﻀ ِﺮ َﺑﺎ‬ ‫ﻻ ﺗﻀ ِﺮ ِﺑ ْﻲ‬
‫َ َ ْ‬ ‫َ َ ْ‬
‫ﻻ ﻧﻀ ِﺮ ْب‬ ‫ﻻ أﺿ ِﺮ ْب‬
‫‪The prohibitive forms in passive voice‬‬

‫ُ‬ ‫َ َّ ْ ْ‬
‫ﻟﻨ ُ اﻟ َﻤ ْﺠ ُﻬ ْﻮل(‬ ‫)ا‬
‫َ ْ‬ ‫َ ْ‬ ‫َ ْ‬
‫ﻻ ُﻳﻀ َﺮ ُﺑ ْﻮا‬ ‫ﻻ ُﻳﻀ َﺮ َﺑﺎ‬ ‫ﻻ ُﻳﻀ َﺮ ْب‬
‫َ ْ‬ ‫َ ُ ْ‬ ‫َ ُ ْ‬
‫ﻻ ُﻳﻀ َﺮ ْﺑ َﻦ‬ ‫ﻻ ﺗﻀ َﺮ َﺑﺎ‬ ‫ﻻ ﺗﻀ َﺮ ْب‬
‫َ ُ ْ‬ ‫َ ُ ْ‬ ‫َ ُ ْ‬
‫ﻻ ﺗﻀ َﺮ ُﺑ ْﻮا‬ ‫ﻻ ﺗﻀ َﺮ َﺑﺎ‬ ‫ﻻ ﺗﻀ َﺮ ْب‬
‫َ ُ ْ‬ ‫َ ُ ْ‬ ‫َ ُ ْ‬
‫ﻻ ﺗﻀ َﺮ ْﺑ َﻦ‬ ‫ﻻ ﺗﻀ َﺮ َﺑﺎ‬ ‫ﻻ ﺗﻀ َﺮ ِﺑ ْﻲ‬
‫َ ُ ْ‬ ‫َ ُ ْ‬
‫ﻻ ﻧﻀ َﺮ ْب‬ ‫ﻻ أﺿ َﺮ ْب‬

q 174 r
a Exercise 22 A
(A) Conjugate the following words into all 14 word forms in the
prohibitive form in both active voice and passive voice along with
translation. (Follow blank sheet template 3)
ُ ْ ْ
1) ‫َﻳﺸﻜ ُﺮ‬ 2) ‫َﻳﻜ ِﺴ ُﺮ‬
them as the prohibitive form in both active voice and passive voice.
ْ
1) ‫َﻳ ْﻌ ِﺮ ُف‬ 2) ‫َﻳﻈ ِﻠ ُﻢ‬
ُ ْ
3) ‫َﻳ ْﺮز ُق‬ 4) ‫َﻳﻘ ُﺘ ُﻞ‬
into English.
َ َ ْ َْ َ ْ ْ َ َ َْ َ
‫( ﻻ ﺗ ْﻤ َﻨ ِﻌ ْﻲ‬4) ‫( ﻻ ﺗﻘ ُﺘﻠ َﻦ‬3) ‫( ﻻ َﻳﻘ ُﺘﻠ َﻦ‬2) ‫( ﻻ ﺗﺬﻫ ُﺒ ْﻮا‬1)
َْ َ ُ َ َ َ َ َ ُْ َ
‫( ﻻ أﻇـ ِﻠـ ْﻢ‬8) ‫( ﻻ ُﻳ ْﻌـ َﺮﻓـ ْﻮا‬7) ‫( ﻻ ﺗ ْﻌـ ِﺮﻓﺎ‬6) ‫( ﻻ ﺗﺬﻛـ ِﺮ ْي‬5)
َْ َ ْ ُ َ ْ َ َ َ ُْ َ
‫( ﻻ ﺗﻔ َﺘ ْﺤ َﻦ‬12) ‫( ﻻ ﺗﻀ َﺮ ْب‬11) ‫( ﻻ ﺗﻀ ِﺮ ْب‬10) ‫( ﻻ أﻇﻠ ْﻢ‬9)
َ َ َْ َ َ َ َ ُ َ
‫( ﻻ ﺗ ْﺴ َﻤ ُﻌـ ْﻮا‬16) ‫( ﻻ ﺗﻠ َﺒ َﺴﺎ‬15) ‫( ﻻ ﺗ ْﺠ ِﻠ ْﺲ‬14) ‫( ﻻ ﺗ ْﻄﻠ ْﺒ َﻦ‬13)

q 175 r
1) Don’t drink! (You (many) F : P)

2) Don’t kill! (You M : S)
3) Don’t go! (You (two) F : D)
4) They (many) must not do! (M : P)
5) Don’t do! (You F : S)
6) They (two) must not listen! (M : D)
7) They (many) must not break! (F : P)
8) Don’t work! (You F : S)
9) Don’t look! (You (two) F : D)
10) Don’t open! (You (two) M : D)
11) They (two) must not wear! (M : D)
12) Don’t sleep! (You (many) F : P)
13) You (many) must not be hit! (You M : P)
14) They (two) must not be killed (M : D)
15) They (many) must not be left out! (F : P)
16) You (two) must not be oppressed! (M : D)
17) We (many) must not be sent out! (F : P)
18) You (two) must not be recognised! (F : D)
kkkkk

q 176 r
ْ َّ َ
The prohibitive ( ُ ‫ )اﻟﻨ‬in active voice and emphatic forms follows next.
Emphatic Emphatic
Prohibitive Prohibitive Active voice
with Light with Heavy Prohibitive
Noon Noon
ْ َ ْ َ ْ َ
3rd Masculine Singular ‫ﻻ َﻳﻀ ِﺮ َﺑ ْﻦ‬ ‫ﻻ َﻳﻀ ِﺮ َﺑ ﱠﻦ‬ ‫ﻻ َﻳﻀ ِﺮ ْب‬
‫َ ْ ﱢ‬ ْ َ
3rd Masculine Dual - ‫ﻻ َﻳﻀ ِﺮ َﺑﺎن‬ ‫ﻻ َﻳﻀ ِﺮ َﺑﺎ‬
ْ َ ْ َ ْ َ
3rd Masculine Plural ‫ﻻ َﻳﻀ ِﺮ ُﺑ ْﻦ‬ ‫ﻻ َﻳﻀ ِﺮ ُﺑ ﱠﻦ‬ ‫ﻻ َﻳﻀ ِﺮ ُﺑ ْﻮا‬
ْ َ َ ْ َ َ ْ َ َ
3rd Feminine Singular ‫ﻻ ﺗﻀ ِﺮ َﺑ ْﻦ‬ ‫ﻻ ﺗﻀ ِﺮ َﺑ ﱠﻦ‬ ‫ﻻ ﺗﻀ ِﺮ ْب‬
‫َ َ ْ ﱢ‬ ْ َ َ
3rd Feminine Dual - ‫ﻻ ﺗﻀ ِﺮ َﺑﺎن‬ ‫ﻻ ﺗﻀ ِﺮ َﺑﺎ‬
‫ﱢ‬ ْ َ ْ َ
3rd Feminine Plural - ‫ﻻ َﻳﻀ ِﺮ ْﺑ َﻨﺎن‬ ‫ﻻ َﻳﻀ ِﺮ ْﺑ َﻦ‬
2nd Masculine Singular ‫ﻻ ﺗﻀ ِﺮ َﺑ ْﻦ‬ ‫ﻻ ﺗﻀ ِﺮ َﺑ ﱠﻦ‬ ‫ﻻ ﺗﻀ ِﺮ ْب‬
2nd Masculine Dual - ‫ﻻ ﺗﻀ ِﺮ َﺑﺎن‬ ‫ﻻ ﺗﻀ ِﺮ َﺑﺎ‬
2nd Masculine Plural ‫ﻻ ﺗﻀ ِﺮ ُﺑ ْﻦ‬ ‫ﻻ ﺗﻀ ِﺮ ُﺑ ﱠﻦ‬ ‫ﻻ ﺗﻀ ِﺮ ُﺑ ْﻮا‬
2nd Feminine Singular ‫ﻻ ﺗﻀ ِﺮ ِﺑ ْﻦ‬ ‫ﻻ ﺗﻀ ِﺮ ِﺑ ﱠﻦ‬ ‫ﻻ ﺗﻀ ِﺮ ِﺑ ْﻲ‬
2nd Feminine Dual - ‫ﻻ ﺗﻀ ِﺮ َﺑﺎن‬ ‫ﻻ ﺗﻀ ِﺮ َﺑﺎ‬

q 177 r
‫ﱢ‬ ْ َ َ ْ َ َ
2nd Feminine Plural - ‫ﻻ ﺗﻀ ِﺮ ْﺑ َﻨﺎن‬ ‫ﻻ ﺗﻀ ِﺮ ْﺑ َﻦ‬
‫ﻻ أﺿ ِﺮ َﺑ ْﻦ‬ ‫ﻻ أﺿ ِﺮ َﺑ ﱠﻦ‬ ‫ﻻ أﺿ ِﺮ ْب‬
Masculine
1st & Singular
Feminine
‫ﻻ ﻧﻀ ِﺮ َﺑ ْﻦ‬ ‫ﻻ ﻧﻀ ِﺮ َﺑ ﱠﻦ‬ ‫ﻻ ﻧﻀ ِﺮ ْب‬
Masculine
Dual &
1st &
Plural
Feminine

‫‪q 178 r‬‬
‫‪The prohibitive in active voice and emphatic forms with heavy Noon‬‬
‫َّ َ‬ ‫ُّ‬ ‫ُ‬ ‫َ َّ ْ ْ‬
‫ﻟﻨ ْﻮ ِن اﻟﺜ ِﻘ ْﻴﻠ ِﺔ(‬ ‫ﻟﻨ ُ اﻟ َﻤ ْﻌ ُـﺮ ْوف ﺑِﺎ‬ ‫)ا‬
‫َ ْ‬ ‫َ ْ ﱢ‬ ‫َ ْ‬
‫ﻻ َﻳﻀ ِﺮ ُﺑ ﱠﻦ‬ ‫ﻻ َﻳﻀ ِﺮ َﺑﺎن‬ ‫ﻻ َﻳﻀ ِﺮ َﺑ ﱠﻦ‬
‫ﱢ‬ ‫َ ْ‬ ‫َ َ ْ ﱢ‬ ‫َ َ ْ‬
‫ﻻ َﻳﻀ ِﺮ ْﺑ َﻨﺎن‬ ‫ﻻ ﺗﻀ ِﺮ َﺑﺎن‬ ‫ﻻ ﺗﻀ ِﺮ َﺑ ﱠﻦ‬
‫َ َ ْ‬ ‫َ َ ْ ﱢ‬ ‫َ َ ْ‬
‫ﻻ ﺗﻀ ِﺮ ُﺑ ﱠﻦ‬ ‫ﻻ ﺗﻀ ِﺮ َﺑﺎن‬ ‫ﻻ ﺗﻀ ِﺮ َﺑ ﱠﻦ‬
‫ﱢ‬ ‫َ َ ْ‬ ‫َ َ ْ ﱢ‬ ‫َ َ ْ‬
‫ﻻ ﺗﻀ ِﺮ ْﺑ َﻨﺎن‬ ‫ﻻ ﺗﻀ ِﺮ َﺑﺎن‬ ‫ﻻ ﺗﻀ ِﺮ ِﺑ ﱠﻦ‬
‫ﻻ ﻧﻀ ِﺮ َﺑ ﱠﻦ‬ ‫ﻻ أﺿ ِﺮ َﺑ ﱠﻦ‬
‫‪The prohibitive in active voice and emphatic forms with light Noon‬‬
‫ْ َ َ‬ ‫ُّ‬ ‫ُ‬ ‫َ َّ ْ ْ‬
‫ﻟﻨ ْﻮ ِن اﻟـﺨ ِﻔ ْﻴﻔ ِﺔ(‬ ‫ﻟﻨ ُ اﻟ َﻤ ْﻌ ُـﺮ ْوف ﺑِﺎ‬ ‫)ا‬
‫َ ْ‬ ‫َ ْ‬
‫ﻻ َﻳﻀ ِﺮ ُﺑ ْﻦ‬ ‫‪-‬‬ ‫ﻻ َﻳﻀ ِﺮ َﺑ ْﻦ‬
‫َ َ ْ‬
‫‪-‬‬ ‫‪-‬‬ ‫ﻻ ﺗﻀ ِﺮ َﺑ ْﻦ‬
‫ﻻ ﺗﻀ ِﺮ ُﺑ ْﻦ‬ ‫‪-‬‬ ‫ﻻ ﺗﻀ ِﺮ َﺑ ْﻦ‬
‫َ َ ْ‬
‫‪-‬‬ ‫‪-‬‬ ‫ﻻ ﺗﻀ ِﺮ ِﺑ ْﻦ‬
‫ﻻ ﻧﻀ ِﺮ َﺑ ْﻦ‬ ‫ﻻ أﺿ ِﺮ َﺑ ْﻦ‬

q 179 r
ْ َّ َ
The prohibitive ( ُ ‫ )اﻟﻨ‬in passive voice and emphatic forms follows next.
Emphatic Emphatic
Prohibitive Prohibitive Passive voice
with Light with Heavy Prohibitive
Noon Noon
ْ َ ْ َ ْ َ
3rd Masculine Singular ‫ﻻ ُﻳﻀ َﺮ َﺑ ْﻦ‬ ‫ﻻ ُﻳﻀ َﺮ َﺑ ﱠﻦ‬ ‫ﻻ ُﻳﻀ َﺮ ْب‬
‫َ ْ ﱢ‬ ْ َ
3rd Masculine Dual - ‫ﻻ ُﻳﻀ َﺮ َﺑﺎن‬ ‫ﻻ ُﻳﻀ َﺮ َﺑﺎ‬
ْ َ ْ َ ْ َ
3rd Masculine Plural ‫ﻻ ُﻳﻀ َﺮ ُﺑ ْﻦ‬ ‫ﻻ ُﻳﻀ َﺮ ُﺑ ﱠﻦ‬ ‫ﻻ ُﻳﻀ َﺮ ُﺑ ْﻮا‬
ْ ُ َ ْ ُ َ ْ ُ َ
3rd Feminine Singular ‫ﻻ ﺗﻀ َﺮ َﺑ ْﻦ‬ ‫ﻻ ﺗﻀ َﺮ َﺑ ﱠﻦ‬ ‫ﻻ ﺗﻀ َﺮ ْب‬
‫َ ُ ْ ﱢ‬ ْ ُ َ
3rd Feminine Dual - ‫ﻻ ﺗﻀ َﺮ َﺑﺎن‬ ‫ﻻ ﺗﻀ َﺮ َﺑﺎ‬
‫ﱢ‬ ْ َ ْ َ
3rd Feminine Plural - ‫ﻻ ُﻳﻀ َﺮ ْﺑ َﻨﺎن‬ ‫ﻻ ُﻳﻀ َﺮ ْﺑ َﻦ‬
2nd Masculine Singular ‫ﻻ ﺗﻀ َﺮ َﺑ ْﻦ‬ ‫ﻻ ﺗﻀ َﺮ َﺑ ﱠﻦ‬ ‫ﻻ ﺗﻀ َﺮ ْب‬
2nd Masculine Dual - ‫ﻻ ﺗﻀ َﺮ َﺑﺎن‬ ‫ﻻ ﺗﻀ َﺮ َﺑﺎ‬
2nd Masculine Plural ‫ﻻ ﺗﻀ َﺮ ُﺑ ْﻦ‬ ‫ﻻ ﺗﻀ َﺮ ُﺑ ﱠﻦ‬ ‫ﻻ ﺗﻀ َﺮ ُﺑ ْﻮا‬
2nd Feminine Singular ‫ﻻ ﺗﻀ َﺮ ِﺑ ْﻦ‬ ‫ﻻ ﺗﻀ َﺮ ِﺑ ﱠﻦ‬ ‫ﻻ ﺗﻀ َﺮ ِﺑ ْﻲ‬
2nd Feminine Dual - ‫ﻻ ﺗﻀ َﺮ َﺑﺎن‬ ‫ﻻ ﺗﻀ َﺮ َﺑﺎ‬

q 180 r
‫ﱢ‬ ْ ُ َ ْ ُ َ
2nd Feminine Plural - ‫ﻻ ﺗﻀ َﺮ ْﺑ َﻨﺎن‬ ‫ﻻ ﺗﻀ َﺮ ْﺑ َﻦ‬
‫ﻻ أﺿ َﺮ َﺑ ْﻦ‬ ‫ﻻ أﺿ َﺮ َﺑ ﱠﻦ‬ ‫ﻻ أﺿ َﺮ ْب‬
Masculine
1st & Singular
Feminine
‫ﻻ ﻧﻀ َﺮ َﺑ ْﻦ‬ ‫ﻻ ﻧﻀ َﺮ َﺑ ﱠﻦ‬ ‫ﻻ ﻧﻀ َﺮ ْب‬
Masculine
Dual &
1st &
Plural
Feminine

‫‪q 181 r‬‬
‫‪The prohibitive in passive voice and emphatic forms with‬‬

‫َّ َ‬ ‫ُّ‬ ‫ُ‬ ‫َ َّ ْ ْ‬
‫ﻟﻨ ْﻮ ِن اﻟﺜ ِﻘ ْﻴﻠ ِﺔ(‬ ‫ﻟﻨ ُ اﻟ َﻤ ْﺠ ُﻬ ْﻮل ﺑِﺎ‬ ‫)ا‬
‫َ ْ‬ ‫َ ْ ﱢ‬ ‫َ ْ‬
‫ﻻ ُﻳﻀ َﺮ ُﺑ ﱠﻦ‬ ‫ﻻ ُﻳﻀ َﺮ َﺑﺎن‬ ‫ﻻ ُﻳﻀ َﺮ َﺑ ﱠﻦ‬
‫ﱢ‬ ‫َ ْ‬ ‫َ ُ ْ ﱢ‬ ‫َ ُ ْ‬
‫ﻻ ُﻳﻀ َﺮ ْﺑ َﻨﺎن‬ ‫ﻻ ﺗﻀ َﺮ َﺑﺎن‬ ‫ﻻ ﺗﻀ َﺮ َﺑ ﱠﻦ‬
‫َ ُ ْ‬ ‫َ ُ ْ ﱢ‬ ‫َ ُ ْ‬
‫ﻻ ﺗﻀ َﺮ ُﺑ ﱠﻦ‬ ‫ﻻ ﺗﻀ َﺮ َﺑﺎن‬ ‫ﻻ ﺗﻀ َﺮ َﺑ ﱠﻦ‬
‫ﱢ‬ ‫َ ُ ْ‬ ‫َ ُ ْ ﱢ‬ ‫َ ُ ْ‬
‫ﻻ ﺗﻀ َﺮ ْﺑ َﻨﺎن‬ ‫ﻻ ﺗﻀ َﺮ َﺑﺎن‬ ‫ﻻ ﺗﻀ َﺮ ِﺑ ﱠﻦ‬
‫ﻻ ﻧﻀ َﺮ َﺑ ﱠﻦ‬ ‫ﻻ أﺿ َﺮ َﺑ ﱠﻦ‬
‫‪The prohibitive in passive voice and emphatic forms with‬‬

‫ْ َ َ‬ ‫ُّ‬ ‫ُ‬ ‫َ َّ ْ ْ‬
‫ﻟﻨ ْﻮ ِن اﻟـﺨ ِﻔ ْﻴﻔ ِﺔ(‬ ‫ﻟﻨ ُ اﻟ َﻤ ْﺠ ُﻬ ْﻮل ﺑِﺎ‬ ‫)ا‬
‫َ ْ‬ ‫َ ْ‬
‫ﻻ ُﻳﻀ َﺮ ُﺑ ْﻦ‬ ‫‪-‬‬ ‫ﻻ ُﻳﻀ َﺮ َﺑ ْﻦ‬
‫َ ُ ْ‬
‫‪-‬‬ ‫‪-‬‬ ‫ﻻ ﺗﻀ َﺮ َﺑ ْﻦ‬
‫ﻻ ﺗﻀ َﺮ ُﺑ ْﻦ‬ ‫‪-‬‬ ‫ﻻ ﺗﻀ َﺮ َﺑ ْﻦ‬
‫َ ُ ْ‬
‫‪-‬‬ ‫‪-‬‬ ‫ﻻ ﺗﻀ َﺮ ِﺑ ْﻦ‬
‫ﻻ ﻧﻀ َﺮ َﺑ ْﻦ‬ ‫ﻻ أﺿ َﺮ َﺑ ْﻦ‬

q 182 r
a Exercise 23 A
ٌ َ ّ ٌ ْ
following words into all 14 word forms in the prohibitive form in both
active voice and passive voice along with translation.
ْ ْ
1) ‫َﻳﻘ ُﺘ ُﻞ‬ 2) ‫َﻳﻈ ِﻠ ُﻢ‬
them as the prohibitive form in both active voice and passive voice with ‫» ّن‬
« (‫ )ﺛَﻘ ِْﻴﻠ َ ٌﺔ‬and « (‫)ﺧﻔ ِْﻴ َﻔ ٌﺔ‬

َ
‫ » ْن‬where possible.

ُ ْ
3) ‫َﻳ ْﺮز ُق‬ 4) ‫َﻳﻜ ُﺘ ُﺐ‬
into English.
ْ َ َ ُُ َْ َ ‫ﱢ‬ ْ َ ْ َ
‫( ﻻ ﺗﻜ ُﺘـ ُﺒ ﱠﻦ‬4) ‫( ﻻ ﺗﺪﺧﻠ ﱠﻦ‬3) ‫( ﻻ َﻳﻀ ِﺮ ْﺑ َﻨﺎن‬2) ‫( ﻻ َﻳﻀ ِﺮ ُﺑ ﱠﻦ‬1)
‫ﱢ‬ َ ُ ُ َ ُ َ ‫ﱢ‬ َ َ
‫( ﻻ ُﻳ ْﻨ َﺼ َﺮان‬8) ‫( ﻻ ﺗ ْﺘ َﺮﻛ ﱠﻦ‬7) ‫( ﻻ ﺗ ْﺠ َﻤ َﻌ ْﻦ‬6) ‫( ﻻ ﺗ ْﺠ ِﻠ َﺴﺎن‬5)
َ ُ َ َ َ َ َ َ ُ َ
‫( ﻻ ﺗ ْﻌـ َﺮﻓ ْﻦ‬12) ‫( ﻻ ﺗ ْﻌ َﻤ ِﻠ ْﻦ‬11) ‫( ﻻ ﺗ ْﺮﻛ ُﺒ ْﻦ‬10) ‫( ﻻ ﺗ ْﻌ َﺮ ِﻓ ﱠﻦ‬9)

q 183 r
ٌ َ ّ ٌ ْ
(C) Using both « (‫ » ن )ﺛَﻘ ِْﻴﻠﺔ‬and « (‫ » ن ) َﺧ ِﻔ ْﻴ َﻔﺔ‬where possible, translate the
1) Surely, don’t listen! (You (many) M : P)

2) Surely, don’t work! (You F : S)
3) Surely, they (many) must not be hit! (M : P)
4) Surely, he must not be recognised! (M : S)
5) Surely, they (many) must not mount! (F : P)
6) Surely, you (many) must not be oppressed! (F : P)
7) Surely, don’t open! (You M : S)
8) Surely, I must not be ignorant (M : S)

q 184 r
o Examples of prohibitive verbs from the Qur’án O
َ ُ َ َ ْ ْ ْ َ ْ ْ َ
[‫] َو ﺗَﻠ ِ ُﺴﻮا اﻟ َـﺤ ّﻖ ﺑِﺎﻟ َﺒﺎ ِﻃ ِﻞ َو ﺗَﻜ ُﺘ ُﻤﻮا ا َ ّﻖ َو اﻧْ ْ ﺗ َ ْﻌﻠ ُﻤ ْﻮ َن‬
(42 : 2)
“And do not mix the truth with falsehood or conceal the truth while you know (it)”
َ َ َ ََْ ُ َ َْ َ َ
[...‫اﺣﺶ َﻣﺎ ﻇ َ َﺮ ِ ْﻨ َﻬﺎ َو َﻣﺎ ﺑَﻄ َﻦ‬
ِ ‫و ﺗﻘﺮﺑﻮا اﻟﻔﻮ‬...]
(151 : 6)
“…And do not go near shameful acts, whether they are open or secret…”
ْ ّٰ ّْ ً ْ َ
[ َ ‫ َرﺑَّ َﻨﺎ ﺗ َ ْـﺠ َﻌﻠ َﻨﺎ ِﻓ ْﺘ َﻨﺔ ﻟِﻠ َﻘ ْﻮ ِم اﻟﻈﻠِ ِﻤ‬...]
(85 : 10)
“…Our Lord! Do not make us a victim of the unjust people”
ّٰ ُ ً ٰ َ َ َ َ
[...‫] َو ْ َﺴ ّ ا ّ َ َﺎ ِﻓ َﻋ َّـﻤﺎ ﻳ َ ْﻌ َﻤﻞ اﻟﻈﻠِ ُﻤ ْﻮ َن‬
(42 : 14)
“Surely, never think that Allāh is unaware of what the wrongdoers are doing…)”
ٰ ُ َ َ ُ َ َّ ُْ
[...ِ ّ ‫]ﻗﻞ ٰﻳ ِﻌ َﺒﺎد َِي اﻟ ِﺬﻳْ َﻦ ا ْ َ ﻓ ْﻮا َ اﻧْ ُﻔ ِﺴ ِ ْ ﺗ َ ْﻘ َﻨﻄ ْﻮا ِﻣ ْﻦ َّر ْﺣ َﻤ ِﺔ ا‬
(53 : 39)
“Say (on My behalf), “O servants of mine who have acted recklessly against their own
selves, do not despair of Allāh’s mercy…”

Chapter 4
The derived nouns
‫א‬‫א‬
q 186 r
t Chapter 4 T
ُ َّ َ ْ ُ ْ ُ َ ْ َ ْ َ
The derived nouns (‫ )ا ﺳـﻤﺎء اﻟﻤـﺸﺘﻘـﺔ‬:
Although systematically it would be more correct to study the root [/ verbal] nouns
first, it is practically better to start by learning the verbs since they contain the most
changes [/ morphing]. As the derived nouns have a closer relation with verbs with
regards to their meaning and formation, they will be discussed next. In this chapter
we will be discussing the derived nouns of triliteral verbs without any extra letters
َ ‫ )ﺛ ُ َ ﺛِ ٌﻲ ُﻣ‬only.
(‫ـﺠ َّﺮ ٌد‬ ّ
The following seven types of nouns are derived from their verbs :
َْ ُ ْ ُ ْ ْ ‫ا ِْﺳ ُﻢ‬
1) ‫ﺎﻋ ِﻞ‬
ِ ‫اﻟﻔ‬ ‫اِﺳﻢ‬ 2) ‫اﻟ َﻤﻔﻌ ْﻮ ِل‬
ُ َ َّ َ ُ ْ ُ َ ّ َ ََ ْ ُ
3) ‫ﻟﺼﻔﺔ اﻟﻤﺸﺒﻬﺔ‬ ِ ‫ا‬ ِ ‫ِﺻ َﻴﻎ اﻟ ُﻤ َﺒﺎﻟﻐ‬
4) ‫ﺔ‬
ْ َّ ُ ْ َّ
5) ‫ﻢ اﻟﺘﻔ ِﻀ ْﻴ ِﻞ‬ ‫اِﺳ‬ 6) ‫ف‬ِ ‫ا ِْﺳ ُﻢ اﻟﻈ ْﺮ‬
َۤ ْ
7) ‫ﺔ‬ِ ‫ا ِْﺳ ُﻢ ا ﻟ‬
ََ ْ ُ َْ
ِ ‫ ا ِْﺳ ُﻢ اﻟﻔ‬, but with exaggeration.
‫ ِﺻ َﻴﻎ اﻟ ُﻤ َﺒﺎﻟﻐ ِﺔ‬are in reality the same as ‫ﺎﻋ ِﻞ‬
ُ َ َ ْ ُ َ ّ َ ْ َّ َْ
‫ﻟﺼﻔﺔ اﻟ ُﻤﺸ ّﺒ َﻬﺔ‬
ِ ‫ ا‬and ‫ ا ِْﺳ ُﻢ اﻟﺘﻔ ِﻀ ْﻴ ِﻞ‬are effectively ‫ﺎﻋ ِﻞ‬
ِ ‫( ا ِْﺳ ُﻢ اﻟﻔ‬with some differences),
but sometimes can give the meaning of ‫ﻢ اﻟ َﻤﻔﻌ ْﻮ ِل‬

ُ ْ ْ ُ ‫ ا ِْﺳ‬.
Due to the above, some grammarians may choose not to count one or two of
them as separate types. However, because of certain varying factors we will
treat all of them separately.

q 187 r
َْ ُ ْ
(1) The active participle (‫ﻞ‬
ِ ‫ﺎﻋ‬
ِ ‫اﻟﻔ‬ ‫ )اِﺳﻢ‬:
َْ
The active participle ِ ‫ )ا ِْﺳ ُﻢ اﻟﻔ‬is a noun that describes the one from whom /
(‫ﺎﻋ ِﻞ‬
which the action indicated by the root letters occurs i.e., the performer of the
َ
action. For e.g., ‫ﺎﺻ ٌـﺮ‬
ِ ‫( ﻧ‬helper / one who helps)
َْ ُ ْ
The masculine singular form of the active participle (‫ﺎﻋ ِﻞ‬
ِ ‫اﻟﻔ‬ ‫ )اِﺳﻢ‬for triliteral verbs
ٌ َ َ ‫ِﺛ ٌﻲ ُﻣ‬ َُ
without any extra letters (‫ـﺠ ّﺮد‬ ّ ‫ )ﺛ‬in the nominative case will be on the scale of
ٌ َ َ َُ ٌ َ
ِ ‫ ﻓ‬. However, if it is on the scale of ‫ ﻓﻌﻞ‬, then the scale ‫ ﻓ ِﻌ ْﻴﻞ‬will be commonly
‫ﺎﻋﻞ‬
used which has a different implication (See pages 194 - 198 ahead).
For e.g.,
َ ََ ٌ َ
‫( ﻓﺎﺗِـﺢ = ﻓﺘ‬opener / one who opens)
َ َ
‫( ﻛ ِﺮﻳْ ٌﻢ = ﻛ ُﺮ َم‬generous [/ noble])
A noun may experience the following moods [/ grammatical states] :
ْ َّ ُ َ َ
a) Nominative [/ Indicative] = ِ ‫ﺣﺎﻟﺔ اﻟـﺮﻓ‬
‫ﺐ‬ ْ َّ ُ َ َ
b) Accusative [/ Subjunctive] = ِ ‫ﺣﺎﻟﺔ اﻟﻨﺼ‬
c) Genitive = ‫ـﺠ ّ ِﺮ‬َ ْ‫َﺣﺎﻟ َ ُﺔ اﻟ‬
Hence, the active participle can experience moods [/ grammatical states] where
usually a double Dhammah __◌ٌ will indicate the nominative case, a double Fathah
_ً◌_ will indicate the accusative case and a double Kasrah –ٍ –◌ will indicate the
genitive case.

q 188 r
For both masculine and feminine dual forms of the active participle, the
ْ
ِ ‫ ” ﹷ‬will indicate the nominative case whilst “ ‫ ” ﹷﻳ ِﻦ‬will indicate
termination “ ‫ان‬
the accusative case as well as genitive case.
Before looking into the plural form of the active participle, firstly we need to be
َ ُ َ ْ
aware that plurals are either sound plurals (‫ـﺠـ ْﻤ اﻟـ ّﺴـﺎﻟ ِـ ُﻢ‬‫ )اﻟ‬or broken plurals
َ َ ْ ُ َ ْ
(‫ـﺠ ْﻤ اﻟ ُﻤﻜ ّﺴ ُـﺮ‬‫ )اﻟ‬.
Active participles mainly use sound plurals. Thus, for the masculine, the
termination “ ‫ ” ﹹ ْو َن‬indicates the nominative case whilst “ ‫ ” ﹻﻳْ َﻦ‬indicates the

accusative case as well as genitive case.
ٌ
For the feminine, the termination “ ‫ ” ﹷات‬indicates the nominative case whilst
“ ‫ﹷات‬
ٍ ” indicates the accusative case as well as genitive case.
The active participle is similar to the imperfect tense verb in active voice in both
meaning as well as action when it doesn’t have the definite article « ‫ » ال‬attached to
it. It may refer to the past tense, but the action will be different.
ً َ َ
For e.g., ‫( إِﻧِّـ ْﻲ ﺿﺎ ِر ٌب زﻳْﺪا‬Indeed, I am hitting; will hit Zayd)
َ َ
‫( إِﻧِّـ ْﻲ ﺿﺎ ِر ُب زﻳْ ٍﺪ‬Indeed, I hit Zayd [/ am the hitter of Zayd])
If the active participle has the definite article « ‫» ال‬ attached to it, then it can
incorporate all three tenses since that definite article will be regarded as equivalent
ٌ ُ
to a relative pronoun (‫َﻣ ْﻮﺻ ْﻮل‬ ‫ )ا ِْﺳ ٌﻢ‬.
ً َ َّ َ َ
For e.g., ‫( أﻧﺎ اﻟﻀﺎ ِر ُب زﻳْﺪا‬I am the one who hit; is hitting; will hit Zayd)
ً َ
‫ـﺮ ُب زﻳْﺪا‬
َْ َ َ َ ْ َّ َ ً ْ َ ُ َّ َ
ِ ‫اﻟﻀﺎ ِرب زﻳﺪا = اﻟ ِﺬي ﺿـﺮب \ ﻳﻀ‬

q 189 r
Books on Arabic grammar should be consulted for more information regarding the
above.
By adding detached pronouns, you can make the active participle form refer to the
َ ََ
1st, 2nd or 3rd person.
For e.g., ‫( أﻧﺎ ﻃﺎﻟ ٌِﺐ‬I am a student / one who seeks)

ُ
‫( ﻫ َﻮ َ ﺎﻟ ٌِﻢ‬He is a learned person / one who knows)
The active participle paradigms :
Feminine Masculine
Sound Sound
Dual Singular Dual Singular
Plural Plural
ٌ ‫َﻛﺎﺗ َﺒ‬ َ ٌ َ َ َ
‫ﺎت‬ ِ ‫ﻛﺎ ِﺗ َﺒ َﺘ ِﺎن‬ ‫ﻛﺎ ِﺗ َﺒﺔ‬ َ َ
‫ﻛﺎ ِﺗ ُﺒ ْﻮن‬ ‫ﻛﺎ ِﺗ َﺒ ِﺎن‬ ‫ﻛﺎ ِﺗ ٌﺐ‬ ٌ َْ
Many who/which Two who/which One who/which Two who/which One who/which
‫رﻓ‬
Many who write
write write writes write writes
َ َ ً َ َ َ
ٍ ‫ﻛﺎ ِﺗ َﺒ‬
‫ﺎت‬ ‫ﻛﺎ ِﺗ َﺒ َﺘ ْﻴ ِﻦ‬ ‫ﻛﺎ ِﺗ َﺒﺔ‬ َ
‫ﻛﺎ ِﺗ ِﺒ ْﻴ َﻦ‬ ‫ﻛﺎ ِﺗ َﺒ ْﻴ ِﻦ‬ ‫ﻛﺎ ِﺗ ًﺒﺎ‬ َ
‫ﻧ ْﺼ ٌﺐ‬
Many who write
َ َ َ َ َ
ٍ ‫ﻛﺎ ِﺗ َﺒ‬
‫ﺎت‬ ‫ﻛﺎ ِﺗ َﺒ َﺘ ْﻴ ِﻦ‬ ‫ﻛﺎ ِﺗ َﺒ ٍﺔ‬ َ
‫ﻛﺎ ِﺗ ِﺒ ْﻴ َﻦ‬ ‫ﻛﺎ ِﺗ َﺒ ْﻴ ِﻦ‬ ‫ﻛﺎ ِﺗ ٍﺐ‬
‫َﺟ ٌّﺮ‬
Many who write

q 190 r
a Exercise 24 A
(A) Conjugate the following words into all six word forms for the active
participle in all three moods. (Follow blank sheet template 8)
َ
1) ‫َﺟﻠ َﺲ‬ 2) ‫َﺟ ِﻬ َﻞ‬
َ ََ
3) ‫َﻋ َﺒﺪ‬ 4) ‫ذﻫ َﺐ‬
5) ‫َﻋ ِﻠ َﻢ‬ 6) ‫َﺳ ِﻤ َﻊ‬
(B) Write the word form (number, gender and mood) as well as the
meaning of the following.
َ َ ًَ َ ُ
‫( َﻋﺎ ِﻟ َﻤ ِﺎن‬5) ‫( َﻋ ِﺎﺑ ِﺪ ْﻳ َﻦ‬4) ‫ات‬
ٍ ‫( ﻋ ِﺎﺑﺪ‬3) ‫( َﺳ ِﺎﺟﺪة‬2) ‫( َﺳ ِﺎﺟﺪ ْون‬1)
ٌ ‫( َﻃﺎﻟ َﺒ‬10) ‫( َﻃﺎﻟ ُﺒ ْﻮ َن‬9) ‫( َﺟﺎﻟ َﺴ ْﻴﻦ‬8) ٌ
‫ﺎت‬ ِ ِ ِ ِ ‫( َﺟﺎ ِﻟ َﺴﺔ‬7) ‫( َﻋﺎ ِﻟ َﻤ َﺘ ِﺎن‬6)
َ ٌ َ ً
‫( ﻓﺎ ِﺗ ِﺤ ْﻴ َﻦ‬14) ‫( ﻓﺎ ِﺗ َﺤﺔ‬13) ‫( َﺳ ِﺎﻣ َﻌﺔ‬12) ‫( َﺳ ِﺎﻣ ٍﻊ‬11)
1) Many (males) who do 2) Many (females) who do

3) Two (females) who drink 4) One (male) who drinks
5) Two (females) who prevent 6) Two (males) who prevent
7) One (female) who listens 8) Many (males) who listen
9) Many (males) who work 10) Two (females) who work
11) Many (females) who seek 12) One (male) who seeks

q 191 r
(2) The passive participle (‫اﻟ َﻤﻔﻌﻮ ِل‬

ْ ُ ْ ْ ‫ )ا ِْﺳ ُﻢ‬:
ُ ْ ْ ‫ )ا ِْﺳ ُﻢ‬is a noun that describes the one who / which

The passive participle (‫اﻟ َﻤﻔﻌ ْﻮ ِل‬
the effect of the action described by the root letters falls upon i.e., the recipient of
the action.
ُ ْ
For e.g., ‫( َﻣﻄ ْ ٌب‬one who / which is sought i.e., a target [/ goal / aim])
ْ ْ
The masculine singular form of the passive participle (‫ )ا ِْﺳ ُﻢ اﻟ َﻤﻔ ُﻌ ْـﻮ ِل‬for triliteral
َ ‫ )ﺛ ُ َ ﺛِ ٌﻲ ُﻣ‬in the nominative case will be on the
(‫ـﺠ َّﺮ ٌد‬
verbs without any extra letters ّ
ٌ َُْْ
scale of ‫ ﻣﻔﻌﻮل‬. However, verbs that are intransitive are not usually formed as the
َ َ
passive participle, due to them not requiring an object. This also means that if the
triliteral verb without any extra letters is on the scale of ‫ ﻓ ُﻌﻞ‬, then the passive
participle will not typically be formed as they are always intransitive and do not
require an object / passive participle.
The passive participle dual and plural are constructed in a similar manner to the
َْ ُ ْ
way the active participle (‫ﺎﻋ ِﻞ‬
ِ ‫اﻟﻔ‬ ‫ )اِﺳﻢ‬dual and plural are formed.
The passive participle is similar to the imperfect tense verb in passive voice in both
meaning as well as action when it doesn’t have the definite article « ‫ » ال‬attached to
it. It may refer to the past tense, but the action will be different.
If the passive participle has the definite article « ‫» ال‬ attached to it, then it can
incorporate all three tenses since that definite article will be regarded as equivalent
ٌ ُ
to a relative pronoun (‫َﻣ ْﻮﺻ ْﻮل‬ ‫ )ا ِْﺳ ٌﻢ‬.

q 192 r
Books on Arabic grammar should be consulted for more information regarding the
above.
By adding detached pronouns, you can make the passive participle form refer to
َ
the 1st, 2nd or 3rd person.
ُ َ ُ ُ ْ ‫( أﻧْ ُﺘ‬You all will be asked about it i.e., will be accountable)
For e.g., ‫ـﻢ َﻣ ْﺴﺆ ْوﻟ ْﻮ َن ﻋ ْﻨﻪ‬
The passive participle paradigms :
Feminine Masculine
Sound Sound
Plural Plural
ٌ ‫َ ْ ُ ْ ُ ْ َ َ ْ ُ ْ َ ٌ َﻣ ْﺘ ُﺮ ْو َﻛ َﺘﺎن َﻣ ْﺘ ُﺮ ْو َﻛ‬ َ ٌ
‫ﺎت‬ ِ ‫َﻣ ْﺘ ُﺮ ْوﻛ ِﺎن ﻣﺘﺮوﻛﻮن ﻣﺘﺮوﻛﺔ‬ ‫َﻣ ْﺘ ُﺮ ْوك‬ ٌ َْ
Many who/which Two who/which
‫رﻓ‬
One who/which is Many who are left Two who/which One who/which is
are left out are left out left out out are left out left out
َ َْ ََ َْ ً َ ْ َْ َ ْ َْ َ ْ َْ ً ْ َْ
ٍ ‫ﻣﺘ ُﺮوﻛﺎ ﻣﺘ ُﺮوﻛ ْﻴ ِﻦ ﻣﺘ ُﺮو ِﻛ ْﻴﻦ ﻣﺘ ُﺮوﻛﺔ ﻣﺘ ُﺮ ْوﻛﺘ ْﻴ ِﻦ ﻣﺘ ُﺮ ْوﻛ‬
‫ﺎت‬ َ
َ َْ ََ َْ َ ْ َْ َ ْ َْ َ ْ َْ
ٍ ‫ﻣﺘ ُﺮوﻛ ْﻴ ِﻦ ﻣﺘ ُﺮو ِﻛ ْﻴﻦ ﻣﺘ ُﺮوﻛ ٍﺔ ﻣﺘ ُﺮ ْوﻛﺘ ْﻴ ِﻦ ﻣﺘ ُﺮ ْوﻛ‬
‫ﺎت‬ ‫َﻣ ْﺘ ُﺮ ْو ٍك‬
‫َﺟ ٌّﺮ‬

q 193 r
a Exercise 25 A
(A) Conjugate the following words into all six word forms for the passive
participle in all three moods. (Follow blank sheet template 8)
َ َ
1) ‫ﺿ َﺮ َب‬ 2) ‫ﻗ َﺘ َﻞ‬
َ
3) ‫َﻣ َﻨ َﻊ‬ 4) ‫َرز َق‬
(B) Place all the vowel marks and write the word form (number, gender
and mood) as well as the meaning of the following.
‫ﻣﺮزوﻗﻴﻦ‬ (4) ٌ
‫( ﻣﻘﺘﻮﻟـ ٍﺔ‬3) ‫ﻣﻀﺮوﺑﺎت‬ (2) ‫( ﻣﻤﻨﻮﻋﺘﺎن‬1)
ِ
َ ‫( ﻣﻈﻠـ‬8)
‫ﻮﻣﻴﻦ‬ َ ‫( ﻣﺒﻌـ‬7) ‫( ﻣﻌﻠـﻮﻣﺎت‬6) ‫ﻣﻌﺮوف‬
‫ﻮﺛﻴﻦ‬ ٌ (5 )
ٍ
ٌ ٌ ً ٌ ‫( ﻣﻜﺘـ‬9)
‫( ﻣـﻌﺒﻮد‬12) ‫( ﻣـﻨﺼﻮرة‬11) ‫ﻣﺸﺮوﺑـﺎ‬ (10) ‫ﻮب‬
1) Two (M) who are helped

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

q 194 r
ُ َ َّ َ ْ ُ َ ّ َ
(3) The analogous adjective (‫اﻟ ُﻤﺸﺒﻬﺔ‬ ‫ﻟﺼﻔﺔ‬ِ ‫ )ا‬:
The analogous adjective is similar to the active participle and hence some
grammarians refer to this as ‫ﺎﻋ ِﻞ‬

ِ ‫اﻟﻔ‬
َْ ْ ‫ﻟﺼ َﻔ ُﺔ اﻟْ ُﻤ َﺸ َّﺒ َﻬ ُﺔ ﺑ‬
‫ﺎﺳ ِﻢ‬ ّ َ
ِ ‫ ا‬. The difference however,
ِ
is that it will point towards the one connected to the meaning as indicated by the
root letters with continuity, and so it will describe the fixed quality of an entity,
whereas the active participle describes a temporary quality.
So, an active participle is someone / something that has performed, is performing

or will perform an action and thus is described as the one from whom / which the
َ
action occurs at a given moment. For example, a ‫ ﺟﺎﻟ ٌِﺲ‬is someone who is sitting or
will sit and thus described as ‘a sitter’ when it is related to that occurrence. Whereas
ْ
a ‫ َﺟﻠِ ٌﺲ‬is someone who continuously sits as a regular participant in a social
gathering.
َ
The analogous adjective is always ‫( ِز ٌم‬intransitive) and will be formed from
intransitive verbs only. This is so, because the effect of the meaning is fixed with the
person / thing without relation to time and will not pass over to anyone / anything
َ َ
else. If the verb happens to be transitive like in the case of " ‫ " ﻓ ِﻘﻪ‬, it may be
َ َُ َ َُ
transferred to the scale of ‫ ﻓﻌﻞ‬for it to be formed. Verbs on the scale of ‫ ﻓﻌﻞ‬denote
continuity / inherent characteristics and are always intransitive. Any verb that is
َ ََ َ َ َ َُ
either on the scale of ‫ ﻓﻌﻞ‬or ‫ ﻓ ِﻌﻞ‬can be brought on the scale of ‫ ﻓﻌﻞ‬to express this.
For e.g.,
َ َ
‫ﻓ ِﻘﻪ‬ = He understood (i.e., an issue at a given moment)
َ َُ
‫ﻓﻘﻪ‬ = He has the understanding (i.e., the inherent ability to readily and
continuously understand without relation to a given moment.)

q 195 r
ٌ َ
‫ﻓﺎ ِﻗﻪ‬ = One who understands (i.e., an issue at a given moment)
ٌ َ
‫ﻓ ِﻘ ْﻴﻪ‬ = One who has the understanding (i.e., the inherent ability to readily
and continuously understand without relation to a given
moment.)
This is a special principle and does not happen the other way round i.e., words
َ َُ
on the scale of ‫ ﻓﻌﻞ‬will not just shift to other scales.
The analogous adjective has six word forms just like the active participle, and the
duals are also constructed in a similar manner to them. However, the plurals may
be either sound plurals or broken plurals. A simple example using sound plurals is
being presented, but bear in mind that words may use broken plurals instead, in
which case they must be learnt individually.
Although the analogous adjective usually gives the meaning of the active participle,
sometimes it can give the meaning of the passive participle. This is based on usage.
ٌ َ ٌ ْ
For e.g., ‫ ﻗ ِﺘ ْﻴﻞ‬in the meaning of ‫( َﻣﻘ ُﺘ ْﻮل‬deceased / one who is dead)
By adding detached pronouns, you can make the analogous adjective form refer to
ُ َْ
the 1st, 2nd or 3rd person.
َ َ ُ
For e.g., ِ ‫( أﻧﺘ َﻤـﺎ ﺷـﺠﺎ‬You two are brave)
‫ﺎن‬

q 196 r
The analogous adjective paradigms :
Feminine Masculine
Sound Sound
Plural Plural
ٌ ‫َﺣ َﺴ َﻨ َﺘﺎن َﺣ َﺴ َﻨ‬ ٌ َ

‫ﺎت‬ ِ ‫َﺣ َﺴ َﻨﺔ‬ ‫َﺣ َﺴ ُﻨ ْﻮن‬ ‫َﺣ َﺴ َﻨ ِﺎن‬ ‫َﺣ َﺴ ٌﻦ‬ ٌ َْ
Many who/which Two who/which One who/which is Many who are Two who/which One who/which is ‫رﻓ‬
are good are good good good are good good
[/ pretty] [/ pretty] [/ pretty] [/ handsome] [/ handsome] [/ handsome]
َ َ ََ َ ً
ٍ ‫ﺣ َﺴﻨﺘ ْﻴ ِﻦ ﺣ َﺴﻨ‬
‫ﺎت‬ ‫َﺣ َﺴ َﻨﺔ‬ ‫َﺣ َﺴ ِﻨ ْﻴ َﻦ‬ ‫َﺣ َﺴ َﻨ ْﻴ ِﻦ‬ ‫َﺣ َﺴ ًﻨﺎ‬ َ
Many who/which Two who/which One who/which is Many who are Two who/which One who/which is ‫ﻧ ْﺼ ٌﺐ‬
َ َ ََ َ ‫َﺣ َﺴ َﻨ ٍﺔ‬ ‫َﺣ َﺴ ِﻨ ْﻴ َﻦ‬ ‫َﺣ َﺴ َﻨ ْﻴ ِﻦ‬ ‫َﺣ َﺴ ٍﻦ‬

ٍ ‫ﺣ َﺴﻨﺘ ْﻴ ِﻦ ﺣ َﺴﻨ‬
‫ﺎت‬
Many who/which Two who/which One who/which is Many who are Two who/which One who/which is ‫َﺟ ٌّﺮ‬
Many scales are used for the analogous adjective for which there are no specific
َ
rules as they are based on ‫َ ﺎع‬ (as heard from the Arabs) and must be learnt
individually.
Some common scales are as follows :

q 197 r
Scale Example Meaning
ٌ َ ٌ ‫َ ﻠِ ْﻴ‬
‫ﻓ ِﻌ ْﻴﻞ‬ ‫ـﻢ‬ Knowledgeable
ٌ َ َ
‫ﺎﻋﻞ‬
ِ ‫ﻓ‬ ‫ﺎﻫ ٌﺮ‬
ِ ‫ﻃ‬ Pure
ٌ ْ
‫َﻣﻔ ُﻌ ْﻮل‬ ‫ـﺤ ُﻤ ْﻮ ٌد‬
ْ ‫َﻣ‬ Praiseworthy
َ َ ُ ‫* ﻓَ ْﺮ َﺣ‬
‫ﻓ ْﻌ ُن‬ ‫ﺎن‬ Cheerful [/ Merry]
ٌ َ
‫ﻓ َﻌﻞ‬ ‫َﺣ َﺴ ٌﻦ‬ Handsome [/ Good]
ٌ ُ َ ‫ُﺷ‬
ٌ ‫ـﺠ‬
‫ﻓ َﻌﺎل‬ ‫ﺎع‬ Brave
ٌ َ
‫ﻓ ْﻌﻞ‬ ‫َﺻ ْﻌ ٌﺐ‬ Difficult
ٌ ْ
‫ِﻓ ْﻌﻞ‬ ‫ِﺻﻔ ٌـﺮ‬ Empty [/ Void]
ٌ ُ ْ
‫ﻓ ْﻌﻞ‬ ‫ُﺻﻠ ٌﺐ‬ Firm [/ Rigid]
* The essence of some qualities may arise or subside more regularly than others. For those
ُ َ ‫ ﻓَ ْﻌ‬whilst the feminine is formed on the scale of ٰ ‫ﻓَ ْﻌ‬

qualities that are fixed when they are present, but can come and go more regularly, the
masculine is formed on the scale of ‫ن‬
For e.g.,
ٰ ْ َ ُ ‫( َﻋ ْﻄ َﺸ‬thirsty male / female)
‫ﺎن \ ﻋﻄ‬
ٰ ْ َ ُ َ ‫( َﺟ ْﻮ‬hungry male / female)
‫ﺎن \ ﺟﻮ‬

q 198 r
ُ َْ
Colours, defects or characteristics on the scale of ‫ أﻓ َﻌﻞ‬are used for the analogous
adjective rather than comparative [/ elative / superlative] purposes.
Masc. &
Fem. Fem. Masc. Masc.
Meaning Fem.
dual singular dual singular
Plural
‫ُﺣ ْﻤ ٌـﺮ‬ َ َ ُ ‫َﺣ ْﻤ َـﺮ‬ َْ َ

‫أ ْﺣ َﻤ ُـﺮ‬
Red
ِ ‫ﺣ ْﻤ َـﺮاو‬
‫ان‬ ‫اء‬ ِ ‫أﺣ َﻤ َـﺮ‬
‫ان‬
‫ُﺳ ْﻮ ٌد‬ َ َ َ ُ ‫َﺳ ْﻮ َد‬ َ َْ َ

‫أ ْﺳ َﻮ ُد‬
Black
ِ ‫ﺳ ْﻮداو‬
‫ان‬ ‫اء‬ ‫ان‬ِ ‫أﺳ َﻮد‬
ٌ َ َ ُ ‫ﺑ َ ْﻴ َﻀ‬ َ َ ُ َ
White ‫ﺑِ ْﻴﺾ‬ ِ ‫ﺑ َ ْﻴﻀﺎو‬
‫ان‬ ‫ﺎء‬ ِ ‫أﺑْ َﻴﻀ‬
‫ﺎن‬ ‫أﺑْ َﻴﺾ‬
َ َ َ ُ ‫َﺻ َّﻤ‬ َ ََ َ
Deaf ‫ُﺻ ٌّﻢ‬ ِ ‫ﺻ ّﻤﺎو‬
‫ان‬ ‫ﺎء‬ ‫ﺎن‬ِ ‫أﺻ ّﻤ‬ ‫أ َﺻ ُّﻢ‬
َ َ ُ ‫َﻋ ْﻤ َﻴ‬ ْ َ َ
ٰ ‫أ ْﻋ‬
Blind ‫ُﻋ ْﻤ ٌﻲ‬ ِ ‫ﻋ ْﻤ َﻴﺎو‬
‫ان‬ ‫ﺎء‬ ‫ﺎن‬
ِ َ
‫ﻴ‬ َ
‫ﻤ‬ ‫ﻋ‬ ‫أ‬
ُ َ َْ
When the scale of ‫ أﻓﻌﻞ‬is used for comparative [/ elative / superlative] purposes, it
َّ
ْ ِ ‫اﻟﺘ ْﻔ‬ ُ َْ
is known as " ‫ــﻞ‬
ِ ‫ـﻀﻴ‬ ‫ " أﻓ َـﻌـﻞ‬and when it is used for colours, defects or
َ ّ ُ َ َْ
characteristics, then it is known as " ‫ﺔ‬ ِ ‫اﻟﺼﻔ‬
ِ ‫ " أﻓ ﻌ ﻞ‬.
If the comparative [/ elative / superlative] is intended with colours, defects or
َ َْ ُّ َ َ
characteristics, then the comparative form of a triliteral verb without extra letters
such as ‫ أﻛﺜ ُـﺮ‬or ‫ أﺷﺪ‬will be used with the root [/ verbal] noun of the colour, defect
or characteristic in the accusative case or as an expression of amazement.
ً ‫( أ َ َﺷ ُّﺪ َﺳ َﻮ‬more intense in terms of blackness than… i.e., blacker than…)

For e.g.,
...‫ادا ِﻣ ْﻦ‬
‫ـﺮ ٖه‬ ْ َ َ َ َ َّ َ َ َ
ِ ‫( ﻣﺎ أﺷﺪ ﺳﻮاد ﺷﻌ‬How black is his hair!)
q 199 r
ََ َ ْ ُ َ
(4) ِ ‫اﻟ ُﻤﺒﺎﻟﻐ‬
The intensive adjectival forms (‫ﺔ‬ ‫ ) ِﺻﻴﻎ‬:
ََ ْ ُ َ
ِ ‫اﻟ ُﻤ َﺒﺎﻟﻐ‬
The intensive adjectival forms (‫ﺔ‬ ‫ ) ِﺻﻴﻎ‬indicate excess in the quality of the
active participle or analogous adjective. The intensive adjectival forms are only
used with the active meaning and are not used with any passive meaning.
َّ
For e.g., ‫( َ ٌم‬a very learned person)
ٌ
‫( َﺟ ُﻬ ْﻮل‬a very ignorant person)
ََ ْ ُ
In the intensive adjectival forms (‫ ) ِﺻ َﻴﻎ اﻟ ُﻤ َﺒﺎﻟﻐ ِﺔ‬, the excess meaning is limited to
itself without comparing it with others contrary to “The comparative [/ elative /
ْ َّ
superlative] noun (‫اﻟﺘﻔ ِﻀ ْﻴ ِﻞ‬ ‫ )ا ِْﺳ ُﻢ‬. (See pages 201 - 203 ahead)
A « ‫ » ة‬may be suffixed for indicating excess rather than indicating gender.

ٌ َّ ٌ
For e.g., ‫َر ُﺟﻞ َ َﻣﺔ‬ (an extremely learned man)
ٌ َّ ٌ َ
‫ا ِْﻣ َـﺮأة َ َﻣﺔ‬ (an extremely learned woman)
Many scales are used for “The intensive adjectival forms” for which there are no
specific rules as they are based on ‫ﺎع‬

َ َ and must be learnt individually.
You may notice some overlapping of scales between “The intensive adjectival
ََ ْ ُ ُ َ َ ْ ُ َ ّ َ
forms” (‫ ) ِﺻ َﻴﻎ اﻟ ُﻤ َﺒﺎﻟﻐ ِﺔ‬and “The analogous adjective” (‫ﻟﺼﻔﺔ اﻟ ُﻤﺸ ّﺒ َﻬﺔ‬
ِ ‫ )ا‬. So, if a
scale is used for both, then it could simply be showing that the quality is more of a
fixed nature only and it may include excess too.
For e.g., ٌ ‫( َ ﻠِ ْﻴ‬knowledgeable / very knowledgeable)

‫ـﻢ‬
Some common scales are as follows :

q 200 r
Scale Example Meaning
ٌ ََ ٌ َّ
‫ﻓ ّﻌﺎل‬ ‫َﺳﻔﺎك‬ Great shedder of blood
ٌ َ ََ ٌ َّ
‫ﻓ ّﻌﺎﻟﺔ‬ ‫َ َﻣﺔ‬ Extremely learned
ٌ َُ
‫ﻓ ّﻌﺎل‬ ٌ ‫ُﻛ َّﺒ‬
‫ﺎر‬ Very great
ٌ
‫ِﻓ ّ ِﻌ ْﻴﻞ‬ ‫ِﺻ ِّﺪﻳْ ٌﻖ‬ Veracious [/ Very truthful]
ٌ َ َُ
‫ﻓ ْﻴ ُﻌ ْﻮل‬ ‫ﻗ ّﻴ ْﻮ ٌم‬ Eternal
ٌ ُُ ُّ ُ
‫ﻓ ّﻌ ْﻮل‬ ‫ﻗﺪ ْو ٌس‬ Most holy
ٌ ُ َ ٌ ُ َ
‫ﻓﺎﻋ ْﻮل‬ ‫ﺎر ْوق‬ ‫ﻓ‬ Very decisive
ٌ َ ُ ٌَ َُ
‫ﻓ َﻌﻠﺔ‬ ‫ـﺰة‬ ‫ﻫﻤ‬ Great slanderer
ٌ َ
‫ﻓ ِﻌﻞ‬ ‫َﺣ ِﺬ ٌر‬ Very cautious
ٌ َ ٌ ‫َ ﻠِ ْﻴ‬
‫ﻓ ِﻌ ْﻴﻞ‬ ‫ـﻢ‬ Very knowledgeable
ٌ َ ٌ َُ
‫ﻓ ُﻌ ْﻮل‬ ‫أﻛ ْﻮل‬ Voracious [/ Big eater]
ٌ ْ
‫ِﻣﻔ َﻌﻞ‬ ‫ِﻣـ ْﺤ َﺮ ٌب‬ Expert [/ Specialist] on warfare
ٌ ْ ٌ ‫ِ ْﻨ َﻌ‬
‫ِﻣﻔ َﻌﺎل‬ ‫ﺎم‬ Munificent benefactor
ٌ ْ ٌ
‫ِﻣﻔ ِﻌ ْﻴﻞ‬ ‫ِ ْﻨ ِﻄ ْﻴﻖ‬ Very eloquent

q 201 r
(5) The comparative [/ elative / superlative] noun

ْ َّ ُ ْ
(‫اﻟﺘﻔ ِﻀ ْﻴ ِﻞ‬ ‫ )اِﺳﻢ‬:
َّ
ْ ِ ‫اﻟﺘ ْﻔ‬ ُ ‫ )ا ِْﺳ‬indicates the
The comparative [/ elative / superlative] noun (‫ـﻞ‬
ِ ‫ـﻀﻴ‬ ‫ـﻢ‬
comparative or the highest degree of the quality that is being described by the
root letters.
َ َ ْ ُ َ َْ
The comparative can be achieved by using the comparative form and mentioning
ْ ‫ » ِﻣ‬i.e., ‫ﻛﺬا‬
another noun/s along with the particle « ‫ﻦ‬ ‫أﻓﻌﻞ ِﻣﻦ‬
َّ ْ َ َ ْ َ ْ َ ْ َ ٰ ٰ َّ ُ ْ َ َ
For e.g., [...‫ﺎس‬
ِ ‫اﻟﻨ‬ ‫ُ ِﻣ ْﻦ ﺧﻠ ِﻖ‬ ‫ضا‬
ِ ‫]ﻟـﺨﻠﻖ اﻟﺴﻤﻮ ِت و ا ر‬
(Certainly, the creation of the Heavens and the Earth is greater than the creation of human
beings… {40:57})
ْ ‫ » ِﻣ‬and the following noun/s are not made apparent but

Sometimes the particle « ‫ﻦ‬
ْ َ ُ ّٰ َ ْ َ ّٰ َ
rather they are assumed.
ُّ
ُ ‫أﻛ َﺒ‬
For e.g., " ‫ـﺮ‬ ‫ " ا‬can be assumed as " ‫" ا ُ أﻛ َﺒ ُـﺮ ِﻣ ْﻦ ِﻞ َﺷ ْﻲ ٍء‬
(Allāh is greater than all)
The elative [/ superlative] can be achieved in two ways viz.
a) By prefixing the definite article « ‫ » ال‬to the comparative form.
َ ْ َ ْ َ َ َ ْ ُ ّٰ ُ ُ ّ َ ُ َ
For e.g., [َ ‫]ﻓﻴﻌ ِﺬﺑﻪ ا اﻟﻌﺬاب ا‬
(Allāh will punish him with the greatest punishment {88:24})
َ
b) By making the comparative form ‫ ُﻣﻀﺎف‬i.e., as the first member of a
possessive phrase.

q 202 r
َ َ ْ َ َ ْ َ َ ْ َ َ ُّ ُ َ ُ ْ َ
For e.g., [...‫ﺺ‬
ِ ‫اﻟﻘﺼ‬ ‫] ﻦ ﻧﻘﺺ ﻠﻴﻚ اﺣﺴﻦ‬
(We narrate to you the best of narratives… {12:3})
َ ٌ َ
Sometimes the ‫ِإﻟ ْﻴﻪ‬ ‫ ُﻣﻀﺎف‬is not made apparent but rather it is assumed.
َ َ
ُ ‫ " اَ ّٰ ُ أ ْﻛ َﺒ‬can also be assumed as " ‫" اَ ّٰ ُ أ ْﻛ َﺒ ُـﺮ ُ ّﻞ َﺷ ْﻲ ٍء‬
For e.g., " ‫ـﺮ‬ ِ
(Allāh is the greatest of all)
ُ َ َْ َ
The masculine singular uses the scale ‫ أﻓﻌﻞ‬and is classified as ‫ف‬ ّ ‫ِﻣ َﻦ‬
ِ ‫اﻟﺼ ْـﺮ‬ ‫( َﻣ ْـﻤ ُﻨ ْﻮ ٌع‬a
diptote). It uses duals and both sound plurals as well as broken plurals. The broken
َّ ‫َ ْ ُ ْ ٌ ﻣ َﻦ‬
plural form is also classified as ِ ‫اﻟﺼ ْـﺮ‬
‫ف‬ ِ ‫ ﻣـﻤﻨﻮع‬. (Refer to page 206 ahead for a
brief description regarding diptotes)
ٰ ُْ
The feminine singular form is on the scale of ‫ ﻓﻌ‬, which experiences all three
grammatical states but doesn’t change in any due to the miniature Alif at the end.
It also uses duals and both sound plurals as well as broken plurals. However, the
َ ٌ ْ ُ
broken plural for the feminine form is in fact ‫ـﺮف‬
ِ ‫( ﻨﺼ‬a triptote i.e. fully declinable).
َ َ ‫ِﺛ ٌﻲ ُﻣ‬ ٌ َُ
Remember that only triliteral verbs without any extra letters (‫ـﺠ ّﺮد‬ ّ ‫ )ﺛ‬are
formed as “The comparative [/ elative / superlative] noun” in these ways.
Verbs with extra letters will use a different method to achieve those
meanings.
Although the comparative [/ elative / superlative] noun gives the meaning of the
َْ َ َْ
active participle, sometimes it can give the meaning of the passive participle.
ْ
For e.g., ‫ أﺷ َ ُﺮ‬in the meaning of ‫( أﻛﺜ ُـﺮ َﻣﺸ ُﻬ ْﻮ ًرا‬more famous / well-known)
By adding detached pronouns, you can make the comparative [/ elative /
َ
superlative] noun form refer to the 1st, 2nd or 3rd person.
ْ ّ ِ ‫( ُﻫ َﻮ أ ْ ﻠ َ ُﻢ‬He is more learned than I am)
For e.g., ِ
q 203 r
The comparative [/ elative / superlative] noun paradigms :
Masculine
Broken Plural Sound Plural Dual Singular
ََ َ ُ َْ َ َْ َْ
‫أﻓ ِﺎﻋ ُﻞ‬ ‫أﻓ َﻌﻠ ْﻮن‬ ‫أﻓ َﻌﻼ ِن‬ ‫أﻓ َﻌ ُﻞ‬ ٌ َْ
Many males who do more / Many males who do more / Two males who do more / A male who does more /
‫رﻓ‬
the most the most the most the most
ََ َْ َ َْ َْ
‫أﻓ ِﺎﻋ َﻞ‬ ‫أﻓ َﻌ ِﻠ ْﻴ َﻦ‬ ‫أﻓ َﻌﻠ ْﻴ ِﻦ‬ ‫أﻓ َﻌ َﻞ‬ َ
ََ َْ َ َْ َْ
‫أﻓ ِﺎﻋ َﻞ‬ ‫أﻓ َﻌ ِﻠ ْﻴ َﻦ‬ ‫أﻓ َﻌﻠ ْﻴ ِﻦ‬ ‫أﻓ َﻌ َﻞ‬
‫َﺟ ٌّﺮ‬
Feminine
Broken Plural Sound Plural Dual Singular
ُ ٌ ‫ُﻓ ْﻌ َﻠ َﻴ‬ َ ُ ٰ ُ
‫ﻓ َﻌ ٌﻞ‬ ‫ﺎت‬ ‫ﻓ ْﻌﻠ َﻴ ِﺎن‬ ‫ﻓ ْﻌﻠﻰ‬ ٌ َْ
Many females who do more / Many females who do more / Two females who do more / A female who does more /
‫رﻓ‬
ً ُ َُْ َ ُ ٰ ُ
‫ﻓ َﻌﻼ‬ ٍ ‫ﻓﻌﻠ َﻴ‬
‫ﺎت‬ ‫ﻓ ْﻌﻠ َﻴ ْﻴ ِﻦ‬ ‫ﻓ ْﻌﻠﻰ‬ َ
ُ َُْ َ ُ ٰ ُ
‫ﻓ َﻌ ٍﻞ‬ ‫ﺎت‬ َ
ٍ ‫ﻓﻌ‬
‫ﻴ‬ ‫ﻠ‬ ‫ﻓ ْﻌﻠ َﻴ ْﻴ ِﻦ‬ ‫ﻓ ْﻌﻠﻰ‬
‫َﺟ ٌّﺮ‬

q 204 r
a Exercise 26 A
Make the following words into “The comparative [/ elative / superlative]

ْ َّ ُ ْ
noun” (‫ﻢ اﻟﺘﻔ ِﻀ ْﻴ ِﻞ‬ ‫ )اِﺳ‬as done in the above tables.
َ َ َ
1) ‫ﺿ ُﻌ َﻒ‬ 2) ‫ﺷﻜ َﺮ‬
َ َُ
3) ‫ﻧ َﺼ َﺮ‬ 4) ‫ﺛﻘ َﻞ‬
ََ
5) ‫ﻇﻠ َﻢ‬ 6) ‫َﻋ ِﻠ َﻢ‬

q 205 r
َّ
(6) ِ ‫اﻟﻈ ْﺮ‬
The noun [/ adverb] of time and place (‫ف‬ ‫ )ا ِْﺳ ُﻢ‬:
َّ
ِ ‫اﻟﻈ ْﺮ‬
The noun [/ adverb] of time and place (‫ف‬ ‫ )ا ِْﺳ ُﻢ‬describes either the ‘time when’
َّ ُ َ َ ْ ُ َ
ِ ‫ )ﻇ ْـﺮف اﻟـﺰ َﻣ‬or the ‘place where’ (‫ﺎن‬
(‫ﺎن‬ ِ ‫ )ﻇ ْـﺮف اﻟ َﻤ‬the action described by the root
letters takes place.
ْ َ
For e.g., ‫ـﺮ ٌب‬
ِ ‫( ﻣﻀ‬a time or place of hitting)
َ َ ‫ِﺛ ٌﻲ ُﻣ‬ ٌ َُ
Triliteral verbs without any extra letters (‫ـﺠ ّﺮد‬ ّ ‫ )ﺛ‬can be formed as “The noun
َّ ُ ْ
ِ ‫ )اِﺳـﻢ اﻟـﻈـ ْﺮ‬by placing the root letters on the scale of
[/ adverb] of time and place (‫ف‬
ٌ ََْ ٌ ْ
either ‫ ﻣﻔﻌﻞ‬or ‫َﻣﻔ ِﻌﻞ‬
A given set of root letters will only use one of the two scales.
َّ
The noun [/ adverb] of time and place ِ ‫ )ا ِْﺳ ُﻢ اﻟﻈ ْﺮ‬may be formed by noting the
(‫ف‬
following principles :
1) If the ‫ ع‬position letter of the imperfect tense verb has a Dhammah __

◌ ُ or a
َّ ََْ ٌ
◌َ , then the ‫اﻟﻈ ْﺮ ِف‬
Fathah __ ‫ ا ِْﺳ ُﻢ‬form will be on the scale of ‫ﻣﻔﻌﻞ‬
For e.g.,
ْ َْ ُ ْ ُ َْ ْ َْ ُ ْ ُ ْ َ
ِ ‫ﻣﻔﺘﻮح اﻟﻌ‬ ِ ‫ﻣﻀﻤﻮم اﻟﻌ‬
ْ
‫َﻣﻔ َﺘ ٌﺢ‬ ‫َﻣ ْﻨ َﺼ ٌﺮ‬

q 206 r
2) If the ‫ ع‬position letter of the imperfect tense verb has a Kasrah –ِ –◌ , then
َّ َْ ٌ
ِ ‫اﻟﻈ ْﺮ‬
the ‫ف‬ ‫ ا ِْﺳ ُﻢ‬form will be on the scale of ‫ﻣﻔ ِﻌﻞ‬
For e.g.,
ْ َْ ُ ْ ُ ْ َ
ِ ‫ﻣﻜﺴﻮر اﻟﻌ‬
ْ
‫َﻣﻀ ِﺮ ٌب‬
ٌ َ
The aforementioned principles are for words that are regular ( ‫ ) ِ ْﻴ‬. Irregular
ٌّ َ ْ
ُ will be dealt with in a future volume if Allāh  wills.
words (‫)ﻣﻌﺘﻞ‬
َّ ُ ْ
Both scales for the noun [/ adverb] of time and place ِ ‫ـﻢ اﻟﻈ ْـﺮ‬
(‫ف‬ ‫ )اِﺳ‬are masculine
and the dual form is constructed in a similar manner to the way the active participle
َْ
ِ ‫ )ا ِْﺳ ُﻢ اﻟﻔ‬dual is formed.
(‫ﺎﻋ ِﻞ‬
َّ
Note that the noun [/ adverb] of time and place ِ ‫ )ا ِْﺳ ـ ُﻢ اﻟﻈ ـ ْﺮ‬uses broken
(‫ف‬
plurals rather than sound plurals and although broken plurals experience
َّ
moods [/ grammatical states], the broken plurals for ِ ‫ ا ِْﺳـــ ُﻢ اﻟﻈـــ ْﺮ‬are
‫ف‬
َّ َ
classified as ِ ‫اﻟﺼــ ْـﺮ‬
‫ف‬ ‫( َﻣــ ْـﻤ ُﻨ ْﻮ ٌع ِﻣـــﻦ‬Diptotes i.e., partially declinable) which
only allow a single Dhammah _◌_ُ for the nominative case and a single
Fathah _◌_
َ for both the accusative as well as genitive case.

q 207 r
The noun [/ adverb] of time & place paradigms :
Masculine scale 2 Masculine scale 1
Broken Broken
Plural Plural
َ ْ ْ
‫َﻣ ْﺠ ِﻠ َﺴ ِﺎن َﻣ َﺠﺎ ِﻟ ُﺲ‬ ‫َﻣ ْﺠ ِﻠ ٌﺲ‬ ‫َﻣﺨ ِﺎر ُج‬ ‫َﻣﺨ َﺮ َﺟ ِﺎن‬ ‫َﻣﺨ َﺮ ٌج‬ ٌ َْ
‫رﻓ‬
Many times or Two times or A time or place of Many times or Two times or A time or place of
places of sitting places of sitting sitting places of exiting places of exiting exiting
َ ْ ْ
‫َﻣ ْﺠ ِﻠ ًﺴﺎ َﻣ ْﺠ ِﻠ َﺴ ْﻴ ِﻦ َﻣ َﺠﺎ ِﻟ َﺲ‬ ‫َﻣﺨ َﺮ ًﺟﺎ َﻣﺨ َﺮ َﺟ ْﻴ ِﻦ َﻣﺨ ِﺎر َج‬ َ
َ ْ ْ
‫َﻣ ْﺠ ِﻠ ٍﺲ َﻣ ْﺠ ِﻠ َﺴ ْﻴ ِﻦ َﻣ َﺠﺎ ِﻟ َﺲ‬ ‫َﻣﺨ َﺮ َﺟ ْﻴ ِﻦ َﻣﺨ ِﺎر َج‬ ‫َﻣﺨ َﺮ ٍج‬
‫َﺟ ٌّﺮ‬
Contrary to the above-mentioned rules, twelve words should have been used on
ٌ ْ ٌ ْ
the scale of ‫ َﻣﻔ َﻌﻞ‬, but have been used on the scale of ‫ َﻣﻔ ِﻌﻞ‬instead. These are
regarded as exceptions and grammarians have written that in these instances it will
ٌ َ
be permissible to pronounce them on both scales. Also, in the word ‫ َﻣ ِﻈ ّﻨﺔ‬an extra
ٌ َ
«‫»ة‬ has been added which isn’t for femininity. Note that the word ‫ َﻣ ِﻈ ّﻨﺔ‬was
ٌ ْ
originally ‫ َﻣﻈ ِﻨ َﻨﺔ‬and certain changes have taken place which will be discussed in
part 3 of this series if Allāh  wills.

q 208 r
Word Meaning Word Meaning
ٌ ْ
‫َﻣ ْﺴ ِﺠﺪ‬ ‫َﻣﻄﻠِ ٌﻊ‬
A time or place of
A time or place of rising
prostrating
ٌ ْ َ ٌ َْ
‫ـﺮق‬
ِ ‫ﻣﺸ‬ A time or place of sunrise ‫ـﺮق‬
ِ ‫ﻣﻔ‬ A time or place of separating
َْ ٌ ْ
‫ـﺮ ٌب‬
ِ ‫ﻣﻐ‬ ‫َ ِﺴﻚ‬
A time or place of sacrificing
A time or place of sunset
esp. during the pilgrimage
ٌ ْ ‫َﻣ‬
‫َﻣ ْﺴ ِﻘﻂ‬ ‫ـﺠ ِﺰ ٌر‬
A time or place of
A time or place of falling
slaughtering
ٌ
‫َ ْﻨ ِﺒﺖ‬ ‫ﻜ ٌﻦ‬
ِ ‫َﻣ ْﺴ‬
A time or place of A time or place of living [/
germinating dwelling]
ٌ َ
‫َﻣ ْـﺮ ِﻓ ٌﻖ‬ A time or place of ease [/
convenience] ‫َﻣ ِﻈ ّﻨﺔ‬ A time or place of expecting
a Exercise 27 A
Make the following words into the noun [/ adverb] of time and place
َّ
ِ ‫ )ا ِْﺳ ُﻢ اﻟﻈ ْﺮ‬using the correct scale along with the translation and in all
(‫ف‬
three moods.
ْ ْ
1) ‫َﻳﺸ َﺮ ُب‬ 2) ‫َﻳﻘ ُﺘ ُﻞ‬ 3) ‫َﻳ ْﻌ َﻤ ُﻞ‬
ْ ُ
4) ‫َﻳﻀ ِﺮ ُب‬ 5) ‫َﻳ ْﺮ ِﺟ ُﻊ‬ 6) ‫َﻳ ْﻨﻈ ُﺮ‬

q 209 r
َۤ ْ ُ ْ
(7) The noun of instrument [/ tool] (‫ﺔ‬
ِ ‫ﻟ‬ ‫ )اِﺳﻢ ا‬:
َۤ ْ ُ ْ
The noun of instrument [/ tool] (‫ﺔ‬
ِ ‫ﻟ‬ ‫ )اِﺳﻢ ا‬indicates an appliance used to produce
the action described by the root letters.
The noun of instrument [/ tool] is mainly formed from transitive verbs since an
action that can have an effect on an object whilst being used by a verbal subject can
be considered as a tool. Rarely it can be formed from an intransitive verb too.
َ َ ‫ِﺛ ٌﻲ ُﻣ‬ٌ َُ
Triliteral verbs without any extra letters (‫ـﺠ ّﺮد‬ ّ ‫ )ﺛ‬can be formed as “The noun
of instrument [/ tool]” by placing the root letters on any of the following three scales
viz.
ٌ َْ ٌ َ َْ ٌ َْ
1) ‫ﻣﻔﻌﻞ‬
ِ 2) ‫ﻣﻔﻌﻠﺔ‬
ِ 3) ‫ﻣﻔﻌﺎل‬
ِ
For e.g.,
ٌ ْ ٌ ْ
‫ِﻣﻔ َﻌﻞ‬ = ‫( ِﻣـﺨ َﻴﻂ‬a tool for stitching / a needle)
ٌ َ ْ ٌ ْ
‫ِﻣﻔ َﻌﻠﺔ‬ = ‫( ِﻣﻜ َﺴ َﺤﺔ‬a tool for sweeping / a broom)
ٌ ْ ٌ ‫( ﻣ ْﻔ َﺘ‬a tool for opening / a key)
‫ِﻣﻔ َﻌﺎل‬ = ‫ﺎح‬ ِ
These scales are designated as short, medium and long according to the number of
letters they contain.
A given set of root letters may use one two or all three of the scales.
The dual form is constructed in a similar manner to the way the active participle
َْ
ِ ‫ )ا ِْﺳ ُﻢ اﻟﻔ‬dual is formed.
(‫ﺎﻋ ِﻞ‬

q 210 r
Also, note that the noun of instrument [/ tool] uses broken plurals and they are
classified as ِ ‫اﻟﺼ ْـﺮ‬
‫ف‬ ِ ‫( ﻣـﻤﻨﻮع‬Diptotes i.e., partially declinable) which only allow
◌ ُ for the nominative case and a single Fathah __◌َ for both the
a single Dhammah __
accusative as well as genitive case.
There are many primary nouns that refer to instruments [/ tools] also, but they are
not part of this discussion here and have no set principles. They are all based on
َ
‫( َ ﺎع‬as heard from the Arabs [/ empiricism]).
ْ ّ
For e.g., ٌ ‫ﻜ‬ ِ ‫( ِﺳ‬a knife)
The noun of instrument [/ tool] paradigms :
Scale 1 (Short)
Broken Plural Dual Singular
‫َﻣ َﺴ ِﺎﻣ ُﻊ‬ ‫ِﻣ ْﺴ َﻤ َﻌ ِﺎن‬ ‫ِﻣ ْﺴ َﻤ ٌﻊ‬ ٌ َْ

‫رﻓ‬
Many tools for listening Two tools for listening A tool for listening
‫َﻣ َﺴ ِﺎﻣ َﻊ‬ ‫ِﻣ ْﺴ َﻤ َﻌ ْﻴ ِﻦ‬ ‫ِﻣ ْﺴ َﻤ ًﻌﺎ‬ َ

‫َﻣ َﺴ ِﺎﻣ َﻊ‬ ‫ِﻣ ْﺴ َﻤ َﻌ ْﻴ ِﻦ‬ ‫ِﻣ ْﺴ َﻤ ٍﻊ‬ ‫َﺟ ٌّﺮ‬


q 211 r
Scale 2 (Medium) *
ٌ
‫َﻣ َﺴ ِﺎﻣ ُﻊ‬ ‫ِﻣ ْﺴ َﻤ َﻌ َﺘ ِﺎن‬ ‫ِﻣ ْﺴ َﻤ َﻌﺔ‬ ٌ َْ
‫رﻓ‬
ً
‫َﻣ َﺴ ِﺎﻣ َﻊ‬ ‫ِﻣ ْﺴ َﻤ َﻌ َﺘ ْﻴ ِﻦ‬ ‫ِﻣ ْﺴ َﻤ َﻌﺔ‬ َ
‫َﻣ َﺴ ِﺎﻣ َﻊ‬ ‫ِﻣ ْﺴ َﻤ َﻌ َﺘ ْﻴ ِﻦ‬ ‫ِﻣ ْﺴ َﻤ َﻌ ٍﺔ‬ ‫َﺟ ٌّﺮ‬

َۤ ْ ُ ْ
* The medium scale (scale 2) for ‫ﺔ‬
ِ ‫ﻟ‬ ‫ اِﺳﻢ ا‬has a « ‫ » ة‬at the end, which is said to be
an extension to scale 1 rather than to indicate the word being feminine. It will
generally be treated as feminine, but as instruments [/ tools] do not have genuine
genders, it can be commonly used as either masculine or feminine.
Scale 3 (Long)
َ ‫ﻣ ْﺴ َﻤ‬ ٌ
‫َﻣ َﺴ ِﺎﻣ ْﻴ ُﻊ‬ ‫ﺎﻋ ِﺎن‬ ِ ‫ِﻣ ْﺴ َﻤﺎع‬ ٌ َْ
‫رﻓ‬
‫َﻣ َﺴ ِﺎﻣ ْﻴ َﻊ‬ َ ‫ﻣ ْﺴ َﻤ‬

‫ﺎﻋ ْﻴ ِﻦ‬ ً ‫ﻣ ْﺴ َﻤ‬
َ
ِ ‫ﺎﻋﺎ‬ ِ
‫َﻣ َﺴ ِﺎﻣ ْﻴ َﻊ‬ َ ‫ﻣ ْﺴ َﻤ‬

‫ﺎﻋ ْﻴ ِﻦ‬ ‫ِﻣ ْﺴ َﻤ ٍﺎع‬
ِ ‫َﺟ ٌّﺮ‬

q 212 r
a Exercise 28 A
Make the following words into “The noun of instrument [/ tool]”

َۤ ْ
(‫ )ا ِْﺳ ُﻢ ا ﻟ ِﺔ‬using all three scales along with the translation and in all three
moods.
َ َ
1) ‫ﺿ َﺮ َب‬ 2) ‫ﻓ َﺘ َﺢ‬
َ ََ
3) ‫ﺷ ِﺮ َب‬ 4) ‫ﻧﻈ َﺮ‬

q 213 r
o Examples of derived nouns from the Qur’án O
َ َ َۤ َّ َ َ َْ ْ َّ َ َ ْ ّ ْ َ ّ َّ ْ َ ُ ُ ْ َ َ َ
‫اﻟﺴ َﻤﺂ ِء َو ا ْﺻﻐ َـﺮ‬ ِ ‫ضو‬ ِ ‫ﺎل ذر ٍة ِ ا ر‬ ِ ‫و ﻣﺎ ﻳﻌـﺰب ﻋﻦ رﺑِﻚ ِﻣﻦ ِﻣﺜﻘ‬...]
ْ
[ ٍ ‫ﺎب ُّﻣ ِﺒ‬ َ ْ َّ َ َ ْ َ‫ﻣ ْﻦ ٰذﻟ َِﻚ َو َ ۤ ا‬
ٍ ‫ِا ِ ﻛِﺘ‬ ِ
(61 : 10)
“...Hidden from your Lord is nothing even to the measure of a particle on the earth or in
the heavens. And there is nothing smaller or greater that is not in the clear Book”
ٰ
ْ َّ ً َ ُ َ َ ٰ
َ َ ‫ﺎر ﻟ َِﻤ ْﻦ ﺗ‬ ّ َ َ
ٌ ‫] َو اِﻧِّ ْـﻰ ﻟ َﻐ ّﻔ‬
[‫اﻫ َﺘﺪي‬ ‫ﺎب َو ا َﻣ َﻦ َو ﻋ ِﻤﻞ ﺻﺎﻟ ِـﺤﺎ ﺛﻢ‬
(82 : 20)
“Surely, I am the Most-Forgiving for him who repents and believes and acts righteously,
then follows the right path”
َ َ َّ ‫ٰﻫ َﺬا َﻣﺎ َو َﻋ َﺪ‬

‫اﻟـﺮ ْﺣ ٰﻤ ُﻦ َو َﺻﺪق‬
َ َ َ َ َ ُ َ
‫]ﻗﺎﻟ ْﻮا ٰﻳ َﻮﻳْﻠ َﻨﺎ َﻣﻦ ﺑ َ َﻌﺜ َﻨﺎ ِﻣ ْﻦ ّﻣ ْـﺮﻗ ِﺪﻧﺎ‬
ُ ْ
[‫اﻟ ُﻤ ْـﺮ َﺳ ْ َن‬
(52 : 36)
“They will say : Woe to us! Who has raised us from our sleeping place? This is what
Rahman (the All-Merciful Allāh) had promised, and the messengers had told the truth”
َ َ
[‫ﺎﻫ ٍﺪ ّو َﻣ ْﺸ ُﻬ ْﻮ ٍد‬
ِ ‫] َو ﺷ‬
(3 : 85)
“And by the witnessing (day i.e. Friday) and by the witnessed (day i.e. the day of
῾Arafah)”

‫‪q 214 r‬‬
‫‪The abbreviated paradigms for the (six accepted) categories of‬‬

‫‪triliteral verbs without extra letters‬‬
‫َ‬
‫اﻟﺼ ِﻐ ْ ُ ِ ﺑْ َﻮاب اﻟ ُّﺜ َ ﺛِﻲ اﻟ ْ ُﻤ َ‬
‫ـﺠ َّﺮدِ(‬
‫َ َّ ْ ُ َّ‬
‫ِّ‬ ‫ِ‬
‫‪Abbreviated Paradigms‬‬ ‫‪Category‬‬

‫َ‬ ‫َﻧ َﺼ َﺮ ‪َ -‬ﻳ ْﻨ ُﺼ ُﺮ ‪ْ َ -‬‬
‫ﺎﺻ ٌﺮ ‪-‬‬ ‫ﻧ ِ‬
‫َ‬
‫ﻓ ُﻬ َﻮ‬ ‫‪-‬‬ ‫ﻧﺼ ًﺮا *‬
‫َﻣ ْﻨ ُﺼ ْﻮ ٌر ‪-‬‬ ‫َ ْ‬
‫َو ﻧ ِﺼ َﺮ ‪ -‬ﻳﻨﺼ ُﺮ ‪ -‬ﻧﺼ ًﺮا ‪ -‬ﻓ ُﻬ َﻮ‬
‫َ‬ ‫ُْ َ‬ ‫ُ‬
‫َْ َ ُ ْ َ َ ُ‬
‫ﺎب ا ّول‬ ‫اﻟﺒ‬
‫َ َ‬ ‫ُْ‬
‫َا ْﻷ ْﻣ ُﺮ ِﻣ ْﻨ ُﻪ اﻧ ُﺼ ْﺮ ‪َ -‬و ﱠاﻟﻨ ْﻬ ُﻲ َﻋ ْﻨ ُﻪ ﻻ ﺗ ْﻨ ُﺼ ْﺮ ‪-‬‬ ‫َ‬
‫ﻧ َﺼـ َﺮ ﻳ َ ْﻨ ُﺼـ ُﺮ‬
‫َ‬
‫َا ﱠﻟﻈ ْﺮ ُف ِﻣ ْﻨ ُﻪ َﻣ ْﻨ َﺼ ٌﺮ ‪َ -‬و ْاﻵﻟ ُﺔ ِﻣ ْﻨ ُﻪ ِﻣ ْﻨ َﺼ ٌﺮ ‪-‬‬

‫َ‬
‫ُ‬ ‫َْ‬
‫أ ْﻓ َﻌ ُﻞ ﱠاﻟﺘ ْﻔ ِﻀ ْﻴ ِﻞ اﻟ ُﻤ َﺬ ﱠﻛ ُﺮ ِﻣ ْﻨ ُﻪ أﻧ َﺼ ُﺮ َواﻟ ُﻤ َﺆ ﱠﻧ ُﺚ ِﻣ ْﻨ ُﻪ ﻧ ْﺼ ٰﺮى‬
‫ْ‬ ‫ْ‬ ‫َ‬
‫َ‬ ‫َ‬ ‫ْ‬ ‫َ‬

‫ﺿ َﺮ َب ‪َ -‬ﻳﻀ ِﺮ ُب ‪ -‬ﺿ ْﺮ ًﺑﺎ ‪َ -‬ﻓ ُﻬ َﻮ ﺿ ِﺎر ٌب ‪-‬‬
‫ْ‬ ‫َ‬ ‫ْ‬ ‫ُ‬
‫َو ﺿ ِﺮ َب ‪ُ -‬ﻳﻀ َﺮ ُب ‪ -‬ﺿ ْﺮ ًﺑﺎ ‪َ -‬ﻓ ُﻬ َﻮ َﻣﻀ ُﺮ ْو ٌب ‪-‬‬ ‫َ ْ َ ُ َّ‬
‫اﻟﺒﺎب اﻟﺜﺎ ِﱐْ‬
‫َ َ ْ‬
‫َ‬
‫ْ‬
‫ْ‬
‫ﺿـ َﺮ َب ﻳَﻀـ ِﺮ ُب‬
‫َا ْﻷ ْﻣ ُﺮ ِﻣ ْﻨ ُﻪ ِاﺿ ِﺮ ْب ‪َ -‬و ﱠاﻟﻨ ْﻬ ُﻲ َﻋ ْﻨ ُﻪ ﻻ ﺗﻀ ِﺮ ْب ‪-‬‬
‫َ‬
‫ْ‬ ‫ْ‬
‫َا ﱠﻟﻈ ْﺮ ُف ِﻣ ْﻨ ُﻪ َﻣﻀ ِﺮ ٌب ‪َ -‬و ْاﻵﻟ ُﺔ ِﻣ ْﻨ ُﻪ ِﻣﻀ َﺮ ٌب ‪-‬‬
‫َ‬
‫ُ‬ ‫َ ْ‬
‫أ ْﻓ َﻌ ُﻞ ﱠاﻟﺘ ْﻔ ِﻀ ْﻴ ِﻞ اﻟ ُﻤ َﺬ ﱠﻛ ُﺮ ِﻣ ْﻨ ُﻪ أﺿ َﺮ ُب َواﻟ ُﻤ َﺆ ﱠﻧ ُﺚ ِﻣ ْﻨ ُﻪ ﺿ ْﺮ ٰﺑﻰ‬
‫ْ‬ ‫ْ‬ ‫َ‬
‫َﺳ ِﻤ َﻊ ‪َ -‬ﻳ ْﺴ َﻤ ُﻊ ‪َ -‬ﺳ ْﻤ ًﻌﺎ ‪َ -‬ﻓ ُﻬ َﻮ َﺳ ِﺎﻣ ٌﻊ ‪-‬‬

‫ٌ‬
‫َو ُﺳ ِﻤ َﻊ ‪ُ -‬ﻳ ْﺴ َﻤ ُﻊ ‪َ -‬ﺳ ْﻤ ًﻌﺎ ‪َ -‬ﻓ ُﻬ َﻮ َﻣ ْﺴ ُﻤ ْﻮع ‪-‬‬ ‫َ ْ َ ُ َّ ُ‬
‫ﺎب اﻟﺜﺎﻟ ِﺚ‬‫اﻟﺒ‬
‫َ َ‬
‫َا ْﻷ ْﻣ ُﺮ ِﻣ ْﻨ ُﻪ ِا ْﺳ َﻤ ْﻊ ‪َ -‬و ﱠاﻟﻨ ْﻬ ُﻲ َﻋ ْﻨ ُﻪ ﻻ ﺗ ْﺴ َﻤ ْﻊ ‪-‬‬ ‫َ َ َْ َ ُ‬
‫َ‬
‫ﺳـ ِﻤﻊ ﺴﻤ‬

‫َا ﱠﻟﻈ ْﺮ ُف ِﻣ ْﻨ ُﻪ َﻣ ْﺴ َﻤ ٌﻊ ‪َ -‬و ْاﻵﻟ ُﺔ ِﻣ ْﻨ ُﻪ ِﻣ ْﺴ َﻤ ٌﻊ ‪-‬‬
‫َ‬
‫َ‬
‫أ ْﻓ َﻌ ُﻞ ﱠاﻟﺘ ْﻔ ِﻀ ْﻴ ِﻞ اﻟ ُﻤ َﺬ ﱠﻛ ُﺮ ِﻣ ْﻨ ُﻪ أ ْﺳ َﻤ ُﻊ َواﻟ ُﻤ َﺆ ﱠﻧ ُﺚ ِﻣ ْﻨ ُﻪ ُﺳ ْﻤ ٰﻌﻰ‬
‫ْ‬ ‫ْ‬ ‫َ‬

‫‪q 215 r‬‬
‫َ‬ ‫َ‬ ‫ْ‬ ‫َ‬

‫ﻓ َﺘ َﺢ ‪َ -‬ﻳﻔ َﺘ ُﺢ ‪ -‬ﻓ ْﺘ ًﺤﺎ ‪َ -‬ﻓ ُﻬ َﻮ ﻓﺎ ِﺗ ٌﺢ ‪-‬‬
‫ْ‬ ‫َ‬ ‫ْ‬ ‫ُ‬
‫َو ﻓ ِﺘ َﺢ ‪ُ -‬ﻳﻔ َﺘ ُﺢ ‪ -‬ﻓ ْﺘ ًﺤﺎ ‪َ -‬ﻓ ُﻬ َﻮ َﻣﻔ ُﺘ ْﻮ ٌح ‪-‬‬ ‫ُ‬ ‫ﺎب َّ‬‫اَﻟْ َﺒ ُ‬
‫اﻟـﺮاﺑِ‬
‫َ َْ‬ ‫ْ‬
‫َا ْﻷ ْﻣ ُﺮ ِﻣ ْﻨ ُﻪ ِاﻓ َﺘ ْﺢ ‪َ -‬و ﱠاﻟﻨ ْﻬ ُﻲ َﻋ ْﻨ ُﻪ ﻻ ﺗﻔ َﺘ ْﺢ ‪-‬‬ ‫ََ َ َْ َ ُ‬
‫َ‬
‫ْ‬ ‫ْ‬ ‫ﻓﺘ ﻳﻔﺘ‬

‫َا ﱠﻟﻈ ْﺮ ُف ِﻣ ْﻨ ُﻪ َﻣﻔ َﺘ ٌﺢ ‪َ -‬و ْاﻵﻟ ُﺔ ِﻣ ْﻨ ُﻪ ِﻣﻔ َﺘ ٌﺢ ‪-‬‬
‫َ‬
‫ُ‬ ‫َْ‬
‫أ ْﻓ َﻌ ُﻞ ﱠاﻟﺘ ْﻔ ِﻀ ْﻴ ِﻞ اﻟ ُﻤ َﺬ ﱠﻛ ُﺮ ِﻣ ْﻨ ُﻪ أﻓ َﺘ ُﺢ َواﻟ ُﻤ َﺆ ﱠﻧ ُﺚ ِﻣ ْﻨ ُﻪ ﻓ ْﺘ ٰﺤﻰ‬
‫ْ‬ ‫ْ‬ ‫َ‬
‫َ‬ ‫َ‬ ‫ْ‬ ‫َ‬

‫ﻛ ُﺮ َم ‪َ -‬ﻳﻜ ُﺮ ُم ‪ -‬ﻛ َﺮ ًﻣﺎ ‪َ -‬ﻓ ُﻬ َﻮ ﻛ ِﺮ ْﻳ ٌﻢ ‪-‬‬
‫َْ َ ُ ْ َ‬
‫ﺎب اﻟـﺨﺎ ِﻣ ُﺲ‬
‫َ َ ْ‬ ‫ُْ‬
‫َا ْﻷ ْﻣ ُﺮ ِﻣ ْﻨ ُﻪ اﻛ ُﺮ ْم ‪َ -‬و ﱠاﻟﻨ ْﻬ ُﻲ َﻋ ْﻨ ُﻪ ﻻ ﺗﻜ ُﺮ ْم ‪-‬‬ ‫اﻟﺒ‬
‫َ‬
‫ْ‬ ‫َ‬
‫ﻛ ُﺮ َم ﻳَﻜ ُﺮ ُم‬
‫ْ‬
‫َا ﱠﻟﻈ ْﺮ ُف ِﻣ ْﻨ ُﻪ َﻣﻜ َﺮ ٌم ‪-‬‬
‫ُ‬ ‫َْ‬
‫أ ْﻓ َﻌ ُﻞ ﱠاﻟﺘ ْﻔ ِﻀ ْﻴ ِﻞ اﻟ ُﻤ َﺬ ﱠﻛ ُﺮ ِﻣ ْﻨ ُﻪ أﻛ َﺮ ُم َواﻟ ُﻤ َﺆ ﱠﻧ ُﺚ ِﻣ ْﻨ ُﻪ ﻛ ْﺮ ٰﻣﻰ‬
‫ْ‬ ‫ْ‬ ‫َ‬
‫ً‬
‫َﺣ ِﺴ َﺐ ‪َ -‬ﻳ ْﺤ ِﺴ ُﺐ ‪ِ -‬ﺣ ْﺴ َﺒﺎﻧﺎ ‪َ -‬ﻓ ُﻬ َﻮ َﺣ ِﺎﺳ ٌﺐ ‪-‬‬
‫ً‬
‫َو ُﺣ ِﺴ َﺐ ‪ُ -‬ﻳ ْﺤ َﺴ ُﺐ ‪ِ -‬ﺣ ْﺴ َﺒﺎﻧﺎ ‪َ -‬ﻓ ُﻬ َﻮ َﻣ ْﺤ ُﺴ ْﻮ ٌب ‪-‬‬ ‫َ ْ َ ُ َّ‬
‫اﻟﺴﺎد ُِس‬ ‫اﻟﺒﺎب‬
‫َ َ‬
‫َا ْﻷ ْﻣ ُﺮ ِﻣ ْﻨ ُﻪ ِا ْﺣ ِﺴ ْﺐ ‪َ -‬و ﱠاﻟﻨ ْﻬ ُﻲ َﻋ ْﻨ ُﻪ ﻻ ﺗ ْﺤ ِﺴ ْﺐ ‪-‬‬
‫ـﺤ ِﺴ ُﺐ‬
‫َﺣ ِﺴ َﺐ ﻳ َ ْ‬
‫َ‬
‫َا ﱠﻟﻈ ْﺮ ُف ِﻣ ْﻨ ُﻪ َﻣ ْﺤ ِﺴ ٌﺐ ‪َ -‬و ْاﻵﻟ ُﺔ ِﻣ ْﻨ ُﻪ ِﻣ ْﺤ َﺴ ٌﺐ ‪-‬‬

‫َ‬
‫َ‬
‫أ ْﻓ َﻌ ُﻞ ﱠاﻟﺘ ْﻔ ِﻀ ْﻴ ِﻞ اﻟ ُﻤ َﺬ ﱠﻛ ُﺮ ِﻣ ْﻨ ُﻪ أ ْﺣ َﺴ ُﺐ َواﻟ ُﻤ َﺆ ﱠﻧ ُﺚ ِﻣ ْﻨ ُﻪ ُﺣ ْﺴ ٰﺒﻰ‬
‫ْ‬ ‫ْ‬ ‫َ‬
‫‪* Although the root noun for both the active voice & passive voice is the same, the translation‬‬
‫‪will be done accordingly.‬‬
‫َ‬
‫‪ in active voice refers to the act of “ helping”, whilst in passive voice it refers‬ﻧ ْﺼـ ًﺮا ‪For e.g.,‬‬
‫‪to “being helped”.‬‬
‫‪Some verbs may have multiple root nouns that may give way to multiple meanings.‬‬
‫‪In order to preserve the rhyme of the model, the root noun is presented in the state of Nasb.‬‬

q 216 r
a Exercise 29 A
Mention from which category the following verbs belong to and write out
the abbreviated paradigms for each of them. Use a dictionary to obtain the
category and root [/ verbal] noun.
َ َ
1) ‫َﻣﻠﻚ‬ (He [/ It] possessed)
َ َ
2) ‫ﻛﺬ َب‬ (He [/ It] lied)
َ
3) ‫َﻣﺪ َح‬ (He [/ It] praised)
َ
4) ‫َﺣﻀ َﺮ‬ (He [/ It] attended)
َ َ
5) ‫ﻛ ِﺮه‬ (He [/ It] disliked)
َ َ
6) ‫ﻗ َﺼﺪ‬ (He [/ It] intended)
7) ‫َﺻ ُﻌ َﺐ‬ (He [/ It] was difficult)

َ
8) ‫َﻃ َﺒﺦ‬ (He [/ It] cooked)
9) ‫َﺳ َﺘ َﺮ‬ (He [/ It] hid)

َ
10) ‫َﺣ ِﻔﻆ‬ (He [/ It] protected)
َُ
11) ‫ﻛﺜ َﺮ‬ (He [/ It] was numerous)
َ
12) ‫َﺟ َﺤﺪ‬ (He [/ It] rejected)

Chapter 5
Triliteral verbs with extra letters
(The increased forms of triliteral categories)
‫א‬‫א‬
q 218 r
t Chapter 5 T
ٌ َ ِ‫ُ َ ﺛ‬
Triliteral verbs with extra letters (‫ـﺰﻳْﺪ ِﻓ ْﻴ ِﻪ‬
ِ ‫ )ﺛ ٌّﻲ ﻣ‬:
Triliteral verbs with extra letters will be discussed in detail in part 2 of this series if
Allāh  wills. A brief glance is being provided here with some key notes.
There are twelve main categories of triliteral verbs with extra letters. Of these
twelve categories, five do not start with a conjunctive Hamzah (‫اﻟ َﻮﺻ ِﻞ‬
ْ ْ ‫ـﺰ ُة‬ َ
َ ‫)ﻫ ْﻤ‬ viz.
ٌ َْ ٌ َْ
1) ‫ﺗﻔ ِﻌ ْﻴﻞ‬ for e.g., ‫ـﺮﻳْﻒ‬ ِ ‫ﺗﺼ‬ (This category is mainly transitive)
ٌ َ َ َُ ٌ ََ َ
2) ‫ﻠﺔ‬ ‫ﻣﻔﺎ‬ for e.g., ‫ُﻣﻘﺎﺗﻠﺔ‬ (This category is mainly transitive)
ٌ َْ
3) ‫* ِإﻓﻌﺎل‬ ‫ام‬ ٌ ‫إ ْﻛ َﺮ‬
for e.g., ِ (This category is mainly transitive)
ٌ ُّ َ َ ٌ ُّ َ َ
4) ‫ﺗﻔﻌﻞ‬ for e.g., ‫ﺗﻘ ﺒﻞ‬ (This category is mainly intransitive)
ٌ ُ ََ ٌ ََ
5) ‫ﺗﻔﺎﻋﻞ‬ for e.g., ‫ﺗﻘﺎﺑُﻞ‬ (This category is mainly intransitive)
ْ َْ ُ َ
* This Hamzah is not conjunctive, rather it is disjunctive ( ِ ‫)ﻫ ْﻤ َـﺰة اﻟﻘﻄ‬ .
ْ َُ َْ
Seven categories do start with a conjunctive Hamzah (‫ـﺰة اﻟ َﻮ ْﺻ ِﻞ‬‫ )ﻫﻤ‬viz.
ٌ َ ْ ٌ ‫اِﻧْ ِﻔ َﻄ‬
1) ‫اِﻧ ِﻔﻌﺎل‬ for e.g., ‫ﺎر‬ (This category is always intransitive)
ٌ َ ْ ٌ ‫ا ِْﺟﺘ َﻨ‬
2) ‫اِﻓ ِﺘﻌﺎل‬ for e.g., ‫ﺎب‬ ِ (This category is mainly intransitive)

q 219 r
ٌ َ ْ ٌ ‫ا ِْﺻ ِﻔ َـﺮ‬
3) ‫ل‬ ‫اِﻓ ِﻌ‬ for e.g., ‫ار‬ (This category is always intransitive)
ٌ َْ ْ ٌ ‫ا ِْﺳ ِﺘ ْﻨ َﺼ‬
4) ‫اِﺳ ِﺘﻔﻌﺎل‬ for e.g., ‫ﺎر‬ (This category is mainly transitive)
ٌ َ ْ ٌ ‫ا ِْد ِﻫ ْﻴ َﻤ‬
5) ‫اِﻓ ِﻌ ْﻴ ل‬ for e.g., ‫ـﺎم‬ (This category is always intransitive)
ٌ َ ْ ٌ ‫ا ِْﺧﺸ ْ َﺸ‬
6) ‫اِﻓ ِﻌ ْﻴﻌﺎل‬ for e.g., ‫ﺎن‬ ِ (This category is mainly intransitive)
ٌ َ ْ ٌ َ
7) ‫اِﻓ ِﻌ ّﻮال‬ for e.g., ‫ا ِْﺟ ِ ّ اذ‬ (This category is mainly intransitive)
V
Notes :
(5.1) To conjugate perfect / imperfect tense of triliteral verbs with extra letters in
active voice, you should add the relevant prefixes / suffixes as learnt on
pages 48 - 49 and 77 - 78.
(5.2) To make the perfect tense / imperfect tense triliteral verbs with extra letters
in passive voice, follow the instructions given on pages 62 and 94.
(5.3) If there is an Alif within a word that is extra, then it will be changed into a
« ‫ » ْو‬in the passive voice.

ََ َ َ ُ
For e.g., ‫ ﻗﺎﺗﻞ‬will become ‫ ﻗ ْﻮﺗِﻞ‬.
َْ ُ ْ
(5.4) The active participle form (‫ﺎﻋﻞ‬
ِ ‫اﻟﻔ‬ ‫ ) ِاﺳﻢ‬for triliteral verbs with extra letters
is made from the imperfect tense active voice by observing the following
principles :

q 220 r
َ ْ ُ ََ ُ » (Meem with a Dhamma __◌ ُ ) .

1) Replace the ‫َﻣﺔ اﻟ ُﻤﻀﺎ ِر ِع‬ with a « ‫م‬
2) Give the penultimate letter a Kasrah ِ◌

–– if it doesn’t have one already.
3) Give the final letter a Tanween (double vowel mark).
ْ ْ
For e.g., ‫( ُﻣﻜ ِﺮ ٌم‬one who honours) from the imperfect active ‫ ﻳُﻜ ِﺮ ُم‬.
ُ َ َ ْ ُ َ ّ َ
(5.5) The analogous adjective (‫ﻟﺼﻔﺔ اﻟ ُﻤﺸ ّﺒ َﻬﺔ‬
ِ ‫ )ا‬and the intensive adjectival
ََ ْ ُ
forms (‫)ﺻ َﻴﻎ اﻟ ُﻤ َﺒﺎﻟﻐ ِﺔ‬
ِ for triliteral verbs with extra letters share the same
َْ
scale with the active participle form (‫ﺎﻋﻞ‬ ِ ‫ ) ِا ْﺳ ُﻢ اﻟﻔ‬which has just been
mentioned above.
ْ ْ ُ ْ
(5.6) The passive participle form (‫ـﻢ اﻟ َﻤﻔ ُـﻌ ْـﻮ ِل‬‫ ) ِاﺳ‬for triliteral verbs with extra
letters is made from the imperfect tense passive voice by observing the
following principles :
َ ْ ُ ََ ُ » (Meem with a Dhamma __◌ ُ ) .

1) Replace the ‫َﻣﺔ اﻟ ُﻤﻀﺎ ِر ِع‬ with a « ‫م‬
2) Give the final letter a Tanween (double vowel mark).

ْ ْ
For e.g., ‫( ُﻣﻜ َﺮ ٌم‬one who is honoured) from the imperfect passive ‫ﻳُﻜ َﺮ ُم‬
َّ
(5.7) ِ ‫اﻟﻈ ْﺮ‬
The noun [/ adverb] of time and place (‫ف‬ ‫ ) ِا ْﺳ ُﻢ‬for triliteral verbs with
extra letters shares the same scale with the passive participle form which
has just been mentioned above.
ْ
For e.g., ‫( ُﻣﻜ َﺮ ٌم‬a time or place of honouring)
(5.8) Triliteral verbs with extra letters do not have specific forms for the
ْ َّ ُ ْ
comparative [/ elative / superlative] noun (‫اﻟﺘﻔ ِﻀ ْﻴ ِﻞ‬ ‫ ) ِاﺳﻢ‬or the noun of
َۤ ْ ُ ْ
instrument [/ tool] (‫ﺔ‬
ِ ‫ﻟ‬ ‫ ) ِاﺳﻢ ا‬.
The procedures for achieving those meanings for triliteral verbs with extra
letters will be discussed in part 2 of this series if Allāh  wills.

‫‪q 221 r‬‬
‫‪The abbreviated paradigms for the (main) categories of triliteral‬‬

‫‪verbs with extra letters‬‬
‫َ‬
‫ـﺰﻳْ ِﺪ ِﻓ ْﻴ ِﻪ(‬‫ﻤ‬‫اﻟﺼ ِﻐ ْ ُ ِ ﺑْ َﻮاب اﻟ ُّﺜ َ ﺛِﻲ اﻟ ْ َ‬
‫َ َّ ْ ُ َّ‬
‫ِ‬ ‫ِّ‬ ‫ِ‬
‫ََُ ٌ‬ ‫ْ ٌ‬ ‫َ َ ٌ‬ ‫َْ ٌ‬ ‫اَﻟ ْ َﺒ ُ‬

‫ﺗﻔ ّﻌﻞ‬ ‫ِإﻓ َﻌﺎل‬ ‫ُﻣﻔﺎ َ ﻠﺔ‬ ‫ﺗﻔ ِﻌ ْﻴﻞ‬ ‫ﺎب ‪:‬‬
‫ََ‬ ‫َْ‬ ‫َ َ‬
‫ﺗﻘ ﱠﺒ َﻞ‬ ‫أﻛ َﺮ َم‬ ‫ﻗﺎﺗ َﻞ‬ ‫َﺻ ﱠﺮ َف‬ ‫َْ‬
‫اﻟ َﻤﺎ ِﺿ ْﻲ‬
‫َ‬ ‫ْ‬ ‫َ‬

‫َﻳ َﺘﻘ ﱠﺒ ُﻞ‬ ‫ُﻳﻜ ِﺮ ُم‬ ‫ُﻳﻘﺎ ِﺗ ُﻞ‬ ‫ُﻳ َﺼ ﱢﺮ ُف‬
‫اﻟ َﻤ ْﻌ ُـﺮ ْوف‬

‫َْ َ‬
‫اﻟ ُﻤﻀﺎ ِر ُع‬
‫َْ‬
‫ََ ً‬ ‫ْ‬ ‫َ ًََ‬ ‫ً‬
‫ُ‬
‫َ‬
‫ﺗﻘ ﱡﺒﻼ‬ ‫ِإﻛ َﺮ ًاﻣﺎ‬ ‫ُﻣﻘﺎﺗﻠﺔ‬ ‫ﺗ ْﺼ ِﺮ ْﻳﻔﺎ‬ ‫َْ َ‬
‫اﻟ َﻤ ْﺼﺪ ُر‬
‫َْ‬
‫ا ِْﺳ ُﻢ اﻟﻔﺎﻋِ ِﻞ \‬
‫َ‬ ‫ْ‬ ‫َ‬
‫َﻓ ُﻬ َﻮ ُﻣ َﺘﻘ ﱢﺒ ٌﻞ‬ ‫َﻓ ُﻬ َﻮ ُﻣﻜ ِﺮ ٌم‬ ‫َﻓ ُﻬ َﻮ ُﻣﻘﺎ ِﺗ ٌﻞ‬ ‫َﻓ ُﻬ َﻮ ُﻣ َﺼ ﱢﺮ ٌف‬ ‫َ ّ َ ُ ْ ُ َ َّ َ ُ‬
‫ﻟﺼﻔﺔ اﻟﻤﺸﺒﻬﺔ \‬ ‫ا ِ‬
‫ْ ُ ُْ َ ََ‬
‫اِﺳﻢ اﻟﻤﺒﺎﻟﻐﺔِ‬
‫ُُ‬ ‫ُْ‬ ‫ُ‬
‫َو ﺗﻘ ﱢﺒ َﻞ‬ ‫َو أﻛ ِﺮ َم‬ ‫َو ﻗ ْﻮ ِﺗ َﻞ‬ ‫َو ُﺻ ﱢﺮ َف‬ ‫َْ‬
‫َ‬ ‫ْ‬ ‫َ َ‬
‫ُﻳ َﺘﻘ ﱠﺒ ُﻞ‬ ‫ُﻳﻜ َﺮ ُم‬ ‫ُﻳﻘﺎﺗ ُﻞ‬ ‫ُﻳ َﺼ ﱠﺮ ُف‬
‫اﻟ َﻤ ْﺠ ُﻬ ْﻮل‬
‫َْ َ‬
‫َْ‬
‫ََ ً‬ ‫َ ًََ‬ ‫ً‬

‫ُ‬
‫ْ‬ ‫َ‬
‫ﺗﻘ ﱡﺒﻼ‬ ‫ِإﻛ َﺮ ًاﻣﺎ‬ ‫ُﻣﻘﺎﺗﻠﺔ‬ ‫ﺗ ْﺼ ِﺮ ْﻳﻔﺎ‬ ‫َْ َ‬
‫َ‬ ‫ْ‬ ‫َ َ‬
‫ُﻣ َﺘﻘ ﱠﺒ ٌﻞ‬ ‫َﻓ ُﻬ َﻮ ُﻣﻜ َﺮ ٌم‬ ‫َﻓ ُﻬ َﻮ ُﻣﻘﺎﺗ ٌﻞ‬ ‫َﻓ ُﻬ َﻮ ُﻣ َﺼ ﱠﺮ ٌف‬
‫َ‬ ‫َّ‬
‫ﻓ ُﻬ َﻮ‬ ‫ْ ُْ‬
‫ا ِْﺳ ُﻢ اﻟ َﻤﻔﻌ ْﻮ ِل \ اﻟﻈ ْﺮفِ‬
‫ََ‬ ‫َْ‬ ‫َ‬ ‫َْ َ‬

‫ﺗﻘ ﱠﺒ ْﻞ‬ ‫أﻛ ِﺮ ْم‬ ‫ﻗﺎ ِﺗ ْﻞ‬ ‫َﺻ ﱢﺮ ْف‬ ‫ُ‬
‫ا ْﻣ ُـﺮ ِ ْﻨﻪ‬
‫َ َ َ‬ ‫َ ُ ْ‬ ‫َ َُ‬ ‫َ ُ‬ ‫َ َّ ْ َ ُ‬
‫ﻻ ﺗ َﺘﻘ ﱠﺒ ْﻞ‬ ‫ﻻ ﺗﻜ ِﺮ ْم‬ ‫ﻻ ﺗﻘﺎ ِﺗ ْﻞ‬ ‫ﻻ ﺗ َﺼ ﱢﺮ ْف‬ ‫اﻟﻨ ُ ﻋ ْﻨﻪ‬ ‫و‬

‫‪q 222 r‬‬
‫ْ َ ٌ‬ ‫ْ ٌ‬ ‫ْ ٌ‬ ‫ََ ُ ٌ‬ ‫اَﻟ ْ َﺒ ُ‬
‫اِﻓ ِﻌ ل‬ ‫اِﻓ ِﺘ َﻌﺎل‬ ‫اِﻧ ِﻔ َﻌﺎل‬ ‫ﺗﻔﺎﻋﻞ‬ ‫ﺎب ‪:‬‬
‫َ‬ ‫َْ‬ ‫ََ‬

‫ِا ْﺻﻔ ﱠﺮ‬ ‫ِا ْﺟ َﺘ َﻨ َﺐ‬ ‫ِاﻧﻔ َﻄ َﺮ‬ ‫ﺗﻘ َﺎﺑ َﻞ‬ ‫َْ‬
‫َ‬ ‫َ‬ ‫َ‬

‫َﻳ ْﺼﻔ ﱡﺮ‬ ‫َﻳ ْﺠ َﺘ ِﻨ ُﺐ‬ ‫َﻳ ْﻨﻔ ِﻄ ُﺮ‬ ‫َﻳ َﺘﻘ َﺎﺑ ُﻞ‬

‫َْ َ‬
‫َْ‬
‫ََ ً‬
‫ُ‬
‫ْ‬
‫ِا ْﺻ ِﻔ َﺮ ًارا‬ ‫ِا ْﺟ ِﺘ َﻨ ًﺎﺑﺎ‬ ‫ِاﻧ ِﻔ َﻄ ًﺎرا‬ ‫ﺗﻘ ُﺎﺑﻼ‬ ‫َْ َ‬
‫َْ‬
‫َ‬ ‫َ‬ ‫َ‬
‫َﻓ ُﻬ َﻮ ُﻣ ْﺼﻔ ﱞﺮ‬ ‫َﻓ ُﻬ َﻮ ُﻣ ْﺠ َﺘ ِﻨ ٌﺐ‬ ‫َﻓ ُﻬ َﻮ ُﻣ ْﻨﻔ ِﻄ ٌﺮ‬ ‫َﻓ ُﻬ َﻮ ُﻣ َﺘﻘ ِﺎﺑ ٌﻞ‬ ‫َ ّ َ ُ ْ َ َ ُ‬
‫ﻟﺼﻔﺔ اﻟ ُﻤﺸ ّﺒ َﻬﺔ \‬ ‫ا ِ‬
‫‪-‬‬ ‫اﺟ ُﺘ ِﻨ َﺐ‬

‫َو ْ‬ ‫‪-‬‬ ‫‪-‬‬ ‫َْ‬
‫ُﻳ ْﺠ َﺘ َﻨ ُﺐ‬
‫َْ َ‬
‫َْ‬
‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬
‫ُ‬
‫‪-‬‬ ‫ِا ْﺟ ِﺘ َﻨ ًﺎﺑﺎ‬ ‫‪-‬‬ ‫‪-‬‬ ‫َْ َ‬
‫‪-‬‬ ‫َﻓ ُﻬ َﻮ ُﻣ ْﺠ َﺘ َﻨ ٌﺐ‬ ‫‪-‬‬ ‫‪-‬‬ ‫َّ‬ ‫ْ ُْ‬

‫َ‬
‫ِا ْﺻﻔ ﱠﺮ \‬
‫َ‬ ‫َْ‬ ‫ََ‬ ‫َْ َ‬
‫ِا ْﺻﻔ ﱢﺮ \‬ ‫ِا ْﺟ َﺘ ِﻨ ْﺐ‬ ‫ِاﻧﻔ ِﻄ ْﺮ‬ ‫ﺗﻘ َﺎﺑ ْﻞ‬ ‫ُ‬
‫َ‬
‫ِا ْﺻﻔ ِﺮ ْر‬
‫َ َ َ‬
‫ﻻ ﺗ ْﺼﻔ ﱠﺮ \‬
‫َ َ َ‬ ‫َ َ‬ ‫َ َ َ‬ ‫َ َ َ‬
‫ﻻ ﺗ ْﺼﻔ ﱢﺮ \‬ ‫ﻻ ﺗ ْﺠ َﺘ ِﻨ ْﺐ‬ ‫ﻻ ﺗ ْﻨﻔ ِﻄ ْﺮ‬ ‫ﻻ ﺗ َﺘﻘ َﺎﺑ ْﻞ‬ ‫َ َّ ْ َ ُ‬
‫اﻟﻨ ُ ﻋ ْﻨﻪ‬ ‫و‬
‫َ َ َ‬
‫ﻻ ﺗ ْﺼﻔ ِﺮ ْر‬

‫‪q 223 r‬‬
‫ْ َ ٌ‬ ‫ٌ‬ ‫ْ‬ ‫ْ َ ٌ‬ ‫ْ ٌ‬ ‫اَﻟ ْ َﺒ ُ‬

‫اِﻓ ِﻌ ّﻮال‬ ‫اِﻓ ِﻌ ْﻴ َﻌﺎل‬ ‫اِﻓ ِﻌ ْﻴ ل‬ ‫ا ِْﺳ ِﺘﻔ َﻌﺎل‬ ‫ﺎب ‪:‬‬
‫َ َ‬ ‫ْ َ َ‬ ‫َْ‬
‫ِا ْﺟﻠ ﱠﻮذ‬ ‫ِاﺧﺸ ْﻮﺷ َﻦ‬ ‫ِادﻫ ﱠﺎم‬ ‫ِا ْﺳ َﺘ ْﻨ َﺼ َﺮ‬ ‫َْ‬
‫َ ُ‬ ‫ْ َ‬ ‫ْ َ‬
‫َﻳ ْﺠﻠ ﱢﻮذ‬ ‫َﻳﺨﺸ ْﻮ ِﺷ ُﻦ‬ ‫َﻳﺪﻫ ﱡﺎم‬ ‫َﻳ ْﺴ َﺘ ْﻨ ِﺼ ُﺮ‬

‫َْ َ‬
‫َْ‬
‫ً‬ ‫ْ َ ً‬
‫ُ‬
‫ْ‬
‫ِا ْﺟ ِﻠ ﱠﻮاذا‬ ‫ِاﺧ ِﺸ ْﻴﺸﺎﻧﺎ‬ ‫ِاد ِﻫ ْﻴ َﻤ ًﺎﻣﺎ‬ ‫ِا ْﺳ ِﺘ ْﻨ َﺼ ًﺎرا‬ ‫َْ َ‬
‫َْ‬
‫َ ٌ‬ ‫ْ َ‬ ‫ْ َ‬
‫َﻓ ُﻬ َﻮ ُﻣ ْﺠﻠ ﱢﻮذ‬ ‫َﻓ ُﻬ َﻮ ُﻣﺨﺸ ْﻮ ِﺷ ٌﻦ‬ ‫َﻓ ُﻬ َﻮ ُﻣﺪﻫ ﱞﺎم‬ ‫َﻓ ُﻬ َﻮ ُﻣ ْﺴ َﺘ ْﻨ ِﺼ ٌﺮ‬ ‫َ ّ َ ُ ْ َ َ ُ‬
‫ﻟﺼﻔﺔ اﻟ ُﻤﺸ ّﺒ َﻬﺔ \‬ ‫ا ِ‬
‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫َو ْاﺳ ُﺘ ْﻨ ِﺼ َﺮ‬ ‫َْ‬

‫ُﻳ ْﺴ َﺘ ْﻨ َﺼ ُﺮ‬
‫َْ َ‬
‫َْ‬
‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬
‫ُ‬
‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ِا ْﺳ ِﺘ ْﻨ َﺼ ًﺎرا‬ ‫َْ َ‬
‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫َﻓ ُﻬ َﻮ ُﻣ ْﺴ َﺘ ْﻨ َﺼ ٌﺮ‬ ‫َّ‬ ‫ْ ُْ‬

‫َْ‬
‫ِادﻫ ﱠﺎم \‬
‫َ ْ‬ ‫ْ َ‬ ‫َْ‬ ‫َْ َ‬
‫ِا ْﺟﻠ ﱢﻮذ‬ ‫ِاﺧﺸ ْﻮ ِﺷ ْﻦ‬ ‫ِادﻫ ﱢﺎم \‬ ‫ِا ْﺳ َﺘ ْﻨ ِﺼ ْﺮ‬ ‫ُ‬
‫َْ‬
‫ِادﻫ ِﺎﻣ ْﻢ‬
‫َ َْ َ‬
‫ﻻ ﺗﺪﻫ ﱠﺎم \‬
‫َ َ َ ْ‬ ‫َ َ ْ َ‬ ‫َ َْ َ‬ ‫َ َ‬
‫ﻻ ﺗ ْﺠﻠ ﱢﻮذ‬ ‫ﻻ ﺗﺨﺸ ْﻮ ِﺷ ْﻦ‬ ‫ﻻ ﺗﺪﻫ ﱢﺎم \‬ ‫ﻻ ﺗ ْﺴ َﺘ ْﻨ ِﺼ ْﺮ‬ ‫َ َّ ْ َ ُ‬
‫اﻟﻨ ُ ﻋ ْﻨﻪ‬ ‫و‬
‫َ َْ َ‬
‫ﻻ ﺗﺪﻫ ِﺎﻣ ْﻢ‬

q 224 r
a Exercise 30 A
Mention from which category the following verbs belong to and write out
the abbreviated paradigms for each of them.
َْ
1) ‫ِاﻧﻘ َﺴ َﻢ‬ (He [/ It] was divided [/ distributed])
َْ
2) ‫ِا ْﺳ َﺘﻐﻔ َﺮ‬ (He [/ It] apologised [/ asked for forgiveness])
َ
3) ‫ِا ْﺣ َﺘ َﺮز‬ (He [/ It] took precautions)
4) ‫ﺶ‬ َ ‫َﻓ ﱠﺘ‬ (He [/ It] investigated)

‫َ ﱠ‬
5) ‫ﺗ َﻌﻠ َﻢ‬ (He [/ It] learnt [/ studied])
َ َ
6) ‫ﺗ َﻌﺎﺗ َﺐ‬ (He [/ It] blamed [/ scolded])

q 225 r
Appendix
Intransitive verbs are not usually formed in passive voice. They may
ُ
however be made passive via certain methods like with the use of a ‫َﺣـ ْﺮف َﺟ ٍّـﺮ‬
(genitive particle), but then, they will not be conjugated as usual.
In the course of my research, I noticed that some books were conjugating

intransitive verbs in passive voice similar to the active voice and even tried to justify
it by saying that it was only for the purpose of practicing the full conjugation table
like the standard active voice although it wasn’t the correct way of conjugation. I
found other books making an attempt to clarify the issue, but they were inconsistent
and failed to keep up with what is true. We in fact followed these methods ourselves
as students and neither our teachers nor any of the students saw a problem with
that and happily “sang along” without making any objections.
Now as a teacher, I found this baffling and thought why would someone
admittedly teach something wrong and what would the benefit of the practice be if
the correct method is not shown! On the other hand, those that were trying to
explain the correct way, but were missing the mark, needed to do better. I consulted
some senior teachers from various institutes about this issue, and they all confessed
to the truth of the matter that it was just overlooked with leniency by accepting
what the previous authors had mentioned without any contention because the
teachers would have to go out of their way to correct the issue and it would lead to
extra difficulties for both the teachers as well as students.
In my heart I felt that a teacher has greater responsibility for what they
teach and with experience I have seen that it is better to teach something correctly
from the onset and allow the students time to grasp the concept, rather than to teach
it in a simple but incorrect manner and then try to correct them later. Experience
has also shown me that in many cases certain issues are not even corrected later and
this becomes a crisis in the sense that rather than knowledge being passed on to the
students, misinformation and ignorance is disseminated!
With this, I made the intention to correct this problem by clearly presenting
the case and demonstrating how the conjugations should be done with consistency.
Seeking Allāh’s help I hope to explain what is correct and to relieve some stress by
presenting a complete conjugation of an intransitive verb in all the forms that have
been studied so far.
q 226 r
When conjugating an intransitive verb in the passive voice using a genitive

ُ َ
(‫)ﺣ ْـﺮف َﺟ ٍّـﺮ‬
particle , only the 3rd person masculine singular form will be used
َ ُ َ
along with the ‫ﺎﻋ ٍﻞ‬ ِ ‫( ﻧﺎﰱِﺐ ﻓ‬proxy subject). The proxy subject may come as any
gender or number, and even as a pronoun, but the intransitive verb form will stay
the same. This will be the same for the passive participle forms also.
Some examples of this can be found in the Qur’ān and ahādīth and I will
present a few here for those who are not grasping this as of yet.
َ َ ُ ْ ْ ْ َ
 In sūrah al-Fātiha Allāh  says [... ِْ ‫ ]ﻏ ِ اﻟ َﻤﻐﻀ ْﻮ ِب ﻠ ْﻴ‬where although
ُ ُ ْ ْ
the pronoun « ْ » is plural masculine, the word ‫( اﻟ َﻤﻐﻀ ْﻮب‬which is formed
from an intransitive verb) is as the masculine singular form of the passive

participle.
َ ْ ّٰ ٰ ُ ْ َ
 In sūrah an-Nisā’ Allāh  says [...‫ﺖ ا ِ ﻳُﻜﻔ ُـﺮ ﺑِ َﻬﺎ‬
ِ ‫ ]اِذا َﺳ ِـﻤﻌ ْ ا ٰﻳ‬where
َ
although the pronoun « ‫ » ﻫﺎ‬is feminine singular referring back to the verses
َ ْ
ُ ‫ » ﻳ ُﻜﻔ‬is as the 3rd person masculine singular form
of Allāh  , the verb « ‫ـﺮ‬
َّ َ َ ۢ َ ْ َ َ ٓ ْ
of the imperfect tense passive voice.
 In sūrah al-Fajr Allāh  says [ َ ‫ ] َو ِﺟﺎيء ﻳﻮﻣ ِ ٍﺬ ﺑِـﺠﻬ‬where although the

َّ َ َ ْٓ
word « َ ‫ » ﺟﻬ‬is feminine, the verb « ‫ﺎي َء‬ ‫ » ِﺟ‬is as the 3rd person masculine
singular form of the perfect tense passive voice.
Fully acquaint yourselves with the following.

‫‪q 227 r‬‬
‫‪ » :‬ذﻫﺐ « ‪The complete paradigms for the verb‬‬

‫َ َ َ‬
‫َ َ‬ ‫َ ْ‬ ‫َ َّ ُ‬
‫ﻟﺼـ ْﺮف ا ْ ِﺒ ُ ﻟ ِ ِﻔ ْﻌ ِﻞ » ذﻫ َﺐ «(‬ ‫)ا‬
‫َْ‬
‫اﻟ َﻤﺎ ِﺿ ْ◌‬
‫ﻲ‪:‬‬
‫ََ‬ ‫ََ‬ ‫ََ ْ‬ ‫ََ‬ ‫ََ‬ ‫ََ‬

‫ذﻫ َﺐ ‪ -‬ذﻫ َﺒﺎ ‪ -‬ذﻫ ُﺒ ْﻮا ‪ -‬ذﻫ َﺒﺖ ‪ -‬ذﻫ َﺒ َﺘﺎ ‪ -‬ذﻫ ْﺒ َﻦ ‪-‬‬
‫ََ‬ ‫ََ‬ ‫ََ‬ ‫ََ‬ ‫ََ‬ ‫ََ َ‬
‫ذﻫ ْﺒﺖ ‪ -‬ذﻫ ْﺒ ُﺘ َﻤﺎ ‪ -‬ذﻫ ْﺒ ُﺘ ْﻢ ‪ -‬ذﻫ ْﺒ ِﺖ ‪ -‬ذﻫ ْﺒ ُﺘ َﻤﺎ ‪ -‬ذﻫ ْﺒ ُﺘ ﱠﻦ ‪-‬‬
‫ََ‬ ‫ََ ُ‬
‫ذﻫ ْﺒﺖ ‪ -‬ذﻫ ْﺒ َﻨﺎ‬
‫ُ‬ ‫ُ‬ ‫ُ‬ ‫ُ‬ ‫ُ‬ ‫ُ‬

‫ذ ِﻫ َﺐ ِﺑ ِﻪ ‪ -‬ذ ِﻫ َﺐ ِﺑ ِﻬ َﻤﺎ ‪ -‬ذ ِﻫ َﺐ ِﺑ ِﻬ ْﻢ ‪ -‬ذ ِﻫ َﺐ ِﺑ َﻬﺎ ‪ -‬ذ ِﻫ َﺐ ِﺑ ِﻬ َﻤﺎ ‪ -‬ذ ِﻫ َﺐ ِﺑ ِﻬ ﱠﻦ ‪-‬‬
‫ُ‬ ‫ُ‬ ‫ُ‬ ‫ُ‬ ‫ُ‬ ‫ُ‬ ‫ُ‬ ‫ُ‬ ‫ُ‬ ‫َ‬ ‫ُ‬
‫ذ ِﻫ َﺐ ِﺑﻚ ‪ -‬ذ ِﻫ َﺐ ِﺑﻜ َﻤﺎ ‪ -‬ذ ِﻫ َﺐ ِﺑﻜ ْﻢ ‪ -‬ذ ِﻫ َﺐ ِﺑ ِﻚ ‪ -‬ذ ِﻫ َﺐ ِﺑﻜ َﻤﺎ ‪ -‬ذ ِﻫ َﺐ ِﺑﻜ ﱠﻦ ‪-‬‬
‫ُ‬ ‫ُ‬
‫ذ ِﻫ َﺐ ِﺑ ْﻲ ‪ -‬ذ ِﻫ َﺐ ِﺑ َﻨﺎ‬
‫ْ ُ‬ ‫َْ َ‬
‫اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْـﺮﻓ ْﻮع ‪:‬‬
‫ْ َ‬ ‫َْ َ‬ ‫َْ َ‬ ‫ْ َ َ‬ ‫ْ َ‬ ‫ْ َ‬
‫َﻳﺬﻫ ُﺐ ‪َ -‬ﻳﺬﻫ َﺒ ِﺎن ‪َ -‬ﻳﺬﻫ ُﺒ ْﻮن ‪ -‬ﺗﺬﻫ ُﺐ ‪ -‬ﺗﺬﻫ َﺒ ِﺎن ‪َ -‬ﻳﺬﻫ ْﺒ َﻦ ‪-‬‬
‫َْ َ‬ ‫َْ َ‬ ‫َْ َ‬ ‫َْ َ َ‬ ‫َْ َ‬ ‫َْ َ‬
‫ﺗﺬﻫ ُﺐ ‪ -‬ﺗﺬﻫ َﺒ ِﺎن ‪ -‬ﺗﺬﻫ ُﺒ ْﻮن ‪ -‬ﺗﺬﻫ ِﺒ ْﻴ َﻦ ‪ -‬ﺗﺬﻫ َﺒ ِﺎن ‪ -‬ﺗﺬﻫ ْﺒ َﻦ ‪-‬‬
‫َْ َ‬ ‫َْ َ‬
‫أذﻫﺐ ‪ -‬ﻧﺬﻫ ُﺐ‬
‫ْ َ‬ ‫ْ َ‬ ‫ْ َ‬ ‫ْ َ‬ ‫ْ َ‬ ‫ْ َ‬
‫ُﻳﺬﻫ ُﺐ ِﺑ ِﻪ ‪ُ -‬ﻳﺬﻫ ُﺐ ِﺑ ِﻬ َﻤﺎ ‪ُ -‬ﻳﺬﻫ ُﺐ ِﺑ ِﻬ ْﻢ ‪ُ -‬ﻳﺬﻫ ُﺐ ِﺑ َﻬﺎ ‪ُ -‬ﻳﺬﻫ ُﺐ ِﺑ ِﻬ َﻤﺎ ‪ُ -‬ﻳﺬﻫ ُﺐ ِﺑ ِﻬ ﱠﻦ ‪-‬‬
‫ُ‬ ‫ْ َ‬ ‫ُ‬ ‫ْ َ‬ ‫ْ َ‬ ‫ُ‬ ‫ْ َ‬ ‫ُ‬ ‫ْ َ‬ ‫َ‬ ‫ْ َ‬
‫ُﻳﺬﻫ ُﺐ ِﺑﻚ ‪ُ -‬ﻳﺬﻫ ُﺐ ِﺑﻜ َﻤﺎ ‪ُ -‬ﻳﺬﻫ ُﺐ ِﺑﻜ ْﻢ ‪ُ -‬ﻳﺬﻫ ُﺐ ِﺑ ِﻚ ‪ُ -‬ﻳﺬﻫ ُﺐ ِﺑﻜ َﻤﺎ ‪ُ -‬ﻳﺬﻫ ُﺐ ِﺑﻜ ﱠﻦ ‪-‬‬
‫ْ َ‬ ‫ْ َ‬
‫ُﻳﺬﻫ ُﺐ ِﺑ ْﻲ ‪ُ -‬ﻳﺬﻫ ُﺐ ِﺑ َﻨﺎ‬

‫‪q 228 r‬‬
‫ْ‬ ‫َْ َ‬
‫اﻟ ُﻤﻀﺎ ِر ُع اﻟ َﻤ ْﻨ ُﺼ ْﻮب ‪:‬‬
‫َ ْ َ‬ ‫َ َْ َ‬ ‫َ َْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻟ ْﻦ َﻳﺬﻫ َﺐ ‪ -‬ﻟ ْﻦ َﻳﺬﻫ َﺒﺎ ‪ -‬ﻟ ْﻦ َﻳﺬﻫ ُﺒ ْﻮا ‪ -‬ﻟ ْﻦ ﺗﺬﻫ َﺐ ‪ -‬ﻟ ْﻦ ﺗﺬﻫ َﺒﺎ ‪ -‬ﻟ ْﻦ َﻳﺬﻫ ْﺒ َﻦ ‪-‬‬
‫َ َْ َ‬ ‫َ َْ َ‬ ‫َ َْ َ‬ ‫َ َْ َ‬ ‫َ َْ َ‬ ‫َ َْ َ‬
‫ﻟ ْﻦ ﺗﺬﻫ َﺐ ‪ -‬ﻟ ْﻦ ﺗﺬﻫ َﺒﺎ ‪ -‬ﻟ ْﻦ ﺗﺬﻫ ُﺒ ْﻮا ‪ -‬ﻟ ْﻦ ﺗﺬﻫ ِﺒ ْﻲ ‪ -‬ﻟ ْﻦ ﺗﺬﻫ َﺒﺎ ‪ -‬ﻟ ْﻦ ﺗﺬﻫ ْﺒ َﻦ ‪-‬‬
‫َ َْ َ‬ ‫َ َْ َ‬
‫ﻟ ْﻦ أذﻫ َﺐ ‪ -‬ﻟ ْﻦ ﻧﺬﻫ َﺐ‬
‫َ ْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻟ ْﻦ ُﻳﺬﻫ َﺐ ِﺑ ِﻪ ‪ -‬ﻟ ْﻦ ُﻳﺬﻫ َﺐ ِﺑ ِﻬ َﻤﺎ ‪ -‬ﻟ ْﻦ ُﻳﺬﻫ َﺐ ِﺑ ِﻬ ْﻢ ‪-‬‬
‫َ ْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻟ ْﻦ ُﻳﺬﻫ َﺐ ِﺑ َﻬﺎ ‪ -‬ﻟ ْﻦ ُﻳﺬﻫ َﺐ ِﺑ ِﻬ َﻤﺎ ‪ -‬ﻟ ْﻦ ُﻳﺬﻫ َﺐ ِﺑ ِﻬ ﱠﻦ ‪-‬‬
‫ُ‬ ‫َ ْ َ‬ ‫ُ‬ ‫َ ْ َ‬ ‫َ‬ ‫َ ْ َ‬
‫ﻟ ْﻦ ُﻳﺬﻫ َﺐ ِﺑﻚ ‪ -‬ﻟ ْﻦ ُﻳﺬﻫ َﺐ ِﺑﻜ َﻤﺎ ‪ -‬ﻟ ْﻦ ُﻳﺬﻫ َﺐ ِﺑﻜ ْﻢ ‪-‬‬
‫ُ‬ ‫َ ْ َ‬ ‫ُ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻟ ْﻦ ُﻳﺬﻫ َﺐ ِﺑ ِﻚ ‪ -‬ﻟ ْﻦ ُﻳﺬﻫ َﺐ ِﺑﻜ َﻤﺎ ‪ -‬ﻟ ْﻦ ُﻳﺬﻫ َﺐ ِﺑﻜ ﱠﻦ ‪-‬‬
‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻟ ْﻦ ُﻳﺬﻫ َﺐ ِﺑ ْﻲ ‪ -‬ﻟ ْﻦ ُﻳﺬﻫ َﺐ ِﺑ َﻨﺎ‬
‫اَﻟ ْ ُﻤ َﻀﺎر ُع اﻟ ْ َﻤ ْ‬
‫ـﺠ ُﺰ ْوم ‪:‬‬ ‫ِ‬
‫ﻟ ْﻢ َﻳﺬﻫ ْﺐ ‪ -‬ﻟ ْﻢ َﻳﺬﻫ َﺒﺎ ‪ -‬ﻟ ْﻢ َﻳﺬﻫ ُﺒ ْﻮا ‪ -‬ﻟ ْﻢ ﺗﺬﻫ ْﺐ ‪ -‬ﻟ ْﻢ ﺗﺬﻫ َﺒﺎ ‪ -‬ﻟ ْﻢ َﻳﺬﻫ ْﺒ َﻦ ‪-‬‬
‫ﻟ ْﻢ ﺗﺬﻫ ْﺐ ‪ -‬ﻟ ْﻢ ﺗﺬﻫ َﺒﺎ ‪ -‬ﻟ ْﻢ ﺗﺬﻫ ُﺒ ْﻮا ‪ -‬ﻟ ْﻢ ﺗﺬﻫ ِﺒ ْﻲ ‪ -‬ﻟ ْﻢ ﺗﺬﻫ َﺒﺎ ‪ -‬ﻟ ْﻢ ﺗﺬﻫ ْﺒ َﻦ ‪-‬‬
‫ﻟ ْﻢ أذﻫ ْﺐ ‪ -‬ﻟ ْﻢ ﻧﺬﻫ ْﺐ‬
‫َ ْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻟ ْﻢ ُﻳﺬﻫ ْﺐ ِﺑ ِﻪ ‪ -‬ﻟ ْﻢ ُﻳﺬﻫ ْﺐ ِﺑ ِﻬ َﻤﺎ ‪ -‬ﻟ ْﻢ ُﻳﺬﻫ ْﺐ ِﺑ ِﻬ ْﻢ ‪-‬‬
‫َ ْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻟ ْﻢ ُﻳﺬﻫ ْﺐ ِﺑ َﻬﺎ ‪ -‬ﻟ ْﻢ ُﻳﺬﻫ ْﺐ ِﺑ ِﻬ َﻤﺎ ‪ -‬ﻟ ْﻢ ُﻳﺬﻫ ْﺐ ِﺑ ِﻬ ﱠﻦ ‪-‬‬
‫ُ‬ ‫َ ْ َ‬ ‫ُ‬ ‫َ ْ َ‬ ‫َ‬ ‫َ ْ َ‬
‫ﻟ ْﻢ ُﻳﺬﻫ ْﺐ ِﺑﻚ ‪ -‬ﻟ ْﻢ ُﻳﺬﻫ ْﺐ ِﺑﻜ َﻤﺎ ‪ -‬ﻟ ْﻢ ُﻳﺬﻫ ْﺐ ِﺑﻜ ْﻢ ‪-‬‬
‫ُ‬ ‫َ ْ َ‬ ‫ُ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻟ ْﻢ ُﻳﺬﻫ ْﺐ ِﺑ ِﻚ ‪ -‬ﻟ ْﻢ ُﻳﺬﻫ ْﺐ ِﺑﻜ َﻤﺎ ‪ -‬ﻟ ْﻢ ُﻳﺬﻫ ْﺐ ِﺑﻜ ﱠﻦ ‪-‬‬
‫ﻟ ْﻢ ُﻳﺬﻫ ْﺐ ِﺑ ْﻲ ‪ -‬ﻟ ْﻢ ُﻳﺬﻫ ْﺐ ِﺑ َﻨﺎ‬

‫‪q 229 r‬‬
‫ْ َ َ‬ ‫َّ َ‬ ‫ُّ‬ ‫ْ َ َّ‬ ‫َْ َ‬

‫ﺎﻟﻨ ْﻮن اﻟﺜ ِﻘ ْﻴﻠﺔ َو اﻟـﺨ ِﻔ ْﻴﻔﺔ ‪:‬‬‫اﻟ ُﻤﻀﺎ ِر ُع اﻟ ُﻤﺆ ﺪ ِﺑ‬
‫َ ْ َ ﱢ‬ ‫َ ْ َ ﱢ‬ ‫َ ْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ ﱢ‬ ‫َ ْ َ‬
‫ﻟ َﻴﺬﻫ َﺒ ﱠﻦ ‪ -‬ﻟ َﻴﺬﻫ َﺒﺎن ‪ -‬ﻟ َﻴﺬﻫ ُﺒ ﱠﻦ ‪ -‬ﻟ َﺘﺬﻫ َﺒ ﱠﻦ ‪ -‬ﻟ َﺘﺬﻫ َﺒﺎن ‪ -‬ﻟ َﻴﺬﻫ ْﺒ َﻨﺎن ‪-‬‬
‫َ ْ َ ﱢ‬ ‫َ ْ َ ﱢ‬ ‫َ ْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ ﱢ‬ ‫َ ْ َ‬
‫ﻟ َﺘﺬﻫ َﺒ ﱠﻦ ‪ -‬ﻟ َﺘﺬﻫ َﺒﺎن ‪ -‬ﻟ َﺘﺬﻫ ُﺒ ﱠﻦ ‪ -‬ﻟ َﺘﺬﻫ ِﺒ ﱠﻦ ‪ -‬ﻟ َﺘﺬﻫ َﺒﺎن ‪ -‬ﻟ َﺘﺬﻫ ْﺒ َﻨﺎن ‪-‬‬
‫َ ْ َ‬ ‫ََْ َ‬
‫ﻷذﻫ َﺒ ﱠﻦ ‪ -‬ﻟ َﻨﺬﻫ َﺒ ﱠﻦ‬
‫َ ْ َ‬ ‫ََْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻟ َﻴﺬﻫ َﺒ ْﻦ ‪ -‬ﻟ َﻴﺬﻫ ُﺒ ْﻦ ‪ -‬ﻟ َﺘﺬﻫ َﺒ ْﻦ ‪ -‬ﻟ َﺘﺬﻫ َﺒ ْﻦ ‪ -‬ﻟ َﺘﺬﻫ ُﺒ ْﻦ ‪ -‬ﻟ َﺘﺬﻫ ِﺒ ْﻦ ‪ -‬ﻷذﻫ َﺒ ْﻦ ‪ -‬ﻟ َﻨﺬﻫ َﺒ ْﻦ‬
‫َ ْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑ ِﻪ ‪ -‬ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑ ِﻬ َﻤﺎ ‪ -‬ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑ ِﻬ ْﻢ ‪-‬‬
‫َ ْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑ َﻬﺎ ‪ -‬ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑ ِﻬ َﻤﺎ ‪ -‬ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑ ِﻬ ﱠﻦ ‪-‬‬
‫ُ‬ ‫َ ْ َ‬ ‫ُ‬ ‫َ ْ َ‬ ‫َ‬ ‫َ ْ َ‬
‫ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑﻚ ‪ -‬ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑﻜ َﻤﺎ ‪ -‬ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑﻜ ْﻢ ‪-‬‬
‫ُ‬ ‫َ ْ َ‬ ‫ُ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑ ِﻚ ‪ -‬ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑﻜ َﻤﺎ ‪ -‬ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑﻜ ﱠﻦ ‪-‬‬
‫ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑ ْﻲ ‪ -‬ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑ َﻨﺎ‬
‫َ ْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑ ِﻪ ‪ -‬ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑ ِﻬ َﻤﺎ ‪ -‬ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑ ِﻬ ْﻢ ‪-‬‬
‫َ ْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑ َﻬﺎ ‪ -‬ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑ ِﻬ َﻤﺎ ‪ -‬ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑ ِﻬ ﱠﻦ ‪-‬‬
‫ُ‬ ‫َ ْ َ‬ ‫ُ‬ ‫َ ْ َ‬ ‫َ‬ ‫َ ْ َ‬
‫ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑﻚ ‪ -‬ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑﻜ َﻤﺎ ‪ -‬ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑﻜ ْﻢ ‪-‬‬
‫ُ‬ ‫َ ْ َ‬ ‫ُ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑ ِﻚ ‪ -‬ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑﻜ َﻤﺎ ‪ -‬ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑﻜ ﱠﻦ ‪-‬‬
‫ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑ ْﻲ ‪ -‬ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑ َﻨﺎ‬

‫‪q 230 r‬‬
‫َْ َ‬
‫ا ْﻣ ُـﺮ ‪:‬‬
‫ْ َ‬ ‫ْ َ‬ ‫ْ َ‬ ‫ْ َ‬ ‫ْ َ‬ ‫ْ َ‬
‫ِﻟ َﻴﺬﻫ ْﺐ ‪ِ -‬ﻟ َﻴﺬﻫ َﺒﺎ ‪ِ -‬ﻟ َﻴﺬﻫ ُﺒ ْﻮا ‪ِ -‬ﻟ َﺘﺬﻫ ْﺐ ‪ِ -‬ﻟ َﺘﺬﻫ َﺒﺎ ‪ِ -‬ﻟ َﻴﺬﻫ ْﺒ َﻦ ‪-‬‬
‫َْ‬ ‫َْ‬ ‫َْ‬ ‫َْ‬ ‫َْ‬ ‫َْ‬
‫ِاذﻫ ْﺐ ‪ِ -‬اذﻫ َﺒﺎ ‪ِ -‬اذﻫ ُﺒ ْﻮا ‪ِ -‬اذﻫ ِﺒ ْﻲ ‪ِ -‬اذﻫ َﺒﺎ ‪ِ -‬اذﻫ ْﺒ َﻦ ‪-‬‬
‫ْ َ‬ ‫َْ َ‬
‫ِﻷذﻫ ْﺐ ‪ِ -‬ﻟ َﻨﺬﻫ ْﺐ‬
‫ْ َ‬ ‫ْ َ‬ ‫ْ َ‬
‫ِﻟ ُﻴﺬﻫ ْﺐ ِﺑ ِﻪ ‪ِ -‬ﻟ ُﻴﺬﻫ ْﺐ ِﺑ ِﻬ َﻤﺎ ‪ِ -‬ﻟ ُﻴﺬﻫ ْﺐ ِﺑ ِﻬ ْﻢ ‪-‬‬
‫ْ َ‬ ‫ْ َ‬ ‫ْ َ‬
‫ِﻟ ُﻴﺬﻫ ْﺐ ِﺑ َﻬﺎ ‪ِ -‬ﻟ ُﻴﺬﻫ ْﺐ ِﺑ ِﻬ َﻤﺎ ‪ِ -‬ﻟ ُﻴﺬﻫ ْﺐ ِﺑ ِﻬ ﱠﻦ ‪-‬‬
‫ُ‬ ‫ْ َ‬ ‫ُ‬ ‫ْ َ‬ ‫َ‬ ‫ْ َ‬
‫ِﻟ ُﻴﺬﻫ ْﺐ ِﺑﻚ ‪ِ -‬ﻟ ُﻴﺬﻫ ْﺐ ِﺑﻜ َﻤﺎ ‪ِ -‬ﻟ ُﻴﺬﻫ ْﺐ ِﺑﻜ ْﻢ ‪-‬‬
‫ُ‬ ‫ْ َ‬ ‫ُ‬ ‫ْ َ‬ ‫ْ َ‬
‫ِﻟ ُﻴﺬﻫ ْﺐ ِﺑ ِﻚ ‪ِ -‬ﻟ ُﻴﺬﻫ ْﺐ ِﺑﻜ َﻤﺎ ‪ِ -‬ﻟ ُﻴﺬﻫ ْﺐ ِﺑﻜ ﱠﻦ ‪-‬‬
‫ْ َ‬ ‫ْ َ‬
‫ِﻟ ُﻴﺬﻫ ْﺐ ِﺑ ْﻲ ‪ِ -‬ﻟ ُﻴﺬﻫ ْﺐ ِﺑ َﻨﺎ‬
‫ْ َ َ‬ ‫َّ َ‬ ‫ُّ‬ ‫ْ َ َّ‬ ‫َْ َ‬

‫ﺎﻟﻨ ْﻮن اﻟﺜ ِﻘ ْﻴﻠﺔ َو اﻟـﺨ ِﻔ ْﻴﻔﺔ ‪:‬‬‫ا ْﻣ ُـﺮ اﻟ ُﻤﺆ ﺪ ِﺑ‬
‫ْ َ ﱢ‬ ‫ْ َ ﱢ‬ ‫ْ َ‬ ‫ْ َ‬ ‫ْ َ ﱢ‬ ‫ْ َ‬
‫ِﻟ َﻴﺬﻫ َﺒ ﱠﻦ ‪ِ -‬ﻟ َﻴﺬﻫ َﺒﺎن ‪ِ -‬ﻟ َﻴﺬﻫ ُﺒ ﱠﻦ ‪ِ -‬ﻟ َﺘﺬﻫ َﺒ ﱠﻦ ‪ِ -‬ﻟ َﺘﺬﻫ َﺒﺎن ‪ِ -‬ﻟ َﻴﺬﻫ ْﺒ َﻨﺎن ‪-‬‬
‫َْ ﱢ‬ ‫َْ ﱢ‬ ‫َْ‬ ‫َْ‬ ‫َْ ﱢ‬ ‫َْ‬
‫ِاذﻫ َﺒ ﱠﻦ ‪ِ -‬اذﻫ َﺒﺎن ‪ِ -‬اذﻫ ُﺒ ﱠﻦ ‪ِ -‬اذﻫ ِﺒ ﱠﻦ ‪ِ -‬اذﻫ َﺒﺎن ‪ِ -‬اذﻫ ْﺒ َﻨﺎن ‪-‬‬
‫ْ َ‬ ‫َْ َ‬
‫ِﻷذﻫ َﺒ ﱠﻦ ‪ِ -‬ﻟ َﻨﺬﻫ َﺒ ﱠﻦ‬
‫ْ َ‬ ‫َْ َ‬ ‫َْ‬ ‫َْ‬ ‫َْ‬ ‫ْ َ‬ ‫ْ َ‬ ‫ْ َ‬

‫ِﻟ َﻴﺬﻫ َﺒ ْﻦ ‪ِ -‬ﻟ َﻴﺬﻫ ُﺒ ْﻦ ‪ِ -‬ﻟ َﺘﺬﻫ َﺒ ْﻦ ‪ِ -‬اذﻫ َﺒ ْﻦ ‪ِ -‬اذﻫ ُﺒ ْﻦ ‪ِ -‬اذﻫ ِﺒ ْﻦ ‪ِ -‬ﻷذﻫ َﺒ ْﻦ ‪ِ -‬ﻟ َﻨﺬﻫ َﺒ ْﻦ‬
‫ْ َ‬ ‫ْ َ‬ ‫ْ َ‬
‫ِﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑ ِﻪ ‪ِ -‬ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑ ِﻬ َﻤﺎ ‪ِ -‬ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑ ِﻬ ْﻢ ‪-‬‬
‫ْ َ‬ ‫ْ َ‬ ‫ْ َ‬
‫ِﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑ َﻬﺎ ‪ِ -‬ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑ ِﻬ َﻤﺎ ‪ِ -‬ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑ ِﻬ ﱠﻦ ‪-‬‬
‫ُ‬ ‫ْ َ‬ ‫ُ‬ ‫ْ َ‬ ‫َ‬ ‫ْ َ‬
‫ِﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑﻚ ‪ِ -‬ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑﻜ َﻤﺎ ‪ِ -‬ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑﻜ ْﻢ ‪-‬‬

‫‪q 231 r‬‬
‫ُ‬ ‫ْ َ‬ ‫ُ‬ ‫ْ َ‬ ‫ْ َ‬
‫ِﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑ ِﻚ ‪ِ -‬ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑﻜ َﻤﺎ ‪ِ -‬ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑﻜ ﱠﻦ ‪-‬‬
‫ْ َ‬ ‫ْ َ‬
‫ِﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑ ْﻲ ‪ِ -‬ﻟ ُﻴﺬﻫ َﺒ ﱠﻦ ِﺑ َﻨﺎ‬
‫ْ َ‬ ‫ْ َ‬ ‫ْ َ‬
‫ِﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑ ِﻪ ‪ِ -‬ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑ ِﻬ َﻤﺎ ‪ِ -‬ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑ ِﻬ ْﻢ ‪-‬‬
‫ْ َ‬ ‫ْ َ‬ ‫ْ َ‬
‫ِﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑ َﻬﺎ ‪ِ -‬ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑ ِﻬ َﻤﺎ ‪ِ -‬ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑ ِﻬ ﱠﻦ ‪-‬‬
‫ُ‬ ‫ْ َ‬ ‫ُ‬ ‫ْ َ‬ ‫َ‬ ‫ْ َ‬
‫ِﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑﻚ ‪ِ -‬ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑﻜ َﻤﺎ ‪ِ -‬ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑﻜ ْﻢ ‪-‬‬
‫ُ‬ ‫ْ َ‬ ‫ُ‬ ‫ْ َ‬ ‫ْ َ‬
‫ِﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑ ِﻚ ‪ِ -‬ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑﻜ َﻤﺎ ‪ِ -‬ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑﻜ ﱠﻦ ‪-‬‬
‫ْ َ‬ ‫ْ َ‬
‫ِﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑ ْﻲ ‪ِ -‬ﻟ ُﻴﺬﻫ َﺒ ْﻦ ِﺑ َﻨﺎ‬
‫َ َّ ْ‬
‫ﻟﻨ ُ ‪:‬‬ ‫ا‬
‫ﻻ َﻳﺬﻫ ْﺐ ‪ -‬ﻻ َﻳﺬﻫ َﺒﺎ ‪ -‬ﻻ َﻳﺬﻫ ُﺒ ْﻮا ‪ -‬ﻻ ﺗﺬﻫ ْﺐ ‪ -‬ﻻ ﺗﺬﻫ َﺒﺎ ‪ -‬ﻻ َﻳﺬﻫ ْﺒ َﻦ ‪-‬‬
‫ﻻ ﺗﺬﻫ ْﺐ ‪ -‬ﻻ ﺗﺬﻫ َﺒﺎ ‪ -‬ﻻ ﺗﺬﻫ ُﺒ ْﻮا ‪ -‬ﻻ ﺗﺬﻫ ِﺒ ْﻲ ‪ -‬ﻻ ﺗﺬﻫ َﺒﺎ ‪ -‬ﻻ ﺗﺬﻫ ْﺒ َﻦ ‪-‬‬
‫ﻻ أذﻫ ْﺐ ‪ -‬ﻻ ﻧﺬﻫ ْﺐ‬
‫َ ْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻻ ُﻳﺬﻫ ْﺐ ِﺑ ِﻪ ‪ -‬ﻻ ُﻳﺬﻫ ْﺐ ِﺑ ِﻬ َﻤﺎ ‪ -‬ﻻ ُﻳﺬﻫ ْﺐ ِﺑ ِﻬ ْﻢ ‪-‬‬
‫َ ْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻻ ُﻳﺬﻫ ْﺐ ِﺑ َﻬﺎ ‪ -‬ﻻ ُﻳﺬﻫ ْﺐ ِﺑ ِﻬ َﻤﺎ ‪ -‬ﻻ ُﻳﺬﻫ ْﺐ ِﺑ ِﻬ ﱠﻦ ‪-‬‬
‫ُ‬ ‫َ ْ َ‬ ‫ُ‬ ‫َ ْ َ‬ ‫َ‬ ‫َ ْ َ‬
‫ﻻ ُﻳﺬﻫ ْﺐ ِﺑﻚ ‪ -‬ﻻ ُﻳﺬﻫ ْﺐ ِﺑﻜ َﻤﺎ ‪ -‬ﻻ ُﻳﺬﻫ ْﺐ ِﺑﻜ ْﻢ ‪-‬‬
‫ُ‬ ‫َ ْ َ‬ ‫ُ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻻ ُﻳﺬﻫ ْﺐ ِﺑ ِﻚ ‪ -‬ﻻ ُﻳﺬﻫ ْﺐ ِﺑﻜ َﻤﺎ ‪ -‬ﻻ ُﻳﺬﻫ ْﺐ ِﺑﻜ ﱠﻦ ‪-‬‬
‫ﻻ ُﻳﺬﻫ ْﺐ ِﺑ ْﻲ ‪ -‬ﻻ ُﻳﺬﻫ ْﺐ ِﺑ َﻨﺎ‬

‫‪q 232 r‬‬
‫ْ َ َ‬ ‫َّ َ‬ ‫ُّ‬ ‫َ َ ْ ْ َ َّ‬

‫ﺎﻟﻨ ْﻮن اﻟﺜ ِﻘ ْﻴﻠﺔ َو اﻟـﺨ ِﻔ ْﻴﻔﺔ ‪:‬‬ ‫ا ّ‬
‫ﻟﻨ ُ اﻟ ُﻤﺆ ﺪ ِﺑ‬
‫َ ْ َ ﱢ‬ ‫َ َْ َ ﱢ‬ ‫َ َْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ ﱢ‬ ‫َ ْ َ‬
‫ﻻ َﻳﺬﻫ َﺒ ﱠﻦ ‪ -‬ﻻ َﻳﺬﻫ َﺒﺎن ‪ -‬ﻻ َﻳﺬﻫ ُﺒ ﱠﻦ ‪ -‬ﻻ ﺗﺬﻫ َﺒ ﱠﻦ ‪ -‬ﻻ ﺗﺬﻫ َﺒﺎن ‪ -‬ﻻ َﻳﺬﻫ ْﺒ َﻨﺎن ‪-‬‬
‫َ َْ َ ﱢ‬ ‫َ َْ َ ﱢ‬ ‫َ َْ َ‬ ‫َ َْ َ‬ ‫َ َْ َ ﱢ‬ ‫َ َْ َ‬
‫ﻻ ﺗﺬﻫ َﺒ ﱠﻦ ‪ -‬ﻻ ﺗﺬﻫ َﺒﺎن ‪ -‬ﻻ ﺗﺬﻫ ُﺒ ﱠﻦ ‪ -‬ﻻ ﺗﺬﻫ ِﺒ ﱠﻦ ‪ -‬ﻻ ﺗﺬﻫ َﺒﺎن ‪ -‬ﻻ ﺗﺬﻫ ْﺒ َﻨﺎن ‪-‬‬
‫ﻻ أذﻫ َﺒ ﱠﻦ ‪ -‬ﻻ ﻧﺬﻫ َﺒ ﱠﻦ‬
‫َ َْ َ‬ ‫َ َْ َ‬ ‫َ َْ َ‬ ‫َ َْ َ‬ ‫َ َْ َ‬ ‫َ َْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻻ َﻳﺬﻫ َﺒ ْﻦ ‪ -‬ﻻ َﻳﺬﻫ ُﺒ ْﻦ ‪ -‬ﻻ ﺗﺬﻫ َﺒ ْﻦ ‪ -‬ﻻ ﺗﺬﻫ َﺒ ْﻦ ‪ -‬ﻻ ﺗﺬﻫ ُﺒ ْﻦ ‪ -‬ﻻ ﺗﺬﻫ ِﺒ ْﻦ ‪ -‬ﻻ أذﻫ َﺒ ْﻦ ‪ -‬ﻻ ﻧﺬﻫ َﺒ ْﻦ‬
‫َ ْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻻ ُﻳﺬﻫ َﺒ ﱠﻦ ِﺑ ِﻪ ‪ -‬ﻻ ُﻳﺬﻫ َﺒ ﱠﻦ ِﺑ ِﻬ َﻤﺎ ‪ -‬ﻻ ُﻳﺬﻫ َﺒ ﱠﻦ ِﺑ ِﻬ ْﻢ ‪-‬‬
‫َ ْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻻ ُﻳﺬﻫ َﺒ ﱠﻦ ِﺑ َﻬﺎ ‪ -‬ﻻ ُﻳﺬﻫ َﺒ ﱠﻦ ِﺑ ِﻬ َﻤﺎ ‪ -‬ﻻ ُﻳﺬﻫ َﺒ ﱠﻦ ِﺑ ِﻬ ﱠﻦ ‪-‬‬
‫ُ‬ ‫َ ْ َ‬ ‫ُ‬ ‫َ ْ َ‬ ‫َ‬ ‫َ ْ َ‬
‫ﻻ ُﻳﺬﻫ َﺒ ﱠﻦ ِﺑﻚ ‪ -‬ﻻ ُﻳﺬﻫ َﺒ ﱠﻦ ِﺑﻜ َﻤﺎ ‪ -‬ﻻ ُﻳﺬﻫ َﺒ ﱠﻦ ِﺑﻜ ْﻢ ‪-‬‬
‫ُ‬ ‫َ ْ َ‬ ‫ُ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻻ ُﻳﺬﻫ َﺒ ﱠﻦ ِﺑ ِﻚ ‪ -‬ﻻ ُﻳﺬﻫ َﺒ ﱠﻦ ِﺑﻜ َﻤﺎ ‪ -‬ﻻ ُﻳﺬﻫ َﺒ ﱠﻦ ِﺑﻜ ﱠﻦ ‪-‬‬
‫ﻻ ُﻳﺬﻫ َﺒ ﱠﻦ ِﺑ ْﻲ ‪ -‬ﻻ ُﻳﺬﻫ َﺒ ﱠﻦ ِﺑ َﻨﺎ‬
‫َ ْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻻ ُﻳﺬﻫ َﺒ ْﻦ ِﺑ ِﻪ ‪ -‬ﻻ ُﻳﺬﻫ َﺒ ْﻦ ِﺑ ِﻬ َﻤﺎ ‪ -‬ﻻ ُﻳﺬﻫ َﺒ ْﻦ ِﺑ ِﻬ ْﻢ ‪-‬‬
‫َ ْ َ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻻ ُﻳﺬﻫ َﺒ ْﻦ ِﺑ َﻬﺎ ‪ -‬ﻻ ُﻳﺬﻫ َﺒ ْﻦ ِﺑ ِﻬ َﻤﺎ ‪ -‬ﻻ ُﻳﺬﻫ َﺒ ْﻦ ِﺑ ِﻬ ﱠﻦ ‪-‬‬
‫ُ‬ ‫َ ْ َ‬ ‫ُ‬ ‫َ ْ َ‬ ‫َ‬ ‫َ ْ َ‬
‫ﻻ ُﻳﺬﻫ َﺒ ْﻦ ِﺑﻚ ‪ -‬ﻻ ُﻳﺬﻫ َﺒ ْﻦ ِﺑﻜ َﻤﺎ ‪ -‬ﻻ ُﻳﺬﻫ َﺒ ْﻦ ِﺑﻜ ْﻢ ‪-‬‬
‫ُ‬ ‫َ ْ َ‬ ‫ُ‬ ‫َ ْ َ‬ ‫َ ْ َ‬
‫ﻻ ُﻳﺬﻫ َﺒ ْﻦ ِﺑ ِﻚ ‪ -‬ﻻ ُﻳﺬﻫ َﺒ ْﻦ ِﺑﻜ َﻤﺎ ‪ -‬ﻻ ُﻳﺬﻫ َﺒ ْﻦ ِﺑﻜ ﱠﻦ ‪-‬‬
‫ﻻ ُﻳﺬﻫ َﺒ ْﻦ ِﺑ ْﻲ ‪ -‬ﻻ ُﻳﺬﻫ َﺒ ْﻦ ِﺑ َﻨﺎ‬

‫‪q 233 r‬‬
‫َ ْ َ ْ َ ُ ْ ْ َّ‬
‫ﺎء اﻟ ُﻤﺸ َﺘﻘﺔ ‪:‬‬ ‫ا‬
‫َذاﻫ ٌﺐ ‪َ -‬ذاﻫ َﺒﺎن ‪َ -‬ذاﻫ ُﺒ ْﻮ َن ‪َ -‬ذاﻫ َﺒ ٌﺔ ‪َ -‬ذاﻫ َﺒ َﺘﺎن ‪َ -‬ذاﻫ َﺒ ٌ‬

‫ﺎت‬ ‫ِ‬ ‫ِ ِ‬ ‫ِ‬ ‫ِ‬ ‫ِ ِ‬ ‫ِ‬
‫ْ ُ‬ ‫ْ ُ‬ ‫ْ ُ‬
‫َﻣﺬﻫ ْﻮ ٌب ِﺑ ِﻪ ‪َ -‬ﻣﺬﻫ ْﻮ ٌب ِﺑ ِﻬ َﻤﺎ ‪َ -‬ﻣﺬﻫ ْﻮ ٌب ِﺑ ِﻬ ْﻢ ‪-‬‬
‫ْ ُ‬ ‫ْ ُ‬ ‫ْ ُ‬
‫َﻣﺬﻫ ْﻮ ٌب ِﺑ َﻬﺎ ‪َ -‬ﻣﺬﻫ ْﻮ ٌب ِﺑ ِﻬ َﻤﺎ ‪َ -‬ﻣﺬﻫ ْﻮ ٌب ِﺑ ِﻬ ﱠﻦ ‪-‬‬
‫ُ‬ ‫ْ ُ‬ ‫ُ‬ ‫ْ ُ‬ ‫َ‬ ‫ْ ُ‬
‫َﻣﺬﻫ ْﻮ ٌب ِﺑﻚ ‪َ -‬ﻣﺬﻫ ْﻮ ٌب ِﺑﻜ َﻤﺎ ‪َ -‬ﻣﺬﻫ ْﻮ ٌب ِﺑﻜ ْﻢ ‪-‬‬
‫ُ‬ ‫ْ ُ‬ ‫ُ‬ ‫ْ ُ‬ ‫ْ ُ‬
‫َﻣﺬﻫ ْﻮ ٌب ِﺑ ِﻚ ‪َ -‬ﻣﺬﻫ ْﻮ ٌب ِﺑﻜ َﻤﺎ ‪َ -‬ﻣﺬﻫ ْﻮ ٌب ِﺑﻜ ﱠﻦ ‪-‬‬
‫ْ ُ‬ ‫ْ ُ‬
‫َﻣﺬﻫ ْﻮ ٌب ِﺑ ْﻲ ‪َ -‬ﻣﺬﻫ ْﻮ ٌب ِﺑ َﻨﺎ‬
‫َ‬ ‫ْ َ‬ ‫ْ َ‬
‫َﻣﺬﻫ ٌﺐ ‪َ -‬ﻣﺬﻫ َﺒ ِﺎن ‪َ -‬ﻣﺬ ِاﻫ ُﺐ‬
‫َ‬ ‫ْ َ‬ ‫ِﻣ ْﺬ َﻫ ٌﺐ ‪ِ -‬ﻣ ْﺬ َﻫ َﺒﺎن ‪َ -‬ﻣ َﺬاﻫ ُﺐ | ِﻣ ْﺬ َﻫ َﺒ ٌﺔ ‪ِ -‬ﻣ ْﺬ َﻫ َﺒ َﺘﺎن ‪َ -‬ﻣ َﺬاﻫ ُﺐ | ِﻣ ْﺬ َﻫ ٌ‬
‫ﺎب ‪ِ -‬ﻣﺬﻫ َﺎﺑ ِﺎن ‪َ -‬ﻣﺬ ِاﻫ ْﻴ ُﺐ‬ ‫ِ‬ ‫ِ‬ ‫ِ‬ ‫ِ‬
‫َُ‬ ‫َأ ْذ َﻫ ُﺐ ‪َ -‬أ ْذ َﻫ َﺒﺎن ‪َ -‬أ ْذ َﻫ ُﺒ ْﻮ َن \ َأ َذاﻫ ُﺐ ‪ُ -‬ذ ْﻫ ٰﺒﻰ ‪ُ -‬ذ ْﻫ َﺒ َﻴﺎن ‪ُ -‬ذ ْﻫ َﺒ َﻴ ٌ‬
‫ﺎت \ ذﻫ ٌﺐ‬ ‫ِ‬ ‫ِ‬ ‫ِ‬
‫‪The following blank sheets and chart have been placed as samples and are available‬‬
‫‪on A4 size by contacting Darul ilm Birmingham. (QR codes can be found at the front‬‬
‫)‪of this book‬‬

[ Concluding words ]
“Effecter of what He intends” (85:16)
After graduating, I was not so keen on teaching ‘Dars-e-nizāmi’ books to

what I mistakenly perceived as half-willing students in local establishments, and
set my sights on moving abroad to an exotic location to teach English as a foreign
language. However, I was afflicted with many adversities and had to abandon all
my flimsy fantasies.
It slowly dawned on me that inclination towards the temporary glitter of
this mundane world, however one may try to justify it, is the source of mishaps, as
has been indicated in a Prophetic tradition. Allāh  blessed me with whatever He
willed and gradually opened the path towards doing service for His Deen. As a
quotation says: ‘You can’t change the direction of the wind, but you can adjust the
sails to reach your destination’. Accordingly, I corrected my ways and put my trust
in Allāh  .
Only Allāh  knows what the future holds and what circumstances each
individual will encounter in this brief worldly-life; one can only try and make an
attempt to achieve success. We find ourselves in a world that has been through a
state of shock due to a global pandemic that has brought the idea of death and
departing from this world in plain sight for all without any exclusions. No amount
of wealth or strength of authority can repel death from anyone whose term has
come to an end and yet they wish to remain.
Before anyone from amongst us reaches this inevitable end, we must do
all that we can to prepare for the next life. I could never have envisaged compiling
such a book and remain ever-dependant on Allāh’s mercy and kindness. He alone
governs all affairs and thus, He alone can enable me to complete this series. May
Allāh  keep us safe from all tribulations, grant us His blessings in full and above
all His pleasure. Let our end be upon true faith and may He save us from his
displeasure always. Āmeen.
َّ ً َّ َ َ َ َ ُ ٰ َ ّ َ َ َّ َ َّ َ َ ٓ َ ْ َ ْ َّ َ َ ّٰ َ
‫ﺤ ّﻤ ٍﺪ ّو ْارض َﻋﻨﺎ ِرﺿﺎ ﻻ‬ ‫اﻟﻠ ُﻬ ّﻢ رَ ّب ٰﻫ ِﺬ ِه اﻟﺪﻋﻮ ِة اﻟﻘﺎ ِﺋﻤ ِﺔ و اﻟﺼﻼ ِة اﻟﻨﺎ ِﻓﻌ ِﺔ ﺻ ِﻞ ﻋﻠﻰ ﻣ‬
َ ُ َ َ
(‫ﺗ ْﺴﺨﻂ َﺑ ْﻌ َﺪ ٗه أ َﺑ ًﺪا ) ِآﻣ ْﻴﻦ‬
éÜÛa@@ ‡žàzi@@ o¸
q 249 r
Glossary Of Arabic Terms
‫ا\أ‬
ْ َ َّ ُ َ ْ
Uniting of two vowelless letters ِ ‫ِﻨ‬ ‫اﻟﺴﺎ‬ ‫اِﺟ ِ ع‬
ُ َ
Hollow (‫ ع‬radical contains a weak letter) ‫أ ْﺟ َﻮف‬
Noun(s) ٌ َ ْ َ ‫ أ‬- ‫ا ِْﺳ ٌﻢ‬

‫ﺎء‬
َۤ ْ
The noun of instrument [/ tool] ‫ا ِْﺳ ُﻢ ا ﻟ ِﺔ‬
ْ َّ ُ ْ
The comparative [/ elative / superlative] ‫اﻟﺘﻔ ِﻀ ْﻴ ِﻞ‬ ‫اِﺳﻢ‬
َّ ُ ْ
The noun [/ adverb] of time or place ‫ف‬ِ ‫اِﺳﻢ اﻟﻈ ْﺮ‬
َْ
The active participle ‫ﺎﻋ ِﻞ‬ِ ‫ا ِْﺳ ُﻢ اﻟﻔ‬
ْ ْ
The passive participle ‫ا ِْﺳ ُﻢ اﻟ َﻤﻔ ُﻌ ْﻮ ِل‬
ٌ ُ ٌ َ
Fundamental(s) [/ Root(s)] ‫ أ ُﺻ ْﻮل‬- ‫أ ْﺻﻞ‬
َ َْ َ
(The) Command [/ Imperative] form ‫أ ْﻣ ٌـﺮ \ ا ْﻣ ُـﺮ‬
‫ب‬
ٌ
Distinct [/ Visible] ‫ﺑَﺎ ِرز‬
Category - Categories ٌ ‫ أَﺑْ َﻮ‬- ‫ﺎب‬

‫اب‬ ٌ َ‫ﺑ‬
‫ت‬
ٌّ َ
Complete ‫ﺎم‬ ‫ﺗ‬
ُ ْ َّ َ
Certainty [/ Affirmation] ‫ـﺤ ِﻘ ْﻴﻖ‬ ‫اﻟﺘ‬
ُ ْ َّ َ
Seldomness [/ Rareness] ‫ﻟﺘﻘﻠِ ْﻴﻞ‬ ‫ا‬
ْ
ُ ْ ‫ﻟﺘﻜ ِﺜ‬ َ ّ َ‫ا‬
Frequentness [/ Abundance]
ُ ُّ َ َ ّ َ
Anticipation ‫اﻟﺘﻮﻗ‬

q 250 r
ُ ْ َّ َ ُ ْ ْ َّ َ
Emphasis ‫ﻟﺘﺄﻛِ ْﻴﺪ‬‫اﻟﺘﻮ ِﻴﺪ \ ا‬
‫ث‬
ٌ َ َ
Heavy ‫ﺛ ِﻘ ْﻴﻠﺔ‬
َُ
Triliteral ‫ﺛ ﺛِ ٌّﻲ‬
‫ج‬
ٌ
Inert (noun / verb) [/ primary noun / invariable verb] ‫َﺟﺎ ِﻣﺪ‬
Apodosis [/ Response] ٌ ‫َﺟ َﺰ‬

‫اء‬
ٌ ْ َ
Sound plural ‫َﺳﺎﻟ ٌِﻢ‬ ‫ﺟﻤ‬
َ َ ٌ ْ َ
Broken plural ‫ُﻣﻜ ّﺴ ٌـﺮ‬ ‫ﺟﻤ‬
‫ح‬
‫ﺎﺿ ٌـﺮ‬ َ
2nd person [/ One who is present] ِ ‫ﺣ‬
Genitive case ‫ـﺠ ّ ِﺮ‬َ ْ‫َﺣﺎﻟ َ ُﺔ اﻟ‬
Jussive case ‫ـﺠ ْﺰ ِم‬ َ ْ‫َﺣﺎﻟ َ ُﺔ اﻟ‬

ْ َّ ُ َ َ
Nominative [/ Indicative] case
ِ ‫ﺣﺎﻟﺔ اﻟـﺮﻓ‬
َّ ُ َ َ
Accusative [/ Subjunctive] case ‫اﻟﻨ ْﺼ ِﺐ‬ ‫ﺣﺎﻟﺔ‬
ٌ ٌ
Particle(s) / Letter(s) ‫ ُﺣ ُﺮ ْوف‬- ‫َﺣ ْﺮف‬
ُ
Genitive particle ‫َﺣ ْﺮف َﺟ ٍّﺮ‬
‫ﺎل‬ َْ ْ َ َ
Two particles of future ٍ ‫ﺣﺮﻓﺎ اﺳ ِﺘﻘﺒ‬
ٌ ٌ
Jussive particles ‫ُﺣ ُﺮ ْوف َﺟﺎ ِز َﻣﺔ‬
َّ ْ ُ
Weak letters (‫ي‬ ، ‫ ا‬، ‫)و‬ ‫ُﺣ ُﺮ ْوف اﻟ ِﻌﻠ ِﺔ‬
‫خ‬
ٌ َّ
Lightness [/ Ease] ‫ِﺧﻔﺔ‬

q 251 r
ٌ َ َ
Light ‫ﺧ ِﻔ ْﻴﻔﺔ‬
ُ
Quinqueliteral ‫ﺧ َﻤﺎ ِﺳ ٌّﻲ‬
‫ر‬
Quadriliteral ‫ُرﺑَﺎ ِﻋ ٌّﻲ‬
‫س‬
َ ٌ ََ
Hearing (from the Arabs) [/ Empirical] ‫ﺎع \ َ ﺎ ِﻋ ٌّﻲ‬
‫ش‬
ٌ َ
Protasis [/ Condition] ‫ﺷ ْـﺮط‬
‫ص‬
ََ ْ
The intensive adjectival forms ‫ِﺻ َﻴ ُﻎ اﻟ ُﻤ َﺒﺎﻟﻐ ِﺔ‬
ٌ َ
Word form(s) ‫ ِﺻ َﻴ ٌﻎ‬- ‫ِﺻ ْﻴﻐﺔ‬
ُ َ َ ْ ُ َ ّ َ
The analogous adjective ‫ﻟﺼﻔﺔ اﻟ ُﻤﺸ ّﺒ َﻬﺔ‬ ِ ‫ا‬
َّ ُ ْ َّ َ
ُ ْ ‫اﻟﺼ ِﻐ‬
The abbreviated paradigms ‫اﻟﺼـﺮف‬
‫ض‬
Pronoun ٌ ْ ‫َﺿ ِﻤ‬
‫ظ‬
َّ ُ َ
Adverb of time ِ ‫ﻇ ْﺮف اﻟـﺰ َﻣ‬
‫ﺎن‬
َ ْ ُ َ
Adverb of place ِ ‫ﻇ ْﺮف اﻟ َﻤ‬
‫ﺎن‬
‫ع‬
ٌ َ ٌ َ
Sign(s) [/ Indicator(s)] ‫ َ َﻣﺎت‬- ‫َ َﻣﺔ‬
‫غ‬
َ
3rd person [/ One who is absent] ‫ﺎﰱِ ٌﺐ‬

q 252 r
‫ف‬
ُ
Secondary [/ Branches] ‫ﻓ ُﺮ ْو ٌع‬
ٌ َْ ٌ
Verb(s) ‫ أﻓ َﻌﺎل‬- ‫ِﻓ ْﻌﻞ‬
‫ق‬
Analogy / Analogic i.e. based on a principle ٌ ‫ِﻗ َﻴ‬
‫ﺎس \ ِﻗ َﻴﺎ ِﺳ ٌّﻲ‬
‫ك‬
ََ
A meaningful statement ‫ٌم‬
ٌ َ
A meaningful word ‫ﻠِ َﻤﺔ‬
‫ل‬
ٌ َْ
Utterance [/ Articulation] ‫ﻟﻔﻆ‬
َ
Intransitive ‫ِز ٌم‬
‫م‬
َُ ْ ْ َْ َْ َ
Perfect tense [/ simple past] ‫ﺎض \ اﻟ َﻤﺎ ِﺿ ْﻲ \ اﻟ َﻤﺎ ِﺿ ِﻲ اﻟ ُﻤﻄﻠﻖ‬ ٍ ‫ﻣ‬
َْ
Past continuous [/ Past habitual] ‫ي‬ ُّ ‫اﻟ َﻤﺎ ِﺿ ِﻲ ا ِ ْﺳ ِﺘ ْﻤ َـﺮا ِر‬
ُ ْ َْ
Distant past ‫اﻟ َﻤﺎ ِﺿ ِﻲ اﻟ َﺒ ِﻌ ْﻴﺪ‬
َْ َْ
Recent past ‫اﻟ َﻤﺎ ِﺿ ِﻲ اﻟﻘ ِﺮﻳْ ُﺐ‬
ٌّ ْ َ
Indeclinable ِ ‫ﻣﺒ‬
ٌّ َ َ ُ
1st person [/ Speaker] ‫ﻣﺘ ﻠِﻢ‬
ّ َ َ ُ َْ ّ َ َ ُ
Transitive ْ ‫ﻣﺘﻌ ٍﺪ \ اﻟﻤﺘﻌ ِﺪ‬
‫ي‬
ٌ َ
Assimilated (‫ ف‬radical contains a weak letter) ‫ِﻣﺜﺎل‬
ٌ ْ
Positive ‫ُﻣﺜ َﺒﺖ‬
Primary [/ Simple / Without extra letters] ‫ـﺠ َّﺮ ٌد‬

َ ‫ُﻣ‬

q 253 r
ٌ ْ َ
Passive voice ‫ـﺠ ُﻬ ْﻮل‬‫ﻣ‬
َ َ
2nd person [/ One who is addressed] ‫ُﻣـﺨﺎﻃ ٌﺐ‬
َّ
Compound [/ Composite] ‫ُﻣ َـﺮ ٌﺐ‬
ٌ َ
Increased [/ With extra letters] ‫ـﺰﻳْﺪ ِﻓ ْﻴ ِﻪ‬
ِ ‫ﻣ‬
Hidden ٌ ِ ‫ُﻣ ْﺴ َﺘ‬
ٌ َّ ْ ٌّ ْ
Derived ‫ُﻣﺸ َﺘﻖ \ ُﻣﺸ َﺘﻘﺔ‬
َ
Imperfect tense [/ Present tense] ‫ُﻣﻀﺎ ِر ٌع‬
ٌ َ
1st part of a possessive phrase ‫ُﻣﻀﺎف‬
َ ٌ َ
2nd part of a possessive phrase ‫ُﻣﻀﺎف ِإﻟ ْﻴ ِﻪ‬
Declinable ‫ُﻣ ْﻌ َـﺮ ٌب‬

ٌ
Active voice ‫َﻣ ْﻌ ُـﺮ ْوف‬
ْ
Singular ‫ُﻣﻔ َـﺮ ٌد‬
ِ ‫اﻟﺼ ْـﺮ‬
‫ف‬ ِ ‫ﻨﻮع‬
Diptote [/ Prevented from full declension] i.e.
partially declinable
ٌ َ ْ ُ
Triptote [/ Fully declinable] ‫ـﺮف‬ِ ‫ﻨﺼ‬
ٌّ ‫َ ْﻨ‬
Negative ِ
Meaningful ٌ‫َﻣ ْﻮ ُﺿ ْﻮع‬
ٌ
Meaningless ‫ُﻣ ْﻬ َﻤﻞ‬
‫ن‬
Defective (‫ ل‬radical contains a weak letter) [/ َ
‫ﻧﺎ ِﻗ ٌﺺ‬
incomplete]
َْ ُ َ
Proxy subject ‫ﺎﻋ ِﻞ‬
ِ ‫ﻧﺎﰱِﺐ اﻟﻔ‬
ٌ َ ْ ُ
A Noon that is related to declension ‫ﻧ ْﻮ ٌن ِإﻋ َﺮاﺑِ ّﻴﺔ‬
ْ َّ ُ ْ ُ
The personal pronoun Noon ِ ‫ﻧﻮن اﻟﻀ ِﻤ‬

q 254 r
ّ ُ
The Noon of feminine plural ‫ﻧ ْﻮ ُن اﻟ ِ ْﺴ َﻮ ِة‬
(The) Prohibitive form ُ ْ ‫ﻟﻨ‬ َّ َ ٌ ْ َ

‫ﻧ \ا‬
‫ه‬
ْ َْ َُ َْ
Disjunctive Hamzah
ِ ‫ﻫﻤـﺰة اﻟﻘﻄ‬
ْ َُ َْ
Conjunctive Hamzah ‫ـﺰة اﻟ َﻮ ْﺻ ِﻞ‬‫ﻫﻤ‬

‫‪q 255 r‬‬
‫‪Bibliography‬‬
‫‪No.‬‬ ‫‪Book‬‬ ‫]‪Author [/ compiler‬‬

‫ﺮْ‬ ‫ْ‬ ‫ْ‬
‫‪1‬‬ ‫َ ِ‬ ‫اَﻟﻘُ ْﺮآن اﻟ‬
‫ُ‬
‫‪2‬‬ ‫اْ ْ‬ ‫ﻣﺠ ُﻬ ْﻮل )‪(unknown‬‬

‫ْ‬
‫ﻷﻣ ِﺜ َ‬
‫َ َ‬
‫َ‬
‫ْ ْ‬ ‫ْ‬
‫‪3‬‬ ‫ْ‬ ‫)‪ (1‬ﻣ ْﺼ ِﻠﺢ ا ِّ ْﻳﻦ ﻣ ْﺼﻄَ ٰﻔﻰ ْﺑﻦ َﺷﻌﺒﺎن اﻟﻤ ْوف ِﺑـ » ﺳﺮ ْو ِر ّي «‬
‫ﻷ ْﻣ ِﺜ َ «‬
‫َﺷ ْﺮح » اَ َ‬ ‫َ ُ‬ ‫َ ُ‬ ‫َ‬ ‫ُ‬
‫ْ‬
‫ُ‬
‫‪4‬‬ ‫ُ‬ ‫)‪ (2‬ﻣﺠ ُﻬ ْﻮل )‪(unknown‬‬
‫َ‬
‫ْ ْ‬ ‫ْ‬
‫‪5‬‬ ‫اﻷﻓﻌﺎل‬ ‫ﺑﻨﺂء‬ ‫ﻣﺠ ُﻬ ْﻮل )‪(unknown‬‬
‫ِ َ ُ َ َ‬ ‫َ‬
‫ْ ْ‬ ‫ْ ْ‬ ‫ْ‬ ‫ْ‬ ‫ْ‬
‫اﻟﺼ ْﺮف‬ ‫ﻧُﺰ َﻫﺔ ُ اﻟﻄّ َْﺮف َﺷ ْﺮح » ِﺑﻨَﺂء َ‬ ‫)‪ (1‬ا ّ ُﻛﺘ ُ ْﻮر ﺻﺎ ِدق ْﺑﻦ ﻣﺤ ّ َﻤﺪ ﺻﺎﻟِﺢ اﻟﺒ ْﻴﻀﺎ‬
‫‪6‬‬ ‫اﻷﻓ َﻌﺎل « ِﰲ ِﻋﻠﻢ ّ َ‬ ‫ُ‬ ‫ُ‬ ‫َ َ ِ ّ‬ ‫َ‬ ‫ُ َ‬ ‫َ‬
‫ْ ْ‬ ‫ْ‬
‫‪7‬‬ ‫اﻷﻓﻌﺎل «‬ ‫َﺷ ْﺮح » ﺑﻨﺂء‬ ‫)‪ (2‬ﻣﺤ ّ َﻤﺪ ْﺑﻦ َ ِ ْﻴﺪ اﻟ‬
‫ُ ِ َ ُ َ َ‬
‫َ َﻔ ِﻮ ّي‬
‫ُ َ‬
‫ْ‬ ‫ْ‬ ‫ْ‬ ‫ْ‬ ‫ْ‬
‫‪8‬‬ ‫ح » اَﻟ ُﻤ َﻘ ِّﺪﻣﺔ ُ اﻵﺟﺮ ْو ِﻣ ّﻴَﺔ «‬‫اﻟﺴﻨِ ّﻴَﺔ ِ َ ْ ِ‬
‫ﻟﺘُﺤ َﻔﺔ ُ ّ َ‬
‫اَ ّ‬ ‫ﻣﺤ ّ َﻤﺪ ﻣﺤ ِﻴﻲ ا ِّ ْﻳﻦ ﻋ ْﺒﺪ اﻟﺤ ِﻤ ْﻴﺪ‬
‫ُ ُّ‬ ‫َ‬ ‫َ‬ ‫َ‬ ‫ُ‬ ‫ُ َ‬
‫ْ‬ ‫ْ ْ‬ ‫ْ‬ ‫ْ‬
‫‪9‬‬ ‫ﻒ اﻟ ِﻌ ِ ّﺰ ّي‬
‫َﺗﺼ ِﺮﻳ ُ‬ ‫ِﻋ ّﺰ ا ِّ ْﻳﻦ ﻋ ْﺒﺪ اﻟﻮ ّ َﻫﺎب اﻟﺰﻧﺠﺎ‬
‫َّ َ ِ ّ‬ ‫َ‬ ‫َ‬
‫ْ‬ ‫ْ‬
‫ﻋﻤﺮ اﻟﺘﻔﺘﺎزا‬ ‫)‪ (1‬ﺳﻌﺪ ا ِّ ْﻳﻦ ﻣ ْﺴ ُﻌ ْﻮد ْﺑﻦ‬
‫‪10‬‬ ‫َّ َ َ ِ ّ‬ ‫ُ َ‬ ‫َ‬ ‫َ‬
‫ْ‬ ‫ْ ْ‬ ‫)‪ (2‬أﺑﻮ اﻟْﺤﺴﻦ ﻋ ْﺑﻦ ﺷﻬﺎب ا ْﻳﻦ اﻟْ ِ ْ‬
‫‪11‬‬ ‫ﻒ اﻟ ِﻌ ِ ّﺰ ّي «‬
‫ح » َﺗﺼ ِﺮﻳ ُ‬ ‫َﺷ ْﺮ‬ ‫ِ ّ‬
‫ﻼ‬‫َ‬ ‫ﻴ‬ ‫ّ‬ ‫َ‬ ‫ِ‬ ‫َِ ّ‬ ‫َ َ‬ ‫َُ‬
‫ُ‬ ‫ْ ْ‬
‫‪12‬‬ ‫اﻷﺷﻨَ ِﻮ ّي‬ ‫)‪ (3‬ﻣُ ّ َﻼ َﻋ ِ ّ َ‬
‫‪13‬‬ ‫اﻟﺼ ْﺮ ِﰲ‬ ‫ا ْ ْ‬ ‫ْ‬

‫ا ّ ُﻛﺘ ُ ْﻮر ﻋ ْﺒ َﺪه‬
‫ّ‬ ‫ﻟﺘﻄ ِﺒﻴ ُﻖ ّ َ‬
‫َ َّ‬ ‫اﺟ ِ ّ‬
‫اﻟﺮ ِ‬
‫َّ‬ ‫َ‬
‫‪14‬‬ ‫اﻟﺘ ْﺼ ِﺮ ْﻳﻒ‬ ‫ْ‬ ‫ا ْ ْ‬ ‫اﷲ ْﺑﻦ ﻣﺎﻟِﻚ‬ ‫ٰ‬ ‫ْ‬ ‫ْ‬ ‫َ ﺎل ا ِّ ْﻳﻦ ﻣ‬
‫ﻀ ُﺮو ِر ِّي ّ َ‬
‫ﻒ ِﺑ َ‬
‫ﻟﺘ ِ ﻳ ُ‬
‫َ َّ‬ ‫َ‬ ‫ﺤ ّ َﻤﺪ ﺑﻦ َﻋﺒﺪ ّ‬
‫ُ َ‬ ‫َ‬
‫ْ‬ ‫ْ‬ ‫ْ‬
‫ﺷ ْﺮح » ا ْ ْ‬ ‫ﺤﺴﲔ ْﺑﻦ ﺑﺪر ْﺑﻦ ِإ ّ َﻳﺎز‬ ‫اﻟ‬
‫‪15‬‬ ‫اﻟﺘ ْﺼ ِﺮ ْﻳﻒ «‬ ‫ْ‬
‫ﻀ ُﺮو ِر ِّي ّ َ‬
‫ﻒ ِﺑ َ‬
‫ﻟﺘ ِ ﻳ ُ‬
‫ُ َ َّ‬ ‫َ‬ ‫َ‬
‫ْ‬
‫َ ُ َ‬ ‫ْ‬
‫ْ‬ ‫ْ‬
‫) َﺗﺤ ِﻘ ْﻴﻖ ا ّ ُﻛﺘ ُ ْﻮر َﻫﺎ ِد ْي َ ﺮ و ا ّ ُﻛﺘ ُ ْﻮر ِﻫ َﻼل ﻧَﺎ ِ (‬
‫َ‬
‫ْ‬ ‫ْ‬
‫‪16‬‬ ‫اﻟﺼ ْﺮف‬
‫ﺢ َّ‬ ‫ﺗ ْﻮﺿ ْﻴ‬ ‫ﺎﺧﺮ‬
‫ﺤ ّ َﻤﺪ ﻓَ ِ‬ ‫ا ّ ُﻛﺘ ُ ْﻮر ﻋ ْﺒﺪ اﻟﻌ ِﺰ ْﻳﺰ ﻣ‬
‫َ ِ ُ‬ ‫ُ َ‬ ‫َ‬ ‫َ‬
‫ْ‬ ‫ْ‬
‫‪17‬‬ ‫اﻟﺘ ْﺼ ِﺮ ْﻳﻒ‬
‫س َّ‬ ‫در ْو‬ ‫ﻣﺤ ّ َﻤﺪ ﻣﺤ ِﻴﻲ ا ِّ ْﻳﻦ ﻋ ْﺒﺪ اﻟﺤ ِﻤ ْﻴﺪ‬
‫ُُ ُ‬ ‫َ‬ ‫َ‬ ‫ُ‬ ‫ُ َ‬

‫‪q 256 r‬‬

‫ْ‬ ‫ْ‬
‫ﺎﺳﻢ ْﺑﻦ ﻣﺤ ّ َﻤﺪ ْﺑﻦ ﺳ ِﻌ ْﻴﺪ اﻟ ُﻤﺆ ِّدب‬
‫ِ‬ ‫أَﺑﻮ اﻟ َﻘ‬
‫َد َﻗﺎ ِ ُﻖ ّ َ‬
‫َ‬ ‫َ‬ ‫َ‬ ‫ُ‬
‫ْ‬
‫ُ‬
‫ْ‬
‫اﻟﻀﺎﻣﻦ(‬
‫ﺣﺎ ِ َﺻﺎﻟِﺢ ّ‬ ‫) َﺗﺤ ِﻘ ْﻴﻖ ا ّ ُﻛﺘ ُ ْﻮر‬
‫َ‬
‫ْ ْ ْ‬ ‫ْ‬ ‫ْ‬ ‫ْ‬

‫‪19‬‬ ‫اب‬ ‫دﻟِ ْﻴ ُﻞ ﻣ َﻔﺎ ِﺗﻴ ِﺢ اﻹ‬ ‫ا ّ ُﻛﺘ ُ ْﻮر َﺷ ِﺮ ْﻳﻒ ﻣﺤ ِﺴﻦ ﻣﺤ ُﻤ ْﻮد‬
‫ِ َ‬ ‫َ‬ ‫َ‬ ‫َ‬ ‫ُ‬
‫ٌ ْ ْ‬ ‫ْ ْ‬ ‫ْ ْ‬
‫ِر َﺳﺎ َ ِﰲ أَﻣ ِﺜ َ ِ ّ َ‬ ‫ﻛِ ّ‬
‫ﻛ ِﻮ ّي أ َ ِو اﻟ ِﱪ َ‬
‫ﺤ ّﻤﺪ اﻟ ِﱪ َ‬ ‫َﺗ ِﻘﻲ ا ِّ ْﻳﻦ ﻣ‬
‫َ َ‬ ‫ّ‬
‫ْ‬ ‫ْ‬ ‫ْ‬ ‫ْ ْ‬
‫‪21‬‬ ‫اﻟﺼ ْﺮ ِف و اﻟﻨَّﺤ ِﻮ و اﻟﺒﻴﺎن‬
‫ُﺳ ّﻠَ ُﻢ اﻟ ِّﻠ َﺴﺎن ِﰲ ّ َ‬ ‫ﻄ ّﻴَﺔ‬
‫ﺎﻫﲔ َﻋ ِ‬‫َﺷ ِ‬ ‫ﺟﺮ ِ‬
‫َ ََ‬ ‫َ‬ ‫ُ‬
‫ﺎﺑﺖ اﻟﺜَّﻤﺎ ِﻧ ْﻴﻨِﻲ‬ ‫ْ‬

‫‪22‬‬ ‫اﻟﺘ ْﺼ ِﺮ ْﻳﻒ‬ ‫َﺷ ْﺮ‬ ‫ّ‬ ‫َ‬ ‫ﻋ َﻤﺮ ﺑﻦ َﺛ ِ‬
‫ُ‬
‫ح َّ‬‫ُ‬ ‫)ﺗ ْﺤﻘ ْﻴﻖ ا ْﻛﺘ ْﻮر إ ْﺑﺮاﻫ ْ ْﺑﻦ ﺳﻠ ْﻴﻤﺎن اﻟْ ْ‬
‫ﺒﻌﻴ ِﻤﻲ(‬ ‫ِ‬ ‫ِ‬ ‫َ ِ‬
‫ّ‬ ‫ُ َ َ‬ ‫َ‬ ‫ُّ ُ‬
‫‪23‬‬ ‫اﻟﺼ ْﺮف‬ ‫ْ‬ ‫ْ ْ‬ ‫ْ ْ‬ ‫ْ‬

‫ﻦ َّ‬‫َﺷ َﺬا اﻟ َﻌـﺮف ِﰲ ﻓَ ِّ‬ ‫أ َ ﺪ اﻟﺤﻤ َﻼ ِو ّي‬
‫َ‬ ‫َ‬
‫أ ْ‬ ‫ْ‬ ‫ْ‬
‫‪24‬‬ ‫ﺣﻜ ٌ‬
‫ﺎم و ﻣﻌﺎن‬ ‫اﻟﺼ ْﺮف اﻟ‬ ‫اﻟﺴﺎﻣﺮا ِﻲ‬ ‫ﺎﺿﻞ‬
‫ﺤ ّ َﻤﺪ ﻓَ ِ‬ ‫ا ّ ُﻛﺘ ُ ْﻮر ﻣ‬
‫َ َّ ُ َ َ ِ ّ ُ َ َ َ َ َ‬ ‫َّ ُ َ ّ‬ ‫ُ َ‬
‫ْ‬ ‫ْ ْ‬ ‫ْ‬ ‫ا ْﻛﺘ ْﻮر ﻋ ْﺒﺪ اﻟْﻌﺰ ْﻳﺰ ﺑ ْ‬

‫‪25‬‬ ‫اﻟﺼ ْﺮف‬
‫ﻦ َّ‬‫اَﻟ َﻘ َﺮﻋ َﺒ َﻼ َﻧﺔ ُ ِﰲ ﻓَ ِّ‬ ‫ﻦ ﻋ اﻟﺤ ْﺮ‬
‫ِ َِ ّ َ ِ ّ‬ ‫َ ُ َِ‬ ‫ُّ ُ‬
‫ﺎﺻﻒ ‪ ،‬ﻣﺤ ّ َﻤﺪ ِدﻳﺎب ‪ ،‬ﻣ ْﺼﻄَ ٰﻔﻰ‬ ‫ﺣ ْﻔ ْ‬

‫ﻨﻲ َﻧ ِ‬ ‫ِ‬
‫ْ‬ ‫ُ‬ ‫َ‬ ‫ُ َ‬
‫‪26‬‬ ‫اﻋ ِﺪ اﻟ ّﻠ ُ َﻐﺔ ِ اﻟﻌـﺮ ِﺑ ّﻴَﺔ‬ ‫ْ‬ ‫ْ‬ ‫ْ‬ ‫ْ‬
‫ﺎب َﻗﻮ ِ‬‫ﻛﺘ‬
‫ِ‬ ‫ﻋﻤﺮ ‪ ،‬ﺳﻠﻄَﺎن ﻣﺤ ّ َﻤﺪ‬ ‫ﻃ ّ ُﻤﻮم ‪ ،‬ﻣﺤ ُﻤﻮد‬
‫َ َ‬ ‫َ ُ َ‬ ‫ُ َ‬ ‫ُ‬ ‫ُ َ‬ ‫َ‬ ‫َ‬
‫ْ‬ ‫ْ‬ ‫ْ‬
‫) َﺗﺤ ِﻘ ْﻴﻖ ﻣﺤ ّ َﻤﺪ أ َ ِﻧ ﺲ ﻣﻬﺮات(‬
‫َ َ‬ ‫ُ َ‬
‫ْ ْ‬
‫‪27‬‬ ‫اﻷﻓﻌﺎل‬ ‫ﻻﻣﻴﺔ‬ ‫اﷲ ْﺑﻦ ﻣﺎﻟِﻚ‬
‫ٰ‬ ‫ْ‬ ‫ْ‬
‫ﺤ ّ َﻤﺪ ﺑﻦ َﻋﺒﺪ ّ‬ ‫َ ﺎل ا ِّ ْﻳﻦ ﻣ‬
‫َ ِ َّ ُ َ َ‬ ‫َ‬ ‫ُ َ‬ ‫َ‬
‫ْ ْ‬ ‫ﻣﺤﻨﻚ ْاﻷ ْﻃﻔﺎل ﻣ ْ‬ ‫ْ‬ ‫ْ‬ ‫ﻣﺤﻤﺪ ْ ْ ْ‬
‫‪28‬‬ ‫اﻷﻓﻌﺎل «‬ ‫ﻦ ﻟﺒﺎن ﻣﻌﺎ ْ » ﻻﻣﻴﺔ‬ ‫اﷲ اﻷ ُْر ِﻣﻲ‬ ‫ٰ‬
‫اﻷ ِﻣﲔ ﺑﻦ َﻋﺒﺪ ّ‬
‫ِ َ َ ِ َ َ ِ َ ِ َّ ُ َ َ‬ ‫ُ َ ِّ ُ َ َ‬ ‫ّ‬ ‫َ‬ ‫ُ َ َّ‬
‫ْ ْ‬
‫ْ ْ‬ ‫ْ ْ‬ ‫ْ ْ‬ ‫أﺑﻮ ﺣ ّﻴَﺎن اﻷﻧ َﺪﻟ ُ ِﺴﻲ‬
‫‪29‬‬ ‫ﺨﺺ » اﻟ ُﻤﻤ ِﺘﻊ «(‬
‫اﻟﺘﺼ ِﺮﻳﻒ )ﻣُ َﻠ ّ َ‬
‫ع ِﰲ ّ َ‬
‫اَﻟ ُﻤﺒ ِﺪ ُ‬ ‫ّ‬ ‫ُ َ‬
‫ﻃ َﻠﺐ(‬ ‫)ﺗ ْﺤﻘ ْﻴﻖ ا ْﻛﺘ ْﻮر ﻋ ْﺒﺪ اﻟْ ْ‬
‫اﻟﺴ ِ ّﻴﺪ َ‬
‫ﺤ ِﻤﻴﺪ ّ َ‬
‫َ‬ ‫َ‬ ‫ُّ ُ‬ ‫َ ِ‬
‫ْ‬ ‫ْ ْ‬ ‫ْ ْ‬ ‫ْ ْ‬
‫‪30‬‬ ‫اﻟﺼ ْﺮف‬
‫ﺼ ُﺮ ّ َ‬ ‫ﻣﺨﺘ‬ ‫ـﻬﺎ ِدي اﻟ َﻔﻀ ِ ّ‬
‫ﺪ اﻟ َ‬
‫ا ّ ُﻛﺘُﻮر َﻋﺒ ُ‬
‫ُ َ َ‬
‫ْ‬
‫ْ‬ ‫أ َ ﺪ ْﺑﻦ ﻋ ِ ّ ْﺑﻦ ﻣ ْﺴ ُﻌ ْﻮد‬
‫‪31‬‬ ‫اﻷ ْرواح‬
‫ﻣﺮاح َ‬ ‫ْ‬
‫َ‬ ‫َ‬ ‫َ‬
‫َ‬ ‫َ َ ُ‬ ‫اﻹ ْﺻﺒﺎح(‬
‫ْ‬ ‫ْ‬ ‫ْ ْ‬ ‫)ﺣﻮاش ﻣ ْ‬
‫ﻦ ‪ :‬اَﻟ ِﻤﻔﺮاح ‪ ،‬اَﻟ َﻔ َﻼح ‪ ،‬اَﻟ ِﻤ َﻼح ‪ ،‬ﺿﻴﺂء‬ ‫َ ٍ ِ‬
‫ِ َ ُ ِ َ‬ ‫َ‬ ‫َ‬
‫ْ‬ ‫ْ‬ ‫ْ‬
‫‪32‬‬ ‫اﻟﺴﻨِ ّﻴَﺔ‬
‫ﺐ َّ‬ ‫اﻟﻤﻄﺎﻟ‬ ‫ﺎﻋ ْﻴﻞ‬ ‫ْ‬
‫ﺣﺴﻦ ﻧُﻮر ا ِّ ﻳﻦ ِإ َ ِ‬ ‫ﻣﺤ ّ َﻤﺪ‬
‫َ َ َ ِ ُ‬ ‫َ َ‬ ‫ُ َ‬

‫‪q 257 r‬‬

‫ْ‬ ‫ْ ْ‬ ‫ْ‬ ‫اﻟﺴﻔ ْﲑ أ ْﻧﻄﻮان ا ْ‬
‫‪33‬‬ ‫ﺎل اﻟ َ ِﺑ ّﻴَﺔ‬‫اﻷﻓﻌ‬ ‫ﻣﻌﺠﻢ َﺗ ْﺼ ِﺮ ْﻳ ِﻒ‬ ‫ﺣ َﺪاح‬
‫َ‬ ‫ِ‬ ‫َ َ‬ ‫ُ َ ُ‬ ‫َّ‬ ‫َ‬
‫َ‬ ‫َّ ِ‬
‫‪34‬‬ ‫او َل و ﻟَ ْﻮﺣﺎت‬ ‫ﻣ ْﻌﺠﻢ ﻗﻮاﻋﺪ اﻟﻠﻐﺔ اﻟْ ﺑﻴﺔ ْ‬ ‫اﻟﺴﻔ ْﲑ أ ْﻧﻄﻮان ا ْ‬
‫َ‬ ‫َ‬ ‫ﺟ َﺪ ِ‬ ‫ﰲ‬
‫ُ َ ُ َ َ ِ ِ ّ ُ َ ِ َ َ ِ َّ ِ َ‬
‫ﺣ َﺪاح‬ ‫َّ‬ ‫َ‬
‫َ‬ ‫َّ ِ‬
‫ْ ْ‬ ‫ْ‬ ‫ْ ْ‬ ‫ْ‬ ‫ْ ْ‬
‫‪35‬‬ ‫ﺼ ُﻞ ِﰲ اﻟﻨﺤﻮ اﻟ‬
‫ﺠ ُﻢ اﻟ ُﻤ َﻔ ّ َ‬ ‫اﻟﻤﻌ‬ ‫ﻓﻮال ﺑﺎﺑ ِﺘ ْﻲ‬
‫ا ّ ُﻛﺘُﻮ َرة َﻋ ِﺰﻳ َﺰة ّ َ‬
‫َّ ِ َ َ ِ ّ‬ ‫َ ُ َ‬ ‫َ َ‬
‫‪36‬‬ ‫اﻟﺘ ْﺼ ِﺮ ْﻳ ِﻒ‬ ‫اﻟْﻤ ْﻘ ْ‬ ‫ﻣﺠ ُﻬ ْﻮل )‪(unknown‬‬

‫ْ‬
‫ﺼﻮد ُ ِﰲ ّ َ‬
‫َ َ ُ‬ ‫َ‬
‫ْ ْ‬ ‫ْ‬ ‫ْ ْ‬ ‫ْ ْ‬
‫‪37‬‬ ‫ﻈﺎر‬
‫اﻷﻧ َ‬
‫ِإﻣ َﻌﺎنُ َ‬ ‫ﻛِ ّ‬
‫ﻛ ِﻮ ّي أَو اﻟ ِﱪ َ‬
‫ﺤ ّﻤﺪ اﻟ ِﱪ َ‬ ‫َﺗ ِﻘﻲ ا ِّ ْﻳﻦ ﻣ‬
‫َ َ‬ ‫ّ‬
‫ْ‬ ‫ْ‬ ‫ْ‬
‫ْ ْ‬ ‫ﺎﻫﺮ اﻟﺠ ْﺮﺟﺎ‬ ‫َﻋﺒﺪ اﻟ َﻘ ِ‬
‫‪38‬‬ ‫اﻟﺼ ْﺮف‬ ‫ُ َ ِ ّ‬
‫ﺎح ِﰲ ّ َ‬‫اﻟﻤﻔﺘ‬
‫َ ِ َ ُ‬ ‫ْ ْ‬ ‫ْ‬
‫)ﺣ ّ َﻘ َﻘﻪ ا ّ ُﻛﺘ ُ ْﻮر ﻋ ِ ّ َﺗ ْﻮﻓِ ْﻴﻖ اﻟﺤﻤﺪ(‬
‫َ‬ ‫َ‬ ‫َ‬
‫ا ْﻛﺘ ْﻮر ﺻﻼح ﻣ ْﻬ ِﺪي اﻟْ ْ‬
‫ﻔﺮﻃ ْﻮ‬
‫ْ‬ ‫ْ‬ ‫ُ ِ ّ‬ ‫ّ‬ ‫َ‬ ‫َ َ‬ ‫ُّ ُ‬
‫اﻟ ُﻤ َﻬ ّ َﺬب ِﰲ ِﻋﻠ ِﻢ ّ َ‬ ‫و‬
‫َ‬
‫ٰ‬
‫ﺎﺷﻢ ﻃ ٰﻪ َﺷ َﻼش‬ ‫ْ ْ‬
‫ا ّ ُﻛﺘُﻮر َﻫ ِ‬
‫‪40‬‬ ‫(‬ ‫) ّ ّ‬ ‫ٓ‬
‫‪41‬‬
‫ّ‬
‫‪42‬‬
‫ّ‬
‫‪43‬‬
‫ّ‬ ‫ّ‬ ‫ّ‬
‫ؕ‬ ‫ّ‬
‫‪44‬‬
‫ّ‬
‫‪45‬‬
‫ّ‬ ‫ّ‬
‫‪46‬‬
‫ّ‬
‫‪47‬‬ ‫)ّ (‬ ‫ّ‬ ‫ٔ‬

q 258 r
No. Book Author [/ compiler]

ّ ّ
48
( ّ : )
ّ
49 ّ
50
ّ ّ ّ
51 An Arabic-English lexicon Edward William Lane
Hans wehr (edited by J. Milton

52 A dictionary of modern written Arabic
Cowan) 3rd edition
A new Arabic grammar of the written

53 J. A. Haywood & H. M. Nahmad
language
ْ
(2 + 1) ‫اﻟﺘ ْﺼ ِﺮ ْﻳﻒ‬ ْ
َ ّ ‫اَﻟ ُﻤﻮﺟﺰ ِﰲ‬
54 ُ َ Ali Abdur Rasheed
A summary of tasreef (volumes 1 + 2)
All the Arabic you never learned the first time
55 James M. Price
around
ّ Maulānā Abdus Sattar Khan
56 (Translated by:
Arabic tutor (volumes 1 - 4) Maulānā Ebrahim Muhammad)
57 Easy etymology Maulānā Hoosein Loonat
Essentials of Arabic grammar for learning

58 Brig. (R) Zahoor Ahmed
Quranic language
‫اﻟﺼ ْﺮف‬ ْ ْ
59 َ ّ ‫ِﻣﻦ ﻛُﻨُﻮ ِز‬ Maulānā Ebrahim Muhammad
From the treasures of Arabic morphology
60 Fundamentals of classical Arabic Maulānā Dr. Husain Abdul Sattar
61 Learn the language of the holy Qur’ān Dr. Abdullah Abbas Nadwi
Syntax of modern Arabic prose - The simple

62 Vicente Cantarino
sentence - Volume one
63 The science of sarf level one Abu Abdillah Fahad Al-Tahiri

e Notes E

Exercises On Arabic Morphology Part 1 1st Edition New 2

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Exercises On Arabic Morphology Part 1 1st Edition New 2

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Exercises On

Mohammed Waleed Ahmed

First edition 2021

Darul ilm Birmingham

Cover design by whitefountainpublishing@gmail.com

For all those disturbed nights and

Exercise 1 : Perfect tense positive forms in active voice 50

Negating the perfect tense verb 53

The different scales of the perfect tense verb 58

The perfect tense verb in passive voice 62

Table of identity for the perfect tense [/ simple past] verb 70

Examples of perfect tense verbs from the Qur’ān 72

Exercise 6 : Imperfect tense positive forms in active voice 79

The different scales of the imperfect tense verb 81

Negating the imperfect tense verb 88

The imperfect tense verb in passive voice 94

Examples of imperfect tense verbs from the Qur’ān 104

Examples from the Qur’ān 112

Alterations and moods of the imperfect tense verb 113

َ ْ‫) َﺣﺎﻟ َ ُﺔ اﻟ‬

Examples from the Qur’ān 130

Examples from the Qur’ān 142

The direct command forms in active voice 145

The indirect command forms in active voice 150

The imperative forms in passive voice 155

The imperative in emphatic forms 159

Examples of imperative verbs from the Qur’ān 167

Exercise 22 : The prohibitive forms in active & passive voice 174

Examples of prohibitive verbs from the Qur’ān 184

Exercise 24 : The active participle 190

Exercise 25 : The passive participle 193

Exercise 26 : The comparative [/ elative / superlative] noun 204

Exercise 27 : The noun [/ adverb] of time and place 208

Exercise 28 : The noun of instrument [/ tool] 212

Examples of derived nouns from the Qur’ān 213

The abbreviated paradigms for the (six accepted) categories of

The complete paradigms for the verb " ‫" ذﻫﺐ‬

Blank sheet template 1 (perfect tense in positive form) -

Yusuf bin Ibrahim

Mohammed Tosir Miah

Mohammed Waleed Ahmed

Exercises On Arabic Morphology (Part 1)

Exercises On Arabic Morphology (Part 1)

The technical theoretical definition for Arabic morphology is :

The technical practical definition for Arabic morphology is :

Exercises On Arabic Morphology (Part 1)

“To be able to grasp individual words accurately, enabling a person to ultimately

“A key component in understanding the Qur’ān and sunnah”

“It is one of the twelve sciences of the Arabic language”

َْ ْ ْ‫ اﻟْ َﺒﺪﻳ‬، ‫ اﻟْ َﻤ َﻌﺎﱐ‬، ‫ اﻟْ َﺒ َﻴﺎن‬، ‫ـﺤﻮ‬ َّ َّ َ ُّ ْ

Exercises On Arabic Morphology (Part 1)

Exercises On Arabic Morphology (Part 1)

Exercises On Arabic Morphology (Part 1)

For e.g., « ‫» ِﻣ ْﻦ‬

Exercises On Arabic Morphology (Part 1)

Concerning the root letters of a word (excluding indeclinable nouns,

‫ُرﺑَﺎ ِﻋ ٌّﻲ‬ (4 root lettered or Quadriliteral)

These are further divided into two sub categories viz.

‫ـﺠ َّﺮ ٌد‬

Exercises On Arabic Morphology (Part 1)

Exercises On Arabic Morphology (Part 1)

(1) ْ ِ ‫ اَﻟ ْ َﻤﺎ‬: (Perfect tense [/ simple past])

Exercises On Arabic Morphology (Part 1)