Arabic tutor 2

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ARABIC TUTOR Volume 2 A Translation of

popularly known as

http://nmusba.wordpress.com/

Arabic Tutor – Volume Volume Two Copyright © 2004 Madrasah In’āmiyyah

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means, electronic, mechanical, photocopying, or otherwise, without the prior permission of Madrasah In’āmiyyah, except in the case of brief quotations embodied in critical articles and reviews.

Typeset on Palatino 13 and Traditional Arabic 18 by Academy for Islamic Research, Madrasah In’āmiyyah, Camperdown, KwaZulu Natal, South Africa.

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Arabic Tutor – Volume Volume Two

<<<<<<<<

!" # ! $ ! $ % & '(# % 3 .& 4#") *+, - # . % /0) 1, - /0) 2 /& 2 (67 78 9#:0 ; ) <<<<<<<<

SayyidunÄ Ibn Ăšmar narrates that RasĹŤlullÄ h said, “Whoever can speak Arabic correctly should not speak Persian because it creates hypocrisy.â€? (Mustadrak of HÄ kim)

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Arabic Tutor – Volume Volume Two

Title

Arabic Tutor - Volume Two

Author

Moulānā Àbdus Sattār Khān ( #)

Translated by Moulānā Ebrāhīm Muhammad First Edition

R Awwal 1428 A.H. April 2007

Published by

Madrasah In’āmiyyah P.O. Box 39 Camperdown 3720 South Africa

Tel

+27 031 785 1519

Fax

+27 031 785 1091

email

al_inaam@yahoo.com

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Arabic Tutor – Volume Volume Two

Contents The first fifteen lessons were completed in Volume One. Volume Two begins with Lesson 16. Transliteration..........................................................................9 Preface .........................................................................................12 Lesson 16.....................................................................................14 The Categories of Triliteral Verbs .......................................14 Vocabulary List No. 14 .........................................................18 Exercise 15 ..................................................................................21 Lesson 17.....................................................................................25 The Intransitive and Transitive Verbs and the Active and Passive Verbs..........................................................................25 Vocabulary List No. 15 .........................................................29 Exercise No. 16 .......................................................................30 Lesson 18.....................................................................................35 Changes in the Verb due to the Doer .................................35 Vocabulary List No. 16 .........................................................39 Exercise No. 17 .......................................................................41 Test No. 9 ................................................................................44 Lesson 19.....................................................................................46 The Different Types of the Perfect Tense...........................46 (1) The Recent Past Tense or Past Perfect Tense (

'( ;

=) > ).......................................................................................46

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Arabic Tutor – Volume Volume Two

(2) The Far Past Tense or Pluperfect Tense (: ?

'( ; )..46

(3) The Past Continuous Tense or Past Habitual Tense (@# %0 A

'( ; ) ....................................................................47 (4) The Doubtful Past Tense (' B /C ED '( ; ) ........................51

(5) The Perfect Desirous Tense or Conditional Perfect Tense (' F G E

'( ; 2 H%0 '( ; )......................................51

Vocabulary List No. 17 .........................................................54 Exercise No. 18 .......................................................................56 Lesson 20.....................................................................................61 The Different Forms of the Imperfect.................................61 Vocabulary List No. 18 .........................................................68 Exercise No. 19 .......................................................................70 Lesson 20 B .................................................................................73 The Emphasized Imperfect Tense.......................................73 Vocabulary List No. 19 .........................................................76 Exercise No. 20 .......................................................................77 Test No. 10 ..............................................................................79 Lesson 21.....................................................................................81 The Imperative and the Prohibition ...................................81 Vocabulary List No. 20 .........................................................90 Exercise No. 21 .......................................................................92 Test No. 11 ..............................................................................96 Lesson 22.....................................................................................98 The Derived Nouns ...............................................................98

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Arabic Tutor – Volume Volume Two

The Active Participle Noun ( I I J. K

L B I)..............................98 The Passive Participle Noun (! I "B L .K %M K L B I)........................100 The Adverb (N O ) ......................................................101 The Noun of the Instrument (- P )..............................103 Vocabulary List No. 21 .......................................................104 Exercise No. 22 .....................................................................106 Lesson 23...................................................................................110 The Adjectival Nouns .........................................................110 Vocabulary List No. 22 .......................................................119 Exercise No. 23 .....................................................................120 Lesson 24...................................................................................124 The Elative ............................................................................124 Vocabulary List No. 23 .......................................................128 Exercise No. 24 .....................................................................130 Test No. 12 ............................................................................136 Lesson 25 A...............................................................................138 The Categories Other than the Triliteral Verbs...............138 Vocabulary List No. 24 .......................................................147 Exercise No. 25 .....................................................................151 Lesson 25 (B).............................................................................156 The Particles Q RI, Q 2J and K 2J....................................................156 Vocabulary List No. 25 .......................................................161 Exercise No. 26 .....................................................................166 Supplement ..............................................................................174 Page 7

Arabic Tutor – Volume Volume Two

Some Beneficial Information..............................................174 (1) The definitions of (N 8

) and ("7& )............174

(2) Analysis ( S B I7 B 0D J ).............................................................175

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Arabic Tutor – Volume Volume Two

Transliteration The following method of transliteration of the Arabic letters has been used in this book:

Ä

b

T

t

4

th

U

j

V

h

W

kh

d

X

dh

#

r

Y

z

Z

s

[

sh

\

s

]

d

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Arabic Tutor – Volume Volume Two

^

t

_

z

` M

á

` I

í

` L

ú

a

gh

N

f

3

q

9

k

!

Page 10

b

m

n

Å«

c

h

@

Ä«, y

Arabic Tutor – Volume Volume Two

Some Arabic phrases used in this book are as follows:

( #)

(Sallallāhu ‘alaihi wasallam) May Allâh send blessings and salutations upon him - used for Nabî (Àlaihis salām) Salutations upon him – used for all prophets (Radiallāhu ‘anhu) May Allâh be pleased with him – used for the Sahâbah (Jalla Jalāluhū) The Sublime – used for Allâh (Àzza wa jall) Allāh is full of glory and sublimity (Rahimahullāh) May Allâh have mercy on him – used for deceased saints and scholars

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Arabic Tutor – Volume Volume Two

f :%g " # c:? ' b1 e18 6; # :%d ): b") h ? 2 Preface It is only through the grace of the Almighty AllÄ h that, in spite of my ill-health and unsuitable conditions that prevailed, I have been able to present the second volume of Arabic Tutor to the students of Arabic with changes and new additions. All praises are due to Him. The first volume forms part of the syllabus of the fourth class in the high schools. Now, the second volume has been prepared for the fifth class. Although the previous edition was well accepted by the scholars and intellectuals of the country, Bombay University and the Department of Education Sindh and several seminaries have included it in their syllabi, yet I had the desire to do whatever I could to simplify Arabic. There is no guarantee for life. Due to the lack of means, I could not achieve what I wanted to. Nevertheless, one should be grateful for whatever has been done. Now the benefit of Page 12

Arabic Tutor – Volume Volume Two

this book has increased manifold. All praises are due to Allāh for that. Very few additions of grammar rules have been made because the aim of this book is to learn the language and to understand the Qur’ān. However, there has been a considerable increase in the amount of examples, especially from the Qur’ān, dialogues and exercises, so that this can serve as an Arabic Reader to an extent. It is not only a claim but an accepted reality that this series is the only one which can be called an excellent syllabus and the most beneficial one for high schools, Arabic seminaries and the students of Eastern languages. Nonetheless, whatever I could do, I have done. Now it is the duty of those elders who have the control of the syllabi in their hands, to allow the students to benefit from this book. They can appreciate this service by looking at what has been said and not who said it. They can afford every Muslim student the opportunity of benefiting from it and thus be entitled to immense rewards. Our duty is to merely convey. Servant of the best language (Moulānā) Àbdus Sattār Khān

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Arabic Tutor – Volume Volume Two

Lesson 16 The Categories of Triliteral Verbs 1

( i

'j1k . " 2)

1. You have read about the perfect ('( ; ) and imperfect (`# l; ) verbs in lessons 14 and 15 of volume one. You have also learnt many verbs in the vocabulary lists, numbers 12 and 13. From there you may have understood that the second root letter (-% /

6 )2 of the roots of certain triliteral

verbs ('j1k ) of the ('( ; ) perfect and (`# l; ) imperfect is sometimes similar and sometimes different. The verbs of the word (n m 0B,J) are (nM 0M,J) and (nL 0M.K M)) where the (-% /

6 ) is (VB"0L.K M )3 in both cases. In the word (bm M J ), the ('( ; ) - perfect tense is (bM L J ) while the (`# l; ) is (bL L / K M)). That is, the (-% / 6 ) of both are 1

The word ( i ) means denuded. It refers to the first stem of the verb that

contains only the root letters and is empty of any extra radicals. See Lesson 3.7. 3 that is, having a fathah. 2

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Arabic Tutor – Volume Volume Two

(bB"% Ll B M )4. In the word (= m B M ), the ('( ; ) - perfect tense is (= M I M ) while the (`# l; ) - imperfect is (= L I7 B M)). Therefore the (

6

-% / ) of both are (#B" L /K M )5. Now observe the following verbs: • in the word ( m B ( M ), the ('( ; ) is ( M M ( M ) where the (-% /

6 ) has a fathah, while the (`# l; ) is ( L I l B M)), where the (-% / 6 ) has a kasrah.

• in the word ( m 8 B *M), the ('( ; ) is ( M 8 M *M) where the (

6

-% / ) has a fathah, while the (`# l; ) is ( L 8 L &BM)), where the (-% /

6 ) has a dammah.

• in the word (o m %B M ), the ('( ; ) is (oM %I M ) where the (

-% / )

has a kasrah, while the (`# l; ) is

where the (-% /

4 5

6 (o L %M B M)),

6 ) has a fathah.

having a dammah. having a kasrah.

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Arabic Tutor – Volume Volume Two

2. With regard to the (-% / the verbs of ( i

'j1k )

6 ) of the ('( ; ) and (`# l; ), fall into six categories. In the

terminology of Arabic Morphology, these categories are called ( m M ), the plural being ( m M" B2J). The six categories are as follows6:

Y"

`# l;

'( ;

"

S I .K M) 6 #" /

J M ,J 6 V"0.

L I l B M)

M M ( M

! p ?

S L .K M) 6 b"%l

J M ,J 6 V"0.

L 8 L &BM)

M 8 M *M

q k ?

S M .K M) 6 V"0.

J I ,J 6 #" /

oL %M B M)

oM %I M

r k ?

S M .K M) 6 V"0.

J M ,J 6 V"0.

nL 0M.K M)

nM 0M,J

o ?

S L .K M) 6 b"%l

J L ,J 6 b"%l

bL L /K M)

bM L J

s t ?

S I .K M) 6 #" /

J I ,J 6 #" /

= L I7 B M)

= M I M

Z ?

Since Arabic is read from right to left, this table must be read in that direction. The arrow sign will be used as a guide to indicate the direction of the text. 6

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Arabic Tutor – Volume Volume Two

3. Verbs more often belong to one of the first three categories. The verbs of the fourth category are slightly less, the fifth category even lesser and very few verbs belong to the sixth category. 4. When any word belongs to a particular category, it means that the harakah of the second radical will correspond to the ('( ; ) and (`# l; ) of that category. For example, if it is said that the word ( u B vJ - to wash) belongs to ( (

), it

means the ('( ; ) is ( J M vJ ) and the (`# l; ) is ( S I wB M)). Note: In the Vocabulary Lists No. 14 and 15, the ('( ; ) and (`# l; ) tenses have been written. Look at the verbs and work out which category each verb belongs to. 5. It is essential to know which category every verb of ( i

'j1k ) belongs to so that the ('( ; ), (`# l; ) and the imperative ( ) can be correctly pronounced. It is for this reason that the ( m M ) of every verb is written next to a verb in the dictionaries. If the verb is from ( ( ), a (]) is

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Arabic Tutor – Volume Volume Two

written next to the verb.7 If the verb is from ( 8*

), a ( ) is written next to the verb, if it is from (ox ), a (Z) is inserted, if it is from (n0, ), a (N) is written, if it is from (b ), a (9) is inserted and if it is from (= ), a (V) is written. We will follow the same procedure in the future vocabulary lists. In some modern dictionaries, a line with a harakah is inserted after the ('( ; ) to indicate the harakah of the (`# l; ), e.g. (I_

J M vJ ), (_z M 8 M *M), (_{ V M I ,J).

Vocabulary List No. 14 Word

( ) J 8 M M

Meaning to obtain

(]) oM |M #M

to return

( ) 3 M YM #M

to give, to sustain

This applies to some dictionaries only. Others have their own methods of indicating the category of verbs.

7

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Arabic Tutor – Volume Volume Two

( ) :M $J#M

to sleep

( ) M /J M

to live, to reside

( ) M /J }M

to thank

B I f

May it be so.

( ) 3 M :M M

to speak the truth

(9) M L $J

to be near

( Z) = M I J

to play

(Z) ] M I M

to be ill

(]) bM ~M M

to defeat

D 2J

as far as, as for

` m M)€K I

radio

J B?M$S

just before

:L  I M |M ‚ eu :M B) I |M

newspaper

D *I JG I I{ 2 -u D*I JG I I

Britain

_ u "B OS L … „ ƒ M

part, portion

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Arabic Tutor – Volume Volume Two

8

(# - &k ) I B)#M M

the two worlds

B XS

owner8

eu M M M

bliss, success

‡z M: M L – :m B I M

fortunate

u "B &L‰S … ˆ ‰J

thought

-u ME I B 2J … ‡Š ME M

supper, dinner

-u M):I vK 2 … ‡Š M:vJ

lunch

#m "B ‹S ,S

breakfast

bI D)�J K cI €I Œ 'B ,I

nowadays, in these days

'Œ M S … u 1 J B J

lazy

:m BÂŽ I M

glorious

-u M Â? Â? M L

destructive

-u ?M0M/K M

library, bookshop, desk

"M 7 B *M

towards

N m M8*B2J … ‘ m 8 B *I

half

S M M)

Japan

See Lesson 11 in volume 1.

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Arabic Tutor – Volume Volume Two

I M" M2J

parents

= I M Q S M: B M

sports field

Â’ m I :B L

astonishing

Exercise 15 (A) In the following sentences, the harakah of the perfect ('( ; ) and imperfect tenses (`# l; ) has not been written. Insert the correct harakah and read the sentences. Read Note no. 5 of Lesson 2 in Volume One once again. Answer

Question

I /I J L &B I “‡~B |L S K$2J b” "B M) Q S ‡I ~B Ž L K ‘ M 8 B *I pQ RI T L 2K J$ M bM "B M K

Q S 2S K> M I fB >S K M I B J (1) •S B I–M M) b” "B M)

T I M?|I M — L ?B0J M 'B *��J I — L B MŽ,J I B Q 'I, -I M #M :B %M K ˜ M?M = L 0K 2J

• JX M% I (2)

'B I S 8B7 M b” "B M) Q S I ™ I :L %B 7 M K J I Ž B .J K -S M M%|M

bM "B M K š M J — B J8M K M (3) • I Ž B .J K -S M M%|M

I B L 'J M @ B :I Â? M M) 9M L /B}2J

I M ” BOI M „ › M B XS — M *B�J,J (4) Page 21 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two

s M B J,J I Ž B .J K -S M M%|M D 2J š M &�‰J 'J M /S K 'J M pQ RI ” B?I J ” B J I -I J.K wM K 'I, J B :L $B M) M B)€I Q

S B I–M M)

T I M|#M M

z oM ,M# M B I f s M B J B /I J @ B :I J M M) — M $K :M (5) @ B :I � M š M $JYM# ‡I M: M œ = L B8 I *M pQ RI J€ M I B)#M D: eJ M M M

z #I "B ‹S .S K :M B M = L KX2J M*2J

'J RI = L K€ M 'M0 M S B I–M M) (6) •I- M #M :B %M K

I B O� J ?B$J ‡{ M:wM K S K *M L 7 B *M

• ‡{ M:wM K J "B S K M 'M0 M M (7)

‘ I 8 B *I "M 7 B *M -S M #M :B %M K T I :M M

” B I

• eu :M B I M bB 2J -u ?MB) I $J -S M #M :B %M K (8)

M) B /I J I B M M Z I 2K D 'J M • M*:M &B I @ M DE L BE M K M (9) @ M E D — L B M} M*2J @ B :I � M š M IXJ :M B M L B}2J pJ M ˜ M?M ˜: M2J M*#I M| 'B ,I cL M" M2J L /B M) :m J M J€ M

L BwI 8 D :L J"M K J€ M B M (10)

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Arabic Tutor – Volume Volume Two

•š M M M — B J Jv M%,J L œ 2S — B ( M I M bM "B M K J L M |B M

pJ 2J . ‘ ” BOI &M I "M L s M B J (11) • L L |B M S BwL)

I M: B%M K 'I, b” "B M) Q S = L K *M B M *M :M B M b” "B M) Q S J "B ?L K M K M (12) • I 8 B M K I I wB %M K J B?M$S oL |B#2J M*2J

I M: B M B I oL |B M 'M0 M (13) •= I M Q

S K *M I I wB %M K eI 1 J M :M B M 'I, I J M K #M M?–B 2J oL %B *M M ‡{ ME M K ` I M)€K %I K

• S K. M JX M%,J (14)

˜E I :B L ˜ ?M–M — L B %M @ B :I � M M)

• -J M #I M? K — M B %M JX M (15)

— I M ~M :B $J J M M K Q 2J — L B %M M)1 J M 'B ,I -J /J B) I B Â?J K M -J D*I JG B ?I K :I &B I K M I J Â&#x;K — I M J$ :B $J M M B M M

• 9M JX M M (16)

I B 7 M K cI €I M � }M B I

z M&OJ .M J€/J M @ B ~I B)~I M M) — M $K :M (17) -I M � � M %L K ˜lB)2J :I  I M Ž M K 'I, #L M?–B �J K T I ‡{ M|

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Arabic Tutor – Volume Volume Two (B) Translate the following sentences into Arabic (1) O boys, how much do you read from the Qur’ān every day? We read one part of it daily but today we read half a part. (2) Did you not learn the madrasah lessons at night? No, but we learnt them in the morning. (3) O boys, when do you go to the madrasah? Nowadays, we go to the madrasah after breakfast. (4) Is the madrasah far from your homes? Yes, the madrasah is approximately one mile from our houses. (5) When do you return from the madrasah? We return from the madrasah a little before Zuhr. (6) Do you obtain the Zuhr Salāh with congregation? Yes, all praises are due to Allāh, these days we obtain the Zuhr and Àsr Salāhs with congregation. (7) How is that? Because the madrasah is only opened nowadays in the morning. (8) Then what do you do after Zuhr? We sleep for one hour. (9) O Ahmad, what do you do after Àsr? Sir, I go for a walk to the garden. (10) Do you read the newspaper every day? By Allāh, every day I read the newspapers in the library.

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Arabic Tutor – Volume Volume Two

Lesson 17 The Intransitive and Transitive Verbs and the Active and Passive Verbs (!" i

N ; . @: 0; bY1 . )

1. Verbs are of two types: • Intransitive (bY1 ): one which is complete with the doer of the action, e.g. (: m B)YM

bM L J

- Zaid became

noble.) The intransitive verb does not have an object. • Transitive (@: 0; ): one which requires both the doer and the object to complete the statement, e.g.

L ( ˜~?B –

:m B)YM J J 2J - Zaid ate bread.)

2. Most transitive verbs require one verb only but there are some verbs that require two objects, e.g. when it is said, ( ˜ / K M

:m B)YM = M I M

- Zaid thought that Bakr), the sentence is

incomplete. What did he think of Bakr? When it is said,

J ( Â &Iv

˜ /K M :m B)YM = M I M - Zaid thought that Bakr was wealthy),

the sentence becomes complete. ( ˜7 I M

˜: I M– :m I M M I M ) – HÄ mid knew that KhÄ lid is pious. Page 25

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Arabic Tutor – Volume Volume Two Such verbs are called ( I B J"B L .K M

'J I @ B :� M 0M%L K J) – transitive to

two objects. 3. There are two types of transitive verbs: • the active verb (N ; ): a verb that is related to the doer of the action and the doer is known, e.g. ( ˜: I M–

:m I M M M ( M

- HÄ mid hit KhÄ lid.) In this

sentence, the doer of the verb ( M M ( M ) is known. • The passive verb (!" i ): a verb related to the object and the doer is not mentioned, e.g. (

M I ( L

:m I M– - KhÄ lid was hit.) In this example, the doer is not mentioned at all. Therefore the verb ( M I ( L ) is a passive verb. 4. The noun towards which the passive verb is related is

I I J. K called (

= L Â I M*

- the representative of the doer). It is

(`B",S B M - in the nominative case) like the doer. In the sentence, (: m I M– and should

M I ( L ), the word, (:m I M–) is the object in reality have been ( "8& - in the accusative case).

However, due to the passive verb, it has taken the place of

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Arabic Tutor – Volume Volume Two the doer of the action and is therefore (`B",S B M ). Note 1: The ( I I J. K

= L Â I M*) is also called ( L S I J, D M L) B J M !S "L .K M ).

5. Those verbs that have two objects will also have two representatives of the doer. But both will not be (`B",S B M ). The second object will be ( "8& ), e.g. ( ˜7 I M

:m I M– M I L - KhÄ lid

was thought to be pious.) Note 2: The method of constructing the ('( ; ) passive and imperfect passive tense was discussed in Lessons 14 and 15 of Volume One. 6. An intransitive verb is generally used in the active tense. However, by adding a particle to a subsequent noun, it can become transitive. In such a situation, the intransitive verb can be used in the passive tense, e.g. (: ” B)~M I

:m I M– = M M XJ - KhÄ lid took Zaid.) M M XJ ) has become transitive. The passive Here the verb (= form will be: (: ” B)~M I = M I XS - Zaid was taken.) Similarly, the passive form of the sentence ( ” M0/I I :m I M ‡{ M| HÄ mid brought a book) will be ( ” M0/I I ÂĄJ B|I - A book was Page 27 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two brought). Note 3: Although the verb (‡{ M| - to come) is intransitive, it is used like a transitive verb: ( m "B 0L/K M

'B *I‡{ M| - A letter reached

me).

u "B L #M (!

B S ‡{ M| - A messenger came to you.) Sometimes the particle ('J RI) is used after it, e.g. ( š M B JRI ‡{ M| m "B 0L/K M - A letter came to you). J –M M - to enter) is intransitive. An adverb succeeds The verb ( it, that is, a noun showing place or time. Generally there is

B ,I) to it, e.g. ( no need to attach the particle ('

:M Ž I B %M K I :L B)YM J –M M

˜ M?M - Zaid entered the musjid in the morning). The words MŽ I B %M K ) and ( ˜ M?M ) are called ( , !" . ) which are (: normally words denoting place or time and they are ( "8& ). The details will follow in Volume Four.

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Arabic Tutor – Volume Volume Two

Vocabulary List No. 15 Word

Yˆ #L 2J

Meaning rice

= m *I M|

side

-S D/I I%M K -S >J B):I 7 M K J

the royal garden

(Z) = M I #M

to mount

T m "B L – š m %M M

fish

#m B :L L ‚ #m :B M

chest, heart

-u J L JG

table

!u J.GK 2J ‚ u .K GI

child

-u M M M

carriage, vehicle

'ˆ Ž I M B M

coachman, cabman

@ ˆ I /J B M

soldier, policeman

-u D I #I J,

Persian

D% J

when

#M "B ,S Mw&B I

Singapore

M ?I¢B I

Libya Page 29

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Arabic Tutor – Volume Volume Two

-u M#M M7 L

war

Z m M*

people

(N) ÂŁ M M *M

to rise

-I M #M :B %M K T L M?|I M

assignment, task

Exercise No. 16 (A) Change the active verbs into passive ones and vice versa in the following sentences. Note 4: When you want to change the active into the passive, delete the doer and replace it with the object which will now be (`", ).

J Example: ( ˜? K

:m I M M M ( M - HÄ mid hit a dog.) will change to

(= m K J

M I ( L - A dog was hit). ( I B)~M ?B–L L M) B M — B J J 2J - Maryam ate two breads) will change to ( I M~?B–L J I 2S - Two breads were eaten).

If you want to change the passive into the active, insert a doer, change the ( .

=Â *)

to the object and render it

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Arabic Tutor – Volume Volume Two ( "8& ). Example: (3 m #I M

J 0I$S - A thief was killed) will change to ( J 0M$J ¤$#I M u |L #M - A man killed a thief) or ( ¤$#I M — L K 0M$J – I killed a

thief) etc.

˜&?M J S .K ‹C M I }M (1) 9M M 2J :” I M "B –L 2J = M JGJ (2) YD #L Â?J K M š M %M D bM "B M K M& K J 2J (3) M 8 B I 'J RI cL M–2J :” I M "B L2J J M #B 2J (4) • -J D I #I J. K š M 0L–B 2S L M .K M K M (5) #M "B ,S Mw&B I -I M#M M7 L 'B ,I cL M 2J @ ˆ I /J B M J 0M$J (6) m B?I J :m M 2 J 0I$S (7) I M"B):Â? 'I, 9M "B L2J = M IGS (8) • -I M #M :B %M K M M nM 0I,S K M (9) -I M #M :B %M K 'I M M L D"?M K nM 0M,J B M *M (10) M ?I¢B I -I M#M M7 L 'B ,I :I J"M K J€ M "B L2J J 0I$S (11) • -J /Q M 'B ,I @ Âœ :I &B I K S M C L M .K L) K M (12) M M fM#:M B M 'J RI cL "B –L 2J r J I L (13) Page 31 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two

#L Q./S K bL ~M B L M (14) T M "B S M| L L M J 0M$J (15) ˜7 I M 9M M–2J — L ?B I M (16) (B) Translate the following sentences into English.

-I >J B):I 7 M K 'J RI = L M €K M M -J M M M K = L J B M K M ‚ -I M M M K I 'Âœ ÂŽ I M B M K ‡{ M| • -I D/I I%M K :m I M– 'B >I B):I M L J M #B 2J 'B I B I B I m "B 0LK/ M 'B *I‡{ M| 'Â? I B /S K 'J M ˜ I M| M BwI 8 D 9M M–2J — L B)2J#M š M M M ÂŽ B L — L K –M M D% J 'J M = ” *I MÂŽ I — L B JÂŽ M ,J -I M #M :B %M K T I M?|I M = L 0L/K M) -I J L Q‹ bM M 2J eI "M B >J K I 'B I ‡{ M| M 'ÂĽ I B S S S K M) cL M*:B |M "M ,J @ ÂĽ #I B L ( M ” B Â?J I cI I 8 B J$ 'B ,I eI :M K ?M K I B I 2J 'J M M& K –M M M B /I J bI M ‹Q 'J M M&?M JGJ M bI M:$K Â?J K 'J M ˜% I J$ ÂŁ M M &M,J bM M ‹Q cL M& B I E M ,J @ I DE I M& J ÂĄJ B|I D jS M& K J 2J B /S I .S *B2J B I !u "B L #M B S ‡{ M| :B >J J #I B :L 8 Âœ 'I, M% I ‡Š J.}I M B /S Â?#M B I -u OJ I "B M B /S B‡{ M| :B $J Z L D& M Âœ)2J M)

(1) (2) (3)

(4)

(5) (6)

M B&I I ÂŚB %L K I -u %M B #M M @˜: L M Page 32 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two (C) Translate into Arabic. (1) A man killed a big lion. (2) I called HÄ mid’s brother. (3) My sister ate the fish and the rice. (4) Ahmad regarded MahmĹŤd as being pious. (5) This girl’s brother was killed in the war of Japan. (6) My father sent me to Hyderabad. (7) Is the Arabic language understood in Bombay? (8) A letter came to me from my brother. (9) I will write its answer tomorrow. (D) The following sentences are complete. Ponder over each sentence, determine the active and passive verbs and then insert the correct ( ) accordingly.

e } : 2 0$ e } — 0$ e" > : }# } e" > — } # : ) &v : }# :)Y = &v : }# =

(1) (2) (3) (4) (5) (6) (7) Page 33

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Arabic Tutor – Volume Volume Two

9 –2 —? G 9"–2 = G 3" hR ' 1v —k

3" hR —k

• - #:; 0/ € 2 > —*2 • - #:; 0/ € 2 >) § ) p § ) "

(8) (9) (10) (11) (12) (13) (14)

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Lesson 18 Changes in the Verb due to the Doer 1. When a verb precedes the ( ,), it will always be singular, whether the ( ,) is singular, dual or plural. However, it will correspond to the ( ,) in gender. Examples: Plural

Dual

Singular

J "B %L C M %L K = M 0M J

I M% C M %L K = M 0M J

L C M %L K = M 0M J

T L M% C M %L K — I ?M0M J

I M0%M C M %L K — I ?M0M J

-S %M C M %L K — I ?M0M J

However, if the ( ,) is a broken plural and a nonintelligent being ( $

¨v), whether masculine or feminine,

the verb is generally singular feminine in both cases. Examples: (! S M%ÂŽ I K

T I ‡{ M|) – The (male) camels came. (3 L "B &œ — I ?M M XJ ) – The (female) camels went. Note 1: The word (! u M%|I ) is the broken plural of ( u %M |M ) while Page 35 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two (3 m "B *L) is the broken plural of (-u $J M*). If the ( ,) is a broken plural of an intelligent being, whether masculine or feminine, the verb can either be used masculine or feminine. Examples: Analysis

Feminine Verb

Masculine Verb

The ( ,) is masculine.

!S M| � — I J J$

!S M| Â? !J J$

The ( ,) is feminine.

eu "M B *I — B J J$

eu "M B *I !J J$

Similarly, if the ( ,) is a collective noun (oŠ ('> >

9

)9 or it is

¨v r*Œ )10, both forms are permissible.

See Terminology in Volume One. A word that does not have a living masculine opposite.

10

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Arabic Tutor – Volume Volume Two Examples: Analysis

Feminine Verb

Masculine Verb

bL "B >J K T I M l M M

bL "B >J K M l M M

¨v r*ÂŚ s L %B E D — I M JGJ

s L %B E D oM JGJ

The ( ,) is (oŠ The ( ,) is (

)

'> > ). 2. If the ( ,) is mentioned before the verb, the verb and the ( ,) must correspond. Examples: Feminine

Masculine

— B ?M0M J -S %M C M %L K J

= M 0M J L C M %L K J

M0?M0M J I M0%M C M %L K J{

M?0M J I M% C M %L K J

Dual

M ?B0M J T L M% C M %L K J

B"?L0M J J "B %L C M %L K J

Plural

Similarly, the sentence ( B"?L M XJ M

Number Singular

J "B %L C M %L K M l M M

- The teachers

were present and went away), has two verbs. The first one is singular and the second is plural. The word ( J "B %L C M %L K J) is the ( ,) of both verbs, succeeding the first verb and Page 37 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two preceding the second. Therefore, the first verb is singular and the second is plural. Note 2: This rule could be understood in another way. When the ( ,) precedes the verb in a sentence, it is not called the ( ,) in Arabic Grammar but is the subject ( :0? ) while the verb becomes its predicate (ª–). The ( :0? ) and (ª–) form a (- x

- Š). It will not be a (- , - Š).

The analysis of the sentence (= M 0M J

L C M %L K ) will be as follows: The word ( L C M %L K ) is the subject ( :0? ). The verb (= M 0M J ) has a L ) which is the ( ,). The verb with its hidden pronoun ("M ( ,) become a (- , - Š) and then forms the (ª–). The ( :0? ) and (ª–) constitute a (- x - Š). You learnt in Lesson 6 that the predicate must correspond with the subject in number and gender. Accordingly, in such sentences, the verb which is the predicate corresponds with the visible ( ,) which is the subject. But when the

subject is the plural of a non-intelligent being, the verb will be singular feminine, according to the normal rule of (

- Š

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Arabic Tutor – Volume Volume Two

- x ), e.g. (— B 0M?M*M #L MŽ}B �J K J) – The trees grew. Hopefully you have understood the corresponding of the verb and the ( ,). Carefully read the exercise that is to follow.

Vocabulary List No. 16 Word

( ) !J €J M

Meaning to spend

(N) ` M #M YM

to sow

(N) !J Â?J{ M

to ask, to question

( ) M /J }M

to thank

( ) oM JGJ

to rise

(Z) bM :I $J

to come

( ) ÂŤ D $J

to narrate a story

(]) :M 8 M $J

to intend, to proceed

(N) nM &M M

to grant, to award

:L ÂŽ I M) :M |M M

to find

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Arabic Tutor – Volume Volume Two

I M" M2J

parents

N m "B S2S ‚ ‘ m K2J

thousand

-u *M M RI

help

eu~M Â I M|

prize

p¤ M

immediately

u –B M

income

-u M)ÂŹB #L

sight, meeting

‡Š M0}I

winter

eu M M }M

testimony, evidence, certificate summer

‘ m BM = ˆ GI

medical science

-u M M?GI

medical profession

‡Š Ml B 2J ‚ "m l B L

limb, member

-u >J Â I J,

superior, first-rate

L I M",J ‚ -u M I J,

fruit

bm B :L $S

to come, to arrive

@˜ $S ‚ -u M) B $J

village

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Arabic Tutor – Volume Volume Two

L I M M ‚ m /J B M

house, dwelling

m "B ,S L ‚ :m ,K M

delegation

Exercise No. 17 Note 3: The important words will be typed in bold. Make a careful note of these words. The future lessons will also be done in the same manner. Note 4: Note in the following exercise that when the verb precedes the ( ,), it will always be singular and when it succeeds it, the verb and the ( ,) will correspond.

M ‡I M0E Â? 'I, D jS ‘ I B8 D 'I, J ?MÂŽ M K !S M| Â? (1) B L &M I M M ‡I J, M E Âœ M I M J B 2J M L L I M– M :L %M B 2J bM DE (2) e¤ ~M  I M| M I M70I B +I K 'I, L pJ B { (3) " # $ -J >J  I J. K eJ M M E D ! M = Â? ‹C I K I 'B ,I I M0&B?I K (4) -I ?M JGJ B I ‡I M >J .S K 'J M e¤ M BkI J p¤ M"B 2J % & ' M ˜:B):I }M ˜ M ,J M% L M" M2J I K I K Page 41 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two

I B OÂ? :M B M D jS eJ "M B >J K '# * , ˜ M?M @ B :I &B I I 1 J |L #M )( (5) -¤ *M M RI 'B &Â? I . M 'B I B I ‡I J, M }L B I !” M|#I eS M E B M I B,I :m ,K M - D% J,J eI :M K ?M K I B I 2J :M %M B 2J 'B >I B):I M 'J RI B I I . & -I D?Â?‹C -I M #M :B %M K I J –I M M& I 2 3 M p¤ M 1 M -I ,J B wL K M I M& B JRI # 0 cI I 8 B $J :M &B I / ' I I M".J K I L L D:–L 5 )( D jS -I &MD)~M %L K 'Â? I M /J K 'J M , 4 M I 8 B >J K : # * M @ M DE ' # 9 eI "M B >J K M @ I DE I )6 7 8 4 D% J,J = M& I B :L $S = I ?M M B M L B I Â?J K 1 ; (< D jJ eJ "M B >J K :I ,K "M K ‡z Ml B 2J @ . A -¤ M #M ~B M M J ? M p¤ M -” D I#L ‘ M K2J -I M #M :B %M K I > -J 8 D >I K I B J M ˜ BkI J ˜ /K }L š M IÂŒX 'J M B # C 9  )"I &M M -” D I#L ‘ I K2J "M 7 B *M M S–B M .'B I B I 'J RI D E M (B) Fill in the blanks:

M J|M M I 1 J |L #M — I B?M K 'J RI D jS M% L M #B M u B I–M M ‡{ M $J [ I B .J K 'J M M ‡z M &� T I ‡{ M| J 2K M >K M) T L M&?M K J ˜ ,I M*

J B ‡z M >K M)

(1) (2) (3) (4) (5)

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~M ?B� L K M M 7 B Q 'B *I M"–B RI (6) -I M #M :B %M K 'J RI :M %M B 2J T L M"–M 2J (7) '� I M /J K 'J M M -I M #M :B %M K 'I, T L M%C M %L K (8) -I M #M :B %M K 'J RI š M 0L–B 2S 'M0 M (9) I 8 B M K :M B M 'J RI M& M M K M (10) I ?MŽ M K M I 'M0 M M J ?MŽ M K ‡z M M �S K 'M0M (11) M &B I š M L M"–M 2J bB 2J #I D: M I š M *L M"–B RI K M (12) M &B I B M M #M D: B M (13) @ � "I &M D I M70I B +I K 'I, ˜: J M B J (14) (C) Translate into Arabic: (1) The boys ate breakfast and then went to the madrasah. (2) The two boys were successful in the examination of medical science and they were awarded a certificate and a prize. (3) Did your sisters go to the madrasah? (4) No sir, they did not go till now. Now they will eat lunch and then go to the madrasah. (5) Three noble women came to me from a village and sought help from me for the girls’ madrasah. I gave Page 43 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two them fifty rupees. They thanked me and went away to their village.

Test No. 9 (1) How many categories ( " 2) of verbs are there in ( ­

'j1j)?

(2) When a verb belongs to a particular ( ), what does it mean? (3) What do you obtain by recognizing the ( ) of a verb? (4) To which categories ( " 2) do the following verbs belong: (= #), ( – ), (=0 ), ( 2), ( ,), (£ *M), (r ), (= X), ( $), ( /}) and ( 8 )? (5) What is a transitive verb and an intransitive verb? (6) From the above-mentioned verbs (in no. 4), which verbs are intransitive and which ones are transitive? (7) Define (N

,) and (!" ­ ,).

(8) In a sentence, how can an active verb be converted to a passive one and vice versa? Provide an explanation with examples. (9) Why is the passive tense not formed from an Page 44 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two intransitive verb? (10) Can the passive tense ever be formed from an intransitive verb? (11) If the doer succeeds the verb in a sentence, what effect does the gender and number of the doer have on the verb? (12) If the doer precedes the verb in a sentence, what changes occur in the verb due to the differences in the doer?

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Lesson 19 The Different Types of the Perfect Tense

(1) The Recent Past Tense or Past Perfect Tense (2A#=

FG H )

By adding the particle (: B $J), the meaning of the recent past tense is most often created, e.g. (3 I "B œ

'J RI :m B)YM = M M XJ :B $J) – Zaid just went to the market or Zaid

has gone to the market.

(2) The Far Past Tense or Pluperfect Tense (

FG H

ID. ) The far past tense is formed by inserting the word ( J J ) before the ('( ; ), e.g. (= M M XJ

J J ) – He had gone.

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(3) The Past Continuous Tense or Past Habitual Tense (KE #> <J

FG H )

The past continuous or habitual tense is formed by inserting the word ( J J ) before the imperfect (`# l

L M B #L L :L %M B 2J = L 0L/K M))

,), e.g. ( J J

– Ahmad was writing his lessons or he

used to write his lessons. Note 1: The word ( J J ) is a verb of the perfect tense ('( ; ) from the verbal noun ( u "B J - to be). Its paradigm is like other verbs:

D 0L&B S M%0L&B S — I &B S B 0L&B S M%0L&B S — M &B S D S M0*M J — B *M J B"*L J M* J J J D& S — L &B S Note 2: Whichever word-form (-w ) of the far past or past continuous you intend to construct, use the same wordform from the above paradigm and add it to the same word-form of the ('( ; ) or (`# l; ) tense. You will understand this well from the following paradigm.

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ID. FG H LD$

Meaning

Person

Gender

Word-Form

Verb

He had written

3 person

masc.

singular

= M 0M J J J

They 2 had written

dual

M?0M J M* J

They had written

plural

B"?L0M J B"*L J

singular

— B ?M0M J — B *M J

They 2 f. had written

dual

M0?M0M J M0*M J

They f. had written

plural

M ?B0M J D S

singular

— M ?B0M J — M &B S

You 2 had written

dual

M%0L?B0M J M%0L&B S

You had written

plural

B 0L?B0M J B 0L&B S

singular

— I ?B0M J — I &B S

You 2 f. had written

dual

M%0L?B0M J M%0L&B S

You f. had written

plural

D 0L?B0M J D 0L&B S

singular

— L ?B0M J — L &B S

dual/ plural

M&?B0M J D& S

rd

fem.

She had written

You had written

2nd person

fem.

You f. had written

I had written We had written

masc.

1st person

m/f

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KE #> <J FG H LD$

Meaning

Person

Gender

WordForm

Verb

He was writing

3rd person

masc.

singular

= L 0L/K M) J J

They 2 were writing

dual

I M?0L/K M) M* J

They were writing

plural

J "B ?L0L/K M) B"*L J

singular

= L 0L/K M — B *M J

They 2 f. were writing

dual

I M?0L/K M M0*M J

They f. were writing

plural

M ?B0L/K M) D S

singular

= L 0L/K M — M &B S

You 2 were writing

dual

I M?0L/K M M%0L&B S

You were writing

plural

J "B ?L0L/K M B 0L&B S

singular

M B?I0L/K M — I &B S

You 2 f. were writing

dual

I M?0L/K M M%0L&B S

You f. were writing

plural

M ?B0L/K M D 0L&B S

singular

= L 0L K 2J — L &B S

dual/ plural

= L 0L/K *M D& S

fem.

She was writing

You were writing

2 person nd

fem.

You f. were writing

I was writing We were writing

masc.

1st person

m/f

Note 3: The (`# l; ) of ( J J ) is ( S "B /S M)). The paradigm will be as follows:

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P CA : ME NH LD$

Meaning

Person

Gender

WordForm

Verb

He was

3rd person

masc.

singular

S "B /S M)

They 2 were

dual

I M*"B /S M)

They were

plural

J "B *L"B /S M)

singular

S "B /S M

They 2 f. were

dual

I M*"B /S M

They f. were

plural

D /S M)

singular

S "B /S M

You 2 were

dual

I M*"B /S M

You were

plural

J "B *L"B /S M

singular

M B*I"B /S M

You 2 f. were

dual

I M*"B /S M

You f. were

plural

D /S M

singular

S "B S 2J

dual/ plural

S "B /S *M

fem.

She was

You were

2nd person

fem.

You f. were

I was We were

masc.

1st person

m/f

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(4) The Doubtful Past Tense (F QCR9

FG H )

Q M J - perhaps) before the ('( ; ) By inserting the word ( perfect tense, the doubtful perfect tense is formed, e.g. (: IÂŽ I B %M K

'J RI = M M XJ ˜:B)YM Q M J) – Perhaps Zaid went to the musjid.

The word ( S "B /S M)) can also create the doubtful perfect

M M XJ meaning, e.g. (=

:m B)YM S "B /S M)) – Zaid may have went.

Note 4: The word ( Q M J) does not appear before a verb. It is succeeded by a noun which is ( "8& ) or by a pronoun (¨%().

(5) The Perfect Desirous Tense or Conditional Perfect Tense (SF #9

FG H 4 T> FG H )

The meaning of the conditional perfect tense is created by adding the word ("B J - if, would that) to the ('( ; ), e.g. (T M :B 8 M7 M J

— M B #M YM "B J)

– Had you sown, you would have

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Arabic Tutor – Volume Volume Two harvested.

M :B 8 M7 M J) has the meaning of Note 5: The (!) in the word (T ‘certainly’ or ‘surely’. This (!) is inserted in the response to the conditional sentence beginning with ("B J). Sometimes it is not inserted. For the perfect conditional tense, sometimes ( J J ) or any of its other word-forms is inserted after ("B J). The ('( ; ) or the (`# l; ) tense can be used after it. There is a slight difference in meaning. Examples: (T M :B 8 M7 M J

— M B #M YM — M &B S "B J) – If you had sown, you would have

certainly harvested, or ‘Had you sown, you would have harvested’.

(— M 7 BŽ M *M

š M M B #L L „ S .J 7 B M — M &B S "B J)

– If you had been learning

your lessons, you would have succeeded, or ‘Had you been learning your lessons, you would have succeeded’. By inserting the word ( M%0M B J) or (— M B J), the desirous perfect Page 52 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two tense is created, e.g.

L 7 BŽ M *M (—

M%0M B J) – How I wish I succeeded. (n MŽ M *M :˜ B)YM — M B J) – Would that Zaid was successful. Note 6: Like ( Q M J), the word (— M B J) also appears before a noun or a pronoun and renders it (=8*). 6. Also remember that the word ( J J ) or its derivatives most often appear before a nominal sentence. The predicate will then be in the accusative case (=8&

- ).

Examples: ( ˜ I M|

:m B}I #M J J ) – Rashčd was sitting.

( M B%I Â I J$

L pJ B �J K — I *M J ) – The boys were standing.

Note 7: You have read the paradigms of ( J J ) and ( S "B /S M)). Conjugate the verb (! S "B >S M)

!J J$) in a similar manner because

you will be able to form more sentences with the aid of this paradigm.

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Vocabulary List No. 17 Word

( ) :M B Ž L K !J €J M

Meaning to strive, to take pains

(Z) J I |M

to be ignorant

(N) nM %M M

to overlook, to permit

( ) 3 M :M M

to speak the truth

(]) #M €J M

to excuse

(]) !J €J M

to reproach

(]) J >J M

to understand

( Z) = M l I vJ

to be angry

*YL "B .S M)

YM J,

to succeed, to achieve

(Z) r J ?I J

to stay, remain

( ) ÂŤ M >J *M

to decrease

„ S I M) „ J M M

to advise

L M YB Â?J K J

Al-Azhar University

m M L

sand

:m B |L

effort

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Arabic Tutor – Volume Volume Two

!u "B >S L ‚ u >K M

field

m M M–

seal, final

m B I M

fire, hell

m M7B 2J ‚ = m I M

companion

N m "B L( L ‚‘ m B( M

guest

-u M I M(

outskirts

m B I M

knower

bm 1 Q M

very learned

N m M vS ‚ -u ,J B vS

room, upper storey

m "B LvS ‚ = m BvJ

unseen

J B?M$S

just before

„ u B.I M m M0 I

protecting book

Z M Â?K M pJ

no harm

-u J J> M

statement

nm |I M*

successful

* The paradigm of (YL "B .S M)

YM J,) is the same as ( J J ). Page 55

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Arabic Tutor – Volume Volume Two

Exercise No. 18 (A) Translate the following sentences into English. The words in bold are particularly connected to this lesson. ANSWER

QUESTION

-I M I Dl 'J RI J P U # "M L

•— I B?M K 'I, 9M "B –L 2J K M (1)

I >K 7 M K 'J RI 2 3 V W D

• 9M "B L2J M B)2J M (2)

M M E M M oM I D0 Z M #B :D 5 47#

• bM "B M K 5 47# Z ” #B M @ D 2J (3)

˜:vJ M B) I E B I K Z M #B :D S M $K 2J N M "B M eJ :M B) I Ž M K 4 # 7 4 8 @ B :I � M M)

4 # =7 X 8 ! ‘ L L "B L) (4) • -J M #I M? K

— L B)2J#M M — L ?B M €J ,J M& J -u >J B):I M 9M M& L M J M" B 2J

š M K I 'J RI . 3 8 M I (5)

-I ,J B wL K M I # 0 R 8 B M *M

• M& B JRI P # 0 X Y 8 K M (6)

• -I M) B >J K

M M B #L L 0 $ ! 8 'M I š M 0I–B 2S 'J M . N Z M I :L B)YM M) (7) • -S %M C M %L K

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Arabic Tutor – Volume Volume Two

b” "B M) Q S [ $ ! 4 8 M*2J 'B –I 2J M)

b” "B M) Q S [ $ X — M *B2J K M (8)

— L &B S 'B *��J I 0 $ ! M s I B �J K I B /I J

•š M M #B M

N I "B Ll Âœ -I M :B –I 'B ,I p¤ "B wL E B M M M YB 2J ‡I M% J L B I 8 ‡I pJ ÂŚL M

• B S :M &B I ‘ L Bl D J J B M (9)

b” D)2J -J M %B –M M*:M &B I P \ . 7 A B L Q M J

B I I > ] 'B &I0M B J M) (10) ˜ "B M) B J ‚ B I I#M M)~I I 5 # N • B S :M &B I P \ . 7 A

š M 0IM)B L I " # $7 A 'B I2J 'B –I 2J M) Z M �K M pJ

5 # N 9M "B L2J > < "B J (11)

I >I B):I M L B — M *B�J,J

I I wB %M K :M B M

I M70I B +I K 'I, ˜7|I M* J J "M L B M *M

9M "B –L 2J P 8 K M :L B I M M) (12)

eI M M E D I ^ M

• eI M M E D I {^ M ˜7|I M*

eI M M E D I 5 M 'B &I0M B J M) •I M70I B +I K 'I, K M (13) @ B :I Â? M M) 7 _ 9M :M B |L 7& ' "B J (14) (B) Translate the following verses of the Qurâ€™Ä n:

„ u I. M m M0 I M*:M &I M B L &B I ] L #B �J K  L >S &M M M&%B I M :B $J (1) Page 57 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two

J€ M I &M B %I M D& S M ¨I I D I M7B 2J 'I, D& S M S >I B *M B 2J oL %M B *M D& S "B J "S J$ M ˜0 I?kK M :D }M 2J M B L Q ˜ B–M J J/ J I I J "SO M "L) M K"S M ,J B L *D2J "B J M š M I .K *M 'I, M L J B 2J pJ M 'I .K *M 'I, M L J B M L 0M%B I M :B >J ,J L 0L K $S — L &S IR I "L wL K bL 1 Q M — M *J2 š M *DRI ˜ M L — L &S 'I&0M B J M) L ,I J/ K !S "S>M) M ˜% I/ M ˜~)I~ M L ™ J J M ˜% IO M š M B J M I ™ S l B ,J J J M M M M– M I Q !J "L #D I/ J M B /S I M|#Â? Â? :” M 2J M 2J :m %D 7 M L J J M ˜% I M ‡” 'B }M C /S I L Q J J M 6 M Â??I&D

(2) (3) (4) (5) (6) (7) (8) (9)

(C) Hereunder follow two verses of KhalÄŤl, the celebrated grammarian. They are extremely enjoyable and worthy to ponder over. When Ă€llÄ mah KhalÄŤl was inventing the science of verse and he was engaged in forming the scales of poetry, his son thought that the father was uttering nonsense. He began making an uproar about his father’s mental derangement. It was on this occasion that KhalÄŤl uttered this response.

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'B &I M#B €J M !S "B $S2J M L J B M — M &B S "B J J/0L K€J M !S "B >S M M L J B M — M &B S B 2J 'B &I0M K€J M ,J 'B 0I J J> M — M K I |M B /I J J/ L#B €J M ,J u I M| š M *D2J — L %B I M M J M ) at the end of the first verse was Note: The word ( J/0L K€ originally (š M 0L K€J M ). Similarly, the word ( J/ L#B €J M ) was (š M L#B €J M ). It is permissible to append an ( ), ( ) or (@) at the end of a verse to prolong the sound. (D) Translate the following sentences into Arabic. (1) My brother just went to the garden for a walk. Perhaps he may return a little before Maghrib. (2) Yesterday I had gone to a village. Were you looking at me? (3) Yes, I was looking at you from the minaret (eu #M M& M ) of (4) (5) (6) (7)

the musjid. You were mounted on a horse. We saw your paternal uncle. He was reading the newspaper last night. Had you not learnt your lesson yesterday? I had learnt my lesson yesterday. MahmĹŤd used to learn his lesson everyday but today Page 59

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Arabic Tutor – Volume Volume Two he was busy in the service of the guests. (8) Had we taken pains, we would have certainly succeeded in the final examination. (9) Were you drinking tea in Hyderabad? (10) I used to drink tea in the morning in Bombay but I left the tea in Hyderabad.

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Lesson 20 The Different Forms of the Imperfect 1. Only the imperfect (`# l;

. )

is declinable ( M B L )

among all the verbs.11 See 10.10. The perfect tense (

.

'( ; ) and the imperative ( ) are indeclinable ('I&?B%M K J). Note 1: Remember that the ( ) of a declinable noun ( ;

p ) is (o,#), (=8*) and ( F |) while the ( ) of the (`# l; ) is (o,#), (=8*) and (b~|). Jazm (b~|) does not appear at the end of a noun while jarr ( F |) does not appear at the end of a verb. Yes, if for some temporary reason it appears, it is another matter. 2. If the particle ( B J) is prefixed to the (`# l; ), jazm will be read at the end of the verb. Therefore the particle ( B J) is called a (bY |

N ).

However, the plural feminine word-forms of the second and third person are not ( M B L ). No changes occur in them. 11

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Arabic Tutor – Volume Volume Two When the particle ( B J) is prefixed to the (`# l; ), it renders (=8*) to the verb. Therefore the particle ( B J) is called a (=

* N ).

The seven (- (=

* N ).

"*) are deleted due to the (bY | N ) or

This is the change that occurs in the word

itself. As for the meaning, due to the particle ( B J), the (`# l; ) changes to the negative perfect ('.&;

'( ; ). K M .K M) B J - He did not do) is the same as ( J M ,J M ). Therefore ( The particle ( B J) creates the meaning of negative emphasis

in the (`# l; ). The (`# l; ) also becomes specific with the

J M .K M) future tense, e.g. (

B J) – He will never do.

Compare the following paradigms and understand well the differences in words and meanings.

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- ` ME NH

: H ME NH

M #H ME NH

K M .K M) B J

J M .K M) B J

S M .K M)

He did not do

He will never do

He is doing or he will do

J M .K M) B J

J M .K M) B J

I J M .K M)

B" S M .K M) B J

B" S M .K M) B J

J "B S M .K M)

K M .K M B J

J M .K M B J

S M .K M

J M .K M B J

J M .K M B J

I J M .K M

M K M .K M) B J

M K M .K M) B J

M K M .K M)

K M .K M B J

J M .K M B J

S M .K M

J M .K M B J

J M .K M B J

I J M .K M

B" S M .K M B J

B" S M .K M B J

J "B S M .K M

'B I M .K M B J

'B I M .K M B J

M B I M .K M

J M .K M B J

J M .K M B J

I J M .K M

M K M .K M B J

M K M .K M B J

M K M .K M

K M ,K 2J B J

J M ,K 2J B J

S M ,K 2J

K M .K *M B J

J M .K *M B J

S M .K *M

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Arabic Tutor – Volume Volume Two Note 2: When the (-?

* N ) are prefixed before ( S "B /S M)), the

paradigm will be as normal without much change. However, when the (- Y |

N )

are prefixed, the

paradigm will be as follows: Word-form

b #DH a F$

singular masculine 3rd person

B /S M) B J

dual masculine 3rd person

*M"B /S M) B J

plural masculine 3rd person

B"*L"B /S M) B J

singular feminine 3rd person

B /S M B J

dual feminine 3rd person

*M"B /S ¢M B J

plural feminine 3rd person

D /S M) B J

singular masculine 2nd person

B /S M B J

dual masculine 2nd person

*M"B /S ¢M B J

plural masculine 2nd person

B"*L"B /S B J

singular feminine 2nd person

'B *I"B /S ¢M B J

dual feminine 2nd person

*M"B /S ¢M B J

plural feminine 2nd person

D /S M B J

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Arabic Tutor – Volume Volume Two singular first person

B S 2 B J

dual and plural first person

B /S *M B J

The paradigm of (! S "B >S M)) with the particle ( B J) is the same as the above one, that is ( B" S"B >S M) B J J "B >S M)

B J K >S M) B J) etc.

B J), there are four other ( 3. Besides the particle (

N

- Y |): • ( % D J - not, not till now)

K RI - if) • ( • (! I - the particle of the imperative) • (p J - the particle of prohibition)

D J) is prefixed before the (`# l; ), it When the particle ( % creates a change in the word and the meaning like ( B J), e.g. ( K M .K M)

D% J - He did not do or he did not do till now).

The particle ( K RI) is used for a condition (^ }). A response (‡ ~|) is necessary for the condition. When the condition Page 65 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two and the response are both the (`# l; ) tense, both verbs will be (b ~­), e.g. ( B I ( B 2J B I l B M

K RI) – If you hit, I will hit.

Note 3: Sometimes the letter (!) is prefixed before the particle ( K RI) and written as ( B §I J). The meaning remains the same. However, there is more stress created in the meaning. The

!I - the particle of the imperative and pJ - the particle of

prohibition, will be discussed in Lesson 21. 4. Besides the particle ( B J), there are other (-?

* N ):

K 2J - that) • ( • (' B J or 'B /J I - so that)

K XJ RI - then) • ( • (! I - so that)- it is called ('B J • (1 Q §J I = pJ

bL pJ )

K Â?J I - so that not)

• ('D0 M - so that, until)

Page 66 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two Examples:

M M €K M) (=

K 2J L L B M 2J) – I commanded him to go. ( M M ,K 2J 'B J S M $K 2J) – I am reading to understand. (n MÂŽ M &B M K XJ RI) – then you will be successful. (2J M >K M I ˜ M0 I L 0L7 B &M M ) – I gave him a book so that he can read. J M ÂŽ B M) 1 Q §J I) – so that he does not remain ignorant. ( (V M M .K M) 'D0 M ) – so that he becomes happy. Note 4: The particles ( K RI) and ('D0 M ) can be prefixed before

the ('( ; ). However, they cause no change in the word. Yes, the particle ( K RI) changes the meaning of the ('( ; ) to the future tense, e.g. (— M %B I ,J

T M 2K M $J K RI) – If you read, you will understand.

Note 5: The particles (! I ) and ('D0 M ) are also (eF# |

N ).

When they are prefixed before nouns, the nouns are read in the genitive case ( F ÂŻ

- ), e.g.

(: ” B)~M I) – for Zaid, (‡I M % M K

'D0 M ) – till the evening. Page 67

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Arabic Tutor – Volume Volume Two Note 6: The particle ( B J) is most often used for negation after the interrogative hamzah (2J) and ( K RI), e.g. ( B J B M

B J 2J) – Did you not know? ( B J B M B J K RI) – If you did not know. Vocabulary List No. 18 Word

(Z) J XI 2J

Meaning to permit

( ) M M 2J

to command

(Z) V M I M

to leave, depart

( ) ° J M M

to spread

( ) ÂąJ J M

to reach

(Z) J ~I M

to be sad

( ) J ~M M

to sadden

( ) M /J M

to order, to decide

(N) nM MXJ

to slaughter

(Z) oM ?I}M

to be satiated

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( ) 3 M M GJ

to knock on the door

(N) ` M M $J

to knock on the door

(Z) J I J

to be lazy

(Z) ²M I J

to lick

(Z) bM :I *M

to be ashamed

(N) oM .J *M

to benefit

B">S D J,

to fear

om  I M|

hungry

` m M? I ‚ om ?L M

predator

m ?BM

patience, aloe- ( m ?IM )

#m "B LGS ‚ m BGJ

bird

m M& B 2J ‚ = m &M I

grape

3 m M ,I

separation

:m ÂŽ B M

glory

bm M M

aim

[ m "B L L ‚ ’ m B M

wild animal

3 m J, I

unity, corresponding

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-u J B M

moment, instant

Exercise No. 19 (A) Translate the following sentences into English.

M ?B8 D ²M M K M 'D0 M :M ÂŽ B %M K ÂąJ S?B M B J (1) (r):d ) Z M D& I /S E B M) B J B M

{ I /S E B M) B J (2) •š M M .J &BM) 'B J M ?M Q L M E B M pJ M I (3) M& B J M J –L :B M I M M? K L J — L 7 B 0M.J ,J M M? K ` L M >K M) :m B I M J J (4) J ~M 7 B M) 1 Q §J I L J — L *BXI 2J (5) I M70I B +I K bM "B M) nM ÂŽ M &B M B J 9M :M B |L !K €S ?B M B J K RI (6) bB :M &B M K M /K M K RI (7) -I M #M :B %M K M I oM |I #B 2J 'D0 M — I B?M K M I U M L Â? B M) pJ K 2J 'B I I M– T L B M 2J (8) M& B ?I}M 'D0 M = M &M I K M& K J Â?J,J M B I  I M| D& S (9) M I

I ²I K –M = M  I MÂŽ M B OS &B M T I M* M" M7 M K -I >J B):I M 'J RI = B M €K M K RI (10) #I "B L‹Â? ` I M? Â? M [ I "B L "L K K XJ RI L J — L K $S ‚ nM ÂŽ M *BÂ?J I @ B :I B |L bM M% M L— K€J M 'B *Â?RI ‘ L L "B L) 'B I !J J$ (11) š M M M M ÂąJ S?B M 3 m M .I ,J 3 m J, I B /S M) B J K RI (12) Page 70 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two

'D I M M K M M .K 0M I M M0/I K J€ M K M >K M B J2J (13) 'M B D 9M L B2J B J K M -” J B M !I D 2J 'B ,I B' I M M ÂąK S B2J B J K RI 'B &I*L~L 7 B M) pJ (14) I B JRI ÂąJ S B2J 'D0 M (B) Translate the following verses of the Qurâ€™Ä n.

#M D& K"S> D J, K"S M .K M J M K"S M .K M B Q I+,J L B–M "M L M 'I L ™ M /S 7 B M) B 2J 'I 2J 'I J XJ Â?K M) M 0D M ] M #B { V M M B2J B J,J 6 M %I I M7 K e¤ M >J M K"L7 M€K M K 2J B S L L Â?K M) M ™ Q RI I I "B >J I M "L !J J$ 6 M I I MÂŽ K M I J "S 2J K 2J I ™ I XS "L 2J

{ :M ?L B 2J K 2J T L B I 2S š M J0L$K Â?J J š M B JRI @ M :I M) ° ” I M? I M*2J M 'I& J0L>K 0M I 9M :M M) 'D JRI — M ‹M M I§ J B /S I"B S$J 'B ,I S M%B)+I K I –L :B M) D% J M B"%L J B M B J M M I M ,J -¤ M I M

I ] L #B 2J B /S M B J 2J m B):I $J ¥” B}M C S 'J M

{ Q 2J B J B M B J J2

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

B S B 8 L &BM)

{ L 8 L &B M K RI (11) (C) Translate the following sentences into Arabic. Page 71 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two

(1) (2) (3) (4) (5) (6)

(7) (8) (9) (10) (11) (12) (13) (14) (15)

Did you not read the Qur’ān? I read the Qur’ān but I did not understand its meaning. O Maryam, why don’t you drink milk so that it can benefit you? I will never drink tea today. Who is knocking on the door? My sister was knocking on the door, therefore I opened the door for her so that she is not saddened. I ate the grapes until I was satiated. If you are successful, you will receive a prize. Allāh created man so that he can worship Him. We recite the Qur’ān so that we can understand it and practise it. That girl was reading the Qur’ān until the sun set. If you help me, I will help you. Those two will not move from their place until you permit them. Were you not present in the madrasah yesterday? Did you not listen to the news on the radio?

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Lesson 20 B The Emphasized Imperfect Tense (: I B I Â?K 0D

I "B *L M :I B I Â?K 0D bI pJ oM M `# l; )

1. Sometimes a (!) is prefixed to the (`# l; ) tense and

™ ) which is called (-J B>I jJ (

"*) or ( K ) which is called ( "* -J. B.I –M ), is appended to it. This (!) and ( ) create emphasis in the meaning. Therefore they are called ( S "B *L M :I B I �K 0D bL pJ :I B I �K 0D ), e.g. from the verb (= L 0L/K M)), the word ( D ?M0L/K M J) or ( B ?M0L/K M J - He will certainly write) is created. 2. Changes occur in the (`# l; ) due to this (!) and ( ) which you can observe in the following paradigm. In order to note the differences, the ordinary (`# l; ) tense has also been inserted.

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Changes

ME NH

ME NH

ME NH

I8; -%

I8; -%

U 3 R,

c$I$d P

c I=\ P

B ?M0L/K M J

D ?M0L/K M J

= L 0L/K M)

C ?M0L/K M J

I M?0L/K M)

B ?L0L/K M J

D ?L0L/K M J

J "B ?L0L/K M)

B ?M0L/K 0M J

D ?M0L/K 0M J

= L 0L/K M

The (- "*) is deleted.

Q ?M0L/K 0M J

I M?0L/K M

One alif has been added.

C M&?B0L/K M J

M ?B0L/K M)

D ?M0L/K 0M J

= L 0L/K M

C M?0L/K 0M J

I M?0L/K M

The (-% / bp) is (V"0. ). The (-

"*) is deleted.

See Lesson 10. Note 2. The (o%ÂŻ

) and the ( "*

- ) are deleted.

The (-% / bp) is (V"0. ).

The (-% / bp) is (V"0. ).

B ?M0L/K 0M J

The (- "*) is deleted. The (o%ÂŻ ) and the ( "*

B ?L0L/K 0M J

D ?L0L/K 0M J

J "B ?L0L/K M

The (@) and the (-

B ?I0L/K 0M J

D ?I0L/K 0M J

M B?I0L/K M

C M?0L/K 0M J

I M?0L/K M

C M&?B0L/K 0M J

M ?B0L/K M

- ) are deleted.

"*)

are deleted. The (-

"*) is deleted.

One alif has been added. The (-% / bp) is (V"0. ).

B ?M0L K Â?J J

D ?M0L K Â?J J

= L 0L K 2J

The (-% / bp) is (V"0. ).

B ?M0L/K &M J

D ?M0L/K &M J

= L 0L/K *M

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Arabic Tutor – Volume Volume Two Note 1: In the paradigm of (-J B >I jJ

"*),

there are six word-

forms where an alif appears before the nōn. These six wordforms do not appear with (-J. B .I – M

"*).

See the above

paradigm. Note 2: Sometimes the (-J. B .I – M (-I MI

"*) is changed to tanwÄŤn, e.g.

D& I B M .J B &M J = ˜ .J B &M J) – We will certainly drag them by the

hair of the forehead. Note 3: The (`# l; ) with (: I B I Â?K 0D

S "B *L M :I B I Â?K 0D bL pJ ) is most often used after an oath, e.g. ( M ?M Q D M M }B Â?J J

I M ) – By AllÄ h, I

will drink the milk.

I B I Â?K 0D Note 4: The (`# l; ) can have the (:

bL pJ ) only prefixed

to it. No change occurs in the word. However, as far as the meaning is concerned, the (`# l; ) becomes specific with the present tense, e.g. (: m B)YM

= L 0L/K M J) – Zaid is writing.

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Arabic Tutor – Volume Volume Two

Vocabulary List No. 19 Word

m I f

Meaning peaceful

-u D$I:L &B L

gun

m I M–

loss

M& D#M

our Lord

( ) M ÂŽ M M

to imprison

‡z MEM) ‡{ M}

to desire, want

m vI M

despised, small

:m BM

to hunt

bL M 7 M K :L ÂŽ I B %M K J

the sanctified musjid (in Makkah) this year

bI M K J€ M 'B ,I

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Arabic Tutor – Volume Volume Two

Exercise No. 20 (A) Translate the following sentences into English.

'B 0I J M– 'J RI ˜ "B 0L/K M bM "B M K D ?M0L K �J J :I B8 D 'J RI ˜:vJ D ?M M €K &M J :” B)YM 1 J I J$ M% L *D�J J I 1 J 0M>K L J I 1 J |L D I J€ M -J ?M‹K � L K C M& B %M B M J M :I B I K bM "B M) 'Q M8%L K eS "M B &� Q M l L7 B 0M J C M?0L/K 0M J M C fM >K 0M J,J š M *I M cL M0–B 2S D 2J = M 0L/K M) B J M 2J M >K M) B J :L J"M K J€ M

z ‡{ M} K RI bI M K J€ M 'B ,I @ M M"–M 2J D 7 MŽ M &B M J

(1) (2) (3) (4) (5) (6)

(B) Translate the following verses of the Qurâ€™Ä n.

cL L 8 L &BM) B M

z Q M 8 L &B M J M B&I I f

z ‡{ M} K RI bM M 7 M K :M ÂŽ I B %M K D S–L :B 0M J M I D *M"B /S &M J M&%B M B M M M& J B .I wB M B J K RI M M& M .S *B2J M&%B J‰J M& D#M M B) I I MÂ? K M B) I vI D8 M I ( B *M"B /S M J) ˜*"B /S M J M D &MÂŽ M B L J cL L L f M K M .K M) B J B §I J

(1) (2) (3) (4)

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Arabic Tutor – Volume Volume Two (C) Translate the following sentences into Arabic. (1) (2) (3) (4)

(5) (6)

My brother will certainly attend the madrasah today. Those two will certainly seek a book from you. If you do not strive, you will certainly be disgraced. If you command me, I will certainly go to hunt and if any lion came towards us, by Allāh, I will kill it with my gun. Those two girls will not come to you but we will certainly attend. I shall, if Allāh wills, certainly succeed this year.

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Arabic Tutor – Volume Volume Two

Test No. 10 (1) How are the following constructed: • • • • •

=) > '( ; : ? '( ; @# %0 p '( ; H%0 '( ; 'G E '( ;

Provide an example for each one. (2) What is the (`# l ) of ( J J )? (3) Among the verbs, which verb is ( )? (4) List the (- Y |

N ). B J) or ( D% J) are prefixed before the (`# l; ), what (5) When (

change occurs in the word and meaning? (6) List the (-?

* N ). (7) When the (-? * N ) are prefixed before the (`# l; ), what changes occur in the meaning and ( )? (8) In how many word-forms of the (`# l; ) does the ( "* - ) appear? Page 79 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two

(9) In which state does the

(

- "*) of the (`# l; ) fall off

in pronunciation? (10) In the paradigm of the (`# l; ), how many word-forms are there where the (- Y |

N ) and the (-? * N ) do

not have any effect on the pronunciation? (11) How many kinds of (: Â?

"*) are there?

(12) Which word-forms of the paradigm of (-J. B .I – M

"*) are

not used? (13) What verb is ( ˜ .J B &M J) and what word-form is it? (14) What changes occur in the (`# l; ) due to the insertion of (: I B I �K 0D (15)

S "B *L M :I B I Â?K 0D bL pJ )? When does the (`# l; )

become specific with the

present tense and the future tense, that is, which particle makes it specific with the future tense and which particle makes it specific with the present tense?

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Arabic Tutor – Volume Volume Two

Lesson 21 The Imperative and the Prohibition (' L B &D M

L B Â?J K J)

1. The verb which indicates the command of doing an act is called ( L B �J K J – the imperative) while the verb indicating a prohibition is called (' L B &D ). 2. The imperative is of two types: • ( L ( I M7 K

L B �J K J) – the second person imperative and this

is the actual imperative. • (= L  I Mw K

L B �J K J) – the third person imperative.

The first person imperative has only two word-forms and is therefore included in the third person category.

L B L B %M K 3. The method of forming (N

L ( I M7 K L B Â?J K J) is that the

sign of the imperfect (`# l;

is firstly deleted after

- 1 )

which a hamzatul wasl is prefixed. If the (-% /

6 ) of the

(`# l; ) is (b"%l ), the hamzatul wasl is also rendered a

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Arabic Tutor – Volume Volume Two dammah otherwise a kasrah. The (-% /

bp) is rendered a

jazm. Examples: from ( L 8 L &B M)

( B 8 L *B2S) – you help.

L M €K M) (= B M XK RI) – you go. from (= from ( L I l B M) ( B I ( B RI ) – you hit. Note 1: If the letter succeeding the (`# l;

- 1 )

is not

sÄ kin, there is no need for a hamzatul wasl, e.g. From the verb (: L I M), the imperative is (:B I - you promise).

L B L B %M K The paradigm of (N Meaning you (one male) hit

L ( I M7 K L B Â?J K J) Gender Number masc. singular

Verb

B I ( B RI

you (2 males) hit

masc.

dual

M I ( B RI

you (many males) hit

masc.

plural

B" L I ( B RI

you (one female) hit

fem.

singular

'B I I ( B RI

you (2 females) hit

fem.

dual

M I ( B RI

you (many females) hit

fem.

plural

M B I ( B RI

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Arabic Tutor – Volume Volume Two

Note 2: The hamzatul wasl inserted before the imperative is not pronounced when preceded by another word, e.g.

K ?I B (°

V L "B *L M)) – O NĹŤh, descend. ( B /S B bL M f M)) – O Ä€dam, live. The words are originally (° K ?I B I) and ( B /S B S) respectively. Note 3: There is no hamzatul wasl before the verb ( J J ). The paradigm of its imperative is as follows:

D S M*"B S 'B *I"B S B"*L"B S M*"B S B S The paradigm of (! S "B >S M)

!J J$) is the same:

M K $S pJ "B $S 'B I"B $S B" S"B $S pJ "B $S K $S 4. In order to construct the passive imperative, a (! I ) is prefixed to the (`# l; ) passive and a jazm is appended to it, e.g. from ( L M l B L) – ( B M l B 0L I) – you should be hit.

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Arabic Tutor – Volume Volume Two The paradigm of (! S "B L B %M K Meaning you should be hit

L ( I M7 K L B J K J) Gender Number masc. singular

Verb

B M l B 0L I

you should be hit

masc.

dual

M M l B 0L I

you should be hit

masc.

plural

B" L M l B 0L I

you should be hit

fem.

singular

'B I M l B 0L I

you should be hit

fem.

dual

M M l B 0L I

you should be hit

fem.

plural

M B M l B 0L I

L I Mw K 5. The method of constructing (=

L B J K J) and ( L C/J 0M%L K L B J K J), whether active or passive, is the same as ( L ( I M7 K L B J K J !S "B L B %M K ), that is, they are formed by prefixing the (!I ). The third person imperative is formed from the third person (`# l; ), the first person imperative is formed from the first person (`# l; ), the active imperative is formed from the active (`# l; ) and the passive imperative is formed from the passive (`# l; ). You will understand this from the following paradigm. Page 84 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two

Meaning

= L Â I Mw K L B Â?J K J L C/J 0M%L K M !S "B L ÂŽ B %M K

Meaning

= L Â I Mw K L B Â?J K J L C/J 0M%L K M N L B L B %M K

He should be hit They 2 should be hit They should be hit She should be hit They 2 should be hit They should be hit I should be hit We should be hit

B M l B L I

He should hit

B I l B M I

M M l B L I

They 2 should hit They should hit She should hit

M I l B M I

B" L M l B L I B M l B 0L I M M l B 0L I M B M l B L I B M ( B Â?S I B M l B &L I

They 2 should hit They should hit I should hit We should hit

Note 4: If ( ) or (N) appear before the ( I B Â?J K

B" L I l B M I B I l B 0M I M I l B 0M I M B I l B M I B I ( B Â?J I B I l B &M I bL p),

the lÄ m

becomes sÄ kin, e.g. (= B 0L/K M K M – and he should write); (U B L Â? B 0M K ,J Then the woman should go out).

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Arabic Tutor – Volume Volume Two Note 5: The (' B J

bL pJ )12 which renders (=8*) to the (`# l; ) does not become sākin, e.g. (= M 0L/K M I M - and so that he writes). 6. There are also two categories of prohibition:

I M7 K • ( L ( •

'L B &D J ) – prohibition of the second person (= L I Mw K 'L B &D J )– prohibition of the third person.

The method of forming them is the same, that is, prefixing (p J ) and rendering jazm to the last letter. The second person prohibition is formed from the second person (`# l; ) while the third person prohibition is formed from the third person (`# l; ). Observe this in the following paradigms.

12

See 20.3.

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Arabic Tutor – Volume Volume Two

Meaning

L ( I M7 K 'L B &D J !S "B L ÂŽ B %M K

Meaning

L ( I M7 K 'L B &D J N L B L B %M K

He should not be hit They 2 should not be hit They (m) should not be hit She should not be hit They 2 should not be hit They (f) should not be hit

B M l B L pJ

He should not hit They 2 should not hit They (m) should not hit She should not hit They 2 should not hit They (f) should not hit

B I l B M pJ

M M l B L pJ B" L M l B L pJ 'B I M l B L pJ M M l B L pJ M B M l B L pJ

M I l B M pJ B" L I l B M pJ 'B I I l B M pJ M I l B M pJ M B I l B M pJ

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Meaning

He should not be hit They 2 should not be hit They should not be hit She should not be hit They 2 should not be hit They should not be hit I should not be hit We should not be hit

2 f / 7 F e R

Meaning

2 f / 7 F e R

Y Q C > 7

Y Q C > 7

1 e > 7

b # D > 7

B M l B L) pJ M M l B L) pJ B" L M l B L) pJ B M l B L pJ M M l B L pJ M B M l B L) pJ B M ( B 2S pJ B M l B *L pJ

He should not hit They 2 should not hit They should not hit She should not hit They 2 should not hit They should not hit I should not hit We should not hit

B I l B M) pJ M I l B M) pJ B" L I l B M) pJ B I l B M pJ M I l B M pJ M B I l B M) pJ B I ( B 2J pJ B I l B *M pJ

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Arabic Tutor – Volume Volume Two Note 6: The (-J B >I jJ

"*) and (-J. B.I –M "*) can also be appended

to the imperative and the prohibition, e.g. ( D M I ( B I) – You certainly hit. ( D M I l B M pJ ) – You certainly do not hit. ( B L I ( B I) – You all certainly hit.

J ) is of two types: Note 7: The particle (p • (' I .K &D

•

pJ ) which does not create any change in word in the ('( ; ) and (`# l; ) tenses. (' I B &D pJ ) which renders jazm to the end of the (`# l; ) while creating the meaning of prohibition as you have seen in the paradigms of prohibition.

Note 8: You have learnt in Volume One that when the final letter of any word is sÄ kin, it is rendered a kasrah to join it to a succeeding word. Examples:

B I ( B I) – (= M K /J K from (

I I ( B I) – Hit the dog. from ( K J ŒB L) pJ ) – (` ” "B |L I BwM I bL M ‹Q I J ŒB L) pJ ) – Food should not be eaten without hunger.

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Arabic Tutor – Volume Volume Two

Vocabulary List No. 20 Word

— M &B M B 2J

z 9M #M M

May AllÄ h bless you

!J M M

come

(N) oM J #M

to kneel, to go into rukĹŤ

( ) :M ÂŽ M M

to prostrate

(N) š M 7 I( M

to laugh

( ) — M &M$J

to worship

13

13

Meaning You have excelled

š M B?D J

here I am, at your service

m B 2J

order, matter

-u D 2S

group, nation

‡Š M B 2J ‚ 'ˆ M

alive, tribe

u Ž I –M

ashamed

˜% I M

always

'M B $S B XS

relative

This word will be explained in Lesson 61 in Volume Four.

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Arabic Tutor – Volume Volume Two

om I M#

one kneeling down

¹u  I M

pleasant

eu#M "B ?œ M

chalkboard

#m "B /S }M

very grateful

m I M}

thankful

3 m "B .S }M

kind

m B}I M?GJ

chalk

I B M K M Z I 2K D 'J M

very gladly, just as you wish immoderate, shameless

Â’ L I M",J ‚ -u E M I J, ° u B $I

justice

bm D"$J

custodian, guardian

'M M

perhaps, hopefully

N m B L B M

virtue

-u &M D M L

specific

T m M" B 2J ‚ — m � M

dead

s m ÂŽ M *M 2 s m ÂŽ I *M

dirty, impure

M

yes beware, listen

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Arabic Tutor – Volume Volume Two

Exercise No. 21 (A) Translate the following sentences and note the usage of the words in bold. Answer

Question

@ B :I Â? M M) š M B?D J 'J M g :L %M B 2J M) !J M M (1) 'Â? I B /S K 'I, — L B I }M J Â&#x;K I /I J I B,I Z M Â?K M pJ B /S M) B J K I @ M DE : # * (2) — I B?M K U m M M š M J J MÂŽ&B,I Q 2J — L B %I M @ B :I Â? M M) B M *M š M J J J K I eJ "M B >J K : # * (3) I l B M K I oL .J &BM) bI M ‹Q :M B M eI "M B >J K M B,I -¤ ?MvK #M S M ,K 2J J€/J M @ B :I Â? M M) — M &B M B 2J 'J M pQ RI : # 9 X % B /I I (4) -” &M D M L T ” J$ B 2J 2S M $K 2J M*2J M I B M K M Z I 2K D 'J M 9M L B 2J M I ¤§ B}M 47# 7 :L %M B 2J M) (5) eI M >J ?M K eI #M "B L M –I f š M M‡{ M $I oM %M B Â?J I I fB >S K M) š M $I1 J –B 2J bI M J B I "M L M%*D I :L %M B 2J M) š M B,I

z 9M #M M M B I f (6) @ B :I Â? M I JXÂ&#x;K I Âąu  I M š M L"B M

I M I "B S>S K 'I, eu M jCŒM L š M L‡{ M $I M Page 92 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two

• M*:M Â? M M) = L 0L/K *M ¥” B}M @ Â? Â?J I 'J M . 87 L pJ B 2J M) DX (7) eI #M "B ?Âœ D • p¤ D 2J D& I = L 0L/K M) B M

I I . 87 L B}I M?‹Q "M L M (8)

M) = L 0L K 2J JX M :m I M M*2J M •@ B :I Â?¢ M

p¤ D 2J :m I M 2 C7 I (9)

•mn B7 I M J€ M K M @ B :I Â? M M) # 0 4 L ?M Q : # 9 A % " 2 87 4 (10) "š I %M D 'J M nI ?B$S 'J M u ÂŽ I –M M*2J @ B :I Â? M M) B M *M M) ” B%I ÂŽ M I s M B J š M ‹Â? –M (11) 'B ‹C –M :L J M 'J M 3 M "B .S E D M*XJ M0 B 2S M) 9M L /S E B *M ˜% I M . 87 L pJ B 2J M) (12) -I M ,I D& š M 7 I  I M8*M ° CÂ? M K M B L Q I,J ” B%I |M ° ›Â? M I = I I J/ K #M :B $J oL ,J B M) (B) Translate the following verses of the Qurâ€™Ä n into English.

B /S >J J–M @I€ Q L /S D#M K L:?L B Z L D& M Âœ)2J M) (1) T I M %M kQ M I L J B 2J 3 B YL #B M ˜& I f ˜: J M J€¢ { M K M |B Â? #M L I M BRI !J J$ XK RI M (2) 6 M I I D oM M 'I J #B M @I:ÂŽ L B M š I Â? M I 'I0&L$K L M) B M M) (3) Page 93 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two

˜7 I M ¤ %M M K %M B M K ,J (4) J€ M 'B I M0/I I = B M XK I (5) š I Â?#M J RI 'I |I #B -S &D§I%M ‹K %L K s L .K &D M 0LD)2J M) (6) -” $J Â? .J 0M Âœ ” M" B2J B I K"S –L B M :” I M ” M I K"S –L :B M pJ 'D &I M M) (7) M& M M

{ Q RI K ~M 7 B M pJ (8) B L S"B $J š M *B~L 7 B M) pJ (9) J "L% I QO S %M B M) D% M 1 ¤ ,I Jv M ™ D ?M M7 B M pJ M (10) B I Â?#M :M &I ‡Š M B 2J K M ˜ M" B 2J I ™ I I? M 'I, K"S 0I$S M )I€ Q D ?M M7 B M pJ M (11) J "S$YM B L) ° I B >I K I 6 M I D"$J K"L*"S (12) N I L B %M K I J L L Â?K M) M I BÂ? M K J RI J "L :B M) -u D 2S B /S &Â? S/0M K M (13) Â’ M I "M .J K "L M >K M pJ M (14) B L &B Â? ˜ B–M "L*"S/M) J2 M M b” "B $J Â? bm "J$ B Â? M B M) pJ (15) B I I M :M B M bM M 7 M K :M ÂŽ I B %M K K"L M >K M) 1 J ,J s m ÂŽ M *M J "S I E B %L K M%*DRI (16) J€¢M M B $S JX J J "B J M K"S :I B J, B 0L K $S JXRI M (17) I B J M I ™ L B I J €K L) B J D% I K"S S Â?K M pJ M (18) Page 94 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two

(C) Insert the correct ( ) and translate the following paragraph.

.9# ) h š& ¡ h O& p š # 2 $ .š 0 h : – ) O*2 p š0 h = X , Z#: —v , ; .9X 0 2 § , . ¸ =0 . w; e1 : š # „. .²) ‹ p o = p 1 / , w 2 .6 , w / p - #:; T ?| . 70 A b") 7ÂŽ&) (D) Translate the following sentences into Arabic. (1) Be thankful in all conditions. (2) Do not grieve. (3) No person should go out of the musjid until he is permitted. (4) O my sons, enter the house and sit there. (5) O girl, sit on this chair and look at that garden. (6) O people, worship AllÄ h and do not worship anyone besides Him. (7) O girls, go to the madrasah and read the Qurâ€™Ä n. (8) My paternal uncle said to me, “Do not go to your house today.â€? So I did not go. Page 95 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two (9) If the clothing is dirty, it should be washed. (10) Fish should not be eaten with milk. (11) If there is no harm, drink coffee with us.

Test No. 11 (1) Define (

,) and (' M& ,). (2) How many types of ( 2) are there? (3) How is ( ( 2) made from the verbs of ( ­ 'j1j)? (4) What kind of hamzah is prefixed before the ( 2 ( )? (5) How is the (!" ­ ( 2) constructed? (6) How is the (= v 2) constructed? (7) Make the paradigm of (N

( 2)

from (

8*). (8) Make the paradigm of ( ( (n0,

2) and (=Â v 2) from

).

(9) Make the paradigm of ( ( (10) What verbs are ( M B I l B M

' M*) from (ox ).

pJ ) and ( B M I l B M pJ ) and what

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Arabic Tutor – Volume Volume Two word-forms are they? (11) Make the paradigm of (N

( 2)

from the

verb ( J J ). (12) What verb is (' B I"B $S) and what word-form is it? (13) Append the (- >j

"*)

and (-. .–

"*)

to the verb

B 0L K 2S) and conjugate it. (= (14) If ( M ) or (N M ) appears before ( B ‡z M >K M I) and ( B"?L0L/K M I), how will you read them? (15) Read and translate the following sentences:

˜* M" M M l p u M" M M l) p ¨} ?‹ e#"? ' p 2 ) "?0 2 2 > s%E h @ O& p 0 ? h —& ) @ O*2 o, * ¨v ˜ 0 2 >) p , * ˜ 0 9"–2

• • • •

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Lesson 22 The Derived Nouns (-S >Q 0ME B %L K

‡z M% B �J K J)

1. There are seven types14 of derived nouns (-S >Q 0ME B %L K

‡z M% B Â?J K J): I I J. K L B I (1) !I "B L .K %M K L B I (2) N I B OQ L B I (3) -I JÂ&#x;K L B I (4) -I .J 8 Â? L B I (5) I Bl I .K 0D L B I (6) -I wM J M?%L K L B I (7)

The Active Participle Noun ( I I J. K 2. In triliteral verbs ( ­

'j1j),

L B I)

the active participle noun

The first six types will be discussed in this volume while the seventh one will be discussed in Volume Four.

14

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Arabic Tutor – Volume Volume Two ( I I J. K

L B I) is used on the scale of ( u I J,).

Examples: from the verb ( M M ( M ) – ( m #I M( - hitter), from the verb ( M 8 M *M) – ( m I

M* - helper), from the verb (o M %I M ) – (om I M - listener), M 0M,J) – (nm I J, - opener), from the verb (n from the verb (= M I M ) – (= m I M –one who regards)

bM L J ), are used on the scale of ( u B I ,J) which is actually ( L B I -I .J 8 � ), e.g. from (bM L J ) – ( m B) I J - generous, noble); from (: M L M) – (:m B I M - far). However, the active participle noun of verbs from the (

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Arabic Tutor – Volume Volume Two The paradigm of the ( I I J. K

L B I) is as follows:

Meaning

c/I

L] $ Y<

one male hitter

€ :

m #I ( M

two male hitters

€ - &k

I M#I ( M

many male hitters

€ oŠ

J "B L#I M(

one female hitter

r*ÂŚ :

-u M#I M(

two female hitters

r*ÂŚ - &k

I M0 M#I M(

many female hitters

r*Œ oŠ

T m M #I M(

The Passive Participle Noun (! I "B L .K %M K

L B I)

3. In triliteral verbs ( ­

'j1j), the passive participle noun (! I "B L .K %M K L B I) is used on the scale of (!u "B L .K M ). Examples: from the verb ( M M ( M ) – ( m B L l B M – one who is hit),

from the verb ( M 8 M *M) – (#m "B 8 L &B M – one who is helped). The verbs of (bM L J

) are intransitive. Therefore the passive

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Arabic Tutor – Volume Volume Two participle nouns are not used in this category. Note 1: The method of usage of the active and passive participles is mentioned in detail in Volume Four.

I "B L .K %M K The paradigm of the (!

L B I) is as follows:

Meaning

c/I

Y<

1 D$H

one male who is helped

€ :

#m "B 8 L &B M

two males who are helped

€ - &k

I M#"B 8 L &B M

many males who are helped

€ oŠ

J B #L "B 8 L &B M

one female who is helped

r*ÂŚ :

eu #M "B 8 L &B M

two females who are helped

r*ÂŚ - &k

I M #M "B 8 L &B M

many females who are helped

r*Œ oŠ

T m M#"B 8 L &B M

The Adverb (N O

)

The (N I B OQ

L B I) is a noun that indicates the place or time of the action. It is used on the scale of ( u M .K M ). However, in (

Page 101

Arabic Tutor – Volume Volume Two

M M ( M ), the scale is ( u I .K M ). The plural of each one is ( S I J. M ) . Examples: from the verb ( M 8 M *M) – ( m 8 M &B M – place or time of help), from the verb ( M M ( M ) – ( m I l B M - place or time of hitting), from the verb (o M JGJ ) – (om J‹K M - place or time of rising).

u I .K M ) Note 2: Sometimes the adverb is used on the scale of ( although it is from ( M 8 M *M

), e.g.

(: mŽ I B M - place of prostration), (o m I‹K M - place of rising), ( m I wB M - place of setting). The paradigm of the (N O

h = L I J/ M

L B I) is as follows:

cI \X

!

Gender

I M?0M/K M

= m 0M/K M

#8&

I M0?M0M/K M

-u ?M0M/K M

i j

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Arabic Tutor – Volume Volume Two

The Noun of the Instrument (c k Y< ) The (- P

)

is a noun that indicates the meaning of an

instrument. It is used on the scale of ( u M .K I ), (-u J M .K I ) and (! u M .K I ). Examples: from the verb ( M ‹ J M ) – ( m ‹J B I – ruler), from the verb (n M 0M,J) – (V m M0.K I - key), from the verb (s M &M J ) – (-u M &M/K I - broom).

h L #I Ml M = L B)#I Ml M

cI \X

!

Gender

I M M l B I

m M l B I

#8&

I M0 M M l B I

-u M M l B I

i j

I M M l B I

m M l B I

only masc.

Note 3: The scales of ( u M .K M ), ( u I .K M ), (-u J M .K M ) and (-u J I .K M ) are also used for the verbal noun (#:8 ) which is called (

#L :M 8 B %M K J

'œ %I B%I K ). Page 103 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two Examples:

J &B M ) - scene, ( m O (o m |I B M ) - returning, (-u M M / K M ) - nobility, (eu : M I "B M ) - promise,

J I "B M ) - advice. (-u O Vocabulary List No. 21 Word

eS M –I Â&#x;K J

Meaning the hereafter

I B 7 M K T L pJ f

the munitions of war

!u M:0I B RI

moderation

bm M I

leader

s B S:M *BÂ?J K J

Spain

š I I%M K -S J1 J |M

His Highness, the king

:m B):I M

iron

m :D M

blacksmith

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Arabic Tutor – Volume Volume Two

m %B –M

wine

!u "B –L L

to enter

L B I J/ M ‚ m B/C I

knife

M B) I E B I -J &M M

the year 20

(9) nM SM

to be proper, to be in order to knock, to pound

( ) 3 M M GJ T m M% S‰S ‚ -u %M K ‰S

darkness

eu :M B):I M

several

(N) oM ‹J $J

to cut

!u J.$K 2J ‚ u .K $S

lock

m M" K 2J ‚ m "B S

glass

u J Â?K M

to eat

-u M #M ~B M

farm

m M E B M

to drink

om &M8 B M

factory, mill

-u $J M ‹K I

hammer

u %M B M

factory

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Arabic Tutor – Volume Volume Two

:m M >K M

seat, bench

!u M /K I

instrument to measure

#m ME&B I

saw

u ÂŽ M &B M

sickle, scythe

om .J &B M

place of benefit

` m "B ( L "B M

placed

eu M ÂŽ B I

emigration

Exercise No. 22 (A) Translate the following sentences into English.

M fM#:M B M 'J I ˜:vJ = m I JX *M2J 'B I B I 'J I I M? I JX M% L Z M M#:B M 'J I B"?L I JX B L #M "B M pJ 'J I T m M? I JX T L M&?M K ‡I pJ ÂŚL M

(1) (2) (3) (4)

s I B 2J 'B  I M?%B M 'J I ˜? I JX J J 'B –I 2J (5) M B7 I |I M* D& S L 7 B *M (6) Page 106 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two

:m ÂŽ I B M š M IXJ M -u ?M0M/K M š M K I M -u M #M :B M cI €I M -u M "B 0L.K M -S M #M :B %M K J •— I B?M K J€ M V L M0.K I 9M :M &B I K M L L M0.K I @ B :I &B I B M *M • M M? K nL 0M.K M pJ M I K XJ RI ` m "B &L%B M — I B?M K J€ M 'B ,I !J "B –L :Âœ D /I J mV"B 0L.K M L M? K M B) I E B I -I &M M 'B ,I M 7 M 0M,J @ B €I Q \ I M K L B L %B M "M L M 8 B I nL I J, eI M ÂŽ B I K M I !J J.$K Â?J K M nM B I J.%M K L &B I oL &M8 B M) M -I $J M ‹K %I K I :M B):I 7 M K 3 L L ‹K M) L D:7 M K J M B I J/ D M J |I M&%M K M 'D I M /J K L &B I oM &M8 B M I #I ME&B%I K M I M=E MÂ? M K oL ‹J >K M) #L DÂŽ&D J :M I J>%M K M T I J L Q‹ M :B $J J M– 'ÂĽ I M J M%kK L bI JO&Â? š I I%M K -I J1 J |M -J M "B /S L Q 2J M& B %I M oL &M8 B L M L M kC M l I B M 'B ,I šL M &B L e¤ :M B):I M oM *I M8 M M J I M M — B 7 M 0M,J I B 7 M K T L pJ f M l I B M 'B ,I pJ 'B J I M E B %M K I J Â?K %M K 'I, !S M:0I B +I K š M B J M bL ~M K M) 'B ?I B?I M M) ˜lB) I M J "B /S M

(7) (8) (9) (10) (11) (12) (13) (14) (15) (16)

(17)

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L OJ I M" M M I ,J M J fB >S K 2J M $J D% J,J I B%Â? M K M #I M} S |L D š M IXJ J J (18) L S M nM SM eI M –I Â&#x;K -S M #M ~B M M *B:Âœ J (19) (B) Translate the following verses of the Qurâ€™Ä n into English.

¤ L #L -I /J  I J %M K I I M| ] I #B Â?J K M T I M M% D I GI J, I Q I :L %B 7 M K (1) ˜ M RI Z I D& I š M S I M| 'Â?*RI (2) M% L M):I B)2J K"L ‹J $K J, -S $J#I D M 3 L #I D M (3) -u M "L("B D m M" K 2J M ‚ -u M "S, B D #m L L M I, ‚ -u M)#I M| m B M M I, (4) J M~ I% K M !J M /K %I K "L8>S &M pJ M (5) J L /S E B M) J ,J2J L #I ME M M oL ,I M& M M I, B L J M (6) = ” )I >J I nL ?B8 Âœ s M B J2J nL ?B8 Âœ L L :M I "B M Q RI (7) (C) Translate the following sentences into Arabic. (1) I am going to Bombay tomorrow. (2) He had gone to Lahore yesterday. (3) My sister is going to Hyderabad. (4) The door of the madrasah is open. Page 108 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two (5) The door of the library was open. (6) TÄ riq was the conqueror of Spain. (7) Bombay has many mills. Expensive clothing is woven in some of them. (8) The blacksmith pounded the iron with the hammer and made a knife with it. (9) Do you have a saw? (10) The munitions of war are manufactured in this factory.

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Arabic Tutor – Volume Volume Two

Lesson 23 The Adjectival Nouns (-I .J 8 Â?

‡z M% B 2J)

1. The most frequently used scales of the (-I .J 8 Â?

u B I ,J) – e.g. (:m B I M - fortunate), • (

‡z M% B 2J) are: ( u B I$J - little), ( m BkI J -

plenty). Note 1: This scale is sometimes used for an intensive meaning (-Mw J M? L ), e.g. ( m B I M – all-knowing), (om B%I M – allhearing).

u "B L ,J) - This scale is also used for an intensive • (! meaning, e.g. (bm "B S‰ J – very oppressive), (!u "B L |M – very ignorant), (! u "B L J – very lazy), (3 m B :L M – very truthful). • ( S1 J B ,J) – e.g. ( S M? B M - tired), ( S M?l B vJ - angry), ( S M B ,J happy). This scale is most often a diptote (

•

¨v

N 8& ). See 10.7 ( u I J,). This scale is actually for the ( . - the

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Arabic Tutor – Volume Volume Two active participle noun). However, many adjectival

m I M - truthful), nouns are used on this scale, e.g. (3 (! u I M - just), ( u I M| - ignorant), ( m I M - learned). 2. The scales of the (-I .J 8 Â?

‡z M% B 2J)

which indicate colours,

characteristics or physical defects are as follows: Plural (M/F)

Singular Feminine

Meaning

Singular Masculine

u B ,S

‡z 1 J B ,J

m %B L

‡z M %B M

red

L %M B 2J

m "B L

‡z M "B M

black

L "M B 2J

ÂŁ m B I

‡z Ml B M

white

ÂŁ L M B2J

3 m #B YL

‡z J$#B YM

blue

3 L #M YB 2J

m l B –L

‡z M l B –M

green

L l M –B 2J

m .K L

‡z M .K M

yellow

L .J B 2J

ˆ L

‡z D%M

deaf

œ M 2J

'm %B L

‡z M %B M

blind

%M B 2J

[ m B GS

‡z M} B GJ

deaf

[ L M GK 2J

Z m B –L

‡z M B –M

dumb

Z L M –B 2J

S M ,K 2J

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Arabic Tutor – Volume Volume Two

m /K L

‡z M%/K M

dumb

L /J B2J

U m B L

‡z M| B M

crippled

U L M B 2J

m :B L

‡z M :B M

hunchbacked

L :M B 2J

#m "B L

‡z M#"B M

black-eyed

#L "M B 2J

#m "B L

‡z M#"B M

one-eyed

#L "M B 2J

m B I

‡z M& B M

big-eyed

L M B 2J

Note 2: The plural of (#L "M B 2J) is (#m "B L ) and the plural of ( L M B 2J) is ( m B I ). These words are most often used to describe the damsels of jannah, that is, they have large black eyes. Note 3: The singular masculine and singular feminine forms are diptotes (N 8&

¨v). See 10.7.

Note 4: The hamzah in the feminine dual form changes to a ( ), e.g. from (‡z M "B M ) – ( I M M "B M - two black women). Note 5: If there are two letters of the same type at the end of ( S M ,K 2J), the first one is rendered sÄ kin and assimilated into the other. Instead of writing two letters, one letter is written

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Arabic Tutor – Volume Volume Two with a tashdÄŤd, e.g. ( Âœ M 2J). Originally it was ( L %M B 2J). If there is a (- it is

N ), that is a ( ) or (@) at the end of ( S M ,K 2J), pronounced as an alif. The word ( M% B 2J) is actually

(' L %M B 2J).

Â? 3. Sometimes the (-I .J 8

‡z M% B 2J) are related (N l ) to another word. Together with the ( N l ), they either form an adjective (-. ) or predicate (ª–) of a preceding noun.

Examples:

I |B "M K L M M N l

:m J M N l

-.

N" " a handsome faced boy

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Arabic Tutor – Volume Volume Two

!I M% K L BkI J N l

u |L #M N l

-.

N" " a wealthy man

I |B "M K -S &M M M N l

— m &B I N l

-.

N" " a pretty-faced girl

!I M% K eS M BkI J N l

eu 2J M B RI N l

-.

N" " a wealthy woman

4. It was mentioned in Lesson 7 that when an indefinite noun is related to a definite noun, the former also becomes definite. See 7.9. The definite article is not prefixed to the (N l ). See 7.4. Page 114 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two Remember that the (-.8

) is an exception from both the

above rules. It neither becomes definite due to being related nor is the prefixing of the definite article prohibited. Accordingly, when an (-.8 subsequent noun (

N l )

)

together with its

forms the adjective of a

definite noun, the definite article should be prefixed to it. Examples:

I |B "M K L M7 M K N l

:L J"M K J N l

-.

N" "

the handsome-faced boy

!I M% K L BkI/J K J N l

:m I M N l

-.

N" "

Khālid, the wealthy man

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Arabic Tutor – Volume Volume Two

I B E D ‡z M "B D N l

= L &MB)YM N l

-.

N" "

Zaynab, the one with black hair

!I M% K eS M BkI/J K J N l

eS 2J B %M K J N l

-.

N" " the wealthy woman

5. If the (! K J) is removed from the (-.8

)

in the above

examples, they will become nominal sentences (- x

- Š)

because the first part (: L J"M K J) is definite while the second part ( I | B "M K

L M M ) is indefinite. Therefore the sentence ( L M M :L J"M K J

I |B "M K ) will mean, “The boy has a handsome face.â€? The word (: L J"M K J) will be the subject ( :0? ) while ( I |B "M K L M M ) will form the predicate (ª–). Understand the other examples in the same manner. Page 116 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two 6. Here are a few more examples:

I |B "M K L M M :m J M ‡{ M| The (N" " ) is (`", ) – in the nominative case. Therefore the (-. ) is also (`", ). I |B "M K -J &M M M ˜0&B I — L B)2J#M The (N" " ) is ( "8& ) – in the accusative case. Therefore the (-. ) is also ( "8& ). I |B "M K I M M :” J M L M0 I J€ M The (N" " ) is (# ­) – in the genitive case. Therefore the (-. ) is also (# ­). 7. There is another way in which the (-.8

) is used very

often. ( L L | B M

m M M :m J M ) – a boy whose face is handsome. ( L &L B M -u &M M M :m J M ) - a boy whose eye is good. ( M L | B M m M M — m &B I) - a girl whose face is pretty. Page 117 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two ( M &L B M

-u &M M M — m &B I) -

a girl whose eye is good.

These are all examples of adjectival phrases ('.

" = ). If the definite article has to be prefixed to the words (: m J M ) and (— m &B I), these phrases will become nominal sentences (- x - Š). 8. The distinguishing difference between the previous examples and these examples is that in the former examples, the gender of the (-.8 preceding noun (N" of the (-.8

)

) corresponds to the

" ). In the latter examples, the gender

corresponds to the succeeding noun

because it becomes the ( ,) of the (-.8

). Its analysis

will be as follows:

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Arabic Tutor – Volume Volume Two

B

V

N l

N l

-.8 ,

ml , !

l

-.8 -.

N" " '. " =

Note 5: The (-.8

) will be discussed in detail in Lesson

60, Volume 4.

Vocabulary List No. 22 Word

m ?B I

Meaning straw, dry grass

-u 7 M Â I M#

fragrance, smell

m B YM

flower

u B M

easy, soft

#m M }B 2J ‚ m B }M

hair

3 m B }M

east

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Arabic Tutor – Volume Volume Two

²m IGJ

smiling

m ME B 2J ‚ = m E B L

green grass

m B vJ

west

‘ m B‹I J

kind, refined

u M" K2J ‚ u "B J

colour

ÂŚm SÂŚB S

pearl

-u &M|B M

cheek

eu D I

cat

Exercise No. 23 (A) Translate the following phrases and sentences into English.

‡z M l B –M eu M Ž M }M ‡z Ml B M -S l D .I K M L .J B 2J = L M €Q J L .J B 2J L ?B0� M L l M –B 2J = L E B L K J -I 7 M  I D = L �GJ M I "B Q L %M B 2J L #B "M K J I M M K I B vJ 'B ,I L %M B �J K L 7 B ?M K J

(1) (2) (3) (4) (5)

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!u "B L J :L J"M K 9M JX M eu :M B I M — L &B?I K cI I€ M S M?l B vJ cL :L Â? M M S M? B M :L ?B M K J I |B "M K ÂŁ L M B2J M I B E D L "M B 2J M I B M K 3 L #M YB 2J u B I|M I |B "M K ‡z Ml B M M I B E D ‡z M "B M M I B M K ‡z J$#B YM -S E M  I M I M kC -J .J BOI *M M eI #M "B 8 Âœ -J &M M M ˜0&B I — L B)2J#M M L M jI -u .J BOI *M M M L |B M u B%I |M -S %M GI J, M L |B M ÂŁ L M B2J M M &L B M ‡z M "B M eS M >J ?M K cI €I M I M kIÂş nL B?I$J M I |B "M K L M M :m B)YM L L M jI -u 7 M B?I$J M L L |B M m M M m %B M ‡z M %B M cI €I M M Z m B –L ‡z M &Â? š M K I m "B L M ÂŁ m B I #m "B LGS M m .K L M m %B L #m M YB J2 I 0M B ?L K 'I, I OJ &B%M K M0.J B‹I J I M M %B 7 M K — I &B?I K M0&M|B M ²I K Â? L K M& M M M I M7 I M M% I B J I ˜: B}I #M M eJ :M B MYL Q RI ²m IGJ u B M u |L #M u B I–M 'B >I B):I M J "B S>I B M) pJ B L ,J 'm %B L m /K L ˆ L B L #L Q./S K J p¤ "B L |M ˜ "B S‰J J J L *DRI I "B &L/K %M K ÂŚI SÂŚB Â? !I Jk B Â?J J m B I #m "B L

(6) (7) (8) (9) (10) (11) (12) (13) (14) (15) (16) (17) (18) (19) (20) (21) (22)

(B) Fill in the blanks with suitable words. Page 121 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two

L %M B 2J S "B J M I ?M Q S "B J I "B Q S M M K M L ?M Q J2 I "B Q S M M K M I "B Q L ?MQ J2 cL #L M YB 2J M I D Âœ 3 L M# B 2J eu M ÂŽ M }M 'B 0I B M bM M 2J M 0L?M K J M 'B 0I–B 2S eS D I I B0M?M K J M I B M D I — L B) J#M I B M K M I |B "M K :m J M J€ M -u 7 M B?I$J M m M M :L J"M K J€ M M &L B M M £ M M B2J ˜0&B I — L B) J#M M M& B M M I M M %B M M0&M|B M M I B }M S "B J M -J D$J#L I |B M S "B J ‡z M "B M M ‡z Ml B M 'M I I M J$#B YM :L J"M K J€ M eu M >J M M ‡z Ml B M @ B :I &B I

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) (15)

(C) Translate the following phrases and sentences into Arabic. Page 122 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two

(1) the red flower (2) the white silver (3) My brother is wealthy. (4) This flower is yellow. (5) There are plenty of red flowers in our garden. (6) This boy is big-eyed and small-headed. (7) That man is stupid and ugly. (8) Those people are deaf, dumb and blind. (9) The dog is black and the cat is white. (10) The exhausted slave and the angry master. (11) the black-eyed girl. (12) the crippled goat. (13) There are two black cats in the house. (14) A fortunate boy and a fortunate girl are both in the house.

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Lesson 24 The Elative ( I Bl I .K 0D 1. The elative ( I Bl I .K 0D

L B I)

L B I)

is a noun that expresses the

excess of a quality in a thing in comparison to another

L M B 2J - prettier), ( L ?M K 2J - bigger). thing, e.g. ( 2. Except for nouns denoting colours and defects, all other nouns denote the elative on the scale of ( S M ,K 2J). Examples: (= m B M - difficult)

(= L M B

2J - more difficult),

( m B ?I J - big)

( L ?M K 2J - bigger),

( u B I$J - little)

( Â? $J2J - lesser),

(: m B):I }M - harsh)

(: œ }M 2J - harsher),

( m I M - ruler)

( L /J B 2J - greater ruler),

(! ” M - high)

( J B 2J - higher).

The paradigm of the elative is as follows:

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Arabic Tutor – Volume Volume Two

h

cI \X

!

Gender

L I J 2J ‚ J B L ?M K 2J

I M ?M K 2J

L ?M K 2J

#8&

m ?M S ‚ T m M) M ?B S

I M) M ?B S

@M ?B S

i j

3. It was mentioned in the previous lesson that adjectives having the meaning of colours and defects follow the scale of ( S M ,K 2J). The method of constructing their elative is that the word

œ }M 2J) or ( L kJ K 2J) is prefixed to their verbal nouns (#:8 ). (: Examples:

B 2J - black) from ( L "M from ( L % M B 2 - red)

( ˜ "M M

:Âœ }M 2J - blacker), (e¤ M % B L :Âœ }M 2J - redder).

4. The elative is sometimes used to express the comparative degree in relation to some parts and sometimes in relation to the total. When it is used for showing a comparison to some parts, the particle ( B I ) is suffixed to it, e.g.

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Arabic Tutor – Volume Volume Two ( ” B % M L

B I L J B 2J :m B)YM - Zaid is more learned than Ăšmair).

When it is used for showing a comparison to the total, either the definite article is prefixed to it or it is rendered (N l ), e.g. ( L J B Â?J K I :L B)YM - Zaid, the most learned) or (Z I D&

L J B 2J :m B)YM - Zaid is the most learned among the people).

5. When the elative is used with the particle ( B I ), it will always be singular masculine, whether the noun being described is plural or feminine. Examples:

K M ( ” /

B I L J B 2J :m B)YM ) – Zaid is more learned than Bakr. (= M &MB)YM B I L J B 2J -S E M  I M ) – Àishah is more learned than Zaynab. (! I M| � M I ‘ L M ( B 2J ‡z M &� J ) – The women are weaker than the men. If the elative is prefixed with the definite article, it has to correspond with the preceding noun. Examples:

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Arabic Tutor – Volume Volume Two ( Sl M ,K �J K

S |L D J) – the most virtuous man. ( I J l M ,K �J K I J |L D J) – the two most virtuous men. ( J "B Sl M ,K �J K !S M| � J) – the most virtuous men. ('J l B .S K eS ‡{ B %M K J) – the most virtuous woman. ( I M Jl B .S K I M ‡{ B %M K J) – the two most virtuous women. (T L M Jl B .S K ‡z M &� J ) – the most virtuous women. In the case of it being (N l ), both forms are permissible,

that is, conformity and non-conformity. Examples:

I D& (Z

S l M ,K 2J ‡z M ?I*B�J K J) or (Z I D& S ( I J,2J ‡z M ?I*B�J K J) – The messengers are

the most virtuous men. (‡I M &�

S l M ,K 2J L M) B M ) or (‡I M &� 'J l B ,S L M) B M ) – Maryam is the most

virtuous woman. Note 1: Sometimes the words succeeding the elative areÂ…++

Â…deleted, e.g. ( L ?M K 2J

z J) – AllÄ h is the greatest. This sentence was originally (ÂĄ ” B}M C S L ?M K 2J

z J) or (¥” B}M C S B I L ?M K 2J

z J) AllÄ h is greater than everything.

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Arabic Tutor – Volume Volume Two 6. The words ( m B M - better) and ( }M - worse) are also used for the elative. Examples: ( L &B I

m B M M*2J) – I am better than him. I D& L B M J M ) – This is the best of the people. (Z (-I D) I ?M K } M B L M §I J S) – They are the worst of the creation. Note 2: The plural of ( m B M - better) is (#m M I ) or (#m M B 2J) and the

plural of ( } M - worse) is (#m M }I ) or (#m M }B 2J), e.g. (

B S #L M I B S #L M I

'B I B J I B S L B M M*2J M I I B J I) – The best among you is the one that is the best to his family and I am best of you to my family. The elative will be discussed in more detail in Lesson 60 of Volume Four.

Vocabulary List No. 23 Word

² M 2J

Meaning more entitled

'J> B J K J

more pious

` L M B 2J

faster

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J B Â?J K J

the highest

-u M 2J

slave girl

m jKRI

sin

s I B 2J

yesterday

-J M #I M? K J 2 V M #I M? K J

yesterday

L M B 2J

weakest

L M YB Â?J K oL I MÂŽ K J

a musjid of Egypt

-u D I I M|

the age of ignorance

-S %M /K I

wisdom

= m I M

counter, reckoner

r S B M

wherever

3 m1 J –B 2J ‚ ²m K –L

character, conduct

` m MÂŽ}L

brave

-u Q M(

missing item

m I B M

gambling

L .J B 2J Z m M7*L

brass

bm "B *M

sleep

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om .K *M

benefit

T I M .S K L B *M

the Euphrates River

Exercise No. 24 (A) Translate the following sentences into English.

J B Â?J K 'M Â?#M J M7?B L bI "B &D M I m B–M eS 1 J8 D J !S "B L /J K !S "B L ÂŽ M K S |L D Z I D& nL ?M$K 2J M 0I$K "M I eS 1 J8 D J !I M% B Â?J K S l M ,K 2J (r):d ) ¤> K –L B L &L M B 2J M B&I I ÂŚB %L K S l M ,K 2J (r):d ) Z I D& oL .J &BM) B M Z I D& L B–M I M YB Â?J K oI I MÂŽ K 'I, ÂźÂŒ ?B/S K -S M #M :B %M K J š M B–I 2J 'J RI L &B I :Âœ }M 2J š M B JRI 'B $I"B }M -J M #I M? K M &B I :Âœ }M 2J bM "B M K nL B) Â? J L &B I I >K M K Â? $J2J cL "B –L 2J M I >K M K S B I$J m I M 'B  I J$:I B 2J L M B 2J "M L L &B I L M B 2J :m %D 7 M L M m M M ²m B):I M L M7 M K J (r):d ) M I ²Âœ M 2J "M L ,J M :M |M M r S B7 M ,J I I ÂŚB %L K -S Q M( -S %M /K 7 I K J

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12)

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(r):d ) bI 1 J B +I K 'I, B S #L M –I -I D I I MÂŽ K 'I, B S #L M –I (13) (B) Translate the following verses of the Qurâ€™Ä n.

B S J> B2J I Q :M &I B /S M M K 2J Q RI (1) I 0B>J K M I L ?M K 2J -S &M0B.I K M (2) L ™ bI 2J L J B 2J B 0L*J22J K $S (3) 9” I E B Âœ Â? m B–M m I ÂŚB Âœ :m ?B M J M (4) -” J I E B Âœ Â? m B–M -u &M I ÂŚB Âœ -u M Â?J J M (5) I B { I ²Âœ M 2J I B>J )I .J K @ Âœ Â?J,J (6) 6 M ?I I M7 K ` L M B 2J "M L M L /K 7 L K L J pJ 2J (7) Z I D& I oL ,I M& M M ¨m ?I J m jKRI M% I I, K $S I I B%M K M I %B Â? M K I M š M *M"S Â?J B M) (8) M% I I .K *D I L ?M K 2J Â&#x;M% L %L jKRI M T I "L?/J &M K — L B?M J T I "L ?L K M M B 2J Q RI M (9) I M¡½ I I B L &B I L M $K 2J €” §I M "B M) I .K /S K I B L (10) L 7 B *M M 6 M %I I M7 K L /J B 2J "M L 'J M) 6 M %I I M7 K I /J B Â?J I L Q s M B J2J (11) ( M B):I I DE M I š M IXJ 'J M (C) Answer the following questions using full sentences. Page 131 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two The first one has been done for you.

.

I :M &B I bL M K �J K "M L 'J> B�J K J •

I :M &B I bL M K Â?J K I M • S l M ,K 2J ” I ÂŚB L @ Âœ 2J • S l M ,K 2J !I M% B Â?J K @ Âœ 2J •Z I D& S ( I J,2J B L B M • I L Âœ S l M ,K 2J "M L B M • @M ?B/S K -S M #M :B %M K M B)2J • 9M "B –L 2J bB 2J L ?M K 2J — M *B2J2J •T I M .S K L B *M bB 2J L ?M K 2J I B&Â? L B *M • L %B Â? M K bI 2J oL .J *B2J L ?M Q J •T I M* M" M7 M K oL ÂŽ M }B 2J "M L M • I BÂŽ I K 'I, T I M* M" M7 M K L ?M K 2J "M L M • I .J D I T I M* M" M7 M K oL .J *B2J "M L M • I D Âœ L B YM bB 2J L #B "M K J e¤ M %B L :Âœ }M 2J ¥” B}M @ Âœ 2J • bM "B M K nL B) Â? ‘ M B J •š M K I B I !S "M GK 2J eS M ÂŽ ME D cI €I M K M

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) (15) • I .J B Â?J K Z I M7&Âœ M I e¤ M .K L :Âœ }M 2J = L M €Q I M (16)

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(D) Translate the following sentences into Arabic. (1) This boy is bigger than that girl. (2) The air is more refined than water. (3) The Euphrates River is smaller than the Nile. (4) The best book is the Qur’ān. (5) The most truthful speech is Allāh’s speech. (6) The red horses are more beautiful than all the horses. (7) The air is purer today than it was yesterday. (8) This road is more difficult than that road. (9) That tree is taller than this tree. (10) This book is very beneficial and easy.

Hereunder follows the brief paradigms of the verbs of ( ­

'j1j).

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i 'j1k " 2 ¨w8 N 8 n : '

# : '

:#G : '

TENSES

oM %I M

M 8 M *M

M M ( M

b #DH FG H

oL %M B M)

L 8 L &BM)

L I l B M)

b #DH ME NH

oM %I L

M 8 I *L

M I ( L

1 e` FG H

oL %M B L)

L 8 M &BL)

L M l B L)

1 e` ME NH

oB %M B RI

B 8 L *B2S

B I ( B RI

# %

oB %M B M pJ

B 8 L &B M pJ

B I l B M pJ

Fe

om I M

m I M*

m #I M(

L] $ Y<

` m "B %L B M

#m "B 8 L &B M

m B L l B M

1 D$H Y<

om %M B M

m 8 M &B M

m I l B M

b#0

om %M B I ` m M% B I M

m 8 M &B I #m M8&B I M

m M l B I m M l B I M

c k

oL %M B 2J

L 8 M *B2J

L M ( B 2J

LIN$ Y<

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2,! : '

-#8 : '

: '

TENSES

= M I M

bM L J

nM 0M,J

b #DH FG H

= L I7 B M)

bL L /K M)

nL 0M.K M)

b #DH ME NH

= M I L

*

nM 0I,S

1 e` FG H

= L M7 B L)

*

nL 0M.K L)

1 e` ME NH

= B I B RI

bB L K 2S

nB 0M,K RI

# %

= B I7 B M pJ

bB L /K M pJ

nB 0M.K M pJ

Fe

= m I M

m B) I J

nm I J,

L] $ Y<

m "B L7 B M

*

V m "B 0L.K M

1 D$H Y<

= m I7 B M

bm M /K M

nm 0M.K M

b#0 Y<

= m M7 B I m M 7 B I M

bm M /K I bm M /K I M

nm 0M.K I V m M0.K I M

c k Y<

= L M B 2J

bL M K 2J

nL 0M,K 2J

LIN$ Y<

* The category (bM L J ) is intransitive and therefore does not have the passive tense and the passive participle noun.

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Test No. 12 (1) List the names of all the derived nouns. (2) On what scale does the active participle noun (

. ) appear? (3) What is the ( . ) of (b )? (4) What is the scale of the (!" .; )? (5) How many word-forms are there of the ( .

)

and the (!" .;

)? (6) What is (N O )? On what scale is it used? (7) What does the (- P ) refer to? What are its scales? (8) What is the ('% #:8 ) and what are its scales? (9) What are the frequently used scales of the ( ‡ x2 -.8 )? (10) Explain the scales of those adjectival nouns that are used for describing defects, characteristics and colours. (11) Construct the dual and the plural of (‡z M "B M ). (12) Explain the two ways in which the (-.8

‡ x2)

are

used as mentioned in Lesson 23 using examples. Page 136 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two (13) What is the clear difference between the two ways?

S M ,K 2J) used? (14) For what meanings is the scale of ( (15) What is the ( l.0

) and on what scale is it used? (16) Conjugate the ( l.0 ). (17) In how many ways is the ( l.0 ) used?

(18) In which instances is it necessary for the gender and number of the ( l.0

)

to correspond to its

preceding noun and in which instances is it not necessary? (19) What was the sentence (ÂŞ 2

) originally? (20) Form the brief paradigm of ( J M vJ ), ( M I M ) and (nM SM

).

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Lesson 25 A The Categories Other than the Triliteral Verbs ( ­

'j1j ¨v " 2)

1. All the verbs and derived nouns mentioned till now were of the category ( ­

'j1j). The ( , :)~ 'j1j), ( ' #

­) and ( , :)~ ' #) need to be explained. The category of ( , :)~ 'j1j) which are often used are ten. The are: (to honour) bM M K 2J : J M ,K 2J (1) This category is mostly transitive.

#:8 bm M K RI

!" . , `# l; '( ; bm M /K L

bm I /K L

bB I K 2J

bL I /K L)

bM M K 2J

(to teach) M Q M : J D ,J (2) This category is mostly transitive.

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#:8 m B I B M

!" . , `# l; '( ; m Q M L

m C M L

B C M

L C M L)

M Q M

(to fight) J M J$ : J M J, (3) This category is mostly transitive.

#:8 2 -u J M J> L !u M0$I

!" . , `# l; '( ; u M J> L

u I J> L

K I J$

S I J>L)

J M J$

(to accept) J ?D>J M : J D .J M (4) This category is mostly intransitive.

#:8 u ?œ>J M

!" . , `# l; '( ; u ?D>J 0M L

u ?Â?>J 0M L

K ?D>J M

S ?D>J 0MM)

J ?D>J M

(to confront, to meet) J M J> M : J M J. M (5) This category is also mostly intransitive. Page 139 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

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#:8 u L J> M

!" . , `# l; '( ; u M J>0M L

u I J>0M L

K M J> M S M J>0MM)

J M J> M

(to break) M M /J *B I : J M .J *B I (6) This category is also mostly intransitive.

#:8

!" .

,

`# l; '( ;

#m M /I *B I

m M /J &B L

m I /J &B L

B I /J *B I L I /J &BM) M M /J *B I

(to abstain) = M &M0M|B I : J M 0M,K I (7) #:8

!" .

,

m M&0I|B I

= m &M0MÂŽ B L

= m &I0MÂŽ B L

`# l; '( ;

= B &I0M|B I = L &I0MÂŽ B M) = M &M0M|B I

(to be red) D %M B I : Q M ,K I (8) Page 140 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two This category is also mostly intransitive.

#:8

!" .

,

`# l; '( ;

#m M %I B I

ˆ %M 7 B L

ˆ %M 7 B L

� %M B I œ %M 7 B M) M #B I %M B I

D %M B I

(to be black) bD M B I : !Q M ,K I (9) This category is also mostly intransitive.

#:8

!" .

,

`# l; '( ;

bm M% B I B I

bˆ M :B L

bˆ M :B L

b� M B I bœ M :B M) M B I M B I

M &B0M B I : J M .K 0M B I

(to seek help) M 8

bD M B I

(10) Page 141

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#:8

!" .;

.

`# l; '( ;

#m M8&B0I B I m 8 M &B0M B L m 8 I &B0M B L B 8 I &B0M B I L 8 I &B0M B M) M 8 M &B0M B I Note 1: There are a few other categories of ( ,

:)~ 'j1j)

which are used less often. These will be discussed in Volume Three. Note 2: The imperative ( 2) of ( Q M ,K I

) and (!Q M ,K I ) has

three possibilities:

The ( .

) and (!" .; ) of these categories are the

same in pronunciation but their original words are different. That is, the ( .

) of ( D %M B I) is (#m I %M 7 B L ) while

the (!" .;

) is (#m M %M 7 B L ). The ( . ) of (bD M B I) is ( m I M :B L ) while the (!" .; ) is ( m M M :B L ). 2. There is only one category of verbs of ( ­

' #), namely:

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(to roll) U M M B M : J J B ,J (1 ) #:8

!" .;

.

`# l; '( ;

-u |M M B M

U m M B :M L U m I B :M L

U B I B M

U L I B :M L) U M M B M

3. There are three categories of verbs in ( ,

:)~ ' #)

namely:

(to roll) U M M B :M M : J J B .J M (1 ) #:8

!" .;

.

`# l; '( ;

U m L B :M M U m M B :M 0M L U m I B :M 0M L U B M B :M M U L M B :M 0MM) U M M B :M M (to gather) M ÂŽ M *B M B I : J J&B M ,K I (2 )

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#:8 bm MÂŽ*B I B I

!" .;

.

m ÂŽ M *B M 7 B L m ÂŽ I *B M 7 B L

B ÂŽ I *B M B I

`# l; '( ; L ÂŽ I *B M 7 B M)

M ÂŽ M *B M B I

(to tremble) D M E M $K I : Q J M ,K I (3 ) #:8

!" .;

.

#m M B E I $K I

ˆ M E M >K L

ˆ I E M >K L

#B I B E M $K RI D M E M $K I

`# l; '( ; œ I E M >K M)

D M E M $K I

4. The method of constructing the passive tense (!" ­) of all the above-mentioned verbs is as follows: To form the perfect passive tense (!" i

'( ; ),

render a

dammah to the first radical of the perfect active tense (

'( ;

N ; ) and a kasrah to the penultimate letter. Between the two, whichever letter is mutaharrik, render a dammah to it. If there is any alif ( ) in between, change it to ( ). Examples: (bM I K 2S)

from

(bM M K 2J),

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Arabic Tutor – Volume Volume Two ( M C L )

from

( M Q M ),

( J I"B $S)

from

( J M J$),

( J ?Â?>S L)

from

( J ?D>J M),

( J I"B >S L)

from

( J M J> M),

( M I /S *B2S)

from

( M M /J *B I),

(= M &I0L|B 2S)

from

(= M &M0M|B I),

( D % L B 2S)

from

( D % M B I),

(bD "B L B 2S)

from

(bD M B I),

( M 8 I &B0L B 2S)

from

( M 8 M &B0M B I)

M I B L ) (U

from

(U M M B M ),

(U M I B :L L)

from

(U M M B :M M),

I *B L B S) ( M ÂŽ

from

( M ÂŽ M *B M B I),

( D I E L $K S)

from

( D M E M $K I),

In order to construct the imperfect passive tense (

`# l;

!" i ), render a dammah to the (`# l; - 1 ) and a fathah to the penultimate letter. Examples: (bL M / K L)) from (bL I /K L)), Page 145 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two ( L Q M L)) from ( L C M L)), ( S M J>L)) from ( S I J>L)), ( S ?D>J 0ML)) from ( S ?D>J 0MM)), ( S M J>0ML)) from ( S M J>0MM)), ( L M /J &BL)) from ( L I /J &BM)), (= L &M0MŽ B L)) from (= L &I0MŽ B M)), ( œ % M7 B L)) from ( œ %M 7 B M)), (bœ M : B L)) from (bœ M :B M)), ( L 8 M &B0M B L)) from ( L 8 I &B0M B M))

L M B :M L)) from (U L I B :M L)), (U (U L M B :M 0ML)) from (U L M B :M 0MM)),

M *B M 7 B L)) from ( L ÂŽ I *B M 7 B M)), ( L ÂŽ

( œ M E M >K L)) from ( œ I E M >K M)), 5. The ( .

)

of the above-mentioned categories is

made from the imperfect active tense (N ; the (!" .; (!" i

)

`# l; ) while

is made from the imperfect passive tense

`# l; ). A (bL ) replaces the (`# l; - 1 ) and tanwÄŤn

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Arabic Tutor – Volume Volume Two is inserted at the end, e.g. from (bL I / K L)), the ( . (bm I / K L ) while the (!" .;

the (N O

is

) from (bL M /K L)) is (bm M /K L ).

6. Besides the categories of ( ­ categories, the (!" .;

)

'j1j),

in the remaining

) is used to provide the meaning of

).

Note 3: The passive tense (!" i ) of an intransitive verb (bYp) and the (!" .;

) will only be used when they are succeeded by a particle ( F ÂŻ N ). In this case, the verb becomes transitive, e.g. ( I "B kQ I D %L B 2S)- The clothing was made red. See 6.17.

Vocabulary List No. 24 Note 4: The numbers written after the verbs of ( ,

:)~ 'j1j)

indicate the category to which they belong. Word

(1) bM M B2J (8) ÂŁ D M BRI

Meaning to confirm to be white Page 147

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(1) = D M 2J

to love

(7) :M M 0M|B I

to strive

(1) ‘ M J–B 2J

to go against

(1) 9M #M B 2J

to achieve, to reach

(1) D "M B I

to be black

(1) M J B 2J

to obey, to embrace Islam

(10) M |M Â?K 0M B I

to hire, to employ

(10) M M7 B 0M B I

to regard as good

(10) M .J wB 0M B I

to seek forgiveness

(7) J wM 0M}B I

to be preoccupied

(8) D .J B I

to be yellow

(1) nM JB 2J

to correct

(:)~ ' # 3) Q Â?J%M GK I

to be peaceful, at ease

(1) — M ?M*B2J

to grow, plant

(2) !J ~D *M (1) !J ~M *B2J

to make something descend to waste

(2) #M €Q M (2) ¹J Q M

to convey

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( 4) 4 J :D 7 M M

to converse

(5) M M MÂ? M

to dispute

(4) ] M D M M

to interfere

(4) M Q M M

to learn

( 4) = M ÂŽ D M M

to be surprised

(4) M /Q .J M

to think

(4) bM :D >J M

to advance

(2) M %D M

to complete

(4) M D "M M

to love

(2) ~M D |M

to prepare

(3) „ J ,J M

to protect

(3) ° J J M–

to mix

(3) oM ,J M

to defend

(3) M Q XJ

to advise, to remind

( ­ ' #) V M ~M B YM

to move

(2) nM ?D M

to glorify, to remember AllÄ h to observe

(3) :M M M}

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(N) M M ‰J

to appear

(3) M }M M

to live mutually

(2) Â’ M 0D,J

to search

( ­ ' #) oM $J B ,J

to burst, explode

( 3) = M M J

to correspond

(2) M Q J

to speak

(3) ‘ M GJ pJ

to be gentle, to be compassionate cold

m #I M

m :B M

Bedouin

u M&|I 2 T m D&|M ‚ -u &D|M

garden

m "B ?L L ‚ = ˆ M

seed, grain

:m B8 I M

harvested crop

u Ž M –M

shame

u Ž I –M

ashamed

-u $Q#I

mildness, gentleness

@M K XI

advice

#m B YL

falsehood

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N m "B >S L ‚ ‘ m >K M

roof

-u 7 M I B 2J ‚ V m1 J I

weapon

-u M I }B 2J ‚ m M }M

drink, beverage

3 m #I M 2 ÂŤ ˆ I

thief

u ?M>K 0M B L

future

u M 0MwB L

bathroom

m M B I

appointed time, promise

u |M M

fear

'J‹ B L

middle

Exercise No. 25 (A) Translate the following sentences into English.

B /S .J B( M B" L I K 2J ` I J,:� I B /S M 1 J I B ~L � |M I B,I M /Q .J 0M M 'D0 M M B �J K bI I ?B L pJ eI :M M ME%L K ‘ L 8 B *I -S ?M M J/%L K J

(1) (2) (3) (4) Page 151

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B L M }M M M M :B ?M K ° J J M– S |L D J€ M L &B M Â’ I B0I.K 0D 'I, J B :L I 0MÂŽ B L L 7 B *M L .S GI 1 J L) M cL M–2J L C/J L) L B I Â?J K J J eI #M :B >S K J ?B$J Â? :L M K I ] B D M 0M MpJ 'Â? I M M K I L Q/J 0M M K M 1 ¤ B I$J L Q/J M2J M*2J B M *M I M M K š M IXJ oM M L Q/J M2J L M M M&%B Q/J M B M *M I B 7 M K cI €I M I B 2J 'I, I Jj:D 7 M 0MM) M J|M Lc"B –L 2J M L B I Â?J K J ˜ B?I J bB :D >J 0MM) ˜ BwI M B Q M 0MM) B M 3 L B L B %M K M M ‰J I D8 C M%M MÂ? M JXRI I ÂŽ MÂ? M K M I D %M B M I |M "M K M I L L |B M D .J B RI 9M M–2J = B ?I B 2J M 9M M 2J bB I 0M B I • M& K M ,J M J "B &L I7 B 0M B M K M 'J M M

z ‡{ M} K RI I ?M>K 0M B %L K 'I, S M J>0M*M ` I J,:� I M I M M K B ~L D |M :B $J 9M M B�J K Q 2J M& B %I M (r):d ) D& I s M B J,J M* M B?I J B $C"M L) B J M M* M BwI M B M B M) B J B M

(5) (6) (7) (8) (9) (10) (11) (12) (13) (14) (15) (16) (17) (18) (19) (20) (21)

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(r):d ) 3 M B :L 8 D M |I D0 = œ 7 I L)

{ Q RI (22) (r):d ) Z I D& oM M L Âœ "M 0D I M%B)+I K :M B M I >K M K Z L 2K#M (23) co $ I ? pJ !J J$ oL $I B .J L) L *D+I,J ‘ I >K D J€ M = M E M –M nB IB 2J — I B?M K = I I M8 I m |I Â?K 0M B L !J J$ :M ÂŽ L B M,J -S $Q Â? L J #I :B L K 2J N L M–2J 'B *Â?RI !J J$ nL ?Â? M L) L *D+I,J ‘ B Â? M M (B) Translate the following verses of the Qurâ€™Ä n.

#I B ~Âœ !J "B $J B"?L&I0M|B M J‹ B "L K eI 1 J8 D T I M" J8 D J M K"SO,I M m I #D #m "S.vJ M Q Q RI M Q L .I wB 0M B M š M Â?#D B I š M B JRI !J ~I *B2S M ÂąK C M !S "B L D M Âœ)2J M) 6 M &I I ÂŚB %L K oL .J &M Âź M K €C Q +I,J B C XJ M 6 I GI M E D J M"–B RI K"L* J M )I#€C ?M%L K Q RI :I I87 M K = D M M T ” D&|M I I M&0B?M*JÂ?,J ¤ #M M? Âœ ‡“ M ‡ M% D M I M& K~D *M M 6 M %I J M K Â? M I — L %B J B 2J !J J$ B I B 2J L Âœ#M L J !J J$ XK RI B L L "L| L — B l D M B M )I€ Q D 2J M ... cm "L| L Âœ "M B M M cm"L| L ÂŁ Âœ M?B M bM "B M)

(1) (2) (3) (4) (5) (6) (7) (8) (9) Page 153

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I ™ -I %M B #M 'I.,J M M B%I K ‘ L I� B L) pJ

{ Q RI #I "L?>S K 'I, M M kI B L JXRI L J B M) J ,J2J L "S >S K Âœ §I%M ‹K M I ™ I K €I I pJ 2J YM J, :B >J ,J -J &DÂŽ M K J –I B 2S M #I D& I M V M ~I B YL M%,J m M }M M m #I M u M 0MwB L J€ M

(10) (11) (12) (13) (14)

(C) Translate the following sentences into Arabic. (1) They honoured their guest. (2) Strive to seek knowledge and do not be too preoccupied in playing. (3) Do not interfere with the strong enemy. (4) We do not regard fighting as good. (5) Respect your parents and love your brothers and sisters. (6) We seek forgiveness from AllÄ h for every sin. (7) Did you prepare the weapons for defence? (8) Learn when you are small, you will remain ahead when you are big. (9) We strove in searching for it. (10) Are you learning Arabic? (11) Yes, we are learning Arabic. Page 154 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two (12) The two thieves disputed mutually, so the stolen item was revealed. (13) The face becomes yellow with fear and red with shame. (14) The day became white and the night became black. (15) We completed the second part of the book, ‘Tashīlul Adab’ in three months. (16) We refrain from falsehood. (17) My brother and I sat down to talk regarding a necessary matter until the light of dawn appeared. (18) The Indians are preparing weapons for their defence.

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Lesson 25 (B) The Particles ‍ن‏ ‍Ů?ؼ‏, ‍ن‏ ‍ َأ‏and ْ‍َأن‏ Note 1: You have read about these particles in Volume One and in this volume as well. They will be mentioned in Volume Four as well but since there is a need to use them in most sentences, a few facts about them will be mentioned here. 1. The particle ( Q RI) is for emphasis. It appears mostly before a nominal sentence (- x

- Š). Due to it, the subject is read in the accusative case (=8& - ). See 9.6. Example: ( u $I M ˜:B)YM Q RI) – Undoubtedly Zaid is intelligent. J ) is prefixed to the predicate Sometimes the particle (! which creates more emphasis in the meaning, e.g. (o m ,I M& J M K I K

Q RI) – Surely knowledge is certainly beneficial.

The pronouns are also attached to ( Q RI) as they are attached to the (eF# |

N ). See 4.11.

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Arabic Tutor – Volume Volume Two Third Person (=I Jv) Masculine Feminine

L *DRI

singular

%M L *DRI

dual

B L *DRI

plural

M *DRI

singular

%M L *DRI

dual

D L *DRI

plural

Second Person ( I( M ) Masculine Feminine

M *DRI

singular

%M /S *DRI

dual

B /S *DRI

plural

I *DRI

singular

%M /S *DRI

dual

D /S *DRI

plural

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J 0M L ) First Person ( C/ B *Â?RI

singular

*DRI

dual, plural

The particle (' B *Â?RI) can be read as ('B &I*DRI) while ( *DRI) can be read as ( &M*DRI).

Q 2J) introduces an explanatory clause to the 2. The particle ( sentence. It is also prefixed to a noun which changes to the accusative case, e.g. ( m I M

˜:B)YM Q 2J — L B %I M ) – I heard that Zaid is

learned. The pronouns are also attached to it. The paradigm is similar to the one mentioned above, e.g. ( I M70I B +I K

'I, — M 7 BŽ M *M š M *D2J 'B &IwM J M) – I have received the news that

you succeeded in the examination.

J J$) or its derivatives, the particle ( Q RI) is used After the verb (! and not ( Q 2J), e.g. (bM "B M K

nL 0M.K L)pJ -J M #M :B %M K Q RI XS M0 B �S K !J J$) – The teacher said that the

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Arabic Tutor – Volume Volume Two school will not be opened today.

D /I J - but), (— M B J - wish) and ( Q M J Note 2: The words ( perhaps) are also included in the group of ( Q RI) and ( Q 2J), that is, the succeeding noun changes to the accusative case.

B /I J) is not included among these However, the word ( words. The succeeding noun is not rendered (=8*) and it can also be prefixed to a verb, in contrast to the abovementioned particles. Note 3: The (eF# |

N )

are most often prefixed to the

particle ( Q 2J). See Lesson 7. Examples: ( Q Â?J I - because), ( Q Â?J J - as if), ( L *DÂ?J I - because he), ( L *DÂ?J J - as if he). 3. The particle ( K 2J) renders the imperfect tense (`# l; ) into the accusative case (=8&

- ).

See 4.20. Like ( Q 2J), it

appears in the middle of the sentence. However ( K 2J) does not appear before a noun or pronoun. It only appears before a verb, especially the imperfect tense (`# l; ) and due to it,

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Arabic Tutor – Volume Volume Two the imperfect tense (`# l; ) is rendered into the accusative case (=8& Example:

- ). ( ˜ M?M M l L7 B M) K 2J 'B I I M– T L B M 2J)

– I commanded my

servant to be present in the morning. Note 4: The (eF# |

N ) can also be prefixed to the particle ( Q 2J), e.g. ( K Â?J I - because, so that), ( K 2J 'J RI - until).

Note 5: If any noun is ( "8& ) because of ( Q RI) or ( Q 2J), and it is succeeded by a noun (NB"‹ S B M ) following a conjuction (-.G

N d ) such as ( M ), (N M ), ( B 2J), ( D jS) etc. the succeeding noun will also be ( "8& ). I M7 I M ˜ %B M M ˜:B)YM Q RI) – Verily Zaid and Ă€mr are Examples: ( pious. ( I M7 I M

˜ %B M M ˜:B)YM Q 2J — L B %I M ) – I heard that Zaid and Ă€mr are

pious. Similarly, if due to the particle ( K 2J), a verb is ( "8& ), and it is succeeded by another verb, it will also be ( "8& ), e.g.

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Arabic Tutor – Volume Volume Two ( ¤§ B } M

I I 9M I }B 2S pJ M

{ :M ?L B 2J K 2J T L B I 2S)

– I was commanded to

worship AllÄ h and not to ascribe anything to Him. The (-.G

N d ) and (NB"‹S B M ) will be explained in detail

in Volume Four, Lesson 50.

Vocabulary List No. 25 Note: The numbers written after the verbs or verbal nouns refer to the category of ( , Word

(7) :M 7 M D I

:)~ 'j1j) which they belong to. Meaning to unite

(7) ²M .J D I

to conform

(1) ‘ M J B2J

to destroy

(7) oM %M 0M|B I

to gather

(7) U m MÂŽ0I B I

to protest

(1) M ?M–B 2J

to inform

(1) 3 M M B 2J

to burn

(1) :M }M #B 2J

to guide

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(10) !u 1 J >K 0I B I (10) ²D 7 M 0M B I

to be independent, to find insignificant to be entitled

(7) 9M M 0M}B I

to participate

(1) M M ( B 2J

to turn away, to strike

(2) ²M QvJ (1) ²M JvK 2J

to lock

(7) ‘ D 0M K I

to gather, to be rolled up

(7) oM &M0M B I

to refrain

(1) M /J B 2J

to be possible

(1) :M E M *B2J

to recite poetry

‘ M 8 M *B2J

to be just

(2) :M D)2J

to help

(2) M E D M

to give glad tidings

( ­ ' #) M |M B M

to translate

(4) oM 0D%M M

to benefit

(2) M %D M

to complete

(4) M D %M M

to rebel

(4) 'Q "M M

to govern, to turn away

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(3) = M *M M|

to separate

(Z) V M I |M

to be injured

(]) s M ?M M

to imprison

(2) M D –M

to devastate

(2) £ M .Q –M

to lower

#L B :L M) #M M

to turn, to rotate

bL B :L M) bM M

to remain forever

( ) ²M }M #M

to throw

(2) 3 M :D M

to deem credible

(3) !J M M

to equate

(2) ‘ M Q J

to entrust, to assign

(]) „ J .J J

to speak

T L "B %L M) T M M

to die

L I M7 M ‚ -u %M /J 7 B M

government building

(3) eu M M JO L

to protest

(N) nM 8 M *M

to advise

( ) M ÂŽ M M

to rush, to attack

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(2) Â?J&D M

to congratulate

(2) ²M ,Q M

to give s.o. success

:L IM) :M J M

to give birth

L –M f

other

” K I "B –L 2J

knowledgeable

œ M 2J

elder

s B ‹S B vS 2J

August

bm M*2J

creation, the world

D L Q J

O AllÄ h

~m B IÂŽ I *B I

English

u B 2J

capable, family

N m M wI K I

telegraph

-u M |I

side

-u J%B |L

totality, in general, on the whole resident of HijÄ z

@ ˆ YI MŽ I = M B M

according

-u D) Â? L

freedom

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-I M #M :B %M K s L BÂ I#M

rector

'M #M 2 'D #M

mill

\ m M #M

lead, bullet

‡z M% M YL ‚ m B I YM

leader

-u GJ B }L

police

š m K I

wire, thread

u M& B 2J ‚ ˆ I

tooth, age

-u M B&IM

deed, action

T m "B M

sound, voice, slogan, opinion village, hamlet

@˜ $S ‚ -u M) B $J :m  I J$

leader

!u D% L ‚ u I M

worker, employee

#m B L vS

deceit

bm 1 J vS

youth

bm ÂŚB S

reproach

m B§I J

despised

š M IXJ M: M M

besides that

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Arabic Tutor – Volume Volume Two

u .I 7 B M

gathering

‡Š B M

man

#m B :L >K M

decreed (against)

u B L >K M

adjacent, near

u "B &L M

death

U m M &B I

way, method

€S &B L

since

s L  I J.*M ‚ -u M B.I *M

excellent

‡Š J, M

fulfil

bm "B %L L ‚ ˆ M

anxiety, concern

Exercise No. 26 Translate the following sentences concerning a strike.

'D I M M K L Q M M2J M*2J 'B %� M M) •-M #M :B %M K 'I, L QM 0M M JX M :L B}I #M M) (1) ¿M B)#I �K 0D M -J D,I M wB Ž L K M M 7 I K M @ D ~I B I/I *B+I K M .= I M Q 'I, S wI 0ME B M M I K I K I B8 I7 B M 'B ,I :L I 0MŽ B M pJ š M *D2J — L B %I M (2) Page 166 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two

• M ?IÂ? B %L K L 0L$K :D M ‘ M B J M ‚ @ B :I Â? M M) B S M ?M–B 2J B M 'J I — M ?B M XJ M I B M "B M) €S &B L 9M L OS *B2J 'B &Â?/I J L $S:Â? M 2S pJ M*2J 'B ?I B?I M M) (3) M 1 Q ‹Â? Q Â?J I s B ‹S B vS 2J oI I M €S &B L = L M XJ 2J pJ 'B *Â?RI B M M* . -I M #M :B %M K -I M #M :B %M K s I B I#M eI M ÂŽ B L 'J M B"%L ÂŽ M M K M I Â? M 0D I M B" L M ( B 2J . -J M #M :B %M K ²M JvK Â?J,J eI M ÂŽ B7 L K I M? B 2J ÂŁ M B M B" L D –M M @ B :I *B Jv B 0M B I 'J M — B l M ?M$J -J M "B /S 7 L K Q Â?J I • L 1 Q ‹Â? M M ( B 2J M I M (4) -I D I %B ÂŽ M K ‡ M% M YL B I ” BkI J M bI 1 J /J K 'I 2J M*pJ "B M M (Mr. Gandhi) ˜| MÂŽ0I B I L 1 Q ‹Â? M M ( B Â?J,J B L 0B M ?M M M (sB) I wM *B J/ K J) -I D&IGJ "M K . -I M "B /S 7 L K -I M B&IM 'J M oI *I M8%M K !J D% L Q 2J :I  I M ÂŽ M K 'I, T L 2K M $J M @ B ~I B)~I M M) — M $K :M M (5) eI M M JO%L K I B" L %M 0M|B M I %M M K I M B"L M ( B 2J ˜lB)2J I I M %M K M -S GJ B E Âœ L L >J }M #M M B" L &I0M%B M) B J B /I J -S GJ B E Âœ L L 0B M &M%M ,J U I MÂŽ0I B +I K M . B" L I |M B L l L B M M !I M7 K 'J M B" L M B L l L B ?M,J T I M M D M

M M *I:L L 'B ,I M ( I B M M :I &B I K !I "B GS 'B ,I T L M $I M" K — I M $J M J€/J M M M I p¤ M|#I J B L I JO%L K J 0M$J oI ( I M"%M K ÂŁ I B M 'B ,I M M )ÂŒ $S 'B ,I B /I J -J D,I Iw K 0Â? 9M 1 J B Â?J K B".S J B2J M M I M7%M K B"$S M B J M -I GJ B E Âœ .1 ¤ B I$J pQ RI T I M M JO%L K cI €I M 'B ,I B" S I 0ME B M) B J M B%I I B %L K Q 2J M& B %I M Page 167 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

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B L *DÂ?J I • s I B) I wM *B J/ K ‡I M% M YL 'J M -S M "B /S 7 L K I—l M ?M$J M I L J B M K M 'B ,I :M &B I K B" S L 0BM) K 2J ~I B IÂŽ I *B+I K I B" S J$ M !J 1 J >K 0I B I+ K M -J D) Â? 7 L K J "B ?L S‹K M) . M BÂ?):I &B I K @ B :I B)2J :M  I J$ Q Â?J I • T I M M JO%L K cI €I M 'B ,I J "B %L I B %L K 9I I 0ME B M) B J JX M% I,J . 9I M 0I}B +I K I M B L M &M M V M M&|I  I M ˜:%D 7 M L M B%I I B %L K -I D I %B |M -J D) Â? 7 L K B L :L  I J$ M J "B %L I B %L K = Âœ 7 I L) pJ J • B L M &M M JX M% I M Q 2J oM M • pJ ‘ M B J M !J 1 J >K 0I B +I K J "B ?Âœ7 I L) B L 'J M • !J 1 J >K 0I B +I K M 'J I M "B &L L K D /I J M B I B J M -u l M B) I ,J !I 1 J >K 0I B +I K M -I D) Â? 7 L K I M M 0I|B +I K M B%I I B %L K T I M? J J‹ L 'B ,I š M B I B I B L oM M B">S .I 0DM) B J J Â&#x;K . B I $I"B >S L M ‚¥” B}M ~Âœ M 2J M% L I GJ "M K !J 1 J >K 0I B M -J D) Â? 7 L K Q 2J 'B ,I š D }M pJ @ B ~I B)~I M M) B I S 8 L7 B M)pJ :I &B I K !J 1 J >K 0I B D /I J s L  I J.*MpJ M mZ"B .S *L M% L S I M LpJ J€/J M I GJ "M K ‡I M& B2J M B M L M7 Â?+I K I GI B }M !S D 2J K M T I M M JO%L K cI €I M L /S J S 8 L7 B M) M B):I 7 I 0D L B"*L"B S " M BÂ?):I &B I K I ˜lB)2J ~L B IÂŽ I *B+I K !S "B >S M) pJ M :M 7 I 0D*M pJ K 2 M& J M%,J nm B7 I M J€ M

I M @ B RI . "!S 1 J >K 0I B +I K J C S 'J M = L |I M" K J, !I 1 J >K 0I B +I K I B8 I7 B 0M I ²Â” B) I GJ S M B 2J L *D+I,J . ²M .I 0D*M :I B ÂŽ L K Q S :M I 0MÂŽ B M) K 2J M B%I I B %L K M I "B &L L K M I -I D) Â? 7 L K = Â? 7 I L

(6)

(7) (8)

(9)

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Arabic Tutor – Volume Volume Two

˜: I M ˜ "B M bI M"$K Â?J K oI B%I |M T L "B M J "B /S M) 'D0 M I M7 Â?+I K I "!J 1 J >K 0I B +I K J !J 1 J >K 0I B +I K J" oM M B">S .I 0DM) B J ~M B IÂŽ I *B+I K M M "B &L L K D /I J @ B :I J M M) — M &B M B 2J (10) ‡I "B L M I M%B)+I K ‘ I B ( L M 3 I J>E Â? I B L L"D $S — B .J L ( M M B)€I Q M B%I I B %L K JXRI D 2J ‡I J. M l Âœ oM M M M7 Â?+I K I :L M 2J = Âœ 7 I L) pJ B M *M . !I %M B Â?J K \ m "B L B M u M &B L B L *DÂ?J J B :L 7 M D M !J M% B Â?J K M 3 M1 J –B Â?J K B"&L M B 2J . B L M M M M7 Â?AI I :I I M Â? S = Âœ 7 I L,J 'J I p¤ D 2J B" L #I M L) K 2J B I  I M% J L M M B%I I B %L K @I: I J$ 'J M bL ~M K M,J (11) Z I M 2J 'J M B L &M B M I M7 Â?+I K M I BOI &B0D M M B%I I B %L K 3 I1 J –B 2J I B I7 B M I M B +I K M !I :B M K M @M">K 0D M Â? ?Â? 'J M I L M 0D M I M%B)+I K M bI 1 J B +I K Q RI pJ 2J

I I ~B I B I B"*L"B /S M I I M 8 B I K M ²I B .I K I M I M&0M|B +I K M M M B%I K ‘ L IÂ? B L) pJ

z M

z 3 M :M M . J "B 7 L I.K %L K L L

I M ~B I "B J M ) #I "B S €K %M K Z I M Â?J K 'J M :I &B I K "L% I B L :M 7 M D JXRI . 'B %Â? M M) @ B €I Q JX B %M ,J -¤ %M BOI M e¤ "D $S B"*L J (` I B L .S K 'I, M B.I I0MÂ? B L B"*L J Q 2J "B |L #B 2J 'B *Â?+I,J M B $I I D8 M B&I I ÂŚB %L K M I ” "B L K I -I §J I eJ "D $S ‘ L I MÂ?L) M&*I M"–B RI oI B%I |M oM M I M7 Â?+I K bL "B M) S "B /S M) J "B %L I B %L K I B,I :L 7 I 0DM) ˜ "B M) . I GJ "M K ‡I M& B2J B I Page 169 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two

"M L I M7 �+I K bM "B M) Q 2J 'B ,I š D }M 1 J ,J :M B I D bM "B M K š M IXJ — L B) J#M 'B &I0M B J M) (12) ‚

I -I %M B #M B I B"‹S &M>K MpJ . I M? B 0I B +I K I M eI MÂŽ&D M -I D) Â? 7 L K bL "B M) . ˜?B) I $J bL "B M K š M IXJ J "B /S M) K 2J 'M M bI "B S L K I M 1 ¤ ,I Jv B /S M pJ B /I J š M I M ?B–I M š M %I B .J I  :|I #m B L B M M*2J (13) M) 9M L /S }B 2J . I GJ "M K M I B):Â? -I M :B Â? I I 1 ¤ B 2J J "B /S M 'D0 M I "B &L.S K M B J M 'B &I0M%B D ,J M L J B 2J B S 2J B J M B'&I0M%B Q M :B $J bM M 0M7 B %L K @ B :I Â? M . :L %B 7 M K I ™ I,J L M ,K 2J B S 2J (B) Translate the following narrative into English.

co A C! M B§I&Â? M %L K L "B ,S L I B J M J –M M -J ,J1 JÂ? I K 'Q "M M D% J ~I B)~I M K :I ?B M M B M %M L Q 2J 'M /I L L &Âœ I ÂąK S?B M B J m BwI M bm 1 J vS bI 1 J /J K I M BÂ?)YI MÂŽ7 I K :I ,K M B I bM :D >J 0M,J . -” M |I C S B I :M D)2J bL 1 J wL K !J J>,J Âœ M 2J "M L B M bB :D >J 0M M K M oB |I #B L %M L !J J>,J . -¤ &M M eJ M E B M @M: B RI ¤O,IpJ ˜* M I :M ?B M K

z nM &M M JX+I,J I *I M I M I ?I K $J I B) M wM B �J M ‡z B %M K J M B&I I ŒB %L K M B I 2J

z M B&I I ÂŚB %L K M B I 2J M) Â? Â? I S l B .J K J J "B J M bM 1 J /J K ²D 7 M 0M B :I >J ,J ¤O,I M ˜? K $J M I I 1 J J B I L %M L = M ÂŽ D M 0M,J . J€ M š M I IÂŽ B %M M ²Âœ M 2J "M L B M -I D Â?S K 'I, J J/ J : :M E M *B2J M Page 170 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two

u I M| "M L B %M J ” K I "B –L 2J s M B J M S ,I M7%M K I B J M — B .Q 0M K JXRI m BwI M

˜% I M :L J"B L) ‡z B %M K s M B J,J B Q M M cL :M &B I M K I pJ bI "B >J K M B?I J Q RI M

(C) Translate the following poem into English.

#m M }B 2J M D %F M M B§I Q — M B M K 2J — M *B2J K RI M L 0M/K J M M B) I /J K — M B M K 2J — M *B2J JXRI N I 1 J –B +I K @I€ I u B L >K M bL ÂŚB Â? M -u l M B) I ,J I B) I /J K 'J M ‡{ J,"M K Q RI N I M8*B+I K = L *I MÂŽ L M B§I Q @M M M ¤.8 I &B L L }I M L) B %M I M B) I /J K @M M M #L B :L M bI M*Â?J K 'J M I "B &L%M K 'M #M M #L B :L >K M pJ M M B,I #m I J$ pJ

#m B L vS eS M 7 M K J, š M M "B %L L £ B .C –M ‘ m Q/J L ‡I &M.J K #I M 'B ,I ‡z B %M K M

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Arabic Tutor – Volume Volume Two (D) Translate the following letter into English.

I B I2J 'J RI :I J"M K M I m "B 0L/K M bI M 0M7 B %L K :I |I M% K :I I M" K eI M l B M 'J RI L L J M M M

I -S %M B #M M B /S B J M bL 1 J D J — L %B %D M 'B *Â?2J T L B ?M–B 2J M ~I B)~I M K 'I–2J ' JRI ” L }B 2J -I jJ1 J jJ J ?B$J — L ?B0M J — L &B S 'B *Â?IR ‡{ ~B ÂŽ L K — L %B Q M M 'B *Â?Â?J I B S L E Â? M2S bM "B MK M I M Â?J K J B I B M I M0 I B I !J D Â?J K ‡{ ~B ÂŽ L K . L /K E L L J M :L %B 7 M K I ™ I,J ˜lB)2J 'B *I Qk J ?B$J L %L M ,K 2J — L &B S M B I M kJ K 2J 'D I M M K J M C L M ,K 2J *M2J J Â&#x;K 2J bL D /J %L K 'B I2J M) -I DjI1 J kÂ? !I M ,K Â?J K M I I M" BÂ?J K oM B%I |M 'B *I Qk ‡I ~B ÂŽ L K ',I — L %B Q M M 'B *Â?Â?J I . J€ M . eI :M B)~I %M K M eI M D ÂŽ M %L K -I D I M Âœ :I I M"$J B I -¤ J%B |L — L %B Q M M M -I D I M M K _ I J. KÂ?J K M I ˜ BkI J — L OK .I M š M IXJ M: M M M . -I D I B .I K M -I D%I B +I K I %M ÂŽ L K = I B I M M B I M "I 7 B &D M N I B 8 D @ Â? :I &B I K 'J RI 'Â? I M M K M I T I 1 J %M ÂŽ L K M I ˜ BkI J M |I B M2S K 2J #L :I $K 2J 'B *Â?RI

I :I %B 7 M I M . '� I M M K 'J RI @ � :I &B I K M I M -S ?M JGJ L Q M 0MM) pJ M ” L }B 2J -I 0D I 'B ,I — L %B Q M M 'J M M

I I l B .J I 'B *�2J -S M 1 J� L K M š M K I ˜ "B 8 L –L . I B0M&M M 'B ,I I B):I >J K U I M &B%I K 'J M -I Ž M  I D -I D I M M K Z I #I M:%M K Page 172 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two

B 2J B"%L C/J L) B 2J 'Â? I M M K 'J RI @ Â? :I &B I K M I B"%L |I B 0ML) K 2J ¤> J‹K L J B #L :I >K M) pJ -S ?M J‹Q . ˜ BwI M ˜ "B 0L/K M B"?L0L/K M) eu #M :B $S 'B I S 8 L7 B M) -I %M I D I BwM K !I M ,K Â?J K bM M $K 2J L Q M M2J M r J I Qk ‡{ ~B ÂŽ L K 2S M $K 2J D% J M 'J RI ˜ "B 0L/K M ` ” "B ?L B 2S C S 'B ,I J I #B 2S K XJ RI M -I %M |M B 0D M I Â?/J 0D 'J M eu :M B)~I M . 'J M M

z ‡{ M} K RI B /S I M l B M . M B%I I M B 0L B L M M B I D /J %L K 'B *I M"–B RIM 'B I M"–M 2J M -I M M 0M7 B %L K 'B � 2S 'J M bL 1 J D M bL I M� K L S :L J M I M% B D :L ?B M

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Arabic Tutor – Volume Volume Two

Supplement Some Beneficial Information (1) The definitions of (b# Y ]) and ( Y ]) The rules that have been developed for learning to speak correctly are of two types: (1) N 8 Arabic Morphology (N 8

, (2) "7& .

) is that subject in which the

rules of recognizing words and their changes are mentioned. Arabic Grammar ("7&

) is the subject in which the rules

of the mutual relationship of words and the condition of their declension are indicated. Note 1: You have learnt some of the rules of Arabic Morphology and Grammar in this book. The remaining rules will be explained, if AllÄ h wills, in the remaining volumes.

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Arabic Tutor – Volume Volume Two

(2) Analysis (L I R ) Analysis ( Ă€) is to evaluate each word separately in speech. This is of two types: (1) ' Âœ ,I B 8 D

S B I7 B 0D J and (2) S B I7 B 0D J

@ Âœ "I 7 B &D . Morphologic analyis is evaluation in accordance to the rules of Arabic Morphology while grammatical analysis is evaluation in accordance to the rules of Arabic Grammar. Grammatical analysis is also called (= m B I B M – to join) because the words are generally joined after an individual analysis. As far as Morphologic analyis is concerned, you can now evaluate the following matters: • Firstly, recognize the types of words used in the sentence and which one is a noun, which one a verb and which one a particle. Then with regards to a noun, observe the following factors: (1) Is the noun definite or indefinite? If it is indefinite, is it a noun or an adjective? If it is definite, to which category does it belong, that is, is it a proper noun, pronoun, etc? (2) Is it derived or non-derived? If it is derived, what Page 175 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two type of derived noun is it? Is it ( I I J. K

L B I), ( L B I !I "B L .K %M K ), (N I B OQ L B I), (-I JÂ&#x;K L B I), (-I .J 8 Â? L B I), ( I Bl I .K 0D L B I) or (-I wM J M?% L K L B I)? (3) Determine the amount of root letters. Is it triliteral, quadrilteral or having five radicals? Is it ( ­) or (

:)~

,)? (4) Is it singular, dual or plural? If it is plural, is it a sound plural or a broken plural? If it is a broken plural, on what scale is it? (5) Is it a masculine word or a feminine word? What is the sign of its being feminine? (6) Is it fully declinable ( ) or indeclinable (H?¢ )? If it is a verb, consider the following factors: (1) What is the tense? Is it the ('( ; ) or (`# l; ) tense? (2) What word-form is it? Is is the third person, second person or first person? Is it masculine or feminine? Is it singular, dual or plural? (3) Look at the number of root letters. Is it triliteral or quadriliteral? Is it ( ­) or ( ,

:)~ )?

(4) Is it active or passive? Is it transitive or intransitive? (5) Is it fully declinable ( ) or indeclinable (H?¢ )? Page 176 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two

If the word is a particle, see what kind of particle it is. Is it from among the (eF# |

N ), (b .0 A N ), ('.& N ), (: �0 N ), (‡ :& N ), (`# l% -? & N ) or (- Y ¯ N )?

In a grammatical analysis, you can evaluate the following: (1) Is it a complete compound or incomplete? (2) If it is an incomplete compound, what type is it? Is it ('.

" = ) or ( (R = )? (3) If it is ('. " = ), which word is the (N" " ) and which word the (-. )? (4) If it is ( (R = ), which word is the (N l ) and which word the ( R N l )? (5) If it is a complete compound, what type is it? Is it (- x

- Š) or (- , - Š)? (6) If it is (- x - Š), which word is the ( :0? ) and which word the (ª–)? (7) If it is (- , - Š), which word is the ( ,). Which word is the ( ,) or ( . = *)? Which word is the Page 177 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Volume Two (!" . )? (8) Look at the ( R) of each word. That is, if it is a verb, is it in (o,

- ), (=8& - ) or (b~ÂŻ - )? If it is a noun, is it in (o, - ), (=8& - ) or ( F ÂŻ - )? (9) If a noun is (`", ), why is it so? Is it because of being the ( ,) or ( . =Â *) or is it because it is the subject or predicate? (10) If a noun is ( "8& ), why is it so? Is it a (!" . ) or a

Q RI) or a predicate of the noun succeeding the particle ( verb ( J J )? Or does it indicate the condition of the ( ,) or (!" . )? (11) If a noun is (# ­), why is it so? Does it appear after a ( F |

N ) or is it ( R N l )? (12) Observe the ( R) of each word and see what type it is. Does it have (- d R) or (N d R)? The analysis of several sentences has been mentioned before this. Hereunder a few more sentences are analyzed so that you can in future, analyze simple sentences yourself.

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Analysis No.1 The sentence is : (‡I M &�

'J M J "B L D"$J !S M| Â? J )

The morphologic analyis will be as follows:

‚ € ‚ /; o%ÂŻ ‚ b1 NF ‚ ­ 'j1j ‚ : |

!S M| Â? J

‚ -w ? ‚ ²0E ‚ ¸ €; o%ÂŻ ‚ ‚ ­ 'j1j

J "B L D"$J

H? ‚ F | N

'J M

‚ e2 c: ‚ / oŠ ‚ b1 NF ‚ ­ 'j1j ‚ : | ‚ r*ÂŚ

‡I M &�

The grammatical analyis will be as follows: The (2:0? ) and the (ª–) together form a (- x

- Š).

,# ‚ `", ‚ 2:0? ‚ -%l

!S M| Â? J

,# ‚ `", ‚ ª– ‚ ( J B z_)

J "B L D"$J

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Arabic Tutor – Volume Volume Two

ªt ² 0

F | N

' J M

e / cF | ‚ # ­

‡I M &�

Analysis No.2 The sentence is : ( I B – I 2J 'J RI 1 ¤ B)"I GJ

˜ M0 I m "B %L 7 B M = M 0M J )

The morphologic analyis will be as follows:

'j1j ‚ = v € : 0w ‚ '( ; . H?; ‚ @: 0; ‚ ­

= M 0M J

B I !" . ‚ ²0E ‚ € ‚ : ‚ ‚ ­ 'j1j ‚ :M %I M

m "B %L 7 B M

‚ ­ 'j1j ‚ ²0E ‚ € ‚ : ‚ e /*

˜ M0 I

‚ -.8 ‚ ²0E ‚ € ‚ : ‚ e /* ‚ ­ 'j1j

1 ¤ B)"I GJ

H? ‚F | N

'J RI

'j1j ‚ : | ‚ € ‚ : ‚ e /* =W m 2J ‚ "m –B 2J 2 80; # i ¨%l =cI

I B–I 2J

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Arabic Tutor – Volume Volume Two The grammatical analyis will be as follows:

The ( ,), the ( ,), the (!" . ) and the (

² 0

. ) together form a (- , - ©).

H?; '( ; . n0. '

= M 0M J

,# ‚ `", ‚ , -%l

m "B %L 7 B M

‚ "8& ‚ !" . ‚ -70. ?8* N" "

˜ M0 I

‚ "8& ‚ -. -70. ?8*

1 ¤ B)"I GJ

F | N

'J RI

‚ # ­ . ² 0 ‚ ‡ cF | N l N l =c

I B–I 2J

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Arabic Tutor – Volume Volume Two

The End of Volume Two

:%d , o % —*2 š*R & ?> & #

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Arabic Tutor – Volume Volume Two

3

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