Arabic Tutor-volume Three

   


Volume 3 A Translation of

     popularly known as


  

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Arabic Tutor – Volume Three 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 Three

<<<<<<<<

   !" #$ % &'( )*+ ,- &. !/  0  (;<( =>) 1 2  345 6 78" % )  9

Àlī Ibnul Ja’d (Rahimahullāh) narrates that he heard Shu’bah saying, “The example of a scholar of hadīth who does not know Arabic is like a donkey that has a nosebag but there is no fodder in it.” (Tafsīr Qurtubī) <<<<<<<<

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Arabic Tutor – Volume Three

Title

Arabic Tutor - Volume Three

Author

Moulānā Àbdus Sattār Khān (  6 7)

Translated by Moulānā Ebrāhīm Muhammad First Edition

R Awwal 1428 A.H. April 2007

Published by

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

Tel

+27 031 785 1519

Fax

+27 031 785 1091

email

[email protected]

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Arabic Tutor – Volume Three Contents The first twenty five lessons were completed in Volume One and Volume Two. Volume Three begins with Lesson 26. Transliteration........................................................................12 Preface .........................................................................................15 Guidelines for Teachers........................................................18 Indications ..............................................................................19 Lesson 26.....................................................................................20 The Types of Verbs................................................................20 Exercise No. 27 .......................................................................28 Lesson 27.....................................................................................29 The Types of Changes and Some Rules .............................29 The Rules of (2@>A B @ C) .............................................................30 The Rules of (DEF@ GA).................................................................32 The Rules of (@A@ C) .................................................................33 Exceptions...............................................................................37 Lesson 28.....................................................................................40 Hamzated Verbs ....................................................................40 Vocabulary List No. 26 .........................................................51 Exercise No. 28 .......................................................................55 Test No. 13 ..............................................................................62 Lesson 29.....................................................................................64 Page 5 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three The Doubled Verb .................................................................64 Vocabulary List No. 27 .........................................................72 Exercise No. 29 .......................................................................77 Test No. 14 ..............................................................................84 Lesson 30.....................................................................................86 The Semi-Vowelled Verbs....................................................86 Vocabulary List No. 28 .........................................................93 Exercise No. 30 .......................................................................96 Lesson 31...................................................................................104 The Hollow Verb .................................................................104 Vocabulary List No. 29 .......................................................118 Exercise No. 31 .....................................................................121 Lesson 32...................................................................................129 The Defective Verb ..............................................................129 The Changes in the Perfect (0HI)....................................132 The Changes in the Imperfect (J7KI).............................137 Vocabulary List No. 30 .......................................................139 Exercise No. 32 .....................................................................142 Lesson 33...................................................................................148 The Jussive Mood of the Imperfect...................................148 Vocabulary List No. 31 .......................................................156 Exercise No. 33 .....................................................................159 Lesson 34...................................................................................163 The Doubly Weak Verb and the Verb (E7C ).....................163 Vocabulary List No. 32 .......................................................170 Page 6 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three Exercise No. 34 .....................................................................172 Lesson 35...................................................................................178 The Remaining Triliteral Categories.................................178 Vocabulary List No. 33 .......................................................179 Exercise No. 35 .....................................................................180 Test No. 15 ............................................................................183 Lesson 36...................................................................................185 The Special Meanings of Each Verb Category ................185 The Special Meanings of (&1G

 ) ..................................187 The Special Meanings of (>  ) ..................................188 The Special Meanings of ()>  ).................................189 The Special Meanings of ( L >  ) .................................190 The Special Meanings of (M>  ) ...................................191 The Special Meanings of (&>N  ) .................................192 The Special Meanings of (&O1  ) .................................193 The Special Meanings of (&41  ) and (&41  )....193 The Special Meanings of (&>OP  ) ..............................193 The Special Meanings of (&1  )................................194 The Special Meanings of (&Q'1

 ).................................194 The Categories of (61 ! RS T 0 7) ..............................195 Page 7 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three The Special Meanings of ( U V@ >E C

 )..................................196 The Special Meanings of (&W1  ) .................................196 The Special Meanings of (&4X1  )................................197 Vocabulary List No. 34 .......................................................197 Exercise No. 36 .....................................................................199 Lesson 37...................................................................................201 Vocabulary List No. 35 .......................................................209 Exercise No. 37 .....................................................................210 Exercise No. 38 .....................................................................212 Exercise No. 39 .....................................................................214 Exercise No. 40 .....................................................................215 Lesson 38...................................................................................216 The ()Y.N

&1Z).........................................................................216

Exercise No. 41 .....................................................................224 Vocabulary List No. 36 .......................................................227 Exercise No. 42 .....................................................................229 Exercise No. 43 .....................................................................232 Exercise No. 44 .....................................................................233 Lesson 39...................................................................................234 The ()A C7C E(8 L [

&V C1[ E)..................................................................234

Exercise No. 45 .....................................................................236 Vocabulary List No. 37 .......................................................237 Exercise No. 46 .....................................................................239 Exercise No. 47 .....................................................................241 Page 8 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three Lesson 40...................................................................................243 The Verbs of Praise and Dispraise ....................................243 Words Indicating Surprise .................................................246 Exercise No. 48 .....................................................................248 Vocabulary List No. 38 .......................................................249 Exercise No. 49 .....................................................................252 Exercise No. 50 .....................................................................254 Exercise No. 51 .....................................................................254 Test No. 16 ............................................................................258 Lesson 41...................................................................................261 Pronouns...............................................................................261 The Visible and Concealed Pronoun ................................264 The ()A CE.'A [

V '@ NL) ......................................................................266

The Pronoun of State...........................................................267 The Distinguishing Pronoun .............................................268 Exercise No. 52 .....................................................................270 Exercise No. 53 .....................................................................271 Vocabulary List No. 39 .......................................................273 Exercise No. 54 .....................................................................274 Lesson 42...................................................................................276 Relative Pronouns ...............................................................276 Exercise No. 55 .....................................................................282 Vocabulary List No. 40 .......................................................286 Exercise No. 56 .....................................................................288 Exercise No. 57 .....................................................................290 Exercise No. 58 .....................................................................291 Page 9 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three Exercise No. 59 .....................................................................294 Test No. 17 ............................................................................295 Lesson 43...................................................................................298 The Declension of Nouns ...................................................298 The Object .............................................................................299 (\]I

&'>I)..........................................................................299 (6A A^ @ _EA &'>I SZ 6L E &'>I) .......................................................300 (9 L @ a`  S 6A @1A &'>I)...............................................................301 (6L C C &'>I) .............................................................................301 ( ` bA A cCX%[OC @ 8L [E)...........................................................................303 (& V Cd[E) .....................................................................................304 (RL @ A8 @ OeE).....................................................................................306 (fCCX8 L [E) ..................................................................................308 (g A X@h A [ 0A >[ XCA 4 E A L '@ Y L X@8C [E) .......................................................310 Vocabulary List No. 41 .......................................................311 Exercise No. 60 .....................................................................313 The examples of (6

&'>) ..................................................314 The examples of (61 &'>).................................................314 The examples of (6 &'>)................................................315 The examples of (&) .........................................................316 Page 10 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three The examples of ( ` bA A

cCX%[OC @ IV ) ..............................................317

The examples of (Ri)..........................................................318 The examples of (fX).......................................................319 The examples of (g A X@h A [

0A >[ XCA E ) ..........................................321

Exercise No. 61 .....................................................................322 Exercise No. 62 .....................................................................327 Exercise No. 63 .....................................................................327 Exercise No. 64 .....................................................................330

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Arabic Tutor – Volume Three

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



ā

b

j

t

k

th

l

j

m

h

n

kh



d

o

dh

7

r

p

z

q

s

r

sh

s

s

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Arabic Tutor – Volume Three

t

d

u

t

v

z

J C

á

J A

í

J L

ú

w

gh

9

f

x

q

y

k

&

l

D

m



n

S

ū

z

h



ī, y

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Arabic Tutor – Volume Three Some Arabic phrases used in this book are as follows:


 

  (  6 7)

(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

Note: Please note that the exercise numbers from 55 onwards do not correspond to the original in the Urdu text as the original has an error in the numbering. Exercise 54 has been numbered as 54 in Lessons 41 and 42 as well. This has been corrected in the English translation. (Translator)

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Arabic Tutor – Volume Three


   
 6|S !8} 6'P7S z!* 0 D4S 34YS {I 7 !8"  ! D' ~ 6*ZS Preface All praises are due to Allāh  that the third volume of the book, “ 

   ” has been published.

Two volumes of the above-mentioned book were published with amendments two years ago. Due to my lengthy illness and other obstacles, there was an unexpected delay in the publication of the third volume. It is only through the grace of Allāh  that the first two volumes were astoundingly accepted by the readers. Every person who saw the book, read it or taught it, became fond of it. I have received and continue receiving countless letters of praise for the first two volumes from all parts of India and letters requesting the third and fourth volumes. May Allāh  reward the people who desire this book and appreciate its value and grant blessings in their knowledge and practice because it was due to their forceful, reproaching, advising and sincere requests that created Page 15 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three strength in my sick heart to be able to do some work. I cannot say that a very good task has been achieved, yet whatever has been achieved is worth valuing. I could not even achieve a fraction of what is required in this era for any book to be accepted and made part of a syllabus. In spite of this deficiency, the inclination of scholarly reviewers and students of Arabic is extraordinary. The department of education of the province of Sindh has included this book in the syllabus of the high schools. It is also being used in some of the seminaries of Bombay, Hyderabad, U.P., Delhi, Punjab and North West Frontier Province. The scholars know that the changes that occur in nouns and verbs in Arabic Morphology is a difficult subject. According to the old method of teaching, each rule is memorized like verses of the Qur’ān. This task is so unpleasant, difficult and a waste of time that every student cannot endure it. Accordingly, in the modern method of teaching, a large portion of it is disregarded. However, the student of Arabic is deprived of essential information due to which he perceives an apprehension of losing out at every step. An attempt has been made in this third volume to make this difficult stage pleasant and easy with moderation. Due to details, the subject has been lengthened but the rules can be learnt without memorizing, by merely reading them. Page 16 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three The size of this volume has increased, not due to the rules, but due to the literary extracts. If you look at the rules, they do not form even a quarter of the book. More than three quarters of the book is full of the teaching of the language. The student will obtain enough ability with this third volume to be able to read and understand a major part of the Qur’ān. He will be able to read the ahādīth and Arabic literature easily. He will be able to write simple Arabic letters and be able to converse extensively in Arabic. However, this ability will only develop if the teacher himself has a good ability or he has the capability of creating the desire in the student. The explanation of numbers, the delicate aspects of particles, the essential rules of Morphology and Grammar of a higher degree and the basics of Eloquence will form part of the fourth volume. Allāh  is the One that grants ability and assistance. The servant of the best language Àbdus Sattār Khān

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Arabic Tutor – Volume Three

Guidelines for Teachers 1. Before beginning the lesson, write down all or some of the examples or paradigms that appear at the beginning of a lesson on the chalkboard. Then explain these examples that are on the board by means of the rules appearing in the lesson. In this manner, hopefully most of the lesson will be memorized before the lesson is complete. For this, it is highly essential that the teacher must come fully prepared for the lesson. This method can be easily adopted in the third volume. In Volume One and Two, the examples have been mentioned at the beginning and end of the lesson. The intelligent teacher can select the easy examples, write them on the board and begin to teach the lesson. 2. When teaching the lesson, make an attempt to question the students about the previous lesson. Their answers should form a support for the current lesson. 3. This can only occur if there is a class of students. One class should only be taught one lesson even though Page 18 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three some students may have been absent for some of the lessons. 4. Those people who are engaged in self-study, should thoroughly understand and learn each lesson and then proceed to the next lesson. There are very few examples where the i’rāb has been explained in a later lesson.

Indications 1) The comma () is used to indicate the plural of a noun. 2) The alphabets (), (t), (q), (9), (y) and (m) indicate the category of the triliteral verbs. The categories of the verbs of (61

! R)

are indicated by numbers. The numbers are

mentioned in Lesson 25. A verb that is (SS indicated by a (S) and a verb that is (0€

O)

is

O) is indicated

by a (). 3) When any particle is mentioned after a verb, it refers to the meaning of the verb when used with that particular particle.

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Arabic Tutor – Volume Three

Lesson 26 The Types of Verbs (>

D.Z)

1. Dear students, you have read all the paradigms of (

04

T), (61 ! R 04) and (0 7) in Volume One and Two of this book. Those verbs were such that they corresponded exactly with their scales. For example, you learnt that the scales of the perfect tense triliteral verbs are ( E C 1E), (E A 1E) and ( E L 1E). The scale of the imperfect is (V C >[ C), (V A >[ C) and (V L >[ C).

[ C 1[ A), ([ A 1[ A) and ([ L 1[ V). The scale of the imperative is ( Accordingly, the verbs ( C C H C ), ( L A K @ C), ( @ A H @ A), (‚C 8A PC ), (‚ L 8C  @ C), (‚@ 8C P@ A), (DC L E ), (DL L ƒ[ C), (D@ L [ V) correspond fully with their scales. Had all the verbs and derivatives of Arabic been in full conformity with their scales, Arabic Morphology would have been very brief and easy. However, this is not the case. Many verbs and derivatives are different from their fixed scales in speaking and writing. Some of these words were mentioned in Volume Two for a specific need, e.g. the

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Arabic Tutor – Volume Three paradigms of ( E E), (V '@ ƒV C) and (@ V ). None of these verbs correspond to their scales. We have to therefore accept the fact that ( E E) originally was (E 'C E ) on the scale of (E C 1E), ( V '@ ƒV C ) originally was (V 'L ƒ[ C) on the scale of (V L >[ C) and (@ V ) originally was ( [ 'L [ ZV) on the scale of ([ L 1[ V). These verbs are not spoken or written in their original forms. From this preamble, you may have understood that there is a stage for you to cross where you will learn the changes that occur in Arabic verbs and derived nouns. 2. Now read the following sentences and ponder over the verbs.

, L @*C[ C  L C

C *C` V >[ ]„  C A +C

6L CCOA 0… AC †C OC1E (1)

‡ COA !ˆ A C Š‰ C .E


C „C 8L [ V @8A [ O‹ &E _EPC

3ΠC 8@ C !L E'C [ E E ZE (2)

# C [ ƒE [ !L E'C [ !e +C

V '@ h L @ 8C [ e 1E

6L 8C XCFE 0@ A e !e C (3)

3E C ƒV [ !L 8C @ ZE 0C7C

(C &V '@ PL e  &E E.

‡8E.E !ˆ A C !C ^C SC (4)

)Œ PC eV !ˆ @pC C'<E

6L C '@ .E !ˆ 8e d C L 0E.SC 6L PC 7@ C !ˆ @+A 7C 0CSC (5)

Note 1: It would be better if you could read Lesson 8.3 in the first volume before you proceed with the following Page 21 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three section. 3. Observe the above examples carefully. With the first glance you can notice that all the verbs are triliteral (with three radicals), they are (T

04). The word-form of each verb is the singular masculine third person (#€F  !S) of the perfect tense (0HI). Now ponder over the verbs of the first line and you will notice that all the alphabets of each verb are (†d$). There is no ()

9), that is (), (S) or (). The root letters also do

not contain any hamzah or two letters of the same kind. Such verbs are called (†d$) or (ŽP). They are called (†d$) because all three alphabets are (†d$). They are (ŽP - intact) because these verbs and their derivativess are free of any changes. Note 2: Besides the verbs of the first line, the verbs of the other examples are not (ŽP - intact). If you look at the verbs of the second line, you will notice a hamzah somewhere in the verb. Such verbs which contain a Page 22 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three hamzah as one of the root letters are called (p'8). Note 3: You may remember that when an alif is mutaharrik (ZV

 GA  ZE)

or it has a jazm (_[ 1E), such an alif is also called

hamzah.1 The verbs of the third line are such that the second and third radicals are of the same kind because the verb (! e C ) was originally (C ! C C ). The two () have been merged. Such a verb in which the ()8ƒ

{) and ()8ƒ D) are the same

are called (2K). The verbs of the fourth line contain a ()

9), either in the beginning, middle or the end. Verbs containing a ( 9 )) are called (W OC@ L ). There are three types of ( W OC@ L ). If the () place of

9) comes in the ()8ƒ Š1), it is called (Š>   O) or (&E%A ), e.g.

(! C ^C SC ) 1

See the terminology in Volume One.

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Arabic Tutor – Volume Three If the ()

9) comes in place of the ()8ƒ {), it is called ({   O) or (9C'^@ ZE), e.g. (&E E.) If the () 9) comes in place of the ()8ƒ D), it is called (D4   O) or (A.CN), e.g. (0C7C ).

Note 4: Remember that the alif is not an original radical in any Arabic verb or noun. It is either changed from a (S) or (). Example: The word (& E E.) was originally (&E 'C .E) because the imperfect is (& V '@ (V C) and the verbal noun is (&U '@ .E). The word (0C7C ) was originally (0 C C 7C ) because the imperfect is (0 @ A @ C) and the verbal noun is (0ˆ @ 7C ).

ˆ C ) was originally ( ˆ '@ C) because the plural is The word ( ( ˆ C' @ZE). The verbs of the fifth line contain two ()

9).

Such

verbs are called (2 ˆ @>A E). The first and second verb are called (xS>

2>)

because a (†d$

9)

has created a

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Arabic Tutor – Volume Three separation between the two ()

9). The third verb is called (S( 2>) because both the () 9) are adjacent

to one another. Note 5: You may have understood that besides the root letters, if there is a hamzah or a () be called (p'8) or ( W OC@ L ). The

9), the verb will not verb (DC C  [ ZE) on the scale of

( E C 1[ ZE) will not be called (p'8) because the hamzah does not take the place of the (9), (J) or (&). The verbs ( +) and (' +) have an alif and a (S) added on as signs of the dual and plural respectively. Due to these letters, these verbs will not be called ( W OC@ L ). The verb (e ) on the scale of ( ` 1) has one hamzah and an extra (7). Due to this addition, it will not be called (p'8) and (2K). All these verbs fall in the category of (ŽP). The summary of the above discussion is: The verb, with regard to the make-up of its original letters, is of two types: (1) (ŽP) and (2) (ŽP

=F). Page 25

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Arabic Tutor – Volume Three A (ŽP) verb is one in which there is no ()

9), hamzah

or two letters of the same type among its root letters. A (ŽP 1.

2.

3.

4.

5.

6.

=F) verb is of six types: (p'8): a verb having a hamzah as one of its root letters, e.g. (C EZ). (2K): a verb whose second and third radicals are the same, e.g. (! e C ). (&E%A ): a verb whose first radical is a () 9), e.g. (! C C SC ). (9C'^ @ ZE): one whose second radical is a () 9), e.g. (& E E.). (A.CN): one whose third radical is a () 9), e.g. (0C7C ). (2 ˆ @>A E): a verb having two () 9). If the first and third radical have a () 9), it will be (xS> 2>), e.g. (0E.SC ). If the second and third radical have a ( 9 )), it will be (S( 2>), e.g (C'<E ).

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Arabic Tutor – Volume Three

There are thus seven categories in total:

2@>A E  A.CN  9C'^@ ZE  &E%A  2K  p'8  †d$ They are referred to as (DC.[ ZE ,[>‘ C ) in Persian. Note 6: It is possible that some verbs have two types

W OC@ L ) and contained in them, e.g. (e SC - he desired), is ( (2K). The verb (0CZE - he came), is (p'8) and ( W OC@ L ). Note 7: Like a verb, the noun, especially the derived noun, is also of seven types.

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Arabic Tutor – Volume Three

Exercise No. 27 What categories do the following verbs and nouns belong to?

Re C (7) # C ‘C SC (6) @'*L‘C oE (5) '@ L !@ C (4) V V _C (3) # L ‘C [ C (2) C C ZE (1)  M (V C (13) 0`'C C (12) , @ E’APL (11) &E 'e (E C (10) _EH e 'C C (9) E *e(E C (8) e L 8C  @ CE (19) V '@ ƒV C (18) CNC (17) E CE. (16) &E E. (15) _EEC (14) (25) 7ˆ '@ LFE (24) Š“ '@ V8@ C (23) Rˆ @RA C (22) q ˆ Z[7C (21) ˆ C ZE (20) ˆ @ A C (30) 0… ASC (29) 7ˆ '@ Y L X@C (28) '… L !@ C (27) ˆ '@ L '@ C (26) 0@ H A (E [E

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Arabic Tutor – Volume Three

Lesson 27 The Types of Changes and Some Rules 1.

Wherever

the

pronouncing (ŽP

Arabs

found

some

difficulty

in

=F) words, they made some changes in

the word to reduce the difficulty. 2. There are three types of changes:

 ): to change a hamzah into a () • (
 

9) or to

delete it, e.g. the word ( C C Š” ZE) was changed to (C C |), the word ( [ •L Š” ZV) was changed to ([ •L ). Such changes occur in (p'8).

• (   ): to merge two letters of the same type or of the same origin of pronunciation (lCB @ C ), e.g. the word (C ! C C ) was changed to (!e C ). The change of (DEF@ GA) occurs most often in (2K).

• (  ): to change one ()

9)

into another or to

delete it, e.g. the word (& E 'C .E) was changed to (&E E.), the word (! L A '@ C) was changed to (!L A C). Such changes occur

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Arabic Tutor – Volume Three in all three categories of (&E%A ), (9C'^ @ ZE) and (A.CN). 3. Some of the rules of (2@>A B @ C), (DEF@ GA) and (@A@ C) will now be listed so that the future lessons can be easily understood. Peruse them superficially now as they will be repeated at certain points in future.

The Rules of (
   ) Rule No.1: If two hamzahs come together in a word whereby the first one is mutaharrik and the second one sākin, the sākin hamzah is changed into a harful illāh that corresponds to the preceding harakah, that is, if the preceding harakah is a fathah, it will be changed to an alif, if the preceding harakah is a dammah, it will be changed to a wāw and if the preceding harakah is a kasrah, it will be changed to a yā. Examples: ( C C Š” E) changes to (C C |) because the fathah corresponds to an alif. ( C A Š” V) changes to (C A S@ V) because the dammah corresponds to a wāw.

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Arabic Tutor – Volume Three (‡NCŠ” A) changes to (‡N8 C @A) because the kasrah corresponds to a yā. Rule 2: If there is a hamzah sākin preceded by any mutaharrik letter besides hamzah, it is permissible to change the hamzah sākin to a harful illāh that corresponds with the preceding harakah. Examples:

L A –@ L) can be read as (L A '@ L) and (L L _[ C) can be read as (L L C), ( ()U NC E ’[A ) can be read as ()U NCE @A ). Note 1: These two rules are related to (p'8). The first rule is compulsory while the second one is permissible. Note 2: If a dammah is succeeded by a hamzah, a (3!€p

SS)

is written below it and if it (hamzah) is preceded by a kasrah, a () is written. Examples: ( L A –@ L), ()U NCE ’[A ). This (S) and () are not pronounced at all. If a fathah is succeeded by a hamzah sākin, it is written above an alif or the alif can be rendered a jazm, e.g. (L L _[ C) or (L L [ C). Page 31 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three If you want to write an alif after ()'O>

3R—), a long fathah   is written above the alif, e.g. ( ). Sometimes (‰Š) or ( Š) is also written.

@ C) will be mentioned in Note 3: Two more rules of (2@>A B Lesson 28.

The Rules of (   ) Rule No. 1: If there are two letters of the same type, the first is sākin and the second is mutaharrik, both the letters will be merged and written as one, e.g. (ˆ ! @ C ) on the scale of (U @ 1E) changes to (! … C ). Rule No. 2: If two letters of the same type are mutaharrik, the first letter will be made sākin and merged into the second letter, e.g. from (C ! C ˜C), we get (!e C ). Note 4: There are some exceptions to this rule, e.g. (# ˆ *CPC cause) otherwise it will resemble the word (# … PC ) which means to swear. There is also no idghām in the word (ˆ ! C C – Page 32 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three to help) otherwise it will resemble the word (! … C ) meaning to pull. Rule No. 3: If there are two letters of the same type and the preceding letter is sākin, the harakah of the first letter will be transferred to the preceding letter and then (DFG) will be applied, e.g. (L ! L 8@ C) changes to (L !@ 8L C) and then to (!M 8L C). Note 5: The quadriliteral verbs (0 7) are excepted from this rule, e.g. (# L *A[ h CL

# C *C[ ^C ).

Note 6: The above rules apply to (2K). Note 7: A few more rules of (DFG) will be mentioned in Lesson 29.

The Rules of (  ) Rule No. 1: If a ()dO1) is followed by a (S) or () (ydO), the (S) or () is changed into an (2). That is (SC E), (SA E), (SL E), ( C E),

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Arabic Tutor – Volume Three ( A E), ( L E) change to (). Examples: original word

changes to changes to

new form

‚C C C

changes to

J C C

'C C C

changes to

CC

&E 'L <E

changes to

&E E<

9 C 'A •C

changes to

9 C C•

E ANC

changes to

&E CN

0C C 7C

changes to

0C7C

0L ™ CB @C

changes to

0C™B @C

&E 'C .E

&E E.

Note 8: This rule mostly applies to the perfect active tense of (9C'^ @ ZE) and (A.CN). The form ( L E) is specific with (

J7K

.N). Rule No. 2: The forms (SA ZV) and ( A ZV) change to ( @ A). Similarly, ( L A) also changes to ( @ A). Page 34

Arabic Tutor – Volume Three Examples:

E 'A .V) changes to (E @.A). (& (‚ C A L) changes to (‚C @ A). (0 L A @ C) changes to (0@ A @ C).

0HI J7K

Note 9: This rule is used in the passive perfect tense (

&'š) of (9C'^@ ZE). The form of ( L ) is specific with ( .N). Rule No. 3: If a (m'O>

SS) appears after a kasrah, the (S) is changed into a (), that is, (SC A) is changed to ( C A), e.g. ('C H A 7C )

changes to (c CH A 7C ) and ('C A L ) changes to (0 C A L ), the passive tense (&'š) of (CC ). Rule No. 4: A (P

SS) is changed to a () after a kasrah, that is, (S@ A) changes to ( @ A), e.g. ([ ^C S@ A) changes to ([ h C @A) and ( U Cp'@ A ) changes to (U CR@A ).

Rule No. 5: A (P

) is changed to a (S) after a dammah, Page 35

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

Arabic Tutor – Volume Three that is, ( @ V) changes to (S@ V), e.g. (ˆ  A @L ) changes to (ˆ PA '@ L ) and (› V (A @L) changes to (› V .A'@ L). Note 1: Rules four and five are used in (SS

&%) and ( &%

0€ ). Rule No. 6: (S@ SL E) and ('@ LE) change to (S@ E), e.g. (@S'L  C C ) changes to (@' C C ), (@'LC 7C ) changes to (@'C 7C ) and (E '@ LH C @ C) changes to ( E '@ H C @ C). Rule No. 7: (S@ SL V) and ('@ LA) change to (S@ V), e.g. (@SSL L P C ) changes to (@SL P C ), (@'LH A 7C ) changes to (@'H L 7C ), (E S@ 'L L !@ C) changes to

E '@ L !@ C) and (E '@ LA @ C) changes to (E '@ L @ C). ( Rule No. 8: If a (D'8K

SS)

is preceded by a jazm, its

dammah is transferred to the preceding letter, e.g. (& V 'L ([ C) changes to (& V '@ (V C), the imperfect of (&E E.). Rule No. 9: If a (7'ƒ

) is preceded by a jazm, its kasrah

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Arabic Tutor – Volume Three is transferred to the preceding letter, e.g. (‚ L A*@C) changes to (‚ L @*AC), the imperfect of (J C C ). Rule No. 10: If a (m'O>

S)

or (m'O>

)

is preceded by a

jazm, the fathah is transferred to the preceding letter and the (S) or () is changed into an alif, e.g. (9 L 'C B @ C) changes to (9 L CBC), the imperfect of (9 C C•) and (V CX@C) changes to (&V CXC), the imperfect of (& E CN).

Exceptions (1) Some verbs that are (SS

9'^Z) from (E A 1E  ) are excepted from the rules of (), number 1 and 10, e.g. (7L 'C @ C 7C 'A  C - to be one-eyed).

(2) In (SS

9'^Z), if there is a () in place of the third

radical, it will be an exception from the above-

@C mentioned rules, e.g. (C'

 C 'A PC - to be equal).

(3) The (S) and () are always maintained in ( ` C 1[ A

 ),

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Arabic Tutor – Volume Three e.g. (M 'C  @C

e 'C P@ A), (œ M C*@C œ e C @A).

(4) In (&>OP

 ), the (S) remains unchanged in some verbs, e.g. ( L 'A Y @ OC @ C C 'C Y @ OCP@ A - to seek an opinion).

(5) The ()


P)

and (K>O


P) are also exceptions from any changes, e.g. (& U 'C ([ A ), (‚ˆ C*@A ) and (&V 'C .[ ZE).

Rule No. 11: If (S) or () occur in the second radical of ( U A E1), they are changed to a hamzah, e.g. (&U SA E.) changes to ( U €AE.) and (‚ˆ AC ) changes to (‚ˆ €AC ). Rule No. 12: If a (S) occurs in place of the (9) of ( E C OC1[ A), it is changed to (j) and merged with the the (j), e.g. ( EY C CS@ A) changes to ( EY C OC@A) and then to (E Y C eA). Rule No. 13: If an alif is succeeded by a (S) or () at the end of a verbal noun or any other noun, it is changed to a hamzah, e.g. (Sˆ CH7@ A) changes to (Š“ EH@7A), ( ˆ E([A) changes to

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Arabic Tutor – Volume Three (Š“ E([A), (Sˆ C8P C ) changes to (Š“ C8PC ) and ( ˆ CX A) changes to (Š“ CX A). Note 11: Two more rules of () will be mentioned in Lesson 30 and two in Lesson 31.

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Arabic Tutor – Volume Three

Lesson 28 Hamzated Verbs (p'8I) The Brief Paradigm of ( 

) of (   )

Note 1: The words in which changes have occurred compulsorily are denoted with a (&) meaning (‡p compulsory) and where the change is optional, it is denoted with a (l) meaning (‡p'^ - permissible).

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Arabic Tutor – Volume Three

   &   ! "#$ %$ 7!YI


P &'>I


P >



(to hope) U C ZE

&U '@ L _[ C (l)

U A |

[ L S@ ZV (&)

V L _[ C (l)

E C ZE ()

ˆ EZE

7ˆ '@ V_[ C (l)

ˆ A|

@ %A@A (&)

L A_[ C (l)

C EZE (t)

9 ˆ '@ V_[ C (l)

2 ˆ A|

2 @ E@A (&)

2 L E_[ C (l)

2 C AZE (t)

X

# ˆ @A ZE

@ L S@ ZV (&)

L L _[ C (l)

C L ZE (y)

(to transmit)

)U >E [ZV (to be familiar)

ˆ C ZE (to be cultured)

J7KI 0HI

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Arabic Tutor – Volume Three

'()!   &   ! "#$ %$ 7!YI (to

9 ˆ 4 E @GA

harmonize) (to

2 ˆ @A_[ C

accustom)

)U >E EC–L (to love one another) (to 2 ˆ _EC consist of)

2 ˆ VŸC (to be in tune)

(&) 9 ˆ 4 E OA@A (to be united)


P &'>I


P >



2 ˆ E–@ L (l)

2 ˆ A–@ L (l)

2 @ A| (&)

2 L A–@ L (l)

2 C E|ž1 (&)

2 ˆ `–C L

2 ˆ „–C L

2 @ „ZE

2 L „–C L

2 C `ZEž2

2 ˆ EC–L

2 ˆ AC–L

2 @ A|

2 L AC–L 2 C E|ž3

J7KI 0HI

2 ˆ `_EOCL

2 ˆ „_EOCL

2 @ `_EC

2 L `_EOCC

ž4 2 C `_EC

2 ˆ EŸCOL

2 ˆ AŸCOL

2 @ EŸC

2 L EŸCOC

ž5 2 C EŸC

2 ˆ EC–@ L (l)

2 ˆ AC–@ L (l)

2 @ AOC@A (l)

2 L AC_[ C (l)

ž7 2 C EOC@A (&)

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Arabic Tutor – Volume Three

(l) 9 ˆ 4 E ’[OAP@ A (to seek intimacy)

ž10 2 ˆ E_[ OC @ L 2 ˆ A_[ OC @ L 2 @ A_[ OCP@ A 2 L A_[ OC @C 2 C E_[ OCP@ A (l) (l) (l) (l) (l)

1. Ponder over the words of all the above-mentioned paradigms. Firstly, it should be noted why these paradigms are classified as (Š>

p'8).

The reason is that where a

hamzah occurs in the first radical of these verbs and nouns, they are referred to as (Š> second radical, they are

p'8), where it occurs as the referred to as ({ p'8) as in

E _EPC ) and where it occurs as the third radical, they are (& referred to as (D4

p'8) as in (Š‰ C .E).

2. Now observe which words have changed from the original and which have not. All the words of the above paradigms are (Š>

p'8).

Therefore there should be a

hamzah in the first radical of each word. Wherever a hamzah is not visible as the first radical and a ()

9),

that is (), (S) or () occur, it means a change has occurred.

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Arabic Tutor – Volume Three In the paradigms of (š the (H ( @ L S@ ZV), a

04%), there is a change only in the words, ( [ L S@ ZV), (@ %A@A), (2 @ E@A) and

Z), e.g. in (S) or () occurs

in place of the hamzah. This

means that these words were originally ( [ L Š” ZV), (@ AŠ” A), (2 @ EŠ” A) and ( @ L Š” ZV). Two hamzahs were adjacent to one another where the first one was mutaharrik and the second sākin. You can therefore immediately say that the first rule of (2> ) was applied and the hamzah was changed to a (S) or (). Note 1: If any word precedes these words, the ($'

3R—) of

the imperative falls away in pronunciation. See Lesson 21 Note 2. The original hamzah remains in place, e.g. ( [ L _[ 1E), (@ AZ[SC ), (2 @ EZ[SC ) and ( @ L Z[


e V).

3. Now observe the paradigms of (61

! R 04). In the very first line, changes can be found in (2 C E|), (2 @ A|) and (9 ˆ 4 E @GA) in the paradigm of ( E C 1[ ZE). This verb also falls in the category of (Š>

p'8).

The word (2 C E|) was originally (2 C EŠ” E) on the

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Arabic Tutor – Volume Three scale of ( E C 1[ ZE), (2 @ A|) was originally (2 @ AŠ” E) on the scale of ( [ A 1[ ZE) and (9 ˆ 4 E @GA) was originally (9 ˆ E‰ Š” GA) on the scale of (&U C1[ A). By looking at the original words, you can say that here also the first rule of (2> ) was applied whereby it is obligatory to change the hamzah to () and (). 4. There is no change in the second, third, fourth and fifth

C E|) in the third category may create categories. The word (2 some doubt because it was mentioned previously that a change occurred in it. So is there no change here? This doubt merely arises due to the written form of the word. If it is written as (2 C E‰Š), you will realize that it corresponds exactly to its scale of ( E C E1). There is no change in it. Here the alif is extra while the alif in the first category was changed from an original hamzah. There is no sixth category. This means that (>N used for (Š>

 ) is not

p'8).

In the seventh category, a () is visible in place of the hamzah in (2 C EOC@A), (2 @ AOC@A) and (9 ˆ 4 E OA@A). These words were Page 45 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three originally (2 C ECŠ” A), (2 @ ACŠ” A) and (9 ˆ 4 E AŠ” A). Due to the fact that two hamzas were adjacent to one another, the hamzah was changed to a () according to the first rule of (2> ). Note 2: The hamzah at the beginning of the (0HI), () and (7!YI) of five categories of (61

! R 04)

is a (

3R—

$'), e.g. (# C XCOC^@ 
e V # C XCOC^@ A). From this you can understand that there will only be a change in (2 @ ACŠ” A) if it is not preceded by a word. However, if a word precedes it, the ($'

3R—)

will fall away, thus leaving behind only one

hamzah which will be joined to the preceding word and pronounced, e.g. (2 C EOC€[CS). It can also be written as (2 C ECZ[SC ). 5. You will see many words in the paradigms where the second rule of (2> ) can be applied although they have not been written with the changes in the paradigm. You may pronounce them with the changes as follows: ( V L _[ C) as ( V L C), (2 L A–@ L) as (2 L A'@ L) and(9 ˆ 4 E ’[OAP@ A) as (9 ˆ 4 E @OAP@ A). A (l) has been written next to such words, indicating that

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Arabic Tutor – Volume Three changes are (R€^ – permissible) just as a (&) indicates (Dp an obligatory change). This indication is made here only. In future, there will not be a need for this. 6. These two rules of (2> ), namely rule no.1 and rule no.2 are commonly in vogue. Besides them, there are two more rules dealing with specific words. If you read the following sentences carefully, you will understand these two rules as well.

!L @pC C [ L S@ ZV ¡ C C ChNC ¡ C CCOA !L @pC C [ •L

6L C ChNC !ˆ A C V L _[ C

)Œ E^C @ >E PC !L @pC C [ V \‹ d C [A !L @pC C @ L ‚C C !L @pC C 2 @ AOC@A C @8A A @ 8L [ !L A C C [ B A eA ‡@NAZE ¡ C CCOA

)Œ NCe7L !ˆ A C V V _[ C \‹ d C [A !ˆ A C L L _[ C E '@ 8L A @ 8L [ 2 L AC_[ C

!ˆ @+A 7C E C ZE (1) 6L C ChNC !ˆ @+A 7C E •C ZE (2) 6L CCOA 3Œ C 8@ C !ˆ @+A 7C E E ZE (3) \‹ d C [A !ˆ @+A 7C C C ZE (4) E '@ 8L A @ 8L [ 2 C EOC@A (5)

‡!A C !ˆ @pC V B A OeC Œ(@!A $ C

U @A•C E B C eA (6) Œ(@!A $ C ‡!8e d C L

6L CCOA !ˆ @+A 7C V •L _[ C

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Arabic Tutor – Volume Three By pondering over the first four lines, you will notice that the (0HI) and (J7KI) are on their original state. There is only a change in the (Z). In the first line, the hamzah was changed to a (S) in the verb ( [ L S@ ZV) which originally was ([ L Š” ZV). However, in the second line, the (Z) of ( E •C ZE) is ([ •L ) and not ([ •L S@ ZV). The word ([ •L ) is in actual fact formed from ( [ •L Š” ZV), but since this word is so frequently used in conversation, there was a need for making it easier in pronunciation. Therefore, instead of changing its hamzah to a (S), it was deleted from the beginning. When the original hamzah was deleted, the next letter was mutaharrik, thus dispensing with the need for a ($'

3R—).

Therefore the latter was also deleted. See

Lesson 21 Note 1. The same applies to ( [ V ) and (@ L ). The paradigm of ( [ •L ) will be as follows:

E [ •L E•L  @ A •L @SV •L E•L [ •L Conjugate ( [ V ) and (@ L ) in the same way. Note 3: When joined to a preceding word, only the hamzah Page 48 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three of (@ L ) reverts to its original position according to the general rule, e.g. (@ L Z[SC ) and (@ L _[ 1E). The hamzah of ( [ V ) and ( [ •L ) never revert. Now ponder over the fifth and sixth lines. From the previous paradigms, you know that (2 C EOC@A) is from the category ( E C OC1[ A). Originally it was (2 C ECŠ” A). According to rule no. 1, the hamzah is changed to a (). But you may be wondering from which category ( EB C eA) is? It also seems to be from ( E C OC1[ A). Undoubtedly, (E B C eA) is also from the category ( E C OC1[ A) just like (2 C EOC@A) and it is (Š> constructed from (2 C AE) while

p'8). The verb (2 C EOC@A) is ( EB C eA) is constructed from

E •C ZE). It was originally (E B C CŠ” A). The normal rule has not been ( applied here. The hamzah has been changed to a (j) and merged into the (j) of (&O1

 ). Therefore it changes to

( EB C eA) and not (E B C OC@A). The paradigm will be as follows:

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Arabic Tutor – Volume Three

7!YI


P &'>I


P >



oU CB‹A

U B C OeL

U B A OeL

[ B A eA

J7KI 0HI V B A OeC

E B C eA

From the above-mentioned explanation, two new rules have emerged. Rule No. 3 of (2> ): The imperative of ( E •C ZE), (E E ZE) and (C C ZE) is ( [ •L ), ([ V ) and (@ L ) respectively. Rule No. 4 of (2> ): When the verb ( E •C ZE) is conjugated on the paradigm of (&O1 (j) and merged into ( VB A OeC

 ), the hamzah is converted to a the (j) of (&O1  ). The result is

E B C eA) etc.

Note 4: This rule is specific with the root letters of ( E •C ZE). The general rule of (2 C EOC@A) applies to other verbs. Note 5: There is no change in ({

p'8) and (D4 p'8).

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Arabic Tutor – Volume Three Only in the imperfect (J7K) of (& E _EPC ), the hamzah is sometimes deleted, while in the imperative (Z), when it is at the beginning of a sentence, it is most often deleted, e.g. from ( V ’E @ C) – (V  C C) and from ([ ’EP@ A) – ([ PC ). Note 6: The verbs of (Š>

p'8) in (T 04) only appear in four categories, namely (YN), ( H), (‚-) and (D). In (61 ! R 04), besides the categories of ( E C >E N@A), (` C 1[ A), and (& ` C1[ A), they appear in the remaining seven categories. Vocabulary List No. 26 Note 7: The alphabets (), (t), (q), (9), (y) and (m) indicate the category of the triliteral verbs (T

04). The

categories of the verbs of (61

! R) are indicated by numerals. For example, the word (C EZE) is listed as follows:

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Arabic Tutor – Volume Three

Word

Meaning

C EZE

(t) to transmit

C E|

(1) to give preference

C `ZE

(2) to have an effect

C `_EC

(4) to accept the effect

This means that when the verb (C EZE) is used from the category of ( H), it means to transmit. When it is transferred to the categories of (61

! R 04),

in the first

category (C E|), it means to give preference, in the second category (C `ZE), it means to have an effect and in the fourth category (C `_EC), it means to accept the effect. Word

Meaning

C EZE

(t) to transmit (1) to give preference (2) to have an effect (4) to accept the effect

C ^C ZE

() to reward

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Arabic Tutor – Volume Three (10) to hire, to employ

E •C ZE

() to take, to catch; with (‚C C )- to take

E oA ZE

(q) to permit

away (3) to censure, to blame

(10) to seek permission

0@ A_[ C 0CZE

(t) to come

ZERC @ OCP@ A

to mock

t C C @ ZE

to turn away

ˆ @^A ZE

employee


ˆ VL

maturity

)U $ C CY•C

poverty, bankruptcy

9 C C P@ ZE

to be extravagant, to exceed the limits

g C 8C OC[A

to search, to request

E C ZE

() to hope (4) to ponder

E %EOC@ A

(7) to obey, to submit

_E*eNCSC _E*CN@ZE

to inform

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Arabic Tutor – Volume Three

(q) ¢E  A •C

to be driven away, to be chased away

Š£ C™C Š‰ C+

(9 SZ q) to desire, to want

'@ >V @ C E>C

() to forgive

_EXC‘C

(9) to be pleasant (2) to congratulate

_E™ C N@ZE

to create

j ˆ E€7A  )U €E7A

lung

‡!FE 7C

pleasant, comfortable

 3U 7C Ch@PA j ˆ C7Ch@PA

cigarette

&U 4 E P@ ZE  )U `PC

basket

U C*@$ A  0… *A$ C

child

2 L E
affection, sympathy

9 ˆ @ L

prevalent custom

'ˆ rel="nofollow">[ C

forgiveness

‡'>[ C SZ 'C >[ C [E

forgive me

ˆ 8C C–@ L

conference

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Arabic Tutor – Volume Three

3U Š‰ R@ ‘L

object or person of ridicule, laughing stock

‡SRL ‘L

mockery, derision

Œ’@A C Œ’@XA‘C

enjoyably, may it do you much good

9 C

so, because

Exercise No. 28 (A) Translate the following sentences into English. Note: The important words are in bold. Pay special attention to them. The examples of (p'8) are actually intended in this exercise.

¥ 3E 7C Ch@ ‹ 
* ,+  [ ‘C ! L @ C L (1) . ¦ @ +C V X@L COL[ C C @ ƒA E - . , L X@V . 3E 7C Ch@ ‹ 
 ,+  0 @ ƒA E 3E 'C @ (E [
 +/  C e™
  ( ! , C X@ C @ ZE (2) ."L @C [CS )V €E‹  C A * 1,2 3U e K A L 3V 7C Ch@ ‹ E" 7L '@ OL[ !M  0@ A &E E.
@ C NC .4   5 -,+  0EC 7A '@ OL[ !M  &E '@ .E * 3 * ¡ C NebA1E U .AC U ^L 7C ¡ C NeGA

A CS (3) . 3¦ 7C S@ L H C 4 E A ‡K@ZE 3E 'C @ (E [CS  C e™
 ,+ 6 E [ ZE  @ !A X@A L  C @ _E[E 0@ •A ZE C Page 55 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

¥ 0@ A‘@ A @ A yC '@ LZE  ,+ ( 0COC (4) . 0ECC

£  Š‰ C+ [ A ‡!FE 6L L S@ !L .V -  3 (* ¥@0A‘@ A 0@ 1A 0‹ A 4 E P@ bA[   3 * + 0A1 DA 4 E ƒE [ 0A ZE‰ CNE '@ C )E *C][ •L
@ OL@ 8A PC [ ‘C (5) . 7A eKd L [ ‚L @8A ^C CX@A  1, !@ .E ©!^A 87  93 * , @ NCE CNeGA  C‘CX@ 8A PC
@ C NC ¥ 7C e! zA‘C <   : ,+ 2;  [ ‘C (6) ¥ ?@ :,+ 2;  0A1 = >3 2* CNZE E ¥ L @A _E[  M 'A (E [ <   : ,+ 2;  A C C @•C ` bA1E C @A _E[ C @^A _E[ E‘C * : ,+ 2A  B (7) . ¦ @A ZE  ª 'A .E ¦ @^A ZE 0EGA )¦ ^C C 0@ 1A L d @ XC1E 7¦ S@ L  L A C* * : ,+ 2; B
@ C NC . e !C C C @ C F  G+ (/ C COƒA [ D E* ,+ ( [ ZE yC !C ESC  * ! 0M AC C (8) . oA COP@ _V[ DC CZE B+ H+ / ¡ C CCOA 0e XC L C [ •L

/* *
C `PC SC 6A @EC

£  0`$ C 0M *AXe &E E. !@ (E 1E 3A 4 EY e  A ¡ A CCX C I   * 0@ OA•@ ZVC (9) . ‡*@PC @'«L E C EoGA 3A 4 EY e A
@ V C E S@ ZE .
C `PC SC 6A @EC

£  0`$ C 0‹ *AXe   , Œ E%OA@ A 3A 4 EY e A J&?* * * K; 0@ •A ZEC
@ C NC ¥ ‡!h A @ C , C @*C[ E‘C L *D+   J [ ‘C (10)

. )Œ PC 7C !@ C SC ‡!h A @ C C* D-   J2M;
@ C NC ¥ A €AC8C [ œ C @ C ¡ C E’E @ NC [ ZE CXE N- O ,+  [ ‘C ¬C @™ e  E‘C + ; (11) . ‡*A ESC ‡SRL ‘L

A j A C| /D-   J2 E SC L 2*P+ Q C L E S@ ZE C  6 - ; Page 56 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

.
A [ A [ 0A1 CX@EC R  .

‰  ` _EA R MP+ : # @ K C «@ C E ¬L @+C C

‰  L >A «@ OC @ NC (12) .
@ V 7A '@ L ZV ‚A @8A ^C 0@ 1A S  E |@(V [ /-D  J/
@ OL8@ AC C8 A @'V8C @ CS - P; 5 ¥ 3¦ !C @A C )¦ 1ECC @ A CX’[^A L d @ XC1E  T- ,+ M ¢U @+C yC !C X@A [ ‘C CNC ZEC (13) C 0EC

‰  SLƒV +@ CS L 2*P+ Q C 6A A C'>E [ C A - T- / )E ` e  ¡ C [ A L E S@ ZE C /D- E* .
@ ƒV .EpC 7C E SC Rˆ *@•L C@1A g C @E ¬L @+C C @ ƒA E ¡ C >A A<C'C 0EC yC L ƒV ™ @ NCSC

‰  !L 8C d @ NC (14) .
ˆ d @ E ¥
@ ƒV XC@ C 87 F ) ?*  6 * *D+   J A ‘C C @A €ACh A
@ OLN@ZE C 7L C+@ ZE C P-A  E  .# C <E M CS C @O‹ - T- ,+ 6 L d @ NC C‘ CX8e C C 6D+U E 3* E 'C >[ C [E (15)

. 7P(  7P M? CX@A E '@ *Md A L C @'VƒV 1E zA A ‘C CXC C D E* ,+ 6 [ ZE ¬L @+C C XCE †L 8C  @ C [ C 1E ¡ C @1A

£  yC 7C C SC

£  R ,JM? (16) ¥ \A @A ]`  0E1  T- ,+ M )E ` e   T+ ,+  L 2*P+ : C8NeGA  V A + A C - PA  2 L 2*P+ : C L @
A CS .  ) 2; W+/ ¡ C AC K @ C 0A1 CX[ C 1E C8A 'C rel="nofollow">[ C [ ¡ C X@A # L V][ NC !
L a` C 8L [ ¬L @™ e  CMZE (17) .E C*K @ FE DC '@ C[ 4  (6 NebA1E A C‘„ A DC '@ C[ 4  6*O ,+ 2A  6/ DA COA@ bA[CS A C _E[ 9 C 4 E •A

 V A +
A @ 1E 0@ 1A )U ^C C
@ ƒV E , @ NCE [ GA L 2*P+ Q c­OC @'L ^A 7@ A
@ ƒV E

£  C >E FE Page 57 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

. DL 4 E e CS (B) Translate the following verses of the Qur’ān.

. 3A EY e A ¡ C E‘@ ZE @ L Z[SC . 3¦ 'e (V A C COƒA [ A •L cCd @ C C .{ C A‘A Ch[ A C t @ A @ ZESC 9 A @ L [A @ L Z[SC 'C >[ C [ A •L . '@ 1VA  @ L E SC '@ LC +@ CS '@ VV . C8OL’[+A  V @C Œ!EF7C CX@A 4 E V SC . cY C L
C A‘C @GA DA E(e A [SVB A eCS . Š‰ CAS@ ZE
@ V Se !L C SC  @ S‹ !L C SVB A OeC E 'LXC | C A ` CMZE C . E 'L8E@ C E
@ OLXV AG A [ „  E ‘@ ZE ['V_EP@ E1 .
A AXe A C ¦ ’AC '@ C e V_E @ OLE
e V . )U $ C CY•C
@ A A E E '@ ESC
@ A  A >V NEZ cEC E SLA–@ LSC .{ L A _E[  M 'A (E [ j C @ ^C _[ OCP@  A C C @•C ` GA . E SL–™ A XL8[ L d @ NC D@ ZE CCC h C +C
@ L_[ ™ C NEZ
@ OLNEZZE A C A ` E oE _[ OCP@  C8E 'LNoA _[ OC @ C[ 1E
C Vd L [
L ƒV XA &V E><[ _E[ ®E E C EoGASC

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

.
@ A A*@.E Page 58 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

. =L *AB C [
L AC [ 0C NA_E*eNC &E E. E‘C yC _E*CNEZ @ C , @ EE. (14) (C) Note the analysis of the following sentence:

7G(' X  S'( '*  Y B D-   J2( The morphological analysis will be as follows: Analysis

Word

!S 6O«$  {'> ~G !OI 9SI J7KI > p'8  &O1   61 ! RI 04%   #€F  V B A C_[ C 6$Z  Š> According to rule no. 4 of (2> ), the hamzah is changed to a (j) and merged into the (j) of (&O1).

V B A OeC

K>
P  \O™  9YX =F   !S 

P T 04  !C 8A C 

!L 8C @ ZE

T 04  !^  9YX   !S 

P

‡!@pC

 )>Y
P  \O™  9YX   !S  3ƒN
P Œ(@!A $ C T 04  x C !L $ C Page 59 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three The grammatical analysis will be as follows:

Analysis

)8L^ )1 ) ¯•

Word

I !OI J7KI > J'1I

V B A OeC

J'1 1

!L 8C @ ZE

'YX &QSZ &'>

‡!@pC

'YX ¦  &'> Œ(@!A $ C (D) Translate the following sentences into Arabic. (1) Hāmid! Are you in a habit of having cigarettes?

I was in a habit but I left it since the doctor prevented me.

(2) You have excelled! Cigarettes are harmful for the lungs and the eyes.

Yes sir, therefore I do not smoke cigarettes any more.

(3) Did you hire this house?

Yes, I hired this house.

(4) Did you employ this person?

No, we did not employ him.

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Arabic Tutor – Volume Three

(5) O my sister, command your daughter to read her book in front of me.

Fātimah, take the book and read it in front of your maternal uncle.

(6) O boys, take your books and read them.

Yes sir, we will take our books now.

(7) O noble woman, command your sons and daughters to perform salāh.

Yes brother, I will certainly command them to perform salāh.

(8) Ask this boy, “What is your name and where do you live?”

My brothers, my name is Salīm and I live in Lahore.

(9) O girl, take the basket of fruit and eat whatever you like from it.

O my (paternal) uncle, I thank you.

(10) Did these people make this house into a musjid?

Yes, they made this house into a musjid.

(11) You make your house into a madrasah.

Good, we will make our house into a madrasah.

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Arabic Tutor – Volume Three

Test No. 13 (1) (2) (3)

How many types of verbs and nouns are there with regard to their root letters? What is a (ŽP

=F 1)?

What are the seven types of verbs in relation to their letters?

(4)

What is (p'8) and how many types are there?

(5)

What is the change that occurs in (p'8) in order to remove the difficulty in pronunciation called?

(6)

What are the changes of (2K) and ( W O) called?

(7)

When does an obligatory change occur in (p'8) and when is it optional?

(8)

What is the (H

Z) of (E •C ZE), (C C Z) and (E E ZE)?

(9)

How will the (Z) of these three verbs be read when

joined to a preceding word? (10) What are the word-forms and original forms of the following words? With which rule have changes occurred in them? Where are the changes obligatory and where are they optional?

 E B C eA  C A S@ ZV  (E C 1[ ZE  ) 2 @ A|  U C8@A

•

 (E C E1  ) 2 @ A|  [ PC  C 8C OC@A  @ L Page 62 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

)U NCE @A  q ˆ Z[7C (11)

Select all the verbs and nouns from Exercise No. 28 which are (p'8) and write down their wordforms.

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Arabic Tutor – Volume Three

Lesson 29 The Doubled Verb (2 L C CK8L [

Z [ \

V @ >A [E)

/) ]@ ^!

%/! ]@ ^!

%/! Z !

@ !L 8@ C
@ E SZ !e£A 8L C
@ E

!M 8L C

!e C

!e 8L C
@ E

A e!8L C

e!C

S@ !M 8L C
@ E

E S@ !M 8L C

@S!M C

@ !L 8@ C
@ E SZ !eA£ 8L C
@ E

!M 8L C

j @ !e C

e!8L C
@ E

A e!8L C

C!e C

E @ !L 8@ C
@ E

E @ !L 8@ C

E @ !C C

!e L

@ !L 8@ C
@ E SZ !eA£ 8L C
@ E

!M 8L C

j C @ !C C

e!L

!e 8L C
@ E

A e!8L C

C8L@ !C C

S@ !M L

S@ !M 8L C
@ E

E S@ !M 8L C


@ L@ !C C

 @ !‹ L

 @ !‹ 8L C
@ E

C @!‹ 8L C

j A @ !C C

e!L

e!8L C
@ E

A e!8L C

C8L@ !C C

E @ !L @ ZV

E @ !L 8@ C
@ E

E @ !L 8@ C

e L@ !C C

@ !L @ ZE
@ E SZ !eA£ L ZE
@ E

!M L ZE

j L @ !C C

@ !L 8@ NC
@ E SZ !eA£ 8L NC
@ E

!M 8L NC

CN@ !C C

1. By observing the paradigms of the perfect and imperfect tense of (2K), you will notice that rule no. 2 and no. 3 of Page 64 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three (DF) apply where the third radical ()8ƒ And where the ()8ƒ

D)

D)

is (yQdO).

is sākin, those words are

pronounced normally without any changes. Merging (DF) is prohibited in such cases. 2. Merging (DF) and non-merging (DF

¡ M 1E) is permissible in those words where, due to a (Dp/ 9), the ()8ƒ D) of the imperfect (J7K) becomes sākin or the imperative () becomes sākin. When applying (DF), there is a need to

render a harakah to the final sākin letter because if there is no harakah at the end, the word cannot be pronounced. Most often it is rendered a kasrah. Sometimes a fathah is also rendered and if the preceding letter is (D'8K), a dammah can also be rendered, e.g.

@ !L 8@ C
@ E

!M 8L C
@ E

!e 8L C
@ E

!‹ 8L C
@ E

example of

example of dammah

example of fathah

example of kasrah

(DF

¡ M 1E)

Note 1: In the word (@ ! L @ ZV), after applying (DF), there remains no need for the hamzatul wasl because the first Page 65 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three letter becomes (yQdO). 3. You have learnt three rules of (DF) in Lesson 27. From the above-mentioned explanation, you can derive another rule which is as follows: Rule No. 4 of (DF): Those words of (J7K

1)

which

become sākin (DSRT) due to a (Dp/

9) and the words of (Z) which become sākin can be read with (DF) and ( ¡ M 1E DF). 4. The above-mentioned rules of (DF) apply where there are two letters of the same type. A few rules will be mentioned at this point concerning other verbs. This (DF) applies to those words that have letters of the same (lCB @ C )

@ C ) is near to one another. The term (lCB @ C ) or whose (lCB will be explained later. Rule No. 5 of (DF): If the first radical ()8ƒ

Š1) of ( 

&O1) is a (), (o) or (p), the (j) of (&O1  ) is changed to these letters and merged into them. Page 66 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three Examples:

EB C C@ A) – (E •C C @ A), and then (E •C e A), from ( from ( VB A C!@ C) – (V •A C !@ C), and then (V •A !e C), from (C ƒ E Co[ A) – (C E oE o[ A), and then (C E o` A), from (L ƒ A C[ C) – (L A oE [ C), and then (L A ` C), from ( E Cp@ A) – (E Cpp@ A), and then (E epA), from ( V CR@ C) – (V CpR@ C), and then (V Re C). Note 2: The word (C  E o` A) can be read as (C E e A) as well. It is used in the Qur’ān as follows: (¦  A !e M

@ A [ C 1E).

Rule No. 6 of (DF): If the first radical ()8ƒ

Š1) of (  Q>) and (>  ) is any of the ten letters (  p  o    k v  u  t  s  r  q), it is permissible to change the (j) of these ( ' Z) into these letters and merge them. It is not necessary to do so. There is a need to insert a hamzatul wasl in the perfect (0HI) and imperative () tenses. Examples: from (C  ` E C) – (C ` o` A) (L ` ` C) (@ ` o` A),

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Arabic Tutor – Volume Three from ( E .EE%C) – (E .E`A) (V .E`%C) ([ .E`A) Rule No. 7 of (DF): It is obligatory to merge the definite article (& [ E) into the ()8™

9S"). See 5.2.

Note 3: The (lCB @ C ) is the place in the mouth where the letter originates. The letters are categorized as follows with regards to their (lCB @ C ):
()e'A @ `

9S")

whose (lCB @ C ) is the rear part of the

tongue. They are (y
()eA h C™ e 

9S")

 x).

whose (lCB @ C ) is the centre of the

tongue. They are (




 r). [ X‹ 9S") whose (lCB @ C ) ()eA ]

is the centre of the

tongue when it touches the upper incisors. They are (


 j  u). ()eAP C _E[ 9S") whose (lCB @ C ) is the tip of the tongue

when it touches the edge of the lower and upper incisors. They are (q
()e'A >E ™ e 

 p  s).

9S") whose (lCB @ C ) is the lips. They are (

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Arabic Tutor – Volume Three

9  D  S ). There are 16 or 17 (l7A B C C ) which are mentioned in the detailed books. The verbs of (2K

T 04) are used most often in (  C Y C NC), ( C C H C  ) and (‚C 8A PC  ). They are seldom used in (DC L  E  ). The verbs of (61 ! R 04) are used in all the categories ( ' Z) except the eighth and ninth ones. Observe the brief paradigms below.

š 04% 7!YI


P &'>I


P >



!M 8L C

() !e C

J7KI 0HI

!… C

ˆ S@ !L 8@ C

… C

S@ ZE !eA£ L @ !L @ ZV

7ˆ C1A S@ ZE … 1E

7ˆ S@ L >[ C

7… E1

7@ A 1[ A S@ ZE eA 1A

M >A C

e 1E (t)

g … C

q ˆ '@  L 8@ C

q … C

S@ ZE g eA C g @  C @ A

g M 8C C

g e C (q) Page 69

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Arabic Tutor – Volume Three

)U CC*E

# ˆ @*AE

S@ ZE # eA£ V # @ *L[V

# M VC

# e E (y)

61 ! RI 04% 7!YI


P &'>I


P >



!M 8A L

!e C ZE ž1

J7KI 0HI

ˆ C!@ A

!… 8C L

!… 8A L

S@ ZE !eA A ZE @ !A @ ZE

!ˆ @!A 8@ C

ˆ !e 8C L

ˆ !‹ 8C L

@ !‹ C

L !‹ 8C L

C !e C ž2

3U e C8L

… C8L

… C8L

S@ ZE ‹ C @ A C

M C8L

e Cž3

ˆ !M 8C C

ˆ !e 8C OCL

ˆ !‹ 8C OCL

@ !e 8C C

L !e 8C OCC

ž4 C !e 8C C

… C8C

… C8OCL

… C8OCL

SZ eA C8C @ C C8C

M C8OCC

e C8Cž5

\… ™ C X@L

SZ \eA ™ C N@A \@ (A ™ C N@A

\M ™ C X@C

ž6 \e ™ C N@A

x ˆ E(™ A N@A

\… ™ C X@L

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Arabic Tutor – Volume Three

ˆ C!OA@ A ˆ C!8@ OAP@ A

SZ !eA OC@ A

!… OC8@ L

!… OC8@ L

!M OC8@ C

!e OC@ Až7

!… 8C OC @ L

!eA 8A OCP@ A !… 8A OC @ L !M 8A OC @C SZ @ !A 8@ OCP@ A

ž10 !e 8C OCP@ A

@ !A OC@ A

e C ) is not used on the scale of (E C >E N@A). Note 4: The verb (! Therefore another example was used in the above table. Verbs of (2K) do not appear on the category of ( ` C 1[ A) and (& ` C1[ A). Note 5: No change has occurred in category no. 2 and 4. These verbs are conjugated like the verbs of (†d$). Note 6: The (>


P) and (&'>I
P) of categories 3, 5, 6

and 7 appear alike because of (DF). The origin of each word however is different. The penultimate letter is (7'ƒ) in the (> Accordingly,


P) while in the (&'>I
P) it is (m'O>). if (… C8L ) is the (>
P), the original word Page 71

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Arabic Tutor – Volume Three would be (ˆ A C8L ) and if it is the (&'>I


P),

the original

word would be (ˆ C C8L ).

Vocabulary List No. 27 Word

Meaning

0@ H A @ L 0CH7@ ZE

to please, to make happy

‚C *CeA

to follow

2 e B C OCP@ A

to regard as light or to disgrace

9 C C OC@ A

to admit

e OCF[ A

to be deceived, to be arrogant


C XCOCF[ A

to appreciate

( ) g e C ZE

to feel

C E@ ZE

to reveal, to announce

†C OC>E N@A

to be opened

C •e _EC

to delay, to move back

yC e d C C

to move

6C *eXCC

to awake

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Arabic Tutor – Volume Three

(t) !e ^C

to strive

(9) C C ^C

to expose, to raise the voice

l e C

to argue, to debate

(t) \e C

to be proven, to be true (1) to prove (2) to determine (10) to be entitled

() x e C

to ring (q/ -the bell), to knock ( * -on the door), to crush (ŠS! the medicine)

~ SZ 0 () &` C

to show, to point

(t) &` oE

to be disgraced (1) to disgrace

() e 7C

to return (4) to doubt, to be hesitant

C B e PC

to make subservient

() e PC

to please, to conceal

(&'T) e PL

to be happy, to be pleased

E .E`A

to be heavy

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() ° E (E PC

to fall (1) & (3) to make s.o. fall

c­ @ C c­PC

to strive, to run

() \e +C

to tear, to be burdensome (6) to burst

() !e $ C

to prevent

(q) ‚C 8A <E

to covet, to desire

() e ±E

to think, to ponder

() !e C

to count (1) to prepare (10) to be ready

(t) Re C

to be respected, to be powerful (1) to grant honour

() œ e FE

to lower

()  e .E

to narrate a story

(t) ` .E

to be less (10) to regard as less, to be independent

(q) ‚C XA.E

to be satisfied

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Arabic Tutor – Volume Three

(q) g C *AE

to wear, to don

() e C

to pass

(q) g e C

to touch

() e C

to do a favour, to remind of the favour

(t) C >E NC

to flee, to go out for war

() Re ‘C

to shake

L •C |

another

` GA

except, but

… C

one who does a favour

ˆ @ C

cold

)U ’E@]A C

slow

ˆ @8A E

expensive

)U C7A C^

maid, slave girl

q ˆ C ^C

bell

J ˆ R@ ^A

trunk of a tree

0… XA^C

freshly plucked fruit

j ˆ C8e L  0e8L

fever Page 75

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Arabic Tutor – Volume Three

U C@ ZE  ˆ @A

time

e‡X@A

any time

&U '@ L•L  U @•C

horse

\ˆ @.AC

crushed item, flour

E S@ L

besides

C²@ 7L

dream

u U C 7A

to tie

7ˆ C+@ ZE  ˆ @A +C

evil

9 ˆ '@ $ L

wool

3A C  @ L [ )V C CP

time of difficulty

)U 8C €AE.

leg (of animal or table)

2 ˆ +A E

revealer

Š“ E(A

meeting

E '@ E

had it not

q C _[ CE

no problem

¢U @h A C

to come

7ˆ C8 @ A

nail

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Arabic Tutor – Volume Three

0@ .A4 E L

one who meets

Exercise No. 29 Note: The fact that this lesson deals with doubled verbs, has been taken into consideration in this exercise, although other words could have been more appropriate for the occasion to embellish the text. (A) Translate the following sentences into English.

. )A PC 7C !@ 8C [ , L .[ SC C L .E !@ (E 1E !L A CC q C C h C [ x ‹ L (1) . @ oA COP@ ZVC
@ ƒV ’A@h A C E *@.E q L C h C [ x e L !@ .E ¥q C C h C [ x e C @ C (2) . @ !A ‹PC C CNZE 6L OL([ .EC ¥, A .[ 'C [ E *@.E , C ([ .EC 2 C @E . @ !A ‹PC C ()U ’E@]A C S@ ZE) 3U C •‹ _EOCL )V C eE . C@1A ‡7C8 @ A x e !L C [ ZE 7A ehXeA [ .V . yL e d C OCC 0‹ PA @ ƒV [ )V 8C €AE. . 7A C8 @ 8A [A \M ™ C X@C CNeZE M aV C 'C ‘L ¥ C C*[ x M !L C @ C (5) Page 77 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

. C C*[ x M !L C )E C7A Ch[ ` C E . ‡!‹^C Š‰ CS!e  0„.L )V C7A C^ C (6) . \A @.A!e E ‡!‹^C x ˆ '@ .V!@ C Š£ CS!e E  @ !A ‹PC C @ aV N@ZV ¥ L E S@ ZE C E S@ M >A C C @ZE 0EGA (7) . )A PC 7C !@ 8C [ 0EGA M >A NC L d @ NC @SL •e _EOCC E SC @SM >A 1E (8) . CX L'@ V][ C 'C ‘L E‘C ¥ 0C ‘A
@ E . A COƒA [ E‘C x C C7S@ ZE !‹ L V @A•C C (9) . )Œ .E7C SC E '@  L 8@ •C 0C A 1E CL@ !C C !@ .E ¥# A C ` A C!@C 0EGA D@ ZE )A PC 7C !@ 8C [ 0EGA L C‘„  yC M  L C [ ‘C ! V @A•C C (10) .# A C ` , C .[ SC # C C [ZESC q A 7@ !e  , C .[ SC
C `C CZE [ ZE @0NAM  L C

A CS ¥# L C ` DA ZE q L 7@ !e  yC C•ZE M  L C [ ‘C (11) .q L 7@ !e  zL M  L C C @ A L %E[ ZE # L C ` zL M  L C @ !A ‹PC C . 0@ H A C8[ A CdOA@ A[ 0A1 †ˆ ^A CN ¡ C NeZE M ±V ZE (12) . V *@.E @ A m A ChXeA j L @ !C @ ZE , L X@V !@ .ESC , L d @h C NC !@ .E 6A WA !L 8@ d C [E ."!C ^C SC !e ^C @ C " &E E. @ C x C !C $ C (13) ."0CPC C ` GA A CN@bA[ A g C @E" 0ECC &E E. SC Page 78 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

¥ 3A C •A Ÿ[ A CdOA@ GA A *C[ _E[ A CdOA@ bA[ A j C @ !C @ ZE [ ‘C ¡ C V’EP@ ZE 0@ X‹ƒA E (14) ‡K@ZE A CdOA@ bA[ ¡ C AoE 0A1 m C ChXeCS m C4 E >E [ 0@ ‹7C @ A '@ ^L 7@ ZESC 6L E !M A ZV 6A WA !L 8@ d C [E . . V @A•C C ¡ C L 4 E E 0@ NAe PC !@ (E E 6A WCS (15) . @ !A ‹PC C ¡ C €AE(A A j L 7@ A PL CNZESC ¥ 3A C •A Ÿ[CS @N!M  0A1 yC RM A L ¦ 8C C 0EC C¡L ZE [ ‘C
L @APC C (16) . 6A AA E>E A @B C [ 0EC & e!E1 ‡7'@ ^L _[ C E '@ ƒV OCA ¡ C AK @ 1E @ A 6A @EC 0@ XA`L @ ƒV C

A  \A [ •C 0EGA ‡‹ 'C OCL SC ¡ C @!C AC' A © CSC 6A A'@ PL 7C SC

A ‡@]A L @ V (17) .q A eX !C X@A SC

A  !C X@A ‡R@RA C . ŠA CRh C [ C @•C

£  yC CRh C 1E . 6A „V A @B C [ ‚A A C^ ¦ 8C C 0EC 0@ XAOC[ EC 0@ 8‹ C C

A CS ¥ ŠA CO™ ‹ CS A @ *C[ DA eZE DA e_E[ zA A ‘C 0@ 1A 0E@EC A @ *C[A C @ ‹d A L E ZE (18) ¥ A @ *C[A g @  A @ ZV
@ E 0@ N‹ZE  @ !A ‹PC C , C X@XC±E 2 C @E .2 A @Y e  q A C*A 0@ 1A )Œ PC '@ *L[ C yA C7ZE 0@ N‹GA (19) .9 A '@ Y M  q L C*A  @ !A ‹PC C 0e EC \M ™ L CE 0e8d L [ ¡ A  e 8C C 4 E @E ŠA CO™ ‹  0A1 9 A '@ Y M  q C C*A 0@  A *C[A 6A A q C _[ CE (20) . DL `RM CS .¡ C >A
Arabic Tutor – Volume Three

.C‘7C C‘p@ ZE C @8‹ ™ L CSC C‘7C Ch+@ ZE C @A aV X@CSC )¦ (E @!A C 0EC CX‡@A C @‹ 8L C [ ‘C (21) j L p@ RC C 1E Š‰ CX @ C 3Œ C h C +C , L @ZEC 1E )A C 8L h L [ DC '@ C A CO @ *L[A j L 7@ C C , L X@V
@ C NC .C‘7C C‘p@ ZE , L 8@ 8A +C SC CNCCYF[ ZE .¡ A A L ‚C 8C ]`  ` bA1E 7A C8[_E[ 0A1 0@ A 8C ][ C E SC E CYF[ _E[  @ R‹ L CE (22) ."‚C 8A <E @ C &` oE SC ‚C XA.E @ C Re C " 0@ ‹ ZV &V '@ (V C , @ NCE  @ oA COP@ ZV C , C .[ !C $ C
C A1E ¦ CpC V X@L @'(E OCP@  !A .E C Y @ A E @‘ZE ` ZE 0@ NAC'•@ GA C @'8L E@ C
@ EZE (23) ¥ !A X@A [ V ‘@ ZE  (A OC @ CE DC '@ C[E1 4 Œ @A.E @'L *eXCC DC '@ C[ A ƒA E
@ L  C rel="nofollow">V N@ZE E '@ (A OC @ CSC E '@ > B A OC @ C @'NLE !A X@A [ V ‘@ ZE .g A @ _E[A V C –@ L E E E C
@ L X@A V C –@ L , A (` d C OCP@  !A .E !C X@A [ ` ZE COC[ h C N@GA ŠA C8C pL @ A ˆ @%AE E Ÿ[ 9 C C OC@  !A .E (24) . †A O@>E [ &A '@ Y L L 0@ 1A )E XC@8A %` C‘A C!@ bAA &E 4 E ([ OAP@ bA[ 0@ 1A †A O@>E [ L C COC[ h C N@bAA ‡! CZE †C OCE>N@ C8E C LC*P@ ZESC !A X@A [ &V C^7A E '@ E
@ C NC . e 7L S@ ZV 0@ 1A E SC !A X@A [ x A @ +C 0@ 1ASC )E CAE]@GASC )A e(A @A 1[ ZE A C!@ GA 0EGA C‘!C C j @ !e L DA 4 E P@ bA[ ¡ A AC8C @ A )¦ ƒE E8@ C  V EƒE ‘C SC (25) . †A O@>E [ &A '@ Y L L 0@ 1A )A CNAE<A *A[ 3A C  @ L [ )A C CP 0@ 1A C‘S@ !M C ZE C @A ` 0C H A @ L [ ZE )A CNAE<A *A[ 0EC # L AhC1E ! , C .[ !C $ C . ŠA C!@ _E[ 0EC †A O@>E [A e OC«@ CE ŠA E.!A $ @ _E[ C '@ V.V AC@ bA[A @ B ‹ C L
@ E @ 8C 1E Page 80 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

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0@ 1A E S@ L e C OCCE SC †A O@>E [ EC A E S@ M OC«@ CE
@ L NeZE )A CNAE<A *A[ ŠA 4 E (E L @ A '@ ^L @ NC (26) . C(` C !A X@A [ ŠA E]@ GA [ C # L ‘C '@ LE )E e‹ d L [ ` bA1E
@ ‘A !A @ 'C A M OC«@ NC E ¡ C AoE ‚C C  @ !A ‹PC C M ±V ZE EƒE ‘C . A C!@ OAP@ A[CS 3A 'e (V A V •C –@ L (B) Translate the following verses of the Qur’ān.

. A Y C (E [ C  C @ ZE ¡ C @EC  M (V NC L d @ NC .¡ C A'C •@ GA cEC yC C²@ 7L  @ Y L ([ C E 0e XC L C . ¦ A !e M A [ C 1E A [ „ A E |@(V [ CN@  e C !@ (E ESC . 3Œ C SL!@ e ŒeZE ` GA 7L eX CX e 8C C E ['VE.SC ¦ @B C A ¡ C  @ C 8@ C AGSC 'C ‘L ` GA 6L E 2 C +A E 4 E 1E ª K L A 6L W ¡ C  @ C 8@ C AGSC . ˆ !L .E Š¦ 0@ +C „ V cEC 'C L 1E .
@ ‘A 7A CY @ZE @ A 'MK«L C { C XAA –@ 8L [ „ V. . e ‘A 7A CY @ZE @ A C K @ K L «@ C j A CXA –@ 8L [ „ V.SC . 6L W
L ƒV *@*Ad @ L 0AN'L*AeE1 6C W E 'M*d A L
@ OLXV AG [ .V . 7A SL!Y M  j A E A
ˆ AC 6L NeGA 6A A SLC ^@  SA ZE
@ ƒV E'@ .E SMPA ZESC

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

. 6A W 0A1 0‹N'M^CdLZE &E E. 6L L '@ .E 6L ^e ŸCSC (10) Page 81 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three


A AC cEGA E SMC L
e V
@ ƒV A.EL 6L NebA1E 6L X@A E SM>A C A` j C '@ 8C [ ` GA [ .V . E 'V8C @ C
@ OLXV C8 A
Vƒ’V*‹XCL1E 3A C C™ e CS # A @«C [ . ©XA^C ‡*<E 7L ¡ A @EC ° [ .ACL )A EB @ Xe J A [ h A A ¡ A @EGA ‹R‘L SC . Š£ C™C @ C & A LSC Š£ C™C @ C RM A LSC M 8L C 6L ` A C
VƒC EP@ GA 0e EC 'MX8L C ` V. 'L8EP@ ZE [ ZE ¡ C @EC E 'MX8L C . A C³bA[ A
@ V C!‘C [ ZE
@ ƒV @EC Se !L C 6A A E 'L*‘A @ L A @B C [ u A C 7‹ ASC 3¦ 'e .V ‹
LO@ ]E OCP@  e
LE [SM!A ZESC .
@ L 8L E@ C 6L W
L L NC'L8E@ C E
@ A NASL A C A •C |CS
@ V Se !L C SC 6A W
@ OL[ .E` 6A W A A*PC 0A1 [SL>A N
L ƒV E E A. EoGA
@ ƒV E C ['LXC | C A ` CMZE C . 3A C •A  C A CN@!M  3A Cd C [A
LOAH7C ZE t A 7@ ‰  cEGA

(11) (12) (13) (14) (15) (16)

(C) Translate the following conversation into Arabic. (1) When was the bell of the madrasah rung? It was rung half an hour ago. (2) Who rang it? Perhaps Hāmid rang it. (3) Knock a nail into the leg of the table. Sir, I think it will break with the nail. (4) Look, who is knocking on the door? Perhaps Hāmid is knocking on the door. Page 82 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three (5) O boy, grind this properly. Yes sir, I will grind it now. (6) O girls, where are you fleeing to? Sir, we are running towards the madrasah. (7) The bell of the madrasah has not rung as yet? Sir, the bell has rung. (8) Then run, do not delay. That is our aim. (9) Did your father’s letter not please you? By Allāh, I was very pleased with my father’s letter. (10) Will you please inform me of a book which can simplify the understanding of Arabic for me? Yes, I will certainly inform you of a book that will help you in understanding Arabic. (11) Rashīd, are you not feeling cold? Sir, I am feeling cold. (12) Àbdul Hamīd, how did you tear your shirt? Sir, I did not tear it, but this evil boy tore it. (13) Does your teacher narrate historical incidents to you? Yes, he narrates an historical incident to us every day.

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Arabic Tutor – Volume Three

Test No. 14 (1)

Define (2K

1).

(2)

What is (DF)?

(3)

In which cases are (DF) and (DF

¡ Q 1)

permissible? (4)

Is the cause of (DF) found in the word (# ˆ *CPC )? If

the cause is found, why has it not been applied? (5) How many forms are permissible in the singular masculine imperative of (2K)? (6)

In which word-forms of the perfect, imperfect

and imperative is (DF) prohibited? (7) Recognize the following word-forms and determine what the origin of each one was. By which rule has a change occurred in them?

 &´ C  & !L C
@ E  A `!L C  @'L  & L  &„ L  &` L  &` C E •C e A  ˆ ‹ ]` L  C E e A  … C8L  & L ZE (8) In which categories of (T 04) and ( 04 ! R) is (2K) not used? (9) Conjugate the (J7K) of (! e C ) with ( !_O D Page 84 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

6N'NS). (10)

Select the words of (2K) from Exercise No.

29. (11)

Do

the

analysis ('dXS

morphological

Y dO)

and

grammatical

of the following

sentence:

(12)

)Œ *C@h A C ‡YY C .E 0@ ‹ ZV 0e EC  M (V C Insert the ( ) in the following passage and

translate it:

S!O^S ,.'  S•_OS  SQ>1 )P7!I q^ x Q  !. SZ  !Q ^  R"
O- Z 'ƒ S mhX SQ!OPS m4> Yµ  ."  &E oS

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Arabic Tutor – Volume Three

Lesson 30 The Semi-Vowelled Verbs (  OC@ 8L [E) 1. The definition of (  OC@ 8L [E) and its three categories were mentioned in Lesson 26. Here the changes that occur in the first category, namely (Š>

 O) or (&E%A ) will be mentioned.

2. If the ()8ƒ

Š1) is a (S), it is called ( … SA CS &U E%A ) and if it is a (), it is called (0 … €AC &U E%A ). … SA CS &U E%A ) in the following 3. Note the changes that occur in ( sentences:



J7KI

0HI

¡ C 8C CC• [ pA

6L 8C CC• V RA C 'C ‘L

6L 8C CC• !ˆ @pC E pC SC (1)

# A €[„  C A [ h C @GA

3A e A [ C A V ^C '@ C 'C ‘L

C A V >[ ]„  E ^A SC (2) 3A e A [

¡ C CCOA ‚@ H C

6L CCOA ‚L K C C 'C ‘L

6L CCOA !ˆ @pC ‚C H C SC (3)

¡ C NAC'•@ bA A [ Y A eA !A h A @ 8C [A , L @*C[ V Y A OeC

)V (E @!A d C [ E Y C eA (4) , A @*C[A

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Arabic Tutor – Volume Three First examine each verb and determine what kind of verb it is. By looking at the column of the perfect tense (0HI), you will see that each verb is ( … SA CS

&U E%A ). If the perfect is ( &U E%A

 … SA CS), then the imperfect and imperative should also be ( … SA CS &U E%A ) even though the (S) is not visible in some cases. Look at the fourth line. You have already come across the

EY C eA). In Lesson 27 rule no. 11 you learnt that the word ( word ( EY C CS@ A) on the scale of (E C OC1[ A) changes to (E Y C eA). Therefore this verb is also ( … SA CS

&U E%A ).

Now observe what changes have occurred in the verbs. There seems to be no change in the perfect tense. Yes, in the first line, the (S) is missing from the imperfect ( V RA C) and the imperative ( [ pA ). These words should have been (V pA '@ C) and

[ pA S@ A). ( In the second line, (S) is present in the imperfect. What is the difference between the two? The difference is that the ()8ƒ

{) is (7'ƒ) in (V pA '@ C) and (m'O>) in (V ^C '@ C). From

this you can arrive at the conclusion that in the imperfect of

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Arabic Tutor – Volume Three ( … SA CS

&U E%A ), if the ()8ƒ {) is (7'ƒ), the (S) is deleted. Therefore ( V pA '@ C) becomes (V RA C). Since the imperative is constructed from the imperfect, the () can only be ( [ pA ). See Lesson 21 Note 1. In the second line, in the imperative ( [h C @GA), the (S) was changed to a () according to rule no. 2 of (). You may be surprised to see the (S) missing from the

imperfect in line 3 because (‚ LK C C) should have been (‚L H C '@ C). Since the (S) was not deleted from ( V ^C '@ C), why was it deleted from (‚ LH C '@ C). The reason is that (V ^C '@ C) does not have any (0(

9)2 while in (‚L H C '@ C), there is a (0( 9), namely the (J). It has been said that if the letter preceding (P SS) is (m'O>), the sound of the (0( 9) is not correct. Therefore the (S) is deleted. However, if the letter preceding (S) is (D'8K), it is not deleted. The (S) is not

2

The letters of the throat, namely (n

w z J m Š).

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Arabic Tutor – Volume Three deleted from (‚ LH C '@ L) which is the passive form of (‚L K C C). In the fourth line, ( EY C eA) was originally (E Y C CS@ A). Just like ( [h C @GA), it should have also changed to (E Y C OC@A) where the (S) should have been converted into a (). However, it is a speciality of (&O1) that the (S) is changed to a (j) and assimilated into the (j) of (&O1). See rule no. 11 of (). 4. From the above explanations, two new rules of () emerge. (Thirteen rules of

 were mentioned in Lesson

27.)

… SA CS Rule No. 14 of (): If in (

&U E%A ),

the imperfect is

({

7'ƒ), the (S) is deleted from the (J7K) and (Z), e.g. from ( V pA '@ C) - (V RA C) and ([ pA ). Rule No. 15 of (): If, in ( … SA CS

&U E%A ), the (J7K) is ( m'O> {) and there is a (0( 9), its (S) is also deleted, e.g.

from (‚ LH C '@ C) - (‚L K C C) and (‚@ H C ).

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Arabic Tutor – Volume Three Note 1: In (7@ oE

7L E C 7C oE SC ),

the (S) is deleted against the rule

because it neither has a (J7K) that is ({ it have a (0(

7'ƒ) nor does

9).

Note 2: A deleted (S) returns in the (&'T

J7K).

The

V RA C) is (V pC '@ L) and of (‚L K C C) is (‚L H C '@ L). passive of ( Note 3: It is permissible to delete the (S) from the (7!Y) of those verbs of (J7K) in which the (S) was deleted. However, a (3) has to be suffixed to the verbal noun, e.g. from ( U p@ SC ) – ()U NCpA ); from (# ˆ ‘@ SC ) – ()U *C‘A ). 5. Hereunder follows the brief paradigm of ( … SA CS

&U E%A ). You

can do the detailed paradigm on your own.

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Arabic Tutor – Volume Three

   & I/ _ !
($ 7!YI


P &'>I


P >



)U NCpA SZ U p@ SC

U S@ pˆ '@ C

U pA CS

[ pA

J7KI 0HI V RA C

E pC SC (t)

‚ˆ H @ SC

J ˆ '@ H L '@ C

‚ˆ H A CS

‚@ H C

‚L K CC

‚C H C SC (9)

Œ“ ^@ SC

&U '@ ^L '@ C

U ^A CS

[ h C @GA

V ^C '@ C

E ^A SC (q)

)U C CPSC k U 7@ SA

k U S@ 7L '@ C


ˆ @PA SC


@ PL S@ ZV


L PC '@ C


C PL SC (y)

k U 7A CS

k [ 7A

k V A C

k E 7A SC (m)

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Arabic Tutor – Volume Three

`5 '()!   & I/ _ !
($ 7!YI


P &'>I


P >



J7KI

0HI

&U CY@GA

U $ C '@ L

U $ A '@ L

[ $ A S@ ZE

V $ A '@ L

E $ C S@ ZEž1

U @$ A '@ C

U $ e 'C L

U $ ‹ 'C L

[ $ ‹ SC

V $ ‹ 'C L

E $ e SC ž2

)U E$ C C'L

U $ C C'L

U $ A C'L

[ $ A CS

V $ A C'L

E $ C CSž3

U $ M 'C C

U $ e 'C OCL

U $ ‹ 'C OCL

[ $ e 'C C

V $ e 'C OCC

E $ e 'C Cž4

U $ L C'C

U $ C C'OCL

U $ A C'OCL

[ $ C C'C

V $ C C'OCC E $ C C'Cž5

&U CY‹A

U Y C OeL

U Y A OeL

[ Y A eA

V Y A OeC

&U CY@OAP@ A

E Y C eAž7

ž8 U $ C '@ OC @ L U $ A '@ OC @ L [ $ A '@ OCP@ A V $ A '@ OC @C E $ C '@ OCP@ A

Note 4: In categories no.1 and 8 of (61

! R 04), the (S) is

changed to a () in the (7!Y) according to rule no. 3 of (). In all the derivatives of (O1), the (S) was changed to a (j). No changes have occurred anywhere else.

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Arabic Tutor – Volume Three Note 5: When ()(

'NS !_O D) are added to (V RA C), it will become (  e NLRA CE „ CNRA CE e NCRA CE) etc. When the ()( 'NS !_O D) are added to ( [ pA ), it becomes („ CXN@pA „ CNpA e NApA e NLpA „ CNpA e NCpA ).

Vocabulary List No. 28 Word

Meaning


C e 1ES
C C 1[ ZE

to explain

E ` 'C C

to entrust, to place trust in

(q) C  A •C

to incur a loss (1) to reduce

 K A C ` H C

to be misguided (1) to misguide

E SC C

to help mutually

C %`E

to increase

E <E C

to delay

\L %AC \C ASC

to trust, to rely

!L h A C !C ^C SC

to find

J L !C C J C C SC

to leave Page 93

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Arabic Tutor – Volume Three

7L RA C 7C pC SC

to carry a burden

2 L Y A C2 C $ C SC

to describe

V Y A C E $ C SC

(~) to reach (6 ) to meet

2 L (A C 2 C .ESC

to halt, to understand

!L AC !C ESC

to beget, to give birth

L A C C ‘C SC

to be weak

g L ’E@C g C ’AC

to lose hope

› E (E @OCP@ S › E (` CCS › E (A C

to wake up

› E (E @ZE

to wake s.o. up

C  eC

(2) to simplify (4) to be easy

L •C ZV  C•@ V

another

EoZE

harm, distress

E '@ E@ ZE  0E@ ZE

highest

e 7L S@ ZV

Europe

4 Œ @ PC SC 4 Œ ‘@ ZE

welcome

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Arabic Tutor – Volume Three

7ˆ eC

dweller

m ˆ S@ 7C

mercy, help

3U7C 'A P@ ZE  7ˆ C'PA

bangle, bracelet

!ˆ 8C $ C

independent

7ˆ eh1V  ˆ ^A E1

transgressor

q ˆ E] @ .A

scale

7ˆ `>E

extremely ungrateful, great disbeliever

!L €AC'C  3U !C €AC

table

‡7CA  3Œ e C

once

V @.AE%C  &U E(%[A

weight, approx 4.68g


ˆ @(A OC @ L

straight

7ˆ CpS@ ZE  7ˆ p@ SA

burden, sin

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Arabic Tutor – Volume Three

Exercise No. 30 (A) Translate the following sentences into English.

¥ !L 8C @ ZEC ¡ C 8C CC• , C N@pC SC [ ‘C (1) DC '@ C[ 6L NLpA ZE [ C  @ !A ‹PC C E . A CR@8A [ ¡ C AE A E Ÿ[ 6L N@pA (2) ., A @*C[ 0A1 6L NLpA ZE 0@ XA@ C V pC '@ L 2 C @E
L E@ ZEE . C•@ ZV )¦ >` E 0@ 1A E p@ 'C [CS )¦ >` E 0@ 1A
C CCB[ ‚A H C ( 3) . EƒE ‘C V C 1[ _E1E # ˆ ‹<E ¥
A CCB[ V p@ SC 'C ‘L C (4) . A E E(%[A 6L NLp@ SC C8NeGA . A CR@8A [ 0A1 @SL  AB @ L 4 E 1E !¦ C _EA Œ’@+C
@ OLN@pC SC EoGA !L 8C @ ZE C ‚@ 8C P@ A (5) .
A @(A OC @ 8L [ q A E] @ (A [A @'NLpA A |@(V [ 0A1 j L Z[C .E !@ .E  @ !A ‹PC C
@ OLX@ C @ ZE ¥ ‡1ACN ‡ COA zL !L ^A ZE 0@ N‹bA1E 0@ 8‹ C C E‘C ¡ C CCOA 0@ A # L C C [ ‘C (6) . 6L *CAE]C ¡ C 8C ‹ 1E_VA ‡@ +C CN!C X@A 2 @ (A C [ GA E‘C 0@ ACOA ¡ C E # L ‘C _EPC . 0@ 8‹ C C
@ V !C X@A 2 L .A_EPC
@ C NC (7) Z[C .[ CS C COƒA [ E‘C  @ !A ESC C @SV B L 1E Page 96 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

¥ A COƒA [ E‘C
L @ 1E 0@ A L  e COCC [ ‘C (8) . 6A @EC [ ` 'C CSC

A A \@ ASC !@ A OC^@ A
@ ESC ‡7CA yC !C X@A , L ™ @ Oe1E ¥ 0@ (A @!A $ C C ¦ C pC V X@L ¡ C OL@ZE7C C 0C AC (9) ¥Cy!@ ^A ZE . e 7L S@ ZVSC C Y @ A A 4 E A 0EGA j L @ 1ECP , L X@V V@A•C C ¥ CXL ‘C , C ’[^A 0COC 0@ (A @!A $ C C 4 Œ @ PC SC 4 Œ ‘@ ZE (10) .° [ (E 1E g A @ _E[A 0@ €AC*8@ C 0EGA , L [ $ C SC ¥# A €AChC [ C A , C @ZE7C C 0@ A 2 L Y A C [ ‘C (11) ¥ A `!M  0EGA # ˆ ‘A Eo , C N@ZESC ¡ C E 2 L $ A ZE 2 C @E ¥Cy!C X@A C K L @ _E1E A A «@ 8C [ !C @ C A >E  e  &E C'@ ZE 0@ A 2 C Y A C [ ZE 0@ NA!L A C [ ‘C (12) . &U '@ «L ™ @ C DC '@ C[ 0@ N‹_EA DC '@ C[ yC !L A ZE E ¥ 0@ XAV
£  Š‰ C+ [ A ‡!FE )E *C@h A C [ &E C'@ _E[ ¡ C [ A ¡ C E e rel="nofollow">E $ A _EE 0@ •A ZE C q @ _E@C E ¥ [ !C X@E @ A SC C Y @ A @ A ˆ '@ OLƒ[ C ¡ C @EA [ AYC
@ EZE (14) . [ !C X@E @ A E SC C Y @ A @ A E ¡ C X@A ˆ COA e0EGA E $ C SC C ¥ !L AC• C D¦ '@ C ` V ‡C*$ C › V (E @C [ ‘C (15) Page 97 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

.m A C*Y e  0A1 › E (` CCZE [ ZE 0@ A L  e COCCE ¥ DC '@ C[ ¡ C aE (E @ZE @ 8C 1E (16) ., L a[ (E @OCP@ 1E 0@ ‹ ZV 0@ XAO@aE (E @ZE DC '@ C[E . 3A 4 EY e  , C .[ SC ¡ C aV .AS@ ZV CNZE 0@ XA@ C (17) . ‡N'@ XL8@ C e NC'@ V _EESC ‡7'@ ƒV ™ @ C e NC'@ ƒV OCE 0@ XAOCa[ (E @ZE @ ’AE ¡ C AK @ 1E @ A E‘C . A @B C [ 0EC zL C•ZE E SA CL [ ZE
¦ A @ L „ V 0EC # L h A C [ C ¡ C @EC M L ZEE (18) .x ˆ A C$
ˆ A @ L ¡ C NeZE DC '@ C[ ¡ C OL1[ C C

A CS yC C @•C

£  C %`E . C @.AA eY C @8A A @ 8L [ C A yC eGASC 0@ XAEC ^C SC ¡ C Xe±E

£ x C !e $ C (19) . C @8A EC[ e 7C C C @A | C @A | (B) Translate the following verses of the Qur’ān into English.

. !@ E'L
@ ESC !@ AC
@ E . !L 8C Y e  6L ` . fC•@ ZV 7C p@ SA 3U7C pA CS 7L RA C E SC . 6A ` cEC [ ` 'C CSC
@ ‘L EoZE J @ C SC . C 'V(@ C &A | @ A k V A CSC 0AXVA C . ©ASC ¡ C NL!` A 0A # @ C 1E . ‡7eC C A 1AEƒ[ C A t A 7@ _E[ cEC 7@ E C E ‹ 7e m ˆ 'LN &E E.SC

(1) (2) (3) (4) (5) . 6L XC
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Arabic Tutor – Volume Three

DL '@ (E [ ` GA 6A W m A S@ 7e @ A q L _E@C E 6L NeGA 6A W m A S@ 7e @ A '@ PL _E@C E SC (7) . E S@ L 1AEƒ[ .{ C XAA –@ M
LOXV AG E '@ E@ ‰ 
L OLNEZSC 'LNRC d @ C E SC 'LXA C E SC (8) (C) Note the analysis of the following sentence.

L  G 2A  * + c  a A  G + b 6* The morphological analysis will be as follows: Analysis

Word

  H  ‚· 6O«$  !OI H"  1 @'NLpA S@ A 6$Z   H   S' &%I According to rule no. 13 of (), the (S) has V RA C). Therefore been deleted from the imperfect (

6*

it is also deleted from the imperative. After deleting the (J7KI

)4), the word (V pA )

remains. See Lesson 21 Note 1.

Q ^ 9

d 

  !^   !S  D4 9eI 
P c  aA  G +  rel="nofollow">
P  \O™   !S  D4 9eI 
P L  G 2A  * + Page 99 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

  DC E(OCP@ A  The grammatical analysis will be as follows:

Analysis

Word

S'  !OI  1  61 YO J'1 =8H ‡NS@ pL '@ C Œ’@+C 7e!(I 6'> The object (&'>) is (7e!() implied because a

)8L^ )1 )€™NG

6*

transitive verb needs an object.

\O >

Q ^ 9

d 

9'$'  7ST c  aA  G + 7ST  )>$ L  G 2A  * +

A sentence that has a question, command or prohibition is called ()€™NG

)8L^). The details will be mentioned later.

(D) Fill in the blanks in the following sentences using the list of words provided hereunder. The words are either Page 100 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three (p'8), (2K) or (SS

&%).

 0@ NApA  [ pA  [ B A OeCE  \@ A  [ PC  C8OL’[+A  4 E V  L L ŸCP   @ A L  @ L # M d A L  # M A ZV  M  L C  @SRM L CE  & L ZE  &` L   @ !‹ L  # @ ‘C  @'L H C E S@ M >A C  [ ` 'C C (1) . )Œ C CP , A CZE C 0@ A . 'C ‘L C @ZE @ A ¬C @™ e  E‘C (2) .¡ C 8C CC• (3) (4) . )V >E @]A E C yC 7C C'PA . ©ASC yC Se !L C (5) . 3A 4 EY e A ¡COX@ A (6) . 3A 4 EY e A e ‘L (7) . A @pA 'C [ , A @ C 0EC yC [ ‘C (8) .¡ C AK @ 1E @ A 6A @EC 0@ NA
@ C NC (9) . )A ESL `] 0EC
@ ƒV *COLV (10) ¥ L E S@ ZE C C @ZE 0EGA (11) . L E S@ ZE C 7A Ch+@ _E[ E CYF[ ZE (12) Page 101 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

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.
L C@ C C A COƒA [ x C C7S@ ZE (13) ¥
L C Oe DA ZE # L A ` yC [ ‘C (14) . C8‘L 4 E A
L C OeCS # L A ` 0@ NA (15) ¥
C C Oe DA ZE # C A ` [ ‘C (16) . C8A @EA
C C OeCS # C A ` (17) . 6A @EC SC

A A (18) C DA C]`  C A SC 3A !C €AC8[ 0EC C8OLN@ZE CA^@ GA (19)

.

(E) Translate the following sentences into English. (1) O father, will you give me a watch on the day of Eid? Yes my beloved son, I will certainly give you a silver watch. (2) Sir, how do you find this book? We find it to be a beneficial book. (3) Is it available in the book shops? No, this book is not found in the book shops nowadays. (4) O my sister, have you weighed your bangle? Yes, I weighed my bangle and found it to be 20 mithqāls. (5) Weigh it in front of me now. Okay, I will weight it in front of you. (6) Did you receive my letter? No, I did not receive your letter. (7) Will you stay by us in Bombay? Page 102 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three Yes, we will stay for one month by you. (8) I stayed by you in Delhi last year. This is your favour. (9) Sir, will you describe the conditions of your journey to us? Yes, I will gladly describe the conditions of my journey to you. (10) Where should I place my book? Place your book on the table. (11) Leave me to place my book in the box. There is no problem. Place your book in the box. (12) When do you wake up in the morning? We wake up in the morning at the time of Fajr. (13) Who woke you up today? I did not wake up this morning so my father woke me up.

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Arabic Tutor – Volume Three

Lesson 31 The Hollow Verb (9 L 'C ^@ _E[

V @ >A [E) SS 9'^Z

%/! \

%/! ]@ ^!

%/! Z !

&V '@ (V C

&E E.

A E'@ (V C

EE.

E '@ V'@ (V C

@'VE.

&V '@ (V C

, @ EE.

A E'@ (V ˜C

COEE.

C [ (V C

C [ .V

[ .V

&V '@ (V C

, C [ .V

E'@ .V

A E'@ (V ˜C

8C OL[ .V

@'V'@ .V

E '@ V'@ (V C


@ OL[ .V

0@ A'@ .V

C @A'@ (V ˜C

, A [ .V

E'@ .V

A E'@ (V ˜C

C8OL[ .V

C [ .V

C [ (V C

e OL[ .V

&V '@ .VZE

, L [ .V

&V '@ (V ˜CN

CX[ .V

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Arabic Tutor – Volume Three

0€ 9'^Z %/! \

%/! ]@ ^! %/! Z ! ‚L @*AC

J C C

A C @*AC

C C

E '@ L @*AC

@'L C

‚L @*AC

, @ C C

A C @*AC

COC C

C @ *AC

C @ A

‚@ A

‚L @*AC

, C @ A

C @ A

A C @*AC

C8OL@ A

'@ L @ A

E '@ L @*AC


@ OL@ A

0@ A @ A

C @A @*AC

, A @ A

C @ A

A C @*AC

C8OL@ A

C @ A

C @ *AC

e OL@ A

‚L @ AZE

, L @ A

‚L @*ANC

CX@ A

1. Ponder over the paradigms of the perfect, imperfect and Page 105 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three imperative of (SS

9'^Z) and (0€ 9'^Z) and note where

the changes have occurred. You will notice that from the beginning till the end, no word has been spared of changes. The first change is in the first five words of the perfect tense (0HI) where the (S) or () has changed to an alif according to rule no. 1 of (). Rule numbers 4 and 5 of () have been applied to most of the word-forms of the imperfect (J7KI). See Lesson 27. Regarding the imperative (), you know that it is constructed from the imperfect (J7KI). 2. In the paradigms of the perfect, imperfect and imperative, the () radical ()8ƒ

9)

is deleted wherever the third

D) is sākin. For example, in the perfect, from

( C [ .V) and (C @ A) till the end, the alif has been deleted. In the imperfect, only the plural feminine third and second person forms, namely ( C [ (V C) and (C [ (V C), have the elision3 of a (S).

3

Elision is the omission of a vowel or syllable in a word.

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Arabic Tutor – Volume Three Similarly, the () has been deleted from ( C @ *AC) and (C @ *AC). The same change can be observed in the first and last wordforms of the imperative, namely ( [ .V) and (C [ .V). From this, you can form a new rule of (). Thirteen rules of () have been mentioned in Lesson 27 and two in Lesson 30. Rule No. 16 of (): Wherever the third radical ()8ƒ

D)

becomes sākin in the perfect, imperfect or imperative of (9'^Z) due to the paradigm or because of the jussive case (DR/

)), the middle () 9) is elided. Examples: ( [ (V C
@ E  [ .V  C @ *AC  C @ A  C [ (V C  C [ .V).

3. You may be wondering how the words ( C [ .V) and (C @ A)

E E.) and (J C C ) when they should have were formed from (& been ( C [ .E) and (C @ C). It seems to go against the normal rule but the morphologists have postulated a rule for it as well which is as follows: Page 107 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three Rule No. 17 of (): If the (0HI) of (SS

{)

or ({

D'8K),

the first radical

9'^Z) is ( m'O> ()8ƒ Š1) will be

rendered a dammah wherever the (S) has been elided and if the (0HI) is ({

7'ƒ), a kasrah will be rendered to it. Examples: from (& E E. = &E 'C .E) the word (C [ .V) is formed, from (& E E< = &E 'L <E ) the word (C [ [ •A ) is formed. In (0€

9'^Z), a kasrah will always be read, e.g (C @ A) from (J C C = ‚C C C). Note 1: These word-forms are pronounced in the passive tense (&'T) in the same way as the active tense (9S): ( C >[ •A

 C @ A  C [ .V).

Note 2: These word-forms are the same in three paradigms, namely the (9SI

0HI), (&'š 0HI)

and (H"

).

However, they are different in their original forms. In the (9SI

0HI), their original forms will be

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Arabic Tutor – Volume Three ( C 1[ 'A •C

 C @ C C  C ['C .E). In the (&'š 0HI), their original forms will be (  C @ A L  C ['A .V C 1[ 'A •L ). In the (H" ), their original forms will be (   C @ A @A  C ['L .[ ZV C 1[ 'C •@ A). The meaning will be ascertained from the context in which the word is used. 4. The paradigm of the (&'š

0HI)

of (& E E.), (9 C C•) and

(J C C ) will be as follows:

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Arabic Tutor – Volume Three

_ Z !

_ Z ! _ Z !

‚C @ A

2 C @•A

E @.A

C @ A

>E @•A

E@.A

@'L @ A

@'>V @•A

@'V@.A

, @ C @ A

, @ >E @•A

, @ E@.A

COC @ A

OC>E @•A

COE@.A

C @ A

C >[” •A

C [ .V

, C @ A

, C >[” •A

, C [ .V

C8OL@ A

C8OL>[” •A

C8OL[ .V


@ OL@ A


@ OL>[” •A


@ OL[ .V

, A @ A

, A >[” •A

, A [ .V

C8OL@ A

C8OL>[” •A

C8OL[ .V

e OL@ A

e OL>[” •A

e OL[ .V

, L @ A

, L >[” •A

, L [ .V

CX@ A

CX>[” •A

CX[ .V

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Arabic Tutor – Volume Three 5. The paradigm of the (&'š

J7KI)

of (& E E.), (9 C C•) and

(J C C ) will be as follows:

_ ]@ ^!

_ ]@ ^!

_ ]@ ^!

J L C*L

9 L CBL

&V E(L

A C C*L

A 1ECBL

A E E(L

E '@ L C*L

E '@ 1VCBL

E '@ VE(L

J L C*L

9 L CBL

&V E(L

A C C*L

A 1ECBL

A E E(˜L

C @ *CL

C >[ B CL

C [ (E L

J L C*L

9 L CBL

&V E(L

A C C*L

A 1ECBL

A E E(˜L

E '@ L C*L

E '@ 1VCBL

E '@ VE(L

C @A C*L

C @1ACBL

C @AE(˜L

A C C*L

A 1ECBL

A E E(˜L

C @ *CL

C >[ B C L

C [ (E L

J L C V

9 L C•ZV

&V E.V

J L C*NL

9 L CBNL

&V E(˜LN

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Arabic Tutor – Volume Three 6. The paradigm of the (
@ E

‚ 0>XI J7KI)

of (& E E.), (9 C C•)

and (J C C ) will be as follows: L  e M! ]@ ^!

L  e M! ]@ ^!

L  e M! ]@ ^!

‚@ *AC
@ E

2 @ B C C
@ E

[ (V C
@ E

C@*AC
@ E

E1CBC
@ E

E '@ (V C
@ E

'@ L @*AC
@ E

'@ 1VCBC
@ E

@'V'@ (V C
@ E

‚@ *AC
@ E

2 @ B C C
@ E

[ (V C
@ E

C @*AC
@ E

1ECBC
@ E

E '@ (V ˜C
@ E

C @ *AC
@ E

C >[ B C C
@ E

C [ (V C
@ E

‚@ *AC
@ E

2 @ B C C
@ E

[ (V C
@ E

C @*AC
@ E

1ECBC
@ E

E '@ (V ˜C
@ E

'@ L @*AC
@ E

'@ 1VCBC
@ E

@'V'@ (V C
@ E

0@ A @*AC
@ E

0@ 1ACBC
@ E

0@ A'@ (V ˜C
@ E

C @*AC
@ E

1ECBC
@ E

E '@ (V ˜C
@ E

C @ *AC
@ E

C >[ B C C
@ E

C [ (V C
@ E

‚@ AZE
@ E

2 @ •C ZE
@ E

[ .VZE
@ E

‚@ *ANC
@ E

2 @ B C NC
@ E

[ (V ˜CN
@ E

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Arabic Tutor – Volume Three 6. The paradigm of the (>


P) of (&E E.), (9 C C•) and (J C C )

will be as follows:

f  L;

f  L;

f  L;

‚ˆ €AC

2 ˆ €AC•

U €AE.

A C €AC

A >A€C•

A E€AE.

E '@ L €AC

E '@ >V €AC•

E '@ V€AE.

)U C €AC

)U >E €AC•

)U E€AE.

A COC €AC

A CO>E €AC•

A COE€AE.

j ˆ C €AC

j ˆ E>€AC•

j ˆ E€AE.

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Arabic Tutor – Volume Three 6. The paradigm of the (&'>I


P) of (&E E.), (9 C C•) and (J C C )

will be as follows:

_! L;

_! L;

_! L;

‚ˆ @*AC

9 ˆ '@ B L C

&U '@ (V C

A C @*AC

A E1'@ B L C

A E'@ (V C

E '@ L @*AC

E '@ 1V'@ B L C

E '@ V'@ (V C

)U C @*AC

)U 1E'@ B L C

)U E'@ (V C

A COC @*AC

A CO1E'@ B L C

A COE'@ (V C

j ˆ C @*AC

j ˆ E1'@ B L C

j ˆ E'@ (V C

Note 3: You can do the remaining paradigms by looking at the paradigms of a (†d$

1).

You have read all the

paradigms in Volume 2. The brief paradigms of (9'^Z) from (61

! R 04)

are

enumerated hereunder. You can do the detailed paradigms on your own.

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Arabic Tutor – Volume Three

LH@

\

]@ ^!

Z !

7@ A Z

L @!A L

7C CZE

1

7@ S‹ C

7L S‹ !C L

7C Se C

2

7@ SA C

7L SA C!L

7C SC C

3

7@ Se !C C

7L Se !C OCC

7C Se !C C

4

7@ SC C!C

7L SC C!OCC

7C SC C!C

5

!@ (E N@A

L E(X@C

C E(N@A

6

!@ OC.[ A

L CO([ C

C CO.[ A

7

@ A 'C P@ A SZ e 'C P@ A

M 'C  @C

e 'C P@ A

8

@ A C'P@ A SZ e C'P@ A

M C' @C

e C'P@ A

9

7@ !A OCP@ A

L @!A OC @C

7C C!OCP@ A

10

d g

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Arabic Tutor – Volume Three

L;

L;

_!

f 

d g

3U 7C CGA

7ˆ C!L

ˆ @!A L

1

ˆ @SA !@ C

7ˆ Se !C L

7ˆ S‹ !C L

2

3U 7C SC C!L

7ˆ SC C!L

7ˆ SA C!L

3

to be round

7ˆ SM !C C

7ˆ Se !C OCL

7ˆ S‹ !C OCL

4

to circulate with someone

7ˆ SL C!C

7ˆ SC C!OCL

7ˆ SA C!OCL

5

obeying

ˆ C(A N@A

ˆ E(X@L

ˆ E(X@L

6

obeying

ˆ COA.[ A

ˆ CO([ L

ˆ CO([ L

7

to be black

ˆ C'A P@ A

… 'C  @ L

… 'C  @ L

8

to be black

ˆ C!@'A P@ A

… C' @ L

… C' @ L

9

to circle

3U7C C!OAP@ A

7ˆ C!OC @ L

ˆ @!A OC @ L 10

Meaning turning, management spinning, rotating walking around with someone

Note 4: The (>

@'$!

LH@


P) and the (&'>I
P) of categories 6, 7,

8 and 9 apparently look the same. However, the origin of each one is different. For instance, if (ˆ E(X@ L ) is the (>


P),

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Arabic Tutor – Volume Three its original form will be (ˆ 'A (E X@ L ) and if it is the (&'>I


P), its

original will be (ˆ 'C (E X@ L ). Note 5: The verbal noun (7!Y) of (7C CZE) is (3U 7C CGA) and that of (7C C!OCP @ A) is (3U7C C!OAP@ A). These were originally (7ˆ CS@ GA) and (7ˆ SC !@ OAP@ A)

U C1[ GA) and (&U C>[ OAP@ A). The (7!Y) respectively on the scale of (& of these categories when they are (9'^Z) are constructed in this manner, e.g. (3U C E1GA) from (C E1ZE) and (3U C E>OAP @ A) from (C E>OCP@ A). Note 6: Outwardly the paradigms of (0€

9'^Z)

are like

(SS

9'^Z). The original words will be different, e.g. (7C EFZE) was originally (C CF [ ZE) and (7C CBOCP@ A) was originally (C CB @ OCP@ A).

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Arabic Tutor – Volume Three

Vocabulary List No. 29 Note 7: Some verbs have (S) or () written next to them. This is an indication towards (SS

9'^Z) and (0€ 9'^Z)

respectively. Word

Meaning

(S) !L @A L C C7ZE

(1)4 to intend

() ‚L @K A LJ C CHZE

(1) to waste

(S) ‚L @]A L J C E
(1) to obey

(S) ‚L @]A OC @ CJ C E]OCP@ A

(10) to be able, to have the power

(S) V @]A L &E E
(1) to lengthen

(S) # L @Y A L C C$ZE

4

() !L @>A L C E1ZE

(1) to be afflicted, to be correct (1) to grant benefit, to inform

() !L @>A OC @ C C E>OCP@ A

(1) to obtain benefit

(S) L @A L E CZE

(1) to assist

This is an indication of the (  ), which in this case is (&1G  ).

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Arabic Tutor – Volume Three

(S) E COCP@ A

(10) to seek help

() , L @*AC j C C

to spend the night

(S) &V '@ h L C &E C^

(1) to roam, wander about

0EGA () &E C

(t) to incline towards

@ C () &E C

to turn away from

(S) V '@ B L C E C•

() to betray

() Š£ C™C Š‰ C+

(9) to want

() ‚L @™ A CJ C C+

(t) to become public

() ‚L @™ A LJ C C+ZE

(1) to publish

(S) 9 L '@ ™ L C9 C C+

() to look

() C C +C

to feel, to know

(y) (9)()

†C E$ C

to be proper

†C E$ @ ZE

(1) to put in order

(S) V '@ Y L C E C$

() to save

(S) L '@ L C C C

() to return

(S) !L @A L C CZE

(1) to make s.t. return, to repeat

(S) pL '@ >V C pC E1

() to be successful, to Page 119

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Arabic Tutor – Volume Three achieve

() !C  C 1E

to be spoilt

(1) !C  C 1[ ZE

to spoil, to cause corruption

(S) DL '@ (V C DC E.

() to stand, to be ready

(S)
L @(A L DC E.ZE

(1) to stay

(S)
L @(A OC @ C DC E(OCP@ A

(10) to be steadfast, to become straight

(q) DC !A NC

to be ashamed

() &V CXC &E CN

to achieve

(S) &E SC CN

(3) to give, to hand over

(S) DL CXC DC CN

(q) to sleep

6A `A r C C

an oath

)U E|

instrument

A @ _E['VSVZ

the people of the government

Š“ E( C

life

3U7C CC SZ … C

heat

)U XC C C

good deed

ˆ Y L L  U CYA

horse, stallion

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Arabic Tutor – Volume Three

3V C •A Ÿ[ 7L e!E

the hereafter

&¦ C S@ oV

one of importance

)U ]E [ PC

power, authority

t ˆ @ A

honour

ˆ  @ L

difficulty

q ˆ S@ –L V  q ˆ _[ E

glass, tumbler

ˆ A E

lie

0‡XL  )U CX@L

wish, desire

q ˆ C([ A

measuring instrument

ˆ  @L

ease

Exercise No. 31 (A) Translate the following sentences into English.

¥ CXL ‘C , C ’[^A 0COC . A @OCC CP V X@L , L ’[^A . 6A OAC€[7L 0EGA x ˆ CO™ @ L 0@ N‹bA1E ¡ C @•A _E A ¢[ A^ . yC !@ h A NC
@ ESC 6A A g A @ ZE yC CX’[^A

(1) (2) (3) (4) Page 121

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Arabic Tutor – Volume Three

¥ C COƒA [ E‘C , C >[ +L [ ‘C !L 8C @ ZE C . DC '@ C[ 6L 1V'@ +L _EPC 6L OL>[ +L C E . ‡!FE 0e EC zA ‹ 7L SC Z[C .[ CS 2 @ +L ¥œ C C @_E[ ¡ C NCCYA , C @ A [ ‘C ¥ 6L C @ AZE @ ESC 6L @ AZE
@ E ¥ \e d C [ ¡ C E &E '@ .VZE [ ZE !L @A L [ ‘C . yC A CL 0@ 1A †L A>[ OLPC ¡ C NeZE ¡ C E [ .VZE
@ EEZ . &V '@ (V C C
C C 1[ _EA ¡ C EC–PL !@ A ZE . 3U C E>OAP@ A 3A C CbA[ 0A1 . )Œ 8C @aA C 3Œ C E1GA CXC!@ 1EZE . &E CN &E C^ @ C . 7C CBOCP@  A C DC !A NC C .3A 7C Cd C [ q L C([ A CE &V E(LSC 3A 7C Cd C [ 5j L C^7C C C A q L E(L )U E| zA A ‘C .m A C*Y e  &E Se ZE › [ (` CCSC A @` &E Se ZE
@ NC . A Y @ C [ !C @ C
@ XCCE . )¦ XCPC 'C d @ NC E‘C
@ V !A E C 0@ 1A
C @.AZV [ ZE !L @7A ZV 5

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

degrees

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Arabic Tutor – Volume Three

. 3A !C @A h C [ 6L @!A L V ^L e  E‘C (21) @SV B A eE1 A <E 'C [ 0A1 )U ]E [ PC
@ ƒV E E '@ ƒV C [ ZE
@ L@ 7C ZE [ GA 0@ NAC'•@ GA (22) 0A1

£  7
L ƒV Xe>E AB @ OC @ CE 7A '@ L _V[ ‚A @8A ^C 0@ 1A 6L E'@ PL 7C SC

‰  'L@
C '   ' + &  h= i   $  6 0EC @ *A$ @ CS &A C'@ _E[ ‚A @8A ^C 0@ 1A 6L @
A A @ A | L#@h A Xe !L E'C [ CMZE Œ.A C$ @ V SC ‹ ™ e  C A 6A A [ A OCP@ CS A @B C [ 0EC 6L X@AOCP@ CS 6A A@*APC 0@ 1A ¡ C CC$ZE C D@ L SC ¡ C NCC• 6L OCX@•L [ GASC ¡ C NCC$ 6L OCX@$ L [ GA ¡ C NCCA › [ rel="nofollow">E @ CS A 8C C [CS &A '@ (E [ 0A1 &E CXCSC 0CX8L [ pC '@ >V OCA A  C ƒE [CS A @ h C [ A A 4 Œ €AC @ V SC )A C 1AeX DA '@ VL [ 0EGA 4 Œ €AC . zA A C*A )A C !@ •A SC 6A OAC E]A ¡ C €EE( C

£  &E E
6 7

editor to appoint as successor

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Arabic Tutor – Volume Three (C) Translate the following verses of the Qur’ān.

. E 'VC >[ C E C E 'V'V(C
C A 'LXC |‰ C A ` CMZE C .
C A‘C @GA cEC ‡EPC SC ‡@ C 0AN'V 7L CN C CX[ .V . ‡™ C C E˜C‘ C 6A WA r C C C [ .VSC . ‡*@$ C 0C A C ‚C A]OC @ C @ E ¡ C NeGA [ .VZE
@ EZE &E E. . E 'LdAY @ L L d @ NC C8NeGA ['VE. t A 7@ ‰  0A1 [SL! A >[ L E
@ L E E A. EoGASC .
L A‘C @GA 6L E &V E(L
@ ‘L L V [ C c‡O1E CX@ 8A PC 'VE. ` AƒESC Š“ C@ ZE [ C j ˆ C'@ ZE 6A W A *CP 0A1 V OC([ L @ 8C A ['V'V(C E SC . E SLL ™ @ C . C  @ L [
L ƒV A !L A L E SC C  @ L[
L ƒV A 6L W !L A L .{ C XA Ad @ 8L [ C ^@ ZE ‚L AKL E 6C W ` GA . E 'M*d A L e8A ['V(>A XL ceOC e *A[ ['VCXC E .{ C A A ™ @ 8L [ C A 'LN'VƒC ESC 3E EY e  'L8A.ZESC .
@ ƒV XA A @ ‰  0AS@ ZVSC &E 'LPe  ['LA
(1) (2) (3) (4) (5) (6) (7)

(8) (9) (10) (11) (12) (13) (14) . cE@ _E[ , C NEZ ¡ C NeGA 2 @ B C C E (15)

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Arabic Tutor – Volume Three


@ ‘L ESC
@ A @EC 9 ˆ '@ •C E1E '@ L E(OCP@ 
e V 6L ` CX M7C '@ V.E C @A ` ` GA (16) E 'LNRC d @C (D) Translate the following sentences into Arabic. (1) If you roam, you will be successful. (2) He is selling his book. (3) That girl is turning the ball. (4) I want you to tell me the truth. (5) Did we not tell you that he will never come today. (6) He repeated his question so that I understand whatever he says. (7) We fear Allāh and do not fear anyone besides Him. (8) A Muslim does not fear death. (9) When he was told not to corrupt, he said, “I am merely putting in order. (10) We intend ease for them and they intend difficulty for us. (11) Did my brother come to you? (12) No, your brother did not come to me. (13) Save your honour even though your wealth is wasted. (14) Do not sell this cow of yours because its milk is beneficial for you. (15) O my sisters, if you want that your children should rule over the homeland, then obey Allāh and His Page 125 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three messenger
. (16) O women of īmān, be patient at the time of a calamity8 and seek assistance with salāh. (17) O Muslim girl, why do you say that which you do not do. (18) Do not obey the ignorant ones. (19) We sought the opinion9 of the scholars in this issue. (E) Fill in the blanks using the words given below:

&V '@ .VZE E  j @ 7C Se C  @ B A OCP@ E1  CXO@ A  , L 8@ .V  ‚L @™ A C  0@ NAŠ‰ C^  j L 7@ L  J C C j @ C CZE . C |C7!C @C 0A1 CX8‹ C !C X@A )E C 7A C*[ . \e d C [ ` GA ¥ 3V !C @A h C [ zA A ‘C C @ZE @ A .

A A &¦ C Eo ‡@ ZE j C @ 7C ZE EoGA . 6L CC'^C , L *@OCƒE 1E 0@ ‹ ZV @ A ˆ '@ OLƒ[ C . 6L E ‡COA@ A 9 C oV COP@ _V[ 0AX€EC^ 8

)U *C@Y A L

9

7C C™OCP@ A

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

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Arabic Tutor – Volume Three

. &V '@ (V C C
C C 1[ _EA CEC–PL . A '@ ` C 8C @ ZE ‡NCYA 0@ •A ZE . ‡@A PC j @ 7C C!1E 10)E C eS!M  0@ OA•@ ZV .j ¦ eC ‚C *@PC )A *C@ ƒE [ &E '@ C

(7) (8) (9) (10)

(F) Study the analysis of the following sentence.

j  b,+ 4  6 $Y e g 0 Y dO Analysis

 H  !S 6O«$  H" 0X 1 0€ 9'^Z The () has been elided due to the jazm at

Word

e g 0

the end.

!^      !S  3ƒN
P  H  !S  YO 7ST  =8H
P †O> 0 ½*  )1 10

N $Y R

top (toy)

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Arabic Tutor – Volume Three

j  b,+

   !S  D4 9Q  )>Y
P

'dX dO Analysis

Word

DR/ )  0X 1  61 OOI =8K  1 ‚1 )  61 

e g 0

'YX  &'>

N $Y

7ST 6G 9K

R

   !S  'YX  &'>I )>$

j  b,+

)€™N )1 )· = &'>IS > ‚ >

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Arabic Tutor – Volume Three

Lesson 32 The Defective Verb11 (.eX

>)

1. You have learnt that a (.N radical ()8ƒ

D)

is a

1) is one in which the third () 9). Hereunder follow the

paradigms of the following verbs:

YN   S' .X CC (to throw) H   0€ .X 0C7C (to be noble) D   S' .X SC L P C (to meet) ‚-   0€ .X 0C (A E (to like) &O1   S' .X 0CKC7@ A (to face) &O1   0€ .X 0E(OC[A (to call)

11

• • • • • •

This is only the literal meaning of the word (.N). It does not mean that

these verbs have a deficiency in them.

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Arabic Tutor – Volume Three

(R) I//

(m) V (

(N) I//

SC L PC

0C7C

CC

CSL PC

CC 7C

C'C C

@SL PC

@'C 7C

@'C C

j @ SC L PC

, @ C 7C

, @ C C

CSC L PC

COC 7C

COC C

E S@ L PC

C @C 7C

E '@ C C

j C S@ L PC

, C @C 7C

j C '@ C C

C8LS@ L PC

8C OL@C 7C

C8L'@ C C


@ LS@ L PC


@ OL@C 7C


@ L'@ C C

j A S@ L PC

, A @C 7C

j A '@ C C

C8LS@ L PC

C8OL@C 7C

C8L'@ C C

e LS@ L PC

e OL@C 7C

e L'@ C C

j L S@ L PC

, L @C 7C

j L '@ C C

CNS@ L PC

CX@C 7C

CN'@ C C

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Arabic Tutor – Volume Three

(7) V (

(7) I//

(c) V (

0E(OC[A

0CKC7@ A

0C (A E

C(E OC[A

CK C C7@ A

C(A E

@'(E OC[A

@'K C C7@ A

'@ (V E

, @ (E OC[A

, @ K C C7@ A

, @ C(A E

CO(E OC[A

COK C C7@ A

COC(A E

C @(E OC[A

C @K C C7@ A

C @(A E

, C @(E OC[A

, C @K C C7@ A

, C @(A E

C8OL@(E OC[A

C8OL@K C C7@ A

C8OL@(A E


@ OL@(E OC[A


@ OL@K C C7@ A


@ OL@(A E

, A @(E OC[A

, A @K C C7@ A

, A @(A E

C8OL@(E OC[A

C8OL@K C C7@ A

C8OL@(A E

e OL@(E OC[A

e OL@K C C7@ A

e OL@(A E

, L @(E OC[A

, L @K C C7@ A

, L @(A E

CX@(E OC[A

CX@K C C7@ A

CX@(A E

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Arabic Tutor – Volume Three Note 1: Of the above paradigms, three are of (S' and three of (0€

.X).

.X)

Ponder over the changes that

have occurred in each one by recognizing the original forms. The word (0CKC7@ A) was originally ('C K C C7@ A). In (

! R 04

61), the paradigms of (S' .X) and (0€ .X) become similar.

The Changes in the Perfect (Z !) 2. By observing the above paradigms, you will realize that changes in the perfect (0HI) of (.N) have only occurred in four word-forms, namely the singular and plural masculine and the singular and dual feminine.

C ) and (0C (A E), a change has However, in the paradigms of (SC L P occurred in the plural masculine third person form only. The details are as follows: • In the singular masculine third person, the (S) and () have changed to alif according to rule no. 1 of (). ('C  C C ) becomes (CC ),(0C C 7C ) changes to (0C7C ) etc. Page 132 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three Note 2: When the (S) is changed to alif in the perfect tense (0HI) of (.N), it is written in the form of an alif in (

04

T), e.g. (CC ), (>E C ) while in (61 ! R 04) it is written as a (), e.g. (0CKC7@ A) When a () is changed to alif, it is written in the form of a () in all cases, e.g. (0C7C ) and (0E(OC[A). However when an attached pronoun in the accusative ( 'YX) is suffixed to the verb, it will only be written in the form of an alif, e.g. (zL C7C - He threw it.) (y C CKC7@ A - He liked you.) • In the plural masculine third person form, the (S) and () have been deleted, according to rules no. 6 and 7 of (). Examples: (@S'L  C C ) changes to (@'C C ), (@'LC 7C ) changes to (@'C 7C ), (@SSL L P C ) changes to (@SL PC ), (@'L(A E) changes to (@'(V E), (@'LK C C7@ A) changes to (@'K C C7@ A), Page 133 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three (@'L(E OC[A) changes to (@'(E OC[A). • The alif is deleted in the singular and dual feminine forms, e.g. (, @ C C ) and (OCC C ).

• A kasrah precedes the (S) in the perfect passive tense (&'š

0HI). Therefore the (S) is changed to a ().

Examples:

A L ) changes to (0C A L ), ('C  (C' A L ) changes to (CA L ), (@S'L  A L ) changes to (@'L L ), (j @ 'C A L ) changes to (, @ CA L ), (C'C  A L ) changes to (COCA L ), ( E '@ A L ) changes to (C @ A L ),

C '@ A L ) changes to (, C @A L ). Similarly the (&'š (j of (0C7C ) is (, @ CA 7L In the

@'L 7L CA 7L 0C A 7L ) etc. (&'š 0HI), (S' .X)

0HI)

and (0€

.X)

become similar. The paradigm of the imperfect (J7K) is as follows:

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Arabic Tutor – Volume Three

.X  9SI J7KI (R) I//

(m) V (

(N) I//

S@ L  @C

0@ A @ C

'@ L !@ C

A CSL  @C

A CA @ C

A 'C L !@ C

* E S@ L  @C

E '@ L @ C

* E '@ L !@ C

S@ L  @ C

0@ A @ C

'@ L !@ C

A CSL  @ C

A CA @ C

A 'C L !@ C

* E S@ L  @C

C @A @ C

* E '@ L !@ C

S@ L  @ C

0@ A @ C

'@ L !@ C

A CSL  @ C

A CA @ C

* A 'C L !@ C

* E S@ L  @ C

E '@ L @ C

E '@ L !@ C

C @A  @ C

* C @A @ C

C @A !@ C

A CSL  @ C

A CA @ C

A 'C L !@ C

* E S@ L  @ C

* C @A @ C

* E '@ L !@ C

S@ L P@ ZE

0@ A 7@ ZE

'@ L @ ZE

S@ L  @ NC

0@ A @ NC

'@ L !@ NC Page 135

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Arabic Tutor – Volume Three

.X  9SI J7KI (7) V (

(7) I//

(c) V (

0@ (A OC[ C

0@ K A C@ C

0(E [ C

A C(A OC[ C

A CK A C@ C

A C(E [ C

E '@ (V OC[ C

E '@ K L C@ C

E '@ (E [ C

0@ (A OC[ C

0@ K A C@ C

0E([ C

A C(A OC[ C

A CK A C@ C

A C(E [ C

C @(A OC[ C

C @K A C@ C

C @(E [ C

0@ (A OC[ C

0@ K A C@ C

0E([ C

A C(A OC[ C

A CK A C@ C

A C(E [ C

E '@ (V OC[ C

E '@ K L C@ C

E '@ (E [ C

* C @(A OC[ C

* C @K A C@ C

* C @(E [ C

A C(A OC[ C

A CK A C@ C

A C(E [ C

* C @(A OC[ C

* C @K A C@ C

* C @(E [ C

0@ (A OC[ZE

0@ K A C7@ ZE

0E([ZE

0@ (A OC[ NC

0@ K A C@ NC

0E([ NC

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Arabic Tutor – Volume Three Note 3: In the above paradigms, some words are similar to one another. These have been marked with an asterisk. Some words have changed while others are on their original forms. Recognize the changes.

The Changes in the Imperfect (]@ ^!) 3. Ponder over the changes in the paradigms of the imperfect (J7KI). Besides the four dual forms and the two feminine plural forms, there are changes in all the other words. • Where the imperfect is ({

m'O>),

the (S) and ()

have been changed to alif according to rule no. 1 of (). Where it is ({

7'ƒ) or ({ D'8K), they

have been rendered sākin. Examples: (0E([ C) from (0 L (E [ C), (0CH@ C) from ('L H C @ C), ('@  L !@ C) from ('L L !@ C), (0 @ A @ C) from (0L A @ C). The same change has occurred in the three word-forms Page 137 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three that do not have a (p7

=8H

- a visible pronoun).

Examples: ('@  L !@ NC

 '@ L @ ZE  '@ L !@ C), (0 @ A @ NC  0@ A 7@ ZE  0@ A @ C), (0E([ NC  0E([ZE  0E([ C). Note 4: The paradigm of (0CH@ C) is like (0E([ C). • According to rules 6 and 7 of (), the ()

9) is

deleted from the end of the plural masculine third person and second person forms. Examples:

E '@ L !@ C) from (E S@ 'L L !@ C), ( ( E '@ L !@ C) from (E S@ 'L L !@ C),

E '@ L @ C) from (E '@ LA @ C), ( ( E '@ (E [ C) from (E '@ L(E [ C). • In the singular feminine second person form, ( @ SA V) and (0 @ AA) change to ( @ A) and (0@ AE) changes to ( @ E). Examples: ( C @A !@ C) from (C @'A L !@ C), Page 138 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three ( C @A @ C) from (C @AA @ C), ( C @(E [ C) from (C @A(E [ C), ( C @K A C@ C) from (C @AK A C@ C), ( C @(A OC[ C) from (C @A(A OC[ C). • In the passive tense (&'š), (S'

.X) and ( .X

0€) become similar. Examples: ( C @C !@ L

 A CC !@ L  0C!@ L  E '@ C !@ L  A CC !@ L  0C!@ L) etc. C @C @ L  A CC @ L  0C@ L  E '@ C @ L  A CC @ L  0C@ L) etc. ( Vocabulary List No. 30 Word

Meaning

(t) 0CZE

to come

(1) 0C|

to give

(1) C C^ZE

to answer, to accept

(1) C C$ZE

to reach, to touch, to afflict

(7) COC+@ A

to buy

(1) 0E]@ ZE

to give, grant Page 139

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Arabic Tutor – Volume Three

(q) 0C (A C

to remain

(1) 0E( @ZE

to maintain

(t) 0Eƒ C

to cry

(1) 0Eƒ @ZE

to make s.o. cry

() 4 E C

to test, to afflict

(t) 0CX C

to build, to construct

(q) 0C ™ A •C

to fear

2 C >` •C

to lighten

() 4 E •C

to be empty, to pass

6L C C  6A A  6A @EGA 4 E •C

to meet in private

(t) C7C

to know

(1) C7@ ZE

to show

() CC

to call

6L E CC

to supplicate for someone

6A @EC CC

to supplicate against someone

(q) 0C H A 7C

to be pleased

(1) 0CH7@ ZE

to please s.o.

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Arabic Tutor – Volume Three

(t) 0E(PC

to give to drink

(2) 0e8PC

to name

() E>C

to be erased

6L X@C E>C

to forgive

(t) 0E>E

to be sufficient, to save

)U .E!L X@ L

bullet

# ˆ @ 7L

awe


ˆ @ PC

spear, share

0eO+C

different

7ˆ '@ L <E

very pure, clean

s ˆ '@ Y L 1V   … 1E

stone of ring

V ACX.E  )U E*[email protected]

bomb, grenade

J L 7A CRC  )U C 7C R@ C

farm

q ˆ C8[ZE

diamond

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Arabic Tutor – Volume Three

Exercise No. 32 (A) Translate the following sentences into English.

6A Y ‹ 1E 0@ 1A ‡8CC• zL CŸE1 6A @EC
C `PC SC zL C_E1E A K @ >E [ C ZE !L @+A e  CC .q ˆ C8[ZE . C C^ZE C81E DA C]`  0EGA oE COP@ _V[ j L '@ C C , L X@V . 6L E EC!1E 6A OAC !@ B A A zL C ZE !ˆ A C 0CH7@ ZE . 6A @EC , @ C !C 1E 6L X@C )Œ CH A C7 C >E @ ^C DM ZV @,NCE C . Œ C j C CSC 6L CC$_E1E !A PC _E[ 0EGA
C @  e 
ˆ +A C‘ 0C7C ¥ yA Eƒ @ZE C , L X@ AC C @ƒA *@C EoC8A 3U C h C C , @ CC$ZE EoGASC 0eO+C 3¦ C^A 0A1 3E 7C Chd A [ 0A@ C !L E'C [ E E . 0@ ƒA *@C !C C (E 1E C @«A Y e  zL C•ZE . 7ˆ [ L 6L E 0C (A C C ¥¡ C  A >[ XCA , C @(E @ZE C . &A C8[ C A

£  0C NAE]@ ZE C 0@ NAE>E . CAC 0EC 7L '@ L _V[ , A C(A C . )A e7A eX A ACX(E [A e 7L S@ ZV 0@ 1A 7L C!‹  , A >E C

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

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Arabic Tutor – Volume Three

. 6L X@C CN'@ >E C .¡ C X@C

£  E>C . 6L X@C 0C >A L . 3Œ C *Cd @ A SC ‡ COA zL CX@CŸE1 yC '@ •L E NCCZE . A @ Xe ŠA C @ A 0E( @ L L @AC*C[ ¡ C [ A . A @ ™ e  E‘C DA eZE @ A 0CKC ‡'@ C
@ E  @ A7!@ C [ ‘C . L +A C[ ¬L @7A _[ Oe V '@ ƒV C DC '@ C[ ` ZE M ±V ZE 0@ X‹ƒA E  @ !A ‹PC C  @ 7A @ ZE E . A @A E[ 0EGA DC '@ C[ , L @A L .# C XC@pC 6L OLX@ A , @ C8‹ PL zC+ A E][  M  A @ _E A 0C XA L  @ A ` ‚L A Ch[ !A X@A [ 0A1 !A ^A C8C [ L  C @ ZE leOA 3V e8 C 8L [ 3V 7C C8A [ CN@!M  j A C*€AChC @ A SC 0@ A‘@ A 0@ 1A E C^C

£  6L 8C A 7C ) 9 L '@ $ L '@ 8C [ V E][  M  C‘CX C 0@ OA` z@ C E | 0@ 1A CdC .(0ECC &U C &A eh L [ ASC
ˆ [ A CXE CX@1A 7A e*h C [ )E 8C  @ .A CX@H A 7C &V CRCE 0E(*@C
C [ A [ ` GASC # ¦ @A .E @ C 0CX>[ C &E C8[ ` bA1E

(13) (14) (15) (16) (17) (18) (19) (20) (21) (22)

(23)

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Arabic Tutor – Volume Three (B) Translate the following verses of the Qur’ān into English.

.‡7'L<E ‡ C+C
@ L M7C
@ ‘L E(PC SC . 6L e7C 0C ™ A •C @ 8C A ¡ C AoE 6L X@C 'LH7C SC
@ L X@C 6L ` 0C H A 7C . ŠC8EL [ zA A C*A @ A 6C ` cC™B @ C C8NeGA .# C @ M  [SL>E E C A ` A 'V.V 0A1 0A([ XLPC eNGA ['V.E
@ A XAA<C+C cEGA '@ E•C EoGASC eXC | ['VE. ['LXC | C A ` ['V(E EoGASC . E SL²RA @ OC @ L L d @ NC C8NeGA
@ ƒV C C .j L 'L8C t ¦ 7@ ZE  ‹ _E A g ˆ >[ NC A7!@ C CSC . cCH@ OC1E ¡ C M7C ¡ C A]@ L 9 C '@  C ESC .
L AC [ ‚L A8 e  'C ‘L SC 6L W
L L ƒE A>ƒ[ C C 1E . zL eGA ` GA [SL!*L@ C ` ZE ¡ C M7C cCK.ESC . ‡=%AE ‡@•C 0C ASVZ !@ (E 1E )E 8C ƒ[ d A [ j C –@ L CSC
L L X@C 2 L >` B CL4 E 1E 3A C •A ‰ A CN@!M  3E Cd C [ LSC OC+@  C A ` ¡ C ’A˜ESVZ . L EC [ . )E Xe/ E 
L L E ` _E A
LEC'@ ZESC
@ L  C >V NEZ { C XAA –@ 8L [ C A fCOC+@  6C W ` GA

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

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Arabic Tutor – Volume Three (C) Translate the following sentences into Arabic. (1) I called Rashīd so he came to me and greeted me and I gave him a book. (2) We called our friends for meals so they accepted our invitation. (3) The sheikh supplicated for me. (4) His father was not pleased with him so he supplicated against him. (5) Hāmid aimed a bullet at the wolf so it struck it (the wolf) and it died. (6) O boy, why are you crying? Who made you cry? (7) Now no wealth will remain for this woman. (8) What will you allow to remain for your brother? (9) Whatever wealth Allāh has given us will be sufficient for us. (10) His son has been named Mahmūd. (11) This madrasah was built with the order of the minister. (12) Our farms are watered with rain water. (D) Observe the analysis of the following sentence.

` 2 b   ^   + bB '*  Q J f 

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Arabic Tutor – Volume Three

n$ i2 Analysis

Word

 #€F  !S 6O«$  9SI 0HI 1 T 04  'C C C 6$Z  S' .X The (S) has been changed to alif according to rule no. 1 of ().

f 

!C +C 7C  \O™ )>Y
P !+7  2  9 &[ E

  †d$    !S  X‘

P 6Xƒ

'*  Q J

6$Z  S' .X    !S  !^
P

  'ˆ Z

bB

  !S  D4 9Q X‘

PS 7!YI

  †d$

 ^   +

½*  Q ^ 9



 =8K ~ 6O1H¶ )1   !S 
P

  0€ 9'^Z

o   b

½*  #€F  !S  7ST =8H

C

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Arabic Tutor – Volume Three

IiM i2 Analysis

Word

½*  0HI 1 J'1  1

f  '*  Q J

q7!) 2 6*YN  'YX  &'>  9K (2ž11 7ST 6 9K

bB  ^   +

 Q ^ 9



7ST

o   b

7/  Q / )  6 9K  7ST =8H > \O 7SšS

C

) ¯• )1 )· = \OIS &'>IS > ‚ >

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Arabic Tutor – Volume Three

Lesson 33 The Jussive Mood of the Imperfect (DL S@ RL h @ 8C [

J L 7A CK8L [E)

The paradigms of the (DL S@ RL h @ 8C [

J L 7A CK8L [E)

of (.N

1)

are

mentioned below. Note 1: In (DR/

) – the jussive mood), the third radical ()8ƒ D) of the imperfect (J7KI) and the imperative (Z)

are elided from five word-forms. In seven word-forms the () 

'N)

is deleted while the plural feminine forms

remain unchanged because they are indeclinable (½*I).

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Arabic Tutor – Volume Three

p  H JM &  * / )* q   + ] * @ ^* + \C [ C
@ E

DA @ C
@ E

J L !@ C
@ E

C(E [ C
@ E

CA @ C
@ E

'C L !@ C
@ E

'@ (E [ C
@ E

'@ L @ C
@ E

'@ L !@ C
@ E

\C [ C
@ E

DA @ C
@ E

J L !@ C
@ E

C(E [ C
@ E

CA @ C
@ E

'C L !@ C
@ E

C @(E [ C
@ E

C @A @ C
@ E

E '@ L !@ C
@ E

\C [ C
@ E

DA @ C
@ E

J L !@ C
@ E

C(E [ C
@ E

CA @ C
@ E

'C L !@ C
@ E

'@ (E [ C
@ E

'@ L @ C
@ E

'@ L !@ C
@ E

0@ (E [ C
@ E

0@ A @ C
@ E

0@ A !@ C
@ E

C(E [ C
@ E

CA @ C
@ E

'C L !@ C
@ E

C @(E [ C
@ E

C @A @ C
@ E

E '@ L !@ C
@ E

\C [ZE
@ E

DA 7@ ZE
@ E

J L @ ZE
@ E

\C [ NC
@ E

DA @ NC
@ E

J L !@ NC
@ E

p  H JM &  Z [ \ E '@ L @ ZV‰

'C L @ ZV‰

0@ A @ ZV‰

'@ L @ ZV‰

'C L @ ZV‰

J L @ ZV‰

C @A 7@ GA

CA 7@ GA

0@ A 7@ GA

'@ L 7@ GA

CA 7@ GA

DA 7@ GA

C @(E [A

C(E [A

0@ (E [A

@'(E [A

C(E [A

\C [A

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Arabic Tutor – Volume Three

& 'T3! ]@ ^! pH M

p  H JM &  d *  $ * M  + ] * @ ^* +

e C(E [ CE

` 'C L !@ CE

0E([ C @ E

0C A @ C @ E

'C L !@ C @ E

„ C(E [ CE

„ 'C L !@ CE

C(E [ C @ E

CA @ C @ E

'C L !@ C @ E

` 'L (E [ CE

e L !@ CE

'@ (E [ C @ E

'@ C @ C @ E

'@ L !@ C @ E

e C(E [ OCE

` 'C L !@ OCE

0E([ C @ E

0C A @ C @ E

'C L !@ C @ E

„ C(E [ OCE

„ 'C L !@ OCE

C(E [ C @ E

CA @ C @ E

'C L !@ C @ E

„ CX@(E [ CE

„ NC'@ L !@ CE

C @(E [ C @ E

C @A @ C @ E E '@ L !@ C @ E

e C(E [ OCE

` 'C L !@ OCE

0E([ C @ E

0C A @ C @ E

'C L !@ C @ E

„ C(E [ OCE

„ 'C L !@ OCE

C(E [ C @ E

CA @ C @ E

'C L !@ C @ E

` 'L (E [ OCE

e L !@ OCE

'@ (E [ C @ E

'@ L @ C @ E

'@ L !@ C @ E

e A(E [ OCE

e A !@ OCE

0@ (E [ C @ E

0@ A @ C @ E

0@ A !@ C @ E

„ C(E [ OCE

„ 'C L !@ OCE

C(E [ C @ E

CA @ C @ E

'C L !@ C @ E

„ CX@(E [ OCE

„ CN'@ L !@ OCE

C @(E [ C @ E

C @A @ C @ E E '@ L !@ C @ E

e C(E [_EE

` 'C L @ _EE

0E([ZE @ E

0C A 7@ ZE @ E

'C L @ ZE @ E

e C(E [ XCE

` 'C L !@ XCE

0E([ NC @ E

0C A @ NC @ E

'C L !@ NC @ E

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Arabic Tutor – Volume Three Note 2: The (!–I

J7KI) of (0@ A @ C) will be : z•| ~  „ CX@A @ CE  ` CA @ OCE  e CA @OCE  e L @ CE  „ CA @ CE  e CA @ CE

The active participle (>


P) of (CC ) will be as follows:

Feminine

j ˆ CA C

Masculine

A COCA C

)U CA C

E '@ L C

A CA C

J ¦ C

The word (J ¦ C) was originally ('ˆ A C). The (>


P) of (0C7C ) will be (D¦ C7) while that of (0C (A E) will be (x ¦ E ). However, when the definite article (&[ E) is prefixed to it, it becomes (0 @ A e!E) etc. See 10.9. The passive participle (&'>I


P) of (CC ) is:

Feminine

j ˆ 'e L !@ C

A C'e L !@ C

Masculine

3U 'e L !@ C

From (0C7C ), the (&'>I

E S@ 'M L !@ C

A 'e L !@ C

'… L !@ C


P) is (¿ A eA @ C 0… A @ C ) etc. and from

(0 C (A E), it will be (0… (A [ C ). Page 151 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three The paradigm of the (9a

J ¦ C!C ('L A C!C ) The (9a

A CC !@ C

('ˆ C !@ C ) 0‡!@ C

A CC !@ C

(3U 'C C !@ C ) 3U C!@ C


P) of (0C7C ) is (0‡@ C ) etc. and of (0C (A E) is (0Œ([ C ).

The paradigm of the ()

('L A C!C ) J ¦ C!C ('L @A C!C ) 0M A C!C The ()


P) is:


P) is:

A CC !@ A

('ˆ C !@ A ) 0‡!@ A

A CC !@ A

(3U 'C C !@ A ) 3U C!@ A

A CSC !@ A

(Sˆ C!@ A ) Š“ C!@ A


P) of (0C7C ) is (0‡@ A ) etc. and of (0C (A E) is (0Œ([ A ).

The paradigm of the (K>O


P) is:

J ¦ CZE SZ E '@ C @ ZE

A CC @ ZE

('L C @ ZE) 0C@ ZE

0‡L SZ j ˆ C'C @ L

A C'C @ L

C@ L SZ C'@ L

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Arabic Tutor – Volume Three The brief paradigms of (61

! R 04) are as follows:

! RI 04% .X  =«Y 9Y @'$!

Š“ E([GA to throw

)U C(A [ C to give

Š“ E(A SZ 3U E.4 E L to meet

\ª EC to meet, to learn

x ¦4 E C to face one another

Š“ CK(A N@A to terminate

Š“ E(OA[A to confront

_! L;

L;

f 

\

]@ ^!

Z !

LH@

0Œ([ L

\¦ [ L

\A [ZE

0@ (A [ L

0E([ZE

1

0(EL

\ª EL

\‹ E

0@ („ EL

0`(E

2

0Œ.4 E L

x ¦4 E L

x A E

0@ .A4 EL

0E.E

3

0(EOCL

\ª EOCL

\e EC

0`(EOCC

0`(EC

4

0.Œ4 E OCL

x ¦4 E OCL x C4 E C

0E.4 E OCC

0E.4 E C

5

0‡K(E X@L

œ ¦ (E X@L œ A (E N@A

0@ K A (E X@C

0CK(E N@A 6

0Œ(OC[ L

\¦ OC[ L

0@ (A OC[ C

0E(OC[A

\A OC[A

7

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Arabic Tutor – Volume Three

Š“ C'A 7@ A to refrain

Š“ E([ OAP@ A to lie on one’s back

'A C 7@ A

 @ 'A C @ C

C'C 7@ A 8

‡'C @ L

'¦ C @ L

0Œ([ OC @ L

\¦ [ OC @ L \A [ OCP@ A 0@ (A [ OC @ C 0E([ OCP@ A

10

By pondering over the above-mentioned paradigms, you can derive the following rules:

ˆ A), (Sˆ V) and ( ˆ V) Rule No. 18 of (): The suffixes (Sˆ A), ( change to (¦), e.g ('ˆ  A C) changes to (J ¦ C); (0ˆ .V4 E C) on the scale of ( U L E>C) changes to (x ¦4 E C). However, if there is no tanwīn at the end, it will become ( @ A), e.g. (0@ A e!E); (0@ .A4 E OeE). Similarly, ('L  A C!C ) changes to (J ¦ C!C or plural of (9a


P)

0@ A C!8C [E).

This is the

from (CC ). (0 L A CC ) changes to (D¦ CC or

0@ A C8C [E). Note 3: This rule applies to every (>

12


P)12 of (.N) and

It also applies to the (9a
P) and ()
P).

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Arabic Tutor – Volume Three to the (7!Y) of categories 4 and 5. Rule No. 19 of (): The suffixes (Sˆ E) and ( ˆ E) change to (Œ), e.g ('ˆ  C !@ C ) changes to (0‡!@ C ). This is the singular (

9a) from (CC ). (0ˆ (E [ L ) changes to (0Œ([ L ). This is the ( &'>I) of (0E([ZE). Note 4: This rule applies to every (&'>I the categories of (61


P
P


P) of (.N) from

! R 04).

ˆ S@ V) changes to ( … A), e.g Rule No. 20 of (): The suffix ( ( ˆ '@ L @ C ) changes to (0… A @ C ). This is the singular (&'>I


P) of ˆ '@ H L @ C ) changes to (0… H A @ C ). This is the (&'>I
P) of (0C7C ). ( (0 CH A 7C ). Rule no. 13 of () has been applied to the verbal nouns of the above-mentioned paradigms. For example, ( ˆ E([A) changes to (Š“ E([A) etc.

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Arabic Tutor – Volume Three Note 6: In the category ( E e 1E), the (7!Y) is used on the scale of ()U EA >[ C) instead of ( E“ @A >[ C), e.g. ()U C(A [ C) from (0`(E) and ()U C8A  @ C) from (0e8P C ). Note 7: The (SS

.N) of (T 04) is used on the scales of C NC), (‚C 8A PC ) and (DC L E ). (C Y Examples: ('@  L !@ C CC ), (0CH@ C 0C H A 7C ) and (S@ L  @ C SC L PC ). The (0€ .N) is used on the scales of ( C C H C ), (†C OC1E) and C 8A PC ). (‚ Examples: (0 @ A @ C 0C7C ), (0C @ C 0CPC ) and (0E([ C 0C (A E). Vocabulary List No. 31 Word

Meaning

(t) 0C« C

to want

(q) 0C «A C

to rebel

() 0C«OC @A

to want

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Arabic Tutor – Volume Three

13

() 130C«*CN@A

to be suitable

(S) C ChOCP@ A

to accept

(S) () 0EC

to care

®E ` C

to convey

e CdC

to love mutually

() 0eX8C C

to wish

() 0CPC

to strive, to run

†C *e$ C

to say ‘good morning’

() 0`$ C

to perform salāh

6A @EC 0`$ C

to recite salāt álan Nabī (durūd), to send mercy

() 0CK.E‰

to decree, decide

() 0E.E

to meet, to come in front

() 0eC

to say ‘good evening’

() 0C™C

to walk

() 0eKC

to pass

() CCN

to call, to announce

The imperfect (@0«A *CX@ C) of this verb is frequently used.

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Arabic Tutor – Volume Three

() 0CNC

to prevent, to prohibit

() 0COCN@A

to stop

() C!‘C

to guide, to show the road

() C!OC‘@ A

to accept guidance

() C!‘@ ZE

to give a gift

() CCC

to mutually give gifts

\C E @ZE

to be piebald

)U CX@L

desire, wish

(J C C 7!Y) ‚ˆ @ C

trade

)U ƒE V@ C

destruction

)U C *@^C

forehead

 ˆ @•A 7C

cheap

0CC

perhaps

&¦ EF

expensive

)U CEF

end

(C'FE 7!Y) 0… FE

to be misguided

‡C C

exuberant, arrogantly

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Arabic Tutor – Volume Three

ˆ 4 E @A

birth, birthday

4 ` ‘C

why not?

Š“ CX‘C

good health, well being

Exercise No. 33 (A) Translate the following sentences into English.

. A @B C [A

£ 
L V eC
@ ƒV @EC DL 4 E e E (1) . A @B C [A ¡ C @ ‹ 8C L

£ E .6L LEC CSC

A  )V 8C @ 7C SC DL 4 E e  ¡ C @EC SC . !L A C C )A C1AC[CS ŠA CXC [A )A E][ L [ DC eZE , C @K e C E '@ ƒV C [ ZE 0CC (2) A  C @ ZE 0A1 6E8@ +A A *C^C 0EC )A E][ L [ DC eZE , L @K e C  @ oA COP@ V C 6A `A !L 8@ d C [E . &A C'@ _E[ ¥ C Y @ C [ , C @`$ C [ ‘C (3) . C Y @ C [ , L @`$ C 6A `A !L 8@ d C [E ¥ )A C C8h C [ ‚C C E '@ Y C L [ ‘C (4) . CN'@ LZE CX A 0@ „Y C L
@ C NC . yC C•ZE J L @ ZV (5) Page 159 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

.¡ C >E [ •C 0@ A| CNZE &E E(1E 6L L'@ C C ¥ C COƒA [ E‘C yC E]@ ZE @ C (6) . !ˆ AC• 0@ (A @!A $ C 6A @NAE]@ ZE ¥t A 'C A [ 0A1 6L OC@]E @ ZE C81E (7) .t C 'C A [ V *C([ C E 'C ‘L . Œ’@+C 6A ]A @ ZV
@ E
C `PC SC 6A @EC

£  0`$ C

A  &E '@ PL 7C &E E. zA A4 E @A DC '@ C 6L C!A @ L [ ZE ¡ C E 0@ «A *CX@C1E (8) . @' MCdC @SL CC . 6A A 0CH@ CSC 6L *Md A L Œ’@+C 6L C!A ‘@ ZV [ ZE !L @7A ZV
@ C NC . 0‹ 8A +A C[ !¦ @A PC !A ‹ e  oA COP@ _V[ , A @ C 0EGA CXC C 0@ ™ A 8@ C [ ‘C (9) . 0‹ 8A +A C[ 3A C K @ C Š‰ E(A ª 8C OCL 0@ N‹_EA 7A S@ L  M CS CHe A ¡ C C C 0@ ™ A @ ZE
@ C NC . 3A 4 EY e  !C @ C 0C A C Á A @ CS ‚A A Ch[ !A h A @ 8C [ 0A1 C A «@ 8C [ „ Y C 1E (10) . yC CX‘L 0@ „$ C _VPC q A Z[e CS A @C [ 0EC ¥ L C–1V C \C E @_E[ E CYd A [ E‘C , C @C OC+@ 
@ ƒE A (11) . )Œ e A7L C @A ™ @ A SC )¦ ’E8A A 6L OL@C OC+@  . E CYd A [ E‘C E %[A ¡ C AK @ 1E @ A 0@ A A OC+@ A . &¦ C« A 'C ‘L C .  ˆ @•A 7C (12) . 0ECC

£  Š‰ C+ [ GA ‡!FE ¡ C E e CA OC+@ _EE . # ˆ ‹<E 6A Ae FV 0@ 1A  @ A ` C 'C P@ _E[ # M A ZV 0@ N‹GA . \C E @ZE ‡NCYA 0@ A A OC™ @ CE @ ƒA E (13) Page 160 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

.t ˆ C C . @ !A ‹Pe C 0CH@ CSC # M d A L C8E ¡ C E  @ A OC+@ _EPC . , C X@ C @ ZE ¥ !L 8C @ ZE C 6L X@A 0C«*@C Á C @ZESC  e RA @AƒA N@bA[
L `C OCC
@ E (14) . 0CH@ 8C [ DC !A •@ _EA ‡‘A C ‡7'@ OL[ L E '@ V EZ [ ZE 0eX8C CZE ¥"6L V 7A !@ L Š£ @ 8C [ 0eX8C OCC C  V C" , C @ 8A PC [ ‘C (15) C yC 7A @ ZV 0eOC 0CP@ ZE [ ZE !L @7A ZV . 6A A 0@ AC ZVE SC ° ¦ NAE( A , L  @ E @ ƒA E , L @ 8A CP
@ C NC . C @XA Ad @ 8L [ C ^@ ZE ‚L @K A LE

‰  ` bA1E zL Xe8C CZE ¡ C «C ` CSC ‡7'@ ƒV ™ @ C ¡ C C@ PC

£  E C ^C . )U E 7C C*L ¡ C OLCX@L !L 8C @ ZE C , C X@ C @ ZE (16) . zL eX8C OCC C )E CEF C @d A AeY 3E 'C @ C ` bA1E )A $ C '@ Y LB @ 8C [ ¡ C AE.S@ ZE 0@ 1A ‡8€AC ¬L @+C C 0@ A J L @ ZV C @A | . )U CChOC @ L (B) Translate the following verses of the Qur’ān.

.
C A(OC @ IV  u E CY ‹  CN!A ‘@ A . )A XC Cd C [ )A aE A '@ 8C [CS )A 8C ƒ[ d A [A ¡ C ‹7C A A*PC cAGA J L @ V . )Œ C>[ •L SC ‡M K C C
@ ƒV e7C ['L@ V . 0AN'@ ™ C •@ CS
@ ‘L '@ ™ CB @ C 4 E 1E

(1) (2) (3) (4) Page 161

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Arabic Tutor – Volume Three

. 'LOCNE1 6L X@C
@ V CNC CSC zL SVB L 1E &V 'LPe 
L V C| CSC . )A ƒE V@ Oe cEGA
@ ƒV !A @_E A ['V([ L E SC .4 Œ A.E ŒXC8E 0ACŸA [SLOC™ @ C E SC . ‡C C t A 7@ ‰  0A1 Á A 8@ C E SC . cC @ C )U eC 0C ‘A EobA1E C‘E([_E1E . cCP'L C C(A [ZE &E E. cEGA @'C P@ E1 )A C 8L h L [ DA '@ C A 3A EY e A A'LN EoGA 'LXC | C A ` CMZE C . ‚C @*C[ SL7oE SC 6A ` A [ oA . CN@!M  3E Cd C [ zA A ‘C 0AK([ C C8NeGA t ¦ E. , C NEZ C œ A .[ E1 .
L AC [ ‚L A8 e  'C ‘L SC 6L W
L L ƒE A>ƒ[ C C 1E . zL !C *@C 9 ¦ Eƒ A 6L ` g C @EZE . 6@ A CA x ¦ EL 0‹NZE , L XCX±E 0‹NGA . )Œ eH A @ e )Œ CH A C7 ¡ A ‹7C cEGA 0A^A 7@  . )V Xe’A8C ][ 8L [ g L >[ Xe COLeZE C

(5) (6) (7) (8) (9) (10) (11) (12) (13) (14) (15)

(C) Translate the following poetry into English.


L @A@ Oe Eo E E ¡ C  A >[ XCA 4 ` ‘C
L @ƒA C , C N@_E1E 6L X@C , @ C OCN@ EobA1E

zL C @FE
L „C 8L [ V ^L e  CMZE C C‹FE @ C CC N@E1 ¡ C  A >[ XC A Z[!C @A


L @A@ Oe ‚L >E X@CSC ¡ C X@A &A '@ (E [A

C!OC@ LSC &V '@ (V C C ‚L 8C  @ L yC CXL 1E

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Arabic Tutor – Volume Three

(˜‘69 'OI ~²! 'P ' Z) (D) Write down the word-form ()«$), category (D.Z) and original form ($Z) of each verb mentioned in the following verse:

6A ` A [ oA cEGA @'C P@ E1 )A C 8L h L [ DA '@ C A 3A EY e A A'LN EoGA 'LXC | C A ` CMZE C . E 'L8E@ C
@ OLXV AG
@ ƒV ` ˆ @•C
@ ƒV AoE ‚C @*C[ SL7oE SC Lesson 34 The Doubly Weak Verb and the Verb (I@ ) (E7C

V @ 1ASC 2 L @>A ` V @ >A [E)

1. A verb or noun having two ()

9)

in place of its

original letters is called (2>). It is of two types: • (S(

•

2>) where the two () 9) are adjacent to one another, e.g (CS7C ). This is like a combination of (9'^Z) and (.N). (xS> 2>) where the two () 9) are separated by a (†d$ 9), e.g. (0E.SC ). This is like a Page 163

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Arabic Tutor – Volume Three combination of (&%) and (.N). 2. Only the changes of (.N) occur in (S( (xS>

2>),

the changes of (&%) and

2>) while in (.N) occur.

Therefore, you can conjugate (CS7C ) like (0C7C ) on your own. Hereunder we will mention the brief paradigm of (0E.SC ). You can conjugate the detailed paradigm on your own.

7!YI


P &'>I


P >



)U CE.SA

0… .A'@ C

x ¦ CS

x A

J7KI 0HI 0@ (A C

0E.SC

Note 1: The imperative (x A ) was originally (0@ .AS@ A). The (S) was elided according to rule no. 14 of (). Due to (DR/

)),

the () was elided. The whole paradigm of the imperative will be as follows: ( C @.A

C.A 0@ .A @'.V C.A x A)

The paradigm of (0E.SC ) on the category of ( E C OC1[ A) will be: Page 164 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three (Š“ E(‹A 0Œ(OeL

\¦ OeL \A eA 0@ (A OeC 0E(eA) – to fear, to abstain.

Note 2: The verb (0E(eA) was originally (0E(CS@ A). The (S) was changed to a (j) according to rule no. 12 and the () was changed to an alif according to rule no. 1.

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Arabic Tutor – Volume Three 3. Analysis of the verb (IB@ ) (1)

(2)

The verb (ZE7C ) is ({

p'8)

{ )8ƒ) is a hamzah. Due to the fact that the ( D )8ƒ) is a (), the verb is also (.N). The paradigm of the perfect is like (0C7C ) but the hamzah is elided from the (J7K) and (Z). Consequently, the paradigm of the (J7K) will be because the (

as follows:

C @C C  E S@ C C  A CC C  CC  C @C C  A CC C  CC  E S@ C C  A CC C  CC) @ C NC   @ 7C ZE  C @C C  A CC C  ( Note 3: The passive tense of (EZ7C ) which is (CL) is sometimes used in the meaning of thinking and most often is used on the occasion of surprise, e.g. (CL

[ ‘C - Do you

think?). For this purpose, (CL C) is also used. (3)

The paradigm of the (H

Z) is as follows: ( C @7C  C7C   @ 7C  S@ 7C  C7C  7C )

Note 4: The perfect and the imperfect of (EZ7C ) are used very Page 166 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three often. The (H

Z) is hardly used. For this meaning, the

verb (@ a V N@ZV) is used and in modern spoken Arabic, the verb (2 @ +L ) is used. (4)

(5)

The (>


P) is (Š¦ C7) which is similar to (D¦ C7) and … €A@ C ) which is similar to (0… A @ C ). the (&'>I
P) is (0 Among the categories of (61 ! R 04), the hamzah is deleted only from (&1  ):

7!YI


P &'>I


P >



3UŠ‰ C7GA

Š“ CL

¢U @A L

7A ZE

J7KI 0HI  @ A L

C7ZE

Note 5: In the final three word-forms, the hamzah has been moved against the rule from the position of the ()8ƒ and brought in place of the ()8ƒ made into the ()8ƒ (9'^) like (! ˆ @>A L

{)

D).

{)

The () has been

thus resembling the verbs of

 !ˆ @A L ) etc. Page 167

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Arabic Tutor – Volume Three Note 6: The (H

Z) is used in the categories of ( ! R 04

61). (6)

The hamzah is not deleted from the remaining categories of (61

! R 04). The paradigms resemble those of (.N). The paradigms of ()>) and (&O1) are as follows:

7!YI


P &'>I


P  J7KI 0HI >

to show off - Š“ C7A

 ‡ CL

Š¦ CL

ŠA C7

 @ ŠA CL

¢Œ C@ L

¢¦ C@ L

_AC7@ A

 @ _AC@ C E_C7@ A

to ponder, to Š“ CA7@ A doubt

‰ŠC7

4. The verbs (CS@ C

 C SA 7C - to be satisfied), (C'([ C  C 'A .E - to be strong) and (C' @ C C 'A PC - to be equal) are (S( 2>). Their paradigms will be like the paradigms of (0€ .N), e.g. ( 0 C (A E 0E([ C). Since all these verbs are intransitive, instead of the (>
P), the ()E>Y ‹ 
P) is used on the scale of (U @A 1E), e.g Page 168 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three ( … SA 7C - satisfied), ( … 'A .E - strong) and ( … 'A PC - equal). 5. The verb (0 C AC ) was originally ('C AC ) – to be alive. The imperfect is (0Cd @ C) and the ()E>Y ‹  paradigms of the categories


P) is (0… C ). The (&1G), (>) and (&>OP) of

this verb are as follows:

7!YI


P
P  J7KI 0HI &'>I >

Š“ C@ GA

0‡ d @ L

0¦ d @ L

0A @ ZE

0@ Ad @L

0© d C L

0ª d C L

0‹ C

c@ ‹d C L ceC

0‡ d @ OC @ L

0¦ d @ OC @ L

0A d @ OCP@ A

c@ Ad @ OC @C

to endow with life

)U ed A C to keep alive, to greet

Š“ Cd @ OAP@ A to be ashamed, to allow one to live

0C@ ZE

cCd @ OCP@ A

In the verb (cCd @ OCP@ A), the first () can also be elided and pronounced as († A OCP@ A 0@ d A OC @C

cd C OCP@ A).

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Arabic Tutor – Volume Three

Vocabulary List No. 32 Word

Meaning

() C! @ZE

to expose

J C e h C C

to drink in sips

(S) &E C

to be an obstacle

(S) m C C7@ A

to find rest, to relax

(t) CS7C

to narrate

(q)  C SA 7C

to be satisfied

() &E Cp

to be removed

() CPC

to forget, to be negligent

(9) m C C <E

to throw

(t) # C OCC

to reproach

() 0`(E

(2) to give

() 0`(EC

(4) to obtain

() j C C

to die

() j C CZE

(1) to grant death

() 0C ASC

to be near, adjacent

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Arabic Tutor – Volume Three

() 0`SC () 0`'C C

(2) to appoint as governor, to turn away to become a governor, to be a friend, to turn away

Š“ E(A7@ A

progress

‚L @ ACPZE  J ˆ '@ *LP@ ZV

week

3U C P@ ZV

family, tribe, household

Š“ CN|  0CN_E[E

part of the day, the whole day

)U C ^A

side, direction, cause

ˆ @RA C

sad

 V @C

when

U '@ XLC

kind, compassionate

ˆ C+7C

straight

ˆ @PC

journey, speed

 ˆ Y C FV  )U Y e FV

stuck morsel

0‡XFA

wealth


ˆ O@+C # … PC x ˆ '@  L 1V

abuse, swearing

)U PC C1A

intuition

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Arabic Tutor – Volume Three

)U C>A .[ ZE  >Π.E

back, nape

°  .E

never

ˆ '@ OLƒ[ C )U ECP7A ˆ COA

letter

C8ePA E

especially

¡ C Ne_EE

as if you

Dˆ CXC

sleep

3U C K @ NC

freshness

ˆ '@ .VSC

fuel

U @SC

calamity, punishment

U '@ L C

household item, good deed

Exercise No. 34 (A) Translate the following sentences into English.

. yC E>.E C C K @ LE 0@ E yC E1 x A .

A  C A †A OCP@ A ¥ L E S@ ZE C E '@ Ld @ OC @ C 4 ` ‘C ¥x A '@  L >V [CS A [ ƒA [ C A ¡ C NCCA 0@ (A CE
C A

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

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Arabic Tutor – Volume Three

. )E CY A @ 8C [ \A eCS

‰  \A eA . C Y @ A 0EC ©™ A *CC ‡!*@C !L @+A e  V S@ 7L C‘ 0`SC E E .°  .E )A XC @bA[ zA A ‘C E %[A 7C ZE
@ E . ‡X@RA C yC C7ZE 0C AC ¥
@ ƒV @EGA j ¦ | 0@ N‹ZE 0@ NA'@ 8L OL@ZE7C [ ‘C . V H A E>[ CMZE )A E_E @ 8C [ zA A ‘C 0@ 1A CC C . †ˆ @d A$ C
@ ƒV CZ[7C ` ZE C7ZE .¡ C CCOA 0@ NA7A ZE ( !") . yC CC 6L NebA1E zL CC @ ƒV C
@ E [ bA1E zL C ¡ C Ne_EE

‰  !A *L@ ZV ( !") .

A  7A '@ XL A CC 6L NebA1E A A –@ 8L [ )E PC C1A @'(V eA ( !") ¥ 7A eX 0A1 C‘!C ESC )U C 7A E< (3V ZE@ 8C [) zA A ‘C E S@ C LZE .
@ A ACX C 0@ Ad @ OC @ CSC E @€ACP@ GA 0@ XA C Š‰ CX @ZE V OL([ C V '@ C @ 1A E E . 8X  0H7 q ¦ e*C A @ A C  E @!A d C [ E‘C CX@SC 7C . 0‹ A 8C $ @ _E[ A C )U eSA @ C )V CEƒd A [ zA A ‘C . C Y @ A J C 7A CRC  @ SA @ L A @X‹ L @ NC

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

(B) Translate the following poetry.

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Arabic Tutor – Volume Three

A ([ >E [ C A ©+C A >[ ƒV [ !C @ C 7C ZE
@ ESC 0CX«A [ C A ‡@•C A @!‹  !C @ C 7C ZE
@ ESC (1 E S@ L ±A eX zL CCE C CC

U '@ LL CE ŠA C>A $ @ _E[ L '@ V.V (2

(C) Translate the following verses of the Qur’ān.

q L eX C‘L 'V.SC ‡7CN
@ ƒV A‘@ ZESC
@ ƒV  C >V NEZ 'V. 'LXC | C A ` CMZE C . 3V 7C Chd A [CS . ‡7SLPL SC 3Œ C K @ NC
@ ‘L `(ESC DA '@ C[ ¡ C AoE e +C 6L `
L ‘L E.'C 1E . A A>[ A Cd$ @ _E A ¡ C M7C E C 1E 2 C @E C C
@ EZE . fCC EoC @ aV NE1 ¡ C d L Co[ ZE 0‹NZE DA CX8C [ 0A1 fC7ZE 0‹NGA 0e XC L C &E E. . 0ANCC E &E E. ¡ C @EGA @ aV NEZ 0AN7A ZE ‹ 7C &E E.
@ ‘L C A ` .E 'L‘CP
@ A AE$ C C
@ ‘L C A ` . { C „Y C 8L [ „ U @'C 1E . E 'LC8[ E 'LXC8@ CSC . E SL²CL 0˜A@ ZV CNZE &E E. , L A8LSC 0˜Ad @ L A` 0C ‹7C
L A‘C @GA &E E. o[ GA ., L AZVSC . C‘SM7L S@ ZE CX@A C  C @ _E A ['Md C 1E )¦ ed A OC A
LO@‹L EoGASC

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

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Arabic Tutor – Volume Three (D) Translate the following sentences into Arabic. (1) (2) (3) (4) (5) (6) (7) (8)

(9) (10) (11) (12) (13)

Protect your face so that your back is not beaten. Why are you not protecting your tongue from abuse? O my sister, fear Allāh and refrain from sin. We have not seen a flower like this. Were you looking at us coming towards you? O scholars, what is you opinion in this issue? Our opinion is that it is not correct. Worship Allāh as if you are seeing Him because if you cannot see Him, He is undoubtedly seeing you. The people of īmān see with the light of Allāh. Therefore fear their intuition. Show me your books. The khalīfah of the Muslims appointed me as governor of Baghdād. The people of īmān should save themselves and their children from the fire. O girls, have shame for Allāh and fear Him alone.

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Arabic Tutor – Volume Three (E) Translate the following letter into English.

C ' /  'r / &  d s 2T RC ARA C [  @ !A ESC 6L LEC CSC

A  )V 8C @ 7C SC
@ ƒV @EC DL 4 E e E 0EC 2 C (A NC 0eOC . A @C ][ PC CXE # @ OLƒ[ C
@ ESC A @C @ +C , C @K e C 0e XC L C ¡ C E C D@ ZE ¥ A '@ OLƒ[ 8C [ &A CP7@ GA C @ CSC ¡ C XC@ C &E C t ˆ C C ZE .
A [ A [ 0A1 yC A @PC SC ¡ C AC'@ ZE ¥ A '@ OL@ 8C [ j A '@ ƒV  M  E‘C 0EGA yC CC A CdOC@ bA[ 0A1 ¡ C A ChNC DL !C C , C @E C )A NC'@ XLd C [ ¡ C ‹ ZV &E C C8ePA E CX A'@ V.V &E C q A E<@ (A [ 0EC  @ !A *@NL 2 C @E A @` Š‰ CN| 7A Eƒ1[ _E[CS DA '@ 8L L [  C Y C FV ¡ C M ZV J L e h C OCC 2 C @E  @ 7A !@ C , C X@V . 7A CXe 9 C C<[ ZESC
@ A AC P@ ZV 0EGA ‡ '@ OLƒ[ C J ¦ '@ *LP@ ZV ` V E '@ *LOLƒ[ C 2 C @E ŠA C!C  M  ¡ C A€E(1E7L 0EGA C C
@ EZE DA '@ 8L L [ 0A1 E '@ EOC*@L ¡ C OAC ^A @ A C d @ NCCS .
@ L L'@ V.V M  C LSC
@ ‘L 7L S@ !L $ L m L C@ OC1E . . ˆ E.7L E SC Dˆ C<E CXE _VXC@ CE A CR@ _E[CS

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Arabic Tutor – Volume Three

. 7L Eƒ1[ _E[ eXC &E S@ RL CSC CX L'@ V.V e ’A8C ][ OCA 6A @EC , C N@ZE e8C CN!@ 1AZESC 0e XC L C CX8@ C 7@ A ¡ C @!A @ C ‡8[ A ¡ C .EpL @ CSC ŠA CXC [CS )A C1AC[ ‚C C

£¡ C aE >E d @ C [ ZE ‡8€AC ¡ C E '@ L !@ NC . ŠA E(A7@ bA[CS A C+e  A @*APC 0EGA DL 4 E e CS yC !L ACS !C•

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Arabic Tutor – Volume Three

Lesson 35 The Remaining Triliteral Categories (61

! RI 04% ' Z )Q( )

1. Ten categories of (61

! R 04)

were mentioned in

Volume One. Those are the categories which are most frequently used. They are also the ones used in the Qur’ān. The remaining two categories, that is, category 11 and 12 of of (61

! R 04) are mentioned hereunder. (to be hard) C +C '@ ™ C •@ A : E C '@ C 1[ A (11) (to run fast) oE 'e E^ @ A : &E 'e C 1[ A (12)

7!YI

>
P

U C™@™ A •@ A

ˆ +A '@ ™ CB @ L

oU e'A^@ A

oU '‹ Eh @ L



J7KI

0HI

@ +A '@ ™ C •@ A L +A '@ ™ CB @ C C +C '@ ™ C •@ A o[ '‹ E^@ A

oV '‹ Eh @C

oE 'e E^@ A

Note 1: Both these categories are intransitive. Therefore the (&'>I


P)

was not mentioned. An intensive meaning is

found in both these categories. Page 178 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three 2. The books of Arabic Morphology mention other

E E@ 1E) categories as well. Most of them are on the scale of ( which is the scale of (T on the scales of (61

0 7). There are a few which fall ( E `C 1[ A E EX@C 1[ A E E@ >E C) which are the scales of

! R 0 7). The only difference is that they have three

root letters. All these categories are seldom used. It was therefore not necessary to mention them in this beginner’s book.

Vocabulary List No. 33 Word

Meaning

C C S@ !C @ A

to be hunch-backed

\C E'@ E•@ A

to be old (clothing)

0E'@ E^@ A

to move from village to village

u E Se C •@ A

to sharpen a stick

u E 'e E@ A

to hold the camel’s neck and mount it

†C E'@ E@ A

to be salty (water)

(t) \C *CPC

to advance

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Arabic Tutor – Volume Three

L EƒC C E

to be near

¡ L €A7C ZE  )U ƒE @7A ZE

embellished chair

ˆ C^A  ˆ C'^C

swift horse, generous

 … pA

attire, fashion

7ˆ C±[ ZE  ˆ @ ±E

back

9 ˆ CFA  )U 1E@ FV

sip of water

9 ˆ C FV  )U 1E@ FV

room

3U C •A E1

outstanding, excellent

Exercise No. 35 (A) Translate the following sentences into English.

. zL L @ ±E C +C '@ ™ C •@  SC V ^L e  C C S@ !C @ A . !A *@C [ L CA , @ (E E'@ E•@ A .q C C1[ _E[ \L *A @ C j @ C ESC CNo[ 'e E^@ 1E )E .EXe CX<[ 'e E@ A . 3Œ C •A E1 )Œ ƒE @7A ZE 6L X@A ‚@ XC$ @ CS # C ™ CB C [ yC Eo 7L ehXC CMZE u [ S‹ C •@ A .3Œ !C A CS )Œ 1E@ FV 6L X@A C C ™ @ C [ ZE !ˆ C ZE 7C !A ([ CE 0eOC A @ Xe Š£ C †C E'@ E@ A . C Ch A [ \C *A @ C 0eOC )V .EeX oV '‹ Eh @ C !@ .E

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

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Arabic Tutor – Volume Three

0@ 1A C @ Y A AB @ 8L [

A  C C*A 0C (A OC[ XCA 3Œ C @%AE ‡.VSC ‡4 E A CX@E'@ E^@ A (7) 0@ 1A 'C ‘L SC ¦ ^L 7C C @FE CN!@ ^C SC C @ ƒA E C @8A A @ 8L [CS DA 4 E P@ bA[ )A C !@ •A )A 8C a[ C ŠA C@ GA 0EC ‡Y@A C Š¦ CL C @FE ‡YAB @ L zL CX@>E [E1E ŠA CXAF[ _E[  ‹ pA . C @8A A @ 8L [ (B) Translate the following letter into English.

`  bB  Dr   +  &  d s 2T DA e ƒE 8L [ !A AC'[ 3A C K @ C 0EGA 6L LEC CSC

A  )V 8C @ 7C SC
@ ƒV @EC DL 4 E e E 9 A 4 E «A [ A C'X@L @ A , L 8@ AC 1E g A @ _E[A RL @RA C [ ¡ C LCOA 9 C '@ ]V C [ 0@ AZE C 0@ XAE$ C SC 3A 7e e
@ V 7A C*•@ ZE 0EGA Œ.CO™ @ L 6L OLK @ K C 1E
e V ‡C[ GA 6L OL[ *e(E 1E . 2 C @A ™ e  zL 7C !C Y @ C E SC
@ ƒV (E d A E C
A E_E[CS \A E(E [ 0EC 0@ XAL *‹XCLSC A COA [ DA C A A 0@ XA@A @ C 'C ‘L EoGASC DA !C Xe J C '@ L L  C CX@C j @ C ]E @ ZE 0eOC 6L CŠ‰ C.A , L 8@ 8e C C81E . )A NC'@ XLd C [ 0@ ‹ _VA C8ePA DA CA !C X@A 7L [ L [CS ‡7[ L 0@ A ` bA1E , A CZE C 'C >[ C [ 'C >[ C [E1 0@  A >[ NC DL '@ VZE j L [ •C ZESC Page 181 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

. &U '@ *L([ C q A eX
@ V M  L C E C 0EC
@ ƒV A 4 E <[ bA A
@ V C E OC1E . j C E1 !@ .E C ‚L @ !e  M L CE @ ƒA E j ¦ C@ C AD!C Xe C A 9 L 7A o[ ZE 0@ NA'@ >V `•C SC 0@ AŸ‰ [ A CdOA@ bA[ 0A1 E '@ V ZE [ ZE , L @ RC CSC . 0@ XACE1 C 0@ 1A4 E OCA 7A '@ L _V[ ‚A @8A ^C @ C
@ V M  L C C8 A # A @A (E [ 0A1
@ V C ™ ‹ CZV [ ZE

A  C A '@ ^L 7@ ZE . C @ASe _E[ C @d A ^A Xe C A C8ƒV XA @AA C8V Š‰ E( C

£  &E E
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Arabic Tutor – Volume Three

Test No. 15 (1) What is another name for (.N)? (2) What happens to the ()8ƒ

D) of a (.N 1) in ( )

DR/)? (3) Which word-forms resemble one another in the paradigms of the imperfect active and passive of (.N)? (4) On what scale does the (7!Y) of ( E e 1E

 )

come

when it is (.N)? (5) What change occurs in the (7!Y) of ( E e >E C

 )

and

( E C E>C

 ) when they are (.N)? E C 1[ ZE  ) and (E C >[ OCP@ A  ) when (6) How is the (7!Y) of ( they are (9'^Z)? (7) Define (2>). (8) In which type of (2>) do more changes occur? (9) What are the word-forms and original forms of the following words:

 0@ A 7@ A  DA 7@ A  C @(E [ L  C @H C @ C  E '@ L !@ C  E '@ L !@ C  @'H L 7C  E '@ C C Page 183 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

 @'.V  x A  0E([ZE  0C@ ZE  0M A C8L [E  D¦ CC  Š“ C!@ A  0‡ !@ C  @'(V E  0@ d A OCP@ ZE  @'MC  E S@ C C   @ 7A ZE  7A ZE  E '@ L C  0E'@ 8C [E  @'(V eA  C @.A . )U ed A C  0Cd @ C  0@ d A OCP@ A (10) How many categories of (61 ! R 04) have you learnt in total? Which ones are used frequently and which ones are seldom used?

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Arabic Tutor – Volume Three

Lesson 36 The Special Meanings of Each Verb Category ( '  1. When a (T

j$•)

1) is transferred to the categories of ( ! R

61), certain specific meanings are created. These meanings are termed ( '  j$•). 2. The categories of (T) also have specific meanings but little attention is paid to them. However, it must be remembered that (‚-

 )

has the meaning of temporary

effects and factors affecting the self, e.g. (m C A 1E) – to become happy, ( E RA C ) – to grieve, (E ^A SC ) – to fear. Secondly, this (  ) is mostly intransitive as is apparent from the above examples. The verbs of (D

 ) contain

the meaning of permanent

characteristics and they are always intransitive., e.g. ( C L C ) – to be handsome, (‚ Ch L +C ) – to be brave and (C *L^C ) – to be a coward. Page 185 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three The verbs of (†O1

 ) contain a (0( 9)14 in the ( {

)8ƒ) or ()8ƒ D). There are only a few exceptions. Only two verbs of (†d$) are used in the category of (#). They are (# C  A C ) and (
C A NC - to be fresh). Some verbs of (SS

&%) have been used in this category, e.g. (DC 7A SC - to swell), (k E 7A SC - to inherit). 3. The specific meanings of the categories of (61

! R 04)

are mentioned hereunder. Note 1: The word (C•_[ C ) is used frequently in this section. It refers to a word that is not the (7!Y - verbal noun) and a verb is derived from it, e.g. (x C C @ ZE - He reached Iraq) is made from the word (xC A - Iraq). Therefore the word (xCA ) is the (C•_[ C ) of (x C C @ ZE).

14

See Lesson 29 Note 3.

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Arabic Tutor – Volume Three

The Special Meanings of (_ 5

d b)

(1) (h= ('   ) – to make an intransitive verb transitive, e.g. (# C ‘C oE - He went) – (# C ‘C o[ ZE - He took). (2) (t =  - b*) – the doer enters the (•_) or reaches it, e.g. (

†C *C$ @ ZE

!ˆ @pC ) – Zaid came in the morning. The (•_) is (†*$). (! ˆ AC• x C C @ ZE) – Khalid reached Iraq. The (•_) is (x). (3) (N = ' : / ) – to find something to be described with the (•_), e.g. (6L OL8 @ aE @ ZE) – I found him to be a person of honour. The (•_) is ()8a). (4) (8= @ /  *  X  ) – to become the possessor of the (•_), e.g. (L h C™ e 

C 8C [ZE) – The tree bore fruit. The (•_) is (Ä).

(5) (h= gA  6) -

making a relationship of something to the

(•_), e.g. (6L L@ >E  [ ZE) – I made a relationship of disbelief to him.

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Arabic Tutor – Volume Three (6) (u '2b ) – the verb is used for another meaning other than the one used in its root form (T), e.g. (! ˆ @pC \C >E +@ ZE) – Zaid feared. The root form (\ C >E +C ) means to be compassionate.

The Special Meanings of (

d b)

(1) (h(') – Example: (m C A 1E) – to be happy; (m C e 1E) – to make someone happy. (2) (tb) – Example: (Š£ 8 C [

\C 8e C )

– The water reached the

depths. (3) (8@/"X) – Example: (L h C™ e 

7C 'e NC)

– The tree blossomed.

The (•_) is (7ˆ '@ NC - blossom). (4) (hgA6) – Example: (6L OL([  e 1E) – I made a relationship of transgression to him. (5) ('2b) – Example: (6L OL8 @ `E ) – I spoke to him. The (T) of the verb which is (
C AE ), means to injure. Page 188 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

= ( i  ) – to make something into the (•_) or similar to (6) ( the (•_), e.g. (©A '@ L C

!ˆ @pC C Y e NC) – Zaid converted Christianity. The (•_) is (0 … NACY @ NC - Christian).

a Jew to

(7) (s  v + ) – to indicate a large amount, e.g.

C ]` .E) – He cut it into (many) pieces. (‚ (8) (s $  H ) – to abbreviate a sentence e.g.

E ) - to say ‘Allāhu Akbar’. (C *e († C *ePC ) - to say ‘Subhānallāh’.

The Special Meanings of (hf 

d b)

(1) (h= T  @ w* ) – the participation of two people in an act, e.g.

@ C (‡8

!ˆ @pC E CE.) – Zaid and Àmr fought.

(2) ( x

h- G 5 * ) – to have the same meaning as the (T) form

of the verb, e.g. (! ˆ A C

C 1ECP) – Hāmid travelled.

It has the same meaning as (C >E P C ). Page 189 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

(3) (_ 5

d b h- G 5 * ) – to have

the same meaning as (



&1G), e.g. (6L M!@ C @ZESC 6L M!@ C C ) – I distanced him. (4) (

d b h- G 5 * ) – to have the same

meaning as (



C e H C S2 C C CH) – to double something. >), e.g. (2 The Special Meanings of (*f  (1) (h= T  @ w* )15 – e.g. (!ˆ AC

d b)

SC !ˆ AC• C 7C K C C) – Khālid and Àbid

fought each other. (2) ( =    ) – to simulate a state or status or representing oneself to have it, e.g. (2 L PL '@ L

t C 7C C8C) – Yūsuf pretended to

be sick.

15

The meaning of (=hT @ w* ) is found in ()>  ) and (>  ). However, the

difference between the two is that in ()>  ), one is mentioned as the doer (1) while the other is mentioned as the object (&'>) while in (>  ), both are mentioned as doers (1).

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Arabic Tutor – Volume Three (3) (  f 5

h- f / a* ) – to mention a verb after the verb ( f 5) to

indicate the acceptance of the effect of the first verb, e.g. (& E SC XCOC1E

6L OL[SC CN) – I gave it to him and he took it.

(4) (u '2b ) – Example: (y C 7C C*C) – Allāh  is most blessed. The root is (y C C C) which means ‘the camel sat’.

The Special Meanings of (y

d b)

(1) (
s z v ) – to simulate having a certain quality or status,

Ch e™ C C) – Mahmūd feigned bravery. e.g. (‚ (2) ({ s yMq  ) – to refrain from the (•_), e.g. (0… AC


C `_EC) – Àlī

refrained from sin. (3) (O= >) – to make something into the (•_), e.g. (! C 8C @ ZE

, L @Xe*CC)

– I made Ahmad my son. The (•_) is ( ˆ @A -

son). (4) (_ = yi  ) – to become the (•_) or similar to the Page 191 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three (•_), e.g. ( … A '@ L C

C Y e XCC) – A Jew became a Christian.

(5) (8= @ /  *  X  ) – Example: (&E 'e 8C C) – He became wealthy. The

U C). (•_) is (& (6) (u '2b ) – Example: (
C `ƒE C) – He spoke. (
C AE ) – to injure.

The Special Meanings of (_ 6

d b)

(1) ( s /  )* -) – to be intransitive, e.g. (C  C E ) – to break

C ƒE N@A) – It broke. something. (C  (2) (  J5

h- f / a* ) – Example: (C  C ƒE N@E1 6L L@  e E ) – I broke it, so it

broke. (3) ( x

h- f / a* ) – Example: (‚C ]E (E N@E1 6L OL@ ]E .E) – I cut it, so it was

cut. (4) (u '2b ) – Example: (\ C E]E N@A) – He went away. (\C E<E ) – to be divorced, or to be cheerful. Page 192 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

The Special Meanings of (_ 25 (1) (O= >) – Example: (7L _[ >E [ (2) (  J5

d b)

C d C OC^@ A) – The mouse made a hole.

h- f / a* ) – Example: (E 8C OC@ E1 6L OL[ 8e C ) – I loaded on it so

it became loaded.

The Special Meanings of (_5

d b) and (_5 d b)

(1) ( s /  )* -) Both these categories are always intransitive.

=  ) – They provide the meaning of colours, e.g. (2) (N (e 8 C @ GA) – It became very red. (3) ({ s  f ) – They provide the meaning of defects, e.g.

` 'C @ GA) – He became one-eyed. (& The Special Meanings of (_ 2;

d b)

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Arabic Tutor – Volume Three (1) (O= >) – Example: (! C X@ÅA 

, L X@<E '@ OCP@ A)

– I made India my

homeland. (2) ({ s  | ) – To seek the (•_), e.g. ( ‰ L >A «@ OCP@ ZE) – I seek forgiveness from Allāh. (3) (s $  H ) – to abbreviate a phrase, e.g. (‚ C ^C @ OCP@ A) – to say (E '@ L ^A C7

6A @EGA NeGASC 6A WA eNGA).

(4) (N = gA  Y ) – to think of something as being described by the (•_), e.g. (6L OLX@  Cd @ OCP@ GA) – I thought him to be good.

The Special Meanings of (_ 5

d b)

(1) ( s /  )* -) - Example: (C +C '@ ™ C •@ A) – It became very hard. (2) (h= #  g* ) – Example: ( C +C '@ ™ C •@ A) – It became very hard.

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Arabic Tutor – Volume Three

The Special Meanings of (_}5

d b)

(1) ( s /  )* -) (2) (h= #  g* ) (3) ('2b) – An example of all three: (oE 'e E^ @ GA) – He ran very fast.

The Categories of (`5 '()/ x f b@) (1) (s $  H ) – Example: (&E !C 8@ C ) - He recited ‘Alhamdulillāh’. ( E 8C  @ C) – He recited ‘Bismillāh…’. (2) (c s g+) – To make someone wear the (•_), e.g. (6L OL@ .E@ C) – I made him don a burqa’. (3) (O= >) – Example: (C ] E [email protected]) – to make a bridge. The (•_) is (3U C ] E [email protected] - bridge).

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Arabic Tutor – Volume Three

The Special Meanings of ( = -    d b) (1) (_ = yi  ) – Example: (x C !C N@RC C) – to become an atheist. The (•_) is (\ ˆ @!A N@pA - atheist). (2) (    5

h- f / a* ) – Example: (l C C @ !C OC1E 3E C ƒV [ , L ^@ C @ C ) – I rolled

the ball so it began rolling. (3) (~ s yg ) – to wear the (•_), e.g. (# L XC@pC

, @ C .E@ *CC) – Zaynab

donned the burqa’.

The Special Meanings of (_ 5

d b)

(1) ('2b) – Example: ( e ZEC +@ A) – He became very alert. (2) (h= #  g* ) – Example: (0 A *@a` E

M GAC ™ @ C )Œ C7A C^ , L @ZE7C ) – I saw a girl

becoming very alert like a deer.

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Arabic Tutor – Volume Three

The Special Meanings of (_M5

d b)

(1) (h= #  g* ) – Example: (
Ch C N@C @ A) – to gather a lot. (2) ('2b) – Example: ( V ^L e 

° E >E N@C @ A)

– The man became

dejected.

Vocabulary List No. 34 Word

Meaning

[ GA

if, not

0M A '@  L C[ L _E[E

priest

2 ˆ PC ZE

regret

(S) E CO•@ A

(7) to betray

(S) k E C«OCP@ A

(10) to cry out for help

U [ ZE

food

C ™ C OCN@A

to spread

3U7C ChA

business

C e!C C

to adopt a religion Page 197

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Arabic Tutor – Volume Three

E '@ V4 E ESC k U 4 E E

33

Š“ '@ PL

evil

ˆ @ +L

drink

0… .A@ +C

easterner

)U C CX$ CA

skill, craft

Dˆ CX$ @ ZE 
ˆ XC$ C

idol

3U!C *CC  !ˆ AC

worshipper

¡ C @EC

it is necessary for you

3U C ][ 1A

nature, natural religion, Islam

g C h e C

to make s.o. a Magian

x ˆ A ™ @ OC @ L

Orientalist

Dˆ CXC

sleep

n ˆ '@  L X@C

rejected, abrogated

ˆ '@ V'@ C

child

# L €AC'NC  )U *C€ACN

calamity

ˆ CYN@ZE  # ˆ Y L NC

statue, idol

C 'e ‘C

(2) to make s.o. a Jew

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Arabic Tutor – Volume Three

ˆ '@ XL‘L   … !A X@‘A

Indian, Hindu

Exercise No. 36 Translate the following sentences into English.

‡™ C C E˜C‘ C 6A WA r C C C [ .VSC e L C!A @ZE C @ ]` .ESC 6L NC@ *C[ ZE 6L XC@ZE7C e8E1E . ƈ A E ¡ ˆ EC ` GA E˜C‘ [ GA @'L E. # L €AC'Xe
L A @EC , @  C @ ZESC # L €ACY8C [
L A @EC , @ d C *C$ @ ZE 8e E .
@ A ACYN@ZESC
@ A A CX$ @ ZE @ C @'H L C @ ZESC Lz!C @ SC

‰  E '@ %V@«A OC @C S@ ZE 6A NACY ‹ XCL S@ ZE 6A NAC'‹ C L zL C' C_E1E 3A C ][ >A [ 0EC !L E'@ L ¦ '@ V'@ C  V . 6A NACh ‹ 8C L A '@ XLL [ C A ‡@%AE @SL Y e NCSC A 4 E *A[ 0A1 @SL ™ C OCN@ E '@ MA '@  L C[ Š£ C Ÿ‰ [E @SL Y e XCC C @A ` C @8A A @ 8L [ œ A @ C 0EC 2 L PC _E[CS DA CX$ @ _E[ 3A !C *CC SC E n ˆ '@  L X@C ˆ @A )E eNACY @ Xe ` E E '@ 8L E@ C
@ ‘L SC j A C'C ™ e  J A C*‹A . C A @'XLe!C OCC [ ZE
@ A  A >V N@_E A E '@ MA '@  L C[ 7L !A ([ C C @A4 E ESC Œ4 E E @S!L 8‹ C SC 3Œ e C C @A4 E ESC Œ4 E E 3¦ 4 E$ C „ V !C @ C @'d L *‹PC . DA CX8C [ !C X@A EƒE ‘C SC C @A4 E ESC ‡ C7@ ZE @SL *‹E SC

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

(5)

. ŠA '@  M  ‹ a` A !‡ C ZE @'(V  ‹ >E LE SC @SL >„ ƒE LE (6) Page 199 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

. )A C CXY ‹ CS 3A 7C ChO‹A A C C[CS e 7L VCS Eƒ@A @ ZE V ‘@ ZE &E 'e 8C C . @'L ^A @ OCP@ E1 )¦ *C@Y A L @ A
@ ƒV CC$ZE S@ ZE !¦ C ZE j C '@ C
@ OL@ 8A PC EoGA . ‡$'@ Y L •L C @8A A @ 8L [CS C @.AA ™ @ OC @ 8L [ C A ‡@%AE CN!@ ^C SC . C8‘L !C @ C )A E!C 8@ d C [CS A @ ™ M CS A [ _E[ E*@.E )A E8C  @ *C[A ¡ C @EC

(7) (8) (9) (10)

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Arabic Tutor – Volume Three

Lesson 37

C .AeXCS ()V Y 1. The ()V e eO

&V C1[ _E[E)

)V e eO &V C1[ _E[E)

are verbs that constitute a complete

statement by merely having a (1) if they are intransitive16 (Dp) and if they are transitive (Q!OI), they have a (1)

ˆ @pC and a (&'>), e.g. (!

Š‰ C^ - Zaid came). (‡PC 1E !ˆ @pC C C H C - Zaid

hit a horse). Verbs generally fall into this category. 2. The ()Y.N

&1Z) are intransitive but are incomplete with a (1) only. They require some description for the (1) in order to become a complete statement, e.g. if you say ( 7C C$ !ˆ @pC - Zaid became), it is an incomplete statement. You have to say what he became. When it is said, (©XAF E !ˆ @pC 7C C$ - Zaid became wealthy), the sentence becomes complete. Note 1: The (.N

16

1) mentioned in the previous lessons,

See Lesson 17.1.

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Arabic Tutor – Volume Three are deficient (.N) as far as the word is concerned, that is, there is a () ()Y.N

9) at the end of the word (D4 W O). The

&1Z) mentioned here are deficient with regard to the

meaning. 3. The (1) of a (.N

1)

is called its (
P) and the

adjective is called its (¯•). 4. The (
P) of a (.N

1) is in the nominative case ( ) ‚1) while the (¯•) is in the accusative case (#YX )), e.g. (‡Ch+ L !ˆ AC• E E) – Khālid was brave. 5. It can also be said that the ()Y.N

&1Z) enter a ()- )·). The subject (!O*) remains as normally in (‚1 )) while the (¯•) changes to (#YX )).

6. The ()Y.N

&1Z) are also referred to as ()· ¬P'N - factors

that cause a change) because they cause a change in the ( ) of the sentence.

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Arabic Tutor – Volume Three 7. At this point, remember that the particle ( ` GA)17 and its sisters (j'•Z), namely (, C @E

e ƒA E ` _EE ` ZE) are also ()· ¬P'N).

However, their effect on the words is exactly the opposite of the ()Y.N

&1Z), that is, (` GA) renders (‚17) to the (!O*) and (#YN) to the (¯•). Observe the undermentioned examples and understand thoroughly.

the

difference

between

each

one

When 1N is

When N  T is

prefixed

prefixed

ˆ H A C E ^L e  ` GA

‡H A C V ^L e  E E

ˆ H A C V ^L e E

A CH A C A @E^L e  ` GA

A @C H A C A E^L e E E E

A CH A C A E^L e E

E S@ L H A C &E C^‹  ` GA

C @A H A C &V C^‹  E E

E S@ L H A C &V C^‹ E

h€ h

j ˆ CH A C j A Ce _V[E ` GA j ¦ CH A C j L Ce _V[E , A NCE j ˆ CH A C j L Ce _V[E

This particle was discussed briefly in Volume 2 Lesson 25. It will be discussed in detail in Volume 4.

17

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Arabic Tutor – Volume Three 8. The ()Y.N

&1Z) are as follows:

h$H 6 _ 5B

Meaning

E E

was, were, is

7C C$

became

†C *C$ @ E

happened in the morning, became

c C @ ZE

happened in the evening, happened

cd CH @ ZE

happened at mid morning, happened

` ±E

happened in the day, happened

j C C

happened at night, happened

DC C

continuously, remained

&E Cp C

continuously, remained

m C A C C

continuously

(_EOC1E C) ¢E OA1E C

continuously

¡ e >E N@ C

continuously

DC C C

as long as

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Arabic Tutor – Volume Three

g C @E

no, not

Note 2: All the above-mentioned word-forms are of the perfect tense (0HI). It was therefore more appropriate to write down the meaning of the past tense instead of the noun. The word (g C @E) is also a verb of the past tense but it is mostly used for the present tense, e.g. (‡ oA E

!L E'C [ g C @E) – The

boy is not a liar. 9. Besides (DC C

C) and (g C @E), the imperfect (J7K) of all the remaining verbs is also used. The (Z) and (0NC) of the first eight verbs are also used.

C @E) is as follows: 10. The paradigm of (g 
@ OL @ E  C8OL @ E  , C  @ E  C  @ E  CO C @E  , @  C @E  @' L @E  C@E  g C @E CX @ E  , L  @ E  e OL @ E  C8OL @ E  , A  @ E 11. All the verbs of (DC C) are used. However only the perfect tense of (DC C

C) is used. The (J7K) is used very seldom.

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Arabic Tutor – Volume Three 12. The paradigms of ( V '@ ƒV C

E E) are like those of (&V '@ (V C &E E.)

which you have studied in Volume Two. The paradigms of (L @ Y AC

7C C$) and (, L @*AC j C C ) are like those of (‚L @*AC J C C ); those of († L *AY @ L †C *C$ @ ZE) are like (DC C [ ZE). The paradigms of (0@  A 8@ L c C @ E) and (0 @d AK @ L cd CH @ ZE) are like those of (0@ (A [ L 0E([ZE); those of ( ` ±E  aA C) are like (M >A C e 1E). (DC C) is like (&V '@ (V C &E E.), (&V CRC &E Cp) is like (9 L CBC 9 C C•). (m L C *@C m C A C) and (–L OC>[ C ¢E OA1E) are like (‚C 8A PC ) while (¡ M >E X@C ¡ e >E N@A) is like (\e ™ C N@A). 13. Some important points regarding the above-mentioned ()Y.N

&1Z) are mentioned hereunder:

a) The verb ( E E) indicates that a noun is described by a quality in the past tense, e.g. (8 ‡ AC

!ˆ @pC E E) – Zaid was

learned, that is, Zaid was described with the quality of knowledge in the past tense. Note 3: However there is no stipulation of the past tense or any tense with the word Allāh, e.g. (‡8@ A C

£  E E) – Allāh has tremendous knowledge. In such an instance, the word ( E E)

is used merely to beautify the speech or for emphasis. Page 206 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

b) The verb (7C C$) indicates change from one condition to another, e.g. (Œ1RC • C

L @]„  7C C$)

– The mud became

pottery, that is, the mud was changed into pottery. (‡8AC

!ˆ @+A 7C 7C C$) – Rashīd became

learned, that is, the

quality of ignorance of Rashīd was changed to one of knowledge. c) From verb no. 3 to no. 7, sometimes the times the verbs indicate are taken into consideration, namely morning, evening, after sunrise, day or night, e.g. (©XAF E Hāmid became wealthy in the morning.

‡X@RA C )

!ˆ A C †C *C$ @ ZE) ( ! ˆ AC• c C @ E

Khālid became sad in the evening. Sometimes

they impart the meaning of ‘becoming’ like (7C C$), e.g. (©XAF E the

!ˆ @pC †C *C$ @ ZE) – Zaid became wealthy. In the same way, verbs ( ` ±E  cd CH @ ZE) and (j C C ) impart the same

meaning. d) The verb (DC C) is most often used on the occasion of a supplication (Š), e.g. ( Œ S@ V B @ C

yC SM !L C DC C)

- May your

enemy always be disgraced. e) Verbs no. 9 to 12 are used to indicate the continuity of their predicates, e.g. (© A oE

!ˆ ‘A Cp &E Cp C) – Zāhid always Page 207

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Arabic Tutor – Volume Three remained sharp-witted. The particle () in these four verbs is ()1N

)

– the particle for negation, because

there is a negation of not remaining. Hence the ()1N

)

creates negation upon a negation, thereby imparting the meaning of continually remaining. The verb (& E Cp) means to terminate, that is, not to remain. Thus, the

E Cp meaning of (&

f)

C) will be, ‘not to terminate’, that is, ‘to remain’. The same applies to (m C A C C) etc. The particle () in (DC C C) is ()1±) meaning ‘as long as’. Therefore, there is always a necessity for a sentence before or after (DC C

C), e.g. ( 8‡ €AE. oV COP@ _V[ DC C C 3V E A 4 E Oe DC E.)

– The students stood as long as the teacher stood. Note 4: This meaning (as long as) can be created by merely prefixing the particle () before a verb, e.g.

@ _V[ (oV COP

DC E. C 3V E A 4 E Oe DC E.) or (3V E A 4 E Oe DC E. oV COP@ _V[ DC E. C)

As long as the teacher stood, the students stood.

g) The verb (g C @E) is used for negation, e.g. (‡8AC

!L E'C [ g C @E)

– The boy is not learned. Page 208 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three Note 5: The particle ( A ) is normally prefixed before the (¯•) of (g C @E). The (¯•) will now be in the genitive case (7ShC). However there is no change in the meaning, e.g. (
¦ AC A

!L E'C [ g C @E) – The boy is not learned.

Note 6: The ()Y.N

&1Z) will be further discussed in the next

lesson.

Vocabulary List No. 35 Word

Meaning

œ ˆ A C

sour

Dˆ CpA

crowd

(l L C @ ZE N–) Š£ C^@ C

crippled

ˆ @RA FE

torrential

Dˆ C8FE

cloud

7ˆ CY.A  ˆ @Y A .E

short

U CY8@ .V   ˆ @8A .E

shirt, kurtah

2 ˆ @%AE

thick

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Arabic Tutor – Volume Three


ˆ „_EOCL

painful

!ˆ (A OeL

lit, bright

†L @ ACYC  m ˆ C*Y @ A

lamp

7ˆ ]E @ ZE  ˆ ]E C

rain

ˆ ` C L

cultured, disciplined

° U @™ A NC

pleased, active

 ˆ A C‘

peaceful

'… ^C

atmosphere

Exercise No. 37 (A) Translate the following sentences into English. Note 7: The right-hand column contains ()-

)·).

The

same sentences are repeated on the left-hand side with a (.N

1) showing the (¯•) in (#YX )).

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Arabic Tutor – Volume Three

h5 h

h€ h

Œ>@aA NC , L @*C[ E E

2 ˆ @aA NC , L @*C[E (1)

‡@Y A .E  L @8A (E [ 7C C$

ˆ @Y A .E  L @8A (E [E (2)

Œ !A OC@ L 'M h C [ †C *C$ @ ZE

&U !A OC@ L 'M h C [E (3)

Œ>@%AE DL C8«C [ 0C@ ZE

2 ˆ @%AE DL C8«C [E (4)

‡!@!A +C DL CR‹  0CdH @ ZE

!ˆ @!A +C DL CR‹ E (5)

‡@RA FE L ]E 8C [ ` ±E

ˆ @RA FE L ]E 8C [E (6)

‡!(A OeL m L C*Y @ 8A [ j C C

!ˆ (A OeL m L C*Y @ 8A [E (7)

‡7A C^ L @ Xe DC C
@ C NC

¥ 7¦ C^ L @ Xe A ‘C (8)

‡'@ OL>[ C L C*[ g C @E

¥m ˆ '@ OL>[ C L C*[ A ‘C (9)

Š£ C^@ C 3V e™ , A  C @E

¥ Š£ C^@ C 3V e™ A ‘C (10)

‡dAC$ !L E'C [ &E CpC

†ˆ AC$ !L E'C [E (11)

A @d C AC$ A !C E'C [ &E CpC

A CdAC$ A C!E'C [E (12)

C @d A AC$ L E S@ _E[ &E CpC

E '@ d L AC$ L E S@ _E[E (13)

)ΠC` C L , L X@*A[ , A ECpC

)U C` C L , L X@*A[E (14)

j ¦ C ` C L j L CX*C[ &V CRCE

j ˆ C ` C L j L CX*C[E (15) Page 211

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Arabic Tutor – Volume Three Note 8: Insert the particle ( ` GA) on the above-mentioned sentences and pronounce them with the correct ( ).

‡H A C V @8A [ O‹ ¢E OA1E C

¥ ˆ H A C V @8A [ O‹ A ‘C (16)

‡AC^ 0@ AZE DC CC g L A^@ ZE CNZE

¥ A @ a  0EGA g ˆ AC^ , C N@ZEZE (17)

yC C•ZE E‘C g C @E

¥ 0@ •A ZE E‘C ZE (18)

œ ¦ A Cd A V eM  g C @E

¥œ ˆ A C V eM  A ‘C (19)

Exercise No. 38 With the aid of the above-mentioned words and sentences, fill in the blanks to complete the following sentences.

!L E'C [ E E 'M h C [ 7C C$ A 4 E ^L e  E E &V C^‹  †C *C$ @ ZE , L X@*A[ , A NCE A CZE@ 8C [ j A 7C C$

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

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Arabic Tutor – Volume Three

j L CX*C[ , A d C *C$ @ ZE L ]E 8C [ 0C@ ZE œ L @A 8C [ j C C 3V E A 4 E Oe V '@ ƒV CPC  L @8A (E [ g C @E DC C C DL '@ .VZE CNZE ¥Œ.A C$ g C @E ZE DL C8«C [ &E CpC ¥j ¦ C ` C L , A  C @E ZE ‡AC^ oV COP@ _V[ DC C C

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

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Arabic Tutor – Volume Three

Exercise No. 39 Examine the grammatical analysis of the following sentences. (1)

75) E  .N 1 ¯•

'YX

&*  9a

@ X

 .N 1
P  0HI  .N 1 J'1 †O> 0 ½*I

) ¯• )1 )· : ¯ÇS
P ‚ .X > (2)

&    f

N  - ? q+

*  $  (

' H œ* 9

 A .X A > ¯L •  A .X A >
L P )4  'YX )4  J'1  (C @A ˜) 617 (E S@ £ ˜) 617

>  .X  J7KI J'1

This particle indicates the meaning of ‘sometimes’ when used with the (J7K)

) ¯• )1 )· : ¯ÇS
P ‚ .X > Page 214 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

Exercise No. 40 Translate the following sentences into Arabic. (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12)

The house was spacious. The servant was agile. The kurtah became long. The crowd became large in the evening. The patient spent the night in comfort. The girls remained disciplined always. Our sons always remain pious. The rain was torrential during the day. The atmosphere was heavy at night. The street lamps were not bright. The girls will be present now. I will stand as long as you remain sitting.

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Arabic Tutor – Volume Three

Lesson 38 The ()Y.N &1Z) Continued from the previous lesson 1. You have studied 14 verbs in the previous lesson. These are the actual ()Y.N

&1Z).

There are certain verbs that are ()Q

&1Z)18 but sometimes

they render the meaning of (7C C$). In this case, they become ()Y.N

&1Z). These verbs are: (L '@ L C C C - to return, to be), (& V 'e d C OCC &E 'e d C C - to turn around, to become), (! M C@ C !e C7@ A - to turn away, to become) and ( &E CdOCP@ A V @d A OC @ C - to be impossible, to be made). Besides these, there are other verbs that can be used as ( &1Z )Y.N). Two meanings have been written for each verb. With reference to the first meaning, the verbs are ()Q

&1Z) and with reference to the second meaning they are ()Y.N &1Z).

Examples: ()E ƒ ` C 18

@ A V @AB C [ C C) – Khalīl returned from Makkah.

See Lesson 37.1.

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Arabic Tutor – Volume Three (©^C

V @AB C [ C C) – Khalīl became a pilgrim. ( A A «@ 8C [ 0EA x A A ™ @ 8C [ C A !ˆ @pC &E 'e d C C) – Zaid turned from the east to the west. (‡X*@ ^ L

L *C` &E 'e d C C) – The milk changed into cheese. (6A XA@ A  @ C !ˆ @pC !e C7@ A) – Zaid turned away from his religion. A C 0C8@ _E[ !e C7@ A) – The blind man regained his sight. (‡@ Y (L @ E[ & E CdOCP@ A) – The work became difficult. (4  •C L 8@ B C [ &E CdOCP@ A) – The wine changed into vinegar. E E) is ()Q). In such a case, it means 2. Sometimes the verb ( ‘to be present’ or ‘to be found’. Example: (zL L @ F E

@ ƒV C
@ ESC

£  E E)

– Allāh was present and

there was no one present besides Him. In this example, only

E E) and (@ ƒV C the (1) of (


@ E) has been mentioned. Without the predicate, the sentence is complete. Therefore it is ()Q). 3. The verbs († C *C$ @ ZE) and (0C@ ZE) can also be ()Q) when they mean ‘to spend the morning’ or ‘to come in the morning’ and ‘to spend the evening’ or ‘to come in the evening’ respectively.

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Arabic Tutor – Volume Three Examples: (A @ B C [A

CX@ C @ ZE S@ ZE CXd @ *C$ @ ZE) – We spent the morning or

evening well. ( V E1'@ ] 


L A @EC 0C@ ZE S@ ZE †C *C$ @ ZE) – The storm came upon them in

the morning or evening. 4. On the occasion of a supplication (), the verb (DC C) also becomes ()Q), e.g. (
@ V !L h @ C

DC C) – May your glory remain for

ever. 5. In a supplication for or against anyone, the perfect tense (0HI) is used most often but the meaning of the present or future tense is taken into consideration. Instead of ()1N

),

the particle ( E ) is used. Examples: (¡ C NA'@ C

0@ 1A

£  E E)

– May Allāh remain in your

assistance. (
@ OL[pA E ) – Remain safe. (zL L 8 @ L

&E E<) – May he live long. (¡ C @1A

£  yC 7C C E ) – May Allāh

not bless you. This is a

supplication against someone. Sometimes the (J7K) is also used, e.g. (
@ ƒV E

£  L >A «@ C) - May

Allāh forgive you. Page 218 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

6. The (¯•) of a (.N

1) can precede its (
P), e.g. ( E E !ˆ @pC ‡8€AE.) – Zaid was standing. This can be expressed as ( E E !ˆ @pC
C €AE([) also. Sometimes the (¯•) precedes the (.N 1) itself, e.g. (‡@ *A E S@ ZE E E ‡@«A $ C ) – whether it is small or big. When the (!O*) is (3ƒN - indefinite) and the (¯•) is (

7^

7ST) or (9±), the (¯•) generally precedes the (
P), e.g. (Dˆ 4 E FV 0@ A E E) – I had a slave. (Dˆ 4 E FV  @ !A X@A E E) – There was a slave by me. This rule will be explained in detail in Volume Four. When a (Dp^

9)

is prefixed to ( V '@ ƒV C) – the (J7K) of

( E E), its ('N) is sometimes deleted, that is, (@ ƒV C


@ E) becomes (¡ L C
@ E), (@ ƒV C
@ E) becomes (¡ L C
@ E), (@ V ZE
@ E) becomes (yL ZE
@ E),

e.g. (©(A + C

7‡ e*^C yL ZE
@ E) – I was not oppressive and wretched.

But when it has to be joined to the succeeding word, the ('N) will not be deleted, e.g. (‡ oA E

!L E'C [ A ƒV C
@ E) – The boy Page 219

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Arabic Tutor – Volume Three was not a liar. One cannot say (! L E'C [

¡ L C
@ E) in this instance.

8. You have learnt in Volume One and Two and you will learn in more detail in Volume Four that the (¯•) of (

)·

)-) is sometimes (>) and sometimes (#). See 6.7. A complete sentence, whether ()-

)·) or ()1 )·), or a ()8/ 6*+)19, that is (7ST 7^) or (9±) can take the place of the (¯•). Similarly, all this can appear in the (¯•) of ( 1 .N) or the (¯•) of (` G) and its sisters. Observe the following examples: With (1N)

E |@(V [ VC ([ C ‡!AC• ` GA Indeed Khālid reads the Qur’ān.

19

With (N  T)

E |@(V [ VC ([ C !ˆ AC• E E Khālid was reading the Qur’ān.

h€ h E |@(V [ VC ([ C !ˆ AC• Khālid reads the Qur’ān.

!ˆ @!A +C zL L @ C Š‰ CO™ ‹  ` GA

!ˆ @!A +C zL L @ C Š£ CO™ ‹  E E

!ˆ @!A +C zL L @ C Š£ OC™ ‹ E

, A @*C[ 0A1 3E e A [ ` GA

, A @*C[ 0A1 3V e A [ , A NCE

, A @*C[ 0A1 3V e A [E

a phrase or part of a sentence.

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Arabic Tutor – Volume Three

A C*[ !C X@A q C 7A Cd[ ` GA

A C*[ !C X@A q L 7A Cd[ E E A C*[ !C X@A q L 7A Cd[E

Ponder over the four lines above. You will realize that a verb forms part of the (¯•) in the three examples of the first line. The pronoun ('C ‘ L ) is hidden in the verb. It refers to the (!O*). This pronoun is the (1). The word ( E |@(V [E) is the (&'>). The verb together with the (1) and (&'>) form a ()1

)·). This ()1 )·) is the (¯•) of the (!O*) which is (! ˆ AC•). The (!O*) and (¯•) constitute a ()- )·). In the first and third examples, this ()·) will be regarded to be in (‚1

)) but in the second example, because it is the (¯•) of ( E E), it will be considered to be in (#YX )). In the second line, a ()-

)·) constitutes the (¯•). It also contains a pronoun referring to the (!O*).

In the third line, a (7ST fourth line has

7^) forms the (¯•) while the a (9±). The ( G) of these predicates is Page 221

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Arabic Tutor – Volume Three the same as the one indicated in the first line. Note 1: Whether it is the (!O*), (¯•), (1) or (&'>), there will always be a case ( 

)) for each word, whether it is (0W} ) or ( !( ). If all the nouns are ( ), the ( ) can be shown. If the nouns are (½*I) or (#), the ( ) will be implied according to the position of the word in the sentence. Such implied ( ) is called (  0W}), e.g. in the sentence, (E‘C Š‰ C^), the word (E‘C ) is the (1) and the (1) is (J'1). But since it is indeclinable (½*I), no ( ) can be shown on it. Therefore the word (E‘ C ) in this sentence will be regarded as (J'1 4  }) or W È J'1). ( In the sentence (E‘ C

, L @ZE7C ), the word (E‘C ) Therefore it is ( 'YX 4  }) or (W È 'YX).

is the (&'>).

In the sentence (EC A , L [ .V), the word (E‘C ) comes after a (

9

Q /). Therefore it is (7ST 4  }) or (W È 7ST). Page 222 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

You have learnt in Lesson 10 of Volume One that no ( ) can be read at the end of (7'Y(


P) while the ( ) of (s'(X
P) cannot be read in (‚1 )) and (Q / )). The ( ) that is implied at the end of such words is termed ( !().

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Arabic Tutor – Volume Three

Exercise No. 41 Observe the analysis of the following sentences. (1)

Si X

‚* ; +

*  $  (

' H

The transgressor sometimes becomes pious.

 A .X A > ¯•  'YX 

 A .X A >
L P  J'1 

 .X > 9 J'1  J7K (

) ¯• )1 )· : ¯ÇS
P ‚ .X > (2)

&   9,2* +

Z  +

<  b

The patients spent the night in pain.


L P œ@A C ‚·  A .X A > ¯L •  .X >
P   A .X A > )4  'YX ½*I  0HI 4  }  7'Y( (C @A ˜) 617 †O> 0 J'1 ) ¯• )1 )· : ¯ÇS
P ‚ .X > Page 224 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three (3)

's (' Q

C* *  b

ƒ 2>w

@ X

The cold of the winter became severe.

 É% !O*I !O*I ¯• zL  J'1 A >
L P J'1  É% 7ST =8H J'1   A .X  9K  ½*I &S !O*I  7ST 4  }  6

 .X > ½*I  0HI †O> 0

)- )· = ¯Ç ‚ É% !O*I 4 } A .X A > ¯• )8/   'YX ) ¯• )1 )· : ¯ÇS
P ‚ .X >

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Arabic Tutor – Volume Three (4)

„ 

‚ + E

{  V qf

I6

M+ 

We continued looking at the wonders of Allāh’s creation.

6 9KI 6 9KI  É%  &S 7ST 7ST

 &'>  'YX ‡K Z '‘ 9K

J7K 1 4 }  J'1 =8K 61 OOI 4 } J'1

> ‚ .X  6-  0HI ‚8/ @ A
ƒOI CN  &E CpC  =8H '‘ ½*I 4  }  61 J'1

¯• = )1 )· = &'>IS > ‚ J7KI >

'YX 4  }  .X > ) ¯• )1 )· : ¯ÇS
P ‚ .X > Page 226 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

Vocabulary List No. 36 Word

Meaning

J C C OC•@ A

to invent

0C$S@ ZE

to entrust, to advise

yC 7C!C

to make amends, to improve

\C 1`'C C

to be aided, to prosper

C CE

to persevere, to persist

() C C^

to be generous

() C *CC

to cross

(6) 2 C ƒE C

to adhere, to be busily engaged

\C (` C

to prove, to effect

C !e ‘C

to warn, to threaten

V C8[_E[E

Germany

E '@  L @A GA

Edison (an American inventor)

&U C|  U C ZE

hope

0eNZE

how

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Arabic Tutor – Volume Three

&U E(OAN@A

to change position

)U ]E  A @ZE ° U L L  u U C A

carpet, rug

0… «A C

prostitute, whore

0@ A Cd[E ž y¦ C

narrator, phonograph

3U C ‘@ pC

splendour, flower

)U C C8PC

generosity, kindness

Š“ C'PC

equal

)U >E €AE<

group

ˆ €AE<

bird

3U7C e<E S 3U C €AE<

aeroplane

(7C E< 7!Y) U CC<E

to fly

7ˆ e<E

pilot

ˆ @
mud

Dˆ R@ C

determination

)U CO@1A U CO@1A  0O‡1E

youth, young boy

j ˆ COC1E  3U CO1E

young girl

&U '@ K L 1V

extra, left over

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Arabic Tutor – Volume Three

C!E

by, (¡ C @!C E - by you)

®U E*@C

amount, extent

° V @d A 8L [E

ocean

0M ]A X@E<[ bA[ ° V @d A 8L [E

Atlantic Ocean

# ˆ NA[ L

sinner

)U C@ A

doubt

U @d A OC @ L

difficult, impossible

†ˆ @A OC @ L

relaxed, calm

ˆ Y A OCX@L

victorious

3U e 'C C

love, friendship

m ˆ ChNC

success

j ˆ C' rel="nofollow">E ‘C  3U 'C >[ ‘C

lapse, error

Exercise No. 42 (A) Translate the following sentences into English.

. ‡*NA[ L 0C  A @ ZV [ ZE 9 L C•ZE 0@ X‹ƒA E ‡@(A 1E †C *A$ @ ZV [ ZE 9 L C•ZEE (1) . ‡!‹PC !L *@C [ 0AdK @ L !@ .E (2) Page 229 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

. )Œ Xe’A8C ][ L 0@ NA'@ V 3V CO1E C (3) .
@ A A CX$ @ ZE 0EC 7L `>ƒV [ ` ±E (4) . ‡d@A OC @ L œ L @A 8C [ j C C (5) . C @8A ACP
@ OL@ L (6) ¥ A @A _E[ C @ , C  @ EZE (7) ŠÊ C'PC @' L @E q L eXE (8) . A 7@ 'C [ 3A C ‘@ pC 0EA C @A ±A CN CX[pA C (9) . zL !C @ SC

‰  !L *L@ NC &V CRNC E (10) . ‡Y A OCX@L \M d C [ m L C *@CE (11) . ‡S@ RL @ C V E N@ C(12) . \‹ d C [ 0EC )Œ 8C €AE. )U >E €AE< , @ ’EOA1EC(13) . ‡1ACN j L '@ ƒV  M  DC CC , @ ƒV P@ ZV(14) . Œ’@A C , L @ L C !A @!A @ OeA 0@ AC ZVE 0@ ‹NGA(15) 0@ A Cd[ J A COA•@  0EA \C 1`'C C 0eOC L ‹ h C L 0M A A @ _E[ E '@  L @A GA m C A CC(16) . zL !L @A LSC j C '@ Y e  › V >E d @ C @ A ` (9 A CFA '@ NL'@ >V [) ŠÊ C Š£ C'C [ V @d A OC @ C !@ .E (17) . ‡7`>V @SL '@ L CE SC C @8A A @ L '@ NL'@ V (18) Page 230 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

. yC '@ LZE g @ Ah @ C
@ E C g @ Ah @ C E (19) . 6A @•A ZE A '@ C 0@ 1A !L *@C [ E EC zA !A *@C A'@ C 0@ 1A

£ E(20) .j A CX Cd C [A j A C'>E C [ yA 7L C!OC A 3Œ e 'C C V @d A OC @ C 3E SC C!C [ ` GA(21) . U @A.E ¡ C @!C EC C '@ h L C 0eOC )Œ C C8PC &A '@ K L >V [ C A Š£ E]C [ g C @E(22) (B) Translate the following verses of the Qur’ān.

. ©«A C yL ZE
@ ESC ˆ ™ C C 0AX @ C 8@ C
@ ESC Dˆ EFV 0@ A V '@ ƒV C ceNZE , @ EE. .¡ C ‹7e @ A \M d C [ 6L NeGA 6L X@‹ )¦ C@ A 0@ 1A ¡ L C 4 E 1E , A  C @E fC7CYXe , A EE.SC Š¦ 0@ +C cC EC fC7CYXe , A  C @E L 'LC[ , A EE.SC . Š¦ 0@ +C cEC L 'LC[ . cCP'@ L CX@EGA ‚C ^A @ C ceOC C @>A A C 6A @EC m C C *@Ne @ E '@ VE. . Œ>A C 6A @EC , C [ ±E  @ A ` ¡ C A EGA cEGA @ aV N@CS . ©C , L @ L C 3A ERe CS 3A EY e A 0@ NAC$S@ ZESC .
@ L E '@ 8L @(A OCP@ E1
@ ƒV E '@ L E(OCP@ C81E cEC ) 6A A ^@ SC cEC (2 C PL '@ L  C @8A .E 0(E [ZE) zL E([ZE L @™ A *C[ Š‰ C^ [ ZE e8E1E . ‡@Y A C !e C7@ E1 ( C '@ (V @ C 6A ^@ SC

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

. E '@ d L *AY @ L C @A SC E '@  L 8@ L C @A 6A ` E Cd*@ L 1E (9) Page 231 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

.t L 7@ ‰ CS j L CSC8 e  , A C C C CA1 C @!A AC•(10) Exercise No. 43 Point out the ()Y.N

&1Z),

their (¯•) and (
P) as well as

those of ( ` GA) and its sisters in the following extract. Most of the predicates are presented in the form of a ()·) or (

6*+

)8/). @ A E S@ L B C @ C @S7L C$SC U @d A OC @ L 6L L ChCN A CC]`  e 1E ` ZE E '@ XMaV C q L eX E E @ E 6L NeZESC  ˆ S@ !L d @ C 6L L R@ C E CN@bA[ `ZE E S@ C C
@ L Ne_EA 6A (A @(A d @ OCA V 8C @ C M aV C @ C „ V e ƒA ESC  A €A`]E \@ EB @ L
@ E DC CC C@EC \C A•L 0@ OA` 6A OAEC 0EC &E CRC , A d C *C$ @ ZESC  A CC]`  m L ChNC
e C 0eOC @SL CE%1E  3U!C @A C
@ L VC| C @A A OCB @ 8L [ C A @SL *L@ C [ ZE q L eX J C E]OCP@ CS  &A E(OAN@bA[ A €ACPSC A  C @ ZE @ A j L C7e]`  u A C A x C '@ 1E
@ L Ne_EE 9 ¦ '@ •C 4 E A e 7L S@ ZV 0EGA Eƒ@A @ ZE @ A 0e ]A X@E<[ bA[ ° E @d A 8L [E . E C8@EPL C A >[ XC A L @]A C 3¦ C €AE< J A COA•@ A
A EC[ Š£ C8ƒE L @'(V *CPC A C8[_E[ Š£ C8ƒE L †C *C$ @ ZESC CN@ $ A SC 0‹ NACN@bA[ ®A E*@C # A €AChC @ A CNebA1E‰  , @ EPA 7@ ZV  V @C # L ‘C [ CSC 7¦ e<E A @«C A Page 232 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

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.
¦ @AC
¦ [ A  @ oA „ V x C '@ 1E ` ZE 9 L A OC@ NC Exercise No. 44 Translate the following sentences into Arabic. (1) Sometimes a miser becomes generous. (2) Remain truthful; do not lie. (3) We were present and they were absent. (4) The disbelievers became Muslims. (5) How did you spend the morning? (6) We spent the morning well. (7) Are you (women) not Muslims? (8) Did you spend the night in pain? (9) No, we spent the night at ease ({X’8]). (10) The diligent person is always beloved. (11) We continued searching for him until we found him. (12) Do not leave salāh as long as you are alive. (13) May you remain well (du’ā).

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Lesson 39 The (h b@ G* + _- 5+ B)

E – about to), ( C C E - about to), (¡ C +C S@ ZE - about 1. The verbs (C  to) and (cC C - perhaps, hopefully) are called ()A C7C E(8L [

&V C1[ ZE).

Note 1: The verbs ( C C E ) and (¡ C +C S@ ZE) have not been used in the Qur’ān.

2. These verbs are not used on their own. It is essential for a (J7K

1) to succeed them, e.g. (DL '@ (V C V >[ ]„  C E ) – The child

is about to stand. From this example you will realize that the () 7(I

&1)

enter a ()-

)·) like the ()Y.N &1Z). The difference is that in the case of () 7(I &1), it is necessary to have a ( 1 J7K) as part of the (¯•). This (J7K 1) together with its (1) which is most often a hidden pronoun, forms a ( )· )1) and then constitutes the (¯•). The (
P) of the ( &1Z ) 7(I) is in (‚1 )) while the (¯•) is in (#YX )). Page 234 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three 3. Sometimes the particle ( [ ZE) is used with the (J7K

1) and sometimes without it. It is better to use ( [ ZE) after (cCC ) and (¡ C +C S@ ZE), e.g. (DC '@ (V C [ ZE !ˆ @pC 0 C C ) – Zaid is about to stand.

After (C  E ) and ( C C E ) it is better not to use ([ ZE).

After (cC C ) and (¡ C +C S@ ZE), the (
P) can precede the (

1

J7K), e.g. (!ˆ @pC DC '@ (V C [ ZE 0CC ) – Zaid is about to stand. This is not permissible in the case of (C  E ) etc. 5. The (J7K) of (C  E ) is (L EƒC) like (9 L CBC

9C•) while that of

(¡ C +C S@ ZE) is (¡ L +A '@ L). The (0HI) and (J7KI) of both these verbs

are used. Only the (0HI) of (cC C ) is used. Its paradigm is like (0C 7C ). The (J7KI) of ( C C E ) is not used. 6. The verbs ( E •C ZE

 DC E.  E C ^C  \C >A <E  J C C +C ) are also used like the () 7(I &1Z). However the particle ( [ ZE) is not used after them. All these verbs mean, ‘to begin’, e.g. (0 @™ A 8@ C V >[ ]„  E •C ZE) The child began walking. Page 235 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

Exercise No. 45 Analyse the following sentences. The first one has been done for you. Remember that in the third sentence, the (¯•) of the () 7(

1) precedes the (
P). .¡ C C>A ™ @ C [ ZE

£  0CC (1) (Perhaps Allāh may grant you a cure).

. E @ ]` >E OCC j L CSC8 e  L EƒC (2) (The sky is about to burst).

. )A PC 7C !@ 8C [ L C †C OC>[ L [ ZE ¡ C +C S@ ZE (3) (Very soon the door of the madrasah will be opened).

R

  w  (

N+ 

=8H

'YX 9S J7K 1 9  YO [ _E A 'YX #$N !S 61 OOI ('‘) =8K J7K8 " " )8 ~ ‚^7 N–  #<5

„ ƒ

Af


P 1 1 ) 7( ) 7(

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Arabic Tutor – Volume Three

 6 &'>

'YX W È )· = 6'>S 61 ‚ J7K 1

'YX 4  }  0CC ¯• = )1 )1 )· = z¯•S 6- ‚ 0CC Vocabulary List No. 37 Word

Meaning

0C _[ C 0C ZE

to refuse

x C C @ ZE

to burn

C EoZE

to melt s.t.

E C OC+@ A

to catch fire, to flare up

C >E P@ ZE

to brighten up

E *C.[ ZE

to turn towards, to face

\C >E N@ZE

to spend

7C C C

to hasten

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Arabic Tutor – Volume Three

(9)  E C C

to send, to awaken

 C d e >E C

to search

C ]` >E C

to burst

(t) C^C

to flow, to run

(t) 2 C Y C •C

to mend, to repair

(t) 7C E<

to fly

() x C E1

to surpass

(q) 6C (A 1E

to understand

(q) 2 C ]A .E

to pluck

() DC E

to reproach

(9) ‚C .ESC

to fall, to occur

(0M NACZE) )U eXA@ ZV

wish, desire

( ˆ E]@ ZE) # ˆ ]E C

firewood

U @•C

horse

E S@ L

without, besides

ˆ '@ V 7L

mount

)U (E CCL SZ x ˆ C*PA

to compete, horserace

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Arabic Tutor – Volume Three

(U e*+L ) … C+

youth

 … A C

ordinary

()U ER@ FA ) &U CRFE

gazelle, buck, deer

l ˆ C 1E

ease, comfort

)U C @ 1E S@ Z m ˆ C 1E

joy

ˆ '@ 8L d @ C Dˆ E(C

the place from which Nabī
will intercede

U '@ ‘C

gentle

(x ˆ C7S@ ZE) x ˆ 7C SC

leaf, page

3U_E<[ SC

force, compulsion

Exercise No. 46 (A) Translate the following sentences into English.

.m A C >E [ C A L @]A NC CN!@ A (1) . E 8C C [ A C C_[ C 6A @!C C ` _EA 6L VOL([ C A4 E @ ƒE [ 0M NACZE , @ ƒE +C S@ ZE (2) . 0@  A >[ NC DL '@ VZE j L [ •C ZE (3) &V '@ PL 7C 6A @EC e 8C 1E 7A eXA 6L NC'@ .VA d @ L )E ƒ` C 7L `>V E E 7L e8C
C EP@ ZE e8E (4) Page 239 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

. 6L E '@ L !@ CSC 6L PC Z[7C †L  C 8@ C E C ^C SC
C `PC CS 6A @EC

£  0`$ C

A . ‹ d C [ 3V _E<[ SC , @ 8C aV C e8E V A OC™ @ C# L ]E d C [ C C E (5) . DC C^@ _E[ # L @A L M d C [ ¡ L +A '@ L (6) . CXOCd C AP@ ZESC CX CCA †L AY @ NL CN[ •C ZE (7) . e ‘A A E S@ ZE &A C'@ ZE  A d M >E OCA )A PC 7C !@ 8C [ 0A1 E @ K Ld @ C [ ZE C @ C C (8) .
A [ A [ 0A1 C^C S@ pC x L '@ >V C 3V ZE@ 8C [ L EƒC (9) . 7C C8[_E[CS 7C C‘p@ _E[ 2 L ]A ([ C 0M NACO @ *L[ J C C +C †L *@Y M  C >E P@ ZE EoGA (10) .
A E_E[ 3A !e +A @ A C O@8L C E !@ A (11) (12) # L @A .E l ˆ C 1E zL Š‰ C7SC V '@ ƒV C 6A @1A , L @ C @ ZE  @ A `
M C [ 0CC !@ ƒE C
@ E ¢A @™ e  A C 0@  A >[ NC , @ 1EC Y C N@ EoAG (13) V *A˜[(L A ˜@‘!e  C ˜A•| 6¦ ^@ 'C ˜A 6A @˜EGA (B) Translate the following verses of the Qur’ān.

. E '@ VC >[ C S@ L E CSC C‘'@ d L CE 1E (1) . ‡'@ 8L d @ e ‡E(C ¡ C M7C ¡ C %EC *@C [ ZE c C C (2) . )A Xeh C [ x A 7C SC @ A C8A @EC A E>Y AB @ C (ŠQ'S D|) E(>A <E SC (3) .
@ ƒV ` … +C 'C ‘L SC Œ’@+C ['M*d A L [ ZE cCC SC (4) Page 240 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

. 6L X@A E @ ]` >E OCC j L CSC8 e  L EƒC . ‡@8A ^C
@ A A 0@ XACA_[ C [ ZE 6L W cCC . '@ VAE(L ` ZE &V CO(A [
L ƒV @EC # C OAV [ GA
@ OL@ C C [ ‘C &E E.
@ ` CSC C‘CC !@ ƒE C
@ E zL !C C l C C •@ ZE EoGA œ ¦ @ C x C '@ 1E CK L @ C j ˆ C8V±V . 7¦ '@ NM @ A 6L E C81E ‡7'@ NL 6L E 6L ` A C h @C

(5) (6) (7) (8)

Exercise No. 47 (A) Insert the ( ) in the following passage and translate it into English.

Ë = ‚ P  6N &R« zX- aXI ·  Y ~  =%ƒ p1S  x*  Ç \* &R  S j7 \* Z   6** XF j$ Ë jN  ~G j7 S I_O ;. a1 j'³ Z ¡+SZS K  †*$Z !. 6O Z7 ' ! Ž ƒ  \  6 ~G ' ) 7 2Z 6 ,(>NZS 6^4 \*
1 )>H 6^7  3!S ,Wƒ>N S  SZ  8 dd$

' 68OPZ &pZ
1     ^ Ì m  6Xƒ )( 8 4‘Z .  '.  + D Page 241 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

4ƒ N'‘ 6 0™³S !'  Y S m>1 6* =«Y !S S . t7 0 ‚( S !' 9Í ¡o W _ƒ1  6 &(  > S N¶ 37+¶S &'(
> S X>P_O1 jS t )HI )X S   =« X*Ì  '" .  ÎG 6% N!^S  Y" ¡o ! S =% (B) Translate the following poetry.

N¶  !.  S #ÌS > Q 1 X’8<¶ Ì

XNY &R« W GA X'.
>  '‘ 6* =«$ !S )1 Y S 0™³

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Lesson 40 The Verbs of Praise and Dispraise (D‹  ` CS

m A !@ 8C [ &V C1[ E)

1. The verb (
C @ NA - originally
C A NC) is used for praise while (g C ’[ A-

C ’A C) is used for dispraise. The (1) is most often originally g (D4

9Q

- have the definite article attached to it) or a

noun that is (9K) towards (D4

9Q).

After the (1), another noun appears. It is called (

'Y(

m!I ) or (D 'Y(). Examples: (! ˆ AC• V ^L e 
C @ NA) – Khālid is a good man. (
ˆ$ A C A ^L e  DL 4 E FV g C ’[ A) – Āsim is an evil servant of the man. In these examples, the words ‘Khālid’ and ‘Āsim’ are ( 'Y( m!I ) and (D 'Y() respectively. When analyzing, these words are regarded as (Q•– !O*) while the verb together with its (1) is regarded as (DQ!( ¯•). 2. Sometimes the word (C) takes the place of the (1). This Page 243 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three is in the meaning of (¢ U @+C ), e.g. (0C ‘A (0 C ‘A

e8A NA). This was originally

C
C @ NA)– That is a good thing.

3ƒN
P

'YX) takes the place of the (1), e.g. (!ˆ AC• 4 Œ ^L 7C
C @ NA) – L ) is hidden Khālid is a good man. In this case, a pronoun ('C ‘ in the verb (
C @ NA) and this pronoun is the (1). The word (4 Œ ^L 7C ) is the (R@8A C) and is therefore ( 'YX). The explanation A C) will be rendered in Volume 4. The verb, together of (R@8 with its (1) and (R@8 A C) form a ()1 )·) and also form the (DQ!( ¯•). The word (! ˆ AC•), which is the (m!I 'Y(), forms the (Q•– !O*). The (!O*) and (¯•) together constitute a ()- )·). Sometimes an indefinite noun in the accusative (

3. Sometimes the (m!I

'Y() or (D 'Y() are elided, e.g. (! L *@C [
C @ NA), that is ( L '@ MZE !L *@C [
C @ NA) – Ayyūb  is a good

slave. ([

£ E]

L @Y A Xe
C @ NASC cE'@ 8C [
C @ NA) – Allāh  is a good Master and

Helper. Page 244 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

C @ NA) is (, @ 8C @ NA) while that of (g C ’[ A) is The feminine form of (
(, @  C ’[ A), e.g. (3V 7C A EF

3V Š‰ @ 8C [ , A  C ’[ A SC )V 8C
a good girl and Ghādirah is an evil woman. 4. The remaining word-forms of these two verbs are not used. The number of the (1), whether singular, dual or plural does not have any effect on these verbs. 5. The verb (E*e C ) is used in the meaning of (
C @ NA) while (

E*eC ) and (Š‰ CP) are used in the meaning of (g C ’[ A), e.g. (9 L 4 E OA•@ bA[ E*eC E SC x L E rel="nofollow">‹bA[ E*eC ) – Unity is good

E

and

differences are bad.

e C ) is a verb of the past tense ( Note 1: The word (#

>

0HI), while (Eo) is an indicative pronoun (37+
P) and it is the (1). The succeeding word is the (m!I 'Y(). Note 2: The word (Š‰ CP - to be bad, evil, to spoil) is also used like normal verbs and its paradigm is similar to (& V '@ (V C

&E E.).

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Words Indicating Surprise (# A h M C Oe

CO«C @$ A)

1. The two phrases (6L EC 1[ ZEC) and (6A A

[ A 1[ ZE) are used to indicate surprise and they are called (# A h M C Oe CO«C @$ A ), e.g. (6L XC C @ ZEC) or (6A A @  A @ ZE) - How beautiful it is! Similarly, in place of the pronouns (6L ˜) and (6A ˜), all the other pronouns and every type of noun (‘±
P) can be used, whether the noun is masculine or feminine, whether it is singular, dual or plural. No change occurs in these word-forms due to the succeeding words, e.g. (‡!@ + A 7C

C  C @ ZEC) and (!¦ @+A C A @  A @ ZE) – How handsome is Rashīd! ( A @E^L e  &E 'C <[ ZEC) – How tall the two men are! (ŠA CX‹A @ Y A .[ ZE) – How short the women are! A 7C 2. The literal meaning of (‡!@ +

C  C @ ZEC) is, “What thing has

made Rashīd handsome?” as if, out of surprise, we are asking ourselves the question. The resultant meaning is “How handsome is Rashīd!”

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Arabic Tutor – Volume Three The literal meaning of (! ¦ @+A C A

@  A @ ZE)

is, “Regard Rashīd as

handsome.” That is, Rashīd is so handsome that everyone is being commanded to admit this fact. The particle ( ) is extra in this expression. It is perhaps inserted to indicate this meaning. Note: The grammarians have differed greatly with regard to the meanings and analyses of the two above-mentioned phrases. The author felt this opinion (expressed above) to be easy and correct. The analysis will be provided in Exercise No. 48. 3. The verb ( E E) is inserted for the past tense while (V '@ ƒV C) is used for the future tense, e.g. (t A C‹ 

C aE X@C E 8C ^@ ZE E E C) – How beautiful the scenery of the

gardens were! (A d @ *C[

C aE X@C # C C<[ ZE V '@ ƒV C C) – How excellent the scenery of the

sea will be! 4. These word-forms cannot be used for (! R (0 7), nor can they be used for (T

04)

or

04) if the latter has

the meaning of colours and defects. The meaning of surprise can be created for these categories Page 247 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three by inserted the word (! e +C ZE), (@ !A +@ ZE), (
C aE @ ZE) or (
@ aA @ ZE) before the verbal noun (7!Y), e.g. (ŠA C8EL [ A

q A eX pC CR@ A !e +C ZE C) – How the

people honour the Úlamā! (A ([ >E [

0EA 7A „ *C8L [ )A (E CC8L A
@ aA @ ZE) – How rapidly the extravagant

person moves towards poverty! ()A XC @ bA[

)A XC^@ SC 3E C 8@ L
C aE @ ZE C) – How red is the girl’s cheek! ( A ‘A Ch[ cC8C !e +C ZE C) – How blind is the ignorant one!

Exercise No. 48 Observe the analysis of the following sentences.

S' Q @

& A  Y B



½*I  0HI > =8K  †O> c  ½*I  #hO
P

'YX  &'> Î ‚^7 AO˜OI 'C ‘L Z!O* 6N J'1 4} 4}  1  "C" J'1 J'1 4}  ¯• = )1 )· = &'>IS > ‚ > Page 248 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

)- )· = ¯ÇS Z!O*I 'r  Q @

d 

 &'> Ï ‡   7ST W È 'YX

& A  Y B

 #hO  1  'ƒ c ½*I !€p  Q / 9 AO˜OI , C N@ZE =8K 1  "C" Î ‚^7 J'1 4} 

)1 )· = &'>IS > ‚ #hO 1 Vocabulary List No. 38 Word

Meaning

ˆ eSZE

repentant

cE>•@ ZE

(1) to conceal

(œ e C @A 7!Y) t ˆ CKA @A

whiteness

7ˆ C•A

cucumber

3E C ™ @ C )E C AC7

fourteenth

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Arabic Tutor – Volume Three

yˆ @ +A

polytheism

\ˆ >E +C

twilight

7ˆ oA C

one who accepts an excuse

&U oA C

one who reproaches

)U *C.AC

consequence

ˆ @™ A C

relative

E OA.V

May he be destroyed

Š£ C'Y @ .V

name of camel of Nabi 

('¦ [ L @ A ) cE@ ZE C

how sweet

(¢¦ @A 7C @ A ) ZEC 7@ ZE C

how bad

(!¦ ‹^C @ A ) C 'C ^@ ZE C

how excellent

\ˆ >E C@ L

resting place

yˆ A ™ @ L

polytheist

, ˆ ([ C

anger

cE'@ C

master

fC'‘C

love, passion, desire

C8EE<

for a long time

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Arabic Tutor – Volume Three

(q) C >A ±E

to succeed

0‡XL

wish

&U '@ C

power

fC^@ ZE

to launch, to effect

0@ XA@ C cCXC

to intend, to mean

)U ^C 7C C

position

2 e ]E $ @ A

to form lines

'C d @ NC

towards

(9)  C B C +C

to stare, to gaze

() \C C 7C

to glance

m ˆ S@ L ^L S m ˆ C^A  m ˆ @ ^L

wound

u U '@ (V PL

to fail, to fall

E C !C N@A

to heal

C 'e C

to accustom

Re C

to be powerful

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Arabic Tutor – Volume Three

Exercise No. 49 (A) Translate the following sentences into English.

.
@ L XC C @ ZE C L E S@ _E[ ŠA E –L ‘C
C @ NA . zL ZEC 7@ ZEC 7L CB A [ E‘C g C ’[ A . 6L OL*C.AC , @  C ’[ A SC L [ ƒA [ g C ’[ A SC 6L OL*C.AC , @ 8C @ NA SC x L !@ Y ‹ 
C @ NA . C8L NLCY @ A E*eC E SC A @!C AC'[ )V C E
A , A ([ C cEA \C PA E rel="nofollow">[ \C *CP@ ZEC . yA A ™ @ 8L [ cEC

A , C ([ C C *C[ ZEC . )E XC @A[ ¡ C [ A †C *C.[ ZECSC 3E Š‰ @ 8C [ zA A C‘ C  C @ ZEC .C*CC $ @ ZECSC )U *C@ $ C # L OLƒV [ ¡ C [ ASC 6L EC P@ ZE CSC U @ PC L COƒA [ E‘C . C‘C 'C ^@ ZE C Š£ C'Y @ .V )V .EeX , A 8C @ NA . ŠA 4 E C h L [ E @A[ C
C aE @ ZECSC ŠA C8EL [
C @A ƒ[ C !e +C ZEC .¡ C XC C @ ZECSC , C N@ZE !L E'C [
C @ NA .¡ C A@ h C A @ !A +@ ZESC 6A 8A [ A A
@ aA @ ZE . )U EB @ NC 3V C h C™ e  , A 8C @ NA

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

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. )E C 7A *C[ \A >E ™ e  3E C 8@ L !e +C ZEC . 3E C ™ @ C )E C Ae  )A E@` 0A1 A 8C (E [ 7A '@ LN t C CKA @A
C aE @ ZE V '@ ƒV CC . zL L C'PC !e +C ZE C L 'C P@ ZE 3A CS!e  zA A ‘C 0A1 L C!8A [E ., L @ZE7C C 0@ NAŠ‰ CPSC , L @ 8A PC C 0@ NAe PC V ‘A Ch[ &V oA C[ E*eC E SC fC'C [ 0A1  @ A +oK E*eC E ZE

(15) (16) (17) (18) (19)

(B) Translate the following verses of the Qur’ān.

. zL C >E [ ZE C V CNAb[ E OA.V . ‚@ 8A P@ ZESC 6A A @ Y A @ZE . Œ(>E C@ L j @ Š‰ CPSC L C™ e  g C ’[ A . ˆ eSZE 6L NeGA !L *@C [
C @ NA . =L ™ A C [ g C ’[*AESC cE'@ 8C [ g C ’[*AE .
@ L  C >V NEZ 6A A @SC OC+@  C8 C ’[ A Š‰ C˜E(>V [ C‘'@ L–@ LSC C‘'@ >V B @ L [ GASC 0C ‘A e8A XA1E j A E.!C Y e  SL!*@L [ GA .
@ ƒV  ˆ @•C 'C L 1E . S@ L >E E C @A ` zL '@ ^L SL , @ ’E@PA

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

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Exercise No. 50 Translate the following sentences into Arabic. (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11)

How good is this book! That horse is beautiful and how beautiful it is! Mahmūd is learned and how learned he is! Polytheism (shirk) is bad and how bad it is! This melon is useless and how bad it is! How excellent is my camel! Salāh is good and how beloved it is to Allāh! The cow is a good animal and how beneficial is its milk! Generosity is good and how good is its result and miserliness is bad and how bad is its consequence. Extravagance is bad and how evil is its consequence. How pious and understanding is your son!

Exercise No. 51 Translate the following letter and note the application of the rules that you have learnt thus far.

`  bB … Dr   +  &  d s 2T Page 254 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

!A h C @ _E[ !A AC'[  @ !A ‹PC 6L LEC CSC

A  )V 8C @ 7C SC
@ ƒV @EC DL 4 E e E # C OL[ ZE [ ZE , L @Xe8C C C8EE< 0@ N‹ZE ¡ C AC K @ CdA t L A @ ZE DA COA@ bA[ # A ^A CS ŠA C!‘@ GA !C @ C j L @ >A ±E 0@ N‹GA  V @C SC  , A @*C[ A ‘@ ZE ‚C @8A ^C SC )E C C OCd @ 8L [ 0@ ‹ ZVCS yC M  L C )Œ ECP7A ¡ C @EGA . C @A 8C ^@ ZE
@ ƒV Ae  C 8C A 6A A j L 7@ C  C  C CX8L A DC '@ C[ ‚L @]A OCP@ ZE CNZE E Ÿ[E1 CA C.[ ZESC &A C1[ _E[ )E 1EA @ C 6A A'e .VSC

A  &A '@ d C A , L 8@ 8e C 0@ N‹ZE Œ Se ZE 3V 'e .V 0@ A j @ C Cp@  !A .E EC ASC 6L 8C  @ .ASC 6L OC«C @$ A SC 6L NCCpC ¦ @ 1A „ V @ C 9 C A @ ZE [ ZE . )A e AC C [ 0A1
A ƒE OeCS
A @ >E [ )A E C *C ASC 0ECC

A  A K @ >E A , L [ NA 0@ N‹ZE A7S@ L  M  )A CC« A ‡@8A ^C
@ V L ™ ‹ CZV ‡NAE .0@ AY @ 1E 0@ 1A &E Se _E[ j L @ $ A 0@ N‹ZE !L @RA 8C [CS A CdOA@ bA[ 0A1 m A ChXe 3E C C+C
@ ƒV €ACL 6L NeZE ¡ C AoE SC  A CdOA@ bA[ )A Y e .A A C C @ C , C ƒV P@ ZE [ ZE 7L !A .[ ZEE 0@ N‹GA DC C OCd @ 8L [ 0@ AZE C 0@ OA` ‹ C'8C [ 0A1 A 4 ` ]  cEC j ¦ CNCdOA@ GA C @™ A O‹>E 8L [ j L CK C C fC^@ ZE !@ .E 0@ XA@ ZE D¦ eZE )E E4 E E V CdOA@ bA[ e 8C OCP@ CS  )A CH A C8[ A L +@ _E[ )A E4 E E 3A !e L 0@ 1A C‘'@ (` EC ‚C 8C OC^@ A A Y @ C [ 3A 4 E$ C !C @ C
e V  A Y @ C [ ÎAG DC '@ C[CS g A @ ZE SC  g A @ ZE E *@.E Page 255 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

` V C E@ ZESC ¦ Y @ 1E !C @ C 4 ŒY @ 1E 3E E A 4 E Oe L @!A 8L [ C!C 1E  3V E ACP_E[CS E '@ ™ L O‹>E 8L [ . 6A NACdOA@ GA )A h C @OANCSC 6A OA^C 7C !C A !¦ A CS 0@ 1A &E Se _E[ , L X@V 0@ N‹ZE L @!A 8L [ C E@ ZE 3V E A 4 E Oe 2 e ]E $ @ CS 0@ AY @ E1 )V C'@ NC j @ Š‰ C^ e8ESC L @!A 8L [ 0@ XA(E C 7C SC 7L CY @_E[ 0e EGA , @ Y CB C +C SC zL '@ ^L 'L [  @ 'A d @ NC , @ C ^e 'C OC1E  0@ AY @ 1E @ A t C C «C [ 9 C C C !@ .E !¦ A OCh @ L ¦ @8A [ OA A D@ A [ ZE" &E E.SC 7A S@ L  M CS CHe  A @C A , C N@ZE V @8A [ OAÐ
C @ NA  A @C [ # C Y @ NL 6A A*C([ OC @ L C  @ L E C ^C SC )A PC 7C !@ 8C [ 0A1 zA A '@ ^L SL ".&A C8@ _E[ A @B C A ¡ C (E 1`SC SC 0e XC LC ¡ C @1A £  yC 7C C  ¡ C E(E @ ZE CSC  L .V@ C 0@ *A[ .E J C C +C SC C@1A CSC CN@!M  , L ƒ[ EC 0@ N‹EE , L @(A *C1E  @ !A ACS C CNZE De ZE 0@ XA CC$ZE  @ A ` m L @ h L [CS  ‡C 1E 0@ A C C &E 'e d C CSC  7A S@ L  M A L @
A  A ƒ[ +L ŠA CZE cEC 0@ XAC@ 'e C ¡ C NeZE C8 A , A CZEC C cEC ‡@%AE

‰j L !@ 8A C SC A ƒ[ ™ M  0A OCC [ 7C , L @`$ C SC !A h A @ 8C [ cEA ¡ C AoE !C @ C . )A XC
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cEC l A M rel="nofollow">E OeA 3A E ACP_E[ ‚C C ‚L V][ NC !A «C [ !C @ CSC ‡!EF )Œ E][ L )A PC 7C !@ 8C [ 0A1 ` ZE C8ASC , L Y @ Y C .E C8NeGA  )A PC 7C !@ 8C [ cEGA L '@ L NC
e V  A @C '@ C CyCX‘L  V *C[ NCSC )A *C@A (E [ &A C*h A [ .
@ ƒV L'@ V.V e ’A8C ][ CSC ‡@8A ^C
@ ƒV V d @ C ‡4 E PC 0@ AC'•C ZESC 0@ A'C •@ GASC 3A C!AC'[ 3A !C ‹ e  0EGA  @ !A ‘@ ZVSC – E‘C . C @A 8C ^@ ZE
@ ƒV A!C ‘C C™L x A C'+@ _E A . DL 4 E e CS  , A @*C[ A ‘@ ZE ‚A @8A ^C cEC SC 0e EC ¡ C OA>E
£  &E E
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Test No. 16

C .AeXCS (1) Define the ()V Y

)V e eO &V C1[ _E[E). What kind of ( &V C1[ _E[E

)V Y C .AeX) are there in Lesson 32. (2) What is another name for the ()V Y C .AeX

&V C1[ _E[E) and why?

(3) What are the sisters of ( ` GA)? (4) What effect do the ()V Y C .AeX

&V C1[ _E[E) have and what effect

` GA) and its sisters have? That is, what changes do ( occur in the ( ) of ()-

)·)?

(5) What is the difference between the effect of ( ` GA) and

E E)? ( (6) Construct five such sentences in which ( E E) or its sisters are used. (7) Construct five such sentences in which ( ` GA) or its sisters are used. (8) What is the difference between the ()V Y C .AeX the ()V C7C E(8 L [

&V C1[ _E[E) and

&V C1[ _E[E)?

(9) After which verbs of the ()V C7C E(8 L [

&V C1[ _E[E)

does the

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Arabic Tutor – Volume Three particle ( [ ZE) appear? (10) Construct ten sentences using the ()V C7C E(8 L [

&V C1[ _E[E),

five of them with ( [ ZE) and five without ([ ZE). (11) Name the verbs of the (D‹  ` CS (12) Construct ten sentences

m A !@ 8C [ &V C1[ _E[E). using the ( m A !@ 8C [ &V C1[ _E[E

D‹ ` CS). (13) Analyse the following sentences.

. Œ(@!A $ C SM !L C [ 0A8@ L !@ .E (1) . )¦ e ZV C @•C
@ OLX@V (2) .
@ ‘L 7C C @ ZE E '@ 'C L Š£ C!@ _E[ C E (3) . )V (E @!‹ $ A , L X@*A[ , A 8C @ NA (4) . A A e cEC l L ehd L [ &E RA X@C [ ZE cCC (5) .{ C 8A ACP
@ OL@ L (6) . E |@(V [
L `C OCNC CX@ A CC (7) . 6A @OCXC^@ SC E 8C ^@ ZE C (8) . A E S@ _E[ Š‰ C8P@ ZE # L OLƒ[ C Á L O‹ rel="nofollow">E 8L [ E •C ZE (9) . !L *@C [
C @ NA (10) . 6L X@C

£  0C H A 7C 0ª AC
A [ A A
@ aA @ ZE (11) Page 259 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three (14) Insert the ( ) in the following passage. Note: The meanings of the words not encountered before have been listed in the footnotes.

 6·Z S 4·  S  {XP gÒ 6QXP ®* Ž ; Q $ )XF 3P  cQ8"S DR K  †*$_1  9" =« ŠO™ ~  ) j*1 Šh1  #*] 'S {'8« !' W a1  j'³ Z ¡+SZS 6Q ÔG  Î  Š+ G q_  &.S 6 ' Z ÎG ,>O Ó  B+S œ I +ZS ŠS c]Z Ó  !« ÎG Î  &'Õ Â¯P  ¯ 7$S 6X †O1 !. )P ! ; Q Y cdH_1 #‘oS z! 3!S ) + S Ë 3P ‘Z ‚· m1S >1
*O ^S 6 ' Z ÎG aX Ë #*]
‘!‘ 8 ŠS! z']Z Ó 7SP 'Y. S 1 S=]  dd$ ;Y cZ  K> 6NZ 0>™   *P  3=% 'Z '.!YS =% !  S!8d1 . cHI

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Lesson 41 Pronouns (€8K) 1. A pronoun (=8H) is a word that replaces a noun referring to a name or place. It can either be for the first person, e.g.

Ld @ NC -we), or the second person, (, C N@ZE - you), (
@ OLN@ZE (CNZE - I), ( you plural) or the third person, e.g. ('C ‘ L - he), (C8‘L - they 2), (
@ ‘L - they plural).

E OCL ) is the one who is speaking, Note 1: The first person (
„ƒ e.g. (CNZE - I). The second person (#<5) is the one who is being addressed, e.g. (, C N@ZE - you). The third person (#€F) is the person or thing that is being spoken about, e.g. ('C ‘ L - he). Note 2: Whatever is going to be mentioned hereunder has already been mentioned in several lessons before. Regard it as a revision. 2. With regard to the form of the word, every (=8H) is of

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Arabic Tutor – Volume Three two types: (AYOeL ) and (AY>E X@ L ). (1) The (AY>E X@ L ) pronouns are independent words pronounced separately, e.g. (CNZE - I), (, C N@ZE - you), ('C ‘L he). Similarly, the pronouns ( C eGA), (yC eGA) and (zL eGA) etc are also detached pronouns. See 15 and 16. (2) The (AYOeL ) pronouns are not independent words but are attached either to a noun, verb or particle and pronounced, e.g. the () in (0 @ ACOA - my book), the (CN) in (CX LCO A - our book), the (j L ) and (CN) in (, L *@OCE ) and (CX*@ OC E ) and () and (CN) in (0@ A) and (CXE). 3. The (€8H) are indeclinable (½*I). No ( ) appears on them. However, with regards to ( 

W }), they fall into

three categories, • (J'1) – when they occur as the (Z!O*) or (1), • ( 'YX) - when they occur as the (&'>) or they occur in (#YX

)) due to some reason,

• (7ST) – when they occur after a (Q /

9) or

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Arabic Tutor – Volume Three they occur as the (6G

9K).

The examples

have passed in the above examples. The (J'1) and ( 'YX) pronouns occur as (AYOeL ) and (AY>E X@ L ) but the (7ST) pronouns are only (AYOeL ). 4. In this way, there are five categories of pronouns: 1. (YO

J'1 =8H) – those pronouns which constitute the different word-forms of verbs, e.g. ( @'*LOC E C*OCE # C OCE L OC>[ C A CdOC>[ C †L OC>[ C). See z•| &). See Lesson 14.4. (E '@ d

Lesson 15.2 2. (Y>X

J'1 =8H)

– (z•|

Î 0C ‘A
@ ‘L C8‘L 'C ‘L ).

See

Lesson 6. 3. (YO

'YX =8H) – (z•| Î
@ L 8C `C C8L 8C `C 6L 8C `C ). See

Lesson 15.6. 4. (Y>X

'YX =8H)

– (z•|

Î
@ ‘L eGA C8‘L eGA zL eGA).

See

Lesson 15.6. 5. (YO

7ST =8H) – (
@ L LCOA C8L LCOA 6L LCOA –
@ L E 8C L E 6L E).

See Lesson 11.4. Whereever possible, only the attached pronouns (

€8H

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Arabic Tutor – Volume Three

)YQO) should be used. Where it is difficult to use them or one cannot achieve one’s specific purpose without them, then one should use the detached pronouns ()Y>X

€8H).

For example, the ()Y>X

)'1 €8H) are used most often at the beginning of sentences where a (YO =8H) cannot be U ^L 7C 'C ‘L ), or it is used for emphasis, e.g. (, C N@ZE , C *@‘C oE used, e.g. ( - You went). The ()Y>X

) 'YX €8H) are used most often for emphasis or specifying, e.g. (y C eGA ¡ C OL@]E @ ZE - I gave it to you.) (!L *L@ NC yC eGA -

We worship You alone.) The (7ST

=8H) cannot be used in a detached form.

The Visible and Concealed Pronoun (L OAOC @ 8L [S

pL 7A C* =8K)

The ()YQO

)'1 €8H) which constitute the different verb

forms, are of two types: • (p7 ) – visible – which have a visible word-form, e.g.

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Arabic Tutor – Volume Three the (j L ) in (, L *@OCE ) and the (CN) in (CX*@OCE ), the () in (A C*OLƒ[ C) and the () in ( C @*AOLƒ[ C) are (p7

=8H).

Note 3: The () 

'N) appears in seven word-forms of the imperfect (J7K). It is neither a (=8H) nor part of it because this nūn is elided in (#YX )) and (DR/ )). See Lesson 20.2. • (AOOC @ L - concealed) – they are pronouns which do not have any visible external forms. Only their meanings are taken into consideration. For example, the meaning of (# C OCE ) is ‘he wrote’. However there is no

L OLƒ[ C) means ‘he is writing or word for ‘he’. The verb (# will write’. Here also, there is no word for ‘he’. It is therefore accepted that ('C ‘ L ) is concealed in it. It is ( 4 }

J'1) because it is the (1). 5. The pronoun is concealed in two word-forms of the (0HI), namely (# C OCE ) and (, @ *COCE ), and in five word-forms of the (J7KI), namely, (# L OLƒ[ C), (#€F

N– !S – # L OLƒ[ C), Page 265

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Arabic Tutor – Volume Three (H

 !S – # L OLƒ[ C), (# L OL[ ZE) and (# L OLƒ[ NC).

The pronoun (, C N@ZE) is concealed in the first word-form of the (Z) and (0X), namely (# @ OL[ ZV) and (# @ OLƒ[ CE ). The pronouns of all the remaining paradigms are (p7 ) – visible.

@ ) in (, @ *COCE ) is merely a sign of Note 4: Remember that the (j being feminine. It is not a pronoun. The signs of the remaining word-forms are for gender as well as for the pronouns.

The (h ( H +  N -  6*) 6. In certain instances before the first person pronoun (), a nūn is inserted. This nūn is called ()A CE.'A [

V '@ NL) – the nūn of

protection because it protects the end of the word from any change. Before attaching the pronoun () at the end of (0HI), (J7KI) or (Z), a nūn is first inserted, e.g.

0@ XA@8A „C  0@ XA8@ „C  0@ XANC'@ 8L „C L  0@ XANAC8„C L  0@ XA8L „C L  0@ NA'@ 8L `C  0@ XA8C `C Page 266 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three This protects each word-form from any change at the end. The ()A CE.'A [

V '@ NL) is also used with some (9S) like (@ A ) and ( @ C ) and with (` GA) and its sisters, e.g. (0@ X‹A = 0@ NA @ A ), (0@ XANeGA), @ XANe_EE ), (0@ XAOC@E), (0@ XAXeƒA E) and sometimes (0@ X‹ƒA E). However, it is (0 seldom used with ( ` C E). It is most often used as (0@ „C E). The word (0 @ XANeGA) is also more often used as (0@ N‹GA).

The Pronoun of State ( A _[ ™ e 

=8H)

Sometimes a pronoun is mentioned at the beginning of a sentence but it does not have a preceding source, that is, there is no word mentioned before it to which it can refer. It is only a pronoun of the singular masculine or feminine

A _[ ™ e  form. Such a pronoun is called ( it is called ()A Y e (A [

L @8A H C ). If it is feminine,

L @8A H C ). When translating, there is no need to

provide a meaning for it. If one wants to translate it, one can say, ‘the matter is’, e.g. (! ˆ C ZE

£

'C ‘L ) – Allāh is one. (7A SL!Y M  0A1 0AO` L 'V(V [ cC8@ C AƒESC 7L CY @_E[ cC8@ C E CNebA1E)

– Because the matter is that the eyes do not become blind Page 267 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three but the hearts do.

ˆ ^C @ C ) is mentioned first after Note 5: In Arabic, the source (‚ which the pronoun referring to it is mentioned. The pronoun (37+¶


P) is not included in this rule.

The Distinguishing Pronoun ( U$ A E1

ˆ @8A H C)

9. When the predicate (¯•) is definite ()1), and there is a possibility of the predicate being confused with an adjective ()>$), a (Y>X

J'1 =8H) is inserted between the subject (Z!O*) and (¯•). The word-form of the pronoun will correspond with the (Z!O*). Examples: (x L epe  'C ‘L

‰  ` GA) – Undoubtedly only Allāh provides sustenance. ( E '@ d L A>[ 8L [


L ‘L ¡ C ’AESVZ) – Those are the people who succeed.

If the (=8H) is removed from the middle, it will become a (0>$'

#) – an adjectival clause and the meaning will

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Arabic Tutor – Volume Three change. Therefore it is called ( U$ A E1

ˆ @8A H C ) – a pronoun that distinguishes between the (¯•) and the ()>$). Similarly, in place of the (¯•), if there is the elative - (


P

K>O), there too, a (=8H) is inserted, e.g. ¦ AC• @ A V K C 1[ ZE 'C ‘L !ˆ A C E E) – Hāmid was better than Khālid. (!

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Exercise No. 52 Observe the analysis of the following sentences.

0@ XAL A ƒ[ L , C N@ZE  6 =8H   ) .' 'N  YO 'YX &'> 
ƒO !S

*  v+ *

o  6B

9S J7K 1 Y>X J'1 =8H =8H 61  J'1  #<5  !S  (, C N@ZE) OO Z!O* 

¯• = )1 )· = &'>IS > ‚ > ‚1 }  )8/ z‘ )- )· = ¯ÇS Z!O*I

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C‘'@ 8L ƒV L RA [ NLZE

?

 * T-

'YX =8H

'YX =8H !S  YO ‚·  YO  #€F N– &'>  #<5  ¦  &'>

'YX 4} 

'YX 4}

* ) + 6*

B

J7K 1 ‚·  9S 61 
ƒO OO =8H  1  (L d @ NC) J'1 4}

D>OP 9

¯• = )>OP )1 )· = &'>IS > ‚ > ‚1 }  )8/ z‘ Exercise No. 53 Change the (J7KI) to (0HI) in the following sentences and recognize the pronouns.

.2 C @K e  DL A [ ZV CNZE (1) . 3A C ƒV [A # L C [ NC L d @ NC (2) Page 271 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

. 3E C h @d L [ C @>A a„ XCL , A N@ZE . DC '@ Va[ 8C [ A CY L X@C C8OLN@ZE . )E PC 7C !@ 8C [ C *@*Ad @ L e ‘L . cCCOC[ E '@ 8L C @ C
@ ‘L

(3) (4) (5) (6)

(B) Change the (0HI) to (J7KI) in the following sentences and write down the (1) and the pronouns.

. ‡ COA ¡ C OL@]E @ ZE . )Œ C CP 0@ XAOA*@‘C SC . )Œ 8C E([ A 0@ XAOCd @ XCC . &A RA X@8C [ cEGA CX@ ^C 7C . 3A C ƒV [A , @ *CA E 0C ‘A . 0@ A‘@ A cEGA E @ 1ECP

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

(C) What types of (=8H) has the particle (CN) assumed in the following sentence.

. 6A A eXC ŸE1
@ ƒV ‹C A @'XLA | [ ZE A C8@bA[ A  @ A CXL ‡A CXL CX@ 8A PC CXNeGA CX e7C

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Arabic Tutor – Volume Three (D) Change the following sentence by using the pronouns of (N–

!S), ( )X%), (N– )X%), ( ‚·) and ( ‚·

N–). ¥¡ C *COLV j C @ K C @ ZE [ ‘C Vocabulary List No. 39 Word

Meaning

‚C 8C OCP@ A

to listen attentively

x ˆ4 E @ GA

poverty

0CS@ ZE

to reveal, to inspire in the heart

C !e h C C

to be new

ˆ CL

sand

)U C™ @ •C

fear

!ˆ +@ 7L

proper, integrity

(q) # C ‘A 7C

to fear

° U ]E +C

excessive, exceeding the bounds

(t) 9 C C $ C

to turn, to move away

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Arabic Tutor – Volume Three

(q) E ™ A 1E

to lose courage, to become cowardly

ˆ >E NC

group

Exercise No. 54 What type of pronouns have been used in the following sentences.

.
@ OL[ ™ A >E ` ‡=%AE
@ L E C7ZE '@ ESC 4 Œ A.E ¡ C A CXC 0A1 6L W
L L ƒE A L o[ GA (1) . zL 'L8V CX@(E P@ _E1E ŠC ŠC8 e  C A CX[RC NE_1E (2)

. cE@ _E[ , C NEZ ¡ C NeGA 2 @ B C C E CX[ .V (3) .{ C 8A EC[ ‹ 7e ‹ &U 'LP7C 0‹XƒA ESC )U E4 EH C 0A g C @E DA '@ .E C &E E. (4) .‡C C t A 7@ ‰  0A1 Á A 8@ C E SC (5) . 6L >E EB @ L @ ` ‡!A '@ C ¡ C E ` GASC (6) ‡N|@.V CX@ 8A PC eNGA 'VE(1E ‹ h A [ C ‹ ˆ >E NC ‚C 8C OCP@  6L NeZE 0e EGA 0C A SVZ [ .V (7) C C . 6A A eXC ŸE1 !A +@ M  cEGA A!@ C . ‡*h .Œ]]E +C 6A ` cEC CXL A>PC &V 'V(C E E 6L NeZESC (8) . ‹ h A [ C ‹ &¦ C^A A E SVo'LC g A NAb[ C ‹ &U C^7A E E 6L NeZESC (9) .
C XeC ^C 6L E ` bA1E ‡A h @ L 6L e7C j A _[ C C 6L NeGA

(10)

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.x ¦4 E @ G @ ‹
VC E S@ ZE ['VOL([ C E SC . A 'L*‘C 7@ E1  C ebE1 . ‡ CL , L XV 0AXOC@E C L 1AEƒ[ &V 'V(CSC 0@ XAV8C ™ @ C¡ C X@A 2 ˆ ][ V &E CpC ‹ 7C C 6L 8L E@ C , C N@ZE C 0@ A C !e h C C !@ .ESC ‡C E 0@ XAC@ 'e C C8E 0@ X‹C 6L 1[ A $ @ 1E 6L 8L C @ C !A *@C [ EC A yC C'PA @ 8C 1E

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

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Arabic Tutor – Volume Three

Lesson 42 Relative Pronouns (j L E '@ $ L '@ 8C [E) 1. The (&'$'I


P) is such a noun after which a sentence

specifies the intended aim. Therefore it is counted among the definite nouns ()1

Š-Z).

The sentence that specifies

the meaning is referred to as the ()U E$ A ). The ()'$'

Š-Z) are as follows:

‡63

TD 0@ OA`E

 @ A `E

!S

A @OC`E  A CO`E

A @E `E  A E`E

)X%

0@ €A4 ` E  0@ AC'`E  0@ A4 ` 

C @A `E

‚·

Note 1: All the ()'$'

Š-Z) are (½*I). Changes only occur in

the dual forms according to the normal rule. Note 2: One lām (&) is written in the (N–S (

‚·)

 !S) and

forms. Two lāms are written in the remaining

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Arabic Tutor – Volume Three forms. However, (0 @ €A4 ` E) can be written as (0@ ’A`E) as well. 2. Besides the above-mentioned words, the following four words are also used to express the meaning of the (

)'$'): ( @ C ) – who

Š-Z

– this word is specifically used for intelligent

beings, whether male or female. (C) – whatever - this word is specifically used for unintelligent beings, whether male or female.

… ZE) – who or what – for intelligent and unintelligent ( beings, masculine. ()U eZE) – who or what – for intelligent and unintelligent beings, feminine. Note 3: These four words are also from among the (

Š-Z

D>OP). See Lesson 12. Note 4: The meaning of the ()'$'

Š-Z)

should be

according to the context, e.g. who, which, whose, etc. Examples: (\ C E•C

 @ A `E ¡ C M7C )

– Your Lord is the one who

created you. Page 277 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three (! L A OCh @C

@ C # M A ZV) – I love the one who strives.

3. The words ( @ C ), (C), ( … ZE) and ()U eZE) always occur as the (Z!O*), (1) or (&'>) in the sentence. The word ( @ A `E) and its derivatives most often constitute an adjective although they also form the (Z!O*), (1) or (&'>), e.g. (j C E1

cCKC C - Whatever has passed has been lost.) – The word (C) in this example is the (Z!O*). (! C C OC^@ A @ C pC E1 – The one who strove succeeded.) - In this example the word ( @ C ) is the (1). (Œ(€AC+  E E @ C , L 8@ `C – I taught the one who was enthusiastic.) - The word ( @ C ) in this example is the (&'>). L A OCh @ C
@ ƒV MZE RM A C – The one who strives from amongst you is (! honoured.) - In this example the word ( … ZE) is the (1). (! L A OCh @ C E
@ ƒV MZE V CL – The one who does not strive from amongst you will be disgraced.) - The word ( … ZE) in this example is the (61
 Ž  &'>).

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Arabic Tutor – Volume Three 4. Due to the vagueness in the (&'$'I


P), a phrase has to

be mentioned after it to remove the vagueness. This phrase is called the ()U E$ A ). The (&'$') together with the ()U E$ A ) form part of a sentence. Without the ()U E$ A ), the (&'$') can neither be the (Z!O*), the (1), the (¯•) nor the (&'>). The

A ) should contain a (=8H) that corresponds to the ()U E$ (&'$'). This (=8H) is called the (! ˆ €AC - the one who returns).

A @OC`SC yC C8`C A @E `CS ¡ C O@8C `C 0@ OA`CS ¡ C 8C `C  @ A ` DA A [ ZE C › [ >E @ CS ¡ C O@8C `C S@ ZE ¡ C 8C `C @ C SC ¡ C XC8@ `C 0@ A4 ` CS yC '@ 8L `C C @A `CS yC CO8C `C 6L OC8@ `C C). Examples: (

ˆ €AC) in the first, seventh and eighth examples Note 5: The (! is concealed (OO) while in the remaining examples, it is visible (p7 ). Note 6: The (! ˆ €AC) can be deleted after (@ C ) and (C), if it is a (&'>), e.g. (6L OL@ ZE7C

C E‘C ) – He is the one I saw. This can be Page 279

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Arabic Tutor – Volume Three expressed as (, L @ZE7C

C E‘C ) also.

Note 7: If you want to mention the (0>XI

0HI) after (@ C )

and (C), use (
@ E A

0>XI). See Lesson 20.2. Examples: (

‰  A ƒV ™ @ C
@ E q C eX A ƒV ™ @ C
@ E @ C ) – Whoever did not

thank the people, did not thank Allāh.

@ ƒV C (


@ E _[ ™ C C
@ E CSC E E

£  Š‰ C+C)

– Whatever Allāh wanted

occurred and what He did not want did not occur. 5. The (9'$') of the (&'$'I


P) must always be definite because the (&'$'I
P) is ()1), e.g. ()E CCOƒ A [
C `C C  @ A ` !C E'C [ , L @(A E) – I met the boy who learnt to

write. When the (9'$') is indefinite, the (&'$'I


P) is elided,

e.g. ()E CCOƒ A [


C `C C ‡!ESC , L @(A E) – I met a boy who learnt to write. In this example, after the word (‡!ESC ), the (&'$'I
P) which is ( @ A `E) was elided. Similarly, in the following example, after the word ()U XC@ ! A C ),

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Arabic Tutor – Volume Three the (&'$'I (3U C @ %A E


P) which is (0@ OA`E) was elided.

# L €AChC C@1A )U XC@!A C 3V C ‘A E([E) – Cairo is a city having many

wonders. The analysis of such sentences is mentioned in Exercise No. 54.

[ E) is most often used in the meaning 6. The definite article (& of the (&'$'I


P).

Examples:

(‡!@pC C C H C  @ A `E) cCX@ 8C A (‡!@pC L 7A eKE) (6L L 4 E FV C A H L  @ A `E) cCX@ 8C A ( 6L L 4 E FV L S@ L K @ 8C [E) (, @ CC H C 0@ OA`E) cCX@ 8C A ()V C7A eKE) (C8A @EGA C @+A ZV A E`E) cCX@ 8C A (C8A @EGA 7L C™8L [E) (
@ A @EGA C @+A ZV C @A `E) cCX@ 8C A (
@ A @EGA 7L C™8L [E)

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Arabic Tutor – Volume Three

Exercise No. 55 Observe the analysis of the following sentences.

* J'G 2(

L* 1 2(

I  D 1

9S J7K 1 9S J7K 1 OO =8H 61  !S  &'$'I
P '‘S 61 =8K  ÎG ‚^7 ('C ‘L ) ½*I   J'1 4} '‘  1  &'$'I !€ = > ‚ >  ¯• = )1 )· J'1 4}

= > ‚ > )$ = )1 )· J'1 4}  Z!O* = )Y ‚ &'$'I )- )· = ¯ÇS Z!O*I

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Arabic Tutor – Volume Three

<  5

…^



61  0HI >  0HI > ('C ‘L ) OO =8H OO =8H 61 &'$'I ÎG ‚^7 ÎG ‚^7 ('C ‘L ) 1  1  &'$'I

&'$'I
P

> ‚ > = > ‚ > = )1 )· = ¯• = )1 )· )$ Z!O* = )Y ‚ &'$'I )- )· = ¯ÇS Z!O*I

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Arabic Tutor – Volume Three

h T i  +

L 1 

&'>  7!Y

'YX 

 0HI >  !S 61  #€F OO =8H Î ‚^7 ('C ‘L )  9'$'I 1

S'/

 &'>  9'$'

'YX

o *  G 

 0HI > 61 =8K

)· = &'>IS > ‚ > !S )>$ = )1 )1 )· = 6O>$ ‚ &'>IS > ‚ >

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Arabic Tutor – Volume Three

{ s  

- J3 * +  &'$'I
P ( @ A `E) cCX@ 8C A (&[ E) =8H 61  )$ V e –C L cCX@ 8C A V e –C L  &'$'I ÎG ‚^7 ('C ‘L ) OO J'1  ¯•

Z!O* = )Y ‚ &'$'I

)- )· = ¯ÇS Z!O*I Analyze the following sentences:

.x C C PC  @ A ` E‘C (1) .¡ A O@8C `C @ C 0@ A A OC@ A (2) . zL !L C ‚L ]E ([ L x L 7A eE (3)

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Arabic Tutor – Volume Three

Vocabulary List No. 40 Word

Meaning

C (E @ZE

to do properly

C (E d @ OCP@ A  C (E OC@ A

to despise

l C CO@ A

to need

C C7@ A

to doubt

C ƒE P@ ZE

to intoxicate

fC'OCP@ A

to be equal, to control

# C  C OCN@A

to be related, connected

g C *COC[A

to be doubtful

C Y C OCN@A

to assist, to overpower

\C >E N@ZE

to spend

(t) cCX C

to build

(t) cC« C

to want, to search

cCXOC^@ A  (t) cCX^C

to pluck fruit or flowers

() !C Y C C

to harvest

(t) E 8C C

to carry, to prompt

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Arabic Tutor – Volume Three

ce 7C

to nurture

(y) # C L 7C

to be broad

C epC

to beautify

(t) x C CH

to be narrow

E C C

to deal with

() 4 E C

to be high, to climb (prices)

() 4 E FE

to be expensive

(q)
C XAFE

to capture, to gain


C XCOCF[ A

to gain booty

(t) 2 C ]E .E

to pluck fruit or flowers

U @E (t) &E E

to measure

(q) !C >A NC

to be finished


ˆ C ZV  )U e ZV

nation, group

k U CNGA  cE%N@ZV

female

)U EC C

courage

ˆ C^@ ZE  !ˆ  C ^C

body

7ˆ '@ V oV  ˆ E oE

male

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J ˆ E.7A  )U C .[ 7L

note, patch

J ˆ eX$ L  ‚ˆ NAC$

artisan

Š£ E>C H L 2 ˆ @A H C

weak, poor, despised

)U *CEE]L – )U *CA<E

to seek rights, to demand

3U !e A

period of waiting after which a woman can remarry

!ˆ h @ C

glory, honour

œ ˆ @d A C

menstruation

yL 7A CC  )U E C @ C

battle, battlefield

9 ˆ S@ L @ C

virtue, famous

ˆ ƒE X@L

evil, strange

!ˆ +A C7

rightly-guided

Exercise No. 56 Note 6: In future, the ( ) will not be written in the easy places. You should be able to read the words correctly according to their position in the sentence.

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Arabic Tutor – Volume Three What is the (&'$'I


P), ()$)

and (!€) in the following

sentences.

.
@ ƒV E &V EƒL 6A A E '@ V@ƒA C  A @ƒE [A ` GA ` ZE A C8E@ CE C @8A A @ 8L [ 9 C E.S@ ZE A C`'C OCC A  {^Q ` GA . \>X  0S \>XL 2 C8A @!A @ZE 0@ 1A 0@ OAW &E C'@ _E[  8C L C@ C ±[ ZE { A O )A *S )A h™  ¡ C X 6L OC@ZE7C C ` GA . ¡8@ƒ c 0@ XAE8C C 3A C @•A ‰  )A I e ‹RC L E SC )E CNAE>[ e ‘L C C^@ ZE e ‹RC L 0@ OAW AŠCX‹ C A # L h C @ ZE . )E C.AC*[ e L PC '@ >V NL (6X  0H7) \L !Y ƒ ' Z '‘ A e*™ M  
PZ  &V SQ ZE . C !+ Š>Ç &SZ '‘S c &‹RNL  |( 8 W Z oOP zo  )$4• . A 7! m4> X>ƒ
PS 6  c$ !¦ 8} . )!X !Y e ™ e  J7p  . L 8@ B C [ zL C ƒE P@ ZE @ 8C E , L X@V . RM A CE L oƒS & A CE x L A eYE

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

(7) (8) (9)

L. !. 6L @*AXe V 8O CMZE : 0@ A_[ C C C@1A ˆ '@ OLƒ[ C )U C .[ 7L 0@ XA@C 7C SC (10) Page 289 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

!O^ @ 8e A ƒ1  A 4ƒ  !C OhVI RL ‹8C L  V dO¶ . DL 4S A dO¶ DC ' p1S 6A OAe ZV 7C !@ .E ‚L 1E@ C C8@1A zL !C @ ^L &V V *  '‘ 6L XC<E SC # M d A L  ` GA (11) '!Í
Å8Z 'X(O   J L eXY M E1  AG # L AOCX@C Ö E _[ +C C @ 1E@ C )K>[ c e ‘L Š‰ CX @ZE C @‹ C L ×4 ŠXS 
X<S !C h @ C E '@ XL*@C
PS7  E S@ !Q h A C   4OS  Q X<S .
@ A OAe ZV C@1A , C N@ZE 0@ OA` )V C e ¡ C ESC # ˆ @ FE V e –C 8L [CS j C E1 cCKC C (12) 0@ 1AC'[ Š‰ CX%`CS 0@ AC'E
@ XCF[ E1 6L ^L COd @ CC l L CO@ ZE  @ A `E CNZE (13) Exercise No. 57 Translate the following verses of the Qur’ān.

. E 'VC >[ C E C E 'V'V(C
C A 'LXC |‰ C A ` CMZE C . E 'L8E@ C E C A `CS E 'L8E@ C C A ` A'OC @ C [ ‘C )V EEE e L L!e A 1E
@ OL*@C7@  A GA
@ ƒV €ACN‹ A œ A Ad8C [ C A C  @ ’AC 0A€`CS . ¦ L +@ ZE . cC8@ ZE 3A C •A  0A1 'C L 1E cC8@ ZE zA A ˜C‘ 0A1 E E CSC

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

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Arabic Tutor – Volume Three

. 'LOCNE1 6L X@C
@ V CNC CSC zL SVB L 1E &V 'LPe 
L V C| CSC .x ¦ C 6A W !C XA CSC !L >E XC
@ V !C XA C )Œ *C‹<E 3Œ CC 6L XeCAd @ XLE1E ˆ A –@ L 'C ‘L SC cE%NVZ S@ ZE ¦ E oE ‹ ‡dAC$ E 8A C @ C . E 'V8C @ C ['NLE C A  C @ _E A
L‘C ^@ ZE
@ L XeCRA h @ XCESC A C E '@ C X@CSC 9 A SL@ 8C [A E SLL _[ C q A eXA , @ ^C A •@ ZV )¦ e ZV C @•C
@ OLXV . A ƒE XL8[

(5) (6) (7) (8)

Exercise No. 58 Translate the following sentences into English.

¥ A C*[ !C X@A
ˆ €AE.  @ A ` yC Eo @ C SC
L @‘A C @GA C yC !A C 0@ 1A  @ A ` E‘C C (1) . 6L 1VA @ C @ C yC Eo SC 6L 8L E@ C C E‘C 2 L PL '@ L 0@ •A ZE C . &V '@ (V C C , L 8@ A 1E C . # ˆ @h A C ¡ C LC'^C

A CS (2) 'C ‘L A C*[A
L €AE([ ¡ C AoE SC g A @ _E[A 0@ XAOC@]E @ ZE  @ A` L COƒA [ 'C ‘L  @ !A C 0@ 1A C E‘C ¥ 6L 1VA @ C , C  @ EZE  g A @ _E[ E *@.E CX@EGA , C [ PC 7@ ZE  @ A ` DL A CB[ g L *C[ C E C g C *AE C 6L Ne_EA DC '@ C[ 0e EC g C *COC[A 6L XeƒA E 6L 1VA @ ZE 0@ •A ZE C cEC (3) . CN!C X@A 6A @EC

£  0`$ C

A  &V '@ PL 7C CNC C ZE EƒE ‘C CS g L *C[ NC C E %[A ‡PC*A zL CX@]E @ ZE
@ C NC Page 291 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

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.
C `PC SC E *@.E yC !C X@A C8L OL@ZE7C A E` A 4 E ^L e  ¡ C NAEo C @ZESC
L @‘A C @GA C , C X@ C @ ZE (4) ¥ A @OCC CP . 7A C8[_E[ 2 A ][ (E A 0@ OA(E @!A C cEGA C8L OC@ZE7C A @E ` A @E^L e  ¡ C XA@oE , L [ PC 7@ ZE 0@ 1A 7C Ch+@ _E[ E '@ (V  @ C @'NLE C @A ` &V C^‹  ¡ C ’AESV # C ‘C oE C @ZESC (5) ¥
@ ƒV OA(E @!A C J ¦ '@ *LP@ _VA C@EGA
@ L OL[ PC 7@ _E1E 6A OA(E @!A C m A4 E$ @ bAA &E C^‹  ¡ C ’AESV 0@ X‹A # C E<E yC '@ LZE . !¦ A CS 0A1 C [ 8C @ C e V 0@ OAW 3V 'C  @ X‹ ¡ C ’AESV ‚L XCY @ C EoCSC . ¡ C AK @ 1E @ A E‘C (6) ¥ A 8C @ 8C [ 2 L PL '@ L C &V _E @ C
C ASC C ][ (V [ C @XAOCh @ CA A ][ (V [ J A 7A CRC cEGA 3E 'C  @ X‹ ¡ C [ A , L [PC 7@ ZE .
@ A @1A )U ^C C ¡ C E [ ‘C . 3A 'C  @ X‹ SC &A C^‹  ŠA E –L ‘C @ C g C @E !L  L >[ C L EƒC C`V 7C '@ L _V[ ` bA1E &A e8L [ 0A1 3U !C @!A +C )U ^C C 0@ A
@ C NC (7) !L A CL ˆ @^A ZE g C @E SC A 8C @ 8C [ 0A1 V 8C @ C S@ ZE J C 7@ Re  !L Y Ld @ C @ C  @ !A X@A !ˆ C ZE . 0@ OA@ C ŠA CX A 0@ 1A C @€AeX*C[CS C @7A ehXe C" EoC81E ŠA C^C _V[CS &A e8L [ C A ˆ @*AE ˆ!C C
@ V !C X@A E ESC 0@ •A ZE C ¡ C AoE 2 C @E ¥
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@' LC H @ _E1E 
@ L OC*CA<E CX[ *A.E 8C 1E  3Œ !C €ACp 3Œ C ^@ ZV E '@ *LV][ C @'NLE
@ L‘ 0@ •A ZE C (8) . A 8C C [ A C fCC E ZE
AAC*EE]L E *C([ C [ ZE ¡ C E 0@ «A *CX@C E E 

£¡ C d C E$ @ ZE 2 L PL '@ L 0@ •A ZE C .x L C'P@ _E[ , A EC SC Š£ 4 E «A [ # C EFE 2 C @E ‚A NACY8C [ 0A1 E '@ V8C @ C C @A ` C @A CC8[ ŠA E –L ‘C ` ZE , L 8@ A 1E DC '@ C[

A CS (9) ŠA CXC [ &A '@ Y L L SC ŠA E(A7@ bA[ 0A1
ˆ @aA C U •C !@ C
@ L E CXC'@ L L E '@ XL*@CSC J A 7A CR8C [CS . ŠA C!@ _E[ cEC 7A CYOAN@bA[CS , @ .ECKE
@ ‘L L (A OCd @ NCSC Š‰ E>C H L
@ L *L Ad @ NC C @A ` ŠA E –L ‘C E '@ E  0@ •A ZEC , C .[ !C $ C
L aE @ _E[ †L AY @ 8L [ &E E. EC ASC , @ *CL 7C C8 A t L 7@ _E[ CX@EC , @ .ECH SC 3V Cd C [ CX@EC E S@ L Y C X@L C8NebA1E
@ ƒV €AE>C H L 0@ 1A 0@ NA'@ «L @A
C `PC SC 6A @EC

£  c`$ C DL C [ _E[ &V '@ PL C  SC ŠA E>C K M A )E >E @A ™ e  6L  C >[ NC \C d C [E 2 C @E @ aV N@ZV 
@ ƒV €AE>C K L A E '@ .VpC @ LSC .
@ ‘L C („ d C NLE SC
@ L C ‹ ƒE NL 0@ E C @AA C[ A @A C8C [
C ƒE @ ZE C  (C C @8A EC[ A )Œ 8C @ 7C E E  @ A ` 0‹ ‹ _V[ 0‹ *AXe EC A
@ aA @ ZE (10) CXOC@E C  !¦ A CS 2 ª $ C 0@ 1A Š‰ E>C K M CS Š‰ CC _V[ DC E.ZE 2 C @E  x C !C $ @ ZE CSC 6L C 4 E E . C @*AAEF CX[pA C zL CX@ *Ce 'A E )E EC CL
@ L VA CNLSC XC A >V N@_EA # M d A NL C
@ A A ‚C XCY @ NC [ ZE CXE 0@ «A *CX@C1E

A CS , C .[ !C $ C . A CH @ bA[ L C !M  C X@CSC 7L '@ L _V[ †L VY @ CCS )V ™ C @A 8C [ _VXC@ C ŒoGA A C'•@ bA[ Page 293 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

Exercise No. 59 Translate the following sentences into Arabic. (1)

The Qur’ān is the book which was revealed to Muhammad
. (2) Are you looking at the two men who are coming towards us? (3) Whoever said, “There is no god but Allāh”, has entered heaven. (4) Those two girls who are going to the madrasah are my sisters. (5) Those women who are going to the madrasah are teachers. (6) Show me what is in your hand. (7) This is the thing which I like. (8) He became like the person who is intoxicated by wine. (9) When we saw your knowledge, we had to admit your greatness. (10) Very soon you will receive a letter which will have the following written in it: “Son, you know that the one who strove, is successful. I hope you have prepared for the final examination. Your father who nurtured you and similarly your teachers who taught you are awaiting your success.”

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Test No. 17 (1)

How many types of pronouns are there?

(2)

What is (p7

(8)

=8H) and (OO =8H)? In which word-forms of (0HI) and (J7KI) does the (OO =8H) appear? How many types of (OO =8H) are there with regard to the state of the ( G)? What are they? Which words constitute the ()'$' Š-Z)? Which words from the ()'$' Š-Z) are ( )? Which words from the ()'$' Š-Z) are also ( Š-Z D>OP)? What is ()$) and (!€)?

(9)

In the following sentences, fill in the blanks with

(3)

(4)

(5) (6) (7)

suitable ()'$'

Š-): .u U e•C C]V @B A CSC C C%„ V Y ‹ >E L A ^L e A &V E(L (1) . )U H C ‹ 8C L CE &V E(L œ C @A 8C [ DL !A B @ C 3V Š‰ @ 8C [E (2) . C C%„ E '@ ]V @B AC
L ‘L E '@ E A CP_E[CS (4) Page 295

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. DA ™ e  A 4 E A @ A C8‘L A @OC*C[ ƒE [ A @CC‘ , L @C OC+@ A (5) .2 C PL '@ L C'•C ZE C8‘L yC ‰ŠC^ A 4 E ^L e  (6) .j ˆ C8„C L e L E &V E(L j A e*AY e CS E C*@Y ‹  C 8@ „C L Š£ CX‹E (7) (10) Write an appropriate sentence for the ()$) of the (&'$'
P) in the following sentences. W Oƒ j L Z. (1) W !' Š^ (2) A W  Oƒ ‘ (3)  W {C Oƒ • (4)  ` S  ` 'O ‘ (5) 0AO` ) z‘ (6) {OW {O>O , L Z (7) ¥ 0A4 W  j8I , Z7Z (8) @ C D@ A OC@ A (9) C [ V (10) (11)

By changing the words in the following sentence, construct ten new sentences:

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¡ C 8C `C  @ A ` 'C ‘L

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Lesson 43 The Declension of Nouns (
P

)

1. You have learnt in Lesson 10 that a noun is (J'1) or in (‚1

)) when it occurs as the (1), (!O*), (¯•)20 or ( #€N >)21. When it is a (&'>), or it indicates the condition (&) of the (1) or (&'>)22, or it is the (
P) of ( ` GA) or the (¯•) of ( E E)23, it is ( 'YX) or in (#YX )). When a noun comes after a (^ 9) or it is (6 9K)24, it is (7ST) or in (Q / )). 2. There are other instances where a noun is ( 'YX). These will be mentioned in detail in Volume Four. But since there is a need to know them in the next few lessons, they will be mentioned briefly as an introduction here.

See Lesson 10.2. See Lesson 14.6. 22 See Lesson 10.2. 23 See Lesson 37. 24 See Lesson 10.2. 20 21

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The Object (6

&'>I)

The (6

&'>I) is a noun that indicates the object on which the action was effected, e.g. (‡'@ Va [ C ˆ '@ 8L d @ C C Y C NC) – Mahmūd helped an oppressed person. Here the effect of Mahmūd’s help has occurred on the oppressed victim. Therefore the word (‡'@ Va [ C ) is the (

&'>

6 ). Note 1: In the previous lessons, you have read much about the (&'>). It refers to this very (6

&'>).

(‚a! _!) 4. The (\]I

&'>I) is a verbal noun (7!Y) mentioned after its verb, either for emphasis (!_), to indicate the manner in which an action is done (J'N) or to indicate the number of times the action is done. Example: (4 Π@8A ^C

‡*@$ C @ *A$ @ A) – Be extremely patient. Page 299

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Arabic Tutor – Volume Three Here the word (‡*@ $ C ) is a (7!Y) and is the (\]I

&'>I).

( A @OC.`C

)V C e , A .`C ) – The clock struck twice. Here the word ()U .`C ) is a (7!Y). (`  :  , _! /B `*  _!) The verbal noun (7!Y) that indicates the reason for the action without the use of a (^

9), is called ( SZ 6L E &'>I

6A A^@ _EA &'>I). It is also ( 'YX), e.g. (ˆ*@A [ C 6L OL @C H C ) – I hit him to discipline him. The word (ˆ*@ A [ C) is the (7!Y) of ( C e ZE) in this sentence. It is mentioned to indicate the reason for the beating.

A @A [ Oe‰A If one has to say, (#

6L OL @C H C ),

the meaning will be the

same but when analysing, it will no more be called the (6L E &'>I) but will be called (7ST). If the sentence is changed to (ˆ*@ A [ C

6L OL @e ZE), the meaning will be,

“I disciplined him once”. The word (ˆ*@ A [ C) will now be a

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Arabic Tutor – Volume Three (\]I

&'>I)

because the root letters of the verb and the

verbal noun are the same.

(% *  1‰ / `  5 _!) The (6A @ 1A

&'>) is a noun which denotes the time or place in

which the action took place, e.g. (
A „C 8L [

DC CZE ‡C*$ C q C 7@ !e  , L a[ >A C )

– I learnt the lesson in the

morning in front of the teacher. The word, (‡C*$ C ) denotes the time while (DC CZE) indicates the place. The (6A @ 1A

&'>) is also called (9 L @ a` E).

Note 2: The words (ŠÊ CC ), (4 Œ @E), (‡'@ C) etc. are words of (

9± C '@ 1E), (, C d @ C), (DC CZE) , (2 C [ •C ) R) – denoting time. The words (x etc. are words of (ƒI 9±) – denoting place.

(`*   _!) 7. The (6

&'>) is a noun that appears after ()A eA 8C [ SL SC ) – a

(S) that denotes togetherness and attachment. The noun Page 301 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three appearing after such a (S) is ( 'YX), e.g. (! C @!A h C [

J C 7A e™CS , L *@‘C oE ) – I went along the new road. In this example, the word (J C 7A e™) is the (6 &'>). Here the (S) can only have the meaning of ()A eA 8 C [ SL SC ). If the (S) is taken in the meaning of (2] SS), which means “and”, the sentence will mean, “I went and the new road went,” which is obviously nonsensical. Note 3: Only where the meaning of (2]

SS)

cannot be

applied, will (6

&'>) be specified. If both meanings, that is (2] SS) and (6 &'>) can be applied, then it will be permissible to read (#YN) after the (S) and to read the ( ) of whatever case is applicable, e.g. (! L X@h L [ SA Z !C X@h L [CS L @A _E[ Š‰ C^) – The leader came with the army or the leader and the army both came. However, in sentences like (Sˆ8 @ C SC

!ˆ @pC C 7C CKC - Zaid and Àmr both fought one another), only (2] SS) can be applied because in such instances, both the nouns are (1) and the action cannot occur without two participants.

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Note 4: The (6

&'>) has been seldom used in Arabic.

(10Wb …M+ 2A  * +)

` GA) in order to 8. It refers to the noun mentioned after ( exclude it from the previous utterance, e.g. (‡!@ pC

` GA DL '@ (E [ Š‰ C^) – The people came except Zaid. Here Zaid has been excluded from the people. The word (DL '@ (E [E) is the (6L X@ A cCX%[ OC @ L - the word from which an exception has been made), while the excepted one, in this case ‘Zaid’, is the (cCX%[ OC @ L ). If the (6L X@ A

cCX%[OC @ L ) is mentioned and the sentence is positive, the (cCX%[ OC @ L ) will always be ( 'YX) after (` GA). The example

was mentioned above. If the sentence is negative, then (#YN) is also permissible as well as reading it according to the ( ) of its position in the sentence. The sentence (‡!@ pC

` GA DL '@ (E [ Š‰ C^ C) can also be Page 303

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Arabic Tutor – Volume Three read as (! ˆ @pC

` GA DL '@ (E [ Š‰ C^ C) because the word (!ˆ @pC ) is the doer

of the action. If the (6L X@ A

cCX%[OC @ L )

is not mentioned, the ( ) will be

` GA) will have according to the case. In this case, the particle ( no effect on the sentence. Examples: (! ˆ @pC

` GA Š‰ C^ C) and (©YA ` GA , L @C H C C).

Note 5: The words (L @ F E ) and (fC'PA ) are also used for

@ L ) is (7ST) after them. The words (4 E •C ) exclusion. The (cCX%[ OC and (C! C ) are also used and the (cCX%[OC @ L ) is most often (7ST) after them. The details are mentioned in Volume Four.

(_ - i+) 9. The (&) is a noun that describes the condition of the (1) or (&'>) at the time of the action, e.g. (‡+ A C

L @A _E[ Š‰ C^)

– The leader came walking. 10. The (&) can be recognized by answering the question, “how” or “in what condition”. In the above example, if the Page 304 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three question is asked, “In what condition did the leader arrive?”, the response will be that he arrived walking. 11. The entity being described by the condition is called the (&"

So) or (&" #$). It is essential to have a connector (° 7) that connects the (&) to the (&" So). This connector is most often a (S) which is called ()eAC SS), e.g. (7… C DL C] ` CS [ V _[ CE ) – Do not eat when the food is hot. The connector can also be a (=8H), e.g. (¡ L d CK @ C

V @AB C [ Š‰ C^) –

Khalīl came laughing. The pronoun ('C ‘ L ) which is concealed in the verb, is the (1) and the (° 7). The verb together with its (1) constitutes a ()1

)·).

Sometimes a (S) and a (=8H) serve the function of a (° 7),

L d CK @ C e.g. (¡

'C ‘L SC !ˆ @+A 7C Š‰ C^) – Rashīd came laughing. The pronoun ('C ‘ L ) is the (Z!O*) while (¡ L d CK @ C), being a ()1 )·), constitutes the (¯•). The (Z!O*) and (¯•) first constitute a ()-

)·)

and then form the (&) of the (1) which is

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Arabic Tutor – Volume Three (! ˆ @+A 7C ). The (&) is ( 'YX

4}).

()*   J2) 12. The (RL @ A8 @ OeE) is a noun that removes the ambiguity or vagueness from a preceding noun, (ˆO@ pC

U <[ 7A ) – a weight of

oil. The word ( U <[ 7A ) is vague here which can refer to many commodities. By saying (ˆO@ pC ), oil has been specified.

13. The (R@ A8 @ C) is also called (Rˆ ‹8C L ) and the word from which

C L ). the ambiguity is removed is called (Rˆ e8 14. The (Rˆ e8 C L ) is generally a word referring to numbers, weight or measure, e.g. (© L

‡C$SC ‡X8@ PC ©XC SC ‡ COA C @A ™ @ A , L @C OC+@ A)25

– I bought twenty

books, 6kg of ghee and 3kg of wheat. 15. Some sentences also have ambiguity. If someone has to say, “¡ C X@A 25

L %E[ ZE CNZE”, “I have more than you”, it is not known

One ratl is approximately 3kg and one mann is approximately 6kg.

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Arabic Tutor – Volume Three in which aspect he is more. However when one says, “ Œ C” or “‡8[  A ”, the meaning will be specified that he has more wealth or knowledge.

@ C) comes in reply to the question, “What thing?” 16. The (R@ A8 or “From which thing?”. This is the way of recognizing it. 17. All types of (R@A8 @ C) are ( 'YX). However, some of the (!

Š£ C-Z - numbers) are (7ST). Numbers from three to ten @ C) are (7ST) and plural. From eleven to ninety nine, the (R@ A8 is ( 'YX) and singular. The (R@ A8 @ C) of hundred and thousand is (7ST) and singular. Note 6: The (!

Š£ C-Z)

are discussed in detail in Volume

Four as well as more details of the (j'1), (j 'YX) and (j7ShC).

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(Š M* + ) 18. The (fCCXL ) is a noun that occurs after any (ŠC!X‹

9 -

the vocative). The vocative was discussed briefly in Lesson 11 of Volume One. 19. The (fCCXL ) is also ( 'YX), but only • when it is (9K), e.g. (

A

!C *@C C) – O Àbdullāh or O

the servant of Allāh. • or when it is (9CK8 L [A

6ˆ AC™L ), e.g. (4 Œ *C^C ‡AE< C) – O the one ascending the mountain. The phrase ( A *Ch C [ ‚C AE< C)

means the same thing. • or when it is (3¦ C '@ Y L ([ C

L @FE 3UC ƒA NC)26, for example, if a blind @ !A C A [ •L 4 Œ ^L 7C C) – man, without specifying, calls out, ( O man, hold my hand.

20. If the (fCCXL ) is singular, that is, it is not (9K), it is regarded as (0 @ XA*I) in (‚1

26

)), whether it is a proper noun

A noun that is indefinite and not intended.

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Arabic Tutor – Volume Three (
A EC 


L P) or (3U C '@ Y L ([ C 3U C ƒA NC)27 and whether it is singular, dual or plural, e.g. (! L A C C), (V ^L 7C C), (A 4 E ^L 7C C) and (E '@ 8L A @ L C).

21. Sometimes the (ŠC!X‹

9) is elided, e.g.

(E‘ C

@ C t @ A @ ZE 2 L PL '@ L) – O Yūsuf, turn away from this. @ C 7@ CS CXE @ >A F[  CX e7C ) – O our Lord, forgive us and have mercy (CX8

on us. The phrase (0 @ ‹7C ( ‹ 7C

C),

e.g.

C – O my Lord) is sometimes abbreviated to (Œƒ[ L 0 @ A # @ ‘C ‹ 7C ) - O my Lord, grant me

kingdom. Note 7: You have learnt in Lesson One that when a (

ŠC!X‹)

9

precedes an indefinite noun, the latter becomes

definite, on condition it is indefinite and intended. Note 8: The (fCCXL ) is succeeded by a sentence called the (ŠC!X‹

27

L C'^C ).

The (fCCXL ) together with the (ŠC!X‹

L C'^C ) form

A noun that is indefinite but intended.

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Arabic Tutor – Volume Three a ()U e€AC™N@ GA

)U e€AC!NA )U E8@ ^L ). Sometimes the (ŠC!X‹ L C'^C ) precedes the (fCCXL ), e.g. (

£ E C 0@ A @ >A F[ ) – Forgive me, O Allāh. The phrase (
e L `E) is also used in place of (

£ E C).

(~  M q  +  + M   b d *  $ * M  +) 22. When the negating particle ( E ) is used to negate a

A ) – type, class or category, an indefinite noun complete (gX@ ^ is indeclinable (0 @ XA*I) on ()dO1), e.g. (, A @*C[

c1A E ^L 7C E ) – From

the category of men, there is no one in the house, that is, there is no man in the house.

A A (

` GA 3E 'e .V E SC &E '@ C E ) – There is no power or might except

with Allāh’s help. However, if the noun is (9K) or resembles it (9KI

6L *+),

the noun will be declinable ( ) and a (#YN) will be read

@ C on it, e.g. (Dˆ S@ L d


¦ [ A # C AE< E ) – No student will be deprived. (Dˆ '@ L  [ C A @B C [ 0A1 ‡A CP E ) – No person striving for good is despised. After such a ( E ), the dual and plural forms will also be

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Arabic Tutor – Volume Three ( 'YX), e.g. ( A C '@ V«@ C

A @ !C d A OeL E ) – No two united persons can

be overcome. ( E S@ 7L '@ Y L X@C

C @>A AOCB @ L E ) – No people with differences can be

victorious. Note 9: The (
P) of ( ` GA) and its sisters and the (¯•) of (E E) and its sisters are also included in the (j 'YX). These have been mentioned in Lesson 37. Note 10: The (j'1) and (j 'YX) will be discussed in detail in Volume Four.

Vocabulary List No. 41 Word

Meaning

6 C ™ C @ZE

to rejoice, to be happy

C *Cƒ[ OCP@ A

to be proud

E *C.[ ZE

to come forward

(q) g C NAZE

to be genial, to be sociable

ce C C

to be nurtured

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&E CpZE

to remove, to efface

‡! CZE

always

2 ˆ PA |

one who regrets

, C d @ C

below

)U (E A

to repose trust in

ˆ *@^L

cowardice

Š“ C

illness

ˆ ‘@ C

time

J ˆ 7L o[ ZE  J ˆ C7oA

cubit (0.68m)

9 ˆ S@ ²L 7C

merciful, compassionate

U '@ $ C

to save

C ƒ` 8C C

to have control over, to be able

( ˆ CA S )U *CPC CdL ) # C PC C

to call to account

9 C C C$

to find, to meet

(t) r C C

to live

J C e SC

to bid farewell

(L €AC™C ) 3U C @™ A C

tribe

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)U >` A

chastity

Á ˆ @C

life

†ˆ 8@ .E

wheat

)U CC7A S 3U CCL

to care, to heed

!L ‘A CC  !ˆ C @ C

place

L 7A C'C  ˆ 7A '@ C

watering place, well

m ˆ ChNC

success

7ˆ C8NASC 7ˆ '@ 8L NL  ˆ 8A NC

cheetah

V Ÿ[C

full

V Ÿ@8±E

thirsty

Exercise No. 60 Carefully observe the examples of all the types of (j 'YX) in the following examples: The examples of (\]

&'>) . ‡*A E !ˆ AC• # C A E (1) . ‡8@Aƒ[ C cCP'@ L

£ 
C `E (2) Page 313

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. DA '@ C[ 0A1 3Œ 7C S@ C t L 7@ _E[ 7L S@ !L C (3) . !A PC _E[ C '@ VSL L 8A Xe # L %AC (4) .ŠA CXAF[ _E[ C CA # L PC CdLSC ŠA C(E >V [ Á C @C V @B A *C[ Á L @A C (5) The examples of (` _)

3Œ CCL 6L OL@ C OC@ CS 6A OA>` A cEC ‡C8OA@ CS 6A OANCC_E A )Œ (E A E @AB C [ j L @ OC•@ A (1) . 6A AK @ >E A . !A h @ 8C [CS
A [ A [ A ‡*E<E SC x A p@ ‹ A ŠÊ C«OA @ C 4 E *A[ q L eX L '@ h L C (2) The examples of (`5 _)

@SL *Cƒ[ OCP@ CS zL '@ LC^ZE C81E ‡7CNCSC 4 Œ @E 6L C '@ .E CC SC ‡‘@ C m ˆ '@ NL r C C (1) . ‡7C*ƒ[ OAP@  . COCd @ C Š‰ Ed A [CS )A ESL `] x C '@ 1E C COƒA [ , L @ H C SC (2) . 3A 7C e]` A ¦ @A 2 C [ZESC 3A 7C e e A ¦ @A )E ’EA SC ‡+A C 4 Œ @A j L @ PA (3)

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The examples of (` _) In the following examples, the (S) can only have the meaning of ()I

SS). . A h @ >E [ J C '@ V
In these examples, the (S) cannot have the meaning of (

2])

because if it has the meaning of (2]

sentence (A h @ >E [

SS)

SS

in the

J C '@ V
dawn and I travelled.” This is a meaningless statement. In the following examples, the (S) can have the meaning of ()I

SS) and (2] SS). . (zL '@ •L ZE S@ ZE) zL C•ZESC !ˆ AC• C 1ECP (1) . (!L X@h L [ SZ) !C X@h L [CS !L €AE([ C K C C (2) . (COL•@ ZV SZ) COC•@ ZVSC L CPL , @ d Ch C NC (3) Page 315 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

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. (6L L A C• SZ) 6L C A C•SC !L ‹ e  Š‰ C^ (4) The following examples contain a verb which cannot occur without two participants. Therefore, the (S) can only have the meaning of (2]

SS). word cannot be a (6 &'>).

Accordingly, the succeeding

. zL '@ •L ZESC !ˆ AC• \C NCCC (1) . ˆ  C C SC !L 8C @ ZE
C $ C CBC (2) . !ˆ 8e d C L SC # ˆ @h A NC 3A 7C ChO‹ 0A1 yC C OC+@ A (3) The examples of (_ Y)

. ‡1AE± Á L @h C [ C C . ‡7!A E Š‰ C8[ A C ™ @ CE . ‡@*AE C CP ‡@«A $ C # L A`] !C C OC^@  EoAG ‡A C DL '@ Va[ 8C [ E *C.[ ZE . Œ>PA ZE E C*K @ FE 6A A '@ .E cEGA cCP'@ L ‚C ^C 7C . A @*CA C7 0C H A E([ , L [ CE. . V C*K @ FE , C N@ZESC
@ ƒV d @ CE

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

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The examples of (10Wb …M+ 2A  !- ) The (6L X@ A

cCX%[OC @ L )

is mentioned in the following sentences

which are positive. Such sentences are referred to as (

Dˆ 4 E E

, ˆ *C%[L D… C). The (cCX%[OC @ L ) will be ( 'YX). .j C '@ 8C [ ` GA Š“ CSC Š¦ C „ ƒV A .4 Œ @A.E ` GA 6L X@A @' LA ™ C 1E . 3Œ C h C +C ` GA 7L Ch+@ _E[ j A C 8C [ZE . ‡!A CS ` GA s L '@ Y L  e 1E

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

The following are examples of negative statements (

D… C Dˆ 4 E E

0… >A X@C ). It is permissible to read the word ( 'YX) or the ( ) according to its case. . (!L A OCh @ 8L [ SZ) !C A OCh @ 8L [ ` GA !ˆ C ZE †@ C@ C
@ E (1) . (
@ L K L @ C SZ)
@ L K C @ C ` GA †C Y @ XM @'L 8C  @ C
@ E (2) . (3U C h C +C SZ) 3Œ C h C +C ` GA 7L Ch+@ _E[ ‚A ]E ([ L
@ E (3) The following examples are (0 … >A X@C

Dˆ 4 E E ) while the (6L X@A cCX%[OC @ L ) Page 317

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Arabic Tutor – Volume Three is not mentioned. The ( ) of the (cCX%[ OC @ L ) will be according to its position in the sentence (case). The particle ( ` GA) has no effect on the ( ).

. U @8A [ A ` GA )A PC 7C !@ 8C [ 0A1 C K C C C . !L A OCh @ 8L [ ` GA †@ C@ C
@ E . 7C C•@ _E[ ` GA # @ A CYL E . 6L VA E1 ` GA ŠA '@  M  0A1 ‚L (E CE . 3U C h C +C ` GA ‚@ ]E ([ L
@ E

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

The examples of ()‹) The following is an example of weight, measure and dimensions.

. ‡@A C J ˆ C7oA SC ‡d8@ .E J ˆ C$SC 4 Œ C C A @E[<7A SC ‡X8@ PC … C  @ !A X@A (1) The following is an example of the (Ri) of number.

. ‡7CX@A E '@ V4 E ESC )Œ ^C C^C C ™ C C )E  C 8@ •C CS 3Œ C+ C ™ C C !C C ZE  @ !A X@A (1) The following are examples of the (Ri) of sentences. Page 318 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

. ŠÊ C'‘C V Eƒ8C [ C E< . ‡4 E E DL 4 E «L [ C  L C . )Œ 8C @.ASC ‡Np@ SC )A K e >A [ C A L %E[ ZE # L ‘C ` E . ‡4 E E q A eX x L !C $ @ ZE Š£ C*AN@_E[E

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

The examples of (Š M) The following are examples of (9K

fX).

.

A  C @FE !@ *L@ CE

A  !C *@C C .¡ C A '@ (E A ‡A C• @ V DA '@ (E [ !C ‹PC C . 7A eX C EC CX.ASC )Œ XC C C 3A C •A  0A1SC )Œ XC C C CN@!M  0A1 CXA| CX e7C . 0@ XA8@ C 7@ CS 0@ A @ >A F[  ‹ 7C The following are examples of (9KI

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

6 ™ fX).

. DA '@ Va[ 8C [ Š‰ CL ‡A CP C (1) . A @B C [ 0A1 ‡A CP C (2) . A C*A [A Œ1S@ ²L 7C C (3) Page 319 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

The following are examples of (3'Y(

=F 3ƒN fX).

. 7C S@ L «L [ J A C ©OC«@ L C (1) .m A ChXeA @ ™ A @ZE ‡!A OCh @ L C (2) .

A  A @FE cEC !@ 8A OC@ C E ‡XA –@ L C (3) The following are examples of (3'Y(

3ƒN fX) which are

(D'8K).

. !L ESC C
@ .V . 0@ XA8@ „C oV COP@ V C . @' L A^@  V C*@$ A C . E '@ XLA –@ 8L [ CMZEC

A  C @FE @'1VCBC E The following are examples of (>

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


EC fX)

. 0@ A @ >A F[ 
e L `E (4)

£ E C (3) !L 8C @ ZE C (2) !L 8e d C L C (1)

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Arabic Tutor – Volume Three

The examples of (~  M q  +  + M 0 )

. A C8@bA[ C A
L aE @ ZE )E 8C @ NA E (1) . )A C'@ Oe C A †L h C N@ZE ‚C @>A +C E (2) . A |@(V [ C A ‚L >E N@ZE C COA E SC A COƒA [ C A L  C @ ZE g C @NAZE E (3) . &U S@ V B @ C \ª C C $ A CN E (4) . ˆ '@ 8L d @ C 6L V@ 1A ‡d@*A.E E (5) Note 11: You have read many examples of (6

` GA)

and (

¯L •)

&'>), (
L P

in the previous lessons. Therefore these

have not been mentioned here.

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Arabic Tutor – Volume Three

Exercise No. 61 Observe the analysis of the following sentences. (1)

‡*@A _[ C

 @ !A ESC

, L @e ZE

\] &'>

6G 9KS 9K 6 &'> =

> ‚ >

) ¯• )1 )· (2)

‡*@A _[ C

 @ !A ESC

, L @C H C

6 &'>

6G 9KS 9K 6 &'> =

> ‚ >

) ¯• )1 )· Note 12: The word (‡*@ A _[ C) is a (\] sentence and a (6

&'>)

in the first

&'>) in the second sentence. The reason

for this is mentioned in paragraph 4 and 5 of this lesson.

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Arabic Tutor – Volume Three (3)

‡@ +C

)E ƒ` C

0@ 1A

, L %[ƒE C

61 &'>

=F  7ST 9YX

Q ^ 9

‚ Dp4 > > '‘ =8K

> \O 7SšS 7/ ) ¯• )1 )· (4)

!C @!A h C [ )>$

J C 7A e™ 9'$'

SC

@ PA

)QI 9

‚  1 OOI =8K > '‘ (, C NZ) J'1 4} 

6 &'> )€™N )1 )· (5)

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Arabic Tutor – Volume Three

‡1AE±

Á L @h C [

C C

> &

&" So  >

0HI >

) ¯• )1 )· (6)

‡7!A E

Š‰ C8[

@ C ™ @ C E

&'>I &

&" So  6 &'>

> ‚ >

)1 )· (7)

V C*K @ FE  J'1  ¯• 9YX =F

, C N@ZE

SC


@ ƒV d @ C E

‚ 0eX 1 J'1I =8K OOI =8K SS 4}  Z!O*  Y>XI  > '‘ (, C NZ) ) J'1  J'1 4} &" So >

 > & = )- )· = ¯ÇS Z!O*I Page 324 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

'YX 4} )8/ ) ¯• )1 )· (8)

‡ COA

C @A ™ @ A

CX@C OC+@ A

R8C

6 &'>  !
P ReØ 

‚ !OI > >

) ¯• )1 )·

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Arabic Tutor – Volume Three (9)

d  2v +

D?

B+ H+ 


P ½*I  1  37+¶ 'ƒ c ¦  =8K ‚ 6 7™  Ù (, C NZ) OOI

'YX  4}  'YX  > '‘ 6 &'> J'1 4}

L ( v +

' g f

(

9K fX 9  6  9K Š!‹X 7ST 'YX

)€™N )· = &'>IS > ‚ > Š!X '^ = )€™N )€!N )· = '/ ‚ Š!X

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Arabic Tutor – Volume Three

Exercise No. 62 Find the different types of (j 'YX) in the following paragraph.

6€- ,µS 6A H A 7Z x'1 =«$ Ú W 6A XA<S  . !X RM Z ¢E +  2[_
@ E  6L C=™CS 6L E‘ZS ‡NA| 61 rS  6A NAC'CC SC 6A AC*XC A ‡Xp ‚>ONS  *. 6L *ML 9Y1 6ƒ+ ¢¦ + `  E *. aN  zL C 7A ' @ A
@ E S  zC!‘ ` GA )Œ Q  3Œ P ! S  ‡!F7 ™ N Á S  6X C ƒ` 8C OC1 •
X
 cZS 
A*^SS
.'(" {17 z4 ‘Z †*$Z oG ` GA ©*L ¡CX<S # @ *AZ 9C™ # C < 1   '] ‘QRZS  )Œ 8. Š+ ‚C 17Z . 8   &YÇ !  <' # e  W b1  6W(" )Œ 7 ‡N'@ $ C 6L X@$ LS . 8@¶  <' # e  Exercise No. 63 What type of (j 'YX) are there in the following verses.

. ‡XA*M ‡dO@1E ¡ C E CXd @ OC1E eNGA (1) Page 327 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

.4 Œ @OA*@C 6A @EGA [ Oe*CCSC ¡ C ‹7C
C P@  A V o[ CS .4 Œ A@ C E |@(V [ A ‹7C SC .4 Œ A.E ` GA E @`
A .V  V ‹ Re 8L [ CMZE C .4 Œ A$ZESC 3Œ C ƒ[ L ¡ C ‹7C
C P@  A V o[ CS .4 Œ @'A <E 4 Œ @E 6L d @ *‹PC SC 6L E !@ h L P@ E1 A @` C A SC . D¦ '@ C œ C @ C S@ ZE ‡'@ C CX%[*AE 'VE. . E 'Vƒ*@C ŠÊ C™A
@ ‘L C ZE S@ ²L C^SC .
@ ƒV ` ‡COC 6L L C<E SC A d @ *C[ !L @$ C
@ ƒV E ` A ZV
@ A  A >V N@ZE @ ‹ ‡O@*A%[CSC 6A W j A CH@ C ŠC«OA @
L L EC'@ ZE E '@ (V >A X@L C A ` V %EC SC . )¦ Xe^C A %E8C E . ‡«@ C zL L '@ XL^L SC V '@ C @ 1A
@ L C *C@_E1E .{ C 8A EC[ „ )Œ 8C @ 7C ` GA yC CX[ PC 7@ ZE CSC . ‡ A NCSC ‡=™ A C \‹ d C [A yC CX[ PC 7@ ZE eNGA  !A AYd C [ # e C SC j ¦ eX^C 6A A CXO@*CNE_1E Œ7C C*M ŠÊ C ŠC8 e  C A CX[Re NCSC . A C*A [ „ Œ.p@ 7A  !ˆ AKNe ‚ˆ [ <E C` j ¦ E(PA C E B @ XeCS E ¡ A €AC7_E[ cEC CA1 { C ’AƒA OeL ‡ A C SC )Œ Xe^C SL*C$ C C8 A
L‘CR^C SC . ‡ A C @ pC ESC ‡8@ +C CA1 E S@ C C

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

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Arabic Tutor – Volume Three

®E V*@C ESC t C 7@ ‰  x C A B @ C E ¡ C NeGA ‡C C t A 7@ ‰  0A1 Á A 8@ C E SC . Œ 'V< &E C*h A [ . ‡*E '@ E C ™ C C !C C ZE , L @ZE7C 0‹NGA . ŒX@C 3E C ™ @ C COXC[ 6L X@A j @ C h C >E N@E1 . )Œ E@E { C A4 E E cCP'L CN!@ C CSSC .{ C 8A A e
L C 7@ ZE 'C ‘L SC Œa1AC ˆ @•C 6L WE1 . E '@ VC >[ C E C '@ V'@ (V C [ ZE 6A ` !C XA ‡O([ C C *LE .{ A 8A C[ C Cd$ @ ZE ` GA  )U XCA‘7C , @ *C C E C8 A g ¦ >[ NC  V .4 Œ A.E ` GA
A [ A [ ‹
LOASVZ CSC . U A.E ` GA
@ L 8L E@ C C . V C@ bA[ ` GA A C@ bA[ Š£ CR^C [ ‘C .
@ V ²L C |CS
@ OLNEZ C‘'@ 8L OL@8e PC Š“ C8P@ ZE ` GA 0C ‘A [ GA .

£  ` GA 6C EGA E .
@ ‘L C'h @ Ne @ ‹ ¦ @%AE 0@ 1A C @•C E . ۋ d C [ 0A1 &E C!^A E SC x C '@  L 1V E SC  E 1E7C 4 E 1E . A @!‹  0A1 zC C[ GA E .
@ A €AŸC8P@ _E A
@ L ’[*ANEZ DL C | C

(16) (17) (18) (19) (20) (21) (22) (23) (24) (25) (26) (27) (28) (29) (30) (31) Page 329

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.
@ ƒV @EC , L 8@ C N@ZE 0AO` 0C OA8C @ NA @SL V o[  E A€CP@ GA 0@ XA C C . )Œ 1`E
A [  ‹  0A1 @'V•L @  @'XLC | C A ` CMZEC @ 8e A ¡ C [ 8L [ J L RA X@CSC Š£ C™C C ¡ C [ 8L [ 0A–@ L ¡ A [ 8L [ ¡ C AC
e L ` A .V . Š£ C™C .
@ C 7@ CS @ >A F[  ‹ 7C . CN_[ ]E •@ ZE S@ ZE CXANe AG CN[ •A C–L E CX e7C .{ C XA Ad @ 8L [ C ‹ # ˆ A .E 6A W , C 8C @ 7C ` GA

(32) (33) (34) (35) (36) (37)

.4 Œ @'A <E ‡d*@PC 7A CXe 0A1 ¡ C E ` GA (38) .{ A
6‹8 ÎG 8  'Oƒ
   
 . 6L LEC CSC

A  )V 8C @ 7C SC
@ ƒV @EC DL 4 E e E  DC C OCd @ 8L [ 0‹8C ¡*. 6 ’8]  ¡K"  @ !A @ZV D¶ ‚ DA 4 E e  )A ed A C ŠA C!‘@ GA !C @ C Page 330 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

0‘S ( 7S 
ƒZ) {8aI  Q !S Q  S yQ 37™ y™ ZS     O  % ŠR/ ,8iZ 6S  &'Õ ÉZ
 0e EC e   c 4· ƒ+ zƒ+ZS =% !

‰  ! _1   .
 rel="nofollow"> S *< )E P7!I , L • { ,.' ¡o cNZ S , L N  0QNG
‹ C      (] 4‘^ , L XS )  D' 0A1 )Œ *F7S
 e81  ‡8S ‡8  # L $Z  e  ` Z 4] œ ½Q! S ‡™‹ 'C OCL ‡‹d C OCL , L 8@ .VS )Œ ™‘ , L ™ @ ‘A L 6L C Z 0@ XAOC>[ .ESZS A !I !X 0@ A , C Z \C !$   Œ1'•S ‡X*@^L )P7!I  9YX ;. S A  ŠA !@ C 0A1 # A (  E ! 0@ AC ™ C C  x C '@ >V ™ e  0@ 8‹ C  , C 11  g C NZ S 0@ A ‡1S 0@ *A(A )Œ CA @ C 2 A ][  0@ XAOC[!e µS )A (>™S )A  6C ^M ' ~ `G, C @ ^e 'S ¡o ! S  0@ OA™SS  @ A Md C C ‚C 1E!C N@CS 0@ +A _[ C^ ¡ C A 4 E ƒE A ‚C h e™ C OC1  0@ 1A'B C A 0@ A R@ C , L 8@ 8C Y C1J C S@ e  ;.  &E CpZES !A AC'[ )E >E <E 4 E L L !I 0@ A 2 C <E E  &S ŠR/ jZ! S  6 4 Œ  'S

A A )Œ (E A 0‹ A A YdC c , L 8  .'+S 1 7!$ Š‰ 4O . !*1  6G 7™I Oƒ ›> c , L *.ZS  4] œ Q a 8 *$ g 
C  ` Z Page 331 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three


 Yµ 0A1 !^ `  , L  S ŠI c A Ÿ8Wa &E *.AG qS7! COL@(` EC 0AOW )E X8% ¡d€YN !P  ‡8€ WZ 0‹N  ŠÊ S ‡*$ !C£ Oš W G !C š &X " ¡ C V'. XS  )P7!I  0@ XAOC@ e S { ¡X +Z )4% &S ŠR/ jZ.  K>*1  "4ƒ 1« W G #ÍS 2 ˆ KL 6N +Z )Ò  6Z(1  E % ŠR/ Z  É% ŠR/ ƒ‘S 3!  ŠR^ )4% , L 8i_1  É%S &S  (8h SZ)
A h @" E 0A*. !P  S  )¦ C'@ L $ L S )¦ >E [ ƒV A @ L +@ Z ŽS  + ™ !Z S 6N C %Z
1Z |( Z.Z 8e E 0ANA ƒ+S 7SPS 1 V Ü
1Z 'Z 0‹NZ Î   '^7ZS  4. W G 6*]
L 1 0Q  #Y . ‡•|S Œ SZ !8" 6A W1  ‡8C ‚  ŠR/ jZ. oG 6` !‘ZS !^G 6O ‘Z €P ‚ )1S =• 
M  !P m S ‘ ÎG 0.'+_ ±'>} 4P 0A'•ZS 0A'•G ‚· ÎGS {QƒI  e !C S ÎG . {·Z
ƒA!‘™ ¡•Z   IP , C  !+7 Page 332 Madrassah Inaamiyyah Camperdown - http://www.al-inaam.com/

Arabic Tutor – Volume Three

0‘ ˜‘ 1363 D" )h" o +  S™S " )8/ D' 

 &'Õ      O  ! !/ % ŠR/ Ý` {*I |(
1 Q S 6 QPS {*] 6 ‚>NS 0‹X  *(  6(1'S . {I 7 !8" Z N' •|S 

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Arabic Tutor – Volume Three

3

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