Académique Documents
Professionnel Documents
Culture Documents
ﻟﻠﻜﺘﺎﺏ ﺍﻟﺜﺎﻧﻲ
ﻣﻊ ﺍﻟﺸﺮﺡ ﺑﺎﻟﻠﻐﺔ ﺍﻹﻧﻜﻠﻴﺰﻳﺔ
ﻭ َﺃﺨﹶﻭﺍﺘﹸﻬﺎ ﻥ
ﺇ
ل
ﻌ ﱠ ﹶﻝ ﺕ
ﹶﹶﻝﻴ ﻥ
ﹶﻜَﺄ ﻥ
ﻜ ﻝ ﻥ
ﺃ ﻥ
ِﺇ
.ﺭ
ﻊ ﺍﻝﺨﹶﺒ ﹶﻓﻭ ﹶﺘﺭ ﻡ ﺏ ﺍﻹﺴ
ﺼ
ﻫﻲ ﹶﺘﻨﹾ
They make the ism (noun) mansoob (accusative) take a fatha, and
make the khabar marfoo’ (nominative take a damma).
Indeed/verily ِﺇ:
ﻥ
Indeed/verily ﻥ
ﺃ:
But
ﻥ
ﻜ ﻝ:
2
It is as if …… (for similitude or speculation) ﻥ
ﹶﻜَﺄ:
Would that…. (Used for seeking something impossible
ﺕ
ﹶﹶﻝﻴ:
or in which there is difficulty)
.ﻏﻔﹸﻭﺭ
ﷲ ﹶ
َ ﻥﺍ
ﺇ :ﻭ ﹶﻨﺤ
Verily Allah is oft-forgiving
Anna brings about emphasis also .ﺩ ﺃﻴﻀﹰﺎ ﻴﺩ ﺍﻝﺘﱠﻭﻜ ﻴﻥ ﹸﺘﻔ
ﺃ
ﺕ َﺃ
.ﺽﻤ ﹺﺭﻴ ﻥ ﺨﺎﻝِﺩﹰﺍ ﹸﻠﻤﻋ
I knew that verily Khaalid is ill.
ﻥ
َﺃcomes after the other verbs.
3
.ﻲﺭﺒ ﷲ
َ ﻥﺍ
ِﺇ :ﻭ ﹶﻨﺤ
Verily Allah is my lord.
.ﻥ
ﻼﺩﹰﺍ ﹶﻜﺴﻥ ﺤﺎﻤ
ﻜ ﻝ ﹶﺘ ﹺﻬﺩﻤﺠ ﻤﺩ ﺤ
ﻤ :ﻭ ﹶﻨﺤ
4
La’alla conveys hope, and
its meaning is I hope. (ﻭﺠﻨﺎﻫﺎ )َﺃﺭﻤﻌ ﻭ ﻲﺭﺠ ﺩ ﺍﻝ ﱡﺘ ﻔﻴ ل ﹸﺘ
ﻌ ﱠ ﹶﻝ
٢ ١
Conveys speculation Conveys similitude
ﻥ
ﻅ
ﺩ ﺍﻝ ﱠ ﻴﹸﺘﻔ ﻪ ﺩ ﺍﻝﱠﺘﺸﹾ ﹺﺒﻴ ﻴﹸﺘﻔ
.ﻥ
ﻥ ﺍﻝﻴﺎﺒﺎ ﹺ
ﻤ ﻙ
ﹶﻜَﺄ ﱠﻨ:ﻭ ﹶﻨﺤ .ﺴﺔﹲ
ﺭ ﻤﺩ ﺩ ﺠ
ﹺﻤﺴ ﻥ ﺍﻝ
ﹶﻜَﺄ:ﻭ ﹶﻨﺤ
It is as if you are from Japan. It is as if the masjid is a
school.
5
Layta brings about hope, and it
is seeking the impossible and
that in which there is difficulty.
.لﺤﻴ
ﹶﺘﻤﺴ ﺏ ﺍﻝ
ﻁﹶﻠ
ﻭ ﹶ ﻫ ﻭ ﻤﻨﱢﻲ ﺩ ﺍﻝ ﱠﺘ ﻴﺕ ﹸﺘﻔ
ﹶ ﹶﻝﻴ
.ﺭﻋﺴ
ﻪ ﻴﻭ ﻤﺎ ﻓ
(ْ
ِ َ
ْ
ُ ا
ُ َ
َ - seeking of the impossible) :ﻭ ﹶﻨﺤ
(ٌ
ْ
ُ ِ ِ - that in which there is difficulty) :ﻭ ﹶﻨﺤ
.ﻬﹰﺎﺠ ﹶﻨﻴ
ﻥ
ﻭﻤﻠﹾﻴ ﺕ ﻝِﻲ
ﹶﹶﻝﻴ
Would that I have a million pounds!
6
~~~~ ﺫﹸﻭ
ﻭﺭﺭﻤﺠ ﻪ ﻠﻴﻴ ﻡ ﺍﻝﺫﱢﻱ ﻭ ﺍﻻﺴ ﻀﺎﻑﹲﺍﺌِﻤﹰﺎ ﻤﻭ ﺫﹸﻭ ﺩ (ﺤﺏ
ﻨﺎﻫﺎ )ﺼﺎﻤﻌ .ﺫﹸﻭ
.ﺔ ﺎ ﹶﻓﻹﻀ
ِ ﺒﹺﺎ
Dhu: its meaning is possessor/owner, and it is always mudaaf
(possessed) and the noun which is next to it is genitive (majroor), by
construction.
{ﻥ
ﺘﻴ ﻤ ﺓ ﺍﻝ ﻭ ﻕ ﺫﹸﻭ ﺍﻝ ﹸﻘ
ﺍ ﹸﺭﺯ ﻭ ﺍﻝ ﻫ ﷲ
َ ﻥﺍ
}ﺇ:ﻗﺎل ﺘﻌﺎﻝﻰ :ﻭ ﹶﻨﺤ
ﺕ
ﺫﹶﻭﺍ ﹸ ﺕ
ﺫﺍ ﹸ ﻭﹶﺫﻭ ﺫﹸﻭ
ﻊﺠﻤ
ﺙ
ﻤ َﺅ ﱠﻨ ﻝِﻠ ﺩﻤﻔﹾﺭ ﺙ
ﻤ َﺅ ﱠﻨ ﻝِﻠ ﻊﺠﻤ
ﻤ ﹶﺫﻜﱠﺭ ﻝِﻠ ﺩﻤﻔﹾﺭ ﻤ ﹶﺫ ﱠﻜ ﹺﺭ ﻝِﻠ
7
ﺕ
ﺀ ﺍﻝﻁﱠﺎﻝِﺒﺎ ﹸ ﻫﺅُﻻ ﺒ ﹸﺔ ﻩ ﺍﻝﻁﱠﺎِﻝ ﺫ ﻫ ﺏ
ﺀ ﺍﻝﻁﱡﻼ ﻫﺅُﻻ ﺏ
ﻫﺫﺍ ﺍﻝﻁﱠﺎِﻝ
ﻋﻠﹾ ﹴﻡ
ﺕ
ﺫﹶﻭﺍ ﹸ ﻋﻠﹾ ﹴﻡ
ﺕ
ﺫﺍ ﹸ ﻋﻠﹾ ﹴﻡ
ﻭﹶﺫﻭ ﻋﻠﹾ ﹴﻡ
ﺫﹸﻭ
8
~~ ﻭ ﺃَﻭ ~~ َﺃﻡ
ﻙ
ﻫﺫﹶﺍ ﺃَﻭ ﹶﺫِﻝ ﺨﺫﹾ
ﹸ :ﻭ ﹶﻨﺤ
Take this or that.
9
ﻭ َﺃﻝﹾﻑﹲ ﻤﺎ َﺌﺔﹲ
Hundred and thousand
10
ﻤﺎ ﻭ ﻻ
Example
:ﻤﺜﺎل
.ﻑ
ﺤ
ﻤﺘﹾ ﺕ ﺇِﻝﻰ ﺍﻝ
ﹸﻫﺒ ﻤﺎ ﹶﺫ .ﺱ
ﺩﺭ ﺩ ﺍﻝ ﻤ ﺏ َﺃﺤ
ﻤﺎ ﹶﻜ ﹶﺘ
I did not go to the Ahmad did not write
museum. the lesson.
.ﻑ
ﺤ
ﻤﺘﹾ ﺏ ﺇِﻝﻰ ﺍﻝ
ﻫ ﻻ َﺃﺫﹾ .ﺱ
ﺩﺭ ﺩ ﺍﻝ ﻤ ﺏ ﺃَﺤ
ﻴﻜﹾ ﹸﺘ ﻻ
I am not going to Ahmad is not writing
the museum. (up) the lesson.
11
.ﺘﻘﹾﺒﺎل ﻹﺴ
ِﻑﺍ
ﹸﺤﺭ
()ﺱ
ﺱThe letter of future tense
:ﻤﺜﺎل
.ﷲ
ُ ﺀ ﺍ ﺸﺎﻤ ﱠﻜ ﹶﺔ ِﺇﻥ ﺏ ﺇِﻝﻰ
ﻫ ﺴ َﺄﺫﹾ
.ﺭ ﻏﹶﺩﹰﺍ ﺩﻴ ﻤ ﻊ ﺍﻝ ﺠ
ﹺﻴﺭ ﺴ
I will go to Mecca inshaa Allah The head teacher shall return tomorrow
.ل
ِ ﺼﻴ
ﻑ ﺍﻝ ﱠﺘﻔﹾ
ﹸﺤﺭ
(ﺎ)َﺃﻤ
The preposition of explanation
‘As for’
Example
:ﻤﺜﺎل
ﺎﻭ َﺃﻤ ﺕ
ﺓ ﺭﹺﻴﺎﻻ ﺭ ﺸﻭ ﹺﺒﻌ ﻬ ﺏ ﹶﻓ
ﺘﺎﺎ ﺍﻝﻜﺠﱠﻠﺔﹸ؟ َﺃﻤ
ﻤ ﻩ ﺍﻝ ﺫ ﻭ ﻫ ﺏ
ﺘﺎ ﻫﺫﺍ ﺍﻝﻜﹺﺒ ﹶﻜﻡ
.ﺕ
ﺔ ﺭﹺﻴﺎﻻ ﻲ ﹺﺒﺜﹶﻼ ﹶﺜ
ﺠﱠﻠ ﹸﺔ ﹶﻓ ﹺﻬ
ﻤ ﺍﻝ
How much is this book and this magazine? As for the book, then it for ten
riyals and as for the magazine then it is for three riyals.
12
ﻤﺎ ﹶﻨﻬﺒﻴ ﺩﺕﹾ ﻥ ﹺﺯﻴ
ﻁﺒﹺﻴ
ﺨﺎ ﹶ ﹺﺭ ﺍﻝﻤﻤﻴ ﻀ
ﺩ ﺒﻌ لﻤﱠﺘﺼ ﺏﺭ ﹶﻨﺼ ﻤﻴ ﻀ
ﻊ ﻭ ﹶﻗ ﺇﺫﺍ
.ﺍﻭﻭ
:ﻭ ﹶﻨﺤ
13
.ﺎِﻝ ﹺﻡﺙ ﺍﻝﺴ
ﻤ َﺅ ﱠﻨ ﻊ ﺍﻝ ﺠﻤ
Example
:ﻤﺜﺎل
.ﺕ
ﻤﺎﻭﺍﻭ ﺍﻝﺴ ﺭ ﻤ ﻭ ﺍﻝ ﹶﻘ ﺱ
ﺸﻤ
ﻭ ﺍﻝ ﱠ ﺽ
ﻷﺭ
َﷲﺍ
ُ ﻕﺍ
ﺨﻠﹶ ﹶ
ﹶ:ﻭ ﹶﻨﺤ
Allah created the earth and the sun and the moon and the
skies.
.ﺭﺓﹲ ﻪ ﻜﹶﺴ ﹺﺒﻤ ﹸﺔ ﹶﻨﺼ ﻭ ﻋﻼ ﻭﺏﻤﻨﹾﺼ ﻪ ﻭلٌ ﹺﺒﻤﻔﹾﻌ (ﺕ
ﻤﺎﻭﺍ)ﺍﻝﺴ
ﺕ
ﻤﺎﻭﺍﺍﻝﺴ is an object it is in accusative case, and the sign of it being
accusative is a kasra.
14
The entering of ‘the hamza of questioning’ on al.
:ﻤﺜﺎل
15
Compound numbers
.ﻥ
ﺌَﻴ ﹺﺠﺯ
ﻤﻥ ﻥ
ﻭ ﺒ ﹸﺔ ﹶﺘ ﹶﺘ ﹶﻜ ﺭ ﱠﻜ ﻤ ﺩ ﺍﻝ ﺩﺍ∗ ﺍﻷﻋ
Eleven :ﻤﺜﺎل
ﺭ ﺸ
ﻋﹶ
ﺩ ﺤ
َﺃ :ﻤﺜﺎل
↑ ↑
ﺀ ﺍﻝﺜﺎﻨﻲ ﺯل ﺍﻝﺠ
ُ ﻭ ﻷ
َ ﺍﻝﺠﺯﺀ ﺍ
Second part First part
16
19 ﺇﻝﻰ11 ﻤﻥ ﺒ ﹸﺔ ﺭ ﱠﻜ ﻤ ﺩ ﺍﻝ ﺩﺍﺍﻷﻋ
:ﻤﺜﺎل
.ﻥ ﻁﺎﻝﺒ ﹰﺎ
ﻭﻌﺘﺴ ﻭ ﻌﺔﹲ ﺘﺴ .ﺭ ﻁﺎﻝِﺒﹰﺎ ﺸ
ﻋﹶ ﺩ ﺤ
َﺃ
ل ﻭ ﺍﻝﺠﺯﺀ
ُ ﻭ ﻥ ﺍﻝﺠﺯﺀ ﺍﻷ
ﻴﻜﹸﻭ ﻤ ﹶﺫﻜﱠﺭﹰﺍ ﺩ ﻭﺩﻤﻌ ﺇﺫﺍ ﻜﺎﻥ ﺍﻝ:12 ﻭ11 ∗
ﺫﻜﺭﹰﺍﺍﻝﺜﺎﻨﻲ ﻤ
If the ma’dood is masculine then the first part and the second
part are masculine.
17
:ﻤﺜﺎل
Twelve Eleven
Male students Male students
Masculine Masculine
ﻑ
ﺨﺎِﻝ ﹸﺀ ﺍﻷﻭل ﻴ ﺯ ﻓﺎﻝﺠ,ﺫﻜﱠﺭﹰﺍﺩ ﻤ ﻭﺩﻤﻌ ﺇﺫﺍ ﻜﺎﻥ ﺍﻝ19 ﺇﻝﻰ13 ﻤﻥ ∗
.ﺙ
ﻤ َﺅ ﱠﻨ ﺩ ﺍﻝ ﻭﺱ ﻝِﻠﻤﻌﺩ
ﻌﻜﹾ ﻭ ﺍﻝ.ﺩ ﻭﺩﻕ ﺍﻝﻤﻌ
ﻓ ﹸ ﻭﺍﺩ ﻭ ﺍﻝﺠﺯﺀ ﺍﻝﺜﱠﺎﻨﻲ ﻴ ﻭﻌﺩﺍﻝﻤ
:ﻤﺜﺎل
Thirteen Thirteen
18
Female students Male students
19
Ordinal numbers
Example :ﻤﺜﺎل
.ﺭ ﺸ
ﺱ ﺍﻝﻌﺎ
ﺩﺭ ﻲ ﺇﻝﻰ ﺍﻝﺱ ﺍﻝﺜﱠﺎﻨ
ﺩﺭ ﺍﻝ ُ ﻭ ﺱ ﺍﻷ
.ل ﺩﺭ ﺍﻝ
The second lesson, to the tenth lesson. The First lesson.
ﻥ
ﻷ
Because
(ﻥ
ﺕ )ِﺇ
ﻥ( ﻤﻥ ﺃﺨﹶﻭﺍ
ﻭ )َﺃ.ﻥ
َﺃ+ ل
ِ =ﻥ
ﻷ
ﻥ
= ﻷlaam + anna. And anna is from the sisters of inna.
:ﻤﺜﺎل
.ﻤﺭﹺﻴﺽ ﻪ ﺔ ِﻷ ﱠﻨ ﺴ
ﺭ ﻥ ﺍﻝﻤﺩ
ﻤ ﻤﺩ ﻊ ﺤﺎ ﺠ
ﺭ
Hamid returned from school because he is poorly.
20
I returned from the market because I am poorly.
ﻡ ِﻝ
Why?
:ﻤﺜﺎل
؟ﺴﺔ
ﺭ ﻤﺩ ﻥ ﺍﻝ
ﻤ ﺕ
ﹶﺭﺠ ﺨ
ﻡ ﹶ ِﻝ ؟ﻭﹶﻝﺩ ﺕ ﻫﺫﺍ ﺍﻝ
ﹶﺭﺒ ﻀ
ﻡ ِﻝ
Why did you exit from Why did you beat this
the school? boy?
ﺕ
ﺴﻜﹾ
ﺀ ﺍﻝ ﻫﺎ: ﻤﻪ ِﻝ
21
ﻤﻪ ِﻝ
:ﻤﺜﺎل
Yes
.ﻨﻌﻡ
ﺱ
ﹶﻝﻴ
.ﺭ ﺏ ﺍﻝﺨﹶﺒ
ﺼ
ﻡ ﻭ ﹶﺘﻨﹾ ﻊ ﺍﻹﺴ ﹶﻓ ﹶﺘﺭ.ﻲﺩ ﺍﻝ ﱠﻨﻔ ﻴ ﹸﺘﻔ:ﺱ
ﹶﻝﻴ
ﺱ
ﹶﻝﻴLaysa brings about negation. It makes the
noun marfoo’ and makes the khabar mansoob. 22
:ﻤﺜﺎل
.ﻀﹰﺎﺏ ﻤ ﹺﺭﻴ
ﺱ ﺍﻝﻁﱠﺎِﻝ
ﹶﻝﻴ
The student is not poorly.
:ﻤﺜﺎل
.ﺽ ﺱ ﺍﻝﻁﱠﺎِﻝ
ﹴﻤ ﹺﺭﻴ ﺏ ﹺﺒ ﹶﻝﻴ
The student is not poorly.
.ﺏ
ﹴل ﹶﻨﺼ
ﺤ ﱢﻲ ﻤﺓ ﻓ ﺩ ﺍ ِﺌﺀ ﺍﻝﺯ ﺒﹺﺎﻝﺒﺎﻭﺭﺭﻤﺠ ﻪ ﹶﻓِﺈﻨﱠ
Verily it is majroor with baa of zaa’ida (increase)
in the place of nasb.
23
ﻭ َﺃﻥ ﻫ ﻪ ﻁ
ﹸﺸﺭ
ﻥﻭ ﹶ
ﹺﻤﻴ ﻋﹶﻠ
ﻥ
ﺒﻴ ﻊ ﻭ ﹶﻗ ﻁﹰﺎ ﻭ ﹶﻝﻔﹾﻅﹰﺎ ﺇﺫﺍ
ﺨﹼﻑ ﻫﻤﺯﺓ )ﺍﺒﻥ( ﹶ
ﹶﺫ ﹸﹸﺘﺤ
.ﺩ ﺤ
ﺴﻁﹾ ﹴﺭ ﻭﺍ
ﻥ ﻋﻠﻰ
ﻥ ﺍﻝﻌﻠﻤﺎ ﹺ
ﻴﻜﹸﻭ
Example :ﻤﺜﺎل
.ﻲ
ﻠﻋ
ﻥ
ﺩ ﺒ ﻤ ﺤﺎ
Haamid son of Ali
ﻥ
ﻴ ﺒﻴ ﹶﻘﻊ ﻪ ﹶﻝﻡ ﻷ ﱠﻨ.ﻥ ﺍﻹِﻤﺎﻡ
ﻥ ﺍﺒ
ﺴ
ﺤ
:ل
ِ ﺜﻑ ﺍﻝﻬﻤﺯ ﹸﺓ ﻓﻲ ﻤ
ﹶﺫ ﹸﻭ ﻻ ﹸﺘﺤ
.ﻥ
ﻴ ﹺﻋﹶﻠﻤ
The hamza is not omitted in the example : ‘Hasan son of the imaam’,
because it does not occur between two names.
ل
ِ ﻀﻴ
ﻡ ﺍﻝ ﱠﺘﻔﹾ ﺍﺴ
Comparative and superlatives
24
.(ل
ُ ﻌ ﻥ )َﺃﻓﹾ
ﹺﻭﺯ ﻑﹲ ﻋﻠﻰ ﺍﻝﻭﺼ ,ﻑ
ﺼﺭ
ﻥ ﺍﻝ
ﻤ ﻨﹸﻭﻉﻤﻤ ﻭ ﻫﻭ
(ل
ُ ﻌ )َﺃﻓﹾaf’alu.
:ﻤﺜﺎل
ﺏ
ﺠ ﹺ
ﻌ ل ﺍﻝ ﱠﺘ
ُ ﻓﻌ
The verb of astonishment/amazement.
.(ل
ُ ﻌ ﻥ )َﺃﻓﹾ
ﹺﻭﺯ ﻫﻭ ﻋﻠﻰ ﺍﻝ
25
It is on the scale of ‘Af’alu.
:ﻤﺜﺎل
!ل َ ﻭ ﻤﺎ َﺃﻁﹾ,ٌﻁﻭﹺﻴل
َ ﺠل ﻫﺫﺍ ﺍﻝﺭ ل ﹶ
ُ ﺠﻫﺫﻫﺫﺍ ﺍﻝﺭ
This man is tall, how tall is this man!
ل ﺒﹺﻪ
ُ ﻭﻤﻔﹾﻌ ﺍﻝ
The Object
Example :ﻤﺜﺎل
object subject verb
26
ﻪ ل ﹺﺒ
ُ ﻭﻤﻔﹾﻌ ﺍﻝ ل
ُﻋ
ﺍﻝﻔﺎ ل
ُ ﻌﺍﻝﻔ
ﻥ
ﺁﺏ ﺍﻝ ﹸﻘﺭ
ﺭَﺃ ﺍﻝﻁﱠﺎِﻝ ﹶﻗ
The student read the Qur'aan
ﻻ
27
.ﺏ
ﻌ ﹺ ﻤﻠﹾ ﺇﻝﻰ ﺍﻝﻫﺏ ﻻ ﹶﺘﺫﹾ ﻌﺏﹺ؟ ﻤﻠﹾ ﺏ ﺇِﻝﻰ ﺍﻝ
ﻫ ﺃ ﻻ ﹶﺘﺫﹾ
Don’t go to the playground. Are you not going to the
playground?
28
:ﻨﺤﻭ
.ل
ُ ﺀ ﺍﻝﺫﻱ ﺘﹶﺄ ﹸﻜ ل ﺍﻝﺸﱠﻲ
ُ ﺃﻱ ﺁ ﹸﻜ.ل
ُ ل ﻤﺎ ﺘﹶﺄ ﹸﻜ
ُ ﺁ ﹸﻜ
ل
ُ ل ﻤﺎ ﺘﹶﺄ ﹸﻜ
ُ ﺁ ﹸﻜ: meaning I am eating the thing which you are
ﻤﺎ
29
ﻴلﻠﻡ ﺍﻝﱠﺘﻌ ﻻ
The laam of motivation/justification
:ﻤﺜﺎل
(ﻉ ﺏ)َﺃﻥ
ﻀﺎ ﹺﺭ ﹺل ﺍﻝﻤ
ِ ﻌﺏ ﺍﻝﻔ
ﹶﻨﺼ
Example
:ﻤﺜﺎل
30
ﻲ؟ﺏ ﻴﺎ ﺃﺨ
ﻫ ﹶﺘﺫﹾﺩ َﺃﻥ ﻥ ﹸﺘﺭﹺﻴ
َﺃﻴ .ﻤ ﱠﻜ ﹶﺔ ﺭ ﺇﻝﻰ ﻓ ﺃُﺴﺎﺩ َﺃﻥ ُﺃﺭﹺﻴ
:ﺔ ﺴ
ﺨﻤ
ل ﺍﻝ ﹶ
ِ ﺏ ﺍﻷﻓﹾﻌﺎ
ﹶﻨﺼ
Making nasb of ‘af’aalul khamsa
٥ ٤ ٣ ٢ ١
.ﻥ
ﻫﺒﹺﻴ ﹶﺘﺫﹾ ﻥ
ﺒﺎ ﹺﻴﺫﹾﻫ ﻥ
ﺒﺎ ﹺﹶﺘﺫﹾﻫ ﻥ
ﻭﻫﺒ ﻴﺫﹾ ﻥ
ﻭﻫﺒ ﹶﺘﺫﹾ
.ﻥ
ﻫﺒﹺﻴ ﹶﺘﺫﹾ ﻥ
ﹶﺘﺫﹾﻫﺒﺎ ﹺ ﹶﺘﺫﹾﻫﺒﻭﻥ :ﻥ
ﺭﻓﹾ ﹺﻊ ﺍﻝﻨﱡﻭ ﻤ ﹸﺔ ﺍﻝ ﻋﻼ
:ﺫﻓﹸﻬﺎﺏ ﺤ
ﹺﻤ ﹸﺔ ﺍﻝﱠﻨﺼ ﻭﻋﻼ
ﺃﻑ ﻻ ﹸﺘﻘﹾﺭ
ﻭ ﺍﻷِﻝ ﹸ
31
And the alif is not read.
ﻑﻻ
ﹶﻓﻠﹶﻭ ﻻ ﻫﺫﻩ ﺍﻷِﻝ ﹸ.ﺹ
ﻗ ﹺ ل ﺍﻝﻨﱠﺎ
ِ ﻔﻌ ﺭ ﻓﻲ ﺍﻝ ﻬ ﻑ ﺃﻨﹼﻬﺎ ﺘﻅ
ﻩ ﺍﻷِﻝ ﹸ ﺫ ﺩ ﹸﺓ ﻫ ﻭ ﻓﺎ ِﺌ
.ﻤﺎ ﹶﻨﻬﺒﻴ ﻕ
ﹶﻯ ﺍﻝ ﹶﻔﺭﹶﺘﺭ
The sign of its raf’ is the noon and the sign of nasb is its ommitence, and the
benefit of this alif is that it manifests in the naaqis verb (a naaqis verb is one
which its root ends with an alif, waw or yaa). So if it were not for this alif
you would not be able to see the difference between them.
ﻥ
ﻜﺎ
.ﺭ ﺏ ﺍﻝﺨﹶﺒ
ﺼ
ﻡ ﻭ ﹶﺘﻨﹾ ﻊ ﺍﻹﺴ ﹶﻓﻥ( ﹶﺘﺭ
)ﻜﺎ
Kaana makes the noun marfoo (nominative case)
and makes the khabar mansoob (accusative case)
:ﻭ ﻨﺤ
32
ﻭﺏﻤﻨﹾﺼ ﺭ ﻜﺎﻥ ﺨﺒ ﻓﹸﻭﻉﻤﺭ ﺍﺴﻡ ﻜﺎﻥ
ﺏ
ﹴل ﹶﻨﺼ
ﺤﱢ
ﻤ ﺭ ﻜﺎﻥ ﻓﻲ ﺨﺒ ﻓﹸﻭﻉﻤﺭ ﺍﺴﻡ ﻜﺎﻥ
.ﺱ
ﺭ ﻴﺩ ﻤﺩ ﻜﺎﻥ ﺤﺎ
Hamid was studying
:ﻨﺤﻭ
.ﻴﻤﹶﺎﺭﺤ ﻏﻔﹸﻭﺭﹰﺍ
ﷲ ﹶ
ُ ﻥﺍ
ﻜﺎ
Allah is oft forgiving , merciful
ل
ُ ﺯﺍﻻ ﻴ
Does not cease
33
ل
ُ ﺯﺍﻻ ﻴ is from the sisters of ﻜﺎﻥ kaana,
and it brings about continuation.
:ﻤﺜﺎل
Example
.ﻙ
ﺘ ﻋ
ﻲ ﹶﻜﺴﺎﻋﺘ
ﺴﺎ :ﻭ ﻨﹶﺤ
My watch is like your watch.
34
This masjid is like a school.
.ﺕ ﻜﹶﻬﺎ
َﺃﻨﹾﻪ ﺃﻭ ﺃﻨﺎ ﹶﻜ:ل
ُ ﻘﺎ ﻴ:ﻭ ﻨﺤ.ﻤﺎﺌِﺭﻑ ﻋﻠﻰ ﺍﻝﻀ
ل ﺍﻝﻜﺎ ﹸ
ُﺨ
ﹸﻭ ﻻ ﹶﺘﺩ
The kaaf does not enter on the pronouns. Like, : it is said:
ﺕ ﹶﻜﻬﺎ
َﺃﻨﹾﻪ ﺃﻭ ﺃﻨﺎ ﹶﻜ. I am like him or you are like her.
:ﻭ ﻨﹶﺤ
.ﻥ
ﺩ ﺏ ﺇﻝﻰ ﹶﻝﻨﹾ
ﻫ ﺃﺫﹾﺃﻨﺎ ﹶﻝﻥ
I will not go to London.
35
ﺩﻨﹾﻴﺎ ﹶﻓﹶﻠﻥ ﺭ ﻓﻲ ﺍﻝ ﺤﺭﹺﻴ
ﺱ ﺍﻝ
ﹶﻝ ﹺﺒﻤﻥ ) :ﻗﺎل ﺍﻝﻨﺒﻲ ﺼﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭ ﺴﻠﻡ
.ﺓ( ﺭﻭﺍﻩ ﺍﻝﺒﺨﺎﺭﻱ ﺭ ﺨ
ﻪ ﻓﻲ ﺍﻵ ﺴ
ﺒ ﻴﻠﹾ
ﻉﻭ
ل ﺍﻝﻤﻀﺎ ﹺﺭ
َ ﻔﻌ ﺯﹺﻤﺎ ﺍﻝﻤﺎ ﹸﺘﺠﻲ ﻓﻲ ﺍﻝﻤﺎﻀﻲ ﻭ ﻫﻥ ﺍﻝ ﱠﻨﻔ
ﻴﺩﺍ ﹺﺎ ﹸﺘﻔﻭ ﹶﻝﻤ ﹶﻝﻡ
ﺔ ﻌ ﺒ ل ﺍﻷﺭ
ِ ﻥ ﻭ ﻓﻲ ﺍﻷﻓﹾﻌﺎ
ﻑ ﺍﻝﻨﱡﻭ ﹺ
ﺫ ﹸﺔ ﺤ ﺴ
ﺨﻤ
ل ﺍﻝ ﹶ
ِ ﹺﻡ ﻓﻲ ﺍﻷﻓﹾﻌﺎﺠﺯ
ﻋﻼﻤ ﹸﺔ ﺍﻝ
.ﺴﻜﹸﻭﻥ
ﺍﻝ
ﹶﻝﻡ and ﺎﹶﻝﻤ bring about negation in the past tense and they make the
present tense verb jussive (take a sukoon) And the sign of the jussive case
(jazm) in the af’aalul khamsa (five verbs) is the emitting of the noon and in
the af’aalul ‘arb’a (four verbs) a sukoon.
:ﻨﺤﻭ
36
ﻭ ﻜﺫﻝﻙ ﻫﺏ ﺃﺫﹾﹶﻝﻡ ,ﻫﺏ ﹶﻨﺫﹾ ﹶﻝﻡ,ﻫﺏ ﻴﺫﹾ ﹶﻝﻡ ,ﻫﺏ ﹶﺘﺫﹾﹶﻝﻡ
.(ﺎﺏ)ﻝﻤ
ﹺ
ﺏ
= ﻤﺎ ﹶﻜ ﹶﺘﻴﻜﹾ ﹸﺘﺏ ﺎﻭ ﻝﻤ ,ﺏ
= ﻤﺎ ﹶﻜ ﹶﺘﻴﻜﹾ ﹸﺘﺏ ﻝﻡ:ﺎﻭ ﻝﻤ ﻥ ﹶﻝﻡ
ﺒﻴ ﻕ
ﻭ ﺍﻝﻔﹶﺭ ﹸ
.(ﻥ )ﻭ ﺴﻭﻑ ﻴﻜﺘﺏ
ﺇﻝﻰ ﺍﻵ
ﺴ ﹸﺔ
ﺨﻤ
ﺀ ﺍﻝ ﹶ ﻤﺎﺍﻷﺴ
The Five Nouns
37
ﻫﻥ ﺤﻡ
ﹶﻓﻡ ﺫﹸﻭ ﺃﺥﹲ ﺃﺏ
ﺀ ﹺﺭ ﻴﺎﻏﻴ
ﻀﺎﻓﹶﺔ ﺇﻝﻰ ﹶﻑ ﺇﺫﺍ ﻜﺎﻨﺕﹾ ﻤ
ﻭﺤﺭ
ﺏ ﺒﹺﺎﻝ
ﺭ ﻭ ﺍﻷﺴﻤﺎﺀ ﺍﻝﺨﻤﺴﺔ ﹸﺘﻌ
.ﻤ ﹶﺘ ﹶﻜﻠﱢﻡ ﺍﻝ
When the asmaa al khamsa are in idaafa, (other than being attached to the
:ﻨﺤﻭ
yaaa of mutakkalam), they decline by the addition of letters.
ﻙ
ﺕ ﺃ ﹺﺒﻴ
ﹸﺒﻴ ﻫﺫﺍ ﻙ
ﻑ ﺃﺒﺎ
ﹺﺭ ﹸﺃﻋ ﻙ
ﺒﻭ ﺃﻨﺎ ﺃ
38
.ﺔ ﻴ ﻠﺕ ﺍﻷﺼ
ﺒﺕﹾ ﺒﹺﺎﻝﻌﻼﻤﺎ ﹺﺭ ﻤﻀﺎﻓﹶﺔ ُﺃﻋ ﹶﺘ ﹸﻜﻥﻭ ﺇﺫﺍ ﹶﻝﻡ
And if it is not in idaafa (possessor and possessed
construction) then it is made to decline with its
original signs.
:ﻨﺤﻭ
ﺏ
ﺕ ﹶﻜﺄ ﹴ
ﺃﻨ ﹶ ﺃﻨﺎ ﺃﺏ
You are like a father I am a father
.ﻑ
ﺼﺭ
ﻥ ﺍﻝ ﹺﻭﺯ ﻀﻰ( ﻋﻠﻰ ﺍﻝﻤﺭ )
ﻤ ﻨﹸﻭﻉﻤﻤ ﻭ ﻫ ﻭ (ﻠﻰﻥ ) ﹶﻓﻌ
39
:ﻨﺤﻭ
ﺭﻯﺃﺴ ﺭﺴﻴ
ﺃ ﺤﻰﺠﺭ
ﺢﺠ ﹺﺭﻴ
ﹶﻗﺘﹾﻠﻰ ٌﻴلﹶﻗﺘ
.ﻑ
ﺼﺭ
ﻥ ﺍﻝ
ﻤ ﻨﹸﻭﻉﻤﻤ ﻭ ﻫ ﻭ ,ﻲ
ﺴ ﻓﺎ ﹺﺭﻋﹶﻠﻡ
(ﺭ )ﺃﺨﹾ ﹶﺘ
40
: ﻭ ﻫﻲ,ﻥ
ﺯﺍ ﹴﻪ ﺜﻼﺜ ﹸﺔ ﺃﻭ ﺭ ﹶﻝ ﻴﻐﻭ ﺍﻝﱠﺘﺼ
And the diminutive has three scales, and they are:
٣ ٢ ١
ف
ٍ ُ
ْ ِ أ
َ
ْ +
َ $ آ ن ف
ٍ ُ
ْ أرْ َ
َ) ِ أ$ آ ن ف
ٍ ُ
ْ ِ أ#َ "# $ آ ن
That which is (formed That which is (formed That which is (formed
from a noun) of five from a noun) of four from a noun) of three
letters letters letters.
:ﻭ ﻨﺤ
ﺢﺘﻴ ﻤ ﹶﻔﻴ ﻤﻔﹾﺘﺎﺡ ﻕﺩﹸﻓ ﹶﻨﻴ ﺩﻕﹲ ﹸﻓﻨﹾ ﺩﻭﹶﻝﻴ ﻭﹶﻝﺩ
A small key A key A small hotel A hotel A small boy A boy
ﺭﻫﻴ ﺯ 41
ﺭﺯﻫ
A small flower A flower
(ﻱ)ﺫ (ﻲ
ﻫ ) ()ﻫﺎ :ﺏ
ﺭﺍﺇﻋ
ﺨﺒﺭ
ﹶ ﺃ ﹶﺘﺩﻤﺒ ﻪﻑ ﹶﺘﻨﹾ ﹺﺒﻴ
ﹸﺤﺭ
42
(ﺀ ﺙ ﹶﺘﺸﺎ
ﹸﺤﻴ
ﻠﺱ)ﺍﺠ
Sit wherever you wish
(ﺙ
ﹸﺤﻴ
) ﻪ ﺭﺍ ﹺﺒل ﻓﻲ ﺇﻋ
ُ ﻘﺎ ﻭ ﻴ,ﺔ ﹶﻠﺠﻤ
ﻑ ﺇﻝﻰ ﺍﻝ
ﻀﺎ ﹸﻭ ﻴ ﻥ
ﻑ ﻤﻜﺎ ﹴ
ﹸﻅﺭ
ﺙ( ﹶ )
ﹸﺤﻴ
ﺀ( ﻓﻲ ﹶﻠ ﹸﺔ )ﺘﹶﺸﺎﺠﻤ
ﻭ ﺍﻝ ,ﻪ ﻓﻴ ٌﻭلﻤﻔﹾﻌ ﺏ
ﹴل ﹶﻨﺼ
ﺤﱢ
ﻤ ﻡ ﻓﻲ ﻀ
ﻲ ﻋﻠﻰ ﺍﻝ
ﻨ ﻤﺒ
.ﻪ ﻀﺎﻑﹲ ﺇﹶﻝﻴﺭ ﻤ ﺠ
ل
ﺤﱢ
ﻤ
ﺙ
ﹸﺤﻴ
is an adverb of place and it is attached to a sentence. And it is said its
maf’oolun feehi and the sentence ﺀ ﺘﹶﺸﺎis in the place of jar, mudaafun ilayhee.
(ﺕ
ﻭ ﹸﺕ ﺃﻤ
ﹸﻜﺩ ﷲ ﹶﻝ ﹶﻘﺩ
ِ ﻭ ﺍ )
By Allah I was about to die!
43
:ﻨﺤﻭ ﻓﻲ ﺍﻝﺘﻨﺯﻴل
(ﻥ
ﺨﹶﻠﻘﹾﻨﺎ ﺍﻹﻨﹾﺴﺎ
ﹶﹶﻝ ﹶﻘﺩ..........ﻥ
ﺘﹸﻭ ﹺﺯﻴ ﻥ ﻭ ﺍﻝ
ﹺﺍﻝﱢﺘﻴ)ﻭ
By the fig and the olive…. Verily, We created man of the best stature
(mould), (At-Tin 95:4)
ﷲ ﻤﺎ
ِ ل )ﻭﺍ
ُ ﺘﻘﻭ.ﺩ ﺒﹺﺎﻝﻼ ﹺﻡ ﻭ ﹶﻗﺩ ﻴ َﺅ ﱠﻜ ﻲ ﻓﻼ
ﻔ ﻤﻨﹾ ﻲ ﺍﻝل ﺍﻝﻤﺎﻀ
ُ ﻌﺎ ﺍﻝﻔﻭ ﺃﻤ
.(ﻪ ﹸﺘﺃﻴﺭ
ﻪ ﹸﺘﺃﻴﷲ ﻤﺎ ﺭ
ِ ﻭﺍ ‘by Allah I did not see him’
(ﻁ
) ﹶﻗ ﱡ
ﻥ
ﻤﻠﹸﻭ ﹶﺘﻌﻴﺴ ﺱ
ﻥ ﺍﻝﻨﺎ
ﻜ ﻭﻝ,ل
ِ ﺒ ﹶﺘﻘﹾﻤﺴ ﺩﹰﺍ( ﺒﺎﻝﻭ )ﺃﺒ ﻲﺹ ﺒﺎﻝﻤﺎﻀ ) ﹶﻗ ﱡ
ﻁ( ﺨﺎ
ل
ِ ﺤﻡ ﻓﻲ ﻤ ﻀ
ﻲ ﻋﻠﻰ ﺍﻝ
ﻨ ﻤﺒ (ﻁ
) ﹶﻗ ﱡ.ﻊ ﺍﻝﻤﺎﻀﻲ ﻭ ﻫﺫﺍ ﺨﹶﻁﺄ ﻤ (ﺩﹰﺍ)ﺃﺒ
.ﻪ ﻓﻴ ٌﻭلﻤﻔﹾﻌ ﺏ
ﹴﹶﻨﺼ
ﻁ
ﹶﻗ ﱡ is specific for the past tense and ﺩﹰﺍ ﺃﺒfor the future. People
use ﺩﹰﺍﺃﺒ with the past tense however this is incorrect. ﻁ
ﹶﻗ ﱡ
44
is fixed on the damma in the place of the nasb case, maf’oolun
feehi.
ﺎﻝﻤ
When
ﻬﺎﻭﺍﺒﻥ ﺠ
ﻴﻜﹸﻭ ﺹ ﺒﺎﻝﻤﺎﻀﻲ
ﻑﹲ ﻭ ﹶﺘﺨﹾ ﹶﺘﻅﺭ
ﻭ ﻫﻲ ﹶ (ﺔﻨﻴ ﺤﻴ
ﺎ ﺍﻝﻫﺫﻩ )ﻝﻤ
.ل
ِ ﻤﺎﻀﻴﹰﺎ ﻜﻤﺎ ﻓﻲ ﺍﻝﻤﺜﺎ
This is called the lammaa of heeniyyah (lamma of time). It is an
adverb (of time) and is specific to the past tense (verb). Its answer
is always in the past tense like what is in the example.
It is not correct that it enters upon the present tense (verb), like the
speech of people ‘Lamma (when) I eat this food I become ill’ and the correct
is: ‘ indamaa (when) I eat this food I become ill.’ 45
:ﻤ ﹸﺜﻨﱠﻰ ﺭ ﺍﻝ ﻤﻴﻀ
The dual pronoun
ﻭ,ﻥ
ﻭ ﻝﻠﻐﺎﺌﺒﺘﹶﻴ ﹺ,ﻥ ﻴ ﹸﺭ ﻭ ﺍﻝﺘﱠﺄﻨ ﻴﻪ ﺍﻝﺘﱠﺫﻜ ﹶﺘﻭﹺﻱ ﻓﻴﻴﺴ (ﻤﺎ)ﻫ
ﻴ ﹺﺙ ﻝﻠﻐﺎ ِﺌﺒ
.ﻥ
ﺒﺘﹶﻴ ﹺ ﻁ
ﺨﺎ ﹶ ﻭ ﻝﻠﻤ,ﻥ
ﻴ ﹺﻁﺒ
ﺨﺎ ﹶﻝﻠﻤ
The dual pronoun includes the masculine and feminine. It is used for
the dual masculine and feminine third person and dual feminine and
masculine second person.
Alif
:ﻭ ﻑ ﹶﻨﺤ
ﺍﻷِﻝ ﹸ
ﻅ
ﻥ ﻓﻴﻪ ﹺﺒﹶﻠﻔﹾ
ل ﺍﻹﺜﹾﻨﺎ ﹺ
َ ﻌ ﻴﺠ ﺩ ﺠﺎﺯ ﺃﻥﻻ ﻭﺍﺤ
ﺇ ﹼﻥ ﻤﻨﻪ
ﺱ ﻓﻲ ﺍﻹﻨﹾﺴﺎ ﹺ
ﻤﺎ ﹶﻝﻴ
) ﹶﻓ ﹶﻘﺩ:ﻪ ﺘﻌﺎﻝﻰ ﻪ ﻗﹶﻭﹸﻝ ﻤﻨﹾ ﻭ ,ﻫﻜﹸﻤﺎ ﻭﻭﺠ ﻼﻤﺎ ُﺅﻜﹸﻤﺎ؟ ﺍﻏﹾﺴ ﻤﺎ ﺃﺴ: ﻨﺤﻭ, ﹺﻊﺠﻤ
ﺍﻝ
.(ﺒﻜﹸﻤﺎ ﺼ ﹶﻐﺕﹾ ﹸﻗﻠﹸﻭ
when addressing two people. Example: ﻤﺎ ُﺅﻜﹸﻤﺎ؟ﻤﺎ ﺃﺴ What are
٢ ١
47
In masculinity and In declension
femininity
٤ ٣
48
ﻜﺘﺒﻪ ﺍﻝﻔﻘﻴﺭ ﺇﻝﻰ ﺍﷲ ﺃﺒﻭ ﺴﻠﻤﺎﻥ ﻁﻠﺤﺔ ﺍﻝﺒﺭﻴﻁﺎﻨﻲ.
ﻭ ﺘﺭﺠﻤﺘﻪ ﺍﻷﺨﺕ ﺃ ﻡ ﻤﺠﺎﻫﺩ
49