Arabic Tutor Volume 1 - 4

Volume One
A Translation of

popularly known as

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

Arabic Tutor – Volume One
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.
Page 2
Title Arabic Tutor - Volume One
Author Moulānā Àbdus Sattār Khān (

)
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 31 785 1519
Fax +27 31 785 1091
email al_inaam@yahoo.com
Page 3

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*%+ ,- ./0 120 3 4/5 !6)- "0
78 9: 2) ;0
Àbdullāh Ibn Àbbās narrates that Rasūlullāh said,

“Love the Arabs for three things:
• because I am an Arab,
• the Qur’ān is in Arabic and
• the language of the people of Jannah is Arabic.”
Page 4
Contents of Each Volume
Volume One: Lesson 1 to Lesson 15
Volume Two: Lesson 16 to Lesson 25
Volume Three: Lesson 26 to Lesson 43
Volume Four: Lesson 44 to Lesson 75
Page 5
Contents
Transliteration........................................................................10
Introduction............................................................................13
Reviews of this Book .............................................................17
Indications ..............................................................................25
Notes........................................................................................25
Request....................................................................................26
Translator's Note ...................................................................26
Terminology ...........................................................................28
Terminology ...........................................................................28
Lesson 1.......................................................................................31
Words and the Types of Words...........................................31
The Types of Nouns ..........................................................32
The Types of Definite Nouns...........................................33
Lesson 2.......................................................................................35
The Particles of (<=) and (>?%).......................................35
Vocabulary List No. 1 .......................................................38
Exercise No. 1.....................................................................40
Test No. 1 ............................................................................42
Lesson 3.......................................................................................44
Compounds ............................................................................44
The Adjectival Phrase .......................................................45
Exercise No. 2.....................................................................49
Page 6
Lesson 4.......................................................................................50
Gender.....................................................................................50
Exercise No. 3.....................................................................53
Lesson 5.......................................................................................55
Singular and Plural ...............................................................55
Exercise No. 4.....................................................................61
Test No. 2 ............................................................................62
Lesson 6.......................................................................................64
Sentences with a Noun -*@A *$+ ....................................64
The Nominative Detached Pronouns .............................71
Exercise No. 5.....................................................................73
Lesson 7.......................................................................................77
The Genitive of Possession...................................................77
Exercise No. 6.....................................................................84
Test No. 3 ............................................................................86
Lesson 8.......................................................................................88
The Scales of Words ..............................................................88
Exercise No. 7.....................................................................93
Lesson 9.......................................................................................94
The Broken Plural..................................................................94
Vocabulary List No. 7 .....................................................101
Exercise No. 8...................................................................103
Page 7
Test No. 4 ..........................................................................106

Lesson 10...................................................................................108
The Cases of Nouns.............................................................108
The Signs of Declension of Different Nouns ...............109
Exercise No. 9...................................................................119
Lesson 11...................................................................................123
The Genitive of Possession.................................................123
Exercise No. 10.................................................................135
Test No. 5 ..........................................................................140
Lesson 12...................................................................................142
Indicative Pronouns ............................................................142
Vocabulary List No. 10 ...................................................147
Exercise No. 11.................................................................148
Test No. 6 ..........................................................................151
Lesson 13...................................................................................152
Interrogative Pronouns.......................................................152
Exercise No. 12.................................................................157
Test No. 7 ..........................................................................164
Lesson 14...................................................................................166
The Verb................................................................................166
Exercise No. 13.................................................................176
Lesson 15...................................................................................181
The Imperfect .......................................................................181
Page 8

Exercise No. 14.................................................................191
An Arabic Letter ..............................................................195
Test No. 8 ..........................................................................196
Page 9
Transliteration
The following method of transliteration of the Arabic letters

has been used in this book:
ā
B t
4 th
C j
D h
E kh
d
F dh
r
G z
( s
H sh
I s
Page 10
J d
K t
L z
N
M á
N
O í
N
P ú
Q gh
R f
S q
T k
. m
n
0 ū
; h
U ī, y
Page 11
Some Arabic phrases used in this book are as follows:
(Sallallāhu ‘alaihi wasallam)

May Allâh send blessings and salutations upon
him - used for Nabî
(Àlaihis salām)
Salutations upon him – used for all prophets
(Radiallāhu ‘anhu)
May Allâh be pleased with him – used for the
Sahâbah
(Jalla Jalāluhū)
The Sublime – used for Allâh
(Àzza wa jall)
Allāh is full of glory and sublimity
(
) (Rahimahullāh)
May Allâh have mercy on him – used for
deceased saints and scholars
Page 12

VW =X ;) ./"0 V0

Y$Z
Introduction
From the multitudes of letters which this humble writer has

received from every corner of India, there still seems to be a
fervent desire in this age to learn Arabic and to understand
the final message of Allāh , namely the Qur’ān.
However, no primary syllabus that conformed to the times

was presented to the seekers of Arabic – such a syllabus
that could increase the enthusiasm of the learners.
The ancient method of teaching Arabic and its syllabus

from the very outset made one lose courage. Even the
modern books have been deficient in creating an urge in the
student.
Experience shows that only a syllabus which has easy rules

coupled with teaching the language can increase the
enthusiasm of the student. The rules must assist the learner
in mastering the language. While learning the language, the
rules are refreshed.
Page 13
In reality, choosing such lessons and providing a sequence

for them is no ordinary task. This is merely the grace of the
Almighty Allāh who made this writer accomplish such
an enormous task.
^_= `=
[\ ]F
“That is the grace of Allāh. He grants it to whoever He

desires.”
All thanks are due to Allāh that this book was found to
be extremely beneficial wherever it was read or taught.
Many seekers of Arabic have written that they had lost
hope after several attempts. If they had not obtained this
book, they would not have learnt Arabic.
This is the fourth edition of this book. Initially, this book

was written in two parts. Now it has been divided into four
parts so that it can serve as a proper syllabus for high
schools from the fourth class till matric.
This is the first part of the book. The lessons have been
decreased when compared to the previous editions.
However, the exercises have been increased to an extent
that they can serve the place of an Arabic reader.
Page 14
This part contains only fifteen lessons. But you will be

surprised to note how much Arabic is taught with such a
few lessons. The method of analysing sentences and
recognition has been so well explained, that one cannot
achieve this by learning several other prevalent Arabic
Grammar books.
The key to each part has also been published. Due to this,
many learners have learnt Arabic on their own.
A student doing self-study can complete this part in about

six weeks. However, due to the presence of several other
subjects in high schools, it will be appropriate to make it a
one year course in the fourth class. In Arabic seminaries
and Dārul Úlūms, where only Arabic is taught, all four
parts of this book can be easily taught in one year.
Nevertheless, this book is such that every text book

committee and those in charge of the syllabi in the
madrasahs should include it in their syllabus in order to
remove the difficulties of the students. They will be
rewarded by Allāh and thanked by the people.
The summary of the opinions of the Ulamā of every

province of India and the reviews of magazines and
newspapers is that this has been the most successful
attempt to simplify Arabic. This book is worth being
Page 15
introduced in government and non-govermental schools so

that the teaching of Arabic can be simplified.
This humble servant is grateful to all those who rendered
beneficial opinions. May Allāh reward them with the
best of rewards.
The following pages contain the valuable opinions of some

scholars. This should serve as a means of encouraging the
seekers of Arabic. Others will not have to waste their time
in looking for the merits of this book.
The servant of the students

(Moulānā) Àbdus Sattār Khān (
)
Bindi Bazaar, Bombay, India
Muharram 1361 A.H.
Page 16
Reviews of this Book

by the Úlamā, professors of Arabic, authentic journals and
the lovers of Arabic
Àllāmah Shabbir Ahmad Úthmānī (

)
This book is worth including in the syllabi of the madāris. It

is perhaps the best book written in this subject. The author
has done a tremendous favour to the seekers of Arabic.
Moulānā Manāzir Ahsan Gilānī (

), teacher at Jāmiah
Uthmāniah, Hyderabad
May Allāh reward you. This is a tremendous task. You have

favoured the Muslims greatly. You have decreased a
burden from my shoulders.
Moulānā Khājah Àbdul Hayy (

), professor at Jāmi’ah
Millīyah, Delhi
I taught the first part to the students as an experiment. I

have found this book to be the easiest from all the books
written on this subject.
Abul A’lā Maududi, editor of Tarjumanul Qur’ān, Lahore
Page 17
This is the most successful effort at explaining the language

of Arabic and its rules.
Moulānā Muhammad Nāzim Nadwī (

), teacher at
Nadwatul Ulamā, Lucknow
Many books have been written in India to learn the Arabic

language in the shortest period possible. However, I have
not seen any book till now that concisely meets the needs of
the time. Moulānā Àbdus Sattār Khān is entitled to the
gratitude and thanks of the Indian students and teachers for
having written a very beneficial, easy and concise textbook
to fulfil this need…
From my personal experience I know that this book is very

valuable in providing benefit. It is worthy of being included
in Arabic madrasahs and English schools so that the
students can learn the language in a short period.
Page 18
Moulānā Àbdul Qadīr Siddīqī (

), teacher at Jāmi’ah
If this book is included in the syllabus, it will be very

suitable. It is better than other books.
Moulānā Àbdul Wāsi’ (

), teacher at Jāmi’ah
I completely agree with the opinion of Moulānā Àbdul

Qadīr Sāhib.
Àllāmah Sheikh Àbdul Qādir (

), professor at
Elphinstone College, Bombay
This is a successful endeavour. If this book is included in

the initial Arabic syllabus, it would be more beneficial than
other books.
Moulānā Ghulām Ahmad (

), head teacher at Madrasah
Àrabīyah, Jāmi’ Musjid Bombay
Page 19
We have included this textbook in the syllabus of our

madrasah. Experience shows that it is very beneficial.
Moulānā Habībur Rahmān Sherwānī (

), Hyderabad
I have studied the book, ‘Àrabī kā Mu’allim’. It seems to be

better than the previous books.
Moulānā Lutfur Rahmān (

), Hyderabad
The success you have achieved in simplifying Arabic has

not been achieved by anyone, not even by the European
Orientalists. This book is not merely ‘dry’ Grammar but is
an excellent textbook of Grammar and an interesting
collection of literature.
Janāb Ghulām Àlī, advocate of the High Court, Bombay
Such an interesting and easy book of Arabic Grammar has

not been seen before. My children study it with great
interest.
Page 20
Moulānā Sayyid Muhammad Yahyāpūr (

), Ilāhabād
There is no doubt that the author will long be remembered

for this book and in the hereafter it will be a means of great
reward for him.
Moulānā Muhammad Sa’īd (

), Sultānpūr
The books of Punjab and U.P. and the book ‘Kalāme Àrabī’ of
Meerut are non-entities in front of your book.
Moulānā Muhammad Siddīq Kīrānwī (

)
This humble servant has several books of this type e.g.

Raudatul Adab, Kalāme Àrabī etc. However, the excellent
manner in which you have presented the summary from
Mīzān till Kāfiyah cannot be found in the above-mentioned
books.
Moulānā Sa’īduddīn Khān (

), Indor
Indeed Arabic has been simplified. Your effort is worth

congratulating.
Page 21
Zamīndār, a newspaper of Lahore
Without exaggeration, we can say that the learned author

has achieved extraordinary success. In our opinion this
book is worth including in the syllabi of all government and
non-government schools where Arabic is taught. We
specifically request the Punjab Text Book Committee to
grant the students the opportunity to benefit from it.
Al-Jam’īat, a newspaper of Delhi
“Arabī Kā Mu’allim” in reality conveys the meaning of its

name – that is, it is an Arabic tutor. My desire is that the
principals of Arabic institutes include it in their syllabi.
The Journal “Adabī Dunyā” of Delhī
Many books have been written till now in the modern trend
in order to simplify Arabic. I have seen practically all of
them. However, the manner in which Moulanā Àbdus
Sattār Khān has simplified a complex language such as
Arabic cannot be found anywhere.
Page 22
The newspaper “Zamzam” of Lahore
The manner of teaching and understanding adopted in this

book does not create any burden on the mind. Every fact is
thoroughly learnt like a known fact. In our opinion there is
no better series to promote Arabic.
The Journal “Balāgh” of Amritsar
Moulanā Àbdus Sattār Khān is entitled to congratulations

for having converted this stone (Arabic Grammar) into
water. He has explained all the rules from Mīzān till Kāfiyah
in an easy-to-understand manner.
Ilāhī Bakhsh, Malaya
I have ordered many books of Arabic Grammar and

Morphology written in Urdu and English and have spent
much money on them. But by Allāh, these books have no
value in front of your book. I do not have sufficient
powerful words to describe the assistance I have received
from your book in learning Arabic. Even now, if a Muslim
finds Arabic to be difficult, he is unfortunate and lacks
courage.
Page 23
Janāb Muhammad Hanīf, Upper Primary School,

Hazārībāgh
I had a desire to study Arabic for a long time. I used many

books but it was futile. When I studied your book, I
mastered Arabic in a very short while. The surprising thing
was that I received no assistance from any teacher. Your
book in reality is a mirror of the Arabic language.
Muhammad Sharafud-dīn, Hyderabad
I thought that Arabic was so difficult that I could not even

imagine learning it. However, as soon as I saw your book,
my courage increased and I began studying it. I completed
the first part in a few days. Now send me the second part. I
do not think there is any book easier than this one.
Dr. Muhammad Àbdul Quddūs, Madras
I read the first part of your book. It helped me

tremendously to the extent that now I am able to write a
few sentences in Arabic. Undoubtedly your book will create
a great revolution.
Page 24
This amount of recommendation is sufficient for the one

who understands; otherwise so many reviews were
received that a separate book could be compiled for this
purpose.
Indications
1) The inverted comma (a) is used to indicate the plural of a

noun.
2) In order to refer to a particular lesson, the lesson number
and fact number will be mentioned in brackets thus: (5-2)
meaning lesson number 5, fact no. 2.
3) The ( ) of the verb is mentioned in brackets after it.
Notes
1) Do not start a new lesson until you have mastered the

previous one.
2) Translate each exercise with particular care.
3) Sometimes you may not understand a point. Remain
steadfast and seek the assistance of someone. Perhaps later
on you will understand the point yourself.
Page 25
Request
A request is made to the teachers to study the book

thoroughly before teaching it. During your teaching stint,
you will be able to refer your students to previous lessons
easily. There is no need to memorize the rules parrot-
fashion. As you continuously repeat the examples, the rules
will become ingrained in your mind. You will also learn the
Arabic terms at the same time. It is appropriate to teach the
book twice. First teach it superfluously and then in detail
the second time.
Translator's Note
Translating is indeed a difficult task and I therefore do not

claim to have fulfilled the right of translating this book. I
ask the reader to overlook all shortcomings. Those
attempting to translate any work of this calibre, will realize
the great hurdles one has to overcome, especially where
there are many technical terms involved.
I have made an attempt to clarify the text as much as

possible and simplify the rules so that the beginner can
grasp them quickly. Where there was a need, I have added
explanatory footnotes.
Page 26
The original Urdu text of the book contains many errors,

especially in the Qur'ānic verses. I have corrected these in
the English version. In many cases, I have used tables to
enlist sentences or examples. This was done for the sake of
greater clarity although the original text does not have such
tables. Many new Arabic words used in the exercises have
not been mentioned in the vocabulary. I have enlisted these
as well. Many singular words did not have their plurals
listed. I have included these also for the benefit of the
students.
I have used the arrow sign ( ) to indicate the direction of

the text. In some cases, the text has to be read from left to
right as in English, while in other instances, it has to be read
from right to left as in Arabic.
I have provided the English equivalents of the Arabic

grammatical terminology for the sake of information. The
student need not learn the English terms. If one learns the
Arabic terms and understands them well, it is sufficient.
May Allāh accept this humble effort from me and make it
a means for my salvation, Āmīn.
Page 27
Terminology
Terms Meanings
*b M M the diacritical points namely fathah
(cd), kasrah (Od) and dammah (ed).
Th g
M fMP a letter with a harakah
!j ?i "P the diacritical point (kd) also known

as jazm
*g
M fj\b fathah (cd)
lM
j b kasrah (Od)
*$m '
M dammah (ed)
j=!O %jM two fathahs (nd), two kasrahs (d

o ) or
two dammas (d
p )
j=!O %jM !j qP the sound of the nūn created when
reading the tanwīn
D!j fPVr M a letter having a fathah, eg. (
M )
!j
P ?r M a letter having a kasrah, eg. (B
O )
.!j $P [
j M a letter having a dammah, eg. (4
i )
O "M a letter having a sukūn, eg. (C
j)
Page 28
Ym _
M P a letter having a tashdīd (sd)
<j=O j M to make a noun definite
j?O %jM to make a noun indefinite
.P Ab the ( ) attached to a noun
<j=O j fm
R
t m M P the noun having ( )
./
u O
YO 0M singular
*M%O5rM dual
w$j vM plural
wj$vM "j O a collective plural, e.g. (.t !j #b) - nation
jO Xr M masculine – also known as (xX)
zjqOyr M feminine – also known as (zq`)
R0j P P the letters of the alphabet
j {
h M dM
Rj0P P (), (0) and (U)
*uO r
Page 29
R
P 0j P g
P rb the letters besides the (* R0)
*i g
M jg
O|m
l}M $j ,M One hamzah is that of the ( R0
{d). Another hamzah is an alif
that is mutaharrik (i~O~b) or an alif
having jazm like the alif of (( t -rM )

li }M $j ,M The initial hamzah of a word which
is not pronounced when joined to the
O j !M r preceding word, e.g. (
O Mf?O r S
P M 0M )
Page 30

Lesson 1
Words and the Types of Words
1. A word having a meaning is called (* $

M Ob ). It is of three
types: (
t "j O) – noun, ( j \O) - verb and (R
t j M ) - particle.
An (") is independent of other words in indicating its
meaning. It also does not have any tense, e.g. (

vP M ) – man,
(Y
t O M) – specific name, (
t j '
M ) – to hit, (9
t hb ) – good, (!M ,P ) –
he, (Mq-b) – I.
A (\) is a word that indicates some action together with
one of the three tenses, e.g. (

M M '
M ) – he hit, (9
M ,M Fb ) – he went,
(9
P ,M Xr M=) – he is going or he will go.
A (R) is a word whose meaning cannot be understood
without an (") or (\), e.g. (

j O ) – from, (bM ) – on, (j \O) –
in, (bO) – till, (Y
O{O
j $M r bO i vP m 9
M ,M Fb ) – The man went to the
Page 31
musjid.
The Types of Nouns
2. Nouns are of two types:

(1) (*\) – definite and
(2) (l?q) – indefinite.
An indefinite noun is a word which refers to a general

thing. The word (
vP M ) – a man, does not refer to any
specific person. It can refer to any person. The word (9
t hb )
does not refer to any particular good thing. Every good
thing can be called (9
t hb ).
A definite noun refers to a specific thing. Zaid (Y=G) is the
name of a particular person. Makkah (*?) is the name of a
specific city. (
i vP m ) – the man - refers to a specific person.
Page 32
The Types of Definite Nouns
Definite Nouns are of seven categories:
1. (bM r P "j O) – proper nouns, e.g. (Y=G), (Yt O M).
2. (j $O[ m P "j O) - pronouns, e.g. (!M ,P ) – he, (
M qjb) – you, (Mqb) - I.
3. (lO M M:AO r P "j O) - the demonstrative pronoun, e.g. (bX,) –
this, (T M Fb ) – that.
4. (i !j P !j $M r P "j AO b) - the relative pronoun, e.g. ( j XO ub) – who,
(j fOub) – who (feminine).
5. (M M%$ P rb ) – vocative case, e.g. (i vP M M=) – O man, (YP b0M M=)
– O boy.
6. (.O /
u O R
P m M $P rb) - the noun having (r b), e.g. (( P M Vb r) the
horse, ( i vP m b) – the man.
7. (*o \b O j M bO R
P M[$P rb) – a noun which is related to any of
the above-mentioned definite nouns, e.g. (Y o j=GM
P MfO ) –
Zaid’s book, (bX, P MfO ) – this person’s book, ( P MfO
O vP m ) – the book of the man.
Page 33
Note: In these examples, the word (

P MfO ) has become
definite.
Besides the above-mentioned definite nouns, all other

nouns are indefinite. They are also of several types, two of
the main categories being:
(1) (B
O uX P "j O) – a word that denotes the being of
something, living or non-living, e.g. (

MqjO) – man, ((
t M \b) –
horse, (t {
M M ) – stone.
(2) (*O Vb |
h P "j O) - a word that indicates the quality of
something, e.g. (
tM M ) – beautiful, (t j)O#b) – ugly.
Page 34
Lesson 2
The Particles of () and ()
1. The tanwīn1 is generally attached to a word that is

indefinite. In this case, it is regarded as a particle that
renders a noun indefinite (>?% R).2 It is translated as ‘a’
or ‘an’ in English, e.g. (
vP M ) – a man, (D
t uVP) – an apple, (^p M)
– water. There is no need to translate it everywhere as in the
example of (^p M) – water.
Note 1: Sometimes a proper noun also has tanwīn, e.g.

(Y
t $m g
M P ), (0t$j M ), (Yt j=GM ). In such a case, the tanwīn is not
regarded as a (>?% R).
2. The definite article of Arabic is (r b).3 It is also called ( .A

<=f). When (r b) is prefixed to any indefinite word, it
becomes definite. Now the word is termed as (./ R6) –
1 See Terminology on page 22.

2 This is similar to the letter ‘a’ in English.
3 It is similar to the word ‘the’ in English.
Page 35
a word made definite by (r b). Consequently, ((

t M \b) – a horse,
is indefinite while ((
P M Vb rb) – the horse, is definite.
3. When (r b) is prefixed to a word having tanwīn, the

tanwīn falls off. Note the above example.
4. When any word precedes a word having (r b), the first

word is joined to the lām of the second word and
pronounced (by joining). The hamzah of the (r b) is known
as hamzatul wasl.4 It is not pronounced, e.g. (

O j)Mr
P M) – the
door of the house. To read (
O j)Mrb
P M) here is incorrect.
Note 2: If there is a sākin letter before the (r b), the sākin

letter is normally read with a kasrah. However the word
(
j O ) is read with a fathah. Therefore, (
O j)Mrb j M ) is read as ( O M
O j)Mr) and (
O j)Mrb j O ) is read as (
O j)Mr M O ).
5. When a word having tanwīn precedes the definite article,

the nūn of the tanwīn5 is rendered a kasrah and joined to
4 See under terminology.

5 See under terminology.
Page 36
the lām. If after the word (

r YP j=GM = Yt j=GM ), the word (
P OMrb)
appears, it will be read as (
P OMr O YP j=GM ).
Note 3: The alif of (

t jO), (* %MjO) and (t "j O) is also hamzatul wasl.
It is not pronounced when joined to the preceding word.
Examples: (
t jO !M ,P ) is read as (t j !M ,P ) – He is a son;
(
t "j O bX,) is read as (t "j bX,) – This is a name;
(
t jO Yt j=GM ) is read as (t j O YP j=GM ) – Zaid is a son;
(
t "j O Yt O M) is read as (t "j O YP O M) – Hāmid is a name.
When (r b) is prefixed to (

t jO) and (t "j O), the lām of the (r b) is
rendered a kasrah and joined to the ( ) and ((). Therefore
(
P jOrb) is read as (P )jOb = P jOb) and (P "j Orb) is read as ( = P "j Ob
P
j Ob). This rule is overlooked in general conversation.
6. When (r b) is prefixed to a word having one of the letters
of (*$_ R0Z), the lām of the (r b) is assimilated into the
harf shamsī, that is, at the time of pronunciation, instead of
reading the lām, the harf shamsī is pronounced. No jazm is
Page 37
written on the lām in such a case but a tashdīd is written on

the harf shamsī, e.g. (
P $j _
m b) – the sun, (i vP m b) – the man,
etc.
The (*$_

R0Z) are:
LKJIH(GF4B
Besides these letters, the other letters are called ( R0Z

*=$2), e.g. (P $M 2b rb) – the moon, (i $M {
M rb) – camel.
Vocabulary List No. 1
Note 4: After prefixing the definite article to these words,

pronounce them.
Word Meaning
MqjO man

t jM house
t $j M dates
t $M b fruit
,O Mv ignorant
Page 38
t OM learned
t
M M good, beautiful
}t )jP bread
(
t j M lesson
9
t qjFb sin
!j "P M messenger
l bGM zakāh
j "M easy
j:M thing
lb
M prayer
^p !j '
M light
9
t hb good, clean
t Ob oppressor
O M just
t !j Vi b one who forgives
t "O b\ transgressor
t j)O#b ugly
Page 39
t j=b noble, generous
t )Mb milk
^p M water
t MqM day
Yt b0M boy
,O cat
.t !j M= day
0M and
0j -b or
Exercise No. 1
Note 5: When speaking, pause on the last letter, that is, do

not read any harakah on the final letter. Read the word
(
P j)Mr) as (
j j)Mr) and (li b}m b) as (;j b}m b). If you are reading one
word, pause on its last letter and if you are reading several
words, pause on the last word, e.g. (
j )Mb 0M }t )jP ).
(A) Read these words and translate them:
Page 40
0j -b t OM (5) t )Mb 0M }t )jP (4) li b}m 0M li b| m b (3) P $M 5ub (2) P j)Mr (1)
(9) P )Mu 0M P $M fm (8) }P )j
P rM0 ê M$rb (7) P j)O2b r 0O b P
Mg
M rb (6) t "O b\
i O Mrb (12) t MfO 0M ( t j M (11) ( P M Vb r 0M i MqjOrb (10) t OM 0M ,O Mv
(
t M \b0M $M vM (13) P Ou 0O -b
(B) Translate the following words or phrases into Arabic.

Use the definite article (r b) wherever the words are definite.
(1) a horse (2) a man (3) a man and a horse (4) bread and
water (5) a man and a fruit and a house (6) the salāh and the
learned man (7) the pious one and the transgressor (8) the
man or the horse (9) the milk and the bread (10) a man and
a horse (11) the ugly one and the beautiful one (12) a cat
and a boy (13) the moon and the sun (14) the camel or the
horse.
Page 41
Test No. 1
1. What is the definition of (*$)?

2. How many types of words are there? Define each one
with examples.
3. What is the major difference between a noun and a verb?
4. How many tenses are there?
5. From the following words, state whether the words are
("), (\) or (R).
wt $j "M a bO a (
P M Vb r a Yt bM a 9
P ,M Xr M= a
M M '
M a j O a !M ,P
6. Define what is (*\) and (l?q) with examples.
7. How many types of (*\ ") are there?

8. Say whether the following words are definite or
indefinite.
bX, a t j)O#b a t
M M a (
P M Vb rb a P g
j qM a 9
P hWu b a vP M a Yt bM a *i ?u M a Yt j=GM
9. In the above-mentioned words, what type of (*\) and
(l?q) are they?
10. What is the hamzah of (r b) called?
11. Join the word (!M , P ) to the words (YP b!M rb), (t "j O) and (t jO) and
read them.
Page 42
12. When (r b) is added to the words (

t "j O) and (t jO), how are
they read?
13. What is (=!%f !q)?
14. How is a word having tanwīn joined to a word having
(r b)?
15. What are the (*$_ R0Z) and the (*=$2 R0Z)?
Page 43
Lesson 3
Compounds
1. A combination of two or more words is called (9uM P ).
The relationship between them is called (9j

O j M).
2. Compounds are of two types: (
t #OqM) incomplete and (. M)
complete.
(a) An incomplete compound (#q 9) is a combination
of words from which no information, order or desire is
understood. It is an incomplete statement, e.g. (
t
M M vP M ) –
a good man; (
o vP M
P MfO ) a man’s book.
(b) A complete compound (. 9) is a combination of
words from which some information, command or wish is
understood, e.g. (
t
M M i vP m b) - The man is good. This
statement provides us with the information that the man is
good.
(
M Mf?O r XO P ) – Take the book. The order of taking the book is
understood from this sentence.
(
j %O#r GP j
h M ) – O my Sustainer, grant me sustenance. A
request is understood from this statement.
Page 44
A complete sentence is also called (* b$

j vP ) or (.t /
b b ).
3. Incomplete compounds are of several kinds, e.g. ( 9

VO j
O !j M), ( \O'
M O 9), (U
O YM M 9), etc. Here we will
discuss (V! 9). The other types will be discussed
later on, as will complete sentences.
The Adjectival Phrase

(V! 9)
4. A (V! 9) is a compound in which the second
word describes the first word, e.g. (

t OM vP M ) – a pious
man. The word (
t OM) describes the word ( vP M ) with the
quality of piety.
5. The first part of a (V! 9) is (BX "),6 while the

second part is (*V| "). In the above example, the word
(
vP M ) is (BX ") while the word (t OM) is (*V| ").
6 See Lesson 1, fact no.4
Page 45
6. The first part of (V! 9) is called (R t !j

P !j M )7 while
the second part is called the (* Vb
O )8. In the above example,
the word ( vP M ) is a (R!!) while the word (t OM) is a
(*V).
7. If the (R!!) is indefinite (l?q), the (*V) will also be
(l?q), otherwise it will be (*\). In the compound ( vP M

t OM), both parts are (l?q) - indefinite. In the phrase ( i vP m
P Om|), both parts are (*\) - definite.
8. The same declension (

t M j O)9 that applies to the (R!!)
will apply to the (*V).
9. A (V! 9) and all other incomplete compounds

form part of a sentence.
7 a word that is being described.

8 adjective.
9 This will be discussed in detail in Lesson 10.
Page 46
Word Meaning
Mf
j P garden
t g
j M sea
t jW O melon
t j)Ob big, large
t j$O M deep
j=O M bad
D
t uVP apple
mP pomegranate
N
t O M: street
t |
j #b palace
g
M M place
Yt {
O
j M mosque
]
t OM king
t )jvP cheese
t b#b pen
Page 47
t j 0M rose
Yt hvM good
!t r P sweet

t j=O M broad
Yt j_
O M strong
<
t jO qM clean
wt j"O 0M wide
t jO M great
t jOM 0- t OM salty
t jO
M small
P $M j - red
The above list contains many (BX

") and (*V| "). By
combining them, you can form many compounds of ( 9
V!) – adjectival phrases.
Page 48
Exercise No. 2
(A) Translate the following phrases into English:
P jO |
m P j)Mrb (4) t jO M t | j #b (3) P j=O ?b r i !j "P m (2) P jO M r
e b (1)
(9) t OM ] t OM (8) !P r g P r P $j fmb (7) !t r P t $j M (6) <
t jO qM Mf
j P (5)
O YP $m gM P (12) 9 P hWu i vP m b (11) 9 t hb j:M (10) P OM$r P g j )Mrb
(16) t j)O#b vP M (15) t jO M 9 t qjFb (14) t !j Vi b M (13) i !j "P m
]
P O$M r 0M P Om| i vP m (18) !t r P t $j M 0M Yt hvM }t )jP (17) i j=O m P )j{ P rb
P $M j ybr P j !M rb (21) !P r g P r P jW )Orb (20) P $M j - Dt uVP (19) P j=O ?b r
(B) Translate these phrases into Arabic:
(1) the strong place (2) the small house (3) a beautiful flower
(4) the ugly man (5) the broad street (6) a pious man (7) the
sweet milk (8) the just king (9) the great palace (10) the easy
lesson (11) a beautiful horse (12) a sweet fruit (13) the small
place (14) the good horse (15) the wide house (16) the good
bread or the good milk (17) a pious boy and a transgressing
boy (18) the large musjid and the small garden.
Page 49
Lesson 4
Gender
1. Arabic words are of two types with regards to gender: (1)

(t
u Xb P ) – masculine and
(2) (z
qm`M P ) – feminine, e.g. (t jO) – son is masculine and (* %MjO) –
daughter is feminine.
l
2. When a tā ta’nīth10 ( ) is appended to the end of a
masculine noun, it becomes feminine, e.g. (

t jO) changes to
(* %Mj O). Similarly (
t
M M ) changes to (* %M
M M ) and (]
t OM - king)
changes to (* ?
b OM - queen) etc. This rule applies more to
adjectives (*V| ") and sometimes to (BX ").
3. In some words, the alif maqsūrah (U) or the alif
mamdūdah (^ cd) is a sign of the word being feminine, e.g.

(%
j P ) – a beautiful lady; (ê M,j GM ) – radiant.
10 The round tā which is a sign of feminine words.
Page 50
4. Some nouns are feminine without any sign of being

feminine. They are known as (
O $M "O z
qm`M P ) – as heard from
the Arabs. The details are as follows:
(a) any word referring to a woman, e.g. (. -i) – mother;
((
t 0j P M ) – bride; (Yt %j,O ) – a woman’s name, or India.
(b) the names of countries, e.g. (P |
j O ) – Egypt, (.P m_b) –
Syria, (.P 0j b) – The Roman Empire.
(c) parts of the body in pairs, e.g. (Y

t M=) – hand, ( vj O ) –
foot, (
Fi -i) – ear, (t jM ) – eye.
(d) Besides the above-mentioned nouns, there are other
nouns which are used as feminine by the Arabs.
Some of them are:
J
t j -b earth

t j M war
t $j M wine
t M house
t j=O wind
Page 51
S
t !j "P market

t $j :M sun
t Mq fire

t Vr qM soul
Although some words have a (l) at the end, they are

masculine in usage because they refer to males, e.g.
(*i \bM
b ) – name of a poet, (* Vb jOM ) – the leader of the
Muslims, (* M /
u M ) – a very learned scholar.11
6. Just as an adjective corresponds to its noun in being

definite or indefinite, so does it correspond in gender.
Word Meaning
l YM r M city
P j?O g
M rb wise
Yt j=YO :M severe
11 This word is used for females as well.
Page 52
S
t O M truthful
wt Ob rising
j=!O b tall, long

t O b setting
* [
M j=O \b obligatory
*i $M O b\ name of a woman
i 1j2i rb the Qur’ān
t j|
O #b short
9
t r #b heart
O$M Wr P peaceful
l YM #b`j P ignited
t j qM river
Exercise No. 3
(A) Translate these phrases into English
lYM j=YO :M t j=O (4) P j?O g

M rb i 1j2i rb (3) * bj=!O b * bjb (2) *i %mO$M Wr $P r
P Vr %mb (1)
Page 53
t Mq (8) * $M jO M t M (7) t !j Vi b M 0M * )Mhb l YM r M (6) i O Mr *i Vb jO M rb (5)
(12) *i %M Mg M r (
P 0j P M rb (11) *i #bO m| O YP %j,O (10) * g M OM * %MjO (9) l YM #b!j P
*i $M O b\ (14) *i [ M j=O Vb r li b|
m b (13) 9 P OMr P $M 2b r 0M *i M OuW P $j _m b
P O m_ *i \bM b (17) * bj=!O b t j M (16) % jg P r *i %MjOrb (15) ê M ,j }m
*i M uM r O YP j:O M (18)
(B) Translate these phrases into Arabic:
(1) a beautiful girl (2) the pious caliph (3) the wise man (4)
the obligatory zakāh (5) an obligatory salāh (6) a short night
(7) the big day (8) the good thing (9) the ugly bride (10) the
setting sun and the rising moon (11) the severe wind (12)
the long river (13) the long war (14) the short hand (15) the
peaceful heart (16) Muhammad, the pious (17) the very
learned Fātimah.
Page 54
Lesson 5
Singular and Plural
1. In Arabic, words are of three categories with regards to

number:
singular (t M Vr P 0j -b Yt O 0M ), indicating one, e.g. (
vP M ) – one
man.
dual (* M%O5r M), indicating two, e.g. (
O/
b vP M ) – two men.
plural (w
t $j vM ), indicating more than two, e.g. ( MvO ) – more
than two men.
2. The dual12 is formed by adding (

O cd) to (w\ *) - the
nominative case13 or (
O j= cd) to (+0 9|% *) - the
accusative or genitive cases14.
Examples:
(]
t OM ) – one king, (O b?OM ) or (O j?b OM ) – two kings
12 Although the author has referred the student to a future lesson, at this
point, it will be sufficient for him to remember that there are two forms of the
dual: one is with alif and nūn and the second with yā and nūn. Lesson 10 will
explain where to use which one.
13 w\ * – This will be discussed in Lesson 10.2.
14 +0 9|% * – This will be discussed in Lesson 10.2.
Page 55
(* ?
b OM ) – one queen, (O Mf?b OM ) or (O jfM?b OM ) – two queens.
Note 1: In the prevalent books of Arabic Grammar and

Morphology, the terms (
O c_) and (
O j= c_) are not written.
Instead, these terms are expressed in detail as ( M b)j#b M <
t O-b
lM !j
P ?r M !j qP0M * M !j fPVr M ) and (lM !j
P ?r M !j qP0M * M !j fPVr M M b)j#b M ^p M=). We
have chosen the former method for the sake of brevity.
Note 2: To pronounce (
O c_) and (O j= c_), one can read the
fathah with the sound of an alif and say ( O 1) and (O j=b). Such
signs will come frequently later on. Pronounce them in this
manner wherever one comes across them.
3. Plurals are of two types:

(a) (
P Om wP $j {
M rb) – the sound plural
(b) (P
m ?b $P r wP $j {
M rb) – the broken plural
The sound plural is one in which the singular form of the

word remains intact (sound) with some addition at the end.
It is of two types:
(i) Masculine (t

u Xb P ) – in which (b !j d
e ) in (w\ *) - the
Page 56
nominative case15 or (
M jd
O ) in the accusative and genitive
cases are appended, e.g. (
t O
j P ) – one Muslim, (b !j $P O
j P ) or
(
M j$O O
j P ) – many Muslims.
(ii) Feminine (z
qm`M P ) – in which (B
t cd) in the nominative
case or (B
o cd) in the accusative and genitive cases are
appended, e.g. (* $

M O
j P ) – one (female) Muslim, (B
t M$O
j P ) or
(B
o M$O
j P ) – many (female) Muslims.
The broken plural is one in which the form of the singular

word is broken, that is, changed. It has no fixed rule for
making it. Sometimes alphabets are added or deleted and
sometimes there is merely a change in the harakāt16.
Examples:
(t j qM) (t P qj -b), (
vP M ) ( MvO ), (t j=GO 0M ) (ê MGM 0P ), (
t MfO ) (9
t fPi ),
(9
t _
M M ) (9
t _
P P ). The broken plural will be discussed in
detail in Lesson 12.
Note 3: The (
P Om wP $j {
M rb) - sound plural of some feminine
15 This will be discussed in Lesson 10.2.

16 Fathah, dammah, kasrah, etc.
Page 57
words is like the masculine plurals, e.g. the plural of (* %M"
M )–
year, is (
b !j %P"O ) or (M j%O"O ) and sometimes (B
t M!%M"M ).
Note 4: The (!q) that appears at the end of the (* M%O5r M) - dual
form and the (

P Om P u Xb $P r wP $j {
M rb) - sound masculine plural is
called (* mOM
j O !j qP)17. See Lesson 10.
4. Some nouns are singular in form but refer to a whole

group. There is no singular for them as well because they
are not plurals in reality. Such nouns are called (w
O $j {
M r P "j O).
Examples:
(.t !j #b) – a nation, (
,j M ) – a group.
These words are generally used like plurals in sentences,
e.g. (
b !j g
P OM .t !j #b) – a pious nation.
5. You have learnt in lessons 3 and 4 that the adjective

corresponds with its noun in ( ), being definite or
indefinite and in gender. Now remember that the adjective
has to correspond with its noun in number as well.
17 Since the word ( !j qP) is feminine in Arabic, the adjective also has to be
feminine, namely (* mOM j O).
Page 58
However, when the noun being described is (

o #OM O jb wP $j vM ) –
the plural of an unintelligent being18, whether masculine or
feminine, the adjective is generally singular feminine ( Y0
zq`), although it is sometimes plural. One can say ( .t m=-b
l j0YP j M ) as well as (B
t M0j YP j M .t m=-b).
Word Meaning
j Orb future
* M=1 sign, verse of the Qur’ān
* %MhM clear, manifest
U
j O M{rb current (present)
j '
O M$rb past
lM M quarter, section of a city
.t O M servant
Gt m)M baker
18Intelligent beings are humans, angels and jinn. All other creations fall in the
category of unintelligent beings (o #OM P jb ).
Page 59
K
mM tailor, seamstress
M)j M tired, exhausted
/
b j GM displeased
t j :M month
/
bj b lazy
9
t O Ab playing
wt O Ab shining
K
!j
P )jM cheerful
Yt O fM{
j P diligent
Yt %m
M P supported
!j P _
j M busy, preoccupied
t Or P dark
t M P teacher
t j%OP bright
t m{qM carpenter
Page 60
Exercise No. 4
(A) Translate these phrases into English
b !j g
P Om| b !j $P M $P rb (3) O Mfg M Om| O Mf$M M $P rb (2) P Om| P M $P rb (1)

P $j _ m (7) t j%OP t $M #b (6) *i $M Or $P r *i bjub (5) B t MYO fM{
j P B t M$M P (4)
U
j O M{r P j _ m (10) *i M' O M$r *i %Mm (9) O MfM O / x O M%jM b (8) li M j%O$P r
(14) * qM/ b j b * b mM (13) * Vb jO qM B t MM (12) *i M=O M{r P P qjybrb (11)
(17) O Mq/ b j GM O / b vP M (16) O MfqMM)j M O Mf%MjO (15) O Mf)MO / u O Mf%MjOrb
0M b !j qP/b j ?b r b 0j P m{%mb (19) li M jO | m B P MqM!MgM r (18) *i MOr b !j %P h
Ki !j P )j$M r 19O 0P$j M (21) i / b j }m O YP j=GM (20) b 0j YP O fM{ j $P r b !j P O Mr
l YM %m
M P 9
t _ P P (23) B t M%hM Bt M=1 (22)
(B) Translate these phrases into Arabic
(1) a shining eye (2) the two diligent men (3) the
preoccupied baker (4) the two tired carpenters (5) the bright
day (6) the beautiful seamstresses (7) the tired servants (8)
the lazy tailor (9) the flowing rivers (10) the large animals
(11) the current year (12) the past month (13) the past years
19 This is the name Àmr. The (0) differentiates it from (P $j P ).
Page 61
(14) the cheerful servant
Test No. 2
(1) What is a (9x)?

(2) How many types of compounds are there? Define each
one and provide examples.
(3) What is (V! 9x)? What is each part of it called?
(4) In which aspects does the adjective have to correspond
with the noun? What are the exceptions? Explain with
examples.
(5) What are the signs of feminine words?
(6) Which words are regarded as feminine without any
signs?
(7) In spite of having the signs of being feminine, which
words are masculine?
(8) What is the rule for making the dual and sound
masculine plural forms?
(9) What is (?¢ w$+) and what is the rule for forming it?
(10) What are the broken plurals of (t j qM), (
vP M ) and (9
t _
M M )?
(11) What is the plural of (* %M"
M )?
(12) What is the difference between (w£) and (w£ ")?
Page 62
(13) Form as many (V! 9x) as possible from the

following nouns and adjectives:
20 21 22

M M t )Mb 9
t %MO
t $j :M t $M #b
b !j %P"O MvO O Mf%jO J
t j -b
t j M
wt \OMq t OM !t r P .t m=-b 9
t fPi
23
* M=O Mv * M'
O M t 0m YM P t j%OP
20 honey
21 milk
22 grapes
23 round
Page 63
Lesson 6
Sentences with a Noun -

‫ا ا‬
1. You have read that a complete statement is called a

sentence (*£). See 3.2. Remember that sentences are of two
types: (*@ *£) and (*\ *£).
A (*@ *£) is one in which the first part is a noun ("), e.g.
(
t M M Yt j=GM ) – Zaid is handsome.
A (*\ *£) is one in which the first part is a verb (\), e.g.
(Y
t j=GM M
P M ) – Zaid became handsome.
Hereunder follow some rules of (*@ *£) while the ( *£

*\) will be discussed in Lesson 14.
The first part of a (*@ *£) is generally definite (*\) while

the second part is indefinite (l?q). In the above example,
the word (Y
t j=GM ) is definite while (t
M M ) is indefinite.
Page 64
Note 1: The difference between (*@ *£) and ( 9x

V!) is that in the latter, both the parts are the same in
being definite or indefinite while in the former, the first part
is definite and the second part is indefinite. Consequently,
in the above-mentioned example, if an indefinite noun takes
the place of the word (Y
t j=GM ) and you say (t
M M vP M ), or you
render the second word ( t
M M ) definite by adding (r b) to it,
and say (PMg
M r O YP j=GM ), both these will become adjectival
phrases (V! 9x).
However, when the second part of a (*@ *£) is not a word

that can become an adjective of a noun24, it is permissible
for the second part also to be definite, e.g.
(<
P "P !j P= Mq-b) – I am Yūsuf.
It is also permissible to insert a separating pronoun (j $
O'M)
between the subject (Yf)) and the predicate (§).
Examples:
(
P Om| !M ,P i vP m b) – The man is pious.
(
b !j g
P O|
m P ,P i Mvh b) – The men are pious.
24 For example, it is ( "), (>$') or (l: ").
Page 65
If the pronoun is removed from here, these sentences will

become adjectival phrases (V! 9x).
Note 2: In Arabic, there is no word for ‘is’ as in English.

This word is understood from the sentence. Therefore
(
t OM Yt j=GM ) means ‘Zaid is learned’ although the word ‘is’ is
not there.25
3. The first part of a (*@*£) is called (Yf)) - the subject26,

while the second part is called the (§) - the predicate27.
4. Generally the (Yf)) and the (§) are in (w\ *)28 - the
nominative case.
5. The predicate conforms to the subject in number and

gender, as in the case of the adjective. However when the
subject is (
o #OM O jb wP $j vM ) - the plural of a non-intelligent
being, the predicate is generally singular feminine.
25 However, the verb (i!j ?i M=) can provide the meaning of ‘is’.
26 In English, the subject of a sentence is a word or phrase that refers to the
person or thing that performs an action.
27 In English, the predicate refers to the word or words that say something
about the subject but are not part of it.

28 A detailed discussion on cases follows in Lesson 10.
Page 66
Examples:
Sentence Meaning Type of Subject

S
t O M i vP m b The man is singular,
truthful. masculine,
intelligent
O b#O M O bvP m b The two men dual, masculine,
are truthful. intelligent
b !j #iO M i Mvh b The men are plural,
truthful. masculine,
intelligent
* #bO M li -bj $M rb The woman is singular,
truthful. feminine,
intelligent
O Mf#bO M O M-bj $M rb The two women dual, feminine,
are truthful. intelligent
B
t b#O
M ê M%hb The women are plural, feminine,
truthful. intelligent
lYM j=YO :M P j=h b The wind is singular,
severe. feminine, non-
intelligent
O MYM j=YO :M O Mgj=h b The two winds dual, feminine,
are severe. non-intelligent
l YM j=YO :M D
P M=h b The winds are plural, feminine,
severe. non-intelligent
Note 3: In these examples, if the definite article (r b) is added
Page 67
to the second part, or it is removed from the first part, all

these examples will become (V! 9x) - adjectival
phrases.
6. If there are two subjects and they are of different types,

that is, one is masculine and one feminine, the predicate
will be masculine, e.g. (
O M%
M M *i %MjOrM0 P jOrb) – The son and the
daughter are beautiful.
7. The subject and predicate are sometimes singular and

sometimes they are compounds (9). The examples of
singular have passed. Hereunder follow the examples of
(9):
Sentence Meaning Analysis

t '
O M 9
P hWu i vP m b The good man is The subject is
present. (V! 9x).
9
t hb vP M Yt j=GM Zaid is a good The predicate is
man. (V! 9x).
8. By adding (M) or (
M jb) to a (*@ *£), it changes from
positive to negative. Most often a (

O ) is added to the
Page 68
predicate which changes the case to the genitive (+ *),

e.g. (
o OMO Yt j=GM M) – Zaid is not learned; (o j)O#b o vP M O Yt j=GM
M jb) –
Zaid is not a bad person.
9. Very often the word (

u O) is prefixed to a (*@ *£). As a
result, the subject changes to (9|% *) - the accusative
case while the predicate remains unchanged, e.g.
(l M 0m Y
M P J
M j ybr u O) – Undoubtedly the earth is round.
Note 4: To create the meaning of interrogation in a sentence,

(
r ,M ) or (-b) is added to the beginning, e.g.
(
t OM Yt j=GM -b) – Is Zaid learned?;
(
t OM i vP m O ,M ) – Is the man learned?
Word Meaning
.j -b or (in a question)
t 2b M cow
bM certainly, why not
Page 69
Yt j=YO vM new
ŸOv very
Yt O b# a
t OMv sitting
(
t O M guard, sentry
lM: sheep
j\O elephant
t ©Ob# standing
t j=YO #b old
9
t r b dog
R
t 0j P j M a t !j P _
j M famous
t O `j P believer
j M qM yes
t
j'
M thick
Page 70
The Nominative Detached Pronouns
(*i b|
O Vb %j$P r *i M !j \ij $M r P ©O$M [
m b)
Third Person 9
t ©Ob
singular !M ,P he , it
Masculine
dual M$,P they
plural j ,P they
singular M ,O she, it
Feminine
dual M$,P they
plural m ,P they
Page 71
Second Person t '

O M
singular
M qjb you
Masculine
dual M$fPqjb you
plural j fPqjb you
singular
O qjb you
Feminine
dual M$fPqjb you
plural m fPqjb you
First Person (Speaker) t ?b fMP

bqb I
P g
j qM We
Note 5: These pronouns are most often the subject of a

sentence. Hence they are regarded as (N!\) – in the
nominative case. See 6.4. They are called (O|Vb %j P ) because

they are pronounced independently.
Page 72
Note 6: Also remember that (bq-b) is always pronounced (

b b)
without the alif.
Exercise No. 5
Note 7: When speaking, pause (waqf) at the end of sentences

as mentioned in Exercise No. 1. However, initially, continue
writing all the harakāt.
(A) Translate the following into English
(4) t ©Ob# !M ,P j M qM a t ©Ob# YP b!M r O ,M (3) * M OMv *i %MjOrb (2) t ©Ob# YP b!M rb (1)
Gt m)M !M ,P a Gt m)M .j -b t m{qM i vP m bX,-b (5) * M OMv M ,O Ab a * $M ©Ob# *i %MjOr O ,M
j fPqjb r ,M (7) R t 0j P j M t O M: !M ,P j M qM a t O M: *i \bM b b- (6) o m{%MO !M ,P M
j M qM ª B t M$M P m ,P r ,M (8) b !j $P M P P g j qM r M M jO sM
M O P g
j qM M ª b !j i mM
Mq-b M j ?O b <
P "P !j P= Mq-b ª *i M / u M r <
P "P !j P= M qj-b-b (9) B t MgOM B t M$M P m ,P
O ,M (11) lYM O fM{ j P * $M M P M ,O Ab ª * qM/ bj b * $M M P 9
P %Mj=GM r ,M (10) *o M / u M O
ª wo \bMq o M!Mg
M O P 2b )Mr
M jb-b (12) * Vb jO qM B t MM M ,O j M qM ª * Vb jO qM BP MMgr
u O (14) 4 O M M!MM 9 M r ?b r u O (13) ŸOv wt \bMq M!MM P 2b )Mr bM
Page 73
M OMv 29O jfMg

u O (16) O Mf M Om| O jM-bj $M r u O (15) * M OMv *b gM Om| lb -bj $M r
j P 30B
b 0j YP O fM{ O $M M $P rM0 M j$O M $P r
(B) Fill in the blanks which represent a subject or predicate

with suitable words that you have studied.
P mYb (1)
O MgOm| O MYb!M rb (2)

O M jb P j)Mrb (3)
* qM/
bj b (4)
P m{%m O ,M (5)
Mq-b (6)
!M ,P j M qM (7)
M$,P (8)
/
bj b O ,M (9)
.j -b *i %MOr O ,M (10)

O 9 P r ?b r M jb-b (11)
29 See 5.2.
30 See 5.2.
Page 74
9
P r ?b r 0M li M_b (12)
(
t O M bM (13)
*i b m M rM0 K
i m M rb (14)
t
j' M i jVO rb (15)
.j -b YP b!M r bX,-b (16)
*i #bcO m| li -bj $M rb (17)
Yt O fM{
j P u O (18)
O Mf%MjOrb (19)
O MfqM/
b j b u O (20)
B
t MYO fM{ j P u O (21)
Page 75
(C) Translate into Arabic
(1) Is the boy standing? No, he is sitting.

(2) Is the girl sitting? No, she is standing.
(3) Are the two boys present? Yes, they are present.
(4) Are the two girls honest? Yes, they are honest.
(5) Are the women truthful? Yes, they are truthful.
(6) Is the teacher absent? No, the teacher is present.
(7) Are they carpenters? No, they are tailors.
(8) Is that Yūsuf? Yes, that is Yūsuf.
(9) Are you Mahmūd? No, I am Hāmid.
(10) Is the house old? No, the house is new.
(11) Are they (plural feminine) seamstresses? No, they
are teachers.
(12) Are you (pl. m.) learned or ignorant? We are not
ignorant.
(13) Is not the elephant a great animal? Why not, the
elephant is a great animal.
(14) Is the dog standing or sitting? The dog is not
standing but it is sitting.
Page 76
Lesson 7
The Genitive of Possession

(

)
1. The compound in which both parts are nouns and the

first noun is related to the second noun is called ( 9
t u M P
\OM'O). Examples:
(Yo j=GM P MfO ) – the book of Zaid or Zaid’s book
(*o [
m \O P MM) – the ring of silver
(O j %m ê M) – the water of the river.
2. Such a relationship between the two nouns is known as

(*i \bM'Orb).
3. The first part of (' 9) is called (R

t M[P ) while the
second part is called (O j bO R
t M[P ).
4. Neither does the definite article (r -b) precede the (R

t M[P )
nor is the tanwīn appended to it. Look at the above
examples.
Page 77
5. The (O j bO R

t M[P ) is always (t 0j P {
j M ) - in the genitive case.
6. The (R
t M[P ) always precedes the (O jbO R
t M[P ).
7. The (' 9), like (V! 9)31, is not a complete

sentence but is part of a sentence, e.g. ( t Xr M O j %m ê M) – The
water of the river is sweet. In this sentence, (O j %m ê M) is the
subject while (
t Xr M ) is the predicate.
8. Sometimes there are several (O jbO R

t M[P ) in one
construction, e.g. (O j O ybr

O jM
P M) – the door of the house of
the leader; (O j=GO !M r
O j
O jM
P M) - the door of the house of the
minister’s son.
The middle (O j bO R

t M[P ) becomes the (R
t M[P ) of the
succeeding words. Therefore (r -b) cannot precede it nor can
the tanwīn be appended to it.
9. You have learnt in the first lesson that when an indefinite
31 See 3.8.
Page 78
noun is related to a definite noun, it also becomes definite,

e.g. (Y
o j=GM .P /
b i ) – the slave of Zaid;
(
O vP m .P /
b i ) the slave of the man. The word (.P /
b i ) – slave –
has become definite in these sentences.
10. In Arabic, because the (R

t M[P ) precedes the (O jbO R
t M[P )
and no word can interpose between them, the adjective of
the (R
t M[P ) has to succeed the (O jbO R
t M[P ), e.g.
(
P Om| lO -bj $M r .P /
b i ) – the pious slave of the lady. In this
example, the word (

P Om|) is the adjective of the word
(.P /
b i ). Therefore it is (N!\),32 singular, masculine and
definite.
Hereunder are more examples. Understand the differences
properly.
P Om| O vP m YP b0M The pious son of the

man
Adjective of the
(R
t M[P )
32 in the nominative case. See Lesson 10.
Page 79
Om| O vP m YP b0M The son of the pious

man
Adjective of the
(O j bO R
t M[P )
*i g
M Om| O vP m
P %jO The pious daughter of
the man
Adjective of the
(R
t M[P )
*O g
M Om| lO -bj $M r
P %jO The daughter of the
pious woman
Adjective of the
(O j bO R
t M[P )
Note: More rules of (*i \bM'Orb) are discussed in Lesson 11.
Word Meaning
Yt "M -b lion
* M bO obedience
Page 80
Fi !j P -b I seek refuge
Ab -b listen, beware
* $M ?r O wisdom
Yt $j M praise
9
t ,O bF going
(
t -rM head
i M$j M very beneficent
t jO M very merciful
t jvO M rejected one
C
t 0j GM husband
* vM 0j GM wife

M "M 0-
j "P anger
bWr "P king, overpowering
^p M$"M sky
9
t bb to seek
9
t jO fragrance
O shadow
Page 81
t j=YO #b very powerful
i every, each
o j:M « i everything
t g
j b meat
(*!!) M whatever
* \bMM fear
l 1jO mirror
t r O salt, salty
M
j qO to forget
O MYOM0 parents
}t O M a }t j M goat
*i \b1 calamity
M
j qO forgetfulness
O M just
S
t j :M 0- S
t O _
j M east

t j b 0-
t O j M west
Page 82
Hereunder are some (l m v

MR
t 0j P P ) which appear before
nouns and convert them to (+ *) - the genitive case.
Word Meaning Example Meaning Example Meaning

O with, o vP M O with a O b2b rO with
in man the pen
j \O in
o jM j \O in a j \O in the
house garden
O Mf
j )Pr
bM on o )MvM bM on a bM on the
mountain throne
H
O j M r
j O from Yo j=GM j O from M O from
Zaid the
YO {
O j $M r musjid
bO to, till Yo bM bO to a city bO till
Kufah
*O \b!j ?i r
O for, to Yo j=}M O for Zaid
P r #i I said
to Zaid
Yo j=}M O
TM like, o vP M b like a YO "M ybrb similar
similar man to the
lion
j M from Yo j=GM j M from
Zaid
Page 83
Exercise No. 6
(A) Translate the following into English:
*i M bO (5) ( O M Vb r i Fi -i (4) lO M_ P g j b (3) O 2b )Mr P )Mb (2) O g j )Mr ê M (1)
(9) O j)Mr 0M S O !j
j \O (8) O $j _ m ê !j 'M ( 7)
O P jM (6) O j=YM OM!r
(13) ( O 0j P M r O (12) O r $O r 0M Ô M$rO (11) ( O M Vb rb (10) YO { O j $M r bO
(16) O M)hb lO M_ P g j b 0M O 2b )Mr P )Mb (15) t r O O g j )Mr ê M (14) o qM-b j M
bO b !j )P,O bF P g j qM (18) ( O 0j P M r O 9P jW b (17) t !j $P g j M YO b!M r P "j O
O O j $P r li 1jO P O j $P rb (20) h "O j ?i r bM t OMv P M $P rb (19) *O "M M Yj $M r
(23) i M j %h O r O r *i \b1 (22) O j=YM OM!r O j "P j \O h m iM "M (21)
J O j ybr O\
O « O b O Mr b bWr u O (24)
O *i \bMM *O $M ?r g O r ( P -rM
9 P r ?b r M jb (26) *o $M O j P 0M o O j P i bM * [ M j=O \b O r O r 9
P bb (25)
O !j "P M Yo $m g M P P %jO *i $M O b\ (28) Yo j=}M O i M$r M jb (27) YO "M ybrb
Fi !j P -b (29) ¬ OM O O M%jO P j Mg P rM0 P Mg M rM0 a ¬ OM *i vM 0j GM M ,O
O
O xO YP $j g
O rb (31) O jO m O $M j m
O O j O (30) O jvO m O bWj_ m M O
O O
o j:M i bM
c u O (33) P O j $M rM0 S P O _ j $M r O xO 0M (32) M j$O bMr h M
.J O j ybr O\ M 0M B O M0M$ m O\ M O xO u O Ab -b (34) t j=YO #b
Page 84
(B) Translate the following into Arabic
(1) the goat’s milk

(2) the cow’s head
(3) the obedience of the mother
(4) Zaid’s wealth
(5) the elephant’s ear
(6) the light of the moon
(7) in the house
(8) till the market
(9) for Allāh and the Messenger
(10) on the head and the eye
(11) The boy’s name is Hāmid.
(12) They are going home.
(13) We are sitting in the musjid.
(14) The goat’s milk is for the girl.
(15) The obedience of Allāh is in the obedience of the
Messenger.
(16) Āishah , the daughter of Abū Bakr is the wife
of Muhammad, the Messenger of Allāh .
(17) He is the son of the leader.
(18) The anger of Allāh is on the oppressive king.
(19) The ignorant one is not like the learned one.
(20) The fragrance is not for the boy.
(21) She is the daughter of Hāmid’s son.
Page 85
Test No. 3
(1) What is the difference between (*@ *£) and ( *£

*\)?
(2) What is the difference between (*@ *£) and ( 9
V!)?
(3) How many parts does a (*@ *£) have? What is each
part called?
(4) What is the ( )33 of the subject and the predicate?
(5) What is the Arabic term for the attaching word?
(6) In how many factors does the predicate correspond
to the subject?
(7) If there are two subjects of different kinds in a
sentence, which one is considered for the predicate?
(8) What effect does the word (
u O) have on the subject?
(9) Attach (
u O) to a dual word and a sound masculine
and feminine plural word and read it.
(10) How is a negative meaning and one of interrogation
created in a (*@ *£)?
(11) What is the paradigm34 of the detached nominative
33 desinential inflection – that is, inflection of the final radical.
Page 86
pronouns?
(12) In the paradigm of the pronoun, which words are
similar?
(13) How do you pronounce the word (Mq-b)?
(14) Construct ten different kinds of (*@ *£).

(15) Define (' 9) and (*\').
(16) What cannot enter on the (R[)?
(17) What is the ( ) at the end of ( R[)?
(18) What effect do the (lv R0) have on the noun?
In grammar, a set of all the (especially inflected) forms of a word (e.g. write,
34
writes, wrote, writing, written), especially when used as a model for all other
words of the same type.
Page 87
Lesson 8
The Scales of Words
1. In Arabic, the original letters of nouns and verbs are not

less than three. The maximum number of letters in a noun is
five, and four in a verb. Together with the original letters,
extra letters can also be attached. At such a time, the noun
and the verb can have more than five letters.
Note 1: The original letter or root letter is the one that

remains in all the forms and derivations. Only in some
exceptions is it deleted or changed to another letter.
The extra letter is the one that is found in one word-form
but not in another, e.g. in the word (Y
t $j M ), all three letters
are root letters while in (Y
t O M), the alif and in (t !j $P g
j M ), the
first (.) and the (0) are extra letters.
2. Words having three root-letters are called (

O/
b i), e.g.
((
t M \b) and (
M M '
M ).
If they have four root-letters, they are called (
O MP ), e.g.
(
VO r \O) and (C
M M j M ).
Page 88
If they have five root-letters, they are called (

"O M$P ), e.g.
(
vM j Vb "M ).
Words made up of only root-letters are called (t m {

M P ) while
those having extra letters as well are called (O j \O Yt j=}O M ), e.g.
(t )j
O ) is (t m {
M P O/
b i) – three root-letters without any extra
letters.
(t )?
b M) is (O j\O
Yt j=}O M O/
b i) - three root-letters with extra letters
because the (B) and ( ) are extra.
Note 2 : To distinguish whether verbs ( \-), derived nouns

(* 2u fM_
j P ^p M$"j -b)35 and verbal nouns (O |
M M )36 are (t m {
M P ) or ( Yt j=}O M
O j\O), the (9© X Y0) word-form of the perfect tense
('¢) has to be examined. If that word-form is free of extra
letters, then its derivatives and verbal noun will also be
regarded as (t m {
M P ), e.g. (M |
M qM) is (t m {
M P O/
b i). Hence, the
35 These are nouns that are derived from the verb, e.g. (O b\) and ( !j P Vr M ) are
derived from the verb (bM \b).
36 Plural of (tYM |
j M ), the infinitive.
Page 89
imperfect tense (N[¢) which is (P |

P %jM=), the (\ ") - t
O Mq,
the ( !V ") - t !j |
P %jM and the verbal noun (l M |
j qP) will also
be regarded as (t m {
M P O/
b i) although these forms have extra
letters.
Similarly, in a paradigm, extra letters appear in a (t m {

M P )
word which will still remain (t m {
M P ). For example, the word
(
vP M ) is (t m {
M P ). Therefore, (O /
b vP M ) and ( MvO ) will also be
(t m {
M P ).
However, (M )m
b ) and (.M M r -b) are (O j\O Yt j=}O M O/
b i). The former has
one extra ( ) while the latter has an extra alif.
3. In order to determine the scales of words and to

distinguish the root letters from the extra letters, the scale
(M}j O ) of (
N R) is used. In triliteral words (words with 3
root letters), the (R) represents the first radical (letter) of
the word, the (N) represents the second radical of the word
and the ( ) represents the third radical of the word.
Page 90
Examples:
t dbd#b <
t dfOdb Yt d[
P dM 9
t drdb
dMdb\ dO db\ dP db\ dj db\
The letter that corresponds to the (R) of the (}) is called
the (ِ*M$O?
b r
ê b\), like the (S) of (t b#b), that which corresponds to
the (N) is called the (ِ*M$O? b r P jM ), like the ( ) of (t b#b) while the
letter corresponding to the ( ) is called the (ِ*M$O? b r .P Ab ), like
the (.) of (
t b#b).
When intending to determine the scale of (

O MP ) -
quadriliteral (four letter) words, add two lāms instead of
one after (R) and (N). In words with five root letters, add
three lāms.
Examples:
t dbVdjdMv dMvj dbVdM"

dbdjdb\ dbdrdMdb\
Page 91
4. At the time of determining the scale, the alphabets (R),
(N) and ( ) will take the place of the original letters while
the other extra letters will remain as they are in their places.
Examples:
t dj)dO t djdO)db P dM)dr-b t djdO)dr?dM

djdO\ djdOdb\ i dMdr\-b djdOdrVdM
However, when a letter is increased by repeating the ( P jM

ِ*M$O?
b r) or the (ِ*M$O?b r
.P Ab ), the (N) or the ( ) is repeated in the
scale. For example, in the word (M dM 9 j db = M )mb ), the first
( ) is the (ِ*M$O?
b r P jM ) while the second one is extra.
According to the rule, the scale should have been ( b )Mj \b).
Instead its scale is ( b m \b). Similarly, in the word (m $M j O), the
final () is extra. Its scale will be regarded as (
u M \r O).
5. A great benefit of recognizing the scales of words is that

by knowing the meaning of the root letters of a word, it
becomes very easy to recognize the meanings of all its
paradigms and derivatives.
Page 92
Exercise No. 7
What are the scales of the following words:
<
t j=O :M (3) R
t M :M (2) vP M (1)
Tt !j iP (6) ]
t OM (5) R
t M:j -b (4)
i M$j M (9) t jO M (8) t j M (7)
.t MO (12) t j=O b (11) .t M b (10)
ê M$bP (15) t OM (14) t r O (13)
t Vb %j[
M b (18)
t M 2r M (17) b !j $P OM (16)
t jOj M (21) M uM (20) * M /

u M (19)
.t Mr O (24) t )h?b fMP (23) t )?b M (22)
Page 93
Lesson 9
The Broken Plural
1. It was mentioned previously that there is no rule to

construct the broken plural (6?¢ w$+). It is totally based
on hearing the plural from the people of the language.
Hereunder we list some of the scales of the broken plural
which are used most often:
(Yo b0M wP $j vM ) t Ab 0j -b : M\r -b ()

((o M \b wP $j vM ) ( t M\r -b
(<
o j=O :M wP $j vM ) R t M:j -b
(o Wb M wP $j vM ) t bWj -b
(
o #r 0M wP $j vM ) B t b#0j -b
(]o OM wP $j vM ) Tt !j iP : !j P \i ( )

(Yo "M -b wP $j vM ) t !j "P -i
(¬ M wP $j vM ) S t !j 2i P
(Yo ,O M: wP $j vM ) t !j P :P
Page 94
(9o r #b wP $j vM ) t !j i#i
(Yo %jvP wP $j vM ) t !j %PvP
(o vj 0M wP $j vM ) ;t!j vP 0P
(9
o r b wP $j vM ) t /b O : M\O (C)
( o !j b wP $j vM ) t MO
(o j P wP $j vM ) D t MO
(o vP M wP $j vM ) MvO
(o j)Ob wP $j vM ) t M)O
(o jO
M wP $j vM ) t M O
(Yo bM wP $j vM ) t /
b O
( o MfO wP $j vM ) 9 t fPi : P \i ()

(*o %Mj=YO M wP $j vM ) YP P
(*o %MjVO "M wP $j vM ) t Vi "P
(*o Vb jg
O M wP $j vM ) < t gP P
(*o 2b j=O b wP $j vM ) S
t P i
Page 95
(o !j "P M wP $j vM ) "P P
(o j :M wP $j vM ) t P :j -b : P \r -b (;)
(o vj O wP $j vM ) vP j -b
(o j qM wP $j vM ) t P qj-b
(o g
j M wP $j vM ) t g P j-b
( o Vr qM wP $j vM ) t Vi qj-b
(o jM wP $j vM ) t Pj -b
(o j=GO 0M wP $j vM ) ê MGM 0P : ê /

b M \i (0)
(o jO -b wP $j vM ) ê MM -i
(o O M: wP $j vM ) ê MM :P
(o jVO "M wP $j vM ) ê MVb "P
(o jO -b wP $j vM ) ê M%M -i
(o jO 0M wP $j vM ) ê / b b 0P
(o j"O -b wP $j vM ) ê M"M -i
Page 96
ê /
b O \r -b (G)
This scale is generally used for the adjectives of intelligent
beings which are on the scale of (
jO \b) as in:
(o j=YO
M wP $j vM ) ê b#YO j -b
(¬ )OqM wP $j vM ) ê M)Oqj-b
o j)OM wP $j vM ) 37ê m)O -b
(9
(9
o j=O #b wP $j vM ) ê MO #r -b
(¬ %Ob wP $j vM ) ê M%Or -b
(¬ O0M wP $j vM ) ê MO0j -b
((
o O b\ wP $j vM ) M"j \i : /
b j \i (D)
(Yo bM wP $j vM ) MYr P
(9
o j[
O #b wP $j vM ) M)[ j #i
(o |
P %jP wP $j vM ) P
O M%M : i OM\b (K)
37 The original was (e^M))Oj -b). The reason why it has changed into (e^m)O -b) will be
explained later.
Page 97
(*o b}M rGM wP $j vM ) i GO Ab GM

(9
o b !j b wP $j vM ) 9 P O M!b
(o ,M !j vM wP $j vM ) P ,O M!vM
Note 1: The plural of five-letter words also comes on this

scale. However, the final letter has to be deleted, e.g. the
plural of (
vM j Vb "M ) is (C
P O bV"M ). The ( ) has been deleted.
(o M{%j\O wP $j vM ) P jvO M%\b : i jOM\b ()

(S
o 0j YP %jP wP $j vM ) P j=O M% M
(o j=YO %j#O wP $j vM ) i j=O M%#b
(o j=}O %jO wP $j vM ) P j=GO M%M
(o Mf j P wP $j vM ) P jOMM
(o bWr "P wP $j vM ) P jO / b "M
(Fo Mf"j -i wP $j vM ) l Xb OM"-b : * bOM\b (T)

(Xo j$O r O wP $j vM ) l Xb O /
b M
(] o bM wP $j vM ) * ?b ©O/ b M
Page 98
This scale is specific with intelligent beings.
: i O bVM ( )
This scale is specific with those words that are on the scale
of (
M Vr M ), ( O Vr M ) or (* bM Vr M ).
(9
o b j M wP $j vM ) 9 P O MM
(Yo {
O j M wP $j vM ) YP vO MM
(*o )MfM?r M wP $j vM ) 9
P Ob?M
i jO bVM (.)
This scale is used for those words that are on the scale of
( MVr O ) or ( !j P Vr M ).
(Dt MfVr O wP $j vM ) P jObVM
(
o !j fP?r M wP $j vM ) 9P jOb?M
Note 2: The following plural scales are (RO|

M %jP P jb )38.
38 This is a certain class of nouns that is not fully declined. European

grammarians sometimes refer to them as diptotes. This term is discussed in
Page 99
Tanwīn will not be read on them.
i jO bVM a i O bVM a i jOM\b a i OM\b a ê /

b O \r -b a ê /
b M \i
2. Remember the plural of the following words in

particular:
The sound plural of (
t jO) is (b !j %PM) in (w\ *M) - the
nominative case and ( M j%OM) in (+0 9|% *M) - the
accusative and genitive cases. Its broken plural is (^p M%j -b).
The plural of (* %Mj O) is (Bt M%M).

The plural of (Et -b) is ( M!j O) or (l !M j O).
The plural of (t j -i) is (B t M!M -b).
The plural of (l -bM j O) is (^p MqO) or (l !M
j qO).
The plural of (. -i) is (B t Mm -i).
3. Some words have plurals on several scales. Hence the

plurals of (t g
j M) are (t MgO), (t Mgj-b), (t g
P j-b) and (t !j g
P P).
4. Some words have different scales of plurals rendering
Volume 4, Lesson 57.
Page 100
different meanings. For example, the word (

t jM) means
house or verse (of a poem). Regarding the first meaning, the
plural is (B
t !j PP) while the plural (B
t Mj-b) is related to the
second meaning.
The word (Y
t )jM ) means slave or servant. The respective
plurals are (Y
t j)OM ) and (t M)O ).
The word (
t jM ) means eye or spring. The respective plurals
are (
t Pj -b) and ( !j PP ).
The plurals of some words are provided next to them.
Word Meaning
t "O M scowling, frowning
J
t Mj-b a
t j M some, part of

t Ob fixed, established
MjvO a t Mv neighbour
Yt j=YO M iron
t jM good
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ê MVb "P a t jVO " ambassador
R
t !j P"P a <
t j"M sword
U
t M: tea
K
0j P :P a K
j :M condition

t M
O a9
t j
M difficult
M!O a j=!O b long, tall
* mOM M 0- OM M Arabian
Q
O b\ empty
wt O b# cutting, sharp
*i MOMr *i "M M Yj $M rb high school
j 2O fm$P rb pious
wt jWO P obedient
t m Wb P pure, clean
°
i O M!M a * b O !j M advice
lM '
O Mq fresh
lM O Mq looking

P ©ObVqM a
t jVO qM precious
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wt \OMq beneficial
.t m=-b a .t !j M= a day
.M !j Mrb today
Xo OM !j M= on that day
* %Mj=GO beauty
B
t M#OM remaining, permanent
B
P MgOm| B
P M#OM)rb the good actions
D
t MO a t j P spear, lance, javelin
P jvO M%\b a M{%j\O cup
C
P O bV"M a vM j Vb "M quince
Exercise No. 8
(A) In the under-mentioned examples, the adjective or

predicate of unintelligent beings is used mostly as singular
feminine. Translate the following phrases or sentences into
English.
MvO (4) t M

O P Ab 0j brb (3) *i O\m% .P !j iP rb (2) * bj=!O b .t /
b #r -b (1)
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(8) * bj "M S t P i (7) *i )Mj | m K i 0j P _ b (6) * )Mj M 9 P fP?i rb (5) b !j g P OM
(11) *i M j"O !M r i YP $P r M ,O (10) *i fMOu5 S P !j 2i g
P rb (9) l M m Wb P < t g P P
(14) B t Mm -i m ,P (13) B t M$O j P ^p MqO (12) YO j=YO g M r M O i M!W D P M h b
(16) b !j P jWO P B O M%)MrM0 M j%O)Mr u O (15) b !j P OMv B P M!M ybrM0 i M!j Orb
M O Ô MM _ P j M (18) M j)O©OMO j ,P M (17) .M !j Mr b 0j P ' O M ê MVb
M / b ?O r u O (20) * M O Ab *i M jVO %m P ,O M!{
M rb (19) M j#OO m| M jg O Om|
j ,P (22) * M \OMq *i %M Mg M r °
i O M!$M rb (21) O mY O M bM * M OMv *b "M O Mgr
M O b !j $P M P *O MOMr (
O O MY$M r O\ (23) O M$j m P M)O P g j qM0M O MqjOr YP j)OM
S P !j 2i P (25) U O m_ O jvO M%Vb O *i b O bVr P j=O M%|
m b (24) O M)?O r Ô M$bP r
u O (27) l!M r P C P O bV"M O jOM)Mr O\ (26) Ô MO #r ybr S O !j 2i gP b O Mj{O r
0M l M O Mq MhM bO l M ' O Mq Xo OM !j M= ;t!j vP 0P (28) o !j PP 0M B o m%vM O\ M j2O fm$P r
B P M#OM)rM0 MqjY lO Mg M r *i %Mj=GO b !j %P)MrM0 i M$rb (29) l M "O M Xo OM !j M= ;t!j vP 0P
.] M hM YM %jO t jM B P MgOm|
(B) Reply to these questions in Arabic, e.g.
* M \OMq 9
t fPi U
j YO %jO j M qM ª wt \OMq
t MfO TM YM %jO r ,M (1)
Page 104
ª wt O b# < t j"M TM YM %jO r ,M (2)

ª j=!O b t j P Yo O M YM %jO r ,M (3)
ª t OM P jO ybr O ,M (4)
ª< t jO qM t !j b TM YM %jO r ,M (5)
ªQ O b\ SP 0j YP %j|
O ,M (6)
ª .M !j Mr t '
O M Xi j$O r fh O ,M (7)
ª M{%j\O TM YM %jO r ,M (8)
ª vM j Vb "M TM YM %jO r ,M (9)
ª %Ob !M ,P r ,M (10)
ª * g M OM * %MjO M ,O r ,M (11)
ª t jVO qM t ,M !j vM TM YM %jO -b (12)
ªS O 0j YP %j| D P MfVr O TM YM %jO -b (13)
ª F Mf"j -i *O "M M Yj $M r O\ r ,M (14)
ª l M j)Ob * )MfM?r M j ©OM)$j M O\ r ,M (15)
(C) Translate the following phrases into Arabic
(1) the Muslim men

(2) the large ships
Page 105
(3) the clean clothes

(4) the flowing rivers
(5) The rivers are flowing.
(6) the past months
(7) They are truthful witnesses.
(8) The two tall mountains
(9) The spears are long and the swords are sharp.
(10) Are you (pl.) unhappy?
(11) No, we are cheerful.
(12) Some kings are just.
(13) The cups of the tea are empty.
(14) Are you (pl.) friends?
(15) Yes, and we are relatives.
(16) The students and the teachers are in the madrasah.
(17) Those girls are playing.
(18) The people of īmān are the friends of Allāh.
(19) the tall houses.
(20) the Arabian verses
(21) The Qur’ān has beneficial advice (plural).
Test No. 4
(1) What is a (- R)?

(2) How many root letters are there in a noun and in a
verb?
(3) Besides the root letters found in a word, what are the
Page 106
other letters called?

(4) With regards to the root letters of words, how many
types of words are there?
(5) What are words which only have root letters called
and what are those words called which have extra
letters.
(6) Which of the following words are (±) and which
are (\ Y=}):
9
t ,O bF a 9
P ,M Xr M= a 9
M ,M Fb a M )mb a t j)O?r M a O /
b vP M a vP M
(7) How is the scale of a word determined? In other
words, how do you use the root letters (\) to
determine which letter is a root letter and which one
is extra?
(8) What is the benefit of knowing the scales of words?
(9) What are the well-known scales of the broken plural?
(10) Which scales of the plural are (R|% >)?
(11) Make the plurals of (t g
j M), (l -bM j -O), (* %M"M ), (E
t -b), (Yt )jM ),
(
M{%j\O) and (t j"O -b).
Page 107
Lesson 10
The Cases of Nouns
1. The change in case of a noun due to the change in

vowelling of the final consonant is called ( ) -
declension.
Declension is of two types: one is (*
b M g
M rO ) which is
shown by fathah, dammah and kasrah. The other is
(R0j P g
P rO ) which is shown by means of some
(Rj0P
P ) – letters - as will be explained later on.
2. When a noun is:

(1) the doer of the verb (\), or the subject (Yf)) or
predicate (§), it is said to be (w\ *) - in the

nominative case. The examples of the subject and
predicate have passed in Lesson no. 6.
(2) an object ( !V) or it indicates the condition ( )
of the doer or the object, it is regarded to be in
(9|%
*) - the accusative case.
(3) ( R[) or it comes after a (v R), it is
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regarded to be (6 + *) - in the genitive case. The

examples will be mentioned shortly.
The Signs of Declension of Different Nouns
3. If a noun is singular or a broken plural, in (w\ *) the

dammatain (d
p )39 will be read on it, in (9|% *) the
fathatain (nd) will be read on it and in (6 + *), the
kasratain (d
o ) will be read on it.
39 If the noun is indefinite, the dammatain will be read on the word. However,
if the noun is definite, only one dammah will be read on it.
Page 109
Examples:
Example no. 1
Yo OM bO ²!j fP?r M Yt j=GM b "M j -b

Zaid sent a letter to Khālid
0± R !V \ \
v
6 + * * *
9|% w\
This is a (*\ *$Pv). All three nouns are singular.
Example no. 2
Ô M%h bO ²MO i Mvh b "M j -b

The men sent clothing to the women.
0± R !V \ \
v
6 + * * *
9|% w\
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This is a (*\ *$Pv). All three nouns are broken plurals.
Example no. 3
Yo O M (
O M \b bM ²)O M Yt j=GM ^c Mv
Zaid came riding on Hāmid’s horse.
R[ R[ R \ \
v
0±
6 + * * *
9|% w\
This is a (*\
*$Pv). The word (²)O M) indicates the condition
of the doer. Therefore it is ( !|%).
Note 1: The adjective will be in the same case as the

preceding noun. If the noun is (N!\), the adjective will
also be (N!\). If it is ( !|%), the adjective will also be the
same and if it is (0±), the adjective will follow suit.
Page 111
Example:
(o O M ]
o OM bO /
³ j=!O b ²!j fP?r M t OM vP M b "M j -b)
A learned man sent a long letter to a just king.
The words, (
t OM), (/
³ j=!O b ) and (o O M) are adjectives and the
case of each one follows its preceding noun, namely ( vP M ),
(²!j fP?
r M ) and (o O M) respectively.
4. If a noun is dual (*%5d), the suffix (

O cd) will be
appended in (w\ *) - the nominative case and (O j= cd) in

(6 +0 9|% *) - the accusative and genitive cases, e.g.
(
O jM-bj $M r bO O jM!j fP?r M O /
b vP m 9
M fMb )
The two men wrote two letters to the two women.
The ( ) of (
O M%rO) and (O Mf%MrO) meaning ‘two’ is the same as
the dual form.
The words (/
b O ) and (Mfr O ) meaning ‘both’ will be read (j bO )
Page 112
and (
j fMr O ) in (6 +0 9|% *) - the accusative and genitive
cases, e.g.
(M$,
P/
b O O /
b vP M ^c Mv) – Both men came.
(M$O j b
O O jbvP M
P j=-bM ) – I saw both men.
(M$O j b
O O jbvP M bO P r "M j -b) – I sent to both men.
The words (/
b O ) and (Mfr O ) are used with a pronoun (>$').
5. If a word is (´ X¢ w$+) – the sound masculine

plural, the suffix ( b 0j ed) will be appended in (w\ *) and
(
M j= Od) in (6 +0 9|% *), e.g.
(
M j$O Ou bO M j=YO ,O M{$P r b !j $P O
j $P r b "M j -b)
The Muslims despatched the mujāhidīn to the oppressors.
The tens from (

b 0j P _
j O ) – 20 – till (b !j P
j O) – 90 - have the same
( ). The form will be (
b 0j P _
j O ) in (w\ *) and (M j=O _
j O )
in (6 +0 9|% *).
Page 113
The word (!j i0i- – people of) in (w\ *) and (j O0i-) in ( *
6 +0 9|%) is like (´ X¢ w$+) - the sound masculine
plural.
Examples:
(
O M)rybr !i0i- j ,P ) - They are people of intelligence.
(
O M)rybr O0i- YM %jO
O M)rybr O0i-
P j=-bM ) - I saw the people of
intelligence by the people of intelligence.
Note 2: The ( ) of the dual and sound masculine plural
is by means of letters (R0). Therefore the nūn of both
these forms is called (* !q). See 5.4.
6. The sound feminine plural (´ zq`¢ w$+) will be read

with (d
p ) in (w\ *) and with (d
o )40 in (6 +0 9|% *).
See 5.2. Example:
(B
O M=O M)r bO B
O b2"O bVr B
P M$O
j $P r M M b ) - The Muslim women
40 If the word has (r b), only one dammah or kasrah will be read as is apparent
from the example.
Page 114
expelled the transgressing women to the deserts.
7. You have learnt that when (r b) is prefixed to a word, the

tanwīn is deleted. See 2.3. Now remember that some words
do not accept the tanwīn from their inception.
Examples: (*i ?
u M ), (P |
j O ), (YP $M j -b), (i M$5rP ), (9
P %Mj=GM ), (*i g
M r b ), (ê M$j M ),
(Y
P vO MM ).
Such nouns are called (R|% > "). In (w\ *), they
are pronounced with a (ed) and in (6 +0 9|% *) with a
(cd), e.g.
(*b ?
u M j \O 9
M %Mj=GM i M$5rP Ub-M ) - Úthmān saw Zaynab in Makkah.
However, when an (R|% > ") has (r b) prefixed to it, or

it is (R[), then a kasrah will be rendered to it in (6 + *).
Examples: (YO vO M$M r O\), (M j$O O

j $P r YO vO MM j \O).
Note 3: Words which accept tanwīn are called (R|%).

These nouns will be discussed in detail in Lesson 57.
8. No ( ) can be read on words like ("!j P ) and (j
O ).
Page 115
They will hence be read as they are in all three cases ( *
6 +0 9|% 0 w\). Such nouns are called (j!|
P 2r M ").
Examples:
("!j P ^c Mv), ("!j P
P j=-bM ), ("!j P .P /
b i !M ,P ).
9. Words with a yā sākin (U

j ) at the end like (j '
O b2rb), (j OMrb),
(U
j O M{rb) and (j '
O M$rb) are free of external ( ) in ( w\ *
6 +0) while in (9|% *), a (9|q) will be rendered to
them.
Examples:
Sentence Meaning Case

j '
O b2rb ^c Mv The judge w\ *
came
j '
O b2r .P /
b i ^c Mv The slave of 6 + *
the judge
came.
M '
O b2r
P j=-bM I saw the 9|% *
judge.
If these words do not have (r -b), they will be read as (J

o b#),
Page 116
(o
M), etc. in (6 +0 w\ *) and (²'
O b#), (²OM) etc. in ( *
9|%).
Their sound plurals (´ w$+) are: (b !j '

P b#), (b !j iM) etc. in
(w\ *) and (
M j'
O b#), (M jOM) etc. in (6 +0 9|% *).
Their dual forms are like normal words, namely, (

O M'
O b#),
(
O MOM) etc. in (w\ *) and (
O jM'
O b#), (O jMOM) etc. in ( *
6 +0 9|%).
Nouns that can be declined by the changing of the final

vowels or letters are called ( MP$rb) and words whose final
vowels are static are called (O%)j $

M rb)41. There are few nouns
that are (O%)j $
M rb). The (l:8^@) indicative pronouns, ( ^@A
*!!¢) relative pronouns, (.Vf"A ^@) interrogative
pronouns, etc. are all (O%)j $
M rb). They will be discussed later in
Lesson 57.
41 Because it is incorrect to say (O%)jM ), the term (O%)j$M rb) has been used. If one
deletes the (r b), the word becomes (o)jM ).
Page 117
Note 4: The (*|V%¢ *!\¢ ©$[) nominative detached

pronouns were listed in Lesson 6. The remaining pronouns
will be discussed in Lessons 11 and 15 and in detail in
Lesson 41.
Word Meaning

t m!M doorkeeper
t M$r-b a t $M b fruit
)MvM mountain
$M vM camel
B
O MqM!Mg
M r *i 2b j=YO M zoo (lit. garden of animals)
P j=0O M0M a M!j=O government office
P jO bM a uP shop
²)O M mounted
S
t M!"j -b a S
t !j "P market, shopping mall
B
t Mm"M a lM m"M car, vehicle
Yt h"M leader, master
Page 118
lYM h"M queen, noble woman, wife
* b
O b\ distance
;t O b\ agile, swift
5r$m i guava
mP pomegranate
t !j "P -i a Yt "M -b lion
t m=}M P beautified
µ|
M P place of salāh, ídgāh
B
t b#Mq a S
t !j qP a * #bMq she camel
* ,M }j qP walk, stroll
MYjM field
l M )jO admonition, lesson
Exercise No. 9
(A) Translate into English

Only those verbs which were used in the examples of the
previous lessons have been used in this exercise. Verbs will
be discussed in Lesson 14.
Page 119
O M)r YM %jO t ©Ob# P m!)Mrb (3) b 0j P ' O M li Xb O / b fmb (2) t ' O M Xi j$O r fhb (1)
M O t !j $P g j M ^c Mv (5) O { Mg M rO ²)r b YP b!M r M M ' M ( 4) t OMv 9 P r ?b rM0
*O 2b j=YO O j \O ²Y"M -b Yt O M Ub-M (6) lO /m|O YO { O j $M r bO 9 M ,M Fb 0M *O "M M Yj $M r
9 M ,M Fb 0M YP $M j -b ^c Mv (8) ²qmP Yt OM0M 5r$m i g j M= b b -b (7) B O MqM!Mg M r
(10) lO M m m O\ B o M)O M j O,j O bO ê M%h 9 M ,M Fb (9) O j?b O M' Yt $m g M P
(11) YO jO r lO b| M O u| M $P r bO M j)O,O bF B O M$O j $P r 0M M j$O Oj $P r P j=-bM
t j qM O MYj )Mr O\ (12) *O ,M }j %Psb O | j M r YM j M O Mf j )Pr bO B P M%)MrM0 b !j %P)Mr 9
P ,M Xr M=
^c Mv (14) *O %m{ M r O\ Ô M%h li YM h"M *i $M O b\ (13) *O bvj Yh O R t 0j P j M o Mv
O\ O j M OMv O jbO M O jM' O b# P j=-bM (15) ( O M Vb r bM ²)O M O M J o b#
b !j iO M b !j ' P b# j ,P r M Ab (17) ª b !j $P Ob b !j ' P b# j ,P r ,M (16) O M!j=Yh
O j=YM b!M r / b O 9 M ,M Fb (19) j MOM$O O R t 0j P j M o M )MvM YO %jO r O\ (18)
M$O jbO ²YjO "M 0M / ³ jOM P j=-bM (20) *O MOMr *O "M M Yj $M r bO O jfM%j)Or Mfr O 0M
O M|jybr O0iyO l³ M )jO b ]
M bFb j \O u O (21) O YM j$M r O\ O j)MO Ab
(B) Fill in the blanks where a verb, (\), (Yf)), (§),
(v R) or (0±) are missing with suitable

words that you have learnt.
Page 120
li Xb O /
b fm0 li Xb OM"ybr-b (1)
bM *
M OMv ( 2)
bM ²)O M ^c Mv (3)

O M)r ²OMv ²"O M -bM (4)
YO %jO r O\ ²Mqj-b ( 5)
* M=O Mv YO %jO r O\ (6)
ª bO 9
M ,M Fb r ,M (7)
j \O / ³ j\O 0M ²Y"M -b ( 8)
bM OM ( 9)
O j)MO M 0M (10)
O j « bO 9
P ,M Xr M= (11)
*O )Mj ?b r .M M-b *b ?u M b M$5r P (12)
(C) Translate into Arabic:
(1) a tall mountain

(2) the past two months
(3) The gardens of the cities are wide.
(4) There is a long distance between Makkah and Egypt.
(5) I saw two flowing rivers today.
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(6) Ahmad’s son’s horses are agile.

(7) Úthmān came to Makkah on an agile camel.
(8) The two doorkeepers are standing by the door of the
leader.
(9) The shops of the markets of the cities are much
beautified.
(10) A just judge is in the governmental office.
Page 122
Lesson 11
The Genitive of Possession

( )42
1. When the (*%5d) dual and (´ X¢ w$+) sound

masculine plural forms are (R[), their (* !q) at the
end is deleted.
Examples:
w\ * 9|% * + *

o vP M fMjM M$,P o vP M j fMjM
P j=-bM o vP M j fMjM
P M!j-b
They are the I saw the two the doors of
two houses of houses of a the two
a man. man. houses of a
man.
originally was originally was originally was
(
O MfjM) (
O jfMjM) (
O jfMjM)
42 This lesson is related to lesson no. 7.
Page 123
w\ * 9|% * + *

YO b!M r !P$M P j ,P O$M P P j=-bM YO b!M r O$M P
P jM
YO b!M r
They are the I saw the the house of
teachers of the teachers of the the teachers of
boy. boy. the boy..
originally was originally was originally was
(
b !j $P M P ) (
M j $O M P ) (
M j $O M P )
2. When the words (

t -b - father)43, (E
t -b - brother)44 and (t \b -
mouth)45 are related to any other word besides the pronoun
of the singular first person (?f Y0 >$'), their forms46
will be as follows:
43 The dual of (
t -b) is (O M!M-b), (O j=!M M-b) and the plural is (^p M1).
44 The dual of (E
t -b) is (O M!M -b), (O j=!M M -b) and the plural is ( M!j O).
45 The dual of (
t \b) is (O $M \b), (O j$M \b) and the plural is (;t M!\r -b).
46 Besides these three words, there are another three words which follow the
same pattern. They are (
t M ), (t ,M ) and (0j Fi ). These six words are known as ( ^M@-
l§? *f").
Page 124
w\ * 9|% * + *

!j P-b M-b j O-b
!j P -b M-b j O -b
!j \i b\ j \O
Note 1: The word (0j Fi ) meaning person, owner, etc. has the
same three forms. However, it is only related to a visible
noun (, ") and not to a pronoun.
Examples:
w\ * 9|% * + *

o M 0j Fi o M Fb o M U
j FO
The feminine form of (0j Fi ) is (B

t bF).
The dual of (0j Fi ) is (
O M0Fb ), (O j=0M Fbc ) and the plural is (b 0j 0P Fb ).
The dual of (B
t bF) is (O MM0Fb ), (O jM0M Fbc ) and the plural is
(B
t M0Fb ). The ( ) of these words is like other general
nouns.
Examples:
(o M M0Fb ) – two people of wealth,
Page 125
(o M 0j 0P Fb ) – many people of wealth,

(o M$v
M B P Fb ) – one of beauty,
(o M$v
M MM0Fb ) – two women of beauty,
(o M$v
M B P 0M Fb ) – women of beauty.
Note 2: When the words (

t -b), (E
t -b) and (t \b) are related to the
singular first person pronoun (?f Y0 >$'), they will be
read as follows in all three cases: (
j O-b) – my father, (j O -b) –
my brother, (
j $O \b) – my mouth.
3. If you intend to relate two or more words to one word,

the first word will be mentioned as normally before the
( R[), but the second one will be mentioned after the
( R[) and a pronoun referring to the ( R[) must
be appended to it, e.g. (P qPMf j P0M O j=GO !M r

P jM) – the minister’s
house and his garden, ( j P %PjOMM0M Ô MM yir B
P !j PP) – the ministers’
houses and their gardens.
4. When nouns are related to pronouns, these are the forms

they will assume:
Page 126
Attached Pronouns in the Genitive Case

(l0¶ *|f¢ ©$[)
Third Person (9O©b)
P PMfO singular
Masculine
M$P PMfO dual
j P PMfO plural
bPMfO singular

Feminine
M$P PMfO dual
m P PMfO plural
Second Person (O'M)
]
M PMfO singular
Masculine
M$?i PMfO dual
j ?i PMfO plural
]
O PMfO singular
Feminine
M$?i PMfO dual
m ?i PMfO plural
Page 127
First Person (?

b fMP )
j OMfO singular
M%PMfO dual, plural
After alif, the (?

b fMP U) must be read with a fathah and the
third person singular masculine pronoun must be read with
a dammah.
Examples: (U
M M|M ) – my staff, (;P M|M ) – his staff, (U
M MYM=) – my
two hands.
A pronoun can also be attached to the (l6v R0). Such a
pronoun is known as (R· |f¢ 0¶ >$[) – the
pronoun attached to a particle in the genitive case. The
paradigm of these pronouns will be as follows:
Page 128
P b singular
Masculine
$M P b dual
j P b plural
M b singular
Feminine
$M P b dual
m P b plural
Second Person (O'M)
]
M b singular
Masculine
$M ?i b dual
j ?i b plural
]
O b singular
Feminine
$M ?i b dual
m ?i b plural
Page 129
First Person (?

b fMP )
j O singular
%Mb dual, plural
In the same way, one can attach the particle (

O ), (j O ), (bM ),
(bO), etc. and form a similar paradigm.
Hereunder follow examples of the particles (

O ), (j O ), (bM )
and (bO) attached to the pronouns:
Page 130
O O P %jO O bM O jO

$M O O M$P %jO $M O jM $M O jO
j O O j P %jO j O jM j O jO
M O M %jO M jM M jO
$M O O M$P %jO $M O jM $M O jO
m O O m P %jO m O jM m O jO
]
M O ]
M %jO ]
M jM ]
M jO
$M ?i O $M ?i %jO $M ?i jM $M ?i jO
j ?i O j ?i %jO j ?i jM j ?i jO
]
O O ]
O %jO ]
O jM ]
O jO
$M ?i O $M ?i %jO $M ?i jM $M ?i jO
m ?i O m ?i %jO m ?i jbM m ?i jbO
j O j %hO bM bO
%MO m%O %MjbM %MjbO
Note 1: The particle (O ) which is from the (l6v R0) is
read (b ) with a fathah when attached to the pronouns
Page 131
except for the singular first person. The word (

j O) can be
read as (
M O) as in the verse: (O j=O M O 0M j ?i %Pj=O j ?i b).
When the word (

j O ) is attached to the first person singular
pronoun, it is read as (
j %hO ), while (bO), (bM ) and (j \O) are
read as (
m bO), (m bM ) and (m \O) respectively.
If there is a word with the definite article (r b) after (

j ,P ) and
(
j i ), a dammah will be read on the (.) of both these words
and attached to the (r ), e.g. (i M$r P ?i b 0M i M$r P P b).
5. When the vocative particle (Ô Y

M %h R
P j M ) is used before
(' 9), the (R[) will be read with a fathah, e.g.

((
O m% YM h"M M=), (O M$j m YM )jM M=).
Note 2: The (Ô MY%h R

P j M ) - vocative particles are several of
which (M=) is the most commonly used one. The word to
which the vocative particle is prefixed, is called (M%$

P rb).
Page 132
If the (M%$
P rb) is singular and not (R[), a dammah will be
read on the final letter, e.g. (Y
P j=GM M=) – O Zaid, (i vP M M=) – O
man.
If the (M%$
P rb) is (R[), a fathah will be read on the final
letter of the (R[), e.g. ((
O m% YM h"M M=).
If the (M%$
P rb) has ( ), the particle (M=-b) for masculine and
(MfPdm=-b) for feminine should be attached to it, e.g.
(
i vP m M=-b M=) – O man, (*i %MjOr MfPdm=-b M=) – O girl.
Sometimes these two words enter (M%$

P rb) without the
particle (M=), e.g. (
i vP m M=-b) – O man, (li YM h
m MfPdm=-b) – O noble
lady.
Word Meaning
o ?r M !j P-b Bakr’s father, name of a
person
.M M-b in front
Page 133
M%dmqO a mqO undoubtedly we
o :O M, !j %PM the children of Hāshim,

name of a tribe
t fMM son-in-law
<
t r M behind
P ,O MM a t ,M j O dirham, silver coin
P jqOMqM a t M%j=O dīnār, gold coin
9
t ,M Fb gold
wt vO M returning
Yt j:O M rational
* M "M hour, time, Qiyāmah,

watch
M%"j -b a "O tooth
t M
j -b a t j
O in-laws
i ©OM)#b a * bj)O#b tribe
YM %jO by
* %M
O r-b a MO tongue, language
Mg
j M life
Page 134
l M$M death
]
t
P qP worship, sacrifice
t "O 0M dirty
Exercise No. 10
(A) Take special note of the ( ) of each word in the

following sentences:
MfPdm=-b
O YP )jM j $O "j O r M Ab ª O j=O ?b r YP )jM ]M $P "j O r ,M ! YP b0M M= (1)
. li YM h
m
!j %PM P g
j qM j OYM h"M M= j M qM ª o :O M, j %OM j O M qj-b r ,M
O YM )jM M= (2)
. o :O M,
. Fi Mf"j yir M=-b j OMfO bX, j M qM ª O M$j m YM )jM M= ]
M PMfO bX, -b (3)
. M%fPjM r M j P fPjM bX, M jb Ab ª ] M ©Ob2\bP P jM bX, r ,M (4)
j O -b P MfO !M ,P bM ª ] M jO -b
P MfO bX, M jb -b (5)
. O M!M -b j O U j FO Mf"j -i M= j M qM ª i jOM M= Et -b ]M b r ,M (6)
. li M jO |m j fOj -i M ,O j M qM ª li M jO |m M]fPj -i M ,O r ,M (7)
.O M$j m YO )jM !j P -b !M ,P Ab ª Yo $m g M P !j P -b bX, -b (8)
Page 135
. *O "M M Yj $M r O\ t j\OM j O Yo $m g M P !j P -b j M qM ª Yo $m g M P M-b M j=-bM -b (9)

. O jO -b
P MfO !M ,P j M qM ª Yo $m g M P j O -b P MfO bX, r ,M (10)
. o M$vM 0M o r O MM0Fb ;P Mf%jO j M qM ª Yo OM j fM%jO M j=-bM r ,M (11)
. O MfVb jO qM U M MYM= j M qM ª O MfVb jO qM TM MYM= r ,M (12)
. * M jVO qM j P PMO j M qM ª * M jVO qM j ?i jO$M P P MO r ,M (13)
.9 O ,M Xu M O * M M" j h -i YM %jO 0M j M qM ª *o [ m \O *i M M" TM YM %jO r ,M (14)
.P jqOMqM O jbO j O0M P ,O MM P b bM j M qM ª P ,O MM 47P b ] M jbM r ,M (15)
bO O M),O bF M$,P r M Ab ª *b b$j :M bO P fP%jO0M ] O O$M r P j 9 M ,M Fb r ,M (16)
. M1MYM jM
. j P P O M .O !j 2b r YP h"M (17)
. M%"j -b 0M MO (M%$O \b j \O 0j -b) M%j\O j \O (18)
.U YO %j,O M%qPMO 0M OM M j ?i qPMO (19)
.
O YP )jM P j)O?b r O O ?r M j O-b P jO (20)
0M M u"M 0M O jbM
e u M
O O !j "P M Mj O M$,P P $M P 0M o r?M !j P-b (21)
. ;P M%fMM OM 0M i M$5rP
. b !j g P OM ;P M%jM0 O Mg M r O-b Mf%jO (22)
47 The phrase, (Pb ]

M jbM ) means “You owe him,” while (Pb m bM ) means “I owe him.”
Page 136
. O M)?O r Ô M$bP r M O MvO M j $O Oj $P r *O "M M Yj M !j $P M P (23)

. j ?i iM$j -b j ?i b 0M M%iM$j -b M%b (24)
ª Yo j:O M o vP M O j ?i %jO M jb-b (25)
. *O $M j m 0iF P !j Vi M r ]M M 0M (26)
. M j$O bMr
h M O xO j OM$M 0M U M Mg j M M0 j ?O P qP 0M j Ob M u O (27)
(B) Insert the correct ( ) in the following sentences and

indicate the reason for doing so:
. Z / º (1)

. Y=G / º (2)
. !$ , (3)
. *"Y¢ !$ , (4)
. f"0 ,/v 0 fVq Z % Y= (5)
. B%) *"Y B$ BZ| ^% x (6)
. =G! ./ (\ X, (7)
. ©# *# l-¢ Y0 (8)
. x¢ .- v # l-¢ (9)
Page 137
. *£ *Z| v % (10)

ª Bq!Z *2=Y >)? Y" =-- (11)
ª J# !, , (12)
ª '2 =-- (13)
ª *#% ) '2 9,F , (14)
. Y - Y !- ' (15)
. *$\ Y% 9%=G U- $5 (16)
ª %f"Y $ =- , »? Y) = (17)
(C) Translate the following sentences into Arabic:
(1) Is your name Àbdur Rahmān? Yes, my name is

Àbdur Rahmān.
(2) O Àbdur Rahmān, is this your book? No, it is
Àbdullāh’s book.
(3) Do you have a golden watch (watch of gold)? No, I
have a silver watch.
(4) Is that your big brother? Yes, he is my big brother.
(5) Is this the house of the minister’s son? No, it is the
king’s son’s house.
(6) Are the two hands of your small brother clean? Yes,
but his two feet are dirty.
(7) Have you seen Hāmid’s brother? Yes, Hāmid’s
Page 138
brother is a good boy.

(8) Have you seen Mahmūd’s two sisters? Yes, his two
sisters are sitting by my mother.
(9) Are your teachers sitting in the madrasah? Yes, our
teachers are sitting in the madrasah.
Page 139
Test No. 5
(1) What is ( )?

(2) How many cases does a noun have?
(3) How many types of ( ) are there?
(4) When will a noun be regarded to be in (w\ *),

(9|% *) and (+ *)?
(5) What is the ( ) of the dual form?
(6) What is the ( ) of the sound masculine and

feminine plurals?
(7) What is the ( ) of (R|% > ")?
(8) How will words like ('2) etc. be read in all three
cases?
(9) If the definite article is removed from words like
('2) etc. how will they be read in all three cases.
(10) Form the dual and plural of (&).
(11) What is (¼)¢"A) and describe some types of it.

(12) What changes take place in (*%5d) and ( X w£
´") when they are (R[)?
Page 140
(13) How will the words (

t -b), (E
t -b) and (t \b) be read in all
three cases when they are related, that is, they are
(R[) to a word other than the singular first person
pronoun (?f Y0 >$')? And if they are related to

the singular first person pronoun (?f Y0 >$'),
how will they be read?
(14) If you want to describe the (R[), will the
adjective be adjacent to the (R[) or will it be at a

distance from it?
(15) What is the ( ) of (0j Fi ) and the ( ) of its dual
and plural form?
(16) How do you make two nouns (R[) towards one
word?
(17) What is the ( ) of the (R[) when a vocative
particle (^Y%
R) is inserted before it?
(18) When pronouns are ( R[), what are they
called?
(19) Add a pronoun to the word (b
M ) and form its
paradigm.
Page 141
Lesson 12
Indicative Pronouns
( ! #" $&% ' )
1. Words which are used to point out to something are

called (lO M M:Or ê M$"j -b). They are of two types:
(a) words that indicate something nearby. The

following forms are the most commonly used
ones:
Gender Singular Dual Plural Case

Masc.
bX, O bX, Ô Ab `P , w\
Masc.
bX, O j=Xb , Ô Ab `P , 6 v 0 9|q
Fem.
;O XO , O M, Ô Ab `P , w\
Fem.
;O XO , O jM, Ô Ab `P , 6 v 0 9|q
(b) words that indicate something at a distance.

The more commonly used forms are the
following:
Page 142
Gender Singular Dual Plural Case

48
Masc.
]
M OF 0b- TM bF ]
M qObF ]
M ©OAb 0i- w\
Masc.
TM bF ]
M %Oj=Fb ]
M ©OAb 0i- 6 v 0 9|q
Fem.
]
M r O 0b- TM M ]
M qOM ]
M ©OAb 0i- w\
Fem.
]
M r O ]
M %OjM ]
M ©OAb 0i- 6 v 0 9|q
Note 1: The original Indicative Pronouns are (bF), (

O bF) etc.
without the (M,) but these are seldom used.
Note 2: The words (]

M ObXb - similarly) – and (bX?b , – in this
way) – are very often used.
Note 3: The (T
M ) appended to the end of (Y l: ") is
sometimes changed like the (0± 9¾ >$')49 according

to the second person. It has no effect on the meaning. This
change occurs more often in (]
M OF).
(
m ?i OF M$?i OF ]
O OF j ?i OF M$?i OF ]
M OF)
48 Note that the (0) is not pronounced.

49 The second person pronoun in the genitive case.
Page 143
The meaning of all these words is the same.
Example: (M$?
i M M$?i OF) – That is the Lord of you two.
(
j ?i M
e P ?i OF) – That Allāh is your Lord.
Note 4: Besides the dual form, all the remaining ( ê M$"j -b

lO M M:Or) are (j %O)jd$M rb) - indeclinable.
2. The object pointed to is called the (O j bO t M_P ). The ( "
l:8) together with the (O jbO t M_P ) form part of a sentence,
namely the subject, doer or object, just as in (V! 9)
and (' 9).
3. The (O j bO t M_P ) will always have ( ) or be (R[).
4. If the (O j bO t M_P ) has ( ) attached to it, the (l:8 ")
must be mentioned first, e.g. (
P Mf?O r bX,) – this book.
If it is (R[) towards another noun, the (l:8 ") will
Page 144
succeed the ( R[), e.g. (bX, j ?i PMfO ) – this book of yours,
(bX, ]
O O$M r P jO) – this son of the king.
In the above-mentioned phrases, if the (l:8 ") is
brought first, and it is said, (

j ?i PMfO bX,), the meaning will be,
‘This is your book.’ In this case, the word ( j ?i PMfO ) is no more
the (O j bO t M_P ) but will become the predicate. It will now be a
complete sentence.
5. If the (l:8 ") occurs as the subject of a sentence

without the (O j bO t M_P ), then:
(a) if the predicate has ( ), insert a pronoun (>$') between
the (l:8 ") and the (§). This pronoun will correspond
in word-form to the (l:8 ") as you learnt in Lesson 6.
Examples: ( P Mf?O r !M ,P bX,) – This is the book.

(
b !j g
P OVr $P r P ,P ]
M ©OAb 0i-) – Those people are the successful ones.
In these examples, the (O j bO t M_P ) is implied (mY2b P ). The actual
sentences are (
P Mf?O r !M ,P i j_
m bX,) and ( P ,P (
P m% ]
M ©OAb 0i-
Page 145
b !j g
P OVr $P r).
(b) If the predicate does not have ( ), a pronoun will not be
inserted, e.g. (
t MfO bX,) – this is a book. The (O j bO t M_P ) is
implied in this example as well.
(c) If it is (R[), then too there is no need for a pronoun,
e.g. (]
O O$M r P jO bX,) – This is the king’s son.
(
j ?i PMfO bX,) – This is your book.
However, if you want to create emphasis in your speech,
insert a pronoun, e.g.
(
j ?i PMfO !M ,P bX,) – This is your book.
(]
O O$M r P jO !M ,P TM bF) - That is the king’s son.
Note 5: Understand well the difference between

(bX, ]
O O$M r P jO) and (]
O O$M r P jO bX,).
Note 6: The words (M%P ,), - here, (M%,

P ) – here, and (TM M%,P ) –
there, are also indicative pronouns. There are no particular
rules for their usage.
Page 146
Word Meaning
t jO fig
l M $j P redness
M!j -b a M maternal uncle
B
t bM a * bM maternal aunt
9
t j=M doubt
9
M j=M Ab no doubt
.t M$j -b a M paternal uncle
B
t m$M a * $m M paternal aunt
j 2O fm$P rb pious

t !j iWr M aim
P O M%M a t b %jM scenery
Y² ,P guidance
;t!j vP 0P a t vj 0M face
b b# he said

j bb# she said
Page 147
u ybb as if, like
M,j P proof
ê m)O -b a 9
t j)Ob doctor
Exercise No. 11
(A) Translate the following sentences into English:
j O!j iWr M !M ,P bX, (1)

* %M
M M l -bM j O ;O XO , (2)
O M!M -b O / b vP m O bX, (3)
M!j O IP M:j ybr Ô Ab `P , (4)
P P vj 0M ]
M OXb 0M < t jO qM YO b!M r bX, P MfO (5)
t "O 0M bX, YO b!M r P MfO (6)
9
P %Mj=GM O %j)Or ;O XO , P "j O (7)
* %M
M M P O M%$M r ] M r O (8)
O MfVb jO qM O YM Mr O MM, (9)
TM bF .j -b TM !j P -b bX, -b (10)
j $h M P j bX, 0M j $h M TM bF (11)
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j fO$m M ;O XO , 0M j fObM li -bj $M r ] M r O 0M j OM i vP m bX, (12)

o j)O2b O M jb *O %MjOr ;O XO , P vj 0M (13)
*O $M M $P r .M M-b O fM$M ©Ob# ] M qOM U M Mfj -i (14)
P jfh bX, ]M OXb b 0M ŸOv l !M r P U5r$m ?i r ;O XO , (15)
O jbvP m ] M %Oj=Xb O B P !j P)Pr ]M r O (16)
l M $j P O jMM, ] M j=YM M= j \O (17)
O j\O 9 M j=M Ab P Mf?O r ] M ObF (18)
b !j gP OVr $P r P ,P ] M ©OAb 0i- 0M j O hM j O U²Y,P bM ] M ©OAb 0i- (19)
]
O :P j M bX?b ,-b b j#O (20)
!M ,P P qmybb j bb# (21)
b 0j YP O b# M%P , mqO (22)
b !j M j \O bO ] M hM j O O MqM,j P ] M qObX\b (23)
]
M M b b# ] M ObXb b b# (24)
(B) Translate the following sentences into Arabic:
(1) This doctor is learned.

(2) This friend of mine is wealthy.
(3) Those friends are wealthy.
(4) This son of the king is generous.
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(5) These two are brothers.

(6) That she-camel is beautiful.
(7) This handsome boy is pious.
(8) O Àbdullāh, is this your son?
(9) Those boys are standing in front of their father.
(10) This is a good man and those two are transgressors.
(11) That girl is pious and so is her mother.
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Test No. 6
(1) What are the commonly used forms of the indicative

pronouns?
(2) Which of the indicative pronouns are declinable
( )?
(3) What is the object that is pointed to called?
(4) How is the (O j bO t M_P ) always used?
(5) Where should the (l:8 ") be placed when the
(O j bO t M_P ) has ( )?
(6) When the (l:8 ") is used without the (O jbO t M_P )
in a sentence, what are the ways in which it is used?
(7) What is the difference in meaning and analysis
between (bX, j ?i PMfO ) and (j ?i PMfO bX,)?
(8) Is there any difference in meaning in the following
words: (
m ?i OF M$?i OF ]
O OF j ?i OF M$?i OF ]
M OF)
(9) When does the (T) of (] M OF) or (] M r O) change in the
above-mentioned manner. Explain with examples.
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Lesson 13
Interrogative Pronouns
( ()*+&, #-' )
1. Some of the interrogative pronouns are:
Word Meaning
j M who
M what
bFM what
¿
M j=-b what
U
-b which (m)
* m=-b which (f)
j O how much, how many
<
M jb how
M j=-b where
fM when
M$O why
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bFM$O why
q6-b from where, how
Note 1: Besides (U
-b) and (* m=-b), all the interrogative pronouns
are (
j %O)jd$M rb). See 10.9.
Note 2: You have read in Lesson 6 Note 4 that the particles

(
r ,M ) and (-b) create the interrogative meaning in the sentence.
They are both particles (R0) of interrogation. That is,
they cannot form the subject or doer of a sentence. On the
other hand, the interrogative pronouns can become the
subject or doer or object of a sentence.
2. The (.Vf"A ^@-) - interrogative pronouns – are used at

the beginning of sentences, e.g.
(ªTM !j P-b j M ) – Who is your father?
However, when they are ( R[), they will follow the
(R[) according to the normal rule, e.g. (

j M
P MfO ) – whose
book.
The particle (O ) can be inserted before the (.Vf"A ^@-) and
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brought at the beginning of a sentence, e.g. (

P Mf?O r O $M O) –
Whose book is it? (Literally: For whom is this book?)
(.M !j Mr ]
P r $P r O $M O) – Whose kingdom is it today?
3. The (lv R0)50 can be attached to the beginning of the

(.Vf"A ^@-).
Examples:
Word Meaning
j $M O whose
M$O why
j ?b O how much
M j=-b bO till where
M j=-b j O from where
fM bO till when
(M j O ) m$O from what
(j M j O ) j $m O from whom
(M j M ) m$M from what,

regarding what
50 See Vocabulary List No. 6.
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M$j\O in what
4. Sometimes the word (M) is joined to the (lv R0)

without the alif. Therefore (M$O) becomes (
M O), (m$M ) becomes
(
m M ) and (M$j\O) becomes (M j\O).
5. The words (U
-b) and (* m=-b) are (R[) to the succeeding
words, e.g. (
o vP M U
-b) – which man, (O Mvh U
-b) – which of the
men, (lo -Mj *i m=-b) - which woman, (Ô M%h *i m=-b) which of the
women. If the word after (U -b) is indefinite, it will be

singular and if it is definite, it will be plural.
6. The word succeeding (
j b ) is ( !|%) - in the accusative
case and it is singular, e.g. (T
M YM %jO ²$,M j O j b ) – How many
dirhams do you have?
(T
M P $j P *³ %M"M j b ) – What is your age? (Literally: How many
years is your age?”)
7. Sometimes the word (

j b ) is not used for interrogation but
for providing information. It is called (*m=O )M
M ). Its
meaning in that case will be ‘several’ or ‘many’.
Page 155
The noun succeeding (*=§ ) is (0±). Sometimes it is
singular and sometimes plural, e.g. (

P 2r fMj -b Yo )jM j b ) or ( j b

P 2r fMj -b Yo j)OM ) – I have freed many slaves.
The particle (
j O ) is sometimes used after (*Vf" ) and
often after (*=§ ).
Examples: (T
M YM %jO *o mOP j O j b ) – How many rupees do you
have?
(Ô M2b Vi r bM MfP\r M
M M jqOMqM 0j -b o M%j=O j O j b ) – I spent many gold
coins on the poor.
Word Meaning
t j -b matter, command
M jM between
t )jO ink
*
M $j M five
* mOP rupee
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t $M "O a t j$O "M fat
U
O 0j P '
M necessary
* M\OM comfort
M|M stick
O )jg
O r P b#b fountain pen
I
O Mm P b#b pencil
lM0M ink bottle
t m#b powerful
Yt O M0 one
t j$O M= right, right-hand side
t MM= left, left-hand side
* ,M O b\ agile, lively
Exercise No. 12
(A) Translate into English:
I
O Mm P b#b bX, ª bX, M (1)
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O )jg
O r P b#b TM bF ª TM bF M0M (2)
lM0M ;O XO ,M ª ;O XO ,M M (3)
t )jO lO M0Ym O\ ª lO M0Ym O\ bFM 0M (4)
j OM 0M j $h M O bX, ª O /
b vP m O bX, j M (5)
li YM jMGP li M jO |
m j fOj -i ]
M r O M$P %MjM
P %j)Or ]
M r O j M 0M (6)
Yt O M P j)O?b r j O -b TM bF ]
M Vb r M
t OMv o vP M U
-b (7)
*O "M M Yj $M r li Xb OM"-b Ô Ab `P , ª i Mvh Ô Ab `P , j M (8)
*O "M M Yj M j \O B
t M$M P m ,P ª ê M%h Ô Ab `P , j M (9)
B
O M%)Mr
*O "M M Yj $M r bO 9
M ,M Fb !M ,P ª P jO |
m TM !j P -b M j=-b (10)
O jfMM M" b )j#b 9
M ,M Fb ª9
M ,M Fb ÀM (11)
j OMfO !M ,P bX, ª
P Mf?O r bX, j $M O (12)
j hM
e -b ª]
M M j M (13)
j h)OqM
O i !j "P M Yt $m g
M P ª]
M )OqM j M (14)
j %Oj=O .P /
b "j Orb ª]
M %Pj=O M (15)
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(B) Note the use of the interrogative pronouns in the

.U j YO h"M M=
O YP )jM j $O "j O ª YP b0M M= ] M $P "j M (1
Yo $m g
M P P j YP $M j -b P $P "j O ª
O YM )jM M= M]jO-b P "j M (2
. *b ?u M j O P gj qM ª j fPqj-b M j=-b j O (3
. YO %jO r bO b !j )P,O bF P g j qM ª j fPqj-b b !j )P,O bF M j=-b bO (4
. *O M\OMrO P g j qM
O YP $j g M rb ª j ?i iM < M jb (5
U
j YO h"M M= o Ab 0j -b *i M $j M j O ª YP OM M= ] M b ²Yb0M j b (6
lM '
O M ²f%jO b !j
P $j M U j YO h"M M= ª *O "M M Yj $M r O\ lM ' O M ²f%jO j b (7
.*O "M M Yj $M r O\ .M !j Mrb
. Yt O M0 E t -b0M O Mfj -i j O ª B O M!M ybrM0 O M!j Or M O ] M b j b (8
*³ mOP M j=O _j O O li M 2b )Mr ;O XO ,M ª *i %MjO$
m li M 2b )Mr ;O XO ,M j ?b O (9
U
¬ O 0j P ' M o j ybO t OMv Mq-b ª M%P ,M M qj-b t OMv M O (10
.U M M|M M ,O ª M"!j P M= ] M %Oj$O MO ] M r O M (11
.
O YO %jO j O !M ,P j bb# ª bX, ] O b mq-b b b# (12
. O m2b r YO O M!r O uO ª .M !j Mr ] P r $P r O $M O (13
.9
t j=O #b
O M |
j qM u O Ab -b ª
O P |
j qM fM (14
(C) Answer these questions in Arabic using the words you
Page 159
have learnt.
ª bX, M (1)
ª ;O XO ,M j M (2)
ª TM bF M (3)
ª] M r O M (4)
ª bX, j M (5)
ª O bX, j M (6)
ª Ô Ab `P , j M (7)
ª] M $P "j O ¿ M j=-b (8)
ª YP $M j -b M= TM !j P -b M j=-b (9)
ª] M jO -b P "j O M (10)
ª TM M-b M M ' M j M (11)
ª j O -b M M ' M j M (12)
ª O M!j Or M O ]M b j b (13)
ª ;O XO ,M j M P %jO (14)
ª M,!j P-b M j=-b (15)
ª M,M-b M j=-bM -b (16)
ª MjO-b M j=-bM -b (17)
M jM
Page 160
ª] M h -i YM %jO *
M OMv Ô M%h *i m=-b (18)
ª9
t j
M .j -b j "M ª P Mf?O r bX, < M jb (19)
ª j ©OM)$j M bO TM !j P-b 9
M ,M Fb fM (20)
(D) Translate the following sentences into Arabic:
(1) Who are you? Sir, I am Hāmid.

(2) What is your father’s name? My father’s name
is Hasan Ibn Àlī.
(3) How many sons and daughters does Àbdur
Rahmān have? He has one son and two
daughters.
(4) Who is the woman standing in front of you?
She is my brother’s wife.
(5) What is in her hand? There are clothes in her
hand.
(6) How many people are standing there? Five
people are standing there.
(7) How many boys are present today? Sir, thirty
boys are present.
(8) O Mahmūd, why are you standing here? I am
standing here for some necessary work.
(9) How much is this book? It costs five rupees
(Lit. It is for five rupees).
(10) O Khālid, how many brothers do you have?
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Sir, I have two brothers.

(11) To whom does this small dog belong? It is
my maternal uncle’s dog.
(12) Where are you going to now? Sir, we are
going to the madrasah.
(13) When did your brother go? He went one
hour ago.
(E) Note how the following sentences have been analysed.

An indication was made in Lesson 6 and 10 to (*@ *£) and
(*\ *£) respectively. Here a simple analysis of some
straightforward sentences is made. If any sentence provides
information of some type, term it (*=§) and if there is a
question, term it (*Vf") or (*©_q).

(1)
.
/ 0 1
§ Yf)
*=§ *@ *£
Page 162
(2)
2
& 43 /
5 6
*V R!! Yf)
dM)dM
*=§ *@ *£
(3)
7& % 856 .

/ 9%
0{d 6 v R §d .Vf" "
Yf)
)Md
M rO f
*Vf" *@ *£
Page 163
(4)
0: ; 8 =<>% +

0 %?
+ 4 @
0± R !V \ \ R
6 v .Vf"
VrO f
*Vf" *\ *£
Test No. 7
(1) Which words constitute the (.Vf"8 ^@) and the
(.Vf"8 R0). What is the difference between the

two?
(2) Where should the (.Vf"8 ^@) be placed in a
sentence?
(3) From the (.Vf"8 ^@), which word is ( )?
(4) How many types of (j b ) are there? What is the
( ) of the noun succeeding each type?
(5) How are (U

-b) and (* m=-b) used? Explain with examples.
Page 164
(6) What were the words (

m M ) and (M j\O) originally?
Insert the ( ) in the following sentences:
ª 9 0 *,V *#% ;X, ¢ (1)

ª ]$ !, , (2)
ª F¢0 T Y% *$©# l- *=-0 (3)
ª %7 0 (4)
ª >)? ,Y0 !, , (5)
ª B2) ] 0 Á = B#% ] (6)
ª l2 0 Y = TY% l: (7)
ª & !f? !$Â "- , (8)
!v ^v ? & !$Â " !f? UY" = q (9)
. ;Y%
Page 165
Lesson 14
The Verb
1. Verbs are of two types: (1) one is ('¢) which indicates
that an action has been completed, e.g. (9

M fMb ) – he wrote. (2)
the second is (N[¢) which indicates that an action has not
been completed but is being done or will be done, e.g.
(9
P fP?r M=) – he is writing or he will write.
Some morphologists51 regard the imperative (-) as a third

category of verbs.
Generally a verb has three root letters (O/
b i), e.g. (9
M fMb ) – he
wrote. Some verbs have four root letters (OMP ), e.g. (
M vM j M) –
he translated.
Note 1: The root letters of a word are called (l m M ). In verbs,
the (9© X Y0) third person singular word-form

contains only the root letters to the extent that recognizing
51 Scholars of (ORj |
m P ).
Page 166
the root letters of the verbal noun (Y|) and all the
derivatives (B2f_) are based on this word-form. In order

to indicate the meaning of the verbal noun, it is appropriate
to write this word-form - (9© X Y0) - so that the
student can apprize himself of the root letters. Hence we
can say that (9
M fMb ) means to write although originally its
meaning is, ‘he wrote’. However, if you want to speak of
the meaning expressed by the verbal noun, you should use
the verbal noun, e.g. (lb ^c M2O rM0 *b MMf?O r !P$uM M) – Learn writing
and reading. The word (*b MMf? O rb) is the (Y|) -verbal noun of
(9
M fMb ) while (lb ^c M2O rb) is the verbal noun of (-bM #b).
3. The (9© X Y0) third person singular word-form of

('¢) - the past tense (or perfect tense) comes on the scales
of (
b M \b), (b O \b) and (b P \b). Examples: (
M M '
M ) – he hit, (wM $O "M ) – he
heard and (.M P
b ) – he was noble. Details of this will be
provided in Lesson 16 while the quadriliteral verb ()
will be discussed in Lesson 25.
All the word forms of the past tense are as follows:
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ABCD EFD D 4*
Meaning Person Gender Word-Form Verb

He wrote 3rd masc. singular 9
M fMb
person
They 2 dual )MfMb
wrote
They wrote plural j!)PfMb
She wrote fem. singular
j )MfMb
They 2 f. dual Mf)MfMb
wrote
They f. plural M )jfMb
wrote
You wrote 2nd masc. singular
M )jfMb
person
You 2 wrote dual M$fP)jfMb
You wrote plural j fP)jfMb
You f. wrote fem. singular
O )jfMb
You 2 f. dual M$fP)jfMb
wrote
You f. wrote plural m fP)jfMb
I wrote 1st m/f singular
P )jfMb
person
We wrote m/f dual/ M%)jfMb
plural
Page 168
Note 2: The total number of word forms are 18 but only 14

are mentioned because the meanings of all are included in
these 14 forms. Then there is no need to repeat one word
several times. However, among the 14 word-forms, the verb
(M$fP)j fM
b ) is repeated. There was no need for it but due to a
certain expediency, the custom of repeating it has been
formed.
Note 3: Every word-form of the verb has a pronoun of the

(\) – doer. These pronouns are called
(*|f *!\ ©$') – attached pronouns in the nominative

case.
Note 4: When joining the verb (

j )MfMb ) to the succeeding
word, delete the final sukūn (jazm) and replace it with a
kasrah, e.g. (
M !j fP?r $M r *i $M M $P r
O )MfMb ) – The teacher wrote the
letter.
The alif and (0) of those words which have them at the end
will not be pronounced when joining them to the
succeeding word, e.g. (
M !j fP?r $M r )MfMb O /
b vP m b) – The two men
wrote the letter. (
M !j fP?r $M r !)PfMb i Mvh b) – The men wrote the
letter.
Page 169
5. The verbs on the scales of (

b O \b) and (b P \b) will also be
conjugated like the above:
M%jO :M ... M jO :M a MfMO :M a j MO :M a j!PO :M a MO:M a M O :M
M%j P b ... a M j P b a MfM P b a
j M P b a j!P P b a MP b a .M P b
6. The scales of (
b M \b), (b O \b) and (b P \b) are of (R0¢ '¢) –
the past active tense. The ( !±) passive tense52 of all these
forms appears on the scale of ( b O \i).
Examples: from (9
M fMb ) – (9
M fOi ), ( M O :M ) – (
M O :P ), (.M P b ) – (.M O i ).
No (\) is mentioned with the ( !±) - passive verb. Only

the ( !V – object) which is now called the (©V 9©q) –
representative of the doer - is mentioned. Like the (\), it
is rendered (w\), e.g. (

P )Mu
M O :P ) – The milk was drunk. This
sentence does not indicate who drank the milk.
52When one wants to indicate the person/item on which the action is done
without mentioning the doer, the passive verb is used, e.g. The book was
taken.
Page 170
7. By inserting (M) before ('¢) - the perfect tense, it
becomes negative, e.g. (9

M fMb M) – He did not write. (
M O :M M)
– He did not drink.
8. Very often the word (Y

j #b) or (Yj 2b b) – undoubtedly – is added
to ('¢) - the perfect tense to create emphasis in the
meaning. However, there is no need to translate it always,
e.g. (²$
j M Yt j=GM
M M '
M Yj #b) – Undoubtedly Zaid hit Bakr or Zaid
hit Bakr.
9. You read in the sixth lesson that a sentence beginning

with a verb is called (*\ *$vP ). In a (*\ *$Pv), the (\)
which is in (w\ *) - the nominative case - generally
follows the verb, e.g. (Y t j=GM
M bvM ) – Zaid sat. If it is a ( V
U
j Yh M fM$P r) transitive verb53, the third part of the sentence is the
( !V) – the object - which is in (9|% *) - the accusative
case. See Lesson 10.
Example: (²})j
P Yt j=GM b b -b) – Zaid ate bread.
53 A transitive verb is one that requires an object to form a complete sentence.
Page 171
Besides these, the other parts of the sentence are called the
(Bb2M fMP ), e.g. (
Ogj u wM M ) – with the meat, (
O j)Mr O\) - in the
house, (.M !j Mrb) – today etc.
Sometimes the ( !V) – object – precedes the (\) and
sometimes it even precedes the verb. Similarly, the (Bb2M fMP )
can also precede the (\), the ( !V) and the verb, e.g.
(
j ?i %Mj=O j ?i b
P r $M r -b .M !j Mrb)
Today I have perfected your religion for you.
The words (.M !j Mrb) and (

j ?i b) are the (Bb2M fMP ) in this sentence.
The former preceded the verb while the latter preceded the
( !V).
10. In a (*\ *$Pv), the verb always remains singular

whether the doer of the action is dual or plural. However
for a masculine doer, the verb will be masculine and for a
feminine doer, the verb will be feminine.
Examples:
(Y
t b0M 9
M fMb ) - A boy wrote.
(
O MYb0M 9
M fMb ) - Two boys wrote.
Page 172
(t A
b 0j -b 9
M fMb ) - Many boys wrote.
(* %Mj O
j )MfMb ) - A girl wrote.
(
O Mf%MjO
j )MfMb ) - Two girls wrote.
(B
t M%M
j )MfMb ) - Many girls wrote.
However, if the (\) comes first, then the verb must
correspond to the (\). The details of this rule will be

mentioned in Lesson 18.
Note: In the list below, each verb is written with both the
('¢) - perfect and (N[¢) - imperfect tenses.
Conjugate each verb according to the previously mentioned
paradigm. Then construct the ( !±) passive tense of each
verb and conjugate it. The beloved students of seminaries
should certainly take this much trouble to do this.
Word Meaning
i i yr M= b b -b to eat
z
i M )jM= z
b M M to send
Page 173
TP P fjM= TM M M to leave
C
P P
j M= C
M M M to go out
i P Yj M= b M M to enter
9
P iWr M= 9
M bb to seek
wP iWr M= wM bb to rise

P P j M=
M M b to set
9
P Oj M= 9
M bb to overcome
P fMVr M= M fM\b to open
D
P M Vr M= D
M O \b to be happy
P M Vr M= M O \b to understand
i fP2r M= b fM#b to kill
P {
M %jM= M {
M qM to succeed
b !j PM #r -b relatives
M j=XO ub those, who
b r-b now
b r bO till now

t j=O $j M to nurse
Page 174
* %mvM garden
wt j$O vM all
N
t 0j P GP a N
t j GM crop
S
t O M" thief
lM M:M evidence, testimony
.t Mb food
.P Mrb year, this year
.t /
b i boy, servant
D
t j \b happiness
* b\O group
M!#r -b a !j #b statement
M$qmybb as if
M$b like
u ybO because
V_
j fM
j $P rb hospital
'j M a
t j=O M sick person
Au O except
Page 175
R
M then, because
^p }j vP part, section
Exercise No. 13
(A) Note the use of the active and passive tenses in the
following sentences and translate them:
G>)H D EFD D

-bO #i (i 1j2i r) !M ,P b 1j2i r -bM #b (Yt j:O M ) !M ,P
i 1j2i r -bO #i b 1j2i r O YP j:O M -bM #b
M)Oi (O /
b vP M ) M$,P ²MfO c^M #b (O /
b vP M ) M$,P
j!)POi (i Mvh ) j ,P b 1j2i r 0e^M #b (i Mvh ) j ,P

j )MOi (
t %jO) M ,O ²!j fP?r M
j )MfMb (
t %jO) M ,O
Mf)MOi (O Mf%jO) M$,P O jM!j fP?r M Mf)MfMb (O Mf%jO) M$,P
M )jOi (B
P M%)Mrb) m ,P 9
M jOb?M M )jfMb (B
P M%)Mrb) m ,P
j!,P Ab bO
M 5rO P
M qj-b ²uVP
M r b -b
M qj-b
j _
O MMb bO M$fP5rO P M$fPqj-b ²qmP M$fPr b -b M$fPqj-b
*b ?u M bO j fP5rO P j fPqj-b ²jW O j fPr b -b j fPqj-b
Page 176
*O "M M Yj $M r bO

O 5rO P
O qj-b M r O r
O )jbb
O qj-b

O j)Mr bO M$fP5rO P M$fPqj-b M r O r M$fP)jbb M$fPqj-b
V_
j fM
j $P rb bO m fP5rO P m fPqj-b M r O r m fP)jbb m fPqj-b
j O,j O bO
P 5rO P Mq-b ^n M
P jO :M Mq-b
mf?b r b bO M%5rO P P g
j qM ²%)Mb M%jO :M P g
j qM
(B) Translate the following questions and answers:
Answer Question
P %jO ^n }j vP B
P -rM #b U
j YO h"M M= j M qM ª b 1j2i r B
M -rM #b r ,M YP j:O M M=
*b M O M)r P fP)jfMb j M qM bO
M !j fP?r $M r
M )jfMb r ,M
ª] M jO-b
b r bO
P $j _
m
O M bb M ª
P $j _
m
O M bb ÀM
*o M M" b )j#b P $M 2b r
M M b j M qM ª P $M 2b r
M M b r ,M
wM M }M )j
P r
P r b -b U
j YO h"M M= ª P M=j M M= .M !j Mr
O r b -b bFM
O )Mu
MMbO bO j O-b z
b O P ª TM !j P-b z
b O P M j=-b bO
M mY
O bM M j h -i M ,O ª M mY b M M j M
Page 177
M O MvM M Yj #b U
M M!M -b M$,P ª M%jO C
M M M j M 0M
O mY
j h -i M$P fjMM '
M ª]
M j=!M M -b
M M '
M j M
bc r bO M fO\i M Ab ª *O "M M Yj $M r
P M M fO\i r ,M
O MgfOj Or O\ Mg{
M qM M$P qmybO ª Yt j:O M 0M Yt $m g
M P D
M O \b M O
bX, j \O ²Yb0M b !j P $j M M {
M qM O MgfOj Or O\ M {M qM ²Yb0M j b
.O Mr ªUh !O %M
m
j ?i b!j #b M%$j O \b M ª M%b!j #b j fP$j O \b r ,M
U
YO %j,O j ?i qMMO u bO ª j O /
b b j fP$j O \b M M O
lO M M_
m O
P )jOi ª O M!j=Yh O\
M )jOi M O
*O M Yj
O O)
O j=O $j fmO
P 5rO P M= V_
j fM
j $P rb bO
O 5rO P M O
('j $M r ª j fOj -i
(C) Note the use of the verbs in the following verses of the
Qur’ān:
.
O O Fr OO l³ M j5Ob *³ b\O
j )Mbb *o bjOb# *o b\O j O j b (1)
(
M m% b fM#b M$qmyb?b \b J
O j c O\ o M\b 0j -b o Vr qM O jM O ²Vr qM b fM#b M (2)
. ²O$vM
Page 178
. »o O b .o b2M 0M N
o 0PGP 0M o !PP 0M B o m%vM O !iM M j b (3)
m$h 9
t O|qM ^M%hO0M b !PM #r c M0 O MYOM!r TM M M m$h 9t O|Mq O Mvh (4)
. b !PM #r c M0 O MYOM!r TM M M
. h%O M jb\b P %jO
M O :M M$\b (5)
. j P %jh /³ O#b Au O P %jO r!PO _
M \b (6)
. j ?i O)j#b O M =OXu bM 9 M fOi M$b .P M| h P ?jbM 549 M fOi (7)
. j bfO#i 9o qbF U h ybO j bO"P 55li M 0PÄ!j $M r bFO0M (8)
(D) Translate the following sentences into Arabic:
(1) Did Hāmid eat the food? No, he did not eat the
food till now.
(2) Did you drink the water? Yes, I ate the food and
drank the water.
(3) What did you eat today? I ate bread and meat.
(4) Did your sister go to the madrasah? Yes, she went
one hour ago.
(5) When did the sun rise? The sun rose now.
(6) Who entered the musjid? They are the teachers of
the madrasah.
(7) Who is that who came out of the house? That is
54 Here the word (M9fOi ) means, “to make binding – to make compulsory”.
55 A girl buried alive.
Page 179
my small brother.
(8) Did you (f) understand my statement? We did not
understand your speech.
(9) Why did you (pl. f.) not understand my
statement? Because your language is Arabic.
(10) O Khālid, was any lion killed? Yes, a large lion
was killed.
(11) Who killed the lion? Sir, I killed the lion.
(12) Where was your servant sent? He was sent to the
market.
Page 180
Lesson 15
The Imperfect
(I JD 4*)
1. The verb which indicates the present and future tense is

known as (N[¢ V) – the imperfect, e.g. (
P O [
j M=) – he is
hitting or he will hit.
2. The letters (-), (B), (U) and () are the signs of ( V
N[¢) known as the (N[¢ B/). By inserting one of
these letters before (9© X Y0) - the singular
masculine third person - of ('¢) - the perfect tense,
making the first letter sākin and adding (w\) at the end, the
(N[ \) is formed, e.g. from ( M fM\b) we get (P fMVr M=), (P fMVr M),
(
P fM\r -b) and (P fMVr qM).
The paradigm of (N[¢ V) is as follows:
Page 181
ABCD EFD I JD 4*
Meaning Person Gender Word- Verb

Form
He is opening or he
will open
3rd
person
masc. singular
P fMVr M=
They 2 are opening or
they will open
dual
O MgfMVr M=
They are opening or
they will open
plural
b !j g
P fMVr M=
She is opening or she
will open
fem. singular
P fMVr M
They 2 f. are opening
or will open
dual
O MgfMVr M
They f. are opening or
will open
plural
M g
j fMVr M=
You are are opening
or will open
2nd
person
masc. singular
P fMVr M
You 2 are opening or
will open
dual
O MgfMVr M
You (all) are opening
or will open
plural
b !j g
P fMVr M
You f. are opening or
will open
fem. singular
M jg
O fMVr M
You 2 f. are opening
or will open
dual
O MgfMVr M
You (all f.) are
opening or will open
plural
M g
j fMVr M
I am are opening or
will open
1st
person
m/f singular
P fM\r -b
We are are opening or
will open
m/f dual/
plural
P fMVr qM
Page 182
3. Like the ('¢) - perfect tense, the (N[¢ V) -

imperfect also comes on three scales: ( i M Vr M=), (i O Vr M=) and (i P Vr M=).
The (N[¢) - imperfect of ( M fM\b) is (P fMVr M=), of ( M M ' M ) is (
P O [ j M=)
and of (.M P
b ) is (.P P ?r M=). The details will follow in Lesson 16.
Note 1: The words (

P fMVr M) and (O MgfMVr M) appear several times in
the paradigm. Understand them well. One has to see the
context to determine the meaning.
Note 2: As in ('¢) - the perfect tense, the (N[¢ V) -

imperfect also has fourteen word-forms.
4. To construct the ( !±) - passive of (N[¢ V), render

a dammah to the (N[¢ B/), and a fathah to the
penultimate letter, e.g. ( P O [j M=) becomes ( P M [

j P=) – he is being
hit or he will be hit, (
P fMVr M=) becomes (P fMVr P=) – it is being opened
or it will be opened, (.P P ? r M=) becomes (.P M ?r P=) – he is being
honoured or he will be honoured.
5. In order to construct the (V%¢ N[¢) - imperfect
Page 183
negative, the word (A

b ) is most often inserted before ( N[¢
)5¢) - the imperfect positive. Sometimes (M) is inserted,
e.g. (9
P ,M Xr M= Ab ) – He is not going or he will not go. (P bj M= M) –
He does not know or he will not know.
Note 4: In order to make (N[¢ V) specific with the

future tense, the particles (( M ) or (R
M !j "M ) are prefixed to it,
e.g. (
P fMVr M"M ) – He will soon open. (b !j $P bj M R
M !j "M ) – You will
come to know.
6. You know that (©$') - pronouns are used in place of the
( !V) - object. In Arabic, there are two types of pronouns:

(a) (O|fmP ) - those pronouns which are attached to the verb,
(b) (O|Vb %j P ) - those pronouns which are independent and

separate from other words.
Because these pronouns are in (9|% *) – the accusative
case – they are referred to as (*!|%¢ ©$[).
7. The pronouns of (*|f¢ *!|%¢ ©$[ - attached
Page 184
pronouns of the accusative case) are the same as the ( ©$[

*|f¢ l0¶) - attached pronouns of the genitive case. See
Lesson 11. The only difference is in the (?f¢ *) - first
person word-form where ( j qO) is used in place of (U

j Od).
The paradigm is as follows:
Page 185
P MM '
M singular
Masculine
M$P MM '

M dual
j P MM '
M plural
bMM '

M singular
Feminine
M$P MM '

M dual
m P MM '
M plural
Second Person (O'M)
]
M MM '
M singular
Masculine
M$?i MM '

M dual
j ?i MM '
M plural
]
O MM '
M singular
Feminine
M$?i MM '

M dual
m ?i MM '
M plural
Page 186
First Person (?

b fMP )
j %OMM '
M singular (m/f)
M%MM '

M dual, plural (m/f)
The same pronouns can be attached to the (N[) -
imperfect tense, e.g. (P PO [

j M=), (M$P PO [
j M=), (j P PO [
j M=) … till (M%PO [
j M=).
In a similar manner, the above-mentioned pronouns can be

attached to every word-form of every verb.
However, when attaching a pronoun to the (' X w£)

- plural masculine second person verb, the (.) is rendered a
dammah and a (0j ) is inserted before the pronoun, e.g.
(
j ,P !j $P fPjM '
M ) – You (all) hit them. (M$,P !j $P fPjM '
M ) – You (all) hit the
two of them.
8. The (*|V%¢ *!|%¢ ©$[) – detached pronouns in the

accusative case are as follows:
Page 187
;P m=O singular
Masculine
$M ,P m=O dual
j ,P m=O plural
,M m=O singular

Feminine
$M ,P m=O dual
m ,P m=O plural
Second Person (O'M)
TM m=O singular
Masculine
$M i m=O dual
j i m=O plural
TO m=O singular
Feminine
$M i m=O dual
m i m=O plural
Page 188
First Person (?

b fMP )
U
M m=O singular (m/f)
qMm=O dual, plural (m/f)
These pronouns are used to create stress or limitation in the

sentence especially when they precede the verb, e.g. ( TM m=O
YP )Pj qM) – We worship You alone.
Take special note of the harakah of the (*$? Å) in the
perfect ('¢) and the imperfect (N[¢).
Word Meaning
P i
j M= M bM to create
wP \bj M= wM \bM to raise
i b
j M= b b"M to ask
P Or M= M bb to oppress
YP )Pj M= YM )MM to worship
Page 189
i $M j M= b $O M to work, act
P Wi Vr M= M Wb \b to create
i M Vr M= b M \b to do
]
P O$j M= ]
M bM to own
P i %jM= M b qM to look
OO camel
,M -b more/most important
M$qmO only
j=O M innocent
!j Wi P a t Wb M stomach
YP ©OMvM a l YM j=O vM newspaper
wP O M{r YP {
O
j $M rb 0j -b wP O M{rb jāmi’ musjid
!j P=O M radio

O j -b yesterday
²Yb tomorrow
²M)
M morning
^n MM evening
Page 190
'
M harm
Yt OM worshipper
l!M j #b coffee
O Fb MM May Allāh grant refuge
!M j=O a
O 0M U
j O By Allāh
wt vj 0M pain
MfM= a t jfOM= orphan
wP Vb %jM= wM Vb qM to benefit
Exercise No. 14
(A) Note the use of the (N[¢) - imperfect tense and

translate the following sentences:
./ ³ jO#b P $P M \r -b j M qM ª m OM M r b M P M Vr M r ,M (1)

. P M=j M j fOj -i P )PfP?r M ª M Mf?O r bX, 9 P fP?r M= j M (2)
Ab Mq-b U
j YO h"M M= .9
P fP?r M Ab M qj-b0M ²YhvM 9 P fP?r M M ,O !
e ^c M: M (3)
. ²vj 0M U j YO M= j \O u ybO 9P fPr -b
Page 191
S
O !j bO 9 P ,M Fr -b Mq-b ª YP $M j -b M= 9 P ,M Xr M M j=-b bO (4)
. lo YM O M0 *o O M" j \O M%jO wP vO j yb"M ª S O !j M O wP vO j M fM (5)
. O M ybr b jO j M -iM 2r qM MqYM h"M M= ª b 0j -iM 2r M
o MfO U m -b P Ab 0j -b M= (6)
. lb !M j 2b r Ab 0M U M m_ P M _ j qM Ab P g j qM ª U M m_ b !j PM _ j M r ,M (7)
. O j « YM j M ²Yb z i M )jqP r M Ab ª .M !j Mr O O Mgr bO j fP5rO P r ,M (8)
j ©OM)$j M bO Mq!j P-b M%)Mbb ª j ©OM)$j M bO j ?i )Mbb j M (9)
M bM 0M j %O2b bM
e b ª j ?i j=YM OM0 0M j ?i 2b bM j M b !j $P bj M r ,M (10)
.U m YM OM0
. j %OP Vb %jM= ²MfO j ?i %jO 9 P ir -b M$qmO ª *i _ M ©OM M= m%O M j)OiWr M bFM (11)
. TM M%,P j i %Mj=-bM M
O 0M Ab ª wO O M{r O\ O j -b Mq!j $P fPj=-bM r ,M (12)
²M) M wP $M "j -b
O 0M U j O ª !j P=O m O\ O j gM r M M)j -b wP $M j M r M, (13)
. ^n MM 0M
. O !j P yir h ,M -b j O M ,O 0M M,-iM #r -b Ab < M jb ª YM ©OM{ M r -iM 2r M r ,M 0M (14)
MqmO\b M,h :M j O
O Fb MM ª *O $M jO M r O j g
M r ;O XO ,M O\ P bj M bFM (15)
. M j M rM0 S M j _m B O Xb M -b j fOu li YM #b!j $P r
O P Mq
Page 192
(B) Translate the following verses of the Qur’ān:
. b !P$bj M= b Å
M 2O \OM%$P r m ?O 0M Å
M %OO `j $P r O 0M O O!P"M O 0M li }m O r O uO 0M (1)
m$h ^p UOM r qM-b 0M i $M j -b m$O b !i=OM j fPqb- j ?i i$M M j ?i b 0M O$M M j O (2)
. b !i$M j M
. b !P$Or M= j P
M Vi qb- ( M m% m ?O db 0M ³j:M ( M m% P Or M= Ab M x u O (3)
. ²Vr qM Ab 0M ¨' M OVr %MO ] P Oj -b Au i# (4)
.²Mq j O qO!iWP O\ b !ii yr M= M$qmO ²$r i MfMr b M!j -b b !ii yr M= M =OXu (5)
. j qOM Wb \b U j XO u YP )Pj -b Ab O M0M (6)
. j M \OP <M jb Ô M$ m bO 0M j 2b OP < M jb O OOr bO b 0Pi %M= b\b-b (7)
YP )Pj -b M b 0PYOM j fPqb- b 0M b 0PY)Pj M M YP )Pj -b b b 0P \Ob?r M=-b M= r #i (8)
0M j ?i %P=O j ?i b YP )Pj -b M b 0PYOM j fPqb- b 0M j YM)M m Yt OM Mq-b b 0M
. O =O M O
. b !j ib
j P= j ,P 0M i M Vr M= m$M i b j P=Ab (9)
Page 193
(C) Translate the following sentences into Arabic:
(1) What are you reading in the madrasah? I am reading

Tashīlul Adab.
(2) Do you recognize my brother? Yes, I recognize him.
(3) Will the door of the garden be opened today? Today
the door of the garden will not be opened.
(4) Where did the doorkeeper go? I do not know where
he went.
(5) Will you go for a stroll today? No brother, I will go to
the madrasah.
(6) Did Mahmūd eat the food? Till now he has not eaten.
Now he will eat.
(7) Who do you worship? We do not worship anyone
besides Allāh.
(8) What are you asking of us? We are only asking for a
book.
(9) Which book are you seeking from us? We are seeking
the book ‘Sīratun Nabī’ from you.
(10) Do you read the Qur’ān every day? We read one
part from it every day.
Page 194
An Arabic Letter
Read the following letter and note how a letter is written in

Arabic.
: O j\O
P )jfMb 0M O jO |
m j O -b bO ²!j fP?r M .M !j Mr
P r "M j -b Mq-b
}P j=}O M r E
P ybr M=-b
P PbM M0M
O *i $M j M 0M j ?jbM .P / bm b
j ©Ob2\bP 0M Mq-b B P -rM #b j qh-b b !j $P bj M m$b Y² j=YO :M ²M \b b !j P M Vr M j ?i P j$O vM j fPqj-b
j O / ³ jO#b P M Vr qM b rM0 *o bjO#b lo Ym P j \O O M ybr b jO
j M O MfO j O b 0m ybr ^c }j { P r
e ^c M: r O -iYM )j%M"M 0M h OM M r O\ ²!j fP?r M .M !j Mr 9 P fPr -b bXO0M O M M r MO
.
O Mf?O r bX, j O j qOu5 ^c }j {
P r O jM !j M= YM j M MM
9O fP?i r b 5rO 9

o j | M O M jb ŸOv j "M P qmO\b ª M Mf?O r bX, -iM 2r M Ab M O j O -b M=
. / ³ j "M ;P MqYj vM !M \b ;P Mq-rM #b P g
j qM . *O $M j=YO 2b r *O mOM M r (
O O MY$M r O\ *O { M ©Om
P )P
Mgj M= M$b 9 o j | M O M jb m OM M r u -b
M Mf?O r bX, B M -rYM M bFO
M qj-b P bj fM"M 0M
. b !j )POuW
Page 195
wO j$O {
M O0M j ?i b0M j O M Om| b $M M rM0 wM \Om% M r O rM0 *b M\OMr bMM
O M O 9 P ir -b
. .P / b m M0 M jO 1 . M j$O O
j $P r
TM O jM 9
P Ob
M$j m YP )jM
Test No. 8
(1) What is a verb and how many types are there?

(2) How many root letters are there generally in a verb?
(3) What is the (l6) of a word?
(4) From among the verbs, which word-form contains
only the root letters?
(5) How do you recognize the root letters of verbs,
derived nouns and verbal nouns?
(6) On what scale does the triliteral verb in the perfect
tense come? What are the scales of the imperfect
tense?
(7) How many word-forms are there in the perfect and
imperfect tenses in reality, how many are
customarily in vogue and why?
Page 196
(8) In which part of the sentence does a verb normally

come in an Arabic sentence? Where do the doer and
object come?
(9) Due to the number and gender of the doer, what
changes occur in the verb?
(10) What is the ( ) of the doer and the object?
(11) In the word (P MM '

M ), what is the pronoun (;P ) called?
(12) What word is (T
M m=O)?
(13) How do you construct the passive of the perfect
and imperfect tenses and the negative?
(14) What is the noun called towards which a passive
verb is related?
(15) What are the signs of the imperfect tense?
(16) What meanings can the word (9
P fP?r M) have and how
many word-forms can (
O M)fP?r M) be?
(17) How many tenses are found in the imperfect tense?
(18) What effect takes place on the imperfect by
introducing the particles ((
M ) and (R
M !j "M )?
End of Part One
Page 197
Page 198
Page 199
Page 200

Volume 2
A Translation of

popularly known as


Arabic Tutor – Volume
Volume Two


Africa.
Page 2
Volume Two
<<<<<<<<

!"# !$ !$ %&
'(# %
3.& 4#") *+, -#. %/0) 1, - /0) 2 /& 2
(6778 9#:0;)
<<<<<<<<
Sayyidunā Ibn Úmar narrates that Rasūlullāh said,

“Whoever can speak Arabic correctly should not speak
Persian because it creates hypocrisy.”
(Mustadrak of Hākim)
Page 3
Volume Two
Title Arabic Tutor - Volume Two

#)
Published by Madrasah In’āmiyyah

P.O. Box 39
Camperdown
3720
South Africa
Tel +27 031 785 1519
Fax +27 031 785 1091
Page 4
Volume Two
Contents
The first fifteen lessons were completed in Volume One.

Volume Two begins with Lesson 16.
Transliteration..........................................................................9
Preface .........................................................................................12
Lesson 16.....................................................................................14
The Categories of Triliteral Verbs .......................................14
Vocabulary List No. 14 .........................................................18
Exercise 15 ..................................................................................21
Lesson 17.....................................................................................25
The Intransitive and Transitive Verbs and the Active and
Passive Verbs..........................................................................25
Exercise No. 16 .......................................................................30
Lesson 18.....................................................................................35
Changes in the Verb due to the Doer .................................35
Exercise No. 17 .......................................................................41
Test No. 9 ................................................................................44
Lesson 19.....................................................................................46
The Different Types of the Perfect Tense...........................46
(1) The Recent Past Tense or Past Perfect Tense ( '(;
=)>).......................................................................................46
Page 5
Volume Two
(2) The Far Past Tense or Pluperfect Tense (:? '(;)..46

(3) The Past Continuous Tense or Past Habitual Tense
(@#%0A'(;) ....................................................................47
(4) The Doubtful Past Tense (' B /C ED '(;) ........................51
(5) The Perfect Desirous Tense or Conditional Perfect
Tense ('
F GE '(; 2 H%0 '(;)......................................51
Exercise No. 18 .......................................................................56
Lesson 20.....................................................................................61
The Different Forms of the Imperfect.................................61
Exercise No. 19 .......................................................................70
Lesson 20 B .................................................................................73
The Emphasized Imperfect Tense.......................................73
Exercise No. 20 .......................................................................77
Test No. 10 ..............................................................................79
Lesson 21.....................................................................................81
The Imperative and the Prohibition ...................................81
Exercise No. 21 .......................................................................92
Test No. 11 ..............................................................................96
Lesson 22.....................................................................................98
The Derived Nouns ...............................................................98
Page 6
Volume Two
The Active Participle Noun (

I I J.K L B I)..............................98
The Passive Participle Noun (! I "B L .K %M K L B I)........................100
The Adverb (NO ) ......................................................101
The Noun of the Instrument (-P )..............................103

Exercise No. 22 .....................................................................106
Lesson 23...................................................................................110
The Adjectival Nouns .........................................................110
Exercise No. 23 .....................................................................120
Lesson 24...................................................................................124
The Elative ............................................................................124
Exercise No. 24 .....................................................................130
Test No. 12 ............................................................................136
Lesson 25 A...............................................................................138
The Categories Other than the Triliteral Verbs...............138
Exercise No. 25 .....................................................................151
Lesson 25 (B).............................................................................156
The Particles
Q RI, Q 2J and K 2J....................................................156
Exercise No. 26 .....................................................................166
Supplement ..............................................................................174
Page 7
Volume Two
Some Beneficial Information..............................................174

(1) The definitions of (N8 ) and ("7& )............174
(2) Analysis (
S BI7
B 0DJ).............................................................175
Page 8
Volume Two
Transliteration

ā
T t
4 th
U j
V h
W kh
d
X dh
# r
Y z
Z s
[ sh
\ s
] d
Page 9
Volume Two
^ t
_ z
`
M á
`
I í
`
L ú
a gh
N f
3 q
9 k
!
b m
n
ū
c h
@ ī, y
Page 10
Volume Two

(Àlaihis salām)
Sahâbah
(Jalla Jalāluhū)
(Àzza wa jall)
(
#) (Rahimahullāh)
Page 11
Volume Two

f :%g "# c:? ' b1 e18 6; #

:%d
): b") h ?2
Preface
It is only through the grace of the Almighty Allāh that, in

spite of my ill-health and unsuitable conditions that
prevailed, I have been able to present the second volume of
Arabic Tutor to the students of Arabic with changes and
new additions. All praises are due to Him.
The first volume forms part of the syllabus of the fourth

class in the high schools. Now, the second volume has been
prepared for the fifth class.
Although the previous edition was well accepted by the

scholars and intellectuals of the country, Bombay
University and the Department of Education Sindh and
several seminaries have included it in their syllabi, yet I had
the desire to do whatever I could to simplify Arabic. There
is no guarantee for life. Due to the lack of means, I could
not achieve what I wanted to. Nevertheless, one should be
grateful for whatever has been done. Now the benefit of
Page 12
Volume Two
this book has increased manifold. All praises are due to

Allāh for that.
Very few additions of grammar rules have been made

because the aim of this book is to learn the language and to
understand the Qur’ān. However, there has been a
considerable increase in the amount of examples, especially
from the Qur’ān, dialogues and exercises, so that this can
serve as an Arabic Reader to an extent.
It is not only a claim but an accepted reality that this series

is the only one which can be called an excellent syllabus
and the most beneficial one for high schools, Arabic
seminaries and the students of Eastern languages.
Nonetheless, whatever I could do, I have done. Now it is

the duty of those elders who have the control of the syllabi
in their hands, to allow the students to benefit from this
book. They can appreciate this service by looking at what
has been said and not who said it. They can afford every
Muslim student the opportunity of benefiting from it and
thus be entitled to immense rewards. Our duty is to merely
convey.
Servant of the best language

(Moulānā) Àbdus Sattār Khān
Page 13
Volume Two
Lesson 16
The Categories of Triliteral Verbs

1 (i 'j1k . "2)
1. You have read about the perfect ('(;) and imperfect
(`#l;) verbs in lessons 14 and 15 of volume one. You have

also learnt many verbs in the vocabulary lists, numbers 12
and 13. From there you may have understood that the
second root letter (-%/6)2 of the roots of certain triliteral
verbs ('j1k) of the ('(;) perfect and (`#l;) imperfect is
sometimes similar and sometimes different.
The verbs of the word (n

m 0B,J) are (nM 0M,J) and (nL 0M.K M)) where the
(-%/6) is (VB"0L.K M )3 in both cases.
In the word (bm M
J ), the ('(;) - perfect tense is (bM L J ) while
the (`#l;) is (bL L /K M)). That is, the (-%/ 6) of both are
1 The word (i) means denuded. It refers to the first stem of the verb that
contains only the root letters and is empty of any extra radicals.
2 See Lesson 3.7.
3 that is, having a fathah.
Page 14
Volume Two
(bB"%
Ll
B M )4.
In the word (=
m
B M ), the ('(;) - perfect tense is (=
M
I M )
while the (`#l;) - imperfect is (=
L
I7
B M)). Therefore the ( 6
-%/) of both are (#B"
L /K M )5.
Now observe the following verbs:

• in the word (
m B (
M ), the ('(;) is (
M M (
M ) where the
(-%/
6) has a fathah, while the (`#l;) is (
L I l
B M)),
where the (-%/ 6) has a kasrah.
• in the word (m 8

B *M), the ('(;) is (M 8
M *M) where the ( 6
-%/) has a fathah, while the (`#l;) is (L 8
L &BM)), where
the (-%/ 6) has a dammah.
• in the word (o
m %B M ), the ('(;) is (oM %I M ) where the ( 6
-%/) has a kasrah, while the (`#l;) is (o
L %M
B M)),
where the (-%/ 6) has a fathah.
4 having a dammah.
5 having a kasrah.
Page 15
Volume Two
2. With regard to the (-%/ 6) of the ('(;) and (`#l;),

the verbs of (i 'j1k) fall into six categories. In the
terminology of Arabic Morphology, these categories are
called (
m M), the plural being (
m M"B2J).
The six categories are as follows6:
Y" `#l; '(; "

S I .K M) J M ,J
L I l
B M)
M M (
M !p ?
6 #"/ 6 V"0.
S L .K M) J M ,J L 8
L &BM) M 8
M *M qk ?
6 b"%l 6 V"0.
S M .K M) J I ,J oL %M
B M) oM %I M rk ?
6 V"0. 6 #"/
S M .K M) J M ,J nL 0M.K M) nM 0M,J o ?
6 V"0. 6 V"0.
S L .K M) J L ,J bL L /K M) bM L J st ?
6 b"%l 6 b"%l
S I .K M) J I ,J =
L
I7
B M) =
M
I M Z ?
6 #"/ 6 #"/
6 Since Arabic is read from right to left, this table must be read in that
direction. The arrow sign will be used as a guide to indicate the direction of
the text.
Page 16
Volume Two
3. Verbs more often belong to one of the first three

categories. The verbs of the fourth category are slightly less,
the fifth category even lesser and very few verbs belong to
the sixth category.
4. When any word belongs to a particular category, it means

that the harakah of the second radical will correspond to
the ('(;) and (`#l;) of that category. For example, if it is
said that the word (

uB vJ - to wash) belongs to ( ( ), it
means the ('(;) is (
JM vJ ) and the (`#l;) is (S
I wB M)).
Note: In the Vocabulary Lists No. 14 and 15, the ('(;) and
(`#l;) tenses have been written. Look at the verbs and

work out which category each verb belongs to.
5. It is essential to know which category every verb of

(i'j1k) belongs to so that the ('(;), (`#l;) and the
imperative () can be correctly pronounced. It is for this
reason that the (

m M) of every verb is written next to a verb
in the dictionaries. If the verb is from ( ( ), a (]) is
Page 17
Volume Two
written next to the verb.7 If the verb is from (8* ), a ()

is written next to the verb, if it is from (ox ), a (Z) is
inserted, if it is from (n0, ), a (N) is written, if it is from
(b ), a (9) is inserted and if it is from (= ), a (V)

is written. We will follow the same procedure in the future
vocabulary lists.
In some modern dictionaries, a line with a harakah is

inserted after the ('(;) to indicate the harakah of the
(`#l;), e.g.
(I_ J
M vJ ), (_z M 8
M *M), (_{ V
M I ,J).
Word Meaning
() J 8
M M to obtain
(]) oM |M #M to return
() 3
M YM #M to give, to sustain
7 This applies to some dictionaries only. Others have their own methods of
indicating the category of verbs.
Page 18
Volume Two
() :M $J#M to sleep
() M /J M to live, to reside
() M /J }M to thank
BI f May it be so.
() 3
M :M M to speak the truth
(9)
M L $J to be near
( Z) =
M I J to play
(Z) ]
M I M to be ill
(]) bM ~M M to defeat
D2J as far as, as for
`
m M)K I radio
J B?M$S just before
:L IM|M eu :M B)I |M newspaper
D*IJGI I{ 2 -u D*IJGI I Britain
_
u "B OS L
M part, portion
Page 19
Volume Two
(# -&k) I B)#M M the two worlds
B XS owner8
eu M MM bliss, success
z M:M L – :m BI M fortunate
u "B &LS J thought
-u ME
I B 2J MEM supper, dinner
-u M):I vK 2 M:vJ lunch
#m "B S ,S breakfast
bI D)JK cI I 'B ,I nowadays, in these days
'MS u 1
JB J lazy
:m B
I M glorious
-u M
M L destructive
-u ?M0M/K M library, bookshop, desk
"M 7
B *M towards
N
m M8*B2J
m 8
B *I half
S MM) Japan
8 See Lesson 11 in volume 1.
Page 20
Volume Two
I M"M2J parents
=
I M Q S M:BM sports field

m I :B L astonishing
Exercise 15
(A) In the following sentences, the harakah of the perfect

('(;) and imperfect tenses (`#l;) has not been written.
Insert the correct harakah and read the sentences.
Read Note no. 5 of Lesson 2 in Volume One once again.
Answer Question
I /I J L &BI ~B |L SK$2J b "B M) Q S Q S 2SK>M I fB>S K M I B J (1)
I ~B
L K
M 8 B *I pQ RI T L 2KJ$ M bM "B MK SBIM M) b "B M)
T
I M?|I M L ?B0J M 'B *JI JXM%I (2)

L
B M,J I BQ 'I, -I M #M :B %M K
M?M = L 0K2J
'B I S 8B7M b "B M) Q S I I :L %B 7 M KJ bM "B MK
M J
B J8M K M (3)
I
B .J K -S M M%|M I
B .J K -S M M%|M
I
B L 'JM @
B :I M M) 9M L /B}2J
I M BOI M
M B XS
M *BJ,J (4)
Page 21
Volume Two
s
M BJ,J I B .J K -S M M%|M D2J M &J S BIM M)
'JM/S K 'JM pQ RI B?IJ B JI
-I J.K wM K 'I, J B :L $BM) M B)I Q
T
I M|#M M
z oM ,M# M BI f sM BJ B /I J @

B :I JM M) M $K :M (5)
@
B :I M M $JYM# I M:M = L B8I *M pQ RI JM
I B)#M D: eJ M MM
z
#I "B S .S K :M B M =
L KX2J M*2J 'JRI =
L KM 'M0M S BIM M) (6)
I-M #M :B %M K
I B O J ?B$J { M:wM K S K*M L 7
B *M { M:wM K J "B SKM 'M0M M (7)

I 8
B *I "M 7
B *M -S M #M :B %M K T
I :M M eu :M BI M bB 2J -u ?MB)I $J -S M #M :B %M K (8)
BI
M) B /I J I BM M Z
I 2KD 'JM M*:M &BI @
M DE
L BEM K M (9)
@
M E D L BM} M*2J @ B :I M

M IXJ :M B M
L B}2J pJ M M?M
:M2J
M*#I M| 'B ,I cL M"M2J L /BM) :m JM JM L BwI 8

D :L J"M K JM B M (10)
Page 22
Volume Two

M M M

B JJv M%,J L 2S
B (
M I M bM "B MKJ pJ 2J .
BOI &MI "M L sM BJ (11)
L M |B M L L |B M S BwL)
I M:B%M K 'I, b "B M) Q S =
L K*M B M *M :M B M b "B M) Q S J "B ?LKM K M (12)
I 8
B M K

I I wB %M K J B?M$S oL |B#2J M*2J I M:BM B I oL |BM 'M0M (13)
=I M Q
S K*M I I wB %M K eI 1
J M :M B M S K.M JXM%,J (14)
'I, I JMK #M M?B 2J oL %B*MM { MEM K
`
I M)K %I K
EI :B L ?MM
L B %M @
B :I M M) -J M #I M?K
M B %M JXM (15)

I M ~M :B $J J MMK Q 2J L B %M 9M JXM M (16)
M)1
J M 'B ,I -J /J B)I B JKM -J D*IJGB ?IK
:I &BI K M I J K
I MJ$ :B $JM MB MM

I B 7
M K cI I M }M B I
z M&OJ .M J/J M @ B ~I B)~I M M)

M $K :M (17)
-I M
M %L K lB)2J :I IM
M K 'I, #L M?B JK T
I { M|
Page 23
Volume Two
(B) Translate the following sentences into Arabic
(1) O boys, how much do you read from the Qur’ān

every day? We read one part of it daily but today we
read half a part.
(2) Did you not learn the madrasah lessons at night? No,
but we learnt them in the morning.
(3) O boys, when do you go to the madrasah?
Nowadays, we go to the madrasah after breakfast.
(4) Is the madrasah far from your homes? Yes, the
madrasah is approximately one mile from our
houses.
(5) When do you return from the madrasah? We return
from the madrasah a little before Zuhr.
(6) Do you obtain the Zuhr Salāh with congregation?
Yes, all praises are due to Allāh, these days we obtain
the Zuhr and Àsr Salāhs with congregation.
(7) How is that? Because the madrasah is only opened
nowadays in the morning.
(8) Then what do you do after Zuhr? We sleep for one
hour.
(9) O Ahmad, what do you do after Àsr? Sir, I go for a
walk to the garden.
(10) Do you read the newspaper every day? By Allāh,
every day I read the newspapers in the library.
Page 24
Volume Two
Lesson 17
The Intransitive and Transitive Verbs and the Active

and Passive Verbs
(!"i N; . @:0; bY1 .)
1. Verbs are of two types:

• Intransitive (bY1): one which is complete with the
doer of the action, e.g. (:

m B)YM bM L J - Zaid became
noble.) The intransitive verb does not have an
object.
• Transitive (@:0;): one which requires both the
doer and the object to complete the statement, e.g.
(~?B
L :m B)YM J J 2J - Zaid ate bread.)
2. Most transitive verbs require one verb only but there are
some verbs that require two objects, e.g. when it is said,
(/
K M :m B)YM =
M
I M - Zaid thought that Bakr), the sentence is
incomplete. What did he think of Bakr? When it is said,
( &Iv
J /K M :m B)YM =
M
I M - Zaid thought that Bakr was wealthy),
the sentence becomes complete.
(7IM :IM :m I M M IM ) – Hāmid knew that Khālid is pious.
Page 25
Volume Two
Such verbs are called (

I BJ"B L .K M 'JI @
B : M 0M%L KJ) – transitive to
two objects.
3. There are two types of transitive verbs:

• the active verb (N;): a verb that is related to
the doer of the action and the doer is known, e.g.
(:IM :m I M
M M (
M - Hāmid hit Khālid.) In this
sentence, the doer of the verb (

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

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

called (
I I J.K =
L IM* - the representative of the doer). It is
(`B",SB M - in the nominative case) like the doer. In the
sentence, (:
m IM
M I (
L ), the word, (:m IM) is the object in reality
and should have been ( "8& - in the accusative case).
However, due to the passive verb, it has taken the place of
Page 26
Volume Two
the doer of the action and is therefore (`B",SB M ).
Note 1: The (
I I J.K =
L IM*) is also called ( L SI J, D
M L) B J M !S "L.K M ).
5. Those verbs that have two objects will also have two
representatives of the doer. But both will not be (`B",SB M ). The
second object will be ( "8&), e.g. (7IM :m IM M IL - Khālid

was thought to be pious.)
Note 2: The method of constructing the ('(;) passive and

imperfect passive tense was discussed in Lessons 14 and 15
of Volume One.
6. An intransitive verb is generally used in the active tense.

However, by adding a particle to a subsequent noun, it can
become transitive. In such a situation, the intransitive verb
can be used in the passive tense, e.g.
(:
B)~M I
:m IM =
M M XJ - Khālid took Zaid.)
Here the verb (= M M XJ ) has become transitive. The passive
form will be: (: B)~M I =
M I XS - Zaid was taken.)
Similarly, the passive form of the sentence ( M0/I I :m I M { M| -
Hāmid brought a book) will be ( M0/I I ¡J B|I - A book was
Page 27
Volume Two
brought).
Note 3: Although the verb ({ M| - to come) is intransitive, it is
used like a transitive verb: (

m "B 0L/K M 'B *I{ M| - A letter reached
me).
(!
u "B L #M B S { M| - A messenger came to you.)
Sometimes the particle ('JRI) is used after it, e.g. (
M BJRI { M|

m "B 0L/K M - A letter came to you).
The verb (
J M M - to enter) is intransitive. An adverb succeeds
it, that is, a noun showing place or time. Generally there is
no need to attach the particle ('
B ,I) to it, e.g. ( :M
I
B %M K I :L B)YM J M M
M?M - Zaid entered the musjid in the morning). The words
(:M
I B %M K) and ( M?M ) are called (, !".) which are
normally words denoting place or time and they are
( "8&). The details will follow in Volume Four.
Page 28
Volume Two
Word Meaning
Y #L 2J rice
=
m *IM| side
-S D/I I%M K -S >J B):I 7

M KJ the royal garden
(Z) =
M I #M to mount
T
m "B L –
m %M M fish
#m B :L L #m :B M chest, heart
-u JL JG table
!u J.GK 2J u .K GI child
-u MM M carriage, vehicle
'
I MB M coachman, cabman
@
I /J
B M soldier, policeman
-u DI #I J, Persian
D%J when
#M "B ,SMw&BI Singapore
M?I¢BI Libya
Page 29
Volume Two
-u M#M M7L war
Z
m M* people
(N) £
M M *M to rise
-I M #M :B %M K T
L M?|I M assignment, task
Exercise No. 16
(A) Change the active verbs into passive ones and vice
versa in the following sentences.
Note 4: When you want to change the active into the

passive, delete the doer and replace it with the object which
will now be (`",).
Example: (?K
J :m I M
M M (
M - Hāmid hit a dog.) will change to
(=
m K J
M I ( L - A dog was hit).
(
I B)~M ?BL L M)B M
B JJ 2J - Maryam ate two breads) will change to
(
I M~?BL J I 2S - Two breads were eaten).
If you want to change the passive into the active, insert a

doer, change the (. =*) to the object and render it
Page 30
Volume Two
( "8&).
Example: (3
m #I M J 0I$S - A thief was killed) will change to ( J 0M$J
¤$#I M u |L #M - A man killed a thief) or (¤$#I M
L K 0M$J – I killed a
thief) etc.
&?MJ S .K C M I }M (1)
9M M2J : I M "B L 2J = M JGJ (2)
YD #L JKM M %M D bM "B MK M&K J 2J (3)
M 8
B I 'JRI cL M2J : I M "B L2J J M #B 2J (4)
-J DI #I J.K M 0LB 2S L M .K M K M (5)
#M "B ,SMw&BI -I M#M M7L 'B ,I cL M2J @ I /J B M J 0M$J (6)
m B?IJ :m M 2 J 0I$S (7)
I M"B): 'I, 9M "B L2J = M IGS (8)
-I M #M :B %M K MM nM 0I,S K M (9)
-I M #M :B %M K 'I MM L D"?MK nM 0M,J B M *M (10)
M?I¢BI -I M#M M7L 'B ,I :I J"M K JM "B L2J J 0I$S (11)
-J /Q M 'B ,I @ :I &BI K S MC L M .K L) K M (12)
M MfM#:M BM 'JRI cL "B L 2J r J I L (13)
Page 31
Volume Two
#L Q./S K bL ~M B LM (14)

T
M "B SM| L L M J 0M$J (15)
7IM 9M M2J L ?B I M (16)
(B) Translate the following sentences into English.
-I >J B):I 7
M K 'JRI = L M K MM -J MM M K =
L J B M K M -I MM M KI ' I MB M K { M| (1)
-I D/I I%M K
:m IM 'B >I B):I M L JM #B 2J 'B IB I B I m "B 0LK/M 'B *I{ M| (2)
' I B /S K 'JM IM| M BwI 8 D 9M M2J L B)2J#M M MM B L L K M M D%J (3)
'JM = *IMI L B JM ,J -I M #M :B %M K T I M?|I M = L 0L/K M) -I JL Q bM M2J
eI "M B >J KI 'B I { M|M '¥ I B S
S S K M) cL M*:B |M "M ,J @
¥ #I B L (M B JI cI I 8 B J$ 'B ,I eI :M K ?MK I BI 2J 'JM M&K M M (4)
M B /I J bI MQ 'JM M&?MJGJ M bI M:$K JK 'JM %IJ$ £ M M &M,J bM MQ
cL M&BI EM ,J @
I DEI M&J ¡J B|I D jS M&K J 2J
B /S
I .S *B2J B I !u "B L #M B S { M| :B >J J (5)
#I B :L 8 'I, M%I J.}I M B /S #M B I -u OJ I"B M B /S B{ M| :B $J Z L D& M)2JM) (6)
M B&II ¦B %L K I -u %M B #M M @:L M
Page 32
Volume Two
(C) Translate into Arabic.
(1) A man killed a big lion.

(2) I called Hāmid’s brother.
(3) My sister ate the fish and the rice.
(4) Ahmad regarded Mahmūd as being pious.
(5) This girl’s brother was killed in the war of Japan.
(6) My father sent me to Hyderabad.
(7) Is the Arabic language understood in Bombay?
(8) A letter came to me from my brother.
(9) I will write its answer tomorrow.
(D) The following sentences are complete. Ponder over each

sentence, determine the active and passive verbs and then
insert the correct ( ) accordingly.
e} :2 0$ (1)

e} 0$ (2)
e"> :}# } (3)
e"> } (4)
#: )
(5)
&v :}# :)Y = (6)
&v :}# = (7)
Page 33
Volume Two
92 ?G (8)

9"2 =G (9)
3" hR '1v k (10)
3" hR k (11)
-#:; 0/ 2> *2 (12)
-#:; 0/ 2>) (13)
§) p §) " (14)
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Lesson 18
Changes in the Verb due to the Doer
1. When a verb precedes the (,), it will always be
singular, whether the (,) is singular, dual or plural.
However, it will correspond to the (,) in gender.

Examples:
Plural Dual Singular

J "B %L CM %L K =
M 0MJ I M%CM %L K =
M 0MJ L CM %L K =
M 0MJ
T
L M%CM %L K
I ?M0MJ I M0%M CM %L K
I ?M0MJ -S %M CM %L K
I ?M0MJ
However, if the (,) is a broken plural and a non-
intelligent being ($ ¨v), whether masculine or feminine,

the verb is generally singular feminine in both cases.
Examples:
(!
S M%
I K T
I { M|) – The (male) camels came.
(3
L "B &
I ?MM XJ ) – The (female) camels went.
Note 1: The word (!

u M%|I ) is the broken plural of (u %M |M ) while
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(3
m "B *L) is the broken plural of (-u $JM*).
If the (,) is a broken plural of an intelligent being,

whether masculine or feminine, the verb can either be used
masculine or feminine.
Examples:
Analysis Feminine Masculine

Verb Verb
The (,) is masculine. !S M|
I JJ$ !S M| !J J$
The (,) is feminine. eu "M
B *I
B JJ$ eu "M
B *I !J J$
Similarly, if the (,) is a collective noun (o© )9 or it is

('>> ¨v r*¦)10, both forms are permissible.
9 See Terminology in Volume One.

10 A word that does not have a living masculine opposite.
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Examples:
Analysis Feminine Masculine

Verb Verb
The (,) is (o© ) bL "B >J K T
I M l
M M bL "B >J K M l
M M
The (,) is ( ¨v r*¦ s
L %B E
D
I M JGJ s
L %B E
D oM JGJ
'>>).
2. If the (,) is mentioned before the verb, the verb and the
(,) must correspond.

Examples:
Feminine Masculine Number

B ?M0MJ -S %M CM %L KJ =
M 0MJ L CM %L KJ Singular
M0?M0MJ I M0%M CM %L KJ{ M?0MJ I M%CM %L KJ Dual
M ?B0MJ T
L M%CM %L KJ B"?L0MJ J "B %L CM %L KJ Plural
Similarly, the sentence (B"?L

M XJ M J "B %L CM %L K M l
M M - The teachers
were present and went away), has two verbs. The first one
is singular and the second is plural. The word (
J "B %L CM %L KJ) is
the (,) of both verbs, succeeding the first verb and
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preceding the second. Therefore, the first verb is singular

and the second is plural.
Note 2: This rule could be understood in another way.

When the (,) precedes the verb in a sentence, it is not
called the (,) in Arabic Grammar but is the subject (:0?)
while the verb becomes its predicate (ª). The (:0?) and
(ª) form a (-x -©). It will not be a (-, -©).
The analysis of the sentence (=

M 0MJ L CM %L K) will be as follows:
The word ( L CM %L K) is the subject (:0?). The verb (= M 0MJ ) has a
hidden pronoun ("M L ) which is the (,). The verb with its
(,) become a (-, -©) and then forms the (ª). The
(:0?) and (ª) constitute a (-x -©).
You learnt in Lesson 6 that the predicate must correspond

with the subject in number and gender. Accordingly, in
such sentences, the verb which is the predicate corresponds
with the visible (,) which is the subject. But when the
subject is the plural of a non-intelligent being, the verb will
be singular feminine, according to the normal rule of ( -©
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-x), e.g. (
B 0M?M*M #L M}B JKJ) – The trees grew.
Hopefully you have understood the corresponding of the

verb and the (,). Carefully read the exercise that is to
follow.
Word Meaning
() !J J M to spend
(N) `
M #M YM to sow
(N) !J J{M to ask, to question
() M /J }M to thank
() oM JGJ to rise
(Z) bM :I $J to come
() «
D $J to narrate a story
(]) :M 8
M $J to intend, to proceed
(N) nM &MM to grant, to award
:L
I M) :M |M M to find
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I M"M2J parents
N
m "B S2S
m K2J thousand
-u *MMRI help
eu~M IM| prize
p¤ M immediately
u B M income
-u M)¬B #L sight, meeting
M0}I winter
euM M}M testimony, evidence,

certificate

m BM summer
=
GI medical science
-u MM?GI medical profession
MlB 2J "m l
B L limb, member
-u >J IJ, superior, first-rate
L I M",J -u M I J, fruit
bm B :L $S to come, to arrive
@$S -u M)B $J village
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L I MM m /J
B M house, dwelling
m "B ,SL :m ,K M delegation
Exercise No. 17
Note 3: The important words will be typed in bold. Make a

careful note of these words. The future lessons will also be
done in the same manner.
Note 4: Note in the following exercise that when the verb

precedes the (,), it will always be singular and when it
succeeds it, the verb and the (,) will correspond.
M I M0E
'I,
D jS
I B8
D 'I, J ?M
M K !S M| (1)
B L &MI MM
I J,M E
M I MJB 2J M
L L I MM :L %M B 2J bM DE
(2)
e¤ ~M IM|
M I M70IB +IK 'I, L pJ B { (3)

# $ -J >J IJ.K eJ M ME
" D
! M =
C I K I 'B ,I I M0&B?IK
(4)

-I ?MJGJ B I I M>J .S K 'JM e¤ M BkIJ p¤ M"B2J % & 'M :B):I }M M ,J M%L M"M2J
I K I K
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Volume Two
I B O :M B M D jS eJ "M B >J K '# * ,

M?M @
B :I &BI I 1
J |L #M )( (5)
-¤ *MMRI 'B &I . M 'B IB I I J,M }L B I ! M|#I eS M E
B M I B,I :m ,K M -
D%J,J eI :M K ?MK I BI 2J :M %M B 2J 'B >I B):I M 'JRI B I I
. & -I D?C -I M #M :B %M K I
J I M M&I 2
3 M p¤ M 1
M -I ,JB wL K M I M&BJRI # 0 cI I 8
B $J :M &BI / '
I I M".J KI L L D:L 5
)( D jS -I &MD)~M %L K ' I M/J K 'JM ,
4M I 8
B >J K
# * M @
: M DE eI "M B >J K M @
'# 9 I DEI )6 7 8 4 D%J,J

= M&I B :L $S =
I ?MM B M L BI JK 1 ;(< D jJ eJ "M B >J K :I ,K "M K z MlB 2J
@ . A -¤ M #M ~B M MJ ? M p¤ M - DI#L
M K2J -I M #M :B %M K I
> -J 8
D >I K I BJM
BkIJ /K }L
M IX 'JM B # C 9
)"I &MM - DI#L
I K2J "M 7
B *M MSB M
.'B IB I 'JRI D E M
(B) Fill in the blanks:
MJ|M M I 1 J |L #M (1)

I B?MK 'JRI D jS M%L M #B M u BIM M { M $J (2)
[
I B .J K 'JM M z M& T I { M| (3)
J 2KM >K M) T
L M&?MKJ (4)
,IM* J B z M >K M) (5)
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~M ?B
L KM M 7
B Q 'B *IM"B RI (6)
-I M #M :B %M K 'JRI :M %M B 2J T L M"M 2J (7)
' I M/J K 'JM M -I M #M :B %M K 'I, T L M%CM %L K (8)
-I M #M :B %M K 'JRI M 0LB 2S 'M0M (9)
I 8
B M K :M B M 'JRI M&M M K M (10)
I ?M
M K M I 'M0M M J ?M M K z MM SK 'M0M (11)
M&BI M LM"M 2J bB 2J #I D: M I
M *LM"B RI K M (12)
M&BI B M M #M D: B M (13)
@
"I &M D I M70IB +IK 'I, :JM B J (14)
(C) Translate into Arabic:
(1) The boys ate breakfast and then went to the

madrasah.
(2) The two boys were successful in the examination of
medical science and they were awarded a certificate
and a prize.
(3) Did your sisters go to the madrasah?
(4) No sir, they did not go till now. Now they will eat
lunch and then go to the madrasah.
(5) Three noble women came to me from a village and
sought help from me for the girls’ madrasah. I gave
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them fifty rupees. They thanked me and went away

to their village.
Test No. 9
(1) How many categories ( "2) of verbs are there in
( 'j1j)?
(2) When a verb belongs to a particular ( ), what does
it mean?
(3) What do you obtain by recognizing the ( ) of a
verb?
(4) To which categories ( "2) do the following verbs
belong: (=#), (), (=0), (2), (,), (£*M), (r),
(=X), ( $), (/}) and (8)?

(5) What is a transitive verb and an intransitive verb?
(6) From the above-mentioned verbs (in no. 4), which
verbs are intransitive and which ones are transitive?
(7) Define (N ,) and (!" ,).
(8) In a sentence, how can an active verb be converted to
a passive one and vice versa? Provide an explanation
with examples.
(9) Why is the passive tense not formed from an
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intransitive verb?
(10) Can the passive tense ever be formed from an
intransitive verb?
(11) If the doer succeeds the verb in a sentence, what
effect does the gender and number of the doer have
on the verb?
(12) If the doer precedes the verb in a sentence, what
changes occur in the verb due to the differences in
the doer?
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Lesson 19
The Different Types of the Perfect Tense
(1) The Recent Past Tense or Past Perfect Tense

(2A#= FGH)
By adding the particle (:

B $J), the meaning of the recent past
tense is most often created, e.g.
(3
I "B
'JRI :m B)YM =
M M XJ :B $J) – Zaid just went to the market or Zaid
has gone to the market.
(2) The Far Past Tense or Pluperfect Tense ( FGH

ID. )
The far past tense is formed by inserting the word (

J J)
before the ('(;), e.g.
(=
M M XJ J J) – He had gone.
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(3) The Past Continuous Tense or Past Habitual

Tense (KE#> <J FGH)
The past continuous or habitual tense is formed by inserting

the word (
J J) before the imperfect (`#l ,), e.g. ( J J
L M B #L L :L %M B 2J =
L 0L/K M)) – Ahmad was writing his lessons or he
used to write his lessons.
Note 1: The word (

J J) is a verb of the perfect tense ('(;)
from the verbal noun (
u "B J - to be). Its paradigm is like other
verbs:
D 0L&BS M%0L&BS
I &BS B 0L&BS M%0L&BS
M &BS D S M0*MJ
B *MJ B"*LJ M*J J J
D&S
L &BS
Note 2: Whichever word-form (-w ) of the far past or past

continuous you intend to construct, use the same word-
form from the above paradigm and add it to the same
word-form of the ('(;) or (`#l;) tense. You will
understand this well from the following paradigm.
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ID. FGH LD$
Meaning Person Gender Word-Form Verb

3
=
M 0MJ J J
rd masc.
He had written singular
person
They 2 had written dual
M?0MJ M*J
They had written plural
B"?L0MJ B"*LJ
She had written fem. singular

B ?M0MJ
B *MJ
They 2 f. had written dual
M0?M0MJ M0*MJ
They f. had written plural
M ?B0MJ D S
You had written 2nd
person
masc. singular

M ?B0MJ
M &BS
You 2 had written dual
M%0L?B0MJ M%0L&BS
You had written plural
B 0L?B0MJ B 0L&BS
You f. had written fem. singular

I ?B0MJ
I &BS
You 2 f. had written dual
M%0L?B0MJ M%0L&BS
You f. had written plural
D 0L?B0MJ D 0L&BS
I had written 1st
person
m/f singular

L ?B0MJ
L &BS
We had written dual/
M&?B0MJ D&S
plural
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KE#> <J FGH LD$

Form
He was writing 3rd masc. singular =
L 0L/K M) J J
person
They 2 were writing dual I M?0L/K M) M*J
They were writing plural J "B ?L0L/K M) B"*LJ
She was writing fem. singular =
L 0L/K M
B *MJ
They 2 f. were writing dual I M?0L/K M M0*MJ
They f. were writing plural M ?B0L/K M) D S
You were writing 2
nd masc. singular =
L 0L/K M
M &BS
person
You 2 were writing dual I M?0L/K M M%0L&BS
You were writing plural J "B ?L0L/K M B 0L&BS
You f. were writing fem. singular M B?I0L/K M
I &BS
You 2 f. were writing dual I M?0L/K M M%0L&BS
You f. were writing plural M ?B0L/K M D 0L&BS
I was writing 1st m/f singular =
L 0LK 2J
L &BS
person
We were writing dual/ =
L 0L/K *M D&S
plural
Note 3: The (`#l;) of (

J J) is (S "B /S M)). The paradigm will be
as follows:
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PCA : MENH LD$

Form
He was 3rd
person
masc. singular
S "B /S M)
They 2 were dual
I M*"B /S M)
They were plural
J "B *L"B /S M)
She was fem. singular
S "B /S M
They 2 f. were dual
I M*"B /S M
They f. were plural
D /S M)
You were 2nd
person
masc. singular
S "B /S M
You 2 were dual
I M*"B /S M
You were plural
J "B *L"B /S M
You f. were fem. singular
M B*I"B /S M
You 2 f. were dual
I M*"B /S M
You f. were plural
D /S M
I was 1st
person
m/f singular
S "B S 2J
We were dual/
plural
S "B /S *M
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(4) The Doubtful Past Tense (F

QCR9 FGH)
By inserting the word (

Q M J - perhaps) before the ('(;) -
perfect tense, the doubtful perfect tense is formed, e.g.
(:
II
B %M K 'JRI =
M M XJ :B)YM Q M J) – Perhaps Zaid went to the musjid.
The word (
S "B /S M)) can also create the doubtful perfect
meaning, e.g. (=
M M XJ :m B)YM S "B /S M)) – Zaid may have went.
Note 4: The word (

Q M J) does not appear before a verb. It is
succeeded by a noun which is ( "8&) or by a pronoun
(¨%().
(5) The Perfect Desirous Tense or Conditional

Perfect Tense (SF#9 FGH 4 T> FGH)
The meaning of the conditional perfect tense is created by

adding the word ("B J - if, would that) to the ('(;), e.g.
(T
M :B 8
M7
M J
M B #M YM "B J) – Had you sown, you would have
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harvested.
Note 5: The (!) in the word (T

M :B 8
M7
M J) has the meaning of
‘certainly’ or ‘surely’. This (!) is inserted in the response to
the conditional sentence beginning with ("B J). Sometimes it is

not inserted.
For the perfect conditional tense, sometimes (

J J) or any of
its other word-forms is inserted after ("B J). The ('(;) or the
(`#l;) tense can be used after it. There is a slight

difference in meaning.
Examples:
(T
M :B 8
M7
M J
M B #M YM
M &BS "B J) – If you had sown, you would have
certainly harvested, or ‘Had you sown, you would have
harvested’.
(
M 7
BM *M
M M B #L L
S .J 7
B M
M &BS "B J) – If you had been learning
your lessons, you would have succeeded, or ‘Had you been
learning your lessons, you would have succeeded’.
By inserting the word (M%0MB J) or (

M BJ), the desirous perfect
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tense is created, e.g.

(
L 7
B
M *M M%0MBJ) – How I wish I succeeded.
(n
M
M *M : B)YM M BJ) – Would that Zaid was successful.
Note 6: Like (
Q M J), the word (
M BJ) also appears before a noun
or a pronoun and renders it (=8*).
6. Also remember that the word (

J J) or its derivatives
most often appear before a nominal sentence. The predicate
will then be in the accusative case (=8& -).
Examples:
(IM| :m B}I #M J J) – Rashīd was sitting.
(
M B%I IJ$ L pJ B JK
I *MJ) – The boys were standing.
Note 7: You have read the paradigms of (

J J) and (S "B /S M)).
Conjugate the verb (!
S "B >S M) !J J$) in a similar manner because
you will be able to form more sentences with the aid of this
paradigm.
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Word Meaning
() :M B
L K !J J M to strive, to take pains
(Z) J I |M to be ignorant
(N) nM %M M to overlook, to permit
() 3
M :M M to speak the truth
(]) #M J M to excuse
(]) !J J M to reproach
(]) J >J M to understand
( Z) =
M l
I vJ to be angry
*YL "B .S M) YM J, to succeed, to achieve
(Z) r
J ?IJ to stay, remain
() «
M >J *M to decrease

S I M)
J M M to advise
L M YB JKJ Al-Azhar University

m ML sand
:m B |L effort
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Volume Two
!u "B >S L u >K M field
m MM seal, final
m BI M fire, hell

m M7B 2J =
m I M companion
N
m "B L(
L
m B(
M guest
-u MI M( outskirts
m BIM knower
bm 1
Q M very learned
N
m M vS -u ,JB vS room, upper storey

m "B LvS =
m BvJ unseen
J B?M$S just before

u B.I M
m M0I protecting book
Z
M K M pJ no harm
-u JJ>M statement
nm |I M* successful
* The paradigm of (YL "B .S M) YM J,) is the same as (J J).
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Volume Two
Exercise No. 18
(A) Translate the following sentences into English. The

words in bold are particularly connected to this lesson.
ANSWER QUESTION
-I MI Dl 'JRI J P U
# "M L
I B?MK 'I, 9M "B L 2J K M (1)
I >K 7
M K 'JRI 2
3 V WD 9M "B L2J M B)2JM (2)
M M E
M M oM I D0 Z
M #B :D 5
47# bM "B MK 5
47# Z
#B M @
D 2J (3)
:vJ M B)I E
B I K Z
M #B :D SM $K 2J N
M "B M
eJ :M B)I
M K 4# 7 4
8 @
B :I M M) 8 !
4# =7 X L L "B L) (4)
-J M #I M?K

L B)2J#M M
L ?BM J ,J M&J -u >J B):I M 9M M&L
M K I 'JRI 8 M I (5)
. 3
MJM"B 2J -I M)B >J K
-I ,JB wL K M I # 0 R8 B M *M M&BJRI P # 0 X Y 8 K M (6)
MM B #L L 8 'M I
0 $ ! M 0IB 2S 'JM Z M I :L B)YM M) (7)
.N
-S %M CM %L K
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Volume Two
b "B M) Q S [ 8 M*2J 'B I 2J M)

$ ! 4 b "B M) Q S [ X
$ M *B2J K M (8)

L &BS 'B *JI
0 $ ! M s
I B JKI B /I J
M M #B M
N
I "B Ll
-I M :B I 'B ,I p¤ "B wL E
B M
M M YB 2J I M%JL B I 8 I pJ ¦L M B S :M &BI
L Bl
D J J B M (9)
b D)2J -J
M %B M M*:M &BI P \.7 A B L QM J B I I
> ] 'B &I0MBJ M) (10)
"B M) B J B I I#M M)~I I 5
# N

B S :M &BI P \.7 A

M 0IM)¬B L I "
# $7 A 'B I2J 'B I 2J M) Z
M K M pJ 5
# N 9M "B L2J
> < "B J (11)
I >I B):I M L B
M *BJ,J
I I wB %M K :M B M
I M70IB +IK 'I, 7|I M* J J "M L B M *M 9M "B L 2J P 8 K M :L BI M M) (12)
eI M ME
D I ^ M eI M ME
D I {^M 7|I M*
eI M ME
D I 5

M
'B &I0MBJ M) IM70IB +IK 'I,
K M (13)

@
B :I M M)
7 _

9M :M B |L
7& ' "B J (14)

u I.M
m M0I M*:M &IM B L &BI ]
L #B JK «
L >S &M M M&%B IM :B $J (1)
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Volume Two
JM I &MB %I M D&S M (2)

Ï I D I M7B 2J 'I, D&S M S >I B *M B 2J oL %M B *M D&S "B J "SJ$M (3)
0I?kKM :D }M 2JM B L Q BM J J/J I I J "SOM "L) M K"SM ,J B L *D2J "B JM (4)

M I .K *M 'I, M L JB 2J pJ M 'I.K *M 'I, M L JB M L 0M%B IM :B >J ,J L 0LK $S
L &S IR (5)

I "LwL K bL 1
Q M M *J2 M *DRI
ML
L &S 'I&0MBJ M) L ,IJ/K !S "S>M)M (6)
%I/M ~)I~M L J JM (7)
%IOM M BJM I S lB ,J J JM (8)
M MMM I Q !J "L#D I/JM B /S IM|# : M 2J M2J :m %D 7 M L J J M (9)
%IM 'B }M C /S I L Q J JM 6 M ?I&D
(C) Hereunder follow two verses of Khalīl, the celebrated

grammarian. They are extremely enjoyable and worthy to
ponder over.
When Àllāmah Khalīl was inventing the science of verse

and he was engaged in forming the scales of poetry, his son
thought that the father was uttering nonsense. He began
making an uproar about his father’s mental derangement. It
was on this occasion that Khalīl uttered this response.
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Volume Two
'B &IM#B J M !S "B $S2J M L JB M M &BS "B J

J/0LKJ M !S "B >S M M L JB M M &BS B 2J
'B &I0MKJ M ,J 'B 0IJJ>M
M K I |M B /I J
J/L#B J M ,J u I M| M *D2J L %B IM M
Note: The word (J/0LK

J M ) at the end of the first verse was
originally (
M 0LKJ M ). Similarly, the word (J/L#B J M ) was (
M L#B J M ).
It is permissible to append an (), () or (@) at the end of a
verse to prolong the sound.
(D) Translate the following sentences into Arabic.
(1) My brother just went to the garden for a walk.

Perhaps he may return a little before Maghrib.
(2) Yesterday I had gone to a village. Were you looking
at me?
(3) Yes, I was looking at you from the minaret (eu #M M&M ) of
the musjid. You were mounted on a horse.
(4) We saw your paternal uncle. He was reading the
newspaper last night.
(5) Had you not learnt your lesson yesterday?
(6) I had learnt my lesson yesterday.
(7) Mahmūd used to learn his lesson everyday but today
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he was busy in the service of the guests.

(8) Had we taken pains, we would have certainly
succeeded in the final examination.
(9) Were you drinking tea in Hyderabad?
(10) I used to drink tea in the morning in Bombay but I
left the tea in Hyderabad.
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Lesson 20
The Different Forms of the Imperfect
1. Only the imperfect (`#l; .) is declinable ( MB L )
among all the verbs.11 See 10.10. The perfect tense ( .
'(;) and the imperative () are indeclinable ('I&?B%M KJ).
Note 1: Remember that the ( ) of a declinable noun
( ; p) is (o,#), (=8*) and (F |) while the ( ) of the
(`#l;) is (o,#), (=8*) and (b~|). Jazm (b~|) does not appear
at the end of a noun while jarr (F |) does not appear at the
end of a verb. Yes, if for some temporary reason it appears,
it is another matter.
2. If the particle (
B J) is prefixed to the (`#l;), jazm will be
read at the end of the verb. Therefore the particle (
B J) is
called a (bY| N).
11However, the plural feminine word-forms of the second and third person
are not ( M B L ). No changes occur in them.
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When the particle (

B J) is prefixed to the (`#l;), it renders
(=8*) to the verb. Therefore the particle (
B J) is called a
(= * N).
The seven (- "*) are deleted due to the (bY| N) or
(= * N). This is the change that occurs in the word
itself. As for the meaning, due to the particle (

B J), the
(`#l;) changes to the negative perfect ('.&; '(;).
Therefore (
K M .K M) B J - He did not do) is the same as (J M ,J M).
The particle (
B J) creates the meaning of negative emphasis
in the (`#l;). The (`#l;) also becomes specific with the
future tense, e.g. (

J M .K M) B J) – He will never do.
Compare the following paradigms and understand well the

differences in words and meanings.
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-
` MENH :H MENH M#H MENH
K M .K M) B J J M .K M) B J S M .K M)
He did not do He will never do He is doing or he
will do
JM .K M) B J JM .K M) B J I JM .K M)

B"SM .K M) B J B"SM .K M) B J J "B SM .K M)
K M .K M B J J M .K M B J S M .K M
JM .K M B J JM .K M B J I JM .K M
M K M .K M) B J M K M .K M) B J M K M .K M)
K M .K M B J J M .K M B J S M .K M
B"SM .K M B J B"SM .K M B J J "B SM .K M
'B IM .K M B J 'B IM .K M B J M BIM .K M
M K M .K M B J M K M .K M B J M K M .K M
K M ,K 2J B J J M ,K 2J B J S M ,K 2J
K M .K *M B J J M .K *M B J S M .K *M
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Note 2: When the (-? * N) are prefixed before (S "B /S M)), the
paradigm will be as normal without much change.
However, when the (-Y| N) are prefixed, the
paradigm will be as follows:
Word-form b#DH a F$

singular masculine 3rd person
B /S M) B J
dual masculine 3rd person
*M"B /S M) B J
plural masculine 3rd person
B"*L"B /S M) B J
singular feminine 3rd person
B /S M B J
dual feminine 3rd person
*M"B /S ¢M B J
plural feminine 3rd person
D /S M) B J
singular masculine 2nd person
B /S M B J
dual masculine 2nd person
*M"B /S ¢M B J
plural masculine 2nd person
B"*L"B /S B J
singular feminine 2nd person
'B *I"B /S ¢M B J
dual feminine 2nd person
*M"B /S ¢M B J
plural feminine 2nd person
D /S M B J
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singular first person

B S 2 B J
dual and plural first person
B /S *M B J
The paradigm of (!
S "B >S M)) with the particle (B J) is the same as
the above one, that is (B"S"B >S M)
B J J"B >S M) B J K >S M) B J) etc.
3. Besides the particle (

B J), there are four other ( N
-Y|):
• (%
D J - not, not till now)
• (
K RI - if)
• (!
I - the particle of the imperative)
• (p
J - the particle of prohibition)
When the particle (%

D J) is prefixed before the (`#l;), it
creates a change in the word and the meaning like (
B J), e.g.
(
K M .K M) D%J - He did not do or he did not do till now).
The particle (
K RI) is used for a condition (^}). A response
(~|) is necessary for the condition. When the condition
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and the response are both the (`#l;) tense, both verbs will
be (b~), e.g. (
B I (
B 2J
B I l
B M K RI) – If you hit, I will hit.
Note 3: Sometimes the letter (!) is prefixed before the
particle (
K RI) and written as (B §IJ). The meaning remains the
same. However, there is more stress created in the meaning.
The !I - the particle of the imperative and pJ - the particle of

prohibition, will be discussed in Lesson 21.
4. Besides the particle (

B J), there are other (-? * N):
• (
K 2J - that)
• ('
B J or 'B /J I - so that)
• (
K XJ RI - then)
• (!
I - so that)- it is called ('B J bL pJ )
• (1
Q §JI = pJ K JI - so that not)
• ('D0
M - so that, until)
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Examples:
(=
M M K M) K 2J L LB M 2J) – I commanded him to go.
(M M ,K 2J 'B J SM $K 2J) – I am reading to understand.
(nM M &BM K XJ RI) – then you will be successful.
(2JM >K MI M0
I L 0L7 B &MM ) – I gave him a book so that he can read.
(J M B M) 1 Q §JI) – so that he does not remain ignorant.
(VM M .K M) 'D0M ) – so that he becomes happy.
Note 4: The particles (

K RI) and ('D0M ) can be prefixed before
the ('(;). However, they cause no change in the word.
Yes, the particle (

K RI) changes the meaning of the ('(;) to
the future tense, e.g.
(
M %B I ,J T
M 2KM $J K RI) – If you read, you will understand.
Note 5: The particles (!

I ) and ('D0M ) are also (eF#| N).
When they are prefixed before nouns, the nouns are read in
the genitive case (F ¯ -), e.g.
(:
B)~M I) – for Zaid,
(I M%
M K 'D0M ) – till the evening.
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Note 6: The particle (

B J) is most often used for negation after
the interrogative hamzah (2J) and (
K RI), e.g.
(
B JB M B J 2J) – Did you not know?
(
B JB M B J K RI) – If you did not know.
Word Meaning
(Z) J XI 2J to permit
() M M 2J to command
(Z) V
M I M to leave, depart
() °
JM M to spread
() ±J JM to reach
(Z) J ~I M to be sad
() J ~M M to sadden
() M /J M to order, to decide
(N) nM MXJ to slaughter
(Z) oM ?I}M to be satiated
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() 3
M M GJ to knock on the door
(N) `
M M $J to knock on the door
(Z) J
I J to be lazy
(Z) ²M I J to lick
(Z) bM :I *M to be ashamed
(N) oM .J *M to benefit
B">S DJ, to fear
om IM| hungry
`
m M?I om ?LM predator
m ?BM patience, aloe- (m ?IM )
#m "B LGS m BGJ bird

m M&B 2J =
m &MI grape
3
m M,I separation
:m
B M glory
bm MM aim
[
m "B L L
m B M wild animal
3
m J,I unity, corresponding
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-u JB M moment, instant
Exercise No. 19
(A) Translate the following sentences into English.
M ?B8
D ²M M K M 'D0M :M B %M K ±J S?BM B J (1)
(r):d) Z M D& I /S E B M) B J B M
{ I /S E B M) B J (2)
M M .J &BM) 'B J M ?MQ L M E B M pJ M I (3)
M&BJM J L :B MI M M?K L J L 7 B 0M.J ,J M M?K ` L M >K M) :m BI M J J (4)
J ~M 7
B M) 1 Q §JI L J
L *BXI 2J (5)
I M70IB +IK bM "B M) nM M &BM B J 9M :M B |L !K S ?BM B J K RI (6)
M /K M K RI (7)
bB :M &BM K
-I M #M :B %M K M I oM |I #B 2J 'D0M I B?MK M I U M L B M) pJ K 2J 'B I I M T L B M 2J (8)
M&B ?I}M 'D0M = M &MI K M&K J J,J M BI IM| D&S (9)
M I
I ²I K M = M IMM B OS &BM T I M*M"M7 M K -I >J B):I M 'JRI = B M K M K RI (10)
#I "B L ` I M? M [ I "B L "L K
K XJ RI L J L K $S nM M *BJI @B :I B |L bM M%M LKJ M 'B *RI L L "B L) 'B I !J J$ (11)

M M MM ±J S?BM
3 m J,I B /S M) B J K RI (12)
m M.I ,J 3
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'D IM M K M M .K 0MI

M M0/I K JM KM >K M B J2J (13)
'M B
D 9M L B2J B J K M - JB M !I D 2J 'B ,I B'I MM ±K SB2J B J K RI 'B &I*L~L 7 B M) pJ (14)
I BJRI ±J SB2J 'D0M
(B) Translate the following verses of the Qur’ān.
#M D& K"S>DJ, K"SM .K M JM K"SM .K M B Q I+,J (1)

L BM "M L M 'I L M /S 7 B M) B 2J 'I2J 'I J XJ K M) M 0DM ] M #B { V M M B2J B J,J (2)
6
M %I I M7K
e¤ M >J M K"L7MK M K 2J B S L L K M) M Q RI I I "B >J I M"L !J J$ (3)
6
M II MK M I J "S2J K 2J I I XS "L2J (4)

{ :M ?LB 2J K 2J T L B I 2S (5)

M J0L$K JJ
M BJRI @M :I M) ° I M?I M*2J M 'I&J0L>K 0MI 9M :M M) 'D JRI M MM I§J (6)
B /S I"B S$J 'B ,I S M%B)+IK I L :B M) D%JM (7)
B"%L JB M B J M M IM ,J (8)
-¤ M I M
I ] L #B 2J B /S M B J 2J (9)
m B):I $J ¡ B}M C S 'JM
{ Q 2J B JB M B J J2 (10)
B S B 8
L &BM)
{ L8
L &BM K RI (11)
(C) Translate the following sentences into Arabic.
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(1) Did you not read the Qur’ān?

(2) I read the Qur’ān but I did not understand its
meaning.
(3) O Maryam, why don’t you drink milk so that it
can benefit you?
(4) I will never drink tea today.
(5) Who is knocking on the door?
(6) My sister was knocking on the door, therefore I
opened the door for her so that she is not
saddened.
(7) I ate the grapes until I was satiated.
(8) If you are successful, you will receive a prize.
(9) Allāh created man so that he can worship Him.
(10) We recite the Qur’ān so that we can understand it
and practise it.
(11) That girl was reading the Qur’ān until the sun set.
(12) If you help me, I will help you.
(13) Those two will not move from their place until
you permit them.
(14) Were you not present in the madrasah yesterday?
(15) Did you not listen to the news on the radio?
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Lesson 20 B
The Emphasized Imperfect Tense

(:
I BI K 0D I "B *L M :I BI K 0D bI pJ oM M `#l;)
1. Sometimes a (!) is prefixed to the (`#l;) tense and
(
) which is called (-JB>I jJ "*) or (K ) which is called ( "*
-J.B.I M ), is appended to it. This (!) and () create emphasis
in the meaning. Therefore they are called ( S "B *L M :I BI K 0D bL pJ
:I BI K 0D), e.g. from the verb (= L 0L/K M)), the word (D ?M0L/K MJ) or
(
B ?M0L/K MJ - He will certainly write) is created.
2. Changes occur in the (`#l;) due to this (!) and ()

which you can observe in the following paradigm. In
order to note the differences, the ordinary (`#l;) tense
has also been inserted.
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Changes
MENH MENH MENH
I8; -% I8; -% U
3 R,
c$I$d P cI=\ P
The (-%/ bp) is (V"0.). B ?M0L/K MJ D ?M0L/K MJ =
L 0L/K M)
The (- "*) is deleted. C ?M0L/K MJ I M?0L/K M)
See Lesson 10. Note 2.
The (o%¯ ) and the ( "* B ?L0L/K MJ D ?L0L/K MJ J "B ?L0L/K M)
-) are deleted.
The (-%/ bp) is (V"0.). B ?M0L/K 0MJ D ?M0L/K 0MJ =
L 0L/K M
The (- "*) is deleted. Q ?M0L/K 0MJ I M?0L/K M
One alif has been added. C M&?B0L/K MJ M ?B0L/K M)
The (-%/ bp) is (V"0.). B ?M0L/K 0MJ D ?M0L/K 0MJ =
L 0L/K M
The (- "*) is deleted. C M?0L/K 0MJ I M?0L/K M
The (o%¯ ) and the ( "* B ?L0L/K 0MJ D ?L0L/K 0MJ J "B ?L0L/K M
-) are deleted.
The (@) and the (- "*) B ?I0L/K 0MJ D ?I0L/K 0MJ M B?I0L/K M
are deleted.
The (- "*) is deleted. C M?0L/K 0MJ I M?0L/K M
One alif has been added. C M&?B0L/K 0MJ M ?B0L/K M
The (-%/ bp) is (V"0.). B ?M0LK JJ D ?M0LK JJ =
L 0LK 2J
The (-%/ bp) is (V"0.). B ?M0L/K &MJ D ?M0L/K &MJ =
L 0L/K *M
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Note 1: In the paradigm of (-JB >I jJ "*), there are six word-
forms where an alif appears before the nūn. These six word-
forms do not appear with (-J.B .I
M "*). See the above
paradigm.
Note 2: Sometimes the (-J.B .I

M "*) is changed to tanwīn, e.g.
(-I MI D&I B M .J
B &MJ = .J
B &MJ) – We will certainly drag them by the
hair of the forehead.
Note 3: The (`#l;) with (:

I BI K 0DS "B *L M :I BI K 0D bL pJ ) is most
often used after an oath, e.g. (
M ?MQ D MM }B JJ
I M) – By Allāh, I
will drink the milk.
Note 4: The (`#l;) can have the (:

I BI K 0D bL pJ ) only prefixed
to it. No change occurs in the word. However, as far as the
meaning is concerned, the (`#l;) becomes specific with
the present tense, e.g. (:

m B)YM =
L 0L/K MJ) – Zaid is writing.
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Word Meaning
m I f peaceful
-u D$I:L &BL gun
m I M loss
M&D#M our Lord
() M
M M to imprison
z MEM) { M} to desire, want
m vI M despised, small
:m BM to hunt
bL M7
M K :L
I
B %M KJ the sanctified musjid (in
Makkah)
bI MK JM 'B ,I this year
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Exercise No. 20
'B 0IJM 'JRI "B 0L/K M bM "B MK D ?M0LK JJ (1)
:I B8
D 'JRI :vJ D ?MM K &MJ (2)
: B)YM 1
J IJ$ M%L *DJJ I 1 J 0M>K LJ I 1
J |L D I JM (3)
-J ?MK
L K C M&B %M
B MJM :I BI K bM "B M) 'QM8%L K eS "M B & Q M lL7 B 0MJ (4)
C M?0L/K 0MJM C fM>K 0MJ,J
M *IM cL M0B 2S D2J = M 0L/K M) B J M 2JM >K M) B J :L J"M K JM (5)

z { M} K RI bI MK JM 'B ,I @ M M"M 2J D 7 M M &BMJ (6)
cL L 8
L &BM) B M
z Q M 8 L &BMJ (1)
M B&II f
z { M} K RI bM M7M K :M I B %M K D SL :B 0MJ (2)

M I D *M"B /S &MJ M&%B M B MM M&J B .I wB M B J K RIM M& M .S *B2J M&%B JJ M&D#M (3)
M B)I I MK
M B)I vI D8 M I (B *M"B /S MJ) *"B /S MJM D &M
M
B LJ cL L L f M K M .K M) BJ B §IJ (4)
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(1) My brother will certainly attend the madrasah

today.
(2) Those two will certainly seek a book from you.
(3) If you do not strive, you will certainly be
disgraced.
(4) If you command me, I will certainly go to hunt
and if any lion came towards us, by Allāh, I will
kill it with my gun.
(5) Those two girls will not come to you but we will
certainly attend.
(6) I shall, if Allāh wills, certainly succeed this year.
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Test No. 10
(1) How are the following constructed:

• =)> '(;
• :? '(;
• @#%0p '(;
• H%0 '(;
• 'GE '(;
Provide an example for each one.
(2) What is the (`#l) of (
J J)?
(3) Among the verbs, which verb is ( )?
(4) List the (-Y| N).

(5) When (
B J) or (D%J) are prefixed before the (`#l;), what
change occurs in the word and meaning?
(6) List the (-? * N).
(7) When the (-? * N) are prefixed before the (`#l;),
what changes occur in the meaning and ( )?
(8) In how many word-forms of the (`#l;) does the ( "*
-) appear?
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(9) In which state does the ( - "*) of the (`#l;) fall off
in pronunciation?
(10) In the paradigm of the (`#l;), how many word-forms
are there where the (-Y| N) and the (-? * N) do
not have any effect on the pronunciation?
(11) How many kinds of (: "*) are there?
(12) Which word-forms of the paradigm of (-J.B .I
M "*) are
not used?
(13) What verb is (.J
B &MJ) and what word-form is it?
(14) What changes occur in the (`#l;) due to the insertion
of (:
I BI K 0D
S "B *L M :I BI K 0D bL pJ )?
(15) When does the (`#l;) become specific with the
present tense and the future tense, that is, which particle
makes it specific with the future tense and which particle
makes it specific with the present tense?
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Lesson 21
The Imperative and the Prohibition

('
L B &DM L B JKJ)
1. The verb which indicates the command of doing an act is

called (L B JKJ – the imperative) while the verb indicating a
prohibition is called ('

L B &D).
2. The imperative is of two types:

• (L (
I M7K L B JKJ) – the second person imperative and this
is the actual imperative.
• (=
L IMwK L B JKJ) – the third person imperative.
The first person imperative has only two word-forms and is

therefore included in the third person category.
3. The method of forming (N

L B L B %M K L (
I M7K L B JKJ) is that the
sign of the imperfect (`#l; -1) is firstly deleted after
which a hamzatul wasl is prefixed. If the (-%/ 6) of the

(`#l;) is (b"%l), the hamzatul wasl is also rendered a
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dammah otherwise a kasrah. The (-%/ bp) is rendered a

jazm.
Examples:
from (L 8
L &BM) (B 8
L *B2S) – you help.
from (=
L M K M) (=
B M XK RI) – you go.
from (
L I l
B M) (
B I (
B RI ) – you hit.
Note 1: If the letter succeeding the (`#l; -1) is not

sākin, there is no need for a hamzatul wasl, e.g.
From the verb (:
L I M), the imperative is (:B I - you promise).
The paradigm of (N
L B L B %M K L (
I M7K L B JKJ)
Meaning Gender Number Verb

you (one male) hit masc. singular
B I (
B RI
you (2 males) hit masc. dual MI (
B RI
you (many males) hit masc. plural B"LI (
B RI
you (one female) hit fem. singular 'B II (
B RI
you (2 females) hit fem. dual MI (
B RI
you (many females) hit fem. plural M BI (
B RI
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Note 2: The hamzatul wasl inserted before the imperative is

not pronounced when preceded by another word, e.g.
(°
K ?IB V
L "B *L M)) – O Nūh, descend.
(
B /S B bL M f M)) – O Ādam, live.
The words are originally (° K ?IB I) and (B /S B S) respectively.
Note 3: There is no hamzatul wasl before the verb (

J J). The
paradigm of its imperative is as follows:
D S M*"B S 'B *I"B S B"*L"B S M*"B S B S
The paradigm of (!
S "B >S M) !J J$) is the same:
M K $S pJ "B $S 'B I"B $S B"S"B $S pJ "B $S K $S
4. In order to construct the passive imperative, a (!

I ) is
prefixed to the (`#l;) passive and a jazm is appended to
it, e.g. from (

L M l
B L) – (
B M l
B 0LI) – you should be hit.
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The paradigm of (!
S "B L
B %M K L (
I M7K L B JKJ)
Meaning Gender Number Verb

you should be hit masc. singular
B M l
B 0LI
you should be hit masc. dual MM l
B 0LI
you should be hit masc. plural B"LM l
B 0LI
you should be hit fem. singular 'B IM l
B 0LI
you should be hit fem. dual MM l
B 0LI
you should be hit fem. plural M BM l
B 0LI
5. The method of constructing (=

L IMwK L B JKJ) and (L C/J 0M%L K L B JKJ),
whether active or passive, is the same as ( L ( I M7K L B JKJ
!S "B L
B %M K), that is, they are formed by prefixing the (!I ). The
third person imperative is formed from the third person
(`#l;), the first person imperative is formed from the first
person (`#l;), the active imperative is formed from the
active (`#l;) and the passive imperative is formed from
the passive (`#l;). You will understand this from the

following paradigm.
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Meaning =
L IMwK L B JKJ Meaning =
L IMwK L B JKJ
L C/J 0M%L KM L C/J 0M%L KM
!S "B L B %M K N
L B L B %M K
He should be
hit

B M l
B LI He should hit

B I l
B MI
They 2 should
be hit
MM l
B LI They 2 should
hit
MI l
B MI
They should
be hit
B"LM l
B LI They should
hit
B"LI l
B MI
She should be
hit

B M l
B 0LI She should hit

B I l
B 0MI
They 2 should
be hit
MM l
B 0LI They 2 should
hit
MI l
B 0MI
They should
be hit
M BM l
B LI They should
hit
M BI l
B MI
I should be
hit

B M (
B SI I should hit

B I (
B JI
We should be
hit

B M l
B &LI We should hit

B I l
B &MI
Note 4: If () or (N) appear before the (I B JK bL p), the lām
becomes sākin, e.g. (=

B 0L/K MKM – and he should write); (U
B L
B 0MK ,J -
Then the woman should go out).
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Note 5: The ('

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

• (L (
I M7K 'L B &DJ) – prohibition of the second person
• (=
L IMwK 'L B &DJ)– prohibition of the third person.
The method of forming them is the same, that is, prefixing
(p
J ) and rendering jazm to the last letter. The second person
prohibition is formed from the second person (`#l;)
while the third person prohibition is formed from the third
person (`#l;). Observe this in the following paradigms.
12 See 20.3.
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Meaning L (
I M7K 'L B &DJ Meaning L (
I M7K 'L B &DJ
!S "B L
B %M K N
L B L B %M K
He should
B M l
B L pJ He should
B I l
B M pJ
not be hit not hit
They 2 MM l
B L pJ They 2 MI l
B M pJ
should not should not
be hit hit
They (m) B"LM l
B L pJ They (m) B"LI l
B M pJ
be hit hit
She should 'B IM l
B L pJ She should 'B II l
B M pJ
not be hit not hit
They 2 MM l
B L pJ They 2 MI l
B M pJ
be hit hit
They (f) M BM l
B L pJ They (f) M BI l
B M pJ
be hit hit
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Meaning 2
f/ 7 F e R Meaning 2
f/ 7 F e R
Y QC > 7 Y QC > 7
1 e
> 7 b
# D > 7
He should
B M l
B L) pJ He should
B I l
B M) pJ
not be hit not hit
They 2 MM l
B L) pJ They 2 MI l
B M) pJ
be hit hit
They B"LM l
B L) pJ They B"LI l
B M) pJ
be hit hit
She should
B M l
B L pJ She should
B I l
B M pJ
not be hit not hit
They 2 MM l
B L pJ They 2 MI l
B M pJ
be hit hit
They M BM l
B L) pJ They M BI l
B M) pJ
be hit hit
I should
B M (
B 2S pJ I should not
B I (
B 2J pJ
not be hit hit
We should
B M l
B *L pJ We should
B I l
B *M pJ
not be hit not hit
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Note 6: The (-JB >I jJ "*) and (-J.B.I M "*) can also be appended
to the imperative and the prohibition, e.g.
(
D MI (
B I) – You certainly hit.
(
D MI l
B M pJ ) – You certainly do not hit.
(
B LI (
B I) – You all certainly hit.
Note 7: The particle (p

J ) is of two types:
• ('
I .K &D pJ ) which does not create any change in word in
the ('(;) and (`#l;) tenses.
• ('
I B &D pJ ) which renders jazm to the end of the (`#l;)
while creating the meaning of prohibition as you
have seen in the paradigms of prohibition.
Note 8: You have learnt in Volume One that when the final
letter of any word is sākin, it is rendered a kasrah to join it
to a succeeding word.
Examples:
from (
B I (
B I) – (=
M K /J K
I I ( B I) – Hit the dog.
from (
K J ¦B L) pJ ) – (`
"B |L I BwM I bL M Q I J ¦B L) pJ ) – Food should not
be eaten without hunger.
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Word Meaning

M &B
M B 2J You have excelled
z 9M #M M May Allāh bless you
!J MM come
(N) oM J #M to kneel, to go into rukū
() :M
M M to prostrate
(N)
M 7
I(
M to laugh
()
M &M$J to worship
13

M B?DJ here I am, at your service
m B 2J order, matter
-u D 2S group, nation
MB 2J ' M alive, tribe
u
I M ashamed
%IM always
'MB $S B XS relative
13 This word will be explained in Lesson 61 in Volume Four.
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om I M# one kneeling down
±u IM pleasant
eu#M "B ?M chalkboard
#m "B /S }M very grateful
m I M} thankful
3
m "B .S }M kind
m B}I M?GJ chalk
I BM KM Z
I 2KD 'JM very gladly, just as you
wish

L I M",J -u E
M I J, immoderate, shameless
°
uB $I justice
bm D"$J custodian, guardian
'MM perhaps, hopefully
N
m B L B M virtue
-u &MDM L specific
T
m M"B 2J
m M dead
s
m
M *M 2 s
m
I *M dirty, impure
M yes beware, listen
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Exercise No. 21
(A) Translate the following sentences and note the usage of

the words in bold.
Answer Question
@
B :I M M)
M B?DJ 'JM g
:L %M B 2J M) !J MM (1)
' I B /S K
'I,
L BI }M J K I /I J I B,I Z
M K M pJ B /S M) B J K I @
M DE :
# * (2)

I B?MK U
m M M M J
J M&B,I Q 2J L B %I M @ B :I M M) B M *M M J J J K I eJ "M B >J K :
# * (3)
I lB M K I oL .J &BM) bI MQ :M B M eI "M B >J K MB,I -¤ ?MvK #M
S M ,K 2J J/J M @
B :I M M)
M &B
M B 2J 'JM pQ RI : X % B /I I (4)
# 9
- &MDM L T
J$B 2J
2SM $K 2J M*2J M I BM KM ZI 2KD 'JM 9M L B 2J M I ¤§B}M 47# 7 :L %M B 2J M) (5)
eI M >J ?MK eI #M "B L M I f
M M{ M$I oM %M B JI I fB>S K
M)
M $I1
J B 2J bI M J B I "M L M%*DI :L %M B 2J M)
M B,I
z 9M #M M M BI f (6)
@
B :I M I JXKI ±u IM M L"B M
I M

I "B S>S K 'I, eu M jC¦M L
M L{ M$IM
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M*:M M M) =

L 0L/K *M ¡ B}M @
JI 'JM .87 L pJ B 2J M) DX (7)
eI #M "B ?
D
p¤ D 2J D&I =
L 0L/K M) B M I I .87 L B}I M?Q "M L M (8)
M) =
L 0LK 2J JXM :m I M M*2J M p¤ D 2J :m I M 2
C7 I (9)
@
B :I ¢M
mnB7
I M JM K M @
B :I M M) # 0 4 L ?MQ : A % " 2
# 9 87 4 (10)
"
I %M
D 'JM
nI ?B$S 'JM u
I M M*2J @
B :I M M) B M *M M) B%I
M I s
M BJ
M M (11)
'B C M :L JM
'JM 3
M "B .S E
D M*XJ M0B 2S M) 9M L /S EB *M %IM .87 L pJ B 2J M) (12)
-I M ,ID&
M 7
I IM8*M °C M K M
B L Q I,J B%I |M ° M I
=
I IJ/K #M :B $J oL ,JB M)
(B) Translate the following verses of the Qur’ān into

English.
B /S >J JM @IQ L /S D#M KL:?LB Z

L D& M)2J M) (1)
T
I M%M kQ M I L JB 2J 3
B YL #B M &I f :JM J¢{ M K M |B #M L IMBRI !J J$ XK RIM (2)
6
M I I D oM M 'IJ #B M @I: I M I 'I0&L$K L M)B M M) (3)
L B M
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7IM ¤%M M K %M B MK ,J (4)

JM 'B IM0/I I = B M XK I (5)

I #M JRI 'I|I #B -S &D§I%M K %L K s L .K &D M0LD)2J M) (6)
- $J .J 0M M"B2J B I K"SL B M : I M M I K"SL :B M pJ 'D &IM M) (7)
M&M M
{ Q RI K ~M 7 B M pJ (8)
B L S"B $J
M *B~L 7 B M) pJ (9)
J "L%IQO S %M B M) D%M 1 ¤ ,IJv M D ?M M7 B M pJ M (10)
B I #M :M &I MB 2J K M M"B 2J I I I?M 'I, K"S0I$S M )IQ D ?M M7 B M pJ M (11)
J "S$YM B L)
°
I B >I KI 6 M I D"$J K"L*"S (12)
N
I LB %M KI J LL K M)M I B M K JRI J "L:B M) -u D 2S B /S & S/0MKM (13)

M I "M .J K "LM >K M pJ M (14)
B L &B BM "L*"S/M) J2 MM b "B $J bm "J$ B M B M) pJ (15)
B I I M :M B M bM M7 M K :M I B %M K K"LM >K M) 1 J ,J s m M *M J "SI E B %L K M%*DRI (16)
J¢M
MB $S JX J J "B JM K"S:I B J, B 0LK $S JXRIM (17)
I BJM I L B I J K L) B J D%I K"SS K M pJ M (18)
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(C) Insert the correct ( ) and translate the following

paragraph.
.9#) h &· h O& p # 2$ .0 h : ) O*2

p 0 h =X, Z#: v, ; .9X02 §, . ¸
=0 . w; e1 : # . .²) p o =
p 1/ ,w 2 .6,w / p -#:; T?|
.70A b") 7&)
(1) Be thankful in all conditions.

(2) Do not grieve.
(3) No person should go out of the musjid until he is
permitted.
(4) O my sons, enter the house and sit there.
(5) O girl, sit on this chair and look at that garden.
(6) O people, worship Allāh and do not worship anyone
besides Him.
(7) O girls, go to the madrasah and read the Qur’ān.
(8) My paternal uncle said to me, “Do not go to your
house today.” So I did not go.
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(9) If the clothing is dirty, it should be washed.

(10) Fish should not be eaten with milk.
(11) If there is no harm, drink coffee with us.
Test No. 11
(1) Define (,) and ('M& ,).

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

8*).
(8) Make the paradigm of (( 2) and (=v 2) from
(n0, ).
(9) Make the paradigm of (( 'M*) from (ox ).
(10) What verbs are (
M BI l
B M pJ ) and (B MI l
B M pJ ) and what
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word-forms are they?

(11) Make the paradigm of (N ( 2) from the
verb (
J J).
(12) What verb is ('
B I"B $S) and what word-form is it?
(13) Append the (->j "*) and (-.. "*) to the verb
(=
B 0LK 2S) and conjugate it.
(14) If (M ) or (N
M ) appears before (Bz M >K MI) and (B"?L0L/K MI),
how will you read them?
(15) Read and translate the following sentences:
*M"MM l p •
u M"MM l) p •
¨}? e#"? ' p2 ) "?02 •
2> s%E h @O& p 0? h & ) @O*2 •
o,* ¨v 0 2>) p ,* 0 9"2
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Lesson 22
The Derived Nouns

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

B %L K z M%B JKJ):
I I J.K L B I (1)
!I "B L .K %M K L B I (2)
N
I B OQ L B I (3)
-I JK L B I (4)
-I .J 8 L B I (5)
I Bl I .K 0D L B I (6)
-I wM JM?%L K L B I (7)
The Active Participle Noun (

I I J.K L B I)
2. In triliteral verbs ( 'j1j), the active participle noun
The first six types will be discussed in this volume while the seventh one
14
will be discussed in Volume Four.
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(
I I J.K L B I) is used on the scale of (u I J,).
Examples:
from the verb (
M M (
M ) – (
m #I M( - hitter),
from the verb (M 8
M *M) – (m I M* - helper),
from the verb (o
M %I M ) – (om I M - listener),
from the verb (n
M 0M,J) – (nm IJ, - opener),
from the verb (=
M I M ) – (= m I M –one who regards)
However, the active participle noun of verbs from the (

bM L J ), are used on the scale of (u BI ,J) which is actually ( L B I
-I .J 8
), e.g. from (bM L J ) – (m B)I J - generous, noble);
from (: M L M) – (:m BI M - far).
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The paradigm of the (

I I J.K L B I) is as follows:
Meaning c/I L]$ Y<

one male hitter :
m #I (
M
two male hitters -&k I M#I (
M
many male hitters o© J "B L#I M(
one female hitter r*¦ : -u M#I M(
two female hitters r*¦ -&k I M0M#I M(
many female hitters r*¦ o© T
m M#I M(
The Passive Participle Noun (!

I "B L .K %M K L B I)
3. In triliteral verbs ( 'j1j), the passive participle noun

(!
I "B L .K %M K L B I) is used on the scale of (!u "B L .K M ).
Examples:
from the verb (
M M (
M ) – (
m B L l
B M – one who is hit),
from the verb (M 8
M *M) – (#m "B 8
L &BM – one who is helped).
The verbs of (bM L
J ) are intransitive. Therefore the passive
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participle nouns are not used in this category.
Note 1: The method of usage of the active and passive

participles is mentioned in detail in Volume Four.
The paradigm of the (!

I "B L .K %M K L B I) is as follows:
Meaning c/I Y<

1D$H
one male who is helped : #m "B 8
L &BM
two males who are helped -&k I M#"B 8
L &BM
many males who are helped o© J B #L "B 8
L &BM
one female who is helped r*¦ : eu #M "B 8
L &BM
two females who are helped r*¦ -&k I M#M "B 8
L &BM
many females who are helped r*¦ o© T
m M#"B 8
L &BM
The Adverb (NO )
The (N
I B OQ
L B I) is a noun that indicates the place or time of
the action. It is used on the scale of ( u M .K M ). However, in (
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Volume Two

M M (
M ), the scale is (u I .K M ). The plural of each one is (S I J.M ) .
Examples:
from the verb (M 8
M *M) – (m 8
M &BM – place or time of help),
from the verb (
M M (
M ) – (
m I l
B M - place or time of hitting),
from the verb (o
M JGJ ) – (om JK M - place or time of rising).
Note 2: Sometimes the adverb is used on the scale of (

u I .K M )
although it is from (M 8
M *M ), e.g.
(:
mI
B M - place of prostration),
(o
m IK M - place of rising),
(
m I wB M - place of setting).
The paradigm of the (NO L B I) is as follows:
h cI\X ! Gender
I M?0M/K M =
m 0M/K M #8&
=
L IJ/M
I M0?M0M/K M -u ?M0M/K M ij
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The Noun of the Instrument (c k Y<)
The (-P ) is a noun that indicates the meaning of an
instrument. It is used on the scale of (

u M .K I ), (-u JM .K I ) and
(!
u M.K I ).
Examples:
from the verb (M
J M ) – (m J
B I – ruler),
from the verb (n
M 0M,J) – (V
m M0.K I - key),
from the verb (s
M &MJ ) – (-u
M &M/K I - broom).
h cI\X ! Gender
I MM l
B I
m M l
B I #8&

L #I MlM
I M0MM l
B I -u MM l
B I ij
=
L B)#I MlM I MMl
B I
m M l
B I only masc.
Note 3: The scales of (

u M .K M ), (u I .K M ), (-u JM .K M ) and (-u JI .K M ) are also
used for the verbal noun (#:8) which is called ( #L :M 8
B %M KJ
' %I B%I K).
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Examples:
(m O
J &BM ) - scene,
(o
m |I B M ) - returning,
(-u M M /
K M ) - nobility,
(eu :
M I "B M ) - promise,
(-u O
J I "B M ) - advice.
Word Meaning
eS M I KJ the hereafter

I B 7
M K T
L pJ f the munitions of war
!u M:0IB RI moderation
bm MI leader
s
B S:M *BJKJ Spain

I I%M K -S J1
J |M His Highness, the king
:m B):I M iron
m :D M blacksmith
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Volume Two
m %B M wine
!u "B L L to enter
L BI J/M m B/C I knife
M B)I E
B I -J &MM the year 20
(9) nM SM to be proper, to be in

order
() 3
M M GJ to knock, to pound
T
m M%SS -u %M K S darkness
eu :M B):I M several
(N) oM J $J to cut
!u J.$K 2J u .K $S lock

m M"K 2J
m "B S glass
u J K M to eat
-u M #M ~B M farm

m M E
B M to drink
om &M8
B M factory, mill
-u $JM K I hammer
u %M B M factory
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:m M >K M seat, bench
!u M/K I instrument to measure
#m ME&BI saw
u
M &BM sickle, scythe
om .J &BM place of benefit
`
m "B (
L "B M placed
eu M
B I emigration
Exercise No. 22
MfM#:M BM 'JI :vJ = m I JX *M2J (1)

'B IB I 'JI I M?I JX M%L (2)
Z
M M#:B M 'JI B"?LI JX B L (3)
#M "B M pJ 'JI T m M?I JX TL M&?MK I pJ ¦L M (4)
s
I B 2J 'B IM?%B M 'JI ?I JX J J 'B I 2J (5)
M B7
I |I M* D&S L 7B *M (6)
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:m
I B M M IXJ M -u ?M0M/K M M K IM -u M #M :B M cI I M (7)
-u M "B 0L.K M -S M #M :B %M KJ (8)
I B?MK JM V L M0.K I 9M :M &BI K M (9)
L L M0.K I @ B :I &BI B M *M (10)
M M?K nL 0M.K M pJ M I K XJ RI (11)
`
m "B &L%B M I B?MK JM 'B ,I !J "B L : D /I J mV"B 0L.K M L M?K (12)
M B)I E
B I -I &MM 'B ,I M7 M 0M,J @ B I Q \I MK LB L%B M "M L M 8 B I nL IJ, (13)
eI M
B I K M I
!J J.$K JKM nM BIJ.%M K L &BI oL &M8
B M)M -I $JM K %I KI :M B):I 7 M K 3 L L K M) L D:7 M KJ (14)
M BI J/ D M J |I M&%M KM
'D I M/J K L &BI oM &M8 B MI #I ME&B%I K M I M=E M M K oL J >K M) #L D&DJ (15)
:M I J>%M KM T I JL QM
:B $J J M '¥ IM J M%kKL bI JO& I I%M K -I J1 J |M -J M "B /S L Q 2J M&B %I M (16)
oL &M8B LM L MkC Ml I B M 'B ,I ¹L M &BL e¤ :M B):I M oM *IM8M M J I MM B 7 M 0M,J

I B 7 M K T L pJ f Ml I B M 'B ,I
pJ 'B J I M EB %M K I J K %M K 'I, !S M:0IB +IK M B JM bL ~M K M) 'B ?IB?IM M) (17)
lB)I M J "B /S M
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L OJ I M"M M I ,JM J fB>S K 2JM $J D%J,J I B%

M K
M #I M} S |L D M IXJ J J (18)
L SM nM SM
eI M I K -S M #M ~B M M*B: J (19)

English.
¤L #L -I /J IJ%M K I I M| ] I #B JKM T I MM% D I GI J, I QI :L %B 7

M K (1)
MRI ZI D&I M SI M| '*RI (2)
M%L M):I B)2J K"LJ $K J, -S $J#I DM 3L #I DM (3)
-u M "L("B D m M"K 2JM -u M "S,B D #m L L MI, -u M)#I M| m BM MI, (4)
J M~I%KM !J M/K %I K "L8>S &M pJ M (5)
J L/S EB M) J,J2J L #I MEM M oL ,IM&M MI, B L JM (6)
=
)I>J I nL ?B8 s M BJ2J nL ?B8 L L :M I "B M Q RI (7)
(1) I am going to Bombay tomorrow.

(2) He had gone to Lahore yesterday.
(3) My sister is going to Hyderabad.
(4) The door of the madrasah is open.
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(5) The door of the library was open.

(6) Tāriq was the conqueror of Spain.
(7) Bombay has many mills. Expensive clothing is woven
in some of them.
(8) The blacksmith pounded the iron with the hammer
and made a knife with it.
(9) Do you have a saw?
(10) The munitions of war are manufactured in this
factory.
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Lesson 23
The Adjectival Nouns

(-I .J 8
z M%B 2J)
1. The most frequently used scales of the (-I .J 8

z M%B 2J) are:
• (
u BI ,J) – e.g. (:m BI M - fortunate), (
u BI$J - little), (m BkIJ -
plenty).
Note 1: This scale is sometimes used for an intensive

meaning (-MwJM?L ), e.g. (
m BIM – all-knowing), (om B%I M – all-
hearing).
• (!
u "B L ,J) - This scale is also used for an intensive
meaning, e.g. (bm "B S
J – very oppressive), (!u "B L |M –
very ignorant), (!
u "B
L J – very lazy), (3
m B :L M – very
truthful).
• (
S1J B ,J) – e.g. (S M?B M - tired), (S M?l
B vJ - angry), (S MB ,J -
happy). This scale is most often a diptote ( ¨v
N8&). See 10.7
• (
u I J,). This scale is actually for the (. - the
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active participle noun). However, many adjectival

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

z M%B 2J) which indicate colours,
characteristics or physical defects are as follows:
Plural Singular Meaning Singular

(M/F) Feminine Masculine
u B ,S z 1
J B ,J S M ,K 2J
m %B L z M%B M red L %M B 2J
m "B L z M"B M black L "M B 2J
£
m BI z MlBM white £
L MB2J
3
m #B YL z J$#B YM blue 3
L #M YB 2J
m l
B L z Ml
B M green L l
M B 2J
m .K L z M.K M yellow L .J B 2J
L z D%M deaf M 2J
'm %B L z M%B M blind %M B 2J
[
m B GS z M}B GJ deaf [
L M GK 2J
Z
m B L z MB M dumb Z
L M B 2J
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m /K L z M%/K M dumb L /J B2J

U
m B L z M|B M crippled U
L M B 2J

m :B L z M:B M hunchbacked
L :M B 2J
#m "B L z M#"B M black-eyed #L "M B 2J
#m "B L z M#"B M one-eyed #L "M B 2J
m BI z M&BM big-eyed L MB 2J
Note 2: The plural of (#L "M

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

are diptotes (N8& ¨v). See 10.7.
Note 4: The hamzah in the feminine dual form changes to a

(), e.g. from (z M"B
M ) – (I MM"B M - two black women).
Note 5: If there are two letters of the same type at the end of
(
S M ,K 2J), the first one is rendered sākin and assimilated into
the other. Instead of writing two letters, one letter is written
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with a tashdīd, e.g. (

M 2J). Originally it was (L %M B 2J).
If there is a (-
N), that is a () or (@) at the end of (S M ,K 2J),
it is pronounced as an alif. The word (M% B 2J) is actually
('
L %M B 2J).
3. Sometimes the (-I .J 8

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

Examples:
I |B "M K L
M M :m JM
Nl Nl
-. N" "
a handsome faced boy
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Volume Two
!I M%K L BkIJ u |L #M
Nl Nl
-. N" "
a wealthy man
I |B "M K -S &M

M M
m &BI
Nl Nl
-. N" "
a pretty-faced girl
!I M%K eS M BkIJ eu 2JM B RI

Nl Nl
-. N" "
a wealthy woman
4. It was mentioned in Lesson 7 that when an indefinite

noun is related to a definite noun, the former also becomes
definite. See 7.9. The definite article is not prefixed to the
(Nl). See 7.4.
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Remember that the (-.8 ) is an exception from both the

above rules. It neither becomes definite due to being related
nor is the prefixing of the definite article prohibited.
Accordingly, when an (-.8 ) together with its
subsequent noun ( Nl) forms the adjective of a

definite noun, the definite article should be prefixed to it.
Examples:
I |B "M K L
M7
M K :L J"M KJ
Nl Nl
-. N" "
the handsome-faced boy
!I M%K L BkI/J KJ :m IM

Nl Nl
-. N" "
Khālid, the wealthy man
Page 115
Volume Two
I B E
D z M"B
D =
L &MB)YM
Nl Nl
-. N" "
Zaynab, the one with black hair
!I M%K eS M BkI/J KJ eS 2JB %M KJ

Nl Nl
-. N" "
the wealthy woman
5. If the (!
K J) is removed from the (-.8 ) in the above
examples, they will become nominal sentences (-x -©)

because the first part (:
L J"M KJ) is definite while the second part
(I |
B "M K L
M M ) is indefinite. Therefore the sentence ( L
M M :L J"M KJ
I |B "M K) will mean, “The boy has a handsome face.” The word
(:L J"M KJ) will be the subject (:0?) while (I |B "M K L
M M ) will form
the predicate (ª). Understand the other examples in the
same manner.
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Volume Two
6. Here are a few more examples:
I |B "M K L
M M :m JM { M|
The (N" ") is (`",) – in the nominative case. Therefore
the (-. ) is also (`",).
I |B "M K -J &M

M M 0&BI
L B)2J#M
The (N" ") is ( "8&) – in the accusative case. Therefore
the (-. ) is also ( "8&).
I |B "M K I
M M : JM
L M0I JM
The (N" ") is (#) – in the genitive case. Therefore the
(-. ) is also (#).
7. There is another way in which the (-.8 ) is used very

often.
(L L |
B M m
M M :m JM ) – a boy whose face is handsome.
(L &LB
M -u &M
M M :m JM ) - a boy whose eye is good.
(ML | B M m M M m &BI) - a girl whose face is pretty.
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Volume Two
(M&LB
M -u &M
M M
m &BI) - a girl whose eye is good.
These are all examples of adjectival phrases ('. " =).

If the definite article has to be prefixed to the words (:
m JM )
and ( m &BI), these phrases will become nominal sentences
(-x -©).
8. The distinguishing difference between the previous

examples and these examples is that in the former
examples, the gender of the (-.8 ) corresponds to the
preceding noun (N" "). In the latter examples, the gender
of the (-.8 ) corresponds to the succeeding noun
because it becomes the (,) of the (-.8 ). Its analysis

will be as follows:
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Volume Two
B V ml ,
! l
Nl Nl
-.8 , -.8
-. N" "
'. " =
Note 5: The (-.8 ) will be discussed in detail in Lesson

60, Volume 4.
Word Meaning
m ?BI straw, dry grass
-u 7
M IM# fragrance, smell
m B YM flower
u B M easy, soft
#m M}B 2J m B }M hair
3
m B }M east
Page 119
Volume Two
²m IGJ smiling

m MEB 2J =
m E
B L green grass

m B vJ west

m BI J kind, refined
u M"K2J u "B J colour
¦m S¦B S pearl
-u &M|B M cheek
eu D I cat
Exercise No. 23
(A) Translate the following phrases and sentences into

English.
z Ml
B M eu M M }M (1)
z MlBM -S lD .I KM L .J B 2J =L M Q J (2)
L .J B 2J L ?B0M L l
M B 2J = L E B L KJ (3)
-I 7
M ID = L GJ M I "B Q L %M B 2J L #B "M KJ (4)

I M M K I B vJ 'B ,I L %M B JK L 7 B ?MKJ (5)
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Volume Two
!u "B L J :L J"M K 9M JXM eu :M BI M L &B?IK cI IM (6)

S M?l
B vJ cL :L M M S M?B M :L ?BM KJ (7)
I |B "M K £ L MB2JM I B E D L "M B 2JM I BM K 3 L #M YB 2J u BI|M (8)
I |B "M K z MlBM M I B E D z M"B M M I BM K z J$#B YM -S E M IM (9)

I MkC -J .J BOI *MM eI #M "B 8 -J &MM M 0&BI L B)2J#M (10)
MLMjI -u .J BOI *MM ML |B M u B%I |M -S %M GI J, (11)
ML |B M £ L MB2JM M&LBM z M"B M eS M >J ?MK cI I M (12)

I MkIº nL B?I$JM I |B "M K L M M :m B)YM (13)
L LMjI -u 7
M B?I$JM L L |B M m M M m%B M (14)
z M%B M cI I M M Z m B L z M& M K I (15)
m "B L M £ m BI #m "B LGS M m .K L M m %B L #m MYB J2 I 0M B ?LK 'I, (16)
I OJ &B%M K M0.J BI J I MM%B 7 M K I &B?IK M0&M|B M (17)
²I K
L K M& M M M I M7IM M%I BJI :B}I #M M eJ :M BMYL Q RI (18)
²m IGJ u B M u |L #M u BIM 'B >I B):I M (19)
J "B S>I B M) pJ B L ,J 'm %B L m /K L L B L #L Q./S KJ (20)
p¤ "B L |M "B SJ J J L *DRI (21)
I "B &L/K %M K ¦I S¦B !I JkB JJ m BI #m "B L (22)
(B) Fill in the blanks with suitable words.
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L %M B 2J S "B J M I ?MQ S "B J (1)

I "B Q S
M M KM L ?MQJ2 (2)
I "B Q S
M M KM I "B Q L ?MQJ2 (3)
cL #L MYB 2JM I D 3 L M#B 2J (4)
eu M
M }M 'B 0IBM bM M2J (5)
M0L?MK J M 'B 0IB 2S eS D I (6)
I B0M?MK J M I BMD I L B)J#M (7)
I BM K M I |B "M K :m JM JM (8)
-u 7M B?I$J M m M M :L J"M K JM (9)
M&LBM M £
M MB2J 0&BI L B)J#M (10)
MM&BM M I MM%B M M0&M|B M (11)
MI B }M S "B J M -J D$J#L I |B M S "B J (12)
z M"B M M z MlBM 'M I (13)
I MJ$#B YM :L J"M K JM (14)
eu M >J MM z MlBM @
B :I &BI (15)
(C) Translate the following phrases and sentences into

Arabic.
Page 122
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(1) the red flower

(2) the white silver
(3) My brother is wealthy.
(4) This flower is yellow.
(5) There are plenty of red flowers in our garden.
(6) This boy is big-eyed and small-headed.
(7) That man is stupid and ugly.
(8) Those people are deaf, dumb and blind.
(9) The dog is black and the cat is white.
(10) The exhausted slave and the angry master.
(11) the black-eyed girl.
(12) the crippled goat.
(13) There are two black cats in the house.
(14) A fortunate boy and a fortunate girl are both in the
house.
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Volume Two
Lesson 24
The Elative
(
I Bl
I .K 0D L B I)
1. The elative (
I Bl
I .K 0D L B I) is a noun that expresses the
excess of a quality in a thing in comparison to another
thing, e.g. (
LM B 2J - prettier), (L ?MK 2J - bigger).
2. Except for nouns denoting colours and defects, all other

nouns denote the elative on the scale of (
S M ,K 2J).
Examples:
(=
m B M - difficult) (=
L M B 2J - more difficult),
(m B ?I
J - big) (L ?M
K 2J - bigger),
(
u BI$J - little) (
$J2J - lesser),
(:
m B):I }M - harsh) (:
}M 2J - harsher),
(
m I M - ruler) (
L /J B 2J - greater ruler),
(!
M - high) (J
B 2J - higher).
The paradigm of the elative is as follows:
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Volume Two
h cI\X ! Gender
L IJ2J J B L ?MK 2J I M?MK 2J L ?MK 2J #8&

m ?MS T
m M)M ?BS I M)M ?BS @M?BS ij
3. It was mentioned in the previous lesson that adjectives

having the meaning of colours and defects follow the scale
of (
S M ,K 2J).
The method of constructing their elative is that the word

(:
}M 2J) or (L kJK 2J) is prefixed to their verbal nouns (#:8).
Examples:
from (L "M
B 2J - black) ("M
M : }M 2J - blacker),
from (L %
M B 2 - red) (e¤ M %
B L : }M 2J - redder).
4. The elative is sometimes used to express the comparative

degree in relation to some parts and sometimes in relation
to the total.
When it is used for showing a comparison to some parts,

the particle (
B I ) is suffixed to it, e.g.
Page 125
Volume Two
( B %
M L B I L JB 2J :m B)YM - Zaid is more learned than Úmair).
When it is used for showing a comparison to the total,

either the definite article is prefixed to it or it is rendered
(Nl), e.g.
(
L JB JK I :L B)YM - Zaid, the most learned) or
(Z
I D& L JB 2J :m B)YM - Zaid is the most learned among the people).
5. When the elative is used with the particle (

B I ), it will
always be singular masculine, whether the noun being
described is plural or feminine.
Examples:
( /
K M B I L JB 2J :m B)YM ) – Zaid is more learned than Bakr.
(=
M &MB)YM B I L JB 2J -S E M IM) – Àishah is more learned than Zaynab.
(!
I M| M I L M ( B 2J z M&J) – The women are weaker than the
men.
If the elative is prefixed with the definite article, it has to

correspond with the preceding noun.
Examples:
Page 126
Volume Two
(
SlM ,K JK S |L D J) – the most virtuous man.
(
I JlM ,K JK I J|L D J) – the two most virtuous men.
(
J "B Sl
M ,K JK !S M| J) – the most virtuous men.
('Jl B .S K eS { B %M KJ) – the most virtuous woman.
(
I MJl
B .S K I M{ B %M KJ) – the two most virtuous women.
(T
L MJlB .S K z M&J) – the most virtuous women.
In the case of it being (Nl), both forms are permissible,

that is, conformity and non-conformity.
Examples:
(Z
I D& S l
M ,K 2J z M?I*BJKJ) or (Z
I D& S (
I J,2J z M?I*BJKJ) – The messengers are
the most virtuous men.
(I M& S l
M ,K 2J L M)B M ) or (I M& 'Jl
B ,S L M)B M ) – Maryam is the most
virtuous woman.
Note 1: Sometimes the words succeeding the elative are++
deleted, e.g. (L ?MK 2J
z J) – Allāh is the greatest. This sentence

was originally (¡ B}M C S L ?MK 2J
z J) or (¡ B}M C S B I L ?MK 2J
z J) -
Allāh is greater than everything.
Page 127
Volume Two
6. The words (m B

M - better) and ( }M - worse) are also used for
the elative.
Examples:
(L &BI m BM M*2J) – I am better than him.
(ZI D&LBM JM ) – This is the best of the people.
(-I D)I ?MK }M B L M §IJS) – They are the worst of the creation.
Note 2: The plural of (m B

M - better) is (#m MI ) or (#m MB 2J) and the
plural of ( }
M - worse) is (#m M}I ) or (#m M}B 2J), e.g. ( B S #L MI B S #L MI
'B IB JI B S L BM M*2JM I IB JI) – The best among you is the one that is
the best to his family and I am best of you to my family.
The elative will be discussed in more detail in Lesson 60 of

Volume Four.
Word Meaning
² M 2J more entitled
'J>BJKJ more pious
`
L M B 2J faster
Page 128
Volume Two
JB JKJ the highest
-u M 2J slave girl
m jKRI sin
s
I B 2J yesterday
-J M #I M?KJ 2 V
M #I M?KJ yesterday
L M B 2J weakest
L M YB JK oL I MKJ a musjid of Egypt
-u DII M| the age of ignorance
-S %M /K I wisdom
=
m I M counter, reckoner
r
S BM wherever
3
m1
J B 2J ²m K L character, conduct
`
m M}L brave
-u QM( missing item
m
I BM gambling
L .J B 2J Z
m M7*L brass
bm "B *M sleep
Page 129
Volume Two
om .K *M benefit
T
I M.S K L B *M the Euphrates River
Exercise No. 24
JB JK 'M #M J M7?BL (1)

bI "B &D M I m BM eS 1J8 D J (2)
!S "B L /J K !S "B L M K S |L D Z I D& nL ?M$K 2J (3)
M0I$K "M I eS 1J8 D J !I M%B JK S l M ,K 2J (4)
(r):d) ¤>K L B L &L M B 2J M B&II ¦B %L K S l
M ,K 2J (5)
(r):d) Z I D& oL .J &BM) B M Z I D& L BM (6)
I M YB JK oI I MK 'I, ¼?B/S K -S M #M :B %M KJ (7)

M BI 2J 'JRI L &BI : }M 2J M BJRI 'B $I"B }M (8)
-J M #I M?K M&BI : }M 2J bM "B MK nL B) J (9)
L &BI I >K M K $J2J cL "B L 2JM I >K M K S BI$J m IM (10)
'B IJ$:I B 2J L
M B 2J "M L L &BI L M B 2J :m %D 7 M L M m M M ²m B):I M L M7 M KJ (11)
(r):d) MI ² M 2J "M L ,J M:M |M M r S B7 M ,J I I ¦B %L K -S QM( -S %M /K 7 I KJ (12)
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Volume Two
(r):d) bI 1
J B +IK 'I, B S #L MI -I DII MK 'I, B S#L MI (13)
B S J>B2J I Q :M &I B /S M M K 2J Q RI (1)

I 0B>J K M I L ?MK 2J -S &M0B.I KM (2)
L bI 2J L JB 2J B 0L*J22J K $S (3)
9 I EB m BM m I ¦B :m ?BM JM (4)
- J I E B m BM -u &MI ¦B -u M JJM (5)
I B { I ² M 2J I B>J )I.J K @ J,J (6)
6
M ?II M7K ` L M B 2J "M L M L /K 7 L K L J pJ 2J (7)
Z
I D&I oL ,IM&M M ¨m ?IJ m jKRI M%I I, K $S I
I B%M KM I %B M K I M M *M"SJ B M) (8)
M%I I .K *D I L ?MK 2J M%L %L jKRIM
T
I "L?/J &MK L B?MJ T I "L?LK M M B 2J Q RIM (9)
I M·½
I I B L &BI L M $K 2J §IM "B M) I .K /S K I B L (10)
L 7
B *MM 6
M %I I M7K L /J B 2J "M L 'JM) 6 M %I I M7K I /J B JI L Q s M BJ2J (11)
(M B):I I DE M I M IXJ 'JM
(C) Answer the following questions using full sentences.
Page 131
Volume Two
The first one has been done for you.
I :M &BI bL M K JK "M L 'J>BJKJ

I :M &BI bL M K JK I M
(1)
S l (2)
M ,K 2J I ¦B L @ 2J
S l M ,K 2J !I M%B JK @
(3) 2J
Z I D& S ( (4)
I J,2J B L B M
I L S l M ,K 2J "M L B M
(5)
@M?B/S K -S M #M :B %M K M B)2J
(6)
9M "B L 2J bB 2J L ?MK 2J (7) M *B2J2J
T I M.S K L B *M bB 2J L ?MK 2J I B& L B *M
(8)
L %B M K bI 2J oL .J *B2J L ?MQJ
(9)
T I M*M"M7 M K oL M }B 2J "M L M
(10)
I B I K 'I, T I M*M"M7 M K L ?MK 2J "M L M
(11)
I .J
D I T I M*M"M7 M K oL .J *B2J "M L M
(12)
I D L B YM bB 2J L #B "M KJ e¤ M %B L : }M 2J ¡ B}M @
(13) 2J
bM "B MK nL B)
(14)M BJ
M K I B I !S "M GK 2J eS M ME D cI I M K M
(15)
I .J B JK Z L M Q I M (16)
I M7& M I e¤ M .K L : }M 2J =
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Volume Two
(1) This boy is bigger than that girl.

(2) The air is more refined than water.
(3) The Euphrates River is smaller than the Nile.
(4) The best book is the Qur’ān.
(5) The most truthful speech is Allāh’s speech.
(6) The red horses are more beautiful than all the horses.
(7) The air is purer today than it was yesterday.
(8) This road is more difficult than that road.
(9) That tree is taller than this tree.
(10) This book is very beneficial and easy.
Hereunder follows the brief paradigms of the verbs of

( 'j1j).
Page 133
Volume Two
i 'j1k "2 ¨w8 N8
n :' # :' :#G :' TENSES
oM %I M M 8
M *M
M M (
M b#DH FGH
oL %M
B M) L 8
L &BM)
L I l
B M) b#DH MENH
oM %I L M 8
I *L
M I (
L 1e` FGH
oL %M
B L) L 8
M &BL)
L M l
B L) 1e` MENH
oB %M B RI B 8
L *B2S
B I (
B RI #%
oB %M
B M pJ B 8
L &BM pJ
B I l
B M pJ Fe
om I M m I M*
m #I M( L]$ Y<
`
m "B %L
B M #m "B 8
L &BM
m B L l
B M 1D$H Y<
om %M
B M m 8
M &BM
m I l
B M b#0
om %M
B I m 8
M &BI
m M l
B I c k
`
m M% B I M #m M8&BI M
m Ml
B I M
oL %M B 2J L 8
M *B2J
L M (
B 2J LIN$ Y<
Page 134
Volume Two
2,! :' -#8 :' :' TENSES
=
M
I M bM L J nM 0M,J b#DH FGH
=
L
I7
B M) bL L /K M) nL 0M.K M) b#DH MENH
=
M
I L * nM 0I,S 1e` FGH
=
L
M7
B L) * nL 0M.K L) 1e` MENH
=
B
I B RI bB L K 2S nB 0M,K RI #%
=
B
I7
B M pJ bB L /K M pJ nB 0M.K M pJ Fe
=
m I M m B)I J nm IJ, L]$ Y<

m "B
L7
B M * V
m "B 0L.K M 1D$H Y<
=
m
I7B M bm M /K M nm 0M.K M b#0 Y<
=
m M7B I bm M /K I nm 0M.K I c k Y<

m M7
B I M bm M/K I M V
m M0.K I M
=
L
M B 2J bL M K 2J nL 0M,K 2J LIN$ Y<
* The category (bM L

J ) is intransitive and therefore does not
have the passive tense and the passive participle noun.
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Volume Two
Test No. 12
(1) List the names of all the derived nouns.

(2) On what scale does the active participle noun (
.) appear?
(3) What is the (. ) of (b )?
(4) What is the scale of the (!".; )?
(5) How many word-forms are there of the (. )

and the (!".; )?
(6) What is (NO )? On what scale is it used?
(7) What does the (-P ) refer to? What are its scales?
(8) What is the ('% #:8) and what are its scales?
(9) What are the frequently used scales of the ( x2
-.8)?
(10) Explain the scales of those adjectival nouns that are
used for describing defects, characteristics and
colours.
(11) Construct the dual and the plural of (z M"B
M ).
(12) Explain the two ways in which the (-.8 x2) are
used as mentioned in Lesson 23 using examples.
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Volume Two
(13) What is the clear difference between the two ways?

(14) For what meanings is the scale of (
S M ,K 2J) used?
(15) What is the (l.0
) and on what scale is it used?
(16) Conjugate the (l.0 ).
(17) In how many ways is the (l.0 ) used?

(18) In which instances is it necessary for the gender and
number of the (l.0 ) to correspond to its
preceding noun and in which instances is it not
necessary?
(19) What was the sentence (ª2
) originally?
(20) Form the brief paradigm of (
JM vJ ), (M IM ) and (nM SM ).
Page 137
Volume Two
Lesson 25 A
The Categories Other than the Triliteral Verbs

( 'j1j ¨v "2)
1. All the verbs and derived nouns mentioned till now

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

This category is mostly transitive.
#:8 !". , `#l; '(;

bm MK RI bm M /K L bm I /K L bB I K 2J bL I /K L) bM M K 2J
(to teach) M QM : J D ,J (2)

Page 138
Volume Two
#:8 !". , `#l; '(;

m BIB M m QM L m CM L B CM L CM L) M QM
(to fight) J MJ$ : J M J, (3)

#:8 !". , `#l; '(;

2 -u JMJ>L u MJ>L u IJ>L K IJ$ S IJ>L) J MJ$
!u M0$I
(to accept) J ?D>J M : J D .J M (4)

This category is mostly intransitive.
#:8 !". , `#l; '(;

u ?>J M u ?D>J 0ML u ?>J 0ML K ?D>J M S ?D>J 0MM) J ?D>J M
(to confront, to meet) J MJ>M : J M J.M (5)

This category is also mostly intransitive.
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Volume Two
#:8 !". , `#l; '(;

u LJ>M u MJ>0ML u IJ>0ML K MJ>M S MJ>0MM) J MJ>M
(to break) M
M /J *BI : J M .J *BI (6)
#:8 !". `#l; '(;

,
#m M/I *BI m
M /J &BL m
I /J &BL B
I /J *BI L
I /J &BM) M
M /J *BI
(to abstain) =
M &M0M|B I : J M 0M,K I (7)
#:8 !". `#l; '(;

,

m M&0I|B I =
m &M0M
B L =
m &I0M
B L =
B &I0M|B I =
L &I0M
B M) =
M &M0M|B I
(to be red) D %M B I : Q M ,K I (8)
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#:8 !". `#l; '(;

,
#m M%I B I %M 7
B L %M 7
B L %M B I %M 7
B M) D %M B I
M
#B I %M B I
(to be black) bD MB I : !Q M,K I (9)

#:8 !". `#l; '(;

,
bm M%BI B I b M:B L b M:B L b MB I b M:B M) bD MB I
M
B I MB I
(to seek help) M 8

M &B0MB I : J M .K 0MB I (10)
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#:8 `#l; '(;

!".; .
#m M8&B0IB I m 8
M &B0M
B L m 8
I &B0M
B L B 8
I &B0MB I L 8
I &B0M
B M) M 8
M &B0MB I
Note 1: There are a few other categories of (, :)~ 'j1j)

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

Q M ,K I ) and (!Q M,K I ) has
three possibilities:
The (. ) and (!".; ) of these categories are the
same in pronunciation but their original words are
different. That is, the (. ) of (D %M B I) is (#m I %M 7
B L ) while
the (!".; ) is (#m M %M 7
B L ).
The (. ) of (bD MB I) is ( m I M:B L ) while the (!".; ) is
(
m M M:B L ).
2. There is only one category of verbs of ( '#), namely:

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(to roll) U
M M B M : J JB ,J (1 )
#:8 `#l; '(;

!".; .
-u |M M B M U
m M B :M L U
m I B :M L U
B I B M U
L I B :M L) U
M M B M
3. There are three categories of verbs in (, :)~ '#)

namely:
(to roll) U
M M B :M M : J JB .J M (1 )
#:8 `#l; '(;

!".; .
U
m L B :M M U
m M B :M 0ML U
m I B :M 0ML U
B M B :M M U
L M B :M 0MM) U
M M B :M M
(to gather) M
M *BM B I : J J&BM ,K I (2 )
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#:8 `#l; '(;

!".; .
bm M*BI B I m
M *BM 7
B L m
I *BM 7
B L B
I *BM B I L
I *BM 7
B M) M
M *BM B I
(to tremble) D M E
M $K I : Q JM ,K I (3 )
#:8 `#l; '(;

!".; .
#m MB E
I $K I M E
M >K L I E
M >K L #B I B E
M $K RI D M E
M $K I I E
M >K M) D M E
M $K I
4. The method of constructing the passive tense (!") of all

the above-mentioned verbs is as follows:
To form the perfect passive tense (!"i '(;), render a
dammah to the first radical of the perfect active tense ( '(;

N;) and a kasrah to the penultimate letter. Between the
two, whichever letter is mutaharrik, render a dammah to it.
If there is any alif () in between, change it to ().
Examples:
(bM I
K 2S) from (bM M
K 2J),
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(
M CL ) from (
M QM ),
(
J I"B $S) from (
J MJ$),
(
J ?>S L) from (
J ?D>J M),
(
J I"B >S L) from (
J MJ>M),
(M
I /S *B2S) from (M
M /J *BI),
(=
M &I0L|B 2S) from (=
M &M0M|B I),
(D %
L B 2S) from (D %
M B I),
(bD "B
L B 2S) from (bD MB I),
(M 8
I &B0LB 2S) from (M 8
M &B0MB I)
(U
M I B L ) from (U
M M B M ),
(U
M I B :L L) from (U
M M B :M M),
(M
I *BL B S) from (M
M *BM B I),
(D I E
L $K S) from (D M E
M $K I),
In order to construct the imperfect passive tense ( `#l;

!"i), render a dammah to the (`#l; -1) and a fathah
to the penultimate letter.
Examples:
(bL M /
K L)) from (bL I /K L)),
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(
L QM L)) from (L CM L)),
(
S MJ>L)) from (S IJ>L)),
(
S ?D>J 0ML)) from (S ?D>J 0MM)),
(
S MJ>0ML)) from (S MJ>0MM)),
(L
M /J &BL)) from (L
I /J &BM)),
(=
L &M0M
B L)) from (=
L &I0M
B M)),
( %
M7
B L)) from ( %M 7
B M)),
(b M:
B L)) from (b M:B M)),
(L 8
M &B0M
B L)) from (L 8
I &B0M
B M))
(U
L M B :M L)) from (U
L I B :M L)),
(U
L M B :M 0ML)) from (U
L M B :M 0MM)),
(L
M *BM 7
B L)) from (L
I *BM 7
B M)),
( M E
M >K L)) from ( I E
M >K M)),
5. The (. ) of the above-mentioned categories is
made from the imperfect active tense (N; `#l;) while

the (!".; ) is made from the imperfect passive tense
(!"i `#l;). A (bL ) replaces the (`#l; -1) and tanwīn
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Volume Two
is inserted at the end, e.g. from (bL I /

K L)), the (. ) is
(bm I /
K L ) while the (!".; ) from (bL M /K L)) is (bm M /K L ).
6. Besides the categories of ( 'j1j), in the remaining
categories, the (!".; ) is used to provide the meaning of

the (NO ).
Note 3: The passive tense (!"i) of an intransitive verb
(bYp) and the (!".;

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

made red. See 6.17.

Note 4: The numbers written after the verbs of (, :)~ 'j1j)
indicate the category to which they belong.
Word Meaning
(1) bM M B2J to confirm
(8) £
D MBRI to be white
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(1) =
D M 2J to love
(7) :M M 0M|B I to strive
(1)
M JB 2J to go against
(1) 9M #M B 2J to achieve, to reach
(1) D "M B I to be black
(1) M JB 2J to obey, to embrace Islam
(10) M |M K 0MB I to hire, to employ
(10) M
M7
B 0MB I to regard as good
(10) M .J wB 0MB I to seek forgiveness
(7) J wM 0M}B I to be preoccupied
(8) D .J B I to be yellow
(1) nM JB 2J to correct
(:)~ '# 3) Q J%M GK I to be peaceful, at ease
(1)
M ?M*B2J to grow, plant
(2) !J ~D *M (1) !J ~M *B2J to make something

descend
(2) #M Q M to waste
(2) ±J QM to convey
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Volume Two
( 4) 4
J :D 7
M M to converse
(5) M M MM to dispute
(4) ]
M D M M to interfere
(4) M QM M to learn
( 4) =
M
D M M to be surprised
(4) M /Q .J M to think
(4) bM :D >J M to advance
(2) M %D M to complete
(4) M D "M M to love
(2) ~M D |M to prepare
(3)
J ,JM to protect
(3) °
J JM to mix
(3) oM ,JM to defend
(3) M Q XJ to advise, to remind
( '#) V
M ~M B YM to move
(2) nM ?DM to glorify, to remember

Allāh
(3) :M M M} to observe
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Volume Two
(N) M M J to appear
(3) M }M M to live mutually
(2)
M 0D,J to search
( '#) oM $JB ,J to burst, explode
( 3) =
M MJ to correspond
(2) M QJ to speak
(3)
M GJ pJ to be gentle, to be
compassionate
m #I M cold
m :B M Bedouin
u M&|I 2 T
m D&|M -u &D|M garden

m "B ?LL =
M seed, grain
:m B8
I M harvested crop
u
M M shame
u
I M ashamed
-u $Q#I mildness, gentleness
@MK XI advice
#m B YL falsehood
Page 150
Volume Two
N
m "B >S L
m >K M roof
-u 7
M IB 2J V
m1
J I weapon
-u MI }B 2J
m M}M drink, beverage
3
m #I M 2 «
I thief
u ?M>K 0M
B L future
u
M 0MwB L bathroom
m MBI appointed time, promise
u |M M fear
'JB L middle
Exercise No. 25
B /S .J B(
M B"L I K 2J (1)
`
I J,: I B /S M 1 J I B~L |M (2)
I B,I M /Q .J 0MM 'D0M M B JK bI I ?BL pJ (3)
eI :M M ME%L K L 8 B *I -S ?MMJ/%L KJ (4)
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Volume Two
B L M }M MM M :B ?MK ° J JM S |L D JM (5)

L &BM I B0I.K 0D 'I, J B :L I 0M B L L 7 B *M (6)
L .S GI 1J L)M cL M2J L C/J L) L BI JK J J (7)
eI #M :B >S K J ?B$J :L M K I ]B D M 0MMpJ (8)
' IM M KI L Q/J 0MM K M (9)
1
¤ BI$J L Q/J M2J M*2J B M *M (10)

I M M K M IXJ oM M L Q/J M2J (11)
L M M M&%B Q/J M B M *M (12)

I B 7M K cI I M I B 2J 'I, I Jj:D 7 M 0MM) MJ|M Lc"B L 2JM L BI JKJ (13)
B?IJ bB :D >J 0MM) BwI M B QM 0MM) B M (14)
3
L B L B %M K M M J I D8C M%M MM JXRI (15)
I
M M K M I D %M B M I |M "M K M I L L |B M D.J B RI (16)
9M M2J = B ?IB 2JM 9M M2J bB I 0MB I (17)
M&K M ,J M J "B &L I7 B 0M B M K M (18)
'JMM
z { M} K RI I ?M>K 0M B %L K 'I, S MJ>0M*M (19)
`
I J,: I M I MM K B~L D |M :B $J 9M MBJK Q 2J M&B %I M (20)
(r):d) D&I sM BJ,J M*M B?IJ B $C"M L) B JM M*M BwI M B M B M) B J B M (21)
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Volume Two
(r):d) 3 M B :L 8 D M |I D0 = 7 I L)
{ Q RI (22)
(r):d) Z
I D& oM M L "M 0D I M%B)+IK :M B M I >K M K Z
L 2K#M (23)
co $ I ?
pJ !J J$ oL $IB .J L) L *D+I,J I >K
D JM = M E M M nB IB 2J I B?MK =I I M8I m |I K 0M B L !J J$
:M
LB M,J -S $Q L J #I :B L K 2J N
L M2J 'B *RI !J J$ nL ?
M L) L *D+I,J
B M M
#I B ~ !J "B $J B"?L&I0M|B M (1)

JB "L K eI 1J8 D T I M"J8 D JM K"SO,IM (2)
m I#D #m "S.vJ M Q Q RI M Q L.I wB 0MB M (3)

M #D B I M BJRI !J ~I *B2S M ±K CM !S "B L D M)2J M) (4)
6
M &II ¦B %L K oL .J &M ¼M K C Q +I,J B C XJ M (5)
6
I GI ME D J M"B RI K"L*J M )I#C ?M%L K Q RI (6)
:I I87
M K =
D M M T D&|M I I M&0B?M*J,J ¤#M M? M M% D M I M&K~D *MM (7)
6
M %I JMK M I
L %B JB 2J !J J$ B IB 2J L #M L J !J J$ XK RI (8)
B L L "L|L B l D MB M )IQ D2JM ... cm "L|L "M B MM cm"L|L £ M?BM bM "B M) (9)
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Volume Two
I -I %M B #M 'I.,J
M MB%I K
L I B L) pJ
{ Q RI (10)
#I "L?>S K 'I, M M kIB L JXRI L JB M) J,J2J (11)

L "S>S K §I%M K M I I K I I pJ 2J (12)
YM J, :B >J ,J -J &D
M K J I B 2SM #I D& I M V M ~I B YL M%,J (13)

m M}M M m #I M u M 0MwB L JM (14)
(1) They honoured their guest.

(2) Strive to seek knowledge and do not be too
preoccupied in playing.
(3) Do not interfere with the strong enemy.
(4) We do not regard fighting as good.
(5) Respect your parents and love your brothers and
sisters.
(6) We seek forgiveness from Allāh for every sin.
(7) Did you prepare the weapons for defence?
(8) Learn when you are small, you will remain ahead
when you are big.
(9) We strove in searching for it.
(10) Are you learning Arabic?
(11) Yes, we are learning Arabic.
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Volume Two
(12) The two thieves disputed mutually, so the stolen

item was revealed.
(13) The face becomes yellow with fear and red with
shame.
(14) The day became white and the night became black.
(15) We completed the second part of the book,
‘Tashīlul Adab’ in three months.
(16) We refrain from falsehood.
(17) My brother and I sat down to talk regarding a
necessary matter until the light of dawn appeared.
(18) The Indians are preparing weapons for their
defence.
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Volume Two
Lesson 25 (B)
The Particles ‫ن‬

‫ِإ‬, ‫ن‬
‫ َأ‬and ْ‫َأن‬
Note 1: You have read about these particles in Volume One

and in this volume as well. They will be mentioned in
Volume Four as well but since there is a need to use them in
most sentences, a few facts about them will be mentioned
here.
1. The particle (
Q RI) is for emphasis. It appears mostly before
a nominal sentence (-x -©). Due to it, the subject is read
in the accusative case (=8& -). See 9.6.
Example: (u $IM :B)YM Q RI) – Undoubtedly Zaid is intelligent.
Sometimes the particle (!

J ) is prefixed to the predicate
which creates more emphasis in the meaning, e.g.
(o
m ,IM&J M K I K Q RI) – Surely knowledge is certainly beneficial.
The pronouns are also attached to (

Q RI) as they are attached
to the (eF#| N). See 4.11.
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Third Person (=IJv)
L *DRI singular
Masculine
%M L *DRI dual
B L *DRI plural
M *DRI singular

Feminine
%M L *DRI dual
D L *DRI plural
Second Person (I(M)

M *DRI singular
Masculine
%M /S *DRI dual
B /S *DRI plural

I *DRI singular
Feminine
%M /S *DRI dual
D /S *DRI plural
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Volume Two
First Person (C/

J 0ML )
B *RI singular
*DRI dual, plural
The particle ('

B *RI) can be read as ('B &I*DRI) while (*DRI) can be read
as (&M*DRI).
2. The particle (
Q 2J) introduces an explanatory clause to the
sentence. It is also prefixed to a noun which changes to the
accusative case, e.g. (
m IM :B)YM Q 2J
L B %I M ) – I heard that Zaid is
learned.
The pronouns are also attached to it. The paradigm is

similar to the one mentioned above, e.g.
(
I M70IB +IK 'I,
M 7
B
M *M
M *D2J 'B &IwM JM) – I have received the news that
you succeeded in the examination.
After the verb (!

J J$) or its derivatives, the particle (Q RI) is used
and not (
Q 2J), e.g.
(bM "B MK nL 0M.K L)pJ -J M #M :B %M K Q RI XS M0B SK !J J$) – The teacher said that the
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Volume Two
school will not be opened today.
Note 2: The words (

D /I J - but), (
M BJ - wish) and (Q M J -
perhaps) are also included in the group of (
Q RI) and (Q 2J), that
is, the succeeding noun changes to the accusative case.
However, the word (
B /I J) is not included among these
words. The succeeding noun is not rendered (=8*) and it
can also be prefixed to a verb, in contrast to the above-
mentioned particles.
Note 3: The (eF#| N) are most often prefixed to the
particle (
Q 2J). See Lesson 7.
Examples: (
Q JI - because), (Q JJ - as if), (L *DJI - because he),
(L *DJ
J - as if he).
3. The particle (
K 2J) renders the imperfect tense (`#l;) into
the accusative case (=8& -). See 4.20. Like (
Q 2J), it
appears in the middle of the sentence. However (
K 2J) does
not appear before a noun or pronoun. It only appears before
a verb, especially the imperfect tense (`#l;) and due to it,
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Volume Two
the imperfect tense (`#l;) is rendered into the accusative
case (=8& -).

Example: (M?M M l
L7
B M) K 2J 'B I I M T
L B M 2J) – I commanded my
servant to be present in the morning.
Note 4: The (eF#| N) can also be prefixed to the particle

(
Q 2J), e.g. (K JI - because, so that), (K 2J 'JRI - until).
Note 5: If any noun is ( "8&) because of (

Q RI) or (Q 2J), and it
is succeeded by a noun (NB"
S B M ) following a conjuction
(-.G
Nd) such as (M ), (N M ), (B 2J), (D jS) etc. the succeeding
noun will also be ( "8&).
Examples: (I M7IM %B M M :B)YM Q RI) – Verily Zaid and Àmr are
pious.
(
I M7IM %B M M :B)YM Q 2J
L B %I M ) – I heard that Zaid and Àmr are
pious.
Similarly, if due to the particle (

K 2J), a verb is ( "8&), and it
is succeeded by another verb, it will also be ( "8&), e.g.
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Volume Two
(¤§B }
M I I 9M I }B 2S pJ M
{ :M ?LB 2J K 2J T
L B I 2S) – I was commanded to
worship Allāh and not to ascribe anything to Him.
The (-.G Nd) and (NB"S B M ) will be explained in detail

in Volume Four, Lesson 50.
Note: The numbers written after the verbs or verbal nouns

refer to the category of (, :)~ 'j1j) which they belong to.
Word Meaning
(7) :M 7
M DI to unite
(7) ²M .J DI to conform
(1)
M JB2J to destroy
(7) oM %M 0M|B I to gather
(7) U
m M0IB I to protest
(1) M ?MB 2J to inform
(1) 3
M M B 2J to burn
(1) :M }M #B 2J to guide
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Volume Two
(10) !u 1
J >K 0IB I to be independent, to
find insignificant
(10) ²D 7
M 0MB I to be entitled
(7) 9M M 0M}B I to participate
(1)
M M (
B 2J to turn away, to strike
(2) ²M QvJ (1) ²M JvK 2J to lock
(7)
D 0MKI to gather, to be rolled up
(7) oM &M0MB I to refrain
(1) M /J B 2J to be possible
(1) :M E
M *B2J to recite poetry

M 8
M *B2J to be just
(2) :M D)2J to help
(2) M E
D M to give glad tidings
( '#) M |M B M to translate
(4) oM 0D%M M to benefit
(2) M %D M to complete
(4) M D %M M to rebel
(4) 'Q"M M to govern, to turn away
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Volume Two
(3) =
M *MM| to separate
(Z) V
M I |M to be injured
(]) s
M ?MM to imprison
(2)
M D M to devastate
(2) £
M .Q M to lower
#L B :L M) #M M to turn, to rotate
bL B :L M) bM M to remain forever
() ²M }M #M to throw
(2) 3
M :D M to deem credible
(3) !J M M to equate
(2)
M QJ to entrust, to assign
(])
J .J J to speak
T
L "B %L M) T
M M to die
L I M7M -u %M /J 7
B M government building
(3) eu M M JOL to protest
(N) nM 8
M *M to advise
() M
M M to rush, to attack
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Volume Two
(2) J&DM to congratulate
(2) ²M ,QM to give s.o. success
:L IM) :M JM to give birth
L M f other
K I "B L 2J knowledgeable
M 2J elder
s
B S
B vS 2J August
bm M*2J creation, the world
D L QJ O Allāh
~m BI
I *BI English
u B 2J capable, family
N
m MwI K I telegraph
-u M |I side
-u J%B |L totality, in general, on the

whole
@
YI MI resident of Hijāz
=
M
B M according
-u D) L freedom
Page 164
Volume Two
-I M #M :B %M K s
L BI#M rector
'M#M 2 'D#M mill
\
m M #M lead, bullet
z M%M YL m BI YM leader
-u GJ B }L police

m K I wire, thread
u M&B 2J I tooth, age
-u M B&IM deed, action
T
m "B M sound, voice, slogan,
opinion
@$S -u M)B $J village, hamlet
:m IJ$ leader
!u D%L u I M worker, employee
#m B L vS deceit
bm 1
J vS youth
bm ¦B S reproach
m B§IJ despised

M IXJ M:M M besides that
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Volume Two
u .I 7
B M gathering
B M man
#m B :L >K M decreed (against)
u B L >K M adjacent, near
u "B &LM death
U
m M&BI way, method
S &BL since
s
L IJ.*M -u
M B.I *M excellent
J,M fulfil
bm "B %L L M anxiety, concern
Exercise No. 26
Translate the following sentences concerning a strike.
'D IM M K L QM M2J M*2J 'B % M M) -M#M :B %M K 'I, L QM0MM JXM :L B}I #M M) (1)
¿M B)#I K 0DM -J D,IMwB
L K M M7 I KM @
D ~I BI/I *B+IKM
.= I M Q 'I, S wI 0ME B M M I K I K I B8I7 B M 'B ,I :L I 0M
B M pJ M *D2J
L B %I M (2)
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Volume Two
M ?I
B %L K L 0L$K :D M M BJ M @ B :I M M) B S M ?MB 2J B M
'JI M ?BM XJ M I BM "B M) S &BL 9M L OS *B2J 'B &/I J L $S: M 2S pJ M*2J 'B ?IB?IM M) (3)
M 1 Q Q JI s B S B vS 2J oI I M S &BL = L M XJ 2J pJ 'B *RI B M M* . -I M #M :B %M K
-I M #M :B %M K s I BI#M eI M B L 'JM B"%L M M K M I M 0D I M B"LM ( B 2J
. -J M #M :B %M K ²M JvK J,J eI M
B7L K I M?B 2J £ M BM B"LD M M
@
B :I *BJv B 0M B I 'JM B l M ?M$J -J M "B /S 7 L K Q JI L 1 Q M M ( B 2J M IM (4)
-I DI %B
M K M%M YL B I BkIJ M bI 1 J /J K 'I2J M*pJ "B M M (Mr. Gandhi)
|M0IB I L 1 Q M M ( B J,J B L 0B M ?MM M (sB)I wM *BJ/KJ) -I D&IGJ "M K
. -I M "B /S 7
L K -I M B&IM 'JM
oI *IM8%M K !J D%L Q 2J :I IM M K 'I, T L 2KM $JM @ B ~I B)~I M M) M $K :M M (5)
eI M M JO%L K I B"L %M 0M|B M I %M M K I M B"LM ( B 2J lB)2J I I M%M KM
-S GJ B E L L >J }M #M M B"L &I0M%B M) B J B /I J -S GJ B E L L 0BM &M%M ,J U I M0IB +IKM
. B"L I |M B L l L B MM !I M7K 'JM B"LM B Ll L B ?M,J T I M M D M
M M*I:L L 'B ,I M( I B M M :I &BI K !I "B GS 'B ,I T L M$IM"K I M $JM J/J M M
M I p¤ M|#I J B L I JO%L K J 0M$J oI ( I M"%M K £ I B M 'B ,I M M)$S 'B ,I
B /I J -J D,IIwK 0 9M 1 J B JK B".S JB2JM M I M7%M K B"$SM B JM -I GJ B E
.1¤ BI$J pQ RI TI MM JO%L K cI I M 'B ,I B"S I 0ME B M) B J M B%I I
B %L K Q 2J M&B %I M
Page 167
Volume Two
B L *DJI s I B)I wM *BJ/K I M%M YL 'JM -S M "B /S 7 L K Il M ?M$J M I L JB M K M (6)
'B ,I :M &BI K B"S L 0BM) K 2J ~I BI
I *B+IK I B"SJ$M !J 1 J >K 0IB I+KM -J D) 7
L K J "B ?LSK M)
. M B):I &BI K @
B :I B)2J
:M IJ$ Q JI T I MM JO%L K cI I M 'B ,I J "B %L I B %L K 9I I 0MEB M) B J JXM%I,J (7)
. 9I M0I}B +IK I M B L M &MM V M M&|I IM :%D 7 M L M B%I I B %L K -I DI %B |M
-J D) 7
L K B L :L IJ$ M J "B %L I B %L K = 7 I L) pJ J B L M &MM JXM%IM (8)
Q 2J oM M pJ M BJ M !J 1 J >K 0IB +IK J "B ?7
I L) B L 'JM !J 1 J >K 0IB +IKM
'JI M "B &LL K D /I JM B I BJM -u l M B)I ,J !I 1 J >K 0IB +IKM -I D) 7
L K I M M0I|B +IK
M B%I I B %L K T I M?JJL 'B ,I M BI B I B L oM M B">S .I 0DM) B J J K
.B I $I"B >S L M
¡ B}M ~ M 2J M%L I GJ "M K !J 1 J >K 0IB M -J D) 7L K Q 2J 'B ,I D }M pJ @ B ~I B)~I M M) (9)
B I S 8 L7 B M)pJ :I &BI K !J 1 J >K 0IB D /I J s L IJ.*MpJ M mZ"B .S *L M%L SI MLpJ
J/J M I GJ "M K I M&B2J M BM L M7+IK I GI B }M !S D 2J K M T I MM JO%L K cI I M
L /S J S 8 L7 B M) M B):I 7 I 0DL B"*L"B S " M B):I &BI K I lB)2J ~L BI I *B+IK !S "B >S M)
pJ M :M 7 I 0D*M pJ K 2 M&J M%,J nm B7 I M JM
I M @ B RI . "!S 1 J >K 0IB +IKJ
C S 'JM = L |I M"KJ, !I 1 J >K 0IB +IK I B8 I7 B 0MI ² B)I GJ S M B 2J L *D+I,J . ²M .I 0D*M
:I B L K Q S :M I 0M B M) K 2J M B%I I B %L K M I "B &LL K M I -I D) 7 L K = 7 I L
Page 168
Volume Two
:I M "B M bI M"$K JK oI B%I |M T L "B M J "B /S M) 'D0M I M7+IK I
"!J 1 J >K 0IB +IKJ !J 1
J >K 0IB +IKJ"
oM M B">S .I 0DM) B J ~M BI I *B+IKM M "B &LL K D /I J @ B :I JM M) M &B M B 2J (10)
I "B L M I M%B)+IK I B ( L M 3 I J>E I B L L"D $S B .J L( M M B)I Q M B%I I B %L K
JXRI D2J I J.M l oM M M M7+IK I :L M 2J = 7 I L) pJ B M *M . !I %M B JK
\m "B L B M u M&BL B L *DJJ B:L 7 M DM !J M%B JKM 3 M1 J B JK B"&L M B 2J
. B L M M M M7AI I :I I M S = 7 I L,J
'JI p¤ D 2J B"L #I ML) K 2J B I IM%JL M M B%I I B %L K @I:IJ$ 'JM bL ~M K M,J (11)
Z I M2J 'JM B L &MBM I M7+IK M I BOI &B0DM M B%I I B %L K 3 I1 J B 2J I B I7 B M
I MB +IKM !I :B M KM @M">K 0DM ? 'JM I L M0DM I M%B)+IKM bI 1 J B +IK
Q RI pJ 2J
I I ~B I B I B"*L"B /S MI I M8 B I KM ²I B .I K I M I M&0M|B +IKM
M MB%I K L I B L) pJ
z M
z3M :M M . J "B 7 L I.K %L K L L
I M ~B I
"B JM ) #I "B S K %M K Z
I MJK 'JM :I &BI K "L%I B L :M 7 M D JXRI . 'B % M M)
@B I Q JX B %M ,J -¤ %M BOI M e¤ "D $S B"*LJ (` I B L .S K 'I, M B.I I0M B L B"*LJ
Q 2J "B |L #B 2J 'B *+I,J M B $II D8 M B&II ¦B %L K M I "B LK I -I §JI eJ "D $S L IML)
M&*IM"B RI oI B%I |M oM M I M7+IK bL "B M) S "B /S M) J "B %L I B %L K I B,I :L 7 I 0DM) "B M)
. I GJ "M K I M&B2J B I
Page 169
Volume Two
"M L I M7+IK bM "B M) Q 2J 'B ,I

D }M 1 J ,J :M BI D bM "B MK M IXJ L B)J#M 'B &I0MBJM) (12)

I -I %M B #M B I B"S &M>K MpJ . I M?B 0IB +IK I M eI M&DM -I D) 7 L K bL "B M)
. ?B)I $J bL "B MK
M IXJ J "B /S M) K 2J 'MM
bI "B SL K I M 1
¤ ,IJv B /S M pJ B /I J M IM ?BI M M %I B .J I :|I #m B L B M M*2J (13)
M) 9M L /S }B 2J . I GJ "M K M I B): -I M :B I I 1 ¤ B 2J J "B /S M 'D0M I "B &L.S KM
B J M 'B &I0M%B D ,JM L JB 2J B S 2J B J M B'&I0M%B QM :B $J bM M 0M7 B %L K @ B :I M
. :L %B 7
M K I I,J L M ,K 2J B S 2J
(B) Translate the following narrative into English.
co AC!
M B§I&M %L K L "B ,SL I BJM J M M -J ,J1J I K 'Q"M M D%J ~I B)~I M K :I ?BM M BM%M L Q 2J 'M /I L
L &I ±K S?BM B J m BwI M bm 1 J vS bI 1 J /J K I MB)YI M7 I K :I ,K M B I bM :D >J 0M,J . - M |I C S B I
:M D)2J bL 1 J wL K !J J>,J M 2J "M L B M bB :D >J 0MMKM oB |I #B L %M L !J J>,J . -¤ &MM eJ M E B M @M:B RI
¤O,IpJ *MI :M ?BM K
z nM &MM JX+I,J I *IMIM I ?IK $J I B)M wM B JM z B %M KJ M B&II ¦B %L K M BI 2J
z
M B&II ¦B %L K M BI 2J M)
I S l B .J K J J "B JM bM 1 J /J K ²D 7 M 0MB :I >J ,J ¤O,IM ?K $J M
I I 1J J B I L %M L = M D M 0M,J . JM M I I
B %M M ² M 2J "M L B M -I D SK 'I, J J/J
: :M E M *B2JM
Page 170
Volume Two
u I M| "M L B %M J K I "B L 2J s M BJM %IM :L J"B L) z B %M K s M BJ,J B QM M

S ,IM7%M K I BJM
B .Q 0MK JXRI m BwI M cL :M &BI M K I pJ bI "B >J K M B?IJ Q RIM
(C) Translate the following poem into English.
#m M}B 2J
MD %F M M B§IQ
M B M K 2J
M *B2J K RIM L 0M/K JM M B)I /J K M B M K 2J
M *B2J JXRI
N
I 1 J B +IK @II u B L >K M bL ¦B M -u l
M B)I ,J I B)I /J K 'JM { J,"M K Q RI
N
I M8*B+IK = L *IML M B§IQ @MMM ¤.8I &BL L }I ML) B %M I M B)I /J K @MMM
#L B :L M bI M*JK 'JM I "B &L%M K 'M#M M #m B L vS eS M7

M KJ,
M M "B %L L £ B .C M
#L B :L >K M pJ M MB,I #m I J$ pJ
m Q/J L I &M.J K #I M 'B ,I z B %M KM
Page 171
Volume Two
(D) Translate the following letter into English.
I BI2J 'JRI :I J"M K M I

m "B 0L/K M
bI M 0M7
B %L K :I |I M%K :I IM"K eI M l B M 'JRI
L LJM MM
I -S %M B #M M B /S BJM bL 1 J D J
L %B %D M 'B *2J T L B ?MB 2JM ~I B)~I M K 'I2J 'JRI L }B 2J -I jJ1 J jJ J ?B$J L ?B0MJ L &BS 'B *IR
{ ~B L K L %B QM M 'B *JI B S L E M2S bM "B MKM I M JK J BI B M I M0I B I !J D JK { ~B L K
. L /K E L L JM :L %B 7 M K I I,J lB)2J 'B *IQk
J ?B$J L %L M ,K 2J L &BS M B I M kJK 2J 'D IM MK J MC L M ,K 2J *M2J J K2J bL D /J %L K 'B I2J M)
-I DjI1J k !I M,K JK M I I M"BJK oM B%I |M 'B *IQk I ~B L K ',I L %B QM M 'B *JI . JM
. eI :M B)~I %M KM eI M D
M %L K -I DI M
:I I M"$J B I -¤ J%B |L L %B QM MM -I DIM M K _ I J.KJK MI BkIJ L OK .I M M IXJ M:M MM
. -I DIB .I KM -I D%I B +IK I %M
L K = I BI MM B I M "I 7 B &DM N I B 8 D
@ :I &BI K 'JRI ' IM M K M I T I 1 J %M L K M I BkIJ M |I B M2S K 2J #L :I $K 2J 'B *RI
I :I %B 7 M IM
. ' IM M K 'JRI @ :I &BI K M I M
-S ?MJGJ L QM 0MM) pJ M L }B 2J -I 0DI 'B ,I L %B QM M 'JMM
I I l B .J I 'B *2J -S M 1 J L KM
M K I "B 8 L L . I B0M&MM 'B ,I I B):I >J K U I M&B%I K 'JM -I M ID -I DIM M K Z I #I M:%M K
Page 172
Volume Two
B 2J B"%L C/J L) B 2J ' IM M K 'JRI @ :I &BI K M I B"%L |I B 0ML) K 2J ¤>JK L J B #L :I >K M) pJ -S ?MJQ
. BwI M "B 0L/K M B"?L0L/K M)
eu #M :B $S 'B I S 8
L7 B M) -I %M ID I BwM K !I M,K JK bM
M $K 2J L QM M2J M r
J IQk { ~B L K 2SM $K 2J D%JM
'JRI "B 0L/K M ` "B ?LB 2S C S 'B ,I J I #B 2S K XJ RIM -I %M |M B 0DM I /J 0D 'JM eu :M B)~I M
. 'JMM
z { M} K RI B /S IM l B M
.M B%I IM B 0LB L M M BI D /J %L K 'B *IM"B RIM 'B IM"M 2JM -I M M 0M7
B %L K 'B 2S 'JM bL 1 J D M
bL I MK L S :L JM
I M%B D :L ?BM
Page 173
Volume Two
Supplement
Some Beneficial Information
(1) The definitions of (b# Y]) and ( Y])
The rules that have been developed for learning to speak

correctly are of two types: (1) N8 , (2) "7& .
Arabic Morphology (N8 ) is that subject in which the

rules of recognizing words and their changes are
mentioned.
Arabic Grammar ("7& ) is the subject in which the rules

of the mutual relationship of words and the condition of
their declension are indicated.
Note 1: You have learnt some of the rules of Arabic

Morphology and Grammar in this book. The remaining
rules will be explained, if Allāh wills, in the remaining
volumes.
Page 174
Volume Two
(2) Analysis (L
I
R )
Analysis (À) is to evaluate each word separately in
speech. This is of two types: (1) '

,IB 8
D S BI7
B 0DJ and (2) S BI7
B 0DJ
@
"I 7
B &D.
Morphologic analyis is evaluation in accordance to the rules

of Arabic Morphology while grammatical analysis is
evaluation in accordance to the rules of Arabic Grammar.
Grammatical analysis is also called (=

m BI B M – to join) because
the words are generally joined after an individual analysis.
As far as Morphologic analyis is concerned, you can now

evaluate the following matters:
• Firstly, recognize the types of words used in the
sentence and which one is a noun, which one a verb
and which one a particle. Then with regards to a
noun, observe the following factors:
(1) Is the noun definite or indefinite? If it is indefinite, is
it a noun or an adjective? If it is definite, to which
category does it belong, that is, is it a proper noun,
pronoun, etc?
(2) Is it derived or non-derived? If it is derived, what
Page 175
Volume Two
type of derived noun is it? Is it (

I I J.K L B I), ( L B I
!I "B L .K %M K), (N I B OQ L B I), (-I JK L B I), (-I .J 8
L B I), (I BlI .K 0D L B I)
or (-I wM JM?% L K L B I)?
(3) Determine the amount of root letters. Is it triliteral,
quadrilteral or having five radicals? Is it () or ( :)~
,)?
(4) Is it singular, dual or plural? If it is plural, is it a
sound plural or a broken plural? If it is a broken
plural, on what scale is it?
(5) Is it a masculine word or a feminine word? What is
the sign of its being feminine?
(6) Is it fully declinable ( ) or indeclinable (H?¢)?
If it is a verb, consider the following factors:

(1) What is the tense? Is it the ('(;) or (`#l;) tense?
(2) What word-form is it? Is is the third person, second
person or first person? Is it masculine or feminine? Is
it singular, dual or plural?
(3) Look at the number of root letters. Is it triliteral or
quadriliteral? Is it () or (, :)~)?
(4) Is it active or passive? Is it transitive or intransitive?
(5) Is it fully declinable ( ) or indeclinable (H?¢)?
Page 176
Volume Two
If the word is a particle, see what kind of particle it is. Is it

from among the (eF#| N), (b.0A N), ('.& N),
(:0 N), (:& N), (`#l% -? & N) or
(-Y¯ N)?
In a grammatical analysis, you can evaluate the following:

(1) Is it a complete compound or incomplete?
(2) If it is an incomplete compound, what type is it? Is it
('. " =) or ((R =)?
(3) If it is ('. " =), which word is the (N" ") and
which word the (-. )?
(4) If it is ((R =), which word is the (Nl) and
which word the (R Nl)?

(5) If it is a complete compound, what type is it? Is it
(-x -©) or (-, -©)?
(6) If it is (-x -©), which word is the (:0?) and which
word the (ª)?
(7) If it is (-, -©), which word is the (,). Which word
is the (,) or (. =*)? Which word is the
Page 177
Volume Two
(!".)?
(8) Look at the ( R) of each word. That is, if it is a
verb, is it in (o, -), (=8& -) or (b~¯ -)? If it

is a noun, is it in (o, -), (=8& -) or (F ¯ -)?
(9) If a noun is (`",), why is it so? Is it because of being
the (,) or (. =*) or is it because it is the

subject or predicate?
(10) If a noun is ( "8&), why is it so? Is it a (!".) or a
noun succeeding the particle (

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

(12) Observe the ( R) of each word and see what type
it is. Does it have (-d R) or (Nd R)?
The analysis of several sentences has been mentioned

before this. Hereunder a few more sentences are analyzed
so that you can in future, analyze simple sentences yourself.
Page 178
Volume Two
Analysis No.1
The sentence is : (I M& 'JM J "B L D"$J !S M| J)
The morphologic analyis will be as follows:
/; o%¯ b1 NF !S M| J

'j1j :|
-w? ²0E ¸ ; o%¯ J "B L D"$J
'j1j
H? F | N 'JM
e2 c: / o© b1 NF I M&
'j1j :| r*¦
The grammatical analyis will be as follows:
The (2:0?) and the ,# `", 2:0? !S M| J

(ª) together form -%l
a (-x -©). ,# `", ª J "B L D"$J
(J B z_)
Page 179
Volume Two
ªt ²0 F | N 'JM

e/ cF| # I M&
Analysis No.2
The sentence is : (I B
I 2J 'JRI 1
¤ B)"I GJ M0I m "B %L 7
B M =
M 0MJ )
The morphologic analyis will be as follows:
'j1j =v : 0w '(; . =

M 0MJ
H?; @:0;
B I !". ²0E : m "B %L 7
B M
'j1j :M %I M
'j1j ²0E : e/* M0I

-.8 ²0E : e/* 1
¤ B)"I GJ
'j1j
H? F| N 'JRI
'j1j :| : e/* =W
m 2J I BI 2J
"m B 2J 2
80; #i ¨%l=cI
Page 180
Volume Two
The grammatical analyis will be as follows:
H?; '(; . =

M 0MJ
n0. '
,# `", , m "B %L 7
B M
The (,), the (,), the
-%l
(!".) and the ( ²0
"8& !". M0I
.) together form a
-70. ?8*
(-, -©).
N" "
"8& -. 1
¤ B)"I GJ
-70. ?8*
F | N 'JRI
# I BI 2J
. ²0 cF|
Nl
Nl =c

Page 181
Volume Two
The End of Volume Two
:%d ,
o% *2 *R & ?> &#
Page 182
Volume Two
Page 183
Volume Two
Page 184

Volume 3
A Translation of

popularly known as


Arabic Tutor – Volume Three


Africa.
Page 2
<<<<<<<<
!" #$ % &'( )*+ ,- &. !/ 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)
<<<<<<<<
Page 3
Title Arabic Tutor - Volume Three

6 7)
Published by Madrasah In’aamiyyah

P.O. Box 39
Camperdown
3720
South Africa
Tel +27 031 785 1519
Fax +27 031 785 1091
Page 4
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
Exercise No. 28 .......................................................................55
Test No. 13 ..............................................................................62
Lesson 29.....................................................................................64
Page 5
The Doubled Verb .................................................................64

Exercise No. 29 .......................................................................77
Test No. 14 ..............................................................................84
Lesson 30.....................................................................................86
The Semi-Vowelled Verbs....................................................86
Exercise No. 30 .......................................................................96
Lesson 31...................................................................................104
The Hollow Verb .................................................................104
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

Exercise No. 32 .....................................................................142
Lesson 33...................................................................................148
The Jussive Mood of the Imperfect...................................148
Exercise No. 33 .....................................................................159
Lesson 34...................................................................................163
The Doubly Weak Verb and the Verb (E7C ).....................163
Page 6
Exercise No. 34 .....................................................................172

Lesson 35...................................................................................178
The Remaining Triliteral Categories.................................178
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 07) ..............................195
Page 7
The Special Meanings of (

U V@ >E C
)..................................196
The Special Meanings of (&W1 ) .................................196
The Special Meanings of (&4X1 )................................197

Exercise No. 36 .....................................................................199
Lesson 37...................................................................................201
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
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
Exercise No. 46 .....................................................................239
Exercise No. 47 .....................................................................241
Page 8
Lesson 40...................................................................................243
The Verbs of Praise and Dispraise ....................................243
Words Indicating Surprise .................................................246
Exercise No. 48 .....................................................................248
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
Exercise No. 54 .....................................................................274
Lesson 42...................................................................................276
Relative Pronouns ...............................................................276
Exercise No. 55 .....................................................................282
Exercise No. 56 .....................................................................288
Exercise No. 57 .....................................................................290
Exercise No. 58 .....................................................................291
Page 9
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
(9L @ à S 6A @1A &'>I)...............................................................301
(6L C C &'>I) .............................................................................301
(` bAA cCX%[OC @ 8L [E)...........................................................................303

(&V Cd[E) .....................................................................................304
(RL @ A8
@ OeE).....................................................................................306
(fCCX8 L [E) ..................................................................................308
(gA X@h A [ 0A >[ XCA 4 E A
L '@ YL X@8C [E) .......................................................310
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
The examples of (
` bAA 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
Page 11
Transliteration

ā
j t
k th
l j
m h
n kh
d
o dh
7 r
p z
q s
r sh
s s
Page 12
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
Page 13

(Àlaihis salām)
Sahâbah
(Jalla Jalāluhū)
(Àzza wa jall)
(
6 7) (Rahimahullāh)
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)
Page 14

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
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
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
Page 17
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
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 O) is
indicated by a (S) and a verb that is (0 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.
Page 19
Lesson 26
The Types of Verbs

(> D.Z)
1. Dear students, you have read all the paradigms of ( 04

T), (61 ! R 04) and (07) 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).
The scale of the imperative is (
[ C 1[ A), ([ A 1[ A) and ([ L 1[ V).
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 [ 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
Page 20
paradigms of (
E E), (V '@ V 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 '@ V C ) originally was (V 'L [ 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 ! A C C .E C C 8L [ V @8A [ O &E _EPC 3 C 8@ C !L E'C [ E E ZE (2)
#
C [ E [ !L E'C [ !e +C V '@ h
L
@ 8C [ e 1E 6L 8C XCFE 0@ A e !e C (3)
3E C V [ !L 8C @ ZE 0C7C (C &V '@ PL e &E E. 8E.E ! A C !C ^C SC (4)
) PC eV ! @pC C'<E 6L C '@ .E ! 8e d
C L 0E.SC 6L PC 7@ C ! @+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
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 (T04). 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 (P).
They are called (d$) because all three alphabets are
(d$). They are (P - 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 (P - 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
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 ()8 {) and ()8 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 () 9) comes in
place of the ()8 1), it is called (>
O) or (&E%A ), e.g.
(!
C ^C SC )
1 See the terminology in Volume One.
Page 23
If the () 9) comes in place of the ()8 {), it is called

({
O) or (9C'^@ ZE), e.g. (&E E.)
If the () 9) comes in place of the ()8 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 (0 @ 7C ).
The word (
C) was originally (
'@ C) because the plural is
(
C'@ZE).
The verbs of the fifth line contain two () 9). Such
verbs are called (2

@>A E). The first and second verb are called
(xS> 2>) because a (d$ 9) has created a
Page 24
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 () 9), the verb will not
be called (p'8) or (
W OC@ L ). The 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 (P).
The summary of the above discussion is:

The verb, with regard to the make-up of its original letters,
is of two types: (1) (P) and (2) (P =F).
Page 25
A (P) verb is one in which there is no () 9), hamzah

or two letters of the same type among its root letters.
A (P =F) verb is of six types:

1. (p'8): a verb having a hamzah as one of its root
letters, e.g. (C EZ).
2. (2K): a verb whose second and third radicals are
the same, e.g. (! e C ).

3. (&E%A ): a verb whose first radical is a () 9), e.g.
(!
C C SC ).
4. (9C'^ @ ZE): one whose second radical is a () 9), e.g.
(&
E E.).
5. (A.CN): one whose third radical is a () 9), e.g.
(0C7C ).
6. (2
@>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 ).
Page 26
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

contained in them, e.g. (e SC - he desired), is (
W OC@ L ) and
(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.
Page 27
Exercise No. 27
What categories do the following verbs and nouns belong

to?
Re C (7) # C C SC (6) @'*LC 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) , @ EAPL (11) &E 'e (E C (10) _EH e 'C C (9) E *e(E C (8)
e L 8C
@ CE (19) V '@ V C (18) CNC (17) E CE. (16) &E E. (15) _EEC (14)
(25) 7 '@ LFE (24) '@ V8@ C (23) R @RA C (22) q Z[7C (21) C ZE (20)
@
A C (30) 0 ASC (29) 7 '@ Y L X@C (28) ' L !@ C (27) '@ L '@ C (26) 0@ H A (E [E
Page 28
Lesson 27
The Types of Changes and Some Rules
1. Wherever the Arabs found some difficulty in

pronouncing (P =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 ZE) was changed to (C C |), the
word (
[ L 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
Page 29
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 E) changes to (C C |) because the fathah corresponds to an
alif.
(
C A V) changes to (C A S@ V) because the dammah corresponds to
a wāw.
Page 30
(NC 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 L _[ C) can be read as (L L C), (
L A @ L) can be read as (L A '@ L) and
()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
If you want to write an alif after ()'O> 3R), a long fathah

is written above the alif, e.g. ( ). Sometimes () or ( ) is also
written.
Note 3: Two more rules of (2@>A B

@ C) will be mentioned in
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. ( !
@ 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. (#

*CPC -
cause) otherwise it will resemble the word (#
PC ) which
means to swear. There is also no idghām in the word ( !
C C –
Page 32
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 (07) 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),
Page 33
(
A E), (
L E) change to ().
Examples:
original word changes to new form

&E 'C .E changes to &E E.
C CC 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 0CB
@C
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
Examples:
(&
E 'A .V) changes to (E @.A).
(
C AL) changes to (C @A).
(0
L A @ C) changes to (0@ A @ C).
Note 9: This rule is used in the passive perfect tense ( 0HI

&') of (9C'^@ ZE). The form of (
L ) is specific with ( J7K
.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 (cA 7C ) and ('C A L ) changes to (0
CH C A L ), the passive
tense (&') 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
that is, (
@ V) changes to (S@ V), e.g. (
A @L ) changes to ( 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
C C ), (@'LC 7C ) changes to (@'C 7C ) and (E '@ LH
to (@' 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 L 7C ), (E S@ 'L L !@ C) changes to
A 7C ) changes to (@'H
(
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' ) is preceded by a jazm, its kasrah
Page 36
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-
mentioned rules, e.g. (C'
@C
C 'A PC - to be equal).
(3) The (S) and () are always maintained in (

` C 1[ A ),
Page 37
e.g. (M 'C

@C e 'C P@ A), (
M C*@C
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 ), ( 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 ( AC) changes to ( 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 (
EYC 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. (S CH7@ A) changes to ( EH@7A), (
E([A) changes to
Page 38
( E([A), (S C8P

C ) changes to ( C8PC ) and (
CXA) changes to ( CXA).
Note 11: Two more rules of () will be mentioned in

Lesson 30 and two in Lesson 31.
Page 39
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).
Page 40
&

! "#$ %$
P P
7!YI J7KI 0HI
&'>I >
&U '@ L _[ C [ L S@ ZV V L _[ C E C ZE
(to hope) U C ZE U A |
(l) (&) (l) ()
EZE 7 '@ V_[ C @ %A@A L A_[ C C EZE
A|
(to transmit) (l) (&) (l) (t)
)U >E [ZV 9
'@ V_[ C 2
@ E@A 2
L E_[ C 2
C AZE
2
A|
(to be
(l) (&) (l) (t)
familiar)

C ZE
@ L S@ ZV
L L _[ C
C L ZE
X #
@A ZE
(to be
(&) (l) (y)
cultured)
Page 41
'()! &

! "#$ %$
P P
7!YI J7KI 0HI
&'>I >
(to 9
4
E @GA 2
E@ L 2
A@ L 2
@ A| 2
L A@ L 2
C E|1
harmonize) (l) (l) (&) (l) (&)
(to 2
@A_[ C 2
`C L 2
C L 2
@ ZE 2
L C L 2
C `ZE2
accustom)
)U >E ECL
(to love one 2
ECL 2
ACL 2
@ A| 2
L ACL 2
C E|3
another)
(to 2
_EC 4
2
`_EOCL 2
_EOCL 2
@ `_EC 2
L `_EOCC
consist of) 2
C `_EC
2
VC 5
2
ECOL 2
ACOL 2
@ EC 2
L ECOC
(to be in
2
C EC
tune)
7
(&) 9
4
E OA@A 2
EC@ L 2
AC@ L 2
@ AOC@A 2
L AC_[ C
2
C EOC@A
(to be
(l) (l) (l) (l)
united) (&)
Page 42
10
(l) 9
4
E [OAP@ A 2
E_[ OC
@ L 2
A_[ OC
@ L 2
@ A_[ OCP@ A 2
L A_[ OC
@C
2
C E_[ OCP@ A
(to seek
(l) (l) (l) (l)
intimacy) (l)
1. Ponder over the words of all the above-mentioned

paradigms. Firstly, it should be noted why these paradigms
are classified as (> p'8). The reason is that where a
hamzah occurs in the first radical of these verbs and nouns,
they are referred to as (> p'8), where it occurs as the
second radical, they are 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 ( C .E).
2. Now observe which words have changed from the

original and which have not. All the words of the above
paradigms are (> 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.
Page 43
In the paradigms of ( 04%), there is a change only in

the (H Z), e.g. in the words, ( [ L S@ ZV), (@ %A@A), (2
@ E@A) and
(
@ L S@ ZV), a (S) or () occurs in place of the hamzah. This
means that these words were originally (

[ L ZV), (@ A A), (2
@ E A)
and (
@ L 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 04). In the very

first line, changes can be found in (2 C E|), (2
@ A|) and (9
4
E @GA) in
the paradigm of ( E C 1[ ZE). This verb also falls in the category of
(> p'8). The word (2
C E|) was originally (2
C E E) on the
Page 44
scale of (
E C 1[ ZE), (2
@ A|) was originally (2
@ A E) on the scale of
(
[ A 1[ ZE) and (9
4
E @GA) was originally (9
E 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

categories. The word (2
C E|) in the third category may create
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), 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 ) is not

used for (> p'8).
In the seventh category, a () is visible in place of the
hamzah in (2
C EOC@A), (2
@ AOC@A) and (9
4
E OA@A). These words were
Page 45
originally (2
C EC A), (2
@ AC A) and (9
4
E A 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 04) is a ( 3R

$'), e.g. (#
C XCOC^@ e V #
C XCOC^@ A). From this you can understand
that there will only be a change in (2 @ AC A) if it is not
preceded by a word. However, if a word precedes it, the
($' 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
4
E [OAP@ A) as (9
4
E @OAP@ A).
A (l) has been written next to such words, indicating that
Page 46
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 6L C ChNC ! A C V L _[ C ! @+A 7C E C ZE (1)

¡
C C ChNC 6L C ChNC
¡
C CCOA !L @pC C [ L 6L CCOA ! @+A 7C V L _[ C ! @+A 7C E C ZE (2)
6L CCOA
) E^C @ >E PC !L @pC C [ V ) NCe7L ! A C V V _[ C 3 C 8@ C ! @+A 7C E E ZE (3)
\ d
C [A !L @pC C @ L \ dC [A ! A C L L _[ C \ d C [A ! @+A 7C C C ZE (4)
C C !L @pC C 2 @ AOC@A E '@ 8L A
@ 8L [ 2
L AC_[ C E '@ 8L A @ 8L [ 2 C EOC@A (5)
C @8A A
@ 8L [
!L A C C [ B A eA !A C ! @pC V BA OeC U @AC E B
C eA (6)
@NAZE ¡C CCOA (@!A $
C (@!A $
C !8e d C L
Page 47
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 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 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 EL
@ A L @SV L EL [ L
Conjugate (
[ V ) and (@ L ) in the same way.
Note 3: When joined to a preceding word, only the hamzah
Page 48
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 EC 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 (>p'8). The verb (2 C EOC@A) is
constructed from (2
C AE) while (
EB
C eA) is constructed from
(
E C ZE). It was originally (E B
C C 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:
Page 49
P P
7!YI J7KI 0HI
&'>I >
oU CBA U B
C OeL U B
A OeL [ B
A eA 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 ), the hamzah is converted to a
(j) and merged into the (j) of (&O1 ). The result is
(
VB
A OeC 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).

Page 50
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 (> p'8) in (T 04) only appear in

four categories, namely (YN), ( H), (-) and (D). In
(61 ! R 04), besides the categories of ( E C >E N@A), (` C 1[ A), and
(&
` C1[ A), they appear in the remaining seven categories.
Note 7: The alphabets (), (t), (q), (9), (y) and (m)
indicate the category of the triliteral verbs (T 04). The

categories of the verbs of (61 ! R) are indicated by
numerals. For example, the word (C EZE) is listed as follows:
Page 51
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 04), 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
Page 52
(10) to hire, to employ
E C ZE () to take, to catch; with (C C )- to take

away
(3) to censure, to blame
E oA ZE (q) to permit
(10) to seek permission
0@ A_[ C 0CZE (t) to come
ZERC @ OCP@ A to mock
t
C C @ ZE to turn away
@Â ZE employee
VL maturity
)U $
C CYC 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
Page 53
(q) ¢E
A C to be driven away, to be chased away
£ CC C+ (9 SZ q) to desire, to want

'@ >V @ C E>C () to forgive
_EXCC (9) to be pleasant
(2) to congratulate
_E
C N@ZE to create
j
E7A )U E7A lung
!FE 7C pleasant, comfortable
3U 7C Ch@PA
cigarette
j
C7Ch@PA
&U 4
E P@ ZE )U `PC basket
U C*@$
A 0 *A$
C child
2
L <A C'C )U >E <A C affection, sympathy
9
@ L prevalent custom
' >[ C forgiveness
'>[ C SZ 'C >[ C [E forgive me
8C C@ L conference
Page 54
3U R@ L object or person of ridicule, laughing

stock
SRL L mockery, derision
@A C @XAC enjoyably, may it do you much good
9
C so, because
Exercise No. 28

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 @ A E
- . ,
L X@V

. 3E 7C Ch@ ,+ 0 @ A E 3E 'C @ (E [
+/
C e
( ! ,
C X@
C @ ZE (2)
."L @C [CS )V E CA * 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 C e
E A K@ZE 3E 'C @ (E [CS ,+ 6 E [ ZE
@ !A X@A L
C @ _E[E 0@ A ZE C
Page 55
¥ 0@ A@ A @ A yC '@ LZE ,+ ( 0COC (4)

£ C+ [ A !FE 6L L S@ !L .V - 3 (*
. 0ECC
E P@ bA[ 3 * + 0A1 DA 4

¥@0A@ A 0@ 1A 0 A 4 E E [ 0AZE CNE '@ C )E *C][ L @ OL@ 8A PC [ C (5)
L [ L @8A ^C CX@A 1, !@ .E ©!Â 87 93 * ,
. 7A eKd @ NCE CNeGA CCX@ 8A PC @ C NC
¥ 7C e! zAC <
: ,+ 2; [ C (6)
¥
?@
:,+ 2; 0A1 = >3 2* CNZE E
M 'A (E [ <
¥ L @A _E[ : ,+ 2; A C C @C ` bA1E C @A _E[ C @Â _E[ EC * : ,+ 2A
B (7)
. ¦ @A ZE
ª 'A .E ¦ @Â ZE 0EGA )¦ ^C C 0@ 1A L d L A C* * : ,+ 2; B @ C NC
@ XC1E 7¦ S@ L
e !C C C @C F G+ (/
. C COA [ D E* ,+ ( [ ZE yC !C ESC * ! 0M AC C (8)
. oA COP@ _V[ DC CZE B+ H+ / ¡
C CCOA 0e XCL C [ L
/* * C `PC SC 6A @EC
£ 0`$
C 0M *AXe &E E. !@ (E 1E 3A 4
EY A CCXC I
e A ¡ * 0@ OA@ ZVC (9)
. *@PC @'«L EC EoGA 3A 4
EYe A @ V C E S@ ZE
. C `PC SC 6A @EC
C 0 *AXe , E%OA@ A 3A 4
£ 0`$ EYe A J&?* * * K; 0@ A ZEC @ C NC
¥ !h
A C @*C[ EC L *D+
@ C , J [ C (10)
. ) PC 7C !@ C SC !h@ C C* D-
A J2M; @ C NC
¥ A AC8C [
C @ C ¡ @ NC [ ZE CXE N- O ,+ [ C ¬C @
C EE e EC + ; (11)
. *A ESC SRL L
A C| /D-
A j J2 E SC L 2*P+ Q C L E S@ ZE C 6 - ;
Page 56
.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 C8A @'V8C @ CS - P;
5
@ XC1E T- ,+ M ¢U @+C yC !C X@A [ C CNCZEC (13)
¥ 3¦ !C @A C )¦ 1ECC @ A CX[Â L d
SLV +@ CS L 2*P+ Q C 6A A C'>E [ C A - T- / )E `
C 0EC
C [ A L E S@ ZE C /D- E*
e ¡
. @ V .EpC 7C
E SC R *@L C@1A g
C @E ¬L @+C C @ A E ¡
C >A A<C'C 0EC yC L V
@ NCSC
!L 8C d
@ NC (14)
. d@ E
¥ @ V XC@C 87 F ) ?* 6 * *D+
J A C C @A AChA @ 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 @'VV 1E
zA A C CXC C D E* ,+ 6 [ ZE ¬L @+C C XCE L 8C
@ C [ C 1E ¡
C @1A
£ R ,JM? (16)
£ yC 7C CSC
¥ \A @A ]` 0E1 T- ,+ M )E `

e
T+ ,+ L 2*P+ : C8NeGA V
A + A C - PA
2 L 2*P+ : C L @<A C+C @ OLN@ZE
A CS
. ) 2; W+/
¡
C AC K
@ C 0A1 CX[ C 1E C8A 'C >[ C [ ¡
C X@A #
L V][ NC ! L àC8L [ ¬L @
e CMZE (17)
@ FE DC '@ C[ 4
.E C*K (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 @ V E ,
@ NCE [ GA L 2*P+ Q cOC @'L Â 7@ A @ V E
£ C >E FE
Page 57
. DL 4
Ee CS
. 3A EY
e A ¡ C E@ ZE @ L Z[SC (1)
. 3¦ 'e (V A
C COA [ A L cCd @ C C (2)
.{C AA Ch[ A C t @ A @ ZESC 9 A @ L [A @ L Z[SC 'C >[ C [ A L (3)
. '@ 1VA @ L E SC '@ LC +@ CS '@ VV (4)
. C8OL[+A V @C !EF7C CX@A 4 E V SC (5)
. cY C L C AC@GA DA E(e A [SVB A eCS (6)
. CAS@ ZE @ V Se !L C SC
@ S !L C SVB A OeC E 'LXC | C A ` CMZE C (7)
. E 'L8E@ C E @ OLXV AG A [ E @ ZE ['V_EP@ E1 (8)
. A AXe A C ¦ AC '@ C e V_E @ OLE e V (9)
. )U $C CYC @ A A E E '@ ESC @ A A >V NEZ cEC E SLA@ LSC (10)
.{L A _E[ M 'A (E [ j C @ ^C _[ OCP@ A C C @C ` GA (11)
. E SL A XL8[ L d @ NC D@ ZE CCC h C +C @ L_[ C NEZ @ OLNEZZE (12)
A C A ` E oE _[ OCP@ C8E 'LNoA _[ OC @ C[ 1E C Vd
L [ L V XA &V E><[ _E[ ®E EC EoGASC (13)
. @ A A*@.E
Page 58
. =L *AB
C [ L AC [ 0C NA_E*eNC &E E. EC 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 04% #F
V B
A C_[ C 6$Z >
V B
A OeC
According to rule no. 4 of (2> ), the hamzah is
changed to a (j) and merged into the (j) of
(&O1).
K> P \O 9YX =F !S P

!L 8C @ ZE
T 04 !C 8A C
T 04 !^ 9YX !S P !@pC
)>Y P \O 9YX !S 3N P
(@!A $
C
T 04 x
C !L $
C
Page 59
The grammatical analysis will be as follows:
Analysis Word
I !OI J7KI >
V B
A OeC
)8L^ J'1I
)1 J'1 1 !L 8C @ ZE
) ¯ 'YX &QSZ &'> !@pC
'YX ¦ &'> (@!A $
C
(1) Hāmid! Are you in a I was in a habit but I left it

habit of having cigarettes? since the doctor prevented
me.
(2) You have excelled! Yes sir, therefore I do not
Cigarettes are harmful for smoke cigarettes any more.
the lungs and the eyes.
(3) Did you hire this Yes, I hired this house.
house?
(4) Did you employ this No, we did not employ him.
person?
Page 60
(5) O my sister, command Fātimah, take the book and

your daughter to read her read it in front of your
book in front of me. maternal uncle.
(6) O boys, take your Yes sir, we will take our
books and read them. books now.
(7) O noble woman, Yes brother, I will certainly
command your sons and command them to perform
daughters to perform salāh.
salāh.
(8) Ask this boy, “What is My brothers, my name is
your name and where do Salīm and I live in Lahore.
you live?”
(9) O girl, take the basket O my (paternal) uncle, I
of fruit and eat whatever thank you.
you like from it.
(10) Did these people Yes, they made this house
make this house into a into a musjid.
musjid?
(11) You make your house Good, we will make our
into a madrasah. house into a madrasah.
Page 61
Test No. 13
(1) How many types of verbs and nouns are there with
regard to their root letters?
(2) What is a (P =F 1)?
(3) 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
)U NCE @A q
Z[7C
(11) Select all the verbs and nouns from Exercise No.
28 which are (p'8) and write down their word-
forms.
Page 63
Lesson 29
The Doubled Verb

(2
L C CK8L [ V @ >A [E)
Z
[ \ /) ]@
^! %/! ]@
^! %/! 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
(DF) apply where the third radical ()8 D) is (yQdO).
And where the ()8 D) 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 ()8 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 example of example of
(DF ¡
M 1E) dammah fathah kasrah
Note 1: In the word (@ !

L @ ZV), after applying (DF), there
remains no need for the hamzatul wasl because the first
Page 65
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 )
or whose (lCB
@ C ) is near to one another. The term (lCB
@ C )
will be explained later.
Rule No. 5 of (DF): If the first radical ()8 1) of (

&O1) is a (), (o) or (p), the (j) of (&O1 ) is changed to
these letters and merged into them.
Page 66
Examples:
from (
EBC C@ A) – (E C C @ A), and then (E C e A),
from (
VB
A C!@ C) – (V A C !@ C), and then (V A !e C),
from (C
E Co[ A) – (C E oE o[ A), and then (C E òA),
from (L
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 òA) 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 ()8 1) 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 ` òA) (L ` ` C) (@ ` òA),
Page 67
from (
E .EE%C) – (E .EÀ) (V .E%̀C) ([ .EÀ)
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 x).
()eA h
C
e 9S") whose (lCB
@ C ) is the centre of the
tongue. They are ( r).
()eA ]
[ X 9S") whose (lCB
@ C ) 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 p s).
()e'A >E
e 9S") whose (lCB
@ C ) is the lips. They are (
Page 68
9 D S ).
There are 16 or 17 (l7A B
C C ) which are mentioned in the
detailed books.
The verbs of (2K T 04) 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 04) are used in all the
categories ( 'Z) except the eighth and ninth ones. Observe
the brief paradigms below.
04%
P P
7!YI J7KI 0HI
&'>I >
S@ ZE !eA£ L
! C S@ !L 8@ C C !M 8L C () !e C
@ !L @ ZV
e 1E
7 C1A S@ ZE 1E 7 S@ L >[ C 7 E1 7@ A 1[ A S@ ZE eA 1A M >A C
(t)
S@ ZE g
eA C g
e C
g
C q
'@
L 8@ C q
C g
M 8C C
g
@ C @ A (q)
Page 69
S@ ZE #
eA£ V #
e E
)U CC*E #
@*AE #
M VC
#
@ *L[V (y)
61 ! RI 04%
P P
7!YI J7KI 0HI
&'>I >
S@ ZE !eA A ZE
C!@ A ! 8C L ! 8A L !M 8A L !e C ZE 1
@ !A @ ZE
! @!A 8@ C !e 8C L ! 8C L @ ! C L ! 8C L C !e C 2
S@ ZE C
3U e C8L C8L C8L M C8L e C3
@ A C
4
!M 8C C !e 8C OCL ! 8C OCL @ !e 8C C L !e 8C OCC
C !e 8C C
SZ eA C8C
C8C C8OCL C8OCL M C8OCC e C8C5
@ C C8C
SZ \eA C N@A 6
x
E(
A N@A \
C X@L \
C X@L \M
C X@C
\@ (A
C N@A \e
C N@A
Page 70
SZ !eA OC@ A
C!OA@ A ! OC8@ L ! OC8@ L !M OC8@ C !e OC@ A7
@ !A OC@ A
!eA 8A OCP@ A
10
C!8@ OAP@ A ! 8C OC
@ L ! 8A OC
@ L SZ !M 8A OC
@C
!e 8C OCP@ A
@ !A 8@ OCP@ A
Note 4: The verb (!

e C ) is not used on the scale of (E C >E N@A).
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')
in the (> P) while in the (&'>I P) it is (m'O>).

Accordingly, if ( C8L ) is the (> P), the original word
Page 71
would be ( A C8L ) and if it is the (&'>I P), the original
word would be ( C C8L ).
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
Page 72
(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
to ring (q/ -the bell), to knock
() x
e C ( * -on the door), to crush (S! -
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 .EÀ to be heavy
Page 73
() °
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
()
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
Page 74
(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
@ C cold
)U E@]A C slow
@8A E expensive
)U C7A C^ maid, slave girl
q
C ^C bell
J
R@ Â trunk of a tree
0 XA^C freshly plucked fruit
j
C8e L 0e8L fever
Page 75
U C@ ZE @A time
eX@A any time
&U '@ LL U @C horse
\ @.AC crushed item, flour
E S@ L besides
C²@ 7L dream
u
U C7A to tie
7 C+@ ZE @A +C evil
9
'@ $
L wool
3A C
@ L [ )V C CP time of difficulty
)U 8C AE. leg (of animal or table)
2
+A E revealer
E(A meeting
E '@ E had it not
q
C _[ CE no problem
¢U @h
A C to come
7 C8
@ A nail
Page 76
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 PC 7C !@ 8C [ ,
L .[ SC C L .E !@ (E 1E !L A CC q C C h C [ x L (1)
.
@ oA COP@ ZVC @ V A@hA 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 @ V [ )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
. C C*[ x M !L C )E C7A Ch[ ` C E

. !^C CS!e 0.L )V C7A C^ C (6)
. \A @.A!e E !^C x '@ .V!@ C £ 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)
. CXL'@ V][ C 'C L EC
¥ 0C A @ E . A COA [ EC x C C7S@ ZE ! L V @AC C (9)
. ) .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 @AC C (10)
.# A C ` , C .[ SC # C C [ZESC qA 7@ !e , C .[ SC C `C CZE [ ZE @0NAM
L C
A CS
¥# L C ` DA ZE qL 7@ !e yC CZE 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 Â 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
¥ 3A C A [ A CdOA@ GA A *C[ _E[ A CdOA@ bA[ A jC @ !C @ ZE [ C ¡ C VEP@ ZE 0@ XA 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@ dC [E
.
. V @AC C ¡ C L 4E E 0@ NAe PC !@ (E E 6A WCS (15)
.@ !A PC C ¡ C AE(AA jL 7@ A PL CNZESC
¥ 3A C A [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 '@ V OCA ¡ C AK @ 1E @ A 6A @EC 0@ XA`L
@ V 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
. A 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
¥ A 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@ NZE @ !A PC C , C X@XC±E 2 C @E
.2 A @Y e q A C*A 0@ 1A ) PC '@ *L[ C yA C7ZE 0@ NGA (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 A 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 <A C'C # A ]E A )U NC'@ XL8@ C SC 3U 7C S@ L
@ C CNZE @ !A PC C , C X@ C @ ZE
Page 79
.C7C Cp@ ZE C @8 L CSC C7C Ch+@ ZE C @A aV X@CSC )¦ (E @!A C 0EC CX@A C @ 8L C [ C (21)
j L p@ RC C 1E CX @ C 3 C h C +C , L @ZEC 1E )A C 8L hL [ DC '@ C A CO @ *L[A j L 7@ C C , L X@V @ C NC
.C7C Cp@ 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
@A.E @'L *eXCC DC '@ C[ A A E @ L
C >V N@ZE E '@ (A OC
@ CSC E '@ > BA OC@ C @'NLE !A X@A [ V @ ZE
.gA @ _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 A C8C pL @ A @%AE E [ 9 C C OC@ !A .E (24)
. A O@>E [ &A '@ YL L 0@ 1A )E XC@8A %̀ CA C!@ bAA &E 4 E ([ OAP@ bA[
0@ 1A A O@>E [ L C COC[ h C N@bAA !CZE C OCE>N@ C8E CLC*P@ ZESC !A X@A [ &V C^7A E '@ E @ C NC
. e7L 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 )¦ E E8@ C V EE C SC (25)
. A O@>E [ &A '@ Y
L L 0@ 1A )A CNAE<A *A[
3A C
@ L [ )A C CP 0@ 1A CS@ !M C ZE C @A ` 0C H A @ L [ ZE )A CNAE<A *A[ 0EC # L AhC1E ! , C .[ !C $C
. A C!@ _E[ 0EC A O@>E [A e OC«@ CE A E.!A $ @ _E[ C '@ V.V AC@ bA[A @ B C L @ E @ 8C 1E
Page 80
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[ A 4

E (E L @ A '@ ^L @ NC (26)
. C(` C !A X@A [ A 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 EE C
. A C!@ OAP@ A[CS 3A 'e (V A V C @ L
.A Y C (E [ C C @ ZE ¡ C @EC M (V NC L d @ NC (1)

.¡ C A'C @ GA cEC yC C²@ 7L @ Y L ([ C E 0e XCL C (2)
. ¦ A !e M A [ C 1E A [ A E |@(V [ CN@ e C !@ (E ESC (3)
. 3 C SL!@ e eZE ` GA 7L eX CX e 8C C E ['VE.SC (4)
¦ @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 (5)
. !L .E ¦ 0@ +C V cEC 'C L 1E
. @ A 7A CY@ZE @ A 'MK«L C { C XAA @ 8L [ V. (6)
. e A 7A CY@ZE @ A C K @ K L «@ C j A CXA @ 8L [ V.SC (7)
. 6L W L V *@*Ad@ L 0AN'L*AeE1 6C W E 'M*d A L @ OLXV AG [ .V (8)
. 7A SL!Y
M j A EA AC 6L NeGA 6A A SLC ^@ SA ZE @ V E'@ .E SMPA ZESC (9)
. 6A W 0A1 0N'M^CdLZE &E E. 6L L '@ .E 6L ê CSC (10)
Page 81
A AC cEGA E SMC L e V @ V A.EL 6L NebA1E 6L X@A E SM>A C A` j C '@ 8C [ ` GA [ .V (11)
. E 'V8C @ C @ OLXV C8A VV*XCL1E 3A C Ce CS # A @«C [
. ©XA^C *<E 7L ¡ A @EC ° [ .ACL )A EB@ Xe JA [ h A A ¡
A @EGA RL SC (12)
. £ CC @ C & A LSC £ CC @ C RM A LSC (13)
M 8L C 6L ` A C VC EP@ GA 0e EC 'MX8L C ` V. 'L8EP@ ZE [ ZE ¡ C @EC E 'MX8L C (14)
. A C³bA[ A @ V C!C [ ZE @ V @EC
Se !L C 6A A E 'L*A @ L A @B C [ u A C7 ASC 3¦ 'e .V LO@ ]E OCP@ e LE [SM!A ZESC (15)
.@ 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 V E E A. EoGA @ V E C ['LXC | C A ` CMZE C (16)
. 3A C A C A CN@!M 3A CdC [A LOAH7C ZE t A 7@ cEGA
(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
(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.
Page 83
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 (#
*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 ]` L C E e A C8L & L ZE
(8) In which categories of (T 04) and ( 04
! R) is (2K) not used?

(9) Conjugate the (J7K) of (! e C ) with ( !_O D
Page 84
6N'NS).
(10) Select the words of (2K) from Exercise No.
29.
(11) Do the morphological and grammatical
analysis ('dXS Y dO) of the following
sentence:
) *C@h
A C YY
C .E 0@ ZV 0e EC
M (V C
(12) 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 ' S mhX SQ!OPS m4> Yµ
." &E oS
Page 85
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 (> O) or (&E%A ) will be mentioned.
2. If the ()8 1) is a (S), it is called ( SA CS &U E%A ) and if it is a

(), it is called (0
AC &U E%A ).
3. Note the changes that occur in ( SA CS &U E%A ) in the following
sentences:
J7KI 0HI
¡
C 8C CC [ pA 6L 8C CC V RA C 'C L 6L 8C CC ! @pC E pC SC (1)
C A V >[ ] E Â SC (2)
#
A [ C A [ h
C @GA 3A e A [ C A V ^C '@ C 'C L
3A e A [
¡
C CCOA @ H
C 6L CCOA L K
C C 'C L 6L CCOA ! @pC C H
C SC (3)
)V (E @!A d
C [ E Y
C eA (4)
¡
C NAC'@ bAA [ Y
A eA !A h
A
@ 8C [A ,
L @*C[ V Y
A OeC
,
A @*C[A
Page 86
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
word (
EY
C eA). In Lesson 27 rule no. 11 you learnt that the
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
()8 {) is (7') in (V pA '@ C) and (m'O>) in (V ^C '@ C). From
this you can arrive at the conclusion that in the imperfect of
Page 87
(
SA CS
&U E%A ), if the ()8 {) is (7'), 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 (

[hC @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 (

LKC 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 HC '@ 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 ).
Page 88
deleted from (
LH
C '@ L) which is the passive form of (L K
C C).
In the fourth line, (

EYC eA) was originally (E Y
C CS@ A). Just like
(
[hC @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.)
Rule No. 14 of (): If in (

SA CS &U E%A ), the imperfect is
({ 7'), 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 ).
Page 89
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 ({ 7') nor does
it have a (0( 9).
Note 2: A deleted (S) returns in the (&'T J7K). The
passive of (
V RA C) is (V pC '@ L) and of (L K
C C) is (L H
C '@ L).
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 (#
@ SC ) – ()U *CA ).
5. Hereunder follows the brief paradigm of (

SA CS &U E%A ). You
can do the detailed paradigm on your own.
Page 90
& I/ _

! ($
P P
7!YI J7KI 0HI
&'>I >
E pC SC
)U NCpA SZ U p@ SC U S@ p '@ C U pA CS [ pA V RA C
(t)
C H
C SC
H
@ SC J
'@ H
L '@ C H
A CS @ H
C L K
CC
(9)
E Â SC
^@ SC &U '@ ^L '@ C U Â CS [ h
C @GA V ^C '@ C
(q)
C PL SC
)U C CPSC @PA SC @ PL S@ ZV L PC '@ C
(y)
k
E 7A SC
k
U 7@ SA k
U S@ 7L '@ C k
U 7A CS k
[ 7A k
V A C
(m)
Page 91
`5 '()! & I/ _

! ($
P P
7!YI J7KI 0HI
&'>I >
&U CY@GA U $
C '@ L U $
A '@ L [ $
A S@ ZE V $
A '@ L E $
C S@ ZE1
U @$
A '@ C U $
e 'C L U $
'C L [ $
SC V $
'C L E $
e SC 2
)U E$
C C'L U $
C C'L U $
A C'L [ $
A CS V $
A C'L E $
C CS3
U $
M 'C C U $
e 'C OCL U $
'C OCL [ $
e 'C C V $
e 'C OCC E $
e 'C C4
U $
L C'C U $
C C'OCL U $
A C'OCL [ $
C C'C V $
C C'OCC E $
C C'C5
&U CYA U Y
C OeL U Y
A OeL [ Y
A eA V Y
A OeC E Y
C eA7
8
&U CY@OAP@ A 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 04), 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.
Page 92
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 ).
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
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
e7L S@ ZV Europe
4
@ PC SC 4
@ ZE welcome
Page 94
7 eC dweller
m
S@ 7C mercy, help
3U7C 'A P@ ZE 7 C'PA bangle, bracelet
! 8C $
C independent
7 eh1V Â E1 transgressor
q
E]
@ .A scale
7 `>E extremely ungrateful, great

disbeliever
!L AC'C 3U !C AC table
7CA 3 e C once
V @.AE%C &U E(%[A weight, approx 4.68g
@(A OC
@ L straight
7 CpS@ ZE 7 p@ SA burden, sin
Page 95
Exercise No. 30
¥ !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 [ 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)
. EE C V C 1[ _E1E # <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 @+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 Â ZE 0@ NbA1E 0@ 8 C C EC ¡ 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 EC 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 COA [ EC @ !A ESC C @SV B
L 1E
Page 96
¥
A COA [ EC 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!@ Â ZE
. e7L S@ ZVSC C Y
@ A A 4
E A 0EGA j L @ 1ECP , L X@V V@AC C
¥ CXL C , C [Â 0COC 0@ (A @!A $ C C 4 @ PC SC 4 @ ZE (10)
.° [ (E 1E gA @ _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 # A Eo , C N@ZESC ¡ C E 2 L $ A ZE 2C @E
¥Cy!C X@A C K
L @ _E1E
A A «@ 8C [ !C @ C A >E
e &E C'@ ZE 0@ A 2C 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<A C8L ¡ C NeZE M ±V ZE 4 E 1EZE (13)
.
£ C+ [ A !FE )E *C@h A C [ &E C'@ _E[ ¡
C [ A ¡C E e >E $ A _EE 0@ A ZE C q @ _E@C E
¥ [ !C X@E @ A SC C Y @ A @ A '@ OL[ C ¡ C @EA [ AYC @ EZE (14)
. [ !C X@E @ A E SC C Y @ A @ A E ¡ C X@A COA e0EGA E $ C SC C
¥ !L AC C D¦ '@ C ` V C*$ C V (E @C [ C (15)
Page 97
.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
EYe , C .[ SC ¡ C aV .AS@ ZV CNZE 0@ XA@ C (17)
. N'@ XL8@ C e NC'@ V _EESC 7'@ V @ C e NC'@ V OCE 0@ XAOCa[ (E @ZE @ AE ¡C AK @ 1E @ A EC
. A @B
C [ 0EC zL CZE E SA CL [ ZE ¦ A @ L V 0EC # L h A C [ C ¡ C @EC M L ZEE (18)
.x A C$ 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 |

English.
. !@ E'L @ ESC !@ AC @ E . !L 8C Y

e 6L ` (1)
. fC@ ZV 7C p@ SA 3U7C pA CS 7L RA C E SC (2)
. 6A ` cEC [ ` 'C CSC @ L EoZE J @ C SC (3)
.
C 'V(@ C &A | @ A k V A CSC 0AXVA C . ©ASC ¡C NL!` A 0A # @ C 1E (4)
. 7eC C A 1AE[ C A t
A 7@ _E[ cEC 7@ E C E
7e m 'LN &E E.SC (5)
. 6L XC<A CSC A [¶A C A E± [SL7oE SC (6)
Page 98
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 1AE[
.{ 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
6*
been deleted from the imperfect ( V RA C). Therefore
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 +
> P \O !S D4 9eI P L G 2A
* +
Page 99
DC E(OCP@ A
The grammatical analysis will be as follows:
Analysis Word
S' !OI 1
)8L^ 61 YO J'1 =8H
)1 NS@ pL '@ C @+C 7e!(I 6'>
6*
)NG The object (&'>) is
(7e!() implied because a

transitive verb needs an
object.
Q ^ 9 d

\O
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
(p'8), (2K) or (SS &%).
0@ NApA [ pA [ B
A OeCE \@ A [ PC C8OL[+A 4 E V L L CP @ 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
. ) C CP , A CZE C 0@ A (1)

. 'C L C @ZE @ A ¬C @ e EC (2)
.¡ C 8C CC (3)
. )V >E @]A E C yC 7C C'PA (4)
. ©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 @ V *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
. L C@ C C A COA [ x C C7S@ ZE (13)

¥ L C Oe DA ZE # L A ` yC [ C (14)
. C8L 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
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.
Page 103
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
Page 104
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
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 () 9) is deleted wherever the third
radical ()8 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.
Page 106
Similarly, the () has been deleted from (

C @ *AC) and (C @ *AC).
The same change can be observed in the first and last word-
forms 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 ()8 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)
were formed from (&
E E.) and (J
C C) when they should have
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
Rule No. 17 of (): If the (0HI) of (SS 9'^Z) is ( m'O>

{) or ({ D'8K), the first radical ()8 1) will be
rendered a dammah wherever the (S) has been elided and if
the (0HI) is ({ 7'), 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 [ <V ) is formed,
from (9
C C = 9 C 'A C ) 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 CC).
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), (&' 0HI) and (H" ).
However, they are different in their original forms.
In the (9SI 0HI), their original forms will be
Page 108
(
C 1[ 'A C C @ CC C ['C .E).
In the (&' 0HI), their original forms will be ( C @ AL 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 (&' 0HI) of (&

E E.), (9
C C) and
(J
C C) will be as follows:
Page 109
_ 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
Page 110
5. The paradigm of the (&' J7KI) of (&

E E.), (9
C C) and
(J
_ ]@
^! _ ]@
^! _ ]@
^!
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
C @ *CL C >[ B
CL C [ (E L
J
L C*L 9
L CBL &V E(L
E '@ L C*L E '@ 1VCBL E '@ VE(L
C @A C*L C @1ACBL C @AE(L
C @ *CL C >[ B
C L C [ (E L
J
L CV 9
L CZV &V E.V
J
L C*NL 9
L CBNL &V E(LN
Page 111
6. The paradigm of the (

@ E 0>XI J7KI) of (&
E E.), (9
C C)
and (J
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
Page 112
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;
AC 2
AC U AE.
A C AC A >AC A EAE.
E '@ L AC E '@ >V AC E '@ VAE.
)U C AC )U >E AC )U EAE.
A COC AC A CO>E AC A COEAE.
j
C AC j
E>AC j
EAE.
Page 113
6. The paradigm of the (&'>I P) of (&E E.), (9

C C) and (J
C C)
will be as follows:
_! L; _! L; _! L;

@*AC 9
'@ 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
C @*AC j
E1'@ B
L C j
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 04) are

enumerated hereunder. You can do the detailed paradigms
on your own.
Page 114
LH@
\ ]@
^! Z
!
d
g
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
Page 115
L; L; LH@

Meaning @'$!
_! f
d
g
turning,
management
3U 7C CGA 7 C!L @!A L 1
spinning,
rotating
@SA !@ C 7 Se !C L 7 S !C L 2
walking
around with 3U 7C SC C!L 7 SC C!L 7 SA C!L 3
someone
to be round 7 SM !C C 7 Se !C OCL 7 S !C OCL 4
to circulate
with someone
7 SL C!C 7 SC C!OCL 7 SA C!OCL 5
obeying C(A N@A E(X@L E(X@L 6
obeying COA.[ A CO([ L CO([ L 7
to be black C'A P@ A 'C
@ L 'C
@ L 8
to be black C!@'A P@ A C'
@ L C'
@ L 9
to circle 3U7C C!OAP@ A 7 C!OC
@ L @!A OC
@ L 10
Note 4: The (> 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 ( E(X@ L ) is the (> P),
Page 116
its original form will be ( 'A (E X@ L ) and if it is the (&'>I P), its
original will be ( '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 (7 CS@ GA) and (7 SC !@ OAP@ A)
respectively on the scale of (&
U C1[ GA) and (&U C>[ OAP@ A). The (7!Y)
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
(SS9'^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).
Page 117
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<ZE (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<ZE (1) to lengthen
(S) #
L @Y
A L
C C$ZE (1) to be afflicted, to be
correct
() !L @>A L C E1ZE (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
4 This is an indication of the ( ), which in this case is (&1G ).
Page 118
(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
() £ CC 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
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 À r
C C an oath
)U E| instrument
A @ _E['VSVZ the people of the

government
E(C life
3U7C CC SZ C heat
)U XC
C C good deed
Y
L L U CYA horse, stallion
Page 120
3V C A [ 7L e!E the hereafter
&¦ C S@ oV one of importance
)U ]E [ PC power, authority
t
@ A honour

@ L difficulty
q
S@ L V q
_[ E glass, tumbler

A E lie
0XL )U CX@L wish, desire
q
C([ A measuring instrument

@L ease
Exercise No. 31
¥ CXL C ,C [Â 0COC (1)

. A @OCC CP V X@L ,L [Â (2)
. 6A OAC[7L 0EGA x
CO
@ L 0@ NbA1E ¡C @A _EA ¢[ A^ (3)
. yC !@ h
A NC @ ESC 6A A g
A @ ZE yC CX[Â (4)
Page 121
¥ C COA [ EC , C >[ +L [ C !L 8C @ ZE C (5)

. DC '@ C[ 6L 1V'@ +L _EPC 6L OL>[ +L C E (6)
. !FE 0e EC zA 7L SC Z[C .[ CS 2 @ +L (7)
¥ C C@_E[ ¡ C NCCYA , C @ A [ C (8)
¥ 6L C @AZE @ ESC 6L @ AZE @ E (9)
¥ \e dC [ ¡ C E &E '@ .VZE [ ZE !L @A L [ C (10)
. yC A CL 0@ 1A L A>[ OLPC ¡ C NeZE ¡ C E [ .VZE @ EEZ (11)
. &V '@ (V C C C C 1[ _EA ¡C ECPL !@ A ZE (12)
. 3U C E>OAP@ A 3A C CbA[ 0A1 (13)
. ) 8C @aA C 3 C E1GA CXC!@ 1EZE (14)
. &E CN &E C^ @ C (15)
. 7C CBOCP@ A C DC !A NC C (16)
.3A 7C Cd
C [ q
L C([ A CE &V E(LSC 3A 7C CdC [ 5jL C^7C C CA q L E(L )U E| zA A C (17)
.m A C*Ye &E Se ZE [ (` CCSC A @` &E Se ZE @ NC (18)
. A Y @ C [ !C @ C @ XCCE (19)
. )¦ XCPC 'C d @ NC EC @ V !A EC 0@ 1A C @.AZV [ ZE !L @7A ZV (20)
5 degrees
Page 122
C [ 6L @!A L V ^L e EC (21)

. 3A !C @A h
@SV B
A eE1 A <E 'C [ 0A1 )U ]E [ PC @ V E E '@ V C [ ZE @ L@ 7C ZE [ GA 0@ NAC'@ GA (22)
0A1
£ 7L V Xe>E AB@ OC
@ CE 7A '@ L _V[ A @8A ^C 0@ 1A 6L E'@ PL 7C SC
'L@<A ZESC
.t A 7@ _E[
(B) Translate the following advice.
C ' ' + & h= i $

6
0EC @ *A$@ CS &A C'@ _E[ A @8A ^C 0@ 1A 6L @ <A ZESC @ (A OCP@ CS
A A @ A | L#@h A Xe !L E'C [ CMZE
.A C$ @ 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 [ >E @ CS A 8C C [CS &A '@ (E [ 0A1
&E CXCSC 0CX8L [ pC '@ >V OCA A
C E [CS A @ h C [ A A 4 AC @ V SC )A C 1AeX DA '@ VL [ 0EGA 4 AC
. zA A C*A )A C !@ A SC 6A OAC E]A ¡C EE(C
£ &E E<ZE 0EL [
#
L C '@ LSC J L C*L C 0ES@ ZE L Y @ XMCS 0@ OAd
C @Y
A NC , C [ *A.E [ GA ¡C OLd @YC NC !@ (E ESC
6 editor
7 to appoint as successor
Page 123
(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 (1)

. C AC@GA cEC EPC SC @ C 0AN'V 7L CN C CX[ .V (2)
. C C EC C 6A WA r C C C [ .VSC (3)
. *@$ C 0C A C C A]OC @ C @ E ¡ C NeGA [ .VZE @ EZE &E E. (4)
. E 'LdAY
@ L L d @ NC C8NeGA ['VE. tA 7@ 0A1 [SL! A >[ L E @ L E E A. EoGASC (5)
. L AC@GA 6L E &V E(L @ L L V [ C cO1E CX@ 8A PC 'VE. (6)
` AESC C@ ZE [ C j
C'@ ZE 6A W A *CP 0A1 V OC([ L @ 8C A ['V'V(C E SC (7)
. E SLL @ C
. C
@ L [ L V A !L A L E SC C @ L[ L V A 6L W !L A L
(8)
.{ C XAAd @ 8L [ C ^@ ZE L AKL E 6C W ` GA
(9)
. E 'M*d A L e8A ['V(>A XL ceOC e *A[ ['VCXC E
(10)
.{ C A A @ 8L [ C A 'LN'VC ESC 3E EY e 'L8A.ZESC
(11)
. @ V XA A @ 0AS@ ZVSC &E 'LPe ['LA<ZESC 6C W ['LA<ZE(12)
. 3A 4
EY e CS A *@Y e A ['LXAOCP@ ['LXC | C A ` CMZE C
(13)
.{ L A OC @ NC yC eGAS !L *L@ NC yC eGA
(14)
. cE@ _E[ ,
C NEZ ¡
C NeGA 2 C C E (15)
@ B
Page 124
@ L ESC @ A @EC 9
'@ C E1E '@ L E(OCP@ e V 6L ` CXM7C '@ V.E C @A ` ` GA (16)
E 'LNRC d
@C
(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
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@ NA C^ j
L 7@ L JC C
j
@ C CZE
. C|C7!C @C 0A1 CX8 C !C X@A )E C 7A C*[ (1)

. \e d
C [ ` GA (2)
¥ 3V !C @A h
C [ zA A C C @ZE @ A (3)
.
A A &¦ C Eo @ ZE j
C @ 7C ZE EoGA (4)
. 6L CC'^C , L *@OCE 1E 0@ ZV @ A
'@ OL[ C (5)
. 6L E COA@ A 9
C oV COP@ _V[ 0AXEC^ (6)
8 )U *C@Y
A L
9 7C COCP@ A
Page 126
. &V '@ (V C C C C 1[ _EA CECPL (7)

. A '@ ` C 8C @ ZE NCYA 0@ A ZE (8)
. @A PC j@ 7C C!1E 10)E C eS!M 0@ OA@ ZV (9)
.j¦ eC C *@PC )A *C@ E [ &E '@ C (10)
(F) Study the analysis of the following sentence.
j
b,+ 4
6
$Y e g 0
Y dO
Analysis Word
H !S 6O«$ H" 0X 1
0 9'^Z e g 0
The () has been elided due to the jazm at
the end.
!^ !S 3N P N
$Y
H !S YO 7ST =8H P
R
O> 0 ½* )1
10 top (toy)
Page 127
!S D4 9Q )>Y P j

b,+
'dX dO
Analysis Word
DR/ ) 0X 1 61 OOI =8K 1
e g 0
1 ) 61
'YX &'> N
$Y
7ST 6G 9K R
!S 'YX &'>I )>$ j
b,+
)N )1 )· = &'>IS > >
Page 128
Lesson 32
The Defective Verb11

(.eX >)
1. You have learnt that a (.N 1) is one in which the third
radical ()8 D) is a () 9). Hereunder follow the
paradigms of the following verbs:
(to call) 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 •
11 This is only the literal meaning of the word (.N). It does not mean that
these verbs have a deficiency in them.
Page 129
(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
Page 130
(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
Page 131
Note 1: Of the above paradigms, three are of (S' .X)

and three of (0 .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 04
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.
However, in the paradigms of (SC L P

C ) and (0C (A E), a change has
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
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 ( 04

T), e.g. (CC ), (>E C ) while in (61 ! R 04) 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
(@'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
(&' 0HI). Therefore the (S) is changed to a ().

Examples:
('C
A L ) changes to (0C A L ),
(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 ),
(j
C '@ A L ) changes to (,
C @A L ). Similarly the (&' 0HI)
of (0C7C ) is (,
@ CA 7L
@'L 7L CA 7L 0C A 7L ) etc.
In the (&' 0HI), (S' .X) and (0 .X)
become similar.
The paradigm of the imperfect (J7K) is as follows:
Page 134
.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
.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
Page 136
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') 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
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
(
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 (&'), (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.
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
(q) 0C (A C to remain
(1) 0E(@ZE to maintain
(t) 0EC to cry
(1) 0E@ZE to make s.o. cry
() 4
E C to test, to afflict
(t) 0CXC 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.
Page 140
(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
#
@ 7L awe
@ PC spear, share
0eO+C different
7 '@ L <E very pure, clean
s
'@ Y
L 1V
1E stone of ring
V ACX.E )U E*LX@.V bomb, grenade
J
L 7A CRC )U C 7C R@ C farm
q
C8[ZE diamond
Page 141
Exercise No. 32
6A Y 1E 0@ 1A 8CC zL CE1 6A @EC C `PC SC zL C_E1E A K @ >E [ CZE !L @+A e CC (1)
.q C8[ZE
. C C^ZE C81E DA C]` 0EGA oE COP@ _V[ j L '@ C C , L X@V (2)
. 6L E EC!1E 6A OAC !@ B A A zL CZE ! A C 0CH7@ ZE (3)
. 6A @EC ,@ C !C 1E 6L X@C ) CH A C7 C >E @ ^C DM ZV @,NCE C (4)
. C j C CSC 6L CC$_E1E !A PC _E[ 0EGA C @ e +A C 0C7C (5)
¥ yA E@ZE C , L X@AC C @A *@C EoC8A (6)
3U C h
C C , @ CC$ZE EoGASC 0eO+C 3¦ CÂ 0A1 3E 7C Chd A [ 0A@ C !L E'C [ E E (7)
. 0@ A *@C !C C (E 1E C @«A Y e zL CZE
. 7 [ L 6L E 0C (A C C (8)
¥¡ C A >[ XCA ,
C @(E @ZE C (9)
. &A C8[ C A
£ 0C NAE]@ ZE C 0@ NAE>E (10)
. CAC 0EC 7L '@ L _V[ , A C(A C (11)
. )A e7A eX A ACX(E [A e7L S@ ZV 0@ 1A 7L C! , A >E C (12)
Page 142
. 6L X@C CN'@ >E C (13)

.¡ C X@C
£ E>C (14)
. 6L X@C 0C >A L (15)
. 3 C *Cd
@ A SC COA zL CX@CE1 yC '@ L E NCCZE (16)
. A @ Xe A C @ A 0E( @ L L @AC*C[ ¡ C [ A (17)
. A @ e EC DA eZE @ A 0CKC '@ C @ E @ A7!@ C [ C (18)
. L +A C[ ¬L @7A _[ Oe V '@ V C DC '@ C[ ` ZE M ±V ZE 0@ XA E @ !A PC C @ 7A @ ZE E (19)
. A @A E[ 0EGA DC '@ C[ ,L @A L (20)
.# C XC@pC 6L OLX@A ,@ C8 PL (21)
zC+ A E][ M A @ _EA 0C XAL @ A ` L A Ch[ !A X@A [ 0A1 !A Â C8C [ L C @ ZE (22)
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 CCXC 0@ OA` z@ C E | 0@ 1A CdC

.(0ECC
&U C &A ehL [ ASC [ A CXE CX@1A 7A e*h
C [ )E 8C
@ .A CX@H A 7C (23)
&V CRCE 0E(*@C C [ A [ ` GASC #
¦ @A .E @ C 0CX>[ C &E C8[ ` bA1E
Page 143

English.
.7'L<E C+C @ L M7C @ L E(PC SC (1)

. 6L e7C 0C A C @ 8C A ¡ C AoE 6L X@C 'LH7C SC @ L X@C 6L ` 0C H A 7C (2)
. C8EL [ zA A C*A @ A 6C ` cCB @ C C8NeGA (3)
.# C @ M [SL>E E C A ` A 'V.V 0A1 0A([ XLPC (4)
eNGA ['V.E @ A XAA<C+C cEGA '@ EC EoGASC eXC | ['VE. ['LXC | C A ` ['V(E EoGASC (5)
. E SL²RA @ OC @ L L d @ NC C8NeGA @ V C C
.j L 'L8C t ¦ 7@ ZE _EA g >[ NC A7!@ C CSC (6)
. cCH@ OC1E ¡ C M7C ¡ C A]@ L 9 C '@ C ESC (7)
. L AC [ L A8e 'C L SC 6L W L L E A>[ CC 1E (8)
. zL eGA ` GA [SL!*L@ C ` ZE ¡
C M7C cCK.ESC (9)
. =%AE @C 0C ASVZ !@ (E 1E )E 8C [ d A [ j
C @ L CSC (10)
L L X@C 2 L >` B CL4 E 1E 3A C A A CN@!M 3E CdC [ LSC OC+@ C A ` ¡ C AESVZ (11)
. L EC [
. )E Xe/
E L L E ` _EA LEC'@ ZESC @ L
C >V NEZ { C XAA @ 8L [ C A fCOC+@ 6C W ` GA (12)
Page 144
(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
Page 145
n$ i2
Analysis Word
#F !S 6O«$ 9SI 0HI 1
T 04 'C C C 6$Z S' .X

f
The (S) has been changed to alif according
to rule no. 1 of ().
!C +C 7C \O )>Y P !+7 2 9 &[ E

'* Q J
d$ !S X P 6X
6$Z S' .X !S !^ P

bB
' Z
!S D4 9Q X PS 7!YI
^
+
d$
½* Q ^ 9
=8K ~ 6O1H¶ )1 !S P
o
b
0 9'^Z
½* #F !S 7ST =8H C
Page 146
IiM i2
Analysis Word
½* 0HI 1
f
J'1 1 '* Q J
q7!) 2 6*YN 'YX &'> 9K

bB
(211
7ST 6 9K ^
+
Q ^ 9
7ST o
b
7/ Q / ) 6 9K 7ST =8H
C
> \O 7SS
) ¯ )1 )· = \OIS &'>IS > >
Page 147
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

()8 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).
Page 148
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
Page 149
& 'T3! ]@
^!
p
H
JM & d
* $
* M + ]
* @
^* +
pH
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
` '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
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
Page 150
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 Masculine
j
CA C A COCA C )U CA C E '@ L C A CA C J
¦ C
The word (J
¦ C) was originally (' 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 Masculine
j
'e L !@ C A C'e L !@ C 3U 'e L !@ C E S@ 'M L !@ C A 'e L !@ C ' L !@ C
From (0C7C ), the (&'>I P) is (¿ A eA @ C 0 A @ C ) etc. and from
(0
C (A E), it will be (0 (A [ C ).
Page 151
The paradigm of the (9a P) is:
J
¦ C!C A CC !@ C (' C !@ C ) 0!@ C
('L A C!C ) A CC !@ C (3U 'C C !@ C ) 3U C!@ C
The (9a P) of (0C7C ) is (0@ C ) etc. and of (0C (A E) is (0([ C ).
The paradigm of the () P) is:
('L A C!C ) J
¦ C!C A CC !@ A (' C !@ A ) 0!@ A
A CC !@ A (3U 'C C !@ A ) 3U C!@ A
('L @A C!C ) 0M A C!C A CSC !@ A (S C!@ A ) C!@ A
The () P) of (0C7C ) is (0@ A ) etc. and of (0C (A E) is (0([ A ).
The paradigm of the (K>O P) is:
J
¦ CZE SZ E '@ C @ ZE A CC @ ZE ('L C @ ZE) 0C@ ZE
0L SZ j
C'C @ L A C'C @ L C@ L SZ C'@ L
Page 152
The brief paradigms of (61 ! R 04) are as follows:
! RI 04% .X =«Y 9Y
L;
@'$! _! L; \ ]@
^! Z
! LH@
f

E([GA 0([ L \¦ [ L \A [ZE 0@ (A [ L 0E([ZE 1

to throw
)U C(A [ C 0(EL \ª EL \ E 0@ ( EL 0`(E 2
to give
E(A SZ 3U E.4
E L 0.4
E L x
¦4E L x
A E 0@ .A4
EL 0E.E 3
to meet
\ª EC
to meet, to 0(EOCL \ª EOCL \e EC 0`(EOCC 0`(EC 4
learn
x
¦4
E C
to face one 0.4
E OCL x
¦4E OCL x
C4
E C 0E.4
E OCC 0E.4
E C 5
another
CK(A N@A 0K(E X@L
¦ (E X@L
A (E N@A 0@ K
A (E X@C 0CK(E N@A 6
to terminate
E(OA[A 0(OC[ L \¦ OC[ L \A OC[A 0@ (A OC[ C 0E(OC[A 7
to confront
Page 153
C'A 7@ A 'C @ L '¦ C @ L 'A C 7@ A

@ 'A C @ C C'C 7@ A 8
to refrain
E([ OAP@ A
to lie on 0([ OC
@ L \¦ [ OC
@ L \A [ OCP@ A 0@ (A [ OC
@ C 0E([ OCP@ A 10
one’s back
By pondering over the above-mentioned paradigms, you

can derive the following rules:
Rule No. 18 of (): The suffixes (S A), (

A), (S V) and (
V)
change to (¦), e.g ('
A C) changes to (J
¦ C); (0 .V4
E C) on the scale of
(
U L E>C) changes to (x
¦4E 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 0@ A C!8C [E). This is the
plural of (9a P) from (CC ). (0

L A CC ) changes to (D¦ CC or
0@ A C8C [E).
Note 3: This rule applies to every (> P)12 of (.N) and
12 It also applies to the (9a P) and () P).
Page 154
to the (7!Y) of categories 4 and 5.
Rule No. 19 of (): The suffixes (S E) and (

E) change to
(), e.g ('
C !@ C ) changes to (0!@ C ). This is the singular ( P
9a) from (CC ). (0 (E [ L ) changes to (0([ L ). This is the ( P
&'>I) of (0E([ZE).
Note 4: This rule applies to every (&'>I P) of (.N) from

the categories of (61 ! R 04).
Rule No. 20 of (): The suffix (

S@ V) changes to (
A), e.g
(
'@ L @ C ) changes to (0 A @ C ). This is the singular (&'>IP) of
(0C7C ). (
'@ H
L @ C ) changes to (0 H
A @ C ). This is the (&'>I P) of
(0
CH
A 7C ).
Rule no. 13 of () has been applied to the verbal nouns of
the above-mentioned paradigms. For example, (

E([A)
changes to ( E([A) etc.
Page 155
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 04) is used on the scales of

(C Y
C NC), (C 8A PC ) and (DC L E ).
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).
Word Meaning
(t) 0C«C to want
(q) 0C «A C to rebel
() 0C«OC@A to want
Page 156
() 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’
() 0CC to walk
() 0eKC to pass
() CCN to call, to announce
13 The imperfect (@0«A *CX@ C) of this verb is frequently used.
Page 157
() 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) @C trade
)U E V@ C destruction
)U C *@^C forehead

@A 7C cheap
0CC perhaps
&¦ EF expensive
)U CEF end
(C'FE 7!Y) 0 FE to be misguided
C C exuberant, arrogantly
Page 158
4
E @A birth, birthday
4
` C why not?
CXC good health, well being
Exercise No. 33
. A @B C [A
£ L V eC @ V @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 A CXC [A )A E][ L [ DC eZE ,
C @K e C E '@ V C [ ZE 0CC (2)
A
C @ ZE 0A1 6E8@ +A A *C^C 0EC )A E][ L [ DC eZE , L @Ke C @ oA COP@ V C 6A À !L 8@ d C [E
. &A C'@ _E[
¥ C Y@ C [ ,C @`$ C [ C (3)
. C Y
@ C [ ,L @`$ C 6A À !L 8@ d
C [E
¥ )A C C8hC [ C C E '@ Y
C L [ C (4)
. CN'@ LZE CXA 0@ Y
C L @ C NC
. yC CZE J L @ ZV (5)
Page 159
.¡ C >E [ C 0@ A| CNZE &E E(1E 6L L'@ C C

¥ C COA [ EC yC E]@ ZE @ C (6)
. ! AC 0@ (A @!A $C 6A @NAE]@ ZE
¥t A 'C A [ 0A1 6L OC@]E @ ZE C81E (7)
.t C 'C A [ V *C([ C E 'C L . @+C 6A ]A @ ZV @ E
C `PC SC 6A @EC
£ 0`$ 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 @+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 E(A ª 8C OCL 0@ N_EA 7A S@ L
M CS CHe A ¡ C C C 0@ A @ ZE @ C NC
. 3A 4EY 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 CXL 0@ $ C _VPC q A Z[e CS A @C [ 0EC
¥ L C1V C \C E@_E[ E CYd A [ EC , C @C OC+@ @ E A (11)
. ) eA7L C @A
@ A SC )¦ E8A A 6L OL@C OC+@
. E CYd A [ EC E %[A ¡ C AK @ 1E @ A 0@ A A OC+@ A . &¦ C«A 'C L C . @A 7C (12)
. 0ECC
£ C+ [ GA !FE ¡ C E e CA OC+@ _EE . # <E
6A Ae FV 0@ 1A @ A ` C 'C P@ _E[ #
M A ZV 0@ NGA . \C E@ZE NCYA 0@ A A OC @ CE @ A E (13)
Page 160
.t CC
. @ !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 @AA 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 £ @ 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@ ACZVE SC ° ¦ NAE(A , L @ E @ A E , L @ 8A CP @ C NC
. C @XA
Ad @ 8L [ C ^@ ZE L @KA LE
` bA1E zL Xe8C CZE
¡C «C `CSC 7'@ V
@ 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 '@ YLB @ 8C [ ¡ C AE.S@ ZE 0@ 1A 8AC ¬L @+C C 0@ A J L @ ZV C @A |
. )U CChOC@ L
. C A(OC
@ IV u
E CY CN!A @ A (1)
. )A XC
Cd
C [ )A aE A '@ 8C [CS )A 8C [ dA [A ¡
C 7C A A*PC cAGA J L @ V (2)
. ) C>[ L SC M K
C C @ V e7C ['L@ V (3)
. 0AN'@ C @ CS @ L '@
CB @ C 4
E 1E (4)
Page 161
. 'LOCNE1 6L X@C @ V CNC CSC zL SVB L 1E &V 'LPe L V C| CSC (5)
. )A E V@ Oe cEGA @ V !A @_EA ['V([ L E SC (6)
.4 A.E XC8E 0ACA [SLOC @ C E SC (7)
. C C t A 7@ 0A1 Á A 8@ C E SC (8)
. cC @ C )U eC 0C A EobA1E CE([_E1E . cCP'L C C(A [ZE &E E. (9)
cEGA @'C P@ E1 )A C 8L h
L [ DA '@ C A 3A EY e A A'LN EoGA 'LXC | C A ` CMZE C (10)
. C @*C[ SL7oE SC 6A ` A [ oA
. CN@!M 3E Cd
C [ zA A C 0AK([ C C8NeGA t ¦ E. , C NEZ C A .[ E1 (11)
. L AC [ L A8
e 'C L SC 6L W L L E A>[ C C 1E (12)
. zL !C *@C 9¦ EA 6L ` g C @EZE (13)
. 6@ ACA x ¦ EL 0NZE , L XCX±E 0NGA (14)
. ) eH
A @ e ) CH
A C7 ¡ A 7C cEGA 0AÂ 7@ . )V XeA8C ][ 8L [ g L >[ Xe COLeZE C (15)
(C) Translate the following poetry into English.
L @A@ Oe Eo E E ¡ C

A >[ XCA 4
` C zL C @FE L C 8L [ V ^L e CMZE C
L @A C , C N@_E1E 6L X@C ,
@ C OCN@ EobA1E CFE @ C CC N@E1 ¡ C A >[ XCA 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
Page 162
(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 @ V ` @C @ V 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
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combination of (&%) and (.N).
2. Only the changes of (.N) occur in (S( 2>) while in

(xS> 2>), the changes of (&%) and (.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.
P P
7!YI J7KI 0HI
&'>I >
)U CE.SA 0 .A'@ C x
¦ CS x
A 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
( E(A 0(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.
Page 165
3. Analysis of the verb (IB@ )
(1) The verb (ZE7C ) is ({ p'8)

{ because the (
)8) is a hamzah. Due to the fact that the ( D

)8) is a (), the verb is also (.N).
(2) 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

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
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) The (> P) is (¦ C7) which is similar to (D¦ C7) and
the (&'>I P) is (0
A@ C ) which is similar to (0 A @ C ).
(5) Among the categories of (61 ! R 04), the
hamzah is deleted only from (&1 ):
P P
7!YI J7KI 0HI
&'>I >
3U C7GA CL ¢U @A L 7A ZE
@ A L C7ZE
Note 5: In the final three word-forms, the hamzah has been

moved against the rule from the position of the ()8 {)
and brought in place of the ()8 D). The () has been
made into the ()8 {) thus resembling the verbs of
(9'^) like (!
@>A L ! @A L ) etc.
Page 167
Note 6: The (H Z) is used in the categories of ( ! R 04

61).
(6) The hamzah is not deleted from the remaining

categories of (61 ! R 04). The paradigms
resemble those of (.N). The paradigms of ()>)
and (&O1) are as follows:
P P
7!YI J7KI 0HI
&'>I >
to show off - C7A Â
CL ¦ CL A C7
@ A CL C7
to ponder, to CA7@ A
¢ C@ L ¢¦ C@ L _AC7@ A
@ _AC@ C E_C7@ A
doubt
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
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(
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
P) is (0 C ). The
paradigms of the categories (&1G), (>) and (&>OP) of
this verb are as follows:
P P
7!YI J7KI 0HI
&'>I >
C@ GA 0 d
@ L 0¦ d
@ L 0A @ ZE 0@ Ad
@L 0C@ ZE
to endow with life
)U ed
A C 0© d
C L 0ª d
C L 0 C c@ d
C L ceC
to keep alive, to greet
Cd
@ OAP@ A
to be ashamed, to 0 d
@ OC
@ L 0¦ d
@ OC
@ L 0A d
@ OCP@ A c@ Ad
@ OC
@C cCd
@ OCP@ A
allow one to live
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).
Page 169
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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() 0`SC (2) to appoint as governor,

to turn away
() 0`'C C to become a governor, to be

a friend, to turn away
E(A7@ A progress
L @ACPZE J
'@ *LP@ ZV week
3U C P@ ZV family, tribe, household
CN| 0CN_E[E part of the day, the whole

day
)U C Â side, direction, cause
@RA C sad

V @C when
U '@ XLC kind, compassionate
C+7C straight
@PC journey, speed

Y
C FV )U Y
e FV stuck morsel
0XFA wealth
O@+C #
PC x
'@
L 1V abuse, swearing
)U PC C1A intuition
Page 171
)U C>A .[ ZE > .E back, nape
°
.E never

'@ OL[ C )U ECP7A
COA letter
C8ePA E especially
¡
C Ne_EE as if you
D CXC sleep
3U C K
@ NC freshness
'@ .VSC fuel
U @SC calamity, punishment
U '@ L C household item, good deed
Exercise No. 34
. yC E>.E
C C K @ LE 0@ E yC E1 x A (1)
.
A C A A OCP@ A (2)
¥ L E S@ ZE C E '@ Ld
@ OC
@ C 4
` C (3)
¥x
A '@
L >V [CS
A [ A [ C A ¡C NCCA 0@ (A CE C A (4)
Page 172
. )E CYA @ 8C [ \A eCS

\A eA (5)
. C Y @ A 0EC © A *CC !*@C !L @+A e V S@ 7L C 0`SC E E (6)
.° .E )A XC@bA[ zA A C E %[A 7C ZE @ E (7)
. X@RA C yC C7ZE 0C AC (8)
¥ @ V @EGA j
¦ | 0@ NZE 0@ NA'@ 8L OL@ZE7C [ C (9)
. V H
A E>[ CMZE )A E_E @ 8C [ zA A C 0@ 1A CC C (10)
. @d A$ C @ V CZ[7C ` ZE C7ZE (11)
.¡ C CCOA 0@ NA7A ZE (12)
( !") . yC CC 6L NebA1E zL CC @ V C @ E [ bA1E zL C ¡ C Ne_EE
!A *L@ ZV (13)
( !") .
A 7A '@ XLA CC 6L NebA1E A A @ 8L [ )E PC C1A @'(V eA (14)
( !") ¥ 7A eX 0A1 C!C ESC )U C 7A E< (3V ZE@ 8C [) zA A C E S@ C LZE (15)
. @ A ACXC 0@ Ad
@ OC
@ CSC E @ACP@ GA 0@ XAC CX@ZE V OL([ C V '@ C @ 1A E E (16)
. 8X
0H7 q ¦ e*C A @ A C E @!A d C [ EC CX@SC 7C (17)
. 0 A 8C $@ _E[ A C )U eSA @ C )V CEd A [ zA A C (18)
. C Y
@ A J C 7A CRC @ SA @ L A @X L @ NC (19)
(B) Translate the following poetry.
Page 173
A ([ >E [ C A ©+C A >[ V [ !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 A C>A $

@ _E[
L '@ V.V (2
(C) Translate the following verses of the Qur’ān.
qL eX CL 'V.SC 7CN @ V A@ ZESC @ V C >V NEZ 'V. 'LXC | C A ` CMZE C (1)
. 3V 7C Chd A [CS
. 7SLPL SC 3 C K
@ NC @ L `(ESC DA '@ C[ ¡C AoE e +C 6L ` L L E.'C 1E (2)
. A A>[ A Cd$ @ _EA ¡ C M7C E C 1E 2 C @E C C @ EZE (3)
. fCC EoC @ aV NE1 ¡C d L Co[ ZE 0NZE DA CX8C [ 0A1 fC7ZE 0NGA 0e XCL C &E E. (4)
. 0ANCC E &E E. ¡ C @EGA @ aV NEZ 0AN7A ZE
7C &E E. (5)
@ L C A ` .E 'LCP @ A AE$ C C @ L C A ` . { C YC 8L [ U @'C 1E (6)
. E 'LC8[ E 'LXC8@ CSC . E SL²CL
0A@ ZV CNZE &E E. , L A8LSC 0Ad @ L A` 0C 7C L AC@GA &E E. o[ GA (7)
.,L AZVSC
. CSM7L S@ ZE CX@A C C @ _EA ['Md C 1E )¦ edA OCA LO@L EoGASC (8)
Page 174
(1) Protect your face so that your back is not beaten.

(2) Why are you not protecting your tongue from
abuse?
(3) O my sister, fear Allāh and refrain from sin.
(4) We have not seen a flower like this.
(5) Were you looking at us coming towards you?
(6) O scholars, what is you opinion in this issue?
(7) Our opinion is that it is not correct.
(8) Worship Allāh as if you are seeing Him because if
you cannot see Him, He is undoubtedly seeing
you.
(9) The people of īmān see with the light of Allāh.
Therefore fear their intuition.
(10) Show me your books.
(11) The khalīfah of the Muslims appointed me as
governor of Baghdād.
(12) The people of īmān should save themselves and
their children from the fire.
(13) O girls, have shame for Allāh and fear Him alone.
Page 175
(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 @ V @EC DL 4
Ee E
0EC 2C (A NC 0eOC . A @C ][ PC CXE # @ OL[ C @ ESC A @C @ +C , C @K e C 0e XCL C ¡ C E C

D@ ZE ¥
A '@ OL[ 8C [ &A CP7@ GA C @CSC ¡
C XC@C &E C t
C C ZE . A [ A [ 0A1 yC A @PC SC ¡
C AC'@ ZE
¥ A '@ OL@ 8C [ j
A '@ V
M EC 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 CXA'@ V.V &E C q A E<@ (A [ 0EC @ !A *@NL 2
C @E
A @` CN| 7A E1[ _E[CS DA '@ 8L L [
C Y
C FV ¡ C M ZV J L e h
C OCC 2C @E @ 7A !@ C ,C X@V
. 7A CXe 9C C<[ ZESC
@ A AC P@ ZV 0EGA '@ OL[ C J

¦ '@ *LP@ ZV ` V E '@ *LOL[ C 2
C @E A C!C M ¡ C AE(1E7L 0EGA C C @ EZE
DA '@ 8L L [ 0A1 E '@ EOC*@L ¡ C OAC Â @ A C d @ NCCS . @ L L'@ V.V M C LSC @ L 7L S@ !L $L m L C@ OC1E .
. E.7L E SC D C<E CXE _VXC@ CE A CR@ _E[CS
Page 176
. 7L E1[ _E[ eXC &E S@ RL CSC CXL'@ V.V e A8C ][ OCA 6A @EC ,
C N@ZE e8C CN!@ 1AZESC 0e XCL C CX8@ C 7@ A
¡
C @!A @ C 8[ A ¡C .EpL @ CSC A CXC [CS )A C1AC[ C C
£¡C aE >E d @ C [ ZE 8AC ¡ C E '@ L !@ NC
. A E(A7@ bA[CS A C+e A @*APC 0EGA
DL 4
E e CS
yC !L ACS
!C
Page 177
Lesson 35
The Remaining Triliteral Categories

(61 ! RI 04% 'Z )Q()
1. Ten categories of (61 ! R 04) 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 04) 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 J7KI 0HI

U C@
A @ A +A '@
CB
@ L @ +A '@
C @ A L +A '@
CB
@ C C +C '@
C @ A
oU e'A^@ A oU ' Eh
@ L 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
2. The books of Arabic Morphology mention other

categories as well. Most of them are on the scale of (
E E@ 1E)
which is the scale of (T 07). There are a few which fall
on the scales of (
E `C 1[ A E EX@C 1[ A E E@ >E C) which are the scales of
(61 ! R 07). 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.
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
Page 179
L EC C E to be near
¡
L A7C ZE )U E @7A ZE embellished chair
CÂ C'^C swift horse, generous

pA attire, fashion
7 C±[ ZE @ ±E back
9
CFA )U 1E@ FV sip of water
9
C FV )U 1E@ FV room
3U C A E1 outstanding, excellent
Exercise No. 35
. zL L @ ±E C +C '@ C @ SC V ^L e C C S@ !C @ A (1)
. !A *@C [
L CA , @ (E E'@ E@ A (2)
.q C C1[ _E[ \L *A
@ C j @ C ESC CNo[ 'e E^@ 1E )E .EXe CX<[ 'e E@ A (3)
. 3 C A E1 ) E @7A ZE 6L X@A @ XC$
@ CS # C CB C [ yC Eo 7L ehXC CMZE u [ S C @ A (4)
.3 !C A CS ) 1E@ FV 6L X@A C C @ C [ ZE ! C ZE 7C !A ([ CE 0eOC A @ Xe £ C C E'@ E@ A (5)
. C Ch A [ \C *A
@ C 0eOC )V .EeX oV ' Eh @ C !@ .E (6)
Page 180
0@ 1A C @ YA AB @ 8L [
A C C*A 0C (A OC[ XCA 3 C @%AE .VSC 4 E A CX@E'@ E^@ A (7)

0@ 1A 'C L SC ¦ ^L 7C C @FE CN!@ ^C SC C @ A E C @8A A @ 8L [CS DA 4 E P@ bA[ )A C !@ A
)A 8C a[ C A C@ GA 0EC Y@A C ¦ CL C @FE YAB @ L zL CX@>E [E1E A CXAF[ _E[
pA
. C @8A A @ 8L [
(B) Translate the following letter into English.
` bB Dr + & d

s
2T
DA e E 8L [ !A AC'[ 3A C K
@ C 0EGA
6L LEC CSC
A )V 8C @ 7C SC @ V @EC DL 4
Ee E
9A 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 .CO @ L 6L OLK@ K C 1E e V C[ GA 6L OL[ *e(E 1E . 2C @A e zL 7C !C Y
@ C
E SC @ V (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 JC '@ L L C CX@C j @ C ]E @ ZE 0eOC 6L C 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
. &U '@ *L([ C q

A eX
@ V M L C E C 0EC @ V A 4 E <[ bAA @ V C <A C 7C ! E V [ E , L *@*C@ EZ C 0@ NZE 'C L SC

,L @ ^C 7C 0@ NZE 6L *L*CPC SC 0@ HA C8[ A @ e A CdOA@ bA[ 0A1 dÂ CN @ V ZE @ E 0@ NZE ¡ C AoE CS
0@ NA'@ (V *CPC 0@ AE(1EL 1E K@A C 0@ NA'@ E A E CKC 7C )A E][ L !C @ C _EOCL )A PC 7C !@ 8C [ 0EGA
,
L F[ e >E OC1E . j C E1 !@ .E C L @ !e M L CE @ A E j ¦ C@ C AD!C Xe C A 9 L 7A o[ ZE 0@ NA'@ >V `C SC
0@ A [ 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 C8A # A @A (E [ 0A1 @ V C CZV [ ZE
A C A '@ ^L 7@ ZE . C @ASe _E[ C @d A Â Xe C A

C8V XA@AA C8V E(C
£ &E E<ZE . @ V AC!L A 0@ NA4 E 8C

@ C [ E )E C e E 8L [ 0@ ZVSC ¡ C V_EP@ ZESC
. A @]A 8L [
17 !8}
Page 182
Test No. 15
(1) What is another name for (.N)?
(2) What happens to the ()8 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)?
(6) How is the (7!Y) of (
E C 1[ ZE ) and (E C >[ OCP@ A ) when
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
@'.V x A 0E([ZE 0C@ ZE 0M A C8L [E D¦ CC 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 04) have you
learnt in total? Which ones are used frequently and
which ones are seldom used?
Page 184
Lesson 36
The Special Meanings of Each Verb Category

( ' j$)
1. When a (T 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 Â 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. (

CL C )
– to be handsome, (
Ch
L +C ) – to be brave and (C *L^C ) – to be a
coward.
Page 185
The verbs of (O1 ) contain a (0( 9)14 in the ( {

)8) or ()8 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 04)

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.
Page 186
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
! @pC ) – Zaid came in the morning. The (_) is (*$).
(!
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.
Page 187
(6) (u '2b ) – the verb is used for another meaning other than
the one used in its root form (T), e.g.
(!
@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: (£ 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 (7 '@ NC - blossom).
(4) (hgA6) – Example: (6L OL([

e 1E) – I made a relationship of
transgression to him.
(5) ('2b) – Example: (6L OL8

@ È ) – I spoke to him.
The (T) of the verb which is (
C AE ), means to injure.
Page 188
(6) (
= ( i
) – to make something into the (_) or similar to
the (_), e.g. (©A '@ L C
! @pC C Y
e NC) – Zaid converted a Jew to
Christianity. The (_) is (0 NACY

@ NC - Christian).
(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.
(C *e
E ) - to say ‘Allāhu Akbar’.
(
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.
(8
@ C ! @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. (!
A C C 1ECP) – Hāmid travelled.
It has the same meaning as (C >E P
C ).
Page 189
(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 (
>), e.g. (2
C e H
C S2
C C CH) – to double something.
The Special Meanings of (*f

d
b)
(1) (h= T
@
w* )15 – e.g. (! AC SC ! 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).
Page 190
(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,
e.g. (
Che
C C) – Mahmūd feigned bravery.
(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 (
@A -
son).
(4) (_
= yi
) – to become the (_) or similar to the
Page 191
(_), 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
(_) is (&
U C).
(6) (u '2b ) – Example: (

C È C) – He spoke. (C AE ) – to injure.

6 d
b)
(1) ( s /
)* -) – to be intransitive, e.g. (C
C E ) – to break
something. (C
C E N@A) – It broke.
(2) (
J5 h- f /
a* ) – Example: (C
C E 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

25 d
b)
(1) (O=
>) – Example: (7L _[ >E [ C d
C OC^@ A) – The mouse made a hole.
(2) (
J5 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.
(2) (N
= ) – They provide the meaning of colours, e.g.
(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.

2; d
b)
Page 193
(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 Â 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.

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.
Page 194
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 X@.E) – to make a bridge. The (_) is
(3U C ]
E X@.E - bridge).
Page 195
The Special Meanings of (

= - d
b)
(1) (_
= yi
) – Example: (x
C !C N@RC C) – to become an atheist. The
(_) is (\
@!A N@pA - atheist).
(2) (
5 h- f /
a* ) – Example: (l
C C @ !C OC1E 3E C V [ ,
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’.

5 d
b)
(1) ('2b) – Example: (

e ZEC +@ A) – He became very alert.
(2) (h= #
g* ) – Example: (0
A *@àE
M GAC
@ C ) C7A C^ ,
L @ZE7C ) – I saw a girl
becoming very alert like a deer.
Page 196
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.
Word Meaning
[ GA if, not
0M A '@
L C[
L _E[E priest
2
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
E '@ V4
E ESC k
U 4
E E 33
'@ PL evil

@ +L drink
0 .A@ +C easterner
)U C CX$
CA skill, craft
D CX$
@ ZE XC$
C idol
3U!C *CC ! 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
A
@ OC
@ L Orientalist
D CXC sleep
n
'@
L X@C rejected, abrogated
'@ V'@ C child
#
L AC'NC )U *CACN calamity

CYN@ZE #
Y
L NC statue, idol
C 'e C (2) to make s.o. a Jew
Page 198
'@ XLL
!A X@A Indian, Hindu
Exercise No. 36
Translate the following sentences into English.
C C EC C 6A WA r C C C [ .VSC e L C!A @ZE C @ ]` .ESC 6L NC@ *C[ ZE 6L XC@ZE7C e8E1E (1)
. Æ A E ¡ EC ` GA EC [ GA
@'L E. # L AC'Xe L A @EC , @ C @ ZESC # L ACY8C [ L A @EC , @ d C *C$ @ ZE 8e E (2)
. @ 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 (3)
. 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[ £ C [E (4)
@SL Y e XCC C @A ` C @8A A@ 8L [ A @ C 0EC 2 L PC _E[CS DA CX$ @ _E[ 3A !C *CC SC
E n '@ L X@C @A )E eNACY @ Xe ` E E '@ 8L E@ C @ L SC j A C'C e J A C*A
. CA @'XLe!C OCC [ ZE @ A A >V N@_EA E '@ MA '@
L C[ 7L !A ([ C
C @A4 E ESC 4 E E @S!L 8 C SC 3 e C C @A4E ESC 4 E E 3¦ 4E$ C V !C @ C @'d L *PC (5)
. DA CX8C [ !C X@A EE C SC C @A4 E ESC C7@ ZE @SL *E SC
. A '@ >E LE SC @SL > E LE (6)
M àA ! C ZE @'(V
Page 199
. )A C CXY
CS 3A 7C ChOA A CC[CS e7L VCS E@A @ ZE V @ ZE &E 'e 8C C (7)
. @'L Â @ OCP@ E1 )¦ *C@Y
A L @ A @ V CC$ZE S@ ZE !¦ C ZE j C '@ C @ OL@ 8A PC EoGA (8)
. $'@ Y L L C @8A A @ 8L [CS C @.AA
@ OC
@ 8L [ C A @%AE CN!@ ^C SC (9)
. C8L !C @ C )A E!C 8@ dC [CS
A @ M CS A [ _E[ E*@.E )A E8C
@ *C[A ¡
C @EC (10)
Page 200
Lesson 37
()V Y
C .AeXCS )V e eO &V C1[ _E[E)
1. The ()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)
and a (&'>), e.g. (!

@pC C^ - Zaid came). (PC 1E ! @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$
! @pC - Zaid became), it is an incomplete statement. You have

to say what he became. When it is said, (©XAF E ! @pC 7C C$ - Zaid
became wealthy), the sentence becomes complete.
Note 1: The (.N 1) mentioned in the previous lessons,
16 See Lesson 17.1.
Page 201
are deficient (.N) as far as the word is concerned, that is,
there is a () 9) at the end of the word (D4 W O). The
()Y.N &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 ! 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.
Page 202
7. At this point, remember that the particle (

` GA)17 and its
sisters (j'Z), namely (,
C @E e A 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 the difference between each one
thoroughly.
When 1N is When N

T is h h
prefixed prefixed
H
A C E ^L e ` GA H
A C V ^L e E E 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
j
CH
A C j
A Ce _V[E ` GA j
¦ CH
A C j
L Ce _V[E ,
A NCE j
CH
A C j
L Ce _V[E
17 This particle was discussed briefly in Volume 2 Lesson 25. It will be

discussed in detail in Volume 4.
Page 203
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
Page 204
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.
10. The paradigm of (g

C @E) is as follows:
@ 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.
Page 205
12. The paradigms of (

V '@ V 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 cC @ 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 ! @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
b) The verb (7C C$) indicates change from one condition to
another, e.g. (1RC

C L @] 7C C$) – The mud became
pottery, that is, the mud was changed into pottery.
(8AC ! @+A 7C 7C C$) – 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 ! A C C *C$
@ ZE)
Hāmid became wealthy in the morning. ( ! AC c C @ E
X@RA C ) Khālid became sad in the evening. Sometimes
they impart the meaning of ‘becoming’ like (7C C$), e.g.
(©XAF
E ! @pC C *C$
@ ZE) – Zaid became wealthy. In the same way,
the 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 (), e.g. (

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 ! A Cp &E Cp C) – Zāhid always
Page 207
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
meaning of (&
E Cp C) will be, ‘not to terminate’, that is,
‘to remain’. The same applies to (m C A C C) etc.
f) 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.
(oV COP
@ _V[ 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

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.
(
¦ ACA !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.
Word Meaning

A C sour
D CpA crowd
(l
L C @ ZE N) £ C^@ C crippled
@RA FE torrential
D C8FE cloud
7 CY.A @Y
A .E short
U CY8@ .V
@8A .E shirt, kurtah
2
@%AE thick
Page 209
_EOCL painful
! (A OeL lit, bright
L @ACYC m
C*Y
@ A lamp
7 ]E @ ZE ]E C rain

` C L cultured, disciplined
°
U @
A NC pleased, active
Â
A C peaceful
' ^C atmosphere
Exercise No. 37
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 )).
Page 210
h5 h h h

>@aA NC ,
L @*C[ E E 2
@aA NC ,
L @*C[E (1)
@Y
A .E
L @8A (E [ 7C C$ @Y
A .E
L @8A (E [E (2)
!A OC@ L 'M h
C [ C *C$
@ ZE &U !A OC@ L 'M h
C [E (3)
>@%AE DL C8«C [ 0C@ ZE 2
@%AE DL C8«C [E (4)
!@!A +C DL CR 0CdH
@ ZE ! @!A +C DL CR E (5)
@RA FE L ]E 8C [ ` ±E @RA FE L ]E 8C [E (6)
!(A OeL m
L C*Y
@ 8A [ j
C C ! (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
'@ OL>[ C
L C*[ A C (9)
£ C^@ C 3V e ,
A
C @E ¥ £ C^@ C 3V e A C (10)
dAC$ !L E'C [ &E CpC 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)
) C` 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
C` C L j
L CX*C[E (15)
Page 211
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 ¥ H
A C V @8A [ O A C (16)
AC^ 0@ AZE DC CC g
L A^@ ZE CNZE ¥ A @ a 0EGA g
AC^ ,
C N@ZEZE (17)
yC CZE EC g
C @E ¥ 0@ A ZE EC ZE (18)

¦ A CdA V eM g
C @E ¥
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 (1)

'M hC [ 7C C$ (2)
A 4E ^L e E E (3)
&V C^ C *C$ @ ZE (4)
,
L X@*A[ , A NCE (5)
A CZE@ 8C [ j A 7C C$ (6)
Page 212
j
L CX*C[ , A d C *C$@ ZE (7)
L ]E 8C [ 0C@ ZE (8)

L @A 8C [ j C C (9)
3V E A 4
E Oe V '@ V CPC (10)

L @8A (E [ g C @E (11)
DC C C DL '@ .VZE CNZE (12)
¥.A C$ g
C @E ZE (13)
DL C8«C [ &E CpC (14)
¥j ¦ C` C L ,
A C @E ZE (15)
AC^ oV COP@ _V[ DC C C (16)
Page 213
Exercise No. 39
Examine the grammatical analysis of the following

sentences.
(1)

75) E &* 9a @
X
.N 1 ¯ .N 1 P 0HI .N 1
'YX J'1 O> 0 ½*I
) ¯ )1 )· : ¯ÇS P .X >
(2)
&
f N - ?
q+ * $
( ' H
* 9
This
> particle

A .X A > ¯L
A .X A > L P indicates
.X
)4 'YX )4 J'1 the
J7KI meaning of
(C @A ) 617 (E S@ £ ) 617 ‘sometimes’
J'1 when used
with the
(J7K)
) ¯ )1 )· : ¯ÇS P .X >
Page 214
Exercise No. 40
Translate the following sentences into Arabic.
(1) The house was spacious.

(2) The servant was agile.
(3) The kurtah became long.
(4) The crowd became large in the evening.
(5) The patient spent the night in comfort.
(6) The girls remained disciplined always.
(7) Our sons always remain pious.
(8) The rain was torrential during the day.
(9) The atmosphere was heavy at night.
(10) The street lamps were not bright.
(11) The girls will be present now.
(12) I will stand as long as you remain sitting.
Page 215
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 @dA 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
` C @ A V @AB
C [ C C) – Khalīl returned from Makkah.
18 See Lesson 37.1.
Page 216
(©^C V @AB
C [ C C) – Khalīl became a pilgrim.
(
A A «@ 8C [ 0EA x A A @ 8C [ C A ! @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 ! @pC !e C7@ A) – Zaid turned away from his religion.
(@ Y A C 0C8@ _E[ !e C7@ A) – The blind man regained his sight.
(L @ E[ &E CdOCP@ A) – The work became difficult.
(4 C L 8@ B C [ &E CdOCP@ A) – The wine changed into vinegar.
2. Sometimes the verb (

E E) is ()Q). In such a case, it means
‘to be present’ or ‘to be found’.
Example: (zL L @ F
E @ V C @ ESC
£ E E) – Allāh was present and

there was no one present besides Him. In this example, only
the (1) of (
E E) and (@ V C
@ 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.
Page 217
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. (
@ V E
£ L >A «@ C) - May
Allāh forgive you.
Page 218
6. The (¯) of a (.N 1) can precede its (P), e.g. ( E E
! @pC 8AE.) – Zaid was standing. This can be expressed as ( E E
! @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 (3N - indefinite) and the (¯) is ( 7^

7ST) or (9±), the (¯) generally precedes the (P), e.g.
(D 4
E FV 0@ A E E) – I had a slave.
(D 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 '@ V C) – the (J7K) of
(
E E), its ('N) is sometimes deleted, that is, (@ V C @ E) becomes
(¡
L C @ E), (@ V 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 V C @ E) – The boy
Page 219
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) With (N

T) h h
E |@(V [ VC ([ C !AC ` GA E |@(V [ VC ([ C ! AC E E E |@(V [ VC ([ C ! AC
Khālid was reading
Indeed Khālid Khālid reads
the Qur’ān.
reads the Qur’ān. the Qur’ān.
! @!A +C zL L @ C CO
` GA ! @!A +C zL L @ C £ CO
E E ! @!A +C zL L @ C £ OC
E
,
A @*C[ 0A1 3E e A [ ` GA ,
A @*C[ 0A1 3V e A [ ,
A NCE ,
A @*C[ 0A1 3V e A [E
19 a phrase or part of a sentence.
Page 220

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
(!
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 7^) forms the (¯) while the
fourth line has a (9±). The ( G) of these predicates is
Page 221
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, (EC C^), the word (EC ) 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 (EC ) is the (&'>).
Therefore it is ( 'YX 4
}) or (W È 'YX).
In the sentence (EC A ,

L [ .V), the word (EC ) comes after a ( 9
Q /). Therefore it is (7ST 4
}) or (W È 7ST).
Page 222
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
( !().
Page 223
Exercise No. 41
Observe the analysis of the following sentences.

(1)

Si
X * ;
+ * $
( ' H
The transgressor sometimes becomes pious.

A .X A > ¯
A .X A > L P .X > 9
'YX J'1 J'1 J7K (
) ¯ )1 )· : ¯ÇS P .X >
(2)
& 9,2* + Z + <

b
The patients spent the night in pain.
L P @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
(3)
's (' Q C* * b
2>w @
X
The cold of the winter became severe.
É% !O*I
!O*I ¯ zL J'1 A > L P .X >
J'1 É% 7ST =8H J'1 A .X ½*I 0HI
9K ½*I &S !O*I O> 0
7ST 4 } 6
)- )· = ¯Ç É% !O*I
4
} A .X A > ¯ )8/
'YX
) ¯ )1 )· : ¯ÇS P .X >
Page 225
(4)

+ E {
V
qf I6
M+

We continued looking at the wonders of Allāh’s creation.
>
.X
J7K 1 6-
4
} 0HI
&'>
6 9KI 6 9KI J'1 8/
'YX
É% &S =8K @ A OI
K Z '
7ST 7ST 61 OOI CN &E CpC
9K
4
} =8H
J'1 ' ½*I
4
} 61
J'1
¯ = )1 )· = &'>IS > J7KI >
'YX 4 } .X >
) ¯ )1 )· : ¯ÇS P .X >
Page 226
Word Meaning
J
C C OC@ A to invent
0C$S@ ZE to entrust, to advise
yC 7C!C to make amends, to improve
\C 1̀C'C to be aided, to prosper
C CE to persevere, to persist
() C C^ to be generous
() C *CC to cross
(6) 2
C E C to adhere, to be busily
engaged
\C (` C to prove, to effect
C !e C to warn, to threaten
V C8[_E[E Germany
E '@
L @A GA Edison (an American
inventor)
&U C| U C ZE hope
0eNZE how
Page 227
&U E(OAN@A to change position
)U ]E
A @ZE °
UL L u
U CA carpet, rug
0 «A C prostitute, whore
0@ A Cd[E y¦ C narrator, phonograph
3U C @ pC splendour, flower
)U C C8PC generosity, kindness
C'PC equal
)U >E AE< group
AE< bird
3U7C e<E S 3U C AE< aeroplane
(7C E< 7!Y) U CC<E to fly
7 e<E pilot
@<A mud
D R@ C determination
)U CO@1A U CO@1A 0O1E youth, young boy
j
COC1E 3U CO1E young girl
&U '@ K
L 1V extra, left over
Page 228
C!E by, (¡
C @!C E - by you)
®U E*@C amount, extent
°
V @d
A 8L [E ocean
0M ]A X@E<[ bA[ °
V @d
A 8L [E Atlantic Ocean
#
NA[ L sinner
)U C@ A doubt
U @d
A OC
@ L difficult, impossible
@A OC
@ L relaxed, calm
Y
A OCX@L victorious
3U e 'C C love, friendship
m
ChNC success
j
C'>E C 3U 'C >[ C lapse, error
Exercise No. 42
. *NA[ L 0C
A @ ZV [ ZE 9
L CZE 0@ XA E @(A 1E C *A$
@ ZV [ ZE 9
L CZEE (1)
. !PC !L *@C [ 0AdK @ L !@ .E (2)
Page 229
. ) XeA8C ][ L 0@ NA'@ V 3V CO1E C (3)

. @ A A CX$@ ZE 0EC 7L `>V [ ` ±E (4)
. d@A OC @ L L @A 8C [ j C C (5)
. C @8A ACP @ OL@ L (6)
¥ A @A _E[ C @ , C @ EZE (7)
Ê C'PC @' L @E qL eXE (8)
. A 7@ 'C [ 3A C @ pC 0EA C @A ±A CN CX[pA C (9)
. zL !C @ SC
!L *L@ NC &V CRNC E (10)
. Y A OCX@L \M d C [ m L C *@CE (11)
. S@ RL @ C V <A C*[ ¡ e >E N@ C(12)
. \ d C [ 0EC ) 8C AE. )U >E AE< , @ EOA1EC(13)
. 1ACN j L '@ V M DC CC , @ V P@ ZV(14)
. @A C ,L @ L C !A @!A @ OeA 0@ ACZVE 0@ NGA(15)
0@ A Cd[ J
A COA@ 0EA \C 1̀C'C 0eOC L h C L 0M A A @ _E[ E '@ L @A GA m C A CC(16)
. zL !L @A LSC j
C '@ Y
e V >E d
@ C @ A ` (9 A CFA '@ NL'@ >V [)
Ê C £ C'C [ V @dA OC @ C !@ .E (17)
. 7`>V @SL '@ L CE SC C @8A A @ L '@ NL'@ V (18)
Page 230
. yC '@ LZE g
@ Ah
@ C @ E C g @ Ah @ C E (19)
. 6A @A ZE A '@ C 0@ 1A !L *@C [ E EC zA !A *@C A'@ C 0@ 1A
£ E(20)
.j A CX
Cd C [A j A C'>E C [ yA 7L C!OCA 3 e 'C C V @d A OC @ C 3E SC C!C [ ` GA(21)
. U @A.E ¡
C @!C EC C '@ h
L C 0eOC ) C C8PC &A '@ K L >V [ C A £ E]C [ g C @E(22)
. ©«A C yL ZE @ ESC
C C 0AX
@ C 8@ C @ ESC D EFV 0@ A V '@ V C ceNZE , @ EE. (1)
.¡ C 7e @ A \M d C [ 6L NeGA 6L X@ )¦ C@ A 0@ 1A ¡ L C 4 E 1E (2)
,
A C @E fC7CYXe , A EE.SC ¦ 0@ +C cC EC fC7CYXe , A C @E L 'LC[ , A EE.SC (3)
. ¦ 0@ +C cEC L 'LC[
. cCP'@ L CX@EGA C Â @ C ceOC C @>A A C 6A @EC m C C *@Ne @ E '@ VE. (4)
. >A C 6A @EC ,
C [ ±E @ A ` ¡ C A EGA cEGA @ aV N@CS (5)
. ©C ,L @ L C 3A ERe CS 3A EY e A 0@ NAC$S@ ZESC (6)
. @ L E '@ 8L @(A OCP@ E1 @ V E '@ L E(OCP@ C81E (7)
cEC ) 6A A ^@ SC cEC (2 C PL '@ L C @8A .E 0(E [ZE) zL E([ZE L @ A *C[ C^ [ ZE e8E1E (8)
. @YA C !e C7@ E1 ( C '@ (V @ C 6A ^@ SC
. E '@ d
L *AY
@ L C @A SC E '@
L 8@ L C @A 6A ` E Cd*@
L 1E (9)
Page 231
.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 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 A ESC A A`]E \@ EB @ L @ E DC CC C@EC \C AL 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 [
CA @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 CA x C '@ 1E @ L Ne_EE 9 ¦ '@ C 4 E A e7L S@ ZV 0EGA E@A @ ZE @ A 0e ]A X@E<[ bA[ ° E @dA 8L [E
. E C8@EPL
C A >[ XCA L @]A C 3¦ C AE< J
A COA@ A A EC[ £ C8E L @'(V *CPC A C8[_E[ £ C8E 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
. ¦ @AC ¦ [ A
@ oA V x
C '@ 1E ` ZE 9
L A OC@ NC
Exercise No. 44
(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 ({X8]).
(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).
Page 233
Lesson 39
The (h b@

G* + _-
5+ B)
1. The verbs (C

E – about to), (
C C E - about to), (¡
C +C S@ ZE - about
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
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 ! @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. (! @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 EC) 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
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 EC (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+
Af
=8H
'YX 9S J7K 1
9 P
YO [ _EA 'YX 1
#$N 1
!S 61 OOI (') =8K )7(
J7K8 )7(
N "
" )8 ~ ^7
#<5
Page 236
6 &'>
'YX
W È
)· = 6'>S 61 J7K 1
'YX 4 } 0CC ¯ = )1
)1 )· = z¯S 6- 0CC
Word Meaning
0C_[ C 0CZE 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
Page 237
(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
(
E]@ ZE) #
]E C firewood
U @C horse
E S@ L without, besides

'@ V 7L mount
)U (E CCL SZ x
C*PA to compete, horserace
Page 238
(U e*+L )
C+ youth

A C ordinary
()U ER@ FA ) &U CRFE gazelle, buck, deer
l
C 1E ease, comfort
)U C @ 1E S@ Z m
C 1E joy
'@ 8L d
@ C D E(C the place from which Nabī
will intercede
U '@ C gentle
(x
C7S@ ZE) x
7C SC leaf, page
3U_E<[ SC force, compulsion
Exercise No. 46
.mA C >E [ C A L @]A NC CN!@ A (1)

. E 8C C [ A CC_[ C 6A @!C C ` _EA 6L VOL([ C A4
E@ E [ 0M NACZE , @ E +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 ` C 7L `>V E E 7L e8C C EP@ ZE e8E (4)
Page 239
. 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 CXCCA 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 EC (9)
. 7C C8[_E[CS 7C Cp@ _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)
#
L @A .E l C 1E zL C7SC V '@ V C 6A @1A , L @ C @ ZE @ A ` M C [ 0CC (12)
!@ E 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
. E '@ VC >[ C S@ L E CSC C'@ d L CE 1E (1)

. '@ 8L d @ e E(C ¡ C M7C ¡ C %EC *@C [ ZE cC C (2)
. )A Xeh
C [ x
A 7C SC @ A C8A @EC A E>Y
AB @ C (Q'S D|) E(>A <E SC (3)
. @ V ` +C 'C L SC @+C ['M*d
A L [ ZE cCC SC (4)
Page 240
. 6L X@A E @ ]` >E OCC j

L CSC8 e L EC (5)
. @8A ^C @ A A 0@ XACA_[ C [ ZE 6L W cCC (6)
. '@ VAE(L ` ZE &V CO(A [ L V @EC #C OAV [ GA @ OL@ C C [ C &E E. (7)
@ ` CSC CCC !@ E C @ E zL !C C lC C @ ZE EoGA ¦ @ C x C '@ 1E CKL @ C j C8V±V (8)
. 7¦ '@ NM @ A 6L E C81E 7'@ NL 6L E 6L ` A C h
@C
Exercise No. 47
(A) Insert the ( ) in the following passage and translate

it into English.
Ë = P 6N &R« zX- aXI · Y ~

=% p1S x* Ç \* &R S j7 \* Z
6** XF j$ Ë jN
~G j7S I_O ;. a1 j'³ Z ¡+SZS K *$Z !. 6O Z7 '
! \ 6 ~G ' )7 2Z 6 ,(>NZS 6^4
\* 1 )>H 6^7 3!S ,W>N S SZ 8 dd$
' 68OPZ &pZ 1 ^ Ì m 6X )(8 4Z
. '. + D
Page 241
4 N' 6 0³S !' Y S m>1 6* =«Y !S S
. t7 0 ( S !' 9Í
¡o W _1 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¶ !. XNY &R« W GA

S #ÌS X'. > '
> Q 1 6* =«$ !S
X8<¶ Ì )1 Y S 0³
Page 242
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-
originally g
C AC) is used for dispraise. The (1) is most often
(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: (! AC V ^L e C @ NA) – Khālid is a good man.
(
$
A C A ^L e DL 4
E FV gC [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
is in the meaning of (¢
U @+C ), e.g. (0C A e8A NA). This was originally
(0
C A C C @ NA)– That is a good thing.
Sometimes an indefinite noun in the accusative ( 3N P

'YX) takes the place of the (1), e.g. (! AC 4 ^L 7C C @ NA) –
Khālid is a good man. In this case, a pronoun ('C L ) is hidden
in the verb ( C @ NA) and this pronoun is the (1). The word
(4
^L 7C ) is the (R@8A C) and is therefore ( 'YX). The explanation
of (R@8 A C) will be rendered in Volume 4. The verb, together
with its (1) and (R@8 A C) form a ()1 )·) and also form the
(DQ!( ¯). The word (! AC), which is the (m!I 'Y(), forms
the (Q !O*). The (!O*) and (¯) together constitute a
()- )·).
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
The feminine form of (

C @ NA) is (,
@ 8C @ NA) while that of (g
C [A) is
(,
@
C [A), e.g. (3V 7C A EF 3V @ 8C [ ,
A
C [A SC )V 8C <A E1 )V XC@bA[ ,
A 8C @ NA) – Fātimah is
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
E*eC ) and ( CP) are used in the meaning of (g C [A), e.g.
(9L 4 E OA@ bA[ E*eC E SC x
L E>bA[ E*eC ) – Unity is good and
differences are bad.
Note 1: The word (#

e C ) is a verb of the past tense ( >
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 ( CP - to be bad, evil, to spoil) is also used
like normal verbs and its paradigm is similar to (&

V '@ (V C &E E.).
Page 245
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!
(A CXA @ Y A .[ ZE) – How short the women are!
2. The literal meaning of (!@ +

A 7C 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!”
Page 246
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 '@ V 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 '@ V C C) – How excellent the scenery of the
sea will be!
4. These word-forms cannot be used for (! R 04) or
(07), nor can they be used for (T 04) if the latter has
the meaning of colours and defects.
The meaning of surprise can be created for these categories
Page 247
by inserted the word (!

e +C ZE), (@ !A +@ ZE), (C aE @ ZE) or (@ aA @ ZE) before the
verbal noun (7!Y), e.g. (A 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
S' Q @ & A
Y B

½*I 0HI >
=8K O> c
½*I #hO P
'YX &'> Î ^7 AOOI 'C L
Z!O* 6N J'1 4}
4} 1 "C"
J'1
J'1 4} ¯ = )1 )· = &'>IS > >
Page 248
)- )· = ¯ÇS Z!O*I
'r Q @ d
& A
Y B
#hO 1
' c ½*I
&'> Ï 7ST
!p Q / 9 AOOI ,C N@ZE =8K
W È 'YX
1 "C" Î ^7
J'1 4}
)1 )· = &'>IS > #hO 1
Word Meaning

eSZE repentant
cE>@ ZE (1) to conceal
(
e C@A 7!Y) t
CKA@A whiteness
7 CA cucumber
3E C
@ C )E C AC7 fourteenth
Page 249
y @ +A polytheism
\ >E +C twilight
7 oA C one who accepts an excuse
&U oA C one who reproaches
)U *C.AC consequence
@
A C relative
E OA.V May he be destroyed
£ 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
\ >E C@ L resting place
y A
@ L polytheist
,
([ C anger
cE'@ C master
fC'C love, passion, desire
C8EE< for a long time
Page 250
(q) C >A ±E to succeed
0XL 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
S@ L ^L S m
CÂ m
@ ^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
Page 251
Exercise No. 49
. @ L XCC @ ZE C L E S@ _E[ A E L C C @ NA (1)

. zL ZEC 7@ ZEC 7L CB
A [ EC g C [A (2)
. 6L OL*C.AC ,@ C [A SC L [ A [ g C [A SC 6L OL*C.AC , @ 8C @ NA SC x L !@ Y
C @ NA (3)
. C8L NLCY @ A E*eC E SC A @!C AC'[ )V C E<A E*eC (4)
. Cd C *C.[ ZEC cC8[ PC 3V @ 8C [ j A CP (5)
.
A , A ([ C cEA \C PA E>[ \C *CP@ ZEC (6)
. yA A @ 8L [ cEC
A , C ([ C C *C[ ZEC (7)
. )E XC@A[ ¡
C [ A C *C.[ ZECSC 3E @ 8C [ zA A C C C @ ZEC (8)
.C*CC $ @ ZECSC )U *C@ $
C # L OLV [ ¡ C [ ASC 6L EC P@ ZE CSC U @ PC L COA [ EC (9)
. CC 'C ^@ ZE C £ C'Y @ .V )V .EeX , A 8C @ NA (10)
. A 4
E C h
L [ E @A[ C C aE @ ZECSC A C8EL [ C @A [ C !e +C ZEC (11)
.¡ C XC C @ ZECSC , C N@ZE !L E'C [ C @ NA (12)
.¡ C A@ h C A @ !A +@ ZESC 6A 8A [ A A @ aA @ ZE (13)
. )U EB @ NC 3V C h
C e , A 8C @ NA (14)
Page 252
. )E C 7A *C[ \A >E
e 3E C 8@ L !e +C ZEC (15)
. 3E C
@ C )E C Ae )A E@` 0A1 A 8C (E [ 7A '@ LN t
C CKA@A C aE @ ZE V '@ V CC (16)
. zL L C'PC !e +C ZE C L 'C P@ ZE 3A CS!e zA A C 0A1 L C!8A [E (17)
., L @ZE7C C 0@ NA CPSC , L @ 8A PC C 0@ NAe PC (18)
V A Ch[ &V oA C[ E*eC E SC fC'C [ 0A1 @ A +oK E*eC E ZE (19)
. zL C >E [ ZE C V CNAb[ E OA.V (1)

. @ 8A P@ ZESC 6A A @ YA @ZE (2)
. (>E C@ L j@ CPSC L C e g C [A (3)
. eSZE 6L NeGA !L *@C [ C @ NA (4)
. =L A C [ g C [*AESC cE'@ 8C [ g C [*AE (5)
. @ L C >V NEZ 6A A @SC OC+@ C8 C [A (6)
CE(>V [ C'@ L@ LSC C'@ >V B
@ L [ GASC 0C A e8A XA1E j A E.!C Y e SL!*@L [ GA (7)
. @ V @C 'C L 1E
. S@ L >E E C @A ` zL '@ ^L SL , @ E@PA (8)
Page 253
Exercise No. 50
(1) How good is this book!

(2) That horse is beautiful and how beautiful it is!
(3) Mahmūd is learned and how learned he is!
(4) Polytheism (shirk) is bad and how bad it is!
(5) This melon is useless and how bad it is!
(6) How excellent is my camel!
(7) Salāh is good and how beloved it is to Allāh!
(8) The cow is a good animal and how beneficial is its
milk!
(9) Generosity is good and how good is its result and
miserliness is bad and how bad is its consequence.
(10) Extravagance is bad and how evil is its
consequence.
(11) 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
!A h
C @ _E[ !A AC'[
@ !A PC
6L LEC CSC
A )V 8C @ 7C SC @ V @EC DL 4E e E
#C OL[ ZE [ ZE , L @Xe8C C C8EE< 0@ NZE ¡ C AC K @ CdA t L A @ ZE DA COA@ bA[ # A Â CS A C!@ GA !C @ C
jL @ >A ±E 0@ NGA V @C SC , A @*C[ A @ ZE C @8A ^C SC )E C C OCd @ 8L [ 0@ ZVCS yC M L C ) ECP7A ¡C @EGA
. C @A 8C ^@ ZE @ V Ae C 8C A 6A A j L 7@ C C
C CX8L A DC '@ C[
L @]A OCP@ ZE CNZE E [E1 CA C.[ ZESC &A C1[ _E[ )E 1EA @ C 6A A'e .VSC
A &A '@ d C A ,L 8@ 8e C 0@ NZE 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 eAC C [ 0A1 A E OeCS A @ >E [
)A E C *CASC 0ECC
A A K @ >E A ,
L [ NA 0@ NZE A7S@ L M )A CC«A @8A ^C @ V L CZV NAE
.0@ AY @ 1E 0@ 1A &E Se _E[ j
L @ $
A 0@ NZE !L @RA 8C [CS A CdOA@ bA[ 0A1 m
A ChXe 3E C C+C @ V ACL
6L NeZE ¡C AoE SC A CdOA@ bA[ )A Ye .A A CC @ C , C V P@ ZE [ ZE 7L !A .[ ZEE 0@ NGA DC C OCd

@ 8L [ 0@ AZE C
0@ OA` C'8C [ 0A1 A 4 ` ] cEC j ¦ CNCdOA@ GA C @
A O>E 8L [ jL 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
` V C E@ ZESC ¦ Y
@ 1E !C @ C 4
Y@ 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@ NZE L @!A 8L [ C E@ ZE 3V E A 4

E Oe 2
e ]E $ @ CS 0@ AY@ E1 )V C'@ NC j @ 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 ê 'C OC1E 0@ AY @ 1E
@ A t C C «C [ 9 C C C !@ .E !¦ A OCh @ L ¦ @8A [ OAA 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 1̀CSSC 0e XCLC ¡ 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 [ EC 0@ NEE ,
L @(A *C1E
@ !A ACS C CNZE De ZE
0@ XACC$ZE
@ A ` m L @ hL [CS C 1E 0@ A C C &E 'e dC CSC 7A S@ L M A L @<A ZE jL !@ A SC
.4 A !C X@L 7C C$ 0@ HA C8[ A CdOA@ bA[ 0A1 u A '@ (V
M A
j
L 7@ C C )¦ 8C @ NA V !C X@A ` ^C SC Re C
A A [ +L A CZE cEC 0@ XAC@ 'e C ¡ C NeZE C8A ,A CZEC

C cEC @%AE
j L !@ 8A C SC A [ M 0A OCC [ 7C ,L @`$ C SC !A h A @ 8C [ cEA ¡ C AoE !C @ C
. )A XC<A C*[CS 3A C A à 6A 8A C NA @ A 0e EC ®E *CP@ ZE
Page 256
cEC l A M >E OeA 3A E ACP_E[ C C L V][ NC !A «C [ !C @ CSC !EF ) 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 CyCXL V *C[ NCSC )A *C@A (E [ &A C*h
A [
. @ V L'@ V.V e A8C ][ CSC @8A ^C @ V <V C*AN@A !C @RA CA C '@ OL[ 8C [ , L ['e <E SC )E Y e (A [ zA AC
1'@ >V d
@ C 4 E PC 0@ AC'C ZESC 0@ A'C @ GASC 3A C!AC'[ 3A !C e 0EGA @ !A @ ZVSC – EC
. C @A 8C ^@ ZE @ V A!C C CL x A C'+@ _EA
. DL 4
Ee CS ,
A @*C[ A @ ZE A @8A ^C cEC SC 0e EC ¡
C OA>E <A CSC yC R A ` ±A
£ &E E<ZE
L @]A 8L [ ¡
C XL@A
17 !8}
Page 257
Test No. 16
(1) Define the ()V Y

C .AeXCS )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
do (
` GA) and its sisters have? That is, what changes
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 &V C1[ _E[E) and
the ()V C7C E(8
L [ &V C1[ _E[E)?
(9) After which verbs of the ()V C7C E(8
L [ &V C1[ _E[E) does the
Page 258
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 m
A !@ 8C [ &V C1[ _E[E).
(12) Construct ten sentences using the ( m A !@ 8C [ &V C1[ _E[E
D ` CS).
(13) Analyse the following sentences.
. (@!A $ C SM !L C [ 0A8@ L !@ .E (1)
. )¦ e ZV C @C @ OLX@V (2)
. @ L 7C C@ ZE E '@ 'C L £ 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[ C8P@ ZE # L OL[ C Á L O>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
(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 ®* ; Q $ )XF 3P
cQ8"S DR K *$_1 9" =« O ~ ) j*1
h1 #*] 'S {'8« !' W a1 j'³ Z ¡+SZS
6Q ÔG Î
+ G q_ &.S 6 'Z ÎG ,>O Ó B+S
I +ZS S c]Z Ó !« ÎG Î
&'Õ Â¯P ¯
7$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 S! z']Z Ó 7SP 'Y. S 1 S=]
dd$ ;Y cZ
K> 6NZ
0>
*P 3=% 'Z '.!YS =% !
S!8d1
. cHI
Page 260
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.
(CNZE - I), (
Ld@ NC -we), or the second person, (,
C N@ZE - you), (@ OLN@ZE -
you plural) or the third person, e.g. ('C
L - he), (C8L - they 2),
(
@ L - they plural).
Note 1: The first person (

E OCL ) is the one who is speaking,
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
Page 261
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 (CXLCO
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
Page 262
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
z| &). See Lesson 14.4. (E '@ d
L OC>[ C A CdOC>[ C L OC>[ C). See
Lesson 15.2
2. (Y>X J'1 =8H) – (z| Î 0C A @ L C8L '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 C8L 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
Page 263
)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
used, e.g. (
U ^L 7C 'C L ), or it is used for emphasis, e.g. (,
C N@ZE ,
C *@C oE
- 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.
Page 264
the (j
L ) in (,
L *@OCE ) and the (CN) in (CX*@OCE ), the () in (A C*OL[ C)
and the () in (
C @*AOL[ 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
word for ‘he’. The verb (#
L OL[ C) means ‘he is writing or
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 OL[ C), (#F N !S – #
L OL[ C),
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(H !S – #

L OL[ C), (#
L OL[ ZE) and (#
L OL[ NC).
The pronoun (,
C N@ZE) is concealed in the first word-form of
the (Z) and (0X), namely (#
@ OL[ ZV) and (#
@ OL[ CE ). The
pronouns of all the remaining paradigms are (p7) – visible.
Note 4: Remember that the (j

@ ) in (,
@ *COCE ) is merely a sign of
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@ XANAC8C L 0@ XA8L C L 0@ NA'@ 8L `C 0@ XA8C `C
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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@ XA = 0@ NA @ A ), (0@ XANeGA),
(0
@ XANe_EE ), (0@ XAOC@E), (0@ XAXeA E) and sometimes (0@ XA E). However, it is
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@ NGA).
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
form. Such a pronoun is called (
A _[
e L @8A H
C ). If it is feminine,
it is called ()A Y
e (A [ 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. (!
C ZE
£ 'C L ) – Allāh is one.

(7A SL!Y
M 0A1 0AO`
L 'V(V [ cC8@ C AESC 7L CY@_E[ cC8@ C E CNebA1E)
– Because the matter is that the eyes do not become blind
Page 267
but the hearts do.
Note 5: In Arabic, the source (

^C @ C ) is mentioned first after
which the pronoun referring to it is mentioned. The
pronoun (37+¶ P) is not included in this rule.
The Distinguishing Pronoun

(
U$
A E1 @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: (xL 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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change. Therefore it is called (

U$
A E1
@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 ! A C E E) – Hāmid was better than Khālid.
Page 269
Exercise No. 52
0@ XAL A [ L ,
C N@ZE
6 * v+ * o
6B
=8H ) .' 'N 9S J7K 1 Y>X J'1 =8H
YO 'YX =8H 61 J'1 #<5 !S
&'> O !S (,C N@ZE) OO Z!O*
¯ = )1 )· = &'>IS > >
1 } )8/ z
)- )· = ¯ÇS Z!O*I
Page 270
C'@ 8L V L RA [ NLZE

? * T- * ) + 6* B
J7K 1
'YX =8H
'YX =8H · 9S
!S YO
· YO 61 O
#F N D>OP 9
&'> #<5 OO =8H
¦ &'>
'YX 4} 1 (L d
@ NC)
'YX 4}
J'1 4}
¯ = )>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 V [A # @ NC (2)
L C [ NC L d
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. 3E C h@d L [ C @>A a XCL ,

A N@ZE (3)
. DC '@ Va[ 8C [ A CY
L X@C C8OLN@ZE (4)
. )E PC 7C !@ 8C [ C *@*Ad@ L e L (5)
. cCCOC[ E '@ 8L C @ C @ L (6)
(B) Change the (0HI) to (J7KI) in the following sentences
and write down the (1) and the pronouns.
. COA ¡ C OL@]E @ ZE (1)

. ) C CP 0@ XAOA*@C SC (2)
. ) 8C E([ A 0@ XAOCd
@ XCC (3)
. &A RA X@8C [ cEGA CX@ ^C 7C (4)
. 3A C V [A ,
@ *CA E 0C A (5)
. 0@ A@ A cEGA E @ 1ECP (6)
(C) What types of (=8H) has the particle (CN) assumed in the
following sentence.
. 6A A eXC E1 @ V C A @'XLA | [ ZE A C8@bA[ A
@ A CXL A CXL CX@ 8A PC CXNeGA CXe7C
Page 272
(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
Word Meaning
C 8C OCP@ A to listen attentively
x
4E @ GA poverty
0CS@ ZE to reveal, to inspire in the

heart
C !e h
C C to be new

CL sand
)U C
@ C fear
! +@ 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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(q) E
A 1E to lose courage, to become
cowardly
>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
A.E ¡
C A CXC 0A1 6L W L L E A L o[ GA (1)
. zL 'L8V CX@(E P@ _E1E C C8
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 0XA 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 >E NC C 8C OCP@ 6L NeZE 0e EGA 0C A SVZ [ .V (7)
. 6A A eXC E1 !A +@ M cEGA A!@ C . *h C C
.]]E +C 6A ` cEC CXL A>PC &V 'V(C E E 6L NeZESC (8)
. h
A [ C &¦ CÂ 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)
Page 274
.x ¦4 E @ G @ VC E S@ ZE ['VOL([ C E SC (11)

. A 'L*C 7@ E1 C ebE1 (12)
. CL , L XV 0AXOC@E C L 1AE[ &V 'V(CSC (13)
0@ XAV8C
@ C¡ C X@A 2 ][ V &E CpC 7C C (14)
6L 8L E@ C ,
C N@ZE C 0@ A C !e hC C !@ .ESC
C E 0@ XAC@ 'e C C8E 0@ XC 6L 1[ A $ @ 1E
6L 8L C @ C !A *@C [ EC A yC C'PA @ 8C 1E
Page 275
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 -Z). The sentence that specifies
the meaning is referred to as the ()U E$

A ).
The ()'$' -Z) are as follows:
63 TD
0@ OAÈ
@ A È !S
A @OCÈ A COÈ A @E È A EÈ )X%
0@ A4
` E 0@ AC'È 0@ A4
` C @A È ·
Note 1: All the ()'$' -Z) are (½*I). Changes only occur in
the dual forms according to the normal rule.
Note 2: One lām (&) is written in the (NS !S) and
( ·) forms. Two lāms are written in the remaining
Page 276
forms. However, (0
@ A4
` E) can be written as (0@ AÈ) as well.
2. Besides the above-mentioned words, the following four

words are also used to express the meaning of the ( -Z
)'$'):
(
@ C ) – who – this word is specifically used for intelligent
beings, whether male or female.
(C) – whatever - this word is specifically used for
unintelligent beings, whether male or female.
(
ZE) – who or what – for intelligent and unintelligent
beings, masculine.
()U eZE) – who or what – for intelligent and unintelligent beings,
feminine.
Note 3: These four words are also from among the ( -Z
D>OP). See Lesson 12.
Note 4: The meaning of the ()'$' -Z) should be

according to the context, e.g. who, which, whose, etc.
Examples: (\
C EC
@ A È ¡
C M7C ) – Your Lord is the one who
created you.
Page 277
(!
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 È) 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).
((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 @ V 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 @ V MZE V CL – The one who does not strive from
amongst you will be disgraced.) - The word ( ZE) in this
example is the (61 &'>).
Page 278
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 (&'$') can
neither be the (Z!O*), the (1), the (¯) nor the (&'>). The
()U E$
A ) should contain a (=8H) that corresponds to the
(&'$'). This (=8H) is called the (!
AC - the one who
returns).
Examples: ( 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).
Note 5: The (!
AC) in the first, seventh and eighth examples
is concealed (OO) while in the remaining examples, it is
visible (p7).
Note 6: The (!
AC) can be deleted after (@ C ) and (C), if it is a
(&'>), e.g. (6L OL@ ZE7C C EC ) – He is the one I saw. This can be
Page 279
expressed as (,
L @ZE7C C EC ) also.
Note 7: If you want to mention the (0>XI 0HI) after (@ C )

and (C), use (
@ EA
0>XI). See Lesson 20.2.
Examples: (
A V
@ C @ E q
C eX A V
@ C @ E @ C ) – Whoever did not
thank the people, did not thank Allāh.
(
@ V C @ E _[
C C @ E CSC E E
£ 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 (&'$'I P) is ()1), e.g.
()E CCO
A [ C `C C
@ A ` !C E'C [ ,
L @(A E) – I met the boy who learnt to
write.
When the (9'$') is indefinite, the (&'$'I P) is elided,
e.g. ()E CCO
A [
C `C C !ESC ,
L @(A E) – I met a boy who learnt to write.
In this example, after the word (!ESC ), the (&'$'I P) which
is (
@ A È) was elided.
Similarly, in the following example, after the word ()U XC@ !

A C ),
Page 280
the (&'$'I P) which is (0@ OAÈ) was elided.
(3U C @ %A
E #
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.
6. The definite article (&

[ E) is most often used in the meaning
of the (&'$'I P).
Examples:
(!@pC C C H C @ A È) cCX@ 8C A (!@pC L 7A eKE)
(6L L 4
E FV C A H L @ A È) cCX@ 8C A ( 6L L 4 E FV L S@ L K @ 8C [E)
(,@ CC HC 0@ OAÈ) cCX@ 8C A ()V C7A eKE)
(C8A @EGA C @+A ZV A EÈ) cCX@ 8C A (C8A @EGA 7L C8L [E)
(@ A @EGA C @+A ZV C @A È) cCX@ 8C A (@ A @EGA 7L C8L [E)
Page 281
Exercise No. 55
* 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 )·
)$ = )1 )·
J'1 4}
J'1 4} Z!O* = )Y &'$'I
)- )· = ¯ÇS Z!O*I
Page 282
<

5 ^

61 0HI > 0HI >
('C L ) OO =8H OO =8H 61
&'$'I P
&'$'I ÎG ^7 ÎG ^7 ('C L )
1 1 &'$'I
> >
= > >
= )1 )· =
¯ = )1 )·
)$
Z!O* = )Y &'$'I
)- )· = ¯ÇS Z!O*I
Page 283
h T
i
+ L 1 S'/ o
* G
0HI >
!S
61 #F &'>
&'> 7!Y 0HI >
OO =8H 9'$'
'YX 61 =8K
Î ^7 ('C L ) 'YX
9'$'I
1
)· = &'>IS > >
!S )>$ = )1
)1 )· = 6O>$ &'>IS > >
Page 284
{
s - J3 * +
&'$'I P (
@ A È) cCX@ 8C A (&[ E)
=8H 61 )$ 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 ` EC (1)

.¡
A O@8C `C @ C 0@ A A OC@ A (2)
. zL !L C L ]E ([ L x
L 7A eE (3)
Page 285
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 E 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) cCXC 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
Page 286
ce7C 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
C ZV )U e ZV nation, group
k
U CNGA cE%N@ZV female
)U ECC courage
C^@ ZE !
C ^C body
7 '@ V oV E oE male
Page 287
J
E.7A )U C .[ 7L note, patch
J
eX$
L NAC$ artisan
£ E>C H
L 2
@A H
C weak, poor, despised
)U *CEE]L – )U *CA<E to seek rights, to demand

period of waiting after
3U !e A which a woman can
remarry
! h
@ C glory, honour

@d
A C menstruation
yL 7A CC )U E C @ C battle, battlefield
9
S@ L @ C virtue, famous
E X@L evil, strange
! +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.
Page 288
What is the (&'$'I P), ()$) and (!) in the following

sentences.
. @ V E &V EL 6A A E '@ V@A C A @E [A ` GA (1)

` ZE A C8E@ CE C @8A A
@ 8L [ 9 C E.S@ ZE A C`'C OCC A {^Q ` GA (2)
. \>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 (3)
. ¡8@ 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 ACX C A # L h C @ ZE (4)
. )E C.AC*[ e L PC '@ >V NL
(6X
0H7) \L !Y 'Z ' A e* M PZ &V SQ ZE (5)
. C !+ >Ç &SZ 'S
c &RNL |( 8 W Z oOP zo )$4 (6)
. A 7! m4> X> PS 6
c$ !¦ 8}
. )!X !Y e e J7p (7)
. L 8@ B
C [ zL C E P@ ZE @ 8C E , L X@V
(8)
. RM A CE L oS & A CE x L A eYE
(9)
'@ OL[ C )U C .[ 7L 0@ XA@C 7C SC (10)
L. !. 6L @*AXe V 8O CMZE : 0@ A_[ C C C@1A
Page 289
!O^ @ 8e A 1 A 4 !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 dA 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 CX@ZE C @C L ×4 XS 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 # @ FE V e C 8L [CS j
C E1 cCKC C (12)
0@ 1AC'[ CX%̀CS 0@ AC'E @ XCF[ E1 6L ^L COd
@ CC l @ A È CNZE (13)
L CO@ ZE
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 (1)

. E 'L8E@ C E C A `CS E 'L8E@ C C A ` A'OC @ C [ C (2)
)V EEE e L L!e A 1E @ OL*@C7@ A GA @ V ACN A A Ad8C [ C A C @ AC 0A`CS (3)
. ¦ L +@ ZE
. cC8@ ZE 3A C A 0A1 'C L 1E cC8@ ZE zA A C 0A1 E E CSC (4)
Page 290
. 'LOCNE1 6L X@C @ V CNC CSC zL SVB L 1E &V 'LPe L V C| CSC (5)
.x¦ C 6A W !C XA CSC !L >E XC @ V !C XA C (6)
) *C<E 3 CC 6L XeCAd
@ XLE1E A @ L 'C L SC cE%NVZ S@ ZE ¦ E oE dAC$ E 8A C @ C (7)
. E 'V8C @ C ['NLE C A C @ _EA LC ^@ 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 (8)
. A E XL8[
Exercise No. 58
¥ A C*[ !C X@A AE. @ A ` yC Eo @ C SC L @A C@GA C yC !A C 0@ 1A @ A ` EC C (1)
. 6L 1VA @ C @ C yC Eo SC 6L 8L E@ C C EC 2 L PL '@ L 0@ A ZE C
. &V '@ (V C C , L 8@ A 1E C . # @h A C ¡ C LC'^C
A CS (2)
'C L A C*[A L AE([ ¡
C AoE SC gA @ _E[A 0@ XAOC@]E @ ZE @ A` L COA [ 'C L @ !A C 0@ 1A C EC
¥ 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 XeA 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 EE C CS g L *C[ NC C E %[A PC*A zL CX@]E @ ZE @ C NC
Page 291
. 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)
¥@ V 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@ XA # 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 EC (6)
¥ A 8C @ 8C [
2L 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^ A E L C @ C
gC @E !L L >[ C L EC C`V 7C '@ L _V[ ` bA1E &A e8L [ 0A1 3U !C @!A +C )U ^C C 0@ A @ C NC (7)
!L A CL @Â 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 ! C ZE
. 0@ OA@C A CXA 0@ 1A C @AeX*C[CS C @7A ehXe
C" EoC81E A C^C _V[CS &A e8L [ C A @*AE !C C @ V !C X@A E ESC 0@ A ZE C ¡ C AoE 2 C @E
¥ @ A A C C$ZE "fCL
Page 292
@'LC H@ _E1E @ L OC*CA<E CX[ *A.E 8C 1E 3 !C ACp 3 C ^@ ZV E '@ *LV][ C @'NLE @ L 0@ A ZE C (8)
. A 8C C [ A C
fCC E ZE AAC*EE]L E *C([ C [ ZE ¡ C E 0@ «A *CX@C E E
£¡ C d C E$ @ ZE 2 L PL '@ L 0@ A ZE C
.x L C'P@ _E[ , A EC SC £ 4 E «A [ # C EFE 2 C @E
A NACY8C [ 0A1 E '@ V8C @ C C @A ` C @A CC8[ A E L C ` ZE , L 8@ A 1E DC '@ C[
A CS (9)
A CXC [ &A '@ Y
L L SC A E(A7@ bA[ 0A1 @aA C U C !@ C @ L E CXC'@ LL E '@ XL*@CSC J A 7A CR8C [CS
. A C!@ _E[ cEC 7A CYOAN@bA[CS
,
@ .ECKE @ L L (A OCd @ NCSC E>C H L @ L *L Ad @ NC C @A ` A E L C E '@ E 0@ A ZEC , C .[ !C $ C
L aE @ _E[ L AY@ 8L [ &E E. EC ASC , @ *CL 7C C8A t L 7@ _E[ CX@EC , @ .ECH SC 3V Cd C [ CX@EC
E S@ L Y C X@L C8NebA1E @ V AE>C HL 0@ 1A 0@ NA'@ «L @A C `PC SC 6A @EC
£ c`$ C DL C [ _E[ &V '@ PL C
SC A E>C K M A )E >E @A e 6L C >[ NC \C d C [E 2 C @E @ aV N@ZV @ V AE>C K L A E '@ .VpC @ LSC
. @ L C ( d
C NLE SC @ L C E NL 0@ E C @AA C[ A @A C8C [
C E @ ZE C (C C @8A EC[ A ) 8C @ 7C E E @ A ` 0 _V[ 0 *AXe EC A @ aA @ ZE (10)
CXOC@E C !¦ A CS 2 ª $ C 0@ 1A E>C K M CS 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 XCA >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 oGA A C'@ bA[
Page 293
Exercise No. 59
(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.”
Page 294
Test No. 17
(1) How many types of pronouns are there?

(2) What is (p7=8H) and (OO =8H)?
(3) In which word-forms of (0HI) and (J7KI) does
the (OO =8H) appear?
(4) How many types of (OO =8H) are there with
regard to the state of the ( G)? What are they?
(5) Which words constitute the ()'$' -Z)?
(6) Which words from the ()'$' -Z) are ( )?
(7) Which words from the ()'$' -Z) are also ( -Z
D>OP)?
(8) What is ()$) and (!)?
(9) In the following sentences, fill in the blanks with
suitable ()'$' -):
.u
U eC 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 C @A 8C [ DL !A B
@ C 3V @ 8C [E (2)
. C C% E '@ ]V @B
AC L L E '@ <V eB C [E (3)
. E @ Xe E '@ L XCY
@ C L L )V >E A CP_E[CS (4)
Page 295
. DA e A 4 E A @ A C8L A @OC*C[ E [ A @CC , L @C OC+@ A (5)

.2C PL '@ L C'C ZE C8L yC C^ A 4
E ^L e (6)
.j C8C L e L E &V E(L j
A e*AY
e CS E C*@Y
C 8@ C L £ CXE (7)
(10) Write an appropriate sentence for the ()$) of the
(&'$' P) in the following sentences.
W O j L Z. (1)

W !' ^ (2)
A W O (3)
W {CO (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:
Page 296
¡
C 8C `C
@ A ` 'C L
Page 297
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.
20 See Lesson 10.2.

21 See Lesson 14.6.
22 See Lesson 10.2.
23 See Lesson 37.
24 See Lesson 10.2.
Page 298
The Object
(6 &'>I)
The (6 &'>I) is a noun that indicates the object on which

the action was effected, e.g. ('@ Va
[ C '@ 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
@8A ^C *@$
C @ *A$
@ A) – Be extremely patient.
Page 299
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. (*@A [ C 6L OL@C H
C ) – I hit him to
discipline him. The word (*@ A [ C) is the (7!Y) of (
C e ZE) in this
sentence. It is mentioned to indicate the reason for the
beating.
If one has to say, (#

A @A [ OeA 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 (*@ A [ C 6L OL@e ZE), the meaning will be,
“I disciplined him once”. The word (*@ A [ C) will now be a
Page 300
(\]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 @ àE).
Note 2: The words (Ê CC ), (4

@E), ('@ C) etc. are words of ( 9±
R) – denoting time. The words (x
C '@ 1E), (,
C d
@ C), (DC CZE) , (2
C [ C )
etc. are words of (I 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
appearing after such a (S) is ( 'YX), e.g.
(!
C @!A h
C [
J
C 7A eCS ,
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[ C^) – The leader came with the army or
the leader and the army both came.
However, in sentences like (S8
@ C SC
! @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.
Page 302
Note 4: The (6 &'>) has been seldom used in Arabic.
(10Wb M+ 2A

* +)
8. It refers to the noun mentioned after (

` GA) in order to
exclude it from the previous utterance, e.g.
(!@ pC ` GA DL '@ (E [ 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 [ C^ C) can also be
Page 303
read as (!
@pC ` GA DL '@ (E [ C^ C) because the word (! @pC ) is the doer
of the action.
If the (6L X@ A cCX%[OC

@ L ) is not mentioned, the ( ) will be
according to the case. In this case, the particle (

` GA) will have
no effect on the sentence.
Examples: (!
@pC ` GA C^ C) and (©YA ` GA ,
L @C H
C C).
Note 5: The words (L @ F

E ) and (fC'PA ) are also used for
exclusion. The (cCX%[ OC
@ L ) is (7ST) after them. The words (4
E C )
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[ 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
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 [ 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),
e.g. (¡
L d
CK
@ C 'C L SC ! @+A 7C 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
Page 305
(!
@+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, (O@ pC U <[ 7A ) – a weight of
oil. The word (
U <[ 7A ) is vague here which can refer to many
commodities. By saying (O@ pC ), oil has been specified.
13. The (R@ A8

@ C) is also called (R 8C L ) and the word from which
the ambiguity is removed is called (R e8
C L ).
14. The (R 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 L %E[ ZE CNZE”, “I have more than you”, it is not known
25 One ratl is approximately 3kg and one mann is approximately 6kg.
Page 306
in which aspect he is more. However when one says, “

C”
or “8[
A ”, the meaning will be specified that he has more
wealth or knowledge.
16. The (R@ A8

@ C) comes in reply to the question, “What thing?”
or “From which thing?”. This is the way of recognizing it.
17. All types of (R@A8

@ C) are ( 'YX). However, some of the
(!£ C-Z - numbers) are (7ST). Numbers from three to ten
are (7ST) and plural. From eleven to ninety nine, the (R@ A8
@ C)
is ( 'YX) and singular. The (R@ A8 @ C) of hundred and
thousand is (7ST) and singular.
Note 6: The (! £ C-Z) are discussed in detail in Volume
Four as well as more details of the (j'1), (j'YX) and
(j7ShC).
Page 307
(
M* + )
18. The (fCCXL ) is a noun that occurs after any (C!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
6 ACL ), e.g. (4
*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 A NC)26, for example, if a blind
man, without specifying, calls out, ( @ !A CA [ L 4
^L 7C C) –
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 )), whether it is a proper noun
26 A noun that is indefinite and not intended.
Page 308
(
A EC
L P) or (3U C '@ Y
L ([ C 3U C A 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 (C!X 9) is elided, e.g.

(E
C @ C t
@ A @ ZE 2 L PL '@ L) – O Yūsuf, turn away from this.
(CX8
@ C 7@ CS CXE @ >A F[ CXe7C ) – O our Lord, forgive us and have mercy
on us.
The phrase (0
@ 7C C – O my Lord) is sometimes abbreviated to
(
7C C), e.g. ([ L 0
@ A #
@ C
7C ) - O my Lord, grant me
kingdom.
Note 7: You have learnt in Lesson One that when a ( 9

C!X) 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
(C!X
L C'^C ). The (fCCXL ) together with the (C!X
L C'^C ) form
27 A noun that is indefinite but intended.
Page 309
a ()U eACN@ GA
)U eAC!NA )U E8@ ^L ). Sometimes the (C!X
L C'^C ) precedes the
(fCCXL ), e.g. (
£ E C 0@ A @ >A F[ ) – Forgive me, O Allāh.
The phrase ( e L È) 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
complete (gX@ ^
A ) – type, class or category, an indefinite noun
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
on it, e.g. (D S@ L d

@ C ¦ [ A #
C AE< E ) – No student will be deprived.
(D '@ 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
Page 310
( '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.
Word Meaning
6 C
C @ZE to rejoice, to be happy
C *C[ OCP@ A to be proud
E *C.[ ZE to come forward
(q) g
C NAZE to be genial, to be sociable
ceC C to be nurtured
Page 311
&E CpZE to remove, to efface
!CZE always
2
PA | one who regrets
,
C d
@ C below
)U (E A to repose trust in
*@^L cowardice
C illness
@ C time
J
7L o[ ZE J
C7oA cubit (0.68m)
9
S@ ²L 7C merciful, compassionate
U '@ $
C to save
C ` 8C C to have control over, to be

able
(
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 ACC ) 3U C @

A C tribe
Page 312
)U >` A chastity
Á
@C life
8@ .E wheat
)U CC7A S 3U CCL to care, to heed
!L A CC ! C @ C place
L 7A C'C 7A '@ C watering place, well
m
ChNC success
7 C8NASC 7 '@ 8L NL 8A NC cheetah
V [C full
V @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 ! AC #C A E (1)
. 8@A[ C cCP'@ L
£ C È (2)
Page 313
. DA '@ C[ 0A1 3 7C S@ C t

L 7@ _E[ 7L S@ !L C (3)
. !A PC _E[ C '@ VSL L 8A Xe #
L %AC (4)
.A CXAF[ _E[
C CA #
L PC CdLSC A C(E >V [ Á
C @C V @B
A *C[ ÁL @A C (5)
The examples of (` _)
3 CCL 6L OL@ C OC@ CS 6A OA>` A cEC C8OA@ CS 6A OANCC_EA ) (E A E @AB C [ jL @ OC@ A (1)
. 6A AK
@ >E A
. !A h @ 8C [CS A [ A [ A *E<E SC x
A p@ A Ê C«OA@ C 4
E *A[ q
L eX
L '@ h L C (2)
The examples of (`5 _)
@SL *C[ OCP@ CS zL '@ LC^ZE C81E 7CNCSC 4 @E 6L C '@ .E CC SC @ C m '@ NL r
C C (1)
. 7C*[ OAP@
. COCd@ C Ed
A [CS )A ESL `] x C '@ 1E C COA [ ,L @ HC SC (2)
. 3A 7C e]` A ¦ @A 2
C [ZESC 3A 7C e
e A ¦ @A )E EA SC +A C 4
@A jL @ PA (3)
Page 314
The examples of (` _)
In the following examples, the (S) can only have the
meaning of ()I SS).

. A h @ >E [ J
C '@ V<V SC j L @ PA (1)
.g
A 8@
e C S@ L FV SC ! AC C K C C (2)
. C COA [CS V @8A [ O 7C CP (3)
. !C @!A hC [ J C 7A eCS # @ C o[ A (4)
In these examples, the (S) cannot have the meaning of ( SS

2]) because if it has the meaning of (2] SS) in the
sentence (A h
@ >E [ J
C '@ V<V SC j
L @ PA ), it would mean, “The rising of
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 CZESC ! 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 ChC NC (3)
Page 315
. (6L L A C SZ) 6L C A CSC !L

e 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). Accordingly, the succeeding
word cannot be a (6 &'>).
. zL '@ L ZESC ! AC \C NCCC (1)

.
C C SC !L 8C @ ZE C $C CBC (2)
. ! 8e d
C L SC #
@h
A NC 3A 7C ChO 0A1 yC C OC+@ A (3)
The examples of (_
Y)
. 1AE± Á L @h C [ C C (1)

. 7!A E C8[ A C @ CE (2)
. @*AE C CP @«A $
C #
L A`] !C C OC^@ EoAG A C DL '@ Va[ 8C [ E *C.[ ZE (3)
. >PA ZE E C*K
@ FE 6A A '@ .E cEGA cCP'@ L C ^C 7C (4)
. A @*CA C7 0C H
A E([ , L [ CE. (5)
. V C*K @ FE , C N@ZESC @ V d @ CE (6)
Page 316
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 ( D 4

E E
,
*C%[L D C). The (cCX%[OC
@ L ) will be ( 'YX).
.j C '@ 8C [ ` GA CSC ¦ C V A (1)

.4 @A.E ` GA 6L X@A @'LA
C 1E (2)
. 3 C h
C +C ` GA 7L Ch+@ _E[ j A C 8C [ZE (3)
. !A CS ` GA s L '@ Y L e 1E (4)
The following are examples of negative statements ( D C D 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 ! 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) 3 C h C +C ` GA 7L Ch+@ _E[ A ]E ([ L @ E (3)
The following examples are (0

>A X@C D 4
E E ) while the (6L X@A cCX%[OC
@ L )
Page 317
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 (1)

. !L A OCh @ 8L [ ` GA @ C@ C @ E (2)
. 7C C@ _E[ ` GA #@ A CYL E (3)
. 6L VA E1 ` GA A '@ M 0A1 L (E CE (4)
. 3U C h C +C ` GA @ ]E ([ L @ E (5)
The examples of ())

The following is an example of weight, measure and
dimensions.
. @A C J
C7oA SC d8@ .E J
C$SC 4
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 ) ^C C^C C
C C )E
C 8@ C CS 3 C+ C
C C !C C ZE
@ !A X@A (1)
The following are examples of the (Ri) of sentences.
Page 318
. Ê C'C V E8C [ C E< (1)

. 4 E E DL 4 E «L [ C
L C (2)
. ) 8C @.ASC Np@ SC )A K
e >A [ C A L %E[ ZE #L C ` E (3)
. 4 E E qA eX x L !C $ @ ZE £ C*AN@_E[E (4)
The examples of (
M)
The following are examples of (9K fX).
.
A C @FE !@ *L@ CE
A !C *@C C (1)
.¡ C A '@ (E A A C @ V DA '@ (E [ !C PC C (2)
. 7A eX
C EC CX.ASC ) XC
C C 3A C A 0A1SC ) XC C C CN@!M 0A1 CXA| CXe7C (3)
. 0@ XA8@ C 7@ CS 0@ A @ >A F[ 7C (4)
The following are examples of (9KI 6 fX).
. DA '@ Va[ 8C [ CL A CP C (1)

. A @BC [ 0A1 A CP C (2)
. A C*A [A 1S@ ²L 7C C (3)
Page 319
The following are examples of (3'Y( =F 3N 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( 3N fX) which are

(D'8K).
. !L ESC C @ .V (1)
. 0@ XA8@ C oV COP@ V C (2)
. @'
L A^@ V C*@$ A C (3)
. E '@ XLA @ 8L [ CMZEC
A C @FE @'1VCBC E (4)
The following are examples of (> EC fX)
. 0@ A @ >A F[ e L È (4)
£ E C (3) !L 8C @ ZE C (2) !L 8e d
C L C (1)
Page 320
The examples of (~
M q
+ + M 0 )
. A C8@bA[ C A L aE @ ZE )E 8C @ NA E (1)
C N@ZE C @>A +C E (2)
. )A C'@ Oe C A L h
. A |@(V [ C A L >E N@ZE
C COA E SC
A COA [ C A L C @ ZE g C @NAZE E (3)
. &U S@ V B@ C \ª C C $ A CN E (4)
. '@ 8L d
@ C 6L V@ 1A d@*A.E E (5)
Note 11: You have read many examples of (6 &'>), ( L P

` GA) and ( ¯L ) in the previous lessons. Therefore these
have not been mentioned here.
Page 321
Exercise No. 61

(1)
*@A _[ C
@ !A ESC ,
L @e ZE
\] &'> 6G 9KS 9K
> >
6 &'> =
) ¯ )1 )·
(2)
*@A _[ C
@ !A ESC ,
L @C H
C
6G 9KS 9K
6 &'> > >
6 &'> =
) ¯ )1 )·
Note 12: The word (*@ A _[ C) is a (\] &'>) in the first
sentence and a (6 &'>) in the second sentence. The reason

for this is mentioned in paragraph 4 and 5 of this lesson.
Page 322
(3)
@ +C )E ` C 0@ 1A ,
L %[E C
=F 7ST Dp4 >
61 &'> Q ^ 9
9YX > ' =8K
> \O 7SS 7/
) ¯ )1 )·
(4)
!C @!A h
C [ J
C 7A e SC @ PA
1
OOI =8K
)>$ 9'$' )QI 9
> ' (,
C NZ)
J'1 4}
6 &'>
)N )1 )·
(5)
Page 323
1AE± Á
L @h
C [ C C
> & &" So > 0HI >
) ¯ )1 )·
(6)
7!A E C8[
@ C
@ C E
&'>I & &" So 6 &'> > >
)1 )·
(7)
V C*K
@ FE ,
C N@ZE SC @ V d
@ C E
0eX 1
J'1I =8K OOI =8K
J'1 ¯ SS
4} Z!O* Y>XI > ' (,C NZ)
9YX =F )
J'1 J'1 4}
&" So >
> & = )- )· = ¯ÇS Z!O*I
Page 324
'YX 4} )8/
) ¯ )1 )·
(8)
COA C @A
@ A CX@C OC+@ A
6 &'> ! P !OI >
R8C
ReØ >
) ¯ )1 )·
Page 325
(9)
d

2v + D? B+ H+ L ( v + ' g f
(
P ½*I 1
37+¶ ' c
9K fX
6 7 Ù ¦ =8K 9
6 9K
'YX 4} (,
C NZ) OOI !X
7ST 'YX
'YX > '
6 &'> J'1 4}
)N )· = &'>IS > >
!X '^ =
)N )!N )· = '/ !X
Page 326
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 EZS NA| 61 rS 6A NAC'CC SC 6A AC*XCA Xp >ONS
*. 6L *ML 9Y1 6+ ¢¦ + ` E *. aN zL C 7A ' @ A @ E S zC! ` GA
) Q 3 P ! S !F7 N Á S 6X C ` 8C OC1
X cZS A*^SS .'(" {17 z4 Z *$Z oG ` GA
©*L ¡CX<S # @ *AZ 9C # C < 1 '] QRZS ) 8. + C 17Z
. 8 &YÇ ! <' # e W b1 6W(" ) 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
.4 @OA*@C 6A @EGA [ Oe*CCSC ¡

C 7C C P@ A V o[ CS (2)
.4 A@ C E |@(V [ A 7C SC (3)
.4 A.E ` GA E @` A .V V Re 8L [ CMZE C (4)
.4 A$ZESC 3 C [ L ¡ C 7C C P@ A V o[ CS (5)
.4 @'A <E 4 @E 6L d
@ *PC SC 6L E !@ h L P@ E1 A @` C A SC (6)
. D¦ '@ C C @ C S@ ZE '@ C CX%[*AE 'VE. (7)
. E 'V*@C Ê CA @ L CZE S@ ²L C^SC (8)
. @ V ` COC 6L L C<E SC A d @ *C[ !L @$
C @ V E ` A ZV (9)
@ A
A >V N@ZE @ O@*A%[CSC 6A W j
A CH@ C C«OA@ L L EC'@ ZE E '@ (V >A X@L C A ` V %EC SC (10)
. )¦ Xe^C A %E8C E
. «@ C zL L '@ XL^L SC V '@ C @ 1A @ L C *C@_E1E (11)
.{C 8A EC[ ) 8C @ 7C ` GA yC CX[ PC 7@ ZE CSC (12)
. A NCSC = A C \ d C [A yC CX[ PC 7@ ZE eNGA (13)
!A AYd C [ # e C SC j ¦ eX^C 6A A CXO@*CNE_1E 7C C*M Ê C C8 e C A CX[Re NCSC (14)
. A C*A [ .p@ 7A ! AKNe [ <E C` j ¦ E(PA C E B @ XeCS
E ¡
A AC7_E[ cEC CA1 { C AA OeL A C SC ) Xe^C SL*C$ C C8A LCR^C SC (15)
. A C @ pC ESC 8@ +C CA1 E S@ C C
Page 328
®E V*@C ESC t
C 7@ xC A B @ C E ¡ C NeGA C C t A 7@ 0A1 Á A 8@ C E SC (16)
. 'V< &E C*h A [
. *E '@ E C C C !C C ZE , L @ZE7C 0NGA (17)
. X@C 3E C @ C COXC[ 6L X@A j @ C h C >E N@E1 (18)
. ) E@E {C A4 E E cCP'L CN!@ C CSSC (19)
.{ C 8A A e L C 7@ ZE 'C L SC a1AC @C 6L WE1 (20)
. E '@ VC >[ C E C '@ V'@ (V C [ ZE 6A ` !C XA O([ C C *LE (21)
.{ A 8A C[
C Cd$ @ ZE ` GA )U XCA7C , @ *C C E C8A g ¦ >[ NC V (22)
.4 A.E ` GA A [ A [ LOASVZ CSC (23)
. U A.E ` GA @ L 8L E@ C C (24)
. V C@ bA[ ` GA A C@ bA[ £ CR^C [ C (25)
. @ V ²L C|CS @ OLNEZ C'@ 8L OL@8e PC C8P@ ZE ` GA 0C A [ GA (26)
.
£ ` GA 6C EGA E (27)
. @ L C'h @ Ne @ ¦ @%AE 0@ 1A C @C E (28)
. Û d C [ 0A1 &E C!Â E SC x C '@ L 1V E SC E 1E7C 4 E 1E (29)
. A @! 0A1 zC C[ GA E (30)
. @ A AC8P@ _EA @ L [*ANEZ DL C | C (31)
Page 329
. @ V @EC , L 8@ C N@ZE 0AO` 0C OA8C @ NA @SL V o[ E ACP@ GA 0@ XAC C (32)

. ) 1̀E A [
0A1 @'VL @ @'XLC | C A ` CMZEC (33)
@ 8e A ¡
C [ 8L [ J
L RA X@CSC £ CC C ¡ C [ 8L [ 0A@ L ¡ A [ 8L [ ¡
C AC e L ` A .V (34)
. £ CC
. @ C 7@ CS @ >A F[ 7C (35)
. CN_[ ]E @ ZE S@ ZE CXANe AG CN[ A CL E CXe7C (36)
.{ C XAAd @ 8L [ C # A .E 6A W ,C 8C @ 7C ` GA (37)
.4 @'A <E d*@PC 7A CXe 0A1 ¡ C E ` GA (38)

.{
A <A C
e E C'@ GA ['LNE C 7A *C8L [ ` GA (39)
Exercise No. 64
Translate the following letter.

68 ÎG 8 'O

. 6L LEC CSC
A )V 8C @ 7C SC @ V @EC DL 4
Ee E DC C OCd
@ 8L [ 08C
¡*. 6 8] ¡K"

@ !A @ZV D¶ DA 4
Ee )A ed
A C A C!@ GA !C @ C
Page 330
0S ( 7S
Z) {8aI Q !S Q S yQ 37 yZS
O % R/ ,8iZ 6S
&'Õ ÉZ
0e EC e c 4· + z+ZS =% !
! _1
. > S
*< )E P7!I , L { ,.' ¡o cNZ S , L N 0QNG C

(] 4^ , L XS ) D' 0A1 ) *F7S
e81 8S 8 # L $Z e ` Z 4] ½Q! S
'C OCL d
C OCL ,
L 8@ .VS ) , L @ A L 6L C Z 0@ XAOC>[ .ESZS A !I !X 0@ A , C Z
\C !$ 1'S X*@^L )P7!I 9YX ;. S A A !@ 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 ) CA@ C 2
A ][ 0@ XAOC[!e µS )A (>S )A 6C ^M ' ~ `G, C @ ê 'S
¡o !S 0@ OASS @ A Md
C C C 1E!C N@CS 0@ +A _[ C^ ¡ C A 4 E E A C h
eC OC1 0@ 1A'BC 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 R/ jZ!S 6 4 'S
A A ) (E A 0 A A YdC c
,L 8 .'+S 1 7!$ 4O . !*1 6G 7I O
> c , L *.ZS 4] Q a 8 *$ g C ` Z
Page 331
Yµ 0A1 !^ ` , L S I c A 8Wa &E *.AG qS7!
COL@(` EC 0AOW )E X8% ¡dYN !P 8 WZ 0N Ê S *$
!C£ O W G !C &X " ¡ C V'. XS )P7!I 0@ XAOC@ e S { ¡X
+Z )4% &S R/ jZ.
K>*1 "4 1« W G #ÍS
2 KL 6N +Z )Ò 6Z(1 E % R/ Z É% R/ S
3! R^ )4% , L 8i_1 É%S &S (8h SZ) A h @"E
0A*. !P S )¦ C'@ L $ L S )¦ >E [ V A @ L +@ Z S + !Z
S 6N C %Z 1Z |( Z.Z 8e E 0ANA +S 7SPS 1 V Ü
1Z 'Z 0NZ Î
'^7ZS 4. W G 6*] L 1 0Q #Y
. |S SZ !8" 6A W1 8C R/ jZ. oG 6`
!ZS !^G 6O Z P )1S = M !P m S

ÎG 0.'+_ ±'>} 4P 0A'ZS 0A'G · ÎGS {QI e !C S ÎG
. {·Z A!
¡Z IP ,
C
!+7
Page 332
0
1363 D" )h" o + SS " )8/ D'

&'Õ O ! !/ % R/ Ý̀

{*I |( 1 Q S 6 QPS {*] 6 >NS 0X
*( 6(1'S
. {I 7
!8" Z N' |S
Page 333
Page 334
Page 335

Arabic Tutor
Volume 4
A Translation of

popularly known as

Arabic Tutor – Volume Four
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.
Page 2
! " #$ % &'

"0! 1234 . (")* "' +,- . ! .
! 89 : 567
((<=> (3) .
Arabic is more meritorious than other languages.

It is the language of the people of Jannah.
Whoever learns it or teaches it to others will be
rewarded. It is mentioned in a hadīth that you
should love the Arabs for three reasons, namely:
• because Nabī was an Arab,

• the Qur’ān is in Arabic and
• the language of the people of Jannah in
Jannah is Arabic.
(Ad-Durrul Mukhtār)
Page 3
Title Arabic Tutor - Volume Four
Author Moulānā Àbdus Sattār Khān

(
@ ()
Translated Moulānā Ebrāhīm Muhammad

by
First Edition Dhul Qa’dah 1428 A.H. Nov 2007
Published Madrasah In’āmiyyah

by P.O. Box 39
Camperdown
3720
South Africa
Tel +27 031 785 1519
Fax +27 031 785 1091
email alinaam@alinaam.org
Page 4
Contents
The first forty three lessons were completed in

Volumes One, Two and Three. Volume Four
begins with Lesson 44.
Transliteration ......................................................... 15
Preface ...................................................................... 18
Indications ............................................................... 25
Introduction............................................................. 27
Lesson 44 .................................................................. 28
The Numerals ...................................................... 28
Exercise No. 64 ................................................ 38
Exercise No. 65 ................................................ 39
Exercise No. 66 ................................................ 39
Lesson 45 .................................................................. 40
Miscellaneous Rules Regarding Numerals..... 40
Vocabulary List No. 42................................... 49
Exercise No. 67 ................................................ 50
Exercise No. 68 ................................................ 53
Exercise No. 69 ................................................ 54
Exercise No. 70 ................................................ 55
Lesson 46 .................................................................. 57
The Ordinal Numbers ........................................ 57
Exercise No. 71 ................................................ 68
Exercise No. 72 ................................................ 70
Page 5
Exercise No. 73 ................................................ 72

Lesson 47 .................................................................. 74
The Date ............................................................... 74
Exercise No. 74 ................................................ 85
Exercise No. 75 ................................................ 90
Lesson 48 .................................................................. 94
Telling the Time .................................................. 94
The Times of the Day and Night ...................... 96
Expressing Age ................................................... 98
Exercise No. 76 .............................................. 101
Exercise No. 77 .............................................. 103
Exercise No. 78 .............................................. 105
Lesson 49 ................................................................ 109
The Particles....................................................... 109
Lesson 50 ................................................................ 131
The Non–Causative Particles .......................... 131
Lesson 51 ................................................................ 150
Continuation of Lesson 50............................... 150
Lesson 52 ................................................................ 161
The Remaining Particles .................................. 161
The Definte Article ....................................... 161
BA DC 9E C GF IH .J H H A K J "H C GF IH .J H .................................. 164
F LE "J MJ .H CH F LE "J
M 0J.H C ON P<E ..................................... 166
Exercise No. 79 .............................................. 168
Page 6
Test No. 18 ..................................................... 171

Lesson 53 ................................................................ 173
Sentences ............................................................ 173
The Definitions of (Q H$
J RA), (3Q H
J M ) and (@A JERA 3Q H
J M )
......................................................................... 173
The Types of Sentences ................................ 175
Exercise No. 80 .............................................. 178
Exercise No. 81 .............................................. 181
Lesson 54 ................................................................ 183
Declension.......................................................... 183
(T
S UV
H H ! W
S A J23A 9C HH TS XA YC E
Q ) ........................ 189
Test No. 18 B.................................................. 191
Lesson 55 ................................................................ 193
The Declension of a Verb................................. 193
The Occasions of (Z[\) of a Verb .............. 194
Vocabulary List No. 46................................. 199
Exercise No. 82 .............................................. 200
Exercise No. 83 .............................................. 202
Lesson 56 ................................................................ 204
The Jussive Case................................................ 204
Exercise No. 84 .............................................. 211
Exercise No. 85 .............................................. 215
Exercise No. 86 .............................................. 217
Lesson 57 ................................................................ 218
The Declension of a Noun ............................... 218
Page 7
(Â[
H J.M C
M J]H C
M H J .M CE)..................................... 221
The Old Method of Explaining (Â[ H J.M C M J-E )
......................................................................... 228
Exercise No. 87 .............................................. 235
Lesson 58 ................................................................ 239
The Cases of the Noun ..................................... 239
The Nominative Case....................................... 240
The (') and (Y Z#\) ........................... 240
Exercise No. 88 .............................................. 251
Exercise No. 89 .............................................. 253
Exercise No. 90 .............................................. 254
Test No. 19 ..................................................... 255
Lesson 59 ................................................................ 257
The Subject and Predicate................................ 257
The Occasions Where the Predicate has to
Precede the Subject ....................................... 261
Exercise No. 91 .............................................. 264
Exercise No. 92 .............................................. 267
Test No. 20 ..................................................... 270
Lesson 60 ................................................................ 272
The Accusative Case......................................... 272
The Object ...................................................... 272
Page 8
(
A J YA C _F H]<A`J A) .................................................... 278
Exercise 93...................................................... 281
Exercise No. 94 .............................................. 284
Exercise No. 95 .............................................. 286
Exercise No. 96 .............................................. 287
Exercise No. 97 .............................................. 288
Lesson 61 ................................................................ 290
(a
M EDC .M C _F "J M YC .H CE).................................................... 290
The Object of Cause.......................................... 295
Exercise No. 98 .............................................. 300
Exercise No. 99 .............................................. 301
Test No. 21 ..................................................... 304
Lesson 62 ................................................................ 306
The Adverb ........................................................ 306
The (@ _"Y) ................................................... 323
Exercise No. 100 ............................................ 328
Exercise No. 101 ............................................ 330
Exercise No. 102 ............................................ 331
Test No. 22 ..................................................... 334
Lesson 63 ................................................................ 336
The Condition.................................................... 336
Exercise No. 103 ............................................ 341
Vocabulary List 54 ........................................ 342
Page 9
Exercise No. 104 ............................................ 343

Exercise No. 105 ............................................ 344
Exercise No. 106 ............................................ 346
Lesson 64 ................................................................ 347
Specification....................................................... 347
Allusion to Numbers........................................ 352
Exercise No. 107 ............................................ 355
Exercise No. 108 ............................................ 356
Exercise No. 109 ............................................ 357
Exercise No. 110 ............................................ 358
Exercise No. 111 ............................................ 360
Exercise No. 112 ............................................ 361
Exercise No. 113 ............................................ 361
Exercise No. 114 ............................................ 362
Exercise No. 115 ............................................ 363
Lesson 65 ................................................................ 364
The Exception .................................................... 364
Exercise No. 116 ............................................ 370
Exercise No. 117 ............................................ 372
Exercise No. 118 ............................................ 372
Exercise No. 119 ............................................ 373
Exercise No. 120 ............................................ 375
Exercise No. 121 ............................................ 376
Lesson 66 ................................................................ 377
The Vocative ...................................................... 377
Abbreviated Vocative................................... 381
Page 10
Lamenting ...................................................... 382

The Appositive of the Vocative .................. 382
Exercise No. 122 ............................................ 386
Exercise No. 123 ............................................ 388
Exercise No. 124 ............................................ 389
Lesson 67 ................................................................ 391
The Genetive...................................................... 391
The Types of (E'HbRA)....................................... 391
Exercise No. 125 ............................................ 399
Exercise No. 126 ............................................ 401
Exercise No. 127 ............................................ 402
Exercise No. 128 ............................................ 403
Exercise No. 129 ............................................ 404
Lesson 68 ................................................................ 405
Apposition ......................................................... 405
The Adjective................................................. 406
Exercise No. 130 ............................................ 417
Exercise No. 131 ............................................ 418
Exercise No. 132 ............................................ 418
Exercise No. 133 ............................................ 419
Exercise No. 134 ............................................ 420
Exercise No. 135 ............................................ 420
Exercise No. 136 ............................................ 420
Exercise No. 137 ............................................ 422
Page 11
Exercise No. 138 ............................................ 423

Lesson 69 ................................................................ 425
Emphasis ............................................................ 425
Exercise No. 139 ............................................ 431
Exercise No. 140 ............................................ 433
Exercise No. 141 ............................................ 434
Exercise No. 142 ............................................ 435
Exercise No. 143 ............................................ 436
Exercise No. 144 ............................................ 436
Lesson 70 ................................................................ 439
(_
F 3H 0HCE) ................................................................... 439
Exercise No. 145 ............................................ 444
Exercise No. 146 ............................................ 446
Exercise No. 147 ............................................ 446
Exercise No. 148 ............................................ 447
Exercise No. 149 ............................................ 448
Lesson 71 ................................................................ 449
(^"D>) .............................................................. 449
Exercise No. 150 ............................................ 454
Exercise No. 151 ............................................ 454
Exercise No. 152 ............................................ 455
Exercise No. 153 ............................................ 456
Exercise No. 154 ............................................ 456
Lesson 72 ................................................................ 457
The Verbal Noun .............................................. 457
(%.> (3[>).................................................... 462
Page 12
(A P c
H .M C
%d eA6
E 7F A J- (M [) ................................ 464
(_"Mf ^> (3[>)................................... 465
The Effect of the ((3[)................................ 466

Exercise No. 155 ............................................ 469
Exercise No. 156 ............................................ 470
Lesson 73 ................................................................ 472
(Y[ Og)........................................................... 472
(_"Y> $)...................................................... 475
(0h> Y[) ................................................... 476
(H]EH0.
M C H]JK
A ).................................................... 479
(&Y< '!).................................................... 482
( "> $i ! 0d $) ............................ 483

Exercise No. 157 ............................................ 489
Exercise No. 158 ............................................ 490
Lesson 74 ................................................................ 492
The Dual, Plural and Diminutive ................... 492
The Dual............................................................. 492
The Plural........................................................... 493
The Sound Masculine Plural ....................... 494
The Sound Feminine Plural......................... 494
Page 13
The Broken Plural ......................................... 496

The Diminutive ............................................. 500
Exercise No. 159 ............................................ 504
Exercise No. 160 ............................................ 506
Lesson 75 ................................................................ 509
The (_'i Og) ................................................. 509
The Specialities of Some Verbs ....................... 514
Exercise No. 161 ............................................ 519
Some Specialities of Poetry…………………. 521
Page 14
Transliteration
The following method of transliteration of the

Arabic letters has been used in this book:
ā
b
j t
5 th
k j
l h
m kh
d
n dh
( r
o z
p s
q sh
r s
Page 15
s d
t t
u z
v à, í, ú
w gh
^ f
x q
y k
_ l
z m
n
ū
+ h
W ī, y
Page 16
Some Arabic phrases used in the book are as

follows:

May Allâh send blessings and
salutations upon him - used for Nabî
(Àlaihis salām)
Salutations upon him – used for all
prophets
May Allâh be pleased with him – used
for the Sahâbah
(Jalla Jalāluhū)
(Àzza wa jall)
(
@ () (Rahimahullāh)
Page 17

% @&' { 0< +'! }| \~ Z( W

3.4
j
. @|9 { V<~ z"2 Og @.< #6>
z6 G6[ { *D Y 3 @'(
% jY[ * j"> 3. \3$ $ &'! T
. j j4 @ @0VK @8
Preface
How can I be grateful and why should I not be

grateful to Allāh who granted me the ability to
compile four volumes of this book. He decreed
that it be so and it has occurred, otherwise I was
not in a position to write such a book by means of
which the Qur’ān could be reached, and the
difficult rules of Arabic could be made brief and
simplified, in such a manner that has pleasantly
astounded students and teachers. It has made the
boring subject of Grammar and Morphology into
an interesting and conclusive one.
This book has removed the fear and

apprehension from the hearts of the students of
Page 18
Arabic, which was caused by the prevailing

books and methods of instruction. It has handed
over the key of the garden of Arabic literature to
the students of the language. In fact, it has even
opened the door for them and told them to enter
this pleasant garden, where they could enjoy the
flowers and fruits.
In short, it has presented the verse of the Qur’ān,

“We have made the Qur’ān easy for
remembrance. Is there anyone who will heed?”
This has been merely due to His grace and
bounty. “It is the grace of Allāh and He grants it
to whoever He wants. Allāh is the One of great
bounty.”
“This is the interpretation of the dream I saw

before this. My Lord has made it come true.” All
praises are due to Him.
The reason why this book has become so

beneficial and interesting is that it does not only
contain boring rules of Grammar and
Morphology. It is a treasure-house of thousands
of Arabic words, general examples, Qur’ānic
verses, poetry, dialogues, letters and exercises of
translating into Arabic. This has made the book
Page 19
become an extremely interesting collection of

Arabic literature. This aspect is not found in any
other book. This is the reason why a person does
not become tired by studying this book as he
would by merely memorizing paradigms and
learning Grammar rules. One learns the rules as
well as the language simultaneously, that is, the
effort is minimal and the benefit is enormous.
I apologize to all the students and seekers of

Arabic who were distressed in waiting for the
fourth volume for such a long period. I supplicate
to Allāh to grant them an excellent
compensation for this agony.
The first reason for the delay was my old-age and

lengthy illness. The second major reason was my
extreme desire to make the subject as simple and
beneficial as possible. Due to this enthusiasm, I
would make a plan one day and change it the
next, in order to make an improvement. I did not
care about my personal loss in this engrossment.
If I had any concern for my personal self, I would
have merely divided the first two volumes which
were well accepted and very beneficial, into four
parts and published them in four volumes within
a span of three months. These would have been
Page 20
printed in the thousands and this would have

been probably the better route to take.
However, since more effective plans were

swimming around in my mind, I made a firm
resolution that no matter how much delay there is
and how much harm is caused, the work must be
done in the best possible manner. I cannot decide
whether this attitude of mine was correct or not
but I was compelled to act according to my
resolve. Till now, my heart’s desire has not been
fulfilled but under these unsuitable conditions,
my mind has become exhausted to work any
more. Consequently, the effects of exhaustion are
visible in the latter few lessons. Furthermore,
there were many other pressing needs. The size of
the book had also increased and become bulky. I
therefore felt it appropriate to publish whatever
work had been accomplished. I even postponed
my plan of writing a brief resume on the subjects
of rhyme and eloquence at the end of the fourth
volume. If Allāh grants me the ability, I will
obtain the good fortune of publishing the
remaining subjects in a fifth volume. He is the
only one that grants the ability and assistance.
Nevertheless, I am grateful to Allāh that now this
Page 21
book, in four volumes, is worthy of being used in

high schools from class four till matric. The
teachers can practically learn Arabic. I have firm
conviction that by the time the students reach
matric, they would be able to understand the
Qur’ān, the Ahādīth and the easy books of
Arabic. They will also have the ability to
translate, to converse and write simple letters.
This is such a precious treasure, that no matter
how much one appreciates it, the appreciation
would not be sufficient.
Furthermore, the experienced teachers realize

that when the students understand Arabic
Grammar, it creates a special strength in their
English. By understanding the Qur’ān, their
mental faculties are vastly broadened. Such
students are the ones who can serve the nation
correctly. The nation is in dire need of such
students.
The spirit of reformation can also be infused in

our Arabic seminaries (madāris). Education can
be made easy, interesting and effective. It is a
great boon that those responsible for the madāris
are also beginning to perceive this need. It will
not be surprising if they find the ruby they are
Page 22
searching for in this book.
By means of this book, the desire to understand

the Qur’ān and learn Arabic can also be created in
girls. The previous edition of this book has been
taught for many years in the famous Madrasatul
Banāt of Jālandhar and which has now relocated
to Lahore. The new edition has been made part of
the syllabus.
This book can aid tremendously in the

propagation of Arabic in India and Pakistan1, on
condition the principals of the madāris, the
members of the text book committees, the
department of education and the ministry of
education fulfil their obligation and make this
book reach the hand of every student.
All praises are due to Allāh that the department

of Education of Sindh has included this book in
their syllabus, thereby proving their recognition
of knowledge. In the famous Dārul Úlūm of India
in Dhabel, due to the recommendation of
1 The author has mentioned these two countries because the

original book was written in Urdu. As for the English
translation, it can be used world-wide without any limitation to
any particular country (
O` ). (Translator)
Page 23
Àllāmah Shabbīr Ahmad Úthmānī (

@ (), this
book has been included in the syllabus. It has
been widely accepted in Bihar, Punjab, U.P.,
Delhi etc. All praises are due to Allāh.
My beloved students should not look at the size

of this volume and become perturbed. On the
contrary, it contains the same rules which you
have already understood. However, special
emphasis has been placed on having a command
of the language, which is your actual and
pleasing aim.
The method of explanation in this volume has

been simplified to such an extent that those issues
which seem unsolveable in other books, seem
very ordinary and every seeker of Arabic, who
has a little understanding, can understand them
without the aid of a teacher. The key to the four
volumes has been prepared for those wanting to
learn Arabic by themselves.
We advise the students of colleges and high

schools to study this book during their vacations.
It will not be surprising if you grasp the ability to
understand the Qur’ān within a year. This will
add a precious literary gem to your mental
Page 24
faculties.
I am indebted to the Úlamā, reviewers and the

lovers of the best language, through whose
unseen and sincere efforts, this book has reached
the corners of India and Pakistan without any
advertising. May Allāh reward them in
abundance. I have hope that the saints will grant
me counsel and inform me of my errors so that
these may be corrected in future.
The servant of the best language

(Moulānā) Àbdus Sattār Khān (
@ ()
15 Sha’bān 1367 A.H.
Indications
1) The inverted comma ({) is used to indicate the

plural of a noun.
2) The alphabets (), (s), (p), (^), (y) and (l)
indicate the category ( ) of the triliteral verbs
(Te6e). The categories of the verbs of (@' 32I) are

indicated by numbers. The numbers are
Page 25
mentioned in Lesson 25. A verb that is (W <)

is indicated by a () and a verb that is (T#2 <) is
indicated by a (W).
3) When any particle (d ^) is mentioned

after a verb, it refers to the meaning of the verb
when used with that particular particle.
Guidelines were provided in Volumes One and

Three. Read these once more. No guidelines have
been mentioned in Volume Four. However, the
“Indications” have been repeated.
Page 26
Introduction
You have learnt most of the essential rules of

Grammar and Morphology in the previous three
volumes. A few new rules as well as an
explanation of previously-mentioned rules will be
done in this volume.
The beginning lessons of this volume explain the

concept of numbers in great detail, because there
is a great need for them in usage and all the
prevailing text books do not contain these details.
Firstly, remember that the existing forms of the

Arabic numbers are called ( P23
A JA zQ E(J !E). They are
written as follows:
0{9{8{7{6{5{4{3{2{1
You will be surprised to note that the original

forms of the Arabic numbers were the same as the
English numbers, viz. 1, 2, 3, 4, 5, 6, 7, 8, 9, 0.
The Europeans obtained these forms from the

Muslims of Spain. They called them Arabic
numerals ( PAH
H zQ E(J !E). The Arabs of the West still
maintain these forms.
Page 27
Lesson 44
The Numerals
(A 3
H H C ON H.$J !E)
1. The numerals are as follows:
(a) from one (1) to ten (10)
First learn the numbers only, then the examples.
Note 1: When speaking, pause () at the end of
singular words, e.g. pronounce (3

Q A H) as (3J A H). In
compounds, pause at the last word, e.g. (3
J A H Q EE).
See Lesson 1, Note 5 in Volume 1.
Page 28
Feminine Feminine Masculine Masculine

Examples Numerals Examples Numerals
G3H A H E(H H G3H A H 3Q A H Q EE 3Q A H .1
{ 2A H<HeCA { A HeCA .2
A H<HeCA A H<E(H H A HeCA A H.EE
A J<HHeCA A JHeCA
j
E(H H 5
F 6
E eE 5
6
E eE z 6
E C !E F eE6
E eE eE6
E eE .3
j
E(H H BM H(J !E BQ H(J !E z 6
E C !E F H H(J !E H H(J !E .4

M .J H

Q .J H M `J !E F
H .J H
H .J H .5
j
H"H$H
j
HH
$A
S $A iE J !E F <P$A <P$A .6
G "H
J \A BM 0J$H BQ 0J$H _ H)(A F H 0J$H H 0J$H .7
EH\ 3TH \AH.eE
j H.eE _ H.)A F H\AH.eE H\AH.eE .8
j
H.UH M BM
J A BQ
J A H J .A UH M F H
J A H
J A .9
M h
J H ! Q h
J H ! G H h
J H .10
G E A 6
E H GF H h
J H
j
EJ.A C A Q h
H H G H h
H H
2 &2! A J<HJ eA ! A H<JeA

3 &2! j
EH\ TJ \AH.eE ! A H.eE
Page 29
Note 2: The alif of (

A HeCA) and (A H<HeCA) is hamzatul
wasl. See Terminology in Volume One.
Note 3: From the numbers ( eE6

E eE) till (G H h
H H ), the
feminine is used for the masculine number and
vice versa. In the examples, the numeral
(3 $) is read like a (^&) without (2")
while the (3 – object being counted) is plural
and ((cH).
(b) from 11 (11) till 19 (19)
Note 4: In a compound numeral, (3H!E) is used in
place of (3
Q A H) and (H3J RA) in place of (G 3H A H). Also
remember that the (3) from 11 till 19 is
singular and ( "[H).
Page 30
Examples:
Feminine Masculine
G (H PLE GE H h
J H H3J RA 0E "J E H h
H H 3H H !E 11
H$H 4GE H h
H H H<HeCA J `H H h
H H HeCA 12
.H AE GE H h
H H 5
E 6
E eE 'J H H h
H H E eE6
E eE 13
)H H)H GE H h
H H BH H(J E J2A H h
H H E H H(J E 14
G H c
H `H GE H h
H H
H .J H [
J -F H h
H H E
H .J H 15
EJE GE H h
H H
P $A "J H2 H h
H H E <P$A 16
G HH GE H h
H H BH 0J$H .EE H h
H H E H 0J$H 17
H C (M GE H h
H H TH \AH.eE "J <MC H H h
H H E H\AH.eE 18
G !EH J GE H h
H H BH
J A 6
)M (H H h
H H E H
J A 19
Note 5: The above-mentioned numerals are called

(Z). All the remaining numerals are
declinable ( ). Only the (0 3!) are
indeclinable (0>). A fathah is read on both the
4 &2! GE H h
J H H<JeA
Page 31
words constituting the compound. However, the

words (HeC A) and (H<HeC A) are ( ). In (B' ), they
are read as (H h
H H HeCA) and (H h
H H H<HeCA) while in
(d Z[ ), they are read as (H h
H H TJ HeCA) and
(H h
H H TJ <HHeCA), e.g.
(6 )M (H H hH H HeCA O H)),
(6 )M (H H hH H TJ HeCA M J2!E(H ),
("J H2 H h
H H TJ HeCAA j
M J 'EH$).
Only the first part is ( ) in these examples.
The second part remains indeclinable (0>).
(c) from 20 (20) to 99 (99)
Note 6: The tens from (

E J M h
J A ) till (E "J M
J A) are
called (Q "J 9F
M ). They are used for both genders.
Their ( ) is similar to that of (> B.),
that is, in (B' ), they are read as ( E J M h
J A )
while in (d Z[ ), they are read as (
H J2A h
J A )
and (
H JeA6
E eE) etc. See Lesson 10 in Volume One. The
Page 32
(3) is singular and ( "[H).

Examples:
Feminine Masculine
G !EH J A E J M h
J A 6
)M (H E J M h
J A
.H E9C A E J M h
J A H H3J RA .EE E J M h
J A H 3Q H !E
<JA E J M h
J A H A H<HeCA 3EH E J M h
J A H A HeCA
EA EL E J M h
J A H 5
6
E eE $A J F E J M h
J A H eE6
E eE
(H E J M h
J A H BQ H(J !E <JH E J M h
J A H H H(J !E
E(A H$ E J M h
J A H
Q .J H (A H$ E J M h
J A H
H .J H
H2J E E J M h
J A H
S $A 3EH E J M h
J A H <P$A
9E J23A H E J M h
J A H BQ 0J$H \H<
J M E J M h
J A H H 0J$H
H$H E J M h
J A H H.eE J `H E J M h
J A H H\AH.eE
H |YM E J M h
J A H BQ
J A YJ-A (H E J M h
J A H H
J A
EJE E "J eF6
E eE "J H2 E "J eF6
E eE
<JA E "J M H(J !E 3EH E "J M H(J !E
<JA E "J
M .J H 3EH E "J
M .J H
Page 33
0HC E E "J <$A 0C E E "J <$A

$H (H 3J H E "J M 0J$H 3c
A
J H E "J M 0J$H
G E 'AH\ E "J \MH.eE H E "J \MH.eE
EH$(A E "J M
J A H<A E "J M
J A
(d) from 100 (100) to ten million (10000000)
Note 7: The (3) of ( #EA - 100) and (

Q C!E - 1000)
and of their dual and plural forms is singular and
((cH). No change occurs in them due to
masculine or feminine words. Both these words
are used like the (^&) without (2"). The () is
deleted from the dual (7).

Examples:
Page 34
Feminine Masculine Number

JA F EA 3 EH F EA ( #EA!) EA 100
A H<EA

JA H<EA 3 EH H<EA 200
(A H<#EA!)
A EA 5
F 6
E eE A EA 5
F 6 E eE ! EA 5 F 6 E eE
300

JA 3 EH #EA.eF6
E eE
A EA BM H(J !E ! EA BM H(J !E
3 EH A EA BM H(J !E 400

JA #EA.M H(J !E
A EA
M .J H A EA
M .J H ! EA M .J H
500
PA(M q
J A #EA.
M .J H
EA BM
J A R ! EA TJ \AH.eE
800
(900) EA A H.eE

JA
M C!E 3 EH
M C!E
Q C!E 1000
G !EH J A EYC!E )M (H EYC!E (A JYE C!E) A EYC!E 2000
^
A iE 8 F eE6E eE ^
A iE 8 F eE6
E eE ^
iE 8 F eE6
E eE
3000
G !EH J A )M (H (
C!E B)
^
iE 8 GA H h
J H R ^
iE 8 F H H(J !E 4000
Page 35
(10000)
H h
H H 3H H !E H h
H H 3H H !E YC!E H h
H H 3H H !E 11000
G !EH J A
H C!E )M (H H C!E
H h
H H HeCA H h
H H HeCA YC!E H h
H H HeCA 12000
G !EH J A
H C!E )M (H H C!E
E "J M
J A H H
J A R YC!E H h
H H E eE6
E eE 13000
(99000) YC!E

A C!E F EA
A C!E F EA
C!E F EA 100000
G !EH J A )M (H
M C!E !
A C!E C!E M C!E 1000000

A C!E M C!E
! )M (H "J MC H
! G !EH J A
)M (H F "J MC H
G !EH J A F "J MC H
(M JA26
E H B)
^
A iE 8 GF H h J H ^ A iE 8 GF H hJ H ^
A iE 8 GF H h
J H
G !EH J A
A C!E ! )M (H A C!E
C!E 1000000
GF H h
J H ! H JA26
E H GF H h
J H 0
G !EH J A H JA26E H )M (H
Page 36
Note 8: Nowadays, the word (S

E ) is also used for
ten million, e.g. (G !EH J A ! )M (H E ).
Note 8: The words ( EA ), (

Q C!E) and ( "J MC H ) are used
like a (^&) together with the (3).
Consequently, the (2") has been elided from the
singular form as is the (R "\) from the dual

form. See Lessons 7 and 11.
Note 10: The (3) of a numeral is also referred
to as the (I.H) or (I.M). By examining all the

examples of the numerals, you will notice that the
(I.M) is always indefinite (G\). However, the
definite article (_
C E) is attached to the (I.M) when it
is a plural (B) or a collective noun (B $). The
particle (
J A ) has to be used in this case, e.g.
instead of saying (6
)M (H E J M h
J A ), you can say
(_
A H) H A E J M h
J A ). Similarly, one can say,
(OA H
H A E J M hJ A H H3J RA - twenty one women) and
Page 37
(
A H]H C H A
Q C!EH A AAC H A EA - a hundred camels and a
thousand sheep).
Exercise No. 64
Fill in a suitable (3) next to the following

numbers.
56e (2) H.J H (1)
h (4) GhH (2)
GE H h
H H H<HeCRA (6) H h
H H HeCRA (5)
Gh 56e (8) h 3! (7)
E J M h
J A (10) h (9)
E "J M H(J !EH H.eE (12) E "J eF6
E eEH H3J RA (11)
" (14) "0$ A H<JeA (13)
A H<#EA (16) #EA (15)
GE H h
J H
H .J H H EA 5
F 6
E eE (18) E "J <$A H #EA (17)
A EYC!E (20) C!E (19)
^
iE 8 F (22) EA A H.eE (21)
Page 38
C!E C!E (24) C!E F EA (23)

J"MC H (25)
Exercise No. 65
Translate the following phrases into Arabic.
(1) one boy (2) two boys (3) two girls

(4) three boys (5) four girls (6) five bulls
(7) nine cows (8) ten women (9) ten men
(10) twenty rupees (11) twenty five guineas
(12) forty five books (13) fifty hens
(14) seventy two roosters (15) one hundred dogs
(16) two hundred horses
(17) three hundred she camels
(18) five hundred male camels
(19) one thousand aeroplanes
(20) one hundred thousand soldiers
Exercise No. 66
(A) Write the following numbers in Arabic.

7, 15, 18, 29, 75, 62, 43, 88, 100, 300, 800, 2 000, 200,
100 000, 1 000, 1 200, 1 000 000.
Page 39
(B) Assume the (3) is masculine and then

write the above-mentioned numbers in Arabic.
Page 40
Lesson 45
Miscellaneous Rules Regarding Numerals
1. We hope you have understood the following

rules after studying all the numbers, examples
and notes of the previous lesson.
(a) The numerals have four groups:

1. (Y) – singular words. These are from one
to ten and the words ( EA ) and (

Q C!E) are also
part of this group. In this way, twelve
words constitute this category.
2. (Z|H M ) – compounds. These are from 11 to
19.
3. (J"9F
M ) – the tens. These are the tens from 20
to 90.
4. (^J"D
F J H ) – those having the conjunction (H )
between them. These are from 21 to 99.
(b) the gender of the numerals:
1. The numbers (3) and (e) always
conform in gender to the (3), whether
Page 41
they are singular words, compounds or

used with a conjunction. The examples
were mentioned in the previous lesson.
2. From 3 to 9, the numerals will always differ
in gender from the (3), whether they
are singular words, compounds or used
with a conjunction. Observe the previous
examples carefully.
3. When the word (Q h
J H ) is singular, it will
have the opposite gender to the (3),
otherwise it will correspond to it, e.g.
(_
H)(A GF H h
J H ), (O H\A M h J H ),
(6
)M (H H hH H 3H H !E), (G !EJ H GE H h
J H H3J RA).
4. There is no differentiation in gender in the
tens (J"9F
M ). The same applies to ( EA ) and
(
Q C!E). See the examples in the previous
lesson and notes 6 and 7.
(c) The declinable ( >) and indeclinable (0>)

numerals5
Besides the compound numerals (0 3!), all
5 See Lesson 10.10 and Lesson 57.
Page 42
the other numerals are ( ). Their ends will

change according to the case. Only the numbers
from (H h
H H 3H H !E) till (H h
H H E H
J A) are (0>). A fathah
will be read on both parts of the compound. From
these numbers (11-19), (HeC A) and (H<HeC A) are ( ).
See Lesson 44 note 5.
(d) The ( ) of the (3) and its number:
1. When a noun is (3), it indicates one and
when it is (7), it indicates two, e.g.
(
)M (H ) – one man, (A 6
E )M (H ) – two men.
Therefore there is no need to add any
number to these words. However,
sometimes (3) and (e) are used like
adjectives, e.g. (3
Q A H )M (H ) – one man,
(
A HeCA A 6E )M (H ) – two men, (G3H A H Q JA) – one
girl, ( A H<HeCA A H<JA) – two girls. The (^"K")
and (YK) correspond in ( ) and gender.
2. The (3) of the numbers ( eE6

E eE) till (G H h
H H )
Page 43
is ((cH) and plural. See the examples and
note 3. If the word ( EA ) is used in place of
the (3), it will remain singular, e.g.
( EA 5
F 6
E eE), ( EA
M .J H ). See the examples of
the previous lesson and note 7.
Note 1: The sound masculine plural

(A
> B. - See lesson 5.3.) is not normally
used in place of the (3). For example, you
cannot say (
H J.A A
J M F eE6
E eE). On such an occasion, the
definite article will be prefixed to the plural and
used with (
J A ), e.g. (H J.A A
J .M C H A eE6
E eE)
3. The (3) of the numbers (H h

H H 3H H !E) till
(
E "J M
J AH H
J A) will be singular and ( "[).
The tens also are included in this rule. See
the examples and notes 4 and 6.
4. The (3) of ( EA ) and (
Q C!E) and their dual
and plural forms will be singular and
((cH ). See the examples and note 7.
Page 44
The sound feminine plural of ( EA ) is most often
used, namely (j
Q EA ). Sometimes the sound
masculine plural is used, that is, (
E "J FA ) or (H JAA ).
The plural of (
Q C!E) is (^
Q iE 8) as already mentioned.
It has another plural (^
Q "J F!F) which means
“thousands”. This does not refer to any particular
number, e.g. (Z
A <MF C H A ^
Q "J F!F W
J 3A JA ) – I have
thousands of books.
Note 2: Learn the following table to remember the

(3) of numerals:
(cH B 3 - 10
"[ Y 11 - 19
"[ Y 20-99
(cH Y 100, 1000
Note 3: Sometimes the numerals and their (I.H)

are used contrary to the rule, e.g.
Page 45
(
J A J M HoJ H H JA$A #EA 5
E EeE J A YA J E TJ 'A "J 7F0AEH )
“They remained in their cave for 300 years and 9
more, i.e. for 309 years.”
The word ( #EA) has not been used as a (^&) in
this sentence. Its (I.H), instead of being singular,
has been used in the plural form. The (I.H) of
(
J A) has not been mentioned. The original
sentence was (
H JA$A BH
J AH #EA.eE6
E eE). Regard this
example as an exception to the rule.
Note 4: The definite article (_

C !E) can be prefixed to
a numeral in order to make it specific or definite,
e.g. (
J M M XA <HJ\H PF 6
)M (H E "J eF6
E 7| OH)) – The thirty men
for whom we were waiting, came.
If the numeral is a singular (^&), the (_

C !E)
should be prefixed to the (@ ^&), e.g.
(Z
A <MF C E
H .J H TJ ADA J !E) – Give me the five books.
(W
A E
J H C Â iE 8 E <P$A M J2!E(H ) – I saw the six thousand
soldiers.
Page 46
If the numeral is not (^&), the (_

C !E) should be
prefixed to the numeral itself, e.g.
(
H J .A A
J .M C H A F
H .J =
H C OH)) – The five Muslims came.
If the numeral is a compound (Z), the (_

C !E)
should be prefixed to the first part of the
compound and if it is (^"D), then to both parts,
e.g. (G H` H JA H(J *ECH E H H(J *ECH H<A H h

H H E
H .J =
H C
M J A) – I
sold the fifteen books and the forty four sheep.
2. If the (3) occurs after several numerals, it

will take the effect of the last number, e.g.
( H$
H E "J <$A H BQ H(J !EH E.A eF6
E eEH
Q C!E) – one thousand three
hundred and sixty four years.
The word ( H$
H ) was affected by the final number
(
E "J <$A ). Accordingly it is ( "[ 3).
In this example, first the larger number is

mentioned followed by the smaller ones in stages.
You can also say it vice versa, e.g.
( H$
H
A C!E H E.A eF6
E eEH E "J <$A H BQ H(J !E)
Page 47
The word ( H$

H ) in this example is ((cH) due to
the word (
A C!E).
Note 5: If the context permits, it is permissible to

omit the (3) and mention the number only,
e.g. ( PA(M A E.A A TJ AJ H2 E.A A p

H H YE C
M J2H <H`J A) – I bought the
horse for a hundred, that is, a hundred rupees.
3. The use of the words (B

Q&J A), (
Q \H) and (
Q J\H)
1. The word (B
Q&J A) denotes an unspecified
number from 3 till 9, e.g. ( F H &
J A H G "H
J \A BM &
J A
_ H)(A ) – a few women and a few men, that
is, between 3 and 10. The word ( Q \H) or
(
Q J\H) denotes any number between two
tens, e.g. ( Q \HH .H (J A E J M h
J A W
J 3A JA ) – I have
twenty and some silver coins, that is, less
than 30. Similarly, (
Q \HH H JH)M E J M h
J A ) –
twenty and some guineas.
2. There is no masculine and feminine form of
Page 48
(
Q \H). However, the word (BQ &
J A) has a
gender. For the masculine form, ( H &
J A) is
used while (B
Q&J A) is used for the feminine
form. See the above examples.
3. The word (
Q \H) is only used after a ten,
hundred or a thousand. However, the word
(B
Q&J A) can be used alone as well, e.g. ( W
J 3A JA
H A H(H F H &
J A W
J 3A JA ! .H (J A E "J M 0J$H H H &
J A) – I
have seventy and some silver coins, or I
have some silver coins.
4. The word (
Q \H) is used after a numeral
while (B
Q&J A) is used before a number.
However, if its (I.H) is separate, it can
succeed the numeral as well, e.g. ( H\3H JA

j
HJH)M BM &
J AH .H (J A E "J
M .J H ) - We have fifty
and some silver coins and a few pounds.
5. The word (
Q \H) has not been used in the
Qur’ān.
Page 49
Word Meaning
H c
H YE \JA to burst, for a spring to
burst forth
(s) 3H E)H to lash
HH$ to equate
(y) () (H 3H \H to be rare
(s) H (H H to come, to be imported
j
Q H\8 { \H8 anna (Indian currency)
_ EY<AJ A gathering
yQ H<A`J A to participate, to subscribe
6
E J A notice, advert
G(H H para (coin)
Q 9E H cow
M JAHH { H<
J M garden, orchard
j
Q H3C )H { G 3H C )H lash
H JH)M ! @Q JH)M guinea, pound
(Q H$J !E { Q J $A price
Page 50

M JAHLE { q
Q "J MJ LE Turkish cap, fez
Q 3H H G 3P A number, amount
p
Q "J F'F {
Q C 'E money
yA H<A`J AC F .H JA subscription fee
q
Q J M F { q
Q J -A ! q
Q J A piaster
q
H"H { HÀ H livestock, cattle
j
Q |c
H H { |c
H H magazine, journal
H HA area, surface extent
Exercise No. 67
¡ `J A W
J A HM G (H H J E M EJ H C H (1)
. 3A H `J A W J A HM G (H H E "J M H(J !E
¡ G 3H A H H JH)M W
J A HM2 `J A J E (2)
.q J A E EA W
J A HM G 3H A H H JH)M
¡ "$ @
%K T 0AP GF H J$A " H H<A H J2H <H`J A J E A (3)
H J2A h
J A H A J<HHeCA j
H3|c
H M 5
A 6
E eE TJ 'A
H H<A C EH M J2H <H`J A
Page 51
. PA(M
. A HIP EH TA' _ H]A "H M H { £
Q JA (H
A H (4)
¤A Jh
H A "A H.H C M Ho"
H H<A M J2H <H`J A H\!EH TJ A !E H2 H C 3H K
H
. PA(M GE H h
J H H3J AA A 9E C A J zA 6
E $J AC
W
*EA 3M )H "J M2iE +M M "J )M M (H 3M \H
H H<A C EH | A'E {
A H .H JA-E (5)
¡ @M <HJ2H <H`J A H J2!E J A H { .H JA
Z
M <MF C v M H0M yH HM H TJ #AH0.J H TJ 'A A .H E9C A 0H<HC .H C H A @M <MJ2H <H`J A
. A H *FC Z
A AE.H C %ERA 0H J \A .H JA £ A H (J *EA
¡ ¤M J`H H2 q
M "J MJ DE EH J E A (6)
.W J 3A $H H2 `J A H JeA6
E eEH
H .J =
H A
iE `J A H J2A h
J A H
H .J H TJ DA J !F H\!E { 3)A _ H]E @M \PRA
A H (7)
. M J-E
H HE HH iE E ¡ A .H 7| EH A _ E- "H M C H { 6HM H2
A EH
¡ GF H )J *FC j
A H Ho J E H ON H`J *EC
A E-E H x
M H"J$*EC
. zM 6
EP H H JeA6
E 7| A M ¤M J`H H2 ZLE (9)
.¦
H J'A
N yH (H H { p
H "J FYF C j
A H H q H "J MJ D| AM
H J
H J !E
6 See Note 3, Lesson 34 in Volume 3.
Page 52
A .H c
M \J*EC A W
"A H
P _A EY<AJ AC TA' (A P&V
M C H A E E J E (10)
¡ A PA 6
E $J AC
. YE \H A EA A H.eEH A JYE C!E "H V
J \H J M M 3H H §E EH F "J F H2
GA 3H J2A c
H C TA' W "A H
P yA H<A`J AC GF H )J !F TH A H M EJ H C H (11)
¡ "¨J<YE CE"
J H `J A H J
A .J H x H "J 'E F "J F H2 iE HJ'A yA H<A`J AC E .H JA | !E ©F !E
. H$H
¡ A 6
E J AC GF H )J !F TH A H H (12)
.q Q J A DC $H U F J H
¡ A H J$A "H C (A P3 ¦
H C <AA j
A PA H A
H JH8 JE (13)
BH H(J !EH ^
iE 8 E
H .J H j A PA H A H0HA HK M JDE J !E { W
J 3A $H H2
. (5495) H JA
J AH .J H H EA
¡ (A P3 ¦ H C A F H HA TH A H H (14)
v
A (M nC *EC H A Y\HH v
H(nA TJ <HEA H ^
iE 8 GE H h J H §F F0JH H<MH HA
. A H PH .M C
¡¦
H \HH< J M
H J A J E AH (15)
. PA(M H C!E H h
H H TJ HeCA @M <MJ A
Page 53
.¦
H M(H HcA
J V
H A(H 3J 9E E
A H (16)
. IH J2IA H C TJ A !E H2 ¦
H J'A
N yH (H H {
H C 3H K
H
Exercise No. 68
. 3Q A H @Q ERA J F H ERA | RA (1)

. J `H H h
H H HeC @A 3H JA (A "J M h
GE 3P A | RA (2)
. JH GE H h
J H H<HeC @M JA j
J H c
H YE \E' (3)
. 0E "J E H h
H H 3H H !E
M J2!E(H T\RA
A E! H2 (4)
. G 3H C )H E EA H.M J 3 A H | F J 3M A)J E' TJ \APIH F H\API (5)
. J `H
A C!E J Q JH (A 3J 9E C F EJE (6)
Q "F!F J M H J A (A H2A A C"M)H H H 2A| %ERA H H J E!E (7)
.^
. E M32AIH2 J !E
C!E A EA %ERA +M HC $H (J !EH (8)
A eE6
E 7EA J F (H J F 3P .A M2 C !E J F HYA C H2 J E!E H JAA ªJ .M C A _F "J 9F H nC RA (9)
.¬ H AIH JM A E #A«H.C H ^ iE 8
. A JHeC A 9E 0HC H A H A JHeC A J~A H A H (10)
Page 54
J A 0AE-E 3A J H M H s
A (J *EC %H\J !E TA' zM
A 0HA-F (11)
.¬
H A$A BA &
J A TA' E "M0A]J H$H
Exercise No. 69
(1) How many cattle do you have?

We have 200 cows, fifty plus camels and 25 goats.
(2) Sir, for how much are you selling this book?
Its price is ten rupees.
(3) It is not cheap but is expensive. I will only give
nine rupees, not more.
Brother, it is not expensive. Okay, take it and
hand over the money. May you be blessed.
(4) For how much did you buy this book?
I bought it for twelve rupees and eight annas.
(5) What is the subscription for the magazine,
“Al-Furqān”?
I think its subscription is nine rupees annually,
not more.
(6) How much is that house being sold for?
It will be sold for 15 450 rupees.
(7) What is the area of this house?
Page 55
Its area is approximately 500 square (BPH M ) cubits.

(8) Do you know the number of Muslims in the
world?
The number of Muslims is approximately 700
million.7 From them, 100 million are in India.
(9) How many boys are there in your madrasah?
There are more than 400 students in our
madrasah.
Exercise No. 70
Observe the analysis of the following sentence.
7 This was probably the Muslim population at the time when

this book was written, viz. around 1327 A.H.
Page 56

3
Z
OI {
IJA.J H _
3
{ IJA.J H $ Y
Z> ( ^
( { 3 B
{ +d) d
B { Y Y
"[ O
3 TA\7
®

%
¨<Y
( (d ) "[ _"Y
' = _"Y> Y B Y
Page 57
Lesson 46
The Ordinal Numbers

(T
YA K
J "H C ! T 0AJAJ <P M 3H H CE)
1. In the previous lesson you have learnt the

numerals. Now study the ordinals carefully.
(a) from 1 to 10
Examples:
(the first lesson) – _F P *EC p
M (J 3P E .1
M (J 3P E .2
(the second lesson) ± TJ \A|7 p
(the third lesson) ± 1
F A|7 p
M (J 3P E .3
M (J 3P E .4
(the fourth lesson) ± BM AP p
(the fifth lesson) ± M (J 3P E .5
M A H=C p
(the sixth lesson) ± p
M A P p
M (J 3P E .6
(the seventh lesson) ± BM AP p
M (J 3P E .7
M (J 3P E .8
(the eighth lesson) ± M A |7 p
(the ninth lesson) ± BM $A P< p
M (J 3P E .9
(the tenth lesson) ± M À HC p
M (J 3P E .10
Page 58
(the first story) %EJ *FC F H2EV

A CE .1
A CE .2
(the second story) F H\A|7 F H2EV
(the third story) F 7EA|7 F H2EV
A CE .3
(the fourth story) F H AP F H2EV
A CE .4
(the fifth story) F
H A H=C F H2EV
A CE .5
(the sixth story) F $H A P F H2EV
A CE .6
(the seventh story) F H AP F H2EV
A CE .7
A CE .8
(the eighth story) F HA |7 F H2EV
(the ninth story) F H $A P< F H2EV
A CE .9
(the tenth story) GF H À HC F H2EV
A CE .10
Note 1: All these words are ( ). However the
( ) cannot appear on the word (%EJ *FC) because
it is (("[9). See Lesson 10.8.
Note 2: The plurals of the ordinal numbers are

(A$) – sound.
² E "J 7FA|7 ... E "J \M|7 { E "J FP *ECE
Page 59
Note 3: The word (M

A ³CE) or (M JA *ECE) is also used in
opposition to (_
F P *ECE), e.g. (M A ³C H _F P *EC "H M ).
Note 4: Sometimes the word (_

F P !E) refers to the
beginning of something. Then its plural will be
(
F #AHE). Similarly, the plural of (M A 8) is (M A H!E) and
the plural of (´
F $H J !E) is (´
F $A H!E), e.g.
(
E H&H (H F #AHE) – the initial days of Ramadān.
The plural of (%EJ !F) is (_
F H !F) and (j
Q HEJ !F).
(b) from 11 to 19
(the eleventh lesson) – H h

H H W
J A HVC p
M (J 3P E .11
(the twelfth lesson) ± H h
H H TJ \A|7 p
M (J 3P E .12
(the eleventh story) GE H h

J H E H2A HVC F H2EV
A CE .11
(the twelfth story) GE H h
J H E H\A|7 F H2EV
A CE .12
Similarly till (H h

H H BH $A P<) and (GE H h
J H E H $A P<).
Page 60
Note 5: In the above-mentioned examples, both

the numbers are indeclinable on a fathah ( % TA0>
¨<Y) like (H h

H H 3H H !E). However, some philologers
are of the view that the first part is ( ) and

this is the general practice nowadays.
Accordingly, the ( ) of the (^"K") will be
applied to it, e.g.
(H h
H H1
F A|7 pM (J 3P E), (GE H h
J H A H AP A EJ| TA'),
(
E H&H (H H h
H H
A A H TJ 'A).
(c) All the tens from (

E J M h
J A ) till (E "J M
J A) and ( EA )
and (
Q C!E) are used in their normal forms for the
ordinal numbers. However, the definite article is
generally prefixed to them, e.g.
(
E J M h
J A CE) – the twentieth, (E J M h
J A CH W
J A V
H CE) – the
twenty first, (
E "J eF6
E 7|H F H2A HVCE) – the thirty first,
(F E.
A CE) – the hundredth.
2. The ordinal numbers generally occur as

adjectives in a sentence and are used with a
(^"K"), e.g.
Page 61
(_
F P *EC
M H<A CE) – the first book,
(
E J M h
J A CH W
J A HVC p
M (J 3P E) – the twenty first lesson.
Sometimes they are (^&), e.g.
(
J M M AH() – the fourth among them, (j
A H0HC F
H A H) –
the fifth girl.
3. In ordinal numbers, when the (Q H8) – singular
numbers and the ((Q "J h

M M ) – tens are used with ( EA )
and (
Q C!E), the word (3H J H) is prefixed before the last
number, e.g.
(
A CEC 3H J H #EA.eA6
E eEH H JA H(J *ECH A H\A|7 A H
P TA') – the one
thousand three hundred and forty second year.
Instead of (
A CEC 3H J H), one can also say (
A C*ECH).
Note 6: The smallest number was mentioned first

in this example followed by the larger numbers in
stages. This order cannot be changed.
4. For the fractions ((Q "J

M F ), the word (
Q [
J \A) is
used for half while the scales of (
M 'F) or ( J 'F) are
Page 62
used for the remainder, e.g. ⅓ - (1

FeF) or (1
C eF). The
plural is (5
6
E eC!E).
¼ - (B
Q M(M ) or (BQ J(M ). The plural is (v
Q H(J !E).
⅕ - (
Q .M M ) or (
Q .J M ). The plural is (p
Q H.J !E).
⅙ - (p
Q 3M $M ) or (p
Q 3J $M ). The plural is (p
Q H3$J !E).
This continues till (Q h
M M ) or (Q h
J M ), plural ((Q HhJ !E).
⅔ (
A E7FeF), ¾ (v
H(J !E F eE6
E eE), ⅝ ( H.eC!E F
H .J H ).
Note 7: If you want to form a fraction above

(Jh
H ), construct it from the original number thus:
four elevenths (H h
H H 3H H !E J A H H(J !E),
eleven twentieths ( H J2A h
J A J A H h H H 3H H !E).
The particle (%E H ) can be used in place of (J A ), e.g.
(
H J2A h
J A %EH H h
H H 3H H !E) - eleven twentieths.
When whole numbers and fractions are

mentioned together, they will be separated by a
(H ), e.g. four and three fifths (p
H.J !E F eE6
E eE H BQ H(J !E),
five and fifteen over forty
(
H JA H(J !E %H H h
H H E
H .J H H
Q .J H ).
Page 63
Note 8: Sometimes a quarter is written as (±),

half is written as (<) and three quarter is written
as (≤), e.g.
2¼ is written as (2±),
2½ is written as (2<),
2¾ is written as (2≤).
These signs are written slightly thinner than the
numbers and are separated from them.
5. The distributive adjectives, 2 by 2, 3 by 3, etc.

are expressed by the forms (
F H YC H ) and (_F H'F), e.g.
(v
H H(M H 5
E 6
E eFH %H7CH F H$J YF C j
A O H)) – The riders came
in twos, threes and fours. These words occur as
the (_) in a sentence and are therefore ( "[).
See 10.2.
This can also be expressed by repeating the
number in the accusative case (Z[ ), e.g.
( H H(J !E H H(J !E eE6
E eE eE6
E eE A JHeCA A JHeCA F H$J YF C j
A O H))
Note 8. The phrase (3 M H "J H ) and (M H!F) is seldom
used for 1 by 1. Instead the words (H H'F), (H'F) or
(µH'F) are most often used, e.g.
Page 64
(3
A H 3A H TJ A2 µH'F J¶M H)) – They came one by
one.
6. The numerical adjectives expressing the

composition of anything are used on the scale of
(T
S AH'F), e.g.
Meaning Feminine Masculine

twofold, biliteral P#AHeF TS #AHeF
threefold, triliteral PeA6
E eF TS eA6
E eF
fourfold,
PA H(M TS A H(M
quadriliteral
fivefold P$A H.M TS $A H.M
sixfold P$A H3$M TS $A H3$M
sevenfold PA H0$M TS A H0$M
eightfold P\AH.eF TS \AH.eF
ninefold PA HM TS A HM
tenfold P2(A HhM W
S (A HhM
This scale cannot be used for compound numbers

or one with conjunctions (^"D). To express
Page 65
something made of eleven parts, one will say

(O· IJ )
M H h
H H 3H H !E J nF ) for the masculine and
(O· IJ )
M H hH H 3H H !E j M En) for the feminine. In this way,
you can use any other number.
7. The numerical adverbs “the first time”, “the

second time”, etc. may be expressed by the use of
the noun (G P H ) as the (^"K") and the ordinal
number as an adjective (YK).
Examples: (%EJ *FC GE P .H CE ! %EJ !F G P H ) – the first time,

(%EJ *FC GE P .
H C E 8J9F C j M !CH E) – I recited the Qur’ān the
first time.
(E H\A|7
GE P .H C ¦
H M(J oM ) – I visited you a second time.
Similarly, (GE H ` A HC GE P .H CE) – the tenth time,
(GE H h
J H W H A HVC GE P .H CE) – the eleventh time, (E E.A C GE P .H CE) –
the hundredth time.
The numerical adverbs may also be expressed by

saying (i
d !E) – firstly, (\AEe) – secondly etc.
However, after (`
A H), the above-mentioned
method has to be used.
Page 66
Note 9: The phrase (%EJ !F G P H ) can also be expressed
thus: (G P H _E P !E) while ( H\AEe G P H ) can be expressed as

(H
J !F G P H ) or (HJ !F G (H H).
8. The numerical adverbs, “once”, “twice”, may

be expressed by using the noun (G P H ) in
(Z[ ), e.g. (G P H ) or (G 3H A H G P H ) – once, (A JHP H ) –

twice. For more times, the cardinal number is
used with the noun (G P H ) as in (j
PH 5
E 6
E eE) – three
times, (G P H H h
H H 3H H !E) eleven times, etc.
9. The plural of (G P H ) which is ((HA ) is used in
(Z[ ) to express the phrase, “several times”

or “many times”, e.g.
((HA @M <MJ2!E(H ) – I saw him many times. For this
meaning, (P2A 0H

H J E ) can also be used. See 13.7.
Example: (@M <MJ2!E(H j A P.H C H A J E ! G P H J E ) – How
many times I saw him.
10. To express the phrase, “several” or “many”,
Page 67
(P2A 0H
H J E ) is used, e.g.
(
A H<
J 0MC TA' E "J 0MH C H2 A H.C ]A C H A J E ) – Several boys are
playing in the garden.
Word Meaning
1\ª) %ED$J M
middle
(´$H J !E
p
A !CP M 6
E A Cape Colony
|eF large group of people
aH |
H H to climb a wall
H(3J )M { (Q H3)A wall
u
"J XF M { ¹̧H part
k
Q HoJ !E { k
Q J oH pair, spouse
P23A J23A H | $A railway line
(s) (H H$ to travel
M K
A H"H { .H K
A H capital
Q DF F { (Q EDA train, caravan of camels
Page 68
j
Q P(E { G (P E continent
v
Q6E A { H C E castle, fort
G 3H #AH table
TS &
A M to pass
^
H P `H to ennoble
^
H P h
H H to be honoured
(s)
H EL to like, to be good
oH IP H to strengthen, to reinforce
(s) ¨H E \H to marry
^
Q "J M F {
Q J E cave
Exercise No. 71
GA (H "J
M A %P.
H M 3f 89 %EJ *FC GE (H "J
|RA (1)
. A V
H AEYC
¬(E*CH BA d p
A (3 3M )H "J M2 A 3H H C OA H.$J !E M JAJ H (2)
. ¬(E*C p ¬(E*C A
Page 69
¡ H\3H JA ºA Jc

A .H CA H'F h
H M $ W
! (3)
.
O` R A 7 J F 3H JA ºA Jc
A .H CA ^ H H!E (4)
M Ph
M J9A H B J(M E $< E ¦I M (5)
v
H(J !E e6e E $< E $ [\ y(X<\
. (3
M )
j
H$H
A "H V
J \H PH 3M M 0JH (Puna) H\"J 'F GF 3H C» H (6)
. A P23A J23A V
H C A
.j
HH$ BA H(J !E T &
A M 3H y H]J (H EDA9C H0JA (H (7)
% F .A <Hh J H2 _F d { z ! A 0$ R F P9A J2A C'!E M H 9C M (8)
A A ].H C M 6 :7 F H"J M [ @' F J HJ2A J M2 6
' F PAJ h P F 92'! 1 F 7 M M #AIH c H C @'
F PAJ ]H C F 92'! M %ED$J "M C F 92'! BM (M H0c A \JoH
BM p A !CP M 6 ' F PA"J Mc
H C F 92'! p M
. GA (P E9C +¼ F P< M #AHIc
H C
. H JA 1
E F7½ F M 8 \! ¤A JDU 0A A J7EF7½ A M (9)
H .M 7½ @ TJ !F j
J 3)"' _> F (10)
J ! y H H
TJ <AJ !F j
J 3) 3 .M M A J H .M M j
M 3) TA0
Page 70
. TJ A ! 3) A JHAH0C A J
H .M =
M C
O· k
M v
H H(M 5
E 6
E eF 0K E "J 2A E
J H TJ h
A .J H2 (11)
.5
E 6Fe %H7 A $(3>
. µH'F E $(3> H j
M 0 (12)
+M !E! TJ \*EE
M
J
H J !E G P U ( E 89 j
M ! (13)
. GE P >
y
M .! E 7 GE P > G("> 23> TA' zH " j
M J (H H (14)
. G P U T'A z 2! E & `

N O` R R M "! GE P > zH Ph j

M (J oM (15)
. ! G
GA 9 E 7 G 3 M J $A (16)
M 2!( J A 3M0 J E j
. H [ F .K T TJ <A|
Exercise No. 72
J M $M A H$
H .J H E "F"F9H2H J M 0MC E J M M AP( eEEeE E "F"F9H$H (1)
. J M 0MC E
Page 71
. H\oJ IP H 'E H.M "M| E 'E A JHeC M A JERA HC $H (J !E nC RA (2)

H AP *EC H |eF (3)
. H 2AA ³C H AEH { ¬
A'E 3Q EH P M | FH2 J | AR J F )M HoJ !E yH H H H M [ J \A J F EH (4)
. H C H H P.A BM M M F E'E 3Q EH P M E E E
. J <MC H H P.A BM M P M EH (5)
.p
M 3M
H.M J 3 A H U F A @A J2"H H H (6)
A'E A JH7E\N ¹
U H F 7CA A E | A J F A iE J !E TA' @M M F AK"M2 (7)
. yH H H H E7FeF P M E'E A J<HHeC x
H "J 'E OH\A P F
.v
H H(M H 5
E 6 H EL H "MVA \E' (8)
E eFH %H7CH OH H FE
. G P H _E P !E J F H9C EH H.E HH'F H\"M.<MC)A 3J 9E EH (9)
iE P eF A JHP H J !E G P P z H U F TA' E "M<HYC M2 J M \P!E E J H H2 iE H !E (10)
. E M| | H2 J M iE H E "M"M<H2
G (H H J F )M A =
J \M HJA H J F 3M A\M HA'H J F H9C EH HJA (11)
. HJ !F
Page 72
Exercise No. 73
(1) The explanation of the ("K" Og!) was

written in the forty second lesson of this book.
(2) The second sūrah of the Qur’ān is Sūrah Al-
Baqarah.
(3) I will go to the madrasah after the fourth hour.
(4) Yesterday I read the first, second and third
stories of the book, “A Thousand and One
Nights” and tomorrow I will read the fifth and
sixth stories.
(5) You take three quarters from this cloth and I
will take one quarter.
(6) The wealth which my father left has been
distributed. My mother received one eighth
while I received seven eighths.
(7) The soldiers climbed the wall of the fort one
by one.
(8) We entered the madrasah in fours and fives
and left in twos and threes.
(9) I embarked on the train at Bombay in the first
hour and I reached Nasik in the fourth hour.
(10) There is a distance of approximately four
hours between Bombay and Nasik.
Page 73
(11) This is the first time I saw this city.

(12) I read this book several times and found it
to be very beneficial.
(13) Today we came to Bombay for business the
tenth time and every time we stayed for a year
and a few months.
(14) My paternal grandfather performed hajj
five times and he passed away the sixth time
in Makkah. May Allāh forgive him.
(15) We toured many cities but have not seen a
city like Bombay.
Page 74
Lesson 47
The Date
1. In order to show the date, one needs to know

the names of the days and the months.
a) The days of the week (v

A "J 0M$J *FC zM P2!E):
Friday – (A H .
McM C
(M H\H ! A H .M c
M C zM "J H2)
Saturday – (
A 0J P zM "J H2)
Sunday – (3 A H *EC zM "J H2)
Monday – ( A JHeCAC zM "J H2)
Tuesday – (OA Ee6
E 7| zM "J H2)
Wednesday – (OA HA(J *EC zM "J H2)
Thursday – (
A J.A = H C zM "J H2)
Note 1: The word (zM "J H2) is used most often while
((M H\H) is seldom used. Sometimes both these
words are elided, e.g. (OA Ee6

E 7|), etc.
b) The Islamic months or lunar months
Page 75
(A P2A .
H 9E C ! A PA 6
E $J AC A H
P (M "J M `M )
zM P V
H .M CE (1
M YE K
H ! M YE [
P E (2
_F P *EC BM JA(H (3
TJ \A|7 BM JA(H (4
%EJ *FC HH.)M (5
HJ *FC HH.)M (6
Z
M )H (H (7
F H0J `H (8
F H&H (H (9
_F P"h
P E ! _F P"`H (10
GA 3H J 9E C Fn (11
A c
PV
A C Fn (12
Note 2: The months having the definite article (_

C )
are triptotes (^[). The remainder of the
months are diptotes (^[ ,-). See 10.7.
Page 76
Some of the months are described by specific

adjectives, e.g.
(the sacred Muharram) – zM HV H C zM P V H .M CE

(Safar, the month of goodness) – A J= H C M YE K H
(the unique Rajab) – M J YE C Z M )H (H
(the the honoured Rajab)) – Z M )P H .M C ZM )H (H !
(the sacred Rajab) – zM HVH C ZM )H (H !
(the venerated Sha’bān) – M X| H .M C F H0J `H
(the revered Ramadān) – zM P E .M C F H&H (H
(the sacred Dhul Qa’dah) – zM HV H C GA 3H J 9E C Fn
(the sacred Dhul Hijjah) – zM HVH C A c
PV A C Fn
Note 3: The four months: Muharram, Rajab, Dhul

Qa’dah and Dhul Hijjah are the sacred months of
reverence, peace and safety.
The Islamic year is called (F P2A c

J A C F H
P E) – the year
of emigration or (F P2A .
H 9E C F H
P E) – the lunar year. The
alphabet ( ) is used to denote this.
Page 77
Note 4: There are other words also which are

used for the word, “year”: (zQ H"
J !E { zQ H),
(¾
Qc
H A { c
P A ) and (_ H"J !E ! _ ªM M { _ "J H ).
The Hijrah calendar began from 16 July 621 C.E.

This is the date on which Rasūlullāh emigrated
from Makkah to Madīnah.
c) The months of the Gregorian or Solar

Calendar
Egyptian Syrian
M #AHH2 TJ \A|7 F "J \ME
M #AH0J'A t
F H0`M
p
M (J H (M En8
F J2A J!E F HJ\H
"J M2H (M P2!E
"J M\A"J M2 F HJ2IA H
"J MA"J F ! "J MA"J M2 oM "J .M H

J DF
J -F !E
M 8
M 0A.J <H0J$A _F "J FJ2!E
Page 78
M H"J <MC !E _F P *EC M J2A h

J A
M 0H.J 'A"J \M TJ \A|7 M J2A h
J A
M 0H.J $H A _F P *EC F "J \ME
Note 5: All the English names are diptotes

(^[ ,-). The Syrian names that are single
words are sometimes used as (^[) and
sometimes as (^[ ,-). The compound names

are (^[).
The Christian year is referred to as (F P

A .J h
P F H
P E) –
the solar year or (F P2A 6
E J.A C F H
P E) – the year of the
Christian era, that is, the year of the birth of Ísā
.
The alphabets (z±x) are used to indicate B.C.
(¨
A J
A .H C E 0JE - before the advent of Ísā ) while
(z± ) or only (z) is used to indicate A.D.
(¨
A J
A .H C 3H J H - the era after Ísā ). The alphabet (v)
is used in India to indicate the Christian calendar.
Page 79
2. Use the ordinal number in the following

manner to indicate the date:
• make it (^&) to the word (`) or to the
name of the month, e.g. (

E H&H (H A J `H M A Ee) –
the eighth of Ramadān or (
E H&H (H M A Ee),
• prefix the definite article to it and make it
the adjective of the word (z"2) or (¤2(*), e.g.
(E H&H (H J A ! E H&H (H A J `H J A M A 7| zM "J HCE) or

(E H&H (H J A ! E H&H (H A J `H J A M A |7 M¤J2(A P<E).
For the year, write the number with the word

($) or without it, e.g.
(¬(! B (! #EA.A

C!E A $ 1944 A H$H H #AHH2 _E P !E) –
1 January 1944.
When you want to say, “on a certain date”, prefix

the particle (T
J 'A) or read the ordinal number in
(Z[ ), e.g. ( zA " TA' %EJ *FC H0JF C
M J V
H C j
A !E3H H
TJ 'A F \7 1914 A $
H DF
J -F !E BH ( !
H DF
J -F !E J A BA P
1939 H 0A.J <H0J$A A ` A A H!E) – The First World War
Page 80
began on 4 August 1914 C.E. and the Second

World War began at the end of September 1939
C.E.
Together with the date, the day and the time can
be also mentioned, e.g.
(
A A H=C A H .M c
M C zH "J H2
A A ]J .H C E J0HF A [
J H C 3H J H 3Q JÀ (H 3H AM
1916 $ H #AHH2 A J `H H h
H H ) – Rashīd was born
after Àsr just before Maghrib on Friday 15
January 1916 C.E.
(1925 $ p( A ` H J2A h
J A C l
H H0K
H 3Q JA $H TH 'U"M M) –
Sa’īd passed away on the morning of the 20
March 1925.
Note 6: The deceased is referred to as (%|'"H <H.
M CE). To
say (%U'"H <H.
M CE) is incorrect.
The predecessors had a different style of writing

the date, e.g. no.1
( A J `H J A E "J EH .J =
H A @
Tb( T¿ AH M J M J
HV
M C 3H AM
B H(J !E A H$H E H0J `H ) which literally means, “Husain Ibn
Àlī was born when five nights had passed in
the month of Sha’bān in the year 4 A.H. This
means he was born on the fifth.
Page 81
Here the word (

.J H ) refers to (_ HE
A .J H ) – five
nights. It is for this reason that it is used in the
feminine form. The verb (
E "J EH ) is a perfect tense
verb of (6
E H ). Sometimes the singular feminine
form, (
J EH ), is used because (_ HE) is the plural of
an unintelligent being.
e.g. no.2.
( A c
PVA C WAn J A
J EH GE H h
J H TJ \AH.7EA @
Tb( F H.7CM E <AF
H JeA6
E eEH
.J H A H$H ) – Úthmān was martyred on
Friday 18 Dhul Hijjah 35 A.H.
e.g. no.3.
( H J9A H H.7EA OA Ee6
E 7| zH "J H2 @
Tb( aM J23 [
C H "J M!E j
H H
GE H h
J H 5 E 6 E eE A H$H HJ *FC HH.)M J A ) – Abū Bakr
passed away on Tuesday when 8 nights remained
of Jumādal Uhkrā 13 A.H., that is, on the 21st or
22nd.
In this example, the date has been specified with
the amount of nights remaining.
Page 82
Word Meaning
E E PA (7) to trust
P!E (2) to discharge
%H&9E \JA (6) to finish
zH 3H H \JA (6) to collapse
() ¦
H E$H to insert, to follow a school of
thought
(^) H H LE to stab
(^) H H ©E to appear, to overpower
(s) zH IH H to make a firm resolve
H )H H (3) to emigrate
BQ JA(H spring

H \A8 young lady, miss
l
Q Hh
A \JA (6) relaxation, joy
0HJ !F preparation
c
H J H splendour

Q J2A h
J H to make noble
Page 83
HJH)M small garden
j
Q 6
E YC H { EYC H gathering
j
Q )H H"H { )H H"H sir, Mr.
HAH( ± x
H( advanced
HA ! k
Q HoA wedding, marriage
$H H$A politics
¤Q E
H JM ! ¤Q C $H the last day of the month
¤Q C $H peel, skin
The Year of the Elephant- the
A JYA C zM H year when Abraha attacked
the Ka’bah
Q A H inhabited
3Q 9C H knot, nikāh
(%J!E 1\ª) HC M highest
A J h
P GF P -F the first day of the month
G P -F white forelock of a horse, the

first part of anything
x
Q J (M E' one who strictly differentiates
between right and wrong
A JH C M J2A E delighted, gratified
Page 84
.H J2A E prized, daughter
H$A J (M Russia
EJc
A C A Belgium
H\JH'E France
HAEDJ2RA Italy
H3JE"J M Poland
E H\"J M2 Greece
H\AH.C!E Germany
M c
H .H CE Hungary
TS $A "J c
M H fire-worshipper

Q (A HVM combatant, fighter
m
Q (P ªH M dated
j
Q H)(H H { )H (H H mark
yQ "J F$M behaviour
GH H`H report
A 0HA J A from
TS A J23A H clear
Page 85
j
H HJH impossible, preposterous
Z
Q \AH) compared to
3Q J23A H lengthy
E H <HC A attached
Z
Q J2A J H discipline
J A 6
&J 'E not to speak of, let alone

A $H *EC E regretful, unfortunately
@
H E $H to be silent about
EAH therefore

Q JK
A repute, fame
OÀ H<AJ A concern, interest
A M2 to be important
Exercise No. 74
Observe carefully how the dates have been

written in the following sentences and translate
them into English.
Page 86
$ @
N TK
A _F "J $M (H 3Q .P V
H M H\3M $H 3H AM (1)
BA ( H h
H H TA\7 zA " TA' A JYA C zH H E | .H A
H DF-!E A ` H 2h BH $d< aA D> _
N +M YDK (# ¬ H 0$) z 570 $
N TK § P.E p A P R @<$( §A 0 GA "P 0MA

5E 6e
A A 2 R @M H " 3' { ¬ H (! $ @
+M J nE 8 C { i R H 8 J $ GE H h
J H
A 23> R
A A * )' @M E< JM (!
"J MA"J M2 A ` J EH GE H h
J H P A A R E K
( #EA.<d$ 2h H3J RA) z 621 A $
{ A 23>
N +M [' { F d2c¼ F P j A !E3
BA ¼"K* _A 6& A YF GE c` E K H *C <J$'
zA 6$~ A 2A 3 2 TJ 'A J M E E$H { A
}| { ¬ H $ A h GA 3 TA' HC M C TH A
A E . )
BA ( H h TA\7 ¬ A e~ zA "A A JH H J2A E HT'U"M
TK (Gc¼ GE 3R) 11 A $ _A
. ¬! @0! @VK! @8 % @
N
Page 87
Wn A ` GA P -F TA' oA HcV
A C A A YE
P E 0HJ !F j
M J 3H J !E (2)
¬d<$ 3R) 1361 A $ zA 4 GA 39
E R M C K (Gc¼ ! #Á6e
BH $ ¾P V
H C M J2P !EH A h ¦n ¤A E
H JM TA' A H.X| H >F
M ) P eF 6 y M 7 zA 4 c4 WnA
+Â W "A 0HP 3c> G(2I A 23> R E
A $ z4 zA P VF> _E P !E ($ @
N TK)
3H #Á6e ¬<$ ¬<e A $) 1362
.(
A
1
A 7 ¬
A e~ z" m H H (3)
M (P ªH .M C IM 2I J F M< HEK
10 a'"> 1363 $ zA 4 zA d Ã h
J F R H<AE$AA
Q ") " z 1944 A $ H #2
A $ zA 4 c4 WAn ¤A $ OA e67 zA " A H (P ªH .M C
. 1362
77) 43 $ %|'"H <H.M C r A HC M JM.J H (4)
A TA' H [ ¨<' W " GA c (¬(
.H.M JH
N Tb( x
A M(Y H .H M A '6 TA' H 2h
Page 88

A [ T'A H.M JH
N Tb( T¿ AH M M
HV
H C 3H AM (5)
H ¨ K! " GA c¼ 5
6e A $ E &(
. @A AH i TA' E JA
" @M JH
N Tb( A |D= H C M J M .H M TJ \A7 F Y (6)
zH "2 zM 6$~ © ¬ª> ,* TH A M Y _F d !
9' .A E { x A M(YC Z H 9U F ¦ @A 6$R
¦A AH.>E ,3 A 9 _A 3 TA' 3Q ! §C F02 J E A9H
" M _ { @A <)( R A $ A
Z n 3 @M JH
N Tb( H .H M Z M A J !E @M JH
N Tb(
{ _A 3 A J *ECA H EHC *EEH { A (A HhJ !E A H J <AA
OA (E*C zH "2 A 23H.C T $A "J c M .H C GE ªH FªJ F "J M!E @L
2h 56e $ A c4 Wn ¬ H 9 B H(J *EA
ÂA Z
A \AHcA H 'AM 24 $ zA P VM.C _! j
. $ @
N TK T 0AP
¤A 2(*P< TA' A H P E .M C E | .A
N @M
H ( TJ A!E TH 'U"M M (7)
A $ ¾ VH C 3H zA 4 c4 WAn A h TJ \A7
¬
H (
A 3H #Á6e Á A $) 1308
Page 89
. 029 ¬
H $ A h H \!
M JF
BA $< A H .M c
M C l
H 0K 3H AM 3Q .d M 0HC TJ AJA (8)
. z 1913
H DF
J -F ! H h BH ( aA DM.C &(
(p() (n8 2h 3 ! BA F [' Ä
M 3<02 (9)

M J2A =
H C ("J M\A"J M2) E HJ2IA H 21
M d[
_A d A "\ ON <h (Â.<0$) _E "J FJ2!E 21
. (Âg)
F A > H C HJH 0HJ !E (10)
A 4 TA' | !E 3 3M #AHc
3 z 1944 ÂH .<0$ R z 1939 ÂH .<0$
"J MC H A (! x
H "' A H9E C j
M "0
A 3\J
TJ 'A P!E { 3 H<HC E \JRA TJ 'A (4000000)
E H\"J M2H H3JE"J MH HAEDJ2RAH H\JH'EH EJc
A C A H$A J (M
PM(J !F ¦ A AH.H 3H H H\AH.C!EH A c H .H C
F .< H2!E EH J AH { 3P H iE H 3P H 6' A P
,H - ¬ H (VM.C p A "J YF \M
A ! j A yH 6 E H @M J0AP
.
A Z&-
A nF "' ¬ H (VM.C
Page 90
(11) Translate the following wedding invitation.

k
A HIP 3A 9C H A G "H J H GF (H "J K
M
% HJ IH H @M \HHV0J$M @A _A E~ 3H @A .A H \A %
A 3M .4
A )H H"=
H C A .H J2A E "" A H \A³C B 3 `( H\3A EH k A HoA 3A 9C H
z"2 T 3. v A (A HhA j
A 6
E YE V
H C A HJH)M TJ 'A W
"A EJ 3
A 3A 0
A $ _A BA ( A ` h BA TA' BA " A .
_A EY<AJ Å
A A HE EY2h ")' A [H 3H 1363
l
A H'C *EC E cH (A M
H X J <MCoA iE { A"J )M "M A
[Æ TJ A P3
6'
Exercise No. 75
(A) Translate the following sentences into Arabic.
(1) I wrote a letter to you dated the 20th

Muharram Al-Harām 1363 A.H. I hope
you have received it.
(2) We received your letter dated Sunday 3
Safar Al-Muzaffar 1363 A.H.,
corresponding to the 30th January 1944.
(3) The author of Tafsīr Tabsīrur-Rahmān is
Page 91
Hadrat Makhdūm Àlī Faqīh Mahāimī who

passed away on 8 Jumādal Ukhrā 835 A.H.
(4) My elder brother entered the Indian army
on 10 January 1940 C.E. and he was
despatched to the war in Africa. Then
when the English conquered Africa, he
returned safely on 15 June 1943 C.E. All
thanks to Allāh.
(5) If Allāh wills, I will come to you on the
first.
(6) Translate the following invitation to a

wedding.
Wedding Invitation
With the grace of Allāh, we convey the glad

tidings to you that our younger brother, Jalīl, has
been engaged to marry Miss Zahrā, the daughter
of Sayyid Badrān Al-Madanī. The nikāh will take
place on 21 Sha’bān Al-Mu’azzam 1365 A.H. at
Beg Muhammad Garden, situated on
Muhammad Àlī Road.
We hope that you will attend and complete our
joy.
Salāms
Yours sincerely
Page 92
Khalīl
(B) A PAH H CA E HA³C E EA$J *EC Z

A )A !E
%H<H H $ @
N TK
A _F "J $M (H 3Q .P V
H M 3H AM %H<H (1)
¡ TH 'U"M M
@M H H )H J H H @M JH
N Tb( M .H M H JAA ªJ .M C M JA !E TH 'U"M M %H<H (2)

¡ H 'AM H J2!EH
N Tb( a23[ TJ A! \3d$ GA ' ¤H 2(* M EJ H C H (3)

¡ @M JH
¡ F 2c¼ F j
A !3 ¤ 2(* W
!E A (4)
. [ ! zA h ! 3H A d.h (A "J M h
O H.$J !E J H (5)
¡ [ BM Ä3<02 %H< (6)
4 TA' <\ TA'
J 3\J j
A "0 E (7)
¡b> >
(C) Translate the following letter into English.
j
A )( [9\ % @=d"2 @ R
!
Q "<
y"
Page 93
I2I W3
A #( A 0HA TA\O) 3 { @
( ¦ zQ 6$
@½9V< % .<h b> ` e6e G` $(3>
G 3d) ¦A]` j)( ! M 2!' { G3> ¦ TA' j A )(3
5 6e d\ 2( ¦"$ j)( db
W3 BH 92 C ! j Q ! ! Td 230 { ´9' h
\ R 9< TA<| z" ' { V<$~ B"
(0<~ 3 TJ \R { Z A 2< Z\) TA' º h d2(b
A < GE 3#' i ! % Y GA 323> c< A 2"D
! 6&' \\R 3 H M2i E \~ { Z A 2< C <92 J E
A $ÇE 2 @YK J M. @F6! J M nR i R . 3 H M2
TA' @ " ¨0K! 3 \[ TA' x A 6 Z H 2H R
TA< $(3> R i R ¦ H C $A (J !F J E TP HM 2 EA { p A (3> A 7!
ZA 2< È O<~ A < A M TA' M<JK A (L
TJ AHb
A J M ! j
P (! ' { ¦6! H U M ¦HY\ ¨H A[ J <MA
)( %! .# _E %P< 3J <)' TJ DA = J $M (H e8 E J2IA M
{ z6 zA " H 7! TJ A. A M2 ' { yA "

30 y3
Page 94
Lesson 48
Telling the Time
1. To express the statement, “What is the time”,

one should say, (
J E F H PE) or (F H P A E ). In the
reply, the word (F H PE) is the (3<0) while the
number will form the (H0), as mentioned below.
(
E È F H P A E ¦
H A&
J 'E J A TJ \AJ 0AJ !E) – Please tell me
what is the time now?
(H.H G 3H A H F H PE) – It is precisely one o’clock.

(B
Q J(M H G 3H A H F H PE) – It is a quarter past one.
(J(M i| RA A H<HeCA F H PE ! v
H(J !E F eEE6eEH G 3H A H F H PE) – It is
one forty five or quarter to two.
(a
H #AEH M h
J H H G 3H A H F H PE) – It is ten past one.
(Q [ J \AH G 3H A H F H PE) – It is half past one.
( 9E J AH
H J2A h
J A H G3H A H F H PE ! 1 FeFH G 3H A H F H PE) – It
is twenty past one.
Note 1: the word (

H H$) means “watch”, “one
Page 95
hour” and “a moment”, e.g. (

H H$
J |"H H) – Wait for
a little while. This word has been used for
Qiyāmah as well in the Qur’ān, e.g. (F
H P
A HH <HC A)
– Qiyāmah has approached.
The word ( 9E J AH - plural a
M #AEH ) is used for “minute”
while the word ( H\AEe - plural H"eE or TJ \AH"7|E) is used
for “second”.
The hand of the watch is called (A
H P
M H 9C H ) or
(A
H P GF H JA).
2. There are different ways of saying, “What time

did you go to the madrasah or any other place, or
what time are you going or will go”? For
example, if it is said,
(A $
H (H 3J .H C %ERA
H 0JH nE %H<H ) or (A $H (H 3J .H C %ERA Z
M H C H %H<H ), the
response will be
(
[
J \A hH E H H$ A $H (H 3J .H C %ERA ZM H nC ! ! M 0JH nE ) or
(
H [
J H GE H À HC E H P) or ( A [ J H GA H À HC A H P TA') –
I went, am going or will go to the madrasah at
half past ten.
Page 96
The Times of the Day and Night
3. When indicating the time of the day, night or

other times, the words will be read with a (Z[\),
e.g. (( H\H

M .J K M ) – I fasted during the day.
(6
JE j
M J DE 'C !E) – I broke my fast at night.
Similarly, one may say,
(O· Hh
A { J ©F { %Vb
M { O· HH { H0K
H
M CA)), etc.
The particle (T
J 'A) can be prefixed to these words
as: ((A HPH A J| TA').
The words (
H C H ) or (3H JA ) are most often prefixed
to the words (OHh
A { J[H { J©F ) and (%Vb
M ), e.g.
(A J X
½
H C H yH "J M !E TJ \AO H)) – Your brother came to me
at the time of Zuhr.
For the word “yesterday”, (

A J !E) or (
A J *ECA) is
used, while (
A J !E _E P !E) or (
A J !E E 0JE) is the day
before yesterday. “Tomorrow” is (3-

E ) and the
Page 97
“day after tomorrow” is (3

-E 3H J H), e.g.
(
O` R 3 -E 3H J HH 3-E ¦
H JA³H$H A J !E _E P !EH
A J !E ¦
H <MJH!E
) – I came to you yesterday and the day before
yesterday and if Allāh wills, I will come to you
tomorrow and the day after tomorrow.
Note 2: The word (

A J !E) is (A
J % TJ A0>) –
indeclinable on a kasrah. It is always read with
one kasrah.
4. Sometimes the word (j

H En) is prefixed to the
words (z"2) and (), e.g.
(3
AcA
J .H C TA' yH H!E EJE j
H En J !E z "J H2 j
H En
M J9A E) – One day
or one night I met your father in the musjid.
The phrases (l
H0K
H j
H En) and (O HH j
H En) are also
used.
Note 3: The words used to express time are called

(PI ^©). When they are read ( "[) in a
sentence, they are referred to as (@' _"Y). This

was discussed in Lesson 43. The details will
follow in Lesson 62.
Page 98
Expressing Age
5. 5. To say, “What is your age?”, say,

(y
H M .J M H$H J E ) or (
H \J!E H$H J E M JA). The response
should be,
( H$
H
GE H h
J H
H .J H W
J A .J M ) or ( H$H GE H h
J H
H .J H M JA H\!E) - I
am fifteen years old. Sometimes the word ( H$ H ) is
elided, e.g.
(
H J2A h
J A M JA "H M ) – He is 20 years old;
(
H J
A .J H M JA TH A ) – She is fifty years old.
Word Meaning
E .H )J !E (1) to act well
strength, maturity, that
3 `M *ECE is between 18 to 30
years
(W) s
H E'!E (1) to make flow, to
continue
(W) %PhH H (4) to have supper,

dinner
Page 99
() P3]H H (4) to have breakfast or

lunch
(H 3P .H H @K!) P3.H H (4) to be long, to lie

down
(W)%Ph.H H (4) to walk
.J )H together
aH 9| H (2) to establish, to prove
¹
YC A protection
l
Q H (H H S 3M -F coming and going (in
everything)
(W) P"$H (2) to make equal,

proper, to make, to do
Q ]H K
A childhood
(W { s) q
H H to live
S 3M -F morning
6
| E never, beware
E "P E (2) to create, to make
j
A H(PD| F D| V
H H ! (Q EDH airport
(Q EJ <A$J A to apologise
v
Q "J &
M M humility
Page 100
( s) s
H H H to submit, to propose
H.EH as soon as
()
P 'E to pry open
l
H H J <H$J A to smell
TS LE fold, depth

Q H<A reproach

Q JA H sparkle, twinkle
_ 6
E A within
G(H H0A text
( { ) v
H H( to frighten, to startle
_ H"J !E { _ "J H terror, fright

Q A"J H place, situation
Z
Q JA (H dreadful, awful
BM A H3H { BQ H 3J H lachrymal canal (source

of tears)
´
E=H $J !E to anger, to exasperate
"J MH affectionate, loving
( { ) zH iE to blame, to censure
Page 101

H 0HC!E to clothe, to dress, to
drape
H2A (J !E { OÀ H(A robe, cloak
c
H H disgrace, shame
G "H YC H slip, lapse
En H\!E H here I am
Exercise No. 76
¡3$ 2 $ y3A C H (1)

. $ W3 W3$ 2 \
¡ F P A E È (2)
. aH # M h Q W3 F P
¡
A 0 H ) $ W ! TA' (3)
. ( i R E E P
M )
¡ E 93 E P ^
M (4)
. GA ,0 E 93 GA ,][ A 9 E P ^
M !
Page 102
¡ TJ \A"7 GF R ¦
H <A$ TA' ! ZdL (5)
. TJ \A"7 GF R ' W3 W3$ 2 \
¡ 9 WM \e J E M (6)
. 9 WM \e "<$
¡ $ WM 9 J E H (7)
. $ WM 9 "<$
¡ (H E F " E M j
A E (8)
. (H E F " E M $ h BQ (!
¡ .#A (M F W"<2 (9)
F
A d[ TA' _E "L! (M F "J 2 ¦ ! 6 | E
. O<dh TA' _E "L!
¡ TP HM 2 E È F P A E
J `M ! H ! (10)
. 9 hH Q .J H F P E È W3$ 2
¡ yH M .J M H$H J E M | E <HH !
H ! (11)
. z 2! & M `! E <P$ E $ GE h B(! z" W. \
¡ +M 3P `M !E ,0 y"! § (12)
. z" 2h A TA'
O` " \
Page 103
¡ ][ ¦<! . $ (13)

. ¬ BH < §0 T TAÈ h TA' W3$ 2
¡j "$ H h ` ¦ H . F Ê
J ] (14)
. È R A $< TA' T h §0 J E \H! ©F !E
. ¦'
y( ! H ! H ! (15)
.¦
H b
H "J M'F
N zH ! aH Yh Wn<$! 2

H \!
¦d\! ")(! yH]K
A TA' ¦.Y j
M (M$ T\R ! 3$ 2 (16)
. zA "9 '\ ` "<$ yP3`! ] nR
. ¬.> z6$Å TA) yH O )(
N a|9H ! ¬8
Exercise No. 77
K 3 0K T#0Ë (D G #L H0JA (H (1)

E $ G(D j(L Wh ` ("DY ! cY
E DVH J ] %P< ,D J aH # A h B 0$
IH H' .H Gh TH<e $ T j(D
} { B( 3 $ TA' E o6 (H " 2! G(D
Page 104
H [ H X K } { <$Å 6 2d3Ì 2d3]

5 6e $ G(D ¦ Y\ T )( }
[' [\ Á $ IJ R CK H "' [\
6 dhÌ dh O h ! Oh H ]>
H V0 d=$ W V0' z" Gc R \3 }
d 3] .# @#.\ M YM2 l
H 2 xH Â
. l
2h B z" TA' .h v"L "2 (2)
) 9 50 5 E Â.<0$
. 9 56 6
M M]M ( 9 ¬

J -
[\
¿ $ E $ zH "
M .h L (3)
. 9 ¬(! ¬<e B 0$ $
B0$ 7! . §02 J E
S ` W3 (4)
. $ Gh
H h 3! $ h Â T! M . (5)
O` R 2h <$ TAÈ &( ´
A $! TA' §02 `
.

Page 105

M G,0 @<! ¦ ¬$ A h M zM 6] (6)
. 2h
! TA'
( @d3) J (7)
.
Q \ $ # . ¼ b>
TA'
@ ( TH 'U" 6 \ W
J 3 ) q (8)
. $ h # . @ Z)( TA' b>
_E ! T R l) Td 3. X 3#9 z3 (9)
".> @09<$' ("h
H cH.C E .<h
A !
..X i09<$
O` R 3 - 3 ! 3 - T#0. M 'M$ (10)

.
Exercise No. 78
(1) Come Hamīd, where are you going?

I am going to the madrasah.
(2) Do you have a watch?
Yes, I have a watch.
Page 106
(3) What is the time now?

According to my watch, it is quarter past ten.
(4) What time does the madrasah open? (¨
M <HYC M - is
opened)
Brother, the madrasah opens at half past ten.
(5) What time does it close? (a
M E]J M - is closed)
The madrasah closes at 12.40.
(6) What time did you come out of the house?
I came out at 9.45.
(7) Do you know how many minutes there are in
one hour?
Yes, one hour has sixty minutes.
(8) How do you recognize the hour and minutes
in a watch?
I understand the minutes from the large hand
and the hour from the small hand.
(9) When do you have supper?
We have supper after Maghrib at eight o’clock.
(10) When do you sleep?
I sleep after Íshā at nine o’clock.
(11) Where did your father go the day before
yesterday and when will he return?
He went to Hyderabad and will return tomorrow
or the day after tomorrow, if Allāh wills.
(12) Do you know what is your age?
Yes, I know my age is ten years and three months.
Page 107
(13) How old is your small brother?

He is presently eight years and six months old.
(14) Congratulations! You seem to be a very
clever boy.
May Allāh make it so. Now I seek your
permission.
(15) Good, in the protection of Allāh.
May you also be in His protection.
(B) Translate the following letter into English.
(A <$i TA' @! R "<

zH <VM.C 3d W3
@M MEH HH
A F .H J (H H J F JEH zM 6
EP E
2 s
M ! zA <~ v A "& TP s H A 'F OA ! 3H
B O( z" m
M (ª> IM 2I ¦< TA\! 3 @d\! HWi"
H.E { Y- % 1364 X> 0` ` h
@<# TA'
M h' { < ¨H J2(A @L M <$ @M M<& J &H'
_6 B.2 ´ A =
A JA "H A nR { ^" O) ¬
TJ A 3
J $ Z "> yn _F "H TJ AH H'E { @(0
M DC =$! T\ j0)" H M Í! TJ \A"J E A i { 3\
Page 108
@A JA<J
H 0HC!E > "! TY\ %
M 0! ' { E "4 W3
Y] ¦d\! ¦ W3$ 2 T! { A c H=H C OA A( ¦
H J23H E
n \! { @ A 3 GA 3d ` TJ \A H.A GE "Y¼ + Î
.ÏE [ yH O M ZQ L
@A .H A y2 i R +3 TJ A i ¦d\! 3Q TP

.@A A H E
zM A E yH 3M
30
Page 109
Lesson 49
The Particles
(^
M J M V
M CE)
1. The particle is such a weak word that it cannot

convey its own meaning without the assistance of
a noun or verb. However, after the support of a
noun or verb, it becomes so strong that it causes
changes in the meanings of many verbs. It is also
so essential that without it, the noun and the verb
remain scattered around. Hence there is a dire
need to focus special attention to it.
2. The particles which have a meaning are

referred to as (T
J \AH.H C ^
M J M M ) while the alphabets
like (j { { ), etc. are referred to as
(T
J \AH0.H C ^
M J M M - the foundational particles). Only
the former will be discussed in this lesson.
3. All the (T
J \AH.H C ^
M J M M ) are indeclinable (T
J A0>).
They are not more than 80 in number.
4. Some of the (^JM

M ) cause a change in the
Page 110
( ) of nouns and verbs. They are called the
( EA H

^
Q J M M ). Those (^JM M ) that do not cause any
change are called ( EA H M J -
E ^
Q J M M ).
5. The ( EA H ^

Q J M M ) comprise the following
categories:
(a) (!"

#
) or ($ %&
"#
)
These are 17 particles that render (d )) to a noun.
They are as follows:

P (M 6
E H C M F JM H _A yH j
H
A
%ERA %<PH %EH J H %J 'A H3H J A H`H
[1] (
) – in, at, because, with, oath etc.
It is used for several meanings, e.g.
(
A E9E CA
H0J<HE ) – We wrote with the pen.
(H [
J .A A M H<A C BH 0ALF ) – The book was printed in
Egypt.
(
A A
M JH 8) – I believed in Allāh.
(
J A .A C XF A
N M M E H *E'E) – Allāh caught them because
Page 111
of their oppression.
(
A A) – By Allāh (oath).
It can also be extra (3#o), that is, having no
particular meaning, e.g. (+M 3

H 0JH ^
EA
N
H JE!E) – Is
Allāh not sufficient for His slave?
It is used to render an intransitive verb transitive,

e.g.
(T
J AH<A A
3Q A H Z
H H nE ) – Hāmid took my book. The
meaning of (Z H H nE ) is “he went”. By using the
particle ( A ), the meaning of “taking away” is
created.
[2] (

) – is used for an oath and it is specific
with the word “Allāh”, e.g. (
N yH H eE8 3J 9E E
A H) –
By Allāh, Allāh has preferred you over us.
[3] ('

) – “like” - is used for a comparison, e.g.
((A "J E M C A CE) – Knowledge is like light.
Page 112
[4] ((
) or (() ) – for, towards, time, to, possession.
Examples:
(@A A) – for Allāh.
(s
H (J H j
A HH.
P H DE 'E WA|A TH A )J H
M J )P H T\RA)
I turned my face towards the One who created
the skies and the earth.
(nA H<$
J *FC zA J 3M 9F A J"M "J ) – Stand for the teacher when he
comes.
(3
J2IH A
M C F) – I said to Zaid.
(3
AH=A
M H<A C EH ) - This book belongs to Khālid.
The (_) is (l"<Y) when prefixed to a pronoun
(,.b), e.g. (@M E), (

J F E).
[5] (
) is used for taking an oath, e.g. (
A H),
(A 0HJ
E C
(H H ), (A .H 9E CH
A .J h P H).
Sometimes the () is used in the meaning of
(
P (M ), that is, “many” or “some”. Such a () is
called ( P (M M ), e.g.
(
M JA C i| RAH M J'AHHC i| RA Q J\A!E HA
H JE G 3H C HH ) – There
Page 113
are many cities where there is no one who can

console except for gazelles and breeding camels.
Note 1: The particle of conjunction, (), meaning

“and”, is used very frequently but it is from the
( EA H M J-E ^
Q J M M ).
[6] (%& ) – some, many.

It is generally succeeded by a word that is
('"K" G\) – an indefinite noun that is
described by an adjective, e.g.
(@M <MJ 9A E J2A E )M (H
P (M ) – I have met many a noble
person.
Sometimes the succeeding word is
('"K" ,- G\), that is, not having an adjective,
e.g. (GA (H H0A C
H A §F EJ!E G (H H`RA
P (M ) – Some gestures are
more eloquent than written words.
[7] & [8] (*

+ ) and (*, + ) – since. These two words
are used to indicate a span of time, e.g.
(A H .
McM C zA "J H2 F JM ! C M @M <MJ2!E(H H) – I did not see him
since Friday.
Page 114
[9] (-
+ ) – from, of, some, among, due to, e.g.
(@d<
E C E %ERA TJ #AH0.J H J A j
M J $A ) – I travelled from
Bombay till Calcutta.
(
H CÀ H x
A J 3M J[
H A C M ) – Take whatever you want
from the box.
(
Q A ªJ M J F JA H Q 'AE J F J.A 'E) – Some of you are
disbelievers and some of you are believers.
(J"FA -
C !F J A AEJDA H P.A ) – They were drowned due to
their sins.
The particle (
J A ) is also (3#o). It is most often
(3#o) after (TY\) and (zY<$), e.g. (B
JYA `H J A HE H) –
We do not have any intercessor.
( J [
A \H J A J F E C H ) – Do you have a helper?
[10] (
. ) – in, regarding, about, due to, e.g.
(k
A (J 3 TA' M H<A CE) – The book is in the drawer.
(@A J
A !E TJ 'A 3Q J2oH H |E H) – Zaid spoke about his brother.
(G P A T J 'A (H P G !EH J A
J EH H ) – A woman entered the
fire due to a cat.
Page 115
[11] (-

) – from, on behalf of, e.g.
(3
A E0HC
A H
M )J H H ) – I went out of the town.
(3
J2oH J H H A H(3P @M <MJDE J !E) – I gave him the silver
coins on behalf of Zaid.
(@
N Tb(
\H!E J H 1
F J23A V
H C W
H A (M ) – The hadīth
was narrated from Anas .
[12] (/)0

) – on, in spite of, e.g.
(T
$A J F C %EH
J A)J A) – Sit on the chair.
(
J A .A C ©F %EH p
A PU G H YA ]J H FE ¦
H P(H | RAH ) –
Undoubtedly your Lord forgives the people in
spite of their oppression.
[13] (/)#1) – till, towards, e.g.
(E
| H %ERA 3A JA C H A j
M J 'EH$) – I travelled from India
to Makkah.
(A 0HJ
E C %ERA
M J )P "H H) – I turned towards the Ka’bah.
[14] (/%

) – till, until, even, e.g.
(A c
J YE C BA EDC H %P<H ) – until the rise of true dawn.
Page 116
(GA Hh.
M C %P<H k
HVC zH 3A E) – The pilgrims came, even
those who walked.
Note 2: The second and third meanings are used

more often when the particle (%P<
H ) is prefixed to
a verb. Then it will not be a (d ^) but will
render (Z[\) to (v(& '), e.g.
(T
H UK
H !F %P<H HM H
J A) – Wait here until I perform
salāh.
[15] [16] & [17] (

), (2
)
) and (
3
) – All three
words mean, “besides” or “except”. They are
used for (O7<$). See 43.8. Examples:
(3
J2oH H`H zM "J 9E C O H)) – The people came besides
Zaid.
(3
J2oH 6
E H zM "J 9E C O H)) - The people came except Zaid.
(3
J2oH H3H zM "J 9E C O H)) - The people came save Zaid.
(b) (8
9 # : 5, 6
%7

#
4
#)) – The particles which
resemble the verb. They are :
(
| H E ±
H JE ± P A E ± | *EE ± | !E ± | RA).
Page 117
These 6 words are also referred to as (H MH"

H !H | RA)
– Inna and its sisters. See Lesson 37. They are
called (
A J YA CA F H 0Ph
H .M C ^
M J M V
M CE) because they
resemble the verb in certain aspects. They are
triliteral (Te6e) or quadrilateral (T() like the
verbs. The final letter has a fathah as in the
verbs. The words (
| RA) and (| !E) resemble (P 'A) and
(P 'E) in totality while (
H JE) resembles (
H JE).
It was mentioned in Lessons 25 and 37 that these

words appear before a (g ) and render
(Z[\) to the (!3<0).
[1] (
| RA) is always used at the beginning of a
statement, e.g. (
Q JA (H (Q "J YF ]H E ¦
H P(H | RA) – Indeed
your Lord is most forgiving and most
merciful. However, after the verb (_
E E) or any
of its derivatives, it appears in the middle of
the statement as well, e.g.
(ON HYC K
H G H 9E H H\PRA _F "J 9F H2 @M \PRA _E E) – He (Mūsā ) said,
“He (Allāh) says that the cow should be
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yellow.” It must be remembered that (

| !E) is
never used after (_
E E).
After the words (
H AH ) and (3H A `H ), (| !E) is generally
used but (
| RA) is used in specific cases, e.g.
(
E "MnA EE ¬
H 9A 'AH.M C | RA 3M H h
J H2 @M |H @M F"M$H E ¦
H \PRA M EJ H2 @M |H)
Allāh knows that you, (O Messenger), are His
prophet and Allāh bears testimony that the
hypocrites are liars.
Note 3: No change occurs in the meaning of a

(g ) due to the insertion of (| RA). Only some
emphasis is created in the sentence. Accordingly,
(Q b
A H 3J2oH | RA) and (Q b
A H 3Q J2oH ) mean the same
thing.
[2] The particle (

| !E) cannot appear at the
beginning of a sentence. It only comes in the
middle, e.g.
(3
J2oH E H c
H `M
M J .A $H = v
Q Hc`M 3 J2oH | !E
M J .A $H ) – I
heard that Zaid is brave, that is, I heard of the
bravery of Zaid. This shows that (
| !E) changes a
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(g ) to the meaning of a verbal noun
((Q 3
H[J H ). Such a verbal noun is called (_ P *EM (Q 3H [
J H ).
In the analysis, this ((Q 3
H[J H ) is the (_"Y) of the
verb (
M J .A $H ). In some sentences, it will be the
('), e.g. (¦
H <MH Hc`M TJ \AP $H = v
Q Hc`M ¦
H \P!E TJ \AP $H ) –
Your bravery has pleased me. The word
(¦
H <MH Hc`M ) is the (') in this sentence.
Note 4: Here is an interesting grammatical

riddle for you to solve. The sentence is:
= >) 3? @
;<)
You will find several apparent errors in this

sentence. Firstly, the sentence begins with (
| !E).
Secondly, the noun after (
| !E) should have been
( "[) but here it has (B'(). Thirdly, the word
(
J2A E ) has (d )) instead of (B'().
Solution
The particle (
| !E) here is not a (^) but a verb
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like (P 'E). Originally it was (

H \H!E), meaning to
groan. The word (3
Q J2oH ) is the ('). Therefore it is
(v"'). In the word (
J2A E ), the (y) is a (d ^)
while (
J2(A - antelope) is ((cH). The sentence
therefore means, “Zaid groaned like an
antelope.”
Sometimes the particles (

| RA) and (| !E) are
rendered ($) and read as (
C RA) and (C !E). In
order to differentiate this ( YE Y| =
H M C RA) from ( C RA
PLA J `H ) and ( H'AH\ C RA), a (_E ) is prefixed to the (Â).
Sometimes the ( YE Y| = H M C RA) renders (Z[\) to the
($) and sometimes it has no effect, e.g.
(
Q AHE 3J2oH ! 3Q J2oH C RA) – Indeed Zaid is learned.
However, ( YE Y| = H M C !E) does not have any effect on
the succeeding word, e.g.
(
Q AH 3Q J2oH C !E
M .J AH ) – I knew that Zaid was
learned.
The particles (
| RA) and (| !E) always appear before
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a noun. However when they become ($),
they can appear before a verb. The particle (

C RA)
most often appears before (
E E) and (P ©E ) and
their derived forms, e.g.
(G H J 0A
E E
J \HE C RA) – Undoubtedly it was a heavy
thing.
(
H JAnA EC H .A E ¦
H XF \H C RA) – Indeed we regard you as
being from among the liars.
Note that the (Â) has (_
E ) prefixed to it.
After ( YE Y| =
H M C !E), the particle (p) or (^"$) is
prefixed to (v(& ') and (3 J E) is prefixed to
(Tb> Y) in order to distinguish it from
(Y 0K\ C !E), e.g.
(%µbJ H
J F JA F "J F H$H C !E H AH ) – He knew that some
of you will be ill.
(
J A (H j
A iE H$(A J"]M EJ!E 3J E C !E H EJ HA) – so that he knows
that they conveyed the message of their Lord.
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(H(3
A F H ½ F TJ A*C H2 ^
H "J $H C !E @M M YE JH2 OA J .H C M C A 'E J EJ H)8
Know for knowledge benefits a person that
whatever has been decreed will appear.
[3] (
| *EE ) – “as if” - is used for a comparison, e.g.
(3
Q $H !E Z
H C E C EH | *EE ) As if this dog is a lion.
Note 5: The word (

| *EE ) can also be made
($). It most often appears before a
(
J EA
TJ YA > Y) – a verb made negative by the
particle ( J E), e.g. (3Q H !E +M H H2 J E C *EE ) – As if no one
saw him.
[4] (
| H E) – “perhaps” - is used for expressing
hope (T
J ) H <PE), e.g. (TS 9A H ¦
H HJ | H E) – Perhaps or I
hope that your son is pious.
8 In this verse, the sentence (M@M YE JH2 OA J .H C M C A 'E) is a (HbA <HJ M J.)M ) – a
parenthetical clause. The (') of (JEJ A) is a pronoun (H\!) concealed
in it. The sentence (H(3A F H ½ F TJ A*C H2 ^
H "J $H C !E) forms the (_"Y) of (JEJ A). The
alif in (H(3A F) is (3#o). This is permitted in poetry.
Page 123
[5] (
H JE) – “would that, I wish that”. It is used to
express a desire or wish, e.g.
(Z
M Jh
A .H C E H 'E H.A +M H 0AJ *F'E "J H2 M "J MH2
H H0h
P
H JE iE !E)
Listen, I wish that youth could return one day
so that I could inform it of what old-age has
done.
[6] (
P A E) “but” – is used for (y(3<$), that is, to
remove the surmise that was created by the
first statement in the listener’s mind, e.g.
(O H)H yH H!E P A E k
HVC O H)) – The pilgrims came
but your father did not come. By saying,
(k
HVC O H)) - the pilgrims came, the listener
surmised that his father also came. By saying
(
P A E) – but…, that conjecture was removed.
Note 6: The word (

P A E) can also be ($) or
(|Y=
H M ). Then it can appear before a verb also
and it becomes ( ,-), e.g.
(
E J M M h
J H2 i| J A EH E J 3M
A YC .M C M M J M \PRA iE !E) – Listen,
they are the mischief makers but they do not
even perceive it.
Page 124
(c) The Particles of Negation ( # ), (

+)
and (A
))
The particles (H) and (i

E ) sometimes, like (
H JE),
render (B'() to the ($) and (Z[\) to the (Â),
e.g. (h
H H EH H) – This is not a human.
(¦
H J A E &
H 'C !E )M (H iE ) – There is no man more
virtuous than you.
But most often, both these particles are
( ,-).
Sometimes a (j) is suffixed to the particle (i

E ) to
become (j
H iE ). It has the same function as (iE ),
e.g. (r
HH H JA j
H iE ) – This is not the time for
escape. The original sentence was
(r
HHH JA M JV
A C j
H iE ), where (M JV
A C) is the ($)
and (
H JA ) the (Â) which is ( "[).
Note 7: It was mentioned in Lesson 20,
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paragraphs 3 and 4 that the particles (

J E), (P.E)
and (
J E) also create the meaning of negation. But
they are specific with (v(& '). In the next
lesson you will learn that (

C RA) is sometimes also
a particle of negation.
Note 8: The particle (i

E ) always remains one of
negation. However, the particle (H) is most often
regarded as a noun. Then it can fall into several
categories:
1. (PA HYC <A$
J A H) – what thing. See Lesson 13.
2. (E"J K
M "J H H) – whatever. See Lesson 42.
3. (P'AJ ©
E
H) – as long as. See Lesson 37.
There is also a (P2(A 3H[
J H H) which is counted
among the (^). See the next lesson,
paragraph 5.
(e) (
A Jc
A C TA YC HA iE ) – the particle that negates a
whole category or species. It appears before
an indefinite noun and renders (Z[\) to it,
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e.g. ((A P3 TA' E )M (H iE ) – There is no man in the

house.
(@A
A YC HA A J=
A 0HC _A H TJ 'A H JH iE ) There is absolutely
no benefit in a miser’s wealth for himself.
(
A A i| RA GE "P F iE H _E "J H iE ) – There is no power or

might except with Allāh.
(e) (OA H3^) – the vocative particles. They

are (H2), (H2!E), (HH ), (W J !E) and (!E). If a noun
succeeding these particles is (Y), meaning
(^& ,-), a (d.b) is read on the final letter,
e.g. (3
M J2oH H2), (F )M (H H2). If the succeeding noun is
(^&), it will be ( "[), e.g. (
A 3H 0JH H2).
Sometimes a non-specified person is called
out. Then too, the (µHM – the word referring
to the person who is called out) will be
( "[), e.g. if a blind man calls out,
(W
J 3A HA C M 6
)M (H H2 - O man, hold my hand.)
The particle (H2) is very commonly used. It can be
Page 127
used for (Z2 µHM ) and (3 µHM ), that is,

whether the person you are calling out to is near
or far. The particles (H2!E) and (HH ) are for ( µHM
3) while (W
J !E) and (!E) are for (Z2 µHM ), e.g.
H.M J
A \H TP ERA £
J F=H2 H0[
P H J
A \H HUH
A A E H.J \H TJ E0H)H H2!E
O the two mountains of Na’mān, leave the

eastern morning breeze for Allāh’s sake so that
it can reach me.
HM H A H.J9A M P\RA HH(H H)!E
O our neighbour, we are staying here.
Note 9: It would have been appropriate to

mention the particles of response after the
vocative particles. However, since they fall in the
category of ( EA H M J-E ^
Q J M M ), they will be
mentioned in the next lesson under this category.
(g) (D
&
E 0 # 5, 7
B
%#
C) – the particles which
render (Z[\) to (v(& ').
Page 128
These are (
C !E), (J E), (TJ E ) and (C nE RA). These
particles appear before (v(& ') and render
(Z[\) to it, e.g.
((H "J M i
E %ERA zH "J HC Z
H H C H C !E Z
M
A J !E) – I think you will
go to Lahore tomorrow.
(3
A H z HLE %EH H 0A[
J \H J E) – We will not be patient
with one (type of) food.
(@A A E .H J !E TJ E E 8J9F C
M .J |H H) – I learnt the Qur’ān in
order to practise on it.
(¨
H AYC M nRA) – Then, you will be successful.
These particles were mentioned in Lesson 20,

paragraph 4. More details will follow in the
section of (Y ).

C !E) is called (P2(A 3H [
J H C !E)
because it changes the (v(& ') to the
meaning of the verbal noun, e.g. (!EH 9C H
C !E Z
A !F)
means (¦
H <H#EHA Z
A !F) – I love your reading.
Page 129
(g) (D
&
E 0 # 5, +
@
"#
C) – the particles
which render (zIH)) to (v(& ').

These are ( J E), (P.E), (A J *EC zM iE ), (TA J P iE ) and (C RA).
These particles appear before (v(& ') and
render (zIH)) to it, e.g. (Z J H C H2 J E) – He did not go.

(Z
J H C H2 P.E) – He did not go as yet.
(Z
J H C HA) – He should go.
(Z
J H C H iE ) – You do not go.
(Z
J H nC !E ZJ H C H C RA) – If you go, I will go.
These particles were mentioned in Lesson 20.

They will be discussed again under (Y ).

C RA) is a (t
A J h
P ^
M J H ) – a
particle of condition. It appears before two
sentences where the first one is called the (tJ`
H)
and the second one is called the (OHI)
H ). If () is
prefixed to it, it means, “even though”. In this
case, there will not be a need for two sentences
after it. One sentence will precede it, e.g.
Page 130
(Z
J H C HiE C RAH A $H (H 3J .H C %ERA Z
M H nC *E$H ) – I will go to the
madrasah even though you do not go. For this
meaning, the particle ("J EH ) can also be used, but it
is specific for the past tense, e.g.
(Z
J H C H J E "J EH A $H (H 3J .H C %ERA
M 0JH nE ) - I will go to the
madrasah even though you did not go.
Note 12: The above-mentioned seven categories

are ( EA H ^
Q J M M ). The ( EA H M J-E ^
Q J M M ) will be
mentioned in the next lesson.
Page 131
Lesson 50
The Non–Causative Particles

(A EA H M J]H C ^
M J M V
M CE)
Note 1: Among the ( EA H M J-E ^

Q J M M ), some are
causative ( EA H) whereby they have an effect in

one case while in another case, they are non-
causative.
1. The (F
G 9
#
) are ten:
J A E zJ !E PRA J !E C H iE %P<H P eF ^
H H
Note 2: The meaning of (CD

H ) is ‘to incline’.
When a (D ^
M ) appears between two words
or sentences, it inclines the succeeding word to
the preceding one. It renders both the words or
sentences into the same case ( ~ ). The
preceding word is called (@JE

H ^
Q "J DF J H ) and the
succeeding word is called (^

Q "J DF J H ).
Page 132
[1] (
) – “and”. It is used to combine two
things under one command, e.g.
(Q.
J H H 3Q J2oH O H)) – Zaid and Àmr came. This
example shows that Zaid and Àmr are
both included in the act of coming.
[2] (

) – “then”. It is used for combination
and sequence, e.g. (3
Q JÀ H 'E 3Q J.A H O H)) –
Hamīd came and Rashīd came with.
(^
H ) – “because”. This indicates the cause. It
is called (A P0A0H
P ON E') and it is most often used
with (
| RA), e.g.
(¦
H M YE JH2 @M \PA'E E 8J9F C !AH C A) – Read the Qur’ān
because it will be of benefit to you.
[3] (%= ,) – “then”. It is used for combination
and sequence with a delay, e.g. ( Q $A E Z

H H nE
Q À H P eF) – Qāsim went, then Hāshim. This
will be said when there is the slightest
delay between the going of Qāsim and
Page 133
Hāshim.
[4] ( <)) – “or”. It is used for showing one of
two things, e.g. (y

H En J !E EH C M ) – Take this
or that.
[5] (H <)) – “or”. This is similar to (J !E) but it is
used in a question, e.g. (y

H En zJ !E yH "J M !E EH !E) – Is
this your brother or that? On such an
occasion, (J !E) cannot be used.
[6] (%+1) – “either”. It is also used in the
meaning of (J !E) but it is always repeated

and it introduces the details that are to
follow, e.g. (S M PRAH "Q C M PRA M .H 7|E) – The fruit is
either sweet or bitter.
I #)) – “but”. It is used for (y(3<$). See

[7] (-
Lesson 49. Example:
(J &
MV
J H2 J E
M $M "J M2 J A E GF E A 6
E <P H &
H H ) – The
students attended but Yūsuf did not attend.
Page 134

J A E) is ( ,-) while (P A E)
is ().
) ) – “not”, e.g. (¨H A|D

[8] (A iE ¨H AP[ zA A C !E) –
Honour the pious, not the impious.
[9] (8
:
) – “nay, rather”. It is used for
( Hb
J RA), that is, to abandon one statement
and focus towards another, e.g.
(3
Q AH C H 3Q A H Z
H H nE H) - Hāmid did not go,
rather Khālid went.
[10] (/%

) – “until, even”. It is used to
indicate the end limit, e.g.
(GF Hh.
M C %P<H F E'AE9C zH 3A E) – The caravan came,
even those who walked.
Note 4: The particle (%P<

H ) is used in many ways.
One is a (d ^) and this is the one used most
often. The second one is ( ,-) as a
conjunction. The third one appears before a
Page 135
(v(& ') and renders (Z[\) to it. It was

discussed in Lesson 20. It will be further
discussed under (Y ).
2. (H6JA ) – the particles of

interrogation.
They are (!E) and (
C H ). The particle (!E) is frequently
used by appearing before nouns, verbs and
particles. The particle (
C H ) does not appear before
particles.
Examples: (
H J2!E(H 3J2oH !E), (3J2oH
H J2!E(H !E), (3J2oH H H J E!E) –
Did you see Zaid?
(Q b
A H 3Q J2oH C H ) – Is Zaid present?
(3J2oH
H J2!E(H C H ) – Did you see Zaid?
3. (

"K# ) – the particles of response.
They are eight:
iE { | RA A J)H C E)H C )H !E W
J RA %EH J H \H
@J \PRA
(1) (=
9
L
) – “yes”. This word is used to indicate an
Page 136
agreement with the statement in the question,

whether the statement is positive or negative,
e.g. If in response to the question, ( yH O H) C H
3Q J2oH ) – “Did Zaid come to you?”, one replies,
(
J H \H), it will mean, “Yes, Zaid came. If the
question is, (3 Q J2oH yH O H) H!E) – “Did Zaid not come
to you?” and one replies, ( J H \H), it will mean,
“No, Zaid did not come.”
(2) (/)0:
) – “yes, why not”. Its function is to change
a negative statement to a positive one, e.g.
(
J F H A
M
J E!E) – Am I not your Lord?” The
response to this question is, (%EH), “Why not,

you are certainly our Lord.”
(3) (M
1) – “yes”. This word is always used with an
oath, e.g. (T
J (H H
W
J RA) – “Yes, I take an oath in the
name of my Sustainer.” The phrase, (
A H W
J RA) is
used very often. In today’s colloquial
language, this has been abridged to ("H J2RA).
(4) [5], [6] & [7] (Q %L1 < ;1 N O P

N 8 0) P
N 8 P
<)) – All
four words have the same meaning as (
J H \H).
Page 137
Examples:
HYA K J "H A
H \J*E'E HYC K
A TJ A ""92
M C A H'AHKJ *EA W
J 3A JA C )H !E Q J0AH
They say, “Describe this woman because you are

well acquainted with her attributes.” Yes, I am
well aware of her attributes.
C E)H M C F ( 3 H "J 9F M
H .J XE \H "
A J)H
M C 9F ' ¡E"J M.H C M V A <H9C H!E
They said, “You have threaded the gems.” I said,

“Yes.”
“Are you admitting yourself into the mouth of
death?” I replied, “Yes.”
@J \PRA
M C 9F 'E j
H J 0AE 3J EH yH 6
E H 3J E Z
Q J`H H C 9F H2H
They are saying, “Old-age has come over you and
you have become senile. I replied, “Yes.”
(5) (A
) ) – “no”. It is used when you intend to reply
in the negative to a question, e.g. If you reply
to the question, (3
Q J2oH O H) C H ) – Did Zaid come?,
Page 138
by saying (i
E ), you are implying that Zaid did
not come.
4. The Particles of Negation (

%# )
They are (H), (i
E ) and (C RA), all meaning, “no, not”.
The particles (H) and (i
E ) can appear before a
noun, verb or particle, e.g.
(Q.
J H iE H Q #AE 3Q J2oH H) – Neither is Zaid standing nor
is Àmr sitting.
(
M JA `H iE H
M C E !E H) – I neither ate nor drank.
(¦
H JEH iE H º J`H @A JEH H) – There is neither blame on
him nor on you.
However, the particle (

C RA) generally appears
before a noun, e.g. (
Q J2A E ¦
Q EH i| RA EH C RA) – This is
nothing but a noble angel.
The particle (i
| RA) appears before the (Â) of
('\ C RA) which distinguishes it from (EYY| =
H M C RA)9
9 See Lesson 49 (b).
Page 139
and (L` C RA)10.
Note 5: Sometimes the particles (H) and (i

E ) are
causative (). See Lesson 49 (c).
Note 6: The Arabs most often, in place of ('\ H),

say ( J'AH) which is the abbreviated form of
(º
J`H @A J'A H). They simply mean “no” by this
statement, e.g. ( H<

A J'AH W
J 3A JA ) – I do not have a
book. Similarly, in place of (º J`H @A JEH H), they say,
( JE
H H) – There is no problem.
5. (5&3RS C) – The particles of the verbal
noun. These are (

C !E), ("J E), (H) and (| !E). The first
three particles create the meaning of the verbal
noun in a verb while the particle (
| !E) does so in a
(g ). In such an instance, the verb or the
(g ), coupled with these particles, is called a
10 See Lesson 20.3.
Page 140
(_
P *EM
(Q 3H [
J H ) – an interpreted verbal noun, and like
a singular noun, it forms either the ('), (_"Y),
(Â) or (@R ^&), e.g.
(¦
H F3J K
A TJ \A M H2 = x H 3M [
J H C !E TJ \A
M H2) – Your
truthfulness makes me happy.
(¦
H H Hc\H Z
A !F =
H V
Jc
H \H "J E Z
A !F) – I love your
success.
( 3H J HH @A AJc
A H E 0JE = Z
H H nE H 3H J H
M .J \AH ºF Jc
A H2 H E 0JE
M XC 9| HH
@A AH nA ) – I awoke before his coming and I slept after
his going.
(¦
H M Hc\H TJ A]H EH = ¨Q )A H\ ¦
H \P!E TJ A]H EH) – I received the
news of your success.
In the first example, the (_

P *EM (Q 3H [
J H ) is the ('),
in the second, it is the (_"Y), in the third, it is the
(@R
^&) and in the fourth, it forms a (g )
and becomes the (').
6. (T
O E
4
%#
) – the particles for
encouragement and spurring on. They are (i

E !E),
Page 141
(6
| H ), (i| !E), (iE "J E) and (H"J E). They all mean, “is (or
does) not, why not”.
All five particles are always used with a verb, e.g.
(
M UH M iE !E) – Are you not teaching?
(
M UH M 6
| H ) – Are you not teaching?
(¦
H HJ M UH M iE !E) – Are you not teaching your son?
(x
H 3P K P *E'E Z J2A E )H !E %ERA TJ AHJ P !E iE "J E
(H ) – O my Lord,
why did You not give me respite for a short while
so that I could give charity?
(A
E #A6
E .H CA HJA*C H H"J E) – Why do you not bring the
angels to us?
Note 7: After the (

A J&
AV
J <P ^
M ), a sentence of
response most often appears. The particle (^)
precedes it and the (v(& ') is pronounced
with a (Z[\) as mentioned in the example above,
(x
H 3P K
P *E'E). This verb (x
M 3P K
P !E) was originally (x
M 3P [
H H!E)
from the category (YE H). The (j) is assimilated
into the (r), that is, (z-R) is applied. See Lesson

29, Rule 6.
Page 142
7. (U
%# ) – the particles of condition.
They are ("J E - if), (i
E "J E – had it not been) and (H"J E -
had it not been). Two sentences appear after these
particles. The first one is called (tJ`
H ) while the
second one is the (OHI)
H ). A (_) is prefixed to the
(OHI)
H ), e.g. ()J !E @A JEH j
H C =
H PiE
H CÀ "J E) – Had you
wanted, you could have taken a payment.
(s
M (J *EC j
A 3H
H YE E
J 0HA J M &
H J H p
H P
A BM 'C H iE "J EH ) – Had

Allāh not prevented some from others, the world
would have been corrupted.
(ON H)(H yH Hb(H TJ 'A ¦
H DA =
J $M 3A J H J A TJ A E EE GA H`"M C A F H HKAC H"J E)
Had it not been for the spying of the tale bearers,
I would have had hope in you being pleased after
your anger.
Note 8: If () is prefixed to ("J E), its meaning

changes to “although”, e.g.
(
A J[
A E E "J EH H C A C J"]M <HJA) – Seek knowledge even if
it be in China. There is no statement of response
after ("J EH ), but a sentence precedes it.
Page 143
Note 9: It was mentioned above that (i

E "J E) and
(H"J E) are also from the (
A J&
AV
J <P ^
M ). In such a
case, no (_) is prefixed to its response. On the
contrary, a (^
H ) is prefixed to it. See Note 7.
8. (D
V %#
) – “never”, “certainly”. This is a
particle of reproach or rejection, e.g.
(
E "J .M EJ H ^
H "J $H 6
| E ) – Never, you will soon come to
know of the reality.
Sometimes it has the meaning of (Ð9
H) –
undoubtedly, e.g. (%µ]D
C HE E H\JAC | RA 6
| E ) –
Undoubtedly, man is rebellious.
9. (W
X %#
) – particles of close proximity.
These are (p
H ) and (^
H "J $H ). They change the
meaning of (v(&) to the near future, e.g. (!FH C *E$
H)
– I will read now.
(!FH C !E ^
H "J $H ) – I will read soon.
The particle (p
H ) is used for a time that is closer.
Page 144
10. (3
O > Y %#
) – the particles of emphasis.
The (F YE J YA =
H CH F EJ9A 7| F "J 3A JA *H< zM i) were discussed
in lesson 20 (b), e.g. ( P 0H<MC *EE) and (J 0H<MC *EE) – I will
certainly write.
The (3
A JA *H< F "J \M) is only used with (v(&) and
(!). However, the (3

A JA *H< zM i) can appear before
(Tb>),(v(&>), ($) and a (^), e.g.
(oH EYE 3
H H <H)J "A E) – If he strove, he would have
succeeded.
((H "J M i
E %ERA 3-E Z
M H nC *EE
A H) – By Allāh, I will certainly

go to Lahore tomorrow.
(
[
J 'E _ "J 9E E @M \PRA) – Undoubtedly, it (the Qur’ān) is a
decisive statement.
(_
"J $M (H J F O H) 3J 9E E) – A messenger certainly came to
you.
11. (Q O 7 %#

) – the particles of warning. These
are (i
E E) , (EE) and (H ). All three of them mean,
“beware, listen, behold”, e.g.
Page 145
(Z
Q J2A E
A H [
J \H | RA iE E) – Beware, the help of Allāh is
near.
(@M P0HAH*FE
A H EE) – Listen, by Allāh, I will certainly

reproach him.
(
A H0CA yH P 3M H | RA H ) – Behold, your enemy is at the
door.
Note 10: The particle (i

E E) is also a particle of
encouragement. In such an instance, it is always
followed by a verb. See paragraph 6 of this lesson.
12. ( O Z
%# .)
) – the two particles of
explanation. The particles (W

J !E) and (C !E) are used
for explanation and clarification, e.g.
(y
H "J M !E W
J !E M
HV
H C O H)) – Hasan, that is, your brother
came.
(
M JA HJA H2 C !E +M HJ2H H\) – We called him, that is, (We
said), “O Ibrāhīm.”
13. ($ V

![#
) – extra letters. Although the
following particles have a meaning, sometimes
they are extra, that is, their meanings are not
Page 146
taken into consideration. They are inserted in the

sentence to beautify it. They are the following
particles:
_A
A J A iE H C !E C RA
The particle (
C RA) is extra after ('\ H), e.g.
TJ <AEE9.H A 3.P V
H M M J 3H H C RA H
3A .P V
H .M A TJ <AEE9H
M J 3H H J A E
I did not praise Muhammad with my poetry,

but rather I have praised my poetry with
Muhammad .
The particle (
C !E) is extra after (P.E), e.g.
(M J h
A 0HC O H) C !E P.E'E) – Then when the giver of glad
tidings came.
The particle (H) is extra after (EnRA), (%H<H ), (

H J2!E), (W
S !E)
and (
C RA) when the latter four words are used for a
condition. It is also extra after some of the
Page 147
(Gd( ^) like (J A { yH { J H { A ), e.g.

(J 0AK
J E'
H JA<MJ H EnRA) – Be patient whenever you are
afflicted by any difficulty.
(J 'AH$!F J 'AHMH %H<H ) – When you travel, I will travel.
(
A @M )J H P 7E'E J"½"H M H.HJ2!E) – Wherever you turn, there is

the Being of Allāh.
(@M J A
C *E'E yH O H) F )M P H.2!E) – Whoever comes to you,
honour him.
(3M TJ A J F PHA*C H2 P *A'E) – If guidance comes to you
from me…
(
J M E
H JA
A H A .H J (H H.0A'E) – You are gentle to them

due to the mercy of Allāh.
(
H JA A H\ P V
H 0A[
J ME JAE P.H ) –They will regret in a short
while.
Note 11: The particle (H) is regarded as extra in

the last seven examples, but if one has to examine
it in depth, there is some meaning attached to it in
each example. In some places it creates stress and
emphasis in the preceding words and in some
places it creates an increase, e.g. the word (EnRA)
Page 148
means “when” while (HEnRA) means “whenever”.
The word (
H J2!E) means “where” while (H.HJ2!E) means
“wherever”.
The particle (i
E ) is extra after (2(3[ C !E) and
sometimes before (
MA C !F), e.g.
(3
HcM
J H iE C !E ¦
H H HH H
M JAJRA H2) – O Iblīs, what has
prevented you from prostrating.
(3
A E0HC EH A M
A C !F iE ) – I take an oath by this city.
Note 12: The meaning of the particle (i

E ) has not
been applied in both examples.
The particle (
J A ) is extra after ('\ C RA) and (J E ),
e.g.
(Q J2
A \H HJ'A 6
E H i| RA H2J E J A C RAH ) – There is no village
except that a warner has passed in it.
(
A A nC AA G H J7AE E'A
J 0HE-E EJAE E'A J A J E ) – How many
a small group has overpowered many (large)
groups with the command of Allāh.
Page 149
The particle (
A ) is extra when attached to the
(Â) of (z) and (
H JE), e.g.
(
nA EA 3Q J2oH
H JE J !E 3Q J2oH H) – Zaid is not a liar.
The particle (_) is extra in the sentence (

J F E ^
H A (H )
- He came after you. Here there was no need for
the (_) because (^
H A (H ) itself is transitive. One can
say, “(
J F 'EA (H )”.
Note 13: There are some extra particles among the

(Gd(
^) as well. If they are extra, they still
are causative () and their effect will be visible.
Note 14: Some particles will be discussed later in

the appropriate sections.
Page 150
Lesson 51
Continuation of Lesson 50
Some of the particles having different names with

differing meanings, which have been mentioned
in the different lessons, will be discussed in detail
now.
1. The particle (
C RA) is of four types:
(L`), ('\), (YYÆ) and (G3#o).
[1] (5O\ ; 1) means “if’. It is from amongst the

causative particles ( ^). It renders
(zI)) to (v(& '), e.g. (
J A)J !E
J Ac
J H C RA) – If
you sit, I will sit. See Lesson 20.3. This is the
one that is used the most.
[2] (5O.L ; 1) means “no”. It is non-causative
( ,-), e.g. (Q J2A \H i| RA H\!E C RA) – I am merely a
warner. The particle (i | RA) normally appears in
its (Â) as is apparent from the example.
[3] (5] ; 1) is originally (

| RA). A (3*< zi) is
Page 151
normally attached to its (Â). Sometimes it is

causative and sometimes not, e.g.
(
Q #AE9E 3Q J2oH C RA) or (Q #AE9E 3J2oH C RA). See Lesson 49,
(b).
[4] ($3^@ ; 1) does not display any meaning.
Sometimes it is extra after (H), e.g.
(j
M !CH E C RA H) – I did not read. See Lesson 50.13.
It is seldom used.
2. The particle (
C !E) is also of four types:
(vA(H&.
M C F 0HK
A H\) or (P2(A 3J[H ), (YYÆ), (GH
YE M ) and
(G3#o).
[1] (D&
E
#
L) renders (Z[\) to (v(& ')
5, 7
B
while changing the meaning of the verb to
that of the verbal noun, e.g.
(¦
H E Q JH ¦
H M HK
A = ¦
H E Q JH zH "J [
M H C !E) – Your
fasting is better for you. See Lessons 20 and
49.
[2] (5] ; <)) is originally (| !E), e.g.
(¨
M AYC <M$H C !E
M .J AH ) – I knew that you will
Page 152
succeed. See Lesson 49, (b).

[3] ($
!Z) + ; <)) means “that is” and it is non-
causative ( ,-), e.g. (

M $M "J M2 H2 C !E @M <MJ2H H\) – I
called him, that is, I said, “O Yūsuf”. See
Lesson 50.16.
[4] ($3^@ ; <)) does not display any meaning. It is
most often extra after (P.E), e.g.
(y
H "J M !E O H) C !E P.E) – When your brother came.
See Lesson 50.13.
3. The particle (H) is firstly divided into two

types:
1.(') and 2. (g).
The first one, ('), is of four types:
( '\), ( ,- '\), (2(3[) and (G3#o).

The second one, (g), is of three types:
(Y<$), ("K") and ('©).
[1] (50+ 5O.L +) renders (Z[\) to the (Â), e.g.

(h
H H EH H) – This is not a human. See Lesson
Page 153
49, (c).
[2] (50+ _` 5O.L +) is the one that is used most
frequently, e.g. (
Q #AE 3Q J2oH H) – Zaid is not
standing. See Lesson 50.4
[3] (5&3R+
+) creates the meaning of the verbal
noun in the verb, e.g. (M .J h
P BM FDC H2 H E 0JE TJ UK
H !F)
– I perform salāh before sunrise. See Lesson
50.5.
[4] ($3^@
+) does not display any meaning, e.g.
(
H J2IA #AE' F "J F \H JAE P.H ) – We will be successful
in a very short while. See Lesson 50.13.
[5] (5O+6J 5Oa
+), e.g. (yH 3H JA H) – What do you
have?
[6] (5#YBY+ 5Oa
+), e.g. (yH 3H JA H TJ \A(A !E) – Show me
what you have?
[7] (5O.b 5Oa
+), e.g. (nF H<$J *FC zH E H zM "J F!E) – I will
stand as long as the teacher stands. Here the
particle (H) means “as long as”. It is called
('©) because it denotes time. See 37.6.
4. The particle (i
E ) – “no, not, do not” is always
Page 154
used for negation. There are several types of (i

E)
which you have learnt about in the different
lessons:
[1] (5O.L A) ) is non-causative ( ,-). This is the

one that is commonly used. It can be
prefixed to a noun, verb or particle.
[2] (5OcL A) ) is causative (). It renders (zI)) to
(% '), e.g. (Z
J H C H iE ) – Do not go. See
Lesson 20 and 49.
[3] (

O #) /
9
: A) ) is causative (). Like (
H JE), it
renders (Z[\) to the (Â), e.g.
(¦
H JA E &
H 'C !E )M (H iE ) – There is no man more
virtuous than you. See Lesson 49, (c).
[4] (
"
#
# A) ) is causative (). It renders
(Z[\) to the ($), e.g. ((A P3 TA' E )M (H iE ) –
There is no person from the category of men
in the house. See Lesson 49 (d).
[5] (5\ A) ) is non-causative ( ,-), e.g.
(.
J H iE 3J2oH
M J2!E(H ) – I saw Zaid, not Àmr.
Here the particle (i

E ) is a conjunction.
Page 155
Accordingly, the succeeding word has the

same ( ) as the preceding one.
[6] (
" 1
)A – the particle of response) is
non-causative ( ,-). See Lesson 50.3.

[7] ($3^@ A) ) does not display any meaning. See
Lesson 50.13.
5. There are two types of the particle ("J E):
(PL
A `) and (P2(3[).
[1] (5%O\
Y #)), e.g. (TJ b
A E9C l
H H<H$J E p
M P
H [
H \J!E "J E) –
If the people are just, the judge can relax. See
Lesson 50.7.
[2] (5%&3R+ Y #)), e.g.
(¦
H H Hc\H Z
A !F = H V
Jc
H \H "J E Z
A !F) – I desire your
success. See Lesson 50.7.
Note 1: By prefixing () to the particle ("J E), it

changes the meaning to, “although”, e.g.
(9$
A E' E E "J EH
A Z
M J0AH T =
A
P E) – The generous
person is Allāh’s friend, even though he may be a
Page 156
transgressor.
5. (i
E "J E) and (H"J E) are of two types: (P&
A A&V
J H) and
(PL
A `).
[1] (5%OE
), e.g. (HH H
OE4 TJ h
A .J H iE "J E) – Why don’t
you walk with us, that is, it will be better if
you come with us. See Lesson 50.6.
), e.g. (j
[2] (5%O\ A H.FX½ TA' M EHC TH 9A 0HE F 8J9F C iE "J E) –
Had it not been for the Qur’ān, the world
would have remained in darkness. See
Lesson 50.6.
6. The particle (_), either (_

A ) or (_E ) is of four
types: (Gd() zi), ( zi), (TJ E zi) and (3*< zi).
The first three types of (_) are ((")11 while
(3*< zi) is (l"<Y).
[1] ($d&P HA) renders (d )) to a noun. It is very

frequently used. See Lesson 49 (a).
11 However, if the ( zi) is preceded by () or (^), it becomes

($), e.g. (JZ<MC HC 'E). See Lesson 20 Note 4.
Page 157
[2] (+e HA) renders (zI)) to (v(& '), e.g.
(Z
J <MC HCH !CH 9C HA) He should read and write. See
Lesson 49(g).
[3] (
>) HA) means “so that, in order to”. It
renders (Z[\) to (v(& '), e.g.

(¨
H A'C *FA
M .J E$J !E) I embraced Islam in order to
succeed. See Lesson 20.4.
[4] (3O>f# HA) can precede a noun as well as a
verb or particle, e.g. (
Q #AE9E 3J2oH | RA) – Indeed
Zaid is standing.
(
E 8J9F C H\J
P H2 3J 9E EH ) – Indeed We have made the
Qur’ān easy.
("J <M
C H P 0H<MC *EE) – I will certainly write a letter.
See Lesson 50.10
7. There are six types of (): (YL ), (P.A J E ),

(
P (M ), (PAH ), (PA H ) and (EY\A*C <H
J M ).
[1] (5\ ) meaning “and” is very frequently
used. It is non-causative ( ,-).
Page 158
[2] (5%O
Z ) ) is causative (). It renders (d ))
to a noun, e.g. (
A "J <MJ2IP H A J<H) – By the oath of
the fig and the olive. See Lesson 49 (a)5.
[3] (%& ) is causative (). It renders (d )) to
a noun, e.g. (j
M J $A G 3H C HH ) – I travelled to many
cities. See Lesson 49 (a).
[4] (5%O#
) is non-causative ( ,-), e.g.
(Z
Q A H( "H M H 3Q J2oH O H)) – Zaid came riding. See
Lesson 43.11.
[5] (5%O9 +
) means (B
H H ) – with. It is causative
() and it renders (Z[\) to a noun, e.g.
(3
H J23A c
H C v
H (A PhH j
M J $A ) – I travelled along the
new street. See Lesson 43.7.
[6] (5)Lf
Z
+ ) is used for beginning a new
statement, e.g. (ON Hh\H H zA H(J *EC TA' 9A \MH J F E H 0HMA)
– so that We explain to you and We maintain
whatever We want in the womb. The () is
not (YL) in this example otherwise ( 9A \M)
would also have been ( "[) like (

H 0HMA).
This is now the beginning of a new
Page 159
statement, having nothing to do with the

previous sentence. The (EY\A*C <H
J M ) is non-
causative ( ,-).
8. There are three types of (%P<

H ):
(Gd(H)), (vA(H&.
M C F 0HK
A H\) and (YL).
[1] ($d&
P /%
) means “until”, e.g.
(H$
A !C(H %P<H E E .H
P
M C E !E) – I ate the fish until
its head, that is, I did not eat the head.
[2] (D&
E
# 5, 7
B

L /%
) means “so that, in order
to”, e.g. (
E 8J9F C H H 'C !E %P<H
M .J |H H) – I learnt so
that I can understand the Qur’ān. See Lesson
20.
[3] (5\ /%
) means “till, to the extent” and is
non-causative, e.g. (H$
H !C(H %P<H E E .H
P
M C E !E) –
I ate the fish to the extent of the head, that is,
I ate the head as well. The particle (%P<
H ) is a
(D^) in this example. Accordingly,
the (Z[\) preceding it has also been applied
Page 160
to the succeeding word. See Lesson 50.1.

Remember the difference between (Gd(H) %P<H )
and (YL %P<H ).
Page 161
Lesson 52
The Remaining Particles
The following particles will be discussed in this

lesson:
(
A J2A J <P ^
M – _C E), (BA DC 9E CH A K
J "H C GF IH .J H ) and
(F L
E "J MJ .H CH F LE "J
M 0J.H C ON P<E)
The Definte Article
1. The definite article (_

C E) is of three types: (1)
(
A J2A J <P ^
M ), (2) (_"K".C M $) and (3) (G3#o).
2. The (
A J2A J <P ^
M ) is also called (
A J2A J <P zM i). It
serves the function of changing an indefinite
word into a definite one.
3. With regards to the meaning, the (

A J2A J <P zM i) is
of four types:
[1] (T
)A (A H=C 3A J H C zM iE ) – the word to which the
(zi) is prefixed is known to both the speaker
Page 162
and the listener, e.g. (M J A *EC O H)) – the leader

came. This will be said when the speaker
and the listener both know the leader being
spoken about. This is normally when the
person in question has already been
mentioned previously.
[2] (T
AJ U 3A J H C zM iE ) – the word to which the (zi)
is prefixed is known only to the speaker, e.g.
(M J A *EC O H)) – the leader came. This will be said
only when the speaker knows the leader, not
the listener.
[3] (
A Jc
A C zM iE ) – the species of the word to which
the (zi) is prefixed is intended, e.g.
(GA !EJ .
H C H A F &
H 'C !E F )M P E) – The category of men is
better than the category of women. The
speaker does not intend any individuals in
his statement.
[4] (x
A H]J <A$J AC zM iE ) – when the speaker refers to all
the individuals encompassed by the word to
which the (zi) is prefixed, e.g.
(j
A HVAP[ "F.A H H J"MH 8 H J2A | i| RA
J M TJ YA E E H\JAC | RA) –
Indeed all of man is at a loss except those
Page 163
who believe and do good actions. This (zi) is

normally translated as “all” or “every”.
Note 1: The difference between (

A Jc
A C zM iE ) and
(x
A H]J <A$J AC zM iE ) is that in the (
A Jc
A C zM iE ), the
individuals are not taken into consideration, but
in (x
A H]J <A$J AC
zM iE ), they are considered. Hence it is
permissible to make an exception (O7<$) of some
individuals.
4. The (_) prefixed to the (Y $) and the

(_"Y> $) is generally (_"K"). See Lesson 42.6.
5. The (_) prefixed to the ( $) is (3#o)

because the proper noun is already definite.
However, the (_) cannot be prefixed to every
( $). It only applies where the people of the

language (the Arabs) have used it, e.g. one can
say (
MHV
H CE), (F JA=
H C), (F &
J YE CE), (p
M P0H CE), (F H.J E) and
(5
F (A HVCE) because the Arabs have been heard to
say these words in this manner. One does not say
Page 164
(3
M .P V
H .M CE) or (M "J .M V
J .H CE).
The (_) is prefixed to the names of most
countries, e.g. (zM PhE), (zM J E), (3

M JA CE), (F H<
J A H0CE),
(
M H H CE), (M .H HCE) and (H\JH YE CE) etc. However, it is
seldom prefixed to the names of cities, e.g. (F
| H ),
(M H3]J H), ((M "J M i
E ) etc. The name (F HJ23A .H CE) has (_)
prefixed to it because any city can be referred to
as ( HJ23
A H ). The name (GF H A 9E CE - Cairo) also has (_)
prefixed to it.
g G X) # $, [
c

8 B
Y
# $, [
c
6. Both these hamzas are extra and they appear at

the beginning of a word. The (
AK
J "H C GF IH .J H ) is not
pronounced when joined to a preceding word.
However, it is still written. The (B
A DC 9E C GF IH .J H ) is
always pronounced. Note that an alif that is
(yV
H <HM ) is also a hamzah. The (A K
J "H C GF IH .J H ) appears
in the following instances:
Page 165
[1] the hamzah of (_

C E).
[2] in the words (
Q $J A), (Q JA), ( HJA), (¶Q M J A), (G !EH J A),
(
A HeCA), (A H<HeCA), etc.
[3] in the (Tb>), ((3[) and (!) of the
following seven categories of (@' 32I Te6e):

_E "P H 'C A { E H "J H 'C A { E H YC <H$J A { _| H'C A { | H 'C A { E H <H'C A { E H YE \JA
See Lesson 35. This hamzah also appears in the
two categories of (@' 32I T(), namely, (E EJH 'C A)
and (
| EH 'C A). See Lesson 25.3.
[4] in the (b !) of (PcM Te6e).
Besides the above-mentioned places, wherever

else a hamzah appears, it will be a (B
A DC 9E C GF IH .J H ),
e.g. the hamzah of the perfect tense (Tb>) and
the imperative (!) of (zH H

C !E ), the hamzah of
the elative (
A J &
A YC <P F '!)12, the hamzah of
(EY[
F '!)13 and the the hamzah of the
12 See Lesson 24.

13 See Lesson 23.2.
Page 166
(v(& < 3) of all verbs.
Note 2: Sometimes the learned also err in the

pronunciation of (
AK
J "H C GF IH .J H ). One should
therefore practise it thoroughly, that is, when
joined to the preceding word, the hamzah is not
pronounced, e.g. (
M $J ACE) should be pronounced as
(
MJ AE = M $J AE) while (
TA')A HV<AJ AC should be
pronounced as (
A HV<A.J A'A = A HV<AJ A TA').
5, \) Y :
#
5, \) Y Z
7
# ih %#)
7. The (EL"J
M 0JH OH) is most often a pronoun
attached to the end of the (ZL=M) and (<)
word-forms of (Tb> Y), e.g. ( H C H 'E), (H.<MC H 'E),

(
J <MC H 'E), (
A C H 'E), (P <MC H 'E) and (
M C H 'E). However, the
($ O) of the singular feminine word-form is
not a pronoun but merely a sign that the verb is
feminine. See Lesson 41, Note 4.
Page 167
The (EL"J MJ H O) is used like a particle to indicate

the feminine gender, e.g. (¶Q M J A - masculine) and
(GÀ !EH J A - feminine); (¦Q AH - masculine) and ( E AH -

feminine).
Sometimes it is used to differentiate between the

() $ - generic noun) and the singular form,
e.g. the word (Q c H `H ) is () $) while one tree is
called (G H c
H `H ). Such a (G) is called (GH3J "H C ON ).
Sometimes it is used for (H]EH0M ) - the intensive
form, e.g. ( H 6

| H ) – very learned, ( H P'E) – having
deep understanding. These words are used for
both the genders. Such a (G) is called (H]EH0.
M C ON ).
Sometimes it is attached to a (v
A "J .M c
M C %H<HJM F ]H JK
A )–
a final plural after which there is no plural. See
Lesson 57.3.
Examples: (G
E AH$!E) - plural of (n H<$J !F);
( EA H\oH ) - plural of (a
Q J23A \JoA ).
Page 168
Sometimes it is suffixed to the plural of a relative

adjective (
M "J
M J.H C M $i), e.g. (G H
A H`!E) - plural of
(W
S A H `J !E); ( EAHH )- plural of (TS A0HJH ).
Sometimes it replaces a letter, e.g. ( X

E A ) which
was originally (¹
J H ). The (G) has replaced the
elided (). Similarly, in ( YE `
H ), which was
originally ("Q YE `
H ), the (G) has replaced the ().
Note 3: The (EL"J

M 0JH OH) and the (EL"J MJ H O) become
similar in shape in the middle of a word, e.g.
(
J EH 'E - H<EH 'E ),(GÀ !EH J A - A H!EH J A) etc.
Exercise No. 79
Note 4: Look for the (

AK
J "H C GF IH .J H ) and the
(B
A DC 9E C GF IH .J H ) in the following passage and
pronounce them correctly.
A e A 6)( @M M @ 6 ¶Q E E $(3> (o
Page 169
#( 09<$' GF I2I g G ,]K A <e A !

( P eF 15] R ! 149#' i09<$ A $(3>
B X\ d.' A $(3> '- '- (! 16 M #
19
o " | *.L A X 18A A $(3> 17A ªM`
A E 0 22cR zA X<\i × 21J"0Mc
k A J ! 20)<
: # GA E A 6P< zH ! 0D G3$
J 9! A $(3>
¨c2 i @d\' { Z A L 3<) GF Id GF E A 6P< d2!
N 243$! ". 23A 0 3<) i R A V<i
d23 z" 25O9(i GA $Ç 9\i i R G$i @d\!
14 lofty
15 extremely
16 The definite article on this word is (T)
A (A H=C 3A J H C zM iE ) because he
was mentioned previously. Therefore the listener will know who
is being spoken about.
17 Plural of (*C `
H ) – affair, matter.
18 close examination, scrutiny
19 increase
20 joy, delight
21 pleased
22 This is a (aD _"Y). See Lesson 43.
23 time
24 to make happy
25 to advance
Page 170
<)i #&Y Y\! 26V< { d9

i "! \"R "d0! 2"! "! 27A #nd
M $i 9 30I i 293$Ù i 28"&-0
. E 89 BH 0d H % z6 A Êi 3 31x"Y
26 decoration, embellishment
27 plural of (EJ2nA (H ) - vice
28 to loathe, detest
29 to be mutually jealous of
30 to give a derisive or insulting name
31 outrage, transgression
Page 171
Test No. 18
[1] Approximately how many (^) are there

in the Arabic language?
[2] How many groups of ( ^) are there?
What is the name of each group?
[3] How many (Gd() ^) are there and what
are they?
[4] Which (^) render (Z[\) to a noun and
which ones to a verb?
[5] What (^) are (H ), (^
H ) and (P eF) and what
is the difference in their usage?
[6] How many types of () are there? Explain
with examples.
[7] Which (^) render (zI)) to a verb?
[8] How many meanings does the particle (

C RA)
have? What is the name of each one and
what function does it serve?
[9] How many types of (
C !E) are there? What is
the work of each type?
[10] For which meanings is (H) used and what
Page 172
are its names?

[11] Which (^) are sometimes () and
sometimes ( ,-)?

[12] What is the difference in usage between
(
J H \H) and (%EH)?
[13] What are the extra (^) and when is
each particle extra?
[14] When a particle is extra, is it () or
( ,-)?
[15] How many types of (_
C E) are there?
[16] Explain the types of (2< zi) with
examples.
[17] Explain the types of (EL"J
M 0JH OH) and
(EL"J MJ H O).
Page 173
Lesson 53
Sentences
The Definitions of (V?

J
1), (3?
Z
+ ) and (Q O #)1 3?
Z
+ )
1. The relationship between two or more words

whereby they form a sentence is called (Q H$
J RA).
That part of the sentence about which something
is said, is called (@A J ERA 3Q H
J M ) while whatever is said
is called (3 Q H
J M ), e.g. ( Q AH) 3M E"H CE) is a (g ).
There is a concealed relationship between (3 M E"H CE)
and ( Q AH)) which bonds the two words together.
This bond is the (Q H$ J RA). In this sentence, regarding
(3
M E"H CE), information has been provided that he is
(
Q AH)). Therefore (3M E"H CE) is the (@A JERA 3Q H J M ) and
(
Q AH)) is the (3Q H J M ).
Similarly, (3
M E"H C
H E)H ) is a (' ). Regarding
(3
M E"H CE), the word ( H E)H ) has provided some
Page 174
information about him. Therefore, the first part of

this sentence, which is the verb, is the (3
Q H
J M ) and
the second part is the (@A J ERA 3
Q H
J M ).
2. From these examples, you can deduce that in a

(g ), the (@A JERA 3Q H
J M ) is the (!3<0), while in a
(' ), it is the ('). In a (g ), the (3 Q H
J M )
is the (Â) and in a (' ), it is the ('). The
(_"Y) is neither a (3 Q H
J M ) nor a (@A JERA 3Q H
J M ) in a
sentence.
3. From the examples, you will realize that a

noun can be a (3
Q H
J M ) and a (@A JERA 3Q H
J M ). In the above
example, the word (3 M E"H CE) is a noun and ( Q AH)) is
also a noun. The verb can only be a (3 Q H
J M ). It
cannot be a (@A J ERA 3 Q H
J M ). A (^) can neither be a
(3
Q H
J M ) nor a (@A JERA 3Q H
J M ).
Page 175
The Types of Sentences
4. It was mentioned in Lesson 6 of Volume One

that sentences are of two types:
(g ) in which the first part is a noun
and
(' ) in which the first part is a verb.
This distribution was with regards to the
sequence of words.
With regards to the meaning, sentences are also

of two types:
(2Â ), the meaning of which can be
testified to be true or false, e.g.
("<Y F $(3>) – The madrasah is open or
(F $(3>
A V H <A'F) – The madrasah was opened.
The first sentence is a (g ) and the
second, a (' ). It can be understood

from both the sentences that the madrash
has been opened. This is information which
can be regarded as true or false.
(P#AHh\J RA ), the meaning of which cannot
Page 176
be testified to be true or false,

e.g. (3
M EH H2 !CH C A) – Read, O boy.
(
M JA H2 TJ
A AcJ H iE ) – Do not sit, O girl.
There is no information been imparted in
these sentences. On the contrary, there is
an order to do some act or to refrain from
something. Such a statement cannot be
testified to be true or false because this can
only be done with information.
5. There are 11 types of (P#AHh\J RA ):
[1] (M J i
E E) – the imperative, e.g. (GE 6
E[P "M.JA!E) –
Perform salāh.
[2] (%
M J PE) – prohibition, e.g. (
A A yJ A h
J M iE ) – Do
not ascribe partners to Allāh.
[3] (zM HYC <A$
J ~A E) – interrogation, e.g.
(
M $M "J M2
H \J*EE ¦
H \PRA!E) – Are you Yūsuf?
[4] (%.
H <PE) – wish, e.g. (M "J M H2 H H0h
P
H JE) – I wish
youth could return.
[5] (%
J ) H <PE) - hope, e.g. (J !E ¦
H AnE 3H J H 5
F 3A V
J M2 @H | | H E)
– Perhaps Allāh may create something
thereafter.
Page 177
[6] (ON H3E) - vocative, e.g. (

J M3J H <H)J A RA J MIJ 'F GF E A 6
E H H2)
– O students, you will succeed if you strive.
[7] (s
M J H CE) - request, that is, when you gently
request for something, e.g.
(¦
H JA 3H JYA <H
J H'E HA _F IA JH iE E) – Why don’t you
alight by us so that we can attain benefit
from you.
[8] (
MH 9E CE) - oath, e.g. (J F H HK
J !E | 3H JA *EE @A |HH ) – By
Allāh, I will plan against your idols.
[9] (Z
M c
H <PE) - surprise, e.g. (E .H LA E' H
H J !E H) – How
beautiful is Fātimah.
[10] (M "J 9F M CE) - contract, e.g. (
M J A) – I sold, (
M J2H <H`J A)
– I bought, (E \H6
E 'F
¦
H <MVJ E \J!E) – I have married
you to so and so, ( M C 0AE) – I accepted.
[11] (t
F J h
P E) - condition, e.g. (zJ 3P 9E <HH J |H <HH C RA) – If
you study, you will progress.
A supplicatory sentence (P#AHM ) is also a

(P#AHh\J RA ), e.g. (¦
H JEH zM 6
EP E) – May peace be upon
you.
Page 178
Exercise No. 80
Observe the analysis of the following sentences:
. J F HJH E &
J YE C M"
H JH iE (1)
Do not forget the favour among yourselves.
This is a (P#AHh\J RA ) because it contains a
prohibition.
J F H JH E &
J YE C J"M
H JH iE
b4 T '
,.b
^© B { ^>
(
{ > { (3[ { zI {
{ [<
@' _"Y @ _"Y ,.& " @'
^&
{ "[ "[ [<> v"'> o(0
6 { @R
^& ' " { J <M\J!E ÚË
(
v"' 6 { Y
Y a< @ _"Y Y B Y
P#AHh\JRA ' = ^X _"Y> Y B Y
Page 179
.
M $M "J M2
H \J*EE ¦
H \PRA!E (2)
Are you Yūsuf?
This is a (P#AHh\J RA
) because of the interrogatory
particle (zY<$i ^).
F
J Y

L<) () '
;1 <)
,.b
v"' ^
^ ,.b
{ [Y zY<$i
{ | RA ÂM 3*< "[ ^
3*<
{ v"' 0JH { { [< @0h> A
,.& particle
^[,- % { 0JH Y
{ _ has no
¨<Y | RA M $
6
32
"[
P#AHh\JRA g = +Â @g B | RA

M $M "J M2 H\!E _E E (3)
He said, “I am Yūsuf.”
This is a (2Â ' ).
32 The discussion of (3*) will follow in Lesson 69.
Page 180
F
J Y
L<) () )
{ Tb> Y
{ ¨<Y % 0JH
< 3 ,.b
v"' ,.b @'
{ [Y v"'
v"' { Â 3 { [<
6 { !3<0 { 0JH
(" ) Z#-
v"'
{ ' { <<
v"' 6
6 { "9 = g ) = Â !3<0>
"[
2Â ' = _"Y> Y B (Y) _E E
Remember that the (_"Y) of (_

E E) is called ("9)
and it is normally a sentence.
Page 181
Exercise No. 81
Look for the (2Â ) and (P#AHh\J RA ) in the

following letter.
3A JA C A EAJ H TA'

Q "J <MC H

zd> 3" G& R
@
( z6
W
J 3A J !F j A EH 0HC WAn A DC YA C 3A JA A
zA 6
E P BH H O HH C ¦
H AH &
J V H A
I¿ A U F A H "J M H2 ! "J )M (J !EH
zA U ¦ _ H0C RAH
dI B23 @M <H[' E d j M <$ " T\' M3
x
A "J h
P A X A ªFYC TA' K % j M (3 > @<-6
Ic2 A -60 F ¡ i { z<~ L"
{`
FHc$A TJ AJH .H -E TA< ¦ H J2A H2!E
Page 182
FcH z 3 TA' Bd
&2 > B'(! ,[9< IA c ^< B ! M

AY+
jd> j kV< { 3 3 0 TA\<
. 3-

M d0 { 0 TA' & zH ! z"
> Y# O#
{
M 9
M 9
M d X Û ¬.X> 23" W32!
A 7 2H3" A 2¶ { j> @' &< 3O W

O\< .
{ A#9A zd2!
M 92 j
l m89# { j
A " A "~ 3
{ #E)( Z29 a9Ü
TA"R x
A "Yh TN d< z6d E dÙ WA3 ! {
30 O9 =>iX: j (\< { ¬<Ã z. Ý"!
. ("c>
("h 30
Note : All the (P#AHh\J RA ) are marked in bold.
Page 183
Lesson 54
Declension
( )
Note 1: The declension of the noun was discussed

in Lessons 10 and 11 of Volume One while the
declension of the verb was discussed in Lesson 20
of Volume Two. It seems appropriate to discuss
this topic in greater detail here.
1. Declension ( ) refers to the different signs

used to distinguish the different cases of a
declinable word ( ). See Lesson 10.10.
Note 2: The place of the ( ) is the final letter
of the word. The (j) and (j$) of the

alphabets in the beginning or middle of a word
are not to be termed the ( ) although this
practice is prevalent.
2. There are two types of ( ):
(EA V
A CA HJ RA) and (^
A J M V
M CA HJ RA).
Page 184
[1] The (EA V

A CA HJ RA) are:
dP
W
RL
g.&
J !E n J !E l o J !E h
! G ! V<Y ! .&
¬ ¬<V<Y ¬<.&
This is the ( ) of a noun. The ( ) of a verb
is (N B'(), ( Z[\) and (» zI)).
Note 3: Tanwīn is specific with an ($). Neither

does it appear on a verb nor on a particle. When
an ($) has (_
C !E) or it is (^&) or (^[ ,-), it
does not have tanwīn.
The (.b), (V<'), (G) and ("$) are also
( ), but these names are used more often for
words that are (T

J A0>). Similarly, these names are
also used for the (j) and (j$) of the
alphabets in the beginning or middle of a word,
Page 185
e.g. the ((H ) of (

)M (H ) is (l"<Y) and not ( "[).
The (k
M ) is (z".&) and not (v"'). However, the
(_
) will be termed (v"').
[2] The (^
A J M V
M CA HJ RA) are as follows:
for nouns:
d )H ZH[\H BC'(H
TJ
A TJ
A
A J
A J
A
H J
A H J
A E "J
N
for verbs:
zIH) ZH[\H BC'(H

elision of
A elision of
A A
elision of
A elision of
A E
Note 4: The method of pronouncing (J N ), ( )
and (W
J A) etc. is that an alif should be
Page 186
temporarily inserted with every harakah, e.g.

(J N ) becomes (J !F), ( ) becomes (8) and (W
J A)
becomes (W
J RA). See Lesson 5, Note 1.
(a) The ( ) of (J !F), (8) and (W

J RA) is applied to the
words (
Q !E), (m
Q !E), (Q H ), (Q H ), (Q 'E) and (J nF ) when
these words are related to any other word besides
the pronoun of the singular first person
(<3 ,.b), e.g. (yH "J M!E) in (B' ), (yH H!E) in
(Z[ ) and (¦
H JA!E) in ( ). However,
when these words, with the exception of (J nF ), are
related to the singular first person pronoun
(< 3 ,.b), they will have no ( ),
having the same form in all three cases, e.g.
d
E ZH[H BC'H
TJ A*EA
M C F TJ A!E
M J2!E(H TJ A!E O H)
See Lesson 11.2.

Note 5: The word (J nF ) can only be (^&)
towards a visible noun ( © $). It is rarely
Page 187
(^&) towards a pronoun.
Note 6: The (z) of the word (

Q 'E) is elided at the
time of suffixing this ( ), e.g. it is said (y
H "J 'F),
(y
H E') and (¦
H J'A). The word (Q 'E) can also have
(EA V
A CA HJ RA) attached to it, e.g (¦
H .M 'E), (¦
H .H 'E) and
(¦
H .A 'E).
Note 7: The ( ) of the above-mentioned six

words only applies when they are not in the
diminutive form (GP][
H ,- GH 0PE M ). Accordingly,
they are referred to as (GH 0P
E M <P$A OHg!). When they
are (GP][
H ) – in the diminutive, their ( ) is the
same as a normal noun, e.g. (T S H !F), (H !F), (T¿ H F) –
small brother, etc. The diminutive will be
discussed in Lesson 74.6.
(b) The ( ) of the dual form (7) is (

A )
and (
A J
), e.g. (A H.A
J M ) and (A J.H A
J M ).
Page 188
(c) The ( ) of the sound masculine plural
( > B.) is (E "J N ) and (

H J
A ) , e.g.
(
E "J .M A
J M ) and (H J.A A
J M ).
(d) The ( ) of the dual form (7) of (v(&)
is (
A ), e.g. (A 6
E H YC H2) and (A 6
E H YC H).
(e) The ( ) of the masculine plural of (v(&)
and the singular feminine second person is (

E ),
e.g. (
E "J FH YC H2) (E "J FH YC H) and (H J AH YC H).
Note 8: The (
A ) and (E ) only appear in the words
of (v(&) in (BC'H ). In ( Z[ ), the
() is elided, e.g.
(6
E H YC H2
J E), (J"FH YC H2 J E) and (TJ AH YC H J E).
Similarly, (6 E H YC H J E) etc. See the paradigms of
Lesson 20.
Note 9: The () of (7) and (B) is a sign of
Page 189
( ). Therefore it is called (PA "\).
Note 10: The alif of (7) and the () of (B) in a
noun is a sign of ( ). Therefore, changes take
place in them. Examine the examples of (7) and
(B) above. However, they are not part of the
( ) in a verb but are pronouns. No change can
occur in them. Similarly, the () of (

H C H YC H2) and
(
H C H YC H) is not a (PA "\) but is a pronoun.
Therefore, no change ever occurs in it. It remains
constant in the (Tb>), (v(&) and (!).
(p q04

+
< pM 3 X
p r #)
? )
3. Wherever the ( ) can be pronounced
without any difficulty, there the ( ) is clearly
attached to the word. Such ( ) is called
(T
S XA YC E
Q H J A). However, where the ( ) is
Page 190
difficult or heavy to pronounce, there the ( )
is not read, e.g. the words (%µ$"J M ) and ([

H ) are
(("[9 $) because they have an (G("[9 )
suffixed to them. See Lesson 38, Note 1. The
( ) of these words is not read in all three
cases, e.g.
(%µ$"J M O H)), (%µ$"J M
M J2!E(H ) and (%µ$"J .
M A O H)) – He
brought Mūsā.
The ( ) is implied in such words, according to
the context. Such implied ( ) is referred to as
(T
S UV
H H ! W
S A J23A 9C H
Q ). See Lesson 10.8 and Lesson
38, Note 1.
The words (T
JbA E9CE {s E) and (W
J (A HcCE { ( H)) are
(r"9 $) or (£\). See Lesson 10.9. The ( )
is (W
S A J23A 9C H) in (d B' ).
Page 191
The ( ) in (Z[ ) only is (TS XA YC E), e.g.
d Z[ B'
s
E %EH j
M (J H H b
A E
M J2!E(H s
E O H)
TJ b
A E9C %EH j
M (J H H TH b
A E9C
M J2!E(H TJ b
A E9C O H)
Test No. 18 B
(1) Define what is ( ).
(2) Where does the ( ) occur?

(3) Can the harakāt of the beginning and
middle letters of a word be called ( )?
(4) How many types of ( i 6) are

there?
(5) What are the names of the harakāt of
(T
J A0J.H CE)?
(6) What is the name of the ( ) of a noun
and a verb?
Page 192
(7) Explain the ( ) of (Gd0 <$ Og!). When

they are (d][), what are their ( )?
(8) The letters ( E ) and (A ) are the ( ) of

which words?
(9) What is the sign of ( ) of (
A6E H YC H2) and
(
E "J FH YC H2); (A H.A
J M ) and (E "J .M A
J M )?
(10) What kind of () is there in (
H C H YC H2) and
(
H C H YC H)?
(11) How many types of ( ) are there?
(12) What names are given to nouns like (%µJ

A)
and (Wµ]J K
M ) and what is their ( ) in all three
cases?
(13) What are nouns like (s
H), (z H() and (TH b
A E9CE)
called and what is their ( ) in all three cases?
Page 193
Lesson 55
The Declension of a Verb

(Y )
Note 1: The ( ) of a verb is discussed first,
because the discussion of the ( ) of a noun is

lengthy.
1. The perfect tense (TAb> Y) and the

imperative (!) are indeclinable (T J A0J.H CE). Only the
imperfect (v(&> Y), when it is devoid of
(1\ª> B "\), is declinable ( HM).
The ( ) of (v(&> Y) is (B'(), (Z[\) and
(zI)). In five word-forms, namely,
(
F H YC \H
{ F H 'C !E { F H YC H { F H YC H { F H YC H2), the (B'() is with
(d.b), the (Z[\) with (V<') and the (zI)) with
("$). From the remaining word-forms, the two
feminine plurals, namely ( H C H YC H2) and (H C H YC H), are
Page 194
indeclinable (T
J A0J.H CE). The (B'() of the remaining
seven word-forms is by means of the ( "\).
The (Z[\) and (zI)) is by eliding the ( "\).
The (v(& ') is originally (v"'). Due to some
temporary cause, it becomes either ( "[) or
(zIJcH ).
The Occasions of (WRL) of a Verb
2. When any of the (0K\ ^), namely,

(
C nE RA { TJ E { J E { C !E), precede the (v(& '), the
latter becomes ( "[).
You have learnt in Lesson 49 that the particle ( C !E)

creates the meaning of the ((3[ - verbal noun) in
the (v(& '), e.g.
(
J F E Q JH J F M HK
A TA2 J F E Q JH J"M "J M[H C !E) – Your
fasting is better for you.

C !E) is most often translated
Page 195
as “to”, e.g. (y
H H(!E C !E
M C)A ) – I came to see you.
The particle (
J E) creates the meaning of negative
emphasis, e.g. (
A H J-E 3H 0MJ \H J E) – We will never

worship anyone besides Allāh.
The particle (T
J E ) indicates the cause of the action,
e.g. (¨
H A'C !F TJ E
M .J E$J !E) - I embraced Islam in order
to succeed.
The particle (
C nE RA) also written as (nRA) comes in
response to a sentence. It appears before the
(v(& '), e.g. if someone says, (
M .J E$J !E - I
embraced Islām), another person responds by
saying, (¨
H AYC M C nE RA - then you will succeed).
3. In the following five instances, the particle (

C !E)
is ((P39E M ) – implied, that is, it is not mentioned in
words but is understood to be there. Due to this
implied (
C !E), the (v(& ') will change to the
accusative case ( "[).
Page 196
1. (A "J V
Mc
M C zM iE ) – the (zi) that occurs after ( E E
PYA JH ), e.g. (
J A J'A
H \J!EH J M HU H MA
N E E H) –
Allāh will not punish them while you are
among them. Here the verb (
H U H MA) is in
the meaning of (
H U H M2 C *EA).
2. (%P<
H ), e.g. (TJ A!E TJ A E nE *C H2 %P<H s H (J *EC l
H H J!E J E) – I
will never leave this land until my father
permits me.
3. (J !E) when it means (
C !E %ERA) or (C !E i| RA), e.g.
(T
J 9U H TJ AHDA J M J !E ¦
H PH IH C*EE) – I will certainly
adhere to you until you give me my right.
In this instance, (T
J AHDA J M J !E) means
(T
J AHDA J M
C !E %ERA).
4. (T
J E zM iE ) – that is, the (zi) which has the
meaning of (T J E ), e.g. (¦
H .H UE *FA ¦
H <MC)A ) – I
came to you so that I can speak to you. In
this sentence, (
H UE *FA) means (H UE !F C !E TJ E ).
5. (P0A0H$
H OE'), when it is in response to:
(1) the imperative (!), e.g. (¨ H AYC <M'E J |H H) –
Learn so that you succeed.
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(2) the prohibition (T), e.g.
(zH 3
H J<H'E C c
H J H iE ) – Do not be hasty otherwise
you will regret.
Note 3: If after the imperative (!) or the
prohibition (T), (P0A0H$

H OE') does not precede the
(v(& '), a jazm will read on it, e.g.
(¨
J AYC M J |H H) – Learn, you will succeed;
(zJ 3
H JH C c
H J H iE ) - Do not be hasty (otherwise) you
will regret.
(3) the interrogation (zY<$), e.g.
(y
H (H J oM *E'E ¦
H <MJH H J2!E) – Where is your house so
that I can visit you.
(4) desire or wish (T
J .H <PE), e.g.
(
A A J0A$H TJ 'A @M 9E YA \J*F'E i H TJ A

H JE) – I wish I had
wealth so that I could spend it in the path
of Allāh.
(5) a request (sJ
H ), e.g.
(zH H
C <M'E HJ2A HA ½ V
M H iE !E) – Why don’t you come
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to our gathering so that you can be

honoured.
(6) negative statement (TCYPE), e.g.
(
H H<A C @M HDA J M'E HA*C H2 J E) – He did not come to
us so that we could give him the book.
6. After (A PA .

H C M H) when it appears in the
following instances:
(¨
H AYC MH J A$J !E) – You embrace Islam and you
will simultaneously succeed.
(@M E7C A %H A*C» H H a FM J H @H JH iE ) - Do not prevent
(another) from an (evil) trait when you
yourself perpetrate it.
Note 4: If the particle (

C !E) appears after the verb
(
H AH ) or any of its derivatives, it will be regarded
as the abbreviated form (|Y=
H M ) of (| !E). It will
render (Z[\) to (v(& '), e.g.
(%µbJ H
J F JA F "J F H$H C !E H AH ) – He knew that there
will be people among you who are ill. See Lesson
49.
Page 199
Word Meaning
s
M HJ H2 s
H H(J A to exercise
(W { p) TH $A !E to grieve
¨H c
H \J!E (1) to make someone
succeed
(x
H 3P [
H H) x
H 3P K
P A to give charity
E H
J <H$J A (10) to regard as easy
| b
H !E (1) to misguide, to
mislead

H 9E \J!E (1) to break, infringe,
violate
H P0HH (4) to appear, to become

clear
H HEe (3) to persevere, to

persist
(4) to be well-

H | H H mannered, to be
cultured
( { ) H H) to be generous
(W { s)
H H to fail
t
"J MM { ´
JH thread
Page 200
( { ) H\H to go near
F P\AH.
Jc
A C F b
H H2 E physical exercise
(^) 3H H oH to be abstinent
( { ) H H$ to become a chief, to

govern
JAb
H feeble, faint
(W { s) Tµ[H to disobey
(s) H XE \H to string (pearls)
Exercise No. 82
(A) Examine the imperfect verbs (v(&> Y) in

the following examples and say whether they are
(v"') or ( "[). If they are , state the reason.
. J`H ¦
H A yH A `J !F C !E J A ¦
H A nF "J M !E TJ \RA P M |E (1)
. yH A HM TJ 'A Z
H J=
A H iE TJ E C
A C H iE (2)
. H J2A $A H=C H A E "J F H nA'E ¦
H HEJ !E BM J &
A M C H (3)
.
M .J h
P Z
H J]A H %P<H J K
M ( 4)
Page 201
EIA JH ¦
H A0A9C <H
J M TJ 'A E [
MV
J H %P<H A H<A)J AC %EH J AEe (5)
. 3H !E ¨H c
A JMA E E H E
H E C | *EA ( H0<AJ H
. 3H J H C
H 9A J<MA J F H J EH 3H J "H C
M AJ *FA MJF H (6)
. A Pc
H C GE H 6
E H x
H J F <HA H\J3 TA' 3A Ho J F (7)
. ¨H HJ <H'E J )A H (8)
. JM "J
M <H'E JM "J )M (9)
. J"b
M H .J <H'E " c
H C j
A H]H <HA J"b
M P H <HH iE (10)
.¦
H H H H 'AH$*F'E M 'AHM %H<H (11)
F J0A$H ¦
H E 3M P .H <HH2H ¦
H F9C H
H | H <HH'E 3M E"H C H2!E M |H <HH 6
| H (12)
. @A .A C A (A 3J 9E A OA J .H C l
H Hc\H | *EA zA 3 9E <P
nRA
M C 9F 'E JAb
H ( "J \M TJ 'A 6
JE !FH C !E TJ \RA TJ 9A J23A K
H _E E (13)

H M &J H2 6 | EA H J DE <H$J H 6
JE E H EED.M C Z
A A<H)J E' ¦H JHJH W H nA ªJ M
.yH M [
H H
3 .P V
H M
M YC \H W
J A |H H |$H H @A JEH
N %|KH
A _F "J $M (H _E E (14)
. J"HVH %P<H E "J MA ªJ M iE +A 3A HA
. H.H XA \J*E'E TJ A "J \M3J H Z
H A H"E C
H JE (15)
%µ.M C yH (A J !F J !E Z
H J [
P P EA
J <H$J *EE (16)
Page 202
. A AH[A i| RA _F H³C j
A H E9\J H.'E
(B) Translate the following verses of the Qur’ān

into English.
. E "0V
A M P.A "F9YA M %P<H P 0AC "FHH E (1)
. ,7AE yH H F C \HH . ,7AE ¦
H V H 0 H \M TJ E (2)
. J F H8 H.A "MH YC H iE H J F HE' H %EH J"$H *C H EJE A (3)
H A M HJ ´F J= H C M F E H P0H<HH2 %P<H "MH `J H "FF H (4)
. A c
J YE C H A A "H $J ´
A J= H C
. @A | A A0$H H ¦ H |& A M'E H"H C BA 0A<PH iE H (5)
@M E @M YE A H&M'E H H bJ E @H s M A 9C M2 W J A | En J H (6)
. G H J7AE 'HbJ !E
Exercise No. 83
(1) O our Lord, we seek refuge in You from

disobeying You.
(2) Do not waste your time so that you do not fail
in your aim.
Page 203
(3) Are you being lazy, then you will remain

ignorant.
(4) Strive until you achieve your aim.
(5) Trade in order to obtain benefit.
(6) We will continue striving for the freedom of
our homeland until (J !E) we reach our ambition.
(7) Neither was the lazy trader going to make a
profit nor was the diligent one to suffer a loss.
(8) Unite in order to be independent.
(9) I wish I was young so that I could stand in the
row of the mujāhidīn.
(10) You will never be freed from the control of
the westerners until you learn the modern
sciences like them and you become selfless for
your nation.
(11) Why do you not ponder over the glorious
Qur’ān so that the door of guidance is opened for
you.
(12) Do not follow your desires lest they mislead
you from the path of Allāh.
Page 204
Lesson 56
The Jussive Case

(
A J YA C zA IJ )H BM b
A H"H )
1. You read about the particles

(v(&> Y o ^4) that render jazm to the
imperfect in Lessons 20 and 49. Now remember
that there are some nouns as well that render
(zI)) to the (v(& '). Like (PL
A J `H C RA), they
appear before two sentences, namely the (tJ`

H)
and (OHI)
H ). Accordingly, they are called
(t
A J h
P ON H.$J !E) or (GA HoHc.M C M AE ) – words that render a
response.
Meaning Word
who J H
what, whatever H
how, wherever %\P!E
when %µ<H
whenever E P2!E
Page 205
wherever H.HJ2!E
whenever H.YE JE
whatever H.J H
wherever H.7FJH
which (masculine) W
S !E
which (feminine) P2!E
Note 1: From the above-mentioned words, (

J H ),
(H), (%P\!E), (%µ<H ), (
E P2!E) as well as (H J2!E), the following
words: (
H JE ), (W
S !E) and ( P2!E) are (zY<$i Og!) –
interrogative pronouns. See Lesson 13.
The words (H), (W
S !E) and ( P2!E) are ("K" Og!) –
relative pronouns. See Lesson 42. In these two
instances, these words do not have any effect, e.g.
(!FH 9C H2
J H ) – Who is reading?
(T
J A.M UH M2 J H EH ) – This is the one who is teaching
me.
2. The above-mentioned (t
A J h
P ON H.$J !E) render jazm
to two verbs like (PL
A J `H C RA) when both the verbs
Page 206
are (v(& ').

Examples:
Whoever does any evil,

will be punished for it.
@A A IH c
J M2 O· "J $M C .H J H2 J H (1)
Whatever good action JH J A J"FH YC H HH (2)

you do, Allāh knows it.
N @M .J EJ H2
Whatever you give, you
will be given a IH c
J M ´
A J M H.J H (3)
recompense.
Whenever you two
strive, you will succeed.
HVc
H JH HH
J H %µ<H (4)
Wherever you are, death M F C (A 3J M2 J"\M"J F H H.HJ2!E (5)

will afflict you. j
M "J .H C
As you are, so will be J F H2 J"\M"J F H H.YE JE (6)
your companions. J F ON H\H F
Whichever sūrah you 3J YA <H
J H !FH 9C H G (H "J $M E P2!E (7)
read, you will benefit
from it. HJA
Note 2: In the above-mentioned examples, the

first verb or sentence is called the (tJ`
H ) while the
Page 207
second one is called the (OHI)

H ). The (tJ`H ) and
(OHI)
H ) together constitute a (PLA J `H E.J )M ).
From the above list of words, (

J H ) is used for
intelligent beings and it is the most frequently
one. The words, (H) and (H.J H ) are used for non-
intelligent beings. (%µ<H ) and (

E P2!E) denote time
while (H.HJ2!E) and (H.7FJ
H ) denote place. The word
(%P\!E) can denote time as well as place. (W
S !E) and ( P2!E)
have the capability of any of the above meanings.
Note 3: Sometimes the word (%P\!E) is used to
denote the meaning of (

H JE ) and (%µ<H ), e.g.
(A" 3
+ TÜ %P\!E _) – He said, "How will
or when will Allāh bring this back to life?"
4. When a (v(& ') occurs in the response of

the imperative (), it will be in the jussive case
(zJIM c
J H ), e.g. (J A
J H
J F $J !F) – Be silent, you will be
safe.
Page 208
This jazm will apply when the meaning of (

C RA - if)
can be created at the beginning of the sentence.
Consequently, in the above example, one can say
(
J A
J H
J F
J H C RA) - If you remain silent, you will be
safe.
5. It is compulsory to prefix the particle (^)33 to
the response ( ")) of a condition (t`), when

the second sentence does not have the capability
of being a response. This will apply when it is a:
1) (g )
2) (!)
3) (T\H)
4) When ('\ ) is prefixed to the verb

5) (
J E)
6) (3
J E)
7) (p
H ) or (^
H "J $H )
8) (3) ') – that is, such a verb in which all
33 Such a particle is called (ZJ9A J <P ^).
Page 209
the paradigms are not used, e.g. (

H JE),
(%µ
H ), etc.
Examples:
Analysis Sentence
The response contains a
J=
H A
N M F JH .J H2 C RA (1)
(g ).
Q J23A E º J`H U F %EH "H M 'E
The response contains

E "J 0V
A M J <MJF C RA (2)
the imperative (!).
TJ \A"J M 0APE'
J F <MC*E$H H.'E J <MJ|"H H C A'E (3)
('\ ).
)J !E J A
J E'E JH J A J"FH YC H HH (4)
(
J E).
+M J M YE C M
m
Q !E x
H H $H 3J 9E 'E x
J A
J H2 C RA (5)
(3
J E).
@M E
(^
H "J $H ). ^
H "J
H 'E EJH J <MYC A C RA (6)
Page 210
N M F JA]J M2
The response contains a i H ¦ H JA | E!E H\!E A H H C RA (7)
(3) '). A HAªJ M2 C !E TJ (H %HH 'E 3EH H
¦
H <AP)H J A JH
The following verse alludes to this:
34

A J2"A
J <PAH 3J 9E AH J EH H.AH 3 A HcAH P0AELE P.A $J A
That is, the particle (^) will be prefixed to the

second sentence, if the first sentence is a
(g ), (P0AELE ) – that is (!) or (TH\), or it
contains a (3) '), ('\ ), ( J E), (3J E), (p
H ) or
(^
H "J $H ).
6. It is permissible to prefix the particle (^) or not
to do so if the response is a (v(& ') and it is

beyond the circle of the above-mentioned
examples.
34 To prefix the particle (H^"J $H ) to a verb is called (J2"A

J H).
Page 211
Examples:
(
A JYE C!E J"0MA]J H2
Q C!E J F JA J F H2 C RA) – If there are a
thousand mujāhids among you, they will
overpower two thousand (disbelievers).
(@M J A
N M 9A <HJH'E H H J H H ) – Whoever returns towards

sin, Allāh will take retribution from him.
Note 4: You have read in Lesson 33 that the final

alphabet of a (£\ '), that is (z|6 ½ <HJ M ), is
elided in the jussive case (zI ), e.g. the verb

(µH) becomes (H H J E), ("J M J !E) becomes (v M J !E J E) and
(T
J A J H) becomes (zA J H J E).
Exercise No. 84
Analyse the following sentences as the one below

has been done.
Page 212
Q : [
"
in Y J 8
9
- +
Y
v(&>
_"cH.C Y
^
(µIcJ M2) v(&>
{
£\ { zIcH.C
+
{ T#2 $
,.b
zIcH.C { th { th $
(
$ @ _"Y ,.& 6 { 0>
[<
{ th "[ " @\ v"'
( {
@<6 Y !3<0
B
t9$ B)(
(f
^ !3<0>
a<
@' { 6
Y
" ,.b v"'
Z#\
{ Y
Page 213
6
v"'
Y B Y
' = _"Y> !3<0
"J H " !3<0. Â =
B _"cH.C Y
Y Z#\
t` = g .M) = Â B !3<0>
.M) = a<>
OI) = '
PLA J `H .)M = OI B th
. (A H3'E yH P 3M H Z
J A]J H J E C RA (1)
The verb ((A H) is the (!) from (GH(H3M ) meaning "to
be sociable and affable".
35
. +M J M YE C M J E'E JH J A J"FH YC H HH (2)
35 The particle (H) in this sentence is (th $) and renders jazm to
the verb. It is ( "[ 6) because it is the (_"Y) of (J"FH YC H). It has
preceded (zP39E M ) the verb.
Page 214
Word Meaning
() {
H HK!E (1) to attain, to do properly, to
hit the mark, to reach
_F H=H2 _E H to think
(p) TH YA H to be hidden
%µYJ !E (1) to hide, conceal
9E JAH characteristic
(W) µ(H (3) to be sociable, affable
µC nA remembrance, advice
(^) H V
H $H to bewitch, to charm
j
Q E$H { E$H evil
Q H3$A { 3Q J23A $H pertinent, relevant, correct
BH \HHK (3) to cooperate, to go along

with
p
H P b
H (2) to bite firmly
G H 3J F model, example
()
H DE E to be kind, friendly
(y)
H DF E to be fine, delicate, elegant,
Page 215
graceful
M $A HH { Q
A JH foot sole, padded foot (of
animals)

Q H\J!E {
Q H\ canine tooth, tusk, fang
(p) ºE LA H to trample
H |H to respect, to revere
Exercise No. 85
Note 5: Determine the reason and the sign of the

jazm of (v(& ') in the following sentences.
Some sentences have the particle (^) prefixed to

them. What is the reason for this?
. (1234) J H J M2iE J H J H2 6
E JH (1)
PA
H JE'E H\H J0AE J U"H M2 iE H H\H J]A HK J H J H2 iE J H (2)
.(1234)
.(1234) PA H zJ A C M2 iE J H (3)
H JE'E @M YE Jb
.¦
H MH0J !E J 7FC H2 ¦
H F6
E J !E J
MV
J H %µ<H (4)
.Z
A J0AD| _F "J M M Z
J M [
J H2
A .J h
P (M "J \M C M 3J H2 H.7FJH (5)
Page 216
H
H H G H 3J F J"\M"J F H C !E TJ 'A ON HÈ H2!E J3M A <H)J A (6)
. J F M iE J !E J F H2 J"\M"J F H H.YE JE J F \PEA J F A iE J *EA
OA H. A (J *EC %A' J H J"M.H (J A (7)
P %A' J H J F .J H J H2 s
.(1234)
. _A IA JH H Z
J0AH µC nA J A ¦
A 0J\H EYA (8)
G H J7AE ( "J M !F TJ 'A BJ \AH[M2 J E J H H (9)
A J.H A *C LE "J M2H
H\J*EA p
J P & H M2
@M 9E J23A K
H 3M H Z J AV J H2 (J A <H]J H2 J H H (10)
zA P E M2 J E @M
H YC \H zJ E M2 J E J H H
9E JAH J A Ä
A J 3H JA J F H2 H.J H H (11)
A EJ M p
A P %EH %µY= J H HEH C RAH
3$A H ¦ M H iE H zJ 3H JH (J A <H]J H iE H (12)
A 9| V
H M yH H"$A J 9A V
J H iE H _½ E M
Z
J [ A M C RA ¦
H \PA'E µ("J h H A J 7AC !EH (13)
. (A E J M W
H !CP ºA DA =
J M J !E A H 3J c
A H
Note 6: The verbs at the end of the latter four

stanzas are (zIcH), but due to the scale of the
Page 217
poetry, a long kasrah is read on these words. The

word (
A JH ) has two kasrahs. It will also be read
with a long kasrah. These factors are permissible
in poetry.
Exercise No. 86
. ,7AE C"F0JHCH 6
AE C"FV
H&
J HC 'E (1)
M HJ *EC
P.EH H.J E$J !E "J F"J F AµH "J MA ªJ M J E C F PH 8 A EE (2)
. J F A"FF TJ 'A F HÊAC A M 3J H2
. @M @A A F0J$A HVM2 +M "FY= A YF \E! TA' H CM30JM ARH (3)
J M J !E J F
. .AXH o"J 'E oH E' 3J 9E 'E @M E"M$(H H @H | BJ DA M2 HH (4)
¦
H E M V
J \H H.'E HA H\H V
H
J <HU H28 A @A A HA*C H H.J H C"FEH (5)
.¬ H AA ªJ .M A
J M2 . 32A3$H "J E "J F"J FH @H | "F9PA (6)
. J F EH.J !E J F E ¨J A[
.HA C"MH YC H2 E$H J F 0J[
A M ARH J M ªJ
M H H
H H J F
J
H .J H AR (7)
Page 218
Lesson 57
The Declension of a Noun

($i )
1. With regards to ( ), nouns are of three

types:
(1) (T
J A0J.H CE) – Indeclinable Nouns whose final
radicals remain unchanged in the different cases
and they are not affected by any (), e.g.
d Z[ B'

OA iE ªM µA
M C F OA iE ªM µ
M J2!E(H OA iE ªM µ O H)
(2) (^
M A [
H J.M C
M H J .M CE) triptotes36 – those
nouns whose ends change due to a change in case
and which accept (B'(), (Z[\) and (d )) with
tanwīn, e.g.
36This is a class of nouns that is fully declined. The Arabs call

declension ( ).
Page 219
d Z[ B'

)M H A
M C F 6
)M (H
M J2!E(H )M (H O H)
(3) (Â[
H J.M C M J]H C
M H J .M CE) diptotes37 – nouns
which do not accept tanwīn and in the
nominative case (B' ), a dammah is used,
while a fathah without tanwīn is used in the
accusative and genitive cases (d Z[ ),
e.g.
d Z[ B'

H .H M A
M C F H .H M
M J2!E(H M .H M O H)
2. The indeclinable nouns (PA0J H OH.$J !E) are very

few. They are as follows:
Pronouns (#.b). These are discussed in
37These are certain classes of nouns that are not fully declined.
European grammarians sometimes refer to them as diptotes. (A
New Arabic Grammar by Haywood and Nahmad, p. 34, 1970,
Lund Humphries)
Page 220
Lessons 6, 11, 14, 15, 17 and 41.

Indicative Pronouns (GA (H HÀC ON H.$J !E). See Lesson
12.
Interrogative Pronouns (zA HYC <A$
J AC ON H.$J !E). See
Lesson 13.
Relative Pronouns (A E"J K
M "J .H C ON H.$J !E). See Lesson
42.
Conditional Nouns (t
A J h
P ON H.$J !E). See Lesson 56.
Compound Numbers ( 0H | H M Q H3J !E) – that is, from
(H h
H H 3H H !E - 11) till (H hH H E H
J A - 19). See Lesson 44.
Vague Nouns (A H2H A C ON H.$J !E), e.g. (J E ), (J 2*EE ),
(EE ), ( H J2nE H
H JE ). See Lesson 64.
Nouns of Sound (j A "J [
P ON H.$J !E), e.g. (x H E- x
H E- - the
sound of a crow), (¤ H - the sound used to make a
camel sit), etc.
(_
A H'C *EC ON H.$J !E) – these are words which are not
verbs but have the meaning of verbs, e.g.
(j
H HJH - to be far). See Lesson 75.
The scale of (_
A H'E) if it is used to denote the
name of a female, or it is an adjective or it
Page 221
denotes the meaning of the imperative (!), e.g.
(zA E
H - name of woman), (x
A H'E - a transgressing
woman), ((A E
H - meaning “beware”).
Note 1: The dual forms of the (GA (H HÀC ON H.$J !E) and
(A E"J K
M "J .H CON H.$J !E) are declinable, e.g. (
A E µ ), (A J2E µ ),
(
A E|E), (A J2E |E), (¦ H \AEn) and (¦
H AJ2nE ).
(R

# O s
#

9 #))
3. These are the types of (Â[
H J.M C M J-E ) and the
method of recognizing them:
(1) A proper noun (

A EH C M $J A) will be (Â[
H J.M C M J-E )
when:
a) it is feminine and it has more than three
alphabets or its middle alphabet is (yV
H <HM ) –
having a harakah, e.g. (F .
H LA E'), (Z
M HJ2oH ) and
(M 9E $
H ).
b) it is non-Arabic and it has more than three
alphabets, e.g. (
M J2(A J A), (M JA HJA). The name
Page 222
(l
Q "J \M) is fully declinable (Â[
H JM ). It will also
be (Â[
H J.M C M J-E ) if its middle radical is
(yV
H <HM ), e.g. (M <H`H ) – name of a fort or it is
feminine, e.g. (M [ J A ) – Egypt. However,
there is a difference of opinion with regard
to the word (3
Q JA ). According to some
scholars, it is masculine while others are of
the view that it is feminine.
c) where two words are joined in such a
manner that they have become one word,
e.g. (¦
0HEJ H)38 – name of a city. Such a
compound is called (TA)IJ H Z|H M ) or
(TA)HI<AJ A Z|H M ).
d) such a noun which has an extra alif and
nūn at the end, (
F H.7CM ).
e) it has the same scale as a verb, e.g. (3
M .H J !E),
(3
M J2IA H2).
f) a proper noun on the scale of (
F H 'F), e.g.
38 The word (FJ H) is the name of an idol while (¦H) is the name of a
king.
Page 223
(M .
H M ), (M 'EoM ). Very few words are used on this
scale.
Note 2: The plural of some adjectival nouns

(EY[
ON H.$J E) also appears on the scale of (F H 'F) and
they are (Â[ H J.M C M J-E ), e.g. (M H !F) is the plural of
(H
J !F - other). (BM .H )M ) is the plural of (ON H.J )H – all
together). However, the scale of ( H 'F) used as the
feminine plural of the elative (J& A YC <P M $J A), is
(Â[H JM ), e.g. (Q 0HF ), the plural of (µ0JF ) and (Q ]H K M ),
the plural of (µ]J K M ). See 14.3.
(2) An adjective (EY[

M $J A) will be (Â[
H J.M C M J-E )
when:
it is on the scale of (
6E J 'E), on condition that
its feminine form is not on the scale of
( \H6
E J 'E), e.g. (F HC $H - intoxicated), (F HhDC H -
thirsty). The feminine forms are (µ
C $H )
and (%µhD
C H ) respectively. The word ( H3J \H)
is (Â[
H JM ) because its feminine form is
Page 224
( \HH3
J \H).
it is on the scale of (
F H 'C !E), e.g. (M .H J !E), (M
H J !E),
etc.
it is such a numeral whose meaning has
repetition, e.g. (M H!F) – one by one, (3
M A "J H ) –
one by one. Each of these words contain the
meaning of (3
Q A H 3Q A H) – one by one. (ON HeF) –
in twos, (%µ7C H ) – in twos. This continues in a
similar manner till ((M Hh

M ) and (M h
H J H ) – in
tens. See 46.5.
(3) When an extra (GHJ 3

M .J H AE) appears at the end
of any noun or adjective, it is also (Â[ H J.M C M J-E ),
whether the word is singular, e.g. (ON H.$ J !E - name of
a woman), (ON H J H - a beautiful woman), (ON H.J H -
red) etc. or whether it is plural, e.g. (ON H.E M -
scholars), (ON H0A\J !E - messengers), etc.
Note 3: The word (ON H.$

J !E) which is the plural of
(
Q $J A) is (Â[
H JM ) because its hamzah is not extra
Page 225
and is changed from a (). The word (

Q $J A) was
originally ("Q .
J $A ).
However, the word (ON H`
J !E), the plural of (º J`H ),
although having an original hamzah, is used as
(Â[
H J.M C M J-E ), e.g. (O H`J !E J H J"FE
J H iE ).
(4) the plurals which appear on the following

scales are (Â[
H J.M C M J-E ):
Plural
Example Singular Meaning
Scale
F AH'E M A H(H Q H (J A silver coin
F JAH'E M J\AH\H (Q HJ2A gold coin
F A E'!E M AE!E M 0HC !E elder
F JA E'!E Z
M J2nA E!E HJ F C !F lie
F A EYH 3M )A HH 3Q c
A
J H musjid
F JA EYH ¨M JAH[H l

Q H0[
J A lamp
F JA EYH F JeAH.H _ E7.J A statute
F A H"'E M #AHH G H #AH circle, calamity
Page 226
If a round tā (EL"J MJ H ) is suffixed to these scales,
the word becomes (Â[

H JM ), e.g. (GE AH$!E - teachers),
( EAH
H - plural of TS A0HJH ).
All the above-mentioned scales are called

(v
A "J .M c
M C %H<HJM F ]H JK
A - the final plurals) because a
further broken plural cannot be constructed from
them, although a sound plural may be formed,
e.g. (
E J M AE!E - elders). However, this is very rare.
4. You have already learnt that in the genitive

case ( ), a noun that is (Â[
H J.M C M J-E ) cannot
take the kasrah. It accepts only the fathah.
However, when the definite article is prefixed to
such a noun or it is (^&), it accepts the kasrah
in the genitive case ( ), e.g.

O
:f)#H i
X) , #H i
O` f)0 # zQ E9M H 3 P
Z+
H H [
T J A t
&
3+
TJ 'A
V Y
J f)#H
Translation: There is a place for the wealthy, the

poor, the white and the black in the madrasahs
and musjids of Egypt.
Page 227
The words in bold are (Â[

H J.M C M J-E ) but they are
((").
Similarly, if any proper noun is regarded as
indefinite, tanwin and kasrah can be read on it,
e.g. (\H.7C
M
M J2!E(H ) – I saw an Uthmān.
5. The ( ) of the dual and sound plural forms
of a (Â[
H J.M C M J-E ) is the same as (Â[
H JM ) words,
e.g.
H J2A .H J !E E J M .H J !E A J2H .H J !E A H.H J !E M.H J !E
Note 4: We have explained the section of

(Â[
H J.M C M J-E ) in an innovative and simplified
manner. In the ancient books of Arabic Grammar,
it is expounded in another style which is slightly
more difficult to grasp. Then too, we will clarify
the old method and explain it here so that you do
not incur any difficulty when you study other
books of Grammar.
Page 228
The Old Method of Explaining (R

# O `) )
When any two of the following causes are found
in a noun, it will be (Â[
H J.M C M J-E ). These aspects
or causes are:
Causes
Meaning
(R# g+
7J)
P.A EH proper noun
EYK
A or JKH adjective
1J\A*C H feminine
A J YA C F oJ H scale of the verb
_J3H changed from original
A H3H #AHo "J \M H

Q A!E extra alif and nūn
H.c
J M non-Arabic
TA)IJ H ZJA J H combination of two

words to form one
G3H #AHo G H J 3M .J H
Q A!E extra alif succeeded by
hamzah
v
A "J .M c
M C %H <HJM B.J )H the final plural scale
Page 229
(i) Firstly understand that (_J3

H ) refers to a word
that has changed from its original form into a
new form. It is of two types: (%99 _3) and
(W239 _3).
If there is an indication or proof that a word has

changed from its original form to adopt the new
one, it is called (%99Ù
_3) or (%99 _3), e.g. the
word (5 F 6Fe) – three three. One cause is (EYK A)
while the other is (_J3 H ). The meaning of this
word indicates that it was originally (ÀEe6E eE eE6
E eE)
and then it changed to (5 F 6Fe). Accordingly, it is
said to have (%99Ù _3).
Words which do not have an indication or proof

of change of form are said to have (W239 _3),
e.g. (M .
H M ), (M 'EoM ), etc. These words are (Â[
H J.M C M J-E )
because they do not contain any other cause
except (P.
A EH ). It is therefore assumed that these
words were originally (Q A H) and (Q 'AHo) and have
Page 230
now taken the form of (M .

H M ) and (M 'EoM ). This is
called (W239 _3).
(ii) The cause, (EYK

A ), cannot combine with (P.A EH ).
If any adjective is made into a proper noun, its
adjectival quality (EYK
A ) no more remains, e.g. the
word (3
Q A H) is originally an adjective because it is
an (Y $). When someone is given the name
of (3
Q A H), it only remains a proper noun.
Consequently, it will not be (Â[
H J.M C M J-E ).
(iii) An Arabic adjective cannot be (H.c

J M ) nor can
it be (TA)HI<AJ A Z|H M ).
(iv) The (G 3

H #AHo G H J 3M .J H
Q A!E) and (v
A "J .M c
M C %H <HJM B.J )H )
are such causes that take the place of two causes.
They are individually sufficient to render a word
(Â[
H J.M C
M J-E ), e.g. (ON HV
JK
H - desert), (ON H.EM -
scholars), (3M )A HH - mosques), (F J2A HE - candles).
Page 231
If any cause from no. 3 till no.8 combines with

(P.
A EH ) in any word, it will be (Â[
H J.M C M J-E ), e.g.
(F .
H LA E') has (P.A EH ) and (1J\A*C H);
(3
M .H J !E) has (P.A EH ) and (A J YA C F oJ H );
(M .
H M ) has (P.A EH ) and (_J3H );
(H.7C
M ) has (P.A EH ) and (A H3H #AoH "J \M H
Q A!E);
(
M JA HJA) has (P.A EH ) and (H.c
J M );
(¦
0HEJ H) has (P.A EH ) and (TA)IJ H ZJA J H).
If any cause from no.3 till no.6 combines with

(EYK
A ) in any word, it will be (Â[
H J.M C M J-E ).
However, the (1J\A*C <P ON H)39 will not be considered
in this case. Only the (G (H "J [ M 9C H Q A!E) and
(G H J 3
M .J H
Q A!E) will be considered, e.g.
(%µ J M ) and (ON HJ H ) have (EYK A ) and (1J\A*C H);
(M .H J !E) has (EYK A ) and (A J YA C F oJ H );
39It was mentioned in Lesson 4 of Volume One that there are

three signs for a word to be feminine, namely, (1J\A*C <P ON H) – (G), (
Q A!E
G(H "J [
M 9C H ) and (GH J 3M .J H
Q A!E).
Page 232
(5
F 6
E eF) or (1
F E7CH ) has (EYK
A ) and (_J3H );
(
F HhDC H ) has (EYK
A ) and (A H3H #AHo "J \M H
Q A!E).
Examples of nouns that are (Â[

H J.M C M J-E ):
Examples Causes
F c
H J23A H { GF IH .J H { F | H { M H$M 1\ª> EH

M \M"J M2 {
M "J 9F J H2 { F JA H.$J A { zM H 8 Td .HcH EH
{ F H3J .P V H M { F H=Jb A E
Z> EH
M JÀ H (J !E { M A E J23A J H
M F h
J H2 {%EJ H2 { Z
M H `J !E { M .P `H Y o"> EH
M 'EoM { F 0HM { M &
H M F H 'F o % EH
F H&H (H { F H0J `H { F PH { F |YH " B EH
F H0&
J -E { F P2(H { F ³CH { F H0J`H " B Y[
s
M H J !E { M 0HC !E { M 7EC !E { M XE J !E F H 'C *EA o"> Y[

M .H =
J H { BM HJ H { p
M H.M { v
M H(M %µ> (> 3
{ ON H("J `M H { ON HVJKH { ON H.J H
G3Þ
ON HJH
Page 233
B) M AHH { ( EE J H B) F #AHH

M JA HH { F J2A HE { ¤M J2(A H"H { ( 0HJA v". %< ]K
3M A H"E {
Word Meaning
Q H8 { 3Q H!E ever
() H3J!E (1) to expose, reveal
aM J2(A H!E { aQ J2A JRA jug, pitcher
() l
Q HA(J A (7) satisfaction, pleasure
TS AE9MJ M orange
E "P E H (4) to be created, formed
() %|V
H H (4) to adorn oneself, to don
jewellery
3S )A effort, eagerness
(s) | )H to be great, exalted
½ )d !E most exalted
J.A )H favour, beautiful
Page 234
EM { |M clothing
3H |H (2) to make eternal,

eternalize, immortalize
E(J !E { Q C (M pillar, member of a family

or group
ON "J
M H2 O H$ to be bad, evil, foul, to hurt
Q H3À { 3Q J23A `H severe, strong
F #AH.`H { EJ.A `H character, nature, good

qualities
(s) @M E
H EL to please, to be to someone’s
liking
() ^
H EL to go about, to
circumambulate
(s)
H E H to seclude oneself
H2HA concern, attention
TS
A AH p
Q H"C !E { p
Q "J E bow
l
H IH F p
M "J E rainbow
p
Q J ªM F { p
Q *C E glass

Q H"C !E {
Q "J F cup
H J -E iE no wonder, it is small
wonder
Page 235
3Q c
J H glory, splendour
3 H extreme, limit, duration
Q JA H spring
%µ'H to appear, to fulfil
TS AJ\A indigo
TS c
A
H YC HH violet
Exercise No. 87
(A) Which words are (^[ ,-) in the following

sentences:
TS F .7 M . "! : (! 3`d ON Y (1)

. ¬!
Tb(
Y$ TJ A! 2 ¼d! h E (! E P! TJ A ON Y (2)
. $ " <e <'6 GF 3 3 . 8
.7 o V<' E $ß .X 23 GF (3)
. @
Tb( Y
D> z2! TA' O. TA' M X2 Q JXA H p
Q "J E l
H IH F p
M "J E (4)
Page 236
x(o! YK! Î
à 9 ! "! 0$ "<2 "
. H &
H J ! T¿ c
A
H YC T¿ \
.v
H H(M H 5
E 6
E eFH %H7CH OH H FE
H EL H C"MVA \E' (1)
F 0JE A HJ23H H "M\H HJ23H H 6 Ð F H "F9J H2H aH VH $J RA @M E H0JH H H (2)
E M(H H %H$"MH H $M "M2H H "2!EH E H.JE$M H H MH @A <AP2( nF AH
p
H HCRAH %HAH %HV J H2H P2A E oH H . ¬ H A AV J .M C WAIc J \H ¦ H AE E H
6
Ð F H L"FH H \M"M2H BH H HCH E AH.$J RAH . ¬ H V A AP[ H ¸ F
.¬ H .A EHC %EH HC & P'
.J F ªJ J H iE C"MH 8 H 2A| H2!E H2 (3)
M H J F E 3H 0JM AR OH`J !E J H C"F*E
. F¶M H8H J <M\E! H "M.<MJ.P $H OÀ H.$J !E |RA TH A C RA (4)
. E "FYA H HE J <M\E! TA<| F AeH.<P +A A H H (5)
p
*C E H aH 2A(H!EH H H3CA J A JEH ^
H"C *EA . E M3|= M "FDH2 (6)
.¬ A P
Page 237
(C) Examine the following letter carefully and

translate it into English.
Zc +3 3" "<

z> W3
¦2d3 09 3 . @
( z6 ¦
TA' ¦
H <M$( J<K @d\! ¦0\! ¦ ' z3 O3
.(3 _7! ,7
N ¦H d<) . 3A A EA<
' O3R TA' ¦á V M A .X ($ $A$M 39
l
H ( H XE ! âO9 )< 3d `! .' . ¦
GE L GE 3 o ¦<F! <. T¿ E .7 . ¦"R
. <2J¶M
A $ A #&Y A EM H J|ÙE (M 9E M ¦<$( '

\3.V' ¦! w" ¦09< MVA M h 0 . A #.h

@
%K 0\ _9' . ¦C!F TJ \R !TP HM . ¦ @<2 %
. z~ a ! ¦7! i! "! $
( Oh\~ TA' 6)( ,[<$ ¦d\!
")(!
B TA90 . 3JcH % 3JcH 32I . ¦$N 323`
Page 238
nC R H -i . CnA z2
A i F c\ P ½)E! G,7 A 0C % @A EAC M H \A

A È 3 % zM 32 'H `H 3" zH ! "" P M '
yH 3A -E ¦
H A "2 TJ 'A yH
M H2 H H H yH 3 )A % TP HM2 zJ A 3'
z6
y"! y, ZL
("Y] 30
Page 239
Lesson 58
The Cases of the Noun
1. You have learnt in Volume 1, Lesson 10 and in

several other places, the different occasions where
a noun is rendered (B'(), (Z[$ and (d )).
This will now be discussed in certain detail in this
lesson and in the following lessons.
2. As a reminder, we will first note the different

cases of a noun:
!3<0 (3) Y Z#\ (2) ' (1) g.& guY+

=JA
Â (4)
Nominative
(3) aD _"Y (2) @ _"Y (1)
_"Y (5) @' _"Y (4) @ _"Y
_ (6) @ WRL guY+
=JA
µH>F (9) %µ7C<H
J >F (8) IJA.J H (7)
Accusative
| R $ (11)
A Jc
A C TA YC HA i (10)
A"! E E H0H (12) A"!
Page 240
=JA dP guY+

@R ^& (2)
E ^
A 3 (1)
Genitive
The first category, namely ($i B'( Bb") is
referred to as the (j"'), the second one,
namely ($i Z[\ Bb") is called (j"[)
while the third one, namely ($i d ) Bb"), is
termed as (jH(Mc
J H ).
Each one will be now discussed in detail.
The Nominative Case

(Y.S)
The (8.) and (8# W^L)

3. The position of the (') and (Y Z#\) in
Arabic is after the verb, e.g. (3AH 3Q J2oH zH H C !E),

(3
Q AH zH A C !F).
4. If the (') and (Y Z#\) precede the verb,

they will be referred to as the (!3<0) in the analysis
Page 241
of the sentence, while the remainder of the

sentence will be the predicate (Â). In this way,
there will actually be two sentences, a smaller one
included in the main sentence. The analysis of the
sentence, (3AH zH H C !E 3Q J2oH ) will be as follows:
3AH zH H C !E 3Q J2oH
Y { '
_"Y
"H M ,.b
Â = (]K) ' .M) !3<0
(Â) Ag .M)
5. If the (') succeeds the verb, the latter will
always be singular, even if the (') is dual or

plural, e.g.
Plural Dual Singular

M iE J *EC H &
H H A H3E"H C H &
H H 3M E"H C H &
H H
ON H j
A H &
H H A H!EJ .H C j
A H &
H H GF !EJ .H C j
A H &
H H
Such a (') is called (A E© '). See Lesson 18.1.

Page 242
6. You have learnt in Lesson 18 that when the

(') is a broken plural ( B), whether it is
masculine or feminine, the verb can be either
masculine or feminine. One can say (_
F H) H &
H H )
or (_
F H) j
A H &
H H ). Similarly, one can either say
(ON H H &
H H ) or (ON H j
A H &
H H ). One can use a
masculine or feminine verb for the sound
feminine plural ($ 1\ª B) but only a
masculine verb can be used for the sound
masculine plural ($ B). Therefore one
can only say ( E "J .M A
J .M C H &
H H ) and not
(
E "J .M A
J .M C j
A H & H H ). However, the sound plural of
the word ( Q JA), namely (E "J MH) or (H JAH) is treated like
its broken plural (OÀ HJ !E). Hence, one can use the
singular feminine verb for it as well, e.g.
(
E J#AH$J A "J MH @A A
J HH 8)40.
Note 1: You have learnt that the word (

Q JA) was
40 The nūn of the word (E"J MH) has been elided due to being (^&).
Page 243
originally ("Q J H). Therefore its sound plural is
(
E J "M JH) which was abbreviated to (E "J MH).
7. If the (') is a pronoun (,.b), it is necessary
for the verb and the (') to correspond in

gender, e.g.
(J"
M E)H H
M iE J *EC H &
H H ), (H<
H E)H H A H<J0AC j
A H &
H H ).
Such a (') is called a (H.& J M ').
If the (') is the plural of an untelligent being
( ,-), its pronoun is normally singular

feminine and sometimes plural feminine, e.g.
(T
J <AJH H $J H H J !E
J $H H V
H 'E
H 6
E A C
M J2H <HJÀ) – I bought the
dogs and they guarded my house.
If the plural of an intelligent being replaced the
word (
H 6
E A CE), the masculine plural would be
used, e.g.
(T
J <AJH J"$M H V
H 'E E H.C ]A C j
M J )H *C <H$J A) – I hired the youth
and they guarded my house.
8. The position of the (') is immediately after

the verb without any separation. This is followed
Page 244
by the object (_"Y). However, it is not necessary

to maintain this sequence. A separating word can
intervene between the verb and the ('), e.g.
(H<
A TS AH zH "J HC !EH E). Sometimes the (_"Y) precedes
the (') and even the verb, e.g. (T S AH <HA !EH E),
(T
S AH !EH E H<A ). However, the (') cannot precede
the verb. If the (') appears before the verb, it
will not be called the (') but will now be called
the (!3<0).
Where is it necessary to make the (8.) precede
the ((Y9+) or succeed it?
9. It is necessary to make the (') precede the
(_"Y) in the following instances:
(a) when both the (') and the (_"Y) lack
outward ( ), both have the ability of being the
(') or the (_"Y) and there is no way to
distinguish between them, e.g. (%µJ

A %µV
J H2 zH H C !E) –
Yahyā honoured Īsā. If the word ‘Īsā’ has to
Page 245
precede the ('), it will be regarded as the (')

and what the speaker meant will not be achieved.
However, in examples such as (µ7C .
P F %µV
J H2 E E !E-
Yahyā ate a guava), it is permissible to make the
(') succeed the (_"Y) because a guava is not
something that can eat Yahyā.
(b) when the (_"Y) occurs after (i

| RA) or any
word with a similar meaning, e.g.
(T
¿ AH H J-E ! AH i| RA 3Q J2oH zH H C !E H – Zaid did not honour
anyone besides Ālī). If one has to make the (_"Y)
precede the word (i | RA) by saying,

(3
Q J2oH i| RA AH zH H C !E H) – No one honoured Ālī besides
Zaid, the meaning will change. The word (H.\PRA)
creates limitation, e.g.
(A
H 3Q J2oH zH H C !E H.\PRA – Zaid only honoured Ālī). This
sentence has the same meaning as the first one. It
is necessary to make the (') precede the (_"Y)
otherwise the meaning will change.
10. In the following instances, it is necessary to
Page 246
make the (') succeed the (_"Y):
(a) when the (') has a pronoun referring
to the (_"Y) attached to it, e.g. (@M M "J E 3AH zH H C !E –

Khālid’s nation honoured him). In this example,
the word (zM "J E ) is the ('). Attached to it is a
pronoun (@M ) which reverts to the (_"Y), namely
Khālid. If one has to say (3AH @M M "J E zH H C !), it will

necessitate uttering a pronoun before mentioning
the person or thing which it refers to
(A
C U E 0JE (Q H.b
J RA). This is generally regarded as
defective in Arabic.
Note 2: You have learnt above that the sequence

in a sentence is first the verb, followed by the
(') and then the (_"Y). Even if the (_"Y)
precedes the ('), in status it will succeed the
('). In the above-mentioned example, if the
word (@M M "J E) precedes the ('), the pronoun (@M )
refers to such a noun which comes later in words
and in status. This is not permissible. However, if
a pronoun referring to the (') is attached to the
Page 247
(_"Y), (A
C U E 0JE (Q H.b
J RA) will be permissible, e.g.
(3
Q AH @M H "J E zH H C ! – Khālid honoured his nation),
because although the word Khālid succeeds the
pronoun in words, it precedes it in status due to it
being the (').
(b) when the (') occurs after the word
(i
| RA), e.g. (3 J2oH M J-E ! 3Q J2oH i| RA AH zH H C !E H – No one
honoured Ālī besides Zaid). If one has to make the
(') precede the word (i
| RA) in this case, the
meaning will be distorted.
(c) if the (_"Y) is attached to the verb, one
will be compelled to make the (') succeed it,
e.g. (3
Q J2oH
¦
H HH b
H – Zaid hit you). The pronoun (yH ) is
the (_"Y) in this example and it is attached to
the verb.
11. You have learnt in Lesson 17 that some verbs

have two or three objects. However, the
(Y Z#\) of the passive verb, which is (v"'),
Page 248
remains one. The remaining objects will remain

( "[) as normal, e.g. (A-
E 3A H 3Q J2oH H AH – Zaid
regarded Hāmid to be wealthy). In the passive
tense, this will be changed to (A-
E 3Q A H H AM –
Hāmid was thought to be wealthy).
Note 3: You have learnt the method of changing

(^ ') into (_" ') in Lessons 14, 15 and
25. When the need arises, form the (_" ')
accordingly.
12. The verbal noun ((3[) and some derived
nouns (9<h Og!) also have a (') and (_"Y).

See Lesson 22. These words also render (B'() to
the (') and (Z[\) to the (_"Y), e.g.
(3
J2oH p
H H 'E @M $M H 'E aM AP O H) – The one whose horse
surpassed the horse of Zaid came). In this
example, the first (pH'E) is the (') of (a
M AP)
while the second one is the (_"Y). The definite
article (_
C E) in this case is an (_"K" $). Therefore
Page 249
the meaning of (a
M AP) is (aH 0H$H W
J A |E). See Lesson
42.6. The ((3[) and (9<h Og!) will be discussed

in detail in the forthcoming lessons.
Word Meaning
() %E<HJA (7) to put to the test, to afflict
^
H IH J<H$J A (10) to drain off, to extract
() %µC!E (1) to distract, to divert attention
() P )H to pull, to render a kasrah to any

noun
() H &
H H to brood, to incubate (an egg),
to raise (a child)
H H H( to seduce, to entice
@A
A YC \H J H H H H( to tempt someone to commit
evil
(^) BH DE E to sever relations, to traverse
( – ) zH iE to reproach
x
H IP H (2) to tear, to rip apart
Z
M 7AH2 Z
H eEH to attack, to jump
Page 250
(s) zH 3H H to demolish

Q HJ !E { TS AHJ !E Bedouin
Q J H dung

Q JH { &
H JH egg
BQ HA { H JA church
<H]J H suddenly
Q "J F)M { 3Q C )A hide, skin
HJ !E { Q JA time, sometimes
Q H oM { G H J oM group
GH V
H $H { Q A H$ magician
H H$ field, courtyard
zQ "J V
M `M { Q V
J `H fat
j
Q H.H `H { BQ .J `H candle, lamp
ON PVK
A !E { ¨Q JV
AK
H healthy
BM A H"K
H { H H "J K
H monastery
! Q JLE { Q #AEL
bird
(Q "J MLF
Page 251
^
Q PH fortune teller, diviner
HJ'A { G (H *C 'E mouse
! m
Q H'C !E { m
Q J 'E
chick
m
Q J M 'F
{
H J2A 'E !
Q J2A 'E
prey
%µ$J 'E
H<J'A { %<'E youth
p
Q "J 0ME clothing
<H-E H0M to attack suddenly
_ H\A { J \H shoe, sandal
(Q HJ !E { Q HH hair of camel, etc.
Q "J FH fuel
Exercise No. 88
Note 4: Recognize the (A E© ') and (H.&

J M ')
in the following sentences. Ponder over the
occasions where the verb and the (')
correspond and where they do not correspond.
Page 252
Also note where the (') necessarily precedes or

succeeds the object.
_A H"J !E J H J"F*E
J HA W
J 3A JA J"
M E)H H TJ <A0PA !E j
J O H) ! O H) (1
. A YE
P
. ,! "FD9F 2 E J M 0E <H>F BH YE H(J "J EH (2
J"E<H0JM2 %<PH A V
P[
E . ON PVK
A ^
M A J H ! ^
M A J H2 iE (3
.s A H >E
J H A H "J F V
M C E EYC -E H JA <Hh
J H2 A H2J 9E C FG"H
J \A jJ O H) ! O H) (4
. J A <AV
PKA H P A A iE J !E A JAJ H
. HH J M 'F H XC YE V
J H2 ! ¹
F YE Ù H&
H JH M JD| M &JVH (5
. ¦ "D " ¦(! R J
A J !E (6
,D A zA H.<HA j
A (PD| TA' '2 O (7
ON 9Y E 0 BD9 6 B 2$ ¼o R K"
Y (D9 '2 A)M (* "hÊ
"2 ¬> \ B . 9h> z.< Eo "]02
ã' O ^6ß
3.Ü ¼o "] nR E 9h>
"I\ > j"> '"
2 GA (D "
Page 253
"<h2
h2i @A #AH.H \A ( D! "2
> d2! 6' Z " "]<h2 } Z<
G4 .\ ¦( ¦µD % `
. Ê~ dV[
Exercise No. 89
Translate the following verses of the holy Qur’ān:
. @A
A YC \P H H H<'E M A HM IA 2AIH C GF !EH J A H2A3.H C TA' G"H
J \A _E EH (1
. @A A' TJ AP<M.J F W
J A | P F Aµ'E
J EE (2
M HJ *EC
P.EH H.J E$J !E "F"F AEH "MA ªJ M J | F PH 8 A EE (3
. J F A"FF TA' F HÊAC A M 3J H2
M EJ H2 @M |H @A | _F "M$H E ¦ J \H "FE E "F9'AH.M C yH OH) EnRA (4
H \PRA 3M H h
. E "MnA EE ¬
H 9A 'AH.M C | RA 3M H h
J H2 @M |H @M F"M$H E ¦
H \PRA
J M2 | E! %EH ¦
. J`H @A |A H C A h H HJ A2H0M2 (5
A C nA H J F M EJ !E EH J F FH"J !E J F A C M E "MH 8 H 2A| H2!E H2 (6
. @A |
. H 2A3)A H$ GF H V
H
P TH 9A C!FH (7
Page 254
. H oM A Pc
H C %ERA J M P(H J"9E P H 2A| aH A$H (8
BQ HAH BM A H"K
H
J H 3 M |
J 0HA M&
H J H pH P @A | BM 'C H E"J EH (9
. ,7AE @A | M $J HA' M E C M2 3M )A HH H j
Q H"EK H H
. P M .P H*E'E j
H.AE A @M (H H A HJRA %E<HJ nA RAH (10
Exercise No. 90
Translate the following sentences into Arabic:
It is said that the lion has been given so much

strength that it can kill a large ox with one strike.
Most of the time (7 TA'), it comes out of its den
at night to hunt. It attacks its prey suddenly just
as (
| !E .E) a cat jumps onto a mouse. Its two eyes
have been made in such a way that it can see at
night just as it can see during the day. All the
animals fear it. Therefore it is called the king of
the animals. May Allāh save us from its evil.
Page 255
Test No. 19
1) What is the original position of the ('),
(Y Z#\), and the (_"Y)?

2) If the (') or the (Y Z#\) precede the verb,
what are they termed as?
3) Do the analysis of these two sentences:
(.
J H3Q J2oH zH H C !E) and (.J H zH H C !E 3Q J2oH ).
4) If the (') or (Y Z#\) are ( ©), what
changes occur in the verb by the changing of the
('). If the (') is (H.&M), what changes occur?
5) What word-form of the verb is used with the
masculine sound plural ( > B) and the
feminine sound plural ( 1\ª> B)?
6) Where is it necessary to make the (')
precede the (_"Y) and succeed it?
7) If a transitive verb (W3<> Y) has two or
three objects (_"Y), how many representatives of
the doer (Y Z#\) will be rendered (B'() when
Page 256
the passive tense (_") is used?
8) Change the active tense verbs (^ ') to
the passive tense (_" ') in the following
sentences, delete the (') and make the (_"Y)
the (Y Z#\):

. E"! "'I<2 O 6F "F'PH v
M 3H ä (1
TA' 3 A <-0 j
A c
H A E F \~ zM 3A =<2 (2
. _A <9 A $
A p
H "0 +A A "[2 A . H 4 M *2 (3
. H "" + BH .h @A .V` _E +A 3A )
.¬
A Í
E ( E # D! (4
. < yH !
M D! (5
. '\ .
N o( (6
Page 257
Lesson 59
The Subject and Predicate

(vw <37S)
1. You have already learnt that the first part of a

(g ) is called the (!3<0 - subject) and the
second part is called the (Â - predicate). Both are
in the nominative case (B' ). See Lesson 6.
Note 1: However, if there appears any factor

() in the (g ) that renders (Z[\) to either
the (!3<0) or the (Â), then (Z[\) will be rendered
to it, e.g.
(G (H P 3
sH M
H (J *EC | RA) – Indeed the earth is round.
(Hc`
M 3Q AH E E) – Khālid was brave.
2. The (!3<0) can be singular41 (HYC M ) as well as an
incomplete compound (£\ Z|H M ), e.g.
41 Singular in this context means not being a compound, whether

it is singular (3), dual (7) or plural (B).
Page 258
(TYK" Z| H M ) or (bR

Z|H M ). However, it
cannot be a sentence (.M)) or a (.F @M 0J `
A ), that is
(^©) or ((cH ()).
3. A singular noun (HYC M $), an incomplete
compound (£\ Z|H M ) and a complete
compound (zd H Z|H M ), namely a (.)M – sentence)

or a (.F @M 0J `
A ) can occur in the predicate (Â).
Observe the following examples:
Sentence Analysis
Both the (!3<0) and the
Z
Q LE 3M E"H CE
(Â) are (HYC M ).
The (!3<0) is a
Z
Q LE BM JDA .M C 3M E"H CE
(TYK" Z|H M ).
The (!3<0) is a
Z
Q LE 3A E"H C
M H<A
(bR Z|H M ).
Page 259
Sentence Analysis
¨Q AHK )M (H 3Q J2oH The (Â) is a (TYK" Z|H M ).
_ H J nF 3Q J2oH The (Â) is a (bR Z|H M ).
The (Â) is a verb thereby
oM "J YF H$H 3M A <Hc
J .M CE
constituting a (' .M)).
Q AH +M "J M!E 3Q A H The (Â) is a (g .M)).
x
H "J 'E M H<A CE
The (Â) is a (^©).
GA 3H &
H J.A C
TA' M J\AH\3P E The (Â) is made up of
x
A J 3M J[ ((cH ()).
4. If the (Â) is a (.M)), whether (g .M)) or
(' .M)), it requires a (,.b) that refers to the
(!3<0). Look at the sixth example. The verb (oM "J YF H2)
has a (,.b) which is ("H M ) concealed in it and this
(,.b) refers to the (!3<0). It is also the ('). The
verb together with its (') constitutes a
Page 260
(' .M)). This in turn forms the (Â) of the
(!3<0), which is (3
M A <Hc
J .M CE) in this case.
5. Similarly, the sentence (

Q AH +M "J M!E) has a (,.b)
which refers to the (!3<0), namely (3

Q A H). The
compound (+M "J M!E) which is made up of a (^&M)
and a (@R ^&M) constitutes the (!3<0) while the

word (Q AH) is the (Â). This minor (g .M))
forms the (Â) of (3 Q A H) which is the (!3<0) of the
major (g .M)).
6. One (!3<0) can have several predicates (Â), e.g.
(3
M Ac.H C q
A J H C Fn
M M"H C (M "FY]H C "H M H ).
In this example, the word ("H M ) is the (!3<0). The
remaining four nouns form the (Â).
Sometimes there are several (!3<0) in sequence in
a sentence. The (Â) of each one follows in

sequence, e.g.
Page 261
(Z
Q A H(H Q #AEH
Q AH) ¨Q AHKH 3Q AHH 3Q A H) – Hāmid is
sitting, Khālid is standing and Sālih is riding.
Such a sequence is called (Z
Q PH M Q h
J \HH
S E).
The Occasions Where the Predicate has to

Precede the Subject
7. Originally, the (!3<0) precedes the (Â).
However, it is necessary to make the (Â)
precede the (!3<0) in the following instances:
(a) when the (Â) is an (zY<$ $), e.g. (3Q J2oH H J2!E),
(y
H "J M!E
H HE ). In these examples, the words (H J2!E) and
(
H HE ) are the (Â) because they contain the
adverbial meaning ('©). Consequently, they
cannot be the (!3<0). They cannot succeed any
words because the (zY<$i Og!) always appear

at the beginning of a sentence, whether they are
the (!3<0) or the (Â).
Note 2: The words (

H J2!E), (%\P!E), (%µ<H ), (E P2!E) and
Page 262
(
H HE ) are adverbs and will consequently always
be the (Â). The remaining (zY<$i Og!) like
(
J H ), (H) etc. will always be the (!3<0).
(b) if there is such a pronoun (,.b) attached to
the (!3<0) which refers to the (Â), e.g
(H0M
A HK (A P3 TA' - The owner of the house is in it).
The word (H0M A HK) is the (PªH M !3<0) while
((A P3 TA') is the (zP39E M Â) because the (!3<0) has a
(,.b) attached to it and this (,.b) refers to the
(Â). If the (!3<0) has to be brought at the
beginning, it will lead to ( 0 (.b).
(c) when the (!3<0) is indefinite (G\) and the (Â)
is (^©) or ((cH ()), e.g. (

Q "J eE W3 – I have a
cloth); (
)M (H
(A P3 TA' - There is a man in the house).
The words ( Q "J eE) and ( )M (H ) are (PªH M !3<0)
respectively in both these sentences.
(d) when the (Â) is limited to the (!3<0), that is,
Page 263
when the (!3<0) occurs after the word (i

| RA), e.g.
(
F6
EJ E C
i| RA Q $A H H - No one is at a loss except for
the lazy one). The (!3<0) is ( F6EJ E C). If you bring it
to the beginning, the meaning will be distorted.
Note 3: The method of recognizing the (!3<0) and
the (Â) is that the (!3<0) is the one about which

some information is imparted while the
information itself is the (Â). The verb and the
(^©) cannot become the (!3<0).
Page 264
Exercise No. 91
Examine the analysis of the following sentences:

(1)
Z
H J]H C M EJ H2
N E
,.& { v(& '
"[ @ _"Y v"' !3<0
' (" ) <<>
Â = ' Y B Y
g = Â B !3<0>
(2)
V
J $A _E A H0HC H A | RA
ª !3<0
– (G\) ^
@0h ^
!3<0> 3* ( d ) ^
Y

A "[ ,-
(| RA)
2Â g = Â B !3<0>
Page 265
(3)
yH _F H
H JE
Â zY<$ $
@R ^& ^&
v"' 6 z39
v"' !3<0
g = Â B !3<0>
Word Meaning
Z
H &
H -C !E (1) enrage
H!E { H\A8 utensil
HLC RA (1) to hum, to buzz
(Q J 3M M { (Q 3J H complete month, full moon
EEDH idleness, inactivity

exemplary beauty, name of
A
JV
M C GF 3H JA "J H the daughter of Egyptian
poetess, Āishah Taymūrīyah
Page 266
E J2A V
J H (2) to move
Z
H c
PV
H H (4) to conceal, go into hijāb
Z
H 9| HH (4) to don the niqāb, to cover
the face
HJA
J H (2) calm, tranquillity, peace
EY)J !E { Q YC )H eyelid
Q H generous
¨M #AH(H { V
H #AH( fragrance
() H <H$H to cover, to conceal
%$H ! $H shine, brilliance, splendour
x
Q J M `M rising
3S E toil, hard work, trouble

Q J E regret, grief, sorrow
aQ DA JH speech
Q .H <HM rebellious
¦
Q
J A musk
µ(H creation
3Q AE' devoid
Page 267
(Q HJ !E { (Q H shame, disgrace
Exercise No. 92
(A)
Note 4: Recognize the (!3<0) and (Â) in the
following sentences. What is the reason for the
(Â) preceding the (!3<0) in some of the sentences.
.j
H "> ^
M H=H2 i M > (1)
.p
H BM YH2 J H p
A d ,M (2)
. aA D> F \~ A HLC ~A M V
H <H.J M F \È (3)
. E . A C* @232 | ' @<9 A 6 T \AH!E (4)
. %µ$" "' U F A (5)
.
Q < A .< 3 (6)
. ) TJ A (7)
. ) TJ A | RA (8)
.
A M [\ %µ<H (9)
¡¦
S `H
A TA'! (10)
. _ _A Pc
M A Q A HE (11)
Page 268
. H (M H oJ !E A <0 TA' (12)

. zA 6 yM " yA "F> zM 6 (13)
. F D0
A "MM z !F (14)
.v
A H<AJ ~A z !F F D0 (15)
. @M V
M #A( %µYá i ¦
A A> F H (16)
. ' %µ.d M Y Y F 0> . (17)
.
J M2 A
J M B | RA (18)
(B) Recognize the ('), (Y Z#\), (!3<0) and
(Â) in the following poems.
(1)
3M ` A TA' H 2Ù A TA'

A
3M @M \P! % _½ 3M H 28 @ º ` A TA' H
(2)
(M J 3M M x
A J M h
3H
J 0H9| HH H %V&
M å
J 0Hc
PV
H H H
P H <A$M
Page 269
(3)
(M "<> H (M 3 TJ H - 3 Û

J 4 G3" % TYJE
(4)
(M "Y- Q ` y s
( TJ 9A F TJ AY) TJ 0A
(5)
ON . VH H % (" % ".VH2 H | RA

(6)
M "J c
M \H H J2A =
H C _A H.A M V
J \H H J A AH.A E J M =
H C HJEH M "J c
M H2
(7)
TJ AH| H H $H %EM C Z

H ELE J H H TJ AH.H C Z
M
H <HC M 3 E C (A 3J 9E A
Page 270
Test No. 20
[1] What is the difference between the (!3<0) and
the (')? [2] What is the difference between the
(') and the (Y Z#\)?

[3] How can you recognize the (!3<0) and the (Â)
in a sentence?
[4] In which instances does the (Â) have to
precede the (!3<0)?
[5] If the (') is a visible noun ( © $), what

changes occur in the verb due to the changes in
the (')?
[6] Change the (') and the (Y Z#\) to a

(!3<0) and the (!3<0) to a (') and a (Y Z#\) in
the following sentences.
. aA D> \~ ^HM2 (1)
. A .H H ,A ] M BM Y2 i (2)
. ON =$ F M2 i ON 6=0 zM H M2 i (3)
. a4 3` M "h jH&H (4)
Page 271
. < L"Æ 3> TA' 3M )"M2 3M 234 (5)

. A 2(2 A 6# TH DA F! (6)
. A .4 GE 3æ i aM (7)
[7] Change the (!3<0) in the following sentences to

the plural form and make the necessary changes
in the (Â) in order to conform to the (!3<0):
¡ _F I> 2! (1)

¡ y3 $ (2)
. H)o
M 4[ G!> (3)
. OI @' GO9 Ü W 3" (4)
. Á Gch % M0K (3 (5)
. @E*A (Q
A 3M Y ~ (6)
[8] Construct five sentences in which the (Â) is a
sentence (), five sentences in which the (Â) is
a (. @0`) and five sentences in which it is
necessary to make the (Â) precede the (!3<0).
Page 272
Lesson 60
The Accusative Case

(:YRS)
The Object
(Q: (Y9+)
1. The (@ _"Y) which is generally referred to as

the (_"Y) is a noun on which the action of the
doer occurs.
2. Most transitive verbs (W

J 3 <> Y) have one
(_"Y), some have two while others have three.

The following verbs have two objects:
H AH Z
H
A H 3H )H H E H )H E =
H PA
to
to think to find to make to take
know
The verb (
H EJ !E) has three objects.
Examples:
Page 273
Hāmid knew that Alī was

.AH AH 3Q A H H AH
learned.
Hāmid informed "J .M V
J H 3Q A H H EJ !E
Mahmūd that Alī was
learned. .AH AH
3. The (@ _"Y) causes no change in the verb, e.g.

H JAH C *ECH @A AP.H H @A J2"H H !H +M H!EH @M P !F 3Q J2oH zM A C M2
4. The (@ _"Y) can be a visible noun ( © $) as

in the above example and it can be a pronoun
(,.b $) , e.g.
J M P2RAH yH P2RAH M C A C TA\3H `H (J !E
In this sentence, the first (@ _"Y) is a
([< "[ < ,.b – attached pronoun)

while the second and third objects are
([Y "[ ,.b – detached pronouns).
5. You have learnt that the original position of the

(_"Y) is after the ('), although it is
permissible to make it precede the (').

However, when there is a confusion between the
Page 274
(') and the (_"Y) and there is no indication as
to which one is which, the (_"Y) should succeed
the ('). See 58.10
6. It is compulsory to make the (_"Y) precede
the (') in the following instances:
(a) when there is such a pronoun (,.b)
attached to the (') which refers to the (_"Y),
e.g. (+M
F J.A C A nE H<$J *FC zH H C !E - The teacher’s student
honoured him).
(b) when the (,.b) of the (_"Y) is
attached to the verb, e.g. (M J A *EC TAH H C !E - The leader

honoured me).
(c) when the (') is limited, e.g.
(ON H.EM C +A A H0A J A
%µh=
J H2 H.\PRA - From among the
slaves of Allāh, only the learned ones fear Him).
This meaning could also be expressed as follows:
(ON H.EM C i| RA +A A H0A J A
%µh=
J H2 iE ).
(d) when the (_"Y) is such a word that
needs to be at the beginning of the sentence.
Page 275
These words are (zY<$~ Og!), (th Og!) and
(d2Â
A J E ), e.g.
(H J2!E(H J H - Who did you see?)
(3M J2A M H - What do you intend?)
(@A A IH cJ M JH J A C H YC H H - Whatever good you do, you
will be rewarded for it). See 56.2.
(¡HjCH E H<A J E - How many books did you read?).
(j
M CH E
H<A J E - I have read many books.) In this
sentence, the word ( J E ) is (d2ÂA J E ).
In this case, the (_"Y) has to precede the verb as
well in order to be at the beginning of the
sentence.
7. In the following three instances, only the

(_"Y) is mentioned while the (') and the (')
are implied:
(i) ? *
4
(Q J2
AVJ H) means to warn or to caution, e.g.
(
EH E C E
H E CE) – Beware of laziness. This was
Page 276
originally (
E
H E C
(A E J A). The word ((J E J A) which is
a (') and (') is implied here. The (_"Y) has
to be repeated in this case. Similarly, one can say,
(
E
H E CH yH P2RA) – This literally means: “Keep
yourself away from laziness and keep laziness
away from you.” It was originally,
(¦
H JA
E
H E CH A
H E C H A ¦
H
H YC \H (J E J A). Instead of the
word ((J E J A), the words (aA PA) or (3J H) could be
understood to be implied.
(ii) io
`
1
(OÀ H-
C RA) means to spur on, to incite or to urge, e.g.
(H H<A)
J ACH H<A)J ACE) - Adopt diligence. This sentence
was originally (H H<A) J AC zA IA CE). Another example is,
(GE 3
HcJ PH GE O J M .M CE) – Adhere to the ideal of manhood
(valour) and courage. Here also, the verb with its
('), namely (zJ IA CE) is implied.
(iii) x
?
R
(r
Q H[<AJ A) means to specify or to intend someone
Page 277
in particular, e.g.
(5
F (H "J \M iE H 5
F A \H iE OA H0A\J*EC H À HH M V
J \H) – We, that is, the
prophets, neither inherit from anyone nor does
anyone inherit from us. The word (£
M !E - I
specify) or (T
J AJ !E - I mean) is implied. The word
(H `
A HH ) is the (_"Y) of this verb. Similarly, one
can say, (
H H H C M V
J \H) – We, the Arabs… or,
(
H J.A A
J .M C M V
J \H) – We, the Muslims…
8. The above-mentioned three places are

according to the rule. Many examples can be
made following the rule. Besides these, there are
certain instances which are (Tg) – as heard
from the Arabs, where the (') and (') are
omitted and only the (_"Y) is mentioned.
When welcoming someone, the host says,

(0
H J H H6
J $H H 6 J !E) which is the abbreviated form
of (0
H J H H 'C H HKH 6 J $H
H CLA H H 6
J !E
H J H!E) - You have
come to your own people, you have tread the soft
and easy path and you have obtained an
Page 278
expansive place, that is, welcome to you.

(@M
H YC \HH O· H J RA), is the abbreviated form of
(@M
H YC \HH O· H J RA yJ M J!F) – Leave the man in his condition.
(HP(H ¦
H \HHYC -F ), is the abbreviated form of
(HP(H ¦
H \HHYC -F Z M FDC \H) – We seek Your forgiveness, O
our Rabb.
(8
9 # (,
s )
9. In some sentences the (_"Y) is mentioned
before the verb. In place of the (_"Y), a (,.b) is

mentioned after the verb which refers to the
(_"Y), e.g. (@M M!CH E

H H<A CE) – I read the book. In such
sentences, the preceding noun is called (@M J H _ "J ]M h
J H
- independent of) because the verb has become
independent of it due to having a (_"Y).
Note 1: This rule is not about a (zP39E M _"Y)- a

preceding object. In the above-mentioned
example, the (_"Y) of the verb is the pronoun
(,.b) that is attached to it. It is for this reason
Page 279
that the cases of ( R) of this noun have

changed.
10. The ( R) of a noun that is (@M J

H _ "J ]M h
J H ) is of 3
types:
(a) It is necessary to render (Z[\) to such a
noun if it succeeds words that are always
followed by a verb, like the (th j.) and
(&V< ^), e.g.

(¦
H H YE \H @M <HC [
P H H C A C A RA) – If you obtain knowledge, it
will benefit you.
(@M .
M UH M yH 3H EH 6
| H ) – Why don't you teach your son?
(b) If the noun succeeds a (TY ^),

namely (H) or (i
E ), or a (zY<$i ^), namely
(
C H ) or (!E), it is better to read a (Z[\) on it,
although it is not necessary to do so, e.g.
(@M <MJ2!E(H .J H iE H @M <MJ9A E 3J2oH ) – I neither met Zaid nor did
I see Ámr.
(¡H.M 'FA J H A J E)M P A H ) – Do you recognize the two
men?
Page 280
It is permissible to read (B'() on the (@M J

H _ "J ]M h
J H ) in
the above-mentioned examples, but it is not better
to do so.
(c) when the noun succeeds (P#AHcYF C EnRA),

which means suddenly, it is essential to read a
(B'() on it, e.g.
(T
J A!E @M =
M "H M2 zM 6] EnA'E
H 0
M ) – I entered the
house when suddenly (I found) my father
rebuking the youth.
Similarly, if it precedes the (th j.),

("K"> Og!), (O3<~ zi), ('\ ) or the
(Y @d0h ^), (B'() will be necessary, e.g.
(¦H'( @H<3 C RA M ) – If you serve knowledge, it

will raise you.
(T
S A n @M<2!( W 3M ") – The boy whom you saw is
intelligent.
(d) Besides the above-mentioned situations,

both (B'() and (Z[\) are permissible, e.g.
Page 281
(.# !! F ' Z

M <) – I read the beneficial
books always.
11. When (Z[\) is read on a noun that is
(@M J
H _ "J ]M h
J H ), it is analyzed as the (_"Y) of an
implied verb ((d39') and the verb that succeeds

this noun is regarded as the (YM) of the implied
verb.
If (B'() is read on this noun, it will analyzed as the
subject (!3<0), while the remainder of the sentence
will be the predicate (Â). You will understand

this from the analysis of the following sentences.
Exercise 93
Analyze the following sentences:
¦HY\ @H<d[ H A RA (1)
¦HY\ @H<d[ C RA M (2)

In the first example, (Z[\) is compulsory while
Page 282
(B'() is compulsory in the second one.
yH BH Y\ @M
H d[ H C RA
@ _"Y
Y
_"Y
(d39
6 @
(
H d[)
_"Y Y "[
+Y2
6 @ Tb> =
Y Y
"[ ,.& = ' ^
B +3 W
= <<> Y th
Y Y } .
= ' " !
Y B
OI) Y ,Y
_"Y>
.c
=

= '
PY
OI) t`
L` '
Page 283
¦HY\ @H<d[ C RA M

Y B Y
= _"Y> t` = ' v"' !3<0
OI) = '
v"' 6 Â !3<0
g = Â B !3<0>
Word Meaning
E 0HC !E (1) to advance, to face
() (H H\!E (1) to light, to illuminate
t
H'C RA (1) to exceed the limit
´
J2A YC H (2) to be deficient, to
squander
BM #AH&H { H H&A merchandise
Z
H Ec
J <H$J RAH (s) Z
H E)H to draw, to attract
v
Q H)A { BQ #AH) hungry
Page 284
ON HE)M {
Q JA)H companion
anthology of poetry,
M J2A HH { H"J2A governmental office,
account books
M #AHoH { "J MoH customer, client, buyer
aQ A H` very high
GHM { H2J M naked
(^) H H E to overpower, to compel
( – ) HE to don, to wear
DE 9C F article or thing found

claimant of
ºF 0H<H.M CE prophethood, title of a
famous poet
( – ) HVH to erase
F oA H=H { IH =
J H storeroom, depot, shop
(^) H H \H to scold, to reproach
Exercise No. 94
Determine where the (_"Y) is (zd39) in the
Page 285
following examples and the reason for this. Also

determine where this is permissible and where
necessary. In which examples are both the (')
and the (') elided? What is the (') that has

been elided?
. H J]A [
P H\H!E H\*C 'EE (1)
. M J0AE C H\"J M !E H\*E'EE (2)
. %µJA %µ$"J M E!(H H (3)
. P2A E oH
H HV
J .A C %HH (4)
. %µ$"J M H[H C %µ9C!E (5)
. TJ A!E TJ A !E zH H C !E (6)
. TJ 9A J23A K
H TJ AH<A !EH E (7)
.
H 9 )M (H W
d !E (8)
.
H C E !E \HP(M J E (9)
.
M C E !E H |YM J E (10)
¡
H .J |H H J .P A H
H .J |H J H (11)
Page 286
¡ 423M J2A M @' Z

H JH iE H0K
H !E (12)
. J H JH 6E 'E E #AP P!EH . J H 9C H E'E H A<HC P*E'E (13)
.
3 +3ç , Y\ "M3 9M (14)
.x H 9h P2RA (15)
. O"d H ) yH P2RA (16)
. H HVd~ H HVd~ (17)
. aH 2D aH 2D (18)
. (
A H 0A H2)
A H 0A

(19)
Exercise No. 95
Hereunder follow some examples of (_]<`).
Determine where (Z[\) is compulsory, where
(B'() is compulsory and where both are

permissible.
¡ @! º0<> "2 C H (1)

. +".UXH ' +M ".M M3J )H H Ã .7 (2)
42 The hamzah is for (zY<$). This is part of a verse of poetry.
Page 287
" _F 3<~ @]<! ´2Y< i +32(! t'~ i (3)

.TJ 0AH
. "' \3 d ]M p
M (4)
. 4K 6)( 39' @'! y! ! y"! (5)
. +" 2 +".L! B# (6)
.0K R d ( Z) +M ".M M3J )H H .7 D9 (7)
. 3) B'\ +!9\ W < (8)
¬ <h è ¦\IJ=.H A H<0c<$ G3 BA#H&0H (9)
¡ #I _0R ¦ 72 (c<
:`
(M +"VÊ z6 9' { ¼ 3M J "H 2E!H (10)
Exercise No. 96
(1) Which book did you buy?

(2) How many rupees did you give to the worker?
(3) What did you see in Bombay and whom did
you meet?
(4) My father called my brother.
(5) Whatever you do, you will receive its reward.
Page 288
(6) Only knowledge makes a person successful.

(7) Wherever you find Hāmid, send him to me. I
want to give him an excellent watch.
(8) Do not keep on reproaching the children and
do not unncecessarily trouble the animals.
Exercise No. 97
Insert the ( ) in the following passage and

translate it.
. ! & R kY< "! . l0K k

(c`! y !' <0 "3' . ( .<!
. _` " Y<Æ (Á! V# 0L ( o! 9 `
l[' . YD9 ! j(! cb\ Y 0 .D'
( o ` Td .H i . ( 2 (.7 y2R "!
i (.eC x2 .\dR . :<0 Go)R (.e
¦ L ' . z < 6' . (h
. T i 2<`' G.e
Page 289
(" 43 j\8

d ( â<` lY< e67'
} . G3 j$ :.e 2<`' "! ! . \³
T' "V0$ "<- ")Y ºL` % ")
% "[ < R ")( } . .X G d$M O>
. (.e [ % ' .0<' !
43 bunch
Page 290
Lesson 61
(y
0) G # (, Y 9
#))
The General Object
(1) Some examples:
. .JAC H %µ$"J M
N H |E (1)
Allāh addressed Mūsā directly.
. 3 J23A `H J b
H x
M (A P
H Mb (2)
The thief was severely beaten.
. 3A J2A 0HC H J$H j
M J $A (3)
I travelled like a courier (lit. the travelling of a
courier).
. A J<H|H F H P
A |H (4)
The clock struck twice.
(2) In the above-mentioned examples, the words

(.J A
C H), (3J23A `H J b
H ), (3A J2A 0HC H J$H ) and (A J<H|H ) are all
(aED
C M _J"M YC H ). You have learnt in Lesson 43 of
Volume 3 that the (aD> _"Y>) is a verbal noun
Page 291
((3[) mentioned after its verb, either for
emphasis (3*), to indicate the manner in which
an action is done (v"$ or to indicate the number
of times the action is done (3). It is ( "[).
3. The first example indicates emphasis (3*) of

the action, the second and third ones denote the
manner in which the action was done (v"\) while
the fourth one shows the number of times the
action was done (3).
4. The manner in which the action is done (v"\)
can be denoted by a (YK) as in example 2 or by
('bR) as in example 3.
5. When only emphasis (3*) is denoted, a

synonym can be used, e.g.
('"J FM Z
M JDA =
H C zH E) – The orator stood up.
("J M F
M
J E)H ) – I sat down.
The words (HA ) and ('"J FM ) are synonymous as
Page 292
are ($"J F)

M ) and ("J M F).
6. Sometimes the verbal noun ((3[) occurs as the
(@^&) of an adjective (Y[ $). In this case,

(Z[\) is rendered to the (^&) and this becomes
the (aED
C M _J"M YC H ), e.g.
(
EDA ¨H [H 'C !E Z H LE H) – He delivered a most
eloquent address.
The word ( ED
A ) is the ((3[) of (Z
H LE H).
7. The words (
¸ F ), (
Q J H), an adjective together
with the(3 $) – a word denoting a number,
are all used as a (aED
C M _J"M YC H ) and are therefore
( "[), e.g.
(
A J.H C | F _E H) – He inclined completely.
(A e½*E<P
H J H H e|*EH) – He was slightly affected.
(J 7AE C nA W! J7AE
MF nC !F) – Remember Allāh
abundantly.
(j
H3C )H H h ! G 3H C )H W! hH x
M (A P 3H A)M ) – The thief
was lashed ten times.
Page 293
The word (
A J.H C) is the ((3[) of (_E H) but it is
(() because of being the (@ ^&). The word
| F is the (^&) and is therefore ( "[) instead
of the ((3[). You can understand the other
examples in a similar manner.
8. There are many sentences in Arabic where only

the (aED
C M _J"M YC H ) is mentioned while the rest of the
sentence is elided.
Examples:
(JAH EHH W
J !E ¦
H E JAH ) – May it do you much good or
I hope you enjoy it.
(¦
H E 0c
H H
M 0Jc
A H W! ¦
H E 0c
H H ) – How strange or how
astonishing!
(¦
H E C `M yH M F `J !E W! ¦
H E C `M ) – I thank you.
(J (H
N yH H(H W! J (H ) – May Allāh protect you.

(
H EL J"M JLA !EH .J $H J"M .H $J R W! H ELH .J $H ) – Listen
and obey.
(&J2!E s
H 8 W! &J2!E) – also.
Page 294
A junior in response to the call of a senior says

(¦
H J23H J $H H
¦
H J0PE). The word (¦ H J0PE) is thought to be
originally (A JHH0CRA ¦
H E Z
A!F). The verb was elided
while the word (
A JHH0CRA) was made (^&) to (yH ) –
the second person pronoun. Due to ('bR), the
nūn of the dual (7) form drops off. The word
(¦
H JHH0CRA) remains. Further decreasing of alphabets
results in the word (¦
H J0PE). The meaning is, “I am
at your service, not once, but numerous times.”
In a similar manner, the word (¦

H J23H J $H ) was
originally (
A J2H H$J RA yH 3M A $J !F). The meaning is, “I am
present to assist you two times, that is, several
times.” This word was also changed from
(¦
H J2H H$J RA) to (¦
H J23H J $H ).
Note: The (aED
C M _J"M YC H ) is seldom used in Urdu
and not used at all in English. Therefore there is
no need to translate it when translating from
Arabic to English.
Page 295
The Object of Cause

(Q #) (Y9 +
)
9. The (@M E _J"M YC H ) or (@A A)J _"Y) was explained in

Lesson 43 of Volume 3. It is also a verbal noun
((3[) that is used to indicate the reason for the
action, e.g.
(nA H<$
JÇN A HC RA
M .J F) – I stood up to honour the
teacher.
(n0J2A *C H 3H E"H C
M JH b
H ) – I hit the boy to discipline him.
The words (H
C RA) and (n0J2A C H) are the (@M E _J"M YC H ) in
these sentences.
However, if a (GP(H) zEi) is attached to the ((3[), it
will no longer be called the (@M E _J"M YC H ) but will now
be referred to as ((JM c J H (H)),e.g.

(Z
A J2A *C <PA 3H E"H C
M JH b
H ) – I hit the boy to discipline
him.
Page 296
Understand the differences in the following three

examples well:
z7V f
M
3 #)

:%V<)
aD _"Y @ _"Y Y B Y
z7V f
M
3 #)

:
u

@ _"Y @ _"Y Y B Y
W
V f %0# M
3 #)

:%V<)
(JM c
J H (H)
@ _"Y Y B Y
Y a<
The word (ZJ2A *C H) is a (aD _"Y) in the first
sentence, (@ _"Y) in the second sentence and
((JM c
J H (H)) in the third sentence. All three
sentences are (' ).
Page 297
Word Meaning

S !E fodder
OÀ H]<AJA (7) to desire
J !E to catch, to arrest

H h
H <HC A (7) to discover, to find
out
x
Q6E J RA bankruptcy
v
H P c
H H (4) to sip
Q JA 3J H (2) smoking, to fumigate
BQ Jc
Ah
J H (2) encouragement
3H .P H H (4) to do intentionally
(aM 7AH2 aH eEH (3[) 9E eA to trust, to rely on
GIH #AH) prize, award
v
Q J IQ )H impatient
Hh
J H fear
P À !E { v
Q H`M ray
E A `H ! E J À company, partnership
Page 298
Q J `H astute, clever, gentleman
Q HÀ { .H JÀ character, nature, habit

Q HVK
J !E { Z
Q A HK companion, master
Z
S K
H pouring, casting
j
Q 6
EKA { EK
A gift, bond, relation
v
Q H0LA { BQ 0JLE nature
Z
H EH (3) to punish
(Q H[J !E ! (Q "J [
M M { Q [
J H time, period, era
H"JM address, sign
Z
Q C -F { ON H0C -E dense
Z
Q &
J E reed, tree with branches
j
A HHV
A C M EE accounting department
3M JA H2 H E to plot, to conspire
H <AJ !E { v
Q H<H benefit, necessities
Q .H <HM rebellious
G HbJ H pleasure
(Q 3A <H9C M possessing power, able
Page 299
G H$E9M (3) to endure, to suffer
zQ H\J!E { Q H \H grazing livestock (sheep,

camel, cattle, goats)
.H J \H comfort, prosperity, life

of ease
_ E\H punishment, warning
() H c
HH to abandon, to leave
GH 0JA experience
TS 'AH faithful
H "P H to accustom, to habituate
(^) Ec
H E to take refuge, to resort
(^) ¨H g
H to allow, to permit
OÀ HÀ purchase
GA H J 7| j
M En wealthy
zA MIF 3A 2 Ù necessary work
Page 300
Exercise No. 98
Look for the (aD _"Y) and the (@ _"Y) in the
following sentences.
G$9 3H ¦ VK _F . .X (M$ TJ \AP $ 39 (1)
.3 23` s

.¦
H 0AK E "JM TJ A ¦A$(R A 0AC E C `M y`! (2)
E 6
H A` n' ] (JbRA @A JA.A J <H
J M ¬
M 3< &
M 2 ( 3)
. 23A ! @' +A ( & A
. G ,7 j
'h< A [ TA' ON . h< (4)
.l
A 0[ E EE! 3H H H A J<HEC !E (A TA' *\ (5)
.@R k
< TA' ¦
H \d! P © zA ~
H H
H ! EnRA (6)

D ¨H ['! @0L=' ¦
A A> W32 ¬ S ! (7)
. A[A @ ! @0c*'
. z2 5" % Â[ | Â[\ ! T]02 (8)
% ¼ ch GI#) "V) M i %D2 (9)
. [Ù
% #( #` 3! 23234 ` d (10)
Page 301
. @Lh\ @<\* 9e @ÂA % .< j4

G Â @ÁR % G o <9 3.<> F 9 Z
M EHM2 (11)
. @7
23 v
A ("h G (\AR A 3M >F 6 29 F H hM (12)
. 2d(.
¦23$ ¦0" _"E! "3M $2" ! :"32 H.|F (13)
. " z zH +! _7<~ z"! "W3$2
J F i
P 2 6
Â[' (14)
. h .` Â[ | ' IH)
M.\ A
A ( (15)
.v
M P c
H <HH2 ¬> a`
Exercise No. 99
(A) Underline the (aD _"Y) and the (@ _"Y)

in the following verses of the holy Qur’ān.
. A0 V<J'E ¦
H E HV
J <H'E P\RA (1)
. 3JE 3M A!EH . 3JE E M3AH2 J M \PRA (2)
Page 302
TA\(J nE H . 6
A.)H c
J H J M J c
M J H E "F"F9H2 H %EH J 0AK
J H (3)
.6
AE J M C H H A .H J P TAF! ¬
H AU E .M CH
H9C 9E `H P eF 0K
H OH.C H0J0HK H P\!E . @A A HLE %ERA F H\AC A XF HC 'E (4)
.6 = J \HH \"M<J2oH H . 0& J EH 0HA H . 0H HA' H<J0H\E*'E . Ð9`H s H (J *EC
. J F A H\J*EAH J F | H<P . !EH H A E'H . 0C -F aH #AH3H H
. FP2RAH J M FoM J \H M V
J \P x
6JRA E Hh
J H J F H iJ!E C"F<M9C H iE H (5)
)J !E @A AªJ \M ^
H "J
H 'E @A j
A HbJ H O H]<HJ ¦
H AnE C H YC H2 HH (6)
. .AXH
i E\H H0
H E H.A O· HI)H H.M H23A J2!E "J M DE C E' F E(A PH x
M (A PH (7)
. @A H
. ( 3A <H9C I 2AIH E J !E J M H\C H *E'E (8)
(B) Translate the following letter written by a

student to his elder sister.
Page 303
ZD2 G7 jn G,0 @<! R . "<

@I2
j
A 3 E 2Ao E H H<V
J .M C TJ <AF!
@
( z6
. W("! BA TA' ¦ A R EcH C!E E! TJ \AH "P H 3 T ¦ A A JK
M F
TA' TJ AM IH C H O `! A O` R ) TA' zH " TJ \A(! T\R
µ3 Î | R TJ $M ! ¦A(A )A ( ¦ A M3J [
H 9' . A $(3>
TJ <A) HA TH & A C *EA A "9 ¦ A M Y\ @ ¨M .H K H J 'F _A P !
¦A&Y W` I2 ¦ . zA MIF 3A 2 Ù TH A0 ¹ E YE!H
. ¦ M J M . ¦ TJ <A0PV H H
M &<
BD> y"!
3
Note: The reply to this letter is at the end of the

next lesson.
Page 304
Test No. 21
1. How many types of (j"[) are there?
2. Define the (@ _"Y).

3. What changes occur in the verb due to the
(_"Y).
4. On which occasions is it essential to make the
(') precede the (@ _"Y)?
5. On which occasions is it essential to make the
(@_"Y) precede the (')?
6. What is meant by (Y _]<`)?
7. Explain the different cases of ( R) of the
noun that is (@_"]h).

8. Define the (aD _"Y).
9. Which words can take the place of the
(aD _"Y)?
10. Construct 12 sentences in which four have the
(aD _"Y) for emphasis, four denote the type of
action and four denote the number of the action.
11. Analyze the following sentences:
Page 305
. A JH3c$ TJ U[
H .M C 3c$ •
. A J.H C | F &Y R Ï F [ F J.A H2 •
(12) Define the (@ _"Y).

(13) Construct nine sentences using the following
verbal nouns (([) as (@ _"Y):
% 6
½ "H H (4) 9E eA (3) %µ]A A 0ELE (2) A T'A 0-( (1)
G H E'RA (9) \HHRA (8) H<AJ R (7) .H (6) G *E'EEM (5)
A
(14) Analyze the following sentences:
A j
A b O ]< "d3[<2 (1)
. Ä J A 6
H !E M )A <M\ (2)
Page 306
Lesson 62
The Adverb
(Q O . (Y9
#))
1. (
A UH .M C zH H!E H0K
H p
H (J 3P j
M !CH E) – I read the lesson
in the morning in front of the teacher.
You learnt in Lesson 43 that the (@A J 'A _"Y) or
(^
M J X| E) is a noun which denotes the time or place
in which the action took place. In the above
sentence, the word (H0K
H ) and (zH H!E) are (@A J'A _"Y)
because the former denotes the time while the
latter indicates the place of the action. You can
also term the former (
A HIP ^
M J ©E ) and the latter
(
A E.H C ^
M J ©E ).
2. You have read most of the words of

(
A HIP ^
M J ©E ) and (
A E.H C ^
M J ©E ) in the previous
lessons, scattered in different places and included
secondarily. Hereunder follows a list of most of
the (^
A J X| ON H.$J !E).
Page 307
(;

+%[#
b) )
Word Meaning
H\AEe second
9E JAH minute
H H$ hour
zQ "J H2 day
v
Q "J 0M$J !F week
zQ H ! H$H year
J E century
Q J H period, always
Q JA time
G H C M morning, early
JK
A !E evening
l
Q H0K
H morning
OÀ
H H evening
JE night
(Q H\H day
3Q H!E always
Page 308
If a (
^) does not precede the (A HIP ^
M J ©E ), it
will always be ( "[). If the word is not (^&),
it will always have tanwīn at the end, e.g.
(6
JK
A !EH G H C M
MF nC !F) – Remember Allāh in the

morning and evening.
However, only those words of (

A E.H C ^
M J ©E ) will
be ( "[) that are unspecified (H0J M ). These
words are as follows:
(;
)I
#
b) )
Word Meaning
x
H "J 'E above

H V
J H below
zH H!E in front
zH P3F in front

H C H behind
O H(H behind
E 0JE before
Page 309
E J0HF slightly before
3H J H after
3H JH M slightly after
O HoRA opposite
O E A opposite, face to face

with
O E9C A opposite, in front of
+H HcM facing, in front of
BH H with
3H JA by
µ3E ! C 3M E at, by, in the presence of
H JH between, among
W
J 3H H2 H JH in front of
J.A H2 right, right hand side
i H.À left, left hand side
(HH2 left, left hand side
J `H east
J -E west
Page 310
"J M)H south
i H.`H north
i H.À left hand, left side
6
JA mile
=$H J 'E a measure of length (3

miles)
3J2A H 12 miles, mail
Note 1: The words (3

H JA ) and (C 3M E) are synonyms.
The difference between the two is that the word
(3
H JA ) is general for all things, real or abstract,
whether present or absent while the word (
C 3M E) is
only used for things that are present. For
example, a person can say (
Q H"K
H W3 _F "9 )–
This statement is true in my view, but he cannot
say (
Q H"K
H TJ \3M E _F "9 ).
Similarly, he can say (

Q < W3A JA ) even if the book
is not with him but is at home or somewhere else.
However, he can only say (
Q < TJ \3M E) if the book
is physically with him. The same difference
Page 311
applies to (3
H JA ) and (µ3E).
Note 2: Pronouns (#.b) can be suffixed to the
words (µ3E) and (

C 3M E) as they are suffixed to (J A )
and (%E
H ).
Attachment of the pronouns to the words ({|3#))
and (;
3 #))
Third Person (ZA#E-)
@A J23H E @M \J3M E singular

Masculine
.H A J23H E .H M \J3M E dual
J A J23H E J M \J3M E plural
H J23H E H \J3M E singular

Feminine
.H A J23H E .H M \J3M E dual
P A J23H E P M \J3M E plural
Page 312
Second Person (AbH)
¦
H J23H E ¦
H \J3M E singular
Masculine
.H F J23H E .H F \J3M E dual
J F J23H E J F \J3M E plural
¦
A J23H E ¦
A \J3M E singular
Feminine
.H F J23H E .H F \J3M E dual
P F J23H E P F \J3M E plural
First Person (U

E <HM )

P 3H E %J \3M E singular
HJ23H E \P3M E dual, plural
See Lesson 11.4 of Volume 1.
3. From the above-mentioned (^MX

½ ON H.$J !E),
besides the latter 10, all the others are used with
('bR). Sometimes the words (J.
A H2), ((HH2), (_H.À )
and the four directions are also used with ('bR).
Page 313
Examples:
(
A 0Hc
H C x
H "J 'E) – on top of the mountain,
(GA H c
Hh
P
H V J H) – under the tree,
(+M (H HH2

M J E)H ) – I sat on his left-hand side,
(=$
H J 'E iE 6 JA
M J2H )H ) – I ran a mile, not 3 miles.
4. The definite article (_

C !E) and the (d ^) can
be prefixed to the (^MX
½ ON H.$J !E). The particle (J H )
is most often prefixed to the words (J.
A H2) and
(_H.`
A ) while the particle (J A ) is generally used
with the remainder of the nouns. For the
directions, the particle (T
J 'A) is used, e.g.
(3
Q JA E _A H.h
A H H A J.A HC A H ) – sitting to the right and
to the left,
((M H\J *EC
H<AV
J H J A W
J A cJ H) – The rivers flow beneath it,
(3
A JA C
A J -E TA' M V J 0HCE) – The ocean is to the west of
India.
5. Those (
A E.H C ^
M J M ©F ) that are specific and
indicate a particular place, e.g. ((Q ), (

Q ), (3Q c),
Page 314
($(3), () etc. generally succeed the word (T

J 'A)
and are therefore ((JM c
J H ), e.g.
(3
AcA
J .H C TA'
M J|K
H) – I performed salāh in the
musjid.
44 (E
| H TJ 'A
M JE $H ) – I lived in Makkah.
However, after the verbs (

E H H ), (_E IH \H) and (H E $H ),
most of the above-mentioned (^MX
½ ON H.$J !E) are
used without the particle (T

J 'A) and they are
( "[), e.g.
(3
HcA
J .H C
M C H H ) – I entered the musjid.
( H2J E
M CIH \H) – I alighted in a village.
(E
| H TJ 'A M JE $H ) – I lived in Makkah.
6. Some of the (^M X

½ ON H.$J !E) are indeclinable
(T
J A0J.H CE). They are:
(a) The word (´
½ E – ever) is used for the perfect
44 The word (E) is read with a fathah because it is (^[ ,-). See
Lesson 57.
Page 315
(past) tense while (s

M "J H ) is used for the future
tense. Both these words are (PI ^
M J ©E ) and they
are (
&P %EH TJ A0J.H CE), that is, the final alphabet
always has a dammah, e.g.
(s
M " MH `! i ´
½ E H .
M ` ) – I never drank
wine nor will I ever drink it.
(b) (1
F JH – where, wherever, since). It is a
(
A E.H C
^
M J ©E ) and it is also used for time. It is
(
&P %EH TJ A0J.H CE). It is normally (^&) towards a
sentence, e.g.
p
M P sH E'!E 1F JH J A C"M&A'!E P eF
. Q A(P (Q "FY-E @H | RA @H CMYA ]J <H$J H
Then stream forth from where the people stream
forth.
(c) (
F 0JE) and (3M J H) are originally declinable ( )
but when the (@R ^&) is elided, they become
(
&P %EH TJ A0J.H CE), e.g.
(º
J`H U F 3H J H H º J`H U F E 0 ! 3M J H J A H F 0JE J A M J
A)
Page 316
– To Allāh belongs the command before and after,

that is, before everything and after everything.
When the phrase (M J -
E iE ) is (A 'EHbiA v
M "J DF 9C H ) – that is
the (@R ^&) is elided, it becomes
(
&P %EH TJ A0J.H CE) even though it is not a (^©), e.g.
(H H J -
E F F 8 iE ! M J-E iE @H A H"YE C F F 8 H\!E) – I eat fruit and
nothing else.
Note 3: Sometimes the word (3

M J H) has the
meaning of “until now”, e.g. (3
M J H M J *EC
H 9C M2 J E) –
Till now the matter has not been decided.
(d) (HM µ – here), (y

H HM ) and (¦
H AHM – there, at that
time), (
P eE) or (@J .P eE – there, that way). These are
indicative pronouns (G(`~ Og!) having the
meaning of adverbs included in them.
Accordingly, they are also called (^MX
½ ON H.$J !E).
Examples:
(
E J 3M A E
HM µ P\RA) - We will sit here.
(y
H HM
Q AH) J H ) - Who is sitting there?
Page 317
(@M P(H P2A E oH HH ¦

H AHM ) – At this point, Zakarīyā
supplicated to his Lord.
Note 4: The phrase (

P eE) is used in the meaning of
“hence, therefore, for that reason,” e.g.
(zA 6$~ TA'
J H M P eE J A E 9 F 2AIM2 M .E) – Wine
destroys the intelligence. Therefore it has been
prohibited in Islam.
(e) The words (

H J2!E - where), (Tµ\d!E - from where,
how), (
E P2!E – when), and (Tµ<H – when), are used for
interrogation (zY<$i)45 as well as for a condition
(t`).46 They also contain the meaning of adverbs

in them, hence they are included among the
(^MX
½ ON H.$J !E).
The word (
H J2!E) is a (A E.H C ^
M J ©E ), (%µ\d!E) is both a
(
A HIP ^
M J ©E ) and (A E.H C ^
M J ©E ) while (E P2!E) and (%µ<H )
are ( A HIP ^
M J ©E ). Sometimes the particle (H) is
45 See Lesson 13.

46 See Lesson 56.
Page 318
suffixed to (
H J2!E) and (%µ<H ), thus forming the words
(H.HJ2!E) and (H %µ<H ).
Note 5: The words (

E P2!E) and (%µ<H ) have the same
meaning. However, the difference between the
two is that the word (
E P2!E) is used when one asks a
question about something important, e.g.
(
A J23 zM "J H2 E P2!E) – When will the day of reckoning
be?
One cannot say (
H \J!E Z
Q A En E P2!E) – Where are you
going?
(f) The words (H.|

F – whenever), (H.7EJ2(H – as long
as, while, when, until), (H.EEL – how long, often,
frequently), (H.|E – seldom, sometimes), are also
(^JX
| ON H.$J !E).
Examples:
(
N H *EYE LC !E
A J V
H C A (H\ J3M EJ !E H.|F ) - Whenever they
kindle a fire, Allāh extinguishes it.
(HJ |K
H H.7EJ2(H zM 6
E ]M C
H EH ) – The youth stood while we
completed our salāh.
Page 319
(y
H M XA <HJ\H PF H.EEL) - How long have we been waiting
for you.
(+M HJ2!E(H H.|E) – We seldom saw him.
(g) The words (L` EnRA – when) and (nC RA – when)

are (
A HIP ^
M J ©E ). The word (EnRA) is generally used
for the future tense even though it precedes the
past tense, e.g.
(
J 9| h
H \J ON H.
P EnRA) – When the sky will split
asunder.
The word (nC RA) is most often used for the past tense
even though it precedes the (v(&) - imperfect

tense, e.g.
(
F JA H.$J RAH
A J0HC H A 3H A H"9E C M JA HJRA BM 'EJ H2 nC RAH ) – And
when Ibrāhīm and Ismāīl were raising the
foundations of the Ka’bah.
Note 5: The (L` EnRA) is always succeeded by a

verb while (nC RA) can be succeeded by a verb or a
noun, e.g. ((A H]C TA' H.M nC RA) – when both of them
Page 320
were in the cave.

However, (P#AHc'F EnRA)47 is always succeeded by a
noun, e.g. ((A H]C TA' Q #AH\ 3Q $H !E EnRA H E 0Hc
H C
M J ELE ) – I
ascended the mountain and suddenly there was a
lion sleeping in the cave.
The word (nC RA) is sometimes used for (GH)EYM ) – to
provide the meaning of suddenly. It can be
succeeded by a verb, e.g. (32o O) nR ) \! .)
– While I was sitting, Zaid suddenly appeared.
Note 6: In the holy Qur’ān, wherever the word

(nC RA) is used, the word (J
F nC !F) or (JM F nC !F) is implied.
Hence the meaning of (
M JA HJRA BM 'EJ H2 nC RAH ) is,
“Remember when Ibrāhīm was raising…”
Note 7: The word (nC RA) also has the meaning of
“therefore,” e.g. (¨
Q AK )M (H "H M nC RA @M <MHC !E) – I
honoured him because he is a pious man. In this
case, the word (nC RA) will be regarded among the
particles (^).
47 The (EnRA) that has the meaning of suddenly.
Page 321
7. When the words (zH "J H2) and (

H JA ) are (^H&M )
towards (nC RA), they become:
(n RA zH "J H2) = (

AH "J H2) – on that day, then, at that time;
(n RA
H JA ) = ( AHJA ) – at that time, then, that day.
Similarly, one can say (
A<HC H ) – at that time. In
these words, there was a sentence after the
particle (nC RA). The sentence was deleted and
replaced by tanwīn. For example, the word (

AH "J H2)
was originally (E
E E E nC RA zH "J H2) – the day on which
such and such a thing occurred.
Note 8: The words (n RA zH "J H2), (n RA H JA ) and (n RA
H C H )
are written as (
AH "J H2), ( AHJA ) and ( A<HC H )
respectively.
8. The following words take the place of the

(^© ± @' _"Y) and are therefore ( "[):
1. the ((3[) – verbal noun,
2. (
J E )
3. (3 $)
Page 322
4. (G(`~ $) and

5. those words which indicate the whole (F)
or the part (OI)).
Examples:
(
A .J h
P v
H "J FLF
M C)A ) – I came at sunrise.
(
H 7C0AE H$H J E J !E "J H2 J E =
H 7C0AE J E ) – How long did
you stay?
(z P2!E E H H(J !E

M 7C0AE) – I stayed for four days.
(E H
A P +A A µ M YC EH ) – I stood on this side.
(A J| BH J(M H (A HP _E "J LF J !E (A HP | F
M Jh
H H ) – I walked
the whole day and a quarter of the night.
Note 9: In the second and fourth examples, the

words (
J E ) and (+A A µ ) are ( "[ 6
ÐVH H ) because
they are (T
J A0J>E E). The ( ) cannot be written in
words.
Page 323
The (Q9+ (Y9+)

The (@ _"Y) is a noun that appears after
(A PA .
H C M H ) – a () that denotes attachment.48 The
noun appearing after such a () is ( "[), e.g.
(vH (A PhH j M J $A ) – I went along the street.

(yH H!EH j M J 'EH$) – I travelled with your brother.
(+M H!EH @A J E
H H.J |$H ) – We greeted him together with
his father.
10. Only in a sentence where the () cannot be
(D ), will (Z[\) be rendered to the noun
succeeding the (). In the above-mentioned three
examples, the () cannot be (YL ).
In the first example, if () is taken as (YL ),

the meaning will be, “I and the street went.” This
will be a nonsensical statement.
48 See Lesson 43.7 and Lesson 51.7.
Page 324
In the second example, (D) is not permissible
because one cannot make (D) on a
([d< v"' ,.b) without any separating word/s

in between. However, if you say,
(y
H "J M !EH H\!E jM J 'EH$), the () will be (D ) and
not (A PA .

H C M H ).
In the third example, (D) is only permissible
on a (( ,.b) if the (d ^) is repeated on

the (^"D), e.g. if you say, (@A J A!E %E
H H @A JEH H.J |$H ),
the () will be (D ) and not (A PA . H C M H ). This
will be discussed in Lesson 71 in the section of
(D).
In some sentences, both (D ) and (A PA .H C M H )
are permissible, e.g.
(+M 3
M J)M H M JA *EC zH 3A E) – The leader came and his army
came.
(+M 3
H J)M H M JA *EC zH 3A E) – The leader came with his army.
Page 325
11. Examine the analysis of the following

sentence:
(OA HA(J *EC zH "J H2 yH H!EH E $H (H 3J .H C

M C H H )
I entered the madrasah with your brother on
Wednesday.
OA HA(J *EC zH "J H2 yH H!E H E $H (H 3J .H C

M C H H
,.b
M H _"Y
(
A PA .H C @' Y
^& [<
^& ^& PA0JH ^© B
@R ^&
% > Y
6 @R
¨<Y "[
(
– @' _"Y
@ _"Y
I ^©
2Â '
Page 326
Word Meaning
3P H(J RA (7) to retreat, to renounce

(one’s religion)
BH b
H (J !E (1) to breastfeed
µ$J !E (1) to travel at night

A µ$J !E to make someone travel
TJ A"J M2 %E8 to take an oath, to make a

vow
yH (H H (3) to bless
p
Q *C H strength, harm, hurt
v
H P YE H (4) to branch out, to ramify
Z
H 0PH (2) to make beloved
j
Q PH { PH snake
{ LE (A H ! DE J2A H
map, chart
´
F #AHH
(Q HJ !E { Q MM back, buttocks, behind
H Hb(H breastfeeding
Page 327
yQ H0À { E 0H`H net, snare, trap
E.H H { A H worker, employee, go
%µ&
d E (2) to perform, to carry out
A HcE"J [
P Z
M J E cricket
zM HV
H C 3M c
A
J .H CE the sanctified musjid (of
Makkah)
%µ[C *EC 3M c
A
J .H CE the musjid of Baitul
Muqaddas

M (A ³H {
Q (H *C H purpose, aim, desire
H.HJH while
Q b
A \H fresh
(Q H oJ !E { G H J oH flower
yH (A H oJ !E M b
A H\ news of your good health
3M YA H2 3H 'EH to come
TS H !F small brother
J A HH %EH to be fully aware of, to be

well informed
µ3J!E (1) to disclose, to reveal
m
Q (P ªH M dated
Page 328
Q "J 9F \M { 3Q 9C \H cash
µoH) (3) to reward
Exercise No. 10049
(A) Look for the (@' _"Y) or (@ _"Y) in the

following sentences. Examine where the
(I ^©) and (> ^©) are ( "[).
v"L ) 09<$' B( j ^ ! j(! nR (1)

¦Y { xh "' ¦! .' { .h
. _.h y(2 R " ¦Ê R ] "'
× 3¼ x` L( _]0 ¾ (2)
. -
` Y< 0h D2 F 23234 ¦ M (3)
. iå ") -
49 In the original Urdu book, this exercise has been erroneously

numbered as 95. Accordingly, all the exercises from this one
onwards, will differ from the original. For easy reference, look at
the Lesson number and the exercises that follow it. Translator
Page 329
- â" R "2 ( _"L . ]<h2 (4)

R \e "0 2 } .h v"L 0 "&2 .h
. ¼.!
(7>) . ç i 9 J \H 4 (5)
(7>) . :
[ J \H W"
H C F (6)
Îå Ê TY W
P 32 ¬ XY (7)
. ÛÙ T"'
. ¬9E '"< yH() J F (8)
¡ YY 10> )< d2! ¦
H E (9)
¡5
E "4 ¦F (10)
¡ +M d2R ¦
H E (11)
¡ yA ! ¬.9 ! (12)
Page 330
(B) Translate the following verses of poetry.
@M H ! i ! M E8 Q L TJ A (1)

50
H 3 @M WA,- (! i !
R _A ) E L! Z H 0PH
M M 0h µ&d E M (³
H" 30< p R ! (2)
F R E \~ 30<$ >D'
Exercise No. 101
. J M YE C H HH J A 2A3J2!E H JH H M EJ H2 (1)

zA HHVC 3A c
A J .H C H 6 JE +A 3A 0JH A µ$J !E WA| E HV0J$M (2)
. @M E"J H HC (H H WA| %H[C 3A c AJ .H C %ERA
. z "J H2 H J H J !E "J H2 H 7C0AE J E _E E (3)
M 7C0AE _E E
. A JEA E A JE"J H P M H iE J !E H J b A J M2 j
M H3AH"CH (4)
50 Due to () at the end of the stanza, an alif is read on the word
().
Page 331
iE H J F E @M Z
H <HE TA<| E $H 3P 9E >F s
H (J "FM J zA "J E H2 (5)
. J F (A HJ !E %EH 3HJ H
HA' C"MH P 3H!E HEM 3J \P E P\RA %µ$"M H2 C"FE (6)
. E M3A E HM H P\RA 6AE9'E ¦ H (H H H \E! Z J H nC E'
%ERA C"EH EnRAH PH 8 C"FE C"MH 8 H 2A| "F9E EnRAH (7)
. E M¶IA J <H
J M M V
J \H H.\PRA J C H H P\RA C"FE J A AALH`H
Exercise No. 102
(1) When you want to recognize the four

directions on a map, place the map in front. The
side that is on top will be north, the one at the
bottom will be south. The one on the right will be
east and the one on the left will be west.
(2) Calcutta is to the east, Karachi to the west,
Mount Himalaya to the north and Ceylon to the
south in the map of India.
(3) To the north of my house is a market, a
madrasah to the south, a road to the east and a
garden to the west.
(4) Our madrasah is approximately at a distance
of 3 miles to the east.
Page 332
(5) We are occupied in seeking knowledge the

whole day and after Asr we go to play cricket.
(6) Look at this picture. My brother is sitting at
my right and my younger brother is standing on
my left. My servant is standing behind me.
(7) It is necessary for your health to exercise
morning and evening.
(8) My friends, enter the musjid and perform Ishā
Salāh. Then go to your houses and do not go out
of the house at night.
(B) Translate the following letter which a sister
wrote in response to her brother.
6O< }1 < -+ Y~

Z04 T!
. @
( z6 ¦
TP j J 3H 'EH nC RA yA( o! A b
A \ y(0! R x "` \! .
£ A A=> ¦A0 j J 3H J! Û H(P ªH > ¦ H <M$(
TJ ¦A0L % j M (J A $M 39 TP H !F 2 . ¦<! R X
£Q 2 ¦A$( ´ h\ ¦P\R 1 F . @R k Q < \!
nR A "9 ¦R M 7 3 . ¦0) %
. 32 P.A A 7EE* ¦H <MJ2oH )H TJ \A 2 ¦ TA]
Page 333
% .# "! è ¦<$( TJ H H ªH M i| ! ")(!

. ¦F. @' R
y3`(! . y!
z6
G3`( ¦M<!
Page 334
Test No. 22
(1) Define the (@' _"Y) and explain how many

types there are.
(2) How many types of nouns are (^X Og!)
which have the ability to be (^©) because of
being adverbs (d'©)?
(3) Which words can take the place of (^©)?

(4) Construct ten such sentences which contain
the following words:

H [
J \A { 6
A E i "J H { j
PH 5
E 6
E eE { "J MH) { A JEJA { A JH H(nA
. M `J !E E H H(J !E { (A HP
(5) Analyze the following sentences:
. A J|
H [\
M .J F (1)
. A 2 x
H "' A 0h O oAR OA hA 3H
M .J \A (2)
(6) Define the (@ _"Y).
(7) After the (), in which cases is it necessary to
read (Z[\) on the succeeding word?

(8) In the following sentences, where is it
Page 335
necessary to read (Z[\) after the () and why?
yH E!H zA D A C F (1)

. y"! \! zA h R j
M '$ (2)
¡ +M P2RAH J F EH (3)
. 3Q AH M R '$ (4)
. @(! @
M .$ (5)
¦.d % ¦ .$ (6)
(9) Analyze sentence number 1 and number 5

from the above-mentioned sentences.
Page 336
Lesson 63
The Condition
(_
F E4)
1. Examine the following sentences:

. "J M FH HA
MF nC F (1)
. 'AHK O H.C HJA `H (2)
. A J0HA H( .J H 3Q J2oH H |E (3)
.p
A P H A Ç
· <H.J M 3H c
A
J .H C
M C H H (4)
. OA H.C H A O· "J F.J H s
A "J V
H C TA'
M C
H <H-C A (5)
The words (HA ), ("J M F), ('AHK), (

A J0HA H() and (*A<H.J M )
etc. are ( "[) because they occur as the (_) in
the sentence. You have learnt in Lesson 43.9 that
the noun that describes the condition of the (')
or (_"Y) or both is called the (_) and it is
( "[).
A new fact here is that the word (Ç

· <H.J M ) indicates
Page 337
the condition of the word (3

HcA
J .H CE) which is a
(^©) while (O· "J F.
J H ) indicates the condition of
(s
A "J V
H CE) which is ((). This shows that a (^©)
and (() can also have a (_).
2. The person or thing whose condition is being

described is called (_
A HVCFn) or (_A HVC Z
M A HK).
In the first example, the (_
A HVCFn) is the pronoun
of the ('), namely the ();
in the second example, it is (O H.CE);
in the third example, it is (.

J H
3Q J2oH ),
in the fourth example, it is (3
HcAJ .H CE)
and in the fifth example, it is (s
A "J V H CE).
3. In order to recognize the (_) in the sentence,

one should ask the question, “in what condition?”
or “how?” The answer to these questions will
provide the (_) as you can see in the above
examples.
Page 338
4. The (_) is generally a derived noun
(aH<h
J M $) and indefinite (G\). The (_A HVCFn) is
definite ('). Sometimes the (_) is (')
because of ('bR), e.g.
(+M 3
H J H
A A
M JH 8) – I believed in Allāh alone.
In this sentence, the word (+M 3 H J H ) is the (_) of
the word (
). Therefore it is ( "[). The word
(+M 3
H J H ) has become (') because of ('bR).
5. An (3) $)51 can also be (_) in the

following cases:
• when it indicates a resemblance, e.g.
(3$
H !E TS AH P E ) – Álī turned around and
attacked like a lion.
• when it indicates sequence, e.g.
(6
)M (H 6
)M (H J"FM J !F) – Enter one person at a
time.
• it is a number, e.g. (v
H H(M H 5
E 6
E eFH %µ7CH J¶M H)) –
They came in twos, threes and fours.
51 A noun from which no other words are derived.
Page 339
• it indicates a price, e.g. (

H (J 3A A 6
LC (A
M J2IP BH JA)
– The oil was sold for one dirham per ritl (a
weight).
• it is a word being described (^"K"), e.g.
(AH
H \8JF +M HCIH \J!E P\RA) – We revealed it as an
Arabic Qur’ān.
• it indicates a transaction between two
parties, e.g. (3
HA 3H2 ¨H .J 9E C
M J A) – I sold the
wheat from hand to hand (in cash).
6. A sentence, whether (g ) or (' ) can

also be the (_). This requires a connector (ÁH()
between the (_) and the (_ A HVCFn). The (ÁH() can
either be (PAH ) or a (Z#- ,.b - third person
pronoun) or both.
Type of
Examples
Sentence Meaning
Seek
Example of
H \J!EH H C A C "M0FLC !F knowledge
(PAH ) %<'E when you are
a youth.
Example of ¦
M V
H&
J H2 3Q JÀ (H O H) Rashīd came
Page 340
(Z#- ,.b) laughing.
Example of "H M H 3Q JÀ (H O H) Rashīd came

both ¦
M V
H&
J H2 laughing.
See Lesson 43.11.
Note 1: If you say (¦

M V
H&
J H2 À )M (H O H)), the word
(¦
M V
H&
J H2) being a (' ), will form the (YK -
adjective) of (
À )M (H ). It will not be the (_) because
(
À )M (H ) is indefinite and a sentence is also regarded
as indefinite. In this case, the (_
A HVCFn) will not be
definite. Therefore it is referred to as the (^"K").
However, although the analysis of the sentence
changes, there is no significant difference in the
meaning.
7. The (_) can be numerous, e.g.
(Y$
A! E 0&- @" R %$" B)() – Mūsā returned
to his nation in anger and regret.
8. If the context permits, the sentence preceding
Page 341
the (_) can be elided, e.g. when a person is

returning from a journey, it is said to him,
(.\AE- BJ )A (J H .AH$ Z
J H nC RA W! .\AE- .AH$) – Go safely
and return profitably.
Exercise No. 103
Observe the analysis of the following sentences:
(1) 0K H 4 +8
O7B =
IC k O
_"Y. _ n @ _"Y B Y
Ee _"Y
_ _4 Y
'
Page 342
(2) "02 O· h ! ¶)
;YI7 in =c:< P

B Y
B Y
^&> Y
Y
@' _"Y @R ^&> ,.b "
'
@ _"Y n Y
_
_4
'
Vocabulary List 54
Word Meaning
W
J nA "J M2 µn8 to harm, to hurt, to trouble
H
P 0HH (4) to smile
3H K
P H H (4) to be ready
Z
Q M)M one who is in need of a bath
aH |H (2) to shave
Page 343
c
P 'A unripe
H [
P E (2) to trim (the hair), to shorten
k
Q H
J M having a saddle
Z
H |E (2) to turn upside down
Exercise No. 104
Determine the (_) and the (_4 n) in the

. ,0 $ ,]K ZD 3<) nR (1)

. Ê
J M ! I2I
J A (2)
. 3 3 %| (3)
. ( zH D i c
P 'A @H "Y * i (4)
. )H
J M p
H Y 0( (5)
. +\! VYK VYK
H < J0| (6)
. @ ) R )
3 h2 ON 3 (7)

. (! (! GF E A 6<
P DK (8)
Page 344
T 9A h j
M "Ê +X< GF S .DM @M0 T 9< j
M "Ê (9)
. +M 3M K
P < GF 9h @M MU H M2 +M,.b
. yH 3H J H 6
k
J M á i (10)
%K) i "$( 3 .VË J2A zA 6$~ (
A
M b( (11)
. ($ @

:(`! (12)
p
M PH A H ¦ H !F ¦ H J3H EH W H \!
( M$ "V&2 ¦ H E"J H
J"E H nR F "J F H .H H % r J A J E'
( b ¦ H A" zA "2
Exercise No. 105
Translate the following verses of the Qur’ān:
J <M\E!H GE 6
E[ P C"MH 9C H iE C"MH 8 H 2A| H2!E H2 (1)
. 0M)M iE H E "F"F9H H C"M.EJ H %H <PH µ(E$M
. \H"b
J (A H @A | H & P $M | (M J M HH (2)
J 'E E "M]<H0JH2 3c
Page 345
¬
H A9UV H M ¬ H AA 8 @M | OH` AR zH HV H C 3H c A J .H C P FM 3J <HE (3)
. E "F'H=H E H 2A[ 9E M H J F $H M¶(M
. HA"J E A Hb H P 0H<H'E (4)
. %EHF C"ME GA 6 E[ P %ERA C"ME EnRAH (5)
. S 3M H J 0HA J F & M J H "J DF 0AJ (6)
@M E E HH J A A' H \E!H J M HU H MA @M E E HH (7)
. E MYA ]J <H J H2 J M H J M HU H M
@A |A yJ A h
J M E TP HM H2 @M XF A H2 "H M H @A AJA F H.9C F _E E nC RAH (8)
. Q AXH Q C XF E yH J h | RA
.¬ H bA A J M GA H A C <P A H J M E H.'E (9)
3EH TA\HFnªJ M H A zA "J E H2 @A A "J 9E A %H$"M _E E nC RAH (10)
. J F JERA @A | _F "M$(H T\!E E "M.EJ P
. E "M.AJ M<\E!H i| RE P M"M.H 6 E 'E (11)
_F "M$(H T\RA E A#H$J RA TAH H2 H H2J H M J %HA _E E nC RAH (12)
_ "M$H A h 0HM H GA H("J <P H A WP 3H H2 H JH H.U 3 [ H FJERA @A |
. 3M .H J !E @M .M $J WA3J H A TA*C H2
Page 346
Exercise No. 106
(1) When children strive in their youth, they

become leaders when they are adults.
(2) Do not drink hot tea because it is harmful for
the teeth.
(3) I entered the madrasah while all the boys in
my class were present.
(4) My father and I came to the musjid when the
khatīb (imām) was delivering the sermon on the
mimbar (pulpit).
(5) The hypocrite stands for salāh while he is lazy
and showing off.
(6) My brothers, do not ever leave the madrasah
except when you are perfect in the knowledge of
Dīn and in the subjects of Logic.
(7) I turned each page of this book and I read each
and every chapter.
(8) O noble woman, why are you distressing me
whereas you know that I intend good for you?
(9) Allāh does not punish any slave when he
seeks forgiveness.
Page 347
Lesson 64
Specification
([OO
%#))
Examine the following sentences:
Translation Sentences
(1) I purchased a ritl
(a weight) of clarified .J $H 6
LC (A
M J2H <H`J A (1)
butter.
(2) Sadaqatul fitr is
one sā (a weight) of JA `H v
Q HK A DC YA C GF EoH (2)
barley.
(3) I sold ten dhirā (an
arm’s length) of silk.
J2A H v
H(nA GE H h
H H
M J A (3)
(4) I have twenty
$H 'E E J M h
J A W
J 3A JA (4)
horses.
(5) The date has a
similar amount of 3JoM HF7CA GA H .J <P %EH (5)
butter.
(6) There is not a
cloud in the sky that H H( (M 3J E OA H.
P TA' H (6)
is equivalent to a HV$H
palm.
Page 348
(7) The utensil was full

of milk.
0HE ON H\AC Ç
<HJ A (7)
(8) The place was good
with regards to its air.
O· H"H F E.H C
H EL (8)
(9) The best of people J M M
H J !E p
A P M JH (9)
are those with the best
character. 9FM
(10) I have more wealth
than you.
i H ¦
H JA M 7EC !E H\!E (10)
1. In the above-mentioned ten examples, the final

word is called (IJA.
J <PE) or (I.H .M CE) in the terminology
of Arabic Grammar.
You have learnt in Lesson 43.12, that the noun
which removes the vagueness in meaning from
any word or sentence is called (IJ A.
J <PE). The noun
from which the vagueness is removed is called
(IP.
H .M CE).
2. In the first group of examples (from 1 to 6), the

(IP.
H M ) refers to different amounts or measures of
an item, e.g. (CL(A ) ritl is a weight, (vHK) sā is a
kind of measure, (vH(nA ) dhirā is a measurement
Page 349
and (JM h
J A ) is a number while (C7A ) and ((J3E) are
not any specific weights but together with their
(@R ^&), they indicate an estimate. In short, all
the above-mentioned nouns have some kind of
vagueness in them which cannot be removed
without a (IJA.
J H).
There is no vague noun in the second group of

four examples. However, there is a vagueness in
the sentences themselves, e.g. when you say,
(ON H\AC Ç
<HJ A - the utensil was filled), this is a sentence
which is vague because we do not know what the
utensil was filled with. Was it filled with water,
milk, honey or something else? When you say
(0HE), the commodity has been specified.
3. Sometimes the (IJA.

J H) of something that is not a
commodity, is also used if it has vagueness, e.g.
(3J23
A H Q HH) – a ring of silver.
4. Remember that the (IP.

H M ) will always be an
(zd H J$), that is, such a noun that either has
Page 350
tanwīn or the nūn of the dual or plural or it is

(^&). A word having the definite article (_
C E) is
not regarded as an (zd H J$A).
5. The (IP.
H M ) is always (G\) – indefinite.
However, if the particle (
J A ) precedes it, it can be
(') – definite, e.g. (
0HE J A LC (A ) or (A 0H| H A LC (A ).
6. The (IJA.
J H) of weights, measures and distance is
always ( "[). Sometimes, due to ('bR) or
prefixing the particle (

J A ), it becomes ((cH).
Examine the undermentioned examples:
Page 351
- : & "
+ - : & "
+ [OO
[OO
($IL) (5.9+) (QO#1 E+) YR+

H A 6
LC (A
M JA `H (1)
0HE J A 0HE E LC (A
A 0H| 0HE 6
LC (A
I drank a ritl of milk.
H A JA
M J2H <H`J A (2)
¨ .J E J A ¨ .J E
H JA
Ä .J 9E C V.J E JA
I bought a sack of wheat.
H A P3'E W
J 3A JA (3)
s
(J !E J A s
(J !E F P3'E
s
A (J *EC b(J !E P3'E
I have a feddan52 of land.
7. The (IJA.
J H) of numbers has been explained in
detail in Lessons 44 and 45.
8. The sign of recognizing a (IJA.
J H) is that it will
occur in answer to the question, “what thing?”, or
“from what thing?”, or “regarding what?”, or
“concerning what?”
52 A square measure equivalent to 4200.330 m2 in Egypt.
Page 352
Allusion to Numbers
(A 3
H H C j
M H2HE )
9. The following words are used to allude to

unspecified numbers:
Word Meaning
J E how much, how many
J 2*EE how much, how many
E E so much, so many
Accordingly, they are called (2 Og!). They are

indeclinable (T
J A0>). These words also have
vagueness in their meanings and to remove this
vagueness, a (I.
H M ) is required.
The (IJA.
J H) of (Y<$ J E ) is ( "[) and singular
(Y) e.g. ( j
H !CH E H<A J E - How many books did
you read?) while the (IJA. J H) of (2Â J E ) is ((cH).
Sometimes it is singular (Y) e.g. (j M !CH E
H<A J E -
How many books I read.) and sometimes it is
plural, e.g. (j
M !CH E Z
<MF J E - How many books I
Page 353
read.) See 13.6 and 13.7.
If (Y<$ J E ) is in (d
), its (IJA.J H) will also
be in (d
), e.g. (
H J2H <H`J H (J A J E A) – For how
many dirhams did you purchase (it)?
Due to the particle ( ) in this sentence, the
(Y<$ J E ) is in (d ).

One can also say (.H (J A J E A).
The particle ( J A ) always precedes the (IJA.J H) of
(J 2*EE ). Accordingly, it will always be ((cH), e.g.
(Q J 7A
E E "J (A @M H H E HE T¿ 0A\H J A J 2*EE H ) – There were
many prophets with whom many saints fought
battles.
The (IJA.
J H) of (EE ) is (Y) and ( "[), e.g.
(.H (J A EE M 9C YE \J!E) - I spent so many dirhams.
((HJ2A EE W J 3A JA ) - I have so many dinars.
( PA(M E
E A
H H<A C M J2H <H`J ) - I bought the book for so
many rupees.
Page 354
The word (E

E ) is most often repeated when used,
e.g. (.H (J A EE H EE
M 9C YE \J!E) - I spent so many
dirhams.
The words (
J E ) and (J 2*EE ) are always used at the
beginning of a sentence. This is not essential for
the word (E
E ).
Note 1: The word (E

E ) does not only denote
allusion to numbers but it can also denote an
allusion to some matter or speech, e.g.
(E
E H EE 3Q J2oH _E E ! E H 'E) – Zaid did such and such
thing or said such and such thing.
For this purpose, the words (
H J2nE H
H JE ) are also
used, e.g.
(
H J2nE H
H JE 3Q J2oH _E E ! E H 'E) – Zaid did such and
such thing or said such and such thing.
Note 2: The words (2Â J E ) and (

J 2*EE ) denote
large amounts while the word (E
E ) denotes a
small amount.
Page 355
Exercise No. 107
Determine the different types of (IJA.

J H) in the
. $HV\M _ EL(J !E A eE6

E eE J A .H JA BM 'E(J !E 0H nE _ E97CA (1)
. V.J E v
HK
M [
J \A J !E JA `H v
Q HK A DC YA C FGE oH (2)
. o(M !E \P3'E
M J (H oH (3)
. `J E GE H h
J H TJ <HJeA HM.H eE §F F0JH2 3H) V.J E H3J !E F
H .J H (4)
.®
TJ EL( G " E c'
M ` (5)
X A! .L @A "Y U ! A _F 9Â F "M.J (6)
. O· 9 A"L!
d\' 3! P h i zD 3 G " \c' J `R (7)
. ÁR ÂM ! (b M 7! Y\ ½ !
. G,]K 54 EJH M "2 TY O· 53GP ) (8)
A J h
. @YD! i'! @.! )I "4 _F 3! F H\JACE (9)
53 earthenware jug
54 family
Page 356
. V$ ( (H 3 @' .' " 55VK (10)

. ^"[ "e v
(n! e6e 2 (n W3 (11)
M 56s
"V)\ +i! ! @] > ($ 3" Z H ' (12)
.
. ¬V)\ GE 6< !( nR Y\ $(3>
M #( L (13)
. G 3#' 7! 57G 3# c! _. , (14)
IA 2I
A < 3< TP HM (15)
58
)< o ($ j M J IA 'E
+. TA' ^ ¿ !F Î _ .'
)A$ TJ \A" ! TJ \A"
Exercise No. 108
.¬
H .A A P M H (J !E "H M H X'AH Q JH @M E' (1)
55 to become clear, to regain consciousness

56 to overflow
57 result
58 joy
Page 357
. \"MM s
H (J *EC H\J c
P 'EH (2)
M H C !E J M 2!E E M(3J H iE (3)
. CY\H J F E
TA' E "FF *C H2 H.\PRA .C ©F %µH<HC _E H"J !E E "FF *C H2 H 2A| | RA (4)
. ,A $H E "J E[J H$H H (H\ J A \A"FDM
TA' J M MJ $H | b
H H 2A| . i H.J !E H 2A H J *ECA J F F0H\M C H C F (5)
. JK
M E "M
AV J M2 J M \P!E E "M0
HV J H2 J M H H\J3 GA HV
H C
. 3M)
M H b
J !EH \EP S `H "H M J H E "M.EJ H
H 'E (6)
.6
A&YC H M 0HC !EH j
H)(H H M 0HC !E GF H A «EH (7)
3H A <9C H H 0ME . E "FH YC H E H E "F"F9H H A "MH 8 H 2A| H2!E H2 (8)
TA' E "FAE9M2 H 2A| Z V A M2 @H | | RA . E "FH YC H E H "F"F9H E! @A |
.r Q "MKJ P HM M\P*EE ÐYK H @A AA0$H
(P FH (9)
. .C A TA\J oA
H H0J$H HV'E @A A$M (M H H(H A J !E J H
J <HH H2J E 2*EE H (10)
. C \ EH H HJ| H H 32A3`H HA
Exercise No. 109
Page 358
(1) We bought one gram of gold for 100 dollars.

(2) Nowadays one kilogram of good wheat is
obtained for 15 rupees.
(3) I drank two cups of coffee now.
(4) Two kilograms of ghee (clarified butter) is
enough for six kilograms of meat.
(5) Mahmūd is younger than Khalid in age but he
has more knowledge.
(6) From all the animals, the camel is the most
well known with regards to its size, obedience
and contentment.
(7) The mango is a very famous fruit in India and
Pakistan for its taste, fragrance and colour.
(8) When I heard about the success of your
younger brother, my heart was filled with joy.
(9) The one who has more knowledge and
intelligence is greater.
(10) This house is 20 metres in length and 15
metres in breadth.
Exercise No. 110
Examine the analysis of the following sentences.
. 9FM J M M
H J !E p
A P M JH (2) . | $M A JPH
M J A (1)
Page 359
(1234)
IJ - O %+

9 :
@ _"Y
( "[) IÌ Y B Y
( "[)
2Â '
zX0, = c - Z

<) t
%# O
,.b ^& ^&

^&
^& $) $)
I.H ( @R
( @R (&Y< (&Y<
IP.H M
Â !3<0
2Â g
Page 360
Exercise No. 111
From now, the instructions for most exercises will

be in Arabic.
A A H*EC TA' A 0H$A H.M C IA JA.J <P u
A EYC!E BA b
J "H A E HA³C E .H c
M C A .A C !E
. A HAH=C
(Complete the following sentences by placing
suitable words of tamīz in the empty spaces.)
.p
A V H A BM '(! F &
d Y (1)
. l
A Y< ½ E! µ7C.P F (2)
. p
A x
M 3H K! ON 0\ (3)
. BM DE $! A .9 ÂM !
M .h (4)
59
^
A "J MK
M ' j
M 3 ` jA \"4 E 923 M (5)
! 61p H M¶D ¼"L! 60E 'H(IP j
M 3)"' A "4
.
59 types
60 giraffe
61 peacock
Page 361
Exercise No. 112
. 0H$A HM .M) TA' IJA.J H A HA³C OA g*C $ | F C H )

Make each of the following words a tamīz in a
suitable sentence.
. ¿ M J A . O· H"H . 6 LC (A . 6
E J !E . i "J LF . $*C H . | $M
. . . H H J A . Z
A <MF H A . .H eE .0A iE
Exercise No. 113
R O ) TJ <A @A A(H "MK J A A HA³C A .H cM C T'A IH JA.J <P A -E
,A J]<P A ¦n @3<2 v A H(H @M E HA .J M ! G (H "MK | F
. IA P.H .M C TA'
(Change the tamīz in the following sentences from
the present form to every other possible form.
Take into consideration the change that this will
cause in the mumayyaz.)
. O H GE P )H F .A V
J H
H J0AC
M J2!E(H (1)
. $HV\M L( , 0H nE _ E97CA (2)
.(linen) \P<E v
(An TJ <H#EA
M 2<` (3)
Page 362
¡Z
HA TJ <H|$
H 2<` (4)
. \"K (a weight) (D M )A <P v
H (5)
. M v
K
M [\ A DY Go (6)
Exercise No. 114
. 0$ j
HJ 3M J .H A A HA³C A .H c
M C TA' GE (H "J FC .H C H H3J IA H
"e6e h h e (1)
. h B(! z"
h @b F # a2D _"L (2)
.
h <# "<$ $(3> (3)
.
. ¬ (D9 BD92 (4)
. BA 62A J2"H J H % _I> .<h2 (5)
62 reception hall.
Page 363
Exercise No. 115
$ IP.> "[ ' IM .< F "2 .M) 56e C " E (1)
. Og!
$ IP.> ( ' IM .< F "2 .M) 56e C " E (2)
. o" Og!
$ IP.> "[ ' IM .< F "2 .M) 56e C " E (3)
. > Og!
IP.> ( ' IM .< F "2 .M) 56e C " E (4)
. 3 Og! $
"[ Y ' IM .< F "2 .M) 56e C " E (5)
. 3 Og! $ IP.>
$ IP.> ( ' IM .< F "2 .M) 56e C " E (6)
. 3 Og!
. . ©"V ' IM d.> F "2 .M) 56e C " E (7)
Page 364
Lesson 65
The Exception
(i
| AA %H7C<H
J .M CE)
1. You have read the explanation of (i

| AA %H7C<H
J .M CE)
in Volume 3, Lesson 43.8. Here additional
information will be provided.
2. The meaning of (O7<$) is to exclude something

from several things. In the terminology of Arabic
Grammar, it refers to the exclusion of the words
succeeding the particle of exception from the
statement preceding it, whether positive or
negative, that is, to indicate that the succeeding
statement is different from the preceding one, e.g.
(0H
A i| RA @H A H"YE C
M C E !E) – I ate the fruits except the
grapes, that is, I did not eat the grapes.
(0H
A i| RA @H A H"YE C
M C E !E H) – I did not eat the fruits
except the grapes, that is, I only ate the grapes.
3. There are two categories of (O7<$):
1) (A[<PM %µ7C<H
J M ) where the excluded word is
Page 365
from the same species as the (@M J A %µ7C<H

J M ) –
the word from which the exclusion is
made, e.g. (3J2oH i| RA zM "J 9E C O H)) – The people
came except Zaid.
2) (BAD9E J M %µ7C<H
J M ) where the excluded word is
not from the same species as the (@M J A %µ7C<H

J M ),
e.g. ((H.
A i| RA p
M H'C *EC j
A O H)) – The horses
came except the donkey.
Note 1: The (BAD9E J M %µ7C<H

J M ) is used very seldom.
4. You have learnt that (i

| AA %µ7C<H
J M ) is counted
among the (j"[) but it is not always ( "[).
Its ( R) is of three types:
1) If the (@M J A %µ7C<H

J M ) is mentioned and the
sentence preceding (i
| RA) is (zP H ZH)"J M ) – a
positive sentence not having (zY<$) or
(TY\); or it is (BAD9E J M %µ7C <H

J M ), then (Z[\) will
be rendered to the (%µ7C <H J M ) as explained in
the above examples.
Page 366

J M ) is mentioned and the
sentence preceding (i
| RA) is (ZH)"J M ,E-) – a
negative sentence, then (Z[\) can be
rendered to the (%µ7C <H

J M ) or the ( R) of the
preceding words can be followed, e.g.
(Q (J H ! (J H i| RA (M H oJ *EC Ä <PYE <HH J E - The flowers
did not bloom except for one rose).
(_
A P *EC ! _E P *EC i| RA H JA A E9C %EH
M .J |$H H - I did
not greet those who returned from a
journey except the first one).
J M ) is not mentioned and the
sentence preceding (i | RA) is (ZH)"J M ,E-) – an
incomplete statement, the ( R) of the
(%µ7C <H
J M ) will be according to its position in
the sentence. The particle (i | RA) will have no
effect on the sentence, e.g.
(3 J2oH BH H i| RA J 'AH$!F J E { 3J2oH i| RA
M J2!E(H H { 3Q J2oH i| RA O H) H)
Such a (%µ7C <H
J M ) is called (wPYE M %µ7C<H
J M ).
5. Besides (i
| RA), the other words of (O7<$) are:
Page 367
(H`H H3H H 6

E H H H3H 6
E H µ"$A J-E ). They all mean
“except” or “besides”.
6. The words (J-

E ) and (µ"$A ) are nouns. The word
succeeding them is ((cH) because of being
(@R ^&).
The ( R) of the word (HNA J - E ) itself is similar to
(i
| AA %µ7C<H
J M ). It will therefore be of three types, e.g.
. 3 A H H J-E ¨M JAH[.H C j
A 3H 9E PRA (1
. 3 JA $H H J-E H JA A E9C %EH
M .J |$H (2
.Z H J2A .H C H H H (3
A J0AD| H J-E 3Q #AH
.
A A J-E !
A H J-E 3 H !E %EH 3J .A <HJ HiE (4

. H JAA HC M J-E 3H c
J .H C _F HH2iE (5
. G n| H` H J-E Z J A <HYC H2 J E (6
M #CU p
.
A A J-E %EH 3J .A <HJ HiE (7
7. The words (6
E H ) and (H3H ) are originally
(Tb> Y) but they were found to be ( "[) in
Arabic sentences. Accordingly, the grammarians
Page 368
counted them amongst the (Gd() ^). The

word (H`H) is also counted as a () ^), while
sometimes it is regarded as a (Tb> Y). The
(%µ7C <H
J M ) succeeding it could be read ( "[) or
((cH). The words (6 E H H) and (H3H H) always
remain as verbs. The (%µ7C <H J M ) succeeding them
will always be a (@ _"Y) and hence ( "[).
Examine the following examples:

1. (A (" ! H (" 6 (H o
M YD) – I plucked the
flowers except the rose.
2. (3
! 3 3 A 23> 3H ) j
M (Mo) – I visited
the musjids of the city except one.
3. (
A = ! E = ` (c` D) – I cut the
trees except the date palm.
4. ( VYK H3H H ! 6
E H H
H < j
M !) – I recited the
book except one page.
Page 369
Word Meaning
Z
P DE <H$J A (10) to seek medical advice, to
consult (a doctor)
TJ AJ M2 %µJ !E to tire, to disable
yH (H H3H to correct, to make amends
%µJ )H { ¨Q J2A )H injured
aM JV
A H2 x
H H to surround
"J F=
J H2 6
E H to be empty, to be alone with
someone
W
J A H3M2 µH to treat (a patient)
OÀ HJ !E { OÀ H illness
º $H evil, bad
(p) Z
H V
AK
H to accompany, to befriend
_ 6
EbH misguidance
(p) (^) @H .H H to stray, to wander about
_ IH -E love poetry, flirtation
E EHVM iE certainly
Page 370
Q \H shining star
A HPE the sun and the moon
%µ*C H2 %µ!E to reject
Exercise No. 116
Determine the (%µ7C <H

J M ) and the ( R) in the
following examples:
%µbJ >E yA (3 _ "]h @P\A' 3#9 i| RA M "M F z3 (1)

.3A ]H 3H ! 3-E zM 3H 9C H$H %µJ c
H CH
.x
A 6 ºE $ 6 i| RA H A p
M P
M 2 (2)
(H Y =<2 2 ¬9'> i| RA ".> @H 0<\A (3)
OA &]0 GA 3 A A" ©! 3 O!
¬.> H 0<$ i| RA E "J H*C H2 ¬.> ,7 "<
. E
. 2Â<> i| RA J
A
M K (4)
. ¦F. i| RA ¦
H A" 3H ¦
H 0JV
H[
J H2 J E (5)
"2 A 7 TA' i| RA |9<Hh
J G\ i| RA _F VC BM 92 iE (6)
Page 371
. 3) g ' _4

A J A H"J2 µ"$A _A IH ]H A Oh j
M J"XF H F =
J H J E (7)
. OA HJ=
H CH A A H<H C
.
A < µ"$
Q J\A!E TJ A H (8)
UeªH >F P=
H >F 3d c
A >F (zI n !) zA I n i| RA $ (9)
=0 6 i| RA _| n A 9 A ZK
.sA ]
. T¿ 9A H _ i| RA C * i TS 9A H i| RA ¦
H E F *2i (10)
.
A ,H - %µh! a 4 ,H - BH 0P! (11)

:(`!
@A A Z
DE <HJ M2 OÀ O U F (12)
. HJ2A H3M2 J H
J HJ !E E .VC i| RA
F LA H
6
E H º J`H ½ F iE! (13)
. F #o E i \ ½
Page 372
Exercise No. 117
i| RA M3c
H
H E' zH H È M3c
M $J A E #A6
E .H C A HC F nC RAH (1)
. H AJRA
.Z
Q A EH "Q J E i| RA H\J3 GF HV H C +A A H HH (2)
. @A AJ *EA |RA ºF
P M C .H C aM AVH2 EH (3)
.¬ H .A A
J .M C H JH H J-E HA' H\3J )H H H.'E (4)
. _F 6 E& P i| RA a V H C 3H J H EnH.'E (5)
.
N i| RA ZH J]H C M EJ H2 iE (6)
. F ~ i| RA A ~ ON HI)H C H (7)
Exercise No. 118
Translate the following sentences into Arabic:
(1) All the boys were successful except the lazy

boy.
(2) The Muslim women go out with hijāb except
Khālidah.
(3) I did not take anything from these fruits
Page 373
except one orange.

(4) A Muslim does not fear anyone except Allāh.
(5) I befriended everyone except the arrogant one.
(6) We do not worship anyone besides Allāh.
(7) All the boys are present in our school today
except Mahmūd.
(8) All the girls succeeded except one lazy girl
who wasted her time in play and amusement.
Exercise No. 119

(A)
A HAH=C A A H*EC TA' i| AA %µ7C<H J M BA b J "H A E HA³C E .H c
M C A .A C !E
. @A AHJ RA TJ 'A A H)J H oM "J c
M H2 H J HH @M C F `J H
Complete the following sentences by placing
(i
| AA %µ7C<H
J M ) in the blanks, fill in the i’rāb and
explain where two possibilities of i’rāb are
permissible.
k
VC zA3 (1)

H H<A C j
M !CH E (2)
3Q H !E ¨J c
H JH2 J E (3)
GF H J 7| "J .M JHiE (4)
Page 374
E H&H (H zM 6
E ]M C zH HK (5)
3 H !E %EH yH "J M !E J U
H M2 J E (6)
E H\JAC BM YE JH2 iE (7)
@H A H"YE C
M C E !E (8)
(B)
. OH7C<A$J AC GE H!EH %µ7C<H
J .M C A F `J H A HA³C A .H c
M C H A A J]H A A 7C<H$J A
By using the word (J- E ), make an exception in the
following sentences and fill in the i’rāb of the
(%µ7C <H
J M ) and the particle of (OH7C<A$J RA), that is, the
word (J-
E ).
(H H oJ *EC
M J DE E H (9)
j
A "J .H C 3H J H A H\JAC A %µ90JH2 iE (10)
F A H.H C !F3H [
J H (11)
M P[
P 3A [
A H2 J E (12)
OA E3A K
J *EC BM J.A )H E .H JA"H C H &
H H (13)
M "J Mc
M C H H (14)
Page 375
(C)
A HAH=C A A H*EC TA' HJA ^
A J F V
J .H C BA b
J H"A E HA³C E .H c
M C A .A J!E
.¦
H
A YC \H A J-E %EH (15)
. .EE i| RA (16)
. E "J FA HC i| RA (17)
. A 0H| J-E (18)
. 3A#E H3H (19)
. A JHeCA 6
E H (20)
Exercise No. 120
.G 3H JYA M E.J )M TJ 'A @M JA Ú

7C<H
J M E HA³C OA H.$J *EC H A $J A | E C H)J A
_F "J 9F 0M (Hc` F 3M >F (Pc< "

'> ("D F 6< ( o
Page 376
Exercise No. 121
HJA à F TJ 'A i| AA %µ7C<H

J .M C F "J F H2 H.)M 5
E 6
E eE C " E (1)
. @M 0M[
H \H 0)A H
Construct 3 sentences in such a manner that the
(i
| AA %µ7C<H
J M ) must have (Z[\).
HJA à F TJ 'A i| AA %µ7C<H

J .M C F "J F H2 .H )M 5 E 6 E eE C " E (2)
. A HJ ~A TA' A H(H "J K
M oM "J c
M H2
Construct 3 sentences with (i | AA %µ7C<H
J M ) whereby
two types of i’rāb are permissible.
H J M HJA à F TJ 'A i| AA %µ7C<H

J .M C F "J F H2 .H )M 5 E 6 E eE C " E (3)
. A E.J c
M C TA' @M M A"J H @A J&
A <H9C H2 H Z
A H H %EH
Construct 3 sentences using (i | AA %µ7C<H J M ) whereby
the i’rāb of each one corresponds to its
requirement in the sentence.
Page 377
Lesson 66
The Vocative
({|V

#))
1. You have learnt in brief about the vocative in

Lesson 43.9 of Volume 3 that it also falls in the
category of the (j"[). It will only be ( "[)
in the following cases:
(a) when it is (^&), whether it is singular, dual
or plural, e.g. (3
A JA C H A H$H2 – O the citizen of India),
(E
| H TJ HA H$H2 – O the two citizens of Makkah),
(A HJ23
A .H C TAA H$H2 – O the citizens of Madīnah),
(b) when it resembles a (^&), e.g.
(6 0H)H AEL H2 - O the one climbing the mountain),

(c) it is (G"[9 ,- G\) - indefinite and
unintended, e.g.
(W
J 3A HA C M 6
)M (H H2 - O man, hold my hand).
Note 1: The word (AEL) is not a (^&) but it has
the meaning of (
A 0Hc
H C BH AEL), therefore it is called
Page 378
(^H&.
M CA @AHhM ) – resembling a mudāf.
In the phrase, (6 )M (H H2) no specific person is
intended as in the case of a blind person who calls
out to someone without looking or pondering.
2. If the (µHM ) is (YM) - singular, that is, it is not
(^&), it is regarded as (T
J A0.H CE) in (B' ),
whether it is singular, dual or plural, e.g.
(3
M .P V
H M H2), (F )M (H H2), (A 6
E )M (H H2) and (E "J .M A
J M H2).
Note 2: The word (YM) has 3 meanings:

(1) singular
(2) not to be (Z) – a compound and
(3) not to be (^&).

In the context here, the third meaning is intended.
In a phrase such as ( .

J H M J 3M J2oH ), when it is (µHM ),
the following factors have to be observed:
1. One can read fathah or dammah on the
word (3
M J2oH ), but a fathah is better:
( .
J H H J 3H J2oH H2) or ( .J H H J 3M J2oH H2).
2. Although the word (
M JA) is the adjective of
Page 379
(3
M J2oH ), only a fathah can be read on it
because it is (^&).
3. The hamzatul wasl in such examples is also
elided in writing from the word (
M JA).
4. Sometimes the (OH3 ^

M - vocative particle) is
elided, e.g.
After Elision Original Word

Eµ J H s
J A J !E
M $M "J M2 Eµ J H s
J A J !E
M $M "J M2 H2
HE J YA -C HP(H HE J YA -C HP(H H2

(H TJ (H H2
TJ A J YA -C
(H TJ A J YA -C TJ (H H2
5. You have learnt in Lesson 11.5. (Volume 1) that

when the (µHM ) has (_) – the definite article,
either the particle (H2!E) for masculine or (H<MP2!E)

for feminine is prefixed to it. Sometimes the
indicative pronoun (G(`~ $) is prefixed to it,
e.g. (§
C UH _F "J $M P H2!E H2) – O messenger, convey;
Page 380
(F PA.
H DC .M C

M YC P H<MP2!E H2) – O the peaceful soul;
(
A A J A 8 F )M P Eµ H2) – O man, believe in Allāh.

Sometimes, the particle (H2) is elided, e.g.
(
J F P(H J"9F P p
M P H2!E)
However, although the word (
N E) is definite, it is
used simply as (
N E H2) without the word (H2!E)
being prefixed to it. The phrase ( P M |E) is generally
used in place of (
N E H2).
6. When the (µHM ) is (^&) to ( J UE <HM W - the first
person pronoun), it can be read in several ways:
k
+2
) `,

+2
) `,
H 2
) `,

+ 2
) `,
+ 2
) `,

The following forms are permitted for the words

(T
J A!E H2) and (TJ !F H2):

%+<,

%+<,

%+<,

:
<)

:
<)

:
<)

7. When the word (

M JA) is (^&) to the words
Page 381
(T
J !F) or (TJ . H ), they can be read as (zP !F H J H2) or
(
P H H J H2). This is not permissible for any other
word.
8.You have read in Lesson 43, Note 8, that the

(µHM ) is succeeded by a sentence called the
(OH3
M H")H ). The (µHM ) together with the
(OH3 M H")H ) form a ( P#AHh\J RA P#AH3\A E.J )M ). Look at

Lesson 43, page 319 for an analysis of the
sentences.
Abbreviated Vocative
(=O

)
9. Sometimes the final alphabet of the (µHM ) is

elided for the sake of making the word lighter in
pronunciation, e.g. to say (_
F H H2) or (_A H H2) instead
of (¦
M AH H2). Instead of (F .H LA E' H2), one can say
(
H LA E' H2) or (M LA E' H2). This is called (JA J H) and such
a (µHM ) is called (PH M µHM ).
Page 382
Note 3: It was mentioned in Lesson 49 (e) that the

(OA H3
^) – the vocative particles ± are (H2), (H2!E),
(HH ), (W
J !E) and (!E). From these, (H2) is used for near
and far; (W
J !E) and (!E) for near; and (H2!E) and (HH ) for
far.
Lamenting
(5 :
3
L)
10. Lamenting or mourning over a deceased is

called ( H3
J \M). The one who is addressed is called
( J3
M JH ). The particle (H) is used most often
instead of (H2) before the ( J3
M JH ). An alif and hā
( ) are suffixed to the ( J3
M JH ), e.g.
(+PF H) – O my mother, (+H<J A H) – O my daughter.
The Appositive of the Vocative

(µH.
M C BM AH"H)
11. If the (T
J A0J.H C µH.M CE), which is (zJ".
M&J H ), is
Page 383
succeeded by an adjective,
• if it is (^&) and without the (_
C E), it is
necessary to read a (Z[H\) on it, e.g.
(A
H Hch

Z
H A HK 3M AH H2), (3 AH H J 3M J2oH H2).
• if it has (_
C E), whether it is (^&) or (HYC M ), it
is permissible to read it with a (Z[H\) or
(B'(), e.g. ( A *EC M J2A E C 3M JÀ (H H2) – O Rashīd,

the one whose father is noble,
(
M J2A X| 3M JÀ (H H2) - O the charming Rashīd.
If any noun is (^"D) on a (µHM ), it will have
the same i’rāb as the (µHM ), but if the (^"D)
has (_
C E), (Z[H\) or (B'() can be read on it, e.g.
(@M <HNH !EH
A 3H 0JH H2) – O the bondsman and

bondswoman of Allāh,
(HN JD
| H @M H H TJ A !E _F H0)A H2) – O mountains and birds,
hymn the praises (of Allāh) with him.
Page 384
Word Meaning
H h
H J!E (1) to announce good news,
glad tidings
(Q EY$J RA (1) to shine, the brightness of

dawn
() %µ<'C !E (1) to pass a legal verdict
TS ]A H prostitute, rebel
E |3H H (4) to flirt
(\AH]H) %µ\H]H to make free from want, to

become independent

H |E H (4) to do in an affected manner,
to do reluctantly
3S )H good fortune, grandfather

Q C H successor
"\MM "J \M3J H2 H\H to go close to
(^) %µ(H to observe, to graze
1
'E(H obscenity, intercourse
H.$A { Q J.A $H fat, obese
F AH$H { E0MJ$M spike (of grain), ear (of corn)
Page 385
"Q YC K
H clarity, purity
zQ 6
E ©E darkness
(s) P H to present itself, to arise
{ ON EYc
J H
M cH J !E
lean, emaciated
^
Q HcA

A H<A C F V
H AE' Sūrah Fātihah
x
Q "J
M 'F sin, transgression
! %VA { HV
J A
beard
%VF
O "J $H ON H J RA an evil man
6
J H take it easy, slowly
2*C \H E*JH2 E*\H to go far, distant
O \H one who is far
( – ) Hc\H to be saved, to be delivered
(s) v
H IH \H to snatch, to remove, to extract
Q HJ !E { S HNA affection, love
Q HA loving, affectionate
Page 386

Q AH2 dry
Exercise No. 122
Find all the different types of (j"[) in the

following sentences, especially the nouns of
(µHM ) and ( TY i).
i ! E " ! .# BJ$ ¦H$( ¹

C YE 3H 0 2 (1
. ¦['
M ' @ 2 TJ E E E ] yH3 M UH M 6
| 3 $ ! 2 (2
. A 89
. A X oA "YA J h
A J!E , $ H2!E (3
. ¦b2 Ë µIc
J <M$
A JA &
P 3A HA A 8 HH (4
. yA H i! ¦
A A @A J.A UH E 89 TJ .A |H H Z
M 2o ! (5
. A ½3H <P
H 6
J H H LA E'!E (6
_A "$ x
A6E J *EA J"9F |áE ¬.> F P0h 2!2 (7
¬4K "\" d\' 23` OY W A 3J H A ¶3<
. E6 E J !E "Ù "4 G
Page 387
. @
( é 2! 2 z6 (8
. a [ x"=> Li (9
.
A H<A C A V
H AEYA i| R G6K i (10
n BM Y2 i
H > TH D i
H D! > BH \ i P (11
. 3 ¦
H 3
:(`!
5
P H R ¦
A > ¬ H 6 Â[' (12
F A . Â[ 0'
@6© 3 E | ! !
F l
A 0[ (A Y$~ @
Y½ i R y2 i ON J >E nR (13
Y$*P< @ J 7 i @3'
H J0ALE A H"A C "H YC K
H J F H2 J E EnRA
Y½E H ºF Jc A H2 ¿ A TJ 'A H JH 6 E 'E
TJ AP "H H ¦ A 'E (14
H J A F 3J H TJ A F 3J H C Å
#AH\ ¦
H JH TJ A9E C H TJ H *EJH C RAH
@M HHH @A JA !E J H TS A-E H\6
E A (15
Page 388
A\H]H 3 `H !E H<JA EnRA M V

J \HH
Exercise No. 123
Translate the following verses of the holy Qur’ān.
HAH H
H H GA H A È TA'H H
H H H\J3 TA' HA8 HP(H (1
. (A P H EH
v
M IA JHH OHhH H ¦ H C .M C TAªJ M ¦ A C .M C ¦ H AH P M | A F (2
yH 3A HA OHhH H _½ A MH OHhH H I A MH OHhH P.A ¦ H C .M C
. Q 2A3E O TJ `H U F %H EH ¦ H \PRA M J=
H C
M .J H \J!E TJ <A| TH <A.H J \A J M F nC E J#AH$J RA TJ AH H2 (3
. J F JEH
HAbH( ¦ A (H %ERA TJ A )A (J . F PA.H DC .M C M YC P H<MP2!E H2 (4
. Pb
A J P
. H JA HJRA %EH 6 E $H H J H TA\"J F (M H\ H2 HC F (5
P M FF *C H2 H.$A j H9E H BA 0J$H TA' H<A'C !E aM 23[
H2!E
M $M "M2 (6
.j HAH2 H H !FH & J M j 6 E 0MM$ BA 0J$H H ^Q HcA BQ 0J$H

J H\E HH O "J $H !EH J yA "M!E E E H E M(H H J !F H2 (7
. ]A H ¦A !F
Page 389
. TA$!CH A EH TA<HV J AA C M *C H E zP !F H J H2 _E E (8

H A @M | OH` AR TA\3M c A <H$H M H ªJ M H C H 'C A H!E H2 (9
. H 2AAP[
. @A A' ZH J2(H iE M H<A C ¦ H AnE (10

H J\!E ¦H \PRA H<H.J |H H i| RA HE H C A iE ¦ H \HHV0J$M "J FE (11
. M JA VH C M JAH C
. ¾ VH C TA' _E H3)A iE H x H "J
M 'F iE H 1 E 'E(H 6 E 'E (12
Exercise No. 124
(1) O Abdul Karīm, why are you not striving to

succeed in the final examination.
(2) O my paternal uncle’s son, wake up early
every morning and come with me for salāh.
(3) O the sons of Hājī Ismāīl, follow your pious
father and become his true successors.
(4) O youth, understand the Qur’ān and practice
on its guidance. In it lies your success and the
success of your nation.
(5) O student, if you read this book and
remember it, it will be sufficient for you for the
Page 390
knowledge of Morphology (^[) and Grammar
("V).
(6) There is no book more beneficial than the holy
Qur’ān.
(7) I have neither any book nor any paper.
(8) There is no means of salvation greater than the
oneness of Allāh.
Page 391
Lesson 67
The Genetive
(jH(J M c
J .H CE)
(1) (^
A J V
H CA (M J M c
J .H CE) (2) (A 'EHbACA (M J M c
J .H CE)
1. A noun will be in ( c

H C F EH) in only two
instances:
1) when it succeeds any of the (d c
H C ^
M J H ), e.g
( &
P 'A
J A Q HH) – a ring of silver.
2) when it is (@JERA ^H&M ), e.g. ( &
P 'A M HH) – a ring
of silver.
2. The details of the ( c

H C ^
M J M M ) were mentioned
in Lesson 49 while (E'HbRA) was discussed in
Lessons 7 and 11. More details are mentioned
here.
The Types of (5).

u1)
3. There are two types of (E'HbRA):
(1) PX
A YC E and (2) P2"A HJ H
Page 392
The ( PX

A YC E E'HbRA) occurs in a compound where the
(^H&M ) is one of the derived nouns (Yd[ Og!),
like the (Y $), (_"Y> $) and (d0h YK),
e.g.
(a
A J2A D|
¦
M AH$) – one treading the path, (3A HC vM "J DF 9C H ) –
one whose hand is cut, (@A )
J "H C M
H H ) – one whose
face is handsome.
The ( P2"A HJ H E'HbRA) occurs in a compound where the
(^H&M ) is a noun besides the (Yd[ Og!), e.g.

(A .9 (M "\) – the light of the moon, (¦
A aM 2L) –
the path of the one who treads it, ( A
HVH C @M )J H ) –
Hasan’s face. In this example, the word ( A HV H CE) is
the name of a person.
4. In ( P2"A HJ H E'HbRA), the (^H&M ) is (') without the
particle (_
C E). Therefore, the particle (_C E) cannot be
prefixed to the (^H&M ). However, in ( PX
A YC E E'HbRA),
the (^H&M ) is not ('). Accordingly, when the
need arises, the particle (_

C E) can be prefixed to it
Page 393
when it is (7) or ($ B). It can also be

prefixed to a singular word (Y) when the
(^H&M ) has the particle (_ C E) prefixed to it or it is

(^H&M ) to another word having (_ C E), e.g.
((Q "J [
M JH a V
H C BM 0A<P.M CE) – The one following the truth is
assisted.
(_
J F =
J H A LA H0C aA J2A LE ¦
M APE) – The one treading the
wrong path is forsaken.
(.
Tb( GE 3H J0HM "J M!EH 3Q AH zA Ph A 6
E A HVAEYCE) – The
two conquerors of Syria are Khālid and Abū
Úbaydah .
( A EDC
3A J H TJ 'A zH "J HC E "J MA 8 J M ½F k
M PcV M CH E | H "J MA P
H A P
BH 0A<PM z ¬ A 0> +A A [ J HA
N +M 3H P2!E – A "J M H A
¬
A 3A 0 A ¹ E 'AHVM ) – The citizens of Makkah
and the pilgrims are all safe today in the era of
King Ibn Sa’ūd – May Allāh assist him with his
open help – as long as he follows the sunnah and
safeguards the sanctity of the safe city.
According to the above explanation, one can say

(
A )M P M K
A PE) but not (3 J2oH M K
A PE). If the (^"K") is
Page 394
('), then instead of (3

J2oH M K
A PE), one should say
(3J2oH M K
A PE), e.g.
(3J2oH M KA PE 3Q AH) – Khālid, the helper of Zaid. In
this case, the word (3J2oH ) is not a (@JERA ^H&M ) but

infact is a (_"Y). The details of this follow in
Lesson 70.
Note 1: Revise the section on the (E'HbRA) of
(Yd[ Og!) once more in Lesson 23.
5. If a singular word is (^H&M ) to the first person
pronoun (
J ), a jazm and a fathah can be read on
the (
J ), e.g. (TJ AH<A ) or (TH AH<A ). If such a word
occurs at the end of a sentence, it is permissible to
append a ( ) to it, e.g. (@J HAH<
A ) – my book; (@J HAHA )
– my reckoning.
If an (("[9 $)63 or (r"9 $) are (^H&M ) to
the first person pronoun (

J ), a fathah will be read
63 See Lesson 10.8 and 10.9. of Volume One.
Page 395
on the (), e.g. (W

H H[H ) – my staff; (TP b
A E) – my
judge.
The same applies to the dual (7) and sound
masculine plural ($ B), e.g.
original word changes to

A HH<A W
H HH<A
A JHH<A TP HH<A
E "J 0V
A M
H "J 0V
A M
H J0V
A M TP 0V
A M
E "J b
M E
H "J b
M E
H Jb
A E TP b
A E
In all these examples, the (R "\) falls off due
to (E'HbRA).
Page 396
Word Meaning
_E E <HJRA to degrade, abuse
x
H H J !E to incinerate, burn
oH "H J !E to be or become poor
E H C !E to join, combine, interrelate
´
EH 0H\JRA to spread, to be glad, to be
delighted

H 0H9E \JRA to contract, to be depressed, to be
dejected
H H YE \JRA to withdraw, to segregate, to be

isolated
Z
P E \JRA to devote, to apply oneself
eagerly

H
PV
H H to search
Z
H P H H to enter a monastic life, to
abandon secular pleasures
j
Q H0eE steadfastness
v
Q IH )H anxiety, uneasiness
(H nE H to be careful, to be wary
Page 397
{1
J23A H
talk, speech, thought, new
1
F J2A H!E
() | H to arrive, to untie (a knot)
¾Q c
H A { c
P A year
ON P.A !E { Q J.A H close friend
(@A JERA) E M to imagine, to think
H H disorder, imbalance
H0J (M { Z
Q A H( one who abandons the world,
monk
%(M { G "H J(H hill
l
Q J (H mercy, help, leisure
() Z
H E $H to pour out, to spill
EDC $M
power, reign
((3[)
t
H"`J !E { t
"J `H circuit
(H H H` to consult
() () w
E HK to mold, to create
(H "P K
H to make a picture
Page 398
OÀ HIH consolation, solace
(p)
H AH to treat harshly
h
H JA life
( s)
H E- to be absent
TJ AH]M2 %EE- to be excessive, to demand a very

high price
(s)(p) (H 3A -E to deceive, to betray
A J Ç
A () H DE 'E to comprehend, to understand
Q P"F { 3Q #AE commander
H]E %µ]C H2 TH ]A E
to talk nonsense
"J ]M C H2
TJ 9U EM2 %|9E to give someone something
_ E <H0JM despised
G H
J H effort

Q .A h
J M sunny day
Q .A 9C M moonlit night
TS AH a long period
q
Q HH life, means of subsistence
Page 399
(^) w
E IH \H to incite to evil
w
IJ \H incitement to evil, satanic
inspiration
(^) *E
H \H to postpone, to delay
(s) ¨H E \H to marry
(^)
H H \H to get up, to rise
(Q H"\J!E { (Q "J \H flower, blossom
(@A JERA) @H )P H to direct, to steer
H )J A direction, course, angle
Q H A { G 3H J H deep pit, gorge
! G 3H CA { 3Q JAH
child
H3CA
Exercise No. 125
Determine the (j"'), (j"[) and (j()

in the following sentences. Pay particular
attention to the types of ('bR), the (^&) and
(@R ^&).
Page 400
89
J"]H CH A 8J9F C EH A "M.H
J H E MYE E H 2A| _E EH (1
. E "M0A]J H J F |H E @A A'
E A.H H @A | %ERA HH P. "J E M H J !E J H H (2
F H
HV H C WA"<H J H EH .¬ H .A A
J .M C H A TA\PRA _E EH VAHK
¦
H HJH WA| EnA'E M H J !E TH A TA<|A BJ 'EJ F E P EH
H 2A| |RA H |9EM2 HH . Q A.H TS AH @M \P*EE G H H3H @M HJHH
¦ H P-E IH JH2 PRAH . AXH ¹ à H Fn |RA H |9EM2 HH M0HK H
.M AH C BM A. P "H M @M \PRA @A |A C A <H$J E' w
IJ \H A EDJh
P H A
M¶H C zM ¶M H _F "F9H'E @A AA.HA @M HH<A TH AF! J H P*E'E (3
.() @J AHA x EM T\!E M H©E T\RA . (<) @J AH<A
. Hb
A P( h H A TA' "H M 'E
J E TA<HJE H2 _F "F9H'E @A AH.h A A @M HH<A TH AF! J H P!EH (4
A \HE H<HJE H2 . @J AHA H (A J !E J EH . @J AH<A j H F!
TH ¦ H EH . (Î) @J AH TH %H-C !E H . E Hb A E9C
. (:D$) @J A\EDC $M
Page 401
A JHH TP <HHJ H3J RA ¦H V H A \F! C !E 3M 2A(!F T\RA _E E (5

. ¾ c H A TH \AH.eE TA\H )M *C H E! %EH
iE H @A A!EH H $M "M2 A C"M PV
H <H'E C"M0H nC TP AH H2 (6
i| RA @A l A J (P A p M *EJH2 iE @M \PRA @A lA J (P A C"M$*EJH
. E M'AEC zM "J 9E C
Exercise No. 126
Translate the following letter of Abū Bakr :
R @
Tb( a23[ "! \3$ ¬ª> ,! Z<
i , ¦VK! % J HJ H 6' j H $ nR . +"
3 . _3 .<$ (` ¦" Z J &
A ]J M
% [\ i ".© z" ¨'! @\' (" X ¦
i G! i =` i 3 "<9 6' ê[\ nR . 3
.7 c` "D9 i (o "Ù i 6 "9 i 6YL
.<$ . <4K nR "&9 i ê3 nR (3] i .
@ Y\ "3'
"J 0MP H H 0 ( B"[ z" %
. "<9 i "K "3â 6' . Y\ +"&(
Page 402
z6
Page 403
Exercise No. 127
Translate the following poetry of Tughrāī (514

A.H.):
<.9 :' TY TE-
_ E <H0JM (39 £( <MJ[
M'
@ H 9C eAH ë! y 3 µ3J !E
H H % J M 0JV
HK
J H p (nA V'
( 231) p
! Z A 0 z P.H B K
.H F J2H X\ [ P 9 é P K 2
(M "P [
H M s( +H ")M H2H H
@\HoH 3 .A h
J M (ã H2H H
M .A 9C M " .H \P*E' H M J oH
H (A "J M XF A H \M"J DF M w
F "J [
M H J V
HbJ !E
(M "P HH "9 @ ( "\
nR è µ("H q Q H\JM
M XE JH T .H \PA' BM JAP | H
Page 404
Exercise No. 128

Translate the following letter into English:
$(3> R ¼"K 3 ! R

Z
J ]A H2 é ! yÂM *' 3M . ¦< 0L Ù zQ 6$
+P ! 2 . W('! E H )M T723 ÎI J E ¦ A \' . TJ AH]A A ¦
\3 A .©! W(3K xb $(3> R M K >
.¦ H A3H H h
H .M A M \H8 H "! T\! Î | R E M è
z" 3#"' Î | R )d TJ AHYC LE 6 E 'E jM H.U> Î4 J HDY'
j
M | <' .ã3 <M F .M i 0 ! TJ AH'C P H È
' – 2© M H : ! iR T!F T]<0 i @\!
TJ <A.P A J &H H H' A "H C
P OIH F yn
– s09\i 3 é ´0\ – I vI GA 3H J H
±Z A 2< A < A 3 TJ 'A 3 L"`
A 3A .VA j M J
A'
TJ AH
J H E H 9C M è 4[ ¦<A!E "$ TJ \AoJ "A J M2
. ¦#9
_F *E\ – ¦ H #A9 G23) E "! l A cP
z6
\6' ¦<
Page 405
Exercise No. 129
Translate the response to the above letter:
– ÝI2I
– @
( z6 ¦ A
" *.L . (ª> ¦ A <M$( [d 3
\O H H ' _" ¦ A ' ' .Li
v"3 Z$! 7 :' ¦ A H3 \! .$ i . O·
j( è _I\ ( ^L O\8 (I]
@R jK ¬0 G( ¦" [ ¦ A <$(
3.V' . $(3> ¦]<` % 0\i Â[

j07 ¦o2 ' ¦ ì32 ! +*$
B ¦XYÜ j ! y"[9 ¦]02
. j'È
. z6
\6' ¦!
Page 406
Lesson 68
Apposition
(g:Y#)
Note 1: You have learnt the cases of a noun: (B'(),
(Z[\) and ()). Now the occasions where a noun

follows its preceding noun in i’rāb will be
indicated.
1. (B") is the plural of (B). A (B) is a word

that adopts the i’rāb of its preceding noun. The
preceding noun is called the (v"0<).
2. There are four types of (B):
(a) (\) or (YK)
(b) (3")
(c) (_3)
(d) (^"D)
Page 407
The Adjective
9# (5R#)
3. A (\) or (YK) is a (B) which describes the
being of the (v"0<) or something related to the
(v"0<), e.g. (ì
M F )) – the noble man.
(+M "J M!E ì
M F )) – the man whose father is noble.
In the first example, the word (ì) describes the

man while in the second example, it describes the
man’s father. However, when analyzing, it will be
called a (YK) of ()) in both cases.
The first type of (\) is called (T

9A J9A V
H C
M J PE),
while the second type is called (é

A 0H
P
M J PE).
4. The (T99 \) corresponds to the (v"0<) in

( R), in (, 2) – being definite or
indefinite, in gender and in number as you have
learnt in Lessons 3, 4 and 5. However, the
Page 408
(é0$ \) only corresponds with the (j") in

( R) and (, 2). The (\) always
remains singular even if the (j" - v"0<) is
dual or plural. Secondly, the (\) corresponds in

gender to the succeeding word and not the
preceding word as you have learnt in Lesson 23.7.
Hereunder follow more examples so that you can
understand the rule more thoroughly.
3 j">
7Z# 9# XOXC 9# 5#

M > F ) O) M | > F ) O) ± B'
+"!
F GF 3 j& GF 3d j
A & ± B'
)M o F 1\ª
X - G c`
M 9 G c`
M 9C |
H H Z[
M )A X-
A $(3> M .J |H H A $(3>
M .J |H H
MX\ ^
A > A
Page 409
7 j">
7Z# 9# XOXC 9# 5#
("K ("K
B'
H.M H(ELRA <
A` ¬
A L
M 2<` A JLE
M 2<`
H.M h
M 9C \H A JPAJ `H Z[
Z
2- A J2H #ADE A jM J [ H J!E A J2H #ADE A j
M J [ H J!E

.H M FC `H A J0HJ2A -E
B j">
7Z# 9# XOXC 9# 5#
j
Q Oiª
j
Q 6 j
Q Oiª B'
ON 8

\"R j
M ` \"R j
M `
Z[
ON 8 $A " J J2A $A "

Page 410
5O09. 50 XOXC 9# $V+ XOXC 9#

BM Y2 . BQ '\ .
¨M 02 6
)( j
M [! VA$ 6
)( j
M [!
W
J ç ¬
R j
M X\ 2() ¬
R j
M X\
5Oa 5 0 9# u1 W>+ 9#

3Q 23` +M zQ "2 %& 4 3M 23` zQ "2 %&
W
S " +M (M "\ 0[ j
M 3! (A " W
P " 0[ j
M 3!
,Q 7 H F g A 3[\ ¦
A . GA ,7 A 3[\
5. You have learnt in the previous lessons that

there is very little difference between a (YK) and
a (Â). See Lesson 6, Note 1, in Volume One.
Similarly, there is a resemblance between (YK),
(Â) and (_). Hereunder follow more examples

so that you can distinguish between them easily.
Page 411
( 9L v
b 3M " O H) ¦
Q b 3Q ¦
Q b 3M "
¦
M V
H &2 3M " O H) ¦
M V
H &2 3Q ¦
M V
H &2 3M "
b 3" O H) ¦
Q b 3Q ¦Q b 3"
+"! +"! +"!
A TJ A<J0Hc
H J !E
A ("K A A ("d[ A
6
A ("[
.H M M XE JH .H M M XE JH
.H M M XE JH
Now ponder over the difference between each

one. In the first example, (3" ), after
constituting the (G(`R $) and (@R (h) form the
(!3<0). (¦b) which is (G\) cannot be anything
else except the (Â).
In the second example, the words, (3) and
(¦b) are (G\). Hence they can only be
Page 412
(^"K") and (YK).
In the third example, (3") is ('), being the
(') of (O)). Thereafter, (¦b) is (G\).
Therefore it cannot be the (YK). However, it can
be the (_) because it indicates the condition of
the ('). Consequently, it is ( "[).
Similarly, in the first example of line 2, (¦V&2)
together with its (<< ,.b), forms a (2Â )

and can only be a (Â) because a () is always
(G\). How can it be the (YK) of a (')? Yes, in
the second example, (3) is (G\). Therefore,
(¦V&2) can become its (YK).
In the third example, (3") is the (') and it is
('). Hence, (¦V&2) which is a (' ), can

only be the (_) of the (').
Page 413
In the third and fourth lines, (+"! ¦b) and

(ÍX ) are (g )64 and form the (Â) in
the first case, a (YK) in the second and (_) in

the third.
6. Remember that an (a<h $) is generally used

as a (YK). Only in a few instances is (3) $) a
(YK), e.g. (.

M 3M 2o) – Zayd, the son of Ámr;
(T
A H J 0HCA 3M ) – Khalid, the Barmak;
(
F ) ) – this man;
( 3
Q 2o) – this Zayd;
( ¦
A > M ) – this son of the king;
(Oiª \HON !) – these sons of ours.
In these examples, the second word is technically

the (YK) although it is an (3) $).
The (@R (h) is regarded as a (YK). See Lesson
64 See Lesson 8.23.
Page 414
2.12. The (G(`R $) itself can be the (YK) of an

(' $) or it can be the (YK) of its (^&).
Examine the third example where ()) is the
(@R (h). It is the (YK) of the (G(`R $). In the
fourth example, the (G(`R $) is the (YK) of
(E
H $) – a proper noun.
In the fifth and sixth examples, the (G(`R $) is

the (YK) of the (^&).
Note 2: In the first example (. M 3M 2o).., the

word (32o) is the (^"K") while (. M ) is the
(YK). You will find two unique points in this
phrase. The first is that the tanwīn of the word
(32o) has been elided without any reason. In the
second example, the hamzah of the word () has

not been written. The reason for this is that this
phrase is used extensively and it was regarded as
necessary to lighten the phrase (Yá).
Page 415
Note 3: You are reminded that a () after a
(G\) is regarded as a (YK) and it is regarded as a
(_) after ('). Do not forget this point.
Word Meaning
H [
H J!E to look
Q J2A !E surface, tanned skin
3H `H (J !E to guide
@K!) H H H oJ A
zQ HA oJ A (H V
H HoJ A to crowd
((3[)
{j
Q H(ELRA { (Q ELRA
frame, tyre
Q LF !F
*EYE LC !E to extinguish, to stifle

H H LC !E to please, to delight
BH E<HC RA to pluck out, to exterminate
Page 416
GH A H steamship
yQ H A { E J A pond
$A H brave, fearless
´

M M { t
HA mat
H 7EJ H to scatter, to disarrange
E |H to moisten
´
E 0PeE to prevent, to frustrate
0HE)H noise
H2A J !E { OÀ EA shoe, boot
"J MV
J H2 HH ) TJ \AE4
C E sympathizer, one who feels
(TJ AV
J H2 µÚH pity
OÀ HJ !E { TS suburb, tribe, alive
¨Q #AH$ { l
Q P$M tourist
(^) ¨H 0H$H to swim
%µC $M house, dwelling

Q "J M `M { Z
Q J `H nation, tribe, masses
3M J[
A H2 H HK to hunt
Page 417
v
H (H Hb to be similar to
OÀ Hb"J b
H noise, din, uproar
_F "J M H2 _E H to support, to sustain
( -E !E +M M | E ) ON |E- lush (garden), luxurious
p
Q (A E severe, bitterly cold

Q H0A { 0PF dome
5
E "P E to soil, to stain
(^) 1
E H E to loll one’s tongue with thirst
or fatigue, to pant
( .M H2 P H J A ) (S H passer by
P2A J oH ! P2A H IJ H flower vase
(H DE J !E) Q DA .J M raining
(
H H \J!E)
Q A JM refreshing, invigorating
(H
H J2!E) Q $A "J M wealthy, prosperous
(k
H H $J !E) k
Q A
J M having a saddle
Q H H IJ M crowded place
_ 3A <HJ M moderate
(^) l
H IH \H to be far off, to leave, to depart,
to emigrate, to immigrate
Page 418

M HH2
H H to fear
Ä
Q A H calm, peaceful, tranquil
zQ H3JA neatness, attire, dress
Exercise No. 130
È G(0 TJ 0A0H

P T994 I
Determine which phrase is (T994 ) and
(T
J 0A0H
P ) in the following paragraph:
¼ ( 3> ,7 v(& .X 23 G 9

. .X G2o G, z2 ã$ o 3 . 9$

H YL nR . O] a#34 $" 2> G,7 '
0 3) ã Æ` ("[ j3) #í!
6. , )< B\[ j3) . ("` < O!
$"> l .R lIJ2 O<` . i.M
#g Ù ¶` ".9' , p(9 (D
. . _3<> #" "<.<2 Ê! [
Page 419
Exercise No. 131
_" (0 j" È . ¬

Determine which words are ($, (Â) or (_)
in the following sentences:
0 @ 3 i è GDÞ O. 3! (I i .1

. ,0 Z ¦n ' O4 5" 7
(]K ¼"2 +3M % :4 _ z~ .2
. (0 3`2
" , <V#( 0L , .L 2 ' _9Â .3
. O90 2"D O<h '
Exercise No. 132
0$ <\ _ Bb

z)Ç
Q A JM ............. O"¼ (1)
@M` S &
A M ............. O> (2)
p"Y l
M h
H M ............. ©> (3)
Page 420
G(> X ............. (c` (4)

............. )< p a72 (5)
\30 µ"9F ´
F 07EM2 ............. O"¼ (6)
zH 39 &
M H2 ............. O4 (7)
............. OA ON È
H M2 (8)
............. H A F
J H i (9)
............. E)(
M "h zM E M (10)
Exercise No. 133
0$ " _ Bb

4 "2 i "$0 .............(1)
Y\ ............. Z (2)
@0K ºYD2 ,7 ............. (3)
Y7 ............. O. j© (4)
(H c`
A < ............. P0H (5)
2I- ............. O. _I\ (6)
Page 421
Exercise No. 134
: <\ È ^K ' " 6 "

YX\ , @M6 Q eUªH M , T=$ , M' 9$ , M0L Ê
.jQ , +M("\ BQ L$ , @M3 Q , @M6
Exercise No. 135
:00$ "\ È ^K ' " 6 "

Ã { '> { B$ { { a ` {
Exercise No. 136
7\ª B. Ú7> R Y> _" ()

: È .
) a 23K ,Q S 3
: dYK R È . GY> j" _" ( )

A |
A IM T¿ V
H A j
M ( (1)
A DM "K g (2)
Page 422
AIJ M [
J EH\ (3)
7 i 0
M 9$ (4)
7EJ 0HM ,Q Q P3 (5)
£
A=
J M m
!E '\ V[
J \M C 0HC RA (6)
: GY> j" R YK" . _" (k)

¨[2 3
M (1)
@$ M eUªH M2 0D g (2)
@E. M 9A <JM2 | Z
A !F (3)
BQ 2$ +M,$ (D j
M 3 ` (4)
YY @MY\ , 9' %
M YD (5)
H'FH -F G
M 0( (6)
: j" R È . Û _" _" (+)

¦V& 0 j
A O) (1)
)H
J M E [4
M 0( (2)
L$ (M " © (3)
BM .H C H2 xÂ \[! (4)
Page 423
A Û (0 c< È . ,- ()

: "\
M\(3) YX\ GF c4 (1)
(M o! G b\ F 9234 (2)
+ zQ "Y p(3 (3)
Mb (clear) BQ K\ G I (4)
Exercise No. 137

J \H %EH HJA 3 A H ½ F .<h .H )M
P $A " (1)
'~ 1\*< ,< j" ^6< B T99
. B. 7<

J \H %EH HJA 3 A H ½ F .<h .H )M
P $A " (2)
'~ 1\*< ,< j" ^6< B T00$
. B. 7<
567 "2 .H )M
P $A " (3)
.' 567 g
Page 424
567 _4 "2 .H )M

P $A " (4)
.' 567 g
567 Â "2 .H )M
P $A " (5)
.' 567 g
Exercise No. 138
Translate the following passage into Arabic. Try

to use as many (T
J 0A0H
P ) as possible.
My Room
I have a room. My room is not cramped65 but is
spacious and beautiful. Its walls are coloured. Its
ceiling is high. It has four windows that are 2m in
length and 1.5m in breadth. Each window has
clear pieces of glass in it so that when it is closed,
it does not prevent the light from entering. My
room has a broad door whose height is 3m. Both
its doorframes66 are very beautiful.
65 aQ b
H
66 v Q H[
J A
Page 425
My room has a very long table, the four sides of

which are engraved67. I place my books on it by
arranging them neatly. I sit at this table to study
my books. There are two extremely beautifully-
made and beautifully woven (¾
QJ \H) chairs. There
is a beautiful bed whose legs (.# – #") are
engraved. There is a clean bed sheet on it which
looks very pleasing. There is a large mirror on
one side whose frame (G(LR) is gilded (0 ).
Besides the above-mentioned items, my room has
a small round table which pleases the onlooker.
There is a very beautiful vase in the middle of it,
whose sides are golden. Every morning, the
garderner (:<) brings fragrant flowers
( Ü( - ¬2() and arranges (Zd( or d2o) them.

Therefore my room is, with the grace of Allah,
like a room from among the rooms of Jannah. I
live comfortably and sleep peacefully in it. All
praises and gratitude are due to Allah.
67 q"9
Page 426
Lesson 69
Emphasis
(3O>Y#)
1. The second kind of (B) is (3*). Its purpose is

to remove the doubt of the listener regarding the
(v"0<). Read the following examples:
@MY\ M 2o" e .1
(1) The minister himself spoke to me.
@M H H 2o"
M .2
(2) I met the minister himself.
@A
A Y\ A 2o" R
M 0< .3
(3) I wrote to the minister himself.
@M ½F s
M "J V
H C Ç
<HJ RA .4
(4) The whole pond was filled.
@|
H < j
M ! .5
(5) I read the entire book.
HU _A .
M -' .6
(6) I completed all the work.
Page 427
H.M 6
E A A H"H ¨H c
H \H .7
(7) Both the brothers succeeded.
H.A JEA A J23H AH"C A XU H .8
(8) Honour both the parents.
H.A JEA A JEIA J>E PE $H .9
(9) We lived in both the houses.
H.M H<C A W
H <HJ !F
J Vï .10
(10) Both my sisters succeeded.
H.A J<HC A TP <HJ !F Z
A !F .11
(11) I love both my sisters.
H.A J<HC A TP <HJ *FA
M Jb
A ( .12
(12) I am pleased with both my sisters.
l
H J.< l
H J.<
M 2!( .13
(13) I saw the crocodile, the crocodile.
_F 6
E A C H H ©E H H ©E .14
(14) The crescent appeared, it appeared.
3H J H C F "J M !E iE iE .15
(15) I will not, I will not betray the pledge.
zM "J F.H C
H \J!E zM "J F.H C
H \J!E .16
(16) You are blamed, you are blamed.
Page 428
2. Since you said, “The minister spoke to me,” the

listener could have a doubt in your statement
because it is no ordinary feat to speak to
ministers. He may think that perhaps the
minister’s deputy or his secretary spoke to you
and you attributed it to the minister
metaphorically. By saying (@HY\) – himself, you
have removed the listener’s doubt and created
emphasis in the statement. Hence, such words are
referred to as (3*) and the word that is being
emphasized is called the (3|ª).
Note 1: In place of the word (Y\), the word (¬)
can also be used. In place of (

¸ ), (BQ ) can be
used. The words (6A) and (<C
A ) are specific for
the dual case. This is a total of six words. It is
essential to have a (,.b – pronoun) with these
words. The pronoun will correspond with the
(3|ª). Examine the previous examples.
3. In the last four examples, the words have been

repeated for the sake of emphasis. In the first
Page 429
example, the ($) is repeated, in the second, the
('), in the third, the (^) and in the fourth, the

entire sentence is repeated.
4. The emphasis derived by the repetition of

words is called (TXY 3*) and the emphasis
achieved by words that are different from the
(3|ª) but conform in meaning to them, is called
(W" 3*). Hence the first 12 examples above

are (W" 3*) while the last four examples are
(TXY 3*).
5. Like the (\), the (3*) follows the (v"0<) in

(i’rāb).
6. The emphasis of a (o( ! [< ,.b) is done

with a ([Y v"' ,.b), whether the pronouns
are (v"'), ( "[) or ((). Observe the
following examples:
.Z
A )A H"CA H\!E
M .J F (1)
(1) I myself fulfilled the task.
Page 430
. 3Q H !E
H \J!E yH 8H( H (2)
(2) No one saw you, you.
. "H M @A JEH
M .J |$H (3)
(3) I greeted him, him.
.p
H H YE C H\!E k
M A $J !F (4)
(4) I myself will saddle the horse.
. GE E 'AP
H \J!E ¨J <H'C RA (5)
(5) You, you open the window.
.
H H<A C "H M !EH E 3Q J2A 'E (6)
(6) Farīd himself read the book.
The first three examples have (Go( [< #.b)

while the second three have (G<< #.b).
Observe the second example: the (3|ªH M ) is a (,.b
"[) and in the third example, it is ((), but

for emphasis, only a (,.b [Y v"' ) has been
used. This type of emphasis using pronouns is
also (TXY 3*).
7. If you want to render the (W" 3*) of a
Page 431
([< ,.b) using the words (Y\) or (¬), first
you have to construct the (3*) with a
([Y
v"' ,.b) as done above. Thereafter, the
emphasis using (Y\) or (¬) can be done.
Observe the following examples:
.Z
A )A H"CA TJ
A YC \H H\!E
M .J F (1)
. H.M
M YF \J!E H.M HE (2)
. J M
M YE \J!E J M J¶M H) (3)
.p
H H YE C TJ
A YC \H H\!E k
M A $J !F (4)
. GE E 'AP ¦
H
M YC \H
H \J!E ¨J <H'C RA (5)

H H<A C @M
M YC \H "H M !EH E 3Q J2A 'E (6)
In these examples, the word (¬) can also be used
in place of (Y\).
Note 2: If you want to emphasize the dual form

with the words (Y\) or (¬), their plural forms
will be used, e.g. (H.M MM

J !E ! H.M
M YE \J!E A 6
E )M P O H))
Page 432
It is incorrect to say (H.M HYC \H).
Page 433
Exercise No. 139
IA H.M C F `J 3H ª> 3H "< A È j

A (0 J H ()
W"> TXY 3H "<
. 3 c
A >F A % M p
M P TA7CM2 (1)
.
A @M ½ ¦
M > (2)
. J A Z
H d
H \!
H (3)
H M3)"' H| A H<
J 0MC (H Hc`J !E TJ
A YC \H H\!E j
M 3J 9| YE H (4)
. G A.7M
. ¦"R %
J DA J .A ¦
H 23A BJ LA !E (5)
. E .H J.A P yH P2R yH P2R (6)
. µhM0 F .d V<2 @M _F "$ (7)
. . TP 9E 23K B @H (boat) x
H (H J IP
M 0( (8)
. +M O I) TJ \AHcC %µ9C H$H C )H !E C )H !E (9)
+M H"H !E +M H$H P.A H 7EC !E TJ
A YC \H H\!E (console) @M <MJ$H H (10)
. H.M
M YE \J!E
Page 434
.(neglect) _A H.J ~A (beware) (A EH (A EH (11)

. GF 6[
A 3 GF 6[
A 3 (12)
. Z
H 0D H UH >F | R (13)
. HH M2 J E Í nR A V[2i
(b ^ 3d A (A 3
( nR (14)
.£M d U (A 3 A ! F .h'
!E %H!E
H AJRA i| RA E "M.H )J !E J M ½F F E #A«H.C 3H c
H H 'E (1)
. H 2A3)A P BH H E "FH2
¦
M E.H CH ¦
H (H OH)H ÐH ÐH s M (J *EC
A | M EnRA |E (2)
. ÐYK H ÐYK H
"H M @A | 3H A +M M3c A H JH J FA YF \E*A "M3 9E M HH (3)
. )J !E H XE J !EH JH
. J A JEH Z
H AP
H \E!
H F TA<HJ'|"H H P.E'E (4)
Page 435
Exercise No. 140
0$ 2" 3" _ Bb ()
... A <0 H .H eE

M A (1)
. @ YD2 ... +"! +"! (2)
.
A .h ¾A J H o ... ¦ ¹
C Y (3)
. ÂH E 9\ W " ... y"! (4)
.x
H 9h " 2 ... ON 69 (5)
... M 23> \(o (6)
0$ 3|" _ Bb ( )

. @\"0Ü i Y\! ... (1)
. YX\ ... (2)
. aA 23[ P $ TJ h'! i ... (3)
. 3> A <Ee"P EM Í< ... (4)
. %µ<' 2 x
H 3[ ... (5)
Page 436
. ... R J
A J !E (6)
. @M M ...
H 2> H H (7)
. 3 c
A >F % Y\! ... TJ A7C\M (8)
2" 3" G 3ª È uY ' ºç 6 C " E (k)

G ( G "[ G "' G d uY BM 9 1F ×
{ | F> GF <Y { F Ph ´F M 0M { '> { 4
Tb9 { $"> _) { ch { "
3"< 7! E (! (F 6 ¨M c H 2 i) . §C K M ( )
XY 3" . ^4 Y $~
Exercise No. 141
G<<>! Go(0 [<> #.& È . 3J U !E

XY 3"
. ... "0<! (1)
. <0 R ... 0 nR (2)
. ...*0\! H (3)
Page 437
. 0 R ... '$*$ (4)

. G3#> ... ®( (5)
. (M 0 ... H<JH!E (6)
. 3Q ! ... @ J U
H M2 J E (7)
.l
H I> ... v
J ( 8)
Exercise No. 142
2" 3" G<<> Go(0 [<> BA ' H #.b 3J U !E

¬ Y
.
M )! 1
F ...
J )R (1)
.
H 2> ... JM "M (2)
. H 4 ... Wd" (3)
.Î
| I> ,H 3< ... H $J (M ! (4)
. _I> 5e! ...
M 2<` (5)
. ... )$! (6)
. $ 3 ... H 3Q . k (7)
Page 438
. [9 + ... <g (8)

Exercise No. 143
H<C A ! 6
E A A 3ª %µd7F> ' ºæ 56e C "E (1)
77 "[ \7 "' "2 1F ×
. (
Y 3 " % ¸ F .<h 56e C " E (2)
\7 >$ B 3M ª> "2 ¬
., B 77 >$ 1\ª B
à 3 " % ¸ F .<h 56e C " E (3)
> B. \7 Y 3M ª> "2 B!
. 1\ª> B. 77
3ª B'( ,.b % ¸ F .<h B(! C " E (4)
6[< ¬ A ,.& "2 ¬ Y
. << ¬,
Exercise No. 144
Í< +M H3H2
J YE XF \H (1) :È . !
Page 439
zH " 3Q ! \! y(o (2)

0> k
3

) r, L
< (Í<) ' (+M H3H2) s

' (
H XF \H)
@0 %µd7. 3Q " @\
A v Q "' Ä <Y % TS A0
" A v Q "' ^& " %7 F 6 ON <
,.& ^& ^& ,.& 1
A \*<
@R ^& +3 % TS A0 @R

A % TS A0 ¿ ) U d &
¿ ) U
Note 3: Sentences are most often analyzed in this

manner in Arabic.
Page 440
H
YO# 3? < L< ' &@ 8c
,.b
v"' ,.b
[Y "[
^
M ©
TS A0 [d<
o ' ^
% TS A0
"[ F ' s
zY<$
{ Ä <Y %
@\ { (o TS A0 TS A0

Q "[ { Ä <Y
_ "Y v"' % %
@\ 6 Ð
Q "[
A Y @' Ä <Y "
3Q " @\ 6 Ð
(o
BQ _"Y
,.& @
"[>
Page 441
Lesson 70
((
, 3
7
#))
1. (_3) is a (B) which is intended in the
sentence. The (v"0<) or (@M J A _H30JM ) is merely

mentioned as an introduction. There are 4 types
of (_3):
(1) U F C _F 3
(2) A J 0HC _F 3
(3) _
A H.<A`J AC _F 3
(4) Á E]H C _F 3
Examine the following examples carefully.
(A) q8I
, # (, 3:
. TS AH zM A~ _ (1)

.6
JAH H )A P<
M C H H (2)
. J
H M ¦
H JA !E
M < H (3)
Page 442
(B) T
9 7
# (, 3:
. HM J M 'F GF H c
Hh
P
A H DA F (1)
. @M 7EFeF H J23P
M J&
H E (2)
. 68HA HÀ A Y %ERA j
M J XE \H (3)
(C) (

K# (, 3:
. 69@M c
M J2(A !E F <M0C v
H "P &
H H (1)
. 70+M H Hh\JRA H A Ph
M g (2)
. @A <Ac` 3 J A
M 0Jc
A H (3)
(D)
0) s
# (, 3:
. M 2o" ,M z3 (1)
68 vHÀ - sail
69 The fragrance of the garden diffused.
70 Hh\JRA - recital
Page 443
. Í( Y-( E # ´
A J !E (2)
iH2(A 71q
.j J M F A (E*
H <
M 2<`R (3)
2. You will find a common factor in all the above-

mentioned examples where the first noun is not
the intended aim, but in fact, the second one is.
The second noun is called the (_3). In the first
example, if one has to say only (zM A~ _), the aim
of the speaker will not be understood. However,
if one has to say (T
S AH _), the original aim is
understood. By saying (zM A~), one benefit is

obtained and that is, before understanding the
original aim, the listener prepares for it.
By pondering over the remaining examples, you

will reach this conclusion. However, in (´] _3),
the (v"0<) is not intentionally mentioned first, but
is a slip of the tongue. In order to correct the
mistake, the (_3) is mentioned.
71 qJM F – piastre - currency of Turkey

Page 444
3. Now examine the difference in the four types

of examples. First ponder over the examples of
(
U F C _F 3) and you will realize that the (B) refers
exactly to the (v"0<), that is, Alī refers to the same
person indicated by Al-Imām. Similarly, Khalīl
refers in total to the trader. The word (¦
H JA !E)
refers to Husain. This is therefore a full
representation by the (_3) of the (v"0<). Hence it
is called (
U F C _F 3) or (aA'H".M C _F 3).
By pondering over the examples of (

A J 0HC _F 3),
you will realize that the (_3) is part of the ( _H30M
@), not the (@ _H30M) in total. In the first example,

(vJ M 'F) is a part of (GHc
H `H ). Accordingly, it is called
(
A J 0HC _F 3).
In (_H.<A`
J AC _F 3), the (_3) is neither part of the
(@ _H30M) nor the total of it. It is something related

to the (@ _H30M). In the sentence,
(@M c
M J2(A !E F H<
J 0MC v
H "P &
H H) – The garden was fragrant, the
Page 445
actual aim of the sentence is to indicate that the

fragrance of the flowers of the garden spread
around whereas this fragrance is neither part of
the garden nor a whole of it. The fragrance is
something related to the garden. The land of the
garden is not something that emits a fragrance.
As an introduction, the garden was mentioned.
Such a (_3) is called (_H.<A`
J AC _F 3).
By reading the examples of (´] _3), you will

understand that the first word was mentioned by
mistake. By mentioning the (_3), one rectifies the
error, e.g. in the sentence (M J2oA "H C M JA *EC zH 3A E), the
word (M J A *ECE) was mentioned by mistake. The aim
was to say (M J2oA "H C zH 3A E). Hence, such a (_3) is called
(´] _3).
4. The (
A J 0HC _F 3) and (_
A H.<A`J AC _F 3) require a
(,.b) that refers to the (v"0<) as you can see in

the previous examples.
5. The (_3) is sometimes (G\) and the (@ _H30M)
Page 446
is (') and sometimes vice versa.
6. If the (@ _H30M) is (') and the (_3) is (G\), a

(YK) is required with the (_3), e.g.
( EL
A H HnA E HK
A H\ A HK
A PA J H YE
J HE = YE
J HE).
See Lesson 20, Note 2.
In this example, the first (A HK
A PE) is the (@ _H30M)
and the second one is the (_3) being
('"K" G\).
Exercise No. 145
F ð _30 v
H "\ H @ _E 30> _E 30 IA H
8 .)M
2( ð c
d M
%b( F h# ¬ª> zd F
J \HE (1
. 123E4
9 ð 2d3 _)( !
½ HI]H 3 " (2
. Gc¼ A
Page 447
. @M(H F H J0A z3P âE (3

. +AA9 y"> G(2I M 7 ld
Z n (4
. M<'X\ v
M ("h Jd $H M<AJ!E F 23> <0c! (5
. @F'6A-
M < x
H IP .H H (6
. @H <0 9-! @H0H zH J E DE (7
(B) Translate the following verses of the holy

Qur’ān.
. J A EH
H .H\E! H 2A| t
E HK
A . H A9<HM.C t
E H[
H\3A A (1
. "MM H j
P)H TA' . ¬ H 9A <P.M C | RA (2
A !E z E9H TA' ¬
"FP 'E H 2A| H A ¬
H A A h
J .M C H A "M\"FH iE H GE 6
E[ P "M.A!EH (3
HÀ "M\EH J M H2A
iE H E Pc
H C E "FM 3J H2 ¦ H AEJ *F'E VAHK E .A H H H H 8H
H H H i| RA (4
Z
A J]H CA +M H H0A M .H J P 3H H H TA<| 3J H j
A P)H . J`H E "M.EXC M2
HH s
A (J *ECH j
A HH.
P H (P OHI)H (5
(H . HA OEDH ¦
A .H J H.M HJH
Page 448
Exercise No. 146

È H.
F i ð 0$ i3 Bb
....... GE ch
M A (1
....... F 29 <h\E (2
..... F 0MC 0M \cH` (3
...... M V0 H0c
H J E(4
..... ¹"C HYE \H (5
..... <0 J<P.H H (6
...... O. j
A C EC EH (7
..... ¤H Jh
P
M J9A E (8
Exercise No. 147
È . ð .#A6M @ i 3H 0JM Bb

..... +3
P )H (1
..... 3 Y)(2
. 7! ...... k (3
. HF' ......
M D (4
. @MV[
J \M ....... ÚYE \H (5
Page 449
. @M\H&J'E ... %J A0Hc

H J E(6
. ("` ...
J H
H PA (7
. ¶M YK ... JP $ (8
. +M("\ ...
H M b
H (9
. @EY[\ .....
M h (10
Exercise No. 148
@ _ 30 _ 3 % 3 ½ .<h 6.M) P"E

. (<~ ð H0$H > jM B È j
A . A (<=M2
72
MVC H @<H\E! a23[
zM =d yM d0h
M
"M 73
@MO H)H zAi Z
M EJ 7| A.P @MhJ2(
E Y
@M)H)oM H "M #D +3C)A
72 dates
73 cheetah
Page 450
Exercise No. 149
Gd "' Gd "2 1× _H30HA E7 e67

A 2RA (1
_.<ì 0 _3 µ . ( Gd "[
d< .F AJ E (2
+M("J \M M .H 9E C BH DE $H
Ä <Y % 0JH s
' – (BH DE $H )
G X d.& d v
Q "' ' – (.9)
GH X d.&
d v"'H .9 _ .<À _F 3H H ("\ – (+("\)
^& ,.b O¼ ^& " "' @ _30> A "
ñ ) ð d& % J0H @
Page 451
Lesson 71
(YG9S)
1. The fourth kind of (B) is the (^"D) which is
preceded by any of the (YL ^). Its (v"0<) is

called the (@ ^"D).
Note 1: The (YL ^) were discussed in detail

in Lesson 50.1. Revise it once more.
2. Like the other (B"), the (^"D) follows its
(v"0<) in ( ).
3. The (D) of one ($) can occur on another
($), one (') on another (') and one () on
another ().
Examples:
Z
M HA m
M "E ¾H &
A \H
(1) The apricots and the grapes ripened.
Page 452
Z
H m
H "E
(2) I ate the apricots and the grapes.
Z
A HA m
A "E (M c` +A H
(3) These are apricot and grape trees.
x
M A 0JM ON . 3M A J M
(4) The sky thundered and it gleamed with
lightning.
x
H ÂM ON . 3H A M C E J A _F YLi ^
M ä
(5) The children are fearing the thunder and
lightning of the sky.
k
H M =
J H J E'E x
J A 0JM ON . 3A A J M C A
(6) If the sky thunders and gleams with lightning,
you will never come out.
In the first three examples, the (D) of one ($)
on another is shown in all three cases (B'(), (Z[\)
and ()). In the second three examples, the (D)
Page 453
of one (') on another is shown in all three cases.
The (D) of one () on another is shown in
these three very examples because a (') together
with the (') constitutes a ().
4. If you want to render (D) on a
([< v"' ,.b), first emphasize (3*) it with a

([Y v"' ,.b), e.g.
(FH H
J H <\! J M"J c
H \H) – You and the ones with you
succeeded.
(E P
E ¦
H )M o
H \ J F $J zM 2) – O Adam, you and
your wife live in Jannah.
In the second example, the (@ ^"D) is a
([< v"' ,.b) which is concealed in the verb
($).
Note 2: In such sentences, if one does not

emphasize the ([Y ,.b), the () will not be
regarded as (YL ) but will be ( ). The
Page 454
noun succeeding it will have (Z[\), e.g.
(P
E ¦
H )H o J F $J ) – You live with your wife in
Jannah.
5. If you want to make (D) on a (( ,.b), it

is generally regarded as essential to repeat the
(^) on the (^"D), e.g. (@8 % @ "½K
H)
and not (@8 @ "½K
H ). However, sometimes the
repetition of the ( ^) is overlooked in
poetry. The following stanza of Sa’dī Shīrāzī is
well known:
@AH.c
H A %µ)3
H h H E @AH.E A %EM C §E EH
@A8 @ J"½K
H @A[A BM J H M H
He reached the heights with his perfection. He

removed the darkness with his beauty.
All his attributes are excellent. Send blessings
upon him and his family.
Note 3: After repeating a ( ^) once, if there

are further (D), it will not be necessary to
Page 455
repeat the (^) again, e.g.
(@0! @VK! @8 % @ "½K

H)
Note 4: If (D) is made on an ( © $), it is not

necessary to repeat the ( ^), e.g.
(@VK! @8 3. % "½K
H)
6. Most Grammarians have stipulated a fifth (B),
namely (0 D). In this, the second word
explains the first. The (YL ^) are not used

for this purpose, e.g.
(23 M 2o %Q ) Alī who is better known by the
name of Zaynul Abidīn;
(%$J"M M ) – Al Kaleem who is Mūsā ().;
(M .
H M £
YC H ") – Abū Hafs who is Úmar ().
In such examples, the second word is the
(0 D). However, according to some
Grammarians, these can fall into the category of
( _3).
Page 456
Exercise No. 150
ð D ^ ^6< GE H EY<H

J >F E YA<J=>F %A\H>E A H
Hi H. F
¨H .J 9E ,H Ph l
M6
Y v (1
¨H .J 9E ' ,H Ph l
M6
Y v (2
¨H .J 9 P eF ,H Ph l
M6
Y v (3
¨H .J 9! ,H Ph l
M6
Y v (4
V.J E zJ !E l
M6
Y v ,È (5
¨H .9 iE ,H Ph l
M6
Y v (6
¨H .9 ,H Ph l
M6
Y v (7
¨H .9 A A ,H Ph l
M6
Y v (8
Exercise No. 151
ð @ ^
"D ^"D H JH .#A6
DC H ^H JH BHb
È H.
F
¡0A ...
H ! YME (1
Á ´9$ ...Gcdh \oI (2
@<.' ... < j! (3
Page 457
dcYA ...E cb E Y A F (4

@EIA JH ...+H(9H v (5
@E
M ...@M< (6
3# ...M " z3 (7
@& ...@F < ! (8
¡¦ ... ' \!! (9
@! ...zD @R
M d3 (10
Exercise No. 152
ð YL ^4 ^ 3 .#6 '"D BJ b

H
È H.
F
... [
J E ,M *C %HH (1
... } \[A
M 2<` (2
... z!
H 2<` .H!E (3
... 6

M $J - (4
... i Hª$M %AE*E$H (5
...è
d (d3 ð J H k (6
Page 458
...^ O (7

...i _I>
H "! HJ|LE (8
Exercise No. 153
È H.
F H ð @ '"D Bb
3Hh\J!E GE 3[9 ... (1
ON .' ...¦
H A>E E 0H9C <H$J A (2
A JEJA ...
M h (3
¡3-E 3H zJ !E ' ...! (4
i "M$( d eF ...@
M $(!E 59
z"2
H ! ...H7C0AE (6
Exercise No. 154
" "" %EXYC E ¬ ZF< D ^ H ´ C $ H

ð 2( } ¬H"[ } ¬H"' . aJ DA \JH "¦0h"
G3Y H.)M
Page 459
Lesson 72
The Verbal Noun

(@M F.
H H @M \MoJ!EH (M 3H [
J >C E)
Note 1: Most of the basic rules of Morphology

and Grammar have been enumerated in the
previous lessons. In the following lessons, some
remaining essential and miscellaneous rules of
Morphology will be explained.
Note 2: In the terminology of Grammar, any

effect of ( R) on the case of a noun or verb is
called (.). The words causing the effect are
called () and the words on which the effect
occurs are called (_".). An () is mostly a
verb or (^). The derived nouns (9<h Og!) and

the ((3[), like the verb, sometimes render (B'()
to the (') and (Z[\) to the (_"Y).
1. The scales of the verbal nouns of ( %e6e) are

not (%$) that is, there is no fixed rule for them.
Page 460
They are based on (vg) – as heard from the

people of the language. Nevertheless, by
investigation it is known that with regards to the
meaning, the scales do follow a pattern. The
following occurs most often:
(a) the ((3[) of those verbs which indicate an
occupation come on the scale of ( EH'A ), e.g.
(H
A – to weave), ( LE HA – to sew), ( H H(oA –
agriculture), ( H0AL – medicine);
or they indicate a position, e.g. ( 'E 6

E A –
successorship), ( H HRA – leadership), ( HH\A –
deputyship), ( HED

A – to deliver a sermon) etc.
(b) the scale of (

6E H 'E) indicates movement, e.g
(
HE-E – to boil), ( H2H )H – to flow), ( iE "H )H – to move
around), (
E9YE H – palpitation) etc.
(c) the scale of ( EJ 'F) indicates colours, e.g.
(G H .
J M – red), ( E(J oM – blue), (GH &
J M – green), etc.
Page 461
Note 3: However, the verbs of these verbal nouns

(([) are not used from ( %e6e) but are used
from (@' 32I %e6e), namely the verb (| H 'C A), e.g.
(P .
H J A – to be red), (P &
H J A – to be green).
(d) the scale of (_

H'F) is used for illnesses, e.g.
(v
Q H3K
M – headache), (zQ EoM – colds), ((Q HM –
dizziness), etc.
Note 4: The above-mentioned three verbal nouns

are made from the (_" ') – the passive tense.
The perfect (past) tense of these verbs is (vH 3A K
M ),
(
H A oM ) and (H J2A ). The one who suffers from a
headache is called (v
Q J 3M [
J H ), the one who has a
cold is (zQ "J
F IJ H ) and the one who is dizzy is ((Q J 3M H ).
(e) the scales (%EJ AJ 'A ) and (_

HYC H) are used for the
intensive form, e.g (%EJ UA – to indicate properly).
This is derived from (_

½ 3M H2 _| H ).
Page 462
(_
H"c
J H – to move around thoroughly). This is
derived from (_
F "J c
M H2 _E H)).
((Q E
C H – to remember a lot). This is derived from
(M
F C H2 H E nE ).
If a verb does not indicate any of the above-

mentioned meanings, then most often the
following will occur:
(f) the scales ( E"J M 'F) or ( EH'E ) are used for those
verbs whose (Tb> - perfect tense) is on the scale
of (
E M 'E), e.g. ( E"J M $M – to be easy, soft) – derived
from (
F M
J H2 E M $H ), ( H H0\H – to be clever) – derived
from (@M 0MJ H2 @H 0M\H).
(g) the scale of (

H 'E) is used for those passive
of (
E A 'E), e.g. (l
Q H 'E – to be happy) – derived from
(l
M H YC H2 l
H A 'E),
(
Q DC H – to be thirsty) – derived from (
M DA J H2
H DE H ),
Page 463
etc.
(h) the scale of (_

"J M 'F) is used for those passive
of (
E H 'E), e.g. (Q "J M F– to sit) – derived from (3M M 9C H2 3H H E),
(Q "J M \M – to wake up, to stand) – derived from
(3
M H JH2 3H H \H), etc.
(i) the scale of (

J 'E) is used for those active verbs
whose (Tb> - perfect tense) is on the scale of
(
E H 'E) or (E A 'E), e.g. (
J -E – to wash) – derived from
(
FA ]J H2 E
H -E ),
(
C E – to eat), (Q J E – to command), (_ "J E - to speak),
(
Q J 'E – to understand), (BQ .J $H – to listen), etc.
(j) only three verbal nouns are used on the scale

of (_
"J M 'E), e.g. ((Q "J M LE – to be clean), (_ "J 0ME – to
accept), (v
Q "J FH – to covet).
Note 5: The total number of scales for the verbal
Page 464
nouns of ( %e6e) is approximately 32 among

which (
J 'E), ( J 'F), (_ "J M 'F) and ( EH'E) are very
common.
(/OS &3RS)
2. The (%. (3[) of all the (d %e6e) is generally

used on the scale of ( H YC H ), e.g. (k
Q J M M ÚË k
Q H =
J H ),
(_
"J M 3J H ÚË H 3J H ), (_ "J E ÚË _ E9H ).
Only seven verbal nouns come on the scale of

(
A YC H ), namely:
Meaning 7# &3RS

to return s BM )A J .H CE
to be gentle aM 'AJ .H CE
to come s ºF c
A .H CE
to take a siesta F J9A H2 _E E F J9A .H CE
to become old s Z
M Jh
A .H CE
Page 465
to travel s M J
A .H CE
to return s M J[
A .H CE
If a verb is (YE C ½ <HJ M – see 26.3), the scale will
always be (
A YC H ), e.g. (3Q A "J H – derived from 3H H H
3M A H2) – to promise,
(
)A "J H – derived from F )H "J H2 E )A H ) – to fear.
Sometimes a (G) is suffixed to the scales of (

H YC H )
and (
A YC H ), e.g.
Meaning 7# &3RS

to be
p .H H J H
merciful
to ask ^ EE
J H
to be close by y HH 9C H
to promise s G 3H A "J H
to advise s XE A "J H
Page 466
Note 6: You may remember that the scales (

H YC H ),
(
A YC H ) and ( EH YC H ) are used for (^X $). See
22.4.
Verbs that are not from (32I %e6e) have their

(%. (3[) on the scale of the (_"Y> $), e.g.
(k
Q HJ RA ÚË k
Q H =
J H ), (_ HJ RA ÚË H 3J H ), ( ÚË %µ<HJ.M CE
OÀ H<A\JA).
(V %"

# d/ 2
) ,# O ` & VR+)
3. The verbal nouns of (32I %e6Fe) and

(32I d %M() are (%$), that is, they follow a
rule. See 25 (a). Regarding them, remember the
following:
The ((3[) of (
E P 'E ), although generally on
the scale of (Y), sometimes comes on the scale
of ( EA YC H), e.g. from (H [

P H – to show) – (G H [
A 0JH), from
Page 467
(H
| nE – to remind) – (G H A C H). This scale is
specifically used in (z6
o".) most of the time
and always in (z6 <), e.g. from (*EPH – to
congratulate) – ( EAJ H), from (%PKH – to make a
bequest) – ( HK

A "J H). See Lesson 33, note 6.
The scale ( EA YC H) is not used in (^")!). See 26.3.
For (^")!), only (Y) is used, e.g. (

Q J2"A 9C H – to
correct), (Q J A]J H - to change).
The (([) of (
E H 'C !E ) and (E H YC <H$J A), instead of
being (zQ H"C RA) and (zQ H"9C <A$
J RA) are ( H ERA) and ( H E9<A$J RA).
See Lesson 31, Note 5.
((Y6 9S &3RS)
4. The ((3[) of an intransitive verb always
remains active (^). Without changing the
word-form of a transitive ((3[), the active or
Page 468
passive meaning can be used according to the

need, e.g. (3
J2oH
F <JE) can refer to the killing of Zaid,
that is, Zaid being the killer () or the victim of
being killed (_"<9). The meaning will be

determined according to the context. It is mostly
used in the active tense.
Note 7: The active tense is also referred to as

(
A YE C A
%J A0J.H CE) and the passive tense is referred to
as (_"Y. % J A0J.H CE).
The Effect of the (&3R+)
5. The ((3[), like its verb, renders (B'() to the the
(') and (Z[\) to the (_"Y). It is most often
(^&) to its ('), e.g. (

E 8J 9F C A 3A JÀ (H GF OA %J \AP $H …
- Rashīd’s recitation of the Qur’ān pleased me.)
Sometimes it is (^&) to the (_"Y). Then it will
be (_"Y. %J A0J.H CE), e.g. (

A 8F9 GF O %J \AP $H – The
recitation of the Qur’ān pleased me.) There are
Page 469
very few examples where the ((3[) renders (B'()
to the ('), e.g.
(.
J H 3Q J2o zA "
H J b
H
M 2!H(– Today I saw Zaid hitting
Ámr.)
In the following list of words, similar to verbs,

alphabets or numbers are inserted next to the
(([) to indicate the ( ).
Word Meaning
((3[) Q H`(J RA (1) to guide
P K
H !E (1) to render deaf
(%J .A J M2) %µ.J E (1) to render blind
(P3K
H ) H23A [
J H (2) to clap hands
Q J23A 9C H (2) to estimate
(J A ) H | .H H to gain power, to

consolidate
(J A ) Q JA .J H to enable, to strengthen
Page 470
%µ9$H s) H2E9$A to give water to drink
(%J 9A
J H2
() G (H H.A to build
( ) ¦
S 'E to open, to separate
( y) H 0ME to become burdensome
(p ) 0H]H
J H to become hungry
(p) HH <JH to become dusty, to be poor
(y) HH 9C H relative
¾H <H\J!E (1) to bear, yield, produce
LE HRA (1) to remove
(M F C H2 H E nE ) (Q EC H to mention, remembrance
("J F .J H2 EH ) OÀ EH to whistle
3M JÀ H\!E { G H "J h

M \JF song, hymn, anthem
(Q EDJ !E { Q DE H danger

Q E(A { 0HE(H neck
yQ H"`J E { yQ "J `H thorn
zQ EXA { Q XC H bone
Page 471
PAJ E $H (H 3J H national school
Q .A JH M guardian, protector
(M .M JH2 H .M H2) H.H JH to be blessed, right flank of

army
Exercise No. 155
³C 7 ð H.H A\o! ([> ð C P *EH

. [
A M2 %A.J M2 ºE h
P ¦0M (1
. (D X! (` EDEH=M (2
. ð ^
Q
H P&
A zA (3
. "X O 6 ð %¿ ¬ F < Ú\I! (4
G H "J h
M \J!F A 6d< OE9CRA ëd' d $(3> R j M $ (5
. YD .] dL
Z
Q )A "J M j4 ð 2R MM 0 O .EM p
A ìM (6
. L" GE $ ¾Q <AJM dN OY(A
3d. !
i R @R i ! GA `
% z6$~ %H AM (7
zA "K ¾d 4 G"I OA <2R G"d[ zA RA @"M$( +M30
. E &(
Page 472
yH M J ! E3H K
H ¦
H ! @) ð ¦M.
0HH
_"$( _ (8
Ä
H d E ) yH M [
J \ 3K A E M»>C ¦ H MJ \H ^>
a2D H XC H yH "J h
P Hc4
E ¦M<LE HRA 3K ¦ A [0
. 3K ¦
ð " 3 (E9H ¬.> BM JH JE (9
¬.> )R "M ¬Ì 994 ð @d\' H JDA J E'E
% G` Vd[ ( ' è $39> s(
e6e F 2R AXY $d39> E ¬.> z<R
. \ h

Q @ !E F , JM 3H J 0H'E 6 A0K
J A (10
,3
239 @A A \,3 x
H "' Q XE \H i ð A .A JH .M C AH
Exercise No. 156
Translate the following verses of the Qu’rān.
s
M (J j
A 3H
H YE |
J 0HA J M &
H J H p
H P @A BM 'C H iE "J EH (1
Page 473
.¬
H .A EHC %EH &
J 'E Fn @H P A EH
%EH 'E @A j
A H2³A WA,A C HH TAE9P FJEH H 0ME E E AR zA "J E H2 (2

M C | "H H @A
H H 8 J .H E zA HV
H C 3A c
A J .H C GE (H H.A H k
HVC E H2E9$A J <MC H )H !E (3
. E M"<HJ H2 iE @A A A0$H TA' 3H H H)H A A È zA "J HCH @A A
. H23A [
J HH OEM i| RA
A J0HC 3H A J M M6
EKH E E H (4
. +M P2RA H 3H H H G 3H A "J P H i| RA @A A*EA H A HJRA (M EY]J <A$J E E H (5
J !E HH 9C H En .A<H2 0H]H J H WAn z "J H2 TA' zQ HLC RA J !E 0HE(H ¦ 'E (6
A 0J[
P A J"K H H"HH "MH 8 H 2A| H A E E P eF HH <JH En A J A
. A H.H J.H C
M HVK
J !E ¦ H AEJ !F . A .H H J .H CA J"K
H H"HH
E "M0A]J H$H J A 0AE-E 3A J H M H s A 0HA-F (7
A (J *EC %H\J !E TA' zM
.
Page 474
Lesson 73
(5R# ia)
Note 1: Although the term (Y[ $) generally

indicates the (0Ph
H M YK), but the (Y $),
(_"Y> $), (&Y< $) and (]0> $) are also
included in it.
In (%e6e) and (%e6e ,-), the scales of the

(Y $), (_"Y> $), (&Y< $) and some of
the (Y[ $) were discussed from Lessons 22 till
25. The remaining (Y[ $) and (]0> $)

scales will be enumerated in this lesson.
1. The (Y $), like its verb, also renders (B'()

to the (') and (Z[\) to the (_"Y), if the
following conditions are met:
a) It must have (_
C E),
b) It must occur after (zY<$~ GIÍ),
Page 475
c) It must occur after ('\ ),

d) It occurs as a (Â) in the sentence,
e) It occurs as a (\) in the sentence.
Examples:
aA0
J 2 aH 0H$H O) =) $' +M( a O) (1
. ($H 'E +M(.A
¡EG"9C 3M 2o
Q (A È (2
. GE "9 3M 2o
Q (A ` H (3
.GE "9 +"!
Q (` 3Q H (4
. GE "9 @MH"H ! H(A ` )( O) (5
. "VYF> GE "d[ j
M .9> GE "d[ A .9> (6
. E L 3 +"! Q UM 3Q 2o (7
Note 2: You have learnt in Lesson 42.6 and 52.4

that the (_
C E) prefixed to the (Y $) and the
(_"Y>$) is generally in the meaning of (),

the (_"K"> $).
Page 476
2. In the above-mentioned five sentences, the first

noun after the (Y$) is the (') and the
second noun is the (_"Y). In the sixth example,
the pronouns of the dual and the plural which
can be understood from the (Y $) are the
(') and the word (G6K) is the (_"Y). In the
final example, the (Y $) has two objects
(_"Y).
3. The (Y $) is used most often with ('b),

that is, it is (^&) to its (_"Y). This is
particularly in the case when the action occurs in
the past tense, e.g. (GA "9
M (` 3Q 2o) – Zaid is the
drinker of the coffee, that is, he is a habitual
drinker of coffee.
(s
A (i GA ". A L'
A 3.4) – All praises are due

to Allāh, the originator of the skies and the earth.
(3
A $ F Q ".) – Mahmūd is the killer of the
lion.
In these three examples, the action is understood
to have occurred already.
Page 477
4. You know that the (R "\) of the (7) and
($ B) is elided when it is (^&).
However, a speciality of the (Y $) is that
even without ('b), the ("\) is sometimes elided.

Examples:
GE "[ .9> GA "[ .9>

GE "[ ".9> GA "[ ".9>
On the right side, the (Y $) is (^&) while

on the left, it is not (^&) because the
succeeding word is the (_"Y) and is therefore
( "[).
((Y9S =J)
5. In Lessons 22 and 25, from the ( %e6e) and

( %e6e ,-), the scales of the (Y $) were
Page 478
enumerated. Revise those scales.

6. The (_"Y>$) does the work of the
(_" '), that is, it renders (B'() to the
(Y Z#\) and if there are two (Y Z#\), it

renders (Z[\) to the second one, e.g.
(@M $
M H 'E x
Q "J 0M
J H 3Q 2o) – Zaid’s horse was surpassed.
( E 2A4 +M H" H !E Q |H M 3Q ) – Khālid’s two brothers
were taught weaving.
(567S 5R#)
7. The (0h YK) is a word that is derived from

an intransitive verb to indicate the attribute of
some being, e.g. (
Q
H H – good), ( J.A )H – beautiful),
(
J $H – easy), ( l
Q A 'E – happy), ( 6
EJ E – lazy).
Note 3: The difference between (Y $) and
(d0h
YK) is that the meaning of the verbal noun
is temporary in the (Y $) and permanent in
Page 479
the (d0h YK), e.g. the word (

Q (b) indicates the
act of hitting, emanating from a doer and this
attribute does not remain with him all the time.
The word (
QH H ) indicates that beauty is a
permanent attribute of someone. It is not
something that emanated temporarily from him.
8. The word-forms of (0h YK) come on

different scales and they are all (%g) – as heard
from the Arabs. Only a few are (%$) and these

are as follows:
(1) the words which indicate colours,

defects and forms are on the scale of (
F H 'C !E) for the
singular masculine and (ON 6
E J 'E) for the singular
feminine. The plural of both is (
J 'F) as you learnt
in Lesson 23, e.g. (M .
H J !E – ON H.J H – Q .J M ) – red.
Note 4: When the scale of (

F H 'C !E) is used for
(d0h YK), it is called (Y[ F H 'C !E) and when it is
used for (&Y< $ – the superlative), it is called
Page 480
(&Y< F H 'C !E).

(2) The scale (_
P'E) is used mostly to
indicate the profession of someone, e.g. (t
PH –
tailor), ((Q Pc\H - carpenter), (oQ P0
H - baker), (zQ PcH –
one who cups blood), (oQ PIH – cloth merchant), etc.
Sometimes this scale is made from (3) $), e.g.

from ( E9E H – vegetables) the word (_
|9H –
greengrocer) is derived and from (
.H )H – camel),
the word (_
P.)H – camel driver) is derived.
9. For words other than (d %e6e), the scale of the

(Y $) is used for the (d0h YK), e.g. ( S A.H DC M –
peaceful), (Q J9A <H
J M – straight).
10. The (d0h YK) also renders (B'() to the (')

but it is used most often with ('bR), e.g.
(@M M )
J H Q
H H – his face is handsome). The word
(@Q )
J H ) is the (') of (Q
H H ) and is therefore
Page 481
(v"'). In the phrase (@A )

J " M
H H – handsome
faced), the (d0h YK) is (^&) to its ('). (It
would be preferable to revise Lesson 23 in
Volume 2.)
Besides these two forms, the (d0h YK) is used in

other ways which are rarely used. You may read
about these in the detailed books of Grammar.
(5
s#)
7
# 5
sO B
)
11. If the (d0h YK) has an intensive meaning, it

is referred to as (]0> $), e.g. (zQ 6
| H – very
learned), (_
"J M )H – most ignorant).
Note 5: Although the (&Y< $) also has an

intensive meaning, the intensity is in comparison
to something else. See Lesson 24. The (]0> $)
is not compared to anything else.
12. All the scales of (]0) are (%g), the most
Page 482
common of which are:
Scale Example Meaning

_ P 'E yQ |Y$H shedder of blood
EP'E H 6
| H very learned
_ P'F (Q P0F very big
J 'A aQ J23 K

A very truthful
_ "J 'E zQ "J E eternal
_ "J 'F p
Q J 3 F very sacred
P 'F Z
Q |F one who changes a lot
H YC A
Q H V
J A very quarrelsome
_ HYC A _ H&YC A very virtuous
JA YC A aQ JDA JA one who speaks a lot
_ H'F
Q HcM very amazing
_ "J M E' x
Q J (M E' distinguisher
EH 'F G IH .H M one who finds faults
A 'E (Q A H very cautious
JA 'E Q JAH very learned
Page 483
_ "J M 'E _ "J .M H one with a big load
13. There is no difference in gender for the scales

of (]0). Some word-forms which have a (G)
suffixed to them, are not feminine. This is the (G)
of (]0), e.g. ( H 6

| H – very learned). However, if
the scale of (
JA 'E) is used for the ('), a (G) is used
to denote the feminine form, e.g. (Q J [
A \H )M (H – a
very helpful man), (G H J [

A \H G !RA – a very helpful
woman). If the scale of ( JA 'E) is used for the
(_"Y), there will be no difference, e.g. (¨ Q J2A )H )M (H
=lQ J M c
J H – an injured man), (¨Q J2A )H G !AR – an injured
woman). Yes, in some examples, the adjective
corresponds to the (^"K"), e.g.
( H"J 0MV

J H W
J !E 00 G !A – a beloved woman).
If the scale (_
"J M 'E) is used for a (_"Y), a (G) will be
suffixed to it for the feminine form, e.g.
( _ "J .M H .H )H – a male camel with a load),
Page 484
( E"J .
M H EH\ – a female camel with a load).
However, if it has the meaning of a ('), there
will be no difference, e.g. (_

"J <MH )M (H – an ascetic
man), (_J"<MH G ! – an ascetic woman).
(8OE# 89.<)
14. You have studied the paradigm of

(&Y< '!) and the method of its usage in
Lesson 24 in detail.
The word-form of (&Y< '!) is generally used

for the ('). However, sometimes it is used for
the (_"Y), e.g. ((M

E J !E) – very excused, (F ]H `J !E – very
preoccupied), (M H `
J !E – very famous), (^
M H J !E – very
well-known).
The (&Y< '!) also renders (B'() to the (').
However, with regards to ( X $), this effect

of it is only found in one sentence, namely,
Page 485
(3
2o ¬ ð @ F V
J F @ ð H
H J E 6M)(H 2!H( ) - I
have not seen anyone in whose eye the collirium
looks more beautiful than the eye of Zaid. The
word (
M
H J E) has rendered (B'() to the word
(
FVJ F ) in this sentence. Many examples of this
nature can be constructed. More details can be
found in the elaborate and exhaustive books.
(YZS =JA < 57Zd# =J)
15. The noun which has a (0 O2) suffixed to it

is called ( "> $i), e.g. (
S A [
J A ) – Egyptian,
(%
S .A C A ) – one connected to knowledge.
Although the ( " $) is generally an

(3) $), by suffixing a (0 O2) to it, an
adjectival meaning is created in it. Hence, like an
(Y[$), it occurs as the adjective of a noun, or
the (Â) of a (!3<0), e.g. ( d"2 G 32)) – a daily
newspaper, ( S A [
J A F ) H ) – This man is an
Page 486
Egyptian.
16. Keep the following factors in mind when

constructing the ( " $):
(1) delete the (G) from the end of a noun,
e.g. from (

| H ), the ( " $) will be (%
S U H );
from (
H HK
A ), it will be (%S A HK
A ).
(2) the extra alphabets within a word are

elided, e.g. (%
S \A3H H ) from the word ( HJ23A H ).
(3) some nouns are (

A È v
M "D9) – their
final alphabets are elided. At the time of (0\),

these alphabets revert to their original positions,
e.g. from the word (
Q !E) which was originally ("Q J!E),
we attain (
S "A H!E); from (zQ H ) which was originally
("Q J H ), we obtain (
S "A H H ).
(4) the (G("[9 ) and the hamzah (!) of
(G3Þ ) when it is extra, will be changed to a
Page 487
(), e.g. ([

H ) changes to (
S "A [
H H ), (%µJA ) changes
to (
S "A
H JA ), (ON HYC K
H ) changes to (
S A HYC K
H ).
If the hamzah of (G3Þ ) is original, it
will remain, e.g. (OÀ H3<AJ A) changes to (T

S #A3<).
(5) the plural of ( " $) is most often

($ B), e.g. (
E "J 2A [
J A ) – Egyptians. Sometimes
the broken plural is used, e.g. ( YE $
A 6') is the plural
of (%
S YA
H C 'E), ( H(A H]H ) is the plural of (TS AH ]J H ).
17. Remember the following (" Og!) in

particular:
Original
YZ+ =J Meaning
Noun
F PH F W
S "A H !FN Umayyad
H2A H W
S A 3H H Bedouin
j
M "J H H &
J H TS A H &
J H of Hadramout, a city
of Yemen
l
Q J (M TS \AHJ (M spiritual
Page 488

S (H TS \AP(H of the Lord

Q J2H F TS À H F Quraishite
GH K
A H\ TS \AH[
J \H Nazarene
H J0ALE %S A J0ALE natural

S (H
S oA H( of Rayy, a city of
Persia
% \AH.HCE H.H2
M .H HCE Yemeni
% A.H HCE
Word Meaning
p
H H J !E (1) to make dumb
aH DE \J!E (1) to make someone speak
F Jc
A \JACE the book revealed to Ísā
H!E time, season
%S !F maternal, illiterate
(ON H$*H) H$*C H harm, misery
H0JA explanation, exposition
Page 489

M "J <MH2
H H to repent
S A complete
GH C )H ember
EM { |M clothing
Q J.A H bosom friend, hot water
ON EYHM {
Q JAH true believer, orthodox
"J
M 9C H2 HE to be hard-hearted
G IH .H F fault-finder
%S A nE "J E ingenious, quick-witted
Q E soft
Q J0AM clear
^
Q H <JM living in ease and luxury
"J )M J H2 H)(H to hope
OÀ H(J !E { OÀ J (A helper
zQ "J ½oH an infernal tree
(µ$H ) ( H$ night traveller, to penetrate
p
Q A `H vicious, malicious
Page 490
Q JYA `H edge
K
H M =d[E the hard rock
( H nude, naked
1
J-E rain
Q h
H .J h
H -E brave
@Q A 'E cheerful, humourous
(Q "J .M ]J H flooded, covered,obscure
H2HH { PAH death
E H helpless
( H tottering, reeling
H23H H { P23A H gift

Q PH timid, fearful, coward
XE 9C H2 awake
Note: (( H ) was originally (Q #AH ) – ( ^")). It

was inverted and made into (£\). This is similar
to the word (¦
Q #AH` – weapon belt) when it is used
in the phrase, (l
A6E
%AH`) – bristling with arms.
Page 491
Exercise No. 157
ð A". R ð X\ ! A Yd[ O H.$J !E Id

. A H³C 7
. +M 3H 0JH ^
EA @M |
H JE!E (1
. OEYHM H 23 @M E ¬
H [
A A=
J M @H | M30MJ HA (2
.j YC \H ½ F (3
A "J .H C F 9E #A8En
. E "F$H J .M C BM )A J H2 H A GH ©A H'E P23A H A AJERA E$A J M T\RA (4
J P A HhA H<AH A8 "F(A H<E P#A!E (5
. "Mc
.
Q HcM OÀ TJ h
H E EH | RA 3A H ERA E H A³C E H )H !E (6
. @A | A C nA MM"FF A H$A E9C U J2"H 'E (7
. VAHK E .A H H H H 8H
H H H.U (Q |Y]H E T\RAH (8
. ( "F`H ( P0K
H U F U j H AnE TA' | RA (9
H2³E ¦
·OJ (A TH A H @M C $A (J *E'E \HA TA ¨M [
H 'C !E "H M F M(H TA!EH (10
. TAF3 [
H M2
JH A HAªJ M2 E! T(H %HH 'E . 3EH H H ¦
H A | E!E H\!E A H H AR (11
Page 492
.¦
H <AP)H
@A AH28 J A JEH "F<JH2 J M J i "M$(H ¬
H *FC TA' 1
E H H WA| "H M (12
TAYE F 0JE A "M\E ARH E .H C V
A CH
H H<A C M M .M UH M2H J A UIH M2H
.¬ 0A _ 6
Eb H
Exercise No. 158
Translate the following poetry into English:
@A \AH!E E 0J F Jï~ GF ( "J <P @A J 9E DE \H W H J0P ,M

@A \AH0JA ð O H]E0M p M A =F> @A YU E A P Ki H =d[ aM DA J.M CE
@A \AHJ A ð 1 E ] @A A J M ð @A . < ,H F> H .9 F c
A= J >F
(A \ GE H C )H OA > ð Z
Q UDE <HM AH0LA 3P b A zd2i M UE M
(A , Y` %H O )P Ú A 0JH .P\A' E JVH< J >F jH "J )H (H nA
(A $ _ H . ON E> XE 9C H2 F PA>E zQ "\
M JH '
A 7EH x'È ð H H$J !E $C* C H3E d K J=[ P 3P È! J F
A H4
A > X i "J FnE 0J K
H $A `H E P M E>E "H C M
A E H i EdH H J-E .h
H .J h
H -E A 'E 0dLE A nJ"E | M
Page 493
A EV
M C ("M. ARH ( H @M
M A6H H"9d< F EM J F H E J H H
4 ð 6 G3[9 0<9 G("> j

@ ( 764 ð"<> d 3Yd[ 23 l6[
: %*2 ð G3[9 _d! j R &\
E ð A4 3 A %A' 3 E

A E 2- Z2 Z J [ A M Z J [ H \E'
@A F PI %*2 F %H Â[H
A DE 0H v(d3 d zF4 H 0JK H
@M x
H 6H i £ =hA M
A 9F H2 B.H E ¦ H \PE F'
@M <`HhH J 3M 0JH J H ¦
H \P]M H2 iE H
A H H ð P P | A'E ¦H R @M JA
Ú
M w E " ! ï j(! R
A A <HJM ^ y("! M<'
Page 494
Lesson 74
The Dual, Plural and Diminutive
The Dual
1. You have learnt the method of constructing the

dual in Lesson 5. Hereunder follow a few specific
points:
Those nouns which are (È v"D9) – that is, the

final alphabet is elided, at the time of making the
dual, this alphabet returns, e.g. from (
Q !E) = (A H"H!E
and (
A J2"H H!E), from (m
Q !E) = (A H"H !E) and (A J2"H H !).
However, if an alphabet is prefixed or suffixed to

the word in place of the elided letter, it will not
return in the dual form, e.g. (
Q JA) was originally
("Q J H), (
Q $J A) was ("Q .J $A ), ( H$H ) was ("Q J$H ). The dual of
these words will respectively be (
A HJA), (A H.$J A) and
(
A H<H$H ).
The word (3
Q H2) was originally (
Q 3J H2), (Q 'E) was (+Q"J 'F).
Page 495
The dual forms will be (

A H3H2) and (A H.'E). The
elided alphabet does not revert.
The (G("[9 ) and the hamzah of (G3Þ )

most often change into a (), e.g. from ([
H ), we
obtain (
A H"[
H H ), from (ON H.J H ), we obtain (A HH.J H ).
The dual of (OÀ H.$
H ) can be (A HH.$H ) or (A OH.$H ), but
the (W) which had been changed to an alif,
changes into a (W) in the dual, e.g. (%<'E ) changes to
(
A H<H'E).
The Plural
2. You may remember that the plural is of two

types: ($ B) and (P
E M
B). ($ B) is
further divided into () and (1d\ª). See Lesson
5.3.
Page 496
The Sound Masculine Plural

(> F d BM .)
3. The sound masculine plural is made from those

nouns which form a (YK) or (Â) of a male
intelligent being, e.g. ("K _ )() – truthful

men. Besides adjectival nouns, very few other
words have a masculine sound plural, e.g. (
E "b(!)
– plural of (s
Q (J !E), (E "J .M EH) – plural of (Q E), (E "J FJ !E)
– plural of (
J !E), (E "J MH) – plural of (Q JA), (E "J M$A ) –
plural of ( H$
H ) and (E "J FA ) – plural of ( EA ).
The plurals of proper names are made on the
sound masculine scale, e.g. (
E J 3M J2oH ), etc.
The Sound Feminine Plural

(1
F \PªH .M C M AP BM .J c
H CE)
4. The plurals of adjectival nouns which form the

(YK) or (Â) of (j6) – intelligent female
beings, are normally (1

F \PªH .M C M AP BM .J c
H CE), e.g.
Page 497
(j4K OÀ H\A) – pious women.

Besides the (YK Og ,-), the plural of the
following nouns is also (1 F \PªH .M C M AP BM .J c

H CE):
a) The noun which has a (L" ) – a round
tā at the end, whether it is for the feminine
gender or for the singular form, e.g. (G oP H ) –
the plural is (j
Q PoH ). This tā is for (1\*).
The plural of (G H .
J H) is (j
Q H.H H). This tā is for
(G3) - the singular form. However, there
are a few words which do not have a sound
plural, e.g. (G !EH J RA), (G H`) etc. The plural of
(G H`) is (OÀ H`) and (+Q H`

A ), while the plural of
(G !EH J RA) is (OÀ H\A) and (G "H
J \A).
b) Proper names of females, e.g. the plural of
(
M H2J H ) is (j
Q H.H2J H ).
c) Those verbal nouns (([) which have
more than three alphabets, e.g. (j

Q EYJ2A J H),
(j
Q HoH<AJ A).
Page 498
d) Those nouns which have an (G("[9 ) or

(G3Þ ) suffixed to them for the sake of
(1\*), e.g. the plural of (%µ. d M - fever) is
(j
Q H.P M ) and the plural of (ON HV JK
H ) is
(j
Q HHV JKH ). It also has a broken plural,
namely (µ(HVK H ).
The Broken Plural

(d> B.)
5. The (d B) is of two types74: (9A B) and
(G7
E B).
The (9A B) is a plural expressing an amount
not exceeding ten. It has only four scales which
are:
Example Scale
Q M `J !E M 'C !E
zQ 6
E C !E _ H'C !E
74 See Lesson 5.3.
Page 499
.H C -A EJ 'A
YE -A (J !E EA 'C !E
Note 1: If (_
C E) is prefixed to (9A B) or it is
(^&) to such a word which indicates an excess
amount (G7
E ), it can refer to more than ten, e.g.
(
M MJ *EC ½ EH
M YF \J*EC @A JA <Hh
J H ') – In it (heaven) are
those things which the souls desire and which
please the eyes.
(
J F H iE J !E J"M A C !E) – Honour your children.
In these examples, the words (
M YF \J!E), (M MJ !E) and
(H i
E J !E) indicate an excess amount.
If the plural of a noun has only one scale, it may
indicate (9A ) or (G7
E ), e.g. the plural of ( )J (A ) is
only (
)M (J !E) and the plural of (Q Hª'F) is only (G 3H A'C !E).
The scales of (G7

E B) are many and most of
them are (%g) - as heard from the Arabs. Only

the following scales follow a rule:
Page 500
1. (
H 'F) is the plural of ( EJ 'F), e.g. ( 'EJ -F -^
Q H -F ),
( P F ± Q H F), (G(H "J K
M ± (Q "H K
M ).
2. ( H 'A) is the plural of ( EJ 'A), e.g. ( H DC A ± BQ DE A),
( |A ± EA ), ( |A ± EA ).
3. ( EH 'F) is the plural of the (Y $) that is
(z 6 | <), e.g. (z H( ± HH (M ), (s E ± GFÀ H&F),

(r
H ± G H[M ).
4. (
F AH'E) is the plural of (d %(),
(d %$.M) and (32I), e.g ( 0MC M ± F A6
E H),
( )H J YE $H ± k M (A EY$H ), (
M J2(A 3H JH ± p M (A H3H ). One
alphabet has been elided from (d %$.M)
and two from (32I %$.M).
5. (F A H"'E) is the plural of ( H "J 'E) and ( H E'), e.g.
(Q H "J )
H ± M A H")H ), (Q HH ± M AH"H ). When the
scale of ( A E') is used for a feminine word,
its plural also comes on this scale ( F A H"'E),
e.g. (
A H ± F A H"H ), (Q AH ± M AH"H ).
Page 501
6. (
F #AH'E) is the plural of ( EJA 'E) and ( EH'A), e.g.
( 0HJ <A
E±Z M #AH<E ), ( EH$(A ± F #AH$(H ).
7. (
F A E'!E) is the plural of ( H 'C A) and ( EM 'C F), e.g.
(B
Q 0HK
J A BM AHK!E), ( E.M \J!F ± F A A\H!E). The plural of the
superlative (&Y< '!) also comes on this
scale, e.g. (M 0H C !E ± M AE!E), (F & H 'C !E ± F b

A E'!E). This
is the case even though it has a sound
plural, e.g. (
E J M 0HC !E). See Lesson 24.
8. (
F JA E'!E) is the plural of (_ "J M 'C !F) and ( E"J M 'C !F),
e.g. (
Q "J F$J !F Z
M JAH$!E), (GoH "J )M (J !F IM J)A H(!E).
9. If the penultimate alphabet of a four-letter
word is a (G3#o G3d ), its plural will be
(F JAH'E), e.g. ((Q "J YF [
J M M J'AH[H ), (p
Q ELJ A
M JLA HE).
10. (F A EYH ) is the plural of ( H YC H ), ( A YC H ), ( H YC A ),
( EH YC H ) and ( EH YC A ), e.g. (Z Q <HC H - Z M AEH ),
(xQ A h J H ± xM (A HhH ), (BQ &H 0JA ± BM b A H0H ),
( H HC A ± M \AEH ).
Page 502
11. (
F JA EYH ) is the plural of (_ HYC A ), ( JA YC A ) and
(_
"J M YC H ), e.g. (l
Q H<YC A - ¨M JAEYH ), (Q J A
J A - M J A HH ),
(
Q "J <MC H ±Z
M JAEH ).
The Diminutive
(_sR# =J)
6. To indicate the diminutive of anything, a noun

that is (%e6e – 3 letter word) is transferred to the
scale of (
JH 'F) or ( EJH 'F). This is called (,][< $)
or (P][
H >F $i) and the original word is referred
to as (Q 0P E M ), e.g. (Z Q JEF ) from the word (Z Q C E – dog),
( 0HJ E
F ) from ( 0HC E ), ( JE©F ) from (¸ ©A ), (Z Q J2"H M) from
( Q H) which was originally ( Q "J H), (%S <H'F) from (%<'E)
and (PV H& E) from (%µV& E). The first noun is
(P][ H >F $i) and the second one is (P0E M ).
If the word is (%( – 4 lettered), the scale for the
diminutive is (
AJH 'F), e.g. (
Q A J9E M ) from (
Q H 9C H ) and
Page 503
(
Q AJ2"H M ) from (Q AH).
If a word is (%$.M – 5 lettered), and it does not
have a (G3
d H ), the same scale of ( AJH 'F) is used for
the (,][< $), e.g. (k
Q A JYE $M ) from ( )H J YE $H ). The
final alphabet has been elided.
If the word has a (+d3H ), the scale for the
(,][< $) will be (

J AJH 'F), e.g. (Q JDA JE$M ) from
(
EDC $M ) and (Z
Q JA J2H M ) from (
Q "J M J H ).
Note 2: If the harakah of the alphabet preceding

the ( ^) corresponds to it, that is, an ()
preceded by (V<'), a () preceded by (@d.b) or a
(2) preceded by a (G), it is called (G3 d H ), e.g. (H),

("J M), (%
J A).
If it does not correspond, it will be called (JA), e.g.
(%J H), ("J H).
7. Remember the (,][< $) of the following

nouns in particular:
Page 504
Noun Diminutive
m
Q !E %S H F

Q J !F PH F

Q !E %S H!F
yH En yH P2nE
Q JA %S HM

Q JA PHM
º J`H P2"H `M

J A |E P<H|E P2E |E %J <A|E
Word Meaning
3H K
H (J E (1) to keep ready, to observe
() $) $H !E spear
%EF those (same as

H J2A |E)
E &
H <H\JA (7) to take out or to throw an
arrow
!E"P H (2) to provide accommodation
Page 505

Q JA {
M HJ!E white, sharp sword
F AHnE HnF { EAEn fine spear
GH(M { z H( archer
j
Q H$A H( { H$A H(
fixed, immovable
p
H(H
(Q H<$J !E { Q <J$A curtain
GP $A !E { Q J2A $H
bed
(Q M $M
Q M $J !E { Q J $H
arrow
zQ H$A
m
Q (A HK one who cries or screams
c
H JA { k
Q H crown
F JeAH.H { _ E7.J A idol
EY)A { HYC )H large bowl

H")H { HAH) pool, basin
PDU H of Khatt – a port of Bahrain
zM (A H"K
H { zQ (A HK sharp sword
Page 506
Q 3H M { G 3P M equipment, instrument, device
3M #AH3H { 3Q J23A H compatriot, among, numerous
G IP A !E { IQ J2IA H honourable, dominant
p
M (A H"'E { p Q (A E'
horserider
H$J 'F
(Q J 3M F { (Q 3J A cooking pot, deg
(s) 3H [ H E
to intend, to adopt moderation
3H [
H <HC RA
part of the front of a house that
Z
M J2(A HVH {
Q HJ is attractive, recess in musjid
wall
Q P HM fresh, living in luxury
Exercise No. 159
Examine the plurals in the following verses and

determine the singular form of each one.
J F <AH
A C!E ^
M 6
E <AJ H s
A (J *ECH j
A HH. P aM C H @A AH28 J A H (1
.¬ H .A AHC U j
H2³E ¦
H AnE TA' | RA J F \AH"C!EH
Page 507

A H"c
H CE EY)A H E AeH.HH Z
H 2A(HVP A OHhH2 H @M E E "F.H J H2 (2
(M "Fh
P W
H A H0A J AEH C `M H M H _E 8 "F.H J j
H$A P( ( M3FH
.
HAJ !E GE IP A !E "FH )H H H M3 J EE (3
H 'C !E H2J E "FH H EnRA yH "F.M C | RA
. |nA !E
J 0AK
J H A E M.C A H @H \JH ^
A MJ .H CA J M !CH GE 6
E[P A A!E TP HM H2 (4
.(A "M*FC zA IJ H J A ¦
H AnE | RA ¦
H HHK!E H %EH
j
A H"K J *EC H E \E! | RA ¦H A"J K
H A J & M -C H ¦H Ah J H TA' 3J [ A C H
. ,A .A VH C jM "J [H E
'H -F A Pc
H C H MP#E" 0HME j A HVAP[ "F.A H H "MH 8 H 2A|H (5
.¬ H AA HC M )J !E H J \A HA' H 2A3AH (M H\J*EC H<AV
J H A WAc
J H
.j H 0AD| A j
A H0D| A E "M0D| H ¬ M H0D| (6
Page 508
Exercise No. 160
(A) Translate the following poetry:
¡H3H M H3K(! %EN 3J0AH H J2!E

¡F$H *EC M J0A 2! 323H H J2!E
¡J"M HK
H F .C]A p M (A H"YE H J2!E
¡M½ F dDU z("d[ H J2!E
¡A.A M $J *EA BJ H.J M E! G H J2E!
F &
H <HJM j"> zA$ ¦J<HE >
¡.H P HM \ è +"M)"M H J2!E
F EA (<J$ M &M A\J M
"M'AM 3A m Q (A K M M \
¡FEVM C F HcJ<Añ Gd$A H J2!E
(B) The following verses have the (,][< $)

contained in them. Underline each of the
(,][< $). The origins of these words are
provided after the verses.
Page 509
¡A3J23H M ð Q J`H M z!E ¦ H FJ2"H M 3 2(M ð ¦ J

H M ´ J9E \M
¡A3JH $M ð Q J.H F z! ¦ H M J)H M PV
H& ð BM .A J2"H ½ yd2nE
¡A3J$H *FCE GA "H JDE
Z
M A J2H M %¿ 0HF ð %S 0H©F z! %S 0HK M
Original
Diminutive Meaning
word
DE 9C \M ´J9E \M dot
¦
Q
J A ¦
Q J
H M musk
Q (J H 3Q 2(M rose
_H J2"H M birthmark, beauty

spot
Q `J H Q J`H M tatoo
3S H 3Q J23H M cheek
yH nE yQ P2nE that
BQ A iE BQ .A J2"H F shining
%V
b
M PV
Hb
M forenoon
@Q )J H @Q J)H M face
Q .H E Q J.H F moon
3Q J $H 3Q JH $M good luck
Page 510
%S 0AK
H %S 0HK
M child
%Q 0J©E %S 0H©F antelope
ON 0HE %S 0HF outer garment, jubbah

Q "J M J H Z
Q A J2H M dreadful
G "H DC $H G"H JDE $M influence, attack
3Q $H !E 3Q J$H !F lion
Page 511
Lesson 75
The ((9.A ia)
1. The (_'i Og) are those words which are not

verbs but have the meanings of verbs. They are
all indeclinable (Ú0>).
2. Most of them have the meaning of the

imperative () while some have the meaning of
the perfect tense (%b>). The following verbs
have the meaning of the imperative ():
1) (_
E HH) – come. Like the (), it also has a
paradigm:
H JEHH HEHH TJ EH H "J EH H HEHH _E HH
e.g.
( i C E JH HHJH O "$ .H AE %EA "J E
A <HC E J EH2 C F
i| A 3H 0MJ \H) – Say O people of the book, come to a

word that is equal between us and you that we do
not worship anyone besides Allah.
Page 512
2) (j
A H ) – give, bring. It also has a paradigm:
H JAH HAH TJ AH J"MH HAH j
A H
e.g.
(¬
H AK < RA H\ J M J"M C F) – Say, bring your
evidence if you are truthful.
3) ( ) – take. Its plural is (zM ON ), e.g.
(@J HAH<
A JON H C zM ON ) – Here, take my book of
deeds and read it. Sometimes the pronoun
of the second person (y
H ) is attached to it
and a paradigm is constructed as follows:
4) (
P FH ) – come, go, bring. This verb can either
be transitive, e.g. (HJ EA P F J A \A"JAA H JA#A9CH) –
Those who are saying to their brothers,
“Come to us,” or intransitive, e.g.
(
J F O H3H `M P FH ) – Bring your witnesses.
The phrase ()

H P FH ) is very commonly used.
Literally it means, “continue pulling”.
Consequently it conveys the meaning,
Page 513
“understand this in a like manner, and so on,

etc.” similar to the phrase, (p9 H %E),
which means, by analogy or correspondingly.
Note 1: This word is (^[

H <HM ,-) in the dialect of
Hijaz, that is, it is used with this word-form for
the singular, dual, plural, masculine and feminine
without any change, as is clear from the above
examples. However, in the dialect of the Banū
Tamīm, it is (^[
H <HM ) and it has a paradigm,
namely,
(
H .J .M C H %J . FH J". FH P.FH P FH ).
5) (¦
H E
H JH ) – come, e.g.
(
A nE HH _E E ¦
H E
H JH
J EE) – She said, “Come
to me.” He replied, “I seek the refuge of
Allah.” The pronoun of the second person
( D) changes according to the number of
listeners, e.g.
(
J F E
H JH ,.F
H ).
6) (¦
H JEH ) – choose, take, help yourself to, e.g.
Page 514
(a
A 'C A
¦
H JEH , aH 'C ¦H JEH ) – Choose gentleness;
(
H"9C <HA
J F JEH ) – Adopt the fear of Allah.
The feminine forms can also be constructed
from it.
7) (@A A %P EH ) – Bring him to me.
8) (%
J H ¦
H JEA) – Keep away from me.
9) (EH ¦
H JEA) – take this.
10) (¦
H \HJ M ) – take, e.g. (H .J <P ¦
H \HJ M ) – take the
date.
11) (6
| H PH { %P H ) – hasten, advance, e.g.
(G 6
E[P %EH %P H ) – Hasten towards salāh.
12) (y
H 3H J2H (M { 3H J2H (M ) – wait, leave it.
13) (@H C H) – leave, e.g. (¦

H JAJ H2 i ð H ½ Yd< @H C H) –
Leave thinking about something that is not
necessary for you.
Page 515
14) (@J H ) – stop.
15) (@J K
H ) – be silent, keep quiet.
16) (JA 8) – accept.
17) ((A E

H ) – beware, be cautious; (_A HI\H) –
descend. Similarly, there can be many
(_'i Og) on the scale of (_A H'E).
3. The (_'i Og) which have the meaning of the

perfect tense (%b>) are as follows:
1) (j
H HJH ) – to be distant, e.g.
(
E J 3M H "J M .A j
H HJH j
H HJH ) – Distant (far-
fetched) is that which you are promised.
2) (
E P<`H ) – what a difference between, how
different they are, e.g. (A A AHC H JH E P<`H )
– What a difference is there between the
learned and the ignorant one.
Page 516
3) (
E HJ $H ) – hastened, e.g.
(zA "M.¼F n %EA Z
M Jh
P E HJ $H ) – Old age
hastened to the ones with worry.
Note 2: There is (]0- intensity) in the above-

mentioned three words.
The Specialities of Some Verbs
4. The following verbs are most often used in the

passive tense (_"JcH ):
Translation Example Meaning Word
I was pleased j
M (J A $M "' P $M
to be happy
to meet you. ¦
H #AE9A (Q J M
J H
The one who
J A |
H A M to be "H M 'E
H A M
disbelieved
was puzzled. H YE E puzzled j
Q "J M 0JH
He is %S h
A ]J H "H M 'E to be %H hA -F
unconscious. @A »EH unconscious @A JEH
Rashīd liked
Z
H c
A J F to like Z
H c
A J F
the speech of
Page 517
the Bedouin. 3M JÀ P "H M 'E @A A

zA 6
E E A Z
Q c H J M
% AHJ
There is no
P DF b J A .H 'E P DF b
J F
harm on the
one who is E H3J M 6 E 'E to be
"H M 'E @A JERA
compelled
compelled (to
eat harām).
@A JEH DE &J M
@A A zH A-C F
to adore
zQ H ]J M "H M 'E
@A A BH AJ F
to adore
BQ E"J M "H M 'E
to have a "' H A oM
cold zQ "J F IJ H
v
H 3A K M
to have a
"H M 'E
headache
v
Q J 3M [J H
So and so
was BA 0JDE A %H AM to be @A A %H AM
concerned A H<A C EH concerned H "H M 'E
with the
Page 518
publishing of M F 6
E 'F
this book.
6F'
The verb (
E=H PA) can be read as (E =
A H) as well, e.g.
(9J23
AKH ¦
H MC =
A H) – I made you a friend.
From the verb (_

F äE _H ), the form of the first
person (_
F H!E) is most often used as (_F HRA), e.g.
(3J A H ¦
H AnE _F HRA iE H ).
Word Meaning
zQ H<AJA (7) to smile
%EC !E (1) to have enmity
O· H3J !E H!E { S 3M H enemy
O· H&-C A %J &
A ]J M2 %µ&-C !E (1) to overlook
3M )A H!E { 3M c
H J !E more glorious
"J H l
M "J 0MH2 l
H H to reveal, to disclose
Page 519
"J F0JH2 6
E H to test, to try
+QH potency
H(H l
M J M H2 l
H H( to arrive in the evening, to
leave
Q H3$A { 3Q J23A $H relevant, correct
F $A 6
E $H { E
A C $A chain
x
H P `H to go east, to go
µ"C `H "J F h J H2 E`H

to complain
H2EÀ
%Ah
J H2 %E`H to complain
() Z
P K
H to pour
(^) ¨H YE K
H to pardon, to forgive
(p s) P b
H to be miserly
H (H EL (3) to assault, to attack
3M #AH"H { G 3H #AH benefit, gift, award
3M -F J 3M ]J H2 H3-E to come early in the morning,

to go, to leave
(Q H -F { GÀ P -F the finest, the best

H P -E to go west, to go away
Page 520
¸ -F iron collar
3Q JAH stupid, dull-witted
3Q A H) denier
(H")A (H H H) to be a neighbour
½ V
M H2 | H to untie, to unravel

Q J H war
x
Q6
E H share (of positive qualities, of
religion)
G (P M parrot
Q E(M sleep
(s ) ¦
H <H'E to attack suddenly, to
assasinate
( s) k
H H 'E to dispel worries, grief
HJ F
Q J E worry, sorry, grief, distress
Q AHM peaceable, peace-loving
G (H "P [
H M picture
%J \AH].H CE) %µ]J .H CE

habitation, eg. villa
( H]H
F J.A H2 _E H to incline
Page 521
@M JH _E H to turn away, to deviate, to

digress
j
Q "FEH realm, kingdom
_ H0\A { E0J\H 0J\H

arrow
_ H0\JE
Z
M #AH"\H { 0H#AH\ vicissitudes, ups and downs
3Q )J H strong emotion, passion
" H desire, love

(A C M C H"H CE excusable love, legal desire
Exercise No. 161
(A) Translate the following stanzas of poetry and

note the use of the verbs.

A ]H M x
hM ¬ E d<`H ]H M j
M $ E h
H M j($ (1)
+("A) ¬ E P<`H @M P(H (H) TJ #3! j
M (J ) (2)
("A)
TJ .A AM " +M 6C!E C !E j
H HJH (3)
@\o M J H P 4
F Z2 | RA
Page 522
TA\H)H @
H M2 .A P &
H H iE C !E
d (A C M H"¼E ¦
H <MCE$H (4)
:]> ð 723 :PK
H JE @
H &H WA3)J H ' (5)
WÇ E "\' (M M MC =
A H "AR (6)
WHª'F ð E "\' 3A$ 6J0\H FAR (7)
' ÅA .A A _"9 \3 %H (8)
TA<J'E W3JE (A H (A H
%A0JM F J Y ¦
Q V
A&
J M
C "E9' zQ <J %A M J(M ]J H2 6' (9)
(B) Translate the following anecdote which

contains some of the (_'i Og).
Z
M 0D @ _9' . &¼ O "M$ Z J0L E R m"h M E`H
H J b
M Hh'E . H"M=Jh P r
d " @d\A'E &¼ O "M$ 3H J2H (M
"=h r d "H @d\A'E H[0HC
H J b
M @H C H @ _9' H[0HC
' . m"h BM .d j H _9E' B. E 9C eA @ %E<J`'
. E A @ %H <`' "=h r d " B.d H Mb
rd " d A ' . m M "h M E d<` _9'
M b E HJ $H _9' . +0 H Mb @ %E<`' . "=h
. "=h r d " +0 b A'E . m"h R +0
Page 523
M F E aH i M F \HJ M @HVK J ¤h _9'

G(d"[> i| RA GA (P 3 ¬ @ x H ' i @d\' @ H J 'E iE W 3H 0
P0H<H' ¬<. A JHH A E <HH2 C E i| RA BD<2 i @d\A'E d\\~
&2! H ' ¤` 2 Z A & H ]H C H PH _ Z0D
("V < ) . "=h r d "
Some Specialities of Poetry
The following factors which are not permitted in

prose are permitted in verse:
(1) It is permissible to read a tanwīn on a

(^[ ,-) word, e.g.
HAHE JK
A zd2 %E
J 0PK
M \P!E "J E Z
Q #A[ %P EH
J 0PK
M
Sometimes, in order for the words to

correspond, this is permitted in prose as well,
e.g. (
E $A 6
E $H ) and (_E 6
E -C !E) can be read as (6
$A 6
E $H )
and (i
6-!).
Page 524
(2) It is very common to lengthen the fathah,

dammah and kasrah and read them like an
(), () and (2). The sound of a yaa is made
on the final jazam. Sometimes the sound of a
() is made, e.g.
HH d eF \o Z
P 4
F H <HE
( x"h L ð H3-E
p
A %ERA \JRA p H X! 2
%J $A O· H&-C R p H 7EC !E
Q YE <H]J M F yH3
M J
A \H
p
A _F d !E p
\ _F d *E' J YA -C '
_F +M 3 J H %ER "F 3 p H

M 2!(
J"F 3 p M d @M JH 'E _F +M 3 i
In these verses, (l
H H) has been read as (HH),
(l
H H() as (HH() and (p
A ) as (p
A d) in order that
these words rhyme.
Page 525
(3) Sometimes a kasrah is read at the end of a

verb for the sake of rhyming, e.g.
@M x
H 6H i £
=
Jh
H A
H JAM C AH
A 9F H2 J E BJ .H
J H J E ¦
H \P*EE J F 'E
Here the word (

C 9F H2 J E) is read as (A 9F H2 J E).
(4) The sound of a () is read at the end of the
particles (
J M ), (J F ) and (J <M\JE). They are read as
(
M M ), (M F ) and (M <M\JE), e.g.
M <\! 3A % J zQ 6$
M <MJ=
M 'E W
J "M J \! M 3 z!
(5) The hamzah of (

| RA), (| !E) and (i| RA) is deleted
in pronunciation, e.g.
ÂJ>A ¦R %Hh.H E @A A $J M ð x"' <hM | "H E'E
@M ¦
H .A C V
A A ¨J YE K' i| H ¦
H 9U × M='E
In order to fit the scale of the poetry, (

| !E "J E'E) is
Page 526
read as (
| "H E'E) and (i RAH ) is read as (i|ñ H ).
(6) It is also permitted in Arabic poetry at the time
of necessity to divide the final word of the first
stanza into two parts. The first part remains in the
first stanza, while the second part of the word
forms the beginning of the second stanza, e.g.
Ä3dh Z#"d 3C9H +A CA A ½ V

M H2 J H 2
3 j"FE>E ð \! A 0A % Z \!
3) _.A F ¦ H H LE! J .H A Id.A F \!
3A\F> HIP % @ F H<H
J M2 ¦YD % YA = H 'E
A(DM 3 %A Z H 9 n H`"M)M z"M.¼F | RA
3#"H @ J H 2 %A<HJ F ¦ H J"V H A kJ M 'C E'
3AF> H >F > Z0> H \E!
3J 0M i %E¼A 2 02 )H 'E Z J 0$H
3 A( M JA2!E 39' %A ( J F
3) (A H ]M @A8 Td0A % GE6[ d P eF
With the help of Allāh and His divinely-given

ability, the fourth volume of Arabic Tutor has
been completed. All praises are due to Allah .
Page 527
May He accept it from me and grant benefit to the

students by means of it.
< B OI ê @9'"

"

3.4 @' < ê
¬0D @ BY\ Td
@09
¬> (
3.4 ! \" 8
The End.
Page 528

Arabic Tutor Volume 1 - 4

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      

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

Copyright © 2004 Madrasah In’āmiyyah

All rights reserved. No part of this book may be reproduced, stored in a

Typeset on Palatino 13 and Traditional Arabic 18 by Academy for Islamic

Title Arabic Tutor - Volume One

Author Moulānā Àbdus Sattār Khān (

Translated by Moulānā Ebrāhīm Muhammad

First Edition R Awwal 1428 A.H. April 2007

Published by Madrasah In’aamiyyah

Tel +27 31 785 1519

Fax +27 31 785 1091

Àbdullāh Ibn Àbbās narrates that Rasūlullāh said,

Contents of Each Volume

Volume One: Lesson 1 to Lesson 15

Volume Two: Lesson 16 to Lesson 25

Volume Three: Lesson 26 to Lesson 43

Volume Four: Lesson 44 to Lesson 75

Test No. 4 ..........................................................................106

Vocabulary List No. 13 ...................................................189

The following method of transliteration of the Arabic letters

Some Arabic phrases used in this book are as follows:

(Sallallāhu ‘alaihi wasallam)

VW =X ;)  ./"0 V0

From the multitudes of letters which this humble writer has

However, no primary syllabus that conformed to the times

The ancient method of teaching Arabic and its syllabus

Experience shows that only a syllabus which has easy rules

In reality, choosing such lessons and providing a sequence

“That is the grace of Allāh. He grants it to whoever He

This is the fourth edition of this book. Initially, this book

This part contains only fifteen lessons. But you will be

A student doing self-study can complete this part in about

Nevertheless, this book is such that every text book

The summary of the opinions of the Ulamā of every

introduced in government and non-govermental schools so

The following pages contain the valuable opinions of some

The servant of the students

Muharram 1361 A.H.

Reviews of this Book

Àllāmah Shabbir Ahmad Úthmānī (

This book is worth including in the syllabi of the madāris. It

Moulānā Manāzir Ahsan Gilānī (

May Allāh reward you. This is a tremendous task. You have

Moulānā Khājah Àbdul Hayy (

I taught the first part to the students as an experiment. I

Abul A’lā Maududi, editor of Tarjumanul Qur’ān, Lahore

This is the most successful effort at explaining the language

Moulānā Muhammad Nāzim Nadwī (

Many books have been written in India to learn the Arabic

From my personal experience I know that this book is very

Moulānā Àbdul Qadīr Siddīqī (

If this book is included in the syllabus, it will be very

Moulānā Àbdul Wāsi’ (

I completely agree with the opinion of Moulānā Àbdul

Àllāmah Sheikh Àbdul Qādir (

This is a successful endeavour. If this book is included in

Moulānā Ghulām Ahmad (

We have included this textbook in the syllabus of our

Moulānā Habībur Rahmān Sherwānī (

I have studied the book, ‘Àrabī kā Mu’allim’. It seems to be

Moulānā Lutfur Rahmān (

VW =X ;) ./"0 V0

!j ?i "P the diacritical point (kd) also known

j=!O %jM two fathahs (nd), two kasrahs (d

<j=O j M to make a noun definite

j?O %jM to make a noun indefinite

.P Ab the ( ) attached to a noun

wj$vM "j O a collective plural, e.g. (.t !j #b) - nation

jO Xr M masculine – also known as (xX)

zjqOyr M feminine – also known as (zq`)

having jazm like the alif of (( t -rM )

1. A word having a meaning is called (* $

An (") is independent of other words in indicating its

meaning. It also does not have any tense, e.g. (

A (\) is a word that indicates some action together with

without an (") or (\), e.g. (

name of a particular person. Makkah (*?) is the name of a

something, living or non-living, e.g. (

The Particles of () and ()

2. The definite article of Arabic is (r b).3 It is also called ( .A

becomes definite. Now the word is termed as (./ R6) –