Arabic Tutor Volume 2

Volume 2
A Translation of

popularly known as

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

Arabic Tutor – Volume
Volume Two
Copyright © 2004 Madrasah In’āmiyyah
All rights reserved. No part of this book may be reproduced, stored in a

retrieval system, or transmitted in any form, or by any means, electronic,
mechanical, photocopying, or otherwise, without the prior permission of
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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
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
Author Moulānā Àbdus Sattār Khān (

#)
Translated by Moulānā Ebrāhīm Muhammad
First Edition R Awwal 1428 A.H. April 2007
Published by Madrasah In’āmiyyah

P.O. Box 39
Camperdown
3720
South Africa
Tel +27 031 785 1519
Fax +27 031 785 1091
email al_inaam@yahoo.com
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
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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
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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

Vocabulary List No. 21 .......................................................104
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
The following method of transliteration of the Arabic letters

has been used in this book:
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
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 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).
Vocabulary List No. 14
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)
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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
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(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)
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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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Volume Two
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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Volume Two
(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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Volume Two
-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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Volume Two
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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Volume Two
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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Volume Two
~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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Volume Two
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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Volume Two
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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Volume Two
KE#> <J FGH LD$
Meaning Person Gender Word- Verb

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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Volume Two
PCA : MENH LD$
Meaning Person Gender Word- Verb

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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Volume Two
(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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Volume Two
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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Volume Two
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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Volume Two
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).
Page 55
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)
(B) Translate the following verses of the Qur’ān:

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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JM I &MB %I M D&S M (2)

¨I 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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'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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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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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)
(B) Translate the following verses of the Qur’ān into

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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!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
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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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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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(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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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
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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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!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.
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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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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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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.
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( 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:
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(
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.
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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
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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
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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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(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.
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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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(1) This boy is bigger than that girl.

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

( 'j1j).
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i 'j1k "2 ¨w8 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<
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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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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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(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 ).
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Lesson 25 A
The Categories Other than the Triliteral Verbs

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

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

This category is mostly transitive.
#:8 !". , `#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)

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#: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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#: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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( 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
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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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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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(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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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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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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(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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(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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(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
Page 165
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)
Page 166
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

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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

Sayyidunā Ibn Úmar narrates that Rasūlullāh said,

Title Arabic Tutor - Volume Two

Author Moulānā Àbdus Sattār Khān (

Translated by Moulānā Ebrāhīm Muhammad

First Edition R Awwal 1428 A.H. April 2007

Published by Madrasah In’āmiyyah

Tel +27 031 785 1519

Fax +27 031 785 1091

The first fifteen lessons were completed in Volume One.

(2) The Far Past Tense or Pluperfect Tense (:? '(;)..46

The Active Participle Noun (

The Noun of the Instrument (-P )..............................103

Some Beneficial Information..............................................174

The following method of transliteration of the Arabic letters

Some Arabic phrases used in this book are as follows:

(Sallallāhu ‘alaihi wasallam)

f :%g "# c:? ' b1  e18 6; #

It is only through the grace of the Almighty Allāh  that, in

The first volume forms part of the syllabus of the fourth

Although the previous edition was well accepted by the

this book has increased manifold. All praises are due to

Very few additions of grammar rules have been made

It is not only a claim but an accepted reality that this series

Nonetheless, whatever I could do, I have done. Now it is

Servant of the best language

The Categories of Triliteral Verbs

1. You have read about the perfect ('(;) and imperfect

(`#l;) verbs in lessons 14 and 15 of volume one. You have

The verbs of the word (n

Now observe the following verbs:

• in the word (m 8

2. With regard to the (-%/ 6) of the ('(;) and (`#l;),

Y" `#l; '(; " 

3. Verbs more often belong to one of the first three

4. When any word belongs to a particular category, it means

said that the word (

(`#l;) tenses have been written. Look at the verbs and

5. It is essential to know which category every verb of

reason that the (

written next to the verb.7 If the verb is from (8*  ), a ()

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)

In some modern dictionaries, a line with a harakah is

Vocabulary List No. 14

() :M $J#M to sleep

() M /J M to live, to reside

BI f May it be so.

D2J as far as, as for

J B?M$S just before

:L IM|M  eu :M B)I |M newspaper

D*IJGI I{ 2 -u D*IJGI I Britain

(# -&k) I B)#M M the two worlds

eu M MM bliss, success

z M:M L – :m BI M fortunate

u "B &LS  J thought

-u M):I vK 2  M:vJ lunch

bI D)JK cI I  'B ,I nowadays, in these days

-u ?M0M/K M library, bookshop, desk

(2) The Far Past Tense or Pluperfect Tense (:? '(;)..46

The Active Participle Noun (

The Noun of the Instrument (-P )..............................103

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

It is only through the grace of the Almighty Allāh that, in

1. You have read about the perfect ('(;) and imperfect

(`#l;) verbs in lessons 14 and 15 of volume one. You have

2. With regard to the (-%/ 6) of the ('(;) and (`#l;),

Y" `#l; '(; "

said that the word (

(`#l;) tenses have been written. Look at the verbs and

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

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)

() :M $J#M to sleep

() M /J M to live, to reside

BI f May it be so.

D2J as far as, as for

J B?M$S just before

:L IM|M eu :M B)I |M newspaper

DIJGI I{ 2 -u DIJGI I Britain

(# -&k) I B)#M M the two worlds

eu M MM bliss, success

z M:M L – :m BI M fortunate

u "B &LS J thought

-u M):I vK 2 M:vJ lunch

bI D)JK cI I 'B ,I nowadays, in these days

-u ?M0M/K M library, bookshop, desk

I M"M2J parents

z oM ,M# M BI f sM BJ B /I J @

M*#I M| 'B ,I cL M"M2J L /BM) :m JM JM L BwI 8

z M&OJ .M J/J M @ B ~I B)~I M M)

Such verbs are called (

(`B",SB M - in the nominative case) like the doer. In the

the doer of the action and is therefore (`B",SB M ).

second object will be ( "8&), e.g. (7IM :m IM M IL - Khālid

Note 2: The method of constructing the ('(;) passive and

Note 3: Although the verb ({ M| - to come) is intransitive, it is

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

-u JL JG table

-u MM M carriage, vehicle

-u DI #I J, Persian

#M "B ,SMw&BI Singapore

-u M#M M7L war

#L Q./S K bL ~M B LM (14)

e} :2 0$ (1)

92 ?G (8)

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.

However, if the (,) is a broken plural and a non-

intelligent being ($ ¨v), whether masculine or feminine,

If the (,) is a broken plural of an intelligent being,

Similarly, if the (,) is a collective noun (o© )9 or it is

(,) must correspond.

M0?M0MJ I M0%M CM %L KJ{ M?0MJ I M%CM %L KJ Dual

Similarly, the sentence (B"?L

called the (,) in Arabic Grammar but is the subject (:0?)

(ª) form a (-x -©). It will not be a (-, -©).

(:0?) and (ª) constitute a (-x -©).

(N) !J J{M to ask, to question

() oM JGJ to rise

(N) nM &MM to grant, to award

I M"M2J parents

eu~M IM| prize