Dream Worldwide Unit 1

Day 1:
Welcome to Arabic class. From now on, you will be getting an email summarizing the materials covered each preceding
day. Why not give you this material ahead of time? Because I am convinced it is more helpful to you as a review aide
than as a class prep document. Please don’t share these documents with others and keep them for your own reference
َ
as a class trust ‫ أﻣﺎﻧﺔ‬.

After getting the introductory comments and most of the chaos of class registration out of the way, we began
our journey into the Arabic language. Our session can be divided into three main parts:

PART 1: THREE KINDS OF WORDS IN ARABIC

Fill this out based on the notes you took in class:

AN ‫ اﺳﻢ‬ISM could be a

A ‫ ﻓﻌﻞ‬Fi’l is a

And a ‫ ﺣﺮف‬is a

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We briefly stated that the _____________ (fill in the blanks from now on) has four properties:

1.

2.

3.

4.

We didn’t give definitions for these four properties but rather just listed them for future reference.

PART 2: LABELLING THINGS R, N & J

When you find a ‘doer’, label it with the letter R. Another way of looking at the label ‘R’ is that it answers the
question ‘Who / What did the Fi’l?

When you find a detail in regards to the Fi’l, label it with the letter ‘N’. Another way of looking at ‘N’ is that it
answer all the additional questions like who, what, where, when, how & why. If you think of the fi’l ‘ he
helped’, the ‘N’ label would go to answers of each of the following questions:

Who did he help? Where did he help? How did he help? When did he help? What did he help? Why did he
help?

When you get any word in English falling after an ‘of’, label it with a ‘J’. Sometimes the ‘J’ isn’t obvious and
you have to deduce it. At first glance, the phrase ‘your car’ has no ‘J’ but if I rephrase it as ‘a car of yours’ then
I can see that the word ‘your’ deserved the label ‘J’.

Can you find all the R’s, N’s and J’s in the following sentences? The underlined words are fi’l so they don’t
get these labels.

The ( ) students waited ( )outside ( )patiently ( )last night.

The ( ) scholar taught ( )the attendees of ( )the program ( )effectively.

The ( ) economy lost ( )momentum.

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ُ ‫ َر‬means ‘a man’. 7َ‫ َو‬means ‘a boy’.

We went through the following exercise: ‫رَس‬2‫ َد‬means taught. ‫ﺟﻞ‬
Between 7‫ و‬and ‫رﺟﻞ‬, whichever one ends with an ‘un’ sound must be the ‘doer’ of teaching.
Therefore, translate the following:

َ ٌُ َ َ2َ
‫ا‬7ً ‫َو‬ ‫ﺟﻞ‬ ‫درس ر‬ 1.
ٌ ُ َ َ
‫ﺟﻞ‬ ‫ر‬ ‫ا‬7ً ‫رَس َو‬2‫َد‬ 2.
َ ً ُ َ
7ٌ ‫َو‬ ‫ﺟﻼ‬ ‫رَس ر‬2‫َد‬ 3.
َ ً ُ َ
7ٌ ‫رَس َو‬2‫ﺟﻼ َد‬ ‫ر‬ 4.
ٌ ُ َ َ
‫ﺟﻞ‬ ‫رَس ر‬2‫ا َد‬7ً ‫َو‬ 5.

Based on this exercise, we noted that English identifies the doer based on sentence sequence. In
other words, if we say, ‘Bob helped Joe’, then Bob is the doer and if we say ‘Joe helped Bob’, then
Joe is the doer. In Arabic on the other hand, it isn’t the sequence but the way a word sounds at its
end that determines whether it’s the doer (R), the detail (N) or after ‘of’ (J).

At this point in class we took some notes. Fill out the following blanks with the help of your notes:

Status

Lesson 1: of Status
َْ
‫ رﻓﻊ‬Raf’ is the

َ
‫ ﻧْﺼﺐ‬Nasb is the

َ Jarr is the
‫ﺟّﺮ‬

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Lesson 2: Status

a. By Ending ( ): U/UN for _________, A/AN for _________, I/IN for __________.

b. By Ending ( ) : There are three groups. Each group has 3 members (a Raf’
member, a Nasb member and a Jarr member). A word can either have an ending ___________ or
an ending ______________ but never both at the same time. You should always check for an
ending ________________ before checking for an ending ________________.

Masculine Group:
َ
OONA like ‫ ُﻣْﺴِﻠُﻤْﻮن‬stands for plural raf’

َ ْ ‫ ُﻣْﺴﻠﻤ‬stands for plural nasb

EENA like ‫ﻴ‬ ِِ
َ ْ ‫ ُﻣْﺴﻠﻤ‬stands for a plural jarr
EENA like ‫ﻴ‬ ِِ

Pair Group:
AANI like ‫ ُﻣْﺴِﻠَﻤﺎِن‬stands for 2 raf’

َْ ْ ُ
AYNI like ‫ﻴ‬
ِ ‫ ﻣﺴِﻠﻤ‬stands for 2 nasb
َْ ْ ُ
AYNI like ‫ﻴ‬
ِ ‫ ﻣﺴِﻠﻤ‬stands for 2 jarr

Feminine Group:
ٌ
AATUN like ‫ ُﻣْﺴِﻠَﻤﺎت‬stands for plural fem. raf’

AATIN like ‫ت‬ َ ْ ُ

ٍ ‫ ﻣﺴِﻠﻤﺎ‬stands for plural fem. nasb

AATIN like ‫ت‬ َ ْ ُ

ٍ ‫ ﻣﺴِﻠﻤﺎ‬stands for plural fem. Jarr

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We practiced identifying raf’ from nasb from jarr informally based on random selections from the
Qur’an. In the passage below, see if you can tell what status each red word is. Make sure to check
for combinations first.

َْ َ ُ 2 ُ ُ َ َ َْ َُ َْ َ َ ََْ َ َ ُ َْ ُ َْ
‫﴾ ﻳﻮم ﻳﻜﻮن اﺠﺎس ﻛﻟﻔﺮاِش‬٣﴿ ‫﴾ وﻣﺎ أدراك ﻣﺎ اﻟﻘﺎِرﻋﺔ‬٢﴿ ‫﴾ َﻣﺎ اﻟﻘﺎِرَﻋﺔ‬١﴿ ‫اﻟﻘﺎِرَﻋﺔ‬
َ

َ ُ َ ُُ َ َ ْ َ َُ َ 2ََ ُ َْ ْ ْ َ ُ َْ ُ ُ ََ َُْْ
‫﴾ ﻓﻬﻮ ِﻓ‬٦﴿ ‫﴾ ﻓﺄﻣﺎ ﻣﻦ ﻋﻘﻠﺖ ﻣﻮاِزﻳﻨﻪ‬٥﴿ ‫ﻟﺒﺎل ﻛﻟِﻌﻬِﻦ اﻟﻤﻨﻔﻮِش‬
ِ ‫﴾ وﺗﻜﻮن ا‬٤﴿ ‫اﻟﻤﺒﺜﻮِث‬
َْ َ َ ََْ ََ ٌ َ َ ُ ُّ ُ َ ُ ُ َ َ ْ 2 َ ْ َ 2 ََ َ ‫را‬2 ‫ﻋﻴَﺸﺔ‬
﴾١٠﴿ ‫﴾ وﻣﺎ أدراك ﻣﺎ ِﻫﻴﻪ‬٩﴿ ‫﴾ ﻓﺄﻣﻪ ﻫﺎِوﻳﺔ‬٨﴿ ‫﴾ وأﻣﺎ ﻣﻦ ﺧﻔﺖ ﻣﻮاِزﻳﻨﻪ‬٧﴿ ‫ﺿﻴٍﺔ‬ِ ٍ ِ
ٌَ َ َ
﴾١١﴿ ‫ﻧﺎٌر ﺣﺎِﻣﻴﺔ‬

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Day 2:
PART 1

On Day 1, we were introduced to status being defined by ending sounds and two groups of ending
combination (the pair and plural). Yesterday, we added a third group to this scenario; the feminine
plural group. In other words, the scheme that is in your notes should be as follows:

Pair Group:
َْ ْ ُ َْ ْ ُ َ ْ ُ
AANI AYNI AYNI as in ‫ﻴ‬
ِ ‫ﻣﺴِﻠﻤ‬ ‫ﻴ‬
ِ ‫ﻣﺴِﻠﻤﺎِن ﻣﺴِﻠﻤ‬

Plural Group: (masculine and more than 2)

OONA EENA EENA as in ‫ﻣﺴِﻠِﻤﻴ‬
َْ َ ْ ‫ُﻣْﺴﻠُﻤْﻮَن ُﻣْﺴﻠﻤ‬
ْ ُ ‫ﻴ‬
ِِ ِ

Feminine Plural Group: (feminine & more than 2)

ٌ َ ْ ُ
َ ْ ُ ‫ت ُﻣْﺴﻠَﻤﺎت‬
AATUN AATIN AATIN as in ‫ت‬
ٍ ‫ﻣﺴِﻠﻤﺎ‬ ٍ ِ ‫ﻣﺴِﻠﻤﺎ‬

PART 2: Notes on Light & Heavy Status

a. Normally a word should be heavy, and we must have reason for making it light.
b. All words on page 6 are heavy (and so are any words in Arabic that have endings similar
to the words on page 6) Each of them can be lightened by removing the extra ‫ ن‬sound.

ٌ ‫ ﻛﺘَﺎ‬or
This can be done in two ways. Firstly, if you see a double accent in words such as ‫ب‬ ِ

‫ُﻣَﻬﺎِﺟٍﺮ‬, you can lighten a word by removing the extra ‫ ن‬from its ending combination. In
َ َ
cases like ‫ ﻛﻓُِﺮْون‬and ‫ﻴ‬
َْ ْ ُ ْ ُ َ ْ َ ْ ‫ ُﻣ‬respectively. For
ِ ‫ﺸﻗ‬ِ ‫ ﻣ‬light versions would be ‫ ﻛﻓِﺮو‬and ;‫ﺸ‬ ِ

practice, make sure you can identify the words on page 7 as either light or heavy.
c. In class I told you that there are altogether four major reasons for an ism to be light. We
will fill out those reasons on page 8 throughout the course.

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PART 3: Flexibility of Status

Your notes should look like the following:

1. Fully Flexible/ Normal (all the words on page 6 and any word consistent with the
endings on page 6)

2. Non Flexible (words that show no change regardless of R, N, J) Examples:

ْ J‫ْﻓَﻦ اﻟ‬Mِ J ‫ي ا‬
‫ﺘ ُﻫﺆﻵِء‬ ْ MJ‫ﻳﺎ ُﻫَﺪى ا‬J‫ ّﺮ‬Gَ‫ﻚ َز‬
ِ
َ َ َ َ َ ْ َ
‫ ﻫﺬا ذﻟ‬n‫ ِﻋﻴ‬n‫ُﻣْﻮ‬
ِ ِ

3. Partly Flexible
In class we limited our discussion to two kinds of partly flexibles; specific names of
places & non-Arabs. Partly flexible have a slightly different scheme when going from raf’
to nasb to jarr.
While a regular Arabic word like ‫ ﺻﺎﻟِﺢ‬would have the scheme ‫ﺻﺎﻟٌِﺢ‬ َ for Raf’, ‫ﺻﺎﻟًﺎ‬
َ for Nasb
ِ
and ‫ﺻﺎﻟٍِﺢ‬َ for Jarr, a partly flexible ism like ‫( إْﺳَﻤﺎﻗﻴْﻞ‬non-Arab) would have the scheme for
ِ ِ
ُْ َ ْ َْ َ ْ َْ َ ْ
‫ إِﺳﻤﺎِﻗﻴﻞ‬for Raf’, ‫ إِﺳﻤﺎِﻗﻴﻞ‬for Nasb and ‫ إِﺳﻤﺎِﻗﻴﻞ‬for Jarr.
In other words, partly flexible isms have to be light and can never take an ‘i’ or ‫ﻛﺴة‬
sound. Recall that lightness means that the word cannot have double accent like ‘un’
‘an’ ‘in’, nor can its combination end with a ‫ن‬.

4. In class I shared with you that only four of the prophets are Arabs according to a hadith
of the Messenger (S).
ُ َُ
These four are ‫ﺷَﻌﻴْﺐ‬, ‫ُﻫْﻮد‬, ‫ﺻﺎﻟِﺢ‬
َ and ‫ﻤﺪ‬J‫ﻣ‬ . These names will not be considered partly
flexible because they are Arabs. All other names of prophets therefore will be assumed
non-Arab. This eliminates the guessing game for you. Otherwise you would have been
left in dark wondering which names are Arab in the Qur’an and which aren’t. Here are
some raf’ nasb and jarr schemes for a variety of words that are fully, partly and non-
flexible.

Explanation Jarr Nasb Raf’

Fully flexible
‫َﺻﺎﻟٍِﺢ‬ ‫َﺻﺎِﻟ ًﺎ‬ ‫َﺻﺎﻟٌِﺢ‬
َُْ َُْ َُْ
Partly flexible because he’s not Arab
‫ﻓﻌﻘْﻮَب‬ ‫ﻓﻌﻘْﻮَب‬ ‫ﻓﻌﻘْﻮُب‬

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َ J َ J ُ J
Partly flexible because it’s a location
‫َﻣﻜﺔ‬ ‫َﻣﻜﺔ‬ ‫َﻣﻜﺔ‬
َْ َْ َْ
Partly flexible because it’s a location
‫ﺜَب‬ ِ ‫ﻳ‬ ‫ﺜَب‬ ِ ‫ﻳ‬ ‫ﺜُب‬ ِ ‫ﻳ‬
J J J
Partly flexible for two possible reasons: it is a non-Arab
‫َﺟَﻬﻨَﻢ‬ ‫َﺟَﻬﻨَﻢ‬ ‫َﺟَﻬﻨُﻢ‬
word originating from Persian and, of course it’s a
location.
ٌ
Fully flexible because it’s a regular Arab name
‫َزﻳٍْﺪ‬ ‫َزﻳًْﺪا‬ ‫َزﻳْﺪ‬
Partly flexible because he’s a non-Arab
‫إِﺑَْﺮاِﻫْﻴَﻢ‬ ‫إِﺑَْﺮاِﻫْﻴَﻢ‬ ‫إِﺑَْﺮاِﻫْﻴُﻢ‬
َ َ َ
Non-flexible even though we were expecting partly
n‫ُﻣْﻮ‬ n‫ُﻣْﻮ‬ n‫ُﻣْﻮ‬
flexible being that he’s non-Arab. It is non-flexible
because of the way it’s spelled. It ends with an alif which
cannot carry any accents.
Since that is the case, we can’t modify the word at all.
Therefore, it is the same in raf’, nasb or jarr i.e. non-
flexible
Same as nَ‫ُﻣْﻮ‬ َ ْ َ ْ َ ْ
n‫ِﻋﻴ‬ n‫ِﻋﻴ‬ n‫ِﻋﻴ‬

5. The Exception: Places or Non-Arabs can be treated as regular Arabic words, i.e. fully
flexibles if they are spelled with three letters. So even though the following words are
non-Arabs and places, they aren’t considered partly flexible. The following words are
examples of exceptions:

ُ ُ ُ
‫ ﻧْﻮٌح ﻧْﻮًﺣﺎ ﻧْﻮٍح‬Non Arab Prophet, but name is spelled with three letters.
ُ ُ ُ
‫ ﻟﻮٌط ﻟْﻮًﻃﺎ ﻟْﻮٍط‬Non Arab Prophet, but name is spelled with three letters.
ٌ
‫ َﺨد َﺨًدا َﺨٍد‬Non Arab name, spelled with three letters.
ْ ًْ ٌ ْ
‫ َﻋﺪن َﻋﺪﻧﺎ َﻋﺪٍن‬Name of place, spelled with three letters.

J
Recall that ‫ ﻣﻜ‬and ‫ آدم‬are not qualified because they aren’t actually three letters (two
ّ
‫’ك‬s in ‫ ﻣﻜﺔ‬and two ‫’ا‬s in ‫ آدم‬make them four letters each). Their raf’ nasb jarr scheme will
therefore be just like some of the partly flexibles illustrated in point 4.

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6. Point 6 is not officially part of the course. It is being mentioned for your information
only. Here is a thorough list of all the different kinds of words that are considered partly
flexible (u, a, a for r, n, j respectively) in the Arabic language:
I. Singular words that end with a stretched alif & hamza (‫ )أﻟﻒ ﻣﺪودة‬for instance:
َ
‫ﺣْﺴﻨَﺂُء َﺳْﻤﺮآُء ﺣَْﺮآُء َﺳْﻮَدآُء‬
َ ‫َﻧﻴَْﻀﺂُء‬

II. Plural that have stretched alif and hamza such as:
ُ َُ َ ْ َ َْ َْ
‫أﻧِﺒﻴَﺂُء أﺗِﻘﻴَﺂُء أﺷِﻘﻴَﺂُء ُﻋﻠَﻤﺂُء ﻓﻘَﻬﺂُء أَدَﺑﺂُء‬
III. Certain kinds of plurals that have an alif in the middle somewhere such as
ُ ‫َﻣَﺴﺎﺟُﺪ َﻛﻮاﻛ‬
ُ ْ ‫ﺐ َﻣَﺴﺎﻛ‬
‫ﻴ َﻣَﺼﺎﻧِﻴُْﺢ‬ ِ ِ ِ
IV. Unique Arab names (names that exist for one gender and don’t have a counterpart in
the opposite gender) eg:
ُ َ ُ ْ َ ُ ََْ َُ َ ُ
‫ﺐ ﺧِﺪﻳَﺔ ﻓﺎِﻃَﻤﺔ‬ ‫ﻣﻌﺎِوﻳﺔ زﻳﻨ‬
V. Any particular name in Arabic that sounds like a fi’l such as
ْ
‫أﺣَُﺪ َﻳِﺰْﻳُﺪ‬
VI. Non Arab or Places spelled with more than three letters such as
ْ ْ ُJ ُ
‫إِﺑَْﺮاِﻫﻴُْﻢ إِْﺳَﻤﺎِﻗﻴْﻞ ُﻣﻜﺔ إِدِرﻳُﺲ‬
VII. Any name that ends with ‫ ان‬such as
ُ َْ ُ ْ ُ ْ ُ ْ ُ ُ
‫ﻏْﻌَﻤﺎن ُﺳﻠﻤﺎن ُﻗﺜَﻤﺎن ِرﺿَﻮان ُﻋﺪﻧﺎن‬
VIII. Any adjective that ends with ‫ ان‬such as
ُ ْ َ ُ َْ َ ُ ْ َ ُ َ ْ َ
‫ﻴان ﻏﻀﺒَﺎن‬ ‫ﻗﻄﺸﺎن ﺟﻮﺨن ﺣ‬
IX. Any compound name that is actually made of two words fused together such as
J َ َ ْ ‫ﺣ‬
‫ت َﻧْﻌﻠﺒَﻚ‬
َ ‫ﻀُﻣْﻮ‬ َ

X. Any names that are actually three letters shortened versions of a bigger word such as
ٌ ُ
‫ َﺨِﻣٌﺮ‬becomes ‫ُﻗَﻤُﺮ‬ ‫ َزاِﺣﻞ‬becomes ‫ُزَﺣﻞ‬
XI. Any comparative/superlative adjectives that sound like a fi’l such as
ُ َْ ْ َ ْ َ َ ْ َ َُْ َ
‫ﺒ أﻋﺨُﺰ أﺣَُﻖ أﻛَﺮُم أﻓَﻀﻞ‬ ‫أﻛ‬
XII. An ism used for numerical purposes; 3 each, 4 each etc.
ُ ُ ُ َُ
5 each ‫ ﺧﺎُس‬4 each ‫ ُرﺑﺎع‬3 each ‫ﺛﻼث‬

PART 4: Answers for Surah Al-Qari’ah Words

َ َ َْ ُ َ ْ َُْْ َ ْ
‫ اﻟﻘﺎِرَﻋﺔ‬raf’, ‫ َﻳْﻮَم‬nasb, ‫ اﺠﺎُس‬raf’, ‫ اﻟﻔَﺮاِش‬jarr, ‫ث‬
ِ ‫ اﻟﻤﺒﺜﻮ‬jarr, ‫ﻟﺒﺎل‬ِ ‫ ا‬raf’, ‫ اﻟِﻌﻬِﻦ‬jarr, ‫ اﻟﻤﻨﻔﻮِش‬jarr, ‫ ِﻋﻴﺸٍﺔ‬jarr,
ٌ َ ٌ َ
‫ َراِﺿﻴٍَﺔ‬jarr, ‫ َﻫﺎِوَﻳﺔ‬raf’, ‫ ﻧﺎٌر‬raf’, ‫ﺣﺎِﻣﻴَﺔ‬ raf’

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Different Manifestations of Raf’, Nasb & Jarr

Three Partly Partly Non- Fem.Plural Fem. Plural Plural Pair Pair Normal Normal Status
Letter Flexibles Flexibles Flexibles Light Plural Light Heavy Light Heavy Singular Singular
Exception (Places) (Foreign Heavy Light Heavy
Names)
ُ ُ* َُْ * ُ ٌ َ ْ
‫ﻧْﻮٌح‬ ‫َﻣﻜﺔ‬ ‫ﻓﻌﻘْﻮُب‬ ‫ْي‬1
ِ ‫ا‬ ‫ُﻣْﺴِﻠُﻢ ُﻣْﺴِﻠَﻤﺎِن ُﻣْﺴِﻠَﻤﺎ ُﻣْﺴِﻠُﻤْﻮن ُﻣْﺴِﻠُﻤْﻮ ُﻣْﺴِﻠَﻤﺎت ُﻣْﺴِﻠَﻤﺎت‬ ‫ُﻣْﺴِﻠٌﻢ‬ ‫َرﻓﻊ‬

ُ َ* َُْ * َ ْ ‫ﻤ ُﻣْﺴﻠﻤ‬ َْ ْ ُ َ ْ ُ ْ َ
‫ﻧْﻮًﺣﺎ‬ ‫َﻣﻜﺔ‬ ‫ﻓﻌﻘْﻮَب‬ ‫ْي‬1
ِ ‫ا‬ ْ ِ ‫ﻴ ُﻣْﺴِﻠ‬
‫ﻤ ُﻣْﺴِﻠَﻤﺎٍت ُﻣْﺴِﻠَﻤﺎِت‬ ِِ ْ َ ‫ﻴ ُﻣْﺴِﻠ‬
ِ ‫ﻣﺴِﻠﻢ ﻣﺴِﻠﻤ‬ ‫ُﻣْﺴِﻠًﻤﺎ‬ ‫ﻧﺼﺐ‬

َ* َُْ ْ‫ي‬1*‫ا‬
‫َﺟ*ﺮ‬
ُ َ ْ ‫ﻤ ُﻣْﺴﻠﻤ‬ َْ ْ ُ
‫ﻧْﻮٍح‬ ‫َﻣﻜﺔ‬ ‫ﻓﻌﻘْﻮَب‬ ِ ‫ﻤ ُﻣْﺴِﻠَﻤﺎٍت ُﻣْﺴِﻠَﻤﺎِت‬
ْ ِ ‫ﻴ ُﻣْﺴِﻠ‬ ِِ ْ َ ‫ﻴ ُﻣْﺴِﻠ‬ ْ ُ
ِ ‫ﻣﺴِﻠِﻢ ﻣﺴِﻠﻤ‬ ‫ُﻣْﺴِﻠٍﻢ‬

UN U U - AATU AATUN OO OONA AA AANI U UN Summary

AN A A - AATI AATIN EE EENA AY AYNI A AN

IN A A - AATI AATIN EE EENA AY AYNI I IN
ٌُْ ٌ َ ٌ َْ ُ ٌ * َُ
The four Arab Prophets are: ‫ﻫﻮد‬, ‫ﺻﺎﻟِﺢ‬, ‫ ﺷﻌﻴﺐ‬and ‫ﻣﻤﺪ‬.
ٌ ُْ ٌ َ
The three letter exception includes: ‫ﻧﻮح‬, ‫ﺨد‬, ‫ﻟﻮط‬, ‫ﻋﺪن‬.
ٌُْ ٌ ْ َ
* ََ
Names or words that end with ‫ ا‬are typically non-flexible: ‫ِﺮﻳﺎ‬V‫ز‬, ‫ﻫﺪى‬, ‫ﻳَﻴ‬, n‫ﻋﻴ‬
ُ َْ َ ْ َُْ
ِ and n‫ﻣﻮ‬.

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Day 3:
Part 1: NUMBER

There is a lot of overlap between the study of status that we were engaged in over the first two
days and number. For this reason, you will have to do very little work in understanding this
lesson in its entirety. The notes you took yesterday on number should have looked like this:

NUMBER:

1. Masculine Chart (pg 6)

2. Feminine Chart (pg 6)
3. Broken Plurals

First of all, do not think that you will have done justice to this lesson if you haven’t yet memorized
the two charts on page 6. Do so and don’t procrastinate. Secondly, I made you write down some
comments next to the masculine and feminine plural columns of both charts. For the masculine
plural, you wrote that (a) it is inclusive meaning it includes men & women and (b) that if a word
ends with the masculine plural combination, it must be a word used for people. For the feminine
plural, you wrote that it is exclusive in that the reference therein is only to the feminine and doesn’t
include the masculine. This means, (just to drive the point home) that if there were a thousand
muslim women and one muslim man and you were to use a word for all of them together, you
َ ُْ ْ ُ َْ ْ ُ
would use ‫ ﻣﺴِﻠﻤﻮن‬or ‫ ﻣﺴِﻠِﻤﻴ‬because it is inclusive.

Then we started talking about this crazy thing called broken plurals. I will break the discussion on
broken plurals into 3 parts to make the lesson more digestible in these review notes:

a. Broken plurals even exist in English. Any plural that can’t be predicted, rather any plural that
doesn’t simply take an ‘s’ at the end is an example of a broken plural in English. Teeth, mice,
phenomena and geese are examples of English broken plurals. Arabic broken plurals are
simply defined as any plurals that don’t end with a plural combination; masculine
(oona,eena) or feminine (aatun, aatin). Common Arabic broken plurals that you may have
heard include ‫ﺟﺪ‬
َ َ ْ َ َ َْ َ ُُ
ّ ‫ ﻧ‬, ‫ رﺳﻞ‬the broken
ِ ‫ﻣﺴﺎ‬, the plural of ‫ ﻣﺴِﺠﺪ‬, ‫أﻧِﺒﻴﺎء‬, the broken plural of ‫ﺒ‬ ِ
ْ َُ ُُ
plural of ‫رﺳﻮل‬, ‫ ﻛﺘﺐ‬, the broken plural of ‫ﻛﺘﺎب‬
َ ََُ َ
ِ and ‫ ﻋﻠﻤﺂء‬the broken plural of ‫ ﺨﻟ ِﻢ‬. By this
َ ُُْ ُ
definition, ‫ ﻣِﺆﻣﻨﻮن‬would not be a broken plural because it actually ends with a combination.
b. Broken plurals cannot be predicted. There is no way of telling what they are going to be.
Well, actually, some scholars have talked about patterns of broken plurals but there are so

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many of those that it doesn’t make sense to list them and you might as well call them
random. Just know that you’ll learn the broken plurals of isms one case at a time. Also know
Hُ
that most words in Arabic have broken plurals and some have two variations like ‫ﻛﻔﺎر‬
َ َ َ
broken and ‫ ﻛِﻓُﺮْون‬isn’t; both being plurals of ‫ﻛِﻓﺮ‬. There is a difference between the two of
them. Look for an article on muslimmatters.org by your instructor on the difference
between two plurals for the same singular word in the Qur’an.
c. For grammatical purposes, broken plurals are divided into two categories; human vs. non-
human. Human broken plurals may be treated singular and feminine while non-human
broken plurals must be treated singular and feminine. This is an illogical rule of Arabic and
perhaps the only one of its kind. What this means in simple terms is that the Arabs reserve
the right to speak of a broken plural the same way they would speak of a woman. This is
crazy on two levels. Firstly, a woman is obviously feminine and the broken plural may or
may not have anything to do with that gender. Secondly, a broken plural is still PLURAL while
a ‘woman’ is obviously singular. Having acknowledged that obvious contradiction however,
we have to come to terms with the fact that the rule is what it is. If this rule was true in
Arabic, the following passage would make total sense to us:

Fatimah read a dozen books. It took her a week to read each of her. After having read her, she
returned her all to the library. Since she was returned late, Fatimah had to pay a late fee for her. It
was worth it because she enjoyed her very much.

That’s how an Arab would have said it. In English, the above passage should have been:

Fatimah read a dozen books. It took her a week to read each of them. After having read them, she
returned them all to the library. Since they were returned late, Fatimah had to pay a late fee for
them. It was worth it because she enjoyed them very much.

d. The best way to appreciate broken plurals is to learn a bunch of them. At the end of this
document there is a list that you should seriously consider knowing well over the course of
two months.

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Part 2: Gender

I. Recall that in gender study we will concentrate only on the feminine as the masculine will be
assumed the majority. Anything we don’t cover under feminine will be assumed masculine.

II. Before discussing feminine itself, just know that ending combinations are a clear give away of
gender. (oona & eena) are obviously masculine combinations while (aatun & aatin) are obviously
feminine.

REAL FEMININE: This is really another word for female. The words ‫( أﺧﺖ‬sister) , ‫( أم‬mother) , ‫( ﺧﺎل‬maternal
َ َ
َ ِ ‫( ﻧ‬women), ‫( ﺑﻨﺖ‬daughter), ‫ زﻳﻨﺐ‬, ‫ﻣْﺮﻳﻢ‬, ‫ ﻓﺎﻃﻤﺔ‬etc. are all
aunt), ‫( ﻋﻤﺔ‬paternal aunt), ‫( اﻣﺮأة‬woman/ wife), ‫ﺴﺂء‬
examples of real feminine.

FAKE FEMININE: This is where Arabic shows its unique features. The essential idea is that every ism must be
given a gender. If that gender, masculine or feminine, isn’t real then it must be fake. From the common
sense point of view,the sun, the moon, the earth, the sky, the rock, the tree and the sand don’t actually have
real gender so the Arabs will assign each of them a fake one. In our class notes, we jotted down a brief list
that identifies the fake feminine.

i. Words that end with ‫ ة‬or ‫ ى‬or ‫ آء‬are fake feminine.

َ ْ ‫( َر‬mercy), ‫( َﻣْﻐﻔَﺮة‬forgiveness), ‫( ﻗﻴَﺎَﻣﺔ‬resurrection/standing), ‫( ﺻﻼة‬prayer), ‫( ز_ة‬purification), ‫ﺷﻬﺎدة‬
‫ﺣﺔ‬ ِ ِ
َ ْ َ
(testimony), ‫( ِدَراﺳﺔ‬study), ‫ﻛَﺮة‬ ِ ‫( ﺗﺬ‬a continuous /powerful reminder) etc. are all fake feminine. That is so
because they don’t actually have a gender, therefore their ending letter ‫ ة‬allows the Arabs to attribute the

fake feminine gender to them.

ُ ْ
‫ َﻃﻠﺤﺔ‬, ‫ َﻋﺒِﻴْﺪة‬, ‫ أﺳﺎﻣﺔ‬, ‫ ﺣﺬﻳﻔﺔ‬are all names of men. For this reason it is safe to say that these words already
have a real gender that is masculine. If they have a real gender, there is no reason to give them
a fake one. Despite having an allegedly feminine letter at the end, this words will still be considered
masculine.

‫( ُﻫَﺪى‬good news), ‫ﺣْﺴَﻨ‬ َ ْ ‫( ُﻛ‬greater/greatest),

ُ (more/most beautiful or best), ‫( ُﺻْﻐَﺮى‬smaller/smallest), ‫ﺒى‬
ْ
‫( ُﻋﻠﻴَﺎ‬higher/highest) are all fake feminine because their meanings illustrate that they don’t actually have a
gender so their last letter ‫ ى‬is enough for Arabs to call them fake feminine.

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ْ َ
nَ‫ُﻣْﻮ‬, nَ‫ ِﻋﻴ‬and ‫ﻳﺎ‬H‫ِﺮ‬o‫ َز‬are obviously men’s names so even though they end with ‫ ى‬, they are considered real
masculine, not fake feminine.

ْ َ َ ْ ‫ﺧ‬
َ ََْ
‫( َﻧﻴﻀﺂُء‬white), ‫( َﺻﻔَﺮآُء‬yellow), ‫( ﺣَْﺮآُء‬red), ‫( َﺳْﻮدآُء‬black), ‫ﻀآُء‬
َ ْ َ
(green), ‫( زرﻗﺂُء‬blue) are all fake feminine

because they end with ‫ آء‬and in their meanings they don’t really have a gender.

ii. Words on pg 12 in your notes in addition to body parts in pairs are considered fake feminine. You
already have the words on pg 12 so here I thought I should mention some body parts in pairs that
belong to this category:
ٌْ ٌ ُُ ٌ ْ ‫( َﻋ‬eye), ‫( َﺷَﻔٌﺔ‬lip), ‫( َﺳﺎٌق‬leg) are all feminine.
‫( ﻳٌَﺪ‬hand), ‫( ِرﺟﻞ‬foot), ‫( أذن‬ear), ‫ﻴ‬

iii. Broken plurals, as discussed under ‘NUMBER’ above are a kind of fake feminine; the non-human
ones are always fake feminine and the human ones may be but don’t have to be. The broken plural
ٌَ ٌ َْ
of ‫( ﻳﺪ‬hand) and ‫( أﻳﺪ‬hands). When the Arab says something like ‘their hands are tied’, he would end
up saying ‘she is tied’ instead of ‘they are tied’.

Part 3: Type
In status, we were to decipher raf’ from nasb from jarr. In number, we were to tell whether a word is
singular, pair, masculine plural, feminine plural or broken plural. In gender we had to distinguish
between fake feminine & real feminine and by implication fake masculine and real masculine. In the
study of ‘TYPE’, we distinguish words as being either proper or common. A proper ism is one that is
specific while a common one is general or generic. There are seven kinds of proper isms:
َ َ ْ َ
I. ‫ ِاﺳﻢ َﻋﻠﻢ‬- Specific names: ‫ﻛِﺮْﻳﻢ‬, ‫أﺣﺪ‬, ‫ُﺳﻌﺎد‬, ‫ ِﻋَﻤﺎد‬if being used as names are all proper. Names of
ُ
places like ‫ ﻣﻜﺔ‬, ‫ ﻳﺜب‬, ‫ ﺣﻨﻴ‬, ‫ﺑﺪر‬, ‫ﻣﺼ‬, ‫( ﺑﺎﺑﻞ‬Babylon/Iraq) are all proper also.

II. ‫ دﺧﻮل اﻷﻟﻒ واﻻم‬- Words that start with ‫ ال‬are proper. ‫ ال‬is the Arabic equivalent of ‘the’. The Arabs
don’t really have a word for ‘a’ but when you see a generic word with tanween (un, an or in) at the

end, that is an indication that the translation should have an ‘a’. For instance ‫ﻛﺘﺎب‬isn’t translated

‘book’ but rather ‘a book’. I mentioned this in class under the discussion of ‫ال‬because it doesn’t

make any sense to have ‘a’ and ‘the’ on the same word at the same time.

Therefore, when a word has ‫ال‬, it doesn’t have tanween. Please make sure you understand that ‫ال‬
doesn’t make a word light, it only gets rid of tanween. The pair and plural combinations when

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used with ‫ ال‬remain heavy. Consider the following examples:

‫( اﻟﺴﻠﻢ‬no tanween because of AL)

‫( اﻟﺴﻠﻤﺎن‬there was no tanween to get rid of, but as you know the word is still heavy)

‫( اﻟﺴﻠﻤﻮن‬the word is heavy as the ‫ ن‬is still there)

‫( اﻟﺴﻠﻤﺎت‬there was a tanween there originally as in ‫ ﻣﺴﻠﻤﺎت‬so it had to go with I added ‫)ال‬

III. ‫ اﻟَﻀﻤﺎﺋِﺮ‬- Pronouns are all proper. Pronouns will be a big part of our course in coming sessions. Here
we’re just mentioning them to complete our notes. Pronouns in English are he, she, they, you, etc.

Arabic pronouns are to be discussed later.

َ
IV. ‫ ِاﺳﻢ اﻹﺷﺎرة‬- Demonstrative pronouns or simply speaking pointing words are all proper. In English,
these are ‘this’, ‘that’, ‘these’ and ‘those’. A future lesson will dive deeper into this category of words

and how they are used.

V. ‫ اﻟﻨﺎدى‬- The one being called is proper even if a generic word like ‘BOY!’ or ‘MAN!’ or ‘LORD!’ is
being used to make the call.
َ
VI. ‫ اﻷْﺳَﻤﺎُء اﻟَﻤْﻮُﺻْﻮﻟﺔ‬- These are a small group of Arabic words. It is good to know them and their
meanings so I’ll list them here:

‫( ي‬non flexible) - the one who / which. The feminine version is ‫اﻟﺘ‬
H َ ْ
‫( ان‬raf’ 2) and ‫( ﻳﻦ‬nasb 2) – the two who . The feminine versions are ‫ اﻛﺎن‬and ‫ﻴ‬
ِ ‫اﻛ‬
H
ْ ِ ‫ اﻻ‬and kِ‫اﻻ‬. H
‫( ﻳﻦ‬non flexible) – those who. The feminine versions are ‡

‫( ﻣﻦ‬non flexible) - who/whomsoever, someone who, someone

‫( ﻣﺎ‬non flexible) What (not as a question but as a connector as in ‘I know what happened’.

VII. Only if the word after ‘of’ is proper is the word before ‘of’ proper. This is something I made you write
down but didn’t offer much explanation. Don’t worry, it’s all part of the plan!

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The following words represent the sizable chunk of the Singular Plural Meaning
broken plurals used in the Qur’an. The meanings are
oversimplified and will be given more depth in advance
studies.
َ
Singular Plural Meaning ‫ِوْزٌر‬ ‫أْوَزاٌر‬ Burden
َْ َ َ َْ َ ٌَ ٌ َ ٌ َ
‫أﻟ‬ ‫أﻋﻠْﻮن‬ High/Elevated ‫َوَرﻗﺔ‬ ‫أْوَراق‬ ‫َوَرﻗﺎت‬ Page
ْ َ ٌ ْ ‫ُﻗ‬
َ ٌ ْ ٌ َ َ
‫أﻗَﻤ‬ ‫ﻤ‬ Bling ‫ٌﺪ‬Žْ ِ ‫َو ٌ• َو‬ ‫ِو َ•ان‬ ‫أْوﻻد‬ Boy/son
ٌ ُ ‫َأْﻋ‬
‫ﻴ‬ ٌْ‫ﻋ‬
‫ﻴ‬ A person with large • ‫َو‬
•
َ
‫ﺂُء‬Žَ ِ ‫أْو‬ Friend &
ِ ِ
captivating eyes guardian
‫ﺐ‬ ُ َ‫َأْﻏﻠ‬ ‫ﺐ‬ ٌ ْ‫ُﻏﻠ‬ Thick ‫ِوَﻋﺂٌء‬
ٌ َ
‫أْوِﻗﻴَﺔ‬ Bag/ Vessel

‫ﺒ‬ُ َ ‫َأْﻛ‬ َ َ
‫أﻛﺎِﺑُﺮ‬ Greater/ Greatest ‫َﻫَﻮى‬
ْ
‫أﻫَﻮآٌء‬ Vain desire
ََ ُ ٌ ْ ‫َﻳﻤ‬ ٌ َْ
•ُّ ‫أ‬ •• Argumentative ‫ﻴ‬ ِ ‫أﻓَﻤﺎن‬ Oath/ right
Adversary hand
ٌ ٌ ْ َ
–ٌِ‫إ‬ ‫آﻟ َِﻬﺔ‬ Entity worthy of ‫َﻳﻨﺒُْﻮع‬ ‫ﻓﻨَﺎﻧِﻴُْﻊ‬ Waterfall/
worship & Obedience fountain
ُ ٌ ُ َ
‫أ•م‬ ‫ﻣَﻬﺎت‬H‫أ‬ Mother ‫َﻳْﻮٌم‬ ‫ﻳﺎٌم‬H‫أ‬ Day
ٌ َ َ ُ ُ
‫أَﻣﺔ‬ ‫إَِﻣﺂٌء‬ Maid ‫ﻧِﺬﻳٌْﺮ‬ ‫ﻧﺬٌر‬ Warner/
preacher
َْ ُ ٌ َ
‫أﻣٌﺮ‬ ‫أُﻣْﻮٌر‬ Matter/ Issue ‫َواِدٌي‬ ‫أْوِدَﻳﺔ‬ Valley
ٌَ ْ ٌ ٌَ
‫اِﻣَﺮأة‬ ‫ﻧ َِﺴﺂٌء‬ Woman ‫َواِرث‬ ‫َوَرﺛﺔ‬ Inheritor
ٌ ‫أ‬ ْ ٌ َ َ
‫ب‬ ‫آَﺑﺂٌء‬ Father ‫َوﻋٌﻦ‬ ‫أْوﺛﺎن‬ Idol
َ ٌْ
‫إِﺑِْﺮْﻳٌﻖ‬ ‫أَﺑﺎِرْﻳٌﻖ‬ Goblet ‫َوﺟﻪ‬ ‫ﺟْﻮٌه‬ُ ‫ُو‬ Face
ٌ ٌ ٌ ْ ٌ
‫إِِﺑﻞ‬ ‫إِِﺑﻞ‬ Camel ‫َوﺣﺶ‬ ‫ُوُﺣْﻮش‬ Wild beast
َ ٌ َ ٌH َ
‫اِﻧٌْﻦ‬ ‫أﻧْﻨَﺂٌء‬ Son ‫ِﻫﻼل‬ ‫أِﻫﻠﺔ‬ New moon
ََ َ ْ َ
‫أﺛٌﺮ‬ ‫آﺛﺂٌر‬ Remnant/ Footstep ‫َﻳِﺘﻴٌﻢ‬ ‫ﻓﺘَﺎَﻣ‬ Orphan
ْ َ َ َ
‫اِﻋٌﻢ‬ ‫آﺛﺎٌم‬ Sin ‫َﻳٌﺪ‬ ‫أﻳٍْﺪ أﻳِْﺪْي‬ Hand
ْ َ ُ ‫ُأ‬ ٌ ٌ ََْ
‫أﺟٌﺮ‬ ‫ﺟْﻮٌر‬ Reward/ Pay ‫َﻳِﻘﻆ‬ ‫أﻓﻘﺎظ‬ Awake
ْ َ ُ ٌ َ ُ
‫أﺣَُﺮ‬ ‫ﺣٌُﺮ‬ Red ‫ﻗْﺮَﻳﺔ‬ ‫ﻗًﺮى‬ Township
ٌ ُُ ٌ َ ٌ ْ َ‫ﻗ‬ ُ
‫أذن‬ ‫آذان‬ Ear ‫ﺼ‬ ‫ﻗُﺼْﻮٌر‬ Castle/ Fort
ُ ُ َ • ٌ َْ َ
‫أْرَزل‬ ‫أرآِزل‬ More/Most disgusting ‫ِﻏﻞ‬ ‫أﻏﻼل‬ Collar

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ٌَ ْ َ ُ ٌ َ ٌ َ
‫ﻜﺔ‬ ‫أِرﻳ‬ ‫آَرآﺋِﻚ‬ Couch/ pillow ‫ﻏِﻠﻴْﻆ‬ ‫ِﻏﻼظ‬ Severe/ Harsh/
Rough
ٌَ َْ ُ ََ َُ ٌ ْ
‫أﻧِﻤﻠﺔ‬ ‫أﻧﺎِﻣﻞ‬ Fingertip ‫ﻏﻼٌم‬ ‫ِﻏﻠَﻤﺎن‬ Boy
ٌ َْ َ ٌ ُ ٌ َْ
‫ﺔ‬H‫أﻣﻨِﻴ‬ • ِ ‫أَﻣﺎ‬
k Wishful thought ‫ﻓَﺆاد‬ ‫أﻓﺌَِﺪة‬ Heart
ٌ ْ َ َ ٌ ْ ٌ ْ
‫إِﻧَﺴﺎن‬ ‫ﻧﺎٌس‬ Human being/ People k‫ﻓ‬ ‫ﻓِﺘﻴَﺔ ﻓِﺘﻴَﺎن‬ Young man
َ
n • ِ ْ ‫إ ِﻧ‬ n• ِ ‫أﻧﺎ‬
ٌَْ ٌ ُُ ٌ َ ٌ َ
‫أﻏﻒ‬ ‫أﻧْﻮف‬ Nose ‫ﻓﺘَﺎة‬ ‫ﻓﺘَﻴَﺎت‬ Young woman
ٌ ٌَ ٌ َ َ ُ َ
‫َﻧْﻌﻞ‬ ‫َﻧُﻌْﻮﻟﺔ‬ Husband ‫ﻓﺎِﺣﺸﺔ‬ ‫ﻓْﻮاِﺣﺶ‬ Something
shameless/
vulgar
ٌ َ َ َ ُ
‫َﻧﻘَﺮة‬ ‫َﻧﻘٌﺮ‬ Cow ‫ﻓْﺮٌج‬ ‫ﻓُﺮْوٌج‬ Private part
ْ
‫َﺑﻜٌﺮ‬ ‫ﻜﺎٌر‬َ ْ‫َأﺑ‬ Virgin ٌ َ
‫ﻓْﺮد‬ ‫ﻓَﺮادى‬
ُ Alone

‫ﻜُﻢ‬ َ ْ‫َأﺑ‬ ‫ُﺑﻜٌﻢ‬

ْ Mute ٌ َ
‫ﻓَﺮاش‬
ٌ ُ
‫ﻓُﺮش‬ Floor

‫َﻧ•ﻦ‬
ٌ
‫َﻧﻨَﺎن‬ Fingertip ‫ﺒ‬ٌ ْ َ‫ﻗ‬ ُ
‫ﻗﺒُْﻮٌر‬ Grave
ْ َ ْ ‫َﺑﻨ‬ ٌَ َ ُ َ
‫َﻧﻨٌﻮ‬ ‫ﻴ‬ ِ Son ‫ﻗﺒِﻴْﻠﺔ‬ ‫ﻗﺒَﺂﺋِﻞ‬ Tribe
َ
‫َﻧﻨُْﻮن‬
ٌ ُ ٌ ْ ‫َأَﺳﺎِﻃ‬ َ َْ
‫أْﺳُﻄْﻮَرة‬ ‫ﻴ‬ Legend/ Folk tale ‫ﻗْﻄٌﺮ‬ ‫أﻗَﻄﺎٌر‬ Row
َ ٌ َ ٌ ُ
‫اِْﺳٌﻢ‬ ‫أْﺳَﻤﺎٌء‬ Name ‫ﻗَﻄﻒ‬ ‫ﻗُﻄْﻮف‬ Bunch of
grapes
ٌ َ ٌ َ ٌ ُ
‫أْﺳَﻮد‬ ‫ُﺳْﻮد‬ Black ‫ﻗﺎِﻋٌﺪ‬ ‫ﻗُﻌْﻮد‬ Sitting
ْ
‫إِﺻﺒٌَﻊ‬ ‫ﺻﺎِﺑُﻊ‬َ ‫َأ‬ Finger ٌُُ
‫ﻗﻔﻞ‬
ٌ ََْ
‫أﻗﻔﺎل‬ Lock

‫ﺻ•ﻢ‬ َ ‫َأ‬ ‫ﺻ•ﻢ‬ ُ Deaf ٌ َ

‫ﻗِﻼَدة‬ ‫ﻗﻼﺋُِﺪ‬
َ Necklace/ neck
ornament/
garland
َْ
‫ﺑٌﺮ‬ ‫ﺑْﻮٌر‬ ُُ Ocean ْ
‫ﻗِﻨَﻄﺎٌر‬ ُ ْ ‫َﻗﻨَﺎِﻃ‬
‫ﻴ‬ Pile of wealth/

‫ﺑٌﺮ‬ُ ْ ‫َأ‬ 1200 ounces of

gold
ٌ ٌ ٌ ُ ٌ َْ
‫َﺑَﺪن‬ ‫ُﺑُﺪْون‬ Body ‫ﻗْﻮت‬ ‫أﻗَﻮات‬ Nourishment
ٌ َ
‫أﺑَْﺪان‬
َ ٌ ُ ُ
‫َﺑ•ﺮ‬ ‫أﺑَْﺮاٌر‬ Righteous/ ‫ﻮة‬H‫ﻗ‬ ‫ﻮى‬H‫ﻗ‬ Power/
Righteousness strength

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َ َ Hُ
‫ُﺑْﺮٌج‬ ‫ُﺑُﺮْوٌج‬ Pillar ‫ﻛﻧٌﺲ‬ ‫ﻛﻨٌﺲ‬ Someone/thing
that hides
ٌ َ ‫َﺑ‬ َ ٌ ‫ُﻛْﻮ‬ ٌ ‫َأْﻛَﻮا‬
‫ﺼ‬ ‫أﺑَْﺼﺎُر‬ Vision / Eye ‫ب‬ ‫ب‬ Cup/ Goblet
ٌَْ َ •ُ ٌ ُُ
‫ﻴة‬ ‫ﺑِﺼ‬ ‫َﺑَﺼﺂﺋُِﺮ‬ Insight/ visible ‫ﻛﻒ‬ ‫ﻛﻔْﻮف‬ Palm
evidence
ٌ ٌ َ ٌ
‫َﻧَﻄٌﻦ‬ ‫ُﻧُﻄْﻮن‬ Belly ‫ﺪة‬H‫ﻗ‬ ‫ﻗَِﺪد‬ Groups headed
in different
directions/
dispersed
groups
‫ب‬ٌ ‫َﺛْﻮ‬ ٌ ‫ﻋﻴَﺎ‬
‫ب‬ Clothing ْ
‫ﻗِﺪٌر‬ ‫ﻗُﺪْوٌر‬
ُ Large vessel
ِ
ٌ ‫ﺟﻠْﺒَﺎ‬ ُ ْ‫ﺟَﻼﻧﻴ‬ َ َْ
‫ب‬ ِ ‫ﺐ‬ ِ
َ Outer garment ‫ﻗَﺪٌم‬ ‫أﻗَﺪاٌم‬ Foot/ step/
merit

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Day 4:

PART 1: Summary of the Entire Session

Once you go through this document, come back to this section and read these five points again.
This lays out concepts that will be explained throughout this document.

َ َ ُ ُ
1. An ‫ﺿﺎﻓﺔ‬ ِ‫ إ‬is a ‫ ﻣﻀﺎف‬+ ‫ﻪ‬,‫ﻣﻀﺎف إ‬. It is defined loosely as any phrase with an ‘of’ in between.
ُ
2. The ‫ ﻣﻀﺎف‬is the word before the ‘of’ and must be light without ‫ ال‬while the ‫ﻪ‬,‫ ﻣﻀﺎف إ‬must be ‫ﺮ‬2‫ﺟ‬
َ
3. Pronouns are all proper. There are two kinds of pronouns; independent and attached (pg 18).
4. Independent pronouns (white cells pg 18) are all ‫ َرﻓﻊ‬hile the attached ones (grey cells) can only be
‫ ﻧﺼﺐ‬or ‫ﺟﺮ‬
5. When attached to an ‫اﺳﻢ‬, the pronoun must be ‫ ﺟّﺮ‬because it becomes a ‫ﻪ‬,‫ﻣﻀﺎف إ‬

PART 2: Session Introduction

We’ve moved on from properties of the ‫ اﺳﻢ‬to scenarios when they start coming together to form
meaningful language.

Words coming together either create (a) fragments or (b) sentences. A fragment is anything more than a
single word but less than a sentence. Before we deal with sentences, we mentioned that we’ll try and
tackle 5 different kinds of fragments on days 4, 5 and 6. These fragments are listed as follows:
1. The ‫ إﺿﺎﻓﺔ‬which is made up of the ‫( ُﻣﻀﺎف‬the ‫ اﺳﻢ‬before ‘of’) and the ‫ﻪ‬,‫( ﻣﻀﺎف إ‬the ‫ اﺳﻢ‬after ‘of’).
2. Adjectives or the study of ‫( َﻣﻮﺻﻮف‬the noun) and ‫( ِﺻﻔﺔ‬the adjective)
3. ‫ ﺣﺮف‬of ‫ﺮ‬2‫ﺟ‬
َ
4. ‫ ﺣﺮف‬of ‫ﻧْﺼﺐ‬
5. Pointing fragments made up of ‫ اﺳﻢ اﻹﺷﺎرة‬and the ‫ﻪ‬,ِ‫ﻣﺸﺎٌر إ‬
Once we understand at least these five fragments, we can have a healthy discussion about sentences
which would be item 6: The sentence involving the ‫اﺳﻢ‬.
In yesterday’s session we primarily dealt with the first of the five fragments mentioned above and that is
the ‫إﺿﺎﻓﺔ‬.

PART 3: ‫اﻹﺿﺎﻓﺔ‬
a. Thinking About ‫ اﻹﺿﺎﻓﺔ‬in English:
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Anytime you think of two words coming together with an ‘of’ in between them, chances are you
are thinking of a case of ‫إﺿﺎﻓﺔ‬. The messenger of Allah, the house of Allah, the Muslim’s faith, the
teacher’s book, the day of judgment, his house, your religion, our community are all cases of ‫إﺿﺎﻓﺔ‬
because they all have an ‘of’ either spelled out explicitly or understood implicitly.

b. The Basic Concept of ‫ اﻹﺿﺎﻓﺔ‬in Arabic:

Arabic doesn’t actually have a word for ‘of’. In any phrase comprising ‘x of y’ , there are certain
rules that apply to ‘x’ (word before the ‘of’) and a separate condition that applies to ‘y’ (word after
the ‘of’). First, let us take note of some basic terminology:
The ‫ اﺳﻢ‬before the ‘of’ is called ‫ﻣﻀﺎف‬
The ‫ اﺳﻢ‬after the ‘of’ is called ‫ﻪ‬,‫ﻣﻀﺎف إ‬.
The ‫ﻪ‬,‫ ﻣﻀﺎف إ‬is always ‫ﺮ‬2‫ﺟ‬. This seems to correlate with something we learned on the first day of
class.

Remember‫ ﺟﺮ‬was defined as ‘after of’. In the next session we will see that ‫ﻪ‬,ِ‫ ُﻣﻀﺎف إ‬is the most

popular case of ‫ ﺟﺮ‬but not the only case but don’t worry about that for now.

Let us now turn our attention to the ‫( ﻣﻀﺎف‬the ‫ اﺳﻢ‬before the ‘of’). This word needs to meet two

conditions without exception:

i. A ‫ ﻣﻀﺎف‬must be light

ii. A ‫ ﻣﻀﺎف‬cannot have ‫ ال‬in the beginning

Examples:
ُ ُ ْ َ ُّ َ َ َْ
ِ ‫( َرﺳْﻮل ا‬the messenger of Allah) ‫ﷲ‬
‫ﷲ‬ ِ ‫( ِدﻳِﻦ ا‬the religion of Allah) ‫( َرب اﻟﻌْﺮِش‬the Lord of the Throne) ‫رٍة‬2‫ِﻣﺜﻘﺎل ذ‬
ُ ُ
(the weight of a seed) ‫ت اﻟﻘْﺮآِن‬ ‫( آﻳﺎ‬the ayaat of the Quran).

In each example above, the first ‫ اﺳﻢ‬is a ‫ ﻣﻀﺎف‬because it is light without ‫ ال‬and the second ‫ اﺳﻢ‬is ‫ﻪ‬,‫ﻣﻀﺎف إ‬

because it is ‫ﺟّﺮ‬. Remember that a ‫ ﻣﻀﺎف‬doesn’t have to be ‫ﺟّﺮ‬, nor does a ‫ﻪ‬,‫ ﻣﻀﺎف إ‬have to be light. What

I’m trying to say is that you should never confuse the criteria of a ‫ ﻣﻀﺎف‬with that of the ‫ﻪ‬,‫ﻣﻀﺎف إ‬. When you

look at the first ‫اﺳﻢ‬, only ask yourself two questions if you want to see if it’s a ‫ﻣﻀﺎف‬. Those two questions

are “Is this ‫ اﺳﻢ‬light and does it have ‫ ”?ال‬If you find that the ‫ اﺳﻢ‬is in fact a ‫ﻣﻀﺎف‬, turn to the ‫اﺳﻢ‬

immediately after it and ask only one question: “Is this ‫ اﺳﻢ‬in ‫”?ﺟّﺮ‬. Don’t look for things in a ‫ ﻣﻀﺎف‬that you

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should be looking for in a ‫ﻪ‬,‫ ﻣﻀﺎف إ‬and vice versa.

c. Special Mudhafs

Lastly, we discussed a list of 18 words that we call “special ‫”ﻣﻀﺎف‬. These words are considered a ‫ﻣﻀﺎف‬
َ َ ْ ‫( َﺑ‬between the two
even though they do not always give an ‘of’ meaning. For example: ‫ﺴﺪﻳِْﻦ‬2‫ﻴ اﻟ‬
mountains).

Summarizing: ‫إِﺿﺎﻓﺔ‬
i. An ‫ إِﺿﺎﻓﺔ‬is made up of two parts; the ‫ ﻣﻀﺎف‬and the ‫ﻪ‬,‫ﻣﻀﺎف إ‬
ii. The ‫ ﻣﻀﺎف‬is loosely defined as the ‫ اﺳﻢ‬before ‘of’ and it must meet two conditions: Light, No ‫ال‬
iii. The ‫ﻪ‬,ِ‫ ﻣﻀﺎف إ‬is loosely defined as the ‫ اﺳﻢ‬after ‘of’ and the only condition on it is that it must be
‫ﺟّﺮ‬.

PART 4: Practice Exercise

Are the highlighted portions of this ‫ ﺳﻮرة‬cases of ‫?إﺿﺎﻓﺔ‬
ٌََْ ْ ْ َ َ َ َ ُّ ُ َ َ َ
ٰ َ َ ْ ُّ ُ َ 2 َ ٰ َ َ ّ ُ ّ َ ُ 2 َ ََْ
‫﴾ ﻓﻮﻳﻞ‬٣﴿ ‫ﻴ‬ ِ ‫﴾ وﻻ ﻳﺾ ﻟ ﻃﻌﺎِم اﻟِﻤﺴ‬٢﴿ ‫ِﺘﻴﻢ‬,‫ي ﻳﺪع ا‬p
ِ ‫ﻜ‬ ِ ‫ي ﻳﻜِﺬب ِﺑﺎ‬p
ِ ‫﴾ ﻓﺬﻟ ِﻚ ا‬١﴿ ‫ﻳِﻦ‬s ِ ‫رأﻳﺖ ا‬
َ ُ َْ َ َُْ َ َ ْ ُ 2 َ ُ َ ْ َ َ َ ْ ُ َ 2 َ ‫ﻟّﻠُْﻤَﺼ ّﻠ‬
﴾٧﴿ ‫﴾ َوﻳﻤﻨﻌﻮن اﻟﻤﺎﻋﻮن‬٦﴿ ‫ﻳَﻦ ﻫﻢ ﻳَُﺮاُءون‬p
ِ ‫ا‬ ﴾٥﴿ ‫ن‬ ‫ﻮ‬‫ﻫ‬ ‫ﺎ‬‫ﺳ‬ ‫ﻢ‬ ‫ﻬ‬‫ﺗ‬
ِِ ‫ﻼ‬ ‫ﺻ‬ ‫ﻦ‬ ‫ﻋ‬ ‫ﻢ‬‫ﻫ‬ ‫ﻦ‬ ‫ﻳ‬ p
ِ ‫ا‬ ﴾٤﴿ ‫ﻴ‬ ِ ِ

PART 5: An Introduction to Pronouns

By the end of the lesson, we made an attempt to tie the lesson on ‫ إﺿﺎﻓﺔ‬to this, the lesson on pronouns.
First of all, recall that we have made mention of pronouns in passing during the first three sessions twice.
Here’s what we have already noted down:
i. Pronouns are one of the 7 kinds of ‫ اﺳﻢ‬that are always proper.
ii. Pronouns cannot be identified as ‫رﻓﻊ‬, ‫ ﻧﺼﺐ‬or ‫ ﺟﺮ‬based on ending sounds or ending combinations.
They are identified with a method unique to them.

We started by first going through the independent pronouns with their meanings (page 18, white cells).
Then we took note of some critical study tips in regards to pronouns:

i. Independent pronouns must be memorized. Here’s the sequence we used in class:

َْ ََ 2 ُ ْ‫َأﻧْﺖ َأﻏْﺘَُﻤﺎ َأﻧ‬ َْ َْ َ َْ
‫أﻧﺎ ﻧُﻦ‬ ‫ﺘ‬ ِ ‫ﺖ أﻏﺘَُﻤﺎ أﻏﺘُْﻢ‬ ‫أﻧ‬ ‫ﻦ‬2‫ﻫ ُﻫﻤﺎ ُﻫ‬
َ ِ ‫ُﻫَﻮ ُﻫَﻤﺎ ُﻫْﻢ‬

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ii. One must be able to recite each pronoun with its meaning from memory. (Use the chart above)
iii. Core grammar involving the pronouns:
a. Independent pronouns (white cells on pg 18 or the table above) are all ‫رﻓﻊ‬.
b. All pronouns, independent or attached are proper.
c. Each independent pronoun has an attached version of itself. This attached version is used
when expressing the pronoun in ‫ ﻧﺼﺐ‬or ‫ﺟﺮ‬. It doesn’t matter what sound you hear at
the end of the independent or attached pronoun. That sound cannot be used to tell its
َ ْ‫ َأﻧ‬or ‫ﻫ‬
status. If you see any independent pronoun like ‫ﺖ‬ َ ِ you know with certainty that it is

‫رﻓﻊ‬. If you see an attached pronoun such ‫ َك‬or ‫ ﻧﺎ‬, you know for sure that it can’t be ‫رﻓﻊ‬
َ
leaving behind only two other possibilities: ‫ ﻧﺼﺐ‬or ‫ﺟّﺮ‬.
d. Students must memorize each attached version that corresponds to each independent
version. Here’s the raw list:
َ‫ ُﻫﻮ‬is the independent (‫ )رﻓﻊ‬whose attached (‫ ﻧﺼﺐ‬or ‫ )ﺟّﺮ‬version is ‫ ُه‬or ‫ِه‬

‫ ُﻫَﻤﺎ‬is the independent (‫ )رﻓﻊ‬whose attached (‫ ﻧﺼﺐ‬or ‫ )ﺟّﺮ‬version is ‫ ُﻫَﻤﺎ‬or ‫ِﻫَﻤﺎ‬

‫ ُﻫْﻢ‬is the original (‫ )رﻓﻊ‬whose attached (‫ ﻧﺼﺐ‬or ‫ )ﺟّﺮ‬version is ‫ ُﻫْﻢ‬or ‫ِﻫْﻢ‬
‫ﻫ‬َ ِ is the original (‫ )رﻓﻊ‬whose attached (‫ ﻧﺼﺐ‬or ‫ )ﺟّﺮ‬version is ‫َﻫﺎ‬

‫ﻦ‬2‫ ُﻫ‬is the original (‫ )رﻓﻊ‬whose attached (‫ ﻧﺼﺐ‬or ‫ )ﺟّﺮ‬version is ‫ﻦ‬2‫ ُﻫ‬or ‫ﻦ‬2‫ِﻫ‬
‫ﺖ‬ َ ْ‫ َأﻧ‬is the original (‫ )رﻓﻊ‬whose attached (‫ ﻧﺼﺐ‬or ‫ )ﺟّﺮ‬version is ‫َك‬
َْ ُ
‫ أﻏﺘَُﻤﺎ‬is the original (‫ )رﻓﻊ‬whose attached (‫ ﻧﺼﺐ‬or ‫ )ﺟّﺮ‬version is ‫ﻛَﻤﺎ‬
َْ ُ
‫ أﻏﺘُْﻢ‬is the original (‫ )رﻓﻊ‬whose attached (‫ ﻧﺼﺐ‬or ‫ )ﺟّﺮ‬version is ‫ﻛْﻢ‬
َْ
‫ﺖ‬ِ ‫ أﻧ‬is the original (‫ )رﻓﻊ‬whose attached (‫ ﻧﺼﺐ‬or ‫ )ﺟّﺮ‬version is ‫ِك‬
2 ُ ْ‫ َأﻧ‬is the original (‫ )رﻓﻊ‬whose attached (‫ ﻧﺼﺐ‬or ‫ )ﺟّﺮ‬version is ‫ﻦ‬2‫ﻛ‬
‫ﺘ‬ ُ
ََ َ is ‫ي‬
ْ ِ and ‫ﺟّﺮ‬
‫ أﻧﺎ‬is the original (‫ )رﻓﻊ‬whose attached ‫ ﻧﺼﺐ‬is k
َْ َ
‫ ﻧُﻦ‬is the original (‫ )رﻓﻊ‬whose attached (‫ ﻧﺼﺐ‬or ‫ )ﺟّﺮ‬version is ‫ﻧﺎ‬

PART 6: What Do Pronouns Have To Do With ‫?إِﺿﺎﻓﺔ‬

َ ‫إ‬. The ‫ اﺳﻢ‬serves as the ‫ ﻣﻀﺎف‬and the pronoun at
An ‫ اﺳﻢ‬with an attached pronoun forms an ‫ﺿﺎﻓﺔ‬ ِ
the end of it serves as the ‫ﻪ‬,‫ﻣﻀﺎف إ‬. For example:
‫ﻜْﻢ‬ُ ‫ َأﻏُْﻔﺲ – َأﻧُﻔﺴ‬is the ‫ ُﻣﻀﺎف‬and ‫ﻛْﻢ‬
ُ is the ‫ﻪ‬,ْ‫ُﻣﻀﺎف إ‬
ِ ِ ِ ِ
َ
‫ َرُّب – َرُّﺑﻚ‬is the ‫ ﻣﻀﺎف‬and ‫ َك‬is the ‫ِﻪ‬,ِْ‫ُﻣﻀﺎف إ‬
َ
This makes complete sense. Think about ‫ َرُّﺑﻚ‬Your Lord. Another way of saying that in English
would be the ‘Lord of yours’ and since there is an ‘of’ here, it must be a case of ‫ ُﻣَﻀﺎف‬and ‫ﻪ‬,‫ﻣﻀﺎف إ‬.

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Day 5:
PART 1: SUMMARY OF THE ENTIRE SESSION

We covered a few major concepts yesterday. Here they are in a nutshell:

1. The words listed on page 22 serve as ‫ ُﻣﻀﺎف‬99% of the time. I like to call them ‘special ‫ ’ُﻣﻀﺎف‬they
don’t exactly produce an ‘x’ of ‘y’ meaning
2. The words listed on page 27 serve as ‫ﺟﺮف اﻟّﺮ‬. They, just like a ‫ ُﻣﻀﺎف‬make the next word ‫ ﺟّﺮ‬but we
don’t call any of them ‫ ﻣﻀﺎف‬because they aren’t an ‫ اﺳﻢ‬and a ‫ ﻣﻀﺎف‬has to be an ‫اﺳﻢ‬.
3. The words listed on page 28 serve as ‫ﺣﺮف اَﺠْﺼﺐ‬. They affect the ‫ اﺳﻢ‬following them only in that
they force it to the ‫ ﻧﺼﺐ‬status.
4. What is the status of the attached pronoun; ‫ ﻧﺼﺐ‬or ‫ ﺟّﺮ‬in a given case?

PART 2: Extra Vocabulary َ

In addition to the special mudhafs, there is a short list of 5 ‫( أْﺳَﻤﺎء‬plural of ‫ )اﺳﻢ‬that, when serving
as ‫ ﻣﻀﺎف‬shows its status with a ‫ و‬for ‫ رﻓﻊ‬instead of a ‫‘( ﺿ<ﻤﺔ‬u’ sound), with an ‫ ا‬for ‫ ﻧﺼﺐ‬instead of a
َ ْ‫‘( َﻓﺘ‬a’ sound) and a ‫ ي‬for ‫ ﺟّﺮ‬instead of a ‫‘( ﻛﺴة‬I’ sound).
‫ﺤﺔ‬
The five special isms are:
Father ‫ب‬ٌ ‫ َأ‬Brother ‫ َأٌخ‬Possessor-of ‫( ُذْو‬this word is always a ‫)ﻣﻀﺎف‬ َ Mouth ‫َﻓٌﻢ‬
Father-in-law ‫ﺣٌﻢ‬

Here are some examples where these words are used as ‫ﻣﻀﺎف‬.
َ َ َ َ َ َ
1. Kِ‫ أُﺑﻮ أَﺑﺎ أ‬Ex: ‫ إِﺑَْﺮاِﻫﻴَْﻢ‬K ْ ‫( أُﺑْﻮ إِﺑَْﺮاِﻫﻴَْﻢ أَﺑﺎ إِﺑَْﺮاِﻫﻴَْﻢ أ‬Father of Ibrahim)
ِ
َ َ َ ُ َ َ َ َ ُ َ
2. Qِ‫ أﺧﻮ أﺧﺎ أ‬Ex: nَ‫ ُﻣْﻮ‬Q ْ ِ ‫ أ‬nَ‫ﺧﺎ ُﻣْﻮ‬ ‫ أ‬nَ‫( أﺧﻮ ُﻣْﻮ‬Brother of Musa)
َ ُ َْْ َ ْ َْْ َ َ َْ َ ْ
3. ‫ ذْو ذا ِذْي‬Ex: ‫ﻴ‬ ِ ‫ﻴ ِذي اﻟﻘﺮﻧ‬ ِ ‫ﻴ ذا اﻟﻘﺮﻧ‬ ِ ‫( ذو اﻟﻘﺮﻧ‬Possessor of two horns/ the one of two horns)
4. ‫ﻤ‬ْ ِ ‫ َﺣُْﻮ َﺣَﺎ ِﺣ‬Ex: ‫ﺣﻴَْﻬﺎ‬ َ َ ََ َ َ
ِ ‫( ﺣُْﻮﻫﺎ ﺣﺎﻫﺎ‬her father-in-law)
ْ ِ ‫ ﻓُْﻮ ﻓَﺎ‬Ex: ‫ت‬
5. ‫ﻓ‬ ْ ُ ْ َ ‫ﺣْﻮت‬ ُ َ ْ ُ َْ
ٍ ‫ﻓ ﺣﻮ‬ ٍ ‫ت ﻓﺎ‬ ٍ ‫( ﻓﻮ ﺣﻮ‬the mouth of a whale)

PART 3: The Harf of Jarr

The grammar of this lesson is very easy. This is a group of 11 words that force the next ism into
َ status. These 11 words, listed on page 27 are all ‫ ﺣﺮف‬so they don’t have any properties like
‫ﺟّﺮ‬
status, number, gender or type. This, by this way, is what makes these 11 words different from
ُ َ َ َ
the special mudhafs. Those words do have status that goes through change such as ‫ﻗﺒْﻞ‬, ‫ ﻗﺒْﻞ‬and
َ
‫ ﻗﺒِْﻞ‬so they are considered ‫اﺳﻢ‬, not ‫ﺣﺮف‬. These words (the ones on page 27) have no properties
whatsoever. Their only function is to convert the next word to ‫ﺟﺮ‬. You MUST memorize these 11

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words as one sequence and build familiarity with their meanings overtime. I’m writing them out
here just so you can use this for memorization:
َ َ ‫ﻓ َﻗْﻦ َﻟ‬
‫ إِﻟ‬k<‫ﺣ‬ ْ ِ ‫ب ت ك ل و ِﻣْﻦ‬

Read the following passages from Suratul An’am and pay close attention to the highlighted ‫ﺣﺮف‬
‫ ﺟّﺮ‬and the words that follow. Can you see their impact?
ُ ‫ﺧَﻠَﻘ‬ َ < ُ َ ُ َْ ّ َ َ < ُ َ ُ ُّ َ َ َ َ ْ َ ْ َ < ََ َ < < ُ ْ ْ
‫ﻜﻢ‬ ‫ي‬i ِ ‫﴾ ﻫَﻮ ا‬١﴿ ‫ﻳَﻦ ﻛﻔُﺮوا ِﺑَﺮِﺑِﻬْﻢ ﻓﻌِﺪﻟﻮن‬i ِ ‫ت َواُّﺠﻮَر ۖ◌ ﻋ<ﻢ ا‬ ِ ‫ت َواﻷرض َوﺟﻌﻞ اﻟﻈﻠﻤﺎ‬ ِ ‫ي ﺧﻠﻖ اﻟﺴﻤﺎَوا‬i ِ ‫ﻟَﻤﺪ ﻟ ِﻠـِﻪ ا‬
ُ < ََُْ ۖ َْْ َ َ ‫﴾ َوُﻫَﻮ اﻟ<ﻠـُﻪ ﻓ اﻟ<ﺴ‬٢﴿ ‫ﺘوَن‬ ََْ ُْ َ <ُ ۖ َُ َ ‫ﺟًﻼ ۖ◌ َوَأ‬
ُّ ‫ﺟٌﻞ‬ َ ‫• َأ‬
ٰ َ ‫ﻴ ُﻋ<ﻢ َﻗ‬ ّ
‫ﺳﻛْﻢ‬ ِ ‫ﻢ‬ ‫ﻠ‬ ‫ﻌ‬ ‫ﻓ‬ ◌ ‫ض‬ ِ ‫ر‬ ‫ﻷ‬ ‫ا‬ • ‫و‬
ِ ِ ‫ت‬ ‫ا‬‫و‬َ ‫ﺎ‬ ‫ﻤ‬ ِ
ُ ‫ﻤ‬‫ﻳ‬ ‫ﻢ‬ ‫ﺘ‬ ‫ﻧ‬‫أ‬ ‫ﻢ‬ ‫ﻋ‬ ◌ ‫ه‬ ‫ﺪ‬ ‫ﻨ‬‫ﻋ‬ِ ‫ﻤ‬ ‰ َ
‫ﺴ‬ ‫ﻣ‬ ٍ ‫ِﻣﻦ ِﻃ‬
َ ْ < َ ْ ََ
‫﴾ ﻓﻘﺪ ﻛﺬﺑُﻮا ِﺑﺎﻟَ ِّﻖ ﻟ<ﻤﺎ‬٤﴿ ‫ﻴ‬ َ ‫﴾ َوَﻣﺎ ﺗَﺄْﻳﻴﻬﻢ ّﻣْﻦ آﻳَﺔ ّﻣْﻦ آﻳَﺎت َر ّﺑﻬْﻢ إ<ﻻ َﻛﻧُﻮا َﻗﻨَْﻬﺎ ُﻣْﻌﺮﺿ‬٣﴿ ‫ﻜﺴﺒُﻮَن‬ ْ َ َ ََْ ْ ُ ْ َ
ِ ِ ِ ِِ ِ ِ ٍ ِ ِ ِ ِ ‫َوﺟﻬَﺮ™ﻢ َوﻳﻌﻠُﻢ ﻣﺎ ﺗ‬
َ َْ < َ ّ َ ْ َ ْ َ َ ْ ََ ْ ََ َ ُ ْ ُ َ َ ْ َ َ
‫ﻛْﻢ أﻫﻠﻜﻨَﺎ ِﻣﻦ ﻗﺒِْﻠِﻬﻢ ِﻣﻦ ﻗْﺮٍن <ﻣﻜﻨ<ﺎُﻫْﻢ ِﻓ اﻷْرِض َﻣﺎ ﻟْﻢ‬ ‫﴾ أﻟﻢ ﻳﺮوا‬٥﴿ ‫ﺟﺎَءُﻫْﻢ ۖ◌ ﻓَﺴْﻮف ﻳَﺄِﻳﻴِﻬْﻢ أﻧﺒَﺎُء َﻣﺎ ﻛﻧﻮا ِﺑِﻪ ﻳ َْﺴﺘَﻬِﺰﺋﻮن‬ َ
ً َ َْ َ َ ُُ ْ َ ْ ََ َْ َْ َْْ ْ ْ ّ َ ْ َ ُ < ّ َُ
‫ﻜْﻢ َوأْرَﺳﻠﻨَﺎ اﻟ<ﺴَﻤﺎَء َﻋﻠﻴِْﻬﻢ ِﻣﺪَراًرا َوَﺟَﻌﻠﻨَﺎ اﻷﻏَﻬﺎَر ﺗِﺮي ِﻣﻦ ﺗﺘِِﻬْﻢ ﻓﺄﻫﻠﻜﻨَﺎُﻫﻢ ِﺑﺬﻧﻮِﺑِﻬْﻢ َوأﻧﺸﺄﻧﺎ ِﻣﻦ َﻧْﻌِﺪِﻫْﻢ ﻗْﺮﻧﺎ‬ ‫ﻜﻦ ﻟ‬ ِ ‫ﻏﻤ‬
ٌ ُّ ْ < َ َ ْ َ َ < َ ََ َْ َََ َ َ َْ َ ْ َ َ َ
﴾٧﴿ ‫ﻳَﻦ ﻛﻔُﺮوا إِن ﻫٰـﺬا إِﻻ ِﺳﺤٌﺮ ﻣﺒِﻴ‬i ِ ‫﴾ َوﻟْﻮ ﻧ<ﺰ َﺠﺎ ﻋﻠﻴﻚ ِﻛﺘﺎﺑًﺎ ِﻓ ِﻗْﺮَﻃﺎٍس ﻓﻠﻤُﺴﻮُه ِﺑﺄﻳِﺪﻳِﻬْﻢ ﻟﻘﺎل ا‬٦﴿ ‫آﺧِﺮﻳَﻦ‬

PART 4: The Harf of Nasb

A much smaller ‫ ﺣﺮف‬group is listed on page 28. This group has one major grammatical function;
that of ensuring that the following word is ‫ﻧﺼﺐ‬. The seven ‫ ﺣﺮف اﺠﺼﺐ‬that you must memorize
are:
< َ َ َ َ <َ <ََ <َ <
‫ﻜ<ﻦ ﻟَﻌﻞ‬
ِ ‫إِن أن ﻛﺄن ِﺑﺄن ْ©ﺖ ﻟ‬
Any ‫ اﺳﻢ‬following any of the ‫( ﺣﺮوف‬plural of ‫ )ﺣﺮف‬above must be ‫ﻧﺼﺐ‬. Look at the following
excerpts:
َ ُ َ ُّ ُ َ ُ َ ْ َ َ < َ َ َ َ ْ ‫ﺧْﺴ إ<ن اﻟُﻤﻨَﺎﻓﻘ‬ ُ ْ َ َ َْ <
‫ﺴْون َو َﻣﺎﻓْﻌِﻠﻨُْﻮن‬ ِ ‫أن اﷲ ﻓﻌﻠﻢ ﻣﺎ ﻳ‬ ‫ﻴ ﻓ ا<¬ْرِك اﻷْﺳﻔِﻞ ِﻣَﻦ ا<ﺠﺎِر‬ ِِ ِ ٍ ‫ﻹﻧﺴﺎن ﻟِﻔ‬
ِ ‫إِن ا‬
َ ُ َ ُ <ََ َ َ ْ َ < ‫ت َم‘َ اﻟّﺮُﺳْﻮل َﺳﺒﻴًْﻼ َو ﻟﻜ<ﻦ اﻟ‬ َ< ْ ََْ َ
ُ ‫ﺗْﺬ‬
‫ﻜْﻢ ﻳﺘ<ﻘْﻮن‬ ‫ﻟ ﻌﻠ‬ ِ ‫ﺒ ﻣﻦ آﻣَﻦ ﺑﺎ‬
‫ﷲ‬ ِ ِ ِ ِ ‫ﻳﺎ©ﺘِﻨ ا‬

PART 5: Addition Comments About The Status Of Pronouns

These notes fuse concepts that we have discussed and those that we haven’t. Make sure you
understand them:
1. Independent pronouns are all ‫رﻓﻊ‬
2. Attached pronouns can only be ‫ ﻧﺼﺐ‬or ‫ﺟّﺮ‬
3. An attached pronoun is:
a. ‫ ﺟّﺮ‬when it is attached to an ‫( اﺳﻢ‬because it becomes a ‫ ﻣﻀﺎف إ©ﻪ‬like all the cases on
page 24).

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b. ‫ ﺟّﺮ‬when it is attached to a ‫( ﺣﺮف اﻟَّﺮ‬because anything after ‫ ﺟﺮف اﻟّﺮ‬on page 27 is ‫)ﺟّﺮ‬.
c. ‫ ﻧﺼﺐ‬when it is attached to a ‫( ﺟﺮف اﺠﺼﺐ‬because anything after ‫ ﺟﺮف اﺠﺼﺐ‬on page 28
is ‫)ﻧﺼﺐ‬.
d. ‫ ﻧﺼﺐ‬when it is attached to any ‫( ﻓِﻌﻞ‬something we haven’t studied yet).
ُ in ‫ﻜْﻢ‬
Based on these notes, the word ‫ﻛْﻢ‬ ُ َ‫ ﻟ‬is ‫ ﺟّﺮ‬because it is attached to a
‫ ﺣﺮف اﺠﺼﺐ‬.
ُ ُ‫ دْﻓﻨ‬because in
ُ is ‫ ﺟّﺮ‬if it is attached to any ‫ اﺳﻢ‬for example ‫ﻜْﻢ‬
The very same pronoun ‫ﻛْﻢ‬ ِ
this case it is a ‫ﻣﻀﺎف إ©ﻪ‬.

PART 6: Answers to the Practice Exercise in the notes from Day 4

ُ ‫ﻜِّﺬ‬ َ ُ ْ <
‫ب‬ ‫ي ﻳ‬i ِ ‫ ا‬is not an idafah.
‫©ِﺘﻴَْﻢ‬ َْ ‫عا‬
ُّ ُ َ
‫ ﻳﺪ‬is not an idafah.
ْ ْ ْ َ َ
‫ﻴ‬ ِ ‫ﻜ‬ ِ ‫ ﻃﻌﺎِم اﻟِﻤﺴ‬is an idafah.
‫ﻴ‬َ ْ ِّ‫ ﻓََﻮْﻳٌﻞ ﻟﻠُْﻤَﺼﻠ‬is not an idafah.
ِ
َ
‫ َﺻﻼِﺗِﻬْﻢ‬is an idafah.

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Day 6:
Part 1: Summary of the Entire Session

We covered a few major concepts yesterday. We learnt about:

1. The noun (‫ )َﻣْﻮُﺻْﻮف‬and the adjective (‫ )ﺻﻔﺔ‬on pages 24 & 25

2. Pointing words (‫ )أﺳﻤﺎء اﻹﺷﺎرة‬in fragments and sentences
3. Tips & shortcuts for identifying the invisible ‘is’.

Part 2: The Noun (‫ & )ﻣﻮﺻﻮف‬the Adjective (‫)ﺻﻔﺔ‬

In English adjectives typically come first followed by the noun. In English the adjective does not carry
properties like number and gender but a noun does. These two comments are important because they
help English speaking students draw a clear contrast between how adjectives are understood in Arabic
as opposed to English. Arabic adjectives come after the noun AND have properties of status, number,
gender and type because they are considered ‫اﺳﻢ‬.

The few rules that govern adjectives are as follows:

َ
1. ‫( ﻣﻮﺻﻮف‬noun) comes first and ‫( ِﺻﻔﺔ‬adjective) comes after.
‫ ُﻣْﺴِﻠٌﻢ ﺻﺎﻟٌِﺢ‬A righteous Muslim
Notice how ‫( ﺻﺎﻟٌﺢ‬righteous) came after the word ‫( ُﻣْﺴِﻠٌﻢ‬Muslim).
َ
2. There can be multiple ‫( ِﺻﻔﺎت‬adjectives) for one ‫( َﻣْﻮُﺻْﻮف‬noun)
َ ‫ﺖ‬
‫ﺻﺎﻟٌِﺢ‬ ٌ ‫ ُﻣْﺴﻠٌﻢ ﻗَﺎﻧ‬A subservient, righteous Muslim
ِ ِ
Notice how two adjectives followed for one noun.
3. The adjective / ‫ ﺻﻔﺔ‬doesn’t necessarily have to come right after the noun / ‫ﻣﻮﺻﻮف‬.
ٌ ِّ
‫ﷲ ُﻣَﺼﺪق‬
ْ ٌ َ ُ َ َ Aَ
ِ ‫ َو ﻟﻤﺎ ﺟﺎﺜﻬْﻢ ِﻛﺘﺎب ِﻣْﻦ ِﻋﻨِﺪ ا‬And when a confirming book came to them especially from Allah…
ٌ
Notice that the word ‫ ُﻣَﺼِّﺪق‬is an adjective but is distanced from its noun ‫ب‬ ٌ ‫ﻛﺘَﺎ‬.
ِ

4. Each ‫( ِﺻﻔﺔ‬adjective) must match the ‫( ﻣﻮﺻﻮف‬noun) in status, number, gender and type. The two
don’t necessarily have to match in weight (light vs heavy). For example:
َ َ َ ‫ﺻﺎﻟٌﺢ ُﻣْﺴﻠًﻤﺎ‬
َ ‫ُﻣْﺴﻠٌﻢ‬
‫ﺻﺎِﻟ ًﺎ اﻟﺴﻠِﻢ اﻟﺼﺎﻟِِﺢ اﻟﺴﻠَﻤﺎِن اﻟَﺼﺎِﻟ َﺎِن اﻟُﻤْﺴِﻠُﻤْﻮن اﻟَﺼﺎِﻟ ُْﻮن‬ ِ ِ ِ
َ ْ ِ ‫ﺻﺎﻟ‬
‫ﻴ‬ َ ْ ‫ﺻﺎﻟ َﺎت اﻟُﻤْﺴﻠَﻤﺘَْﻴ اﻟَﺼﺎﻟ َﺘَْﻴ ُﻣْﺴﻠﻤ‬
َ ‫ﻴ‬ َ ‫ُﻣْﺴﻠَﻤﺎت‬
ِ ِِ ِ ِ ِ ِ ٍ ِ ٍ
5. Broken plurals, especially if they are non-human, have singular feminine adjectives.
ٌ َ ٌ ُُ
‫ﺐ ﻗﻴَِّﻤﺔ‬ ‫ ﻛﺘ‬sound, clear, upright books

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ٌَ ُ ُ َ
‫ ﻏَﻤﺎِرق َﻣْﺼﻔْﻮﻓﺔ‬cushions set in rows
ٌ َ ُ ُّ َ َ
‫] َﻣﺒْﺜْﻮﺛﺔ‬ ِ ‫ زرا‬spread out rugs
ً‫ﻳﺎًﻣﺎ َﻣْﻌُﺪْوَدة‬A‫ َأ‬numbered days
َ
‫ﺮَﻣٍﺔ‬A‫ﺻُﺤٍﻒ ُﻣﻜ‬ ُ purified scrolls / scriptures
َ َ َ
‫ أﺑَﻮاٍب ُﻣﺘَﻔِّﺮﻗٍﺔ‬different doors

Part 3: Pointing Words in Fragments and Sentences

Pointing words are listed on page 30 in your notes. The ones that I want you to focus on are
being reiterated here:
َ َ َ ْ َ َ
‫ َﻫﺬا‬this (sing.m.) ‫ ﻫِﺬِه‬this (sing.f.) ‫ ذﻟ ِﻚ‬that (sing.m.) ‫ ِﺗﻠﻚ‬that (sing.f.) ‫ أْوﻵﺋِﻚ‬those ‫ ﻫﺆﻵِء‬these

Some important comments about these words:

a. The words above are all non-flexible. This means that they appear the same without any
change to their endings regardless of their instance being ‫رﻓﻊ‬, ‫ ﻧﺼﺐ‬or ‫ﺟّﺮ‬.
b. Pointing words are all proper. There is never any instance of them where they may be
analyzed as common.
َ ْ
c. The singular feminine pointing words ‫ ﻫﺬِه‬and ‫ ِﺗﻠﻚ‬mean this and that respectively. When
used in the context of broken plurals (they are used because broken plurals can be
treated singular feminine), their translation changes to these and those respectively.
Here are some examples of such cases from the Qur’an:
َ َ ْ
‫ﻳﺎُم‬A‫ ِﺗﻠﻚ اﻷ‬those days
َ
‫ ﻫِﺬِه اﻷﻧﻌﺎِم‬these cattle
َ َ ْ
‫ ِﺗﻠﻚ أَﻣﺎِﻏﻴُُّﻬْﻢ‬those are their wishful thoughts
‫ﻜﺘَﺎِب‬ ُ َ َ ْ
ِ ‫ ِﺗﻠﻚ آﻳﺎت اﻟ‬those are the miraculous signs of the book
ُ َ ْ
‫ ِﺗﻠﻚ اﻟُّﺮُﺳﻞ‬those messengers

Pointing words can be used to construct sentences or fragments. In other words, we have to learn the
difference between saying, ‘this car’ vs. ‘This is a car’ in Arabic. When I say that we can create a
sentence using pointing fragments, what I mean is that the translation will show an ‘is’ which actually
doesn’t exist in the Arabic language. The formula is simple: If the immediate word after any pointing
word (pg 30) doesn’t have‫ ال‬on it, you are looking at a sentence. If the immediate word after any
pointing word HAS ‫ ال‬, you are looking at a fragment. We went through examples of identifying
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sentences vs. fragments on pg 31 in class. Recall that we considered any given case a sentence when we
observed the absence of ‫ ال‬and a fragment when we did see ‫ال‬.

Part 4: Tips on Sentence Recognition In Arabic – Finding the Invisible ‘IS’

The Arabic language doesn’t actually contain the word ‘is’. It is understood and to the non-Arab, it is
invisible or unheard. Then how should a student of the language be expected to guess where the
invisible ‘is’ exists and where it doesn’t when translating? These tips will help you in your quest for
spotting the invisible ‘is’:
1. An independent pronoun is usually followed by an ‘is’.
ْ
‫ ُﻫَﻮ ُﻣﺆِﻣٌﻦ‬He is a believer
َ َْ
‫ أﻏﺘُْﻢ ُﻣْﺴِﻠُﻤْﻮن‬You are Muslims
ُ ‫ﻮا‬A‫ َأﻧَﺎ اَﻛ‬I am the acceptor of repentance (and do so repeatedly), perpetually
‫ﺮِﺣﻴُْﻢ‬A‫ب اﻟ‬
merciful.
ْ ْ ُ
ِ ‫ ﻫَﻮ ِﻣﻦ ِﻋﻨِﺪ ا‬It is actually from Allah.
‫ﷲ‬
‫ب‬ُ ‫ﻧُﻦ إ َ ْ~ﻪ َأﻗَْﺮ‬
َْ
ِ ِ We are closer to him.
2. A pointing word followed by anything other than ‫ ال‬generates an ‘is’:
‫ب‬ ٌ ‫ َﻫَﺬا ﻛﺘَﺎ‬This is a book.
ِ
‫ُﻢ‬A‫ﺟَﻬﻨ‬َ ‫ ﻫﺬه‬This is Jahannam.
ِِ
َ ُ ُْ ُ ُ َ ُ
‫ﺤْﻮن‬ ‫ أوﺤﻚ ﻫﻢ اﻟﻤﻔِﻠ‬Those, in fact are the achievers of success.

3. A ‫ ﺣﺮف اﺠﺼﺐ‬fragment is usually followed by an ‘is’:

ْ ُ ْ َ َ َْ A
‫ﺴ‬
ٍ ‫ﻹﻧﺴﺎن ﻟِﻔ ﺧ‬ ِ ‫ إِن ا‬No doubt, each and every human being is actually immersed in
monumental loss.
َ ْ َ A ‫ﻦ اﻟ‬A‫ َوﻟﻜ‬However, goodness is (the goodness of) someone who came to
ِ ‫ﺒ ﻣﻦ آﻣَﻦ ِﺑﺎ‬
‫ﷲ‬ ِ ِ
believe in Allah.
َ ‫ﷲ َﻟُﻔْﻮٌر‬
‫ﺣِﻠﻴٌْﻢ‬ َ ‫ن ا‬A‫ َأ‬That Allah is exceedingly forgiving, perpetually merciful.
ٌ ْ Aََ
‫ ﻛﺄﻏُﻬْﻢ ُﺑﻨﻴَﺎن َﻣْﺮُﺻْﻮٌص‬As though they are a cemented wall.

4. Proper ‫ اﺳﻢ‬followed by Common ‫اﺳﻢ‬. This is the easiest case of simple recognition. Read
through the following examples:
ُ َ ‫ﷲ َأْﻛ‬
‫ﺒ‬ ُ ‫ ا‬Allah is greater.

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َُ ُ َ
‫ﷲ ﻟﻔْﻮٌر َرِﺣﻴٌْﻢ‬ ‫ و ا‬And Allah is exceedingly forgiving, perpetually merciful.
َ ُ َ
‫ ُﻫْﻢ ﻟﻓِﻠْﻮن‬They are oblivious.

5. A break in the links that we learned in class. By links here I am making reference to the five kinds
of fragments we studied in class. This is the most sophisticated of the tips in this section and
really you don’t have to worry about it too much. But once you’ve gained some familiarity with
the rest of the tips above, this one can help you out quite often. This is how it works. We
learned the following five fragments:
َ
a. ‫إَِﺿﺎﻓﺔ‬
b. ‫ﻣﻮﺻﻮف و ﺻﻔﺔ‬
c. ‫ﺣﺮف اﻟﺮ‬
d. ‫ﺣﺮف اﺠﺼﺐ‬
e. ‫( اﺳﻢ اﻹﺷﺎرة و ﻣﺸﺎر إ~ﻪ‬pointing words when making a fragment)

When you find that none of the above exist between a grouping of words, chances are you
can assume the presence of an ‘is’ in between. Here are two examples:

‫ﷲ‬ ُ ُ
ِ ِ ‫اﻟﻤﺪ‬: This statement is made up of three words: (1) ‫( اﻟﻤﺪ‬2) ‫( ِل‬3) ‫اﷲ‬. While ‫ ل‬is linked
with the next word ‫ﷲ‬
ِ ‫( ا‬a ‫ ﺣﺮف اﻟﺮ‬connection, point c above) the word ‫ اﻟﻤﺪ‬is not linked to
any word that follows it. It isn’t ‫ ﻣﻀﺎف‬because it HAS an ‫ل‬. It isn’t a ‫ ﻣﻮﺻﻮف‬because nothing
after it has the same four properties. It isn’t a ‫ ﺣﺮف اﻟﺮ‬or ‫ ﺟﺮف اﺠﺼﺐ‬fragment because
neither occurs before it. It isn’t a case of a pointing fragment because you would need the
presence of a pointing word (pg 30) for that to happen. Since there is no link between ‫اﻟﻤﺪ‬
and what follos it, there lies an invisible ‘is’ right after it. Therefor ‫ اﻟﻤﺪ‬IS ‫ﷲ‬
ِ ‫ا‬.

ْ ُ ْ َ َ A A
Another easy to follow case is that of ‫ﺴ‬
ٍ ‫ﻔﺧ‬ ِ ‫إِن اﻹﻧﺴﺎن ﻟ‬. ‫ إِن‬links to the ‫ اﺳﻢ‬that follows it
َ
according to the rules of ‫( ﺣﺮف اﺠﺼﺐ‬d above), ‫ اﻹﻧﺴﺎن‬isn’t linked with the word ‫ ﻟﻔ‬in any of
َ ْ
those five respects. Therefore the invisible ‘is’ lies after ‫اﻹﻧَﺴﺎن‬.

َ ْ A ْ ُ ْ َ
‫ إِن اﻹﻧَﺴﺎن‬IS ‫ﺴ‬
ٍ ‫ﻔﺧ‬ ِ‫ﻟ‬

Part 5: further Notes on Status We May Or May Not Cover in Class

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ْ
We have reached a point in class that we can speak of status or ‫ إِﻋَﺮاب‬in a slightly more complex
fashion. This is the last bit of notes on the ‫ اﺳﻢ‬for this course.

Originally we learnt that ‫ رﻓﻊ‬is doer, ‫ ﻧﺼﺐ‬is detail of an act and ‫ ﺟّﺮ‬is after ‘of’. Now it is time to
say some more things about each of these three that weren’t said before:

‫ رﻓﻊ‬has two main functions:

a. It serves as the does of an act (we knew that from day 1)

b. It also serves as the default status (meaning if you have no reason to make a word ‫ﻧﺼﺐ‬
or ‫ﺟّﺮ‬, leave it in either ‫ ﻧﺼﺐ‬or ‫ ﺟﺮ‬so they are left in their original & default ‫ رﻓﻊ‬state.

‫ ﻧﺼﺐ‬has lots of functions (16 in all). The two you need to know for this course are:

a. It is the detail of an act

b. It follows a ‫ﺣﺮف اﺠﺼﺐ‬

‫ ﺟّﺮ‬has 2 main functions:

a. It is the ‫( ﻣﻀﺎف إ~ﻪ‬after ‘of’)

b. It follows a ‫ﺟﺮف اﻟّﺮ‬

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A Breakdown of four ayaat based on the study of Days 1-5

َ ْ
‫َﻣَﻀﺎف إ'ﻪ‬ ‫ِﺻﻔﺔ‬ ‫ﺣﺮف اﻟ َِّﺮ‬
(pages 19-23 & notes for Day 4) (pages 24-26 & Notes for Day 6) (pages 27 and notes on Day 5)

َ ْ ‫ﻴ اﻟ=ﺮ‬ ْ
َ ْ ‫ﻟَْﻤُﺪ ل اﷲ = َرِّب اﻟَﻌﺎﻟ َﻤ‬ َ ْ ‫ب اْﺳﻢ اﷲ اﻟَﺮ‬
‫ﻳِْﻦ‬6ِّ‫ﺣِﻦ اﻟِّﺮِﺣﻴِْﻢ َﻣِﻠِﻚ ﻳَْﻮِم ا‬ ِ ِ ِ ‫ﺣِﻦ اﻟ=ﺮِﺣﻴِْﻢ ا‬ ِ
‫( ﺣﺮف ﺟّﺮ‬pg 27)
‫ِب‬
It’s ‫ ﺟ=ﺮ‬is obvious by the ‘I’ at the end. It is ‫ ﺟّﺮ‬because of the ‫ ﺟﺮف اﻟّﺮ‬before
‫اﺳِﻢ‬ it.
‫ اﺳﻢ‬is light with no ‫ ال‬which mean its probably a ‫ﻣﻀﺎف‬. Our suspicion is
confirmed because the next word is definitely ‫ﻣﻀﺎف إ'ﻪ‬: ‫ﷲ‬ ِ ‫ ا‬because it is ‫ﺟّﺮ‬.
It is ‫ ﺟّﺮ‬which is indicated by the ‘I’ at the end. It is ‫ ﺟّﺮ‬because it’s a ‫ﻣﻀﺎف إ'ﻪ‬
‫ﷲ‬
ِ ‫ا‬ of ‫اﺳﻢ‬
The four properties are Singualar, Masculine, Proper & ‫ﺟّﺮ‬
ْ = The four properties are Singualr, Masculine, Proper & ‫ﺟّﺮ‬.
‫اﻟﺮﺣِﻦ‬ It is matched with the word ‫ اﷲ‬above in all four properties. This makes the
word ‫ اﷲ‬a noun (‫ )ﻣﻮﺻﻮف‬and the word ‫ اﻟﺮﺣﻦ‬a ‫( ﺻﻔﺔ‬adjective)

‫اﻟ=ﺮِﺣﻴِْﻢ‬
The four properties are Singular, Masculine, Proper & ‫ﺟّﺮ‬.
It matched with the word ‫ اﷲ‬above in all four properties. This makes the
word ‫ اﷲ‬a noun (‫ )ﻣﻮﺻﻮف‬and the word ‫ اﻟﺮﺣﻴﻢ‬a ‫( ﺻﻔﺔ‬adjective 2)
ْ
ُ‫ﻟ َْﻤﺪ‬ ‫ا‬
‫رﻓﻊ‬, Masculine, Singular & Proper

‫( ﺣﺮف اﻟّﺮ‬pg 27)

‫ِل‬
The four properties are Singular, Masculine, Proper & ‫ﺟّﺮ‬. It is ‫ ﺟّﺮ‬because of
‫ﷲ‬
ِ ‫ا‬ the ‫ ﺣﺮف اﻟّﺮ‬before it.

‫ب‬ِّ ‫َر‬ It’s probably a ‫ ﻣﻀﺎف‬because it is light, no ‫ال‬. The only way to be sure is to
see if the next word is ‫ﺟّﺮ‬. Since the next word could be ‫( ﺟّﺮ‬eena), it is and
so this ‫ َرِّب‬is in fact a ‫َﻣﻀﺎف‬.

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The four properties are ‫‘( ﺟّﺮ‬I’ at the end), Masculine (no sign of feminine),
singular (no sign of pair or plural) and proper (‫ ﻣﻀﺎف‬is proper when ‫ﻣﻀﺎف إ'ﻪ‬
is proper. Since ‫ اﻟﻌﺎﻟﻴ‬is the ‫ ﻣﻀﺎف إ'ﻪ‬and is proper due to ‫ال‬, this ‫ﻣﻀﺎف‬, i.e.,
‫ َرِّب‬is proper)
َ‫اﻟﻌﺎﻟ َﻤْﻴ‬ Has an ending combination ‘eena’ which could be ‫ ﺟّﺮ‬and if it could be, it is.
ِ This makes ‫ﻴ‬َ ْ ‫ اﻟﻌﺎﻟ َﻤ‬a ‫ ﻣﻀﺎف إ'ﻪ‬and therefore makes ‫ َرِّب‬a ‫ﻣﻀﺎف‬.
ِ ِ
َ‫َرِّب اﻟَﻌﺎﻟ َﻤْﻴ‬ َ
The four properties of the whole ‫ إَِﺿﺎﻓﺔ‬are the same as the four properties
ِ determined for the ‫ﻣﻀﺎف‬. Therefore, the four properties are ‫ﺟّﺮ‬, Singular,
Masculine and Proper. These four properties match the word ‫ اﷲ‬and
therefore this phrase is a ‫ ﺻﻔﺔ‬while the word ‫ اﷲ‬is a ‫ﻣﻮﺻﻮف‬.

‫اﻟﺮﺣِﻦ‬
The four properties are Singular, Masculine, Proper & ‫ﺟﺮ‬. It matched with
the word ‫ اﷲ‬above in all four properties. This makes the word ‫ اﷲ‬a noun
(‫ )ﻣﻮﺻﻮف‬and the word ‫ اﻟﺮﺣﻦ‬a ‫( ﺻﻔﺔ‬adjective 2)

‫اﻟ=ﺮِﺣﻴِْﻢ‬
The four properties are Singular, Masculine, Proper & ‫ﺟّﺮ‬.
It matched with word ‫ اﷲ‬above in four properties. This make the word ‫ اﷲ‬a
noun (‫ )ﻣﻮﺻﻮف‬and the word ‫ اﻟﺮﺣﻴِﻢ‬a ‫( ﺻﻔﺔ‬adjective 3)

‫َﻣِﻠِﻚ‬
Is a ‫ ﻣﻀﺎف‬because it is light, no ‫ال‬.

‫ﻳَْﻮِم‬
Is a ‫ ﻣﻀﺎف إ'ﻪ‬because it is ‫ﺟّﺮ‬
Is also a ‫ ﻣﻀﺎف‬at the same time because it is light, no ‫ال‬

‫ﻳِْﻦ‬6ِّ‫ا‬
Is a ‫ ﻣﻀﺎف إ'ﻪ‬because it is ‫ﺟّﺮ‬

‫ﻳِْﻦ‬6 َ
ِ ‫ﻣِﻠِﻚ ﻳَْﻮِم ا‬
‫ ﻣﻠِﻚ‬is a ‫ﻣﻀﺎف‬. The only way to know whether or not a ‫ ﻣﻀﺎف‬is proper is to
َ
see if the ‫ ﻣﻀﺎف إِ'ﻪ‬is proper. The ‫ ﻣﻀﺎف إِ ْ'ِﻪ‬is ‫َﻳْﻮِم‬. It cannot tell us whether it
is common or proper because it is also a ‫ﻣﻀﺎف‬. ‫ﻳِْﻦ‬6 ِ ‫ ا‬is the ‫ ﻣﻀﺎف إِ'ِﻪ‬of ‫ ﻳﻮم‬and
it is proper because it has ‫ال‬. Because ‫ﻳِْﻦ‬6 ِ ‫ ا‬is proper, its ‫ﻣﻀﺎف‬, ‫ َﻳْﻮِم‬is also
proper. Because ‫ َﻳْﻮِم‬is proper, its ‫ﻣﻀﺎف‬, ‫ ﻣِﻠِﻚ‬is also proper. The four
properties of ‫ َﻣِﻠِﻚ‬would be ‫ﺟّﺮ‬, Singular, Masculine, Proper. These four
َ
properties match the word ‫ اﷲ‬above. Therefore, the entire ‫إَِﺿﺎﻓﺔ‬, i.e., ‫َﻣِﻠِﻚ َﻳْﻮِم‬
‫ﻳِْﻦ‬6
ِ ‫ ا‬is a ‫( ﺻﻔﺔ‬adjective 4)

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Day 7:
PART 1: SUMMARY OF THE ENTIRE SESSION:
We began a new ‘semester’ of sorts on day 7. This and the next two days of work will be related
to the ‫ﻓﻌﻞ‬. In this session, we concentrated our focus on the past tense ‫ ﻓﻌﻞ‬called )‫اﻟﻔﻌﻞ اﻟﺎ‬

1. The endings of the past tense ‫ ﻓﻌﻞ‬identify the pronoun that does that ‫ﻓﻌﻞ‬.
2. When a pronoun is attached to a ‫ ﻓﻌﻞ‬, the student must
a. Identify that attached pronoun (trace is back to its original form and meaning)
b. Ignore it and translate the ‫ ﻓﻌﻞ‬to which it is attached first.
c. Finally translate the attached pronoun that was ignored in step b.
3. In Arabic, there can be two kinds of ‘doers’; the kind that are embedded inside the ‫ﻓﻌﻞ‬
and the kind that aren’t pronouns and are mentioned after the ‫ﻓﻌﻞ‬. Such doers have to
be in ‫ رﻓﻊ‬and replace the pronoun doers that come embedded inside the ‫ﻓﻌﻞ‬.

PART 2: THE PAST TENSE

1. Every ‫ ﻓﻌﻞ‬is at the very least composed of a verb and a pronoun hiding inside it. For this
reason, I don’t like to use the word “verb” for ‫ ﻓﻌﻞ‬and just try to use ‫ ﻓﻌﻞ‬itself. We looked
at a bunch words much like the following list:
َ َ َْ َ َ َ‫ﻧ‬
‫( ﻳﻨَﺎﻓَﺲ‬completed) ‫( اِْﺳﺘَﻐﻔَﺮ‬asked for forgiveness) ‫( َﺟﺎَﻫَﺪ‬struggled) ‫ﺿَب‬ َ َ (stuck) ‫ﺼ‬
ََ َ َ َ
(helped) ‫( ﻗﺎﺗﻞ‬fought) ‫( ﻗﺘَﻞ‬killed) ‫رَس‬A‫( َد‬taught) ‫( َدَرَس‬studied) ‫ﺐ‬ َ َ‫( َﻛﺘ‬wrote) ‫( َأﻏَْﻔَﻖ‬spent)
ْ َ
‫( اِﺟﺘََﻬَﺪ‬worked extremely hard) ‫( َﺻَﺪق‬told the truth) ‫ﺷَك‬ َ ْ ‫( َأ‬associated) ‫ﻛَﻔَﺮ‬ َ (disbelieved)
َ َ
‫( أْﺳﻠَﻢ‬submitted) ‫( آَﻣَﻦ‬believed)
2. We observed that the ending sound ‘a’ or ‫ ﻓﺘﺤﺔ‬is an indication on each of the words

above that the doer in each of the cases above is ‫ ﻫﻮ‬or he. If we change that ending for
ْ
any of the above from ‫ ﻓﺘﺤﺔ‬to ‫ت‬, the doer would be ‫ ﻫ‬or she. For instance ‫ ﻧﺼ‬ends with
ْ َ َ َ
‘a’, so we translate ‘He helped’. ‫ﺼت‬ ‫ ﻧ‬ends with ‘at’ so we translate ‘She helped’. We
ْ َ َ َ
took both of these cases, ‫ ﻧﺼ‬and ‫ﺼت‬ ‫ ﻧ‬and added that if we were to supplement either
ْ َ َ َ َ‫ ﻧ‬means ‘He
of them with an ‫ أﻟِﻒ‬at the end, the doers would be doubled. So while ‫ﺼ‬
َ َ َ‫ ﻧ‬means ‘Both of them helped’. Similarly while ‫ت‬ ْ َ َ َ ََ َ َ
helped’, ‫ﺼا‬ ‫ ﻧﺼ‬means ‘She helped’, ‫ﺼﺗﺎ‬ ‫ﻧ‬

means ‘Both of them helped’. Finally we noted that these words can be supplemented
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with either an ‫( ْوا‬oo) at the end yielding the doers ‘they’ or with a ‫ ن‬at the end making

the doers ‘those women’. So while ‫ﺼ‬ َ َ َ‫ﻧ‬means ‘He helped’, ‫ﺼْوا‬
ُ َ َ‫ ﻧ‬means ‘They helped’ and
َ ْ َ َ
‫ﺼن‬ ‫ ﻧ‬means ‘Those women helped’. These observations have been summarized on the

first two rows of the chart on page 33. I’m reiterating just the Arabic version here for a

few words from the above list:

‫ﺼْوا‬ ُ َ َ‫ﺼا ﻧ‬َ َ َ‫ﺼ ﻧ‬ َ َ َ‫ﻧ‬

َ ْ َ َ ََ َ َ ْ َ َ َ
‫ﺼن‬ ‫ﻧﺼت ﻧﺼﺗﺎ ﻧ‬
َْ َْ َْ
‫ِاْﺳﺘَﻐﻔَﺮ ِاْﺳﺘَﻐﻔَﺮا ِاْﺳﺘَﻐﻔُﺮْوا‬
َ َْ ْ َ َْ ْ ْ َْ ْ
‫ِاﺳﺘَﻐﻔَﺮت ِاﺳﺘَﻐﻔَﺮﺗﺎ ِاﺳﺘَﻐﻔْﺮن‬
‫ﺟﺎَﻫُﺪْوا‬ َ ‫ﺟﺎَﻫَﺪ َﺟﺎَﻫَﺪا‬ َ
َ ْ َ َ ََ َ َ ْ َ َ َ
‫ﺟﺎﻫﺪن‬ ‫ﺟﺎﻫﺪت ﺟﺎﻫﺪﺗﺎ‬

َ ْ‫َأﻧ‬
3. For the next six conjugations, we noted that so long as the student knows their ‫ﺖ‬

pronouns really well, they can conjugate without much difficulty. This is so because the

past tense ‫ ﻓﻌﻞ‬rhyme with the ‫ﺖ‬َ ْ‫ َأﻧ‬group of pronouns (rows three and four of the chart

on page 18) by taking the endings off them and tacking them on to themselves.

Here’s how it works:

‫ﺖ‬َ ْ‫ َأﻧ‬becomes ‫ﺼَت‬

ْ َ َ‫ﻧ‬ َْ
‫ أﻏﺘَُﻤﺎ‬becomes ‫ﺼﻳَﻤﺎ‬
َْ
ُْ َ َ
‫ أﻏﺘُْﻢ‬becomes ‫ﺼﻳْﻢ‬
‫ﻧ‬
ُْ َ َ
‫ﻧ‬
َْ ْ َ َ‫ﻧ‬ ْ َ َ
A ُ ْ‫ أﻧ‬becomes ‫ﻦ‬A‫ﺼُﻳ‬
ُْ َ َ ْ َ َ‫ﻧ‬
‫ أﻧِﺖ‬becomes ‫ﺼِت‬ ‫ أﻏﺘَُﻤﺎ‬becomes ‫ﺼﻳَﻤﺎ‬
‫ﺘ‬ ‫ﻧ‬
َ
It is quite logical that when the endings match with ‫ أﻧﺖ‬family of pronouns, those

pronouns serve as the doers of that ‫ﻓﻌﻞ‬. In other words, the does of ‫ﺼَت‬ َ ْ‫ َأﻧ‬and
ْ َ َ‫ ﻧ‬is ‫ﺖ‬

therefore the meaning is ‘You helped’. These conclusions are compiled in rows 3 and 4

of the chart on page 33.

4. The last two conjugations are ‘I’ and ‘we’ and those are ‫ﺼُت‬ْ َ َ‫ ﻧ‬and ‫ﺼﻧَﺎ‬ْ َ َ‫ ﻧ‬respectively.
َ َ َ َ َ
Converting some of the words above, we would get ‫ﻛﻔْﺮُت‬ and ‫ﻛﻔْﺮﻧﺎ‬ ,‫ﺖ‬ َ َ and ‫ﺿْﺑﻨَﺎ‬
ُ ‫ﺿْﺑ‬ َ َ ,

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َْ َ َْ ْ ْ َْ ْ
‫ اِْﺳﺘَﻐﻔْﺮُت‬and ‫ اِْﺳﺘَﻐﻔْﺮﻧﺎ‬, ‫ اِﺟﺘََﻬﺪُت‬and ‫اِﺟﺘََﻬﺪﻧﺎ‬

STUDENTS MUST MEMORIZE THE ENTIRE CHART AND KNOW FULL WELL HOW TO USE

IT IN IDENTIFYING THE PRONOUN DOERS IN THE CLASS EXERCISES.

PART 3: WHEN ATTACHED PRONOUNS ARE THROWN IN THE MIX

Before properly understanding this part of the lesson you must ensure how to yield answers
from the words on page 34 based on the standard sample offered on page 33.
During the study of ‫ إِﺿﺎﻓﺔ‬on Day 5, we were introduced to pronouns in their original/
independent vs. attached forms.
We already know points a, b and c from before but this lesson is about point d:
a. Pronouns attached to an ‫ اﺳﻢ‬are ‫ ﺟّﺮ‬because they are always ‫ﻪ‬f‫ﻣﻀﺎف إ‬.
b. Pronouns attached to a ‫ ﺣﺮف اﻟّﺮ‬are always ‫ﺟّﺮ‬.
c. Pronouns attached to a ‫ ﺣﺮف اﺠﺼﺐ‬are always ‫ﻧﺼﺐ‬.
d. Pronouns attached to a ‫( ﻓﻌﻞ‬past, present or command) are always ‫ ﻧﺼﺐ‬because they
ٌ ْ
are details/ objects (‫ )َﻣﻔُﻌْﻮل ِﺑِﻪ‬of the ‫ﻓﻌﻞ‬.
In order to understand point d, we studied some examples on pages 35 and 36 where the
attached pronouns are color coded. The examples on pages 37 and 38 are not color-coded
but the process outlined below applies to both the same way:
When a ‫ ﻓﻌﻞ‬has an attached pronoun, your first job is to (i) ensure that it is fact an attached
pronoun based out of page 18 (the grey cells). (ii) Once you are sure that it is an attached
pronoun, ignore it. Pretend that it isn’t there and concern yourself only with the ‫ ﻓﻌﻞ‬to
which it is attached. For instance, if you read ‫ﻨ‬ ْ ‫ﻧََﺼَﺗ‬, your first job is to identify that in fact kِ,
ِ
ََ
is the attached pronoun version of ‫ أﻧﺎ‬on page 18. Now that you’ve recognized it, ignore and
concentrate exclusively on ‫ﺼَت‬ ْ َ َ‫ﻧ‬. ‫ﺼَت‬
ْ َ َ‫ ﻧ‬ends with a ‫ َت‬like ‫ﺖ‬ َ ْ‫َأﻧ‬, therefore ‫ﺼَت‬
ْ َ َ‫ ﻧ‬means ‘You

(sing masc) helped’. Now you can add the pronoun that you were to ignore in the
beginning. k ْ ِ means ‘me´ so the complete translation of ‫ﻨ‬ ْ ‫ﺼَﺗ‬ ْ َ َ‫ ﻧ‬will be ‘You helped me’. See if
ِ
you can apply these principles and correctly translate the following into English:
َ ُ َ َ َْ َ َ َ َْ َ َ َْ َ َ ُْ َ َ َ ُ َ‫ﺼ ﻧ‬
ْ َ َ‫ ﻧ‬8. ‫ﺼُﻳَﻤﺎُه‬
ْ َ َ‫ﻧ‬
1. ‫ﺼْوﻧﺎ‬ ‫ ﻧ‬2. ‫ﺼﻧﺎُﻫْﻢ‬ ‫ ﻧ‬3. ‫ﺼﺗﻚ‬ ‫ ﻧ‬4. ‫ﺼﻳَﻬﺎ‬ ‫ ﻧ‬5. ‫ﺼﻳُﻬَﻤﺎ‬ ‫ ﻧ‬6. ‫ﻦ‬A‫ ﻧَﺼاُﻫ‬7. ‫ﻜَﻤﺎ‬

Answers (try to complete the exercise yourself before checking)

1. They helped us, 2. We helped them, 3. She helped you, 4. You helped her, 5. I helped both

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of them, 6. Both of them helped them (fem.pl), 7. They (fem pl) helped both of you, 8.
Both of you helped him.

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Day 8:
PART 1: SUMMARY OF THE ENTIRE SESSION
1. The identifiers for present tense
2. Inside doer vs Outside doer

PART 2: INTRODUCTION TO PRESENT TENSE‫اﻟِﻔﻌﻞاﻟﻤﻀﺎَرِع‬

َ َ ُْ

The past tense is processed by the Arabic student by paying attention to changes that occur at the end of the
َ َ ‫ َﻧ‬a sample
word. These endings were studied on Day 6. The standard endings were learned by means of using ‫ﺼ‬
on page 33 and then applied using the examples in the exercises. The study of the present tense is an entirely
different concept.

Here are a few introductory points we noted about the present tense in Arabic:

a. Each present tense contains within it a doer pronoun. To discover that pronoun, students must pay
ْ
attention to the clues at the beginning of the ‫ ﻓِﻌﻞ‬first. This is drastically different from the approach we

took when studying the past tense where we gave exclusive emphasis to the ending. The bottom line is:
for past tense, pay attention to the ending & for present tense, pay attention to first the beginning, then
the ending.
b. The present tense conjugations serve to deliver the meanings of both present and future. I only refer to
them as the present tense for conciseness. The present tense conjugation is sometimes translated in the
present, other times in the future and sometimes may be translated as either or both simultaneously
depending on the context.
c. While the past tense tends to allude to an event that occurred once, the present tense tends to imply an
act that occurred continuously. In other words when I say present tense in Arabic, I’m really saying
present continuous tense. He helped, probably just once whereas He helps probably over and over
again.

PART 3: THE IDENTIFIERS FOR PRESENT TENSE

َ
In class we noted that the present tense can only begin with one of four letters. These four letters are ‫أ‬, ‫ن‬, ‫ ي‬or

َ ) or ‘a’ (‫ )ﻓَﺘْـَﺤُﺔ‬on them.

‫ت‬. We also noted that these beginning letters can only have either the ‘u’ (‫ﻤﺔ‬8‫ﺿ‬

Whether the sound should be ‘u’ or ‘a’ is a case by case consideration that is pre-determined for the ‫ ﻓﻌﻞ‬is

not something you have the right to change for a given word. For example, if the Arabic word is not do not
ُ ُ ْ‫ َﻓﻨ‬to ‫ﺼ‬
َ in ‫ﺼ‬
have the right to change the ‫ي‬ ُ ُ ْ‫ُﻏﻴ‬. That would be wrong.

The list of identifiers is a logical flow of items and should be organized in your mind into four groups. The first

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group is ‫ أ‬and ‫ن‬. The second group is the four kinds of ‫ي‬. The third group is the four kinds of ‫ ت‬and then finally the

َ
two additional ‫’ت‬s.

َ ُ ُ ُ ْ‫ َأﻧ‬means I help.
1. ‫ أ‬or ‫ أ‬beginning = I ‫ﺼ‬
َ
2. ‫ ن‬or ‫ ُن‬beginning = We ‫ﺼ‬ ُ ُ ْ‫ َﻏﻨ‬means We help.
َ or ‫ي‬
3. ‫ي‬ ُ beginning = He ‫ﺼ‬ ُ ُ ْ‫ َﻓﻨ‬means He helps.
َ or ‫ي‬
4. ‫ي‬ ُ beginning + ‫ آن‬ending = Both of them ‫ﺼاِن‬ َ ُ ْ‫ َﻓﻨ‬means Both of them help
ِ
َ or ‫ي‬ ُ beginning + ‫ ْوَن‬ending = They َ ُ ُ َْ
5. ‫ي‬ ‫ﺼْون‬ ‫ ﻓﻨ‬means They help.
َ or ‫ي‬ ُ beginning + ‫ َن‬ending = They (women) َ ْ ُ َْ
6. ‫ي‬ ‫ﺼن‬ ‫ ﻓﻨ‬means They (women) help.
7. ‫ت‬ َ or ‫ت‬ ُ beginning = You ‫ﺼ‬ُ ُ ْ‫ َﻳﻨ‬means You help

8. ‫ت‬َ or ‫ت‬ ُ beginning + ‫ آن‬ending = Both of you ‫ﺼاِن‬َ ُ ْ‫ َﻳﻨ‬means Both of you help
ِ
َ ُ َ ْ َ ُ ُ َْ
9. ‫ ت‬or ‫ ت‬beginning + ‫ ون‬ending = All of you ‫ﺼْون‬ ‫ ﻳﻨ‬means All of you help
10. ‫ت‬ َ or ‫ت‬ ُ beginning + ‫ َن‬ending = You women ‫ﺼن‬
َ ْ ُ َْ
‫ ﻳﻨ‬means You women help
11. ‫ت‬ َ or ‫ت‬ ُ beginning + ‫ ْﻓَﻦ‬ending = You sing.Fem. ‫ﺼْﻳَﻦ‬ ُ َْ
ِ ‫ ﻳﻨ‬mean You help (fem.sing)
12. ‫ت‬ َ or ‫ت‬ ُ beginning = She (in addition to meaning ‘you’ in 7) ‫ﺼ‬ُ ُ ْ‫ َﻳﻨ‬means She helps
َ or ‫ت‬
13. ‫ت‬ َ ُ ْ‫ َﻳﻨ‬means Both of you (fem.) help
ُ beginning + ‫ آن‬ending = Both of you fem. (based on 11) ‫ﺼان‬
ِ ِ

The fourteen items listed above seem like a lot of information. First of all, concern yourself with 12 of them. The
tips on how to construct twelve conjugations in your mind are as follows:
َ َ
a. Remember that the present tense can only begin with ‫ﻓﺘَﺎن‬, that is ‫ ي‬or ‫ ت‬or ‫ أ‬or ‫ن‬
َ
b. The ‫ أ‬is for ‘I’ and the ‫ ن‬is for ‘We’

َ َ
c. The ‫ ي‬is actually used four ways. ‫ ي‬by itself (he), ‫ ي‬with ‫( آِن‬both of them) ‫ ي‬with ‫( ْون‬they) and ‫ ي‬with ‫ن‬
(those women)
َ
d. The ‫ ت‬is used at least in the same four ways as ‫ي‬. ‫ ت‬by itself (you), ‫ ت‬with ‫( آِن‬both of you), ‫ ت‬with ‫( ْون‬all of
َ
you), ‫ ت‬with ‫( ن‬you women).
ْ
e. The ‫ ت‬is used in two additional ways: ‫ ت‬could also mean ‘she’ and ‫ ت‬with ‫ ﻓَﻦ‬is you fem.

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We applied these identifiers to the examples on page 41. Make sure you understand each case covered in class
on those two pages.

PART 4: BASICS OF ‫ ﻓﻌﻞ‬BASED SENTENCE STRUCTURE

َُ ُ
When a sentence begins with a ‫ﻓﻌﻞ‬, it is called a ‫ ﻓﻌﻞ‬sentence or technically ‫ﺔ‬8‫ﺟْﻠﺔ ﻓِْﻌِﻠﻴ‬. Every ‫ ﺟﻠﺔ ﻓﻌﻠﻴﺔ‬made up

of a ‘act’ and a ‘doer’. Since every ‫ ﻓﻌﻞ‬an ‘act’ and a ‘example has the act ‘helped’ and the doer ‘he’), every ‫ ﻓﻌﻞ‬by
itself is a ‫ﺟﻠﺔ ﻓﻌﻠﻴﺔ‬.

Sometimes there is a need to say something like ‘Kareem helped’ or ‘The Muslims helped’ instead of just using
َ َ ‫ َﻧ‬means ‘He helped’, ‫ﺼ َﻛﺮْﻳٌﻢ‬
pronouns as we learned on page 33. While ‫ﺼ‬ َ َ ‫‘ َﻧ‬Kareem helped’. What gave me
ِ
َ
the right to replace the word ‘he’ with the word ‘Kareem’? The fact that the word ‫ ﻛِﺮْﻳٌﻢ‬is ‫ رﻓﻊ‬and we know that ‫رﻓﻊ‬
serves as the doer. Even though ‫ﺼ‬َ َ ‫ َﻧ‬a doer ‘he’ inside it, the word Kareem will now be called its doer

instead because it is in ‫ رﻓﻊ‬form. The following basic rules should be understood when adding a ‘doer’ to a ‫ﻓﻌﻞ‬

other than the pronoun that the ‫ ﻓﻌﻞ‬already comes with:

a. The doer should be mentioned (i) after the ‫( & ﻓﻌﻞ‬ii) must be ‫رﻓﻊ‬. Only when both these conditions exist
does the doer get the grammatical term ‫ﻓﺎﻋﻞ‬.

ُ
b. The ‫ ﻓﻌﻞ‬rremains singular (‫ ﻫَﻮ‬or ‫ﻫ‬
َ ِ form) even while the ‫ ﻓﺎﻋﻞ‬is singular, pair or plural.

َ َ ‫ َﻧ‬He helped
‫ﺼ‬

َ َ ‫ َﻧ‬A Muslim helped. (notice that Muslim is ‫ ﻓﺎﻋﻞ‬because it is after the ‫ ﻓﻌﻞ‬and ‫ رﻓﻊ‬by ending sound)
‫ﺼ ُﻣْﺴِﻠٌﻢ‬

َ َ ‫ َﻧ‬Two Muslims helped. (‫ ُﻣﺴﻠﻤﺎن‬is a ‫ ﻓﺎﻋﻞ‬because it is after the ‫ ﻓﻌﻞ‬and ‫ رﻓﻊ‬due to their pair ‫رﻓﻊ‬
‫ﺼ ُﻣْﺴِﻠَﻤﺎِن‬ ِ
combo)
َ َ َ ‫ َﻧ‬Muslims helped. (‫ ﻣﺴﻠﻤﻮَن‬is a ‫ ﻓﺎﻋﻞ‬because it is after the ‫ ﻓﻌﻞ‬and ‫ رﻓﻊ‬due to the plural ‫ رﻓﻌﻞ‬combo)
‫ﺼ ُﻣْﺴِﻠُﻤْﻮن‬
َ
c. The ‫ﻓﻌﻞ‬, under typical circumstances, is consistent in gender with the ‫ ﻓﺎِﻋﻞ‬even though point ‘b’ made it
clear that the number isn’t consistent. Notice thatْ the examples offered in point b were all masculine. Had
they been feminine, the feminine version of ‫ﺼ‬ َ َ ‫ﺼت( َﻧ‬
َ َ ‫ )َﻧ‬would be employed.
ٌ ْ َ َ َ
‫ﺼت ُﻣْﺴِﻠَﻤﺔ‬ ‫ ﻧ‬A Muslims woman helped.
ْ َ َ َ
‫ﺼت ُﻣْﺴِﻠَﻤﺘَﺎِن‬ ‫ ﻧ‬Two Muslim women helped.
ٌ ْ َ َ َ
‫ﺼت ُﻣْﺴِﻠَﻤﺎت‬ ‫ ﻧ‬Muslim women helped.
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The same rules apply when we use the present tense ‫ﻓﻌﻞ‬, for example:
ُ ُ ْ‫ َﻳﻨ‬The two Muslim women help and ‫ﻤٌﺪ‬8َ‫ﺼ ُﻣ‬
‫ﺼ اﻟُﻤْﺴِﻠَﻤﺘَﺎِن‬ ُ ُ ْ‫ َﻓﻨ‬Muhammad helps.

Here are some examples from the Qur’an:

َ َ َ َ َ َ
‫ ﻗﺎل‬means ‘He said’. ‫ ﻗﺎل اﻟﻜﻓُِﺮْون‬means ‘The disbelievers said’.
ُ َُ َ ُ َُ
‫ ﻓﻘْﻮل‬means ‘He says’. ‫ َو ﻓﻘْﻮل اﻟﻜﻓُِﺮ‬means ‘And the disbeliever says’.
َ ‫ﺿ‬
‫ب‬ َ َ means ‘He struck’. ‫ﷲ‬ َ ‫ﺿ‬
ُ ‫با‬ َ َ means ‘Allah struck’.

ُ ‫ﻀ‬ ْ َ ُ ُ ْ ‫ َﻳ‬means ‘Allah strikes’.

‫ب‬ ِ ‫ ﻳ‬means ‘He strikes’ ‫ﻀب اﷲ‬ ِ
ََ َ ٌ َ ََ َ
‫ ﺳﺄل‬means ‘He asked’, ‫ ﺳﺄل ﺳﺎﺋِﻞ‬means ‘A questioner asked’.
َُ َ َُ
‫ ﻳ َْﺴﺄل‬means ‘He asks’. ‫ ﻳ َْﺴﺄﻟﻚ اَﺠﺎُس‬means ‘The people ask you’.

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Day 9:
PART 1: SUMMARY OF THE ENTIRE SESSION:

1. The normal vs. light vs. lightest present tense

2. The Light Harf & The Lightest Harf Groups
3. Commanding and Forbidding

PART 2: THE LIGHT & LIGHTEST PRESENT TENSES:

The present tense chart on page 39 can be divided into three parts:
ُ ‫ ﻓﻨ‬or ‫ﺼ‬
a. Words that end with ‘u’ sound like ‫ﺼ‬ ُ ‫ﻳﻨ‬. ُ َْ ُ َْ

b. Words the end with the ‫ ن‬like ‫ﺼﻳَﻦ‬ َ ْ ُ َْ

ْ ُ ُ َْ َ ُ َْ
ِ ‫ﻳﻨ‬, ‫ ﻓﻨﺼاِن‬or ‫ﻳﻨﺼون‬.
َ ْ ُ َْ َ ْ ُ َْ
c. The two plural feminines: ‫ ﻓﻨﺼن‬and ‫ﻳﻨﺼن‬.

First of all, don’t confuse the term ‘light’ here with the same term we used under ‫ اﺳﻢ‬study. Here we mean
something else by it. The basic idea is that the present tense occurs in its normal state on page 39. The normal
endings are changed to light endings under special circumstances. There are two things to learn about this topic.
(i) What do the light versions of each present tense look like and (ii) what causes the present tense to be light.
The first column going down on page 39 has a bunch of words that end with an ‘u’ (skipping ‫ﺼﻳَﻦ‬
ْ ُ َْ
ِ ‫ ﻳﻨ‬and including
ُ ُ ْ‫ َﻏﻨ‬on the bottom left). The few words that end with ‘u’, are ‫ﺼ‬
‫ﺼ‬ ُ ُ ْ‫َﻓﻨ‬, ‫ﺼ‬ُ ُ ْ‫َﻳﻨ‬, ‫ﺼ‬ ُ ُ ْ ‫أَﻧ‬, and ‫ﺼ‬
ُ ُ ْ‫َﻳﻨ‬, ‫ﺼ‬ ُ ُ ْ‫َﻏﻨ‬. These words,

when converted to their light form, become ‫ﺼ‬ َ ُ ْ‫َﻓﻨ‬, ‫ﺼ‬

َ ُ ْ‫َﻳﻨ‬, ‫ﺼ‬ َ ُ ْ ‫أَﻧ‬, and ‫ﺼ‬
َ ُ ْ‫َﻳﻨ‬, ‫ﺼ‬ َ ُ ْ‫ َﻏﻨ‬respectively. So the light version is

simply a change from the ‘u’ ending to the ‘a’ ending for these words. As for the words with ‫ ن‬at the end (point b
َ ‫ ﻳﻨ‬and ‫ﺼان‬
above), the light version demands that the ‫ ن‬be removed. So ‫ﺼاِن‬ َ ‫ ﻓﻨ‬would be ‫ﺼا‬
َ ‫ ﻳﻨ‬and ‫ﺼا‬ ُ َْ
َ ‫ ﻓﻨ‬in their ُ َْ ُ َْ ُ َْ
ِ
َ
light forms. ‫ﺼْون‬
ُ َْ
ُ ‫ ﻓﻨ‬and ‫ﺼْون‬ َ ُ َْ
ُ ‫ ﻳﻨ‬would be ‫ﺼْوا‬
ُ ‫ ﻓﻨ‬and ‫ﺼْوا‬ ُ َْ ُ َْ
ُ ‫ ﻳﻨ‬in their light forms (the ‫ ا‬is a writing formality).

‫ﺼﻳَْﻦ‬ ُ َْ ْ ُ ْ‫ َﻳﻨ‬in its light form. There are two words that I skipped on purpose because they are
ِ ‫ ﻳﻨ‬would be ‫ﺼي‬ِ
َ ْ ُ َْ َ ْ ُ َْ
unchanged (point c above). These are the plural feminines ‫ ﻓﻨﺼن‬and ‫ﻳﻨﺼن‬. These two words look the same
whether normal or light. The following chart is a light rendering of the normal chart on page 39.
ُ ُ ْ‫ ’ن‘( َﻓﻨ‬is removed when light)
‫ﺼْوا‬ َ ُ ْ‫’ن‘(َﻓﻨ‬
‫ﺼا‬ is removed when light) ‫ﺼ‬َ ُ ْ‫‘( َﻓﻨ‬u’ changes to ‘a’ when light)
َ ْ ُ َْ َ ُ ْ‫’ن‘(َﻳﻨ‬ َ ُ ْ‫‘( َﻳﻨ‬u’ changes to ‘a’ when light)
‫ﺼن‬ ‫(ﻓﻨ‬Pl. Fem. Doesn’t change when light) ‫ﺼا‬ is removed when light) ‫ﺼ‬
‫ﺼْوا‬ُ ُ ْ‫ ’ن‘( َﻳﻨ‬is removed when light) ‫ﺼا‬ َ ُ ْ‫’ن‘(َﻳﻨ‬ is removed when light) ‫ﺼ‬ َ ُ ْ‫‘( َﻳﻨ‬u’ changes to ‘a’ when light)
َ ْ ُ َْ َ ُ ْ‫’ن‘(َﻳﻨ‬ ُ َْ
‫ﺼن‬ ‫(ﻳﻨ‬Pl. Fem. Doesn’t change when light) ‫ﺼا‬ is removed when light) ‫ﺼْي‬ ِ ‫ ’ن‘(ﻳﻨ‬is removed when light)
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‫ﺼ‬ َ ُ ْ ‫‘( أَﻧ‬u’ changes to ‘a’ when light)

َ ُ ْ‫‘( َﻏﻨ‬u’ changes to ‘a’ when light)
‫ﺼ‬
By comparison, the lightest version is only different from the light version in one respect. It enforces a ‫ﺳﻜﻮن‬
ْ ُ ُ

instead of a ‘u’ ending for the few words that have a ‘u’ in their normal state. As for the rest of the chart, it looks
identical to the light version. Here’s the lightest chart in comparison to the normal one on page 39:

ُ ُ ْ‫ ’ن‘( َﻓﻨ‬is removed when lightest)

‫ﺼْوا‬ َ ُ ْ‫’ن‘(َﻓﻨ‬
‫ﺼا‬ is removed when lightest)
ْ ُ ْ‫‘(َﻓﻨ‬u’ changes to ‘sukoon’ when lightest)
‫ﺼ‬
َ ْ ُ َْ َ ُ ْ‫’ن‘(َﻳﻨ‬ ْ ُ ْ‫‘( َﻳﻨ‬u’ changes to ‘sukoon’ when lightest)
‫ﺼن‬ ‫(ﻓﻨ‬Pl. Fem. Doesn’t change when lightest) ‫ﺼا‬ is removed when lightest) ‫ﺼ‬
‫ﺼْوا‬ُ ُ ْ‫ ’ن‘( َﻳﻨ‬is removed when lightest) ‫ﺼا‬ َ ُ ْ‫’ن‘(َﻳﻨ‬is removed when lightest) ‫ﺼ‬ْ ُ ْ‫‘( َﻳﻨ‬u’ changes to ‘sukoon’ when lightest)
َ ْ ُ َْ َ ُ ْ‫’ن‘(َﻳﻨ‬ ُ َْ
‫ﺼن‬ ‫(ﻳﻨ‬Pl. Fem. Doesn’t change when lightest) ‫ﺼا‬ is removed when lightest) ‫ﺼْي‬ِ ‫ ’ن‘(ﻳﻨ‬is removed when lightest)
ْ ُ ْ‫‘( َﻏﻨ‬u’ changes to ‘sukoon’ when lightest)
‫ﺼ‬ ْ‫‘( أَﻧ ُْﺼ‬u’ changes to ‘sukoon’ when lightest)

PART 3: WHAT MAKES THE PRESENT TENSE LIGHT OR LIGHTEST?

َ
THE LIGHT GROUP: There is a small group of ‫ ﺣﺮف‬that we spoke about in class yesterday whose job is to make
sure that the present tense coming after them is light.
َْ َ َ َ ً
‫ أن‬means to ‫ ﻟْﻦ‬means will no ‫ ِل‬or ْ‫ ﻛ‬or ْ‫ ِﻟﻜ‬means so that ‫ إِذا‬means in that case
kA‫ َﺣ‬means until
ُ ‫ﻓﻨ‬:
The words above have the effect of making the present tense light. Here are some examples of using ‫ﺼ‬
ُ َْ

‫ﺼ‬ْ ُ ْ‫ ﻟَْﻦ َﻓﻨ‬means He will not help. ‫ﺼوا‬ ُ ُ ْ‫ َﻓﻨ‬light here) means So that they help.
ُ ُ ْ‫َﻨ‬Bِ (I took off the ‫ ن‬to make ‫ﺼْوَن‬

‫ﺼ‬ َ ُ ْ‫ َﻳﻨ‬kA‫ َﺣ‬may mean Until she helps or Until you help. Some examples from the Qur’an include:
ْ ْ َ َ A َ
َ ْ ‫ﻟ ََﻤُﻞ‬
‫ﻟﻴَﺎِط‬ ِ ‫ﻓ ﺳِّﻢ ا‬ ِ ‫ ﻳِﻠﺞ ا‬k‫( ﺣ‬because of kA‫َﺣ‬, the normally ‫ ﻳَِﻠُﺞ‬is changed to ‫)ﻳَِﻠَﺞ‬.
ً ْ َ َ َ َ ُْ َ َ ُْ ُْ
‫ َﺟﻬَﺮة‬A ‫ﷲ‬ ‫ ﻧَﺮى ا‬kA‫( ﻟْﻦ ﻧﺆِﻣَﻦ ﻟﻚ َﺣ‬because of ‫ﻟْﻦ‬, the normally ‫ ﻧﺆِﻣُﻦ‬is changed to ‫)ﻧﺆِﻣَﻦ‬.
ً ْ ‫ﻚ َﻛﺜ‬ َ َ ِّ َ ُ ْ َ َ ُ ُ
‫ﻴا‬ ِ ‫( ﻛ ﻧﺴﺒﺤ‬because of ْ‫ﻛ‬, the normally ‫ ﻧَﺴﺒُِّﺢ‬is changed to ‫)ﻧَﺴﺒَِّﺢ‬.
A َ ْ ْ َْ ْ ُْ َ ْ ُ ُ ْ َ ْ
‫ﻴ َواﻟُﻤﺆِﻣﻨﺎِت َﺟﻨﺎٍت‬ ‫ﺪِﺧﻞ اﻟﻤﺆِﻣِﻨ‬Bِ (because of ‫ِل‬, the normally ‫ ﻳُﺪِﺧﻞ‬is changed to ‫)ﻳُﺪِﺧﻞ‬.

THE LIGHTEST GROUP: Another small group of words ensures that the present tense occurring after them is in its
َ
lightest state. The ‫ ﺣﺮف‬that enforce the lightest state are as follows:
ْ َ َ ْ َْ
‫ إِن‬means if ‫ ﻟْﻢ‬means did not ‫ﻤﺎ‬A‫ ﻟ‬means not yet ‫ َول‬means and...should ‫ ﻓﻞ‬means then...should ‫ ِل‬means should
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ْ ُ َْ ْ ْ ُ َْ َْ
For example: ‫( إِن ﻓﻨﺼ‬if he helps), ‫( ﻟﻢ أﻧﺼ‬I didn’t help), ‫ﺼْوا‬
ُ َْ Aَ ْ ُ َْْ َ
ُ ‫( ﻟﻤﺎ ﻓﻨ‬they haven’t helped yet), ‫( ﻓﻠﻴﻨﺼ‬then he

should help).

Here are some examples from the Qur’an:

ُ ‫ﻛُﻢ ا‬
A‫ﷲ‬ ُ ْ ُ َْ ْ ُ ُ ْ‫ َﻓﻨ‬changes to the lightest ‫ﺼ‬ْ ُ ْ‫ َﻓﻨ‬because of ‫)إْن‬. If Allah helps you.
‫( إِن ﻓﻨﺼ‬notice the normally ‫ﺼ‬ ِ
ْ َ ْ ْ َ‫ ﻳ‬because of ‫)ﻟ َْﻢ‬. He didn’t beget.
‫( ﻟْﻢ ﻳَِﻠـﺪ‬notice the normally ‫ ﻳَ ُﺘ‬changes to the lightest ‫ﺘ‬ ِ
ْ ْ َ َ A َ ْ ُ ُْ َْ َ َ ْ َُُْ َْ
‫ﺖ‬ ِ ‫( ﻓﻠﻴﻌﺒﺪوا رب ﻫﺬا ا َﻛﻴ‬notice the normally ‫ ﻓﻌﺒﺪون‬loses its ‫ ن‬in this lightest form due to the ‫)ﻓﻞ‬. Then they should
worship the Lord of this house.

PART 4: SOME ADDITIONAL POINTS THAT DIDN’T GET COVERED IN CLASS

ْ ُ ُ ْ َ
َ ‫ ﻛ‬sometimes. This is only done in Arabic to connect a word
1. The ‫ ﺳﻜﻮن‬in the lightest form can appear to be a ‫ﺴة‬
phonetically to the following words. Here’s an example:
ْ ُ ْ َ
‫ﻤﺎ ﻳَﺪﺧﻞ‬A‫ ﻟ‬is clearly a case of the lightest present tense. If we add another word to the sentence, we get:
ُ ْ ْ ُ ْ َ Aَ ْ ُ َْ
‫ﻹﻓَﻤﺎن‬ِ ‫ا‬ ‫ﻞ‬ ‫ﺧ‬ ‫ﺪ‬ ‫ﻳ‬ ‫ﺎ‬ ‫ﻤ‬ ‫ﻟ‬. How are we to read this if we don’t want to stop at ‫ﻞ‬ ‫ ﻳﺪﺧ‬but rather speak in flow having the
ْ ُ َْ
word ‫ ﻳﺪﺧﻞ‬pour into the word ‫ﻹﻓﻤﺎن‬
ُ َْ ْ ُ ُ َ ْ َ
ِ ‫ ا‬phonetically? We do so by replacing the ‫ ﺳﻜﻮن‬with ‫ﻛﺴة‬. So the way to
read in flow would be:
ُ ْ ُ ْ َ Aَ َ ْ َ ْ ُ ُ
‫ﻹﻓَﻤﺎن‬ ِ ‫ﻟﻤﺎ ﻳﺪﺧِﻞ ا‬. Even though we see a ‫ﻛﺴة‬, as students of Arabic we know that it is actually a ‫ ﺳﻜﻮن‬and the
َ ْ ‫ َﻛ‬is just there allowing for better flow in reading/ pronunciation.
‫ﺴة‬

A َ
2. k‫ ﺣ‬came up when we were studying ‫ﺣْﺮف اﻟ َّﺮ‬. It has come up again when we are studying the light group. How
A َ
is one to distinguish which group k‫ ﺣ‬belongs to at a given instance? You will notice that on page 27 when we
ُ ُ A َ
listed the ‫ ﺣُﺮْوف اﻟ َّﺮ‬that occur in the Qur’an, I mentioned k‫ ﺣ‬twice. I did so because it occurs as a ‫ ﺣْﺮف اﻟ َّﺮ‬in
those two textual instances in the entire Qur’an (though one of them is repeated more than once). As for the rest
A َ
of the instances of k‫ ﺣ‬in the Qur’an, assume that they belong to this, the light group for present tense.

PART 5: COMMANDING & FORBIDDING:

On a completely separate note, we spoke in class about common sense observations about commanding &
forbidding:
a. You can’t command in the past (‘Brought me some water please, Child!’ makes no sense)
b. You can’t command yourself (even if you do it’s like a weird out of body experience or you’re really just

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talking to a mirror)
c. You can’t command someone who isn’t there (the most you can say is ‘She should or shouldn’t do
something which would still constitute a comment not a command.)
d. A command isn’t always a command. It can be a request, an allowance or permission, encouragement,
advice, prayer or an actual command. Only context can determine how to properly analyze speech.
e. It is easier to forbid than it is to command.

Commanding and forbidding doesn’t use the past tense as noted in point ‘a’. Therefore we won’t be employing
page 33 for this lesson. It doesn’t employ the third person so we won’t be using the first two rows of page 39 (3rd
person is people who aren’t there or people you are not talking to, rather about). We won’t be using the bottom
row (1st person) because we noted that we can’t command ourselves. Not out loud anyway.

What we are left with then are the 2nd person present tense conjugations outlined ONLY in rows 3 and 4 on page
39. I’m re-writing them here for convenience:
‫ﺼ‬ُ ُ ْ‫ َﻳﻨ‬you help ‫ﺼان‬
َ ُ ْ‫ َﻳﻨ‬you both help ‫ﺼْوَن‬
ُ ُ ْ‫ َﻳﻨ‬you all help
ِ
‫ﺼﻳَْﻦ‬ ُ َْ َ ُ َْ َ ْ ُ َْ
ِ ‫ ﻳﻨ‬you woman help ‫ ﻳﻨﺼاِن‬both of you women help ‫ ﻳﻨﺼن‬you women help

FORBIDDING:
If we add ‫ ﻻ‬to each of the ‫ ﻓﻌﻞ‬cases above, the statement simply changes from positive to negative:

‫ﺼ‬ُ ُ ْ‫ ﻻ َﻳﻨ‬You don’t help. ‫ﺼان‬

َ ُ ْ‫ ﻻ َﻳﻨ‬Neither of you help. ‫ﺼْوَن‬
ُ ُ ْ‫ ﻻ َﻳﻨ‬None of you help.
ِ
‫ﺼﻳَْﻦ‬ ُ َْ َ ُ َْ َ ْ ُ َْ
ِ ‫ ﻻ ﻳﻨ‬You don’t help (f. Sing.). ‫ ﻻ ﻳﻨﺼاِن‬Neither of you ladies help. ‫ ﻻ ﻳﻨﺼن‬None of you ladies help.
The ‫ ﻻ‬statements above can’t be called cases of ‘forbidding’. They are simply comments/observations, not

instructions. To change them to instructions, we kept the ‫ ﻻ‬and made the present tense LIGHTEST. If you’re
forgetting how that works, read up on the notes on day 8.

ْ ُ ْ‫ ﻻ َﻳﻨ‬DON’T HELP! ‫ﺼا‬

‫ﺼ‬ َ ُ ْ‫ ﻻ َﻳﻨ‬DON’T HELP, EITHER OF YOU! ‫ﺼوا‬
ُ ُ ْ‫ ﻻ َﻳﻨ‬DON’T ANY OF YOU HELP!

‫ﺼْي‬ ُ َْ َ ُ َْ َ ْ ُ َْ
ِ ‫ ﻻ ﻳﻨ‬DON’T HELP (Sing. Fem.) ‫ ﻻ ﻳﻨﺼا‬DON’T EITHER OF YOU LADIES HELP! ‫ ﻻ ﻳﻨﺼن‬DON’T ANY OF YOU
LADIES HELP!

The bottom line is, to forbid we use ‫ ﻻ‬+ the lightest 2nd person present tense. Here is a list of numerous words
from page 40 turned into forbidding statements:
َ A ََ A ََ َ َْ َْ َ ُ َ ُ َ
‫ ﺗﺬﻛُﺮْون‬becomes ‫ﻻ ﺗﺬﻛُﺮْوا‬, ‫ ﻳﻈِﻠُﻤْﻮن‬becomes ‫ﻻ ﻳﻈِﻠُﻤْﻮا‬, ‫ ﻳُﻤْﻮﺗْﻮن‬becomes ‫ﻻ ﻳُﻤْﻮﺗْﻮا‬

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َ َْ َ َْ َ ُ َُ ُ َُ َ ُ َ ُ َ
‫ ﺗﺄُﻣْﺮن‬becomes ‫ﻻ ﺗﺄُﻣْﺮن‬, ‫ ﻳﻘْﻮﻟْﻮن‬becomes ‫ﻻ ﻳﻘْﻮﻟْﻮا‬, ‫ ﻳُﻌْﻮدْون‬becomes ‫ﻻ ﻳُﻌْﻮدْوا‬
َ ُْ َ َْ ْ ُ َ َْ ُ ِّ َ ُ ْ ِّ َ ُ َ ْ ُ َْ َْ ْ ُ
َْ َْ
‫ ﺗﺴﺒﻮن‬becomes ‫ﻻ ﺗﺴﺒﻮا‬, ‫ ﻳﻔﺼﻞ‬becomes ‫ﻻ ﻳﻔﺼﻞ‬, ‫ ﺗﺴﺘﺄِﺧﺮون‬becomes ‫ﻻ ﺗﺴﺘﺄِﺧﺮوا‬
َ ْ َ ْ َ َ ْ ‫ ﺗَْﺪُﺧﻠ‬becomes ‫ﻠ‬ ْ ‫ﻻ ﺗَْﺪُﺧ‬, ‫ َﻳُﻘُّﺼْﻮَن‬becomes ‫ﻻ َﻳُﻘُّﺼْﻮا‬
‫ ﺗْﺴﺘَﻘِﺪُﻣْﻮن‬becomes ‫ﻻ ﺗْﺴﺘَﻘِﺪُﻣْﻮا‬, ‫ﻴ‬ ِ ِ

Let’s look at some examples of forbidding from the Quran:

ُ َْ
‫ ﻻ ﻳﻘﺘُﻠْﻮا‬Don’t any of you kill!
ْ ُْ
A‫ﷲ‬
ِ ‫ﺸك ﺑِﺎ‬ ِ ‫ ﻻ ﺗ‬Don’t commit shirk (associate partners) with Allah!
ُْ َ
‫ ﻻ ﺗﻜﻔْﺮ‬Don’t disbelieve!
َْ
‫ ﻻ ﻳﻘَﺮَﺑﺎ‬Don’t come near (both of you)!
ْ َْ ْ ‫ ﻻ َﺗَْﺰ‬Don’t worry! (sing. Fem. Used for Maryam) ‫ ﻻ َﺗَْﺰﻧُْﻮا‬Don’t worry (all of you)!
‫ ﻻ ﺗَﺰن‬Don’t worry! ‫ﻳ‬ ِ

COMMANDING:
Let’s go back to the 6 conjugations of the present tense that are 2nd person:
‫ﺼ‬ُ ُ ْ‫ َﻳﻨ‬you help ‫ﺼان‬
َ ُ ْ‫ َﻳﻨ‬you both help ‫ﺼْوَن‬ُ ُ ْ‫ َﻳﻨ‬you all help
ِ
‫ﺼﻳَْﻦ‬ ُ َْ َ ُ ْ‫ َﻳﻨ‬both of you ladies help َ ْ ُ َْ
ِ ‫ ﻳﻨ‬you women help ‫ﺼاِن‬ ‫ﺼن‬ ‫ ﻳﻨ‬you ladies help

And while we’re at it, let’s also list these six conjugations for another word:
ِّ ُ ِّ ُ َ ِّ ُ
‫ ﻳَﻌﻠُﻢ‬you teach ‫ ﻳَﻌﻠَﻤﺎِن‬you both teach ‫ ﻳَﻌﻠُﻤْﻮن‬all of you teach
‫ﻴ‬َ ْ ‫ ُﻳَﻌﻠِّﻤ‬you teach (sing. Fem.) ‫ ُﻳَﻌﻠَِّﻤﺎن‬both of you ladies teach ْ ِّ ُ
‫ ﻳَﻌﻠﻤَﻦ‬You ladies teach
ِ ِ

The thing that commanding and forbidding have in common is that they both require the word to be lightest. So
when constructing commands, the first step is that the present tense must be in its lightest form.

Let’s reiterate the words above in their lightest form:

ْ ُ ْ‫ﺼا َﻳﻨ‬
‫ﺼ‬ َ ُ ْ‫َﻳﻨ‬ ُ ُ ْ‫ﺼا َﻳﻨُْﺼْي َﻳﻨ‬
‫ﺼوا‬ َ ُ ْ‫َﻳﻨ‬ َ ْ ُ َْ
‫ﺼن‬ ‫ﻳﻨ‬
ِ

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ِّ ُ ِّ ُ ِّ ُ ْ ِ ِّ‫ُﻳَﻌﻠ‬ ِّ ُ ْ ِّ ُ
‫ﻳَﻌﻠْﻢ‬ ‫ﻳَﻌﻠَﻤﺎ‬ ‫ﻳَﻌﻠُﻤْﻮا‬ ‫ﻤ‬ ‫ﻳَﻌﻠﻤﺎ‬ ‫ﻳَﻌﻠﻤَﻦ‬

For commands, after you meet the first condition (Lightest), you must meet the second condition, which is to
remove the ‫ ت‬from the beginning. If we meet the second condition for the above words, we get:

‫ﺼ‬ْ ُ ْ‫ﻧ‬ ‫ﺼا‬َ ُ ْ‫ﻧ‬ ‫ﺼوا‬ ُ ُ ْ ‫ﺼا ﻧ ُْﺼْي ﻧ‬َ ُ ْ‫ﻧ‬ َ ْ ُ ْ

‫ﺼن‬ ‫ﻧ‬
ِ
ِّ ِّ ِّ ْ ِ ِّ‫َﻋﻠ‬ ِّ ْ ِّ
‫َﻋﻠْﻢ‬ ‫َﻋﻠَﻤﺎ‬ ‫َﻋﻠُﻤْﻮا‬ ‫ﻤ‬ ‫َﻋﻠﻤﺎ‬ ‫َﻋﻠﻤَﻦ‬
ْ ُ ْ ْ ِّ َ
The row that begins with ‫ ﻧﺼ‬is clearly unreadable after we remove the ‫ت‬. The row that begins with ‫ ﻋﻠﻢ‬on the
other hand is readable. When you run into a situation where the word is readable, you’ve got yourself a
ْ ِّ َ
command. The ‫ ﻋﻠﻢ‬line is a bunch of commands.
Here’s a translation for them:
ِّ ِّ ِّ ْ ِ ِّ‫ َﻋﻠ‬Teach! (sing. Fem.)
‫ َﻋﻠْﻢ‬Teach! ‫ َﻋﻠَﻤﺎ‬Teach, both of you! ‫ َﻋﻠُﻤْﻮا‬Teach, all of you! ‫ﻤ‬
ِّ ْ ِّ
‫ َﻋﻠَﻤﺎ‬Teach, both of you! (pair. Fem.) ‫ َﻋﻠﻤَﻦ‬Teach, ladies!
ْ ُ ْ
But about the ‫ ﻧﺼ‬row of words? These words are not readable and so they need additional assistance to be

functional (or pronounceable). That assistance comes by means of a helper alif ‫ا‬.
ْ ُ ْ ‫ ا ُﻧ‬Help!
‫ﺼ‬ َ ُ ْ ‫ ا ُﻧ‬Help, both of you!
‫ﺼا‬ ‫ﺼْوا‬ُ ُ ْ ‫ ا ُﻧ‬Help, all of you!

‫ﺼْي‬ ُ ُْ َ ُ ْ ‫ ا ُﻧ‬Help, both of you (pair fem.) َ ْ ُ ُْ

ِ ‫ اﻧ‬Help! (sing. Fem.) ‫ﺼا‬ ‫ﺼن‬ ‫ اﻧ‬Help, ladies!

ُ
You noticed that the ‫ ا‬was marked ‫ ا‬in the command cases above. This is done when the second last letter (in this

case ‫ )ص‬has a ‘u’. If that second last letter doesn’t have an ‘u’, simply apply an ‫ِا‬. This is a minor point because in
the Qur’an the commands are punctuated for your non-Arab convenience. Let’s try applying this process to a
bunch of present tense words:

Normal Present Remove ‫ ت‬and

Lightest Form Meaning(command)
Tense add alif if need
ُ َْ ُ َْ ُ ُْ
‫ﺗﺸﻜُﺮ‬ ‫ﺗﺸﻜْﺮ‬ ‫اﺷﻜْﺮ‬ Thank!

َ َْ َْ َ ُ
‫ﻳﻌﺒُُﺪْون‬ ‫ﻳﻌﺒُُﺪْوا‬ ‫اﻗﺒُُﺪْوا‬ Worship, all of you!
ُ ْ ُ ْ
‫ﺗَﺎِﻫُﺪ‬ ‫ﺗَﺎِﻫﺪ‬ ‫َﺟﺎِﻫﺪ‬ Struggle!

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 Dream Worldwide Unit 1

َ َ ُ َ ُ َ
‫ﺗﻜِّﺮُﻣْﻮن‬ ‫ﺗﻜِّﺮُﻣْﻮا‬ ‫ﻛِّﺮُﻣْﻮا‬ Honor, all of you!

َ A َ َ A َ َ A َ
‫ﻳﺘََﻄﻬْﺮن‬ ‫ﻳﺘََﻄﻬْﺮن‬ ‫ﻳَﻄﻬْﺮن‬ Cleanse yourselves, ladies!

َ ُ َُ ُ َُ ُ َ
‫ﻳﻘﺎﺗِﻠْﻮن‬ ‫ﻳﻘﺎﺗِﻠْﻮا‬ ‫ﻗﺎﺗِﻠْﻮا‬ Fight, all of you!

ُ ‫ﺗ َْﺴ‬ ْ ُ َْ ْ ُ ُْ
‫ﺠُﺪ‬ ‫ﺠﺪ‬ ‫ﺗﺴ‬ ‫ﺠﺪ‬ ‫اﺳ‬ Prostrate!

َ َ َ ْ
‫ﺗْﺴﺘَِﻤُﻌْﻮن‬ ‫ﺗْﺴﺘَِﻤُﻌْﻮا‬ ‫ِاﺳﺘَِﻤُﻌْﻮا‬ Listen carefully, all of you!

َ ُAَ ُAَ ُA
‫ﻳﺘﻘْﻮن‬ ‫ﻳﺘﻘْﻮا‬ ‫ِاﻳﻘْﻮا‬ Be extremely cautious, all of you!
َ ْ َ ْ ْ
‫ﺗْﺴَﻤُﻊ‬ ‫ﺗْﺴَﻤﻊ‬ ‫ِاﺳَﻤﻊ‬ Listen!

َُْ َُْ ُ ُْ
‫ﻳﻨﻈُﺮ‬ ‫ﻳﻨﻈْﺮ‬ ‫اﻏﻈْﺮ‬ Look!

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