‫ﺍﻟﻘﻮﺍﻋﺪ‬

‫ﻟﻠﻜﺘﺎﺏ ﺍﻟﺜﺎﻧﻲ‬
‫ﻣﻊ ﺍﻟﺸﺮﺡ ﺑﺎﻟﻠﻐﺔ ﺍﻹﻧﻜﻠﻴﺰﻳﺔ‬

The Rules for Book 2

With an explanation in the
English language

‫ﻛﺘﺒﻪ ﺍﻟﻔﻘﺮﺍﻥ ﺇﻟﻰ ﺍﷲ‬

‫ﺃﺑﻮ ﺳﻠﻤﺎﻥ ﻃﻠﺤﺔ ﺍﺑﻦ ﻭﻟﻴﻢ‬
‫ﻭ ﺃﻡ ﻣﺠﺎﻫﺪ‬
Written by Abu Salmaan Talha ibnu William
Translated by Umm Mujaahid

‫ 
ا ا
ن ا‬

~~ ‫ﻭ َﺃﺨﹶﻭﺍﺘﹸﻬﺎ‬ ‫ﻥ‬ ‫~~ ﺇ‬

‘Inna and its likes

‫ﻭ َﺃﺨﹶﻭﺍﺘﹸﻬﺎ‬ ‫ﻥ‬
‫ﺇ‬

‫ل‬
‫ﻌ ﱠ‬ ‫ﹶﻝ‬ ‫ﺕ‬
‫ ﹶ‬‫ﹶﻝﻴ‬ ‫ﻥ‬
 ‫ﹶﻜَﺄ‬ ‫ﻥ‬
 ‫ﻜ‬ ‫ﻝ‬ ‫ﻥ‬
‫ﺃ‬ ‫ﻥ‬
 ‫ِﺇ‬

.‫ﺭ‬
 ‫ﻊ ﺍﻝﺨﹶﺒ‬ ‫ ﹶﻓ‬‫ﻭ ﹶﺘﺭ‬ ‫ﻡ‬ ‫ﺏ ﺍﻹﺴ‬
 ‫ﺼ‬
 ‫ﻫﻲ ﹶﺘﻨﹾ‬
They make the ism (noun) mansoob (accusative) take a fatha, and
make the khabar marfoo’ (nominative take a damma).

Indeed/verily  ‫ِﺇ‬:
‫ﻥ‬

Indeed/verily ‫ﻥ‬
 ‫ﺃ‬:

But
‫ﻥ‬
 ‫ﻜ‬ ‫ﻝ‬:

2
 It is as if …… (for similitude or speculation) ‫ﻥ‬
 ‫ ﹶﻜَﺄ‬:
Would that…. (Used for seeking something impossible

‫ﺕ‬
‫ ﹶ‬‫ﹶﻝﻴ‬:
or in which there is difficulty)

I hope…(Used for hope or regret)

‫ﻌ ﱠ‬ ‫ﹶﻝ‬:
‫ل‬

‘Inna brings about

emphasis
.‫ﻴﺩ‬‫ﻜ‬‫ﺩ ﺍﻝ ﱠﺘﻭ‬ ‫ﻴ‬‫ﻥ ﹸﺘﻔ‬
‫
ﺇ‬

.‫ﻏﻔﹸﻭﺭ‬
‫ﷲ ﹶ‬
َ ‫ﻥﺍ‬
‫ﺇ‬ :‫ﻭ‬ ‫ﹶﻨﺤ‬
Verily Allah is oft-forgiving

Anna brings about emphasis also .‫ﺩ ﺃﻴﻀﹰﺎ‬ ‫ﻴ‬‫ﺩ ﺍﻝﺘﱠﻭﻜ‬ ‫ﻴ‬‫ﻥ ﹸﺘﻔ‬
‫
ﺃ‬

 ‫ﺕ َﺃ‬
.‫ﺽ‬‫ﻤ ﹺﺭﻴ‬ ‫ﻥ ﺨﺎﻝِﺩﹰﺍ‬ ‫ ﹸ‬‫ﻠﻤ‬‫ﻋ‬

I knew that verily Khaalid is ill.

‫ﺩ‬ ‫ﺒﻌ‬ ‫ﻥ‬

 ‫ﻲ َﺃ‬‫ ﻭ ﺘﹶﺄﺘ‬.‫ل‬
َ ‫ﺩ ﻗﺎ‬ ‫ﺒﻌ‬ ‫ﺔ ﻭ‬ ‫ﹶﻠ‬‫ﺠﻤ‬
 ‫ل ﺍﻝ‬
ِ ‫ﻭ‬ ‫ﻲ َﺃ‬‫ﻲ ﻓ‬‫ﻥ ﺘﹶﺄﺘ‬
‫ﺇ‬
.‫ﻷﺨﹾﺭﻯ‬
ُ‫لﺍ‬
ِ ‫ﻷﻓﹾﻌﺎ‬
ّ‫ﺍ‬
‫ﻥ‬
‫ﺇ‬ comes at the beginning of a sentence and after qaala and

‫ﻥ‬
 ‫ َﺃ‬comes after the other verbs.

3
 .‫ﻲ‬‫ﺭﺒ‬ ‫ﷲ‬
َ ‫ﻥﺍ‬
 ‫ِﺇ‬ :‫ﻭ‬ ‫ﹶﻨﺤ‬
Verily Allah is my lord.

.‫ ﹶﺘ ﹺﻬﺩ‬‫ﻤﺠ‬ ‫ﻙ‬

 ‫ﻲ ﺇﱠﻨ‬‫ﻗﺎﹶﻝﺕﹾ ُﺃﻤ‬
My mother said verily you are
a hard worker.

.‫ﻡ‬ ‫ﻴﻭ‬ ‫ﺀ ﺍﻝ‬ ‫ﺱ ﻤﺎ ﺠﺎ‬

 ‫ﺭ‬ ‫ﺩ‬ ‫ﻤ‬ ‫ﻥ ﺍﻝ‬
 ‫ﺕ َﺃ‬
‫ ﹸ‬‫ﻤﻌ‬ ‫ﺴ‬


I heard that verily the teacher did

not brings
laakina come about
today.
.‫ﻙ‬
 ‫ﺭﺍ‬‫ﺘﺩ‬ ‫ﻹﺴ‬
ِ ‫ﺩ ﺍ‬ ‫ﻴ‬‫ﻥ ﹸﺘﻔ‬
 ‫ﻜ‬ ‫
ﻝ‬
istidraak….

.‫ﻥ‬
 ‫ﻼ‬‫ﺩﹰﺍ ﹶﻜﺴ‬‫ﻥ ﺤﺎﻤ‬
 ‫ﻜ‬ ‫ ﻝ‬‫ ﹶﺘ ﹺﻬﺩ‬‫ﻤﺠ‬ ‫ﻤﺩ‬ ‫ﺤ‬
 ‫ﻤ‬ :‫ﻭ‬ ‫ﹶﻨﺤ‬

Muhammad is a hard worker but

Haamid is lazy.

4
La’alla conveys hope, and
its meaning is I hope. (‫ﻭ‬‫ﺠ‬‫ﻨﺎﻫﺎ )َﺃﺭ‬‫ﻤﻌ‬ ‫ﻭ‬ ‫ﻲ‬‫ﺭﺠ‬ ‫ﺩ ﺍﻝ ﱡﺘ‬ ‫ﻔﻴ‬ ‫ل ﹸﺘ‬
‫ﻌ ﱠ‬ ‫ﹶﻝ‬

.‫ﻪ‬ ‫ﺘ‬ ‫ ﹶﻓ‬‫ﻏﺭ‬

‫ﻲ ﹸ‬‫ﺱ ﻓ‬
 ‫ﺭ‬ ‫ﺩ‬ ‫ﻤ‬ ‫ل ﺍﻝ‬
‫ﻌ ﱠ‬ ‫ﹶﻝ‬ :‫ﻭ‬ ‫ﹶﻨﺤ‬

I hope that the teacher is in his

room.

Ka’anna has two meanings

.‫ﻥ‬
‫ﻨﹶﻴﺎ ﹺ‬‫ﻤﻌ‬ ‫ﻥ ﻝﹶﻬﺎ‬
 ‫
ﹶﻜَﺄ‬

٢ ١
Conveys speculation Conveys similitude

‫ﻥ‬
‫ﻅ‬
‫ﺩ ﺍﻝ ﱠ‬ ‫ﻴ‬‫ﹸﺘﻔ‬ ‫ﻪ‬ ‫ﺩ ﺍﻝﱠﺘﺸﹾ ﹺﺒﻴ‬ ‫ﻴ‬‫ﹸﺘﻔ‬

.‫ﻥ‬
‫ﻥ ﺍﻝﻴﺎﺒﺎ ﹺ‬
 ‫ﻤ‬ ‫ﻙ‬
 ‫ ﹶﻜَﺄ ﱠﻨ‬:‫ﻭ‬ ‫ﹶﻨﺤ‬ .‫ﺴﺔﹲ‬
 ‫ﺭ‬ ‫ﻤﺩ‬ ‫ﺩ‬ ‫ﺠ‬
‫ ﹺ‬‫ﻤﺴ‬ ‫ﻥ ﺍﻝ‬
 ‫ ﹶﻜَﺄ‬:‫ﻭ‬ ‫ﹶﻨﺤ‬
It is as if you are from Japan. It is as if the masjid is a
school.

5
Layta brings about hope, and it
is seeking the impossible and
that in which there is difficulty.
.‫ل‬‫ﺤﻴ‬
 ‫ ﹶﺘ‬‫ﻤﺴ‬ ‫ﺏ ﺍﻝ‬
 ‫ﻁﹶﻠ‬
‫ﻭ ﹶ‬ ‫ﻫ‬ ‫ﻭ‬ ‫ﻤﻨﱢﻲ‬ ‫ﺩ ﺍﻝ ﱠﺘ‬ ‫ﻴ‬‫ﺕ ﹸﺘﻔ‬
‫ ﹶ‬‫
ﹶﻝﻴ‬
.‫ﺭ‬‫ﻋﺴ‬
 ‫ﻪ‬ ‫ﻴ‬‫ﻭ ﻤﺎ ﻓ‬

(ْ
ِ َ 
ْ
ُ ‫ا‬ 
ُ َ
َ - seeking of the impossible) :‫ﻭ‬ ‫ﹶﻨﺤ‬

.‫ﺩ‬ ‫ﻭ‬‫ﻴﻌ‬ ‫ﺏ‬

 ‫ﺕ ﺍﻝﺸﱠﺒﺎ‬
‫ ﹶ‬‫ﹶﻝﻴ‬
Would that youth would return!

(ٌ
ْ 
ُ ِ ِ  - that in which there is difficulty) :‫ﻭ‬ ‫ﹶﻨﺤ‬

.‫ﻬﹰﺎ‬‫ﺠ ﹶﻨﻴ‬
 ‫ﻥ‬
 ‫ﻭ‬‫ﻤﻠﹾﻴ‬ ‫ﺕ ﻝِﻲ‬
‫ ﹶ‬‫ﹶﻝﻴ‬
Would that I have a million pounds!

6
 ~~‫~~ ﺫﹸﻭ‬

‫ﻭﺭ‬‫ﺭ‬‫ﻤﺠ‬ ‫ﻪ‬ ‫ﻠﻴ‬‫ﻴ‬ ‫ﻡ ﺍﻝﺫﱢﻱ‬ ‫ﻭ ﺍﻻﺴ‬ ‫ﻀﺎﻑﹲ‬‫ﺍﺌِﻤﹰﺎ ﻤ‬‫ﻭ ﺫﹸﻭ ﺩ‬ (‫ﺤﺏ‬
 ‫ﻨﺎﻫﺎ )ﺼﺎ‬‫ﻤﻌ‬ .‫ﺫﹸﻭ‬
.‫ﺔ‬ ‫ﺎ ﹶﻓ‬‫ﻹﻀ‬
ِ ‫ﺒﹺﺎ‬
Dhu: its meaning is possessor/owner, and it is always mudaaf
(possessed) and the noun which is next to it is genitive (majroor), by
construction.

{‫ﻥ‬
 ‫ﺘﻴ‬ ‫ﻤ‬ ‫ﺓ ﺍﻝ‬ ‫ﻭ‬ ‫ﻕ ﺫﹸﻭ ﺍﻝ ﹸﻘ‬
‫ﺍ ﹸ‬‫ﺭﺯ‬ ‫ﻭ ﺍﻝ‬ ‫ﻫ‬ ‫ﷲ‬
َ ‫ﻥﺍ‬
 ‫}ﺇ‬:‫ﻗﺎل ﺘﻌﺎﻝﻰ‬ :‫ﻭ‬ ‫ﹶﻨﺤ‬

Allah the most high says (translated meaning):

‘Verily Allah he is the sustainer, the possessor of
might and power’

The different forms

‫ﺕ‬
‫ﺫﹶﻭﺍ ﹸ‬ ‫ﺕ‬
‫ﺫﺍ ﹸ‬ ‫ﻭ‬‫ﹶﺫﻭ‬ ‫ﺫﹸﻭ‬

For feminine For feminine For masculine For masculine

plural singular plural singular

‫ﻊ‬‫ﺠﻤ‬
 ‫ﺙ‬
 ‫ﻤ َﺅ ﱠﻨ‬ ‫ﻝِﻠ‬ ‫ﺩ‬‫ﻤﻔﹾﺭ‬ ‫ﺙ‬
 ‫ﻤ َﺅ ﱠﻨ‬ ‫ﻝِﻠ‬ ‫ﻊ‬‫ﺠﻤ‬
 ‫ﻤ ﹶﺫﻜﱠﺭ‬ ‫ﻝِﻠ‬ ‫ﺩ‬‫ﻤﻔﹾﺭ‬ ‫ﻤ ﹶﺫ ﱠﻜ ﹺﺭ‬ ‫ﻝِﻠ‬

7
 ‫ﺕ‬
‫ﺀ ﺍﻝﻁﱠﺎﻝِﺒﺎ ﹸ‬ ‫ﻫﺅُﻻ‬ ‫ﺒ ﹸﺔ‬ ‫ﻩ ﺍﻝﻁﱠﺎِﻝ‬ ‫ﺫ‬ ‫ﻫ‬ ‫ﺏ‬
 ‫ﺀ ﺍﻝﻁﱡﻼ‬ ‫ﻫﺅُﻻ‬ ‫ﺏ‬
 ‫ﻫﺫﺍ ﺍﻝﻁﱠﺎِﻝ‬
‫ﻋﻠﹾ ﹴﻡ‬
 ‫ﺕ‬
‫ﺫﹶﻭﺍ ﹸ‬ ‫ﻋﻠﹾ ﹴﻡ‬
 ‫ﺕ‬
‫ﺫﺍ ﹸ‬ ‫ﻋﻠﹾ ﹴﻡ‬
 ‫ﻭ‬‫ﹶﺫﻭ‬ ‫ﻋﻠﹾ ﹴﻡ‬
 ‫ﺫﹸﻭ‬

These students This student These students This student

(female pl.) (female sig.) (male pl.) posses (male sig.) posses
possesses knowledge Posseses knowledge knowledge knowledge

8
 ~~ ‫ﻭ ﺃَﻭ‬ ‫~~ َﺃﻡ‬

`Am is used for questioning .‫ﺘﻔﹾﻬﺎ ﹺﻡ‬ ‫( ﻝِﻺﺴ‬‫)َﺃﻡ‬

(sentence)

‫؟‬‫ﺘﺎﻥ‬‫ﻜﺴ‬ ‫ ﺒﺎ‬‫ﻤﻥ‬ ‫ﺕ َﺃﻡ‬

‫ﺩ َﺃﻨﹾ ﹶ‬ ‫ﻥ ﺍﻝ ﹺﻬﻨﹾ‬
 ‫ﻤ‬ ‫َﺃ‬ :‫ﻭ‬ ‫ﹶﻨﺤ‬

Are you from India or Pakistan?

And ‘Aw is used for non-questioning.

(sentence) .‫ﺘﻔﹾﻬﺎ ﹺﻡ‬ ‫ ﹺﺭ ﺍﻹﺴ‬‫ﻭ )ﺃَﻭ( ِﻝ ﹶﻐﻴ‬

‫ﻙ‬
 ‫ﻫﺫﹶﺍ ﺃَﻭ ﹶﺫِﻝ‬ ‫ﺨﺫﹾ‬
‫ﹸ‬ :‫ﻭ‬ ‫ﹶﻨﺤ‬
Take this or that.

9
 ‫ﻭ َﺃﻝﹾﻑﹲ‬ ‫ﻤﺎ َﺌﺔﹲ‬
Hundred and thousand

.‫ﺭﺩ‬ ‫ﻤﻔﹾ‬ ‫ﻤﺎ‬‫ﺩﻫ‬ ‫ﻭ‬‫ﺩ‬‫ﻤﻌ‬ ‫ﻥ‬

 ‫ﺭ َﺃ‬ ‫ﻏﻴ‬
‫ ﹶ‬, 10 ‫ ﺇﻝﻰ‬3 ‫ﻤﻥ‬ ‫ﺩ‬ ‫ﺩ‬ ‫ﻌ‬ ‫ل ﺍﻝ‬
ُ ‫ﺜ‬‫ﻭ َﺃﻝﹾﻑﹲ ﻤ‬ ‫ﻤﺎ َﺌﺔﹲ‬
Hundred and thousand are similar to the numbers from 3 to 10, (in

construction) except that their ‫ﺩ‬ ‫ﻭ‬‫ﺩ‬‫ﻤﻌ‬ (enumerated) is singular.

.‫ﺓ‬ ‫ﺭَﺃ‬ ‫ﻑ ﺍﻤ‬

‫َﺃﻝﹾ ﹸ‬ ‫ﺃﻭ‬ ‫ل‬
ٍ‫ﺠ‬
 ‫ﺭ‬ ‫ﻤﺎ َﺌ ﹸﺔ‬ :‫ﻤﺜﺎل‬
A thousand women A hundred men

.‫ﺃ‬‫ﻭ ﻻ ﹸﺘﻘﹾﺭ‬ ‫ﺏ‬

 ‫ﻲ )ﻤﺎﺌﺔ( ﺘﹸﻜ ﹶﺘ‬‫ﻭ )ﺍﻷﻝِﻑ( ﻓ‬ .‫ﺙ‬
 ‫ﻤ َﺅ ﱠﻨ‬ ‫ﻭ ﺍﻝ‬ ‫ﻤ ﹶﺫ ﱠﻜ ﹺﺭ‬ ‫ﻤﺎ ﻝِﻠ‬‫ﻭ ﻫ‬

And they are (used) for masculine and feminine (enumerated).

And the alif in ‫( ﻤﺎﺌﺔ‬hundred) is written but not pronounced.

10
 ‫ﻤﺎ ﻭ ﻻ‬

.(‫ﺏ )ﻻ‬  ‫ﻀﺎ ﹺﺭ‬‫ﺏ)ﻤﺎ( ﻭ ﺍﻝﻤ‬

‫ﻉ ﹺ‬ ‫ﻲ ﹺ‬‫ﻴﻨﹾﻔﻰ ﺍﻝﻤﺎﻀ‬

The past tense is negated with ‫ﻤﺎ‬

and the present tense with ‫ﻻ‬

Example
:‫ﻤﺜﺎل‬

.‫ﻑ‬
 ‫ﺤ‬
 ‫ﻤﺘﹾ‬ ‫ﺕ ﺇِﻝﻰ ﺍﻝ‬
‫ ﹸ‬‫ﻫﺒ‬ ‫ﻤﺎ ﹶﺫ‬ .‫ﺱ‬
 ‫ﺩﺭ‬ ‫ﺩ ﺍﻝ‬ ‫ﻤ‬ ‫ﺏ َﺃﺤ‬
 ‫ﻤﺎ ﹶﻜ ﹶﺘ‬
I did not go to the Ahmad did not write
museum. the lesson.

.‫ﻑ‬
 ‫ﺤ‬
 ‫ﻤﺘﹾ‬ ‫ﺏ ﺇِﻝﻰ ﺍﻝ‬
 ‫ﻫ‬ ‫ﻻ َﺃﺫﹾ‬ .‫ﺱ‬
 ‫ﺩﺭ‬ ‫ﺩ ﺍﻝ‬ ‫ﻤ‬ ‫ﺏ ﺃَﺤ‬
 ‫ﻴﻜﹾ ﹸﺘ‬ ‫ﻻ‬
I am not going to Ahmad is not writing
the museum. (up) the lesson.

11
 .‫ﺘﻘﹾﺒﺎل‬ ‫ﻹﺴ‬
ِ‫ﻑﺍ‬
‫ ﹸ‬‫ﺤﺭ‬

(‫)ﺱ‬
‫ ﺱ‬The letter of future tense

:‫ﻤﺜﺎل‬

.‫ﷲ‬
ُ ‫ﺀ ﺍ‬ ‫ ﺸﺎ‬‫ﻤ ﱠﻜ ﹶﺔ ِﺇﻥ‬ ‫ﺏ ﺇِﻝﻰ‬
 ‫ﻫ‬ ‫ﺴ َﺄﺫﹾ‬
 .‫ﺭ ﻏﹶﺩﹰﺍ‬ ‫ﺩﻴ‬ ‫ﻤ‬ ‫ﻊ ﺍﻝ‬ ‫ﺠ‬
‫ ﹺ‬‫ﻴﺭ‬ ‫ﺴ‬

I will go to Mecca inshaa Allah The head teacher shall return tomorrow

.‫ل‬
ِ ‫ﺼﻴ‬
 ‫ﻑ ﺍﻝ ﱠﺘﻔﹾ‬
‫ ﹸ‬‫ﺤﺭ‬

(‫ﺎ‬‫)َﺃﻤ‬
The preposition of explanation
‘As for’

Example

:‫ﻤﺜﺎل‬
‫ﺎ‬‫ﻭ َﺃﻤ‬ ‫ﺕ‬
 ‫ﺓ ﺭﹺﻴﺎﻻ‬ ‫ﺭ‬ ‫ﺸ‬‫ﻭ ﹺﺒﻌ‬ ‫ﻬ‬ ‫ﺏ ﹶﻓ‬
 ‫ﺘﺎ‬‫ﺎ ﺍﻝﻜ‬‫ﺠﱠﻠﺔﹸ؟ َﺃﻤ‬
 ‫ﻤ‬ ‫ﻩ ﺍﻝ‬ ‫ﺫ‬ ‫ﻭ ﻫ‬ ‫ﺏ‬
 ‫ﺘﺎ‬‫ ﻫﺫﺍ ﺍﻝﻜ‬‫ﹺﺒ ﹶﻜﻡ‬
.‫ﺕ‬
 ‫ﺔ ﺭﹺﻴﺎﻻ‬ ‫ﻲ ﹺﺒﺜﹶﻼ ﹶﺜ‬
 ‫ﺠﱠﻠ ﹸﺔ ﹶﻓ ﹺﻬ‬
 ‫ﻤ‬ ‫ﺍﻝ‬
How much is this book and this magazine? As for the book, then it for ten
riyals and as for the magazine then it is for three riyals.

‫؟‬‫ﻤﻭﻩ‬ ‫ﹸﺘ‬‫ﺭَﺃﻴ‬ ‫ﺘﺎﺒﻲ؟ َﺃ‬‫ﻥ ﻜ‬

 ‫ﻭ ﹸﺓ َﺃﻴ‬ ‫ﻴﺎ ِﺇﺨﹾ‬
Oh brothers where is my book?
Have you seen it?

12
‫ﻤﺎ‬‫ ﹶﻨﻬ‬‫ﺒﻴ‬ ‫ﺩﺕﹾ‬ ‫ﻥ ﹺﺯﻴ‬
 ‫ﻁﺒﹺﻴ‬
‫ﺨﺎ ﹶ‬‫ ﹺﺭ ﺍﻝﻤ‬‫ﻤﻴ‬ ‫ﻀ‬
 ‫ﺩ‬ ‫ﺒﻌ‬ ‫ل‬‫ﻤﱠﺘﺼ‬ ‫ﺏ‬‫ﺭ ﹶﻨﺼ‬ ‫ﻤﻴ‬ ‫ﻀ‬
 ‫ﻊ‬ ‫ﻭ ﹶﻗ‬ ‫ﺇﺫﺍ‬
.‫ﺍﻭ‬‫ﻭ‬

When the attached pronoun of nasb occurs after the pronoun of

second person, ‫ﻭ‬ is increased between them.

:‫ﻭ‬ ‫ﹶﻨﺤ‬

‫ﻩ‬ ‫ ﹸﺘﻡ‬- pronoun of

Increase
- Attached
in ‫ﻭ‬ pronoun of nasb. second person.

‫ﻩ ؟‬ ‫ﻤﻭ‬ ‫ ﹸﺘ‬‫ﺭَﺃﻴ‬ ‫ ﻩ = َﺃ‬+ ‫ﺘﹸﻡ‬‫ﺭَﺃﻴ‬ ‫َﺃ‬

Have you seen it?
(Plural masc. second person)

13
 .‫ﺎِﻝ ﹺﻡ‬‫ﺙ ﺍﻝﺴ‬
 ‫ﻤ َﺅ ﱠﻨ‬ ‫ﻊ ﺍﻝ‬ ‫ﺠﻤ‬


.‫ﻪ ﻜﹶﺴﺭﺓﹲ‬ ‫ ﹺﺒ‬‫ﻤ ﹸﺔ ﹶﻨﺼ‬ ‫ﻼ‬‫ﺎِﻝ ﹺﻡ ﻋ‬‫ﺙ ﺍﻝﺴ‬

 ‫ﻤ َﺅ ﱠﻨ‬ ‫ﻊ ﺍﻝ‬ ‫ﺠﻤ‬
 ‫ﻭ‬
And the sound feminine plural; its sign of nasb (accusative
case) is kasra.

Example
:‫ﻤﺜﺎل‬

‫ﻁﺎﻝِﺒﺎﺕﹲ‬ ‫ﺎﺭﺍﺕﹲ‬‫ﺴﻴ‬ ‫ﻤﺎﺕﹲ‬‫ﻠ‬‫ﻤﺴ‬

Students Cars Believers

Fem. pl. Fem. pl. Fem. pl.

.‫ﺕ‬
 ‫ﻤﺎﻭﺍ‬‫ﻭ ﺍﻝﺴ‬ ‫ﺭ‬ ‫ﻤ‬ ‫ﻭ ﺍﻝ ﹶﻘ‬ ‫ﺱ‬
 ‫ﺸﻤ‬
‫ﻭ ﺍﻝ ﱠ‬ ‫ﺽ‬
 ‫ﻷﺭ‬
َ‫ﷲﺍ‬
ُ ‫ﻕﺍ‬
‫ﺨﻠﹶ ﹶ‬
‫ ﹶ‬:‫ﻭ‬ ‫ﹶﻨﺤ‬
Allah created the earth and the sun and the moon and the
skies.

.‫ﺭﺓﹲ‬ ‫ﻪ ﻜﹶﺴ‬ ‫ ﹺﺒ‬‫ﻤ ﹸﺔ ﹶﻨﺼ‬ ‫ﻭ ﻋﻼ‬ ‫ﻭﺏ‬‫ﻤﻨﹾﺼ‬ ‫ﻪ‬ ‫ﻭلٌ ﹺﺒ‬‫ﻤﻔﹾﻌ‬ (‫ﺕ‬
 ‫ﻤﺎﻭﺍ‬‫)ﺍﻝﺴ‬

‫ﺕ‬
 ‫ﻤﺎﻭﺍ‬‫ﺍﻝﺴ‬ is an object it is in accusative case, and the sign of it being
accusative is a kasra.

.(‫ﺘﻔﹾﻬﺎ ﹺﻡ ﻋﻠﻰ )ﺍل‬ ‫ﺓ ﺍﻹﺴ‬ ‫ﺯ‬ ‫ﻫﻤ‬ ‫ل‬

ُ ‫ﺩﺨﹸﻭ‬

14
 The entering of ‘the hamza of questioning’ on al.

.(‫ﺯ ﹸﺓ )ﺍل‬ ‫ﻫﻤ‬ ‫ﺩﺕﹾ‬ ‫ﻤ‬ (‫ﺘﻔﹾﻬﺎ ﹺﻡ ﻋﻠﻰ )ﺍل‬ ‫ﻹﺴ‬

ِ ‫ﺯ ﹸﺓ ﺍ‬ ‫ﻫﻤ‬ ‫ﺨﹶﻠﺕﹾ‬
‫ﺩ ﹶ‬ ‫ﺇﺫﺍ‬

When ‘the hamza of questioning’ enters upon al, the

hamza of al is made to stretch.

:‫ﻤﺜﺎل‬

‫ﺭﹺ؟‬‫ﺒﺤ‬ ‫ﻊ ﺍﻝ‬ ‫ﺠﻤ‬

 ‫ﺭ‬ ‫ﺭﹺ؟ = ﺁﻝﺒﹺﺤﺎ‬‫ﺒﺤ‬ ‫ﻊ ﺍﻝ‬ ‫ﺠﻤ‬
 ‫ﺭ‬ ‫َﺃ ﺍﻝﺒﹺﺤﺎ‬
Is Bihaar (rivers) the plural of bahr (river)?

‫؟‬‫ﻭﻡ‬‫ﺀ ﺍﻝﻴ‬ ‫ﺭ ﺠﺎ‬ ‫ﺩﻴ‬ ‫ﻤ‬ ‫ ﺍل = ﺁل( ﺁﻝ‬+ ‫)ﺃ‬

Did the headmaster come today?

.‫ﺒ ﹸﺔ‬ ‫ﺭ ﱠﻜ‬ ‫ﻤ‬ ‫ﺩ ﺍﻝ‬ ‫ﺩﺍ‬‫ﻷﻋ‬

َ‫ﺍ‬

15
 Compound numbers

.‫ﻥ‬
‫ﺌَﻴ ﹺ‬‫ﺠﺯ‬
 ‫ﻤﻥ‬ ‫ﻥ‬
 ‫ﻭ‬ ‫ﺒ ﹸﺔ ﹶﺘ ﹶﺘ ﹶﻜ‬ ‫ﺭ ﱠﻜ‬ ‫ﻤ‬ ‫ﺩ ﺍﻝ‬ ‫ﺩﺍ‬‫∗ ﺍﻷﻋ‬

Compound numbers are made of two parts.

Eleven :‫ﻤﺜﺎل‬

‫ﺭ‬ ‫ﺸ‬
‫ﻋﹶ‬
 ‫ﺩ‬ ‫ﺤ‬
 ‫َﺃ‬ :‫ﻤﺜﺎل‬
↑ ↑
‫ﺀ ﺍﻝﺜﺎﻨﻲ‬ ‫ﺯ‬‫ل ﺍﻝﺠ‬
ُ ‫ﻭ‬ ‫ﻷ‬
َ ‫ﺍﻝﺠﺯﺀ ﺍ‬
Second part First part

‫ﻲ‬‫ﺀ ﺍﻝﺜﱠﺎﻨ‬ ‫ل ﻭﺍﻝﺠﺯ‬

ُ ‫ﻭ‬ ‫ﺀ ﺍﻷ‬ ‫ﺯ‬‫ ﻓﺎﻝﺠ‬,‫ﺢ‬
‫ﻴﺔﹲ ﻋﻠﻰ ﺍﻝﻔﹶﺘ ﹺ‬‫ﻨ‬ ‫ﻤﺒ‬ ‫ﺒ ﹸﺔ‬ ‫ﺭ ﱠﻜ‬ ‫ﻤ‬ ‫ﺩ ﺍﻝ‬ ‫ﺩﺍ‬‫∗ ﺍﻷﻋ‬
.‫ﻥ ﺍﻝﻔﺘﺤ ﹶﺔ‬
‫ﺎ ﹺ‬‫ﺤﺒ‬
 ‫ﻴ‬

Compound numbers are fixed (remain unchanged/undeclined) on fath so the

first and second part like the fatha.

16
 19 ‫ ﺇﻝﻰ‬11 ‫ﻤﻥ‬ ‫ﺒ ﹸﺔ‬ ‫ﺭ ﱠﻜ‬ ‫ﻤ‬ ‫ﺩ ﺍﻝ‬ ‫ﺩﺍ‬‫ﺍﻷﻋ‬

The numbers from 11 to 19

.‫ﻭﺏ‬‫ﻤﻨﹾﺼ‬ ‫ﺭﺩ‬ ‫ﻤﻔﹾ‬ ‫ ﺩﺍﺌِﻤﹰﺎ‬99 ‫ ﺇﻝﻰ‬11 ‫ﻤﻥ‬ ‫ﺩ‬ ‫ﻭ‬‫ﺩ‬‫ﻤﻌ‬ ‫∗ ﺍﻝ‬

The enumerated, from 11 to 99 is always single, mansoob.

:‫ﻤﺜﺎل‬
.‫ﻥ ﻁﺎﻝﺒ ﹰﺎ‬
 ‫ﻭ‬‫ﻌ‬‫ﺘﺴ‬ ‫ﻭ‬ ‫ﻌﺔﹲ‬ ‫ﺘﺴ‬ .‫ﺭ ﻁﺎﻝِﺒﹰﺎ‬ ‫ﺸ‬
‫ﻋﹶ‬ ‫ﺩ‬ ‫ﺤ‬
 ‫َﺃ‬

99 students (male) 11 students (male)

12 ‫ ﻭ‬11 ‫ﺒ ﹸﺔ‬ ‫ﺭ ﱠﻜ‬ ‫ﻤ‬ ‫ﺩ ﺍﻝ‬ ‫ﺩﺍ‬‫ﺍﻷﻋ‬

The numbers 11 and 12

‫ل ﻭ ﺍﻝﺠﺯﺀ‬
ُ ‫ﻭ‬ ‫ﻥ ﺍﻝﺠﺯﺀ ﺍﻷ‬
 ‫ﻴﻜﹸﻭ‬ ‫ﻤ ﹶﺫﻜﱠﺭﹰﺍ‬ ‫ﺩ‬ ‫ﻭ‬‫ﺩ‬‫ﻤﻌ‬ ‫ ﺇﺫﺍ ﻜﺎﻥ ﺍﻝ‬:12‫ ﻭ‬11 ∗
‫ﺫﻜﺭﹰﺍ‬‫ﺍﻝﺜﺎﻨﻲ ﻤ‬
If the ma’dood is masculine then the first part and the second
part are masculine.

17
 :‫ﻤﺜﺎل‬
Twelve Eleven
Male students Male students

.‫ﺭ ﻁﺎﻝِﺒﹰﺎ‬ ‫ﺸ‬

‫ﻋﹶ‬
 ‫ﻭ ﺍﺜﹾﻨﺎ‬ ‫ﺭ ﻁﺎﻝِﺒﹰﺎ‬ ‫ﺸ‬
‫ﻋﹶ‬ ‫ﺩ‬ ‫ﺤ‬
 ‫ َﺃ‬:‫ﻓﻲ‬
↑ ↑ ↑ ↑ ↑ ↑
‫ﻤﺫﻜﺭ ﻤﺫﻜﺭ ﻤﺫﻜﺭ‬ ‫ﻤﺫﻜﺭ ﻤﺫﻜﺭ ﻤﺫﻜﺭ‬

Masculine Masculine

19 ‫ ﺇﻝﻰ‬13 ‫ﻤﻥ‬ ‫ﺒ ﹸﺔ‬ ‫ﺭ ﱠﻜ‬ ‫ﻤ‬ ‫ﺩ ﺍﻝ‬ ‫ﺩﺍ‬‫ﺍﻷﻋ‬

The numbers from 11 to 13

‫ﻑ‬
‫ﺨﺎِﻝ ﹸ‬‫ﺀ ﺍﻷﻭل ﻴ‬ ‫ﺯ‬‫ ﻓﺎﻝﺠ‬,‫ﺫﻜﱠﺭﹰﺍ‬‫ﺩ ﻤ‬ ‫ﻭ‬‫ﺩ‬‫ﻤﻌ‬ ‫ ﺇﺫﺍ ﻜﺎﻥ ﺍﻝ‬19 ‫ ﺇﻝﻰ‬13 ‫ﻤﻥ‬ ∗
.‫ﺙ‬
 ‫ﻤ َﺅ ﱠﻨ‬ ‫ﺩ ﺍﻝ‬ ‫ﻭ‬‫ﺱ ﻝِﻠﻤﻌﺩ‬
 ‫ﻌﻜﹾ‬ ‫ ﻭ ﺍﻝ‬.‫ﺩ‬ ‫ﻭ‬‫ﺩ‬‫ﻕ ﺍﻝﻤﻌ‬
‫ﻓ ﹸ‬ ‫ﻭﺍ‬‫ﺩ ﻭ ﺍﻝﺠﺯﺀ ﺍﻝﺜﱠﺎﻨﻲ ﻴ‬ ‫ﻭ‬‫ﻌﺩ‬‫ﺍﻝﻤ‬

If the enumerated (ma’dood) is masculine, then the first part

differs in gender with the enumerated (ma’dood) and the
second part agrees with the ma’dood. And the opposite is in
the case of the feminine ma’dood.

:‫ﻤﺜﺎل‬
Thirteen Thirteen

18
 ‫‪Female students‬‬ ‫‪Male students‬‬

‫ﺜﻼﺙ ﻋﺸﺭ ﹶﺓ ﻁﺎِﻝ ‪‬ﺒ ﹰﺔ‬ ‫ﺸ ‪‬ﺭ ﻁﺎﻝِﺒﹰﺎ‬

‫ﻋﹶ‬
‫ﺜﹶﻼ ﹶﺜ ﹶﺔ ‪‬‬
‫↑‬ ‫↑‬ ‫↑‬ ‫↑‬ ‫↑‬ ‫↑‬
‫ﻤﺫﻜﺭ ﻤﺅﻨﺙ ﻤﺅﻨﺙ‬ ‫ﻤﺫﻜﺭ ﻤﺫﻜﺭ‬ ‫ﻤﺅﻨﺙ‬

‫‪feminine‬‬ ‫‪masculine‬‬ ‫‪masculine‬‬ ‫‪feminine‬‬

‫ﺍﻷﻋ‪‬ﺩ‪‬ﺍ ‪‬ﺩ ﺍﻝ ﱠﺘﺭ‪ ‬ﺘﻴ‪ ‬ﹺﺒ ‪‬ﻴ ﹸﺔ‪.‬‬

‫‪19‬‬
 Ordinal numbers

.‫ﺕﹲ‬‫ﻭ ﹶﻨﻌ‬ ‫ﻭﺕﹲ‬‫ﻤﻨﹾﻌ‬ ‫ﻭ ﻫﻲ‬

And they are a qualifying noun and an adjective (i.e they act as n’at and man’ut).

Example :‫ﻤﺜﺎل‬

.‫ﺭ‬ ‫ﺸ‬
 ‫ﺱ ﺍﻝﻌﺎ‬
 ‫ﺩﺭ‬ ‫ﻲ ﺇﻝﻰ ﺍﻝ‬‫ﺱ ﺍﻝﺜﱠﺎﻨ‬
 ‫ﺩﺭ‬ ‫ﺍﻝ‬ ُ ‫ﻭ‬ ‫ﺱ ﺍﻷ‬
.‫ل‬  ‫ﺩﺭ‬ ‫ﺍﻝ‬
The second lesson, to the tenth lesson. The First lesson.

‫ﻥ‬
‫ﻷ‬
Because

(‫ﻥ‬
 ‫ﺕ )ِﺇ‬
 ‫ﻥ( ﻤﻥ ﺃﺨﹶﻭﺍ‬
 ‫ ﻭ )َﺃ‬.‫ﻥ‬
 ‫ َﺃ‬+ ‫ل‬
ِ =‫ﻥ‬
‫ﻷ‬

‫ﻥ‬
 ‫ = ﻷ‬laam + anna. And anna is from the sisters of inna.

:‫ﻤﺜﺎل‬
.‫ﻤﺭﹺﻴﺽ‬ ‫ﻪ‬ ‫ﺔ ِﻷ ﱠﻨ‬ ‫ﺴ‬
 ‫ﺭ‬ ‫ﻥ ﺍﻝﻤﺩ‬
 ‫ﻤ‬ ‫ﻤﺩ‬ ‫ﻊ ﺤﺎ‬ ‫ﺠ‬
 ‫ﺭ‬
Hamid returned from school because he is poorly.

 ‫ﻤ ﹺﺭﻴ‬ ‫ﻲ‬‫ﻕ ﻷ ﱠﻨﻨ‬

.‫ﻀﺔﹲ‬  ‫ﻭ‬‫ﻥ ﺍﻝﺴ‬
 ‫ﻤ‬ ‫ﺕ‬
‫ ﹸ‬‫ﺠﻌ‬
 ‫ﺭ‬

20
 I returned from the market because I am poorly.

‫ﻡ‬ ‫ِﻝ‬
Why?

Why? .‫ﻡ = ﻝِﻤﺎﺫﺍ‬ ‫ِﻝ‬

:‫ﻤﺜﺎل‬
‫؟‬‫ﺴﺔ‬
 ‫ﺭ‬ ‫ﻤﺩ‬ ‫ﻥ ﺍﻝ‬
 ‫ﻤ‬ ‫ﺕ‬
‫ ﹶ‬‫ﺭﺠ‬ ‫ﺨ‬
‫ﻡ ﹶ‬ ‫ِﻝ‬ ‫؟‬‫ﻭﹶﻝﺩ‬ ‫ﺕ ﻫﺫﺍ ﺍﻝ‬
‫ ﹶ‬‫ﺭﺒ‬ ‫ﻀ‬
 ‫ﻡ‬ ‫ِﻝ‬

Why did you exit from Why did you beat this
the school? boy?

‫ﺕ‬
 ‫ﺴﻜﹾ‬
 ‫ﺀ ﺍﻝ‬ ‫ ﻫﺎ‬: ‫ﻤﻪ‬ ‫ِﻝ‬

‫ﻤﻪ‬ ‫ِﻝ‬ Why?

21
 ‫ﻤﻪ‬ ‫ِﻝ‬

Haa of silence Why?

‫ﺕ‬
 ‫ﺴﻜﹾ‬
 ‫ﺀ ﺍﻝ‬ ‫ﻫﺎ‬

:‫ﻤﺜﺎل‬

Did you beat this boy?

‫؟‬‫ﻭﹶﻝﺩ‬ ‫ﺕ ﻫﺫﺍ ﺍﻝ‬
‫ ﹶ‬‫ﺭﺒ‬ ‫ﻀ‬
 ‫َﺃ‬

Yes
.‫ﻨﻌﻡ‬

Why? ‫؟‬‫ﻤﻪ‬ ‫ِﻝ‬

‫ﺱ‬
 ‫ﹶﻝﻴ‬

.‫ﺭ‬ ‫ﺏ ﺍﻝﺨﹶﺒ‬
 ‫ﺼ‬
 ‫ﻡ ﻭ ﹶﺘﻨﹾ‬ ‫ﻊ ﺍﻹﺴ‬ ‫ ﹶﻓ‬‫ ﹶﺘﺭ‬.‫ﻲ‬‫ﺩ ﺍﻝ ﱠﻨﻔ‬ ‫ﻴ‬‫ ﹸﺘﻔ‬:‫ﺱ‬
 ‫ﹶﻝﻴ‬

‫ﺱ‬
 ‫ ﹶﻝﻴ‬Laysa brings about negation. It makes the
noun marfoo’ and makes the khabar mansoob. 22
 :‫ﻤﺜﺎل‬
.‫ﻀﹰﺎ‬‫ﺏ ﻤ ﹺﺭﻴ‬
 ‫ﺱ ﺍﻝﻁﱠﺎِﻝ‬
 ‫ﹶﻝﻴ‬
The student is not poorly.

.‫ﺓ‬ ‫ﺩ‬ ‫ﺍ ِﺌ‬‫ﺀ ﺍﻝﺯ‬ ‫ﺭ ﺒﹺﺒﺎ‬ ‫ﺠ‬

 ‫ﻴ‬ ‫ﻭ‬
And it is made majroor (genitive)
with baa of zaa’ida (increase).

:‫ﻤﺜﺎل‬
.‫ﺽ‬  ‫ﺱ ﺍﻝﻁﱠﺎِﻝ‬
‫ ﹴ‬‫ﻤ ﹺﺭﻴ‬ ‫ﺏ ﹺﺒ‬  ‫ﹶﻝﻴ‬
The student is not poorly.

.‫ﺏ‬
‫ ﹴ‬‫ل ﹶﻨﺼ‬
‫ﺤ ﱢ‬‫ﻲ ﻤ‬‫ﺓ ﻓ‬ ‫ﺩ‬ ‫ﺍ ِﺌ‬‫ﺀ ﺍﻝﺯ‬ ‫ ﺒﹺﺎﻝﺒﺎ‬‫ﻭﺭ‬‫ﺭ‬‫ﻤﺠ‬ ‫ﻪ‬ ‫ﹶﻓِﺈﻨﱠ‬
Verily it is majroor with baa of zaa’ida (increase)
in the place of nasb.

(‫ﺓ )ﺍﺒﻥ‬‫ﺯ‬‫ﻫﻤ‬ ‫ﻑ‬

‫ﺫ ﹸ‬‫ﺤ‬
The omitting of hamza in ibn.

23
‫ﻭ َﺃﻥ‬ ‫ﻫ‬ ‫ﻪ‬ ‫ﻁ‬
‫ ﹸ‬‫ﺸﺭ‬
‫ﻥﻭ ﹶ‬
‫ ﹺ‬‫ﻤﻴ‬ ‫ﻋﹶﻠ‬
 ‫ﻥ‬
 ‫ﺒﻴ‬ ‫ﻊ‬ ‫ﻭ ﹶﻗ‬ ‫ﻁﹰﺎ ﻭ ﹶﻝﻔﹾﻅﹰﺎ ﺇﺫﺍ‬
‫ﺨﹼ‬‫ﻑ ﻫﻤﺯﺓ )ﺍﺒﻥ( ﹶ‬
‫ ﹶﺫ ﹸ‬‫ﹸﺘﺤ‬
.‫ﺩ‬ ‫ﺤ‬
 ‫ﺴﻁﹾ ﹴﺭ ﻭﺍ‬
 ‫ﻥ ﻋﻠﻰ‬
‫ﻥ ﺍﻝﻌﻠﻤﺎ ﹺ‬
 ‫ﻴﻜﹸﻭ‬

The hamza of ibn is omitted, in writing and pronunciation, when

it occurs between two names (and its condition is that the two
names are on one line).

Example :‫ﻤﺜﺎل‬

.‫ﻲ‬
 ‫ﻠ‬‫ﻋ‬
 ‫ﻥ‬
 ‫ﺩ ﺒ‬ ‫ﻤ‬ ‫ﺤﺎ‬
Haamid son of Ali

‫ﻥ‬
 ‫ﻴ‬‫ ﺒ‬‫ﻴ ﹶﻘﻊ‬ ‫ﻪ ﹶﻝﻡ‬ ‫ ﻷ ﱠﻨ‬.‫ﻥ ﺍﻹِﻤﺎﻡ‬
 ‫ﻥ ﺍﺒ‬
‫ﺴ‬
‫ﺤ‬
 :‫ل‬
ِ ‫ﺜ‬‫ﻑ ﺍﻝﻬﻤﺯ ﹸﺓ ﻓﻲ ﻤ‬
‫ ﹶﺫ ﹸ‬‫ﻭ ﻻ ﹸﺘﺤ‬
.‫ﻥ‬
‫ﻴ ﹺ‬‫ﻋﹶﻠﻤ‬


The hamza is not omitted in the example : ‘Hasan son of the imaam’,
because it does not occur between two names.

‫ل‬
ِ ‫ﻀﻴ‬
 ‫ﻡ ﺍﻝ ﱠﺘﻔﹾ‬ ‫ﺍﺴ‬
Comparative and superlatives

24
.(‫ل‬
ُ ‫ﻌ‬ ‫ﻥ )َﺃﻓﹾ‬
‫ ﹺ‬‫ﻭﺯ‬ ‫ﻑﹲ ﻋﻠﻰ ﺍﻝ‬‫ﻭﺼ‬ ,‫ﻑ‬
 ‫ﺼﺭ‬
 ‫ﻥ ﺍﻝ‬
 ‫ﻤ‬ ‫ﻨﹸﻭﻉ‬‫ﻤﻤ‬ ‫ﻭ ﻫﻭ‬

Ismu tafdeel: it is a diptote, (prevented from

changing). It is a description upon the scale of

(‫ل‬
ُ ‫ﻌ‬ ‫ )َﺃﻓﹾ‬af’alu.
:‫ﻤﺜﺎل‬

.‫ﻪ‬ ‫ﻤﻨﹾ‬ ‫ل‬

ُ ‫ﻭ‬ ‫ ﺃﻁﹾ‬‫ﻤﺩ‬ ‫ ﻭ ﺤﺎ‬,ٌ‫ل‬‫ﻁ ﹺﻭﻴ‬
‫ ﹶ‬‫ﺸﻡ‬
 ‫ﻫﺎ‬
Haashim is tall, and Haamid is taller then him.

.‫ﻤﻨﹾﻬﺎ‬ ‫ﺭ‬ ‫ ﹶﻐ‬‫ﺏ َﺃﺼ‬

 ‫ ﹶﻨ‬‫ﺯﻴ‬ ‫ﻭ‬ ,‫ﺭﺓﹲ‬ ‫ﻐﻴ‬ ‫ﺼ‬
 ‫ﻤ ﹶﻨ ﹸﺔ‬ ‫ﺁ‬

Aamina is small, but Zaynab is smaller then her.

‫ﺏ‬
‫ﺠ ﹺ‬
 ‫ﻌ‬ ‫ل ﺍﻝ ﱠﺘ‬
ُ ‫ﻓﻌ‬
The verb of astonishment/amazement.

.(‫ل‬
ُ ‫ﻌ‬ ‫ﻥ )َﺃﻓﹾ‬
‫ ﹺ‬‫ﻭﺯ‬ ‫ﻫﻭ ﻋﻠﻰ ﺍﻝ‬

25
 It is on the scale of ‘Af’alu.

:‫ﻤﺜﺎل‬
!‫ل‬ َ ‫ﻭ‬ ‫ ﻤﺎ َﺃﻁﹾ‬,ٌ‫ﻁﻭﹺﻴل‬
َ ‫ﺠ‬‫ل ﻫﺫﺍ ﺍﻝﺭ‬ ‫ل ﹶ‬
ُ ‫ﺠ‬‫ﻫﺫﻫﺫﺍ ﺍﻝﺭ‬
This man is tall, how tall is this man!

!‫ﺭ ﹶﺓ‬ ‫ﺎ‬‫ﺴﻴ‬ َ ‫ﻤ‬ ‫ ﻤﺎ َﺃﺠ‬,‫ﹶﻠﺔﹲ‬‫ﻤﻴ‬ ‫ﺠ‬

 ‫ل ﻫﺫﻩ ﺍﻝ‬  ‫ﺭ ﹸﺓ‬ ‫ﺎ‬‫ﺴﻴ‬
 ‫ﻫﺫﻩ ﺍﻝ‬
This car is tall, how tall is this car!

‫ل ﺒﹺﻪ‬
ُ ‫ﻭ‬‫ﻤﻔﹾﻌ‬ ‫ﺍﻝ‬
The Object

Example :‫ﻤﺜﺎل‬
object subject verb

26
 ‫ﻪ‬ ‫ل ﹺﺒ‬
ُ ‫ﻭ‬‫ﻤﻔﹾﻌ‬ ‫ﺍﻝ‬ ‫ل‬
ُ‫ﻋ‬
 ‫ﺍﻝﻔﺎ‬ ‫ل‬
ُ ‫ﻌ‬‫ﺍﻝﻔ‬

‫ﻥ‬
 ‫ﺁ‬‫ﺏ ﺍﻝ ﹸﻘﺭ‬
 ‫ﺭَﺃ ﺍﻝﻁﱠﺎِﻝ‬ ‫ﹶﻗ‬
The student read the Qur'aan

‫ﺔ‬‫ﻫﻴ‬ ‫ﺔ ﻭ ﻻﺍﻝﻨﱠﺎ‬‫ﻓﻴ‬ ‫ﻻ ﺍﻝﻨﱠﺎ‬

The laa of negation and the laa of
prohibition

‫ﻻ‬

‫ﺔ‬‫ﻫﻴ‬ ‫ﻻﺍﻝﻨﱠﺎ‬ ‫ﺔ‬‫ﻓﻴ‬ ‫ﻻ ﺍﻝﻨﱠﺎ‬

The laa of prohibition The laa of negation

.‫ﻻ ﺘﹶﺄ ﹸﻜلْ ﻫﺫﺍ ﻴﺎ ﺃﺨﻲ‬ ‫ﻲ؟‬‫ل ﻴﺎ َﺃﺨ‬

ُ ‫ﻡ ﻻ ﹶﺘﺄْ ﹸﻜ‬ ‫ِﻝ‬
Don’t eat this oh my brother. Why are you not eating oh my
brother?

27
 .‫ﺏ‬
‫ﻌ ﹺ‬ ‫ﻤﻠﹾ‬ ‫ ﺇﻝﻰ ﺍﻝ‬‫ﻫﺏ‬ ‫ﻻ ﹶﺘﺫﹾ‬ ‫ﻌﺏﹺ؟‬ ‫ﻤﻠﹾ‬ ‫ﺏ ﺇِﻝﻰ ﺍﻝ‬
 ‫ﻫ‬ ‫ﺃ ﻻ ﹶﺘﺫﹾ‬
Don’t go to the playground. Are you not going to the
playground?

‫ﺎ ﻻ‬‫ ﺃﻤ‬,‫ل‬‫ﻤ‬‫ﻥ ﻻ ﺍﻝﻨﺎﻓﻴﺔ ﻻ ﹶﺘﻌ‬

 ‫ﻴﺔ ﻭ ﻻ ﺍﻝﻨﺎﻫﻴﺔ ﻫﻭ َﺃ‬‫ﻥ ﻻ ﺍﻝﻨﺎﻓ‬
 ‫ﺒﻴ‬ ‫ﻕ‬
‫ ﹸ‬‫ﺍﻝ ﹶﻔﺭ‬
.‫ﻉ‬
 ‫ﻀﺎ ﹺﺭ‬‫ل ﺍﻝﻤ‬
َ ‫ﻌ‬‫ﻡ ﺍﻝﻔ‬ ‫ ﹺﺯ‬‫ ﹶﻓﹸﺘﺠ‬,‫ﺍﻝﻨﺎﻫﻴﺔ‬

The difference between ‫ﻴﺔ‬‫ﻻ ﺍﻝﻨﺎﻓ‬ (laa of negation) and

‫( ﻻ ﺍﻝﻨﺎﻫﻴﺔ‬the laa of prohibition) is that verily the laa of

negation does not have an affect, as for the laa of
prohibition then it makes the present verb majzoom (take a
sukoon).

‫ﻭﻝﹶﺔ‬‫ﺼ‬‫ﻤﻭ‬ ‫)ﻤﺎ( ﺍﻝ‬

The maa of connection

.(‫ﻱ‬‫ﺀ ﺍﱠﻝﺫ‬ ‫ﻨﻰ )ﺍﻝﺸﻲ‬‫ﻤﻌ‬ ‫ ِﺇﻨﱠﻬﺎ ﹺﺒ‬: (34)

It means ‘the thing which’

28
 :‫ﻨﺤﻭ‬

.‫ل‬
ُ ‫ﺀ ﺍﻝﺫﻱ ﺘﹶﺄ ﹸﻜ‬ ‫ل ﺍﻝﺸﱠﻲ‬
ُ ‫ ﺃﻱ ﺁ ﹸﻜ‬.‫ل‬
ُ ‫ل ﻤﺎ ﺘﹶﺄ ﹸﻜ‬
ُ ‫ﺁ ﹸﻜ‬

‫ل‬
ُ ‫ل ﻤﺎ ﺘﹶﺄ ﹸﻜ‬
ُ ‫ ﺁ ﹸﻜ‬: meaning I am eating the thing which you are

‫ﻤﺎ‬

Ponder over the following : ‫ﻲ‬‫ﻴﻠ‬ ‫ﻤلْ ﻤﺎ‬ ‫ﹶﺘَﺄ‬

‫ﺎ‬‫ﻤﻬ‬ ‫ﺎ‬‫ﻤﺎ ﻭ ﺃﻗﹾﺴ‬

‫ﺔ‬‫ﻤﻴ‬ ‫ﺘﻔﹾﻬﺎ‬ ‫ﻤﺎ ﺍﻹﺴ‬ ‫ﺔ‬‫ﻓﻴ‬ ‫ﻤﺎ ﺍﻝﻨﱠﺎ‬ ‫ﻭﻝﹶﺔ‬‫ﺼ‬‫ﻤﺎ ﺍﻝﻤﻭ‬

‫ﻤﺎ ﻫﺫﺍ؟‬ .‫ﻱ ﻜﺘﺎﺏ‬‫ﻋﻨﹾﺩ‬

 ‫ﻤﺎ‬ .‫ﺩ‬ ‫ﺴَﺄﺸﹾ ﹶﺘﺭﹺﻱ ﻤﺎ ﹸﺘ ﹺﺭﻴ‬

what is this? I do not have a book. I will buy that which you want.

‫؟‬‫ﻤﻙ‬ ‫ﻤﺎ ﺍﺴ‬ .‫ﺱ‬

 ‫ﺩﺭ‬ ‫ﺕ ﺍﻝ‬
‫ ﹸ‬‫ﻤﺎ ﹶﻓ ﹺﻬﻤ‬ ‫ﻥ ﻤﺎ ﻻ‬
 ‫ﻡ ﹶﺘﻘﹸﻭﻝﹸﻭ‬ ‫ِﻝ‬
‫؟‬‫ﻌﻠﹸﻭﻥ‬ ‫ﹶﺘﻔﹾ‬
what is your I did not understand
name? the lesson.
Why do you say that

29
 ‫ﻴل‬‫ﻠ‬‫ﻡ ﺍﻝﱠﺘﻌ‬ ‫ﻻ‬
The laam of motivation/justification

:‫ﻤﺜﺎل‬

‫ﻪ‬ ‫ﻬ‬ ‫ﻭﺠ‬ ‫ل‬

َ‫ﺴ‬
 ‫ﻴﻐﹾ‬ ‫ ِﻝ‬‫ﻤﺩ‬ ‫ﺝ ﺤﺎ‬
 ‫ﺭ‬ ‫ﺨ‬
‫ﹶ‬ ‫ﺀ‬ ‫ﺏ ﺍﻝﻤﺎ‬
 ‫ﺭ‬ ‫ﻷﺸﹾ‬
ِ ‫ﺕ‬
‫ ﹸ‬‫ﺭﺠ‬ ‫ﺨ‬
‫ﹶ‬
Haamid left to wash his face.. I left to drink water.

(‫ﻉ ﺏ)َﺃﻥ‬
‫ﻀﺎ ﹺﺭ ﹺ‬‫ل ﺍﻝﻤ‬
ِ ‫ﻌ‬‫ﺏ ﺍﻝﻔ‬
 ‫ﹶﻨﺼ‬

Making the present

tense verb accusative with anna

Example
:‫ﻤﺜﺎل‬

30
 ‫ﻲ؟‬‫ﺏ ﻴﺎ ﺃﺨ‬
 ‫ﻫ‬ ‫ ﹶﺘﺫﹾ‬‫ﺩ َﺃﻥ‬ ‫ﻥ ﹸﺘﺭﹺﻴ‬
 ‫َﺃﻴ‬ .‫ﻤ ﱠﻜ ﹶﺔ‬ ‫ﺭ ﺇﻝﻰ‬ ‫ﻓ‬ ‫ ﺃُﺴﺎ‬‫ﺩ َﺃﻥ‬ ‫ُﺃﺭﹺﻴ‬

I want to travel to Mecca.

Where do you want to go oh my brother?

:‫ﺔ‬ ‫ﺴ‬
 ‫ﺨﻤ‬
‫ل ﺍﻝ ﹶ‬
ِ ‫ﺏ ﺍﻷﻓﹾﻌﺎ‬
 ‫ﹶﻨﺼ‬
Making nasb of ‘af’aalul khamsa

:‫ﺔ ﻫﻲ‬ ‫ﺴ‬

 ‫ﺨﻤ‬
‫ل ﺍﻝ ﹶ‬
ِ ‫ﺍﻷﻓﹾﻌﺎ‬

٥ ٤ ٣ ٢ ١
.‫ﻥ‬
 ‫ﻫﺒﹺﻴ‬ ‫ﹶﺘﺫﹾ‬ ‫ﻥ‬
‫ﺒﺎ ﹺ‬‫ﻴﺫﹾﻫ‬ ‫ﻥ‬
‫ﺒﺎ ﹺ‬‫ﹶﺘﺫﹾﻫ‬ ‫ﻥ‬
 ‫ﻭ‬‫ﻫﺒ‬ ‫ﻴﺫﹾ‬ ‫ﻥ‬
 ‫ﻭ‬‫ﻫﺒ‬ ‫ﹶﺘﺫﹾ‬

You They dual. You dual. They You plural.

singular. masculine masculine plural. masculine
Feminine are going. are going. masculine are going.
are going. are going.

.‫ﻥ‬
 ‫ﻫﺒﹺﻴ‬ ‫ﹶﺘﺫﹾ‬ ‫ﻥ‬
‫ﹶﺘﺫﹾﻫﺒﺎ ﹺ‬ ‫ﹶﺘﺫﹾﻫﺒﻭﻥ‬ :‫ﻥ‬
 ‫ﺭﻓﹾ ﹺﻊ ﺍﻝﻨﱡﻭ‬ ‫ﻤ ﹸﺔ ﺍﻝ‬ ‫ﻋﻼ‬

:‫ﺫﻓﹸﻬﺎ‬‫ﺏ ﺤ‬
‫ ﹺ‬‫ﻤ ﹸﺔ ﺍﻝﱠﻨﺼ‬ ‫ﻭﻋﻼ‬

‫ﻭﺍ‬‫ ﹶﺘﺫﹾﻫﺒ‬‫ﺃﻥ‬ :‫ﻤﺜﺎل‬

That you pl. go

‫ﺃ‬‫ﻑ ﻻ ﹸﺘﻘﹾﺭ‬
‫ﻭ ﺍﻷِﻝ ﹸ‬

31
 And the alif is not read.

‫ﻑﻻ‬
‫ ﹶﻓﻠﹶﻭ ﻻ ﻫﺫﻩ ﺍﻷِﻝ ﹸ‬.‫ﺹ‬
‫ﻗ ﹺ‬ ‫ل ﺍﻝﻨﱠﺎ‬
ِ ‫ﻔﻌ‬ ‫ﺭ ﻓﻲ ﺍﻝ‬ ‫ﻬ‬ ‫ﻑ ﺃﻨﹼﻬﺎ ﺘﻅ‬
‫ﻩ ﺍﻷِﻝ ﹸ‬ ‫ﺫ‬ ‫ﺩ ﹸﺓ ﻫ‬ ‫ﻭ ﻓﺎ ِﺌ‬
.‫ﻤﺎ‬‫ ﹶﻨﻬ‬‫ﺒﻴ‬ ‫ﻕ‬
‫ ﹶ‬‫ﻯ ﺍﻝ ﹶﻔﺭ‬‫ﹶﺘﺭ‬
The sign of its raf’ is the noon and the sign of nasb is its ommitence, and the
benefit of this alif is that it manifests in the naaqis verb (a naaqis verb is one
which its root ends with an alif, waw or yaa). So if it were not for this alif
you would not be able to see the difference between them.

( ‫ﻭﺍ‬‫ﻋ‬‫ﻴﺩ‬ ‫ﻭ( ﻭ ) ﺃﻥ‬ ‫ﻋ‬

 ‫ﻴﺩ‬ ‫)ﺃﻥ‬ :‫ﻭ‬ ‫ﻨﺤ‬
That he calls

‫ﻥ‬
 ‫ﻜﺎ‬

.‫ﺭ‬ ‫ﺏ ﺍﻝﺨﹶﺒ‬
 ‫ﺼ‬
 ‫ﻡ ﻭ ﹶﺘﻨﹾ‬ ‫ﻊ ﺍﻹﺴ‬ ‫ ﹶﻓ‬‫ﻥ( ﹶﺘﺭ‬
 ‫)ﻜﺎ‬
Kaana makes the noun marfoo (nominative case)
and makes the khabar mansoob (accusative case)

:‫ﻭ‬ ‫ﻨﺤ‬

The information of kaana mansoob. The noun of kaana marfoo’

32
 ‫ﻭﺏ‬‫ﻤﻨﹾﺼ‬ ‫ﺭ ﻜﺎﻥ‬ ‫ﺨﺒ‬ ‫ﻓﹸﻭﻉ‬‫ﻤﺭ‬ ‫ﺍﺴﻡ ﻜﺎﻥ‬

.‫ﻴ ﹰﺎ‬ ‫ﻨ‬ ‫ﻏ‬

‫ ﹶ‬‫ﻤﺩ‬ ‫ﻜﺎﻥ ﺤﺎ‬
Hamid was rich

The information of kaana in the place The noun of kaana, in

of nasb (accusative case). nominative case.

‫ﺏ‬
‫ ﹴ‬‫ل ﹶﻨﺼ‬
‫ﺤﱢ‬
 ‫ﻤ‬ ‫ﺭ ﻜﺎﻥ ﻓﻲ‬ ‫ﺨﺒ‬ ‫ﻓﹸﻭﻉ‬‫ﻤﺭ‬ ‫ﺍﺴﻡ ﻜﺎﻥ‬

.‫ﺱ‬
 ‫ﺭ‬ ‫ﻴﺩ‬ ‫ﻤﺩ‬ ‫ﻜﺎﻥ ﺤﺎ‬
Hamid was studying

.‫ﺭ‬ ‫ﺭﺍ‬‫ﺘﻤ‬ ‫ﻀﹰﺎ ﺍﻹﺴ‬‫ﺩ ﻜﺎﻥ ﺃﻴ‬ ‫ﻔﻴ‬ ‫ﻭ ﹸﺘ‬

Kaana also brings about continuation

:‫ﻨﺤﻭ‬
.‫ﻴﻤﹶﺎ‬‫ﺭﺤ‬ ‫ﻏﻔﹸﻭﺭﹰﺍ‬
‫ﷲ ﹶ‬
ُ ‫ﻥﺍ‬
 ‫ﻜﺎ‬
Allah is oft forgiving , merciful

‫ل‬
ُ ‫ﺯﺍ‬‫ﻻ ﻴ‬
Does not cease

.‫ﺭ‬ ‫ﺭﺍ‬‫ﺘﻤ‬ ‫ﺩ ﺍﻹﺴ‬ ‫ﻔﻴ‬ ‫ ﻭ ﹸﺘ‬,(‫ﺕ )ﻜﺎﻥ‬

 ‫ ﺃَﺨﻭﺍ‬‫ﻤﻥ‬ (‫ل‬
ُ ‫ﺯﺍ‬‫)ﻻ ﻴ‬

33
 ‫ل‬
ُ ‫ﺯﺍ‬‫ﻻ ﻴ‬ is from the sisters of ‫ﻜﺎﻥ‬ kaana,
and it brings about continuation.

:‫ﻤﺜﺎل‬
Example

.‫ﻀﹰﺎ‬‫ﻤ ﹺﺭﻴ‬ ‫ل‬

ُ ‫ﻭ ﻻ ﺃَﺯﺍ‬ ‫ﺱ‬
‫ ﹺ‬‫ﻤﺭﹺﻴﻀﹰﺎ َﺃﻤ‬ ‫ﺕ‬
‫ﻲ؟ ﹸﻜﻨﹾ ﹸ‬‫ﻡ ﻴﺎ ﺃﺨ‬ ‫ﻴﻭ‬ ‫ﻙ ﺍﻝ‬
 ‫ﻑ ﺤﺎﹸﻝ‬
‫ ﹶ‬‫ﹶﻜﻴ‬
How are you today oh brother? I was ill yesterday and I do not
cease to be ill (meaning I still am ill).

.‫ ﹶﺘﻬﹺﺩﹰﺍ‬‫ﻤﺠ‬ ‫ﺩ‬ ‫ﻤ‬ ‫ل ﺃﺤ‬

ُ ‫ﺯﺍ‬‫ﻻ ﻴ‬
Ahmad does not cease to be a hard worker.

‫ﻪ‬ ‫ﺩ ﺍﻝ ﱠﺘﺸﹾﺒﹺﻴ‬ ‫ﻴ‬‫ﺭ ﹸﺘﻔ‬ ‫ﺠ‬

 ‫ﻑ ﺍﻝ‬
 ‫ﻭ‬‫ﺤﺭ‬
 ‫ﻤﻥ‬ ‫ﻑﹲ‬‫ﺤﺭ‬
 (‫)ﻙ‬

‫ ﻙ‬is a preposition from the genitive

prepositions, it brings about similitude.

.‫ﻙ‬
 ‫ﺘ‬ ‫ﻋ‬
 ‫ﻲ ﹶﻜﺴﺎ‬‫ﻋﺘ‬
 ‫ﺴﺎ‬ :‫ﻭ‬ ‫ﻨﹶﺤ‬
My watch is like your watch.

 ‫ﺭ‬ ‫ﻤﺩ‬ ‫ﺩ ﹶﻜ‬ ‫ﺠ‬

.‫ﺔ‬ ‫ﺴ‬ ‫ ﹺ‬‫ﻤﺴ‬ ‫ﻫﺫﺍ ﺍﻝ‬

34
 This masjid is like a school.

.‫ﺕ ﻜﹶﻬﺎ‬
 ‫ َﺃﻨﹾ‬‫ﻪ ﺃﻭ‬ ‫ ﺃﻨﺎ ﹶﻜ‬:‫ل‬
ُ ‫ﻘﺎ‬‫ ﻴ‬:‫ﻭ‬ ‫ ﻨﺤ‬.‫ﻤﺎﺌِﺭ‬‫ﻑ ﻋﻠﻰ ﺍﻝﻀ‬
‫ل ﺍﻝﻜﺎ ﹸ‬
ُ‫ﺨ‬
‫ ﹸ‬‫ﻭ ﻻ ﹶﺘﺩ‬
The kaaf does not enter on the pronouns. Like, : it is said:

‫ﺕ ﹶﻜﻬﺎ‬
 ‫ َﺃﻨﹾ‬‫ﻪ ﺃﻭ‬ ‫ ﺃﻨﺎ ﹶﻜ‬. I am like him or you are like her.

‫ﺩ‬ ‫ﻔﻴ‬ ‫ﻭ ﹸﺘ‬ ‫ﻉ‬

 ‫ﻀﺎ ﹺﺭ‬‫ل ﺍﻝﻤ‬
َ ‫ﻔﻌ‬ ‫ﺏ ﺍﻝ‬
 ‫ﺼ‬
 ‫ ﻝﹶﻥ ﹶﺘﻨﹾ‬.‫ل‬
ِ ‫ﺒ‬ ‫ ﹶﺘﻘﹾ‬‫ﻤﺴ‬ ‫( ﻝِﻠ‬‫ﺏ) ﹶﻝﻥ‬
‫ﻉ ﹺ‬
‫ﻲ ﺍﻝﻤﻀﺎ ﹺﺭ ﹺ‬
 ‫ﹶﻨﻔﹾ‬
:‫ﻭ‬ ‫ ﻨﺤ‬.‫ﻲ‬‫ﺩ ﺍﻝ ﱠﻨﻔ‬ ‫ﻜﻴ‬ ‫ ( ﹶﺘﻭ‬‫) ﹶﻝﻥ‬

The present tense verb is negated with ‫ﹶﻝﻥ‬ to give a future

tense meaning. Lan makes the present tense verb mansoob
and brings about a negation with emphasis.

:‫ﻭ‬ ‫ﻨﹶﺤ‬
.‫ﻥ‬
 ‫ﺩ‬ ‫ﺏ ﺇﻝﻰ ﹶﻝﻨﹾ‬
 ‫ﻫ‬ ‫ ﺃﺫﹾ‬‫ﺃﻨﺎ ﹶﻝﻥ‬
I will not go to London.

.‫ﺩ ﺍﻝ ﹸﻜﻔﱠﺎ ﹺﺭ‬ ‫ﺒﹶﻠ‬ ‫ﻭﺍ ﺇﻝﻰ‬‫ﺠﻌ‬

‫ ﹺ‬‫ ﹶﺘﺭ‬‫ﹶﻝﻥ‬
You will never return to the
land of the disbelievers.

35
 ‫ﺩﻨﹾﻴﺎ ﹶﻓﹶﻠﻥ‬ ‫ﺭ ﻓﻲ ﺍﻝ‬ ‫ﺤﺭﹺﻴ‬
 ‫ﺱ ﺍﻝ‬
 ‫ ﹶﻝ ﹺﺒ‬‫ﻤﻥ‬ ) :‫ﻗﺎل ﺍﻝﻨﺒﻲ ﺼﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭ ﺴﻠﻡ‬
.‫ﺓ( ﺭﻭﺍﻩ ﺍﻝﺒﺨﺎﺭﻱ‬ ‫ﺭ‬ ‫ﺨ‬
 ‫ﻪ ﻓﻲ ﺍﻵ‬ ‫ﺴ‬
 ‫ﺒ‬ ‫ﻴﻠﹾ‬

‘The prophet may Allah’s peace and blessings be upon him

said : He who wears silk in this life will never wear it in
the hereafter’. Narrated bukhari.

‫ﺎ‬‫ﻭ ﹶﻝﻤ‬ ‫ﹶﻝﻡ‬

‫ﻉﻭ‬
 ‫ل ﺍﻝﻤﻀﺎ ﹺﺭ‬
َ ‫ﻔﻌ‬ ‫ﺯﹺﻤﺎ ﺍﻝ‬‫ﻤﺎ ﹸﺘﺠ‬‫ﻲ ﻓﻲ ﺍﻝﻤﺎﻀﻲ ﻭ ﻫ‬‫ﻥ ﺍﻝ ﱠﻨﻔ‬
‫ﻴﺩﺍ ﹺ‬‫ﺎ ﹸﺘﻔ‬‫ﻭ ﹶﻝﻤ‬ ‫ﹶﻝﻡ‬
‫ﺔ‬ ‫ﻌ‬ ‫ﺒ‬ ‫ل ﺍﻷﺭ‬
ِ ‫ﻥ ﻭ ﻓﻲ ﺍﻷﻓﹾﻌﺎ‬
‫ﻑ ﺍﻝﻨﱡﻭ ﹺ‬
‫ﺫ ﹸ‬‫ﺔ ﺤ‬ ‫ﺴ‬
 ‫ﺨﻤ‬
‫ل ﺍﻝ ﹶ‬
ِ ‫ ﹺﻡ ﻓﻲ ﺍﻷﻓﹾﻌﺎ‬‫ﺠﺯ‬
 ‫ﻋﻼﻤ ﹸﺔ ﺍﻝ‬
.‫ﺴﻜﹸﻭﻥ‬
 ‫ﺍﻝ‬

‫ﹶﻝﻡ‬ and ‫ﺎ‬‫ﹶﻝﻤ‬ bring about negation in the past tense and they make the
present tense verb jussive (take a sukoon) And the sign of the jussive case
(jazm) in the af’aalul khamsa (five verbs) is the emitting of the noon and in
the af’aalul ‘arb’a (four verbs) a sukoon.

:‫ﻨﺤﻭ‬

.(‫ﺎ‬‫ﻭ ﻜﺫﻝﻙ ﺏ)ﻝﻤ‬ ‫ﻫﺒﹺﻲ‬ ‫ ﹶﺘﺫﹾ‬‫ﹶﻝﻡ‬ , ‫ ﹶﺘﺫﹾﻫﺒﺎ‬‫ﹶﻝﻡ‬ ,‫ﻭﺍ‬‫ﻫﺒ‬ ‫ ﹶﺘﺫﹾ‬‫ﹶﻝﻡ‬

36
 ‫ﻭ ﻜﺫﻝﻙ‬ ‫ﻫﺏ‬ ‫ ﺃﺫﹾ‬‫ﹶﻝﻡ‬ ,‫ﻫﺏ‬ ‫ ﹶﻨﺫﹾ‬‫ ﹶﻝﻡ‬,‫ﻫﺏ‬ ‫ﻴﺫﹾ‬ ‫ﹶﻝﻡ‬ ,‫ﻫﺏ‬ ‫ ﹶﺘﺫﹾ‬‫ﹶﻝﻡ‬
.(‫ﺎ‬‫ﺏ)ﻝﻤ‬
‫ﹺ‬

‫ﺏ‬
 ‫ = ﻤﺎ ﹶﻜ ﹶﺘ‬‫ﻴﻜﹾ ﹸﺘﺏ‬ ‫ﺎ‬‫ﻭ ﻝﻤ‬ ,‫ﺏ‬
 ‫ = ﻤﺎ ﹶﻜ ﹶﺘ‬‫ﻴﻜﹾ ﹸﺘﺏ‬ ‫ ﻝﻡ‬:‫ﺎ‬‫ﻭ ﻝﻤ‬ ‫ﻥ ﹶﻝﻡ‬
 ‫ﺒﻴ‬ ‫ﻕ‬
‫ﻭ ﺍﻝﻔﹶﺭ ﹸ‬
.(‫ﻥ )ﻭ ﺴﻭﻑ ﻴﻜﺘﺏ‬
 ‫ﺇﻝﻰ ﺍﻵ‬

And the difference between lam and lamma:

lam yaktub = he did not write
lammaa yaktub = he has not yet written (and shall write)

‫ﺴ ﹸﺔ‬
 ‫ﺨﻤ‬
‫ﺀ ﺍﻝ ﹶ‬ ‫ﻤﺎ‬‫ﺍﻷﺴ‬
The Five Nouns

And they are:

ُ 
َ
ْ 
َ ‫ا! ْ
ُء ا‬

37
 ‫ﻫﻥ‬ ‫ﺤﻡ‬
 ‫ﹶﻓﻡ‬ ‫ﺫﹸﻭ‬ ‫ﺃﺥﹲ‬ ‫ﺃﺏ‬

in-law mouth possess brother father

or

,‫ﻫﻥ‬ ‫ﻭ‬ ‫ ﻜﺫﻝﻙ‬‫ﺤﻡ‬

 ‫ ﺃﺥﹲ‬‫ ﺃﺏ‬:‫ﻗﺎل ﺍﺒﻥ ﻤﺎﻝﻙ‬
.‫ﻥ‬
‫ﺴ‬
 ‫ ﹺﺭ ﺃﺤ‬‫ﺨﻴ‬
 ‫ﺹ ﻓﻲ ﺍﻷ‬
 ‫ﻭ ﺍﻝ ﱠﻨﻘﹾ‬

Ibn Maalik said: abun, akhun, hamun and like wise

hanun, but leaving off the final on is better.
(ie, Hanun)

‫ﺀ‬ ‫ ﹺﺭ ﻴﺎ‬‫ﻏﻴ‬
‫ﻀﺎﻓﹶﺔ ﺇﻝﻰ ﹶ‬‫ﻑ ﺇﺫﺍ ﻜﺎﻨﺕﹾ ﻤ‬
 ‫ﻭ‬‫ﺤﺭ‬
 ‫ﺏ ﺒﹺﺎﻝ‬
 ‫ﺭ‬ ‫ﻭ ﺍﻷﺴﻤﺎﺀ ﺍﻝﺨﻤﺴﺔ ﹸﺘﻌ‬
.‫ﻤ ﹶﺘ ﹶﻜﻠﱢﻡ‬ ‫ﺍﻝ‬

When the asmaa al khamsa are in idaafa, (other than being attached to the

:‫ﻨﺤﻭ‬
yaaa of mutakkalam), they decline by the addition of letters.

‫ﻙ‬
 ‫ﺕ ﺃ ﹺﺒﻴ‬
‫ ﹸ‬‫ﺒﻴ‬ ‫ﻫﺫﺍ‬ ‫ﻙ‬
 ‫ﻑ ﺃﺒﺎ‬
‫ ﹺﺭ ﹸ‬‫ﺃﻋ‬ ‫ﻙ‬
 ‫ﺒﻭ‬ ‫ﺃﻨﺎ ﺃ‬

This is your I know your I am your father.

father’s house. father.

38
 .‫ﺔ‬ ‫ﻴ‬ ‫ﻠ‬‫ﺕ ﺍﻷﺼ‬
 ‫ﺒﺕﹾ ﺒﹺﺎﻝﻌﻼﻤﺎ‬ ‫ ﹺﺭ‬‫ ﻤﻀﺎﻓﹶﺔ ُﺃﻋ‬‫ ﹶﺘ ﹸﻜﻥ‬‫ﻭ ﺇﺫﺍ ﹶﻝﻡ‬
And if it is not in idaafa (possessor and possessed
construction) then it is made to decline with its
original signs.

:‫ﻨﺤﻭ‬

‫ﺏ‬
‫ﺕ ﹶﻜﺄ ﹴ‬
‫ﺃﻨ ﹶ‬ ‫ﺃﻨﺎ ﺃﺏ‬
You are like a father I am a father

.‫ﻑ‬
 ‫ﺼﺭ‬
 ‫ﻥ ﺍﻝ‬ ‫ ﹺ‬‫ﻭﺯ‬ ‫ﻀﻰ( ﻋﻠﻰ ﺍﻝ‬‫ﻤﺭ‬ )
 ‫ﻤ‬ ‫ﻨﹸﻭﻉ‬‫ﻤﻤ‬ ‫ﻭ‬ ‫ﻫ‬ ‫ﻭ‬ (‫ﻠﻰ‬‫ﻥ ) ﹶﻓﻌ‬

Marda ‫ﻀﻰ‬‫ﻤﺭ‬ is on the scale of fa’la ‫ﻠﻰ‬‫ﹶﻓﻌ‬ and it is a diptote

(mamnoo’ minas sarf- doesn’t like tanween and kasra,) The sign of its
kasra is a fatha.)

39
 :‫ﻨﺤﻭ‬

‫ﺭﻯ‬‫ﺃﺴ‬ ‫ﺭ‬‫ﺴﻴ‬
‫ﺃ‬ ‫ﺤﻰ‬‫ﺠﺭ‬
 ‫ﺢ‬‫ﺠ ﹺﺭﻴ‬
 ‫ﹶﻗﺘﹾﻠﻰ‬ ٌ‫ﻴل‬‫ﹶﻗﺘ‬

Captives Captive Wounded Wounded Killed pl. Killed sing.

pl. sing. pl. sing.

.‫ﻑ‬
 ‫ﺼﺭ‬
 ‫ﻥ ﺍﻝ‬
 ‫ﻤ‬ ‫ﻨﹸﻭﻉ‬‫ﻤﻤ‬ ‫ﻭ‬ ‫ﻫ‬ ‫ﻭ‬ ,‫ﻲ‬
‫ﺴ‬ ‫ ﻓﺎ ﹺﺭ‬‫ﻋﹶﻠﻡ‬
 (‫ﺭ‬ ‫)ﺃﺨﹾ ﹶﺘ‬

Akhtar is a Persian name and it is a diptote (mamnoo’

minas sarf- doesn’t like tanween and kasra). The sign of
its kasra is a fatha.)

‫ﺭ‬‫ﻐﻴ‬ ‫ﻡ ﺍﻝﱠﺘﺼ‬ ‫ﺍﺴ‬

The Diminutive

‫ﺩ‬‫ﻭﹶﻝﻴ‬ This is a diminutive .‫ﺭ‬‫ﻐﻴ‬ ‫ﻡ ﺍﻝﱠﺘﺼ‬ ‫ﺩ( ﻫﺫﺍ ﺍﺴ‬‫ﻭﹶﻝﻴ‬ )

40
 :‫ ﻭ ﻫﻲ‬,‫ﻥ‬
‫ﺯﺍ ﹴ‬‫ﻪ ﺜﻼﺜ ﹸﺔ ﺃﻭ‬ ‫ﺭ ﹶﻝ‬ ‫ﻴ‬‫ﻐ‬‫ﻭ ﺍﻝﱠﺘﺼ‬
And the diminutive has three scales, and they are:

٣ ٢ ١

‫ل‬‫ﻌﻴ‬ ‫ﻌﻴ‬ ‫ﹸﻓ‬ ‫ل‬‫ﻌ‬‫ﻌﻴ‬ ‫ﹸﻓ‬ ٌ‫ل‬‫ﻌﻴ‬ ‫ﹸﻓ‬

Fu’ay’eelu Fu’ay’elu Fu’aylu

‫ف‬
ٍ ُ 
ْ ‫ ِ أ‬
َ
ْ +
َ $ ‫ آ ن‬ ‫ف‬
ٍ ُ 
ْ ‫ أرْ َ َ) ِ أ‬$ ‫ آ ن‬ ‫ف‬
ٍ ُ 
ْ ‫ ِ أ‬#َ "# $ ‫ آ ن‬
That which is (formed That which is (formed That which is (formed
from a noun) of five from a noun) of four from a noun) of three
letters letters letters.

‫ل‬‫ﻌﻴ‬ ‫ﻌﻴ‬ ‫ﹸﻓ‬ ‫ل‬‫ﻌ‬‫ﻌﻴ‬ ‫ﹸﻓ‬ ٌ‫ل‬‫ﻌﻴ‬ ‫ﹸﻓ‬

:‫ﻭ‬ ‫ﻨﺤ‬

‫ﺢ‬‫ﺘﻴ‬ ‫ﻤ ﹶﻔﻴ‬ ‫ﻤﻔﹾﺘﺎﺡ‬ ‫ﻕ‬‫ﺩ‬‫ﹸﻓ ﹶﻨﻴ‬ ‫ﺩﻕﹲ‬ ‫ﹸﻓﻨﹾ‬ ‫ﺩ‬‫ﻭﹶﻝﻴ‬ ‫ﻭﹶﻝﺩ‬
A small key A key A small hotel A hotel A small boy A boy

‫ﺏ‬‫ﹸﻜ ﹶﺘﻴ‬ ‫ﻜﺘﺎﺏ‬ ٌ

‫ﺩ‬‫ﺒﻴ‬ ‫ﻋ‬
 ‫ﺩ‬‫ﻋﺒ‬

A small book A book A humble slave A slave
(note book)

‫ﺭ‬‫ﻫﻴ‬ ‫ﺯ‬ 41
‫ﺭ‬‫ﺯﻫ‬
 A small flower A flower

(‫ﺘﺎ ﹸﺫ‬‫ﻱ ﻴﺎ ﺃﺴ‬‫ﻲ ﺫ‬

 ‫ﻫ‬ ‫)ﻫﺎ‬
Here it is oh teacher!

(‫ﻱ‬‫)ﺫ‬ (‫ﻲ‬
 ‫ﻫ‬ ) (‫)ﻫﺎ‬ :‫ﺏ‬
 ‫ﺭﺍ‬‫ﺇﻋ‬

‫ﺨﺒﺭ‬
‫ﹶ‬ ‫ﺃ‬‫ ﹶﺘﺩ‬‫ﻤﺒ‬ ‫ﻪ‬‫ﻑ ﹶﺘﻨﹾ ﹺﺒﻴ‬
‫ ﹸ‬‫ﺤﺭ‬


Information The preposition of

Beginning
alarming or making
aware.

.‫ﻱ‬‫ ﻫﺎ ﺃﻨﺎ ﺫ‬:‫ﺃ ﹸﺓ‬‫ﻤﺭ‬ ‫ل ﺍﻝ‬

ُ ‫ ﻭ ﹶﺘﻘﹸﻭ‬,‫ ﻫﺎ ﺃﻨﺎ ﺫﺍ‬:‫ل‬
ُ ‫ﺠ‬‫ﻴﻘﻭل ﺍﻝﺭ‬

The man says: ‫( ﻫﺎ ﺃﻨﺎ ﺫﺍ‬here I am)

and the woman says: ‫ﻱ‬‫(ﻫﺎ ﺃﻨﺎ ﺫ‬here I am).

42
 (‫ﺀ‬ ‫ﺙ ﹶﺘﺸﺎ‬
‫ ﹸ‬‫ﺤﻴ‬
 ‫ﻠﺱ‬‫)ﺍﺠ‬
Sit wherever you wish

(‫ﺙ‬
‫ ﹸ‬‫ﺤﻴ‬
 ) ‫ﻪ‬ ‫ﺭﺍ ﹺﺒ‬‫ل ﻓﻲ ﺇﻋ‬
ُ ‫ﻘﺎ‬‫ ﻭ ﻴ‬,‫ﺔ‬ ‫ﹶﻠ‬‫ﺠﻤ‬
 ‫ﻑ ﺇﻝﻰ ﺍﻝ‬
‫ﻀﺎ ﹸ‬‫ﻭ ﻴ‬ ‫ﻥ‬
‫ﻑ ﻤﻜﺎ ﹴ‬
‫ ﹸ‬‫ﻅﺭ‬
‫ﺙ( ﹶ‬ )
‫ ﹸ‬‫ﺤﻴ‬
‫ﺀ( ﻓﻲ‬ ‫ﹶﻠ ﹸﺔ )ﺘﹶﺸﺎ‬‫ﺠﻤ‬
 ‫ﻭ ﺍﻝ‬ ,‫ﻪ‬ ‫ﻓﻴ‬ ٌ‫ﻭل‬‫ﻤﻔﹾﻌ‬ ‫ﺏ‬
‫ ﹴ‬‫ل ﹶﻨﺼ‬
‫ﺤﱢ‬
 ‫ﻤ‬ ‫ﻡ ﻓﻲ‬ ‫ﻀ‬
 ‫ﻲ ﻋﻠﻰ ﺍﻝ‬
 ‫ﻨ‬ ‫ﻤﺒ‬
.‫ﻪ‬ ‫ﻀﺎﻑﹲ ﺇﹶﻝﻴ‬‫ﺭ ﻤ‬ ‫ﺠ‬
 ‫ل‬
‫ﺤﱢ‬
 ‫ﻤ‬

‫ﺙ‬
‫ ﹸ‬‫ﺤﻴ‬
 is an adverb of place and it is attached to a sentence. And it is said its

‘iraab (declension) , ‫ﺙ‬

‫ ﹸ‬‫ﺤﻴ‬
 is fixed on damma in the place of nasb (accusative case)

maf’oolun feehi and the sentence ‫ﺀ‬ ‫ ﺘﹶﺸﺎ‬is in the place of jar, mudaafun ilayhee.

(‫ﺕ‬
‫ﻭ ﹸ‬‫ﺕ ﺃﻤ‬
‫ ﹸ‬‫ﻜﺩ‬ ‫ﷲ ﹶﻝ ﹶﻘﺩ‬
ِ ‫ﻭ ﺍ‬ )
By Allah I was about to die!

.‫ﻩ ﺒﹺﺎﻝﻼ ﹺﻡ ﻭ ﹶﻗﺩ‬ ‫ﺩ‬ ‫ﻜﻴ‬ ‫ﺏ ﹶﺘﻭ‬

 ‫ﺠ‬
 ‫ﻭ‬ ‫ﻭﺍﺒﹰﺎ ﻝِﻠﻘﹶﺴ ﹺﻡ‬‫ﺕ ﺠ‬
‫ﺒ ﹸ‬ ‫ﻤﺜﹾ‬ ‫ﻲ ﺍﻝ‬‫ل ﺍﻝﻤﺎﻀ‬
ُ ‫ﻔﻌ‬ ‫ﻊ ﺍﻝ‬ ‫ﻭ ﹶﻗ‬ ‫ﺇﺫﺍ‬
When the past tense verb occurs as an affirmation with an oath, it is necessary to
emphasis it with a laam and qad.

43
 :‫ﻨﺤﻭ ﻓﻲ ﺍﻝﺘﻨﺯﻴل‬

(‫ﻥ‬
 ‫ﺨﹶﻠﻘﹾﻨﺎ ﺍﻹﻨﹾﺴﺎ‬
‫ ﹶ‬‫ﹶﻝ ﹶﻘﺩ‬..........‫ﻥ‬
‫ﺘﹸﻭ ﹺ‬‫ﺯﻴ‬ ‫ﻥ ﻭ ﺍﻝ‬
‫ ﹺ‬‫ﺍﻝﱢﺘﻴ‬‫)ﻭ‬
By the fig and the olive…. Verily, We created man of the best stature
(mould), (At-Tin 95:4)

‫ﷲ ﻤﺎ‬
ِ ‫ل )ﻭﺍ‬
ُ ‫ ﺘﻘﻭ‬.‫ﺩ ﺒﹺﺎﻝﻼ ﹺﻡ ﻭ ﹶﻗﺩ‬ ‫ﻴ َﺅ ﱠﻜ‬ ‫ﻲ ﻓﻼ‬
 ‫ﻔ‬ ‫ﻤﻨﹾ‬ ‫ﻲ ﺍﻝ‬‫ل ﺍﻝﻤﺎﻀ‬
ُ ‫ﻌ‬‫ﺎ ﺍﻝﻔ‬‫ﻭ ﺃﻤ‬
.(‫ﻪ‬ ‫ ﹸﺘ‬‫ﺃﻴ‬‫ﺭ‬

As for the past tense verb which comes as an negation with

an oath then it is not emphasised with laam and qad. You say

‫ﻪ‬ ‫ ﹸﺘ‬‫ﺃﻴ‬‫ﷲ ﻤﺎ ﺭ‬
ِ ‫ﻭﺍ‬ ‘by Allah I did not see him’

(‫ﻁ‬
‫) ﹶﻗ ﱡ‬

‫ﻥ‬
 ‫ﻤﻠﹸﻭ‬ ‫ ﹶﺘﻌ‬‫ﻴﺴ‬ ‫ﺱ‬
 ‫ﻥ ﺍﻝﻨﺎ‬
 ‫ﻜ‬ ‫ ﻭﻝ‬,‫ل‬
ِ ‫ﺒ‬ ‫ ﹶﺘﻘﹾ‬‫ﻤﺴ‬ ‫ﺩﹰﺍ( ﺒﺎﻝ‬‫ﻭ )ﺃﺒ‬ ‫ﻲ‬‫ﺹ ﺒﺎﻝﻤﺎﻀ‬ ‫) ﹶﻗ ﱡ‬
 ‫ﻁ( ﺨﺎ‬
‫ل‬
ِ ‫ﺤ‬‫ﻡ ﻓﻲ ﻤ‬ ‫ﻀ‬
 ‫ﻲ ﻋﻠﻰ ﺍﻝ‬
 ‫ﻨ‬ ‫ﻤﺒ‬ (‫ﻁ‬
‫ ) ﹶﻗ ﱡ‬.‫ﻊ ﺍﻝﻤﺎﻀﻲ ﻭ ﻫﺫﺍ ﺨﹶﻁﺄ‬ ‫ﻤ‬ (‫ﺩﹰﺍ‬‫)ﺃﺒ‬
.‫ﻪ‬ ‫ﻓﻴ‬ ٌ‫ﻭل‬‫ﻤﻔﹾﻌ‬ ‫ﺏ‬
‫ ﹴ‬‫ﹶﻨﺼ‬

‫ﻁ‬
‫ﹶﻗ ﱡ‬ is specific for the past tense and ‫ﺩﹰﺍ‬‫ ﺃﺒ‬for the future. People
use ‫ﺩﹰﺍ‬‫ﺃﺒ‬ with the past tense however this is incorrect. ‫ﻁ‬
‫ﹶﻗ ﱡ‬
44
is fixed on the damma in the place of the nasb case, maf’oolun
feehi.
 ‫ﺎ‬‫ﻝﻤ‬
When

‫ﻬﺎ‬‫ﻭﺍﺒ‬‫ﻥ ﺠ‬
 ‫ﻴﻜﹸﻭ‬ ‫ﺹ ﺒﺎﻝﻤﺎﻀﻲ‬
 ‫ﻑﹲ ﻭ ﹶﺘﺨﹾ ﹶﺘ‬‫ﻅﺭ‬
‫ﻭ ﻫﻲ ﹶ‬ (‫ﺔ‬‫ﻨﻴ‬ ‫ﺤﻴ‬
 ‫ﺎ ﺍﻝ‬‫ﻫﺫﻩ )ﻝﻤ‬
.‫ل‬
ِ ‫ﻤﺎﻀﻴﹰﺎ ﻜﻤﺎ ﻓﻲ ﺍﻝﻤﺜﺎ‬
This is called the lammaa of heeniyyah (lamma of time). It is an
adverb (of time) and is specific to the past tense (verb). Its answer
is always in the past tense like what is in the example.

‫ﺒ ﹰﺔ‬ ‫ﻴ‬ ‫ﻁ‬

‫ﺤ ﹰﺔ ﹶ‬
 ‫ﺕ ﺭﺍ ِﺌ‬
‫ ﹸ‬‫ﻤﻤ‬ ‫ﺸ‬
‫ﺕ ﹶ‬
‫ ﹶ‬‫ﺒﻴ‬ ‫ﺕ ﺍﻝ‬
‫ﺨﻠﹾ ﹸ‬
‫ﺩ ﹶ‬ ‫ﺎ‬‫ﻝﻤ‬
When I entered the house I smelt a pleasant smell.

ُ ‫ﺎ ﺁ ﹸﻜ‬‫ل ﺍﻝﻨﺎﺱ )ﻝﻤ‬

‫ل ﻫﺫﺍ‬ ِ ‫ ﻨﺤﻭﻗﹶﻭ‬,‫ﻉ‬
‫ﻀﺎ ﹺﺭ ﹺ‬‫ل ﻋﻠﻰ ﺍﻝﻤ‬
َ‫ﺨ‬
‫ ﹸ‬‫ ﹶﺘﺩ‬‫ﺢ ﺃﻥ‬
‫ﺼ‬
 ‫ﻴ‬ ‫ﻻ‬
.‫ﺽ‬
 ‫ﺭ‬‫ﻡ ﺃﻤ‬ ‫ل ﻫﺫﺍ ﺍﻝﻁﹼﻌﺎ‬
ُ ‫ﺩ ﻤﺎ ﺁ ﹸﻜ‬ ‫ﻋﻨﹾ‬
 :‫ﺏ‬
 ‫ﻭﺍ‬‫ﺽ( ﻭ ﺍﻝﺼ‬
 ‫ﺭ‬‫ﻡ ﺃﻤ‬ ‫ﺍﻝﻁﹼﻌﺎ‬

It is not correct that it enters upon the present tense (verb), like the
speech of people ‘Lamma (when) I eat this food I become ill’ and the correct
is: ‘ indamaa (when) I eat this food I become ill.’ 45
 :‫ﻤ ﹸﺜﻨﱠﻰ‬ ‫ﺭ ﺍﻝ‬ ‫ﻤﻴ‬‫ﻀ‬
The dual pronoun

‫ ﻭ‬,‫ﻥ‬
‫ ﻭ ﻝﻠﻐﺎﺌﺒﺘﹶﻴ ﹺ‬,‫ﻥ‬ ‫ﻴ ﹸ‬‫ﺭ ﻭ ﺍﻝﺘﱠﺄﻨ‬ ‫ﻴ‬‫ﻪ ﺍﻝﺘﱠﺫﻜ‬ ‫ ﹶﺘﻭﹺﻱ ﻓﻴ‬‫ﻴﺴ‬ (‫ﻤﺎ‬‫)ﻫ‬
‫ﻴ ﹺ‬‫ﺙ ﻝﻠﻐﺎ ِﺌﺒ‬
.‫ﻥ‬
‫ﺒﺘﹶﻴ ﹺ‬ ‫ﻁ‬
‫ﺨﺎ ﹶ‬‫ ﻭ ﻝﻠﻤ‬,‫ﻥ‬
‫ﻴ ﹺ‬‫ﻁﺒ‬
‫ﺨﺎ ﹶ‬‫ﻝﻠﻤ‬

The dual pronoun includes the masculine and feminine. It is used for
the dual masculine and feminine third person and dual feminine and
masculine second person.

:‫ل‬‫ﻤﱠﺘﺼ‬ ‫ﺭﻓﹾ ﹺﻊ ﺍﻝ‬ ‫ﻴﺭ ﺍﻝ‬‫ﻀﻤ‬


The attached nominative pronoun.

Alif
:‫ﻭ‬ ‫ﻑ ﹶﻨﺤ‬
‫ﺍﻷِﻝ ﹸ‬

.‫ﺘﺎ‬‫ﻫﺒ‬ ‫ﻤ ﹶﻨ ﹸﺔ ﹶﺫ‬ ‫ ﻓﺎﻁﻤﺔ ﻭ ﺁ‬,‫ ﺫﻫﺒﺎ‬‫ﺤﺎﻤﺩ ﻭ ﺨﺎﻝﺩ‬

46
 Haamid and khaalid went, faatima and Aamina went.

‫ﻅ‬
 ‫ﻥ ﻓﻴﻪ ﹺﺒﹶﻠﻔﹾ‬
‫ل ﺍﻹﺜﹾﻨﺎ ﹺ‬
َ ‫ﻌ‬ ‫ﻴﺠ‬ ‫ﺩ ﺠﺎﺯ ﺃﻥ‬‫ﻻ ﻭﺍﺤ‬
‫ ﺇ ﹼ‬‫ﻥ ﻤﻨﻪ‬
‫ﺱ ﻓﻲ ﺍﻹﻨﹾﺴﺎ ﹺ‬
 ‫ﻤﺎ ﹶﻝﻴ‬
‫ ) ﹶﻓ ﹶﻘﺩ‬:‫ﻪ ﺘﻌﺎﻝﻰ‬ ‫ﻪ ﻗﹶﻭﹸﻝ‬ ‫ﻤﻨﹾ‬ ‫ﻭ‬ ,‫ﻫﻜﹸﻤﺎ‬ ‫ﻭ‬‫ﻭﺠ‬ ‫ﻼ‬‫ﻤﺎ ُﺅﻜﹸﻤﺎ؟ ﺍﻏﹾﺴ‬‫ ﻤﺎ ﺃﺴ‬:‫ ﻨﺤﻭ‬,‫ ﹺﻊ‬‫ﺠﻤ‬
 ‫ﺍﻝ‬
.(‫ﺒﻜﹸﻤﺎ‬ ‫ﺼ ﹶﻐﺕﹾ ﹸﻗﻠﹸﻭ‬


It is permissible to use the plural wording of things which are

connected to a person, and can only be found in the singular forms,

when addressing two people. Example: ‫ﻤﺎ ُﺅﻜﹸﻤﺎ؟‬‫ﻤﺎ ﺃﺴ‬ What are

your(two people) names? , ‫ﻫﻜﹸﻤﺎ‬ ‫ﻭ‬‫ﻭﺠ‬ ‫ﺴﻼ‬

 ‫ﺍﻏﹾ‬ wash your (two people)
faces, and from it, is his speech the most high: ‘..so indeed your hearts
inclined…’ (At-tahreem 66:04)

:‫ ﻫﻲ‬.‫ﻭ ﹴﺭ‬‫ﺔ ﺃﻤ‬ ‫ﻌ‬ ‫ﺒ‬ ‫ﺕ ﻓﻲ ﺃﺭ‬

‫ﻭ ﹶ‬‫ﻤﻨﹾﻌ‬ ‫ﺕ ﺍﻝ‬
‫ ﹸ‬‫ﻊ ﺍﻝﱠﻨﻌ‬ ‫ﺒ‬ ‫ﻴﺘﹾ‬

The adjective follows the qualifying noun (that which is described) in 4

matters. They are:

٢ ١

‫ﻴﺙ‬‫ﻴﺭ ﻭ ﺍﻝﺘﱠﺄﻨ‬‫ﺍﻝﺘﺫﹾﻜ‬ ‫ﺭﺍﺏ‬‫ﺍﻹﻋ‬

47
 In masculinity and In declension
femininity

٤ ٣

‫ﻊ‬ ‫ﻤ‬‫ ﻭ ﺍﻝﺠ‬,‫ﺔ‬‫ﻨﻴ‬ ‫ﺭﺍﺩ ﻭﺍﻝﺘﱠﺜ‬‫ﺍﻹﻓ‬ ‫ﺭ‬‫ﻜﻴ‬ ‫ﻑ ﻭ ﺍﻝﱠﺘﻨﹾ‬

‫ ﹸ‬‫ ﹺﺭﻴ‬‫ﺍﻝﱠﺘﻌ‬

In singularity, duality In definiteness and

and plurality indefiniteness

‫ﻡ ﻭ ﺍﻝﺤﻤﺩ ﻜﻠﻪ ﷲ ﺘﻌﺎﻝﻰ‬ ‫ﺘ‬

48
‫ﻜﺘﺒﻪ ﺍﻝﻔﻘﻴﺭ ﺇﻝﻰ ﺍﷲ ﺃﺒﻭ ﺴﻠﻤﺎﻥ ﻁﻠﺤﺔ ﺍﻝﺒﺭﻴﻁﺎﻨﻲ‪.‬‬
‫ﻭ ﺘﺭﺠﻤﺘﻪ ﺍﻷﺨﺕ ﺃ ‪‬ﻡ ﻤﺠﺎﻫﺩ‬

‫‪49‬‬