Download - Arabic Grammer
القواعد للكتاب األول
مع الشرح باللغة اإلنكليزية
The Rules for Book 1-2-3
With an explanation in the
English language
كتبه الفقران إلى اهلل أبو سلمان طلحة ابن وليم
و أم مجاهدWritten by Abu Salmaan Talha ibnu William
Translated by Umm Mujaahid
2
اهلل الرحمان الرحيمبسم
{األسماء اإلشارة }
Demonstrative Pronouns
.لمقريب . ىؤالء .ىاتان .ىذان .ىذه .ىذا
.لمبعيد .أولئك .تانك .ذانك .تمك .ذلك
The األسماء اإلشارة ,demonstrative pronouns are similar to the English ‘that’ , ‘this’
and they are of two types; لمقريب for things which are close, and لمبعيد for things at
a distance. Unlike in English, demonstrative pronouns in Arabic have a different form
for singular, dual, and plural, and they also change to correspond to the gender of the
noun. So if the noun is feminine then the demonstrative pronoun is also feminine,
however there are a few exceptions to this rule, as indicated below.
3
The demonstrative pronouns (for near):
ىذه :ىذان :
ىاتان :ىؤالء :
The demonstrative pronouns (for far):
ذلك : تمك :
ذانك : تانك : أولئك :
Examples:أمثمة
:ىذا
This is (for masculine singular) ىذا :
These are (for dual masculine)
These are (for dual feminine)
These are (for plural masculine or feminine)
This is (for feminine singular or plural irrational) لمقريب for things which are
near
لمبعيدfor things which
are far
That is (for masculine singular)
That is (for feminine singular or plural irrational)
Those are (for dual masculine)
Those are (for dual feminine)
Those are (for plural masculine or feminine)
رجل ىذا كتاب ىذا
(عاقل -لممذكر مفرد)( غيرعاقل -لممذكر مفرد)
This is a man This is a book
(for masculine singular-rational) (for masculine singular-irrational)
4
: ىذه
:ىذان
:ىاتان
إمرأة ىذه سيارة ىذه ( عاقل -مفرد لممؤنث ) ( عاقل غير -مفرد لممؤنث )
This is a woman This is a car
(For feminine singular-rational) (For feminine singular-irrational)
عالمان ىذان قممان ىذان
لممذكر) لممذكر( )غيرعاقل - مثنى ( عاقل - مثنى
These are scholars These are pens
(For masculine dual-rational) (For masculine dual-irrational)
.مسممتان ىاتان. بقرتان ىاتان ( عاقل -مثنى لممؤنث ( )غيرعاقل - لممؤنث مثنى)
These are Muslims These are cows
(For feminine dual-rational) (For feminine dual-irrational)
5
:ىؤالء
:ذلك
مسممات ىؤالء مسممون ىؤالء
(عاقل -لممؤنث جمع( )عاقل -لممذكرجمع)
These are Muslims These are Muslims
(For feminine plural-rational) (For masculine plural-rational)
.و ىذا قميل. كممات ىؤالء : مثال. و يجوز كذلك لغيرعاقل is likewise allowed for irrational (nouns) but this is rare. For ىؤالء
example:
كممات ىؤالء
These words
ميندس ذلك نجم ذلك
(عاقل -لممذكر مفرد)( غير عاقل -لممذكر مفرد)
That is engineer That is a star
(for masculine singular-rational) (for masculine singular-irrational)
6
: تمك
:ذانك
ممرضة تمك ثالجة تمك
(عاقل -مفرد لممؤنث ) ( عاقل غير -مفرد لممؤنث )
That is a nurse That is a fridge
(For feminine singular-rational) (For feminine singular-irrational)
و ىذا{ الرسل مك ت }كما في التنزيل (جمع عاقل ) تمك و يجوز كذلك ل .قميل
is like wise allowed for plural rational like what is in the تمك
revelation, (those messengers) but this is rare.
تران ذانك حان ذانك دف فال لممذكر) لممذكر) ( غيرعاقل - مثنى (عاقل - مثنى
Those are farmers Those are notebooks
(For masculine dual-rational) (For masculine dual-irrational)
7
:تانك
: أولئك
ستان تانك مسطرتان تانك مدر ( عاقل -مثنى لممؤنث ( )غيرعاقل - لممؤنث مثنى)
Those are teachers Those are rulers
(For feminine dual-rational) (For feminine dual-irrational)
مسممات أولئك مسممون أولئك (قل عا -لممؤنث جمع( )عاقل -لممذكرجمع)
Those are Muslims Those are Muslims
(For feminine plural-rational) (For masculine plural-
rational)
:و يجوز كذالك لغيرعاقل كما في قولو تعالى {كان عنو مسئوال أولئك الفؤاد كل سمع و البصر و إن ال}
Is likewise allowed for irrational (nouns) like what is in أولئك
the speech of The Most High: (translated meaning)
(Verily the hearing and the sight and the heart, of each of those you will be questioned)
8
{مضاف و مضاف إليو }Possessed and possessor
:أمثمة
س مدر ب الكتا د حام ب كتا
↑ ↑ ↑ ↑ مضاف مضاف إليو مضاف مضاف إليو
Possessor Possessed Possessor Possessed
(With alif and laam:بألف و الم )
Examples
The teacher’s
book Haamid’s book
To show belonging in Arabic we use the possessive construction. This
consists of two parts. The possessed which appears first and , مضاف
the possessor إليو مضاف , which follows straight after. The مضاف
takes a damma, depending on its function in a sentence and the إليو مضافtakes a kasra. It is important to note that the مضاف can never take an
alif or laam or a tanween whereas the .can do so إليو مضاف
9
بألف و الم
{منعوت و نعت } Adjective and qualifying noun
:مثال
. د جدي ت بي . د جدي ت البي ال ↑ ↑ ↑ ↑
منعوت نعت منعوت نعتAdjective qualifying noun Adjective qualifying noun
(Without alif and laam) (With alif and laam)
Example
A new house The new house
بدون ألف و الم
The adjective in Arabic follows the noun it qualifies, unlike in English it
comes after the noun. The adjective in Arabic is called the نعت and the
noun it qualifies is referred to as the منعوت (the qualifying noun). The
منعوت follows the نعت in its gender (masculine and feminine), in its
definite and indefiniteness, and like wise in its case.
10
{منادىحرف النداء و ال}The Vocative particle
and the Addressed
ر ياس يا : مثال
↑ ↑
حرف النداء المنادى
The
Vocative
Particle
The
Addressed
To call upon someone in Arabic you use the vocative particle النداء حرف ,
which is يا , equivalent to the English oh. The noun that comes after it is
called the المنادى (the addressed), and it takes a single damma
regardless of gender.
Oh Yaasir!
11
{حروف الجر }
The Genitive prepositions
(
The Genitive prepositions are:
ل :في :
ى عم : من :
ب :
إلى :
For (used for belonging)
In
On
From
To
By/at
.إلى . ب . من . عمى .في .ل
Arabic nouns have endings to show their function in a sentence. The normal
ending of a noun is damma, and the case of it is called مرفوع
(Nominative). However, when the noun is proceeded by any of the حروف it changes to a kasra and its case is no longer (genitive prepositions) الجر
.(Genitive) مجرور instead it becomes (Nominative) مرفوع
12
Examples:
مثال: ل
مثال : في
مثال: عمى
مثال : من
ل مثا: ب
مثال: إلى
The watch is on the desk
Zaynab is from Japan.
Haamid went to the masjid
I am a student at the university
This book is for Muhammad
The teacher is in the class.
.ل الفص فيالمدرس
.ب المكت عمىالساعة
.ن اليابا من زينب
د المسج إلىذىب حامد
.ة الجامع ب أنا طالب
.د محم ل ىذا الكتاب
13
{االسن الوقصىر }
: مثال
ىالمستشف
ىأمريك
ىموس
ازكري
ألماني
: مثال
.ىموس ل. ىأمريكإلى . ىالمستشف في
The hospital
America
Musa
Zakariyya
Germany
فال يتغير آخر االسم The end case of the noun
does not change
…for Musa …to America …in the hospital
A noun which is ismul maqsoor, has an ‘aa’ sound ending. The ending
vowels of these nouns remain constant, despite their change in
function. For example, if they are preceded by a genitive preposition
(Harful Jarr), which would cause them to take a kasra, they remain
unaffected.
14
{األسماء الموصولة}
The Relative pronouns are (for masculine):
.
The Relative pronouns
Who/which (for singular masculine rational and irrational) الذي :
masculine)
Who/which (for singular feminine rational and plural masculine التي:
and feminine irrational)
Who/which (for dual masculine rational and irrational): الذان
Who (for plural masculine rational only) : الذين
لممذكرFor masculine
.لممذكر .الذين .الذان .الذي تي أو اال .التان .التي .لممؤنث . ئي اال
The Relative pronouns, األسماء الموصولة have the meaning of ‘which’, ‘who’,
and differ in their form to correspond to the correct gender. They also
differ to correspond to the singular, dual and plural noun. Note that the
pronoun ,is also used for plural irrational nouns (ghayru ‘aaqilin). Objects التي
animals and concepts are classified as irrational nouns whilst rational include;
humans, angels and devils.
15
Example: مثال
: الذي
: الذي
تي أو اال ئي : Who (for plural feminine rational only) اال
Who/which (for dual feminine rational and irrational) التان :
. خرج من المسجد تاجر شيير الذي الرجل The man who left the masjid is a famous merchant.
For masculine singular rational
(عاقل.مفرد .مذكر )
.عمى المكتب لممدرس الذيالكتاب The book, which is on the desk, belongs to the teacher.
For masculine singular irrational
(غير عاقل.مفرد .مذكر )
لممؤنث For feminine
16
: الذان
:الذين
.ذىبا إلى الفصل جديدان الذان المدرسان The teachers who went to the classroom, are new.
For masculine dual rational
(عاقل. مثنى. مذكر )
في حقيبتي قديمان الذان القممان The pens, which are in my bag, are old.
For masculine dual irrational
(غير عاقل.مثنى . مذكر )
. خرجوا من المطعم من تركيا لذين ا الميدسون The engineers who left the restaurant are from
Turkey.
For masculine plural rational
(عاقل .جمع .مذكر )
17
: التي
. ذىبت إلى المدرسة مديرة التيالمرأة The woman who went to the school is a
headmistress
For feminine singular rational
(عاقل.مفرد . مؤنث )
. عمى المكتب لمحمد يالت المسطرة
The ruler, which is on the desk, belongs to Muhammad.
For feminine singular irrational
(غير عاقل.مفرد . مؤنث )
.في الحقل للفلح التيالحمر The donkeys, which are in the field, belong to the
farmer.
For masculine plural irrational
(غير عاقل. جمع . مذكر )
18
: التان
تي : اال
.أمام المسجد لموزير التان السيارتان The cars, which are in front of the masjid, belong to
the minister.
For feminine dual irrational
(غير عاقل.مثنى. ؤنث م ) . خرجتا من المدرسة من إنكمترىالتانالطالبتان
The students, who left from the school, are from
England.
For feminine dual rational
(عاقل.مثنى. مؤنث )
تي المسممات ى السوق مدرسات من ذىبن إل اال .ألمانيا
The Muslims who went to the market, are teachers from
Germany.
For feminine plural rational
. جمع . مؤنث ) (عاقل
19
: االئي
ذىبن إلى السوق مدرسات من االئي المسممات .ألمانيا
The Muslims who went to the market, are teachers from
Germany.
For feminine plural rational
. جمع . مؤنث ) (عاقل
20
{الم التعريف }
The laam of definiteness
Example : مثال
.ت بي الىذا . ت ىذا بي ↑
الم التعريف
This house This is a house
(The laam of definiteness)
A noun that has tanween, the indefinite article, is referred to as
indefinite. The Tanween is the double vowel that you find at the end of a
noun (look at the first example below). Its equivalent in English is ‘A’. In
Arabic to make a noun definite we add on the alif and laam. The laam here
is called the الم التعريف ,laam of definiteness.
21
وائر الونفصلة } {الضThe detached pronouns
They are:
We : نحن I : أنا
مثال
طالب نحن We are students
(جمع و مثنى)
For plural or dual
student
.ب طال أنا I am a student
(مفرد )
For singular
: For first person (masculine or feminine) لممتكممين
.أنت أنتما .أنتم . أنتما . أنت . نحن . أنا ىن .ىما .ىي .ىم .ىما .ىو .أنتن
Pronouns are of two main categories: مائر المنفصمة الض , the detached
pronouns and مائر المتصمة the attached pronouns. The pronouns, الض
in this category are detached pronouns. Detached pronouns give the
meaning ‘he’ ‘she’ ‘they’ etc and even ‘it’. They are divided into 3 types:
for first person, second person, and third person, in each of these
categories they differ in form. Please note unlike in English, pronouns
in Arabic have a different form for dual and plural.
22
You (plural) : أنتم(dual) You : أنتما (singular) You : أنت
مثال
You (plural) : أنتن (dual) You : أنتماYou (singular) : أنت
مثال
. طالبان أنتما You are students
(مثنى)
For masculine dual
طالب أنت You are a student
(مفرد )
For masculine singular
.طالب أنتم You are students
(جمع ) For masculine plural
طالبتان ماأنت You are students
(مؤنث مثنى)
For feminine dual
طالبة أنت You are a student
(مؤنث مفرد )
For feminine singular
طالبات أنتن You are students
(مؤنث جمع ) For feminine plural
لممخاطبين : For Second person (masculine)
: For second person (feminine) لممخاطبات
23
They (plural) : ىم (dual) They : ىما He (singular) : ىو
مثال
They (plural) : ىن (dual) They : ىما He (singular) : ىي
مثال
For third person (masculine) : لمغائبين
طالبان ىما They are students
(مثنى)
For masculine dual
طالب ىو He is a student
(مفرد )
For masculine singular
.طالب ىم They are
students
(جمع ) For masculine plural
For third person (feminine): للغائبات
ن طالبتا ىما They are students
(مثنى)
For feminine dual
طالبة ىي She is a student
(مفرد )
For feminine singular
طالبات ىن They are
students
(جمع ) For feminine plural
24
وائر} { الوتصلة الضThe attached pronouns
: مثال
لممتكممين
نا
ي
ناكتاب Our book
(جمع ومثنى.مذكر و مؤنث ) Masculine and feminine
plural and dual
يكتاب My book
(مفرد .مذكر و مؤنث ) Masculine and feminine
singular
كن . كما. ك .كم .كما .ك . ي .ناىن . ىما. ىا .ىم. ىما. ه
As mentioned earlier Pronouns are of two categories: The Detached
Pronouns and the Attached Pronouns. The category mentioned here is
that of Attached Pronouns. Similarly Attached Pronouns are divided
into 3 types: for first person, second person, and third person and
within these categories they differ in form. The pronouns once again
have a different form for dual and plural.
25
: مثال
: مثال
لممخاطبين
لممخاطبات
كما
ك
كماكتاب Your book
(مثنى.مذكر و مؤنث ) Masculine and feminine
dual
ككتاب Your book
(فرد م . مذكر ) Masculine singular
كمكتاب Your book
(جمع .مذكر ) Masculine plural
كم
كم
ك
كماكتاب Your book
(مثنى.مذكر و مؤنث ) For masculine and
feminine dual
ك كتاب Your book
(مفرد .مؤنث) For feminine singular
كن كتاب Your book
(جمع . مؤنث) For feminine plural
كن
26
: مثال
: مثال
لمغائبين
لمغائبات
ه ىما
يماكتاب Their book
(مثنى.مذكر ) For masculine dual
و كتاب
His book
(مفرد . مذكر ) For masculine singular
يمكتاب Their book
(ع مذكر جم ) . For masculine plural
ىم
ىا ىما
يماكتاب Their book
(مثنى.مذكر و مؤنث ) For masculine and
Feminine dual
تاب ياك
Her book
(مفرد .مؤنث) For feminine singular
.ين كتاب Their book
(جمع . مؤنث) For feminine plural
ىن
27
{كن اإلستفهاهية و توييزها } The kam of interrogation
and its specification
Example: مثال
لمدراجة؟ ة عندك؟ كم عجم ا كم قمم
إذا كان االسم مختوما بتاء المختوم بألف إ. فتمييز كم دائما مفرد .المربوطة
How many wheels
belong to the bike?
How many pens do
you have?
The tamyeez (distinctive term) of kam is always singular.
It is ended with an alif, except when the noun ends with
the taa marboota (a closed taa)
The kam of
Interrogation
كم إستفيامية
Its
specification
ىاتمييز
Its
specification
تمييزىا
The kam of
Interrogation
كم إستفيامية
Kam of interrogation comes before a noun and it is used for questioning. It gives the meaning how much/many. The noun that comes after it is called its tamyeez
(specification) and it is always singular and takes the mansoob case (Accusative
case). Please look at the example below.
28
ل ااألفع Verbs
{ تاء التأنيث } The taa’ of feminine form
: مثال
.األم من البيت ت خرج . الطالبة في الفصل ت جمس
The mother left the
house
The student sat in the
classroom
Arabic verbs have a root, similar to English. Verbs are normally made up
of three letters knows as radicals. To make a verb represent the past
tense certain letters are added at the end of the root (look at the
examples below). The يث التأن تاء is used to conjugate a verb to make it
past tense, singular feminine third person. The النسوة نون is used to
conjugate a verb to make it past tense, plural feminine third person.
Finally, the او و is used to conjugate a verb so that it الجماعة
represents past tense, plural masculine third person. Please note these
are just a few of the conjugated verbs.
29
{نون النسوة } The noon of women form
:مثال
.من المستشفى ن الممرضات خرج . إلى المسجد ن النساء ذىب
او و} { الجماعة The waw of group form
: مثال
اج رجع . ا إلى المدرسة و الرجال ذىب .ا من مكة و الحج
The (female – pl.)
nurses left the
hospital
The women (pl.) went
to the masjid
The pilgrims (male –
pl.) returned from
Mecca
The men (pl.) went to
the school
Example
30
{و المعدود العدد } The number and the enumerated
(من ثالثة إلى عشرة ) From 3 to 10
: مثال
3 Female students
to 1
3 Male students
ثالث طالبات ↑ ↑
العدد المعدود
The enumerated
(Feminine -مؤنث )
The enumerated
(Masculine -مذكر )
.ثالثة طالب ↑ ↑
العدد المعدود
The number
The number
In Arabic, to construct a number two things are included; the العدد (the number)
and the المعدود (the enumerated). The noun, which denotes the thing numbered, is
called المعدود and the number is called the العدد. Unlike in English, Arabic numbers
can be feminine or masculine. With regards to the numbers 3 to 10, if the المعدود is feminine the العدد is masculine and if the المعدود is masculine the العدد is
feminine (opposites come together). Also the numbers from 3 to 10 follow the
mudaaf and mudaafun ilaihi construction.
31
و إذا كان المعدود مؤنثا . إذا كان المعدود مذكرا يكون العدد مؤنثا ح في المثالين . فيكون العدد مذكرا .كما ىو موض
لممعدود المذكر
When the enumerated is masculine then the number is feminine, and
when the enumerated is feminine then the number is masculine, like
what is clear in the two examples (above).
ستة خمسة طالب . أربعة طالب . ثالثة طالب . طالب
() () ()
Five students
then the
Four students
then the
Three students
تسعة طالب ثمانية طالب . سبعة طالب عشرة طالب
(٨)
()
(٧)
Eight students Seven students
Six students
() (٩)
Ten students Nine students
For the masculine enumerated
32
لممعدود المؤنث
الث طالبات خمس طالبات ست أربع طالبات ث طالبات
() () ()
Five students
then the
Four students
then the
Three students
تسع طالبات ثماني طالبات سبع طالبات عشر طالبات
(٨)
()
(٧)
Eight students Seven students
Six students
() (٩)
Ten students Nine students
For the feminine enumerated
33
رف } { الممنوع من الصThe Diptotes
رف ال يحب شيئين (.الكسرة ) و (التنوين ) و ىما. الممنوع من الص
The Diptotes do not like two things, and they are nunation and the kasra
ب زين : مثال
س المدار
ن لند
ب إلى زين
س في المدار
.ن من لند
To Zaynab
In the schools
From London
The Diptotes are nouns that do not take a single kasra nor do they take a
Tanween (double vowel), which can be of: dammataan , fathataan and
kasrataan . So it is important to understand that if a diptote is in a
sentence where it is supposed to take a kasra, it does not do so, rather it is
substituted with a fatha. (Please look to the examples below)
34
رف :األنواع اآلتية من الممنوع من الص
:
:
The following examples are from the diptotes:
A feminine proper noun designated for the
masculine
(مؤنث لممسمى المذكر عمم )
.طمحة . معاوية . سامة أ. حمزة Talha Mu’aawiya Usaama Hamza
Feminine proper nouns
( العمم المؤنث )
.جدة . مكة . عائشة . فاطمة . زينب
Jeddah Mecca ‘Aaishah Faatima Zaynab
35
:
:
:
وليم إدورد لندن باريس يوسف
Yuusuf Paris London Edward William
Masculine nouns, ending with aalif and noon on the
scale of fa’laan
(فعالن ختم بألف و نون عمى الوزن العمم المذكر )
The foreign proper nouns
(األعجمىالعمم )
. مروان . سفيان . عفان . عثمان
Marwaan Sufyaan ‘Affaan ‘Uthmaan
The proper nouns on the scale of af’alu (أفعل مى الوزن العمم ع )
أحمد أنور
Anwar Ahmad
36
:
٧:
٨:
أحسن . أكبر أزرق . أصفر . أحمر . أسود . أبيض
better greater blue yellow red black white
Adjective and colour on the scale of af’alu ( أفعل صفة و لون عمى الوزن )
.كسالن جوععان عطشان مآلن
full thirsty hungary lazy
Adjective on the scale of fa’laan
( فعالن لوزن عمى ا صفة )
دقاء أقوياء أطباء أغنياء أص
doctors strongones truthful ones rich ones
pl. pl. pl. pl.
on the scale of af’ilaau ( أفعالء عمى الوزن )
37
٩:
:
:
تم و الحمد لمو
راء زمالء عمماء فقراء وز
scholars colleagues ministers poor ones
pl. pl. pl. pl.
On the scale of fu’alaau (فعالء عمى الوزن )
ئق دقا. مكاتب . فنادق . مدارس . مساجد
minutes doctors hotels schools mosques
pl. pl. pl. pl. pl.
on the scale of mafaa’ilu (مفاعل عمى الوزن )
فناجين كراسي مناديل مفاتيح
chairs cups keys handkerchiefs
pl. pl. pl. pl.
on the scale of mafaa’eelu (مفاعيل عمى الوزن )
38
بسم اهلل الرحمان الرحيم
~~ إن و أخواتيا~~ ‘Inna and its likes
إن و أخواتيا
إن :
:أن
كأن ليت لعل إن لكن أن
.ىي تنصب اإلسم و ترفع الخبر They make the ism (noun) mansoob (accusative) take a fatha, and
make the khabar marfoo’ (nominative take a damma).
Indeed/verily
Indeed/verily
But
39
لكن : كأن : ليت : لعل :
تفيد التوكيد إن.
تفيد التوكيد أيضا أن.
.ض مري ا خالد أن عممت
‘Inna brings about
emphasis
Anna brings about emphasis
also
. ر غفو اهلل إن : نحو
ل الجممة و بعد قال و تأتي أن بعد . إن تأتي في أو.األفعال األخرى
comes at the beginning of a sentence and after qaala and إن
.comes after the other verbs أن
Verily Allah is oft-forgiving
I knew that verily Khaalid is ill.
Would that…. (Used for seeking something impossible
or in which there is difficulty)
It is as if …… (for similitude or speculation)
I hope…(Used for hope or regret)
40
. اهلل ربي إن : نحو
.ك مجتيد إن قالت أمي
.المدرس ما جاء اليوم أن سمعت
تفيد اإلستدراك لكن .
.ن كسال حامدا لكن محمد مجتيد : نحو
Verily Allah is my lord.
My mother said verily you are a hard worker.
I heard that verily the teacher did not come today.
laakina brings about
istidraak….
41
٢ ١
ي لعل ( أرجو)و معناىا تفيد الترج
ليا معنيان كأن.
Conveys speculation Conveys similitude
La’alla conveys hope, and
its meaning is I hope.
Ka’anna has two meanings
التشبيو تفيد تفيد الظن
Muhammad is a hard
worker but Haamid is
lazy.
I hope that the teacher is in his
room.
.في غرفتو س المدر لعل :نحو
42
تفيد التمني و ىو طمب المستحيل ليت. .و ما فيو عسر
)طلبالمستحيل (seeking of the impossible - : نحو
.يعود ب الشبا ليت
)مافيهعسر (that in which there is difficulty - : نحو
.لي مميون جنييا ليت
Would that I have a million pounds!
Layta brings about hope, and it
is seeking the impossible and
that in which there is difficulty.
.ة مدرس د المسج كأن : نحو It is as if the masjid is a
school.
.من اليابان كأنك : نحو It is as if you are from Japan.
Would that youth would return!
43
~~ذو ~~
مجرور و ذو دائما مضاف و االسم الذي يميو ( صاحب )معناىا . ذو .باإلضافة
زاق إن }:قال تعالى: نحو {ن المتي ة القو ذواهلل ىو الر
The different forms
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.
Allah the most high says (translated meaning):
‘Verily Allah he is the sustainer, the possessor of
might and power’
44
ذوات ذات ذوو ذو
ىذا الطالب م عم ذو
ىؤالء الطالب م عم ذوو
ىذه الطالبة م عم ذات
ىؤالء الطالبات م عم ذوات
For feminine
plural
ثجمع للمؤن
For feminine
singular
ثمفرد للمؤن
For masculine
plural
رجمع للمذك
For masculine
singular
رمفرد للمذك
These students (female pl.)
possesses knowledge
This student (female sig.)
Posseses knowledge
These students (male pl.) posses
knowledge
This student
(male sig.) posses
knowledge
45
~~ أوو أم ~~
. لإلستفيام ( أم )
من باكستان؟ أم نت أ من اليند أ : نحو
`Am is used for questioning
(sentence)
Are you from India or Pakistan?
46
.لغير اإلستفيام ( أو)و
ألف و مائة
. معدودىما مفرد غير أن , 01إلى 2مثل العدد من ألف و مائة
ذلك أوخذ ىذا : نحو
And ‘Aw is used for non-questioning.
(sentence)
Take this or that.
Hundred and thousand
Hundred and thousand are similar to the numbers from 3 to 10, (in
construction) except that their .is singular (enumerated) معدود
47
.ة امرأ ألف أو ل رج مائة :مثال
.تكتب و ال تقرأ( مائة)في ( األلف)و . و ىما لممذكر و المؤنث
ال و ما
(.ال)و المضارع ب ( ما)ينفى الماضي ب
: مثال
A hundred men A thousand women
And they are (used) for masculine and feminine (enumerated).
And the alif in مائة (hundred) is written but not pronounced.
The past tense is negated with ما
and the present tense with ال
Example
48
.ذىبت إلى المتحف ما. كتب أحمد الدرس ما
.أذىب إلى المتحف ال . يكتب أحمد الدرس ال
.حرف اإلستقبال (س)
: مثال
I did not go to the museum.
Ahmad did not write the lesson.
I am not going to the museum.
Ahmad is not writing (up) the lesson.
The letter of future tense س
49
.أذىب إلى مكة إن شاء اهلل س . يرجع المدير غدا س
.حرف التفصيل ( أما)
: مثال
أمايو بعشرة رياالت و ف الكتاب أمابكم ىذا الكتاب و ىذه المجمة؟ .يي بثالثة رياالت ف المجمة
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.
ه؟و يا إخوة أين كتابي؟ أ رأيتم
.واو إذا وقع ضمير نصب متصل بعد ضمير المخاطبين زيدت بينيما
The head teacher shall return tomorrow I will go to Mecca inshaa Allah
The preposition of explanation
‘As for’
Example
Oh brothers where is my book?
Have you seen it?
When the attached pronoun of nasb occurs after the pronoun of
second person, .is increased between them و
50
:نحو
؟ه و رأيتم أ = ه+ تمأ رأي
.جمع المؤنث السالم
.و جمع المؤنث السالم عالمة نصبو كسرة
And the sound feminine plural; its sign of nasb (accusative
case) is kasra.
pronoun of - تم
second person.
- ه
Attached
pronoun of nasb.
Increase
in و
Have you seen it?
(Plural masc. second person)
51
: مثال
ات طالب ات سيار ات مسمم
.ت خمق اهلل األرض و الشمس و القمر و السماوا: نحو
.مفعول بو منصوب و عالمة نصبو كسرة ( السماوات )
(.ال)دخول ىمزة اإلستفيام عمى
(.ال)مدت ىمزة ( ال)إذا دخمت ىمزة اإلستفيام عمى
Students
Fem. pl.
Cars
Fem. pl.
Believers
Fem. pl.
Allah created the earth and the sun and the moon and the
skies.
is an object it is in accusative case, and the sign of it being السماوات
accusative is a kasra.
The entering of ‘the hamza of questioning’ on al.
Example
52
:مثال
لبحار جمع البحر؟آ= أ البحار جمع البحر؟
لمدير جاء اليوم؟آ( آل= ال+ أ)
.األعداد المركبة
Compound numbers
When ‘the hamza of questioning’ enters upon al, the
hamza of al is made to stretch.
Is Bihaar (rivers) the plural of bahr (river)?
Did the headmaster come today?
53
ن من جزئين .األعداد المركبة تتكو
: المثEleven
أحد عشر :مثال↑ ↑
ل الجزء الثاني الجزء األو
ل والجزء الث , األعداد المركبة مبنية عمى الفتح اني يحبان فالجزء األو .الفتحة
First part Second part
Compound numbers are fixed (remain unchanged/undeclined) on fath so the
first and second part like the fatha.
Compound numbers are made of two parts.
54
01إلى 00األعداد المركبة من
The numbers from 11 to 19
دائما مفرد منصوب 11إلى 00المعدود من.
:مثال
.تسعة و تسعون طالبا . عشر طالبا أحد
12و 00األعداد المركبة The numbers 11 and 12
The enumerated, from 11 to 99 is always single, mansoob.
99 students (male) 11 students (male)
55
00 ل و الجزء الثاني : 01و إذا كان المعدود مذكرا يكون الجزء األو مذكرا
:مثال Twelve Eleven
Male students Male students
.اثنا عشر طالبا و عشر طالبا أحد : في
↑ ↑ ↑ ↑ ↑ ↑ مذكر مذكر مذكر مذكر مذكر مذكر
01إلى 30األعداد المركبة من
The numbers from 11 to 13
فالجزء األول يخالف , إذا كان المعدود مذكرا 01إلى 02من
.و العكس لممعدود المؤنث . المعدود و الجزء الثاني يوافق المعدود
If the ma’dood is masculine then the first part and the second
part are masculine.
Masculine Masculine
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.
56
:مثال
Thirteen Thirteen
Female students Male students
ثالث عشرة طالبة ثالثة عشر طالبا
↑ ↑ ↑ ↑ ↑ ↑ مؤنث مؤنث مذكر مؤنث مذكر مذكر
feminine masculine masculine feminine
57
.األعداد الترتيبية
.و ىي منعوت و نعت
:مثال
Ordinal numbers
Example
And they are a qualifying noun and an adjective (i.e they act as n’at and man’ut).
58
ل الدرس .العاشر إلى الدرس الثانيالدرس . األو
ألن Because
(إن )من أخوات ( أن )و .أن + ل =ألن
: مثال
.مريض ألنو رجع حامد من المدرسة Hamid returned from school because he is poorly.
.مريضة ألننيرجعت من السوق
I returned from the market because I am poorly.
لم
The second lesson, to the tenth lesson. The First lesson.
Why?
ألن = laam + anna. And anna is from the sisters of inna.
59
?Why .لماذا= لم
:مثال
ىاء السكت : لمو
و لم
خرجت من المدرسة؟ لم ضربت ىذا الولد؟ لم
Why did you exit from
the school?
Why did you beat this
boy?
?Why لمو
60
Why? Haa of silence
:مثال
أ ضربت ىذا الولد؟
ليس
.الخبر ترفع اإلسم و تنصب . تفيد النفي: ليس
Did you beat this boy?
Yes
Why?
.نعم
؟و لم
Laysa brings about negation. It makes the ليس
noun marfoo’ and makes the khabar mansoob.
ىاء السكت
61
:مثال
.ا مريض ب الطال ليس The student is not poorly.
. ويجر بباء الزائدة
:مثال
.ض مري ب ب ليس الطال The student is not poorly.
.فإنو مجرور بالباء الزائدة في محل نصب
(ابن)ىمزة حذف The omitting of hamza in ibn.
Verily it is majroor with baa of zaa’ida (increase)
in the place of nasb.
And it is made majroor (genitive)
with baa of zaa’ida (increase).
62
و شرطو ىو أن خطا و لفظا إذا وقع بين عممين ( ابن)تحذف ىمزة .يكون العممان عمى سطر واحد
Example :مثال
.عمي بن حامد
.ألنو لم يقع بين عممين . اإلمام ابن حسن :و ال تحذف اليمزة في مثل
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).
Haamid son of Ali
The hamza is not omitted in the example : ‘Hasan son of the imaam’,
because it does not occur between two names.
63
اسم التفضيل Comparative and superlatives
رف (.أفعل )وصف عمى الوزن , و ىو ممنوع من الص
: مثال
.منو أطول و حامد , ىاشم طويل
.منيا أصغر و زينب , ة آمنة صغير
Ismu tafdeel: it is a diptote, (prevented from
changing). It is a description upon the scale of
(أفعل ) af’alu.
Haashim is tall, and Haamid is taller then him.
Aamina is small, but Zaynab is smaller then her.
64
فعل التعجب
(.أفعل )ىو عمى الوزن
:مثال
!ل ىذا الرج أطول ما , ىذىذا الرجل طويل This man is tall, how tall is this man!
!ة يار ىذه الس أجمل ما , ىذه السيارة جميمة This car is tall, how tall is this car!
It is on the scale of ‘Af’alu.
The verb of astonishment/amazement.
65
المفعول بوThe Object
Example :مثال
المفعول بو الفاعل الفعل
ن القرآ ب قرأ الطال The student read the Qur'aan
ال النافية و الالناىية
ال
The laa of negation and the laa of
prohibition
object subject verb
66
ال النافية الالناىية
The laa of prohibition The laa of negation
أما ال , ن ال النافية و ال الناىية ىو أن ال النافية ال تعملالفرق بي .فتجزم الفعل المضارع , الناىية
تأكل يا أخي؟ اللم Why are you not eating oh my
brother?
تذىب إلى الممعب؟ الأ Are you not going to the
playground?
.إلى الممعب ب تذى ال Don’t go to the playground.
.ا أخيىذا ي ل تأك ال Don’t eat this oh my brother.
The difference between and (laa of negation) ال النافية الناىية ال (the 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).
67
الموصولة( ما)
The maa of connection
(.الشيء الذي)إنيا بمعنى : (ما)
:نحو
.يء الذي تأكل أي آكل الش . تأكل ماآكل
It means ‘the thing which’
تأكل ماآكل : meaning I am eating the thing which you are
eating
68
ما
Ponder over the following: تأمل ما يمي
ما و أقساميا
الم التعميلThe laam of motivation/justification
ما الموصولة ما النا فية ما اإلستفيامية
ال تفعمون؟ مالم تقولون Why do you say that
which you do not do?
.عندي كتاب ما I do not have a book.
.تريد ماسأشتري I will buy that which you want.
.فيمت الدرس ام I did not understand
the lesson.
اسمك؟ ما what is your
name?
ىذا؟ ما what is this?
69
:مثال
وجيو ل يغس ل خرج حامد اء الم ب شر أل خرجت
(أن )نصب الفعل المضارع ب
Making the present
tense verb accusative with anna
:مثال
Haamid left to wash his face.. I left to drink water.
Example
70
يا أخي؟ ب تذى أن أين تريد . إلى مكة ر أساف أن أريد
:نصب األفعال الخمسة Making nasb of ‘af’aalul khamsa
:األفعال الخمسة ىي
٢ ٣ ٤ ٥
١ يذىبان تذىبان يذىبون تذىبون
.تذىبين
فع النون .ن تذىبي ن تذىبا نتذىبو :عالمة الر
:وعالمة النصب حذفيا
Where do you want to go oh my brother?
I want to travel to Mecca.
You
singular.
Feminine
are going.
They dual.
masculine
are going.
They
plural.
masculine
are going.
You plural.
masculine
are going.
You dual.
masculine
are going.
71
تذىبواأن : مثال That you pl. go
و األلف ال تقرأ
And the alif is not read.
فمو ال ىذه األلف ال . ه األلف أنيا تظير في الفعل الناقص و فائدة ىذ .ترى الفرق بينيما
( ايدعو أن ) و ( و يدع أن ) :نحو
That he calls
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.
72
كان
.ترفع اإلسم و تنصب الخبر ( كان )
:نحو
خبر كان منصوب مرفوع اسم كان
.ا غني د حام كان Hamid was rich
حل نصب في م خبر كان مرفوع اسم كان
.يدرس د حام كانHamid was studying
Kaana makes the noun marfoo (nominative case)
and makes the khabar mansoob (accusative case)
The information of kaana mansoob. The noun of kaana marfoo’
The noun of kaana, in
nominative case.
The information of kaana in the place
of nasb (accusative case).
73
.و تفيد كان أيضا اإلستمرار
:نحو
.ا رحيم را غفو اهلل كان Allah is oft forgiving , merciful
ال يزال
Does not cease
.و تفيد اإلستمرار , (كان)من أخوات ( ال يزال )
:مثال
.ا مريض ال أزال كيف حالك اليوم يا أخي؟ كنت مريضا أمس و How are you today oh brother? I was ill yesterday and I do not
cease to be ill (meaning I still am ill).
.ا مجتيد د أحم ال يزال Ahmad does not cease to be a hard worker.
Kaana also brings about continuation
كان is from the sisters of ال يزال kaana,
and it brings about continuation.
Example
74
حرف من حروف الجر تفيد التشبيو ( ك)
.ك ت ساع ك ساعتي :نحو My watch is like your watch.
.ة مدرس ك ىذا المسجد This masjid is like a school.
مائر .أنا كو أو أنت كيا: يقال : نحو . و ال تدخل الكاف عمى الض
is a preposition from the genitive ك
prepositions, it brings about similitude.
The kaaf does not enter on the pronouns. Like, : it is said:
ياك و أو أنت ك أنا . I am like him or you are like her.
75
لن تنصب الفعل المضارع و تفيد .ستقبل لمم ( لن ) نفي المضارع ب
:نحو . توكيد النفي( لن )
:نحو .إلى لندن ب أذى لن أنا
I will not go to London.
.إلى بمد الكفار اترجعو لن You will never return to the
land of the disbelievers.
و س يمب من من لبس الحرير في الدنيا ف : )قال النبي صمى اهلل عميو و سمم .رواه البخاري( في اآلخرة
The present tense verb is negated with لن to give a future
tense meaning. Lan makes the present tense verb mansoob
and brings about a negation with emphasis.
‘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.
76
لم و لما
تفيدان النفي في الماضي و ىما تجزما الفعل المضارع و عالمة لم و لما .زم في األفعال الخمسة حذف النون و في األفعال األربعة السكونالج
:نحو
(.لما)و كذلك ب تذىبي لم , تذىبا لم ,اتذىبو لم
و كذلك ب لم أذى ,ب نذى لم ,ب يذى لم ,ب تذى لم (.لما)ب
ما كتب إلى = و لما يكتب , ما كتب = لم يكتب : لماو لم و الفرق بين (.و سوف يكتب)اآلن
لما and لم 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.
And the difference between lam and lamma:
lam yaktub = he did not write
lammaa yaktub = he has not yet written (and shall write)
77
األسماء الخمسة The Five Nouns
األسماء الخمسة
فم حم ىن أب ذو أخ
And they are:
in-law mouth possess
or
brother father
78
,أب أخ حم كذلك و ىن : ن مالكقال اب .و النقص في األخير أحسن
و األسماء الخمسة تعرب بالحروف إذا كانت مضافة إلى غير ياء .المتكمم
:نحو
ك يىذا بيت أب ك اأعرف أب ك و أنا أب
.و إذا لم تكن مضافة أعربت بالعالمات األصمية
Ibn Maalik said: abun, akhun, hamun and like wise
hanun, but leaving off the final on is better.
(ie, Hanun)
When the asmaa al khamsa are in idaafa, (other than being attached to the
yaaa of mutakkalam), they decline by the addition of letters.
This is your
father’s house.
I know your
father.
I am your father.
79
:نحو
أب أنت ك أب أنا You are like a father I am a father
رف ( فعمى)ن عمى الوز ( مرضى) .و ىو ممنوع من الص
:نحو
Marda مرضى is on the scale of fa’la فعمى and it is a diptote
(mamnoo’ minas sarf- doesn’t like tanween and kasra,) The sign of its
kasra is a fatha.)
And if it is not in idaafa (possessor and possessed
construction) then it is made to decline with its
original signs.
80
أسرى أسير جرحى جريح قتمى قتيل
رف , عمم فارسي ( أختر ) .و ىو ممنوع من الص
غيراسم التص The Diminutive
This is a diminutive وليد .اسم التصغيرىذا ( وليد)
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.)
Captive
sing.
Wounded
pl.
Wounded
sing.
Killed pl. Killed sing. Captives
pl.
81
:و ىي, و التصغير لو ثالثة أوزان
٢ ٣ ١
فعيعيل ل فعيع فعيل
Fu’ay’eelu Fu’ay’elu Fu’aylu
فعيعيل فعيعل فعيل
:نحو
And the diminutive has three scales, and they are:
ما كان عمى ثالثة أحرف
That which is (formed
from a noun) of three
letters.
ما كان عمى أربعة أحرف
That which is (formed
from a noun) of four
letters
ما كان عمى خمسة أحرف
That which is (formed
from a noun) of five
letters
وليدA small boy A boy
مفتاح مفيتيحA small key A key
فنيدق فندق A small hotel A hotel
كتيب كتاب
ولد
82
(يا أستاذ ىا ىي ذي)Here it is oh teacher!
(ذي) ( ىي ) ( ىا: )إعراب
.ىا أنا ذي: و تقول المرأة , اىا أنا ذ: يقول الرجل
حرف تنبيو مبتدأ خبر
Information The preposition of
alarming or making
aware.
Beginning
عبيد عبد
A small flower A flower
83
(حيث تشاء اجمس )Sit wherever you wish
( حيث )و يقال في إعرابو , ظرف مكان و يضاف إلى الجممة ( حيث )م في محل نصب مفعول فيو في محل ( تشاء )و الجممة , مبني عمى الض
.جر مضاف إليو
The man says: ىا أنا ذا (here I am)
and the woman says: ىا أنا ذي (here I am).
is an adverb of place and it is attached to a sentence. And it is said its حيث
‘iraab (declension) , حيث is fixed on damma in the place of nasb (accusative case)
maf’oolun feehi and the sentence تشاء is in the place of jar, mudaafun ilayhee.
84
(لقد كدت أموت و اهلل )By Allah I was about to die!
. إذا وقع الفعل الماضي المثبت جوابا لمقسم وجب توكيده بالالم و قد
:نحو في التنزيل
يتون ) (لقد خمقنا اإلنسان ..........والتين و الز
By the fig and the olive…. Verily, We created man of the best stature
(mould), (At-Tin 95:4)
(.واهلل ما رأيتو )تقول .و أما الفعل الماضي المنفي فال يؤكد بالالم و قد
When the past tense verb occurs as an affirmation with an oath, it is necessary to
emphasis it with a laam and qad.
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
’by Allah I did not see him‘ واهلل ما رأيتو
85
(قط ) ( أبدا )يستعممون ولكن الناس , بالمستقبل ( أبدا )خاص بالماضي و ( قط )
م في محل نصب مفعول ( قط . )مع الماضي و ىذا خطأ مبني عمى الض .فيو
لماWhen
و ىي ظرف و تختص بالماضي يكون جوابيا ( لما الحينية)ىذه . ماضيا كما في المثال
قط is specific for the past tense and أبدا for the future. People
use قط .with the past tense however this is incorrect أبدا is fixed on the damma in the place of the nasb case, maf’oolun
feehi.
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.
86
لما دخمت البيت شممت رائحة طيبة When I entered the house I smelt a pleasant smell.
ىذا الطعام لما آكل )نحوقول الناس , صح أن تدخل عمى المضارع ال ي واب ( أمرض .عند ما آكل ىذا الطعام أمرض : و الص
:ضمير المثنىThe dual pronoun
, و لممخاطبين , ن و لمغائبتي, يستوي فيو التذكير و التأنيث لمغائبين (ىما) .و لممخاطبتين
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.
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.’
87
فع المتصل :ضمير الرThe attached nominative pronoun.
:األلف نحو
.افاطمة و آمنة ذىبت, احامد و خالد ذىبHaamid and khaalid went, faatima and Aamina went.
, نو إال واحد جاز أن يجعل اإلثنان فيو بمفظ الجمع ما ليس في اإلنسان م فقد صغت : )و منو قولو تعالى, كماوجوى كما؟ اغسال أسماؤ ما : نحو (.كماقموب
Alif
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: كما؟ أسماؤ ما What are
your(two people) names? , كماوجوى اغسال wash your (two people)
faces, and from it, is his speech the most high: ‘..so indeed your hearts inclined…’ (At-tahreem 66:04)
88
:ىي .يتبع النعت المنعوت في أربعة أمور
The adjective follows the qualifying noun (that which is described) in 4
matters. They are:
التأنيثو التذكير اإلعراب
In masculinity and
femininity
In declension
٢
١
89
تم و الحمد كمو هلل تعالى
.طانييكتبو الفقير إلى اهلل أبو سممان طمحة البر
التنكيرو التعريف الجمع و , التثنيةو اإلفراد
In definiteness and
indefiniteness
In singularity, duality
and plurality
90
و ترجمتو األخت أم مجاىد