arabic grammer

90
القواعدولب الكتا لزيةنكليلغة الشرح بال مع اThe Rules for Book 1-2-3 With an explanation in the English language كتبه الفقران إلى احة ابن وليم أبو سلمان طل مجاهد و أمWritten by Abu Salmaan Talha ibnu William Translated by Umm Mujaahid

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Page 1: 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

Page 2: Arabic Grammer

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.

Page 3: Arabic Grammer

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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)

Page 4: Arabic Grammer

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: 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)

Page 5: Arabic Grammer

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: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)

Page 6: Arabic Grammer

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: 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)

Page 7: Arabic Grammer

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: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)

Page 8: Arabic Grammer

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{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

Page 9: Arabic Grammer

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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.

Page 10: Arabic Grammer

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{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!

Page 11: Arabic Grammer

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{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

Page 12: Arabic Grammer

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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

Page 13: Arabic Grammer

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{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.

Page 14: Arabic Grammer

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{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.

Page 15: Arabic Grammer

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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

Page 16: Arabic Grammer

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: 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 )

Page 17: Arabic Grammer

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: 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 )

Page 18: Arabic Grammer

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: 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

Page 19: Arabic Grammer

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: 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

Page 20: Arabic Grammer

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{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.

Page 21: Arabic Grammer

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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.

Page 22: Arabic Grammer

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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

Page 23: Arabic Grammer

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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

Page 24: Arabic Grammer

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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.

Page 25: Arabic Grammer

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: 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

Page 26: Arabic Grammer

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: 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

Page 27: Arabic Grammer

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{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.

Page 28: Arabic Grammer

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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.

Page 29: Arabic Grammer

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{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

Page 30: Arabic Grammer

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{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.

Page 31: Arabic Grammer

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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

Page 32: Arabic Grammer

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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

Page 33: Arabic Grammer

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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)

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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

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:

:

:

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

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:

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 )

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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 )

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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

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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)

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. 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….

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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

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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!

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~~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’

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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

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~~ 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?

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.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

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.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

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.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

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.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

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: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)

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: 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

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: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?

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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.

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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)

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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.

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:مثال

Thirteen Thirteen

Female students Male students

ثالث عشرة طالبة ثالثة عشر طالبا

↑ ↑ ↑ ↑ ↑ ↑ مؤنث مؤنث مذكر مؤنث مذكر مذكر

feminine masculine masculine feminine

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.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).

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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.

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?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

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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

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: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).

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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.

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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.

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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.

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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

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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).

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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

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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?

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: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

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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.

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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.

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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).

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.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

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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.

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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.

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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)

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األسماء الخمسة The Five Nouns

األسماء الخمسة

فم حم ىن أب ذو أخ

And they are:

in-law mouth possess

or

brother father

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,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.

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: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.

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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.

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: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

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(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

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(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.

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(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

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(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.

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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.’

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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)

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: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

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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

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و ترجمتو األخت أم مجاىد