Professional Documents
Culture Documents
Arabic Tutor 2
Arabic Tutor 2
Volume 2
A Translation of
popularly known as
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<<<<<<<<
!"# !$ !$ %&
'(# %
3.& 4#") *+, -#. %/0) 1, - /0) 2 /& 2
(6778 9#:0;)
<<<<<<<<
(Mustadrak of Hākim)
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email al_inaam@yahoo.com
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Contents
Transliteration..........................................................................9
Preface .........................................................................................12
Lesson 16.....................................................................................14
The Categories of Triliteral Verbs .......................................14
Vocabulary List No. 14 .........................................................18
Exercise 15 ..................................................................................21
Lesson 17.....................................................................................25
The Intransitive and Transitive Verbs and the Active and
Passive Verbs..........................................................................25
Vocabulary List No. 15 .........................................................29
Exercise No. 16 .......................................................................30
Lesson 18.....................................................................................35
Changes in the Verb due to the Doer .................................35
Vocabulary List No. 16 .........................................................39
Exercise No. 17 .......................................................................41
Test No. 9 ................................................................................44
Lesson 19.....................................................................................46
The Different Types of the Perfect Tense...........................46
(1) The Recent Past Tense or Past Perfect Tense ( '(;
=)>).......................................................................................46
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Transliteration
ā
T t
4 th
U j
V h
W kh
d
X dh
# r
Y z
Z s
[ sh
\ s
] d
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^ t
_ z
`
M á
`
I í
`
L ú
a gh
N f
3 q
9 k
!
b m
n
ū
c h
@ ī, y
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Preface
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Lesson 16
1 The word (i) means denuded. It refers to the first stem of the verb that
contains only the root letters and is empty of any extra radicals.
2 See Lesson 3.7.
3 that is, having a fathah.
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(bB"%
Ll
B M )4.
In the word (=
m
B M ), the ('(;) - perfect tense is (=
M
I M )
while the (`#l;) - imperfect is (=
L
I7
B M)). Therefore the ( 6
-%/) of both are (#B"
L /K M )5.
• in the word (o
m %B M ), the ('(;) is (oM %I M ) where the ( 6
-%/) has a kasrah, while the (`#l;) is (o
L %M
B M)),
where the (-%/ 6) has a fathah.
4 having a dammah.
5 having a kasrah.
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6 Since Arabic is read from right to left, this table must be read in that
direction. The arrow sign will be used as a guide to indicate the direction of
the text.
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Note: In the Vocabulary Lists No. 14 and 15, the ('(;) and
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(`#l;), e.g.
(I_ J
M vJ ), (_z M 8
M *M), (_{ V
M I ,J).
Word Meaning
() J 8
M M to obtain
(]) oM |M #M to return
() 3
M YM #M to give, to sustain
7 This applies to some dictionaries only. Others have their own methods of
indicating the category of verbs.
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() M /J }M to thank
() 3
M :M M to speak the truth
(9)
M L $J to be near
( Z) =
M I J to play
(Z) ]
M I M to be ill
(]) bM ~M M to defeat
`
m M)K I radio
_
u "B OS L
M part, portion
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B XS owner8
-u ME
I B 2J
MEM supper, dinner
#m "B S ,S breakfast
'MS
u 1
JB J lazy
:m B
I M glorious
-u M
M L destructive
"M 7
B *M towards
N
m M8*B2J
m 8
B *I half
S MM) Japan
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=
I M Q S M:BM sports field
m I :B L astonishing
Exercise 15
Answer Question
I /I J L &BI ~B |L SK$2J b "B M) Q S Q S 2SK>M I fB>S K M I B J (1)
I ~B
L K
M 8 B *I pQ RI T L 2KJ$ M bM "B MK SBIM M) b "B M)
T
I M?|I M L ?B0J M 'B *JI JXM%I (2)
L
B M,J I BQ 'I, -I M #M :B %M K
M?M = L 0K2J
'B I S 8B7M b "B M) Q S I I :L %B 7 M KJ bM "B MK
M J
B J8M K M (3)
I
B .J K -S M M%|M I
B .J K -S M M%|M
I
B L 'JM @
B :I M M) 9M L /B}2J
I M BOI M
M B XS
M *BJ,J (4)
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s
M BJ,J I B .J K -S M M%|M D2J M &J S BIM M)
'JM/S K 'JM pQ RI B?IJ B JI
-I J.K wM K 'I, J B :L $BM) M B)I Q
T
I M|#M M
z
#I "B S .S K :M B M =
L KX2J M*2J 'JRI =
L KM 'M0M S BIM M) (6)
I-M #M :B %M K
I B O J ?B$J { M:wM K S K*M L 7
B *M { M:wM K J "B SKM 'M0M M (7)
I 8
B *I "M 7
B *M -S M #M :B %M K T
I :M M eu :M BI M bB 2J -u ?MB)I $J -S M #M :B %M K (8)
BI
M) B /I J I BM M Z
I 2KD 'JM M*:M &BI @
M DE
L BEM K M (9)
@
M E D L BM} M*2J @ B :I M
M IXJ :M B M
L B}2J pJ M M?M
:M2J
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M M M
B JJv M%,J L 2S
B (
M I M bM "B MKJ pJ 2J .
BOI &MI "M L sM BJ (11)
L M |B M L L |B M S BwL)
I M:B%M K 'I, b "B M) Q S =
L K*M B M *M :M B M b "B M) Q S J "B ?LKM K M (12)
I 8
B M K
I I wB %M K J B?M$S oL |B#2J M*2J I M:BM B I oL |BM 'M0M (13)
=I M Q
S K*M
I I wB %M K eI 1
J M :M B M S K.M JXM%,J (14)
'I, I JMK #M M?B 2J oL %B*MM { MEM K
`
I M)K %I K
EI :B L ?MM
L B %M @
B :I M M) -J M #I M?K
M B %M JXM (15)
I M ~M :B $J J MMK Q 2J L B %M 9M JXM M (16)
M)1
J M 'B ,I -J /J B)I B JKM -J D*IJGB ?IK
:I &BI K M I J K
I MJ$ :B $JM MB MM
I B 7
M K cI I M }M B I
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Lesson 17
2. Most transitive verbs require one verb only but there are
some verbs that require two objects, e.g. when it is said,
(/
K M :m B)YM =
M
I M - Zaid thought that Bakr), the sentence is
incomplete. What did he think of Bakr? When it is said,
( &Iv
J /K M :m B)YM =
M
I M - Zaid thought that Bakr was wealthy),
the sentence becomes complete.
(7IM :IM :m I M M IM ) – Hāmid knew that Khālid is pious.
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sentence, (:
m IM
M I (
L ), the word, (:m IM) is the object in reality
and should have been (
"8& - in the accusative case).
However, due to the passive verb, it has taken the place of
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Note 1: The (
I I J.K =
L IM*) is also called ( L SI J, D
M L) B J M !S "L.K M ).
5. Those verbs that have two objects will also have two
representatives of the doer. But both will not be (`B",SB M ). The
brought).
The verb (
J M M - to enter) is intransitive. An adverb succeeds
it, that is, a noun showing place or time. Generally there is
no need to attach the particle ('
B ,I) to it, e.g. ( :M
I
B %M K I :L B)YM J M M
M?M - Zaid entered the musjid in the morning). The words
(:M
I B %M K) and ( M?M ) are called (, !".) which are
normally words denoting place or time and they are
(
"8&). The details will follow in Volume Four.
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Word Meaning
Y #L 2J rice
=
m *IM| side
(Z) =
M I #M to mount
T
m "B L –
m %M M fish
#m B :L L #m :B M chest, heart
!u J.GK 2J u .K GI child
'
I MB M coachman, cabman
@
I /J
B M soldier, policeman
D%J when
M?I¢BI Libya
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Z
m M* people
(N) £
M M *M to rise
-I M #M :B %M K T
L M?|I M assignment, task
Exercise No. 16
(A) Change the active verbs into passive ones and vice
versa in the following sentences.
Example: (?K
J :m I M
M M (
M - Hāmid hit a dog.) will change to
(=
m K J
M I ( L - A dog was hit).
(
I B)~M ?BL L M)B M
B JJ 2J - Maryam ate two breads) will change to
(
I M~?BL J I 2S - Two breads were eaten).
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( "8&).
Example: (3
m #I M J 0I$S - A thief was killed) will change to ( J 0M$J
¤$#I M u |L #M - A man killed a thief) or (¤$#I M
L K 0M$J – I killed a
thief) etc.
&?MJ S .K C
M I }M (1)
9M M2J : I M "B L 2J = M JGJ (2)
YD #L JKM M %M D bM "B MK M&K J 2J (3)
M 8
B I 'JRI cL M2J : I M "B L2J J M #B 2J (4)
-J DI #I J.K M 0LB 2S L M .K M K M (5)
#M "B ,SMw&BI -I M#M M7L 'B ,I cL M2J @ I /J B M J 0M$J (6)
m B?IJ :m M 2 J 0I$S (7)
I M"B): 'I, 9M "B L2J = M IGS (8)
-I M #M :B %M K MM nM 0I,S K M (9)
-I M #M :B %M K 'I MM
L D"?MK nM 0M,J B M *M (10)
M?I¢BI -I M#M M7L 'B ,I :I J"M K JM "B L2J J 0I$S (11)
-J /Q M 'B ,I @ :I &BI K S MC L M .K L) K M (12)
M MfM#:M BM 'JRI cL "B L 2J r J I L (13)
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-I >J B):I 7
M K 'JRI = L M K MM -J MM M K =
L J B M K M -I MM M KI ' I MB M K { M| (1)
-I D/I I%M K
:m IM 'B >I B):I M L JM #B 2J 'B IB I B I
m "B 0LK/M 'B *I{ M| (2)
' I B /S K 'JM IM| M BwI 8 D 9M M2J L B)2J#M M MM B L L K M M D%J (3)
'JM = *IMI L B JM ,J -I M #M :B %M K T I M?|I M = L 0L/K M) -I JL Q bM M2J
eI "M B >J KI 'B I { M|M '¥ I B S
S S K M) cL M*:B |M "M ,J @
¥ #I B L (M B JI cI I 8 B J$ 'B ,I eI :M K ?MK I BI 2J 'JM M&K M M (4)
M B /I J bI MQ 'JM M&?MJGJ M bI M:$K JK 'JM %IJ$ £ M M &M,J bM MQ
cL M&BI EM ,J @
I DEI M&J ¡J B|I D jS M&K J 2J
B /S
I .S *B2J B I !u "B L #M B S { M| :B >J J (5)
#I B :L 8 'I, M%I J.}I M B /S #M B I -u OJ I"B M B /S B{ M| :B $J Z L D& M)2JM) (6)
M B&II ¦B %L K I -u %M B #M M @:L M
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Lesson 18
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(3
m "B *L) is the broken plural of (-u $JM*).
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Examples:
2. If the (,) is mentioned before the verb, the verb and the
M ?B0MJ T
L M%CM %L KJ B"?L0MJ J "B %L CM %L KJ Plural
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while the verb becomes its predicate (ª). The (:0?) and
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-x), e.g. (
B 0M?M*M #L M}B JKJ) – The trees grew.
Word Meaning
() !J J M to spend
(N) `
M #M YM to sow
() M /J }M to thank
(Z) bM :I $J to come
() «
D $J to narrate a story
(]) :M 8
M $J to intend, to proceed
:L
I M) :M |M M to find
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N
m "B S2S
m K2J thousand
-u *MMRI help
p¤ M immediately
u B M income
M0}I winter
=
GI medical science
MlB 2J "m l
B L limb, member
bm B :L $S to come, to arrive
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L I MM m /J
B M house, dwelling
Exercise No. 17
M I M0E
'I,
D jS
I B8
D 'I, J ?M
M K !S M| (1)
B L &MI MM
I J,M E
M I MJB 2J M
L L I MM :L %M B 2J bM DE
(2)
e¤ ~M IM|
M I M70IB +IK 'I, L pJ B { (3)
# $ -J >J IJ.K eJ M ME
" D
! M =
C I K I 'B ,I I M0&B?IK
(4)
-I ?MJGJ B I I M>J .S K 'JM e¤ M BkIJ p¤ M"B2J % & 'M :B):I }M M ,J M%L M"M2J
I K I K
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MJ|M M I 1 J |L #M (1)
I B?MK 'JRI D jS M%L M #B M u BIM M { M $J (2)
[
I B .J K 'JM M z M& T I { M| (3)
J 2KM >K M) T
L M&?MKJ (4)
,IM* J B z M >K M) (5)
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~M ?B
L KM M 7
B Q 'B *IM"B RI (6)
-I M #M :B %M K 'JRI :M %M B 2J T L M"M 2J (7)
' I M/J K 'JM M -I M #M :B %M K 'I, T L M%CM %L K (8)
-I M #M :B %M K 'JRI M 0LB 2S 'M0M (9)
I 8
B M K :M B M 'JRI M&M M K M (10)
I ?M
M K M I 'M0M M J ?M M K z MM SK 'M0M (11)
M&BI M LM"M 2J bB 2J #I D: M I
M *LM"B RI K M (12)
M&BI B M M #M D: B M (13)
@
"I &M D I M70IB +IK 'I, :JM B J (14)
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Test No. 9
( 'j1j)?
(2) When a verb belongs to a particular (
), what does
it mean?
(3) What do you obtain by recognizing the (
) of a
verb?
(4) To which categories (
"2) do the following verbs
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intransitive verb?
(10) Can the passive tense ever be formed from an
intransitive verb?
(11) If the doer succeeds the verb in a sentence, what
effect does the gender and number of the doer have
on the verb?
(12) If the doer precedes the verb in a sentence, what
changes occur in the verb due to the differences in
the doer?
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Lesson 19
(=
M M XJ J J) – He had gone.
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D 0L&BS M%0L&BS
I &BS B 0L&BS M%0L&BS
M &BS D S M0*MJ
B *MJ B"*LJ M*J J J
D&S
L &BS
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The word (
S "B /S M)) can also create the doubtful perfect
meaning, e.g. (=
M M XJ :m B)YM S "B /S M)) – Zaid may have went.
(¨%().
(T
M :B 8
M7
M J
M B #M YM "B J) – Had you sown, you would have
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harvested.
(
M 7
BM *M
M M B #L L
S .J 7
B M
M &BS "B J) – If you had been learning
your lessons, you would have succeeded, or ‘Had you been
learning your lessons, you would have succeeded’.
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Note 6: Like (
Q M J), the word (
M BJ) also appears before a noun
or a pronoun and renders it (=8*).
(
M B%I IJ$ L pJ B JK
I *MJ) – The boys were standing.
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Word Meaning
() :M B
L K !J J M to strive, to take pains
(Z) J I |M to be ignorant
() 3
M :M M to speak the truth
(]) #M J M to excuse
(]) !J J M to reproach
( Z) =
M l
I vJ to be angry
(Z) r
J ?IJ to stay, remain
() «
M >J *M to decrease
S I M)
J M M to advise
m ML sand
:m B |L effort
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m M7B 2J =
m I M companion
N
m "B L(
L
m B(
M guest
m BIM knower
bm 1
Q M very learned
N
m M vS -u ,JB vS room, upper storey
m "B LvS =
m BvJ unseen
u B.I M
m M0I protecting book
Z
M K M pJ no harm
-u JJ>M statement
nm |I M* successful
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Exercise No. 18
ANSWER QUESTION
-I MI Dl 'JRI J P U
#
"M L
I B?MK 'I, 9M "B L 2J K M (1)
I >K 7
M K 'JRI 2
3 V WD 9M "B L2J M B)2JM (2)
M M E
M M oM I D0 Z
M #B :D 5
47# bM "B MK 5
47# Z
#B M @
D 2J (3)
:vJ M B)I E
B I K Z
M #B :D SM $K 2J N
M "B M
eJ :M B)I
M K 4# 7 4
8 @
B :I M M) 8 !
4# =7 X L L "B L) (4)
-J M #I M?K
L B)2J#M M
L ?BM J ,J M&J -u >J B):I M 9M M&L
M K I 'JRI 8 M I (5)
. 3
MJM"B 2J -I M)B >J K
-I ,JB wL K M I # 0 R8 B M *M M&BJRI P # 0 X Y 8 K M (6)
MM B #L L 8 'M I
0 $ ! M 0IB 2S 'JM Z M I :L B)YM M) (7)
.N
-S %M CM %L K
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u I.M
m M0I M*:M &IM B L &BI ]
L #B JK «
L >S &M M M&%B IM :B $J (1)
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Lesson 20
among all the verbs.11 See 10.10. The perfect tense ( .
'(;) and the imperative () are indeclinable ('I&?B%M KJ).
(
; p) is (o,#), (=8*) and (F |) while the (
) of the
(`#l;) is (o,#), (=8*) and (b~|). Jazm (b~|) does not appear
at the end of a noun while jarr (F |) does not appear at the
end of a verb. Yes, if for some temporary reason it appears,
it is another matter.
2. If the particle (
B J) is prefixed to the (`#l;), jazm will be
read at the end of the verb. Therefore the particle (
B J) is
called a (bY| N).
11However, the plural feminine word-forms of the second and third person
are not (
M B L ). No changes occur in them.
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The seven (- "*) are deleted due to the (bY| N) or
(= * N). This is the change that occurs in the word
The particle (
B J) creates the meaning of negative emphasis
in the (`#l;). The (`#l;) also becomes specific with the
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-
` MENH :H MENH M#H MENH
K M .K M) B J J M .K M) B J S M .K M)
He did not do He will never do He is doing or he
will do
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Note 2: When the (-? * N) are prefixed before (S "B /S M)), the
paradigm will be as normal without much change.
However, when the (-Y| N) are prefixed, the
paradigm will be as follows:
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The paradigm of (!
S "B >S M)) with the particle (B J) is the same as
the above one, that is (B"S"B >S M)
B J J"B >S M) B J K >S M) B J) etc.
The particle (
K RI) is used for a condition (^}). A response
(~|) is necessary for the condition. When the condition
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and the response are both the (`#l;) tense, both verbs will
be (b~), e.g. (
B I (
B 2J
B I l
B M K RI) – If you hit, I will hit.
particle (
K RI) and written as (B §IJ). The meaning remains the
same. However, there is more stress created in the meaning.
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Examples:
(=
M M K M) K 2J L LB M 2J) – I commanded him to go.
(M M ,K 2J 'B J SM $K 2J) – I am reading to understand.
(nM M &BM K XJ RI) – then you will be successful.
(2JM >K MI M0
I L 0L7 B &MM ) – I gave him a book so that he can read.
(J M B M) 1 Q §JI) – so that he does not remain ignorant.
(VM M .K M) 'D0M ) – so that he becomes happy.
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Word Meaning
(Z) J XI 2J to permit
() M M 2J to command
(Z) V
M I M to leave, depart
() °
JM M to spread
() ±J JM to reach
(Z) J ~I M to be sad
() J ~M M to sadden
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() 3
M M GJ to knock on the door
(N) `
M M $J to knock on the door
(Z) J
I J to be lazy
(Z) ²M I J to lick
(Z) bM :I *M to be ashamed
(N) oM .J *M to benefit
om IM| hungry
`
m M?I om ?LM predator
m M&B 2J =
m &MI grape
3
m M,I separation
:m
B M glory
bm MM aim
[
m "B L L
m B M wild animal
3
m J,I unity, corresponding
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Exercise No. 19
(A) Translate the following sentences into English.
M ?B8
D ²M M K M 'D0M :M B %M K ±J S?BM B J (1)
(r):d) Z M D& I /S E B M) B J B M
{ I /S E B M) B J (2)
M M .J &BM) 'B J M ?MQ
L M E B M pJ M I (3)
M&BJM J L :B MI
M M?K L J L 7 B 0M.J ,J
M M?K ` L M >K M) :m BI M J J (4)
J ~M 7
B M) 1 Q §JI L J
L *BXI 2J (5)
I M70IB +IK bM "B M) nM M &BM B J 9M :M B |L !K S ?BM B J K RI (6)
M /K M K RI (7)
bB :M &BM K
-I M #M :B %M K M I oM |I #B 2J 'D0M I B?MK M I U M L B M) pJ K 2J 'B I I M T L B M 2J (8)
M&B ?I}M 'D0M = M &MI K M&K J J,J M BI IM| D&S (9)
M I
I ²I K M = M IMM B OS &BM T I M*M"M7 M K -I >J B):I M 'JRI = B M K M K RI (10)
#I "B L ` I M? M [ I "B L "L K
K XJ RI L J L K $S nM M *BJI @B :I B |L bM M%M LKJ M 'B *RI L L "B L) 'B I !J J$ (11)
M M MM ±J S?BM
3 m J,I B /S M) B J K RI (12)
m M.I ,J 3
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{ :M ?LB 2J K 2J T L B I 2S (5)
M J0L$K JJ
M BJRI @M :I M) ° I M?I M*2J M 'I&J0L>K 0MI 9M :M M) 'D JRI M MM I§J (6)
B /S I"B S$J 'B ,I S M%B)+IK I L :B M) D%JM (7)
B"%L JB M B J M M IM ,J (8)
-¤ M I M
I ] L #B 2J B /S M B J 2J (9)
m B):I $J ¡ B}M C S 'JM
{ Q 2J B JB M B J J2 (10)
B S B 8
L &BM)
{ L8
L &BM K RI (11)
(C) Translate the following sentences into Arabic.
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Lesson 20 B
(
) which is called (-JB>I jJ "*) or (K ) which is called ( "*
-J.B.I M ), is appended to it. This (!) and () create emphasis
in the meaning. Therefore they are called ( S "B *L M :I BI K 0D bL pJ
:I BI K 0D), e.g. from the verb (= L 0L/K M)), the word (D ?M0L/K MJ) or
(
B ?M0L/K MJ - He will certainly write) is created.
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Changes
MENH MENH MENH
I8; -% I8; -% U
3 R,
c$I$d P cI=\ P
The (-%/ bp) is (V"0.). B ?M0L/K MJ D ?M0L/K MJ =
L 0L/K M)
The (- "*) is deleted. C ?M0L/K MJ I M?0L/K M)
See Lesson 10. Note 2.
The (o%¯ ) and the ( "* B ?L0L/K MJ D ?L0L/K MJ J "B ?L0L/K M)
-) are deleted.
The (-%/ bp) is (V"0.). B ?M0L/K 0MJ D ?M0L/K 0MJ =
L 0L/K M
The (- "*) is deleted. Q ?M0L/K 0MJ I M?0L/K M
One alif has been added. C M&?B0L/K MJ M ?B0L/K M)
The (-%/ bp) is (V"0.). B ?M0L/K 0MJ D ?M0L/K 0MJ =
L 0L/K M
The (- "*) is deleted. C M?0L/K 0MJ I M?0L/K M
The (o%¯ ) and the ( "* B ?L0L/K 0MJ D ?L0L/K 0MJ J "B ?L0L/K M
-) are deleted.
The (@) and the (- "*) B ?I0L/K 0MJ D ?I0L/K 0MJ M B?I0L/K M
are deleted.
The (- "*) is deleted. C M?0L/K 0MJ I M?0L/K M
One alif has been added. C M&?B0L/K 0MJ M ?B0L/K M
The (-%/ bp) is (V"0.). B ?M0LK JJ D ?M0LK JJ =
L 0LK 2J
The (-%/ bp) is (V"0.). B ?M0L/K &MJ D ?M0L/K &MJ =
L 0L/K *M
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Note 1: In the paradigm of (-JB >I jJ "*), there are six word-
forms where an alif appears before the nūn. These six word-
forms do not appear with (-J.B .I
M "*). See the above
paradigm.
I M) – By Allāh, I
will drink the milk.
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Word Meaning
m I f peaceful
m I M loss
() M
M M to imprison
m vI M despised, small
:m BM to hunt
bL M7
M K :L
I
B %M KJ the sanctified musjid (in
Makkah)
bI MK JM 'B ,I this year
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Exercise No. 20
'B 0IJM 'JRI "B 0L/K M bM "B MK D ?M0LK JJ (1)
:I B8
D 'JRI :vJ D ?MM K &MJ (2)
: B)YM 1
J IJ$ M%L *DJJ I 1 J 0M>K LJ I 1
J |L D I JM (3)
-J ?MK
L K C M&B %M
B MJM :I BI K bM "B M) 'QM8%L K eS "M B & Q M lL7 B 0MJ (4)
C M?0L/K 0MJM C fM>K 0MJ,J
M *IM cL M0B 2S D2J = M 0L/K M) B J M 2JM >K M) B J :L J"M K JM (5)
cL L 8
L &BM) B M
z Q M 8 L &BMJ (1)
M B&II f
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Test No. 10
-) appear?
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(9) In which state does the ( - "*) of the (`#l;) fall off
in pronunciation?
(10) In the paradigm of the (`#l;), how many word-forms
are there where the (-Y| N) and the (-? * N) do
not have any effect on the pronunciation?
(11) How many kinds of (: "*) are there?
(12) Which word-forms of the paradigm of (-J.B .I
M "*) are
not used?
(13) What verb is (.J
B &MJ) and what word-form is it?
(14) What changes occur in the (`#l;) due to the insertion
of (:
I BI K 0D
S "B *L M :I BI K 0D bL pJ )?
(15) When does the (`#l;) become specific with the
present tense and the future tense, that is, which particle
makes it specific with the future tense and which particle
makes it specific with the present tense?
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Lesson 21
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The paradigm of (N
L B L B %M K L (
I M7K L B JKJ)
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The paradigm of (!
S "B >S M) !J J$) is the same:
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The paradigm of (!
S "B L
B %M K L (
I M7K L B JKJ)
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Meaning =
L IMwK L B JKJ Meaning =
L IMwK L B JKJ
L C/J 0M%L KM L C/J 0M%L KM
!S "B L B %M K N
L B L B %M K
He should be
hit
B M l
B LI He should hit
B I l
B MI
They 2 should
be hit
MM l
B LI They 2 should
hit
MI l
B MI
They should
be hit
B"LM l
B LI They should
hit
B"LI l
B MI
She should be
hit
B M l
B 0LI She should hit
B I l
B 0MI
They 2 should
be hit
MM l
B 0LI They 2 should
hit
MI l
B 0MI
They should
be hit
M BM l
B LI They should
hit
M BI l
B MI
I should be
hit
B M (
B SI I should hit
B I (
B JI
We should be
hit
B M l
B &LI We should hit
B I l
B &MI
Note 4: If () or (N) appear before the (I B JK bL p), the lām
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12 See 20.3.
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Meaning L (
I M7K 'L B &DJ Meaning L (
I M7K 'L B &DJ
!S "B L
B %M K N
L B L B %M K
He should
B M l
B L pJ He should
B I l
B M pJ
not be hit not hit
They 2 MM l
B L pJ They 2 MI l
B M pJ
should not should not
be hit hit
They (m) B"LM l
B L pJ They (m) B"LI l
B M pJ
should not should not
be hit hit
She should 'B IM l
B L pJ She should 'B II l
B M pJ
not be hit not hit
They 2 MM l
B L pJ They 2 MI l
B M pJ
should not should not
be hit hit
They (f) M BM l
B L pJ They (f) M BI l
B M pJ
should not should not
be hit hit
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Meaning 2
f/ 7 F e R Meaning 2
f/ 7 F e R
Y QC > 7 Y QC > 7
1 e
> 7 b
# D > 7
He should
B M l
B L) pJ He should
B I l
B M) pJ
not be hit not hit
They 2 MM l
B L) pJ They 2 MI l
B M) pJ
should not should not
be hit hit
They B"LM l
B L) pJ They B"LI l
B M) pJ
should not should not
be hit hit
She should
B M l
B L pJ She should
B I l
B M pJ
not be hit not hit
They 2 MM l
B L pJ They 2 MI l
B M pJ
should not should not
be hit hit
They M BM l
B L) pJ They M BI l
B M) pJ
should not should not
be hit hit
I should
B M (
B 2S pJ I should not
B I (
B 2J pJ
not be hit hit
We should
B M l
B *L pJ We should
B I l
B *M pJ
not be hit not hit
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Note 6: The (-JB >I jJ "*) and (-J.B.I M "*) can also be appended
to the imperative and the prohibition, e.g.
(
D MI (
B I) – You certainly hit.
(
D MI l
B M pJ ) – You certainly do not hit.
(
B LI (
B I) – You all certainly hit.
• ('
I B &D pJ ) which renders jazm to the end of the (`#l;)
while creating the meaning of prohibition as you
have seen in the paradigms of prohibition.
Note 8: You have learnt in Volume One that when the final
letter of any word is sākin, it is rendered a kasrah to join it
to a succeeding word.
Examples:
from (
B I (
B I) – (=
M K /J K
I I ( B I) – Hit the dog.
from (
K J ¦B L) pJ ) – (`
"B |L I BwM I bL M Q I J ¦B L) pJ ) – Food should not
be eaten without hunger.
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Word Meaning
M &B
M B 2J You have excelled
!J MM come
() :M
M M to prostrate
(N)
M 7
I(
M to laugh
()
M &M$J to worship
13
M B?DJ here I am, at your service
m B 2J order, matter
-u D 2S group, nation
u
I M ashamed
%IM always
'MB $S B XS relative
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±u IM pleasant
m I M} thankful
3
m "B .S }M kind
I BM KM Z
I 2KD 'JM very gladly, just as you
wish
L I M",J -u E
M I J, immoderate, shameless
°
uB $I justice
N
m B L B M virtue
-u &MDM L specific
T
m M"B 2J
m M dead
s
m
M *M 2 s
m
I *M dirty, impure
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Exercise No. 21
Answer Question
@
B :I M M)
M B?DJ 'JM g
:L %M B 2J M) !J MM (1)
' I B /S K
'I,
L BI }M J K I /I J I B,I Z
M K M pJ B /S M) B J K I @
M DE :
# * (2)
I B?MK U
m M M M J
J M&B,I Q 2J L B %I M @ B :I M M) B M *M M J J J K I eJ "M B >J K :
# * (3)
I lB M K I oL .J &BM) bI MQ :M B M eI "M B >J K MB,I -¤ ?MvK #M
S M ,K 2J J/J M @
B :I M M)
M &B
M B 2J 'JM pQ RI : X % B /I I (4)
# 9
- &MDM L T
J$B 2J
2SM $K 2J M*2J M I BM KM ZI 2KD 'JM 9M L B 2J M I ¤§B}M 47# 7 :L %M B 2J M) (5)
eI M >J ?MK eI #M "B L M I f
M M{ M$I oM %M B JI I fB>S K
M)
M $I1
J B 2J bI M J B I "M L M%*DI :L %M B 2J M)
M B,I
z 9M #M M M BI f (6)
@
B :I M I JXKI ±u IM M L"B M
I M
I "B S>S K 'I, eu M jC¦M L
M L{ M$IM
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Test No. 11
(3) How is (( 2) made from the verbs of ( 'j1j)?
()?
(5) How is the (!" ( 2) constructed?
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verb (
J J).
(12) What verb is ('
B I"B $S) and what word-form is it?
(13) Append the (->j "*) and (-.. "*) to the verb
(=
B 0LK 2S) and conjugate it.
(14) If (M ) or (N
M ) appears before (Bz M >K MI) and (B"?L0L/K MI),
how will you read them?
(15) Read and translate the following sentences:
*M"MM
l p •
u M"MM l) p •
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Lesson 22
The first six types will be discussed in this volume while the seventh one
14
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(
I I J.K L B I) is used on the scale of (u I J,).
Examples:
from the verb (
M M (
M ) – (
m #I M( - hitter),
from the verb (M 8
M *M) – (m I M* - helper),
from the verb (o
M %I M ) – (om I M - listener),
from the verb (n
M 0M,J) – (nm IJ, - opener),
from the verb (=
M I M ) – (= m I M –one who regards)
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The (N
I B OQ
L B I) is a noun that indicates the place or time of
the action. It is used on the scale of ( u M .K M ). However, in (
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M M (
M ), the scale is (u I .K M ). The plural of each one is (S I J.M ) .
Examples:
from the verb (M 8
M *M) – (m 8
M &BM – place or time of help),
from the verb (
M M (
M ) – (
m I l
B M - place or time of hitting),
from the verb (o
M JGJ ) – (om JK M - place or time of rising).
h cI\X ! Gender
I M?0M/K M =
m 0M/K M #8&
=
L IJ/M
I M0?M0M/K M -u ?M0M/K M ij
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h cI\X ! Gender
I MM l
B I
m M l
B I #8&
L #I MlM
I M0MM l
B I -u MM l
B I ij
=
L B)#I MlM I MMl
B I
m M l
B I only masc.
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Examples:
(m O
J &BM ) - scene,
(o
m |I B M ) - returning,
(-u M M /
K M ) - nobility,
(eu :
M I "B M ) - promise,
(-u O
J I "B M ) - advice.
Word Meaning
eS M I KJ the hereafter
I B 7
M K T
L pJ f the munitions of war
!u M:0IB RI moderation
bm MI leader
s
B S:M *BJKJ Spain
I I%M K -S J1
J |M His Highness, the king
:m B):I M iron
m :D M blacksmith
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m %B M wine
!u "B L L to enter
M B)I E
B I -J &MM the year 20
T
m M%SS -u %M K S darkness
eu :M B):I M several
(N) oM J $J to cut
!u J.$K 2J u .K $S lock
m M"K 2J
m "B S glass
u J K M to eat
-u M #M ~B M farm
m M E
B M to drink
om &M8
B M factory, mill
-u $JM K I hammer
u %M B M factory
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#m ME&BI saw
u
M &BM sickle, scythe
`
m "B (
L "B M placed
eu M
B I emigration
Exercise No. 22
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:m
I B M M IXJ M -u ?M0M/K M M K IM -u M #M :B M cI I M (7)
-u M "B 0L.K M -S M #M :B %M KJ (8)
I B?MK JM V L M0.K I 9M :M &BI K M (9)
L L M0.K I @ B :I &BI B M *M (10)
M M?K nL 0M.K M pJ M I K XJ RI (11)
`
m "B &L%B M I B?MK JM 'B ,I !J "B L : D /I J mV"B 0L.K M
L M?K (12)
M B)I E
B I -I &MM 'B ,I M7 M 0M,J @ B I Q \I MK LB L%B M "M L M 8 B I nL IJ, (13)
eI M
B I K M I
!J J.$K JKM nM BIJ.%M K L &BI oL &M8
B M)M -I $JM K %I KI :M B):I 7 M K 3 L L K M) L D:7 M KJ (14)
M BI J/ D M J |I M&%M KM
'D I M/J K L &BI oM &M8 B MI #I ME&B%I K M I M=E M M K oL J >K M) #L D&DJ (15)
:M I J>%M KM T I JL QM
:B $J J M '¥ IM J M%kKL bI JO& I I%M K -I J1 J |M -J M "B /S L Q 2J M&B %I M (16)
oL &M8B LM
L MkC Ml I B M 'B ,I ¹L M &BL e¤ :M B):I M oM *IM8M M J I MM B 7 M 0M,J
I B 7 M K T L pJ f Ml I B M 'B ,I
pJ 'B J
I M EB %M K I J K %M K 'I, !S M:0IB +IK M B JM bL ~M K M) 'B ?IB?IM M) (17)
lB)I M J "B /S M
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Lesson 23
• (!
u "B L ,J) - This scale is also used for an intensive
meaning, e.g. (bm "B S
J – very oppressive), (!u "B L |M –
very ignorant), (!
u "B
L J – very lazy), (3
m B :L M – very
truthful).
• (
S1J B ,J) – e.g. (S M?B M - tired), (S M?l
B vJ - angry), (S MB ,J -
happy). This scale is most often a diptote ( ¨v
N8&). See 10.7
• (
u I J,). This scale is actually for the (. - the
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u B ,S z 1
J B ,J S M ,K 2J
m %B L z M%B M red L %M B 2J
m "B L z M"B M black L "M B 2J
£
m BI z MlBM white £
L MB2J
3
m #B YL z J$#B YM blue 3
L #M YB 2J
m l
B L z Ml
B M green L l
M B 2J
m .K L z M.K M yellow L .J B 2J
L z D%M deaf M 2J
'm %B L z M%B M blind %M B 2J
[
m B GS z M}B GJ deaf [
L M GK 2J
Z
m B L z MB M dumb Z
L M B 2J
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Note 5: If there are two letters of the same type at the end of
(
S M ,K 2J), the first one is rendered sākin and assimilated into
the other. Instead of writing two letters, one letter is written
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If there is a (-
N), that is a () or (@) at the end of (S M ,K 2J),
it is pronounced as an alif. The word (M% B 2J) is actually
('
L %M B 2J).
I |B "M K L
M M :m JM
Nl Nl
-. N" "
a handsome faced boy
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!I M%K L BkIJ u |L #M
Nl Nl
-. N" "
a wealthy man
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I |B "M K L
M7
M K :L J"M KJ
Nl Nl
-. N" "
the handsome-faced boy
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I B E
D z M"B
D =
L &MB)YM
Nl Nl
-. N" "
Zaynab, the one with black hair
5. If the (!
K J) is removed from the (-.8 ) in the above
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I |B "M K L
M M :m JM { M|
The (N" ") is (`",) – in the nominative case. Therefore
I |B "M K I
M M : JM
L M0I JM
The (N" ") is (#) – in the genitive case. Therefore the
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(M&LB
M -u &M
M M
m &BI) - a girl whose eye is good.
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B V ml ,
! l
Nl Nl
-.8 , -.8
-. N" "
'. " =
Word Meaning
m ?BI straw, dry grass
-u 7
M IM# fragrance, smell
m B YM flower
u B M easy, soft
#m M}B 2J m B }M hair
3
m B }M east
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²m IGJ smiling
m MEB 2J =
m E
B L green grass
m B vJ west
m BI J kind, refined
¦m S¦B S pearl
-u &M|B M cheek
eu D I cat
Exercise No. 23
z Ml
B M eu M M }M (1)
z MlBM -S lD .I KM L .J B 2J =L M Q J (2)
L .J B 2J L ?B0M L l
M B 2J = L E B L KJ (3)
-I 7
M ID = L GJ M I "B Q L %M B 2J L #B "M KJ (4)
I M M K
I B vJ 'B ,I L %M B JK L 7 B ?MKJ (5)
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Lesson 24
The Elative
(
I Bl
I .K 0D L B I)
1. The elative (
I Bl
I .K 0D L B I) is a noun that expresses the
excess of a quality in a thing in comparison to another
thing, e.g. (
LM B 2J - prettier), (L ?MK 2J - bigger).
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h cI\X ! Gender
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( B %
M L B I L JB 2J :m B)YM - Zaid is more learned than Úmair).
(
L JB JK I :L B)YM - Zaid, the most learned) or
(Z
I D& L JB 2J :m B)YM - Zaid is the most learned among the people).
( /
K M B I L JB 2J :m B)YM ) – Zaid is more learned than Bakr.
(=
M &MB)YM B I L JB 2J -S E M IM) – Àishah is more learned than Zaynab.
(!
I M| M I L M ( B 2J z M&J) – The women are weaker than the
men.
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(
SlM ,K JK S |L D J) – the most virtuous man.
(
I JlM ,K JK I J|L D J) – the two most virtuous men.
(
J "B Sl
M ,K JK !S M| J) – the most virtuous men.
('Jl B .S K eS { B %M KJ) – the most virtuous woman.
(
I MJl
B .S K I M{ B %M KJ) – the two most virtuous women.
(T
L MJlB .S K z M&J) – the most virtuous women.
z J) -
Allāh is greater than everything.
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Word Meaning
² M 2J more entitled
`
L M B 2J faster
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-u M 2J slave girl
m jKRI sin
s
I B 2J yesterday
-J M #I M?KJ 2 V
M #I M?KJ yesterday
L M B 2J weakest
-S %M /K I wisdom
=
m I M counter, reckoner
r
S BM wherever
3
m1
J B 2J ²m K L character, conduct
`
m M}L brave
m
I BM gambling
L .J B 2J Z
m M7*L brass
bm "B *M sleep
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om .K *M benefit
T
I M.S K L B *M the Euphrates River
Exercise No. 24
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(r):d) bI 1
J B +IK 'I, B S #L MI -I DII MK 'I, B S#L MI (13)
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oM %I M M 8
M *M
M M (
M b#DH FGH
oL %M
B M) L 8
L &BM)
L I l
B M) b#DH MENH
oM %I L M 8
I *L
M I (
L 1e` FGH
oL %M
B L) L 8
M &BL)
L M l
B L) 1e` MENH
oB %M B RI B 8
L *B2S
B I (
B RI #%
oB %M
B M pJ B 8
L &BM pJ
B I l
B M pJ Fe
om I M m I M*
m #I M( L]$ Y<
`
m "B %L
B M #m "B 8
L &BM
m B L l
B M 1D$H Y<
om %M
B M m 8
M &BM
m I l
B M b#0
om %M
B I m 8
M &BI
m M l
B I c k
`
m M% B I M #m M8&BI M
m Ml
B I M
oL %M B 2J L 8
M *B2J
L M (
B 2J LIN$ Y<
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=
M
I M bM L J nM 0M,J b#DH FGH
=
L
I7
B M) bL L /K M) nL 0M.K M) b#DH MENH
=
M
I L * nM 0I,S 1e` FGH
=
L
M7
B L) * nL 0M.K L) 1e` MENH
=
B
I B RI bB L K 2S nB 0M,K RI #%
=
B
I7
B M pJ bB L /K M pJ nB 0M.K M pJ Fe
=
m I M m B)I J nm IJ, L]$ Y<
m "B
L7
B M * V
m "B 0L.K M 1D$H Y<
=
m
I7B M bm M /K M nm 0M.K M b#0 Y<
=
m M7B I bm M /K I nm 0M.K I c k Y<
m M7
B I M bm M/K I M V
m M0.K I M
=
L
M B 2J bL M K 2J nL 0M,K 2J LIN$ Y<
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Test No. 12
(7) What does the (-P ) refer to? What are its scales?
(8) What is the ('% #:8) and what are its scales?
-.8)?
(10) Explain the scales of those adjectival nouns that are
used for describing defects, characteristics and
colours.
(11) Construct the dual and the plural of (z M"B
M ).
(12) Explain the two ways in which the (-.8 x2) are
used as mentioned in Lesson 23 using examples.
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Lesson 25 A
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(to break) M
M /J *BI : J M .J *BI
(6)
This category is also mostly intransitive.
(to abstain) =
M &M0M|B I : J M 0M,K I
(7)
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The (. ) and (!".; ) of these categories are the
same in pronunciation but their original words are
different. That is, the (. ) of (D %M B I) is (#m I %M 7
B L ) while
the (!".; ) is (#m M %M 7
B L ).
The (. ) of (bD MB I) is ( m I M:B L ) while the (!".; ) is
(
m M M:B L ).
(to roll) U
M M B M : J JB ,J
(1 )
(to roll) U
M M B :M M : J JB .J M
(1 )
(to gather) M
M *BM B I : J J&BM ,K I
(2 )
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(to tremble) D M E
M $K I : Q JM ,K I
(3 )
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(
M CL ) from (
M QM ),
(
J I"B $S) from (
J MJ$),
(
J ?>S L) from (
J ?D>J M),
(
J I"B >S L) from (
J MJ>M),
(M
I /S *B2S) from (M
M /J *BI),
(=
M &I0L|B 2S) from (=
M &M0M|B I),
(D %
L B 2S) from (D %
M B I),
(bD "B
L B 2S) from (bD MB I),
(M 8
I &B0LB 2S) from (M 8
M &B0MB I)
(U
M I B L ) from (U
M M B M ),
(U
M I B :L L) from (U
M M B :M M),
(M
I *BL B S) from (M
M *BM B I),
(D I E
L $K S) from (D M E
M $K I),
(
L QM L)) from (L CM L)),
(
S MJ>L)) from (S IJ>L)),
(
S ?D>J 0ML)) from (S ?D>J 0MM)),
(
S MJ>0ML)) from (S MJ>0MM)),
(L
M /J &BL)) from (L
I /J &BM)),
(=
L &M0M
B L)) from (=
L &I0M
B M)),
( %
M7
B L)) from ( %M 7
B M)),
(b M:
B L)) from (b M:B M)),
(L 8
M &B0M
B L)) from (L 8
I &B0M
B M))
(U
L M B :M L)) from (U
L I B :M L)),
(U
L M B :M 0ML)) from (U
L M B :M 0MM)),
(L
M *BM 7
B L)) from (L
I *BM 7
B M)),
( M E
M >K L)) from ( I E
M >K M)),
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(bm I /
K L ) while the (!".; ) from (bL M /K L)) is (bm M /K L ).
Word Meaning
(1) bM M B2J to confirm
(8) £
D MBRI to be white
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(1) =
D M 2J to love
(1)
M JB 2J to go against
(10) M
M7
B 0MB I to regard as good
(8) D .J B I to be yellow
(1)
M ?M*B2J to grow, plant
(2) ±J QM to convey
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( 4) 4
J :D 7
M M to converse
(4) ]
M D M M to interfere
( 4) =
M
D M M to be surprised
(4) M /Q .J M to think
(2) M %D M to complete
(2) ~M D |M to prepare
(3)
J ,JM to protect
(3) °
J JM to mix
( '#) V
M ~M B YM to move
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(N) M M J to appear
(2)
M 0D,J to search
( 3) =
M MJ to correspond
(3)
M GJ pJ to be gentle, to be
compassionate
m #I M cold
m :B M Bedouin
u M&|I 2 T
m D&|M -u &D|M garden
m "B ?LL =
M seed, grain
:m B8
I M harvested crop
u
M M shame
u
I M ashamed
@MK XI advice
#m B YL falsehood
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N
m "B >S L
m >K M roof
-u 7
M IB 2J V
m1
J I weapon
-u MI }B 2J
m M}M drink, beverage
3
m #I M 2 «
I thief
u ?M>K 0M
B L future
u
M 0MwB L bathroom
u |M M fear
'JB L middle
Exercise No. 25
B /S .J B(
M B"L I K 2J (1)
`
I J,: I B /S M 1 J I B~L |M (2)
I B,I M /Q .J 0MM 'D0M M B JK bI I ?BL pJ (3)
eI :M M ME%L K L 8 B *I -S ?MMJ/%L KJ (4)
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(r):d) 3 M B :L 8 D M |I D0 = 7 I L)
{ Q RI (22)
(r):d) Z
I D& oM M L "M 0D I M%B)+IK :M B M I >K M K Z
L 2K#M (23)
co $ I ?
pJ !J J$ oL $IB .J L) L *D+I,J I >K
D JM = M E M M nB IB 2J I B?MK =I I M8I m |I K 0M B L !J J$
:M
LB M,J -S $Q L J #I :B L K 2J N
L M2J 'B *RI !J J$ nL ?
M L) L *D+I,J
B M M
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I -I %M B #M 'I.,J
M MB%I K
L I B L) pJ
{ Q RI (10)
#I "L?>S K 'I, M M kIB L JXRI L JB M) J,J2J (11)
L "S>S K §I%M K M I I K I I pJ 2J (12)
YM J, :B >J ,J -J &D
M K J I B 2SM #I D& I M V M ~I B YL M%,J (13)
m M}M M m #I M u M 0MwB L JM (14)
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Lesson 25 (B)
1. The particle (
Q RI) is for emphasis. It appears mostly before
a nominal sentence (-x -©). Due to it, the subject is read
in the accusative case (=8& -). See 9.6.
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L *DRI singular
Masculine
B L *DRI plural
D L *DRI plural
M *DRI singular
Masculine
B /S *DRI plural
I *DRI singular
Feminine
D /S *DRI plural
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2. The particle (
Q 2J) introduces an explanatory clause to the
sentence. It is also prefixed to a noun which changes to the
accusative case, e.g. (
m IM :B)YM Q 2J
L B %I M ) – I heard that Zaid is
learned.
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particle (
Q 2J). See Lesson 7.
Examples: (
Q JI - because), (Q JJ - as if), (L *DJI - because he),
(L *DJ
J - as if he).
3. The particle (
K 2J) renders the imperfect tense (`#l;) into
the accusative case (=8& -). See 4.20. Like (
Q 2J), it
appears in the middle of the sentence. However (
K 2J) does
not appear before a noun or pronoun. It only appears before
a verb, especially the imperfect tense (`#l;) and due to it,
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Examples: (I M7IM %B M M :B)YM Q RI) – Verily Zaid and Àmr are
pious.
(
I M7IM %B M M :B)YM Q 2J
L B %I M ) – I heard that Zaid and Àmr are
pious.
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(¤§B }
M I I 9M I }B 2S pJ M
{ :M ?LB 2J K 2J T
L B I 2S) – I was commanded to
worship Allāh and not to ascribe anything to Him.
Word Meaning
(7) :M 7
M DI to unite
(1)
M JB2J to destroy
(7) U
m M0IB I to protest
(1) 3
M M B 2J to burn
(1) :M }M #B 2J to guide
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(10) !u 1
J >K 0IB I to be independent, to
find insignificant
(10) ²D 7
M 0MB I to be entitled
(1)
M M (
B 2J to turn away, to strike
(7)
D 0MKI to gather, to be rolled up
(1) M /J B 2J to be possible
(1) :M E
M *B2J to recite poetry
M 8
M *B2J to be just
(2) M E
D M to give glad tidings
(2) M %D M to complete
(4) M D %M M to rebel
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(3) =
M *MM| to separate
(Z) V
M I |M to be injured
(]) s
M ?MM to imprison
(2)
M D M to devastate
(2) £
M .Q M to lower
() ²M }M #M to throw
(2) 3
M :D M to deem credible
(2)
M QJ to entrust, to assign
(])
J .J J to speak
T
L "B %L M) T
M M to die
L I M7M -u %M /J 7
B M government building
(N) nM 8
M *M to advise
() M
M M to rush, to attack
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L M f other
K I "B L 2J knowledgeable
M 2J elder
s
B S
B vS 2J August
D L QJ O Allāh
~m BI
I *BI English
u B 2J capable, family
N
m MwI K I telegraph
-u M |I side
=
M
B M according
-u D) L freedom
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-I M #M :B %M K s
L BI#M rector
\
m M #M lead, bullet
-u GJ B }L police
m K I wire, thread
T
m "B M sound, voice, slogan,
opinion
@$S -u M)B $J village, hamlet
:m IJ$ leader
#m B L vS deceit
bm 1
J vS youth
bm ¦B S reproach
m B§IJ despised
M IXJ M:M M besides that
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u .I 7
B M gathering
B M man
U
m M&BI way, method
S &BL since
s
L IJ.*M -u
M B.I *M excellent
J,M fulfil
Exercise No. 26
'D IM M K L QM M2J M*2J 'B % M M) -M#M :B %M K 'I, L QM0MM JXM :L B}I #M M) (1)
¿M B)#I K 0DM -J D,IMwB
L K
M M7 I KM @
D ~I BI/I *B+IKM
.= I M Q 'I, S wI 0ME B M M I K I K I B8I7 B M 'B ,I :L I 0M
B M pJ M *D2J
L B %I M (2)
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M ?I
B %L K L 0L$K :D M M BJ M @ B :I M M) B S M ?MB 2J B M
'JI M ?BM XJ M I BM "B M) S &BL 9M L OS *B2J 'B &/I J L $S: M 2S pJ M*2J 'B ?IB?IM M) (3)
M 1 Q Q JI s B S B vS 2J oI I M S &BL = L M XJ 2J pJ 'B *RI B M M* . -I M #M :B %M K
-I M #M :B %M K s I BI#M eI M B L 'JM B"%L M M K M I M 0D I M B"LM ( B 2J
. -J M #M :B %M K ²M JvK J,J eI M
B7L K
I M?B 2J £ M BM B"LD M M
@
B :I *BJv B 0M B I 'JM B l M ?M$J -J M "B /S 7 L K Q JI
L 1 Q
M M ( B 2J M IM (4)
-I DI %B
M K M%M YL B I BkIJ M bI 1 J /J K 'I2J M*pJ "B M M (Mr. Gandhi)
|M0IB I
L 1 Q
M M ( B J,J B L 0B M ?MM M (sB)I wM *BJ/KJ) -I D&IGJ "M K
. -I M "B /S 7
L K -I M B&IM 'JM
oI *IM8%M K !J D%L Q 2J :I IM M K 'I, T L 2KM $JM @ B ~I B)~I M M) M $K :M M (5)
eI M M JO%L K I B"L %M 0M|B M I %M M K I M B"LM ( B 2J lB)2J I I M%M KM
-S GJ B E L L >J }M #M M B"L &I0M%B M) B J B /I J -S GJ B E L L 0BM &M%M ,J U I M0IB +IKM
. B"L I |M B L l L B MM !I M7K 'JM B"LM B Ll L B ?M,J T I M M D M
M M*I:L L 'B ,I M( I B M M :I &BI K !I "B GS 'B ,I T L M$IM"K I M $JM J/J M M
M I p¤ M|#I J B L I JO%L K J 0M$J oI ( I M"%M K £ I B M 'B ,I M M)$S 'B ,I
B /I J -J D,IIwK 0 9M 1 J B JK B".S JB2JM M I M7%M K B"$SM B JM -I GJ B E
.1¤ BI$J pQ RI TI MM JO%L K cI I M 'B ,I B"S I 0ME B M) B J M B%I I
B %L K Q 2J M&B %I M
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B L *DJI s I B)I wM *BJ/K I M%M YL 'JM -S M "B /S 7 L K Il M ?M$J M I L JB M K M (6)
'B ,I :M &BI K B"S L 0BM) K 2J ~I BI
I *B+IK I B"SJ$M !J 1 J >K 0IB I+KM -J D) 7
L K J "B ?LSK M)
. M B):I &BI K @
B :I B)2J
:M IJ$ Q JI T I MM JO%L K cI I M 'B ,I J "B %L I B %L K 9I I 0MEB M) B J JXM%I,J (7)
. 9I M0I}B +IK I M B L M &MM V M M&|I IM :%D 7 M L M B%I I B %L K -I DI %B |M
-J D) 7
L K B L :L IJ$ M J "B %L I B %L K = 7 I L) pJ J B L M &MM JXM%IM (8)
Q 2J oM M pJ M BJ M !J 1 J >K 0IB +IK J "B ?7
I L) B L 'JM !J 1 J >K 0IB +IKM
'JI M "B &LL K D /I JM B I BJM -u l M B)I ,J !I 1 J >K 0IB +IKM -I D) 7
L K I M M0I|B +IK
M B%I I B %L K T I M?JJL 'B ,I M BI B I B L oM M B">S .I 0DM) B J J K
.B I $I"B >S L M
¡ B}M ~ M 2J M%L I GJ "M K !J 1 J >K 0IB M -J D) 7L K Q 2J 'B ,I D }M pJ @ B ~I B)~I M M) (9)
B I S 8 L7 B M)pJ :I &BI K !J 1 J >K 0IB D /I J s L IJ.*MpJ M mZ"B .S *L M%L SI MLpJ
J/J M I GJ "M K I M&B2J M BM L M7+IK I GI B }M !S D 2J K M T I MM JO%L K cI I M
L /S J S 8 L7 B M) M B):I 7 I 0DL B"*L"B S " M B):I &BI K I lB)2J ~L BI I *B+IK !S "B >S M)
pJ M :M 7 I 0D*M pJ K 2 M&J M%,J nm B7 I M JM
I M @ B RI . "!S 1 J >K 0IB +IKJ
C S 'JM = L |I M"KJ, !I 1 J >K 0IB +IK I B8 I7 B 0MI ² B)I GJ S M B 2J L *D+I,J . ²M .I 0D*M
:I B L K Q S :M I 0M B M) K 2J M B%I I B %L K M I "B &LL K M I -I D) 7 L K = 7 I L
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:I M "B M bI M"$K JK oI B%I |M T L "B M J "B /S M) 'D0M I M7+IK I
"!J 1 J >K 0IB +IKJ !J 1
J >K 0IB +IKJ"
oM M B">S .I 0DM) B J ~M BI I *B+IKM M "B &LL K D /I J @ B :I JM M) M &B M B 2J (10)
I "B L M I M%B)+IK I B ( L M 3 I J>E I B L L"D $S B .J L( M M B)I Q M B%I I B %L K
JXRI D2J I J.M l oM M M M7+IK I :L M 2J = 7 I L) pJ B M *M . !I %M B JK
\m "B L B M u M&BL B L *DJJ B:L 7 M DM !J M%B JKM 3 M1 J B JK B"&L M B 2J
. B L M M M M7AI I :I I M S = 7 I L,J
'JI p¤ D 2J B"L #I ML) K 2J B I IM%JL M M B%I I B %L K @I:IJ$ 'JM bL ~M K M,J (11)
Z I M2J 'JM B L &MBM I M7+IK M I BOI &B0DM M B%I I B %L K 3 I1 J B 2J I B I7 B M
I MB +IKM !I :B M KM @M">K 0DM ? 'JM I L M0DM I M%B)+IKM bI 1 J B +IK
Q RI pJ 2J
I
I ~B I B I B"*L"B /S MI I M8 B I KM ²I B .I K I M
I M&0M|B +IKM
M MB%I K L I B L) pJ
z M
z3M :M M . J "B 7 L I.K %L K L L
I
M ~B I
"B JM ) #I "B S K %M K Z
I MJK 'JM :I &BI K "L%I B L :M 7 M D JXRI . 'B % M M)
@B I Q JX B %M ,J -¤ %M BOI M e¤ "D $S B"*LJ (` I B L .S K 'I, M B.I I0M B L B"*LJ
Q 2J "B |L #B 2J 'B *+I,J M B $II D8 M B&II ¦B %L K M I "B LK I -I §JI eJ "D $S L IML)
M&*IM"B RI oI B%I |M oM M I M7+IK bL "B M) S "B /S M) J "B %L I B %L K I B,I :L 7 I 0DM) "B M)
. I GJ "M K I M&B2J B I
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co AC!
M B§I&M %L K L "B ,SL I BJM J M M -J ,J1J I K 'Q"M M D%J ~I B)~I M K :I ?BM M BM%M L Q 2J 'M /I L
L &I ±K S?BM B J m BwI M bm 1 J vS bI 1 J /J K I MB)YI M7 I K :I ,K M B I bM :D >J 0M,J . - M |I C S B I
:M D)2J bL 1 J wL K !J J>,J M 2J "M L B M bB :D >J 0MMKM oB |I #B L %M L !J J>,J . -¤ &MM eJ M E B M @M:B RI
¤O,IpJ *MI :M ?BM K
z nM &MM JX+I,J I *IMIM I ?IK $J I B)M wM B JM z B %M KJ M B&II ¦B %L K M BI 2J
z
M B&II ¦B %L K M BI 2J M)
I S l B .J K J J "B JM bM 1 J /J K ²D 7 M 0MB :I >J ,J ¤O,IM ?K $J M
I I 1J J B I L %M L = M D M 0M,J . JM M I I
B %M M ² M 2J "M L B M -I D SK 'I, J J/J
: :M E M *B2JM
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#m M}B 2J
MD %F M M B§IQ
M B M K 2J
M *B2J K RIM L 0M/K JM M B)I /J K M B M K 2J
M *B2J JXRI
N
I 1 J B +IK @II u B L >K M bL ¦B M -u l
M B)I ,J I B)I /J K 'JM { J,"M K Q RI
N
I M8*B+IK = L *IML M B§IQ @MMM ¤.8I &BL L }I ML) B %M I M B)I /J K @MMM
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bI M 0M7
B %L K :I |I M%K :I IM"K eI M l B M 'JRI
L LJM MM
I -S %M B #M M B /S BJM bL 1 J D J
L %B %D M 'B *2J T L B ?MB 2JM ~I B)~I M K 'I2J 'JRI L }B 2J -I jJ1 J jJ J ?B$J L ?B0MJ L &BS 'B *IR
{ ~B L K L %B QM M 'B *JI B S L E M2S bM "B MKM
I M JK J BI B M
I M0I B I !J D JK { ~B L K
. L /K E L L JM :L %B 7 M K I I,J lB)2J 'B *IQk
J ?B$J L %L M ,K 2J L &BS M B I M kJK 2J 'D IM MK J MC L M ,K 2J *M2J J K2J bL D /J %L K 'B I2J M)
-I DjI1J k !I M,K JK M I
I M"BJK oM B%I |M 'B *IQk I ~B L K ',I L %B QM M 'B *JI . JM
. eI :M B)~I %M KM eI M D
M %L K -I DI M
:I I M"$J B I -¤ J%B |L L %B QM MM -I DIM M K _ I J.KJK MI BkIJ L OK .I M M IXJ M:M MM
. -I DIB .I KM -I D%I B +IK I %M
L K = I BI MM B I M "I 7 B &DM N I B 8 D
@ :I &BI K 'JRI ' IM M K M I T I 1 J %M L K M I BkIJ M |I B M2S K 2J #L :I $K 2J 'B *RI
I :I %B 7 M IM
. ' IM M K 'JRI @ :I &BI K M I M
-S ?MJGJ L QM 0MM) pJ M L }B 2J -I 0DI 'B ,I L %B QM M 'JMM
I I l B .J I 'B *2J -S M 1 J L KM
M K I "B 8 L L . I B0M&MM 'B ,I I B):I >J K U I M&B%I K 'JM -I M ID -I DIM M K Z I #I M:%M K
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B 2J B"%L C/J L) B 2J ' IM M K 'JRI @ :I &BI K M I B"%L |I B 0ML) K 2J ¤>JK L J B #L :I >K M) pJ -S ?MJQ
. BwI M "B 0L/K M B"?L0L/K M)
eu #M :B $S 'B I S 8
L7 B M) -I %M ID I BwM K !I M,K JK bM
M $K 2J L QM M2J M r
J IQk { ~B L K 2SM $K 2J D%JM
'JRI "B 0L/K M ` "B ?LB 2S C S 'B ,I J I #B 2S K XJ RIM -I %M |M B 0DM I /J 0D 'JM eu :M B)~I M
. 'JMM
z { M} K RI B /S IM l B M
.M B%I IM B 0LB L M M BI D /J %L K 'B *IM"B RIM 'B IM"M 2JM -I M M 0M7
B %L K 'B 2S 'JM bL 1 J D M
bL I MK L S :L JM
I M%B D :L ?BM
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Supplement
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(2) Analysis (L
I
R )
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(-Y¯ N)?
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(!".)?
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Analysis No.1
The sentence is : (I M& 'JM J "B L D"$J !S M| J)
The morphologic analyis will be as follows:
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:%d ,
o% *2 *R & ?> &#
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