Arabic

Arabic
This new edition of Arabic: An Essential Grammar is an up-to-date and

practical reference guide to the most important aspects of the language.
Suitable for beginners, as well as intermediate students, the book offers
a strong foundation for learning the fundamental grammar and structure
of Arabic. The complexities of the language are set out in short, readable
sections, while exercises and examples are provided throughout.
Features of this new edition include:
• coverage of the Arabic script and alphabet

• a chapter on Arabic handwriting
• a guide to pronunciation
• full examples throughout.
Ideal for independent learners and for classroom study, Arabic: An Essential
Grammar is the complete reference guide to the most important aspects of
modern literary Arabic.
Faruk Abu-Chacra is Senior Lecturer Emeritus in Arabic at the University
of Helsinki, Finland.
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Arabic
An Essential Grammar
2nd edition
Faruk Abu-Chacra
Second edition published 2018
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
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© 2018 Faruk Abu-Chacra
The right of Faruk Abu-Chacra to be identified as author of this work
has been asserted by him in accordance with sections 77 and 78 of the
Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced
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or registered trademarks, and are used only for identification and
explanation without intent to infringe.
First edition published by Hodder Education 2005
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Names: Abu-Chacra, Faruk, author.
Title: Arabic : an essential grammar / Faruk Abu-Chacra.
Description: Second edition. | Milton Park, Abingdon, Oxon ;
New York : Routledge, 2018. | Series: Routledge essential grammars |
Includes bibliographical references and index.
Identifiers: LCCN 2016015431 | ISBN 9781138659582 (hardback : alk. paper) |
ISBN 9781138659605 (pbk. : alk. paper) | ISBN 9781315620091 (ebook)
Subjects: LCSH: Arabic language—Grammar. | Arabic language—Textbooks
for foreign speakers—English.
Classification: LCC PJ6307 .A356 2016 | DDC 492.7/82421—dc23
LC record available at https://lccn.loc.gov/2016015431
ISBN: 978-1-138-65958-2 (hbk)
ISBN: 978-1-138-65960-5 (pbk)
ISBN: 978-1-315-62009-1 (ebk)
Typeset in Sabon
by Apex CoVantage, LLC
Visit the eResource: www.routledge.com/9781138659605
Contents
Preface viii
Acknowledgements ix
Important notes x
List of abbreviations xi
Chapter 1 Arabic script, transliteration and

alphabet table 1
Chapter 2 Pronunciation of consonants 6
Chapter 3 Punctuation and handwriting 12
Chapter 4 Vowels 17
Chapter 5 Sukūn, šaddah, noun cases and nunation

as the indefinite form 23
Chapter 6 Long vowels, ʾalif maqs.ūrah, dagger or

miniature ʾalif, word stress and syllable
structure 28
Chapter 7 Hamzah (hamzatu l-qat.ʿi) and the

maddah sign 34
Chapter 8 Definite article ..‫ َﺃ ْﻟـ‬ᵓal.., nominal

sentences, verbal sentences, word order
and adjectives 39
Chapter 9 Sun letters, moon letters, and hamzatu

l-was.li (was.lah) 49
v
Chapter 10 Gender 58
Contents Chapter 11 Conjunctions, prepositions and the
particle ‫ﺣ ﱠﺘﻰ‬
َ h.attā 66
Chapter 12 ʾId.āfah construction (genitive attribute)

and the five nouns 80
Chapter 13 Numbers: dual and plural 93
Chapter 14 Perfect tense verbs, root and radicals,

triliteral verbs and word order 106
Chapter 15 Separate personal pronouns and suffix

pronouns 118
Chapter 16 Demonstrative, reflexive and reciprocal
ٌ ‫ َﺑ ْﻌ‬baҁd.un)
pronouns (‫ﺾ‬ 135
Chapter 17 Imperfect tense verbs in the indicative

and word order 146
Chapter 18 Derived verb forms, roots (stems)

and radicals, transitive and intransitive
verbs 157
Chapter 19 Passive verbs 174
Chapter 20 Rules for writing the hamzah

(hamzatu l-qat.ʿi) 182
Chapter 21 Broken (internal) plurals and

collective nouns 195
Chapter 22 Triptotes and diptotes 205
Chapter 23 Participles, verbal nouns (mas.dar),

nouns of place, time and instrument 217
Chapter 24 Interrogative particles, pronouns

and vocative particles 229
Chapter 25 Adjectival patterns, relative adjectives

vi (nisbah), comparatives, superlatives and
diminutives 247
Chapter 26 ᵓInna ‫ﺇِﻥﱠ‬, kāna َ‫َﻛـﺎﻥ‬ and their Contents
sister-words 264
Chapter 27 Relative pronouns and relative clauses 275
Chapter 28 Moods: subjunctive, jussive

and imperative 286
Chapter 29 Doubled verbs (mediae geminatae)

and quadriliteral verbs 298
Chapter 30 Verbs with hamzah 306
Chapter 31 Verbs with a weak initial radical 315
Chapter 32 Verbs with a weak middle radical 323
Chapter 33 Verbs with a weak final radical, doubly

weak verbs and weak verbs with hamzah 335
Chapter 34 Cardinal numbers 348
Chapter 35 Ordinal numbers, fractions, expressions

of time and calendars 367
Chapter 36 Exception 386
َ ‫َﻟــ ْﻴ‬
Chapter 37 Expressions of wonder, the copula ‫ـﺲ‬
laysa, and special usages of the
preposition ‫ ﺑِـ‬bi.. 396
Chapter 38 Adverbs, absolute or inner object, h.āl

(circumstantial clause) and tamyı-z
(accusative of specification) 411
Chapter 39 Conditional sentences 425
Appendix 1 Tables of the ten verb forms 439

Appendix 2 Verb conjugation paradigms 448
vii
Index 471
Preface
This book describes the fundamental grammar and structure of modern

literary Arabic. It is complete with exercises and offers a strong foundation
for reading and writing the Arabic of newspapers, books, broadcasts, and
formal speech, as well as providing the student with a course for self-study.
The exercises and examples contain modern vocabulary and expressions
taken from everyday use.
I am confident that this book will prove to be of great help to those who
have begun or will begin the study of Arabic, and that teachers will find it
to be a useful aid.
viii
Acknowledgements
I would like to express my gratitude to my former colleagues of the Uni-

versity of Helsinki Department of World Cultures (Middle East Studies),
especially Professor Tapani Harviainen and Dr Bertil Tikkanen, as well as
Professor Daniel Newman of the University of Durham (England) – they
made numerous valuable comments and suggestions for this book’s
improvement – and finally, Geoffrey White for his editing of the English. In
addition, I should also like to thank the anonymous reviewers appointed by
Routledge for their constructive criticism and advice. I also acknowledge
the generous financial support by the Suomen tietokirjailijat ry (The Finn-
ish Association of Non-Fiction Writers).
Faruk Abu-Chacra
Helsinki, Finland, 2017
Faruk Abu-Chacra was born in Lebanon. He held the position of Senior

Lecturer in Arabic at the University of Helsinki (Finland) from 1972 to
2001.
ix
Important notes
1—The work contains thirty-nine chapters with an appendix of tables for

verb forms and verb conjugation paradigms. All chapters are progressive,
and they complement each other. For this reason it is recommended that
the student master each lesson before going on to the next.
2—Up to chapter 22, a full transliteration into the Latin alphabet is given
for all Arabic examples and exercises. From chapter 22 onwards, the trans-
literation is omitted from the exercises only.
3—There are two types of exercises: Arabic sentences translated into
English, and English sentences to be translated into Arabic. The words of
the English to Arabic translation exercises are taken from the Arabic-to-
English exercises of the same chapter.
4—So that readers need not use Arabic-English dictionaries, which a
learner of Arabic would find difficult at this stage, most Arabic words in
the exercises are indexed with a superscript number and the same number
is given to the equivalent English word. The student is advised to compile
his own glossary as he proceeds through the book.
5—The English translation has sometimes been adapted to show the Ara-
bic construction (e.g. Kuwait’s airport rather than Kuwait airport).
6—The exercises after each chapter are constructed to be used as examples
of the grammar introduced in the chapter; for this reason the language of
the exercises does not always correspond exactly with everyday Arabic.
7—In both the Arabic and the Latin transliteration two full stops (points)
after or before a letter or word indicate that it forms part of a preceding or
following word.
x
Abbreviations
acc. accusative
act. active
adj. adjective
C consonant
coll. collective
conj. conjunction
def. definite
dipt. diptote
du. dual
f./fem. feminine
gen. genitive
imperat. imperative
imperf. imperfect
indecl. indeclinable
indef. indefinite
indic./ind. indicative
intr./intrans. intransitive
juss. jussive
lit. literally
m./masc. masculine
n. noun
nom. nominative
part./particip. participle
pass. passive
perf. perfect
pers. person
pl./plur. plural
xi
Abbreviations prep. preposition
s./sing. singular
subj. subjunctive
trans. transitive
V. vowel
v. verb
xii
Chapter 1
Arabic script, transliteration

and alphabet table
1.1 The Arabic script
The Arabic alphabet consists of 28 letters which are considered to be conso-

nants; in addition, there are 3 vowels designated by diacritic signs above or
below the consonants. Moreover, there are various other orthographic signs
that are explained in the following chapters. Usually, these short vowels and
diacritic signs are simply omitted in everyday written Arabic and books but
are retained in the Koran and teaching material as well as in this book.
These 28 letters are written from right to left. When writing words, the
letters are connected from both sides, except in the case of six letters which
can only be joined from the right side. These letters are numbered 1, 8, 9,
10, 11 and 27 in the table below and are marked with an asterisk (*). It is
important to remember that these letters cannot be connected to the fol-
lowing letter (i.e. on their left).
Most of the letters are written in slightly different forms depending on their
location in the word: initial, medial, final or standing alone. There are no
capital letters.
Arabic grammarians use three different names for the alphabet:
ْ ‫ﻭﻑ‬
‫ٱﻷَ ْﺑ َﺠ ِﺪ ﱠﻳ ُﺔ‬ ُ ْ‫َﺃﻟ‬
ُ ‫ـﺤ ُﺮ‬ ᵓal-h.urūfu l-ᵓabǧadiyyatu
‫ﻭﻑ ٱﻟْﻬِ َﺠﺎ ِﺋ ﱠﻴ ُﺔ‬ ُ ْ‫َﺃﻟ‬

ُ ‫ـﺤ ُﺮ‬ ᵓal-h.urūfu l-hiǧ āᵓiyyatu
‫َﺃ ْﻷَ ِﻟـ ْﻔـ َﺒﺎ ُﺀ‬ ᵓal-ᵓalifbāᵓu
1
1 1.2 Transliteration
Script,
transliteration, The transliteration of the Arabic alphabet given below is based on the Latin
and alphabet alphabet, but some of the letters have an extra sign indicating some special
feature of the Arabic pronunciation of the letter in question.
The ᵓalif (‫)ﺍ‬, which is the first letter, has so far not been given any transliter-
ation, because its sound value varies (to be dealt with in chapters 6 and 7).
1.3 Alphabet table and transliteration
Transliteration Standing Final Medial Initial Name

alone
1) (*) ‫ﺍ‬ ‫ ـﺎ‬.. ‫ ـﺎ‬.. ‫ﺍ‬ ᵓAlif
2) b ‫ﺏ‬ ‫ ــــﺐ‬.. ..‫ ـﺒـ‬.. ..‫ﺑـ‬ Bāᵓ
3) t ‫ﺕ‬ ‫ ـــﺖ‬.. ..‫ ـﺘـ‬.. ..‫ﺗـ‬ Tāᵓ
4) t- ‫ﺙ‬ ‫ ـــﺚ‬.. ..‫ ـﺜـ‬.. ..‫ﺛـ‬ T- āᵓ
5) ǧ ‫ﺝ‬ ‫ ـﺞ‬.. ..‫ ـﺠـ‬.. ..‫ﺟـ‬ Ǧı̄m
6) h. ‫ﺡ‬ ‫ ـﺢ‬.. ..‫ ـﺤـ‬.. ..‫ﺣـ‬ H.āᵓ
7) h
˘ ‫ﺥ‬ ‫ ـﺦ‬.. ..‫ ـﺨـ‬.. ..‫ﺧـ‬ Hāᵓ
˘
8) d (*) ‫ﺩ‬ ‫ ـــﺪ‬.. ‫ ـﺪ‬.. ‫ﺩ‬ Dāl
9) d- (*) ‫ﺫ‬ ‫ ـــﺬ‬.. ‫ ـﺬ‬.. ‫ﺫ‬ D

- āl
10) r (*) ‫ﺭ‬ ‫ ـــﺮ‬.. ‫ ـﺮ‬.. ‫ﺭ‬ Rāᵓ
11) z (*) ‫ﺯ‬ ‫ ـــﺰ‬.. ‫ ـﺰ‬.. ‫ﺯ‬ Zāy
2 12) s ‫ﺱ‬ ‫ ـــﺲ‬.. ..‫ ـﺴـ‬.. ..‫ﺳـ‬ Sı̄n
13) š ‫ﺵ‬ ‫ ـــﺶ‬.. ..‫ ـﺸـ‬.. ..‫ﺷـ‬ Šı̄n

Alphabet
Transliteration Standing Final Medial Initial Name table and
alone translitera-
tion
14) s. ‫ﺹ‬ ‫ ـﺺ‬.. ..‫ ـﺼـ‬.. ..‫ﺻـ‬ S.ād
15) d. ‫ﺽ‬ ‫ ـﺾ‬.. .. ‫ ـﻀـ‬.. ..‫ﺿـ‬ D

. ād
16) t. ‫ﻁ‬ ‫ ـﻂ‬.. ..‫ ـﻄـ‬.. ..‫ﻃـ‬ T.āᵓ
17) d-. ‫ﻅ‬ ‫ ـﻆ‬.. ..‫ ـﻈـ‬.. ..‫ﻇـ‬ D

–. āᵓ
‫ﻉ‬ ‫ ـﻊ‬.. ..‫ ـﻌـ‬.. ..‫ﻋـ‬

ҁ ҁ
18) Ayn
19) ġ ‫ﻍ‬ ‫ ـﻎ‬.. ..‫ ـﻐـ‬.. ..‫ﻏـ‬ Ġayn
20) f ‫ﻑ‬ ‫ ـﻒ‬.. ..‫ ـﻔـ‬.. ..‫ﻓـ‬ Fāᵓ
21) q ‫ﻕ‬ ‫ ـﻖ‬.. ..‫ ـﻘـ‬.. ..‫ﻗـ‬ Qāf
22) k ‫ﻙ‬ ‫ ـﻚ‬.. ..‫ ـﻜـ‬.. ..‫ﻛـ‬ Kāf
23) l ‫ﻝ‬ ‫ ـﻞ‬.. ..‫ ـﻠـ‬.. ..‫ﻟـ‬ Lām
24) m ‫ﻡ‬ ‫ ـﻢ‬.. ..‫ ـﻤـ‬.. ..‫ﻣـ‬ Mı̄ m
25) n ‫ﻥ‬ ‫ ــﻦ‬.. ..‫ ـﻨـ‬.. ..‫ﻧـ‬ Nūn
26) h ‫ﻩ‬ ‫ ــﻪ‬.. ..‫ ـﻬـ‬..OR..‫ ـﻬـ‬.. ..‫ﻫـ‬ Hāᵓ
27) w(*) ‫ﻭ‬ ‫ ـﻭ‬.. ‫ ـﻮ‬.. ‫ﻭ‬ Wāw
28) y ‫ﻱ‬ ‫ ـﻲ‬.. ..‫ ـﻴـ‬.. ..‫ﻳـ‬ Yāᵓ
Note: The letter no. 26 /h/ in the middle can be written in two ways, in
3
this case ..‫ ــﻬـ‬.. is used in printing as it is used in this book, and this one
..‫ ـﻬـ‬.. is mostly used in handwriting.

1 1.4 Writing letters in different positions
Script,
transliteration, The following letters are presented as they appear in different positions in
and alphabet joined writing when using a computer or handwritten. The same letter is
written three times in the order initial-medial-final in each example.
Printed Handwritten
1) ‫ﺍ‬ ‫ﺍﺍﺍ‬ ‫ﺍ‬ ‫ﺍﺍﺍ‬

2) b ‫ﺏ‬ ‫ﺑـﺒـﺐ‬
3) t ‫ﺕ‬ ‫ﺗـﺘـﺖ‬
4) t- ‫ﺙ‬ ‫ﺛـﺜـﺚ‬
5) ǧ ‫ﺝ‬ ‫ﺟـﺠـﺞ‬
6) h. ‫ﺡ‬ ‫ﺣـﺤﺢ‬
7) h
˘ ‫ﺥ‬ ‫ﺧـﺨﺦ‬
8) d ‫ﺩ‬ ‫ﺩﺩﺩ‬
9) d
¯ ‫ﺫ‬ ‫ﺫﺫﺫ‬
10) r ‫ﺭ‬ ‫ﺭﺭﺭ‬
11) z ‫ﺯ‬ ‫ﺯﺯﺯ‬
12) s ‫ﺱ‬ ‫ﺳـﺴـﺲ‬
13) š ‫ﺵ‬ ‫ﺷـﺸـﺶ‬
4 14) s. ‫ﺹ‬ ‫ﺻـﺼﺺ‬
‫‪Writing‬‬
‫‪Printed‬‬ ‫‪Handwritten‬‬ ‫‪letters in‬‬
‫‪different‬‬
‫‪positions‬‬
‫‪15) d.‬‬ ‫ﺽ‬ ‫ﺿـﻀﺾ‬
‫‪16) t.‬‬ ‫ﻁ‬ ‫ﻃـﻄـﻂ‬
‫‪17) d-.‬‬ ‫ﻅ‬ ‫ﻇـﻈـﻆ‬
‫ﻉ‬ ‫ﻋـﻌـﻊ‬
‫‪ҁ‬‬
‫)‪18‬‬
‫̇‪19) g‬‬ ‫ﻍ‬ ‫ﻏـﻐـﻎ‬

‫‪20) f‬‬ ‫ﻑ‬ ‫ﻓـﻔـﻒ‬
‫‪21) q‬‬ ‫ﻕ‬ ‫ﻗـﻘـﻖ‬
‫‪22) k‬‬ ‫ﻙ‬ ‫ﻛـﻜـﻚ‬
‫‪23) l‬‬ ‫ﻝ‬ ‫ﻟـﻠـﻞ‬
‫‪24) m‬‬ ‫ﻡ‬ ‫ﻣـﻤـﻢ‬
‫‪25) n‬‬ ‫ﻥ‬ ‫ﻧـﻨـﻦ‬
‫‪26) h‬‬ ‫ﻩ‬ ‫ﻫـﻬـﻪ‬ ‫ﻫـ‬
‫‪27) w‬‬ ‫ﻭ‬ ‫ﻭﻭﻭ‬
‫‪28) y‬‬ ‫ﻱ‬ ‫ﻳـﻴـﻲ‬
‫‪5‬‬
Chapter 2
Pronunciation of consonants
2.1 ᵓAlif ‫ﺍ‬
This first letter has no pronunciation of its own. One of its main functions is
to act as a bearer for the sign hamzah, which is explained in chapters 6 and 7.
2.2 Bāᵓ ‫ ﺏ‬/b/
A voiced bilabial stop as the b in the English ‘habit’.
2.3 Tāᵓ ‫ ﺕ‬/t/
An unaspirated voiceless dental stop as the t in the English ‘stop’.
2.4 Tāᵓ ‫ ﺙ‬/t /

¯ ¯
A voiceless interdental fricative as th in the English ‘thick’, ‘tooth’.
2.5 Ğı̄m ‫ ﺝ‬/ğ /
This letter has three distinct pronunciations depending on the dialectal

background of the speaker:
a) In Classical Arabic and the Gulf area, as well as in many other places in
6 the Arab world, it is pronounced as a voiced palato-alveolar affricate as
the j in ‘judge’, ‘journey’, or g in Italian ‘giorno’.
b) In Lower Egypt (Cairo, Alexandria) it is pronounced as a voiced velar Rāᵓ ‫ ﺭ‬/r/
stop g, as in English ‘great’.
c) In North Africa and the Levant it is pronounced as a voiced palato-
alveolar fricative /ğ , ž/ in the English ‘pleasure’, and as j in the French
‘jour’. This one is the most common and will be used in this book.
2.6 H
. āᵓ ‫ ﺡ‬/h./
This consonant has no equivalent in European languages. It is pronounced
in the pharynx by breathing with strong friction and no uvular vibration or
scrape, so that it sounds like a loud whispering from the throat. It must be
kept distinct from the sounds of ‫ ﺥ‬/h / (7) and ‫ ﻩ‬/h/ (26).
˘
2.7 Hāᵓ ‫ ﺥ‬/h /

˘ ˘
This consonant occurs in many languages. It is a voiceless post velar
(known also as the velum) fricative, quite similar to the ach in German
‘Nacht’, the Scottish ‘loch’ or the Spanish j in ‘mujer’, but in Arabic it has
a stronger, rasping sound.
2.8 Dāl ‫ ﺩ‬/d/

A voiced dental stop as d in English ‘leader’ (unaspirated voiceless).
2.9 D āl ‫ ﺫ‬/d /

¯ ¯
A voiced interdental fricative, as the th in English ‘either’.
2.10 Rāᵓ ‫ ﺭ‬/r/

A voiced alveolar trill, which differs from the English r in that it is a rolled
sound or trill, pronounced as a rapid succession of flaps of the tongue, simi- 7
lar to the Scottish r in ‘radical’ or Italian r in ‘parlare’ or Spanish rr in ‘perro’.
2 2.11 Zāy ‫ ﺯ‬/z/
Pronunciation
of consonants A voiced alveolar sibilant, as the z in English ‘gazelle’.
2.12 Sı̄n ‫ ﺱ‬/s/
A voiceless alveolar sibilant as the s in English ‘state’.
2.13 Šı̄n ‫ ﺵ‬/š/
A voiceless palato-alveolar sibilant as the sh in English ‘shave’, ‘push’.
2.14 S.ād ‫ ﺹ‬/s./
Belongs to the group of emphatic consonants. The emphatic consonants

are pronounced with more emphasis and further back in the mouth than
their non-emphatic (plain) counterparts ‫ﺱ‬ /s/ (12). In pronouncing
them, the body and root of the tongue are (simultaneously) drawn back
towards the rear wall of the throat (pharynx), and the tip of the tongue
is slightly retracted. Hence the emphatic consonants are also called pha-
ryngealized consonants. ‫ ﺹ‬/s. / is thus the emphatic or pharyngealized

counterpart of plain alveolar ‫ ﺱ‬/s/ (12) and sounds somewhat similar to
the s in English ‘son’ or ‘assumption’. For the retracting and lowering

effect of the emphatic consonants on the adjacent vowels, see chapter 4.
2.15 D.ād ‫ ﺽ‬/d. /
8 This is also an emphatic consonant, classified as a pharyngealized voiced

alveolar stop. Arab phoneticians and reciters of the Koran recommend its
pronunciation as a counterpart to ‫ﺩ‬ /d/ (8). In current use in many
ҁ
Ayn ‫ ﻉ‬/ҁ/
dialects it is, however, also pronounced as the counterpart of ‫ ﺫ‬/d¯/ (9),

somewhat similar to the sound of th in the English ‘thus’. See also
chapter 4.
2.16 T.āᵓ ‫ ﻁ‬/t. /
An emphatic consonant, classified as a pharyngealized voiceless alveolar
stop. It is the counterpart of ‫ ﺕ‬/t/ (3), and is similar to the sound t at the
beginning of the English word ‘tall’. See also chapter 4.
2.17 .̄ āᵓ ‫ ﻅ‬/d.̄ /

D
An emphatic consonant, classified as a pharyngealized voiced interdental
fricative. It is the emphatic counterpart of ‫ ﺫ‬/d¯/ (9). In some dialects it is

pronounced as ‫ ﺽ‬/d. / (15). In some other dialects it is pronounced as pha-
ryngealized ‫ ﺯ‬/z/ (11). See also chapter 4.
2.18 ҁ
Ayn ‫ ﻉ‬/ҁ/
This consonant has no equivalent in European languages. It is defined as a

voiced emphatic (pharyngealized) laryngeal fricative, which is pronounced
by pressing the root of the tongue against the back wall of the pharynx
(upper part of the throat) and letting the pressed air stream from the throat
pass through the pharynx with some vibration. In a way it is the voiced
counterpart of ‫ ﺡ‬/h./ (6). It sounds as if you were swallowing your tongue

9
or were being strangled.
.
Gayn ‫ ﻍ‬/g /
2 .
2.19
Pronunciation
of consonants A voiced uvular fricative, a gargling sound, similar to Parisian French r in
‘Paris’, ‘rouge’ but with a more rasping sound.
2.20 Fāᵓ ‫ ﻑ‬/f/
A voiceless labiodental fricative as the f in English ‘fast’.
2.21 Qāf ‫ ﻕ‬/q/
This has no equivalent in European languages. It is a voiceless uvular stop,

pronounced by closing the back of the tongue against the uvula as if it were
to be swallowed. It is like ‫ ﺥ‬/h / (7) without vibration. This sound should not
˘
be confused with ‫ ﻙ‬/k/ (22), e.g. ‫ ﻗَـﻠْﺐ‬qalb, ‘heart’, but ‫ َﻛـﻠْﺐ‬kalb, ‘dog’.
2.22 Kāf ‫ ﻙ‬/k/
An unaspirated voiceless velar stop as the k of English ‘skate’.
2.23 Lām ‫ ﻝ‬/l/
A voiced alveolar lateral as the l in English ‘let’.
2.24 Mı̄m ‫ ﻡ‬/m/
A voiced bilabial nasal as the m in English ‘moon’.
100
Yāᵓ ‫ ﻱ‬/y/
2.25 Nūn ‫ ﻥ‬/n/
A voiced alveolar nasal as the n in English ‘nine’.
2.26 Hāᵓ ‫( ﻩ‬..‫ ) ﻫـ‬/h/

A voiceless glottal fricative as the h in English ‘head’.
Note a: This letter has another function when it occurs at the end of a
word with two superscript dots: ‫ ﺓ‬، ‫ ـﺔ‬.. It is then pronounced exactly
like ‫ ﺕ‬/t/ (3) and is called Tāᵓ marbūt.ah (see chapter 10 on gender).
Note b: As mentioned in chapter 1, the letter 26 /h/ in the medial position
can be written in two ways: ..‫ـﻬـ‬.. is mostly used in printing as used in this
book, whereas ..‫ ــــﻬــــ‬.. is mostly used in handwriting.
2.27 Wāw ‫ ﻭ‬/w/
A voiced bilabial semivowel, as the w in English ‘well’.
2.28 Yāᵓ ‫ ﻱ‬/y/
A voiced alveo-palatal semivowel, as the y in English ‘yes’.
11
Chapter 3
Punctuation and handwriting
3.1 Punctuation
Punctuation marks are not found in early Arabic manuscripts. The Arabs
have borrowed the modern European punctuation marks with some mod-
ifications in order to distinguish them from the Arabic letters, as follows:
<< >> " () ‫؛‬ ! ‫؟‬ : ، .
3.2 Arabic handwriting
It is recommended that handwriting technique be practised from the very

beginning, otherwise it may become difficult to learn not only to write but
even to read handwritten texts. Arabs consider good handwriting a sign of
erudition.
Printed and handwritten Arabic texts do not differ from each other as
much as they do in European languages.
Arabic handwriting follows certain rules. The sequential horizontal direction
used in writing English must be modified in Arabic handwriting, since some
of the letters change their form according to the preceding or following letter.
3.3 Some remarks concerning the dots with

certain consonants
The most common way of marking the dots which belong to certain con-
sonants in handwriting is to use a straight stroke (a dash) (-) instead of two
12 dots, as in /t/ or /y/; a circumflex (ˆ) instead of three dots, as in

/t/ or /š/. One might suspect that the straight stroke replacing Exercises
the two dots could be confused with the vowels ‫ ــَـ‬fath.ah or kasrah ‫ ـ ِــ‬, but
this is not the case, since these vowel signs are diagonal (sloping) strokes.
As noted above, handwritten as well as printed texts are normally written
without vowel signs.
Exercises
The examples below and in the next few chapters are intended mainly for
practising how to read and write Arabic script.
‫ﺳﺤﻖ‬ ‫ﻫﺠﻢ‬ ‫ﻧﻜﺮﻩ‬ ‫ﺟﺮﺡ‬
1) s + h· + q h + ğ + m n+k+r+h ğ + r + h·
‫ﺭﺣﻞ‬ ‫ﻟﻬﻢ‬ ‫ﺯﺭﻉ‬ ‫ﻏﺮﻕ‬
2) r + h· + l l+h+m z+r+ҁ g· + r + q
‫ﳊﻢ‬ ‫ﻧﺴﻲ‬ ‫ﺗﻌﺐ‬ ‫ﺑﺤﺮ‬
3) l + h· + m n+s+y t+ҁ+b b + h· + r
‫ﺳﻤﻊ‬ ‫ﻋﻤﻞ‬ ‫ﻣﻨﻪ‬ ‫ﺻﺒﻎ‬
4) s + m + ҁ ҁ
+m+l m+n+h s· + b + g· 13
3
Punctuation
and ‫ﺗﺮﻙ‬ ‫ﻭﺯﻉ‬ ‫ﺗﺮﺟﻢ‬ ‫ﻣﻴﻞ‬
handwriting
5) t + r + k w+z+ҁ t + r + ğ + m m+y+l
‫ﻋﺰﻱ‬ ‫ﺟﺤﺶ‬ ‫ﺳﻜﺖ‬ ‫ﳒﺢ‬
6) ҁ + z + y ğ + h· + š s+k+t n + ğ + h·
‫ﻋﻜﻒ‬ ‫ﺩﺣﺮﺝ‬ ‫ﻋﻤﻲ‬ ‫ﻓﻴﻞ‬
7) ҁ + k + f d + h· + r + ğ ҁ
+m+y f+y+l
‫ﻏﺮﺱ‬ ‫ﻓﻬﻢ‬ ‫ﻫﺠﺮ‬ ‫ﻫﺮﺏ‬
8) g· + r + s f+h+m h + ğ + r h+r+b
‫ﺑﻬﻖ‬ ‫ﺯﻋﻢ‬ ‫ﻓﻬﻤﻪ‬ ‫ﺩﺭﺱ‬
9) b + h + q z+ҁ+m f+h+m+h d+r+s
‫ﺻﺒﺮ‬ ‫ﺿﺮﺏ‬ ‫ﻃﺒﻊ‬ ‫ﺑﻄﻞ‬
144
10) s· + b + r d. + r + b t· + b + ҁ b + t· + l
Exercises
‫ﺳﺮﺩ‬ ‫ﻇﻠﻢ‬ ‫ﻗﻮﻱ‬ ‫ﻣﺮﺽ‬
11) s + r + d d. + l + m q+w+y m + r + d.
¯
‫ﻭﺿﻊ‬ ‫ﺷﺮﺩ‬ ‫ﻣﻬﻠﻪ‬ ‫ﺿﺒﻂ‬
12) w + d. + ҁ š+r+d m+h+l+h d. + b + t·
‫ﻓﺮﻍ‬ ‫ﺷﻬﻢ‬ ‫ﺳﻤﺴﺮ‬ ‫ﻋﺮﻙ‬
13) f + r + g· š+h+m s+m+s+r ҁ

+r+k
‫ﻗﺴﻢ‬ ‫ﺑﺮﻙ‬ ‫ﺷﻜﻞ‬ ‫ﻓﺮﺵ‬
14) q + s + m b+r+k š+k+l f+r+š
‫ﺷﺤﻢ‬ ‫ﻣﺼﻮﺭ‬ ‫ﻣﻮﺭﺩ‬ ‫ﻣﺼﺪﺭ‬
15) š + h· + m m + s. + w + r m+w+r+d m + s. + d + r
‫ﺷﻬﺮ‬ ‫ﻣﻜﺚ‬ ‫ﻟﻄﻢ‬ ‫ﻭﻟﺪﻩ‬
15
16) š + h + r m+k+t l + t· + m w+l+d+h
¯
3
Punctuation
and ‫ﻗﺴﻢ‬ ‫ﺑﺮﻙ‬ ‫ﺷﺮﻑ‬ ‫ﺷﻮﻕ‬
handwriting
17) q + s + m b+r+k š+r+f š+w+q
‫ﺫﺑﺢ‬ ‫ﺭﺣﻢ‬ ‫ﻓﻨﺪﻕ‬ ‫ﺧﻮﻑ‬
18) d + b + h· r + h· + m f+n+d+q h+ w + f
¯ ˘
‫ﺷﻜﺮ‬ ‫ﻣﻜﺘﺐ‬ ‫ﻧﻬﺪ‬ ‫ﺑﺤﺚ‬
19) š + k + r m+k+t+b n+h+d b + h· + t

¯
166
Chapter 4
Vowels
4.1
There are three vowels in Arabic called ‫ﺎﺕ‬ َ ْ‫ﺃﻟ‬

ُ ‫ـﺤ َﺮ َﻛ‬ ᵓal-h.arakātu (singular:
‫َﺣ َـﺮ َﻛـ ٌﺔ‬ h.arakatun) or ُ ‫ﱠــﺸ ِـﻜ‬

‫ـﻴـﻞ‬ ْ ‫ ﺃﻟـﺘ‬ᵓat-taškı̄lu, meaning ‘vowel marks’.
They can be both short and long (see chapter 6).
4.2 Short vowels
The three short vowels ( ‫ﺎﺕ‬ َ ْ‫ﺃﻟ‬

ُ ‫ـﺤ َﺮ َﻛ‬ ᵓal-h.arakātu) are written as diacriti-
cal signs above or below the consonant to which they belong. As a word
always begins with a consonant, this consonant is pronounced before the
vowel.
fath.ah ‫ ـــَـ‬/a/ is a small diagonal stroke above the consonant:
َ ‫ َﻛـﺘ‬kataba, ‘to write’.

‫ َﺏ‬/ba/, e.g. ‫َـﺐ‬
kasrah ‫ ــ ِــ‬/i/ is a small diagonal stroke under the consonant:
‫ ِﺏ‬/bi/, e.g. ‫ َﻗ ِﺒ َﻞ‬qabila, ‘to accept’.
d.ammah ‫ ــُـــ‬/u/ is a sign similar to a comma above the consonant: 17
‫ ُﺏ‬/bu/, e.g. ‫ـﻦ‬

َ ‫ ﺣـَ ُﺴ‬h.asuna, ‘to be handsome’.
4 4.3
Vowels
The sound quality of fath.ah ‫ ــــَـــ‬/a/ tends to be slightly coloured towards
/æ/, like /a/ in the word ‘fat’ in English.
4.4
Short vowels are normally not marked in personal handwriting and in most
Arabic publications. In order to avoid misunderstandings, the vowel signs are
marked on unusual or foreign words, and in the Koran and children’s books.
4.5
The vowel qualities of the three vowels mentioned above are influenced by
the emphatic (pharyngealized) consonants. Emphatic consonants reflect more
a change in the pronunciation of the following vowel, rather than a change in
the consonant itself. This is, however, a moot point, but held by the author.
The emphatic consonants are most easily heard in conjunction with fath.ah
‫ ـــَــ‬/a/, which is then coloured toward /o/, or toward American English /u/
in ‘but’ or /o/ in ‘bottle’, ‘hot’, etc.
Emphatic consonants non-emphatic consonants
‫ﺹ‬
َ /s./ (14) more like /s.o/ The counterpart of ‫ﺱ‬
َ /s/ (12) more
like /sæ/ as in ‘sat’
‫ﺽ‬
َ /d./ (15) more like /d.o/ The counterpart of ‫ َﺩ‬/d/ (8) more like
/dæ/ as in ‘dam’
188
‫ ﻁ‬/t. / (16) more like /t.o/ The counterpart of ‫ َﺕ‬/t/ (3) more like Short
Shor
ort vowels
/tæ/ as in ‘tat’
‫ َﻅ‬/d¯./ (17) more like /d¯.o/ The counterpart of ‫ َﺫ‬/dd¯/ (9) more like
/dæ/ as in ‘that’
Example:
The non-emphatic /s/ in the word ‫ َﺳـﻠَ َﺐ‬salaba, ‘to steal’, sounds like
َ َ ‫ﺻﻠ‬
sælæbæ but the emphatic /s. / in the word ‫ﺐ‬ َ s. alaba, ‘to crucify’, sounds
almost like s.olobo.
Note a: The following two consonants may sometimes also function as
emphatic:
‫ ﺭ‬/r/ (10) and ‫ ﻟــ‬/l/ (23) used only with the word ُ‫ أَﻟـ ٰﻠّﻪ‬ᵓallāhu, ‘God’.
Note b: The uvular consonant ‫ ﻕ‬/q/ has almost the same effect on the adja-
cent vowels as the emphatic consonants. Thus the word ‫ﻛــﻠْﺐ‬

َ kalb, ‘dog’,
with a velar /k/, sounds almost like /kælb/, whereas ‫ ﻗَــﻠْﺐ‬qalb, ‘heart’, with
a uvular ‫ ﻕ‬/q/, sounds almost like /qolb/.
Note c: Phonologically the above sounds /æ/ and /o/ both represent the
fath.ah ‫ ــَــ‬. However, in the transliteration system used in this book they
are replaced by /a/. This is because they function as /a/ phonemically.
19
4 Exercises
Vowels
Read and practise your handwriting:
‫ﺧَ ـ َﺒـ َﺰ‬ ‫َﻛﺮِ َﻩ‬ ‫َﺳ ِـﻤ َﻊ‬ ‫َﺷﻬِ َﺪ‬ ‫َﻓﺮِ َﻍ‬
.
1) h abaza kariha samiҁa šahida fariga
˘
to bake to dislike to hear to witness to be
empty
‫ﺱ‬
َ ‫َﺩ َﺭ‬ ‫َﻗ ُﺮ َﺏ‬ ‫َﻛـ ُﺮ َﻡ‬ ‫َﺛـ ُﻘـ َﻞ‬ ‫َﺳ ِﻤ َﻌ ُﻪ‬
2) darasa qaruba karuma t aqula samiaҁahu

¯
to study to be near to be noble to be heavy he heard
him
‫ـﺢ‬
َ ‫َﺭ ِﺑ‬ ‫َﻭﺭِ َﻡ‬ ‫ﺯ َِﻫ َﺪ‬ ‫َﺭ ِﺿ َﻊ‬ ‫َﺳـ ُﻬ َﻞ‬
3) rabih.a warima zahida radiҁa sahula
to gain to be swollen to abstain to suckle to be easy
‫َﺺ‬
َ ‫َﺭﻗ‬ ‫َﻗ َﻬ َﺮ ُﻩ‬ َ‫َﻃـ َﺒﺦ‬ ‫َﻇﻠَ َﻢ‬ ‫ﻟَ ُﻪ‬
4) raqas. a qaharahu t. abaha d. alama lahu

˘ ¯
200 to dance to defeat him to cook to oppress for him
Exercises
‫ﺶ‬ ِ ‫َﻋ‬
َ ‫ـﻄ‬ ‫ﺿ َـﺮ َﺏ‬
َ ‫َﻋﻬِ ﺪ‬ ‫َﻫ َﺠﺮ‬ ‫َﻭﻗَـ َﻊ‬
5) ҁat. iša d.araba ҁ

ahida hağara waqaҁa
to be to beat to entrust to emigrate to fall

thirsty
‫َﻫ َـﺮ َﺏ‬ ‫َﺑـﻠَ َﻊ‬ َ ‫ﺿـ ُﻌ‬

‫ـﻒ‬ َ ‫َﺳـ َﻜ‬
َ ‫ـﺖ‬ ‫ﻧ َِـﺪ َﻡ‬
6) haraba balaҁa d.aҁufa sakata nadima
to escape to swallow to be to be silent to regret

weak
‫َﺭ َﺳـ َﻢ‬ ‫َﺷـ َﻬ َﺮ‬ ‫َﺣـﻠَ َﻒ‬ َ ‫َﺭ َﻛ‬

‫ـﺾ‬ ‫ﺧَ ـﻠَ َﻂ‬
7) rasama šahara h.alafa rakad.a halat. a

˘
to draw to make to swear to run to mix
famous
‫َﻃـ َﺒـ َﻊ‬ ‫ﻓَـﻬِ ـ َﻢ‬ ‫ﺽ‬

َ ‫ــﺮ‬
َ ‫َﻋ‬ َ‫ﺻ َـﺮﺥ‬
َ ‫َﻭﺯ ََﻥ‬
8) t. abaҁa fahima ҁ
arad.a s. araha wazana
˘
to print to understand to exhibit to scream to weigh 21
4 Write in Arabic:
Vowels
9) wat iqa bah.at a bahila kasila tarakahu

¯ ¯ ˘
to trust to search to be to be lazy he left him
stingy
.
10) gad.iba ğamaҁa marid.a našara faqada
to be to collect to become to publish to lose
angry ill
.
11) nağah.a sağada tabiҁa ğaraҁa d.ag at. a
to succeed to bow to follow to swallow to press
ҁ
12) was.ala rağa a labisa h.asaba waҁada
to arrive to return to dress to calculate to promise
.
13) t. arada rag ama salima našiqa wad.aҁa
to dismiss to force to be safe to sniff to place
.
14) g ariqa barama hağama rah.ima šahida
to sink to turn to attack to be to witness
merciful
15) badala taҁisa fasada zaraҁa ҁ
at. iba
to change to be to be to plant to be
miserable rotten destroyed
.
16) t abata talafa barada dabag a zaҁila
¯
to be firm to destroy to be cold to tan to be angry
.
17) mad.ag a nabata hatafa zah.afa baraҁa
to chew to grow to shout to creep to be
(plants) skillful
222
Chapter 5
Sukūn, šaddah, noun cases

and nunation as the
indefinite form
5.1 Sukūn: ‫ـــ‬
ْ
This is a small circle written above a consonant; it indicates the absence of
a vowel. For example:
‫ ُﻫـ ْﻢ‬hum, they ‫ ِﻣ ْﻦ‬min, from ‫ْـﺖ‬

َ ‫ َﲢ‬tah.ta, under
‫ ﻟَـ ْﻮ‬law, if ‫ َﻛ ْﻲ‬kay, in order to ‫ـﻒ‬

َ ‫ َﻛـ ْﻴ‬kayfa, how
5.2 Šaddah: ‫ـــ‬

ّ (a doubling of a consonant)
When a consonant occurs twice without a vowel in between, the consonant
is written only once but with the sign Šaddah above it ‫ ; ـــّـــ‬its pronuncia-
tion is doubled. For example:
‫َﻋـﻠﱠ َﻢ‬ ҁ
allama, to teach ‫ﺏ‬
َ ‫ َﺟـ ﱠﺮ‬ğarraba, to try ‫ َﻋـ ﱠﺪ‬ҁadda, to count
When kasrah ‫ ــ ِـــ‬/i/ appears together with Šaddah ‫ــــّــ‬, the kasrah can be
placed above or under the consonant but when above the consonant it
must be under the Šaddah. For example:
23
‫ َﺟـ ﱢﺮ ْﺏ‬ğarrib, try! ‫َﻋـﻠﱢ ْﻢ‬ ҁ
allim, teach!
5 5.3 Noun cases
Sukūn,
Šaddah, noun The case inflection is called ‫ـﻢ‬ ِْ
ِ ‫ٱﻻ ْﺳ‬ ‫ﺍﺏ‬
ُ ‫ــﺮ‬
َ ‫ِﺇ ْﻋ‬ ᵓiҁrābu l-ismi in Arabic. Ara-
cases and
nunation as bic nouns and adjectives have three cases. For the most part they are indi-
the indefinite cated by adding a vowel to the last consonant, and are called:
form
Nominative ٌ ‫ َﻣ ْﺮ ُﻓ‬marfū un

‫ـﻮﻉ‬ ҁ
(takes the vowel d.ammah)
Accusative ‫ﻮﺏ‬
ٌ ‫ْﺼ‬
ُ ‫ َﻣـﻨ‬manṣūbun (takes the vowel fath.ah)
Genitive ‫ َﻣ ْﺠـ ُﺮﻭ ٌﺭ‬mağrūrun (takes the vowel kasrah)

(There is more about cases in later chapters.)
5.4 Nunation as the indefinite form
Nunation means the doubling of the final vowel sign and adding a final ‘n’.
ٌ ِ‫ َﺗﻨْﻮ‬tanwı̄nun. This is the usual way of indicating

In Arabic this is called ‫ﻳﻦ‬
َ ‫ ﺍﻟـﻨ ِﱠـﻜ‬ᵓan-nakiratu, of nouns and adjectives.

indefinite forms, or ‫ـﺮ ُﺓ‬
The final vowel itself does not, however, become long in spite of the double
vowel sign. The indefinite forms of the three different cases are:
Nominative indef.: The word ends with a double d.ammah.
ٌ ‫ َﻣ ِﻠ‬malikun, a king
‫ ـــُـــُــ‬or ‫ ـــٌــ‬/..un/ ‫ـﻚ‬
Accusative indef.: The word ends with a double fath. ah and often an
extra ᵓalif ‫ ﺍ‬which is not pronounced as the long vowel ā.
‫ ــًـﺎ‬/..an/ ‫ َﻣ ِﻠـ ًﻜـﺎ‬malikan, a king (object)

Genitive indef.: The word ends with a double kasrah.
244
‫ ـــٍ ــ‬/..in/ ‫ َﻣ ِﻠ ٍـﻚ‬malikin, a king’s, of a king
Note a: The form of the double d.ammah ‫ ـــٌــ‬is the commonest of the two Ex e c ses
Exercises
Exeercises
Exer
alternatives and will also be used in this book.
Note b: In spoken Arabic, the use of nunation, i.e., /..un/, /..an/ and /..in/,
in nouns is rare.
Exercises
1) َ ‫َﺩ ﱠﺧ‬
‫ـﻦ‬ ‫َﻛــﻠْـ ًﺒﺎ‬ ‫َﻭﻟَـ ًﺪﺍ‬ ‫َﺑ ْﺤـ ٌﺮ‬ ‫َﺟـ ﱠﺮ‬
dahhana kalban waladan bah.run ğarra
˘˘
to smoke dog boy sea to draw
2) ‫ـﻦ‬
َ ‫َﻋــ ﱠﻴ‬ ‫ﻗَـ ْﻮ ٌﻡ‬ ‫ُﻣ َﺤـ ﱠﻤـ ٌﺪ‬ ‫ُﻣ َﻌــﻠﱢ ًﻤﺎ‬ ‫َﻧ ْﻬ ٍـﺮ‬
ҁ
ayyana qawmun muh.ammadun muҁalliman nahrin
to appoint people Muhammad teacher river
3) ‫َﺛـ ْﻮ ًﺑﺎ‬ ‫َﻳـ ْﻮ ًﻣﺎ‬ ‫َﻣ َﻄ ٍﺮ‬ َ ‫َﺭ ْﻣـ ًﻴﺎ ﺧَ ـ ْﺮ َﺑ‬
‫ــﺶ‬
t awban yawman mat· arin harbaša ramyan
¯ ˘
dress day rain to scratch shooting
4) ‫َﻋـﻠﱠ َﻢ‬ ‫َﻋـ ْﻮ ٌﻥ‬ ‫َﺣـ ْﺮ ٌﺏ‬ ‫ِﻫ َﻲ‬ ‫ُﻫــ َﻮ‬
ҁ ҁ
allama awnun h.arbun hiya huwa
to teach help war she he
5) ‫َﻋـﻠَ ًﻤﺎ‬ ‫ﻗَــﻠَ ٌﻢ‬ ‫َﺣـﺮِ ٍﻙ‬ ‫َﻭ َﻃ ٌﻦ‬ ‫ـﻦ‬

ُ ‫ﻧ َْﺤ‬
ҁ
alaman qalamun h.arikin wat· anun nah.nu
flag pen lively homeland we

25
5
Sukūn,
Šaddah, noun
6) ‫َﺭ ُﺟ ٍـﻞ‬ ٌ ‫َﻋـ َﻤ‬
‫ـﻞ‬ ‫ــﻞ‬
ٍ ‫َﺟـ َﺒ‬ ‫َﺷ َـﺮ ٍﻑ‬ ‫َﻋ َـﺮ ِﺑ ﱞﻲ‬
cases and
ҁ ҁ
nunation as rağulin amalun ğabalin šarafin arabiyyun
the indefinite man work mountain honour Arab
form
7) ‫ﻗَـ َﻤ ٍﺮ‬ ٌ ‫َﺼ ٍﺮ َﺷ ْﻤ‬

‫ـﺲ‬ ْ ‫ﻗ‬ ‫ــﺪ‬
ٍ ‫َﺳــ ﱢﻴ‬ ‫َﺑ ْﻄ ٌﻦ‬
qamarin šamsun qas.rin sayyidin bat· nun
moon sun castle lord, Mr. belly
8) ٌ ‫َﺭ ْﻣ‬
‫ـﻞ‬ ‫ﻏَـ ْﺮ ٍﺏ‬ ٌ‫َﺷـ ْﺮﻕ‬ ‫ـﻦ‬
ٌ ‫َﺩ ْﻳ‬ ٍ ‫ﻧَـ ْﻔ‬
‫ـﺲ‬
ramlun g·arbin šarqun daynun nafsin
sand west east debt soul
9) ٍ ‫ُﻋــ ْﺬ ٌﺭ ُﺣ ْﻜـ ًﻤﺎ ُﺷﻐ‬

‫ْــﻞ‬ ‫ﻟَ ْﻮﻧًﺎ‬ ‫ُﺧـ ْﺒـﺰًﺍ‬
šug· lin h.ukman ҁ
udrun lawnan hubzan
¯ ˘
work rule excuse colour bread
10) ‫َﺷ ْﻴ ًﺨﺎ‬ ْ ‫ِﻗ‬

‫ـﺴـ ٌﻢ َﺳـ ْﻴ ٍـﻒ‬ ٌ ‫َﺟ َﻤ‬
‫ـﻞ‬ ‫ِﻋـﻠْ ٌﻢ‬
ҁ
šayhan sayfin qismun ğamalun ilmun
˘
old man sword part camel knowledge
Write in Arabic:
Remember! The words below with the endings /..un/, /..an/ and /..in/ should
be written with a double vowel (and an extra ᵓalif ‫ ﺍ‬if the ending is / ..an/),
266 as mentioned above, e.g. ‫ َﻣ ِﻠـ ًﻜـﺎ‬malikan, ‘a king’.

Exercises
11) rah.h.ala bah.h.a h.assa zuhdan h.arraka
to deport to be hoarse to feel asceticism to move
12) muhaddirun madhabiyyun wakkala h.asadan raddada
˘ ¯
anaesthetic sectarian to authorize envy to repeat
ҁ
13) šahran hağalun s·abba bu dun h.at· t· a
˘
month shyness to pour distance to put
14) harraba qat· aҁa rağğaҁa šabba mutah.
˘
arrirun
to destroy to cut to return to grow up emanicipated
15) hamran h.ayawiyyin šahriyyan bawwaba qarnin
˘
wine lively monthly to classify horn
16) zawğan ballag· a radda šahiyyan rağҁiyyin
husband to inform to return tasty reactionary
ҁ
17) bawwala rabbun šah.h.ama šağğa a danna
¯·
to urinate lord to grease to encourage to think
18) šukran šaҁҁala ҁ
abdan t· abҁan marh.aban
thanks to light slave naturally hello
19) s·ah.h.a muharribin h.addan qarrara šawwaqa
˘ ¯· ¯·
to be healthy saboteur fortune to decide to desire
27
Chapter 6
Long vowels, ᵓalif maqs.ūrah,

dagger or miniature ᵓalif, word
stress and syllable structure
6.1
The three short vowels, ‫ ـــَــ‬/a/, ‫ ـــُــ‬/u/, and ‫ ــ ِـــ‬/i/, also have long vari-
ants. They are written by adding one of three letters after the short vowel
signs. These three letters are called in Arabic ‫ﻭﻑ ٱﻟْـ َﻤـ ﱢﺪ‬
ُ ‫ُﺣـ ُﺮ‬ h.urūfu
l-maddi, ‘letters of prolongation’:
ᵓalif ‫ﺍ‬ which is related to fath. ah ‫ ـــَـــ‬/a/
wāw ‫ﻭ‬ which is related to d. ammah ‫ ـــُـــ‬/u/
yāᵓ ‫ﻱ‬ which is related to kasrah ‫ ــ ِــــ‬/i/
Note: The ‫ ﻱ‬y (28) can be connected from both sides: (‫ـﻴـ ـﻲ‬ ‫)ﻳـ‬.
Short vowels long vowels
‫ َﺑـ‬/ba/ ‫ َﺑـﺎ‬/bā/, e.g. ‫ـﺎﺏ‬

ٌ ‫ َﺑ‬bābun, door
‫ ُﺑـ‬/bu/ ‫ ُﺑـﻮ‬/bū/, e.g. ‫ ﻧُـﻮ ٌﺭ‬nūrun, light
28 ‫ ﺑ ِـ‬/bi/ ٌ ‫ ِﺩ‬dı̄nun, religion

‫ ِﺑـﻲ‬/bı̄/, e.g. ‫ﻳـﻦ‬
Note: In some books, long vowels are transliterated as double vowels. Dagger or
Here, we use the macron above the vowel to indicate length. miniature
ᵓalif
6.2
It should be noted that the combination of the letter lām ‫ ﻟـ‬followed by ᵓalif
َ / lā/ (not as ‫)ﻟَـﺎ‬. Also, the

‫ـﺎ‬.. is called lām-ᵓalif and written as ‫ َﻻ‬or ‫ـﻼ‬..
lām-ᵓalif ‫ ﻻ‬follows the rule of ᵓalif (1) ‫ـﺎ‬. ., which means that it cannot be
connected to the following letter (to the left). For example:
‫ َﺳ َﻼ ٌﻡ‬salāmun, peace ‫ َﻻ َﻡ‬lāma, to blame ‫ َﺣ ًّﻼ‬h.allan, a solution
6.3 ᵓAlif maqs.ūrah
The long vowel /ā/ at the end of a word can be written with ᵓalif ‫َﺍ‬.. or, in
some words, with yāᵓ ‫ﻱ‬, but without the dots ‫ ـَﻰ‬... The yāᵓ is then called
ᵓalif maqs. ūrah ‫ﻮﺭ ٌﺓ‬ ُ ‫ َﺃ ِﻟ ٌﻒ َﻣـ ْﻘ‬, as in:
َ ‫ـﺼ‬
‫َﻋـﻠَﻰ‬ ҁ
alā, on ‫ َﺭ َﻭﻯ‬rawā, to tell ‫ َﺭ َﻣﻰ‬ramā, to throw
Note: Certain rules explained in later chapters govern which one of the two
ᵓalifs is to be used in a word.
6.4 Dagger or miniature ᵓalif
In some common words the long vowel /ā/ is written with a miniature ᵓalif, 29
also called the dagger ᵓalif. As the name suggests, this is a small vertical
6 stroke ‫ ـــٰــــ‬placed above the consonant, replacing the ordinary full ᵓalif
Long vowels,
(‫)ﺍ‬, as in:
ᵓalifs, stress,
syllable
structure
َ ‫( ٰﻫ‬not ‫) َﻫﺎ َﺫﺍ‬
‫ــﺬﺍ‬ ‫( ٰﻟـ ِﻜ ﱠ‬not ‫ـﻦ‬
‫ـﻦ‬ َّ ‫) َﻻ ِﻛ‬ َ ِ‫( ٰﺫﻟ‬not ‫ـﻚ‬
‫ـﻚ‬ َ ‫) َﺫﺍ ِﻟ‬
hāddā, this lākinna, but d ālika, that
¯ ¯
6.5 Word stress and syllable structure
Surprisingly enough, Arabic grammarians did not deal with the position of
stress (dynamic accent) in Arabic words. Nevertheless, almost all Arabic
words must be stressed on one of their syllables, which may be short or
long. The stress appears as an increase of vocal intensity, as well as raising
the pitch of the voice.
The following general rules are mainly based on the methods of pronunci-
ation employed by the reciters of the Koran. In some cases, there are vari-
ations between different traditions; the native dialect of the speaker may
also influence the pronunciation.
Syllables are divided into short and long. A short syllable consists of a con-
sonant plus a short vowel (CV), whereas a long syllable consists of: (1) a
consonant plus a long vowel (CV̄), (2) a consonant plus a short vowel plus
a consonant (CVC), or (3) a consonant plus a long vowel plus a consonant
(CV̄C). No syllable can start with more than one consonant.
1a) The stress falls on the first long syllable counting from the end of
the word. However, the final syllable cannot itself carry the stress,
except when the word has only one syllable, e.g. /yak-tu-bū-na/, /
qal-bun/, /ᵓuq-tu-lū/, /ka-tab-tum/, /ka-tab-tun-na/, /mam-la-ka-tun,
dū/. (The hyphens here indicate syllable, not morpheme junctures.)
¯
1b) Another tradition holds that if the first long syllable is the fourth syllable
counting from the end or any syllable before that syllable, then the third
syllable counting from the end receives the stress, e.g. mam-la-ka-tun.
2) If there is no long syllable or if only the last syllable is long, the first
syllable receives the stress (e.g. /ka-ta-ba/, /sa-ma-ka-tun/, /sa-ma-
300 ka-tu-hu-mā/(. According to another tradition, in these cases the
stress cannot be retracted to an earlier position than the third syllable
counting from the end (e.g. /sa-ma-ka-tun/, /sa-ma-ka-tu-hu-mā/).
3) The stress cannot normally fall on the definite article ᵓal- or a prefixed Exercises
preposition or conjunction (e.g. /ᵓal-ya-du/, /ka-dā, wa-ra-mat/).
¯
Note: The final short vowel or final syllable of certain word endings (to
be dealt with later) tends to be left out in pronunciation, especially in
pausa (i.e, at the end of a sentence). Yet the given stress rules still apply
in most cases, if you bear in mind that the final vowel or syllable has
been lost, e.g. maf-hūm(-un), mad-ra-sa(-tun), sa-ma-ka(-tun), lub-nā-nı̄
(lub-nā-niy-yun).
Exercises
ٍ ‫َﺳ ِـﻔ‬
ٌ ‫ـﻴـﺮ ُﺣــ ُﺮ‬
‫ﻭﻑ‬ ‫َﻛـﺮِ ﻳـ ٌﻢ‬ ‫َﺭ َﻣﻰ‬ ‫ِﺣـ َﻤﺎ ًﺭﺍ‬
1) h.urūfun saf ı̄rin karı̄mun ramā h.imāran
letters ambassador generous to throw donkey
‫ﻳـﻦ‬
ٌ ِ‫ــﺮ َﺣــﺰ‬
ٍ ‫َـﺎﺟ‬
ِ ‫ﺗ‬ ِ ‫ٰﻫـ ِﺬ ِﻩ َﻭ‬
‫ﺍﺳـ ًﻌـﺎ‬ ً ‫َﺣ‬
‫ـﺎﻻ‬
2) h.azı̄nun tāğirin wāsiҁan hādihi h.ālan
¯
sad merchant wide this (f.) immediately
‫ـﻲ‬
‫َﺣ ﱞ‬ ‫ﻟَـ ﱠﻤـﺎ‬ ‫ِﻓﻲ‬ ‫َﺭ َﻭﻯ‬ ‫َﺟ ِـﺪﻳـ ًﺪﺍ‬
3) h.ayyun lammā fı̄ rawā ğadı̄dan
living when in to tell new
‫ﻭﺡ‬
ٌ ‫ُﺭ‬ ‫ﺻـﻮ ًﻓـﺎ‬
ُ ‫ــﺮﻯ‬
َ ‫َﺟ‬ ‫ﺧَ ــ ﱠﺒـﺎﺯًﺍ‬ َ ‫ُﻫـﻨ‬
‫َـﺎﻙ‬
4) rūh.un s. ūfan ğarā habbāzan hunāka
˘
soul, spirit wool to run baker there
‫ُـﻮﻥ‬ ً ‫ﺧَ ـ ﱠﻴ‬

ٌ ‫ـﺎﻃﺎ ﻗَـﺎﻧ‬ ‫َﺣـ ﱠﺪ ٍﺍﺩ‬ ‫َﻗـﺮِ ﻳـ ًﺒﺎ‬ ‫َﺑـﻨَﻰ‬
5) qānūnun hayyāt. an h.addādin qarı̄ban banā 31
˘
law tailor blacksmith near to build
6 Read, practise your handwriting, and transliterate:
Long vowels,
ᵓalifs, stress,
syllable ‫ـﺼـﺮِ ﱞﻱ‬ ً ‫َﺣـ ﱠﻤ‬
ْ ‫ـﺎﻻ ِﻣ‬ ٌ ‫َﺳ ِﻤ‬
‫ـﻴـﻦ‬ ‫ـﺎﺝ‬
ٍ ‫ﺯ َُﺟ‬ ‫َﺳ َﺤـﺎ ًﺑﺎ‬
structure
6) Egyptian porter fat glass clouds
ٌ‫َﻃﺮِ ﻳـﻖ‬ ‫ــﻮﻕ‬

ٍ ‫ُﺳ‬ ٍ ‫َﺑـ َﻜﻰ ِﺳـ ﱢﻜ‬
‫ـﻴـﻦ‬ ‫ـﺎﺟـﺎ‬
ً ‫َﺩ َﺟ‬
7) road marketplace knife to cry poultry
‫ﻭﺱ‬
ٌ ‫ُﺩ ُﺭ‬ ‫ـﻮﺭ‬ ْ ‫ِﻛ َـﻼ ًﺑﺎ ُﻋ‬
ٍ ‫ـﺼ ُﻔ‬ ‫ُـﻮﻥ‬
ٌ ‫َﺯ ْﻳـﺘ‬ ‫َﻛ َﻼ ًﻣﺎ‬
8) lessons bird dogs olives talk
‫ـﻮﻑ‬ ُ ‫ﻓ ﱠَـﻼ ًﺣﺎ ِﺧــﻨْـﺰِ ﻳـ ًﺮﺍ‬

ٌ ‫ﺿـ ُﻴ‬ ‫ـﺲ‬
ٌ ‫َﻳﺎ ِﺑ‬ ‫َﻭﺍ ِﻟ ٍـﺪ‬
9) guests pig peasant dry father
‫ﻳﺢ‬
ٌ ِ‫ﺭ‬ ‫َﺳ َﻌﻰ‬ ٌ ‫ﺎﻫ‬
‫ـﻞ‬ ِ ‫َﺟ‬ ‫ِﻋـﻠْ ِﻤ ﱞﻲ‬ ً ‫ﻏَـﺰ‬
‫َﺍﻻ‬
10) wind to strive ignorant scientific gazelle
‫ﻳـﺮ‬
ٍ ِ‫َﻭﺯ‬ ‫ﻏَـﺮِ ﻳـ ًﺒـﺎ‬ ‫ـﻮﺯ‬
ٍ ‫َﻋ ُﺠ‬ ‫َﻋ َـﺮ ِﺑ ﱞﻲ‬ ٌ ‫َﺷ َـﺮ‬
‫ﺍﺏ‬
11) minister strange old Arab drink
ٌ ‫ﺿ ِﻌ‬
‫ــﻴـﻒ‬ َ ‫ﻴـﻒ‬ ِ َ‫ﻟ‬
ٍ ‫ـﻄ‬ ‫ِﺑ َﻼ ًﺩﺍ‬ ً ‫َﺣ‬
‫ـﺎﻻ َﻣ ْﺸـ ُﻬــﻮ ٌﺭ‬
12) weak gentle countries famous immediately
‫َﺣ َﻼ ًﻻ‬ ‫ﺎﺩ ًﻻ‬

ِ ‫َﻋ‬ ‫َﺩﻧَﺎ‬ ‫ﻧَـﺰِ ﻳ ٌﻪ‬ ٍ‫ﻧَـﺒِـﻴﻪ‬
13) permitted just to come honest smart
(halal) near
‫َﺳ َـﻼ ًﻣﺎ‬ ‫ﻧ َِﻈﻴـ ًﻔﺎ‬ ‫ـﺤ ٍﺎﻡ ُﻛــ ْﺮ ِﺳ ﱞﻲ‬

‫ﻟَ ﱠ‬ ً ‫ِﻣـ َﻴ‬
‫ﺎﻫـﺎ‬
14) peace clean chair butcher waters
‫ُﺳﻮﺭِ ﱠﻳـﺎ‬ َ ِ‫ٰﺫﻟ‬

‫ـﻚ‬ ‫ﺎﺳ ًﻴّﺎ‬
ِ ‫ِﺳ َﻴ‬ ٌ‫ﺻـﻨْـ ُﺪﻭﻕ‬ َ ‫َﺫ‬
ُ ‫ﺍﺏ‬
322
15) Syria that politician box to melt
Write in Arabic: Exercises
Note: The words below all have the ordinary ᵓalif (‫ )ﺍ‬and not the ᵓalif
maqs.ūrah ‫ ﻯ‬or the dagger ᵓalif (’). This is to avoid misunderstandings at

this stage.
ҁ
16) bārı̄su sūriyyā ādilan hubūt. in s. iyāmun
Paris Syria just lowering fasting
17) bāšā wāğiban ğāsūsan d. urūfun hirrı̄ğan
¯ ˘
pasha duty spy circumstances graduate
ҁ
18) bah.h.ārun s. awwānin d. alāmun mustašārin abı̄dan
¯
sailor flint darkness adviser slaves
ҁ ҁ
19) bah ı̄lan su ālan mu addātun manqūšin nahā
˘
stingy cough equipment engraved to forbid
20) hamran muhāğirun s. iyāh.in hāğara d.ubbāt. un
˘
wine emigrant shouting to emigrate officers
ҁ
21) zawğan āman minšārun zayyātun nāt. ūrun
husband year saw oil-seller guard
ҁ .
22) badawiyyin ta āwunin g adı̄rin fawāriqu huršūfun
˘
Bedouin co-operation pool differences artichoke
ҁ
23) bāraza zāra ad. ı̄mun faransiyyun tazawwağa
¯
to duel to visit great Frenchman to marry
24) ҁirāqiyyun hazzānan mahs. ūs. in zawāriqu hart. ūšan
˘ ˘ ˘
Iraqi reservoir special boats bullets
33
Chapter 7
Hamzah (hamzatu l-qat.ҁi)

and the maddah sign
7.1
ْ ‫ٱﻟْـﻘ‬
Hamzah or hamzatu l-qat.ҁi, ‫َـﻄ ِﻊ‬ ‫ َﻫـ ْﻤـ َﺰ ُﺓ‬means the cutting or disjunc-
tive hamzah. Hamzah is considered to represent the first letter of the alpha-
bet, and it has a full consonantal value like other consonants. (Arabic
grammarians refer to ᵓalif as the ᵓalif hamzah.)
The sign of hamzah was added to the Arabic script at a rather late stage,
therefore hamzah does not have a real independent form comparable
to the other consonants. Hamzah is written with the special sign ‫ﺀ‬, which
is transliterated as /ᵓ/.
7.2
The sound of hamzah exists in European languages in speech but is not

represented in writing. In Arabic it is both heard and written. Phonetically
it is a glottal stop, pronounced as a catch in the throat by holding one’s
breath and suddenly releasing it. This sound occurs as follows in some other
languages:
In Cockney English, ‘little bottle’ is pronounced as /liᵓl boᵓl/, i.e. with two
glottal stops, or in the exclamation ‘uh-oh!’
In German, beobachten, ‘to consider’, is pronounced as /beᵓobachten/.
Vereisen, to freeze, be frozen, is pronounced as /ferᵓaizen/, but the word
verreisen meaning to travel away has no glottal stop. Iss auch ein Ei!, Eat
also an egg!, is pronounced as /ᵓiss ᵓauch ᵓain ᵓEi!/.
Note: Hamzah ‫ﺀ‬/ᵓ/ should not be confused with the completely different
34
letter ҁayn ‫ﻉ‬/ / in either pronunciation or transliteration.
ҁ
7.3 Some basic
rules for
Hamzah is used frequently, but the rules for writing it are quite compli- writing
cated and are therefore dealt with in more detail in chapter 20. hamzah
7.4
Since hamzah does not have a regular independent form, it is mostly writ-
ten above the letters ‫ﺃ‬, ‫ ﺅ‬and ‫( ﺉ‬without dots), and these three letters are
called seats or chairs for the hamzah.
7.5 Some basic rules for writing hamzah
The initial glottal stop hamzah /ᵓ/ is written both above and below the letter
ᵓalif ‫ ﺍ‬and is pronounced before the vowel, according to the following rules:
a) Hamzah together with fath.ah is written above the ᵓalif: ‫ َﺃ‬/ᵓa/:
ٌ ‫َﺃ ْﻛ‬
‫ــﻞ‬ ٌ ‫ﺻ‬
‫ـﻞ‬ ْ ‫َﺃ‬ ٌ ‫َﺃ ْﺭ‬
‫ﺽ‬
ᵓaklun, food ᵓas.lun, origin ᵓard.un, earth, ground
b) Hamzah together with d.ammah is written above the ᵓalif: ‫ ُﺃ‬/ᵓu/:
ٌ ‫ُﺃ ْﺧ‬
‫ـﺖ‬ ‫ُﺃ ﱞﻡ‬ ٌ‫ُﺃ ُﻓــــﻖ‬
ᵓuhtun, sister ᵓummun, mother ᵓufuqun, horizon
˘
c) Hamzah together with kasrah are both written under the ᵓalif: ‫ ِﺇ‬/ᵓi/:
‫ﺻ َﺒ ٌﻊ‬
ْ ‫ِﺇ‬ ‫ِﺇ ﱠﻥ‬ ‫ِﺇ ْﺫ‬
35
ᵓis.baҁun, finger ᵓinna, that, indeed ᵓid, if, when
¯
7 d) Hamzah on ᵓalif in the middle of the word:
Hamzah and
‫َﺳ َﺄ َﻝ‬ ‫َﺭ ْﺃ ٌﻱ‬ ٌ ‫َﺭ ْﺃ‬

the maddah
sign ‫ﺱ‬
saᵓala, to ask raᵓyun, opinion raᵓsun, head
e) Hamzah on ᵓalif at the end of the word:
‫ﻧَـ َﺒ ٌﺄ‬ ‫َــﺮ َﺃ‬

َ ‫ﻗ‬ ‫َﺑـ َﺪ َﺃ‬
nabaᵓun, news qaraᵓa, to read badaᵓa, to start, to begin
7.6 The maddah sign
a) The maddah sign ‫ﻣـ ﱠﺪ ٌﺓ‬

َ is a long slanting or curved superscript line rep-
resenting the ᵓalif, which is written above another ᵓalif to signify the
lengthening of /ᵓa/ as /ᵓā/. It is used when an ᵓalif which has hamzah and
fath.ah (‫ )ﺃ‬is followed by another ᵓalif (‫) َﺃﺍ‬. The ᵓalif, hamzah, and fath.ah
are all omitted, and only one ᵓalif is written with the sign maddah above
it as ‫( ﺁ‬for ‫) َﺃﺍ‬, which is pronounced as /ᵓā/. This is to avoid having to

write the ᵓalif twice. For example:
ُ ‫َﺃﻟْـ ُﻘـ ْﺮ‬

‫ﺁﻥ‬ (for: ُ ‫) َﺃﻟْ ُﻘ ْﺮ َﺃ‬
‫ﺍﻥ‬ ‫( َﺭﺁ ُﻩ‬for: ‫) َﺭ َﺃﺍ ُﻩ‬
ᵓal-qurᵓānu, the Koran raᵓā-hu, he saw him / it
(For more about the definite article ‫َﺃﻟْـ‬ ᵓal- and the ways of writing the
hamzah over the ᵓalif (‫ )ﺃ‬in the definite article ‫ َﺃﻟْـ‬/ᵓal-/ and other words,
see the final note in chapters 8 and 9.)
366 b) When an ᵓalif having hamzah and fath.ah ‫ َﺃ‬is followed by another ᵓalif
with hamzah and sukūn (‫) ْﺃ‬, only one ᵓalif is written with the maddah
above it ‫( ﺁ‬for ‫) َﺃ ْﺃ‬, which is also pronounced /ᵓā/. In this way, one
Exercises
avoids having to write two glottal stops in one syllable, as:
‫( ﺁ َﻣ َﻦ‬for: ‫) َﺃ ْﺃ َﻣ َﻦ‬ ‫َﺲ‬ َ ‫) َﺃ ْﺃﻧ‬

َ ‫( ﺁﻧ‬for: ‫َـﺲ‬
ᵓāmana, to believe ᵓānasa, to be amused
Exercises
‫َﺛ ْﺄ ٌﺭ‬ ‫ِﺇ َﻣﺎ ٌﻡ‬ ‫ﺁﺧَ َﺮ‬ ‫َﺃ ْﺧ َﺒﺎ ٌﺭ‬ ٌ ‫ُﺃ ﱠﻣ َﻬ‬
‫ﺎﺕ‬
1) t aᵓrun ᵓimāmun ᵓāhara ᵓahbārun ᵓummahātun
¯ ˘ ˘
revenge prayer leader another news (pl.) mothers
‫َﺃﻧ َْﺖ‬ ‫َﻣ ْﺒ َﺪ ٌﺃ‬ ‫َﻣ ْﻶ ُﻥ‬ ‫ُﺃ ُﺫ ٌﻥ‬ ‫ِﺇ ْﺑ ٌﻂ‬
2) ᵓanta mabdaᵓun malᵓanu ᵓudunun ᵓibt.un
¯ ¯
you (m.s.) principle full ear armpit
‫ﺁﺏ‬
ُ ٌ ‫ِﺇ ْﻧﺘ‬
‫َﺎﺝ‬ ‫ﺁ َﻝ‬ ‫َﺑ ْﺄ ًﺳﺎ‬ ‫ﻳﺠﺎ ٌﺭ‬
َ ‫ِﺇ‬
3) ᵓābu ᵓintāğun ᵓāla baᵓsan ᵓı̄ğārun
August production to return harm rent
ٌ ‫ِﺇ ْﺑ‬
‫ـﻞ‬ ‫َﺃﻟَ ٌﻢ‬ !‫َﺃ ْﻳ َﻦ ِﺇ ْﻣ ِﺶ‬ ‫ﺎﻥ‬
ٌ ‫ِﺇﻧ َْﺴ‬
4) ᵓiblun ᵓalamun ᵓimši ᵓayna ᵓinsānun
camels pain go! where? human being
ٌ ‫َﺃ ِﻣ‬
‫ﲔ‬ ‫ِﺇ ْﺛ ٌﻢ‬ ‫ﺁ َﺑﺎ ٌﺩ‬ ‫ﺎﻥ ُﻣ ْﺴﺘَــ ْﺄ ِﺟ ٌﺮ‬
َ ‫ِﺇ ﱠﺑ‬
5) ᵓamı̄nun ᵓit̄mun ᵓābādun mustaᵓğirun ᵓibbāna
faithful sin endless renter during
‫ﺍﻉ‬
ٌ ‫ِﺇ ْﺑ َﺪ‬ ‫ُﺃﻭ ُﺭﻭ ﱢﺑ ﱞﻲ‬ ‫َﺃ ْﻛ َﺒ ُﺮ‬ ‫َﺃ ْﺟ َﻨ ِﺒ ﱞﻲ‬ ٌ ‫ُﺃ ْﺳ ُﺒ‬
‫ﻮﻉ‬
6) ᵓibdāҁun ᵓūrūbbiyyun ᵓakbaru ᵓağnabiyyun ᵓusbūҁun 37
creation European bigger foreigner week
7
Hamzah and
the maddah ‫ُﻣ َﺘ َﺄ ﱢﺳ ٌﻒ‬ ‫َﺃ َﺳ َﺮ‬ ‫َﺃ ﱠﻣﺎ‬ ‫ِﺇ ْﺫ ٌﻥ‬ ‫َﻓ ْﺄ ٌﺭ‬
sign
7) mutaᵓassifun ᵓasara ᵓammā ᵓidnun faᵓrun
¯
sorry to capture but permission mouse
ٌ ‫ِﺇﻳ َﺬ‬
‫ﺍﻥ‬ ٌ ‫ُﺃ ْﻧ ُﺒ‬
‫ﻮﺏ‬ ‫َﺯ َﺃ َﺭ‬ ‫َﺃﻟْـ َﻤﺎ ِﻧ َﻴﺎ‬ ٌ‫ِﺇ ْﺭﺙ‬
8) ᵓı̄dānun ᵓunbūbun zaᵓara ᵓalmāniyā ᵓirt un
¯ ¯
proclamation tube to roar Germany heritage
Write in Arabic:
9) nabbaᵓa taᵓrı̄hun ᵓabyad.u ᵓilzāmiyyun malğaᵓun

˘
to advise dating white compulsory shelter
10) mahbaᵓun ᵓarğaᵓa šaᵓnun ᵓas.arra ᵓih.marra
˘
hiding place to postpone matter to insist to turn red,
blush
11) ᵓarraha ᵓantum ᵓanā ᵓislāmun wakaᵓa
˘
to date you (m.pl.) I Islam to lean
12) ᵓi lānun
ҁ
t. araᵓa ᵓābu ᵓa raba
ҁ
ᵓazraqu
announce- to happen August to express blue
ment
13) ᵓid.rābun ᵓahun ᵓibrı̄qun ᵓabadan ᵓufuqun
˘
strike brother pot, jug never horizon
14) ᵓust. ūlun ᵓilh.āh.un ᵓarnabun ᵓimdādun ᵓiğbāriyyun
fleet insistence rabbit help compulsory
15) ᵓayan ᵓaswadu ᵓusūdun ᵓı̄rānı̄ ᵓustādun
¯
also black lions Iranian professor
16) ᵓummiyyun ᵓa rağu ҁ
ᵓas.faru ᵓususun ᵓah.maqu
illiterate lame yellow foundations foolish
17) ᵓi lāmun
ҁ
ᵓas.laҁu maᵓmūrun muta muttakiᵓun
388 ᵓanniqun
information bald official elegant leaning
Chapter 8
Definite article ..‫ َﺃﻟْـ‬ᵓal.., nominal

sentences, verbal sentences,
word order and adjectives
8.1
The definite article, ..‫ َﺃﻟْـ‬ᵓ al.., is the only definite article in Arabic. It is used
for all noun cases, genders, and numbers by attaching it to the beginning of
a noun or adjective. There is no indefinite article, but only an indefinite
form, which was covered in chapter 5.
Note: For more about writing the hamzah over the ᵓalif (‫)ﺃ‬ in the
definite article ‫ َﺃﻟْـ‬/ᵓal-/ and other words, see the final note in chapter 9.
8.2
When the indefinite form becomes definite, it loses its nunation /..n/, and
only one vowel is written on or under the final consonant. For example:
Indefinite Definite
Nominative: ‫ـﺖ‬
ٌ ‫َﺑـ ْﻴ‬ ُ ‫َﺃﻟْـ َﺒـ ْﻴ‬
‫ـﺖ‬
baytun, a house ᵓal-baytu, the house
Accusative: ‫َﺑـ ْﻴـﺘًﺎ‬ َ ‫َﺃﻟْـ َﺒـ ْﻴ‬

‫ـﺖ‬
39
baytan " ᵓal-bayta, the house
8 Genitive: ‫َﺑـ ْﻴ ٍـﺖ‬ ِ ‫َﺃﻟْـ َﺒـ ْﻴ‬
‫ـﺖ‬
Definite
article,
sentences, baytin, of a house ᵓal-bayti, of the house
word order
8.3
The basic functions of the three noun cases are as follows:
• The nominative case is used for the subject and predicate noun or
adjective (see section 8.6 for more on this).
• The accusative case is used for the direct object, predicative com-
plement in verbal sentences, and for most adverbs.
• The genitive case is used for expressing possession (explained in
chapter 12) and after prepositions.
Note: Often the case endings are not pronounced, except sometimes in
the indefinite accusative ending -an in adverbs, e.g. ‫ُﺷ ْﻜـ ًﺮﺍ‬ šukran,
‘thank you!’.
8.4
The definite article ..‫ َﺃﻟْـ‬ᵓal.. is used more frequently in Arabic than in
English. One of the reasons for this is that nouns referring to abstract
things, whole collectives and generic terms generally take the definite arti-
cle, e.g.:
‫َﺃﻟْ ِﻌﻠْ ُﻢ‬
ᵓal-ҁilmu, science
400 ٌ ‫َﺃﻟْ ِـﻜ َﻼ ُﺏ َﺣـ َﻴـ َﻮﺍﻧ‬

‫َﺎﺕ‬
ᵓal-kilābu h.ayawānātun. Dogs are animals.
8.5 Nominal and verbal sentences Verbal
sentence and
There are two types of Arabic sentences: nominal sentences ‫ٱﺳ ِﻤ َّﻴ ٌﺔ‬
ْ ‫ُﺟـ ْﻤـﻠَ ٌﺔ‬ word order
ğumlatun ismiyyatun, and verbal sentences ‫ُﺟـ ْﻤـﻠَ ٌﺔ ِﻓ ْﻌـ ِﻠـ ﱠﻴ ٌﺔ‬ ğumlatun
fiҁliyyatun.
8.6
A nominal sentence does not contain a verb and consists of two components:
subject and predicate. The subject is usually a noun (phrase) or pronoun in
the nominative case. The predicate may be a noun (phrase), pronoun, an
indefinite adjective, or an adverb of place or time. A nominal sentence refers
to the present tense and does not require the copula to be. For example:
‫َﺃﻟْ ِـﻘ ﱡ‬
ٌ ِ‫ـﻂ َﻣﺮ‬
‫ﻳـﺾ‬
ᵓal-qit.t.u marı̄d.un. The cat (is) ill.
ٌ ‫َﺃﻧَﺎ َﻃﺎ ِﻟ‬

‫ـﺐ‬
ᵓanā t.ālibun. I (am) a student.
َ ‫َﺃﻟْـ َﻮﻟَـ ُﺪ ُﻫـﻨ‬

‫َﺎﻙ‬
ᵓal-waladu hunāka. The boy (is) there.
ٌ ‫ُﻫـ ْﻢ ُﻋـ ﱠﻤ‬

‫ﺎﻝ‬
hum ҁummālun. They (are) workers.
8.7 Verbal sentence and word order
A verbal sentence contains a verb, and has the following basic word order:
verb + subject + object or complement. In spoken colloquial Arabic this is 41
often: subject + verb + object or complement.
8 The subject is normally in the nominative case. The direct object, which
Definite may occur only with transitive verbs, is in the accusative case.
article,
sentences,
ٌ ‫ﺧَ َﺮ َﺝ َﻃـﺎ ِﻟ‬

‫ـﺐ‬
word order
harağa (verb) t. ālibun (subject). A student went out.

˘
‫َﺃ َﻛـ َﻞ َﻛــﻠْ ٌﺐ ُﺧ ْﺒﺰًﺍ‬
ᵓakala (verb) kalbun (subject) hubzan (object). A dog ate bread.

˘
8.8 Adjectives
An adjective normally follows the noun it qualifies and agrees with it in

gender, number and case, except when the noun refers to non-humans, i.e.
animals and things.
a) When the adjective functions as the predicate in a nominal sentence,

it is always indefinite, even when the subject is definite:
ُ ‫َﺃﻟْـ َﻤﺘ َْﺤ‬

ٌ ‫ـﻒ َﺟ ِـﻤ‬
‫ـﻴﻞ‬
ᵓal-math.afu ğamı̄lun. The museum (is) beautiful/nice.
ُ ‫َﺃﻟْـ َﺒـ ْﻴ‬

ِ ‫ـﺖ َﻭ‬
‫ﺍﺳ ٌﻊ‬
ᵓal-baytu wāsiҁun. The house (is) large.
b) When the adjective functions as a modifier of a noun (attributive

construction), it also agrees with the subject noun in terms of defi-
niteness. In other words, if the subject noun is definite, the adjective
also takes the definite article, whereas if the subject noun is indefi-
nite, the adjective is also indefinite.
422
‫ﺍﺳ ُﻊ‬ ُ ‫َﺃﻟْـ َﺒـ ْﻴ‬
ِ ‫ـﺖ ٱﻟْ َﻮ‬ Exercises
ᵓal-baytu l-wāsiҁu, the large house
ِ ‫ـﺖ َﻭ‬
‫ﺍﺳ ٌﻊ‬ ٌ ‫َﺑـ ْﻴ‬
baytun wāsiҁun, a large house or A house is large.
Note a: The ᵓalif with the was.lah ِ ‫ ٱﻟْـ َﻮ‬..,

‫ ٱ‬of the definite article in ‫ﺍﺳ ُﻊ‬
- l- .. wāsiҁu in the first of the two sentences above is elided in pronuncia-
tion after a vowel. This is further discussed in chapter 9 dealing with
was.lah.
Note b: Again, when the combination of the letter ..‫ ﻟـ‬/l/ followed by ᵓalif
‫ ﺍ‬is written as ‫ َﻻ‬, or ‫ َـﻼ‬.. /lā/, the same principle is applied as when ..‫ ﻟـ‬/l/
is followed by ᵓalif with hamzatu l-qat.ҁi ‫ ﺃ‬, i.e. َ‫ ْﻷ‬/lᵓa/ (refer to chapter 6):
‫ َﺃ ْ ُﻷ ﱡﻡ‬ᵓ al-ᵓummu, the mother ُ ‫ َﺃ ْﻷَ َﻣ‬ᵓal-ᵓamalu, the hope

‫ـﻞ‬
‫ َﺃ ْﻷَ ِﻣـﻴـ ُﺮ‬ᵓal-ᵓamı̄ru, the commander, the prince ‫ــﺖ‬

ُ ‫ َﺃ ْ ُﻷ ْﺧ‬ᵓal-ᵓuh˘tu, the sister
Exercises
Practise your reading:
Some of the words in this exercise have superscript numbers to the left of
the English word to correspond with the same number on the right of the
Arabic word, and as mentioned in the ‘Important notes’ in the introduction,
the words of the English exercises in all chapters are taken from the Arabic
exercises of the same chapter.
43
. ٌ‫ﺃَﻟْـﻘَــﻠَﻢُ ﻃَﻮِﻳﻞ‬
8 1 2
Definite
article,
sentences, 1) ᵓal-qalamu t.awı̄lun. 1The pen (is) 2long.
word order
.‫ـﻊ‬
ٌ ‫ﺍﺳ‬ 2 ْ ‫َﺃﻟْـ َﻤ‬
ِ ‫ـﻄـ َﻌـ ُﻢ َﻭ‬ 1
2) ᵓal-mat.ҁamu wāsiҁun. 1The restaurant (is) 2large.
.‫ﺎﻃـ ٌﺮ‬ 2
َ ‫َﺃﻧ‬
ٌ ‫ْـﺖ َﻃـﺎ ِﻟ‬
ِ ‫ـﺐ َﺷ‬ 1
3) ᵓanta t.ālibun šāt.irun. You (m.) (are) 2a clever / smart 1student.
َ ‫َﺃ ْﻳ‬
‫ ُﻫـ َﻮ؟‬/ ‫ـﻦ ِﻫ َﻲ‬ 1
4) ᵓayna hiya / huwa. 1Where (is) she / he?
َ ‫ِﻫ َﻲ ُﻫـﻨ‬
.‫َﺎﻙ‬ 1
5) hiya hunāka. She (is) 1there.
ٌ ‫ُﻫـ َﻮ َﻛﺎ ِﺗ‬

.‫ـﺐ َﻣ ْﺸـ ُﻬـﻮ ٌﺭ‬ 1
6) huwa kātibun mašhūrun. He (is) 1a famous writer.
.‫َﺃ ْﻷَ َﻗـﺎﺭِ ُﺏ ِﻓـﻲ َﺃﻟْـ َﻤﺎﻧْـ َﻴﺎ‬ 1
7) ᵓal-ᵓaqāribu f ı̄ ᵓalmānyā. 1The relatives (are) in Germany.
.‫ﺎﻃ ٌﺮ‬ ٌ ‫ُﻫ َﻮ َﻃ ِﺒ‬

ِ ‫ـﻴـﺐ َﺷ‬ 2 1
8) huwa t.abı̄bun šāt.irun. He (is) 2a skillful 1physician.
ٌ ‫ـﺐ َﺃ ِﻣ‬
.‫ﻴـﻦ‬ ُ ْ‫َﺃﻟْ َﻜــﻠ‬
1
444
9) ᵓal-kalbu ᵓamı̄nun. The dog (is) 1faithful.
.‫ـﺐ‬ ُ ‫َﺃ ْﻷَ ْﻛ‬
ٌ ‫ــﻞ َﻃـ ﱢﻴ‬
1
Exercises
10) ᵓal-ᵓaklu t.ayyibun. The food (is) 1delicious, good.
.‫َﺃﻟْـ ُﻤ ِـﺪﻳـ ُﺮ َﻣـ ْﻜـ ُﺮﻭ ٌﻩ‬

1
11) ᵓal-mudı̄ru makrūhun. The director (is) 1hated.
ٌ ‫ـﺸـﻐ‬
.‫ُـﻮﻝ‬ ْ ‫ ُﻫـ َﻮ َﻣ‬،‫َﻧ َﻌ ْﻢ‬
2 1
12) naҁam, huwa mašġūlun. 1Yes, he (is) 2busy.
ِ ‫َﺃﻟْـ ُﻌـ ْﻤـ ُﺮ ﻗ‬

.‫َـﺼﻴـ ٌﺮ‬ 2 1
13) ᵓal-ҁumru qas.ı̄run. 1(The) life (is) 2short.
ٌ ‫ﺁﺳ‬
.‫ــﻒ‬ ِ ‫َﺃﻧَﺎ‬ 1
14) ᵓanā ᵓāsifun. I (am)1 sorry.
.‫ﻮﺏ‬ ُ ‫َﺃﻟْ َﻜـﺎ ِﺗ‬

ٌ ‫ـﺐ َﻣ ْﺤـ ُﺒ‬ 1
15) ᵓal-kātibu mah.būbun. The writer (is) 1popular (beloved).
.‫َﺃ ْ ُﻷ ْﺳــﺘَﺎ ُﺫ ُﻫـﻨَﺎ‬

1
16) ᵓal-ᵓustādu hunā. The professor (is) 1here.

¯
ٌ ِ‫َﺃﻟْـ َﻮﺯِ ﻳـ ُﺮ َﻣﺮ‬

.‫ﻳـﺾ‬ 1
45
17) ᵓal-wazı̄ru marı̄d.un. The minister (is) 1ill.
ُ ‫َﺃﻟْـ َﻤ ْﻜـﺘ‬
ٌ ِ‫َـﺐ َﻗـﺮ‬
.‫ﻳـﺐ‬
8 1
Definite
article,
sentences, 18) ᵓal-maktabu qarı̄bun.The office (is) 1nearby.
word order
ٌ ‫َﺃﻟْـ َﻤ َﻄﺎ ُﺭ ﻗ َِـﺪ‬

.‫ﱘ‬ 1
19) ᵓal-mat.āru qadı̄mun. 1The airport (is) old.
ُ ‫َﺃﻟْـﻘ َِـﻤ‬
. ٌ‫ﻴـﺺ َﻭ ِﺳﺦ‬ 1
20) ᵓal-qamı̄s.u wasihun. 1The shirt (is) dirty.

˘
ٌ ‫َـﻈ‬
.‫ﻴﻒ‬ ُ ‫َﺃﻟْ ِﻔـﻨ َْﺠ‬
ِ ‫ﺎﻥ ﻧ‬ 1
21) ᵓal-finğānu nad. ı̄fun. The cup (is) 1clean.

¯
ُ ‫َﺭ َﻣﻰ ِﺗـﻠْ ِﻤـﻴـ ٌﺬ ﻗَـﻠَـ ًﻤﺎ َﻣ ْﻜ‬

.‫ـﺴﻮ ًﺭﺍ‬ 3 2 1
22) ramā tilmı̄dun qalaman maksūran. A pupil 1threw (away) 3a broken 2pen.
¯
.‫َﺷ ْﻬـ ٌﺮ َﺣﺎ ﱞﺭ‬

2 1
23) šahrun h.ārrun. 2A hot 1month.
ٌ ‫َﺃﺗَﻰ َﻃﺎ ِﻟ‬

.‫ـﺐ َﺟ ِـﺪﻳـ ٌﺪ‬
2 1
24) ᵓatā t.ālibun ğadı̄dun. 2A new student 1has come.
.‫ـﺐ‬ َ ‫ٰﻫ َﺬﺍ َﺃ ْﻣـ ٌﺮ‬

ٌ ‫ﺻـ ْﻌ‬ 2 1
25) hādā ᵓamrun s.aҁbun. This (is) 2a difficult 1matter.

¯
466
.‫َﺃﻟْـ َﻤ َﻄﺎ ُﺭ َﺑ ِﻌﻴ ٌﺪ‬ 1
26) ᵓal-mat.āru baҁı̄dun. 1The airport (is) far away. Exer
Exercises
ercises
.‫ُـﻮﻉ‬
ٌ ‫ـﻚ َﻣــ ْﻤـﻨ‬ 3 ْ ‫ـﻮﺡ ٰﻟـ ِﻜ‬
َ ِ‫ـﻦ ٰﺫﻟ‬ ٌ ‫ٰﻫ َـﺬﺍ َﻣ ْﺴـ ُﻤ‬
2 1
27) hādā masmūh.un lākin dālika mamnūҁun.

¯ ¯
This (is) 1allowed 2but that (is) 3forbidden/ prohibited.
3 2ٌ ‫َﺷـﺮِ َﺏ ِﻃ ْﻔ‬
.‫ـﻞ َﺣ ِﻠـ ِـﻴـ ًﺒﺎ َﺑﺎﺭِ ًﺩﺍ‬ 1
28) šariba t.iflun h.alı̄ban bāridan. 1A child drank 3cold 2milk.
ً ‫ﺱ ِﺟ ْﺴـ ًﺮﺍ َﺟ ِـﻤ‬

.‫ﻴﻼ‬ ٌ ‫َﺑﻨَﻰ ُﻣ َﻬــﻨ ِْـﺪ‬
3 2 1
29) banā muhandisun ğisran ğamı̄lan. 2An engineer 1built a beautiful

3
bridge.
ً ِ‫ـﺼﺎ َﻣﺮ‬
.‫ﻳـﻀﺎ‬ 3
ٌ ‫َﺍﺭ َﻃ ِﺒ‬
ً ‫ـﻴـﺐ َﺷ ْﺨ‬ َ ‫ﺯ‬ 2 1
30) zāra t. abı̄bun šahs. an marı̄d.an. A physician 1visited a 3sick 2person

˘
(patient).
.‫ﻳﻼ‬ ً ‫َـﺸ َـﺮ ِﺻ َﺤ ِﺎﻓ ﱞﻲ َﻣـﻘ‬

ً ِ‫َـﺎﻻ َﻃﻮ‬ 3
َ ‫ﻧ‬ 2 1
31) našara s.ih.āfiyyun maqālan t.awı̄lan. 2A journalist 1published a long

3
article.
.‫َﺃﻧَﺎ ِﻣ ْﻦ ُﺳـﻮﺭِ ﱠﻳﺎ‬
32) ᵓanā min sūriyyā. I (am) from Syria.
ُ ‫َﺃ ْﻷَﻧْـ َﺪ ُﻟ‬

.‫ـﺲ ِﻓﻲ ِﺇ ْﺳـ َﺒﺎﻧْـ َﻴﺎ‬
47
33) ᵓal-ᵓandalusu f ı̄ ᵓisbānyā. Andalusia (is) in Spain.
8 Translate into Arabic:
Definite
article, As mentioned in the preface, the words of the English exercises in all
sentences, chapters are taken from the Arabic exercises of the same chapter.
word order
1) The airport (is) dirty.
2) He (is) popular.
3) Yes, he (is) short.
4) (The) life (is) long.
5) This (is) forbidden.
6) The shirt (is) beautiful.
7) A new month.
8) The airport (is) nearby.
9) This (is) allowed.
10) The restaurant (is) famous.
11) The relatives (are) in Syria.
12) The food (is) here.
13) The pen (is) there.
14) The professor (is) sorry.
15) The minister (is) busy.
16) The dog (is) ill.
17) The shirt (is) clean.
18) The office (is) old.
488
Chapter 9
Sun letters, moon letters, and

hamzatu l-was.li (was.lah)
9.1 Sun and moon letters
The Arabic consonants are phonetically divided into two major classes called:
Sun letters
‫ـﺴـ ﱠﻴ ٌﺔ‬
ِ ‫ﻭﻑ َﺷـ ْﻤ‬
ٌ ‫ ُﺣـ ُﺮ‬h.urūfun šamsiyyatun, which are assimilating
Moon letters
‫ﻭﻑ ﻗَـ َﻤـﺮِ ﱠﻳ ٌﺔ‬

ٌ ‫ ُﺣـ ُﺮ‬h.urūfun qamariyyatun, which are non-assimilating
9.2 Sun letters
Assimilation is the process of running two letters together whereby the

second letter becomes doubled in its pronunciation.
The sun letters have received their name from the Arabic word for ‘sun’,
ٌ ‫‘ َﺷـ ْﻤ‬šamsun’, whose first letter, ..‫ ﺷـ‬/š/, belongs to the class of assim-
‫ـﺲ‬
ilating letters.
There are fourteen sun letters. These letters are pronounced with the tongue
touching the teeth or front part of the mouth:
‫ﺕ ﺙ ﺩ ﺫ ﺭ ﺯ ﺱ ﺵ ﺹ ﺽ ﻁ ﻅ ﻝ ﻥ‬ 49
n l d. t. d. s. š s z r d d t t
¯ ¯ ¯
9 9.3
Sun and moon
letters When the definite article ..‫ َﺃﻟْـ‬/ᵓal../ is attached to a word which begins with
and hamzatu
a sun letter, the sound ..‫ ﻟـ‬/l/ of the definite article is assimilated to the
l-was.li
sound of the following sun letter. Although the ..‫ ﻟـ‬/l/ is not pronounced, it
is written as such (without a sukūn), but in the transliteration it is omitted.

Owing to the assimilation, the first consonant of the word is doubled,
which is indicated by a šaddah ‫ ـــّــ‬above it.
ٌ ‫َﺷـ ْﻤ‬
‫ﺲ‬ ‫ﺲ‬ ‫َﺃ ﱠ‬
ُ ‫ﻟﺸـ ْﻤ‬ ُ ‫) َﺃﻟْ َﺸ ْﻤ‬
(not: ‫ـﺲ‬
šamsun, a sun ᵓaš-šamsu, the sun (ᵓal-šamsu)
‫َﺭ ُﺟ ٌﻞ‬ ‫َﺃﻟ ﱠﺮ ُﺟ ُﻞ‬ ُ ‫) َﺃﻟْ َﺮ ُﺟ‬

(not: ‫ـﻞ‬
rağulun, a man ᵓar-rağulu, the man (ᵓal-rağulu)
9.4 Moon letters
The other fourteen letters are called moon letters, because the first letter,
..‫ ﻗـ‬/q/, of the Arabic word for moon, ‫ﻤـ ٌﺮ‬

َ ‫ ﻗَـ‬qamarun, represents the class
of non-assimilating letters:
‫ﺃ ﺏ ﺝ ﺡ ﺥ ﻉ ﻍ ﻑ ﻕ ﻙ ﻡ ﻫـ ﻭ ﻱ‬
y w h m k q f g. ҁ
h h. ǧ b ᵓ
˘
500
Hamzatu
9.5
l-was.li (or
When the definite article ‫ َﺃﻟْـ‬/ᵓal../ is attached to a word beginning with a was.lah ‫)ٱ‬
moon letter, the lām ‫ ﻟـ‬/l../ of the article is not assimilated, and retains its
pronunciation. For example:
‫ ﻗَـ َﻤـ ٌﺮ‬qamarun, a moon ‫ َﺃﻟْـﻘَـ َﻤ ُﺮ‬ᵓal-qamaru, the moon
ٌ ‫ ِﻛــﺘ‬kitābun, a book
‫َﺎﺏ‬ ُ ‫ َﺃﻟْ ِـﻜــﺘ‬ᵓal-kitābu, the book
‫َﺎﺏ‬
Note: The letter ‫ ﺝ‬/ğ/ is counted as a moon letter (non-assimilating), even

though it is pronounced with the tongue touching the front part of the
َ ْ ‫ َﺃ‬ᵓal-ğabalu, ‘the mountain’.

ُ ‫ﳉ َﺒ‬
mouth, e.g. ‫ﻞ‬
9.6 Hamzatu l-was.li (or was.lah ‫) ٱ‬
Hamzatu l-was.li, ‫ﻞ‬ ْ ‫ٱﻟْـ َﻮ‬

ِ ‫ﺻ‬ ‫ َﻫــ ْﻤـ َﺰ ُﺓ‬, also called was.lah ‫ﺻﻠَﺔ‬
ْ ‫ َﻭ‬, means ‘join-
ing hamzah’. It is a small sign written above the ᵓalif (‫ )ٱ‬which is not pro-
nounced and appears only at the beginning of a word.

The role of hamzatu l-was.li (was.lah) is to connect two words together
without an intervening glottal stop (hamzatu l-qat.ҁi). It may be compared
to the French apostrophe in the word l’homme (instead of le homme).
9.7
When the article ‫ َﺃﻟْـ‬/ᵓal../ and the nouns in the table below, as well as cer-
tain verb forms with an initial hamzatu l-qat.ҁi such as ‫ َﺃ‬/ᵓa/ and ‫ ِﺇ‬/ᵓi/, are
51
9 preceded by another word or prefix, they lose their initial hamzatu l-qat.ҁi
Sun and moon with its vowel. Instead, the sign of hamzatu l-was.li (was.lah) is written in
letters
and hamzatu their place above the ᵓalif, as ‫ٱ‬, as in:
l-was.li
ْ ‫ﺎﺏ ٱﻟْـﻘ‬
ِ‫َـﺼﺮ‬ ُ ‫َﺑ‬ (not: ْ ‫ﺎﺏ َﺃﻟْـﻘ‬
ِ‫َـﺼﺮ‬ ُ ‫) َﺑ‬
(bābu l-qašri) (bābu ᵓal-qašri)

the door ⁄gate of the palace
‫ـﻞ َﺣ ِﻠﻴـ ًﺒﺎ‬ ‫َﺷﺮِ َﺏ ﱢ‬

ُ ‫ٱﻟﻄ ْﻔ‬ (not: . . . ‫) َﺷـﺮِ َﺏ َﺃ ﱢ‬
ُ ‫ﻟـﻄـ ْﻔ‬
‫ـﻞ‬
šariba t.-t.iflu h.alı-ban. (šariba ᵓat.-t.iflu . . .)

The child drank milk.
Note a: The above-mentioned word ‫ﺎﺏ‬

ُ ‫ َﺑ‬/bābu/ does not take the definite
article, according to the rule explained in chapter 12.
Note b: In the above word ‫ـﻞ‬ ‫ﱢ‬

ُ ‫ٱﻟﻄ ْﻔ‬ .. /.. t.-t.iflu/ (not: ‫ َﺃﻟْ ِﻄ ْﻔـﻞ‬ᵓal-t.iflu) the
definite article is not pronounced as such at all, because there is a was.lah
above the ᵓalif and the initial /t./ is a sun letter.
Words with initial hamzatu l-qat.ҁi (‫)ِﺇ‬
‫ـﻦ‬
ٌ ‫ِﺇ ْﺑ‬ ‫ِﺇ ْﻣـ ُﺮ ٌﺅ‬ ‫ِﺇ ْﻣ َـﺮ َﺃ ٌﺓ‬ ‫ِﺇ ْﺑـ َﻨ ٌﺔ‬
ᵓibnun imruᵓun ᵓimraᵓatun ᵓibnatun
522 son man woman daughter

ِ‫ِﺇ ْﺛــﻨَـﺎﻥ‬ ِ‫ِﺇ ْﺛـﻨَـﺘَﺎﻥ‬ ‫ِﺇ ْﺳـ ٌﻢ‬ ‫ـﺖ‬
ٌ ‫ِﺇ ْﺳ‬
Exercises
ᵓit nāni ᵓit natāni ᵓismun ᵓistun

¯ ¯
two (masc.) two (fem.) name buttocks
Example
‫ـﻦ ٱﻟْـ َﻤ ِﻠ ِـﻚ‬ َ ‫ٰﻫ‬

ُ ‫ــﺬﺍ ٱ ْﺑ‬ (not: .. ‫ـﻦ‬
ُ ‫ِﺇ ْﺑ‬ َ ‫) ٰﻫ‬
‫ــﺬﺍ‬
hādā bnu l-maliki. (hādā ᵓibnu . . .)

¯ ¯
This is the son of the king.
Note c: Purist grammarians will be alarmed to see the definite article ..‫َﺃﻟْـ‬
ᵓal.. and other words mentioned in the table presented above written with
hamzatu l-qat.ҁi.
Grammarians recommend that only the ᵓalif be written with a vowel over
or under it and without the hamzatu l-qat.ҁi, although it is fully pronounced
in the beginning of a sentence or in isolation. However, most textbooks of
schools throughout the Arab world do write the hamzatu l-qat.ҁi initially
over or under the ᵓalif (‫ ِﺇ‬,‫)ﺃ‬. In keeping with the principle of the phonetic
rather than the historical-etymological way of spelling, the hamzatu l-qat.ҁi
initially over or under the ᵓalif will be used in this book also.
Exercises
.‫ﺱ‬
َ ‫ـﺐ ٱﻟـ ﱠﺪ ْﺭ‬
2 ‫ﻓَﻬِ َﻢ ﱠ‬
ُ ‫ٱﻟﻄﺎ ِﻟ‬ 1
1) fahima t.-t.ālibu d-darsa.

The student 1understood 2the lesson. 53
ِ ْ ‫ﻗ ََﺮ َﺃ‬
َ ‫ٱﻹ َﻣﺎ ُﻡ ٱﻟْـ ُﻘـ ْﺮ‬
.‫ﺁﻥ‬
9
Sun and moon
letters
and hamzatu 2) qaraᵓa l-ᵓimāmu l-qurᵓāna.
l-was.li The imam read the Koran.
.‫َـﺸــﻔَﻰ‬ ْ ‫ـﻴـﺐ ِﻓﻲ ٱﻟْـ ُﻤ‬

ْ ‫ـﺴـﺘ‬ ‫َﺃ ﱠ‬
ُ ‫ﻟﻄ ِﺒ‬ 1
3) ᵓat.-t.abı-bu fı- l-mustašfā.

1
The physician (is) at the hospital.
.‫ـﺐ ٱﻟْـﻘَـﻠَـ َﻢ‬ ‫َﻛ َﺴ َﺮ ﱠ‬

ُ ‫ٱﻟﻄﺎ ِﻟ‬
2 1
4) kasara t.-t.ālibu l-qalama.

The student 1broke 2the pen.
.‫ﺱ‬ 2 ُ ْ ‫َﺷ َـﺮ َﺡ‬

َ ‫ٱﻷ ْﺳـﺘَﺎ ُﺫ ٱﻟـ ﱠﺪ ْﺭ‬ 1
5) šarah.a l-ᵓustādu d-darsa.

¯
The professor 1explained / went through 2the lesson.
ً ِ‫ـﺴــ ًﺮﺍ َﻃﻮ‬

.‫ﻳﻼ‬ 4
ُ ‫َﺭ َﺳـ َﻢ ٱﻟْـ ُﻤ َﻬــﻨ ِْـﺪ‬
ْ ‫ﺱ ِﺟ‬ 3 2 1
6) rasama l-muhandisu ğisran t.awı-lan.

2
The engineer 1drew 4a long 3bridge.
.‫َــﺪﻳـ ٌﻢ‬ ْ ‫َﺃﻟـﻠّـَ ْﻮ ُﺡ‬

ِ ‫ٱﻷَ ْﺳـ َﻮ ُﺩ ﻗ‬ 2 1
7) ᵓal-lawh.u l-ᵓaswadu qadı-mun.

2
The 1blackboard (is) old.
.‫ﻳـﺾ‬ ُ ‫َﺃ ْ ِﻻ ْﺑ‬

ٌ ِ‫ـﻦ َﻣـﺮ‬ 1
544 8) ᵓal-ibnu marı-dun.

¯
1
The son (is) ill.
َ ْ‫َﺃﻟْـ ُﻔــﻨْـ ُﺪﻕُ ٱﻟ‬
ٌ ‫ـﺠ ِـﺪﻳـ ُﺪ َﺟ ِـﻤ‬ Exercises
.‫ـﻴـﻞ‬ 2 1
9) ᵓal-funduqu l-ğadı-du ğamı-lun.

2
The new 1hotel (is) beautiful.
.‫َــﺪﻳـ ٌﻢ‬ 2
‫َﺃﻟْـ َﻤ ْﻄ َﻌـ ُﻢ ﱠ‬
ِ ‫ٱﻟﺼ ِﻐــﻴـ ُﺮ ﻗ‬ 1
10) ᵓal-mat.ҁamu s.-s.ag.-ı ru qadı-mun.

The small 1restaurant (is) 2old.
.‫ﱘ ُﻣـ ْﺰ َﺩ ِﺣـ ٌﻢ‬

ُ ‫َــﺪ‬
2 ‫َﺃ ﱠ‬
ِ ‫ﻟﺸﺎﺭِ ُﻉ ٱﻟْـﻘ‬ 1
11) ᵓaš-šāriҁu l-qadı-mu muzdah.imun.

The old 1street (is) 2crowded.
‫َﺃ َﻛ َﻞ ٱﻟْ َﻮﻟَـ ُﺪ ﱠ‬

.‫ٱﻟﻄ َﻌﺎ َﻡ‬ 2 1
12) ᵓakala l-waladu t.-t.aҁāma.

The boy 1ate 2the food.
ْ ‫ﺎﻝ ٱﻟْـ َﻤ‬

.‫ﺼـ َﻨ َﻊ‬ ُ ‫َﺑﻨَﻰ ٱﻟْ ُﻌـ ﱠﻤ‬
2 1
13) banā l-ҁummālu l-mas.naҁa.

2
The workers 1built the factory.
َ ْ‫ﺱ ٱﻟ‬
.‫ـﺠ ِـﺪﻳـ َﺪ‬ َ ‫ـﺐ ٱﻟـ ﱠﺪ ْﺭ‬
2 ‫َــﺮ َﺃ ﱠ‬
ُ ‫ٱﻟﻄﺎ ِﻟ‬ َ ‫ﻗ‬ 1
14) qaraᵓa t.-t.ālibu d-darsa l-ğadı-da.

The student 1read the new 2lesson.
.‫ٱﻻ ْﺳ َﻢ‬ 2 ُ ْ ‫َـﺐ‬

ِ ْ ‫ٱﻷ ْﺳﺘَﺎ ُﺫ‬ َ ‫َﻛـﺘ‬
1
15) kataba l-ᵓustādu l-isma. 55

¯
The professor 1wrote 2the name.
ْ ‫َـﺮﻯ ٱﻟْـ َﻮﺯِ ﻳـ ُﺮ ٱﻟْـﻘ‬
َ ‫ِﺇ ْﺷـﺘ‬
9
Sun and moon
.‫َـﺼ َﺮ‬ 2 1
letters
and hamzatu 16) ᵓištarā l-wazı-ru l-qas.ra.
l-was.li 2
The minister 1bought the palace.
3
ْ ‫َـﺮ َﺃ ٱﻟْـ ُﻤ َﻮ ﱠﻇ ُﻒ‬
ً ِ‫ٱﺳـ ًﻤﺎ َﻃﻮ‬
.‫ﻳﻼ‬ َ ‫ﻗ‬ 2 1
17) qaraᵓa l-muwadd. d. afu sman t.awı-lan.

¯¯
2
The employee 1read 3a long name.
2ْ ‫َـﺮﻯ‬
.‫ٱﻷَ ُﺏ ٱﻟـﻠﱠ ْﺤـ َﻢ‬ َ ‫ِﺇ ْﺷـﺘ‬ 1
18) ᵓištarā l-ᵓabu l-lah.ma.

The father 1bought 2the meat.
َ ْ‫ﺻ ِﻌ َﺪ ٱﻟْـ ُﻤ َﺴ ِﺎﻓــ ُﺮ ٱﻟ‬

.‫ـﺠـ َﺒـ َﻞ‬ 2
َ 1
19) s.aҁida l-musāfiru l-ğabala.

The traveller 1climbed 2the mountain.
ْ ‫ـﺐ‬
.‫ٱﻷَ ْﻛــ َﻞ‬ َ َ‫ـﻄ َﻌــ َﻢ ُﺛــ ﱠﻢ َﻃـﻠ‬
5 4 ْ ‫ـﻮﻥ ٱﻟْـ َﻤ‬
3
ُ ‫َﺩﺧَ ـ َﻞ ٱﻟـ ﱠﺰ ُﺑ‬
2 1
20) dahala z-zabūnu l-mat.ҁama t umma t.alaba l-ᵓakla.

˘ ¯
1
The customer entered 2the restaurant, 3then 4he ordered 5the food.
.‫َﺷـﺮِ َﺏ ٱﻟْـ ُﻤ َﺴ ِﺎﻓــ ُﺮ َﺷﺎ ًﻳﺎ‬

2 1
21) šariba l-musāfiru šāyan.

1
The traveller drank (some) 2tea.
ُ ِ‫ـﻞ ٱﻟْـ َﻤـﺮ‬

.‫ﻳـﺾ‬ ُ ‫ﻧَﺎ َﻡ ٱﻟـ ﱠﺮ ُﺟ‬
2 1
566 22) nāma r-rağulu l-marı-d.u.

The 2sick man 1slept.
ُ ‫َﺃ ْ ِﻻ ْﺑ‬
.‫ـﻦ َﺫ ِﻛ ﱞﻲ‬
Exercises
1
23) ᵓal-ibnu dakiyyun.

¯
The son is 1intelligent.
Translate into Arabic:
The words of the English exercises in all chapters are taken from the Arabic
1) The pen (is) beautiful.

2) The new restaurant (is) crowded.
3) The workers ate the meat.
4) The sick man entered the restaurant.
5) The workers built the palace.
6) The engineer climbed the mountain.
7) The employee (is) at the hospital.
8) The father read the Koran.
9) The bridge (is) old.
10) The sick traveller slept.
11) The student wrote the name.
12) The new customer slept.
13) The new professor is intelligent.
57
Chapter 10
Gender
10.1
There are two genders in Arabic. The term used for gender is ‫ْـﺲ‬ ِ ْ ‫ َﺃ‬,
ُ ‫ﳉـﻨ‬
ᵓal-ğinsu, which literally means sex, race, or kind.
a) Masculine nouns, ‫ َﺃﻟْـ ُﻤـ َﺬ ﱠﻛــ ُﺮ‬ᵓal-mud¯akkaru, are without any special
form.
b) Feminine nouns, ُ‫َﺃﻟْـ ُﻤـ َﺆ ﱠﻧــﺚ‬ ᵓal-muᵓannatu, have several forms as

¯
follows:
10.2 Tāᵓ marbūt. ah
When the letter hāᵓ ‫ـﻪ‬.. ، ‫ ﻩ‬.. /..h/ (26) is written with two dots above it
(‫ﺓ‬.. ‫ـﺔ‬..), it is pronounced as /t/, exactly like the letter ‫ ﺕ‬/t/ (3). It is then
called Tāᵓ marbūt. ah and occurs only at the end of a word, mostly to indi-
cate the feminine gender of nouns or adjectives.
The most common way to derive feminine nouns and adjectives is by add-
ing the ending ‫ـ ٌﺔ‬..َ ، ‫ ٌﺓ‬..

َ /..atun/ to the masculine form. For example:
58
Masculine Feminine Tāᵓ marbūt. ah
ٌ ‫ُﻫ َﻮ َﻃﺎ ِﻟ‬

‫ـﺐ‬ ‫ِﻫ َﻲ َﻃﺎ ِﻟـ َﺒ ٌﺔ‬
huwa t. ālibun. hiya t. ālibatun.

He is a student. She is a student.
‫ُﻫــ َﻮ َﻭﺍ ِﻟـ ٌﺪ‬ ‫ِﻫ َﻲ َﻭﺍ ِﻟـ َﺪ ٌﺓ‬
huwa wālidun. Hiya wālidatun.

He is a father. She is a mother.
Note a: A few nouns with the feminine ending tāᵓ marbūt. ah are masculine,
because they are used only in reference to males, as with:
‫ﺧَ ـ ِﻠـﻴـﻔَـ ٌﺔ‬ ‫َﻋ ﱠـﻼ َﻣـ ٌﺔ‬ ‫َﺭ ﱠﺣـﺎﻟَـ ٌﺔ‬
ҁ
halı̄ fatun allāmatun rah.h.ālatun
˘
Caliph a learned man an explorer
Note b: Nouns ending in tāᵓ marbūt.ah ‫ـ ٌﺔ‬..،

َ ‫ ٌﺓ‬.َ . /..atun/ do not take the
extra final ᵓalif ‫ ﺍ‬.. in the indefinite accusative form. So the correct form is
‫ َﻃـﺎ ِﻟـ َﺒـ ًﺔ‬t.ālibatan (not: ‫) َﻃـﺎ ِﻟـ َﺒـﺘًﺎ‬.
Note c: At the end of a sentence the final vowel of a word is normally not
pronounced. Even tāᵓ marbūt. ah is usually left unpronounced at the end of
a sentence, as in ‫ﻃﺎ ِﻟـ َﺒ ٌﺔ‬

َ /t.āliba(h)/ for /t.ālibatun/ (cf. chapter 4).
59
10 10.3
Gender
Most parts or organs of the body which occur in pairs are feminine, such as:
‫ َﻳــ ٌﺪ‬yadun, hand ‫ــﻦ‬

ٌ ‫ َﻋـــ ْﻴ‬aynun, eye
ҁ ٌ ‫ ﺭِ ْﺟ‬riğlun, foot, leg
‫ــﻞ‬
10.4
There are words which are feminine by nature, e.g.:
‫ ُﺃ ﱞﻡ‬ᵓummun, mother ‫ﻭﺱ‬

ٌ ‫َﻋــ ُﺮ‬ ҁ
arūsun, bride ٌ ‫ﺎﻣ‬
‫ـﻞ‬ ِ ‫ َﺣ‬h.āmilun, pregnant
10.5
Most geographical proper names, i.e. names of countries, cities, towns,

villages, etc., are treated as feminine. They are so-called diptotes, i.e. they
have only two case endings and no nunation (this will be explained in
chapter 22). For example:
ُ ‫ ﺗُـﻮ ِﻧ‬tūnisu, Tunisia ُ‫ـﺸـﻖ‬

‫ـﺲ‬ ْ ‫ ِﺩ َﻣ‬dimašqu, Damascus ‫ﻳـﺲ‬
ُ ِ‫ َﺑﺎﺭ‬bārı̄su,
Paris
10.6
A few nouns are feminine by usage. For example:
ٌ ‫ َﺃ ْﺭ‬ᵓard.un, earth, ground ‫ـﺲ‬

‫ َﺣــ ْﺮ ٌﺏ‬h.arbun, war ‫ﺽ‬ ٌ ‫ َﺷــ ْﻤ‬šamsun, sun
10.7
There are a number of words which can be either masculine or feminine,

such as:
600
ٌ ‫ ِﺳـ ﱢﻜ‬sikkı̄nun, knife
ٌ ‫ َﺣ‬h.ālun, condition ‫ــﻴـﻦ‬
Tāᵓ marbūt. ah
ٌ‫ ُﺳـﻮﻕ‬sūqun, market ‫ـﺎﻝ‬
10.8
There are also two other feminine endings. They form diptotes like the
words in section 10.5:
a) fath.ah + ᵓalif + Hamzah (‫ ـﺎ ُﺀ‬..َ āᵓu), e.g.:
Feminine Masculine
‫ َﺣ ْﻤـﻘَـﺎ ُﺀ‬h.amqāᵓu, stupid ُ‫ َﺃ ْﺣ َﻤـﻖ‬ᵓah.maqu
‫ َﺣ ْﻤ َـﺮﺍ ُﺀ‬h.amrāᵓu, red ‫ َﺃ ْﺣـ َﻤــ ُﺮ‬ᵓah.maru
Note: See the discussion of the independent hamzah after ᵓalif in

chapter 20.
b) fath.ah + ᵓalif maqs. ūrah (‫ـَﻰ‬.. ..ā), e.g.:
Feminine Masculine
ْ ‫َﻋ‬
َ ‫ـﻄ‬
‫ـﺸﻰ‬ ҁ
at. šā, thirsty ‫ـﺎﻥ‬
ُ ‫ـﺸ‬ ْ ‫ َﻋ‬at. šānu
َ ‫ـﻄ‬ ҁ
‫ ُﻛــ ْﺒ َـﺮﻯ‬kubrā, bigger ‫ َﺃ ْﻛــ َﺒــ ُﺮ‬ᵓakbaru
Note: If a word ends in sukūn and is followed by another word beginning

with hamzatu al-was. li (was. lah), the sukūn is changed to kasrah. This is to
avoid three consonants after each other. For example, the verb ‫ــﺖ‬
ْ ‫َﻭﻗَـ َﻌ‬
/waqaҁat/ in number 1 in the exercise below is changed to ..‫ــﺖ ٱﻟْـ‬
ِ ‫َﻭﻗَـ َﻌ‬
/aqaҁati l-../.
61
10 Exercises
Gender
َ ِ‫ٱﻟْـ َﻤـﺮ‬2
.‫ﻳـﻀ ُﺔ‬ ‫ــﺖ ٱﻟْـ َﻤـ ْﺮ َﺃ ُﺓ‬
ِ ‫َﻭﻗَـ َﻌ‬ 1
1) waqaҁati l-marᵓatu l-marı̄d.atu.

2
The sick woman 1fell over.
ِ ‫ٱﻟْـﻘ‬3 / ‫ٱﻟْـﻘ َِـﺪﻳـ َﻤ َﺔ‬3

.‫َــﺪﻳـ َﻢ‬ َ‫ٱﻟـﺴـﻮﻕ‬ ِ ‫َﻫــ َﺪ َﻡ ٱﻟْـ َﻌ‬
‫ـﺎﻣ ُﻞ ﱡ‬ 2 1
2) hadama l-ҁāmilu s-sūqa l-qadı̄mata / l-qadı̄ma.

2
The worker 1pulled down 3the old market (m. or f.).
.‫ـﻤـﻴــﻨَـ ًﺔ‬
ِ ‫ َﺳ‬3 ‫ـﺎﺟـ ًﺔ‬ ْ ‫َــﺮﻯ‬
َ ‫ َﺩ َﺟ‬2 ‫ٱﻷَ ُﺏ‬ َ ‫ ِﺇ ْﺷــﺘ‬1
3) ᵓištarā l-ᵓabu dağāğatan samı̄natan.
The father 1bought 3a fat 2chicken.
ِ ‫ َﻭ‬4 ‫ﺑ ِـﻨَﺎ َﻳ ًﺔ‬3 ‫ َﻛــﻠْـ َﺒ ٌﺔ‬2 ‫ـﺖ‬

.‫ﺍﺳـ َﻌـ ًﺔ‬ ْ َ‫ َﺩﺧَ ــﻠ‬1
4) dahalat kalbatun bināyatan wāsiҁatan.

˘
2
A dog (f.) 1entered 4a big 3building.
.‫ ُﻣـﻨَــ ﱢﻮ َﻣ ًﺔ‬4 ‫ﺣـ ﱠﺒ ًﺔ‬ َ ِ‫ٱﻟْـ َﻤـﺮ‬2 ‫ﺿـ ُﺔ‬

َ 3 ‫ﻳـﺾ‬ َ ‫ َﺃ ْﻋ‬1
َ ‫ـﻄ ِﺖ ٱﻟْـ ُﻤـ َﻤـ ﱢﺮ‬
5) ᵓaҁt. ati l-mumarrid.atu l-marı̄d.a h.abbatan munawwimatan.

The nurse 1gave 2the patient 4a sleeping 3pill.
622
.‫ـﺎﻓـ ُﺮ ٱﻟْـﻘَــ ْﺮ َﻳـ َﺔ‬
ِ ‫ـﺴ‬ ‫ َﺃ َﺣ ﱠ‬1
َ ‫ٱﻟْـ ُﻤ‬2 ‫ـﺐ‬ Exercises
6) ᵓah.abba l-musāfiru l-qaryata.

2
The traveller 1liked the village.
.‫ـﺎﺻـ ًﺔ‬ َ ‫ َﺳـ ﱠﻴ‬2 ‫ـﺐ ٱﻟْـ ُﻤ ِـﺪﻳـ ُﺮ‬

‫ﺧَ ﱠ‬3 ‫ـﺎﺭ ًﺓ‬ َ ‫ َﺭ ِﻛ‬1
7) rakiba l-mudı̄ru sayyāratan hās.s. atan.
˘
The director 1rode (in) 3a private 2car.
َ ِ‫ٱﻟْـ َﻤـﺮ‬2 ‫ـﻴــﺮ ُﺓ‬

.‫ﻳــﻀ ُﺔ‬ ْ ‫َــﺖ‬
َ ‫ٱﻷَ ِﻣ‬ ِ ‫ َﻣﺎﺗ‬1
8) mātati l-ᵓamı̄ratu l-marı̄d.atu.

2
The sick princess 1died.
َ ‫ــﺮ ٌﺓ َﻛــ ِﺒ‬

.‫ــﻴــﺮ ٌﺓ‬ َ ‫ـﺨ‬ْ ‫ﺻ‬
َ 2 ‫ــﺖ‬
ْ ‫ َﻭﻗَـ َﻌ‬1
9) waqaҁat s. ahratun kabı̄ratun.

˘
A big 2rock 1fell down.
.‫ٱﻟْـﻘَــﻮِ ﱠﻳـ َﺔ‬4 ‫ﱠﺎﺭ‬ ‫ ﱠ‬2 ‫ َﺃ ْﻃـﻔَـ َﺄ‬1

ُ ‫ٱﻟﻄــ ﱠﺒ‬
َ ‫ٱﻟــﻨ‬3 ‫ﺎﺥ‬
10) ᵓat. faᵓa t. -t. abbāhu n-nāra l-qawiyyata.
˘
2
The cook 1put out 4the fierce (strong) 3fire.
.‫ـﺎﻥ‬
ُ ‫ـﺸ‬ ْ ‫ َﺃﻟـ ﱠﺮ ﱠﺣـﺎﻟَ ُﺔ َﻋ‬1
َ ‫ـﻄ‬
11) ᵓar-rah.h.ālatu ҁat. šānu.

1
The explorer is thirsty.
63
10 .‫َــﺸـﻔَﻰ‬ ُ ِ‫ٱﻟْـ َﻤﺮ‬1 ‫َﺃﻟْـﺨَ ـ ِﻠـﻴـﻔَـ ُﺔ‬
ْ ‫ﻳـﺾ ِﻓﻲ ٱﻟْـ ُﻤ ْﺴـﺘ‬
Gender
12) ᵓal-halı̄fatu l-marı̄d.u fı̄ l-mustašfā.

˘
1
The sick caliph is in the hospital.
.‫ َﺗ ْﻌـ َﺒﺎ َﻧ ٌﺔ‬2 ‫ﺎﻣ ُﻞ‬ َ ْ‫ٱﻟ‬1 ‫َﺃﻟْـ َﻤﺮ َﺃ ُﺓ‬

ِ ‫ـﺤ‬
13) ᵓal-marᵓatu l-h.āmilu taҁbānatun.

1
The pregnant woman is 2tired.
.‫َــﺪﻳـ َﻤ ٌﺔ‬
ِ ‫ﻗ‬1 ‫َﺑـﻐْــ َﺪﺍ ُﺩ َﻣ ِـﺪﻳـ َﻨ ٌﺔ‬
.
14) bag dādu madı̄natun qadı̄matun.
Baghdad is 1an old (ancient) city.
.‫ﻃﺎ ِﻟ َﻌ ٌﺔ‬
َ 1 ‫ـﺲ‬ ‫َﺃ ﱠ‬
ُ ‫ﻟﺸـ ْﻤ‬
15) ᵓaš-šamsu t. āliҁatun.

The sun 1is rising.
.‫ﺷ ِﺪﻳـ َﺪ ٌﺓ‬

َ ‫ﻳﺢ‬
ٌ ِ‫ﺭ‬1
16) rı̄h.un šadı̄datun.

A strong 1wind.
.‫ﺟ ِﻤـﻴـﻠَ ٌﺔ‬

َ ‫ـﺠﺎ ِﻟ َﺴ ُﺔ‬ ُ ‫ َﺃﻟْ َﻌـ ُﺮ‬1
َ ْ‫ٱﻟ‬2 ‫ﻭﺱ‬
17) ᵓal-ҁarūsu l-ğālisatu ğamı̄latun.

2
The sitting 1bride is beautiful.
ٌ ‫ﻗَــ ِﺒ‬3 ‫ــﻒ‬

.‫ـﻴﺢ‬ ُ ِ‫ َﺃﻟْ َﻌـﺮ‬1
ُ ‫ٱﻟْ َﻮ ِﺍﻗ‬2 ‫ﻳﺲ‬
644
18) ᵓal-ҁarı̄su l-wāqifu qabı̄h.un. Exercises
1 2 3
The bridegroom standing up is ugly.
.‫ﻃﻮِ ﻳـﻠَ ًﺔ‬

َ ‫ َﻣـﻘَـﺎﻟَـ ًﺔ‬3 ‫ـﻲ‬ ِ ‫ـﺤ‬
‫ـﺎﻓ ﱡ‬ َ ‫ٱﻟـﺼ‬ َ ‫ﻧ‬1
‫ ﱢ‬2 ‫َـﺸ َـﺮ‬
19) našara s. -s. ih.āfiyyu maqālatan t. awı̄latan.

2
The journalist 1published a long 3article.
ُ ْ ‫ٱﻟ َﻌﺎﻟَ ِـﻤـ ﱠﻴ َﺔ‬4 ‫ـﺤــ ْﺮ َﺏ‬

.‫ ٱﻟـ ﱠﺜـﺎ ِﻧـ َﻴ َﺔ‬/ ‫ٱﻷﻭﻟَﻰ‬ َ ْ‫ٱﻟ‬3 ‫ﱠﺎﺱ‬
ُ ‫ٱﻟـﻨ‬2 ‫ﻧ َِﺴ َﻲ‬1
20) nasiya n-nāsu l-h.arba (f.) l-ҁālamiyyata l-ᵓūlā /t -t āniyata.

¯ ¯
2
(The) people 1have forgotten the First / Second 4World 3Wars.
1) The father liked the old market.

2) The sick cook (f.) died.
3) The pregnant woman is in the hospital.
4) The sick explorer is thirsty.
5) The sitting bride is tired.
6) The father bought a big car.
7) The traveller published a beautiful article.
8) The director liked the nurse.
9) The journalist has forgotten the First World War.
65
Chapter 11
Conjunctions, prepositions
and the particle ‫ َﺣﺘﱠﻰ‬h·attā
11.1
Some conjunctions and prepositions consist of only one consonant with a

short vowel. They are joined to the following word.
11.2 ِ ‫ﻭﻑ ٱ ْﻟ َﻌ ْﻄ‬

Conjunctions ‫ـﻒ‬ ُ ‫ ُﺣ ُﺮ‬h.urūfu l-ҁatfi
·
The three conjunctions ‫ َﻭ‬wa, ..‫ ﻓَـ‬fa.., and ‫ ُﺛ ﱠﻢ‬t¯umma are the most com-
monly used coordinative conjunctions.
11.3
The conjunction ‫‘ َﻭ‬and’ should be joined to the following word and
repeated before a series of linked words, such as:
‫ـﺐ َﻣ ًﻌﺎ‬
2 ُ ْ ‫ﺧَ َـﺮ َﺝ ٱﻟْـ ُﻤ ِﺪﻳ ُﺮ َﻭ‬
ٌ ‫ٱﻷ ْﺳـﺘَـﺎ ُﺫ َﻭ َﻃـﺎ ِﻟ‬ 1
harağa l-mudı̄ru wa-l-ᵓustādu wa-ğlibun maҁan.

˘ ¯
The rector and the professor and a student 1went out 2together.
ُ ‫َﺃ َﻛـ َﻞ ٱﻟـ ﱠﺰ ُﺑ‬

ً ‫ﻮﻥ ُﺧـ ْﺒـﺰًﺍ َﻭ ُﺯ ْﺑـ َﺪ ًﺓ َﻭ ُﺟـ ْﺒـﻨَـ ًﺔ َﻭ َﺑـ ْﻴ‬
‫ﻀﺎ‬
3
6 5 4 2 1
66
ᵓakala z-zabūnu hubzan wa-zubdatan wa-ğubnatan wa-bayd.an. Conjunctions
˘
2
The customer 1ate 3bread 4and butter 5and cheese 6and eggs. ِ ‫ﻭﻑ ٱﻟْ َﻌ ْﻄ‬
‫ـﻒ‬ ُ ‫ُﺣ ُﺮ‬
This is unlike English, where it is customary to add the conjunction ‘and’ h.urūfu l-ҁat· fi
only before the last of a series of coordinated words.
11.4
The conjunction ..‫ﻓَـ‬ ‘then, and then’ is joined to the word which
follows it. It indicates an order or succession between actions or states. For

example:
‫ـﺐ‬ ُ ْ ‫ﺧَ َﺮ َﺝ ٱﻟْـ ُﻤ ِﺪﻳ ُﺮ ﻓ‬

ٌ ‫َﭑﻷ ْﺳـﺘَﺎ ُﺫ ﻓ ََﻄﺎ ِﻟ‬ 2 1
harağa l-mudı̄ru fa-lᵓustādu fa-t.ālibun.

˘ ¯
2
The rector 1went out and then the professor and then a student.
The conjunction ..‫ ﻓَـ‬is also used with a causal sense between two or more
verbs or sentences. It can then be translated into English as ‘so, therefore’,
as in:
‫ـﻞ ﻓَـﻨَﺎ َﻡ‬

2 ‫ـﺐ ﱢ‬
ُ ‫ٱﻟﻄـ ْﻔ‬ َ ‫ﺗ َِﻌ‬ 1
taҁiba t. -t. iflu fa-nāma.

The child 1became tired 2and so he slept. or The tiredness caused the child
to sleep.
َ‫َﻭ َﻗ َﻊ ِﻓﻲ ٱﻟ ﱠﻨ ْﻬﺮِ َﻓﻐَﺮِ ﻕ‬

2 1
.
waqaҁa f ı̄ n-nahri fa-g ariqa.
1
He fell in the river 2and so he drowned.
67
11 11.5
‫ ُﺛ ﱠﻢ‬t¯umma, ‘then, and’, indicates succession with a break
Conjunctions,
The conjunction
prepositions
and h·attā
in time between the actions, as in:
‫ٱﻟﺴ ِﻔﻴ ُﺮ ُﺛ ﱠﻢ ﱡ‬
‫ٱﻟﺸـ ْﺮ ِﻃ ﱡﻲ‬ ‫ﺧَ َﺮ َﺝ ٱﻟْ َﻮﺯِ ﻳ ُﺮ ُﺛ ﱠﻢ ﱠ‬
3 2 1
harağa l-wazı̄ru t umma s-saf ı̄ru t umma š-šurt. iyyu.

˘ ¯ ¯
The minister 1went out, 2then 3the ambassador and then the policeman.
Note: The words ..‫ِﺇ ﱠﻣﺎ‬ ᵓimmā.. ‘either’ and ..‫َﺃ ْﻭ‬ ᵓaw, ‘or’ express
‘either . . . or . . . ’. For example:
‫ﺇ ﱠﻣﺎ َﺃﻧَﺎ َﺃ ْﻭ َﺃﻧ َْﺖ‬
ᵓimmā ᵓanā ᵓaw ᵓanta, either me or you
11.6
The particle ‫ َﺣﺘﱠﻰ‬h.attā has many meanings and functions. In the meaning
‘even’, it is considered by the Arab grammarians to be a conjunction,
because in this function it can connect a clause or phrase with a following
apposition. Modern Western linguists would then, however, classify it as a
focus particle (or more generally, additive adjunct). When ‫َﺣﺘﱠﻰ‬ h.attā has
this function, the following noun remains in the same case as the preceding
one, as in:
a) After a transitive verb:
َ ‫ٱﻟﺴ َﻤ َﻜ َﺔ َﺣﺘﱠﻰ ٱﻟ ﱠﺮ ْﺃ‬

‫َﺃ َﻛ َﻞ ﱠ‬
688
‫ﺱ‬
ᵓakala s-samakata h.attā r-raᵓsa. He ate the fish, even the head.
b) After an intransitive verb: Prepositions
َ ْ‫ﻭﻑ ٱﻟ‬
‫ـﺠـ ﱢﺮ‬ ُ ‫ﺣـ ُﺮ‬,
ُ
ُ ‫ﱠﺎﺱ َﺣﺘﱠﻰ ٱﻟْـ ُﻤ ُﻠ‬
‫ﻮﻙ‬ ُ ‫ﺎﺕ ٱﻟﻨ‬
َ ‫َﻣ‬ h.urūfu l-ğarri
māta n-nāsu h.attā l-mulūku. The people died, even the kings.
11.7 Prepositions ‫ـﺭ‬ َ ‫ٱ ْﻟ‬

‫ـﺟ ﱢ‬ ُ ‫ ُﺣـ ُﺮ‬, h.urūfu l-ğarri
‫ﻭﻑ‬
The Arabic prepositions can be formally divided into two basic groups:
primary and secondary. The primary prepositions can moreover be divided
into two subgroups: independent and bound (prefixed).
َْ
The noun governed by the preposition ‫ٱﳉـ ﱢﺮ‬ ‫ َﺣـ ْﺮ ُﻑ‬, h.arfu l-ğarri, always
follows it and is in the genitive case ‫ َﻣ ْﺠـ ُﺮﻭ ٌﺭ‬mağrūrun. If the preposition
governs an adverb, the latter does not, of course, change its form.
As in many other languages, the Arabic prepositions have several different
meanings. The primary prepositions with their basic meanings are:
‫ِﻣ ْﻦ‬ ‫ِﺇﻟَﻰ‬ ‫ـﻦ‬

ْ ‫َﻋ‬ ‫َﻋـﻠَﻰ‬ ‫ِﻓﻲ‬ ‫َﻣ َﻊ‬
ҁ ҁ
min ᵓilā an alā f ı̄ maҁa
from, of to, until from, about on, over, at in, at with
‫َﺣﺘﱠﻰ‬ ‫ُﻣ ْﻨ ُﺬ‬ ..‫( ِﻟـ‬..َ‫)ﻟـ‬ ..‫ِﺑـ‬ ..‫َﻛـ‬
h.attā mundu li…(la…) bi… ka…

¯
until, till, since, ago, for, to, by, with, in as, like
to, up to from because of
Note a: The bound (prefixed) prepositions are: ..‫( ِﻟـ‬..َ‫)ﻟـ‬, ‫ ِﺑـ‬.. and ..‫َﻛـ‬ 69
They are written together with the following word.

11
Conjunctions,
Note b: When the prepositions ‫ ِﻣ ْﻦ‬min, ‘from’ and ‫ـﻦ‬
ْ ‫َﻋ‬ ҁ
an, ‘about’ are
prepositions
and h·attā followed by a word having an initial ᵓalif with hamzatu l-was.li (was.lah),
the sukūn is changed to fath.ah or kasrah in order to avoid having three
consonants following each other, thus smoothing the pronunciation. For
example:
ِ‫ِﻣ َﻦ ٱﻟْـ ُﻤ ِـﺪﻳـﺮ‬ َ ْ‫َﻋﻦِ ٱﻟ‬

‫ـﺤـ ْﺮ ِﺏ‬
ҁ
mina l-mudı̄ri, from the director ani l-h.arbi, about the war
Note c: In certain idioms, words with a suffixed personal pronoun, such as
the following, have the preposition ..‫ ِﺑـ‬bi..:
‫ِﺑ َﺄ ْﺟ َﻤ ِﻌﻬِ ْﻢ‬ ‫ِﺑ َﺄ ْﺳﺮِ ِﻫـ ْﻢ‬
bi-ᵓağmaҁi-him, all together bi-ᵓasri-him, all together
ُ ‫َﺃﻟـﻨ‬
‫ﱠﺎﺱ ِﺑ َﺄ ْﺟـ َﻤ ِﻌﻬِ ْﻢ‬ ُ ‫َﺃﻟـﻨ‬
‫ﱠﺎﺱ ِﺑ َﺄ ْﺳﺮِ ِﻫـ ْﻢ‬
ᵓan-nāsu bi-ᵓağmaҁi-him, all of the people ᵓan-nāsu bi-ᵓasri-him, all of the

people
(See more about ..‫ ِﺑـ‬bi.. in chapter 37.)
Examples:
‫ﻳـﻖ ِﻟﻲ‬
5
َ ‫ﺎﺭ ِﺓ ِﺇﻟَﻰ ٱﻟْـ َﻤ ْﺴ َﺒ ِﺢ َﻣ َﻊ‬
ٍ ‫ﺻ ِﺪ‬ 4 3 2
َ ‫ﭑﻟﺴـ ﱠﻴ‬ َ ‫َﺫ َﻫ‬
‫ـﺐ ِﺑ ﱠ‬ 1
dahaba bi-s-sayyārati ᵓilā l-masbah.i maҁa s·adı̄qin l-ı̄.

¯
1
700 He went by car to 2the swimming pool 3with 4a friend 5of 5mine.
(‫ ِﻟﻲ‬l- ı̄, is a combination of ..‫ ِﻟــ‬li.. and ..‫ ِـﻲ‬.. ı̄ , mine. See chapter 15.) ‫ َﺣﺘﱠﻰ‬h.attā, as
a preposition
3 ِ ‫ٱﻟﺴ ِﻔﻴ ُﺮ ِﻓﻲ ٱﻟْ َﻌ‬

‫ َﺷ ْﻬ ٍـﺮ‬4 ‫ﺎﺻ َﻤ ِﺔ ُﻣ ْﻨ ُﺬ‬ 2
‫ﺎﺕ ﱠ‬َ ‫َﻣ‬1
māta s-saf ı̄ru f ı̄ l-ҁāimati mundu šahrin.

¯
4
One month 3ago the ambassador 1died in 2the capital (city).
11.8 ‫ ﺣَ ﱠﺘﻰ‬h.attā, as a preposition

When ‫ﺣﺘﱠﻰ‬
َ functions as a preposition with the meaning until, till, up to, as
far as (to), the following noun must be in the genitive:
‫ٱﻟﺴ َﻤ َﻜ َﺔ َﺣﺘﱠﻰ ٱﻟ ﱠﺮ ْﺃ ِﺱ‬

‫َﺃ َﻛ َﻞ ﱠ‬
1
ᵓakala s-samakata h.attā r-raᵓsi. (genitive)

He ate 1the fish as far as (i.e. except) the head.
Note: Because of the many uses of ‫ َﺣـﺘﱠﻰ‬, the father of Arabic grammar,
‫ ِﺳﻴ َﺒ َﻮ ْﻳ ِﻪ‬Sı̄bawayhi, made the following immortal statement:
“‫ﺣﺘﱠﻰ‬
َ ُ ‫” َﺃ ُﻣ‬
‫ﻮﺕ َﻭ ِﻓﻲ َﻧ ْﻔ ِﺴﻲ َﺷ ْﻲ ٌﺀ ِﻣ ْﻦ‬
“ᵓamūtu wa-f ı̄ nafsı̄ šayᵓun min h.attā.”

I shall die and still have some h.attā left in my soul.
11.9
The secondary prepositions are formed from (verbal) nouns by means of

the accusative ending -a. The following are the most common of them: 71
‫َﺃ َﻣﺎ َﻡ‬ ‫َﺑ ْﻌـ َﺪ‬ ‫ـﻦ‬
َ ‫َﺑـ ْﻴ‬ ‫َـﺤ َﺖ‬
ْ ‫ﺗ‬ َ‫َﻓ ْﻮﻕ‬
11
Conjunctions,
prepositions
and h·attā ᵓamāma baҁda bayna tah.ta fawqa
in front of after between under, above, over
among
‫َﺣ ْﻮ َﻝ‬ ‫ﻭﻥ‬

َ ‫ُﺩ‬ ِ‫ِﺑ ُﺪﻭﻥ‬ ‫ِﺿ َ ّﺪ‬ ‫ِﻋـﻨْـ َﺪ‬
ҁ
h·awla dūna bi-dūni d.idda inda
around, about without, under without against by, with
‫ﻗَـ ْﺒ َﻞ‬ ‫ُﻗـ ﱠﺪﺍ َﻡ‬ ‫ﻟَـ َﺪﻯ‬ ‫َـﺤـ َﻮ‬

ْ ‫ﻧ‬ ‫َﻭ َﺭﺍ َﺀ‬
qabla quddāma ladā nah.wa warāᵓa

before before, in with, at, by towards, behind
front of approximately
Examples:
‫ َﻗ ْﺒ َﻞ ﱡ‬qabla d. -d. uri, before noon

ِ‫ٱﻟﻈ ْﻬﺮ‬ ¯ ¯
‫َﺑ ْﻌ َﺪ ﱡ‬
ِ‫ٱﻟﻈ ْﻬﺮ‬ baҁda d. -d. uhri, in the afternoon
¯ ¯
Note: The above ‫ﻭﻥ‬

َ ‫ ُﺩ‬dūna, and ِ‫ ِﺑ ُﺪﻭﻥ‬bi-dūni, have the same function and
may replace each other. For example:
ٍ‫ ﺑِﺪُﻭﻥِ ﺃَﻛْﻞ‬/ َ‫ﺑَﻘِﻲَ ﺃُﺳْﺒُﻮﻋًﺎ ﺩُﻭﻥ‬

4 3 3 2 1
baqiya ᵓusbūҁan dūna / bi-dūni ᵓaklin.

1
He stayed 3without 4food for 2one week. (i.e. He didn’t eat for a week.)
11.10 Preposition used in the sense of ‘to have’

722
Arabic has no verb comparable to the English verb to have. However, the
same sense of owning or possessing can be expressed in nominal sentences
‫َﻣ َﻊ‬ ‫ِﻋ ْﻨ َﺪ‬ ‫ ﻟَـ َﺪﻯ‬ladā,
Preposition
by using any of the four prepositions maҁa, ҁ
inda,
used in the
sense of ‘to
or ..‫ ِﻟـ‬li.. (..‫ ﻟَـ‬la..) after the noun expressing the owner. The thing owned have’
is expressed in the nominative case as the nominal predicate. The differ-

ences in the use of these prepositions often depend on nuances.
a) The preposition ‫َﻣ َﻊ‬ maҁa is more frequently used when referring to
available possession at a given time. For example:
‫ﺎﺭ ٌﺓ‬ ‫ َﻣ َﻊ ﱠ‬ma a t·-t·ālibi sayyāratun.

َ ‫ٱﻟﻄﺎ ِﻟ ِﺐ َﺳ ﱠﻴ‬ ҁ
The student has a car (with him). (lit.With the student [now] a car.)
b) The preposition ‫ِﻋ ْﻨ َﺪ‬ ҁ

inda is the general way of expressing possession,
both concrete and abstract. For example:
‫ِﻋ ْﻨ َﺪ ﱠ‬
َ ‫ٱﻟﻄﺎ ِﻟ ِﺐ َﺳ ﱠﻴ‬
‫ﺎﺭ ٌﺓ‬
ҁ
inda t·-t· ālibi sayyāratun. The student has a car.
‫ِﻋ ْﻨ َﺪ ٱﻟْـﺨَ ﺒِﻴﺮِ ِﻓ ْﻜ َﺮ ٌﺓ‬

ҁ
inda l-habı̄ri fikratun. The expert has an idea.
˘
‫ ِﻋ ْﻨ َﺪ‬can also be used for time:
‫ِﻋ ْﻨ َﺪ ﱡ‬
‫ٱﻟﻈ ْﻬﺮ‬ ҁ
inda d. -d. uhri, at (by) noon
¯ ¯
c) The preposition ‫ ﻟَـ َﺪﻯ‬ladā is used in the elaborate literary style more or 73
less in the same way as ‫ﻊ‬

َ ‫ َﻣ‬maҁa and ‫ِﻋ ْﻨ َﺪ‬ ҁ
inda to express possession.
11
Conjunctions,
ٌ ‫ّﺎﺟﺮِ َﻣ‬
‫ﺎﻝ َﻛ ِﺜﻴ ٌﺮ‬ ِ ‫ﻟَ َﺪﻯ ٱﻟﺘ‬
prepositions
and h·attā ladā t-tāğiri mālun kat ı̄run. The merchant has a lot of money.
¯
d) The preposition ..‫ِﻟـ‬ (..َ‫ )ﻟـ‬expresses both concrete and abstract posses-
sion and can also be used with inanimate possessors, as well as in the
sense of ‘for, to, because of’, as in:
ٌ ‫ِﻟـﻠْ َﺒـ ْﻴ ِﺖ َﺑ‬

ِ ‫ﺎﺏ َﻭ‬
‫ﺍﺣ ٌﺪ‬
li-l-bayti bābun wāh.idun. The house has only one door.
‫ـﺎﺭ ُﺓ ِﻟﻠْ ُﻤ َﻌﻠﱢ ِﻢ‬ ‫َﺃ ﱠ‬

َ ‫ﻟﺴـ ﱠﻴ‬
ᵓas-sayyāratu li-l-muҁallimi, the car belonging to the teacher
َ ِ‫ﻟِ ٰﺬﻟ‬
‫ ﻟِ ٰﻬ َﺬﺍ‬/ ‫ـﻚ‬
li-hādā / li-dālika, for this reason, because of that, therefore

¯ ¯
11.11 Spelling rules for the preposition ..‫ ِﻟـ‬li..

a) When ‫ ِﻟـ‬.. li.., ‘for, to’, precedes a word with the definite article ‫ َﺃﻟْـ‬.. ᵓal..,
the hamzah with its ᵓalif ‫ َﺃ‬.. /ᵓa../ is omitted in writing and pronunciation,
and the two lāms ‫ﻟـ‬+‫ ﻟـ‬are joined together, so:
ِ ‫َﺃﻟْ َﻌ‬
‫ﺎﻣ ُﻞ‬ ِ ‫ِﻟـﻠْـ َﻌ‬
ِ‫ﺎﻣﻞ‬ (not: ِ ‫ ِﻷَﻟْ َﻌ‬li-ᵓal- āmili)
ِ‫ﺎﻣﻞ‬ ҁ
744
ᵓal-ҁāmilu li-l-ҁāmili (note: ‫ ﻉ‬ҁ is a moon letter.)
the worker for the worker
‫َﺃ ﱠ‬ ‫ِﻟ ﱠ‬ ‫ ِﻷَ ﱠ‬li-ᵓat.-t.abı̄bi)
Spelling rules
‫ـﻴﺐ‬
ُ ‫ﻟﻄـ ِﺒ‬ ‫ﻴﺐ‬
ِ ‫ـﻠﻄـ ِﺒ‬ (not: ‫ﻴﺐ‬
ِ ‫ﻟﻄـ ِﺒ‬ for the
preposition
ᵓ
at.-t.abı̄ bu li-t.-t.abı̄bi (note: ‫ ﻁ‬t. is a sun letter.) ..‫ ِﻟـ‬li..
the physician for the physician
b) When the preposition ‫ ﻟِـ‬li.. precedes a word which itself begins with the
letter lām ‫ ﻟـ‬and which has a definite article, the ᵓalif + hamzah of the
definite article will again be elided, but because three lāms cannot be
written in succession, the lām of the article and the initial lām of the
following word are written as one with the sign šaddah. (Remember
that lām is a sun letter.) For example:
‫ُﻟـ َﻐ ٌﺔ‬ ‫َﺃﻟــ ﱡﻠ َﻐ ُﺔ‬ ‫ِﻟــ ﱡﻠﻐ َِﺔ‬ (not: ‫) ِﻷَﻟــ ﱡﻠﻐ َِﺔ‬
lug·atun ᵓal-lug·atu li-l-lug·ati (li-ᵓal-lug·ati)

a language the language for the language
‫ﻟَ ْﻮ ٌﻥ‬ ‫َﺃﻟـﻠﱠ ْﻮ ُﻥ‬ ِ‫ِﻟـﻠﱠ ْﻮﻥ‬ (not: ِ‫) ٍﻷَﻟــﻠﱠ ْﻮﻥ‬
lawnun ᵓal-lawnu li-l-lawni (li-ᵓal-lawni)
a colour the colour for the colour
11.12
The adjective qualifying a noun preceded by a preposition is also in the

genitive case, thus agreeing with the noun it qualifies. For example:
َ ْ‫ٱﻟﺸـﺎﺭِ ِﻉ ٱﻟ‬
ِ ‫ـﺠ ِﺪ‬
‫ﻳـﺪ‬ َ ‫َﺳـ َﻜ‬
‫ـﻦ ِﻓﻲ ﱠ‬ 2 1
sakana f ı̄ š-šāriҁi l-ğadı̄di. 1He lived in the new 2street.
َ ‫ـﺠ َـﺮ ِﺓ ٱﻟْ َﻜ ِﺒ‬

‫ﻴﺮ ِﺓ‬ ‫ـﺖ ﱠ‬
َ ‫ٱﻟﺸ‬ َ ‫َـﺤ‬ َ َ‫َﺟﻠ‬
ْ ‫ﺲ ﺗ‬ 3 2 1
75
ğalasa tah.ta š-šağarati l-kabı̄rati. 1He sat 2under the big 3tree.
11 Exercises
Conjunctions,
prepositions Practise your reading:
and h·attā
ْ ‫ٱﻟﺴ ِـﻔـﻴـ ُﺮ َﻣ ًﻌﺎ ِﻣ َﻦ ٱﻟْﻘ‬

. ِ‫َـﺼـﺮ‬ 3
‫ـﻚ َﻭٱﻟْ َﻮﺯِ ﻳـ ُﺮ َﻭ ﱠ‬
2 ُ ‫ﺧَ َـﺮ َﺝ ٱﻟْـ َﻤ ِﻠ‬ 1
1) harağa l-maliku wa-l-wazı̄ru wa-s-saf ı̄ru maҁan mina l-qas·ri.

˘
The king, the minister 2and the ambassador 1went out of the palace 3together.
ْ ‫ﻮﺭ ِﺓ َﻋـﻠَـﻰ ٱﻟـﻠﱠـ ْﻮ ِﺡ‬

.‫ٱﻷَ ْﺳـ َﻮ ِﺩ‬3 2 ُ ‫ﭑﻟﻄـ ْﺒ‬
َ ‫ـﺸ‬ 1 ُ ْ ‫َـﺐ‬
‫ٱﻷ ْﺳﺘَﺎ ُﺫ ِﺑ ﱠ‬ َ ‫َﻛـﺘ‬
2) kataba l-ᵓustādu bi-t·-t·abšūrati ҁalā l-lawh.i l-ᵓaswadi.
¯
The professor wrote 1with the chalk on the blackboard (3black 2board).
.‫ـﺼـﻴـ ًﺮﺍ ُﺛـ ﱠﻢ َﺷـﺮِ َﺏ َﺷﺎ ًﻳﺎ‬

ِ ‫َــﺸـﺮِ َﺏ َﻋ‬ ِ ‫ـﺶ ُﻣ َﺴ‬
َ ‫ـﺎﻓـ ٌﺮ ﻓ‬
3
َ ‫َﻋ ِﻄ‬ 2 1
3) ҁat·iša musāfirun fa-šariba ҁas·ı̄ran t umma šariba šāyan.

¯
2
A traveller 1got thirsty and (so) he drank 3juice, then he drank tea.
َ ‫ﭑﻟﺴ ﱢﻜـﻴـﻦِ ﻓَـ َﻤ‬

.‫ﺎﺕ‬ 5
‫ﺱ ِﺑ ﱢ‬ َ ْ‫ﺿ َـﺮ َﺏ ٱﻟْـ ُﻤ ْﺠـﺮِ ُﻡ ٱﻟ‬
َ ِ‫ـﺤﺎﺭ‬ 4 3
َ 2 1
4) d.araba l-muğrimu l-h.ārisa bi-s-sikkı̄ni fa-māta.

2
The criminal 1stabbed (hit) 3the guard 4with a (the) knife, 5and (so he) died.
ِ ‫َــﻞ ٱﻟْ َﻌ‬

.‫ﺎﺻ َﻤ َﺔ‬ ‫ٱﺣـﺘ ﱠ‬
5
ْ ‫ـﺶ َﻋـﻠَﻰ ٱﻟْـ ِﺒ َﻼ ِﺩ َﻭ‬
4
َ ْ‫ٱﻟﻀﺎ ِﺑ ُﻂ ِﺑﭑﻟ‬
ِ ‫ـﺠـ ْﻴ‬ 3
‫ﺯ ََﺣ َﻒ ﱠ‬ 2 1
5) zah.afa d.-d.ābit·u bi-l-ğayši ҁalā l-bilādi wa-h.talla l-ҁās·imata.

2
The officer 1marched 3with the army into the country 4and occupied 5the
capital.
. ٍ‫ـﺢ َﻭﺧَ َـﺮ َﺝ ِﺑ َﺴ َﻼ َﻣﺔ‬

4
َ ‫َـﺴـ َﺒ‬ 3 2 ٌ ‫َﻭﻗَـ َﻊ ِﻃـ ْﻔ‬
َ ‫ـﻞ ِﻓـﻲ ِﺑ ْﺮ َﻛﺔٍ ﻓ‬ 1
766
6) waqaҁa t·iflun f ı̄ birkatin fa-sabah.a wa-harağa bi-salāmatin.
˘
A child 1fell into 2a pool 3and swam and 4came out safely.
.‫ﺎﺏ ُﺛـ ﱠﻢ َﺩﺧَ ـ َﻞ‬
4
َ ‫ـﻒ ٱﻟْـ َﺒ‬
ُ ‫ٱﻟـﻀـ ْﻴ‬
3
‫ﱠ‬ ‫َـﺮ َﻉ‬
َ ‫ﻗ‬ 2 1 Exercises
7) qaraҁa d.-d. ayfu l-bāba t umma dahala.

¯ ˘
2
The guest 1knocked at 3the door and (then) 4went in.
.‫ﺎﺻ َﻤ ِﺔ ُﻣ َﺤ ﱠﻤـﻠَـ ٌﺔ ِﺑﭑﻟْـﻨﱠـ ْﻔ ِﻂ‬

3 ِ ‫ َﺳ ِـﻔــﻴـ َﻨ ٌﺔ ِﺇﻟَﻰ ٱﻟْ َﻌ‬/ ‫ﺎﺧ َﺮ ٌﺓ‬
ِ ‫ﺻﻠَ ْﺖ َﺑ‬
2
َ ‫َﻭ‬ 1
8) was·alat bāhiratun / saf ı̄natun ᵓilā l-ҁās·imati muh.ammalatun bi-n-naft·i.

˘
2
A ship (boat) 3loaded with oil (petroleum) 1arrived at the capital.
‫ـﻚ ﺧَ َﺒـ ًﺮﺍ َﻫﺎﻣًّﺎ ِﻟـﻠْـ َﻮﺯِ ﻳـﺮِ َﻭ ﱠ‬

. ِ‫ٱﻟﺴ ِـﻔـﻴـﺮ‬ 3 ُ ‫ـﺚ ٱﻟْـ َﻤ ِﻠ‬
2
َ ‫َﺑ َﻌ‬ 1
9) baҁat a l-maliku habaran hāmman li-l-wazı̄ri wa-s-saf ı̄ri.

¯ ˘
The king 1sent an 3important 2message to the minister and to the
ambassador.
4
ُ ‫َﺣ َﻤ َﻞ ٱﻟْ َﺒـ ﱠﻮ‬
ِ ‫ َﺷـﻨ َْﻄـ ًﺔ ِﻟـﻠﺘ‬/ ‫ﺍﺏ َﺣ ِـﻘــﻴـ َﺒ ًﺔ‬
. ِ‫ﱠـﺎﺟﺮ‬ 3 2 1
10) h.amala l-bawwābu h.aqı̄batan / šant·atan li-t-tāğiri.

2
The doorman 1carried 3a bag 4belonging to the merchant.
3
ُ ‫َﺃ َﻛـ َﻞ ٱﻟـ ﱠﺰ ُﺑ‬
‫ﻮﻥ َﺳ َﻤ ًﻜـﺎ َﻣ ْﻘ ِﻠ ًّﻴﺎ ُﺛـ ﱠﻢ َﺷـﺮِ َﺏ َﺣ ِﻠـﻴـ ًﺒﺎ َﺑﺎﺭِ ًﺩﺍ‬
4 2 1
.‫ﺽ‬
َ ِ‫ﻓَـ َﻤـﺮ‬ 5
11) ᵓakala z-zabūnu samakan maqliyyan t umma šariba h.alı̄ban bāridan

¯
fa-marid.a.
The 1guest (customer) ate 3fried 2fish, then he drank 4cold milk 5and (so
he) became sick.
.‫ﺎﺡ‬ ‫ َﺃ ْﻣ ِﺲ ِﻓﻲ ٱﻟـﻠﱠـ ْﻴـﻞِ َﺣـﺘﱠﻰ ﱠ‬/ ‫ـﺖ ٱﻟْـ َﺒﺎﺭِ َﺣ َﺔ‬
ِ ‫ٱﻟﺼ َﺒ‬ 4 3
ُ ْ‫َﻋ ِـﻤﻠ‬ 2 1
77
ҁ
12) amiltu l-bārih.ata / ᵓamsi f ı̄ l-layli h.attā s·-s·abāh.i.
2
Yesterday 1I worked through 3the night until 4(the) morning.
11 3 2ْ ِ‫ﻗ ََﺮ ْﺃ ُﺕ ِﻛﺘَﺎ ًﺑﺎ َﻋـﻦ‬
.‫ٱﻷَ َﺩ ِﺏ ٱﻟْ َﻌ َـﺮ ِﺑ ﱢﻲ ِﻟـ َﻜﺎ ِﺗ ٍﺐ َﺃ ْﺟـﻨَــ ِﺒ ﱟﻲ‬ 1
Conjunctions,
prepositions
and h·attā 13) qaraᵓtu kitāban ҁani l-ᵓadabi l-ҁarabiyyi li-kātibin ᵓağnabiyyin.
I read a book 1about Arabic 2literature by 3a foreign writer.
‫ٱﻟﻄ َﻌﺎ ُﻡ ِﻟ ﱢ‬
. ِ‫ﻠﻄ ْﻔـﻞ‬ َ ‫ٰﻫ‬
‫ــﺬﺍ ﱠ‬ 1
14) hādā t·-t·aҁāmu li-t·-t·ifli.This 1food is for the child (or: the child’s).
¯
ٍ ‫َﻭ َﻋـ َﺪ ٱﻟْـ ُﻤ َﻮ ﱠﻇ ُﻒ ُﻣـﻨْـ ُﺬ ُﺃ ْﺳـ ُﺒ‬

. ِ‫ﻮﻉ ِﺑﭑﻟْ َﻌـ ْﻮ َﺩ ِﺓ ِﺇﻟَﻰ ٱﻟْ َﻌـ َﻤﻞ‬
4 3 2 1
15) waҁada l-muwaddafu mundu ᵓusbūҁin bi-l-ҁawdati ᵓilā l-ҁamali.

¯¯ ¯
3
A week 2ago the employee 1promised that he would 4return to work.
ْ ‫ـﺎﻣ ُﻞ ِﻓﻲ ٱﻟْـ َﻤ‬

.‫ـﺼـﻨ َِﻊ‬ ِ ‫َـﺐ ﻭٱﻟْ َﻌ‬
2
ُ ‫َﺃﻟْـ ُﻤ َﻬـﻨ ِْـﺪ‬
ِ ‫ﺱ ِﻓـﻲ ٱﻟْـ َﻤـ ْﻜــﺘ‬
1
16) ᵓal-muhandisu f ı̄ l-maktabi wa-l-ҁāmilu f ı̄ l-mas·naҁi.

The engineer is in the office 1and the worker is in 2the factory.
.‫ﺼﺮِ ٍﻑ ِﻟـﻠـﺰ َﱢﺭﺍ َﻋ ِـﺔ‬

4
ِ ‫ـﺤ ُـﻜـﻮ َﻣ ُﺔ ِﺑـ َﺘ ْﺄ ِﺳ‬
ْ ‫ـﻴﺲ َﻣ‬ 3
ُ ْ‫ـﺖ ٱﻟ‬
ِ ‫َﺳ َﻤ َﺤ‬
2 1
17) samah.ati l-h.ukūmatu bi-taᵓsı̄si mas·rifin li-z-zirāҁati.

2
The government 1permitted 3the establishment of an 4agricultural bank.
.‫ـﻒ ٱﻟْ َﻘ ْﻬـ َﻮ َﺓ َﺣـﺘﱠﻰ ٱﻟـ ﱡﺜــ ْﻔـ َﻞ‬

2 ُ ‫ٱﻟﻀـ ْﻴ‬
‫َﺷﺮِ َﺏ ﱠ‬ 1
18) šariba d.-d.ayfu l-qahwata h.attā t -t ufla.

¯¯
The 1guest drank the coffee, even 2the grounds.
ْ ‫َﺃ َﻛ َﻞ ٱﻟْ َﻜـﻠْ ُﺐ ٱﻟـﻠﱠ ْﺤـ َﻢ َﺣـﺘﱠﻰ ٱﻟْ َﻌ‬

.‫ـﻈ ِﻢ‬ 2 1
788
19) ᵓakala l-kalbu l-lah.ma h.attā l-ҁadmi.
¯
The dog ate 1the meat to 2the bones.
.‫ـﻈ َﻢ‬ ‫َﺃ َﻛ َﻞ ٱﻟْ ِـﻘ ﱡ‬
ْ ‫ـﻂ ٱﻟـﻠﱠ ْﺤ َﻢ َﺣـﺘﱠﻰ ٱﻟْ َﻌ‬ 1 Exercises
20) ᵓakala l-qit·t·u l-lah.ma h.attā l-ҁadma.

¯
1
The cat ate the meat, even the bones.
1) The dog ate the fried fish and then he drank milk.
2) The officer knocked at the door and (then) went in to the office.
3) The minister sent an important message to the government.
4) The blackboard fell on the cat and (so) it died.
5) The worker stabbed (hit) the engineer with a knife.
6) The ambassador fell into the pool.
7) The army occupied the factory.
8) The child drank cold juice, (and) so he became sick.
9) Yesterday I read an important book about the factory.
10) The doorman carried the bag and the food to the palace.
11) The minister promised to establish an agricultural bank.
12) The guest got thirsty and (so) drank cold juice and then he drank
coffee.
79
Chapter 12
ᵓId.āfah construction (genitive

attribute) and the five nouns
12.1
The meaning of the Arabic term ᵓid.āfah ‫ﺿﺎ َﻓ ٌﺔ‬

َ ‫ ِﺇ‬is addition, annexation,
or attachment. This kind of annexation occurs when two nouns (or an
adjective and a noun) are linked together and immediately follow each
other. It is comparable to a genitive or attributive construction, where the
first noun (or adjective) is the main constituent and the second noun is the
attribute.
ُ ‫ﻀ‬
The first noun (or adjective) of the ᵓid.āfah construction is called ‫ﺎﻑ‬ َ ‫َﺃﻟْـ ُﻤ‬
ᵓal-mud.āfu, meaning ‘annexed’ or ‘attached’. The second noun is called
‫ﺎﻑ ِﺇﻟَـ ْﻴ ِﻪ‬

ُ ‫ﻀ‬َ ‫ َﺃﻟْـ ُﻤ‬ᵓal-mud.āfu ᵓilay-hi, meaning ‘annexer’ or ‘attacher’. There
are two variants of the ᵓid.āfah construction:
12.2 The first variant: genitive construction
The first variant is called ‫ـﻴﻘـ ﱠﻴ ُﺔ‬

ِ ‫ـﺤ ِـﻘ‬ َ ‫ َﺃ ْ ِﻹ‬ᵓal-ᵓid.āfatu l-h.aqı̄qiyyatu,
َ ْ‫ﺿﺎ َﻓ ُﺔ ٱﻟ‬
‘the genuine annexation’. It corresponds to the genitive construction, simi-
lar to the English (of ..) or (..’s). In the following examples, the annexer
expresses ‘the possessor’, and the annexed expresses ‘the possessed’:
Indefinite form Definite form
80 ‫ﺎﻑ ِﺇﻟَ ْﻴ ِﻪ‬

ُ ‫ﻀ‬َ ‫َﺃﻟْـ ُﻤ‬ ُ ‫ﻀ‬
‫ﺎﻑ‬ َ ‫َﺃﻟْـ ُﻤ‬ ‫ﺎﻑ ِﺇﻟَ ْﻴ ِﻪ‬
‫ﺎﻑ‬ َ ‫َﺃﻟْـ ُﻤ‬
Annexer Annexed Annexer Annexed The first
variant:
possessor possessed possessor possessed
genitive
construction
‫ُﻣ َﻌــﻠﱢ ٍﻢ‬ ُ ‫ِﻛــﺘ‬
‫َـﺎﺏ‬ ‫ٱﻟْـ ُﻤ َﻌــﻠﱢ ِﻢ‬ ُ ‫ِﻛـﺘ‬
‫َـﺎﺏ‬
kitābu muҁallimin (not: kitābun . . . ) kitābu l-muҁallimi (not: ᵓal-kitābu . . . )

a book of a teacher the book of the teacher
OR: a teacher’s book OR: the teacher’s book
12.3
The semantic relation between the two constituents of the ᵓid.āfah construc-
tion is not, however, always that of possessed/property + possessor or item +
the entity to which the item belongs.
a) In the following example the relation is that of item and material:

‫ﺎﻑ‬ َ ‫َﺃﻟْـ ُﻤ‬ ‫ﺎﻑ ِﺇﻟَـ ْﻴ ِﻪ‬
Annexer Annexed Annexer Annexed

material item material item
‫ﺧَ َﺸ ٍﺐ‬ ‫ﺎﺏ‬

ُ ‫َﺑ‬ ‫ٱﻟْـﺨَ َﺸ ِﺐ‬ ‫ﺎﺏ‬
ُ ‫َﺑ‬
bābu hašabin bābu l-hašabi

˘ ˘
a wooden door the wooden door
a door of wood the door of wood
ْ ‫ ِﻣ‬min to express the material, e.g.:

Note: You can also use the preposition ‫ﻦ‬ 81
12
ᵓId.āfah
َ َ‫ﺎﺏ ِﻣ ْﻦ ﺧ‬
‫ـﺸ ٍﺐ‬ ٌ ‫َﺑ‬ ‫ـﺸ ٍﺐ‬ ُ ‫َﺃﻟْـ َﺒ‬
َ َ‫ﺎﺏ ِﻣ ْﻦ ﺧ‬
construction
and the five bābun min hašabin ᵓal-bābu min hašabin
˘ ˘
nouns a door (made) of wood the door (made) of wood
A door is (made) of wood. The door is (made) of wood.
b) In the following example the relation is that between part and whole
(partitive attribute):
‫ﺎﻑ ِﺇﻟَ ْﻴ ِﻪ‬

whole part whole part
‫ُﺧ ْﺒ ٍﺰ‬ ‫ِﻗ ْﻄ َﻌ ُﺔ‬ ُ ْ‫ٱﻟ‬

ِ‫ـﺨ ْﺒﺰ‬ ‫ِﻗ ْﻄ َﻌ ُﺔ‬
qit.ҁatu hubzin qit.ҁatu l-hubzi

˘ ˘
a piece of bread the piece of (the) bread
c) The following cases can be ambiguous; the relation is that of item and
contents or item and purpose/material:


contents/purpose item contents/purpose item
‫َﻗ ْﻬ َﻮ ٍﺓ‬ ُ ‫ِﻓﻨ َْﺠ‬

‫ﺎﻥ‬ ‫ٱﻟْـ َﻘ ْﻬ َﻮ ِﺓ‬ ُ ‫ِﻓﻨ َْﺠ‬
‫ﺎﻥ‬
822
finğānu qahwatin finğānu l-qahwati Rules
a cup of coffee OR the cup of coffee OR concerning
the ᵓid.āfah
a coffee cup the coffee cup construction
‫َﻋ َﺴ ٍﻞ‬ ‫َﺷﻬ ُﺮ‬ ِ‫ٱﻟْ َﻌ َﺴﻞ‬ ‫َﺷﻬ ُﺮ‬

šahru ҁasalin šahru l-ҁasali
a honey month (honeymoon) the honey month (honeymoon)
lit. a month of honey lit. the month of honey
d) Sometimes the annexer can function either as genitive attribute or

object:


connection/object person connection/object person
ٍ‫َﺷﺮِ َﻛﺔ‬ ‫ُﻣ ِﺪﻳ ُﺮ‬ ‫ٱﻟﺸﺮِ َﻛ ِﺔ‬

‫ﱠ‬ ‫ُﻣ ِﺪﻳ ُﺮ‬
mudı-ru šarikatin mudı-ru š- šarikati

a director of a company OR the director of the company OR
a company director the company director
12.4 Rules concerning the ᵓid·āfah construction
a) Whether or not the first noun (the annexed) refers to something definite
or indefinite, it never takes the definite article ..‫ َﺃﻟْـ‬ᵓal.. nor nunation.
b) The second noun (the annexer) is always in the genitive case. It may take
the article ..‫ َﺃﻟْـ‬ᵓal.. or nunation according to its definiteness status.

83
12 c) If the second noun (the annexer) is in the definite form, it causes the
ᵓId.āfah whole ᵓid.āfah construction to be definite. If the second noun is indefi-
construction nite, then the entire ᵓid. āfah construction is indefinite.
and the five
nouns
12.5 The second variant: ᵓid.āfah adjective
The second variant of the ᵓid.āfah construction may also be called ᵓid.āfah
adjective, because an adjective is used with a definite noun in the genitive
case. The noun then expresses something with regard or relating to the
quality of the adjective (Latin: genetivus respectus). In Arabic this construc-
tion is called ‫ـﻴﻘـ ﱠﻴ ِﺔ‬

ِ ‫ـﺤ ِﻘ‬ َ ‫ َﺃ ْ ِﻹ‬ᵓal-ᵓid.āfatu g.ayru l-h.aqı-qiyyati,
َ ْ‫ﺿﺎ َﻓ ُﺔ ﻏَــ ْﻴـﺮ ٱﻟ‬
which means ‘the improper annexation’. Examples:

Annexer Annexed
Noun Adjective
ِ‫ٱﻟْـ َﻤﻨ َْﻈﺮ‬ ‫ﻴﺢ‬

ُ ‫ ﻗَـ ِﺒ‬qabı-h.u l-mand¯.ari, one of ugly appearance,
bad-looking
‫ٱﻟْﻘَـﻠْ ِﺐ‬ ‫ َﻃﻴـﱢ َﺒ ُﺔ‬t.ayyibatu l-qalbi, one (f.) with a good heart
ِ‫ٱﻟْـ َﻤﺎﻝ‬ ‫ َﻛ ِﺜﻴ ُﺮ‬kat¯-ı ru l-māli, wealthy man (lit. abundant of

wealth)
‫ٱﻟْ َﻮ ْﺟ ِﻪ‬ ‫ َﺟ ِﻤﻴﻠَ ُﺔ‬ğamı-latu l-wağhi, one (f.) with a beautiful

844
face, fair-faced
ِ‫ٱﻟﺸـ ْﻜﺮ‬
‫ﱡ‬ ُ ِ‫ َﺟﺰ‬ğazı-lu š-šukri, very thankful
‫ﻳﻞ‬ The second
variant:
ᵓid.āfah
ِ‫ٱﻟـﻠﱠ ْﻮﻥ‬ ِ ‫ ﻏ‬g. āmiqu l-lawni, dark- (deep-) coloured
ُ‫َﺎﻣﻖ‬ adjective
ِ‫ٱﻟْ َﻌ ْﻘـﻞ‬ ُ ‫ َﻗ ِﻠ‬qalı-lu l- aqli, stupid, insane (lit. one with little
‫ﻴﻞ‬ ҁ
intelligence)
ِ‫ٱﻟــﻠﱢ َﺴﺎﻥ‬ ‫ َﻃﻮِ ﻳﻠَ ُﺔ‬t.awı-latu l-lisāni, a gossip (f.), insolent (lit. one
with a long tongue)
12.6
The first adjective of the above examples may take the definite article ‫َﺃﻟْــ‬
ᵓal.. when a noun in the definite form precedes it, although this is in contra-
diction to the rule (12.4a) mentioned above.

Annexer Annexed
Noun Adjective
‫ٱﻟْـ َﻮ ْﺟ ِﻪ‬ َ ْ‫ َﺃﻟْ ِﺒﻨ ُْﺖ ٱﻟ‬ᵓal-bintu -l-ğamı-latu l-wağhi

‫ـﺠ ِﻤﻴﻠَ ُﺔ‬
the girl with a (the) beautiful face
‫ٱﻟْـﻘَـﻠْ ِﺐ‬ ‫ـﺐ‬

ُ ‫ٱﻟﻄـ ﱢﻴ‬ ‫ َﺃ ﱠ‬ᵓaš-šayhu t.-t.ayyibu l-qalbi
‫ﻟﺸ ْﻴﺦُ ﱠ‬
˘
the sheikh with a kind heart
ِ‫ٱﻟْ َﻌ ْﻘـﻞ‬ ُ ‫ َﺃﻟ ﱠﺮ ُﺟ ُﻞ ٱﻟْ َﻘ ِﻠ‬ᵓar-rağulu l-qalı-lu l- aqli

‫ﻴﻞ‬ ҁ
85
the stupid man (lit. the man with little intelligence)
12 12.7
ᵓId.āfah
construction When the first noun (the annexed) in the genuine ᵓid.āfah construction is
and the five qualified by an adjective, the adjective agrees with the noun in number,
nouns gender and case. But the adjective must be placed after the whole ᵓid.āfah
construction:
َ ْ‫ﺎﺭ ُﺓ ُﻣ َﺤ ﱠﻤ ٍـﺪ ٱﻟ‬

‫ـﺠ ِﺪﻳ َﺪ ُﺓ‬ َ ‫َﺳـ ﱠﻴ‬ َ ْ‫ﺎﺭ ِﺓ ُﻣ َﺤـ ﱠﻤ ٍـﺪ ٱﻟ‬
‫ـﺠ ِﺪﻳ َﺪ ِﺓ‬ َ ‫ِﻓﻲ َﺳــ ﱠﻴ‬
sayyāratu Muh.ammadini l-ğadı-datu f -ı sayyārati Mh.ammadini l-ğadı-dati
Mohammed’s new car in Mohammed’s new car
12.8
In an unvocalized text it is difficult to know which noun (first or second)

the adjective is referring to when it is placed after an ᵓid.āfah construction.
Vowelling/vocalization is the remedy for this. For example:
‫ٱﻟـﺼ ِﻐـﻴ ُﺮ‬

‫ـﺖ ﱠ‬ ِ ‫َﻣ ْﺪﺧَ ُﻞ ٱﻟْـ َﺒـ ْﻴ‬ ِ‫ٱﻟـﺼ ِﻐـﻴﺮ‬
‫ـﺖ ﱠ‬ ِ ‫َﻣ ْﺪﺧَ ُﻞ ٱﻟْـ َﺒ ْﻴ‬
madhalu l-bayti s.-s.ag.-ı ru madhalu l-bayti s.-s.ag.-ı ri

˘ ˘
the small gate of the house the gate of the small house
12.9
A complex ᵓid.āfah phrase may contain several nested annexers ٌ ‫ﻀ‬

(‫ﺎﻑ‬ َ ‫ُﻣ‬
‫) ِﺇﻟَ ْﻴ ِﻪ‬, but only the last annexer may take the definite article. For example:
ِ‫ﻣَﺪْﺧَﻞُ ﺣَﺪِﻳﻘَﺔِ ﻭَﺯِﻳﺮِ ٱﻟْـﺨَﺎﺭِﺟِـﻴﱠﺔ‬

4 3 2 1
866 madhalu h.adı-qati wazı-ri l-hāriğiyyati

˘ ˘
1
the gate to (of) 2the garden of the 3Minister of 4Foreign Affairs
12.10 The second
variant:
However, the noun to which the adjective refers may be ambiguous even in ᵓid.āfah
a vocalized text, e.g.: adjective
ِ ‫ﻴـﺬ ٱﻟْـﻘ‬
ِ‫َـﺼﻴـﺮ‬ ِ ‫َـﺐ ِﺑﻘَـﻠَ ِﻢ ٱﻟـﺘﱢـﻠْ ِﻤ‬
َ ‫َﻛــﺘ‬
kataba bi-qalami t-tilmı-di l-qas.-ı ri.
¯
He wrote with the short pen of the student. OR: He wrote with the pen of
the short student.
12.11
The only element that can be placed between the annexed and the annexer
is a demonstrative pronoun, e.g.:
‫ﺎﻣ َﻌ ِـﺔ‬ َ ْ‫ـﺐ ٰﻫـ ِﺬ ِﻩ ٱﻟ‬

ِ ‫ـﺠ‬ ُ ‫َﻃﺎ ِﻟ‬
t. ālibu hādihi l-ğāmiҁati, the student of this university

¯
12.12
The five nouns below, ‫ َﺃ ْﻷَ ْﺳـ َﻤﺎ ُﺀ ٱﻟْـﺨَ ـ ْﻤ َﺴ ُﺔ‬ᵓal-ᵓasmāᵓu l-hamsatu, take the
˘
three case endings, but they differ slightly from the usual ones. When these
nouns enter an ᵓid.āfah construction, their case vowels become long: -ū, -ā, -ı-
(instead of -u, -a, -i).
‫َﺃ ٌﺏ‬ ‫َﺃ ٌﺥ‬ ‫َﺣـ ٌﻢ‬ ‫ُﻓـﻮ‬ ‫ُﺫﻭ‬
ᵓabun ᵓahun h.amun fū dū 87

˘ ¯
father brother father-in-law mouth owner, possessor
12 Note: Instead of the nominative case form ‫ ُﻓـﻮ‬fū, ‘mouth’, the alternative
ᵓId.āfah
form ‫ ﻓَـ ٌﻢ‬famun is more frequently used.
construction
and the five
nouns
Examples:
Nominative Accusative Genitive
‫( َﺃ ُﺑﻮ ٱﻟْ َﻮﻟَ ِـﺪ‬not: ‫) َﺃ ُﺏ‬ ‫َﺃ َﺑﺎ ٱﻟْـ َﻮﻟَـﺪ‬ (not: ‫َﺃ ِﺑﻲ ٱﻟْ َﻮﻟَـﺪ ) َﺃ ُﺏ‬ (not: ‫) َﺃ ِﺏ‬
ᵓabū l-waladi (ᵓabu) ᵓabā l-waladi (ᵓaba) ᵓabı- l-waladi (ᵓabi)

the boy’s father
‫ُﺫﻭ َﻣ ٍﺎﻝ‬ ‫َﺫﺍ َﻣ ٍﺎﻝ‬ ‫ِﺫﻱ َﻣ ٍﺎﻝ‬
dū mālin dā mālin dı- mālin

¯ ¯ ¯
rich, wealthy (lit. possessor of much wealth)
Exercises
Note: Nouns standing alone in parentheses indicate the singular form.
.‫ﺻَﻠﱠﺢَ ٱﻟْﻌَﺎﻣِﻞُ ﺷُـﺒﱠﺎﻙَ ٱﻟﺴﱠـﻴﱠﺎﺭَ ِﺓ ٱْﻟ ُﻤ َﻌطﱠ َﻝ‬

3 2 1
1) s.allah.a l-ҁāmilu šubbāka s-sayyārati l-muҁat. t. ala.

The worker 1repaired 3the broken 2window of the car.
.‫ﻴﻢ‬ ِ ‫َﺼﺮِ ٱﻟْـ َﻤ ِﻠ ِـﻚ ٱﻟْ َﻌ‬

ِ ‫ـﻈ‬ 2
ُ ‫َﺃ َﻛـ َﻞ ٱﻟـﻨ‬
ْ ‫ﱠﺎﺱ ِﻓﻲ ﻗ‬ 1
2) ᵓakala n-nāsu f -ı qas.ri l-maliki l-ҁad. -ı mi.

¯
888 1
The people ate in 2the great palace of the king. OR
The people ate in the palace of the great king.
4 ‫ﻴﺐ ِﺑﭑﻟْـ ُﻤ َﻄ ﱢﻬﺮِ ُﺟـ ْﺮ َﺡ ﱢ‬
َ ِ‫ٱﻟـﻄـ ْﻔـﻞِ ٱﻟْـ ُﻤﻠْـﺘَﻬ‬
.‫ـﺐ‬ 3 ‫َـﺴـ َﻞ ﱠ‬
ُ ‫ٱﻟﻄ ِﺒ‬ َ ‫ﻏ‬
2 1 Exercises
3) g.asala t.-t. abı-bu bi-l-mut. ahhiri ğurh.a t.-t.ifli l-multahiba

The physician 1washed 4the inflamed 3wound of the child 2with (the) antiseptic.
ُ ‫ـﺎﺏ ٱﻟْـ َﻤـ ْﺪ َﺭ َﺳ ِـﺔ ٱﻟْـﻐَـ ْﺮ ِﺑ ﱠﻲ ﻓَـ َﻮ َﻗ َﻊ ٱﻟْـ َﺒ‬

‫ﺎﺏ‬ 4 3
َ ‫ﺎﺣـ َﻨ ٌﺔ َﺑ‬
ِ ‫ﺻ َﺪ َﻣ ْﺖ َﺷ‬
2
َ 1
َ ْ‫َﻋـﻠَﻰ ٱﻟ‬
.‫ـﺤﺎﺭِ ِﺱ‬ 5
4) s.adamat šāh.inatun bāba l-madrasati l-g.arbiyya, fa-waqaҁa l-bābu ҁalā l-h.

ārisi.
2
A truck 1hit the school’s 3western door so the door 4fell on 5the watchman
(guard).
.‫ٱﻟـﺼ ِـﻐــﻴـﺮِ َﻭ ِﺳﺨَ ٌﺔ‬

3
‫ﺼـﻨ َِﻊ ﱠ‬ ُ ‫َﺃ ْﺭ‬
ْ ‫ﺽ ٱﻟْـ َﻤ‬ 2 1
5) ᵓard.u l-mas.naҁi s.-s.ag.-ı ri wasihatun.

˘
1
The floor (f.) of the small 2factory is 3dirty.
.‫ـﺸ َﻌ ٌﺔ‬ 4
َ ْ‫ِﺑﻨَﺎ َﻳ ُﺔ ٱﻟْـ َﺒـﻠَ ِـﺪ ﱠﻳ ِﺔ ٱﻟ‬
ِ ‫ـﺠ ِـﺪﻳ َﺪ ُﺓ َﺑ ِﻌـﻴـ َﺪ ٌﺓ َﻭ َﺑ‬
5 3 2 1
6) bināyatu l-baladiyyati l-ğadı-datu baҁ-ı datun wa-bašiҁatun.

3
The new 2municipality 1building is 4far away 5and ugly.
ٌ ‫ـﺼﺮِ ٌﻱ َﻭ َﺟ ِـﻤ‬
.‫ﻴـﻞ‬ ُ ‫ـﻒ ٱﻟْـ َﻤ ِـﺪﻳـﻨ َِﺔ ٱﻟْـﻘ َِـﺪ‬
ْ ‫ﱘ َﻋ‬ 3 ُ ‫َﻣﺘ َْﺤ‬ 2 1
7) math.afu l-madı-nati l-qadı-mu ҁas.riyyun wa-ğamı-lun.

The old 1museum of the 2city is 3modern and beautiful.
.‫ ُﻣﻐْـﻠَـ َﻘ ٌﺔ‬/ ٌ‫ٱﻟﺸـ ْﺮ ِﻗ ﱡﻲ ُﻣﻐْـﻠَـﻖ‬

3 3 ‫ﺎﻣ َﻌ ِﺔ ﱠ‬ َ ْ‫ ﻧ َِﺎﻓـ َﺬ ُﺓ ٱﻟ‬/ ‫ﺎﻙ‬
ِ ‫ـﺠ‬ 2 ُ ‫ُﺷـ ﱠﺒ‬ 1 1
8) šubbāku / nāfidatu l-ğāmiҁati š-šarqiyyu mug.laqun / mug.laqatun. 89

¯
The University’s 2eastern 1window is 3closed.
َ ْ‫َﺎﺕ ٱﻟ‬
ٌ ‫ـﺠ ِـﺪﻳـ ُﺪ َﻣ ْﻔﺘ‬ َ ْ‫ـﻞ َﺣ ِﺪﻳﻘ َِﺔ ٱﻟ‬
ِ ‫ـﺤـ َﻴـ َﻮﺍﻧ‬ ُ َ‫َﻣ ْﺪﺧ‬
12
ᵓId.āfah .‫ُﻮﺡ‬ 4 3 2 1
construction
and the five 9) madhalu h.adı-qati l-h.ayawānāti l-ğadı-du maftūh.un.
nouns ˘
The new 1gate (entrance) of the 2,3zoo (lit: 2garden of the 3animals) is
4
open.
ِ‫ــﻞ ِﻟـ َﻮﺯِ ﻳـﺮ‬

ٍ ‫ـﺎﺟ‬
ِ ‫ َﻋ‬6 ‫ﻭﻉ‬
ٍ ‫ـﺸـ ُﺮ‬ ِ ‫ َﺃ ْﻣ‬4 ‫ﺍﺏ‬
ْ ‫ َﻣ‬5 ‫ـﺲ َﻋـﻠَﻰ‬ ُ ‫ـﺠــ ِﻠ‬
ِ ‫ٱﻟـﻨﱡـ ﱠﻮ‬3 ‫ـﺲ‬ ْ ‫ َﻣ‬2 َ‫ َﻭﺍ َﻓـﻖ‬1
.‫ٱﻟْـ َﻤﺎ ِﻟـ ﱠﻴ ِـﺔ‬7
10) wāfaqa mağlisu n-nuwwābi ᵓamsi ҁalā mašrūҁin ҁāğilin li-wazı-ri l-māliyyati.
The 2,3parliament (2council of 3deputies) 1agreed 4yesterday on 6an urgent
5
project for the Minister of 7Finance.
َ ‫ٱﻟـ ﱠﺜـ ْﺮ َﺛ‬4,3/ ِ‫ٱﻟـﻠﱢ َﺴﺎﻥ‬4 ‫ٱﻟﻄﻮِ ﻳﻠَ ِﺔ‬

.‫ﺎﺭ ِﺓ‬ ‫ ﱠ‬3 ‫ﺿ ِﺔ‬
َ ‫ٱﻟْـ ُﻤـ َﻤـ ﱢﺮ‬2 ‫ـﻴـﺐ َﻋﻠَﻰ‬ ‫َـﻀ َﺐ ﱠ‬
ُ ‫ٱﻟﻄـ ِﺒ‬ ِ ‫ﻏ‬1
11) g.ad.iba t.-t. abı-bu ҁalā l-mumarrid.ati t.-t. awı-lati l-lisāni /t -t art ārati.
¯¯ ¯
The physician 1became angry with the 4,3
gossiping (insolent) 2nurse
(lit. with the 3long-4tongued 2nurse).
.‫ٱﻟﺼ ِﻐـﻴـﺮِ ٱﻟْـ َﻮ ِﺳـﺨَ ـ َﺔ‬

4
‫ـﺐ ﱠ‬ِ ْ‫ـﺠﺎ ُﺭ َﻳـ َﺪ ٱﻟْـ َﻜـﻠ‬
َ ْ‫َـﺴـ َﻞ ٱﻟ‬
3
َ ‫ﻏ‬ 2 1
12) g.asala l-ğāru yada l-kalbi s.-s.ag.-ı ri l-wasihata.

˘
2
The neighbour 1washed the small dog’s 4dirty 3paw (3hand).
ِ ‫ َﺷـﻨ َْﻄ َﺔ ٱﻟْـ ُﻤ ِـﺪﻳﺮِ ٱﻟـ ﱠﺜ‬/ ‫ﺍﺏ َﺣ ِـﻘـﻴـ َﺒ َﺔ‬

.‫ــﻘـﻴـﻠَـ َﺔ‬ 3
ُ ‫َﺣـ َﻤـ َﻞ ٱﻟْـ َﺒـ ﱠﻮ‬
2 1
13) h.amala l-bawwābu h.aqı-bata / šant. ata l-mudı-ri t -t aqı-lata.

¯¯
The doorman 1carried the director’s 3heavy 2suitcase.
.‫ـﻴﺢ‬ ِ ‫ـﻲ ِﻟـﻠْـ َﻤـﺘ َْﺤ‬

ٌ ‫ـﻒ ﻗَــ ِﺒ‬
4
‫ٱﻟـﺸـ َﻤـﺎ ِﻟ ﱢ‬
3 ‫ﱠ‬ ِ ‫ﻟَـ ْﻮ ُﻥ ٱﻟْـ َﺒ‬
‫ﺎﺏ‬ 2 1
900
14) lawnu l-bābi š-šamāliyyi li-l-math.afi qabı-h.un.
1
The colour 3of 3the museum’s 2northern door is 4ugly.
َ ‫ـﺠـﻨُﻮ ِﺑ ﱢﻲ ِﻟـﻠْـ ُﻔـﻨْـ ُﺪ ِﻕ‬
. ٌ‫ﺿـ ﱢﻴـﻖ‬ 4
َ ْ‫َﺩ َﺭ ُﺝ ٱﻟْـ َﻤـ ْﺪﺧَ ـﻞِ ٱﻟ‬
3 2 1 Exercises
15) darağu l-madhali l-ğanūbiyyi li-l-funduqi d.ayyiqun.

˘
1
The stairs 4of the hotel’s 3southern 2entrance are narrow.
ْ 5 ‫ﻭﺏ‬
‫ٱﻟْ َﻌﺎ ﱢﻡ‬6 ِ‫ٱﻷَ ِﻣﻴـﻦ‬ ‫ـﺖ ٱﻟـ ﱠﺪ ْﻭ ِﻟ ﱢ‬
ُ ‫ َﻣـﻨْـ ُﺪ‬4 ‫ـﻲ‬ 3 ِ
‫ َﻣ َﻄـﺎﺭِ ٱﻟْ ُـﻜـ َﻮ ْﻳ‬2 ‫ﺻ َﻞ ِﺇﻟَـﻰ‬
َ ‫ َﻭ‬1
ُ ْ ‫ ِﻟ‬7
.‫ٱﻟْـ ُﻤـﺘ ِﱠﺤـ َﺪ ِﺓ‬8 ‫ﻸ َﻣ ِـﻢ‬
16) was.ala ᵓilā mat. āri l-kuwayti d-dawliyyi mandūbu l-ᵓamı-ni l-ҁāmmi
li-l-ᵓumami l-muttah.idati.
4
The representative of 5the Secretary-6General of the 8United 7Nations
1
has arrived at Kuwait’s 3International 2Airport.
.‫ﻳـﺪ‬ َ ْ‫َـﺼﺮِ ٱﻟْـ َﻤ ِﻠ ِـﻚ ٱﻟ‬

ِ ‫ـﺠ ِـﺪ‬ 4
ْ ‫ٱﻟـﺸـ ْﺮ َﻃ ِﺔ ِﻓﻲ ﻗ‬
‫ﱡ‬ ‫ﺿﺎ ِﺑ ُﻂ‬
َ ‫ﺧَ ـ َﺪ َﻡ‬
3 2 1
17) hadama d.ābit.u š-šurt. ati fı- qas.ri l-maliki l-ğadı-di.

˘
The 3,2police officer 1served in the new palace of 4the king OR
The police officer served in the palace of the new king.
ِ ‫ٱﻟْ َﻌـ ُﺮ‬4 ‫ـﺲ َﺃ ُﺑﻮ‬

‫ ِﺑﭑﻟْـ ُﻘـ ْﺮ ِﺏ‬6 ‫ ُﻛـ ْﺮ ِﺳ ﱟﻲ‬5 ‫ﻭﺱ َﻋـﻠَﻰ‬ َ َ‫ َﺟـﻠ‬3 ‫ٱﻟْ ُﻌـ ْﺮ ِﺱ‬2 ‫ َﺣـ ْﻔـﻠَ ِﺔ‬1 ‫ِﻓﻲ‬
ِ ِ‫ٱﻟْ َﻌـﺮ‬7 ‫ِﻣﻦْ َﺃ ِﺑﻲ‬
.‫ﻳﺲ‬
18) f -ı h.aflati l-ҁursi ğalasa ᵓabū l-ҁarūsi ҁalā kursiyyin bi-l-qurbi min
ᵓabı- l-ҁarı-si.
At 2the wedding 1party 4the bride’s father 3sat on 5a chair 6near the 7bride-
groom’s father.
91
1) The doorman repaired the gate of the new king’s palace.
2) The worker washed the stairs of the museum.
12 3) A truck hit the school’s northern gate (entrance).
ᵓId.āfah 4) The colour of the building of the new hotel is ugly.
construction
and the five 5) The floor (f.) of the old zoo is dirty (f.).
nouns 6) The watchman (guard) washed the small dog’s wound.
7) The director’s heavy suitcase is open.
8) The physician served in the United Nations.
9) The new building of the parliament is modern and beautiful.
10) At the party the child sat on a chair near the nurse.
11) The university’s eastern door is closed.
12) The king’s representative arrived at the International Airport.
13) At the wedding the bridegroom’s father became angry with the
bride’s father.
922
Chapter 13
Numbers: dual and plural
13.1
Arabic nouns and adjectives are inflected for three numbers:
َ ‫ ُﻣـ ْﻔ‬mufradun
singular ‫ـﺮ ٌﺩ‬
dual ‫ ُﻣ َﺜـ ّﻨًﻰ‬mut annan

¯
plural ‫ﺟـ ْﻤ ٌﻊ‬

َ ğamҁun
13.2 Dual
The dual is used for pairs, namely for two individuals or things of the same
kind or class, such as two boys, two girls, two hands, two books, etc.
The dual is formed by replacing the case endings of the singular form with
the following suffixes:
ِ‫ـَـﺎﻥ‬.. /..āni/ for nominative
‫ـﻦ‬
َ ‫ـَــ ْﻴ‬.. /..ayni/ for accusative and genitive
Singular (nom.) Dual (nom.) Dual (acc. & gen.)

93
ٌ ‫َﺭ ُﺟ‬
‫ـﻞ‬ ِ‫َﺭ ُﺟ َﻼﻥ‬ ِ‫َﺭ ُﺟﻠَـ ْﻴـﻦ‬
rağulun, a man rağulāni, two men rağulayni, two men
13 ‫ِﺑـﻨ ٌْﺖ‬ ِ‫ِﺑﻨْـﺘَﺎﻥ‬ ِ‫ِﺑﻨْـﺘَـ ْﻴـﻦ‬
Numbers: dual
and plural
bintun, a girl bintāni, two girls bintayni, two girls
13.3
The final Tāᵓ marbūt.ah ‫ ٌﺓ‬.َ. ،‫ـَـ ٌﺔ‬.. in a singular noun becomes a regular
..‫ــــﺘـ‬.. /..t../ before dual endings, e.g.:
Singular Dual (nom.) Dual (acc. & gen.)
‫َﻣ ِﻠـ َﻜـ ٌﺔ‬ ِ‫َﻣ ِﻠـ َﻜــﺘَﺎﻥ‬ ِ‫َﻣ ِﻠـ َﻜــﺘَــ ْﻴــﻦ‬
malikatun, a queen malikatāni malikatayni
13.4
The final syllable ِ‫ــــﻦ‬.. /..ni/ of the dual masculine and feminine is elided
when the word is in the ᵓid. āfah construction, e.g.:
a) Dual (nom. masc.)
‫ِﻛـﺘَـﺎ َﺑﺎ ﱠ‬
‫ٱﻟﻄـﺎ ِﻟ ِﺐ‬ (not: .. ِ‫) ِﻛــﺘَﺎ َﺑﺎﻥ‬
kitābā t.-t.ālibi (kitābāni..)

The (two) books of the student.
b) Dual (acc. and gen. masc.)
‫ِﻛــﺘَﺎ َﺑ ِﻲ ﱠ‬
‫ٱﻟﻄﺎ ِﻟ ِﺐ‬ (not: .. ِ‫) ِﻛــﺘَﺎ َﺑـ ْﻴـﻦ‬
944
kitābayi t.-t. ālibi (kitābayni..)
the (two) books of the student
c) Dual (nom. fem.) Dual
‫ ُﻣ َﻌـﻠﱢ َﻤ ٌﺔ( ُﻣ َﻌـﻠﱢ َﻤﺘَﺎ ٱﻟْـ َﻤـ ْﺪ َﺭ َﺳ ِﺔ‬sing.) (not: .. ِ‫) ُﻣ َﻌـﻠﱢ َﻤـﺘَﺎﻥ‬
muҁallimatā l-madrasati (muҁallimatun) (muҁallimatāni ..)

the (two) teachers (f.) of the school
d) Dual (acc. & gen. fem.)
‫ُﻣ َﻌـﻠﱢ َﻤﺘ َِﻲ ٱﻟْـ َﻤـ ْﺪ َﺭ َﺳ ِﺔ‬ (not: .. ِ‫) ُﻣ َﻌـﻠﱢ َﻤـﺘَـ ْﻴـﻦ‬
muҁallimatayi l-madrasati (muҁallimatayni ..)

the (two) teachers (f.) of the school
13.5
When a singular feminine noun ends with ‫ـــَـﺎﺀ‬.. /..āᵓ/, the final hamzah ‫ ﺀ‬/ᵓ/
is replaced by wāw‫ ﻭ‬before dual endings, e.g.:
Singular Dual (nom.)
‫َﺣـ ْﻤ َﺮﺍ ُﺀ‬ ِ‫َﺣـ ْﻤ َﺮﺍ َﻭﺍﻥ‬ (not: ِ‫) َﺣـ ْﻤ َﺮﺍ َﺀﺍﻥ‬
h.amrāᵓu, red h.amrāwāni (h.amrāᵓāni)
Dual (acc. & gen.)
ِ‫َﺣـ ْﻤ َﺮﺍ َﻭ ْﻳـﻦ‬ (not: ِ‫) َﺣـ ْﻤ َﺮﺍ َﺀ ْﻳﻦ‬
h.amrāwayni (h.amrāᵓayni)
95
(More about hamzah as a final radical ‫ـــَـﺎﺀ‬.. /..āᵓ/, in chapter 20.)

13
13.6
Numbers: dual
and plural The final ᵓalif maqs.ūrah ‫ـَــﻰ‬.. of a singular noun becomes yāᵓ ..‫ــــﻴــ‬..
/..y../ before dual endings, e.g.:
Singular Dual (nom.) Dual (acc. & gen.)
‫َــﺸــ ًﻔﻰ‬
ْ ‫ُﻣ ْﺴـﺘ‬ ْ ‫ُﻣ ْﺴـﺘ‬
ِ‫َـﺸــﻔَــ َﻴﺎﻥ‬ ْ ‫ُﻣ ْﺴـﺘ‬
ِ‫َــﺸـﻔَــ َﻴــ ْﻴــﻦ‬
mustašfan, hospital mustašfayāni mustašfayayni
13.7
In the dual, adjectives always agree with the nouns they qualify in gender
and case, e.g.:
َ ِ‫َﺃﻟْـ ُﻤ َﻌـﻠﱢ َﻤﺎﻥِ َﻣﺮ‬

ِ‫ﻳﻀﺎﻥ‬
ᵓal–muҁallimāni marı-d.āni.
The two teachers (m.) are sick.
َ ِ‫َﺃﻟْـ ُﻤ َﻌـﻠﱢ َﻤﺘَﺎﻥِ َﻣﺮ‬

ِ‫ﻳـﻀﺘَﺎﻥ‬
ᵓal–muҁallimatāni marı-d.atāni.
The two teachers (f.) are sick.
َ ِ‫َﺃﻟْ َﻜـﻠْـ َﺒﺎﻥ‬

َ ‫ﺻ ِﻐ‬
ِ‫ـﻴﺮﺍﻥ‬
ᵓal-kalbāni s.ag.-ı rāni.

966
The two dogs (m.) are small.
ِ‫ـﻴﺮﺗَﺎﻥ‬ َ ِ‫َﺃﻟْـ َﻜـﻠْـ َﺒـﺘَﺎﻥ‬
َ ‫ﺻ ِﻐ‬ The plural
ᵓal-kalbatāni s.ag.-ı ratāni.

The two dogs (f.) are small.
13.8 The plural
There are two types of plural in Arabic:
a) The sound plural ‫ٱﻟﺴـﺎ ِﻟ ُﻢ‬

‫ﱠ‬ َ ْ‫( َﺃﻟ‬also called the external plural) may
‫ـﺠ ْﻤ ُﻊ‬
be compared to the English regular plural.
b) The broken plural ِ‫ـﻊ ٱﻟـﺘﱠــ ْﻜ ِﺴـﻴﺮ‬

ُ ‫( َﺟـ ْﻤ‬also called the internal plural)
may be compared somewhat to the English irregular plural e.g. foot/
feet. (Broken plurals are explained in chapter 21.)
13.9
The sound masculine plural ‫ٱﻟﺴــﺎ ِﻟـ ُﻢ‬

‫ﱠ‬ ِ‫ـﻊ ٱﻟْـ ُﻤـ َﺬ ﱠﻛـﺮ‬
ُ ‫ َﺟـ ْﻤ‬of nouns and
adjectives is formed by replacing the case endings of the singular with the
following two suffixes, e.g.:
‫ــﻮﻥ‬
َ ُ‫ــ‬.. /..ūna/ in the nominative
َ ‫ ِـ‬.. /..ı-na/ in the accusative and genitive

‫ــﻴـﻦ‬
Sing. (masc.) Plur. nom. (masc.) Plur. acc. & gen. (masc.)
‫ُﻣ َﻌــﻠﱢ ٌﻢ‬ َ ‫ُﻣ َﻌـﻠﱢ ُﻤ‬

‫ﻮﻥ‬ َ ‫ُﻣ َﻌــﻠﱢ ِـﻤ‬
‫ﻴـﻦ‬
97
muҁallimun, teacher muҁallimūna, teacher muҁallimı-na, (of) teachers
13
13.10
Numbers: dual
and plural As in the dual, the final syllable ‫ـــﻦ‬
َ .. /..na/ of the sound plural masculine
disappears, if the word enters the ᵓid.āfah construction, e.g.:
a) Sound masculine plural nominative:
‫ُﻣـ َﻌـﻠﱢـ ُﻤـﻮ ٱﻟْـ َﻤـ ْﺪ َﺭ َﺳ ِـﺔ‬ َ ‫) ُﻣـ َﻌــﻠﱢـ ُﻤ‬

(not: .. ‫ـﻮﻥ‬
muҁallimū l-madrasati (muҁallimūna ..)

the teachers of the school
b) Sound masculine plural accusative and genitive:
‫ُﻣ َﻌـﻠﱢ ِـﻤﻲ ٱﻟْـ َﻤ ْﺪ َﺭ َﺳ ِـﺔ‬ َ ‫) ُﻣ َﻌﻠﱢ ِـﻤ‬

(not: .. ‫ﻴـﻦ‬
muҁallimı- l-madrasati (muҁallimı-na ..)

the teachers of the school
13.11
The sound feminine plural ‫ٱﻟﺴـﺎ ِﻟ ُﻢ‬ ِ ‫ َﺟـ ْﻤ ُﻊ ٱﻟْـ ُﻤـ َﺆﻧ‬is formed by adding
‫ﱠـﺚ ﱠ‬
the following two suffixes to the singular word stem, as with:
‫َــﺎﺕ‬
ٌ .. /..ātun/ in the nominative
988 ‫َـــﺎﺕ‬
ٍ .. /..ātin/ in the accusative and genitive
13.12 The plural
It should be noted that the sound feminine plural has only two vowel endings
for the three cases, whether they are in the definite or indefinite form, e.g.:
Sing. (fem.) Plur. nom. (fem.) Plur. acc. & gen. (fem.)
‫َﻣ ِﻠ َﻜ ٌﺔ‬ ٌ ‫َﻣ ِﻠ َﻜ‬

‫ـﺎﺕ‬ ٍ ‫َﻣ ِﻠ َﻜ‬
‫ـﺎﺕ‬
malikatun, a queen malikātun, queens malikātin, (of ) queens
‫َﺍﻟْـ َﻤ ِﻠ َﻜ ُﺔ‬ ُ ‫َﺍﻟْـ َﻤ ِﻠ َﻜ‬

‫ـﺎﺕ‬ ِ ‫َﺍﻟْـ َﻤ ِﻠ َﻜ‬
‫ـﺎﺕ‬
ᵓal-malikatu, the queen ᵓal-malikātu, the queens ᵓal-malikāti, (of ) the queens
13.13
The sound feminine plural mostly refers to human beings. However, some
masculine nouns indicating non-human beings also take the sound femi-
nine plural endings, as with:
Masc. sing. Plur. nom. (fem.) Plur. acc. & gen. (fem.)
‫َﺣـ ﱠﻤﺎ ٌﻡ‬ ‫ﺎﺕ‬

ٌ ‫َﺣـ ﱠﻤـﺎ َﻣ‬ ‫ﺎﺕ‬
ٍ ‫َﺣـ ﱠﻤﺎ َﻣ‬
h.ammāmun, bath (m.) h.ammāmātun, baths (f.) h.ammāmātin, (of) baths (f.)
13.14
As in the dual, any feminine noun which has a final hamzah ‫ـَـﺎ ُﺀ‬.. /..āᵓu/
replaces it in the plural with wāw ‫ ﻭ‬/w/, as with: 99
13 Sing. (fem.) Plur. nom. (fem.) Plur. acc. & gen. (fem.)
Numbers: dual
and plural ‫ﺻ ْﺤ َﺮﺍ ُﺀ‬
َ ‫ﺍﺕ‬
ٌ ‫ﺤﺮﺍ َﻭ‬
َ ‫ﺻ‬َ ‫ﺍﺕ‬
ٍ ‫ﺻ ْﺤ َﺮﺍ َﻭ‬
َ
s.ah.rāᵓu, a desert s.ah.rāwātun, deserts s.ah.rāwātin, (of ) deserts
13.15
As in the dual, an adjective always agrees in gender and case with the noun
it qualifies, e.g.:
‫ﺎﺕ‬
ٌ ‫ﻳﻀ‬
َ ِ‫ﺎﺕ َﻣﺮ‬ ‫َﺃ ﱠ‬
ُ ‫ﻟﻄﺎ ِﻟ َﺒ‬
ᵓat.-t. ālibātu marı-d.ātun.

The students (f.) are ill.
‫ﺍﺕ‬ ِ ‫ﺎﺕ َﻣ‬

ٌ ‫ﺎﻫ َﺮ‬ ُ ‫ﺿ‬َ ‫َﺃﻟْـ ُﻤ َﻤـ ﱢﺮ‬
ᵓal-mumarrid.ātu māhirātun.
The nurses (f.) are skilled.
13.16
An adjective qualifying a feminine sound (external) plural referring to

non-human beings or things is in the feminine singular, e.g.:
‫َﺎﺕ َﺳـ ْﻬـﻠَ ٌﺔ‬

ٌ ‫ِﺇ ْﻣـ ِﺘ َﺤﺎﻧ‬
ᵓimtih.ānātun sahlatun
easy examinations
1000
‫ﺻـ ْﻌـ َﺒ ٌﺔ‬
َ ‫ﺍﺕ‬ ‫َﺃ ﱠ‬
ُ ‫ﻟﺴ َﻨ َﻮ‬
ᵓas-sanawātu s.aҁbatun.
The years are difficult.
Note a: The general principle is that plural non-human nouns are gram- Exercises
matically feminine singular, which is why the adjective and any other ele-
ment (including the verb) that qualifies such a noun, will also be in the
feminine singular. This is called agreement or concord.
Note b: If the subject of a sentence or conversational topic mentions both
male and female; all subsequent grammatical references to them assume
that they are male, as with:
ِ‫ﻳﻀﺎﻥ‬ َ ِ‫َﺃﻟْ ِﺒﻨ ُْﺖ َﻭٱﻟْ َﻮﻟ ُﺪ َﻣﺮ‬

َ ِ‫ ُﻫ َﻤﺎ َﻣﺮ‬/ ِ‫ﻳﻀﺎﻥ‬
Al-bintu wa-l-waldu marı-d.āni / humā marı-d.āni.

The girl and the boy are sick (masc.) / they are (both) sick (masc.)
Exercises
ْ ‫َﺎﺟـ ٌﺮ( ٱﻟْﻐَـ ِﻨـ ﱠﻴﺎﻥِ )ﻏَـ ِﻨ ﱞﻲ( ِﻓﻲ ﻗ‬

ِ‫َﺼ َـﺮ ْﻳـﻦ‬ 3
ِ ‫ﱠﺎﺟ َـﺮﺍﻥِ )ﺗ‬ َ ‫َﺳـ َﻜ‬
ِ ‫ــﻦ ٱﻟﺘ‬ 2 1
.‫ــﺮ ِﻱ ٱﻟْـ َﻤ ِﺪﻳـﻨ َِﺔ‬ َ ‫َﻛـ ِﺒ‬

َ ‫ـﻴﺮ ْﻳـﻦِ َﺑـ ْﻴ‬
َ ‫ـﻦ َﻧ ْﻬ‬ 4
1) sakana t-tāğirāni l-g.aniyyāni fı- qas.rayni kabı-rayni bayna nahrayi l-madı-nati.

3
The two rich 2merchants 1lived in two big palaces 4between the two rivers
of the city.
ِ‫ـﺎﺟ ٌﺔ( َﺳـ ْﻮ َﺩﺍ َﻭ ْﻳـﻦ‬

3
َ ‫ـﺐ ٱﻟْـ َﻤ ْﻄ َﻌ ِـﻢ َﺩ َﺟ‬
َ ‫ـﺎﺟــﺘَــ ْﻴــﻦِ ) َﺩ َﺟ‬ ِ ‫ﺻ‬
ُ ‫ﺎﺣ‬ َ ‫َﺫ َﺑ َﺢ‬
2 1
.(‫)ﺳ ْﻮ َﺩﺍ ُﺀ‬

َ
2) dabah.a s.āh.ibu l-mat.ҁami dağāğatayni sawdāwayni.
¯
2
The owner of the restaurant 1slaughtered 3two black hens.
ِ ‫ـﺠ‬
ِ‫ــﺪﻳـ َﺪ ْﻳـﻦِ َﺣـ ْﻤ َـﺮﺍ َﻭﺍﻥ‬
2 ‫ﺎﺭﺓُ( ﱠ‬
َ ْ‫ٱﻟـﻄـ ِﺒـﻴــ َﺒــ ْﻴـﻦِ ٱﻟ‬ َ ‫)ﺳــ ﱠﻴ‬
َ ‫ﺎﺭﺗَﺎ‬
َ ‫َﺳـ ﱠﻴ‬ 1
101
10
.(‫)ﺣـ ْﻤ َـﺮﺍ ُﺀ‬

َ
13 3) sayyāratā t.-t. abı-bayni l-ğadı-dayni h.amrāwāni.
Numbers: dual 1
The two cars of the two new physicians are 2red.
and plural
‫ٱﻟـﺸﺮِ َﻛ ِـﺔ‬
‫ﱠ‬ 3
‫ﺎﺣ ِﺐ‬ِ ‫ﺻ‬ َ ‫)ﺟـﻨَـ ْﻴـ َﻨ ٌﺔ( َﺣ ِﺪﻳـﻘَــﺘ َْﻲ‬
2
ُ ‫َـﻲ‬ْ ‫ِﻓـﻲ ُﺟـﻨَـ ْﻴــﻨَــﺘ‬
1
6 5
َ ‫َﺷ َﺠ َـﺮﺗَﺎﻥِ َﻛ ِﺒ‬
َ ‫ـﻴـﺮﺗَﺎﻥِ َﻭ َﻣ ْﻮ ِﻗـﻔَﺎﻥِ ِﻟ َﺴـ ﱠﻴ‬
. ِ‫ـﺎﺭﺗَــ ْﻴـﻦ‬ 4
4) fı- ğunaynatay / h.adı-qatay s.āh.ibi š-šarikati šağaratāni kabı-ratāni

wa-mawqifāni li-sayyāratayni.
In 1the two gardens of 2the owner of 3the company there are two big 4trees
5
and two car parks 6for two cars.
(ٌ‫ﺎﺭﺓ‬ ِ ‫ﺎﺭ‬
َ ‫ﺍﺕ ) ِﺇ َﻣ‬ َ ‫ٱﻹ َﻣ‬ 2
َ ‫ِﻓـﻲ ٱﻟْ َﻌـﺎﻟَ ِﻢ ٱﻟْ َﻌ‬
ِ ْ ‫ــﺮ ِﺑ ﱢﻲ َﻋــ َﺪ ٌﺩ َﻛـ ِﺒـﻴــ ٌﺮ ِﻣ َﻦ‬ 1
.(‫)ﺟـ ْﻤ ُﻬـﻮﺭِ ﱠﻳـ ٌﺔ‬

ُ ‫ﺎﺕ‬ ُ ْ‫َﻭٱﻟ‬
ِ ‫ـﺠـ ْﻤ ُﻬـﻮﺭِ ﱠﻳ‬
5) fı- l-ҁālami l-ҁarabiyyi ҁadadun kabı-run mina l-ᵓimārāti wa-l-ğumhūriyyāti.

In the Arab 1world there is a large 2number of emirates and republics.
5
َ ْ‫ﺼـ ﱢﻮ ُﺭﻭ َﻭ ِﺻ َﺤ ِﺎﻓـ ﱡﻴـﻮ ٱﻟ‬
‫ـﺠـﺮِ ﻳـ َﺪ ِﺓ ِﺇﻟَﻰ َﻣ َﻜـﺎﻧ َِﻲ‬ 4 3
َ ‫ـﺐ ُﻣ‬َ ‫َﺫ َﻫ‬ 2 1
َ ‫ﺍﺕ ) ُﻣ َﻈ‬
.(ٌ‫ﺎﻫ َـﺮﺓ‬ ِ ‫ﺎﻫ َـﺮ‬َ ‫ـﻈ‬َ ‫ﺍﺏ َﻭٱﻟْـ ُﻤ‬ِ ‫ﺿ َﺮ‬
7
ِْ
ْ ‫ٱﻹ‬ 6
6) dahaba mus.awwirū wa-s.ih.āfiyyū l-ğarı-dati ᵓilā makānayi l-ᵓid.rābi wa-l-

¯
mudd. āharāti.
¯
2
The photographers 3and the journalists of 4the newspaper 1went to
5
both 5the location (place) of 6the strike(s) and 5the location of 7the
demonstration.
ِ ‫ـﻴـﻦ َﻭٱﻟْـ ُﻤ َﻌــﻠﱢ َﻤ‬

ِ‫ﺎﺕ ِﻣ ْﻦ ُﻣ ِـﺪﻳـﺮ‬ َ ‫ـﺾ ٱﻟْـ ُﻤ َﻌـﻠﱢ ِﻤ‬ ِ ‫ ﻏ‬/ ‫ﺯ َِﻋـ َﻞ‬
ُ ‫َـﻀ َﺐ َﺑ ْﻌ‬
2 1 1
.‫ٱﻟ َّﺪ ْﻭ َﺭ ِﺓ ٱﻟـﺘﱠــ ْﺪﺭِ ﻳـ ِﺒــ ﱠﻴ ِـﺔ‬

4 3
1022
7) zaҁila / g.ad.iba baҁd.u l-muҁallimı-na wa-l-muҁallimāti min mudı-ri d-dawrati
t-tadrı-biyyati.
2
Some of the male and the female teachers 1became angry with the direc- Exercises
tor of 4the training 3course,3session.
‫ﻭﻥ ﻏَــ ًﺪﺍ ِﻓﻲ‬ ِ ‫ـﻮﻥ ُﻣ َﺴ‬

َ ‫ـﺎﻓـ ُﺮ‬
3
ْ ‫ٱﻟـﺸـﺮِ َﻛ ِـﺔ ٱﻟْ ِـﻤ‬
َ ‫ﺼﺮِ ﱡﻳ‬
2 ‫ُﻣـ َﻬـﻨ ِْـﺪ ُﺳـﻮ ﱠ‬ 1
.‫ﻴﺮ ٍﺓ‬ ِ ‫ُﻋ ْﻄـﻠَﺔٍ ﻗ‬

َ ‫َﺼ‬ 5 4
8) muhandisū š-šarikati l-mis. riyyūna musāfirūna g.adan fı- ҁut.latin qas.-ı ratin.
The company’s Egyptian 1engineers are 2travelling 3tomorrow on 5a short
4
holiday.
‫ﺎﺕ ِﻓﻲ‬ ‫َـﺎﺡ ﱠ‬

ِ ‫ٱﻟﻄﺎ ِﻟـ َﺒ‬ ُ ‫ﻮﻥ َﻭٱﻟْـ ُﻤ َﻌـﻠﱢ َﻤ‬
ِ ‫ﺎﺕ ِﺑﺨَ ـ َﺒـﺮِ َﳒ‬
3 2
َ ‫َﻓـﺮِ َﺡ ٱﻟْـ ُﻤ َﻌــﻠﱢـ ُﻤ‬ 1
ِ ِ‫َﻣ ْﻌ َﻬ ِـﺪ ٱﻟـﺘﱠـ ْﻤـﺮ‬

.‫ﻳـﺾ‬ 5 4
9) farih.a l-muҁallimūna wa-l-muҁallimātu bi-habari nağāh.i t.-t.ālibāti fı-

˘
maҁhadi t-tamrı-d.i.
The male and female teachers 1were happy 2at the news of the female
students’ 3success in 5the nursing 4institute.
‫ٱﻟﺴ ِﻌــﻴـ َﺪﺍﻥِ ِﺑ َﻄﺎﻗَـﺘ َْﻲ ) ِﺑ َﻄﺎﻗَـ ٌﺔ( َﺳـﻔ ٍَـﺮ ِﺇﻟَﻰ‬
4 3
‫َﺭ ِﺑ َﺢ ٱﻟـ ﱠﺰ ْﻭ َﺟﺎﻥِ ﱠ‬2 1
.‫ﺎﺻ َﻤـﺘَــ ْﻴــﻦِ ِﻓﻲ ُﺃﻭ ُﺭﻭ ﱠﺑـﺎ‬

ِ ‫َﻋ‬ 5
10) rabih.a z-zawğāni s-saҁ-ı dāni bit.āqatay safarin ᵓilā ҁās.imatayni fi ᵓūrūbbā.
The happy 2married couple 1won two 4travel 3tickets to 5two capital (cities)
in Europe.
. ِ‫ﺼـ ْﻴـﻦِ ِﻟـﻠْﻘَﺎﻧُﻮﻥ‬

4 3 2 ‫َﺃ ﱡ‬
َ ْ‫ﻟﺸ ْﺮ ِﻃ ﱠﻴﺎﻥِ ٱﻟ‬
َ ‫ـﺠ ِﺪﻳ َﺪﺍﻥِ ﻏَـ ْﻴ ُﺮ ُﻣ ْﺨ ِﻠ‬ 1
11) ᵓaš-šurt. iyyāni l-ğadı-dāni g.ayru muhlis.ayni li-l-qānūni.

˘
The two new 1policemen are 2not 3faithful 4to the law.
(‫ﻳـﺪ ُﻣ َﻬــ ﱠﺬ َﺑـﺘَﺎﻥِ ) ُﻣ َﻬــ ﱠﺬ َﺑ ٌﺔ‬

2
َ ْ‫ٱﻟﺴ ِﻔـﻴـﺮِ ٱﻟ‬
ِ ‫ـﺠ ِـﺪ‬ ‫ِﺇ ْﺑـﻨَـﺘَﺎ ) ِﺇ ْﺑ َﻨ ٌﺔ( ﱠ‬
1
103
10
. ِ‫َﻭ َﺟ ِـﻤﻴـﻠَـﺘَـﺎﻥ‬
13 12) ᵓibnatā s-safı-ri l-ğadı-di muhaddabatāni wa-ğamı-latāni.
¯¯
Numbers: dual The two daughters of the new 1ambassador are 2polite (well-mannered)
and plural and beautiful.
3
ُ ‫ﻮﻥ َﻭٱﻟْـ ُﻤ َﻌـﻠﱢ َﻤ‬
ِ ‫ﺎﺕ َﻣﺘ َْﺤـﻔَـ ْﻴـﻦِ َﺟ ِﺪﻳ َﺪ ْﻳـﻦِ ِﻓﻲ َﻭ َﺳ‬
‫ـﻂ‬ 2
َ ‫َﺍﺭ ٱﻟْـ ُﻤ َﻌﻠﱢـ ُﻤ‬
َ ‫ﺯ‬ 1
.‫ٱﻟْـ َﻤ ِـﺪﻳـﻨ َِﺔ‬
13) zāra l-muҁallimūna wa-l-muҁallimātu math.afayni ğadı-dayni fı- wasat.i

l-madı-nati.
The male and female teachers 1visited two new 2museums in 3the centre
of the city.
ِ‫ﺍﺏ ِﻟـ ُﻤ ﱠﺪ ِﺓ َﺳﺎ َﻋـﺘَـ ْﻴـﻦ‬

6 5
ْ ‫ٱﻹ‬
َ ‫ﺿ َﺮ‬ 4 3
َ ‫َﺑ َﺪ َﺃ ُﻣ‬
َ ْ‫ﺼـ ﱢﻮ ُﺭﻭ ٱﻟ‬
ِ ْ ‫ـﺠـﺮِ ﻳ َﺪ ِﺓ‬ 2 1
.(‫)ﺳﺎ َﻋ ٌﺔ‬
َ
14) badaᵓa mus.awwirū l-ğarı-dati l-ᵓid.rāba li-muddati sāҁatayni.

2
The photographers of 3the newspaper 1began 4the 6two-hour (5time)
strike.
‫ﻭﻥ ِﺇﻟَﻰ َﺣـ ْﻔــﻠَﺔٍ ِﻋـﻨْـ َﺪ‬

6 5
َ ‫ُﻣ َﻬـﻨ ِْﺪ ُﺳﻮ َﺷـﺮِ َﻛ ِـﺔ ٱﻟـﻨﱠـ ْﻔ ِﻂ َﻣ ْﺪ ُﻋــ ﱡﻮ‬
4 3 2
.ِ‫ٱﻟْﻮَﺯِﻳﺮ‬
15) muhandisū šarikati n-naft. i madҁuwwūna ᵓilā h.aflatin ҁinda l-wazı-ri.

1
The engineers of the 3oil 2company are 4invited to 5a party 6at the minis-
ter (minister’s house).
1044
1) The (two) merchants’ car is black.
2) The owner of the restaurant slaughtered two red hens.
3) A large number of journalists went to two capitals (cities) in the Arab Exercises
world.
4) The male and female teachers are travelling tomorrow on a short
holiday.
5) The two new policemen won two travel tickets to Europe.
6) The photographers of the newspaper are travelling to some of the
emirates and republics in the Arab world.
7) The two engineers were angry with the ambassador at the party
(given) by the minister.
8) The director of the nursing institute was happy at the news of the
(female) students’ success.
105
10
Chapter 14
Perfect tense verbs, root

and radicals, triliteral verbs
and word order
14.1
There are two main verb tenses in Arabic:
ِ ‫ٱﻟْـ َﻤ‬
a) Perfect tense (‫ﺎﺿﻲ‬ ُ ‫َﺃﻟْ ِﻔ ْﻌ‬
‫ـﻞ‬ ᵓal-fiҁlu l-mād.ı̄) corresponds usually to
the English past or perfect tense.
b) Imperfect tense (‫ﻉ‬ َ ‫ٱﻟْـ ُﻤ‬

ُ ِ‫ﻀﺎﺭ‬ ُ ‫َﺃﻟْ ِﻔ ْﻌ‬
‫ـﻞ‬ ᵓal-fiҁlu l-mud. āriҁu) corresponds
usually to the English present or future tense (see chapter 17).
Note: The tenses in Arabic do not express the time of an event in the same
precise way as the primary tenses in Indo-European languages. The Arabic
tenses can be better understood as different aspects of viewing the action in
terms of an opposition between a stated or proposed fact and an action or
state in progress or preparation. That is why the terms perfect and imper-
fect tense do not correspond to the meaning of these terms in, for example,
English. (In fact, the literal Latin meanings of the terms perfect and imper-
fect are more helpful in this regard.) In spite of this, we will keep to the tra-
ditional terms, since they are widely employed in Western Arabic textbooks.
14.2 Perfect tense
ِ ‫ٱﻟْـ َﻤ‬
The perfect tense, ‫ﺎﺿﻲ‬ ‫َﺃﻟْ ِﻔ ْﻌ ُﻞ‬ ᵓal-fiҁlu l-mād.ı̄, indicates mostly a past
106
state, completed action or an established fact. In the third and second

persons, the perfect tense may also express a wish or benediction. In condi- Triliteral
tional sentences the perfect tense expresses a hypothesis. (This is explained verbs
in chapter 39.)
Note: Because there is no infinitive in Arabic in the same sense as in English,
the third person masculine singular of the perfect tense is given as the corre-
sponding basic or reference form of the verb. Thus, for example, the basic
َ ‫ َﻛـﺘ‬kataba means ‘he wrote’ or ‘he has written’. But when used
verb form ‫َـﺐ‬
َ ‫َﻛـﺘ‬
as a general reference form for the said verb with all its various forms ‫َـﺐ‬
kataba is conventionally translated by the English infinitive ‘to write’.
14.3 Root / stem and radicals
Arabic verbs, like the verbs in other Semitic languages, are based mainly
on three consonants called a root or stem. The term root will be used to
describe the basic building structure of an Arabic word. Continuing with
the word kataba, for example, k-t-b is the particular root/stem that denotes
anything to do with writing and reading. Each letter of the root is called a
radical. Vowels are not included in roots. In practice, Arabic words must
follow the pattern CVCVCV (i.e. in our example kV-tV-bV).
It is important to know and recognize the root of every verb, because the
root is the invariable basis of all the different forms of the verb, as well as
of most nouns, adjectives, adverbs, and even many prepositions. In Arabic
dictionaries most words and word forms are therefore entered alphabeti-
cally under their respective roots.
14.4 Triliteral verbs
a) Roots with three radicals are called triliteral verbs (singular: ‫َﺃﻟْ ِﻔ ْﻌ ُﻞ‬
‫ٱﻟْـ ﱡﺜ َـﻼ ِﺛﻲ‬ ᵓal-fiҁlu t -t ulātı̄). Thus the root of the ‘triliteral’ verb kataba,
¯ ¯ ¯
‘to write’, is k-t-b. This is the form or pattern under which you will find
the verb kataba (and other forms of this verb) in Arabic dictionaries.
10
107
b) The triliteral verbs have three patterns of vowelling. In the basic form, the
first and last consonants (radicals) are always vowelled with fath.ah /a/.
14 But the middle consonant (radical) may be vowelled with any of the
Perfect tense, three short vowels:
root and
radicals CaCaCa CaCiCa CaCuCa
َ ‫َﻛـﺘ‬
‫َـﺐ‬ ‫َﺷـﺮِ َﺏ‬ ‫َﻛـ ُﺒ َـﺮ‬
kataba, he wrote šariba, he drank kabura, he grew up
14.5
Separate personal pronouns for the subject and object are usually not used
in Arabic verbal sentences. Verbs are conjugated for the person, gender,
and number of the subject and pronominal object by means of suffixes (and
also in the imperfect prefixes). Suffixes which refer to the subject are called
personal endings. These endings are written in boldface in the translitera-
tion of the conjugation table below.
Note: There are various ways to read the order of the Arabic verb conjuga-
tion. The order used in this book is not that used by a native speaker in his
school books, but rather an old tradition still used in most of the European
Arabic textbooks.
َ ‫ َﻛـﺘ‬kataba, ‘to write’, in the perfect tense in

The conjugation of the verb ‫َـﺐ‬
all persons, genders, and numbers (of the subject):
Singular Dual Plural
َ ‫َﻛـﺘ‬
‫َـﺐ‬ ‫َﻛـﺘَـ َﺒﺎ‬ ‫َﻛـﺘَـ ُﺒـﻮﺍ‬
3. masc. katab+a katab+ā katab+ū
he wrote they wrote they wrote
1088
Triliteral
verbs
ْ ‫َﻛـﺘَـ َﺒ‬
‫ـﺖ‬ ‫َﻛـﺘَـ َﺒـﺘَـﺎ‬ َ ‫َﻛـﺘَـ ْﺒ‬
‫ـﻦ‬
3. fem. katab+at katab+atā katab+na
she wrote they wrote they wrote
َ ‫َﻛـﺘَـ ْﺒ‬
‫ـﺖ‬ ‫َﻛـﺘَـ ْﺒـﺘُـ َﻤـﺎ‬ ‫َﻛـﺘَـ ْﺒـﺘُـ ْﻢ‬
2. masc. katab+ta katab+tumā katab+tum
you wrote you wrote you wrote
ِ ‫َﻛـﺘَـ ْﺒ‬
‫ـﺖ‬ ‫َﻛـﺘَـ ْﺒـﺘُـ َﻤـﺎ‬ ‫َﻛـﺘَـ ْﺒـﺘ ﱠ‬
‫ُـﻦ‬
2. fem. katab+ti katab+tumā katab+tunna
you wrote you wrote you wrote
ُ ‫َﻛـﺘَـ ْﺒ‬
‫ـﺖ‬ ‫َﻛـﺘَـ ْﺒـﻨَـﺎ‬ ‫َﻛـﺘَـ ْﺒـﻨَـﺎ‬
1. m. & f. katab+tu katab+nā katab+nā
I wrote we wrote we wrote
‫ﺍ‬
Note: The extra ᵓalif ( ) at the end of the 3rd pers. masc. plur. is not pro-
nounced, and it is elided when a suffix denoting the object is added.
14.6
The normal word order in sentences with a perfect tense verb is:
verb + subject + object/complement
a) When a verb in the 3rd person is placed first in the sentence, the verb
must be in the singular, even though the subject may be in the plural or
dual. The verb always agrees with the gender of the subject, however.
For example:
10
109
14 َ ‫َﺷـﺮِ َﺏ ٱﻟْـ ُﻤ َﻌﻠﱢ ُﻤ‬
‫ﻮﻥ َﻗ ْﻬ َﻮ ًﺓ‬ ِ ‫َﺷﺮِ َﺑ ِﺖ ٱﻟْـ ِﺒ ْﻨﺘَﺎﻥِ َﻋ‬
‫ـﺼﻴ ًﺮﺍ‬
Perfect tense,
root and
radicals šariba l-muҁallimūna qahwatan. šaribati l-bintāni ҁas. ı̄ran.
The teachers (m. pl.) drank coffee. The two girls (dual) drank juice.
Remember: When a verb in the 3rd person feminine singular is followed

by a word beginning with hamzatu l-was. li (was. lah), the sukūn on the
final /..t/ ‫ــﺖ‬

ْ َ‫ـ‬../..at/ is replaced by kasrah ِ َ‫ـ‬../-ati/ to avoid having
‫ــﺖ‬
three consonants in succession, e.g.:
..‫َﺷﺮِ َﺑ ِﺖ ٱ ﻟْـ ِﺒﻨْﺖ‬ šaribati l-bintu.. (not: .. ‫َﺷـﺮِ َﺑ ْﺖ ٱ ﻟْـ ِﺒﻨ ُْﺖ‬ šaribat
l-bintu..)
b) If the subject refers to a human being and the verb is placed after the
subject, the verb must agree with the subject in number and gender, e.g.:
َ ‫َﺃﻟْـ ُﻤ َﻌﻠﱢ ُﻤ‬

‫ﻮﻥ َﺷـﺮِ ُﺑﻮﺍ َﻗ ْﻬ َﻮ ًﺓ‬ ‫َﺃﻟْـ ُﻤ َﻌﻠﱢ َﻤﺘَﺎﻥِ َﺷﺮِ َﺑﺘَﺎ َﻋ ِﺼﻴ ًﺮﺍ‬
ᵓal-muҁallimūna šaribū qahwatan. ᵓal-muҁallimatāni šaribatā ҁas. ı̄ran.

The teachers (m. pl.) drank coffee. The (two) teachers (fem.) drank juice.
14.7
If the subject is not expressed by a noun or separate pronoun, the verb

alone expresses its number, whether it be singular, dual or plural, e.g.:
‫َﺷﺮِ ُﺑﻮﺍ َﻗ ْﻬ َﻮ ًﺓ‬ ‫َﺷﺮِ َﺑﺘَﺎ َﻋ ِﺼﻴ ًﺮﺍ‬
šaribū qahwatan. šaribatā ҁas. ı̄ran.

They (m. pl.) drank coffee. They (f. dual) drank juice.
14.8
1100
If the subject is in the plural and refers to non-humans, the verb is in the
feminine singular, e.g.:
‫ـﺖ ٱﻟْ ِـﻜ َﻼ ُﺏ َﺣ ِﻠﻴـ ًﺒﺎ‬
ِ ‫َﺷﺮِ َﺑ‬ ‫َﺃﻟْ ِـﻜ َﻼ ُﺏ َﺷـﺮِ َﺑ ْﺖ َﺣ ِﻠﻴـ ًﺒﺎ‬
Triliteral
verbs
šaribati (sing.) l-kilābu h.alı̄ban. ᵓal-kilābu šaribat h.alı̄ban.

The dogs drank milk. The dogs drank milk.
14.9
If the subject is in the dual and refers to non-humans, the verb is in the dual
(if following the subject) and agrees with the gender of the subject, just as
with dual human beings, e.g.:
‫َﺷـﺮِ َﺏ ٱﻟْ َﻜﻠْ َﺒﺎﻥِ َﺣ ِﻠﻴ ًﺒﺎ‬
šariba l-kalbāni h.alı̄ban.
The (two) dogs (m.) drank (m. sing.) milk.
‫َﺃﻟْــ َﻜــﻠْ َﺒﺎﻥِ َﺷـﺮِ َﺑﺎ َﺣ ِﻠـﻴـ ًﺒﺎ‬
ᵓal-kalbāni šaribā h.alı̄ban.
The (two) dogs (m.) drank (m. dual) milk.
‫َﺷـﺮِ َﺑ ِﺖ ٱﻟْ َﻜﻠْ َﺒﺘَﺎﻥِ َﺣ ِﻠﻴ ًﺒﺎ‬
šaribati l-kalbatāni h.alı̄ban.
The (two) dogs (f.) drank (f. sing.) milk.
‫َﺃﻟْ َﻜﻠْ َﺒﺘَﺎﻥِ َﺷـﺮِ َﺑﺘَﺎ َﺣ ِﻠﻴ ًﺒﺎ‬
ᵓal-kalbatāni šaribatā h.alı̄ban. 11

111
The (two) dogs (f.) drank (f. dual) milk.

14 14.10
Perfect tense,
root and The verb in the perfect tense is sometimes preceded by the particle ‫ َﻗ ْﺪ‬qad,
radicals
or ‫ ﻟَﻘَـ ْﺪ‬l a-qad, which is usually not translated. The purpose of these par-
ticles is merely a matter of style or to emphasize the completion or realiza-
tion of the action of the verb, like adding ‘do’, ‘really’ or ‘already’ in
English (I do like it; I really want to go; etc.).
َ ْ‫ ﻗَـ ْﺪ َﺷـﺮِ َﺏ ٱﻟ‬qad šariba l-h.alı̄ba.

َ ‫ـﺤـ ِﻠ‬
‫ـﻴـﺐ‬
He did drink the milk. OR: He has already drunk the milk.
14.11 Negative of the perfect tense
The negative particle ‫ﻣﺎ‬

َ mā, ‘not’, is used to negate the perfect tense and is
placed before the verb, e.g.:
َ ْ‫َﻣﺎ َﺷـﺮِ َﺏ ٱﻟ‬

َ ‫ـﺤـ ِﻠ‬
‫ـﻴـﺐ‬
mā šariba l-h.alı̄ba. He did not drink the milk.
Exercises
.‫ﺿﻮﺍ‬ ِ ‫ﻓ‬2 ‫ َﻃ َﻌﺎ ًﻣﺎ‬1

ُ ِ‫ﻓَــ َﻤـﺮ‬3 ‫َﺎﺳ ًﺪﺍ‬ ‫ـﻮﻥ‬
َ ‫ﺎﺣ‬ ‫َﺃ َﻛ َﻞ ﱠ‬
ُ ‫ٱﻟﺴـ ﱠﺒ‬
1) ᵓakala s-sabbāh.ūna t. aҁāman fāsidan fa-marid.ū.

The swimmers ate 2rotten (spoiled) 1food 3and (so) became ill.
1122
َ ْ‫ٱﻟ‬4 ِ ‫ـﻦ ٱﻟْـ َﻜـﺎ ِﺗ‬ ِ ‫ـﺐ ٱﻟْـﻘ‬
Exercises
ِ ‫ـﺤ‬
ِ ‫ﺎﺩ‬
.‫ﺙ‬ ِ‫ـﺐ ﺗَــ ْﻘـﺮِ ﻳـ ًﺮﺍ َﻋﻦ‬
3
َ ‫َـﺎﺿﻲ ِﻣ‬ َ َ‫َﻃـﻠ‬2 1
2) t. alaba l-qād.ı̄ mina l-kātibi taqrı̄ran ҁani l-h.ādit i.

¯
2
The judge 1asked the clerk (secretary) for 3a report about 4the accident.
‫ـﺴ ٍﻮﺭ َﺃ َﻣﺎ َﻡ‬

ُ ‫َﺟــﻠَ َﺴ ِﺖ ٱﻟْـ َﻤـ ْﺮ َﺃ ُﺓ ٱﻟـﺘ ِﱠﻌـ َﺒ ُﺔ َﻋــﻠَـﻰ ُﻛــ ْﺮ ِﺳ ٍ ّﻲ َﻣ ْﻜ‬
4 3 2 1
. ِ‫َﻣـ ْﺪﺧَ ــﻞِ ٱﻟـ ﱡﺪ ﱠﻛـﺎﻥ‬

6 5
3) ğalasati l-marᵓatu t-taҁibatu ҁalā kursiyyin maksūrin ᵓamāma madhali

˘
d-dukkāni.
2
The tired woman 1sat on 4a broken 3chair in front of 5the entrance of 6the
shop.
3 2 ْ ِ‫ٱﻟﻄﺎ ِﻟـ َﺒـﺘَـﺎﻥ‬

ِ‫ٱﻷَ ْﺟـﻨَـ ِﺒـ ﱠﻴـﺘَﺎﻥِ ِﻓﻲ ٱ ْﻣـ ِﺘ َﺤﺎﻥِ ٱﻟْـ ُﻘــ ُﺒﻮﻝ‬ ‫ـﺖ ﱠ‬ِ ‫َﳒ ََﺤ‬ 1
.‫ـﺐ‬ ‫ ﱢ‬4
‫ٱﻟـﻄ ﱢ‬ ‫ِﻟ ُﻜـ ِﻠّـ َﻴ ِﺔ‬
4) nağah.ati t. -t. ālibatāni l-ᵓağnabiyyatāni fı̄ mtih.āni l-qubūli li-kulliyati t. -t.

ibbi.
The two foreign students (f.) 1passed the 3entrance 2exam to the faculty of
4
medicine (medical college).
ْ ‫ـﻄ َﻒ ِﻗ‬
‫ـﻄ َﻌ َﺔ ٱﻟـﻠﱠ ْﺤ ِـﻢ‬4 ‫ـﺠــ ْﺒـ َﻨ َﺔ َﻋﻦِ ﱠ‬
َ َ‫ٱﻟﻄﺎﻭِ ﻟَ ِﺔ َﻭﺧ‬
3 ‫َﺃ َﻛـ َﻞ ٱﻟْ ِـﻘ ﱡ‬
ُ ْ‫ـﻂ ٱﻟ‬ 2 1
.‫َـﺔ‬ َ ْ‫ٱﻟ‬8
ِ ‫ـﺤ ِـﺪﻳـﻘ‬ 7 ِ ‫ِﻣ َﻦ ٱﻟْـ َﺒـ ﱠﺮ‬
‫ﺍﺩ َﻭ َﻫ َـﺮ َﺏ ِﺑ َﻬﺎ ِﺇﻟَﻰ‬
6 5
5) ᵓakala l-qit. t. u l-ğubnata ҁani t. -t. āwilati wa-hat. afa qit. ҁata l-lah.mi mina
˘
l-barrādi wa-haraba bi-hā ᵓilā l-h.adı̄qati.
1
The cat ate 2the cheese from the table, 3then snatched 4the piece of meat
from 5the refrigerator 6and ran away 7with it to 8the garden.
113
11
14
Perfect tense,
5 ِ ‫ـﻴـﺲ ٱﻟـ ﱠﺜ‬
‫ــﻘـﻴ َﻞ َﻭ َﻃـﻠَ َﻌـﺎ ِﺑ ِﻪ َﻋـﻠَﻰ ٱﻟـ ﱠﺪ َﺭ ِﺝ‬
6 4
َ ‫ـﺎﻣ َﻼﻥِ ٱﻟْ ِﻜ‬
ِ ‫َﺣ َﻤـ َﻞ ٱﻟْ َﻌ‬
3 2 1
‫ﱠ‬
root and
radicals .‫ﺲ‬ ِ َ‫ٱﻟْـﺨ‬8
ِ ‫ـﺎﻣ‬ ‫ٱﻟـﻄﺎ ِﺑ ِـﻖ‬ ‫ِﺇﻟَﻰ‬
7
6) h.amala l-ҁāmilāni l-kı̄sa t -t aqı̄la wa-t.alaҁā bi-hi ҁalā d-daraği ᵓilā t.-t.ābiqi
¯¯
l-hāmisi.
˘
2
The two workers 1carried the 4heavy 3sack 5and climbed with it up 6the
stairs to 8the fifth 7floor.
‫َــﻀﺎ‬ 4
َ ِ‫َﺫ َﻛ َـﺮ ْﺕ َﺟـﺮِ ﻳـ َﺪ ُﺓ ٱﻟْـ َﻴـ ْﻮ ِﻡ َﺃ ﱠﻥ ٱﻟْـ َﻮﺯ‬
َ ‫ﻳـﺮ ْﻳـﻦِ ﻗَــ ْﺪ َﺭﻓ‬ 3 2 1
.‫ﻭﻉ‬ ْ ‫ٱﻟْـ َﻤ‬5

َ ‫ــﺸــ ُﺮ‬
7) dakarat ğarı̄datu l-yawmi ᵓanna l-wazı̄rayni qad rafad.ā l-mašrū ҁa.

¯
3
Today’s 2newspaper 1mentioned that the two ministers had 4rejected 5the
project.
َ ‫َﺍﺭ ِﺓ َﺑ ْﻌــ َﺪ َﺃ ْﻥ َﺣ‬

‫ـﻀـ ُﺮﻭﺍ‬ 3 2
َ ‫َﺭ َﺟ َﻊ ٱﻟْـ ُﻤ َﻌـﻠﱢـ ُﻤ‬
َ ‫ﻮﻥ ِﻣ َﻦ ٱﻟْـﻮِ ﺯ‬ 1
.ِ‫ٱﻟْـ َﻮﺯِ ﻳـﺮ‬5 ً ‫ٱﺟــ ِﺘـ َﻤ‬

‫ﺎﻋـﺎ َﻣـ َﻊ‬ ْ 4
8) rağaҁa l-muҁallimūna mina l-wizārati baҁda ᵓan h.ad.arū ğtimā ҁan maҁa
l-wazı̄ri.
The teachers (m.) 1returned from 2the ministry after they 3attended 4a
meeting with 5the minister.
5
ْ ‫ﺎﺏ ٱﻟْـ َﻤ‬
‫ـﺼـﻨ َِﻊ َﻭ َﺩﺧَ ـ ُﻠﻮﺍ‬ َ ‫ﻳـﻦ َﺑ‬
4
َ ِ‫ﺎﻫـﺮ‬ َ ‫ـﺾ ٱﻟْـ ُﻤـﺘ‬
ِ ‫َـﻈ‬ َ ‫َﻛ‬
ُ ‫ـﺴ َـﺮ َﺑ ْﻌ‬
3 2 1
ِ ‫ٱﻟْـ ُﻤ‬7
. ِ‫ـﺪﻳـﺮ‬ َ ‫َﻣ ْﻜـﺘ‬
‫َـﺐ‬ 6
9) kasara baҁd.u l-mutadāhirı̄na bāba l-mas.naҁi wa-dahalū maktaba l-mudı̄ri.

¯ ˘
2
1144 Some of 3the demonstrators 1broke down the door of 4the factory 5and
entered the 7director’s 6office.
‫ـﺾ ﻓَـ َﻤﺎ‬
5 ِ َ‫ﺼـ ْﻮ ٍﺕ ُﻣـﻨْﺨ‬
ٍ ‫ــﻔ‬ َ ‫ﺱ ِﺑ‬
4 3 ِ ‫َﺷ َـﺮ َﺡ ٱﻟْـ ُﻤ َﺤ‬
َ ‫ـﺎﺿ ُﺮ ٱﻟـ ﱠﺪ ْﺭ‬ 2 1 Exercises
.َ‫ٱﻟـ ﱠﺪ ْﺭﺱ‬ 7 ‫َﺳ ِـﻤ َﻊ ﱡ‬

‫ٱﻟﻄ ﱠﻼ ُﺏ َﻭ َﻣﺎ ﻓَﻬِ ـ ُﻤﻮﺍ‬ 6
10) šarah.a l-muh.ād.iru d-darsa bi-s. awtin munhafid.in fa-mā samiҁa t. -t.
˘
ullābu wa-mā fahimū d-darsa.
2
The lecturer 1explained the lesson in 4a low 3voice, and the students 5nei-
ther 6heard nor 7understood the lesson.
‫ﺎﺩ ﱠﻳ ِﺔ‬
ِ ‫ﺼ‬َ ‫ٱﻻ ْﻗــ ِﺘ‬
5 4 ْ ِ‫ﻳﻼ َﻋﻦ‬
ِ ْ ‫ٱﻷَ ْﺯ َﻣ ِﺔ‬ 3
َ ْ‫َـﺸ َﺮ ِﺕ ٱﻟ‬
ً ‫ـﺠـﺮِ ﻳـ َﺪ ُﺓ َﻣـﻘ‬
ً ِ‫َـﺎﻻ َﻃﻮ‬ َ ‫ﻧ‬ 2 1
.‫ٱﻟْـ ِﺒ َﻼ ِﺩ‬ ‫ِﻓﻲ‬
11) našarati l-ğarı̄datu maqālan t. awı̄lan ҁani l-ᵓazmati l-iqtit. ādiyyati f ı̄

l-bilādi.
2
The newspaper 1published a long 3article on 5the economic 4crisis in the
country.
‫ﻳـﺪ‬ َ ْ‫ٱﻟﺸـﺮِ َﻛ ُﺔ َﺃ ْﺟــ ًﺮﺍ َﺣ َﺴـﻨًﺎ ِﻟـﻠْـ ُﻤ َﻬـﻨ ِْﺪ ِﺱ ٱﻟ‬

ِ ‫ـﺠ ِـﺪ‬ 4 3‫ـﺖ ﱠ‬ِ ‫َﺩ َﻓ َﻌ‬ 2 1
َ ‫ٱﻟْـ ُﻤ َﻮ ﱠﻇ ِـﻔ‬
.‫ــﻴـﻦ‬ 7
َ ‫ــﺖ ُﺃ ُﺟ‬
‫ـﻮﺭ ) َﺃ ْﺟ َـﺮ( َﺑ ِﺎﻗﻲ‬ ْ ‫َﻭ َﺭﻓَـ َﻌ‬
6 5
12) dafaҁati š-šarikatu ᵓağran h.asanan li-l-muhandisi l-ğadı̄di wa-rafaҁat

ᵓuğūra bāqı̄ l-muwaddafı̄na.
¯¯
2
The company 1paid a good 3salary to the new 4engineer 5and raised the
6
wages of the 7rest of the employees.
ٍ ‫ﻭﻥ ِﺑ َﻄﺎﻗ‬
‫َـﺎﺕ‬ 6
ِ ‫ﱠﺎﺱ ِﺇﻟَﻰ ٱﻟْـ َﻤـﻠْ َﻌ‬
َ ‫ـﺐ ُﺩ‬ 5
ِ ‫ﺱ ُﺩ ُﺧـﻮ َﻝ ٱﻟـﻨ‬
4
َ ْ‫َﻣـ َﻨ َﻊ ٱﻟ‬
ُ ِ‫ـﺤـﺎﺭ‬ 3 2 1
َ ‫ٱﻟْـ ُﻤ َﺒ‬11 ‫ﺎﻫـ ُﺪﻭﺍ‬

.‫ﺎﺭﺍ َﺓ‬ َ ‫ َﻭ َﺷ‬10 ِ ْ‫ﻓَــﻘَــﻔَــﺰُﻭﺍ ِﻣ ْﻦ ﻓَــ ْﻮ ِﻕ ٱﻟ‬
ِ‫ـﺠـ َﺪﺍﺭ‬ 9 8 7
13) manaҁa l-h.ārisu duhūla n-nāsi ᵓilā l-malҁabi dūna bit. āqātin fa-qafazū 115
11
˘
min fawqi l-ğidāri wa-šāhadū l-mubārāta.
2
14 The guard 1prevented the people 5without 6tickets 3from entering 4the
Perfect tense, stadium (lit. playground) 7so they jumped 8over the 9wall and 10watched
11
root and the match.
radicals
َ ‫ﺎﺕ ِﻓﻲ ﺭِ ْﺣـﻠَﺔٍ ِﺇﻟَﻰ ٱﻟْـﻘَـﻠْ َﻌ ِﺔ َﻭ َﺑ َﻌـ ْﺜ‬

‫ـﻦ‬ 4 3 2 ‫ـﺖ ﱠ‬
ُ ‫ٱﻟﻄﺎ ِﻟـ َﺒ‬ ِ ‫َﺫ َﻫـ َﺒ‬ 1
.‫ﻳـﺪ ﱠﻳـ ًﺔ‬

ِ ِ‫ َﺑـﺮ‬6 ‫َﺎﺕ‬ ‫ِﻟـ ُﻤ َﻌـﻠﱢـ َﻤﺎ ِﺗﻬِ ﱠ‬
ٍ ‫ـﻦ ِﺑ َﻄﺎﻗ‬
5
14) dahabati t. -t. ālibātu fı̄ rih.latin ᵓilā l-qalҁati wa-baҁat na li-muҁallimā-
¯ ¯
ti-hinna bit. āqātin barı̄diyyatan.
The students (f.) 1went on 2a trip to 3the fortress 4and sent 6,5postcards to
their teachers (f.).
.‫ﺍﺏ‬ ‫َﻭ ﱠ‬
َ ‫ٱﻟـﺸ َـﺮ‬ ‫ﱠ‬
‫ٱﻟـﻄ َﻌﺎ َﻡ‬ ‫ﻳـﻀ ُﺔ‬
4 3 ‫َـﻀ ِﺖ ﱢ‬
َ ِ‫ٱﻟﻄـ ْﻔــﻠَ ُﺔ ٱﻟْـ َﻤـﺮ‬ َ ‫َﺭﻓ‬ 2 1
15) rafad.ati t. -t. iflatu l-marı̄d.atu t. -t. aҁāma wa-š-šarāba.

3
The sick 2child (f.) 1rejected (the) 4food and (the) drink.
1) The judge ate rotten meat and he became ill.
2) The tired swimmer sat on a broken chair.
3) The sick woman carried the heavy sack from the shop.
4) The company raised the salary of the new employee.
5) The two ministers asked for a report about the project.
6) The engineer carried the chair and took it up on the stairs to the fifth
floor.
7) The two foreign students (m.) did not understand the lesson.
1166
ْ ‫ ) ِﻣ‬the clerk for a report on the economic crisis.
8) The ministry asked (‫ﻦ‬
9) The newspaper rejected a long article on the crisis in the factory. Exercises
10) The teacher (m.) returned from the fortress.
11) The guard prevented the demonstrators from entering the fortress.
12) The cat snatched the piece of cheese from the refrigerator and
ran away.
117
11
Chapter 15
Separate personal pronouns

and suffix pronouns
15.1 Personal pronouns
The separate personal pronouns ‫َﺼﻠَ ُﺔ‬ ‫َﺃ ﱠ‬

ِ ‫ﻟﻀ َﻤﺎ ِﺋ ُﺮ ٱﻟْـ ُﻤﻨْـﻔ‬ ᵓad.-d.amāᵓiru
l-munfas.ilatu are:
1. m. f. ‫ﺃَﻧﺎ‬ ‫ـﻦ‬
ُ ‫ﻧ َْﺤ‬ ‫ـﻦ‬
ُ ‫ﻧ َْﺤ‬
ᵓanā, I nah.nu, we nah.nu, we
2. m. ‫َﺃﻧ َْﺖ‬ ‫َﺃﻧْـ ُﺘ َﻤﺎ‬ ‫َﺃﻧْـﺘُـ ْﻢ‬

ᵓanta, you ᵓantumā, you two ᵓantum, you
2. f. ‫َﺃﻧ ِْﺖ‬ ‫َﺃﻧْـ ُﺘ َﻤﺎ‬ ‫َﺃﻧْـﺘ ﱠ‬

‫ُـﻦ‬
ᵓanti, you ᵓantumā, you two ᵓantunna, you
3. m. ‫ُﻫـ َﻮ‬ ‫ُﻫـ َﻤﺎ‬ ‫ُﻫـ ْﻢ‬

huwa, he, it humā, they two hum, they
3. f. ‫ِﻫ َﻲ‬ ‫ُﻫـ َﻤﺎ‬ ‫ـﻦ‬

‫ُﻫ ﱠ‬
hiya, she, it humā, they two hunna, they
118 Note: When dual or plural pronouns refer to mixed gender, the masculine
predominates.
15.2 Pers
Personal
rsonal
pronouns
pr
The separate personal pronouns have no case forms other than the nomi-
native. Hence they replace nominative nouns, e.g.:
‫ﻳﻞ‬ ُ ‫َﺃﻟـ ﱠﺮ ُﺟ‬

ٌ ِ‫ـﻞ َﻃﻮ‬ ٌ ِ‫ُﻫـ َﻮ َﻃﻮ‬
‫ﻳﻞ‬
ᵓar-rağulu t.awı̄lun. The man is tall. huwa t.awı̄lun. He is tall.
‫َﺃﻟْـ ِﺒـﻨ ُْﺖ ﻟَ ِﻄﻴـ َﻔ ٌﺔ‬ ‫ِﻫ َﻲ ﻟَ ِﻄﻴ َﻔ ٌﺔ‬
ᵓal-bintu lat.ı̄fatun. The girl is kind. hiya lat.ı̄fatun. She is kind.
15.3
Sometimes the verb is preceded by a separate personal pronoun referring

to the subject in order to stress the statement or subject, or to make
the expression clear and to avoid misunderstandings in an unvowelled
text, e.g.:
‫ـﻴـﺐ‬
َ ‫ٱﻟﻄ ِﺒ‬ ُ ‫َﺃﻧَﺎ َﺷ َﻜ‬
‫ـﺮﺕ ﱠ‬
ᵓanā šakartu t.-t.abı̄ba. I thanked the doctor.
َ ‫َﺃﻧ َْﺖ َﺳ ِﻤ ْﻌ‬

‫ــﺖ ٱﻟْـﺨَ ــ َﺒ َـﺮ‬
ᵓanta samiҁta l-habara. You heard the piece of news.

˘
َ ‫ ُﺃ ِﺣـ ﱡﺒ‬/ ‫َﺃﻧَﺎ ُﺃ ِﺣـ ﱡﺒ ِـﻚ‬

‫ـﻚ‬
11
119
ᵓanā ᵓuh.ibbu-ki (f.) / ᵓuh.ibbu-ka (m.). I (certainly) love you.
15 15.4
Personal
pronouns The suffix pronouns, ‫َﺃ ﱠ‬
‫ﻟﻀ َﻤﺎ ِﺋ ُﺮ ٱﻟْـ ُﻤـﺘ ِﱠﺼﻠَ ُﺔ‬ ᵓad.-d.amāᵓiru l-muttas.ilatu,
and suffix
pronouns
function as the accusative and genitive forms of the personal pronouns.
They can be attached to nouns, prepositions or verbs:
1. ‫ ﻱ‬/..ı̄/ ‫ ــــ ِﻨﻲ‬/..nı̄/ ‫ ـــﻨَﺎ‬/..nā/ ‫ ــــــﻨَﺎ‬/..nā/

my me our, us our, us
2. m. َ /..ka/
‫ـــــﻚ‬ ُ /..kumā/ ‫ــــﻜ ْﻢ‬
‫ــــﻜ َﻤﺎ‬ ُ /..kum/
your, you your, you (two) your, you
2. f. ِ /..ki/
‫ـــــﻚ‬ ُ /..kumā/ ‫ــــﻜ ﱠﻦ‬
‫ــــﻜ َﻤﺎ‬ ُ /..kunna/
your, you your, you (two) your, you
3. m. ‫ ـــ ُﻪ‬/..hu/ ‫ ـــ ُﻬ َﻤﺎ‬/..humā/ ‫ ـــ ُﻬ ْﻢ‬/..hum/

his, him, its, it their, them (two) their, them
3. f. ‫ ـــ َﻬﺎ‬/..hā/ ‫ ـــ ُﻬ َﻤﺎ‬/..humā/ ‫ ــ ُﻬ ﱠﻦ‬/..hunna/

her, its, it their, them (two) their, them
Note a: The suffix pronoun for the 1st person singular ‫ ـــــ ِﻨﻲ‬/..nı̄ /, ‘me’, is
attached only to a verb, indicating the direct object, e.g.:
‫ َﺳ ِﻤ َﻌـ ِﻨﻲ‬sami a-nı̄. He heard me.

ҁ
1200
Pers
Personal
rso
onal
Note b: The suffix pronouns ‫ ـــ ُﻪ‬/..hu/, ‫ ـــ ُﻬ َﻤﺎ‬/..humā/, ‫ ـــ ُﻬ ْﻢ‬/..hum/, pronouns
pr
‫ ـــ ُﻬ ﱠﻦ‬/..hunna/, take the kasrah in place of d.ammah, when preceded by

kasrah ‫ ــٍ ـ‬or yāᵓ ‫ ـﻴـ‬. This change of vowel is only euphonic, e.g.:
‫ِﺇﻟَـ ْﻴ ِﻪ‬ ‫َﻋـﻠَـ ْﻴﻬِ َﻤﺎ‬ ‫ِﻓﻲ َﻣ ْﻜـﺘَـ ِﺒﻬِ ْﻢ‬

ҁ
ᵓilay-hi alay-himā f ı̄ maktabi-him
to him/it on (both) of them/it in their office
Note c: A separate pronoun can be added to emphasize a word containing
a suffix pronoun. For example ‫َﻣ َـﺮ ْﺭ ُﺕ ِﺑ َﻚ َﺃﻧ َْﺖ‬ marartu bi-ka ᵓanta,
‘I passed by you’ (‘You are the one I passed by’).
15.5
When suffix pronouns are attached to nouns, they function as possessive

pronouns, e.g.:
‫ ﻗَـﻠَ ِﻤﻲ‬qalam-ı̄, my pen ‫ َﺑـ ْﻴـ ُﺘ ُﻪ‬baytu-hu, his house
15.6
The final syllable nūn ‫ـــﻦ‬.. /..n/ + fath.ah / kasrah of the dual and sound
masculine plural endings are dropped before a suffix pronoun, e.g.:
12
121
15
Personal DUAL
pronouns
and suffix Nom. ِ‫ِﻛﺘَﺎ َﺑﺎﻥ‬ َ ‫ِﻛﺘَﺎ َﺑ‬
‫ﺎﻙ‬ (not: ‫) ِﻛﺘَﺎ َﺑﺎ ِﻧﻚ‬
pronouns
kitābāni kitābā-ka (kitābāni-ka)

two books your (m.) (two)
books
Acc. & gen. ِ‫ِﻛﺘَﺎ َﺑـ ْﻴـﻦ‬ َ ‫ِﻛﺘَﺎ َﺑـ ْﻴ‬

‫ـﻚ‬ َ ‫) ِﻛﺘَﺎ َﺑـ ْﻴـ ِﻨ‬
(not: ‫ﻚ‬
kitābayni kitābaay-ka (kitābaayni-ka)
two books your (m.) (two)

books
PLURAL
Nom.
َ ‫ُﻣ َﻌـﻠﱢ ُﻤ‬
‫ﻮﻥ‬ َ ‫ُﻣ َﻌـﻠﱢ ُﻤ‬
‫ﻮﻙ‬ َ ‫) ُﻣ َﻌﻠﱢ ُﻤﻮﻧ‬
(not: ‫َﻚ‬
muҁallimūna muҁallimū-ka (muҁallimūna-ka)

teachers (m.) your (m.) teachers
Acc. & gen.

َ ‫ُﻣ َﻌﻠﱢ ِﻤ‬
‫ﲔ‬ َ ‫ُﻣ َﻌﻠﱢ ِﻤ‬
‫ﻴﻚ‬ َ ‫) ُﻣ َﻌﻠﱢ ِﻤﻴﻨ‬
(not: ‫َﻚ‬
muҁallimı̄na muҁallimı̄-ka (muҁallimı̄na-ka)

teachers (m.) your (m.) teachers
15.7
The first pers. sing. suffix ‫ ـ ِـــﻲ‬/..ı̄/, ‘my’, becomes ‫ـــﻲ‬

َ /..ya/ when it is
preceded by a long vowel or a diphthong, e.g.:
1222
Pers
rso
onal
Personal
DUAL pronouns
pr
ِ‫َﺎﻱ َﻋـ ْﻴـﻨَﺎﻥ‬

َ ‫َﻋـ ْﻴـﻨ‬ َ ‫ َﻋـ ْﻴﻨَﺎ ِﻧ‬aynāni-ya)
(not: ‫ﻲ‬
Nom. ҁ
ҁ ҁ
ayn-āni aynā-ya
two eyes my (two) eyes
ِ‫َﻋـ ْﻴـﻨ ﱠَﻲ َﻋـ ْﻴـ َﻨ ْﻴــﻦ‬ َ ‫ َﻋـ ْﻴﻨَـ ْﻴـ ِﻨ‬aynayni-ya)
(not: ‫ﻲ‬
Acc. & ҁ
gen.
ҁ ҁ
ayn-ayni aynay-ya
two eyes my (two) eyes
15.8
When the suffix pronoun for the first person singular is attached to a mas-
culine sound plural, the final ‫ ـ ِـ ﱠ‬/..iyya/ in all

‫ ـــُــﻮ‬/..ū/ is changed to ‫ـﻲ‬
three cases, e.g.:
PLURAL
َ ‫ُﻣ َﻌﻠﱢ ُﻤ‬

‫ﻮﻥ‬ ‫ُﻣ َﻌﻠﱢ ِﻤ ﱠﻲ‬ َ ‫) ُﻣ َﻌﻠﱢ ُﻤﻮﻧ‬
(not: ‫َﻲ‬
muҁallim-ū na muҁallim-iyya (muҁallimū na-ya)

teachers my teachers
15.9
The ᵓid.āfah construction may contain more than one annexed noun
ٌ ‫ﻀ‬
‫ﺎﻑ‬ َ ‫ َﺃﻟْـ ُﻤ‬. In this case only one annexed noun is placed before the annexer
12
123
ُ ‫ﻀ‬َ ‫ َﺃﻟْـ ُﻤ‬. The other annexed nouns are placed after the annexer,
15
Personal
pronouns
and suffix each preceded by the conjunction ‫ َﻭ‬/wa../, ‘and’, and followed by a (pos-
pronouns sessive) suffix pronoun referring to the annexer and agreeing with it in
number and gender:
‫ﻭﺣ ِﻘـﻴـ َﺒـ ُﺘ ُﻪ‬ ‫ﻗَـﻠَ ُﻢ ﱠ‬

َ ‫ٱﻟﻄﺎ ِﻟ ِﺐ َﻭ ِﻛـﺘَﺎ ُﺑ ُﻪ َﻭ َﺩ ْﻓـﺘَـ ُﺮ ُﻩ‬
qalamu t.-t.ālibi wa-kitābu-hu wa-daftaru-hu wa-h.aqı̄batu-hu

the student’s pen, book, notebook and bag
(lit. the student’s pen and his book and his notebook and his bag)
‫ﺎﻣ ُﻌ َﻬﺎ َﻭ ُﺩ ﱠﻛـﺎ ُﻧ َﻬﺎ َﻭ َﻣ ْﻜـﺘَـ َﺒـ ُﺘ َﻬﺎ‬

ِ ‫َﻣـ ْﺪ َﺭ َﺳ ُﺔ ٱﻟْـﻘَـ ْﺮ َﻳ ِﺔ َﻭ َﺟ‬
madrasatu l-qaryati wa-ğāmiҁu-hā wa-dukkānu-hā wa-maktabatu-hā

the school, mosque, store and library of the village
(lit. the school of the village and its mosque and its store and its library)
15.10
In contradistinction to the above grammatical rule, in modern literary

Arabic, two coordinated annexed nouns are often placed before the
annexer, e.g.:
According to the rule In modern literary Arabic
ُ ‫ﺎﺭ ِﺓ َﻭ ِﻣ ْﻔـﺘ‬
‫َﺎﺣ َﻬﺎ‬ َ ‫ٱﻟﺴـ ﱠﻴ‬
‫ﺎﺏ ﱠ‬ُ ‫َﺑ‬ ‫ﺎﺭ ِﺓ‬
َ ‫ٱﻟﺴـ ﱠﻴ‬ ُ ‫ﺎﺏ َﻭ ِﻣ ْﻔـﺘ‬
‫َﺎﺡ ﱠ‬ ُ ‫َﺑ‬
bābu s-sayyārati wa-miftāh.u-hā bābu wa-miftāh.u s-sayyārati
the door and the key of the car
1244
‫ِﺇ ْﺳـ ُﻢ ٱﻟـ ﱠﺮ ُﺟـﻞِ َﻭ ُﻋـ ْﻤـ ُﺮ ُﻩ‬ ِ‫ِﺇ ْﺳـ ُﻢ َﻭ ُﻋـ ْﻤـ ُﺮ ٱﻟـ ﱠﺮ ُﺟـﻞ‬ Pers
Personal
rso
onal
pronouns
pr
ᵓismu r-rağuli wa-ҁumru-hu ᵓismu wa-ҁumru r-rağuli

the name and age of the man
15.11
Remember that when a suffix pronoun is attached to any of the four prep-
ositions ‫ َﻣ َﻊ‬ma a, ‫ ِﻋـ ْﻨ َﺪ‬inda, ‫ ﻟَـ َﺪﻯ‬ladā or ‫ ِﻟـ‬li- (‫ ﻟَـ‬la-), the expression
ҁ ҁ
may be equivalent to the English verb to have (see section 11.10).
َ ‫ِﻋـ ْﻨ َﺪ ُﻩ َﺳ ﱠﻴ‬
‫ﺎﺭ ٌﺓ‬ ٌ ‫َﻣ َﻌ ُﻬـ ْﻢ ِﻛـﺘ‬
‫َﺎﺏ‬ ‫ـﺖ َﻛ ِﺒـﻴـ ٌﺮ‬
ٌ ‫ﻟَ ُﻪ َﺑ ْﻴ‬
ҁ
inda-hu sayyāratun. maҁa-hum kitābun. la-hu baytun kabı̄run.
He has a car. They have a book. He has a big house.
15.12
When the alternative form ‫ﻱ‬

َ /..ya/ (see section 15.7) of the suffix pronoun
for the first person singular is attached to a preposition ending in ᵓalif maqs.-
ūrah ‫ـــَـﻰ‬, they combine into ‫ـــﻲ‬

‫ ﱠ‬/..yya/:
‫ ِﺇﻟَﻰ‬ᵓilā, to becomes: ‫ ِﺇﻟَ ﱠﻲ‬ᵓila-yya, to me
‫َﻋـﻠَﻰ‬ ҁ
alā, on becomes: ‫ َﻋﻠَ ﱠﻲ‬ala-yya, on me
ҁ
12
125
15 15.13
Personal
pronouns When the suffix pronoun for the 1st person singular ‫ ِــﻲ‬/..ı̄ / is attached to
and suffix
pronouns
the two prepositions below, the final ‫ْﻥ‬ /n/ of the prepositions gets
doubled:
‫ ِﻣ ْﻦ‬min, from becomes: ‫ ِﻣﻨﱢﻲ‬min-nı̄, from me
‫ـﻦ‬
ْ ‫ َﻋ‬an, about
ҁ
becomes: ‫َﻋـﻨﱢﻲ‬ ҁ
an-nı̄, about me
15.14
The preposition ‫ ِﻟـ‬/li../, ‘for’, ‘to’, ‘belonging to’, takes the form ‫ ﻟَــ‬/la../
before all suffix pronouns, except before the suffix pronoun of the first
person singular, e.g.:
َ َ‫ ﻟ‬la-ka
‫ــﻚ‬ ‫ ﻟَ ُﻬـ ْﻢ‬la-hum
for you, belonging to you for them, belonging to them
BUT: ‫ ِﻟﻲ‬l-ı̄, for me, belonging to me
15.15
The d.ammah of the suffix pronouns is changed to kasrah when the suffix
is preceded by kasrah or yāᵓ:
1266
‫ ـــ ُﻪ‬/..hu/ ‫ ـ ُﻬ َﻤﺎ‬/..humā/ ‫ ـ ُﻬ ْﻢ‬/..hum/ ‫ ـ ُﻬ ﱠﻦ‬/..hunna/
These SUFFIXES BECOME Pers
Personal
rso
onal
pronouns
pr
ِ /..hi/
‫ـــﻪ‬ ‫ ـﻬِ َﻤﺎ‬/..himā/ ‫ ـﻬِ ْﻢ‬/..him/ ‫ ـﻬِ ﱠﻦ‬/..hinna/
Examples:
‫ِﻓﻲ َﺑـ ْﻴـ ِﺘ ِﻪ‬ ‫ِﻣ ْﻦ ُﻣ َﻌﻠﱢ َﻤـ ْﻴﻬِ َﻤﺎ‬ ‫ِﺇﻟَـ ْﻴﻬِ ْﻢ‬
f ı̄ bayti-hi min muҁallimay-himā ᵓilay-him

in his house from their (two) teachers to them
15.16
When the suffix pronouns are attached to verbs, they function as direct or
indirect objects of transitive verbs, e.g.:
‫َﺷﺘَـ َﻤـ ِﻨﻲ‬ ‫َﺳ ِﻤ َﻌ ُﻪ‬ ‫َﺣـ َﻤـﻠَ ُﻬـ ْﻢ‬
šatama-nı̄. samiҁa-hu. h.amala-hum.

He insulted me. He heard him. He carried them.
Remember! The suffix pronoun for the first person singular, ‫ــــ ِﻨﻲ‬ /..nı̄ /,
‘me’, is attached only to a verb (see section 15.4 Note a).
15.17
When a suffix pronoun is attached to the second person masculine plural
of a verb in the perfect tense, the personal ending ‫ ــــ ُﺘ ْﻢ‬/..tum/ becomes
‫ ــــ ُﺘ ُﻤﻮ‬.. /..tum-ū/, e.g.:
‫ َﺳ ِﻤ ْﻌـﺘُـ ْﻢ‬sami tum

ҁ
becomes: ‫ َﺳ ِﻤ ْﻌـﺘُـ ُﻤﻮ ُﻩ‬sami tum-ū-hu
ҁ
12
127
you (pl.) heard you (pl.) heard him
15 15.18
Personal
pronouns Please recall that when the suffix pronouns are attached to the third per-
and suffix
son masculine plural of a verb in the perfect tense, the final ᵓalif (‫ )ﺍ‬is
pronouns
elided, e.g.:
‫ َﺳ ِﻤ ُﻌﻮﺍ‬sami ū, they heard

ҁ
‫ َﺳ ِﻤ ُﻌـﻮ ُﻩ‬sami ū-hu, they heard him
ҁ
15.19
ُ /..kum/ becomes: ‫ــــﻜ ُﻢ‬

The suffix: ‫ــــﻜ ْﻢ‬ ُ /..kum-u/ and
‫ ـــ ُﻬ ْﻢ‬/..hum/ becomes: ‫ ـــ ُﻬ ُﻢ‬/..hum-u/

The sukūn is replaced by d.ammah when it is followed by a word beginning
with was.lah:
‫َﺷ َﻜ َـﺮ ُﻛ ْﻢ‬ ‫َﺷ َﻜ َﺮ ُﻛ ُﻢ ٱﻟْـ ُﻤ َﻌـﻠﱢ ُﻢ‬
šakarakum. šakarakumu l-muҁallimu.

He thanked you (masc. plur.). The teacher thanked you.
15.20
The preposition ‫ـﻦ‬

َ ‫ َﺑـ ْﻴ‬is used in the meaning ‘between’. It must be repeated
before each coordinated member if any of these members is expressed by a
suffix pronoun:
‫ـﻦ ٱﻟْـ ُﻤ ِﺪﻳـﺮِ َﻭ َﺑـ ْﻴـﻨ ََﻚ‬

َ ‫َﺑـ ْﻴ‬ ‫َﺑـ ْﻴـ َﻨ ُﻪ َﻭ َﺑـ ْﻴـﻨ ََﻚ‬
bayna l-mudı̄ri wa-bayna-ka bayna-hu wa-bayna-ka

1288
between the director and you between him and you
Compare with: Pers
Personal
rso
onal
pronouns
pr
‫ـﻦ ٱﻟْـ ُﻤ ِﺪﻳﺮِ ﻭٱﻟْـ ُﻤـ ﱠﻮ ﱠﻇ ِﻒ‬

َ ‫َﺑـ ْﻴ‬
bayna l-mudı̄ri wa-l-muwaddafi

¯¯
between the director and the employee
15.21
The suffix pronouns may be attached to the bound particle ‫ ِﺇ ﱠﻳﺎ‬ᵓiyyā, which
functions as a supporter for the direct object when it is placed first, or when
the verb takes a suffix pronoun that denotes the indirect object. For exam-
ple, this sentence from the Koran:
َ ‫ﺎﻙ َﻧ ْﻌـ ُﺒـ ُﺪ َﻭ ِﺇ ﱠﻳ‬

ُ ‫ﺎﻙ ﻧ َْﺴﺘ َِﻌ‬
‫ـﻴـﻦ‬ َ ‫ِﺇ ﱠﻳ‬
ᵓiyyā-ka naҁbudu wa-ᵓiyyā-ka nastaҁ ı̄nu.

Thee (alone) do we worship, and Thee (alone) do we ask for help.
‫َﺑﺎ َﻋـ ِﻨﻲ ِﺇ ﱠﻳﺎ ُﻩ‬
bāҁa-nı̄ ᵓiyyā-hu. He sold it to me.
In the above sentence, the suffix pronoun after the verb is the indirect
object. Therefore the particle ‫ ِﺇ ﱠﻳﺎ‬ᵓiyyā is needed to carry the suffix pronoun
that functions as the direct object.
a) The particle ‫ ِﺇ ﱠﻳﺎ‬ᵓiyyā can also be used in the meaning ‘(together) with’
in combination with the prefixed conjunction ‫ َﻭ‬wa in phrases combin- 12
129
ing a separate pronoun with a suffix pronoun, e.g.:
15 ُ ‫َﺃﻧَﺎ َﻭ ِﺇ ﱠﻳ‬
‫ﺎﻫـ ْﻢ‬
Personal
pronouns
ᵓanā wa-ᵓiyyā-hum, I together with them
and suffix
pronouns
b) The particle ‫ ِﺇ ﱠﻳﺎ‬ᵓiyyā, may be used as a warning when it is attached to a
suffix pronoun in the second person singular and plural, e.g.:
‫ﺎﻙ ٱﻟْـ َﻜ ِـﺬ َﺏ‬

َ ‫ِﺇ ﱠﻳ‬ OR ‫ﺎﻙ َﻭٱﻟْـ َﻜ ِـﺬ َﺏ‬
َ ‫ِﺇ ﱠﻳ‬
ᵓiyyā-ka l-kadiba. ᵓiyyā-ka wa-l-kadiba.

¯ ¯
Beware of lies!
15.22
The ᵓalif maqs.ūrah ‫ ـَﻰ‬/ā/ changes to the regular form of ‫ ـَـــﺎ‬/ā/ when a
suffix pronoun is attached to the word, e.g.:
‫ َﺭ َﻣﻰ‬ramā, he threw ‫ َﺭ َﻣﺎ ُﻩ‬ramā-hu, he threw it
Exercises
َ ‫ َﻭ َﺃ ْﺭ‬5 ‫ﺎﺭ َﺗ ُﻪ‬

.‫ﺽ َﻣ ْﻜـﺘَـ ِﺒ ِﻪ‬ َ ‫ َﻭ َﺳـ ﱠﻴ‬4 ِ‫ـﺖ ٱﻟْـ ُﻤ ِﺪﻳﺮ‬ 3 ِ َ‫َﺴ َﻞ ٱﻟْـﺨ‬
ِ ‫ﺎﺩ ُﻡ َﺩ َﺭ َﺝ َﺑـ ْﻴ‬ 2
َ ‫ﻏ‬ 1
1) ġasala l-hādimu darağa bayti l-mudı̄ri wa-sayyārata-hu wa-ᵓard.a

˘
maktabi-hi.
2
The servant 1washed 3the stairs of the director’s house, 4and his car 5and
the floor of his office.
1300
َ ِ‫ٱﻟْـ َﻤﺮ‬2 ‫ـﻴﺐ‬
َ ‫ َﻭﻓ ََﺤ‬3 ‫ﻳﻀ َﺔ ِﻓﻲ َﺑـ ْﻴـ ِﺘ َﻬﺎ‬
َ ِ‫ َﺳـﺮِ ﻳـﺮ‬4 ‫ﺼ َﻬﺎ ِﻓﻲ‬
.‫ﻫـﺎ‬ ‫َﺍﺭ ﱠ‬
ُ ‫ٱﻟﻄ ِﺒ‬ َ ‫ﺯ‬1 Exer
ercises
Exercises
2) zāra t.-t.abı̄bu l-marı̄d.ata f ı̄ bayti-hā wa-fah.as.a-hā f ı̄ sarı̄ri-hā.
The physician 1visited 2the patient (2the sick person, f.) in her house 3and
examined her 4in her bed.
‫ﻮﻉ َﺳ َﻜـ ِﻨ ُـﻜـ ْﻢ‬

5
ِ ‫ﺿ‬ُ ‫ـﻦ َﻣ ْﻮ‬ ُ ‫ـﺖ ﻟَ ُﻪ ﺭِ َﺳﺎﻟَ ًﺔ َﻭ َﺳ َﺄﻟْـ ُﺘ ُﻪ َﻋـﻨ‬
ْ ‫ْـﻜ ْﻢ َﻭ َﻋ‬
4 3 2
ُ ‫َﻛـﺘَـ ْﺒ‬
1
ُ ‫ َﻭ ِﻣﻨ َْﺤـ ِﺘ‬6

.‫ـﻜ ْﻢ‬
3) katabtu la-hu risālatan wa-saᵓaltu-hu ҁan-kum wa-ҁan mawd.ūҁi sakani-

kum wa-minh.ati-kum.
I wrote a letter 1to him 2and I asked him 3about you and about 4the subject
(question, issue) of 5your housing 6and scholarship.
.‫ﺨـ ُﺘ َﻬﺎ َﻭ َﺃ َﻛـﻠْـ ُﺘ َﻬﺎ‬ ِ ‫ٱﻟْـ َﺒـ ﱠﺮ‬4 ‫ـﺤ ٍﻢ ِﻓﻲ‬

َ ‫ﻓ‬5 ‫ﺍﺩ‬
ْ ‫َـﻄ َﺒ‬ ْ ‫ ِﻗ‬2 ‫ َﻭ َﺟـ ْﺪ ُﺕ‬1
ْ َ‫ﻟ‬3 ‫ـﻄ َﻌ َﺔ‬
4) wağadtu qit.ҁata lah.min fı̄ l-barrādi fa-t.abahtu-hā wa-ᵓakaltu-hā.

˘
1
I found 2a piece 3of meat in 4the refrigerator, 5I (then) cooked (it) and
ate it.
5 َ ‫َﺎﺕ َﻭ ِﻣ ْﻦ ُﻫـﻨ‬
‫َﺎﻙ َﺫ َﻫـ ْﺒ ُﺖ َﻣ َﻌ َﻬﺎ‬ 4
َ ْ‫ﺎﻫﺎ ِﺇﻟَﻰ َﺣ ِﺪﻳـﻘ َِﺔ ٱﻟ‬
ِ ‫ـﺤـ َﻴـ َﻮﺍﻧ‬ 3
َ ‫َﺫ َﻫـ ْﺒ ُﺖ َﻭ ِﺇ ﱠﻳ‬
2 1
ِ ‫ـﺾ ٱﻟْ َﻮ ْﻗ‬

.‫ـﺖ‬ َ ‫ َﺑ ْﻌ‬8 ‫ ِﻋـ ْﻨ َﺪ َﻫﺎ‬7 ‫ َﻭ َﺳﻬِ ـ ْﺮ ُﺕ‬6 ‫ِﺇﻟَﻰ َﻣﻨْـﺰِ ِﻟ َﻬﺎ‬
5) dahabtu wa-ᵓiyyā-hā ᵓilā h.adı̄qati l-h.ayawānāti wa-min hunāka dahabtu

¯ ¯
maҁa-hā ᵓilā manzili-hā wa-sahirtu ҁinda-hā baҁd.a l-waqti.
I went 1(together) 1with her to 2,3the zoo (lit. 2the garden of 3animals), and
from 4there I went 5with her to her home and 6I spent 8some time (in 6the
evening) 7at her place.
131
13
.‫ ِﻟﻲ َﺭ ْﺃ ِﻳﻲ‬4 ‫ َﺭ ْﺃ ُﻳ ُﻜـ ْﻢ ﻭ َﺃﻧَﺎ‬3 ‫ـﻜـ ْﻢ‬
ُ َ‫ﻟ‬2 ‫ َﺃﻧْـﺘُـ ْﻢ‬1
15
Personal
pronouns
and suffix 6) ᵓantum la-kum raᵓyu-kum wa-ᵓanā l-ı̄ raᵓyı̄.
pronouns
1
You 2have 3your (own) opinion and 4I have my (own) opinion.
‫ـﻂ‬ 5
َ ْ‫ـﺲ ٱﻟ‬
ِ ‫ـﺤ ِﺎﻓـﻠَ ِﺔ ِﺇﻟَﻰ َﻭ َﺳ‬ 4 3 َ ‫ﻮﻙ َﻭ َﺃ ُﺧ‬
ِ ‫ـﻮﻙ َﺭ ِﻛ َﺒﺎ َﻣ ِﻌﻲ ِﻓﻲ ﻧَـ ْﻔ‬
2 َ ‫َﺃ ُﺑ‬
1
.‫ٱﻟْـ َﻤ ِﺪﻳـﻨ َِﺔ‬
7) ᵓabū-ka wa-ᵓahū-ka rakibā maҁ-ı̄ fı̄ nafsi l-h.āfilati ᵓilā wasat.i l-madı̄nati.
˘
Your father and brother 1travelled (1rode) 2with me in 3the same 4bus to
the 5centre of the city.
.‫ﻮﻕ‬ ‫ﺎﺭ ِﺗﻲ ِﺇﻟَﻰ ﱡ‬

ِ ‫ٱﻟﺴ‬ َ َ‫ﺎﻙ َﻭ َﺃﺧ‬
َ ‫ َﺳـ ﱠﻴ‬3 ‫ َﻣ ِﻌﻲ ِﻓﻲ‬2 ‫ﺎﻙ‬ َ ‫ َﺃﺧَ ـ ْﺬ ُﺕ َﺃ َﺑ‬1
8) ᵓahadtu ᵓabā-ka wa-ᵓahā-ka maҁ-ı̄ fı̄ sayyāratı̄ ᵓilā s-sūqi.

˘ ¯ ˘
1
I took your father and brother 2with me in 3my car to the market.
َ ‫ـﻴﻚ َﻭ َﺃ ِﺧ‬
.‫ـﻴﻚ‬ َ ‫ﺎﻫـ َﺪ ِﺓ َﺃ ِﺑ‬ ُ ِ 2 ‫ َﻓـﺮِ ْﺣ ُﺖ‬1
َ ‫ﲟ َﺸ‬
9) farih.tu bi-mušāhadati ᵓabı̄-ka wa-ᵓahı̄-ka.

˘
1
I was pleased 2at seeing your father and brother.
‫ـﺠـ ْﺒـ َﻨ ُﺔ َﻋـﻠَﻰ‬ 5َ ‫َﺴﻘ‬
ِ ‫َـﻄ‬ َ ‫ـﺼ ُﻔـﻮ ُﺭ ِﻣﻨْـﻘ‬
َ ‫َﺎﺭ ُﻩ ) ﻓَـ َﻤ ُﻪ( ﻓ‬
4 3 3
ْ ‫ﻓَـﺘ ََﺢ ٱﻟْ ُﻌ‬2 1
.‫ـﻂ‬ 7 ْ
ِ ‫ٱﻷَ ْﺭ‬
‫ﺽ َﻓ َﺄ َﻛـﻠَ َﻬﺎ ٱﻟْ ِـﻘ ﱡ‬ 6
10) fatah.a l-ҁus.fūru minqāra-hu (fama-hu) fa-saqat.ati l-ğubnatu ҁalā

l-ᵓard.i fa-ᵓakala-hā l-qit.t.u.
2
The bird 1opened 3its beak (mouth) and so 5the cheese 4fell 6to the
ground so 7the cat ate it.
1322
:‫ ِﻓـﻴ َﻬﺎ‬4 ‫ﺕ‬ َ 2 ‫ﺭِ َﺳﺎﻟَ ًﺔ ِﺇﻟَﻰ‬1 ‫ـﺖ َﻃﺎ ِﻟـ َﺒ ٌﺔ‬
ْ ‫ َﺫ َﻛ َـﺮ‬3 ،‫ﺻ ِﺪﻳـﻘَـ ِﺘ َﻬﺎ‬ ْ ‫َﻛـﺘَـ َﺒ‬
11. a) katabat t.ālibatun risālatan ᵓilā s.adı̄qati-hā dakarat f ı̄-hā: Exer
ercises
Exercises
¯
A student (fem.) wrote 1a letter to 2her girlfriend 3saying (4in it):
،‫ﺻﻠَـﺘْـ ِﻨﻲ َﺃ ْﻣ ِﺲ َﻭ َﻋـ ِﻠ ْﻤ ُﺖ ِﻣ ْﻨ َﻬﺎ‬

9 8 7
َ ‫ُﺷ ْﻜـ ًﺮﺍ َﻋﻠَﻰ ﺭِ َﺳﺎﻟَـ ِﺘ ِـﻚ ﻟَـﻘَـ ْﺪ َﻭ‬
6 5
b) šukran ҁalā risālati-ki la-qad was.alat-nı̄ ᵓamsi wa-ҁalimtu min-hā

5
Thank you for your letter (which) 6I received (lit. 6has arrived to me)
7
yesterday, and 8I learned 9from it
َ ‫ﻴﻼ ِﺩ ِﻙ َﺫ َﻫـ ْﺒ ِﺖ ِﻓﻲ ﺭِ ْﺣـﻠَﺔٍ َﻣ َﻊ‬

،‫ﺻ ِﺪﻳﻘَـ ِﺘ ِـﻚ‬ 12 َ ‫ﻴﺪ ِﻣ‬ ِ ‫َﺃﻧ‬
ِ ‫ﱠـﻚ ﻓﻲ ِﻋ‬
11 10
c) ᵓanna-ki fı̄ ҁı̄di mı̄lādi-ki dahabti fı̄ rih.latin maҁa s.adı̄qati-ki

¯
that on your 10,11birthday you went with your girlfriend 12
on
a trip,
َ ‫ ِﻣ‬18
.‫ـﻴﻼ ِﺩ ِﻙ‬ ِ ‫ـﺖ ِﺇﻟَـ ْﻴ ِـﻚ ٱﻟْـ َﻴـ ْﻮ َﻡ َﻫ ِـﺪ ﱠﻳ َﺔ ِﻋ‬
‫ـﻴﺪ‬ 17 16 15 14
ً ‫َﻭ َﺃﻧَﺎ َﺃ ْﻳ‬
ُ ‫ﻀﺎ ﻗَـ ْﺪ َﺑ َﻌـ ْﺜ‬ 13
d) wa-ᵓanā ᵓayd.an qad baҁat̄tu ᵓilay-ki l-yawma hadiyyata ҁı̄di mı̄lādi-ki.

and 15today 13I also 14sent (to) you a 17birthday (lit. 17anniversary, festival
of 18your birth) 16present.
.‫َـﺮ ْﺃﻧَﺎ ُﻩ‬ َ ‫ َﺃﻧْـ ُﺘ َﻤﺎ َﻛـﺘَـ ْﺒـ ُﺘ َﻤﺎ ٱﻟْ ِﻜـﺘ‬1
ُ ‫ َﻭﻧ َْﺤ‬2 ‫َﺎﺏ‬
َ ‫ﻗ‬3 ‫ـﻦ‬
12) ᵓantumā katabtumā l-kitāba 2wa-nah.nu qaraᵓnā-hu.

1
You (dual) wrote the book 2and we 3read it.
ْ ‫ َﻣ‬4 ‫ َﻛﺎ ِﺗ ٌﺐ‬3 ‫ﻗِـﺼﱠﺔٌ ﺑِﭑﻟْﻌَـﺮَﺑِـﻴﱠﺔِ ﻛَـﺘَﺒَﻬَﺎ‬2 ‫ﻣَﻌِﻲ‬1

.‫ﺸ ُﻬـﻮ ٌﺭ‬
13) maҁ ı̄ qis.s.atun bi-l-ҁarabiyyati kataba-hā kātibun mašhūrun.

1
I have (with me) 2a novel in Arabic written by (wrote it) 4a famous
3
writer.
133
13
ِ ‫َﺃ َﻣﺎ َﻡ َﺑـ ْﻴـ ِﺘﻲ ُﺟـﻨَـ ْﻴـ َﻨ ٌﺔ ِﻓـﻴ َﻬﺎ ِﺑـ ْﺮ َﻛـ ٌﺔ َﻭ‬
.‫ﺍﺳ َﻌ ٌﺔ‬ 5 4 3 2 1
15 14) ᵓamāma bayt-ı̄ ğunaynatun fı̄-hā birkatun wāsiҁatun.
Personal 1
In front of my house there is 2a garden in which 3there is (3in it) 5a large
pronouns 4
pond.
and suffix
pronouns
1) Your father washed his car in front of our garden.

2) His office is in front of the large pond.
3) The physician visited me at my home and examined me in my bed.
4) I wrote to her and I asked her about her trip to her father and
brother.
5) I found your (f.) book and the novel in my girlfriend’s office.
6) I was pleased at seeing your father and brother in the centre of
the city.
7) Thank you for your letter and (my) birthday present.
8) A student (f.) has written a novel in Arabic.
9) Yesterday I read her letter about her trip with her girlfriend.
10) The piece of meat fell on the ground and the cat ate it.
1344
Chapter 16
Demonstrative, reflexive
and reciprocal pronouns
ٌ ‫ َﺑ ْﻌ‬ba ҁd. un)
(‫ﺾ‬
16.1
As in English, there are in Arabic two demonstrative pronouns ‫َﺃ ْﺳ َﻤﺎ ُﺀ‬
‫ﺎﺭ ِﺓ‬ ِ ْ ᵓasmāᵓu l-ᵓišārati: this and that. Both have separate masculine
َ ‫ٱﻹ َﺷ‬
and feminine forms in the singular and dual (in the plural there is no
distinction between masculine and feminine forms). In the singular and
plural each has only one form for all three cases, but in the dual they are
declined for two cases: nominative, and accusative-genitive. For
example:
THIS, THIS ONE

Masc. Fem. Masc. Fem. Masc. & Fem.
Nom.: ‫ٰﻫ َـﺬﺍ‬ ‫ٰﻫ ِﺬ ِﻩ‬ َ

ِ ‫ٰﻫــﺬ‬
‫ﺍﻥ‬ ِ‫َﻫﺎﺗَﺎﻥ‬ َ ‫ٰﻫـ ُﺆ‬
‫ﻻ ِء‬
hādā hādihi hādāni hātāni hāᵓulāᵓi
¯ ¯ ¯
this (one) these two these (ones)
‫ٰﻫ َـﺬﺍ‬ ‫ٰﻫ ِﺬ ِﻩ‬ َ َ ‫ٰﻫــ ُﺆ‬

ِ ‫ٰﻫﺬﻳ‬
‫ْﻦ‬ ‫َﲔ‬
ِ ْ ‫َﻫﺎﺗ‬ ‫ﻻ ِء‬
Acc. &
gen.
hādā hādihi hādayni hātayni hāᵓulāᵓi
¯ ¯ ¯
this (one) these two these (ones) 135
16
Demonstrative
and reflexive THIS, THIS ONE
pronouns Singular Dual Plural
Masc. Fem. Masc. Fem. Masc. & Fem.
Nom. َ ِ‫ٰﺫﻟـ‬
‫ـﻚ‬ َ ‫َﺫ‬
‫ﺍﻙ‬ َ ْ‫َﺫﺍ ِﻧ َﻚ ِﺗﻠ‬
‫ــﻚ‬ ‫ﺗَﺎ ِﻧ َﻚ‬ ٰ ُ‫ﺃ‬
‫ﻭﻟ ِﺌ َﻚ‬
dālika or dāka tilka dānika tānika ᵓūlāᵓika
¯ ¯ ¯
that (one) those two those (ones)
Acc. & َ ِ‫ٰﺫﻟـ‬

‫ـﻚ‬ َ ‫َﺫ‬
‫ﺍﻙ‬ َ ْ‫َﺫ ْﻳ ِﻨ َﻚ ِﺗـﻠ‬
‫ــﻚ‬ ‫َﺗ ْﻴ ِﻨ َﻚ‬ ٰ ُ‫ﺃ‬
‫ﻭﻟ ِﺌ َﻚ‬
gen.
dālika or dāka tilka dānika tānika ᵓūlāᵓika
¯ ¯ ¯
that (one) those two those (ones)
Note: Regarding the spelling rules for the hamzah in

ٰ ُ‫ﺃ‬, see
‫ ٰﻫـ ُﺆ َﻻ ِء‬and ‫ﻭﻟ ِﺌ َﻚ‬
chapter 20.
16.2
The demonstrative pronouns can be used both independently (as nouns)

and adjectivally in Arabic:
Independently Adjectivally
‫ٰﻫ َـﺬﺍ ﻗَــﻠَ ٌﻢ‬ ِ ‫ٰﻫ َـﺬﺍ ٱﻟْﻘَـﻠَ ُﻢ ﻗ‬

‫َـﺼﻴ ٌﺮ‬
hādā qalamun. hādā l-qalamu qas. ı̄run.

¯ ¯
This (is) a pen. This pen (is) short (small).
‫ﺎﻥ‬
ٌ ‫ﺼ‬ َ ِ‫ٰﺫﻟ‬
َ ‫ـﻚ ِﺣ‬ ‫ﻳﻊ‬
ٌ ِ‫ﺎﻥ َﺳﺮ‬
ُ ‫ﺼ‬َ ‫ـﺤ‬ َ ِ‫ٰﺫﻟ‬
ِ ْ‫ـﻚ ٱﻟ‬
dālika his. ānun. dālika l-his. ānu sarı̄ ҁun.

1366 ¯ ¯
That (is) a horse (stallion). That horse (is) fast.
Note: In the adjectival construction, the noun must be preceded by the Reflexive and
definite article. emphasizing
(corrobor-
ative)
pronouns
16.3
When a demonstrative pronoun is the subject in a nominal sentence and
where the predicate is a noun made definite by the article ‫ َﺃﻟْـ‬ᵓal-, a third-
person personal pronoun must be inserted between the subject and predi-
cate to serve as a copula ‘is, are’, e.g.:
‫ٰﻫ َـﺬﺍ ُﻫـ َﻮ ٱﻟْـﻘَـﻠَ ُﻢ‬ ‫ٰﻫـ ِﺬ ِﻩ ِﻫ َﻲ ٱﻟْ ِﺒﻨ ُْﺖ‬ َ ‫ٰﻫـ ُﺆ َﻻ ِء ُﻫ ُﻢ ٱﻟْـ ُﻤ َﻌﻠﱢ ُﻤ‬
‫ﻮﻥ‬
hādā huwa l-qalamu. hādi-hi hiya l-bintu. hāᵓulāᵓi humu l-muҁallimūna.

¯ ¯
This is the pen. This is the girl. These are the teachers.
16.4
When the predicate noun is in the ᵓid.āfah construction, or followed by a

suffixed pronoun, or when it is a proper name, the insertion of the personal
pronoun between the demonstrative pronoun and predicate is optional, e.g.:
‫ٰﻫ َـﺬ ﺍ ) ُﻫ َﻮ( ُﻣ َﻌـﻠﱢ ُﻢ ٱﻟْ َﻮﻟَ ِـﺪ‬ ِ‫ﺎﺭ ُﺓ ٱﻟْـ ُﻤ ِﺪﻳﺮ‬
َ ‫ٰﻫـ ِﺬ ِﻩ ) ِﻫ َﻲ( َﺳ ﱠﻴ‬
hādā (huwa) muҁallimu l-waladi. hādihi (hiya) sayyāratu l-mudı̄ri.
¯ ¯
This (is) the boy’s teacher. This (is) the manager’s car.
َ ِ‫ٰﺫﻟ‬
‫ـﻚ ) ُﻫـ َﻮ( َﺑـ ْﻴـ ِﺘﻲ‬ ‫ٰﻫ َـﺬﺍ ) ُﻫـ َﻮ( ُﻣ َﺤ ﱠﻤ ٌﺪ‬
dālika (huwa) baytı̄. hādā (huwa) Muh. ammadun.

¯ ¯ 13
137
That (is) my house. This (is) Muhammad.
16 16.5
Demonstrative
and reflexive When the predicate is a noun in the indefinite form, no personal pronoun
pronouns is needed between the demonstrative pronoun and predicate to act as cop-
ula, e.g.:
‫ٰﻫ َـﺬﺍ ﻗَـﻠَ ٌﻢ‬ ‫ٰﻫـ ِﺬ ِﻩ ِﺑﻨ ٌْﺖ‬ َ ‫ﻻ ِء ُﻣ َﻌﻠﱢ ُﻤ‬

‫ﻮﻥ‬ َ ‫ٰﻫــ ُﺆ‬ ‫ﺎﻥ‬
ٌ ‫ﺼ‬ َ ِ‫ٰﺫﻟ‬
َ ‫ـﻚ ِﺣ‬
hādā qalamun. hādihi bintun. hāᵓulāᵓi muҁallimūna. dālika his. ānun.

¯ ¯ ¯
This (is) a pen. This (is) a girl. These (are) teachers. That (is) a horse
(stallion).
16.6
Demonstrative pronouns qualifying plural nouns referring to non-human
َ ْ‫‘ ِﺗﻠ‬that’, e.g.:

beings take the feminine singular forms, viz. ‫‘ ٰﻫـ ِﺬ ِﻩ‬this’ and ‫ـﻚ‬
‫ﻳﻀ ٌﺔ‬
َ ِ‫َﺎﺕ َﻣﺮ‬ َ ْ‫ٰﻫـ ِﺬ ِﻩ ٱﻟ‬
ُ ‫ـﺤ َﻴ َﻮﺍﻧ‬ َ ‫ﺍﺳﻲ َﻣ ْﻜ ُﺴ‬
‫ﻮﺭ ٌﺓ‬ ِ ‫ـﻚ ٱﻟْ َﻜ َﺮ‬
َ ْ‫ِﺗﻠ‬
hādihi l-h.ayawānātu marı̄d.atun. tilka l-karāsı̄ maksūratun..

¯
These animals (are) ill. Those chairs (are) broken.
Note: The adjectives ‫ﻮﺭ ٌﺓ‬ ُ ‫ َﻣ ْﻜ‬and ‫ﻳﻀ ٌﺔ‬

َ ‫ـﺴ‬ َ ِ‫ َﻣـﺮ‬are in the singular because
they refer to non-human beings.
16.7
When a demonstrative pronoun qualifies the first noun (the annexed) in the
ᵓid. āfah construction, the demonstrative pronoun is placed after the whole
phrase:
1388
‫ُﻣ َﻌﻠﱢ ُﻢ ٱﻟْ ِﺒﻨ ِْﺖ ٰﻫ َـﺬﺍ َﺟ ﱢﻴ ٌﺪ‬ َ ‫ﺎﺭ ُﺓ ٱﻟْـ ُﻤ ِﺪﻳـﺮِ ٰﻫـ ِﺬ ِﻩ ﻗ َِـﺪ‬
Reflexive and
‫ﳝ ٌﺔ‬ َ ‫َﺳـ ﱠﻴ‬ emphasizing
(corrobor-
muҁallimu l-binti hādā ğayyidun. sayyāratu l-mudı̄ri hādihi qadı̄matun. ative)
¯ ¯ pronouns
This teacher of the girl is good. This car of the director is old.
16.8 Reflexive and emphasizing

(corroborative) pronouns
a) Arabic uses the noun ٌ ‫َﻧ ْﻔ‬

‫ﺲ‬ nafsun (pl. ٌ ‫ َﺃ ْﻧ ُﻔ‬ᵓanfusun), ‘soul, self,
‫ﺲ‬
same’, as a reflexive pronoun (-self, -selves). It must then be followed by
a suffix pronoun, as in:
‫َﻗﺘَـ َﻞ ﻧَـ ْﻔ َﺴ ُﻪ‬
qatala nafsa-hu. He killed himself.
‫ﺎﻫـ ْﺪ ُﺕ ﻧَـ ْﻔ ِﺴﻲ ِﻓﻲ ٱﻟْ ِـﻤ ْﺮ ِﺁﺓ‬

َ ‫َﺷ‬
šāhadtu nafs-ı̄ fı̄ l-mirᵓāti. I saw myself in the mirror.
b) Another use of ٌ ‫ ﻧَـ ْﻔ‬nafsun, is to emphasize or corroborate a follow-

‫ﺲ‬
ing noun in the ᵓid. āfah construction. It then gives the meaning ‘same’ or
‘-self, -selves’, as in:
‫ِﻓﻲ ﻧَـ ْﻔ ِﺲ ٱﻟْـ َﻴ ْﻮ ِﻡ‬
fı̄ nafsi l-yawmi, on the same day

13
139
16
Demonstrative c) Alternatively, ٌ ‫َﻧ ْﻔ‬
‫ﺲ‬ nafsun, can follow the noun or (implicit) pronoun
and reflexive
pronouns it emphasizes, but must then take a suffix pronoun, e.g.:
ِ ‫ِﻓﻲ ٱﻟْـ َﻴـ ْﻮ ِﻡ ﻧَـ ْﻔ‬

‫ـﺴ ِﻪ‬
fı̄ l-yawmi nafsi-hi, on the same day
َ ‫ُﻫ َﻮ َﻧ ْﻔ ُﺴ ُﻪ َﺫ َﻫ‬
‫ـﺐ‬
huwa nafsu-hu dahaba. He went himself.

¯
‫ـﺐ ِﺑﻨَـ ْﻔ ِﺴ ِﻪ‬

َ ‫َﺫ َﻫ‬
dahaba bi-nafsi-hi. He went himself.
¯
ٌ ‫ َﺫ‬d¯ātun (pl. ‫ﺍﺕ‬

d) The noun ‫ﺍﺕ‬ ٌ ‫ َﺫ َﻭ‬d¯awātun), ‘essence, identity, same, self’
ٌ ‫ َﻧ ْﻔ‬nafsun, though less commonly in the reflexive
can be used just like ‫ﺲ‬
meaning. For example:
‫ﺍﺕ ٱﻟْ َﻴ ْﻮ ِﻡ‬

ِ ‫ِﻓﻲ َﺫ‬
f ı̄ dāti l-yawmi, on the same day

¯
e) The adjective form (nisbah, introduced in chapter 25) of ٌ ‫ َﺫ‬d¯ātun

‫ﺍﺕ‬
is ُ ْ‫َﺃﻟ‬
‫ َﺫﺍ ِﺗﻲ‬d¯ātı̄, self- , e.g. ‫ـﺤ ْﻜ ُﻢ ٱﻟ ﱠﺬﺍ ِﺗﻲ‬ ᵓal-h.ukmu d-d ātı̄, self-rule
¯ ¯
(autonomy)
1400 Note a: ‫ﻭﺡ‬ ٌ ‫ َﺃ ْﺭ َﻭ‬ҁarwāh.un), ‘spirit’, is used in some Arabic-

ٌ ‫ ُﺭ‬rūh.un (pl. ‫ﺍﺡ‬
ُ ‫ َﻧ ْﻔ‬nafsun.
speaking countries in the same way as ‫ﺲ‬
Exercises
Note b: The word ‫ـﻦ‬
ٌ ‫َﻋـ ْﻴ‬ ‘ҁaynun’, eye, essence, is also sometimes used to
ٌ ‫‘ َﻧ ْﻔ‬nafsun’.
emphasize a noun, in the same way as ‫ﺲ‬
Note c: Reflexive action is often expressed by special derived verb forms,
which will be introduced in chapter 18.
16.9 ٌ ‫‘ َﺑ ْﻌ‬baҁd.un’
The reciprocal pronoun ‫ﺾ‬
Arabic also uses the noun ٌ ‫‘ َﺑ ْﻌ‬ba d.un’, ‘some, a few’, as a reciprocal
‫ﺾ‬ ҁ
pronoun, ‘each other, one another’. In this case ٌ ‫‘ َﺑ ْﻌ‬ba d.un’, is often
‫ﺾ‬ ҁ
ٌ ‫‘ َﺑ ْﻌ‬baҁd.un’, takes a suffix pronoun, as in, e.g.:

repeated. The first ‫ﺾ‬
ْ ‫ﻟَ ِﻌ َﺐ‬
ُ ‫ٱﻷَ ْﻭ َﻻ ُﺩ َﺑ ْﻌ‬
‫ﻀ ُﻬ ْﻢ َﻣ َﻊ َﺑ ْﻌ ٍﺾ‬
laҁiba l-ᵓawlādu baҁd.u-hum maҁa baҁd.in.

The children played with each other.
ً ‫ﻀ ُﻬ ْﻢ َﺑ ْﻌ‬
‫ﻀﺎ‬ ُ ‫ﺿ َﺮ َﺏ َﺑ ْﻌ‬
َ
d.araba baҁd.u-hum baҁd.an.

They hit each other.
Note: A reciprocal action is often conveyed in Arabic by a special derived

verb form to be introduced in chapter 18.
Exercises

14
141
ِ ‫ٱﻟْـ َﺒ‬
.‫ﺎﺏ‬ َ ِ‫ــﺬﺍ ٱﻟْ َﻌ ُﺠـﻮ ُﺯ َﺃ َﻣﺎ َﻡ ٰﺫﻟ‬
‫ــﻚ‬ 3 2 َ ‫ﺲ ٰﻫ‬
َ َ‫َﺟﻠ‬1
16 1) ğalasa hādā l-ҁağūzu ᵓamāma dālika l-bābi.
¯ ¯
Demonstrative This 2old man 1sat 3in front of that door.
and reflexive
pronouns
َ ِ‫ﺫﻟ‬ ٰ ‫ــﺬﺍ ﻣﺴﻤـﻮﺡ‬
.‫ُﻮﻉ‬
ٌ ‫ َﻣـ ْﻤـﻨ‬2 ‫ــﻚ‬ ٌ ُ ْ َ َ ‫ٰﻫ‬ 1
2) hādā masmūh.un wa-dālika mamnū ҁun.

¯ ¯
This is 1permitted and that is 2forbidden.
.‫ َﻣ ِﻌﻲ‬5 ‫ـﺲ‬ ُ ‫ َﻭٱﻟْ ِـﻤ ْﻔـﺘ‬3 ‫ـﻮﻝ‬

َ ‫ﻟَـ ْﻴ‬4 ‫َﺎﺡ‬ ٌ ‫ َﻣ ْﻘــ ُﻔ‬2 ‫ﺎﺭ ِﺓ‬ ‫ ﱠ‬1 ‫ٰﻫـ ِﺬ ِﻩ‬
َ ‫ٱﻟﺴـ ﱠﻴ‬ ‫ﺎﺏ‬
ُ ‫َﺑ‬
3) bābu hādihi s-sayyārati maqfūlun wa-l-miftāh.u laysa maҁ-ı̄.

¯
The door of this 1car is 2locked and I 4do not 5have 3the key (3the key 4is
not 5with me).
(‫ﻫ َﻮ‬
ُ 4) ‫َﺎﺏ َﻋﻠَﻰ ٱﻟـ ﱠﺮ ﱢﻑ‬
3 َ ِ‫ﳝ ُﺔ ٰﺫﻟ‬
ُ ‫ــﻚ ٱﻟْ ِﻜﺘ‬ َ ‫ُـﺐ ٱﻟْﻘ َِـﺪ‬
ُ ‫ٰﻫــ ِﺬ ِﻩ ِﻫ َﻲ ٱﻟْ ُﻜـﺘ‬
2 1
ِ ‫َﺟ‬
.‫ـﺪﻳـ ٌﺪ‬
4) hādi-hi hiya l-kutubu l-qadı̄matu wa-dālika l-kitābu ҁalā r-raffi (huwa)

¯ ¯
ğadı̄dun.
These 1are 2the old books (broken plur.), and that book on the 3shelf
4
is new.
ِ ‫ٱﻟْـ ُﻤ َﻮ ﱠﻇ‬
.‫ـﻒ‬ ‫ٱﻟﺸـﺮِ َﻛ ِﺔ ُﻋـ ْﺬ َﺭ ٰﻫ َـﺬﺍ‬
3 ‫ﻗَـ ِﺒ َﻞ ُﻣ ِﺪﻳـ ُﺮ ﱠ‬
2 1
5) qabila mudı̄ru š-šarikati ҁudra hādā l-muwad. d. afi.

¯ ¯ ¯¯
The manager of 2the company 1accepted this employee’s 3excuse (alibi).
4
‫َﻛـ ْﺜ َـﺮ ُﺓ ٱﻟْـﺨَ ـ ْﻮ ِﻑ ٰﻫـ ِﺬ ِﻩ ِﻣ َﻦ ﱠ‬
َ ْ‫ٱﻟﺴـ َﻔـﺮِ ِﺑﭑﻟ‬
‫ـﺠـ ﱢﻮ ﻟَـ ْﻴ َﺴ ْﺖ‬ 3 2 1
.‫ـﻴﻌــ ﱠﻴـ ًﺔ‬

ِ ‫َﻃ ِﺒ‬5
1422
6) kat ratu l-hawfi hādi-hi mina s-safari bi-l-ğawwi laysat t. abı̄ ҁiyyatan. Exercises
¯ ˘ ¯
This 1much 2fear 4of air 3travel is not 5normal.
ْ ‫ـﺼ ِﺔ ٰﻫـ ِﺬ ِﻩ ُﻫ َﻮ ُﺃ ْﺳـﺘَﺎ ُﺫ‬

‫ٱﻷَ َﺩ ِﺏ ٱﻟْ َﻌ َـﺮ ِﺑ ﱢﻲ ِﻓﻲ‬
3 2
‫َﻛﺎ ِﺗ ُﺐ ٱﻟْ ِـﻘ ﱠ‬
1
.‫ﺎﻣ َﻌـ ِﺘـﻨَﺎ‬

ِ ‫َﺟ‬
7) kātibu l-qis. s. ati hādā huwa ᵓustādu l-ᵓadabi l-ҁarabiyyi fı̄ ğāmiҁati-nā.
¯ ¯
This writer of 1the novel 2is a professor of Arabic 3literature at our
university.
َ ‫َﻣ ْﻜـﺘَـ َﺒ ُﺔ ٱﻟْـ َﻤ ِﺪﻳﻨ َِﺔ ٰﻫـ ِﺬ ِﻩ ِﻫ َﻲ ﻗ َِـﺪﻳـ َﻤ ٌﺔ َﻭﻟَـ ْﻴ‬

ٌ ‫ﺲ ِﻓـﻴ َﻬﺎ ُﻛـﺘ‬
‫ُـﺐ‬ 4 3 2 1
.‫َﺣ ِـﺪﻳـ َﺜ ٌﺔ‬ 5
8) maktabatu l-madı̄nati hādi-hi hiya qadı̄matun wa-laysa fı̄-hā kutubun

¯
h.adı̄t atun.
¯
This city 1library (1bookshop) is 2old 3and contains no (lit. there are not 4in it)
5
contemporary books.
َ ‫ـﻚ ٱﻟْـ َﻤـﻘ‬

‫َـﺎﻻ ِﺕ‬ 3 ْ ‫ﺼ َﺤ ِﺎﻓـ ﱠﻴ ُﺔ‬
َ ْ‫ٱﻷَ ْﺟـﻨَـ ِﺒـ ﱠﻴ ُﺔ ِﺗﻠ‬ 2
‫ـﻚ ٱﻟْ ﱢ‬
َ ْ‫ـﺖ ِﺗـﻠ‬
ْ ‫َﻛـﺘَــ َﺒ‬
1
.‫ٱﻟﺸ ْﻬـﺮِ ﱠﻳ ِﺔ‬

‫ﱠ‬ 5 4 ‫ﱠ‬
‫ٱﻟﻄﻮِ ﻳﻠَ َﺔ ِﻓﻲ ٰﻫـ ِﺬ ِﻩ ٱﻟْـ َﻤ َﺠ ﱠﻼ ِﺕ‬
9) katabat tilka s. -s. ih.āfiyyatu l-ᵓağnabiyyatu tilka l-maqālāti t. -t. awı̄lata fı̄
hādi-hi l-mağallāti š-šahriyyati.
¯
That 2foreign 1journalist (f.) wrote those long 3articles in these 5monthly
4
magazines.
ْ ‫ـﺐ ٰﻫـ ِﺬ ِﻩ ٱﻟْـ ُﻤ‬

‫ـﺸ ِـﻜـﻠَ ِﺔ؟ َﺳـ َﺒ ُﺐ ُﻣ ْﺸ ِﻜـﻠَ ِﺘـﻨَﺎ ٰﻫـ ِﺬ ِﻩ‬ 2
ُ ‫َﻣﺎ ) ُﻫـ َﻮ( َﺳـ َﺒ‬
1
ِ ‫ـﺲ ﻟَ ُﻪ ﺗَـ ْﻔ‬

.‫ـﺴـﻴ ٌﺮ‬ 4
َ ‫ُﻣ َﻌـ ﱠﻘـ ٌﺪ َﻭﻟَـ ْﻴ‬ 3
143
14
16 10) mā (huwa) sababu hādihi l-muškilati? sababu muškilati-nā hādihi
¯ ¯
Demonstrative muҁaqqadun wa-laysa la-hu tafsı̄run.
and reflexive What is 1the reason for this 2problem? The reason for this problem of ours
pronouns is 3complicated and has no 4explanation.
َ ‫ﺎﺏ( ُﻣ َﺴ ِﺎﻓـ ُﺮ‬ ٰ ُ‫ﻭﻥ َﻭﺃ‬

‫ﻭﻟ ِﺌ َﻚ ﱠ‬ ِ ‫ٰﻫ ُﺆ َﻻ ِء ٱﻟْـ ُﻤـﺘَــﻘ‬
‫ﻭﻥ‬ 3
‫ﺎﺏ ) َﺷ ﱞ‬
ُ ‫ٱﻟﺸ َﺒ‬ 2
َ ‫َﺎﻋـ ُﺪ‬ 1
َ ‫َﻣ ًﻌـﺎ ِﻓﻲ ﻧَـ ْﻔ ِﺲ ٱﻟْ ِـﻘ‬

. ِ‫ـﻄﺎﺭ‬ 6 5 4
11) hāᵓulāᵓi l-mutaqā ҁidūna wa-ᵓūlāᵓika š-šabābu (šābbun) musāfirūna

maҁan fı̄ nafsi l-qit. āri.
These 1retired persons and those 2youths are 3travelling 4together on 5the
same 6train.
ُ ْ‫ـﻚ ٱﻟـﺘﱠـــﻠﱠ ِﺔ ُﺛـ ﱠﻢ ﻧَـ َﺰﻟ‬

‫ـﺖ ِﺇﻟَﻰ‬ 4 3 َ ْ‫ـﺲ ِﻓﻲ َﻣ ْﻄ َﻌ ٍـﻢ َﻋﻠَﻰ ِﺗـﻠ‬
2
ِ ‫ـﺖ َﺃ ْﻣ‬ُ ْ‫َﺃ َﻛـﻠ‬
1
.‫ـﻴـﺪ‬ 6 َ ِ‫ٰﺫﻟ‬
ِ ‫ـﻚ ٱﻟْـ َﻮ‬
ِ ‫ﺍﺩﻱ ٱﻟْـ َﺒ ِﻌ‬ 5
12) ᵓakaltu ᵓamsi fı̄ mat. ҁamin ҁalā tilka t-tallati t umma nazaltu ᵓilā dālika
¯ ¯
l-wādı̄ l-baҁ ı̄di.
1
Yesterday I ate in 2a restaurant on that 3hill, then 4I went down to that
6
distant 5valley.
‫ـﺐ‬ َ ‫ﳑـﺰﱠﻕٌ َﻭﻟِ ٰﻬ َـﺬﺍ َﻓ ُﻬـ َﻮ‬

ُ ‫ﺻ ْﻌ‬ 6 5 4
َ ُ ‫ﱘ ِﺟﺪًّﺍ َﻭ‬
3
ُ ‫ٰﻫ َـﺬﺍ ٱﻟْـﻘَﺎ ُﻣ‬
ٌ ‫ﻮﺱ ﻗ َِـﺪ‬ 2 1
ِْ
. ِ‫ٱﻻ ْﺳــ ِﺘ ْﻌـ َﻤﺎﻝ‬ 7
13) hādā l-qāmūsu qadı̄mun ğiddan wa-mumazzaqun wa-li-hādā fa-huwa

¯ ¯
s. aҁbu l-istiҁmāli.
This 1dictionary is very 2old 3and torn, 4and therefore 5it is 6difficult 7to use.
3 َ ِ‫َﺟﻠَ ْﺴ ُﺖ َﻣ َﻊ َﻫﺎﺗَـ ْﻴـﻦِ ٱﻟْـ ِﺒﻨْــﺘَــ ْﻴـﻦِ ِﻓﻲ ٰﺫﻟ‬

.‫ـﻚ ٱﻟْـ َﻤـ ْﻘ َﻬﻰ ٱﻟْﻐَﺎ ِﻟﻲ‬2 1
.
14) ğalastu maҁa hātayni l-bintayni fı̄ dālika l-maqhā l-g ālı̄.
1444 ¯
1
I sat in that 3expensive 2coffee shop with these two girls.
3 َ ِ‫ـﺲ َﻋـﻠَﻰ ٰﺫﻟ‬
‫ـﻚ ٱﻟْ ُـﻜــ ْﺮ ِﺳ ﱢﻲ ُﻫــ َﻮ‬ َ ْ‫ـﻴﺢ ٱﻟ‬
ُ ‫ـﺠﺎ ِﻟ‬ 2
ُ ‫ـﻞ ٱﻟْﻘَـ ِﺒ‬
1 ُ ‫ٱﻟـ ﱠﺮ ُﺟ‬
Exercises
. ِ‫ﻳﻞ ٱﻟـﻠﱢ َﺴﺎﻥ‬

6 ُ ِ‫ﺍﺏ َﻭ َﻃـﻮ‬
5
ٌ ‫َﻛــ ﱠﺬ‬ 4
15) ᵓar-rağulu l-qabı̄h.u l-ğālisu ҁalā dālika l-kursiyyi huwa kaddābun wa-
¯ ¯¯
t. awı̄lu l-lisāni.
1
The ugly man 2sitting on that 3chair is 4a liar and 5,6talks too much (lit. has
5
a long 6tongue).
1) This is forbidden and that is permitted.

2) This door of the university is new.
3) The youths are travelling together on this train to the city.
4) The professor accepted the excuse of that foreign journalist (m.).
5) I sat yesterday on that chair with this old man.
6) The girl’s dictionary is from that bookshop (library).
7) This ugly man is the cause of this problem.
8) The writer sat on a chair in front of this library.
9) These retired persons are travelling in this car.
10) This professor’s book is old and torn.
11) The door of this library is locked and the key is with that employee.
12) The writer (f.) of those articles is a foreign journalist (f.) in these
monthly magazines.
145
14
Chapter 17
Imperfect tense verbs in the

indicative and word order
17.1
The Arabic imperfect tense, ‫ﻀﺎﺭِ ُﻉ‬ ُ ‫َﺃﻟْ ِﻔ ْﻌ‬

َ ‫ــﻞ ٱﻟْـ ُﻤ‬ ᵓal-fiҁlu l-mud.āriҁu,
expresses an incomplete, continuous or habitual action or ongoing state. It

usually refers to the present, in which case it is translated by the English
(simple or progressive) present tense: for example ‫َﻳ ْﺸ َﺮ ُﺏ‬ yašrabu,‘he
drinks’ or‘he is drinking’. It may, however, refer to the past or future, in

which case it is translated by the English (simple or progressive) imperfect
or future (sometimes present), respectively. It is thus to be emphasized that
the Arabic imperfect tense is not like the English imperfect, which almost
always refers to the past. (See also chapter 14 on the perfect tense.)
17.2
There are three moods in Arabic for the imperfect tense: indicative, subjunc-
tive and jussive. The indicative mood is the basic mood of the verb and is
mostly used in making statements and questions. In this chapter we will deal
ُ ‫ٱﻟْـ َﻤ ْﺮ ُﻓ‬
only with the indicative mood of the imperfect tense, ‫ﻮﻉ‬ َ ‫َﺃﻟْـ ُﻤ‬
‫ﻀﺎﺭِ ُﻉ‬
ᵓal-mud.āriҁu l-marfūҁu. (See chapter 28 regarding the other moods.)
17.3 Vowelling of the middle radical in

the imperfect tense
146
It was mentioned in chapter 14 that the triliteral verb in the perfect tense
has three patterns of vowelling the middle radical. The following are the
rules of corresponding vowelling for the middle radical in the imperfect Vowelling of
tense. For example: the middle
If the middle radical in the perfect tense has: radical in the
imperfect
a) fath.ah, then the middle vowel of the imperfect tense can be fath.ah, kas- tense
rah or d.ammah, e.g.:
Perfect tense Imperfect tense
‫ـﺐ‬ dahaba, he went
¯ ُ ‫ َﻳ ْﺬ َﻫ‬yad¯habu /a/, he goes
‫ـﺐ‬
َ ‫َﻛـﺘ‬
‫َـﺐ‬ kataba, he wrote ُ ‫ َﻳ ْﻜـﺘ‬yaktubu /u/, he writes
‫ُـﺐ‬
‫َـﺴـ َﻞ‬
َ ‫ﻏ‬ g.asala, he washed ‫ْـﺴ ُﻞ‬
ِ ‫َﻳﻐ‬ yag.silu /i/, he washes
b) kasrah, then the middle vowel of the imperfect is in almost all cases
fath.ah, e.g.:
‫ َﺷـﺮِ َﺏ‬šariba, he drank ْ ‫ َﻳ‬yašrabu /a/, he drinks, he is

‫ـﺸ َـﺮ ُﺏ‬
drinking
c) d.ammah, then the middle vowel of the imperfect is also d.ammah, e.g.:
‫ َﻛـ ُﺮ َﻡ‬karuma, he was generous ‫ َﻳـ ْﻜـ ُﺮ ُﻡ‬yakrumu /u/, he is generous
17.4
Let us look at the conjugation of the imperfect indicative as exemplified by
the verb َ ‫ َﻛـﺘ‬kataba, ‘to write’. The third person masculine singular of
‫َـﺐ‬
this verb is ُ ‫ َﻳـ ْﻜـﺘ‬yaktubu, which can be translated as ‘he writes’, ‘he is
‫ُـﺐ‬
14
147
writing’, or ‘he will write’. In the conjugation table below, the prefixes and
endings referring to the person, gender and number of the subject are
17 written in bold type and small letters, and the root with capitals. (See also
Imperfect conjugation table A2.1 in Appendix 2.)
tense verbs
ُ ‫َﻳ ْﻜﺘ‬
‫ُـﺐ‬ ِ‫َﻳ ْﻜﺘُـ َﺒﺎﻥ‬ َ ‫َﻳ ْﻜﺘُـ ُﺒ‬
‫ﻮﻥ‬
3. masc. ya+KTUB+u ya+KTUB+āni ya+KTUB+ūna

he writes they (2) write they write
he is writing they (2) are writing they are writing
‫َﺗ ْﻜـﺘ ُُﺐ‬ ِ‫َﺗ ْﻜـ ُﺘ َﺒﺎﻥ‬ َ ْ ‫َﻳ ْﻜـﺘ‬

‫ُﱭ‬
3. fem. ta+KTUB+u ta+KTUB+āni ya+KTUB+na

she writes they (2) write they write
she is writing they (2) are writing they are writing
ُ ‫ﺗَـ ْﻜـﺘ‬
‫ُـﺐ‬ ِ‫َﺗ ْﻜـﺘُـ َﺒﺎﻥ‬ َ ‫َﺗ ْﻜـﺘُـ ُﺒ‬
‫ﻮﻥ‬
2. masc. ta+KTUB+u ta+KTUB+āni ta+KTUB+ūna

you write you (2) write you write
you are writing you (2) are writing you are writing
َ ‫َﺗ ْﻜـﺘُـ ِﺒـ‬

‫ﲔ‬ ِ‫َﺗ ْﻜـﺘُـ َﺒﺎﻥ‬ َ ‫َﺗ ْﻜـﺘُـ ْﺒ‬
‫ـﻦ‬
2. fem. ta+KTUB+ı-na ta+KTUB+āni ta+KTUB+na

you write you (2) write you write
you are writing you (2) are writing you are writing
‫َﺃ ْﻛـﺘ ُُﺐ‬ ‫َﻧ ْﻜـﺘ ُُﺐ‬ ‫َﻧ ْﻜـﺘ ُُﺐ‬
1. m.&f. ᵓa+KTUB+u na+KTUB+u na+KTUB+u

I write we write we write
I am writing we are writing we are writing
1488
Note: If the subject refers to non-human beings in the plural, the verb is in the
feminine singular.
17.5 Word order in sentences with an Future
imperfect tense verb
The imperfect verb either precedes or follows its subject. The verb agrees
with its subject in the same way as for the perfect tense, e.g.:
Sing. ‫ـﺐ ُﻛ ﱠ‬
‫ـﻞ َﻳ ْﻮ ٍﻡ ِﺇﻟَﻰ َﻋـ َﻤ ِﻠ ِﻪ‬ ِ ‫َﺃﻟْ َﻌ‬
ُ ‫ﺎﻣ ُﻞ َﻳ ْﺬ َﻫ‬
ᵓal-ҁāmilu yadhabu kulla yawmin ᵓilā ҁamali-hi.

¯
The worker goes to his work every day.
Plur. ‫ﻋ َﻤ ِﻠﻬِ ْﻢ‬

َ ‫ﻮﻥ ُﻛ ﱠ‬
‫ـﻞ َﻳ ْﻮ ٍﻡ ِﺇﻟَﻰ‬ ُ ‫َﺃﻟْ ُﻌـ ﱠﻤ‬
َ ‫ﺎﻝ َﻳ ْﺬ َﻫـ ُﺒ‬
ᵓal-ҁummālu yadhabūna kulla yawmin ᵓilā ҁamali-him.

¯
The workers go to their work every day.
OR
Sing.‫ﻋـ َﻤ ِﻠ ِﻪ‬
َ ‫ﺎﻣ ُﻞ ُﻛ ﱠ‬
‫ـﻞ َﻳ ْﻮ ٍﻡ ِﺇﻟَﻰ‬ ِ ‫ـﺐ ٱﻟْ َﻌ‬
ُ ‫َﻳ ْﺬ َﻫ‬
yadhabu l-ҁāmilu kulla yawmin ᵓilā ҁamali-hi.

¯
Plur. ‫ــﻞ َﻳ ْﻮ ٍﻡ ِﺇﻟَﻰ َﻋـ َﻤـ ِﻠﻬِ ـ ْﻢ‬ ُ ‫ـﺐ َﺃﻟْ ُﻌـ ﱠﻤ‬
‫ﺎﻝ ُﻛ ﱠ‬ ُ ‫َﻳ ْﺬ َﻫ‬
yadhabu l-ҁummālu kulla yawmin ᵓilā ҁamali-him.

¯
17.6 Future
The imperfect tense indicates the future when the context clearly refers to
the future, e.g.:
14
149
َ ‫ َﺫ َﻫ‬v.) ‫ﻭﺕ‬
(‫ـﺐ‬ ٍ ‫َﻳ ْﺬ َﻫ ُﺐ ٱﻟْ َﻮﺯِ ﻳ ُﺮ َﺑ ْﻌـ َﺪ ُﺃ ْﺳــ ُﺒ‬
َ ‫ﻮﻉ ِﺇﻟَﻰ َﺑــ ْﻴـ ُﺮ‬
17 yadhabu l-wazı-ru baҁda ᵓusbūҁin ᵓilā bayrūta.
¯
Imperfect The minister will go (OR: is going) to Beirut after one week (in a week’s time).
tense verbs
(‫ َﺑ َﻌ َﺚ‬v.) ‫َﺃ ْﺑ َﻌـﺚُ ٰﻫـ ِﺬ ِﻩ ٱﻟ ﱢﺮ َﺳﺎﻟَ َﺔ ﻏَـ ًﺪﺍ‬
ᵓabҁat u hādihi r-risālata g.adan.

¯ ¯
I will send (OR: I am going to send) this letter tomorrow.
17.7
When the context does not refer specifically to the future, it is necessary to
َ sa.. or ‫ َﺳ ْﻮ َﻑ‬sawfa, ‘will, shall’, before

specify it by adding the particle ‫ﺳـ‬
the imperfect verb, e.g.:
(v. ُ ‫ َﺳ َﻴ ْﺴ ُـﻜ‬/ ‫َﺳ ْﻮ َﻑ‬

َ‫ـﻦ َﻣ ِﻌﻲ )ﺳَﻜَﻦ‬
sawfa / sa-yaskunu maҁ-ı . He will live with me.
Note: Even when the context refers to the future, very often the particles
‫ َﺳـ‬sa.. or ‫ َﺳ ْﻮ َﻑ‬sawfa are added before the imperfect verb, e.g.:
‫ﻭﺕ‬ ٍ ‫ـﺐ ٱﻟْ َﻮﺯِ ﻳ ُﺮ َﺑ ْﻌـ َﺪ ُﺃ ْﺳـ ُﺒ‬

َ ‫ﻮﻉ ِﺇﻟَﻰ َﺑـ ْﻴـ ُﺮ‬ ُ ‫ َﺳ َﻴ ْﺬ َﻫ‬/ ‫َﺳ ْﻮ َﻑ‬
sawfa / sa-yadhabu l-wazı-ru baҁda ᵓusbūҁin ᵓilā bayrūta.

¯
The minister will go to Beirut after one week (in a week’s time).
17.8 The particle ‫ َﻗـ ْﺪ‬qad with the imperfect
The particle ‫ ﻗَـ ْﺪ‬qad was mentioned in chapter 14 in connection with the
1500
perfect tense in order to emphasize the completion of the action or state.

But the particle ‫ ﻗَـ ْﺪ‬qad is also used with the imperfect tense to denote the Negative of
uncertainty of the action or state, and is translated as ‘may’, ‘might’, or the imperfect
‘perhaps’, e.g.: tense
‫ﻗَـ ْﺪ َﻧ ْﻜـﺘ ُُﺐ ِﺇﻟـَ ْﻴﻬِ ْﻢ‬
qad naktubu ᵓilay-him.

We may write to them. OR: Perhaps we will write to them.
ُ ْ ‫ﻀ ُﺮ‬
‫ٱﻷ ْﺳﺘَﺎ ُﺫ ﻏَـ ًﺪﺍ‬ ُ ‫َﻗ ْﺪ َﻳ ْﺤ‬
qad yah.d.uru l-ᵓustādu g. adan.

¯
The teacher might come tomorrow.
17.9 Negative of the imperfect tense
The following three negative particles precede the verb in the imperfect:
‫ َﻻ‬lā, not, neither ‫ َﻭ َﻻ‬wa-lā, nor
‫ َﻣﺎ‬mā, not (rarely used in the imperfect)
‫ َﻻ َﻳ ْﺸ َﺮ ُﺏ َﻗ ْﻬـ َﻮ ًﺓ ِﻓﻲ ٱﻟْـ َﻤ َﺴﺎ ِﺀ‬/ ‫َﻣﺎ‬
mā / lā yašrabu qahwatan f -ı l-masāᵓI.

He does not drink coffee in the evening.
‫ُـﺐ ِﺇﻟَﻰ ُﺃ ﱢﻣ ِﻪ‬

ُ ‫ـﺐ َﻭ َﻻ َﻳ ْﻜـﺘ‬
ُ ‫َﺳ ْﻮ َﻑ َﻻ َﻳ ْﺬ َﻫ‬
sawfa lā yadhabu wa-lā yaktubu ᵓilā ᵓummi-hi. 15

151
¯
He will neither go nor write to his mother.
17 Exercises
Imperfect
tense verbs Practise your reading:
‫ُــﻚ؟‬ ُ ‫ـﻦ ﺗ َْﺴ ُـﻜ‬

َ ‫ـﻦ َﻋﺎ ِﺋﻠـَﺘ‬ 4
ُ ‫ِﻓﻲ َﺃ ﱢﻱ َﺷﺎﺭِ ٍﻉ ﺗ َْﺴ ُـﻜ‬
َ ‫ـﻦ َﻭ َﺃ ْﻳ‬ 3 2 1
1) fı- ᵓayyi šāriҁin taskunu wa-ᵓayna taskunu ҁāᵓilatu-ka?

On 1which 2street do 3you live and where does 4your family live?
ْ‫ َﺑ َﺪ َﺃﺕ‬7 ( ‫)ﺳﻦﱞ‬
ِ ‫ َﺃ ْﺳﻨَﺎ َﻧ ُﻪ‬6 ‫ ِﻷَ ﱠﻥ‬5 ‫ َﻭ َﻻ َﻳ ْﺸ َﺮ ُﺏ‬4 ‫ـﻞ‬ ‫ ﱢ‬3 ‫ َﻻ َﻳ ْﺄ ُﻛ ُﻞ‬2 ‫ َﻗ ْﺪ‬1
ُ ‫ٱﻟﻄ ْﻔ‬
.‫ـﺖ‬
ُ ‫ﺗَـﻨْـ ُﺒ‬8
2) qad lā yaᵓkulu t.-t.iflu wa-lā yašrabu li-ᵓanna ᵓasnāna-hu badaᵓat tanbutu.
3
The child (baby) 1may 2neither eat 4nor drink 5because 6his teeth 7have
begun 8to grow.
6
ُ ‫َﺃ ْﺷ ُﻌ ُﺮ ِﺑ َﺄﻟَ ٍﻢ ِﻓﻲ َﻣ ِﻌـ َﺪ ِﺗﻲ َﻭﻟِ ٰﻬ َـﺬﺍ َﺳ ْﻮ َﻑ َﻻ َﺃ ْﺩ ُﺭ‬
‫ﺱ ٱﻟْـ َﻴ ْﻮ َﻡ َﻭ َﻻ‬ 5 4 3 2 1
َ ‫ــﺐ ِﺇﻟَﻰ ٱﻟْـ ُﻤ َﺤ‬

.‫ﺎﺿ َﺮ ِﺓ‬ 8
ُ ‫َﺃ ْﺫ َﻫ‬ 7
3) ᵓašҁuru bi-ᵓalamin f -ı maҁidat-ı- wa-li-hādā sawfa lā ᵓadrusu l-yawma

¯
wa-lā ᵓadhabu ᵓilā l-muh.ād.arati.
¯
1
I feel 2pain in 3my stomach 4and therefore 6today I will not 5study nor 7go
to 8the lecture.
ْ ‫ٱﻟْـ ُﻤ‬3 ‫ َﻋـ َﻤ ِﻠﻬِ ْﻢ ِﻓﻲ‬2 ‫ﻮﻥ َﻋـﻠَﻰ‬

. ِ‫ﺴﺘَـ ْﻘـ َﺒـﻞ‬ َ ‫ َﻳـﻨْـ َﺪ ُﻣ‬1 ‫َﺳ ْﻮ َﻑ َﻻ‬
4) sawfa lā yandamūna ҁalā ҁamali-him f -ı l-mustaqbali.

They will not 1regret 2their action (what they have done) in 3the future.
1522 4 3 ْ ‫ َﺃﻟْ ِﻜ َﻼ ُﺏ ) َﻛـﻠْ ٌﺐ( َﻋﺎ َﺩ ًﺓ َﻻ ﺗ‬1

ْ ‫َـﺸ َﺮ ُﺏ َﺣـ ِﻠـﻴـ ًﺒﺎ َﻭ َﻻ ﺗ‬
‫َـﺸ َﺮ ُﺏ‬ 2
ْ ‫ ُﻋ‬9 ُ‫ َﺗ ْﺄ ُﻛـﻞ‬8 ‫ﺎﻻ‬

.‫ـﺸ ًﺒﺎ‬ َ ‫ َﻣ‬7 ‫ َﻭ َﻛـ ِﺜـﻴ ًﺮﺍ‬6 ‫ـﺼﻴ ًﺮﺍ‬
ِ ‫ َﻋ‬5
5) ᵓal-kilābu ҁādatan lā tašrabu h.alı-ban wa-lā tašrabu ҁas.-ı ran wa-kat -ı Exercises
¯
ran-mā lā taᵓkulu ҁušban.
1
Dogs 2normally do not drink 3milk 4but neither 4do they drink 5juice 7nor
do they 6often 8eat 9grass.
ِ ‫ﺼﻨ َِﻊ َﺸ ْﺨ‬

.‫ﺼﻴﺎ‬ 5
ْ ‫ـﺐ ِﺇﻟَﻰ ُﻣ ِﺪﻳـﺮِ ٱﻟْـ َﻤ‬
4 ‫ﻗَـ ْﺪ َﺃ ْﺑ َﻌـﺚُ ٰﻫ َـﺬﺍ ﱠ‬
َ َ‫ٱﻟﻄﻠ‬ 3 2 1
6) qad ᵓabҁat u hādā t.-t. alaba ᵓilā mudı-ri l-mas.naҁi šahs.iyyan.

¯ ¯ ˘
I 1may 2send this 3application to the director of 4the factory 5personally.
َ ْ‫ٱﻟﺴﻨ َِﺔ ٱﻟ‬

‫ـﺠ ِـﺪﻳـ َﺪ ِﺓ؟‬ 6
‫ﱠ‬ ‫ـﻴﺪ َﺭ ْﺃ ِﺱ‬
5 4
َ ‫َﺃ ْﻳ َﻦ َﺳـﺘَـ ْﺬ َﻫـ ُﺒ‬
ِ ‫ﻮﻥ ِﻓﻲ ِﻋ‬ 3 2 1
7) ᵓayna sa-tadhabūna f -ı ҁ-ı di raᵓsi s-sanati l-ğadı-dati?

¯
1
Where 2will you go (masc. pl.) for 6the New 5Year 3celebration? (lit. 1feast
of 4the head / start of 6the New 5Year)
.‫ـﺤـ ْﻔـﻠَ ِﺔ‬ ُ ‫ َﺃ ْﺫ َﻫ‬3 ‫ﺻ ِﺪﻳﻘَـﺎ ِﺗﻲ َﻭ َﺳ ْﻮ َﻑ َﻻ‬

َ ْ‫ٱﻟ‬4 ‫ـﺐ ِﺇﻟَﻰ‬ ُ ‫ َﺳ َﺄ ْﺟ ِﻠ‬1
َ 2 ‫ﺲ ُﻫـﻨَﺎ َﻣ َﻊ‬
8) sa-ᵓağlisu hunā maҁa s.adı-qātı- wa-sawfa lā ᵓadhabu ᵓilā l-h.aflati.

¯
1
I will 1stay (sit) here with my 2girlfriends and I will not 3go to 4the party.
ِ ‫ٱﻟـﻨﱠـ ْﻔ‬5 ‫ َﺷﺮِ َﻛ ِﺔ‬4 ‫ َﻳ ْﻌـ َﻤ ُﻞ ِﻓﻲ‬3 ‫ َﺃ َﺣـ ًﺪﺍ‬2 ‫ َﻧ ْﻌﺮِ ُﻑ‬1 ‫َﻻ‬
.‫ـﻂ‬
9) lā naҁrifu ᵓah.adan yaҁmalu f -ı šarikati n-naft.i.
We don’t 1know 2anyone (who) 3works for 5the oil 4company.
.‫ٱﻟْـﺨَ ـ ِﺒـﻴ ُﺮ‬6 ‫ﺡ‬

ُ ‫ َﻳ ْﺸ َﺮ‬5 ‫ َﻣﺎ َﺫﺍ‬4 ‫ﻧ َْﺴ َﻤ ُﻊ‬3 ‫ٱﻟﻀ ﱠﺠ ِﺔ َﻻ‬
‫ ﱠ‬2 ‫ـﺐ‬
ِ ‫ ِﺑ َﺴـ َﺒ‬1
10) bi-sababi d.-d.ağğati lā nasmaҁu mādā yašrah.u l-habı-ru.

¯ ˘
1
Because of 2the noise we can’t 3hear 4what 6the expert 5is explaining.
ٍ ‫ ِﺣ َﺠ‬6
.‫ـﺎﺏ‬ 5 ِ ‫ٱﻹ َﻣﺎ ُﻡ ِﺑـ ُﺪ ُﺧـﻮﻝِ ٱﻟـﻨ َﱢﺴﺎ ِﺀ ِﻟـﻠْ َﺠ‬
ِ‫ﺎﻣ ِﻊ ِﺑ ُﺪﻭﻥ‬ 4 3 2
ِ ْ ‫ـﺴ َﻤ ُﺢ‬
ْ ‫َﻻ َﻳ‬
1 15
153
11) lā yasmah.u l-ᵓimāmu bi-duhūli n-nisāᵓi li-l-ğāmiҁi bi-dūni h.iğābin.

˘
17 The imām does not 1allow 3women 2to enter (lit. 2the entering of women
Imperfect into) 4the mosque 5without 6a veil.
tense verbs
‫ﺼ ُﺪﻭ َﻧ ُﻪ َﻭ َﻳ ْﻄ َﺤـﻨُﻮ َﻧ ُﻪ‬

7 6 5 4
َ ‫ـﻮﻥ َﺃ ْﺭ‬
ُ ‫ﺿ ُﻬـ ْﻢ ﻗَـ ْﻤ ًﺤﺎ ُﺛـ ﱠﻢ َﻳ ْﺤ‬ 3
َ ‫َﻳﺰ َْﺭ ُﻉ ٱﻟْـ ُﻤﺰَﺍﺭِ ُﻋ‬
2 1
.‫ﻭَﻳَﻌْﺠِـﻨُﻮﻥَ ٱﻟﻄﱠﺤِـﲔَ ﺛُﻢ ﱠ ﻳَﺨْـﺒِـﺰُﻭﻧَﻪُ ﻭَﻧَﺄْﻛُـﻠُﻪُ ﺧُﺒْـﺰً ﺍ‬

11 10 9 8
12) yazraҁu l-muzāriҁūna ᵓard.a-hum qamh.an t umma yah.s.udūna-hu

¯
wa-yat.h.anūna-hu wa-yaҁğinūna t.-t.ah.-ı na t umma yahbizūna-hu wa-
¯ ˘
naᵓkulu-hu hubzan.
˘
2
The farmers 1sow 3their fields (lit. land) with 4(the) wheat,5then they 6
harvest 7and grind it and they 8knead 9the dough (lit. flour), then they
10
bake it and we eat it as 11bread.
‫ـﺲ ُﺃ ﱡﻣ َﻬﺎ‬
ُ ‫ـﻴـﺮ ُﺓ ُﻛـﻞﱠ َﻳ ْﻮ ٍﻡ ِﻓﻲ ٱﻟْ ِﺒ ْﺮ َﻛ ِﺔ َﻭ َﲡْـ ِﻠ‬
4 3 2
‫ﺗ َْﺴ َﺒ ُﺢ ٱﻟْ ِﺒﻨ ُْﺖ ﱠ‬
َ ‫ٱﻟﺼ ِﻐ‬ 1
.‫ َﻭﺗَـﻨ ُْﻈ ُﺮ ِﺇﻟَ ْﻴ َﻬﺎ‬8 ِ‫ٱﻟﺸ ْﻤ ِﺴ ﱠﻴﺔ‬

‫ ﱠ‬7 / ‫ٱﻟْ ِـﻤ َﻈﻠﱠ ِﺔ‬7 ‫ـﺖ‬ ٍ ّ ‫ ُﻛـ ْﺮ ِﺳ‬5 ‫َﻋـﻠَﻰ‬
ْ ‫ﺗ‬6 ‫ﻲ‬
َ ‫َـﺤ‬
13) tasbah.u l-bintu s.-s.ag.-ı ratu kulla yawmin f -ı l-birkati wa-tağlisu

ᵓummu-hā ҁalā kursiyyin tah.ta l-mid. allati / š-šamsiyyati wa-tand. uru
¯ ¯
ᵓilay-hā.
The small girl 1swims every 2day in 3the pool, and her mother 4sits on 5a
chair 6under 7the umbrella 8and watches her.
ُ‫ﺎﻥ َﻭ ْﻓـ ٌﺪ ُﻟـ ْﺒـﻨَﺎ ِﻧ ﱞﻲ ِﲡَﺎﺭِ ﱞﻱ َﻭ َﻳـ ْﻤ ُـﻜـﺚ‬

5 4 3
َ ‫ـﺐ ﻏَـ ًﺪﺍ ِﺇﻟَﻰ َﻋـ ﱠﻤ‬
ُ ‫َﻳ ْﺬ َﻫ‬
2 1
ُ ْ ‫ﺎﺻ َﻤ ِﺔ‬
‫ٱﻷ ْﺭ ُﺩﻧﱢـ ﱠﻴ ِﺔ َﻭ َﻳـ ْﺒ َﺤـﺚُ َﻣ ْﺴ َﺄﻟَ َﺔ‬
8 7
ً ‫ُﺃ ْﺳـ ُﺒ‬
ِ ‫ـﻮﻋﺎ ِﻓﻲ ٱﻟْ َﻌ‬ 6
. ِ‫ـﻦ ٱﻟْ َﺒﻠَ َﺪ ْﻳﻦ‬

َ ‫ﱠﺼ ِﺪﻳﺮِ َﺑ ْﻴ‬
ْ ‫ﺍﺩ َﻭٱﻟـﺘ‬
10 ِْ
َ ‫ٱﻻ ْﺳـ ِﺘ‬
ِ ‫ـﻴﺮ‬ 9
14) yadhabu g.adan ᵓilā ҁammāna wafdun lubnāniyyun tiğāriyyun wa-

¯
yamkut u ᵓusbūҁan f -ı l-ҁās.imati l-ᵓurdunniyyati, wa-yabh.at u masᵓalata
¯ ¯
l-istı-rādi wa-t-tas.dı-ri bayna l-baladayni.
A Lebanese 4commercial 3delegation 1will go to Amman 2tomorrow 5and
1544 will stay for 6one week in the Jordanian capital 7and discuss 8the question
of 9imports 10and exports between the two countries.
‫ـﻞ َﻳ ْﻮ ٍﻡ ِﻓﻲ ٰﻫ َـﺬﺍ ٱﻟْـ َﻤـ ْﻘ َﻬﻰ َﻭ َﻳ ْﺸ َـﺮ ْﺑ َﻦ‬
4 ‫ﺎﺕ َﲡْـ ِﻠ ْﺴ َﻦ ُﻛ ﱠ‬
3 2
ُ ‫ﺿ‬َ ‫َﺃﻟْـ ُﻤ َﻤـ ﱢﺮ‬ 1
Exercises
.‫َﻗ ْﻬـ َﻮ ًﺓ َﺃ ْﻭ َﺷﺎ ًﻳﺎ‬

6 5
15) ᵓal-mumarrid.ātu tağlisna kulla yawmin f -ı hādā l-maqhā wa-yašrabna

¯
qahwatan ᵓaw šāyan.
1
The nurses 2sit 3every day in this 4cafe and drink 5coffee or 6tea.
ٍ‫ـﺖ َﺃﻧ ُﱠﻜ َﻤﺎ َﺳ َﺘ ْﺘ ُﺮ َﻛﺎﻥِ َﻋ َﻤﻠَ ُﻜ َﻤﺎ َﻭ َﺗ ْﻌ َﻤ َﻼﻥِ ِﻓﻲ َﺷﺮِ َﻛﺔ‬
3 2
ُ ‫َﺳ ِﻤ ْﻌ‬ 1
‫َﺎﺩ ِﻡ‬ 8 ‫ َﻧ َﻌـ ْﻢ! َﺳ ْﻮ َﻑ ﻧَـﺘْـ ُﺮ ُﻙ َﻋ َﻤﻠَﻨَﺎ ِﻓﻲ ﱠ‬.‫ُﺃ ْﺧ َـﺮﻯ‬

ِ ‫ٱﻟﺸ ْﻬـﺮِ ٱﻟْﻘ‬ 7 6 5 4
ٰ
‫ٱﻹ ْﳒْـ ِﻠـﻴـﺰِ ﱠﻳ َﺔ‬ 10
ُ ‫ﻭَﻟ ِﻜ ْﻦ َﺳﻨ َُﺴ ِﺎﻓ ُﺮ ِﺇﻟَﻰ َﺃ ْﻣﺮِ ﻳ َﻜﺎ ﻭﻧَـ ْﺪ ُﺭ‬
ِ ْ ‫ﺱ ٱﻟـ ﱡﻠ َﻐ َﺔ‬ 9
َ ‫ُﻫـﻨ‬
.‫َﺎﻙ‬
16) samiҁtu ᵓanna-kumā sa-tatrukāni ҁamala-kumā wa-taҁmalāni f -ı šari-

katin ᵓuhrā. naҁam! sawfa natruku ҁamala-nā f -ı š-šahri l-qādimi, wa-
˘
lākin sa-nusāfi ru ᵓilā ᵓamrı-kā wa-nadrusu l-lug.ata l-ᵓinğlı-ziyyata
hunāka.
1
I have heard that 2you (dual) will leave 3your jobs and work for 4 another
company! 5 – Yes! We will 6leave (our) jobs 8next 7month, but we 9will travel
to America and study the English 10language there.
1) On which street does the imām live and in which mosque is he

working?
2) I have heard that the director of the factory may go to Amman
tomorrow.
3) The small girl feels pain in her stomach and therefore she neither
drinks nor eats.
15
155
4) Because of the noise I will not stay (sit) in this cafe.
17 5) The director of the oil company will travel on the New Year holiday to
Imperfect the Jordanian capital and will stay there for one week.
tense verbs 6) Next month, the director will not allow the farmers to enter the
factory.
7) The mother swims every day in the pool and sits on a chair under the
umbrella and drinks coffee.
8) The commercial delegation will leave the capital next month and go to
the Jordanian capital and discuss the question of import and export.
1566
Chapter 18
Derived verb forms, roots

(stems) and radicals, transitive
and intransitive verbs
18.1
Until now we have dealt with the basic verb form of the tri-consonantal
root, called ‘triliteral verbs’ ‫َﺃﻟْ ِﻔ ْﻌ ُﻞ ٱﻟْﺜﱡﻼَﺛِﻲ‬ ᵓal-fiҁlu t-tulāt ı̄. The basic
¯¯ ¯
verb form has the pattern CVCVCV, as for example ‫ َﻛﺘ ََﺐ‬kataba, ‘to write’
(lit. ‘he wrote’, perfect tense). The basic verb form is called in Arabic
‫ َﺃﻟْـ ُﻤ َﺠ ﱠﺮ ُﺩ‬ᵓal-muğarradu, meaning ‘peeled’ or ‘stripped’, because it lacks

prefixes and infixes.
18.2
At this point it is important to explain more about the (verbal) terms ‘root’
and ‘radical’, which are very special features in Arabic grammar. The root
is the absolute basis for forming all verb forms as well as most nouns,
adjectives, adverbs and even prepositions (see chapter 14). The root usually
consists of three consonants. These consonants are called radicals, because
together they make up the root, e.g. ‫ﻛﺘﺐ‬ /ktb/, ‘to write’, ٌ ‫ِﻛﺘ‬
‫َﺎﺏ‬
َ ‫ ﻗَﺎ‬qāla,‘he spoke’,
kitābun, ‘book’, ‫ﻗﻮﻝ‬/qwl/ ‘to speak’ (basic verb form ‫ﻝ‬
ُ ‫ َﻳ ُﻘ‬yaqūlu, ‘he speaks’), verbal noun ‫ َﻗ ْﻮ ٌﻝ‬qawlun,‘speech’.

imperfect ‫ﻮﻝ‬
157
18 18.3
Verb forms,
roots and Some grammarians call them radical letters, but the term ‘radical’ is
radicals, and more appropriate, because letters refer to units of writing, whereas rad-
verbs icals refer to more theoretical units, which may sometimes be dropped or
transformed in the actual verb forms and derivations. (See chapters 31–33
on weak radicals.) Roots with three radicals are called triliteral. There are
no roots with fewer than three radicals (consonants). Some roots have four
radicals. They are called quadriliteral. This type of verb will be explained
in chapter 29.
18.4
َ ‫ َﺃﻟْـ‬, ᵓal-mazı̄du, meaning ‘increased’

The derived verb forms are called ‫ﻤﺰِ ﻳ ُﺪ‬
or ‘added’. They are formed from the root by consonant doubling, prefixes
or infixes, according to certain patterns (mentioned below, and in table
َ ‫ َﻓ َﻌ‬faҁala, in Appendix 1).

A1.1, of the ten forms of ‫ﻞ‬
18.5
The meanings of the derived verb forms are generally determined (derived)
from the basic verb form according to the system explained below. As
a rule, grammarians prefer to call the derived verb forms derived ‘verb
stems’, because each derived verb form has a complete set of conjugated
forms (tenses, verbal noun, participles, etc.). See table A1.1 faҁala in
Appendix 1.
18.6
There are fourteen derived verb forms. Western Arabists traditionally

number these forms with Roman numerals starting from the basic form,
which is numbered as I, and the derived verb forms as II, III, IV, etc.
1588 Forms I to X are the most frequent and only these will be explained in
this book.
18.7 Transitive and
intransitive
There is no verb which is used in all ten forms. Normally the verb is used verbs
in five or six of the derived forms, and sometimes even the basic verb form
itself is not used. For example, the verb form I ‫ﻋ ِﻠ َﻢ‬

َ ҁalima, ‘to know’, occurs
in forms II, IV, V, and X, but another verb might occur only in forms III,
VI, X, and so on.
18.8
As mentioned in chapter 14, there is no infinitive in Arabic in the same

sense as in the Indo-European languages. The derived verb forms are listed
in the dictionary under the root, which mostly is the same as the basic verb
form (I) without vowels.
18.9
َ ‫َﻓ َﻌ‬
It is crucially important to learn by heart the ten verb forms of the verb ‫ﻞ‬
faҁala, and their derivations shown in table A1.1 in Appendix 1; without

these it is almost impossible to find a word in a dictionary.
18.10
َ ‫ َﻓ َﻌ‬/fҁl/ faҁala, ‘to do, to act’, as a

Arab grammarians chose the basic verb ‫ﻞ‬
pattern or model for describing other verb forms and nouns which are
derived from it.
18.11
Although the vowelling of the middle consonant (radical) of the basic verb
َ ‫ َﻛـﺘ‬kataba ‘to write’,

15
159
form (I) in the perfect tense varies: ‫َـﺐ‬ ‫ َﺷﺮِ َﺏ‬šariba ‘to
‫َﻛـ ُﺒ َﺮ‬
18
Verb forms, drink’, or kabura, ‘to grow up’, the vowelling of the derived verb
roots and
radicals, and forms remains the same for all verbs.
verbs
18.12 Transitive and intransitive verbs
The transitive verb is called ‫ ُﻣ َﺘ َﻌ ﱟﺪ‬muta addin, and the intransitive verb
ҁ
‫ َﻏ ْﻴ ُﺮ ُﻣ َﺘ َﻌ ﱟﺪ‬g.ayru muta addin, or ‫ َﻻﺯِ ٌﻡ‬lāzimun. Transitive verbs can take a

ҁ
direct object in the accusative case, whereas intransitive verbs cannot do so

(some of them can, however, take an accusative predicative complement).
The basic verb form may be transitive or intransitive, depending on its mean-
ing and construction. Some derived verb forms are typically transitive, while
others are generally intransitive, but there are no absolute rules for deter-
mining their meaning.
In the following examples, the basic form (I) is transitive and the corre-
sponding form VII is intransitive.
Transitive verb Intransitive verb
َ ‫ٱﻟﻄﺎ ِﻟ ُﺐ ٱﻟﻨ ﱠﱠﻈ‬

ِ ‫ﺎﺭ‬
‫ﺍﺕ‬ ‫َﻛ َﺴ َﺮ ﱠ‬ ‫ﺍﺕ‬ َ ‫ِﺇ ْﻧ َﻜ َﺴ َﺮ ِﺕ ٱﻟﻨ ﱠﱠﻈ‬
ُ ‫ﺎﺭ‬
kasara (I) t·-t· ālibu n-nad. d. ārāti. ᵓinkasarati (VII) n-nad. d. aārātu.
¯¯ ¯¯
The student broke the spectacles. The spectacles were / got broken.
18.13
In addition to the nouns mentioned in chapter 9, with the initial hamzatu
l-qat.ҁi ‫ ِﺇ‬/ᵓi/ or ‫ ُﺃ‬/ᵓu/, the verb forms VII-X (perfect, imperative, and verbal
noun), also follow the rule of hamzatu l-was.li (was.lah). However, the verb
1600 form IV follows the rule of hamzatu l-qat.ҁi.
18.14 Formation of the ten verb forms I–X The
meanings of
The table presents the ten verb forms I–X in the perfect and the imperfect the ten verb
forms (I–X)
(third person sing. masc.), as exemplified with the verb ‫ َﻓ َﻌ َﻞ‬fa ala, ‘to do,
ҁ
to act’.
PERFECT
I II III IV V
‫َﻓ َﻌ َﻞ‬ ‫َﻓ ﱠﻌ َﻞ‬ ‫ﻓَﺎ َﻋ َﻞ‬ ‫َﺃ ْﻓ َﻌ َﻞ‬ ‫َﺗ َﻔ ﱠﻌ َﻞ‬
faҁala faҁҁala fā ҁala ᵓafҁala tafaҁҁala
IMPERFECT
‫َﻳ ْﻔ َﻌ ُﻞ‬ ‫ُﻳ َﻔ ﱢﻌ ُﻞ‬ ‫َﺎﻋ ُﻞ‬

ِ ‫ُﻳﻔ‬ ‫ُﻳ ْﻔ ِﻌ ُﻞ‬ ‫َﻳ َﺘ َﻔ ﱠﻌ ُﻞ‬
yafҁalu yufaҁҁilu yufā ҁilu yufҁilu yatafaҁҁalu
PERFECT
VI VII VIII IX X
‫َﺗﻔَﺎ َﻋ َﻞ‬ ‫ِﺇ ْﻧ َﻔ َﻌ َﻞ‬ ‫ِﺇ ْﻓ َﺘ َﻌ َﻞ‬ ‫ِﺇ ْﻓ َﻌ ﱠﻞ‬ ‫ِﺇ ْﺳ َﺘ ْﻔ َﻌ َﻞ‬
tafā ҁala ᵓinfaҁala ᵓiftaҁala ᵓifҁalla ᵓistafҁala
IMPERFECT
‫َﻳ َﺘﻔَﺎ َﻋ ُﻞ‬ ‫َﻳ ْﻨﻔ َِﻌ ُﻞ‬ ‫َﻳ ْﻔﺘ َِﻌ ُﻞ‬ ‫َﻳ ْﻔ َﻌ ﱡﻞ‬ ‫َﻳﺴ َﺘ ْﻔ ِﻌ ُﻞ‬
yatafāҁalu yanfaҁilu yaftaҁilu yafҁallu yastafҁilu
18.15 The meanings of the ten verb forms (I–X)
The basic meanings of the ten verb forms (I–X) are outlined below with
some examples. Note that many derived verb forms can have several 16
161
18 different meanings and that some verbs have quite idiomatic or special-
Verb forms, ized meanings in some of their derived verb forms. Therefore, it is recom-
roots and mended that the student learn the specific meaning of each derived verb
radicals, and form separately, rather than relying upon the general rules given below.
verbs
Form I ‫ َﻓ َﻌ َﻞ‬fa ala

ҁ
The basic form (I) can be transitive or intransitive.
I ‫ َﻛﺘ ََﺐ‬kataba (transitive) imperf. ‫ َﻳـ ْﻜـﺘ ُُﺐ‬yaktubu

to write
I َ َ‫ َﺟﻠ‬ğalasa (intransitive)
‫ﺲ‬ imperf. ُ ‫ َﻳ ْﺠ ِﻠ‬yağlisu
‫ﺲ‬
to sit
Form II ‫ َﻓ ﱠﻌ َﻞ‬fa ҁҁ
ala
a) II is causative: to cause someone to do something (transitive).
I ‫َﻋـ ِﻠـ َﻢ‬ ҁ

alima II ‫َﻋـﻠﱠـ َﻢ‬ ҁ
allama imperf. ‫ ُﻳـ َﻌـﻠﱢـ ُﻢ‬yu allimu
ҁ
to know to teach (lit. cause someone to learn)

b) II is intensifying or iterative: repeating the action (transitive).
I ‫ َﻛ َﺴ َﺮ‬kasara II ‫ َﻛ ﱠﺴ َـﺮ‬kassara imperf. ‫ ُﻳـ َﻜ ﱢﺴ ُﺮ‬yukassiru

to break to smash, to break into pieces
c) II is declarative: to consider someone or something to be something,
(transitive).
I ‫ َﻛـ َﺬﺏ‬kad¯aba II ‫ َﻛـ ﱠﺬ َﺏ‬kad¯d¯aba ُ ‫ ُﻳـ َﻜـ ﱢﺬ‬yukad¯d¯ibu

imperf. ‫ﺏ‬
to lie to consider someone a liar,

to disbelieve someone else
d) II is a verb formed from a noun, i.e. denominative.
1622 ‫ ِﺳ َﻼ ٌﺡ‬silāh.un (noun) II ‫ َﺳﻠﱠ َﺢ‬sallah.a ُ ‫ ُﻳ َﺴﻠﱢ‬yusallih.u

imperf. ‫ﺢ‬
weapon to arm (to supply with weapons)

‫ ﻓَﺎ َﻋ َﻞ‬fā ala
ҁ
The
Form III
meanings of
the ten verb
III denotes an effort to do or achieve that which is expressed by the basic
forms (I–X)
form. Often it expresses an action directed at (or done together with)
someone else. Form III is mostly transitive.
I ‫ َﻛـﺘَـﺐ‬kataba َ ‫ َﻛـﺎﺗ‬kātaba
III ‫َـﺐ‬ ُ ‫ ُﻳـ َﻜـﺎ ِﺗ‬yukātibu
imperf. ‫ـﺐ‬
to write to correspond with somebody
I َ‫ َﺳ َﺒﻖ‬sabaqa III َ‫ َﺳﺎ َﺑﻖ‬sābaqa imperf. ُ‫ ُﻳ َﺴﺎ ِﺑﻖ‬yusābiqu

to precede to compete with, to race
َ َ‫ َﺑﻠ‬balag.a
I‫ﻎ‬ َ َ‫ َﺑﺎﻟ‬bālag.a
III ‫ﻎ‬ imperf. ‫ ُﻳ َﺒﺎ ِﻟ ُﻎ‬yubāligu
.
to reach to exaggerate
َ ‫ َﺃ ْﻓ َﻌ‬ᵓafҁala
Form IV ‫ﻞ‬
IV is prefixed with ‫ َﺃ‬/ᵓa../ which is elided in the imperfect tense.

a) IV is causative: to cause someone to do the action (transitive).
I ‫َﻋ ِﻠ َﻢ‬ ҁ
alima ْ ‫ َﺃ‬ᵓaҁlama
IV ‫ﻋـﻠَـ َﻢ‬ imperf. ‫ ُﻳـ ْﻌـ ِﻠـ ُﻢ‬yu limu
ҁ
to know to inform (to cause someone to know)

b) IV is the declarative of I: to declare that someone has a certain quality
(transitive).
I ‫ َﺣ ِﻤ َﺪ‬h.amida ْ ‫ َﺃ‬ᵓah.mada
IV ‫ﺣ َﻤ َﺪ‬ imperf. ‫ ُﻳ ْﺤ ِﻤ ُﺪ‬yuh.midu
to praise to consider praiseworthy
c) IV is denominative (intransitive verb derived from a noun).
‫ َﺫﻧ ٌْﺐ‬d¯anbun (noun) IV َ ‫ َﺃ ْﺫﻧ‬ᵓad¯naba

‫َـﺐ‬ ُ ‫ ُﻳـ ْﺬ ِﻧ‬yud¯nibu
imperf. ‫ـﺐ‬
sin to commit a sin, to do wrong 16

163
For example: .. َ ‫ َﺃ ْﺫﻧ‬ᵓad¯naba tuğāha.., he committed a sin against . . .

‫َـﺐ ُﲡَﺎ َﻩ‬
18
Verb forms,
َ ‫ َﺗ َﻔ ﱠﻌ‬tafaҁҁala
Form V ‫ﻞ‬
roots and
V is generally a reflexive of form II (transitive or intransitive)
radicals, and
verbs
II ‫ﻋـﻠﱠ َﻢ‬
َ ҁallama V ‫ َﺗ َﻌـﻠﱠ َﻢ‬ta allama
ҁ
imperf. ‫ َﻳ َﺘ َﻌﻠﱠ ُﻢ‬yataҁallamu
to teach to learn (lit. he taught himself)
II ‫ َﺷ ﱠﺮ َﻑ‬šarrafa V ‫ ﺗ ََﺸ ﱠﺮ َﻑ‬tašarrafa imperf. ‫ َﻳﺘ ََﺸ ﱠﺮ ُﻑ‬yatašrrafu

to honour to have the honour
II ‫ َﻛـﻠﱠ َﻢ‬kallama V ‫ َﺗ َﻜـﻠﱠ َﻢ‬takallama imperf. ‫ َﻳ َﺘ َﻜﻠﱠ ُﻢ‬yatakallamu

to talk to somebody to speak, utter
َ ‫ َﺗﻔَﺎ َﻋ‬taf āҁala

Form VI ‫ﻞ‬
a) VI is a reflexive or reciprocal of form III (mostly transitive). In this form

both or all partners are involved in the action, therefore the subject is in
the dual or plural.
III ‫َـﺎﺳ َﻢ‬

َ ‫ ﻗ‬qāsama VI ‫َـﺎﺳـ َﻢ‬
َ ‫ ﺗَـﻘ‬taqāsama imperf. ‫َـﺎﺳـ ُﻢ‬
َ ‫َﻳـﺘَـﻘ‬
yataqāsamu
to share to divide or distribute among themselves
III ‫ َﻛﺎﺗ ََﺐ‬kātaba VI ‫ َﺗ َﻜﺎﺗ ََﺐ‬takātaba ُ ‫َﻳـﺘَـ َﻜﺎﺗ‬

imperf. ‫َﺐ‬
yatakātabu
to correspond with a person to correspond with each other
b) VI can also be a kind of pretence form of (I), denoting pretending to be

in a certain condition or trying to be something (intransitive).
I‫ﺽ‬
َ ِ‫ َﻣﺮ‬marid.a VI ‫ﺽ‬
َ ‫َﺎﺭ‬
َ ‫ َﲤ‬tamārad.a ُ ‫ﺎﺭ‬
imperf. ‫ﺽ‬ َ ‫َﻳـ َﺘ َﻤ‬
1644
yatamārad.u
to be ill to pretend to be ill

c) VI can also denote successive or uninterrupted sequence (intransitive). The
meanings of
I َ ‫ َﺳـﻘ‬saqat.a
‫َـﻂ‬ VI َ ‫َـﺴـﺎﻗ‬
‫َـﻂ‬ َ ‫ ﺗ‬tasāqat.a ُ ‫َﻳـﺘ ََﺴـﺎﻗ‬
imperf. ‫َﻂ‬
the ten verb
forms (I–X)
yatasāqat. u
to fall to fall consecutively, one after the other
Form VII ‫ ِﺇ ْﻧ َﻔ َﻌ َﻞ‬ᵓinfa ala

ҁ
VII is prefixed with ‫ ِﺇﻧْـ‬/ᵓin../ and ‫ ِﺇ‬/ᵓi../ is elided in the imperfect tense. It is
reflexive-passive or anticausative of form I (intransitive).
I َ ‫ َﻛ‬kasara
‫ـﺴ َـﺮ‬ VII ‫ــﺮ‬
َ ‫ـﺴ‬َ ‫ ِﺇﻧْـ َﻜ‬ᵓinkasara ِ ‫ َﻳـﻨْـ َﻜ‬yankasiru
imperf. ‫ـﺴـ ُﺮ‬
to break to break (by itself ), get broken
َ ‫ ِﺇ ْﻓ َﺘ َﻌ‬ᵓiftaҁala
Form VIII ‫ﻞ‬
VIII has an infix ‫ ـــــﺘــ‬/..t../ in the middle and is prefixed with ‫ ِﺇ‬/ᵓi../, which
is elided in the imperfect tense.
a) VIII is the reflexive of form I.
I ‫ َﺟ َﻤ َﻊ‬ğama a
ҁ
VIII ‫ ِﺇ ْﺟ َﺘ َﻤ َﻊ‬ᵓiğtama a
ҁ
imperf. ‫ﺠﺘ َِﻤ ُﻊ‬
ْ ‫ َﻳ‬yağtamiҁu
to collect (trans.) to gather, come together (intr.)
I ‫ﺎﻉ‬
َ ‫ َﺑ‬bā aҁ
VIII ‫َﺎﻉ‬
َ ‫ ِﺇ ْﺑﺘ‬ᵓibtā a
ҁ
imperf. ‫َﺎﻉ‬
ُ ‫ َﻳ ْﺒﺘ‬yabtā u
ҁ
to sell to buy
(get him to sell himself something [reflexive])
b) VIII has the passive meaning of form I.
I َ‫ َﺣ َﺮﻕ‬h.araqa VIII َ‫ ِﺇ ْﺣﺘ ََﺮﻕ‬ᵓih.taraqa imperf. ُ‫ َﻳ ْﺤﺘَﺮِ ﻕ‬yah.tariqu

to burn (trans.) to be burned, burn (intr.)
c) VIII has sometimes the same meaning as form I (transitive)
َ ‫ َﺷ‬šarā
I ‫ــﺮﻯ‬ VIII ‫ ِﺇ ْﺷــﺘ ََﺮﻯ‬ᵓištarā ْ ‫ َﻳ‬yaštarı̄
imperf. ‫ﺸــﺘَﺮِ ﻱ‬
16
165
to buy to buy
Form IX ‫ ِﺇ ْﻓ َﻌ ﱠﻞ‬ᵓifҁalla
18
Verb forms,
roots and
radicals, and IX has its last consonant doubled and is prefixed with ‫ ِﺇ‬/ᵓi../, which is elided
verbs in the imperfect tense. It refers to colours or defects and has the meaning
‘to become or turn’. It is intransitive and can be formed from the first or sec-
ond form or directly from adjectives.
I ‫َﻋ َﻮ َﺝ‬ ҁ
awağa IX ‫ﺝ‬
‫ ِﺇ ْﻋـ َﻮ ﱠ‬ᵓiҁwağğa imperf. ‫ﺝ‬
‫َﻳـ ْﻌـ َﻮ ﱡ‬
yaҁwağğu
to bend to be twisted, bent

I not used II ‫ َﺣ ﱠﻤ َﺮ‬h.ammara IX ‫ﺣ َﻤ ﱠﺮ‬
ْ ‫ ِﺇ‬ᵓih.marra imperf. ‫َﻳ ْﺤ َﻤ ﱡﺮ‬
yah.marru
to redden, colour red to turn red, blush
Form X ‫ ِﺇ ْﺳ َﺘ ْﻔ َﻌ َﻞ‬ᵓistaf ala

ҁ
X is formed by adding the prefix ..‫ﺳـﺘَـ‬

ْ ‫ ِﺇ‬/ᵓista../ to form I, and ‫ ِﺇ‬/ᵓi../ is elided
in the imperfect tense.
a) X is reflexive of form IV (transitive).
ْ ‫ َﺃ‬ᵓaҁlama
IV ‫ﻋـﻠَ َﻢ‬ X ‫ﺳ َﺘ ْﻌـﻠَ َﻢ‬
ْ ‫ ِﺇ‬ᵓistaҁlama imperf. ‫ﺴ َﺘ ْﻌـ ِﻠ ُﻢ‬
ْ ‫َﻳ‬
yastaҁlimu
to inform, to let know to inquire, seek information
b) X is transitive of form I (often denoting attempt, request or desire to
obtain something).
I ‫ ﺧَ َـﺮ َﺝ‬h˘arağa X ‫ ِﺇ ْﺳـﺘ َْﺨ َـﺮ َﺝ‬ᵓistah˘rağa ُ ِ‫َﻳ ْﺴـﺘ َْﺨـﺮ‬

imperf. ‫ﺝ‬
yastahriğu
˘
to come out to take out, extract, deduce
c) X is declarative of form I or IV (transitive or intransitive).
I‫ﻦ‬
َ ‫ َﺣ ُﺴ‬h.asuna X‫ﻦ‬
َ ‫ ِﺇ ْﺳﺘ َْﺤ َﺴ‬ᵓistah.sana ُ ‫َﻳ ْﺴﺘ َْﺤ ِﺴ‬
imperf. ‫ﻦ‬
1666
yastah.sinu
to be nice, good to consider nice, good
Pronunciation and spelling rules Exercises
18.16
The following modifications are made for certain derived verbs of form
VIII in order to smooth out the pronunciation:
a) If the first consonant of the basic verb form is one of these four emphatic
letters: ‫ ﺹ‬/s·/, ‫ﺽ‬/d./, ‫ﻁ‬/t./, or /d.¯ /, then the infix ..‫ ــﺘـ‬.. /-t-/ of form
َ ‫ ِﺇ ْﻓ َﺘ َﻌ‬/ ᵓiftaҁala/) is changed into. . .
VIII (as in the pattern verb ‫ﻞ‬ ..‫ ــﻄـ‬..
/-t.-/. For example, take ‫ﺿ َﺮ َﺏ‬

َ d.araba, ‘to hit’, whose VIII form is
‫ﺿ َﻄ َﺮ َﺏ‬ ْ ‫) ِﺇ‬. ‫َﻃﻠَ َﻊ‬

ْ ‫ ِﺇ‬ᵓid.t.araba,‘to be troubled’ (not ‫ﺿﺘ ََﺮ َﺏ‬ .talaҁa,‘to rise’,
َ َ‫ ِﺇ ﱠﻃﻠ‬/ᵓit.t.alaҁa/, ‘to become aware’ as its VIII form (not ‫) ِﺇ ْﻃ َﺘﻠَ َﻊ‬.
has ‫ﻊ‬
b) If the first consonant of the basic verb form is ‫ ﺯ‬/z/, as in ‫َﻫ َﺮ‬
َ ‫ ﺯ‬zahara, ‘to
shine’, the infix ..‫ ــﺘـ‬.. /-t-/ of form VIII is changed into ‫ ﺩ‬/-d-/, thus
َ ‫ ِﺍ ْﺯ َﺩ‬ᵓizdahara,‘to flourish’ (not ‫ ِﺇ ْﺯ َﺗ َﻬ َﺮ‬ᵓiztahara).
yielding the form ‫ﻫ َﺮ‬
Note: If the first consonant of the basic verb form is ‫ ﺗـ‬/t/, as in ‫ َﺗ ِﺒﻊ‬tabi a,
ҁ
‘to follow’, the infix ‫ﺗــ‬ /-t-/ of form VIII is doubled: ‫ ﺇِﺗﱠ َﺒ َﻊ‬ᵓittaba a, to fol-
ҁ
low, ‘to succeed’ (not ‫ﻊ‬

َ ‫) ِﺇﺗْــﺘَـ َﺒ‬.
Exercises
Classify each of the following verbs according to:

16
167
a) The verb form number.
b) The first (basic) verb form.
18
Verb forms, ‫َﺃ ْﺑ َﻌ َﺪ‬ ‫َﺗ َﻔ ﱠﺮﻕ‬ ‫َﺟ ﱠﻤ َﻊ‬ ‫َﺃ ْﻧﺘ ََﺞ‬ ‫َ َﺣ ﱠﺮ َﺭ‬
roots and
radicals, and 1) to send to be split to gather to produce to liberate
verbs away
‫َﻋﻠﱠ َﻢ ِﺇ ْﺳﺘ َْﺨ َﺮ َﺝ‬ ‫َﺳﺎ َﻣ َﺢ‬ ‫ِﺇ ْﺳ َﻮ ﱠﺩ‬ ‫َﻛﺎﺗ ََﺐ‬
2) to take out to teach to forgive to become to correspond
black with
‫ِﺇ ْﺳ َﺘ ْﻤ َﺘ َﻊ‬ ‫َﺴ َﻦ‬

‫َﲢ ﱠ‬ ‫َﺳ ﱠﻬ َﻞ‬ ‫َﺃ ْﻋﻠَ َﻢ‬ ‫ﺎﺟ َﺮ‬
َ ‫َﻫ‬
3) to enjoy to improve to make to inform to emigrate
easy
‫َﺗ َﻜﺎﺗ ََﺐ‬ ‫ﲡﻨ َﱠﺐ‬

َ َ ‫ﺗ ََﺴﻠﱠ َﺢ‬ ‫ِﺇ ْﻧ َﺘ َﻘ َﻞ‬ ‫َﺗ َﻜﻠﱠ َﻢ‬
4) to to avoid to arm to move to speak
correspond oneself
َ ‫ِﺇ ْﻧﻘ‬
‫َﺴ َﻢ‬ َ‫ِﺇﻧ َْﺴ َﺮﻕ‬ َ‫ﺗ ََﺴﺎ َﺑﻖ‬ ‫ﺎﺭ َﻙ‬
َ ‫َﺷ‬ ‫َﺗﻘَﺎ َﺗ َﻞ‬
5) to be to be stolen to compete to share to fight
divided
‫َﺳﻠﱠ َﻢ‬ َ ‫ِﺇ ْﻧﺘ‬

‫َﺼ َﺮ‬ ‫َﺗ َﻌﻠﱠ َﻢ‬ ‫َﺗ َﻜ ﱠﺒ َﺮ‬ ‫ِﺇ ْﻧﻔ ََﺠ َﺮ‬
6) to greet to gain to learn to be proud to explode
‫َﺩﺍ َﻓ َﻊ‬ ‫ِﺇ ْﻧ َﺘ َﺒ َﻪ‬ ‫ِﺇ ْﺳ َﺘ ْﻬﻠَ َﻚ‬ ‫َﺃ ْﺟ َﺒ َﺮ‬ ‫َﺼ َﻌ َﺐ‬
ْ ‫ِﺇ ْﺳﺘ‬
7) to defend to notice to consume to force to find difficult
‫َﺟ ﱠﺮ َﺏ‬ ‫ِﺇ ْﺳ َﻤ ﱠﺮ‬ ‫َﺗ َﻘ ﱠﺪ َﻡ‬ ‫َﺃ ْﻫ َﻤ َﻞ‬ ‫ِﺇ ْﻣ َﺘ َﻨ َﻊ‬
8) to try to become to progress to neglect to reject
brown
‫َﺎﺭ َﻥ‬
َ ‫ﻗ‬ ‫ِﺇ ْﺣﺘ ََﺮ َﻡ‬ ‫ﺎﺣ َﺚ‬
َ ‫َﺗ َﺒ‬ ‫ِﺇ ْﻗ َﺘ َﻨ َﻊ‬ ‫ِﺇ ْﺳ َﺘ ْﻌ َﻤ َﻞ‬
1688 9) to to respect to discuss to be to use
compare convinced
Practise your reading: Exercises
.‫ ِﻣـ ْﻨ َﻬﺎ‬5 ْ ‫ﺎﻣ َﻌ ِـﺔ ٱﻟﱠـ ِﺘﻲ َﺗﺨَ ـ ﱠﺮ َﺟ‬

‫ـﺖ‬ 4 3
َ ْ‫ـﺲ ٱﻟ‬
ِ ‫ـﺠ‬ ِ ‫ﺱ َﺯ ْﻭ َﺟـ ِﺘﻲ ِﻓﻲ ﻧَـ ْﻔ‬
2
ُ ‫ﺗُـ َﺪ ﱢﺭ‬
1
1) tudarrisu zawğat-ı̄ f ı̄ nafsi l-ğāmiҁati llatı̄ taharrağat min-hā.

˘
My wife 1teaches at 2the same university from 3which 4she graduated
(5from it).
‫ ُﻛ ﱢ‬4
َ 5 ‫ـﻞ‬
. ٍ‫ﺳـﻨَﺔ‬ ِ ‫ٱﻟﺸـﺮِ َﻛ ِﺔ ِﻓﻲ‬
ِ‫ﺁﺧـﺮ‬ 3 ‫ﱠﺎﺟ َـﺮﺍﻥِ ﺭِ ْﺑ َﺢ ﱠ‬
2
ِ ‫َﺎﺳ ُﻢ ٱﻟـﺘ‬
َ ‫َﻳﺘَـﻘ‬
1
2) yataqāsamu t-tāğirāni ribh.a š-šarikati f ı̄ ᵓāhiri kulli sanatin.

˘
The two merchants 1share 2the profits of the company at 3the end of 4every
5
year.
‫َـﻄ َﻊ ﱠ‬
ُ‫ٱﻟﻄﺮِ ﻳـﻖ‬ َ ‫ـﺴـ ُﺮ َﻭٱﻧْـﻘ‬
7
ِ ْ‫ِﺑ َﺴ َﺒ ِﺐ َﻛـ ْﺜ َـﺮ ِﺓ ٱﻟْـ َﻤ َﻄﺮِ ِﺇ ْﻧ َﻬ َﺪ َﻡ ٱﻟ‬
ْ ‫ـﺠ‬ 6 5 4 3 2 1
. ِ‫ﺑَـﻴْــﻦَ ٱﻟْﻘَـﺮْﻳَـﺘَـﻴـْـﻦ‬8
3) bi-sababi kat rati l-mat. ari n-hadama l-ğisru wa-nqat. aҁa t. -t. arı̄qu bayna
¯
l-qaryatayni.
1
Because of 2the heavy (abundance of) 3rain, 5the bridge 4collapsed and
7
the road 8between the two villages 6was cut off.
َ ‫َﺳ ْﻮ َﻑ َﻻ ﺗُـ ْﻤ ِﻄـ ُﺮ ﻏَـ ًﺪﺍ َﻭﻟِ ٰﻬ َـﺬﺍ َﺳـ ُﻴ‬

ِ ‫ـﺸﺎﺭِ ُﻙ َﻛـ ِﺜـﻴ ٌﺮ ِﻣ َﻦ ٱﻟـﻨ‬
‫ﱠﺎﺱ‬ 3 2 1
. ‫ِﻓﻲ َﺣـ ْﻔـﻠَ ِﺔ ٱﻟْ ُﻌـ ْﺮ ِﺱ‬

5 4
4) sawfa lā tumt. iru g·adan wa-li-hād ā sa-yušāriku kat ı̄run mina n-nāsi f ı̄
¯ ¯
h.aflati l-ҁursi. 169
16
1 2 3 5
It will not rain tomorrow and therefore many people will attend the
wedding 4party.
َ ‫ــﻴـﻦ َﻭﺗَـ َﺒﺎ َﺩ ُﻟـﻮﺍ ٱﻟـﻨ‬ َ ‫ٱﻟﺸـ ْﺮ َﻃ ُﺔ َﻣ َﻜ‬
‫ـﺖ ﱡ‬ِ ‫ﺎﺟـ َﻤ‬
18
Verb forms, ‫ﱠﺎﺭ‬ 6
َ ‫ـﺎﻥ ٱ ِﻹ ْﺭ َﻫﺎ ِﺑــ ﱢﻴ‬
5 4 3
َ ‫َﻫ‬ 2 1
roots and
radicals, and ‫ـﻮﻥ‬ ِ ْ ‫َﻣ َﻌ ُﻬـ ْﻢ َﻭ َﺑ ْﻌـ َﺪ َﺳﺎ َﻋﺔٍ ِﻣ َﻦ ٱﻟْ ِـﻘــﺘَـﺎﻝِ َﺳـﻠﱠـ َﻢ‬
َ ‫ٱﻹ ْﺭ َﻫﺎ ِﺑـ ﱡﻴ‬ 11 10 9 8 7
verbs
.(ٌ‫ﺃَﻧْـﻔُـﺴَﻬُـﻢْ )ﻧَﻔْﺲ‬12
5) hāğamati š-šurt.atu makāna l-ᵓirhābiyyı̄na wa-tabādalū n-nāra maҁa-hum,

wa-baҁda sāҁatin mina l-qitāli sallama l-ᵓirhābiyyūna ᵓanfusa-hum.
2
The police 1attacked 4the terrorists’ 3location (place) 5and exchanged 6fire
with them 7and after 8one hour of 9fighting, 11the terrorists 10gave 12them-
selves up.
َ ‫ـﺐ ﻗَـ ْﺒـ َﻞ ٱﻟْـ ُﻤـ َﺒ‬

‫ﺎﺭ ِﺍﺓ‬ 7 6
ِ ‫ﺎﺭ َﺏ َﻓـﺮِ ﻳـﻘَﺎ ُﻛ َـﺮ ِﺓ ٱﻟْﻘَـ َﺪ ِﻡ ِﻓﻲ ٱﻟْـ َﻤـﻠْ َﻌ‬
5 4 3 2
َ ‫َـﻀ‬
َ ‫ﺗ‬ 1
.‫ﻭَﺗَﺼَﺎﻟَـﺤَـﺎ َﺑ ْﻌـ َﺪ َﻫﺎ‬

9 8
6) tad.āraba farı̄qā kurati l-qadami f ı̄ l-malҁabi qabla l-mubārāti wa-tas·ālah.

ā baҁda-hā.
The two 4,3football 2teams 1fought each other in 5the stadium 6before 7the
match 8and made up (reconciled) 9after (it).
ُ‫ﺻَﺮﱠﺡَ ﺯَﻋِـﻴﻢُ ﺃَﺣَـﺪِ ٱﻷَْﺣْـﺰَﺍﺏِ )ﺣِﺰْﺏٌ( ٱﻟﺴﱢـﻴَﺎﺳِـﻴﱠﺔِ ﺑِﺄَﻧﱠﻪُ ﻳُﻌَـﺎﺭِﺽ‬

5 4 3 2 1
.‫ﻓِـﻜْـﺮَﺓَ ﻗُـﺒُﻮﻝِ ٱﻟْﻌُـﻤﱠـﺎﻝِ )ﻋَﺎﻣِﻞٌ( ٱﻷَْﺟَـﺎﻧِـﺐِ ﻓِﻲ ٱﻟْـ ِﺒ َﻼ ِﺩ‬

8 7 6
7) s·arrah.a zaҁı̄mu ᵓah.adi l-ᵓah.zābi s-siyāsiyyati bi-ᵓanna-hu yuҁārid.u fikrata

qubūli l-ҁummāli l-ᵓağānibi f ı̄ l-bilādi.
2
The leader of one of the 4political 3parties 1declared that he is 5against
6
the idea 7of accepting 8foreign workers in the country.
1700
‫ـﻀ ﱡﺮ ﱠ‬
ُ ‫ٱﻟـﺸ َﺠـ ُﺮ ) َﺷ َﺠ َـﺮ ٌﺓ( َﻭﺗَـﺘَـﻔَـﺘ‬
‫ﱠـﺢ‬ َ ‫ـﻴﻊ َﻳ ْﺨ‬ِ ‫َﺼـﻞِ ٱﻟ ﱠﺮ ِﺑ‬ ْ ‫ِﻓﻲ ﻓ‬
5 4 3 2 1
Exercises
ُ‫َﺼﻔَـ ﱡﺮ َﺃ ْﻭ َﺭﺍﻕ‬
9
ْ ‫ﻳـﻒ ﻓَـﺘ‬
8 7 ْ
ْ ‫ َﺃ ﱠﻣﺎ ِﻓﻲ ﻓ‬،(‫ٱﻷَﺯ َْﻫﺎ ُﺭ )ﺯ َْﻫ َﺮ ٌﺓ‬
ِ ِ‫َﺼﻞِ ٱﻟْـﺨَ ﺮ‬ 6
.‫)ﻭَﺭَﻗَﺔٌ( ٱﻟﺸﱠﺠَـﺮِ ﻭَﺗَـﺘَﺴَﺎﻗ َُﻂ‬

10
8) f ı̄ fas·li r-rabı̄ ҁi yahd.arru š-šağaru wa-tatafattah.u l-ᵓazhāru, ᵓammā f ı̄

˘
fas·li l-harı̄fi fa-tas·farru ᵓawrāqu š-šağari wa-tatasāqat. u.
˘
In the 2spring (1season) 4the trees 3become green and 6the flowers 5open, but
in 7the autumn (1season) 9the leaves of the trees 8become yellow 10and fall.
ِ ‫ َﺍﻟْـ َﺒﺎﺭِ َﺣ َﺔ ُﻣـ َﻤـ ﱢﺜــ ُﻠﻮ ٱﻟـﻨﱢـﻘَﺎ َﺑ‬/‫ـﺲ‬

ْ ‫ﺎﺕ َﻭﺗَـ َﻜـﻠﱠ ُﻤﻮﺍ َﻋ‬
‫ـﻦ‬ 5 4 3
ِ ‫ِﺇ ْﺟـ َﺘ َﻤ َﻊ َﺃ ْﻣ‬
2 2
1
َ ‫ﺭَﻓْﻊِ ﺃُﺟُـﻮﺭِ )ﺃَﺟْ ٌﺮ( ٱﻟْﻌُـﻤﱠﺎ ِﻝ َﻭٱﻟْ ٌـﻤ َﻮ ﱠﻇ ِﻔ‬

.‫ـﻴـﻦ‬ 9 8 7 6
9) ᵓiğtamaҁa ᵓamsi / ᵓal-bārih.ata mumat t ilū n-niqābāti wa-takallamū ҁan

¯¯
rafҁi ᵓuğūri l-ҁummāli wa-l-muwad. d. af ı̄na.
¯¯
3
The representatives of 4the trade unions 1met 2yesterday 5and talked about
6
increasing the 7wages of 8the workers and 9the civil servants (employees).
‫ﺎﺭﺍ ِﺗﻬِ ِـﻢ ٱﻟْـﺨَ ﱠ‬

‫ﺎﺻ َﺔ‬ 5 4 3 2 ‫ُﻣ َﻮ ﱠﻇـ ُﻔـﻮ ﱠ‬
َ ‫ٱﻟﺸﺮِ َﻛ ِـﺔ َﻳ ْﺴـ َﺘ ْﻌ ِـﻤ ُﻠ‬
َ ‫ﻮﻥ َﻋـﺎ َﺩ ًﺓ َﺳـ ﱠﻴ‬ 1
.‫ٍﻋِـﻨْـﺪَﻣَﺎ ﻳُﺴَﺎﻓِـﺮُﻭﻥَ ﻓِﻲ ﺭِﺣْﻼَﺕٍ ﻃَﻮِﻳﻠَﺔ‬.

8 7 6
10) muwad. d. afū š-šarikati yastaҁmilūna ҁādatan sayyārāti-himi l-hās·s·ata

ҁ ¯¯ ˘
indamā yusāfirūna f ı̄ rih.lātin t. awı̄latin.
The employees of 1the company 3usually 2use 4their 5own cars when 6they
travel on 8long 7trips.
171
17
‫ﻭﺩ ) َﺣ ﱞﺪ( ُﺛـ ﱠﻢ‬ ٌ ْ‫ﱠﺎﺭ ِﺑﭑﻟْـ ُﻘـ ْﺮ ِﺏ ٱ ُﻷ َﱈ ٱﻟ‬ َ ْ‫ﺗَـ َﺒﺎ َﺩ َﻝ ٱﻟ‬
18
Verb forms, ِ ‫ـﺤـ ُﺪ‬ 5 4
َ ‫ـﺸﺎﻥِ ٱﻟـﻨ‬
3
َ ‫ـﺠـ ْﻴ‬ 2 1
. ‫ﺗَـﺮَﺍﺟَﻌَـﺎ ﻋِـﻨْـﺪَﻣَﺎ ﺗَﺪَﺧﱠـﻠَـﺖْ ﻗُـﻮﱠﺍﺕُ ٱﻷُ َﻣ ِﻢ )ﺃُﻣﱠﺔٌ( ٱﻟْـ ُﻤـﺘ ِﱠﺤـ َﺪ ِﺓ‬
roots and
10 9 8 7 6
radicals, and
verbs
11) tabādala l-ğayšāni n-nāra bi-l-qurbi mina l-h.udūdi t umma tarāğaҁā

ҁ ¯
indamā tadahhalat quwwātu l-ᵓumami l-muttah.idati.
˘˘
2
The two armies 1exchanged 3fire 4near 5the border, then 6they withdrew
when 10the United 9Nations 8forces 7intervened.
‫ﺽ‬ ْ ‫َـﻂ َﻋﻠَﻰ‬

ِ ‫ٱﻷَ ْﺭ‬ َ ‫َﺴﻘ‬
5
َ ‫ٱﻟﻄﺎﻭِ ﻟَ ِﺔ ﻓ‬
4
َ ‫ـﻞ ٱﻟْ َﻜـ ْﺄ‬
‫ﺱ َﻋﻦِ ﱠ‬ ‫َﺩ َﻓ َﻊ ﱢ‬
ُ ‫ٱﻟﻄـ ْﻔ‬ 3 2 1
ٍ ‫ﻓَﭑﻧْـﻜَـﺴَﺮَ ﻭَٱﻧْـﺘَـﺸَﺮَﺕْ ﻛَﺴْﺮَﺍﺗُﻪُ )ﻛَﺴْـﺮَﺓٌ( ﻓِﻲ ﻛُـﻞﱢ ﻣَﻜ‬

. ‫َـﺎﻥ‬ 10 9 8 7 6
12) dafaҁa t. -t. iflu l-kaᵓsa ҁani t. -t. āwilati fa-saqat. a ҁalā l-ᵓard.i fa-nkasara
wa-ntašarat kasarātu-hu f ı̄ kulli makānin.
2
The child 1pushed 3the glass off the table 4so it fell on 5the floor and
6
broke and 8the pieces 7went 9,10everywhere (lit. 8its pieces 7spread into
9
every 10place).
‫ﻳـﻖ َﺣـ ْﻴـﺚُ َﲡَـ ﱠﻤـ َﻊ‬

5 َ ‫ﺎﻕ َﻋﻠَﻰ‬
ِ ِ‫ٱﻟﻄﺮ‬4 3
‫ﺍﺕ ﱢ‬
ِ ‫ٱﻟﺴ َﺒ‬ ُ ‫ﺎﺭ‬
َ ‫َـﺖ َﺳـ ﱠﻴ‬
2 َ ‫ِﺇﻧ‬
ْ ‫ْـﻄـﻠَـﻘ‬ 1
. ‫ٱﻟْـﻤُﺸَﺎﻫِﺪُﻭﻥَ ﻳَﺘَﺤَﻤﱠﺴُﻮﻥَ ﻟَ ُﻬ ْﻢ‬

8 7 6
13) ᵓint. alaqat sayyārātu s-sibāqi ҁalā t. -t. arı̄qi h.ayt u tağammaҁa l-mušāhidūna
¯
yatah.ammasūna la-hum.
2
The racing cars 1started off along 3the road, 4where 6the spectators had
5
gathered 7to cheer them on (lit. 7be enthusiastic 8towards them).
.ً‫ ﺃَﺗَـﻜَـﻠﱠﻤُﻬَﺎ ﻗَـﻠِـﻴﻼ‬،ْ‫ﻫَﻞْ ﺗَـﺘَـﻜَﻠﱠﻢُ ٱﻟ ﱡﻠﻐَﺔَ ٱﻟْﻌَﺮَﺑِـﻴﱠﺔَ؟ ﻧَﻌَـﻢ‬

6 5 4 3 2 1
1722 14) hal tatakallamu l-lug·ata l-ҁarabiyyata? naҁam ᵓatakallamu-hā qalı̄lan.

1
Do 2you speak (the) Arabic (3language)? 4Yes, 5I speak (it) 6a little.
Translate into Arabic: Exercises
1) At the end of every season the two merchants share the profit.
2) Because of the racing cars the spectators gathered on the road
between the two villages.
3) After the football match the spectators fought with (‫ﻊ‬
َ ‫ ) َﻣ‬the police
(forces) in the stadium.
4) The civil servants (employees) usually speak (the) Arabic (language) in
the company.
5) I graduated from the same university from which you (m.) graduated.
6) At the wedding party the child pushed the flowers off the table and
they fell and scattered on the floor.
7) It will rain tomorrow and therefore many of the workers and civil
servants (employees) will use their own cars.
8) The workers of the company met yesterday and talked about increas-
ing the wages at the end of each year.
173
17
Chapter 19
Passive verbs
19.1
The passive verb ُ ‫( َﺃﻟْ ِﻔ ْﻌ ُﻞ ٱﻟْـ َﻤ ْﺠ ُﻬ‬ᵓal-fi lu l-mağhūlu) is used when the
‫ﻮﻝ‬ ҁ
performer of the action as the grammatical subject is not named.
ْ ‫( َﺃﻟْ ِـﻔـ ْﻌ ُﻞ ٱﻟْـ َﻤ‬ᵓal-fiҁlu l-maҁlūmu) is used when the per-

The active verb ‫ﻌ ُﻠﻮ ُﻡ‬
former of the action as the subject is named or expressed.
So far we have only dealt with active verb forms in the perfect and imper-
fect tense.
The passive forms of the perfect and imperfect tenses differ from their
active counterparts by having different vowelling. A characteristic sign of
all passive tense forms is that they have the vowel d.ammah /u/ on the first
radical.
The passive of the perfect tense has only one pattern of vowelling for all
verbs and forms (stems I–X). The first radical has d.ammah /u/ as mentioned,
and the second radical has kasrah /i/. The pattern of the passive perfect in
َ ‫ ُﻓ ِﻌ‬fuҁila, e.g.:
the third person masculine singular is thus: ‫ﻞ‬
Perfect
Active Passive
CaCaCa, CaCiCa, CaCuCa ⇒ CuCiCa
‫َﻛﺘ ََﺐ‬ َ ‫ ُﻛـ ِﺘ‬kutiba, it was written

174
kataba, he wrote ‫ـﺐ‬
‫َﺷﺮِ َﺏ‬ šariba, he drank ‫ ُﺷﺮِ َﺏ‬šuriba, it was drunk

‫ َﺑ ُﻌ َﺪ‬ba uda, he/it was distant
ҁ
‫ ُﺑ ِﻌ َﺪ‬bu ida, he was expelled
ҁ Exercises
(See conjugation A2.1 in Appendix 2.)
19.2
The passive of the basic form (I) of the verb in the imperfect tense has also only
one pattern of vowelling for all verbs. The first radical still has d.ammah, but
ُ ‫ ُﻳ ْﻔ َﻌ‬yufҁalu, e.g.:
the middle radical has fat.hah /a/, the basic pattern being: ‫ﻞ‬
Imperfect
Active Passive
ُ ‫َﻳـ ْﻜـﺘ‬
‫ُـﺐ‬ yaktubu, he writes ُ ‫ ُﻳـ ْﻜـﺘ‬yuktabu, it is (being) written
‫َـﺐ‬
‫ َﻳ ْﺸـ ُﺘ ُﻢ‬yaštumu, he insults ‫ ُﻳ ْﺸ َﺘ ُﻢ‬yuštamu, he is (being) insulted
19.3
The passive forms of the derived verb forms (stems) II, III, IV, VIII and X
are regularly conjugated in the perfect and the imperfect like the active
verbs, except for the internal vowel changes, mentioned above, e.g.:
Perfect Imperfect
Active Passive Active Passive
Form II ‫ﺱ‬
َ ‫َﺩ ﱠﺭ‬ ‫ﺱ‬
َ ‫ُﺩ ﱢﺭ‬ ‫ﺱ‬
ُ ‫ُﻳ َﺪ ﱢﺭ‬ ‫ﺱ‬
ُ ‫ُﻳ َﺪ ﱠﺭ‬
darrasa durrisa yudarrisu yudarrasu
he taught he was taught he teaches he is taught
Form III
َ ‫َﺷ‬
‫ﺎﻫ َﺪ‬ ِ ‫ُﺷ‬
‫ﻮﻫ َﺪ‬ ِ ‫ُﻳ َﺸ‬
‫ﺎﻫ ُﺪ‬ َ ‫ُﻳ َﺸ‬
‫ﺎﻫ ُﺪ‬
17
175
šāhada šūhida yušāhidu yušāhadu
he saw he was seen he sees he is seen
19
Passive
Pa verbs
Form IV ‫َﺃ ْﺭ َﺳ َﻞ‬ ‫ُﺃ ْﺭ ِﺳ َﻞ‬ ‫ُﻳ ْﺮ ِﺳ ُﻞ‬ ‫ُﻳ ْﺮ َﺳ ُﻞ‬
ᵓarsala ᵓursila yursilu yursalu
he sent he was sent he sends he is sent
Form VIII ‫ـﺐ‬ َ ‫ُﺃﻧْـﺘ ُِﺨ‬

َ َ‫ـﺐ ِﺇﻧْـ َﺘﺨ‬ ُ ‫ـﺐ َﻳﻨْـﺘ َِﺨ‬
‫ـﺐ‬ ُ َ‫ُﻳﻨْـ َﺘﺨ‬
ᵓintahaba ᵓuntuhiba yantahibu yuntahabu
˘ ˘ ˘ ˘
he elected he was elected he elects he is elected
Form X ‫ُﺃ ْﺳﺘُـ ْﻘـ ِﺒ َﻞ ِﺇ ْﺳﺘَـ ْﻘــ َﺒ َﻞ‬ ‫ُﻳ ْﺴﺘَــ ْﻘــ َﺒ ُﻞ َﻳ ْﺴﺘَــ ْﻘـ ِﺒ ُﻞ‬
ᵓistaqbala ᵓustuqbila yastaqbilu yustaqbalu
he received he was received he receives he is received
19.4
The derived verb forms V, VI and VII have no passive because their active
forms often have a passive or intransitive meaning, e.g.:
Form V ‫ َﺗ َﻐ ﱠﻴ َﺮ‬tag.ayyara, to be changed (he/it changed)
َ ‫ﺎﺭ‬
Form VI ‫ﻙ‬ َ ‫ َﺗ َﺒ‬tabāraka, to be blessed (he/it got blessed)
َ ‫ ِﺇ ْﻧ َﻜ‬ᵓinkasara, to be broken (he/it broke)

Form VII ‫ﺴ َﺮ‬
19.5
The grammatical subject of the passive verb is called in Arabic grammar
ِ ‫ﻧَﺎ ِﺋ ُﺐ ٱﻟْﻔ‬, which means ‘the deputy of the doer’. Like any subject, it
ِ‫َﺎﻋﻞ‬
takes the ending of the nominative case, and the verb agrees with it in per-
1766 son, gender and number. But logically it represents the object (or goal) of
the action. Compare in English: ‘I (subject) saw him (object)’ ⇒: ‘He (sub- Exercises
ject) was seen (by me [agent])’. Arabic passive sentences are considered to
be impersonal, because they do not express the performer of the action.
Passive
Perfect Imperfect
ٌ ‫ُﻛــ ِﺘ َﺐ ِﻛــﺘ‬
‫َﺎﺏ‬ ٌ ‫ُﻳ ْﻜــﺘ َُﺐ ِﻛـﺘ‬
‫َﺎﺏ‬
kutiba kitābun. yuktabu kitābun.
A book was written. A book is (being) written.
ُ ‫ُﻛـ ِﺘ َﺐ ٱﻟْ ِﻜـﺘ‬

‫َﺎﺏ‬ ُ ‫ُﻳ ْﻜــﺘ َُﺐ ٱﻟْ ِﻜﺘ‬
‫َﺎﺏ‬
kutiba l-kitābu. yuktabu l-kitābu.
The book was written. The book is (being) written.
19.6
When the performer of the action is mentioned, one cannot use a passive
verb in traditional Arabic. This means that the English sentence: ‘The book
was written by the teacher’ should in Arabic be rendered by an active sen-
tence, where the performer (semantic agent) is expressed by the grammati-
cal subject: ‘The teacher wrote the book’, َ ‫َـﺐ ٱﻟْـ ُﻤـ َﻌـﻠﱢـ ُﻢ ٱﻟْ ِـﻜــﺘ‬
‫َـﺎﺏ‬ َ ‫َﻛـﺘ‬
kataba l-muҁallimu l-kitāba.
19.7
In modern literary Arabic, however, it is increasingly common to use cer-

tain compound prepositions to express the semantic agent in passive sen-
tences, in the same way as in many European languages. The following are
the most common prepositions used to express the passive agent: 17
177
19 ‫ِﻣ ْﻦ َﻃ َﺮ ِﻑ‬ ِ‫ـﻦ ِﻗـَﺒﻞ‬
ْ ‫ِﻣ‬ ‫ِﻣ ْﻦ َﺟﺎ ِﻧ ِﺐ‬
Passive
Pa verbs
min t.arafi min qibali min ğānibi

from the side of, on behalf of = by
‫َـﺎﺏ ِﻣ ْﻦ ِﻗـ َﺒﻞِ ٱﻟْـ ُﻤـ َﻌـﻠﱢ ِﻢ‬

ُ ‫ـﺐ ٱﻟْ ِـﻜـﺘ‬
َ ‫ُﻛـ ِﺘ‬
kutiba l-kitābu min qibali l-muҁallimi.
The book was written by the teacher.
(lit.The book was written from the side of the teacher.)
‫ـﻦ َﻃ َـﺮ ِﻓ ِـﻪ‬ َ ‫ُﻛـ ِﺘ‬

ْ ‫ـﺐ ِﻣ‬
kutiba min t.arafi-hi. It was written by him.

(lit. It was written from his side.)
Exercises
ِ ‫ﺺ( َﻭ ُﺟـﺮِ َﺡ َﺃ ْﺭ َﺑ َﻌ ٌﺔ ِﻓﻲ َﺣ‬

‫ﺎﺩ ِﺙ‬ 6 5
ٌ ‫)ﺷ ْﺨ‬
4
ٍ َ‫ُﻗـ ِﺘـ َﻞ َﺛ َﻼ َﺛ ُﺔ َﺃ ْﺷﺨ‬
َ ‫ﺎﺹ‬ 3 2 1
10
ِ ‫َﺳــ ْﻴ ٍـﺮ َﺃ ْﻣ‬
ْ ‫ـﺲ َﻭﻧ ُِـﻘـ ُﻠﻮﺍ َﺟ ِﻤﻴ ًﻌﺎ ِﺇﻟَﻰ ٱﻟْـ ُﻤ ْﺴـﺘ‬
.‫َـﺸـﻔَﻰ‬ 9 8 7
1) qutila t alāt atu ᵓašhās.in (šahs.un) wa-ğurih.a ᵓarbaҁatun fı- h.ādit i sayrin
¯ ¯ ˘ -ҁan ᵓilā˘ l-mustašfā. ¯
ᵓamsi wa-nuqilū ğamı
2
Three 3people 1were killed and 5four 4injured in 7a traffic 6accident 8yester-
day and 10all 9were taken (transported) to (the) hospital.
‫َﭑﺳـﺘُــ ْﻘـ ِﺒ َﻞ‬ ْ ‫ٱﻷَ ِﻣﻴـﺮِ ﻓ‬

6 ْ ‫ـﻦ ِﻗــ َﺒـﻞِ ُﺳـ ُﻤ ﱢﻮ‬
5
ْ ‫ـﺚ َﻭ ْﻓــ ٌﺪ َﺭ ْﺳ ِـﻤ ﱞﻲ ِﻣ‬
4 3 2
َ ‫ُﺑ ِﻌ‬
1
.‫ِﻓﻲ ٱﻟْـ َﻤ َﻄﺎﺭِ َﻭ ُﺃ ِﺧـ ُﺬﻭﺍ َﺟ ِﻤﻴ ًﻌﺎ ِﻟـ ُﻤـﻘَﺎ َﺑـﻠَ ِﺔ َﺟ َﻼﻟَ ِﺔ ٱﻟْـ َﻤ ِﻠ ِـﻚ‬
11 10 9 8 7
1788
2) buҁit a wafdun rasmiyyun min qibali sumuwwi l-ᵓamı-ri fa-stuqbila fı-
¯
l-mat.āri wa-ᵓuhidū ğamı-ҁan li-muqābalati ğalālati l-maliki.
˘¯
3
An official 2delegation 1was sent 4by 5His Highness the ᵓEmı-r. 6They were Exercises
received at 7the airport, and 9all of them 8were taken 10to meet 11His Maj-
esty the King.
‫َﺎﺡ ِﺇﻟَﻰ َﺟﺎ ِﻧ ِﺐ‬

6 5 4
ُ ‫َﺑ ْﻌـ َﺪ َﺃ ْﻥ ُﻗ ِـﻔـ َﻞ َﺑ‬
ُ ‫ﺎﺏ ٱﻟـ ﱡﺪ ﱠﻛـﺎﻥِ ُﻋـﻠﱢﻖَ ٱﻟْ ِـﻤـ ْﻔـﺘ‬ 3 2 1
ٌ ‫َـﺖ َﺃ ْﻏ َـﺮ‬
‫ﺍﺽ‬ ُ ‫َﺎﻙ َﻭ ُﻓـ ِﺘ َﺢ ٱﻟْـ َﺒ‬
ْ ‫ﺎﺏ َﻭ ُﺳﺮِ ﻗ‬
9 8
ِ ‫ٱﻟْ َﺒ‬
َ ‫ﺎﺏ ﻓ َُﺴﺮِ ﻕَ ِﻣ ْﻦ ُﻫـﻨ‬ 7
َ ‫ﺽ( َﻛـ ِﺜ‬

.ٌ‫ـﻴﺮﺓ‬ ٌ ‫َـﺮ‬
10
َ ‫)ﻏ‬
3) baҁda ᵓan qufila bābu d-dukkāni ҁulliqa l-miftāh.u ᵓilā ğānibi l-bābi
fa-suriqa min hunāka wa-futih.a l-bābu wa-suriqat ᵓag.rād.un (g.arad.un)
kat -ı ratun.
¯
1
After the door of 3the shop was 2locked, 5the key 4was hung 6beside the door.
7
It was stolen from there, the door 8was opened and 10many 9things were stolen.
ِ ‫ﺎﻣ ٌﻞ( ِﻣ ْﻦ ِﻗـ َﺒـﻞِ ٱﻟـﻨﱢـﻘَـﺎ َﺑ ِﺔ ِﺑ َﻌـ َﺪ ِﻡ ٱﻟْ ِـﻘـ َﻴ‬

‫ﺎﻡ‬ 6 5 4 3 ُ ‫ﻧُـ ﱢﺒـ َﻪ ٱﻟْ ُﻌـ ﱠﻤ‬
ِ ‫ﺎﻝ ) َﻋ‬ 2 1
.‫ﺍﺏ‬
ِ ‫ﺿ َﺮ‬ ِ ْ ‫ِﺑ‬
ْ ‫ﭑﻹ‬ 7
4) nubbiha l-ҁummālu (ҁāmilun) min qibali n-niqābati bi-ҁadami l-qiyāmi

bi-l-ᵓid.rābi.
2
The workers 1were warned 3by the 4trade union 5not 6to go on 7strike.
ِ ‫ﺍﺧـ ِﻠـ ﱠﻴ ِﺔ َﻭﺗُـ ْﺒ َﺤﺚُ ِﻓ‬

‫ـﻴﻪ‬ 7 6 ِ ‫َﺍﺭ ِﺓ ٱﻟ ﱠﺪ‬
َ ‫ﺎﻉ ِﻓﻲ ﻭِ ﺯ‬
5
ٌ ‫ٱﺟـ ِﺘ َﻤ‬
4
ْ ‫َﺳ ُﻴ ْﻌ َﻘ ُﺪ ﻏَـ ًﺪﺍ‬
3 2 1
.‫ﺎﺕ ٱﻟْـ َﺒـ ْﺮﻟَـ َﻤﺎ ِﻧ ﱠﻴ ِﺔ‬ 10ِ ْ ِ‫َـﻀ ﱠﻴـ ُﺔ َﺗ ْﺄ ِﺟـﻴﻞ‬
ِ ‫ٱﻻﻧْـ ِﺘﺨَ ﺎ َﺑ‬ 9 ِ ‫ﻗ‬ 8
5) sa-yuҁqadu g.adan iğtimāҁun fı- wizārati d-dāhiliyyati wa-tubh.at u fı--hi

¯
qad.iyyatu taᵓğı-li l-intihābāti l-barlamāniyyati. ˘
˘
3
A meeting 1will be held 2tomorrow at the 4Ministry of the 5Interior, and (7at it)
8
the issue 9of postponing parliamentary 10elections 6will be discussed.
‫ﺎﺷ ِﺔ ٱﻟـﺘﱢـ ِﻠ ِﻔـ ْﺰ ُﻳـﻮﻥِ َﻭ ُﻗــ ﱢﺪ َﺭ‬

5 4 ْ ‫ﺽ َﻣ ْﺄﺗَـ ُﻢ‬
َ ‫ٱﻷَ ِﻣ‬
َ ‫ـﻴـﺮ ِﺓ َﻋﻠَﻰ َﺷ‬ َ ِ‫ُﻋـﺮ‬
3 2 1
179
17
َ ‫ﻳﻦ ِﺑ َﺄ ْﻛـ َﺜ َـﺮ ِﻣ ْﻦ ِﻣ َﺌ ِﺔ ِﻣﻠْـ ُﻴـﻮﻥِ ُﻣ‬

ِ ‫ـﺸ‬
.‫ﺎﻫ ٍـﺪ‬ 10 9 ِ ‫َﻋـ َﺪ ُﺩ ٱﻟْـ ُﻤ َﺸ‬
َ ‫ﺎﻫ ِـﺪ‬
8 7 6
19 6) ҁurid.a maᵓtamu l-ᵓamı-rati ҁalā šāšati t-tilifizyūni wa-quddira ҁadadu
Passive
Pa verbs l-mušāhidı-na bi-ᵓakt ara min miᵓati milyūni mušāhidin.
¯
2
The funeral of 3the princess 1was shown on (the) television (4screen). 6The
number of 7(the) viewers 5was estimated to be 8more than one 9hundred
million (10viewers).
ِ‫ﺼـﻨ َُﻊ ِﺇﻟَﻰ ﺧَ ـﺎﺭِ ِﺝ ٱﻟْـ َﻤ ِـﺪﻳـﻨ َِﺔ َﻭ ُﺳـ ﱢﺮ َﺡ ِﻣ َﻦ ٱﻟْ َﻌـ َﻤﻞ‬
4 3 2
ْ ‫ﻧ ُِـﻘـ َﻞ ٱﻟْـ َﻤ‬ 1
7
ْ ‫َﺃ ْﻛـ َﺜـ ُﺮ ِﻣ ْﻦ ِﻧ‬
ِ ‫ﺼ ِﻒ ٱﻟْ ُﻌـ ﱠﻤﺎﻝِ ) َﻋ‬
.(‫ﺎﻣ ٌﻞ‬ 6 5
7) nuqila l-mas.naҁu ᵓilā hāriği l-madı-nati wa-surrih.a mina l-ҁamali ᵓakt aru
˘ ¯
min nis.fi l-ҁummāli (ҁāmilun).
The factory 1was moved 2outside the city and 5more than 6half of 7the work-
ers 3were released (fired) from 4work.
. ٍ‫ﺎﺣـ َﻘـﺔ‬ 3 2
َ ْ‫ﺎﻣ َﻌ ِﺔ ٱﻟ‬
ِ ‫ـﺠ ِـﺪﻳ ُﺪ ِﺑ َﺄ ْﻏـﻠـَ ِﺒـ ﱠﻴـﺔٍ َﺳ‬ ِ ‫ـﺠ‬ َ ‫ُﺃﻧْـﺘ ُِﺨ‬
َ ْ‫ـﺐ ُﻣ ِﺪﻳـ ُﺮ ٱﻟ‬ 1
8) ᵓuntuhiba mudı-ru l-ğāmiҁati l-ğadı-du bi-ᵓag.labiyyatin sāh.iqatin.

˘
The new director of the university 1was elected by an 3overwhelming
2
majority.
‫ﺎﺕ ٱﻟْ ُـﻜ ُﺤـﻮ ِﻟـ ﱠﻴ ِﺔ ِﻓﻲ‬ ْ ‫َﺳ ْﻮ َﻑ َﻻ ُﻳ ْﺴـ َﻤ ُﺢ ِﺑـﺘَــ ْﻘ ِـﺪﱘ ِ ٱﻟْـ َﻤ‬
ِ ‫ـﺸ ُﺮﻭ َﺑ‬ 3 2 1
.( ٌ‫)ﺳـﻮﻕ‬
ُ ‫ﺍﻕ‬ ِ ‫ٱﻷَ ْﺳـ َﻮ‬ ْ ‫ﺎﻋ ِﻢ ) َﻣ ْﻄ َﻌـ ٌﻢ( َﻭ َﺳ ُﻴـ ْﻤـﻨ َُﻊ َﺑـ ْﻴ ُﻌ َﻬﺎ ِﻓﻲ‬
6 5 4 ِ ‫ٱﻟْـ َﻤ َﻄ‬
9) sawfa lā yusmah.u bi-taqdı-mi l-mašrūbāti l-kuh.ūliyyati f -ı l-mat.ā ҁimi

(s. mat.ҁamun) wa-sa-yumnaҁu bayҁu-hā f -ı l-ᵓaswāqi (sūqun).
Alcoholic 3drinks (liquors) will not 1be allowed 2to be served in restaurants
4
and their 5sale in 6the markets 4will be prohibited.
ِ ‫ُﺫ ِﻛ َـﺮ ِﻓﻲ َﺟـﺮِ ﻳ َﺪ ِﺓ ٱﻟْـ َﻴـ ْﻮ ِﻡ َﺃ ﱠﻥ ُﻣـ ْﺆﺗَـ َﻤ َﺮ ٱﻟْ ُـﻜـﺘ‬
(‫ﱠﺎﺏ ) َﻛﺎ ِﺗ ٌﺐ‬ 4 3 2 1
ِ ‫ﺎﺻ َﻤ ِﺔ ٱﻟْـ َﻤﻐْﺮِ ِﺑـ ﱠﻴ ِـﺔ ٱﻟـ ﱢﺮ َﺑ‬

.‫ﺎﻁ‬ ِ ‫ٱﻟْ َﻌ َـﺮ ِﺏ َﺳـ ُﻴ ْﻌـﻘَـ ُﺪ ٱﻟْ َﻴـ ْﻮ َﻡ ِﻓﻲ ٱﻟْ َﻌ‬
7 6 5
1800
10) dukira fı- ğarı-dati l-yawmi ᵓanna muᵓtamara l-kuttābi (kātibun) l-ҁarabi Exercises
¯ .
sa-yuҁqadu l-yawma fı- l-ҁās.imati l-magribiyyati r-Ribāt.i.
In today’s 2newspaper it was 1mentioned that the Arab 4writers’ 3congress
5
will be held 6today in Rabat, the Moroccan 7capital.
1) The funeral of His Majesty the King was shown today on (the) televi-
sion (screen).
2) The door of the shop was opened and many things were stolen.
3) More than half of the workers were moved to the factory outside
the city.
4) After the door of the restaurant was locked with the key, the door
was opened and the alcoholic drinks were stolen.
5) In today’s newspaper it is mentioned that the Arab writers’ congress
will be held tomorrow at the new university.
6) Four workers were killed and three injured in an accident in the fac-
tory and all were taken (transported) to the hospital.
7) Alcoholic drinks will be prohibited from sale in the market and at the
airport.
8) A delegation was sent by the Ministry of the Interior. They were
received at the airport and all of them were taken to meet His High-
ness the Prince.
181
18
Chapter 20
Rules for writing the

hamzah (hamzatu l-qat. ҁi)
20.1
With regard to the mention in chapter 7 about the hamzah and the difficul-
ties with its orthography, the following rules can contribute to the student’s
understanding of the biggest part of this problem. It is not necessary to
learn all these rules by heart now. The idea is to become acquainted with
them and to use them as a reference.
20.2
As mentioned in chapter 7, the hamzah can be written on any of the three
letters: ᵓalif ‫ﺃ‬, wāw ‫ ﺅ‬and yāᵓ ‫ ﺋـ ــﺌـ ﺉ‬without dots. When they have the
hamzah, these three letters are not pronounced as vowels, but function
merely as bearers (seats) of the hamzah. In some cases, however, the hamzah
is left without a bearer.
It is important to remember that each of these three letters is related to one
of the three vowels as follows:
a) The related letter of fath.ah, ‫ ــَــ‬/a/, is ᵓalif ‫ﺍ‬
b) The related letter of d.ammah, ‫ ـــُــ‬/u/, is wāw ‫ﻭ‬
182 c) The related letter of kasrah, ‫ ــ ِـــ‬/i/, is yāᵓ ‫( ﻯ‬without dots)

The three vowels have different strengths, as explained in the table below. Hamzah in
The letter bearing the hamzah in a word is decided by the relative strength the middle of
of the vowels when one compares the vowel of the hamzah itself and the a word
vowel of the preceding letter. The stronger vowel (usually) decides which
related letter becomes the bearer of the hamzah.
I) The strongest vowel is kasrah, ‫ ــ ِــ‬/i/
Note: The yāᵓ with the sukūn, ‫ﻱ‬

ْ ‫ ْﻳـ ــ ْﻴـ‬/y/, is considered to be as strong as
the kasrah.
II) The second strongest vowel is d.ammah, ‫ ـــُــ‬/u/
III) The weakest vowel is fath.ah, ‫ ـــَــ‬/a/
IV) The sukūn ‫ ــْـــ‬is not a vowel and has no related letter. It is considered
as the weakest of all, except when it is written with yāᵓ, as mentioned

above.
Note: Hamzah at the beginning of a word is discussed in chapter 7.
20.3 Hamzah in the middle of a word
When the hamzah appears with a sukūn in the middle of a word, the bearer
of the hamzah is the related letter of the preceding vowel, as follows, e.g.:
ٌ ‫َﺑ ْﺄ‬
‫ﺱ‬ ‫ْﺱ‬
ٌ ‫ُﺑﺆ‬ ٌ ‫ِﺑ ْﺌ‬
‫ﺲ‬
baᵓsun, harm buᵓsun, misery biᵓsun, misfortune
The bearer of the hamzah is the related letter of the preceding vowel,
because the preceding vowel is stronger than its own sukūn. 18
183
20 20.4
Rules for
writing the When the hamzah appears with a vowel of its own after a sukūn in the middle
hamzah of a word, the bearer of the hamzah is the related letter of its own vowel, e.g.:
‫َﻳ ْﺴ َﺄ ُﻝ‬ ٌ ‫َﻣ ْﺴـﺆ‬

‫ُﻭﻝ‬ ‫َﺃ ْﺳـ ِﺌﻠَ ٌﺔ‬
yasᵓalu, he asks masᵓūlun, responsible ᵓasᵓilatun, questions
The bearer of the hamzah is the related letter of its own vowel, because its
own vowel is stronger than the preceding sukūn.
20.5
When the hamzah appears with a vowel of its own after another vowel in
the middle of a word, the bearer of the hamzah is the related letter of the
stronger one of these two vowels, e.g.:
a) ‫ ُﺳ ِﺌ َﻞ‬suᵓila, he was asked ‫ ِﻣ َﺌ ٌﺔ‬miᵓatun, hundred

The kasrah of the hamzah The preceding kasrah
is stronger than the preceding is stronger than the fath.ah
d.ammah. of the hamzah.
b) ‫ ﻟَ ُﺆ َﻡ‬laᵓuma, he was wicked ٌ ‫ ُﺳﺆ‬suᵓālun, question

‫َﺍﻝ‬
The d.ammah of the The preceding d.ammah is
hamzah is stronger than the stronger than the fath.ah of
preceding fath.ah. the hamzah.
c) ‫ َﺳ َﺄ َﻝ‬saᵓala, he asked
Here the bearer of the hamzah is ᵓalif ‫ﺃ‬, because both its own vowel
and the preceding vowel is fath.ah.
1844
20.6 Hamzah in
the middle of
a word
When the hamzah appears with a vowel of its own after yāᵓ with sukūn ‫ـــ ْﻴـ‬
/..y../, the bearer of the hamzah is yāᵓ without dots ‫ــــﺌــ‬, e.g.:
‫ َﻫ ْﻴـ َﺌ ٌﺔ‬hayᵓatun, organization ِ‫ َﺷــ ْﻴــ َﺌﺎﻥ‬šayᵓāni, two things
The preceding yāᵓ with sukūn ‫ ـ ـ ْﻴـ‬is stronger than the fath.ah of the hamzah,
and, therefore, the bearer of the hamzah is ‫ ــﺌـ‬/y/ without dots.
20.7
When the hamzah appears with fath.ah between one of the long vowels ‫ـَـﺎ‬
/ā/ or ‫ ـُــﻮ‬/ū/ and Tāᵓ marbūt.ah ‫ ـــﺔ‬, ‫ﺓ‬, the hamzah will stand alone without
a bearer:
a) Alone after ᵓalif: ‫ ﺍﺀ‬/..āᵓ../, e.g. ‫ ِﻗ َﺮﺍ َﺀ ٌﺓ‬qirāᵓatun, reading
b) Alone after wāw: ‫ ﻭﺀ‬/..ūᵓ../, e.g. ‫ ُﻣ ُﺮﻭ َﺀ ٌﺓ‬murūᵓatun, valour
But: If the hamzah appears with fath.ah between the long vowel ‫ ـ ِـﻴـ‬/ı̄/
and tāᵓ marbūt.ah ‫ ــﺔ‬, ‫ﺓ‬, the bearer of the hamzah is ‫ ــ َﺌـ‬/y/, e.g. ‫ﺧَ ِﻄﻴ َﺌ ٌﺔ‬
hat.ı̄ᵓatun, sin.
˘
18
185
20 20.8
Rules for
writing the When the hamzah in the middle of a word is preceded by ᵓalif ‫ﺍ‬, the bearer
hamzah
of the hamzah is the related letter of its own vowel. However, if the vowel
of the hamzah is fath.a, the hamzah remains without a bearer:
ْ ‫َﺃ‬
‫ﺻ ِﺪﻗَﺎ ُﺅ ُﻩ‬ ْ ‫َﺃ‬
‫ﺻ ِﺪﻗَﺎ َﺀ ُﻩ‬ ْ ‫َﺃ‬
‫ﺻ ِﺪﻗَﺎ ِﺋ ِﻪ‬
ᵓas.diqāᵓu-hu, his friends ᵓas.diqāᵓa-hu ᵓas.diqāᵓi-hi
20.9
When hamzah occurs between two long ᵓalifs ..‫ﺍ َﺀﺍ‬.. /..āᵓā../, it is again
ٌ ‫ ِﻗ َـﺮﺍ َﺃ‬.
ٌ ‫ ِﻗ َـﺮﺍ َﺀ‬qirāᵓātun, ‘readings’; not ‫ﺍﺕ‬
written without a bearer, e.g. ‫ﺍﺕ‬
20.10 Hamzah at the end of a word (or word stem)
When hamzah with a vowel occurs at the end of a word after a vowel, the
bearer of the hamzah is the related letter of the preceding vowel, regardless
of the vowel of the hamzah, e.g.:
a) ‫َﺑ َﺪ َﺃ‬ badaᵓa, he started (ᵓalif ‫ﺍ‬ is the related letter of the preceding
vowel /a/)
b) ‫ َﺟ ُﺮ َﺅ‬ğaruᵓa, he dared (wāw ‫ ﻭ‬is the related letter of the preceding

vowel /u/)
c) َ‫ ُﻗﺮِ ﺉ‬quriᵓa, it was read (yāᵓ ‫ ﻯ‬is the related letter of the preceding
1866
vowel /i/)
Nominative Accusative Genitive Hamzah at
the end of
‫ َﻧ َﺒ ٌﺄ‬nabaᵓun, news item ‫ َﻧ َﺒ ًﺄ‬nabaᵓan ‫ َﻧ َﺒ ٍﺈ‬nabaᵓin a word (or

word stem)
‫ َﺗ َﻨ ﱡﺒ ٌﺆ‬tanabbuᵓun, prophecy ‫ َﺗ َﻨ ﱡﺒﺆًﺍ‬tanabbuᵓan ‫ َﺗ َﻨ ﱡﺒ ٍﺆ‬tanabbuᵓin

Note: If a word ending in hamzah has the accusative ending with nunation
/..an/, an extra final ᵓalif ‫ﺍ‬.. is added (as in the example ‫ ﺗَــﻨَـ ﱡﺒـﺆًﺍ‬tanab-
buᵓan, ‘prophecy’), except when the bearer of the hamzah itself is ᵓalif ‫ﺍ‬
(owing to a preceding fath.ah or ᵓalif), e.g.:
‫ َﻧ َﺒ ًﺄ‬nabaᵓan, news (not ‫ ) َﻧ َﺒ ًﺄﺍ‬and
‫ َﻣ َﺴﺎ ًﺀ‬masāᵓan, evening (not ‫) َﻣ َﺴﺎ ًﺀﺍ‬.
20.11
When hamzah with a vowel occurs at the end of a word following a long
vowel or sukūn, the hamzah will have no bearer:
‫ َﻣ َﺴﺎ ٌﺀ‬masāᵓun, evening ‫ َﻣ َﺴﺎ ًﺀ‬masāᵓan ٍ‫ َﻣ َﺴﺎﺀ‬masāᵓin
‫ ُﺳﻮ ٌﺀ‬sūᵓun, offence ‫ ُﺳﻮ ًﺀ‬sūᵓan ٍ‫ ُﺳﻮﺀ‬sūᵓin
‫ َﺭ ِﺩﻱ ٌﺀ‬radı̄ᵓun, evil ‫ َﺭ ِﺩﻳـ ًﺌﺎ‬radı̄ᵓan ٍ‫ َﺭ ِﺩﻱﺀ‬radı̄ᵓin
‫ ُﺟ ْﺰ ٌﺀ‬ğuzᵓun, a part ‫ ُﺟ ْﺰ ًﺀﺍ‬ğuzᵓan ٍ‫ ُﺟﺰْﺀ‬ğuzᵓin

18
187
ُ ْ‫ َﺃﻟ‬ᵓal-ğuzᵓu, the part
‫ـﺠ ْﺰ ُﺀ‬ ُ ْ‫ َﺃﻟ‬ᵓal-ğuzᵓa
‫ـﺠ ْﺰ َﺀ‬ ُ ْ‫ َﺃﻟ‬ᵓal-ğuzᵓi
‫ـﺠ ْﺰ ِﺀ‬
20 20.12
Rules for
writing the When hamzah is followed by the extra ᵓalif (‫)ــًــﺎ‬, as mentioned in chapter 5,
hamzah
or by a suffix pronoun, and preceded by a letter which can be connected in
writing from both sides (such as: ‫ـــﺠــ ــــﺘـ ــــﺒـ‬, etc.) and which has a sukūn
‫ـــــْــــ‬, the bearer of the hamzah is always yāᵓ /y/ ‫( ــــﺌـ‬without dots), e.g.:
a) Followed by an extra ᵓalif:
ْ ‫ِﻋ‬
‫ـﺐ ٌﺀ‬ ‫ِﻋـ ْﺒـ ًﺌﺎ‬
ҁ ҁ
ibᵓun, a burden (nom.) ibᵓan a burden (acc.)
‫ِﺩ ْﻓـ ًﺌﺎ‬ ‫ُﺑ ْﻄـ ًﺌﺎ‬
difᵓan, warmth (acc.) but.ᵓan, slowness (acc.)
b) Followed by a suffix pronoun:
‫ِﻋ ْﺒ ُﺌ ُﻪ‬ ‫ِﻋ ْﺒ َﺌ ُﻪ‬ ‫ِﻋ ْﺒ ِﺌ ِﻪ‬

ҁ ҁ ҁ
ibᵓu-hu, his burden ibᵓa-hu ibᵓi-hi
20.13
When the hamzah occurs at the end of a word preceded by one of the
1888 five letters which can be connected only from the right (‫ــﺬ‬ ‫)ــﺪ ــﻮ ــﺰ ــﺮ‬
and which have a sukūn ‫ــْــ‬, there will be two alternatives for writing the Hamzah at
hamzah: the end of
a word (or
word stem)
a) The hamzah will stand alone, inasmuch as the following letter is con-
sidered as part of a suffix pronoun, e.g.:
(‫ﺿ ْﻮ ٌﺀ‬
َ ) ‫ﺿ ْﻮ ُﺀ َﻙ‬
َ ‫ﺿ ْﻮ َﺀ َﻙ‬
َ ‫ﺿ ْﻮ ِﺀ َﻙ‬
َ
d.awᵓun, a light d.wᵓu-ka, your light d.awᵓa-ka d.awᵓi-ka
(‫ﺟ ْﺰ ٌﺀ‬
ُ) ‫ُﺟ ْﺰ ُﺀ َﻙ‬ ‫ُﺟ ْﺰ َﺀ َﻙ‬ ‫ُﺟ ْﺰ ِﺀ َﻙ‬
ğuzᵓun, a part ğuzᵓu-ka, your part ğuzᵓa-ka ğuzᵓi-ka
b) The bearer of the hamzah is decided by its own vowel, inasmuch as it is

considered as being in the middle of a word preceded by a sukūn, and
the suffix pronoun is considered to be a part of the word, e.g.:
‫ﺿ ْﻮﺅ َُﻙ‬
َ ‫ﺿ ْﻮ َﺃ َﻙ‬
َ َ ‫ﺿ ْﻮ ِﺋ‬
‫ـﻚ‬ َ
d.awᵓu-ka, your light d.awᵓa-ka d.awᵓi-ka
‫ُﺟ ْﺰﺅ َُﻙ‬ ‫ُﺟ ْﺰ َﺃ َﻙ‬ ‫ُﺟ ْﺰ ِﺋ َﻚ‬
ğuzᵓu-ka, your part ğuzᵓa-ka ğuzᵓi-ka 18

189
20 20.14
Rules for
writing the If a prefix (or prefixed conjunction or preposition) is attached to a word
hamzah beginning with hamzah, the prefix will not interfere with the spelling of the
hamzah, e.g.:
‫ ِﻷَ ﱠﻥ‬li-ᵓanna, because (not ‫) ِﻟ َﺌ ﱠﻦ‬ ‫ َﻓ ِﺈ ﱠﻥ‬fa-ᵓinna, that (not ‫) َﻓ ِﺌ ﱠﻦ‬
(An exception is ‫ ِﻟ َﺌ ﱠﻼ‬li-ᵓallā, ‘in order not to’.)
20.15
In contradistinction to the above rules, some exceptional variations can be

found in the writing of well-known authors, even in common words, e.g.:
Exceptional variations According to the above rules
‫ َﻣ ْﺴ َﺌﻠَ ٌﺔ‬masᵓalatun, a question ‫َﻣ ْﺴ َﺄﻟَ ٌﺔ‬
ٌ ‫ َﻣ ْﺴ ُﺌ‬masᵓūlun, responsible
‫ﻮﻝ‬ ٌ ‫َﻣ ْﺴﺆ‬
‫ُﻭﻝ‬
َ ‫ َﻳ ْﻘ َﺮ ُﺃ‬yaqraᵓūna, they are reading

‫ﻭﻥ‬ َ ‫َﻳ ْﻘ َﺮﺅ‬
‫ُﻭﻥ‬
ٌ ‫ ُﺷ ُﺌ‬šuᵓūnun, matters
‫ﻮﻥ‬ ٌ ‫ُﺷﺆ‬
‫ٌﻭﻥ‬
َ ‫ َﺗ ْﻘﺮ ِﺇ‬taqraᵓı̄na, you (f.) are reading

‫ﻳﻦ‬ َ ‫َﺗ ْﻘ َﺮ ِﺋ‬
‫ﲔ‬
‫ َﻣ َﺴﺎ ًﺀﺍ‬masāᵓan, evening (acc.) ‫َﻣ َﺴﺎ ًﺀ‬
Exercises

1900
. ِ‫ٱﻟْـ ُﻤ ْﺆﺗَـ َﻤﺮ‬4 ‫ﺧـ ًﺮﺍ ِﺇﻟَﻰ‬
‫ ُﻣـﺘَـ َﺄ ﱢ‬3 ‫ـﺖ‬ َ ‫ َﺳﺎ َﺀ ِﻧﻲ َﺃﻧ‬1
َ ‫ ِﺟـ ْﺌ‬2 ‫ﱠـﻚ‬
Exer
Exercises
ercises
1) sāᵓa-nı̄ ᵓanna-ka ğiᵓta mutaᵓah h iran ᵓilā l-muᵓtamari.

˘˘
1
I was offended that you 2came 3late to 4the conference (congress).
َ ْ‫ٱﻟ‬6 (‫) َﺃ ْﻣـ ٌﺮ‬

ِ ‫ـﺤـ َﻴ‬
.‫ﺎﺓ‬ ِ‫ـﻦ ُﺃ ُﻣـﻮﺭ‬
5
ْ ‫ـﻲﺀٍ َﻋ‬ ‫َﺃ ْﻷَﻟَـ ُﻢ ُﻳ َﻌـﻠﱢ ُﻢ ٱﻟْـ َﻤـ ْﺮ َﺀ ُﻛ ﱠ‬
ْ ‫ــﻞ َﺷ‬
4 3 2 1
2) ᵓal-ᵓalamu yuҁallimu l-marᵓa kulla šayᵓin ҁan ᵓumūri l-h.ayāti.

1
Pain teaches 2a (the) man 3,4everything about 5the matters of 6life.
ِ ‫ﺎﻋﺮِ ٱﻟْـ َﻤ ْﻌـ ُﺮ‬

‫ﻭﻑ‬ 7ِ ‫ٱﻟـﺸ‬ ِ ِ‫َـﺮﺅُﻭﺍ َﺷـ ْﻴـ ًﺌﺎ َﻋ ْﻦ ﺗَﺎﺭ‬
‫ﻳﺦ َﺣـ َﻴ ِﺎﺓ ﱠ‬
6 5 4
َ ‫َﻣﺎ ﻗ‬ 3 2 1
ِ ‫ٱ ْﻣـﺮِ ﻯ ِﺀ ٱﻟْــﻘَــ ْﻴ‬

.‫ــﺲ‬
3) mā qaraᵓū šayᵓan ҁan tārı̄h i h.ayāti š-šāҁiri l-maҁrūfi mriᵓi l-Qaysi.
˘
They have 1not 2read 3anything about 5,4the biography (5life 4history) of 7the
well-known 6poet Imruᵓ l-Qays.
‫ ﱠ‬4 ‫ٱﻟـ ﱠﺬﺍ ِﺑـﻠَ ِـﺔ؛ ِﺇ ﱠﻥ‬3 ‫ ِﻟـﻠـﺰ ْﱠﻫ َـﺮ ِﺓ‬2 ‫ َﻫـ ِﻨـﻴـ ًﺌﺎ‬1
ِ ‫ َﺳﺘُـ ْﻤ‬5 ‫ٱﻟﺴ َﻤﺎ َﺀ‬
.‫ﻏَــ ًﺪﺍ‬6 ‫ـﻄ ُﺮ‬
4) hanı̄ᵓan li-z-zahrati d-dābilati; ᵓinna s-samāᵓa sa-tumt.iru ġadan.

¯ ¯
1
Salute (2to) 3the withered 2flower. 6Tomorrow there 4,5will be rain (lit. 1the
sky 5will rain).
. ِ‫ ِﺑﭑﻟْــﻘَـــﺘْـــﻞ‬3 ‫ﺳ َﻼ ُﻡ‬
ٰ
ِ ْ ‫ َﻳ ْﺄ َﺫ ُﻥ‬2 ‫ ُﻳـﺆ ِْﻣ ُﻦ ٱﻟْـ ُﻤ ْﺴـ ِﻠـ ُﻢ ﺒِﭑﻟـﻠّ ِﻪ َﻭ َﻻ‬1
ْ ‫ٱﻹ‬
5) yuᵓminu l-muslimu bi-llāhi wa-lā yaᵓdanu l-ᵓislāmu bi-l-qatli.

¯
A Muslim 1believes in God and Islam does not 2allow 3killing.
.‫ـﺶ‬
ِ ‫ـﺠـ ْﻴ‬ َ ‫ ِ ُﻷ َﻫــﻨﱢــ َﺌ‬2 ‫ـﺖ‬
َ ْ‫ٱﻟ‬5 ‫ﻗَﺎ ِﺋ ِﺪ‬4 ‫ ُﻣـ َﻜـﺎﻓَـ َﺄ ِﺓ‬3 ‫ـﻚ َﻋـﻠَـﻰ‬ ُ ‫ ِﺟـ ْﺌ‬1
6) ğiᵓtu li-ᵓuhanniᵓa-ka ҁalā mukāfaᵓati qāᵓidi l-ğayši.

19
191
1
I came 2to congratulate you on 3the reward of the 5army 4commander.
20
Rules for ِ ْ ‫ﻳـﻦ ِﻓﻲ‬
‫ٱﻻ ْﻣــ ِﺘ َﺤﺎﻥِ ٱﻟـ ﱢﻨ َﻬﺎ ِﺋ ﱢﻲ؟‬
5 4 ‫َﻣﺘَﻰ ُﺗ َﻬــﻨﱢﻰ ُﺀ ﱡ‬
َ ِ‫ٱﻟﻄ ﱠﻼ َﺏ ٱﻟْـﻔَﺎ ِﺋـﺰ‬ 3 2 1
writing the
hamzah 7) matā tuhanniᵓu t.-t.ullāba l-fāᵓizı̄na fı̄ l-ᵓimtih.āni n-nihāᵓiyyi?
1
When 2will you congratulate the students who were 3successful in 5the
final 4exam?
‫ٱﻹ ْﺩ َﻻ ِﺀ ِﺑ َـﺮ ْﺃ ِﻳ ِـﻪ‬

6 5
ِ ْ ‫َﺍﺭ ِﺓ ٱﻟْـ ِﺒـﻴـ َﺌ ِﺔ ﻋﻠﻰ‬
4 ُ ‫َﻣﺎ َﺟـ ُﺮ َﺅ ٱﻟْـ َﻤ ْﺴﺆ‬
َ ‫ُﻭﻝ ِﻓﻲ ﻭِ ﺯ‬
3 2 1
ِ ‫ٱﻟـﺸ‬
. ‫ﺎﻃ ِﺊ‬ ‫ﱠ‬ ‫َﺣـ ْﻮ َﻝ َﻣ ْﺴـ َﺄﻟَ ِﺔ ﺗَـﻠَـ ﱡﻮ ِﺙ‬
10 9 8 7
8) mā ğaruᵓa l-masᵓūlu f ı̄ wizārati l-bı̄ᵓati l-ᵓidlāᵓi bi-raᵓyi-hi h.awla

masᵓalati talawwut i š-šāt.iᵓi.
¯
2
The (official) responsible at 3the Ministry of the 4Environment did not
1
dare 5to express 6his opinion 7about 8the matter of 10the coastal 9pollution.
‫)ﺣـﺰ ٌْﻥ( َﻭ ُﻛ ﱡـﻞ‬ ٍ ‫َـﺮ ٌﺡ( َﻭ َﺃ ْﺣـﺰ‬

ُ ‫َﺍﻥ‬ 4
ٌ ‫َﺃﻟْـ َﻤـ ْﺮ ُﺀ ُﻣ َﻌـ ﱠﺮ‬
َ ‫ﺽ ِﻷَ ْﻓ َـﺮ ٍﺍﺡ )ﻓ‬ 3 2 1
.‫ﻭﺡ‬ ِ ‫َﺷ ْﻲﺀٍ ﻟَ ُﻪ ِﻧ َﻬـﺎ َﻳ ٌﺔ ِﺇ ﱠﻻ َﺷـ ْﻴـ ًﺌـﺎ َﻭ‬

ُ ‫ﺍﺣـ ًﺪﺍ َﻭ ُﻫـ َﻮ ٱﻟـ ﱡﺮ‬
11 10 9 8 7 6 5
9) ᵓal-marᵓu muҁarrad.un li-ᵓafrāh.in wa-ᵓah.zānin, wa-kullu šayᵓin la-hu

nihāyatun ᵓillā šayᵓan wāh.idan wa-huwa r-rūh.u.
1
A (the) human being 2is exposed 3to happiness 4and sadness, and every-
thing 5has 6an end 7except for 9one 8thing, 10and that is 11the soul (spirit).
.‫ـﻄـﻴــ َﺌــ ِﺘ ِﻪ‬ 4

َ ْ‫ﺎﻥ ٱﻟ‬
ِ َ‫ـﺠـﺮِ ﻱ ُﺀ َﻳ ْﻌــﺘَـﺮِ ُﻑ ِﺑﺨ‬3
ُ ‫َﺍ ْ ِﻹﻧ َْﺴ‬ 2 1
10) ᵓal-insānu l-ğarı̄ᵓu yaҁtarifu bi-h at.ı̄ᵓati-hi.

˘
2
A (the) brave 1person 3admits 4his fault.
.‫َﺍﺩﻱ ٱﻟْـ َﺒـﺮِ ﻱ ِﺀ‬

8
ُ ‫ِﻣ ْﻦ ُﺣـ ﱢﺒﻲ ﻟَ َﻬﺎ َﻣﺎ َﻫـ َﺪ َﺃ ْﺕ َﺩ ﱠﻗ‬
ِ ‫ـﺎﺕ ُﻓـﺆ‬ 7 6 5 4 3 2 1
11) min h.ubbı̄ la-hā mā hadaᵓat daqqātu fuᵓādı̄ l-barı̄ᵓi.

1
1922 Because of 2my love 3for her, 6the beats of my 8innocent 7heart 4did not
5
slow down (5calm).
ِ ‫َﺳ ِﺌ َﻢ ٱﻟْـ ُﻤ َﺆﻟﱢ ُﻒ ِﻣ ْﻦ ِﻗ َـﺮﺍ َﺀ ِﺓ ُﻣ َﺴ‬
ُ ‫ﺎﻋ ِـﺪ ِﻩ ٱﻟْ َﺒ ِﻄـﻴـ َﺌ ِﺔ ِﻟـﻠْ َﻤ ْﺨ‬
Exercises
َ ‫ـﻄ‬
‫ﻮﻃ ِﺔ‬ 6 5 4 3 2 1
.‫ٱﻟْـﻘ َِـﺪﻳـ َﻤ ِﺔ‬ 7
12) saᵓima l-muᵓallifu min qirāᵓati musāҁidi-hi l-bat.ı̄ᵓati li-l-mah t.ūt.ati

˘
l-qadı̄mati.
2
The author 1was bored with 4his assistant’s 5slow 3reading of 7the old
6
manuscript.
ِ ‫ـﺖ ِﻓﻲ ٱﻟْـ ُﻤ ْﺆﺗَـ َﻤﺮِ ٱﻟّـَ ِﺬﻱ ٱ ْﻧ َﻌـﻘَـ َﺪ ُﻣﺆ ﱠَﺧـ ًﺮﺍ ُﻛ ﱡـﻞ ٱﻟْ ِـﻔـ َﺌ‬
‫ﺎﺕ‬ 5 4 3 2
ْ ‫ﺎﺭ َﻛ‬َ ‫َﺷ‬ 1
.‫ﻳﻊ ِﻣـ َﻴ ِﺎﻩ ٱﻟـ ﱠﺮ ﱢﻱ‬

10
ِ ِ‫ٱﻟْـ ُﻤـﺘَــﻨَﺎﺯِ َﻋ ِـﺔ َﻋﻠَﻰ َﻣ ْﺴ َﺄﻟَ ِﺔ ﺗَـ ْﻮﺯ‬
9 8 7 6
13) šārakat fı̄ l-muᵓtamari llad ı̄-nҁaqada muᵓah h aran kullu l-fiᵓāti
¯ ˘˘
l-mutanāziҁati ҁalā masᵓalati tawzı̄ ҁi miyāhi r-rayyi.
All of 6the conflicting 5parties on 7the matter of 8distributing 10irrigation
9
water 1participated in 2the conference which 3was held 4recently.
ٍ‫ـﻦ ِﺑــ ْﺌ ٍـﺮ َﻋ ِـﻤـﻴـ َﻘـﺔ‬

6 5
ْ ‫ﺎﻥ َﻣﺎ ًﺀ َﻋ ِـﻜـ ًﺮﺍ ِﻣ‬
4 3 ْ ‫ٱﻟﺴﺎ ِﺋ ُﺢ ٱﻟْ َﻌ‬
ُ ‫ـﻄ َﺸ‬ 2
‫َﺷـﺮِ َﺏ ﱠ‬ 1
‫ِﻓﻲ ﱠ‬
.‫ٱﻟﺼ ْﺤ َـﺮﺍ ِﺀ‬ 7
14) šariba s-sāᵓih.u l-ҁat.šānu māᵓan ҁakiran min biᵓrin ҁamı̄qatin fı̄ s.-s.ah.rāᵓi.
2
The thirsty 1tourist drank 4muddy 3water from 6a deep 5well in 7the
desert.
1) Pain teaches everything about (the) happiness and (the) sadness.

2) Everything has an end except one thing, and that is love.
3) The author took part (participated) in the conference which was held 19
193
recently in the Ministry.
20 4) I came to congratulate the students who were successful in the final
Rules for exam.
writing the 5) The well-known poet drank water from a well in the desert.
hamzah
6) Salute to the thirsty tourist in the desert, tomorrow there will be rain.
7) They have not read anything about the history of the brave commander.
1944
Chapter 21
Broken (internal) plurals

and collective nouns
21.1
A very large number of nouns and adjectives have a plural called the
‘broken’ or ‘internal’ plural, ِ‫ َﺟ ْﻤ ُﻊ ٱﻟـ ﱠﺘ ْﻜ ِﺴﻴﺮ‬. It may be compared to the

English irregular plural, such as man – men, mouse – mice, foot – feet, etc.
Broken plurals are formed from the singular by internal changes and/or
specific increments according to some thirty different patterns. There are
hardly any rules about how to form the broken plural from the singular.
The broken plural occurs more frequently than the ‘sound’ or ‘external’
plural (regular plural, as in English ‘book – books’).
Some singular nouns may have more than one form of the broken plural,
and some may have both a sound plural and a broken plural.
Note: It is recommended that the plural form be learned along with the
singular.
21.2
The list below contains some of the most common patterns of the broken
plural.
Singular Broken plural Singular Broken plural
a) ‫ﺎﺏ‬
ٌ ‫ َﺑ‬bābun ٌ ‫ َﺃ ْﺑ َﻮ‬ᵓabwābun b) ‫ َﻣ ِﻠ ٌﻚ‬malikun ‫ـﻮﻙ‬
‫ﺍﺏ‬ ٌ ‫ ُﻣـ ُﻠ‬mulūkun
195
door king
21
‫ َﺃ ْﺷ ُﻬـ ٌﺮ‬ᵓašhurun
Broken plurals
and collective c) ‫ َﻛـ ِﺒﻴ ٌﺮ‬kabı-run ‫ ِﻛ َﺒﺎ ٌﺭ‬kibārun َ šahrun
d) ‫ﺷ ْﻬــ ٌﺮ‬
nouns
big month
ٌ ‫ َﺃ‬ᵓahun
e) ‫ﺥ‬ ٌ ‫ ِﺇ ْﺧ َﻮ‬ᵓih˘wānun f) ‫ َﻣ ْﺒـﻨًﻰ‬mabnan ‫ َﻣ َﺒ ٍﺎﻥ‬mabānin
‫ﺍﻥ‬
˘
brother building
ٌ ‫ ُﺳﺆ‬suᵓālun
g) ‫َﺍﻝ‬ ‫ َﺃ ْﺳ ِﺌﻠَ ٌﺔ‬ᵓasᵓilatun h) ٌ‫ َﻃﺮِ ﻳﻖ‬t.arı-qun ٌ‫ ُﻃ ُﺮﻕ‬t.uruqun
question road
i) ‫ﺎﻣ ٌﻞ‬
ِ ‫ َﻋ‬ҁāmilun ٌ ‫ ُﻋـ ﱠﻤ‬ummālun j) ‫ َﻧ ِﺒ ﱞﻲ‬nabiyyun ‫ َﺃ ْﻧ ِﺒ َﻴﺎ ُﺀ‬ᵓanbiyāᵓu
‫ﺎﻝ‬ ҁ
worker prophet (dipt.)
َ ِ‫ ﺭ‬risālatun ‫ َﺭ َﺳﺎ ِﺋ ُﻞ‬rasāᵓilu l) ‫ﺼـ ٌﺔ‬

k) ‫ﺳﺎﻟَـ ٌﺔ‬ ‫ ِﻗ ﱠ‬qis.s.atun ‫ﺺ‬ َ ‫ ِﻗ‬qis.as.un
ٌ ‫ـﺼ‬
letter story
21.3 Agreement of adjectives with plural nouns
a) Broken plurals referring to masculine or feminine human beings

(persons) may take the adjective both in the broken plural or sound
plural, e.g.:
Masc. sing. Adjective broken plur. Adjective sound plur.
‫َﻭﻟَ ٌﺪ َﺳ ِﻌﻴ ٌﺪ‬ ‫َﺃ ْﻭ َﻻَ ٌﺩ ُﺳـ َﻌـ َﺪﺍ ُﺀ‬ َ ‫َﺃ ْﻭ َﻻ ٌﺩ َﺳ ِﻌـﻴ ُﺪ‬
‫ﻭﻥ‬
waladun saҁ-ı dun ᵓawlādun suҁadāᵓu ᵓawlādun saҁ-ı dūna

a happy boy happy boys
1966
Fem. sing. Agreement
of adjectives
‫ﻭﺱ َﺳ ِﻌﻴ َﺪ ٌﺓ‬ ُ ‫َﻋ َﺮﺍ ِﺋ‬

ٌ ‫ـﺲ ُﺳ َﻌ َﺪﺍ ُﺀ َﻋ ُﺮ‬ ٌ ‫ـﺲ َﺳ ِﻌﻴ َﺪ‬
‫ﺍﺕ‬ ُ ‫َﻋ َﺮﺍ ِﺋ‬
with plural
nouns
ҁ
arūsun saҁ-ı datun ҁarāᵓisu suҁadāᵓu ҁ
arāᵓisu saҁ-ı dātun
a happy bride happy brides
b) Even sound plurals referring to masculine human beings may take the
adjective in both the broken plural and sound plural, e.g.:
Masc. sing. Adjective broken plur. Adjective sound plur.
‫ﻮﻥ ُﺳ َﻌـ َﺪﺍ ُﺀ ُﻣ َﻌﻠﱢ ٌﻢ َﺳ ِﻌﻴ ٌﺪ‬

َ ‫ُﻣ َﻌﻠﱢ ُﻤ‬ َ ‫ُﻣ َﻌﻠﱢ ُﻤ‬
َ ‫ﻮﻥ َﺳ ِﻌـﻴ ُﺪ‬
‫ﻭﻥ‬
muҁallimun saҁ-ı dun muҁallimūna suҁadāᵓu muҁallimūna saҁ-ı dūna

a happy teacher happy teachers
c) Broken plurals or sound plurals referring to non-humans take the adjec-

tive in the feminine singular, e.g.:
Broken plural adjective fem. sing:

Masc. sing. Adjective fem. sing.
‫ﺻ ِﻐﻴ ٌﺮ‬
َ ‫َﺑ ْﻴ ٌﺖ‬ َ ‫ﺻ ِﻐ‬
‫ـﻴﺮ ٌﺓ‬ َ ‫ﻮﺕ‬
ٌ ‫ُﺑـ ُﻴ‬
baytun s.ag.-ı run, a small house buyūtun s.ag.ı-ratun
Sound plural
Fem. sing. Adjective fem. sing.
‫ـﻴﺮ ٌﺓ‬ َ ‫َﻃﺎﻭِ ﻟَ ٌﺔ‬

َ ‫ﺻ ِﻐ‬ َ ‫َﻃﺎﻭِ َﻻ ٌﺕ‬
َ ‫ﺻ ِﻐ‬
‫ـﻴﺮ ٌﺓ‬
t.āwilatun s.ag.-ıratun, a small table t.āwilātun s.ag.-ı ratun

19
197
21 21.4 Collective nouns
Broken plurals
and collective
nouns
Collective nouns, َ ْ‫ ِﺇ ْﺳ ُﻢ ٱﻟ‬, indicate a gathering in one unit or group,
‫ـﺠ ْﻤ ِﻊ‬
and they can refer to both humans and non-humans. They may form either
the sound or the broken plural, or sometimes both.
1 2 3 4
Singular Sound plur. Broken plur. Collective noun
‫َﺷ َﺠ َـﺮ ٌﺓ‬ ٌ ‫َﺷ َﺠ َـﺮ‬

‫ﺍﺕ‬ ‫َﺃ ْﺷ َﺠﺎ ٌﺭ‬ ‫َﺷ َﺠـ ٌﺮ‬
šağaratun šağarātun ᵓašğārun šağarun (coll. n.)
a/one tree trees, bush (some) trees, trees, wood
(specified) bushes
‫ﻟَ ْﻴﻠَ ٌﺔ‬ ‫ﻟَ ْﻴ َﻼ ٌﺕ‬ ‫ﻟَ َﻴ ٍﺎﻝ‬ ‫ﻟَ ْﻴ ٌﻞ‬

laylatun laylātun layālin laylun
a/one night nights (several) (some) nights night, night-time
‫َﺳ َﻤ َﻜ ٌﺔ‬ ٌ ‫َﺳ َﻤ َﻜ‬

‫ﺎﺕ‬ ٌ ‫َﺃ ْﺳ َﻤ‬
‫ﺎﻙ‬ ٌ ‫َﺳ‬
‫ﻤﻚ‬
samakatun samakātun ᵓasmākun samakun
a/one fish fish (specified) (some) fish fish (kinds or variety)
Note: Some collective nouns do not have a corresponding singular:
Collective noun Broken plur. (Singular)

Masc. Fem. Masc.
ٌ ‫ َﺟ ْﻴ‬ğayšun
‫ﺶ‬ ٌ ‫ ُﺟ ُﻴ‬ğuyūšun
‫ﻮﺵ‬ (‫ ُﺟﻨ ِْﺪ ﱞﻱ‬ğundiyyun)
army armies a soldier

1988
ٌ ‫ ُﺷـ ُﻌ‬šu ūbun
Agreement
ٌ ‫ َﺷـ ْﻌ‬ša bun
‫ـﺐ‬ ҁ
‫ـﻮﺏ‬ ҁ
(‫ َﻓ ْﺮ ٌﺩ‬fardun) of verbs and
adjectives
people, folk peoples, folk individual, person with
collective
nouns
ٌ ‫ ﺧَ ـ ْﻴ‬haylun
‫ـﻞ‬ ٌ ‫ ُﺧـ ُﻴ‬huyūlun
‫ـﻮﻝ‬ (‫ﺎﻥ‬
ٌ ‫ﺼ‬َ ‫ ِﺣ‬h.is.ānun)
˘ ˘
horses horses horse
21.5 Agreement of verbs and adjectives

with collective nouns
Collective nouns, َ ْ‫ ِﺇ ْﺳ ُﻢ ٱﻟ‬, referring either to humans or non-human

‫ـﺠ ْﻤ ِﻊ‬
beings, are treated mostly as masculine singular. They thus take the preced-
ing verb or the following adjective in the masculine singular.
Collective noun Broken plural

(Treated as masc. sing.) (Treated as fem. sing.)
‫َﺫ َﻫ َﺐ َﺷ ْﻌ ٌﺐ َﻋ ِﻈﻴ ٌﻢ‬ ‫ﻮﺏ َﻋ ِﻈﻴ َﻤ ٌﺔ‬

ٌ ‫َﺫ َﻫ َﺒ ْﺖ ُﺷ ُﻌ‬
dahaba šaҁbun ҁad. -ı mun. dahabat šuҁūbun ҁad. -ı matun.

¯ ¯ ¯ ¯
A great nation (lit. people). Great nations (lit. peoples).
has vanished (gone). have vanished (gone).
‫َـﺮﻕَ َﺷ َﺠـ ٌﺮ َﻛـ ِﺜـﻴـ ٌﺮ‬

َ ‫ِﺇ ْﺣـﺘ‬ َ ‫َـﺖ َﺃ ْﺷ َﺠﺎ ٌﺭ َﻛـ ِﺜ‬
‫ـﻴـﺮ ٌﺓ‬ ْ ‫َـﺮﻗ‬
َ ‫ِﺇ ْﺣـﺘ‬
ᵓih.taraqa šağarun kat -ı run. ᵓih.taraqat ᵓašğārun kat -ı ratun.

¯ ¯
Many trees burned. Many (individual) trees burned.
19
199
21 Note: Some collective nouns may also take the preceding verb in the femi-
Broken plurals nine singular, e.g.:
and collective
nouns
With masc. verb With fem. verb
‫ﺎﺭ َﺓ‬
َ ‫ـﻀ‬ َ ْ‫َـﺸ َـﺮ ٱﻟْ َﻌ َـﺮ ُﺏ ٱﻟ‬
َ ‫ـﺤ‬ َ ‫ﻧ‬ ‫ﺎﺭ َﺓ‬
َ ‫ـﻀ‬ َ ْ‫َـﺸ َـﺮ ِﺕ ٱﻟْ َﻌ َـﺮ ُﺏ ٱﻟ‬
َ ‫ـﺤ‬ َ ‫ﻧ‬
našara l-ҁarabu l-h.ad.ārata. našarati l-ҁarabu l-h.ad.ārata.

The Arabs spread civilization.
Exercises
‫ـﻮﻥ‬ ْ ‫ـﻴـﺬ ) ِﺗــﻠْ ِﻤـﻴ ٌﺬ( َﻭ ُﺃ ﱠﻣـ َﻬـﺎ ُﺗ ُﻬـ ْﻢ َﻣ‬

َ ‫ـﺸـﻐُــﻮ ُﻟ‬ 3 2 ِ ‫ﺁ َﺑـﺎ ُﺀ ) َﺃ ٌﺏ( ٱﻟـﺘ َﱠﻼ ِﻣ‬ 1
.(‫ـﻞ‬ ِ ‫ـﻀﻴﺮِ َﺣـ ْﻔـﻠَﺔٍ ِﻷَ ْﻃـﻔَـﺎ ِﻟـﻬِ ـ ْﻢ‬

ٌ ‫)ﻃ ْﻔ‬ 5 ِ ‫َـﺤ‬
ْ ‫ِﻓﻲ ﺗ‬ 4
1) ᵓābāᵓu t-talāmı-di wa-ᵓummahātu-hum mašg.ūlūna fı- tah.d.-ı ri h.aflatin li-ᵓat.-

¯
fāli-him
The pupils’1 fathers 2and mothers3are busy with 4preparing 5a party for
their children.
َ ْ‫ـﻦ( َﻣـ َﺒﺎ ِﻧﻲ ) َﻣـ ْﺒـﻨَﻰ( ٱﻟ‬

‫ـﺤ ﱢﻲ ِﻣ ْﻦ‬ 3
ٌ ‫ﺎﻛ‬
2
َ ِ‫َﻛـ ِﺜـﻴـ ٌﺮ ِﻣ ْﻦ ُﺳ ﱠﻜـﺎﻥ‬
ِ ‫)ﺳ‬ 1
ُ ‫ـﺎﻝ َﻭ ِﻧ َﺴﺎﺀٍ ) ِﺇ ْﻣ َﺮ َﺃ ٌﺓ( ُﻫـ ْﻢ َﻋ َﺠـﺎ ِﺋـ ُﺰ ) َﻋ ُﺠـﻮﺯٌ( َﻭ‬

‫ﺿ َﻌــﻔَﺎ ُﺀ‬ 6 5 4
ٍ ‫ﺭِ َﺟ‬
.(‫ﺼ َﻌـ ٌﺪ‬
ْ ‫)ﻣ‬ ِ ‫ﺼ‬
ِ ‫ﺎﻋـ ُﺪ‬ َ ‫ﻴﻒ( َﻭﻟَـ ْﻴ َﺴ ْﺖ ِﻋـ ْﻨ َﺪ ُﻫـ ْﻢ َﻣ‬
7 ٌ ‫)ﺿ ِﻌ‬
َ
2) kat -ı run min sukkāni mabānı- l-h.ayyi min riğālin wa-nisāᵓin hum ҁağāᵓizu
¯
wa-d.uҁafāᵓu (d.aҁ-ı fun) wa-laysat ҁinda-hum mas.āҁidu.
2000 Many of 1the inhabitants of 2the buildings in 3the area, men 4and women,
are 5old 6and weak and have no 7lifts (elevators).
ُ ‫ﺍﺕ َﺃ ْﻃـ َﻴ‬
‫ـﺐ ِﻣ ْﻦ‬ 4 3 ْ (‫)ﺳ َﻤ َﻜـ ُﺔ‬
ِ ‫ٱﻷَ ْﻧ ُﻬـﺮِ ) َﻧ ْﻬـ ٌﺮ( َﻭٱﻟْـ ُﺒ َﺤـ ْﻴ َـﺮ‬ 2 ُ ‫َﺳـ َﻤ‬
َ ‫ـﻚ‬ 1
Exercises
.(‫َﺳـ َﻤ ِـﻚ ٱﻟْـ ِﺒ َﺤـﺎﺭِ ) َﺑ ْﺤـ ٌﺮ‬

5
3) samaku l-ᵓanhuri wa-l-buh.ayrāti ᵓat.yabu min samaki l-bih.āri.

2,3
Freshwater 1fish are 4tastier than 5sea fish (lit. 1the fish of 2rivers 3and
lakes are 4tastier than the fish of 5the seas).
ِ ‫ﺻﻨ‬
ُ‫َﺎﺩﻳـﻖ‬ َ ‫ـﺖ ِﻣـ ْﻨ َﻬﺎ‬
6
ْ ‫َـﻄ‬ َ ‫ﺎﺣـﻨَـ ٌﺔ ِﺑ َﺤ ِﺎﺩ ِﺙ َﺳـ ْﻴ ٍـﺮ ﻓ‬
َ ‫َﺴـﻘ‬ 5 4
ْ ‫ِﺇﻧْـﻘَـﻠَـ َﺒ‬
ِ ‫ـﺖ َﺷ‬ 3 2 1
. ِ‫ﻴﺲ( َﻣـ ْﻤـ ُﻠﻮ َﺀ ٌﺓ ِﺑﭑﻟـ ﱠﺰ ْﻳـﺘُـﻮﻥ‬

10 9
ٌ ‫َﺎﻛ َﻬ ِﺔ َﻭ َﺃ ْﻛــ َﻴ‬
ِ ‫ـﺎﺱ‬
ٌ ‫)ﻛ‬ ِ ‫)ﺻﻨْـ ُﺪﻭﻕٌ ( ٱﻟْـﻔ‬
8
ُ 7
4) ᵓinqalabat šāh.inatun bi-h.ādit i sayrin fa-saqat.at min-hā s.anādı-qu l-fākihati

¯
wa-ᵓakyāsun mamlūᵓatun bi-z-zaytūni.
In a 4traffic 3accident 2a truck 1turned upside down and 6boxes (cases) of
7
fruit 8and sacks 9filled with 10olives 5fell out.
‫ــﻮﺵ‬
ِ ‫ـﺠـ ُﻴ‬ 6
َ ْ‫ٱﻷَﻟْـ َﻤﺎ ِﻧ ﱡﻲ ٱﻟْـﻘَـﻮِ ﱡﻱ ٱﻟ‬
ُ ْ‫ـﺤـ ْﺮ َﺏ ِﺿ ﱠﺪ ٱﻟ‬ 5 4 ْ ‫ـﺶ‬
3 ُ ‫ـﺠـ ْﻴ‬ َ ْ‫ﺧَ ِﺴ َﺮ ٱﻟ‬ 2 1
.(‫ﻴﻒ‬ ٌ ‫)ﺣ ِﻠ‬ ُ ْ‫ﺶ( ٱﻟـﺘﱠﺎ ِﺑ َﻌ ِﺔ ِﻟـ ُﺪ َﻭﻝِ ) َﺩ ْﻭﻟَـ ٌﺔ( ٱﻟ‬
َ ‫ـﺤـﻠَـﻔَـﺎ ِﺀ‬ 9 8 ٌ ‫)ﺟ ْﻴ‬
َ 7
5) hasira l-ğayšu l-ᵓalmāniyyu l-qawiyyu l-h.arba d.idda l-ğuyūši t-tābiҁati

˘
li-duwali l-h.ulafāᵓi.
3
The strong German 2army 1lost 4the war 5against 6the armies 7belonging
to 9the allied 8countries.
‫َﺎﺟـ ٌﺮ( ٱﻟْ ِﻜـ َﺒﺎ ُﺭ‬ ِ ‫ﱡـﺠـﺎ ُﺭ )ﺗ‬ َ ‫ﺼﺮِ ٌﻑ( ٱﻟْ َﻜـ ِﺒ‬
‫ـﻴـﺮ ُﺓ َﻭٱﻟـﺘ ﱠ‬
2
ْ ‫ﺼﺎﺭِ ُﻑ ) َﻣ‬َ ‫َﺃﻟْـ َﻤ‬ 1
6 ِ ِ‫َﺎﻉ َﺃ ْﺳـ َﻌـﺎﺭ‬

‫)ﺳ ْﻌـ ٌﺮ( ٱﻟْـ َﻤـ َﻮﺍ ﱢﺩ‬ 5 4
َ ‫ـﺴــﺆُﻭ ُﻟ‬
ِ ‫ـﻮﻥ َﻋــﻦِ ٱ ْﺭ ِﺗـﻔ‬ ْ ‫َﻣ‬ 3
.‫) َﻣﺎ ﱠﺩﺓٌ( ٱﻟْ ِﻐـ َﺬﺍ ِﺋـ ﱠﻴ ِـﺔ ِﻓﻲ ٱﻟْـ ِﺒ َﻼ ِﺩ‬
7
6) ᵓal-mas.ārifu l-kabı-ratu wa-t-tuğğāru l-kibāru masᵓūlūna ҁani rtifāҁi

ᵓasҁāri l-mawāddi l-g.idāᵓiyyati fı- l-bilādi.
¯
The big 1banks and big 2merchants are 3responsible for 4the rise in 5the 201
20
price(s) of 7,6foodstuffs in the country.
21 ‫ﺎﺕ‬ ِ ‫ٱﻟﺸﺮِ َﻛ ِﺔ َﻣ َﻊ َﻣـﻨْـ ُﺪﻭ ِﺑﻲ ٱﻟـﻨﱢـﻘَـﺎ َﺑ‬
3 2 ‫ِﺇ ْﺟــﺘَـ َﻤ َﻊ ُﻣـ َﺪ َﺭﺍ ُﺀ ) ُﻣ ِﺪﻳـ ٌﺮ( ﱠ‬ 1
Broken plurals
and collective
nouns
ِ‫ َﺭ ْﻓ ُﻊ ُﺃ ُﺟـﻮﺭ‬:‫ﻮﻉ( َﻋ ِـﺪﻳـ َﺪ ٍﺓ ِﻣـ ْﻨ َﻬﺎ‬
8 7 6
ٌ ‫ﺿ‬ ِ ‫ﲟ َﻮ‬
ُ ‫ﺍﺿﻴ َﻊ ) َﻣـ ْﻮ‬ َ ِ ‫ﺎﺣـ ُﺜـﻮﺍ‬
5
َ ‫َﻭﺗَـ َﺒ‬ 4
. ِ‫ـﺎﺕ ٱﻟْ َﻌـ َﻤـﻞ‬

ِ ‫ـﻴـﺾ َﺳﺎ َﻋ‬ 10
َ ‫) َﺃ ْﺟـ ٌﺮ( ٱﻟْ ُﻌـ ﱠﻤﺎﻝِ َﻭٱﻟْـ ُﻤ َﻮ ﱠﻇ ِﻔ‬
ُ ‫ــﻴـﻦ َﻭﺗ َْﺨ ِـﻔ‬ 9
7) ᵓiğtamaҁa mudarāᵓu š-šarikāti maҁa mandūbı- n-niqābāti wa-tabāh.-

at ū bi-mawād.-ı ҁa (mawd.ūҁun) ҁadı-datin min-hā: rafҁu ᵓuğūri l-ҁummāli
¯
wa-l-muwad. d. afı-na wa-tahfı-d.u sāҁāti l-ҁamali.
¯¯ ˘
The company (firm) managers (the managers of the company) had
1
a meeting with 3the trade union 2representatives 4and discussed 6many
5
issues, among them 7raising the 8wages of workers and employees 9and
reducing their working 10hours.
‫ﻗَـ ﱠﺪ َﻣ ْﺖ َﻣ ْﺠـ ُﻤﻮ َﻋ ٌﺔ ِﻣ ْﻦ ُﻋــﻠَـ َﻤـﺎ ِﺀ ) َﻋـﺎ ِﻟـ ٌﻢ( ٱﻟْ ِﻜـﻴـ ْﻤـ َﻴﺎ ِﺀ ﺗَـ ْﻘـﺮِ ﻳـ ًﺮﺍ‬
4 3 2 1
ِ ‫َﻋـﻦِ ٱ ْﻛـ ِﺘ َﺸ ِﺎﻓﻬِ ْﻢ َﺃ ْﺩﻭِ َﻳ ًﺔ ) َﺩ َﻭﺍ ٌﺀ( َﺟ ِـﺪﻳـ َﺪ ًﺓ ِﺿ ﱠﺪ َﺃ ْﻣ َـﺮ‬

‫ﺍﺽ‬ 8 7 6 5
.‫ـﺠـﻠْ ِـﺪ‬
ِ ْ‫ﺽ( ٱﻟ‬
ٌ ‫) َﻣ َﺮ‬
9
8) qaddamat mağmūҁatun min ҁulamāᵓi l-kı-myāᵓi taqrı-ran ҁani-ktišāfi-him

ᵓadwiyatan ğadı-datan d.idda ᵓamrād.i l-ğildi.
2
A group of chemical 3scientists 1presented 4a report on 5its (their) discov-
ery of new 6medicines 7against 9skin 8diseases.
ْ ‫ـﻄـﺎﺭِ ) َﻣ َﻄ ٌﺮ( ِﻓـﻲ ٰﻫـ ِﺬ ِﻩ‬

ِ‫ٱﻷَ ْﺷ ُﻬـﺮ‬ 4 ْ ‫ِﺑ َﺴـ َﺒـﺐ َﻛـ ْﺜ َﺮ ِﺓ‬
َ ‫ٱﻷَ ْﻣ‬ 3 2 1
‫َــﺖ َﻣ َﻌ َﻬﺎ‬ 7 ْ ‫َﺎﺿ ِﺖ‬

ْ ‫ٱﻷَ ْﻧ ُﻬــ ُﺮ ) َﻧ ْﻬـ ٌﺮ( َﻭ َﺟ َﺮﻓ‬ َ ‫ ﻓ‬/ ‫َــﺖ‬
6 ِ ‫)ﺷ ْﻬــ ٌﺮ( َﻃﺎﻓ‬ َ 5
.(‫)ﺿ ﱠﻔ ٌﺔ‬ ِ ‫ٱﻟﻀﻔ‬

َ ‫َـﺎﻑ‬ ‫ﱢ‬ ‫َﻣﻨَﺎﺯِ َﻝ ) َﻣـﻨْـﺰِ ٌﻝ( َﻋ ِﺪﻳ َﺪ ًﺓ َﻗﺮِ ﻳ َﺒ ًﺔ ِﻣ َﻦ‬
11 10 9 8
9) bi-sababi kat rati l-ᵓamt.āri fı- hādi-hi l-ᵓašhuri t.āfati / fād.ati l-ᵓanhuru
¯ ¯
wa-ğarafat maҁa-hā manāzila ҁadı-datan qarı-batan mina d.-d.ifāfi.
1
Because of the 2heavy 3rain (lit. 2lot of 3rain) during these 4months, 6the
rivers have 5flooded 7and swept away 9many 8houses 10near 11the banks.
2022
3
ِ ‫ﺎﺏ( ٱﻟْـ َﻤ ْﻜــﺘ‬
‫َـﺐ َﻭ َﺷـ َﺒﺎ ِﺑـﻴـ َﻜـ ُﻪ‬ َ ‫ﺱ َﺃ ْﺑ َﻮ‬
ٌ ‫ﺍﺏ ) َﺑ‬ َ ْ‫َـﺴ َﻲ ٱﻟ‬
ُ ِ‫ـﺤـﺎﺭ‬ ِ ‫ﻧ‬
2 1 Exercises
‫ـﺺ( َﻭ َﺳ َـﺮ ُﻗـﻮﺍ‬

7
‫ﻮﺹ ) ِﻟ ﱞ‬ ٌ ‫ﺼ‬ ُ ‫ُﻮﺣ ًﺔ َﻓ َﺪﺧَ ـ َﻞ ُﻟ‬
6 5 4 ٌ ‫)ﺷ ﱠﺒ‬
َ ‫ﺎﻙ( َﻣـ ْﻔـﺘ‬ ُ
9
َ ‫َﺃ ْﺷـ َﻴﺎ َﺀ‬
.‫)ﺷ ْﻲ ٌﺀ( َﺛ ِـﻤـﻴـ َﻨ ًﺔ‬ 8
10) nasiya l-h.ārisu ᵓabwāba l-maktabi wa-šabābı-ka-hu maftūh.atan,

fa-dahala lus.ūs.un wa-saraqū ᵓašyāᵓa t amı-natan.
˘ ¯
2
The guard 1left (lit. 1forgot) the doors 3and windows of the office 4open, so
6
thieves 5went in 7and stole 9valuable 8things.
ِ ‫ﱠـﺸـﺮِ َﺃ ْﻋــ َﻤـﺎ َﻝ ) َﻋ َﻤ ٌﻞ( ٱﻟْ ُـﻜــﺘ‬

‫ﱠـﺎﺏ‬ 5 4 ْ ‫ﻧ ََﺸ َﺮ ْﺕ ُﺩﻭ ُﺭ ) َﺩﺍ ٌﺭ( ٱﻟـﻨ‬
3 2 1
‫ـﻀ َﻬﺎ َﻣـ َﻊ َﺃ ﱠﻧ َﻬﺎ‬

8
َ ‫َـﻀ ْﺖ َﺑ ْﻌ‬ ِ ‫)ﺷ‬
َ ‫ﺎﻋـ ٌﺮ( َﻭ َﺭﻓ‬
7
َ ‫ــﺮﺍ ِﺀ‬
َ ‫ٱﻟـﺸـ َﻌ‬ ٌ ‫) َﻛﺎ ِﺗ‬
‫ـﺐ( َﻭ ﱡ‬ 6
ْ ‫َﻛـﺎﻧ‬
.ً‫َـﺖ َﺟــ ﱢﻴــ َﺪﺓ‬ 9
11) našarat dūru n-našri ᵓaҁmāla l-kuttābi wa-š-šuҁarāᵓi wa-rafad.at

baҁd.a-hā maҁa ᵓanna-hā kānat ğayyidatan.
3
The publishing 2houses 1published 4the works of 5the writers 6and poets
7
and rejected some of them 8although they were 9good.
(‫ﺍﻡ ) َﻋـﺎ ٌﻡ‬ ْ ‫ـﻄﺎﺭِ ) َﻣ َﻄ ٌﺮ( ِﻓﻲ‬

ِ ‫ٱﻷَ ْﻋــ َﻮ‬
4 َ ‫ٱﻷَ ْﻣ‬ْ ‫ِﺑ َﺴ َﺒ ِﺐ ِﻗــﻠﱠ ِﺔ‬
3 2 1
ِ ‫ـﻀﺎﺭِ َﻭٱﻟْـﻔ‬
‫َـﺎﻛ َﻬ ِـﺔ‬ 9 ُ ْ‫ﺍﺳـ ُﻢ ) َﻣ ْﻮ ِﺳ ٌﻢ( ٱﻟ‬
َ ‫ـﺨ‬ 8 ِ ‫َﻀ ﱠﺮ َﺭ ْﺕ َﻣ َﻮ‬
7
َ ‫ٱﻷَ ِﺧ‬
َ ‫ـﻴـﺮ ِﺓ ﺗ‬
6 ْ 5
.(‫ِﻓﻲ ٱﻟْـ َﻤـﺰَﺍﺭِ ِﻉ ) َﻣﺰ َْﺭ َﻋـ ٌﺔ‬10
12) bi-sababi qillati l-ᵓamtāri fı- l-ᵓaҁwāmi l-ᵓah-ı rati tad.arrarat mawāsimu
˘
l-hud.āri wa-l-fākihati fı- l-mazāriҁi.
˘
1
Because of 2lack (2scarcity) of 3rain in 5recent 4years, 8the vegetable 9and
fruit 7harvests on 10the farms have been 6damaged.
203
20
‫ــﺐ ٱﻟْ َﻌ َـﺮ ِﺑ ﱡﻲ ِﻣ ْﻦ َﺑــ ْﻴــﻦِ ﱡ‬ ‫َﺃ ﱠ‬
21
Broken plurals ‫ـﻈـﻴ َﻤ ِﺔ ِﻓﻲ‬
ِ ‫ـﻮﺏ ٱﻟ َﻌ‬
3
ِ ‫ٱﻟﺸ ُﻌ‬ 2
ُ ‫ﻟﺸ ْﻌ‬ 1
and collective
nouns .َ‫ﺎﺭﺓ‬
َ ‫ـﻀ‬ َ ْ‫َـﺸ َـﺮ ِﺕ ٱﻟ‬
َ ‫ـﺤ‬ 6
َ ‫ٱﻟْ َﻌـﺎﻟَ ِﻢ ٱﻟﱠـ ِﺘﻲ ﻧ‬
5 4
13) ᵓaš-šaҁbu l-ҁarabiyyu min bayni š-šuҁūbi l-ҁad. -ı mati fı- l-ҁālami llatı-
¯
našarati l-h.ad.ārata.
The Arabs (Arab 1people) are 2among the 3great peoples (of 4the world)
who have 5spread 6civilization.
1) The inhabitants of the area are busy (in) preparing a party for their
poets and writers.
2) Because of the heavy rain, a truck turned upside down and the boxes
and sacks filled with fruit and vegetables fell out.
3) The merchants discussed the wages of the workers and employees
and the reduction of working hours.
4) Sea fish is tastier than freshwater fish.
ْ ‫ ) ِﻣ‬the window
5) The thieves went into the firm (company) through (‫ﻦ‬
and stole medicines and valuable things.

6) The guard left the door of the publishing house open, so thieves went
in and stole some of the works of the writers and poets.
7) Some of the Arab scientists published works on their discovery of
new medicines.
2044
Chapter 22
Triptotes and diptotes
22.1
Nouns, adjectives and proper names are classified according to their inflec-
tion into two major inflectional types:
a) Triptotes
All definite, as well as most other, nouns and adjectives and some proper
names, are triptotes. This means that they take all the three different
vocalic case endings (-u, -a, -i) and nunation (-un, -an, -in) in the indefi-
nite form (see chapters 5 and 8). In Arabic a triptotic noun or adjective
َ ‫ َﺃﻟْـ ُﻤـﻨ‬, i.e. fully declined.

ُ ِ‫ْﺼﺮ‬
is called ‫ﻑ‬
b) Diptotes
Certain indefinite nouns and adjectives, as well as many proper nouns,
are called diptotes. They have only two vocalic case endings: -u for the
nominative, and -a for the accusative and genitive jointly. Another
important feature is that they do not take the nunation (-un, -an, -in).
َ ‫ٱﻟْـ ُﻤـﻨ‬
ِ ِ‫ْﺼﺮ‬
Diptotes are therefore called in Arabic ‫ﻑ‬ ُ ‫َﺃﻟْـ َﻤ ْﻤـﻨ‬
‫ ﻏَــ ْﻴـ ُﺮ‬or ‫ُﻮﻉ‬
‫ ِﻣ َﻦ ﱠ‬, i.e. not fully declined.

‫ٱﻟﺼ ْﺮ ِﻑ‬
Diptote indefinite
Nominative: one d. ammah ‫ ـــُـــ‬/-u/
Accusative and genitive: one fath. ah ‫ ـــَـــ‬/-a/ 205

22 22.2
Triptotes and
diptotes When a diptote is made definite by the definite article ‫ َﺃﻟْـ‬, a suffix pos-
sessive pronoun, or by being the first noun (‫ﺎﻑ‬ ُ ‫ﻀ‬ َ ‫ َﺃﻟْـ ُﻤ‬ᵓal-mud. āfu) of an
ᵓid. āfah construction, it takes the usual three case-endings, i.e. it becomes
a triptote, e.g.:
Indefinite form, sing. Definite form, sing.

Diptote (not fully declined) Triptote (fully declined)
‫َﺃ ْﺣـ َﻤ ُﺮ‬ ْ ‫َﺃ‬

(not: ‫ﺣـ َﻤـ ٌﺮ‬ ‫َﺃ ْﻷَ ْﺣـ َﻤـ ُﺮ‬
Nom.: ᵓah.maru, red ᵓah.marun) ᵓal-ᵓah.maru
Acc.: ‫َﺃ ْﺣ َﻤ َـﺮ‬ ْ ‫َﺃ‬

(not: ‫ﺣـ َﻤـ ًﺮ َﺍ‬ ‫َﺃ ْﻷَ ْﺣـ َﻤ َـﺮ‬
ᵓah.mara ᵓah.maran) ᵓal-ᵓah.mara
Gen.: ‫َﺃ ْﺣـ َﻤ َﺮ‬ ْ ‫َﺃ‬

(not: ‫ﺣـ َﻤ ٍﺮ‬ ِ‫َﺃ ْﻷَ ْﺣـ َﻤﺮ‬
ᵓah.mara ᵓah.marin) ᵓal-ᵓah.mari
Indefinite form, plur. Definite form, plur.

Diptote (not fully declined) Triptote (fully declined,
with suffix pronoun)
Nom.: ُ ‫َﺭ َﺳﺎ ِﺋ‬

‫ـﻞ‬ َ ‫َﺭ َﺳﺎ ِﺋـ ُﻠ‬
‫ـﻚ‬
rasāᵓilu, letters, messages rasāᵓilu-ka, your (m.)
letters
Acc.: ‫َﺭ َﺳﺎ ِﺋـ َﻞ‬ َ َ‫َﺭ َﺳﺎ ِﺋـﻠ‬

‫ـﻚ‬
rasāᵓila rasāᵓila-ka
Gen.: ‫َﺭ َﺳﺎ ِﺋـ َﻞ‬ َ ‫َﺭ َﺳﺎ ِﺋـ ِﻠ‬

‫ـﻚ‬
2066
rasāᵓila rasāᵓili-ka
The most common classes of diptotes are: Prop
oper names
Proper
22.3 Proper names
a) Feminine proper names, with or without tāᵓ marbūt.ah ‫ـَــ ُﺔ‬ ‫ ُﺓ‬.َ . /..atu/, e.g.:
ُ َ ‫ َﻣ ْﺮ‬Maryamu ‫ َﺯ ْﻳــﻨ َُﺐ‬Zaynabu ‫ ُﺳ َﻌﺎ ُﺩ‬Su ādu

‫ﱘ‬ ҁ
‫ـﺸ ُﺔ‬
َ ‫َﻋﺎ ِﺋ‬ ҁ
āᵓišatu ‫َﺎﻃ َﻤ ُﺔ‬
ِ ‫ ﻓ‬Fāt. imatu ‫ﺎﺟـ َﺪ ُﺓ‬
ِ ‫ َﻣ‬Māğidatu
Note: A few masculine proper names ending in ‫ ـَــ ُﺔ‬, ‫ـــَـ ُﺓ‬ /..atu/ are
diptotes, e.g. ‫ ﻧ َْﺨﻠَ ُﺔ‬Nah˘ latu or ‫ُﻣ َﻌﺎﻭِ َﻳ ُﺔ‬ Muҁāwiyatu.
b) Feminine proper names containing three consonants and sukūn ‫ـــْــ‬

on the middle consonant are treated either as triptotes or diptotes, e.g.:
Triptote Diptote (more common)
‫ِﻫـ ْﻨ ٌﺪ‬ ‫َﺭ ْﻏـ ٌﺪ‬ ْ ‫ِﻣ‬

‫ﺼـ ٌﺮ‬ OR ‫ِﻫـ ْﻨ ُﺪ‬ ْ ‫ِﻣ‬
‫ﺼـ ُﺮ َﺭ ْﻏــ ُﺪ‬
. .
Hindun Rag dun Mis. run OR Hindu Rag du Mis. ru
Egypt Egypt
ْ ‫ ِﻣ‬mis. ru is used
Note: The common practice in modern Arabic is that ‫ﺼـ ُﺮ‬
as a diptote and ‫ ِﻫـ ْﻨ ٌﺪ‬hindun as a triptote.
c) Masculine proper names which contain more than three consonants, e.g.:
ُ‫ِﺇ ْﺳ َﺤﺎﻕ‬ ِ ‫ِﺇ ْﺑ َﺮ‬

‫ﺍﻫـﻴ ُﻢ‬ ‫ﻮﺳ ُﻒ‬
ُ ‫ُﻳ‬ ُ ‫َﻳ ْﻌـ ُﻘ‬
‫ـﻮﺏ‬ 207
20
ᵓIsh.āqu, Isaac ᵓIbrāhı̄mu, Abraham Yūsufu, Joseph Yaҁqūbu, Jacob

d) All geographical names which do not have the definite article ‫ َﺃﻟْـ‬, e.g.:
22
Triptotes and
diptotes
ُ ِ‫َﻣـ ﱠﻜ ُﺔ َﺑﺎﺭ‬
‫ﻳـﺲ‬ ُ ‫ُﻟـ ْﺒـﻨ‬
ْ ‫َﺎﻥ ِﺩ َﻣ‬
ُ‫ـﺸﻖ‬
Bārı̄su Makkatu Dimašqu Lubnānu
Paris Mecca Damascus Lebanon
Note: The name of Cairo has the definite article ‫ َﺃﻟْـ‬/ᵓal../. It is therefore a
triptote and takes all three case endings: ِ‫ﺍَﻟْﻘَﺎﻫِـﺮَﺓ‬ َ‫ﺍَﻟْﻘَﺎﻫِـﺮَﺓُ ﺍَﻟْﻘَﺎﻫِـﺮَﺓ‬.
e) Compound geographical names:
‫َﺑ ْﻌـﻠَـ َﺒ ﱡﻚ ُﺑﻮ ْﺭ َﺳ ِﻌـﻴ ُﺪ‬ ْ َ‫َﺑـ ْﻴ َﺖ ﻟ‬

‫ـﺤ َﻢ‬ ‫ِﻧ ُﻴﻮ ْﺭ ُﻙ‬
Būr Saҁ ı̄du Baҁla-bakku Bayta Lah.ma Niyūrku
Port Said Baalbek Bethlehem New York
f) Masculine and feminine proper names which simulate verbal forms and
do not have the ending ‫ ــــ َ ُﺔ‬, ‫َ ُﺓ‬../..atu/ in the feminine singular, e.g.:
‫َﺃ ْﺣـ َﻤ ُﺪ‬ ‫َﻳـﺰِ ﻳـ ُﺪ‬ ‫ﺗَـﻐْـ ِﻠ ُﺐ‬

.
ᵓAh.madu Yazı̄du Tag libu
Note: The noun below has the same structure as the proper names above,
but it is not a diptote, because its feminine singular is formed by adding the
ending ‫ ــَــ ٌﺔ‬، ‫ـَـ ٌﺓ‬ /..atun/, e.g.:
ٌ ‫َﺃ ْﺭ َﻣ‬
‫ـﻞ‬ ‫َﺃ ْﺭ َﻣ ًﻼ‬ ‫َﺃ ْﺭ َﻣ ٍﻞ‬ (fem. ‫) َﺃ ْﺭ َﻣـﻠَـ ٌﺔ‬
ᵓarmalun, widower ᵓarmalan ᵓarmalin (ᵓarmalatun)
2088
g) Masculine proper names ending in ‫ـــﺎﻥ‬
ُ َ‫ ـ‬/..ānu/, e.g.: Adjectives
ُ ‫ُﻋـ ْﺜ َﻤ‬
‫ﺎﻥ‬ ُ ‫ُﺳﻠَـ ْﻴ َﻤ‬
‫ﺎﻥ‬ ‫ﺍﻥ‬
ُ ‫َﺯ ْﻳـ َﺪ‬
ҁ
Ut mānu Sulaymānu Zaydānu
¯
ُ ‫ُﻓ َﻌ‬
h) Proper names (masculine and feminine) which have the pattern of ‫ﻞ‬
fuҁalu, e.g.:
‫ُﻋـ َﻤ ُﺮ‬ ُ ‫ﺯ َُﺣ‬

‫ـﻞ‬ ‫ُﻗـﺰ َُﺡ‬
ҁ
Umaru Zuh.alu Quzah.u
22.4 Adjectives
a) Most of the classical grammarians consider the masculine adjectives
ُ َ‫ ـ‬/..ānu/ (pattern: ‫ َﻓ ْﻌ َﻼ ُﻥ‬faҁlānu) and having the feminine

ending in ‫ـﺎﻥ‬
ending ‫ ـَﻰ‬/..ā/ (pattern: ‫َﻓ ْﻌـﻠَﻰ‬ faҁlā) to be diptotes, while certain other
grammarians consider the feminine ending of ‫ـﺎﻥ‬

ُ َ‫ ـ‬/..ānu/ to be the
‫ ـَـ ٌﺔ‬/..atun/ (pattern: ‫ َﻓ ْﻌ َﻼ َﻧ ٌﺔ‬fa lānatun, not: ‫َﻓ ْﻌـﻠَﻰ‬
ҁ
faҁlā). In this case,
they have to be triptotes (pattern: ‫َﻓ ْﻌ َﻼ ٌﻥ‬ faҁlānun), according to the
rule mentioned in note (b) below, and this type of the feminine is more
frequently used in modern Arabic, e.g.:
209
20
22 Masc. sing. Fem. sing.
Triptotes and In classical In modern usage
diptotes
‫ َﻛ ْﺴ َﻼ ُﻥ‬OR ‫َﻛ ْﺴ َﻼ ٌﻥ‬ ‫ َﻛ ْﺴﻠَﻰ‬OR ‫َﻛ ْﺴ َﻼ َﻧ ٌﺔ‬
kaslānu/un, lazy kaslā OR kaslānatun
ُ ‫ َﺳ ْﻜ َﺮ‬OR ‫ﺍﻥ‬
‫ﺍﻥ‬ ٌ ‫َﺳ ْﻜ َﺮ‬ ‫ َﺳ ْﻜ َﺮﻯ‬OR ‫َﺳ ْﻜ َﺮﺍ َﻧ ٌﺔ‬
sakrānu/un, drunk sakrā OR sakrānatun
ُ ‫ َﻋ ْﻄ َﺸ‬OR ‫ﺎﻥ‬
‫ﺎﻥ‬ ٌ ‫ َﻋ ْﻄ َﺸﻰ َﻋ ْﻄ َﺸ‬OR ‫َﻋ ْﻄ َﺸﺎ َﻧ ٌﺔ‬
ҁ ҁ
at. šānu/un, thirsty at. šā OR ҁat. šānatun
‫ﺎﻥ‬ ْ ‫ ﻏ‬OR ‫ﺎﻥ‬

ُ ‫َﻀ َﺒ‬ ٌ ‫َﻀ َﺒ‬ ْ ‫ ﻏ‬OR ‫َﻀ َﺒﺎ َﻧ ٌﺔ‬
ْ ‫َﻀ َﺒﻰ ﻏ‬ ْ ‫ﻏ‬
. . .
g ad.bānu/un, angry g ad.bā OR g ad.bānatun
Note a: When the above adjectives occur as proper names they are treated
as diptotes, following rule 22.3 (g) above, e.g. ‫ﺎﻥ‬ ْ ‫ﻏ‬

ُ ‫َﻀ َﺒ‬ .
gad. bānu as a
proper name.
Note b: The adjective below is not a diptote, because its feminine singular
does not end in the ‫ ــَــﻰ‬/..ā/ (pattern: ‫ﻌﻠَﻰ‬

ْ ‫ َﻓ‬faҁlā), e.g.:
Nom. Acc. Gen. Fem. sing.
‫ﺎﻥ‬
ٌ ‫َﻧ ْﺪ َﻣ‬ ‫َﻧ ْﺪ َﻣﺎﻧًﺎ‬ ‫َﻧ ْﺪ َﻣ ٍﺎﻥ‬ (‫) َﻧ ْﺪ َﻣﺎ َﻧ ٌﺔ‬
nadmānun, regretful nadmānan nadmānin (nadmānatun)

2100
ٌ ‫ ُﻓ ْﻌ َﻼ‬fuҁlānun are all triptotes, e.g.:
Note c: Adjectives of the pattern ‫ﻥ‬
‫)ﻋـ ْﺮ َﻳﺎ َﻧ ٌﺔ( ُﻋـ ْﺮ َﻳ ٍﺎﻥ‬
Adjectives
‫ﺎﻥ‬
ٌ ‫ُﻋـ ْﺮ َﻳ‬ ‫ُﻋـ ْﺮ َﻳﺎﻧًﺎ‬ ُ
ҁ ҁ ҁ
uryānun, naked uryānan uryānin (ҁuryānatun)
‫ُﻓ َﻼ ٌﻥ‬ ‫ُﻓ َﻼﻧًﺎ‬ ‫ُﻓ َﻼ ٍﻥ‬ (‫) ُﻓ َﻼ َﻧ ٌﺔ‬
fulānun, somebody fulānan fulānin (fulānatun)
ُ ‫ َﺃ ْﻓ َﻌ‬ᵓafҁalu, e.g.:
b) Masculine adjectives of the pattern ‫ﻞ‬
‫َﺃ ْﺣـ َﻤ ُﺮ‬ ْ ‫َﺃ‬

‫ﺻﻐَـ ُﺮ‬ ‫ﺁﺧَ ـ ُﺮ‬ ‫َﺃ ْﻋ َـﺮ ُﺝ‬
.
ᵓah.maru ᵓas. g aru ᵓāharu ᵓaҁrağu
˘
red smaller other, another lame
c) Nouns and adjectives ending in ‫ــَـﺎ ُﺀ‬ /..ā ᵓu/ which is not part of the
verb root, e.g.:
‫( َﻋ ْﺬ َﺭﺍ ُﺀ‬v.‫) َﻋ َﺬ َﺭ‬ ‫( َﺳ ْﻮ َﺩﺍ ُﺀ‬v.‫)ﺳـ َﻮ َﺩ‬

َ ‫َﺳﺎ ُﺀ‬ َ ‫) َﺭ َﺃ‬
َ ‫( ُﺭﺅ‬v.‫ﺱ‬
ҁ
adrāᵓu (ҁadara) sawdāᵓu (sawada) ruᵓasāᵓu (raᵓasa)
¯ ¯
virgin black (f.) presidents
Note a: The triptote nouns ending in ‫ ــَـﺎ ٌﺀ‬/..āᵓun/ below do not belong to
the above group. This is because they are derived from verbs ending in a
weak radical (discussed in chapter 33), such as:
‫( ُﻗـ ﱠﺮﺍ ٌﺀ‬v. ‫َـﺮ َﺃ‬ َ ‫( ِﺷ َـﺮﺍ ٌﺀ‬v. ‫)ﺷ َـﺮ َﻱ‬
َ ‫( َﺳ َﻤـﺎ ٌﺀ )ﻗ‬v. ‫)ﺳـ َﻤ َﻮ‬ َ
qurrāᵓun (qaraᵓa) samāᵓun (samawa) širāᵓun (šaraya)
readers heaven purchase, buy(ing)
Note b: The word ‫ َﺃ ْﺷـ َﻴﺎ ُﺀ‬ᵓašyāᵓu, ‘things’, (sing. ‫ َﺷ ْﻲ ٌﺀ‬šayᵓun) is an

211
21
exception because it is a diptote in the Koran.
22
Triptotes and
d) Nouns and adjectives ending in ‫ ـَـــﻯ‬/.. ā/ are indeclinable (they have
diptotes
the same form in all cases) in both the definite and indefinite forms:
Indefinite Definite
‫ َﻣ ْﻘ ًﻬﻰ‬maqhan, a coffee house ‫ َﺃﻟْـ َﻤ ْﻘ َﻬﻰ‬ᵓal-maqhā
‫ َﺃ ﱡ‬ᵓas-suknā
‫ ُﺳ ْﻜﻨَﻰ‬suknā, housing, dwelling ‫ﻟﺴ ْﻜـﻨَﻰ‬
22.5 Broken plurals as diptotes
Broken plurals having the pattern ‫َﺎﻋ ُﻞ‬ ُ ‫َﺎﻋ‬

ِ ‫ َﻣﻔ‬mafāҁilu, or ‫ـﻴﻞ‬ ِ ‫ َﻣﻔ‬mafāҁı̄lu,
are diptotes, e.g.:
‫َﻣ َﻮﺍ ﱡﺩ‬ َ ‫َﺃ‬

‫ﺻﺎ ِﺑ ُﻊ‬ ‫َﺃ َﻛﺎﺭِ ُﻡ‬ ‫ﺎﺟـ ُﺪ‬
ِ ‫َﻣ َﺴ‬
mawāddu ᵓas. ābiҁu ᵓakārimu masāğidu

materials fingers nobles mosques
‫ﺼ ِﺎﻓـﻴ ُﺮ‬
َ ‫َﻋ‬ ُ ‫َﺎﺩ‬
‫ﻳﻞ‬ ِ ‫ﻗَـﻨ‬ ُ ‫َﺷ َﺒﺎ ِﺑ‬
‫ـﻴـﻚ‬ ِ ‫َﺃﻧ‬
‫َﺎﺷـﻴ ُﺪ‬
ҁ
as. āfı̄ru qanādı̄lu šabābı̄ku ᵓanāšı̄du
birds lamps windows songs, hymns
Exercises
2122 َ ِ‫ـﻴـﻦ ) ُﻣ َﺆ ﱢﺫ ٌﻥ( ُﻣـ ْﻤـﺘَﺎﺯ‬

ِ ‫ﻳﻦ ِﻓﻲ َﻣ َﺴ‬
‫ﺎﺟـ َﺪ‬ 4 3
َ ‫ـﺖ ِﻟـ ُﻤ َﺆ ﱢﺫ ِﻧ‬
ُ ‫ِﺇ ْﺳ َﺘ َﻤ ْﻌ‬
2 1
.‫) َﻣ ْﺴ ِﺠ ٌﺪ( َﻋ ِـﺪﻳ َﺪ ٍﺓ ِﻓﻲ َﻣ ﱠﻜ َﺔ ٱﻟْـ ُﻤ َﻜـ ﱠﺮ َﻣ ِﺔ‬

6 5
1) ᵓistamaҁtu li-muᵓaddinı̄na mumtāzı̄na fı̄ masāğida ҁadı̄datin fı̄ Makkata Exercises
¯¯
l-mukarramati.
1
I listened to 3excellent 2muezzins (2reciters of the Holy Koran) in 5many
4
mosques in the 6Honoured (Holy) city of Mecca.
َ ‫ـﻒ َﺳـﻨَﺔٍ ِﻓﻲ‬

‫ﺻ ْﺤ َـﺮﺍ ِﺀ‬3
َ ‫ﺼ‬2
ُ ‫ َﺃﻗَـ ْﻤ‬/ ‫ْـﺖ‬
ْ ‫ ﻗَـﺎ َﻡ( ِﻧ‬V.) ‫ـﺖ‬ ُ ‫َﺳ َﻜـﻨ‬ 1 1
ِ ‫ِﺳـﻴـﻨَﺎ َﻗـﺮِ ﻳـ ًﺒﺎ ِﻣ َﻦ ٱﻟْـ َﺒ ْﺤـﺮِ ٱﻟْـ ُﻤـﺘَـ َﻮ ﱢﺳ‬

.‫ـﻂ‬ 6 5 4
2) sakantu nis. fa sanatin fı̄ s. ah.rāᵓi Sı̄nā qarı̄ban mina l-bah.ri l-mutawassit. i.
1
I lived / stayed for half a 2year in the Sinai 3Desert 4near the 6Mediterra-
nean 5Sea.
ِ
(‫)ﻋـﻈﻴ ٌﻢ‬ َ ‫ـﺖ ِﻟـ ُﻤـ ﱠﺪ ٍﺓ َﻃﻮِ ﻳـﻠَﺔٍ َﻣ َﻊ ُﻋـﻠَـ َﻤﺎ َﺀ ) َﻋﺎ ِﻟ ٌﻢ( ُﻋ‬
‫ـﻈ َﻤﺎ َﺀ‬ 5 4 3
ُ ‫َﺟـﻠَ ْﺴ‬
2 1
. ِ‫ِﻓﻲ َﻣـ ْﻘ ًﻬﻰ َﻋـﻠَﻰ ٱﻟْـ َﺒ ْﺤـﺮ‬

7 6
3) ğalastu li-muddatin t. awı̄latin maҁa ҁulamāᵓa ҁud. amāᵓa fı̄ maqhan ҁalā
¯
l-bah.ri.
1
I sat for a 3long 2time with 5great 4scholars in 6a coffee shop by the 7sea.
‫ﻭﺕ َﻭ َﺷ ْﻬــ ًﺮﺍ ِﻓﻲ‬

2
َ ‫ﻗَـﺎ َﻡ( َﺳــ َﻨ ًﺔ ِﻓﻲ َﺑـ ْﻴـ ُﺮ‬.v) ‫ـﺖ‬ ُ ‫ َﺃﻗَـ ْﻤ‬/ ‫ْـﺖ‬
1
ُ ‫َﺳ َﻜـﻨ‬ 1
ِ ‫ـﻮﻉ ِﻓﻲ ٱﻟْـﻘ‬

.‫َـﺎﻫ َـﺮ ِﺓ‬ ِ ‫ٱﻷ ْﺳـ ُﺒ‬ُ ْ ‫ـﻒ‬
5
َ ‫ـﺼ‬ 4
ً ‫ﺎﻥ َﻭ ُﺃ ْﺳـ ُﺒ‬
ْ ‫ـﻮﻋﺎ َﻭ ِﻧ‬ َ ‫َﻋـ ﱠﻤ‬
3
4) sakantu / ᵓaqamtu sanatan fı̄ Bayrūta wa-šahran fı̄ ҁAmmāna wa-ᵓus-

bū ҁan wa-nis. fa l-ᵓusbū ҁi fı̄ l-Qāhirati.
1
I lived / 1I stayed for a year in Beirut, 2a month in Amman 3and one and 4a
half 5weeks in Cairo.
َ ‫ـﻒ َﻭ ُﺳ َﻌـﺎ َﺩ َﻭ ِﻫـﻨ ٍْﺪ ِﺇﻟَﻰ َﺑـ ْﻴ‬

‫ـﺖ‬ َ ‫ﻮﺳ‬ ِ ‫ـﺖ َﺃ ْﻣ‬
ُ ‫ـﺲ ﺑِﺮِ ْﺣـﻠـَﺔٍ َﻣ َﻊ ُﻳ‬ 2
ُ ‫َﺫ َﻫـ ْﺒ‬
1
ْ َ‫ﻟ‬
.‫ـﺤـ َﻢ‬
5) dahabtu ᵓamsi bi-rih.latin maҁa Yūsufa wa-Suҁāda wa-Hindin ᵓilā bayta

¯ 213
21
lah.ma.
I went 2on a trip to Bethlehem 1yesterday with Josef, Suad and Hind.
22
Triptotes and
(‫ﺿ ْﺨـ َﻤ ًﺔ ِﻓﻲ َﻣ َﻌـﺎ ِﺑـ َﺪ ) َﻣ ْﻌـ َﺒ ٌﺪ‬
4 ٌ ‫ﺎﻫـ ْﺪ ُﺕ ﺗَـ َﻤﺎ ِﺛـﻴـ َﻞ ) ِﺗـ ْﻤـ َﺜ‬
َ (‫ـﺎﻝ‬ 3
َ ‫َﺷ‬
2 1
ِ ‫ﺎﺻﺔٍ ِﻓﻲ ٱﻟْـﻘ‬

diptotes
.‫َﺎﻫ َـﺮ ِﺓ‬ ‫ﺼ َـﺮ َﻭ ِﺑﺨَ ﱠ‬ 5
َ ‫َﻛـ ِﺜ‬
ْ ‫ـﻴـﺮ ٍﺓ ِﻓﻲ ِﻣ‬
6) šāhadtu tamāt ı̄la d.ahmatan fı̄ maҁābida kat ı̄ratin fı̄ mis. ra wa-bi-
¯ ˘ ¯
hās. s. atin fı̄ l-Qāhirati.
˘
1
I saw 3huge 2statues in many 4temples in Egypt, 5especially in Cairo.
ُ ‫ ﻭ َﻛـﺘَــ ْﺒ‬،‫ﺗَـ َﻜـﻠﱠ ْﻤ ُﺖ َﻣ َﻊ َﺃ ْﻛ َـﺮ َﻡ َﻭ ُﻣ َﺤـ ﱠﻤ ٍـﺪ َﻭ َﺃ ْﺣـ َﻤـ َﺪ َﻭ ُﺟـﻮ ْﺭ َﺝ‬
‫ـﺖ ِﺇﻟَﻰ‬ 2 1
َ ‫ﺎﻥ َﻭ ُﻋـ ْﺜـ َﻤ‬

ِ ‫ﺎﻥ َﻭ ِﺇ ْﺑ َـﺮ‬
.‫ﺍﻫـﻴـ َﻢ َﻭ َﻳـﺰِ ﻳـ َﺪ‬ َ ‫َﻋـ ِﻠ ٍ ّﻲ َﻭ ُﻋـ َﻤ َـﺮ َﻭ ُﺳـﻠَـ ْﻴـ َﻤ‬
7) takallamtu maҁa ᵓAkrama wa-Muh.ammadin wa-ᵓAh.mada wa-ğūrğa,

wa-katabtu ᵓilā ҁAliyyin wa-ҁUmara wa-Sulaymāna wa-ҁUt māna wa-ᵓI-
¯
brāhı̄ma wa-Yazı̄da.
1
I spoke to (with) ᵓAkram, Mohammad, ᵓAhmad and George, 2and I wrote to
Ali, Omar, Solomon, Othman, Abraham and Yazid.
‫ﺎﺣـ َﻴ ِﺔ‬
ِ ‫ﺿ‬ 4
َ ‫ َﺃ ْﺧ‬m.) ‫ـﻀ َﺮﺍ َﺀ‬
َ ‫ﻀ ُﺮ( ِﻓﻲ‬ ْ َ‫ـﺖ ِﻓﻲ ُﺟـﻨَـ ْﻴـﻨَﺔٍ ﺧ‬
ُ ‫ﺗَـﻨَـﺰ ْﱠﻫ‬
3 2 1
.(‫ َﺃ ْﺣـ َﻤ ُﺮ‬m.) ‫ــﺮ ًﺓ َﺣـ ْﻤ َـﺮﺍ َﺀ‬

َ ‫ـﺖ ِﻣـ ْﻨ َﻬـﺎ ﺯ َْﻫ‬
8 7 َ ‫ـﺸﻖَ َﻭﻗ‬
ُ ‫َـﻄـ ْﻔ‬
6 ْ ‫ِﺩ َﻣ‬ 5
8) tanazzahtu fı̄ ğunaynatin had.rāᵓa fı̄ d.āh.iyati Dimašqa wa-qat. aftu

˘
min-hā zahratan h.amrāᵓa.
1
I took a walk (1I went for a walk) in 3a green 2garden in 4a suburb of
Damascus 5and I picked (6from it) 8a red 7flower.
‫ﺎﻛـ ِﻠﻬِ ـ ْﻢ‬

ِ ‫ـﻦ َﻣ َﺸ‬
5
ْ ‫ــﻴـﻦ َﻋ‬ 4 3
َ ‫ـﻞ َﺃ ْﻋ‬
َ ‫ــﺮ ُﺝ ِﻓﻲ ُﻣ ْﺆﺗَــ َﻤ ٍـﺮ ِﻟـﻠْ ُﻤ َﻌ ِﺎﻗ‬ ٌ ‫ﺗَـ َﻜـﻠﱠ َﻢ َﺭ ُﺟ‬
2 1
.‫ـﺼ ُﻬـ ْﻢ‬‫ﻮﻉ( ُﺃ ْﺧ َـﺮﻯ ﺗ َُﺨ ﱡ‬

8 7
ٌ ‫ﺿ‬ ِ ‫ـﻞ( َﻭ َﻣـ َﻮ‬
ُ ‫ﺍﺿﻴ َﻊ ) َﻣـ ْﻮ‬ ٌ ‫) ُﻣ ْﺸ ِـﻜ‬
6
9) takallama rağulun ᵓaҁrağu fı̄ muᵓtamarin li-l-muҁāqı̄na ҁan mašāki-

li-him wa-mawād. ı̄ ҁa ᵓuhrā tahus. s. u-hum.
˘ ˘
2
2144 A lame man 1spoke at 3a conference (congress) 4for the disabled (hand-
icapped) about 5their 5problems and 7other 6subjects 8concerning them.
َ ‫َـﺮ ِﻓﻲ‬
‫ﺻ ْﺤ ٍـﻦ‬ َ ‫ﺻﻔ‬ْ ‫ﻳﺾ َﺩ َﻭﺍ ًﺀ َﺃ‬
ِ ِ‫ﺿ ُﺔ ِﻟـﻠْ َﻤﺮ‬
َ ‫ـﺖ ٱﻟْـ ُﻤـ َﻤـ ﱢﺮ‬
ِ ‫ﻗَـ ﱠﺪ َﻣ‬
6 5 4 3 2 1
Exercises
. َ‫َﺃﺯ َْﺭﻕ‬ 7
10) qaddamati l-mumarrid.atu li-l-marı̄d.i dawāᵓan ᵓas. fara fı̄ s. ah.nin ᵓazraqa.
2
The nurse 1gave 3the patient some 5yellow 4medicine on a 7blue 6plate.
‫ْـﺖ َﺟـ ْﻮ َﻋـﺎ َﻧ ٌﺔ‬

6
ْ ‫ﺎﻥ َﺷ َـﺮﺍ ًﺑﺎ َﻭ َﻃـﻠَـ َﺒ‬
ٌ ‫ـﺖ ِﺑـﻨ‬ 5
ُ ‫ـﺸ‬
4 ْ ‫ـﻞ َﻋ‬
َ ‫ـﻄ‬ ٌ ‫ـﺐ ِﻃـ ْﻔ‬
3
َ َ‫َﻃـﻠ‬ 2 1
.‫ َﺃ ْﻛ ًﻼ‬/‫َﻃ َﻌـﺎ ًﻣﺎ‬

7 7
11) t. alaba t. iflun ҁat. šānu šarāban wa-t. alabat bintun ğawҁānatun t. aҁāman
/ ᵓaklan.
3
A thirsty 2child (m.) 1requested 4a drink and 6a hungry girl 5requested
7
food.
ٍ ‫ﺎﻥ ﺗَــ ْﻘـﺮِ ﻳـ ًﺮﺍ ِﺿ ﱠﺪ ُﻣ َﻮ ﱠﻇ ٍﻒ َﻣ ْﺴـﺆ‬

‫ُﻭﻝ‬ 5 4
ُ ‫َـﻀ َﺒ‬
3 2
َ ‫َﻛـﺘ‬
ٌ ‫َـﺐ ُﻣـﻔَـﺘ‬
ْ ‫ﱢــﺶ ﻏ‬ 1
ُ ْ‫ـﻦ َﻣ َﺴﺎ ِﺋـ َﻞ ) َﻣ ْﺴ َﺄﻟَ ٌﺔ( ِﺳـ ﱢﺮ ﱠﻳـﺔٍ ِﻓﻲ ٱﻟ‬

.‫ـﺤ ُـﻜـﻮ َﻣ ِﺔ‬ 8 7
ْ ‫َﻋ‬ 6
.
12) kataba mufattišun g ad.bānu taqrı̄ran d.idda muwad. d. afin masᵓūlin ҁan
¯¯
masāᵓila sirriyyatin fı̄ l-h.ukūmati.
2
An angry 1inspector wrote 3a report 4against an employee 5responsible for
7
confidential (secret) 6matters in 8the government.
ِ ‫ﺍﻋ ِـﺪ )ﻗ‬

(ٌ‫َﺎﻋـ َﺪﺓ‬ 4 3
ْ ‫ـﺐ َﻃﺎ ِﻟ ٌﺐ َﻛ‬
ِ ‫ـﺴ َﻼ ُﻥ ِﻓﻲ ٱ ْﻣـ ِﺘ َﺤـﺎﻥِ َﻗ َﻮ‬ َ ‫َﺭ َﺳ‬
2 1
.‫ٱﻟــ ﱡﻠﻐ َِﺔ ٱﻟْ َﻌ َـﺮ ِﺑـ ﱠﻴ ِﺔ‬ 5
.
13) rasaba t. ālibun kaslānu fı̄-mtih.āni qawā ҁidi l-lug ati l-ҁarabiyyati.
2
A lazy student 1failed (in) the Arabic 4grammar 3exam (lit. 4the grammar 215
21
of the Arabic 5language).
‫ـﺐ ) َﺃ ْﺟـﻨَـ ِﺒ ﱞ‬
(‫ـﻲ‬ َ ‫ﺎﻋـ ٌﺮ( َﺃ َﺟـﺎ ِﻧ‬
ِ ‫)ﺷ‬
َ ‫ـﺖ َﻣ َﻊ ُﺷـ َﻌ َـﺮﺍ َﺀ‬
ُ ‫ﺗَـﻨَـﺰ ْﱠﻫ‬
22 3 2 1
Triptotes and
diptotes
‫)ﺣ ِـﺪﻳـ َﻘ ٌﺔ( َﺟ ِـﻤـﻴـﻠَﺔٍ ِﺑﭑﻟْـ ُﻘـ ْﺮ ِﺏ ِﻣ ْﻦ‬
6
َ َ‫ﻳـﻦ ِﻓﻲ َﺣ َﺪﺍ ِﺋـﻖ‬
5 ْ ‫َﻣ‬
َ ِ‫ـﺸ ُﻬـﻮﺭ‬ 4
ْ ‫ِﺩ َﻣ‬
. َ‫ـﺸـﻖ‬
14) tanazzahtu maҁa šuҁarāᵓa ᵓağāniba mašhūrı̄na fı̄ h.adāᵓiqa ğamı̄latin

bi-l-qurbi min dimašqa.
1
I took a walk with (some) 4famous 3foreign 2poets in beautiful 5gardens
(parks) 6near Damascus.
1) I sat for a long time in a coffee shop by the sea with a famous poet.
2) I listened for a long time to an angry inspector who spoke about (the)
confidential matters concerning (the) foreigners.
3) I lived for a year in Cairo, half a year in Bethlehem, one month in
Amman and one and a half weeks in Beirut near the sea.
4) I went yesterday to the mosque and I listened to an excellent reciter
(of the Koran) from the Honoured (Holy) city of Mecca.
5) The nurse gave the sick child the medicine on a green plate and the
food on a blue plate.
2166
Chapter 23
Participles, verbal nouns

(mas.dar), nouns of place,
time and instrument
23.1 Active participle
The active participle, ِ ‫ ِﺇ ْﺳ ُﻢ ٱﻟْﻔ‬, is a deverbal adjective or noun indicat-

ِ‫َﺎﻋـﻞ‬
ing the doer of an action. The pattern of the active participle of the triliteral
ٌ ‫َﺎﻋ‬
verb (form I) is ‫ـﻞ‬ ِ ‫( ﻓ‬fem. ‫َﺎﻋـﻠَـ ٌﺔ‬
ِ ‫)ﻓ‬, from the verb ‫ َﻓ َﻌـ َﻞ‬. For example:
‫ َﻛﺎ ِﺗ ٌﺐ‬kātibun, one who writes, writer, clerk, from the verb ‫ َﻛـﺘ ََﺐ‬kataba,
to write
‫ ﻗَﺎ ِﺗ ٌﻞ‬qātilun, one who kills, killer, murderer, from the verb ‫ ﻗﺘَـ َﻞ‬qatala, to kill
23.2
Some active participles are often used to indicate an ongoing, simultane-

ous or imminent action or state, having a meaning close to the verb in the
imperfect tense. They may then correspond to the English present partici-
ple, progressive present or future, e.g.:
‫( ُﻣ َﺴ ِﺎﻓـ ٌﺮ‬III) travelling, going to travel ‫ـﺲ‬

ٌ ‫ َﺟﺎ ِﻟ‬sitting, ‫ـﺐ‬ ِ ‫ َﺫ‬going
ٌ ‫ﺍﻫ‬
217
23 Hence it is sometimes difficult to know whether to use the active participle
Participles or the imperfect tense. It is a question of practice, e.g.:
and verbal
nouns Active participle Imperfect verb
‫َﺃﻧَﺎ ُﻣ َﺴ ِﺎﻓـﺮ ﻏَـ ًﺪﺍ‬ ‫ُﺃ َﺳ ِﺎﻓـ ُﺮ ﻏَـ ًﺪﺍ‬

ᵓanā musāfirun ġadan. ᵓusāfiru ġadan.
I am travelling tomorrow. I will travel tomorrow.
‫ﺎﺣ ًﻜـﺎ‬
ِ ‫ﺿ‬َ ‫ﺧَ َـﺮ َﺝ‬ ‫ﻀ َﺤ ُﻚ‬
ْ ‫ﺧَ َـﺮ َﺝ ) َﻭ ُﻫـ َﻮ( َﻳ‬
harağa d.āh.ikan. harağa (wa-huwa) yad.h.aku.
˘ ˘
He went out laughing. He went out (while) laughing.
He was laughing as he went out.
Note: The above words ‫ ﻏَـ ًﺪﺍ‬and ‫ﺎﺣ ًﻜﺎ‬

ِ ‫ﺿ‬َ are in the accusative case (see
chapter 38).
23.3
In the case of something which happens habitually, the imperfect tense

must replace the active participle as follows:
With the active participle With the imperfect

(a habitual action)
ٌ ‫ﺱ َﺟﺎ ِﻟ‬
‫ـﺲ ُﻫـﻨَﺎ‬ َ ْ‫َﺃﻟ‬
ُ ِ‫ـﺤﺎﺭ‬ ‫ـﺲ ) َﺩﺍ ِﺋ ًﻤﺎ( ُﻫـﻨَﺎ‬
ُ ‫ﺱ َﻳ ْﺠـ ِﻠ‬ َ ْ‫َﺃﻟ‬
ُ ِ‫ـﺤﺎﺭ‬
ᵓal-h.ārisu ğālisun hunā. ᵓal-h.ārisu yağlisu (dāᵓiman) hunā.
The guard is sitting here. The guard (always) sits here.
‫ﺍﻫ ٌﺐ ِﺇﻟَﻰ َﻋـ َﻤ ِﻠ ِﻪ‬ ِ ‫َﺃﻟْ َﻌ‬

ِ ‫ﺎﻣ ُﻞ َﺫ‬ ‫ﺎﺡ‬ ِ ‫َﻳ ْﺬ َﻫ ُﺐ ٱﻟْ َﻌ‬
‫ﺎﻣ ُﻞ ِﺇﻟَﻰ َﻋ َﻤ ِﻠ ِﻪ ِﻓﻲ ﱠ‬
ِ ‫ٱﻟﺼ َﺒ‬
ᵓal-ҁāmilu dāhibun ᵓilā yadhabu l-ҁāmilu ᵓilā ҁamali-hi
ҁ ¯ ¯
amali-hi. f ı̄ s.-s.abāh.i.
2188
The worker is going (or: is on The worker (always) goes to Passive
his way) to (his) work. (his) work in the morning. participle
َ ‫ـﺐ ِﺣ‬
‫ﺼﺎﻧًﺎ‬ ِ ‫َﺃﻧَﺎ َﺭ‬
ٌ ‫ﺍﻛ‬ ‫ﺼﺎﻧًﺎ ُﻛ ﱠ‬
‫ـﻞ َﻳ ْﻮ ٍﻡ‬ ُ ‫َﺃ ْﺭ َﻛ‬
َ ‫ـﺐ ِﺣ‬
ᵓanā rākibun h.is.ānan. ᵓarkabu h.is.ānan kulla yawmin.

I am riding a horse (just now). I ride a horse every day.
23.4 Passive participle
The passive participle, ِ‫ ِﺇ ْﺳـ ُﻢ ٱﻟْـ َﻤ ْﻔ ُﻌـﻮﻝ‬, is a verbal adjective or noun which
indicates (the result or effect of) a completed action. In English it corre-
sponds to the past participle. The passive participle of the triliteral verb
ٌ ‫ َﻣـ ْﻔ ُﻌ‬mafҁūlun, e.g.:

(form I) is formed according to the pattern of ‫ـﻮﻝ‬
ٌ ‫ َﻣ ْﻜـﺘ‬written, a letter
‫ُﻮﺏ‬ ٌ ‫( َﻣ ْﻘـﺘ‬is) killed, murdered
‫ُﻮﻝ‬
23.5
Active participles and passive participles of the derived verb forms II–X are
formed according to the pattern below with the prefix ‫ ُﻣـــ‬/mu../.

a) Active participle
(I) II III IV V VI VII VIII
(‫َﺎﻋ ٌﻞ‬
ِ ‫َﺎﻋ ٌﻞ ُﻣ َﺘ َﻔ ﱢﻌ ٌﻞ ُﻣ ْﻔ ِﻌ ٌﻞ )ﻓ‬
ِ ‫ُﻣ ْﻨﻔ َِﻌ ٌﻞ ُﻣ َﺘﻔ‬ ‫ُﻣ ْﻔﺘ َِﻌ ٌﻞ‬ ‫ُﻣ ْﺴ َﺘ ْﻔ ِﻌ ٌﻞ ُﻣ ْﻔ َﻌ ﱞﻞ‬
IX X
‫ُﻣ َﻔ ﱢﻌ ٌﻞ‬ ‫َﺎﻋ ٌﻞ‬

ِ ‫ُﻣﻔ‬ 21
219
23 b) Passive participle
Participles
and verbal (I) II III IV V VI VII VIII
nouns
ٌ ‫ُﻣ ْﻔ َﺘ َﻌ ٌﻞ ُﻣ ْﻨ َﻔ َﻌ ٌﻞ ُﻣ َﺘﻔَﺎ َﻋ ٌﻞ ُﻣ َﺘ َﻔ ﱠﻌ ٌﻞ ُﻣ ْﻔ َﻌ ٌﻞ ُﻣﻔَﺎ َﻋ ٌﻞ ُﻣ َﻔ ﱠﻌ ٌﻞ ) َﻣ ْﻔ ُﻌ‬

(‫ﻮﻝ‬
IX X
- ‫ُﻣ ْﺴ َﺘ ْﻔ َﻌ ٌﻞ‬
Note: The form IX in the passive participle is not in use.
(See also the pattern table A1.1 of the verb faҁala in Appendix 1.)
Examples of verb forms II and III
Verb Active participle Passive participle
II ‫َﻋﻠﱠ َﻢ‬ ‫ُﻣ َﻌﻠﱢ ٌﻢ‬ ‫ُﻣ َﻌﻠﱠ ٌﻢ‬

ҁ
allama muҁallimun muҁallamun
to teach teacher taught, educated
III ‫َﺳﺎ َﻋ َﺪ‬ ِ ‫ُﻣ َﺴ‬

‫ﺎﻋ ٌﺪ‬ ‫ُﻣ َﺴﺎ َﻋ ٌﺪ‬
sāҁada musāҁidun musāҁadun
to help helper, assistant one who has received
help, been assisted
23.6 Verbal noun (mas.dar)
a) The verbal noun is called ‫ﺼ َﺪ ٌﺭ‬

ْ ‫ َﻣ‬mas.dar, which means ‘source’. It is a
noun derived from the verb and denotes the action, quality or state
expressed by the verb. For example, the verbal noun ‫ َﻗﺘ ٌْﻞ‬qatlun, ‘kill-
2200
ing, murder’, is derived from the verb ‫ َﻗ َﺘ َﻞ‬qatala, ‘to kill’; similarly
‫ ُﺣ ْﺴ ٌﻦ‬h.usnun, ‘beauty’, is derived from ‫ َﺣ ُﺴ َﻦ‬h.asuna, ‘to be hand- Verbal noun
(mas.dar)
some’. The Arabic verbal noun corresponds to the English gerund end-
ing in -ing (e.g. ‘playing, going’.) or to action nouns like: ‘departure’,
‘arrival’, ‘treatment’, etc.
The patterns for forming verbal nouns from the different verb forms (I–X)
are given below:
I II III IV V VI VII VIII
(‫) َﻓ ْﻌ ٌﻞ‬ ٌ ‫َﺗ ْﻔ ِﻌ‬

‫ﻴﻞ‬ ٌ ‫ِﻓ َﻌ‬
‫ﺎﻝ‬ ٌ ‫ِﺇ ْﻓ َﻌ‬
‫ﺎﻝ‬ ‫َﺗ َﻔ ﱡﻌ ٌﻞ‬ ‫َﺎﻋ ٌﻞ‬ ٌ ‫ِﺇﻧ ِْﻔ َﻌ‬
ُ ‫ﺎﻝ َﺗﻔ‬ ٌ ‫ِﺇ ْﻓ ِﺘ َﻌ‬
‫ﺎﻝ‬
‫َﺗ ْﻔ ِﻌﻠَ ٌﺔ‬ ‫ُﻣﻔَﺎ َﻋﻠَ ٌﺔ‬
IX X
‫ِﺇ ْﻓ ِﻌ َﻼ ٌﻝ‬ ٌ ‫ِﺇ ْﺳ ِﺘ ْﻔ َﻌ‬

‫ﺎﻝ‬
(See also the pattern table A1.1 of faҁala in Appendix 1.)
Note a: The verbal nouns of forms IV–X have only one pattern, but
forms II and III may have two.
Note b: The initial hamzatu l-qat.ҁi ‫ ِﺇ‬and ‫ ُﺃ‬in the verbal nouns of verb forms
VII–X is subject to the rule of hamzatu l-was.li (was.lah), in the same way as
the corresponding hamzah in the perfect and imperative forms.
b) There are dozens of patterns for the verbal nouns of triliteral verbs in form I.
They can be learned from more advanced Arabic grammar books or by
consulting the dictionary. The following are some examples:
Verbal noun (mas.dar) Verb form I
‫ َﻗﺘ ٌْﻞ‬qatlun, killing ‫ َﻗ َﺘ َﻞ‬qatala, to kill

22
221
ٌ ‫ ُﺩ ُﺧ‬duhūlun, entering
‫ﻮﻝ‬ ‫ َﺩﺧَ َﻞ‬dah˘ala, to enter
˘
‫ ُﺷ ْﺮ ٌﺏ‬šurbun, drinking ‫ َﺷﺮِ َﺏ‬šariba, to drink
23
Participles
and verbal
nouns ‫ َﺳ ْﻤ ٌﻊ‬sam un, hearing
ҁ
‫ َﺳ ِﻤ َﻊ‬sami a, to hear
ҁ
‫ ُﺣ ْﺴ ٌﻦ‬h.usnun, beauty ‫ َﺣ ُﺴ َﻦ‬h.asuna, to be handsome
‫ َﺳ َﻬـ ٌﺮ‬saharun, sleeplessness ‫ َﺳﻬِ َﺮ‬sahira, to stay awake (at night)
c) The Arabic verbal noun can often be translated as an English infinitive

or gerund, for example:
‫َﺼ َﺪ ٱﻟْﻘَـﺘْـ َﻞ‬

َ ‫ ﻗ‬qas.ada l-qatla. He intended to kill.
‫ﺎﺣ َﺔ‬ ‫َﻋـﻠﱠ َﻢ ﱢ‬
َ ‫ٱﻟﺴ َﺒ‬ ҁ
allama s-sibāh.ata. He taught swimming (how to swim).
23.7
Nouns of place and time, ِ‫ ِﺇ ْﺳ ُﻢ ٱﻟْـ َﻤ َﻜﺎﻥِ َﻭٱﻟ ﱠﺰ َﻣﺎﻥ‬, can also serve as adverbs.
These are called adverbial nouns. They indicate the place or time where or
when the verbal action took place. They are formed by prefixing ‫ َﻣـ‬/ma../
ٌ ‫ َﻣ ْﻔ ِﻌ‬,
to the root according to the patterns ‫ﻞ‬ ‫ َﻣ ْﻔ َﻌ ٌﻞ‬or ‫ َﻣ ْﻔ َﻌﻠَ ٌﺔ‬. Their broken
plurals (internal plurals) are formed according to the pattern ‫َﺎﻋ ُﻞ‬
ِ ‫ َﻣﻔ‬or
ُ ‫َﺎﻋ‬
‫ﻴﻞ‬ ِ ‫ َﻣﻔ‬and are diptotes, e.g.:
Noun of place / time Broken plural Triliteral verb

(form I)
2222
‫ َﻣ ْﺨﺰ ٌَﻥ‬mah˘zanun ‫ َﻣﺨَ ﺎﺯِ ُﻥ‬mah˘āzinu ‫ ﺧَ ﺰ ََﻥ‬h˘azana
store, warehouse to store

‫ َﻣ ْﻮ ِﻋ ٌﺪ‬maw idun
ҁ ِ ‫ َﻣ َﻮ‬mawā ı̄du
‫ﺍﻋﻴ ُﺪ‬ ҁ
‫ َﻭ َﻋ َﺪ‬wa ada
ҁ The adverbial
nouns of
instrument
appointment to promise
‫ َﻣﻨْﺰِ ٌﻝ‬manzilun ‫ َﻣﻨَﺎﺯِ ُﻝ‬manāzilu ‫ َﻧ َﺰ َﻝ‬nazala
place, house to go down
‫ َﻣ ْﺴ ِﺠ ٌﺪ‬masğidun ‫ﺎﺟ ُﺪ‬

ِ ‫ َﻣ َﺴ‬masāğidu ‫ َﺳ َﺠ َﺪ‬sağada
mosque to bow down
23.8
The adverbial nouns of place and time of the derived verb forms from
II to X are the same as the corresponding passive participles, e.g.
‫ ُﻣﻨْـﺘَــ َﺰ ٌﻩ‬muntazahun, ‘park’ (form VIII)
‫ ُﻣ ْﺴ َﺘ ْﻘ َﺒ ٌﻞ‬mustaqbalun,‘future’ (form X)
23.9 The adverbial nouns of instrument
Nouns of instrument ْ ‫ ِﺇ ْﺳ ُﻢ‬express the instrument or tool by which

‫ٱﻵﻟَ ِﺔ‬
the action is performed. They are prefixed with ‫ ِﻣـ‬/mi../ and formed only
from verb form I, according to the following patterns:
Noun of instrument Verb form I
ٌ ‫ ِﻣ ْﻔ َﻌ‬, e.g.:
a) Pattern ‫ﺎﻝ‬
‫ ِﻣﻨ َْﺸﺎ ٌﺭ‬minšārun, saw ‫ ﻧ ََﺸ َﺮ‬našara, to saw 22

223
ٌ ‫ ِﻣ ْﻔﺘ‬miftāh.un, key
‫َﺎﺡ‬ ‫ َﻓﺘ ََﺢ‬fatah.a, to open
b) Pattern ‫ ِﻣ ْﻔ َﻌ ٌﻞ‬, e.g.:
23
Participles
and verbal
nouns ‫ ِﻣ ْﺒ َﺮ ٌﺩ‬mibradun, file ‫ َﺑ َﺮ َﺩ‬barada, to file
‫ ِﻣﻘ ﱞ‬miqas.s.un, scissors

‫َﺺ‬ ‫َﺺ‬
‫ ﻗ ﱠ‬qas.s.a, to cut
c) Pattern ‫ ِﻣ ْﻔ َﻌﻠَ ٌﺔ‬, e.g.:
‫ ِﻣ ْﻜﻨ ََﺴ ٌﺔ‬miknasatun, broom َ ‫ َﻛﻨ‬kanasa, to sweep

‫َﺲ‬
‫ ِﻣﻨ َْﺸ َﻔ ٌﺔ‬minšafatun, towel ‫ ﻧ َِﺸ َﻒ‬našifa, to dry
Exercises
The transliteration will be omitted from the exercises from this point, as
students should now be familiar enough with the Arabic script that they do
not need to rely on transliteration.
Classify each of the following nouns according to:
a) The verb form number.

b) The first (basic) verb form.
c) The grammatical form, i.e. whether it is an active participle, or verbal
noun (mas.dar).
‫ُﻣ َﻌﻠﱠ ٌﻢ‬ ‫ُﻣ َﻌﻠﱢ ٌﻢ‬ ‫ِﺇ ْﺳ ِﺘ ْﻌ َﻼ ٌﻡ‬ ٌ ‫َﻣ ْﻘﺘ‬
‫ُﻮﻝ‬ ‫َﻣ ْﻔ ُﻬﻮ ٌﻡ‬
educated teacher information killed understood
ٌ ‫َﻣ ْﺨ ُﻄ‬
‫ﻮﻑ‬ ‫ِﺇ ْﺳ ِﺘ ْﻌ َﻤﺎ ٌﺭ‬ ‫ُﻣ ْﺴ َﺘ ْﻌ ِﻤ ٌﺮ‬ ‫ﻮﻉ‬
ٌ ‫َﻣ ْﺴ ُﻤ‬ ٌ ‫َﻣ ْﻐ ُﻠ‬
‫ﻮﺏ‬
2244
kidnapped colonizing colonial heard defeated
ِ ‫ُﻣ َﺴ‬
‫ﺎﻋ ٌﺪ‬ ِ ‫ُﻣ َﺸ‬
‫ﺎﻫ ٌﺪ‬ ‫ُﻣ َﺴﺎ َﻣ ٌﺢ‬ ‫ﺍﺳ ٌﻞ‬
ِ ‫ُﻣ َﺮ‬ ‫ُﻣ َﺒﺎ ِﻟ ٌﻎ‬
Exercises
assistant spectator excused news correspondent exaggerator
‫ﺲ‬
ٌ ‫ُﻣﺘ ََﺤ ﱢﻤ‬ ‫ُﻣ ْﺤﺘ ََﺮ ٌﻡ‬ ‫ُﻣ ْﺴ َﺘ ْﻌ َﻤ ٌﻞ‬ ‫ﺎﺟ ٌﺮ‬
ِ ‫ُﻣ َﻬ‬ ‫ُﻣ ْﺴ َﺘ ْﻘ َﺒ ٌﻞ‬
enthusiastic respected used emigrant, immigrant future
‫َﻣ ْﺸ ُﻬﻮ ٌﺭ‬ ٌ ‫ِﺇ ْﻣ ِﺘ َﺤ‬

‫ﺎﻥ‬ ‫ﺍﺏ‬ ْ ‫ِﺇ‬
ٌ ‫ﺿ َﺮ‬ ‫ِﺇ ْﺣ ِﺘ َﺮﺍ ٌﻡ‬ ‫ِﺇﻧ ِْﻔ َﺠﺎ ٌﺭ‬
famous exam strike respect explosion
‫ِﺇ ْﺣ ِﻤ َﺮﺍ ٌﺭ‬ ‫َﺗ ْﻘ ِﺪ َﻣ ٌﺔ‬ ٌ ‫ﺗ َْﺴ ِﻠ‬

‫ﻴﺢ‬ ‫ُﻣ ْﺨﺘَﺮِ ٌﻉ‬ ‫ُﻣ َﺴﺎ َﺑ َﻘ ٌﺔ‬
reddening gift armament inventor competition

blushing arming
‫ِﺇﻧ ِْﻔ َﺮﺍ ٌﺩ‬ ‫ُﻣ ْﺸﺮِ ٌﻑ‬ ٌ ‫ُﻣ َﻘ ﱠﺪ‬

‫ﺱ‬ ‫ُﻣ ْﺴ َﺘ ْﻌ ِﺠ ٌﻞ‬ ‫ﺎﻫ َﺪ ٌﺓ‬
َ ‫ُﻣ َﻌ‬
loneliness supervisor holy speedy treaty

isolation
6
َ ‫ـﻒ َﺃ ْﺭ‬
ِ ْ‫ﺽ ٱﻟ‬
‫ـﺠـﺎﻣ ِﻊ َﻭ َﺳ ﱠﺠـﺎ َﺩ ُﻩ‬ ُ ‫ﱢـﺲ ٱﻟْـ ُﻤـﻨ ﱢَﻈ‬
5
ُ ‫ﺻ َﺒ ٍﺎﺡ ُﻳـ َﻜــﻨ‬
4 ‫ِﻓﻲ ُﻛ ﱢ‬
َ ‫ــﻞ‬
3 2 1
‫ْـﺴ ُﻞ ٱﻟْـ َﻤـ ْﺪﺧَ ـ َﻞ َﻭٱﻟ ﱠﺪ َﺭ َﺝ‬

11 ِ ‫) َﺳ ﱠﺠﺎ َﺩ ٌﺓ( ِﺑﭑﻟْ ِـﻤ ْﻜــﻨ ََﺴ ِﺔ ٱﻟْـ َﻜ ْﻬ َـﺮ َﺑﺎ ِﺋـ ﱠﻴ ِـﺔ ﻭ َﻳﻐ‬
10 9 8 7
.( ‫ﺻﺎ ُﺑﻮ َﻧ ٌﺔ‬

َ ) ِ ‫ٱﻟﺴ‬
‫ﺎﺧﻦِ َﻭ ﱠ‬
ِ‫ٱﻟﺼﺎ ُﺑﻮﻥ‬ 14
‫ﱠ‬ ‫) َﺩ َﺭ َﺟ ٌﺔ( ِﺑﭑﻟْـ َﻤﺎ ِﺀ‬
13 12
1) Every 1morning 3the cleaner 2sweeps 4the floor and 6the carpets of
5
the mosque with 8the 7,8vacuum cleaner (lit. 8electric 7broom) 9and 22
225
washes 10the entrance 11and the stairs with 13warm 12water 14and soap.
23
Participles ‫ﺎﻣ َﻌ ِﺔ‬ ِ ‫َﺎﺫ ٱﻟْـ َﻤـ ْﺒ ُﻌ‬
ِ ‫ﻮﺙ ِﻣ ْﻦ َﺟ‬ ُ ْ ‫ـﻴـﻢ‬
ِ ‫ٱﻷ ْﺳـﺘ‬
4
ِ ‫َﺃ ْﻋ َﺠـ َﺒـﺘْــ ِﻨﻲ َﻃﺮِ ﻳـﻘَـ ُﺔ َﺗ ْﻌـ ِﻠ‬
3 2 1
and verbal
nouns َ ‫ٱﻟـ ﱡﻠﻐ َِﺔ ٱﻟْ َﻌ‬6 ‫ﻳـﺲ‬
.‫ـﺮ ِﺑـ ﱠﻴ ِﺔ‬ ِ ِ‫ ِﻟـ َﺘ ْﺪﺭ‬5 ‫ﺎﻁ‬
ِ ‫ٱﻟ ﱢﺮ َﺑ‬
2) 1I liked the 3teaching 2method (way) of the professor 4sent over from
the University of Rabat 5to teach the Arabic 6language.
‫ـﻮﻥ ﻗَـ ْﺪ َﺭ ٱﻟْ ِﻌـﻠْ ِﻢ َﺑ ْﻌ َﺪ‬

8 7 6
َ ‫ـﻂ َﻳ ْﻌﺮِ ُﻓ‬
5 ْ ‫ٱﻟـﺸ ْﺮ ِﻕ‬
ِ ‫ٱﻷَ ْﻭ َﺳ‬ 4
ُ ‫َﺑـ َﺪ َﺃ ٱﻟـﻨ‬
‫ﱠـﺎﺱ ِﻓﻲ ﱠ‬ 3 2 1
ٍ ِ‫ َﻃﻮ‬10 ‫ـﻄ ٍﺎﻉ‬

.‫ﻳـﻞ‬ َ ‫ٱﻧ ِْـﻘ‬9
3) 2The people in 4the Middle 3East 1began 5to realize 6the value of 7sci-
ence (knowledge), 8after 10a long 9halt (break).
َ ‫ٱﻹ َﺫﺍ َﻋ ِـﺔ َﺃ ﱠﻥ َﺭ ِﺋ‬

‫ـﻴﺲ‬ 4
ِ ْ ‫ﺎﺡ ِﻣ َﻦ‬
3
‫ـﺖ ِﻓﻲ ٰﻫـﺬَﺍ ﱠ‬
ِ ‫ٱﻟﺼـ َﺒ‬ ُ ‫َﺳ ِﻤ ْﻌ‬
2 1
ِ ‫ﺎﺣـﺚُ ﻏَـ ًﺪﺍ َﻣ َﻊ ﻧَﺎ ِﺋ‬

ِ‫ـﺐ ُﻣ ِـﺪﻳﺮ‬ 8 7 6
ُ ْ‫ٱﻟ‬
َ ‫ـﺠ ْﻤ ُﻬـﻮﺭِ ﱠﻳ ِﺔ ٱﻟـﺘﱡﻮ ِﻧ ِﺴـ ﱠﻴ ِـﺔ َﺳـ َﻴـﺘَـ َﺒ‬ 5
. ٍ‫ َﻣﺎ ِﻟــ ﱠﻴـﺔ‬12 ‫ﺍﺕ‬

ٍ ‫ ُﻣ َﺴﺎ َﻋـ َﺪ‬11 ‫ﻮﺹ‬ ُ ‫ ِﺑ ُﺨ‬10 ‫ٱﻟـ ﱠﺪ ْﻭ ِﻟ ﱢﻲ‬9 ‫ٱﻟْـ َﺒـﻨ ِْـﻚ‬
ِ ‫ـﺼ‬
4) 1I heard this 2morning on 3the radio that 4the president of 5the Repub-
lic of Tunisia 6will 7tomorrow 6discuss (10concerning) 12financial 11assis-
tance (support) with the 8vice-director of 9the International Bank.
‫ٱﻷ َﻣ ِـﻢ ) ُﺃ ﱠﻣ ٌﺔ( ٱﻟْـ ُﻤـﺘ ِﱠﺤـ َﺪ ِﺓ‬

5 ُ ْ ‫َﺎﻥ ِﻓﻲ‬
4
َ ‫ﻭﺏ ُﻟـ ْﺒـﻨ‬
َ ‫ـﻦ َﺯ ْﻭ ِﺟﻲ َﻣـﻨْـ ُﺪ‬
3
َ ‫ُﻋــ ﱢﻴ‬
2 1
ِ ‫ٱﻟْ َﻌ‬9 ‫ـﻂ‬

. ِ‫ٱﻟْـ ُﻤـ ْﻘــ ِﺒـﻞ‬10 ‫ﺎﻡ‬ ِ ‫ َﻭ َﺳ‬8 ‫ َﻋـ َﻤـﻠَ ُﻪ ِﻓﻲ‬7 ‫ﺎﺷـ ُﺮ‬
ِ ‫ َﻭ َﺳـ ُﻴـ َﺒ‬6
5) 2My husband 1has been appointed as the Lebanese 3representative at

the 5United 4Nations and 6he will start 7his post (work) by 8the middle
of 10the next 9year.
2266
Exercises
‫ﻳﺲ ٱﻟـ ﱡﻠﻐ َِﺔ‬
6 5 4 3 ُ ْ ‫ﺗ ََﺴﻠﱠ َﻢ‬
ِ ‫ٱﻷ ْﺳـﺘَﺎ ُﺫ ٱﻟْـ َﻴ ْﻮ َﻡ ﺭِ َﺳﺎﻟَ ًﺔ ِﻣ ْﻦ َﺭ ِﺋ‬
ِ ِ‫ـﻴـﺲ َﻣ ْﻌ َﻬ ِـﺪ ﺗَـ ْﺪﺭ‬ 2 1
ْ ‫ﻸ َﺟﺎ ِﻧ ِﺐ ) َﺃ ْﺟـﻨَـ ِﺒ ﱞﻲ( َﻳ ْﺴـ َﺄ ُﻟ ُﻪ ِﻓـﻴ َﻬﺎ َﻋ‬

‫ـﻦ ﺗَـﻘَـ ﱡﺪ ِﻡ ﱡ‬
‫ٱﻟﻄ ﱠﻼ ِﺏ‬ 11 10 9 8 َ ْ ‫ٱﻟْ َﻌ َﺮ ِﺑـ ﱠﻴ ِـﺔ ِﻟ‬ 7
َ ‫ـﺐ( ِﻓﻲ ِﺩ َﺭ‬

.‫ﺍﺳﺎ ِﺗﻬِ ـ ْﻢ‬ ٌ ‫) َﻃﺎ ِﻟ‬ 12
6) The professor 1received 2today 3a letter from the director of the Ara-
bic 6Language 5Teaching 4Institute 7for Foreigners, 8asking him (9in it)
10
about 11the progress of the students in 12their studies.
ِ ‫ﻳﻦ َﺃ ْﻣ‬
‫ـﺲ‬ َ ِ‫ﺎﻫـﺮ‬
6 َ ‫ٱﻟﺸـ ْﺮ َﻃ ِﺔ َﻭٱﻟْـ ُﻤﺘ‬
ِ ‫َـﻈ‬ ‫ـﻦ ﱡ‬َ ‫ﺍﻡ َﺑ ْﻴ‬
ِ ‫ٱﻟﺼـ َﺪ‬
5
‫ﱢ‬ ِ ‫َﺣ‬
ُ‫ﺎﺩﺙ‬ 4 3 2 1
.‫ﺟـﺮِ ﻳـ َﺪ ِﺓ ٱﻟْـ َﻴـ ْﻮ ِﻡ‬

َ 9 ‫ َﻋـ ْﻨ ُﻪ ِﻓﻲ‬8 ‫ْـﺸﻮ ٌﺭ‬
ُ ‫ َﻣـﻨ‬7
7) The 1incident of 6yesterday’s 2clash 3between 4police 5and demonstra-

tors is 7reported (7published 8about it) in today’s 9newspaper.
ِ ‫ﺎﻣ َﻌ ِﺔ ِﺑ َﺪ َﺭ َﺟـﺔٍ ِﻓﻲ ٱﻟْ ُﻌ ُﻠ‬

‫ﻮﻡ‬ 3
َ ْ‫َﺑ ْﻌـ َﺪ َﻣﺎ َﺗﺨَ ـ ﱠﺮ َﺝ ٱ ْﺑـ ِﻨﻲ ِﻣ َﻦ ٱﻟ‬
ِ ‫ـﺠ‬ 2 1
َ ‫َـﺐ ُﺃ ْﻃ ُﺮ‬
‫ﻭﺣـ َﺘ ُﻪ‬ 7
َ ‫ﺎﻣ َﻌ ِﺔ ُﻟـﻨْـ ُﺪ َﻥ َﺣـ ْﻴـﺚُ َﻛـﺘ‬
6 ِ ‫ ِﺇﻧْـﺘَـﻘَـ َﻞ ِﺇﻟَﻰ َﺟ‬،‫ﺎﺳـ ﱠﻴ ِﺔ‬
ِ ‫ٱﻟﺴ َﻴ‬
‫ﱢ‬ 5 4
.‫ﺍﺓ‬ َ ‫ٱﻟ ﱡﺪ ْﻛــﺘ‬12

ِ ‫ُـﻮﺭ‬ ُ ‫ُﺛـ ﱠﻢ َﺭ َﺟ َﻊ ِﺇﻟَﻰ َﻭ َﻃ ِﻨ ِﻪ َﺑ ْﻌـ َﺪ ُﺣ‬
‫ﺼﻮ ِﻟ ِﻪ َﻋﻠَﻰ‬ 11 10 9 8
8) 1After my son 2graduated from university with a degree in 4Political

3
dissertation, 5he moved to the University of London 6where he wrote
7
his thesis 8and then returned to his 9homeland 10after 11obtaining his
12
doctorate.
‫ﺍﺳ ٌﻞ ِﻟﻮِ َﻛـﺎﻟَ ِﺔ َﺃﻧْـ َﺒﺎﺀٍ )ﻧَـ َﺒ ٌﺄ( َﺃ ْﺟـﻨَـ ِﺒـ ﱠﻴـﺔٍ ِﻣ َﻦ ٱﻟـ ﱡﺪ ُﺧـﻮﻝِ ِﺇﻟَﻰ‬
6 5 4 ِ ‫ُﻣـ ِﻨ َﻊ ُﻣ َـﺮ‬
3 2 1
ِ ْ ‫ـﻴـﺪ‬
، ِ‫ٱﻻ ْﺳـ ِﺘـ ْﻘ َـﻼﻝ‬ ِ ‫ٱﺣـ ِﺘـﻔَﺎﻝِ ِﻋ‬
10 9
ُ ‫ـﺤ‬
ْ ِ‫ﻀﻮﺭ‬ 8
ُ ْ‫ـﻴـﺲ ٱﻟ‬
ُ ‫ـﺠـ ْﻤ ُﻬـﻮﺭِ ﱠﻳ ِﺔ ِﻟ‬ ِ ‫َﺼﺮِ َﺭ ِﺋ‬
7
ْ ‫ﻗ‬
22
227
‫ـﻞ ِﺑ َﻄﺎﻗَـ َﺔ َﺩ ْﻋـ َﻮ ٍﺓ َﻣ َﻊ ٱﻟْ ِﻌﻠْ ِﻢ َﺃ ﱠﻧ ُﻪ ﻗَـ ْﺪ ُﺳ ِـﻤ َﺢ‬ َ ‫ِﻷَ ﱠﻧ ُﻪ َﻛ‬
ُ ‫ﺎﻥ َﻻ َﻳ ْﺤ ِﻤ‬
23
17 16 15 14 13 12 11
Participles
and verbal
nouns ٍ ‫ ِﺑ َﻄﺎﻗ‬23
.‫َـﺎﺕ‬ 22 21
َ ‫ٱﻟﺼ َﺤ ِﺎﻓـ ﱢﻴ‬
ِ‫ـﻴـﻦ ِﺑﭑﻟـ ﱡﺪ ُﺧﻮﻝِ ِﻣ ْﻦ ُﺩﻭﻥ‬
20
‫ﱢ‬ ‫ِﻟﻐَـ ْﻴـﺮِ ِﻩ ِﻣ َﻦ‬
19 18
9) 5A foreign 4news 3agency 2correspondent 1was prevented from 6enter-

ing the presidential palace (lit. the palace of the President of the
Republic) 7to attend the 10Independence 9Day 8festivities, 11because he was
not 12carrying an 14invitation 13card, 15,16although 18other (lit. 18for other
than he) 19journalists 17were permitted 20to enter 21,22without 23cards.
1) In the middle of the next year my husband will start his post at the
radio.
2) The cleaner began sweeping the stairs and the floor of the Institute of
Arabic Language.
3) The vice-director of the International Bank will discuss the financial
assistance with the representative of Tunisia at the United Nations.
4) Today my son received an invitation card from the President of the
Republic to attend the Independence Day festivities.
5) After I graduated from the university, I was appointed as a correspon-
dent for a foreign news agency.
6) I heard on the radio (‫ﻦ‬

ْ ‫ ) َﻋ‬about the clash incident between the dem-
onstrators and the police.
7) After a long halt (break) the people in the Middle East began to realize
the value of teaching Arabic (language) to foreigners.
2288
Chapter 24
Interrogative particles,
pronouns and vocative
particles
24.1 ِ ‫ٱﻻ ْﺳ ِﺘـ ْﻔ َﻬ‬
Interrogative particles, ‫ﺎﻡ‬ ُ ‫ ُﺣ ُﺮ‬h.urūfu
ِ ْ ‫ﻭﻑ‬
l-istifhāmi
a) A sentence is made interrogative by introducing it with the interrogative
particle ‫؟‬.. ‫ َﻫــ ْﻞ‬hal ..?, or by prefixing the first word of the sentence
with the interrogative particle ‫ ؟‬..‫ َﺃ‬, ᵓa..?
َ ‫ٱﻟﺸـ ﱠﺒ‬
‫ﺎﻙ؟‬ ‫ـﺖ ﱡ‬َ ‫َﻫـ ْﻞ ﻓَـﺘ َْﺤ‬ OR ‫ﺎﻙ؟‬ ‫َﺃﻓَـﺘ َْﺤ َﺖ ﱡ‬
َ ‫ٱﻟﺸـ ﱠﺒ‬
hal fatah.ta š-šubbāka? ᵓa-fatah.ta š-šubbāka?

Did you open the window?
b) The particle ‫ َﺃ‬ᵓa cannot be used before a word having the definite article
‫ َﺃﻟْـ‬ᵓal... It can, however, be joined to another word which begins with

‫ َﺃ‬, e.g.:
‫َﺎﺟـ ٌﺮ؟‬ َ ‫َﻫ ْﻞ َﺃﻧ‬

ِ ‫ْـﺖ ﺗ‬ OR ‫َﺎﺟ ٌﺮ؟‬ َ ‫َﺃ َﺃﻧ‬
ِ ‫ْـﺖ ﺗ‬
hal ᵓanta tāğirun? ᵓa-ᵓanta tāğirun?

229
Are you a merchant?
24
Interrogative
ْ ‫ َﻫـ‬becomes
Remember ‫ﻞ‬ ِ‫ َﻫـﻞ‬before hamzatu l-was.li (was.lah). This form is
and vocative
particles used to avoid three consecutive consonants, e.g.:
‫َﻫـﻞِ ٱﻟْ َﻮﻟَـ ُﺪ ِﻓﻲ ٱﻟْـ َﻤـ ْﺪ َﺭ َﺳ ِـﺔ؟‬
hali l-waladu fı- l-madrasati?

Is the boy at school?
24.2 ِ ‫ٱﻻ ْﺳـ ِﺘـ ْﻔ َﻬ‬

Interrogative pronouns, ‫ﺎﻡ‬ ِ ْ ‫ﺿ َﻤﺎ ِﺋـ ُﺮ‬
َ
In addition to the above interrogative particles, there are several interroga-
tive pronouns, the following being the most common:
a) ‫ـﻦ؟‬
ْ ‫ َﻣ‬man, who? whom? whose?
This pronoun may occur as subject, object or in any other nominal func-
tion in the sentence. In a nominal sentence ‫ـﻦ‬

ْ ‫ َﻣ‬is placed before or after a
pronominal subject. In an ᵓid.āfah construction, it is, of course, placed after
the first noun, e.g.:
ْ ‫ ُﻫـ َﻮ َﻣ‬huwa man? ‫ َﻣ ْﻦ ُﻫـ َﻮ؟‬man huwa? ‫ـﻦ؟‬

‫ـﻦ؟‬ ْ ‫ـﺖ َﻣ‬
ُ ‫ َﺑـ ْﻴ‬baytu man?
Who is he? Who is he? whose house?
Note: Like the following interrogative pronoun ‫ َﻣﺎ؟‬mā, ‘what?’, ‫ـﻦ‬

ْ ‫ َﻣ‬is
indeclinable, i.e. it has the same form for all genders, numbers and
cases.
2300
b) When the prefixed preposition ‫ِﻟـ‬ precedes ‫ـﻦ‬
ْ ‫ َﻣ‬, it has the meaning
Interrogative
pronouns,
‘whose?’, for/to whom?, e.g.: ‫ﺎﻡ‬ ِْ

ِ ‫ٱﻻ ْﺳـ ِﺘـ ْﻔ َﻬ‬
‫ﺿ َﻤﺎ ِﺋـ ُﺮ‬
َ
ُ ‫ ِﻟـ َﻤـﻦِ ٱﻟْـ َﺒـ ْﻴ‬li--mani l-baytu? ‘Whose house is it?’ (lit. For whom is the
‫ـﺖ؟‬
house?)
Note: In the above sentence ‫ َﻣ ْﻦ‬gets the kasrah and becomes ِ‫ َﻣﻦ‬, because
it is followed by hamzatu al-was.li (was.lah). This form is used to avoid three
consecutive consonants.
c) ‫ َﻣﺎ؟‬mā?, ‘what?’ may be preceded by the preposition ‫ ِﻟـ‬and is then writ-

ten as ‫ﻤﺎ( ِﻟــ َﻢ؟‬
َ ‫ ـــ‬+ ‫) ِﻟـ‬, meaning ‘why? for what?’.
d) The above-mentioned pronoun has a longer synonym ‫َﻣﺎ َﺫﺍ؟‬ mādā,

¯
‘what?’. It can also be preceded by the attached preposition ‫ ِﻟـ‬, giving:
(‫ﻣَﺎﺫَﺍ‬+‫ ِﻟـ َﻤﺎ َﺫﺍ؟ )ﻟِـ‬, which means: ‘why? for what?’.
e) ‫ َﺃ ﱞﻱ‬ᵓayyun, masc., and ‫ َﺃ ﱠﻳ ٌﺔ‬ᵓayyatun, fem., are adjectival interrogative

pronouns meaning ‘which?’ or ‘what?’. They precede the noun they
qualify, which is always in the indefinite singular genitive. For
example:
Masc.: ‫ُﻣ َﻌـﻠﱢ ٍـﻢ؟‬ ‫َﺃ ﱡﻱ‬
ᵓayyu muҁallimin which / what teacher?
23
231
24
Interrogative Fem.: ‫ُﻣ َﻌـﻠﱢ َﻤـﺔٍ ؟‬ ‫َﺃ ﱠﻳ ُﺔ‬
and vocative
particles ᵓayyatu muҁallimatin which / what teacher?
‫ َﺃ ﱞ‬ᵓayyun and ‫ َﺃ ﱠﻳ ٌﺔ‬ᵓayyatun can also be used as (adjectival) indefinite

Note: ‫ﻱ‬
pronouns in the meaning ‘any’, e.g.:
ٍ ‫ ِﻣ ْﻦ َﺃ ﱢﻱ َﻣ َﻜ‬min ᵓayyi makānin, from any place

‫ـﺎﻥ‬
‫ َﻋـﻠَﻰ َﺃ ﱠﻳ ِﺔ َﺣ ٍﺎﻝ‬/‫ ِﻓﻲ‬fı- / ҁ

alā ᵓayyati h.ālin, in any case
f) ‫ َﻛـ ْﻢ‬kam ‘how many?, how much?’
‫ َﻛـ ْﻢ‬kam requires the following noun, which it qualifies, to be placed in the
indefinite accusative singular, e.g.:
‫ﺎﺭ ًﺓ ِﻋـ ْﻨ َﺪ َﻙ؟‬

َ ‫َﻛـ ْﻢ َﺳـ ﱠﻴ‬
kam sayyāratan ҁinda-ka? How many cars do you have?
‫َـﺮ ْﺃ َﺕ؟‬
َ ‫َﻛ ْﻢ ِﻛـﺘَﺎ ًﺑﺎ ﻗ‬
kam kitāban qaraᵓta? How many books did you read?
24.3 ُ ‫ُﺣـ ُﺮ‬

Vocative particles ‫ﻭﻑ ٱﻟـ ﱢﻨ َﺪﺍ ِﺀ‬
a) The vocative particles are ‫ َﻳﺎ‬yā for both genders, ‫ َﺃ ﱡﻳ َﻬـﺎ‬ᵓayyu-hā for the
2322
masculine, and ‫َﺃ ﱠﻳــ ُﺘ َﻬـﺎ‬ ᵓayyatu-hā for the feminine. They can be
rendered as ‘O(h)!’, ‘Hey (you)...!’, ‘I say...!’, or ‘Sir! Excuse me!’. Often Vocative
they need not be translated at all, the final exclamation mark after the particles
noun or sentence being sufficient.
ُ ‫ُﺣـ ُﺮ‬
‫ﻭﻑ ٱﻟـ ﱢﻨ َﺪﺍ ِﺀ‬
b) ‫ َﻳﺎ‬O! is followed by a noun (in any number) or proper name in the

nominative case without the definite article or nunation, e.g.:
‫ َﻳﺎ َﺭ ﱡﺏ‬yā rabbu! O Lord! ٰ َ‫ ﻳﺎ ﺃ‬yā ᵓallāhu! O God!

‫ﻟـﻠﱡﻪ‬ َ
ُ ‫ َﻳﺎ َﺭ ُﺟ‬yā rağulu! O man!
‫ـﻞ‬ ُ ‫ َﻳﺎ ﺭِ َﺟ‬yā riğālu! O men!
‫ﺎﻝ‬
‫ َﻳﺎ َﺳـ ﱢﻴـ َﺪ ُﺓ‬yā sayyidatu! O lady! ‫ﺍﺕ‬

ُ ‫ َﻳﺎ َﺳـ ﱢﻴـ َﺪ‬yā sayyidātu! O ladies!
‫ﻮﺳ ُﻒ‬
ُ ‫ َﻳﺎ ُﻳ‬yā yūsufu! O Joseph! ‫ َﻳﺎ ُﺳ َﻌـﺎ ُﺩ‬yā su ādu! O Suaad!
ҁ
c) In complex titles and compound names, when the noun after the voca-
tive particle is followed by another noun, this last noun must be in the
genitive case. However, the noun after the vocative particle must be in
the accusative instead of the nominative case, as we see here, e.g.:
ِ‫ٱﻟﺴ ِـﻔـﻴـﺮ‬
‫َﺳ َﻌﺎ َﺩ ُﺓ ﱠ‬
saҁādatu s-safı-ri, His Excellency, Mr. Ambassador

becomes in the vocative:
ِ‫ٱﻟﺴ ِﻔـﻴـﺮ‬
‫َﻳﺎ َﺳـ َﻌﺎ َﺩ َﺓ ﱠ‬
yā saҁādata s-safı-ri! (O) Your Excellency, Mr. Ambassador!
ٰ ‫ﻋـﺒـ ُﺪ‬
ِ‫ٱﻟـﻠّﻪ‬ ْ َ
23
233
ҁ
abdu-llāhi, Abdullah (a name), slave/worshipper of God
24 becomes in the vocative:
Interrogative
and vocative ‫َﻳﺎ َﻋـ ْﺒ َﺪ ٰﱢ‬
‫ٱﷲ‬
particles
yā ҁabda-llāhi! (O) Abdullah!
d) The vocative particles ‫ َﺃ ﱡﻳ َﻬـﺎ‬ᵓayyuhā, masc., and ‫ َﺃ ﱠﻳـ ُﺘ َﻬـﺎ‬ᵓayyatuhā, fem.,
are also used for all numbers. As usual, the following noun is in the
nominative case, but it takes the definite article ‫ ﺃﻟـ‬ᵓal-. These longer
vocative particles are often used at the beginning of a speech or by the
announcers of radio and television programmes. They may be preceded
by the shorter vocative particle ‫ َﻳﺎ‬yā, e.g.:
‫ َﻳﺎ َﺃ ﱡﻳ َﻬﺎ ٱﻟْـ ُﻤ َﻌـﻠﱢ ُﻢ‬/ ‫َﺃ ﱡﻳ َﻬﺎ‬
ᵓayyuhā OR yā ᵓayyuhā l-muҁallimu! O teacher!
َ ‫ َﻳـﺎ َﺃ ﱡﻳ َﻬـﺎ ٱﻟْـ ُﻤ َﻌـﻠﱢ ُﻤ‬/ ‫َﺃ ﱡﻳ َﻬﺎ‬

‫ﻮﻥ‬
ᵓayyuhā OR yā ᵓayyuhā l-muҁallimūna! O teachers!
‫ َﻳـﺎ َﺃ ﱠﻳـ ُﺘ َﻬﺎ ٱﻟْـ ُﻤ َﻌـﻠﱢـ َﻤ ُﺔ‬/ ‫َﺃ ﱠﻳـ ُﺘ َﻬﺎ‬
ᵓayyatuhā OR yā ᵓayyatuhā l-muҁallimatu! O teacher! (fem.)
ُ ‫ َﻳﺎ َﺃ ﱠﻳــ ُﺘ َﻬﺎ ٱﻟْـ ُﻤ َﻌـﻠﱢـ َﻤ‬/ ‫َﺃ ﱠﻳــ ُﺘ َﻬﺎ‬

‫ﺎﺕ‬
2344 ᵓayyatuhā OR yā ᵓayyatuhā l-muҁallimātu! O teachers! (fem.)

‫ٱﻟﺴﺎﺩ ُﺓ‬
‫ﺍﺕ َﻭ ﱠ‬ ‫َﺃ ﱡﻳ َﻬـﺎ ﱠ‬
ُ ‫ٱﻟﺴــ ﱢﻴـ َﺪ‬
Negation
with ‫ﻏَـ ْﻴـ ُﺮ‬
.
g ayru
ᵓayyuhā s-sayyidātu wa-s-sādatu!
Ladies and gentlemen!
Note: In this last phrase, the masculine vocative particle ‫ َﺃ ﱡﻳ َﻬـﺎ‬is used,
because in phrases with mixed gender, the masculine determines the
agreement.
Negation with ‫ َﻏـ ْﻴـ ُﺮ‬gayru

.
24.4
a) The noun ‫ ﻏَـ ْﻴـ ٌﺮ‬g.ayru, ‘other (than)’, can be used before an indefinite
adjective or noun in the genitive case to express negation or contradic-
tion. It is thus translated as: ‘not.., non.., un.., in.., dis..’, etc. Note that
‫ ﻏَـ ْﻴـ ُﺮ‬then appears without article or nunation (i.e. in the form called
construct state, see chapter 12). For example:
ِ ‫ ﻏَـ ْﻴ ُﺮ ﻗ‬g.ayru qādirin, unable (other than able)

‫َﺎﺩ ٍﺭ‬
‫ ﻏَـ ْﻴ ُﺮ ُﻣﻬِ ٍ ّﻢ‬g.ayru muhimmin, unimportant
‫ ﻏَـ ْﻴ ُﺮ ُﻣـ ْﻤ ِﻜ ٍﻦ‬g.ayru mumkinin, impossible
‫ ﻏَـ ْﻴ ُﺮ َﻋ َﺮ ِﺑ ﱟﻲ‬g.ayru ҁ
arabiyyin, not an Arab, non-Arab
‫ﻏَـ ْﻴ ُﺮ َﻣ ْﻮ ُﺟ ٍﻮﺩ‬ g.ayru mawğūdin, unavailable, not present, absent,
non-existent 23
235
24 b) When ‫ ﻏَـ ْﻴ ُﺮ‬g.ayru has a suffixed pronoun, it means ‘other(s) (than)’,
Interrogative
and vocative
as in:
particles
‫َﺃﻟْـ ُﻤ ِﺪﻳ ُﺮ َﻭﻏَـ ْﻴـ ُﺮ ُﻩ‬
ᵓal-mudı-ru wa-g.ayru-hu
The director (masc.) and others (than him)
َ ‫َﺃﻟْـ ُﻤ ِﺪ‬
‫ﻳـﺮ ُﺓ َﻭﻏَـ ْﻴـ ُﺮ َﻫـﺎ‬
ᵓal-mudı-ratu wa-g.ayru-hā
The director (fem.) and others (than her)
c) When ‫ ﻏَـ ْﻴ ُﺮ‬is preceded by a negative predicate or negative particle like ‫ َﻻ‬,
it is translated as only, e.g.:
ِ‫َﻻ َﻳ ْﻌـﻠَ ُﻢ ٰﻫﺬ ﻏَـ ْﻴ ُﺮ ٱﻟْـ ُﻤ ِـﺪﻳﺮ‬
lā yaҁlamu hādā g.ayru l-mudı-ri.

¯
Only the director knows this.
(lit. No one knows this, other than the director.)
‫َﺃﻟْ ُﻒ ِﺩﻳـﻨ ٍَﺎﺭ َﻻ ﻏَـ ْﻴـ ُﺮ‬
ᵓalfu dı-nārin lā g.ayru, only a thousand dinars
d) When ‫ ﻏَـ ْﻴـ ٌﺮ‬preceeds ‫ َﺃ ﱠﻥ‬, as in ‫ﻏَـ ْﻴ َـﺮ َﺃ ﱠﻥ‬, it means ‘except that’, ‘never-
2366
theless’, ‘however’, or ‘but’.
Negation with ‫ َﻋـ َﺪ ُﻡ‬ҁadamu
Negation of
24.5
nominal
sentences
َ ҁadamun, ‘non-being, lack, absence’, or the adjective ‫ﱘ‬
The noun ‫ﻋـ َﺪ ٌﻡ‬ ٌ ‫َﻋ ِـﺪ‬ with ‫ َﻻ‬lā
ҁ
adı-mun, ‘lacking’, can be followed by a noun in the genitive, meaning
‘non-’, ‘in-’, ‘un-’, ‘dis-’, ‘-less’, ‘lack of’, etc. The noun ‫ﻋـ َﺪ ٌﻡ‬
َ appears with-
out article or nunation:
ِ ‫َﻋـ َﺪ ُﻡ ٱﻟْ ُﻮ ُﺟ‬

‫ـﻮﺩ‬ ҁ
adamu l-wuğūdi, non-existence
ِ ْ‫َﻋ َﺪ ُﻡ ٱﻟ‬
‫ـﺨـ ْﺒ َـﺮ ِﺓ‬ ҁ
adamu l-hibrati, inexperience, lack of experience,
˘
ignorance
ْ ‫َﻋـ َﺪ ُﻡ‬
‫ٱﻷَ ْﺧ َﻼ ِﻕ‬ ҁ
adamu l-ᵓahlāqi, immorality, lack of manners, bad
˘
manners
َ ْ‫ﱘ ٱﻟ‬
‫ـﺤـ َﻴ ِﺎﺓ‬ ُ ‫َﻋ ِـﺪ‬ ҁ
adı-mu l-h.ayāti, lifeless, dead
‫ﻀﻮﺭِ َﺃ َﺣ ٍـﺪ‬
ُ ‫َﻋـ َﺪ ُﻡ ُﺣ‬ ҁ
adamu h.ud.ūri ᵓah.adin, without anyone being
present
24.6 Negation of nominal sentences with ‫ َﻻ‬lā
The negative particles ‫ َﻻ‬lā ‘no, not’, and ‫ َﻭ َﻻ‬wa-lā ‘neither, nor’, have
already been treated as negative particles for a verb in the imperfect
tense. The negative particle ‫ َﻻ‬can also be placed before a noun that func-
tions as the subject of a nominal sentence. The noun must be in the accu- 23
237
sative case without the article or nunation. The negative particle then
24 functions as an existential or locative negative copula: ‘There is no X’
Interrogative OR ‘X is not (there)’, e.g.:
and vocative
particles
ِ ‫َﻻ َﺃ َﺣـ َﺪ ِﻓﻲ ٱﻟْـ َﺒـ ْﻴ‬
‫ـﺖ‬ lā ᵓah.ada fı- l-bayti. (There is) no-one (nobody)
at home.
‫ َﻻ َﺳ َﻼ َﻡ َﻭ َﻻ َﺣ ْﺮ َﺏ‬lā salāma wa-lā h.arba. (There is) neither peace nor war.
24.7 ‫ ُﻛ ﱞ‬kullun
‫ــﻞ‬
‫ ُﻛ ﱞ‬kullun means basically ‘totally’, ‘entirety’, ‘whole’, ‘all’, or
The noun ‫ــﻞ‬
‘everything’. It is fully declined (inflected for all cases) and can be employed
as a universal indefinite pronoun modifying a following noun, or standing
alone. The following are its uses:
‫ ُﻛ ﱞ‬without article or nunation is followed by an indefinite noun

a) When ‫ـﻞ‬
in the genitive singular, it means: ‘each, every’, e.g.:
‫ ُﻛ ﱡ‬kullu t.ālibin, each student

‫ــﻞ َﻃـﺎ ِﻟ ٍـﺐ‬
‫ ُﻛ ﱡ‬kullu yawmin, every day

‫ــﻞ َﻳ ْﻮ ٍﻡ‬
‫ ُﻛ ﱞ‬kullun, without the article or nunation, is followed by a defi-

b) When ‫ـﻞ‬
nite noun in the genitive singular, it means ‘all, the whole’, e.g.:
‫ــﻞ ٱﻟْـ َﻴـ ْﻮ ِﻡ‬

‫ ُﻛ ﱡ‬kullu l-yawmi, the whole day, all day long
2388
ِ ‫ ُﻛ ﱡـﻞ ٱﻟْـ َﻮ ْﻗ‬kullu l-waqti, the whole time, all the time
‫ـﺖ‬
‫ ِﻛ َﻼ‬kilā
‫ ُﻛ ﱞ‬kullun, without the article or nunation, is followed by a defi-
c) When ‫ـﻞ‬
(masc.)
nite noun in the genitive plural, it means‘all’. For example: ‫ ِﻛـﻠْـﺘَﺎ‬kiltā

(fem.)
ِ ‫ـﺤ َﻴـ َﻮﺍﻧ‬

‫َﺎﺕ‬ ‫ ُﻛ ﱡ‬kullu l-h.ayawānāti, all the animals
َ ْ‫ــﻞ ٱﻟ‬
ِ ‫ــﻞ ٱﻟْـ ُﺒـ ُﻴ‬
‫ـﻮﺕ‬ ‫ ُﻛ ﱡ‬kullu l-buyūti, all the houses
d) When ‫ ُﻛ ﱞ‬is indefinite (having nunation) and followed by the preposi-

‫ـﻞ‬
tion ‫ ُﻛ ﱞ‬, it has the meaning ‘each (one) of (a
‫ ِﻣ ْﻦ‬min, ‘from’, i.e. ‫ـﻞ ِﻣ ْﻦ‬
group)’, so:
‫ ُﻛ ﱞ‬kullun mina t.-t.ullābi, each (one) of the students

‫ـﻞ ِﻣ َﻦ ﱡ‬
‫ٱﻟﻄ ﱠﻼ ِﺏ‬
e) When the definite article ‫ َﺃﻟْـ‬is attached to ‫ــﻞ‬ ‫ َﺃﻟْ ُـﻜ ﱡ‬, it becomes an
‫ ُﻛ ﱞ‬as ‫ـﻞ‬
independent pronoun which means ‘everyone’, ‘everything’, ‘the whole

thing’, e.g.:
‫ﺎﻫـ ْﺪ ُﺕ َﺃﻟْ ُـﻜ ﱠ‬

‫ــﻞ‬ َ ‫ َﺷ‬šāhadtu l-kulla. I saw everything (the whole thing).
24.8 ‫ ِﻛ َﻼ‬kilā (masc.) ‫ ِﻛـ ْﻠـ َﺘﺎ‬kiltā (fem.)

The above two words mean‘both, both of them, each one of the two’. They
are used in the ᵓid.āfah construction preceding a dual noun which is definite
and also in the genitive case, or preceding a dual suffix pronoun. The fol-
lowing predicative adjective or verb is in the singular or dual.
Both ‫ ِﻛ َﻼ‬kilā, and ‫ ِﻛـﻠْـﺘَﺎ‬kiltā, are indeclinable before nouns, but declinable
23
239
before a suffix pronoun.
24 Masculine Feminine
Interrogative
‫َﺃ ْﺟـﻨَـ ِﺒ ﱞ‬
/‫ﻲ‬ ِ‫ـﻴـﺮ ْﻳـﻦ‬ َ ْ ‫ِﻛ َﻼ‬
َ ‫ٱﳋـ ِﺒ‬ ِ‫ َﺃ ْﺟـﻨَـ ِﺒـ ﱠﻴﺘَﺎﻥ‬/‫ـﻴـﺮﺗَـ ْﻴـﻦِ َﺃ ْﺟـﻨَـ ِﺒـ ﱠﻴ ٌﺔ‬
َ ‫ٱﳋـ ِﺒ‬َ ْ ‫ِﻛـﻠْـﺘَﺎ‬
and vocative
particles
ِ‫َﺃ ْﺟـﻨَـ ِﺒـ ﱠﻴﺎﻥ‬
kilā l-habı-rayni ᵓağnabiyyun (sing.) / kiltā l-habı-ratayni ᵓağnabiyyatun (sing.) /

˘ ˘
ᵓağnabiyyāni (dual). ᵓağnabiyyatāni (dual).
Both experts are foreigners. (lit. Each one of the two experts is a foreigner.)
َ ‫َﺭ َﺃ ْﻳ ُﺖ ِﻛ َﻼ ٱﻟْـﺨَ ـ ِﺒ‬

ِ‫ـﻴـﺮ ْﻳـﻦ‬ َ ‫َﺭ َﺃ ْﻳ ُﺖ ِﻛـﻠْﺘَﺎ ٱﻟْـﺨَ ـ ِﺒ‬
ِ‫ـﻴـﺮﺗَـ ْﻴــﻦ‬
raᵓaytu kilā l-habı-rayni. raᵓaytu kiltā l-habı-ratayni.

˘ ˘
I saw both experts. (lit. I saw each one of the two experts.)
َ ‫َﻣ َﺮ ْﺭ ُﺕ ِﺑ ِﻜ َﻼ ٱﻟْـﺨَ ِﺒ‬

ِ‫ﻴﺮ ْﻳﻦ‬ َ ‫َﻣ َﺮ ْﺭ ُﺕ ِﺑ ِﻜـﻠْـﺘَﺎ ٱﻟْـﺨَ ـ ِﺒ‬
ِ‫ـﻴـﺮﺗَـ ْﻴــﻦ‬
marartu bi-kilā l-habı-rayni. marartu bi-kiltā l-habı-ratayni.

˘ ˘
I passed by both of the experts. (lit. I passed by each one of the two experts.)
a) The accusative and genitive forms are: ‫ ِﻛـﻠَ ْﻲ‬kilay (masc.) and ‫ِﻛـﻠْـﺘ َْﻲ‬
kiltay (fem.). These forms are used only when they are followed by a
suffix pronoun:
Masculine Feminine
ِ‫ َﺃ ْﺟـﻨَـ ِﺒـ ﱠﻴﺎﻥ‬/‫ِﻛ َـﻼ ُﻫـ َﻤﺎ َﺃ ْﺟـﻨَـ ِﺒ ﱞﻲ‬ ِ‫ َﺃ ْﺟـﻨَـ ِﺒـ ﱠﻴﺘَﺎﻥ‬/‫َـﺎﻫـ َﻤﺎ َﺃ ْﺟـﻨَـ ِﺒـ ﱠﻴ ٌﺔ‬
ُ ‫ِﻛـﻠْـﺘ‬
kilā-humā ᵓağnabiyyun/ kiltā-humā ᵓağnabiyyatun/

ᵓağnabiyyāni (nom.). ᵓağnabiyyatāni (nom.).
2400 Both of them are foreigners.
‫ ِﻛ َﻼ‬kilā
ُ ‫َﺭ َﺃ ْﻳ‬
‫ـﺖ ِﻛـﻠَـ ْﻴﻬِ ـ َﻤﺎ‬ ُ ‫َﺭ َﺃ ْﻳ‬
‫ـﺖ ِﻛـﻠْـﺘَـ ْﻴﻬِ ـ َﻤﺎ‬
(masc.)
raᵓaytu kilay-himā (acc.). raᵓaytu kiltay-himā (acc.). ‫ ِﻛـﻠْـﺘَﺎ‬kiltā
I saw both of them. (fem.)
‫َﻣ َﻊ ِﻛـﻠَ ْﻴﻬِ َﻤﺎ‬ ‫َﻣ َﻊ ِﻛـﻠْـﺘَـ ْﻴﻬِ ـ َﻤﺎ‬
maҁa kilay-himā (gen.) maҁa kiltay-himā (gen.)

with both of them (lit. with each one of the two)
b) The verb with ‫ ِﻛ َﻼ‬kilā (masc.) and ‫ ِﻛـﻠْـﺘَـﺎ‬kiltā (fem.) is in the singular
or dual.
Masculine
َ ‫َـﺮﺍ ِﺑﭑﻟْ ِﻘ‬

ِ‫ـﻄﺎﺭ‬ َ ‫ َﺳﺎﻓ‬/‫َـﺮ‬ َ ‫ِﻛ َﻼ ٱﻟْـﺨَ ِﺒ‬
َ ‫ـﻴـﺮ ْﻳﻦِ َﺳﺎﻓ‬
kilā l-habı-rayni sāfara (sing.) / sāfarā (dual) bi-l-qat.āri.
˘
Both (masc.) experts travelled by train. (lit. Each one of the two experts travelled
by train.)
َ ‫َـﺮﺗَﺎ ِﺑﭑﻟْ ِﻘ‬

ِ‫ـﻄﺎﺭ‬ َ ‫ َﺳﺎﻓ‬/‫َـﺮ ْﺕ‬ َ ‫ِﻛـﻠْـﺘَـﺎ ٱﻟْـﺨَ ِﺒ‬
َ ‫ـﻴـﺮﺗَـ ْﻴـﻦِ َﺳﺎﻓ‬
Kiltā l-habı-ratayni sāfarat (sing.) / sāfaratā (dual) bi-l-qat.āri.
˘
Both (fem.) experts travelled by train. (lit. Each one of the two experts traveled
by train.)
ِ‫ َﻳ ْﻌـﺮِ ﻓَﺎﻥ‬/‫ِﻛ َﻼ ُﻫـ َﻤﺎ َﻳ ْﻌـﺮِ ُﻑ‬
kilā-humā yaҁrifu (sing.) /yaҁrifāni (dual).

Both of them (masc.) know. (lit. Each one of the two knows.) 24
241
ُ ْ‫ِﻛﻠ‬
ِ‫ َﺗ ْﻌـﺮِ ﻓَﺎﻥ‬/‫ـﺘﺎﻫـ َﻤﺎ َﺗ ْﻌـﺮِ ُﻑ‬
24
Interrogative
and vocative
particles kiltā-humā taҁrifu (sing.) / taҁrifāni (dual).
Both of them (fem.) know. (lit. Each one of the two knows.)
24.9 َ ‫ ُﻫـ َﻨ‬hunāka

‫ﺎﻙ‬
The adverb َ ‫ ُﻫـﻨ‬means ‘there’, but as its English equivalent, it is also
‫َﺎﻙ‬
used in nominal sentences in the meaning: ‘there is, there are’, e.g.:
‫ﺎﺡ‬ ٌ ‫ٱﺣـ ِﺘ َﻤ‬

ِ ‫ﺎﻝ ِﺑﭑﻟـﻨ َﱠﺠ‬ َ ‫ُﻫـﻨ‬
ْ ‫َﺎﻙ‬
hunāka-h.timālun bi-n-nağāh.i. There is a possibility of success.
َ ‫َﻫ ْﻞ ُﻫـﻨ‬
ِ ‫َﺎﻙ َﻛــ ِﺜـﻴـ ٌﺮ ِﻣ َﻦ ٱﻟـﻨ‬
‫ﱠﺎﺱ؟‬
hal hunāka kat -ı run mina n-nāsi? Are there many people?
¯
24.10 ‫ ُﻓ َﻼ ٌﻥ‬fulānun (masc.) ‫ ُﻓ َﻼ َﻧ ٌﺔ‬fulānatun (fem.)

The above nouns are frequently used in Arabic in the sense of ‘so and so’,
‘such and such’, ‘somebody’, or ‘a certain (person or thing)’. The idea is
to substitute an unknown or unnamed person, thing, or source for a more
general or less precise expression, e.g.:
Masculine Feminine
‫ﻗَـﺎ َﻝ ُﻓ َﻼ ٌﻥ‬ ‫َﺟﺎ َﺀ ْﺕ ُﻓ َﻼ َﻧ ٌﺔ‬
qāla fulānun. ğāᵓat fulānatun.
2422 Somebody (OR: a certain person) said. Somebody (a certain person) came.
So and so said. So and so came.
‫ِﻓﻲ ٱﻟْـﻴ ْﻮ ِﻡ ٱﻟْ ُﻔ َﻼ ِﻧ ﱢﻲ‬ ‫ِﻓﻲ ٱﻟـﻠﱠـ ْﻴـﻠَ ِﺔ ٱﻟْـ ُﻔ َﻼ ِﻧـ ﱠﻴ ِﺔ‬
Exercises
fı- l-yawmi l-fulāniyyi fı- l-laylati l-fulāniyyati

on such and such a day on such and such a night
on a certain day on a certain night
on that and that day on that and that night
Exercises
Practise your reading
‫ْـﺖ؟ َﻭ َﺃ ﱠﻳـ َﺔ َﻣﺎ ﱠﺩ ٍﺓ‬

5
َ ‫ﺎﻣ َﻌـﺔٍ َﺃﻧ‬
4 ِ ‫َـﺎﺫ! ِﻓﻲ َﺃ ﱠﻳ ِﺔ َﺟ‬
3 ُ ْ ‫ـﻀ َﺮ َﺓ‬
ِ ‫ٱﻷ ْﺳـﺘ‬ ْ ‫َﻳﺎ َﺣ‬ 2 1
9
َ ‫ َﻭ َﺃ ْﻳ‬،‫ـﻦ‬
ُ ‫ـﻦ ﺗ َْﺴ ُﻜ‬
َ ‫ـﻦ َﻋﺎ ِﺋـﻠَـﺘ‬
‫ُـﻚ؟‬ ُ ‫ﺱ؟ َﻭ ِﻓﻲ َﺃ ﱠﻳ ِﺔ َﻣ ِﺪﻳـﻨَﺔٍ ﺗ َْﺴ ُـﻜ‬
8 7
ُ ‫ﺗُـ َﺪ ﱢﺭ‬ 6
1) 1O 2respected (O 2sir) Professor! 3Which university are you at? 4What

5
subject do you 6teach? In which city 7do you live? 8Where does 9your
family live?
ْ ‫ـﻦ ٱﻟْـ َﻤ ِﺪﻳـﻨَـﺘَـ ْﻴــﻦِ ؟ ُﺃ َﺳ ِﺎﻓـ ُﺮ ﻓَـﻘ‬

‫َـﻂ‬ 7 6 5 ‫َﻫ ْﻞ ﺗ َُﺴ ِﺎﻓـ ُﺮ ُﻛ ﱠ‬
َ ‫ـﻞ َﻳ ْﻮ ٍﻡ َﺑـ ْﻴ‬ 4 3 2 1
‫ َﻭ َﻛـ ْﻴ َﻒ ﺗ َُﺴ ِﺎﻓـ ُﺮ؟‬.‫ـﻮﻉ‬11 ُ ْ ‫ﺍﺕ ) َﻣـ ﱠﺮﺓٌ( ِﻓﻲ‬

ِ ‫ٱﻷ ْﺳـ ُﺒ‬ 10
َ ‫ﺧَ ْﻤ‬
ٍ ‫ـﺲ َﻣـ ﱠﺮ‬ 9 8
‫ﺁﺧـ ُﺬ‬ 17 16 ْ ‫ـﺾ‬

ُ ‫ٱﻷَ ْﺣـ َﻴﺎﻥِ َﻭ َﺃ ْﺣـ َﻴﺎﻧًﺎ‬ ِ ‫ﺎﺭ ِﻓﻲ َﺑ ْﻌ‬
15
َ ‫ـﻄ‬ 14
ُ ‫َﺃ ْﺭ َﻛ‬
َ ‫ـﺐ ٱﻟْ ِﻘ‬ 13 12
َ ‫ َﻛ ِـﻢ ٱﻟْـ َﻤ َﺴﺎ َﻓ ُﺔ َﻭ َﻛـ ْﻢ َﺛـ َﻤ ُﻦ ِﺑ َﻄﺎﻗ َِﺔ ٱﻟْ ِﻘ‬.‫ﺎﺭ ِﺗﻲ‬
‫ـﻄﺎﺭِ ؟‬ 23 22 21 20
َ ‫َﺳـ ﱠﻴ‬
19 18
2) 1Do you 2travel 3every 4day 5between the two cities? 6I travel 7only
8
five 9times a 10week. 11And how do you travel? 14,15Sometimes 12I take
(lit. I ride) 13the train 16and sometimes 17I take my car. 18What is 19the 243
24
distance 20and how much does 23the train 22ticket 21cost?
‫ٱﻟﺴ ْﺠـﻦِ َﻭ َﻻ َﺃ َﺣـ ٌﺪ ﻏَـ ْﻴ َـﺮ َﺯ ْﻭ َﺟـ ِﺘ ِﻪ‬
‫ـﻦ ﱢ‬ َ ‫ٱﻟﺴﺎﺭِ ﻕُ ِﻣ‬ ‫َﻫ َـﺮ َﺏ ﱠ‬
24 6 5 4 3 2 1
Interrogative
َ ‫َﻳ ْﻌـﺮِ ُﻑ َﺃ ْﻳ‬

and vocative
particles .‫ـﻦ َﻳ ْﺨـﺘَـ ِﺒﻰ ُﺀ‬ 8 7
3) 2The thief 1escaped from 3prison and no 4one 5except 6his wife 7knows
8
where he is hiding.
‫َﻋـﻠَﻰ َﺃ ﱠﻳ ِﺔ َﻃﺎ ِﺋ َـﺮ ٍﺓ َﺳـ ُﻴ َﺴ ِﺎﻓـ ُﺮ ٱﻟْـ َﻮ ْﻓـ ُﺪ؟ َﻭ َﻫـ ْﻞ َﺃ ْﻋﻠَ ْﻤـﺘُـ ْﻢ‬
7 6 5 4 3 2 1
‫ـﺼﺎ ُﻣ َﻌﺎ ًﻗـﺎ َﻭ ُﻫـ َﻮ‬

13 12
ً ‫ـﺮﻳﻦ َﺷ ْﺨ‬ 11
َ ‫ـﻦ ٱﻟْـ ُﻤ َﺴ ِﺎﻓ‬ َ ‫ٱﻟﻄ ِﺎﻗـ َﻢ ﺃَ َّﻥ َﺑـ ْﻴ‬
10 9 ‫ﱠ‬ 8
َ ‫ٱﻟﺴـﻠﱠ ِﻢ ُﺩ‬
‫ﻭﻥ ُﻣ َﺴﺎ َﻋـ َﺪ ٍﺓ؟‬ 19
‫ﱡ‬ ‫ـﻮﺩ‬ ُ ‫َﺎﺩ ٍﺭ َﻋﻠَﻰ‬
ِ ‫ﺻ ُﻌ‬
18 ِ ‫ﻏَـ ْﻴـ ُﺮ ﻗ‬
17 16 15 14
4) 1On 2which 3airplane will 5the delegation 4travel ? 6Did 7you (pl.)
inform 8the crew that 9among 10the travellers there is 12disabled 11per-
son 13who is 14,15unable 16to go up 17the ladder 18without 19help?
‫ـﻦ‬
ْ ‫ـﻴـﻦ َﻋ‬ ‫ٱﻟﺸـﺮِ َﻛ ِﺔ ِﺇﻟَﻰ ُﻛ ﱢ‬
َ ‫ـﻞ ٱﻟْـ ُﻤ َﻮ ﱠﻇ ِـﻔ‬ ‫( ُﻣ ِﺪﻳـ ُﺮ ﱠ‬form V) ‫َﲢَـ ﱠﺪﺙ‬
2 1
.(‫ٱﻟـﺸﺮِ َﻛ ِﺔ َﺭ ْﻓ َﻊ ُﺃ ُﺟـﻮﺭِ ِﻫـ ْﻢ ) َﺃ ْﺟـ ٌﺮ‬

6 ‫ﱠ‬ ِ‫َﻋـ َﺪ ِﻡ ُﻗــ ُﺒـﻮﻝ‬
5 4 3
5) The company director 1talked to 2all the employees about the compa-
ny’s 3,4refusal (3not 4accepting) 5to raise 6their wages.
5 ‫ٱﻟﻄﺎﻭِ ﻟَ ِﺔ َﻭ َﺃ َﻛـ َﻞ ُﻛ ﱠ‬
‫ــﻞ ٱﻟـﻠﱠ ْﺤ ِـﻢ‬ 4 ‫ ﱠ‬/ ‫ـﻂ َﻋـﻠَﻰ ٱﻟْـ َﻤﺎ ِﺋـ َﺪ ِﺓ‬
‫ﻗَـﻔَـ َﺰ ٱﻟْ ِـﻘ ﱡ‬
3 2 1
‫ـﺠـ ْﺒـﻨ َِﺔ َﻓﻠَ ِﺤـ َﻘ ُﻪ ٱﻟْـ َﻜـﻠْ ُﺐ ﻏَـ ْﻴ َـﺮ‬

11 10 9 ْ ‫)ﻗ‬
ُ ْ‫ـﻄ َﻌ ٌﺔ( ٱﻟ‬ 8 َ ‫ـﺾ ِﻗ‬
ِ ‫ـﻄ ِﻊ‬ َ ‫َﻭ َﺑ ْﻌ‬ 7 6
ِ ‫ـﻦ ِﻣ ْﻦ َﺃ ْﻥ ُﻳـ ْﻤ‬

.‫ـﺴ َﻚ ِﺑ ِﻪ‬ 14
ْ ‫َﺃ ﱠﻧ ُﻪ ﻟَ ْﻢ َﻳـﺘَـ َﻤ ﱠﻜ‬
13 12
6) 2The cat 1jumped onto 3the table 4and ate all 5the meat 6and some
7
pieces of 8cheese. 10The dog 9chased it, 11although 13he was 12unable
to 14catch it.
2444
ِ‫ٱﻟﺴ ِﻔـﻴـﺮِ ِﻓﻲ ُﻣ ْﺆﺗَـ َﻤـﺮ‬
6
‫ﺎﺭ َﻛ ِﺔ ﱠ‬ 5 4ٌ ‫ٱﺣـ ِﺘـ َﻤ‬
َ ‫ﺎﻝ ِﺑ َﻌـ َﺪ ِﻡ ُﻣ َﺸ‬ 3
ْ 2 َ ‫ُﻫـﻨ‬
‫َﺎﻙ‬ 1
Exercises
12 11 َ ‫ ﻧ‬،‫ٱﻷَ ْﻃـﻠَ ِﺴﻲ‬

‫َـﻈـ ًﺮﺍ ِﻟ َﻌـ َﺪ ِﻡ ِﺧـ ْﺒ َـﺮ ِﺗ ِﻪ‬ 10 ْ ِ‫َﺷ َﻤﺎﻝ‬ 9 8 ِ ْ‫ِﺣـﻠ‬
‫ـﻒ‬ 7
17 16
ُ ْ‫ ﻏَــ ْﻴ َـﺮ َﺃ ﱠﻥ ٱﻟ‬.‫ـﺴ َﻜـﺮِ ﱠﻳ ِﺔ‬
ِ‫ـﺤ ُﻜـﻮ َﻣ َﺔ ﺗُـﻔَـ ﱢﻜـ ُﺮ ِﺑ ِﺈ ْﺭ َﺳﺎﻝ‬ 15
ْ ‫ٱﻟْ َﻌ‬
14 13
َ ‫ـﻀ ٌﻮ( ِﻣ َﻦ ٱﻟْـ َﻌ ْﺴـ َﻜـﺮِ ﱢﻳ‬

‫ـﻴـﻦ‬ 21
ْ ‫)ﻋ‬ َ ‫ـﺾ َﺃ ْﻋ‬
ُ ‫ـﻀﺎ ِﺋ ِﻪ‬ ُ ‫َﻭ ْﻓ ٍـﺪ َﺑ ْﻌ‬
20 19 18
.‫ــﻴـﻦ‬ 24 ْ ‫ـﺾ‬
َ ‫ٱﻵﺧَ ـ ُﺮ ِﻣ ْﻦ ﻏَـ ْﻴﺮِ ٱﻟْ َﻌ ْﺴ َﻜـﺮِ ﱢﻳ‬ ُ ‫َﻭٱﻟْـ َﺒ ْﻌ‬ 23 22
7) 1There is 2a possibility that 5the ambassador 3will not 4take part

in the NATO 8(North 9Atlantic 7Treaty Organization) 6conference
10
because (regarding) of his 11lack of 13military 12experience.14 How-
ever, 15the government is 16thinking 17of sending 18a delegation, of
which 19some (of its) 20members are 21military personnel 22and the
23
others 24non-military.
9 8 ِ ‫ﻀ َـﺮ َﺓ ٱﻟْ َﻮﺯِ ﻳـﺮِ ! َﻫـ ْﻞ َﺗ ْﻌـﺮِ ُﻑ َﻛـ ْﻢ َﺣ‬

‫ﺎﺩ َﺙ َﺳـ ْﻴ ٍـﺮ َﻭ َﻗ َﻊ‬ 7 6 5 4
ْ ‫َﻳﺎ َﺣ‬ 3 2 1
13 ِ ‫ـﻒ ٱﻟْـ َﻤ‬

‫ﺎﺿﻲ؟ َﻭ َﻫـ ْﻞ‬ ِ ‫ٱﻟﺼـ ْﻴ‬
‫ﱠ‬ 12 ‫ﱡ‬
َ ‫ٱﻟﻄ ُﺮ ِﻕ‬
‫)ﻃﺮِ ﻳـﻖٌ ( ِﻓﻲ‬ ‫َﻋـﻠَﻰ‬
11 10
‫ـﺸ ِـﻜـﻠَ ِﺔ؟‬ 16 ‫ـﺤ ﱢ‬

ْ ‫ـﻞ ٰﻫـ ِﺬ ِﻩ ٱﻟْـ ُﻤ‬ َ ‫ُﻫـﻨ‬
َ ‫َﺎﻙ ﺗَـ َﺪﺍ ِﺑـﻴـ ُﺮ )ﺗَـ ْﺪ ِﺑـﻴـ ٌﺮ( ِﻟ‬
15 14
8) 1O! (Your 2Excellency), 3Minister, 4do you 5know 6how many 8road
traffic 7accidents 9happened on 10the roads 12last 11summer? 13Have
any 14measures been taken 15to solve this 16problem?
‫ـﺖ؟ َﻣ ْﻦ‬
4
َ ‫ـﺖ َﻭ َﻛـ ْﻢ ِﻓـﻨ َْﺠ‬
َ ‫ﺎﻥ َﻗ ْﻬـ َﻮ ٍﺓ َﺷﺮِ ْﺑ‬ 3
َ ‫َﻣ َﻊ َﻛـ ْﻢ‬
ٍ ‫ﺻ ِﺪ‬
َ ‫ﻳـﻖ َﺫ َﻫـ ْﺒ‬ 2 1
‫َﺩ َﻓ َﻊ َﻭ َﻛ ْﻢ؟‬
6 5
9) 1How many 2friends did you go with and how many 3cups of coffee
did you drink? 4Who 5paid and 6how much?
245
24
24 ِ ‫ٱﻟـﺸـ ﱠﻘ ِـﺔ ٱﻟْـ َﻮ‬
‫ﺍﺳ َﻌ ِﺔ؟‬ 5 ‫ﱠ‬ 4 3
َ ‫َﻫ ْﻞ ﺗ َْﺴ ُﻜـ ِﻨ‬
‫ـﻴـﻦ َﻭ ْﺣـ َﺪ ِﻙ ِﻓﻲ ٰﻫـ ِﺬ ِﻩ‬ 2 1
Interrogative
and vocative
particles 10) 1Are you (f.) 2living 3alone in this 5large 4apartment?
1) Do you know how many traffic accidents happened in the city last
summer?
2) I travel every week between the city and the university. Sometimes
I travel by train and sometimes I take my car.
3) The cat ate the piece of cheese and some pieces of the meat and then
it escaped.
4) The thief jumped from the apartment to the road and escaped. The
dog chased him but could not catch him.
5) There is a possibility that the minister will take part in the NATO
(North Atlantic Treaty Organization) conference.
6) Do you know how many ministers there are in the government?
7) The thief escaped by car and no one knows where he is hiding.
8) O! Your excellency, Ambassador! On which airplane will the dele-
gation travel? And did you inform the crew that among the passengers
there is a person who is unable to climb the steps to (go up the ladder
of) the airplane without help?
2466
Chapter 25
Adjectival patterns,
relative adjectives (nisbah),
comparatives, superlatives
and diminutives
25.1 ‫َﺃ ﱢ‬
Adjectives ‫ﻟﺼـ َﻔـ ُﺔ‬
There are several adjectival forms in Arabic. The following patterns for
forming adjectives from verbs are the most common:
Pattern Singular Plural
a) ٌ ‫َـﺎﻋ‬
‫ـﻞ‬ ِ ‫ ﻓ‬fā ilun ҁ
‫ َﻋـﺎ ِﻟ ٌﻢ‬ālimun, learned
ҁ
‫ﻋـُﻠَ َﻤﺎ ُﺀ‬ ҁ
ulamāᵓu
b) ٌ ‫ ﻓ َِـﻌ‬fa ı̄lun
‫ـﻴﻞ‬ ҁ
‫ َﻛ ِﺒـﻴ ٌﺮ‬kabı̄run, big ‫ ِﻛ َﺒﺎ ٌﺭ‬kibārun
c) ٌ ‫ ﻓَـ َﻌ‬fa alun

‫ـﻞ‬ ҁ
‫ـﻦ‬
ٌ ‫ َﺣ َﺴ‬h.asanun, ٌ ‫ ِﺣ َﺴ‬h.isānun
‫ﺎﻥ‬
beautiful, fine
d) ‫ ﻓَـ ْﻌ َﻼ ُﻥ‬fa lānu ‫ َﻛ ْﺴ َﻼ ُﻥ‬kaslānu, lazy ‫ـﺴﺎﻟَﻰ‬

ҁ
َ ‫ َﻛ‬kasālā
e) ٌ ‫ ﻓَـ ُﻌ‬fa ūlun ‫ َﺣ ُﺴﻮ ٌﺩ‬h.asūdun, envious ‫ ُﺣ ُﺴ ٌﺪ‬h.usudun
‫ﻮﻝ‬ ҁ
f) ٌ ‫ َﻣ ْﻔ ُﻌ‬maf ūlun ‫ﻭﺡ‬

‫ﻮﻝ‬ ٌ ‫ َﻣ ْﺠ ُﺮ‬mağrūh.un,
ҁ
‫ﻳﺢ‬
ُ ِ‫ َﻣ َﺠﺎﺭ‬mağārı̄h.u
injured
25.2
Adjectives denoting colours or (bodily) defects are formed according to the 247
patterns ‫ َﺃ ْﻓ َﻌ ُﻞ‬ᵓaf alu, masc. sing., and ‫ َﻓ ْﻌ َﻼ ُﺀ‬fa lāᵓu, fem. sing. Both of
ҁ ҁ
25 these patterns are diptotes, and the corresponding broken plural pattern
Adjectival
patterns, ٌ ‫ ُﻓ ْﻌ‬fuҁlun (triptote), e.g.:
(for both genders) is ‫ﻞ‬
relative
adjectives
Masc. sing. (diptote) Fem. sing. (diptote) Masc. & fem. plur.
‫ َﺃ ْﺳـ َﻮ ُﺩ‬ᵓaswadu, black ‫ َﺳـ ْﻮ َﺩﺍ ُﺀ‬sawdāᵓu ‫ ُﺳـﻮ ٌﺩ‬sūdun
‫ َﺃ ْﺣـ َﻤـ ُﺮ‬ᵓah.maru, red ‫ َﺣـ ْﻤ َـﺮﺍ ُﺀ‬h.amrāᵓu ‫ ُﺣـ ْﻤـ ٌﺮ‬h.umrun
ُ‫ َﺃﺯ َْﺭﻕ‬ᵓazraqu, blue ‫ َﺯ ْﺭﻗَـﺎ ُﺀ‬zarqāᵓu ٌ‫ ُﺯ ْﺭﻕ‬zurqun
َ ‫ َﺃ ْﺧ‬ᵓah˘d.aru, green ‫ـﻀ َـﺮﺍ ُﺀ‬

‫ـﻀـ ُﺮ‬ ْ َ‫ ﺧ‬had.rāᵓu
˘
ْ ‫ ُﺧ‬hud.run
‫ـﻀـ ٌﺮ‬
˘
ْ ‫ َﺃ‬ᵓas.faru, yellow ‫ﺻـ ْﻔ َـﺮﺍ ُﺀ‬

‫ﺻـﻔَـ ُﺮ‬ َ s.afrāᵓu ‫ﺻـ ْﻔـ ٌﺮ‬
ُ s.ufrun
ُ ‫ َﺃ ْﺑـ َﻴ‬ᵓabyad.u, white ‫ـﻀـﺎ ُﺀ‬
‫ـﺾ‬ َ ‫ َﺑـ ْﻴ‬bayd.āᵓu ٌ ‫ ِﺑ‬bı̄d.un
‫ـﻴـﺾ‬
ُ ‫ َﺃ ْﻃ َـﺮ‬ᵓat. rašu, deaf

‫ﺵ‬ ‫ َﻃـ ْﺮ َﺷـﺎ ُﺀ‬t. aršāᵓu ٌ ‫ ُﻃـ ْﺮ‬t. uršun
‫ﺵ‬
‫ َﺃ ْﻋ َـﺮ ُﺝ‬ᵓa rağu, lame

ҁ
‫َﻋـ ْﺮ َﺟـﺎ ُﺀ‬ ҁ
arğāᵓu ‫ُﻋـ ْﺮ ٌﺝ‬ ҁ
urğun
‫ َﺃ ْﻋـ َﻤﻰ‬ᵓa mā, blind

ҁ
‫َﻋ ْﻤـ َﻴﺎ ُﺀ‬ ҁ
amyāᵓu ‫ـﺎﻥ‬
ُ ‫ُﻋ ْﻤ َﻴ‬ ҁ
umyānu
25.3 Relative adjectives, ‫ـﺴ َﺒـ ٌﺔ‬

ْ ‫ ِﻧ‬nisbah
The relative adjective is called in Arabic ‫ـﺴ َﺒـ ٌﺔ‬
ْ ‫ِﻧ‬ nisbah, which means
‘relation’. Relative adjectives are derived from nouns by adding the
so-called nisbah suffix, which is ‫ ــ ِـ ﱞ‬/..iyyun/ in the masculine and ‫ـ ِـــ ﱠﻴ ٌﺔ‬
‫ـﻲ‬
/..iyyatun/ in the feminine.
2488
The nisbah suffix thus makes a noun into an adjective (which often can Relative
be employed as a noun as well), expressing the meaning ‘related to the adjectives,
‫ـﺴ َﺒـ ٌﺔ‬

ْ ‫ِﻧ‬
entity or thing denoted by the noun’. It may be compared to English
derivational morphemes like ‘-ish’, ‘-(i)an’, ‘-ese’, i’’, ‘-ic(al)’, ‘-al’, and
‘-ly’, (e.g. English, American, Egyptian, Lebanese, Iraqi, Arabic, formal, nisbah
periodical, monthly’). The relative adjective often refers to geographical,
national, or ethnic names or names of occupations. As in English, these
kinds of derived adjectives may often be reused as independent nouns. For
example:
Relative adjective (nisbah)
Noun Masc. Fem.
ُ ‫ُﻟ ْﺒﻨ‬
‫َﺎﻥ‬ ‫ُﻟ ْﺒﻨَﺎ ِﻧ ﱞﻲ‬ ‫ُﻟ ْﺒﻨَﺎ ِﻧ ﱠﻴ ٌﺔ‬
lubnānu, Lebanon lubnāniyyun, Lebanese lubnāniyyatun
‫َﻋ َـﺮ ٌﺏ‬ ‫َﻋ َﺮ ِﺑ ﱞﻲ‬ ‫َﻋ َﺮ ِﺑ ﱠﻴ ٌﺔ‬
ҁ ҁ ҁ
arabun, Arabs arabiyyun, Arab, Arabic arabiyyatun
ٌ ‫ُﻛ ُﺤ‬
‫ﻮﻝ‬ ‫ُﻛ ُﺤﻮ ِﻟ ﱞﻲ‬ ‫ُﻛ ُﺤﻮ ِﻟ ﱠﻴﺔ‬
kuh.ūlun, alcohol kuh.ūliyyun, alcoholic kuh.ūliyyatun
‫َﺷ ْﻬـ ٌﺮ‬ ‫َﺷ ْﻬﺮِ ﱞﻱ‬ ‫َﺷـ ْﻬﺮِ ﱠﻳ ٌﺔ‬
šahrun, month šahriyyun, monthly šahriyyatun
‫َﺳﺎ َﻋ ٌﺔ‬ ‫َﺳﺎ َﻋﺎ ِﺗ ﱞﻲ‬ ‫َﺳﺎ َﻋﺎ ِﺗ ﱠﻴ ٌﺔ‬
sāҁatun, clock, watch sāҁātiyyun, clockmaker, watchmaker sāҁātiyyatun

24
249
25 25.4
Adjectival
The feminine ending Tāᵓ marbūt. ah ‫ ــﺔ‬is elided from the noun when adding
patterns,
relative
‫ ِـ ﱞ‬/..iyyun/ or ‫ ـ ِــ ﱠﻴـ ٌﺔ‬/..iyyatun/, e.g.:

adjectives
the nisbah suffix ‫ﻲ‬
Noun Masc. Fem.
‫َﺛﻘَﺎ َﻓ ٌﺔ‬ ِ ‫َﺛﻘ‬

‫َﺎﻓ ﱞﻲ‬ ِ ‫َﺛﻘ‬
‫َﺎﻓ ﱠﻴ ٌﺔ‬
t aqāfatun, culture t aqāfiyyun, cultural t aqāfiyyatun

¯ ¯ ¯
‫ِﻣ ْﻬـ َﻨ ٌﺔ‬ ‫ِﻣ َﻬـ ِﻨ ﱞﻲ‬ ‫ِﻣ َﻬـ ِﻨ ﱠﻴ ٌﺔ‬
mihnatun, profession mihaniyyun, professional mihaniyyatun
25.5
If the noun ends in the long vowel ‫ ـَـﺎ‬/..ā/, this is elided with the noun when
‫ ـ ِـ ﱞ‬/..iyyun/ ‫ ـ ِــ ﱠﻴ ٌﺔ‬/..iyyatun/, e.g.:

adding the nisbah suffix ‫ﻲ‬
Noun Masc. Fem.
‫َﺃ ْﻣﺮِ ﻳ َﻜﺎ‬ ِ ِ‫َﺃ ْﻣﺮ‬

‫ﻳﻜ ﱞﻲ‬ ِ ِ‫َﺃ ْﻣﺮ‬
‫ﻳﻜـ ﱠﻴ ٌﺔ‬
ᵓamrı̄kā, America ᵓamrı̄kiyyun, American ᵓamrı̄kiyyatun
‫َـﺮﻧ َْﺴﺎ‬
َ ‫ﻓ‬ ‫َـﺮﻧ ِْﺴ ﱞﻲ‬
َ ‫ﻓ‬ ‫َـﺮﻧ ِْﺴ ﱠﻴ ٌﺔ‬
َ ‫ﻓ‬
2500
faransā, France faransiyyun, French faransiyyatun
‫ِﻓ ْﻨﻠَـ ْﻨ َﺪﺍ‬ ‫ِﻓ ْﻨﻠَـﻨ ِْﺪ ﱞﻱ‬ ‫ِﻓـﻨْـﻠَـﻨ ِْﺪ ﱠﻳ ٌﺔ‬
Relative
adjectives,
‫ـﺴ َﺒـ ٌﺔ‬

ْ ‫ِﻧ‬
finlandā, Finland finlandiyyun, Finnish finlandiyyatun
nisbah
25.6
The feminine singular form of the relative adjective (nisbah) is often used
as a noun with an abstract meaning, e.g.:
Noun Masc. Fem. (abstract noun)
‫ﺎﻥ‬
ٌ ‫ِﺇﻧ َْﺴ‬ ‫ِﺇﻧ َْﺴﺎ ِﻧ ﱞﻲ‬ ‫ِﺇﻧ َْﺴﺎ ِﻧ ﱠﻴ ٌﺔ‬
ᵓinsānun ᵓinsāniyyun ᵓinsāniyyatun

man human humanity, humanness
ٌ ‫ِﺇ ْﺷ ِﺘ َﺮ‬
‫ﺍﻙ‬ ِ ‫ِﺇ ْﺷ ِﺘ َﺮ‬
‫ﺍﻛ ﱞﻲ‬ ‫ﺍﻛ ﱠﻴ ٌﺔ‬
ِ ‫ِﺇ ْﺷ ِﺘ َﺮ‬
ᵓištirākun ᵓištirākiyyun ᵓištirākiyyatun

co-operation socialist socialism
‫َﻗ ْﻮ ٌﻡ‬ ‫َﻗ ْﻮ ِﻣ ﱞﻲ‬ ‫َﻗ ْﻮ ِﻣ ﱠﻴ ٌﺔ‬
qawmun qawmiyyun qawmiyyatun

people, nation nationalist nationalism
ُ ‫َﺃﻟــﻠﱢ َﺴﺎ ِﻧ ﱠﻴ‬

Note: Plural nisbah forms often have a collective meaning, e.g. ‫ﺎﺕ‬
ᵓal-lisāniyyātu, ‘linguistics’, from the noun ٌ ‫ِﻟ َﺴ‬

‫ﺎﻥ‬ lisānun, ‘tongue,
25
251
language’.
25 25.7
Adjectival
‫ ِـ ﱞ‬/..iyyun/
In the pausal form (at the end of a sentence) the nisbah suffix ‫ﻲ‬
patterns,
relative
is pronounced as the long vowel ‫ ِــﻲ‬/..ı̄/, which does not take nunation.
adjectives
In pausa, the final Tāᵓ marbūt.ah (‫ﺓ‬ ، ‫ )ــﺔ‬/..t/ is pronounced as /..h/, e.g.:
‫ُﻟ ْﺒﻨَﺎ ِﻧ ٌّﻲ‬ ‫ُﻟ ْﺒﻨَﺎ ِﻧ ﱠﻴ ٌﺔ‬
lubnānı̄, Lebanese (m.) lubnāniyyah, (f.)
‫َﻗ ْﻮ ِﻣ ﱞﻲ‬ ‫َﻗ ْﻮ ِﻣ ﱠﻴ ٌﺔ‬
qawmı̄, nationalist qawmiyyah, nationalism
25.8
The above relative adjective (nisbah) usually takes the sound/external

plural, e.g.:
Masculine plural Feminine plural
‫ﻮﻥ‬
َ ‫ﺼﺮِ ﱡﻳ‬ َ ‫َﺃﻟْـ ُﻤﻌﻠﱢ ُﻤ‬
ْ ‫ﻮﻥ ٱﻟْ ِـﻤ‬ ْ ‫ﺎﺕ ْٱﻟ ِﻤ‬
ُ ‫ﺼ ِﺮﻳ‬
‫ﱠﺎﺕ‬ ُ ‫َﺃﻟْـ ُﻤ َﻌـﻠﱢـ َﻤ‬
ᵓal-muҁallimūna l-mis. riyyūna ᵓal-muҁallimātu l-mis. riyyātu

the Egyptian teachers the Egyptian teachers
Note: The adjective ‫َﻋ َﺮ ِﺑ ﱞﻲ‬ ҁ

arabiyyun, ‘Arab, Arabic’, does not form the
sound plural, but uses the collective noun ‫ﺏ‬

ٌ ‫ َﻋ َﺮ‬ҁarabun, ‘the Arabs, Arab’,
2522
as the plural form, e.g.:
Masculine plural Com
Comparative
mparative
sentences
se
َ ‫َﺃﻟْـ ُﻤﻌﻠﱢ ُﻤ‬
‫ﻮﻥ ٱﻟْ َﻌ َﺮ ُﺏ‬ (not: ‫ﻮﻥ‬
َ ‫ٱﻟ َﻌ َﺮ ِﺑ ﱡﻴ‬ َ ‫) َﺃﻟْـ ُﻤﻌﻠﱢ‬
‫ﻤﻮﻥ‬
ᵓal-muҁallimūna l-ҁarabu (ᵓal-muҁallimūna l-ҁarabiyyūna)

the Arab teachers
25.9 ِ ‫ٱﻟـﺘﱠـ ْﻔ ِﻀﻴ‬

Comparative and superlative ‫ﻞ‬ ‫َﺃ ْﻓ َﻌ ُﻞ‬
As mentioned in section 25.2, the pattern ‫ َﺃ ْﻓ َﻌ ُﻞ‬ᵓaf alu (diptote) is charac-
ҁ
teristic of adjectives denoting colours and bodily defects. But the same pat-
tern is also used to form the comparative and superlative degree of adjectives
and participles of the first form in all genders and numbers. This form of
the adjective is also called the elative, e.g.:
Adjective Elative: Comparative / superlative
(According to the pattern ‫ َﺃ ْﻓ َﻌ ُﻞ‬ᵓafҁalu)
‫ﺻ ِﻐﻴ ٌﺮ‬ ْ ‫ َﺃ‬ᵓas.g aru, smaller, smallest

‫ﺻﻐَـ ُﺮ‬
. .
َ s.ag ı̄run, small
ٌ ‫ َﺟ ِﻤ‬ğamı̄lun, beautiful
‫ﻴﻞ‬ ‫ َﺃ ْﺟ َﻤ ُﻞ‬ᵓağmalu, more beautiful, most beautiful
ِ ‫ َﻭ‬wāsi un, wide

‫ﺍﺳ ٌﻊ‬ ҁ
‫ َﺃ ْﻭ َﺳ ُﻊ‬ᵓawsa u, wider, widest
ҁ
‫ َﺣ َﺴ ٌﻦ‬h.asanun, good ‫ َﺃ ْﺣ َﺴ ُﻦ‬ᵓah.sanu, better, best
‫ َﻣ ْﺸ ُﻬﻮﺭ‬mašhūrun, famous ‫ َﺃ ْﺷ َﻬ ُﺮ‬ᵓašharu, more famous, most famous
25.10 Comparative sentences
The preposition ْ ‫ِﻣ‬

‫ـﻦ‬ min, ‘from’, is used like the English preposition
25
253
‘than’ as a link between the two parts (the item being compared and the
25 object of comparison) of the comparative sentence. The comparative sen-
Adjectival tence thus has the following structure: item compared + comparative (ela-
patterns,
relative tive) form of the adjective + ْ ‫ِﻣ‬
‫ـﻦ‬ min + object of comparison. For
adjectives
example:
‫ـﻦ ُﺃ ْﺧـ ِﺘ ِﻪ‬ ْ ‫َﺃﻟْ َﻮﻟَـ ُﺪ َﺃ‬

ْ ‫ﺻـﻐَـ ُﺮ ِﻣ‬
.
ᵓal-waladu ᵓas. g aru min ᵓuhti-hi.
˘
The boy is younger than his sister.
‫ـﻦ ِﺑـﻨْـ ِﺘـ َﻬـﺎ‬ ُ ‫َﺃ ْ ُﻷ ﱡﻡ َﺃ ْﺟـ َﻤ‬

ْ ‫ـﻞ ِﻣ‬
ᵓal-ᵓummu ᵓağmalu min binti-hā.

The mother is more beautiful than her daughter.
ْ ‫ـﻦ‬
‫ٱﻷَ ْﻭ َﻻ ِﺩ‬ َ ‫ـﻦ ِﻣ‬ َ ‫َـﺎﺕ َﺃ ْﺣ‬
ُ ‫ـﺴ‬ ُ ‫َﺃﻟْـ َﺒـﻨ‬
ᵓal-banātu ᵓah. sanu mina l-ᵓawlādi.

(The) girls are better than (the) boys.
25.11
The pattern ‫ َﺃ ْﻓ َﻌ ُﻞ‬ᵓaf alu cannot be used to form the comparative of the
ҁ
participles of the derived forms, nor of adjectives with more than three
ْ ‫َﺃ‬
consonants. In these cases, the comparative is formed by using either ‫ﻛـ َﺜـ ُﺮ‬
2544
َ ‫ َﺃ‬ᵓašaddu, ‘stronger, more’, or ‫َـﻞ‬
ᵓakt aru, ‘more’, ‫ﺷـ ﱡﺪ‬
¯
‫ َﺃﻗ ﱡ‬ᵓaqallu, ‘less’, fol- Comparative
sentences
lowed by an accusative abstract noun related to the participle or adjective.
For example:
ً ‫َﺃ ْﻛـ َﺜـ ُﺮ ِﺇ ْﺧ َـﻼ‬

‫ﺻـﺎ‬
ᵓakt aru ᵓihlās. an, more faithful (lit. more as regards faithfulness)
¯ ˘
‫َﺃ َﺷـ ﱡﺪ َﺳـ َﻮﺍ ًﺩﺍ‬
ᵓašaddu sawādan, blacker (lit. stronger as regards blackness)
ً ‫َﺃﻗ ﱡَﻞ َﺟ َﻤ‬

‫ﺎﻻ‬
ᵓaqallu ğamālan, less beautiful (lit. less as regards beauty)
25.12
The two nouns/adjectives ‫ ﺧَ ْﻴ ٌﺮ‬hayrun, ‘good(ness)’, and ‫ﺷ ﱞﺮ‬

َ šarrun, ‘evil’,
˘
are used as comparative and superlative with the meanings ‘better’ and
‘worst’, respectively. For example:
Comparative Superlative
‫َﺃ ﱠ‬
‫ﻟﺼ َﻼ ُﺓ ﺧَ ْﻴ ٌﺮ ِﻣ َﻦ ٱﻟ ﱠﻨ ْﻮ ِﻡ‬ ْ ‫ُﻫ َﻮ ِﻣ ْﻦ َﺷ ﱢﺮ‬
‫ٱﻷَ ْﻭ َﻻ ِﺩ‬
ᵓas. -s. alātu hayrun mina n-nawmi. huwa min šarri l-ᵓawlādi.
˘
Prayer is better than sleep. (Call to prayer) He is (one) of the worst boys.
25
255
25 25.13 Superlative sentences
Adjectival
patterns, ُ ‫ َﺃ ْﻓـ َﻌ‬ᵓafҁalu
The superlative is formed by making the comparative pattern ‫ـﻞ‬
relative
definite, either with the definite article ‫ َﺍﻟْـ‬or with the ᵓid. āfah construction.
adjectives
This form is used for both genders and all numbers, e.g.:
ᵓId. āfah construction Definite article
‫ُﻫ َﻮ َﺃ ْﻃ َﻮ ُﻝ َﻭﻟَ ٍﺪ‬ ْ ‫ُﻫ َﻮ‬

‫ٱﻷَ ْﻃ َﻮ ُﻝ‬
huwa ᵓat. walu waladin. huwa l-ᵓat. walu.

He is the tallest boy. He is the tallest.
َ ‫ِﻫ َﻲ َﺃ ْﻗ‬
‫ﺼ ُﺮ ِﺑﻨ ٍْﺖ‬ ْ ‫ِﻫ َﻲ‬
َ ‫ٱﻷَ ْﻗ‬
‫ﺼ ُﺮ‬
hiya ᵓaqs. aru bintin. hiya l-ᵓaqs. aru.

She is the shortest girl. She is the shortest.
ْ ‫ُﻫ ْﻢ َﺃ ْﻃ َﻮ ُﻝ‬
‫ٱﻷَ ْﻭ َﻻ ِﺩ‬ ْ ‫ُﻫ ُﻢ‬
‫ٱﻷَ ْﻃ َﻮ ُﻝ‬
hum ᵓat. walu l-ᵓawlādi. humu l-ᵓat. walu.
They are the tallest boys. They are the tallest.
ِ ‫ـﻦ َﺃ ْﻃ َﻮ ُﻝ ٱﻟْ َﺒﻨ‬

‫َﺎﺕ‬ ‫ُﻫ ﱠ‬ ْ ‫ـﻦ‬
‫ٱﻷَ ْﻃ َﻮ ُﻝ‬ ‫ُﻫ ﱠ‬
hunna ᵓat. walu l-banāti. hunna l-ᵓat. walu.
They are the tallest girls. They are the tallest.
25.14
2566 Some adjectives having the superlative pattern ‫ َﺃ ْﻷَ ْﻓ َﻌ ُﻞ‬ᵓal-ᵓaf alu can
ҁ
also have a feminine superlative form ‫ َﺃﻟْ ُﻔ ْﻌﻠَﻰ‬ᵓal-fuҁlā, e.g.:

Superlative masculine Superlative feminine Superlative
sentences
‫َﺃ ْﻷَ ْﻛـ َﺒـ ُﺮ‬ ‫َﺃﻟ ﱡﺪ َﻭ ُﻝ ٱﻟْ ُﻜ ْﺒ َﺮﻯ‬
ᵓal-ᵓakbaru ᵓad-duwalu l-kubrā

the biggest, the greatest the great(est) countries
‫َﺃ ْﻷَ ْﻋ َﻈ ُﻢ‬ ‫ﻳﻄﺎ ْﻧ َﻴﺎ ٱﻟْ ُﻌ ْﻈ َﻤﻰ‬

َ ِ‫َﺑﺮ‬
ᵓal-ᵓaҁd. amu barı̄t. ānyā l-ҁud. mā

¯ ¯
the greatest Great Britain
‫ﺻـﻐَـ ُﺮ‬ ْ ‫َﺃﻟْـ َﻮﻟَـ ُﺪ‬

ْ َ‫ٱﻷ‬ ‫ْـﺮﻯ‬
َ ‫ٱﻟـﺼـﻐ‬
‫ْـﺖ ﱡ‬ُ ‫َﺃﻟْـ ِﺒـﻨ‬
. .
ᵓal-waladu l-ᵓas. g aru ᵓal-bintu s. -s. ug rā
the smallest boy the smallest girl
25.15
The dual and plural of the above superlative take their number and gender
according to the preceding noun:
‫ﺻ َﻐ ُﺮ‬ ْ ‫َﺃﻟْ َﻮﻟَ ُﺪ‬

ْ َ‫ٱﻷ‬ ِ‫ﺻﻐ ََﺮﺍﻥ‬ ْ ِ‫َﺃﻟْ َﻮﻟَ َﺪﺍﻥ‬
ْ َ‫ٱﻷ‬ ‫ﻭﻥ‬ ْ ‫َﺃ ْﻷَ ْﻭﻻَ ُﺩ‬
ْ َ‫ٱﻷ‬
َ ‫ﺻﻐَـ ُﺮ‬
. . .
ᵓal-waladu l-ᵓas. g aru ᵓal-waladāni l-ᵓas. g arāni ᵓal-ᵓawlādu l-ᵓas. g arūna
the smallest boy the two smallest boys the smallest boys
‫َﺃﻟْ ِﺒﻨ ُْﺖ َﺃ ﱡ‬

‫ﻟﺼﻐ َْﺮﻯ‬ ‫َﺃﻟْ ِﺒ ْﻨﺘَﺎﻥِ ﱡ‬
ِ‫ٱﻟﺼﻐ َْﺮ َﻳﺎﻥ‬ ‫ﺎﺕ‬
ُ ‫ٱﻟﺼﻐ َْﺮ َﻳ‬ ُ ‫َﺃﻟْـ َﺒﻨ‬
‫َﺎﺕ ﱡ‬
25
257
. . .
ᵓal-bintu s. -s. ug rā ᵓal-bintāni s. -s. ug rayāni ᵓal-banātu s. -s. ug rayātu
the smallest girl the two smallest girls the smallest girls
‫َﺃﻟ ﱠﺪ ْﻭﻟَ ُﺔ ٱﻟْ ُﻌ ْﻈ َﻤﻰ‬ ِ‫َﺃﻟ ﱠﺪ ْﻭﻟَﺘَﺎﻥِ ٱﻟْ ُﻌ ْﻈ َﻤ َﻴﺎﻥ‬ ‫َﺃﻟ ﱡﺪ َﻭ ُﻝ ٱﻟْ ُﻌ ْﻈ َﻤﻰ‬
25
Adjectival
patterns,
relative ᵓad-dawlatu l-ҁud. mā ᵓad-dawlatāni l-ҁud. mayāni ᵓad-duwalu l-ҁud. mā
adjectives ¯ ¯ ¯
the greatest country the two greatest countries the greatest countries
َ ْ‫َﺃﻟ‬
‫ـﺤ ْﺮ ُﺏ ٱﻟْ ُﻜ ْﺒ َﺮﻯ‬ َ ْ‫َﺃﻟ‬
ِ‫ـﺤ ْﺮ َﺑﺎﻥِ ٱﻟْ ُﻜ ْﺒ َﺮ َﻳﺎﻥ‬ ‫ﻭﺏ ٱﻟْ ُﻜ ْﺒ َﺮﻯ‬ ُ ْ‫َﺃﻟ‬
ُ ‫ـﺤ ُﺮ‬
ᵓal-h.arbu l-kubrā ᵓal-h.arbāni l-kubrayāni ᵓal-h.urūbu l-kubrā

the greatest war the two greatest wars the greatest wars
ُ ‫ َﺃﻟ ﱡﺪ َﻭ‬and ‫ﻭﺏ‬

Remember: Both ‫ﻝ‬ ُ ْ‫ َﺃﻟ‬refer to non-human entities, and there-
ُ ‫ـﺤ ُﺮ‬
fore take the superlative adjective in the feminine singular (see chapter 14).
25.16 The diminutive
The diminutive ‫ﱠﺼ ِﻐﻴﺮ‬

ْ ‫ ِﺇ ْﺳ ُﻢ ٱﻟﺘ‬can be formed according to the pattern
‫ ُﻓ َﻌـ ْﻴ ٌﻞ‬fu aylun. It is restricted to certain nouns and adjectives and indicates
ҁ
diminishing or reducing. As in many other languages, the diminutive may,

in addition, often be employed with a positive or negative feeling or tone.
With a positive feeling it expresses flirtation, coquetry or endearment. With
a negative feeling it conveys contempt or condescension.
The diminutive form can be learned with practice or from a dictionary.
Some diminutives are common as proper names, e.g.:
Diminutive ‫ ُﻓ َﻌ ْﻴ ٌﻞ‬fuҁaylun
‫ َﺣ َﺴ ٌﻦ‬H.asanun, good (a name) ‫ـﻦ‬

ٌ ‫ ُﺣ َﺴ ْﻴ‬H.usaynun, little good one (a name)
‫َﻋ ْﺒ ٌﺪ‬ ҁ
Abdun, slave (a name) ‫ُﻋ َﺒ ْﻴ ٌﺪ‬ ҁ
Ubaydun, little slave (a name)
2588
‫ َﻛﻠْ ٌﺐ‬kalbun, dog ‫ ُﻛـﻠَ ْﻴ ٌﺐ‬kulaybun, small dog
Exercises
‫ َﺑ ْﺤـ ٌﺮ‬bah.run, sea ‫ ُﺑ َﺤـ ْﻴ َـﺮ ٌﺓ‬buh.ayratun, lake (fem. ending)
25.17
Some prepositions can sometimes be used in a diminutive form, e.g.:
‫ ﻗَـ ْﺒـ َﻞ ﱡ‬qabla d. -d. uhri

‫ٱﻟﻈ ْﻬﺮ‬ ‫ ُﻗـ َﺒـ ْﻴ َﻞ ﱡ‬qubayla d. -d. uhri
ِ‫ٱﻟﻈ ْﻬﺮ‬
¯ ¯ ¯ ¯
before noon a little before noon
In words where the second consonant is followed by a long vowel, the
vowel changes to ‫ ــَـ ﱢﻴــ‬/..ayyi../ in the diminutive, e.g.:
‫ُﻛ َﺘ ﱢﻴ ٌﺐ‬ ٌ ‫ِﻛﺘ‬

‫َﺎﺏ‬
kitābun, book kutayyibun, little book, booklet, pamphlet
‫ﺻ َﻐ ﱢﻴ ٌﺮ‬
ُ ‫ﺻ ِﻐﻴ ٌﺮ‬
َ
. .
s. ag ı̄run, small s. ug ayyirun, very small
Exercises

25
259
‫ﺎﻣ َﻌ ِـﺔ‬
ِ ‫ـﺠ‬ ِ ‫ِﺇ ْﺑـ َﻨ ُﺔ َﻋـ ﱢﻤﻲ َﻭٱ ْﺑـﻨَـ ُﺔ ﺧَ ﺎ ِﻟﻲ ُﻫـ َﻤﺎ َﺃ ْﻛــ َﺜـ ُﺮ َﻃﺎ ِﻟـ َﺒ‬
َ ْ‫ﺎﺕ ٱﻟ‬
25
5 4 3 2 1
Adjectival
patterns,
relative .‫ٱﺟـ ِﺘـ َﻬـﺎ ًﺩﺍ‬ ‫ـﺎﻻ َﻭ َﺃﻗَـ ﱡﻠ ُﻬ ﱠ‬
ْ ‫ـﻦ‬ 8 ً ‫َﺟـ َﻤ‬ 7 6
adjectives
1,2
1) My cousin (1the daughter of 2my paternal uncle) and my other cousin
(the daughter of 3my maternal uncle) 4are 5the most 6beautiful (pretti-
est) female students in the university 7and the least 8diligent.
7 6 4 5 ِ ‫ـﺖ ٱﻟْ ِﺒﻨ ُْﺖ ٱﻟْ ُﻜـ ْﺒ َﺮﻯ ِﻣ ْﻦ َﺑﻨ‬

‫ َﻭ ُﻭ ِﻟ َﺪ ﻟَ َﻬﺎ ِﻃ ْﻔ ٌﻞ‬٫ ‫َﺎﺕ َﺟﺎﺭِ ﻧَﺎ‬
3 ِ ‫ﺗَـ َﺰ ﱠﻭ َﺟ‬
2 1
. ٌ‫ُﻣ َﻌﺎﻕ‬
8
2) 2The oldest daughter of 3our neighbour 1got married, 4and 5she gave
birth to (5born 6to her) 8a disabled 7baby.
‫)ﻃﺎ ِﻟ ٌﺐ( ٱﻟـ ﱡﻠﻐ َِﺔ ٱﻟْ َﻌ َـﺮ ِﺑ ﱠﻴ ِﺔ ِﻣ ْﻦ َﺃ ْﺣ َﺴﻦِ ﱡ‬

‫ٱﻟﻄ ﱠﻼ ِﺏ ِﻓﻲ‬ 3 2 َ ‫ُﻃ ﱠﻼ ُﺏ‬
1
.ً‫ َﻭ َﺃ ْﻛـ َﺜـﺮِ ِﻫـ ْﻢ ِﺧـ ْﺒ َـﺮﺓ‬،‫ﺎﻣ َﻌ ِـﺔ‬

5
َ ْ‫ٱﻟ‬
ِ ‫ـﺠ‬ 4
3) The students of Arabic (1language) are 2among the 3best 4and most
5
experienced students in the university.
4 3 ْ / ‫ٱﻷَ َﺷـ ﱡﺪ‬

.‫ٱﻷَ ْﻛـ َﺜـ ُﺮ َﻃ َـﺮﺷـًﺎ ُﻫـ َﻮ َﺃ ْﺟـﻨَـ ِﺒ ﱞﻲ‬
5 2 ْ ‫ـﺠﻮ ُﺯ‬
ُ ‫َﺃﻟْـ َﻌ‬ 2 1
3,2
4) The deafest (lit. 2the most 3deaf) 1old man 4is 5a foreigner.
َ ‫َـﺎﺏ َﻭ َﻛـ ِﺜـﻴـ ٌﺮ ِﻣ َﻦ ٱﻟْـ ُﻤ ْﺴ ِﻠ ِﻤـ‬

‫ﲔ‬ ٍ ‫ـﻦ ِﻛــﺘ‬ َ ‫ﱘ َﺃ ْﺣ‬
ُ ‫ـﺴ‬ ُ ‫َﺃﻟْـ ُﻘـ ْﺮ‬
ُ ِ‫ﺁﻥ ٱﻟْ َﻜـﺮ‬
2 1
.‫َﻳ ْﻌـﺮِ ُﻓـﻮ َﻧ ُﻪ ﻏَـ ْﻴـ ًﺒﺎ‬

4 3
2600 5) 1The Holy Koran is 2the best book, and many Muslims 3know it 4by
heart.
‫ْـﺸـ ُﺮ ُﺩﻭ ُﺭ ) َﺩﺍ ٌﺭ( ٱﻟﻨ ْﱠﺸﺮِ َﺃ ْﻋ َﻤﺎ َﻝ ) َﻋ َﻤ ٌﻞ( ﱠ‬
ِ ‫ٱﻟﺸ‬ ُ ‫َﺳـﺘَــﻨ‬
Exercises
ِ‫ﺎﻋـﺮ‬ 5 4 3 2 1
َ َ‫ٱﻟـ ﱡﻠـ ْﺒـﻨَﺎ ِﻧ ﱢﻲ ٱﻟْـ َﻤ ْﺸ ُﻬـﻮﺭِ َﻭ َﺳـﺘُــﺘَــ ْﺮ ِﺟ ُﻢ َﺃ ْﻏــﻠ‬

‫ـﺐ ُﻛــﺘُـ ِﺒ ِﻪ ِﺇﻟﻰ‬ 8 7 6
.‫َـﺎﺕ َﺃ ْﺟـﻨَـ ِﺒـ ﱠﻴـﺔٍ َﻋ ِـﺪﻳـ َﺪ ٍﺓ‬

11
ٍ ‫ُﻟﻐ‬ 10 9
6) 3The publishing 2houses 1will publish 4the works of 6the famous Leba-
nese 5poet 7and will translate 8most of his books into 11many 10foreign
9
languages.
َ ‫ﻮﺭﺓٌ( ِﻟـﻠْﻐ‬
‫َﺎﺭ ِﺓ‬ 6
َ ‫)ﺻ‬ ُ ‫ﺻ َﻮ ٍﺭ‬ ُ ‫َـﺎﻻ َﻣ َﻊ‬5 ً ‫َـﺸ َﺮ ْﺕ َﺟـﺮِ ﻳ َﺪ ٌﺓ َﻣ َﺴﺎ ِﺋـ ﱠﻴ ٌﺔ َﻣﻘ‬
4 3
َ ‫ﻧ‬ 2 1
‫ـﺠ ِ ّﻮ ﱠﻳ ِﺔ َﺃ ْﻣ ِﺲ ٱﻟﱠـ ِﺘﻲ ﻗَـﺘَـﻠَ ْﺖ َﻭ َﺟ َـﺮ َﺣ ْﺖ َﻋـ َﺪ ًﺩﺍ َﻛـ ِﺒﻴ ًﺮﺍ ِﻣ َﻦ‬
12 11 10
َ ْ‫ٱﻟ‬
9 8 7
َ ‫ َﻭ ُﺗ ْﻌـﺘَـ َﺒ ُﺮ َﺃ ْﻋـﻨ َُﻒ ﻏ‬،‫ﲔ‬

.‫َـﺎﺭ ٍﺓ ِﺧ َﻼ َﻝ َﻋ ٍﺎﻡ‬
18 17 16
َ ‫ٱﻟْـ َﻤ َﺪ ِﻧـ ﱢﻴـ‬
15 14 13
7) 3An evening 2newspaper 1published 4an article with 5pictures of 7the

air 6raid 8yesterday, 9which 10killed and 11injured (wounded) a large
12
number of 13civilians, and 14is regarded as 15the worst (15most vio-
lent) 16raid 17for 18a year.
/ ‫ﻳﺢ‬ 5 ْ ‫ـﻴـﺐ‬
َ ِ‫ٱﻷَ ْﺣـ َﻤـ ُﺮ ٱﻟْـ َﻤ َﺠﺎﺭ‬ ْ ‫َﻧﻘَـ َﻞ ٱﻟْﻬِ َﻼ ُﻝ‬
‫ٱﻷَ ْﺣـ َﻤ ُﺮ َﻭ ﱠ‬
ُ ‫ٱﻟﺼ ِﻠ‬ 4 3 2 1
ْ ‫ـﻴـﻦ ِﺇﻟَﻰ ٱﻟْـ ُﻤ ْﺴـﺘ‬

‫َــﺸـﻔَﻰ‬ ُ ‫ﻭﺡ( َﻭٱﻟْـ َﻤﻨ‬
َ ‫ْـﻜـﻮ ِﺑ‬ َ ْ‫ٱﻟ‬
ٌ ‫ـﺠـ ْﺮ َﺣﻰ ) َﻣﺠ ُﺮ‬ 6
ِ ِ‫ٱﻟْـ َﻘـﺮ‬
.‫ﻳـﺐ‬ 7
8) The 3Red 2Crescent and the Red 4Cross 1transported 5the injured
(wounded) 6and the victims to the 7nearby hospital.
ُ ‫ﺍﺕ ِﻓﻲ َﺷ َﻤﺎ ِﻟ ﱢﻲ ُﺃﻭ ُﺭﻭ ﱠﺑﺎ َﺃ ْﻃـ َﻴ‬

‫ـﺐ ِﻣ ْﻦ‬ 4 ِ ‫ـﻚ ) َﺳـ َﻤ َﻜـ ٌﺔ( ٱﻟْـ ُﺒ َﺤـ ْﻴ َـﺮ‬
3 ُ ‫َﺳـ َﻤ‬
2 1
. ِ‫َﺳـ َﻤ ِـﻚ ٱﻟْـ َﺒ ْﺤـﺮ‬

5
9) 1The fish of the 2lakes in 3Northern Europe is (are) 4tastier (better) 261
26
than 5sea fish.
ِ ‫ـﻲ َﺃ ْﺟـﻨَـ ِﺒ ﱞﻲ ِﺇﻟَـﻰ َﺭ ِﺋ‬
ِ ِ‫ـﻴﺲ َﺩ ْﻭﻟَﺔٍ ِﺇ ْﻓﺮ‬ ِ ‫ـﺐ َﻭ ْﻓـ ٌﺪ ِﺻ َﺤ‬ َ ‫َﺫ َﻫ‬
25
Adjectival ٍ‫ﻳـﻘـ ﱠﻴـﺔ‬ 5
‫ـﺎﻓ ﱞ‬
4 3 2 1
patterns,
relative .‫ـﺎﺳـ ﱠﻴ ِـﺔ ِﻓـﻲ ِﺇ ْﻓـﺮِ ﻳ ْﻘـ َﻴﺎ‬ ‫ـﺼ ِﺎﺩ ﱠﻳ ِﺔ َﻭ ﱢ‬
ِ ‫ٱﻟـﺴـ َﻴ‬ 9 ِ ْ ‫َﻭ َﺳـ َﺄﻟَ ُﻪ َﻋـﻦِ ْٱﻷَ ْﺯ َﻣ ِـﺔ‬
َ ‫ٱﻻ ْﻗـ ِﺘ‬ 8 7 6
adjectives
10) 4A foreign 3press 2delegation 1went to the president of an African 5state

6
and asked him about 8the economic 9and political 7crisis in Africa.
ِ‫ﻴﺲ( ٱﻟـ ﱡﺪ َﻭﻝ‬

5
ٌ ‫َﺳﺎ ِﺀ ) َﺭ ِﺋ‬
َ ‫ﺎﻉ ُﺭﺅ‬4
ْ ‫ٱﻹ َﺫﺍ َﻋـ ُﺔ ٱﻟْـ َﻴـ ْﻮ َﻡ َﺃ ﱠﻥ‬
َ ‫ٱﺟـ ِﺘ َﻤ‬ 3
ِ ْ ‫َﺫ َﻛ َـﺮ ِﺕ‬ 2 1
ِ‫ﺎﻥ ِﻣ ْﻦ َﺃ ْﻃ َﻮﻝ‬
8
َ ‫ﻳﺲ َﻛ‬َ ِ‫) َﺩ ْﻭﻟَ ٌﺔ( ٱﻟْ ُـﻜـ ْﺒ َـﺮﻯ ٱﻟْـ َﻤ ْﻌـ ُﻘـﻮ َﺩ ِﻓﻲ َﺑﺎﺭ‬
7 6
.‫ﺎﺕ َﻭ َﺃ ْﻛـ َﺜـﺮِ َﻫﺎ َﺗ َﻌ ِـﻘـﻴـ ًﺪﺍ‬

11 10 ِْ
ِ ‫ٱﻻ ْﺟـ ِﺘ َﻤﺎ َﻋ‬ 9
11) 2The radio (broadcast) 1mentioned today that 3the meeting of 4the
presidents of 6the great 5countries which was 7held in Paris was one
of the 8longest 10and most 11complicated 9meetings.
ِ ِ‫ــﺮﺍ ُﺀ ِﻓـﻲ ٱﻟْـﺨَ ـﺮ‬

‫ﻳـﻒ‬ 4
َ ‫ﺻـ ْﻔ‬
َ (‫ـﺠـﺮِ ) َﺷ َﺠ َـﺮ ٌﺓ‬
3 ‫ﱠ‬
َ ‫ٱﻟـﺸ‬ (‫َﺃ ْﻭ َﺭﺍﻕُ ) َﻭ َﺭﻗَـ ٌﺔ‬ 2 1
ِ ‫ـﻀ َـﺮﺍ ُﺀ ِﻓـﻲ ٱﻟـ ﱠﺮ ِﺑ‬

.‫ـﻴـﻊ‬ 6
ْ َ‫َﻭﺧ‬ 5
12) 1The leaves of the 2trees are 3yellow in 4autumn 5and green in 6spring.
ُ ‫ﺎﺩ ِﺙ َﺃ ْﻣ ِﺲ ُﻫ َﻮ َﺗ ْﻌــ َﺒ‬

‫ﺎﻥ ٱﻟْـ َﻴ ْﻮ َﻡ‬ 5 4 3
ُ ْ‫َﺃﻟ‬
ُ ‫ـﺠـﻨ ِْـﺪ ﱡﻱ ٱﻟْـ َﻤ ْﺠـ ُﺮ‬
ِ ‫ﻭﺡ ِﻓﻲ َﺣ‬ 2 1
.‫َﻭﻧَﺎ ِﺋـ ٌﻢ ِﻓﻲ َﺳـﺮِ ﻳـﺮِ ِﻩ‬

7 6
13) 1The soldier 2injured (wounded) in 4yesterday’s 3incident is 5tired

today 6and asleep in (his) 7bed.
. ٍ‫َﻣ ْﻦ ُﻫ َﻮ َﺃ ْﻛ َﺒ ُﺮ ِﻣﻨ َْﻚ ِﺑـ َﻴ ْﻮ ٍﻡ ُﻫ َﻮ َﺃ ْﺧ َﺒ ُﺮ ِﻣﻨ َْﻚ ِﺑ َﺴﻨَﺔ‬

6 5 4 3 2 1
2622 14) He 1who is 4a day 2older 3than you is 6a year 5more 5experienced than
you. (Proverb)
َ ْ‫ﻭﻥ ِﻣ َﻦ ٱﻟ‬ ِ ‫ﺿﺎ ِﺑ ٌﻂ( ُﻣـﺘَـﻘ‬ ُ ‫َـﺸ َـﺮ َﺛ َﻼ َﺛ ُﺔ‬
Exercises
‫ـﺶ‬
ِ ‫ـﺠـ ْﻴ‬ 4
َ ‫َﺎﻋـ ُﺪ‬ 3
َ ) ‫ﺿ ﱠﺒ ٍﺎﻁ‬ 2
َ ‫ﻧ‬ 1
ُ ْ ‫ـﺤـ ْﺮ ِﺏ ٱﻟْ َﻌﺎﻟَ ِـﻤـ ﱠﻴ ِـﺔ‬

.‫ٱﻷﻭﻟَﻰ‬ 9 8 7 6 5 ْ
َ ْ‫ٱﻷَﻟْـ َﻤﺎ ِﻧ ﱢﻲ ُﻣـ َﺬ ﱢﻛ َـﺮﺍ ِﺗﻬِ ْﻢ َﻋـﻦِ ٱﻟ‬
15) Three 3retired 2officers from the German 4Army 1published 5their
memoirs 6of 9the First 8World 7War.
ْ ‫ ) ِﻣ‬a foreign journalist.

1) My paternal cousin married (‫ﻦ‬
2) Sea fish are tastier than fish from (of) the lakes.
3) The leaves of the trees are green in spring and yellow in autumn.
4) The newspaper published an article about (‫ﻦ‬

ْ ‫ ) َﻋ‬yesterday’s incident.
5) The publishing house will translate and publish the book about the
First World War.
6) The radio mentioned today that the Red Crescent and the Red Cross
transported the injured to the nearby hospital.
7) The radio mentioned that the air raid yesterday killed one soldier and
injured a large number of civilians.
8) A journalist published in an evening newspaper an article about the
economic and political crisis in North Africa.
263
26
Chapter 26
َ ‫ َﻛ‬and
ᵓInna ‫ ِﺇ ﱠﻥ‬, kāna ‫ـﺎﻥ‬
their sister-words
26.1
‫ ِﺇ ﱠﻥ‬ᵓinna is an assertive particle, which can be translated as ‘indeed’, ‘cer-

tainly’, or by the Biblical words ‘verily’, and ‘lo’. Mostly it is not, however,
translated at all, as it is basically used as a matter of style or simple syntactic
device. It is placed at the beginning of a nominal sentence before the subject,
which takes the accusative case or is expressed by a suffixed pronoun.
There are a number of other particles (and conjunctions) that are con-
strued in the same way as ‫ ِﺇ ﱠﻥ‬ᵓinna. The Arab grammarians refer to them
as ‫‘ ِﺇ ﱠﻥ َﻭ َﺃﺧَ َﻮﺍ ُﺗ َﻬﺎ‬ᵓinna and its sisters’. After all these particles the sub-
ject is in the accusative case. The nominal predicate remains in the
nominative case.
The following are the particles ‫ ﺇِﻥﱠ‬ᵓinna and its sisters:

‫ ِﺇ ّﻥ‬ᵓinna, indeed, that
‫ َﺃ ﱠﻥ‬ᵓanna, that
‫ َﻛـ َﺄ ﱠﻥ‬kaᵓanna, as if
‫ ٰﻟ ِﻜ ﱠﻦ‬lākinna, but
264
َ ‫ ﻟَـ ْﻴ‬layta, a wish, hopefully, would that
‫ـﺖ‬ Kāna ‫َﻛﺎﻥ‬
and its
‫ ﻟَ َﻌ ﱠ‬la alla, perhaps
‫ـﻞ‬ ҁ sisters
ٰ
‫ ﻟ ِﻜ ﱠ‬lākinna is very often prefixed with ‫ َﻭ‬wa. ‫ ﻟَ ْﻴ َﺖ‬layta is very often
Note: ‫ﻦ‬
prefixed with the vocative particle ‫َﻳـﺎ‬ yā, ‘O!’, for example َ ‫َﻳـﺎﻟَـ ْﻴ‬
‫ـﺖ‬ yā-
َ ‫ ﻟَـ ْﻴ‬layta, but with the emphasis on the wish.

layta has the same meaning as ‫ـﺖ‬
Examples:
‫ُـﻮﻝ‬ َ ‫ِﺇ ﱠﻥ ٱﻟْ ٌـﻤ ِـﺪ‬

ٌ ‫ﻳﺮ َﻣ ْﺸﻐ‬ ٌ ‫ِﺇ ﱠﻧ ُﻪ َﻣ ْﺸﻐ‬
‫ُـﻮﻝ‬
ᵓinna l-mudı̄ra mašġūlun. ᵓinna-hu mašġūlun.
The director is (indeed) busy. He is (indeed) busy.
26.2
After ‫ِﺇ ﱠﻥ‬ ᵓinna, the nominal predicate can be emphasized by prefixing
‫ ﻟَـ‬/la../. (This is optional.) This particle has no influence on the case of the
predicate. For example, this sentence from the Koran:
ٰ ‫ﺇ ﱠﻥ‬
ِ ‫ٱﻟـﻠّﻪَ ﻟَ َﻌ‬
‫ـﻈـﻴ ٌﻢ‬ ِ
ᵓinna llāha la-ҁad. ı̄mun.

¯
God is indeed great.
26
265
26 Here is another example:
ᵓInna ‫ﻥ‬
‫ ِﺇ ﱠ‬, kāna
َ ‫ َﻛ‬and
‫ـﺎﻥ‬ ِ ‫ِﺇ ﱠﻥ ٱﻟْ َﺒ‬
َ ‫ﺎﺧ َـﺮ َﺓ ﻟَـ َﻜـ ِﺒ‬
‫ـﻴـﺮ ٌﺓ‬
their sister-
words
ᵓinna l-bāhirata la-kabı̄ratun.
˘
The ship is indeed big.
26.3
‫ ِﺇ ﱠﻥ‬ᵓ inna and its sister-words can also occur before the subject in a verbal
sentence; however the subject must then be in the accusative case, e.g.:
‫َـﺮ َﺃ ْﺗ َﻌـ َﺒ ُﻪ‬ ‫ِﺇ ﱠﻥ ﱠ‬

َ ‫ٱﻟﺴـﻔ‬ ‫ﺎﺡ َﺃ ْﺯ َﻋ َﺠ َﻬﺎ‬ ‫ـﻞ ﱢ‬
َ ‫ٱﻟﺼ َﻴ‬ ‫ﻟَ َﻌ ﱠ‬
ᵓinna s-safara ᵓatҁaba-hu. laҁalla s.-s.iyāh.a ᵓazҁağa-hā.

The travelling/trip made him tired. Perhaps the shouting bothered her.
26.4
‫ ِﺇ ﱠﻥ‬ᵓ inna takes the form ‫ َﺃ ﱠﻥ‬ᵓanna, ‘that’, when it introduces indirect speech
or a complement clause after the main clause:
َ ‫َﺳ ِﻤ َﻊ َﺃ ﱠﻥ ٱﻟ ﱠﺮ ِﺋ‬
ٌ ِ‫ـﻴﺲ َﻣﺮ‬
‫ﻳـﺾ‬ ٌ ِ‫َﺳ ِـﻤ َﻊ َﺃ ﱠﻧ ُﻪ َﻣﺮ‬
‫ﻳﺾ‬
samiҁa ᵓanna r-raᵓı̄sa marı̄d.un. samiҁa ᵓanna-hu marı̄d.un.

He heard that the president is ill. He heard that he is ill.
2666 Note: ‫ ِﺇ ﱠﻥ‬ᵓinna nevertheless remains unchanged after the verb ‫ ﻗَـﺎ َﻝ‬qāla,
‘to say’, e.g.:
ٌ ِ‫ﻗَﺎ َﻝ ِﺇ ﱠﻥ ٱﻟْـ ُﻤ َﻮ ﱠﻇ َﻒ َﻣـﺮ‬
‫ﻳﺾ‬ ٌ ِ‫ﻗَـﺎ َﻝ ِﺇ ﱠﻧ ُﻪ َﻣﺮ‬
‫ﻳﺾ‬ Kāna ‫َﻛﺎﻥ‬
and its
qāla ᵓinna l-muwad. d. afa marı̄d.un. qāla ᵓinna-hu marı̄d.un. sisters
¯¯
He said that the employee is ill. He said that he is ill.
26.5
When ‫ ِﻷَ ﱠﻥ‬ᵓanna is combined with prepositions, it acquires various other

meanings:
‫ ِﻷَ ﱠﻥ‬li-ᵓanna, because
‫ َﻣ َﻊ َﺃ ﱠﻥ‬ma a ᵓanna, although, in spite of the fact that

ҁ
‫ﺎﻃ ِﺊ ِﻷَ ﱠﻥ ﱠ‬
َ ‫ٱﻟﻄـ ْﻘ‬
‫ـﺲ َﺣـﺎ ﱞﺭ‬ ِ ‫ٱﻟﺸ‬ ُ ‫َﺳـ َﺄ ْﺫ َﻫ‬
‫ــﺐ ِﺇﻟَﻰ ﱠ‬
sa-ᵓadhabu ᵓilā š-šāt.iᵓi li-ᵓanna t.-t.aqsa h.ārrun.

¯
I will go to the beach, because the weather is hot.
ٌ‫ـﺢ َﻣـ َﻊ َﺃ ﱠﻥ ٱﻟْـ َﻤـﺎ َﺀ َﻭ ِﺳﺦ‬

َ ‫َﺳـ َﺒ‬
sabah.a maҁa ᵓanna l-māᵓa wasihun.
˘
He swam, although the water was dirty.
26.6
When ‫ ِﺇ ﱠﻥ‬ᵓinna, or ‫ َﺃ ﱠﻥ‬ᵓanna, takes a suffixed pronoun in the first person

singular or plural, there are two alternative forms:
Singular Plural
26
267
‫ ﺇﻧﱢﻲ‬ᵓinn-ı̄ OR ‫ ِﺇ ﱠﻧ ِﻨﻲ‬ᵓinna-nı̄ ‫ ﺇﻧﱠﺎ‬ᵓinn-ā OR ‫ ِﺇﻧﱠـﻨَﺎ‬ᵓinna-nā

26 26.7
ᵓInna ‫ﻥ‬
َ ‫ َﻛ‬and
‫ـﺎﻥ‬ ‫ ِﺇ ﱠ‬ᵓinna, or ‫ َﺃ ﱠﻥ‬ᵓanna, is not immediately followed by the subject in
When ‫ﻥ‬
their sister-
words a verbal sentence, it takes the suffixed pronoun of the third person mascu-
line singular: ‫ ــــ ُﻪ‬/..hu/, i.e. ‫ ِﺇﻧﱠـ ُﻪ‬ᵓinna-hu, ‫ َﺃﻧﱠـ ُﻪ‬ᵓanna-hu, for all genders and
numbers:
ُ ‫ َﺳ ِﻤ ْﻌ‬OR ‫ـﺖ َﺃ ﱠﻧ ُﻪ ﺗ َُﺴ ِﺎﻓـ ُﺮ ٱﻟْ ِﺒﻨ ُْﺖ ﻏَـ ًﺪﺍ‬

‫ـﺖ َﺃ ﱠﻥ ٱﻟْ ِﺒﻨ َْﺖ ﺗ َُﺴ ِﺎﻓـ ُﺮ ﻏَـ ًﺪﺍ‬ ُ ‫َﺳ ِـﻤ ْﻌ‬
samiҁtu ᵓanna l-binta tusāfiru ġadan. samiҁtu ᵓanna-hu tusāfiru l-bintu

ġadan.
I heard that the girl will travel tomorrow.
26.8 Kāna ‫ َﻛﺎﻥ‬and its sisters
There are dozens of verbs which function like the verb َ ‫ َﻛ‬kāna, ‘to be’
‫ﺎﻥ‬
(lit. ‘he was’), referred to as ‫ﺎﻥ َﻭ َﺃﺧَ َﻮﺍ ُﺗ َﻬﺎ‬
َ ‫‘ َﻛ‬kāna and its sister-words’. All
these verbs take the predicative complement in the accusative case. Hence
they are constructed in the opposite way to ‫ِﺇ ﱠﻥ‬ ‘ᵓinna and its
sister-words’.
26.9
َ ‫ َﻛ‬kāna:
The most common verbs known as sister-words of ‫ـﺎﻥ‬
ْ ‫ َﺃ‬ᵓas.bah.a, to become (to be/become in the morning) (IV form)

‫ﺻـ َﺒ َﺢ‬
2688
‫ـﺤﻰ‬
َ ‫ﺿ‬ْ ‫ َﺃ‬ᵓad.h.ā, to become
‫ َﻇ ﱠﻞ‬d¯.alla, to continue, to keep on, to remain Kāna ‫َﻛﺎﻥ‬
and its
‫ﺎﺕ‬
َ ‫ َﺑ‬bāta, to become, to spend the night sisters
َ ‫ َﺃ ْﻣ‬ᵓamsā, to become (to be/become in the evening)

‫ـﺴﻰ‬
‫ َﻣﺎ ﺯَﺍ َﻝ‬mā-zāla, to keep on, not to cease, (to be/do) still
‫ َﻣﺎ َﺑـﺮِ َﺡ‬mā-barih.a, to continue, (to be/do) still
‫ َﻣﺎ َﺩﺍ َﻡ‬mā-dāma, to continue, as long as (. . . lasts)
‫ﺎﺭ‬
َ ‫ﺻ‬َ s.āra, to become
َ ‫ ﻟَـ ْﻴ‬laysa, is not (see chapters 32 and 37)

‫ـﺲ‬
Examples:
ُ ‫ﺎﻥ ٱﻟْ ِـﻜــﺘ‬

‫َﺎﺏ َﺟ ِـﺪﻳ ًﺪﺍ‬ َ ‫َﻛ‬ ُ ‫ٱﻟﻄﺎ ِﻟ‬
‫ـﺐ ُﻣ َﻬــﻨ ِْـﺪ ًﺳﺎ‬ ْ ‫َﺃ‬
‫ﺻـ َﺒ َﺢ ﱠ‬
kāna l-kitābu ğadı̄dan. ᵓas.bah.a t.-t.ālibu muhandisan.

The book was new. The student became an engineer.
ِ ‫ﻴﺲ ٱﻟْـ ﱠﺮ ُﺟ ُﻞ ﻗ‬
‫َـﺼﻴـ ًﺮﺍ‬ َ َ‫ﻟ‬ َ ‫َﻇ ﱡﻠﻮﺍ َﺟﺎ ِﻟ ِﺴ‬
‫ﻴـﻦ‬
laysa r-rağulu qas.ı̄ran. d. allū ğālisı̄na.

¯
The man is not short. They remained sitting.
26.10
The above-mentioned verb ُ ‫ َﻳﺰ‬yazālu) means liter-

‫ ﺯَﺍ َﻝ‬zāla (imperfect: ‫َﺍﻝ‬
26
269
ally ‘to cease, to disappear, to go away’. It is frequently used as an auxiliary
26 when preceded by the negative particle ‫َﻣﺎ‬ /mā/ in the perfect tense,
ᵓInna ‫ﻥ‬
َ ‫ َﻛ‬and
‫ـﺎﻥ‬ or ‫ َﻻ‬/lā/ in the imperfect tense. It is then translated as ‘is still (doing)’ or
their sister-
words ‘continues to (do)’ with the main action expressed by a participle. Both
tenses have the same meaning (see also chapter 36):
mā ‫ َﻣﺎ‬+ perfect lā ‫ َﻻ‬+ imperfect
‫َﻣﺎ ﺯَﺍ َﻝ َﺟﺎ ِﻟ ًﺴﺎ‬ OR ُ ‫َﻻ َﻳـﺰ‬

‫َﺍﻝ َﺟﺎ ِﻟ ًﺴﺎ‬
mā zāla ğālisan. lā yazālu ğālisan.

He is still sitting. (He has not ceased to sit.)
Exercises
Note: nouns standing alone in parentheses indicate the singular form.
ِ ‫ َﻭ‬3 ‫ﻴـﺼﻲ ِﻷَ ﱠﻧ ُﻪ‬

. ٌ‫ﺳـﺦ‬ ُ ْ‫ َﺑـ ﱠﺪﻟ‬1
ِ ‫ﻗ َِـﻤ‬2 ‫ـﺖ‬
1) 1I changed 2my shirt because it was 3dirty.
ٌ ‫ َﺳ ْﻬ‬3 ‫ﺗَـ ْﻤـﺮِ ﻳـ َﻨ ُﻪ‬2 ‫ﺻَﻌْـﺐٌ ﺟِـﺪًّﺍ ﻟٰﻜِﻦﱠ‬1 ُ‫ﺃَﻟـﺪﱠﺭْﺱ‬

.‫ـﻞ‬
2) The lesson is very 1difficult but 2its exercise (drill) is 3easy.
ِ ‫ـﻴـﺬ ٱﻟْـ َﻤ ْﺸـ ُﺮ‬

‫ﻭﻉ‬ 5ِ ‫َﺎﺩ َﺭ ًﺓ َﻋـﻠَﻰ ﺗَـﻨ ِْـﻔ‬
4 3 2
ُ ْ‫ِﺇ ﱠﻥ ٱﻟ‬
َ ‫ـﺤ ُـﻜـﻮ َﻣ َﺔ ﻟَـ ْﻴ‬
ِ ‫ـﺴ ْﺖ ﻗ‬ 1
ُ ‫ ُﻳ َﻜـﻠﱢ‬7 ‫ﺎﺣ ﱢﻲ ِﻷ ﱠﻧ ُﻪ‬

.‫ﻒ َﻛــ ِﺜـﻴـ ًﺮﺍ‬ ِ ‫ٱﻟﺴ َﻴ‬
‫ ﱢ‬6
2700 3) 1The government is 2not 3able 4to implement 6the tourism 5project
because 7it costs (too) much.
ٰ
َ ‫ـﺸـﻖَ َﻭﻟ ِﻜـﻨﱠ ُﻪ َﺃ ﱠﺟـ َﻞ َﺳـﻔ‬
‫َـﺮ ُﻩ ِﻷَ ﱠﻥ‬ ْ ‫ﺎﻥ ٱﻟْـ َﻮﺯِ ﻳـ ُﺮ ُﻣ َﺴ ِﺎﻓـ ًﺮﺍ ِﺇﻟَﻰ ِﺩ َﻣ‬
Exer
ercises
Exercises
2 1
َ ‫َﻛ‬
.‫ﺳــ ﱢﻴـ ًﺌﺎ‬
َ 5 ‫ﺎﺭ‬
َ ‫ﺻ‬ َ ‫ٱﻟْ ﱠﻄ ْﻘ‬3
َ 4‫ﺲ‬
4) The minister was going 1to travel to Damascus but 2he postponed his
trip because 3the weather 4became 5bad.
‫ـﻞ( َﻣﺎ ﺯَﺍ ُﻟـﻮﺍ‬

2ٌ ‫َـﺎﻝ ) ِﻃ ْﻔ‬ ْ ‫ﺎﻥ‬
ُ ‫ٱﻷَ ْﻃﻔ‬ َ ‫ـﻮﻕ َﻛ‬ ‫ِﻋـ ْﻨ َﺪ َﻣﺎ َﺭ َﺟ ْﻌـﻨَﺎ ِﻣ َﻦ ﱡ‬
ِ ‫ٱﻟﺴ‬ 1
َ ‫ﻧَﺎ ِﺋ ِـﻤ‬3
.‫ﻴـﻦ‬
5) When 1we returned from the market the children were 2still 3asleep.
‫ﻴـﺮ ﻭ َﺃ ﱠﻧ َﻬﺎ‬ ِ َ‫ﲟ َـﺮ ٍﺽ ﺧ‬

ٍ ‫ـﻄ‬ 4
َ ‫ـﺖ َﺃ ﱠﻥ ٱﻟْـ ُﻤ ِﺪ‬
َ ِ‫ﻳـﺮ َﺓ َﻣـﺮ‬
َ ِ ‫ﺿ ْﺖ‬3 2
ُ ‫َﺳ ِـﻤـ ْﻌ‬ 1
.‫ﻋـ َﻤـﻠَ َﻬﺎ‬ ْ ‫َـﺮ َﻛ‬

َ 6 ‫ـﺖ‬ َ ‫ﺗ‬5
6) 1I heard that the director became 4seriously 2ill (lit. 2became ill with
4
serious 3illness) and 5left 6her job.
‫ﱠ‬
َ‫ٱﻟـﻄـﺮِ ﻳـﻖ‬4‫ـﻴـﺮ ٌﺓ ٰﻟــ ِﻜ ﱠ‬
‫ـﻦ‬ ِ ‫ﻭﺩ ) َﺣ ﱡﺪ( ﻗ‬
َ ‫َــﺼ‬ 3
ُ ْ‫ـﺴـﺎﻓَـ َﺔ ِﺇﻟَـﻰ ٱﻟ‬
ِ ‫ـﺤـ ُﺪ‬ 2
َ ‫ِﺇ ﱠﻥ ٱﻟْـ َﻤ‬ 1
َ ‫ ِﺇﻧ‬8 ‫ـﺎﺭ ِﺓ‬

.‫َﺎﺭ ٌﺓ‬ َ ‫ٱﻟﺴـ ﱠﻴ‬ َ ‫ َﻭﻟَـ ْﻴ‬6
‫ ﱠ‬7 ‫ـﺲ ِﻓﻲ‬ ٌ‫ﺿـ ﱢﻴـﻖ‬
َ 5
7) 1The distance to 2the border(s) is 3short, but 4the road is 5narrow and
7
the car 6doesn’t have 8lights.
4
ْ ‫َـﺮ ْﺃ ُﺕ ﻓﻲ َﺟـﺮِ ﻳـ َﺪ ِﺓ ٱﻟْـ َﻴـ ْﻮ ِﻡ َﺃﻧﱠـ ُﻪ َﺳـ ْﻮ َﻑ ﺗ‬
ِ‫َـﺠـﺘ َِـﻤ ُﻊ ٱﻟـ ﱠﺪ ْﻭﻟَـﺘَـﺎﻥ‬3 2
َ ‫ﻗ‬ 1
‫ﻭﻥ‬ 8 ٌ ‫ﺎﻛـ ِﻠﻬِ ـ َﻤﺎ ) ُﻣ ْﺸ ِﻜ‬

َ ‫ ُﻣ ْﺸ ِﻜـﻠَ ٌﺔ( ُﺩ‬/‫ـﻞ‬ ‫ﳊ ﱢ‬
ِ ‫ـﻞ َﻣ َﺸ‬7َ ِ ِ‫ٱﻟْـ ُﻤـﺘَــﻨَـﺎﺯِ َﻋـﺘَﺎﻥ‬
6 5
‫ﺗَـ َﺪ ﱡﺧ ٍـﻞ ﺧَ ﺎﺭِ ِﺟ ﱟ‬

.‫ﻲ‬ 10 9
8) 1I read in today’s 2newspaper that the two 5disputing 4countries

will 3meet 6to settle (solve) 7their problems 8without 10outside 271
27
9
intervention.
ْ ‫ـﺲ َﺑ ِﻌـﻴـ ًﺪﺍ َﻋ‬
‫ـﻦ َﺑــ ْﻴــ ِﺘ ِﻪ‬ َ ‫ـﺎﻥ ٱﻟْـ َﻌـ َﻤـﻞِ ﻟَـ ْﻴ‬ ِ ‫ﻗَـﺎ َﻝ ٱﻟْ َﻌ‬
َ ‫ـﺎﻣ ُﻞ ِﺇ ﱠﻥ َﻣ َﻜ‬
26
4 3 2 1
ᵓInna ‫ﻥ‬
َ ‫ َﻛ‬and
‫ـﺎﻥ‬ .(‫ﺍﻡ )ﻗَـ َﺪ ٌﻡ‬ ْ ‫ـﺸـ ًﻴﺎ َﻋـﻠَﻰ‬
ِ ‫ٱﻷَ ْﻗـ َﺪ‬
8 7
ُ ‫َﻭﻟِ ٰﻬ َـﺬﺍ َﻳ ْﺬ َﻫ‬
‫ـﺐ ُﻛ ﱠ‬
ْ ‫ـﻞ َﻳـ ْﻮ ٍﻡ َﻣ‬ 6 5
their sister-
words 9) 1The worker said that the 3,2workplace is not 4far from his house 5and
therefore 6,7he goes 8on foot every day.
‫ـﺎﺭ‬ َ ‫ـﻴـﻊ ﻓ‬
َ ‫َـﺼ‬ 5
َ ‫ـﺠـﺮِ َﺃ ْﺧ‬
ِ ‫ـﻀ َﺮ ِﻓـﻲ ٱﻟــ ﱠﺮ ِﺑ‬
4 ‫ـﺎﻥ َﻭ َﺭﻕُ ) َﻭ َﺭﻗَـ ٌﺔ( ﱠ‬
َ ‫ٱﻟـﺸ‬ 3
َ ‫َﻛ‬ 2 1
ِ ِ‫َـﺮ ِﻓـﻲ ٱﻟْـﺨَ ـﺮ‬

.‫ﻳـﻒ‬ َ ‫ﺻﻔ‬ْ ‫َﺃ‬ 7 6
10) 1The leaves of 2the trees were 3green in 4spring 5and they became
6
yellow in 7autumn.
ْ ‫ﺎﺡ َﻓ َﺄ‬
‫ﺻـ َﺒ َﺢ‬ 5
‫ــﺲ ُﻣ ْﺸ ِﻤ ًﺴـﺎ َﻭ َﺣـﺎ ًّﺭﺍ ِﻓﻲ ﱠ‬
ِ ‫ٱﻟﺼـ َﺒ‬ 4 3 ‫ـﺎﻥ ﱠ‬
ُ ‫ٱﻟﻄـ ْﻘ‬ َ ‫َﻛ‬ 2 1
‫ ﱡ‬9 ‫ َﺑ ْﻌـ َﺪ‬8 ‫ َﻭ َﺑﺎﺭِ ًﺩﺍ‬7 ‫ـﻄـ ًﺮﺍ‬

. ِ‫ٱﻟـﻈ ْﻬـﺮ‬ ِ ‫ ُﻣـ ْﻤ‬6
11) 1The weather had been (was) 2sunny 3and hot in 4the morning 5and it
became 6rainy 7and cold in the 8,9afternoon.
ً ِ‫ َﻃﻮ‬5 ‫ــﺲ‬
.‫ﻳﻼ‬ ُ ْ 4 ‫ٱﻟْـ َﻌـﺎﻟَ ِـﻤـ ﱠﻴ ِـﺔ‬3 ‫ـﺤـ ْﺮ ِﺏ‬
َ ‫ٱﻷﻭﻟَـﻰ ﻟَــ ْﻴ‬ َ ْ‫ٱﻟ‬2 ِ‫ِﺇ ﱠﻥ ٱﻟْـ َﻤﻘَـﺎ َﻝ َﻋـﻦ‬ 1
12) 1The article about the 4First 3World 2War is not 5long.
‫ﺎﻣ ٍـﻞ ِﻓﻲ ٱﻟْـ َﻌـﺎﻟَ ِـﻢ‬

5 ِ ‫ـﻲ ﻏَـ ْﻴ َـﺮ َﺷ‬
4 3 ِ ْ ‫ﺎﻥ ٱﻟـﺘﱠـ ْﻌــ ِﻠـﻴـ ُﻢ‬
‫ٱﻻ ْﺑــ ِﺘــ َﺪﺍ ِﺋ ﱡ‬
2
َ ‫َﻛ‬ 1
ِ ‫ﺻـ َﺒ َﺢ ِﺇ ْﺟ َﺒ‬
.‫ﺎﺭ ًﻳّﺎ‬ 8
ْ ‫ٱﻵ َﻥ َﺃ‬ْ ‫ـﻲ َﻭ‬
7
‫ٱﻟْـ َﻌ َـﺮ ِﺑ ﱢ‬
6
13) 2Elementary 1education in the Arab 5world was 3not 4comprehensive,

6
and now 7it has become 8compulsory.
‫َـﻔﺲ ﱠ‬
‫ٱﻟـﺸﺎﺭِ ِﻉ‬ 7 ِ ِ‫ٱﻵ َﻥ َﻣﺎ ﺯَﺍ َﻝ َﻣ ْﺮ َﻛـ ُﺰ ٱﻟْـ َﺒـﺮ‬
ِ ‫ﻳـﺪ ِﻓﻲ ﻧ‬ 6 5 ْ ‫ـﺤ ﱢﺪ‬
4
َ ‫ِﻟ‬ 3 2 1
ٰ
ُ ‫ﻭﻟـ ِﻜـﻨﱠ ُﻪ َﺳـ ْﻮ َﻑ ُﻳـﻨْـﻘ‬
َ َ‫َـﻞ ِﺇﻟَﻰ َﺷـﺎﺭِ ٍﻉ ﺁﺧ‬
.‫ـﺮ‬ 10 9 8
2722
14) So far (1until 2now) 4the 5post 4office has been (3remains) on 6the
same 7street, but it will be 8moved to 10another 9street.
‫ﻗَـﺎﻟَـﺖْ ﺳَـﻴﱢـﺪَﺓٌ ﺇِﻥ ﺣُـﻘُـﻮﻕَ )ﺣَـﻖﱞ( ٱﻟْـﻤَـﺮْﺃَﺓِ ﻣَﺎ ﺯَﺍﻟَـﺖْ ﻏَـﻴْـﺮ‬
6 5 4 3 2 1
Exer
ercises
Exercises
‫ﱠ‬
. ِ‫ﺟـﻞ‬
ُ ‫ـﻮﻕ ٱﻟـ ﱠﺮ‬ ُ ‫ َﺳﻮِ َﻱ( ِﻟ‬VI) ٍ‫َـﺴﺎﻭِ َﻳﺔ‬
ِ ‫ـﺤـ ُﻘ‬ 8
َ ‫َ ُﻣـﺘ‬ 7
15) 2A lady 1said that 3the rights 4of women are 5still 6,7unequal 8to men’s
rights.
َ ‫ ُﺃ ِﺣـ ﱡﺒ‬4 ‫ َﻛـ َﻤﺎ‬3 ‫ﲢـ ﱡﺒـ ِﻨﻲ‬

.‫ـﻚ‬ َ ‫ َﻳﺎ ﻟَـ ْﻴـﺘ‬/ ‫َـﻚ‬
ِ ُ 2 ‫َـﻚ‬ َ ‫ﻟَـ ْﻴـﺘ‬1
16) 1I wish 2you (m.) loved me 3as 4I love you (m.).
َ ‫ َﺃ ْﺳـ َﻬـ‬6
.‫ﻞ‬ 5
َ ‫ﺎﻻ َﺃ ْﻛـ َﺜ َـﺮ ﻟَـ َﻜ‬
ٍ‫ﺎﻥ ُﻛ ﱡـﻞ َﺷ ْﻲﺀ‬4 3 ً ‫ـﺖ ِﻋـﻨ ِْﺪﻱ َﻣ‬
2
َ ‫َﻳﺎ ﻟَـ ْﻴ‬ 1
17) 1I wish I had more 2money, 3then 4,5everything 3would be 6easier.
ِ ‫ـﻀ ُﺮ َﻋـ َﺪ ٌﺩ َﻛ ِﺒـﻴـ ٌﺮ ِﻣ َﻦ ٱﻟـﻨ‬

ِ ‫ﱠﺎﺱ ِﻟ َﺴ َﻤ‬
‫ﺎﻉ‬ 4 3
َ ‫ﻗَـﺎ َﻝ ِﺇ ﱠﻧ ُﻪ َﺳـ ْﻮ َﻑ َﻳ ْﺤ‬
2 1
ُ ْ‫ٱﻟ‬8 ‫ ُﻛـﻠﱢـ َﻴ ِﺔ‬7 ‫ـﻴـﺪ‬

ِ ‫ـﺤـ ُﻘ‬
.‫ـﻮﻕ‬ ِ ‫ َﻋ ِـﻤ‬6 ‫ﺎﺿ َـﺮ ِﺓ‬
َ ‫ ُﻣ َﺤ‬5
18) He said that a great 2number 3of people 1would attend 4to listen to
5
the lecture of 6the Dean of 7the Faculty of 8Law.
‫ـﺐ( ِﻋـ ْﻨ َﺪ َﻣﺎ‬

ٌ ‫ـﻮﺏ ) َﺷ ْﻌ‬ ‫ـﻦ ﱡ‬
ِ ‫ٱﻟـﺸ ُﻌ‬ َ ‫ـﻦ َﺑـ ْﻴ‬
ُ ‫ـﺴ‬
‫َـﺎﺕ ﺗَــﺘ ََﺤ ﱠ‬
4 ‫ﻟَ َﻌ ﱠ‬
ِ ‫ـﻞ ٱﻟْ َﻌ َﻼﻗ‬ 3 2 1
ِ ‫ َﺑ ْﻌ‬7 ‫َـﺎﺕ‬
.‫ـﻀﻬِ ـ ْﻢ‬ َ ‫ َﻳـ َﺘ َﻌـﻠﱠ ُﻤ‬5
ِ ‫ ُﻟﻐ‬6 ‫ـﻮﻥ‬
19) 2Relations between 4people 1might 3improve when 5they learn 7each
other’s 6languages.
‫ﺎﻥ َﺃ ِﺑﻲ ﻗَـ ِﻠـ ًﻘﺎ َﻋـﻠَ ﱠﻲ ِﻋـ ْﻨ َﺪ َﻣﺎ ﺗَـ َﻜـﻠﱠ َﻢ َﻣ ِﻌﻲ ٱﻟْـ َﻴـ ْﻮ َﻡ َﻫﺎ ِﺗ ِﻔ ًﻲّﺍ َﻣ َﻊ‬
5 4 3 2 1
َ ‫َﻛ‬
ِ ‫ َﺃ ْﻣ‬/‫ﺎﻥ ِﻋـﻨ ِْﺪﻱ َﻣ َﺴﺎ َﺀ ٱﻟْـ َﺒﺎﺭِ َﺣ ِﺔ‬
.‫ـﺲ‬ 8 8 7
َ ‫َﺃ ﱠﻧ ُﻪ َﻛ‬ 6
273
27
20) My father was 1worried 2about me when 3he talked to me today 4on
the phone, 5,6although he was with me 8yesterday 7evening.
26 7
ٍ ‫ــﺮ َﺭ ِﺧ‬
‫ـﻴـﺺ َﻣ َﻊ‬ ٍ ‫ﺍﺟـﺘَـ ُﻪ ِﺑ ِﺴ ْﻌ‬
6 5
َ ‫ﺎﻉ َﺩ ﱠﺭ‬ 4 3 َ َ‫َﺃ ْﺧـ َﺒـ ُﺮﻭ ِﻧﻲ َﺃ ﱠﻥ َﺃﺧ‬
َ ‫ـﺎﻙ َﺑ‬ 2 1
ᵓInna ‫ﻥ‬
َ ‫ َﻛ‬and
‫ـﺎﻥ‬ 9
ْ ‫َﺃ ﱠﻧ َﻬـﺎ َﻛﺎﻧ‬
َ ٍ‫َـﺖ ِﻓﻲ َﺣﺎﻟَـﺔ‬
.‫ﺟـ ﱢﻴـ َﺪ ٍﺓ‬ 8
their sister-
words 21) 1They told me that 2your brother 3sold 4his bicycle at 6a cheap 5price
7,8
although it was in good 9condition.
1) Yesterday evening my brother talked to me on the phone, and he was

worried about his child because he had become seriously ill.
2) They told me that the minister postponed the tourism project
because it costs too much.
3) My father said that the market is not far away, and therefore he goes
there every day on foot.
4) The article by the Dean of the Faculty of Law about the relations
between people in the Arab world was good.
5) The minister said that elementary education is not comprehensive,
and not compulsory.
6) After the weather was cold and rainy yesterday it became sunny and
hot today.
7) When I returned from the market, I changed my shirt, because it was
dirty.
8) The post office will move to another street not far from my work.
2744
Chapter 27
Relative pronouns and

relative clauses
27.1 Relative pronoun
The basic form (masc. sing.) of the relative pronoun ُ ‫ﺻ‬

‫ﻮﻝ‬ ُ ‫ َﺃ ْ ِﻻ ْﺳ ُﻢ ٱﻟْـ َﻤ ْﻮ‬is
‫ َﺃﻟﱠ ِﺬﻱ‬ᵓallad¯ı̄, ‘(the one) who/which/that’. It is declined as follows:
MASCULINE
Singular Dual Plur al
Nom. ‫َﺃﻟﱠ ِﺬﻱ‬ ِ‫َﺃﻟـﻠﱠـ َﺬﺍﻥ‬ َ ‫َﺃﻟﱠ ِـﺬ‬

‫ﻳﻦ‬
ᵓalladı̄ ᵓalladāni ᵓalladı̄na
¯ ¯ ¯
Acc. & gen. ‫َﺃﻟﱠ ِﺬﻱ‬ ِ‫َﺃﻟـﻠﱠـ َﺬ ْﻳﻦ‬ َ ‫َﺃﻟﱠ ِـﺬ‬

‫ﻳﻦ‬
ᵓalladı̄ ᵓalladayni alladı̄na
¯ ¯ ¯
FEMININE
Nom. ‫َﺃﻟﱠـ ِﺘﻲ‬ ِ‫َﺃﻟـﻠﱠﺘَﺎﻥ‬ ‫َﺃﻟـﻠﱠ َﻮﺍ ِﺗﻲ‬ or ‫َﺃ ﱠﻟﻼ ِﺗﻲ‬
ᵓallatı̄ ᵓallatāni ᵓallawātı̄ ᵓallātı̄ (less used)
Acc. & gen. ‫َﺃﻟﱠـ ِﺘﻲ‬ ِ‫َﺃﻟـﻠﱠﺘَـ ْﻴـﻦ‬ ‫َﺃﻟـﻠﱠ َﻮﺍ ِﺗﻲ‬ or ‫َﺃ ﱠﻟﻼ ِﺗﻲ‬
ᵓallatı̄ ᵓallatayni ᵓallawātı̄ ᵓallātı̄ (less used) 275
27 Note a: For historical reasons, the masculine and feminine singular and
Relative
pronouns masculine plural forms are written with one lām ‫ ﻟـ‬l.., and the other forms
and relative
clauses with two. There is no difference in pronunciation.
Note b: The plural forms are used only for human beings.
27.2 Definite relative clause
The role of the relative pronoun is to link the relative clause with a definite
antecedent ‫ َﺃ ﱠ‬ᵓas-sābiqu, which precedes it. The relative pronoun

ُ‫ﻟﺴﺎ ِﺑـﻖ‬
agrees with the antecedent in gender and number:
Relative clause Relative pronoun Antecedent
‫) َﺃ ﱢ‬
(‫ﻟﺼﻠَ ُﺔ‬ ُ ‫ﺻ‬
(‫ﻮﻝ‬ ُ ‫) َﺃﻟْـ َﻤ ْﻮ‬ ‫) َﺃ ﱠ‬
( ُ‫ﻟﺴﺎ ِﺑﻖ‬
‫َﺳـ َﺒ َﺢ‬ ‫ٱﻟﱠ ِﺬﻱ‬ ‫َﺃﻟْ َﻮﻟَـ ُﺪ‬
ᵓal-waladu llad ı̄ sabah.a, the boy who swam

¯
َ ‫ِﻣ ْﻦ ُﻟـ ْﺒـﻨ‬

‫َﺎﻥ‬ ‫ٱﻟﱠـ ِﺘﻲ‬ ‫َﺃﻟْ َﻜﺎ ِﺗـ َﺒ ُﺔ‬
ᵓal-kātibatu llatı̄ min lubnāna, the writer (f.) who is from Lebanon
27.3
2766
The relative pronoun is used only when the antecedent ‫ َﺃ ﱠ‬is definite.
ُ‫ﻟﺴﺎ ِﺑﻖ‬
If the antecedent is indefinite, the relative clause is introduced after the
antecedent without a relative pronoun, e.g.:
Definite antecedent Indefinite antecedent Definite
relative
‫ﺎﻫ ْﺪ ُﺕ ٱﻟ ﱠﺮ ُﺟ َﻞ ٱﻟﱠ ِﺬﻱ َﻳ َﺘ َﻜـﻠﱠ ُﻢ ٱﻟْ َﻌ َﺮ ِﺑ ﱠﻴ َﺔ‬
َ ‫ﺎﻫ ْﺪ ُﺕ َﺭ ُﺟ ًﻼ َﻳ َﺘ َﻜـﻠﱠ ُﻢ ٱﻟْ َﻌ َﺮ ِﺑ ﱠﻴ َﺔ َﺷ‬
َ ‫َﺷ‬ clause
šāhadtu r-rağula llad ı̄ šāhadtu rağulan yatakallamu

¯
yatakallamu l-ҁarabiyyata. l-ҁarabiyyata.
I saw the man who speaks Arabic. I saw a man (who) speaks Arabic.
‫َﺳﺎ َﻋ ْﺪ ُﺕ َﺭ ُﺟ ًﻼ ُﻛ ِﺴ َﺮ ْﺕ ﺭِ ْﺟ ُﻠ ُﻪ َﺳﺎ َﻋ ْﺪ ُﺕ ٱﻟ ﱠﺮ ُﺟ َﻞ ٱﻟﱠ ِﺬﻱ ُﻛ ِﺴ َﺮ ْﺕ ﺭِ ْﺟ ُﻠ ُﻪ‬
sā ҁadtu r-rağula llad ı̄ kusirat riğlu-hu. sāҁadtu rağulan kusirat riğlu-hu.
¯
I helped the man whose I helped a man (whose)
leg was broken. leg was broken.
(lit. I helped the man (lit. I helped a man,
who his leg was broken.) his leg was broken.)
27.4
An active participle may replace both the relative pronoun and the follow-
ing perfect or imperfect verb, e.g.:
With the perfect verb With the active participle
‫َﺃﻟﱠ ِﺘﻲ َﻛ َﺘ َﺒ ِﺖ ٱﻟ ﱢﺮ َﺳﺎﻟَ َﺔ‬ ‫َﻛﺎ ِﺗ َﺒ ُﺔ ٱﻟ ﱢﺮ َﺳﺎﻟَ ِﺔ‬
ᵓallatı̄ katabati r-risālata kātibatu r-risālati

the one who (f.) wrote the letter the writer (f.) of the letter OR the one
(who) wrote the letter
َ‫َﺃﻟﱠ ِﺬﻱ َﻃﻠﱠﻖ‬ ُ‫َﺃﻟْـ ُﻤ َﻄﻠﱢﻖ‬

27
277
ᵓalladı̄ t. allaqa ᵓal-mut. alliqu
¯
the one who (m.) divorced the divorced one (m.) OR the one
(who) got divorced
27 With the imperfect verb With the active participle
Relative
pronouns
َ ‫َﺃﻟ ﱠﺮ ُﺟ ُﻞ ٱﻟﱠ ِﺬﻱ َﻳ ْﺴ ُﻜ ُﻦ ُﻫﻨ‬
‫َﺎﻙ‬ َ ‫ﺎﻛ ُﻦ ُﻫﻨ‬
‫َﺎﻙ‬ ‫َﺃﻟ ﱠﺮ ُﺟ ُﻞ ﱠ‬
ِ ‫ٱﻟﺴ‬
and relative
clauses
ᵓar-rağulu llad ı̄ yaskunu hunāka ᵓar-rağulu s-sākinu hunāka
¯
the man who lives there the man (who is) living there
‫ﻴﺐ‬ ‫َﺃﻟﱠ ِﺬﻱ َﻳ ْﻨﺘ َِﻈ ُﺮ ﱠ‬

َ ‫ٱﻟﻄ ِﺒ‬ ‫ﻴﺐ‬ ‫َﺃﻟْـ ُﻤ ْﻨﺘ َِﻈ ُﺮ ﱠ‬
َ ‫ٱﻟﻄ ِﺒ‬
ᵓallad ı̄ yant. ad.̄ iru t. -t. abı̄ba ᵓal-muntad.̄iru t. -t. abı̄ba

¯
the one who is waiting the one (who is) waiting
for the physician for the physician
27.5
Also a passive participle placed after a noun may have the meaning of a
relative clause, e.g.:
‫ ُﺟ ْﻤﻠَ ٌﺔ َﻣ ْﻜﺘُﻮ َﺑ ٌﺔ‬ğumlatun maktūbatun
a written sentence OR a sentence which is written
ُ ْ‫ َﺃﻟ‬ᵓal-ğumlatu l-maktūbatu
‫ـﺠ ْﻤﻠَ ُﺔ ٱﻟْـ َﻤ ْﻜﺘُﻮ َﺑ ُﺔ‬
the written sentence OR the sentence which is written
ُ ‫ َﺃﻟْـ َﻤﻘ‬ᵓal-maqālu l-manšūru

‫َﺎﻝ ٱﻟْـ َﻤﻨ ُْﺸﻮ ُﺭ‬
the published article OR the article which is published

2788
ᵓAl-ҁāᵓid ‫ َﺃﻟْ َﻌﺎ ِﺋ ُﺪ‬,
27.6 ᵓAl-ҁāᵓid ‫ َﺃ ْﻟ َﻌﺎ ِﺋ ُﺪ‬, the returner
the returner
(anaphoric
(anaphoric suffix pronoun)
suffix
pronoun)
If the antecedent is referred to in the relative clause as an object, or as hav-
ing a preposition, or as being a genitive attribute, it is a suffix pronoun
attached to the verb, preposition, or noun, respectively. This kind of
anaphoric (back-referring) suffix pronoun is called ‫ َﺃﻟْ َﻌﺎ ِﺋﺪ‬ᵓal- āᵓid, ‘the
ҁ
returner’. The returner has no equivalent in English, because in English it is

possible to use a relative pronoun as object or add a preposition or attri-
bute to it. The following are the most common uses of ‫ َﺃﻟْ َﻌﺎ ِﺋﺪ‬ᵓal-ҁāᵓid:
a) ᵓAl-ҁāᵓid attached to a verb
‫َﺃﻟْـ َﻤ ْﺮ َﺃ ُﺓ ٱﻟﱠ ِﺘﻲ َﺳﺎ َﻋ ْﺪ ُﺗ َﻬﺎ‬

ᵓal-marᵓatu llatı̄ sā ҁadtu-hā
the woman whom I helped (her)
b) ᵓAl-ҁāᵓid attached to a preposition:
ُ ‫ٰﻫ َـﺬﺍ ُﻫـ َﻮ ٱﻟْ ِﻜـﺘ‬

‫َﺎﺏ ٱﻟﱠ ِـﺬﻱ َﺳ َﺄﻟْ َﺖ َﻋـ ْﻨ ُﻪ‬
hādā huwa l-kitābu llad ı̄ saᵓalta ҁan-hu.
¯ ¯
This is the book that you asked for.
(lit. . . . that you asked for it.)
c) ᵓAl-ҁāᵓid attached to a noun
‫ٱﻟﺼ َﺤ ِﺎﻓ ﱡﻲ ٱﻟﱠ ِﺬﻱ ﻗ ََﺮ ْﺃ ُﺕ َﻣﻘَﺎﻟَ َﺘ ُﻪ‬

‫ٰﻫ َـﺬﺍ ُﻫـ َﻮ ﱢ‬
hādā huwa s. -s. ih.āfiyyu llad ı̄ qaraᵓtu maqālata-hu.
¯ ¯
This is the journalist whose article I read. (lit. . . . who I read his article.)
27
279
27 27.7 Interrogatives used as relative pronouns
Relative
pronouns
and relative
a) The interrogative pronouns ‫َﻣ ْﻦ‬ man, ‘who’, ‘whom?’, and ‫َﻣﺎ‬ mā,
clauses
‘what?’, are also used as relative pronouns in the following ways:
‫( َﻣ ْﻦ‬the one) who, whom (with reference to human beings)
‫( َﻣﺎ‬the thing) that, which, what (with reference to non-human beings

or things)
They differ, however, from the definite relative pronoun ‫ َﺃﻟﱠ ِﺬﻱ‬ᵓalladı̄ in
¯
that they never take an antecedent ‫ َﺃ ﱠ‬. That is to say, the anteced-
ُ‫ﻟﺴﺎ ِﺑﻖ‬
ent is included in their meaning. Moreover, they tend to be used with
generalized or indefinite reference, e.g.:
‫َﻭ َﺟـ ْﺪ ُﺕ َﻣ ْﻦ َﻳ َﺘ َﻜـﻠﱠ ُﻢ ٱﻟْ َﻌ َﺮ ِﺑ ﱠﻴ َﺔ‬ ‫ٰﻫ َـﺬﺍ َﻣﺎ َﺃ َﻛـﻠْ ُﺖ َﺃ ْﻣ ِﺲ‬
wağadtu man yatakallamu l-ҁarabiyyata. hādā mā ᵓakaltu ᵓamsi.

¯
I found one who speaks Arabic. This is what I ate yesterday.
b) When ‫ َﻣﺎ‬mā, ‘what?’, or ‫ ِﻣـ ﱠﻤﺎ‬mimmā, ‘of what?, of which?’ (which is
َ + ‫) ِﻣ ْﻦ‬, are used as relative pronouns, the addition

a combination of (‫ﻣﺎ‬
of ‫ َﺃﻟْ َﻌﺎ ِﺋﺪ‬ᵓal-ҁāᵓid, the returner, is optional, e.g.
2800
With ‫ َﺃﻟْ َﻌﺎ ِﺋﺪ‬ᵓal-ҁāᵓid Without ‫ َﺃﻟْ َﻌﺎ ِﺋﺪ‬ᵓal-ҁāᵓid
Exercises
‫ٰﻫ َـﺬﺍ َﻣﺎ َﺳ ِﻤ ْﻌـﻨَﺎ ُﻩ‬ OR َ ‫ٰﻫ‬

‫ــﺬﺍ َﻣﺎ َﺳ ِﻤ ْﻌـﻨَﺎ‬
hādā mā samiҁnā-hu. hādā mā samiҁnā.

¯ ¯
This is what we have heard.
‫َﻻ َﺃ ْﻋـ ُﺒ ُﺪ َﻣﺎ َﺗ ْﻌـ ُﺒ ُﺪﻭ َﻧ ُﻪ‬ OR َ ‫َﻻ َﺃ ْﻋـ ُﺒ ُﺪ َﻣﺎ َﺗ ْﻌـ ُﺒ ُﺪ‬
‫ﻭﻥ‬
lā ᵓaҁbudu mā taҁbudūna-hu. lā ᵓaҁbudu mā taҁbudūna.

I do not worship what you worship (plur.). (The Koran)
‫ٰﻫ َـﺬﺍ ِ ﱠ‬
‫ﳑﺎ َﻛﺘَـ ْﺒـ ُﺘ ُﻪ‬ OR ‫ٰﻫ َـﺬﺍ ِ ﱠ‬
ُ ‫ﳑﺎ َﻛﺘَـ ْﺒ‬
‫ـﺖ‬
hādā mimmā katabtu-hu. hādā mimmā katabtu.

¯ ¯
This is (part) of what I have written.
Exercises
‫ﻳـﺮ ًﺓ ﻟَـ َﻬـﺎ ﺗَـﻘَﺎ ِﻟـﻴ ُﺪ )ﺗَـ ْﻘـ ِﻠـﻴـ ٌﺪ( ُﻣ ْﺨـﺘَـ ِﻠـ َﻔ ٌﺔ َﻋ ْﻦ‬
5 4 3 2
ُ ‫َﺳـ َﻜــﻨ‬
َ ِ‫ْـﺖ َﺟـﺰ‬ 1
ِ ‫َﺗﻘَﺎ ِﻟ‬
.‫ـﻴـﺪ ِﺑ َﻼ ِﺩﻱ‬
6
1) 1I lived on an 2island (which) 3had 5different 4traditions from the tradi-

tions of 6my country.
281
28
27
Relative
ُ ‫َﺃ ْﻷَ ْﺳـ َﻤﺎ ُﺀ ) ِﺇ ْﺳـ ٌﻢ( ٱﻟّـَ ِﺘﻲ َﺫ َﻛــ ْﺮ ُﺗ َﻬﺎ ِﻫ َﻲ َﺃ ْﺳـ َﻤﺎ ُﺀ‬
َ ‫ٱﻟﻄ ﱠﻼ ِﺏ ٱﻟﱠ ِـﺬ‬
‫ﻳﻦ‬ 2 1
ِ ْ ‫َﳒ َُﺤـﻮﺍ ِﻓﻲ‬

pronouns
and relative َ ‫ٱﻻ ْﻣـ ِﺘ‬
. ِ‫ـﺤﺎﻥ‬ 4 3
clauses
2) 1The names which 2I mentioned are the names of the students who
3
passed 4the exam.
‫ﺍﺣ ٍـﺪ َﻣ ْﻦ َﺃ ْﻛ َـﺮ ُﻩ َﻭ َﻣ ْﻦ ُﺃ ِﺣ ﱡ‬

.‫ـﺐ‬ 5 4 3 ِ ‫ﺎﻫـ ْﺪ ُﺕ ِﻓﻲ َﻳـ ْﻮ ٍﻡ َﻭ‬
2
َ ‫َﺷ‬ 1
3) 1I saw in 2one day one 3whom 4I hate and one whom 5I like.
ُ ْ‫ٱﻹ َﻣﺎ ُﻡ ِﻓﻲ ُﺧ ْﻄـ َﺒ ِﺔ ٱﻟ‬

.‫ـﺠـ ُﻤ َﻌ ِﺔ‬ 4 3 َ ‫ٰﻫ‬
ِ ْ ‫ َﺫ َﻛ َـﺮ ُﻩ‬/ ‫ــﺬﺍ َﻣـﺎ َﺫ َﻛ َـﺮ‬ 2 1
4) This is 1what the imām 2mentioned in the 4Friday 3Speech.
(‫ َﻣﺎ‬+ 7 6
ْ ‫َﺗ َﺄ ﱠﺧ َـﺮ َﻓﺮِ ﻳـﻖُ ُﻛ َـﺮ ِﺓ ٱﻟْـﻘَـ َﺪ ِﻡ ِﻧ‬
‫ـﺼ َﻒ َﺳﺎ َﻋﺔٍ ِﻣـ ﱠﻤﺎ ) ِﻣ ْﻦ‬ 5 4 3 2 1
َ ‫ـﺴ ُﺮ ٱﻟْـ ُﻤـ َﺒ‬

.َ‫ﺎﺭﺍﺓ‬ َ ‫َﺟ َﻌـﻠَ ُﻪ َﻳ ْﺨ‬
10 9 8
5) The 4,3football 2team was 5half 6an hour 1late, 7which 8made it 9lose
10
the match (competition).
ُ ‫ٱﻟﺴـﺎ ِﺋ ِﺢ ٱﻟﱠ ِـﺬﻱ َﻳ ْﺮ َﻛ‬

.‫ـﺐ َﺟـ َﻤ ًﻼ‬ 4
‫ـﺲ ﱠ‬ 3 2 ِ ‫ُﺃ َﺷ‬
‫ﺎﻫـ ُﺪ ُﻛ ﱠ‬
َ ‫ـﻞ َﻳ ْﻮ ٍﻡ ﻧَـ ْﻔ‬ 1
6) Every day 1I see 2the same 3tourist who 4rides a camel.
َ ‫ـﺐ ٱﻟﱠ ِـﺬﻱ َﺣ‬

‫ﺼ َﻞ َﻋـﻠَﻰ‬ 2
‫َـﺮ ْﺃ ُﺕ ٱﻟْ ِـﻘ ﱠ‬
ُ ‫ـﺼـ َﺔ ٱﻟﱠـ ِﺘﻲ َﻛــﺘَــ َﺒ َﻬـﺎ ٱﻟْ َﻜـﺎ ِﺗ‬ َ ‫ﻗ‬ 1
.‫َﺟـﺎ ِﺋـﺰ َِﺓ ﻧُـﻮ ِﺑ َﻞ‬ 3
2822 7) I read 1the story which the writer who 2won (2got) the Nobel 3Prize
wrote.
‫ـﺼ َﻞ َﻋﻠَﻰ‬ ٌ ‫ــﺼـ ًﺔ َﻛــﺘَــ َﺒـ َﻬـﺎ َﻛـﺎ ِﺗ‬ ُ ‫َﺳ َـﺮﻕَ ٱﻟـﻠﱢ‬
‫ﺺ ِﻗ ﱠ‬
Exercises
َ ‫ــﺐ َﺣ‬ 4 3 2 1
. ٍ‫َﺟـ َﻮﺍ ِﺋـ َﺰ ) َﺟﺎ ِﺋـ َﺰ ٌﺓ( َﻋﺎﻟَ ِـﻤـ ﱠﻴـﺔ‬

6 5
8) 1The thief has 2stolen 3a story (which was) written by a writer (who)
4
has received 6international 5prizes (awards).
َ ‫ﺎﻫـ ْﺪ ُﺕ َﺟــ َﺒ ًـﻼ َﻋﺎ ِﻟـ ًﻴـﺎ َﺳــﻘ‬

‫َـﻂ‬ 6 5
َ ‫ٱﻟﺼ ْﺤ َـﺮﺍ ِﺀ َﺷ‬
4
‫ـﻂ ﱠ‬ِ ‫ِﻓﻲ َﻭ َﺳ‬
3 2 1
.‫َﻋـﻠَـ ْﻴ ِﻪ ٱﻟـ ﱠﺜـﻠْ ُﺞ‬

8 7
9) In 1the middle of 2the desert 3I saw 5a high 4mountain on which 8snow

6
had fallen (7on it).
‫ﺿ ْﻌـﺘُـ ُﻪ َﻋـﻠَﻰ ٰﻫ َـﺬﺍ ٱﻟــ ﱠﺮ ﱢﻑ؟‬

4
َ ‫ـﺤـ َﺬﺍ ُﺀ ٱﻟﱠ ِـﺬﻱ َﻭ‬
3
َ ‫َﺃ ْﻳ‬
ِ ْ‫ـﻦ ٱﻟ‬ 2 1
10) 1Where is 2the shoe which 3I put on this 4shelf?
ِ‫ِﺇ ْﺳـ َﺘ ْﻘـ َﺒـﻠَـ ِﻨﻲ ِﻓﻲ ٱﻟْـ ُﻔـﻨْـ ُﺪ ِﻕ َﻣ ْﻦ َﻳـﺘَـ َﻜـﻠﱠـ ُﻢ ٱﻟـ ﱡﻠﻐَـﺘَـ ْﻴــﻦ‬
5 4 3 2 1
ْ ‫ٱﻟْ َﻌ َـﺮ ِﺑـ ﱠﻴ َﺔ َﻭ‬

.‫ٱﻹ ْﳒْـ ِﻠـﻴـﺰِ ﱠﻳـ َﺔ‬
11) 3Someone who 4speaks 5both (lit. 5the two languages) English and
Arabic 1received me at 2the hotel.
.ٌ‫ﺻ ْﻌـ َﺒ ٌﺔ َﻭ ُﻣ َﻌـ ﱠﻘـ َﺪﺓ‬

6
َ ‫ٱﻟﺼـ ْﻔ َﺤ ِﺔ ِﻫ َﻲ‬
5
‫ﺁﺧـﺮِ ﱠ‬
4 3
ُ ْ‫َﺃﻟ‬
ِ ‫ـﺠـ ْﻤـﻠَـ ُﺔ ٱﻟْـ َﻤ ْﻜـﺘُـﻮ َﺑ ُﺔ ِﻓﻲ‬ 2 1
12) The 1sentence (which is) 2written at 3the end of 4the page is 5difficult
6
and complicated.
.‫ـﻮﻫـﺎ‬ َ ‫َﺃﻧَﺎ ٱﻟﱠ ِـﺬﻱ َﻋـﻠﱠ َﻤ ُﻜـ ُﻢ ٱﻟْ َﻌ َـﺮ ِﺑـ ﱠﻴ َﺔ َﻭ َﺃﻧْـﺘُـ ُﻢ ٱﻟﱠ ِـﺬ‬
َ ‫ﻳﻦ َﺗ َﻌـﻠﱠـ ْﻤـﺘُـ ُﻤ‬
5 4 3 2 1
13) I (am the one) 1who 2taught you (pl.) Arabic 3and you (are those) 283
28
4
who 5learned it.
َ ‫ـﺎﺣـﺎﻥِ ٱﻟـﻠﱠـ َﺬﺍﻥِ َﺣ‬ َ
ِ ‫ٰﻫــﺬ‬
27
Relative ‫ﺼ َﻼ َﻋـﻠَﻰ‬ 2
َ ‫ٱﻟﺴـ ﱠﺒ‬ ‫ﺍﻥ ُﻫـ َﻤﺎ ﱠ‬1
pronouns
‫ْﻦ ٱﻟـ ﱠﺬ َﻫـ ِﺒـ ﱠﻴ ِﺔ َﻭٱﻟْ ِـﻔ ﱢ‬ ْ
.‫ـﻀـ ﱠﻴ ِﺔ‬ ِ ‫ٱﻟ ِﻤﺪَﺍﻟِﻴﱠـ َﺘﻴ‬
5 4 3
and relative
clauses
14) These are 1the two swimmers who 2got 4the gold 5and silver 3medals.
‫ﺽ َﻭﻧ ُِـﻘـ َﻞ‬

5 ً ‫َﺃ ْﻷَ ْﺟـﻨَـ ِﺒ ﱡﻲ ٱﻟﱠ ِـﺬﻱ َﺃﺧَ ـ َﺬ َﺩ َﻭﺍ ًﺀ َﻭ َﺷـﺮِ َﺏ ُﻛ ُﺤ‬
َ ِ‫ـﻮﻻ َﻣـﺮ‬4 3 2 1
ْ ‫ِﺇﻟَﻰ ٱﻟْـ ُﻤ‬

ْ ‫ـﺴـﺘ‬
.‫َــﺸـﻔَﻰ‬
15) 1The foreigner who 2took 3medicine and drank alcohol 4became ill
and 5was taken (transported) to hospital.
‫ﺎﺭ َﻛـ ِﺘﻬِ ﱠﻦ‬ 5 4 3

َ ‫ﺍﺕ ٱﻟـﻠﱠـ َﻮﺍ ِﺗـﻲ َﺑـ َﻌــ ْﺜ‬
َ ‫ـﻦ ِﺑﺨَ ـ َﺒـﺮِ َﻋـ َﺪ ِﻡ ُﻣ َﺸ‬ 2
ُ ‫ٱﻟﺴـ ﱢﻴـ َﺪ‬
‫ـﻦ ﱠ‬َ ‫َﺃ ْﻳ‬ 1
‫ِﻓﻲ ٱﻟْـ ُﻤـ ْﺆﺗَـ َﻤـﺮِ ؟‬ 6
16) 1Where are the ladies who 2sent 3a message concerning their
4
non-5participation in 6the congress?
‫ـﺴ َﻌـ ُﺘ َﻬﺎ‬ ُ ‫ٱﻟﺴـﺎ ﱠﻣ ُﺔ ٱﻟﱠـ ِﺘـﻲ ﻗَـ ْﺪ ﺗ َُﺴـ ﱢﺒ‬

ْ َ‫ـﺐ ﻟ‬
5 4 3
‫ﺍﺕ ﱠ‬ ُ ‫ـﺸ َـﺮ‬
2
َ ْ‫ٰﻫـ ِﺬ ِﻩ ِﻫ َﻲ ٱﻟ‬
َ ‫ـﺤ‬ 1
ِ ْ ‫ـﻄـ ًﺮﺍ َﻋـﻠﻰ َﺣـ َﻴ ِﺎﺓ‬

. ِ‫ٱﻹﻧ َْﺴﺎﻥ‬ 8 7 َ َ‫ﺧ‬ 6
17) These are 2the poisonous 1insects whose 5sting (bite) 3may 4cause
6
danger to 8human 7life.
3
ْ ‫َﺟـﻠَ ْﺴ ُﺖ َﻣـ َﻊ َﻛﺎ ِﺗـ َﺒـ ْﻴـﻦِ َﺳـ َﺄﻟْــﺘُـ ُﻬـ َﻤـﺎ َﻋ‬
‫ـﻦ ُﻣ ْﺴـﺘَــ ْﻘـ َﺒـﻞِ ٱﻟـ ﱡﻠﻐ َِﺔ‬ 2 1
.‫ٱﻟْ َﻌ َـﺮ ِﺑـ ﱠﻴ ِﺔ‬
18) 1I sat with two writers (whom) 2I asked (them) about 3the future of
2844 the Arabic language.
Translate into Arabic: Exercises
1) Where is the story which I put on this shelf?

2) Every day I see the writer who was awarded (received) the Nobel
Prize.
3) I saw the same tourist who rides the camel every day.
4) I saw a tourist at the hotel who speaks the two languages, Arabic
and English.
5) The swimmer was half an hour late, which resulted in him losing the
competition.
6) The foreigner who taught English became ill and was taken to hospital.
7) This is the football team which got the gold and silver medals.
8) The name which the writer mentioned is a foreign name.
9) I read a story written by a writer who was awarded international
prizes.
10) I read the names of the students who passed the exam.
285
28
Chapter 28
Moods: subjunctive, jussive

and imperative
28.1
We have already dealt with the verb in the indicative mood of the imperfect
ُ ‫ٱﻟْـ َﻤ ْﺮ ُﻓ‬
tense ‫ـﻮﻉ‬ َ ‫ َﺃﻟْـ ُﻤ‬. Now we will deal with the two other moods
‫ﻀﺎﺭِ ُﻉ‬
of the imperfect, and with the imperative mood:
a) IMPERFECT SUBJUNCTIVE MOOD: ‫ﻮﺏ‬

ُ ‫ْﺼ‬ َ ‫َﺃﻟْـ ُﻤ‬
ُ ‫ﻀﺎﺭِ ُﻉ ٱﻟْـ َﻤـﻨ‬
َ ‫َﺃﻟْـ ُﻤ‬
ْ ‫ﻀﺎﺭِ ُﻉ ٱﻟْـ َﻤ‬
b) IMPERFECT JUSSIVE MOOD: ‫ﺠـﺰُﻭ ُﻡ‬
ْ َ‫َﺃ ْﻷ‬
c) IMPERATIVE MOOD: ‫ﻣـ ُﺮ‬
(See the conjugations in Appendix 2.)
28.2 The subjunctive particles and their use
The imperfect subjunctive mood is mostly used in subordinate clauses after

the subjunctive particles listed below to indicate an externally conditioned
or internally motivated action. The subjunctive particles are:
‫ َﺃ ْﻥ‬ᵓan, that
‫ ِﻟـ َﺌ ﱠﻼ‬liᵓallā, in order not to

286
ْ َ‫ ﻟ‬lan, will not, never
‫ـﻦ‬ The
subjunctive
particles and
‫ ) ِﻟـ َﻜ ْﻲ( َﻛ ْﻲ‬kay (li-kay), so that, in order to, to their use
‫ ِﺇ َﺫ ْﻥ‬ᵓid¯an, then, in that case
‫ ) َﻛ ْﻲ َﻻ( َﻛ ْﻴ َﻼ‬kay-lā, so that, in order to, to
‫ َﺃ ﱠﻻ‬ᵓallā, that not, not to
‫ ِﻷَ ﱠﻥ‬li-ᵓanna, because
‫ ِﻟـ‬li.., in order to, to
‫ َﺣـﺘﱠﻰ‬h.attā, so that, until, in order to
‫ َﺣﺘﱠﻰ َﻻ‬h.attā lā, in order not to
Note: Except for ْ َ‫ﻟ‬

‫ـﻦ‬ lan, these particles are, in fact, subordinating
conjunctions.
28.3
The subjunctive mood is formed from the imperfect indicative by changing

the final vowel /-u/ of the personal endings to /-a/ or, in the case of personal
endings having the final syllable ‫ـــــﻦ‬

َ /..na/, by dropping this syllable
completely.
28
287
28 Examples of the subjunctive:
Moods:
‫َﻗ ِﺒ َﻞ َﺃ ْﻥ َﻳ ْﺬ َﻫ َﺐ َﻏ ًﺪﺍ‬
subjunctive,
jussive and
imperative
qabila ᵓan yadhaba g. adan. (not yadhabu)
¯ ¯
He agreed (accepted) that he would go tomorrow.
(He agreed to go tomorrow.)
َ ِ‫ْـﻜ ْﻢ َﺃ ْﻥ ﺗَـ ْﻔ َﻌ ُﻠﻮﺍ ٰﺫﻟ‬

‫ـﻚ‬ ُ ‫َﺃ ْﻃـ ُﻠ ُﺐ ِﻣﻨ‬
َ ‫ َﺗ ْﻔ َﻌ ُﻠ‬tafҁalūna)
ᵓat.lubu min-kum ᵓan tafҁalū dālika. (not ‫ﻮﻥ‬
¯
I ask you (masc. plur.) that you do that. (I ask you to do that.)
ْ ‫َﻫـ ْﻞ َﺩﺧَ ـﻠْ ِﺖ ٱﻟْـ َﻤ ْﻄـ َﺒﺦَ ِﻟﺘ‬

‫َـﺸ َﺮ ِﺑﻲ َﻣﺎ ًﺀ؟‬
hal dahalti l-mat.baha li-tašrabı- māᵓan? (not: ‫ﲔ‬ ْ ‫ ِﻟـﺘ‬li-tašrabı-na)

َ ‫َـﺸ َﺮ ِﺑ‬
˘ ˘
Did you (fem. sing.) enter the kitchen to drink water?
ِ ْ ‫َﺩ َﺭ ُﺳﻮﺍ َﺟـ ﱢﻴـ ًﺪﺍ َﻛ ْﻲ َﻳﻨ َْﺠ ُﺤـﻮﺍ ِﻓﻲ‬

ِ‫ٱﻻ ْﻣـ ِﺘ َﺤﺎﻥ‬
darasū ğayyidan kay yanğah.ū fı- l-imtih.āni. (not: ‫ـﻮﻥ‬

َ ‫ َﻳﻨ َْﺠ ُﺤ‬yanğah.ūna)
They studied well so that they would pass (succeed in) the examination.
(They studied well in order to pass the examination.)
َ ‫ﻟَ ْﻦ َﺃ ْﺫ َﻫ‬
‫ـﺐ َﻣ َﻌ َﻬﺎ‬
lan ᵓadhaba maҁa-hā.

2888 ¯
I shall never go with her. (I will not go with her.)
The
28.4
subjunctive
ْ ‫ ِﺇ َﺫ‬and ‫ ِﺇ ًﺫﺍ‬ᵓid¯an, ‘then’, ‘in that case, so’, have

The subjunctive particles ‫ﻥ‬
particles and
their use
the same meaning and pronunciation. Both are used in discourse when you
draw a conclusion on the basis of a previous statement.
a) ‫ ِﺇ َﺫ ْﻥ‬ᵓid¯an is always followed by the subjunctive mood:
ُ ‫َﺃﻧَﺎ َﺃ ْﺩ ُﺭ‬
‫ﺱ َﻛ ِﺜﻴ ًﺮﺍ ـ ِﺇ َﺫ ْﻥ َﺳﺘَــﻨ َْﺠ َﺢ َﻏ ًﺪﺍ‬
ᵓanā ᵓadrusu kat -ı ran. – ᵓidan sa-tanğah.a g.adan.

¯ ¯
‘I study a lot.’ – ‘Then (I suppose) you will succeed tomorrow!’
b) ‫ ِﺇ ًﺫﺍ‬ᵓid¯an is used in nominal sentences:
ِ ‫ ِﺇ ًﺫﺍ َﺃﻧ َْﺖ َﺭ‬-‫َﺳ ُﺘ ْﻤ ِﻄ ُﺮ َﻏ ًﺪﺍ‬

‫ﺍﺻ ٌﺪ َﺟ ﱢﻮ ﱞﻱ‬
sa-tumt.iru g.adan. — ᵓidan ᵓanta rās.idun ğawwiyyun.

¯
‘It will rain tomorrow.’ – ‘Then (I gather) you are a meteorologist’.
28.5
The subjunctive particle ‫ َﺃ ْﻥ‬ᵓan may sometimes be used after the preposi-
tions ‫ َﻗ ْﺒ َﻞ‬qabla, ‘before’, and ‫ َﺑ ْﻌ َﺪ‬ba da, ‘after’, i.e. ‫ َﻗ ْﺒ َﻞ َﺃ ْﻥ‬qabla ᵓan,‫َﺑ ْﻌ َﺪ‬
ҁ
‫ َﺃ ْﻥ‬ba da ᵓan. It is then followed by a verb in the subjunctive mood, e.g.:

ҁ
‫ﺽ ﻗَـ ْﺒـ َﻞ َﺃ ْﻥ ُﻳ َﺴ ِﺎﻓ َـﺮ‬

َ ِ‫َﻣـﺮ‬
marid.a qabla ᵓan yusāfira. He became sick before he travelled.
‫ﺱ َﺑ ْﻌـ َﺪ َﺃ ْﻥ ﺁ ُﻛـ َﻞ‬

ُ ‫َﺳ َﺄ ْﺩ ُﺭ‬ 28
289
sa-ᵓadrusu baҁda ᵓan ᵓākula. I will read (study) after I have eaten.
28 28.6
Moods:
subjunctive, The verbal noun (mas.dar) can be used as a verb to replace the subjunctive
jussive and mood in a subordinate clause, in the same way as the English infinitive:
imperative
Imperfect subjunctive Verbal noun
َ ‫َﻃﻠَ ْﺒ ُﺖ ِﻣ ْﻨ َﻬﺎ َﺃ ْﻥ ﺗَـ ْﺬ َﻫ‬

‫ـﺐ‬ OR ‫َﻃﻠَ ْﺒ ُﺖ َﺫ َﻫﺎ َﺑ َﻬﺎ‬
t. alabtu min-hā ᵓan tadhaba. t.alabtu dahāba-hā.
¯ ¯
I asked that she leave. I asked her to leave.
‫َﺃ َﻣ ْﺮ ُﺗ ُﻪ ِﺑ َﺄ ْﻥ َﻳ ْﻜـﺘ َُﺐ ﻟَـ َﻬﺎ‬ OR ‫َﺃ َﻣ ْﺮ ُﺗ ُﻪ ِﺑﭑﻟْ ِﻜـﺘَﺎ َﺑ ِﺔ ﻟَـ َﻬﺎ‬
ᵓamartu-hu bi-ᵓan yaktuba la-hā. ᵓamartu-hu bi-l-kitābati la-hā.
I ordered him that he should I ordered him to write to her.
write to her.
28.7
‫ َﺣـﺘﱠﻰ‬h.attā has already been described as a preposition and focus particle.

Here it is introduced as a subjunctive particle, taking the subjunctive mood
of the verb. The meaning of this expression is ‘so that’, ‘in order to’:
ِ ْ ‫ﺱ َﺣﺘﱠﻰ َﻳﻨ َْﺠ َﺢ ِﻓـﻲ‬

ِ‫ٱﻻ ْﻣـ ِﺘ َﺤﺎﻥ‬ ُ ‫َﻳ ْﺪ ُﺭ‬
yadrusu h.attā yanğah.a f -ı l-imtih.āni.

He studies so that he should succeed in the examination.
(He studies in order to succeed in the examination.)
‫َﺣـﺘﱠﻰ‬ h.attā can be followed by the negative particle ‫ َﻻ‬lā, i.e. ‫ َﺣﺘﱠﻰ َﻻ‬,
2900 meaning ‘so that . . . not’, ‘in order not to . . .’. It is quite commonly used
nowadays, e.g.:
ُ‫ﻴﺺ َﺣـﺘﱠﻰ َﻻ َﻳ ْﻈ َﻬ َﺮ َﻋﻠَ ْﻴ ِﻪ ٱﻟْـ َﻮ َﺳﺦ‬
َ ‫ﻧ ﱠَﻈ َﻒ ٱﻟْﻘ َِﻤ‬
Imperfect
jussive
nad. d. afa l-qamı-s.a h.attā lā yad. hara ҁalay-hi l-wasahu.

¯¯ ¯ ˘
He cleaned the shirt so that the dirt would not show on it.
28.8 Imperfect jussive
The imperfect jussive mood is also called ‘apocopatus’ (meaning ‘cut from
the end’), in Arabic َ ‫ َﺃﻟْـ ُﻤ‬. With some exceptions, it is

‫ﻀﺎﺭِ ُﻉ ٱﻟْـ َﻤ ْﺠﺰُﻭ ُﻡ‬
formed from the subjunctive mood simply by dropping the last short vowel.
(See the conjugation in Appendix 2.) The jussive mood is employed after
the negative particles:
‫ َﻻ‬lā ‫ ﻟَ ْﻢ‬lam ‫ ﻟَـ ﱠﻤﺎ‬lammā
and after the exhortative particle ‫ ِﻟــ‬li…
a) ‫َﻻ‬ lā, ‘not, no, don’t’, is the most common negative particle, called
ِ ‫ َﺃﻟﻨ‬. Together with a jussive verb of the second person (sing., du., pl.;
‫ﱠﺎﻫ َﻴ ُﺔ‬
masc. and fem.), it expresses a prohibition or negative command, e.g.:
!‫َﻻ ﺗ َْﺸ َﺮ ْﺏ ﺧَ ْﻤ ًﺮﺍ‬
lā tašrab hamran!

˘
Don’t drink wine! (masc. sing.)
!‫ـﺴـﻲ ُﻫـﻨَﺎ‬ ْ ‫( َﻻ ﺗ‬not .. ‫ـﻴـﻦ‬

ِ ‫َـﺠـ ِﻠ‬ َ ‫ـﺴ‬ ْ ‫ َﻻ ﺗ‬lā tağlisı-na..)
ِ ‫َـﺠـ ِﻠ‬
29
291
lā tağlisı- hunā! Don’t sit here! (fem. sing.)
!‫َﻣـ َﻌـ ُﻪ‬ َ ‫( َﻻ ﺗ‬not .. ‫ﻮﻥ‬
‫َـﺬﻫــ ُﺒﻮﺍ‬ َ ‫ َﻻ ﺗَـ ْﺬ َﻫــ ُﺒ‬lā tad¯habūna..)
28
Moods:
subjunctive,
jussive and lā tadhabū maҁa-hu!
imperative ¯
Don’t go with him! (masc. pl.)
b) The negative particle ‫ﻟَ ْﻢ‬ lam,‘did not’, is used before an imperfect
jussive verb with the same meaning as ‫َﻣﺎ‬ mā, ‘not’ + perfect (i.e.
negative past, cf. / section 14.11), e.g.:
ْ ‫ﻟَ ْﻢ َﻳ ْﻜـﺘ‬
‫ُـﺐ ﻟَ ُﻪ‬
lam yaktub la-hu. He did not write to him.
‫َﻣﺎ َﻛـﺘ ََﺐ ﻟَ ُﻪ‬
mā ktaba la-hu. He did not write to him.
ِ ‫ﻟَ ْﻢ َﻳ ْﻜـﺘ‬
‫ُـﺐ ٱﻟ ﱢﺮ َﺳﺎﻟَ َﺔ‬
lam yaktubi r-risālata. He did not write the letter.
Remember! The kasrah /i/ in the above phrase ‘lam yaktubi ..’ is the
result of the rule given before: that a final sukūn is changed to kasrah as a
connective vowel before hamzatu l-was.li (was.lah). (See also section 11.7,
Note b.)
28.9
The particle ‫ ِﻟـ‬/li-/ (also called the lām of imperative) expresses either a
2922 direct or indirect command, exhortation or suggestion. It can be translated
as ‘let..!’, ‘may..!’, ‘let’s..!’, e.g.:
!‫ﺏ‬ ْ ‫ ِﻟﺘ‬li-tašrab!
ْ ‫َـﺸ َﺮ‬ ْ ‫ ِﻟ َﻴ ْﻜـﺘ‬li-yaktub!
!‫ُﺐ‬ ْ ‫ ِﻟﻨ َْﺠ ِﻠ‬li-nağlis!
!‫ﺲ‬
Imperative
mood
May you drink! (Drink!) Let him write! Let us sit down!
Note: The lām with kasrah ‫ ِﻟـ‬, li.., may be preceded by the conjunction ‫ﻓَـ‬
/fa../ or‫ َﻭ‬/wa../. Then the kasrah is replaced by sukūn: ‫ َﻓﻠْـ‬/fa-l-/ ‫ َﻭﻟْـ‬/wa-l-/.
ْ ‫ َﻭﻟْﺘ َْﺸ َﺮ‬wa-l-tašrab!

!‫ﺏ‬ ْ ‫ َﻭﻟْ َﻴ ْﻜـﺘ‬wa-l-yaktub! !
!‫ُـﺐ‬ ْ ‫ َﻓﻠْﻨ َْﺠ ِﻠ‬fa-l-nağlis!
‫ﺲ‬
May you drink! (Drink!) And let him write! So let us sit down!
Note: This function of the particle ‫ ِﻟـ‬/li-/ should not be confused with its
use together with the subjunctive mood, expressing intent or purpose.
28.10 Imperative mood
ْ َ‫ َﺃ ْﻷ‬is formed from the second person (sing., dual,

The imperative mood ‫ﻣ ُﺮ‬
plur.; masc. and fem.) of the jussive mood by skipping the personal prefix
‫ ﺗَـ‬/ta../ and replacing it with hamzatu l-qat. i (written on/under ᵓalif) and
ҁ
d.ammah ‫ ُﺃ‬/ᵓu/ or kasrah ‫ ِﺇ‬/ᵓi/, in accordance with the following rules:
a) When the verb has d.ammah /u/ on the middle radical in the imper-
fect tense, the hamzah will take d.ammah in the imperative mood:
‫ُﺃ‬ /ᵓu/. For example:
Jussive Imperative
2nd pers. masc. sing. 2nd pers. masc. sing.
29
293
‫ َﺗ ْﻜـﺘ ُْﺐ‬taktub ‫ ُﺃ ْﻛـﺘ ُْﺐ‬ᵓuktub! Write!
28 b) When the verb has fath.ah /a/ or kasrah /i/ on the middle radical in
Moods: the imperfect tense, the hamzah will take kasrah in the imperative
subjunctive,
jussive and mood: ‫ ِﺇ‬/ᵓi/. For example:
imperative
ْ ‫ َﺗ ْﺬ َﻫ‬tad¯hab
‫ـﺐ‬ ْ ‫ ِﺇ ْﺫ َﻫ‬ᵓid¯hab! Go!
!‫ﺐ‬
ْ ‫ﲡ ِﻠ‬
‫ﺲ‬ ْ َ tağlis ْ ‫ ِﺇ ْﺟ ِﻠ‬ᵓiğlis! Sit!
!‫ﺲ‬
(See about the gender and number in the conjugations in the appendices.)
Exercises
‫ﺍﺏ‬ ُ ‫ﺍﺡ ٱﻟﱠ ِـﺬﻱ َﻃ َﺮ َﺣ ُﻪ َﻣ ْﺠـ ِﻠ‬

ِ ‫ﺲ ٱﻟـﻨﱡـ ﱠﻮ‬ 5 4 3 ِ ْ ‫ﻟَـ ْﻢ َﻳـ ْﻘــ َﺒﻞِ ٱﻟْ َﻮﺯِ ﻳـ ُﺮ‬
َ ‫ٱﻻ ْﻗــ ِﺘ َـﺮ‬ 2 1
ٌ ‫)ﻧَﺎ ِﺋ‬
.(‫ـﺐ‬
1) The minister did not 1accept 2the proposal which was 3submitted by 4,5the
Parliament (4council of 5deputies).
َ ‫ َﺣﻔْـﻠَﺔِ ٱﻟْﻌُـ ْﺮﺱِ َﺃﻥْ َﻳﺸ‬4 ‫ٱﻟْـﻤـﺸَﺎﺭِ ﻛِـﻴـﻦَ ﻓِﻲ‬3 ُ‫ َﺃﻏْـﻠَـﺐ‬2 َ‫ َﺭﻓَـﺾ‬1
.‫ﻧَـ ِﺒـﻴـ ًﺬﺍ‬5‫ْـﺮﺑُﻮﺍ‬
ُ
2) 2Most of 3those attending 4the wedding party 1refused to drink 5wine.
‫ﺎﻣ َﻌ ِﺔ َﻫﻠْ ِﺴﻨ ِْﻜﻲ َﺣـﺘﱠﻰ‬

4 ِ ‫ﺎﺕ ٱﻟْ َﻌ َـﺮ ِﺑـ ﱠﻴ ِﺔ ِﻓﻲ َﺟ‬ َ ‫َﺩﺧَ ـﻠْ ُﺖ َﻣ ْﻌ َﻬـ َﺪ ٱﻟـ ﱢﺪ َﺭ‬
ِ ‫ﺍﺳ‬ 3 2 1
ُ ‫ َﻭ َﺃ ْﺣ‬6 ‫ٱﻟـ ﱡﻠ َﻐ َﺔ‬5 ‫َﺃ َﺗ َﻌـﻠﱠ َﻢ‬

َ 7 ‫ـﺼ َﻞ َﻋﻠَﻰ‬
. ‫ﺷ َﻬﺎ َﺩ ٍﺓ‬
2944 3) 1I entered 2the Institute of Arabic 3Studies at the University of Helsinki

4
to study 5the language 6and get 7a degree.
َ 7 ‫ ِﻷَﻧْـﻘُــﻠَـﻪُ ِﺇﻟَﻰ‬6 ِ‫ ْٱﻷَ ْﺭﺽ‬5 ِ‫ٱﻟْـﻤَـﺮِﻳـﺾَ ﻋَـﻦ‬4 َ‫ َﺃ ْﺭﻓَـﻊ‬3 ْ‫ َﺃﻗ ِْـﺪﺭْ َﺃﻥ‬2 ْ‫ﻟَـﻢ‬.
. ‫ﺳـﺮِ ﻳـﺮِ ِﻩ‬
1 Exercises
1,2
4) I couldn’t 3lift 4the patient (the sick man) off 5the floor 6to move him
to 7his bed.
. ْ ‫ْـﻚ ِﻟـ َﺌ ﱠﻼ ﺗ‬
َ‫ُـﺴ َـﺮﻕ‬6 5 4َ ‫َﻻ ﺗَـﺘْـ ُﺮ ْﻙ َﺷـﻨ َْﻄـﺘ‬
َ ‫َـﻚ َﺑ ِﻌـﻴـ ًﺪﺍ َﻋـﻨ‬ 3 2 1
5) Don’t 1leave 2your bag 3far away (4from you) 5so that it won’t 6be stolen
(lit. 5in order not to be stolen).
( ٌ‫)ﺻ ِﺪﻳﻖ‬ ْ ‫ـﻦ ٱﻟْــ ُﻔــﻨْــ ُﺪ ِﻕ َﻭ َﻻ ﺗَـﺘْـ ُﺮ ْﻙ َﺃ‬

َ ‫ﺻ ِﺪﻗَﺎ َﺀ َﻙ‬ 4 3 ْ ‫َﻻ ﺗ‬
َ ‫َـﺨـ ُﺮ ْﺝ ِﻣ‬ 2 1
َ ‫ َﺃ ْﻗ َﻔ َﻞ( َﺑ‬VI) ‫ِﻓﻲ ٱﻟـﻠﱠـ ْﻴـﻞِ َﻭ َﺃ ْﻗ ِـﻔـ ْﻞ‬

.‫ﺎﺏ ٱﻟْﻐُـ ْﺮﻓ َِﺔ َﺟـ ﱢﻴـ ًﺪﺍ‬
8 7 6 5
6) Don’t 1go out of 2the hotel, don’t 3leave 4your friends at 5night, 6and lock
the door of 7the room 8well.
‫َـﺸ َـﺮ ْﺏ َﻣﺎ ًﺀ َﺑ ْﻌـ َﺪ َﺃ ْﻥ ﺗَـ ْﺄ ُﻛـ َﻞ َﻭﻗَـ ْﺒـ َﻞ َﺃ ْﻥ‬

5 4 ْ ‫ِﻟـﺘَـ ْﺄ ُﺧـ ْﺬ َﺩ َﻭﺍ َﺀ َﻙ َﻭﺗ‬
3 2 1
.‫ــﺐ ِﺇﻟَﻰ ٱﻟـﻨﱠـ ْﻮ ِﻡ‬

6
َ ‫ﺗَـ ْﺬ َﻫ‬
7) 1Take 2your medicine and drink 3water 4after you eat 5and before you go
to 6sleep!
.‫ـﺴـ َﺪ‬ 7 ِ ‫ﻟَ ْﻢ َﻳــﺘْــ ُﺮ ِﻙ ٱﻟـﻠﱠ ﱠﺤـﺎ ُﻡ ٱﻟـﻠﱠ ْﺤ َﻢ ﺧَ ـﺎﺭِ َﺝ ٱﻟْـ َﺒـ ﱠﺮ‬
ِ ‫ﺍﺩ ِﻟــ َﺌ ﱠـﻼ َﻳــ ْﻔ‬ 6 5 4 3 2 1
8) 2The butcher did not 1leave 3the meat 4outside 5the refrigerator 6so that
it would not 7be spoiled.
‫ـﻴـﺮ ًﺓ َﻛ ْﻴ َـﻼ‬
5
َ ‫َـﺼ‬ ْ ‫ﻗَـ ِﺒ َﻞ ﺯ َِﻣﻴـ ِﻠﻲ َﺃ ْﻥ َﻳ‬
َ ‫ـﺠـ َﻌــ َﻞ ُﻣ َﺤ‬
ِ ‫ـﺎﺿ َﺮ َﺗ ُﻪ ﻗ‬ 4 3 2 1
َ ‫ـﻀ َﺠ َـﺮ ٱﻟْـ ُﻤ ْﺴﺘ َِـﻤ ُﻌ‬

.‫ـﻮﻥ‬ 7
ْ ‫) َﻛ‬
ْ ‫ـﻲ َﻻ( َﻳ‬ 6
9) 2My colleague 1agreed 3to make 4his lecture short 5in order not to 6bore 295
29
7
the listeners (5in order that 7the listeners not 6feel boredom).
ُ ‫َـﻈ ْﺮ ُﻫــﻨَـﺎ َﺣـﺘﱠـﻰ ﺗَـ ْﺮ ِﺟ َﻊ َﺯ ْﻭ َﺟـ ِﺘﻲ ُﺛـ ﱠﻢ ﻧَـ ْﺬ َﻫ‬
ِ ‫ﻓَــﻠْــﻨَــﻨْــﺘ‬
28
Moods: ‫ــﺐ َﻣ ًﻌـﺎ‬
3 2 1
subjunctive,
jussive and .‫ــﻢ‬ ْ ‫ِﺇﻟﻰ ٱﻟْـ َﻤ‬
ِ ‫ـﻄ َﻌ‬
imperative
10) 1Let us wait here till my wife 2returns and then we will go 3together to
the restaurant.
ً ‫ْـﺖ َﺃ ْﻳ‬
.‫ـﻀﺎ‬ َ ‫َـــﺸ َـﺮ ْﺏ َﺃﻧ‬
3
َ ‫ــﻞ َﻭ َﻻ َﺃ ْﺷ‬
ْ ‫ــﺮ ُﺏ َﻣﺎ ﻟَـ ْﻢ َﺗ ْﺄ ُﻛــ ْﻞ َﻭﺗ‬2 ُ ‫َﺳ ْﻮ َﻑ َﻻ ﺁ ُﻛ‬ 1
11) 1I will neither eat nor drink 2unless you eat and drink 3too.
ِ‫ٱﻟﺼﺎ ُﺑـﻮﻥ‬
‫ـﺎﺧــﻦِ َﻭ ﱠ‬
4
‫ــﻚ ِﺑـﭑﻟْـ َﻤـﺎ ِﺀ ﱠ‬
ِ ‫ٱﻟﺴ‬ 3 َ ‫ــﺴـ ْﻞ َﻭ ْﺟ َﻬ‬
ِ ‫َﻳﺎ َﻭﻟَ ِـﺪﻱ! ِﺇ ْﻏ‬
2 1
.‫ــﺐ ِﺇﻟَﻰ َﺣـ ْﻔـﻠَ ِﺔ ٱﻟْ ُﻌــ ْﺮ ِﺱ‬

9 8
َ ‫ﻴـﺼ َﻚ ٱﻟـﻨ ِﱠﻈ‬
ْ ‫ـﻴﻒ َﻭٱ ْﺫ َﻫ‬ ْ ‫َﻭٱﻟْـ ِﺒ‬
َ ‫ـﺲ ﻗ َِـﻤ‬
7 6 5
12) O! (my) son! 1Wash 2your face with 3warm water 4and soap, 5put on
(wear) your 7clean 6shirt, and go to the 9wedding 8party.
‫ﺱ‬ ِ ‫َـﺼ‬
ُ ‫ﺎﻋـ ًﺪﺍ َﺳـ َﻴـ ْﺪ ُﺭ‬ َ ‫ٱﻵ َﻥ ﻓ‬ 5 ْ ‫َﻭ َﻋ َﺪ َﻃﺎ ِﻟ ٌﺐ ُﺃ ْﺳـﺘَﺎ َﺫ ُﻩ ِﺑ َﺄ ﱠﻧ ُﻪ ِﻣ َﻦ‬
4 3 2 1
9 8 7 ُ ْ ‫ ﻗَـﺎ َﻝ ﻟَ ُﻪ‬،‫َﺃ ْﻛــ َﺜ َـﺮ‬

ِ ْ ‫ ” ِﺇ َﺫ ْﻥ َﺳـﺘَــﻨ َْﺠ َﺢ ِﻓﻲ‬،‫ٱﻷ ْﺳـﺘَـﺎ ُﺫ‬
.“ ِ‫ٱﻻ ْﻣــ ِﺘ َﺤﺎﻥ‬ 6
13) A student 1promised his professor (teacher) 2that 3from 4now 5on, he
would study 6more. The professor said to him: ‘7Then 8you will pass (suc-
ceed in) 9the exam.’
“.‫ﺎﻥ‬ َ ‫”ﻫ ْﻞ ِﻋ ْﻨ َﺪ َﻙ َﻣﺎ ٌﺀ َﺑﺎﺭِ ٌﺩ ِﻷَ ْﺷ َﺮ َﺏ؟“ — ” ِﺇ ًﺫﺍ َﺃﻧ‬

ْ ‫ْـﺖ َﻋ‬
ُ ‫ـﻄ َﺸ‬ 2 1
َ
14) ‘Do you have 1cold water to drink?’ — ‘Then you are 2thirsty!’
.‫ُـﺤــ ﱠﺒـ ِﻨﻲ‬ َ ‫ ِﺇ َﺫ ْﻥ َﺃﻧ‬:‫ ﻗَـﺎﻟَ ْﺖ‬،‫ْـﺖ َﺃ ْﻥ َﻳ ْﺨ ُﻄـ َﺒ َﻬﺎ‬

ِ ‫ْـﺖ ﺗ‬
5 4 3
َ ‫ﺎﺏ ٱﻟْـ ِﺒـﻨ‬ ‫َﺳ َﺄ َﻝ ﱠ‬
‫ٱﻟﺸ ﱡ‬ 2 1
2966 15) 2The young man 1proposed to the girl (lit. he 1asked the girl 3to get
engaged with him). She said: ‘4Then 5you love me.’
5 ‫ـﻞ ُﻛ ﱠ‬
‫ ﻓَـﻘَـﺎﻟَ ِﺖ‬،‫ــﻞ َﻣﺎ ُﻳـ ْﻔـﺮِ ُﺣ ِـﻚ‬ ُ ‫ َﺳ َﺄ ْﻋـ َﻤ‬:‫ﻗَﺎ َﻝ ٱﻟـ ﱠﺰ ْﻭ ُﺝ ِﻟـ َﺰ ْﻭ َﺟــ ِﺘ ِـﻪ‬
4 3 2 1
Exercises
َ ‫ ِﺇ ًﺫﺍ َﺃﻧ‬:‫ٱﻟـ ﱠﺰ ْﻭ َﺟـ ُﺔ‬

.‫ْـﺖ َﺯ ْﻭﺝ ُﻣ ِﺤ ﱞﺐ‬
6
16) 1The husband said to 2his wife: ‘3I will do 4anything that 5pleases you.’ So
the wife said: ‘Then you are 6a loving husband.’
‫ُـﺐ َﻭ َﺃ ْﺧـ ِﺒـ ْﺮ ِﻧﻲ‬

3
ْ ‫ُـﺐ ِﺇﻟَ ﱠﻲ؟ ُﺍ ْﻛـﺘ‬
ْ ‫ـﻴـﺐ! ِﻟـ َﻤﺎ َﺫﺍ ﻟَ ْﻢ ﺗَـ ْﻜـﺘ‬
2
َ ْ‫ِﺇ ْﺑـ ِﻨﻲ ٱﻟ‬
َ ‫ـﺤ ِﺒ‬ 1
‫َـﺸ َـﺮ َﺏ ٱﻟْ ُـﻜ ُﺤﻮ َﻝ َﻭ َﺃ ْﻥ‬

ْ ‫ـﻚ ِﺑ َﺄ ْﻥ َﻻ ﺗ‬ َ ‫ـﻚ! َﻭ َﺃﻧ‬
َ ‫ْـﺼ ُﺤ‬ َ ‫ـﻦ ِﺻ ﱠﺤـ ِﺘ‬
5
ْ ‫َﻋ‬ 4
. ِ‫ﺗُــﻘَــﻠﱢــ َﻞ ِﻣ َﻦ ٱﻟـﺘﱠـ ْﺪ ِﺧـﻴـﻦ‬

7 6
17) 1My beloved son! 2Why didn’t you write to me? Write 3and tell me
about 4your health! 5I advise you not to drink alcohol and to 6cut down
(reduce) your 7smoking.
1) My colleague refused to make his lecture short at the Institute of

Arabic Studies.
2) The Parliament did not accept the proposal which was submitted by
the minister.
3) I could not lift the bag off the bed to move it to the floor.
4) Let us wait here in the restaurant till my son and my wife return.
5) I entered the university to study the Arabic language and to get a
degree.
6) Don’t go out of the hotel at night, and lock the door of the room.
7) I am thirsty. Do you have cold water?
8) Wash your face with warm water and soap and wear your clean shirt
and go to the wedding party.
297
29
9) My friend refused to drink wine at the party.
Chapter 29
Doubled verbs
(mediae geminatae)
and quadriliteral verbs
29.1
A doubled verb in Arabic, ‫ـﻒ‬ ُ ‫ َﺃﻟْ ِﻔـ ْﻌ‬,

َ ‫ــﻞ ٱﻟْـ ُﻤ‬
ُ ‫ـﻀﺎ َﻋ‬ is a triliteral verb
(three-radical verb) whose second and third radicals are identical and have
the same vowel. In the basic form they are thus written as one, with šaddah
above. This phenomenon is called ‫ ِﺇ ْﺩﻏَـﺎ ٌﻡ‬,‘contraction’:
‫ َﻣـ ﱠﺮ‬marra, to pass (for: ‫ َﻣ َﺮ َﺭ‬marara)
‫ ﻓَــ ﱠﺮ‬farra, to escape, to flee (for: ‫َﺮ َﺭ‬

َ ‫ ﻓ‬farara)
‫ َﺩ ﱠﻝ‬dalla, to show (for: ‫ َﺩﻟَــ َﻞ‬dalala)
‫َﻋـ ﱠﺪ‬ ҁ
adda, to count (for: ‫ﻋ َﺪ َﺩ‬
َ ҁadada)
29.2 The imperfect and imperative
The imperfect tense of the double verb is vocalized in the same way as the
imperfect of the regular triliteral verb, which can have any of the three
vowels over the middle radical, as shown in the examples below.
The last consonant of the imperative of the second person masculine sin-
gular has fath.ah, and not sukūn like the regular verbs. Another difference
298 is that the imperative does not have the initial ᵓalif with hamzah, which is
prefixed to the imperative in regular verbs.
Perfect Imperfect Imperative Quadriliteral
verbs
‫ َﻣ ﱠﺮ‬marra ُ َ yamurru (for: ‫ َﻳـ ْﻤـ ُﺮ ُﺭ‬yamruru)
‫ﳝ ﱡﺮ‬ ‫ ُﻣـ ﱠﺮ‬murra
to pass pass!
‫ ﻓَـ ﱠﺮ‬farra ‫ َﻳ ِﻔ ﱡﺮ‬yafirru (for: ‫ َﻳـ ْﻔـﺮِ ُﺭ‬yafriru) ‫ ِﻓـ ﱠﺮ‬firra!

to escape, to flee escape!
See table A1.2, the patterns of the doubled verb ‫ ﻓَـ ﱠﺮ‬farra, in appendix 1
and the conjugation table A2.3, the doubled verb ‫ َﻣـ ﱠﺮ‬marra, ‘to pass’, in
Appendix 2.
Note: The derived verb forms are conjugated to a certain extent like the
regular verbs.
29.3
The nouns of place and time for the doubled verb are formed as follows:
Noun of place Basic verb form
‫ َﻣ َﺤ ﱞ‬mah.allun
‫ـﻞ‬ ‫ َﺣ ﱠ‬h.alla
‫ـﻞ‬
place to untie, to solve
‫ َﻣـﻘَــ ﱞﺮ‬maqarrun ‫ ﻗَــ ﱠﺮ‬qarra
residence, headquarters to settle down
29.4 Quadriliteral verbs
ِ ‫ َﺃﻟْ ِﻔ ْﻌ ُﻞ ٱﻟ ﱡﺮ َﺑ‬have four consonants

The quadriliteral (four-radical) verbs ‫ﺎﻋﻲ‬
َ ‫ َﻓ ْﻌـﻠَـ‬faҁlala). They are conjugated as form II ‫ﻓَـ ﱠﻌــ َﻞ‬

in the root (the pattern ‫ﻞ‬
299
29
faҁҁala (i.e. CaCCaCa) of the regular triliteral verb.
29 The quadriliteral verbs are very few and, apart from the basic form, they
Doubled have only two derived verb forms: II and IV. The derived forms are less
verbs and common and have no passive. The verbal noun (mas.dar) of the quadrilit-
quadriliteral
verbs eral verb of the basic form follows the pattern of ‫ﻌـﻠَـﻠَ ٌﺔ‬
ْ ‫ َﻓ‬faҁlalatun. Exam-
ples of the imperfect indicative and verbal noun of the quadriliteral verb
are shown below.
Form I
Perfect Imperfect Verbal noun (mas.dar)
‫ َﺗ ْﺮ َﺟ َﻢ‬tarğama ‫ ُﻳـﺘَـ ْﺮ ِﺟ ُﻢ‬yutarğimu ‫ َﺗ ْﺮ َﺟ َﻤ ٌﺔ‬tarğamatun
to translate translation
‫ َﺩ ْﺣ َـﺮ َﺝ‬dah.rağa ‫ ُﻳ َﺪ ْﺣـﺮِ ُﺝ‬yudah.riğu ‫ َﺩ ْﺣ َـﺮ َﺟ ٌﺔ‬dah.rağatun
to roll rolling
‫ َﻗ ْﻬـ َﻘ َﻪ‬qahqaha ‫ ُﻳ َﻘ ْﻬ ِـﻘ ُﻪ‬yuqahqihu ‫ َﻗ ْﻬـ َﻘ َﻬ ٌﺔ‬qahqahatun
to laugh loud burst

boisterously of laughter
‫ َﺩ ْﻫـ َﻮ َﺭ‬dahwara ‫ ُﻳ َﺪ ْﻫـﻮِ ُﺭ‬yudahwiru ‫ َﺩ ْﻫـ َﻮ َﺭ ٌﺓ‬dahwaratun
to hurl down downfall
‫ َﻃ ْﻤ َﺄ َﻥ‬t.amᵓana ‫ ُﻳ َﻄ ْﻤـ ِﺌ ُﻦ‬yut.amᵓinu ‫ َﻃ ْﻤ َﺄ َﻧ ٌﺔ‬t.amᵓanatun
to calm, pacify pacification
3000 (See the conjugational paradigm A2.4 of the verb ‫ ﺗَـ ْﺮ َﺟ َﻢ‬tarğama in
Appendix 2.)
Form II Quadriliteral
Perfect Imperfect Verbal noun (mas.dar) verbs
‫ ﺗَـ َﺰﻟْـﺰَﻝ‬tazalzala ‫ َﻳـﺘَـ َﺰﻟْـﺰ َُﻝ‬yatazalzalu ‫ ﺗَـ َﺰﻟْـﺰ ٌُﻝ‬tazalzulun
to shake, quake earthquake

(earth)
‫ َﺗﻔَـﻠْ َﺴ َﻒ‬tafalsafa ‫ َﻳـﺘَـﻔَـﻠْ َﺴ ُﻒ‬yatafalsafu ‫ ﺗَـﻔَـﻠْ ُﺴ ٌﻒ‬tafalsufun
to philosophise philosophising
‫ـﻦ‬
َ ‫ـﻄ‬ َ ‫ ﺗ‬tašayt.ana ‫َـﺸـ ْﻴ َﻄ ُﻦ‬
َ ‫َـﺸ ْﻴ‬ ُ ‫َـﺸـ ْﻴ‬
َ ‫ َﻳـﺘ‬yatašayt.anu ‫ـﻄ ٌﻦ‬ َ ‫ ﺗ‬tašayt.unun
to act like the devil behaving

like a devil
Form IV
Perfect Imperfect Verbal noun (mas.dar)
‫ ِﺇ ْﻃ َﻤ َﺄ ﱠﻥ‬ᵓit.maᵓanna ‫ َﻳ ْﻄ َﻤـ ِﺌ ﱡ‬yat.maᵓinnu

‫ـﻦ‬ ٌ ‫ ِﺇ ْﻃ ِﻤ ْﺌﻨ‬ᵓit.miᵓnānun
‫َﺎﻥ‬
to remain calmness, relief

quiet, to be relieved
‫ ِﺇ ْﺷ َﻤ َﺄ ﱠﺯ‬ᵓišmaᵓazza ‫ َﻳ ْﺸ َﻤـ ِﺌـ ﱡﺰ‬yašmaᵓizzu ‫ ِﺇ ْﺷ ِـﻤ ْﺌـﺰَﺍ ٌﺯ‬ᵓišmiᵓzāzun
to feel disgust, to disgust

became disgusted
Note: Observe that the derived form II of the quadriliteral verb has the
pattern and meaning of form V, and form IV the pattern and meaning of 301
30
form IX of triliteral verbs.
29 Exercises
Doubled
verbs and Practise your reading:
quadriliteral
verbs Note: Nouns standing alone in parentheses indicate the singular form.
6
ْ ‫َﺴـ َﺄﻟَـﺘْـ ِﻨﻲ َﻋ‬
ِ‫ـﻦ َﻣـ ْﺪﺧَ ـﻞ‬ 5
َ ‫ ﻓ‬،‫ﺎﻣ ٍﻞ‬ 4
ِ ‫َﻣ َـﺮ ْﺭ ُﺕ َﺃ ْﻣ‬
ِ ‫ـﺲ ِﺑﭑ ْﻣ َﺮ َﺃ ٍﺓ َﺣ‬
3 2 1
.ِ‫ﻋَﻠَﻴْﻪ‬8 ‫ﻓَﺪَﻟَـﻠْﺘُﻬَﺎ‬7 ‫ٱﻟْـﻤُﺴْﺘَــﺸْـﻔَﻰ‬
1) 2Yesterday 1I passed by 3a pregnant woman, 4and she asked me the

5
whereabouts of the hospital 6entrance, 7so I pointed 8it out to her.
‫ﻳﻀﺎ َﻳـ ْﻤﺘَـ ﱡﺪ ِﻣ َﻦ‬

6 5 4 3
ُ ْ‫َﻗ ﱠﺮ َﺭ ِﺕ ٱﻟ‬
ً ِ‫ـﺤ ُﻜﻮ َﻣ ُﺔ ِﺑ َﺄ ْﻥ ﺗ َُﺸﻖﱠ َﻃﺮِ ﻳ ًﻘﺎ َﻋﺮ‬ 2 1
ِ ‫ٱﻟْ َﻌ‬9 ‫ﻗَـﻠْ ِﺐ‬8 ‫ٱﻟْـ َﻤ َﻄﺎﺭِ ِﺇﻟَﻰ‬7

.‫ﺎﺻ َﻤ ِﺔ‬
2) 2The government 1decided to 3build (break open) 5a wide 4road

6
stretching from 7the airport to the 8heart of 9the capital.
ِ ‫ﺾ ٱﻟﺘﱡـ ﱠﻔ‬
‫ﺎﺡ‬ َ ‫ﺎﺣ ٌﺔ( ﻓ‬
ُ ‫َﺴـﻘ ََﻂ ِﻣ ْﻨ َﻬﺎ َﺑ ْﻌ‬ َ ‫ﺎﺡ ) ُﺗ ﱠﻔ‬
5 4‫َﻫ ﱠﺰ ٱﻟْ َﻔ ﱠ‬
ِ ‫ﻼ ُﺡ َﺷ َﺠ َﺮ َﺓ ٱﻟ ﱡﺘ ﱠﻔ‬ 3 2 1
ٰ
ْ ‫َﻭﻟ ِﻜـﻨﱠ ُﻪ َﻇ ﱠﻞ َﻳ ُﻬـﺰ َﱡﻫﺎ َﺣـﺘﱠﻰ َﻛ َﺴ َﺮ ُﻏ‬
.‫ﺼ َﻨ َﻬﺎ‬ 8 7 6
3) 2The peasant 1shook 4the apple 3tree and some apples 5fell, but 6he
continued shaking it until 7he broke 8its branch.
.‫ﻋـ ْﻨ ُﻪ‬ ِْ 6
ِ ‫ٱﻹ ْﻓ َـﺮ‬
َ 7 ‫ﺍﺝ‬ َ ‫ﲔ ِﺑﻘ‬
ِ‫َـﺮﺍﺭ‬ ‫ﺎﻣﻲ َﻭ َﺃ ْﺑـﻠَ َﻎ ﱠ‬
َ ‫ٱﻟﺴ ِﺠـ‬
5 ِ ‫َﻫـ ْﺮ َﻭ َﻝ ٱﻟْـ ُﻤ َﺤ‬
4 3 2 1
4) 2The lawyer 1rushed 3and informed 4the prisoner 5about the decision
7
regarding his 6release.
‫ ﱡ‬3 ‫ ُﻣـﻨْـ ُﺬ‬2 ‫ َﺃ ْﺣـ َﺒـ ْﺒـ ُﺘ َﻬﺎ َﻭ َﺃ َﺣـ ﱠﺒـﺘْـ ِﻨﻲ‬1
َ ‫ َﻛ‬6 ‫ َﻛـ َﻤﺎ‬5 ‫ َﻭ َﻣﺎ ﺯَﺍ َﻝ ُﺣـ ﱡﺒـﻨَﺎ‬4 ‫ٱﻟﻄـ ُﻔﻮﻟَ ِﺔ‬
.‫ـﺎﻥ‬
3022
‫‪Exercises‬‬
‫‪5) 1I have loved her and she has loved me 2since 3childhood, and our love‬‬
‫‪is 4still 5as 6it used to be.‬‬
‫ﺤ ِﺔ‪.‬‬ ‫ـﲔ ‪ِ 4‬ﻷَ ﱠﻧ ُﻪ ‪ُ 5‬ﻣ ِﻀ ﱞﺮ ‪ِ 6‬ﺑ ﱢ‬

‫ﭑﻟﺼ ﱠ‬ ‫‪َ 1‬ﻗ ﱠﺮ ْﺭ ُﺕ ‪2‬ٱﻟـﺘﱠــ ْﻘ ِﻠـﻴ َﻞ ِﻣ َﻦ ‪3‬ٱﻟـﺘﱠـ ْﺪ ِﺧ ِ‬
‫‪6) 1I decided 3to smoke 2less 2(lit. reduce 3smoking) 4because 5it is harm-‬‬
‫‪ful 6to one’s health (lit. to the health).‬‬
‫ٱﻟﺸﺘَﺎ ِﺀ َﺳـﺘ َُﺴـ ﱢﺒ ُ‬

‫ـﺐ‬ ‫‪5‬‬ ‫‪4‬‬ ‫َﺃ ُﻇ ﱡﻦ َﺃ ﱠﻥ ِﻗــﻠﱠـ َﺔ ْ‬
‫ٱﻷَ ْﻣ َﻄﺎﺭِ ) َﻣ َﻄ ٌﺮ( ِﻓﻲ ٰﻫ َﺬﺍ ﱢ‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ـﻒ ‪10‬ٱﻟْـﻘ ِ‬
‫َـﺎﺩ ِﻡ‪.‬‬ ‫ٱﻟﺸـ ْﺮ ِﺏ ‪ِ 8‬ﺧ َﻼ َﻝ ‪ 9‬ﱠ‬
‫ٱﻟﺼـ ْﻴ ِ‬ ‫ﱡ‬ ‫ﺗَـ ْﻘـ ِﻨـﻴـﻨًﺎ ِﻟ ِـﻤ َﻴ ِﺎﻩ‬
‫‪7‬‬ ‫‪6‬‬
‫‪7) 1I think that 2the lack of 3rain this 4winter 5will cause 6rationing of‬‬
‫‪drinking 7water (8during 10the) next 9summer.‬‬
‫َﻫ ْﻞ َﺗ ُﺪ ﱡﻟـ ِﻨﻲ َﻋـﻠَﻰ ُﻣـﺘَـ ْﺮ ِﺟ ٍـﻢ ) ُﺗ ْﺮ ُﺟ َﻤ ٍﺎﻥ( ِﻟـ ﱡﻠﻐَـﺘَـ ْﻴـﻦِ ْ‬
‫ٱﻷَﻟْـ َﻤﺎ ِﻧ ﱠﻴ ِﺔ‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫َﻭٱﻟْ َﻌ َﺮ ِﺑ ﱠﻴ ِﺔ؟‬
‫‪8) Will you 1direct (show) me to 2a translator 3of the two languages‬‬
‫?‪German and Arabic‬‬
‫‪5‬‬
‫ﲔ ِﻣ ْﻦ َﺃ ْﻥ َﻳ ِﻔـ ﱠﺮ ِﻣ َﻦ ﱢ‬
‫ٱﻟﺴ ْﺠـﻦِ َﻓﻠَ ِﺤـﻖَ ِﺑ ِﻪ ُﺷـ ْﺮ ِﻃ ﱞﻲ‬ ‫‪4‬‬ ‫‪3‬‬
‫ﲤ ﱠﻜ َ‬
‫ـﻦ َﺳ ِﺠـ ٌ‬ ‫ََ‬ ‫‪2‬‬ ‫‪1‬‬
‫ـﻲ‪:‬‬ ‫َﺴـ َﺄﻟَـ ُﻪ‪ ،‬ﱡ‬

‫ٱﻟـﺸـ ْﺮ ِﻃ ﱡ‬ ‫ـﺾ َﻋـﻠَـ ْﻴ ِﻪ ‪َ 7‬ﻭ َﺃﺧَ ـ َﺬ ُﻩ ‪ِ 8‬ﻟـﻠـﺘ ْﱠﺤ ِـﻘ ِ‬
‫ـﻴـﻖ‪ ،‬ﻓ َ‬ ‫‪َ 6‬ﻭﻗَــ َﺒ َ‬
‫َـﺮ ْﺭ ُﺕ ِﻷَﻧﱢﻲ َﻣـﻠَـﻠْ ُﺖ‬
‫‪10‬‬
‫ﲔ‪ :‬ﻓ َ‬
‫ٱﻟﺴ ِﺠـ ُ‬
‫ٱﻟﺴ ْﺠﻦِ ؟ َﺭ ﱠﺩ ﱠ‬ ‫‪9‬‬
‫ِﻟـ َﻤـﺎ َﺫﺍ ﻓ َ‬
‫َـﺮ ْﺭ َﺕ ِﻣ َﻦ ﱢ‬ ‫‪8‬‬
‫ٱﻟﺸ ْﺮ ِﻃ ﱡﻲ ٰﻫ َـﺬﺍ ﻟَـ ْﻴ َ‬

‫ﺲ ُﻣـ َﺒـ ﱢﺮ ًﺭﺍ‬
‫‪12‬‬ ‫ٱﻟﺴ ْﺠـﻦِ ‪ .‬ﻓَـﻘَـﺎ َﻝ ﱡ‬
‫ـﺶ ِﻓﻲ ﱢ‬
‫ٱﻟ َﻌـ ْﻴ َ‬ ‫‪11‬‬
‫َﻭ َﺳ ْﻮ َﻑ ‪َ 13‬ﺃ ُﺭ ﱡﺩ َ‬
‫ﻙ ِﺇﻟَـ ْﻴ ِﻪ‪.‬‬
‫‪30‬‬
‫‪303‬‬
29 9) 2A prisoner 1was able 3to escape from 4jail. A policeman 5chased
Doubled him, 6caught him 7and took in him 8for interrogation. The policeman
verbs and asked him: ‘Why did 8you escape from jail?’ The prisoner 9answered:
quadriliteral ‘I escaped because I 10was fed up 11with life in jail.’ The policeman said:
verbs ‘This is not 12an excuse and I will 13take you back there.’
ِ‫ﺍﻥ ) ِﺟـ َﺪﺍ ٌﺭ( ٱﻟْـ َﻤﻨَﺎﺯِ ﻝ‬ ْ ‫ـﺐ ٱﻟـ ﱢﺰﻟْـ َﺰﺍﻝِ َﺃ ْﻣ ِﺲ ﺗ ََﺸـ ﱠﻘــﻘ‬
ُ ‫َـﺖ ُﺟـ ْﺪ َﺭ‬
4 3
ِ ‫ِﺑ َﺴـ َﺒ‬
2 1
َ ‫ـﺠ ُﺴﻮ ُﺭ ) ِﺟ ْﺴ ٌﺮ( َﻭ َﺩ ﱠﺏ ٱﻟْـﺨَ ـ ْﻮ ُﻑ َﻭٱﻟـ ﱡﺬ ْﻋـ ُﺮ َﺑـ ْﻴ‬

‫ـﻦ‬ 8 7 6
ُ ْ‫) َﻣـﻨْـﺰِ ٌﻝ( َﻭٱﻟ‬
5
‫ َﻻ ْﻧﻔ ََﺠ َﺮ ﱠ‬،‫َﺍﻝ َﺃ َﺷـ ﱠﺪ ِﺑ َﻘ ِﻠ ٍﻴﻞ‬

‫ٱﻟﺴ ﱡﺪ‬ 13 12 11 ُ ‫ﺎﻥ ٱﻟ ﱢﺰﻟْـﺰ‬
10
َ ‫ َﻭﻟَ ْﻮ َﻛ‬.‫ﲔ‬ ِ ‫ٱﻟْـ ُﻤ َﻮ‬
َ ‫ﺍﻃ ِﻨ‬ 9
.( ٌ‫ﻭَٱﻟْـﻤَـﺰَﺍﺭِﻉَ )ﻣَـﺰْﺭَﻋَﺔ‬15 َ‫ﻭَﺟَـﺮَﻓَﺖِ ٱﻟْـﻤِﻴَﺎﻩُ ٱﻟْـﻤَـﻨَﺎﺯِﻝ‬14
10) 1Due to 2the earthquake yesterday, the 4walls of houses 5and bridges
3
cracked, 7and fear 8and panic 6spread among the 9citizens. Had the
earthquake been 11a bit 10stronger, 13the dam would 12have burst
(verb: ᵓinfağar VII), and the water would 14have swept away houses
15
and farms.
‫ﺲ ِﻋـﻨ ِْﺪﻱ َﺃ ﱡﻱ َﺷ ﱟ‬
‫ـﻚ‬ 5 4
َ ‫ ﻟَ ْﻴ‬،‫َـﺎﺿﻲ؟ َﻻ‬ ِ ‫ـﻚ ِﻓﻲ ُﺣ ْﻜ ِﻢ ٱﻟْـﻘ‬
3 ‫َـﺸ ﱡ‬
2 ُ ‫َﻫ ْﻞ ﺗ‬ 1
ٰ
.‫ﺷ ِﺪﻳ ًﺪﺍ‬
َ ‫ﺎﻥ‬ 8 7
ُ ْ‫َﻭﻟـ ِﻜ ْﻦ َﺃ ُﻇ ﱡﻦ َﺃ ﱠﻥ ٱﻟ‬
َ ‫ـﺤـ ْﻜ َﻢ َﻋـﻠَﻰ ٱﻟْـ ُﻤـ ﱠﺘ َﻬ ِـﻢ َﻛ‬ 6
11) Do you 1doubt 3the judge’s 2decision (decree)? No, I do not have
4
any 5doubt but 6I think that the decision against 7the accused was
8
severe.
َ ‫ﺎﻥ َﻣ َﻌ َﻬﺎ َﻛـﻠْ ٌﺐ ﻓ‬

‫َـﻈ ﱠﻦ ٱﻟْ َﻜـﻠْ ُﺐ‬ 5 4
َ ‫ﺼ ِﺎﻓ َﺢ ٱ ْﻣ َﺮ َﺃ ًﺓ َﻭ َﻛ‬ 3 ٌ ‫َﻣ ﱠﺪ َﺭ ُﺟ‬
َ ‫ـﻞ َﻳـ َﺪ ُﻩ ِﻟ ُﻴ‬
2 1
ْ ِ‫ﺭ‬9 ‫ـﻀ ُﻪ ِﻓﻲ‬

.‫ﺟ ِﻠ ِﻪ‬ ‫ َﻭ َﻋ ﱠ‬8 7
ْ ‫َﺃ ﱠﻧ ُﻪ َﺳ َﻴ‬
ِ‫ ﻓَـﻨ ﱠَﻂ َﻋـﻠَﻰ ٱﻟـ ﱠﺮ ُﺟﻞ‬/‫ﻀﺮِ ُﺑ َﻬﺎ ﻓَـﻘَـﻔَـ َﺰ‬ 6
12) A man 1stretched out 2his hand 3to shake the hand of a woman
who had 4a dog with her. The dog 5thought 6he would hit her, 7so he
jumped on the man 8and bit 9his leg.
3044
‫ﺻ ِﺪﻳﻘَــ ِﺘﻲ ِﻓﻲ َﺣ ﱢ‬
ِ ‫ـﻞ ٱﻟْـ َﻤ َﺴﺎ ِﺋـﻞِ ) َﻣ ْﺴ َﺄﻟَ ٌﺔ( ٱﻟ ﱢﺮ َﻳ‬
Exercises
‫ﺎﺿ ﱠﻴ ِﺔ‬ 4 3 2
َ ‫َﺳﺎ َﻋـ ْﺪ ُﺕ‬ 1
‫ َﻭ َﻇـﻠَــﻠْ ُﺖ‬.‫َﺣـﺘﱠـﻰ ﺗَـﻨ َْﺠ َﺢ ِﻓﻲ ٱ ْﻣـ ِﺘ َﺤﺎﻥِ ُﺩ ُﺧـﻮﻝِ ُﻛـﻠﱢ َﻴ ِﺔ ٱﻟْ َﻬـﻨْـ َﺪ َﺳ ِﺔ‬
10 9 8 7 6 5
‫ﺎﺭ ْﺕ ُﻣ َﻬــﻨ ِْـﺪ ًﺳﺎ‬

14
َ ‫ﺻ‬
َ ‫ـﺖ َﻭ‬
13
ْ ‫ﺎﻋـ ُﺪ َﻫﺎ َﺣﺘﱠـﻰ َﺗﺨَ ـ ﱠﺮ َﺟ‬
12 ِ ‫ُﺃ َﺳ‬
11
.‫ﺳ ًﺔ‬
َ ‫ ُﻣ َﻬــﻨ ِْـﺪ‬/
13) 1I helped my friend (f.) in 2solving 4the mathematical 3problems so
that she 5would pass (succeed in) 7the entrance 6exam of 9the engi-
neering 8faculty. 10And I kept on 11helping her until 12she graduated
13
and became 14an engineer.
1) I helped my friend (f.) until she graduated and became an engineer.

2) The peasant shook the apple tree and so broke its branch.
3) Do you doubt that smoking is harmful to health?
4) Due to the earthquake yesterday bridges and houses cracked.
5) The lawyer and the judge informed the prisoner about the decision
regarding his release.
6) I do not have any doubt that the judge’s decision against the accused
was too severe.
7) I have loved her since childhood, and my love for her is still as it used
to be.
8) A prisoner was able to escape from the jail.The policeman chased him
and caught him.
9) Yesterday I passed by the translator (f.) of the two languages Arabic
and German, and she had a policeman with her.
30
305
Chapter 30
Verbs with hamzah
There are verbs where hamzah occurs as one of the radicals. These are
ْ ‫ٱﻟْـ َﻤ‬
called ‫ﻬـ ُﻤﻮ ُﺯ‬ ُ ‫ َﺃﻟْ ِـﻔ ْﻌ‬ᵓal-fi lu l-mahmūzu.
‫ـﻞ‬ ҁ
30.1 Verbs with initial hamzah
Verbs with hamzah as the first radical, ْ ‫ـﻞ ٱﻟْـ َﻤ ْﻬـ ُﻤﻮ ُﺯ‬
ِ‫ٱﻷَ ﱠﻭﻝ‬ ُ ‫ َﺃﻟْ ِﻔ ْﻌ‬, are con-
jugated along the same principles as the regular strong verbs, with some
exceptions. (See below and the conjugations in the appendices.)
Perfect Imperfect Imperative
‫َﺃ ِﺫ َﻥ‬ ‫َﻳ ْﺄ َﺫ ُﻥ‬ ْ ‫ِﺇﻳ َﺬ‬

!‫ﻥ‬ ْ ‫ ِﺇ ْﺋ َﺬ‬ᵓiᵓd¯an)
(for: ‫ﻥ‬
ᵓadina, to allow yaᵓdanu ᵓı-dan

¯ ¯ ¯
‫َﺃ َﺳ َﺮ‬ ‫َﻳ ْﺄ ِﺳ ُﺮ‬ ِ ‫ِﺇ‬

!‫ﻳﺴ ْﺮ‬ ِ ‫ ِﺇ ْﺋ‬ᵓiᵓsir)
(for: ‫ﺴ ْﺮ‬
ᵓasara, to capture yaᵓsiru ᵓı-sir
‫َﺃ َﻣ َﻞ‬ ‫َﻳ ْﺄ ُﻣ ُﻞ‬ ْ ‫ُﺃﻭ ُﻣ‬

!‫ﻞ‬ ْ ‫ ُﺃ ْﺅ ُﻣ‬ᵓuᵓmul)
(for: ‫ﻞ‬
ᵓamala, to hope yaᵓmulu ᵓūmul

306
30.2 Verbs with
initial hamzah
When the imperative is preceded by the conjunction ‫ َﻭ‬wa.. or ‫ ﻓَـــ‬fa.., the
long vowel after the initial hamzah disappears, i.e. is replaced by, sukūn:
..‫ َﻭ ْﺃ‬/waᵓ-/, ..‫ ﻓَـ ْﺄ‬/faᵓ-/. For example:
ْ ‫ َﻭ ْﺃ َﺫ‬wa-ᵓd¯an! and allow!

!‫ﻥ‬ ْ ‫ َﻭ ِﺇﻳ َﺬ‬wa-ᵓı-d¯an)
(for: ‫ﻥ‬
ِ ‫ َﻭ ْﺃ‬wa-ᵓsir! and capture!

!‫ﺳ ْﺮ‬ ِ ‫ َﻭ ِﺇ‬wa-ᵓı-sir)
(for: ‫ﻳﺴ ْﺮ‬
ْ ‫ َﻓ ْﺄ ُﻣ‬fa-ᵓmul! and hope!

!‫ﻞ‬ ْ ‫ َﻓ ُﺄﻭ ُﻣ‬fa-ᵓūmul)
(for: ‫ﻞ‬
30.3
In some verbs, such as ‫ َﺃﺧَ ـ َﺬ‬ᵓahada, ‘to take’, and ‫ﻞ‬

َ ‫ َﺃ َﻛــ‬ᵓakala, ‘to eat’, the
˘ ¯
initial hamzah is elided in the imperative, e.g.:
Imperative
Form I Masc. Fem. Masc. & Fem. Masc. Fem.
‫َﺃﺧَ َﺬ‬ ‫ُﺧـ ْﺬ‬ ‫ُﺧ َﺬﺍ ُﺧ ِـﺬﻱ‬ ‫ُﺧـ ْﺬ َﻥ ُﺧـ ُﺬﻭﺍ‬
ᵓahada, to take hud, take! hud-ı hudā hudū hudna

˘ ¯ ˘ ¯ ˘ ¯ ˘ ¯ ˘ ¯ ˘ ¯
‫َﺃ َﻛـ َﻞ‬ ‫ُﻛـ ْﻞ‬ ‫ُﻛـ ِﻠﻲ‬ ‫ُﻛ َﻼ‬ ‫ُﻛـﻠْ َﻦ ُﻛـ ُﻠﻮﺍ‬
ᵓakala, to eat kul, eat! kulı- kulā kulū kulna

30
307
30 30.4 Assimilation process
Verbs with
hamzah If the initial radical of the basic verb form is ‫ ﺃ‬ᵓa, as ‫ َﺃﺧَ َﺬ‬ᵓahad a, ‘to take’,
˘ ¯
then the initial hamzah in verb form VIII is assimilated to the infix /-t-/,
producing a doubled ‫ ــﺘﱠـ‬/-tt-/, e.g.:
‫ ِﺇﺗﱠﺨَ ـ َﺬ‬ᵓittahad¯a, to take up, to adopt (instead of: ‫ ِﺇ ْﺃ َﺗﺨَ ـ َﺬ‬ᵓiᵓtahad¯a)

˘ ˘
30.5 Verbs with hamzah as the middle radical
a) The medial hamzah, ُ ‫ َﺃﻟْ ِـﻔ ْﻌ‬, can be written on

‫ـﻞ ٱﻟْـ َﻤ ْﻬـ ُﻤﻮ ُﺯ ٱﻟْـ َﻮ َﺳ ِﻂ‬
ᵓalif (..‫ﺃ‬..), wāw (.. ‫ ـﺆ‬..) or yāᵓ (..‫ــﺌـ‬..). (Follow the rules for writing
hamzah, provided in chapter 20.) These verbs are conjugated on the

same principle as the regular verbs, with the exception of the two verbs
‫ َﺳـ َﺄ َﻝ‬saᵓala, ‘to ask’, and ‫ َﺭ َﺃﻯ‬raᵓā, ‘to see’, which lose their medial
hamzah. (See the conjugation of the verb ‫ َﺭ َﺃﻯ‬raᵓā; refer to A2.16 in
Appendix 2 and chapter 33.)
Perfect Imperfect Imperative (rare)
‫ُﺱ‬
َ ‫َﺑﺆ‬ baᵓusa, to be brave ‫ُﺱ‬
ُ ‫َﻳ ْﺒﺆ‬ yabᵓusu ْ ‫ ُﺃ ْﺑ ُﺄ‬ᵓubᵓus!
‫ﺱ‬
‫َﺳ ِﺌ َﻢ‬ saᵓima, to be weary ‫َﻳ ْﺴ َﺄ ُﻡ‬ yasᵓamu ‫ ِﺇ ْﺳ َﺄ ْﻡ‬ᵓisᵓam!
b) The irregular verb ‫ﻝ‬َ ‫ َﺳـ َﺄ‬saᵓala, ‘to ask’, can drop its medial hamzah in
the imperfect jussive and imperative. Thus it has two alternative sets of
3088 forms for the jussive and two alternative sets of forms for the
imperative:
Perfect Imperfect jussive Imperative Verbs with
hamzah as
‫َﺳـ َﺄ َﻝ‬ ‫ـﺴـ َﺄ ْﻝ‬

ْ ‫ َﻳ‬OR ‫ـﺴـ ْﻞ‬
َ ‫َﻳ‬ ‫ ِﺇ ْﺳـ َﺄ ْﻝ‬OR ‫َﺳـ ْﻞ‬ the final
radical
saᵓala, to ask yasᵓal yasal ᵓisᵓal sal
c) ‫ َﺳـ َﺄ َﻝ‬saᵓala is conjugated regularly in the passive like other verbs with
hamzah as the middle radical, e.g.:
Active Passive
Perfect Perfect Imperfect
‫ َﺳـ َﺄ َﻝ‬saᵓala ‫ ُﺳـ ِﺌـ َﻞ‬suᵓila ‫ـﺴـ َﺄ ُﻝ‬

ْ ‫ ُﻳ‬yusᵓalu
30.6 Verbs with hamzah as the final radical
a) hamzah as the final radical ِ‫ٱﻵ ِﺧـﺮ‬ ُ ‫َﺃﻟْ ِﻔ ْﻌ‬

ْ ‫ـﻞ ٱﻟْـ َﻤ ْﻬـ ُﻤﻮ ُﺯ‬
These types of verbs are also conjugated like regular strong verbs, e.g.:
‫َـﺮ َﺃ‬
َ ‫ ﻗ‬qaraᵓa, to read ‫ َﻳ ْﻘ َـﺮ ُﺃ‬yaqraᵓu ‫ ِﺇ ْﻗ َـﺮ ْﺃ‬ᵓiqraᵓ!
‫ َﺑ ُﻄ َﺆ‬bat. uᵓa, to be slow ‫ َﻳ ْﺒ ُﻄ ُﺆ‬yabt.uᵓu ‫ ُﺃ ْﺑ ُﻄ ْﺆ‬ᵓubt.uᵓ!
‫ ﺧَ ِﻄ َﺊ‬h at. iᵓa, to be mistaken ‫ َﻳ ْﺨ َﻄ ُﺄ‬yah˘t. aᵓu ‫ ِﺇ ْﺧ َﻄ ْﺄ‬ᵓiht. aᵓ!

˘ ˘
b) In the verb ‫ َﺩ ِﻓﻰ َﺀ‬dafiᵓa, ‘to be warm’, the infix ‫ـــﺘــ‬ /-t-/ of verb
form VIII (ᵓiftaҁala ‫ ) ِﺇ ْﻓـ َﺘ َﻌ َﻞ‬is assimilated to the initial radical ‫ ﺩ‬/d/,
which is doubled. In other words, it is ‫ ِﺇ ﱠﺩ َﻓ َﺄ‬ᵓiddafaᵓa, ‘to warm oneself’,
30
309
instead of ‫ ِﺇ ْﺩﺗَـﻔَـ َﺄ‬ᵓidtafaᵓa.
30 ْ ‫ ِﺩ‬difᵓun, ‘warmth’. (See the rules
Note a: The verbal noun (mas.dar) is ‫ﻑ ٌﺀ‬
Verbs with for writing the hamzah in chapter 20.)
hamzah
Note b: The derived verb forms (II–X) of all verbs with hamzah mentioned
above are conjugated in the active and passive more or less on the same
principles as the derived verb forms (II–X) of strong verbs.
Exercises
ٌ ‫) َﻋ َﻤ‬
(‫ـﻞ‬ ‫َﻫــﻨﱠـ َﺄ َﺟ َﻼﻟَ ُﺔ ٱﻟْـ َﻤ ِﻠ ِـﻚ ٱﻟْـ ُﻤـ َﺆ ﱢﺭﺥَ َﻋـﻠَﻰ َﺃ ْﻋـ َﻤﺎ ِﻟ ِﻪ‬
4 3 2 1
.‫ـﻴـﺮ ِﺓ َﻭﻗَـ ﱠﺪ َﻡ ﻟَ ُﻪ ُﻣـ َﻜـﺎﻓَـ َﺄ ًﺓ َﻣﺎ ِﻟـ ﱠﻴ ًﺔ‬

8 7 6 ‫ﱠ‬
َ ِ‫ٱﻟﺸﻬ‬ 5
1) 2His majesty the king 1congratulated 3the historian for his 5famous
4
works 6and gave him 8a financial 7reward.
ْ (‫ﻴﺲ‬
ِ‫ٱﻷَ ْﺩ َﻳﺎﻥ‬4
َ ‫ َﻫـﻨﱠـ َﺄ( ُﺭﺅ‬II) ‫ـﺖ َﻣ َﻊ َﻭ ْﻓ ٍـﺪ ِﻟـ ُﻨ َﻬــﻨ َﱢﺊ‬
ٌ ‫َﺳـﺎ َﺀ ) َﺭ ِﺋ‬ 3 2
ُ ‫َﺫ َﻫـ ْﺒ‬1
.(‫ﺎﺩ ) ِﻋـﻴ ٌﺪ‬ ْ ‫َﺎﺳ َﺒ ِﺔ‬

ِ ‫ٱﻷَ ْﻋـ َﻴ‬ 6
ٌ ‫) ِﺩ‬
ُ ِ (‫ﻳﻦ‬
َ ‫ﲟـﻨ‬ 5
2) I went with 1a delegation 2to congratulate 4the religious 3leaders 5on

the occasion of 6the holidays.
‫ٱﻟﺴـﻨَﻮِ ﱢﻱ ِﻷَ ﱠﻥ‬

‫ﱠ‬ 5
ِ‫ـﻴﺲ ٱﻟـﻨﱢـﻘَﺎ َﺑ ِﺔ َﺗ ْﺄ ِﺟﻴ َﻞ ٱﻟْـ ُﻤـ ْﺆﺗَـ َﻤﺮ‬
4 3 2
َ َ‫َﻃﻠ‬
ُ ‫ـﺐ َﺭ ِﺋ‬ 1
‫ﻴـﻦ ِﻟـﻠﻨﱢـﻘَﺎ َﺑ ِﺔ‬

10
َ ‫َﺳ ِﺴ‬ ‫ﲔ َﻭٱﻟْـ ُﻤﺆ ﱢ‬
9
َ ‫ـﻀ ٌﻮ( ٱﻟْـ َﻤ ْﺴـﺆُﻭ ِﻟـ‬
8
ْ ‫ـﻀﺎ ِﺀ ) ُﻋ‬ ْ ‫َﺃ َﺣـ َﺪ‬
َ ‫ٱﻷَ ْﻋ‬ 7
.‫ـﻴـﺐ‬ ‫ﱠ‬
ِ ‫ٱﻟﻄـ ِﺒ‬ ‫ﺽ ﻓ َْﺠـ َﺄ ًﺓ َﻭﻧ ُِـﻘـ َﻞ ِﺇﻟَﻰ ِﻋـ َﻴﺎ َﺩ ِﺓ‬
15 14
َ ِ‫ﻗَـ ْﺪ َﻣـﺮ‬
13 12 11
3) The chairman (the head) of 2the trade union 1requested 3postpone-

ment of 5the annual 4congress (conference), because 6one of 8the
responsible 7members 9and founders 10of the trade union had 12sud-
3100
denly 11become ill 13and was taken (13transported) to 14,15the clinic (lit.
15
doctor’s 14reception).
‫ـﺼ ٌﺔ(‬
‫) ِﻗ ﱠ‬ ‫ﺺ‬ ‫ـﺼ ِ‬‫ـﻒ‪ِ ،‬ﺇ ﱠﻥ َﻋـ َﺪ َﺩ ُﻗـ ﱠﺮﺍ ِﺀ ) َﻗـﺎﺭِ ﻯ ٌﺀ( ٱﻟْ ِـﻘ َ‬
‫‪3‬‬ ‫‪2‬‬ ‫ٱﻷَ َﺳ ِ‬ ‫َﻣ َﻊ ْ‬ ‫‪1‬‬ ‫‪Exercises‬‬
‫ـﻞ َﻳـ ْﻮ ًﻣﺎ َﺑ ْﻌـ َﺪ َﻳـ ْﻮﻡ َﻭ ٰﻟﻬ َ‬

‫ــﺬﺍ َﻓ ِﺈ ﱠﻥ ٱﺗﱢﺨَ ﺎ َﺫ َﺗ َﺄ ِﻟ ِ‬
‫ـﻴـﻒ‬ ‫ﺎﺕ َﻳ ِﻘ ﱡ‬ ‫َﻭٱﻟـ ﱢﺮ َﻭﺍ َﻳ ِ‬
‫‪9‬‬ ‫‪8‬‬
‫ٍ‬
‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬
‫ﺻـ َﺒ َﺢ ﻏَـ ْﻴ َـﺮ ُﻣـ ْﺮ ِﺑ ٍﺢ‪.‬‬

‫‪13‬‬ ‫‪12‬‬
‫ُـﺐ َﻛ ِﻤ ْﻬـﻨَﺔٍ َﺃ ْ‬
‫‪11‬‬
‫ٱﻟْ ُﻜـﺘ ِ‬
‫‪10‬‬
‫‪4) 1Unfortunately, 2the number of readers of 3short stories 4and novels 5is‬‬
‫‪decreasing day 6after (6by) day. 7Therefore, 8taking up 9writing (compos-‬‬
‫‪ing) books 10as a profession 11has become 12,13unprofitable.‬‬
‫ﺎﺕ ٱﻟْـ َﻤـ ْﺮ َﺃ ِﺓ ِﻓﻲ ٱﻟْـ َﻤﻨْـﺰِ ﻝِ َﺃ ْﻛـ َﺜـ ُﺮ َﺃ َﻫـ ﱢﻤـ َﻴ ًﺔ ِﻣ ْﻦ‬
‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫ِﺇ ﱠﻥ َﻣ ْﺴـﺆُﻭ ِﻟـ ﱠﻴ ِ‬
‫‪1‬‬
‫‪6‬‬
‫ﺎﺕ ٱﻟـ ﱠﺮ ُﺟـﻞِ ‪ ،‬ﻓَﻬِ َﻲ ٱﻟْـ َﻤﺴﺆُﻭﻟَ ُﺔ َﻋ ْﻦ ُﺑـﺆ ِ‬
‫ْﺱ ٱﻟْ َﻌﺎ ِﺋﻠَ ِﺔ‬ ‫‪5‬‬ ‫َﻣ ْﺴـﺆُﻭﻟ ِـ ﱠﻴ ِ‬
‫َﻭ َﻫـﻨَﺎ ِﺋ َﻬﺎ‪.‬‬
‫‪7‬‬
‫‪5) 1The responsibilities of 2women at home 3are more 4important than‬‬

‫‪the responsibilities of men. They are responsible for both the 5misery‬‬
‫‪7‬‬
‫‪and happiness of the 6family.‬‬
‫ﻳﺲ َﻃﺮِ ﻳـﻘ َِﺔ ِﻗ َ‬

‫ــﺮﺍ َﺀ ِﺓ‬ ‫‪3‬‬
‫ٱﻹ َﻣﺎ ُﻡ َﺑ ْﻌـ َﺪ ُﺃ ْﺳـ ُﺒ ٍ‬
‫ـﻮﻉ ِﻓﻲ ﺗَـ ْﺪﺭِ ِ‬ ‫‪2‬‬
‫َﺳـ َﻴـ ْﺒـﺘ َِـﺪﺉُ ْ ِ‬ ‫‪1‬‬
‫ٱﻟْـ ُﻘــ ْﺮﺁﻥِ ٱﻟْـ َﻜـﺮِ ِ‬

‫ﻳـﻢ‪.‬‬ ‫‪4‬‬
‫‪6) After 2a week the imam will 1start teaching 3the way (the correct‬‬
‫‪method) of reading 4the Holy Koran.‬‬
‫ﺎﺏ‬ ‫ﺍﺏ َﻋـﻠَﻰ ِﺣ َ‬

‫ـﺴ ِ‬ ‫‪2‬‬
‫ٱﻟﺸ َـﺮ َ‬ ‫ــﺬﺍ ْ‬
‫ٱﻷَ ْﻛـ َﻞ َﻭ ﱠ‬ ‫َﺃﻧَﺎ ُﻣـﺘَـ َﺄ ﱢﻛـ ٌﺪ َﺃ ﱠﻥ ٰﻫ َ‬ ‫‪1‬‬
‫‪5‬‬ ‫ٱﻟْـ ُﻤـ ْﺆﺗَـ َﻤﺮِ ﻓ َُﻜـ ْﻞ َﻭ ْ‬

‫ٱﺷ َـﺮ ْﺏ ِﺑ ُﺤـ ﱢﺮ َﻳـﺔٍ !‬ ‫‪4‬‬ ‫‪3‬‬
‫)‪7) I am 1sure that this food and drink is on 3the conference (congress‬‬
‫‪2‬‬
‫!‪account, 4so feel 5free to 4eat and drink‬‬
‫ـﺎﻡ‬ ‫‪4‬‬‫ـﻄﺎ ًﺭﺍ َﺟ ِﺪﻳـ َﺪ ْﻳـﻦِ َﻭ ِﻓﻲ ٰﻫ َ‬

‫ــﺬﺍ ٱﻟْ َﻌ ِ‬ ‫ـﺤ ُـﻜـﻮ َﻣ ُﺔ َﻣـ ْﺮﻓَـ ًﺄ َﻭ َﻣ َ‬
‫‪3‬‬ ‫‪2‬‬
‫َﺃﻧ َ‬
‫ْـﺸ َﺄ ِﺕ ٱﻟْ ُ‬ ‫‪1‬‬
‫‪311‬‬
‫‪31‬‬
‫ﻀﺎ َﻋ ٌﺔ(‪.‬‬ ‫ﻳـﻦ َﻭٱﻟْـ َﺒ َ‬

‫ﻀﺎ ِﺋ ِﻊ ) ِﺑ َ‬ ‫ﭑﺳـ ِﺘـ ْﻘـ َﺒﺎﻝِ ٱﻟْـ ُﻤ َﺴ ِﺎﻓـﺮِ َ‬
‫‪8‬‬ ‫‪7‬‬
‫َﺳـ َﻴــ ْﺒــ َﺪﺁﻥِ ِﺑ ْ‬
‫‪6‬‬ ‫‪5‬‬
ِ ‫ـﺤ ُﻜـﻮ َﻣ ُﺔ َﺃ ْﻥ ُﻳـ َﺆ ﱢﺛ َـﺮ ٰﻫــﺬ‬
30
‫ـﺸ ُﺮﻭ َﻋـﺎﻥِ َﻋـﻠَﻰ‬ ْ ‫ﺍﻥ ٱﻟْـ َﻤ‬ َ 13 12 11ُ ‫َﻭﺗَـ ْﺄ ُﻣ‬
ُ ْ‫ـﻞ ٱﻟ‬ 10 9
Verbs with
hamzah
. ِ‫ﺻ ٌﺔ( ٱﻟْ َﻌـ َﻤﻞ‬َ ‫ﺹ ) ُﻓـ ْﺮ‬
17
ِ ‫ﺎﺩ َﻭ ُﻓ َـﺮ‬
ِ ‫ـﺼ‬ ِ ْ ِ‫ـﺴﻴـﻦ‬
َ ‫ٱﻻ ْﻗــ ِﺘ‬16 ِ ‫َـﺤ‬ ْ ‫ﺗ‬ 15 14
8) The government 1built a new 2harbour 3and a new airport, and this
4
year 5they will start 6to accommodate 7passengers 6and receive 8goods.
10
The government 9hopes that 12these 12two 13projects 11will 11have
an 11influence on 14the improvement of 15the economy and 17job
16
opportunities.
‫ َﺣـﺘﱠﻰ ُﻳ ْﺴـ َﺘ ْﺄ َﺟ َـﺮ‬،‫ـﺴ ِﺔ ٱﻟـﺘ َﱢﺠﺎﺭِ ﱠﻳ ِﺔ‬

5 4
ُ ‫ُﺃ ﱢﺟـ َﻞ َﺗ ْﺄ ِﺳ‬
‫ـﻴـﺲ ٱﻟْـ ُﻤـﺆ ﱠ‬
َ ‫َﺳ‬ 3 2 1
ِ ‫ﻟَ َﻬـﺎ ﻗَـﺎ َﻋ ٌﺔ ُﻣـﻨ‬

.‫َﺎﺳـ َﺒ ٌﺔ‬ 8 7 6
9) 2The establishment of 4the commercial 3enterprise (establishment)

has been 1postponed until 8an appropriate 7hall 5is rented (6for it).
ْ ‫ َﺃ ﱠﻻ ﺗَــ َﺘ َﺄ َّﺧ َـﺮ َﻋ‬/ ‫ْــﻚ َﺃ ْﻥ َﻻ‬

َ ‫ـﻦ َﺩ ْﻓ ِﻊ ﻓَﺎﺗ‬
‫ُـﻮﺭ ِﺓ‬ 6 5 4 ُ ‫ﺁ ُﻣ‬
َ ‫ـﻞ ِﻣـﻨ‬ 3 3 3 2 1
. ٍ‫ﺽ ِﻟـ َﻤ ْﺴـﺆُﻭ ِﻟـ ﱠﻴﺔ‬

12 َ ‫ـﺎﺭ ِﺓ َﻭ ِﺇ ﱠﻻ ﻓَـ ِﺈﻧ‬
ُ ‫ﱠــﻚ ﺗَــ َﺘ َﻌـ ﱠﺮ‬
11
َ ‫ٱﻟﺴـ ﱠﻴ‬
10
‫ﱠ‬ ِ‫َﺗ ْﺄ ِﻣـﻴـﻦ‬
9 8 7
10) 1I hope (2from you) 3that 4you will 3not 4be late in 5paying 8the car
7
insurance 6bill, 9otherwise 10you 11will be held 12responsible (12will be
in trouble).
ُ‫ـﻦ َﻣ ْﺴ َﺄﻟَﺔٍ ﺗَــ َﺘ َﻌـﻠﱠﻖ‬

4
ْ ‫ٱﻟﺸـﺮِ َﻛ ِﺔ َﻋ‬
3
َ ‫ُﺳـ ِﺌـ َﻞ َﺃ َﺣ ُﺪ ٱﻟْـ َﻤ ْﺴـﺆُﻭ ِﻟ‬
‫ﲔ ِﻓﻲ ﱠ‬ 2 1
‫ ﻓَـ َﻤـﺎ َﺟـ ُﺮ َﺅ‬،‫ٱﻟﺸـﺮِ َﻛ ُﺔ‬

9 8 ِ ‫ِﺑ َﺸ ْﺄﻥِ ٱﻟـﻨﱡـﻔَﺎ َﻳ‬
‫ﺎﺕ ٱﻟّـَ ِﺘﻲ ﺗ َُﺴـ ﱢﺒــ ُﺒ َﻬﺎ ﱠ‬ 7 6 5
.‫ﻮﻉ‬ِ ‫ﺿ‬ ُ ‫ُﻭﻝ َﺃ ْﻥ َﻳ ُﺮ ﱠﺩ َﻋﻠﻰ َﺃ ﱢﻱ ُﺳـﺆ ٍَﺍﻝ َﺣـ ْﻮ َﻝ ٱﻟْـ َﻤـ ْﻮ‬
13 12 11 ُ ‫ٱﻟْـ َﻤ ْﺴﺆ‬10
11) 2A company official (one of the responsible persons at the com-

pany) 1was asked about 3an issue 4concerning (5the matter of)
6
3122 waste products which 7are caused by the company, but he
(the responsible person) 8did not 9dare 10to answer any 11question Exercises
12
about 13the subject.
‫ﻳﻦ‬ ِ ‫َـﻈ‬
َ ِ‫ﺎﻫـﺮ‬ 4
ُ ْ‫ـﻦ ٱﻟ‬
َ ‫ـﺤ ُﻜـﻮ َﻣ ِﺔ َﻭٱﻟْـ ُﻤـﺘ‬ َ ‫ﺎﺕ َﺑـ ْﻴ‬
ُ ‫ﺿ‬
3
َ ‫ُﺃ ْﺳـﺘُـ ْﺆ ِﻧﻔ َِﺖ ٱﻟْـ ُﻤـﻔَـﺎ َﻭ‬
2 1
.‫ـﻞ َﺃ ْﺯ َﻣ ِﺔ ٱﻟْـ ِﺒ َﻄﺎﻟَ ِﺔ‬

7 ‫ـﺤ ﱢ‬
6
َ ‫ِﻟ‬ 5
12) (The) 2negotiations 1have been resumed between 3the government

4
and the demonstrators 5to solve 7the unemployment 6crisis.
‫ـﺼ َﺮ َﻋـﻠَﻰ َﻳ ِـﺪ‬

4
ْ ‫ﺻ ِﺤـﻴـ َﻔﺔٍ َﻋ َـﺮ ِﺑـ ﱠﻴﺔٍ ِﻓﻲ ِﻣ‬ َ ‫ـﺖ َﺃ ﱠﻭ ُﻝ‬
3
ْ ‫ُﺃﻧ ِْﺸ َﺌ‬
2 1
7 6 َ ِ‫ﺎﻥ ﺫٰﻟ‬
. ٍ‫ـﻚ ُﻣـﻨْـ ُﺬ َﺃ ْﻛـ َﺜ َـﺮ ِﻣ ْﻦ ِﻣ َﺌ ِﺔ َﺳـﻨَﺔ‬ َ ‫ـﻴـﻦ َﻭ َﻛ‬َ ‫ﻳـﻦ ُﻟـ ْﺒـﻨَﺎ ِﻧـ ﱢﻴ‬
َ ِ‫ﺎﺟـﺮ‬ ِ ‫ُﻣ َﻬ‬ 5
13) 2The first Arabic 3newspaper 1was established in Egypt 4by (lit. 4at
the hand of) Lebanese 5immigrants, and that was more than 7one
hundred years 6ago.
‫ـﻴـﻦ ) َﻻ ِﺟﻰ ٌﺀ( َﺣـﺘﱠﻰ ٱﻟْـ َﻴـ ْﻮ ِﻡ ُﻣ َﻌـ ﱠﻘـ َﺪ ًﺓ‬

5 4 3 ُ ‫َﻻ ﺗَـﺰ‬
‫َﺍﻝ َﻣ ْﺴ َﺄﻟَ ُﺔ ﱠ‬
َ ‫ٱﻟﻼ ِﺟـ ِﺌ‬ 2 1
.‫ِﻓﻲ ٱﻟْ َﻌﺎﻟَ ِﻢ‬

6
14) 2The matter of 3refugees 1has remained (is still) 5a complicated issue
in 6the world (4until) today.
1) Today I went with the chairman (the head) of the trade union to con-
gratulate His Majesty the King on the occasion of the holidays.
2) Unfortunately, the chairman of the trade union suddenly became ill.
3) The matter of waste products is still a complicated issue.
4) The number of refugees is decreasing day by day. 313
31
30 5) I am sure that the number of readers of short stories and novels is
Verbs with decreasing day by day.
hamzah 6) The first commercial company was established in Egypt by immigrants,
and that was more than one hundred years ago.
7) This year, the new harbour and airport will start to accommodate
passengers and receive goods.
3144
Chapter 31
Verbs with a weak

initial radical
31.1
The weak verbs, ‫ﻌـﺘَـﻠﱠـ ُﺔ‬ ُ ‫ َﺃ ْﻷَ ْﻓ َﻌ‬, which literally means ‘sick verbs’, are
ْ ‫ﺎﻝ ٱﻟْـ ُﻤ‬
verbs whose roots contain one or more weak radicals, ‫ٱﻟْ ِﻌـﻠﱠ ِﺔ‬ ُ ‫ ُﺣـ ُﺮ‬. The
‫ﻭﻑ‬
weak radicals are the semivowels ‫ ﻭ‬/w/ and ‫ ﻱ‬/y/. They are called ‘weak’,
because they are dropped or assimilated with vowels according to certain
rules in many conjugational patterns. The weak verbs are also called assim-
ilated verbs.
Note: A verb is called strong if none of its radicals are dropped or assimi-
lated with a vowel in the conjugation of the verb.
31.2 Weak verbs fall into four main categories:
ُ ‫ٱﻟْ ِـﻤ َﺜ‬

a) Initial weak radical (assimilated verb) ‫ـﺎﻝ‬ ‫( َﺃﻟْ ِﻔ ْﻌﻞ‬see below)
ْ
ُ ‫ٱﻷَ ْﺟ َﻮ‬
b) Middle weak radical (hollow verb) ‫ﻑ‬ ‫( َﺃﻟْ ِﻔ ْﻌ ُﻞ‬Chapter 32)
c) Final weak radical (defective verb) ‫ـﺺ‬ ِ ‫ٱﻟﻨ‬

ُ ‫ﱠﺎﻗ‬ ‫( َﺃﻟْ ِﻔ ْﻌ ُﻞ‬Chapter 33)
ُ ‫ٱﻟﻠﱠ ِﻔ‬
d) Doubly and trebly weak verbs ‫ﻴﻒ‬ ‫( َﺃﻟْ ِﻔ ْﻌ ُﻞ‬Chapter 33)
315
31 31.3 Verbs with the weak initial radical ‫ ﻭ‬/w/
Verbs with a
weak initial a) Verbs with the weak initial radical ‫ ﻭ‬/w/ drop this radical in the active
radical imperfect and imperative. In the passive imperfect it is assimilated to the
preceding vowel, e.g.:
Active Passive
Perfect Imperfect Imperfect Imperative
‫ﺿ َﻊ‬
َ ‫َﻭ‬ ‫ـﻀ ُﻊ‬
َ ‫( َﻳ‬For: ‫ﺿ ُﻊ‬
َ ‫) َﻳ ْﻮ‬ ‫ﻮﺿ ُﻊ‬
َ ‫ُﻳ‬ ‫ﺿ ْﻊ‬
َ
wad.aҁa yad.aҁu (fyawd.aҁu) yūd.aҁu d.aҁ!

to put (down) put!
َ ‫َﻭﻗ‬
‫َﻒ‬ ‫( َﻳ ِﻘ ُﻒ‬for: ‫) َﻳ ْﻮ ِﻗ ُﻒ‬ ُ ‫ُﻳﻮﻗ‬
‫َﻒ‬ ‫ِﻗ ْﻒ‬
waqafa yaqifu (yawqifu) yūqafu qif!

to stand (still) stop!
َ‫َﻭ ِﺛﻖ‬ ُ‫( َﻳ ِﺜﻖ‬for: ُ‫) َﻳ ْﻮ ِﺛﻖ‬ ُ‫ُﻳﻮ َﺛﻖ‬ ْ‫ِﺛﻖ‬
wat iqa yat iqu (yawt iqu) yūt aqu t iq!

¯ ¯ ¯ ¯ ¯
to trust trust!
Note: It may be difficult to find the root in the dictionary when the first
initial weak radical of the imperfect and imperative is missing.
b) In a small number of verbs the initial weak letter ‫ َﻭ‬/w/ is also retained
in the imperfect. These verbs have kasrah ‫ ــ ِـــ‬/i/ as the middle vowel in
the perfect, and fath.ah ‫ ـــَــ‬/a/ in the imperfect, e.g.:
Perfect Imperfect
‫ َﻭ ِﺟ َﻊ‬waği a, to feel pain

ҁ
‫ َﻳ ْﻮ َﺟ ُﻊ‬yawğa u ҁ
3166
‫ َﻭ ِﺟ َﻞ‬wağila, to be afraid ‫ َﻳ ْﻮ َﺟ ُﻞ‬yawğalu

31.4 Assimilation of the weak radical ‫ ﻭ‬/w/ in Nouns of
the derived verb forms place and
time
a) The initial ‫ ﻭ‬/w/ of the basic verb form ‫ﺻ َﻞ‬
َ ‫ َﻭ‬was.ala, ‘to arrive’, in verb
form VIII is assimilated to the infix ‫ ﺕ‬/t/, which then appears as doubled
‫ ـــــﺘّـ‬/..tt../, e.g.:
‫ﱠﺼ َﻞ‬
َ ‫ ِﺇﺗ‬ᵓittas.ala, ‘to be joined, to contact’ (for: ‫َﺼ َﻞ‬
َ ‫ ِﺇ ْﻭﺗ‬ᵓiwtas.ala)
b) The IV form ‫ َﺃ ْﻭ َﻗ َﻊ‬ᵓ awqa a, ‘to drop’, is derived from the verb ‫َﻭ َﻗ َﻊ‬
ҁ
waqaҁa, ‘to fall’. Its verbal noun (mas.dar) is ‫َﺎﻉ‬

ٌ ‫ ِﺇﻳﻘ‬ᵓı-qā un, ‘rhythm’
ҁ
(for: ‫َﺎﻉ‬
ٌ ‫ ِﺇ ْﻭﻗ‬ᵓiwqā un).
ҁ
c) The X form of ‫ َﻭ َﺩ َﻉ‬wada a, ‘to put down’, is ‫ ِﺇ ْﺳ َﺘ ْﻮ َﺩ َﻉ‬ᵓistawda a,

ҁ ҁ
‘to deposit’. Its verbal noun (mas.dar) is ٌ ‫ ِﺇ ْﺳـ ِﺘﻴ َﺪ‬ᵓistı-dā un, ‘lodging,
‫ﺍﻉ‬ ҁ
ٌ ‫ ِﺇ ْﺳ ِﺘ ْﻮ َﺩ‬ᵓistiwdāҁun).
depositing’ (for: ‫ﺍﻉ‬
31.5 Nouns of place and time
The nouns of place and time are formed as follows:
Nouns of place and time Basic verb form
َ ‫ ِﻣ‬mı-lādun, birth
‫ﻴﻼ ٌﺩ‬ ‫ َﻭﻟَـ َﺪ‬walada, to give birth
‫ ﻣ ْﻮ ِﻋـ ٌﺪ‬maw idun, appointment

ҁ
‫ َﻭ َﻋـ َﺪ‬wa ada, to promise
ҁ
31
317
ٌ ‫ َﻣ ْﻮ ِﻗ‬mawqifun, parking lot

‫ـﻒ‬ َ ‫ َﻭﻗ‬waqafa, to stand, to stand still
‫َـﻒ‬
31 31.6 Verbs with initial weak radical ‫ ﻱ‬/y/
Verbs with a
weak initial There are very few verbs with the initial weak radical ‫ ﻱ‬/y/. These verbs are
radical mostly conjugated like strong verbs. The imperative and the passive of the
basic verb form are rare, e.g.:
Perfect Imperfect
‫ﺲ‬
َ ‫ َﻳ ِﺒ‬yabisa, to become dry ‫ــﺲ‬
ُ ‫ َﻳـ ْﻴـ َﺒ‬yaybasu
َ ‫ َﻳ ِﺌ‬yaᵓisa, to despair
‫ﺲ‬ ُ ‫ َﻳـ ْﻴـ َﺄ‬yayᵓasu
‫ﺱ‬
‫ َﻳ ِﻘ َﻆ‬yaqid¯.a, to wake up ‫ َﻳـ ْﻴـﻘ َُﻆ‬yayqad¯.u

OR
‫ َﻳ ُﻘ َﻆ‬yaqud¯.a ُ ‫ َﻳـ ْﻴـ ُﻘ‬yayqud. u

‫ـﻆ‬ ¯
See table A1.3, the pattern of the derived verb forms with a weak initial
radical ‫ ﻭ‬/w/, in Appendix 1, and the conjugation table A2.8 of the weak
verb ‫ﻊ‬
َ‫ﺿ‬َ ‫ َﻭ‬wad.aҁa, ‘to put’, in Appendix 2.
Exercises
َ ‫ َﻭ َﻗ َﻊ( ُﺟـ ْﺰ ٌﺀ ِﻣ ْﻦ ُﺑـﻠْـ َﺪﺍﻥِ ) َﺑـﻠَـ ٌﺪ( ٱﻟْ َﻌﺎﻟَ ِـﻢ ٱﻟْ َﻌ‬v.) ‫َﻳـﻘ َُﻊ‬
‫ــﺮ ِﺑ ﱢﻲ ِﻓﻲ‬ 4 3 2 1
.‫ِﺇ ْﻓــﺮِ ﻳـ ْﻘــ َﻴﺎ‬ 7 ْ ‫ٱﳉـ ْﺰ ُﺀ‬

ِ‫ٱﻵﺧَ ــ ُﺮ ِﻓﻲ َﺷـ َﻤﺎﻝ‬ 6 ُ ْ ‫ﺁﺳــ َﻴﺎ َﻭ َﻳـﻘ َُﻊ‬
5
ْ
3188 1) 2One part of the 3countries of the Arab 4World 1is located in Asia and
6
the other 5is situated in 7North Africa.
‫ﱠـﺼـﻠْ ُﺖ‬
‫ﺎﺡ‪ِ ،‬ﺇﺗ َ‬
‫ٱﻟﺼ َﺒ ِ‬
‫‪4‬‬ ‫َـﻈ ُﺖ )‪َ X‬ﻳ ِـﻘ َ‬
‫ـﻆ( ِﻓﻲ ﱠ‬ ‫‪3‬‬
‫َﺑ ْﻌـ َﺪ َﺃﻥِ ْ‬
‫ٱﺳـﺘَـ ْﻴﻘ ْ‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪Exercises‬‬
‫ﺼ ِﺪﻳـﻘَـ ِﺘﻲ َﻫﺎِﺗ ِﻔﻴًّﺎ َﻭٱﺗﱠــﻔَــ ْﻘــﻨَﺎ )‪َ VIII‬ﻭ ِﻓـﻖَ ( َﻋـﻠَﻰ‬
‫‪6‬‬
‫ﺻ َﻞ( ٍ ِﺑ َ‬
‫‪5‬‬
‫)‪َ VIII‬ﻭ َ‬
‫َﻣ ْﻮ ِﻋ ٍـﺪ )ﺍ َﻭ َﻋـ َﺪ( ِﻓﻲ َﻭ َﺳ ِﻂ ٱﻟْـ َﻤ ِـﺪﻳـﻨ َِﺔ‪َ ،‬ﻭ ِﻋـ ْﻨ َﺪ َﻣﺎ َﺫ َﻫـ ْﺒ ُ‬
‫ـﺖ ِﺇﻟَﻰ ُﻫـﻨ َ‬
‫َﺎﻙ‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬
‫ﺼ َﻒ َﺳﺎ َﻋﺔٍ ﺗَـ ْﻘـﺮِ ﻳـ ًﺒﺎ‪ ،‬ﻓَـ َﺒ َﺤـ ْﺜ ُ‬

‫ـﺖ‬ ‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬
‫ﺻﻠ ْ ُ‬
‫ـﺖ ُﻣـﺘَـ َﺄ ﱢﺧـ ًﺮﺍ ِﻧ ْ‬ ‫َﻭ َ‬ ‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬
‫‪18‬‬
‫َﻋـ ْﻨ َﻬﺎ ﻓَـﻠَ ْﻢ َﺃ ِﺟـ ْﺪ َﻫﺎ )ﺍ َﻭ َﺟـ َﺪ(‪َ .‬ﺗ َﻮ ﱠﻗـ ْﻌ ُ‬
‫ـﺖ )‪َ V‬ﻭ َﻗ َﻊ( ِﺑ َﺄ ْﻥ ﺗَــﻨْـﺘ ِ‬
‫َـﻈ َـﺮ ِﻧﻲ‬ ‫‪17‬‬ ‫‪16‬‬
‫)‪ VIII‬ﻧ َ‬
‫َﻈ َﺮ(‪.‬‬
‫‪2) 1After 2I woke up in 3the morning, 4I contacted my girlfriend 5by tele-‬‬

‫‪phone 6and we agreed on 7an appointment in the 8city centre. 9When‬‬
‫‪I went there 10I arrived 14about 12half an 13hour 11late. 15I looked for her‬‬
‫‪but I did not 16find her. 17I expected her to 18wait for me.‬‬
‫َﺍﺭ ِﺓ ٱﻟـﺘ َﱢﺠـﺎ َﺭ ِﺓ‬

‫‪5‬‬ ‫‪4‬‬
‫ﺗَـ َﻮ ﱠﺟ َﻪ )‪َ V‬ﻭ ُﺟ َﻪ( َﻭ ْﻓـ ٌﺪ ِﻣ َﻦ ٱﻟْـﺘ ﱠﱡﺠﺎﺭِ )ﺗ ِ‬
‫َﺎﺟـ ٌﺮ( ِﺇﻟَﻰ ﻭِ ﺯ َ‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫َﺎﻗـ ﱠﻴﺔٍ )‪َ VIII‬ﻭ ِﻓـﻖَ ( َﺟ ِـﺪﻳ َﺪ ٍﺓ َﻣ َﻊ َﺭ ِﺋ ِ‬

‫ـﻴـﺲ‬ ‫ـﻴﻊ )‪َ II‬ﻭ َﻗ َﻊ( ٱﺗﱢـﻔ ِ‬
‫ِﻟـﺘَـ ْﻮ ِﻗ ِ‬ ‫‪7‬‬ ‫‪6‬‬
‫ٱﻟْـﻮِ ﺯ َ‬
‫َﺍﺭ ِﺓ‪.‬‬ ‫ﱠـﺼ ِﺪﻳـﺮِ ِﻓﻲ‬ ‫‪10‬‬‫ــﻴـﺮ ِ‬
‫ﺍﺩ ِ )‪َ X‬ﻭ َﺭ َﺩ( َﻭٱﻟـﺘ ْ‬ ‫ـﺴـﻢ ْ ِ‬
‫ٱﻻ ْﺳـ ِﺘ َ‬ ‫ِﻗ ْ‬ ‫‪9‬‬ ‫‪8‬‬
‫‪3) 2A delegation of 3businessmen 1went to 4the Ministry of 5Trade 6to‬‬

‫‪sign a new 7agreement with the head of the 8Department of 9Imports‬‬
‫‪10‬‬
‫‪and Exports at the ministry.‬‬
‫ـﺴ َﺘ ْﻮ َﺩ ِﻉ )‪َ X‬ﻭ َﺩ َ‬

‫ﻉ(‬ ‫ِﻓﻲ ‪5‬ٱﻟْــ ُﻤ ْ‬ ‫ﺎﻣ ٍـﻞ‬ ‫‪4‬‬ ‫ﺻﻨْـ ُﺪﻭﻕٌ َﺛ ِـﻘ ٌ‬
‫ـﻴﻞ َﻋـﻠَﻰ َﻋ ِ‬ ‫َﻭ َﻗ َﻊ ُ‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ـﻲ ٱﻟْـ َﻮ ِﺣ ِ‬
‫ـﻴـﺪ ِﻓﻲ‬ ‫‪9‬‬ ‫ﺻ َﻞ( ِﺑﭑﻟْـ َﻤـ ْﺮ َﻛـﺰِ ﱢ‬
‫ٱﻟﻄـ ﱢﺒ ﱢ‬ ‫‪8‬‬
‫ـﺖ )‪َ VIII‬ﻭ َ‬‫‪7‬‬
‫ﱠـﺼﻠْ ُ‬
‫ﻓَﭑﺗ َ‬ ‫‪6‬‬
‫‪14‬‬ ‫ٱﻹ ْﺳـ َﻌ ِ‬

‫ﺎﻑ‪ُ ،‬ﻣـ َﻮ ﱠﺭ َﻡ‬ ‫ٱﻟْ ِـﻤـﻨ َْﻄـﻘ َِﺔ‪َ ،‬ﻭﻧ ُِـﻘـ َﻞ ِﺇﻟَـ ْﻴ ِﻪ ِﻓﻲ َﺳـ ﱠﻴ َ‬
‫ﺎﺭ ِﺓ ْ ِ‬ ‫‪13‬‬ ‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬
‫ـﻮﻋـﺎ )‪َ I‬ﻭ ِﺟ َﻊ( ‪ُ /‬ﻣـﺘَـ َﺄﻟﱢـ ًﻤﺎ َﻭ َﺃﻧَﺎ َﻣ َﻌ ُﻬــ ْﻢ‪،‬‬
‫ـﺴ ِﻢ َﻭ َﻣـ ْﻮ ُﺟ ً‬ ‫)‪َ ll‬ﻭﺭِ َﻡ( ٱﻟْ ِ‬
‫ـﺠ ْ‬ ‫‪16‬‬ ‫‪15‬‬
‫ـﻴـﺐ َﻭﻗَـﺎ َﻝ ِﺇ ﱠﻧ ُﻪ ﻟَ ْﻢ‬ ‫ـﺼ ُﻪ ﱠ‬

‫ٱﻟﻄ ِﺒ ُ‬ ‫ﺻـ َﻞ( ﻓ ََﺤ َ‬
‫ﺻﻮ ِﻟـﻨَﺎ )‪َ l‬ﻭ َ‬
‫‪18‬‬ ‫ِ‬
‫ﻭﻋــﻨْـ َﺪ ُﻭ ُ‬ ‫‪17‬‬
‫‪319‬‬
‫‪31‬‬
‫‪23‬‬ ‫ـﺴـ ٌﺮ( َﻭ َﻻ ﺧَ َ‬
‫ـﻄ َـﺮ َﻋـﻠَﻰ َ‬
‫ﺣـ َﻴﺎ ِﺗ ِﻪ‪.‬‬ ‫‪22‬‬
‫ـﻮﺭ ) َﻛ ْ‬ ‫َﻳ ِﺠـ ْﺪ )‪َ l‬ﻭ َﺟـ َﺪ( َﺃ ﱠﻳـ َﺔ ُﻛ ُ‬
‫ـﺴ ٍ‬ ‫‪21‬‬ ‫‪20‬‬ ‫‪19‬‬
31 4) 3A heavy 2box 1fell on 4a worker in 5the warehouse. 6I contacted 9the
Verbs with a only 8medical (health) 7centre in 10the area, 11and he was taken (lit.
weak initial transported) there by 12,13ambulance (lit. 13aid 12car) with his 15body
14
radical swollen 16and in pain. I went (lit. I am) with them. When we 17arrived,
the physician (doctor) 18examined him and said that he did not 19find
20
any 21fractures and that 23his life was not in 22danger.
َ ‫ـﻞ ﻭِ ﺯ‬
‫َﺍﺭ َﺓ‬ ُ ‫ﳝـ ﱢﺜ‬
َ ُ ‫ﻭﺕ ﻏَـ ًﺪﺍ َﻭ ْﻓـ ٌﺪ ُﻛ َﻮﻳـ ِﺘ ﱞﻲ‬
3
َ ‫ﺻ َﻞ( ِﺇﻟَﻰ َﺑـ ْﻴـ ُﺮ‬
2
َ ‫ َﻭ‬V) ‫َﻳ ِﺼ ُﻞ‬ 1
ُ ْ‫ـﻴـﻦ ِﻓﻲ ٱﻟ‬

‫ـﺤ ُـﻜـ َﻮ َﻣ ِﺔ‬ َ ‫ـﻞ ٱﻟْـ َﻤ ْﺴـﺆُﻭ ِﻟ‬ ُ ‫ﺻﻮ ِﻟ ِﻪ َﺳـ ُﻴـﻘَـﺎ ِﺑ‬
6 ِ ‫ٱﻟـﻨﱠـ ْﻔ‬
ُ ‫ـﻂ َﻭﻓَـ ْﻮ َﺭ ُﻭ‬ 5 4
( َ‫ َﻭ ِﻓـﻖ‬VIII) ٍ‫َﺎﻗـ ﱠﻴـﺔ‬ 8

ِ ‫ٱﻟـ ﱡﻠـ ْﺒـﻨَﺎ ِﻧـ ﱠﻴ ِـﺔ ِﻟـﻠـﺘﱠـ ْﻮ ِﻗ‬
ِ ‫ َﻭ َﻗ َﻊ( َﻋﻠَﻰ ٱﺗﱢـﻔ‬II) ‫ـﻴﻊ‬ 7
‫ َﻛ َﻤﺎ‬. ِ‫ـﻦ ٱﻟْـ َﺒـﻠَـ َﺪ ْﻳـﻦ‬

12
َ ‫ﺗَـ َﺘ َﻌـﻠﱠـﻖُ ِﺑﭑﻟـﺘﱠــ َﺒـﺎ ُﺩﻝِ ٱﻟـﺘ َﱢﺠـﺎﺭِ ﱢﻱ َﺑـ ْﻴ‬
11 10 9
‫ـﻴﻪ‬ ْ ‫ﺿ َﻊ( ٱﻟْ َﻮ ْﻓـ ُﺪ ٱﻟْ ُـﻜـ َﻮ ْﻳـ ِﺘ ﱡﻲ ﺗَـ ْﻘـﺮِ ﻳـ ًﺮﺍ َﻳ‬
ِ ‫ـﺸ َﺮ ُﺡ ِﻓ‬ 15 14
َ ‫ َﻭ‬I) ‫ـﻊ‬
ُ ‫ـﻀ‬
َ ‫َﺳــ َﻴ‬ 13
ْ ‫َـﻈـﺮِ ُﺣ ُـﻜـﻮ َﻣ ِﺔ َﺑ َﻼ ِﺩ ِﻩ َﺣـ ْﻮ َﻝ َﻣ ْﺴـ َﺄﻟَ ِـﺔ ﺗ‬

ِ‫َﺼ ِـﺪﻳـﺮ‬ 20 19 18 َ ‫ﻭِ ْﺟ َﻬـ َﺔ ﻧ‬ 17 16
.‫َـﺎﻥ‬ ِ َ‫ـﻂ ٱﻟْـﺨ‬

َ ‫ـﺎﻡ ِﺇﻟَﻰ ُﻟــ ْﺒــﻨ‬ ِ ‫ٱﻟـﻨﱠـ ْﻔ‬
22 21
5) A Kuwaiti delegation 3representing the Ministry of 4Oil 1will arrive

2
tomorrow in Beirut 5and immediately after its arrival 6will meet the
officials in the Lebanese government 7to sign 8an agreement 9concern-
ing 11trade 10exchange between the two countries. The Kuwaiti del-
egation will 12also 13draw up 14a report 15explaining 16,17the position
(lit. 16point of 17view) of its country’s government 18 on 19the issue of
22
crude 21oil 20exports to Lebanon.
َ ‫ــﻴـﻌ‬
‫ـﻚ‬ 5 َ ‫ َﻭ ِﺛـﻖَ ( ِﺑ‬I) ‫َﺳـ َﺄ ْﻓ ِـﻘـ ُﺪ ِﺛـﻘَـ ِﺘﻲ‬
ِ ‫ـﻚ ِﻓﻲ َﺣﺎﻝِ َﻋـ َﺪ ِﻡ ﺗَـ ْﻮ ِﻗ‬
6 4 3 2 1
ِ ‫ َﻭ ِﻓـﻖَ ( ٱﻟْـ ُﻤـﺘﱠـﻔ‬VIII) ‫َـﺎﻗــ ﱠﻴ ِﺔ‬

‫َـﻖ َﻋﻠَـ ْﻴ َﻬﺎ‬ 8 ِ ْ ‫ َﻭ َﻗ َﻊ( َﻋﻠَﻰ‬II)
ِ ‫ٱﻻﺗﱢــﻔ‬ 7
.‫ َﺛﺎ ِﻧـ َﻴ ًﺔ‬11 ‫ـﻚ‬

َ ‫ﺻ َﻞ( ِﺑ‬ ِ ‫ َﺃﺗ‬10 ‫ـﻦ‬
َ ‫ َﻭ‬VIII) ‫ﱠـﺼ َﻞ‬ ْ َ‫ َﻭﻟ‬9 ،‫َﺑـ ْﻴـﻨَـﻨَﺎ‬
6) 1I shall lose 2my trust 3in you 4if (lit. 4in case) you 5do not 6sign 7the
agreement (contract) that we 8agreed between us, 9and I will 9never
3200 10
contact you 11again.
َ‫ﺻ‬
(‫ﻞ‬ َ ‫ َﻭ‬I) ‫َـﺼ ُﻞ‬
ِ ‫ﺗ‬5 ‫ِﻋـ ْﻨ َﺪ َﻣﺎ‬ 4 3 ُ ‫ـﺐ َﺃ ْﻥ ﺗَـﻨ‬
‫ْـﻈ َﺮ َﻳ ِـﻤﻴـﻨًﺎ َﻭ َﻳ َﺴﺎ ًﺭﺍ‬ 2
ُ ‫َﻳ ِﺠ‬ 1 Exercises
‫َـﻒ( ِﻋـ ْﻨ َﺪ‬ َ ‫ﺎﺭ ِﺓ ِﺇﻟﻰ ُﻣـ ْﻔـﺘ ََﺮ ِﻕ ُﻃـ ُﺮ ٍﻕ ) َﻃﺮِ ﻳﻖٌ ( َﻭ َﺃ ْﻥ ﺗ َِـﻘ‬
َ ‫ َﻭﻗ‬I) ‫ـﻒ‬ 8 7
َ ‫ﭑﻟﺴـ ﱠﻴ‬
6
‫ِﺑ ﱠ‬
ْ ‫” ِﻗ‬10 ،‫ﺎﺭ ِﺓ‬
“!‫ـﻒ‬ َ ‫ ِﺇ َﺷ‬9
7) 1You must 2look 3right 4and left when 5you reach 6,7
a junction (cross-
roads) by car, 8and stop at 9the 10stop sign.
ٰ ‫ ﻭ ِﺛـﻖَ ( ﺑ‬I) ‫َـﻚ‬

‫ﭑﻟـﻠﱢﻪ‬ ِ َ َ ‫ـﺲ( َﻳﺎ َﻋـﺰِ ﻳـﺰﻱ ِﺇ ﱠﻥ ِﺛـﻘَـﺘ‬
3
ْ ‫َﻻ ﺗَـ ْﻴ َﺄ‬
َ ‫ َﻳـ ِﺌ‬I) ‫ﺱ‬ 2 1
‫ﺎﻋــ َﺪﺍ ِﻧ َﻚ ِﻟـﻠـﺘﱠـﻐَـ ﱡﻠ ِﺐ َﻋــﻠَﻰ‬

6 ِ ‫ َﻭ َﻛـ َﻞ( َﻋـ ِﻠـ ْﻴ ِﻪ ُﻳ َﺴ‬VIII) ‫ـﻚ‬
5 َ َ‫َﻭٱﺗﱢـ َﻜـﺎﻟ‬ 4
.(‫ﻫــ ﱞﻢ‬ َ ‫ـﻮﻣ‬

َ ) ‫ـﻚ‬ ِ ‫ ُﻫـ ُﻤ‬7
8) (2Oh!) 2My dear do not 1feel hopeless. 3Your trust in God 4and reliance
on Him 5will help you 6overcome 7your worries.
‫ﺎﺡ‬ ‫ﺎﻛـ ًﺮﺍ ِﻓﻲ ﱠ‬

ِ ‫ٱﻟﺼ َﺒ‬ 4 ِ ‫ﺍﺡ ) َﺳﺎ ِﺋ ٌﺢ( َﺑ‬
3
ُ ‫ٱﻟﺴـ ﱠﻮ‬‫ـﻆ( ﱡ‬ َ ‫ َﻳ ِـﻘ‬X) ‫َـﻆ‬
2 َ ‫ِﺇ ْﺳـﺘَـ ْﻴـﻘ‬ 1
ٍ‫ـﺴـﺘ َِﻌـ ﱡﺪﻭﺍ ِﻟـﺮِ ْﺣـﻠَﺔ‬

8
ْ ‫ﺻ ِﺪﻳﻖٌ ( َﻭ َﻳ‬
7
ْ ‫ َﻭ َﺩ َﻉ( َﺃ‬II) ‫ِﻟـ ُﻴـ َﻮ ﱢﺩ ُﻋـﻮﺍ‬
َ ) ‫ﺻ ِﺪﻗَﺎ َﺀ ُﻫـ ْﻢ‬ 6 5
.‫ِﻟـﻠْـ ِﺒ َﻼ ِﺩ‬ ‫ٱﻟﺸ َﻤﺎ ِﻟ ﱢﻲ‬

‫ﱠ‬ ُ ْ‫ َﻭ ُﺟ َﻪ( ٱﻟ‬VIII) ‫َـﺎﻩ‬
‫ـﺠـ ْﺰ ِﺀ‬
12 11 ِ ‫ﭑﲡ‬ ‫َﺑ ِﻌـﻴـ َﺪ ٍﺓ ِﺑ ﱢ‬ 10 9
9) 2The tourists 1woke up 3early in 4the morning 5to bid farewell to 6their
friends 7and to get ready for 9a long 8journey 10to (10towards) 12the
northern 11part of the country.
1) Part of the Ministry of Trade is situated in the city centre.

2) You must stop at the stop sign and look left and right when you reach
321
32
a junction.
31 3) I contacted the head of the Department of Imports and Exports at
Verbs with a the Ministry of Trade to sign a new agreement concerning the trade
weak initial exchange.
radical 4) A heavy box fell on my friend (m). I contacted the only physician in
the area. The physician examined him and said that his life was not in
danger.
5) The physician arrived about half an hour late at the medical centre.
6) A delegation representing the Kuwaiti Ministry of Oil went to the
Lebanese Ministry of Trade to sign an agreement to export crude oil to
Lebanon.
3222
Chapter 32
Verbs with a weak

middle radical
32.1
Verbs with a weak middle radical are those which have ᵓalif (..‫ﺍ‬..) as the
middle radical of the basic verb form. This middle ᵓalif (‫ )ﺍ‬is derived from
the weak radical ‫ ﻭ‬/w/ or ‫ ﻱ‬/y/. These types of verbs are also called ‘hollow’
ْ ‫ـﻞ‬
‫ٱﻷَ ْﺟـ َﻮ ُﻑ‬ ُ ‫ َﺃﻟْ ِﻔ ْﻌ‬, because their original middle radical is lost in the basic
(and many other) verb forms, e.g.:
‫ ﻗَـﺎ َﻝ‬qāla, to say (for: ‫ ﻗَـ َﻮ َﻝ‬qawala) from the root ‫ﻗـﻮﻝ‬ qwl
‫ـﺎﻉ‬
َ ‫َﺑ‬ َ ‫ َﺑـ َﻴ‬bayaҁa) from the root ‫ ﺑـﻴﻊ‬byҁ
bāҁa, to sell (for: ‫ﻊ‬
32.2
The first radical in the first and second persons of the basic verb form in the
perfect tense receives the related vowel of the middle radical, which is itself
lost, according to the rules below.
(For more about the three vowels and their three related consonants, see
chapter 20.)
323
32 a) If the middle radical is ‫ ﻭ‬/w/, then the first and second persons take
Verbs with a ammah /u/ on the first radical in the perfect:
weak middle
radical Perfect Root 1st pers. sing.
‫ﻗَـﺎ َﻝ‬ qāla, he said (‫ ﻗـﻮﻝ‬qwl) ُ ْ‫ ُﻗــﻠ‬qultu, I said

‫ـﺖ‬
َ ‫َﻛ‬
‫ـﺎﻥ‬ kāna, he was (‫ ﻛـﻮﻥ‬kwn) ‫ ُﻛـﻨ ُْﺖ‬kuntu, I was
(Remember from chapter 20 that ‫ ﻭ‬is related to d.ammah /u/.)
b) If the middle radical is ‫ ﻱ‬/y/, then the first and second persons take
kasrah /i/ on the first radical in the perfect:
Perfect Root 1st pers. sing.
‫ﺎﻉ‬
َ ‫ َﺑ‬bā a, he sold
ҁ
(‫ ﺑﻴﻊ‬byҁ) ‫ـﺖ‬
ُ ‫ ِﺑ ْﻌ‬bi tu, I sold
ҁ
‫ﺎﺭ‬
َ ‫ َﺳ‬sāra, he walked (‫ ﺳﻴﺮ‬syr) ‫ ِﺳـ ْﺮ ُﺕ‬sirtu, I walked
(Remember from chapter 20 that ‫ ﻱ‬/y/ is related to kasrah /i/.)
32.3
In the imperfect indicative and subjunctive, the weak middle radical ..‫ ﻭ‬..
/..w../ or ‫ ـــﻴــ‬/y/ reappears, but it disappears in the jussive and some of the
imperative forms, e.g.:

Root Ind. Subj. Juss. Sing. Plur. Sing. Plur.
Masculine Masculine Feminine
3244 ‫ﻗَﺎ َﻝ‬ (‫)ﻗﻮﻝ‬ ُ ‫ُﻗــﻠْ َﻦ ُﻗﻮ ِﻟﻲ ُﻗﻮ ُﻟﻮﺍ ُﻗـ ْﻞ َﻳ ُﻘـ ْﻞ َﻳ ُﻘﻮ َﻝ َﻳ ُﻘ‬
‫ﻮﻝ‬
qāla (qwl) yaqūlu yaqūla yaqul qul qūlū qūlı- qulna
to say say!
‫ﺎﻉ‬
َ ‫َﺑ‬ (‫)ﺑﻴﻊ‬ ‫ﻴﻊ‬
ُ ‫َﻳ ِﺒ‬ ‫َﻳ ِﺒﻴ َﻊ‬ ‫َﻳ ِﺒ ْﻊ‬ ‫ِﺑ ْﻊ‬ ِ ‫ِﺑ ْﻌ َﻦ ِﺑ‬
‫ﻴﻌﻲ ِﺑﻴ ُﻌﻮﺍ‬ Tenses
formed with
bāҁa (byҁ) yabı-ҁu yabı-ҁa yabiҁ biҁ bı-ҁū bı-ҁ-ı biҁna
‫ َﻥﺍَﻙ‬kāna
to sell sell!
See table A1.4 for the patterns of the derived verb forms with a weak mid-
dle radical ..‫ ﻭ‬.. /..w../. See tables A2.9 and A2.10 for the conjugation par-
َ ‫ﻗَﺎ‬, ‘to say’, and

adigms for the verbs ‫ﻝ‬ ‫ﺎﻉ‬
َ ‫ َﺑ‬, ‘to sell’, in Appendix 2.
32.4
A very small number of verbs with a weak middle radical ‫ــﻮ‬ /..w../ or ‫ﻱ‬
/..y../ change the ‫ـــﻮ‬ /..w../ or ‫ـــﻴـ‬ /..y../ to ᵓalif (‫ )ﺍ‬also in the imperfect
and some forms of the imperative:

Root Ind. Subj. Juss. Sing. Plur. Sing. Plur.
Masculine Masculine Feminine
‫ﻧَﺎ َﻡ‬ (‫)ﻧﻮﻡ‬ ‫َﻳﻨَﺎ ُﻡ‬ ‫َﻳﻨَﺎ َﻡ‬ ‫َﻳ َﻨ ْﻢ‬ ِ ‫ِﻧـ ْﻤ َﻦ ﻧ‬
‫َﺎﻣﻲ ﻧَﺎ ُﻣﻮﺍ ﻧَـ ْﻢ‬
nāma (nwm) yanāmu yanāma yanam nam nāmū nāmı- nimna
to sleep sleep!
َ َ‫ﺎﻑ )ﺧﻮﻑ( ﺧ‬
‫ﺎﻑ‬ َ َ‫ِﺧ ْﻔ َﻦ ﺧَ ِﺎﻓﻲ ﺧَ ﺎ ُﻓﻮﺍ ﺧَ ْﻒ َﻳﺨَ ْﻒ َﻳﺨ‬
ُ َ‫ﺎﻑ َﻳﺨ‬
hāfa (hwf) yahāfu yahāfa yahaf haf hāfū hāf -ı hifna
˘ ˘ ˘ ˘ ˘ ˘ ˘ ˘ ˘
to be afraid be afraid!
‫ﻧَﺎ َﻝ‬ (‫)ﻧﻴﻞ‬ ُ ‫َﻳﻨ‬

‫َﺎﻝ‬ ‫َﻳﻨَﺎ َﻝ‬ ‫َﻳ َﻨ ْﻞ‬ ‫َﻧ ْﻞ‬ ‫ِﻧﻠْ َﻦ ﻧَﺎ ِﻟﻲ ﻧَﺎ ُﻟﻮﺍ‬
nāla (nyl) yanālu yanāla yanal nal nālū nālı- nilna
32
325
to obtain obtain!
َ َ‫ﺧ‬.
See table A2.11 in Appendix 2 for the conjugation of the verb ‫ﺎﻑ‬
32 32.5
Verbs with a
weak middle The weak middle radical ‫ ـــﻮ‬/..w../ also becomes ‫ـــﻴـ‬ /..y../ in the perfect
radical
passive. This ‫ــــﻴــ‬ /..y../ is then assimilated to the preceding kasrah, pro-
ducing the long vowel -ı. See the table and the conjugation in the
appendix.
Perfect Imperfect
Form Active Root Passive Active Passive
‫ﻗَﺎ َﻝ‬ (‫)ﻗﻮﻝ‬ ‫ِﻗﻴ َﻞ‬ ُ ‫َﻳ ُﻘ‬

‫ﻮﻝ‬ ُ ‫ُﻳﻘ‬
‫َﺎﻝ‬
I qāla (qwl) qı-la yaqūlu yuqālu
to say it was said
‫ﺎﻉ‬
َ ‫َﺑ‬ (‫)ﺑﻴﻊ‬ ‫ِﺑﻴ َﻊ‬ ‫ﻴﻊ‬
ُ ‫َﻳ ِﺒ‬ ‫ﺎﻉ‬
ُ ‫ُﻳ َﺒ‬
I bāҁa (byҁ) bı-ҁa yabı-ҁu yubāҁu
to sell it was sold
‫َﺃ َﻣﺎ َﻝ‬ (‫)ﻣﻴﻞ‬ ‫ُﺃ ِﻣﻴ َﻞ‬ ُ ‫ﳝ‬

‫ﻴﻞ‬ ُِ ُ ‫ﳝ‬
‫ﺎﻝ‬ َُ
IV ᵓamāla (myl) ᵓumı-la yumı-lu yumālu
to bend it was bent
‫ُﺃ ْﺳﺘ ُِﻌﻴ َﺪ )ﻋﻮﺩ( ِﺇ ْﺳ َﺘ َﻌﺎ َﺩ‬ ‫ُﻳ ْﺴ َﺘ َﻌﺎ ُﺩ َﻳ ْﺴﺘ َِﻌﻴ ُﺪ‬
X ᵓistaҁāda (ҁwd) ᵓustuҁ-ı da yastaҁ-ı du yustaҁādu
to recall it was recalled
Note: The two verbs َ‫ َﻛﺎﻥ‬kāna, ‘he was’, and ‫ﺲ‬

َ ‫ ﻟَ ْﻴ‬laysa, ‘is not, are not’, have no
3266 passive forms.
32.6 Tenses
formed with
In the active participle of the basic verb form (I), the weak middle radical ‫ َﻥﺍَﻙ‬kāna
..‫ ــﻭ‬/..w../ or ‫ــﻴـ‬ /..y../ is changed to hamzah with kasrah ‫ ــ ِﺌـ‬/..ᵓi../:
Perfect Root Active participle
‫ﻗَﺎ َﻝ‬ (‫)ﻗﻮﻝ‬ ‫ﻗَﺎ ِﺋ ٌﻞ‬ (for: ‫)ﻗَﺎﻭِ ٌﻝ‬
qāla (qwl) qāᵓilun (qāwilun)

to say teller, saying
‫ﺎﻉ‬
َ ‫َﺑ‬ (‫)ﺑﻴﻊ‬ ‫َﺑـﺎ ِﺋ ٌﻊ‬ (for: ‫) َﺑﺎ ِﻳ ٌﻊ‬
bāҁa (byҁ) bāᵓiҁun (bāyiҁun)

to sell seller, salesman
‫ﻧَﺎ َﻡ‬ (‫)ﻧﻮﻡ‬ ‫ﻧَﺎ ِﺋ ٌﻢ‬ (for: ‫)ﻧَﺎﻭِ ٌﻡ‬
nāma (nwm) nāᵓimun (nāwimun)

to sleep sleeping
Note: The passive participle of such verbs is rare.
32.7
The verbal nouns of roots with a weak middle radical are similar to the
verbal nouns of the strong verbs, e.g.:
Perfect Verbal noun
‫ ﻗَﺎ َﻝ‬qāla, to say ‫ ﻗَـ ْﻮ ٌﻝ‬qawlun, speech, saying
‫ﺎﻉ‬
َ ‫ َﺑ‬bā a, to sell
ҁ
‫ َﺑـ ْﻴ ٌﻊ‬bay un, selling
ҁ
32
327
‫ ﻧَﺎ َﻡ‬nāma, to sleep ‫ َﻧ ْﻮ ٌﻡ‬nawmun, sleep
32 32.8
Verbs with a
weak middle The adverbial nouns of place and time for a weak middle radical are
radical formed as follows:
ٌ ‫ َﻣ َﻜ‬makānun, place
‫ﺎﻥ‬ َ ‫ َﻛ‬kāna, was, root: /kwn/)
(v. ‫ﺎﻥ‬
‫ َﻣ َﻄﺎ ٌﺭ‬mat.ārun, airport َ ‫ َﻃ‬t.āra, to fly, root: /t.yr/)

(v. ‫ﺎﺭ‬
‫ َﻣﻨَﺎ ٌﻡ‬manāmun, place to sleep, dream (v. ‫ ﻧَﺎ َﻡ‬nāma, to sleep, root: /nwm/)
‫ ِﺻ َﻴﺎ ٌﻡ‬s.iyāmun, fasting (v. ‫ﺻﺎ َﻡ‬

َ s.āma, to fast, root: /s.wm/)
Note: Sometimes the feminine ending ..atun, ‫ ٌﺓ ـــَــ ٌﺔ‬.َ . is added to the sin-
gular: ‫ﻣـ ٌﺔ‬
َ ‫ َﻣﻨَﺎ‬manām-atun, ‘place to sleep’.
32.9
The derived verb forms II, III, V, and VI of roots with weak middle radicals
are conjugated regularly like the derived verb forms of strong verbs. How-
ever, there are exceptions in the verb forms IV, VII, VIII, and X, where the
weak radicals reappear.
See table A1.4 in Appendix 1 for the patterns of derived verb forms of roots
with weak middle radical ‫ ﻭ‬/w/ or ‫ ﻱ‬/y/.
32.10 Tenses formed with َ‫ َﻛﺎﻥ‬kāna

َ ‫ َﻛ‬kāna, ‘to be’ (lit. ‘he was’), can be used in the perfect or imperfect
The verb ‫ﺎﻥ‬
tense as an auxiliary preceding another verb in the perfect or imperfect tense:
a) Past perfect (pluperfect)
َ ‫ﺎﻥ )ﻗَـ ْﺪ( َﻛـﺘ‬

‫َـﺐ‬ َ ‫َﻛ‬
3288 kāna (qad) kataba, he had written
‫َـﺐ ٱﻟـ ﱢﺮ َﺳﺎﻟَ َﺔ‬
َ ‫ـﺎﻥ )ﻗَـ ْﺪ( َﻛـﺘ‬
َ ‫ﺎﻫـ ْﺪ ُﺗ ُﻪ َﻛ‬
َ ‫ﻟَـ ﱠﻤﺎ َﺷ‬ Tenses
formed with
lammā šāhadtu-hu kāna (qad) kataba r-risālata. َ ‫ َﻛ‬kāna
‫ﺎﻥ‬
When I saw him, he had (already) written the letter.
Remember! ‫ ﻗَـ ْﺪ‬qad is inserted either to emphasize the finality of the

action or for reasons of style.
b) Past progressive or habitual
ُ ‫ـﺎﻥ َﻳـ ْﻜـﺘ‬

‫ُـﺐ‬ َ ‫َﻛ‬
kāna yaktubu
he was writing, he has been writing
he had been writing, he used to write (every day)
ْ ‫ـﺎﻥ َﻳ‬
‫ـﺸ َﺮ ُﺏ َﻗ ْﻬـ َﻮ ًﺓ‬ َ ‫ﻟَـ ﱠﻤﺎ َﺷ‬
َ ‫ﺎﻫـ ْﺪ ُﺗ ُﻪ َﻛ‬
lammā šāhadtu-hu kāna yašrabu qahwatan.
When I saw him, he was drinking coffee.
‫ـﺸ َـﺮ ُﺏ َﺷﺎ ًﻳﺎ ُﻛ ﱠ‬

‫ـﻞ َﻳـ ْﻮ ٍﻡ‬ َ ‫َﻛ‬
ْ ‫ﺎﻥ َﻳ‬
kāna yašrabu šāyan kulla yawmin.
He used to drink tea every day.
c) Future in the past (future of perfect)
ُ ‫ﺎﻥ َﺳـ َﻴـ ْﻜــﺘ‬

‫ُـﺐ‬ َ ‫َﻛ‬
kāna sa-yaktubu, he was going to write
Note: ‫ﻑ‬ َ ‫ َﻛ‬kāna.

َ ‫ َﺳـ ْﻮ‬sawfa is not used after ‫ـﺎﻥ‬ 32
329
32 d) Past in the future (perfect of future)
Verbs with a
weak middle
radical ‫َـﺐ‬ ُ ‫َﻳ ُـﻜ‬
َ ‫ـﻮﻥ )ﻗَـ ْﺪ( َﻛـﺘ‬
yakūnu (qad) kataba, he will have written
ُ ‫ِﻋـﻨْـ َﺪ َﻣﺎ َﺃ ِﺻ ُﻞ ِﺇﻟَـ ْﻴ ِـﻪ َﻳ ُـﻜ‬

َ ‫ـﻮﻥ )ﻗَـ ْﺪ( َﻛـﺘ‬
‫َـﺐ ٱﻟـ ﱢﺮ َﺳـﺎﻟَ َﺔ‬
ҁ
indamā ᵓas.ilu ᵓilayhi yakūnu (qad) kataba r-risālata.
When I reach him, he will have written the letter.
Exercises
(‫ َﻭ َﻛـ َﺄ‬VIII) ‫ﱠــﻜــ ًﺌـﺎ‬

ِ ‫ـﺎﻥ ُﻣـﺘ‬
4 ‫ﱠ‬
َ ‫ٱﻟـﻄﺎ ِﺋ َـﺮ ِﺓ َﻛ‬ َ ‫ﻟَـ ﱠﻤﺎ ﺧَ َـﺮ َﺝ ٱﻟْــ ُﻤ َﻌـﺎﻕُ ِﻣ‬
‫ـﻦ‬ 3 2 1
.‫ﺎﻋــ َﺪﺍ ِﻧ ِﻪ‬

ِ ‫ـﻀﻴـﻔَــﺘَـﺎﻥِ ﺗ َُﺴ‬
7
ً ‫َﻋــﻠَﻰ َﻋ‬
ِ ‫ـﺼﺎ َﻭ َﻣ َﻌـ ُﻪ ُﻣ‬
6 5
1) When 2the disabled (handicapped) person 1left the 3airplane, 4he was
leaning on 5a walking stick, and there were 6two stewardesses (6flight
attendants) 7helping him.
ْ ‫َﺍﺭ( ﻗَـ ْﺒـ َﻞ َﺃ ْﻥ ﺗ َُﺴ ِﺎﻓ َـﺮ ِﻷَ ِﻧّﻲ ُﻣ‬

‫ـﺸﺘَـﺎﻗَـ ٌﺔ‬ 4 3 َ ‫ﻟَـ ْﻴـﺘ‬
َ ‫ ﺯ‬v.) ‫َـﻚ ُﺯ ْﺭﺗَـ ِﻨﻲ‬ 2 1
6
ْ ‫ـﻚ ﻓَﭑ ْﻛـﺘ‬
‫ُـﺐ ِﻟﻲ ﺭِ َﺳﺎﻟَ ًﺔ‬ َ ‫ﭑﺳـ ِﺘ َﻄﺎ َﻋـ ِﺘ‬ ُ ‫ َﻭ ِﻋـ ْﻨ َﺪ َﻣﺎ َﻳ ُـﻜ‬.‫ـﻚ‬
ْ ‫ﻮﻥ ِﺑ‬ 5 َ ‫ِﺇﻟَـ ْﻴ‬
َ ‫ﻮﺭﺗ‬
!‫َــﻚ‬ ُ ‫ﺿ َﻊ( ِﻓـﻴ َﻬﺎ‬
َ ‫ﺻ‬ 8
َ ‫ َﻭ‬v.) ‫ﺿ ْﻊ‬
َ ‫َﻭ‬ 7
2) 1I wish you had 2visited me before 3you left, because 4I miss you.When-
ever 5you can, write me 6a letter 7and put 8your photograph in it!
4 3
ِ ‫ـﻚ َﺃ ْﻥ َﻻ ﺗَـ ْﺄ ُﻛـ َﻞ ﻗَـ ْﺒـ َﻞ ٱﻟـ ﱠﺬ َﻫ‬
‫ـﺎﺏ ِﺇﻟَﻰ ٱﻟـﻨﱠـ ْﻮ ِﻡ ِﻷَ ﱠﻧ ُﻪ ﻗَــ ْﺪ‬ 2
َ ‫َﺃﻧ‬
َ ‫ْـﺼ ُﺤ‬ 1
. ِ‫ٱﻟْـ َﻮﺯْﻥ‬7 ‫ﺯِ َﻳﺎ َﺩ ًﺓ ِﻓﻲ‬6 ‫ــﻚ‬

َ َ‫ـﺐ ﻟ‬
3300
ُ ‫ ُﻳ َﺴـ ﱢﺒ‬5
‫‪3) 1I advise you not 2to eat before going 3to sleep because 4it might 5cause‬‬ ‫‪Exercises‬‬
‫‪you 6to gain 7weight.‬‬
‫ـﻴﺢ ﻓَـ ُﺄﺭِ ﻳـ ُﺪ‬ ‫ٰ‬

‫‪5‬‬
‫ﱠﺼ ِﻠ ِ‬‫ﺎﺭ ٌﺓ ﻗ َِـﺪﻳـ َﻤ ٌﺔ ﻟـ ِﻜـﻨﱠ َﻬﺎ َﺩﺍ ِﺋـ ًﻤﺎ ِﻓﻲ ٱﻟـﺘ ْ‬
‫‪4‬‬ ‫‪3‬‬
‫ِﻋـﻨ ِْﺪﻱ َﺳـ ﱠﻴ َ‬
‫‪2‬‬ ‫‪1‬‬
‫ﺎﺭ ٍﺓ ُﺃ ْﺧ َـﺮﻯ َﻭ ٰﻟـ ِﻜـ ِﻨّﻲ ﻟَـ ْﻢ َﺃ ْﺧـﺘَـﺮِ‬

‫‪10‬‬
‫َﺃ ْﻥ َﺃ ِﺑﻴ َﻌ َﻬﺎ َﺃ ْﻭ ُﺃ ْﺑ ِـﺪﻟَ َﻬﺎ ِﺑ َﺴـ ﱠﻴ َ‬
‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬
‫َــﻒ( َﻋﻠَﻰ َﺑــ ْﻴ ِﻊ‬ ‫ــﻒ )‪َ v.‬ﻭﻗ َ‬ ‫ـﻚ َﻳــﺘَـ َﻮ ﱠﻗ ُ‬ ‫ْـﻒ ﺑﻌـ ُﺪ ِﻷَ ﱠﻥ ٰﺫﻟِ َ‬
‫‪15‬‬ ‫‪14‬‬
‫ٱﻟﺼـﻨ َ َ ْ‬
‫‪13‬‬
‫ﱢ‬ ‫‪12‬‬ ‫‪11‬‬
‫ﺎﺭ ِﺗﻲ َﺃ ﱠﻭ ًﻻ‪.‬‬

‫‪16‬‬
‫ﺎﻉ( َﺳـ ﱠﻴ َ‬
‫)‪َ v.‬ﺑ َ‬
‫‪4) 1I have 2an old car but it 3is always being 4repaired.5I want 6to sell it or‬‬
‫‪7‬‬
‫‪exchange it for 8another car 9but I have not 10chosen 11the type 12yet‬‬
‫‪13‬‬
‫‪because that 14depends on 15selling my car 16first.‬‬
‫ـﺢ ِﻟ ﱠ‬
‫ـﻠـﻀـ ْﻴ ِ‬
‫ـﻒ‬ ‫ﺎﺏ َﻋﻦِ ٱﻟْ ُـﻜـ ْﺮ ِﺳ ﱢﻲ َﻭ ْ‬
‫ٱﺳـ َﻤ ْ‬ ‫‪4‬‬ ‫‪3‬‬
‫ُﻗـ ْﻢ )‪ v.‬ﻗَـﺎ َﻡ( َﻳﺎ َﺷ ﱡ‬
‫‪2‬‬ ‫‪1‬‬
‫ﺲ ِﻓﻲ َﻣـ َﻜﺎ ِﻧ َﻚ!‬ ‫ِﺑ َﺄ ْﻥ َﻳ ْﺠـ ِﻠ َ‬ ‫‪6‬‬ ‫‪5‬‬
‫‪5) Oh, young man! 1Stand up (from 2the chair) 3and let 4the guest 5sit‬‬
‫!)‪down 6instead (in 6your place‬‬
‫‪4‬‬
‫ﺎﺭ ِﺓ َﺟـ ﱢﺪﻱ ِﻓﻲ َﻣـﻨْـﺰِ ِﻟ ِﻪ ﻓَـ َﻜ َ‬
‫ـﺎﻥ ﻧَﺎ ِﺋـ ًﻤﺎ ﻓﻲ ُﻏـ ْﺮﻓ َِـﺔ‬ ‫‪3‬‬
‫ـﺖ ِﻟـﺰِ َﻳ َ‬
‫َﺫ َﻫـ ْﺒ ُ‬ ‫‪2‬‬ ‫‪1‬‬
‫‪9‬‬
‫ـﺖ ِﻓﻲ ُﻏـ ْﺮﻓ َِـﺔ ٱﻟْ ُ‬
‫ـﺠـ ُﻠ ِ‬
‫ﻮﺱ َﻣ َﻊ‬ ‫‪8‬‬ ‫ـﺾ ٱﻟْ َﻮ ْﻗ ِ‬ ‫ٱﻟـﻨﱠـ ْﻮ ِﻡ‪ ،‬ﻓ ََﺠـﻠَ ْﺴ ُ‬
‫ـﺖ َﺑ ْﻌ َ‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬
‫ﺎﻫـ َﺪ ِﺗﻲ‬ ‫َﺟـ ﱠﺪ ِﺗﻲ َﺣـﺘﱠﻰ ﻗَـﺎ َﻡ ِﻣ َﻦ ٱﻟـﻨﱠـ ْﻮ ِﻡ‪ .‬ﻓَــ َﻔـﺮِ َﺡ ِﺑـ ُﻤ َ‬
‫ـﺸ َ‬ ‫‪14‬‬ ‫‪13‬‬ ‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬
‫ﺲ ِﺑ ِﺠـ َﻮﺍﺭِ ﻱ‪َ ،‬ﻳـﺘ ََﺤـ ﱠﺪﺙُ َﻋ ْﻦ ُﺳـﻮ ِﺀ َﺣﺎﻟَـ ِﺘ ِﻪ‬

‫‪19‬‬ ‫‪18‬‬
‫َﻭ َﺟـﻠَ َ‬
‫‪17‬‬ ‫‪16‬‬ ‫‪15‬‬
‫ـﻦ ٱﻟْـ َﻤـ ْﻮ ِﺕ‪ .‬ﻓَــ ُﻘــﻠْ ُ‬

‫ـﺖ ﻟَ ُﻪ‪َ :‬ﻻ‬ ‫‪24‬‬
‫ـﺎﻑ ِﻣ َ‬‫ﺎﺭ َﻳﺨَ ُ‬
‫‪23‬‬
‫ﺻ َ‬ ‫ٱﻟﺼ ﱢﺤــ َﻴ ِﺔ‪َ ،‬ﻭ َ‬
‫ﱢ‬
‫‪22‬‬ ‫‪21‬‬ ‫‪20‬‬
‫ــﺪ ٰ‬
‫ٱﻟـﻠّﻪِ َﻭ ْﺣـ َﺪ ُﻩ‪.‬‬
‫‪28‬‬ ‫ﺎﻑ( ﻓَـ ِﺈ ﱠﻥ ٱﻟْ ُﻌـ ْﻤ َـﺮ ِﺑــ َﻴ ِ‬
‫‪27‬‬
‫ــﻒ )‪ v.‬ﺧَ َ‬
‫‪26‬‬ ‫َﺗﺨَ ْ‬ ‫‪25‬‬
‫‪6) I went 1to visit 2my grandfather at his house. He was 3asleep in 4the‬‬
‫‪bedroom, so 5I sat in 8the sitting room for 6,7a while (lit. 6for some‬‬
‫‪7‬‬
‫‪331‬‬
‫‪33‬‬
‫‪time) 9with 10my grandmother until 11he got up (from 12sleep). 13He‬‬
32 was pleased 14to see me 15and sat 16next to me, 17talking about his
18
Verbs with a bad (19state of) 20health. 21He began 22to be afraid of 23dying, so
24
weak middle I said to him: Don’t 25be afraid — the 26lifespan is 27in the hands of
radical God 28alone.
‫ـﻀ َـﺮ ِﺓ‬ 6 5

ُ ‫ﻟَـ ْﻮ ﻟَـ ْﻢ َﻳ ُـﻜـﻦِ ٱﻟْـﻘَـﺎﻧ‬
‫ُﻮﻥ ِﻓﻲ ٱﻟـ ﱡﺪ َﻭﻝِ ) َﺩ ْﻭﻟَـ ٌﺔ( ٱﻟْـ ُﻤـﺘ ََﺤ ﱢ‬ 4 3 2 1
12
ُ ‫ٱﻷَ ْﻣ‬
.‫ـﻦ َﻭٱﻟْ َﻌـ َﺪﺍﻟَ ُﺔ‬ ْ ‫ ﻟَـ َﻤﺎ َﺳﺎ َﺩ‬،‫َـﺮ ًﻣﺎ‬
11 10 9 َ ‫ُﻣ‬
َ ‫ـﻄـ ﱠﺒـ ًﻘﺎ َﻭ ُﻣ ْﺤـﺘ‬ 8 7
7) 1If 4the law in (the) 6civilized 5countries 3were 2not 7applied 8and
respected, then 11safety 12and justice 9would not 10prevail.
ِ ‫َﺎﺏ( ٱﻟ ﱠﺮ ِﺋ‬
‫ـﻴـﺲ‬ َ ‫ ﻏ‬v.) ‫ﺎﺏ‬ ُ ‫َﺎﻙ ِﺇ َﺷﺎ َﻋ ًﺔ ﺗَـ ُﻘ‬
َ ‫ـﻮﻝ ِﺇ ﱠﻥ ِﻏــ َﻴ‬ 4 3ُ ‫ُﻳـﻘ‬
َ ‫َـﺎﻝ ِﺇ ﱠﻥ ُﻫـﻨ‬ 2 1
‫ﺎﺕ َﻣ ْﺠـ ِﻠ ِﺲ ٱﻟْـ ُﻮﺯ ََﺭﺍ ِﺀ ) َﻭﺯِ ﻳـ ٌﺮ( َﺳـ َﺒـ ُﺒ ُﻪ‬
8 7 ‫ﱠ‬
ْ ِ‫ٱﻟﻄﻮِ ﻳـ َﻞ َﻋـﻦ‬
ِ ‫ٱﺟـ ِﺘ َﻤﺎ َﻋ‬ 6 5
14
ُ ‫ َﻭ َﺃ ﱠﻥ َﻣـ ْﻮ َﺗ ُﻪ ﻗَـﺪ ُﻳ َﺴــ ﱢﺒ‬،‫ٱﳋ ِﻄﻴ ُﺮ‬
‫ـﺐ َﺃ ْﺯ َﻣ ًﺔ‬ 13 12 َ ْ ‫ﺿ ُﻪ‬
11
ُ ‫َﻣ َـﺮ‬ 10 9
.‫ﺎﺳ ﱠﻴ ًﺔ ِﻓﻲ ٱﻟْـ ِﺒ َﻼ ِﺩ‬

ِ ‫ِﺳ َﻴ‬ 15
8) 2Rumour has it (lit. 1it is said that there is a 2rumour 3saying) that
the president’s 5long 4absence from the cabinet (lit. 7the Council of
Ministers) 6meetings is 8because of his 10serious 9illness, and that 11his
death 12might 13cause 15a political 14crisis in the country.
‫ ِﺇ َﺟﺎ َﺯ َﺓ‬/ ‫ـﺼ َﺔ‬ 3ِ ‫ﻛـﺎﻥ ﻗَـﺪ ﻧ‬

َ ‫َـﺴ َﻲ ُﺭ ْﺧ‬ 2
َ ‫ـﺎﺭ َﺓ َﻭ‬ َ ‫ٱﻟﺴـ ﱠﻴ‬
‫ َﺳﺎﻕَ ﱠ‬/‫ﻗَـﺎ َﺩ‬ 1
‫ـﺖ ﻓَـ َﺄ ْﻭﻗَـﻔَـ ْﺘ ُﻪ َﺩ ْﻭﺭِ ﱠﻳـ ٌﺔ ِﻣ َﻦ ﱡ‬

.‫ٱﻟﺸـ ْﺮ َﻃ ِﺔ‬
7 6 ِ ‫ٱﻟﺴـ ْﻮ ِﻕ ِﻓﻲ ٱﻟْـ َﺒـ ْﻴ‬
5
‫ﱠ‬ 4
ِ ‫ـﺎﺏ َﺃ ﱠﻧ ُﻪ ﻗَـ ْﺪ ﻧ َِﺴـ َﻴ َﻬﺎ ِﻓﻲ ٱﻟْـ َﺒـ ْﻴ‬

.‫ـﺖ‬ 10
َ ‫ َﺃ َﺟ‬.‫ـﺼ ِﺔ‬
َ ‫َﺴ َﺄ ُﻟﻮ ُﻩ َﻋﻦِ ٱﻟـ ﱡﺮ ْﺧ‬
9
َ ‫ﻓ‬ 8
ِ ‫ َﻋـﺎ َﺩ( ِﺇﻟَﻰ ٱﻟْـ َﺒـ ْﻴ‬IV) ‫ـﺼ ﱢﺪ ُﻗـﻮ ُﻩ َﺣـﺘﱠﻰ َﺃ َﻋـﺎ ُﺩﻭ ُﻩ‬
‫ـﺖ‬ 14
َ ‫ﻓَــﻠَ ْﻢ ُﻳ‬13 12 11
.(‫ـﻦ‬ 17
ِ ْ ‫ﺎﻫـ ُﺪﻭﺍ‬
ٌ ‫ٱﻹ َﺟـﺎ َﺯ َﺓ ِﺑ َﺄ ْﻋـ ُﻴـ ِﻨﻬِ ـ ْﻢ ) َﻋـ ْﻴ‬ َ ‫َﻭ َﺷ‬ 16 15
3322 9) 1He drove the car, but had 2left (lit. 2forgotten) 4the driving 3licence at
home. 7A police 6patrol 5stopped him and 8asked him for his licence.
9
He replied that 10he had left it (lit. 10forgot it) at home, but they 11did Exercises
not 12believe him 13until 14they took (lit. returned) him home 15and
saw 16the licence 17with their own eyes.
ُ ‫ﺻ ِﺪﻳـ ًﻘـﺎ ِﻟﻲ َﻳ ْﺴ ُـﻜ‬

َ ‫ـﻦ ُﻫـﻨ‬
‫َﺎﻙ َﻭﻗَـ ْﺪ‬ 5 4
َ ‫ﺎﻥ ِﻷَﺯ‬
َ ‫ُﻭﺭ‬ َ ‫َﺳﺎﻓَـ ْﺮ ُﺕ ِﺇﻟَﻰ َﻋـ ﱠﻤ‬
3 2 1
ِ‫ﺎﺭ ٍﺓ ِﺇﻟَﻰ َﻣ ِﺪﻳـﻨ َِﺔ ٱﻟْ َﻌـﻘَـ َﺒ ِﺔ َﻋـﻠَﻰ ٱﻟْـ َﺒ ْﺤﺮ‬

9
َ ‫ُﻗـ ْﻤـﻨَﺎ َﻣ ًﻌـﺎ ﺑِـﺰِ َﻳ‬
8 7 6
ِ ِ‫ َﻭ ِﻓﻲ َﻃﺮ‬،‫ﺎﺣ ﱠﻴ ًﺔ‬

‫ﻳـﻘـﻨَﺎ‬ 14 ِ ‫ ﻓَـ َﺄﺧَ ـ ْﺬﻧَﺎ َﺣ ِﺎﻓـﻠَ ًﺔ ِﺳـ َﻴ‬. ِ‫ٱﻷَ ْﺣـ َﻤـﺮ‬
13 12 11 ْ 10
17 ْ ‫َﻣ َـﺮ ْﺭﻧَـﺎ َﻋـﻠَﻰ ٱﻟْـ َﻤ ِـﺪﻳـﻨ َِﺔ‬

َ ‫ٱﻷَ َﺛـﺮِ ﱠﻳ ِـﺔ َﺃﻟْـ َﺒـﺘ‬
‫ ﻓَـﺘ ََﺠ ﱠﻮﻟْـﻨَﺎ‬.‫ْـﺮﺍ َﺀ‬ 16 15
19
ْ ‫ َﺟﺎ َﻝ( ِﻓـﻴ َﻬﺎ َﺃ ْﻛـ َﺜ َـﺮ ِﻣ‬v.)
. ِ‫ـﻦ َﺳﺎ َﻋـﺘَـ ْﻴــﻦ‬ 18
‫ َﻭ َﺑ ْﻌـ َﺪ َﺃ ْﻥ َﺃﻗَـ ْﻤـﻨَﺎ‬.‫ُﺛ ﱠﻢ ﺗَﺎ َﺑ ْﻌـﻨَﺎ َﻃﺮِ ﻳـﻘَـﻨَﺎ ِﺇﻟَﻰ ٱﻟْ َﻌـﻘَـ َﺒ ِﺔ‬
24 23 22 21 20
27
ٍ ‫ِﻟـ ُﻤـ ﱠﺪ ِﺓ ُﺃ ْﺳـ ُﺒ‬
َ ‫ َﻋﺎ َﺩ( ِﺇﻟَﻰ َﻋـ ﱠﻤ‬v.) ‫ﻮﻉ ِﻓﻲ ٱﻟْ َﻌـﻘَـ َﺒ ِﺔ ُﻋـ ْﺪﻧَﺎ‬
‫ﺎﻥ‬ 26 25
َ ‫َﻭ ِﻣ ْﻦ ُﻫـﻨَﺎﻙ ُﻋـ ْﺪ ُﺕ ِﺇﻟَﻰ َﺑـ ْﻴـ ُﺮ‬

.‫ﻭﺕ‬ 29 28
10) 1I travelled to Amman 2to visit 3a friend 4of mine who 5lives there, and
7
together 6we went 8to visit the city of Aqaba on the 10Red 9Sea. 11We
took 13a tour (13tourism) 12bus and on 14our way 15we passed by the
16
ancient city of Petra, so 17we wandered around it (trekked through
it) for 18more than 19two hours.
20
Then 21we continued 22our way to Aqaba. 23After 24we had stayed
for 26a week (lit. for one week’s 25time) in Aqaba, 27we went back to
Amman, 28and from there 29I returned to Beirut.
1) The law is applied and respected in the country.

333
33
2) I wish you had visited my grandfather before his serious illness.
32 3) I have an old chair that I want to sell (it) to a friend of mine who lives
Verbs with a in Amman.
weak middle 4) The young man left (forgot) his driving licence, letter and (his) photo-
radical graph on the bus.
5) Write to me whenever you can, because I miss you.
6) (‫ﻥ‬
‫ ) ِﺇ ﱠ‬The death of the President might cause a political crisis in the
country.
7) I travelled by a tour bus with a friend, who sat beside me talking about
his bad state of health.
8) The stewardess helped my grandfather when he left the airplane.
9) The young man let the guest sit on a chair in the sitting room.
3344
Chapter 33
Verbs with a weak final radical,

doubly weak verbs and weak
verbs with hamzah
33.1
Verbs with a weak final radical ‫ ﻭ‬/w/ or ‫ ﻱ‬/y/ are called defective verbs
‫ﺺ‬ ِ ‫ َﺃﻟْ ِﻔ ْﻌ ُﻞ ٱﻟﻨ‬. The final weak radical appears as ᵓalif ‫ ﺍ‬/ā/ or ᵓalif maqs.ū-
ُ ‫ﱠﺎﻗ‬
rah ‫ ﻯ‬/ā/ in the basic verb form (perfect, third person masc. sing.) upon
combining with the personal ending. The defective verbs fall into the fol-
lowing categories according to their vocalization:
33.2
If the final radical is ‫ ﻭ‬/w/, then the basic form (perfect, third person masc.
sing.) ends in ᵓalif ‫ــــَـﺎ‬ /..ā/ (contraction of ..a-w-a), and the imperfect
(in most persons) ends in ‫ ـــُــﻮ‬/..ū/ (contraction of ..u-w-u), e.g.:
Perfect (3. masc. sing.) Imperfect (3. masc. sing.)
‫َﺩ َﻋـﺎ‬ (for: ‫ﻋـ َﻮ‬

َ ‫) َﺩ‬ ‫َﻳ ْﺪ ُﻋﻮ‬ (for: ‫ﻋـ ُﻮ‬
َ ‫) َﻳ ْﺪ‬
daҁā, to invite (daҁawa) yadҁū (yadҁawu)
‫ﻏَـﺰَﺍ‬ (for: ‫)ﻏَـ َﺰ َﻭ‬ ‫َﻳ ْﻐﺰُﻭ‬ (for: ‫) َﻳﻐْـ َﺰ ُﻭ‬ 335
g.azā, to raid (g.azawa) yag.zū yag.zawu

33 33.3
Verbs with
a weak final If the final radical is ‫ ﻱ‬/y/ and the middle radical has the vowel kasrah
radical
‫ـــ ِــــ‬ /i/, then the basic form ends quite regularly in َ ‫ـ ِـ‬
‫ــﻲ‬ /..iya/,
but the imperfect ends in ᵓalif maqs.ūrah ‫ــــَـﻰ‬ /..ā/ (contraction

of ..a-y-u):
‫ﻟَ ِـﻘ َﻲ‬ ‫َﻳﻠْﻘَﻰ‬ ُ ‫) َﻳﻠْـﻘ‬

(for: ‫َﻲ‬
laqiya, to meet yalqā (yalqayu)
‫ﻧ َِﺴ َﻲ‬ ‫َﻳـﻨ َْﺴﻰ‬ (for:‫ﻲ‬

ُ ‫) َﻳـﻨ َْﺴ‬
nasiya, to forget yansā (yansayu)
33.4
If the final radical is ‫ ﻱ‬/y/ and the middle radical has the vowel fath.ah
‫ــــَـــ‬ /a/, then the basic form ends in ᵓalif maqs.ūrah ‫ــﻰ‬
َ /..ā/
(contraction of ..a-y-a), and the imperfect ends in ‫ ـ ِـﻲ‬/..-ı / (contraction

of ..i-y-u):
‫َﻀﻰ‬
َ ‫ﻗ‬ (for: ‫ﻲ‬
َ ‫َـﻀ‬
َ ‫)ﻗ‬ ِ ‫َﻳـ ْﻘ‬
‫ـﻀﻲ‬
qad.ā, to judge (qad.aya) yaqd.-ı
‫َﺭ َﻣﻰ‬ (for: ‫ﻣﻲ‬

َ ‫) َﺭ‬ ‫َﻳ ْﺮ ِﻣﻲ‬
3366
ramā, to throw (ramaya) yarmı-
33.5 Doubly weak
verbs
A very small number of verbs of the type mentioned in section 33.4 have ᵓalif
maqs.ūrah ‫ ــﻰ‬/..ā/ (contraction of ..a-y-u) also in the imperfect tense, e.g.:

َ
‫َﺳ َﻌﻰ‬ (for: ‫ﻲ‬

َ ‫) َﺳ َﻌ‬ ‫َﻳ ْﺴ َﻌﻰ‬ (for: ‫ﻲ‬
ُ ‫) َﻳ ْﺴ َﻌ‬
saҁā, to strive (saҁaya) yasҁā (yasҁayu)
‫َﻧ َﻬﻰ‬ (for: ‫ﻲ‬

َ ‫) َﻧ َﻬ‬ ‫َﻳ ْﻨ َﻬﻰ‬ ُ ‫) َﻳ ْﻨ َﻬ‬
(for: ‫ﻲ‬
nahā, to forbid (nahaya) yanhā (yanhayu)
33.6
All verb forms I–X of roots with final weak radical ‫ ـــــﻮ‬/w/ or ‫ ـــﻲ‬/y/ omit
this final radical in the jussive and imperative, e.g.:
Perfect Imperf. ind. Imperf. juss. Imperative
‫َﺭ َﻣﻰ‬ ‫َﻳ ْﺮ ِﻣﻲ‬ ‫َﻳ ْﺮ ِﻡ‬ !‫ِﺇ ْﺭ ِﻡ‬
ramā, to throw yarmı- yarmi ᵓirmi!
‫َﺭ َﺟﺎ‬ ‫َﻳ ْﺮ ُﺟﻮ‬ ‫َﻳ ْﺮ ُﺝ‬ ُ ‫ُﺃ ْﺭ‬

!‫ﺝ‬
rağā, to hope yarğū yarğu ᵓurğu!
‫َﻀﻰ‬
َ ‫( ِﺇ ْﺭﺗ‬VIII) ‫َﻳ ْﺮﺗ َِﻀﻲ‬ ‫َﺾ‬
ِ ‫َﻳ ْﺮﺗ‬ !‫َﺾ‬
ِ ‫ِﺇ ْﺭﺗ‬
33
337
ᵓirtad.ā, to be satisfied yartad.-ı yartad.i ᵓirtad.i!
33 33.7
Verbs with
a weak final The passive of all verbs with a final weak radical ‫ ـــﻮ‬/..w/ or ‫ ــــﻲ‬/..y/ is
radical conjugated according to the same pattern as the strong verbs:
Active Passive Passive

Perfect Perfect Imperfect
Ind. Subj. Juss.
‫َﺩ َﻋﺎ‬ ‫ُﺩ ِﻋ َﻲ‬ ‫ُﻳ ْﺪ َﻉ‬ ‫ُﻳ ْﺪ َﻋﻰ‬ ‫ُﻳ ْﺪ َﻉ‬
daҁā, to invite duҁiya yudҁā yudҁā yudҁa
‫ﻟَ ِﻘ َﻲ‬ ‫ُﻟ ِﻘ َﻲ‬ ‫ُﻳﻠْﻘَﻰ‬ ‫ُﻳﻠْﻘَﻰ‬ َ‫ُﻳﻠْﻖ‬

laqiya, to meet luqiya yulqā yulqā yulqa
‫َﺭ َﻣﻰ‬ ‫ُﺭ ِﻣ َﻲ‬ ‫ُﻳ ْﺮ َﻣﻰ‬ ‫ُﻳ ْﺮ َﻣﻰ‬ ‫ُﻳ ْﺮ َﻡ‬
ramā, to throw rumiya yurmā yurmā yurma
‫َﺳ َﻌﻰ‬ ‫ُﺳ ِﻌ َﻲ‬ ‫ُﻳ ْﺴ َﻌﻰ‬ ‫ُﻳ ْﺴ َﻌﻰ‬ ‫ُﻳ ْﺴ َﻊ‬
saҁā, to strive suҁiya yusҁā yusҁā yusҁa
33.8
The conjugation of the derived verb forms II–X of verbs with a weak final
radical ‫ ـــﻭ‬/..w/ or ‫ ــــﻲ‬/..y/ is declined in the same way as the derived

verb forms of strong verbs. There is an exception with some verbal nouns
where the final weak radical after the ᵓalif is changed to hamzah, e.g. ‫ِﻟـﻘَـﺎ ٌﺀ‬
ٌ ‫ ِﻟﻘ‬iqāyun) from the root ‫ ﻟﻘﻲ‬lqy, ‘to meet’.

liqāᵓun, ‘meeting’ (for: ‫َﺎﻱ‬
3388
See tables A2.12–A2.14 in Appendix 2 for the patterns of verbs with weak
final radical ‫ ـــﻮ‬/..w/ or ‫ ــــﻲ‬/..y/ and their conjugations.
33.9 Doubly weak
verbs
The declension of the active participle of verbs with a weak final radical ‫ـــﻮ‬
/..w/ or ‫ ــــﻲ‬/..y/ is illustrated below with the help of the active participle
‫َﺎﺽ‬
ٍ ‫ ﻗ‬qād.in,‘ judge’, from the verb ‫َﻀﻰ‬
َ ‫ ﻗ‬qad.ā, ‘to judge’. It should be noted
that the active participle has only two case endings in the masculine singular:
/..in/ for both the nominative and genitive and /..an/ for the accusative:
Masc. indef. Masc. def. Fem. indef.

Singular
Nom. ‫َﺎﺽ‬ ِ ‫)ﻗ‬

ٍ ‫( ﻗ‬for: ‫َﺎﺿ ٌﻲ‬ ِ ‫( َﺃﻟْﻘ‬for: ‫َﺎﺿ ُﻲ‬
‫َﺎﺿـﻲ‬ ِ ‫َﺎﺿـ َﻴ ٌﺔ ) َﺃﻟْﻘ‬
ِ ‫ﻗ‬
qād.in (qād.iyun) ᵓal-qād.-ı (ᵓal-qād.iyu) qād.iyatun
Gen. ‫َﺎﺽ‬ ِ ‫)ﻗ‬

ٍ ‫( ﻗ‬for: ‫َﺎﺿﻲ‬ ٍ ‫َﺎﺿـﻲ‬ ِ ‫َﺎﺿـ َﻴﺔٍ ) َﺃﻟْﻘ‬
ِ ‫( َﺃﻟْﻘ‬for: ‫َﺎﺿ ِﻲ‬ ِ ‫ﻗ‬
qād.in (qād.iyin) ᵓal-qād.-ı (ᵓal-qād.iyi) qād.iyatin
ِ ‫ﻗ‬
Acc. ‫َﺎﺿ ًﻴﺎ‬ ِ ‫َﺃﻟْﻘ‬
‫َﺎﺿ َﻲ‬ ‫َﺎﺿـ َﻴ ًﺔ‬
ِ ‫ﻗ‬
qād.iyan ᵓal-qād.iya qād.iyatan
Dual
Nom. ِ ‫ﻗ‬
ِ‫َﺎﺿـ َﻴـﺘَـﺎﻥ‬ ِ ‫َﺃﻟْﻘ‬
ِ‫َﺎﺿـ َﻴﺎﻥ‬ ِ ‫ﻗ‬
ِ‫َﺎﺿ َﻴﺎﻥ‬
qād.iyāni ᵓal-qād.iyāni qād.iyatāni
Acc. ِ ‫ﻗ‬
ِ‫َﺎﺿ َﻴــﻴـْــﻦ‬ ِ ‫َﺃﻟْﻘ‬
ِ‫َﺎﺿـ َﻴــ ْﻴـﻦ‬ ِ ‫ﻗ‬
ِ‫َﺎﺿـ َﻴــﺘَــ ْﻴـﻦ‬
33
339
& gen. qād.iyayni ᵓal-qād.iyayni qād.iyatayni
33
Verbs with Plural
a weak final
radical
Nom. ‫ﻮﻥ‬ ُ ‫ﻗ‬
َ ‫َﺎﺿ‬ ‫ﻮﻥ‬ ُ ‫َﺃﻟْﻘ‬
َ ‫َﺎﺿ‬ ‫ﺎﺕ‬ ِ ‫ﻗ‬
ٌ ‫َﺎﺿ َﻴ‬
qād.ūna ᵓal-qād.ūna qād.iyātun
Acc. ‫ﲔ‬ ِ ‫ﻗ‬

َ ‫َﺎﺿ‬ ‫ﲔ‬ ِ ‫َﺃﻟْﻘ‬
َ ‫َﺎﺿ‬ ‫ﺎﺕ‬ ِ ‫ﻗ‬
ٍ ‫َﺎﺿ َﻴ‬
& gen. qād.-ı na ᵓal-qād.-ı na qād.iyātin
Note: A common plur. for both masc. and fem. is the broken (internal) plural َ ‫ُﻗ‬
‫ﻀﺎ ٌﺓ‬
qud.ātun.
33.10 Doubly weak verbs
Some of the most common verbs have two weak radicals ‫ ﻭ‬/w/ and ‫ ﻱ‬/y/.
ُ ‫ َﺃﻟـﻠﱠـﻔـ ِـ‬ᵓal-lafı-fu. The following are the most
They are called in Arabic ‫ﻴﻒ‬
common types:
a) Verbs with ‫ ﻭ‬/w/ or ‫ ﻱ‬/y/ as initial and final radical. These verbs obey
both the rules for verbs with initial weak radical as well as the rules for
verbs with a weak final radical:

Ind. Subj. Juss. Singular Plural
Masc. Fem. Masc. Fem.
‫َﻭﻗَﻰ‬ ‫َﻳ ِـﻘﻲ‬ ‫َﻳ ِـﻘ َﻲ‬ ‫َﻳ ِـﻖ‬ ‫ِﻕ‬ ‫ِﻗﻲ‬ ‫ُﻗـﻮﺍ‬ َ ‫ِﻗ‬
‫ﲔ‬
waqā yaqı- yaqiya yaqi qi! qı-! qū! qı-na!

3400 to protect, prevent
The active participle is ‫ َﻭ ٍﺍﻕ‬wāqin, ‘protector, preservative, condom’ and Doubly weak
verbs
is declined like ٍ ‫ ﻗ‬qād.in, ‘judge’. The verbal noun (mas.dar) is ‫ﻭِ ﻗَﺎ ٌﺀ‬
‫َﺎﺽ‬
wiqāᵓun or ‫ﻭِ ﻗَﺎ َﻳ ٌﺔ‬ wiqāyatun, ‘protection, prevention’. The common
Koranic expression of the verb form VIII is ‫ ِﺇﺗﱠــﻘَﻰ‬ᵓittaqā, ‘to fear God’,
(for: ‫ ِﺇ ْﻭﺗَـﻘَﻰ‬ᵓiwtaqā). The verbal noun (mas.dar) of form VIII of this verb
is ‫ ِﺇﺗﱢـﻘَﺎ ٌﺀ‬ᵓittiqāᵓun, and ‫ ﺗ َِﻘ ﱠﻴ ٌﺔ‬taqiyyatun or taqiyyah, which is a commonly-
used Islamic term, is a derived noun from the verb form VIII, meaning
fear, caution of God, etc. This word forms an important part of
Islamic philosophy whereby believers can deny their faith or commit oth-
erwise illegal or blasphemous acts if they are at risk of persecution. It is a
doctrine of certain Islamic sects that permits believers to conceal their
faith to protect themselves.
b) Verbs with wāw ‫ ـــﻮ‬/..w/ and yāᵓ ‫ ـــﻲ‬/..y/ as second and third radical,
respectively, are conjugated in the same way as verbs with a final weak
radical. The middle weak radical ‫ ـــﻮ‬/..w../ or yāᵓ ‫ ـــﻴـ‬/..y../ is fully pro-
nounced, e.g.:
Perfect Imperfect
‫ َﺷ َﻮﻯ‬šawā, to grill, barbecue (for: ‫ َﺷ َﻮ َﻱ‬šawaya) ‫ َﻳ ْﺸﻮِ ﻱ‬yašwı-
(Conjugated like v. ‫ َﺭ َﻣﻰ‬ramā, to throw ‫ َﻳ ْﺮ ِﻣﻲ‬yarmı-)
‫ ﻗَﻮِ َﻱ‬qawiya, to be strong ‫ َﻳ ْﻘ َﻮﻯ‬yaqwā
َ ‫ ﻧ َِﺴ‬nasiya, to forget
(Conjugated like v. ‫ﻲ‬ ‫ َﻳﻨ َْﺴﻰ‬yansā) 34
341
33 33.11 Weak verbs with hamzah
Verbs with
a weak final Verbs with a weak middle radical ‫ ﻭ‬/..w../ or ‫ ــــﻴـ‬/..y../ and final hamzah
radical are very common:
Perfect Imperfect
‫ َﺟـﺎ َﺀ‬ğāᵓa, to come (for: ‫ َﺟـ َﻴ َﺄ‬ğayaᵓa) ‫ َﻳ ِﺠﻲ ُﺀ‬yağı-ᵓu
‫ َﺷﺎ َﺀ‬šāᵓa, to wish (for: ‫ َﺷ َﻲ َﺀ‬šayaᵓa) ‫ َﻳ َﺸﺎ ُﺀ‬yašāᵓu
‫ َﺳﺎ َﺀ‬sāᵓa, to be bad (for: ‫ َﺳ َﻮ َﺃ‬sawaᵓa) ‫ َﻳ ُﺴﻮ ُﺀ‬yasūᵓu
33.12
Verbs with a middle hamzah and final ᵓalif-maqs.ūrah ‫( ﻯ‬in the basic form)
are rare, but include the common verb ‫ َﺭ َﺃﻯ‬raᵓā, ‘to see’. In the perfect it is
conjugated like verbs with final ᵓalif maqs.ūrah ‫ـﻰ‬, but in the imperfect the
middle hamzah .. ‫ َﺃ‬.. /..ᵓa../ is exceptionally omitted:
Perfect Imperfect
‫ َﺭ َﺃﻯ‬raᵓā, to see (for: ‫ َﺭ َﺃ َﻱ‬raᵓaya) ‫ َﻳ َـﺮﻯ‬yarā (for: ‫) َﻳـ ْﺮ َﺃﻯ‬
(conjugated like the verb ‫ َﺭ َﻣﻰ‬ramā, to throw)
Note: The middle hamzah is omitted also in form IV: ‫ َﺃ َﺭﻯ‬ᵓarā, ‘he showed’,
which in the imperfect is ‫ ُﻳـﺮِ ﻱ‬yurı-. (See table A2.16 in Appendix 2.)
3422
Exercises Exercises
‫ﻀﺎ ِﺋ َﻊ‬
َ ‫ـﻮﻥ َﺑ‬
4
َ ‫ﻻ ِء ٱﻟـﺘﱡﺠﱠـﺎﺭُ )ﺗَﺎﺟِـﺮٌ( ﻳَـﺸْـﺘَـﺮُﻭﻥَ ﻭَﻳَـﺒِـﻴ ُﻌ‬
3 2
َ ‫ﻫٰـ ُﺆ‬ 1
.‫ـﻮﻕ‬ ‫ﻀﺎ َﻋ ٌﺔ( ُﻣ َﻬــ ﱠﺮ َﺑ ًﺔ ِﻓﻲ ﱡ‬

ِ ‫ٱﻟﺴ‬ 6
َ ‫) ِﺑ‬
5
1) These 1traders (merchants) are 2buying 3and selling 5smuggled 4goods

in 6the market.
‫ـﺸﻰ ِﻓﻲ‬ 5
ٍ ‫ـﻀـ ْﻴـﻨَﺎ َﺣـﻮﺍﻟَ ْﻲ َﺃ ْﺭ َﺑ ِﻊ َﺳﺎ َﻋ‬
‫ـﺎﺕ ﻧَـﺘَـ َﻤ ﱠ‬ 4
َ ‫َﺑ ْﻌـ َﺪ َﺃ ْﻥ َﺃ ْﻣ‬
3 2 1
َ ‫ﻴـﻞ( ﺇﻟَﻰ ٱﻟْـ َﻌ‬

‫ــﺸﺎ ِﺀ ِﻓﻲ‬ 10 ٌ ‫ٱﻟْﻐَـﺎ َﺑ ِﺔ َﺩ َﻋﺎﻧَﺎ َﺃ َﺣ ُﺪ ُﺯ َﻣ َﻼ ِﺋـﻨَﺎ )ﺯ َِﻣ‬
9 8 7 6
.‫َﻣـﻨْـﺰِ ِﻟ ِﻪ‬
2) 1After 2we spent 3around 4four hours 5walking (strolling) in 6the forest,
8
one of 9our colleagues 7invited us to 10dinner at his home.
3
ُ ‫ َﺃﺗَـ ْﻴ‬،‫ٱﻟﺸـﺎﺭِ ِﻉ؟ َﻻ‬
. ِ‫ـﺖ ِﻣ َﻦ ٱﻟـ ﱡﺪ ﱠﻛﺎﻥ‬ ِ ‫َﻫـ ْﻞ َﺃﺗَـ ْﻴ‬
‫ـﺖ ِﻣ َﻦ ﱠ‬ 2 1
3) Did 1you come (in) from 2the street? No, I came from 3the shop.
ِ ‫ﻟَـ ْﻢ َﺃ َﺭ ِﻓﻲ ُﻋـ ْﻤـﺮِ ﻱ َﺃ ْﺟـ َﻤـ َﻞ ِﻣ ْﻦ ٰﻫـ ِﺬ ِﻩ ٱﻟْـﻔَـﺘ‬

.‫َـﺎﺓ‬ 5 4 3 2 1
4) I have 1never in 3my life 2seen 4a more beautiful 5young girl than this.
ٰ ‫ٱﻵ ِﺗﻲ " ﺇ ْﻥ َﺷﺎﺀ‬

.ُ‫ٱﻟـﻠّﻪ‬ ْ ‫ـﻮﻉ‬ ُ ْ ‫ﻧَـﻠْـﺘ َِـﻘﻲ ِﻓﻲ‬
َ ِ 5
ِ ‫ٱﻷ ْﺳـ ُﺒ‬
4 3 2 1
5) 1We will meet 3next 2week, God 5willing (lit. 4if God 5wills).
34
343
‫‪33‬‬ ‫‪4‬‬ ‫‪3‬‬
‫ُﺣ ِـﻜ َﻲ َﺃ ﱠﻥ ُﻣ َﻌـﻠﱢ َﻢ ٱﻟـ ﱢﺮ َﻳ َ‬
‫ﺎﺿ ِﺔ ِﻓﻲ َﻣـ ْﺪ َﺭ َﺳ ِﺔ ﻗَـ ْﺮ َﻳـ ِﺘﻲ‪َ ،‬ﻭ ُﻳـ ْﺪ َﻋﻰ‬ ‫‪2‬‬ ‫‪1‬‬
‫‪Verbs with‬‬
‫)ﺣ َﻜ ٌﻢ( ِﻓﻲ‬ ‫ـﺤـ ﱠﻜ ِ‬
‫ـﺎﻡ َ‬ ‫ـﻮﻥ َﺃ َﺣـ َﺪ ٱﻟْ ُ‬
‫َﻋـﻠِﻴًّﺎ‪ ،‬ﻗَـ ْﺪ ُﻳ ْﺴـﺘَـ ْﺪ َﻋﻰ ِﻟـ َﻴ ُـﻜ َ‬
‫‪a weak final‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬
‫‪radical‬‬
‫ﺎﺭ َﻋ ِـﺔ ٱﻟﱠـ ِﺘﻲ‬

‫ﺼ َ‬ ‫‪11‬‬ ‫ﺎﺭﺍﺓٌ( ْ‬
‫ٱﻷَﻧ ِْـﺪ َﻳ ِﺔ )ﻧ ٍَﺎﺩ( ِﻟـﻠْ ُﻤ َ‬ ‫ﺎﺭ َﻳ ِ‬
‫ﺎﺕ ) ُﻣ َﺒ َ‬ ‫‪10‬‬
‫ُﻣـ َﺒ َ‬ ‫‪9‬‬
‫َﺳـﺘُـﻘَـﺎ ُﻡ )ﻗَـﺎ َﻡ( ِﻓﻲ ٱﻟْ َﻌ ِ‬

‫ـﺎﺻ َﻤ ِﺔ‪.‬‬ ‫‪12‬‬
‫‪6) 1It was said that 2the sports teacher at 3my village school, 4who is‬‬
‫‪called Alı-, 5may 6be invited to be 7one of 8the judges at the 11wrestling‬‬
‫‪9‬‬
‫‪matches that are 12taking place in 10clubs in the capital.‬‬
‫ٱﻟـﺸﺎﺭِ ِﻉ‬ ‫‪5‬‬

‫ِﺇ ْﺳـﺘَـ ْﺄ ُﺕ ِﺟـ ًّﺪﺍ ٱﻟْـ َﻴﻮ َﻡ ِﻋـﻨْـ َﺪ َﻣﺎ ٱﻟْـﺘَـﻘَـ ْﻴ ُ‬
‫ـﺖ ﻓ َْﺠـ َﺄ ًﺓ ِﻓﻲ ﱠ‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫َﺎﺟـ َﺄ ِﻧﻲ‬ ‫ﺼ ِﺪ ٍﻳﻖ ﻟَـﻢ َﺃ َﺭ ُﻩ )‪َ v.‬ﺭ َﺃﻯ( ُﻣـﻨْـ ُﺬ َﺯ َﻣ ٍﻦ َﻃﻮِ ٍ‬

‫ﻳـﻞ‪ ،‬ﻓ َ‬ ‫‪11‬‬ ‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬
‫ِﺑ َ‬ ‫‪7‬‬ ‫‪6‬‬
‫ﺟـ ِﺘﻲ‪.‬‬
‫َﺯ ْﻭ َ‬‫ـﻦ ِﺻ ﱠﺤ ِـﺔ ِﺇ َﺷﺎ َﻋـﺔٍ ﺗَـ ْﺮﻭِ ﻱ َﺃﻧﱢﻲ َﻃـﻠﱠـ ْﻘ ُ‬
‫ـﺖ‬ ‫‪16‬‬ ‫‪15‬‬
‫ِﺑ ُﺴـﺆ ٍَﺍﻝ َﻋ ْ‬
‫‪14‬‬ ‫‪13‬‬ ‫‪12‬‬
‫ــﺖ ﻟَ ُﻪ ِﺇ ﱠﻧ َﻬـﺎ ﻓَـﻘ ْ‬

‫َـﻂ‬ ‫‪20‬‬ ‫‪19‬‬ ‫ـﺖ )‪ v.‬ﻧَـﻔَﻰ( ٰﺫﻟِ َ‬
‫ـﻚ َﻃـ ْﺒـ ًﻌﺎ َﻭ ُﻗـﻠْ ُ‬ ‫ﻧَـﻔَـ ْﻴ ُ‬
‫‪18‬‬ ‫‪17‬‬
‫ـﺎﺫ َﺑ ٌﺔ‪.‬‬
‫ِﺇ َﺷﺎ َﻋـ ٌﺔ َﻛ ِ‬
‫‪22‬‬ ‫‪21‬‬
‫‪7) Today I was very much 1offended, 2when I 4suddenly 3met a friend in‬‬
‫‪5‬‬
‫‪the street whom I have 6not 7seen 8for a 10long 9time. 11He surprised‬‬
‫‪me when he 12asked about 13the truth of 14a rumour that 15says that 16‬‬
‫‪I have divorced my wife. 18Of course 17I denied it and told him 19that it‬‬
‫‪is 20only a 22false 21rumour.‬‬
‫ﺎﺿ َﺮ ِﺓ ٱﻟﱠـ ِﺘﻲ‬ ‫ْـﺲ َﺃ ْﻥ ﺗَـ ْﺄ ِﺗ َﻲ ٱﻟْـ َﻴـ ْﻮ َﻡ ِﻟ َﺴـ َﻤ ِ‬

‫ﺎﻉ ٱﻟْـ ُﻤ َﺤ َ‬ ‫‪4‬‬ ‫‪3‬‬
‫َﻻ ﺗَـﻨ َ‬ ‫‪2‬‬ ‫‪1‬‬
‫ـﻒ‬ ‫ـﻴـﻦ ) َﻻ ِﺟﻲ ٌﺀ(‪ِ .‬‬

‫ﺁﺳ ٌ‬ ‫‪9‬‬ ‫َﻀ ﱠﻴ ِﺔ ﱠ‬
‫ٱﻟﻼ ِﺟـ ِﺌ َ‬ ‫َﺳـ ُﻴـﻠْ ِـﻘـﻴ َﻬﺎ َﺑ ِ‬
‫ﺎﺣـﺚٌ ِﻓﻲ ﻗ ِ‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬
‫ﺲ( ﺁ ِﺗـ ًﻴـﺎ ِﻷَﻧﱢﻲ َﻋــﻠَﻰ َﻣـ ْﻮ ِﻋ ٍـﺪ ِﻟ ِ‬

‫ـﺸ َـﺮﺍ ِﺀ‬ ‫‪13‬‬ ‫‪12‬‬
‫ِﺟـ ًّﺪﺍ َﺃﻧَﺎ ﻟَ ْﺴ ُ‬
‫ـﺖ )‪ v.‬ﻟَ ْﻴ َ‬ ‫‪11‬‬ ‫‪10‬‬
‫ِﺷـ ﱠﻘـﺔٍ َﺟ ِـﺪﻳـ َﺪ ٍﺓ‪.‬‬ ‫‪14‬‬

‫‪3444‬‬
8) Do not 1forget 2to come today 3to hear 4the lecture which 5will be Exercises
delivered by 6a researcher on the 8refugee 7issue. 9I am very sorry 10
I am not 11coming because I have 12an appointment 13to buy a new
14
flat (apartment).
ٌ ‫ـﺠـ ﱡﻮ َﺟ ِـﻤ‬
‫ﻴﻞ‬ ِ ‫َﻋـ ْﻔـ ًﻮﺍ َﻻ ُﺃﺭِ ﻳـ ُﺪ َﺃ ْﻥ َﺃ ْﺑـﻘَﻰ ِﻓﻲ ٱﻟـ ﱠﺪ‬
َ ْ‫ﺍﺧﻞِ َﻭٱﻟ‬
5 4 3 2 1
ِ ‫ـﺲ ٱﻟْـ َﻮ ْﻗ‬

‫ـﺖ‬ ِ ‫ـﻮﻕ َﻭ ِﻓﻲ ﻧَـ ْﻔ‬
10 9
ِ ‫ٱﻟﺴ‬ ‫ َﺗ َﻌـﺎ َﻝ ﻧَـﺘَـ َﻤ ﱠﺸﻰ ِﻓﻲ ﱡ‬.‫ﺎﻑ‬
8
ٍ ‫ﺻ‬ َ ‫َﻭ‬
7 6
ْ ‫ﺻﺘْـ ِﻨﻲ َﻋـﻠَـ ْﻴ َﻬﺎ ُﺃ‬

.‫ﺧـ ِﺘﻲ‬ 14
َ ‫َﺃ ْﺷـﺘَـﺮِ ﻱ َﻫ ِـﺪ ﱠﻳ ًﺔ َﺃ ْﻭ‬
13 12 11
9) 1Sorry, I do not 2want 3to stay 4indoors (inside) in this nice 6clear
5
weather. 7Come and 8walk in the market and at 9the same 10time 11
I will buy 12a gift which 14my sister 13has asked me for.
ِ‫ﺻ ِﺪﻳـﻖٌ ( َﻋـﻠَﻰ ِﻓـﻨ َْﺠﺎﻥ‬

َ ) ‫ﺻ ِـﺪﻗَﺎ ِﺀ‬ ْ ‫ـﺾ‬
ْ َ‫ٱﻷ‬ َ ‫َﺩ َﻋـ ْﻮ ُﺕ ٱﻟْـ َﺒﺎﺭِ َﺣـ َﺔ َﺑ ْﻌ‬
3 2 1
‫ـﺤ ﱢ‬ ٰ ِ ‫َﻗ ْﻬـ َﻮ ٍﺓ ِﻓﻲ َﺃ َﺣ ِـﺪ ٱﻟْـ َﻤـﻘ‬

‫ـﻆ‬ َ ْ‫ـﺴﻮ ِﺀ ٱﻟ‬
6
ُ ‫ ﻭﻟ ِﻜـﻨﱢﻲ ِﻟ‬،(‫َـﺎﻫ َﻲ ) َﻣـ ْﻘ ًﻬﻰ‬
5 5 4
‫ ﻓَـ َﺪ َﻓ َﻊ َﺃ َﺣ ُﺪ ُﻫـ ُﻢ‬،‫ـﺖ‬

9 ِ ‫ـﻮﺩﻱ ِﻓﻲ ٱﻟْـ َﺒـ ْﻴ‬ ُ ‫ﻧ َِﺴ‬
ِ ‫ـﻴـﺖ ﻧُـ ُﻘ‬ 8 7
‫ﺻ ِﻐـﻴـ ًﺮﺍ ِﻷَ ْﺷﺘَﺮِ َﻱ‬

14 13 َ ‫ َﻛـ َﻤﺎ َﺃ ْﻋ‬.‫ﺎﺏ‬
َ ‫ـﻄﺎ ِﻧﻲ َﻣـ ْﺒـﻠَﻐًﺎ‬ 12 11
َ ‫ـﺴ‬ ِ ْ‫ٱﻟ‬
َ ‫ـﺤ‬ 10
.‫ـﺖ‬ 16 ْ ‫ـﺾ‬
ُ ‫ٱﻷَ ْﺷـ َﻴﺎ ِﺀ ) َﺷ ْﻲ ٌﺀ( ٱﻟﱠـ ِﺘﻲ َﺃ ْﺣـﺘ‬
ِ ‫َﺎﺟ َﻬﺎ ِﻓﻲ ٱﻟْـ َﺒـ ْﻴ‬ َ ‫َﺑ َﻌ‬ 15
10) 2Yesterday 1I invited some 3friends for a cup of coffee in 4a 5cafe (lit: in
4
one of the coffee shops), but 5unfortunately (lit. 5bad 6luck, fortune)
7
I left (lit. 7I forgot) 8my money at home, so one of them 9paid 10the
bill. He 11also 12gave me a small 13sum 14to buy some 15things which
16
I need at home.
ِ َ ‫ َﺩﻧَﺎ ِﻓﻲ ٱﻟْـ َﻤ ْﺄ‬،‫ــﺶ‬

‫ﰎ ِﻣ َﻦ‬ 7 6
َ ْ‫ـﻂ ُﺫﻭ ُﺭﺗْـ َﺒﺔٍ َﻋﺎ ِﻟـ َﻴﺔٍ ِﻓﻲ ٱﻟ‬
ِ ‫ـﺠــ ْﻴ‬ 5 4 ٌ ‫ﺿﺎ ِﺑ‬
3
َ 2 1
‫ﲢـ ﱠﻴـ ًﺔ َﻋ ْﺴـ َﻜـﺮِ ﱠﻳ ًﺔ‬

13 ِ َ ‫ ﻓ ََﺤـ ﱠﻴـﺎ ُﻩ‬،‫ـﻴـﺪ‬
12 11 ِ ِ‫ٱﻟـﺸﻬ‬
‫ﱠ‬ ‫ـﺠـﻨ ِْـﺪ ﱢﻱ‬
10
ُ ْ‫ُﺟـ ْﺜ َﻤﺎﻥِ ٱﻟ‬ 9 8
َ ‫َﻭ َﺣـﻨَﻰ َﺭ ْﺃ‬

.‫ﺳـ ُﻪ ﻟَ ُﻪ‬ 15 14
34
345
33 11) At 7the funeral 4a high 2,3ranking 1officer in 5the army 6approached
10
Verbs with the martyred 9soldier’s 8body. 11He 11saluted him with 13a military
12
a weak final salute 14and bowed 15his head toward him.
radical
‫ﻳـﻘﻲ ﺭِ َﺳﺎﻟَ َﺔ‬

ِ ‫ﺼ ِﺪ‬
3
َ ‫ـﺖ ِﻟ‬ 2
ْ ‫ﺗُـ ُﻮ ﱢﻓ َﻲ َﻭﺍ ِﻟـ ُﺪ َﺃ َﺣ ِـﺪ َﺃ‬
ُ ْ‫ﺻ ِﺪﻗَـﺎ ِﺋﻲ ﻓَـ َﺄ ْﺭ َﺳﻠ‬ 1
‫َـﺎﺓ‬ 10 9 8 َ َ‫ ُﺃ َﺅ ﱢﻛـ ُﺪ ﻟ‬:‫ٱﻟـﺘﱠـ ْﻌـﺰِ َﻳ ِﺔ ٱﻟﺘﱠـﺎ ِﻟ َﻴ َﺔ‬

ِ ‫ـﻚ َﺃ ﱠﻥ ٱﻟْـﺨَ ـ َﺒ َـﺮ ٱﻟْـ ُﻤ ْﺤـﺰِ َﻥ ِﺑـ َﻮﻓ‬ 7 6 5 4
ِ‫ـﻚ ) ُﺣـﺰ ٌْﻥ( ِﻓﻲ ٰﻫـ ِﺬﻩ‬ َ ‫ـﺸﺎﺭِ ًﻛـﺎ ِﻷَ ْﺣـﺰَﺍ ِﻧ‬
13
َ ‫َﻭﺍ ِﻟ ِـﺪ َﻙ َﺟ َﻌـﻠَـ ِﻨﻲ ُﻣ‬
12 11
ِ ‫ٱﻟْـ َﻤـ ْﺄ َﺳ‬14

.‫ﺎﺓ‬
12) The father of one of my friends 1died, 2so I sent my friend 5the follow-
ing 3letter of 4condolence: ‘6I assure 7you that 9the sad 8news of your
father’s 10death 11made me 12share 13the sadness of 14your sorrows
with you.’
َ ‫ﺻـﻠﱢ َﻲ‬
‫ﺻ َﻼ َﺓ‬ 4
َ ‫ﺍﻡ )ﻗَـ َﺪ ٌﻡ( ِ ُﻷ‬
3 ْ ‫ـﺖ َﻣ َﺴﺎﻓَـ ًﺔ َﻃﻮِ ﻳـﻠَـ ًﺔ َﻋـﻠَﻰ‬
ِ ‫ٱﻷَ ْﻗـ َﺪ‬ 2
ُ ‫َﺫ َﻫـ ْﺒ‬ 1
‫ﺍﺕ َﺟ ِـﻤـﻴـﻠَﺔٍ ِﻣ َﻦ‬ ٍ ‫ـﺎﻣ ِﻊ َﻭ ِﻷَ ْﺳـﺘ َِﻤ َﻊ ِﻟـ ِﺘ َﻼ َﻭ‬

8 ِ ‫ـﺠ‬ 7 ‫ﱡ‬
َ ْ‫ٱﻟـﻈ ْﻬـﺮِ ِﻓﻲ ٱﻟ‬ 6 5
ِ ِ‫ٱﻟْـ َﻜـﺮ‬9
.‫ﻳـﻢ‬ ِ‫ٱﻟْـ ُﻘـ ْﺮﺁﻥ‬
13) I went a long 1way (distance) 2on foot 3to pray (perform) 5the noon
4
prayer in 6the mosque 7and to hear (some) beautiful 8recitations
from the 9Holy Koran.
،‫ْـﺮ ِﺓ ٱﻟﱠـ ِﺘﻲ‬

َ ‫ﺍﺣـ َﺪ ٍﺓ ِﻃـﻴﻠَ َﺔ ٱﻟْـﻔَــﺘ‬
7 6 ِ ‫ﺎﻙ ِﺳـ َﻮﻯ َﻣـ ﱠﺮ ٍﺓ َﻭ‬
5 4 َ َ‫َـﺮ َﺃﺧ‬
َ ‫ﻟَـ ْﻢ ﻧ‬
3 2 1
َ ‫ َﺩ َﻋﺎ( َﻣ ﱠﺮ ًﺓ ِﺇﻟَﻰ ٱﻟْ َﻐ َﺪﺍ ِﺀ َﺃﻭِ ٱﻟْ َﻌ‬v.) ‫َﺎﻫـﺎ ُﻫﻨَﺎ ُﺃ ْﺩ ُﻋ ُﻪ‬
!‫ﺸﺎ ِﺀ‬ 12 11
َ ‫َﻀـ ْﻴـﻨ‬
10
َ ‫ﻗ‬ 9 8
14) We only saw your brother 4,5once (lit. we did not 1see 2your brother
3
except 5one 4time) 6during 7the time 8we spent 9here. 10Invite him
sometime to (lit. once) 11lunch or 12dinner!
3466
5
َ ‫ﻭﻥ ِﻟـ َﻴ َـﺮ ْﻭﺍ ٱﻟْـ ُﻤـ َﺒ‬
‫ﺎﺭﺍ َﺓ ٱﻟـ ﱢﻨ َﻬﺎ ِﺋـ ﱠﻴ َﺔ ِﻓﻲ ُﻛ َـﺮ ِﺓ‬
6 4 3 ِ ‫َﺟـﺎ َﺀ ٱﻟْـ ُﻤ َﺸ‬
َ ‫ﺎﻫـ ُﺪ‬ 2 1
.‫ٱﻟﺴـ َﻮ ْﻳ ِﺪ َﻭ َﺃﻟْـ َﻤﺎﻧْـ َﻴﺎ‬

10
‫ــﻦ ﱡ‬ َ ‫ٱﻟْﻘَـ َﺪ ِﻡ َﺑـ ْﻴ‬
9 8 7
15) 2The spectators 1came 3to see the 5final 6,7
football 4match 8between Exer
Exercises
ercises
9
Sweden and 10Germany.
‫ ﻓ ََﻼ ﺗَـ ْﺒ ِـﻜﻲ! َﻭٱﻟﱠ ِـﺬﻱ َﺟ َـﺮﻯ ﻗَـ ْﺪ‬،‫ﻟَـﻘَـ ْﺪ َﺃ ْﺧ َﻄـ ْﺄ ُﺕ َﻣ َﻌ ِـﻚ َﻳﺎ ُﺃ ﱢﻣﻲ‬
6 5 4 3 2 1
.َ‫ـﻀﻰ َﻭ َﺃ ْﺭ ُﺟـﻮ ٱﻟْـ َﻤ ْﻌـ َﺬ َﺭﺓ‬

9 8
َ ‫َﻣ‬ 7
16) 1I have wronged you, mother, 2don’t 3cry! 4What 5happened 7is
6
already 7passed 8and I ask (your) 9forgiveness.
1) In all my life I have never seen a café more beautiful than this one.
2) A researcher from Germany will deliver a lecture on the refugee issue.
3) Rumour has it (says) that the martyred soldier died yesterday.
4) Today, I met a colleague whom I had not seen for a long time.
5) Do not forget to come with me today to the mosque to hear some
beautiful recitation from the Holy Koran.
6) I went with my girlfriend a long way on foot to have lunch at the club.
7) After I spent around four hours walking in the market with the sports
teacher he invited me to dinner at his new flat.
34
347
Chapter 34
Cardinal numbers
34.1
The Arabic cardinal numbers, ‫ﺻ ِﻠـ ﱠﻴ ُﺔ‬ ْ ‫ َﺃ ْﻷَ ْﻋـ َﺪﺍ ُﺩ‬, are rather complicated
ْ َ‫ٱﻷ‬
and even native speakers make errors in using them. It is important to
remember that the numbers 3–10 take the feminine form with Tāᵓ mar-būt.
ah (‫ )ﺓ‬when they qualify a masculine noun, but the masculine form when
they qualify a feminine noun.
34.2
With the exception of the feminine form ‫ ِﺇ ْﺣـ َﺪﻯ‬ᵓih.dā, ‘one’, the cardinal
numbers 1–10 are inflected for all the three cases in the same way as nouns
and adjectives.
The nominative forms of the cardinal numbers 1–10 are:
Used with a masculine noun Used with a feminine noun
0 . ‫ ِﺻ ْﻔـ ٌﺮ‬s.ifrun ‫ ِﺻ ْﻔـ ٌﺮ‬s.ifrun
1 ١ ‫ َﺃ َﺣـ ٌﺪ‬ᵓah.adun (noun) ‫ ِﺇ ْﺣـ َﺪﻯ‬ᵓih.dā (indecl.)
" " ِ ‫ َﻭ‬wāh.idun (adj.)

‫ﺍﺣـ ٌﺪ‬ ِ ‫ َﻭ‬wāh.idatun
‫ﺍﺣـ َﺪ ٌﺓ‬
348 2 ٢ ِ‫ ِﺇ ْﺛـﻨَﺎﻥ‬ᵓit¯nāni ِ‫ ِﺇ ْﺛـﻨَـﺘَﺎﻥ‬ᵓit¯natāni
3 ٣ ‫ َﺛ َﻼ َﺛ ٌﺔ‬t¯alāt¯atun ٌ‫ َﺛ َﻼﺙ‬t¯alāt¯un
‫ َﺃ ْﺭ َﺑ َﻌ ٌﺔ‬ᵓarba atun ‫ َﺃ ْﺭ َﺑ ٌﻊ‬ᵓarba un
Exercises
4 ٤ ҁ ҁ
5 ٥ ‫ ﺧَ ـ ْﻤ َﺴ ٌﺔ‬hamsatun ٌ ‫ ﺧَ ـ ْﻤ‬h˘amsun
‫ﺲ‬
˘
6 ٦ ‫ ِﺳـ ﱠﺘ ٌﺔ‬sittatun ‫ ِﺳ ﱞ‬sittun

‫ـﺖ‬
7 ٧ ‫ َﺳ ْﺒ َﻌ ٌﺔ‬sab atun
ҁ
‫ َﺳ ْﺒ ٌﻊ‬sab unҁ
8 ٨ ‫ َﺛ َﻤﺎ ِﻧ َﻴ ٌﺔ‬t¯amāniyatun ‫ َﺛ َﻤ ٍﺎﻥ‬t¯amānin
9 ٩ ‫ ِﺗ ْﺴ َﻌ ٌﺔ‬tis atun
ҁ
‫ِﺗ ْﺴ ٌﻊ‬ tisҁun
10 ١٠ ‫ـﺸ َـﺮ ٌﺓ‬

َ ‫ َﻋ‬ašaratun
ҁ ْ ‫َﻋ‬
‫ـﺸـ ٌﺮ‬ ҁ
ašrun
ِ s.ifrun, ‘zero’, ‘nil’, comes from the verb ‫ﺻﻔ ََﺮ‬

Note a: ‫ﺻ ْﻔـ ٌﺮ‬ َ , which means:
to be empty.
Note b: The combined accusative-genitive forms of ِ‫ ِﺇ ْﺛـﻨَﺎﻥ‬ᵓit¯nāni (m.) and

ِ‫ ِﺇ ْﺛـﻨَـﺘَﺎﻥ‬ᵓit¯natāni (f.), ‘two’, are ِ‫ ِﺇ ْﺛــﻨَــ ْﻴـﻦ‬ᵓit¯nayni (m.) and ِ‫ ِﺇ ْﺛـﻨَـﺘَـ ْﻴـﻦ‬ᵓit¯na-
tayni (f.), respectively.
ٍ ‫ َﺛ َﻤ‬,‘eight’, is declined like the participle ‫َﺎﺽ‬

Note c: The number ‫ﺎﻥ‬ ٍ ‫ﻗ‬. (See
chapter 33 for verbs with a weak final radical.)
Note d: The middle consonant ‫ ﺵ‬/š/ in ْ ‫ َﻋ‬/ ‫ـﺸ َﺮ ٌﺓ‬

‫ـﺸ ٌﺮ‬ َ ‫ َﻋ‬, ‘ten’, takes fath.ah
when used with a masculine ‫ـﺸ َﺮ ٌﺓ‬
َ ‫ َﻋ‬, but sukūn when used with a feminine
ْ ‫ َﻋ‬. For example:
‫ـﺸ ٌﺮ‬
34
349
‫ـﺸ َﺮ ُﺓ َﺃ ْﻭ َﻻ ٍﺩ‬
َ ‫َﻋ‬ ‫َﺎﺕ‬ ْ ‫َﻋ‬
ٍ ‫ـﺸ ُﺮ َﺑﻨ‬
ҁ ҁ
ašaratu ᵓawlādin, ten boys ašru banātin, ten girls
34 34.3
Cardinal
numbers The Arabic cardinal numbers are nouns and not adjectives (except 2, which has
both noun and adjective forms). Therefore, the noun following the number is
not in the nominative, but takes different case endings according to the number.
The numbers 3–10 are followed by a noun in the indefinite genitive plural.
Remember: The gender of the numbers is decided by the gender of the noun
in the singular and not in the plural.
Masculine Singular Feminine Singular
‫ﺧَ ـ ْﻤ َﺴ ُﺔ ﺭِ َﺟ ٍﺎﻝ‬ ٌ ‫) َﺭ ُﺟ‬

(‫ـﻞ‬ ٍ ‫ِﻟـﺨَ ـ ْﻤ ِﺲ َﺑﻨ‬
‫َﺎﺕ‬ (‫ْﺖ‬
ٌ ‫) ِﺑﻨ‬
hamsatu riğālin (rağulun) li-hamsi banātin (bintun)

˘ ˘
five men (man) for five girls (girl)
َ ‫ِﻣ ْﻦ َﺳ ْﺒ َﻌ ِﺔ ُﻣ َﻌـﻠﱢ ِﻤـ‬

‫ﲔ‬ (‫) ُﻣ َﻌـﻠﱢ ٌﻢ‬ ٍ ‫َﺳ ْﺒ ُﻊ ُﻣ َﻌـﻠﱢ َﻤ‬
‫ﺎﺕ‬ (‫) ُﻣ َﻌـﻠﱢ َﻤ ٌﺔ‬
min sabҁati muҁallimı-na (muҁallimun) sabҁu muҁallimātin (muҁallimatun)

from seven teachers (teacher) seven teachers (teacher)
‫َﺛ َﻼ َﺛ ُﺔ َﺃ ﱠﻳ ٍﺎﻡ‬ (‫) َﻳ ْﻮ ٌﻡ‬ ‫َﺛ َﻼﺙُ ﻟَـ َﻴ ٍﺎﻝ‬ (‫)ﻟَـ ْﻴـﻠَ ٌﺔ‬
t alāt atu ᵓayyāmin (yawmun) t alāt u layālin (laylatun)

¯ ¯ ¯ ¯
three days (day) three nights (night)
34.4
The first two cardinal numbers (1, 2) are used as appositive adjectives to
emphasize the amount:
3500
Masculine Feminine Exercises
ِ ‫ َﻭ‬wāh.idun, one
‫ﺍﺣـ ٌﺪ‬ ِ ‫ َﻭ‬wāh.idatun
‫ﺍﺣـ َﺪ ٌﺓ‬
ِ‫ ِﺇ ْﺛـﻨَﺎﻥ‬ᵓit¯nāni, two ِ‫ ِﺇ ْﺛـﻨَـﺘَﺎﻥ‬ᵓit¯natāni
ِ ‫ﺻ َﻞ َﻃﺎ ِﻟ ٌﺐ َﻭ‬
‫ﺍﺣـ ٌﺪ‬ َ ‫َﻭ‬ ِ ‫َﺍﺭ ِﻧﻲ َﻣـ ﱠﺮ ًﺓ َﻭ‬
‫ﺍﺣـ َﺪ ًﺓ‬ َ ‫ﺯ‬
was.ala t.ālibun wāh.idun. zāranı- marratan wāh.idatan.

(Only) one student arrived. He visited me once (only).
َ ‫َﺷ‬
ِ‫ﺎﻫـ ْﺪ ُﺕ ِﺑﻨْـﺘَــ ْﻴـﻦ‬ ِ‫ﺎﻫـ ْﺪ ُﺕ ِﺑﻨْـﺘَــ ْﻴـﻦِ ٱ ْﺛـﻨَـﺘَـ ْﻴـﻦ‬
َ ‫َﺷ‬
šāhadtu bintayni. OR šāhadtu bintayni tnatayni.

¯
I saw two girls. I saw (only) two girls.
Note: In the above these numbers never precede the noun adjectivally
because the singular and dual forms of the nouns are sufficient to indicate
the number of referents.
‫ﺻ َﻞ َﻃﺎ ِﻟ ٌﺐ‬
َ ‫َﻭ‬ ٌ ‫ﺍﺣ ٌﺪ َﻃﺎ ِﻟ‬
(Not: ‫ﺐ‬ ِ ‫ﺻ َﻞ َﻭ‬
َ ‫) َﻭ‬
was.ala t.ālibun. (was.ala wāh.idun t.ālibun.)

One student arrived.
ِ‫ـﺖ َﻃﺎ ِﻟـ َﺒـﺘَﺎﻥ‬

ْ َ ‫ﺻﻠ‬
َ ‫َﻭ‬ (Not: ِ‫ﺻﻠَ ْﺖ ٱ ْﺛـﻨَـﺘَﺎﻥِ َﻃﺎ ِﻟـ َﺒـﺘَﺎﻥ‬
َ ‫) َﻭ‬
was.alat t.ālibatāni. (was.alat t natāni t.ālibatāni.)

¯
Two female students arrived.
35
351
34 34.5
Cardinal
numbers
َ ‫ َﺃ‬ᵓah.adun, ‘one’ (masc.), and ‫ ِﺇ ْﺣـ َﺪﻯ‬ᵓih.dā, ‘one’ (fem.) are
The nouns ‫ﺣـ ٌﺪ‬
used in the ᵓid.āfah construction with a noun or a pronoun, e.g.:
Masculine Feminine
ْ ‫َﺃ َﺣـ ُﺪ‬

‫ٱﻷَ ْﻭ َﻻ ِﺩ‬ ِ ‫ِﺇ ْﺣ َﺪﻯ ٱﻟْـ َﺒـﻨ‬
‫َﺎﺕ‬
ᵓah.adu l-ᵓawlādi ᵓih.dā l-banāti

one of the children one of the girls
‫َﺃ َﺣـ ُﺪ ُﻫــ ْﻢ‬ ‫ــﻦ‬

‫ﺍﻫ ﱠ‬ُ ‫ِﺇ ْﺣـ َﺪ‬
ᵓah.adu-hum ᵓih.dā-hunna
one of them one of them
‫ َﺃ َﺣـ ٌﺪ‬ᵓah.adun is also used after a negative particle to mean ‘not .. anyone’,
‘nobody’, ‘no one’, or ‘none’, but the feminine form ‫ ِﺇ ْﺣـ َﺪﻯ‬ᵓih.dā, cannot
be used for the same purpose, e.g.:
‫ﺎﻫـ ْﺪ ُﺕ َﺃ َﺣـ ًﺪﺍ‬

َ ‫َﻣﺎ َﺷ‬ ‫َﻻ َﺃ َﺣـ َﺪ ِﻓﻲ ٱﻟْ َﺒ ْﻴ ِﺖ‬
mā šāhadtu ᵓah.adan. lā ᵓah.ada fı- l-bayti.

I didn’t see anyone. Nobody is at home.
34.6
ْ ‫ ِﺑ‬bid. u, whose feminine form is ‫ﻀ َﻌ ُﺔ‬

‫ﻀ ُﻊ‬ ҁ
ْ ‫ ِﺑ‬bid. atu, means ‘(a) few’, ‘some’,
ҁ
or ‘several’. It follows the rules for the numbers 3–10, e.g.:

3522
ٍ ‫ﻀ َﻌـ ُﺔ َﺃ ﱠﻳ‬
Masc.: ‫ﺎﻡ‬ ْ ‫ ِﺑ‬bid.ҁatu ᵓayyāmin (‫ َﻳ ْﻮ ٌﻡ‬yawmun, masc. sing.) Exercises
several days
ٍ ‫ﻟَـ َﻴ‬
Fem.: ‫ﺎﻝ‬ ْ ‫ ِﺑ‬bid. u layālin
‫ﻀ ُﻊ‬ ҁ
(‫ ﻟَـ ْﻴـﻠَ ٌﺔ‬laylatun, fem. sing.)
several nights
34.7
The compound numbers 11–19 are followed by a noun in the indefinite

accusative singular. Except for the number 12, they are indeclinable. Both
parts of the compound number are vowellized with fath.ah at the end. The
masculine form of the number 10 is used with masculine nouns and the
feminine form of the number 10 is used with feminine nouns.
Used with a Used with a

Masculine noun Feminine noun
َ ‫ َﺃ َﺣـ َﺪ َﻋ‬ᵓah.ada ҁašara

11 ١١ ‫ﺸ َﺮ‬ ‫ ِﺇ ْﺣـ َﺪﻯ َﻋ ْﺸ َﺮ َﺓ‬ᵓih.dā ҁ
ašrata
َ ‫ ِﺇ ْﺛﻨَﺎ َﻋ‬ᵓit¯nā ҁašara

12 ١٢ ‫ﺸ َﺮ‬ ‫ ِﺇ ْﺛ َﻨﺘَﺎ َﻋ ْﺸ َﺮ َﺓ‬ᵓit¯natā ҁ
ašrata
َ ‫ َﺛ َﻼ َﺛ َﺔ َﻋ‬t¯alāt¯ata ҁašara
13 ١٣ ‫ﺸ َﺮ‬ ‫ َﺛ َﻼ َﺙ َﻋ ْﺸ َﺮ َﺓ‬t¯alāt¯a ҁ
ašrata
َ ‫ َﺃ ْﺭ َﺑ َﻌ َﺔ َﻋ‬ᵓarbaҁata ҁašara
14 ١٤ ‫ﺸ َﺮ‬ ‫ َﺃ ْﺭ َﺑ َﻊ َﻋ ْﺸ َﺮ َﺓ‬ᵓarba a ҁ ҁ
ašrata
َ ‫ ﺧَ ْﻤ َﺴ َﺔ َﻋ‬hamsata ҁašara
15 ١٥ ‫ﺸ َﺮ‬ ‫ﺲ َﻋ ْﺸ َﺮ َﺓ‬
َ ‫ ﺧَ ْﻤ‬hamsa ҁ
ašrata
˘ ˘
َ ‫ ِﺳ ﱠﺘ َﺔ َﻋ‬sittata ҁašara
16 ١٦ ‫ﺸ َﺮ‬ ‫ ِﺳ ﱠﺖ َﻋ ْﺸ َﺮ َﺓ‬sitta ҁ
ašrata
17 ١٧ ‫ َﺳ ْﺒ َﻌ َﺔ َﻋ َﺸﺮ‬sab ata
ҁ ҁ
ašara ‫ َﺳ ْﺒ َﻊ َﻋ ْﺸ َﺮ َﺓ‬sab a ҁ ҁ
ašrata
35
353
34 َ ‫ َﺛ َﻤﺎ ِﻧ َﻴ َﺔ َﻋ‬t¯amāniyataҁašara
18 ١٨ ‫ﺸ َﺮ‬ ‫ َﺛ َﻤﺎ ِﻧ َﻲ َﻋ ْﺸ َﺮ َﺓ‬t¯amāniya ҁ
ašrata
Cardinal
numbers
َ ‫ ِﺗ ْﺴ َﻌ َﺔ َﻋ‬tisҁata ҁašara
19 ١٩ ‫ﺸ َﺮ‬ ‫ ِﺗ ْﺴ َﻊ َﻋ ْﺸ َﺮ َﺓ‬tis a
ҁ ҁ
ašrata
Note: The accusative-genitive forms of the number 12 are ‫ِﺇ ْﺛــﻨ َْﻲ َﻋ َﺸ َﺮ‬
ْ ‫ ِﺇ ْﺛــﻨَـﺘ َْﻲ َﻋ‬ᵓitnatay ҁašrata (fem.).
ᵓitnay ҁašara (masc.) and ‫ـﺸ َﺮ َﺓ‬
¯ ¯
Examples:
Masculine Feminine
َ ‫َﺃ َﺣ َﺪ َﻋ‬
‫ـﺸ َﺮ َﻭﻟَـ ًﺪﺍ‬ ْ ‫ِﺇ ْﺣـ َﺪﻯ َﻋ‬
‫ـﺸ َﺮ َﺓ ِﺑﻨْـﺘًﺎ‬
ᵓah.ada ҁašara waladan ᵓih.dā ҁašrata bintan

eleven boys (lit. boy) eleven girls (lit. girl)
َ ‫ِﻣ ْﻦ َﺃ َﺣـ َﺪ َﻋ‬

‫ـﺸ َﺮ َﺭ ُﺟ ًﻼ‬ ‫َﻣ َﻊ ِﺇ ْﺣـ َﺪﻯ َﻋ ْﺸ َﺮ َﺓ ِﺑﻨْـﺘًﺎ‬
min ᵓah.ada ҁašara rağulan maҁa ᵓih.dā ҁašrata bintan

from eleven men (lit. man) with eleven girls (lit. girl)
‫ِﻟـﺨَ ـ ْﻤ َﺴ َﺔ َﻋ َﺸ َﺮ ُﻣ َﻌـﻠﱢ ًﻤﺎ‬ ‫ـﺸ َﺮ َﺓ ُﻣ َﻌـﻠﱢ َﻤ ًﺔ‬ َ ‫ِﻣ ْﻦ ﺧَ ـ ْﻤ‬

ْ ‫ﺲ َﻋ‬
li-hamsata ҁašara muҁalliman min hamsa ҁašrata muҁallimatan

˘ ˘
for fifteen teachers (lit. teacher, m.) from fifteen teachers (lit. teacher, f.)
34.8
The cardinal numbers of the tens ‫ َﺃﻟْ ُﻌـ ُﻘـﻮ ُﺩ‬, i.e. 20, 30, 40, 50, 60, 70, 80,
90, are treated as sound (external) plurals. They are followed by the mascu-
3544 line or feminine noun in the indefinite accusative singular.
Used with both masculine and feminine nouns Exercises
Nom. Acc. and gen.
20 َ ‫ِﻋ ْﺸ ُﺮ‬
٢٠ ‫ﻭﻥ‬ ҁ
išrūna َ ِ‫ِﻋ ْﺸﺮ‬
‫ﻳﻦ‬ ҁ
išrı-na
30 َ ‫َﺛ َﻼ ُﺛ‬
٣٠ ‫ﻮﻥ‬ t alāt ūna
¯ ¯
َ ‫َﺛ َﻼ ِﺛ‬
‫ﲔ‬ t alāt -ı na
¯ ¯
40 َ ‫َﺃ ْﺭ َﺑ ُﻌ‬
٤٠ ‫ﻮﻥ‬ ᵓarbaҁūna َ ‫َﺃ ْﺭ َﺑ ِﻌ‬
‫ﲔ‬ ᵓarbaҁ-ı na
50 َ ‫ﺧَ ْﻤ ُﺴ‬
٥٠ ‫ﻮﻥ‬ hamsūna
˘
َ ‫ﺧَ ْﻤ ِﺴ‬
‫ﲔ‬ hamsı-na
˘
60 َ ‫ِﺳﺘ‬
٦٠ ‫ﱡﻮﻥ‬ sittūna َ ‫ِﺳ ﱢﺘ‬
‫ﲔ‬ sittı-na
70 ٧٠ ‫ﻮﻥ‬
َ ‫َﺳ ْﺒ ُﻌ‬ sabҁūna َ ‫َﺳ ْﺒ ِﻌ‬
‫ﲔ‬ sabҁ-ı na
80 َ ‫َﺛ َﻤﺎﻧ‬
٨٠ ‫ُﻮﻥ‬ t amānūna
¯
َ ‫َﺛ َﻤﺎ ِﻧ‬
‫ﲔ‬ t amānı-na
¯
90 َ ‫ِﺗ ْﺴ ُﻌ‬
٩٠ ‫ﻮﻥ‬ tisҁūna َ ‫ِﺗ ْﺴ ِﻌ‬
‫ﲔ‬ tisҁ-ı na
Examples:
Nominative Accusative and genitive
‫ ِﺑﻨْـﺘًﺎ‬/‫ﻭﻥ َﻭﻟَـ ًﺪﺍ‬

َ ‫ِﻋ ْﺸ ُﺮ‬ ‫ ِﺑﻨْـﺘًﺎ‬/‫ﻳﻦ َﻭﻟَـ ًﺪﺍ‬
َ ِ‫ِﻋ ْﺸﺮ‬
ҁ
išrūna waladana / bintan ҁ
išrı-na waladan / bintan
twenty boys/girls (lit. boy/girl)
‫ ِﺑ ْﻨﺘًﺎ‬/‫ﻮﻥ َﻭﻟَـ ًﺪﺍ‬

َ ‫ِﺗ ْﺴ ُﻌ‬ ‫ ِﺑﻨْـﺘًﺎ‬/‫ﲔ َﻭﻟَـ ًﺪﺍ‬
َ ‫ِﺗ ْﺴ ِﻌـ‬
tisҁūna waladan / bintan tisҁ-ı na waladan / bintan

ninety boys/girls (lit. boy/girl) 35
355
34
Cardinal 34.9
numbers
The compound numbers 20–99 are followed by the noun in the indefinite
accusative singular, like the numbers 11–19. These compound numbers are
fully declined. The conjunction ‫ َﻭ‬is inserted between the two parts, for
example ‫ﻭﻥ‬ ْ ‫ ﺧَ ْﻤ َﺴ ٌﺔ َﻭ ِﻋ‬hamsatun wa- išrūna, ‘twenty-five’, literally
َ ‫ـﺸـ ُﺮ‬ ҁ
‘five and twenty’, e.g.:
Masculine Feminine
Nom.
َ ‫ﺧَ ـ ْﻤ َﺴ ٌﺔ َﻭ ِﻋ ْﺸ ُﺮ‬
‫ﻭﻥ َﻭﻟَ ًﺪﺍ‬ ‫ﻭﻥ ِﺑﻨْـﺘًﺎ‬ ْ ‫ـﺲ َﻭ ِﻋ‬
َ ‫ـﺸ ُﺮ‬ ٌ ‫ﺧَ ْﻤ‬
hamsatun wa-ҁišrūna waladan hamsun wa-ҁišrūna bintan
˘ ˘
twenty-five boys (lit. boy) twenty-five girls (lit. girl)
Acc. ‫ﻳﻦ َﻭﻟَـ ًﺪﺍ‬ ْ ‫ﺧَ ْﻤ َﺴ ًﺔ َﻭ ِﻋ‬

َ ِ‫ـﺸﺮ‬ ‫ﻳﻦ ِﺑﻨْـﺘًﺎ‬ ْ ‫ﺧَ ْﻤ ًﺴﺎ َﻭ ِﻋ‬
َ ِ‫ـﺸﺮ‬
hamsatan wa-ҁišrı-na waladan hamsan wa-ҁišrı-na bintan
˘ ˘
Gen. ‫ﻳﻦ َﻭﻟَـ ًﺪﺍ‬
َ ِ‫ﺧَ ْﻤ َﺴﺔٍ َﻭ ِﻋ ْﺸﺮ‬ َ ِ‫ـﺲ َﻭ ِﻋ ْﺸﺮ‬
‫ﻳﻦ ِﺑﻨْـﺘًﺎ‬ ٍ ‫ﺧَ ْﻤ‬
hamsatin wa-ҁišrı-na waladan hamsin wa-ҁišrı-na bintan
˘ ˘
34.10
ُ ‫ َﺃ ْ ِﳌ َﺌ‬100–900 are followed by the noun in the indefinite

The hundreds ‫ﺎﺕ‬
genitive singular. The noun can be masculine or feminine. The combina-

tions of the compound numbers are written in two different ways:
3566 100 ١٠٠ ‫ ِﻣ َﺌ ٌﺔ‬miᵓatun OR ‫ ِﻣﺎ َﺋ ٌﺔ‬miᵓatun
200 ٢٠٠ ِ‫ ِﻣ َﺌـﺘَﺎﻥ‬miᵓatāni (dual, nom.)

200 ٢٠٠ ِ‫ ِﻣ َﺌﺘَـ ْﻴـﻦ‬miᵓatayni (dual, acc. and gen.) Exercises
300 ٣٠٠ ٍ‫ َﺛ َﻼﺙُ ِﻣ َﺌﺔ‬t¯alāt¯u miᵓatin
400 ٤٠٠ ٍ‫ َﺃ ْﺭ َﺑ ُﻊ ِﻣ َﺌﺔ‬ᵓarba u miᵓatin

ҁ
500 ٥٠٠ ٍ‫ﺲ ِﻣ َﺌﺔ‬

ُ ‫ ﺧَ ْﻤ‬hamsu miᵓatin
˘
600 ٦٠٠ ٍ‫ ِﺳ ﱡﺖ ِﻣ َﺌﺔ‬sittu miᵓatin
700 ٧٠٠ ٍ‫ َﺳ ْﺒ ُﻊ ِﻣ َﺌﺔ‬sab u miᵓatin

ҁ
800 ٨٠٠ ٍ‫ َﺛ َﻤﺎﻥِ ِﻣ َﺌﺔ‬t¯amāni miᵓatin
900 ٩٠٠ ٍ‫ ِﺗ ْﺴ ُﻊ ِﻣ َﺌﺔ‬tis u miᵓatin

ҁ
Note: Observe that the middle ᵓalif (‫ )ﺍ‬in ‫ ِﻣﺎ َﺋ ٌﺔ‬miᵓatun, as an alternative
form of ‫ ِﻣ َﺌ ٌﺔ‬miᵓatun, is not pronounced.
Examples:
‫ ٱ ْﻣ َـﺮ َﺃ ٍﺓ‬/‫ِﻣ َﺌ ُﺔ َﺭ ُﺟ ٍـﻞ‬ ‫ َﺃ ٍﺏ‬/‫ِﻣ ْﻦ ِﺗ ْﺴ ِﻊ ِﻣ َﺌ ِﺔ ُﺃ ٍ ّﻡ‬
miᵓatu rağulin / mraᵓatin min tisҁi miᵓati ᵓummin / ᵓabin

one hundred men/women from nine hundred mothers/fathers
(lit. man/woman) (lit. mother/father)
‫ ِﺑﻨ ٍْـﺖ‬/‫ِﻣ َﺌـﺘَﺎ َﻭﻟَ ٍـﺪ‬ ‫ ِﺑﻨ ٍْﺖ‬/‫ِﻟ ِـﻤ َﺌـﺘ َْﻲ َﻭﻟَ ٍـﺪ‬
miᵓatā waladin / bintin li-miᵓatay waladin / bintin 35

357
two hundred boys/girls for two hundred boys/girls
(lit. two hundred boy/girl) (lit. for two hundred boy/girl)
34 34.11
Cardinal
numbers The plural of ‫ ِﻣ َﺌ ٌﺔ‬miᵓatun is ‫ﺎﺕ‬
ٌ ‫ ِﻣ َﺌ‬miᵓātun, which is an exception. In com-
pound numbers it is always singular, not plural like the words for a thou-
sand and a million, e.g.:
ٍ‫ ِﺗ ْﺴ ُﻊ ِﻣـ َﺌﺔ‬tis u miᵓatin, 900 (not: ‫ﺎﺕ‬

ҁ
ٍ ‫ ِﺗ ْﺴ ُﻊ ِﻣـ َﺌ‬tis u miᵓātin)
ҁ
34.12
The number thousand (1,000) in Arabic is ٌ ْ‫ َﺃﻟ‬ᵓalfun. The dual of it is

‫ـﻒ‬
ِ‫ َﺃﻟْﻔَﺎﻥ‬ᵓalfāni, in the nominative, and ِ‫ َﺃﻟْـﻔَــ ْﻴـﻦ‬ᵓalfayni, in the accusative
ٌ ‫ ُﺃ ُﻟ‬ᵓulūfun, or ‫ﺁﻻ ٌﻑ‬
and genitive. The plural is ‫ﻮﻑ‬ َ ᵓālāfun.
34.13
The number million (1,000,000) is ُ ‫ ِﻣﻠْ ُﻴ‬, milyūnu. The dual forms are:
‫ﻮﻥ‬
ِ‫ ِﻣﻠْـ ُﻴﻮﻧَﺎﻥ‬milyūnāni (nom.) and ِ‫ِﻣﻠْ ُﻴﻮﻧَـ ْﻴـﻦ‬ milyūnayni (acc. and gen.). The
plural is ‫ﻣ َﻼ ِﻳـﲔ‬
َ malāyı-nu (diptote).
34.14
The numbers thousand and million are used with both masculine and femi-
nine and followed by the noun in the indefinite genitive singular, e.g.:
Nom. ‫ ِﺑﻨ ٍْﺖ‬/‫ َﺃﻟْ ُﻒ َﻭﻟَ ٍﺪ‬ᵓalfu waladin / bintin, 1000 boys / girls
3588 Nom. ‫ ِﺑﻨ ٍْﺖ‬/‫ َﺃﻟْـﻔَﺎ َﻭﻟَ ٍـﺪ‬ᵓalfā waladin / bintin, 2000 boys / girls
ُ ‫ ِﻣﻠْـ ُﻴ‬milyūnu waladin / bintin, 1,000,000 boys /
‫ ِﺑﻨ ٍْﺖ‬/‫ﻮﻥ َﻭﻟَ ٍـﺪ‬
Exercises
Nom.
girls
Acc. and gen: ‫ ِﺑﻨ ٍْﺖ‬/‫ َﺃﻟْﻔ َْﻲ َﻭﻟَ ٍـﺪ‬ᵓalfay waladin / bintin, 2000 boys / girls
34.15
With compound numbers over 100, the following noun is declined accord-
ing to the last number or last two numbers. For example, the number 125:
the last two numbers are 25, so the following noun will follow the rule for
25, i.e. it is in the indefinite accusative singular, as in:
‫ﻭﻥ َﺭ ُﺟ ًﻼ‬ ْ ‫ِﻣ َﺌ ٌﺔ َﻭﺧَ ـ ْﻤ َﺴ ٌﺔ َﻭ ِﻋ‬

َ ‫ـﺸ ُﺮ‬
miᵓatun wa-hamsatun wa-ҁišrūna rağulan, 125 men

˘
َ ‫ِﻣ َﺌ ٌﺔ َﻭ َﺛ َﻼﺙٌ َﻭ َﺛ َﻼ ُﺛ‬

‫ـﻮﻥ ِﺑﻨْـﺘًﺎ‬
miᵓatun wa-t alāt un wa-t alāt ūna bintan, 133 girls

¯ ¯ ¯ ¯
If the number is 105, the final number is 5 and it will follow the rule for 5,
i.e. the following noun is in the indefinite genitive plural. For example:
‫ِﻣ َﺌ ٌﺔ َﻭﺧَ ْﻤ َﺴ ُﺔ ﺭِ َﺟ ٍﺎﻝ‬ ٍ ‫ِﻣ َﺌ ٌﺔ َﻭ ِﺗ ْﺴ ُﻊ َﺑﻨ‬

‫َﺎﺕ‬
miᵓatun wa-hamsatu riğālin miᵓatun wa-tisҁu banātin

˘
105 men 109 girls
34.16
If the number is preceded by the definite article ‫ َﺃﻟْـ‬/ᵓal../, it can be placed

after the definite noun, which follows the general rules of agreement for
numbers, e.g.: 35
359
34 Masculine Feminine
Cardinal
numbers ُ ‫َﺃﻟ ﱢﺮ َﺟ‬
‫ﺎﻝ ) َﺭ ُﺟ ٌﻞ( ٱﻟْـﺨَ ْﻤ َﺴ ُﺔ‬ ُ ‫َﺃﻟْ َﺒﻨ‬
ُ ‫َﺎﺕ ) ِﺑﻨ ٌْﺖ( ٱﻟْـﺨَ ْﻤ‬
‫ـﺲ‬
ᵓar-riğālu l-hamsatu ᵓal-banātu l-hamsu

˘ ˘
the five men the five girls
َ ‫ﺎﺏ( ٱﻟ ﱠﺜ َﻼ َﺛ َﺔ َﻋ‬
‫ـﺸ َﺮ‬ ٌ ‫ﺎﺏ ) ﱠﺷ‬ ‫َﺃ ﱠ‬
ُ ‫ﻟﺸ َﺒ‬ ْ ‫ﺎﺕ ) ﱠﺷﺎ ﱠﺑ ٌﺔ( ٱﻟ ﱠﺜ َﻼ َﺙ َﻋ‬
‫ـﺸ َﺮ َﺓ‬ ‫َﺃ ﱠ‬
ُ ‫ﻟﺸﺎ ﱠﺑ‬
ᵓaš-šabābu (šābun s.) ᵓaš-šābbātu (šābatun s.)

t -t alāt ata ҁašara t -t alāt a ҁašrata
¯¯ ¯ ¯¯ ¯
the thirteen young men the thirteen young girls
Note: The preceding noun can also be made definite by occurring in the
ᵓid.āfah construction, e.g.:
‫ُـﺐ ٱﻟْـ ُﻤ َﻌـﻠﱢ ِﻢ ٱﻟـ ﱠﺜ َﻼ َﺛ ُﺔ‬

ُ ‫ُﻛـﺘ‬
kutubu l-muҁallimi t -t alāt atu, the three books of the teacher

¯¯ ¯
34.17
To express numerical subsets, such as ‘one/two/three etc. of (a given set)’,
ْ ‫ ِﻣ‬min, ‘from, (out) of’, before the plural genitive

one uses the preposition ‫ﻦ‬
form of the noun, e.g.:
‫ُـﺐ ٱﻟْـ ُﻤ َﻌـﻠﱢ ِﻢ‬

ِ ‫َﺎﺏ ِﻣ ْﻦ ُﻛـﺘ‬
ٌ ‫ِﻛـﺘ‬
kitābun min kutubi l-muҁallimi

3600
one of the teacher’s books
‫ُـﺐ ٱﻟْـ ُﻤ َﻌـﻠﱢ ِﻢ‬
ِ ‫َﺛ َﻼ َﺛ ُﺔ ُﻛـﺘ ٍُـﺐ ِﻣ ْﻦ ُﻛـﺘ‬
Exercises
t alāt atu kutubin min kutubi l-muҁallimi

¯ ¯
three of the teacher’s books
34.18
The following are the most common ways of reading the sequence of com-
pound numbers.
Reading the sequence of numbers of the year:
The synonyms ‫َﻋـﺎ ٌﻡ‬ ҁ

āmun, ‘year’ (masc.) and ‫ َﺳـ َﻨ ٌﺔ‬sanatun,‘year’ (fem.)
َ ҁāma and ‫ َﺳ َﻨ َﺔ‬sanata, respectively, which are

have the accusative forms ‫ﻋـﺎ َﻡ‬
used in adverbial phrases of time. Then they follow the rules of the ᵓid.āfah
construction, where the following noun is in the genitive case. For
example:
َ ‫( َﻋﺎ َﻡ َﺃﻟْ ٍﻒ َﻭ ِﺗ ْﺴ ِﻊ ِﻣ َﺌﺔٍ َﻭ ِﺗ ْﺴ َﻌﺔٍ َﻭ ِﺗ ْﺴ ِﻌـ‬masc. acc.)

‫ﲔ‬
ҁ
āma ᵓalfin wa-tisҁi miᵓatin wa-tisҁatin wa-tisҁ-ı na
in the year 1999
َ ‫( َﺳ َﻨ َﺔ َﺃﻟْ ٍﻒ َﻭ ِﺗ ْﺴ ِﻊ ِﻣ َﺌﺔٍ َﻭ ِﺗ ْﺴ ٍﻊ َﻭ ِﺗ ْﺴ ِﻌـ‬fem. acc.)

‫ﲔ‬
sanata ᵓalfin wa-tisҁi miᵓatin wa-tisҁin wa-tisҁ-ına

in the year 1999
Note: Normally the year in such a sequence is preceded by the preposition
‫ ِﻓﻲ‬, e.g.:
36
361
ِ ‫ﺎﻡ َﺃﻟْ ٍﻒ َﻭ ِﺗ ْﺴ ِﻊ ِﻣ َﺌﺔٍ َﻭ َﻭ‬
َ ‫ﺍﺣ ٍـﺪ َﻭ َﺛ َﻤﺎ ِﻧـ‬ ِ ‫( ِﻓﻲ َﻋ‬masc. gen.)
34
Cardinal ‫ﲔ‬
numbers
fı- ҁāmi ᵓalfin wa-tisҁi miᵓatin wa-wāh.idin wa-t amānı-na
¯
in the year 1981
َ ‫( ِﻓﻲ َﺳﻨ َِﺔ َﺃﻟْ ٍﻒ َﻭ ِﺗ ْﺴ ِﻊ ِﻣ َﺌﺔٍ َﻭ ِﺇ ْﺣـ َﺪﻯ َﻭ َﺛ َﻤﺎ ِﻧـ‬fem. gen.)
‫ﲔ‬
fı- sanati ᵓalfin wa-tisҁi miᵓatin wa-ᵓih.dā wa-t amānı-na

¯
in the year 1981
ِ ْ ‫ﺎﻡ َﺃﻟْ ٍـﻒ َﻭ َﺳ ْﺒ ِﻊ ِﻣ َﺌﺔٍ َﻭٱ ْﺛـﻨ‬

َ ‫َـﲔ َﻭ ِﺳﺘﱢـ‬
‫ﲔ‬ ِ ‫( ِﻓﻲ َﻋ‬masc. gen.)
fı- ҁāmi ᵓalfin wa-sabҁi miᵓatin wa-t nayni wa-sittı-na

¯
in the year 1762
ِ ْ ‫( ِﻓﻲ َﺳﻨ َِﺔ َﺃﻟْ ٍﻒ َﻭ َﺳ ْﺒ ِﻊ ِﻣ َﺌﺔٍ َﻭٱ ْﺛـ َﻨﺘ‬fem. gen.)

َ ‫َـﲔ َﻭ ِﺳﺘﱢـ‬
‫ﲔ‬
fı- sanati ᵓalfin wa-sabҁi miᵓatin wa-t natayni wa-sittı-na

¯
in the year 1762
َ ‫ﺎﻡ َﺃﻟْ ٍﻒ َﻭﺧَ ْﻤ ِﺲ ِﻣ َﺌﺔٍ َﻭ َﺛ َﻼ َﺛﺔٍ َﻭ َﺃ ْﺭ َﺑ ِﻌـ‬

‫ﲔ‬ ِ ‫( ِﻓﻲ َﻋ‬masc. gen.)
fı- ҁāmi ᵓalfin wa-hamsi miᵓatin wa-t alātatin wa-ᵓarbaҁ-ı na

˘ ¯ ¯
in the year 1543
َ ‫( ِﻓﻲ َﺳﻨ َِﺔ َﺃﻟْ ٍﻒ َﻭﺧَ ْﻤ ِﺲ ِﻣ َﺌﺔٍ َﻭ َﺛ َﻼ ٍﺙ َﻭ َﺃ ْﺭ َﺑ ِﻌـ‬fem. gen.)

‫ﲔ‬
fı- sanati ᵓalfin wa-hamsi miᵓatin wa-talāt in wa-ᵓarbaҁ-ı na

¯ ¯
in the year 1543 ˘
Compare this to:

3622
َ ‫( َﺃ ْﺭ َﺑ َﻌ ُﺔ‬masc. nom.)
َ ‫ﺁﻻ ٍﻑ َﻭ ِﺗ ْﺴ ُﻊ ِﻣ َﺌﺔٍ َﻭ َﺳ ْﺒ َﻌ ٌﺔ َﻭ َﺛ َﻤﺎﻧ‬
‫ُﻮﻥ َﻭﻟَ ًﺪﺍ‬
ᵓarbaҁatu ᵓālāfin wa-tisҁu miᵓatin wa-sabҁatun wa-t amānūna waladan Exercises
¯
4,987 boys
َ ‫( َﺃ ْﺭ َﺑ َﻌ ُﺔ‬fem. nom.)
َ ‫ﺁﻻ ٍﻑ َﻭ ِﺗ ْﺴ ُﻊ ِﻣ َﺌﺔٍ َﻭ َﺳ ْﺒ ٌﻊ َﻭ َﺛ َﻤﺎﻧ‬
‫ُﻮﻥ ِﺑﻨْـﺘًﺎ‬
ᵓarbaҁatu ᵓālāfin wa-tisҁu miᵓatin wa-sabҁun wa-t amānūna bintan

¯
4,987 girls
Exercises
‫ـﺸ َﺮ َﺓ ِﻣ ْﻦ ٱ ْﺛـﻨَـﺘ َْﻲ‬

4 ِ ‫ﺎﻣ َﻌ ِـﺔ ٱﻟـ ﱢﺮ َﻳ‬
ْ ‫ ِﺇ ْﺣـ َﺪﻯ َﻋ‬،‫ﺎﺿ ﱡﻲ‬ 3
َ ْ‫ﺭَﺑِﺢَ َﻓﺮِ ﻳـﻖُ ٱﻟ‬
ِ ‫ـﺠ‬ 2 1
. ِ ‫ٱﻟﺴﻨَـﺘَـ ْﻴـﻦِ ٱﻟْـ َﻤ‬

ِ‫ﺎﺿ َﻴـﺘَـ ْﻴـﻦ‬ 7
‫ﺎﺭ ٍﺍﺓ ﻟَ ِﻌـ َﺒ َﻬﺎ ِﺧ َﻼ َﻝ ﱠ‬
6 ْ ‫َﻋ‬
َ ‫ـﺸ َﺮ َﺓ ُﻣ َﺒ‬
5
1) The university 3sports 2team 1won eleven of 4the twelve 5matches it

6
played during the 7last two years.
ِ ‫ َﻭ َﻛـ ْﻢ ُﻋ ْﻤـ ُﺮ ِﻙ َﺃﻧ‬.‫ﻭﻥ َﺳ َﻨ ًﺔ‬

‫ْـﺖ؟‬ َ ‫َﻛ ْﻢ ُﻋ ْﻤـ ُﺮ َﻙ؟ ُﻋ ْﻤﺮِ ﻱ َﺛ َﻤ ٍﺎﻥ َﻭ ِﻋ ْﺸ ُﺮ‬ 2 1
.‫ﻋﺎ ًﻣﺎ‬ َ ‫ُﻋ ْﻤﺮِ ﻱ َﺛ َﻼ ُﺛ‬

َ ‫ـﻮﻥ‬
2) 1How 2old are you (m.)? (lit. What age are you?) I am (lit. My age is)
28 years. And how old are you (f.)? I am 30 years old.
ً ‫ٱﻻ ْﻣـ ِﺘ َﺤﺎﻥِ َﺃ َﺣـ َﺪ َﻋ َﺸ َﺮ ُﺳـﺆ‬

‫ ﺧَ ـ ْﻤ َﺴ ٌﺔ ِﻣـ ْﻨ َﻬﺎ َﻛﺎﻧ َْﺖ‬،‫َﺍﻻ‬ 2 ِ ْ ‫ﺎﻥ ِﻓﻲ‬
َ ‫َﻛ‬
1
‫ٱﻟﻄﺎ ِﻟ ُﺐ‬ 5 4 ُ ْ ‫ٱﻟﺴـ ﱠﺘ ُﺔ‬

‫ َﻋ َـﺮ َﻑ ﱠ‬.‫ٱﻷ ْﺧ َـﺮﻯ َﻛﺎﻧ َْﺖ َﺷﻔَﻬِ ـ ﱠﻴ ًﺔ‬ ‫ َﻭ ﱢ‬،‫ﺧَ ﱢﻄـ ﱠﻴ ًﺔ‬ 3
363
36
.‫ﺍﺏ َﺛ َﻤﺎ ِﻧـ َﻴـﺔٍ ِﻣ ْﻨ َﻬﺎ‬
َ ‫َﺟ َﻮ‬ 6
34 3) There were eleven 2questions in 1the examination. Five of them were
3
Cardinal written and the other six were 4oral.The student 5knew 6the answers
numbers to eight of them.
‫ﺍﺣـ َﺪ ًﺓ ُﻛ ﱠﻞ َﺃ ْﺭ َﺑ ٍﻊ‬
5 4 3 2 ْ ‫ﺗَـ ُﺪﻭ ُﺭ‬
ُ ‫ٱﻷَ ْﺭ‬
ِ ‫ﺽ َﺣـ ْﻮ َﻝ ِﻣ ْﺤـ َﻮﺭِ َﻫﺎ َﺩ ْﻭ َﺭ ًﺓ َﻭ‬ 1
‫ﺍﺣـ َﺪ ًﺓ ُﻛ ﱠ‬
‫ـﻞ‬ 8 7 ‫ َﻭﺗَـ ُﺪﻭ ُﺭ َﺣ ْﻮ َﻝ ﱠ‬،‫ﻳﻦ َﺳﺎ َﻋ ًﺔ‬
ِ ‫ٱﻟﺸـ ْﻤ ِﺲ َﺩ ْﻭ َﺭ ًﺓ َﻭ‬ 6 ْ ‫َﻭ ِﻋ‬
َ ِ‫ـﺸﺮ‬
َ ‫َﺛ َﻼ ِﺙ ِﻣ َﺌﺔٍ َﻭﺧَ ْﻤ َﺴﺔٍ َﻭ ِﺳﺘ‬
ٍ ‫ﱢـﻴـﻦ َﻳ ْﻮ ًﻣﺎ َﻭ ِﺳ ﱢﺖ َﺳﺎ َﻋ‬
.‫ـﺎﺕ‬
4) The earth 1rotates 2around 3its axis, once (lit. 5,4only one revolution)
every 24 hours, and 7rotates around 6the sun 8only once (lit. 7one rev-
olution) every 365 days and six hours.
‫ﺍﺕ َﺟـ ﱢﻮ ﱠﻳﺔٍ َﻭ َﺭ َﻣ ْﺖ‬

6 5
ٍ ‫َـﺎﺭ‬
َ ‫ـﺸﺮِ ﻏ‬
4
ٍ ‫ﻗَﺎ َﻣ ْﺖ َﺃ ْﺭ َﺑ ُﻊ َﻃﺎ ِﺋ َـﺮ‬
ْ ‫ﺍﺕ َﺣ ْﺮ ِﺑـ ﱠﻴﺔٍ ِﺑ َﻌ‬ 3 2 1
َ ‫ َﻭ ِﺳـ ﱠﺘ َﺔ َﻋ‬،‫ﻳﻦ ُﻗـﻨْــ ُﺒـﻠَ ًﺔ‬

‫ـﺸ َﺮ‬ 8
َ ِ‫َﻣﺎ َﻳﺰِ ﻳـ ُﺪ َﻋﻠَﻰ ِﻣ َﺌﺔٍ َﻭﺧَ ْﻤ ٍﺲ َﻭ ِﻋ ْﺸﺮ‬ 7
‫ َﻭﻗَـﺘَـﻠَ ْﺖ َﺛ َﻤﺎ ِﻧـ َﻴ َﺔ‬،‫ َﻓ َﻬـ َﺪ َﻣ ِﺖ ٱ ْﺛـﻨ َْﻲ َﻋ َﺸ َﺮ َﻣـﻨْـﺰِ ًﻻ‬،‫ﻭﺧﺎ‬

11 10 ً ‫ﺻﺎ ُﺭ‬
َ 9
‫ـﺖ ِﻣ َﺌـﺘَـ ْﻴـﻦِ َﻭ َﺃ ْﺭ َﺑ َﻌ َﺔ َﻋ َﺸ َﺮ‬

ْ ‫ﺺ( َﻭ َﺟ َـﺮ َﺣ‬
13
ٍ َ‫َﺃ ْﺷﺨ‬
ٌ ‫ﺎﺹ ) َﺷ ْﺨ‬ 12
َ ِ‫ﺁﺧَ ـﺮ‬14
.‫ﻳﻦ‬
5) Four 3war 2planes 1made ten 5,4air-raids 6and dropped 7more than 125
8
bombs and sixteen 9rockets. 10They destroyed twelve houses, 11killed
eight 12people 13and wounded 214 14others.
‫َﻛﺎﻧ َْﺖ ِﻫ ْﺠ َـﺮ ُﺓ ٱﻟـﻨﱠـ ِﺒ ﱢﻲ ُﻣ َﺤ ﱠﻤ ٍـﺪ ِﻣ َﻦ َﻣ ﱠﻜ َﺔ ِﺇﻟَﻰ ٱﻟْـ َﻤ ِﺪﻳﻨ َِﺔ ِﻓﻲ َﺳﻨ َِﺔ‬
2 1
َ ‫ َﻭٱﺗ ِﱡﺨـ َﺬ ٰﻫ‬.‫ـﻴﻼ ِﺩ‬

‫ــﺬﺍ‬ 5 َ ‫ﻳـﻦ َﺑ ْﻌـ َﺪ ٱﻟْ ِـﻤ‬
4 ْ ‫ِﺳ ﱢﺖ ِﻣ َﺌﺔٍ َﻭٱ ْﺛـﻨَـ ْﻴـﻦِ َﻭ ِﻋ‬
َ ِ‫ـﺸﺮ‬
3
ْ ِ‫ٱﻟْﻬ‬8 ‫ـﻠﺴـﻨ َِﺔ‬

.‫ﺠـﺮِ ﱠﻳ ِﺔ‬ ‫ِﻟ ﱠ‬ 7
َ ‫ٱﻟـﺘﱠـﺎﺭِ ﻳﺦُ ِﻋـﻨْـ َﺪ ٱﻟْـ ُﻤ ْﺴ ِﻠ ِـﻤ‬
ٍ‫ﻴـﻦ َﻛـ ِﺒ َﺪﺍ َﻳﺔ‬ 6
6) 1The emigration of 2the Prophet Mohammed from Mecca to Medina

took place in the year 3,4AD 622 (3after 4the birth). This 6date 5was
3644 taken by the Muslims 7as the beginning of the Hiğrah (8calendar) year.
‫ـﻀﺎﺭِ َﻭٱﻟْـﻔ ِ‬
‫َـﺎﻛ َﻬ ِﺔ َﺛ َﻼ َﺛـ َﺔ َﻋ َ‬ ‫َﺎﺟـ ُﺮ ٱﻟْ ُ‬ ‫ِﻓﻲ َﻳـ ْﻮ ٍﻡ َﻭ ِ‬
‫ــﺸ َﺮ‬ ‫‪4‬‬
‫ـﺨ َ‬ ‫ﺎﻉ ﺗ ِ‬
‫ﺍﺣ ٍـﺪ َﺑ َ‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ﺍﺣ ٍـﺪ ِﻣ ْﻨ َﻬﺎ ِﺑ َﺄ َﺣـ َﺪ َﻋ َﺸ َـﺮ‬ ‫ﺎﻉ ُﻛ ﱠ‬

‫ـﻞ َﻭ ِ‬ ‫ﺻـﻨْـ ُﺪﻭ ًﻗـﺎ ِﻣ َﻦ ٱﻟْ ِﻌـﻨ َِﺐ‪ ،‬ﻓَـ َﺒ َ‬
‫‪7‬‬ ‫‪6‬‬
‫ُ‬ ‫‪5‬‬
‫ﺻ ْﻨ ُﺪﻭﻕٌ ( ِﻣ َﻦ‬ ‫ﺻﻨ ِ‬

‫َﺎﺩﻳﻖَ ) ُ‬ ‫ـﻀﺎ ِﻣ َﺌ ًﺔ َﻭ َﺃ ْﺭ َﺑ َﻌـ َﺔ َ‬
‫ﺎﻉ َﺃ ْﻳ ً‬
‫ِﺩﻳﻨَـﺎ ًﺭﺍ‪َ .‬ﻭ َﺑ َ‬
‫‪8‬‬
‫ﺻـﻨْـ ُﺪﻭ ًﻗـﺎ ِﻣ َﻦ ٱﻟْـ ُﺒـ ْﺮﺗُـﻘَـﺎﻝِ ‪،‬‬

‫‪10‬‬
‫ﺎﺡ‪َ ،‬ﻭﺧَ ـ ْﻤ َﺴ ًﺔ َﻭﺧَ ـ ْﻤ ِﺴ َ‬
‫ﻴـﻦ ُ‬ ‫ٱﻟـﺘﱡـ ﱠﻔ ِ‬ ‫‪9‬‬
‫ﺼ ِﻒ ٱﻟ ﱢﺪﻳﻨَﺎﺭِ َﻭ َﻛ َ‬
‫ـﺎﻥ‬ ‫ﺍﺣ ٍـﺪ ِﻣ ْﻨ َﻬﺎ ِﺑ َﺴ ْﺒ َﻌ ِـﺔ َﺩﻧَﺎ ِﻧ َ‬
‫ـﻴﺮ َﻭ ِﻧ ْ‬ ‫‪11‬‬ ‫ﺎﻉ ُﻛ ﱠ‬
‫ـﻞ َﻭ ِ‬ ‫َﺑ َ‬
‫ـﻴﺮ‪.‬‬ ‫ﺭِ ْﺑ ُﺤ ُﻪ ِﻣ َﺌ ًﺔ َﻭ َﻋ َ‬
‫ـﺸ َﺮ َﺓ َﺩﻧَﺎ ِﻧ َ‬ ‫‪12‬‬
‫‪7) In one day 3the greengrocer (4and fruit 2merchant) 1sold thirteen‬‬
‫‪5‬‬
‫‪boxes of 6grapes, selling them for eleven dinars 7each. He 8also sold‬‬
‫‪104 boxes of 9apples and 55 of 10oranges, which he sold for seven‬‬
‫‪11‬‬
‫‪and a half dinars each. 12His profit was 110 dinars.‬‬
‫ﻭﻑ‪َ ،‬ﻭﺃ ْﺭ َﺑ َﻊ ِﻣـ َﺌﺔٍ َﻭ َﻭ ِ‬

‫ﺍﺣ ٍـﺪ‬ ‫ﻭﻑ َﻭﺧَ ـ ُﺮ ٍ‬‫ِﺇ َﺫﺍ َﺟ َﻤ ْﻌـﻨَﺎ ِﻣ َﺌـﺘ َْﻲ ﺧَ ـ ُﺮ ٍ‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫َـﺮﺓً‪َ ،‬ﻭ َﺃﻟْـ ًﻔﺎ َﻭ ِﺳ ﱠﺖ ِﻣ َﺌﺔٍ‬ ‫ﺼﺎﻧًﺎ‪َ ،‬ﻭ َﺛ َﻤﺎ ِﻧ َﻲ َﻋ ْ‬

‫ـﺸ َﺮ َﺓ َﺑـﻘ َ‬
‫‪5‬‬
‫ـﻴـﻦ ِﺣ َ‬‫َﻭ َﺛ َﻼ ِﺛ َ‬
‫‪4‬‬
‫ﻳـﻦ َﺟ َﻤ ًﻼ‪َ ،‬ﻭ َﺛ َﻼﺛ ًﺔ َﻭ َﺛ َﻼ ِﺛـ َ‬

‫ﲔ ِﺣـ َﻤﺎ ًﺭﺍ‪َ ،‬ﻭ ِﺗ ْﺴ ًﻌـﺎ َﻭ ِﺗ ْﺴ ِﻌ َ‬
‫ـﻴـﻦ‬ ‫‪6‬‬
‫َﻭ ِﻋ ْﺸﺮِ َ‬
‫ﻮﻥ َﻣ ْﺠـ ُﻤ ُ‬
‫ﻮﻉ‬ ‫‪10‬‬ ‫ﻭﻗ ﱠﻄـﺘَـ ْﻴـﻦِ َﻭ َﻛـﻠْ ًﺒﺎ َﻭ ِ‬
‫ﺍﺣـ ًﺪﺍ‪ ،‬ﻓَـ َﻜـ ْﻢ َﻳ ُﻜ ُ‬ ‫‪9‬‬‫ﺎﺟ ًﺔ ِ‬
‫َﺩ َﺟ َ‬ ‫‪8‬‬ ‫‪7‬‬
‫َـﺎﺕ؟‬ ‫َﻋـ َﺪ ِﺩ ٰﻫـ ِﺬ ِﻩ ٱﻟْ َ‬

‫ـﺤـ َﻴـ َﻮﺍﻧ ِ‬ ‫‪12‬‬ ‫‪11‬‬
‫‪8) 1If 2we add 201 3sheep, 431 4horses, 18 5cows, 1620 camels, 33 6don-‬‬
‫‪keys, 99 7hens, 8two cats 9and one dog, what will the 10total 11number‬‬
‫?‪of these 12animals be‬‬
‫‪6‬‬
‫ـﺴـﻴ ُﺮ ﻟَـ ْﻴـ َﻞ َﻧ َﻬ َ‬
‫ـﺎﺭ ِﺑ ُﺴـ ْﺮ َﻋ ِﺔ‬ ‫‪5‬‬ ‫‪4‬‬
‫ﺿﻨَﺎ َﺃ ﱠﻥ ٱﻟْ ِـﻘ َﻄ َ‬
‫ﺎﺭ َﻳ ِ‬ ‫‪3‬‬
‫ﻟَـﻮِ ٱ ْﻓـﺘ َ‬
‫َـﺮ ْ‬
‫‪2‬‬ ‫‪1‬‬
‫ﺻﻮ ِﻟ ِﻪ ِﺇﻟَﻰ‬ ‫ٱﻟﺴﺎ َﻋ ِﺔ‪َ ،‬ﻓ َﻴ ْﺤـﺘ ُ‬

‫َﺎﺝ ِﻟـ ُﻮ ُ‬
‫‪8‬‬ ‫‪7‬‬ ‫ﱢـﻴـﻦ ِﻣ ً‬
‫ﻴﻼ ِﻓﻲ ﱠ‬ ‫ـﺴﺔٍ َﻭ ِﺳـﺘ َ‬
‫ﺧَ ْﻤ َ‬
‫‪10‬‬
‫ٱﻟﺸـ ْﻤ ِﺲ َﺣـ َﻮﺍﻟَ ْﻲ ِﻣـ َﺌﺔٍ َﻭ َﺃ ْﺭ َﺑ ٍﻊ َﻭ ِﺳـﺘ َ‬
‫ﱢـﻴـﻦ َﺳـ َﻨ ًﺔ‪َ .‬ﺃ ﱠﻣﺎ ُﺳـ ْﺮ َﻋـ ُﺔ‬ ‫ﱠ‬ ‫‪9‬‬ ‫‪365‬‬
‫‪36‬‬
‫ـﻒ َﻭ ِﻣـ َﺌـﺘَﺎﻥِ َﻭ ِﺗ ْﺴ َﻌـ ُﺔ َﺃ ْﻣـ َﻴ ٍﺎﻝ ِﻓﻲ‬
ٌ ْ‫ـﻲ َﺃﻟ‬
َ ِ‫ﻗ َِﺬﻳـﻔ َِﺔ ٱﻟْ ِـﻤ ْﺪﻓ َِﻊ ﻓَﻬ‬
34
12 11
Cardinal
numbers
‫ٱﻟﺴـﻨ َِﺔ‬
‫ـﺼ ِﻒ ﱠ‬ ْ ‫ﺍﺕ َﻭ ِﻧ‬
14
ٍ ‫َﺎﺝ ِﻟـ َﺜـ َﻤﺎ ِﻧﻲ َﺳـﻨَـ َﻮ‬
ُ ‫ ﻓَــﺘ َْﺤـﺘ‬،‫ٱﻟﺴﺎ َﻋ ِـﺔ‬
13
‫ﱠ‬
‫ َﺃ ﱠﻣﺎ ٱﻟـﻨﱡـﻮ ُﺭ ﻓَــ َﻴ ْﺠــﺘَـﺎ ُﺯ ٰﻫـ ِﺬ ِﻩ‬،‫ـﺲ‬
16 15 ‫ِﻟـﺘ َِﺼ َﻞ ِﺇﻟَﻰ ﱠ‬
ِ ‫ٱﻟﺸ ْﻤ‬
.‫ــﺸ َـﺮ َﺓ َﺛـﺎ ِﻧـ َﻴـ ًﺔ‬
19 ْ ‫ـﺴ َﻊ َﻋ‬ 18
َ ‫ٱﻟْـ َﻤ‬
ْ ‫ـﺴﺎ َﻓ َﺔ ِﺑـ َﺜـ َﻤـﺎ ِﻧﻲ َﺩﻗَـﺎ ِﺋـﻖَ َﻭ ِﺗ‬ 17
9) If we 1suppose that 2a train 3goes / travels 6at a speed of 65 miles per

hour, 5day and 4night, 7it would need 9around 164 years 8to reach the
sun. However, the 10speed of 12the cannon11ball is 1209 miles per hour.
13
It would need eight and a 14half years to reach the sun, but 15light 16cov-
ers /travels this 17distance in eight 18minutes and nineteen 19seconds.
1) The sports team won thirteen prizes out of fifteen matches it played
during the last year.
2) How old are you (m.)? I am 22 years old.
3) In the exam there were thirteen questions: two of them were written
and the other eleven were oral. The student knew the answers to five
of them.
4) Three war planes made ten air-raids and dropped 165 bombs and
sixteen rockets.
5) In one day the merchant sold sixteen boxes of grapes and 108 boxes
of apples. His profit was 120 dinars.
6) If we add 101 sheep, 331 horses, 17 cows, 33 donkeys, 89 hens and
one cat, what will the total number of these animals be?
3666
Chapter 35
Ordinal numbers,
fractions, expressions of
time and calendars
35.1
‫ َﺃﻟْـ َﻌـ َﺪ ُﺩ ٱﻟـﺘﱠـ ْﺮ ِﺗـﻴـ ِﺒ ﱡ‬, from second to tenth are based
The ordinal numbers, ‫ﻲ‬
on the corresponding cardinal numbers. They are formed on the pattern for
ٌ ‫َﺎﻋ‬
active participles ‫ﻞ‬ ِ ‫ ﻓ‬fāҁilun. The ordinal number ‘first’ is formed from an
independent root ᵓ-w-l on the pattern ‫ َﺃ ْﻓ َﻌ ُﻞ‬ᵓaf alu. The ordinal numbers
ҁ
agree with the gender and case of the main noun, i.e. the masculine forms
are used with reference to masculine nouns, and the feminine forms are
used with reference to feminine nouns. They take the definite article ‫ َﺃﻟْـ‬and
are inflected for all three cases. Like any other adjective, the ordinal num-
ber usually follows the noun it qualifies.
Used with masculine Used with feminine
1st ‫ َﺃ ْﻷَ ﱠﻭ ُﻝ‬ᵓal-ᵓawwalu ‫ َﺃ ْ ُﻷﻭﻟَـﻰ‬ᵓal-ᵓūlā
2nd ‫ َﺃﻟـ ﱠﺜـﺎ ِﻧـﻲ‬ᵓat¯-t¯ānı̄ ‫ َﺃﻟـ ﱠﺜـﺎ ِﻧـ َﻴـ ُﺔ‬ᵓat¯-t¯āniyatu
3rd ُ‫ َﺃﻟـ ﱠﺜـﺎ ِﻟـﺚ‬ᵓat¯-t¯ālit¯u ‫ َﺃﻟـ ﱠﺜـﺎ ِﻟـ َﺜـ ُﺔ‬ᵓat¯-t¯ālit¯atu

367
4th ‫ َﺃﻟـ ﱠﺮﺍ ِﺑ ُﻊ‬ᵓar-rābi u
ҁ
‫ َﺃﻟـ ﱠﺮﺍ ِﺑـ َﻌـ ُﺔ‬ᵓar-rābi atu
ҁ
35 5th ‫ـﺲ‬ ِ َ‫ َﺃﻟـﺨ‬ᵓal-hāmisu
ُ ‫ﺎﻣ‬ ‫ـﺴـ ُﺔ‬ ِ َ‫ َﺃﻟـﺨ‬ᵓal-hāmisatu
َ ‫ﺎﻣ‬
Ordinal ˘ ˘
numbers,
fractions, 6th ‫ﺱ‬
ُ ‫ـﺎﺩ‬ ‫ َﺃ ﱠ‬ᵓas-sādisu
ِ ‫ﻟـﺴ‬ ‫ـﺎﺩ َﺳـ ُﺔ‬ ‫ َﺃ ﱠ‬ᵓas-sādisatu
ِ ‫ﻟـﺴ‬
and time
7th ‫ـﻊ‬ ‫ َﺃ ﱠ‬ᵓas-sābi u
ُ ‫ﻟـﺴﺎ ِﺑ‬ ҁ
‫ َﺃ ﱠ‬ᵓas-sābi atu
‫ﻟـﺴﺎ ِﺑ َﻌـ ُﺔ‬ ҁ
8th ‫ـﻦ‬ ِ ‫ َﺃﻟـ ﱠﺜ‬ᵓat-tāminu

ُ ‫ـﺎﻣ‬ ِ ‫ َﺃﻟـ ﱠﺜ‬ᵓat-tāminatu
‫ـﺎﻣـﻨَـ ُﺔ‬
¯ ¯ ¯ ¯
9th ‫ـﻊ‬ ِ ‫ َﺃﻟـﺘ‬ᵓat-tāsi u

ُ ‫ﱠﺎﺳ‬ ҁ ِ ‫ َﺃﻟـﺘ‬ᵓat-tāsi atu
‫ﱠـﺎﺳـ َﻌـ ُﺔ‬ ҁ
10th ِ ‫ َﺃﻟْ َﻌ‬ᵓal- āširu

‫ﺎﺷـ ُﺮ‬ ҁ ِ ‫ َﺃﻟْـ َﻌ‬ᵓal- āširatu
‫ـﺎﺷ َـﺮ ُﺓ‬ ҁ
Note: The double /tt/ (Tāᵓ with šaddah) in the cardinal number ‫ ِﺳـﺘﱠـ ٌﺔ‬sit-
ٌ ‫ َﺳ ِﺎﺩ‬sādisun, sixth.
tatun, six, is resolved as /d/ + /s/ in the ordinal number ‫ﺱ‬
Examples:
Masculine Feminine
ْ ‫َﺃﻟْ َﻮﻟَ ُﺪ‬

‫ٱﻷَ ﱠﻭ ُﻝ‬ ُ ْ ‫َﺃﻟْ ِﺒﻨ ُْﺖ‬
‫ٱﻷﻭﻟَـﻰ‬
ᵓal-waladu l-ᵓawwalu, the first boy ᵓal-bintu l-ᵓūlā, the first girl
ْ ‫ُﻫ َﻮ‬
‫ٱﻷَ ﱠﻭ ُﻝ‬ ُ ْ ‫ِﻫ َﻲ‬
‫ٱﻷﻭﻟَـﻰ‬
huwa l-ᵓawwalu. hiya l-ᵓūlā.

He is the first. She is the first.
‫ـﺴ ُﻬـ ْﻢ‬ ِ َ‫ُﻫ َﻮ ﺧ‬

ُ ‫ﺎﻣ‬ ‫ـﺴ ُﺘ ُﻬ ﱠ‬
‫ـﻦ‬ ِ َ‫ِﻫ َﻲ ﺧ‬
َ ‫ﺎﻣ‬
3688
huwa hāmisu-hum. hiya hāmisatu-hunna.
˘ ˘
He is the fifth of them. She is the fifth of them.
ُ ‫َﺃﻟ ﱠﺪ ْﺭ‬
‫ﺱ ٱﻟ ﱠﺜﺎ ِﻧﻲ‬ ‫َﺃ ﱠ‬
‫ﻟﺴ َﻨ ُﺔ ٱﻟ ﱠﺜﺎ ِﻧـ َﻴ ُﺔ‬ Telling the
time
ᵓad-darsu t -t ānı̄ ᵓas-sanatu t -t āniyatu

¯ ¯ ¯ ¯
the second lesson the second year
ُ ‫َﺃﻟْ ِﻜﺘ‬
‫َﺎﺏ ٱﻟـ ﱠﺮﺍ ِﺑ ُﻊ‬ ‫َﺃ ﱠ‬
ِ َ‫ﻟﺴﺎ َﻋ ُﺔ ٱﻟْـﺨ‬
‫ﺎﻣ َﺴـ ُﺔ‬
ᵓal-kitābu r-rābiҁu ᵓas-sā ҁatu l-hāmisatu

˘
the fourth book five o’clock (lit. the fifth hour)
35.2
ُ ‫ َﺃ ْﻷَ ﱠﻭ‬ᵓal-ᵓawwalu (masc.) and ‫ َﺃ ْ ُﻷﻭﻟَـﻰ‬ᵓal-ᵓūlā (fem.),

The ordinal numbers ‫ﻝ‬
‘first’, have the following plurals:
Singular Broken plural Sound plural

(rarely used)
Masc. ‫َﺃ ْﻷَ ﱠﻭ ُﻝ‬ ‫َﺃ ْ ُﻷ َﻭ ُﻝ‬ ‫َﺃ ْﻷَ َﻭﺍ ِﺋ ُﻞ‬ َ ‫َﺃ ْﻷَ ﱠﻭ ُﻟ‬
‫ﻮﻥ‬
ᵓal-ᵓawwalu ᵓal-ᵓuwalu OR ᵓal-ᵓawāᵓilu ᵓal-ᵓawwalūna
Fem. ‫َﺃ ْ ُﻷﻭﻟَﻰ‬ ‫َﺃ ْ ُﻷ َﻭ ُﻝ‬ ‫َﺃ ْﻷَ َﻭﺍ ِﺋ ُﻞ‬ َ ‫َﺃ ْ ُﻷ‬
‫ﻭﻻ ُﺕ‬
ᵓal-ᵓūlā ᵓal-ᵓuwalu OR ᵓal-ᵓawāᵓilu ᵓal-ᵓūlātu
35.3
36
369
Ordinal numbers can also be used in ᵓid. āfah construction with a following
genitive noun or with a suffixed personal pronoun, e.g.:
35 ِ ‫ َﺃ ﱠﻭ ُﻝ ٱﻟـﻨ‬ᵓawwalu n-nāsi
‫ﱠـﺎﺱ‬ ‫ َﺃ ﱠﻭ ُﻟـ ُﻬ ْﻢ‬ᵓawwalu-hum
Ordinal
numbers, the first of the people the first of them (masc.)
fractions,
‫ـﺲ َﻭﻟَ ٍﺪ‬ ِ َ‫ ﺧ‬hāmisu waladin ِ َ‫ ﺧ‬hāmisu-hum

and time
ُ ‫ﺎﻣ‬ ˘
‫ـﺴ ُﻬ ْﻢ‬
ُ ‫ﺎﻣ‬ ˘
(the) fifth boy the fifth of them (masc.)
‫ـﺴ ُﺔ ِﺑـﻨ ٍْـﺖ‬ ِ َ‫َﺎﻃ َﻤ ُﺔ ﺧ‬

َ ‫ـﺎﻣ‬ ِ ‫ﻓ‬ ‫ـﺴ ُﺘ ُﻬ ﱠﻦ‬ ِ َ‫ِﻫ َﻲ ﺧ‬
َ ‫ﺎﻣ‬
fāt. imatu hāmisatu bintin. hiya hāmisatu-hunna.
˘ ˘
Fāt.imah is the fifth girl. She is the fifth of them.
Note: In this construction the ordinal number is in the masculine even

when the following noun or suffix pronoun is feminine, unless the ordinal
number is preceded by a feminine subject. (Even so, the feminine ordinal
number ‫ ﻯَﻝﻭُﺃ‬ᵓūlā, ‘first’, is less often used in the ᵓid. āfah construction.)
Masculine Feminine
‫َﺃ ﱠﻭ ُﻝ َﻭﻟَ ٍﺪ‬ ‫َﺃ ﱠﻭ ُﻝ ِﺑﻨ ٍْﺖ‬ (not ‫ِﺑﻨ ٍْﺖ‬ ‫) ُﺃﻭﻟَﻰ‬
ᵓawwalu waladin ᵓawwalu bintin (ᵓūlā bintin)

the first boy the first girl
‫َﺛﺎ ِﻧ َﻲ َﻭﻟَ ٍﺪ‬ ‫َﺛﺎ ِﻧ َﻲ َﻣ ﱠﺮ ٍﺓ‬ (not ‫َﻣ ّﺮ ٍﺓ‬ ‫) َﺛﺎ ِﻧ َﻴ ُﺔ‬
t āniya waladin t āniya marratin (t āniyatu marratin)

¯ ¯ ¯
the second boy the second time
‫ﺲ َﻭﻟَ ٍﺪ‬ ِ َ‫ﺧ‬

ُ ‫ﺎﻣ‬ ‫ـﺲ ِﺑﻨ ٍْﺖ‬ ِ َ‫ﺧ‬
ُ ‫ﺎﻣ‬ (not ‫ِﺑﻨ ٍْﺖ‬ ‫ﺎﻣ َﺴ ُﺔ‬
ِ َ‫)ﺧ‬
hāmisu waladin hāmisu bintin (hāmisatu bintin)

3700 ˘ ˘ ˘
the fifth boy the fifth girl
‫َﺃ ﱠﻭ ُﻟ ُﻬ ْﻢ‬ ‫َﺃ ﱠﻭ ُﻟ ُﻬ ﱠﻦ‬ (not ‫ﻦ‬ َ ‫) ُﺃ‬
‫ﻭﻻ ُﻫ ﱠ‬ Telling the
time
ᵓawwalu-hum ᵓawwalu-hunna (ᵓūlā-hunna)

the first of them the first of them
‫ـﺴ ُﻬ ْﻢ‬ ِ َ‫ﺧ‬

ُ ‫ﺎﻣ‬ ‫ـﺴ ُﻬ ﱠﻦ‬ ِ َ‫ﺧ‬
ُ ‫ﺎﻣ‬ (not ‫ﻦ‬ ِ َ‫)ﺧ‬
‫ﺎﻣ َﺴ ُﺘ ُﻬ ﱠ‬
hāmisu-hum hāmisu-hunna (hāmisatu-hunna)

˘ ˘ ˘
the fifth of them the fifth of them
35.4
The ordinal numbers 11th–19th are inflected for gender but not for case.
In forming the ordinal number ‘eleventh’, it should be observed that:
َ ْ ‫ َﺃ‬ᵓal-h.ādiya (m.) is used instead of ‫ َﺃ ْﻷَ ﱠﻭ ُﻝ‬ᵓal-ᵓawwalu, first (m.), and:

‫ﳊ ِﺎﺩ َﻱ‬
‫ﺎﺩ َﻳـ َﺔ‬

ِ ‫ﳊ‬َ ْ ‫ َﺃ‬ᵓal-h.ādiyata (f.) is used instead of ‫ َﺃ ْ ُﻷﻭﻟَﻰ‬ᵓal-ᵓūlā, first (f.).
Used with masculine Used with feminine
ِ ‫ـﺤ‬
َ ‫ـﺎﺩ َﻱ َﻋ‬
‫ـﺸ َـﺮ‬ َ ْ‫ـﺸ َـﺮ َﺓ َﺃﻟْ َﻮﻟَ ُﺪ ٱﻟ‬
ْ ‫ـﺎﺩ َﻳـ َﺔ َﻋ‬
ِ ‫ـﺤ‬َ ْ‫َﺃﻟْ ِﺒﻨ ُْﺖ ٱﻟ‬
11th ᵓal-waladu l-h.ādiya ҁašara ᵓal-bintu l-h.ādiyata ҁašrata

the eleventh boy the eleventh girl
َ ‫َﺃﻟْ َﻮﻟَ ُﺪ ٱﻟ ﱠﺜـﺎ ِﻧ‬

َ ‫ـﻲ َﻋ‬
‫ـﺸ َـﺮ‬ ْ ‫َﺃﻟْ ِﺒﻨ ُْﺖ ٱﻟ ﱠﺜـﺎ ِﻧـ َﻴـ َﺔ َﻋ‬
‫ـﺸ َـﺮ َﺓ‬
37
371
ҁ
12th ᵓal-waladuᵓ t -t āniya ašara ᵓal-bintu t -t āniyata ҁašrata
¯ ¯ ¯ ¯
35 ‫ـﺸ َـﺮ‬ َ ‫َﺃﻟْ َﻮﻟَ ُﺪ ٱﻟ ﱠﺜـﺎ ِﻟ‬
َ ‫ـﺚ َﻋ‬ ْ ‫َﺃﻟْ ِﺒﻨ ُْﺖ ٱﻟ ﱠﺜـﺎ ِﻟــ َﺜــ َﺔ َﻋ‬
‫ـﺸ َـﺮ َﺓ‬
Ordinal
numbers,
fractions, 13th ᵓal-waladu t -t ālit a ҁašara ᵓal-bintu t -t ālit ata ҁašrata
¯ ¯ ¯ ¯ ¯ ¯
and time
َ ‫َﺃﻟْ َﻮﻟَ ُﺪ ٱﻟ ﱠﺮﺍ ِﺑـ َﻊ َﻋ‬

‫ـﺸ َـﺮ‬ ْ ‫َﺃﻟْ ِﺒﻨ ُْﺖ ٱﻟ ﱠﺮﺍ ِﺑـ َﻌـ َﺔ َﻋ‬
‫ـﺸ َـﺮﺓ‬
14th ᵓal-waladu r-rābiҁa ҁašara ᵓal-bintu r-rābiҁata ҁašrata
35.5 Telling the time
‫ َﻭ ْﻗ ٌﺖ‬waqtun, time ٌ ‫ َﺃ ْﻭﻗ‬ᵓawqātun)

(plural: ‫َﺎﺕ‬
The ordinal numbers are used in telling the time, but ‘one o’clock’ can also
be expressed by a cardinal number, e.g.:
ُ ْ / ‫ﺍﺣ َﺪ ُﺓ‬
‫ٱﻷﻭﻟَﻰ‬ ‫ َﺃ ﱠ‬ᵓas-sā atu l-wāh.idatu OR l-ᵓūlā, one o’clock
ِ ‫ﻟﺴﺎ َﻋ ُﺔ ٱﻟْ َﻮ‬ ҁ
‫ َﺃ ﱠ‬ᵓas-sā atu t¯-t¯āniyatu, two o’clock

‫ﻟﺴﺎ َﻋ ُﺔ ٱﻟـ ﱠﺜـﺎ ِﻧـ َﻴـ ُﺔ‬ ҁ
‫ َﺃ ﱠ‬ᵓas-sā atu t¯-t¯ālit¯atu, three o’clock

‫ﻟﺴﺎ َﻋ ُﺔ ٱﻟـ ﱠﺜـﺎ ِﻟـ َﺜـ ُﺔ‬ ҁ
‫ َﺃ ﱠ‬ᵓas-sā atu r-rābi atu, four o’clock

‫ﻟﺴﺎ َﻋ ُﺔ ٱﻟـ ﱠﺮﺍ ِﺑـ َﻌـ ُﺔ‬ ҁ ҁ
…and so on.
Note: The classical meaning of the word ‫ َﺳﺎ َﻋ ٌﺔ‬sā atun is ‘(short) time,
ҁ
hour’, but nowadays it also has the meaning ‘clock, timepiece, watch’.
3722
35.6 Telling the
time
The ordinal numbers for the even tens, ‫ﻭﻥ‬ ْ ‫ َﺃﻟْ ِﻌ‬ᵓal- išrūna,
َ ‫ـﺸ ُﺮ‬ ҁ
‘20th’,
َ ‫ َﺃﻟـ ﱠﺜ َﻼ ُﺛ‬ᵓat¯ -t¯ alāt¯ ūna,

‫ﻮﻥ‬ ‘30th’, َ ‫ َﺃ ْﻷَ ْﺭ َﺑـ ُﻌ‬ᵓal-ᵓarba ūna,
‫ـﻮﻥ‬ ҁ
‘40th’, etc., are
formed by prefixing the definite article ‫ َﺍﻟـ‬to the corresponding cardinal

numbers. They are inflected for case but not for gender, e.g.:
‫ﻭﻥ‬ ْ ‫ َﺃﻟْ ِﺒﻨ ُْﺖ ٱﻟْ ِﻌ‬/ ‫َﺃﻟْ َﻮﻟَ ُﺪ‬

ᵓal-waladu / ᵓal-bintu l-ҁišrūna, the 20th boy / girl
35.7
Ordinal adverbs are derived from ordinal numbers simply by inflecting

them for the indefinite accusative case (see chapter 38 on adverbs), e.g.:
‫ َﺃ ﱠﻭ ًﻻ‬ᵓawwalan, firstly ‫ َﺛﺎ ِﻧ ًﻴﺎ‬t¯āniyan, secondly ‫ َﺛﺎ ِﻟ ًﺜﺎ‬t¯ālit¯an, thirdly, etc.
35.8
The fractions ‫ َﺃﻟْ ُﻜ ُﺴﻮ ُﺭ‬from 1/2 to 1/10 are formed mostly according to
the pattern ҁ ٌ ‫ َﺃ ْﻓـ َﻌ‬ᵓaf ālun, for the plu-
‫ ُﻓ ْﻌ ٌﻞ‬fu lun, for the singular, and ‫ﺎﻝ‬ ҁ
ral, e.g.:
Singular Plural
1/2 ‫ـﻒ‬ ْ ‫ ِﻧ‬nis.fun

ٌ ‫ـﺼ‬ َ ‫ َﺃﻧ‬ᵓans.āfun
ٌ ‫ْـﺼ‬
‫ﺎﻑ‬
37
373
35 1/3 ٌ‫ ُﺛـﻠْـﺚ‬t¯ult¯un ٌ‫ َﺃ ْﺛ َـﻼﺙ‬ᵓat¯lāt¯un
Ordinal
numbers,
fractions, 1/4 ‫ـﻊ‬
ٌ ‫ ُﺭ ْﺑ‬rub un ҁ
ٌ ‫ َﺃ ْﺭ َﺑ‬ᵓarbā un
‫ﺎﻉ‬ ҁ
and time
1/5 ٌ ‫ ُﺧـ ْﻤ‬h˘umsun
‫ـﺲ‬ ٌ ‫ َﺃ ْﺧـ َﻤ‬ᵓah˘māsun
‫ـﺎﺱ‬
1/6 ‫ﺱ‬
ٌ ‫ ُﺳـ ْﺪ‬sudsun ٌ ‫ َﺃ ْﺳـ َﺪ‬ᵓasdāsun
‫ﺍﺱ‬
1/7 ‫ـﻊ‬
ٌ ‫ ُﺳـ ْﺒ‬sub un ҁ
ٌ ‫ َﺃ ْﺳـ َﺒ‬ᵓasbā un
‫ـﺎﻉ‬ ҁ
1/8 ٌ ‫ ُﺛـ ْﻤ‬t¯umnun

‫ـﻦ‬ ٌ ‫ َﺃ ْﺛـ َﻤ‬ᵓat¯mānun
‫ـﺎﻥ‬
1/9 ‫ـﻊ‬
ٌ ‫ُـﺴ‬
ْ ‫ ﺗ‬tus un ҁ
‫ـﺎﻉ‬ َ ‫ َﺃﺗ‬ᵓatsā un
ٌ ‫ْـﺴ‬ ҁ
1/10 ْ ‫ُﻋ‬
‫ـﺸـ ٌﺮ‬ ҁ
ušrun َ ‫ َﺃ ْﻋ‬ᵓa šārun
‫ـﺸـﺎ ٌﺭ‬ ҁ
Examples:
ِ‫ُﺛـﻠْـ َﺜـﺎﻥ‬ ٍ ‫َﺛ َـﻼ َﺛـ ُﺔ َﺃ ْﺧـ َﻤ‬

‫ـﺎﺱ‬ ٍ ‫ﺧَ ـ ْﻤ َﺴـ ُﺔ َﺃ ْﺛـ َﻤ‬
‫ـﺎﻥ‬
t ult āni (dual), 2/3 t alāt atu ᵓahmāsin, 3/5 hamsatu ᵓatmānin, 5/8
¯ ¯ ¯ ¯ ˘ ˘ ¯
ٍ ‫ـﺴـ َﻌـ ٌﺔ َﻭ َﺛ َـﻼ َﺛـ ُﺔ َﺃ ْﺭ َﺑ‬

‫ـﺎﻉ‬ ْ ‫ِﺗ‬ ٍ ‫ـﺴـ ُﺔ َﺃ ْﺳـ َﺪ‬
‫ﺍﺱ‬ َ ‫َﺃ ْﺭ َﺑـ َﻌـ ٌﺔ َﻭﺧَ ـ ْﻤ‬
tisҁatun wa-talātatu ᵓarbāҁin, 9 3/4 ᵓarbaҁatun wa-hamsatu ᵓasdāsin, 4 5/6

¯ ¯ ˘
35.9
The word for percentage is ‫ َﺃﻟﻨ ْﱢﺴ َﺒ ُﺔ ٱﻟْ ِـﻤ َﺌﻮ ﱠﻳ ُﺔ‬ᵓan-nisbatu l-miᵓawiyyatu.
3744
Percentage figures (%) are expressed by adding the numeral phrase
‫ِﺑـﭑﻟْ ِـﻤـ َﺌ ِـﺔ‬
bi-l-miᵓati, or ‫ِﻓﻲ ٱﻟْ ِـﻤـ َﺌ ِـﺔ‬ fı̄ l-miᵓati, to the cardinal Days of the
number, e.g.: week
‫َﺛ َـﻼ َﺛـ ٌﺔ ِﺑـﭑﻟْ ِـﻤـ َﺌ ِـﺔ‬ َ ‫َﺃ ْﺭ َﺑـ ُﻌ‬

‫ـﻮﻥ ِﺑـﭑﻟْ ِـﻤـ َﺌ ِـﺔ‬ ‫ِﻣـ َﺌـ ٌﺔ ِﺑـﭑﻟْ ِـﻤـ َﺌ ِـﺔ‬
t alāt atun bi-l-miᵓati, 3% ᵓarbaҁūna bi-l-miᵓati, 40% miᵓatun bi-l-miᵓati,

¯ ¯
100%
35.10 Days of the week
The names of the days of the week, ‫ـﻮﻉ‬ ُْ

ِ ‫ٱﻷ ْﺳـ ُﺒ‬ ‫ َﺃ ﱠﻳﺎ ُﻡ‬ᵓayyāmu l-ᵓusbū i, are ҁ
formed by combining the word for ‘day’, ‫ َﻳـ ْﻮ ٌﻡ‬yawmun (masc. sing.), with
nominal forms of the numerals (except for Friday and Saturday, which
have their own names) in the ᵓid. āfah construction. In fact, sometimes the
word ‫ َﻳـ ْﻮ ُﻡ‬is left out.
ْ ‫َﻳـ ْﻮ ُﻡ‬
‫ٱﻷَ َﺣ ِـﺪ‬ yawmu l-ᵓah.adi, Sunday
ِ‫ٱﻹ ْﺛــﻨَـ ْﻴــﻦ‬

ِ ْ ‫َﻳـ ْﻮ ُﻡ‬ yawmu l-it nayni,
¯
Monday
‫َﻳـ ْﻮ ُﻡ ٱﻟ ﱡﺜ َﻼ َﺛـﺎ ِﺀ‬ yawmu t -t ulāt āᵓi,

¯ ¯ ¯
Tuesday
ْ ‫َﻳـ ْﻮ ُﻡ‬
‫ٱﻷَ ْﺭ ِﺑ َﻌـﺎ ِﺀ‬ yawmu l-ᵓarbiҁāᵓi, Wednesday
ِ ‫َﻳـ ْﻮ ُﻡ ٱﻟْـﺨَ ِﻤ‬

‫ﻴﺲ‬ yawmu l-hamı̄si,
˘
Thursday
ُ ْ‫َﻳـ ْﻮ ُﻡ ٱﻟ‬
‫ـﺠـ ُﻤ َﻌ ِـﺔ‬ yawmu l-ğumuҁati, Friday
37
375
ِ ‫ٱﻟﺴـ ْﺒ‬
‫ـﺖ‬ ‫َﻳـ ْﻮ ُﻡ ﱠ‬ yawmu s-sabti, Saturday
35 35.11 The calendars and names of the months
Ordinal
numbers, The names of the months of the year ‫ٱﻟﺴﻨ َِﺔ‬
‫ﱠ‬ ‫( َﺃ ْﺷ ُﻬ ُﺮ‬sing.:‫ ) َﺷ ْﻬ ٌﺮ‬according
fractions,
and time
to the different prevalent calendars are:
Used in Egypt, Used in The Islamic lunar

Sudan and Eastern Arab months
North Africa World
1) January ‫َﻳﻨَﺎ ِﻳ ُﺮ‬ ‫ُﻮﻥ ٱﻟ ﱠﺜﺎ ِﻧﻲ‬

ُ ‫ُﻣ َﺤ ﱠﺮ ُﻡ َﻛﺎﻧ‬
kānūnu t -t ānı̄ muh.arramu

¯ ¯
2) February ‫َﻓ ْﺒ َﺮﺍ ِﻳ ُﺮ‬ ُ ‫ُﺷ َﺒ‬

‫ﺎﻁ‬ ‫ﺻ َﻔ ٌﺮ‬
َ
šubāt. u s. afarun
3) March ‫ﺱ‬
ُ ‫َﻣﺎ ْﺭ‬ ‫ﺁ َﺫﺍ ُﺭ‬ ْ ‫ﻴﻊ‬
‫ٱﻷَ ﱠﻭ ُﻝ‬ ُ ‫َﺭ ِﺑ‬
ᵓādāru rabı̄ ҁu l-ᵓawwalu
¯
4) April ُ ِ‫َﺃ ْﺑﺮ‬
‫ﻳﻞ‬ ‫ﺎﻥ‬
ُ ‫َﻧ ْﻴ َﺴ‬ ‫ﻴﻊ ٱﻟ ﱠﺜﺎ ِﻧﻲ‬
ُ ‫َﺭ ِﺑ‬
naysānu rabı̄ ҁu t -t ānı̄
¯ ¯
5) May ‫َﻣﺎ ُﻳﻮ‬ ‫َﺃ َّﻳﺎ ُﺭ‬ ُ ْ ‫ُﺟ َﻤﺎ َﺩﻯ‬

‫ٱﻷﻭﻟَﻰ‬
ᵓayyāru ğumādā l-ᵓūlā
3766
6) June ‫ُﻳﻮ ِﻧ ُﻴﻮ‬ ‫ﺍﻥ‬
ُ ‫ﻳﺮ‬
َ ِ‫َﺣﺰ‬ ْ ‫ُﺟ َﻤﺎ َﺩﻯ‬
‫ٱﻵ ِﺧ َﺮ ُﺓ‬
h.azı̄rānu ğumāda
l-ᵓāhiratu
˘
Seasons of
the year
7) July ‫ُﻳﻮ ِﻟ ُﻴﻮ‬ ‫َﲤﱡﻮ ُﺯ‬ ‫َﺭ َﺟ ٌﺐ‬
tammūzu rağabun
8) August
ُ ‫ُﺃ ُﻏ ْﺴ ُﻄ‬
‫ﺲ‬ ‫ﺁﺏ‬
ُ ُ ‫َﺷ ْﻌ َﺒ‬
‫ﺎﻥ‬
ᵓābu šaҁbānu
9) September ‫َﺳ ْﺒ َﺘ ْﻤ َﺒ ُﺮ‬ ُ ‫َﺃ ْﻳ ُﻠ‬

‫ﻮﻝ‬ ‫ﺎﻥ‬
ُ ‫ﻀ‬َ ‫َﺭ َﻣ‬
ᵓaylūlu ramad.ānu
10) October ‫ُﺃ ْﻛﺘُﻮ َﺑ ُﺮ‬ ْ ‫ﻳﻦ‬

‫ٱﻷَ ﱠﻭ ُﻝ‬ ٌ ‫َﺷ ﱠﻮ‬
ُ ِ‫ﺍﻝ ِﺗ ْﺸﺮ‬
tišrı̄nu šawwālu
l-ᵓawwalu
11) November ‫ﻧُﻮ َﻓ ْﻤ َﺒ ُﺮ‬ ‫ٱﻟ ﱠﺜﺎ ِﻧﻲ‬ ‫ُﺫﻭ ٱﻟْ ِﻘ ْﻌ َﺪ ِﺓ‬
ُ ِ‫ِﺗ ْﺸﺮ‬
‫ﻳﻦ‬
tišrı̄nu t -t ānı̄ dū l-qiҁdati
¯ ¯ ¯
12) December
َ ‫ِﺩ‬
‫ﻳﺴ ْﻤ َﺒ ُﺮ‬ ْ ‫ُﻮﻥ‬
‫ٱﻷَ ﱠﻭ ُﻝ‬ ِ ْ ‫ُﺫﻭ‬
ُ ‫ٱﳊ ﱠﺠ ِﺔ َﻛﺎﻧ‬
kānūnu dū l-h.iğğati
¯
l-ᵓawwalu
Note: The months of the Hiğrah lunar calendar ‫ٱﻟْـﻘَـ َﻤﺮِ ﻱ ٱﻟْﻬِ ْﺠـﺮِ ﻱ‬
ُ ِ‫ َﺍﻟـﺘﱠـ ْﻘـﻮ‬rotate backwards, because the Islamic lunar year is about 11 days
‫ﱘ‬
shorter than the solar year (the Hiğrah lunar calendar is seldom used).
35.12 Seasons of the year

37
377
ُ ‫ َﺃﻟ ﱠﺮ ِﺑ‬ᵓar-rabı̄ u, spring
‫ﻴﻊ‬ ҁ
‫ َﺃ ﱠ‬ᵓas.-s.ayfu, summer
‫ﻟﺼ ْﻴ ُﻒ‬
35 ُ ِ‫ َﺃﻟْـﺨَ ﺮ‬ᵓal-harı̄fu, autumn
‫ﻳﻒ‬
Ordinal ˘
numbers,
fractions, ‫ َﺃ ﱢ‬ᵓaš-šitāᵓu, winter
‫ﻟﺸﺘَﺎ ُﺀ‬
and time
35.13 ٌ ‫ِﻋ‬
The Islamic era and the Muslim festivals (‫ـﻴﺪ‬
ҁ
ٌ ‫ َﺃ ْﻋـ َﻴ‬ᵓaҁyādun)
ı̄dun, ‘festival’, pl.: ‫ﺎﺩ‬
a) The hiğrah year, ‫ َﺃ ﱠ‬ᵓas-sanatu l-hiğriyyatu, is the year in

‫ﻟﺴ َﻨ ُﺔ ٱﻟْﻬِ ْﺠﺮِ ﱠﻳ ُﺔ‬
which the Prophet Mohammed emigrated from Mecca to Medina, i.e.
622 AD (16th July). This year is counted as year 1 of the Islamic era. The
Muslim year is a lunar year, ‫ َﺃ ﱠ‬ᵓas-sanatu l-qamariyyatu,

‫ﻟﺴ َﻨ ُﺔ ٱﻟْـﻘَـ َﻤﺮِ ﱠﻳ ُﺔ‬
and numbers only 354 days. The lunar year is not so often used but
when it is used, the Christian year is also mentioned.
b) The holy month of ‫ﺎﻥ‬

ُ ‫ﻀ‬َ ‫ َﺭ َﻣ‬Ramad.ān(u) has no regular corresponding
date in the Christian year, because the lunar months rotate backwards.
It is the month of fasting from dawn to sunset. The festivities at the end
of Ramad. ān have two names, which are:ҁ ِ‫ ِﻋـﻴ ُﺪ ٱﻟْ ِﻔ ْﻄﺮ‬ı̄du l-fit.ri, ‘The
‫ َﺃﻟْ ِﻌﻴ ُﺪ ﱠ‬ᵓal- ı̄du s. -s. agı̄ru,

‫ٱﻟﺼ ِﻐﻴ ُﺮ‬ ҁ
.
festival of the breaking of the fast’, and
ٌ ‫ﺎﺭ‬
‘The small festival’. The common festival greeting is: ‫ﻙ‬ َ ‫ُﻣ َﺒ‬ ‫ ِﻋـﻴ ٌﺪ‬ı̄dun
ҁ
mubārakun, ‘Blessed feast!’ or ‫ﺎﻥ‬

ُ ‫ﻀ‬َ ‫ﺎﺭ ٌﻙ َﺭ َﻣ‬
َ ‫ ُﻣ َﺒ‬Ramad.ānu mubārakun,
‘Blessed Ramad.ān!’
c) ‫ﺿ َﺤﻰ‬ ْ ‫ ِﻋـﻴ ُﺪ‬ı̄du l-ᵓad.h.ā, means: ‘The festival of sacrifice’, which

ْ َ‫ٱﻷ‬ ҁ
3788 consists of different ceremonies on the days of the pilgrimage (‫ﺞ‬ َ ْ‫َﺃﻟ‬
‫ـﺤ ﱡ‬
ᵓal-h.ağ ğ u) to Mecca. It takes place on the tenth day of the month of
ِ ْ‫ ُﺫﻭ ٱﻟ‬dū l-h.iğ ğ ati (the last month of the Islamic calendar), when
‫ـﺤ ﱠﺠ ِﺔ‬ Exercises
¯
the pilgrims sacrifice sheep and give some of the meat to the poor. It has
another name: ‫َﺃﻟْ ِﻌـﻴ ُﺪ ٱﻟْ َﻜـ ِﺒـﻴ ُﺮ‬ ᵓal-ҁı̄du l-kabı̄ru, which means: ‘The
great festival’.
ِ ‫ٱﻟـﻨﱠـ َﺒﻮِ ﱢﻱ ِﻋـﻴ ُﺪ ٱﻟْـ َﻤ ْﻮ ِﻟ‬

d) The birthday of the Prophet Muh.ammad is called ‫ـﺪ‬
ҁ
ı̄du l-mawlidi n-nabawiyyi, but it is not much celebrated as a festival.
35.14 Christian festivals
The Christian year is called ‫ﻴﻼ ِﺩ ﱢﻳـ ُﺔ‬ ‫ َﺃ ﱠ‬ᵓas-sanatu l-mı̄lādiyyatu,

َ ‫ﻟﺴ َﻨ ُﺔ ٱﻟْ ِـﻤ‬
‘the year of the birth (of Christ)’.
َ ‫ٱﻟْ ِـﻤ‬
Christmas is ‫ﻴﻼ ِﺩ‬ ‫ ِﻋﻴ ُﺪ‬ı̄du l-mı̄lādi.
ҁ
ْ ‫ٱﻟْ ِﻔ‬
Easter is ‫ﺼ ِﺢ‬ ‫ ِﻋﻴ ُﺪ‬ı̄du l-fis.h.i or ‫ ِﻋـﻴ ُﺪ ٱﻟْ ِﻘ َﻴﺎ َﻣ ِﺔ‬ı̄du l-qiyāmati.
ҁ ҁ
B.C. ‫ﻴﻼ ِﺩ‬ ‫ ﻗَـ ْﺒـ َﻞ‬qabla l-mı̄lādi
A.D. ‫ﻴﻼ ِﺩ‬ ‫ َﺑ ْﻌـ َﺪ‬ba da l-mı̄lādi
ҁ
Note: One of the most common festival greetings for both Muslims and
ٌ ‫ﺎﺭ‬
Christians is ‫ﻙ‬ َ ‫ ِﻋـﻴ ٌﺪ ُﻣ َﺒ‬ҁı̄dun mubārakun, which means ‘a blessed feast’.
Exercises
Practise your reading: 37

379

‫‪35‬‬ ‫ـﺎﺩ َﻳ ِﺔ‬
‫ـﺤ ِ‬ ‫ٱﻟـﺼـ ْﻔ َﺤ ِﺔ ٱﻟْ َ‬ ‫ﱠ‬ ‫‪5‬‬
‫ﺱ ٱﻟْ َﻌـ َﺪ ِﺩ ٱﻟـﺘﱠـ ْﺮ ِﺗـﻴـ ِﺒ ﱢﻲ ِﻓﻲ‬
‫‪4‬‬ ‫‪3‬‬ ‫َﺣ ِـﻔ ْ‬
‫ـﻈ ُﺖ ﻏَـ ْﻴـ ًﺒﺎ َﺩ ْﺭ َ‬ ‫‪2‬‬ ‫‪1‬‬
‫‪Ordinal‬‬
‫‪numbers,‬‬
‫‪fractions,‬‬
‫ﺍﻋ ِـﺪ ٱﻟـ ﱡﻠـﻐ َِـﺔ ٱﻟْ َﻌ َـﺮ ِﺑـ ﱠﻴ ِـﺔ‪.‬‬
‫‪9‬‬ ‫‪8‬‬
‫ـﺠـ ْﺰ ِﺀ ْٱﻷَ ﱠﻭﻝِ ِﻟ ِﻜـﺘ ِ‬
‫َﺎﺏ ﻗَـ َﻮ ِ‬ ‫ـﻦ ٱﻟْ ُ‬
‫‪7‬‬
‫ـﻴـﻦ ِﻣ َ‬ ‫َﻭٱﻷَ ْﺭ َﺑ ِﻌ َ‬
‫‪6‬‬
‫‪and time‬‬
‫‪1) 1I learned 2by heart (memorized) the lesson on 4ordinal 3numbers on‬‬
‫‪5‬‬
‫‪page 41 in the 7first 6part of the book on Arabic 9language 8grammar.‬‬
‫ﺎﻛ ٌﻦ( ٱﻟْـ َﻤ ِﺪﻳﻨ َِﺔ َﺃ َﺟﺎ ِﻧ ُ‬

‫ـﺐ‬ ‫‪3‬‬
‫ﺧَ ـ ْﻤ َﺴ ٌﺔ ِﺑﭑﻟْ ِـﻤ َﺌ ِﺔ ِﻣ ْﻦ ُﺳـ ﱠﻜـﺎﻥِ َ‬
‫)ﺳ ِ‬ ‫‪2‬‬ ‫‪1‬‬
‫ﺎﺕ ُﻣ ْﺨـﺘَـ ِﻠ َﻔﺔٍ ‪ِ ،‬ﺇ ْﺛـﻨَﺎﻥِ ِﺑﭑﻟْ ِـﻤـ َﺌ ِﺔ‬

‫‪5‬‬ ‫) َﺃ ْﺟـﻨَـ ِﺒ ﱞﻲ(‪ِ ،‬ﻣ ْﻦ َﻋ ْ‬
‫ـﺸﺮِ ِﺟـﻨ ِْﺴـ ﱠﻴ ٍ‬ ‫‪4‬‬
‫َﺎﺩ ْ ُ‬
‫ٱﻷﻭ ُﺭ ِﺑﻲ‪.‬‬ ‫ِﻣ ْﻨ ُﻬـ ْﻢ ِﻣ ْﻦ ُﺩ َﻭ ٍﻝ ) َﺩ ْﻭﻟَ ٌﺔ( ﻟَـ ْﻴ َﺴ ْﺖ ﺗَﺎ ِﺑ َﻌ ًﺔ ِﻟ ْ ِﻺ ﱢﲢ ِ‬
‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬
‫‪2) Five 1percent of 2the inhabitants of the city are 3foreigners of ten‬‬
‫‪5‬‬
‫‪different 4nationalities. Two percent of them are from 6countries not‬‬
‫‪7‬‬
‫‪belonging to the European 8Union.‬‬
‫ـﻦ َﺃ ْﺭ َﺑ َﻌ ِﺔ َﺃ ْﺟـﺰَﺍﺀٍ‬
‫‪4‬‬
‫ﻳﺚ ِﻣ ْ‬ ‫ـﺤ ِـﺪ ِ‬‫ﻳـﺦ ٱﻟْ َﻌ َـﺮ ِﺏ ٱﻟْ َ‬
‫‪3‬‬
‫َﺎﺏ ﺗَﺎﺭِ ِ‬ ‫َﻳـﺘَـ َﺄﻟﱠ ُﻒ ِﻛـﺘ ُ‬
‫‪2‬‬ ‫‪1‬‬
‫ـﻲ ﻓَــﻘ ْ‬
‫َـﻂ‪.‬‬ ‫‪7‬‬
‫ٱﻷَ ﱠﻭ َﻝ َﻭٱﻟـ ﱠﺜـﺎ ِﻧ َ‬
‫‪6‬‬
‫َـﺮ ْﺃ ُﺕ ِﻣـﻨْـ ُﻪ ٱﻟْ ُ‬
‫ـﺠـ ْﺰ َﺃ ْﻳـﻦِ ْ‬ ‫‪5‬‬
‫)ﺟـ ْﺰ ٌﺀ( ﻗ َ‬
‫ُ‬
‫‪3) The 3modern Arab 2history book 1consists of four 4volumes. I read‬‬
‫‪7‬‬
‫‪only 6the first and the second 5parts (volumes).‬‬
‫ٱﻟـﺸـ ْﺮ ِﻕ ِﻓﻲ ٱﻟْـﻘَـ ْﺮﻥِ ٱﻟْ َ‬

‫ـﺤ ِﺎﺩﻱ‬ ‫‪4‬‬ ‫‪3‬‬
‫َـﺖ َﺃ ﱠﻭ ُﻝ َﺣـ ْﻤـﻠَﺔٍ َ‬
‫ﺻ ِﻠـﻴـ ِﺒـ ﱠﻴـﺔٍ ِﺇﻟَﻰ ﱠ‬ ‫َﻛﺎﻧ ْ‬ ‫‪2‬‬ ‫‪1‬‬
‫ﺱ ِﻓﻲ َﻋ ِﺎﻡ َﺃﻟْ ٍـﻒ َﻭ ِﺗ ْﺴ َﻌﺔٍ َﻭ ِﺗ ْﺴ ِﻌ َ‬

‫ـﻴـﻦ‪.‬‬ ‫ٱﺣـﺘَـ ﱡﻠﻮﺍ ٱﻟْـ ُﻘـ ْﺪ َ‬
‫‪7‬‬
‫َﻋ َ‬
‫ـﺸ َﺮ َﻭ ْ‬ ‫‪6‬‬ ‫‪5‬‬
‫‪4) The first 2Crusade (lit. 2Crusaders’ 1expedition) to 3the East was in the‬‬
‫‪eleventh 4century, 5and they conquered 6Jerusalem in (the 7year) 1099.‬‬
‫ـﺎﺭ ِﺓ َﻭ َﺳـ َﺄ ْﺩﻓ َُﻊ‬

‫‪5‬‬
‫ٱﻟـﺴــ ﱠﻴ َ‬
‫ﱠ‬ ‫‪4‬‬
‫ــﺖ ٱﻟـ ﱡﺜــﻠْـ َﺜــ ْﻴــﻦِ ِﻣ ْ‬
‫ـﻦ َﺛـ َﻤـﻦِ‬ ‫‪3‬‬
‫َﺩﻓَـ ْﻌ ُ‬ ‫‪2‬‬ ‫‪1‬‬
‫ﺿـﺎﻓَـ ًﺔ ِﺇﻟَـﻰ‬ ‫ٱﻟـﺴـﻨ َِـﺔ ٱﻟْـﻘ ِ‬

‫َﺎﺩ َﻣ ِﺔ ِﺇ َ‬
‫‪9‬‬
‫ـﺚ ٱﻟْـ َﺒ ِﺎﻗ َﻲ ِﻓﻲ ِﺑ َﺪﺍ َﻳ ِﺔ ﱠ‬
‫‪8‬‬
‫ٱﻟـ ﱡﺜــﻠْ َ‬
‫‪7‬‬ ‫‪6‬‬
‫‪3800‬‬
‫ـﺎﻥ ِﺑـﭑﻟْ ِـﻤـ َﺌ ِـﺔ‪.‬‬
‫ﻓَـﺎ ِﺋـ َﺪ ٍﺓ ِﻫ َﻲ َﺛـ َﻤ ٍ‬ ‫‪10‬‬
5) 1I paid 2two thirds of 3the price of 4the car 5and I will pay 6the remain- Exercises
ing third at 7the beginning of 8next year, 9in addition to the 10interest
of eight percent.
‫ﺎﺭ ِﺗ ُـﻜـ ْﻢ ِﻓﻲ َﻣـﻨْـﺰِ ِﻟ ُـﻜ ِﻢ ٱﻟـ ﱢﺮ ِﻳﻔ ﱢﻲ ِﻓـﻲ‬

2
َ ‫ﺻ ِﺪﻳـﻘ ﱠَﻲ ِﻟﺰِ َﻳ‬
1
ُ ‫َﺫ َﻫـ ْﺒ‬
َ ‫ـﺖ َﻣ َﻊ‬
ِ‫ٱﻹ ْﺛـﻨَـ ْﻴـﻦ‬
ِ ْ ‫ﺎﺡ َﻳـ ْﻮ ِﻡ‬ِ ‫ﺻ َﺒ‬
5
َ ‫ـﻒ ِﻣ ْﻦ‬
4 ِ ‫ﱢـﺼ‬ ِ ‫ٱﻟـﺴـﺎ َﻋ ِـﺔ ٱﻟ ﱠﺜ‬
ْ ‫ﺎﻣﻨ َِﺔ َﻭٱﻟـﻨ‬ 3
‫ﱠ‬
َ ‫ـﻦ َﺃ َﺣـ ٌﺪ ُﻫـﻨ‬
،‫َـﺎﻙ‬ 11 10
ْ ‫ـﻒ ﻟَـ ْﻢ َﻳ ُـﻜ‬
9 8 ْ ‫ـﻦ َﻣ َﻊ‬
ِ ‫ٱﻷَ َﺳ‬ ْ ‫ َﻭﻝٰ ِﻛ‬.‫ﺎﺿﻲ‬
7 ِ ‫ٱﻟْـ َﻤ‬ 6
‫ٱﻟﺴﺎ َﻋ ِﺔ ُﺛـ ﱠﻢ‬ ِ ‫َـﻈ ْﺮﻧَﺎ ُﻛ ْﻢ َﺃ ْﻛـ َﺜ َـﺮ ِﻣ ْﻦ َﺛ َﻼ َﺛ ِﺔ َﺃ ْﺭ َﺑ‬

‫ﺎﻉ ) ُﺭ ْﺑ ٌﻊ( ﱠ‬ 14 13 َ ‫ﻓَـﭑﻧْـﺘ‬ 12
.‫َﺫ َﻫـ ْﺒـﻨَﺎ‬ 15
6) I went with two friends of mine 1to visit you (plur.) in your 2country
house at 8.30 a.m. (lit. eight o’clock 3and half) 6last 5Monday 4morning.
7
Unfortunately 8,10nobody 9was 11there. 12We waited for you 13more
than three 14quarters of an hour, then 15we went (left).
‫ﻮﻉ ِﻓﻲ َﺃ ﱠﻭﻝِ َﺩ ْﺭ ٍﺱ ِﻓﻲ ٱﻟـ ﱡﻠﻐ َِﺔ‬

3
ِ ‫ٱﻷ ْﺳـ ُﺒ‬ َ ‫ِﺇ ْﺑـﺘَـ َﺪ ْﺃ ُﺕ ِﻓﻲ ٰﻫ‬
ُ ْ ‫ــﺬﺍ‬ 2 1
4ُ ْ ‫ٱﻟﺴﺎ َﻋ ِﺔ‬
‫ٱﻷﻭﻟَﻰ َﻋﻠﱠ َﻤـﻨَﺎ ٱﻟْـ ُﻤ َﻌـﻠﱢ ُﻢ ِﻛــﺘَﺎ َﺑـ َﺔ‬ ِ ‫ ﻓ‬،‫ٱﻟْ َﻌ َـﺮ ِﺑـ ﱠﻴ ِـﺔ‬
َّ ‫َــﻔـﻲ‬
َ ‫ٱﻟﺴﺎ َﻋ ِﺔ ٱﻟـ ﱠﺜـﺎ ِﻧـ َﻴ ِﺔ ﻟَــ ْﻔ‬
.‫ـﻈ َﻬﺎ‬ 7 6
‫)ﺣـ ْﺮ ٌﻑ( َﻭ ِﻓﻲ ﱠ‬ ْ
َ ‫ٱﻷَ ْﺣــ ُﺮ ِﻑ‬ 5
7) This 2week 1I began the first lesson in Arabic 3language. In 4the first
hour the teacher taught us how to write 5the letters, and in 6the sec-
ond hour how to 7pronounce them (lit. the writing of 5the letters —
7
their 7pronunciation).
ْ ‫ٱﻟـﺴـﺎ َﻋـ ُﺔ‬

‫ٱﻵ َﻥ؟‬ 3
‫ﱠ‬ ‫َﻛ ِـﻢ‬ 2 1
8) 1What 2time (hour) is it 3now?
‫ــﺪ‬ 5 4
َ ‫ٱﻵ َﻥ ٱﻟـ ﱠﺜـﺎ ِﻟــ َﺜـ ُﺔ َﻭﺧَ ـ ْﻤ‬
ْ ‫ﺲ َﻋ ْﺸ َـﺮ َﺓ َﺩ ِﻗــﻴـﻘَـ ًﺔ ِﻣ‬
ِ ‫ـﻦ َﺑـ ْﻌ‬ 3 2 1
‫َﺃ ﱠ‬
ْ ‫ﻟﺴـﺎ َﻋـ ُﺔ‬
‫ﱡ‬
. ِ‫ٱﻟـﻈ ْﻬـﺮ‬ 6 38
381
‫‪35‬‬ ‫‪9) The time (hour) 1now is 315 4minutes past 2three in the‬‬ ‫‪5,6‬‬
‫‪after-‬‬
‫‪Ordinal‬‬ ‫‪noon (p.m.).‬‬
‫‪numbers,‬‬
‫ـﺎﺷ َـﺮ ُﺓ َﻭٱﻟ ﱠﺪ ِﻗـﻴـ َﻘ ُﺔ ٱﻟْـﺨَ ِ‬
‫ـﺎﻣ َﺴ ُﺔ ِﻣ ْﻦ ﻗَـ ْﺒـﻞِ‬ ‫َﺃ ﱠ‬
‫ﻟﺴﺎ َﻋ ُﺔ ٱﻟ َﻌ ِ‬
‫‪fractions,‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫‪and time‬‬
‫ﱡ‬
‫ٱﻟﻈ ْﻬـﺮِ ‪.‬‬ ‫‪5‬‬
‫‪10) It is 3five (2minutes) past 1ten a.m. (lit. 4before 5noon).‬‬
‫ﺎﺣـﺎ‪.‬‬ ‫ٱﻟﺴﺎ ِﺑ َﻌ ُﺔ َﻭٱﻟـ ﱡﺮ ْﺑ ُﻊ َ‬

‫ﺻ َﺒ ً‬ ‫‪3‬‬ ‫‪2‬‬
‫َﺃ ﱠ‬
‫ﻟﺴﺎ َﻋـ ُﺔ ﱠ‬ ‫‪1‬‬
‫‪11) It is 2quarter past 1seven in 3the morning.‬‬
‫ﺎﺣﺎ‪.‬‬
‫ﺻ َﺒ ً‬ ‫ﺎﻣ َﻨ ُﺔ َﻭٱﻟ ﱠﺪ ِﻗـﻴـ َﻘ ُﺔ ٱﻟْ َﻌ ِ‬
‫ﺎﺷ َﺮ ُﺓ َ‬ ‫‪4‬‬ ‫‪3‬‬
‫َﺃ ﱠ‬
‫ﻟﺴﺎ َﻋ ُﺔ ٱﻟـ ﱠﺜ ِ‬ ‫‪2‬‬ ‫‪1‬‬
‫‪12) It is 3ten (2minutes) past 1eight 4in the morning.‬‬
‫ﱡ‬
‫ٱﻟـﻈ ْﻬﺮِ ‪.‬‬ ‫ـﺸ َﺮ َﺓ ِﺇ ﱠﻻ ُﺭ ْﺑ ًﻌﺎ ِﻣ ْﻦ ﻗَـ ْﺒـﻞِ‬
‫‪4‬‬ ‫‪3‬‬ ‫ﺎﺩ َﻳ َﺔ َﻋ ْ‬
‫‪3‬‬ ‫ـﺤ ِ‬
‫‪2‬‬
‫َﺃ ﱠ‬
‫ﻟﺴﺎ َﻋـ ُﺔ ٱﻟْ َ‬ ‫‪1‬‬
‫‪13) It is quarter to 1eleven a.m. (lit. 3a quarter 2less than eleven 3before‬‬
‫‪4‬‬
‫‪noon).‬‬
‫َﺃ ﱠ‬
‫ﻟﺴﺎ َﻋ ُﺔ ٱﻟـ ﱠﺜـﺎ ِﻧـ َﻴ َﺔ َﻋ ْ‬
‫ـﺸ َﺮ َﺓ ِﺇ ﱠﻻ ُﺛــﻠْـ ًﺜﺎ َﻣ َﺴﺎ ًﺀ‪.‬‬
‫‪14) It is twenty (lit. a third less than) to twelve in the evening.‬‬
‫ـﺸ َﺮ َﺓ ُﻇ ْﻬـ ًﺮﺍ‪.‬‬

‫‪2‬‬
‫َﺃ ﱠ‬
‫ﻟﺴﺎ َﻋـ ُﺔ ٱﻟـ ﱠﺜـﺎ ِﻧـ َﻴ َﺔ َﻋ ْ‬
‫‪1‬‬
‫‪15) It is 1twelve o’clock 2noon.‬‬
‫ﻀﺎ َﻋ ٌﺔ(‬ ‫ٱﻟﻀﺮِ ﻳـ َﺒ ِﺔ َﻋـﻠَﻰ ٱﻟْ َﺒ َ‬

‫ﻀﺎ ِﺋ ِﻊ ) ِﺑ َ‬ ‫‪5‬‬
‫ـﺤ ُﻜـﻮ َﻣ ُﺔ َﺭ ْﻓ َﻊ ﱠ‬
‫‪4‬‬ ‫‪3‬‬
‫ﻗَـ ﱠﺮ َﺭ ِﺕ ٱﻟْ ُ‬
‫‪2‬‬ ‫‪1‬‬
‫ٱﻟْـ ُﻤ ْﺴﺘَـ ْﻮ َﺭ َﺩ ِﺓ ِﺑـ ِﻨ ْﺴـ َﺒ ِﺔ َﺃ ْﺭ َﺑ َﻌـﺔٍ ِﺑﭑﻟْ ِـﻤـ َﺌ ِﺔ‪ِ ،‬ﺇ ْﺑـ ِﺘـ َﺪﺍ ًﺀ ِﻣ ْﻦ َﺃ ﱠﻭﻝِ‬
‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬
‫‪3822‬‬
‫َﻛﺎﻧُـﻮﻥِ ٱﻟـ ﱠﺜـﺎ ِﻧﻲ‪َ /‬ﻳـﻨَﺎ ِﻳـ ُﺮ ِﻣﻦ ٱﻟْـ َﻌ ِ‬

‫ـﺎﻡ ٱﻟْﻘ ِ‬
‫َﺎﺩ ِﻡ‪.‬‬ ‫‪13‬‬ ‫‪12‬‬ ‫‪11‬‬ ‫‪11‬‬
16) 2The government 1decided 3to raise 4the taxes on 6imported 5goods Exercises
7
by 8four percent, 9starting from 10the first of 11January of 13next 12year.
‫ٱﻟﻄﺎ ِﺑ ِﻖ ٱﻟـ ﱠﺜـﺎ ِﻟ ِﺚ َﻭ َﻛ َﺴ َﺮ‬

6 5 ‫ـﺎﻙ ِﻓﻲ ﱠ‬
4 ‫ﺎﻣ ٌﻞ ِﻣ َﻦ ﱡ‬
ِ ‫ٱﻟﺸـ ﱠﺒ‬ ِ ‫َﻭ َﻗ َﻊ َﻋ‬
3 2 1
. ِ‫ٱﻹ ْﺛـﻨَـﺘَـ ْﻴـﻦ‬

ِ ْ ‫ﺭِ ْﺟﻠَ ْﻴ ِﻪ‬
8 7
17) 2A worker 1fell from 3the window of (on) 5the third 4floor 6and broke
8
both 7his legs.
ِ‫ـﺖ ٱﻟْـ ُﻤـ ْﻘـ ِﺒﻞ‬

4 ِ ‫ٱﻟﺴـ ْﺒ‬ َ ‫ﺎﺭ ِﺗ‬
‫ـﻚ َﻳ ْﻮ َﻡ ﱠ‬
3 2
َ ‫َﻫ ْﻞ ﺗ‬
َ ‫ُـﺸ ﱢﺮ ُﻓــﻨَﺎ ﺑِﺰِ َﻳ‬ 1
‫ ِﺇﻧﱢﻲ‬،‫ـﻒ ِﺟـ ًّﺪﺍ‬ ٌ ‫ﺁﺳ‬ِ ‫ﲔ؟‬ 8

َ ‫ﻴﻼ ِﺩﻱ ٱﻟْـﺨَ ـ ْﻤ ِﺴ‬ َ ‫ـﻴﺪ ِﻣ‬
7ِ ‫َﺎﺳ َﺒ ِﺔ ِﻋ‬
6
َ ‫ِﻟـ ُﻤـﻨ‬ 5
‫ـﻚ ٱﻟْـ َﻴـ ْﻮ ِﻡ َﻭﻝٰ ِﻛـﻨﱢﻲ َﺳـ َﺄﺯُﻭ ُﺭ ُﻛـ ْﻢ َﻳـ ْﻮ َﻡ‬
11 10 َ ِ‫ُـﻮﻝ ِﻓﻲ ٰﺫﻟ‬ٌ ‫َﻣ ْﺸﻐ‬ 9
‫ﱡ‬
ِ‫ٱﻟﻈﻬﺮ‬ ‫ﺎﺣـﺎ َﺃ ْﻭ َﻣ َﺴﺎ ًﺀ؟ َﺃ ِﺟﻲ ُﺀ َﺑ ْﻌـ َﺪ‬
16 15
ً ‫ﺻ َﺒ‬
َ ‫ﲡﻲ ُﺀ‬
14 13 ْ
ِ َ ‫ َﺃ‬.‫ٱﻷَ َﺣ ِـﺪ‬ 12
ّ ‫ِﺇ ْﻥ َﺷﺎ َﺀ‬

.‫ٱﻟـﻞٰ ُﻩ‬ 17
18) Will you 1honour us 2with your visit 4next 3Saturday 5on the occasion
of my 50th 6,7birthday? 8I am very sorry, 9I am busy that day, but 10I
will visit you on 11Sunday. 12Will you come in the 13morning or in 14the
evening? I will come in the 15,16afternoon, God 17willing.
3
‫ِﻋــﻴـ ُﺪ َﺭ ْﺃ ِﺱ ﱠ‬
‫ٱﻟﺴـﻨ َِـﺔ ٱﻟْـﻬِ ْﺠـﺮِ ﱠﻳ ِـﺔ ِﻓـﻲ َﺃ َﻭﺍ ِﺋـﻞِ ) َﺃ ﱠﻭ ُﻝ( ﱠ‬
ِ‫ٱﻟـﺸ ْﻬـﺮ‬ 2 1
.‫ٱﻟﺸ ْﻬـﺮِ ٱﻟـ ﱠﺜـﺎ ِﻟ ِﺚ َﻛـ َﻤﺎ ُﺫ ِﻛ َـﺮ‬

7 6 ‫)ﺁﺧـﺮِ ( ﱠ‬ ِ ‫ـﺲ ِﻓﻲ َﺃ َﻭ‬
ِ ِ‫ﺍﺧـﺮ‬ َ ‫ٱﻟ ﱠﺮﺍ ِﺑ ِﻊ َﻭﻟَـ ْﻴ‬
5 4
1,2
19) The Hiğrah New Year (lit. 1the occasion of 2the head of the Hiğrah
year) is at 3the beginning of the fourth month (i.e. rabı̄ ҁ t -t ānı̄) 4and
¯ ¯
not at 5the end of the third month 6as had been 7mentioned.
َ ِ ‫ٱﺳـ ُﻤ َﻬﺎ ” ٱﻟْـﻔ‬

،“‫َﺎﲢ ُﺔ‬ 1
ْ ‫ﱘ‬ ِ ِ‫ٱﻷﻭﻟَﻰ ِﻣ َﻦ ٱﻟْـ ُﻘـ ْﺮﺁﻥِ ٱﻟْـ َﻜـﺮ‬ ُ ْ ‫ـﻮﺭ ُﺓ‬
َ ‫ﻟﺴ‬‫َﺃ ﱡ‬
‫ٱﺳـ ُﻤ َﻬﺎ‬ 3
َ ‫ٱﻷَ ِﺧ‬
ْ ‫ـﻴـﺮ ُﺓ َﻭ‬ ْ ‫ـﺸ َﺮ َﺓ ِﻫ َﻲ‬
2 ْ ‫ـﻮﺭ ُﺓ ٱﻟْ ِـﻤ َﺌ ُﺔ َﻭٱﻟـ ﱠﺮﺍ ِﺑ َﻌ َﺔ َﻋ‬
َ ‫ٱﻟﺴ‬
‫َﻭ ﱡ‬ 383
38
.“‫ﱠﺎﺱ‬
ُ ‫” ٱﻟـﻨ‬ 4
35 20) The first sūrah (chapter) of the Holy Koran is called 1The Opening,
Ordinal and the 114th is 2the last sūrah and it 3is called 4Mankind.
numbers,
fractions, ِ‫ﻳﻦ َﻭٱ ْﺑـﺘَـ َﺪ ْﺃﻧَﺎ ِﻓﻲ ٱﻟْـﻘَـ ْﺮﻥ‬
3 ْ ‫ِﺇﻧْـ َﺘ َﻬـ ْﻴـﻨَﺎ ِﻣ َﻦ ٱﻟْﻘَـ ْﺮﻥِ ٱﻟْ ِﻌ‬
َ ِ‫ـﺸﺮ‬ 2 1
and time
.‫ﻳﻦ‬ ْ ‫ﺎﺩ َﻱ َﻭٱﻟْ ِﻌ‬

َ ِ‫ـﺸﺮ‬ َ ْ‫ٱﻟ‬
ِ ‫ـﺤ‬
21) 1We have finished the 20th 2century 3and we have begun the 21st
century.
ٌ ‫ ِﺇ ْﺛــﻨَﺎﻥِ ِﻣ ْﻦ َﺃ ْﺭ َﻛـﺎﻥِ ) ُﺭ ْﻛ‬،‫ﺎﻥ‬

(‫ـﻦ‬ 4 3
َ ‫ﻀ‬ ‫َﺃ ﱠ‬
َ ‫ﻟﺼ َﻼ ُﺓ َﻭ‬
َ ‫ﺻ ْﻮ ُﻡ َﺷ ْﻬـﺮِ َﺭ َﻣ‬ 2 1
‫َـﺎﺩ ٍﺭ َﺃ ْﻥ‬ ‫ـﺐ َﻋـﻠَﻰ ُﻛ ﱢ‬

ِ ‫ــﻞ ُﻣ ْﺴـ ِﻠ ٍـﻢ ﻗ‬
6
َ ‫ٱﻹ ْﺳ َﻼ ِﻡ ٱﻟْـﺨَ ـ ْﻤ‬
ُ ‫ َﻭ َﻳ ِﺠ‬،‫ـﺴ ِﺔ‬ 5
ِْ
.‫ُﻳـ َﺆ ﱢﺩ َﻳ َﻬـﺎ‬ 7
22) 1Prayer 2and fasting in the month of Ramad.ān 3are two of the five
4
pillars (principles) of Islam. Every Muslim 5must 7perform them if
he 6can.
1) The book on the first Crusades to the East consists of five parts
(volumes), and I read only the first part.
2) Eight percent of the inhabitants of the city are foreigners of 20 differ-
ent nationalities, and 4 percent of them are from countries belonging
to the European Union.
3) Will you come on Saturday or Sunday? I will come on Sunday morn-
ing or in the afternoon.
4) What time is it now?
5) The time now is 13 minutes past 3 p.m. (in the afternoon).
6) It is ten minutes past 11 a.m. (before noon).
3844
7) It is quarter past 7 a.m. (in the morning). Exercises
8) It is five minutes past 8 a.m. (in the morning).
9) It is quarter to 10 a.m.
10) It is twenty (a third) to ten.
11) It is twelve o’clock noon.
38
385
Chapter 36
Exception
36.1 Exception and exceptive particles:
Arabic has a specific grammatical structure called the exception
‫ َﺃ ْ ِﻻ ْﺳـ ِﺘـ ْﺜــﻨَﺎ ُﺀ‬ᵓal-istit¯nāᵓu, in addition to the use of exceptive particles or

words called ‫ٱﻻ ْﺳـ ِﺘـ ْﺜــﻨَﺎ ِﺀ‬ ُ ‫َﺃ‬
ِ ْ ‫ﺩﻭﺍﺕ‬ ᵓadawātu l-istit nāᵓi, ‘the tools of
¯
exceptions’.
The following are the four most common exceptive particles and words
used in the sense ‘except (for), excepting, with the exception of, excluding,
apart from’:
‫ِﺇ ﱠﻻ‬ ‫ﻏَــ ْﻴـ ٌﺮ‬ ‫ِﺳ َﻮﻯ‬ ‫) َﻣﺎ َﻋـ َﺪﺍ( َﻋــ َﺪﺍ‬
ҁ
ᵓillā ġayrun siwā adā (mā ҁadā)
An exceptive sentence contains the following four central elements:
a) The predicate, expressing the action or situation to which the exception

refers.
b) The first noun, ‫ َﺃﻟْـ ُﻤ ْﺴـﺘَــ ْﺜــﻨَﻰ ِﻣ ْﻨ ُﻪ‬, i.e. (the set) from which the excep-
tion is made.
386
c) The exceptive particle, ‫ﺳ ِﺘـ ْﺜــﻨَﺎ ِﺀ‬ ِْ
ْ ‫ٱﻻ‬ ‫َﺃ َﺩﺍ ُﺓ‬ Exception
and
exceptive
d) The second noun, ‫ َﺃﻟْـ ُﻤ ْﺴﺘَــ ْﺜــﻨَﻰ‬, i.e. the excepted OR excluded particles
member.
36.2
The particle ‫ ِﺇ ﱠﻻ‬ᵓillā is the most commonly used. It takes the following noun
in any of the three cases as follows:
a) ‫ ِﺇ ﱠﻻ‬ᵓillā ‘except’, in a positive sentence
In a positive sentence the second noun that follows ‫ ِﺇ ﱠﻻ‬ᵓillā is in the accusa-
tive case, e.g.:
The exception The exceptive particle Subject Verb

(the excepted (the set from which the
member) exception is made)
ِ ‫َﻭ‬
‫ﺍﺣ ًﺪﺍ‬ ‫ِﺇ ﱠﻻ‬ ‫ﱡ‬
‫ٱﻟﻄ ﱠﻼ ُﺏ‬ ‫ﺧَ َـﺮ َﺝ‬
harağa t. -t. ullābu ᵓillā wāh.idan.

˘
(All) the students went out except one.
َ ‫ٱﻟ ﱠﺮ ِﺋ‬
‫ﻴﺲ‬ ‫ِﺇ ﱠﻻ‬ ‫ـﻀﺎ ُﺀ‬ ْ
َ ‫ٱﻷَ ْﻋ‬ ‫ﻀ َﺮ‬
َ ‫َﺣ‬
h.ad.ara l-ᵓaҁd.āᵓu ᵓillā r-raᵓı̄sa.

(All) the members came except the president.
38
387
36 b) ‫ ِﺇ ﱠﻻ‬ᵓillā ‘except’, in a negative sentence
Exception
When ‫ ِﺇ ﱠﻻ‬ᵓillā is in a negative sentence expressed with a negative particle
which is at the beginning of the sentence, the second noun, i.e. (the
exception) that follows ‫ِﺇ ﱠﻻ‬ ᵓillā, can be in either the nominative or
the accusative, e.g.:
ِ ‫ َﻭ‬/ ‫ﺍﺣـ ًﺪﺍ‬

‫ﺍﺣـ ٌﺪ‬ ‫َﻣﺎ َﺟﺎ َﺀ ﱡ‬
ِ ‫ٱﻟﻄ ﱠـﻼ ُﺏ ِﺇ ﱠﻻ َﻭ‬
mā ğāᵓa t. -t. ullābu ᵓillā wāh.idan / wāh.idun.

Only one student came. (lit. No students came except one.)
َ ْ‫ﻟَ ْﻢ َﻳ ْﻘ َـﺮ ْﺃ ِﻣ َﻦ ٱﻟ‬

‫ َﺟـﺮِ ﻳـ َﺪ ٌﺓ‬/ ‫ـﺠ َـﺮﺍ ِﺋ ِـﺪ ِﺇ ﱠﻻ َﺟـﺮِ ﻳ َﺪ ًﺓ‬
lam yaqraᵓ mina l-ğarāᵓidi ᵓillā ğarı̄datan / ğarı̄datun.

He read only one of the newspapers.
(lit. He didn’t read from the newspapers except one particular newspaper.)
ٰ / َ‫ٱﻟـﻠّﻪ‬
ُ‫ٱﻟـﻠّﻪ‬ ٰ ‫ َﻻ ٰﺇﻟ َﻪ ﺇ ﱠﻻ‬lā ᵓilāha ᵓillā llāha / llāhu.
ِ
There is no god except God (Allah). OR: There is only one God.
c) ‫ ِﺇ ﱠﻻ‬ᵓillā, in a negative sentence when the subject noun can be omitted.

In a negative sentence when the subject noun may be dropped before
‫ِﺇ ﱠﻻ‬ ᵓillā, the noun that follows ‫ِﺇ ﱠﻻ‬ ᵓillā may take any of the
three cases, according to the case assignment determined by the

verb, e.g.:
3888
ً ‫ﻟَـ ْﻢ َﻳ ْﺄ ُﻛـ ْﻞ ِﺇ ﱠﻻ ﻗَــ ِﻠ‬
‫ـﻴﻼ‬
lam yaᵓkul ᵓillā qalı̄lan.
He ate only a little. (lit. He did not eat except for a little.)
ٌ ‫َﻣﺎ َﺟﺎ َﺀ ِﺇ ﱠﻻ َﺭ ُﺟ‬
‫ـﻞ‬ Exception
and
exceptive
mā ğāᵓa ᵓillā rağulun.
particles
Only one man came. (lit. Nobody came except one man.)
‫َﻣﺎ َﻣ َـﺮ ْﺭ ُﺕ ِﺇ ﱠﻻ ﺑ ِـ َﺮ ُﺟ ٍـﻞ‬
mā marartu ᵓillā bi-rağulin.

I passed by only one man. (lit. I didn’t pass by except one man.)
‫َﻻَ َﺃ ْﺣـﺘَـﺮِ ُﻡ ِﺇ ﱠﻻ ﱠ‬
ِ ‫ٱﻟﺼ‬
َ‫ﺎﺩﻕ‬
lā ᵓah.tarimu ᵓillā s.-s.ādiqa.

I respect only the honest. (lit. I don’t respect except the honest.)
ٌ ‫ﻮﺟـ ُﺪ ِﺇ ﱠﻻ ِﻛــﺘ‬
‫َﺎﺏ‬ َ ‫َﻻ ُﻳ‬
lā yūğadu ᵓillā kitābun.

There is only one book. (lit. It is not (exist) except one book.)
36.3
ِ siwā, and ‫ َﻋـ َﺪﺍ‬ҁadā, may replace ‫ ِﺇ ﱠﻻ‬ᵓillā,

The particles ‫ ﻏَــ ْﻴـ ُﺮ‬ġayru, ‫ﺳـ َﻮﻯ‬
but take the following noun in the genitive case, e.g.:
ِ ‫ ِﺳ َﻮﻯ َﻭ‬/ ‫َﻣﺎ َﺟﺎ َﺀ ﻏَـ ْﻴـ ُﺮ‬

‫ﺍﺣ ٍـﺪ‬
mā ğāᵓa ġayru / siwā wāh.idin.

Only one came. (lit. Nobody came except for one.)
ُ ‫َﺟﺎ َﺀ ٱﻟـ ﱢﺮ َﺟ‬

ِ ‫ﺎﻝ َﻋـ َﺪﺍ َﻭ‬
‫ﺍﺣ ٍـﺪ‬
38
389
ğāᵓa r-riğālu ҁadā wāh.idin.

The men came except for one (of them).
36 ‫َﻋـ َﺪﺍ‬
adā may be preceded by the relative pronoun ‫ﻣﺎ‬
ҁ
َ mā: ‫ َﻣﺎ َﻋ َﺪﺍ‬mā-ҁadā,
Exception when it is regarded as a verb. It is then followed by a noun in the accusative
case, e.g.:
ُ ‫َﺟﺎ َﺀ ٱﻟـ ﱢﺮ َﺟ‬

ِ ‫ﺎﻝ َﻣﺎ َﻋـ َﺪﺍ َﻭ‬
‫ﺍﺣـ ًﺪﺍ‬
ğāᵓa r-riğālu mā ҁadā wāh.idan.

The men came except(ing) one (of them).
36.4
‫ ِﺇ ﱠﻻ َﺃ ﱠﻥ‬ᵓillā ᵓanna and ‫ ﻏَـ ْﻴ َـﺮ َﺃ ﱠﻥ‬ġayra ᵓanna
The particle ‫ ِﺇ ﱠﻻ‬ᵓillā, and the accusative of ‫ ﻏَـ ْﻴـ ُﺮ‬ġayru, may be followed by
‫ َﺃ ﱠ‬ᵓanna, ‘that’. The meaning then becomes:

the subordinating conjunction ‫ﻥ‬
‘except that, nevertheless, but, however’:
6 5 4 3 2 ْ ‫ﺎﺣـ ُﺜﻮﺍ ِﻓﻲ‬

‫ ﻏَـ ْﻴ َﺮ َﺃ ﱠﻧ ُﻬـ ْﻢ ﻟَـ ْﻢ َﻳ ِﺠـ ُﺪﻭﺍ َﺣ ًّﻼ‬/ ‫ٱﻷَ ْﻣـﺮِ ِﺇ ﱠﻻ َﺃ ﱠﻧ ُﻬـ ْﻢ‬ َ ‫ﺗَـ َﺒ‬ 1
tabāh.at ū f ı̄ l-ᵓamri ᵓillā ᵓanna-hum / ġayra ᵓanna-hum lam yağidū

¯
h.allan.
1
They discussed 2the matter, 3but they did 4not 5find 6a solution.
َ ‫ﻏَـ ْﻴ َـﺮ َﺃ ﱠﻧ ُﻪ َﺭﻓ‬

ِ ْ ‫َـﺾ‬
‫ٱﻹ َﺟﺎ َﺑ َﺔ‬ 3 2 1
ġayra ᵓanna-hu rafad.a l-ᵓiğābata.

1
But (nevertheless) 2he refused to 3answer.
Exercises

3900
‫ﻳـﻔ ﱢﻲ ِﺇ ﱠﻻ َﻭ ِ‬
‫ﺍﺣـ ًﺪﺍ‬ ‫‪5‬‬‫ـﺖ ٱﻟـ ﱢﺮ ِ‬ ‫‪4‬‬ ‫‪3‬‬ ‫ــﻞ َﺃ ْﻓ َـﺮ ِ‬
‫ﺍﺩ )ﻓَـ ْﺮ ٌﺩ( ٱﻟْ َﻌﺎ ِﺋـﻠَ ِﺔ ِﻓﻲ ٱﻟْـ َﺒـ ْﻴ ِ‬ ‫ﻧَﺎ َﻡ ُﻛ ﱡ‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪Exer‬‬
‫‪ercises‬‬
‫ِ ﻋَﺎﺩَ ﺇِﻟَﻰ ٱﻟْـﻤَـﺪِﻳـﻨ ‪َ.‬ﺔ‬ ‫‪6‬‬
‫‪1) All 3family 2members 1slept in 4the country house 5except one who‬‬
‫‪6‬‬
‫‪returned to the city.‬‬
‫‪4‬‬
‫ــﺶ ﺇﻟَﻰ ٱﻟْ ُ‬
‫ـﺤـ ُﺪ ِ‬
‫ﻭﺩ ) َﺣـ ﱞﺪ( َﻣﺎ َﻋـ َﺪﺍ‬ ‫ـﺖ ِﻓــ ْﺮﻗَـ ٌﺔ ِﻣ َﻦ ٱﻟْ َ‬
‫ـﺠــ ْﻴ ِ‬
‫‪3‬‬ ‫‪2‬‬
‫َﺫ َﻫـ َﺒ ْ‬ ‫‪1‬‬
‫َﻛﺎﻧَﺎ ‪َ 6‬ﻣﺮِ َ‬
‫ﻳﻀـ ْﻴـﻦِ ‪.‬‬ ‫ُﺟـﻨ ِْـﺪ ﱠﻳــ ْﻴــﻦِ‬ ‫‪5‬‬
‫‪2) An 2Army 1division (group) went to 3the border 4except 5two soldiers‬‬
‫‪(who) were 6ill.‬‬
‫ﺎﺣ ِﻲ‬ ‫ﺎﺡ( َﻣﺎ َﻋـ َﺪﺍ ِﻣ ْ‬

‫ﺼ َﺒ َ‬ ‫ﺼ َﺒ ٌ‬
‫‪4‬‬
‫ﺼﺎﺑ ِـ ِ‬
‫ﻴﺢ ) ِﻣ ْ‬ ‫َﺃ ْﻃﻔَـ َﺄ ْﺕ ُﺃ ْﺧـ ِﺘﻲ ُﻛ ﱠ‬
‫ــﻞ ٱﻟْ ِـﻤ َ‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ـﺠـ ُﻠ ِ‬
‫ﻮﺱ‪.‬‬ ‫ﺎﻡ َﻭ ُﻏـ ْﺮﻓ َِـﺔ ٱﻟْ ُ‬ ‫ٱﻟْ َ‬
‫ـﺤ ﱠﻤ ِ‬
‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬
‫‪3) My sister 1put out 2all 3lights (lamps) 4except the two lights in 5the‬‬
‫‪bathroom and the 7sitting 6room.‬‬
‫َﺍﻉ َﺑـ ْﻴ َ‬
‫ـﻦ‬ ‫ـﻀ ٌﻮ( َﻣ ْﺠـ ِﻠ ِﺲ ْ‬
‫ٱﻷَ ْﻣـﻦِ ٱﻟـﻨﱢـﺰ َ‬
‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬
‫َـﺶ َﺃ ْﻋ َ‬
‫ـﻀﺎ ُﺀ ) ُﻋ ْ‬ ‫ﻧَﺎﻗ َ‬ ‫‪2‬‬ ‫‪1‬‬
‫ﱠــﻔـ ُﻘـﻮﺍ َﻋﻠَﻰ ‪َ 9‬ﺭ ْﺃ ٍﻱ ‪ُ 10‬ﻣ َﻮ ﱠ‬

‫ﺣ ٍـﺪ‪.‬‬ ‫‪ِ 7‬ﺇ ﱠﻻ َﺃ ﱠﻧ ُﻬـ ْﻢ ﻟَ ْﻢ ‪َ 8‬ﻳـﺘ ِ‬ ‫ٱﻟ ﱠﺪ ْﻭﻟَـﺘَـ ْﻴـﻦِ‬ ‫‪6‬‬
‫‪4) 2The members of 4the Security 3Council 1discussed 5the conflict between‬‬
‫‪6‬‬
‫‪the two countries, 7but they did not 8agree on a 10single 9opinion.‬‬
‫‪َ 1‬ﻣﺎ ‪َ 2‬ﺃﻧَﺎ ‪ِ 3‬ﺇ ﱠﻻ ‪َ 4‬ﺑ َ‬

‫ـﺸ ٌﺮ ‪ِ 5‬ﻣـ ْﺜــ ُﻠ ُﻜـ ْﻢ‪.‬‬
‫‪1,2‬‬
‫)‪5‬‬ ‫)‪I am nothing 3but (except) 4a human being 5like you. (Koran‬‬
‫ٱﻻ ْﺛــﻨَﺎ َﻋ َ‬
‫ـﺸ َـﺮ‬ ‫ﻴﺢ ْ ِ‬ ‫ــﺪ ٱﻟْـ َﻤ ِ‬
‫ـﺴ ِ‬ ‫ﺁ َﻣ َﻦ ﺗ ََﻼ ِﻣـ َﺬ ُﺓ ) ِﺗـﻠْ ِﻤـﻴـ ٌﺬ( ﱠ‬
‫ٱﻟﺴــ ﱢﻴ ِ‬‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫‪391‬‬
‫‪39‬‬
‫ﺑِـﺮِ َﺳﺎﻟَـ ِﺘ ِﻪ ِﺇ ﱠﻻ َﻭ ِ‬
‫ﺍﺣـ ًﺪﺍ‪.‬‬ ‫‪4‬‬
36 6) (All of) the twelve disciples of 2the Lord 3Jesus / Messiah 1believed 4in
Exception his message apart from one.
4
َ ‫ ِﺳ َﻮﻯ ٱﻟْﻘَــ ِﻠـﻴـ ِﻠ‬،(‫ﺎﻥ‬
َ ‫ َﻻ َﻳ ْﻬـﺘ ﱡَـﻤ‬،‫ـﻴـﻦ‬
‫ـﻮﻥ‬ 3
ٌ ‫ْـﺴ‬ ِ ‫ُﻛ ﱡﻞ ٱﻟـﻨ‬
َ ‫ﱠﺎﺱ ) ِﺇﻧ‬
2 1
.‫ٱﻟـ ﱡﺪ َﻭ ِﻟـ ﱠﻴ ِﺔ‬6 ‫ﺎﺳ ِﺔ‬

َ ‫ﭑﻟﺴـ َﻴ‬
‫ ِﺑ ﱢ‬5
7) All 1people, 2apart from a 3few, 4are not interested in 6international
5
politics.
َ ‫ٱﻟْـ َﻤـ ْﻮ‬4 ‫ َﺩ َﻭﺍ ٌﺀ ِﺇ ﱠﻻ‬3

.‫ﺕ‬ 2 ‫ِﻟ ُـﻜ ﱢ‬
ٍ‫ـﻞ َﺩﺍﺀ‬ 1
8) 1For every 2disease there is 3a medicine (cure) except for 4death.
ْ 6 ‫ َﻣﺎ َﻋــ َﺪﺍ َﺟـ َﺒـ َﻞ‬5 ‫ ُﻛــﻠﱠ َﻬﺎ‬4 ‫َﺎﻥ‬

. ِ‫ٱﻷَ ْﺭﺯ‬ َ ‫ ِﺟـ َﺒﺎ َﻝ ُﻟ ْﺒﻨ‬3 ‫ٱﻟﺴﺎ ِﺋ ُﺢ‬
‫ ﱠ‬2 ‫َﺍﺭ‬
َ ‫ﺯ‬1
9) 2The tourist 1visited 4all the Lebanese 3mountains 5except 6the
mountain of the cedars.
‫ـﻞ َﺃ ْﺷ َﺠـﺎﺭِ ) َﺷ َﺠ َـﺮ ٌﺓ( ٱﻟْـ ُﺒ ْﺴـﺘَـﺎﻥِ َﻣﺎ َﻋـ َﺪﺍ َﺷ َﺠ َـﺮ َﺓ‬
5 4 3 ‫ـﺖ ُﻛ ﱠ‬
ُ ‫َﺳـﻘَـ ْﻴ‬
2 1
.‫ـﺴ ًﺔ‬ ٍ ‫ﺗُــ ﱠﻔ‬6

َ ‫ َﻳﺎ ِﺑ‬7 ‫ـﺎﺡ‬
10) 1I irrigated all 2the trees of 3the orchard (garden) 4except one
7
dried-up 6apple 5tree.
َ َ‫َﺃ ِﺧﻲ َﻭ َﺃﺧ‬

.‫ﺎﻙ‬ َ ‫ـﺐ( ٱﻟْـ ُﻤ َﺤ‬
‫ﺎﺿ َﺮ َﺓ ِﺇ ﱠﻻ‬ 2 ‫ـﻞ ﱡ‬
ٌ ‫ٱﻟﻄ ﱠﻼ ِﺏ ) َﻃﺎ ِﻟ‬ ‫ﻀ َﺮ ُﻛ ﱡ‬
َ ‫َﺣ‬ 1
11) All students 1attended 2the lecture except my brother and yours.
ِ ‫ َﻃﺎ ِﻟــ ًﺒﺎ َﻭ‬/ ‫ﺍﺣـ ٌﺪ‬

.‫ﺍﺣـ ًﺪﺍ‬ ٌ ‫ِﺇ ﱠﻻ َﻃﺎ ِﻟ‬
ِ ‫ـﺐ َﻭ‬ ِ‫ـﺤﺎﻥ‬ ِ ْ ‫َـﺢ َﺃ َﺣـ ٌﺪ ِﻓﻲ‬
َ ‫ٱﻻ ْﻣـ ِﺘ‬ 3
َ ‫َﻣﺎ َﳒ‬ 2 1
12) Only one student 2passed the exam. (lit. 1No one 2passed 3the exam
except one student.)
3922
‫ُﻮﺩ ِﻣ َﻦ ٱﻟـ ﱡﺜــ ْﻜــﻨ َِﺔ ِﺳ َﻮﻯ ﻗَﺎ ِﺋ ِـﺪ ِﻫـ ْﻢ َﻭ ُﺟـﻨ ِْـﺪ ٍ ّﻱ‬
6 5 4 3 ِ ‫ـﺠـﻨ‬ ‫َﻫ َـﺮ َﺏ ُﻛ ﱡ‬
ُ ْ‫ـﻞ ٱﻟ‬ 2 1 Exer
ercises
Exercises
ِ ‫َﻭ‬
.‫ﺍﺣ ٍـﺪ‬
13) All 2soldiers 1ran away (escaped) from 3the barracks 4except 5their
commander and one 6soldier.
5 ِ ْ ‫ﻀ ُﺮﻭﺍ‬
َ ‫ٱﻻ ْﺟـ ِﺘـ َﻤ‬
‫ﺎﻉ ِﺳـ َﻮﻯ‬ َ ‫ﻳﻦ َﺣ‬
4 3 ْ ‫ـﺖ ِﻣ َﻦ‬
َ ‫ٱﻷَ ْﻋ‬
َ ‫ـﻀﺎ ِﺀ ٱﻟﱠ ِـﺬ‬ ُ ‫َﻣﺎ َﻋ َـﺮ ْﻓ‬ 2 1
ِ ‫ـﻀ ٍﻮ َﻭ‬
.‫ﺍﺣ ٍـﺪ‬ ِ ‫ٱﻟ ﱠﺮ ِﺋ‬
ْ ‫ َﻭ ُﻋ‬6 ‫ﻴﺲ‬
14) I did not 1know any of 2the members who 3attended 4the meeting
5
except the chairman and one 6member.
َ ْ‫َﺳـ ْﻮ َﻑ َﻻ َﺃ ْﺷـﺘَـﺮِ ﻱ َﺷـ ْﻴـ ًﺌﺎ ِﻣ َﻦ ٱﻟْـ َﻤ ْﻜــﺘَـ َﺒ ِـﺔ ِﺇ ﱠﻻ ٱﻟ‬

‫ـﺠـﺮِ ﻳ َﺪ َﺓ‬ 4 3 2 1
َ ‫ َﻭٱﻟْـ َﻤ َﺠـﻠﱠ َﺔ ٱﻟْ َﻌ‬5

. ِ‫ـﺮ ِﺑـ ﱠﻴـﺘَـ ْﻴــﻦ‬
15) I will not 1buy 2anything from 3the bookshop except the Arabic
4
newspaper 5and the magazine.
ِ ‫ﺍﺕ ِﺇ ﱠﻻ ٱﻟْـ ُﻤ َﺤ‬

‫ـﺎﺿ َﺮ‬ 5
َ ‫ﻮﻥ ِﻣ َﻦ ﻗَـﺎ َﻋ ِﺔ ٱﻟْـ ُﻤ َﺤ‬
ِ ‫ـﺎﺿ َﺮ‬ 4
َ ‫ﺧَ َـﺮ َﺝ ٱﻟْـ ُﻤ ْﺴﺘ َِـﻤ ُﻌ‬
3 2 1
ِ ‫ﻭﻃﺎ ِﻟ َﺒ ًﺔ َﺟ‬
.‫ـﺪﻳـ َﺪ ًﺓ‬ َ
16) 2The audience (listeners) 1went out of 4the lecture 3hall except 5the
lecturer and a new student (f.)
‫ـﺠـﻨَـ ْﻴـﻨ َِﺔ َﺃﺯ َْﻫـﺎ ًﺭﺍ )ﺯ َْﻫ َـﺮ ٌﺓ( ُﻣـﺘَـﻨَـ ﱢﻮ َﻋ ًﺔ َﻋـ َﺪﺍ ٱﻟْـ َﻮ ْﺭ ِﺩ‬
5 4 3 2
ُ ْ‫ـﺖ ِﻓﻲ ٱﻟ‬
ُ ‫ﺯ ََﺭ ْﻋ‬ 1
.(‫) َﻭ ْﺭ َﺩ ٌﺓ‬
17) 1I planted 3a variety of 2flowers in the garden 4except 5roses.

393
39
36 ‫ٱﻻ ْﻣـ ِﺘ َﺤﺎﻥِ ٱﻟـ ﱢﻨ َﻬﺎ ِﺋ ﱢﻲ َﻣﺎ َﻋـ َﺪﺍ َﻃﺎ ِﻟـ ًﺒﺎ‬
5 4 3 ‫ﻴﻊ ﱡ‬
ِ ْ ‫ٱﻟﻄ ﱠﻼ ِﺏ ِﻓﻲ‬ ُ ‫َـﺢ َﺟ ِـﻤ‬
َ ‫َﳒ‬ 2 1
Exception
ْ ‫ َﻛ‬6
َ ‫ـﺴ َﻼ‬
.‫ﻥ‬
18) 2All the students 1passed 4the final 3exam 5except one 6lazy student.
.‫ٱﻟْـ َﺒﺎﺭِ َﺩ‬4 ‫ــﺲ‬ ‫ ﱠ‬3 ‫ َﺷـ ْﻴـ ًﺌﺎ ِﺇ ﱠﻻ‬2 ‫ َﺃ ْﻛ َـﺮ ُﻩ‬1 ‫َﻻ‬
َ ‫ٱﻟﻄـ ْﻘ‬
19) I 1hate 2nothing except 4cold 3weather.
ِ ‫ﺲ ِﻓﻲ َﺣـ ْﻘـ ِﻠـﻨَﺎ ِﺇ ﱠﻻ َﺷ َﺠـ ُﺮ ) َﺷ َﺠ َـﺮ ٌﺓ( ٱﻟْ ِﻌـﻨ‬

ِ‫َـﺐ َﻭٱﻟـﺘﱢــﻴـﻦ‬
5 4 3
َ ‫ﻟَـ ْﻴ‬
2 1
. ِ‫ َﻭٱﻟـ ﱠﺰ ْﻳــﺘُـﻮﻥ‬6
20) 1There are only 4grape, 5fig 6and olive 3trees in 2our field.
(lit. 1There is 1nothing in 2our field except 4grape, 5fig 6and olive 3trees.)
‫ـﻦ َﺃ ْﺯ َﻣ ِﺔ‬
5
ْ ‫ﻳـﺚ َﻋ‬ َ ْ‫ﱠـﺎﺱ َﺣ ِـﺪﻳـﺚٌ ِﺇ ﱠﻻ ٱﻟ‬
َ ‫ـﺤ ِـﺪ‬ ِ ‫ـﺲ ِﻋـﻨْـ َﺪ ٱﻟـﻨ‬
4
3 2 1
.‫ـﻂ‬ ْ ‫ٱﻟـﺸـ ْﺮ ِﻕ‬

ِ ‫ٱﻷَ ْﻭ َﺳ‬ ‫ﱠ‬ 7 6
21) 3People 4talk only about the crisis in the 7Middle 6East.
(lit. 1There is no (other) 4talk 2by 3the people except talk about 5the
crisis in 7the Middle 6East.)
(‫ﺻ ِﺤـﻴ َﻔ ٌﺔ‬ ِ ‫ ِﻟـ ُﻤ َﺮ‬4 ‫ٱﻟْ َﻌ ْﺴـ َﻜـﺮِ ﱡﻱ‬3 ‫ٱﻟْـﺨَ ـ ِﺒـﻴـ ُﺮ‬2 ‫ﺗَـ َﻜــﻠﱠ َﻢ‬1
‫ ﱡ‬5 ‫ﺍﺳ ِﻠﻲ‬
ِ ‫ٱﻟـﺼ ُﺤ‬
َ ) ‫ـﻒ‬
.(‫َﺍﻝ‬ ْ 10
ٌ ‫ٱﻷَ ْﺳــ ِﺌـﻠَ ِﺔ ) ُﺳـﺆ‬ ‫ﻴﻊ‬ 9
َ ‫ﻏَــ ْﻴ َـﺮ َﺃ ﱠﻧ ُﻪ َﺭﻓ‬
ِ ْ ‫َﺾ‬
ْ ‫ٱﻹ َﺟـﺎ َﺑ َﺔ َﻋ‬
ِ ‫ـﻦ َﺟ ِـﻤ‬ 8 7 6
22) 3The military 2expert 1talked to 5newspaper 4correspondents 6but

7
he refused 8to answer 9all the 10questions.
3944
Translate into Arabic: Exer
Exercises
ercises
1) All the family members except one, who was ill, visited the mountain
of the cedars.
2) All the students slept in the country house except my sister, who
returned to the city.
3) All the soldiers went to the border except the commander and one
soldier (who) was ill.
4) All the members of the Security Council went out of the hall except
one new member.
5) All the members attended the meeting except the military expert and
one member.
6) My brother put out all lights in the house except the light in the
bathroom.
7) I will not buy anything except roses, the newspaper and a magazine.
8) In the garden I planted a variety of flowers and trees except olive trees.
9) The members who attended the meeting discussed the crisis in the
Middle East.
39
395
Chapter 37
Expressions of wonder, the

َ ‫ ﻟَــ ْﻴ‬laysa, and special
copula ‫ـﺲ‬
usages of the preposition ‫ ِﺑـ‬bi..
37.1 Expressions of wonder/exclamation
Expressions/exclamations of wonder or astonishment ُ ‫ ُﺃ ْﺳ ُﻠ‬,

‫ﻮﺏ ٱﻟـ ﱠﺘ َﻌ ﱡﺠ ِﺐ‬
such as ‘How beautiful!’, ‘How tall!’, ‘How black it is!’, ‘What a rich man
he is!’, etc., are expressed by using the interrogative pronoun ‫َﻣﺎ‬ mā,
‘what?’, followed by a verb form which looks like the derived verb form IV
in the perfect tense third person singular masculine (pattern: IV ‫َﺃ ْﻓ َﻌـ َﻞ‬
ᵓafҁala). The following noun must be in the accusative and can be replaced
with a suffixed pronoun in masculine or feminine, e.g.:
َ ‫َﻣﺎ َﺃ ْﺟ َﻤ َﻞ ٱﻟْ ِﺒـﻨ‬

‫ْـﺖ‬ ‫َﻣﺎ َﺃ ْﺟ َﻤـﻠَ َﻬـﺎ‬
mā ᵓağmala l-binta! mā ᵓağmala-hā!

How beautiful the girl is! How beautiful she/it is!
‫َﻣﺎ َﺃ ْﻛـ َﺬ َﺏ ﻩٰـ َﺬﺍ ٱﻟـ ﱠﺮ ُﺟـ َﻞ‬ ‫َﻣﺎ َﺃ ْﻛـ َﺬ َﺑ ُﻪ‬
mā ᵓakdaba hādā r-rağula! mā ᵓakdaba-hu!

¯ ¯ ¯
What a liar this man is! What a liar he is!
396
‫َﻣﺎ َﺃ َﺷـ ﱠﺪ َﺳ َﻮﺍ َﺩ ﻩٰ ِـﺬ ِﻩ ٱﻟْﻐَــ ْﻴـ َﻤ ِﺔ‬
3 2 1
‫َﻣﺎ َﺃ َﺷـ ﱠﺪ َﺳ َﻮﺍ َﺩ َﻫﺎ‬ Verbs with
special usage
mā ᵓašadda sawāda hādihi l-g.aymati! mā ᵓašadda sawāda-hā!

¯
What a black cloud this is! How black it is!
(lit. How 1strong is the 2blackness of this 3cloud! OR:
What 1a strength of 2blackness this 3cloud has!)
37.2
If two expressions of wonder refer to the same noun, the second expression
is placed after the noun and takes a suffix pronoun:
ْ ‫ﺱ َﻭ َﻣﺎ َﺃ‬
‫ﺻ َﻌـ َﺒ ُﻪ‬ َ ‫َﻣﺎ َﺃ ْﻃ َﻮ َﻝ ٱﻟ ﱠﺪ ْﺭ‬ (not: ‫ﺱ‬ ْ ‫) َﻣﺎ َﺃ ْﻃ َﻮ َﻝ َﻭ َﻣﺎ َﺃ‬
َ ‫ﺻ َﻌ َﺐ ٱﻟ ﱠﺪ ْﺭ‬
mā ᵓat.wala d-darsa wa-mā ᵓas.ҁaba-hu! (mā ᵓat.wala wa-mā ᵓas.ҁaba d-darsa)
What a long and difficult lesson!
37.3 Verbs with special usage
َ ‫ ﻟَـ ْﻴ‬laysa, (translated as ‘is not’) is a hollow

a) The negative copula verb ‫ـﺲ‬
verb with a weak middle radical ‫ ـــﻴــ‬..y.., and is counted among the
َ ‫ َﻛ‬kāna. It is peculiar in that it is inflected only for the
sister-words of ‫ﺎﻥ‬
perfect tense but with the meaning of the imperfect tense (referring to
present time).
b) Conjugation of َ ‫ ﻟَ ْﻴ‬laysa:
‫ﺲ‬
39
397
37
Expressions Singular Dual Plural
of wonder
‫ﺲ‬ ‫ﻟَ ْﻴ َﺴﺎ‬ ُ ‫ﻟَـ ْﻴ‬
‫ـﺴﻮﺍ‬
3. masc. laysa, he is not laysā, they (2) laysū, they
are not are not
‫ﻟَـ ْﻴ َﺴ ْﺖ‬ ‫ﻟَ ْﻴ َﺴـﺘَﺎ‬ ‫ﻟَ ْﺴ َﻦ‬

3. fem. laysat, she is not laysatā, they (2) lasna, they
are not are not
َ ‫ﻟَ ْﺴ‬
‫ـﺖ‬ ‫ﻟَ ْﺴـﺘُـ َﻤﺎ‬ ‫ﻟَ ْﺴـ ُﺘ ْﻢ‬
2. masc. lasta, you are not lastumā, you (2) lastum, you
are not are not
‫ﻟَ ْﺴ ِﺖ‬ ‫ﻟَ ْﺴـﺘُـ َﻤﺎ‬ ‫ﻟَ ْﺴـﺘ ﱠ‬

‫ُــﻦ‬
2. fem. lasti, you are not lastumā, you (2) lastunna, you
are not are not
‫ﻟَ ْﺴ ُﺖ‬ ‫ﻟَ ْﺴـﻨَﺎ‬ ‫ﻟَ ْﺴـﻨَﺎ‬

1. masc. lastu, I am not lasnā, we (2) lasnā, we are not
and fem. are not
Note: Regarding the expression of the predicative complement of َ ‫ﻟَ ْﻴ‬

‫ﺲ‬
laysa, see section 37.10b.)
Remember from chapter 32 that the two verbs َ ‫ َﻛ‬kāna, ‘he was’, and
‫ـﺎﻥ‬
‫ﺲ‬ laysa, ‘is not, are not’, have no passive forms.
37.4
The verb ‫ﺯَﺍ َﻝ‬ zāla (imperfect: ُ ‫ َﻳﺰ‬yazālu), ‘to cease, to disappear, to
‫َﺍﻝ‬
3988
go away’, is another sister of َ ‫ َﻛ‬kāna. It can be used as an aspectual
‫ـﺎﻥ‬
auxiliary in the perfect or imperfect tense, preceded by the negative particle Verbs with
special usage
‫َﻣﺎ‬ mā, ‫ َﻻ‬lā, or ‫ ﻟَ ْﻢ‬lam, and followed either by a verb in the imperfect tense
or by a verbal adjective or a noun in the accusative case. Both these con-

structions signify that the action has not ceased, i.e. the activity or state is
still continuing. For example:
‫ـﺎﻣ َﻌ ِﺔ‬
ِ ‫ـﺠ‬َ ْ‫ﺱ ِﻓﻲ ٱﻟ‬
ُ ‫ ﻟَ ْﻢ َﻳـ َﺰ ْﻝ َﻳـ ْﺪ ُﺭ‬/‫َﺍﻝ‬
ُ ‫ َﻻ َﻳـﺰ‬/‫َﻣﺎ ﺯَﺍ َﻝ‬
mā zāla / lā yazālu / lam yazal yadrusu fı- l-ğāmiҁati.

He is still (lit. did not cease) studying at the university.
‫ ﻟَ ْﻢ َﻳـ َﺰ ْﻝ َﺣـ ًّﻴـﺎ‬/‫َﺍﻝ‬

ُ ‫ َﻻ َﻳـﺰ‬/‫َﻣﺎ ﺯَﺍ َﻝ‬
mā zāla / lā yazālu / lam yazal h.ayyan.

He is still alive. (lit. He did not cease being alive.)
37.5
The verb ‫ َﻋـﺎ َﺩ‬āda

ҁ
(imperf.: ‫َﻳ ُﻌـﻮ ُﺩ‬ yaҁūdu), ‘to return, to do again, to
َ ‫ ﺯَﺍ‬zāla.
resume’ is somewhat similar to the above verb ‫ﻝ‬
َ mā, or ‫ ﻟَ ْﻢ‬lam, the mean-

a) When it is preceded by the negative particle ‫ﻣﺎ‬
ing is: ‘not again, no longer’:
‫ﺎﻣ َﻌ ِﺔ‬ َ ْ‫ﺱ ِﻓﻲ ٱﻟ‬

ِ ‫ـﺠ‬ ُ ‫َﻋـﺎ َﺩ َﻳ ْﺪ ُﺭ‬
ҁ
āda yadrusu fı- l-ğāmiҁati.
39
399
He resumed studying at the university.
37
Expressions
‫ـﺎﻣ َﻌ ِﺔ‬
ِ ‫ـﺠ‬َ ْ‫ﺱ ِﻓﻲ ٱﻟ‬
ُ ‫ ﻟَـ ْﻢ َﻳ ُﻌـ ْﺪ َﻳـ ْﺪ ُﺭ‬/‫َﻣﺎ َﻋـﺎ َﺩ‬
of wonder
mā ҁāda / lam yaҁud yadrusu fı- l-ğāmiҁati.
He is no longer studying at the university. OR
He no longer studies at the university.
b) The IVth form of the above verb ‫ﻋﺎ َﺩ‬ َ ҁāda, is ‫ َﺃ َﻋﺎ َﺩ‬ᵓaҁāda. When it is
followed by a defined noun in the accusative case, it will have the mean-
ing ‘to do again’, ‘to give back’, ‘re-’. For example:
َ ‫( َﺃ َﻋـﺎ َﺩ ٱﻟْ ِﻜـﺘ‬IV form)

‫َﺎﺏ‬
ᵓaҁāda l-kitāba. He returned / gave back the book.
ِ ْ ‫َﺃ َﻋﺎ َﺩ‬

َ ‫ٱﻻ ْﻣـ ِﺘ َﺤ‬
‫ﺎﻥ‬
ᵓaҁāda l-imtih.āna. He repeated (re-took) the exam (he re-examined).
ِ ‫َﺃ َﻋـﺎ َﺩ ٱﻟـﻨ َﱠﻈ َـﺮ ِﻓﻲ ٱﻟْـﻘ‬

‫َـﻀ ﱠﻴ ِﺔ‬
ᵓaҁāda n-nad. ara fı- l-qad.iyyati.

¯
He re-considered the case.
ِ ‫ﱠـﻈﺮِ ِﻓﻲ ٱﻟْـﻘ‬

‫َـﻀ ﱠﻴ ِـﺔ‬ َ ‫َـﺮ َﺡ ِﺇ َﻋﺎ َﺩ َﺓ ٱﻟـﻨ‬
َ ‫ِﺇ ْﻗـﺘ‬
ᵓiqtarah.a ᵓiҁādata n-nad. ari fı- l-qad.iyyati.
¯
He proposed to re-consider the case.
Note: The above ‫ﻋﺎ َﺩ ٌﺓ‬

َ ‫ ِﺇ‬is the verbal noun of the IV form.
4000
37.6 Verbs with
special usage
The verb ‫ َﻛـﺎ َﺩ‬kāda (imperfect: ‫ ﻳ َﻜـﺎ ُﺩ‬yakādu), ‘to be about to..’, ‘almost
(nearly)’, is used as an auxiliary with the following verb in the imperfect
ْ ‫) َﺃ‬. For example:

indicative or, alternatively, imperfect subjunctive (after ‫ﻥ‬
Main verb: Main verb:

imperfect indicative imperfect subjunctive
‫َﻛـﺎ َﺩ ٱﻟْ َﻮﻟَـ ُﺪ َﻳـﻘ َُﻊ‬ OR ‫َﻛـﺎ َﺩ ٱﻟْ َﻮﻟَـ ُﺪ َﺃ ْﻥ َﻳ َﻘ َﻊ‬
kāda l-waladu yaqaҁu. kāda l-waladu ᵓan yaqaҁa.

The boy was about to fall over. The boy was about to fall over.
‫ـﻄ ِﺶ‬ ُ ‫ِﻛـ ْﺪ ُﺕ َﺃ ُﻣ‬

َ ‫ﻮﺕ ِﻣ َﻦ ٱﻟْـ َﻌ‬ OR َ ‫ِﻛـ ْﺪ ُﺕ َﺃ ْﻥ َﺃ ُﻣ‬
َ ‫ﻮﺕ ِﻣ َﻦ ٱﻟْ َﻌ‬
‫ـﻄـﺶ‬
kidtu ᵓamūtu mina l-ҁat.aši. kidtu ᵓan ᵓamūta mina l-ҁat.aši.

I almost died of thirst. I was almost going to die of thirst.
‫ـﻮﻉ‬
ِ ‫ـﺠ‬ُ ْ‫ﻮﺕ ِﻣ َﻦ ٱﻟ‬
ُ ‫َﻳ َﻜـﺎ ُﺩ َﻳـ ُﻤ‬ OR ‫ـﻮﻉ‬
ِ ‫ـﺠ‬ َ ‫َﻳ َﻜـﺎ ُﺩ َﺃ ْﻥ َﻳـ ُﻤ‬
ُ ْ‫ﻮﺕ ِﻣ َﻦ ٱﻟ‬
yakādu yamūtu mina l-ğūҁi. yakāduᵓan yamūta mina l-ğūҁi.

He is almost dying of hunger. He is almost going to die of hunger.
َ kāda is in the perfect or imperfect tense, preceded by the nega-

When ‫ﻛـﺎ َﺩ‬
َ mā, or ‫ ﻟَـ ْﻢ‬lam, both tenses have almost the same meaning:
tive particle ‫ﻣﺎ‬
‘just, barely, hardly, almost not’, e.g.:
40
401
37 ُ ‫ ﻟَـ ْﻢ َﻳ َﻜـ ْﺪ َﻳ ِـﻘ‬/ ‫َﻣﺎ َﻛﺎ َﺩ‬
‫ـﻒ َﺣـﺘﱠﻰ َﻭ َﻗ َﻊ‬
Expressions
of wonder
mā kāda / lam yakad yaqifu h.attā waqaҁa.
He barely stood up before he fell down.
37.7
The verb ‫ َﺩﺍ َﻡ‬dāma, ‘to last, to continue, to go on’, can be used in temporal
clauses meaning: ‘as long as . . . (something is happening or going on)’.
It is preceded by the conjunction ‫َﻣﺎ‬ mā, ‘as long as’, and followed by a
verb in the imperfect tense or a participle in the accusative case, e.g.:
‫َﻣﺎ َﺩﺍ َﻡ َﺟﺎ ِﻟ ًﺴﺎ‬
mā dāma ğālisan, as long as he is sitting
ُ ‫َﻣﺎ َﺩﺍ َﻡ َﻳ ْﺠـ ِﻠ‬

‫ـﺲ‬
mā dāma yağlisu, as long as he sits
37.8
‫ ﻗ ﱠ‬qalla, ‘to be little, to diminish, to be rare’, can take the suffix

The verb ‫َـﻞ‬
‫ ــــ َﻤﺎ‬/..mā/, as ‫ َﻣﺎ( ﻗَـﻠﱠ َﻤﺎ‬+ ‫ )ﻗ ﱠَﻞ‬qalla-mā, meaning: ‘seldom’, e.g.:
‫ﻗَـﻠﱠ َﻤﺎ ﻧَـﻠْـﺘ َِـﻘﻲ‬

4022
qallamā naltaqı-. We seldom meet.
37.9 Verbs with the meaning ‘to start, to begin’ Some special
usages of the
In addition to the verb ‫ َﺑـ َﺪ َﺃ‬badaᵓa, ‘to start, to begin’, there are a few other prefixed
preposition
verbs which have this same meaning as well as their basic meaning. The
‫ ِﺑـ‬.. bi..
most common of them are ‫ﺎﺭ‬

َ ‫ﺻ‬َ s.āra, ‘to become’, ‫ ﻗَـﺎ َﻡ‬qāma, ‘to stand
up’, and ‫ َﺃﺧَ ـ َﺬ‬ᵓahada, ‘to take, to obtain’. For example:
˘ ¯
ُ ‫ َﺃﺧَ َﺬ َﻳ ْﺮ ُﻛ‬/ ‫َﺑ َﺪ َﺃ‬

‫ﺾ‬
badaᵓa / ᵓahada yarkud.u. He began to run.

˘ ¯
ِ ‫ﻗَـﺎ َﻡ َﻳـ ْﻤ‬

‫ـﺸﻲ‬
qāma yamšı-. He rose/began to walk.
ُ ‫ـﻀ َﺤ‬
‫ـﻚ‬ ْ ‫ﺎﺭ َﻳ‬
َ ‫ﺻ‬َ
s.āra yad.h.aku. He began to laugh.
37.10 Some special usages of the prefixed

preposition ..‫ ﺑِـ‬bi..
The preposition ‫ ِﺑـ‬bi.., which normally means: ‘by, with’, etc., can also be
used in certain types of complements:
a) ..‫ ﺑِـ‬bi.. preceding a direct object
َ ‫ َﺳ ِﻤ‬samiҁa, to hear, and ‫َﺑ َﻌ َﺚ‬

Certain triliteral transitive verbs, such as ‫ﻊ‬
40
403
baҁata, to send, may take the preposition
¯
‫ ِﺑـ‬bi.. before the direct object,
37 which then appears in the genitive case. This construction is merely a
Expressions stylistic alternative to the regular construction with an accusative direct
of wonder object:
ِ‫ـﺖ ِﺑﭑﻟْـﺨَ ـ َﺒـﺮ‬

ُ ‫َﺳ ِﻤ ْﻌ‬ OR ‫ـﺖ ٱﻟْـﺨَ ـ َﺒ َـﺮ‬
ُ ‫َﺳ ِﻤ ْﻌ‬
samiҁtu bi-l-habari. samiҁtu l-habara.

˘ ˘
I heard the piece of news / about the news.
ٍ‫َﺑ َﻌ َﺚ ِﺇﻟَـ ْﻴ ِﻪ ﺑِـﺮِ َﺳﺎﻟَﺔ‬ OR ‫ـﺚ ِﺇﻟَـ ْﻴ ِﻪ ﺭِ َﺳﺎﻟَ ًﺔ‬

َ ‫َﺑ َﻌ‬
baҁat a ᵓilay-hi bi-risālatin. baҁat a ᵓilay-hi risālatan.

¯ ¯
He sent him a letter.
Compare:
‫َﺃ َﻛـ َﻞ ٱﻟـﻠﱠ ْﺤ َﻢ ِﺑ ﱢ‬

‫ﭑﻟﺴـ ﱢﻜــﻴـﻦِ َﻭ ﱠ‬
‫ٱﻟـﺸـ ْﻮ َﻛ ِـﺔ‬
ᵓakala l-lah.ma bi-s-sikkini wa-š-šawkati.

He ate the meat with the knife and fork.
b) ‫ ِﺑـ‬bi.. before the complement of a negative predicate
After the negative copula َ ‫ﻟَﻴ‬

‫ْﺲ‬ laysa, ‘is not’, and after the negative
particle ‫ ﺍَﻡ‬mā ‘not’, the predicative complement may take the prepo-
sition ‫ ـِﺏ‬bi.. (+ genitive). Again, this construction is merely a stylistic
alternative to the regular construction with an accusative predicative
4044 complement, e.g.:
‫َـﺼ ٍﻴﺮ‬ ُ ‫ﻟَ ْﺴ‬
ِ ‫ـﺖ ِﺑﻘ‬ OR ِ ‫ـﺖ ﻗ‬
‫َﺼﻴ ًﺮﺍ‬ ْ َ‫ﻟ‬
ُ ‫ـﺴ‬ Some special
usages of the
prefixed
lastu bi-qas.-ı rin. lastu qas.-ı ran. preposition
I am not short. ‫ ِﺑـ‬.. bi..
َ ‫ﻟَ ْﻴ‬
‫ﺲ ِﺑ َﻘ ِﺒ ٍﻴﺢ‬ OR ‫ـﻴﺤﺎ‬ َ ‫ﻟَـ ْﻴ‬
ً ‫ـﺲ ﻗَـ ِﺒ‬
laysa bi-qabı-h.in. laysa qabı-h.an.
He / it is not ugly.
َ ‫َﻣﺎ ُﻛــﻨﱠﺎ ِﺑﻨَـﺎ ِﺋ ِﻤ‬

‫ـﻴـﻦ‬ OR َ ‫َﻣﺎ ُﻛـﻨﱠﺎ ﻧَﺎ ِﺋ ِﻤ‬
‫ـﻴـﻦ‬
mā kunnā bi-nāᵓimı-na. mā kunnā nāᵓimı-na

We were not sleeping.
ٍ ‫َﻣﺎ ُﻫـ َﻮ ِﺑـ َﺒ ِﺨ‬

‫ـﻴـﻞ‬ OR ً ‫َﻣﺎ ُﻫـ َﻮ َﺑ ِﺨ‬
‫ـﻴﻼ‬
mā huwa bi-bah-ı lin. mā huwa bah-ı lan.

˘ ˘
He is not stingy.
Note: ‫ﻣﺎ‬ َ ‫ ﻟَـ ْﻴ‬laysa, which is a sister of ‫ـﺎﻥ‬

َ mā, has the function of ‫ﺲ‬ َ ‫ َﻛ‬kāna.
c) ‫ ِﺑـ‬bi.. preceding the conjunctions ‫ َﺃ ْﻥ‬ᵓan and ‫ َﺃ ﱠﻥ‬ᵓanna
The preposition ‫ ِﺑـ‬bi.. can be prefixed to the subordinating conjunctions
‫َﺃ ْﻥ‬ ‫ َﺃ ﱠ‬ᵓanna, ‘that’, without any change of meaning, e.g.:

ᵓan, and ‫ﻥ‬
َ ‫َﻃﻠَ َﺐ ِﻣﻨﱢﻲ ِﺑ َﺄ ْﻥ َﺃ ْﺫ َﻫ‬

‫ـﺐ َﻣ َﻌ ُﻪ‬ OR َ ‫َﻃﻠَ َﺐ ِﻣﻨﱢﻲ َﺃ ْﻥ َﺃ ْﺫ َﻫ‬
‫ـﺐ َﻣ َﻌ ُﻪ‬
t.alaba min-nı- bi-ᵓan ᵓadhaba maҁa-hu. t.alaba min-nı- ᵓan ᵓadhaba maҁa-hu.
¯ ¯
He asked me to go with him. 40
405
37 ٌ ِ‫َﺃ ْﺧـ َﺒ َـﺮ ِﻧﻲ ِﺑ َﺄ ﱠﻥ َﻭﺍ ِﻟـ َﺪ ُﻩ َﻣﺮ‬
‫ﻳـﺾ‬ OR ٌ ِ‫َﺃ ْﺧـ َﺒ َـﺮ ِﻧﻲ َﺃ ﱠﻥ َﻭﺍ ِﻟـ َﺪ ُﻩ َﻣﺮ‬
‫ﻳـﺾ‬
Expressions
of wonder
ᵓahbara-nı- bi-ᵓanna wālida-hu marı-d.un. ᵓahbara-nı- ᵓanna wālida-hu marı-d.un.
˘ ˘
He told me that his father is ill.
d) Sometimes the particle ‫ ِﺇ ْﺫ‬ᵓِ id ‘when’ is used with the meaning: ‘and then
¯
suddenly…!’, indicating surprise or sudden appearance. In that case the
subject may take the preposition ‫ِﺑـ‬ bi.. . The particle ‫ ﻗَـ ْﺪ‬qad is then
normally added after the subject before the verb.
‫ﺻ َﻞ‬
َ ‫ـﻴـﺲ َﻗـ ْﺪ َﻭ‬
ِ ‫ﺇ ِْﺫ ِﺏٱﻟـ ﱠﺮ ِﺋ‬ OR ُ ‫ﺻ َﻞ ٱﻟـ ﱠﺮ ِﺋ‬
‫ـﻴﺲ‬ َ ‫ﺇ ِْﺫ َﻭ‬
ᵓid bi-r-raᵓı-si qad was.ala. ᵓid was.ala r-raᵓı-su.

¯ ¯
Then/Suddenly the president arrived!
Exercises
4
ْ ‫َﻣﺎ َﺃ ْﺑ َﻌـ َﺪ ﻩٰ ِـﺬ ِﻩ ٱﻟْـﻘَـ ْﺮ َﻳ َﺔ َﻭ َﻣﺎ َﺃ‬
َ ‫ﺿ َﻴـﻖَ َﺷـ َﻮﺍﺭِ َﻋ َﻬـﺎ‬
.(‫)ﺷﺎﺭِ ٌﻉ‬ 3 2 1
1
1) How 2far this village is and how 3narrow its 4streets!
.‫ـﻴﺲ َﻭ َﻣﺎ َﺃ ْﻃ َﻮ َﻝ َﺯ ْﻭ َﺟـ َﺘ ُﻪ‬

3 2
َ ‫َﻣﺎ َﺃ ْﻗ‬
َ ‫ـﺼ َﺮ ٱﻟـ ﱠﺮ ِﺋ‬ 1
2) How 1short the president is and how 2tall 3his wife!

4066
ِ ‫ٱﻟﺴـ ْﺒ‬
‫ـﺖ‬ 5 4 3 ‫ﻗَـﻠﱠ َﻤﺎ َﻳ ْﺄ ِﺗﻲ ُﻣ ِﺪﻳـ ُﺮ ﱠ‬
‫ٱﻟﺸﺮِ َﻛ ِﺔ ِﺇﻟَﻰ َﻋ َﻤـ ِﻠ ِﻪ ِﻓﻲ َﻳ ْﻮ َﻣ ِﻲ ﱠ‬ 2 1
ْ ‫َﻭ‬
.‫ٱﻷَ َﺣ ِـﺪ‬ 6
3) It is 1seldom that the manager (director) of the company 2comes to Exercises
3
work on (4days) 5Saturdays 6and Sundays.
(IX) ‫ﺍﺭ‬ ْ ‫ﻳﺾ َﻭ َﻣﺎ َﺃ َﺷـ ﱠﺪ‬

َ ‫ٱﺻ ِﻔ َـﺮ‬ 4
َ ِ‫ـﻒ ﻩٰـ َﺬﺍ ٱﻟْـ َﻤﺮ‬
3
ْ ‫َﻣﺎ َﺃ‬
َ ‫ﺿ َﻌ‬ 2 1
.‫َﻭ ْﺟﻬِ ِـﻪ‬ 5
4) How 1weak this 2patient is and how 4pale (lit. how 3strong 4yellow)
5
his face!
‫ـﺢ ِﻓﻲ‬ َ ‫ َﻓﺮِ ًﺣﺎ ٱﻟْـ َﻴـ ْﻮ َﻡ ِﻷَﻧﱢﻲ ﻟَـ ْﻢ َﺃﻧ‬/ ‫ـﺖ َﻓ ْﺮ َﺣﺎﻧًﺎ‬
ْ ‫ْـﺠ‬ 3
ُ ‫ﻟَ ْﺴ‬ 2 1
ِْ
. ِ‫ٱﻻ ْﻣـ ِﺘ َﺤﺎﻥ‬ 4
5) 1I am not 2happy today because I didn’t 3pass 4the exam.
ِ ‫ـﻮﻉ ٱﻟْـﻘ‬
‫َـﺎﺩ ِﻡ؟‬ ُ ْ ‫ـﻴـﺐ ِﻓﻲ ُﻋ ْﻄـﻠَـ ِﺘ ِﻪ ِﻓﻲ‬
ِ ‫ٱﻷ ْﺳـ ُﺒ‬
4 3 َّ ‫ﺲ‬
ُ ‫ٱﻟﻄـ ِﺒ‬
2
َ ‫َﺃﻟَـ ْﻴ‬ 1
6) 1Isn’t the physician on 2holiday (vacation) 4next 3week?
َ ‫ﻩـ َﺬﺍ ٱﻟْ ِﻌـ ْﻘــ ُﺪ ﻟَـ ْﻴ‬

.‫ـﺲ ﻗ َِـﺪﻳـ ًﻤﺎ ِﺟـ ًّﺪﺍ‬2 ٰ 1
7) This 1necklace is not very 2old.
َ ‫ َﺃ ْﺷ َﻄـ ُﺮ ِﻣـﻨ‬/‫ﺎﻣ َﻌ ِﺔ َﻣ ْﻦ ُﻫـ َﻮ َﺃ ْﺟـ َﺪ ُﺭ‬

‫ْـﻚ‬ 4 3
َ ْ‫ﻮﺟـ ُﺪ ِﻓﻲ ٱﻟ‬
ِ ‫ـﺠ‬ َ ‫َﺃﻟَـ ْﻴ‬
َ ‫ـﺲ ُﻳ‬ 2 1
‫ِﻓﻲ ٱﻟـ ﱡﻠﻐ َِﺔ ٱﻟْ َﻌ َـﺮ ِﺑـ ﱠﻴ ِﺔ؟‬

5
8) 1Isn’t 2there anyone at the university 3who is 4more skillful than you
in the Arabic 5language?
ْ ‫َـﺸ َـﺮ ِﺓ‬

ِ‫ٱﻷَ ْﺧـ َﺒـﺎﺭ‬
6 5 ُ ‫َﻻ َﻧ َﻜـﺎ ُﺩ ﻧ َْﺴـ َﻤ َﻊ َﻣﺎ َﺫﺍ َﻳـ ُﻘ‬
ُ ‫ـﻮﻝ ُﻣ ِـﺬ‬
ْ ‫ﻳﻊ ﻧ‬ 4 3 2 1
.(‫)ﺧَ ــ َﺒـ ٌﺮ‬ 40

407
9) 1We can hardly 2hear what 4the reporter of 6the news 5bulletin is
3
saying.
37
Expressions
‫ﺎﺏ ُﻏـ ْﺮﻓ َِﺔ ٱﻟـﻨﱠـ ْﻮ ِﻡ ِﻓﻲ ٱﻟْ َﻌـﺘْـ َﻤ ِﺔ َﺣـﺘﱠﻰ‬
5 4 3
ُ ‫ﻟَـ ْﻢ َﺃ َﻛـ ْﺪ َﺃ ْﻓــﺘ‬
َ ‫َـﺢ َﺑ‬ 2 1
of wonder 11
ُ ‫ـﺪﺕ َﺃ ُﻣ‬
.‫ﻮﺕ ِﻣ َﻦ ٱﻟْـﺨَ ـ ْﻮ ِﻑ‬ 10 9 ‫ﻗَـﻔَـ َﺰ ٱﻟْ ِـﻘ ﱡ‬
َ ‫ـﻂ َﻋﻠَﻰ‬
ُ ‫ﺻ ْﺪﺭِ ﻱ ﻓ َِـﻜ‬ 8 7 6
10) 1I had hardly (almost) 2opened the door of 3the bedroom (lit. 3sleep-
ing room) 5when suddenly in 4the darkness 7the cat 6jumped on to
8
my chest. 9I was 11scared 10to death (lit. 9I almost 10died 11of fright).
‫ـﻴﺮ ﱠ‬
.ُ‫ٱﻟﻄﺎ ِﺋ َـﺮﺓ‬ َ ‫َـﻄ‬
4 ِ ‫ـﺾ ٱﻟْـ َﻮ ْﻗ‬
ِ ‫ــﺖ َﺣـﺘﱠﻰ ﺗ‬
3
ُ ‫َﺎﻙ( َﺑ ْﻌ‬
2
ُ ‫ﻟَ ْﻢ َﻳـ َﺰ ْﻝ‬
َ ‫)ﻫـﻨ‬ 1
11) 1There is still some 2time until the 4airplane 3takes off (flies).
َ َ‫ـﺐ َﺃ ْﻥ َﻳــ ْﺒــﻘَﻰ َﺷ ْﻬــ ًﺮﺍ ﺁﺧ‬

‫ــﺮ‬ 6 5 4
ً ِ‫َﻣﺎ َﺩﺍ َﻡ َﺟـ ﱡﺪ َﻙ َﻣﺮ‬
ُ ‫ﻳـﻀﺎ ﻓَـ َﻴ ِﺠ‬ 3 2 1
ِ ‫ِﻓﻲ ٱﻟْ ِـﻔ َـﺮ‬

.‫ﺍﺵ‬ 7
12) 1As long as 2your grandfather is ill (so) 3he should 4stay in 7bed for
6
another 5month.
ٌ ‫)ﺟ َﻤ‬
(‫ـﻞ‬ َ ‫ﺎﻝ‬ ِ ْ‫ٱﻟﺼ ْﺤ َـﺮﺍ ِﺀ َﻛـﺎ َﺩ ِﺕ ٱﻟ‬
ُ ‫ـﺠـ َﻤ‬ 5
‫ﱠ‬ ‫ـﻒ َﺷ ْﻬ ٍـﺮ ِﻓﻲ‬
4 ِ ‫ﺼ‬ْ ‫َﺑ ْﻌ َﺪ ِﻧ‬
3 2 1
.‫ـﺶ‬ َ ‫ﻮﺕ ِﻣ َﻦ ٱﻟْ َﻌ‬

ِ ‫ـﻄ‬ 7
ُ ‫ﺗَـ ُﻤ‬ 6
13) 1After 2half 3a month in 4the desert the camels 5almost 6died of 7thirst.
‫ٱﻟﻀﺎ ِﺋ ِﻊ ِﻓﻲ‬
‫ﱠ‬ ‫ﻮﻥ َﻋـﻦِ ﱢ‬
ِ‫ٱﻟﻄ ْﻔــﻞ‬
5
َ ‫ـﻞ َﺛﺎ ِﻧـ َﻴ ًﺔ َﻳ ْﺒ َﺤـ ُﺜ‬
4 ْ ‫َﻋـﺎ َﺩ‬
ُ ‫ٱﻷَ ْﻫ‬
3 2 1
.‫ٱﻟْﻐَﺎ َﺑ ِﺔ‬ 6
14) 2The family 1resumed (3again) 4searching for the 5lost child in 6the
forest.
4088
‫ـﺖ َﺃ ْﺣـﺘَـﺮِ ُﻡ َﻭ ُﺃﻗَـ ﱢﺪ ُﺭ َﺟ َﻼﻟَ َﺔ ٱﻟْـ َﻤ ِﻠ ِـﻚ ُﻣـﻨْـ ُﺬ َﻳـ ْﻮ ِﻡ‬
6 5 4 3
ُ ْ‫ِﺇﻧﱠـ ِﻨﻲ َﻣﺎ ﺯِ ﻟ‬
2 1 Exercises
.‫ﻳﺠ ِﻪ‬
ِ ِ‫ﺗَـﺘْـﻮ‬ 7
15) 1I 2have 3respected 4and admired 5His Majesty the King 6since the day
of his 7coronation.
َ ‫ـﻴﺲ َﻣ ْﺠـ ِﻠ ِﺲ ِﺇ َﺩ‬

‫ﺍﺭ ِﺓ‬ 3
ِ ‫ﺎﻥ ﻧَﺎ ِﺋـ ًﺒﺎ ِﻟ َـﺮ ِﺋ‬
2 1
َ ‫َﺃﻟَ ْﺴ َﺖ َﺃﻧ‬
َ ‫ْـﺖ ٱﻟﱠ ِـﺬﻱ َﻛ‬
ِ ‫َﺷـﺮِ َﻛ ِـﺔ ٱﻟـﻨﱠـ ْﻔ‬
‫ـﻂ؟‬ 4
16) Aren’t you the one who was the 1vice-chairman of 4the oil company’s
3
administrative 2board (2council)?
‫ــﻞ َﺃ ْﺳـ ِﺌـﻠَ ِﺔ‬

5 ‫ـﺴ ْﺖ َﻛ ِﺎﻓـ َﻴ ًﺔ ِﻟ ْ ِﻺ َﺟـﺎ َﺑ ِﺔ َﻋﻠَﻰ ُﻛ ﱢ‬
4 3 َ ‫َﺃﻟْـ ُﻤـ ﱠﺪ ُﺓ ٱﻟْـ ُﻤ ْﻌ‬
َ ‫ـﻄﺎ ُﺓ ﻟَـ ْﻴ‬ 2 1
. ِ‫ٱﻻ ْﻣـ ِﺘ َﺤـﺎﻥ‬6 ٌ ‫)ﺳﺆ‬

ِ ْ (‫َﺍﻝ‬ ُ
17) The 1time 2given is not 3enough 4to answer all 6the exam 5questions.
(‫)ﺭ ْﺳـ ٌﻢ‬

َ ‫ـﻮﻡ‬ َ ‫ـﺾ ﺗ َْﺨ ِـﻔ‬
ِ ‫ـﻴـﺾ ُﺭ ُﺳ‬ 5 4
ُ ‫ـﺤ ُﻜـﻮ َﻣ ُﺔ َﺗ ْﺮ ُﻓ‬ ِ َ‫َﻣﺎ ﺯَﺍﻟ‬
3 2 1
ِ‫ـﺐ( ٱﻟـ ﱠﺪ ْﺧﻞ‬

8 ِ ‫)ﺻ‬
ٌ ‫ﺎﺣ‬ َ ‫ـﺎﺏ‬ ْ ‫ـﻦ َﺃ‬
ِ ‫ﺻ َﺤ‬ ْ ‫)ﺿﺮِ ﻳـ َﺒ ٌﺔ( َﻋ‬ ِ ‫ٱﻟﻀ َـﺮﺍ ِﺋ‬
َ ‫ـﺐ‬
7
‫ﱠ‬ 6
. ِ‫ٱﻟْـﻘَـ ِﻠـﻴـﻞ‬ 9
18) 2The government 1still 3refuses 4to reduce 6tax (lit. 5fee, due) for
7
those on 9low (lit. 9little) 8incomes.
.‫ـﺸﻰ ِﻓﻲ ٱﻟْﻐَـﺎ َﺑ ِﺔ ﻭﻟَـ ْﻢ َﻳـ ْﺮ ِﺟ ْﻊ‬

5 4 3 ‫ــﻒ ِﻟـ َﻴـﺘَـ َﻤ ﱠ‬
ُ ‫ٱﻟـﻀـ ْﻴ‬
‫ﱠ‬ 2
‫ــﺐ‬ 1
19) 1The guest went 2for a walk in 3the forest 4and did not 5return.
40
409
37 Translate into Arabic:
Expressions
of wonder The words of the English exercises in all chapters are taken from the Arabic
1) The physician seldom comes on Saturdays and Sundays.

2) How pale (yellow) the face of the president is, and how weak he is!
3) I am not happy today because the cat is still lost in the forest.
4) Isn’t your grandfather ill, and shouldn’t he stay in bed for another
week?
5) The cat almost died of thirst.
6) There is still half an hour before the airplane departs (flies).
7) How narrow the streets of this village are!
8) Isn’t the family on holiday next month?
9) After half a month, the family resumed searching for the lost child.
4100
Chapter 38
Adverbs, absolute or inner

object, h.āl (circumstantial
clause) and tamyı̄ z
(accusative of specification)
38.1 Adverbs
Arabic adverbs are mostly derived from nominals. The majority of the
derived adverbs are, in fact, indefinite accusative nouns or adjectives,
although there are also many derived adverbs with d.ammah without nun-
ation or article. Compared to the European languages, Arabic has rather
few underived (original) adverbs. The underived adverbs may end in sukūn
or fath.ah, less often in kasrah or d.ammah without nunation.
38.2
In Arabic grammars, adverbs are classified by meaning, as follows:
Adverbs of time, ‫َﻇ ْﺮ ُﻑ َﺯ َﻣ ٍﺎﻥ‬ (answer the question: ‫َﻣـﺘَﻰ‬ matā,

‘when?’)
Adverbs of place, ٍ ‫َﻇ ْﺮ ُﻑ َﻣ َﻜ‬

‫ـﺎﻥ‬ (answer the question: َ ‫َﺃ ْﻳ‬
‫ـﻦ‬ ᵓayna,
‘where?’ or ‘whence?’)
Note: Of course, there are also adverbs of manner, degree, reason, restric-
ْ ‫ ﻓَـﻘ‬faqat.,‘only’.
tion, such as the underived adverb ‫َﻂ‬
411
38 38.3
Adverbs and
adverbials All adverbs of time are derived from verbal roots or pronominal bases. The
common adverb ‫ﻣـﺘَﻰ‬

َ matā, ‘when?’ is also used as the temporal/time based
conjunction ‘when’.
‫ َﻣﺘَﻰ‬matā can be preceded by the particle ‫ َﺃ ْﻱ‬ᵓay as: ‫ َﺃ ْﻱ َﻣـﺘَﻰ‬ᵓaymatā,

without any change of meaning:
َ ‫ َﻣـﺘَﻰ ِﺟـ ْﺌ‬matā ğiᵓta?

‫ـﺖ؟‬ OR َ ‫ َﺃ ْﻱ َﻣـﺘَﻰ ِﺟـ ْﺌ‬ᵓay matā ğiᵓta?
‫ـﺖ؟‬
When did you come?
38.4
Adverbs of time often have the definite article ‫ َﺃﻟْـ‬and take the accusative or,
rarely, nominative case, e.g.:
With article:
‫َﺃﻟْـ َﻴـ ْﻮ َﻡ‬ ُ ْ‫َﺃﻟ‬

‫ـﺠـ ْﻤ َﻌ َﺔ‬ ‫َﺃ ْﻵ َﻥ‬ ‫َﺃﻟـﻠﱠـ ْﻴـﻠَ َﺔ‬ ‫َﺃ ﱠ‬
‫ﻟﺴﺎ َﻋـ َﺔ‬ ‫َﺃ ﱠ‬
‫ﻟﺴـ َﻨ َﺔ‬
ᵓal-yawma ᵓal-ğumҁata ᵓal-ᵓāna ᵓal-laylata ᵓas-sāҁata ᵓas-sanata

today on Friday now tonight now, at this in this year
time
Without article:
‫َﺑ ْﻌـ ُﺪ‬ ُ ‫ﻗَـ ْﺒ‬

‫ـﻞ‬ َ ‫ِﺣ‬
‫ـﻴـﻦ‬ ِ ‫َﺃ ْﻣ‬
‫ـﺲ‬ ‫ﻏَـ ًﺪﺍ‬
baҁdu qablu h.-ı na ᵓamsi g.adan

4122
afterwards, before, earlier when (conj.) yesterday tomorrow
still, yet
Note: Adverbs ending in d.ammah, like ‫ﻌـ ُﺪ‬ ُ ‫ﻗَـ ْﺒ‬, may take a preposi-
ْ ‫ َﺑ‬and ‫ـﻞ‬
Adverbs
ْ ‫ ِﻣ ْﻦ َﺑ‬min
tion. Nevertheless they do not change the ending into kasrah: ‫ﻌـ ُﺪ‬
ҁ
ba du, ‘afterwards’.
Examples:
‫ َﻣﺎ َﺟﺎ َﺀ ٱﻟْـ َﻴـﻮ َﻡ‬mā ğāᵓa l-yawma. He did not come today.
‫ َﻣﺎ َﺟﺎ َﺀ َﺑ ْﻌـ ُﺪ‬mā ğāᵓa ba du. He has not come yet.
ҁ
ِ ‫َـﺮ َﺃ ْﻣ‬
‫ـﺲ‬ َ ‫ َﺳﺎﻓ‬sāfara ᵓamsi. He travelled yesterday.
Note: The kasrah ‫ ــ ِـــ‬in ِ‫ َﺃ ْﻣﺲ‬ᵓamsi, ‘yesterday’, is not the indication of

the genitive case, but is only used for smoothing the pronunciation. Observe
also that ِ ‫ َﺃ ْﻣ‬ᵓamsi, ‘yesterday’, is definite in its implication, although

‫ـﺲ‬
ُ ‫ َﺍ ْﻷَ ْﻣ‬ᵓal-ᵓamsu, which is definite, means: ‘the

lacking the article. The noun ‫ـﺲ‬
past, sometime in the past’. Similarly, ‫ ﻏَـ ًﺪﺍ‬gadan, ‘tomorrow’, is definite in

.
its implication, but has an indefinite form. Compare the prepositional expres-
ِ ‫ ِﻓﻲ ٱﻟْﻐ‬fı- l-g.adi, ‘in the future, sometime in the future’.

sion: ‫َـﺪ‬
38.5
Certain nouns in the accusative without the article ‫ َﺃﻟـ‬are used as adverbs
when followed by a year, e.g.:
٢٠١٦ ‫َﺳ َﻨ َﺔ‬ OR ٢٠١٦ ‫ِﻓﻲ َﺳﻨ َِﺔ‬ 41

413
sanata 2016, in the year 2016 f -ı sanati 2016

38 38.6
Adverbs and
adverbials
ٍ ‫ َﻇ ْﺮ ُﻑ َﺯ َﻣ‬, are very few:
Underived adverbs of place, ‫ﺎﻥ‬
‫ْـﺖ‬
ُ ‫َﲢ‬ ‫ُﻫـﻨَﺎ‬ َ ‫ُﻫـﻨ‬
‫َﺎﻙ‬ ُ‫َﺣـ ْﻴﺚ‬
tah.tu hunā hunāka h.ayt u
¯
beneath here there where, whither, whereas, due to the fact that
Examples:
ْ ‫ِﺍ ْﺟـ ِﻠ‬

!‫ـﺲ ُﻫـﻨَﺎ‬
ᵓiğlis hunā! Sit here! (masc. sing.)
َ ‫ـﺐ ِﻣ ْﻦ َﺣـ ْﻴـﺚُ ِﺟـ ْﺌ‬

!‫ـﺖ‬ ْ ‫ِﺍ ْﺫ َﻫ‬
ᵓidhab min h.ayt u ğiᵓta! Go whence you came!

¯ ¯
38.7
Derived adverbs of place are common: ُ‫ ﻓَـ ْﻮﻕ‬fawqu, ‘up(stairs), on top,

above’, ‫ َﻭ َﺭﺍ ُﺀ‬warāᵓu, ‘behind, in the rear, at the back’.
38.8
Other common adverbs having the form of accusative adjectives or nouns are:
‫ﺗَـ ْﻘـﺮِ ﻳـ ًﺒﺎ‬ ‫ﻟَـ ْﻴ ًﻼ‬ ‫ﻏَـ ًﺪﺍ‬ ‫َﺃ ْﺣـ َﻴﺎﻧًﺎ‬ ‫ِﺟـ ًّﺪﺍ‬ ً ‫َﺣ‬
‫ﺎﻻ‬
4144 taqrı-ban laylan g. adan ᵓah.yānan ğiddan h.ālan

almost by night tomorrow sometimes very immediately
‫َﺣ ِـﺪﻳ ًﺜﺎ‬ ‫َﺩﺍ ِﺋـ ًﻤﺎ‬ ‫َﺃ ِﺧـﻴـ ًﺮﺍ‬ ‫َﻣـ َﺜ ًﻼ‬ ‫َﺛﺎ ِﻧـ ًﻴﺎ‬ ‫َﺃ ﱠﻭ ًﻻ‬
Adverbs
h.adı-t an dāᵓiman ᵓah-ı ran mat alan t āniyan ᵓawwalan

¯ ˘ ¯ ¯
recently always finally, lately for example secondly firstly, first
‫َﺷـ ْﺮ ًﻗﺎ‬ ً ‫َﺷ َﻤ‬

‫ﺎﻻ‬ ‫َﻳ ِـﻤـﻴـﻨًﺎ‬ ‫َﻳ ْﻮ ًﻣﺎ‬ ‫َﻛـ ِﺜـﻴـ ًﺮﺍ‬ ً ‫ﻗَـ ِﻠ‬
‫ﻴﻼ‬
šarqan šamālan yamı-nan yawman kat -ı ran qalı-lan

¯
eastward on the left, on the right one day much, very little, few
to the north
Examples:
‫ُﺃ َﺳ ِﺎﻓـ ُﺮ ﻏَـ ًﺪﺍ‬
ᵓusāfiru g.adan. I will travel tomorrow.
‫ﺻﻠَ ِﺖ ﱠ‬
‫ٱﻟﻄﺎ ِﺋ َـﺮ ُﺓ ﻟَـ ْﻴ ًﻼ‬ َ ‫َﻭ‬
was.alati t.-t.āᵓiratu laylan. The airplane arrived at night.
ِ ‫ـﺖ ٱﻟْ َﺒ‬

‫ﺎﺧ َـﺮ ُﺓ َﺟـﻨُﻮ ًﺑﺎ‬ ِ ‫َﺗ َﻮ ﱠﺟ َﻬ‬
tawağğahati l-bāhiratu ğanūban. The ship set out (headed) southward.

˘
38.9
English adverbs are often rendered by prepositional phrases in Arabic:
ٍ‫ﻓَﻬِ ـ َﻢ ِﺑ ُﺴ ُﻬـﻮﻟَﺔ‬
41
415
fahima bi-suhūlatin. He understood easily (lit. with ease).
‫َـﺮ َﺃ َﻋـﻠَﻰ َﻣ ْﻬ ٍـﻞ‬
38
Adverbs and َ ‫ﻗ‬
adverbials
qaraᵓa ҁalā mahlin. He read slowly.
38.10 Absolute or inner object
The so-called absolute or inner object, ُ‫ـﻮﻝ ٱﻟْـ ُﻤ ْﻄـﻠَـﻖ‬

ُ ‫ َﺍﻟْـ َﻤ ْﻔ ُﻌ‬, is used to
emphasize the manner of action or the number of instances. It consists of a
verbal noun (derived from the same root as the main verb) in the indefinite
accusative form, followed by an accusative adjective, e.g.:
ً ‫ـﺾ َﺭ ْﻛ‬
‫ـﻀﺎ َﺳﺮِ ﻳ ًﻌـﺎ‬ َ ‫َﺭ َﻛ‬
rakad.a rakd.an sarı-ҁan.

He ran swiftly. (lit. He ran a swift running.)
‫َـﺮ ًﺣﺎ َﻛـ ِﺒـﻴـ ًﺮﺍ‬

َ ‫َﻓـﺮِ َﺡ ﻓ‬
farih.a farah.an kabı-ran.
He rejoiced greatly. (lit. He rejoiced a great joy.)
Note: Sometimes the inner object consists only of a dual verbal noun:
ِ‫ٱﻟﺴﺎ َﻋ ُﺔ َﺩ ﱠﻗــﺘَــ ْﻴــﻦ‬ ِ ‫َﺩ ﱠﻗ‬

‫ــﺖ ﱠ‬
daqqati s-sāҁatu daqqatayni.

The clock struck twice (two strikes).
38.11 H
. āl clause (phrase)
4166 ٌ ‫ َﺣ‬H.āl means ‘circumstance, condition or state’. It is added to an already
‫ـﺎﻝ‬
complete sentence as a kind of adverbial clause or phrase, answering the
َ ‫ َﻛـ ْﻴ‬kayfa, ‘how’? or: ‘in which manner or condition?’ In English
question ‫ـﻒ‬
H.āl clause
(phrase)
it corresponds mostly to a (co)predicative or adverbial participle (referring to
the subject or object), as in: ‘He came laughing’, ‘I saw him standing’.
ٌ ‫ َﺣ‬is mostly an adjective or active participle in the indefinite accusa-

. āl ‫ـﺎﻝ‬
H
tive, agreeing in gender and number with the noun to which it refers, e.g.:
ً ِ‫ٱﻟﺴـﺎ ِﺋ ُﺢ َﻣﺮ‬
‫ﻳـﻀﺎ‬ ‫َﻋـﺎ َﺩ ﱠ‬
ҁ
āda s-sāᵓih.u marı-d.an. The tourist returned ill.
(In which h.āl,‘condition’, has the tourist returned? He returned marı-d.an,

‘ill’. Thus, marı-d.an is h.āl, because it describes the circumstance or condi-
tion of the tourist.)
ِ ‫َـﺸ َـﺮ ِﺏ ٱﻟْـ َﻘ ْﻬـ َﻮ َﺓ َﺳ‬

!‫ـﺎﺧـ َﻨ ًﺔ‬ ْ ‫َﻻ ﺗ‬
lā tašrabi l-qahwata sāhinatan!

˘
Don’t drink the coffee (while it is) hot!
ِ ‫ﻳـﻘﻲ َﺑ‬
‫ﺎﻛـ ًﻴـﺎ‬ ِ ‫ﺻ ِﺪ‬ َ ‫َﺫ َﻫ‬
َ ‫ـﺐ‬
dahaba s.adı-qı- bākiyan.

¯
My friend left weeping. (My friend wept as he left.)
‫ـﻴــﻦ‬
َ ‫ﺎﻛ‬ ِ ‫ٱﻷَ ْﻭ َﻻﺩُ َﺑ‬
ْ ‫ـﺐ‬
dahaba l-ᵓawlādu bākı-na.
¯
The boys left weeping. (The boys wept as they left.)
‫ﺎﺕ‬
ٍ ‫ﺎﻛـ َﻴ‬ ُ ‫َﺫ َﻫـ َﺒ ِﺖ ٱﻟْـ َﺒـﻨ‬
ِ ‫َﺎﺕ َﺑ‬
41
417
dahabati l-banātu bākiyātin.
¯
The girls left weeping. (The girls wept as they left.)
38 Remember that the above ‫ﺎﺕ‬ ِ ‫ َﺑ‬is in the accusative indefinite form,
ٍ ‫ﺎﻛـ َﻴ‬
Adverbs and
adverbials
although it has two kasrahs. See chapter 13, on the sound feminine
plural.
38.12
H
. āl can be in the definite form only when followed by a suffixed possessive
. āl is never defined by the definite article ‫ َﺍﻟْـ‬, e.g.:

pronoun. H
‫َﺟـﺎ َﺀ ٱﻟْـ َﻤـ ْﺒ ُﻌـﻮﺙُ َﻭ ْﺣـ َﺪ ُﻩ‬
ğāᵓa l-mabҁūt u wah.da-hu.

¯
The delegate came alone (by itself).
38.13 The wāw of h.āl, ‫َﻭ ُﺍﻭ ٱ ْﻟـ َﺤـﺎ ِﻝ‬

The conjunction ‫‘ َﻭ‬and’, can be used to introduce a h.āl clause based on
an active participle (which then remains in the nominative case). This ‫ َﻭ‬is
called the wāw of h.āl, َ ْ‫ َﻭﺍ ُﻭ ٱﻟ‬and can be translated as ‘while’, ‘as’.
ِ‫ـﺤـﺎﻝ‬
The wāw of h.āl can be connected to a personal pronoun or a noun in the
nominative (referring to a separate subject), e.g.:
ٌ ‫ﺗَـ َﻜـﻠﱠ َﻢ َﻭ ُﻫـ َﻮ َﻭ ِﺍﻗ‬

‫ـﻒ‬
takallama wa-huwa wāqifun.

4188
He spoke while (he was) standing.
‫ﺱ ﻧَﺎ ِﺋـ ٌﻢ‬ َ ْ‫َﻫ َـﺮ َﺏ َﻭٱﻟ‬
ُ ِ‫ـﺤـﺎﺭ‬ Tamyı̄ z
(accusative of
specification)
haraba wa-l-h.ārisu nāᵓimun.
He escaped while the guard was sleeping.
38.14
H
. āl, ٌ ‫ َﺣ‬, may replace the participle with a finite verb in the imperfect
‫ـﺎﻝ‬
tense, preceded with the wāw of h.āl ‫ َﻭ‬and a pronoun, e.g.:
‫ـﺐ َﻭ ُﻫـ َﻮ َﻳــ ْﺒ ِـﻜﻲ‬

dahaba wa-huwa yabkı-.
¯
He left weeping. (He was weeping as he left.)
38.15 Tamyı̄ z (accusative of specification)
The word tamyı-z, ‫ﻤـ ِﻴــﻴـ ٌﺰ‬

ْ ‫ﺗَــ‬, means ‘specification, discrimination or clari-
fication’. In grammar it refers to a nominal attribute in the accusative indef-
inite form that expresses the substance or contents after words of measure,
or the item counted after the cardinal numbers 11 to 99. In addition, it is
used after the elative form in periphrastic comparative and superlative
expressions. Examples:
‫ِﺇ ْﺷـﺘُـﺮِ َﻱ ِﻟـﺘْــ ٌﺮ َﺯ ْﻳـﺘًﺎ‬
ᵓišturiya litrun zaytan.

One litre of oil was bought.
(zaytan ‫ َﺯ ْﻳـﺘًﺎ‬is tamyı-z, because it specifies that the measured sub-

41
419
stance is oil and not something else)
38 ‫َـﺮﻯ َﻭﺍ ِﻟ ِـﺪﻱ ِﻟـﺘْــ ًﺮﺍ َﺯ ْﻳــﺘًﺎ‬
َ ‫ِﺇ ْﺷـﺘ‬
Adverbs and
adverbials
ᵓištarā wālid-ı- litran zaytan.
My father bought one litre of oil.
ً ‫ﻭﻥ ﻗ َِـﻤ‬
‫ﻴـﺼﺎ‬ ْ ‫ِﻋـﻨ ِْﺪﻱ ِﻋ‬
ҁ
ind-ı- ҁišrūna qamı-s. an.
I have twenty shirts.
‫ﺎﻻ ِﻣ ْﻦ ُﺃ ﱢﻣ َﻬﺎ‬ ‫ْـﺖ َﺃﻗ ﱡ‬

ً ‫َــﻞ َﺟ َﻤ‬ ُ ‫َﺃﻟْـ ِﺒـﻨ‬
ᵓal-bintu ᵓaqallu ğamālan min ᵓummi-hā.

The girl is less beautiful than her mother.
(lit.The girl is less with regard to beauty than her mother.)
Exercises
‫َﺎﻋـ َﺪ ٌﺓ( ٱﻟـ ﱡﻠﻐ َِﺔ ٱﻟْ َﻌ َـﺮ ِﺑـ ﱠﻴ ِﺔ‬

4 ِ ‫ﺱ( ﻗَـ َﻮ‬
ِ ‫ﺍﻋ ِﺪ )ﻗ‬
3
َ ‫ـﻈ ُﺖ ﻏَـ ْﻴـ ًﺒﺎ ُﺩ ُﺭ‬
ٌ ‫ﻭﺱ ) َﺩ ْﺭ‬ 2 ْ ‫َﺣ ِـﻔ‬
1
.‫ﺩَﺭْﺳًـﺎ ﺩَﺭْﺳًﺎ‬
1) 1I learned the Arabic 3grammar (lessons) 2by heart, lesson by lesson

(lit. the 3rules of the Arabic 4language).
.َ‫ﺳَﻬِـﺮْﺕُ ٱﻟﻠﱠﻴْﻞَ ﻛُـﻠﱠ ُﻪ ﻟِـﻮَﺣْـﺪِﻱ ﻭَٱﻟـﻨﱠﺎﺱُ ﻧَﺎﺋِـﻤُﻮﻥ‬

7 6,5 4 3 2 1
2) 1I stayed 1awake 3all 2night 4alone (by myself) 5while 6the people were
7
asleep.
4200
َ ْ‫ـﻮﻥ ٱﻟ‬
‫ـﺤ ِـﺪﻳـ َﺪ ِﺳ َﻼ ًﺣﺎ َﻭ ِﻓﻲ ﱠ‬ ْ ‫ِﻓﻲ ٱﻟْﻐَـ ْﺮ ِﺏ َﻳ‬
Exercises
‫ٱﻟـﺸـ ْﺮ ِﻕ‬ 5
َ ‫ﺼ َﻨ ُﻌ‬
4 3 2 1
َ ‫ﺎﺭ ) َﺷ َﺠ َـﺮ ٌﺓ( َﺣ‬

.‫ـﻄـ ًﺒﺎ‬ 8 ْ ‫ـﻮﻥ‬
َ ‫ٱﻷَ ْﺷ َﺠ‬ َ ‫َﻳــ ْﻘ‬
َ ‫ـﻄـ ُﻌ‬ 7 6
3) In 1the West 2they make 3iron into 4weapons and in 5the East 6they cut
7
trees for 8wood.
‫ﺎﺟ َـﺮ َﺟﺎﺭِ ﻱ ِﻣ َﻦ ٱﻟْـﻘَـ ْﺮ َﻳ ِﺔ َﻭ ُﻫـ َﻮ َﻛـ ِﺒـﻴـ ٌﺮ َﻭﻟَـ ْﻢ َﻧ ُﻌـ ْﺪ ﻧ َْﺴ َﻤ ُﻊ‬
8 7 6 5,4 3
َ ‫َﻫ‬ 2 1
َ ِ‫َﻋـ ْﻨ ُﻪ َﺷـ ْﻴـ ًﺌﺎ ُﻣـﻨْـ ُﺬ ٰﺫﻟ‬

ِ ْ‫ـﻚ ٱﻟ‬
. ِ‫ـﺤـﻴـﻦ‬ 11 10 9
4) 2My neighbour 1emigrated from 3the village 4when 5he was old 6,7
and
11
since then we have 8heard 10nothing 9about him.
‫ـﺎﺭ ِﺓ‬ 8
ِ ‫ـﻒ ﻓ َْﺠـ َﺄ ًﺓ َﻭ َﺃﻧَﺎ َﺃ ْﺳـﺘ َِﻌـ ﱡﺪ ِﻟـﻠـ ﱠﺬ َﻫ‬
َ ‫ـﺎﺏ ِﻓﻲ َﺳـ ﱠﻴ‬ 7 6
َ ‫َﺃﺗَﺎ ِﻧﻲ‬
ٌ ‫ﺿـ ْﻴ‬ 5,4 3 2 1
.‫َـﻈـ ُﺮ ِﻧﻲ ِﻓﻲ ٱﻟْـﺨَ ـﺎﺭِ ِﺝ‬

11
ْ ‫ُﺃ ْﺟ َـﺮ ٍﺓ َﻛﺎﻧ‬
ِ ‫َـﺖ ﺗَـﻨْـﺘ‬ 10 9
5) 2A guest dropped in (lit. 1came to me 3suddenly) 4,5while I 6was pre-

paring 7to go out in 8,9a taxi (9hired 8car) which was 10waiting for me
11
outside.
ً ‫ﺺ َﺃ ﱠﻣﺎ َﺯ ْﻭ َﺟـ ُﺘ ُﻪ ﻓَﻬِ َﻲ َﺃ ْﻛـ َﺜـ ُﺮ ِﻣـ ْﻨ ُﻪ ِﺇ ْﺧ َﻼ‬

.‫ﺻﺎ‬ 8 7 6 5
ٌ ‫َﺃﻟـ ﱠﺰ ْﻭ ُﺝ ُﻣ ْﺨـ ِﻠ‬
4 3 2 1
6) 1The husband 2is faithful 3but 4his wife 5is 6more 8faithful 7than he.
‫ـﻮﺩ ﱠﻳـ ُﺔ ِﻣ ْﻦ َﺃ ْﻛـ َﺜـﺮِ ُﺩ َﻭﻝِ ) َﺩ ْﻭﻟَـ ٌﺔ( ٱﻟْ َﻌـﺎﻟَ ِﻢ‬
4 3 2
‫َﺃﻟْـ َﻤـ ْﻤـﻠَ َﻜ ُﺔ ٱﻟْ َﻌ َـﺮ ِﺑـ ﱠﻴ ُﺔ ﱠ‬
ِ ‫ٱﻟﺴ ُﻌ‬
1
ِ ‫َـﺎﺟﺎ ِﻟـﻠـﻨﱠـ ْﻔ‬

.‫ـﻂ‬ ً ‫ِﺇﻧْـﺘ‬
6 5
7) The Kingdom of Saudi Arabia is 1one of 2the greatest 6oil-5producing

3
countries in 4the world.
42
421
‫ـﺎﻑ ٱﻟـﻠﱢ ﱡ‬
َ َ‫ﺎﺣﺎ َﻋـﺎ ِﻟـ ًﻴﺎ ﻓَﺨ‬ ‫ـﺐ َﻋـﻠَﻰ ٱﻟـﻠﱢ ﱢ‬
ُ ْ‫ﻧَـ َﺒ َﺢ ٱﻟْ َﻜـﻠ‬
38
Adverbs and ‫ﺺ‬ 5
ً ‫ﺺ ﻧُـ َﺒ‬ 4 3 2 1
adverbials
.‫َﻭ َﻫ َـﺮ َﺏ‬ 6
8) The dog 1barked 3,4loudly (lit. a 4high 3barking) at 2the thief. The thief
5
was scared 6and ran away.
‫ﺍﺏ‬ 3 2
ُ ْ‫ـﻴـﺲ ٱﻟ‬
َ ‫ـﺠـ ْﻤ ُﻬـﻮﺭِ ﱠﻳ ِﺔ ٱﻟْـ ُﻮﺯ ََﺭﺍ َﺀ ) َﻭﺯِ ﻳـ ٌﺮ( َﻭٱﻟـﻨﱡـ َﻮ‬ ُ ‫ِﺍ ْﺳـﺘَـ ْﻘـ َﺒـ َﻞ َﺭ ِﺋ‬ 1
.‫ﺍﺣـ ًﺪﺍ‬ ِ ‫ـﺐ( َﻭ َﺳـﻠﱠ َﻢ َﻋـﻠَـ ْﻴﻬِ ـ ْﻢ ِﺑﭑﻟْـ َﻴ ِـﺪ َﻭ‬

ِ ‫ﺍﺣـ ًﺪﺍ َﻭ‬ 5 4
ٌ ‫)ﻧَﺎ ِﺋ‬
9) The President of the Republic 1received 2the ministers 3and parlia-

ment members 4and shook their 5hands one by one.
َ ‫ﻴﺼﺎ َﻭ َﺃ َﺣـ َﺪ َﻋ‬

‫ـﺸ َـﺮ‬ ً ‫ﻳـﻦ ﻗ َِـﻤ‬
5 ِ ‫ﱠـﺎﺟـ ُﺮ َﺣ ِـﻘـﻴـ َﺒ َﺔ َﺳﻔ ٍَـﺮ‬
ْ ‫ﻭﻋ‬
َ ِ‫ـﺸـﺮ‬ 4
ِ ‫ﺎﻉ ٱﻟـﺘ‬
3
َ ‫َﺑ‬ 2 1
.‫ِﺣـ َﺬﺍ ًﺀ‬ 6
10) 2The merchant 1sold one (4travelling) 3suitcase, 20 5shirts and

11 pairs of 6shoes.
‫ َﻭٱﻟْـ ُﻘــ ﱠﺒ َﻌ َﺔ‬،‫ـﻀﺎ َﺀ‬

4
ٌ ‫ﺎﻥ )ﻗ َِـﻤ‬
َ ‫ـﻴـﺺ( َﺑـ ْﻴ‬
3
َ ‫ـﺖ ٱﻟْـ ُﻘـ ْﻤ‬
َ ‫ـﺼ‬ َ ‫ِﺍ ْﺷـﺘ‬
ُ ‫َـﺮ ْﻳ‬2 1
‫ َﻭﺧَ ﺎﺗَـ ًﻤﺎ ِﻓ ﱢ‬،‫ َﻭ ﱠﺳـﺎ َﻋ ًﺔ َﺫ َﻫـ ِﺒـ ﱠﻴـ ًﺔ‬،‫َﺳـ ْﻮ َﺩﺍ َﺀ‬
.‫ـﻀـ ًّﻴﺎ‬ 9 8 7 6 5
11) 1I bought the 3white 2shirts and the 5black 4hat, and 7a gold 6watch
and 9a silver 8ring. (lit. the shirts white and the hat black).
َ ‫ـﻴـﺐ َﺃ ْﻛـ َﺜـ ُﺮ ِﺧـ ْﺒ َـﺮ ًﺓ ِﻣ َﻦ ٱﻟْـ ُﻤـ َﻤـ ﱢﺮ‬

.‫ﺿ ِﺔ‬ 3 2 ‫ـﻚ َﺃ ﱠﻥ ﱠ‬
َ ‫ٱﻟﻄـ ِﺒ‬ ‫َﻻ َﺷ ﱠ‬ 1
12) There is 1no doubt that the physician is more 2experienced than 3the
4222 nurse.
‫ﺎﺷـ ًﻴﺎ ِﻟ َﻮ ْﺣ ِـﺪ ِﻩ ِﻓﻲ ﱠ‬ َ ‫َﺃ ْﻋ َﺠــ َﺒـ ِﻨﻲ َﺃ ْﻥ َﺃ َﺭﻯ ٱﻟـ ﱠﺮ ِﺋ‬
ِ ‫ـﻴـﺲ َﻣ‬
Exercises
‫ٱﻟﺸﺎﺭِ ِﻉ‬ 5 4 3 2 1
ِ ‫ٱﻟ ﱠﺮ ِﺋ‬
.‫ـﻴﺴﻲ‬ 6
13) 1I was pleased 2to see the president 3walking 4alone in 6the main
5
street.
‫َـﺮﺍ ًﻣﺎ ﻗ ﱠ‬
.‫َـﻞ َﻣـﻨَﺎ ًﻣﺎ‬
6 5
َ ‫ﺎﻥ ﻏ‬ ِ ْ ‫ُﻛـﻠﱠ َﻤﺎ ﺍ ْﺯ َﺩﺍ َﺩ‬
ُ ‫ٱﻹﻧ َْﺴ‬ 4 3 2 1
1,2
14) The more 3a man is in 4love, 5the less 6sleep he gets.
(Lit. 1Whenever 3the man’s 4love 2increases, his 6sleep 5decreases.)
‫ٱﻟﺸـﻘ َِﺔ َﻭ َﻣﺎ َﺃ ْﺣـ َﺒـ ْﺒـﺘُـ ُﻪ‬

5 ‫ـﺲ ﱠ‬
4 3
ً ‫ْـﺖ َﻣ َﻌ ُﻪ ُﺃ ْﺳـ ُﺒ‬
ِ ‫ـﻮﻋـﺎ ِﻓﻲ ﻧَـ ْﻔ‬ ُ ‫َﺳ َﻜـﻨ‬
2 1
.‫َﺃ َﺑـ ًﺪﺍ‬ 6
15) 1I lived with him for 2one week in 3the same 4apartment and I did not
5
like him 6at all.
ُ ‫ـﻂ َﻭ َﺃ ِﻏ‬
‫ــﻴـﺐ َﻋـﻦِ ٱﻟْـ ِﺒ َﻼ ِﺩ‬ ِ ‫ٱﻷَ ْﻭ َﺳ‬
5 ‫ُﺃ َﺳ ِﺎﻓ ُﺮ ﻏَـ ًﺪﺍ ِﺇﻟَﻰ ﱠ‬
ْ ‫ٱﻟﺸـ ْﺮ ِﻕ‬
4 3 2 1
ِ ‫َﺷ ْﻬــ ًﺮﺍ َﻛ‬

.‫ـﺎﻣ ًﻼ‬ 7 6
16) 1I will travel 2tomorrow to 4the Middle 3East and 5I will be away from
the country for a 7whole 6month.
/‫ﺮﺍﺕ َﻭ ُﻫـ َﻮ َﻳ ْﻀ َﺤ ُـﻚ‬

5 ِ ‫ﺎﺿ‬ 4 ِ ‫َﺩﺧَ ـ َﻞ ٱﻟْـ ُﻤ َﺤ‬
َ ‫ـﺎﺿ ُﺮ ﻗَﺎ َﻋـ َﺔ ٱﻟْـ ُﻤ َﺤ‬ 3 2 1
.‫ﺎﺣـ ًﻜـﺎ‬
ِ ‫ﺿ‬َ
17) 2The lecturer 1entered 4the lecture 3hall (5while he was) laughing.
.‫ﺎﻱ َﺑﺎﺭِ ًﺩﺍ‬

َ ‫ٱﻟـﺸ‬
4 3ْ ‫ﺎﺧـﻨًﺎ َﻭ َﻻ ﺗ‬
‫َـﺸ َﺮ ِﺏ ﱠ‬ ِ ‫ﻴﺮ َﺳ‬ ِ ‫َـﺸ َـﺮ ِﺏ ٱﻟْ َﻌ‬
َ ‫ـﺼ‬ ْ ‫َﻻ ﺗ‬
2 1
18) Don’t drink 1juice 2hot and don’t drink 3tea 4cold! 42
423
ُ ‫ـﺸـ ًﻴﺎ َﺳﺮِ ﻳ ًﻌﺎ ﻓَــﺘ َِﻌـ ْﺒ‬
ْ ‫ـﺖ ِﻟـ ُﻤـ ﱠﺪ ِﺓ َﺳﺎ َﻋـﺘَـ ْﻴـﻦِ َﻣ‬
38
Adverbs and .‫ـﺖ‬ 5 4 3
ُ ‫َﻣ َﺸـ ْﻴ‬
2 1
adverbials
19) 1I walked 4quickly (lit. a 4quick 3walk) for two hours (2time) 5and got
tired.
. ِ‫ـﺠـ َﺒـﻞ‬ 5ِ ْ‫َﻃـﻠَ َﻊ ٱﻟْـﻘَـ َﻤ ُﺮ َﺑﻐْـﺘَـ ًﺔ ِﻣ ْﻦ ﺧَ ـﻠ‬

َ ْ‫ـﻒ ٱﻟ‬ 4 3 2 1
20) 2The moon 1rose 3suddenly from 4behind 5the mountain.
ِ ‫ـﺎﺟ ًﻼ َﺃ ْﻭ‬
.‫ﺁﺟ ًﻼ‬ 6 5
َ ‫ﻗَـ ﱠﺮ ْﺭ ُﺕ َﺃ ْﻥ َﺃ ُﻋـﻮ َﺩ ِﺇﻟَﻰ َﻭ َﻃـ ِﻨﻲ ُﻟـ ْﺒـﻨ‬
ِ ‫َﺎﻥ َﻋ‬ 4 3 2 1
21) 1I decided 2I would return to 3my homeland Lebanon 4sooner 5or

6
later.
1) There is no doubt that I will return to my village sooner or later.

2) The West is more experienced than the East.
3) I liked to see the lecturer laughing on the main street.
4) The merchant emigrated to the Kingdom of Saudi Arabia and we have
not heard anything about him.
5) People cut trees for wood and from iron they make weapons.
6) I lived alone on the mountain for a month and a week.
7) I will be away tomorrow from the Arabic grammar lesson.
8) I stayed awake all night alone in the apartment and I learned by heart
the lessons about the Middle East.
9) The president received the ministers and parliament members in the
hall for two hours (time) and shook their hands one by one.
4244
Chapter 39
Conditional sentences
39.1
A conditional sentence contains two parts. The first part of the conditional
sentence expresses a condition or contingency. It is called protasis, in Ara-
ُ ‫ﻟـﺸ ْﺮ‬
bic ‫ﻁ‬ ‫ َﺍ ﱠ‬, ‘the condition’. The second part expresses the consequence or
ِ ‫ٱﻟـﺸ ْﺮ‬
result of the condition and is called apodosis, ‫ﻁ‬ ‫ﺍﺏ ﱠ‬ ُ ‫ َﺟـ َﻮ‬, ‘the answer
to the condition’.
39.2
Conditional sentences are mostly introduced by one of the three condi-
ْ ‫ ِﺇ‬ᵓin, ‫ ِﺇ َﺫﺍ‬ᵓid¯ā, and ‫ ﻟَ ْﻮ‬law, all meaning ‘if’. The

tional particles, which are: ‫ﻥ‬
following outline the differences in their use:
39.3
‫ ِﺇ ْﻥ‬ᵓin, ‘if’, is followed by a verb in the perfect or imperfect jussive. In the

following examples the second part has perfect or imperfect jussive, e.g.
a) ᵓin + perf. + ᵓin + perf. + ᵓin + imperf. jussive +

perf. imperf. jussive imperf. jussive
425
‫ﺱ َﳒ ََﺢ‬
َ ‫ِﺇ ْﻥ َﺩ َﺭ‬ َ ‫ِﺇ ْﻥ َﺩ َﺭ‬
‫ﺱ َﻳــﻨ َْﺠ ْﺢ‬ ‫ـﺢ‬ ْ ‫ِﺇ ْﻥ َﻳ ْﺪ ُﺭ‬
ْ ‫ﺱ َﻳـﻨ َْﺠ‬
39 ᵓin darasa nağah.a. ᵓin darasa yanğah.. ᵓin yadrus yanğah..
Conditional If he studies, he succeeds (OR: he will succeed).
sentences
b) The imperative can be used in the second part and must be preceded
by ‫ ﻓَـ‬, e.g.:
ᵓin + perf. + ᵓin + imperf. jussive +

imperative imperative
ْ ‫ِﺇ ْﻥ َﺫ َﻫ َﺐ ﻓَﺎ ْﺫ َﻫ‬

‫ــﺐ‬ ْ ‫ـﺐ ﻓَﺎ ْﺫ َﻫ‬
‫ـﺐ‬ ْ ‫ِﺇ ْﻥ َﻳ ْﺬ َﻫ‬
ᵓin d ahaba fa-d hab! ᵓin yad hab fa-d hab!
¯ ¯ ¯ ¯
If he goes, then you go!
Note: In spite of being in the perfect tense, the above verb ‫ َﺫ َﻫـﺐ‬refers to
the future in this instance (see chapter 17).
39.4
‫ ِﺇ َﺫﺍ‬ᵓid¯ā,‘if’, is a synonym of ‫ ِﺇ ْﻥ‬ᵓin, with the nuance of eventuality. It is

followed by the perfect tense in the first part, and the perfect or imperfect
indicative in the second part. If the second part is a nominal sentence or
contains an imperative or one of the words below, then the second part
must be preceded by the particle ‫ ﻓَـ‬fa,‘then’.
The particle ‫ َﻗ ْﺪ‬qad
َ ‫ َﺳ ْﻮ‬sawfa or ‫ َﺳـــــ‬sa..
The future particles ‫ﻑ‬
ْ ‫ َﻫـ‬hal
The interrogative particle ‫ﻞ‬
The negative particle ‫ َﻣﺎ‬mā, ْ َ‫ ﻟ‬lan, or َ‫ ﻻ‬lā

‫ـﻦ‬
4266
َ ‫ ﻟَـ ْﻴ‬laysa
The negative copula ‫ـﺲ‬
Note: The imperfect jussive and the imperative cannot be used after ‫ ِﺇ َﺫﺍ‬. ‫ ﻟَـ ْﻮ َﻻ‬law-lā
Examples: and ‫ﻟَـ ْﻮﻟَـ ْﻢ‬
law-lam,
a) ‫ ـَﻑ‬/fa../ preceding the second part when it is a nominal sentence: ‘if not’
ُ ‫ِﺇ ْﻥ ﺗَـ ْﻌـ َﻤ ْﻞ ﻓَﭑﻟْ َﻌـ َﻤ‬

‫ـﻞ ِﺻ ﱢﺤ ﱞﻲ‬
ᵓin taҁmal fa-l-ҁamalu s.ih.h.iyyun.

If you work, (then) work is healthy.
b) ‫ ﻓَـ‬/fa../ preceding the second part when it contains an imperative verb:
‫ـﻚ َﻓ َﺄ ِﺟـ ْﺒ ُﻪ‬

َ َ‫ِﺇ ْﻥ َﺳ َﺄﻟ‬
ᵓin saᵓala-ka fa-ᵓağib-hu.

If he asks you, (then) you answer him!
c) ‫ ﻓَـ‬/fa../ preceding the particle ‫ َﻗ ْﺪ‬qad:
َ ‫ ِﺇ َﺫﺍ َﻭ َﻋـ َﺪ َﻙ ﻓَـﻘَـ ْﺪ‬/‫ِﺇ ْﻥ‬

َ‫ﺻ َﺪﻕ‬
ᵓin/ᵓid ā waҁada-ka fa-qad s.adaqa.

¯
If he promises you, (then) he is sincere.
d) ‫ ﻓَـ‬/fa../ preceding the future particle ‫ َﺳ ْﻮ َﻑ‬sawfa or ‫ َﺳـ‬sa:
َ ‫ ِﺇ َﺫﺍ َﺃ َﺳ ْﺄ َﺕ ﻓ‬/ ‫ِﺇ ْﻥ‬

َ ‫ ﻓ‬/ ‫َﺴ ْﻮ َﻑ ﺗَــﻨْـ َﺪ ُﻡ‬
‫َﺴـﺘَـﻨْـ َﺪ ُﻡ‬
ᵓin/ᵓid ā ᵓasaᵓta fa-sawfa tandamu OR fa-satandamu.

¯ 42
427
If you cause harm, (then) you will regret it.
39 e) ‫ ﻓَـ‬/fa../ preceding the interrogative particle ‫ َﻫـ ْﻞ‬hal:
Conditional
sentences
‫ـﻚ ِﺳـ ًّﺮﺍ َﻓ َﻬـ ْﻞ ﺗَـ ْﻜـﺘُـ ُﻤ ُﻪ؟‬
َ َ‫ ِﺇ َﺫﺍ ُﻗـﻠْ ُﺖ ﻟ‬/ ‫ِﺇ ْﻥ‬
ᵓin/ᵓid ā qultu laka sirran fa-hal taktumu-hu?

¯
If I tell you a secret, will you keep it confidential? OR:
If I told you a secret, would you keep it confidential?
f) ‫ ﻓَـ‬/fa../ preceding the negative particle ‫ َﻣﺎ‬mā, ‫ ﻟَ ْﻦ‬lan, or ‫ َﻻ‬lā:
‫ـﻦ َﺃ ْﻃـ ُﺮ َﺩﻩ‬

ْ َ‫ ﻓَــﻠ‬/ ‫ ﻓ ََـﻼ َﺃ ْﻃـ ُﺮ ُﺩ ُﻩ‬/ ‫َﺍﺭ ِﻧﻲ َﻋـ ُﺪ ﱞﻭ ﻓَـ َﻤﺎ َﺃ ْﻃـ ُﺮ ُﺩ ُﻩ‬
َ ‫ ِﺇ َﺫﺍ ﺯ‬/ ‫ِﺇ ْﻥ‬
ᵓin/ᵓid ā zāranı̄ ҁaduwwun fa-mā ᵓat.rudu-hu/fa-lā ᵓat.rudu-hu / fa-lan ᵓat.
¯
ruda-hu.
If an enemy visits me, I shall not dismiss him.
g) َ ‫ ﻟَـ ْﻴ‬laysa:
‫ ﻓَـ‬/fa../ preceding the negative copula ‫ـﺲ‬
ِ ‫ـﺐ ﻓَــﻠَ ْﺴ ُﺖ ِﺑ َﺬ‬

‫ﺍﻫ ٍـﺐ‬ ْ ‫ِﺇ ْﻥ ﺗَـ ْﺬ َﻫ‬
ᵓin tad hab fa-lastu bi-d āhibin.

¯ ¯
If you go, (then) I am not going.
39.5
‫ ﻟَ ْﻮ‬law, ‘if’, for an unreal condition, takes the perfect in both parts and
refers to the past or future. The second part is often preceded by the parti-
cle ‫ﻟَـ‬, e.g.:
4288
‫ـﺢ‬ َ ‫ﻟَ ْﻮ َﺩ َﺭ‬
َ ‫ﺱ ﻟَـﻨ ََﺠ‬ ‫ ﻟَـ ْﻮ َﻻ‬law-lā,
and ‫ﻟَـ ْﻮﻟَـ ْﻢ‬
law darasa la-nağah.a.
law-lam,
If he had studied, he would have succeeded. OR: ‘if not’
If he studied, he would succeed.
َ ‫ﻟَ ْﻮ َﻛ‬
‫ـﺎﻥ ِﻋـﻨ ِْـﺪﻱ ﻧُـ ُﻘـﻮ ٌﺩ ﻟَ َﺴﺎﻓَـ ْﺮ ُﺕ‬
law kāna ҁindı̄ nuqūdun la-sāfartu.

If I had had money, I would have travelled.
39.6 ْ ‫ َﻟـ ْﻮ َﻟ‬law-lam, ‘if not’

‫ َﻟـ ْﻮ َﻻ‬law-lā and ‫ـﻢ‬
‫ ﻟَ ْﻮ َﻻ‬law-lā is followed by a nominal predicate or suffix pronoun.
‫ ﻟَ ْﻮ ﻟَ ْﻢ‬law-lam is followed by the verb in the imperfect jussive, e.g.:
‫ﻟَ ْﻮ َﻻ َﺭ ْﻏــ َﺒ ُﺔ ٱﻟْـ َﻮﺯِ ﻳﺮِ َﻻ ْﺳـﺘَـﻘَـﺎ َﻝ ﱠ‬

‫ٱﻟﺴ ِـﻔــﻴـ ُﺮ‬
law-lā raġbatu l-wazı̄ri la-staqāla s-saf ı̄ru.

If it had not been the minister’s wish, the ambassador would have
resigned.
‫ﻟَـ ْﻮ َﻻ ُﻩ َﻻ ْﺳـﺘَـﻘَـﺎ َﻝ ﱠ‬
‫ٱﻟﺴ ِـﻔـﻴـ ُﺮ‬
law-lā-hu la-staqāla s-saf ı̄ru.

Were it not for him, the ambassador would have resigned.
42
429
39 ‫ـﺢ‬
َ ‫َـﺠ‬ ْ ‫ﻟَـ ْﻮﻟَـ ْﻢ َﻳ ُﻜ‬
َ ‫ـﻦ ُﻣ ْﺠــﺘَﻬِ ـ ًﺪﺍ ﻟَـ َﻤﺎ ﻧ‬
Conditional
sentences
law-lam yakun muğtahidan la-mā nağah.a.
If he had not been industrious, he would not have succeeded.
39.7
All three conditional particles can be followed by the verb َ ‫ َﻛ‬kāna, to

‫ﺎﻥ‬
confirm the perfect tense (past), e.g.:
ُ ‫ـﺎﻥ ﻗَـ ْﺪ َﺃﺗَﻰ ﻟَ َﺮ‬

‫ﺁﻫـ ْﻢ‬ َ ‫ﻟَـ ْﻮ َﻛ‬
law kāna qad ᵓatā la-raᵓā-hum.

If he had come, he would have seen them.
َ‫ﺼـ َﺪﻕ‬ َ ِ‫ﺎﻥ َﻗ ْﺪ ﻗَـﺎ َﻝ ٰﺫﻟ‬

َ َ‫ـﻚ ﻟ‬ َ ‫ ِﺇ َﺫﺍ َﻛ‬/ ‫ِﺇ ْﻥ‬
ᵓin /ᵓid ā kāna qad qāla d ālika la-s.adaqa.

¯ ¯
If he (has) said that, (then) he will keep his word.
39.8
The second part of the conditional sentence may precede the first part:
َ ‫َﺳ ُﺄﻗَـﺎ ِﺑ ُﻠ‬

ْ ‫ـﻚ ِﺇ َﺫﺍ ُﺯ ْﺭ ُﺕ ِﺩ َﻣ‬
َ‫ـﺸـﻖ‬
sa-ᵓuqābiluka ᵓid ā zurtu Dimašqa.

¯
I will meet you, if I visit Damascus.
4300
‫ﺎﻋـ ْﺪ ِﻧﻲ ٱﻟْـ َﻴـ ْﻮ َﻡ‬ ِ ‫ُﺃ َﺳ‬
ِ ‫ﺎﻋـ ُﺪ َﻙ ﻏَـ ًﺪﺍ ِﺇ ْﻥ ﺗ َُﺴ‬ ‫ ﻟَـ ْﻮ َﻻ‬law-lā,
and ‫ﻟَـ ْﻮﻟَـ ْﻢ‬
ᵓusāҁiduka ġadan ᵓin tusāҁidnı̄ l-yawma.
law-lam,
I will help you tomorrow, if you help me today. ‘if not’
39.9
The following interrogative pronouns can be used in generalized relative

clauses with conditional implication. The verb in both parts of the sentence
is then in the imperfect jussive mood:
‫ َﻣ ْﻦ‬man, whoever ‫ َﻣ ْﻬـ َﻤﺎ‬mahmā, whatever
‫ َﺃ ْﻳـﻨَـ َﻤـﺎ‬ᵓaynamā, wherever ‫ َﺣـ ْﻴـ ُﺜ َﻤﺎ‬h.ayt¯umā, wherever

Examples:
ْ ‫ـﻦ َﻳ ْﻄـ ُﻠ‬

‫ـﺐ َﻳ ِﺠ ْﺪ‬ ْ ‫َﻣ‬
man yat.lub yağid. He who seeks, finds.
‫ـﺐ َﺃ ْﺩ َﻓ ْﻊ‬
ْ ‫َﻣ ْﻬـ َﻤﺎ ﺗ َْﻄـ ُﻠ‬
mahmā tat.lub ᵓadfaҁ. Whatever you ask, I will pay.
ْ ‫ـﺐ َﺃ ْﺫ َﻫ‬
‫ـﺐ‬ ْ ‫ َﺣـ ْﻴـ ُﺜ َﻤﺎ ﺗَـ ْﺬ َﻫ‬/ ‫َﺃ ْﻳـﻨَـ َﻤﺎ‬
ᵓayna-mā / h.ayt u-mā tad hab ᵓad hab. Wherever you go, I will go.
¯ ¯ ¯
43
431
39 39.10 Concessive particles
Conditional
sentences The combined particles and expressions below correspond to the English
concessive conjunctions and prepositions: ‘although, even if, in spite of,
despite’.
‫َﺣـﺘﱠﻰ َﻭﻟَـ ْﻮ‬ h.attā wa-law, even if, even supposing that
‫َﻣ َﻊ َﺃ ﱠﻥ‬ maҁa ᵓanna, even though, although
‫َﻭﻟَـ ْﻮ‬ wa-law, whatever, even if, even though
‫َﺭ ْﻏـ َﻢ‬ raġma, (prep.) in spite of
ْ ‫ِﺑﭑﻟـ ﱠﺮ ْﻏ ِـﻢ ِﻣ‬

‫ـﻦ‬ bi-r-raġmi min . . . , (prep.) in spite of, despite
‫َﺭ ْﻏـ َﻢ َﺃ ﱠﻥ‬ raġma ᵓanna, although, even though
‫َﻭ ِﺇ ْﻥ‬ wa-ᵓin, even though
Examples:
ُ ‫ﺱ َﺳـ ْﻮ َﻑ َﻳ ْﺴـ ُﻘ‬

‫ـﻂ‬ َ ‫َﺣـﺘﱠﻰ َﻭﻟَـ ْﻮ َﺩ َﺭ‬
h.attā wa-law darasa sawfa yasqut.u.
Even if he studies, he’ll fail.
ِ ْ ‫َـﻂ ِﻓﻲ‬
ِ‫ٱﻻ ْﻣـ ِﺘ َﺤﺎﻥ‬ َ ‫َﻣ َﻊ َﺃ ﱠﻧ ُﻪ َﺩ َﺭ‬
َ ‫ ﺳـﻘ‬،‫ﺱ َﺟــ ﱢﻴــ ًﺪﺍ‬
maҁa ᵓanna-hu darasa ğayyidan, saqat.a fı̄ l-imtih.āni.

Although he studied well, he failed in the exam.
4322
َ ‫ـﺐ َﺭ ْﻏـ َﻢ ٱﻟْـ َﻤ‬
ِ‫ـﻄـﺮ‬ ُ ‫َﺳـ َﺄ ْﺫ َﻫ‬ Exer
ercises
Exercises
sa-ᵓad habu raġma l-mat.ari.

¯
I will go in spite of the rain.
‫ ِﺑﭑﻟـ ﱠﺮ ْﻏ ِـﻢ ِﻣ ْﻦ َﻣ َـﺮ ِﺿ ِﻪ‬/ ‫ـﺐ ﺇﻟَﻰ َﻋـ َﻤ ِﻠ ِﻪ َﺭ ْﻏـ َﻢ َﻣ َـﺮ ِﺿ ِﻪ‬
d ahaba ᵓilā ҁamali-hi raġma marad.i-hi OR bi-r-raġmi min marad.i-hi.
¯
He went to his work in spite of his illness.
ٌ ِ‫ـﺐ ﺇﻟَﻰ َﻋ َﻤ ِﻠ ِﻪ َﺭ ْﻏـ َﻢ َﺃ َﻧ ُﻪ َﻣـﺮ‬

‫ﻳـﺾ‬ َ ‫َﺫ َﻫ‬
d ahaba ᵓilā ҁamali-hi raġma ᵓanna-hu marı̄d.un.
¯
He went to his work, although he is ill.
‫ـﺖ ﱠ‬
‫ٱﻟﺴ َﻤﺎ ُﺀ‬ ِ ‫َﺳـ ْﻮ َﻑ ُﺃ َﺳ ِﺎﻓـ ُﺮ َﻭ ِﺇ ْﻥ َﻭ َﻗ َﻌ‬
sawfa ᵓusāfiru wa-ᵓin waqaҁat-i s-samāᵓu.

I will travel, even if heaven falls (Arabic saying).
I would travel, even if heaven were to fall (Arabic saying).
Exercises
‫ـﻚ َﻭ ِﺇ ْﻥ ُﺯ ْﺭﺗَـ ِﻨﻲ ٱﻟْـ َﻴـ ْﻮ َﻡ‬

3
َ ‫ِﺇ ْﻥ ﻟَ ْﻢ ﺗَـ ُﺰ ْﺭ ِﻧﻲ ِﻓﻲ َﻣـﻨْـﺰِ ِﻟﻲ َﺃ ْﻏ‬
َ ‫ـﻀ ْﺐ َﻋـﻠَـ ْﻴ‬ 2 1
َ ‫ َﺃ ُﺯ ْﺭ‬4
.‫ﻏَــ ًﺪﺍ‬5 ‫ﻙ‬
433
43
39 1) If you don’t 1visit me at (my) home 2I will be angry with you, but if
Conditional you 3visit me today 4I will visit you 5tomorrow.
sentences
ْ ِ‫ٱﻷَ ْﺣ َﻤﺮِ َﻭٱﻟْﻬِ َﻼﻝ‬
ِ‫ٱﻷَ ْﺣـ َﻤـﺮ‬ ْ ‫ـﻴـﺐ‬
ِ ‫ٱﻟﺼـ ِﻠ‬
4
ُ ْ‫ﻟَـ ْﻮ َﻻ ُﻣ َﺴﺎ َﻋـ َﺪ ُﺓ ٱﻟ‬
‫ـﺤ ُـﻜـﻮ َﻣ ِﺔ َﻭ ﱠ‬ 3 2 1
8
َ ‫ـﻴـﻦ ِﺑﭑﻟـ ﱢﺰﻟْـ َﺰﺍﻝِ ﻟَـ َﻤ‬
ِ ‫ﺎﺕ َﻛـ ِﺜـﻴـ ٌﺮ ِﻣ َﻦ ٱﻟـﻨ‬
ً ‫ﱠـﺎﺱ ُﺟ‬
‫ـﻮﻋـﺎ‬ 7
َ ‫ِﻟـﻠْ ُﻤ‬
َ ‫ﺼﺎ ِﺑ‬ 6 5
َ ‫ َﻭ َﻋ‬9
ً ‫ـﻄ‬
.‫ـﺸﺎ‬
2) 1Had there not been 2the help (support) of the Government, Red
3
Cross, and Red 4Crescent 5for the victims 6of the earthquake, many
people would 7have died of 8hunger 9and thirst.
‫ـﺐ َﻭ ِﺇ ْﻥ‬َ ْ‫ِﺇ ْﻥ ﺗ َْﺨـ ُﺮ ِﺝ ٱﻟْـ َﻜــ ِﻠـ َﻤ ُﺔ ِﻣ َﻦ ٱﻟْ َﻌـ ْﻘـﻞِ ﺗَـ ْﺪ ُﺧـﻞِ ٱﻟْ َﻌـ ْﻘـ َﻞ َﻭٱﻟْـﻘَـﻠ‬
5 4 3 2 1
.‫ـﺮﻯ‬ َ ‫ﺗ َْﺨـ ُﺮ ْﺝ ِﻣ َﻦ ٱﻟـﻠﱢ َﺴﺎﻥِ ﺗَـ ْﺪ ُﺧـ ْﻞ ِﻓﻲ ُﺃ ُﺫ ٍﻥ َﻭﺗ َْﺨـ ُﺮ ُﺝ ِﻣ ْﻦ ُﺃ ُﺫ ٍﻥ ُﺃ ْﺧ‬
8 7 6
3) If a 2word 1comes from 3the mind, 4it enters the mind 5and heart. If it
comes from 6the tongue, it goes into 7one ear and out from 8the other.
ٍ ‫َـﺎﺩ ًﺭﺍ َﺃ ْﻥ َﻳ ْﺤ ُـﻜـ َﻢ ﻧَـ ْﻔ َﺴ ُﻪ ِﺑـﻨَـ ْﻔ ِﺴ ِﻪ ِﺑـ ُﺪﻭﻥِ ﻗَﺎﻧ‬

،‫ُـﻮﻥ‬ 6 5 4 ِ ‫ـﺎﻥ ٱﻟْـﻔَـ ْﺮ ُﺩ ﻗ‬
3
2 1
ُ ‫ ُﺣ‬9 ‫َـﺎﺝ ِﺇﻟَﻰ‬

. ٍ‫ـﻜـﻮ َﻣﺔ‬ ْ 8 ‫ﻟَـ َﻤﺎ‬7
َ ‫ٱﺣـﺘ‬
4) If an 1individual were 2able 3to govern 4himself by himself 5without the

6
law, 7there would be no 8need for 9government.
(‫) َﺩ ْﻭﻟَ ٌﺔ‬ َ ‫َﺎﻫ ٍـﻢ ُﻣـﺘَــ َﺒـﺎ َﺩﻟَـ ْﻴــﻦِ َﺑـ ْﻴ‬
ِ‫ــﻦ ٱﻟـ ﱡﺪ َﻭﻝ‬
4 3 2
ُ ‫ـﺎﻥ ِﻣ ْﻦ َﺗ َﻌـﺎ ُﻭ ٍﻥ َﻭﺗَـﻔ‬
1
ٌ ‫ﻭﺏ ) َﺣـ ْﺮ‬

(‫ﺏ‬ ُ ْ‫ٱﻟ‬8 (‫ـﺐ‬
ِ ‫ـﺤـ ُﺮ‬ ُ ‫ َﺃ ْﺳـ َﺒ‬7 ‫ـﺖ‬
ٌ ‫ﺎﺏ ) َﺳـ َﺒ‬ ْ ‫ﻟَـﻘَــﻠﱠ‬6 (‫ـﺐ‬
ٌ ‫ـﻮﺏ ) َﺷ ْﻌ‬ ‫ َﻭ ﱡ‬5
ِ ‫ٱﻟﺸ ُﻌ‬
.‫ـﺎﺏ‬ ِ ْ ‫ َﻭ‬9
ِ ‫ٱﻹ ْﺭ َﻫ‬
5) If there were 3mutual 1cooperation and 2understanding between
4
countries 5and people, 6then there would 6be less 7cause for 8war 9and
terrorism.
َ ‫َﻣ ْﻦ ﻳ ْﻌـ َﻤـ ْﻞ ِﻓﻲ ِﺻﻐَـﺮِ ِﻩ َﻭ َﺷ َﺒﺎ ِﺑ ِﻪ ﻓ‬

4344
.‫ِﻛـ َﺒـﺮِ ِﻩ‬ ‫َـﺎﺡ ِﻓﻲ‬
ُ ‫َﺴـ ْﻮ َﻑ َﻳـ ْﺮﺗ‬
5 4 3 2 1
6) He who 1works in 2his childhood 3and youth 4will 5relax in old age. Exer
ercises
Exercises
َ ‫ـﺴـﺘَـ ْﻘـ َﺒــ ِﻠ‬

.‫ـﻚ‬ ْ ‫ ُﻣ‬3 ‫ْــﻚ ﻓﻲ‬ 2
َ ‫ﻟَ ْﻮ َﺗ َﻌـﻠﱠـ ْﻤ‬
َ ‫ـﺖ ِﻣ ْﻬـ َﻨ ًﺔ ِﻓﻲ ِﺻﻐَـﺮِ َﻙ ﻟَــﻨَـ َﻔ َﻌــﺘ‬ 1
7) Had you learned 1a profession in your childhood, 2it would have been
useful for 3your future.
6
َ ‫ـﺴـ ْﺮ َﻋﺔٍ ﻟَــﻨَـﺰ‬
‫َﻑ َﺩ ُﻡ‬ 5
ِ ْ ‫ـﺎﺭ ِﺓ‬
ِ ‫ٱﻹ ْﺳـ َﻌ‬
ُ ‫ـﺎﻑ ِﺑ‬ 4 ُ ‫ﺻ‬
َ ‫ﻮﻝ َﺳـ ﱠﻴ‬ ُ ‫ﻟَـ ْﻮ َﻻ ُﻭ‬
3 2 1
َ ‫ َﻭ َﻣ‬8 ‫ﻳـﺢ‬
.‫ﺎﺕ‬ َ ْ‫ٱﻟ‬7
ِ ِ‫ـﺠـﺮ‬
8) Had the 2,3ambulance (lit. 3aid 2car) not 1arrived 4quickly, (then) 7the
wounded (man) 5,6would have bled to 8death (lit. 6his blood would have
5
drained 8and he would 8have died).
ُ ‫َﻣ َﻌ‬
.‫ـﻜـ ْﻢ‬ ‫ﺍﻫ ٍـﺐ‬ ْ َ‫ـﺎﺭ ِﺓ ﻓَــﻠ‬
ِ ‫ـﺴ ُﺖ ِﺑ َﺬ‬ َ ‫ٱﻟﺴـ ﱠﻴ‬
2
‫ـﺲ ﱠ‬ ْ ‫ِﺇ ْﻥ ﺗَـ ْﺬ َﻫ‬
ِ ‫ـﺐ َﻣ َﻌ ُﻪ ِﻓﻲ ﻧَـ ْﻔ‬ 1
9) If you go with him in 1the same car, 2I won’t go with you.
ٌ ‫ـﻞ َﺃ ٍﺏ َﻭ ُﺃ ﱟﻡ ِﺑـﺘَـ ْﺮ ِﺑـ َﻴ ِـﺔ َﺃ ْﺑـﻨَـﺎ ِﺋﻬِ ـ َﻤﺎ ) ِﺇ ْﺑ‬

‫ـﻦ( ﺗَـ ْﺮ ِﺑـ َﻴ ًﺔ َﺟـ ﱢﻴـ َﺪ ًﺓ‬ 2 ‫ﻟَ ْﻮ َﻳ ْﻬــﺘَـ ﱡﻢ ُﻛ ﱡ‬
1
َ ‫ٱﻟْـ ُﻤ ْﺠـﺮِ ُﻣ‬4 ‫َـﻞ‬

.‫ﻮﻥ‬ ‫ﻟَـﻘ ﱠ‬3
10) If every father and mother 1were concerned for the proper (good)
2
education of their children, 4there would 3be fewer 4criminals.
َ ‫ــﻞ َﻭ َﻛــ ُﺜ‬

‫ــﺮ‬ َ ْ‫ـﺴﺎ َﺩ َﺳﺎ َﺩ ٱﻟ‬
ُ ‫ـﺠ ْﻬ‬ َ َ‫ﺎﺕ ﻟ‬ ِ ‫ـﺠ‬
ُ ‫ـﺎﻣ َﻌ‬ َ ْ‫ﺱ َﻭٱﻟ‬
ُ ِ‫ﻟَـ ْﻮ َﻻ ٱﻟْـ َﻤـ َﺪﺍﺭ‬
3 ( ) 2 .v 1
ٌ ‫ـﻮﻥ ) ِﺳ ْﺠ‬
.(‫ـﻦ‬ ‫ ﱡ‬6 ‫ـﺖ‬
ُ ‫ٱﻟﺴ ُﺠ‬ ِْ 4
ِ ‫ َﻭﺍ ْﺯ َﺩ َﺣـ َﻤ‬5 ‫ٱﻹ ْﺟ َـﺮﺍ ُﻡ‬
11) Had there not been schools and universities, 2ignorance 1would have
prevailed, 4crimes would 3have increased and 6jails would 5have been
crowded.
ً ‫ َﺃ ْﺳـ ِﺌـﻠَ ًﺔ ) ُﺳـﺆ‬3 ‫َﺎﺿﻲ‬

‫ َﻋـﻠَﻰ ُﻛ ﱢ‬5 ‫ﻓَـ َﺄ ِﺟـ ْﺒـ ُﻪ‬4 (‫َﺍﻻ‬ ِ ‫ٱﻟْﻘ‬2 ‫ـﻚ‬
َ َ‫ َﺳ َﺄﻟ‬1 ‫ِﺇ َﺫﺍ‬
435
43
.‫ـﺎﻝ‬
ٍ ‫ َﺣ‬6 ‫ـﻞ‬
39 12) If 2the judge 1asks you 3questions 4answer him 5,6
in any case
Conditional (5,6anyway, always)!
sentences
.‫ﻏَـ ًﺪﺍ‬4 ِ‫ٱﻻ ْﻣـ ِﺘ َﺤﺎﻥ‬ 3

ْ ‫ـﻚ ٱﻟْـ َﻴـ ْﻮ َﻡ ﺗَـ ْﺮ ُﺳ‬
ِ ْ ‫ـﺐ ِﻓﻲ‬ 2
َ ‫ـﺴ ْﻞ ِﻓﻲ ِﺩ َﺭ‬
َ ‫ﺍﺳـ ِﺘ‬ َ ‫ِﺇ ْﻥ ﺗَـ ْﻜ‬ 1
13) If 1you are lazy today in your studies, 2you will fail in 3the exam
4
tomorrow.
َ ‫ﺱ( َﺟـ ﱢﻴـ ًﺪﺍ َﻭﻗَـﻠﱠــ َﻞ ِﻣ ْﻦ ِﻏــ َﻴﺎ ِﺑ ِﻪ ِﻣ‬

‫ـﻦ‬ 3 2
ٌ ‫ﻭﺳ ُﻪ ) َﺩ ْﺭ‬ َ ‫ﻟَ ْﻮ َﺩ َﺭ‬
َ ‫ﺱ ُﺩ ُﺭ‬ 1
ِ ْ 6 ‫ـﺢ ِﻓﻲ‬
َ ‫ٱﻻ ْﻣـ ِﺘ‬
. ِ‫ﺤـﺎﻥ‬ َ ‫ﻟَﻨ ََﺠ‬5 ‫ﺍﺕ‬ َ ‫ٱﻟْـ ُﻤ َﺤ‬4
ِ ‫ﺎﺿ َﺮ‬
14) Had he studied 1his lessons well 2and reduced his 3absence from 4 the
lectures, 5he would have passed 6the exam.
‫ـﺮﻭﺣ ِﻪ‬
ِ ‫ـﺸ ِـﻔ َﻲ ِﻣ ْﻦ ُﺟ‬
6
َ ‫ﻳﺢ ِﻋ َﻼ ًﺟـﺎ َﺃ ْﺣ َﺴ‬
ُ َ‫ ﻟ‬،‫ـﻦ‬ 5
ُ ِ‫ـﺠـﺮ‬ 4
َ ْ‫ﻟَ ْﻮ ُﻋــﻮ ِﻟ َﺞ ٱﻟ‬
3 2 1
َ ‫) ُﺟـ ْﺮ ٌﺡ( ِﻓﻲ ُﻣـ ﱠﺪ ٍﺓ َﺃ ْﻗ‬

.‫ـﺼ َﺮ‬ 8 7
15) Had 2the wounded (man) 1received 4a better 3treatment (lit. 1been
treated with a 4better 3treatment), (then) his wounds 5would have
healed 7,8more quickly (lit. 5then he would have 5recovered from 6his
wounds in 8a shorter 7time).
. ِ‫ﻦ ٱﻟْ َﻌـ َﻤـﻞ‬ َ ‫ َﻃ َﺮ ْﺩﺗ‬4 ‫ َﻛـﻐَــ ْﻴــﺮِ َﻙ‬3 ‫ َﻭﺗُـﻨْـ ِﺘ ْﺞ‬2 ‫ َﺗ ْﻌـ َﻤ ْﻞ‬1 ‫ِﺇ ْﻥ ﻟَـ ْﻢ‬
َ ‫ُــﻚ ِﻣ‬
16) If you don’t 1work 2and be productive 3like the others (lit. other than
you), 4I will fire you (lit. I will dismiss you from work).
َ ‫ﺱ َﺃ ﱠﻱ ﻧَـ ْﻮ ٍﻉ ِﻣ َﻦ ٱﻟـ ﱢﺮ َﻳ‬

‫ ﻓَﭑﻟْ َﻌـ َﻤ ُﻞ‬،‫ﺎﺿ ِﺔ‬
5 4
ْ ِ‫ِﺇ ْﻥ َﺗ ْﻌـ َﻤ ْﻞ َﺃ ْﻭ ﺗُـ َﻤﺎﺭ‬
3 2 1
َ ) ‫ٱﻟْ ُﻬـ ُﻤـﻮ َﻡ‬10

.(‫ﻫـ ﱞﻢ‬ 9
ِ ْ ِ‫ﻳﺤﺎﻥ‬
ِ‫ٱﳉ ْﺴ َﻢ َﻭ ُﻳـﻨ ِْﺴ َﻴـﺎﻥ‬ َ ِ‫ﺎﺿ ُﺔ ُﻳﺮ‬
8
َ ‫َﻭٱﻟـ ﱢﺮ َﻳ‬
7 6
17) If you work or 1practise 2any 3type of 4sport(s), 5work 6and sport(s)
7
4366 will relax 8the body 9and make you forget 10your worries.
.‫ َﺃﻧَـ ْﻢ‬5 ‫ﺗَــﻨَـ ْﻢ‬4 ‫ـﻚ َﻭ َﺃ ْﻳـﻨَـ َﻤﺎ‬ ْ ‫ـﺐ َﺃ ْﺫ َﻫ‬
َ ‫ َﻣ َﻌ‬3 ‫ـﺐ‬ ْ ‫ﺗَـ ْﺬ َﻫ‬2 ‫ َﺃ ْﻳـ َﻨ َﻤﺎ‬1 Exer
ercises
Exercises
18) 1Wherever 2you go I will go 3with you and wherever 4you sleep 5I will
sleep.
.‫َـﺤـﺘَـﺮِ ْﻣـ ُﻪ‬

ْ ‫ﺗ‬4 ْ ‫ـﻚ َﺃ َﺣـ ٌﺪ ﻓ‬
‫َـﭑﺣـﺘَـﺮِ ْﻣ ُﻪ َﻭ ِﺇ ْﻥ ﻟَـ ْﻢ َﻳ ْﺤـﺘَـﺮِ ْﻣ َﻚ ﻓ ََﻼ‬ 3 َ ‫َـﺮ َﻣ‬
2
ْ ِ‫ِﺇﻥ‬
َ ‫ٱﺣـﺘ‬ 1
19) If 2a person 1respects you (then) 3respect him, and if he doesn’t

respect you, then don’t 4respect him.
6 ِ ‫ـﻮﻉ ٱﻟْـ َﻤ‬

‫ـﺎﺿﻲ ﻟَـ َﻤـﺎ‬ ُ ْ ‫ـﺲ َﺣـﺎ ّﺭ ًﺍ ِﻓﻲ‬
ِ ‫ٱﻷ ْﺳــ ُﺒ‬
5 4 ‫ﱠ‬
ُ ‫ٱﻟـﻄـ ْﻘ‬ ِ‫ﻟَـ ْﻮ ﻟَـ ْﻢ َﻳ ُﻜـﻦ‬
3 2 1
َ ْ‫ٱﻟ‬8 ‫ـﺖ ِﺇﻟَﻰ‬

. ِ‫ـﺠـ َﺒـﻞ‬ ُ ‫ َﻃـﻠَ ْﻌ‬7/‫ﺻ َﻌــ ْﺪ ُﺕ‬
َ 7
20) Had it not 1been 3hot 2weather 5last 4week, I 6would not 7have gone
up to 8the mountain.
1) If the physician had not arrived quickly, the wounded (man) would
have died.
2) If the wounded (man) had been treated well, he would have recovered
from his wounds in a shorter time.
3) If he had reduced his absence from the lessons, he would have passed
the exam.
4) Had it not been for the Red Cross and Red Crescent, many people
would have died of hunger and thirst.
5) If the ambulance hadn’t arrived quickly, many of the victims of the
earthquake would have died.
6) If a word comes from the tongue it goes into one ear and out from
the other, but if a word comes out from the heart (then) it goes into the
mind. 437
43
Appendix 1
Tables of the ten verb forms
439
Appendix 1
4400
Table A1.1 The patterns of the ten forms of the strong triliteral verb ‫ﻞ‬
َ ‫ َﻓ َﻌ‬faҁala, to do, to act
Active
I II III IV V VI VII VIII IX X
‫َﻓ َﻌ َﻞ‬ ‫َﻓ ﱠﻌ َﻞ‬ ‫ﻓَﺎ َﻋ َﻞ‬ ‫َﺃ ْﻓ َﻌ َﻞ‬ ‫َﺗ َﻔ ﱠﻌ َﻞ‬ ‫َﺗﻔَﺎ َﻋ َﻞ‬ ‫ِﺇ ْﻧ َﻔ َﻌ َﻞ‬ ‫ِﺇ ْﻓ َﺘ َﻌ َﻞ‬ ‫ِﺇ ْﻓ َﻌ ﱠﻞ‬ ‫ِﺇ ْﺳ َﺘ ْﻔ َﻌ َﻞ‬
Perfect faҁala faҁҁala fāҁala ᵓafҁala tafaҁҁala tafāҁala ᵓinfaҁala ᵓiftaҁala ᵓifҁalla ᵓistafҁala
‫َﻳ ْﻔ َﻌ ُﻞ‬ ‫ُﻳ َﻔ ﱢﻌ ُﻞ‬ ‫َﺎﻋ ُﻞ‬

ِ ‫ُﻳﻔ‬ ‫ُﻳ ْﻔ ِﻌ ُﻞ‬ ‫َﻳ َﺘ َﻔ ﱠﻌ ُﻞ‬ ‫َﻳ َﺘﻔَﺎ َﻋ ُﻞ‬ ‫َﻳ ْﻨﻔ َِﻌ ُﻞ‬ ‫َﻳ ْﻔﺘ َِﻌ ُﻞ‬ ‫َﻳ ْﻔ َﻌ ﱡﻞ‬ ‫َﻳ ْﺴ َﺘ ْﻔ ِﻌ ُﻞ‬
Imperf. yafҁalu yufaҁҁilu yufāҁilu yufҁilu yatafaҁҁalu yatafāҁalu yanfaҁilu yaftaҁilu yafҁallu yastafҁilu
‫ِﺍ ْﻓ َﻌ ْﻞ‬ ‫َﻓ ﱢﻌ ْﻞ‬ ‫َﺎﻋ ْﻞ‬

ِ ‫ﻓ‬ ‫َﺃ ْﻓ ِﻌ ْﻞ‬ ‫َﺗ َﻔ ﱠﻌ ْﻞ‬ ‫َﺗﻔَﺎ َﻋ ْﻞ‬ ‫ِﺇ ْﻧﻔ َِﻌ ْﻞ‬ ‫ِﺇ ْﻓﺘ َِﻌ ْﻞ‬ ‫ِﺇ ْﻓ َﻌ ﱠﻞ‬ ‫ِﺇ ْﺳ َﺘ ْﻔ ِﻌ ْﻞ‬
Imperat. ᵓifҁal faҁҁil fāҁil ᵓafҁil tafaҁҁal tafāҁal ᵓinfaҁil ᵓiftaҁil ᵓifҁalla ᵓistafҁil
‫َﺎﻋ ٌﻞ‬
ِ ‫ﻓ‬ ‫ُﻣ َﻔ ﱢﻌ ٌﻞ‬ ‫َﺎﻋ ٌﻞ‬
ِ ‫ُﻣﻔ‬ ‫ُﻣ ْﻔ ِﻌ ٌﻞ‬ ‫ُﻣ َﺘ َﻔ ﱢﻌ ٌﻞ‬ ‫َﺎﻋ ٌﻞ‬
ِ ‫ُﻣ َﺘﻔ‬ ‫ُﻣ ْﻨﻔ َِﻌ ٌﻞ‬ ‫ُﻣ ْﻔﺘ َِﻌ ٌﻞ‬ ‫ُﻣ ْﻔ َﻌ ﱞﻞ‬ ‫ُﻣ ْﺴ َﺘ ْﻔ ِﻌ ٌﻞ‬
Particip. fāҁilun mufaҁҁilun mufāҁilun mufҁilun mutafaҁҁilun mutafāҁilun munfaҁilun muftaҁilun mufҁallun mustafҁilun
Passive
‫ُﻓ ِﻌ َﻞ‬ ‫ُﻓ ﱢﻌ َﻞ‬ ‫ﻮﻋ َﻞ‬

ِ ‫ُﻓ‬ ‫ُﺃ ْﻓ ِﻌ َﻞ‬ ‫ُﺗ ُﻔ ﱢﻌ َﻞ‬ ‫ﻮﻋ َﻞ‬
ِ ‫ُﺗ ُﻔ‬ ‫ُﺃ ْﻧ ُﻔ ِﻌ َﻞ‬ ‫ُﺃ ْﻓﺘ ُِﻌ َﻞ‬ ‫ُﺃ ْﺳ ُﺘ ْﻔ ِﻌ َﻞ‬
Perfect fuҁila fuҁҁila fūҁila ᵓufҁila tufuҁҁila tufūҁila ᵓunfuҁila ᵓuftuҁila ᵓustufҁila
‫ُﻳ ْﻔ َﻌ ُﻞ‬ ‫ُﻳ َﻔ ﱠﻌ ُﻞ‬ ‫ُﻳﻔَﺎ َﻋ ُﻞ‬ ‫ُﻳ ْﻔ َﻌ ُﻞ‬ ‫ُﻳ َﺘ َﻔ ﱠﻌ ُﻞ‬ ‫ُﻳ َﺘﻔَﺎ َﻋ ُﻞ‬ ‫ُﻳ ْﻨ َﻔ َﻌ ُﻞ‬ ‫ُﻳ ْﻔ َﺘ َﻌ ُﻞ‬ ‫ُﻳ ْﺴ َﺘ ْﻔ َﻌ ُﻞ‬
Imperf. yufҁalu yufaҁҁalu yufāҁalu yufҁalu yutafaҁҁalu yutafāҁalu yunfaҁalu yuftaҁalu yustafҁalu
‫ﻮﻝ‬
ٌ ‫ُﻣ َﻔ ﱠﻌ ٌﻞ َﻣ ْﻔ ُﻌ‬ ‫ُﻣﻔَﺎ َﻋ ٌﻞ‬ ‫ُﻣ ْﻔ َﻌ ٌﻞ‬ ‫ُﻣ َﺘ َﻔ ﱠﻌ ٌﻞ‬ ‫ُﻣ َﺘﻔَﺎ َﻋ ٌﻞ‬ ‫ُﻣ ْﻨ َﻔ َﻌ ٌﻞ‬ ‫ُﻣ ْﻔ َﺘ َﻌ ٌﻞ‬ ‫ُﻣ ْﺴ َﺘ ْﻔ َﻌ ٌﻞ‬
Particip. mafҁūlun mufaҁҁalun mufāҁalun mufҁalun mutafaҁҁalun mutafāҁalun munfaҁalun muftaҁalun mustafҁalun
‫َﻓ ْﻌ ٌﻞ‬ ‫ﻴﻞ‬

ٌ ‫َﺗ ْﻔ ِﻌ‬ ‫ﺎﻝ‬
ٌ ‫ِﻓ َﻌ‬ ‫ﺎﻝ‬
ٌ ‫ِﺇ ْﻓ َﻌ‬ ‫َﺗ َﻔ ﱡﻌ ٌﻞ‬ ‫َﺎﻋ ٌﻞ‬
ُ ‫َﺗﻔ‬ ‫ﺎﻝ‬
ٌ ‫ِﺇﻧ ِْﻔ َﻌ‬ ‫ﺎﻝ‬
ٌ ‫ِﺇ ْﻓ ِﺘ َﻌ‬ ‫ﺎﻝ ِﺇ ْﻓ ِﻌ َﻼ ٌﻝ‬
ٌ ‫ِﺇ ْﺳ ِﺘ ْﻔ َﻌ‬
Verbal faҁlun tafҁ ı̄lun fiҁālun ᵓifҁālun tafaҁҁulun tafāҁulun ᵓinfiҁālun ᵓiftiҁālun ᵓifҁilālun ᵓistifҁālun
noun ‫ُﻣﻔَﺎ َﻋﻠَ ٌﺔ‬ ‫َﺗ ْﻔ ِﻌﻠَ ٌﺔ‬

(mas.dar) tafҁilatun mufāҁalatun
(Note a: There are dozens of verbal nouns (mas.dar) for the 1st form.)
44
441
Appendix 1
Appendix 1
4422
Table A1.2 The patterns of the derived forms of the doubled verb ‫ ﻓ ﱠﺮ‬farra, to escape, to flee
Active
‫َﻓ ﱠﺮ‬ ‫ﻓَﺎ ﱠﺭ‬ ‫َﺃ َﻓ ﱠﺮ‬ ‫َﺗﻔَﺎ ﱠﺭ‬ ‫ِﺇ ْﻧ َﻔ ﱠﺮ‬ ‫ِﺇ ْﻓ َﺘ ﱠﺮ‬ ‫ِﺇ ْﺳ َﺘ َﻔ ّﺮ‬
Perfect farra fārra ᵓafarra tafārra ᵓinfarra ᵓiftarra ᵓistafarra
‫َﻳ ِﻔ ﱡﺮ‬ ‫ُﻳﻔَﺎ ﱡﺭ‬ ‫ُﻳ ِﻔ ﱡﺮ‬ ‫َﻳ َﺘﻔَﺎ ﱡﺭ‬ ‫َﻳ ْﻨ َﻔ ﱡﺮ‬ ‫َﻳ ْﻔ َﺘ ﱡﺮ‬ ‫َﻳ ْﺴﺘ َِﻔ ﱡﺮ‬
Imperfect yafirru yufārru yufirru yatafārru yanfarru yaftarru yastafirru
‫ِﺇ ْﻓﺮِ ْﺭ‬ ‫َﻓﺎﺭِ ْﺭ‬ ‫َﺃ ْﻓﺮِ ْﺭ‬ ‫َﺎﺭ ْﺭ‬
َ ‫َﺗﻔ‬ ‫ِﺇ ْﻧ َﻔﺮِ ْﺭ‬ ‫ِﺇ ْﻓﺘَﺮِ ْﺭ‬ ‫ِﺇ ْﺳ َﺘ ْﻔﺮِ ْﺭ‬
Imperative ᵓifrir fārir ᵓafrir tafārar ᵓinfarir ᵓiftarir ᵓistafrir
‫ﻓَﺎ ﱞﺭ‬ ‫ُﻣﻔَﺎ ﱞﺭ‬ ‫ُﻣ ِﻔ ﱞﺮ‬ ‫ُﻣ َﺘﻔَﺎ ﱞﺭ‬ ‫ُﻣ ْﻨ َﻔ ﱞﺮ‬ ‫ُﻣ ْﻔ َﺘ ﱞﺮ‬ ‫ُﻣ ْﺴﺘ َِﻔ ﱞﺮ‬
Participle fārrun mufārrun mufirun mutafārrun munfarrun muftarrun mustafirrun
Passive
‫ُﻓ ﱠﺮ‬ ‫ُﻓﻮﺭِ َﺭ‬ ‫ُﺃ ِﻓ ﱠﺮ‬ ‫ُﺗ ُﻔﻮﺭِ َﺭ‬ ‫ُﺃ ْﻧ ُﻔ ﱠﺮ‬ ‫ُﺃ ْﻓ ُﺘ ﱠﺮ‬ ‫ُﺃ ْﺳﺘ ُِﻔ ﱠﺮ‬
Perfect furra fūrira ᵓufirra tufūrira ᵓunfurra ᵓufturra ᵓustufirra
‫ُﻳ َﻔ ﱡﺮ‬ ‫ُﻳﻔَﺎ ﱡﺭ‬ ‫ُﻳ َﻔ ﱡﺮ‬ ‫ُﻳ َﺘﻔَﺎ ﱡﺭ‬ ‫ُﻳ ْﻨ َﻔ ﱡﺮ‬ ‫ُﻳ ْﻔ َﺘ ﱡﺮ‬ ‫ُﻳ ْﺴ َﺘ َﻔ ﱡﺮ‬
Imperfect yufarru yufārru yufarru yutafārru yunfarru yuftarru yustafarru
‫َﻣ ْﻔ ُﺮﻭ ٌﺭ‬ ‫ُﻣﻔَﺎ ﱞﺭ‬ ‫ُﻣ َﻔ ﱞﺮ‬ ‫ُﻣ َﺘﻔَﺎ ﱞﺭ‬ ‫ُﻣ ْﻨ َﻔ ﱞﺮ‬ ‫ُﻣ ْﻔ َﺘ ﱞﺮ‬ ‫ُﻣ ْﺴ َﺘ َﻔ ﱞﺮ‬
Participle mafrūrun mufārrun mufarrun mutafārrun munfarrun muftarrun mustafar
‫َﻓ ﱞﺮ‬ ‫ِﻓ َﺮﺍ ٌﺭ‬ ‫ِﺇ ْﻓ َﺮﺍ ٌﺭ‬ ‫َﺗﻔَﺎ ﱞﺭ‬ ‫ِﺇﻧ ِْﻔ َﺮﺍ ٌﺭ‬ ‫ِﺇ ْﻓ ِﺘ َﺮﺍ ٌﺭ‬ ‫ِﺇ ْﺳ ِﺘ ْﻔ َﺮﺍ ٌﺭ‬
Verbal farrun firārun ᵓifrārun tafārrun infirārun ᵓiftirārun ᵓistifrārun
noun
(mas.dar)
44
443
Appendix 1
Appendix 1
4444
Table A1.3 The patterns of the derived forms of verbs with weak first radical ‫ ﻭ‬:‫ﻞ‬
َ‫ﺻ‬َ ‫ َﻭ‬was.ala, to arrive
Active
‫ﺻ َﻞ‬
َ ‫َﻭ‬ ‫ﺻ َﻞ‬
‫َﻭ ﱠ‬ ‫ﺍﺻ َﻞ‬
َ ‫َﻭ‬ ‫ﺻ َﻞ‬
َ ‫ﺻ َﻞ َﺃ ْﻭ‬
‫َﺗ َﻮ ﱠ‬ ‫ﺍﺻ َﻞ‬
َ ‫َﺗ َﻮ‬ ‫ﺻ َﻞ‬
َ ‫ِﺇ ْﻧ َﻮ‬ ‫ﱠﺼ َﻞ‬
َ ‫ِﺇﺗ‬ ‫ﺻ َﻞ‬
َ ‫ِﺇ ْﺳ َﺘ ْﻮ‬
Perfect was.ala was.s.ala wās.ala ᵓaws.ala tawas.s.ala tawās.ala ᵓinwas.ala ᵓittas.ala ᵓistaws.ala
‫َﻳ ِﺼ ُﻞ‬ ‫ﺻ ُﻞ‬

‫ُﻳ َﻮ ﱢ‬ ‫ﺍﺻ ُﻞ‬
ِ ‫ُﻳ َﻮ‬ ‫ﻮﺻ ُﻞ‬
ِ ‫ﺻ ُﻞ ُﻳ‬
‫َﻳ َﺘ َﻮ ﱠ‬ ‫ﺍﺻ ُﻞ‬
َ ‫َﻳ َﺘ َﻮ‬ ‫َﻳ ْﻨ َﻮ ِﺻ ُﻞ‬ ‫َﻳﺘ ِﱠﺼ ُﻞ‬ ‫َﻳﺴ َﺘ ْﻮ ِﺻ ُﻞ‬
Imperf. yas.ilu yuwas.s.ilu yuwās.ilu yūs.ilu yatawas.s.alu yatawās.alu yanwas.ilu yattas.ilu yastaws.ilu
‫ِﺻ ْﻞ‬ ‫ﺻ ْﻞ‬

‫َﻭ ﱢ‬ ‫ﺍﺻ ْﻞ‬
ِ ‫َﻭ‬ ‫ﺻ ْﻞ َﺃ ْﻭ ِﺻ ْﻞ‬
‫َﺗ َﻮ ﱠ‬ ‫ﺍﺻ ْﻞ‬
َ ‫َﺗ َﻮ‬ ‫ِﺇ ْﻧ َﻮ ِﺻ ْﻞ‬ ‫ِﺇﺗ ِﱠﺼ ْﻞ‬ ‫ِﺇ ْﺳ َﺘ ْﻮ ِﺻ ْﻞ‬
Imperat. s.il was.s.il wās.il ᵓaws.il tawas.s.al tawās.al ᵓinwas.il ᵓittas.il ᵓistaws.il
‫ﺍﺻ ٌﻞ‬
ِ ‫َﻭ‬ ‫ﺻ ٌﻞ‬
‫ُﻣ َﻮ ﱢ‬ ‫ﺍﺻ ٌﻞ‬
ِ ‫ُﻣ َﻮ‬ ‫ﻮﺻ ٌﻞ‬
ِ ‫ﺻ ٌﻞ ُﻣ‬
‫ُﻣ َﺘ َﻮ ﱢ‬ ‫ﺍﺻ ٌﻞ‬
ِ ‫ُﻣ َﺘ َﻮ‬ ‫ُﻣ ْﻨ َﻮ ِﺻ ٌﻞ‬ ‫ُﻣﺘ ِﱠﺼ ٌﻞ‬ ‫ُﻣ ْﺴ َﺘ ْﻮ ِﺻ ٌﻞ‬
Particip. wās.ilun muwas.s.ilun muwās.ilun mūs.ilun mutawas.s.ilun mutawās.ilun munwas.ilun muttas.ilun mustaws.ilun
Passive
‫ُﻭ ِﺻ َﻞ‬ ‫ﺻ َﻞ‬

‫ُﻭ ﱢ‬ ‫ﻭﺻ َﻞ‬
ِ ‫ُﻭ‬ ‫ﻭﺻ َﻞ‬
ِ ‫ﺻ َﻞ ُﺃ‬
‫ُﺗ ُﻮ ﱢ‬ ‫ﻭﺻ َﻞ‬
ِ ‫ُﺗ ُﻮ‬ ‫ُﺃ ْﻧ ُﻮ ِﺻ َﻞ‬ ‫ﱡﺼ َﻞ‬
ِ ‫ُﺃﺗ‬ ‫ُﻮﺻ َﻞ‬
ِ ‫ُﺃ ْﺳﺘ‬
Perfect wus.ila wus.s.ila wūs.ila ᵓūs.ila tuwus.s.ila tuwūs.ila ᵓunwus.ila ᵓuttus.ila ᵓustūs.ila
‫ﻮﺻ ُﻞ‬
َ ‫ُﻳ‬ ‫ﺻ ُﻞ‬
‫ُﻳ َﻮ ﱠ‬ ‫ﺍﺻ ُﻞ‬
َ ‫ُﻳ َﻮ‬ ‫ﻮﺻ ُﻞ‬
َ ‫ﺻ ُﻞ ُﻳ‬
‫ُﻳ َﺘ َﻮ ﱠ‬ ‫ﺍﺻ ُﻞ‬
َ ‫ُﻳ َﺘ َﻮ‬ ‫ﺻ ُﻞ‬
َ ‫ُﻳ ْﻨ َﻮ‬ ‫ﱠﺼ ُﻞ‬
َ ‫ُﻳﺘ‬ ‫ﺻ ُﻞ‬
َ ‫ُﻳ ْﺴ َﺘ ْﻮ‬
Imperf. yūs.alu yuwas.s.alu yuwās.alu yūs.alu yutawas.s.alu yutawās.alu yunwas.alu yuttas.alu yustaws.alu
‫ﻮﻝ‬
ٌ ‫ﺻ‬ ‫ُﻣ َﻮ ﱠ‬
ُ ‫ﺻ ٌﻞ َﻣ ْﻮ‬ ‫ﺍﺻ ٌﻞ‬
َ ‫ُﻣ َﻮ‬ ‫ﻮﺻ ٌﻞ‬
َ ‫ﺻ ٌﻞ ُﻣ‬
‫ُﻣ َﺘ َﻮ ﱠ‬ ‫ﺍﺻ ٌﻞ‬
َ ‫ُﻣ َﺘ َﻮ‬ ‫ﺻ ٌﻞ‬
َ ‫ُﻣ ْﻨ َﻮ‬ ‫ﱠﺼ ٌﻞ‬
َ ‫ُﻣﺘ‬ ‫ﺻ ٌﻞ‬
َ ‫ُﻣ ْﺴ َﺘ ْﻮ‬
Particip. maws.ūlun muwas.s.alun muwās.alun mūs.alun mutawas.s.alun mutawās.alun munwas.alun muttas.alun mustaws.alun
‫ﺻ ٌﻞ‬
ْ ‫َﻭ‬ ‫ﻴﻞ‬
ٌ ‫َﺗ ْﻮ ِﺻ‬ ‫ﺎﻝ‬
ٌ ‫ﺻ‬َ ِ‫ﻭ‬ ‫ﺎﻝ‬
ٌ ‫ﻳﺼ‬
َ ‫ﺻ ٌﻞ ِﺇ‬
‫َﺗ َﻮ ﱡ‬ ‫ﺍﺻ ٌﻞ‬
ُ ‫َﺗ َﻮ‬ ‫ﺎﻝ‬
ٌ ‫ﺻ‬َ ِ‫ِﺇﻧْﻮ‬ ‫ﺎﻝ‬
ٌ ‫ﱢﺼ‬
َ ‫ِﺇﺗ‬ ‫ﺎﻝ‬
ٌ ‫ﻴﺼ‬
َ ‫ِﺇ ْﺳ ِﺘ‬
Verbal was.lun taws.ı̄lun wis.ālun ᵓı̄s.ālun tawas.s.ulun tawās.ulun inwis.ālun ᵓittis.ālun ᵓistı̄s.ālun
noun ‫ﺍﺻﻠَ ٌﺔ‬

(mas.dar)
َ ‫ُﻣ َﻮ‬
muwās.alatun
44
445
Appendix 1
Appendix 1
4466
Table A1.4 The patterns I–X of verbs with weak middle radical ‫ ﻭ‬W: ‫ ﻗَﺎ َﻡ‬qāma, to stand up (from ‫ ﻗﻮﻡ‬qwm)
Active
‫ﻗَﺎ َﻡ‬ ‫َﻗ ﱠﻮ َﻡ‬ ‫ﻗَﺎ َﻭ َﻡ‬ ‫َﺃﻗَﺎ َﻡ‬ ‫َﺗ َﻘ ﱠﻮ َﻡ‬ ‫َﺗﻘَﺎ َﻭ َﻡ‬ ‫ِﺇ ْﻧﻘَﺎ َﻡ‬ ‫ِﺇ ْﻗﺘَﺎ َﻡ‬ ‫ِﺇ ْﺳ َﺘﻘَﺎ َﻡ‬
Perfect qāma qawwama qāwama ᵓaqāma taqawwama taqāwama ᵓinqāma ᵓiqtāma ᵓistaqāma
‫َﻳ ُﻘﻮ ُﻡ‬ ‫ُﻳ َﻘ ﱢﻮ ُﻡ‬ ‫ُﻳﻘَﺎﻭِ ُﻡ‬ ‫ُﻳ ِﻘﻴ ُﻢ‬ ‫َﻳ َﺘ َﻘ ﱠﻮ ُﻡ‬ ‫َﻳ َﺘﻘَﺎ َﻭ ُﻡ‬ ‫َﻳ ْﻨﻘَﺎ ُﻡ‬ ‫َﻳ ْﻘﺘَﺎ ُﻡ‬ ‫َﻳ ْﺴﺘ َِﻘﻴ ُﻢ‬
Imperf. yaqūmu yuqawwimu yuqāwimu yuqı̄mu yataqawwamu yataqāwamu yanqāmu yaqtāmu yastaqı̄mu
‫ُﻗ ْﻢ‬ ‫َﻗ ﱢﻮ ْﻡ‬ ‫ﻗَﺎﻭِ ْﻡ‬ ‫َﺃ ِﻗ ْﻢ‬ ‫َﺗ َﻘ ﱠﻮ ْﻡ‬ ‫َﺗﻘَﺎ َﻭ ْﻡ‬ ‫ِﺇ ْﻧ َﻘ ْﻢ‬ ‫ِﺇ ْﻗ َﺘ ْﻢ‬ ‫ِﺇ ْﺳﺘ َِﻘ ْﻢ‬
Imperat. qum qawwim qāwim ᵓaqim taqawwam taqāwam ᵓinqam ᵓiqtam ᵓistaqim
‫ﻗَﺎ ِﺋ ٌﻢ‬ ‫ُﻣ َﻘ ﱢﻮ ٌﻡ‬ ‫ُﻣﻘَﺎﻭِ ٌﻡ‬ ‫ُﻣ ِﻘﻴ ٌﻢ‬ ‫ُﻣ َﺘ َﻘ ﱢﻮ ٌﻡ‬ ‫ُﻣ َﺘﻘَﺎﻭِ ٌﻡ‬ ‫ُﻣ ْﻨﻘَﺎ ٌﻡ‬ ‫ُﻣ ْﻘﺘَﺎ ٌﻡ‬ ‫ُﻣ ْﺴﺘ َِﻘﻴ ٌﻢ‬
Particip. qāᵓimun muqawwimun muqāwimun muqı̄mun mutaqawwimun mutaqāwimun munqāmun muqtāmun mustaqı̄mun
Passive
‫ِﻗﻴ َﻢ‬ ‫ُﻗ ﱢﻮ َﻡ‬ ‫ُﻗﻮﻭِ َﻡ‬ ‫ُﺃ ِﻗﻴ َﻢ‬ ‫ُﺗ ُﻘ ﱢﻮ َﻡ‬ ‫ُﺗ ُﻘﻮﻭِ َﻡ‬ ‫ُﺃﻧ ِْﻘﻴ َﻢ‬ ‫ُﺃ ْﻗ ِﺘﻴ َﻢ‬ ‫ُﺃ ْﺳﺘ ُِﻘﻴ َﻢ‬
Perfect qı̄ma quwwima qūwima ᵓuqı̄ma tuquwwima tuqūwima ᵓunqı̄ma ᵓuqtı̄ma ᵓustuqı̄ma
‫ُﻳﻘَﺎ ُﻡ‬ ‫ُﻳ َﻘ ﱠﻮ ُﻡ‬ ‫ُﻳﻘَﺎ َﻭ ُﻡ‬ ‫ُﻳﻘَﺎ ُﻡ‬ ‫ُﻳ َﺘ َﻘ ﱠﻮ ُﻡ‬ ‫ُﻳ َﺘﻘَﺎ َﻭ ُﻡ‬ ‫ُﻳ ْﻨﻘَﺎ ُﻡ‬ ‫ُﻳ ْﻘﺘَﺎ ُﻡ‬ ‫ُﻳ ْﺴ َﺘﻘَﺎ ُﻡ‬
Imperf. yuqāmu yuqawwamu yuqāwamu yuqāmu yutaqawwamu yutaqāwamu yunqāmu yuqtāmu yustaqāmu
‫َﻣ ُﻘﻮ ٌﻡ‬ ‫ُﻣ َﻘ ﱠﻮ ٌﻡ‬ ‫ُﻣﻘَﺎ َﻭ ٌﻡ‬ ‫ُﻣﻘَﺎ ٌﻡ‬ ‫ُﻣ َﺘ َﻘ ﱠﻮ ٌﻡ‬ ‫ُﻣ َﺘﻘَﺎ َﻭ ٌﻡ‬ ‫ُﻣ ْﻨﻘَﺎ ٌﻡ‬ ‫ُﻣ ْﻘﺘَﺎ ٌﻡ‬ ‫ُﻣ ْﺴ َﺘﻘَﺎ ٌﻡ‬
Particip. maqūmun muqawwamun muqāwamun muqāmun mutaqawwamun mutaqāwamun munqāmun muqtāmun mustaqāmun
‫َﻗ ْﻮ ٌﻡ‬ ‫ﱘ‬

ٌ ِ‫َﺗ ْﻘﻮ‬ ‫ُﻣﻘَﺎ َﻭ َﻣ ٌﺔ‬ ‫ِﺇﻗَﺎ َﻣ ٌﺔ‬ ‫َﺗ َﻘ ﱡﻮ ٌﻡ‬ ‫َﺗﻘَﺎ ُﻭ ٌﻡ‬ ‫ِﺇﻧ ِْﻘ َﻴﺎ ٌﻡ‬ ‫ِﺇ ْﻗ ِﺘ َﻴﺎ ٌﻡ‬ ‫ِﺇ ْﺳ ِﺘﻘَﺎ َﻣ ٌﺔ‬
Verbal qawmun taqwı̄mun muqāwamatun ᵓiqāmatun taqawwumun taqāwumun inqiyāmun ᵓiqtiyāmun ᵓistiqāmatun
noun
(mas.dar)
44
447
Appendix 1
‫‪Appendix 2‬‬
‫‪Verb conjugation paradigms‬‬
‫‪A2.1‬‬
‫)‪َ to write (perf. /a/ imperf. /u/‬ﻛﺘ َ‬

‫َﺐ ‪Strong verb‬‬
‫‪ACTIVE‬‬ ‫‪PASSIVE‬‬
‫‪Person‬‬ ‫‪Perf.‬‬ ‫‪Imperf. Imperf. Imperf.‬‬ ‫‪Perf.‬‬ ‫‪Imperf. Imperat.‬‬
‫‪Indic.‬‬ ‫‪Subj.‬‬ ‫‪Jussive‬‬ ‫‪Indic.‬‬
‫‪Singular‬‬
‫‪3.m.‬‬ ‫َﻛﺘ ََﺐ‬ ‫ُﻛ ِﺘ َﺐ َﻳ ْﻜﺘ ُْﺐ َﻳ ْﻜﺘ َُﺐ َﻳ ْﻜﺘ ُُﺐ‬ ‫ُﻳ ْﻜﺘ َُﺐ‬
‫‪3.f.‬‬ ‫ُﺗ ْﻜﺘ َُﺐ ُﻛ ِﺘ َﺒ ْﺖ َﺗ ْﻜﺘ ُْﺐ َﺗ ْﻜﺘ َُﺐ َﺗ ْﻜﺘ ُُﺐ َﻛ َﺘ َﺒ ْﺖ‬
‫‪2.m.‬‬ ‫ُﺃ ْﻛﺘ ُْﺐ ُﺗ ْﻜﺘ َُﺐ ُﻛ ِﺘ ْﺒ َﺖ َﺗ ْﻜﺘ ُْﺐ َﺗ ْﻜﺘ َُﺐ َﺗ ْﻜﺘ ُُﺐ َﻛ َﺘ ْﺒ َﺖ‬
‫‪2.f.‬‬ ‫ﲔ َﻛ َﺘ ْﺒ ِﺖ‬ ‫ُﺃ ْﻛ ُﺘ ِﺒﻲ ُﺗ ْﻜ َﺘ ِﺒ َ‬
‫ﲔ ُﻛ ِﺘ ْﺒ ِﺖ َﺗ ْﻜ ُﺘ ِﺒﻲ َﺗ ْﻜ ُﺘ ِﺒﻲ َﺗ ْﻜ ُﺘ ِﺒ َ‬
‫‪1.m.f.‬‬ ‫ُﺃ ْﻛﺘ َُﺐ ُﻛ ِﺘ ْﺒ ُﺖ َﺃ ْﻛﺘ ُْﺐ َﺃ ْﻛﺘ َُﺐ َﺃ ْﻛﺘ ُُﺐ َﻛ َﺘ ْﺒ ُﺖ‬
‫‪Dual‬‬
‫‪3.m.‬‬ ‫َﻛ َﺘ َﺒﺎ‬ ‫َﻳ ْﻜ ُﺘ َﺒﺎ َﻳ ْﻜ ُﺘ َﺒﺎ َﻳ ْﻜ ُﺘ َﺒﺎﻥِ‬ ‫ُﻛ ِﺘ َﺒﺎ‬ ‫ُﻳ ْﻜ َﺘ َﺒﺎﻥِ‬
‫‪448‬‬
Appendix 2
ACTIVE PASSIVE
Person Perf. Imperf. Imperf. Imperf. Perf. Imperf. Imperat.
Indic. Subj. Jussive Indic.
Dual
3.f. ‫َﻛ َﺘ َﺒﺘَﺎ‬ ِ‫َﺗ ْﻜ ُﺘ َﺒﺎ َﺗ ْﻜ ُﺘ َﺒﺎ َﺗ ْﻜ ُﺘ َﺒﺎﻥ‬ ‫ُﻛ ِﺘ َﺒﺘَﺎ‬ ِ‫ُﺗ ْﻜ َﺘ َﺒﺎﻥ‬
2.m.f. ‫َﺗ ْﻜ ُﺘ َﺒﺎ َﺗ ْﻜ ُﺘ َﺒﺎ َﺗ ْﻜ ُﺘ َﺒﺎﻥِ َﻛ َﺘ ْﺒ ُﺘ َﻤﺎ‬ ‫ُﺃ ْﻛ ُﺘ َﺒﺎ ُﺗ ْﻜ َﺘ َﺒﺎﻥِ ُﻛ ِﺘ ْﺒ ُﺘ َﻤﺎ‬
Plural
3.m.
َ ‫ﻮﻥ ُﻛ ِﺘ ُﺒﻮﺍ َﻳ ْﻜ ُﺘ ُﺒﻮﺍ َﻳ ْﻜ ُﺘ ُﺒﻮﺍ َﻳ ْﻜ ُﺘ ُﺒ‬
‫ﻮﻥ َﻛ َﺘ ُﺒﻮﺍ‬ َ ‫ُﻳ ْﻜ َﺘ ُﺒ‬
3.f.
َ ْ ‫َﻛﺘ‬
‫َﱭ‬ َ ْ ‫ُﱭ َﻳ ْﻜﺘ‬
‫ُﱭ‬ َ ْ ‫ُﱭ َﻳ ْﻜﺘ‬
َ ْ ‫ﱭ َﻳ ْﻜﺘ‬
َ ْ ‫ُﻛ ِﺘ‬ َ ْ ‫ُﻳ ْﻜﺘ‬
‫َﱭ‬
2.m. ‫ﻮﻥ َﻛ َﺘ ْﺒ ُﺘ ْﻢ‬ َ ‫ُﺃ ْﻛ ُﺘ ُﺒﻮﺍ ُﺗ ْﻜ َﺘ ُﺒ‬
َ ‫ﻮﻥ ُﻛ ِﺘ ْﺒ ُﺘ ْﻢ َﺗ ْﻜ ُﺘ ُﺒﻮﺍ َﺗ ْﻜ ُﺘ ُﺒﻮﺍ َﺗ ْﻜ ُﺘ ُﺒ‬
2.f.
َ ْ ‫ُﱭ َﺗ ْﻜﺘ‬
‫ُﱭ َﻛ َﺘ ْﺒ ُ ﱠ‬
‫ﱳ‬ َ ْ ‫ُﱭ َﺗ ْﻜﺘ‬
َ ْ ‫ﱳ َﺗ ْﻜﺘ‬ َ ْ ‫ُﺃ ْﻛﺘ‬
َ ْ ‫ُﱭ ُﺗ ْﻜﺘ‬
‫َﱭ ُﻛ ِﺘ ْﺒ ُ ﱠ‬
1.m.f. ‫ُﻧ ْﻜﺘ َُﺐ ُﻛ ِﺘ ْﺒﻨَﺎ َﻧ ْﻜﺘ ُْﺐ َﻧ ْﻜﺘ َُﺐ َﻧ ْﻜﺘ ُُﺐ َﻛ َﺘ ْﺒﻨَﺎ‬
ٌ ‫ َﻛﺎ ِﺗ‬Pass. part. ‫ُﻮﺏ‬
Act. part. ‫ﺐ‬ ٌ ‫ َﻣ ْﻜﺘ‬Verbal noun (mas.dar) ‫ َﻛﺘ ٌْﺐ‬or ‫ِﻛﺘَﺎ َﺑ ٌﺔ‬
A2.2
Conjugations of the derived verb forms II–X

The conjugations of the derived verb forms II–X below serve as models for
other derived verbs. Here they are conjugated only in the singular. The dual
and plural are conjugated regularly.
449
44
‫‪َ to smash, to break into pieces‬ﻛ ﱠ‬

‫ﺴ َﺮ ‪II‬‬
‫‪Person‬‬ ‫‪Perf.‬‬ ‫‪Imperf.‬‬ ‫‪Perf.‬‬ ‫‪Imperf.‬‬ ‫‪Imperat.‬‬
‫‪3.m.‬‬ ‫َﻛ ﱠﺴ َﺮ‬ ‫ُﻳ َﻜ ﱢﺴ ُﺮ‬ ‫ُﻛ ﱢﺴ َﺮ‬ ‫ُﻳ َﻜ ﱠﺴ ُﺮ‬

‫‪3.f.‬‬ ‫َﻛ ﱠﺴ َﺮ ْﺕ‬ ‫ُﺗ َﻜ ﱢﺴ ُﺮ‬ ‫ُﻛ ﱢﺴ َﺮ ْﺕ‬ ‫ُﺗ َﻜ ﱠﺴ ُﺮ‬
‫‪2.m.‬‬ ‫َﻛ ﱠﺴ ْﺮ َﺕ‬ ‫ُﺗ َﻜ ﱢﺴ ُﺮ‬ ‫ُﻛ ﱢﺴ ْﺮ َﺕ‬ ‫ُﺗ َﻜ ﱠﺴ ُﺮ‬ ‫َﻛ ﱢﺴ ْﺮ‬
‫‪2.f.‬‬ ‫َﻛ ﱠﺴ ْﺮ ِﺕ‬ ‫ُﺗ َﻜ ﱢﺴﺮِ َ‬
‫ﻳﻦ‬ ‫ُﻛ ﱢﺴ ْﺮ ِﺕ‬ ‫ُﺗ َﻜ ﱠﺴﺮِ َ‬
‫ﻳﻦ‬ ‫َﻛ ﱢﺴﺮِ ﻱ‬
‫‪1.m.f.‬‬ ‫َﻛ ﱠﺴ ْﺮ ُﺕ‬ ‫ُﺃ َﻛ ﱢﺴ ُﺮ‬ ‫ُﻛ ﱢﺴ ْﺮ ُﺕ‬ ‫ُﺃ َﻛ ﱠﺴ ُﺮ‬
‫ُﻣ َﻜ ﱢ‬
‫ﺴ ٌﺮ ‪Active participle‬‬ ‫ُﻣ َﻜ ﱠ‬
‫ﺴ ٌﺮ ‪Passive participle‬‬
‫)‪َ , a test, trial‬ﲡْﺮِ َﺑ ٌﺔ ‪َ (as‬ﺗ ْﻜ ِﺴ َﺮ ٌﺓ ‪َ or‬ﺗ ْﻜ ِ‬

‫ﺴﻴ ٌﺮ )‪Verbal noun (mas.dar‬‬
‫‪َ to correspond with‬ﻛﺎﺗ َ‬

‫َﺐ ‪III‬‬
‫‪3.m.‬‬ ‫َﻛﺎﺗ ََﺐ‬ ‫ُﻳ َﻜﺎ ِﺗ ُﺐ‬ ‫ُﻛﻮ ِﺗ َﺐ‬ ‫ُﻳ َﻜﺎﺗ َُﺐ‬
‫‪3.f.‬‬ ‫َﻛﺎ َﺗ َﺒ ْﺖ‬ ‫ُﺗ َﻜﺎ ِﺗ ُﺐ‬ ‫ُﻛﻮ ِﺗ َﺒ ْﺖ‬ ‫ُﺗ َﻜﺎﺗ َُﺐ‬
‫‪2.m.‬‬ ‫َﻛﺎ َﺗ ْﺒ َﺖ‬ ‫ُﺗ َﻜﺎ ِﺗ ُﺐ‬ ‫ُﻛﻮ ِﺗ ْﺒ َﺖ‬ ‫ُﺗ َﻜﺎﺗ َُﺐ‬ ‫َﻛﺎ ِﺗ ْﺐ‬
‫‪2.f.‬‬ ‫َﻛﺎ َﺗ ْﺒ ِﺖ‬ ‫ُﺗ َﻜﺎ ِﺗ ِﺒ َ‬
‫ﲔ‬ ‫ُﻛ ِﺘ ْﺒ ِﺖ‬ ‫ُﺗ َﻜﺎ َﺗ ِﺒ َ‬
‫ﲔ‬ ‫َﻛﺎ ِﺗ ِﺒﻲ‬
‫‪1.m.f.‬‬ ‫َﻛﺎ َﺗ ْﺒ ُﺖ‬ ‫ُﺃ َﻛﺎ ِﺗ ُﺐ‬ ‫ُﻛﻮ ِﺗ ْﺒ ُﺖ‬ ‫ُﺃ َﻛﺎﺗ َُﺐ‬
‫‪4500‬‬ ‫‪Act. part.‬‬ ‫ُﻣ َﻜﺎ ِﺗ ٌﺐ‬ ‫‪Pass. part.‬‬ ‫ُﻣ َﻜﺎﺗ ٌَﺐ‬ ‫)‪Verbal noun (mas.dar‬‬ ‫ِﻛﺘ ٌ‬
‫َﺎﺏ‬ ‫‪or‬‬
‫ُﻣ َﻜﺎ َﺗ َﺒ ٌﺔ‬

‫‪َ to inform‬ﺃ ْ‬
‫ﻋﻠَ َﻢ ‪IV‬‬
‫‪3.m.‬‬ ‫َﺃ ْﻋﻠَ َﻢ‬ ‫ُﻳ ْﻌ ِﻠ ُﻢ‬ ‫ُﺃ ْﻋ ِﻠ َﻢ‬ ‫ُﻳ ْﻌﻠَ ُﻢ‬
‫‪3.f.‬‬ ‫َﺃ ْﻋﻠَ َﻤ ْﺖ‬ ‫ُﺗ ْﻌ ِﻠ ُﻢ‬ ‫ُﺃ ْﻋ ِﻠ َﻤ ْﺖ‬ ‫ُﺗ ْﻌﻠَ ُﻢ‬
‫‪2.m.‬‬ ‫َﺃ ْﻋﻠَ ْﻤ َﺖ‬ ‫ُﺗ ْﻌ ِﻠ ُﻢ‬ ‫ُﺃ ْﻋ ِﻠ ْﻤ َﺖ‬ ‫ُﺗ ْﻌﻠَ ُﻢ‬ ‫َﺃ ْﻋ ِﻠ ْﻢ‬
‫‪2.f.‬‬ ‫َﺃ ْﻋﻠَ ْﻤ ِﺖ‬ ‫ُﺗ ْﻌ ِﻠ ِﻤ َ‬
‫ﲔ‬ ‫ُﺃ ْﻋ ِﻠ ْﻤ ِﺖ‬ ‫ُﺗ َﻌﻠَ ِﻤ َ‬
‫ﲔ‬ ‫َﺃ ْﻋ ِﻠ ِﻤﻲ‬
‫‪1.m.f.‬‬ ‫َﺃ ْﻋﻠَ ْﻤ ُﺖ‬ ‫ُﺃ ْﻋ ِﻠ ُﻢ‬ ‫ُﺃ ْﻋ ِﻠ ْﻤ ُﺖ‬ ‫ُﺃ ْﻋﻠَ ُﻢ‬
‫ُﻣ ْﻌ ِﻠ ٌﻢ ‪Act. part.‬‬ ‫ﻼ ٌﻡ )‪ُ Verbal noun (mas.dar‬ﻣ ْﻌﻠَ ٌﻢ ‪Pass. part.‬‬
‫ِﺇ ْﻋ َ‬
‫‪V‬‬ ‫‪َ to learn, to be taught‬ﺗ َﻌﻠﱠ َﻢ‬

‫‪3.m.‬‬ ‫َﺗ َﻌﻠﱠ َﻢ‬ ‫َﻳ َﺘ َﻌﻠﱠ ُﻢ‬ ‫ُﺗ ُﻌﻠﱢ َﻢ‬ ‫ُﻳ َﺘ َﻌﻠﱠ ُﻢ‬
‫‪3.f.‬‬ ‫َﺗ َﻌﻠﱠ َﻤ ْﺖ‬ ‫َﺗ َﺘ َﻌﻠﱠ ُﻢ‬ ‫ُﺗ ُﻌﻠﱢ َﻤ ْﺖ‬ ‫ُﺗ َﺘ َﻌﻠﱠ ُﻢ‬
‫‪2.m.‬‬ ‫َﺗ َﻌﻠﱠ ْﻤ َﺖ‬ ‫َﺗ َﺘ َﻌﻠﱠ ُﻢ‬ ‫ُﺗ ُﻌﻠﱢ ْﻤ َﺖ‬ ‫ُﺗ َﺘ َﻌﻠﱠ ُﻢ‬ ‫َﺗ َﻌﻠﱠ ْﻢ‬
‫‪2.f.‬‬ ‫َﺗ َﻌﻠﱠ ْﻤ ِﺖ‬ ‫َﺗ َﺘ َﻌﻠﱠ ِﻤ َ‬
‫ﲔ‬ ‫ُﺗ ُﻌﻠﱢ ْﻤ ِﺖ‬ ‫ُﺗ َﺘ َﻌﻠﱠ ِﻤ َ‬
‫ﲔ‬ ‫َﺗ َﻌﻠﱠ ِﻤﻲ‬
‫‪1.m.f.‬‬ ‫َﺗ َﻌﻠﱠ ْﻤ ُﺖ‬ ‫َﺃ َﺗ َﻌﻠﱠ ُﻢ‬ ‫ُﺗ ُﻌﻠﱢ ْﻤ ُﺖ‬ ‫ُﺃ َﺗ َﻌﻠﱠ ُﻢ‬ ‫‪451‬‬
‫‪45‬‬
‫ُﻣ َﺘ َﻌﻠﱢ ٌﻢ ‪Act. part.‬‬ ‫ُﻣ َﺘ َﻌﻠﱠ ٌﻢ ‪Pass. part.‬‬ ‫َﺗ َﻌ ﱡﻠ ٌﻢ )‪Verbal noun (mas.dar‬‬
Appendix 2
َ ‫ َﺗﻘَﺎ َﺗ‬to fight one another

VI ‫ﻞ‬
ACTIVE PASSIVE
Person Perf. Imperf. Perf. Imperf. Imperat.
3.m. ‫َﺗﻘَﺎ َﺗ َﻞ‬ ‫َﻳ َﺘﻘَﺎﺗ َُﻞ‬ ‫ُﺗ ُﻘﻮ ِﺗ َﻞ‬ ‫ُﻳ َﺘﻘَﺎﺗ َُﻞ‬
3.f. ‫َﺗﻘَﺎ َﺗﻠَ ْﺖ‬ ‫َﺗ َﺘﻘَﺎﺗ َُﻞ‬ ‫ُﺗ ُﻘﻮ ِﺗﻠَ ْﺖ‬ ‫ُﺗ َﺘﻘَﺎﺗ َُﻞ‬
2.m. ‫َﺗﻘَﺎ َﺗﻠْ َﺖ‬ ‫َﺗ َﺘﻘَﺎﺗ َُﻞ‬ ‫ُﺗ ُﻘﻮ ِﺗﻠْ َﺖ‬ ‫ُﺗ َﺘﻘَﺎﺗ َُﻞ‬ ‫َﺗﻘَﺎ َﺗ ْﻞ‬
2.f. ‫َﺗﻘَﺎ َﺗﻠْ ِﺖ‬ َ ‫َﺗ َﺘﻘَﺎ َﺗ ِﻠ‬
‫ﲔ‬ ‫ُﺗ ُﻘﻮ ِﺗﻠْ ِﺖ‬ َ ‫ُﺗ َﺘﻘَﺎ َﺗ ِﻠ‬
‫ﲔ‬ ‫َﺗﻘَﺎ َﺗ ِﻠﻲ‬
1.m.f. ‫َﺗﻘَﺎ َﺗﻠْ ُﺖ‬ ‫َﺃ َﺗﻘَﺎﺗ َُﻞ‬ ‫ُﺗ ُﻘﻮ ِﺗﻠْ ُﺖ‬ ‫ُﺃ َﺗﻘَﺎﺗ َُﻞ‬
Act. part. ‫ُﻣ َﺘﻘَﺎ ِﺗ ٌﻞ‬ ٌ ‫ُﻣ َﺘﻘَﺎﺗ‬
Pass. part. ‫َﻞ‬ ٌ ‫َﺗﻘَﺎﺗ‬
Verbal noun (mas.dar) ‫ُﻞ‬
VII ‫ ِﺇ ْﻧ َﻜ َﺴ َﺮ‬to be broken

ACTIVE PASSIVE
3.m. ‫ِﺇ ْﻧ َﻜ َﺴ َﺮ‬ ‫َﻳ ْﻨ َﻜ ِﺴ َُﺮ‬ (The passive is not used, because
form VII has intransitive-passive
meaning.)
3.f. ‫ِﺇ ْﻧ َﻜ َﺴ َﺮ ْﺕ‬ ‫َﺗ ْﻨ َﻜ ِﺴ ُﺮ‬

2.m. ‫ِﺇ ْﻧ َﻜ َﺴ ْﺮ َﺕ‬ ‫َﺗ ْﻨ َﻜ ِﺴ ُﺮ‬ ‫ِﺇ ْﻧ َﻜ ِﺴ ْﺮ‬
2.f. ‫ِﺇ ْﻧ َﻜ َﺴ ْﺮ ِﺕ‬ َ ِ‫َﺗ ْﻨ َﻜ ِﺴﺮ‬
‫ﻳﻦ‬ ‫ِﺇ ْﻧ َﻜ ِﺴﺮِ ﻱ‬
1.m.f. ‫ِﺇ ْﻧ َﻜ َﺴ ْﺮ ُﺕ‬ ‫َﺃ ْﻧ َﻜ ِﺴ ُﺮ‬
4522 ِ ‫ُﻣ ْﻨ َﻜ‬

Act. part. ‫ﺴ ٌﺮ‬ Verbal noun (mas.dar) ‫ِﺇﻧ ِْﻜ َﺴﺎ ٌﺭ‬
Appendix 2
VIII َ‫ ِﺇ ْﺣﺘ ََﺮﻕ‬to burn, to be burned

ACTIVE PASSIVE
3.m. َ‫ِﺇ ْﺣﺘ ََﺮﻕ‬ ُ‫َﻳ ْﺤﺘَﺮِ ﻕ‬ َ‫ُﺃ ْﺣﺘُﺮِ ﻕ‬ ُ‫ُﻳ ْﺤﺘ ََﺮﻕ‬
3.f. ‫ِﺇ ْﺣﺘ ََﺮﻗ َْﺖ‬ ْ َ
ُ‫ﲢﺘَﺮِ ﻕ‬ ‫ُﺃ ْﺣﺘُﺮِ ﻗ َْﺖ‬ ْ ُ
ُ‫ﲢﺘ ََﺮﻕ‬
2.m. ‫ِﺇ ْﺣﺘ ََﺮ ْﻗ َﺖ‬ ْ َ
ُ‫ﲢﺘَﺮِ ﻕ‬ ‫ُﺃ ْﺣﺘُﺮِ ْﻗ َﺖ‬ ْ ُ
ُ‫ﲢﺘ ََﺮﻕ‬ ْ‫ِﺇ ْﺣﺘَﺮِ ﻕ‬
2.f. ‫ِﺇ ْﺣﺘ ََﺮ ْﻗ ِﺖ‬ َ ‫ﲢﺘَﺮِ ِﻗ‬
‫ﲔ‬ ْ َ ‫ُﺃ ْﺣﺘُﺮِ ْﻗ ِﺖ‬ َ ‫ﲢﺘ ََﺮ ِﻗ‬
‫ﲔ‬ ْ ُ ‫ِﺇ ْﺣﺘَﺮِ ِﻗﻲ‬
1.m.f. ‫ِﺇ ْﺣﺘَﺮ ْﻗ ُﺖ‬ ُ‫َﺃ ْﺣﺘَﺮِ ﻕ‬ ‫ِﺇ ْﺣﺘُﺮِ ْﻗ ُﺖ‬ ُ‫ُﺃ ْﺣﺘ ََﺮﻕ‬
Act. part. ٌ‫ُﻣ ْﺤﺘَﺮِ ﻕ‬ Pass. part. ٌ‫ُﻣ ْﺤﺘ ََﺮﻕ‬ Verbal noun (mas.dar) ٌ‫ِﺇ ْﺣ ِﺘ َﺮﺍﻕ‬
IX ‫ﺻ َﻔ ﱠﺮ‬
ْ ‫ ِﺇ‬to become yellow
ACTIVE PASSIVE
3.m. ‫ﺻ َﻔ ﱠﺮ‬
ْ ‫ِﺇ‬ ‫ﺼ َﻔ ﱡﺮ‬
ْ ‫َﻳ‬ (The passive is not used.)
3.f. ‫ﺻ َﻔ ﱠﺮ ْﺕ‬
ْ ‫ِﺇ‬ ‫َﺼ َﻔ ﱡﺮ‬
ْ ‫ﺗ‬
2.m. ‫ﺻﻔ ََﺮ ْﺭ َﺕ‬
ْ ‫ِﺇ‬ ‫َﺼ َﻔ ﱡﺮ‬
ْ ‫ﺗ‬ ‫ﺻ َﻔ ﱠﺮ‬
ْ ‫ِﺇ‬
2.f. ‫ِﺇﺻﻔ ََﺮ ْﺭ ِﺕ‬ َ ‫َﺼ َﻔ ﱢﺮ‬
‫ﻳﻦ‬ ْ ‫ﺗ‬ ‫ِﺇﺻ َﻔ ﱢﺮﻱ‬
1.m.f. ‫ﺻﻔ ََﺮ ْﺭ ُﺕ‬
ْ ‫ِﺇ‬ ْ ‫َﺃ‬
‫ﺻ َﻔ ﱡﺮ‬
ْ ‫ ُﻣ‬Verbal noun (mas.dar) ‫ﺻ ِﻔ َﺮﺍﺭ‬

Act. part. ‫ﺼ َﻔ ﱞﺮ‬ ْ ‫ِﺇ‬ 453
45
‫‪ِ to use‬ﺇ ْﺳ َﺘ ْﻌ َﻤ َ‬
‫ﻞ‪X‬‬
‫‪Person Perf.‬‬ ‫‪Imperf.‬‬ ‫‪Perf.‬‬ ‫‪Imperf.‬‬ ‫‪Imperat.‬‬
‫‪3.m.‬‬ ‫ِﺇ ْﺳ َﺘ ْﻌ َﻤ َﻞ‬ ‫َﻳ ْﺴ َﺘ ْﻌ ِﻤ ُﻞ‬ ‫ُﺃ ْﺳ ُﺘ ْﻌ ِﻤ َﻞ‬ ‫ُﻳ ْﺴ َﺘ ْﻌ َﻤ ُﻞ‬

‫‪3.f.‬‬ ‫ﺗ َْﺴ َﺘ ْﻌ ِﻤ ُﻞ ِﺇ ْﺳ َﺘ ْﻌ َﻤﻠَ ْﺖ‬ ‫ﺗ ُْﺴ َﺘ ْﻌ َﻤ ُﻞ ُﺃ ْﺳ ُﺘ ْﻌ ِﻤﻠَ ْﺖ‬
‫‪2.m.‬‬ ‫ﺗ َْﺴ َﺘ ْﻌ ِﻤ ُﻞ ِﺇ ْﺳ َﺘ ْﻌ َﻤﻠْ َﺖ‬ ‫ﺗ ُْﺴ َﺘ ْﻌ َﻤ ُﻞ ُﺃ ْﺳ ُﺘ ْﻌ ِﻤﻠْ َﺖ‬ ‫ِﺇ ْﺳ َﺘ ْﻌ ِﻤ ْﻞ‬
‫‪2.f.‬‬
‫ﲔ ُﺃ ْﺳ ُﺘ ْﻌ ِﻤﻠْ ِﺖ ﺗ َْﺴ َﺘ ْﻌ ِﻤ ِﻠ َ‬
‫ﲔ ِﺇ ْﺳ َﺘ ْﻌ َﻤﻠْ ِﺖ‬ ‫ِﺇ ْﺳ َﺘ ْﻌ ِﻤ ِﻠﻲ ﺗ ُْﺴ َﺘ ْﻌ َﻤ ِﻠ َ‬
‫‪1.m.f.‬‬ ‫َﺃ ْﺳ َﺘ ْﻌ ِﻤ ُﻞ ِﺇ ْﺳ َﺘ ْﻌ َﻤﻠْ ُﺖ‬ ‫ُﺃ ْﺳ َﺘ ْﻌ َﻤ ُﻞ ُﺃ ْﺳ ُﺘ ْﻌ ِﻤﻠْ ُﺖ‬
‫‪Act. part.‬‬ ‫ُﻣ ْﺴ َﺘ ْﻌ ِﻤ ٌﻞ‬ ‫‪Pass. part.‬‬ ‫ُﻣ ْﺴ َﺘ ْﻌ َﻤ ٌﻞ‬ ‫)‪Verbal noun (mas.dar‬‬
‫ِﺍ ْﺳ ِﺘ ْﻌ َﻤ ٌ‬
‫ﺎﻝ‬
‫‪A2.3‬‬
‫‪Doubled verb‬‬ ‫َﻣ ﱠﺮ‬ ‫)‪to pass (perf. /a/ imperf. /u/‬‬
‫‪Person Perf.‬‬ ‫‪Imperf. Imperf. Imperf. Perf.‬‬ ‫‪Imperf. Imperat.‬‬
‫‪3.m.‬‬ ‫َﻣ ﱠﺮ‬ ‫ﳝ ﱡﺮ‬

‫َُ‬ ‫ﳝ ﱠﺮ‬
‫َُ‬ ‫ﳝ ﱠﺮ‬
‫َُ‬ ‫ُﻣ ﱠﺮ‬ ‫ﳝ ﱡﺮ‬
‫َُ‬
‫‪3.f.‬‬ ‫َﻣ ﱠﺮ ْﺕ‬ ‫َُ‬
‫ﲤ ﱡﺮ‬ ‫َُ‬
‫ﲤ ﱠﺮ‬ ‫َُ‬
‫ﲤ ﱠﺮ‬ ‫ُﻣ ﱠﺮ ْﺕ‬ ‫َُ‬
‫ﲤ ﱡﺮ‬
‫‪4544‬‬
‫‪2.m.‬‬ ‫َُ‬
‫ﲤ ﱡﺮ َﻣ َﺮ ْﺭ َﺕ‬ ‫َُ‬
‫ﲤ ﱠﺮ‬ ‫َُ‬
‫ﲤ ﱠﺮ‬ ‫َُ‬
‫ﲤ ﱡﺮ ُﻣﺮِ ْﺭ َﺕ‬ ‫ُﻣ ﱠﺮ‬
‫‪Person Perf.‬‬ ‫‪Imperf. Imperf. Imperf. Perf.‬‬ ‫‪Imperf. Imperat.‬‬
‫‪2.f.‬‬ ‫ﻳﻦ َﻣ َﺮ ْﺭ ِﺕ‬ ‫ﲤ ﱢﺮﻱ َ ُ‬

‫ﲤ ﱢﺮ َ‬ ‫ﻳﻦ ُﻣﺮِ ْﺭ ِﺕ َ ُ‬
‫ﲤ ﱢﺮﻱ َ ُ‬ ‫ُﻣ ﱢﺮﻱ ُ َ‬
‫ﲤ ﱢﺮ َ‬
‫‪1.m.f.‬‬ ‫َﺃ ُﻣ ﱡﺮ َﻣ َﺮ ْﺭﺕ‬ ‫َﺃ ُﻣ ﱠﺮ‬ ‫َﺃ ُﻣ ﱠﺮ‬ ‫ُﺃ َﻣ ﱡﺮ ُﻣﺮِ ْﺭ ُﺕ‬
‫‪Dual‬‬
‫‪3.m.‬‬ ‫َﻣ ﱠﺮﺍ‬ ‫ﳝ ﱠﺮﺍﻥِ‬

‫ﳝ ﱠﺮﺍ َ ُ‬
‫َُ‬ ‫ﳝ ﱠﺮﺍ‬
‫َُ‬ ‫ُﻣ ﱠﺮﺍ‬ ‫ﳝ ﱠﺮﺍﻥِ‬
‫َُ‬
‫‪3.f.‬‬ ‫َﻣ ﱠﺮﺗَﺎ‬ ‫ﲤ ﱠﺮﺍ َ ُ‬
‫ﲤ ﱠﺮﺍﻥِ‬ ‫َُ‬ ‫َُ‬
‫ﲤ ﱠﺮﺍ‬ ‫ُﻣ ﱠﺮﺗَﺎ‬ ‫َُ‬
‫ﲤ ﱠﺮﺍﻥِ‬
‫‪2.m.f.‬‬ ‫ﲤ ﱠﺮﺍﻥِ َﻣ َﺮ ْﺭ ُﲤَﺎ‬
‫ﲤ ﱠﺮﺍ َ ُ‬
‫َُ‬ ‫َُ‬
‫ﲤ ﱠﺮﺍ‬ ‫ﲤ ﱠﺮﺍﻥِ ُﻣﺮِ ْﺭ ُﲤَﺎ‬
‫ُﻣ ﱠﺮﺍ ُ َ‬
‫‪Plural‬‬
‫‪3.m.‬‬ ‫َﻣ ﱡﺮﻭﺍ‬ ‫ﻭﻥ‬

‫ﳝ ﱡﺮ َ‬
‫ﳝ ﱡﺮﻭﺍ َ ُ‬
‫ﳝ ﱡﺮﻭﺍ َ ُ‬
‫ُﻣ ﱡﺮﻭﺍ َ ُ‬ ‫ﻭﻥ‬
‫ﳝ ﱡﺮ َ‬
‫َُ‬
‫‪3.f.‬‬ ‫ﳝ ُﺮ ْﺭ َﻥ َﻣ َﺮ ْﺭ َﻥ‬
‫ﳝ ُﺮ ْﺭ َﻥ َ ْ‬
‫ﳝ ُﺮ ْﺭ َﻥ َ ْ‬
‫ﳝ َﺮ ْﺭ َﻥ ُﻣﺮِ ْﺭ َﻥ َ ْ‬
‫ُْ‬
‫‪2.m.‬‬ ‫ﻭﻥ َﻣ َﺮ ْﺭ ُ ْ‬
‫ﰎ‬ ‫ﲤ ﱡﺮﻭﺍ َ ُ‬
‫ﲤ ﱡﺮ َ‬ ‫ﲤ ﱡﺮﻭﺍ َ ُ‬
‫ﰎ َُ‬
‫ﻭﻥ ُﻣﺮِ ْﺭ ُ ْ‬ ‫ُﻣ ﱡﺮﻭﺍ ُ َ‬
‫ﲤ ﱡﺮ َ‬
‫‪2.f.‬‬ ‫ﲤ ُﺮ ْﺭ َﻥ َ ْ‬
‫ﲤ ُﺮ ْﺭ َﻥ َﻣ َﺮ ْﺭﺗ ﱠُﻦ‬ ‫ُﺃ ْﻣ ُﺮ ْﺭ َﻥ ُﲤ َْﺮ ْﺭ َﻥ ُﻣﺮِ ْﺭﺗ ﱠُﻦ َ ْ‬
‫ﲤ ُﺮ ْﺭ َﻥ َ ْ‬
‫‪1.m.f.‬‬ ‫َُ‬
‫ﳕ ﱡﺮ َﻣ َﺮ ْﺭﻧَﺎ‬ ‫َُ‬
‫ﳕ ﱠﺮ‬ ‫َُ‬
‫ﳕ ﱠﺮ‬ ‫َُ‬
‫ﳕ ﱡﺮ ُﻣﺮِ ْﺭﻧَﺎ‬
‫‪Act. part.‬‬ ‫َﻣﺎ ﱞﺭ‬ ‫ﳑ ُﺮﻭ ٌﺭ ‪Pass. part.‬‬

‫َْ‬ ‫َﻣ ﱞﺮ )‪Verbal noun (mas.dar‬‬
‫‪455‬‬
‫‪45‬‬
‫‪4566‬‬
‫‪A2.4‬‬
‫‪Quadriliteral verb‬‬ ‫‪َ to translate‬ﺗ ْﺮ َﺟ َﻢ‬
‫‪Person‬‬ ‫‪Perf.‬‬ ‫‪Imperf.‬‬ ‫‪Imperf.‬‬ ‫‪Imperf.‬‬ ‫‪Perf.‬‬ ‫‪Imperf.‬‬ ‫‪Imperat.‬‬
‫‪3.m.‬‬ ‫َﺗ ْﺮ َﺟ َﻢ‬ ‫ُﻳ َﺘ ْﺮ ِﺟ ُﻢ‬ ‫ُﻳ َﺘ ْﺮ ِﺟ َﻢ‬ ‫ُﻳ َﺘ ْﺮ ِﺟ ْﻢ‬ ‫ُﺗ ْﺮ ِﺟ َﻢ‬ ‫ُﻳ َﺘ ْﺮ َﺟ ُﻢ‬
‫‪3.f.‬‬ ‫َﺗ ْﺮ َﺟ َﻤ ْﺖ‬ ‫ُﺗ َﺘ ْﺮ ِﺟ ُﻢ‬ ‫ُﺗ َﺘ ْﺮ ِﺟ َﻢ‬ ‫ُﺗ َﺘ ْﺮ ِﺟ ْﻢ‬ ‫ُﺗ ْﺮ ِﺟ َﻤ ْﺖ‬ ‫ُﺗ َﺘ ْﺮ َﺟ ُﻢ‬
‫‪2.m.‬‬ ‫َﺗ ْﺮ َﺟ ْﻤ َﺖ‬ ‫ُﺗ َﺘ ْﺮ ِﺟ ُﻢ‬ ‫ُﺗ َﺘ ْﺮ ِﺟ َﻢ‬ ‫ُﺗ َﺘ ْﺮ ِﺟ ْﻢ‬ ‫ُﺗ ْﺮ ِﺟ ْﻤ َﺖ‬ ‫ُﺗ َﺘ ْﺮ َﺟ ُﻢ‬ ‫َﺗ ْﺮ ِﺟ ْﻢ‬
‫‪2.f.‬‬ ‫َﺗ ْﺮ َﺟ ْﻤ ِﺖ‬ ‫ﲔ‬ ‫ﲔ‬
‫ُﺗ َﺘ ْﺮ ِﺟ ِﻤ َ‬ ‫ُﺗ َﺘ ْﺮ ِﺟ ِﻤﻲ‬ ‫ُﺗ َﺘ ْﺮ ِﺟ ِﻤﻲ‬ ‫ُﺗ ْﺮ ِﺟ ْﻤ ِﺖ‬ ‫ُﺗ َﺘ ْﺮ َﺟ ِﻤ َ‬ ‫َﺗ ْﺮ ِﺟ ِﻤﻲ‬
‫‪1.m.f.‬‬ ‫َﺗ ْﺮ َﺟ ْﻤ ُﺖ‬ ‫ُﺃ َﺗ ْﺮ ِﺟ ُﻢ‬ ‫ُﺃ َﺗ ْﺮ ِﺟ َﻢ‬ ‫ُﺃ َﺗ ْﺮ ِﺟ ْﻢ‬ ‫ُﺗ ْﺮ ِﺟ ْﻤ ُﺖ‬ ‫ُﺃ َﺗ ْﺮ َﺟ ُﻢ‬
‫‪Dual‬‬
‫‪3.m.‬‬ ‫َﺗ ْﺮ َﺟ َﻤﺎ‬ ‫ُﻳ َﺘ ْﺮ ِﺟ َﻤﺎﻥِ‬ ‫ُﻳ َﺘ ْﺮ ِﺟ َﻤﺎ‬ ‫ُﻳ َﺘ ْﺮ ِﺟ َﻤﺎ‬ ‫ُﺗ ْﺮ ِﺟ َﻤﺎ‬ ‫ُﻳ َﺘ ْﺮ َﺟ َﻤﺎﻥِ‬
‫‪3.f.‬‬ ‫َﺗ ْﺮ َﺟ َﻤﺘَﺎ‬ ‫ُﺗ َﺘ ْﺮ ِﺟ َﻤﺎﻥِ‬ ‫ُﺗ َﺘ ْﺮ ِﺟ َﻤﺎ‬ ‫ُﺗ َﺘ ْﺮ ِﺟ َﻤﺎ‬ ‫ُﺗ ْﺮ ِﺟ َﻤﺘَﺎ‬ ‫ُﺗ َﺘ ْﺮ َﺟ َﻤﺎﻥِ‬
‫‪2.m.f.‬‬ ‫َﺗ ْﺮ َﺟ ْﻤ ُﺘ َﻤﺎ‬ ‫ُﺗ َﺘ ْﺮ ِﺟ َﻤﺎﻥِ‬ ‫ُﺗ َﺘ ْﺮ ِﺟ َﻤﺎ‬ ‫ُﺗ َﺘ ْﺮ ِﺟ َﻤﺎ‬ ‫ُﺗ ْﺮ ِﺟ ْﻤ ُﺘ َﻤﺎ‬ ‫ُﺗ َﺘ ْﺮ َﺟ َﻤﺎﻥِ‬ ‫َﺗ ْﺮ ِﺟ َﻤﺎ‬
‫‪Plural‬‬
‫‪3.m.‬‬ ‫َﺗ ْﺮ َﺟ ُﻤﻮﺍ‬ ‫ﻮﻥ‬ ‫ﻮﻥ‬

‫ُﻳ َﺘ ْﺮ ِﺟ ُﻤ َ‬ ‫ُﻳ َﺘ ْﺮ ِﺟ ُﻤﻮﺍ‬ ‫ُﻳ َﺘ ْﺮ ِﺟ ُﻤﻮﺍ‬ ‫ُﺗ ْﺮ ِﺟ ُﻤﻮﺍ‬ ‫ُﻳ َﺘ ْﺮ َﺟ ُﻤ َ‬
‫‪3.f.‬‬ ‫َﺗ ْﺮ َﺟ ْﻤ َﻦ‬ ‫ُﻳ َﺘ ْﺮ ِﺟ ْﻤ َﻦ‬ ‫ُﻳ َﺘ ْﺮ ِﺟ ْﻤ َﻦ‬ ‫ُﻳ َﺘ ْﺮ ِﺟ ْﻤ َﻦ‬ ‫ُﺗ ْﺮ ِﺟ ْﻤ َﻦ‬ ‫ُﻳ َﺘ ْﺮ َﺟ ْﻤ َﻦ‬
‫‪2.m.‬‬ ‫َﺗ ْﺮ َﺟ ْﻤ ُﺘ ْﻢ‬ ‫ﻮﻥ‬ ‫ﻮﻥ‬
‫ُﺗ َﺘ ْﺮ ِﺟ ُﻤ َ‬ ‫ُﺗ َﺘ ْﺮ ِﺟ ُﻤﻮﺍ‬ ‫ُﺗ َﺘ ْﺮ ِﺟ ُﻤﻮﺍ‬ ‫ُﺗ ْﺮ ِﺟ ْﻤ ُﺘ ْﻢ‬ ‫ﺗُـ َﺘ ْﺮ َﺟ ُﻤ َ‬ ‫َﺗ ْﺮ ِﺟ ُﻤﻮﺍ‬
‫‪2.f.‬‬ ‫ﱳ‬‫َﺗ ْﺮ َﺟ ْﻤ ُ ﱠ‬ ‫ُﺗ َﺘ ْﺮ ِﺟ ْﻤ َﻦ‬ ‫ُﺗ َﺘ ْﺮ ِﺟ ْﻤ َﻦ‬ ‫ُﺗ َﺘ ْﺮ ِﺟ ْﻤ َﻦ‬ ‫ﱳ‬‫ُﺗ ْﺮ ِﺟ ْﻤ ُ ﱠ‬ ‫ُﺗ َﺘ ْﺮ َﺟ ْﻤ َﻦ‬ ‫َﺗ ْﺮ ِﺟ ْﻤ َﻦ‬
‫‪1.m.f.‬‬ ‫َﺗ ْﺮ َﺟ ْﻤﻨَﺎ‬ ‫ُﻧ َﺘ ْﺮ ِﺟ ُﻢ‬ ‫ُﻧ َﺘ ْﺮ ِﺟ َﻢ‬ ‫ُﻧ َﺘ ْﺮ ِﺟ ْﻢ‬ ‫ُﺗ ْﺮ ِﺟ ْﻤﻨَﺎ‬ ‫ُﻧ َﺘ ْﺮ َﺟ ُﻢ‬
‫ﺟ ٌﻢ ‪ُ Pass. part.‬ﻣ َﺘ ْﺮ ِﺟ ٌﻢ ‪Act. part.‬‬‫ُﻣ َﺘ ْﺮ َ‬ ‫ﺟ َﻤ ٌﺔ )‪Verbal noun (mas.dar‬‬
‫َﺗ ْﺮ َ‬
‫‪45‬‬
‫‪457‬‬
‫‪Appendix 2‬‬ ‫‪A2.5‬‬
‫‪Verb with initial hamzah:‬‬ ‫)‪َ to take (perf. /a/ imperf. /u/‬ﺃﺧَ َﺬ‬
‫‪Person Perf.‬‬ ‫‪Imperf.‬‬ ‫‪Imperf. Imperf. Perf.‬‬ ‫‪Imperf.‬‬ ‫‪Imperat.‬‬
‫‪3.m.‬‬ ‫َﺃﺧَ َﺬ‬ ‫َﻳ ْﺄ ُﺧ ُﺬ‬ ‫َﻳ ْﺄ ُﺧ َﺬ‬ ‫َﻳ ْﺄ ُﺧ ْﺬ‬ ‫ُﺃ ِﺧ َﺬ‬ ‫ُﻳﺆْﺧَ ُﺬ‬
‫‪3.f.‬‬ ‫َﺗ ْﺄ ُﺧ ُﺬ َﺃﺧَ َﺬ ْﺕ‬ ‫َﺗ ْﺄ ُﺧ َﺬ‬ ‫َﺗ ْﺄ ُﺧ ْﺬ‬ ‫ُﺗﺆْﺧَ ُﺬ ُﺃ ِﺧ َﺬ ْﺕ‬
‫‪2.m.‬‬ ‫َﺗ ْﺄ ُﺧ ُﺬ َﺃﺧَ ْﺬ َﺕ‬ ‫َﺗ ْﺄ ُﺧ َﺬ‬ ‫َﺗ ْﺄ ُﺧ ْﺬ‬ ‫ُﺗﺆْﺧَ ُﺬ ُﺃ ِﺧ ْﺬ َﺕ‬ ‫ُﺧ ْﺬ‬
‫‪2.f.‬‬ ‫ﻳﻦ ُﺃ ِﺧ ْﺬ ِﺕ َﺗ ْﺄ ُﺧ ِﺬﻱ َﺗ ْﺄ ُﺧ ِﺬﻱ َﺗ ْﺄ ُﺧ ِﺬ َ‬
‫ﻳﻦ َﺃﺧَ ْﺬ ِﺕ‬ ‫ُﺧ ِﺬﻱ ُﺗﺆْﺧَ ِﺬ َ‬
‫‪1.m.f.‬‬ ‫ﺁﺧ ُﺬ َﺃﺧَ ْﺬ ُﺕ‬
‫ُ‬ ‫ُ‬
‫ﺁﺧ َﺬ‬ ‫ﺁﺧ ْﺬ‬
‫ُ‬ ‫ُﺃﻭﺧَ ُﺬ ُﺃ ِﺧ ْﺬ ُﺕ‬
‫‪Dual‬‬
‫‪3.m.‬‬ ‫َﺃﺧَ َﺬﺍ‬ ‫ُﺃ ِﺧ َﺬﺍ َﻳ ْﺄ ُﺧ َﺬﺍ َﻳ ْﺄ ُﺧ َﺬﺍ َﻳ ْﺄ ُﺧ َﺬﺍﻥِ‬ ‫ُﻳﺆْﺧَ َﺬﺍﻥِ‬
‫‪3.f.‬‬ ‫َﺃﺧَ َﺬﺗَﺎ‬ ‫ُﺃ ِﺧ َﺬﺗَﺎ َﺗ ْﺄ ُﺧ َﺬﺍ َﺗ ْﺄ ُﺧ َﺬﺍ َﺗ ْﺄ ُﺧ َﺬﺍﻥِ‬ ‫ُﺗﺆْﺧَ َﺬﺍﻥِ‬
‫‪2.m.f.‬‬ ‫ُﺧ َﺬﺍ ُﺗﺆْﺧَ َﺬﺍﻥِ ُﺃ ِﺧ ْﺬ ُﲤَﺎ َﺗ ْﺄ ُﺧ َﺬﺍ َﺗ ْﺄ ُﺧ َﺬﺍ َﺗ ْﺄ ُﺧ َﺬﺍﻥِ َﺃﺧَ ْﺬ ُﲤَﺎ‬
‫‪Plural‬‬
‫‪3.m.‬‬ ‫ﻭﻥ ُﺃ ِﺧ ُﺬﻭﺍ َﻳ ْﺄ ُﺧ ُﺬﻭﺍ َﻳ ْﺄ ُﺧ ُﺬﻭﺍ َﻳ ْﺄ ُﺧ ُﺬ َ‬

‫ﻭﻥ َﺃﺧَ ُﺬﻭﺍ‬ ‫ُﻳﺆْﺧَ ُﺬ َ‬
‫‪3.f.‬‬ ‫ُﻳﺆْﺧَ ْﺬ َﻥ ُﺃ ِﺧ ْﺬ َﻥ َﻳ ْﺄ ُﺧ ْﺬ َﻥ َﻳ ْﺄ ُﺧ ْﺬ َﻥ َﻳ ْﺄ ُﺧ ْﺬ َﻥ َﺃﺧَ ْﺬ َﻥ‬
‫‪2.m.‬‬ ‫ﻭﻥ َﺃﺧَ ْﺬ ُ ْ‬
‫ﰎ‬ ‫ﻭﻥ ُﺃ ِﺧ ْﺬ ُ ْ‬
‫ﰎ َﺗ ْﺄ ُﺧ ُﺬﻭﺍ َﺗ ْﺄ ُﺧ ُﺬﻭﺍ َﺗ ْﺄ ُﺧ ُﺬ َ‬ ‫ُﺧ ُﺬﻭﺍ ُﺗﺆْﺧَ ُﺬ َ‬
‫‪2.f.‬‬ ‫ُﺧ ْﺬ َﻥ ُﺗﺆْﺧَ ْﺬ َﻥ ُﺃ ِﺧ ْﺬﺗ ﱠُﻦ َﺗ ْﺄ ُﺧ ْﺬ َﻥ َﺗ ْﺄ ُﺧ ْﺬ َﻥ َﺗ ْﺄ ُﺧ ْﺬ َﻥ َﺃﺧَ ْﺬﺗ ﱠُﻦ‬
‫َﻧ ْﺄ ُﺧ ُﺬ َﺃﺧَ ْﺬﻧَﺎ‬ ‫َﻧ ْﺄ ُﺧ َﺬ‬ ‫َﻧ ْﺄ ُﺧ ْﺬ‬ ‫ُﻧﺆْﺧَ ُﺬ ُﺃ ِﺧ ْﺬﻧَﺎ‬
‫‪4588‬‬
‫‪1.m.f.‬‬
‫ﺁﺧ ٌﺬ ‪Act. part.‬‬

‫ِ‬ ‫َﻣ ْﺄ ُ‬
‫ﺧﻮ ٌﺫ ‪Pass. part.‬‬ ‫َﺃ ْ‬
‫ﺧ ٌﺬ )‪Verbal noun (mas.dar‬‬
‫‪A2.6‬‬ ‫‪Appendix 2‬‬
‫‪Verb with middle hamzah:‬‬ ‫)‪َ to ask (perf. /a/ imperf. /a/‬ﺳ َﺄ َﻝ‬
‫‪3.m.‬‬ ‫َﺳ َﺄ َﻝ‬ ‫َﻳ ْﺴ َﺄ ُﻝ‬ ‫ُﺳ ِﺌ َﻞ َﻳ ْﺴ َﺄ ْﻝ َﻳ ْﺴ َﺄ َﻝ‬ ‫ُﻳ ْﺴ َﺄ ُﻝ‬

‫‪3.f.‬‬ ‫ﺗ َْﺴ َﺄ ُﻝ َﺳ َﺄﻟَ ْﺖ‬ ‫ُﺳ ِﺌﻠَ ْﺖ ﺗ َْﺴ َﺄ ْﻝ ﺗ َْﺴ َﺄ َﻝ‬ ‫ﺗ ُْﺴ َﺄ ُﻝ‬
‫‪2.m.‬‬ ‫ﺗ َْﺴ َﺄ ُﻝ َﺳ َﺄﻟْ َﺖ‬ ‫ُﺳ ِﺌﻠْ َﺖ ﺗ َْﺴ َﺄ ْﻝ ﺗ َْﺴ َﺄ َﻝ‬ ‫ﺗ ُْﺴ َﺄ ُﻝ‬ ‫ِﺇ ْﺳ َﺄ ْﻝ‬
‫‪2.f.‬‬ ‫ُﺳ ِﺌﻠْ ِﺖ ﺗ َْﺴ َﺄ ِﻟﻲ ﺗ َْﺴ َﺄ ِﻟﻲ ﺗ َْﺴ َﺄ ِﻟﲔ َﺳ َﺄﻟْ ِﺖ‬ ‫ِﺇ ْﺳ َﺄ ِﻟﻲ ﺗ ُْﺴ َﺄ ِﻟ َ‬
‫ﲔ‬
‫‪1.m.f.‬‬ ‫َﺃ ْﺳ َﺄ ُﻝ َﺳ َﺄﻟْ ُﺖ‬ ‫ُﺃ ْﺳ َﺄ ُﻝ ُﺳ ِﺌﻠْ ُﺖ َﺃ ْﺳ َﺄ ْﻝ َﺃ ْﺳ َﺄ َﻝ‬
‫‪Dual‬‬
‫‪3.m.‬‬ ‫َﺳ َﺄﻻَ‬ ‫ﻼ َﻳ ْﺴ َﺄ َﻻ َﻳ ْﺴ َﺄ َﻻ َﻳ ْﺴ َﺄﻻَﻥِ‬

‫ُﺳ ِﺌ َ‬ ‫ُﻳ ْﺴ َﺄﻻَﻥِ‬
‫‪3.f.‬‬ ‫َﺳ َﺄﻟَﺘَﺎ‬ ‫ُﺳ ِﺌﻠَﺘَﺎ ﺗ َْﺴ َﺄ َﻻ ﺗ َْﺴ َﺄ َﻻ ﺗ َْﺴ َﺄﻻَﻥِ‬ ‫ﺗ ُْﺴ َﺄﻻَﻥِ‬
‫‪2.m.f.‬‬ ‫ِﺇ ْﺳ َﺄ َﻻ ﺗ ُْﺴ َﺄﻻَﻥِ ُﺳ ِﺌﻠْ ُﺘ َﻤﺎ ﺗ َْﺴ َﺄ َﻻ ﺗ َْﺴ َﺄ َﻻ ﺗ َْﺴ َﺄﻻَﻥِ َﺳ َﺄﻟْ ُﺘ َﻤﺎ‬
‫‪Plural‬‬
‫‪3.m.‬‬ ‫ﻮﻥ َﺳ َﺄ ُﻟﻮﺍ‬ ‫ُﺳ ِﺌ ُﻠﻮﺍ َﻳ ْﺴ َﺄ ُﻟﻮﺍ َﻳ ْﺴ َﺄ ُﻟﻮﺍ َﻳ ْﺴ َﺄ ُﻟ َ‬ ‫ُﻳ ْﺴ َﺄ ُﻟ َ‬

‫ﻮﻥ‬
‫‪3.f.‬‬ ‫ُﺳ ِﺌﻠْ َﻦ َﻳ ْﺴ َﺄﻟْ َﻦ َﻳ ْﺴ َﺄﻟْ َﻦ َﻳ ْﺴ َﺄﻟْ َﻦ َﺳ َﺄﻟْ َﻦ‬ ‫ُﻳ ْﺴ َﺄﻟْ َﻦ‬
‫‪2.m.‬‬ ‫ﻮﻥ َﺳ َﺄﻟْ ُﺘ ْﻢ‬‫ُﺳ ِﺌﻠْ ُﺘ ْﻢ ﺗ َْﺴ َﺄ ُﻟﻮﺍ ﺗ َْﺴ َﺄ ُﻟﻮﺍ ﺗ َْﺴ َﺄ ُﻟ َ‬ ‫ﻮﻥ‬‫ِﺇ ْﺳ َﺄ ُﻟﻮﺍ ﺗ ُْﺴ َﺄ ُﻟ َ‬
‫‪2.f.‬‬ ‫ﱳ‬‫ﱳ ﺗ َْﺴ َﺄﻟْ َﻦ ﺗ َْﺴ َﺄﻟْ َﻦ ﺗ َْﺴ َﺄﻟْ َﻦ َﺳ َﺄﻟْ ُ ﱠ‬ ‫ُﺳ ِﺌﻠْ ُ ﱠ‬ ‫ِﺇ ْﺳ َﺄﻟْ َﻦ ﺗ ُْﺴ َﺄﻟْ َﻦ‬
‫‪1.m.f.‬‬ ‫ﻧ َْﺴ َﺄ ُﻝ َﺳ َﺄﻟْﻨَﺎ‬ ‫ﻧ ُْﺴ َﺄ ُﻝ ُﺳ ِﺌﻠْﻨَﺎ ﻧ َْﺴ َﺄ ْﻝ ﻧ َْﺴ َﺄ َﻝ‬
‫‪459‬‬
‫‪45‬‬
‫ﺳﺎ ِﺋ ٌﻞ ‪Act. part.‬‬
‫َ‬ ‫َﻣ ْﺴﺆ ٌ‬
‫ُﻭﻝ ‪Pass. part.‬‬ ‫ُﺳﺆ ٌ‬
‫َﺍﻝ )‪Verbal noun (mas.dar‬‬
‫‪Note:‬‬ ‫‪َ has alternative forms in jussive and imperative (see chapter 30).‬ﺳ َﺄ َﻝ‬
‫‪Appendix 2‬‬ ‫‪A2.7‬‬
‫َﺮ َﺃ ‪Verb with final hamzah:‬‬

‫)‪ to read (perf. /a/ imperf. /a/‬ﻗ َ‬
‫‪3.m.‬‬ ‫ﻗ ََﺮ َﺃ‬ ‫َﻳ ْﻘ َﺮ ُﺃ‬ ‫َﻳ ْﻘ َﺮ َﺃ‬ ‫َﻳ ْﻘ َﺮ ْﺃ‬ ‫ُﻳ ْﻘ َﺮ ُﺃ ُﻗﺮِ ﻯ َﺀ‬
‫‪3.f.‬‬ ‫ﻗ ََﺮ َﺃ ْﺕ‬ ‫َﺗ ْﻘ َﺮ ُﺃ‬ ‫َﺗ ْﻘ َﺮ َﺃ‬ ‫َﺗ ْﻘ َﺮ ْﺃ‬ ‫ُﺗ ْﻘ َﺮ ُﺃ ُﻗﺮِ َﺋ ْﺖ‬
‫‪2.m.‬‬ ‫ﻗ ََﺮ ْﺃ َﺕ‬ ‫َﺗ ْﻘ َﺮ ُﺃ‬ ‫َﺗ ْﻘ َﺮ َﺃ‬ ‫َﺗ ْﻘ َﺮ ْﺃ‬ ‫ُﺗ ْﻘ َﺮ ُﺃ ُﻗﺮِ ْﺋ َﺖ‬ ‫ِﺇ ْﻗ َﺮ ْﺃ‬
‫‪2.f.‬‬ ‫ﻗ ََﺮ ْﺃ ِﺕ‬ ‫ﲔ ُﻗﺮِ ْﺋ ِﺖ َﺗ ْﻘ َﺮ ِﺋﻲ َﺗ ْﻘ َﺮ ِﺋﻲ َﺗ ْﻘ َﺮ ِﺋ َ‬
‫ﲔ‬ ‫ِﺇ ْﻗ َﺮ ِﺋﻲ ُﺗ ْﻘ َﺮ ِﺋ َ‬
‫‪1.m.f.‬‬ ‫ﻗ ََﺮ ْﺃ ُﺕ‬ ‫َﺃ ْﻗ َﺮ ُﺃ‬ ‫َﺃ ْﻗ َﺮ َﺃ‬ ‫َﺃ ْﻗ َﺮ ْﺃ‬ ‫ُﺃ ْﻗ َﺮ ُﺃ ُﻗﺮِ ْﺋ ُﺖ‬
‫‪Dual‬‬
‫‪3.m.‬‬ ‫ﻗ ََﺮﺁ‬ ‫َﻳ ْﻘ َﺮﺁﻥِ‬ ‫َﻳ ْﻘ َﺮﺁ‬ ‫َﻳ ْﻘ َﺮﺁ‬ ‫ُﻗﺮِ ﺁ‬ ‫ُﻳ ْﻘ َﺮﺁﻥِ‬
‫‪3.f.‬‬ ‫ﻗ ََﺮ َﺃﺗَﺎ‬ ‫َﺗ ْﻘ َﺮﺁﻥِ‬ ‫َﺗ ْﻘ َﺮﺁ‬ ‫َﺗ ْﻘ َﺮﺁ‬ ‫ُﻗﺮِ َﺋﺘَﺎ‬ ‫ُﺗ ْﻘ َﺮﺁﻥِ‬
‫‪2.m.f.‬‬ ‫َﺗ ْﻘ َﺮﺁﻥِ ﻗ ََﺮ ْﺃ ُﲤَﺎ‬ ‫َﺗ ْﻘ َﺮﺁ‬ ‫َﺗ ْﻘ َﺮﺁ‬ ‫ُﺗ ْﻘ َﺮﺁﻥِ ُﻗﺮِ ْﺋ ُﺘ َﻤﺎ‬ ‫ِﺇ ْﻗ َﺮﺁ‬
‫‪Plural‬‬
‫‪3.m.‬‬ ‫ُﻭﻥ ُﻗﺮِ ُﺋﻮﺍ َﻳ ْﻘ َﺮﺅُﻭﺍ َﻳ ْﻘ َﺮﺅُﻭﺍ َﻳ ْﻘ َﺮﺅ َ‬

‫ُﻭﻥ ﻗ ََﺮﺅُﻭﺍ‬ ‫ُﻳ ْﻘ َﺮﺅ َ‬
‫‪3.f.‬‬ ‫ﻗ ََﺮ ْﺃ َﻥ‬ ‫َﻳ ْﻘ َﺮ ْﺃ َﻥ‬ ‫ُﻗﺮِ ْﺋ َﻦ َﻳ ْﻘ َﺮ ْﺃ َﻥ َﻳ ْﻘ َﺮ ْﺃ َﻥ‬ ‫ُﻳ ْﻘ َﺮ ْﺃ َﻥ‬
‫‪2.m.‬‬ ‫ُﻭﻥ ﻗ ََﺮ ْﺃ ُ ْ‬
‫ﰎ‬ ‫ُﻭﻥ ُﻗﺮِ ْﺋ ُﺘ ْﻢ َﺗ ْﻘ َﺮﺅُﻭﺍ َﺗ ْﻘ َﺮﺅُﻭﺍ َﺗ ْﻘ َﺮﺅ َ‬
‫ِﺇ ْﻗ َﺮﺅُﻭﺍ ُﺗ ْﻘ َﺮﺅ َ‬
‫‪2.f.‬‬ ‫َﺗ ْﻘ َﺮ ْﺃ َﻥ ﻗ ََﺮ ْﺃﺗ ﱠُﻦ‬ ‫ﱳ َﺗ ْﻘ َﺮ ْﺃ َﻥ َﺗ ْﻘ َﺮ ْﺃ َﻥ‬
‫ُﺗ ْﻘ َﺮ ْﺃ َﻥ ُﻗﺮِ ْﺋ ُ ﱠ‬ ‫ِﺇ ْﻗ َﺮ ْﺃ َﻥ‬
‫‪4600‬‬ ‫‪1.m.f.‬‬ ‫ﻗ ََﺮ ْﺃﻧَﺎ‬ ‫َﻧ ْﻘ َﺮ ُﺃ‬ ‫َﻧ ْﻘ َﺮ َﺃ‬ ‫َﻧ ْﻘ َﺮ ْﺃ‬ ‫ُﻗﺮِ ْﺋﻨَﺎ‬ ‫ُﻧ ْﻘ َﺮ ُﺃ‬
‫‪Act. part.‬‬ ‫َﻗﺎﺭِ ﺉٌ‬ ‫َﻣ ْﻘ ُﺮﻭ ٌﺀ ‪Pass. part.‬‬ ‫ِﻗ َﺮﺍ َﺀ ٌﺓ )‪Verbal noun (mas.dar‬‬
‫‪A2.8‬‬ ‫‪Appendix 2‬‬
‫ﻊ ‪ :‬ﻭ ‪Verb with initial weak‬‬

‫ﺿَ‬‫)‪َ to put (perf. /a/ imperf. /a/‬ﻭ َ‬
‫‪3.m.‬‬ ‫ﺿ َﻊ‬
‫َﻭ َ‬ ‫ﻀ ُﻊ‬
‫َﻳ َ‬ ‫ﻀ َﻊ‬ ‫ُﻭ ِﺿ َﻊ َﻳ َ‬
‫ﻀ ْﻊ َﻳ َ‬ ‫ﻮﺿ ُﻊ‬
‫ُﻳ َ‬
‫‪3.f.‬‬ ‫ﺿ َﻌ ْﺖ‬
‫َﻀ ُﻊ َﻭ َ‬
‫ﺗ َ‬ ‫َﻀ َﻊ‬ ‫ُﻮﺿ ُﻊ ُﻭ ِﺿ َﻌ ْﺖ ﺗ َ‬
‫َﻀ ْﻊ ﺗ َ‬ ‫ﺗ َ‬
‫‪2.m.‬‬ ‫ﺿ ْﻌ َﺖ‬
‫ﺗ َ‬ ‫َﻀ َﻊ‬ ‫ُﻮﺿ ُﻊ ُﻭ ِﺿ ْﻌ َﺖ ﺗ َ‬
‫َﻀ ْﻊ ﺗ َ‬ ‫ﺗ َ‬ ‫ﺿ ْﻊ‬
‫َ‬
‫‪2.f.‬‬ ‫ﺿ ْﻌ ِﺖ‬ ‫َﻀ ِﻌ َ‬
‫ﲔ َﻭ َ‬ ‫َﻀ ِﻌﻲ ﺗ َ‬
‫َﻀ ِﻌﻲ ﺗ َ‬
‫ﲔ ُﻭ ِﺿ ْﻌ ِﺖ ﺗ َ‬
‫ُﻮﺿ ِﻌ َ‬
‫ﺿ ِﻌﻲ ﺗ َ‬
‫َ‬
‫‪1.m.f.‬‬ ‫ﺿ ْﻌ ُﺖ‬ ‫َﺃ َ‬
‫ﺿ ُﻊ َﻭ َ‬ ‫ﺿ ْﻊ َﺃ َ‬
‫ﺿ َﻊ‬ ‫ُﺃ َ‬
‫ﻭﺿ ُﻊ ُﻭ ِﺿ ْﻌ ُﺖ َﺃ َ‬
‫‪Dual‬‬
‫‪3.m.‬‬ ‫ﺿ َﻌﺎ‬
‫َﻭ َ‬ ‫ﻀ َﻌﺎﻥِ‬
‫ﻀ َﻌﺎ َﻳ َ‬ ‫ُﻭ ِﺿ َﻌﺎ َﻳ َ‬
‫ﻀ َﻌﺎ َﻳ َ‬ ‫ﻮﺿ َﻌﺎﻥِ‬
‫ُﻳ َ‬
‫‪3.f.‬‬ ‫ﺿ َﻌﺘَﺎ‬
‫َﻭ َ‬ ‫َﻀ َﻌﺎﻥِ‬
‫َﻀ َﻌﺎ ﺗ َ‬ ‫ُﻭ ِﺿ َﻌﺘَﺎ ﺗ َ‬
‫َﻀ َﻌﺎ ﺗ َ‬ ‫ُﻮﺿ َﻌﺎﻥِ‬
‫ﺗ َ‬
‫‪2.m.f.‬‬ ‫ﺿ ْﻌ ُﺘ َﻤﺎ‬
‫َﻀ َﻌﺎﻥِ َﻭ َ‬
‫َﻀ َﻌﺎ ﺗ َ‬ ‫ُﻮﺿ َﻌﺎﻥِ ُﻭ ِﺿ ْﻌ ُﺘ َﻤﺎ ﺗ َ‬
‫َﻀ َﻌﺎ ﺗ َ‬ ‫ﺿ َﻌﺎ ﺗ َ‬
‫َ‬
‫‪Plural‬‬
‫‪3.m.‬‬ ‫ﺿ ُﻌﻮﺍ‬
‫ﻮﻥ َﻭ َ‬
‫ﻀ ُﻌ َ‬
‫ﻀ ُﻌﻮﺍ َﻳ َ‬ ‫ﻮﻥ ُﻭ ِﺿ ُﻌﻮﺍ َﻳ َ‬
‫ﻀ ُﻌﻮﺍ َﻳ َ‬ ‫ﻮﺿ ُﻌ َ‬
‫ُﻳ َ‬
‫‪3.f.‬‬ ‫ﺿ ْﻌ َﻦ‬
‫ﻀ ْﻌ َﻦ َﻭ َ‬
‫ﻀ ْﻌ َﻦ َﻳ َ‬ ‫ﻮﺿ ْﻌ َﻦ ُﻭ ِﺿ ْﻌ َﻦ َﻳ َ‬
‫ﻀ ْﻌ َﻦ َﻳ َ‬ ‫ُﻳ َ‬
‫‪2.m.‬‬ ‫ﺿ ْﻌ ُﺘ ْﻢ‬
‫ﻮﻥ َﻭ َ‬
‫َﻀ ُﻌ َ‬
‫َﻀ ُﻌﻮﺍ ﺗ َ‬ ‫ﻮﻥ ُﻭ ِﺿ ْﻌ ُﺘ ْﻢ ﺗ َ‬
‫َﻀ ُﻌﻮﺍ ﺗ َ‬ ‫ُﻮﺿ ُﻌ َ‬
‫ﺿ ُﻌﻮﺍ ﺗ َ‬
‫َ‬
‫‪2.f.‬‬ ‫ﺿ ْﻌ ُ ﱠ‬
‫ﱳ‬ ‫َﻀ ْﻌ َﻦ َﻭ َ‬
‫َﻀ ْﻌ َﻦ ﺗ َ‬
‫َﻀ ْﻌ َﻦ ﺗ َ‬ ‫ُﻮﺿ ْﻌ َﻦ ُﻭ ِﺿ ْﻌ ُ ﱠ‬
‫ﱳ ﺗ َ‬ ‫ﺿ ْﻌ َﻦ ﺗ َ‬
‫َ‬
‫‪1.m.f.‬‬ ‫ﺿ ْﻌﻨَﺎ‬
‫ﻧ َ‬ ‫َﻀ َﻊ‬ ‫ُﻮﺿ ُﻊ ُﻭ ِﺿ ْﻌﻨَﺎ ﻧ َ‬
‫َﻀ ْﻊ ﻧ َ‬ ‫ﻧ َ‬ ‫‪461‬‬
‫‪46‬‬
‫َﻭ ِ‬
‫ﺍﺿ ٌﻊ ‪Act. part .‬‬ ‫ﻮﻉ ‪Pass. part.‬‬
‫ﺿ ٌ‬‫َﻣ ْﻮ ُ‬ ‫َﻭ ْ‬
‫ﺿ ٌﻊ )‪Verbal noun (mas.dar‬‬
‫‪Appendix 2‬‬ ‫‪A2.9‬‬
‫‪Verb with middle weak‬‬ ‫)‪) (perf. /a/ imperf. /u/‬ﻗﻮﻝ ‪ to say (from‬ﻗَﺎ َﻝ ‪ :‬ﻭ‬
‫‪3.m.‬‬ ‫ﻗَﺎ َﻝ‬ ‫َﻳ ُﻘ ُ‬

‫ﻮﻝ‬ ‫َﻳ ُﻘﻮ َﻝ‬ ‫َﻳ ُﻘ ْﻞ‬ ‫ِﻗﻴ َﻞ‬ ‫ُﻳﻘ ُ‬
‫َﺎﻝ‬
‫‪3.f.‬‬ ‫َﺗ ُﻘ ُ‬
‫ﻮﻝ ﻗَﺎﻟَ ْﺖ‬ ‫َﺗ ُﻘﻮ َﻝ‬ ‫َﺗ ُﻘ ْﻞ‬ ‫ُﺗﻘ ُ‬
‫َﺎﻝ ِﻗﻴﻠَ ْﺖ‬
‫‪2.m.‬‬ ‫ُﻗﻠْ َﺖ‬ ‫َﺗ ُﻘ ُ‬
‫ﻮﻝ‬ ‫َﺗ ُﻘﻮ َﻝ‬ ‫َﺗ ُﻘ ْﻞ‬ ‫ِﻗﻠْ َﺖ‬ ‫ُﺗﻘ ُ‬
‫َﺎﻝ‬ ‫ُﻗ ْﻞ‬
‫‪2.f.‬‬ ‫ُﻗﻠْ ِﺖ‬ ‫َﺗ ُﻘﻮ ِﻟ َ‬
‫ﲔ‬ ‫َﺗ ُﻘﻮ ِﻟﻲ‬ ‫َﺗ ُﻘﻮ ِﻟﻲ‬ ‫ِﻗﻠْ ِﺖ‬ ‫ُﺗﻘَﺎ ِﻟ َ‬
‫ﲔ‬ ‫ُﻗﻮ ِﻟﻲ‬
‫‪1.m.f.‬‬ ‫ُﻗﻠْ ُﺖ‬ ‫َﺃ ُﻗ ُ‬
‫ﻮﻝ‬ ‫َﺃ ُﻗﻮ َﻝ‬ ‫َﺃ ُﻗ ْﻞ‬ ‫ِﻗﻠْ ُﺖ‬ ‫ُﺃﻗ ُ‬
‫َﺎﻝ‬
‫‪Dual‬‬
‫‪3.m.‬‬ ‫ﻗَﺎﻻَ‬ ‫ﻮﻻ َﻳ ُﻘ َ‬

‫ﻮﻻﻥِ‬ ‫َﻳ ُﻘ َ‬ ‫َﻳ ُﻘ َ‬
‫ﻮﻻ‬ ‫ِﻗﻴ َ‬
‫ﻼ‬ ‫ُﻳﻘ َ‬
‫َﺎﻻﻥِ‬
‫‪3.f.‬‬ ‫ﻗَﺎﻟَﺘَﺎ‬ ‫ﻮﻻ َﺗ ُﻘ َ‬
‫ﻮﻻﻥِ‬ ‫َﺗ ُﻘ َ‬ ‫َﺗ ُﻘ َ‬
‫ﻮﻻ‬ ‫ِﻗﻴﻠَﺘَﺎ‬ ‫ُﺗﻘ َ‬
‫َﺎﻻﻥِ‬
‫‪2.m.f.‬‬ ‫ُﻗﻠْ ُﺘ َﻤﺎ‬ ‫ﻮﻻ َﺗ ُﻘﻮﻻَﻥِ‬
‫َﺗ ُﻘ َ‬ ‫َﺗ ُﻘ َ‬
‫ﻮﻻ‬ ‫ِﻗﻠْ ُﺘ َﻤﺎ‬ ‫َﺎﻻَﻥِ‬
‫ﻮﻻ ُﺗﻘ َ‬
‫ُﻗ َ‬
‫‪Plural‬‬
‫‪3.m.‬‬ ‫ﻮﻥ ﻗَﺎ ُﻟﻮﺍ‬

‫ﻮﻥ ِﻗﻴ ُﻠﻮﺍ َﻳ ُﻘﻮ ُﻟﻮﺍ َﻳ ُﻘﻮ ُﻟﻮﺍ َﻳ ُﻘﻮ ُﻟ َ‬
‫ُﻳﻘَﺎ ُﻟ َ‬
‫‪3.f.‬‬ ‫ُﻗﻠْ َﻦ‬ ‫َﻳ ُﻘﻠْ َﻦ‬ ‫َﻳ ُﻘﻠْ َﻦ‬ ‫َﻳ ُﻘﻠْ َﻦ‬ ‫ِﻗﻠْ َﻦ‬ ‫ُﻳ َﻘﻠْ َﻦ‬
‫‪2.m.‬‬ ‫ُﻗﻠْ ُﺘ ْﻢ‬ ‫ِﻗﻠْ ُﺘ ْﻢ َﺗ ُﻘﻮ ُﻟﻮﺍ َﺗ ُﻘﻮ ُﻟﻮﺍ َﺗ ُﻘﻮ ُﻟ َ‬
‫ﻮﻥ‬ ‫ُﻗﻮ ُﻟﻮﺍ ُﺗﻘَﺎ ُﻟ َ‬
‫ﻮﻥ‬
‫‪2.f.‬‬ ‫ُﻗﻠْ ُ ﱠ‬
‫ﱳ‬ ‫َﺗ ُﻘﻠْ َﻦ‬ ‫َﺗ ُﻘﻠْ َﻦ‬ ‫َﺗ ُﻘﻠْ َﻦ‬ ‫ِﻗﻠْ ُ ﱠ‬
‫ﱳ‬ ‫ُﺗ َﻘﻠْ َﻦ‬ ‫ُﻗﻠْ َﻦ‬
‫‪4622‬‬ ‫‪1.m.f.‬‬ ‫ُﻗﻠْﻨَﺎ‬ ‫َﻧ ُﻘ ُ‬
‫ﻮﻝ‬ ‫َﻧ ُﻘﻮ َﻝ‬ ‫َﻧ ُﻘ ْﻞ‬ ‫ِﻗﻠْﻨَﺎ‬ ‫ُﻧﻘ ُ‬
‫َﺎﻝ‬
‫ﻗَﺎ ِﺋ ٌﻞ ‪Act. part.‬‬ ‫َﻣ ُﻘ ٌ‬

‫ﻮﻝ ‪pass. part.‬‬ ‫َﻗ ْﻮ ٌﻝ )‪Verbal noun (mas.dar‬‬
‫‪A2.10‬‬ ‫‪Appendix 2‬‬
‫ﻱ ‪Verb with middle weak‬‬ ‫ﺎﻉ‪:‬‬

‫)‪) (perf. /a/ imperf. /i/‬ﺑﻴﻊ ‪َ to sell (from‬ﺑ َ‬
‫‪Person‬‬ ‫‪Perf.‬‬ ‫‪Imperf.‬‬ ‫‪Imperf. Imperf. Perf.‬‬ ‫‪Imperf.‬‬ ‫‪Imperat.‬‬
‫‪3.m.‬‬ ‫ﺎﻉ‬
‫َﺑ َ‬ ‫ﻴﻊ‬
‫َﻳ ِﺒ ُ‬ ‫َﻳ ِﺒﻴ َﻊ‬ ‫َﻳ ِﺒ ْﻊ‬ ‫ِﺑﻴ َﻊ‬ ‫ﺎﻉ‬
‫ُﻳ َﺒ ُ‬
‫‪3.f.‬‬ ‫ﻴﻊ َﺑﺎ َﻋ ْﺖ‬
‫َﺗ ِﺒ ُ‬ ‫َﺗ ِﺒﻴ َﻊ‬ ‫َﺗ ِﺒ ْﻊ‬ ‫ُﺗ َﺒ ُ‬
‫ﺎﻉ ِﺑﻴ َﻌ ْﺖ‬
‫‪2.m.‬‬ ‫ِﺑ ْﻌ َﺖ‬ ‫ﻴﻊ‬
‫َﺗ ِﺒ ُ‬ ‫َﺗ ِﺒﻴ َﻊ‬ ‫َﺗ ِﺒ ْﻊ‬ ‫ِﺑ ْﻌ َﺖ‬ ‫ُﺗ َﺒ ُ‬
‫ﺎﻉ‬ ‫ِﺑ ْﻊ‬
‫‪2.f.‬‬ ‫ِﺑ ْﻌ ِﺖ‬ ‫ﲔ‬ ‫ﻴﻌﻲ َﺗ ِﺒ ِ‬
‫ﻴﻌ َ‬ ‫ﻴﻌﻲ َﺗ ِﺒ ِ‬
‫ِﺑ ْﻌ ِﺖ َﺗ ِﺒ ِ‬ ‫ﲔ‬ ‫ُﺗ َﺒ ِ‬
‫ﺎﻋ َ‬ ‫ِﺑ ِ‬
‫ﻴﻌﻲ‬
‫‪1.m.f.‬‬ ‫ِﺑ ْﻌ ُﺖ‬ ‫َﺃ ِﺑ ُ‬
‫ﻴﻊ‬ ‫َﺃ ِﺑﻴ َﻊ‬ ‫َﺃ ِﺑ ْﻊ‬ ‫ِﺑ ْﻌ ُﺖ‬ ‫ُﺃ َﺑ ُ‬
‫ﺎﻉ‬
‫‪Dual‬‬
‫‪3.m.‬‬ ‫َﺑﺎ َﻋﺎ‬ ‫َﻳ ِﺒﻴ َﻌﺎ َﻳ ِﺒﻴ َﻌﺎﻥِ‬ ‫َﻳ ِﺒﻴ َﻌﺎ‬ ‫ِﺑﻴ َﻌﺎ‬ ‫ُﻳ َﺒﺎ َﻋﺎﻥِ‬
‫‪3.f.‬‬ ‫َﺑﺎ َﻋﺘَﺎ‬ ‫َﺗ ِﺒﻴ َﻌﺎ َﺗ ِﺒﻴ َﻌﺎﻥِ‬ ‫َﺗ ِﺒﻴ َﻌﺎ‬ ‫ِﺑﻴ َﻌﺘَﺎ‬ ‫ُﺗ َﺒﺎ َﻋﺎﻥِ‬
‫‪2.m.f.‬‬ ‫َﺗ ِﺒﻴ َﻌﺎ َﺗ ِﺒﻴ َﻌﺎﻥِ ِﺑ ْﻌ ُﺘ َﻤﺎ‬ ‫َﺗ ِﺒﻴ َﻌﺎ‬ ‫ُﺗ َﺒﺎ َﻋﺎﻥِ ِﺑ ْﻌ ُﺘ َﻤﺎ‬ ‫ِﺑﻴ َﻌﺎ‬
‫‪Plural‬‬
‫‪3.m.‬‬ ‫ﺎﻋﻮﺍ‬ ‫ﻮﻥ ِﺑﻴ ُﻌﻮﺍ َﻳ ِﺒﻴ ُﻌﻮﺍ َﻳ ِﺒﻴ ُﻌﻮﺍ ﻳ ِﺒﻴ ُﻌ َ‬
‫ﻮﻥ َﺑ ُ‬ ‫ﺎﻋ َ‬
‫ُﻳ َﺒ ُ‬
‫‪3.f.‬‬ ‫ِﺑ ْﻌ َﻦ‬ ‫َﻳ ِﺒ ْﻌ َﻦ‬ ‫َﻳ ِﺒ ْﻌ َﻦ‬ ‫َﻳ ِﺒ ْﻌ َﻦ‬ ‫ِﺑ ْﻌ َﻦ‬ ‫ُﻳ َﺒ ْﻌ َﻦ‬
‫‪2.m.‬‬ ‫ِﺑ ْﻌ ُﺘ ْﻢ‬ ‫ِﺑ ْﻌ ُﺘ ْﻢ َﺗ ِﺒﻴ ُﻌﻮﺍ َﺗ ِﺒﻴ ُﻌﻮﺍ َﺗ ِﺒﻴ ُﻌ َ‬
‫ﻮﻥ‬ ‫ﻮﻥ‬ ‫ُﺗ َﺒ ُ‬
‫ﺎﻋ َ‬ ‫ِﺑﻴ ُﻌﻮﺍ‬
‫‪2.f.‬‬ ‫ِﺑ ْﻌ ُ ﱠ‬
‫ﱳ‬ ‫َﺗ ِﺒ ْﻌ َﻦ‬ ‫َﺗ ِﺒ ْﻌ َﻦ‬ ‫َﺗ ِﺒ ْﻌ َﻦ‬ ‫ِﺑ ْﻌ ُ ﱠ‬
‫ﱳ‬ ‫ُﺗ َﺒ ْﻌ َﻦ‬ ‫ِﺑ ْﻌ َﻦ‬
‫‪1.m.f.‬‬ ‫ِﺑ ْﻌﻨَﺎ‬ ‫ﻴﻊ‬
‫َﻧ ِﺒ ُ‬ ‫َﻧ ِﺒﻴ َﻊ‬ ‫َﻧ ِﺒ ْﻊ‬ ‫ِﺑ ْﻌﻨَﺎ‬ ‫ُﻧ َﺒ ُ‬
‫ﺎﻉ‬ ‫‪463‬‬
‫‪46‬‬
‫َﺑﺎ ِﺋ ٌﻊ ‪Act. part.‬‬ ‫‪Pass. part.‬‬ ‫ﻴﻊ‬

‫َﻣ ِﺒ ٌ‬ ‫َﺑ ْﻴ ٌﻊ )‪Verbal noun (mas.dar‬‬
‫‪Appendix 2‬‬ ‫‪A2.11‬‬
‫)‪) (perf. /i/ imperf. /a/‬ﺧﻮﻑ ‪ to fear (from‬ﺧَ َ‬

‫ﺎﻑ ‪ :‬ﻭ ‪Verb with middle weak‬‬
‫‪Person Perf.‬‬ ‫‪Imperf.‬‬ ‫‪Imperf.‬‬ ‫‪Imperf.‬‬ ‫‪Perf.‬‬ ‫‪Imperf.‬‬ ‫‪Imperat.‬‬
‫‪3.m.‬‬ ‫َﻳﺨَ ُ‬
‫ﺎﻑ ﺧَ َ‬
‫ﺎﻑ‬ ‫َﻳﺨَ ْﻒ َﻳﺨَ َ‬
‫ﺎﻑ‬ ‫ﺎﻑ ِﺧ َ‬
‫ﻴﻒ‬ ‫ُﻳﺨَ ُ‬
‫‪3.f.‬‬ ‫َﺗﺨَ ُ‬
‫ﺎﻑ ﺧَ ﺎﻓ َْﺖ‬ ‫َﺗﺨَ ْﻒ َﺗﺨَ َ‬
‫ﺎﻑ‬ ‫ﺎﻑ ِﺧﻴﻔ َْﺖ‬
‫ﺗُﺨَ ُ‬
‫‪2.m.‬‬ ‫ﺎﻑ ِﺧ ْﻔ َﺖ‬
‫َﺗﺨَ ُ‬ ‫َﺗﺨَ ْﻒ َﺗﺨَ َ‬
‫ﺎﻑ‬ ‫ﺧَ ْﻒ‬
‫‪2.f.‬‬ ‫ﲔ ِﺧ ْﻔ ِﺖ‬
‫َﺗﺨَ ِﺎﻓﻲ َﺗﺨَ ِﺎﻓﻲ َﺗﺨَ ِﺎﻓ َ‬ ‫ﺧَ ِﺎﻓﻲ‬
‫‪1.m.f.‬‬ ‫َﺃﺧَ ُ‬
‫ﺎﻑ ِﺧ ْﻔ ُﺖ‬ ‫ﺃﺧَ ْﻒ َﺃﺧَ َ‬
‫ﺎﻑ‬
‫‪Dual‬‬
‫‪3.m.‬‬ ‫ﺧَ ﺎﻓَﺎ‬ ‫ِﺧﻴﻔَﺎ َﻳﺨَ ﺎﻓَﺎ َﻳﺨَ ﺎﻓَﺎ َﻳﺨَ ﺎﻓَﺎﻥِ‬ ‫ُﻳﺨَ ﺎﻓَﺎﻥِ‬
‫‪3.f.‬‬ ‫ﺗُﺨَ ﺎﻓَﺎﻥِ ِﺧﻴ َﻔﺘَﺎ َﺗﺨَ ﺎﻓَﺎ َﺗﺨَ ﺎﻓَﺎ َﺗﺨَ ﺎﻓَﺎﻥِ ﺧَ ﺎ َﻓﺘَﺎ‬
‫‪2.m.f.‬‬ ‫َﺗﺨَ ﺎﻓَﺎ َﺗﺨَ ﺎﻓَﺎ َﺗﺨَ ﺎﻓَﺎﻥِ ِﺧ ْﻔ ُﺘ َﻤﺎ‬ ‫ﺧَ ﺎﻓَﺎ‬
‫‪Plural‬‬
‫‪3.m.‬‬ ‫ﻮﻥ ﺧَ ﺎ ُﻓﻮﺍ‬

‫َﻳﺨَ ﺎ ُﻓﻮﺍ َﻳﺨَ ﺎ ُﻓﻮﺍ َﻳﺨَ ﺎ ُﻓ َ‬
‫‪3.f.‬‬ ‫ِﺧ ْﻔ َﻦ‬ ‫َﻳﺨَ ْﻔ َﻦ‬ ‫َﻳﺨَ ْﻔ َﻦ‬ ‫َﻳﺨَ ْﻔ َﻦ‬
‫‪2.m.‬‬ ‫ﻮﻥ ِﺧ ْﻔ ُﺘ ْﻢ‬
‫َﺗﺨَ ﺎ ُﻓﻮﺍ َﺗﺨَ ﺎ ُﻓﻮﺍ َﺗﺨَ ﺎ ُﻓ َ‬ ‫ﺧَ ﺎ ُﻓﻮﺍ‬
‫‪2.f.‬‬ ‫َﺗﺨَ ْﻔ َﻦ ﺧَ ْﻔ ُ ﱠ‬
‫ﱳ‬ ‫َﺗﺨَ ْﻔ َﻦ‬ ‫َﺗﺨَ ْﻔ َﻦ‬ ‫ﺧَ ْﻔ َﻦ‬
‫ِﺧ ْﻔﻨَﺎ‬ ‫ﻧَﺨَ ُ‬ ‫ﻧَﺨَ ْﻒ ﻧَﺨَ َ‬
‫‪4644‬‬ ‫‪1.m.f.‬‬ ‫ﺎﻑ‬ ‫ﺎﻑ‬
‫ﺧَ ﺎ ِﺋ ٌ‬
‫ﻒ ‪Act. part.‬‬ ‫َﻣ ُﺨ ٌ‬
‫ﻮﻑ ‪Pass. part.‬‬ ‫ﺧَ ْﻮ ٌ‬
‫ﻑ )‪Verbal noun (mas.dar‬‬
‫‪A2.12‬‬ ‫‪Appendix 2‬‬
‫ﻋﺎ ‪ :‬ﻭ ‪Verb with final weak‬‬

‫)‪) (perf. /a/ imperf. /u/‬ﺩﻋﻮ ‪َ to invite (from‬ﺩ َ‬
‫‪3.m.‬‬ ‫َﺩ َﻋﺎ‬ ‫َﻳ ْﺪ ُﻋﻮ‬ ‫َﻳ ْﺪ ُﻋ َﻮ‬ ‫َﻳ ْﺪ ُﻉ‬ ‫ُﺩ ِﻋ َﻲ‬ ‫ُﻳ ْﺪ َﻋﻰ‬
‫‪3.f.‬‬ ‫َﺩ َﻋ ْﺖ‬ ‫َﺗ ْﺪ ُﻋﻮ‬ ‫َﺗ ْﺪ ُﻋ َﻮ‬ ‫َﺗ ْﺪ ُﻉ‬ ‫ُﺗ ْﺪ َﻋﻰ ُﺩ ِﻋ َﻴ ْﺖ‬
‫‪2.m.‬‬ ‫َﺗ ْﺪ ُﻋﻮ َﺩ َﻋ ْﻮ َﺕ‬ ‫َﺗ ْﺪ ُﻋ َﻮ‬ ‫َﺗ ْﺪ ُﻉ‬ ‫ُﺗ ْﺪ َﻋﻰ ُﺩ ِﻋ َ‬
‫ﻴﺖ‬ ‫ُﺃ ْﺩ ُﻉ‬
‫‪2.f.‬‬ ‫َﺗ ْﺪ ِﻋ َ‬
‫ﲔ َﺩ َﻋ ْﻮ ِﺕ‬ ‫ﻴﺖ َﺗ ْﺪ ِﻋﻲ َﺗ ْﺪ ِﻋﻲ‬ ‫ُﺃ ْﺩ ِﻋﻲ ُﺗ ْﺪ َﻋ ْ َ‬
‫ﲔ ُﺩ ِﻋ ِ‬
‫‪1.m.f.‬‬ ‫َﺃ ْﺩ ُﻋﻮ َﺩ َﻋ ْﻮ ُﺕ‬ ‫َﺃ ْﺩ ُﻋ َﻮ‬ ‫َﺃ ْﺩ ُﻉ‬ ‫ُﺃ ْﺩ َﻋﻰ ُﺩ ِﻋ ُ‬
‫ﻴﺖ‬
‫‪Dual‬‬
‫‪3.m.‬‬ ‫َﺩ َﻋ َﻮﺍ‬ ‫ُﺩ ِﻋ َﻴﺎ َﻳ ْﺪ ُﻋ َﻮﺍ َﻳ ْﺪ ُﻋ َﻮﺍ َﻳ ْﺪ ُﻋ َﻮﺍﻥِ‬ ‫ُﻳ ْﺪ َﻋ َﻴﺎﻥِ‬
‫‪3.f.‬‬ ‫َﺩ َﻋﺘَﺎ‬ ‫ُﺩ ِﻋ َﻴﺘَﺎ َﺗ ْﺪ ُﻋ َﻮﺍ َﺗ ْﺪ ُﻋ َﻮﺍ َﺗ ْﺪ ُﻋ َﻮﺍﻥِ‬ ‫ُﺗ ْﺪ َﻋ َﻴﺎﻥِ‬
‫‪2.m.f.‬‬ ‫ُﺃ ْﺩ ُﻋ َﻮﺍ ُﺗ ْﺪ َﻋ َﻴﺎﻥِ ُﺩ ِﻋﻴ ُﺘ َﻤﺎ َﺗ ْﺪ ُﻋ َﻮﺍ َﺗ ْﺪ ُﻋ َﻮﺍ َﺗ ْﺪ ُﻋ َﻮﺍﻥِ َﺩ َﻋ ْﻮ ُﲤَﺎ‬
‫‪Plural‬‬
‫‪3.m.‬‬ ‫َﺩ َﻋ ْﻮﺍ‬ ‫ﻮﻥ‬

‫ُﺩ ُﻋﻮﺍ َﻳ ْﺪ ُﻋﻮﺍ َﻳ ْﺪ ُﻋﻮﺍ َﻳ ْﺪ ُﻋ َ‬ ‫ُﻳ ْﺪ َﻋ ْﻮ َﻥ‬
‫‪3.f.‬‬ ‫َﺩ َﻋ ْﻮ َﻥ‬ ‫ﻮﻥ‬
‫ﻮﻥ َﻳ ْﺪ ُﻋ َ‬
‫ﻮﻥ َﻳ ْﺪ ُﻋ َ‬ ‫ُﺩ ِﻋ َ‬
‫ﲔ َﻳ ْﺪ ُﻋ َ‬ ‫ﲔ‬
‫ُﻳ ْﺪ َﻋ ْ َ‬
‫‪2.m.‬‬ ‫ﰎ‬ ‫ُﺃ ْﺩ ُﻋﻮﺍ ُﺗ ْﺪ َﻋ ْﻮ َﻥ ُﺩ ِﻋﻴ ُﺘ ْﻢ َﺗ ْﺪ ُﻋﻮﺍ َﺗ ْﺪ ُﻋﻮﺍ َﺗ ْﺪ ُﻋ َ‬
‫ﻮﻥ َﺩ َﻋ ْﻮ ُ ْ‬
‫‪2.f.‬‬ ‫ﻮﻥ َﺩ َﻋ ْﻮﺗ ﱠُﻦ‬
‫ﻮﻥ َﺗ ْﺪ ُﻋ َ‬
‫ﻮﻥ َﺗ ْﺪ ُﻋ َ‬ ‫ﲔ ُﺩ ِﻋ ُ ﱠ‬
‫ﻴﱳ َﺗ ْﺪ ُﻋ َ‬ ‫ﻮﻥ ُﺗ ْﺪ َﻋ ْ َ‬‫ُﺃ ْﺩ ُﻋ َ‬
‫‪1.m.f.‬‬ ‫َﺩ َﻋ ْﻮﻧَﺎ‬ ‫َﻧ ْﺪ ُﻋﻮ‬ ‫َﻧ ْﺪ ُﻋ َﻮ‬ ‫َﻧ ْﺪ ُﻉ‬ ‫ُﺩ ِﻋﻴﻨَﺎ‬ ‫ُﻧ ْﺪ َﻋﻰ‬
‫‪465‬‬
‫‪46‬‬
‫‪Act. part.‬‬ ‫َﺩ ٍﺍﻉ‬ ‫‪Pass. part.‬‬ ‫َﻣ ْﺪ ُﻋ ﱞﻮ‬ ‫)‪Verbal noun (mas.dar‬‬ ‫َﺩ ْﻋ َﻮ ٌﺓ‬
‫ﻋﺎ ٌﺀ ‪or‬‬
‫ُﺩ َ‬
‫‪Appendix 2‬‬ ‫‪A2.13‬‬
‫)‪ to meet (perf. /i/ imperf. /a/‬ﻟَ ِﻘ َ‬

‫ﻲ ‪ :‬ﻱ ‪Verb with final weak‬‬
‫‪3.m.‬‬ ‫ﻟَ ِﻘ َﻲ‬ ‫َﻳﻠْﻘَﻰ‬ ‫َﻳﻠْﻘَﻰ‬ ‫َﻳﻠْﻖَ‬ ‫ُﻟ ِﻘ َﻲ‬ ‫ُﻳﻠْﻘَﻰ‬

‫‪3.f.‬‬ ‫ﻟَ ِﻘ َﻴ ْﺖ‬ ‫َﺗﻠْﻘَﻰ‬ ‫َﺗﻠْﻘَﻰ‬ ‫َﺗﻠْﻖَ‬ ‫ُﻟ ِﻘ َﻴ ْﺖ‬ ‫ُﺗﻠْﻘَﻰ‬
‫‪2.m.‬‬
‫ﻟَ ِﻘ َ‬
‫ﻴﺖ‬ ‫َﺗﻠْﻘَﻰ‬ ‫َﺗﻠْﻘَﻰ‬ ‫َﺗﻠْﻖَ‬ ‫ُﻟ ِﻘ َ‬
‫ﻴﺖ‬ ‫ُﺗﻠْﻘَﻰ‬ ‫ِﺇﻟْﻖَ‬
‫‪2.f.‬‬ ‫ﻟَ ِﻘ ِ‬
‫ﻴﺖ‬ ‫َﺗﻠْﻘ ْ َ‬
‫َﲔ‬ ‫َﺗﻠْﻘ َْﻲ‬ ‫َﺗﻠْﻘ َْﻲ‬ ‫ُﻟ ِﻘ ِ‬
‫ﻴﺖ‬ ‫ُﺗﻠْﻘ ْ َ‬
‫َﲔ‬ ‫ِﺇﻟْﻘ َْﻲ‬
‫‪1.m.f.‬‬
‫ﻟَ ِﻘ ُ‬
‫ﻴﺖ‬ ‫َﺃﻟْﻘَﻰ‬ ‫َﺃﻟْﻘَﻰ‬ ‫َﺃﻟْﻖَ‬ ‫ُﻟ ِﻘ ُ‬
‫ﻴﺖ‬ ‫ُﺃﻟْﻘَﻰ‬
‫‪Dual‬‬
‫‪3.m.‬‬ ‫ﻟَ ِﻘ َﻴﺎ‬ ‫َﻳﻠْ َﻘ َﻴﺎ َﻳﻠْ َﻘ َﻴﺎﻥِ‬ ‫َﻳﻠْ َﻘ َﻴﺎ‬ ‫ُﻟ ِﻘ َﻴﺎ‬ ‫ُﻳﻠْ َﻘ َﻴﺎﻥِ‬
‫‪3.f.‬‬ ‫ﻟَ ِﻘ َﻴﺘَﺎ‬ ‫َﺗﻠْ َﻘ َﻴﺎ َﺗﻠْ َﻘ َﻴﺎﻥِ‬ ‫َﺗﻠْ َﻘ َﻴﺎ‬ ‫ُﻟ ِﻘ َﻴﺘَﺎ‬ ‫ُﺗﻠْ َﻘ َﻴﺎﻥِ‬
‫‪2.m.f.‬‬ ‫َﺗﻠْ َﻘ َﻴﺎ َﺗﻠْ َﻘ َﻴﺎﻥِ ﻟَ ِﻘﻴ ُﺘ َﻤﺎ‬ ‫َﺗﻠْ َﻘ َﻴﺎ‬ ‫ِﺇﻟْ َﻘ َﻴﺎ ُﺗﻠْ َﻘ َﻴﺎﻥِ ُﻟ ِﻘﻴ ُﺘ َﻤﺎ‬
‫‪Plural‬‬
‫‪3.m.‬‬ ‫ﻟَ ُﻘﻮﺍ‬ ‫ُﻟ ُﻘﻮﺍ َﻳﻠْ َﻘ ْﻮﺍ َﻳﻠْ َﻘ ْﻮﺍ َﻳﻠْ َﻘ ْﻮ َﻥ‬ ‫ُﻳﻠْ َﻘ ْﻮ َﻥ‬
‫‪3.f.‬‬
‫ﻟَ ِﻘ َ‬
‫ﲔ‬ ‫َﲔ َﻳﻠْﻘ ْ َ‬
‫َﲔ‬ ‫َﲔ َﻳﻠْﻘ ْ َ‬‫ﲔ َﻳﻠْﻘ ْ َ‬ ‫ُﻟ ِﻘ َ‬ ‫ُﻳﻠْﻘ ْ َ‬
‫َﲔ‬
‫‪2.m.‬‬ ‫ِﺇﻟْ َﻘ ْﻮﺍ ُﺗﻠْ َﻘ ْﻮ َﻥ ُﻟ ِﻘﻴ ُﺘ ْﻢ َﺗﻠْ َﻘ ْﻮﺍ َﺗﻠْ َﻘ ْﻮﺍ َﺗﻠْ َﻘ ْﻮ َﻥ ﻟَ ِﻘﻴ ُﺘ ْﻢ‬
‫‪2.f.‬‬ ‫َﲔ ﻟَ ِﻘ ُ ﱠ‬
‫ﻴﱳ‬ ‫َﲔ َﺗﻠْﻘ ْ َ‬ ‫َﲔ َﺗﻠْﻘ ْ َ‬‫ﻴﱳ َﺗﻠْﻘ ْ َ‬ ‫َﲔ ُﻟ ِﻘ ُ ﱠ‬‫َﲔ ُﺗﻠْﻘ ْ َ‬ ‫ِﺇﻟْﻘ ْ َ‬
‫‪4666‬‬ ‫‪1.m.f.‬‬ ‫ﻟَ ِﻘﻴﻨَﺎ‬ ‫َﻧﻠْﻘَﻰ‬ ‫َﻧﻠْﻘَﻰ‬ ‫َﻧﻠْﻖَ‬ ‫ُﻟ ِﻘﻴﻨَﺎ‬ ‫ُﻧﻠْﻘَﻰ‬
‫ِﻟﻘَﺎ ٌﺀ )‪َ Verbal noun (mas.dar‬ﻣﻠْ ِﻘ ﱞ‬

‫ﻲ ‪َ Pass. part.‬ﻻ ٍﻕ ‪Act. part.‬‬
‫‪A2.14‬‬ ‫‪Appendix 2‬‬
‫ﻣﻰ ‪ :‬ﻯ ‪Verb with final weak‬‬

‫)‪) (perf. /a/ imperf. /i/‬ﺭﻣﻲ ‪َ to throw (from‬ﺭ َ‬
‫‪3.m.‬‬ ‫َﺭ َﻣﻰ‬ ‫َﻳ ْﺮ ِﻣﻲ‬ ‫َﻳ ْﺮ ِﻡ َﻳ ْﺮ ِﻣ َﻲ‬ ‫ُﺭ ِﻣ َﻲ‬ ‫ُﻳ ْﺮ َﻣﻰ‬
‫‪3.f.‬‬ ‫َﺭ َﻣ ْﺖ‬ ‫َﺗ ْﺮ ِﻣﻲ‬ ‫َﺗ ْﺮ ِﻡ َﺗ ْﺮ ِﻣ َﻲ‬ ‫ُﺗ ْﺮ َﻣﻰ ُﺭ ِﻣ َﻴ ْﺖ‬
‫‪2.m.‬‬ ‫َﺗ ْﺮ ِﻣﻲ َﺭ َﻣ ْﻴ َﺖ‬ ‫َﺗ ْﺮ ِﻡ َﺗ ْﺮ ِﻣ َﻲ‬ ‫ُﺗ ْﺮ َﻣﻰ ُﺭ ِﻣ َ‬
‫ﻴﺖ‬ ‫ِﺇ ْﺭ ِﻡ‬
‫‪2.f.‬‬ ‫َﺗ ْﺮ ِﻣ َ‬
‫ﲔ َﺭ َﻣ ْﻴ ِﺖ‬ ‫ﻴﺖ َﺗ ْﺮ ِﻣﻲ َﺗ ْﺮ ِﻣﻲ‬
‫ﲔ ُﺭ ِﻣ ِ‬
‫ُﺗ ْﺮ َﻣ ْ َ‬ ‫ِﺇ ْﺭ ِﻣﻲ‬
‫‪1.m.f.‬‬ ‫َﺃ ْﺭ ِﻣﻲ َﺭ َﻣ ْﻴ ُﺖ‬ ‫َﺃ ْﺭ ِﻡ َﺃ ْﺭ ِﻣ َﻲ‬ ‫ُﺃ ْﺭ َﻣﻰ ُﺭ ِﻣ ُ‬
‫ﻴﺖ‬
‫‪Dual‬‬
‫‪3.m.‬‬ ‫َﺭ َﻣ َﻴﺎ‬ ‫ُﺭ ِﻣ َﻴﺎ َﻳ ْﺮ ِﻣ َﻴﺎ َﻳ ْﺮ ِﻣ َﻴﺎ َﻳ ْﺮ ِﻣ َﻴﺎﻥِ‬ ‫ُﻳ ْﺮ َﻣ َﻴﺎﻥِ‬
‫‪3.f.‬‬ ‫َﺭ َﻣﺘَﺎ‬ ‫ُﺭ ِﻣ َﻴﺘَﺎ َﺗ ْﺮ ِﻣ َﻴﺎ َﺗ ْﺮ ِﻣ َﻴﺎ َﺗ ْﺮ ِﻣ َﻴﺎﻥِ‬ ‫ُﺗ ْﺮ َﻣ َﻴﺎﻥِ‬
‫‪2.m.f.‬‬ ‫ِﺇ ْﺭ ِﻣ َﻴﺎ ُﺗ ْﺮ َﻣ َﻴﺎﻥِ ُﺭ ِﻣﻴ ُﺘ َﻤﺎ َﺗ ْﺮ ِﻣ َﻴﺎ َﺗ ْﺮ ِﻣ َﻴﺎ َﺗ ْﺮ ِﻣ َﻴﺎﻥِ َﺭ َﻣ ْﻴ ُﺘ َﻤﺎ‬
‫‪Plural‬‬
‫‪3.m.‬‬ ‫َﺭ َﻣ ْﻮﺍ‬ ‫ﻮﻥ‬

‫ُﺭ ُﻣﻮﺍ َﻳ ْﺮ ُﻣﻮﺍ َﻳ ْﺮ ُﻣﻮﺍ َﻳ ْﺮ ُﻣ َ‬ ‫ُﻳ ْﺮ َﻣ ْﻮ َﻥ‬
‫‪3.f.‬‬ ‫ﲔ‬
‫َﺭ َﻣ ْ َ‬ ‫َﻳ ْﺮ ِﻣ َ‬
‫ﲔ‬ ‫ﲔ َﻳ ْﺮ ِﻣ َ‬
‫ﲔ‬ ‫ﲔ َﻳ ْﺮ ِﻣ َ‬
‫ُﺭ ِﻣ َ‬ ‫ﲔ‬
‫ُﻳ ْﺮ َﻣ ْ َ‬
‫‪2.m.‬‬ ‫ِﺇ ْﺭ ُﻣﻮﺍ ُﺗ ْﺮ َﻣ ْﻮ َﻥ ُﺭ ِﻣﻴ ُﺘ ْﻢ َﺗ ْﺮ ُﻣﻮﺍ َﺗ ْﺮ ُﻣﻮﺍ َﺗ ْﺮ ُﻣ َ‬
‫ﻮﻥ َﺭ َﻣ ْﻴ ُﺘ ْﻢ‬
‫‪2.f.‬‬ ‫َﺗ ْﺮ ِﻣ َ‬
‫ﲔ َﺭ َﻣ ْﻴ ُ ﱠ‬
‫ﱳ‬ ‫ﲔ َﺗ ْﺮ ِﻣ َ‬
‫ﲔ‬ ‫ﻴﱳ َﺗ ْﺮ ِﻣ َ‬
‫ﲔ ُﺭ ِﻣ ُ ﱠ‬
‫ُﺗ ْﺮ َﻣ ْ َ‬ ‫ِﺇ ْﺭ ِﻣ َ‬
‫ﲔ‬
‫‪1.m.f.‬‬ ‫َﺭ َﻣ ْﻴﻨَﺎ‬ ‫َﻧ ْﺮ ِﻣﻲ‬ ‫َﻧ ْﺮ ِﻡ َﻧ ْﺮ ِﻣ َﻲ‬ ‫ُﺭ ِﻣﻴﻨَﺎ‬ ‫ُﻧ ْﺮ َﻣﻰ‬ ‫‪467‬‬
‫‪46‬‬
‫ﺍﻡ ‪Act. part.‬‬

‫َﺭ ٍ‬ ‫َﻣ ْﺮ ِﻣ ﱞ‬
‫ﻲ ‪Pass. part.‬‬ ‫ﻲ )‪Verbal noun (mas.dar‬‬
‫َﺭ ْﻣ ٌ‬
‫‪Appendix 2‬‬ ‫‪A2.15‬‬
‫ﺟﺎ َﺀ ‪ and final hamzah:‬ﻱ ‪Weak verbs with middle‬‬

‫‪َ to come‬‬
‫‪3.m.‬‬ ‫َﺟﺎ َﺀ‬ ‫َﻳ ِﺠﻲ ُﺀ‬ ‫ِﺟﻲ َﺀ‬ ‫ُﻳ َﺠﺎ ُﺀ‬
‫‪3.f.‬‬ ‫َﺟﺎ َﺀ ْﺕ‬ ‫ﲡﻲ ُﺀ‬
‫َِ‬ ‫ِﺟﻴ َﺌ ْﺖ‬ ‫ُﲡَﺎ ُﺀ‬
‫‪2.m.‬‬ ‫ِﺟ ْﺌ َﺖ‬ ‫ﲡﻲ ُﺀ‬
‫َِ‬ ‫ِﺟ ْﺌ َﺖ‬ ‫ُﲡَﺎ ُﺀ‬ ‫ِﺟ ْﺊ‬
‫‪2.f.‬‬ ‫ِﺟ ْﺌ ِﺖ‬ ‫ﲡﻴ ِﺌ َ‬
‫ﲔ‬ ‫َِ‬ ‫ِﺟ ْﺌ ِﺖ‬ ‫ُﲡَﺎ ِﺋ َ‬
‫ﲔ‬ ‫ِﺟﻴ ِﺌﻲ‬
‫‪1.m.f.‬‬ ‫ِﺟ ْﺌ ُﺖ‬ ‫َﺃ ِﺟﻲ ُﺀ‬ ‫ِﺟ ْﺌ ُﺖ‬ ‫ُﺃ َﺟﺎ ُﺀ‬
‫‪Dual‬‬
‫‪3.m.‬‬ ‫َﺟﺎ َﺀﺍ‬ ‫َﻳ ِﺠﻴ َﺌﺎﻥِ‬ ‫ِﺟﻴ َﺌﺎ‬ ‫ُﻳ َﺠﺎ َﺀﺍﻥِ‬
‫‪3.f.‬‬ ‫َﺟﺎ َﺀﺗَﺎ‬ ‫ﲡﻴ َﺌﺎﻥِ‬
‫َِ‬ ‫ِﺟ ْﺌ ُﺘ َﻤﺎ‬ ‫ُﲡَﺎ َﺀﺍﻥِ‬
‫‪2.m.f.‬‬ ‫ِﺟ ْﺌ ُﺘ َﻤﺎ‬ ‫ﲡﻴ َﺌﺎﻥِ‬
‫َِ‬ ‫ِﺟ ْﺌ ُﺘ َﻤﺎ‬ ‫ُﲡَﺎ َﺀﺍﻥِ‬ ‫ِﺟﻴ َﺌﺎ‬
‫‪Plural‬‬
‫‪3.m.‬‬ ‫َﺟﺎﺅُﻭﺍ‬ ‫َﻳ ِﺠﻴ ُﺌ َ‬

‫ﻮﻥ‬ ‫ِﺟﻴ ُﺌﻮﺍ‬ ‫ُﻭﻥ‬
‫ُﻳ َﺠﺎﺅ َ‬
‫‪3.f.‬‬ ‫ِﺟ ْﺌ َﻦ‬ ‫َﻳ ِﺠ ْﺌ َﻦ‬ ‫ِﺟ ْﺌ َﻦ‬ ‫ُﻳ َﺠ ْﺄ َﻥ‬
‫‪2.m.‬‬ ‫ِﺟ ْﺌ ُﺘ ْﻢ‬ ‫ﲡﻴ ُﺌ َ‬
‫ﻮﻥ‬ ‫َِ‬ ‫ِﺟ ْﺌ ُﺘ ْﻢ‬ ‫ُﲡَﺎﺅ َ‬
‫ُﻭﻥ‬ ‫ِﺟﻴ ُﺌﻮﺍ‬
‫‪2.f.‬‬ ‫ِﺟ ْﺌ ُ ﱠ‬
‫ﱳ‬ ‫ﲡ ْﺌ َﻦ‬
‫َِ‬ ‫ِﺟ ْﺌ ُ ﱠ‬
‫ﱳ‬ ‫ﲡ ْﺄ َﻥ‬
‫ُ َ‬ ‫ِﺟ ْﺌ َﻦ‬
‫‪4688‬‬ ‫‪1.m.f.‬‬ ‫ِﺟ ْﺌﻨَﺎ‬ ‫ﳒﻲ ُﺀ‬
‫َِ‬ ‫ِﺟ ْﺌﻨَﺎ‬ ‫ُﳒَﺎ ُﺀ‬
‫‪Act. part.‬‬ ‫َﺟﺎﺀٍ‬ ‫َﻣ ِﺠﻲ ٌﺀ ‪Pass. part.‬‬ ‫ﻲ ٌﺀ )‪Verbal noun (mas.dar‬‬
‫َﺟ ْ‬
‫‪A2.16‬‬ ‫‪Appendix 2‬‬
‫)‪َ to see (perf. /a/ imperf. /a/‬ﺭ َﺃﻯ ‪ :‬ﻯ ‪Verb with final ᵓalif maqs.ūrah‬‬
‫‪Note: This is a common verb with certain irregularities of its own.‬‬
‫‪Person‬‬ ‫‪Perf.‬‬ ‫‪Imperf. Imperf. Imperf. Perf.‬‬ ‫‪Imperf. Imperat.‬‬
‫‪3.m.‬‬ ‫َﺭ َﺃﻯ‬ ‫َﻳ َﺮﻯ‬ ‫َﻳ َﺮﻯ‬ ‫َﻳ َﺮ‬ ‫ُﺭ ِﺋ َﻲ‬ ‫ُﻳ َﺮﻯ‬
‫‪3.f.‬‬ ‫َﺭ َﺃ ْﺕ‬ ‫ﺗ ََﺮﻯ‬ ‫ﺗ ََﺮﻯ‬ ‫ﺗ ََﺮ‬ ‫ُﺭ ِﺋ َﻴ ْﺖ‬ ‫ﺗ َُﺮﻯ‬
‫‪2.m.‬‬ ‫َﺭ َﺃ ْﻳ َﺖ‬ ‫ﺗ ََﺮﻯ‬ ‫ﺗ ََﺮﻯ‬ ‫ﺗ ََﺮ‬ ‫ُﺭ ِﺋ َ‬
‫ﻴﺖ‬ ‫ﺗ َُﺮﻯ‬ ‫َﺭ‬
‫‪2.f.‬‬ ‫َﺭ َﺃ ْﻳ ِﺖ‬ ‫ﺗ ََﺮ ْﻳ َﻦ‬ ‫ﺗ ََﺮ ْﻱ‬ ‫ﺗ ََﺮ ْﻱ‬ ‫ُﺭ ِﺋ ِ‬
‫ﻴﺖ‬ ‫ﺗ َُﺮ ْﻳ َﻦ‬ ‫َﺭ ْﻱ‬
‫‪1.m.f.‬‬ ‫َﺭ َﺃ ْﻳ ُﺖ‬ ‫َﺃ َﺭﻯ‬ ‫َﺃ َﺭﻯ‬ ‫َﺃ َﺭ‬ ‫ُﺭ ِﺋ ُ‬
‫ﻴﺖ‬ ‫ُﺃ َﺭﻯ‬
‫‪Dual‬‬
‫‪3.m.‬‬ ‫َﺭ َﺃ َﻳﺎ‬ ‫َﻳ َﺮ َﻳﺎ َﻳ َﺮ َﻳﺎﻥِ‬ ‫َﻳ َﺮ َﻳﺎ‬ ‫ُﺭ ِﺋ َﻴﺎ‬ ‫ُﻳ َﺮ َﻳﺎﻥِ‬
‫‪3.f.‬‬ ‫َﺭ َﺃﺗَﺎ‬ ‫ﺗ ََﺮ َﻳﺎ ﺗ ََﺮ َﻳﺎﻥِ‬ ‫ﺗ ََﺮ َﻳﺎ‬ ‫ُﺭ ِﺋ َﻴﺘَﺎ‬ ‫ﺗ َُﺮ َﻳﺎﻥِ‬
‫‪2.m.f.‬‬ ‫ﺗ ََﺮ َﻳﺎ ﺗ ََﺮ َﻳﺎﻥِ َﺭ َﺃ ْﻳ ُﺘ َﻤﺎ‬ ‫ﺗ ََﺮ َﻳﺎ‬ ‫َﺭ َﻳﺎ ﺗ َُﺮ َﻳﺎﻥِ ُﺭ ِﺋﻴ ُﺘ َﻤﺎ‬
‫‪Plural‬‬
‫‪3.m.‬‬ ‫َﺭ َﺃ ْﻭﺍ‬ ‫َﻳ َﺮ ْﻭ َﻥ‬ ‫َﻳ َﺮ ْﻭﺍ‬ ‫َﻳ َﺮ ْﻭﺍ‬ ‫ُﺭﺅُﻭﺍ‬ ‫ُﻳ َﺮ ْﻭ َﻥ‬
‫‪3.f.‬‬ ‫َﺭ َﺃ ْﻳ َﻦ‬ ‫َﻳ َﺮ ْﻳ َﻦ‬ ‫َﻳ َﺮ ْﻳ َﻦ‬ ‫َﻳ َﺮ ْﻳ َﻦ‬ ‫ُﺭ ِﺋ َ‬
‫ﲔ‬ ‫ُﻳ َﺮ ْﻳ َﻦ‬
‫‪2.m.‬‬ ‫َﺭ َﺃ ْﻳ ُﺘ ْﻢ‬ ‫ﺗ ََﺮ ْﻭ َﻥ‬ ‫ﺗ ََﺮ ْﻭﺍ‬ ‫ﺗ ََﺮ ْﻭﺍ‬ ‫ُﺭ ِﺋﻴ ُﺘ ْﻢ‬ ‫ﺗ َُﺮ ْﻭ َﻥ‬ ‫َﺭ ْﻭﺍ‬
‫‪2.f.‬‬ ‫َﺭ َﺃ ْﻳ ُ ﱠ‬
‫ﱳ‬ ‫ﺗ ََﺮ ْﻳ َﻦ‬ ‫ﺗ ََﺮ ْﻳ َﻦ‬ ‫ﺗ ََﺮ ْﻳ َﻦ‬ ‫ُﺭ ِﺋ ُ ﱠ‬
‫ﻴﱳ‬ ‫ﺗ َُﺮ ْﻳ َﻦ‬ ‫َﺭ ْﻳ َﻦ‬
‫‪1.m.f.‬‬ ‫َﺭ َﺃ ْﻳﻨَﺎ‬ ‫ﻧ ََﺮﻯ‬ ‫ﻧ ََﺮﻯ‬ ‫ﻧ ََﺮ‬ ‫ُﺭ ِﺋﻴﻨَﺎ‬ ‫ﻧ َُﺮﻯ‬ ‫‪469‬‬
‫‪46‬‬
‫‪Act. part.‬‬ ‫َﺎﺽ ‪َ (as‬ﺭﺍﺀٍ‬

‫)ﻗ ٍ‬ ‫َﻣ ْﺮ ِﺋ ﱞ‬
‫ﻲ ‪Pass. part.‬‬ ‫َﺭ ْﺃ ٌ‬
‫ﻱ )‪Verbal noun (mas.dar‬‬
‫‪Appendix 2‬‬ ‫‪A2.17‬‬
‫‪ to tell‬ـــﻰ َﺭ َﻭﻯ ‪ and weak final:‬ﻭ ‪Doubly weak verbs with weak middle‬‬
‫‪3.m.‬‬ ‫َﺭ َﻭﻯ‬ ‫َﻳ ْﺮﻭِ ﻱ‬ ‫َﻳ ْﺮﻭِ َﻱ‬ ‫َﻳ ْﺮﻭِ‬ ‫ُﺭﻭِ َﻱ‬ ‫ُﻳ ْﺮ َﻭﻯ‬
‫‪3.f.‬‬ ‫َﺭ َﻭ ْﺕ‬ ‫َﺗ ْﺮﻭِ ﻱ‬ ‫َﺗ ْﺮﻭِ َﻱ‬ ‫َﺗ ْﺮﻭِ‬ ‫ُﺭﻭِ َﻳ ْﺖ‬ ‫ُﺗ ْﺮ َﻭﻯ‬
‫‪2.m.‬‬ ‫َﺭ َﻭ ْﻳ َﺖ‬ ‫َﺗ ْﺮﻭِ ﻱ‬ ‫َﺗ ْﺮﻭِ َﻱ‬ ‫َﺗ ْﺮﻭِ‬ ‫ُﺭﻭِ َ‬
‫ﻳﺖ‬ ‫ُﺗ ْﺮ َﻭﻯ‬ ‫ِﺇ ْﺭﻭِ‬
‫‪2.f.‬‬ ‫َﺭ َﻭ ْﻳ ِﺖ‬ ‫ُﺭﻭِ ِ‬
‫ﻳﺖ َﺗ ْﺮﻭِ ﻱ َﺗ ْﺮﻭِ ﻱ َﺗ ْﺮﻭِ َ‬
‫ﻳﻦ‬ ‫ُﺗ ْﺮ َﻭ ْﻳ َﻦ‬ ‫ِﺇ ْﺭﻭِ ﻱ‬
‫‪1.m.f.‬‬ ‫َﺭ َﻭ ْﻳ ُﺖ‬ ‫َﺃ ْﺭﻭِ ﻱ‬ ‫َﺃ ْﺭﻭِ َﻱ‬ ‫َﺃ ْﺭﻭِ‬ ‫ُﺭﻭِ ُ‬
‫ﻳﺖ‬ ‫ُﺃ ْﺭ َﻭﻯ‬
‫‪Dual‬‬
‫‪3.m.‬‬ ‫َﺭ َﻭ َﻳﺎ‬ ‫َﻳ ْﺮﻭِ َﻳﺎ َﻳ ْﺮﻭِ َﻳﺎﻥِ‬ ‫َﻳ ْﺮﻭِ َﻳﺎ‬ ‫ُﺭﻭِ َﻳﺎ‬ ‫ُﻳ ْﺮ َﻭ َﻳﺎﻥِ‬
‫‪3.f.‬‬ ‫َﺭ َﻭﺗَﺎ‬ ‫َﺗ ْﺮﻭِ َﻳﺎ َﺗ ْﺮﻭِ َﻳﺎﻥِ‬ ‫َﺗ ْﺮﻭِ َﻳﺎ‬ ‫ُﺭﻭِ َﻳﺘَﺎ‬ ‫ُﺗ ْﺮ َﻭ َﻳﺎﻥِ‬
‫‪2.m.f.‬‬ ‫َﺗ ْﺮﻭِ َﻳﺎ َﺗ ْﺮﻭِ َﻳﺎﻥِ َﺭ َﻭ ْﻳ ُﺘ َﻤﺎ‬ ‫َﺗ ْﺮﻭِ َﻳﺎ‬ ‫ِﺇ ْﺭﻭِ َﻳﺎ ُﺗ ْﺮ َﻭ َﻳﺎﻥِ ُﺭﻭِ ﻳ ُﺘ َﻤﺎ‬
‫‪Plural‬‬
‫‪3.m.‬‬ ‫َﺭ َﻭ ْﻭﺍ‬ ‫ﻭﻥ‬

‫ُﺭ ُﻭﻭﺍ َﻳ ْﺮ ُﻭﻭﺍ َﻳ ْﺮ ُﻭﻭﺍ َﻳ ْﺮ ُﻭ َ‬ ‫ُﻳ ْﺮ َﻭ ْﻭ َﻥ‬
‫‪3.f.‬‬ ‫َﺭ َﻭ ْﻳ َﻦ‬ ‫ﻳﻦ َﻳ ْﺮﻭِ َ‬
‫ﻳﻦ‬ ‫ﻳﻦ َﻳ ْﺮﻭِ َ‬
‫ﻳﻦ َﻳ ْﺮﻭِ َ‬
‫ُﺭﻭِ َ‬ ‫ُﻳ ْﺮ َﻭ ْﻳ َﻦ‬
‫‪2.m.‬‬ ‫ﻭﻥ َﺭ َﻭ ْﻳ ُﺘ ْﻢ‬
‫ِﺇ ْﺭ ُﻭﻭﺍ ُﺗ ْﺮ َﻭ ْﻭ َﻥ ُﺭﻭِ ﻳ ُﺘ ْﻢ َﺗ ْﺮ ُﻭﻭﺍ َﺗ ْﺮ ُﻭﻭﺍ َﺗ ْﺮ ُﻭ َ‬
‫‪2.f.‬‬ ‫ﻳﻦ َﺭ َﻭ ْﻳ ُ ﱠ‬
‫ﱳ‬ ‫ﻳﻦ َﺗ ْﺮﻭِ َ‬
‫ﻳﻦ َﺗ ْﺮﻭِ َ‬ ‫ُﺗ ْﺮﻭ ْﻳ َﻦ ُﺭﻭِ ُ ﱠ‬
‫ﻳﱳ َﺗ ْﺮﻭِ َ‬ ‫ِﺇ ْﺭﻭِ َ‬
‫ﻳﻦ‬
‫‪4700‬‬ ‫‪1.m.f.‬‬ ‫َﺭ َﻭ ْﻳﻨَﺎ‬ ‫َﻧ ْﺮﻭِ ﻱ‬ ‫َﻧ ْﺮﻭِ َﻱ‬ ‫َﻧ ْﺮﻭِ‬ ‫ُﺭﻭِ ﻳﻨَﺎ‬ ‫ُﻧ ْﺮ َﻭﻯ‬
‫ﺍﻭ ‪Act. part.‬‬

‫َﺎﺽ ‪َ (as‬ﺭ ٍ‬
‫)ﻗ ٍ‬ ‫َﻣ ْﺮﻭِ ﱞ‬
‫ﻱ ‪Pass. part.‬‬ ‫ﺭِ َﻭﺍ َﻳ ٌﺔ )‪Verbal noun (mas.dar‬‬
Index
ᵓa 229 ᵓalladı̄ 275–78

¯
absolute object 416 alphabet table 2–3
ҁ
accusative case 24, 39–40, 59, 88, 93, amā 261–3
97, 120–1 ᵓan 286, 288, 289, 405
ҁ
of specification 419–20 an 69, 126
with numbers 354, 355, 356, 357, anaphoric suffix pronoun 279
358, 359 ᵓanna 264–6, 266–8, 287, 390,
active participle 217–19, 219–20, 405–6, 432–3
277–8 annexation see ᵓid.āfah constructions
active verbs 174–5 antecedent (relative clauses) 276–7,
ҁ
adā 261, 389 278
ҁ
āda 399–400 apocopatus see jussive mood
ҁ
adamu 237 ᵓaqallu 255
adjectives 42–3, 58–9, 75, 96, 100–1, Arabic script, introduction 1–5
196, 205, 209–12 ᵓašaddu 255
comparative/superlative 253–6 assertive particles 264–70
ᵓid.āfah constructions 83–7, 256 assimilated verbs see weak verbs
interrogative 230–2 assimilation 49–51, 308
patterns of formation 247–8, 254–5 auxiliary verbs 269, 328–30, 398–403,
relative 248–52 430–1
ҁ
adverbial clauses 416–18 ayn 3, 9, 34
adverbial phrases 361–3, 415–16 ᵓayyuhā 232–5
adverbs 411–16 ᵓayyun 231–2
agent (passive verbs) 176–8
ᵓahada 403 bāᵓ 2, 6, 50
˘
ᵓaktaru 255 baҁd.un 141
¯
ᵓal see definite article bayna 72, 128
ᵓal-ҁāᵓid 279, 280 bi . . . 69, 403–6
ҁ
alā 69, 125 bid.ҁu 352
ᵓalif 2, 6, 17, 35–6, 51, 52, 53, 182 both 239–42
maddah sign 36 bound prepositions 69
miniature 29 broken plurals 97, 195–200, 212,
ᵓalif hamzah see hamzah 247–8
ᵓalif maqs.ūrah 29, 96, 130
all 238 calendars 376–7 471
ᵓallā 287 cardinal numbers 348–66
Index cases 24; see also accusative, genitive, exception 386–95
nominative exclamations 396–7
Christian festivals 379
collective nouns 198–200 fa . . . 66–7, 425, 426–7
comparative sentences 253–4 fāᵓ 3, 10, 50
compound numbers 353–4, 356, 359, fath.ah 13, 17, 18, 24, 28, 35, 36, 182
361–2 feminine nouns 58–61, 94–6, 99–101,
concessive particles 432–3 207–9
conditional sentences 425–37 with numbers 348–57
conjugation paradigms (verbs) festivals 378–9
448–70 f ı̄ 69, 361–3
conjunctions final letters 1, 2–3, 36
co-ordinating 66–9, 123–4, 129 fractions 373–4
subordinating 267, 286–7, 390, fulānun 242–3
405–6, 432–3 future time 149–50, 329–30
consonants 6–11
.
assimilation 50 gayn 3, 10, 50
.
double 23 gayru 235–6, 386, 389–90
emphatic 8–9, 18–19 gender of nouns 58–65
co-ordinating conjunctions 66–9, genitive case 24, 40, 69, 75, 84, 88, 93,
123–4, 129 97, 120, 389
after numbers 349–50, 356, 359,
d.ā 3, 9, 18, 49, 166 361
d.ād 3, 8, 18, 49, 166 after prepositions 69–70
dagger 29–30 ᵓid.āfah constructions 80–92
dāl 2, 7, 49 in negation 235, 237
dāma 269, 402 ğı̄m 2, 6–7, 50
d.ammah 17, 24, 28, 35, 182
dates 361–3, 378–9, 412–13 hāᵓ 3, 11, 50, 58–9
datun 140 h.āᵓ 2, 7, 50
¯
days of the week 375 hāᵓ 2, 7, 50
˘
defective verbs see weak verbs hayrun 255
˘
definite article 39–40, 42, 49–53, 74–5, hal 229, 426, 428
84–5, 86, 256, 359–60, 367, h.āl clauses 416–8
373, 412–13 hamzah (hamzatu l-qatҁi) 34–6, 51–3,
demonstratives 87, 135–8 182–94
derived verb forms I–X 157–66, 175–6, in verbs 160, 306–14, 342, 458–60,
219, 439–47 468
diminutive form 258–59 hamzatu l-was.li (was.lah) 51, 110, 160
diptotes 60, 61, 205–16, 247–8 handwriting 4–5, 12–16
dots and strokes 12–13 exercises 13–16, 20–1, 25–7, 31–3,
double consonants 23 37–8
doubled verbs 298–99, 442–3, 454–5 h.attā 68–9, 71, 287, 290–1
doubly weak verbs 340–1, 470 hollow verbs see weak verbs
dual number 93–7, 257 hunāka 242
hundreds 356–7
each 239–42
4722 emphasizing pronouns 139–41 ᵓid 406
emphatic consonants 8–9, 18–19, 167 ᵓidā 425, 426
ᵓid.āfah constructions 80–92, 123–4, lām 3, 10, 18, 49, 74–5 Index
137–8, 256, 352, 360, 369–70 lām-ᵓalif 28–30, 43
ᵓidan 287, 289 lammā 291–2
¯
‘if’ clauses 425–37 lan 286–7, 426–7
ᵓilā 69, 125 law 425, 429, 432
ᵓillā 386–95 laysa 269, 397–8, 405, 426
imperative mood 293–4, 298–9, 307, layta 265
425–6 letters see alphabetic table, writing
imperfect tense 106, 146–56, 174–5, li . . . 70–1, 74–5, 125, 126, 230–1,
217–18, 298–9 286–7, 291, 293
ᵓin 425–6 long vowels 28–30
ҁ
inda 72, 73, 125 lunar calendar 376–7
indefinite forms 24, 42, 206, 276–7
indicative mood 146–56 mā 112, 151, 230, 269–70, 280, 292,
indirect speech 266–7 386, 399, 402, 404–5, 426–7,
initial letters 1, 2–3 428
ᵓinna and its sisters 264–9 maҁa 58, 72–3, 125, 267, 432
inner object 416 mādā 230–1
¯
interrogative adverbs 411–12 maddah sign 36
interrogative particles 229 man 230–1, 280–1, 430
interrogative pronouns 230–2, 280–1, masculine nouns 58–65, 87–8, 94, 97,
431 207–9
intransitive verbs 160, 162, 163–4, 166 with numbers 348–61
Islamic calendar 376–7 mas.dar 220–2, 290, 299–300
festivals 378–9 matā 411–12
ᵓiyyā 129 medial letters 1, 2–3, 35
millions 358–9
jussive mood 146, 291–2, 425 mı̄m 3, 10, 50–1
min 69, 126, 177–8, 253–4, 255,
ka . . . 69 360
kaᵓanna 264 miniature ᵓalif 29–30
kāda 401–2 months of the year 376–7
kāf 3, 10, 50 moods see imperative, jussive,
kam 232 subjunctive
kāna 324 moon letters 50–1
as auxiliary verb 328–30, 430 mundu 69
¯
and its sisters 268–9, 397–401 Muslim festivals 378–9
kasrah 13, 17, 23, 24, 28, 35, 182
kay 286–8 nafsun 139–41
kilā 239–42 nationalities 248–53
kullun 238 negation 112, 151, 235–6, 397
nisbah 140–1, 248–53
la . . . 125–6, 265, 429 nominal sentences 41–2
lā 151, 237, 270, 287, 291, 399, 426, nominative case 24, 40
429 nouns
laҁalla 265 cases 24, 40; see also accusative,
ladā 72, 73, 125 genitive, nominative
lākinna 264 collective 198–200 473
47
lam 291–2, 399 dual and plural 93–105, 195–200
Index five nouns (ᵓid.āfah constructions) possessive pronouns 121
87–8 prepositions 69–75, 126, 253–4, 259,
gender 58–65 403–6
indefinite forms 24–5, 39 primary prepositions 69–71
negative 235–8 pronouns
of place, time and instrument 222–3, interrogative 230–2, 280–1, 431
299 personal 108–9, 118–34, 137–8,
with possessives 121 396–7
triptotes and diptotes 205–9, 211–13 possessive 121
verbal 220–3, 290, 299–301, 417 reciprocal/reflexive 139–41
numbers relative 275–85
cardinal 348–66 pronunciation
ordinal 367–73 consonants 6–11
nūn 3, 11, 50–1 hamzah 34
nunation 24, 39, 205 vowels 17–22
word stress 30–1
objects of verbs 127, 129–130 proper names 207–9
only 236, 388 punctuation 12
ordinal numbers 367–73
other(s) than 235–6 qabla 71–2, 259
qad 112, 150–1, 406, 426
participles 217–20, 277–8 qāf 3, 10, 19, 50
particles 68, 112, 129–30, 150, 265–6 qalla 402
assertive 264–8 qāma 403
concessive 432–3 quadriliteral verbs 158, 299–301,
conditional 425–31 456–7
exceptive 386–7
interrogative 229–30 rāᵓ 2, 7, 49
negative 112, 151, 237–8 radicals (verbs) 107, 146–7, 159–60
subjunctive 286–91 hamzah 306–14, 342
vocative 232–5 weak 315
.
passive participle 219–20, 278 ragma 432
passive verbs 174–80 reciprocal pronoun 141
past progressive tense 310–11 reciprocal verbs 164
past time see perfect tense reflexive pronouns 139–41
percentages 374–5 reflexive verbs 164–5, 166
perfect tense 106–7, 174–7 relative adjectives 248–9
personal pronouns 108–9, 118–34, relative clauses 275–85
137–8, 396–7 root (verbs) 107, 157
pharyngealized consonants see
emphatic consonants sa . . . 150, 426
pluperfect tense 328–9 s.ād 2, 8, 18, 49, 167
plural number 97–9, 195–200, 247–8, šaddah 23, 50, 298
252–3 sanata 361–3
positional variants of letters 1, 2–3, s.āra 269, 403
35–6 šarrun 255
possession sawfa 150, 426
4744 to have 72–4, 125 seasons of the year 377–8
ᵓid.āfah constructions 80–5 secondary prepositions 71–2
separate personal pronouns 118–19 derived forms 158–68, 217–20, Index
short vowels 17 299–301, 440–6
sı̄n 2, 8, 49 doubled 298–9, 442–3, 454–5
šı̄n 2, 8, 49 with hamzah 160, 306–14, 342,
siwā 386, 389 458–60, 468
sound plurals 97–9, 122–3, 196–7, negative copula 269–70, 397–8, 405,
252–3, 354–5 426–8
stress in words 30–1 participles 217–20, 277–8
strokes and dots 12–13 quadriliteral 299–301, 456–7
strong verbs 315 tenses see imperfect tense, perfect
subjunctive mood 146, 286–91 tense
subordinating conjunctions 265–7, vowelling patterns 107–8, 146–7
286–7, 390, 405–6, 425, 432–3 weak 315–47, 444–7, 461–70
suffix pronouns 120–30, 279, 280, of wonder 396–7
396–7 vocative particles 232–5
sukūn 23, 36, 50, 183 vowels 17–18, 28–9
sun letters 50 absence 23
superlative sentences 256–7
syllable structure 30–1 wa 66, 124, 151, 264, 356, 419
wa . . . 151, 432–3
tāᵓ 2, 6, 12, 49 was.lah see hamzatu l-was.li
tāᵓ marbūt.ah 11, 58–9, 94, 250, 252 wāw 3, 11, 28, 35, 50, 182
t.āᵓ 2, 9, 19, 50 of h.āl 418–19
tāᵓ 2, 6, 13, 50 weak verbs
¯
tamyı̄z 419–20 final radical 335, 465–7, 469
tanwı̄nun see nunation initial radical 315–18, 444–5, 461
telling the time 372 middle radical 323–34, 319–20,
tenses 106 462–4
using auxiliary verbs 106–7, two weak radicals 340–1, 470
397–403, 430 wonder, verbs of 396
see also imperfect tense, perfect tense word order 41–2, 109–10, 149
there is/are 242 word stress 30–1
thousands 358–60 writing
time 372 consonants 4–5, 12–13
transitive verbs 160–6 hamzah 34–6, 182–194
transliteration of Arabic letters 2–3, 32 numbers 348–9, 353–5, 356–7
triliteral verbs 107–8, 157, 298–9 vowels 17, 28–30
triptotes 205–16, 248 see also handwriting
tumma 68
¯
yā 232–3, 265
verbal nouns 220–3, 290, 300, 416 yāᵓ 3, 11, 12, 28, 29, 35, 50, 182–3
verbal sentences 41–2 years 361–2, 378–9, 413
verbs 106–10
auxiliary 328–30, 397–403, 430 zāla 269, 399
conjugation paradigms 448–70 zāy 2, 8, 167
475
47

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This new edition of Arabic: An Essential Grammar is an up-to-date and

• coverage of the Arabic script and alphabet

Essential Grammars are available for the following languages:

Chapter 1 Arabic script, transliteration and

Chapter 2 Pronunciation of consonants 6

Chapter 3 Punctuation and handwriting 12

Chapter 5 Sukūn, šaddah, noun cases and nunation

Chapter 6 Long vowels, ʾalif maqs.ūrah, dagger or

Chapter 7 Hamzah (hamzatu l-qat.ʿi) and the

Chapter 8 Definite article ..‫ َﺃ ْﻟـ‬ᵓal.., nominal

Chapter 9 Sun letters, moon letters, and hamzatu

Chapter 12 ʾId.āfah construction (genitive attribute)

Chapter 13 Numbers: dual and plural 93

Chapter 14 Perfect tense verbs, root and radicals,

Chapter 15 Separate personal pronouns and suffix

Chapter 16 Demonstrative, reflexive and reciprocal

Chapter 17 Imperfect tense verbs in the indicative

Chapter 18 Derived verb forms, roots (stems)

Chapter 19 Passive verbs 174

Chapter 20 Rules for writing the hamzah

Chapter 21 Broken (internal) plurals and

Chapter 22 Triptotes and diptotes 205

Chapter 23 Participles, verbal nouns (mas.dar),

Chapter 24 Interrogative particles, pronouns

Chapter 25 Adjectival patterns, relative adjectives

Chapter 27 Relative pronouns and relative clauses 275

Chapter 28 Moods: subjunctive, jussive

Chapter 29 Doubled verbs (mediae geminatae)

Chapter 30 Verbs with hamzah 306

Chapter 31 Verbs with a weak initial radical 315

Chapter 32 Verbs with a weak middle radical 323

Chapter 33 Verbs with a weak final radical, doubly

Chapter 34 Cardinal numbers 348

Chapter 35 Ordinal numbers, fractions, expressions

Chapter 36 Exception 386

preposition ‫ ﺑِـ‬bi.. 396

Chapter 38 Adverbs, absolute or inner object, h.āl

Chapter 39 Conditional sentences 425

Appendix 1 Tables of the ten verb forms 439

This book describes the fundamental grammar and structure of modern

I would like to express my gratitude to my former colleagues of the Uni-

Faruk Abu-Chacra was born in Lebanon. He held the position of Senior

1—The work contains thirty-nine chapters with an appendix of tables for

Arabic script, transliteration

1.1 The Arabic script

The Arabic alphabet consists of 28 letters which are considered to be conso-

‫ﻭﻑ ٱﻟْﻬِ َﺠﺎ ِﺋ ﱠﻴ ُﺔ‬ ُ ْ‫َﺃﻟ‬

‫َﺃ ْﻷَ ِﻟـ ْﻔـ َﺒﺎ ُﺀ‬ ᵓal-ᵓalifbāᵓu

1.3 Alphabet table and transliteration

Transliteration Standing Final Medial Initial Name

1) (*) ‫ﺍ‬ ‫ ـﺎ‬.. ‫ ـﺎ‬.. ‫ﺍ‬ ᵓAlif

2) b ‫ﺏ‬ ‫ ــــﺐ‬.. ..‫ ـﺒـ‬.. ..‫ﺑـ‬ Bāᵓ

3) t ‫ﺕ‬ ‫ ـــﺖ‬.. ..‫ ـﺘـ‬.. ..‫ﺗـ‬ Tāᵓ

4) t- ‫ﺙ‬ ‫ ـــﺚ‬.. ..‫ ـﺜـ‬.. ..‫ﺛـ‬ T- āᵓ

5) ǧ ‫ﺝ‬ ‫ ـﺞ‬.. ..‫ ـﺠـ‬.. ..‫ﺟـ‬ Ǧı̄m

6) h. ‫ﺡ‬ ‫ ـﺢ‬.. ..‫ ـﺤـ‬.. ..‫ﺣـ‬ H.āᵓ

8) d (*) ‫ﺩ‬ ‫ ـــﺪ‬.. ‫ ـﺪ‬.. ‫ﺩ‬ Dāl