Ahsanul Qawaaid Workbook Part 2

Madrasa Tajweedul Quran
ََ ّ ‫آن َو ﻋَـﻠ‬
‫ـﻤ ٗـﻪ‬ ‫ﺮ‬‫ـ‬‫ﻘ‬ُ ْ ‫ـ‬‫ﻟ‬ ‫ا‬ َ
‫ـﻢ‬
َ ْ َ َ ْ َ ْ ُْ َّ ‫ﻠ‬‫ـ‬‫ـﻌ‬َ ‫ﺗ‬ ‫ﻦ‬‫ـ‬‫ﻣ‬ ‫ـﻢ‬‫ﻛ‬ُ ‫ﺮ‬ ‫ـ‬‫ـﻴ‬‫ﺧ‬
The best amongst you is the one learns and teaches the Quran.
This book belongs to:
Keep this safe.
It will be required for revision at the beginning of the term in Level 2.
Note: The words in here are there to provide further examples of the relevant
concept and at times some words may not contain an actual meaning in Arabic.
1
‫ﺣﺎﻣﺪا و ﻣﺼﻠّﻴﺎ‬
Introduction
Assalamualaykum, Dear parent / teacher,
This is the second part of the “supplementary booklet” to support pupils

who are using Ahsanul Qawaid to learn how to recite the Quran. In order to
maximise benefit, it is important parents understand the purpose of this
workbook; this has been highlighted in part 1.
Please also note:
It is very important that your child at this stage understands all the
concepts that have to date been covered. A failure in this will lead to
your child struggling immensely (as each concept is a link to the next
one and so forth).
If your child has fallen behind for whatever reason, you need to
establish the last concept your child understands, from this point
onwards you then need to make a robust “revision plan” to “catch up”.
Simply expecting your child to automatically “catch up” is not just
wishful thinking, but will hamper progress even further.
Certain concepts such as Sukoon and Tashdeed
This class is the most important stepping stone towards learning to

recite the Quran, thus a little effort and involvement now will pay huge
dividends later on. Please do not hesitate to email any feedback /
suggestions etc.
Finally, a big thank you to all those who have assisted in compiling this
booklet. We pray to Allah for guidance, wisdom and steadfastness and may
he accept our efforts. Ameen.
Moulana Farook Kazi

Founder & Chair of Al-Ansaar Welfare & Education
December 2010 / Muharram 1432
2
Sukoon Concepts
These pages and worksheets will cover the following concepts that are in
Ahsanul Qawaid, i.e. having a Saakin letter after a letter containing a
Harakah:
5 4 3 2 1
‫ا َْن‬ ‫اِ ْى‬ ‫ا َْى‬ ‫اُ ْو‬ ‫ا َْو‬

A.Q. Page 23 A.Q. Page 22 A.Q. Page 21 A.Q. Page 20 A.Q. Page 19
Lesson 17 Lesson 16 Lesson 15 Lesson 14 Lesson 13
Working from the book “Ahsanul Qawaid”, the above makes a total of 5
concepts.
However, in reality there are only 3 concepts, as numbers 1, 3 and 5 (in

the above concepts) are same. To make it easier for children, and to
avoid confusion, we are using these pages to learn the above concepts.
If required, we may go over the examples in Ahsanul Qawaid after

finishing these pages.
Please also note the following:
1. The “semi-circle” on the second letter in the above examples is

known as a Sukoon.
2. A letter containing a Sukoon is known as Saakin.
Examples:
‫ْن‬ ‫ْم‬ ‫ْي‬

This is a Noon This is a Meem This is a Yaa
Saakin Saakin Saakin
3
Part 1
Notes for parents
Concept we are covering: Any Saakin letter preceded by any letter from
the alphabet containing any one of the three vowel points (Fatha,
Dhamma, Kasra).
To make it easier for children, each of the following first 6 lessons are
devoted to a specific vowel point only.
Teaching strategy: First ask the first bit of the two letter word, and
then explain that the second letter has a “Sukoon” (semi-circle), and the
first letter must be joined to the sound second letter.
Part 1 has six lessons.
Lesson 1
Any Saakin letter preceded by a letter containing a Fatha.
5 4 3 2 1
‫َﺳـ ْﻒ‬ ‫ﺑَـ ْﺲ‬ ‫ﺑَـ ْﻦ‬ ‫ا َْن‬ ‫ا َْب‬
10 9 8 7 6
‫دَ ْع‬ ‫ﻳ َـ ْﻒ‬ ‫َﻣـ ْﻖ‬ ‫َﺟـ ْﺶ‬ ‫َﺟـ ْﻦ‬
4
Lesson 2
Any Saakin letter preceded by a letter containing a Kasra.
5 4 3 2 1
‫ِﻣـ ْﻦ‬ ‫ﺗِـ ْﻢ‬ ‫ﺑِـ ْﻒ‬ ‫اِ ْن‬ ‫اِ ْب‬
10 9 8 7 6
‫ﻗِـ ْﻦ‬ ‫ﻟ ِـ ْﺲ‬ ‫ِﺿـ ْﻊ‬ ‫ﺺ‬

ْ ‫ـ‬‫ﺣ‬ِ ‫ِﺷـ ْﺪ‬
Lesson 3
Any Saakin letter preceded by a letter containing a Dhamma.
5 4 3 2 1
‫ﺐ‬
ْ ‫ُﺗـ‬ ‫ُﻗـ ْﻞ‬ ‫ُﺑـ ْﻞ‬ ‫اُ ْم‬ ‫اُ ْب‬
10 9 8 7 6
‫ُﺳـ ْﻖ‬ ‫ُز ْر‬ ‫ُﻗـ ْﻢ‬ ‫ُﻋـ ْﺪ‬ ‫ُﻓـ ْﺰ‬
5
Lesson 4
‫و‬
Special emphasis on the second (Saakin) letter being ◌ْ Use the teaching
strategy mentioned earlier.
5 4 3 2 1
‫َﺷ ْﻢ‬ ‫َﻣـ ْﻮ‬ ‫ﺑَـ ْﻮ‬ ‫ﻳ َـ ْﻮ‬ ‫ا َْو‬
10 9 8 7 6
‫ﻗَـ ْﻮ‬ ‫ﻗَـ ْﻦ‬ ‫دَ ْو‬ ‫دَ ْم‬ ‫َﺷـ ْﻮ‬
Lesson 5
Special emphasis on the second (Saakin) letter being ‫ ْى‬Use the teaching
strategy mentioned earlier.
5 4 3 2 1
‫َﻏـ ْﻰ‬ ‫َﻃـ ْﻰ‬ ‫َو ْى‬ ‫َﺷـ ْﻰ‬ ‫ا َْى‬
10 9 8 7 6
‫َﺳـ ْﻰ‬ ‫َﻫـ ْﻰ‬ ‫ﺑ َـ ْﻰ‬ ‫َﻇـ ْﻰ‬ ‫ﺗَـ ْﻰ‬
6
Lesson 6
This lesson is about giving special emphasis on the second (Saakin) letter
(as it is a throat letter and thus very easy to mispronounce).
Practice the 6 throat letters first (stating from the bottom of the
throat):
Bottom of the throat
B ‫ء‬
Pronounced very lightly.
Middle of the throat
‫ح‬ ‫ع‬
Must be pronounced without exaggeration.
Top of the throat
‫خ‬ ‫غ‬
Must be pronounced without exaggeration.
Now practice the following examples (emphasise which part of the throat
the second letter originates from).
5 4 3 2 1
‫ا َ ْغ‬ ‫ُﺗـ ْﻎ‬ ‫ ْﻊ‬Hِ‫ﺑ‬ ‫ا َ ْع‬ ‫ا َ ْح‬
10 9 8 7 6
‫َﻣـ ْﻎ‬ ‫اِ ْخ‬ ‫ا َ ْخ‬ ‫َﺳـ ْﺢ‬ ‫َﺳـ ْﻪ‬
7
‫‪Madrasa Tajweedul Quran‬‬
‫‪Worksheet Number 1‬‬
‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫َﺧـ ْﻮ‬ ‫َﺟـ ْﻮ‬ ‫َﺳـ ْﻮ‬ ‫ﻟـ َ ْﻮ‬ ‫ا َْو‬

‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬
‫َﻛـ ْﻮ‬ ‫َﻫـ ْﻮ‬ ‫ذَ ْو‬ ‫َﺻـ ْﻮ‬ ‫َﻣـ ْﻮ‬
‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬ ‫‪12‬‬ ‫‪11‬‬
‫زَ ْو‬ ‫ﻳَـ ْﻮ‬ ‫َر ْو‬ ‫ﺑَـ ْﻮ‬ ‫ﻧَـ ْﻮ‬
‫‪20‬‬ ‫‪19‬‬ ‫‪18‬‬ ‫‪17‬‬ ‫‪16‬‬
‫َﻏـ ْﻮ‬ ‫ﻓَـ ْﻮ‬ ‫ﻗَـ ْﻮ‬ ‫َﻇـ ْﻮ‬ ‫ﺛَـ ْﻮ‬
‫‪25‬‬ ‫‪24‬‬ ‫‪23‬‬ ‫‪22‬‬ ‫‪21‬‬
‫ﺋَـ ْﻮ‬ ‫َﻃـ ْﻮ‬ ‫ا َْو‬ ‫َﺷـ ْﻮ‬ ‫دَ ْو‬

‫‪29‬‬ ‫‪28‬‬ ‫‪27‬‬ ‫‪26‬‬
‫َﺿـ ْﻮ‬ ‫َﺣـ ْﻮ‬ ‫َو ْو‬ ‫ﺗَـ ْﻮ‬
‫‪8‬‬
‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ذَ ْي‬ ‫َﺧـ ْﻲ‬ ‫َﺟـ ْﻲ‬ ‫ﺗَـ ْﻲ‬ ‫ا َ ْي‬

‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬
‫َﻏـ ْﻲ‬ ‫َﻇـ ْﻲ‬ ‫َﺿـ ْﻲ‬ ‫َﺷـ ْﻲ‬ ‫زَ ْي‬
‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬ ‫‪12‬‬ ‫‪11‬‬
‫ﻳَـ ْﻲ‬ ‫َﻫـ ْﻲ‬ ‫ﻧَـ ْﻲ‬ ‫ﻟـ َ ْﻲ‬ ‫ﻗَـ ْﻲ‬
‫‪20‬‬ ‫‪19‬‬ ‫‪18‬‬ ‫‪17‬‬ ‫‪16‬‬
‫َر ْي‬ ‫دَ ْي‬ ‫َﺣـ ْﻲ‬ ‫ﺛَـ ْﻲ‬ ‫ﺑَـ ْﻲ‬
‫‪25‬‬ ‫‪24‬‬ ‫‪23‬‬ ‫‪22‬‬ ‫‪21‬‬
‫ﻋَـ ْﻲ‬ ‫َﻃـ ْﻲ‬ ‫ﻓَـ ْﻲ‬ ‫َﺻـ ْﻲ‬ ‫َﺳـ ْﻲ‬
‫‪29‬‬ ‫‪28‬‬ ‫‪27‬‬ ‫‪26‬‬
‫ﺋَـ ْﻲ‬ ‫َو ْي‬ ‫َﻣـ ْﻲ‬ ‫َﻛـ ْﻲ‬
‫‪9‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ُﻛ ْـﻒ‬ ‫ـﺖ‬

‫ُﻣ ْ‬ ‫ُﻗ ْـﻞ‬
‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬
‫دَ ْع‬ ‫َر ْى‬ ‫ﻟـ َ ْﻦ‬

‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬
‫َﺧ ْـﻒ‬ ‫َﺷـﺄ ْ‬ ‫َﻛـ ْﺪ‬

‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬
‫اِ ْض‬ ‫ـﺖ‬

‫ﺑَ ْ‬ ‫َﺿـ ْﻊ‬
‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬
‫ﺛِـ ْﻖ‬ ‫ِﺻ ْـﻞ‬ ‫ﺑِـ ْﻊ‬
‫‪10‬‬
Part 2
Notes for parents
Purpose of this section: Covering random examples of a Saakin letter

preceded by any letter from the alphabet containing any one of the three
vowel points (Fatha, Dhamma, Kasra).
Teaching strategy:
a) Give a few minutes to your child to work out the words.

b) Listen to your child.
c) If your child reads incorrectly and / or joins the letters
incorrectly, do not simply correct your child but “break up” the
word and explain how to join the letters together (refer to the
teaching strategy in part 1).
Part 2 has 3 lessons.
Lesson 1
5 4 3 2 1
‫ﻳ َـ ْﺶ‬ ‫ﻳ َـ ْﻰ‬ ‫ﻳ َـ ْﻮ‬ ‫ِﻳـ ْﻢ‬ ‫ُذ ْن‬
10 9 8 7 6
‫ﻓَـ ْﺰ‬ ‫ﻓِـ ْﺬ‬ ‫ُﻓـ ْﻢ‬ ‫ﻗِـ ْﻦ‬ ‫ُﻗـ ْﻒ‬
15 14 13 12 11
‫ﻋَـ ْﻮ‬ ‫َﺣـ ْﻰ‬ ‫ُﻏـ ْﺶ‬ ‫ ْﻮ‬Hَ ‫ﻧ‬ ‫َﺟـ ْﻰ‬
11
Lesson 2
5 4 3 2 1
‫ُو ْل‬ ‫َو ْل‬ ‫َر ْو‬ ‫َر ْن‬ ‫َر ْى‬
10 9 8 7 6
‫ﻧـَ ْﺞ‬ ‫َﺣـ ْﻰ‬ ‫ﺑِـ ْﻖ‬ ‫ُﻃـ ْﻢ‬ ‫ِﻏـ ْﻦ‬
15 14 13 12 11
‫ُﻋـ ْﺮ‬ ‫ﻓِـ ْﻪ‬ ‫ﻧ ُـ ْﺲ‬ ‫ش‬

ْ َ‫ا‬ ‫ﺐ‬
ْ ‫ُﺻـ‬
Lesson 3
These examples contain more than 2 letters.
5 4 3 2 1
‫ﻳ َـ ْﻘـﺘُـ ُﻞ‬ ‫ُﻣـ ْﺠ ِﺮ ٌم‬ ‫ﻨَﺎ‬Hْ ‫ﻗِـﻠ‬ ‫ُذ ﻗْـ ُﺖ‬ ‫ُﻗـ ْﻤـﻨَﺎ‬
10 9 8 7 6
ٍ‫ﻋَـ ْﺪ ن‬ ‫ُﺗـ ْﺮ َﺳـ ُﻞ‬ ‫ﻧـَﻌْـﻘِـ ُﻞ‬ ‫ُﺑـﻠ ْ َﺖ‬ ‫ُﺗـ ْﻔـﺘ َـ ُﺢ‬
Note: You can easily turn the above examples into words ending with a Tanween. This
will ensure the concepts of Tanween are also being practiced. Examples:
2 1
‫ُذ ﻗْـ ٌﺖ‬ ‫ُذ ﻗْـ ُﺖ‬
12
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ﻋَـ ْﻔـﻮًا‬ ‫ـﻤ ٌـﻞ‬

‫َ َ‬‫ﺟ‬ ‫ـﺐ‬
‫َ‬
‫َ ٌ‬‫ﻠ‬‫ـ‬ ‫ﻃ‬
‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬
‫َﻇـ ْﺮ ٌف‬ ‫ـﺐ‬‫ْ‬

‫َ ٌ‬ ‫ﻠ‬‫ـ‬ ‫ﻛ‬ ‫َﺣـﺒ ْ ِـﻞ‬
‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬
‫ِﺣـﻠ َ ِـﻞ‬ ‫ـﻢ‬

‫ُ‬ ‫ـﺠ‬
‫ْ‬ ‫َ‬ ‫ﻧ‬ ‫ﺑَـﻴ ٖ‬
‫ـﺖ‬‫ْ‬
‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬
‫ِﺧـﻠْـ ٌﻖ‬ ‫ُﻋـ ْﺮ ِف‬ ‫ـﻢ‬ ‫ﺳ‬

‫َْ ٌ‬ ‫ر‬
‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬
‫ا َ ْﺷـﻬَ ُـﺪ‬ ‫ـﺤـﺎ‬ ‫ـﺒ‬

‫ُ ْ ً‬‫ﺻ‬ ‫ـﺐ‬‫ْ‬
‫َ ٌ‬ ‫ﻳ‬ ‫ر‬
‫‪13‬‬
‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ﻟَـﻴْـ ٌﺲ َﺿـﻴ ٍ‬
‫ـﻒ‬ ‫َر ﻳ ْ ِ‬
‫ـﺐ‬ ‫ـﺪا‬
‫َﻛـﻴ ْ ً‬ ‫ـﺐ‬ ‫ـﻴ‬‫ﻏ‬
‫ْ‬ ‫َْ َ‬
‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬
‫دَ ﻳْـ ٌﻦ‬ ‫ـﺚ َﺧـﻴْـ ًﺮا َر ﻳْـ ٍﺶ‬

‫ـﺖ َﺣـﻴ ْ ُ‬
‫زَ ﻳ ْ ٌ‬
‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬ ‫‪12‬‬ ‫‪11‬‬
‫َﺿـﻴ ْ ٌـﻒ‬ ‫دَ ﻳْـﻦٍ‬ ‫ﻟَـﻴ ْ ٌـﻒ‬ ‫ر ﻳْـ ٌﺶ َﺻـﻴ ٍ‬

‫ـﻒ‬‫ْ‬ ‫َ‬
‫‪20‬‬ ‫‪19‬‬ ‫‪18‬‬ ‫‪17‬‬ ‫‪16‬‬
‫َﻣـﻴ ٍ‬
‫ـﺖ‬ ‫ـﺖ‬ ‫ﻳ‬
‫َْ ٌ‬ ‫ز‬ ‫ا‬‫ﺮ‬ ‫ـ‬
‫ًْ‬ ‫ـﻴ‬‫ﺿ‬‫َ‬ ‫ﺶ‬
‫ٌ‬ ‫ـ‬‫ْ‬ ‫ـﻴ‬‫ﺟ‬‫َ‬ ‫ﻦ‬ ‫ـ‬
‫ْ ٌ‬ ‫ـﻴ‬‫َ‬ ‫ﻋ‬
‫ْ‬
‫‪25‬‬ ‫‪24‬‬ ‫‪23‬‬ ‫‪22‬‬ ‫‪21‬‬
‫ـﺎت‬
‫ـﺖ َﻫـﻴْـﻬَ َ‬
‫ﺑَـﻴ ْ ٌ‬ ‫ـﻢ َﺳـﻴ ْ ٌـﻞ‬
‫ْ‬ ‫ﻜ‬
‫ُ‬ ‫ـ‬
‫َ‬ ‫ﻠ‬‫ـ‬‫ْ‬ ‫ﻳ‬ ‫و‬
‫َ‬ ‫ـﻼ‬
‫َ‬ ‫ـﻴ‬
‫َْ‬ ‫ﻛ‬
‫‪14‬‬
Part 3
Notes for parents
Purpose of this section: This section covers examples of where the

Sukoon appears anywhere in a word. Examples:
3 2 1
End of a word Middle of a word Beginning of a word
‫ﻳُـ َﺠﺎ ِد ْل‬ ‫َو َﺟـ ْﺪ ﻧَﺎ‬ ‫اُ ْﺧـﺒِـ ُﺮ‬

Teaching strategy: After this section, children must be able to read the
whole word together. To achieve this, it is essential that each word in
the coming lessons is gradually “put together”, and as you cover more
examples there should be greater fluency.
Example of how to cover a word gradually (starting from the right):
Step 3 Step 2 Step 1 Actual word
‫َو َﺟـ ْﺪ ﻧَﺎ‬ ‫َﺟـ ْﺪ ﻧَﺎ‬ ‫َﺟـ ْﺪ‬

Now let your child Now increase the Ask your child the
‫َو َﺟـ ْﺪ ﻧَﺎ‬

recite the complete word – this could be Sukoon concept
word. either the last part first.
(as in the example
above) or the first
part.
You will have to use pen and paper to adopt this method.
If at step 3 your child is struggling to recite the whole word together, then you
need to return to step 1 and start again. Exercising a little patience now will
ensure your child understands the relevant concept. Fluency in reciting the word
together is only achieved after working on different examples.
15
Lesson 1
5 4 3 2 1
‫ِر زْ َق‬ ‫َﺳـﺒْـ َﻊ‬ ‫ا َ ِﺟـ ْﺪ‬ ‫ِﻣ ْـﺼ َﺮ‬ ‫ﺐ‬
ٌ ْ ‫ﻗَـﻠ‬
10 9 8 7 6
‫ـﺴﺄ َ ُل‬
ْ َ‫ﺗ‬ ‫ﻳُـﻨْ َـﺼ ُﺢ‬ ِ ‫ِﻋـﻠْـﻤ‬
‫ـﻚ‬ ُ ‫اِ ﻓْـﻌَ ْـﻞ‬ ‫ـﺖ‬
ْ َ‫َﺿﺎ ﻗ‬
Lesson 2
5 4 3 2 1
ِ ‫ـﺨ‬
‫ـﱪ‬
ُ ْ ُ‫َﺳـﻴ‬ ‫ا َْﺻـﻨَﺎ ٍم‬ ‫َوا ِﺣ ْﺪ‬ ‫ُﻣ ْـﺠ ِﺮ ٌم‬ ‫ا َﻓْ َـﻀ ُﻞ‬
10 9 8 7 6
‫ك‬
َ ‫َﺟـﻌَـﻠْﻨَـﺎ‬ ‫ـﺤﺎ َن‬
َ ْ ‫ُﺳـﺒ‬ ‫ﻓَـﺎُ ْﺧ ِﺮ َج‬ ً ‫ُﻗـ ْﺪ َر ة‬ ‫ﻟِـﺒَـﻌْـ ٍﺾ‬
Note: You can easily turn all the above examples into words ending with a
Tanween. This will ensure the concepts of Tanween are also being
practiced.
16
Lesson 3
Examples of words where Sukoon appears more than once in a word.
Remember: If at this stage your child finds these concepts a challenge,

then put the word together “gradually”.
4 3 2 1
‫ـﻢ ﻳ َ ْـﺠـﻌَ ْـﻞ‬ ِ ‫اُ ْر‬ ِ

ْ َ‫ﻟ‬ ‫ـﻢ‬
ْ ُ ‫ـﺘ‬
ْ ‫ﻠ‬‫ـ‬ ‫ﺳ‬ ‫ـﻢ‬‫ـﺘ‬
ْ ُْ ‫ـﺒ‬‫ﻃ‬ ‫ـﺖ‬
َ ْ‫ا َْﺣ َﺴـﻨ‬
8 7 6 5
‫ـﻢ ﻧ َ ْـﺠـﻌَ ْـﻞ‬

ْ َ ‫ا َ ﻓَـﻨ َ ْـﺠـﻌَ ْـﻞ ا َ ﻟ‬ ‫َﺧـﻠَـ ْﻘـﻨَﺎ ُﻛ ْﻢ‬ ‫َﺳﺎُﻧ ْـ ِﺰ ْل‬
12 11 10 9
‫ﻟـ َﺒِـﺜْـﻨَـﺎ‬ ‫َﺳـﻴَـ ُﻘـ ْﻮ ُل‬ ‫ﻟـ َ ْﻦ ﺗَـ ْﺪ ُﺧ َـﻞ‬ ‫ﻋَـﻴْـﻨَـﻴْـ ِﻦ‬
17
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫اﺟـﺎ‬‫ﻮ‬‫ـ‬
‫اَ َ ً‬
‫ْ‬ ‫ﻓ‬ ‫ا َْﻋـﻨَـﺎﺑًـﺎ‬ ‫ا َﻟْـﺒَـﺎﺗًـﺎ‬
‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬
‫ا َزْ َوا ًﺟـﺎ‬ ‫ا َ ﺗْـ َﺮا ﺑًـﺎ‬ ‫ا َ ْﺷـﺘَـﺎﺗًـﺎ‬

‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬
‫ا َ ْر َﺳـﻠْـﻨَـﺎ‬ ‫اَﻧ ْ َـﺼـﺎ ُر‬ ‫ا َ ْﺣـﻴَـﺎ ءً‬

‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬
‫ـﻢ‬
‫ا َْو َر ﺛَـ ُﻜ ْ‬ ‫ا َﺑْـﻠَـﻐُـ ْﻮا‬ ‫ـﺖ‬
‫ـﺠـﻴ ْ َ‬
‫اَﻧ ْ َ‬
‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬
‫ا َ َو ﻳْـﻨَـﺎ‬ ‫ا َ ْﻋـ َﺮ ِج‬ ‫اِ ْر ﺗَـ ٰ‪t‬‬
‫‪18‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ُﺿ ْﻮ ًﺣﺎ‬ ‫ُﺷ ْﻮ ِﻣ َﺴﺎ‬ ‫ﻟ ُ ْﻮ َن‬

‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬
‫ُﻏ ْﻮ َب‬ ‫ُﻇ ْﻮ َل‬ ‫ُﻛ ْﻮ َف‬

‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬
‫ُﺿ ْﻮ َي‬ ‫ُﻓ ْﻮ َم‬ ‫ُﻫ ْﻮ َو‬

‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬
‫ُذ ْو َﺳ َﺲ‬ ‫ُﺋـ ْﻮ َل‬ ‫ﻧ ُـ ْﻮ ُﺛـ ْﻮ‬

‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬
‫ُﻋـ ْﻮ ُﺛـ ْﻮ َ‬
‫ك‬ ‫ُﺣـ ْﻮ َظ‬ ‫ُو ْو َن‬
‫‪19‬‬
‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ﺎو َن‬‫ـ‬‫ﻏ‬‫َ‬ ‫ٍ‬

‫د‬ ‫ﻮ‬ ‫ـ‬ ‫ﻬ‬
‫ُ‬ ‫ﺷ‬
‫ُ‬ ‫ﺖ‬
‫ٌ‬ ‫ﻈ‬
‫ٰ‬ ‫ـ‬‫ﻔ‬‫ِ‬ ‫ـ‬‫ﺣ‬ ‫ي‬
‫َ‬ ‫ِ‬
‫ر‬ ‫و‬ ‫ٍ‬
‫ﻢ‬ ‫ٰ‬ ‫ﻠ‬‫ﺳ‬ ‫ف‬
‫َ‬ ‫ﻮ‬ ‫ـ‬ ‫ﺳ‬
‫ٗ‬ ‫ْ‬ ‫ٰ‬ ‫ٗ‬ ‫َ‬ ‫َ ْ‬
‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬
‫ﻋَـ َﻔـ ْﻮﻧـَﺎ ُﻣـ َﻄـﺎ ٍع َﺧـﺎﻟ ِـ ٍﺪ َﻣـ َﻔﺎ ِﻋـ َﻞ ﻳ َ َﺮ ْوﻧَـﻬَﺎ َﻫـ َﻮا ِز ُن‬
‫‪18‬‬ ‫‪17‬‬ ‫‪16‬‬ ‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬
‫ـﻤـﻮ ٍت ﺗَ ُﻜﻮن دَ ٗاو دَ ﻣـﺎﻟ ِ ِ‬

‫ـﻚ ا َْو ﻓَـ َﻦ َﻏـ ْﻮ ٍب‬ ‫ﺳ‬
‫َ‬ ‫ُْ‬ ‫َ ٰ ٰ‬
‫‪24‬‬ ‫‪23‬‬ ‫‪22‬‬ ‫‪21‬‬ ‫‪20‬‬ ‫‪19‬‬
‫َﻣـ ْﻮ ًﺷـﺎ ﻧَـ ْﻮ ٌل ا َْو ﺗَـﺎدًا ﻋَـ ْﻮ ٰﰱ َﺷـ ْﻮ ٍب ُﺗـ ْﻮ ًوا‬
‫‪30‬‬ ‫‪29‬‬ ‫‪28‬‬ ‫‪27‬‬ ‫‪26‬‬ ‫‪25‬‬
‫ُﺗـ ْﻮ ُر ْو َن ﻳَـ ُﻘـ ْﻮﻟـُ ْﻮ َن ُذ ْوﻟ َ ٍـﺔ َﺣـ ْﻮ ٌر ُﻗـﻠُـ ْﻮ ٌب َﺻـ ْﻮ ٍر‬
‫‪20‬‬
‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ﻳَـ ْﻮ ٍم‬ ‫ﺛَـ ْﻮ ًرا‬ ‫َﺷـ ْﻮ ٍف‬ ‫ﻗَـ ْﻮ ٌل‬ ‫َﻛـ ْﻮ ٌ‬

‫ش‬
‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬
‫زَ ْو ًﺟـﺎ‬ ‫َﺣـ ْﻮ ﻟ َ ٗـﻪ‬ ‫َﻣـ ْﻮ ﺗِـﻬَـﺎ‬ ‫َﺿـ ْﻮ ٍف‬ ‫َﻫـ ْﻮ ٌل‬
‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬ ‫‪12‬‬ ‫‪11‬‬
‫َﺻـ ْﻮ ٰ‪z‬‬ ‫ُﺷـ ُﺬ ْو ًرا‬ ‫َﻛـ ْﻮ َﻛ ٌ‬

‫ـﺐ‬ ‫َﻏـ ْﻮ نٖ‬ ‫َر ْو ٰﺣـﻰ‬
‫‪20‬‬ ‫‪19‬‬ ‫‪18‬‬ ‫‪17‬‬ ‫‪16‬‬
‫ُﺳـ ْﻮ ٌق‬ ‫ُﺷـ ْﻮ ٍي‬ ‫ُﻗـ ْﻮ َف‬ ‫ُﺑـ ْﻮ َت‬ ‫ﻳُـ ْﻮ َن‬
‫‪25‬‬ ‫‪24‬‬ ‫‪23‬‬ ‫‪22‬‬ ‫‪21‬‬
‫ُﻃـ ْﻮ ٌب‬ ‫ُﺛـ ْﻮ ًرا‬ ‫ُﺑـ ْﻮ ٍك‬ ‫ﻟـُ ْﻮ ٍذ‬ ‫ُﺷ ُـﻌـ ْﻮ ًر ا‬
‫‪30‬‬ ‫‪29‬‬ ‫‪28‬‬ ‫‪27‬‬ ‫‪26‬‬
‫َﺳـﺎ ُﻫـ ْﻮ َن‬ ‫ُﺣـ ْﻮ ٌر‬ ‫ﻧُـ ْﻮ ٌح‬ ‫ا َ ُﻋـ ْﻮ ُذ‬ ‫ﺗَـ ُﻜـ ْﻮ َن‬
‫‪21‬‬
‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ِذ ْي‬ ‫ِﺧـ ْﻲ‬ ‫ِﺟـ ْﻲ‬ ‫ﺗِـ ْﻲ‬ ‫اِ ْي‬
‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬
‫ِﻏـ ْﻲ‬ ‫ِﻇـ ْﻲ‬ ‫ِﺿـ ْﻲ‬ ‫ِﺷـ ْﻲ‬ ‫ِز ْي‬
‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬ ‫‪12‬‬ ‫‪11‬‬
‫ِﻳـ ْﻲ‬ ‫ِﻫـ ْﻲ‬ ‫ﻧ ْﻲ‬

‫ـ‬ ‫ِ‬ ‫ﻟ ﻲِ‬
‫ـ‬ ‫ﻗ ْﻲ‬
‫ـ‬‫ِ‬
‫ْ‬
‫‪20‬‬ ‫‪19‬‬ ‫‪18‬‬ ‫‪17‬‬ ‫‪16‬‬
‫ِر ْي‬ ‫ِد ْي‬ ‫ِﺣـ ْﻲ‬ ‫ﺛِـ ْﻲ‬ ‫ﺑِـ ْﻲ‬
‫‪25‬‬ ‫‪24‬‬ ‫‪23‬‬ ‫‪22‬‬ ‫‪21‬‬
‫ِﻋـ ْﻲ‬ ‫ِﻃـ ْﻲ‬ ‫ﻓِـ ْﻲ‬ ‫ِﺻـ ْﻲ‬ ‫ِﺳـ ْﻲ‬
‫‪29‬‬ ‫‪28‬‬ ‫‪27‬‬ ‫‪26‬‬
‫ْﻲ‬ ‫ـ‬ ‫ِ‬

‫ﺋ‬ ‫ِو ْي‬ ‫ِﻣـ ْﻲ‬ ‫ِﻛـ ْﻲ‬
‫‪22‬‬
‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫َﻛـﺜِـﻴْـ ًﺮا َﻣـ ِﺠـﻴْـ ٌﺪ ا ََﺧـﻴْـ ِﻪ‬ ‫ـﻤـﺎ ٌن ُﻣـﺒِـﻴْـﻦٍ‬

‫َ‬
‫ا ِْ‬
‫ﻳ‬
‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬
‫ِﻋـﻴْـ ٌﻦ‬ ‫ﻓَـﻌِـﻴ ْ ًـﻼ‬ ‫ﻗِـﻴ ْ ًـﻼ‬ ‫ﻓِـﻴْـﻨَـﺎ‬ ‫ﺑِـﺒَـ ِﻨـﻴْـ ِﻪ‬
‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬ ‫‪12‬‬ ‫‪11‬‬
‫ﺺ‬ ‫ـ‬‫ْ‬ ‫ﻳ‬ ‫ِ‬

‫ﺮ‬ ‫ـ‬ ‫ﺣ‬
‫َ‬ ‫ـﺎ‬ ‫ـﻤ‬ ‫ـﻴ‬‫ﻟـ َ ِﺬ ﻳْـ ٌﺬ ﻳَـﺘِ‬ ‫ـﺐ ﻋَـﻴ ْ ًـﻼ‬ ‫ـﻴ‬‫ِ‬ ‫ﺒ‬‫ـ‬‫ﺣ‬
‫ٌ‬ ‫ْ ً‬ ‫َ ْ ٌ‬
‫‪20‬‬ ‫‪19‬‬ ‫‪18‬‬ ‫‪17‬‬ ‫‪16‬‬
‫ـﺖ‬ ‫ـﻴ‬‫ِ‬ ‫ﻘ‬ ‫ـ‬ ‫ﻟ‬ ‫ا‬‫ﺮ‬ ‫ـ‬ ‫ـﻴ‬‫ِ‬ ‫ﺒ‬‫ـ‬‫ﺻ‬ ‫ِ‬ ‫ِ‬
‫ْ ٌ‬ ‫َ‬ ‫اَﻟ ْ ٌ َ ْ ٌ َ ْ ً‬
‫ـﻚ‬ ‫ـﻴ‬‫ﺴ‬ ‫ـ‬ ‫ﻣ‬ ‫ـﻢ‬ ‫ـﻴ‬ ‫اُ َﻫـﻴ ْ ٌـﻞ‬
‫‪25‬‬ ‫‪24‬‬ ‫‪23‬‬ ‫‪22‬‬ ‫‪21‬‬
‫ـﻢ‬
‫ْ‬ ‫ـﻬ‬
‫ُ‬ ‫ُ‬ ‫ـﺎﻧ‬‫َ‬ ‫ـﺘ‬‫ْ‬ ‫ـﻴ‬‫ﺣ‬‫ِ‬ ‫ـﺎ‬ ‫ـﻤ‬
‫ً‬ ‫ْ‬ ‫ـﻴ‬ ‫ِ‬
‫ﻤ‬ ‫ـ‬
‫َ‬ ‫ﻧ‬ ‫ﺢ‬
‫ٌ‬ ‫ـ‬‫ْ‬ ‫ـﻴ‬‫ِ‬ ‫ﺑ‬ ‫َ‬ ‫ذ‬ ‫ﺛَـ ِﻤـﻴْـ ٌﺮ‬ ‫ﻓِـﻴ ْ ِـﻞ‬
‫‪23‬‬
‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ِن‬ ‫َع‬ ‫ًﺟـﺎ‬ ‫ﻧَـﺎ‬ ‫ﻗَـﺎ‬
‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬
‫ﻟِـ ْﻰ‬ ‫ﻗَـ ْﻮ‬ ‫ُص‬ ‫ٍف‬ ‫ًﻻ‬
‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬ ‫‪12‬‬ ‫‪11‬‬
‫ﻓِـ ْﻰ‬ ‫ًﻇـﺎ‬ ‫َﺻـﺎ‬ ‫ُﻣـ ْﻮ‬ ‫ﺑَـ ْﻮ‬
‫‪20‬‬ ‫‪19‬‬ ‫‪18‬‬ ‫‪17‬‬ ‫‪16‬‬
‫ﻗَـﺎ‬ ‫ُﺳـ ْﻮ‬ ‫ٌھ‬ ‫ِﻋـ ْﻲ‬ ‫ف‬

‫ٰ‬
‫‪25‬‬ ‫‪24‬‬ ‫‪23‬‬ ‫‪22‬‬ ‫‪21‬‬
‫ٖھ‬ ‫ٗو‬ ‫ُﺷـ ْﻮ‬ ‫َﻇـ ْﻲ‬ ‫َﻃـ ْﻮ‬
‫‪30‬‬ ‫‪29‬‬ ‫‪28‬‬ ‫‪27‬‬ ‫‪26‬‬
‫َو ْي‬ ‫ٖﺧـ‬ ‫ب‬

‫ٰ‬ ‫ﺑَـ ْﻲ‬ ‫ﻧَـ ْﻮ‬
‫‪24‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫اُ ﻧ ْ ُـﻈـ ُﺮ ْوا‬ ‫ﺗَـ ُﻘـ ْﻮﻟـُ ْﻮ َن‬ ‫ﻳُـ ْﺪ ﻋَـ ْﻮ َن‬
‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬
‫ُﻓـ ْﺮﻗَـﺎ َن‬ ‫ـﻢ‬ ‫ا َدﺑَـﺎ ِر ِ‬

‫ﻫ‬ ‫َﻣـ ْﺪ ُﺣـ ْﻮ ًرا‬
‫ْ‬ ‫ْ‬
‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬
‫دَا ٗو دَ‬ ‫ﻧ َ َـﺼـ ْﺮﻧ ٰ ُـﻪ‬ ‫ﺗَـﺒ ٰـ َﺮ َ‬

‫ك‬
‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬
‫ـﺨـﻨَـﺎ‬
‫ﻓَـﻨَـ َﻔ ْ‬ ‫ـﺤـ ٰﻲ‬
‫ﻳَ ْ‬ ‫ﻟَـﺒُـ ْﻮ ٍس‬
‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬
‫ﺑَـ ِﻬـﻴْـ ٌﺞ‬ ‫زَ ﻟـ ْ َﺰ ﻟـ َ َﺔ‬ ‫ﻳ ٰـ َﻮ ﻳْـﻠَـﻨَـﺎ‬
‫‪25‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫َﻣـ ْﻦ ا ٰ َﻣـ َﻦ‬ ‫َﻣـ ْﺮ ُﺟـ ْﻮ ِﻣـﻴْـ َﻦ‬ ‫َﻣـ ْﻔـﻌَـﻠَـ ٌﺔ‬
‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬
‫ـﺠـﺎ‬
‫َﻣـﻨْ َ‬ ‫َﻣـ ْﻘـﺘ َ ٌـﻞ‬ ‫َﻣـ ْﻮ ِﻋ َـﻈـﺔً‬
‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬
‫ـﺤـﺎ ٌة‬
‫ْ َ‬‫ـﻤ‬ ‫ِ‬
‫ﻣ‬ ‫ِﻣ ْـﻀـ َﺮ ٍب‬ ‫ـﺴ َـﻄـ َﺮ ٌة‬
‫ْ‬
‫ِ‬
‫ﻣ‬
‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬
‫ِﻣـﻴْـ َﺰاﻧًـﺎ‬ ‫َﻣـﻌْ ُـﻬـ ْﻮ ٌد‬ ‫ـﺎﺣـﺎ‬

‫َ ً‬ ‫ـﺘ‬‫ﻔ‬‫ْ‬ ‫ـ‬ ‫ِ‬
‫ﻣ‬
‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬
‫ُﻣـ ْﻮ ِﺻـﻠَـ ٌﺔ‬ ‫ُﻣـﻨْـﻘَـﻠِـﺒُـ ْﻮ َن‬ ‫ـﺤ ِ‬

‫ـﺼـ ٍﺮ‬ ‫ُﻣـﻨْ َ‬
‫‪26‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ـﺴـ ْﻮ ُﻣـ ْﻮ َن‬

‫ﻳ َُ‬ ‫ُﺑـ ْﻮ ِر َ‬
‫ك‬ ‫اُ و ْ ﺗِـ َﻰ‬
‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬
‫َﻃـﻴْـ ًﺮا‬ ‫زَ ﻳْـﺘُـ ْﻮنٍ‬ ‫ـﺖ‬

‫ﺑَـﻴ ْ ٌ‬
‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬
‫ـﻤـﺎ‬
‫ْ ً‬ ‫ـﻴ‬ ‫ﻋَ ِ‬
‫ـﻈ‬ ‫ﻟـ َ ِﻄـﻴ ْ ٌـﻒ‬ ‫ﺑَـ ِﺸـﻴْـ ًﺮا‬
‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬
‫ـﺤ ْـﻤ ُـﺪ‬

‫اَ ﻟ ْ َ‬ ‫ا َ ْر َﺳ ُـﻞ‬ ‫ـﺐ‬
‫َ‬ ‫ﻫ‬
‫َ‬ ‫ْ‬ ‫ذ‬ ‫َ‬ ‫ا‬
‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬
‫اِ ﻳْـﻬَـﺎ ٍم‬ ‫ﺗَـﻨْـ ِﺰﻳ ْ ٌـﻞ‬ ‫ﻋَـﺎﻟـ َ ِﻤـﻴْـ َﻦ‬
‫‪27‬‬
‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ـﻢ‬ ‫ـﺘ‬ ‫ﺋ‬ ‫ﺮ‬‫ـ‬ ‫ﺟ‬ ‫ﻦ‬‫ـ‬‫ْ‬ ‫ﺋ‬ ‫ِ‬

‫ﺮ‬ ‫ـ‬‫ِ‬ ‫ﺑ‬ ‫ـﺖ‬ ‫ِ‬ ‫ْ‬ ‫ـ‬ ‫ﻘ‬ ‫ـ‬ ‫ـﺘ‬‫ﺳ‬‫ِ‬ ‫ـ‬ ‫ـﻤ‬ ‫ـﺘ‬‫ْ‬ ‫ﺋ‬‫ِ‬
‫ْ‬
‫َ َ ُ ُ ْ‬ ‫ا َ َ ْ َ َ ْ ْ َ‬
‫ـﺌ‬‫ﻄ‬ ‫ـ‬‫ﺧ‬‫ُ‬ ‫ا‬ ‫ن‬ ‫أ‬‫ﺮ‬ ‫ْ‬ ‫َ‬ ‫ا‬ ‫ﻦ‬ ‫َ‬
‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬
‫ﻓَـﺄ ْ ٌل‬ ‫ﻳُـ ْﺆﺛَـ ُﺮ‬ ‫اِﺋْـ ِﻮ‬ ‫د أْ‬

‫َ‬ ‫ِد ﺋْ َ‬
‫ـﺖ‬
‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬ ‫‪12‬‬ ‫‪11‬‬
‫ﻳَـﺎ ْ ُب‬ ‫ـﻢ ﻧَـﺎ ْ ٍت‬ ‫ﻫ‬ ‫ا‬‫و‬ ‫ْ‬ ‫ﺎ‬‫ـ‬ ‫ﻣ‬ ‫ـﻢ‬ ‫ﻛ‬
‫ُ‬ ‫ﺮ‬‫ـ‬ ‫ﻣ‬‫ْ‬ ‫ـﺄ‬ ‫ﻳ‬ ‫ٍ‬
‫ش‬ ‫ْ‬ ‫ﻗَـﺎ‬
‫ُ‬
‫ُُ ْ َ َ ْ‬ ‫َ‬
‫‪20‬‬ ‫‪19‬‬ ‫‪18‬‬ ‫‪17‬‬ ‫‪16‬‬
‫ﻧَـﺒَـﺎ ْ‬ ‫َﻣـﺎ ْ ُﻣـ ْﻮ َن‬ ‫ﻳُـ ْﺆ ِﻣـ ُﻦ‬ ‫َﻣـﺎ ْ ُﺛـ ْﻮ ٌر‬ ‫َﻛـﺄ ْ ٌس‬
‫‪23‬‬ ‫‪22‬‬ ‫‪21‬‬
‫َﺻـﺎ ْ ٌف‬ ‫ـﺪاْ‬

‫اْ َ‬
‫ﺑ‬ ‫ِ‬ ‫ا ِ ﺋْ ِ‬
‫ـﺖ‬
‫‪28‬‬
Worksheet Number 17 – Tashdeed
IMPORTANT NOTE: This is an important concept; it is

essential your child grasps this concept and is able to recite letters
containing Tashdeed.
3 2 1
‫َﺷـ َّﻖ‬ ‫َﻣـ َّﻦ‬ ‫ـﻢ‬

َّ َ‫ﻋ‬
6 5 4
‫َﻣـ َّﺲ‬ ‫ﻋَـ َّﺪ‬ ‫اِ َّن‬

9 8 7
‫ا َ َّن‬ ‫ـﻢ‬
َّ ‫ُﺛ‬ ‫َر َّب‬
12 11 10
‫ُﺣـﺒًّـﺎ‬ ‫ـﻢ‬
ٌّ ‫ُﺻ‬ ‫َﻏ ًّـﻤـﺎ‬
15 14 13
‫ا َ َّﻣـﺎ‬ ‫َﺷـ َّﻦ‬ ‫اِ َّﻻ‬
29
‫‪Worksheet Number 18 - Tashdeed‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫َﺳ َّـﺤـ َﺮ‬ ‫ﻗَـ َّﺪ َر‬ ‫َﺳـﻠ ّ ََ‬

‫ـﻢ‬
‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬
‫ﻋَـ َّﺬ َب‬ ‫ـﺐ‬

‫َ َ‬‫َ‬
‫ﻏ‬ ‫ّ‬ ‫ر‬ ‫َﺧـ َّﺮ َج‬
‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬
‫َﺻـ َّﺮ َف‬ ‫َﻃ َّـﻬـ َﺮ‬ ‫ذَ َّﻛـ َﺮ‬

‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬
‫َﻛـﺜَّـ َﺮ‬ ‫ﺑَـ َّﺪ َل‬ ‫َﺻـ َّﺮ َح‬

‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬
‫َﻛـ َّﺮ َم‬ ‫ـﻢ‬

‫َ‬ ‫ـﺴ‬
‫َ‬ ‫ّ‬ ‫َ‬ ‫ﻗ‬ ‫َﺣـ َّﺮ َم‬
‫‪30‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ِ‬
‫ُﺗـ َﺆ َ‬
‫ـﺪا ِن‬ ‫ﻛ‬
‫ّ‬ ‫َو َّﻓـ ْﺮﻧَـﺎ‬ ‫ُﺗـ َﻮ ِّﺣ ُﺪ‬
‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬
‫َﺧـ ِّﻔـ ْﻔـ َﻦ‬ ‫َﺧـ ‬ ‫َﺳـﻠ َّـ ْﻮا‬

‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬
‫َر ﰉ‬ ‫ُﻣـﻨَـﺒِّ ٌـﻪ‬ ‫ﺗَـ ِّﻤ ْﻢ‬

‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬
‫ا َ َّﺳـ َﺲ‬ ‫َﺻـ ‬ ‫ـﺴـ ِّﻤـ ْﻰ‬

‫ﻳُ َ‬
‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬
‫ا َ ﻟ ِ ّ ْـﻒ‬ ‫َﻏ ّ ِـﻂ‬ ‫ـﺴـ ٍّﻮ‬

‫ُ َ‬‫ﻣ‬
‫‪31‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫َﻃـﻴِّـﺒَـﺔً‬ ‫ـﺖ‬ ‫ِ‬ ‫ﺒ‬‫ـ‬‫َ‬ ‫ﺜ‬ ‫ـ‬ ‫ﻟِ‬

‫ـﻴ‬ ‫ﻧَـ َّﺰ ﻟ َ ٗـﻪ‬
‫ُ ّ َ‬
‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬
‫ِﺻـ ِ ّﺪ ﻳْـﻘًـﺎ‬ ‫ﻋَـ َﺮ ﺑِـ ٌّﻲ‬ ‫َﺟـﺒَّـﺎ ًرا‬

‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬
‫َﺧـ ِﻔـﻴًّـﺎ‬ ‫ـﺪا‬

‫ُﺳـ َّﺠ ً‬ ‫ُذ ِّر ﻳَّـﺔَ‬
‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬
‫ُﺗـ ِﺤـ ُّﺲ‬ ‫ا َ ﻟـَّﺘِـ ْﻰ‬ ‫ﻧَـﺒِـ ٖﻴ ّـ َﻦ‬

‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬
‫َﻻُ ﻗَـ ِﻄـﻌَـ َّﻦ‬ ‫ﻋَ ُـﺪ ٌّو‬ ‫ِﺿـ ًّﺪا‬
‫‪32‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ﻋَـ ِﺸـﻴًّـﺎ‬ ‫ـﻢ‬

‫َﺟـﻬَـﻨَّ َ‬ ‫َﺧـ ُّﺮ ْوا‬
‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬
‫ـﺤ َّـﻞ‬
‫َﻣ َ‬ ‫ا َ َﺷـ َّﺪ‬ ‫ِﻋـ ًّﺰا‬
‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬
‫ﻳُـﺒَـﻠِّـ ُﻎ‬ ‫اِ ﻳَّـﺎ َ‬

‫ك‬ ‫ﻗَ َّـﻬـﺎ ُر‬
‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬
‫ﻳُـﻨَـ ِّﻔـ ُﺬ‬ ‫ﻗِ َّـﺼـ ٌﺔ‬ ‫ﻟـ ٰ ِﻜـ َّﻦ‬

‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬
‫ُﻣ َـﻄـﻬَّـ َﺮ ٌة‬ ‫َو ا َّﺗـﺒ َ ُـﻌـ ْﻮا‬ ‫ﺺ‬ ‫ـﺨـﻠَّـ‬

‫َ‬ ‫َ‬ ‫ﻳَـﺘ‬
‫ُ‬
‫‪33‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ا ٰ َﻣـﻨَّـﺎ‬ ‫ـﻢ‬ ‫ِ‬ ‫ِ‬

‫َر ﺑّ ْ‬
‫ﻬ‬ ‫ـ‬ ‫َو اﻟـَّ ِﺬﻳْـ َﻦ‬
‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬
‫اُ ِﻋـ َّﺪ ْت‬ ‫َﻛ َـﺼـﻴِ ّ ٍ‬

‫ـﺐ‬ ‫ـﻢ‬
‫ﻳَـ ُﻤـ ُّﺪ ُﻫ ْ‬
‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬
‫ﺑِـ ُﻜ ّ ِـﻞ‬ ‫ـﺴـ ﻮ ُﻫـ َّﻦ‬

‫َ‬ ‫َ‬ ‫ﻓ‬ ‫ﻳُ ِ‬
‫ـﻀ ُّـﻞ‬
‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬
‫َﺷـ ّ ِﺮ‬ ‫ﻧُـﻘَـ ِ ّﺪ ُس‬ ‫ـﺴـﺒِّـ ُﺢ‬

‫ﻧ َُ‬
‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬
‫ﺑِـﺎاﻟ َّﺼـﺒْـ ِﺮ‬ ‫ـﺖ‬

‫ﺗَـﺒ َّ ْ‬ ‫ا َ ﻟـﻨَّـ ﻔـﺜ ٰ ِ‬
‫ـﺖ‬
‫‪34‬‬
More practice on Tashdeed
Note: If applicable, these pages can be missed out and given as homework
for the next Madrasa holiday or long weekend holiday.
Notes for parents:
The purpose of these lessons is two things:
Part A = Examples of words containing Tashdeed.
Part B = Short Quranic verses. These are there to practice ALL concepts
covered to date.
Please cover the work as per the guidelines on the relevant page.
The aim is to understand the concepts, recognise them and recite the
“short sentences” with 100% fluency and as an added bonus with a
“Quranic tune”. The latter is not a “core” objective and parents must
only encourage this if the overall fluency and recognition is extremely
good.
Before going over the worksheets, please read through them all so
that you have a full understanding of the overall aims and objectives.
These sheets have been specially prepared to assist your child with
the Tashdeed concept. Make the most of them.
35
Worksheet 23a - Words containing Tashdeed
Note: Please go over each word carefully. These words all contain a
Tashdeed and after the Tashdeed there is either a Dhamma, Fatha or
Kasra.
3 2 1
‫اُ ﻋَـ َّﺬ ُب‬ ‫ﻳُ َـﺼ ِ ّﺪ ُﻗـ ْﻮ َن‬ ‫ـﺤـ ّ ِﺮ ُك‬
َ ُ‫ﻧ‬
6 5 4
‫ُﻣـﺘَـﻌَ َّـﺠـﺒ َ ٍـﺔ‬ ‫ُﻣـﺒَـ َّﺪ ٌل‬ ً ‫ـﺤـ ّ ِﺮﮐﺎ‬

َ َ ‫ُﻣـﺘ‬
Worksheet 23b
Note: Go over each word carefully. These words all contain a Tashdeed
and after the Tashdeed there is a Saakin letter. Thus pupils need to
understand how to join such words.
3 2 1
‫ـﻢ‬
ْ ُ ‫ـﺘ‬‫ﻛ‬ْ ‫ﺮ‬
َ ّ ‫ـ‬ ‫ـﺤ‬
َ َ ‫ﺗ‬ ْ ‫َﺳـﻠ َّ َـﻄ‬
‫ـﺖ‬ ‫َﺻـ ّ ِﺮ ْف‬
6 5 4
‫ﻳَـﺘَـﻔَ َّﻜـ ْﺮ َن‬ ْ ‫ﺗَـ َﺮ َّﺷ‬

‫ـﺤـ َﻦ‬ ‫ﺗَـ َﻜـﻠَّـ ْﻔـﻨَـﺎ‬
36
Worksheet 24
Note: These are words containing Tashdeed in no particular order.
3 2 1
‫َﻣـﻠَّـ ُﻜـ ْﻮا‬ ‫اُ َﺳـ ِّﻮ ْى‬ ‫َﺻـﻠَّـﻴْـﻨَﺎ‬
6 5 4
‫ا َٰﻣـﻨَّـﺎ‬ ‫ـﻤـﺎ‬ َ ِ ‫ﺳ‬

َ ُ ْ ّ ‫َﺧـﻠ‬
‫ـﺘ‬‫ـﻴ‬ ‫ـﺖ‬ ‫ـﻴ‬‫ـﻤ‬
ُ ْ ّ ُ
Reminder!
Go over the full mouth letters with your child.
7 6 5 4 3 2 1
‫ظ‬ ‫ق‬ ‫ط‬ ‫غ‬ ‫ض‬ ‫ص‬ ‫خ‬
Reminder!
There will be a Ghunna if Noon or Meem has a Tashdeed.
‫ّم‬ ‫ّن‬
37
Worksheet 25 – Short Quran Verses
Note: Please go over each word carefully, and then help your child join up all
the words together. The aim is 100% recognition. To assist your child in
concentrating, cover up all other words so that the focus is just on one
word.
‫َو ﻟـ َﻘَـ ْﺪ ا َ ْر َﺳـﻠ ْـﻨَﺎ ﻓِـﻴ ْـ ِﻬ ْﻢ‬ 1
‫َو ﻟـ َﻘَ ْﺪ ﻧَﺎ د ٰ ﻧ َﺎ ﻧ ُـ ْﻮ ٌح‬ 2
‫ﻓَـﻘَﺎ َل ا َ ﻻ َ ﺗَـﺄ ْ ُﻛـﻠ ُـ ْﻮ َن‬ 3
‫ﻳ َـﻐ ْـ ِﻔـ ْﺮ َﻟ ُﻜ ْﻢ ُذ ﻧ ُـ ْﻮ ﺑَـ ُﻜ ْﻢ اِ ٰﱃ ا ََﺟـ ٍﻞ‬ 4
‫َو ﻟـ َﻘَـ ْﺪ َﺳـﺒ َـﻘَ ْﺖ ﮐَﻠِـ َﻤـﺘُـﻨَﺎ ﻟـﻌِﺒَﺎ د ِﻧَﺎ ا ْﳌُـ ْﺮ َﺳـﻠِـﻴ ْـ َﻦ‬ 5
‫َﻛـﻴ ْـ َﻒ ﮐَﺎ َن ﻋَﺎﻗِـﺒ َـ ُﺔ اﻟـ ْ ُﻤـﻨْ َﺬ ِر ﻳ ْـ َﻦ‬ 6
38
Note: Again, please go over each word carefully. The aim is not to learn
anything in parrot fashion. Point out and emphasise full mouth letters and
ensure Ghunna of Noon and Meem is taking place (see shaded letters).
ِ ‫ ََـﻄ‬H‫ﺎﻟ َ َﺔ ا ْﳊ‬H‫َﺣ َّـﻤ‬

‫ـﺐ‬ 1
‫ـﻢ ِﰱ ْ َﻏـ ْﻔـﻠ َ ٍـﺔ ُّﻣـﻌْـﺮ ُِﺿـ ْﻮ َن‬

ْ ‫و َ ُﻫ‬
2
‫ِﻛـﺘَﺎ ﺑَ ٗـﻪ‬ ‫ﻓَـﺎ َ َّﻣـﺎ َﻣ ْﻦ اُ ْو ﺗِـ َﻰ‬ 3
‫اِﻧ َّ ٗـﻪ ِﻣـ ْﻦ ِﻋـﺒَﺎ ِد ﻧَﺎ اﻟـ ْ ُﻤـ ْﺮ َﺳـﻠِـﻴ ْـ َﻦ‬ 4
ِ َّ‫ـﺎس اِ ﻟ ٰ ِﻪ اﻟﻨ‬
‫ـﺎس‬ ِ ِ‫ﻣـﻠ‬
ِ َّ‫ﻚ اﻟﻨ‬ َ
5
‫ﺐ اِ ٰﱃ َر ِ ّﰉْ َﺳـﻴ َـﻬْ ِﺪ ﻳ ْـ ِﻦ‬

ٌ
ِ ‫ذَا‬
‫ﻫ‬ ‫َو ﻗَﺎ َل اِﻧِ ّـ ْﻰ‬ 6
39
Note: Ensure each word is read separately, clearly and audibly. Only then
let your child attempt the entire sentence. Most sentences on this page
contain words with Tashdeed, go over these carefully.
‫ا َ ﻓَـﻼ َ ﺗَـ َﺬ َّﻛـ ُﺮ ْو َن‬ 1
ٍ‫ﻨْـ ُﻬ ْﻢ َﺣـ ﱴ ِﺣـﻴ ْـﻦ‬Hَ‫ﻋ‬ ‫َو ﺗَـ َﻮ َّل‬ 2
‫َﻫـ ْﻞ ا َ ﻧ ْـﺘُـ ْﻢ ُﻣـ َّﻄﻠِـ ُﻌـ ْﻮ َن‬ 3
ً ‫َو ﺑَ َّﺸ ْﺮﻧـ ٰ ُﻪ ﺑِـﺎِ ْﺳـ ٰﺤـ َﻖ ﻧ َـﺒِـﻴّﺎ‬ 4
‫ﻧـَﻌْـﻠ َـ ُﻢ َﻣﺎ ﻳُ ِﺴ ُّﺮ ْو َن َو َﻣﺎ ﻳُـﻌْـﻠِـﻨُ ْﻮ َن‬ 5
‫َو ﻟـ َﻘَـ ْﺪ ا َ َﺿـ َّﻞ ِﻣـﻨْ ُﻜـ ْﻢ‬ 6
40
Note: At this stage your child should be confident in applying the Tashdeed
concept. Most sentences on this page contain two or more words with
Tashdeed.
‫ﻓَـ َّﻌـﺎ ٌل ﻟ ِـّ َﻤـﺎ ﻳُـ ِﺮﻳ ْـ ُﺪ‬ 1
‫َو اِ ذَا َﻣـ ُّﺮ ْوا ﺑِـ ِﻬـ ْﻢ‬ 2
‫اِ َّﻻ ﮐُ ُّﻞ ُﻣـﻌْـﺘ َـ ٍﺪ ا َ ﺛِـﻴ ْـ ٍﻢ‬ 3
‫َو ا َ ِذ ﻧ َ ْﺖ ﻟ ِـ َﺮﺑِّـﻬَﺎ َو ُﺣـ َّﻘـ ْﺖ‬ 4
‫ﮐ َ َّﻼ ﺑَـ ْﻞ ُﺗـ َﻜ ِ ّﺬ ُﺑ ْﻮ َن‬ 5
ٍ‫ِﺳـ ِّﺠـﻴ ْـﻦ‬ ‫ﺐ اﻟ ْ ُـﻔ َّـﺠـﺎ ِر ﻟـ َ ِﻔـ ْﻰ‬ِٰ ‫اِ َن‬

‫ـﺘ‬
َ ّ ‫ﻛ‬ 6
41
‫‪Worksheet 29‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ِﺳـ ْﻰ َء‬ ‫ُﺳـ ْﻮ ٌء‬ ‫َﺷـﺂ ءَ‬

‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬
‫ِﺟـ ْﻰ َء‬ ‫ُﺟـ ْﻮ ٌء‬ ‫َﺟـﺎ ٓءَ‬

‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬
‫ِﺻـﻰ ءٍ‬ ‫ُﺻـ ْﻮ ءً ا‬

‫ْ‬ ‫َﺻـﺂ ءَ‬
‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬
‫ِﻃـ ْﻰ َء‬ ‫ُﻃـﻮ ءٍ‬

‫ْ‬ ‫َﻃـﺂ ءَ‬
‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬
‫ِﻣـﻰ ءِ‬ ‫ُﻣـ ْﻮ ٌء‬ ‫َﻣـﺂ ٌء‬

‫ْ‬
‫‪42‬‬
‫‪Worksheet Number 30 – Madd‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ﻧِـﺴـﺎ ءٍ‬ ‫َﺳـﺂ ءَ ْت‬ ‫ـﻤـﺂ ٌء‬

‫َ‬ ‫َﺳ َ‬
‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬
‫اُو ﻟـ ٰﺌِ َ‬
‫ـﻚ‬ ‫ـﻢ‬
‫ا َ ﺑْـﻨَـﺂءَ ُﻫ ْ‬ ‫ـﻢ‬
‫اَ ْ َ َ ْ‬
‫ﻫ‬
‫ُ‬ ‫ء‬ ‫آ‬ ‫ﻮ‬‫ـ‬ ‫ﻫ‬
‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬
‫زَ آ ِﺋـ ًﺪا‬ ‫ﺑَـ ِﺮ ْي ٌء‬ ‫ـﺪآ ءَ‬

‫ا َْﻋ َ‬
‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬
‫اِ ْﺳـ َﺮآ ءِ ﻳ ْ َـﻞ‬ ‫ﺗَـ ٰﺮ ءَا‬ ‫ﺑَ‪H‬ﻴْ‪َ H‬ﻀـﺂ ُء‬

‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬
‫َو اﻟـﺌِـ ْﻰ‬ ‫ا ٰ َﻵ ءِ‬ ‫ﻟَـﻐَـﺂ ِﺋ ُـﻈـ ْﻮ َن‬
‫‪43‬‬
‫‪Worksheet Number 31 – Madd with Tashdeed‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫َﺻـ َﻮآ َّف‬ ‫ك‬ ‫د‬ ‫آ‬

‫َ ُّ َ‬ ‫ﺮ‬‫َ‬ ‫ـ‬‫ﻟ‬ ‫ِ‬
‫ـﺖ‬‫اﻟـﺼـ ﻔ‬
‫َو ‬
‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬
‫ـﻴ‬‫ِ‬
‫ﻟـﻀـﺂ ﻟ ّ ْ َﻦ َﺧـﺂ َّﺻـ ٌﺔ‬
‫ـ‬ ‫ا َ َّ‬ ‫َﺟـﺂ ٌّن‬
‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬
‫َﺷـﺂ ُّن‬ ‫َﻛـﺂ َّﻓ ٌﺔ‬ ‫ـﺤ ُّـﻀـ ْﻮ َن‬

‫ٰ‬ ‫َ‬ ‫ﺗ‬
‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬
‫َﺻـﺂ َّﺧ ٍـﺔ ﻟَـﻀـﺂﻟـُّ ْﻮ َن‬ ‫َﻃـﺂ َّﻣـ ُﺔ‬
‫‪44‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ـﻤـﺎ َﺣـ َﺮ ٌج َّو َﻻ‬ ‫ـﻴ‬‫ﺣ‬‫َﻏ ُـﻔـﻮرا َر ِ‬

‫ًْ ّ ْ ً‬ ‫ـﻢ ِّﻣـ ْﻦ‬
‫ﻟـ َ ُﻜ ْ‬
‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬
‫ـﻢ‬‫اﻟـﻈـﺎﻟ ِ‬
‫ﺾ َّ‬ ‫ـ‬ ‫ـﻌ‬
‫َ‬ ‫ﻳ‬ ‫ِ‬
‫ل‬ ‫ﻮ‬ ‫ـ‬ ‫ﺳ‬ ‫ﺮ‬
‫َ‬ ‫ﻟـ‬ ‫ا‬ ‫ﻊ‬ ‫ـ‬ ‫ﻣ‬ ‫ا‬‫ر‬ ‫ﻮ‬ ‫ـ‬‫ُ‬ ‫ـﺜ‬‫ْ‬ ‫ـﻨ‬‫ﻣ‬‫َ‬ ‫ـﺎء‬ ‫ـﺒ‬‫ﻫ‬
‫ُ‬ ‫ُ‬ ‫ّ‬ ‫َ‬ ‫ْ‬ ‫ُ‬ ‫ّ‬ ‫َ‬ ‫َ‬ ‫ً‬ ‫ْ‬ ‫ّ‬ ‫ً‬ ‫ََ‬
‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬
‫َﺷـ ٌّﺮ َّﻣـﮑَﺎﻧًـﺎ‬ ‫ﮐَﺎن اﻟـ َّﺸﻴ ٰـﻄـﻦ َﻫـﺎ ِدﻳـﺎ َو ﻧ َ ِ‬

‫ـﺼـﻴْـ ًﺮا‬ ‫ً ّ‬ ‫َ ْ ُ‬
‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬
‫ﻣـ َّﺪ ّ ِ‬
‫اﻟـﻈ َّـﻞ‬ ‫َﻣـ ِﻦ ا َّﺗ َ‬
‫ـﺨـ َﺬ‬ ‫ﻟـﺴـﻮءِ‬
‫َﻣ َـﻄـ َﺮ ا ّ َْ‬
‫َ‬
‫‪15‬‬ ‫‪14‬‬ ‫‪13‬‬
‫ـﻤ ِـﻞ اﻟـ َّﺸـﻴ ْ ٰـﻄـ ِﻦ‬ ‫ﻦ‬ ‫ـ‬ ‫ـﻴ‬‫ِ‬ ‫ﺒ‬‫ـ‬‫ﻣ‬ ‫ﻲ‬ ‫ﺑـ‬‫ﺮ‬‫ـ‬ ‫ﻋ‬ ‫ا‬‫ﺮ‬ ‫ـ‬ ‫ـﻴ‬‫ﺴ‬‫ِ‬ ‫ـ‬ ‫ﻳ‬
‫ََ‬ ‫ﻋ‬ ‫َ ّ ْ ٌ‬ ‫ُ‬ ‫ّ‬ ‫ٌ‬ ‫َ‬ ‫ﻗَـﺒ ْ ًـﻀـﺎ ْ ً‬
‫َ‬ ‫ّ‬
‫‪45‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫ـﻢ ۢﺑ َِ‬
‫ـﻤـﺎ‬ ‫اَﻟ ِ‬
‫ـﻴ‬ ‫ـﻢ‬
‫ُﻣـ ِﺤـﻴ ْ ٌـﻂ ۢ ﺑِـﺎﻟْﻜٰـ ِﻔـﺮِﻳْـ َﻦ‬
‫ْ ٌ‬ ‫ـﻢ ۢ ﺑُـ ْﻜ ٌ‬
‫ُﺻ ٌّ‬
‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬
‫ﮐَﺎﻓِـ ٍﺮ ۢﺑِـ ٖﻪ‬ ‫اَﻧ ْ ۢـﺒَـﺎ َ ُﻫ ْ‬

‫ـﻢ‬ ‫اَﻧ ْـ ۢﺒِـﺌُـ ْﻮ ِﱏ ْ‬
‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬
‫ـﺪ َﻃـﻴْـ ًﺮا ۢ ﺑِـﺎِذْﻧِـ ْﻰ‬

‫ـﺎن ۢ ﺑَـﻌْ َ‬
‫ـﻤ ٌ‬‫ا َﻳ ْ َ‬ ‫ِﻣـ ْﻦ ۢ ﺑَـﻌْـ ِﺪ‬
‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬
‫َﺷـ ِﻬـﻴ ْ ً‬
‫ـﺪا ۢ ﺑَـﻴْـﻨَـﻨَـﺎ‬ ‫َﻣـ ْﻦ ۢ ﺑَـﻠَـ َﻎ‬ ‫اَﻧ ْ ۢـﺒ ٰـ ُﻮا‬
‫‪46‬‬
Waqf rules – Notes for parents
These sheets replace pages 34 to 36 in Ahsanul Qawaid. These pages (34

to 36) can be covered after these Waqf rules have been fully completed.
The purpose of this is as follows:
1. Highlight the different methods of Waqf in order (in Ahsanul

Qawaid there is no particular order).
2. To help pupils understand that Waqf must be done when any one of
the Waqf symbols appears.
3. Provide sufficient examples regarding each rule for the children to
practice.
The overall aim is to understand the concepts, and recite the “short
sentences” with 100% fluency.
1. What is Waqf?
Waqf in an Arabic word which means to stop at end of or in the middle of
a verse.
2. What are the symbols of Waqf?

There are many symbols of Waqf. They can be categorised into two main
categories:
1. A circle at the end of the verse ( ‫) ۝‬
2. A letter from the Arabic alphabet appears. E.g. ‫ ط‬,‫ م‬, ‫ ج‬etc.
3. How many rules are there regarding Waqf?

There are 5 rules regarding Waqf. We will look at each individually in the
coming pages.
47
NOTES:
Ensure children are given a good “briefing” that they are to learn
“how to stop at the end of a verse”.
Examples need to be given as to what a “verse” is.
The word “Waqf” needs to be introduced whilst going over the

various examples and rules.
The various Waqf signs used in this handout need to be covered

prior to starting the first rule. These then need to be constantly
emphasised when doing examples.
It may be a good idea to open the Quran and show children the
various Waqf signs.
Other:
Where a child is struggling on the actual word, then this must be

rectified as a matter of priority. A child will only struggle if he or
she has not fully grasped the previous concepts.
Where a child is struggling with the actual word, Waqf becomes

second priority. Explaining the relevant concept your child is
struggling with must take precedence.
At this stage your child must be reciting loudly and audibly.
Where there are 2 or more words in an example, after reciting

these words “separately”, your child needs to recite (as much as
possible) the entire “verse” together. This is known as fluency.
48
Waqf Rule 1 & Worksheet Number 34
When doing Waqf on a word, the last letter will be made Saakin. That
means that the Fatha, Dhamma etc will be replaced with a Sukoon.
Example:
‫ﺐ‬
َْ ‫ِاذَا َوﻗ‬ ‫ﺐ‬ َ ‫ﻗ‬ ‫و‬ ‫ا‬َِ ‫ا‬
‫ذ‬
َ َ
Now practice doing Waqf with the following examples:
ْ‫د‬ َ ‫اِ ذَا َﺣ َﺴ‬

‫ـﺪ ۝‬ 1
‫ْت‬ ‫َﺳـﺒ ْـ َﻊ َﺳـ ٰﻤـﻮ ٰ ٍت ۝‬ 2
ْ‫د‬ ‫اﷲ ا َ َﺣـ ٌﺪ‬ ‫ﻫـ‬

‫ج‬
ُ ‫ُﻗ ْـﻞ ُ َﻮ‬ 3
‫َﻣـ ْﻦ َﺧ ِﺸـ َﻲ َر ﺑَّ ٗـﻪ ۝‬ 4
‫ط‬ ‫ِﻣـ ْﻦ َﺧـ ْﻮ ٍف‬ 5
‫اِ ذَ ا ﻳ َـ ْﺴ ِﺮ ۝‬ 6
‫ج‬ ‫َو َﺳ َﻼ ٌم ﻋَـ َ اﻟـ ْ ُﻤـ ْﺮ َﺳـﻠِـﻴ ْـ َﻦ‬ 7
49
When doing Waqf on a word that ends with , the ‫ة‬ ‫ ة‬will be changed to a B.
Example:
‫َﻣﺎ اﻟـ ْﻘَﺎ ِرﻋَ ْﻪ‬ ‫َﻣﺎ اﻟـ ْﻘَﺎ ِر ﻋَ ُﺔ‬

Bْ ‫َﺟـﻨَّـﺔً ۝‬ 1
Bْ ‫ُذ ِّر ﻳ َّـﺔً َﻃ ِـﻴ ّـﺒ َـﺔً ۝‬ 2
‫ط‬ ‫ا َْﺻ َﺤﺎ َب اﻟـ ْﻘَ ْﺮ ﻳ َ ِـﺔ‬ 3
‫ج‬ ‫َﻣﺎ اﻟ ْـﻌَـﻘَـﺒ َـ ُﺔ‬ 4
‫ﻳ َـ ْﻮ َﻣـﺌِـ ٍﺬ َّوا ِﺟـ َﻔـ ٌﺔ ۝‬ 5
‫ط‬ ‫ا َ ﺑْ َـﺼﺎ ُر َﻫﺎ َﺧﺎ ِﺷـﻌَـ ٌﺔ‬ 6
َ ‫ﻋَـﻠ َـﻴ ْـ ِﻬ ْﻢ ُّﻣـ ْﺆ َﺻ‬

‫ـﺪ ٌة ۝‬ 7
50
When doing Waqf on a word that ends with Fathatayn, one Fatha will be
removed.
Example:
‫َﻣ َﻔﺎ زَا‬ ‫َﻣـ َﻔﺎ زًا‬

َ‫ﻻ‬ ‫ـﻤ ًـﻼ ۝‬

َ َ‫ﻋ‬ 1
َ ‫ﺑﺎ‬ ‫َو ا َْﻋـﻨ َـﺎ ﺑ ًـﺎ ۝‬ 2
‫ط‬ ‫اِ ﻧ َّ ٗـﻪ ﮐَﺎ َن ﺗَـ َّﻮا ﺑ ًـﺎ‬ 3
َ ‫ﺣﺎ‬ ِ ‫ا َ َﺧـﺎ ﻫـﻢ ﺻﺎ ﻟ‬

‫ـﺤﺎ‬
‫ط‬
ً َ ْ ُ 4
‫ط‬ ً ْ ‫َو ا َ ِﻛـﻴ ْ ُـﺪ َﻛـﻴ‬

‫ـﺪا‬ 5
‫ُﻃـﻮً ى ۝‬ 6
‫ج‬
ً ‫ـﻢ ُﻏـﺜ َـﺎ ء‬
ْ ‫ـﺠـﻌَـﻠ ْـﻨ َـﺎ ُﻫ‬
َ َ‫ﻓ‬ 7
51
When doing Waqf on a word that ends with an Alif or Standing Fatha,
then it will be read as it is written. Thus there is no change to the last
letter of the word as in the previous 2 rules.
Examples:
‫اٰﻳَﺎﺗِﻨَﺎ‬ ‫اٰﻳَﺎﺗِﻨَﺎ‬
ٰ ‫َوا ُّﻟﻀ‬ ٰ ‫َوا ُّﻟﻀ‬

‫ا َ ْو ٰﺣـﻰ ﻟ َـﻬَﺎ ۝‬ 1
‫ط‬ ‫ﻟ َ َﺸ ـﱴ‬ 2
‫َﻣـ ْﻦ دَ ﺳـﻬَﺎ ۝‬ 3
‫ط‬ ‫َو اﻟـﻨَّـﻬَﺎ ِر اِ ذَا ﺗَـ َﺠـ‬ 4
‫ج‬ ‫َو اﻟ َّﺸـ ْﻤـ ِﺲ َو ُﺿ ٰﺤـﻬَـﺎ‬ 5
ْ ‫َو َﺻـ َّﺪ َق ﺑِﺎ ﻟ ْ ُـﺤ‬

‫ـﺴ ٰﲎ ۝‬ 6
52
‫‪Waqf Rules – Various Examples - Worksheet Number 38‬‬
‫‪Practice doing Waqf with the following examples.‬‬

‫‪All Waqf rules have been mixed up on this page.‬‬
‫ـﺴﺎ ٍب ۝‬‫ﺣ‬‫ﺑِـﻐ َـﻴـ ِﺮ ِ‬ ‫‪1‬‬

‫َ‬ ‫ْ‬
‫ج‬ ‫ﺚ اﻟـ ْﻐ َـﺎ ِﺷـﻴ َـ ِﺔ‬

‫َﺣـ ِﺪ ﻳ ْـ ُ‬ ‫‪2‬‬
‫ﻓَ َﺴ ْﻮ َف ﺗَـﻌْـﻠ َـ ُﻤـ ْﻮ َن ۝‬ ‫‪3‬‬
‫ط‬ ‫َو ﻋَـ َّﺬ ﺑْـﻨ ٰـﻬَﺎ ﻋَـ َﺬاﺑًﺎ ﻧ ُّ ْﻜ ًﺮا‬ ‫‪4‬‬
‫ﺎن ﻣَﺎ َﳍَﺎ‬ ‫ِ‬

‫ط‬
‫َو ﻗَﺎ َل ْاﻻﻧ ْ َﺴ ُ‬ ‫‪5‬‬
‫َو ا َ ْﺣـ ُﺼ ْﻮا اﻟـ ْﻌِـ َّﺪ ةَ ۝‬ ‫‪6‬‬
‫ط‬ ‫ﻟ ِـ ُﻜ ّ ِـﻞ َﺷـ ْﻲ ءٍ ﻗَـ ْﺪ ًرا‬ ‫‪7‬‬
‫ج‬ ‫ﻧَﺎ ٌر َﺣﺎ ِﻣـﻴ َـ ٌﺔ‬ ‫‪8‬‬
‫ط‬ ‫اِ َّن اِ ٰﱃ َر ﺑِّ َ‬

‫ـﻚ اﻟ ُّﺮ ْﺟـﻌ ٰـﻰ‬ ‫‪9‬‬
‫ـﻤ ْﻞ ِﻣـﺜ ْـﻘَـﺎ َل ذَ َّر ٍة َﺧـﻴ ْـ ًﺮا ﻳ َّـ َﺮ ‪ ’B‬۝‬

‫ﻓَـ َﻤ ْﻦ ﻳ َّـﻌْ َ‬ ‫‪10‬‬
‫‪53‬‬
Waqf Rule 5 – For parents only
When doing Waqf on a word that ends with a Hamza containing

Fathatayn, one Fatha will be removed and an Alif will be added.
Example:
‫ﻧِﺴﺂ ءَا‬ ‫ﻧِﺴﺂ ًء‬

Important: As these types of words occur in the Quran less frequently,
we will not be covering this in the class. The aim of Level 1 is to grasp the
very basic Waqf rules.
54
Quran Verses
The aim of the following verses is as follows:
a) To practice and implement the various concepts that have been

covered in Ahsanul Qawaid.
b) Pupils can have a “sense of achievement” that we are now moving

onto the Quran.
Parents and teachers need to:
a) Ensure there is no parrot fashion learning
b) Each verse must be written on the whiteboard - word by word – and

then children need to attempt to read each word. Teaching must be
interactive and where children stay focused.
c) After each word has been “broken down” and covered in the above
manner should an attempt be made to recite the entire verse
together.
d) Where a child is struggling, then that particular concept needs to

be highlighted and revised.
e) Point out that the various symbols at the end of the verse are
“stop” signs.
f) Pronunciation must always be clear and must no be compromised.
g) At this stage do not expect a high level of fluency. Our objective is

to encourage the recitation of words without any errors. Thus
these verses also act as a revision aid for the concepts covered in
Ahsanul Qawaid.
55
‫‪Quran Verse – 1‬‬
‫م‬ ‫ﻚ اﻟ ُّﺮ ُﺳ ُﻞ ﻓَـ َّﻀﻠ ْـﻨَﺎ ﺑَـﻌْـ َﻀ ُﻬ ْﻢ ﻋ َ َ ﺑَـﻌْـ ٍﺾ‬

‫ﺗِﻠ ْ َ‬
‫ط‬ ‫اﷲ َو َر ﻓَـ َﻊ ﺑَـﻌْـ َﻀ ُﻬ ْﻢ دَ َر َﺟـﺎ ٍت‬

‫ُ‬
‫ِﻣـﻨْ ُﻬ ْﻢ َّﻣ ْﻦ َﻛـﻠ ّ ََ‬
‫ﻢ‬
‫ﻓَـﻘَ ْﺪ َﺧ ِﺴ َﺮ ُﺧ ْﺴ َﺮاﻧـًﺎ ُّﻣﺒِـﻴ ْـﻨ ًـﺎ ۝‬
‫ﻳ َـﻌِـ ُﺪ ُﻫﻢ و ﻳُـﻤـ ِﻨّـﻴـ ِﻬﻢ و َﻣﺎ ﻳ َـﻌِـ ُﺪ ُﻫـﻢ اﻟ َّﺸﻴـ َﻄﺎ ن اِﻻَّ‬
‫ُ ْ ُ‬ ‫ْ َ َ ْ ْ َ‬
‫ُﻏ ُﺮ ْو ًرا ۞‬
‫‪56‬‬
‫ج‬ ‫ﻟـ َ ُﻬ ْﻢ أ َ ْﺟ ُﺮ ُﻫ ْﻢ ِﻋـﻨْـ َﺪ َر ﺑِّـ ِﻬـ ْﻢ‬
‫ﷲ اﻟـ ْ َﻜـ ِﺬ ب ِﻣـﻦ ۢ ﺑـﻌـ ِﺪ ذ ٰ ﻟ َِ‬

‫ﻚ۞‬ ‫ِ‬ ‫ﻓَـ َﻤـ ِﻦ اﻓْـﺘ َـ ٰﺮى ﻋَـ َ ا‬
‫َ ْ َْ‬
‫ط‬ ‫َو إِذْ ﻗَﺎ َل إِﺑْ َﺮا ِﻫـﻴ ْ ُﻢ َر ِ ّب أ َ ِر ﻧِـ ْﻲ َﻛـﻴ ْـ َﻒ ُﺗـ ْﺤﻴِـﻰ اﻟـ ْ َﻤ ْﻮ ٰ‪z‬‬
‫ط‬‫ﺎل أ َ َو ﻟـ َ ْﻢ ُﺗـ ْﺆ ِﻣـ ْﻦ‬

‫ﻗَـ َ‬
‫ﻗَـﺎل ﺑ َـ ٰ و ﻟـ َ ِﻜـﻦ ﻟ ِـّﻴـ ْﻄﻤـﺌ َِ‬
‫ﻦ ﻗ َـﻠ ْـﺒ ِـﻲ ط‬ ‫ـ‬
‫ْ‬ ‫َ َ ْ َ َ ّ‬
‫‪57‬‬
‫اﷲ ‪‬‬ ‫ق‬ ‫ﺪ‬ ‫ﺻ‬ ‫ﻞ‬

‫ْ‬ ‫ـ‬ ‫ﻗ‬
‫ُ‬ ‫۝‬ ‫ن‬ ‫ﻮ‬ ‫ـ‬ ‫ﻤ‬ ‫ِ‬
‫ـ‬ ‫ﻟ‬ ‫ﺎ‬ ‫َ‬
‫اﻟﻈ‬‫ّ‬ ‫ﻢ‬ ‫ـ‬‫ﻫ‬ ‫ﻚ‬
‫َ‬ ‫ـ‬‫ِ‬ ‫ﺌ‬‫ٓ‬ ‫ٰ‬ ‫ـ‬‫وﻟ‬‫ُ‬ ‫ﺎ‬‫ـ‬‫َ‬ ‫ﻓ‬
‫ُ‬ ‫َ‬ ‫َ‬ ‫َ‬ ‫َ‬ ‫ْ‬ ‫ُ‬ ‫ُ‬ ‫ُ‬
‫ﺐ‬ ‫ـ‬‫اﻟﺼـﻴـﺎم َﻛـﻤﺎ ُﻛـﺘِ‬‫ﻳ ٰـٓﺎ أَﻳُّـﻬَﺎ اﻟ َّ ِﺬﻳـ َﻦ ا ٰ َﻣـﻨُـ ْﻮا ُﻛـﺘِـﺐ ﻋَـﻠ َـﻴ ُﻜﻢ ّ ِ‬
‫َ‬ ‫َ ْ ُ َ ُ َ‬
‫ﻋَـ َ اﻟـَّ ِﺬﻳ َﻦ ِﻣـ ْﻦ ﻗَـﺒ ْـﻠِ ُﻜ ْﻢ ﻟـ َﻌَـﻠ َّ ُﻜ ْﻢ ﺗَـﺘَّـ ُﻘـ ْﻮ َن ۝‬
‫ا َﻟ َّ ِﺬﻳ ْ َﻦ ﻳُﻨ ِﻔ ُﻘ ْﻮ َن أ َ ْﻣ َﻮاﻟـ َ ُﻬ ْﻢ ِﰲ َﺳ ِﻴ ْ ِﻞ ا ِ ُﺛ َّﻢ ﻻ َﻳُﺘْـﺒِ ُﻌـ ْﻮ َن‬
‫ﻻ‬ ‫َﻣﺂ أ َ ﻧ ْ َﻔ ُﻘ ْﻮا َﻣـﻨًّﺎ َو ﻵَ أ َ ذًى‬
‫‪58‬‬
‫ﺎت اﻟـ ْ ِﻜـﺘ َـ ِ‬

‫ﺎب اﻟـ ْ ُﻤﺒِـﻴ ْـ ِﻦ ۝‬ ‫َ ُ‬ ‫ﻳ‬‫ٰ‬ ‫ا‬ ‫ﻚ‬
‫َ‬ ‫ـ‬
‫ْ‬ ‫ﻠ‬‫ـ‬‫ِ‬ ‫ﺗ‬
‫اِﻧ َّٓﺎ ا َﻧ ْـ َﺰﻟـ ْﻨ َـﺎ ُ‪ُ B‬ﻗـ ْﺮا ٰﻧـًﺎ ﻋَـ َﺮﺑِـﻴ ًّـﺎ ﻟـَّﻌَـﻠ َّـ ُﻜـ ْﻢ ﺗَـﻌْـﻘِـﻠ ُـ ْﻮ َن ۝‬
‫ﷲ ﺛَـ َﻤـﻨ ًـﺎ ﻗَـﻠِـﻴ ْـﻼ ً‬ ‫ﺎت ا ِ‬ ‫ﻻ َ ﻳ َـ ْﺸـﺘ َـﺮون ﺑِﺎ ٰﻳ َ ِ‬

‫ط‬
‫ُْ َ‬
‫ﻬـﻢ ط‬ ‫ِ‬ ‫ـ‬‫ِ‬ ‫ّ‬ ‫ﺑ‬ ‫ر‬ ‫ﺪ‬
‫َ‬ ‫ـ‬‫ْ‬ ‫ﻨ‬‫ـ‬ ‫ِ‬
‫ﻋ‬ ‫ﻢ‬ ‫ـ‬‫ﻫ‬‫ُ‬ ‫ﺮ‬‫ـ‬ ‫ﺟ‬
‫ْ‬ ‫َ‬ ‫أ‬ ‫ﻢ‬ ‫ـ‬ ‫ﻬ‬ ‫َ‬ ‫ـ‬‫ﻟ‬ ‫ﻚ‬
‫َ‬ ‫ِ‬ ‫ﺌ‬‫ٰ‬ ‫ـ‬‫وﻟ‬‫ُ‬ ‫أ‬
‫َ ْ‬ ‫ْ ُ ْ‬ ‫ُ‬
‫إِ َّن اﷲَ َﺳ ِﺮﻳ ْـ ُﻊ اﻟـ ْ ِﺤـ َﺴـ ِ‬

‫ﺎب ۝‬
‫ﻳ َٓﺎ أ َ ﻳُّـﻬَـﺎ اﻟـَّ ِﺬﻳ ْ َﻦ ا ٰ َﻣـﻨُـ ْﻮا ا ْﺻﺒِـ ُﺮ ْوا َو َﺻﺎﺑِ ُﺮ ْوا َو َراﺑِـ ُﻄـ ْﻮا ‪‬‬
‫‪59‬‬
‫ﺎﻫـ ُﺪ ْوا ﻓِـ ْﻲ‬

‫َﻫـﺎ َﺟـ ُﺮ ْوا َو َﺟـ َ‬ ‫َو اﻟـَّ ِﺬﻳ ْـ َﻦ‬ ‫ا ٰ َﻣـﻨُـ ْﻮا‬ ‫إِ َّن اﻟـَّ ِﺬﻳ ْـ َﻦ‬
‫ﷲ ﻻ‬‫ﺳﺒِـﻴـ ِﻞ ا ِ‬
‫َ ْ‬
‫اﷲ َﻏ ُﻔ ْﻮ ٌر َّر ِﺣﻴ ْ ٌﻢ ۞‬

‫َ ُ‬‫و‬ ‫ﺖا ِ‬
‫ﷲط‬
‫َ‬ ‫ﻤ‬ ‫ـ‬‫ﺣ‬‫ْ‬
‫َْ َ َ‬‫ر‬ ‫ن‬‫ﻮ‬‫ـ‬ ‫ﺟ‬
‫ُ‬ ‫ﺮ‬
‫ْ‬ ‫ـ‬
‫َ‬ ‫ﻳ‬ ‫ﻚ‬
‫َ‬ ‫ِ‬ ‫ﺌ‬‫ٰ‬ ‫ـ‬‫ﻟ‬‫و‬‫ُ‬ ‫أ‬
‫إِذَا ُﻗـ ْﻤﺘُـ ْﻢ إ َِﱃ ا َّﻟﺼﻠ ٰﻮ ِة ﻓَﺎ ْﻏ ِﺴﻠ ُ ْﻮا‬ ‫ﻳ ٰـٓﺎ َ ﻳُّـﻬَﺎ اﻟ َّ ِﺬﻳ ْ َﻦ ا ٰ َﻣﻨُ ْٓﻮا‬
‫ـﻢ ۞‬ ‫ﻜ‬
‫ُ‬ ‫و ُﺟـﻮ َﻫـ ُﻜـﻢ و ا َﻳ ْـ َِ‬
‫ﻳ‬ ‫ﺪ‬
‫ْ‬ ‫ُ ْ ْ َ‬
‫ﻳُـ ْﺆ ﺗِـ ْﻰ اﻟـ ْ ِﺤ ْﻜ َﻤﺔَ َﻣ ْﻦ ﻳ َّ َﺸﺂ ُء‬

‫ج‬
‫وﻣﻦ ﻳُّـ ْﺆت اﻟـ ْ ِﺤ ْﻜﻤ َﺔ ﻓَﻘَ ْﺪ أُوﺗِـﻲ َﺧﻴـﺮا َ ِ‬

‫ﻛـﺜـ ﻴـﺮا ط‬
‫ْ َ ًْ ًْ‬ ‫َ‬ ‫ََ ْ َ‬
‫‪60‬‬
‫ك ِﻣـ َﻦ اﻟـ ْﻌِـﻠ ْ ِﻢ ﻓَـ ُﻘ ْﻞ‬ ‫ﺎ‬‫ﻣ‬ ‫ِ‬

‫ﻚﻓ ْ ْ َ ْ َ َ َ َ‬
‫ء‬‫ﺂ‬‫ـ‬‫ﺟ‬ ‫ﺪ‬ ‫ـ‬‫ﻌ‬‫ـ‬‫ﺑ‬ ‫ۢ‬ ‫ﻦ‬‫ـ‬ ‫ِ‬
‫ﻣ‬ ‫ِ‬
‫ﻪ‬ ‫ـ‬‫ﻴ‬ ‫ـ‬‫ِ‬ ‫ﻓَ َﻤ ْﻦ َﺣ َّ‬
‫ﺂﺟ َ‬
‫ﺗَـﻌَـﺎﻟـ َ ْﻮا ۞‬
‫ﺎن أ َ ْن ﻳُّـ ْﻮﻗِـ َﻊ ﺑَـﻴ ْـﻨ َ ُﻜـ ُﻢ اﻟـ ْﻌَـ َﺪ َاوةَ َو‬‫ﻄ‬
‫ْ ُ‬ ‫َ‬ ‫ـ‬‫ﻴ‬ ‫َ‬
‫ﺸ‬ ‫ّ‬ ‫اﻟ‬ ‫ﺪ‬‫ُ‬ ‫ـ‬‫ْ‬ ‫ﻳ‬ ‫ِ‬
‫ﺮ‬ ‫ـ‬‫ُ‬ ‫ﻳ‬ ‫ﺎ‬‫ﻤ‬‫َ‬ ‫َ‬
‫ـ‬ ‫ّ‬ ‫ﻧ‬‫ِ‬ ‫ا‬
‫اﻟْﺒ َـﻐ ْـ َﻀﺂءَ ِﰱ اﻟـ ْ َﺨ ْﻤ ِﺮ َو اﻟـ ْ َﻤ¡ْ ِﺴ ِﺮ ۞‬
‫ﻟـَّ ْﻦ ﻳ َ ْﺴﺘ َـﻨْ ِﻜـ َﻒ اﻟـ ْ َﻤ ِﺴﻴ ْـ ُﺢ أ َ ْن ﻳَّـ ُﻜـ ْﻮ َن ﻋَﺒ ْـ ًﺪا ﻟِـّﻠ ـ ِﻪ َو ﻻ َ‬
‫ﺮﺑـﻮن ط‬ ‫َ‬ ‫ـ‬‫َ‬ ‫ﻘ‬ ‫ـ‬ ‫ﻤ‬‫ْ‬ ‫ـ‬‫ﻟ‬ ‫ا‬ ‫ﺔ‬
‫ُ‬ ‫ـ‬‫ﻜ‬‫َ‬ ‫ِ‬
‫ﺋ‬ ‫اﻟـ ْ َﻤﻶ‬
‫ُ ُّ َْ‬
‫‪61‬‬
‫ﻗِـ َﺮدَ ةً‬ ‫ﻋَـﻨْـ ُﻪ ُﻗـﻠ ْـﻨَﺎ ﻟـ َ ُﻬ ْﻢ ُﻛـ ْﻮﻧ ُ ْﻮا‬ ‫ﻓَـﻠ َـ َّﻤﺎ ﻋَـﺘ َـ ْﻮا ﻋَـ ْﻦ َّﻣـﺎ ﻧ ُـ ُﻬـ ْﻮا‬
‫ٰﺧ ِﺴﺌِـﻴ ْـ َﻦ ۝‬
‫ﻗَﺎ ﻟـُ ْٓﻮا إِ ﻧَّﺎ ﺗَـ َﻄـﻴ َّـ ْﺮﻧَﺎ ﺑِ ُﻜ ْﻢ‬

‫ج‬
‫ﻟـ َﺌِـ ْﻦ ﻟـَّ ْﻢ ﺗَـﻨْـﺘ َـ ُﻬـ ْﻮا ﻟـ َﻨ َـ ْﺮ ُﺟـ َﻤـﻨَّ ُﻜ ْﻢ َو ﻟـ َﻴ َـ َﻤ َّﺴـﻨَّـ ُﻜ ْﻢ ِّﻣـﻨَّﺎ‬
‫اب أ َ ﻟ ِـﻴ ْ ٌﻢ۝‬
‫ﻋَـ َﺬ ٌ‬
‫إِﻧ َّـ َﻤـﺎ اﻟـ ْ ُﻤـ ْﺆ ِﻣـﻨُـ ْﻮ َن إِ ْﺧـ َﻮ ٌة ﻓَـﺎ َ ْﺻﻠِـ ُﺤ ْﻮا ﺑَـﻴ ْـ َﻦ أ َ َﺧـ َﻮ ﻳ ْ ُﻜ ْﻢ‬
‫َوا َّﺗ ُﻘﻮا اﷲَ ﻟـ َﻌَـﻠ َّ ُﻜ ْﻢ ُﺗـ ْﺮ َﺣـ ُﻤـ ْﻮ َن ۝‬
‫‪62‬‬
Quran Verse – 25
‫ط‬ ِ ‫ﻚ ِﻣ َﻦ اﻟـ ْ ِﻜـﺘ َـ‬

َ‫ﺎب َو أَﻗِـ ِﻢ ا َّﻟﺼﻠ ٰﻮة‬ ‫ﻴ‬ ‫ـ‬‫ﻟ‬ ‫إ‬ ‫ﻲ‬ ِ
َ ْ َ َ ‫اُ ﺗْـ ُﻞ َٓﻣﺎ أُ ْو‬
ِ ‫ﺣ‬
Quran Verse – 26
‫ط‬ ‫اﻟﺼ َﻼ ةَ ﺗَـﻨْـﻬ ٰـﻰ ﻋَـ ِﻦ اﻟـ ْ َﻔـ ْﺤ َﺸﺂ ِء َو اﻟـ ْ ُﻤﻨْـ َﻜـ ِﺮ‬
َّ ‫إِ َّن‬
End of workbook.
Keep this safe.
It will be required for revision at the beginning of the

term in Level 2.
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Ahsanul Qawaaid Workbook Part 2

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Madrasa Tajweedul Quran

This book belongs to:

Keep this safe.

It will be required for revision at the beginning of the term in Level 2.

This is the second part of the “supplementary booklet” to support pupils

Please also note:

This class is the most important stepping stone towards learning to

Moulana Farook Kazi

‫ا َْن‬ ‫اِ ْى‬ ‫ا َْى‬ ‫اُ ْو‬ ‫ا َْو‬

Lesson 17 Lesson 16 Lesson 15 Lesson 14 Lesson 13

However, in reality there are only 3 concepts, as numbers 1, 3 and 5 (in

If required, we may go over the examples in Ahsanul Qawaid after

Please also note the following:

1. The “semi-circle” on the second letter in the above examples is

‫ْن‬ ‫ْم‬ ‫ْي‬

Part 1 has six lessons.

Any Saakin letter preceded by a letter containing a Fatha.

‫َﺳـ ْﻒ‬ ‫ﺑَـ ْﺲ‬ ‫ﺑَـ ْﻦ‬ ‫ا َْن‬ ‫ا َْب‬

‫دَ ْع‬ ‫ﻳ َـ ْﻒ‬ ‫َﻣـ ْﻖ‬ ‫َﺟـ ْﺶ‬ ‫َﺟـ ْﻦ‬

Any Saakin letter preceded by a letter containing a Kasra.

‫ﻗِـ ْﻦ‬ ‫ﻟ ِـ ْﺲ‬ ‫ِﺿـ ْﻊ‬ ‫ﺺ‬

Any Saakin letter preceded by a letter containing a Dhamma.

‫َﺷ ْﻢ‬ ‫َﻣـ ْﻮ‬ ‫ﺑَـ ْﻮ‬ ‫ﻳ َـ ْﻮ‬ ‫ا َْو‬

‫َﻏـ ْﻰ‬ ‫َﻃـ ْﻰ‬ ‫َو ْى‬ ‫َﺷـ ْﻰ‬ ‫ا َْى‬

‫َﺳـ ْﻰ‬ ‫َﻫـ ْﻰ‬ ‫ﺑ َـ ْﻰ‬ ‫َﻇـ ْﻰ‬ ‫ﺗَـ ْﻰ‬

Bottom of the throat

Middle of the throat

Top of the throat

‫ا َ ْغ‬ ‫ُﺗـ ْﻎ‬ ‫ ْﻊ‬Hِ‫ﺑ‬ ‫ا َ ْع‬ ‫ا َ ْح‬

‫َﻣـ ْﻎ‬ ‫اِ ْخ‬ ‫ا َ ْخ‬ ‫َﺳـ ْﺢ‬ ‫َﺳـ ْﻪ‬

‫َﺧـ ْﻮ‬ ‫َﺟـ ْﻮ‬ ‫َﺳـ ْﻮ‬ ‫ﻟـ َ ْﻮ‬ ‫ا َْو‬

‫ﺋَـ ْﻮ‬ ‫َﻃـ ْﻮ‬ ‫ا َْو‬ ‫َﺷـ ْﻮ‬ ‫دَ ْو‬

‫َﺿـ ْﻮ‬ ‫َﺣـ ْﻮ‬ ‫َو ْو‬ ‫ﺗَـ ْﻮ‬

‫ذَ ْي‬ ‫َﺧـ ْﻲ‬ ‫َﺟـ ْﻲ‬ ‫ﺗَـ ْﻲ‬ ‫ا َ ْي‬

‫ﺋَـ ْﻲ‬ ‫َو ْي‬ ‫َﻣـ ْﻲ‬ ‫َﻛـ ْﻲ‬

‫ُﻛ ْـﻒ‬ ‫ـﺖ‬

‫دَ ْع‬ ‫َر ْى‬ ‫ﻟـ َ ْﻦ‬

‫َﺧ ْـﻒ‬ ‫َﺷـﺄ ْ‬ ‫َﻛـ ْﺪ‬

‫اِ ْض‬ ‫ـﺖ‬

‫ﺛِـ ْﻖ‬ ‫ِﺻ ْـﻞ‬ ‫ﺑِـ ْﻊ‬

Purpose of this section: Covering random examples of a Saakin letter

a) Give a few minutes to your child to work out the words.

Part 2 has 3 lessons.

‫ﻳ َـ ْﺶ‬ ‫ﻳ َـ ْﻰ‬ ‫ﻳ َـ ْﻮ‬ ‫ِﻳـ ْﻢ‬ ‫ُذ ْن‬

‫ُﻋـ ْﺮ‬ ‫ﻓِـ ْﻪ‬ ‫ﻧ ُـ ْﺲ‬ ‫ش‬

These examples contain more than 2 letters.

‫ُذ ﻗْـ ٌﺖ‬ ‫ُذ ﻗْـ ُﺖ‬

‫ﻋَـ ْﻔـﻮًا‬ ‫ـﻤ ٌـﻞ‬

‫َﻇـ ْﺮ ٌف‬ ‫ـﺐ‬‫ْ‬

‫ِﺣـﻠ َ ِـﻞ‬ ‫ـﻢ‬

‫ِﺧـﻠْـ ٌﻖ‬ ‫ُﻋـ ْﺮ ِف‬ ‫ـﻢ‬ ‫ﺳ‬

‫ا َ ْﺷـﻬَ ُـﺪ‬ ‫ـﺤـﺎ‬ ‫ـﺒ‬

‫دَ ﻳْـ ٌﻦ‬ ‫ـﺚ َﺧـﻴْـ ًﺮا َر ﻳْـ ٍﺶ‬

‫َﺿـﻴ ْ ٌـﻒ‬ ‫دَ ﻳْـﻦٍ‬ ‫ﻟَـﻴ ْ ٌـﻒ‬ ‫ر ﻳْـ ٌﺶ َﺻـﻴ ٍ‬

Purpose of this section: This section covers examples of where the

End of a word Middle of a word Beginning of a word

‫ﻳُـ َﺠﺎ ِد ْل‬ ‫َو َﺟـ ْﺪ ﻧَﺎ‬ ‫اُ ْﺧـﺒِـ ُﺮ‬

Example of how to cover a word gradually (starting from the right):

Step 3 Step 2 Step 1 Actual word

‫َو َﺟـ ْﺪ ﻧَﺎ‬ ‫َﺟـ ْﺪ ﻧَﺎ‬ ‫َﺟـ ْﺪ‬

‫َو َﺟـ ْﺪ ﻧَﺎ‬

Examples of words where Sukoon appears more than once in a word.

Remember: If at this stage your child finds these concepts a challenge,

‫ـﻢ ﻳ َ ْـﺠـﻌَ ْـﻞ‬ ِ ‫اُ ْر‬ ِ

‫َﺧـ ِّﻔـ ْﻔـ َﻦ‬ ‫َﺧـ ‬ ‫َﺳـﻠ َّـ ْﻮا‬

‫َر ﰉ‬ ‫ُﻣـﻨَـﺒِّ ٌـﻪ‬ ‫ﺗَـ ِّﻤ ْﻢ‬

‫ا َ َّﺳـ َﺲ‬ ‫َﺻـ ‬ ‫ـﺴـ ِّﻤـ ْﻰ‬