This document provides an overview of basic Arabic grammar rules including vowel markings (fathah, dammah, kasrah), tanween, the three types of words (nouns, verbs, particles), and properties of nouns such as gender, number, definiteness. It explains key concepts like the difference between indefinite and definite nouns. The document also discusses dual nouns and provides a table outlining common properties of nouns in Arabic.
This document is a preface to an intermediate Greek-English lexicon. It was undertaken to meet the needs expressed by experienced schoolmasters. The lexicon is based on the seventh edition of Liddell and Scott's Greek-English lexicon from 1883. It differs from older abridgments by [1] being based on the most recent edition, [2] containing significantly more content through fuller definitions, forms, and citations of authorities, and [3] including words used by authors up through the New Testament period. The preface provides details on the lexicon's approach to content, forms, derivations, compounds, and citations.
This document discusses rules regarding the pronunciation of noon saakinah and tanween in Arabic. It explains the concept of ghunnah, which is a nasal sound pronounced on certain letters without tongue movement. Ghunnah is pronounced for 2 seconds on the noon saakinah and tanween. The first rule discussed is al-thahaar, which means pronouncing the noon saakinah or tanween clearly when followed by letters pronounced in the throat, such as haa, hamzah, khaa, etc. Examples of words are given to demonstrate the application of this rule.
This document provides an introduction and guidelines for learning Arabic verbs using the included textbook. It explains that Arabic conjugation is relatively simple, with only two tenses, but that weak letters can make verbs more complex. It recommends starting with strong verbs and gradually incorporating weaker forms. The common conjugation system is presented on a single page with prefixes and suffixes to memorize. Exercises are included to practice conjugating new verbs based on examples. Mastering the present tense and its variations is emphasized as key to understanding how verbs are used.
1. The document provides a list of the most common words in the Holy Quran, accounting for 82.6% of the total words.
2. The words listed in the first six pages occur very frequently, constituting 41.5% of the total words.
3. Abbreviations and notes are provided to help the reader understand meanings, gender, number, verb forms and other details for comprehending the Quranic words.
The document discusses the Lexical Approach and compares it to psycholinguistic evidence from semantic and repetition priming experiments. It argues that the Lexical Approach is compatible with findings that words are closely linked in the mind and that encountering word combinations facilitates later recognition. The paper aims to show that the Lexical Approach is supported by psycholinguistic evidence and linguistic theory and that its key concepts apply to Chinese as well as English.
Effective vocabulary instruction involves four key components: exposing students to rich language experiences, directly teaching individual words, teaching independent word-learning strategies, and fostering word consciousness. Dictionaries and corpora are useful resources for presenting words in context to help students understand typical environments, collocations, grammatical structures, and lexical relationships of words. Frequent encounters with words through free reading, narrow reading, and dictionary use can help students learn and recall vocabulary.
This document discusses structural case in Finnish. It begins by introducing the distinction between morphological case and abstract case. It notes that Finnish poses challenges for theories of case in having a complex morphological case system and mismatches between morphological form and syntactic function.
The document then summarizes the traditional Finnish case paradigm and discusses alternative analyses that have been proposed. It argues that an analysis with four structural cases - nominative, accusative, genitive and partitive - best captures the morphological patterns in the language. However, it notes that the relationship between morphological case and abstract case assigned in syntax is complex and requires further exploration.
This document is a preface to an intermediate Greek-English lexicon. It was undertaken to meet the needs expressed by experienced schoolmasters. The lexicon is based on the seventh edition of Liddell and Scott's Greek-English lexicon from 1883. It differs from older abridgments by [1] being based on the most recent edition, [2] containing significantly more content through fuller definitions, forms, and citations of authorities, and [3] including words used by authors up through the New Testament period. The preface provides details on the lexicon's approach to content, forms, derivations, compounds, and citations.
This document discusses rules regarding the pronunciation of noon saakinah and tanween in Arabic. It explains the concept of ghunnah, which is a nasal sound pronounced on certain letters without tongue movement. Ghunnah is pronounced for 2 seconds on the noon saakinah and tanween. The first rule discussed is al-thahaar, which means pronouncing the noon saakinah or tanween clearly when followed by letters pronounced in the throat, such as haa, hamzah, khaa, etc. Examples of words are given to demonstrate the application of this rule.
This document provides an introduction and guidelines for learning Arabic verbs using the included textbook. It explains that Arabic conjugation is relatively simple, with only two tenses, but that weak letters can make verbs more complex. It recommends starting with strong verbs and gradually incorporating weaker forms. The common conjugation system is presented on a single page with prefixes and suffixes to memorize. Exercises are included to practice conjugating new verbs based on examples. Mastering the present tense and its variations is emphasized as key to understanding how verbs are used.
1. The document provides a list of the most common words in the Holy Quran, accounting for 82.6% of the total words.
2. The words listed in the first six pages occur very frequently, constituting 41.5% of the total words.
3. Abbreviations and notes are provided to help the reader understand meanings, gender, number, verb forms and other details for comprehending the Quranic words.
The document discusses the Lexical Approach and compares it to psycholinguistic evidence from semantic and repetition priming experiments. It argues that the Lexical Approach is compatible with findings that words are closely linked in the mind and that encountering word combinations facilitates later recognition. The paper aims to show that the Lexical Approach is supported by psycholinguistic evidence and linguistic theory and that its key concepts apply to Chinese as well as English.
Effective vocabulary instruction involves four key components: exposing students to rich language experiences, directly teaching individual words, teaching independent word-learning strategies, and fostering word consciousness. Dictionaries and corpora are useful resources for presenting words in context to help students understand typical environments, collocations, grammatical structures, and lexical relationships of words. Frequent encounters with words through free reading, narrow reading, and dictionary use can help students learn and recall vocabulary.
This document discusses structural case in Finnish. It begins by introducing the distinction between morphological case and abstract case. It notes that Finnish poses challenges for theories of case in having a complex morphological case system and mismatches between morphological form and syntactic function.
The document then summarizes the traditional Finnish case paradigm and discusses alternative analyses that have been proposed. It argues that an analysis with four structural cases - nominative, accusative, genitive and partitive - best captures the morphological patterns in the language. However, it notes that the relationship between morphological case and abstract case assigned in syntax is complex and requires further exploration.
Magic Rules of Tense (বাংলা ও ইংলিশ শব্দ ও বাক্য দেখে চেনার উপায়, বিশেষ নিয়ম ও তার ব্যবহার)
The Magic Formula of Sentence Structure(একটি সূত্র বা ফর্মুলা দিয়ে যে কোন ইংলিশ বাক্য তৈরি, উদাহরন সহকারে বিবরণ )
Parts Of Speech চেনার (Identification) সহজ উপায় ও অবস্থান (Position) [Suffix (প্রত্যয়) দেখে চিনার উপায় বাংলা অর্থ সহ অসংখ্য উদাহরন , Function or Placement (বাক্যে তার অবস্থানের নিয়ম) , Some critical use of Parts Of Speech ]
100 Magic Rules of Cloze Test With & Without Clues (ইংরেজি বাক্যের যে সকল clue দেখে শূন্যস্থানে সঠিক ওয়ার্ড ও তার যে গ্রামার ফরম্যাট হবে তার শর্টকাট টেকনিক ও জাদুকরি নিয়ম )
75 Cloze Test With Clues (প্রত্যেক টেস্টের গুরুত্বপূর্ণ সব শব্দের বাংলা অর্থ ও প্রত্যেক উত্তরের গ্রামাটিক্যাল ব্যাখ্যা ও গঠন সহ দেওয়া আছে অর্থাৎ কেন হয়েছে তার ব্যাখ্যা )
65 Probable Cloze Test with clues for JSC/SSC/H.S.C Examination. (প্রত্যেক টেস্টের বাংলা অনুবাদ সহ দেওয়া আছে )
50 Cloze Test Without Clues (প্রত্যেক টেস্টের গুরুত্বপূর্ণ সব শব্দের বাংলা অর্থ ও প্রত্যেক উত্তরের গ্রামাটিক্যাল ব্যাখ্যা ও গঠন সহ দেওয়া আছে অর্থাৎ কেন হয়েছে তার ব্যাখ্যা )
Magic Rules of Tense (বাংলা ও ইংলিশ শব্দ ও বাক্য দেখে চেনার উপায়, বিশেষ নিয়ম ও তার ব্যবহার)
The Magic Formula of Sentence Structure(একটি সূত্র বা ফর্মুলা দিয়ে যে কোন ইংলিশ বাক্য তৈরি, উদাহরন সহকারে বিবরণ )
Parts Of Speech চেনার (Identification) সহজ উপায় ও অবস্থান (Position) [Suffix (প্রত্যয়) দেখে চিনার উপায় বাংলা অর্থ সহ অসংখ্য উদাহরন , Function or Placement (বাক্যে তার অবস্থানের নিয়ম) , Some critical use of Parts Of Speech ]
100 Magic Rules of Cloze Test With & Without Clues (ইংরেজি বাক্যের যে সকল clue দেখে শূন্যস্থানে সঠিক ওয়ার্ড ও তার যে গ্রামার ফরম্যাট হবে তার শর্টকাট টেকনিক ও জাদুকরি নিয়ম )
75 Cloze Test With Clues (প্রত্যেক টেস্টের গুরুত্বপূর্ণ সব শব্দের বাংলা অর্থ ও প্রত্যেক উত্তরের গ্রামাটিক্যাল ব্যাখ্যা ও গঠন সহ দেওয়া আছে অর্থাৎ কেন হয়েছে তার ব্যাখ্যা )
65 Probable Cloze Test with clues for JSC/SSC/H.S.C Examination. (প্রত্যেক টেস্টের বাংলা অনুবাদ সহ দেওয়া আছে )
50 Cloze Test Without Clues (প্রত্যেক টেস্টের গুরুত্বপূর্ণ সব শব্দের বাংলা অর্থ ও প্রত্যেক উত্তরের গ্রামাটিক্যাল ব্যাখ্যা ও গঠন সহ দেওয়া আছে অর্থাৎ কেন হয়েছে তার ব্যাখ্যা )
This document discusses the definite and indefinite articles in English - "a", "an", and "the". It provides rules for using each article and examples. The main points are:
- "A" and "an" are used with singular countable nouns to indicate something new or unspecified. "An" is used before words beginning with a vowel sound.
- "The" is used to refer to something specific or something already mentioned. It indicates the listener knows what is being referred to.
- There are no articles used with plural or uncountable nouns.
- Exercises are provided to practice using the correct article in sentences.
This document provides an introduction and guidelines for using a booklet that lists and defines the most common words found in the Quran, accounting for 82.6% of words. It explains that the words are grouped topically and listed with their most common meanings and grammatical information. Key points include only listing the most frequent meanings, showing the number of times each noun or verb occurs, and providing sample verb conjugations. The goal is to help students learn and understand the Quran by learning its core vocabulary.
The document provides guidance on developing the ability to interpret texts by looking at an author's language choices and their effect on the reader. It discusses identifying different language techniques in texts, exploring how writers use techniques in their writing, and how readers are affected. Key language techniques covered are identifying an author's bias or feelings about a subject, and rhetorical devices writers use to make their point more persuasive, such as rhetorical questions, lists, contrasts, repetition and emotive language.
Professor Michael Hoey: The hidden similarities across languages - some good ...eaquals
The document discusses a new theory of language called Lexical Priming that aims to address shortcomings in traditional linguistic theories. It was developed based on insights from corpus linguistics and psycholinguistic research showing that exposure to words primes the recognition of other related words. The theory claims that people subconsciously note the linguistic contexts in which words occur and begin to associate words with recurring contextual features. This theory builds on both corpus data and established psychology research but aims to provide a more comprehensive model of language than previous theories.
Being justified freely by his grace through the redemption that is in Christ Jesus: Whom God hath set forth to be a propitiation through faith in his blood, to declare his righteousness for the remission of sins that are past, through the forbearance of God; To declare, I say, at this time his righteousness: that he might be just, and the justifier of him which believeth in Jesus. Romans 3:24-26
English grammar part 3{mob}(bcs,job,university exam)SM Lalon
This document provides idioms and their meanings in English and Bangla. It includes idioms from A-Z with examples of usage in sentences. Some key idioms explained include: above board, Achilles' heel, all but, apple of discord, at one's wit's end, by hook or by crook, birds of a feather, flesh and blood, from hand to mouth, get rid of, gift of the gab, hard nut to crack, in cold blood, in no time, in a nutshell, kith and kin, lion's share, make both ends meet, nip in the bud, null and void, now and then, on the contrary. The document aims to help with understanding common idi
This document provides instructions for a dictionary tutorial that will have the reader use three dictionaries - Webster's New World Dictionary, The Random House College Dictionary, and The American Heritage Dictionary - to answer 30 questions about dictionary layout, spelling, pronunciation, word origins, parts of speech, and definitions. The questions cover topics such as alphabetical order, vowel sounds, syllabic emphasis, and the meaning of underlined words.
This PowerPoint presentation discusses rules for pronoun agreement. It explains that pronouns must agree with their antecedents in number and gender. Some key points include: pronouns like it/its and they/them differ in singular and plural forms; indefinite pronouns like everyone are always singular; and when fixing agreement errors, avoid sexist language.
This document provides a summary of an 80% word list of the Quran compiled by Dr. Abdulazeez Abdulraheem. It notes that if a person masters these word lists, they would only need to know 2 out of every 9 words on average in the Quran. The first 6 pages contain words that occur very frequently and make up 41.5% of the total words in the Quran. Each word is provided with its number of occurrences and common meanings to help with memorization and understanding of the Quran. Additional information and guidelines are also included to aid in using this word list to learn the Quran.
This document provides guidance on editing text for clarity, conciseness, and correctness. It discusses checking text for wordiness, agreement between subjects and verbs/nouns and pronouns, parallel structure, misplaced/dangling modifiers, spelling errors, informal language, and proper punctuation including commas, semicolons, colons and apostrophes. The overall goal of editing is to polish the writing and remove unnecessary words to make the intended meaning clear for the reader.
This document is the preface to an Arabic language textbook for elementary school children. It aims to teach basic Arabic vocabulary, grammar, and passages from the Quran in a simple and interactive way. Each lesson includes spoken Arabic phrases, grammar lessons, and memorization of Quranic verses. The goal is for students to become familiar with Arabic through regularly reciting passages from their daily prayers. The textbook series will cover common prayers, parts of salah, and daily supplications over three grade levels. It takes a unique approach to teaching grammar through physical interaction. The preface encourages students to practice lessons at home through translation, memorization, and recitation.
This document is the preface to an Arabic language textbook for elementary school children. It aims to teach basic Arabic vocabulary, grammar, and passages from the Quran in a simple and interactive way. Each lesson includes spoken Arabic phrases, grammar lessons, and memorization of Quranic verses. The goal is for students to become familiar with Arabic through regularly reciting passages from their daily prayers. The textbook series will cover common prayers, parts of salah, and daily supplications over three grade levels. It takes a unique approach to teaching grammar through physical interaction. The preface encourages students to practice lessons at home through reading, memorization, and recitation.
Bawm lei hen thumal pehtlaitir a herh zia thu tawiteVannunsiam
This document discusses grammatical transformations in the Bawm language. It provides examples of how nouns can become verbs or adjectives by adding suffixes like "-tu", "-nak", or "-kho". For instance, the verb "herh" becomes the noun "herhnak" when combined with "-nak". The document also compares these transformations to those in English and other languages to clarify meaning. Overall, it aims to systematically explain how different word classes in Bawm can change form while maintaining semantic meaning.
Cloze test with & without clues এর ম্যাজিক রুলস
Basic Rules of Cloze Test With & Without Clues
Tips On How To Complete Cloze Tests
Advance Rules Of Cloze Test With & Without Clue
বাংলা অর্থ সহ বিগত JSC , SSC & HSC বোর্ড পরীক্ষায় আসা 300 টি Cloze Test With & Without Clue এর সমাধান
SSC Board Questions of Cloze Test With Clues
HSC Board Questions of Cloze Test With Clues
Cloze Test with clues for SSC/H.S.C Exam
Close Test Without clues
This document provides information about parts of speech in the English language. It defines the 8 main parts of speech as noun, pronoun, adjective, verb, adverb, preposition, conjunction, and interjection. Examples of common words that fall into each category are provided. Rules for converting adjectives to adverbs by adding suffixes like 'ly' are also listed.
This document provides an outline of topics related to English grammar, including parts of speech, sentences, verbs, nouns, pronouns, questions, tenses, imperatives, modals, adjectives, adverbs, active and passive voice, transitive and intransitive verbs, prepositions, and question tags. The outline includes subsections under each topic providing more specific grammar points to cover.
Unfortunately I do not have access to the content of the document you provided. Without being able to read the document, I am unable to generate an accurate 3 sentence summary. For me to provide a summary, the full text of the document would need to be included.
Magic Rules of Tense (বাংলা ও ইংলিশ শব্দ ও বাক্য দেখে চেনার উপায়, বিশেষ নিয়ম ও তার ব্যবহার)
The Magic Formula of Sentence Structure(একটি সূত্র বা ফর্মুলা দিয়ে যে কোন ইংলিশ বাক্য তৈরি, উদাহরন সহকারে বিবরণ )
Parts Of Speech চেনার (Identification) সহজ উপায় ও অবস্থান (Position) [Suffix (প্রত্যয়) দেখে চিনার উপায় বাংলা অর্থ সহ অসংখ্য উদাহরন , Function or Placement (বাক্যে তার অবস্থানের নিয়ম) , Some critical use of Parts Of Speech ]
100 Magic Rules of Cloze Test With & Without Clues (ইংরেজি বাক্যের যে সকল clue দেখে শূন্যস্থানে সঠিক ওয়ার্ড ও তার যে গ্রামার ফরম্যাট হবে তার শর্টকাট টেকনিক ও জাদুকরি নিয়ম )
75 Cloze Test With Clues (প্রত্যেক টেস্টের গুরুত্বপূর্ণ সব শব্দের বাংলা অর্থ ও প্রত্যেক উত্তরের গ্রামাটিক্যাল ব্যাখ্যা ও গঠন সহ দেওয়া আছে অর্থাৎ কেন হয়েছে তার ব্যাখ্যা )
65 Probable Cloze Test with clues for JSC/SSC/H.S.C Examination. (প্রত্যেক টেস্টের বাংলা অনুবাদ সহ দেওয়া আছে )
50 Cloze Test Without Clues (প্রত্যেক টেস্টের গুরুত্বপূর্ণ সব শব্দের বাংলা অর্থ ও প্রত্যেক উত্তরের গ্রামাটিক্যাল ব্যাখ্যা ও গঠন সহ দেওয়া আছে অর্থাৎ কেন হয়েছে তার ব্যাখ্যা )
Magic Rules of Tense (বাংলা ও ইংলিশ শব্দ ও বাক্য দেখে চেনার উপায়, বিশেষ নিয়ম ও তার ব্যবহার)
The Magic Formula of Sentence Structure(একটি সূত্র বা ফর্মুলা দিয়ে যে কোন ইংলিশ বাক্য তৈরি, উদাহরন সহকারে বিবরণ )
Parts Of Speech চেনার (Identification) সহজ উপায় ও অবস্থান (Position) [Suffix (প্রত্যয়) দেখে চিনার উপায় বাংলা অর্থ সহ অসংখ্য উদাহরন , Function or Placement (বাক্যে তার অবস্থানের নিয়ম) , Some critical use of Parts Of Speech ]
100 Magic Rules of Cloze Test With & Without Clues (ইংরেজি বাক্যের যে সকল clue দেখে শূন্যস্থানে সঠিক ওয়ার্ড ও তার যে গ্রামার ফরম্যাট হবে তার শর্টকাট টেকনিক ও জাদুকরি নিয়ম )
75 Cloze Test With Clues (প্রত্যেক টেস্টের গুরুত্বপূর্ণ সব শব্দের বাংলা অর্থ ও প্রত্যেক উত্তরের গ্রামাটিক্যাল ব্যাখ্যা ও গঠন সহ দেওয়া আছে অর্থাৎ কেন হয়েছে তার ব্যাখ্যা )
65 Probable Cloze Test with clues for JSC/SSC/H.S.C Examination. (প্রত্যেক টেস্টের বাংলা অনুবাদ সহ দেওয়া আছে )
50 Cloze Test Without Clues (প্রত্যেক টেস্টের গুরুত্বপূর্ণ সব শব্দের বাংলা অর্থ ও প্রত্যেক উত্তরের গ্রামাটিক্যাল ব্যাখ্যা ও গঠন সহ দেওয়া আছে অর্থাৎ কেন হয়েছে তার ব্যাখ্যা )
This document discusses the definite and indefinite articles in English - "a", "an", and "the". It provides rules for using each article and examples. The main points are:
- "A" and "an" are used with singular countable nouns to indicate something new or unspecified. "An" is used before words beginning with a vowel sound.
- "The" is used to refer to something specific or something already mentioned. It indicates the listener knows what is being referred to.
- There are no articles used with plural or uncountable nouns.
- Exercises are provided to practice using the correct article in sentences.
This document provides an introduction and guidelines for using a booklet that lists and defines the most common words found in the Quran, accounting for 82.6% of words. It explains that the words are grouped topically and listed with their most common meanings and grammatical information. Key points include only listing the most frequent meanings, showing the number of times each noun or verb occurs, and providing sample verb conjugations. The goal is to help students learn and understand the Quran by learning its core vocabulary.
The document provides guidance on developing the ability to interpret texts by looking at an author's language choices and their effect on the reader. It discusses identifying different language techniques in texts, exploring how writers use techniques in their writing, and how readers are affected. Key language techniques covered are identifying an author's bias or feelings about a subject, and rhetorical devices writers use to make their point more persuasive, such as rhetorical questions, lists, contrasts, repetition and emotive language.
Professor Michael Hoey: The hidden similarities across languages - some good ...eaquals
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9. يُ ةَّةمِّي سْيِم إلِّي لاُلُ ةاَ ةمْيِم جُا لْيِملاَ ة ُاis a beneficial sentence (ةٌ(,دَ ةيْيِمفِّيمُا ٌ(,ُ ةلَ ةمْيِم جُا ), and it is made up
of 2 parts known as لارُا بَ ةخَ ة لْيِملاوَ ة ُد أاَ ةتَ ةبْيِممُا لْيِمَ ة(al-mubtada wa l-khabar).
د أَ ةتَ ةبْيِممُا لْيِملاَ ة
(1) د أَ ةتَ ةبْيِممُا لْيِملاَ ة is from the Arabic word ءُا دلاَ ةتِّيبْيِمإلِّي لاَ ة meaning the beginning or
starting, and from its origin is that it comes at the beginning of the
sentence.
(2) د أَ ةتَ ةبْيِممُا لْيِملاَ ة is an ism that is the subject of talk or discussion.
(3) د أَ ةتتتَ ةبْيِممُا لْيِملاَ ة is عٌ(, وْيِم فتتُارْيِم مَ ة (marfoo’) meaning it takes a dhammah or
dhammataan on the last letter of the ism.
(4) د أَ ةتَ ةبْيِممُا لْيِملاَ ة in its لٌ(, صْيِم أ (origin) precedes رُا بَ ةخَ ة لْيِملاَ ة (the khabar).
(5) د أَ ةتَ ةبْيِممُا لْيِملاَ ة in its لٌ(, صْيِم أ (origin) is فُ ةَ ةرِّي عْيِم مَ ة ٌ(,(definite).
رُا بَ ةخَ ة لْيِملاَ ة
(1) رُا بَ ةخَ ة لْيِملاَ ة is that which comes after د أَ ةتَ ةبْيِممُا لْيِملاَ ة in its لٌ(, صْيِم أ (origin).
(2) رُا بَ ةخَ ة لْيِملاَ ة gives information or news about د أَ ةتَ ةبْيِممُا لْيِملاَ ة, and by which it
completes a benefit with د أَ ةتَ ةبْيِممُا لْيِملاَ ة.
9
ُيُ ةاَّةمِّي سْيِم إلِّي لا ُلُ ةاَ ةمْيِم جُا لْيِملا
رُا بَ ةخَ ة لْيِملا د أَ ةتَ ةبْيِممُا لْيِملا ُا
10. (3) رُا بَ ةخَ ة لْيِملاَ ة in its لٌ(, صْيِم أ (origin) is ةٌ(,رَ ة كِّي نَ ة (indefinite).
(4) رُا بتتَ ةخَ ة لْيِملاَ ة is عٌ(, وْيِم فتتُارْيِم مَ ة (marfoo’) meaning it takes a dhammah or
dhammataan on the last letter of the ism.
يُ ةَّةمِّي سْيِم إلِّي لاُلُ ةاَ ةمْيِم جُا لْيِملاَ ةُا
بٌ(, يْيِمرِّي قَ ة دُاجِّي سْيِم مَ ة لْيِملاَ ةThe mosque is near.
رُا بَ ةخَ ة لْيِملاَ ة د أَ ةتَ ةبْيِممُا لْيِملاَ ة
10
11. )٤(عُا بِّيرلاَّة لال سُا رْيِم دَّةلالَ ة
رِّ جَ ة لْيِملا فُا رْيِم حَ ة
رِّ جَ ة لْيِملا فُا رْيِم حَ ة)1 ) is a Letter/Particle that enters upon an ism only.
(2) رِّ جتَ ة لْيِملا فُا رْيِم حَ ة changes the state of the ism to رٌ(, وْيِم رُا جتْيِم مَ ة (majroor),
meaning the ism takes kasrah/kasrataan on the last letter.
(3) رِّ جَ ة لْيِملا فُا رْيِم حَ ة can have many meanings and its meaning is not known
or complete until it enters upon a sentence. Then its exact meaning is
known from the context of the sentence.
رِّ جَ ة لْيِملا فُا رْيِم حَ ة عٌ(, وْيِم فُارْيِم مَ ة
تِّي يْيِمبَ ةلْيِملا يْيِم فِّي تُا يْيِمبَ ةلْيِملاَ ة
رٌ(, وْيِم رُا جْيِم مَ ة
دٌ(,مَّة حَ ة مُايْيِم فِّيتِّي يْيِمبَ ةلْيِملاMuhammad is in the house
نِّي كناَ ة مَ ة لْيِملِّي مٌ(,هناَ ة فْيِمتِّيسْيِم لاِّي مٌ(,سْيِم لاِّي – نَ ة يْيِم أNoun of Questioning for Place
11
فُا رْيِم حَ ةرِّ جَ ة لْيِملا-Particle of Jarr
نْيِم مِّيFrom- ىOلَ ةعَ ةOn/Above- -يْيِم فِّيIn
12. نِّي كناَ ة مَ ة لْيِملِّي مٌ(,هناَ ة فْيِمتِّيسْيِم لاِّي مٌ(,سْيِم لاِّي is an ism which is used to ask a question about the
whereabouts of someone/something.
نَ ة يْيِم أب ؟ُا تناَ ةكِّي لْيِملاWhere is the book?
ب ؟ِّي تَ ةكْيِم مَ ة لْيِملا ىOلَ ةعَ ة وَ ة هُاIt is on the desk/table?
لُا صِّي فَ ةنْيِممُا لْيِملارُا يْيِممِّي ضَّة لالَ ة-Detached Pronoun
(1) صلِّي فَ ةنْيِممُا لْيِملارُا يْيِممِّي ضَّة لالَ ةُا is a type of ism that is used to indicate upon the
بٌ(, ءِّي غناَ ة (Absent), or the بٌ(, طَ ة خناَ ة مُا (Addressed), or the مٌ(,لِّ كَ ة تَ ةمُا (Speaker).
(2) صلِّي فَ ةنْيِممُا لْيِملارُا يْيِممِّي ضَّة لالَ ةُا you can begin a sentence with it.
(3) صلِّي فَ ةنْيِممُا لْيِملارُا يْيِممِّي ضَّة لالَ ةُا is a type of a د أَ ةتَ ةبْيِممُا
(4) صلِّي فَ ةنْيِممُا لْيِملارُا يْيِممِّي ضَّة لالَ ةُا is فُ ةَ ةرِّي عْيِم مَ ة ٌ(,(definite).
5) The dhameer وَ ة هُا and يَ ة هِّي can be used for those who possess intellect
and things that do not possess intellect. If they are used for the latter they
will have the meaning ‘it’.
12
لُا صِّي فَ ةنْيِممُا لْيِملارُا يْيِممِّي ضَّة لالَ ة
-نناَ ة أI -تِّي نْيِم أYou يَ ة هِّي-It/She -وَ ة هُاHe/It-تَ ة نْيِم أYou
14. فِّي رْيِم صَّة لال نَ ة مِّي عٌ(, وْيِم نُامْيِم مَ ة (Prevented from Tanween) is a Term that is used
for a particular group of nouns which do not accept tanween and when
they are in a state of رٌ(, وْيِم رُا جْيِم مَ ة (kasra) they take Fathah.
This particular group of nouns further divides up into many categories
and from them is the category known in the Arabic language as:
فٍ لِّي أ رِّي يْيِمغَ ة بِّي ثِّي يْيِمنِّيأْيِمتَّّةلال عَ ة مَ ة ُيُ ةاَّةمِّي لَ ةعَ ة لْيِملاَ ةFemale Names Without Alif
This category contains Female Names which do not accept tanween but
there is a condition 'طٌ(, رْيِم شَ ة ' for them not accepting tanween and that is,
that the names are made up of more than 3 letters. This category of
names is divided up into into 3 types with regards to their femininity.
14
فِّي رْيِم صَّة لال نَ ة مِّي عٌ(, وْيِم نُامْيِم مَ ة
ةُازَ ة مْيِم حَ ة مُايَ ةرْيِم مَ ة ُمُ ةاَ ة طِّي فناَ ة
-ثُا يْيِمنِّيتأَّةلالFemininity
يٌّ) ظِّي فْيِملَ ة)In)Wording- يٌّ) وِّي نَ ةعْيِم مَ ة)In)Meaning-
-يٌّ) ظِّي فْيِملَ ة وَ ة يٌّ) وِّي نَ ةعْيِم مَ ة
(In)Meaning and Wording
9in wo
بُا نَ ةيْيِمزَ ة ،مزُايَ ةرْيِم مَ ة ُمُ ةاَ ة طِّي فناَ ة،زُنُ ةاَ ةمِّي آُحُ ةاَ ة لْيِمطَ ة ،ةزُازَ ة مْيِم حَ ة
15. The ةطُ ةَ ة وْيِم بُارْيِم مَ ة (Round Taa) is a letter that is added at the end of an ism
and it signifies femininity of a word.
The diagram above shows that there are 3 categories of femininity in
female names without alif:
1) In wording and meaning - names which are feminine in their
wording i.e. they end in taa marboota and in their meaning i.e. they
are names which are used for females.
2) In meaning - names which are used for females but not feminine in
wording.
3) In wording - names which are feminine in wording but not
meaning, they are names which are used for males.
The origin of nouns ending with the ةطُ ةَ ة وْيِم بُارْيِم مَ ة (Round Taa) is only to
distinguish the feminine from the masculine. And you will mostly find
that with the تٌ(, فناَ ةصِّي (Adjectives) i.e. مُ ةَ ة يْيِمرِّي كَ ة /مٌ(,يْيِمرِّي كَ ة ٌ(,(Generous, Noble).
:فُا يْيِمرِّي عْيِم تَّةلالThe Definition
نِّي مناَ ة زَ ة لَ ة بْيِمقَ ة يْيِم ذِّيلَّةلا نِّي مناَ ة زَّة لال يْيِم فِّي عَ ة قَ ةوَ ة ثٍ دَ ةحَ ة ىOلَ ةعَ ة لَّة دَ ة مناَ ة -يْيِم ضِّي مناَ ة لْيِملا لُا عْيِم فِّيلال
.مِّيلُّ كَ ة تَّةلال
The Past Verb-that which indicates upon an event/happening taking place
in the time which is before the time of speaking/conversation.
15
-لُا عْيِم فِّيلْيِملاَ ةThe Verb/Action
رُا مْيِم لال لُا عْيِم فِّيلْيِملا عُا رِّي ضناَ ة مُا لْيِملا لُا عْيِم فِّيلْيِملاَ ة يْيِم ضِّي مناَ ة لْيِملا لُا عْيِم فِّيلْيِملا
The Past VerbThe Present VerbThe Command Verb
-بَ ة تَ ةكَ ةHe Wrote-بُا تُاكْيِم يَ ةHe Writes-بْيِم تُاكْيِم لاُا)you)Write!
16. س ؟ٌ(, بناَّةعَ ة نَ ة يْيِم أWhere is Abbaas?
بَ ة هَ ة ذَ ةرِّي يْيِمدِّيمُا لْيِمنالاىَ ةإِّيHe went to the head teacher
For every action we have a doer or the one who performs the action. In
Arabic the doer of the action is called لُا عَ ة فناَ ةلْيِملاَ ة (al-faa’il).
:فُا يْيِمرِّي عْيِم تَّةلالThe Definition
.هُا لُاعْيِم فِّي هُا لَ ةبْيِمقَ ة رُا وْيِم كُا ذْيِم مَ ة لْيِملا عُا وْيِم فُارْيِم مَ ة لْيِملا مُاسْيِم إلِّي لا وَ ة هُا لُا عِّي فناَ ةلْيِملاَ ة
لُا عِّي فناَ ةلْيِملاَ ة (the Doer) is an ism which is عُا وْيِم فُارْيِم مَ ة لْيِملا takes dhammah or
dhammataan on the last letter and mentioned before it is its لٌ(, عْيِم فِّي verb.
عٌ(, وْيِم فُارْيِم مَ ة
دِّيجِّي سْيِم مَ ة لْيِملا ىOلَ ةإِّي دٌ(,مِّي حناَ ة بَ ة هَ ة ذَ ةHaamid went to the mosque
لُا عْيِم فِّيلُا عِّي فناَ ةلْيِملارٌ(, وْيِم رُا جْيِم مَ ة
ضٍ مناَ ة
You will find that لُا عِّي فناَ ةلْيِملاَ ة is not always apparent after the verb بَ ة هَ ة ذَ ة.
That is because in the past-tense verbs for the Male Absent if لُا عِّي فناَ ةلْيِملاَ ة is
not apparent then the رٌ(, يْيِممِّي ضَ ة (pronoun) 'وَ ة هُا ' (He) will be لُا عِّي فناَ ةلْيِملاَ ة. And
this dhameer is known as رُا تِّيتَ ةسْيِم مُا لْيِملا رُا يْيِممِّي ضَّة لالَ ة (The Hidden Dhameer), you
will not see it in writing or pronounce it even though it is there.
د ؟ٌ(,مَّة حَ ة مُا نَ ة يْيِم أWhere is Muhammad?
دِّيجِّي سْيِم مَ ة لْيِملا نَ ة مِّي جَ ة رَ ة خَ ةHe left from the mosque
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17. The four signs of an ism
There are 4 signs by which an ism is known, and you will not find these
signs entering upon the verbs or particles/letters, so they are specific to
the nouns. These 4 signs can be used to distinguish between the ءٌ مءاَءا سْم أ
(nouns) and the لٌ عءاَءا فْمأ (verbs) and فٌ وْم رُْو حُْو (particles).
(1) The first sign is that the ism accepts نٌ يْموِْي نْمتَءا (tanween).
(2) The second sign is that لْم اَءا (alif and laam) can enter upon the ism.
(3) The third sign is that رِّ جَءا لْما فُْو وْم رُْو حُْو (particles of jarr) can enter upon
the ism.
(4) The fourth sign is that the ism can take رِّ جَءا لْما (kasrah/kasrataan) on
the last letter.
نٌ يْموِْي نْمتَءالْم ا
دِْيجِْي سْم مَءا لْما يْم فِْي لف ىَّىصَءا دٌ مَّى حَءا مُْوMuhammad prayed in the mosque
رِّ جَءا لْما فُْو رْم حَءارِّ جَءا لْماَءا)kasrah(
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)مِْيسْم إلِْي ا تُْو مءاَءا عالَءا٤(
-ٍ -ِْي رِّ جَءا لْما رِّ جَءا لْما فُْو وْم رُْو حُْو لْم ا -ً –ٍ –ٌ نٌ يْموِْي نْمتَءا
18. )٥سُْو مِْي خءاَءا لْما سُْو رْم دَّىال (
مُْوسسسْم إلِْي ا ، راِّ سسجَءا لْما فِْي رْم سسحَءا رِْي يْمدِْيسستدقَءا سف ىسلَءاعَءا نِْي يْممَءا سسسْم ال نَءا سسيْمبَءا ٌ ب ةَءاسْم نِْي يَءا هِْي : ُف ةْوَءاضءاَءا إلِْي ا
مف ىَّى سَءا يُْو لُْو وَّى ألَءا افٌ ضءاَءا مُْومف ىَّى سَءا يُْو يْم نِْيثءاَّىال مُْوسْم إلِْي واَءاهِْي يْملَءاإِْي فٌ ضءاَءا مُْو.
ف ةَءاضءاَءا إلِْي ا ُْو(al-idhaafah) is a relationship between two nouns with a hidden
particle of jarr, the first noun is called فٌ ضءاَءا مُْو (mudhaaf) and the second
noun is called هِْي يْملَءاإِْي فٌ ضءاَءا مُْو (mudhaaf ilaih).
.هُْو صَءا يْمصِْي خْم تَءا وْم أَءا فِْي ضءاَءا مُْو لْما فَءا يْمرِْي عْم تَءا دُْويْمفِْيتُْو ُف ةْوَءاضءاَءا إلِْي ذااَءاهَءا
This Particular idhaafah gives benefit by giving فٌ سسيْمرِْي عْم تَءا (to make
definite) to the mudhaaf or صٌ يْمصِْي خْم تَءا (to narrow down/particularise).
Meaning, if the هِْي يْملَءاإِْي فٌ ضءاَءا مُْو is ف ةَءارِْي عْم مَءا ٌ (definite) then the فٌ ضءاَءا مُْو will
become ف ةَءارِْي عْم مَءا , if the هِْي يْملَءاإِْي فٌ ضءاَءا مُْو is ةٌ رَءا كِْي نَءا (indefinite) then the فٌ ضءاَءا مُْو
will be particularised or not so general but it will not be ف ةَءارِْي عْم مَءا (definite).
فٌ ضءاَءا مُْوهِْي يْملَءاإِْي فٌ ضءاَءا مُْو
سِْي رِّ دَءامُْو لْما بُْو تءاَءاكِْي ذاَءاهَءاThis is the teacher’s book
ٌ ف ةَءارِْي عْم مَءاٌ ف ةَءارِْي عْم مَءا
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ف ةَءاضءاَءا إلِْي اَءا ُْو
هِْي يْملَءاإِْي فٌ ضءاَءا مُْو فٌ ضءاَءا مُْو
بُْو تءاَءاكِْيدٍمَّى حَءا مُْو
19. The Idhafaah construction has a رِّ جَءا لْما فُْو رْم حَءا which is omitted/hidden.
This رّ g جَءا لْما فُْو رْم حَءا gives meaning to the Idhaafah, there are 3 different
رِّ جَءا لْما فُْو وْم رُْو حُْو that an Idhaafah can have, (1) يْم فِْي (in), نْم مِْي (from/part of)
and لِْي ) مُْو)الال (for/belonging to).
At the moment we have only taken one meaning of the Idhaafah the مُْوالال
لِْي ) رِّ جَءا لْما فُْو رْم حَءا ) which has the meaning of, for/belonging to/possession.
So when we say دٍمَّى حَءا مُْو بُْو تءاَءاكِْي it literally means, ‘the book belongs to
Muhammad or Muhammad’s book (دٍمَّى حَءا مُْو لِْي بٌ تءاَءاكِْي ).
()الالم رِّ جَءا لْما فُْو رْم حَءا
بُْو تءاَءاكِْيدٍمَّى حَءا مُْو
هِْي يِْيلَءاإِْي فُْو ضءاَءا مُْو لْما فُْو ضءاَءا مُْو لْماَءا
– رٌ وْم رُْو جْم مَءا مءاً ءِْي داَءاAlways
Majroor
– نُْو وِّ نَءايُْو لDoes not accept tanween
– لْم ا لُْو بَءايدقَءا لDoes not accept alif laam
-كَءا نءاَءاهُْو)over there-(دِْييْمعِْي بَءالْما نِْي كءاَءا مَءا لْملِْي ةِْيرَءا شءاَءا إلِْي ا مُْوسْم اِْي
كَءا نءاَءاهُْو is a noun which is used to indicate/point to a place that is distant or
far.
د ؟ٍمَّى حَءا مُْو بُْو تءاَءاكِْي نَءا يْمأَءا: لٌ ثءاَءامِْيWhere is Muhammad’s book?
بِْي تَءاكْم مَءا لْما لف ىَءاعَءا وَءا هُْوكَءا نءاَءاهُْوIt is on the table over there
-تَءا حْم تَءا)under((هُْودَءاعْم بَءا مءاَءا رُّ جَءا يُْو) نِْي كءاَءا مَءا لْما فُْو رْم ظَءا /نِْي كءاَءا مَءا لْما مُْوسْم اِْي
نِْي كءاَءا مَءا لْما مُْوسْم اِْي is a noun of place and the ism that follows it is majroor.
ُب ةْوَءايْمدقِحْيَءا لْماتَءا حْم تَءابِْي تَءاكْم مَءا لْماThe bag is under the table
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20. The particle يءاَءا (O!) is used when we want to call somebody and the
person we are calling is the ism which comes after this particle and it is
known as د ىَءانءاَءامُْو لْما (the one being called). There are 5 types of د ىَءانءاَءامُْو لْما,
we will study 3 for now.
د ىَءانءاَءامُْو لْما
)١: مُْولَءاعَءا لْمداُْورَءا فْممُْو لْماَءا (دُْومَّى حَءا مُْو يءاَءاسُْو بءاَّىعَءا ، داُْومِْي حءاَءا ، اThe first type is when we call
somebody by their name i.e. O Muhammad!, Haamid!, ‘Abbaas!, and so
on.
)٢: ةُْودَءاوْم سسصُْو مدقَءا لْما ةُْورَءا كِْي نَّىال (ذُْوتءاَءاسسسْم أ سءاسيَءا، لاُْو سسجُْو رَءا ، اThe second type is
when we call somebody and we intend a particular or specific person i.e.
O Teacher!, Man!, and so on.
)٣: فُْو ضءاَءا مُْو لْماَءا (للَّىِْي ا دَءابْمعَءا يءاَءادٍلِْيءاخَءا تَءا نْمبِْي، اThe third type is when the one
being called is mudhaaf i.e. O ‘Abdallaahi!, O Daughter of Khaalid!,
and so on.
It is important to note that the first and the second types of د ىَءانءاَءامُْو end in
one dhamma, not tanween. As for the third type then the Mudhaaf will
be بٌ وْم صُْو نْممَءا (take Fathah on the last letter).
The words مٌ سْم اِْي and نٌ بْماِْي begin with hamzatu l-wasl. When preceded by a
word the kasrah (ِْي-) is dropped in pronunciation, i.e.
، ا بٌ يْمبِْيطَءا سِْي رِّ دَءامُْو لْما نُْو بْماِْيمُْوسْم واَءا، لاٌ بالِْي بِْي يْمبِْيطَّى النُْو بْمواَءاسِْي رِّ دَءامُْو لْما بُْو لِْيءاطَءا لٍ بالِْي .
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سُْو بءاَّىعَءا يءاَءا
د ىَءانءاَءامُْو لْما -سُْو بءاَّىعَءا ءِْي داَءانِّ ال فُْو رْم حَءا -يءاَءا
O- Particle of calling
Abbaas- The one being called
21. )٦سُْو دِْيسءاَّى ال سُْو رْم دَّىال (
هِْيذِْيهَءاةٌ وَءا كْم مِْيThis is an iron
-ءاْهمَءاهِْي يْمبِْينْمتَّىللِْي فٌ رْم حَءاLetter to bring to attention or alert
هِْي يْمبِْينْمتَّىللِْي فٌ رْم حَءا is a letter that is used to alert or to bring to attention the
person who is being addressed and it is mostly connected to ءُْو مءاَءا سْم أَءا
ةِْيرَءا شءاَءا إلِْي ا (nouns of indication).
هِْيذِْيةِْيرَءا شءاَءا إلِْي ا مُْوسْم اِْيNoun of Indication
ذهِْيهَءا is pronounced as هِْيذِْيهءاَءا but it is written without the first alif.
The ةِْيرَءا شءاَءا إلِْي ا مُْوسْم اِْي is used to point or indicate to people, animals, objects
things which can be felt or touched and can also indicate to things that
have meaning such as ةٌ دَءاعِْي قءاَءا ‘principle’ orٌ ح ةَءا يْمصِْي نَءا ‘advice’.
-ٌ ع ةَءا فِْينءاَءا ٌ ح ةَءا يْمصِْي نَءا هِْيذِْيهَءاThis advice is beneficial.
The table below shows the properties of هِْيذِْيهَءا .
Indicates,points to لف ىَءاإِْي ةُْورَءا شءاَءا إلِْي ا
the near بُْو يْمرِْي دقَلءاْما
the feminine ثُْو نَّىؤَءا مُْو لْماَءا
the singular or (non-intelligent
plurals)
دُْورَءا فُْومُْو لْما
The ةِْيرَءا شءاَءا إلِْي ا مُْوسْم اِْي is ف ةَءارِْي عْم مَءا ٌ (definite).
It can be used to indicate or point to those possessing intellect لٌ قِْيعءاَءا or
things that do not possess intellect لٍ قِْيعءاَءا رُْو يْمغَءا .
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22. -Generally words ending in ة (taa marboota) are regarded as feminine so
when we indicate to them we use the هِْيذِْيهَءا ةِْيرَءا شءاَءا إلِْي ا مُْوسْم اِْي. However there
are exceptions to this, (refer to lesson 4 under ‘types of femininity’).
رَءا يءاَّىسَءا هِْيذِْيهَءا : لٌ ثءاَءامِْيةٌ جَءا راَّى دَءا هِْيذِْيهَءا وَءا ةٌ This is a car and this is a bike.
-Body parts that are in pairs are regarded as feminine.
هِْيذِْيهَءا : لٌ ثءاَءامِْينٌ ذُْوأهِْيذِْيهَءا وَءانٌ يْمعَءاThis is an ear and this is an eye
-Also words which are particular to females are regarded as feminine.
هِْيذِْيهَءا : لٌ ثءاَءامِْيتُْو خْم أهِْيذِْيهَءا وَءا سِْي دِْينْمهَءا مُْو لْماتُْو نْمبِْيمِْيمءاَءا اإلThis is the engineer’s
sister and this is the imaam’s daughter.
رِّ جَءا لْما فُْو رْم حَءا - لِْيParticle of Jarr (for, belongs to( ,
The particle of jarr لِْي enters upon an ism and causes it to take رُّ جَءا لْماَءا
(kasrah).
لهِْيذِْيهَءا ه ؟ِْيذِْيهَءا نْم مَءا ِْيلرٍ سِْي يءاَءاِْيWhose is this? This belongs to Yaasir.
رٌ وْم رُْو جْم مَءا
دُْومْم حَءا لْماَءاللِْيِّ All Praise belongs to Allaah
Note that the word للُّ اَءا becomes للِْيِّ by just dropping the alif and no laam
will need to be added to the word.
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23. )٧عُْو بِْيسءاَّى ال سُْو رْم دَّى(ال
كَءا لْمتِْيةِْيرَءا شءاَءا إلِْي ا مُْوسْم اِْي -Noun of Indication
وَءا ٌ ب ةَءايْمبِْيطَءا هِْيذِْيهَءاكَءا لْمتِْيٌ ض ةَءا رِّ مَءا مُْوThis a doctor and that is a nurse.
كَءا لْمتِْيis a noun of indication it is used to indicate/point to objects or people
that are distant/far and feminine. كَءا لْمتِْيcan be broken down into three parts:
ةِْيرَءا إلشءاِْي ا مُْوسْم اِْي -يْم تِْيNoun of indication
دِْيعْم بُْولْملِْي مُْوالالَءا – لِْيThe laam is for the far/distant
بٌ طءاَءا خِْي فٌ رْم حَءا -كَءاParticle of address
Some of the grammarians say that the ‘كَءا ’ particle of address also
indicates upon far/distant and the ‘لِْي ’ shows upon even more or
increased furtherness/distance.
The letter/particle of address ‘كَءا ’ is used if the person or objectwe are
addressing is masculine.
The table below shows the properties of كَءا لْمتِْي :
Indicates,points to لف ىَءاإِْي ةُْورَءا شءاَءا إلِْي ا
The far/distant دُْويْمعِْي بَءالْما
The feminine ثُْو نَّىؤَءا مُْو لْماَءا
The singular دُْورَءا فُْومُْو لْما
All the ةِْيرَءا شءاَءا إلِْي ا ءُْو مءاَءا سْم أَءا nouns of indication are ف ةَءارِْي عْم مَءا ٌ definite.
The letter يْم in تِْييْم is dropped when joined to the laam and kaaf and the
laam takes a sukoon لكْمتِْي.
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24. ةِْيرَءا شءاَءا إلِْي ا ءُْو مءاَءا سْم أ
دِْييْمعِْي بَءالْملِْي
بِْي يْمرِْي دقَلءاْملِْي ةِْيرَءا شءاَءا إلِْي ا ءُْو مءاَءا سْم أ
كَءا لِْيذَءادٌ مِْي حءاَءا ذاَءاهَءادٌ مَّى حَءا مُْو
كَءا لْمتِْيبُْو نَءايْمزَءا هِْيذِْيهَءاُن ةْوَءامِْي آ
Al-I’raab-بُْو راَءا عْم اإلَءا
: فُْو يْمرِْي عْم تَّىال
سءاسهَءا يْملَءاعَءا ةِْي سسلَءاخِْي داَّىال لِْي سسمِْي واَءا عَءا لْما فِْي تالِْيخْم لِْي مِْيسسلِْيكَءا لْما رِْي سسخِْي واَءا أَءا رُْو سسيْميِْيغْم تَءا : وَءا هُْو بُْو راَءا عْم إلِْي ا
.اًيرْمدِْيتدقَءا وْم أَءا ءاًفاظْملَءا
The Definition:
The I’raab is: Changing of the endings of the words because of the
changing of the active elements entering upon them (the change is)
apparent or not-apparent.
مِْيسْم إلِْي ا تُْو حءالَءا
The cases of the
ism
ي ةَّىلِْيصْم األ بِْي راَءا عْم إلِْي ا تُْو مءاَءا عالَءا ُْو
The origin signs of ‘Iraab
بِْي راَءا عْم إلِْي ا عُْو واَءا نْمأَءا
Types of ‘Iraab
عٌ وْم فُْورْم مَءا ٌ - /-ُْو عُْو فْمرَّى الَءا
بٌ وْم صُْو نْممَءا -ً/ َءا- بُْو صْم نَّىالَءا
رٌ وْم رُْو جْم مَءا ٍ- / ِْي- رُّ جَءا لْماَءا
The above definition for I’raab mentions the ending of words changing
what is meant by this is the changing of vowel markings that are on the
end or last letter of a word. It also mentions that it is the active elements
that enter upon a word that cause the change at the ending of a word, an
example of active elements are the فٌ وْم رُْو حُْو (letters/particles). The active
element is called لُْو مِْي عءاَءا لْماَءا (al-‘aamil) in Arabic and the plural is لُْو مِْي واَءا عَءا لْماَءا.
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25. The definition also mentions that the change of a word can be apparent or
not apparent. What is meant by اَ فاظْاظلَ apparent change is when the vowel
markings at the end of a word can be pronounced and when the vowel
markings at the end of a word cannot be pronounced then the change is
ر اً ا يْاظدِيتدقَ not apparent. This part will be explained in more depth later.
The table above illustrates types of I’raab and its origin signs.
عُ ) فْاظرَّ ال (ar-raf’u) is when the end or last letter of a word takes a dhammah
or dhammataan يْاظبَ تٌيْاظبَ لْاظ ا /تُ )
بُ ) صْاظ نَّ ال(an-nasbu) is when the end or last letter of a word takes a fatha
or fathataan يْاظبَ تايْاظبَ لْاظ ا / ً اتَ
رُّ جَ لْاظ ا (al-jarru) is when the end or last letter of a word takes a khasrah or
khasrataan يْاظبَ تٍيْاظبَ لْاظ ا /تِي
Also when an ism is in the state of عُ ) فْاظرَّ ال (ar-raf’u) it is called عٌ وْاظ فُ )رْاظ مَ
(marfoo’).
When an ism is in the state of بُ ) صْاظ نَّ ال (an-nasbu) it is called بٌ وْاظ صُ ) نْاظمَ
mansoob).
When an ism is in the state of رُّ جَ لْاظ ا (al-jarru) it is called رٌ وْاظ رُ ) جْاظ مَ
(majroor).
( لُ ) مِي عاَ لْاظ ا (
هِي بِي لٌ وْاظ عُ ) فْاظمَ
ضٍ ماَ لُ ) عْاظ فِيبٌ وْاظ صُ ) نْاظمَ مُ )سْاظ إلِي ارٌ وْاظ رُ ) جْاظ مَ
يْاظزَ حَ بَ َ ذ : لٌ ثاَ مِيدٌجَ جاَ دَّ الةيْاظكِّْي سِّْي بالِي َ نِيZayd slaughtered the chicken
with the knife.
( لُ ) مِي عاَ لْاظ ا ( رِّْي جَ لْاظ ا فُ ) رْاظ حَ
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26. لُ ) عِي فاَ لْاظ اعٌ وْاظ فُ )رْاظ مَ
The example above shows the three types of I’raab , دٌيْاظزَ is عٌ وْاظ فُ )رْاظ مَ the
لٌ مِي عاَ (active element) which is causing it to be عٌ وْاظ فُ )رْاظ مَ is the لُ ) عْاظ فِي
ضٍ ماَ (past tense verb) حَ بَ ذَ ,جةَ جاَ دَّ ال َ is بٌ وْاظ صُ ) نْاظمَ the لٌ مِي عاَ (active
element) which is causing it to be بٌ وْاظ صُ ) نْاظمَ is the ضٍ ماَ لُ ) عْاظ فِي (past tense
verb) ينْاظكِّْي سِّْي ال ,حَ بَ ذَ ِي(knife) is رٌ وْاظ رُ ) جْاظ مَ the لٌ مِي عاَ (active element) which
is causing it to be رٌ وْاظ رُ ) جْاظ مَ is the بِي ) رِّْي جَ لْاظ ا فُ ) رْاظ حَ ) .
The words which fall into the definition of I’raab as mentioned above are
known in Arabic as بٌ رَ عْاظ مُ ) (mu’rab).
ءُ ) ناَ بِيلْاظ ا(al-binaa)
ءُ ) ناَ بِي ال (al-binaa) are words which do not show change in their endings and
they are considered by the grammarians to be the opposite of words
which take بُ ) ر اَ عْاظ إلِي ا (al-I’raab), as mentioned above. The words which
fall into this category are called يٌّ نِيبْاظمَ (mabni).
يِّ نِيبْاظمَ لْاظ ا فُ ) يْاظرِي عْاظ تَ .هاَ يْاظلَ عَ ةِي لَ خِي د اَّ ال لِي مِي و اَ عَ لْاظ ا بِي بَ سَ بِي هُ )رُ ) خِي آ رُ ) يَّغَ تَ يَ ل ماَ : ِي
Definition of يٍّ نِيبْاظمَ (mabniyy): That which it’s ending doesn’t change
because of the active elements entering upon it.
The definition explains that words which are يِّ نِيبْاظمَ their endings do not
change because of the لٌ مِي و اَ عَ (active elements) entering upon them, but
rather they are built upon one ending which doesn’t change at all.
However, these words can grammatically have a place in I’raab but they
will be in the position or state of رُّ جَ لْاظ ا،باُ ) صْاظ نَّعا، الُ ) فْاظرَّ ال due to their place
in the sentence. This point will be elaborated upon later.
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27. ..... ل ىَ عَ يٌّ نِيبْاظمَ
Built upon……
ثلةِيمْاظ أ ٌ
Examples
ءِي ناَ بِيلْاظ ا عُ ) و اَ نْاظأ
Types of Al-binaa
للللل ىللَ عَ يٌّ للللللنِيبْاظمَ
نٍ وْاظ كُ ) سُ )
يْاظ فِي ،ماْاظ عَ نَ ، ااْاظذه ،ناْاظ مَ -ْاظ -نٌ وْاظ كُ ) سُ )
ةٍ مَّ ضَ ل ىَ عَ يٌّ نِيبْاظمَ ثُ ) يْاظحَ ،ناُ ) حْاظ نَ -ُ ) -ٌمةَّ ضَ
ةٍ حَ تْاظفَ ل ىَ عَ يٌّ نِيبْاظمَ تَ نْاظأ ،باَ هَ ذَ ،ناَ يْاظأ -َ - ٌحةَ تْاظفَ
ةٍرَ سْاظ كَ ل ىَ عَ يٌّ نِيبْاظمَ ءِي ؤلُ ) هَ ،لاِي ،تاِي نْاظأ ،هاِيذِيهَ -ِي -ٌرةَ سْاظ كَ
The table above shows that words which are يٌّ نِيبْاظمَ can fall into four types
of endings which do not change due to the لٌ مِي و اَ عَ entering upon them,
rather they are fixed or built upon that particular ending. There are four
possible endings, رةَ سْاظ كَ ،حةاَ تْاظفَ ،مةاَّ ضَ ،ناٌ وْاظ كُ ) سُ ) .
هِي يْاظلَ إِي فٌ ضاَ مُ ) فٌ ضاَ مُ )
مَ بُ ) تاَ كِي : لٌ ثاَ مِينْاظهذ ا؟Whose book is this?
نٍ وْاظ كُ ) سُ ) ل ىَ عَ يٌّ نِيبْاظمَ
The above example shows that the word نْاظ مَ is هِي يْاظلَ إ فٌ ضاَ مُ ) and we
know that the mudhaaf ilaih is always majroor (takes kasrah), however
the word نْاظ مَ (who) is نٍ وْاظ كُ ) سُ ) ل ىَ عَ يٌّ نِيبْاظمَ (built upon a sukoon) so the
ending will always show a sukoon even though it is in the position or
state of رِّْي جَ لْاظ ا (al-jarr) due to its place in the sentence. So the لٌ مِي عاَ
(active element) does not affect the ending of a word that is يٌّ نِيبْاظمَ
(mabni).
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28. )٨نُ ) مِي الثا سُ ) رْاظ دَّ ال (
لُ ) دَ بَ لْاظ ا-(Badal-al)
دأَ تَ بْاظمُ ) لْاظ ابرَ خَ لْاظ اُ )
ذ اَ هلُ ) جُ ) رَّ ال.رٌ جِي تاَ This man is a trader.
لُ ) دَ بَ لْاظ ا)al-badal(
In the above example the ism لُ ) جُ ) رَّ ال is grammatically known as لُ ) دَ بَ لْاظ ا
(al-badal), it used in a sentence in order to give دٌيْاظكِي وْاظ تَ (emphasis) and
نٌ ياَ بَ (clarity or explanation) to the word that precedes it. So in the above
example the ism لُ ) جُ ) رَّ ال is giving emphasis and clarity to the word ذ اَ هَ , it
is telling us that the one being indicated to is ‘the man’.It can also be
understood that the badal is the same the thing as the word which
precedes it, i.e. the man is the one being indicated to and the one being
indicated to is the man.
Another example can be used to explain this, if I had a book in my hand
which I was indicating to and I said to my teacher, ‘this is new’ 'ذ اَ هَ
دٌيْاظدِيجَ '. It would be understood that the book is new and if I was to
mention the book in my sentence I would say in Arabic,بُ ) كتاِي لْاظ ا ذ اَ هَ
دٌيِيدِيجَ . By mentioning 'بُ ) كتاِي لْاظ ا', I have put a دةَ ياَ زِي ٌ(extra or additional
word in the sentence which is known as لُ ) دَ بَ لْاظ ا (al-badal). It is important
to note here that if I were to say in Arabic, ‘بُ ) كتاِي لْاظ ا ذ اَ هَ ’ this would not
be considered to be a complete or beneficial sentence. To make it a
beneficial sentence we must add a رٌ بَ خَ (khabar), as shown in the example
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29. above. The subject of لُ ) دَ بَ لْاظ ا and the types of al-badal will be covered
later on inshaallaah.
رُ ) وْاظ صُ ) مدقَ لْاظ ا مُ )سْاظ إلِي ارُ ) وْاظ صُ ) مدقَ لْاظ ا مُ )سْاظ إلِي ا
نْاظ للمِي سُ ) رِّْي دَ مُ ) لْاظ اَ لالكَ يْاظرِيِي مْاظ أَ نْاظ للمِي بُ ) لِيلالطَّ ال وَ رَّ للتَ لْاظكَ نْاظإِي. اThe teacher is from
America and the student is from England.
ل ىَ إِي بَ هَ ذَ دٌمِي حاَ ف ىَ شْاظ تَ سْاظ مُ ) لْاظ ا.Hamid went to the hospital.
رُ ) وْاظ صُ ) مدقَ لْاظ ا مُ )سْاظ إلِي ا
: فُ ) يْاظرِي عْاظ تَّ الٌحةَ وْاظ تُ )فْاظمَ ٌمةَ زِي لَ فٌ لِيأَ هُ )رُ ) خِي آ بٌ رَ عْاظ مُ ) مٌسْاظ ا وَ هُ ) رُ ) وْاظ صُ ) مدقَ لْاظ ا مُ )سْاظ إلِي ا
.تِي كاَ رَ حَ لْاظ ا عُ ) يْاظمِي جَ هِي يْاظلَ عَ رُ ) دَّدقَ تُ ) وَ هاَ لَ بْاظقَ ماَ
Definition: al-ismul-maqsoor, it is an ism mu’rab which has an
inseparable or binding alif on its end and the letter before it takes a fatha
and all the vowel markings on it are not apparent.
The words ف ىَ شْاظ تَ سْاظ مُ ) ،ر ااَّ تَ لْاظكَ نْاظإِي،س ىاَ وْاظ مُ ) ،كااَ يْاظرِي مْاظ أَ all end with an binding alif
or the letter ى which looks like the letter ي (ya) except that it doesn’t
have the two dots but it is pronounced as an alif. Also the ismul-maqsoor
is بٌ رَ عْاظ مُ ) (mu’rab) it takes بُ ) ر اَ عْاظ إلِي اَ (al-I’raab) but the I’raab is رٌ يْاظدِيتدقَ
(taqdeer) not apparent. The examples above illustrate this, the ismul-
maqsoor (nouns ending with the binding alif at the end) are preceded by
رِّْي جَ لْاظ ا فُ ) وْاظ رُ ) حُ ) but the change caused by the رِّْي جَ لْاظ ا فُ ) وْاظ رُ ) حُ ) is not apparent,
the case of رُّ جَ لْاظ اَ (al-jarr) cannot be seen. The Ismul-maqsoor falls into
one of the categories or types of words where the I’raab is ر اً ا يْاظدِيتدقَ (please
refer back to the definition of I’raab).
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