This document appears to be lessons from a book teaching children to read Arabic. It covers 32 lessons with the following key points: - Lessons 1-4 teach joining letters with jazm and reading them together rather than separately. - Lessons 5-12 add diacritical marks like fatha, kasra and dhamma to letters with jazm. - Later lessons teach recognizing tanwin markings, the differences between long and short madd, not pronouncing letters without diacritical marks, tashdid doubling a letter's sound, and other pronunciation rules involving stops, noon saakin, and more. - The goal is to clearly explain Arabic pronunciation rules to help children

1. ÆA}j´»ABÃjnÍ
óÉäÀú¼ä§ äË äÆEæjó´ô»A äÁú¼ä¨òM æÅä¿ æÁó· åjæÎäa
Yassarnal Quran
PART 2

2. 33
LESSON 1 μJm
1
In the previous lessons the child has already been taught words with diacri cal marks. Now he has to join
le ers with a Jazm. He should be taught how to read the le ers jointly and not to spell them separately.
It must be made clear to the child that a Jazm joins two le ers and it appears on the second one only.

3. 34
LESSON 2 μJm
2

4. 35
LESSON 3 μJm
3

5. 36
LESSON 4 μJm
4
So far lessons with the Zabar(Fatha) have been revised. In the following lessons the Zer(Kasra)
and the Pesh(Dhamma) are added in the exercises with the Jazm.

6. 37
LESSON 5 μJm
5

7. 38
LESSON 6 μJm
6

8. 39
LESSON 7 μJm
7
The difference in pronouncia on of a le er that is preceded by an Alif, Waw or Yaa should
be clearly explained. The dura on of these words should be as long as that of an Alif.

9. 40
LESSON 8 μJm
8

10. 41
LESSON 9 μJm
9

11. 42
LESSON 10 μJm
10

12. 43
LESSON 11 μJm
11

13. 44
LESSON 12 μJm
12
The Ustaaz should see that the child does not stop any place before
the symbols in this lesson.

14. 45
LESSON 13 μJm
13
Teach the child to recognise ( ) Tanweens.

15. 46
LESSON 14 μJm
14
Teach the pupil to recognise

16. 47
LESSON 15 μJm
15
The Khara Zabar (Fatha Muqaddarah) is in place of a Zabar and Alif.
The Khara Zer (Kasra Muqaddarah) in is place of the Zer, Jazm and Yaa.
The Ulta Pesh (Dhamma Muqaddarah) is in place of Pesh and a Waw and a Jazm.

17. 48
LESSON 16 μJm
16
The difference of the two Madds should be taught in this lesson.
The shape of the long Madd is and the short Madd is .
When these appear on a le er, the sound of that le er should be lengthened.

18. 49
LESSON 17 μJm
17
Here the child should be taught that there is no sound of a le er that has no
diacri cal mark on it, though it is wri en that le er must not be read.

19. 50
LESSON 18 μJm
18
The Ustaaz should see that the child does not stop at any place before the symbols.

20. 51
LESSON 19 μJm
19
The child must be taught the Tashdeed.

21. 52
LESSON 20 μJm
20
It should be made clear that a le er with a Tashdeed is pronounced
twice and joins that le er to the one preceeding it.

22. 53
LESSON 21 μJm
21

23. 54
LESSON 22 μJm
22

24. 55
LESSON 23 μJm
23

25. 56
LESSON 24 μJm
24

26. 57
LESSON 25 μJm
25

27. 58
LESSON 26 μJm
26

28. 59
LESSON 27 μJm
27

29. 60
LESSON 28 μJm
A er a Madd if a le er appears with a Jazm or a Tashdeed on it,
then the sound of that le er must be lenghtened and read jointly.
28
When reading a le er with a Madd on it, the name of that le er should
be pronounced and the sound lengthened a li le

30. 61
LESSON 29 μJm
If a er Noon Saakin or Tanween there is the le er Baa,
then the Noon Saakin or Tanween will be changed into the le er Meem.
29
Teach the child that when there is a Harakat or Tanween of Zer or Pesh on the last le er
of a word before a stop, that le er is made a Saakin, and if it be a Tanween of a Zabar then the
last word is pronounced as an Alif. If it be a round Taa it is read as Haa.

31. 62
LESSON 30 μJm
30
When a Waqf (stop) is desired, the Noon of the Tanween (Noon Qutni) should not be pronounced
when beginning the following word. The Alif that appears before the small noon should not be
read when a stop is not made.

32. 63
LESSON 31 μJm
31

33. 64
LESSON 32 μJm
32