Professional Documents
Culture Documents
Topics to be Covered
Were going to go step by step.
First well speak about the meanings associated to the verb. And then well start
filling the slots.
Well speak about fundamentally how this verb differs to the past tense verb.
At certain stages the text might get a little small because we want to fit everything
on the slide. Along with the video, theres a PDF document of the table to
download. I would suggest printing that out if you feel the text is too small. Or you
might want to maximize the screen while youre watching the video to be able to
see it properly.
Lets proceed with it
Construction of the
The verb has suffixes as well as prefixes. Or you can say that there's 1 of 4 particular
letters at the front. They are contained in the acronym
, , .
The reason for the letter at the front is because you can't leave it to vowels only. When
you're reading a classical Arabic book the vowels won't be there. You need an actual script
difference, something that could be written in the text. And that's why the letter is there at
the front.
Now instead of having a single letter throughout all 14, we have these four letters. But
since the conjugations are 14 they are going to need to be used more than once. They are
going to need to be recycled.
The comes in 4 of them and we'll mention in the next slide which four.
Let's continue with it. Beyond the letter at the front you're going to have something at the
end also .
In the , #1 had no ending. In the we can afford to have more than one with no
ending because the letter at the front will differentiate.
So you see, the conveyance of meaning happening here is different than the way it was
happening in the past tense verb, and you'll notice this as we move forward with the
development of the table.
Construction of the
Five of the conjugations do not have an ending. The position is the last letter in 5 of
them.
And like I mentioned what allows that is the fact that the prefix will be different. There
needs to be some difference, and the difference does not necessarily need to be at the end.
The beginning can serve to distinguish between the conjugations.
The remaining nine conjugations, will have endings, and based on the common ending they
are put into groups.
The two plural masculines have a common ending and that's the coupled with the
#3 is
#9 is
#3 and #9.
occurs twice.
Just
twice.
You're going to see all of that as we develop the table. And we will start showing you the
conjugations as they're complete.
, a , or a
position.
become saakin.
You'll hear
, ,
and .
The top 3.
, , .
, .
Isolating the front portion, (not the entire verb) is what you should be able to do before
moving on to the next slide. You can pause the video at this stage and make sure you can
do this properly before moving forward.
Here it is:
, , , , , , six s , and .
Just lift your head from the screen and be able to do that.
s , a and .
, , , , , , six
The top one is and it's complete. Nothing further. It means :He helps/ is helping / will
help.
The fourth one is , and there's a clear difference between #1 and #4.
They are identical. The only difference is the at the front or the at the front.
Here you see all five of them [1- 4- 7- 13- 14- ] In the title it says,
"Five 'Singulars' ". Singulars is in quotes because it's not entirely accurate because you see
#10, which is a singular but it is not part of the group. Remember the association table
layout we gave to you in Week 1. You should know the way it is distributed cold. The top six
is 3rd person, middle six is 2nd person , and then 'I' and 'We' at the bottom.
When we say, "Five singulars " accurately it would be 1, 4, 7, 10 and 13. But notice that #10
is not part of the group. #10 will be discussed later. It has its own unique ending.
We're generalizing a little when we say "five singulars". #14 on the other hand happens to
belong to the group. Not because it's a singular, but because it has the same ending.
So "Five 'singulars'" is just a convenient short hand to refer to the whole group.
is 'he' , is 'she'. The other is 'you' when you're speaking to one male and
those two are identical. Basically the same verb will be used when speaking about a female
and the same identical conjugation will be used when you're speaking to a male.
What allows that recycling is because the occasion of the 3rd person is radically different
than the occasion of 2nd person. Because when you use the verb as part of a sentence in a
paragraph, then it's pretty easy to figure out what's what.
If you have an evoking e.g. oh Zaid
you say, "
But when
And is when the doer of the verb is the speaker himself talking about a group.
Back in the , week 1.3, people asked a question: if you have a mixed group of males
and females what do you do?
Answer: in conjugation #14 it doesn't matter because gender becomes irrelevant. If it was
3rd person then you would use conjugation #3. And if it was 2nd person you would use the
pronoun that's reserved for a group of males.
When there's males and females together being talked about then it's the male group that's
chosen for that purpose.
Anyways, that was a side topic. Let's continue.
necessitates a
, , , - four times.
And when we say four duals we literally mean four duals and it's not like how we were
generalizing previously. We said 'singular' but #14 was part of the group also. Over here it's
the actual four duals that are being talked about. And you can see them all on the screen.
[
- ]
is conjugation #2. Now notice 5, 8, and 11 . 5 is when you are speaking about two
females. 8 is when you're speaking to two males and #11 is when you're speaking to two
females. All three of those are identical.
, , .
Now the overlap between 8 and 11 is understandable because that happened in also.
, .
, , , , , .
It's not
a big deal because in English they make no distinction. They say 'you' regardless of whether
you're speaking to a male or a female, two males, two females, group of males or group of
females, it's the same pronoun used for all six of those. But actually there's only four in
English, because there's no dual in English. But the point is that there's no differentiation
between masculine and feminine in English.
Here in Arabic, normally we would have a differentiation like you're seeing in # 2 and #5. #2
is for the two males:
In 2nd person it becomes irrelevant. It doesn't matter whether you're speaking to two
males or you're speaking to two females, you're going to use the same verb for that.
Now take these four and combine it with the previous five, and we have the entire table,
you can see it on the next screen.
Now at this stage it would be an appropriate time to pause the video and be able to do this.
Lift your head up from the screen and be able to do this:
, , , .
If you can't recite it, then just be able to picture it. Two, two , two, one on its own, then
, at the bottom.
Notice the beginnings.
.
One female and two female identical to the masculine. The only difference is the at the
front:
, .
And those two are repeated again for #7 and #8, but this time you're
, .
For two females, it's identical. We don't know what is for one female. Not yet. Conjugation
# 10 is yet to be developed. And then finally at the end , .
That beginning portion will distinguish between whether you are speaking about a group of
males or whether you're speaking to a group of males.
The common ending is a . It is the same that we saw over there in
. , , .
Over here the is coming back, but this time along with the we have a
) ( .
The
whole purpose of putting behind the will be talked about later. It's not part of the
introductory theory. You don't need to know why that is there, but when you recite the
tables, make sure you pronounce the .
We have . And this occurs twice. It occurs in conjugation #3 , which is when you're
speaking about a group of males. And it occurs again in conjugation #9, when you're
speaking to a group of males. You can see both of those isolated here.
, , .
able to do that. If you can do that, just know later on it's going to be , ,
when you're speaking to the group of males. It is identical. The only difference is the front.
Singular, singular. Dual, dual. Plural, plural. They correspond and they match completely
and that's like half of the table.
, , .
Even after the video is done you can pull out the pdf document and just spend ten, fifteen,
maybe twenty minutes on it. And you should know the table. It's not whole memorization
10
either, it's noting the differences and how the conjugations are formed.
, , .
versus .
You see, in order to distinguish the from the , what we needed is a prefix. But
then what was given was not one prefix but one of four. The was used four times and the
, came twice.
feminine dual overlaping with the dual in the 2nd person is not problematic either because
of context. You'll be able to tell whether two females are being spoken about or whether
you're speaking to two males.
There is some overlap here and that's okay. Not a problem.
Let's add these two to the list and now we have 13 of them.
And then
11
Step 6: Conjugation # 10
Conjugation # 10 has its own unique ending, which is a preceded by a . And that
would create
: .
And one tip for you is that the 9th one is . Group of males, right? And #10 is when you're
speaking to one female.
So, group of males and one female are polar opposite, right? And then the polar opposite of
a preceded by a will be a preceded by a .
Now you have the entire table.
[He],
[She],
[You (1M)],
[ You (2M)], [ You (3+M)],
[ They (3+F)] ,
[You (1F)],
[ You (2F)],
[You (3+F)],
[ I ], [ We].
Now you can see the entire table without the highlights. You can maximize the screen if it's
difficult to read, or you can print out the pdf. Or just open up the pdf and look at that and
the entire table is there.
Let's now speak about passive and the negative and then we're done with the presentation.
There is not much going on here. Most of it is just listing.
You wouldn't
12
if it is not already .
That's a little bit of an advanced topic. Normally I wouldn't give it this early. But verbs could
be bigger, you know that. Verbs could have irregularities. Many things can happen to
verbs.
One thing that can happen to a verb is that the middle letter, the position does not
necessarily need to be a
become .
open.
See the change is only at the beginning. The second to last letter already had a
in
so that just carried forward to the passive. And became and now we have passive.
That is the active. When you change that to passive not only do you have to change the
to , but you also have to change the too.
13
if it is not already a .
, but
We are
Negative Tenses
For the negative what you do is add a '
' to both of those that we just did right now. And
this creates four tables.
- -
(
) the three translations are written underneath : He is not helped / He is not
being helped / He will not be helped.
This now concludes the presentation. Now when you download the pdf document you'll
notice that the verbs are there but underneath the verbs the English translations have not
been given. And that is your exercise. That was done intentionally.
So please, underneath the video do not ask for a new document that has the translations
written underneath the verbs. Because if you do it without the translation written
underneath the verb, and you are able to fill those translations on your own mentally,
14
without writing it, that means you understand the topic. That means that you have
achieved the objective of the science.
It is more to do with making those associations. Knowing the table layout, knowing that the
top six are referring to 3rd person: 'He', 'they', 'they', 'she', 'they', 'they', and the middle six
are 'you', and 'I' and 'we' at the bottom. Knowing that the pattern is giving us the simple
present, continuous and future tense, and how that is reflected in English.
It was done in the presentation at the beginning. And it was done for the passives and now I
just did it for the negatives.
This concludes the presentation and