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َ‫تَسَهَيَلََالنَحَو‬

TASHEEL AL-NAHW
Version 2.2
َ‫تَسَهَيَلََالنَحَو‬
TASHEEL AL-NAHW
Version 2.2

based on
‘Ilm al-Nahw of Mawlana Mushtaq Ahmad Charthawali

Prepared by
Aamir Bashir
Copyright © Dār al-Sa‘ādah Publications 2011
First Online Edition Jul 2011
Second Online Edition Jul 2012
Version 2.1 Jan 2014
Version 2.2 Nov 2016

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TABLE OF CONTENTS

Table of Contents i
List of Tables vii
Acknowledgments ix
Foreword xi
ُ‫ص ِط َل ََحتُ اْا َََََِّة‬ ِ
‫ – اَاْل ا‬Arabic Terms xiii

CHAPTER 1 1
1.1. ‫حو‬
‫ – اَْنة ا‬Arabic Grammar 1
1.2 ُ‫ – اَْا َكلِ َم‬The word 2
‫ – اِ اسم‬Noun 2
‫ – فِ اَل‬Verb 3
‫ – ََح اَف‬Particle 3
1.3 4
ِ ‫ – أَقاستم‬Types of ism
‫اْل اس ِم‬ َ 4
‫ – أَقا َستم اْا ِف اَ ِل‬Types of fiʿl 4
‫ف‬ِ َ‫ال‬
‫ – أَقا َستم اَا‬Types of particle 4
1.4 ُ‫ – اَ اْل َمل َواْامََةكبَت‬Sentences and phrases 6
1.4.1 ُِ‫َبية‬ ََِ‫اْل املَ ُِ ا اْل‬
‫أَقا َستم ا‬ 6
ُ‫ – جالَُ اِ اِسَّةُ َخ ََِبية‬Nominal sentence 6
ُ‫ – جالَُ فِ اَلَِّةُ َخ ََِبية‬Verbal sentence 7
1.4.2 ُِ ‫شتئَِّة‬ َ ‫اْل املَ َُِا ِلنا‬
‫أَقا َستم ا‬ 8
1.4.3 ‫ص‬ ِ ِ‫ب اْنةتق‬ ِ ‫ – أَقاستم اْامَةك‬Types of phrases
َ 9
َ
1. ‫صاَّ ِفي‬ ِ ‫ – اَْامَةكب اْتةو‬Descriptive phrase
‫ا‬ 9
َ
2. ‫تف‬ ِ‫ض‬َ ‫ال‬ِ‫ – اَْامَةكب ا‬Possessive phrase 9
َ
3. ‫شت ِري‬ َ ‫ال‬ِ‫ – اَْامَةكب ا‬Demonstrative phrase 10
َ
ِ ِ
4. ‫ اْا ََ َددي‬/‫كب اْابِنَتئي‬ ‫ – اَْامَة‬Numerical phrase 10
َ

i
ِ َ‫ص‬
‫ف‬ ‫ – اَْامََةكب َمانع اْ ة ا‬Indeclinable phrase
5. 11
1.4.4 Additional notes about ُ‫سَّة‬ ِ‫جلَُ اِ ا‬
‫ا‬ 14
Summary 15
1.5 16
‫ – َع َل َمتُ ااِْل اس ِم‬Signs of an ism 16
‫ – َع َل َمتُ اْا ِف اَ ِل‬Signs of a fiʿl 16
‫ف‬ِ َ‫ال‬
‫ – َع َل َمُ اَا‬Sign of a particle 16
1.5.1 General notes 17
1.6 َِ‫ض َمتئ‬
‫ – اَْ ة‬Personal pronouns 19
1.7 ‫اْلَت ةرة‬
‫ – اَ ال اَوف ا‬Prepositions 20
1.8 ‫شبة َهُ ِبْا ِف اَ ِل‬
َ ‫ – اَ الَوف اْام‬Particles that resemble a fiʿl 22
1.9 ُ‫ص‬ ِ
َ ‫ – اَالَفا ََتل اْنةتق‬Auxiliary (defective) fiʿls 25

CHAPTER 2 27
َ‫ن‬
‫ – اَلَمَعََربََ َو َالمَبَ ي‬Declinable and indeclinable words
2.1 27
ِ َ‫ال اع‬
‫اب‬ ِ
َ ‫ – َع َل َمتُ ا‬Signs of i‘raab 27
ِ ََ‫ – َح َتْلُ اْام ا‬Conditions of mu‘rab
‫ب‬ َ َ 27
The difference between ُ‫ض ةم‬
َ – ُ‫ َك اسََة – فَ ات َح‬and ‫ضم‬
َ – ‫َك اسَ – فَ اتح‬ 28
2.2 ‫ – اَْا َماب ِن‬The indeclinable word 29
‫اَاِل اعََاب اْا َم َحلِ اي‬ 30
2.3 ‫ – اَْام اَََب‬The declinable word 31
ِ ‫ – أَقاستم االَ اس‬Types of indeclinable isms
2.4 ُِ ‫تء اْا َمابنَِّة‬َ َ 32
2.4.1 َِ‫ض َمتئ‬ ‫ – اَْ ة‬Personal pronouns 33
2.4.2 َُْ‫ اَالَ اسَتء اْا َموصو‬- Relative pronouns 39
2.4.3 ِ‫ترة‬ ِ
َ ‫ – أَ اسَتء اال َش‬Demonstrative isms 42
ِ َ ‫ – أَ اسَتء االَفا‬Isms that have the meaning of fiʿls
2.4.4 ‫تل‬ َ 45
ِ ‫ – أَ استء االَصو‬Isms that denote a sound
2.4.5 ُ‫ا‬َ‫ا‬ َ 46

ii
2.4.6 ‫ – اَْظَوف‬Adverbs 47
ِ ‫ – ظَوف اْةزم‬Adverbs of time
‫تن‬ َ ‫ا‬ 47
ِ ‫ – ظَوف اْام َك‬Adverbs of place
‫تن‬ َ ‫ا‬ 49
2.4.7 ُ‫تَي‬ ِ
َ َ‫– اَْاكن‬Isms that indicate an unspecified quantity 52
2.4.8 ‫ – اَْامَةكب اْابِنَتئِي‬Numerical phrase 52
َ
ِ ِ
2.5 ََََُِ‫ستم اَالَ اسَتء اْام ا‬َ ‫ – أَقا‬Types of declinable isms 53
‫ص َِف‬ َ ‫مان‬ 53
‫ص َِف‬ َ ‫َغ اْي مان‬ 53
‫ف‬ِ َ‫ص‬
‫أَ اسبَتب َمان ِع اْ ة ا‬ 53
ِ ‫َس‬
2.6 ََََُِِ‫تء اْام ا‬َ‫ – إِ اعََاب أَقا َس ِتم اال ا‬I‘raab of the various types of mu‘rab isms 58

CHAPTER 3 61
Further Discussion of Isms
3.1 ‫ – اَاِْل اسم اْا َمانس اوب‬Relative adjective 61
3.2 ‫صغِْي‬ ِ
‫ – اَاْل اسم اْاتَ ا‬Diminutive ism 63
3.3 ‫ – اَْا َم اَ َِفَُ َواْنةكََِة‬Definite and indefinite isms 64
3.4 ‫ – اَاِْل اسم اْام َذ ةكَ َواْام َؤنةث‬Masculine and feminine isms 65
3.5 ‫اَحد َوتَثانََُِّ َوجَاع‬
ِ ‫ – و‬Singular, dual and plural
َ 67
3.6 ‫ستم ا اْلَ ام ِع‬
َ ‫ – أَقا‬Types of plural 68
3.7 ُ‫وعت‬
َ ‫ اَْا َم اَف‬- Words that are always marfoo‘ 73
ِ َ‫ – ف‬Subject/Doer
3.7.1 ‫تعل‬ 73
3.7.2 ‫ ََنئِب اْا َفتعِ ِل‬/ ‫تعله‬
ِ َ‫ – م افَول مت ََل يس ةم ف‬Substitute of ‫تعل‬
َ ‫َ ا َ ا‬
ِ َ‫ف‬ 75
ِ َ‫ – اِ اسم َمت وَْل اَْام َشبة َهت‬The ism of those ‫ َمت‬and ‫ َْل‬which are
3.7.3 ‫ي ِ َْاَّس‬
َ َ 76
similar to ‫َْاَّس‬
َ
3.7.4 ‫س‬ ‫ – َخ ََب َْل اَْةِ اْى ِْنَ اف ِي ا‬The ‫ َخ ََب‬of that ‫ َْل‬which negates an entire ‫ِجانس‬
ِ ‫اْلِان‬ 77
(Class)
3.8 ُ‫ – اَْا َمانص اوَب‬Words that are always mansoob 79
3.8.1 ‫ – َم افَ اول ِِه‬Object 79

iii
3.8.2 ‫َم افَ اول مطالَق‬ 81
3.8.3 ‫ َم افَول َْه‬/ ‫َجلِ ِه‬ ِ
‫َم افَول ل ا‬ 81
3.8.4 ‫َم افَ اول َم ََه‬ 81
ِ ِ‫ م افَول ف‬/ ‫ظََف‬
3.8.5 ‫َّه‬ ‫َ ا‬ ‫ا‬ 82
3.8.6 ‫َحتل‬
َ – State/Condition 84
3.8.7 ‫ ََتِاَّ ز‬/ ‫َتَاَِّاَّ ز‬ 87
Rules for ‫( أَ اسَتء اْا ََ َد ِد‬numerals) 88
3.8.8 ‫ستَ ثا ٰن‬
‫ما‬ 92
3.9 ُ‫جَاوَرا‬
‫ – اَْا َم ا‬Words that are always majroor 95
3.10 ‫اَْتة َوا ِع‬ 96
ِ ‫ – اَْنةَت أَ ِو‬Adjective
3.10.1 ُ‫اْص َف‬ ‫ا‬ 96
3.10.2 ‫ – اَْتةأاكِاَّد‬Emphasis 100
3.10.3 ‫ – اَْابَ َدل‬Substitute 103
3.10.4 ‫س ِق‬ ِ
َ ‫عطاف اْنة‬/
َ ‫ – اَْا ََطاف بَاَف‬Conjunction 105
‫ف‬ِ ‫َحَوف اْاَطا‬
َ ‫ا‬ 105
ِ َّ ‫عطاف اْاب‬
3.10.5 ‫تن‬ََ َ 108

CHAPTER 4 109
َ‫ – الَعَ َوامَل‬Governing Words
4.1 َُ‫تمل‬ ِ َ‫ – اَ الَوف اْا‬Governing particles
َ ‫ا‬ 110
Particles that govern isms 110
Particles that govern ‫ضت ِرع‬ ِ
َ ‫ف اَل م‬ 110
ِ ‫ – اَ الَوف اْنة‬Particles that cause nasb
4.1.1 َُ‫تصب‬ ‫ا‬ 111
4.1.2 ُ‫اْلَت ِمَم‬
‫ – اَ الَاوف ا‬Particles that cause jazm 114
ِ َ‫ – اَالَفا َتل اْا‬Governing fiʿls
4.2 َُ‫تمل‬ َ َ 116
4.2.1 ‫ – اَْا ِف اَل اْا َم اََاوف‬Active fiʿl 116
4.2.2 ‫جه اول‬ ِ
‫ – اَْاف اَل اْا َم ا‬Passive fiʿl 116
4.2.3 ‫ – اَْا ِف اَل اْ ةل ِمم‬Intransitive fiʿl 116

iv
‫صُ‬ ‫ِ‬
‫‪4.2.4‬‬ ‫اَالَفا ََتل اْنةتق َ‬ ‫‪116‬‬
‫ي ‪4.2.5‬‬ ‫ِ‬ ‫ِ‬
‫‪ – Transitive fiʿl‬اَْاف اَل اْامتَ ََد ا‬ ‫‪117‬‬
‫تء َواْشَاوِع ‪4.2.6‬‬‫أَفا َتل اْامقترِ َُِواْةَج ِ‬
‫َ ََ َ َ‬ ‫َ‬ ‫‪119‬‬
‫‪ – Fiʿls of praise and blame‬أَفا ََتل اْا َم اد ِح َواْ ةذم ‪4.2.7‬‬ ‫‪121‬‬
‫ةَج ِ‬
‫ب ‪4.2.8‬‬ ‫‪ – Fiʿls of wonder‬أَفا ََتل اْت َ‬ ‫‪123‬‬
‫‪ – Governing isms‬اَالَ استء اْاَ ِ‬
‫تملَُ ‪4.3‬‬ ‫َ َ‬ ‫‪124‬‬
‫ةَ ِطَّةُ ‪4.3.1‬‬
‫‪ – Conditional isms‬اَالَ اسَتء اْش ا‬ ‫‪124‬‬
‫اِسم اْا َف ِ‬
‫تع ِل ‪4.3.2‬‬ ‫ا‬ ‫‪126‬‬
‫اِ اسم اْامبَتَْغَ ُِ ‪4.3.2.1‬‬ ‫‪127‬‬
‫اِ اسم اْا َم افَ اوِل ‪4.3.3‬‬ ‫‪129‬‬
‫اِسم اْا َفتعِ ِل ‪ – An adjective similar to‬اَ ِ‬
‫ْص َفُ اْام َشبةهُ ِبس ِم اْا َف ِ‬
‫تع ِل ‪4.3.4‬‬ ‫َ ا‬ ‫ا‬ ‫‪130‬‬
‫اِسم اْتة اف ِ‬
‫ضاَّ ِل ‪4.3.5‬‬ ‫ا‬ ‫‪132‬‬
‫ص َدر ‪4.3.6‬‬
‫اَْا َم ا‬ ‫‪134‬‬
‫ضتف ‪4.3.7‬‬
‫اَْام َ‬ ‫‪135‬‬
‫اَاِْل اسم اْتةتم ‪4.3.8‬‬ ‫‪135‬‬
‫تَيُ ‪4.3.9‬‬ ‫ِ‬
‫اَْاكنَ َ‬ ‫‪136‬‬
‫تملَ ُِ ‪4.4‬‬
‫‪ – Non-governing particles‬اَ الَوف اْاغَْي اْاَ ِ‬
‫ا َ‬ ‫ا‬ ‫‪137‬‬
‫‪َ – Particles of notification‬حَاوف اْتة انبِاَّ ِه ‪1.‬‬ ‫‪137‬‬
‫ال اْيَ ِ‬
‫تب ‪2.‬‬ ‫‪َ – Particles of affirmation‬حَاوف اِ‬ ‫‪137‬‬
‫‪ََ – Particles of clarification‬حَفَت اْتة اف ِس اِ‬
‫ْي ‪3.‬‬ ‫ا‬ ‫‪138‬‬
‫ص َد ِريةُ ‪4.‬‬
‫اَ الَاوف اْا َم ا‬ ‫‪138‬‬
‫‪َ – Particles of exhortation‬حَوف اْتةح ِ‬
‫ضاَّ ِ‬
‫ض ‪5.‬‬ ‫ا‬ ‫ا‬ ‫‪138‬‬
‫ةوق ِع ‪6.‬‬
‫‪ََ – Particle of anticipation‬ح اَف اْت َ‬ ‫‪139‬‬
‫اْل استِ اف َه ِتم ‪7.‬‬
‫‪َ – Particles of interrogation‬حَفَت اِ‬
‫َا‬ ‫‪139‬‬
‫َح اَف اْ ةَاد ِع ‪8.‬‬
‫‪َ – Particle of rebuke‬‬ ‫‪140‬‬
‫اَْتة ان ِويان ‪9.‬‬ ‫‪140‬‬
‫ن اون اْتةأاكِاَّ ِد ‪10.‬‬ ‫‪140‬‬

‫‪v‬‬
11. ‫َح اَف َل‬
َ 140
12. ‫ – اَ الَاوف اْ ةزائِ َدة‬Extra particles 141

‫ – َحَاوف اْش اةَ ِط اْةِِت َْل َا‬Conditional particles that do not cause jazm
13. ‫َت ِزم‬
‫ا‬ 142
14. )‫ام‬
َ ‫َمت ( َمت َد‬ 143
ِ ‫َحَوف اْاَطا‬
15. ‫ف‬ َ ‫ا‬ 143
Appendix 145
Bibliography 149

vi
‫‪LIST OF TABLES‬‬

‫‪Table No‬‬ ‫‪Page No‬‬

‫‪1.1‬‬ ‫ض َمتئَِ‬
‫‪ – Personal pronouns‬اَْ ة‬ ‫‪19‬‬

‫‪1.2‬‬ ‫اْلَت ةرة‬


‫‪ – Prepositions‬اَ ال اَاوف ا‬ ‫‪20‬‬

‫‪1.3‬‬ ‫‪ – Particles that resemble a fiʿl‬اَ الَاوف اْام َشبة َهُ ِبْا ِف اَ ِل‬ ‫‪22‬‬
‫صُ‬ ‫ِ‬
‫‪1.4‬‬ ‫‪ – Auxiliary (defective) fiʿls‬اَالَفا ََتل اْنةتق َ‬ ‫‪25‬‬
‫صل َب ِرم‬ ‫صل( َحتَُْ اْةَفا ِع ‪ in‬ض ِمْي مان َف ِ‬ ‫)ض ِمْي مَف وع مان َف ِ‬
‫‪2.1‬‬ ‫َ ا‬ ‫َ‬ ‫َ ا َا ا‬ ‫‪34‬‬
‫ةصل‬ ‫ةصل( َحتَُْ اْةَفا ِع ‪ in‬ض ِمْي مت ِ‬ ‫)ض ِمْي مَف وع مت ِ‬
‫‪2.2‬‬ ‫َ ا‬ ‫َ‬ ‫َ ا َا ا‬ ‫‪35‬‬
‫صل‬ ‫ةصل ‪ and‬ض ِمْي مان َف ِ‬ ‫ب ‪ in‬ض ِمْي مت ِ‬ ‫صِ‬ ‫صل و ِ‬
‫ِ‬ ‫ِ‬
‫‪2.3‬‬ ‫َ ا‬ ‫َ ا‬ ‫ضم اْي ( ََحتَُْ اْنة ا‬
‫ضم اْي َمانص اوب مان َف َ َ‬‫َ‬ ‫‪36‬‬
‫صل‬ ‫)مانصوب متة ِ‬
‫َ ا‬
‫ةصل َب ِرم‬ ‫اْل َِ ‪ in‬ض ِمْي مت ِ‬ ‫ِ‬ ‫) ِ‬
‫‪2.4‬‬ ‫َ ا‬ ‫ضم اْي َاَمَاور متةصل( ََحتَُْ اَ‬ ‫َ‬ ‫‪37‬‬

‫‪2.5‬‬ ‫اَالَ اسَتء اْا َم اوص اوَُْ ِْالم َذ ةك َِ‬ ‫‪39‬‬


‫ةث‬‫اَالَ استء اْاموصوَُْ ِْالمؤن ِ‬
‫‪2.6‬‬ ‫َ‬ ‫َ َا ا‬ ‫‪39‬‬

‫‪2.7‬‬ ‫أَ اسَتء اال َش َترةِ ِْالم َذ ةك َِ‬ ‫‪42‬‬


‫ةث‬‫أَ استء اال َشترةِ ِْالمؤن ِ‬
‫‪2.8‬‬ ‫َ َ‬ ‫َ‬ ‫‪42‬‬
‫تضي ‪Isms in the meaning of‬‬ ‫ِ‬ ‫ِ‬
‫‪2.9‬‬ ‫اَْاف اَل اْا َم ا‬ ‫‪45‬‬
‫تضَ ‪Isms in the meaning of‬‬ ‫ال ِ‬
‫‪2.10‬‬ ‫اَال اَمَ اَ‬ ‫‪45‬‬

‫‪2.11‬‬ ‫َسَ ِتء اْام اََََُِِ‬‫إِ اعََاب أَقا َس ِتم اال ا‬ ‫‪59‬‬

‫‪3.1‬‬ ‫أ اَوَمان جَا ِع قِلةُ‬ ‫‪69‬‬

‫‪3.2‬‬ ‫أ اَوَمان جَا ِع َكثا ََة‬ ‫‪69‬‬

‫‪3.3‬‬ ‫اْلَ ام ِع‬


‫أ اَمثَتل جَا ِع ا‬ ‫‪70‬‬

‫‪3.4‬‬ ‫اْلم اوِع‬


‫أ اَوَمان مان تَ َهى ا‬ ‫‪70‬‬
‫اِستَِمتل اْا ِفَ ِل َحسب اْا َف ِ‬
‫تع ِل‬
‫‪3.5‬‬ ‫ا َا َ‬ ‫ا اَ‬ ‫‪73‬‬

‫‪3.6‬‬ ‫‪َْ and its i‘raab‬ل ‪Different forms of the isms of‬‬ ‫‪77‬‬

‫‪3.7‬‬ ‫منَتدٰى ‪Rules governing the i‘raab of‬‬ ‫‪80‬‬

‫‪vii‬‬
‫‪3.8‬‬ ‫إِ اعََاب اْام استَ ثا ٰن‬ ‫‪93‬‬
‫اَ الَوف اْنة ِ‬
‫تصبَُ‬
‫‪4.1‬‬ ‫ا‬ ‫‪111‬‬

‫‪4.2‬‬ ‫اْلَت ِمَمُ‬


‫اَ الَاوف ا‬ ‫‪114‬‬
‫أَفا َتل اْاقلو ِ‬
‫ب‬
‫‪4.3‬‬ ‫ا‬ ‫َ‬ ‫‪117‬‬

‫‪4.4‬‬ ‫َم افَ اول ِِه ‪Fiʿls requiring three‬‬ ‫‪118‬‬

‫‪4.5‬‬ ‫أَفا ََتل اْام َق َترََُِِ َواْةَ َج ِتء َواْشَاوِع‬ ‫‪119‬‬

‫‪4.6‬‬ ‫اَالَ اسَتء اْش اةَ ِطَّةُ‬ ‫‪124‬‬

‫‪4.7‬‬ ‫أ اَوَمان اِ اس ِم اْامبَتَْغَ ُِ‬ ‫‪127‬‬

‫‪4.8‬‬ ‫اْص َف ُِ اْام َشبة َه ُِ‬


‫أَومان ِ‬
‫اَ‬ ‫‪130‬‬
‫ضاَّ ِل‬‫أَومان اِس ِم اْتة اف ِ‬
‫‪4.9‬‬ ‫اَ ا‬ ‫‪132‬‬

‫‪viii‬‬
ACKNOWLEDGMENTS

The people who have helped to make this project a success cannot all be mentioned by name.
However, I must single out Sr. A. Naviwala who typed up the old Tasheel al-Nahw, and thus
helped to kick-start the project; the students and instructors at Darul Uloom al-Madania’s
eAlim program; First year students at Darul Uloom al-Madania (academic years 2010–2011
and 2011–2012); and Mawlana Omar Salejee of Madrasa In‘amiyya South Africa. I have
greatly benefitted from their valuable feedback and suggesstions and help with proof-reading.
May Allah reward them, and all others for their contributions and help.

ix
‫ِسم هللا اَْمحن اََْحَّم‬
‫حنمده و نصلي على رسوْه اْكَمي‬

FOREWORD

This is version 2.2 of the revised Tasheel al-Nahw, which in turn is an expanded translation of
the Urdu language primer of Arabic grammar, ‘Ilm al-Nahw by Mawlana Mushtaq Ahmad
Charthawali. Mawlana Charthawali’s primers for Nahw (Arabic grammar) and Sarf (Arabic
Morphology) are standard textbooks in Western madrasahs. The original English translation of
‘Ilm al-Nahw titled Tasheel al-Nahw was prepared by scholars from Madrasah Islamiyyah,
Benoni, South Africa. As great as that effort was, it suffered from several issues especially with
regards to language and clarity of the English and Arabic texts. In 2010, I decided to bring out
a revised edition of this translation to address these issues. During the course of this revision, I
consulted various grammar works including al-Nahw al-Wadih, Sharh ibn ‘Aqil, Mu‘jam al-
Qawa‘id al-‘Arabiyyah, and A Simplified Arabic Grammar. I completely revised some sections,
as well as a number of definitions. I also changed the organization in a way that I felt would
make it easier for students to understand how each section fits in the overall picture.

Since then, I have had a chance to teach this book many times and every such occasion has led
to further revisions and improvements. This latest version is vastly different from the original
edition that I published online in 2011. Many sections have been modified, some have been
completely revised, confusing sentences have been elaborated, more examples and exercises
have been added, including many from al-Nahw al-Wadih and Mu‘allim al-Insha’, and where
needed, the relevant al-Nahw al-Wadih section has been pointed out in the footnotes. These
footnotes are for the benefit of the teachers. The students can choose to ignore them. Lastly,
an appendix has been attached at the end, identifying Tasheel al-Nahw’s place in Nahw texts,
as well as suggesting a possible curriculum of classical Arabic studies.

This is a beginner-to-intermediate level text; therefore, I have not transliterated Arabic words
exactly, keeping in mind that most people at this stage will not be comfortable with Arabic
transliteration schemes. Rather, I have used approximate equivalents that are easier to read for
the untrained. Nevertheless, non-English words have been italicized to reflect their non-
English origin. The documentation in the foot-notes does not follow any particular academic
standard; rather, it has been kept simple for ease of students. It should also be noted that the
English equivalents of Arabic grammar terms are mere approximations. In some cases, they
convey the exact meaning. In many cases, they do not. The student is, therefore, urged to
focus on the original term in Arabic.

I would also like to point out that this is not a do-it-yourself text. First of all, it assumes some
prior knowledge of Arabic such as that acquired through studying Ten Lessons of Arabic and/or
Durus al-Lughah al-‘Arabiyyah vol. 1. Moreover, it needs to be studied with a teacher.

xi
However, it can be used as a revision text by those who have already studied Nahw using other
texts. It is respectfully suggested to the teachers of this text to also use al-Nahw al-Wadih (all
six volumes) as reference and for additional examples and exercises, as and when needed.
Moreover, it should also be pointed out that this is not an exhaustive text. It does not cover
every issue of Nahw, in brief or in detail. It is assumed that the student will be studying
relatively advanced Nahw texts (such as Hidayat al-Nahw or al-Nahw al-Wadih) after this to
round off his/her training of Nahw. The sample curriculum given in the appendix can be used
for that purpose.

To the best of my ability, I have tried to remove all errors. However, as is the case with all
human endeavors, there are bound to be some mistakes in it, and definitely, room for
improvement. Your comments, constructive criticism, and suggestions are all welcome. You
can contact me with your feedback at the email address given at the end.

I hope and pray that this latest version will be of benefit to the students. I also pray that Allah
Most High accepts this humble effort from all those who have contributed to it in any way,
and gives us the power to continue with more. I also request the readers and all those who
benefit from it in any way to remember me in their prayers.

And He alone gives success.

‫ي‬ ِ ‫وصلةى هللا تََ ٰتٰل ع ٰلى خ ِْي خلا ِق ِه سَِّ ِد ََن وموَْل ََن ُم ةمد ةوع ٰلى أِِْٰه وأَصحت ِِه أ ا‬
َ ‫َجََ ا‬ َ‫َ ا‬ َ َ ‫َ َ َا َ َ ََا‬ ََ
Aamir Bashir
Chicago, IL
26th Safar, 1438 (26th November, 2016)
E-mail: ainbay97@gmail.com

xii
َ‫اْلصطَلحاتَالعربية‬
ARABIC TERMS
َ

Approximate Equivalent English Term /


Arabic Term
Transliteration Description of the meaning
‫اِ اسم‬ ism Noun
‫فِ اَل‬ fi‘l Verb
‫ََح اَف‬ harf Particle
َ‫م َذ ةك‬ mudhakkar Masculine
‫م َؤنةث‬ mu’annath Feminine
‫اَحد‬ِ‫و‬
َ waahid Singular
ِ
ََُّ‫تَثان‬ tathniyah Dual
‫جَاع‬ jam‘ Plural
ُ‫ض ةم‬
َ dammah ‫ﹹ‬
ُ‫فَ ات َح‬ fathah ‫ﹷ‬
‫َك اسََة‬ kasrah ‫ﹻ‬
ُ‫ََحَََك‬ harakah
Short vowels, i.e., dammah ‫ﹹ‬, fathah ‫ﹷ‬, kasrah ‫ﹻ‬
ُ‫ ََحَََكت‬:‫جَاع‬ plural: harakaat

ُِ ‫َحَاوف اْاَِلة‬ huroof al-‘illah Long vowels i.e., ‫ ا – ي‬- ‫و‬

‫إِ اعََاب‬
These are the variations at the end of the word which
i‘raab
take place in accordance with the governing word.
‫تَان ِويان‬ tanween two fathahs (‫)ﹱ‬, two dammahs ( ‫) ﹲ‬, two kasrahs ( ‫) ﹴ‬
‫سك اون‬ sukoon ‫ﹿ‬
‫َستكِن‬ saakin A letter with sukoon
‫تَ اش ِدياد‬ tashdeed ‫ﹽ‬
‫م َشدةد‬ mushaddad A letter with tashdeed
ِ َ‫ف‬
‫تعل‬ faa‘il Subject i.e. the doer
Object i.e. the person or thing upon whom or which
‫َم افَ اول‬ maf‘ool
the work is done.
‫َع ِتمل‬
Governing word i.e. a word which causes i‘raab
‘aamil
change in the word(s) following it.

xiii
Approximate Equivalent English Term /
Arabic Term
Transliteration Description of the meaning
The governed word i.e. a word in which the i‘raab
‫َم اَم اول‬ ma‘mool
change occurred.
‫فِ اَل َم اََاوف‬
The active verb i.e. a verb whose doer is
fi‘l ma‘roof
known/mentioned.
‫فِ اَل َاَمه اول‬
The passive verb i.e. a verb whose doer is not
fi‘l majhool
known/mentioned.
The intransitive verb i.e. a verb which can be
‫فِ اَل َْل ِمم‬ fi‘l laazim
understood without a ‫ َم افَ اول‬.
The transitive verb i.e. a verb which cannot be fully
‫اَْا ِف اَل اْامتَ ََ ِد اي‬ fi‘l muta‘addi
understood without a ‫ َم افَ اول‬.
Definite noun. It is generally indicated by an ‫ال‬. For
‫َم اَ َِفَه‬ ma‘rifah
example, ‫ اَْابَ اَّت‬the house (a particular/specific house).
Indefinite noun. It is generally indicated by a tanween.
‫نَ ِكََة‬ nakirah
e.g. ‫ َِاَّت‬a house (any house).
It is a word which is in the state of ‫ َرفاع‬. It is generally
‫َم اَف اوع‬ marfoo‘
represented by a dammah on the last letter.
It is a word which is in the state of ‫صب‬
‫نَ ا‬. It is generally
‫َمانص اوب‬ mansoob
represented by a fathah on the last letter.
It is a word which is in the state of َ‫ج‬َ . It is generally
‫َاَمَاور‬ majroor
represented by a kasrah on the last letter.

xiv
CHAPTER 1

Section 1.1
َ‫ – اَلنَحَو‬Arabic Grammar
Definition:
Nahw is a science, which teaches us how to join a noun, verb or particle to form a correct
sentence, as well as what the ‫( إِ اعََاب‬condition) of the last letter of a word should be.

Subject Matter:
Its subject matter is ُ‫( َكلِ َم‬word) and ‫( َك َلم‬sentence).

Objective:
 The immediate objective is to learn how to read, write and speak Arabic correctly, and
to avoid making mistakes in this. For example, ‫ َمياد‬, ‫ َدار‬, ‫ل‬ ِ
َ ‫ َد َخ‬, and ‫ ف‬are four words. The
science of Nahw teaches us how to put them together to form a correct sentence.

 The mid-term objective is to use our Arabic skills to understand the Qur’an, Hadeeth,
Fiqh and other Islamic sciences, so that we can act upon them.

 The ultimate objective through the above is to gain the pleasure of Allah Most High.

1
Section 1.2
َ‫ – اَلَكَلَمَة‬The word
Any word uttered by humans is called a ‫َْ افظ‬. If it has a meaning, it is called ‫َم اوض اوع‬
(meaningful); and if it does not have any meaning, it is called ‫( م اه َمل‬meaningless).

In Arabic, ‫( َْ افظ َم اوض اوع‬meaningful word) is of two types: ‫ م افََد‬and ‫مَةكب‬.


َ
1. ‫ – م افََد‬Single: It is a single word such as ‫( كِتَتب‬book). Such a word is also called ُ‫ َكلِ َم‬.
2. ‫ – مَةكب‬Compound: It is a group of two or more words, which may form a complete or
َ
an incomplete sentence such as ‫( طَتِْب ذَكِي‬intelligent student) or ‫( اَْطةتِْب ذَكِي‬The
student is intelligent.).

Types of َ‫كلمة‬
There are three types of ُ‫ َكلِ َم‬:
1. ‫( اِ اسم‬noun)
2. ‫( فِ اَل‬verb)
3. ‫َح اَف‬
َ (particle)
َ‫ – اسم‬Noun:
 Classical definition: It is a ُ‫ َكلِ َم‬whose meaning can be understood without the need to
combine it with another word, and it does not have a tense.1

 Modern definition: It is the name of a person, place or thing.2

Examples: ‫َرجل‬ a man


‫اَْابَ اَّت‬ the house
Notes:
 Since this textbook is designed for classical Arabic; therefore, throughout the rest of the
book, ‫ اِ اسم‬will be used in the sense of its classical definition.

 An ‫ اِ اسم‬can never have a ‫( تَ ان ِويان‬tanween) and an ‫ ال‬at the same time.

‫ن ِف نَ اف ِس َهت َغ َْي م اق َِتن َِزَمتن فَ ِه َي‬ ِ


Ibn ‘Aqil expresses this is as follows: ‫اسم‬
‫ا‬ ‫اَْا َكل َمُ إِ ان َدْة ا‬. See ‘Abdullah ibn ‘Aqil,
ً َ‫ت َعلَى َم ا‬
1

Sharh ibn ‘Aqil ‘ala Alfiyyat ibn Malik (Cairo: Dar al-Turath, 1980), vol. 1, 15.
2
This is the definition given in al-Nahw al-Wadih. The Arabic reads: ‫ كل َْ افظ ي َس ٰمى ِِه إِنا َستن أ اَو ََحََّ َوان أ اَو نَبَتُ أ اَو‬:‫اَاِْل اسم‬
ََ‫آخ‬
َ ‫ َجَتد أ اَو أَي َش اىء‬. See ‘Ali al-Jaarim & Mustafa Ameen, al-Nahw al-Wadih li al-Madaris al-Ibtida’iyyah (Cairo:
Dar al-Ma‘arif, n.d.), vol. 1, 16.

2
َ‫ – فعل‬Verb:
 Classical definition: It is a ُ‫ َكلِ َم‬whose meaning can be understood without the need to
combine it with another word, and it has one of the three tenses: past, present, or future.3

 Modern definition: It denotes an action.4

Examples: ‫ب‬
َ ََ‫ض‬
َ He hit. ََ‫ص‬
َ َ‫ن‬ He helped.

Notes:
 Since this textbook is designed for classical Arabic; therefore, throughout the rest of the
book, ‫ فِ اَل‬will be used in the sense of its classical definition.

 A ‫ فِ اَل‬can never have a ‫( تَ ان ِويان‬tanween) or an ‫ال‬.

َ‫ – حرف‬Particle:
It is a ُ‫ َكلِ َم‬whose meaning cannot be understood without joining an ‫ اِ اسم‬or a ‫ فِ اَل‬or both to it.
e.g. ‫( ِم ان‬from)
‫( َع ٰلى‬on top)

EXERCISES

1. State with reason whether the following words are ‫ اِ اسم‬، ‫ فِ اَل‬or ‫َح اَف‬
َ.
i. ‫س‬َ َ‫َجل‬ (He sat.) iii. ‫ِانت‬ (girl)
ii. ‫َو‬ (and) iv. ََ‫َك َس‬ (He broke.)

2. Find the meaning and the plural of the following ‫َسَتء‬


‫ أ ا‬using a dictionary.
i. ‫قَلَم‬ iii. ‫كِتَتب‬
ii. ‫صل‬ ‫فَ ا‬ iv. ‫َسب اوَرة‬

3
See Sharh ibn ‘Aqil, vol. 1, 15.
4
See al-Nahw al-Wadih, Ibtida’iyyah, vol. 1, 16.

3
Section 1.3

َ‫ – أقسامَاْلَسَم‬Types of ism
‫ اِ اسم‬is of three types:
1. ‫تمد‬ ِ ‫ – ج‬Primary ism: It is an ‫ اِسم‬which is neither derived from another word nor is any
َ ‫ا‬
word derived from it.
e.g. ‫فَ ََس‬ horse ‫ِانت‬ girl
2. ‫ص َدر‬ ِ
‫ – َم ا‬Root ism: It is an ‫ ا اسم‬from which many words are derived.
e.g. ‫ض اَب‬
َ to hit َ‫ص‬‫ نَ ا‬to help
3. ‫شتَق‬ ِ
‫ – م ا‬Derived ism: It is an ‫ ا اسم‬which is derived from a ‫ص َدر‬
‫ َم ا‬.
e.g. ‫ضت ِرب‬
َ hitter ‫ َمانص اور‬one who is helped

َ‫ – أقسامَ الَفَعَل‬Types of fiʿl


‫ فِ اَل‬is of four types:
1. ‫تضي‬ ِ
‫ اَْا َم ا‬Past tense e.g. ‫ب‬
َ ََ‫ض‬
َ He hit.
2. ‫ضت ِرع‬ َ ‫ اَْام‬Present and Future tense e.g. ‫ض َِب‬
‫يَ ا‬ He is hitting or will
hit.
ِ
3. َ‫اَالَ ام‬ Positive Command/ e.g. ‫ض َِ ا‬
‫ب‬ ‫اا‬ Hit!
Imperative
4. ‫اَْنة اهي‬ Negative Command/ e.g. ‫ض َِ ا‬
‫ب‬ ‫َْل تَ ا‬ Don’t hit!
Prohibitive

َ‫ – أقسامَالَرَف‬Types of particle
‫ ََح اَف‬is of two types:
1. ‫تمل‬ ِ ‫ – ع‬Causative Particle: It is a ‫ َحَف‬which causes ‫ إِعَاب‬change in the word after it.
َ ‫َا‬ َ‫ا‬
e.g. ِ ِ
‫ َمياد ِف اْا َم اسجد‬Zayd is in the mosque.
2. ‫تم ِل‬ ِ َ‫ – َغْي اْا‬Non-Causative: It is a ‫ َحَف‬which does not cause ‫ إِعَاب‬change in the word after
َ ‫ا‬ ‫َا‬ َ‫ا‬
it.
e.g. ‫ثة‬ then ‫َو‬ and

4
EXERCISES
1. Correct the following words (stating a reason) and give their meanings.

i. ‫اَْابَ اَّت‬ iii. ‫اَْا َوَرق‬


ii. ‫اَْا َفتَ َح‬ iv. ‫َِسع‬

2. Find the meanings and the plurals of the following isms using a dictionary.

i. ‫ِ استَتن‬ iii. ‫َبب‬


ii. َ‫قَ َم‬ iv. ‫َك الب‬

3. Translate the following sentences, and identify the different types of fiʿls in them.

i. ‫تك‬َ ‫فَتَ َح َختِْد ِن اْشبة‬ iii. ًَُْ‫ب ِر َست‬


‫ا اكت ا‬
ُِ ‫َمحَد ِف اْا َم اد َر َس‬
‫يَ ادرس أ ا‬ ‫تب‬ ِ َ ِْ‫َْل تَ اقَأا ٰذ‬
ii. iv. َ َ‫ك اْاكت‬ َ

5
Section 1.4
َ‫ – اْلملَوَالمركبات‬Sentences and phrases

‫ مََةكب‬is of two types: ‫ مََةكب م ِفاَّد‬and ‫مََةكب َغ اْي م ِفاَّد‬.


 ‫ مَةكب م ِفاَّد‬is also called ‫مَةكب ََتم‬, ‫ جالَُ م ِفاَّ َدة‬and ‫ َك َلم ََتم‬. It is a complete sentence. Often, it
َ َ
is just called ‫ َك َلم‬.
 ‫ مَةكب َغ اْي م ِفاَّد‬is also called ‫مَةكب ََنقِص‬, ‫ جالَُ َغ اْي م ِفاَّ َدة‬and ‫ َك َلم ََنقِص‬. It is an incomplete
َ َ
sentence.
From now on, when I use “sentence,” I will be referring to a complete sentence; and when I
use “phrase,” I will be referring to an incomplete sentence.

Types of sentences
There are two types of sentences:
َِ ‫جالَُ َخ‬: It is a sentence which has the possibility of being true or false.
A. ُ‫َبية‬

B. ُ‫شتئَِّة‬
َ ‫جالَُ إِنا‬: It is a sentence which does not have the possibility of being true or false.

Section 1.4.1
َ‫أقسامَاْلملةَاْلبَية‬

ُ‫ جالَُ َخ ََِبية‬is of two types:


1. َ‫ – جَلَةََاَسَيَةََخَبَيَة‬Nominal sentence:

Definition: It is a sentence which begins with an ‫اِ اسم‬.

 The second part of the sentence can be an ‫ اِ اسم‬or a ‫فِ اَل‬.


 The first part of the sentence is called ‫( ماب تَ َدأ‬subject) or ‫سنَد إَِْاَّ ِه‬
‫( م ا‬the word about which
information is being given).
 The second part of the sentence is called ‫خ ََب‬ َ (predicate) or ‫( م اسنَد‬the word giving the
information).
The ‫ ماب تَ َدأ‬is generally َُ‫ َم اَ َِف‬and the ‫خ ََب‬ ِ
 َ generally ‫نَكََة‬.
 Both parts (‫ ماب تَ َدأ‬and ‫خ ََب‬
َ ) are ‫ َم اَف اوع‬.

Sentence Analysis

َ‫نظيَف‬ َ‫ الَب يَت‬The house is clean.


ُ‫َخ ََب = جالَُ اِ اِسَّةُ َخ ََِبية‬ + ‫ماب تَ َدأ‬

6
Note: A sentence may have more than one ‫خ ََب‬.
َ
Sentence Analysisَ

َ‫قوي‬ َ‫طويل‬ َ‫ الرجَل‬The man is tall and strong.


ُ‫ = جالَُ اِ اِسَّةُ َخ ََِبية‬2 ‫ َخ ََب‬+ 1 ‫ َخ ََب‬+ ‫ماب تَ َدأ‬

2. َ‫ – جَلَةََفعليةَخَبَيَة‬Verbal sentence:

Definition: It is a sentence which begins with a ‫فِ اَل‬.

 The first part of the sentence is called ‫ فِ اَل‬or ‫سنَد‬


‫م ا‬.
ِ َ‫ ف‬or ‫ مسنَد إََِّْ ِه‬and is always ‫مَف وع‬.
 The second part of the sentence is called ‫تعل‬ ‫ا ا‬ ‫َا ا‬

Sentence Analysis

َ‫زيد‬ َ‫ جلس‬Zayd sat.


ُ‫تعل = جالَُ فِ اَلَِّةُ َخ ََِبية‬
ِ َ‫ف‬ + ‫فِ اَل‬

Note: In the above example, the ‫ فِ اَل‬is ‫اْل ِمم‬


‫ اَْا ِف اَل ة‬i.e. it is a ‫ فِ اَل‬whose meaning can be
understood without a ‫ َم افَ اول‬.

Note: If the ‫ فِ اَل‬is ‫ي‬ ِ ِ ِ


‫ اَْاف اَل اْامتَ ََد ا‬i.e. a ‫ ف اَل‬whose meaning cannot be fully understood without a
‫ َم افَ اول‬, then a ‫ َم افَ اول‬will be added and it will be ‫ َمانص اوب‬.
Sentence Analysis

َ‫السماء‬ َ
‫للا‬ َ‫خلق‬ Allah created the sky.
ُ‫= جالَُ فِ اَلَِّةُ َخ ََِبية‬ ‫َم افَ اول‬ ِ َ‫ف‬
+ ‫تعل‬ + ‫فِ اَل‬

EXERCISES5
1. Translate, fill in the i‘raab, and analyze the following sentences.

i. َ‫املَلم َحتض‬ ii. ‫اْبستتن جَّل‬ iii. ‫فتح ُممدن اْبتب‬


iv. ُ‫املدرسُ كبْية نظَّف‬ v. ‫وقف اَْجل‬ vi. ‫اَْجل وقف‬

2. What is the difference between (v) and (vi) above?

5
For more examples and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 1, 11-19 & 36-46.

7
Section 1.4.2
َ‫ جَلَةََإَنَشَائَيَة‬is of ten types:

َ‫اَالَ ام‬ e.g. ‫ض َِب‬ ِ


1. Positive Command
‫اا ا‬ Hit!
‫اَْنة اهي‬ e.g. ‫ض َِب‬
2. Negative Command
‫َْل تَ ا ا‬ Don’t Hit!
3. ‫ اَاِْل استِ اف َهتم‬Interrogative e.g. ‫هل ضَب ميد؟‬
‫َ ا َ َ َ َا‬
Did Zayd hit?
‫اَْتة َم ِ ان‬ ِ
!‫تب َعتئد‬
َ َ‫ت اْشةب‬
َ َّ‫َْا‬
4. Desire e.g. I wish youth would
return.
Note: ‫ت‬ َ َّ‫ َْا‬is generally used for something unattainable.
5. ‫اَْ ةَتِج اي‬ Hope e.g. ‫اْل امتِ َحت َن َس اهل‬
ِ‫ََْ ةل ا‬
َ
Hopefully, the
examination will be easy.
Note: ‫ل‬
‫ َْ ََ ة‬is generally used for something attainable.
6. ‫اَْنِ َداء‬ Exclamation e.g. !‫ََي اَلل‬ O Allah!
e.g. ‫ك ِدي نَترا؟‬ ِ ِ
‫اَْا ََ اَض‬ ً ‫أََْل َتاتاَّ ِ ان فَأ اعطََّ َ ا‬
7. Request/Offer Will you not come to me
so that I may give you a
dinar?
Note: ‫ اَْا ََ اَض‬is a mere request; no answer is anticipated.

8. ‫اَْا َق َسم‬ Oath e.g. !ِ‫َوهللا‬ By Allah!


9. ‫اَْتة َجب‬ Amazement e.g. !‫مت أََحسن مي ًدا‬ How good Zayd is!
َ ‫َ ا َ َ َا‬
10. ‫اَْاَقود‬ The seller says ‫تب‬ ِ ِ
َ َ‫ – اَت ٰه َذا اْاكت‬I sold this book.
Transaction e.g.
‫ا‬
and the buyer says ‫تياته‬ ِ
ََ ‫ – ا اش‬I bought it.
َِ ‫ َخ‬. However, Islamic law recognizes them as
Note: The sentences for ‫ اَْاَق اود‬are in reality ُ‫َبية‬
ُ‫ إِنا َشتئَِّة‬with respect to all contracts, and requires that they (past tense verbal sentences) be
used to convey definiteness.

Sentence Analysis:
‫زيد؟‬ َ‫ضرب‬ َ‫هل‬ Did Zayd hit?
ُ‫تعل = جالَُ إِنا َشتئَِّة‬
ِ َ‫ف‬ + ‫ فِ اَل‬+ ‫اْل استِ اف َه ِتم‬
ِ‫َحَف ا‬
‫َا‬

EXERCISE
1. State what type of ُ‫شتئَِّة‬
َ ‫ جالَُ إِنا‬are the following sentences.
ِ َ ِِ‫َي إ‬
i. !‫اهاَّم‬ iii. ‫ك؟‬
َ‫َ ا‬ َ ْ‫ف ََحت‬ َ َّ‫َكا‬
ِ
ii. ‫اسَ اع‬ iv. ‫َْل تَ ادخ ال‬

8
Section 1.4.3
َ‫ أقسامَالَمَرَكَبََالنَاقَص‬- Types of phrases

Phrases are of five types:


1. ‫َي‬
َ‫ – الَمَرَكَبََالتَوَصَيَف ي‬Descriptive phrase:6 It is a phrase in which one word describes the other.
 ِ.
The describing word is called ُ‫ص َف‬
 The object being described is called ‫ َم اوص اوف‬.
 ِ must correspond in four things:
The ‫ َم اوص اوف‬and ُ‫ص َف‬
1. ‫إِ اعََاب‬.
2. Gender i.e. being masculine or feminine.
3. Number i.e. being singular, dual or plural.
4. ِ َ‫ن‬.
Being َُ‫ َم اَ َِف‬or ‫كََة‬

For example,
َ‫صالح‬ َ‫رجل‬ a righteous man
ُ‫ِص َف‬ ‫َم اوص اوف‬

َ‫العاقلة‬ َ ‫ا لبن‬
‫ت‬ the intelligent/wise girl
ُ‫ِص َف‬ ‫َم اوص اوف‬

2. َ‫َاف‬
‫ – الَمَرَكَبَ َالَض ي‬Possessive phrase: It is a phrase in which the first word (‫ضتف‬ َ ‫ )م‬is
attributed to the second one (‫ضتف إَِْاَّ ِه‬
َ ‫)م‬. In some cases, this means that the second word
owns or possesses the first.
 The ‫ضتف‬ َ ‫ م‬never gets an ‫ ال‬or a ‫تَان ِويان‬.
 The ‫ضتف إَِْاَّ ِه‬
َ ‫ م‬is always ‫ َاَمَاور‬.
e.g.
‫زي َد‬ َ ‫كت‬
‫اب‬ Zayd’s book
‫ضتف إَِْاَّ ِه‬ َ‫م‬ ‫ضتف‬
َ‫م‬
The ‫ إِ اعََاب‬of the ‫ضتف‬ ِ
 َ ‫ م‬will be according to the ‫ َعتمل‬governing it. For example,
َ‫زيد‬ َ‫كتاب‬ َ‫وجدتي‬ I found Zayd’s book.
‫ضتف إَِْاَّ ِه‬
َ‫م‬ ‫ضتف‬
َ‫م‬

‫َم افَ اول ِِه‬ ‫فِ اَل َم َع فَتعِلِ ِه‬

6
For more examples and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 1, 82-86.

9
Notes:
ِ
َ ‫ م‬and ‫ضتف إَِْاَّه‬
1. Sometimes many ‫ضتف‬ َ ‫ م‬are found in a single phrase. For example,
‫الرج َل‬ َ‫ب يت‬ َ‫َبب‬ the door of the man’s house
‫ضتف إَِْاَّ ِه‬
‫ضتف‬ ِ
َ ‫ضتف إَِْاَّه َوم‬
َ‫م‬ َ‫م‬ ‫ضتف‬ َ‫م‬
ِ ِ
َ ‫ م‬has a ُ‫ص َف‬, then it should come immediately after the ‫ضتف إَِْاَّه‬
2. If the ‫ضتف‬ َ ‫ م‬with an ‫ال‬
and should have the same ‫ إِ اعََاب‬as that of the ‫ضتف‬
َ ‫م‬. For example,
َ‫اْلديد‬ َ ‫الب ي‬
‫ت‬ َ‫َبب‬ the new door of the house
ِ ‫ِص َفُ اْامضت‬
‫ف‬ ‫ضتف إَِْاَّ ِه‬
َ َ‫م‬ ‫ضتف‬
َ‫م‬
3. If the ‫ضتف إَِْاَّ ِه‬ ِ ِ
َ ‫ م‬has a ُ‫ص َف‬, then it should come immediately after the ‫ضتف إَِْاَّه‬
َ ‫م‬, and
should correspond to it (‫ضتف إَِْاَّ ِه‬ َ ‫ )م‬in the four aspects mentioned earlier. For example,
َ‫اْلديد‬ َ‫الب يت‬ َ‫َبب‬ the door of the new house

ُ‫ِص َف‬ ‫َم اوص اوف‬

‫ضتف إَِْاَّ ِه‬


َ‫م‬ ‫ضتف‬
َ‫م‬

3. ‫ي‬ َ ‫ – الَمَرَكَبََالَش‬Demonstrative phrase: It is a phrase in which one ‫ال َش َترةِ( اِ اسم‬


َ‫َار ي‬ ِ‫ )اِ اسم ا‬points
towards another ‫شتر إَِْاَّ ِه( اِ اسم‬
َ ‫)م‬.
 The ‫شتر إَِْاَّ ِه‬
َ ‫ م‬must have an ‫ال‬.
e.g. ‫الرج َل‬ ‫ٰهذا‬ This man
‫م َشتر إَِْاَّ ِه‬ ِ ِ
ِ‫ال َشترة‬
َ ‫ا اسم ا‬
Note: If the ‫شتر إَِْاَّ ِه‬
َ ‫ م‬does not have an ‫ال‬, it would be a complete sentence.
e.g. َ‫رجل‬ ‫ٰهذا‬ This is a man.
ُ‫= جالَُ اِ اِسَّة‬ ‫َخ ََب‬ + ‫ماب تَ َدأ‬

4. ‫ي‬
َ‫َالَمَرَكَبََالَعَدَدَ ي‬/َ‫َي‬
‫ – َالَمَرَكَبََالَبَنَائ ي‬Numerical phrase: It is a phrase in which two numerals are
joined to form a single word (number).
 A ‫َح اَف‬
َ originally linked the two.
e.g. ََ‫( أَ ََح َد َع َش‬eleven) It was originally َ‫ش‬
‫أَ ََحد َو َع ا‬.
 This phrase is found only in numbers 11-19.
e.g. ََ‫( أَ ََح َد َع َش‬11), ََ‫( اِثانَت َع َش‬12), ََ‫ث َع َش‬
َ ‫( ثََل‬13), … ََ‫( تِ اس َع َع َش‬19).

10
Both parts of this phrase will always be ‫ َم افت اوح‬except the number 12 (ََ‫ش‬ ِ
 َ ‫)اثانَت َع‬.
e.g. ‫َجتءَ أَ ََح َد َع َشََ َرج ًل‬ (‫َحتَُْ اْ ةَفا ِع‬
َ) ‫َرأَيات أَ ََح َد َع َشََ َرج ًل‬ ِ‫ص‬
(‫ب‬ ‫) ََحتَُْ اْنة ا‬
Eleven men came. I saw eleven men.

‫اْلََِ) َمََارُ ِبَ ََح َد َع َشََ َرج ًل‬


‫( ََحتَُْ ا‬
I passed by eleven men.

 As for number 12, its second part is always ‫ َم افت اوح‬while the first part changes. Thus, in
‫ ََحتَُْ اْةَفا ِع‬, it is written as ََ‫اِثانَت َع َش‬, with an ‫ ا‬at the end of the first part. However, in َُْ‫ََحت‬
ِ‫ص‬
‫ب‬ ‫ ََحتَُْ ا‬, the first part is given a ‫ ي‬in place of the ‫)اِثا َ ان َع َشََ( ا‬.
‫ اْنة ا‬and ََِ‫اْل‬
e.g. ‫َجتءَ اِثانَت َع َشََ َرج ًل‬ (‫َحتَُْ اْ ةَفا ِع‬
َ) ‫َرأَيات اِثا َ ان َع َشََ َرج ًل‬ ِ‫ص‬
(‫ب‬ ‫) ََحتَُْ اْنة ا‬
Twelve men came. I saw twelve men.

‫َمََارُ ِبِثا َ ان َع َشََ َرج ًل‬ (ََِ‫اْل‬


‫) ََحتَُْ ا‬
I passed by twelve men.

5. َ‫َكَبَ َمَنَعََالصَرَف‬
‫ – الَمَر‬Indeclinable phrase: It is a phrase in which two words are joined to
form a single word.
 The first part of this phrase is always ‫ َم افت اوح‬.
 ِ ‫ع‬.
The second part changes according to the ‫تمل‬ َ
Examples:
1. ُ‫ضَََم او‬
َ ‫ ََح‬is the name of a region in Yemen. It is composed of two words ََ‫ض‬
َ ‫ ََح‬and ُ‫ َم او‬.
ََ‫ض‬ ِ ِ
َ ‫ ََح‬is a ‫ف اَل‬, which means “he/it was present” and ُ‫ َم او‬is an ‫ا اسم‬, which means “death.”
Thus, literally, ُ‫ضَََم او‬َ ‫ ََح‬means “[a place where] death was present.”
2. ‫ َِ اَلَبَك‬is a city in Lebanon. It is composed of two words ‫ َِ اَل‬and ‫ك‬
‫َِ ة‬. ‫ َِ اَل‬was the name
of an idol and ‫ك‬ ‫ َِ ة‬was the name of a king.

Note: The above mentioned various types of phrases/incomplete sentences form part of a
complete sentence.

Example 1 َ‫الَمي‬ َ‫التاجر‬ َ‫ربَح‬ The trustworthy/honest trader


gained profit.
ُ‫ِص َف‬ + ‫َم اوص اوف‬

ُ‫= جالَُ فِ اَلَِّةُ َخ ََِبية‬ ِ َ‫ف‬


‫تعل‬ + ‫فِ اَل‬

11
‫‪Example 2‬‬ ‫مرف وعَ‬ ‫فاعلَ‬ ‫ك يلَ‬ ‫‘‪Every faa‘il is marfoo‬‬
‫‪and every maf‘ool is‬‬
‫منصوبَ‬ ‫مفعولَ‬ ‫ك يلَ‬ ‫َو‬
‫‪mansoob.‬‬
‫ضتف إَِْاَّ ِه‬
‫ضتف ‪ +‬م َ‬
‫مَ‬

‫= جالَُ اِ اِسَّةُ َخ ََِبيةُ‬ ‫َخ ََب‬ ‫‪+‬‬ ‫ماب تَ َدأ‬

‫‪Example 3‬‬ ‫الكتابَ‬ ‫ٰهذا‬ ‫اشَتيتَ‬ ‫‪I bought this book.‬‬


‫اِ اسم اِ‬
‫ال َش َترةِ ‪ +‬م َشتر إَِْاَّ ِه‬

‫= جالَُ فِ اَلَِّةُ َخ ََِبيةُ‬ ‫َم افَول‬ ‫فِ اَل َم َع فَتعِلِ ِه ‪+‬‬

‫‪Example 4‬‬ ‫أَرب عَةََعشرََرج اَلَ‬ ‫‪ Fourteen men came.‬ج َ‬


‫اء‬
‫= جالَُ فِ اَلَِّةُ َخ ََِبيةُ‬ ‫فَ ِ‬
‫تعل‬ ‫فِ اَل ‪+‬‬

‫‪Example 5‬‬ ‫ب عَلَبُّيَ‬ ‫‪ٰ This is Ba‘labakk.‬هذهَ‬


‫= جالَُ اِ اِسَّةُ َخ ََِبيةُ‬ ‫َخ ََب‬ ‫ماب تَ َدأ ‪+‬‬

‫‪12‬‬
EXERCISES

1. Translate, fill in the ‫ إِ اعََاب‬and analyze the following phrases.

i. ‫سَّترة اَْجل‬ v. ُ‫اْوردة اْلمَّل‬


ii. َ‫أرِع عش‬ vi. ‫قلم رخَّص‬
iii. ُ‫بب فصل املدرس‬ vii. ‫مَديكَب‬
iv. ‫قلم اَْجل اْطويل‬ viii. ‫ذْك اْكتتب‬

2. What is the difference between the following phrases/sentences?

i. ‫غ َلم َعتقِل‬ and ‫غ َلم َعتقِل‬


ii. ُ‫هذه تفتَح‬ and ُ‫هذه اْتفتَح‬
iii. ‫َنفذة اْسَّترة اْكبْية‬ and ِ‫َنفذة اْسَّترة اْكبْية‬
iv. ‫اْثوب نظَّف‬ and ‫اْثوب اْنظَّف‬

3. Correct the following and state the reason(s).

i. ‫َوَْد اْقبَّح‬ ِ
iii. ُ‫املدرس‬ ‫املَلم‬
ii. ‫اَْجلن اْطويل‬ iv. َِ ‫مثتنَُّ َع َش‬

4. Translate, fill in the ‫ إِ اعََاب‬and analyze the following.

i. ‫بب فضل قَّتم َّْلُ اْقدر‬

13
Section 1.4.4
Additional notes about َ‫جَلَةََاَسَيَة‬
1. Sometimes, the ‫خ ََب‬
َ is not mentioned, in which case it will be regarded as hidden (‫)م َقدةر‬.
7

e.g. ‫اَاِل َمتم ِف اْا َم اس ِج ِد‬ The Imam is in the mosque.

َ‫المسجد‬ َ
‫ف‬ ]َ‫[حَاضَر‬ َ‫الَمام‬
‫َاَمَاور‬ + َ‫ََح اَف َج‬

ُ‫= جالَُ اِ اِسَّةُ َخ ََِبية‬ ‫متَ ََلِق ِب اْلَاَِب‬ + ‫َخ ََب م َق ةدر‬ + ‫ماب تَ َدأ‬

2. The ‫خ ََب‬
َ can be a complete sentence.
Example 1: ‫َمياد أَِ اوه َع ِتَل‬ Zayd’s father is knowledgeable.

َ‫عال‬ ‫أب وَه‬ َ‫زيد‬


‫ضتف إَِْاَّ ِه‬
َ ‫ م‬+ ‫ضتف‬
َ‫م‬

ُ‫جالَُ اِ اِسَّةُ َخ ََِبية‬ = ‫َخ ََب‬ + ‫ماب تَ َدأ‬

ُ‫جالَُ اِ اِسَّةُ َخ ََِبية‬ = ‫َخ ََب‬ + ‫ماب تَ َدأ‬

Example 2: ‫َمياد أَ َك َل اْطة ََ َتم‬ Zayd ate the food.

َ‫الطعَام‬ َ‫أكل‬ َ‫زيد‬


ُ‫جالَُ فِ اَلَِّةُ َخ ََِبية‬ = ‫ َم افَ اول‬+ ‫فِ اَل َم َع فَتعِلِ ِه‬

ُ‫جالَُ اِ اِسَّةُ َخ ََِبية‬ = ‫َخ ََب‬ + ‫ماب تَ َدأ‬

EXERCISE

1. Translate, fill in the ‫ إِ اعََاب‬and analyze the following sentences.


i. ‫اْقلم ف اْفصل‬ ii. ‫اْثور حيَث الرض‬

7
However, generally, to simplify matters, the ‫ متَ ََلِق‬is taken to be the ‫ َخ ََب‬. See Mawlana Hasan Dockrat, A
Simplified Arabic Grammar (Azaadvillle: Madrasa Arabia Islamia, 2003 ), 37.

14
‫‪Summary‬‬
‫َْافظ‬

‫َم اوض اوع‬ ‫م اه َمل‬

‫م افََد‬ ‫مََةكب‬

‫اِ اسم‬ ‫فِ اَل‬ ‫ََحاَف‬ ‫جالَُ م ِفاَّ َدة‬ ‫جالَُ َغ اْي م ِفاَّ َدة‬

‫َج ِتمد‬ ‫َمتض‬ ‫َع ِتمل‬ ‫مََةكب تَ او ِصاَّ ِفي‬

‫ص َدر‬
‫َم ا‬ ‫ضت ِرع‬
‫مَ‬ ‫َغ اْي اْا ََ ِتم ِل‬ ‫مََةكب إِ َ‬
‫ض ِتف‬

‫م اشتَق‬ ‫أ اَمَ‬ ‫مََةكب إِ َشت ِري‬


‫جالَُ إِنا َشتئَِّةُ‬ ‫جالَُ َخ ََِبيةُ‬
‫ََناي‬ ‫مََةكب ِنَتئِي‬

‫صَ ِ‬
‫ف‬ ‫مََةكب َمانع اْ ة ا‬

‫جالَُ فِ اَلَِّةُ‬ ‫جالَُ اِ اِسَّةُ‬

‫تَ ََجب‬ ‫َعاَض‬ ‫تَ ََِج اي‬ ‫اِ استِ اف َهتم‬ ‫أ اَمَ‬
‫عق اود‬ ‫قَ َسم‬ ‫نِ َداء‬ ‫َتََِ ان‬ ‫ََناي‬

‫‪15‬‬
Section 1.5

َ‫ – عََلَمَاتََاْلَسَم‬Signs of an ism:َ
1. It is preceded by an ‫ال‬. e.g. ‫اَْ ةَجل‬ the man
2. It accepts َ‫ج‬
َ. e.g. ‫اْلَ ِديا ِد‬
‫ت َميا ِد ِن ا‬
ِ َّ ِ ‫ ِف‬in Zayd’s new house
‫ا َا‬
3. There is ‫ تَ ان ِوين‬on the last letter. e.g. ‫َرجل‬ a man
4. It ends with a round ‫ة‬. e.g. ُ‫َكلِ َم‬ a word
5. It is a dual )ََُِّ‫(تَثان‬.8 e.g. ‫َرج َل ِن‬ two men
6. It is a plural )‫(جَاع‬. e.g. ‫جتل‬َ ‫ِر‬ men
7. It is a ‫سنَد إَِْاَّ ِه‬ ِ
‫ ماب تَ َدأ) م ا‬or ‫(فَتعل‬. e.g. ‫اَْ ةَجل قَ ِوي‬ The man is strong.
e.g. ‫جلَس َمياد‬
َ Zayd sat.
َ
8. It is ‫ضتف‬
َ ‫م‬. e.g. ‫كِتَتب مياد‬
ِ book of Zayd
9. It is ‫ َم اوص اوف‬. e.g. ‫َرجل طَ ِويال‬ tall man
10. It is ‫منَتدٰى‬. e.g. ‫ََي َرجل‬ O man!
11. It is َ‫صغة‬
َ ‫م‬. e.g. ‫ر َجاَّل‬ a little man
12. It is ‫ َمانس اوب‬. e.g. ‫َم ِكي‬ a Makkan

َ‫ – عََلَمَاتََالَفَعَل‬Signs of a fiʿl:
1. It is preceded by ‫قَ اد‬. e.g. ‫ج‬
َ ََ‫قَ اد َخ‬ He has gone out.
2. It is preceded by ‫س‬
َ. e.g. ‫خَج‬ ‫َسََّ ا‬ He will soon go out.
3. It is preceded by ‫ف‬
َ ‫ َس او‬. e.g. ‫ف ََياَج‬
َ ‫َس او‬ He will go out after a while.
4. It is preceded by ‫ج ازم‬
َ ‫ ََح اَف‬. e.g. ‫ج‬
‫ََلا ََياَ ا‬ He did not go out.
5. It is preceded by ‫صب‬
‫ ََح اَف نَ ا‬. e.g. ‫ج‬
َ َ‫َْ ان ََيا‬ He will never go out.
6. It has a hidden ‫ض ِم اْي‬
َ. e.g. ‫ج‬
َ ََ‫َخ‬ He went out.
7. It is an imperative )َ‫( اأم‬. e.g. ‫ج‬
‫ا اخَ ا‬ Go out.
8. It is a prohibitive )‫( ََناي‬. e.g. ‫ج‬
‫َْل ََتاَ ا‬ Do not go out.
9. It has taa saakin (ُ
‫ ) ا‬at the end. e.g. ‫ت‬
‫أَ َكلَ ا‬ She ate.

َ‫ – عََلَمَةََالَرَف‬Sign of a particle:
That word which has no sign of an ‫ اِ اسم‬or a ‫ فِ اَل‬is a particle (a particle has no sign of its own).

8
A ‫ فِ اَل‬is said to be dual or plural with respect to its doer )‫تعل‬
ِ َ‫(ف‬. The action is one. Thus, duality and plurality are
signs of an ‫ اِ اسم‬and not a ‫فِ اَل‬.

16
Section 1.5.1
General notes

1. The indefiniteness of an ‫ اِ اسم‬is indicated by a ‫تَ ان ِوين‬. Such an ‫ اِ اسم‬is called ‫كََة‬
ِ َ‫ن‬.
e.g. ‫َِاَّت‬ a house (any house)

2. The definiteness of an ‫ اِ اسم‬is indicated by an ‫ال‬. Such an ‫ اِ اسم‬is called َُ‫ َم اَ َِف‬.
e.g. ‫اَْابَ اَّت‬ the house (a specific house)

3. An ‫ اِ اسم‬can never have a ‫ تَ ان ِوين‬and an ‫ ال‬at the same time.


e.g. ‫ اَْابَ اَّت‬is incorrect.

4. When the last letter of a word and the first letter of the following word have ‫)ﹿ( سكون‬, it is
called ‫ي‬ِ ‫( اِ اجتِمتع اْ ةستكِنَ ا‬the meeting of two sukoons). In this case, the first sukoon is generally
َ
changed to a kasrah.
e.g. ‫ت اْابِانت‬ ِ . The ‫ َهازة اْاوص ِل‬before the ‫ ل‬is not pronounced.
َ will become ‫ضَََِت اْابِانت‬
‫ضَََِ ا‬ َ ‫َ َا‬
In some cases, the first sukoon is changed to a fathah.
e.g. ‫تب ِن‬ ِ ِ ِ
َ ََّ‫( م ان اْا‬from Japan) becomes ‫م َن اْاََّ َتبن‬.
In some cases, the first sukoon is changed to dammah.
e.g. ‫س‬ ِ ِ
َ ‫( فَه امت ام اْد اةر‬you understood the lesson) becomes ‫س‬
َ ‫فَه امتم اْد اةر‬.

5. When an ‫ ال‬appears before an ‫ اِ اسم‬which begins with a letter from ُ‫ش ام ِسَّة‬
‫( اَ الَوف اْ ة‬sun
letters) then the ‫ ل‬of ‫ ال‬must not be pronounced. The ‫ ل‬of ‫ ال‬does not receive a sukoon.
Instead the ‫َح اَف َشا ِسي‬
َ receives a tashdeed.
e.g. ‫ةجََة‬
َ ‫ اَْش‬the tree ‫ةمس‬
‫ اَْش ا‬the sun
ُ‫ُ ث د ذ ر م س ش ص ض ط ظ ل ن = اَ الَوف اْ ةش ام ِسَّة‬

6. The remaining letters are known as ُ‫( اَ الَوف اْا َق َم َِية‬moon letters). In these, the ‫ ل‬of ‫ال‬
receives a sukoon and is pronounced. The ‫َح اَف قَ َم َِي‬
َ does not receive a tashdeed.
e.g. ‫اَْا َقلَم‬ the pen َ‫اَْا َق َم‬ the moon

7. Generally, an ‫ اِ اسم‬ending with a round ‫ (اَْتةتء اْا َم اَِوطَُ) ة‬is a feminine )‫اِ اسم (م َؤنةث‬.
e.g. ‫َسب اوَرة‬ blackboard

17
ِ ِ
ِ – ِ‫ال َشترة‬ ِ ِ ِ
8. The ُ‫ص َف‬ َ ‫ َخ ََب – اَاْل اسم اْا َم اوصول – ف اَل – ا اسم ا‬etc. of a ‫( َغ اْي اْا ََتق ِل‬non-human) plural is
ِ ‫و‬.
generally ‫اَحد م َؤنةث‬ َ
e.g. ‫صنَتم َكثِ ا َْية‬
‫أَ ا‬ many idols ‫صنَتم َْل تَان َفع‬
‫اَالَ ا‬ The idols do not benefit.
‫صنَتم‬ ِِ ُ‫الَت ِر َسُ َجتِْ َس‬
‫اَْا ِك َلب ا‬
‫ ٰهذه االَ ا‬these idols The guard dogs are sitting.
ً‫ت اْاب َّ اوُ َكثِ ا َْية‬
ِ َ‫َكتن‬ The houses were many.

9. When writing an ‫ اِ اسم‬ending with two fathahs (‫)ﹱ‬, an alif ) ‫ ( ا‬must be added at the end.

e.g. ‫َميا ًدا‬


However, If there is a round ‫ (اَْتةتء اْا َم اَِوطَُ) ة‬at the end of such a word, alif should not be
added.
e.g. ًَُْ‫ِر َست‬

18
Section 1.6
َ‫ – الضَمَائَر‬Personal pronouns

Definition: َِ‫ض َمتئ‬ ِ ) are those words which are used in place of names and refer to
َ (singular: ‫ضمْي‬
َ
the speaker )‫كلِم‬ ِ ‫ (َح‬or the third person )‫( َغتئِب‬.
َ َ‫ (مت‬or the second person )َ‫تض‬ َ
Table 1.1
َ‫ – الضَمَائَر‬Personal pronouns

Unattached form )َ‫(مَنَفَصَل‬ Attached form )َ‫(مَتَصَل‬


‫ه َو‬ He (one male), it ‫ه‬ his, its, him ‫اَحد م َذ ةكَ َغتئِب‬
ِ ‫( و‬Singular)
َ

Masculine
3rd Person
‫هَت‬ They (two males) ‫هَت‬ their, them ِ ِ
‫( تَثانََُّ م َذ ةكَ َغتئب‬Dual)
‫ه ام‬ They (many males) ‫ه ام‬ their, them ‫( جَاع م َذ ةكَ َغتئِب‬Plural)
‫ِه َي‬ She (one female), it ‫َهت‬ her, its ‫اَحد م َؤنةث َغتئِب‬ ِ ‫( و‬Singular)
َ
ِ ِ

3rd Person
Feminine
‫هَت‬ They (two females) ‫هَت‬ their, them ‫( تَثانََُّ م َؤنةث َغتئب‬Dual)
‫( جَاع م َؤنةث َغتئِب‬Plural)
They (many
‫ه ةن‬ ‫ه ةن‬ their, them
females)
‫ت‬ ِ ‫اَحد م َذ ةكَ َح‬ ِ ‫( و‬Singular)
َ ‫أَنا‬ You (one male) ‫َك‬ your َ‫تض‬ َ َ

2nd Person
Masculine
‫أَنات َمت‬ You (two males) ‫ك َمت‬ your ِ ِ
َ‫( تَثانََُّ م َذ ةكَ ََحتض‬Dual)
‫أَنات ام‬ ‫ك ام‬ ِ ‫( جَاع م َذ ةكَ َح‬Plural)
َ‫تض‬
You (many males) your َ
‫ت‬ ِ ‫أَنا‬ ِ‫ك‬ ِ
َ‫اَحد م َؤنةث ََحتض‬ ِ ‫( و‬Singular)
You (one female) your َ
2nd Person
Feminine
‫ أَنات َمت‬You (two females) ‫ك َمت‬ ِ ‫( تَثانَُِّ مؤنةث َح‬Dual)
َ‫تض‬
your َ َ َ
‫ت‬
‫أَنا ة‬ You (many females) ‫ك ةن‬ your ِ
َ‫( جَاع م َؤنةث ََحتض‬Plural)
I (one male or 9 ِ
)‫اَحد متَ َكلِم (م َذ ةكَ َوم َؤنةث‬ ِ‫و‬
َ
‫أَ ََن‬ ‫ن‬ ، ‫ﹻي‬
Masc. & Fem.

‫ا ا‬ my, mine, me
1st Person

female) (Singular)
‫َاحنن‬ We (many males or ‫ََن‬ our ‫(م َذ ةكَ َوم َؤنةث) تَثانََُِّ َوجَاع متَ َكلِم‬
females) (Dual & Plural)

In the unattached form, these dameers can appear as mubtada, faa‘il, etc. In the attached form, they can
appear as maf‘ool or mudaaf ilayhi. For more details, see section 2.4.1.
e.g. ‫ه َو َمياد‬ He is Zayd. ‫ك‬َ ‫قَلَم‬ your pen
‫أَ ََن طَتِْب‬ I am a student. ‫ص اَُتَت‬
َ َ‫ن‬ I helped her.

9
Sometimes, a‫ (نون اْا ِوقَتيَُِ) ن‬is added before the ‫ض ِم اْي‬ َ ‫ ََيء‬to protect an i‘raab such as in ‫ضَََِِ ان‬ َ , which would
ِ ِ ِ ِ
otherwise be incorrectly read as ‫ب‬ َ (the ُ‫ َْلم اْا َكل َم‬of ‫ اَْاف اَل اْا َمتضى‬is ‫) َماب ِن َعلَى اْا َفات ِح‬.
‫ضََِ ا‬

19
Section 1.710
َ‫ – اَلَ َروفََاْلَ َارة‬Prepositions

Effect: A َ‫ج‬ ِ
َ ‫ ََح اَف‬gives a َ‫ َج‬to the ‫ ا اسم‬it acts upon which is then known as ‫ َاَمَور‬.

Table 1.2
َ‫ – اَلََروفََاْلَ َارة‬Prepositions

َ‫حرفََجر‬ Meaning Example


1. ‫ب‬ ِ with ‫َكتَ ابت ِبْا َقلَِم‬ I wrote with the pen.
ُ ِ‫ََتلل‬
2. َ by (for oath) By Allah!
3. ‫َك‬ like ‫َمياد َك اتلَ َس ِد‬ Zayd is like a lion.
‫ِل‬ ِ‫اَ المد ِِٰل‬
4. for ‫َا‬ All praise is for Allah.
5. ‫َو‬ ِ‫وهللا‬
by (oath) َ By Allah!
‫مانذ‬ ِ‫مت رأَي ته مانذ ي وِم االََحد‬
6. since َ ‫َا‬ ‫َ َا‬ I have not seen him since Sunday.
7. ‫م اذ‬ since/for ِ
‫َمت َرأَياته م اذ أَارَِ ََُ أَةَيم‬ I have not see him for four days.
8. ‫َخ َل‬ besides, except ‫َجتءَ اْنةتس َخ َل َمياد‬ The people came except Zayd.
9. ‫ب‬
‫رة‬ many a… ‫ب َع ِتَل يَ اَ َمل َِِال ِم ِه‬‫رة‬ Many a learned person acts on his
knowledge.
10. ‫تشت‬
َ ‫ََح‬ besides, except ‫تشت َمياد‬ َ ‫َجتءَ اْنةتس ََح‬ The people came except Zayd.
11. ‫ِم ان‬ from َِ ‫َر َج اَت ِم َن اْ ةس َف‬ I returned from the journey.
12. ‫َع َدا‬ besides, except ‫َجتءَ اْنةتس َع َدا َمياد‬ The people came except Zayd.
13. ‫ف‬ ِ ‫ت‬ ِ َّ ‫ميد ِف اْاب‬
‫ا‬ in, regarding ‫َا‬ ‫َا‬ Zayd is in the house.
14. ‫َع ان‬ regarding ‫ض‬ ِ ‫َسأَ َل اْطةبِاَّب َع ِن اْا َم َِيا‬ The doctor asked about the patient.
15. ‫َع ٰلى‬ on ‫اَْث اةوب َع ٰلى اْاك اَِس ِي‬ The cloth/clothes is/are on the chair.
16. ‫َح ْٰى‬
َ up to, until ‫ِِنات ََح ةْى اْصاب ِح‬ I slept till dawn.
17. ‫إِ ٰٰل‬ up to, towards ُِ َ‫َستفَ اَُ إِ َٰل اْا َم ِديان‬ I travelled to Madinah.

Example 1: ‫اَْنة احو ِف اْا َك َلِم َكتْا ِم ال ِح ِف اْطة ََ ِتم‬ Grammar in speech is like salt in food.

10
For more examples and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 1, 76-81.

20
Example 2 with sentence analysis:
َ‫ََََبلقلم‬ َ‫كت بت‬ I wrote with the pen.
‫ َاَمَور‬+ َ‫ََح اَف َج‬

ُ‫= جالَُ فِ اَلَِّةُ َخ ََِبية‬ ‫متَ ََلِق ِبْا ِف اَ ِل‬ + ‫ فَت ِعل‬+ ‫فِ اَل‬
Note: Together, the َ‫ج‬ ِ ِِ
َ ‫ ََح اَف‬and ‫ َاَمَور‬are known as ‫( متَ ََلق‬connected) of the ‫ َخ ََب‬in ُ‫جالَُ ا اسَّة‬
(there is more detail to this, and will be discussed later), and of the ‫ فِ اَل‬in ُ‫جالَُ فِ اَلَِّة‬.

EXERCISE
1. Translate, fill in the i‘raab and analyze the following sentences.
i. ‫املسجد قَيب من َِّت ميد‬ iii. ‫اْكتب على املنضدة‬
ii. ‫نزل املطَ من اْسمتء‬ iv. ‫مينب جتْسُ على اْكَسي ف الجَة‬

21
Section 1.811
َ‫( اَلَ َرَوفََ َالمَشَبَهَةَََبَلَفَعَل‬also called ‫ – )إَنََوأخواُتا‬Particles that resemble a fiʿl

 These are called ‫شبة َهُ ِبْا ِف اَ ِل‬ ِ ِ


َ ‫ اَ الَوف اْام‬because like ‫اَْاف اَل اْامتَ ََد اي‬, they also govern two words.
These ‫ َحَوف‬appear before a ‫ ماب تَ َدأ‬and a ‫خ ََب‬ ِِ
 َ )ُ‫(جالَُ ا اسَّة‬.
ِ
‫ نَ ا‬which is then known as ‫( ا اسم إِ ةن‬or
Effect: Such a particle causes the ‫ ماب تَ َدأ‬to be in a state of ‫صب‬
‫ اِ اسم أَ ةن‬and so on) and causes the ‫ َخ ََب‬to be in a state of ‫ َرفاع‬which is then known as ‫( َخ ََب إِ ةن‬or ‫َخ ََب‬
‫ أَ ةن‬and so on).

Table 1.3
َ‫ – اَلََروفََالَمَشَبَهَةَََبََلفَعَل‬Particles that resemble a fiʿl

Meaning Example
1. ‫إِ ةن‬ certainly, verily, indeed ‫إِ ةن هللاَ َعلِاَّم‬ Verily Allah is All-Knowing.
2. ‫أَ ةن‬ that ‫اْل امتِ َحت َن قَ َِياب‬
ِ‫أَع َِف أَ ةن ا‬
‫ا‬ I know that the examination is
near.
3. ‫ َكأَ ةن‬as if ‫ت َج ِدياد‬ َ َّ‫َكأَ ةن اْابَ ا‬ It is as if the house is new.
4. ‫ك ةن‬ِ ْٰ but, however ‫ث قَ ِد امي‬ ِ
َ ‫ اَْابَ اَّت َجدياد ْٰكِ ةن االَ ََث‬The house is new but the
furniture is old.
5. ‫ت‬َ َّ‫ َْا‬if only, I wish ‫تب َعتئِد‬
َ َ‫ت اْشةب‬ َ َّ‫َْا‬ I wish youth would return.
6. ‫ل‬
‫ َْ ََ ة‬maybe, hopefully, ‫اْل امتِ َحت َن َس اهل‬
ِ‫ََْ ةل ا‬
َ
Hopefully, the examination
perhaps will be easy.

Sentence Analysis:
‫علي َم‬ َ
‫للا‬ َ‫إَن‬ Indeed, Allah is All-Knowing.
‫َخ ََب إِ ةن‬ ‫اِ اسم إِ ةن‬ ‫اَ الَاَف اْام َشبةه ِبْا ِف اَ ِل‬

Notes:
1. Difference between ‫ إِ ةن‬and ‫أَ ةن‬:
a. ‫ إِ ةن‬is generally used at the beginning of a sentence.
‫ أَ ةن‬is generally used in the middle of a sentence.

11
For more examples and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 1, 69-75.

22
b. Sometimes, ‫ إِ ةن‬appears in the middle of a sentence. This happens in the following
two cases:
i. When it is used after a word with root letters ‫ق – و – ل‬.
e.g. َ ‫يَق اول إِ ةَنَت َِ َقََة‬
‫ص افََاء‬ He says, indeed, it is a yellow cow.
ii. ِ .12
When it is at the beginning of a َُ‫صل‬
‫ََح َِتمه‬
‫نأا‬ ِِ ِ ‫ة‬
e.g. ‫مارُ اْذ اي إ ا‬ I visited the one whom I respect.

2. The ‫خ ََب‬
َ can be a complete sentence.
ِ ‫إِ ةن ميدا أمه ص‬
َُ‫تل‬
Example 1: َ ً ‫َا‬ Indeed, Zayd’s mother is pious.

َ‫صالَة‬ َ‫أَ يمه‬ ‫زي ادا‬ َ‫إَن‬


‫ضتف إَِْ َِّه‬
َ ‫ م‬+ ‫ضتف‬
َ‫م‬

)ُ‫= (جالَُ اِ اِسَّةُ َخ ََِبية‬ ‫َخ ََب‬ + ‫ماب تَ َدأ‬

‫َخ ََب إِ ةن‬ ‫اِ اسم إِ ةن‬ ‫اَ الَاَف اْام َشبةه ِبْا ِف اَ ِل‬

Example 2: ‫إِ ةن َميا ًدا أَ َك َل اْطة ََ َتم‬ Indeed, Zayd ate the food.

َ‫الطعَام‬ َ‫أَكل‬ ‫زي ادا‬ َ‫إَن‬


)ُ‫ َم افَول = (جالَُ فِ اَلَِّةُ َخ ََِبية‬+ ‫فِ اَل َم َع فَتعِلِ ِه‬

‫َخ ََب إِ ةن‬ ‫اِ اسم إِ ةن‬ ‫اَ الَاَف اْام َشبةه ِبْا ِف اَ ِل‬

3. If the ‫خ ََب‬ ِ
َ is (‫) َجتر َوَاَمَور‬, then the ‫ َخ ََب‬will appear first and the ‫ ا اسم‬second.
e.g. ‫إِ ةن إََِّْنَت إِ ََي ََب ام‬ Indeed, to us is their return.

َ‫إَيَبم‬ ‫إلينا‬ َ‫إن‬


‫ضتف إَِْ َِّه‬
َ ‫ م‬+ ‫ضتف‬
َ‫م‬ ‫َجتر َو َاَمَور‬

)َ‫اِ اسم إِ ةن (م َؤ ةخ‬ )‫َخ ََب إِ ةن (م َق ةدم‬ ‫اَ الَاَف اْام َشبةه ِبْا ِف اَ ِل‬

12
َُ‫ ِصل‬will be discussed in Section 2.4.2.

23
4. When ُ‫ َمت اْا َكتفة‬is joined to any of these ‫َحَوف‬, their effect is cancelled.
ِ ‫إِةِنَت إِ ٰلكم إِْٰه ةو‬
‫اَحد‬
e.g. ‫ا‬ Your god is only one god.

Note: In this example, the meaning has also changed to “only.”

5. ‫ إِ ةن‬by itself conveys emphasis. Sometimes, ‫ َْلم اْتةأاكِاَّ ِد‬can be added before the ‫خ ََب‬
َ to convey
even more emphasis.
ِ‫إِنةك ََْسول هللا‬
e.g. ‫َ َ ا‬ Indeed, you are the messenger of Allah.

‫تك‬ َ ‫ن َل اَع َِف أ‬


َ ‫َخ‬ ِِ
‫إا‬ Indeed, I know your brother.

EXCERISE
1. Translate, fill in the i‘raab, and analyze the following sentences.

i. ‫َْل املَيض َنئم‬ iv. ‫كأن اْقمَ مصبتح‬


ii. ‫اعلم أن ميدا عتقل‬ v. ‫َّْت اْقمَ طتْع‬
iii. ‫إن رجل دخل اْبَّت‬ vi. ‫إن علَّنت َِّتنه‬

24
Section 1.913
َ‫( اَلَفَعَالََالنَاقَصَة‬also called ‫ – )كانََوأخواُتا‬Auxiliary (defective) fiʿls

 ‫ فِ اَل ََنقِص‬is called ‫( ََنقِص‬incomplete/defective) because even though it is a ‫فِ اَل َْل ِمم‬, it needs
two ma‘mools (‫ي‬ ِ ‫) َم اَموَْ ا‬. The sentence remains incomplete with one ‫ َم اَمول‬.
e.g. ‫َكت َن َمياد‬ Zayd was (the sentence remains incomplete).
 These ‫ أَفا ََتل‬enter upon a ‫ ماب تَ َدأ‬and a ‫خ ََب‬ َ.
Effect: They give ‫ َرفاع‬to the ‫ ماب تَ َدأ‬which is then known as ‫( اِ اسم َكت َن‬or ‫تر‬َ‫ص‬
ِ
َ ‫ ا اسم‬and so on) and ‫صب‬
‫نَ ا‬
to the ‫خ ََب‬
َ which is then known as ‫( َخ ََب َكت َن‬or ‫ص َتر‬ َ ‫ َخ ََب‬and so on).
Table 1.4

َ‫فَعَلََنَقَص‬ Meaning Example


1. ‫َكت َن‬ was ‫َكت َن اْابَ اَّت نَ ِظاَّ ًفت‬ The house was clean.
2. ‫تر‬
َ‫ص‬ َ became ‫ص َتر اْةَجل َغنًَِّّت‬ َ The man became wealthy.
3. ‫ح‬
َ َ‫صب‬
‫أَ ا‬ happen in the morning ‫ضت‬ً ‫صبَ َح َمياد َم َِيا‬ ‫أَ ا‬ Zayd became ill in the
morning.
OR
became ‫صبَ َح َمياد َغنًَِّّت‬
‫أَ ا‬ Zayd became rich.
4. ‫أَام ٰسى‬ happen in the evening, ‫أَام َسى اْا ََ ِتمل مات ََبًت‬ The worker became tired in
became the evening.
5. ‫ض ٰحى‬
‫أَ ا‬ happen at midmorning, ‫ض َحى اْاغَ َمتم َكثِاَّ ًفت‬
‫أَ ا‬ The clouds became dense at
became mid morning.
6. ‫ظَلة‬ happen during the day, ‫ظَ ةل اْا َمطََ ََن ِمًْل‬ It rained the whole day.
became
7. ُ
َ ‫َب‬ happen during the ‫ُ َمياد ََنئِ ًمت‬
َ ‫َب‬ Zayd passed the night
night, became sleeping.
8. ‫ام‬ ‫س َمت َد َام َمياد َجتِْ ًست‬ ِ ِ
َ ‫َمت َد‬ as long as ‫ا اجل ا‬ Sit as long as Zayd is sitting.
9. ‫ال‬
َ ‫َمت َم‬ always, continuously ‫ضت‬ً ‫َمت َم َال َمياد َم َِيا‬ Zayd was continuously sick.
10. ‫ِح‬
َ ََِ ‫َمت‬ always, continuously ‫صتئِ ًمت‬َ ‫َمت ََِ َِح َمياد‬ Zayd was always fasting.
11. ‫َمت فَتِ َئ‬ always, continuously ‫َمت فَتِ َئ َمياد نَ ِشاَّطًت‬ Zayd was always active.
12. ‫ك‬
‫ َمت انا َف ة‬always, continuously ‫ص ِتدقًت‬ ِ ‫مت انا َف ة‬
َ َ‫ك اْتةتج‬ َ The trader was always
truthful.
13. ‫َْاَّس‬
َ no, not ‫اْلَ ِتدم قَ ِوًَّي‬
‫س ا‬ َ َّ‫َْا‬ The servant is not strong.

13
For more examples and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 1, 62-68 & vol. 2, 151-
155.

25
Sentence Analysis:
‫نظي افَا‬ َ‫الب يت‬ َ ‫ك‬
‫ان‬ The house was clean.
‫َخ ََب َكت َن‬ ‫اِ اسم َكت َن‬ ‫فِ اَل ََنقِص‬

Notes:
1. When ‫ َكت َن‬is used with ‫ضت ِرع‬
َ ‫م‬, it gives the meaning of past continuous or past habitual.
e.g. ‫َكت َن َمياد يَكاتب‬ Zayd was writing/Zayd used to write.
Note: Here, the ‫خ ََب‬ ِِ
َ of ‫ َكت َن‬is a ُ‫جالَُ ف اَلَّة‬. Also, note the two ways it is translated above.

2. ‫ص َتر – َكت َن‬


َ – ‫صبَ َح‬
‫ض ٰحى – أَام ٰسى – أَ ا‬ َ ‫ َب‬can be used in ‫ضت ِرع‬
‫ُ – ظَ ةل – أَ ا‬ َ ‫م‬, َ‫ أَام‬and ‫ ََناي‬as well.

‫ِح – َمت َم َال‬ ِ ‫ َمت انا َف ة‬can be used in ‫ضت ِرع‬


3. َ ََِ ‫ك – َمت فَت َئ – َمت‬ َ ‫ م‬but not in َ‫أَام‬.

4.
َ َّ‫ َْا‬have a past tense only (no ‫ضت ِرع‬
‫ َمت َد َام‬and ‫س‬ َ ‫ م‬or َ‫)أَام‬.

5. ‫ َمت َد َام‬must be preceded by another sentence.

6. The ‫خ ََب‬ ِ
َ of ‫س‬
َ َّ‫ َْا‬is sometimes prefixed with a ‫ب‬.
‫ي‬ ِ ِ ‫ أَََّْس هللا ِبََح َك ِم ا‬Is Allah not the greatest of rulers/best of judges?
e.g. َ ‫الَتكم ا‬ ‫ا‬ ‫ا‬َ

7. If the ‫خ ََب‬
َ is (‫) َجتر َوَاَمَور‬, then the ‫ َخ ََب‬will appear first and the ‫ ماب تَ َدأ‬second.
e.g. َ‫سحَاب‬ َ‫فََالسماء‬ َ ‫ك‬
‫ان‬ There were clouds in the sky.
‫اِ اسم َكت َن (م َؤ ة‬
)َ‫خ‬ )‫خ ََب َكت َن (م َقدةم‬
َ ‫فِ اَل ََنقِص‬

EXERCISE
1. Translate, fill in the i‘raab, and analyze the following sentences.

i. ‫َّْس اَْتمل نشَّطت‬ v. ‫صتر اْكبش سَّنت‬


ii. ‫كتن منتمه منتمت صتدقت‬ vi. ‫ْل يزال ْستنك رطبت من ذكَ هللا‬
iii. ‫أمسى اْغن فقْيا‬ vii. ‫يصبح املداد جتفت‬
iv. ‫نويت اْلعتكتف مت دمت ف املسجد‬

26
CHAPTER 2
َ‫ن‬
‫ – اََلمَعََربََ َو َالمَبَ ي‬Declinable and indeclinable words

Words are of two types with respect to changes that occur at their ends. If the end remains the
same in all conditions, the word is called ‫ ; َماب ِن‬and if it does change, the word is called ‫م اَََب‬.

Section 2.114
َ‫أن واعَالبناء‬: The conditions or states (‫ََح َوال‬‫ )أ ا‬which remain unchanged at the end of ‫ َماب ِن‬words are
ِ
four: ‫ضم‬ َ , ‫فَ اتح‬, َ‫ َك اس‬and ‫سك اون‬. These are called ‫أَنا َواع اْابِنَتء‬.

َ‫أن واع َالعرَاب‬: Those conditions or states (‫ََح َوال‬ ‫ )أ ا‬which occur at the end of ‫ م اَََب‬words are four:
‫ َرفاع‬, ‫صب‬ ِ َ‫ اَاِل اعَاب( أَناواع ا ِل اع‬for short). These changes are brought
‫نَ ا‬, َ‫ َج‬, and ‫ َج ازم‬. These are called ‫اب‬َ َ َ
about at the end of a ‫ م اَََب‬word in accordance with the requirement of the ‫تمل‬ ِ ‫( ع‬governing
َ
word).

َ‫ – عَلماتَالَعَرَاب‬Signs of i‘raab
ِ َ‫ال اع‬
The i‘raab shows in various ways. These are called ‫اب‬ ِ
َ ‫( َع َل َمتُ ا‬signs of i‘raab). The two
common ones are as follows:

1. ُِ ‫اَاِل اعََاب ِب الَََك‬: These are the basic signs and are the most common. I‘raab is shown by means
َ
of a ُ‫َحََك‬
َ i.e. ُ‫ض ةم‬
َ or ُ‫ فَ ات َح‬or ‫ َك اسََة‬or ‫( سك اون‬which is the absence of a ُ‫) ََحََك‬.
َ َ
e.g. ‫َرجل‬ ‫َرج ًل‬ ‫َرجل‬ ‫ض َِ ا‬
‫ب‬ ‫ََلا يَ ا‬
ِ َ‫اَاِلعَاب ِب ال‬: Sometimes, the i‘raab is shown by means of any of the ُ‫ َحَوف ِعلة‬i.e. ‫ و‬or ‫ ا‬or
2. ‫وف‬ َ‫ا‬
‫ي‬.
e.g. ‫أَِ او َك‬ ‫أََب َك‬ َ َّ‫أَِا‬
‫ك‬

14
This section is based upon the discussion in al-Nahw al-Wadih. See al-Nahw al-Wadih, Ibdtida’iyyah, vol. 2, 7-
18.

27
َ‫ – حَاْلَتََالمعرب‬States of mu‘rab
As mentioned above, the conditions or states that occur at the end of ‫ م اَََب‬words are four.
Below, we look at them in more detail.
ِ
1. َ‫الرفَع‬ َ or its substitute such as ُ‫ (و) ََح اَف علة‬appears at the
َ ََ‫ حَالَة‬is the condition in which a ُ‫ض ةم‬
end of a word. Such a word is said to be ‫ َم اَفوع‬.

e.g. ‫أَخ‬ ‫أَخ او َك‬ ‫أَِ او َختِْد‬

ِ
َ ‫ فَ ات‬or its substitute such as ُ‫ (ا) ََح اَف علة‬appears at
2. َ‫ حَالَةَ َالنَصَب‬is the condition in which a ُ‫ح‬
the end of a word. Such a word is said to be ‫ َمانصوب‬.
e.g. ‫أَ ًخت‬ ‫تك‬
َ ‫أَ َخ‬ ‫أ ََب َختِْد‬

ِ
‫ َك ا‬or its substitute such as ُ‫ (ي) ََح اَف علة‬appears at the
3. َ‫ حَالَةََاْلَر‬is the condition in which a ‫سََة‬
end of a word. Such a word is said to be ‫َمَور‬ ‫ َا‬.
e.g. ‫أَخ‬ َ َّ‫أَ ِخا‬
‫ك‬ ‫َب َختِْد‬
‫أِ ا‬
4. َ‫ حَالَةَ َاْلََزم‬is the condition in which a ‫ سك اون‬appears at the end of a word or its substitute (‫ن‬
in the case of ‫ضت ِرع‬ ِ
َ ‫ )ف اَل م‬is dropped from the end. Such a word is said to be ‫ َاَمزوم‬.
e.g. ‫ض َِ ا‬
‫ب‬ ‫ََلا يَ ا‬ ‫ض َِِ اوا‬
‫ََلا يَ ا‬
Note: It should be remembered that fiʿls can only be in the state of ‫ َرفاع‬, ‫صب‬
‫ نَ ا‬or ‫ َج ازم‬, while isms
can only be in a state of ‫ َرفاع‬, ‫صب‬
‫نَ ا‬, or َ‫ َج‬.

The difference between َ‫ كَسَرَةََ–َفَتَحَةََ–َضَمَة‬and َ‫كَسَرََ–َفَتَحََ–َضَم‬

 َ – ‫ َك اسَ – فَ اتح‬are used to describe the states at the end of a ‫ َماب ِن‬, e.g. ‫ب‬
The words ‫ضم‬ َ ََ‫ض‬
َ has
a ‫ فَ اتح‬at the end. It is ‫ َماب ِن عَلَى اْا َفات ِح‬.

 The words ُ‫ض ةم‬


َ – ُ‫ َك اسََة – فَ ات َح‬are used for all other places where (‫)ﹹ‬, (‫ )ﹷ‬and (‫ )ﹻ‬appear.
In other words, (‫)ﹹ‬, (‫ )ﹷ‬and (‫ )ﹻ‬are normally called ُ‫ض ةم‬
َ – ُ‫ َك اسََة – فَ ات َح‬, respectively, wherever
they occur except when one needs to precisely point out the end of a ‫ َماب ِن‬word. Thus, one
would say ‫ب‬
َ ََ‫ض‬
َ has a ُ‫ فَ ات َح‬on (‫)ض‬, a ُ‫ فَ ات َح‬on (‫)ر‬, and a ُ‫ فَ ات َح‬on (‫)ب‬, but one must say (‫ب‬
َ ََ‫ض‬
َ ) is
‫ َماب ِن َعلَى اْا َفات ِح‬.

28
Section 2.2
َ‫ن‬
‫ – اَلَمَبَ ي‬The indeclinable word
As mentioned earlier, a ‫ َماب ِن‬is a word whose end remains unchanged in all conditions i.e.
ِ ‫ ع‬governing it.
irrespective of the requirement of the ‫تمل‬ َ
e.g. ‫َجتءَ ٰهذا‬ ‫َرأَيات ٰهذا‬ ‫َمََارُ َبٰذا‬
This came. I saw this. I passed by this.

Note: The ُ‫َحََك‬


َ َ at the end of ‫ ٰه َذا‬remains constant and does not change according to the
‫ َع ِتمل‬requirement.

Types of َ‫مَبَن‬:
1. All Particles )‫* (َحَوف‬
ِ ‫* اَْا ِفَل اَْام‬
‫تض اي‬
2. َ ‫ا‬
ِ ‫* اَالَمَ اَ ال‬
‫تضَ اَْا َم اََاوف‬
3. َ ‫ا‬
ِ ِ ِ ِِ ِ
4. َ ‫ ف اَل م‬that are ‫ َغتئب( جَاع م َؤنةث‬and َ‫ ) ََحتض‬or have ‫ ثَقاَّ لَُ( ن اون اْتةأاكاَّد‬and
Those seeghahs of ‫ضت ِرع‬

ُ‫) َخ ِفاَّ َف‬.


ِ ‫ َغْي اْامتم‬i.e. isms which do
Amongst isms, those whose ends remain constant are called ‫ك ِن‬
5. ََ ‫ا‬
not give place to changes. These isms are ‫ َماب ِن‬and are recognized by their resemblance
ِ ِ ِ
‫ اَْا َماب ِن االَ ا‬words (‫ َحَاوف‬or ‫ اَْاف اَل اَْا َمتضى‬or َ‫اَالَ امَ اَ الَتض‬
with any one of the three types of ‫صل‬
‫)اَْا َم اََاوف‬. This resemblance can be in any one of the following ways:
a. Resemblance in meaning. For example, the ism ‫( رَويا َد‬give grace/respite) resembles
ِ ‫( اَالَمَ اَ ال‬one of the ‫ )اَْامب ِن االَصل‬and has the same
the word ‫أَام ِه ال‬, which is ‫تضَ اَْا َم اََاوف‬َ ‫ا‬ ‫ا‬ ‫َا‬
meaning.

Resemblance in dependency. For example, the ism ‫ترةِ) ٰه َذا‬ ِ ِ


b. َ ‫(ا اسم اال َش‬, which is
dependent on a ‫شتر إَِْاَّ ِه‬
َ ‫ م‬to give meaning, resembles a ‫( ََح اَف‬one of the ‫صل‬ ‫)اَْا َماب ِن االَ ا‬,
which is also dependent on another word to give meaning.

c. Resemblance in having less than three letters. For example, the ism ‫ َم ان‬, which is less
than three letters, resembles ‫َح اَف‬
َ (e.g. ‫) َو‬, which is also generally less than three
letters.

29
d. Resemblance in having had a ‫َح اَف‬ َ originally. For example, the ism ََ‫أَ ََح َد َع َش‬
resembles a ‫َح اَف‬
َ in the sense that originally it contained a ‫(أَ ََحد َو َع اشَ) ََح اَف‬.

‫اَْا َماب ِن االَ ا‬.


*These three are known as ‫صل‬

َ‫العرابَالمحلي‬:15
When a ‫ َماب ِن‬word appears in a sentence in a place where it is supposed to be in the state of ‫ َرفاع‬,
‫صب‬‫نَ ا‬, َ‫ َج‬, or ‫ َج ازم‬, its end does not change because it is ‫ َماب ِن‬. However, it is said that it is in the
place of ‫ َرفاع‬, ‫صب‬ ‫)ِ اف َُمَ ِل َرفاع أ اَو نَ ا‬, in accordance with its place in the
‫نَ ا‬, َ‫ َج‬, or ‫صب أ اَو َجَ أ اَو َج ازم( َج ازم‬
sentence.
For example,

‫ص اَََنه‬
َ َ‫ن‬ We helped him.

Keeping in mind that all pronouns are ‫ َماب ِن‬, this sentence will be analyzed as follows:
ِ ِ
َ َ‫ ن‬is ‫ ف اَل َمتض‬and is ‫ َماب ِن َعلَى اْسك اون‬.
َ‫ص ا‬
‫ ََن‬is ‫تعل‬ِ َ‫ف‬, is ‫ مب ِن علَى اْسكو ِن‬and ‫ِف َُم ِل رفاع‬.
‫ا‬ َ ‫َا‬ َ َ ‫ا‬
ِ
‫ ه‬is ‫ َم افَ اول ِه‬, is ‫ َماب ِن َعلَى اْض ِةم‬and ‫صب‬‫ِ اف َُمَ ِل نَ ا‬.

EXERCISE
1. Analyze the following sentences like in the example given above.

i. ‫قَأُ هذا اْكتتب‬


ii. ‫ذهبت إٰل عمه‬
َ
iii. ‫كتتِه ف َِّته‬

15
For more examples and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 2, 35-38.

30
Section 2.3
َ‫ – اَلَمَعََرب‬The declinable word
As mentioned above, a ‫ م اَََب‬is a word whose end accepts any of the i‘raab according to the
ِ ‫ ع‬governing it.
requirement of the ‫تمل‬ َ
e.g. َ‫َجتءَ رجل‬ َ‫َرأَيات رج اَل‬ َ‫َمََارُ برجل‬
A man came. I saw a man. I passed by a man.

ِ ‫ع‬.
Note: Here, the i‘raab of ‫ رجل‬has changed according to the requirement of the ‫تمل‬ َ

Types of َ‫مَعَرَب‬:
ِ ِ ِ
َ ‫ ف اَل م‬besides those of ‫ َغتئب( جَاع م َؤنةث‬and َ‫ ) ََحتض‬and
1. Amongst fiʿls, all of the seeghahs of ‫ضت ِرع‬
those with ‫ ثَِقاَّ لَُ( ن اون اْتةأكِاَّ ِد‬and ُ‫خ ِفاَّ َف‬
َ ) are ‫م اَََب‬.
ِ ‫متم‬
2. Amongst isms, those isms which accept i‘raab changes are ‫م اَََب‬. They are known as ‫كن‬ ََ
i.e. isms which give place to i‘raab changes.
Note: Such an ism is ‫ م اَََب‬only when it is used in a sentence. If not used in a sentence, it is
‫ َماب ِن‬. For example, ‫ َِاَّت‬on its own, when not part of a sentence, is ‫ َماب ِن َعلَى اْض ِةم‬.

EXERCISES

1. State with reason whether the following words are ‫ َماب ِن‬or ‫م اَََب‬.

i. ‫َِس َع‬ v. ِ ‫يك‬


‫اس اَ َن‬ َ
ii. ‫مانذ‬ vi. ‫ْك ةن‬ ِ ٰ
ِ
iii. َ‫يَانص‬ vii. ‫ك‬ َ ْ‫ٰذ‬
iv. ‫ض َِِا َن‬
‫يَ ا‬ viii. ‫اِ اسََِي‬
‫ا‬

2. Translate the following sentences and identify the ‫ َماب ِن‬and ‫ م اَََب‬words in them.
i. ِ‫نَظََُ إِ َٰل اْةزاهَة‬
َ ‫ا‬ v. ‫َم ْٰى ي َستفَِ َعلِي؟‬
ِ
ii. ‫صدياق‬ ِ ِ
‫تب م َن اْ ة‬ ِ vi. ‫اَالَب ِف اْدةا ِر‬
َ َ‫َخ اذُ اْاكت‬
َ‫أ‬
iii. ُِ ‫ج‬ ِ ِ ِ
َ َّ‫ِح اْطةتْب بْنةتا‬ َ ََ‫ف‬ vii. ‫اَْا َوَْد م َؤ ةدب‬
iv. ‫ختِْد؟‬ َ َ‫ف َجتء‬ َ َّ‫َكا‬ viii. ‫ي‬ ِِ ِ
َ ‫اَلل حيب اْام احسن ا‬

31
Section 2.4
َ‫ – أقسامَالَسَاءََالَمَبَنَيَة‬Types of indeclinable isms
The types of ُ‫ اَالَ اسَتء اْا َمابنَِّة‬are as follows:
1. َِ‫ض َمتئ‬
‫( اَْ ة‬personal pronouns)
2. َُْ‫( اَالَ اسَتء اْا َم اوص او‬relative pronouns)
3. ِ‫ترة‬ ِ
َ ‫( أَ اسَتء اال َش‬demonstrative pronouns)
ِ َ ‫( أَ اسَتء االَفا‬isms that have the meaning of fiʿls)
4. ‫تل‬ َ
ِ ‫( أَ استء االَصو‬isms that denote a sound)
5. ُ‫ا‬َ‫ا‬ َ
6. ‫( اَْظَاوف‬adverbs)
7. ُ‫تَي‬ ِ
َ َ‫( اَْاكن‬isms that indicate an unspecified quantity)
8. ‫( اَْامَةكب اْابِنَتئِي‬numerical phrase)
َ

In the following pages, we will look at each of these in detail.

32
Section 2.4.116
َ‫ – الضَمَائَر‬Personal pronouns

We have discussed َِ‫ض َمتئ‬


َ before. Now, we will look at them in greater detail.
Definition: A ‫ض ِمْي‬ ِ ) is a word which is used in place of an ‫ اِسم‬and refers to the
َ (plural: َ‫ض َمتئ‬
َ ‫ا‬
speaker )‫ (متَ َكلِم‬or the second person )َ‫تض‬
ِ ‫ (َح‬or the third person )‫( َغتئِب‬.
َ
There are two types of َِ‫ض َمتئ‬
َ:
1. ‫ض ِم اْي اْابَت ِرم‬
‫ – اَْ ة‬Visible or independent pronoun: It is a ‫ض ِمْي‬
َ which is visible and has a
distinct form. It can appear on its own, i.e. unattached to another word, or it can be
attached to another word. These two are defined as follows:
ِ ‫ض ِمْي اْامان َف‬
‫صل‬ ِ which can be pronounced on its
i. ‫ – اَْ ة ا‬Unattached pronoun: It is a ‫ضمْي‬
َ
own without being connected to another word.
ِ ‫ض ِمْي اْامت‬
‫ةصل‬ ِ which cannot be pronounced on its
ii. ‫ – اَْ ة ا‬Attached pronoun: It is a ‫ضمْي‬
َ
own without being connected to another word.

2. ‫ض ِم اْي اْام استَِت‬


‫ – اَْ ة‬Hidden or implied pronoun: It is a ‫ض ِمْي‬
َ which is not visible but is implied.
It is always ‫ةصل‬ ِ ‫مت‬.

Note: A hidden ‫ض ِمْي‬ ِ


َ can only be in ‫ َُمَ ِل َرفاع‬. (refer to ‫ اَاِل اعََاب اْا َم َحلي‬discussed above and
Table 2.2 on the next page.)

Below are tables showing different forms that the َِ‫ض َمتئ‬
َ will assume in the various
conditions/states (haalaat).

16
For more details, examples, and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 2, 120-135.

33
‫‪Table 2.1‬‬
‫ضميََمن فصلَََبََرزََفََملَرفعََ(ضميََمرفوعَمن فصلَ)‬

‫ه َو‬ ‫اَحد م َذ ةكَ َغتئِب‬


‫وِ‬
‫َ‬
‫هَت‬ ‫ِ‬ ‫ِ‬
‫تَثانََُّ م َذ ةكَ َغتئب‬
‫ه ام‬ ‫جَاع م َذ ةكَ َغتئِب‬
‫ِه َي‬ ‫اَحد م َؤنةث َغتئِب‬ ‫وِ‬
‫َ‬
‫هَت‬ ‫ِ‬ ‫ِ‬
‫تَثانََُّ م َؤنةث َغتئب‬
‫ه ةن‬ ‫جَاع م َؤنةث َغتئِب‬
‫ت‬ ‫اَحد م َذ ةكَ َح ِ‬ ‫وِ‬
‫أَنا َ‬ ‫تضَ‬ ‫َ‬ ‫َ‬
‫أَنات َمت‬ ‫ِ‬ ‫ِ‬
‫تَثانََُّ م َذ ةكَ ََحتضَ‬
‫أَنات ام‬ ‫تضَ‬‫جَاع م َذ ةكَ َح ِ‬
‫َ‬
‫ت‬‫أَنا ِ‬ ‫ِ‬
‫اَحد م َؤنةث ََحتضَ‬ ‫وِ‬
‫َ‬
‫أَنات َمت‬ ‫ِ‬ ‫ِ‬
‫تَثانََُّ م َؤنةث ََحتضَ‬
‫ت‬
‫أَنا ة‬ ‫جَاع مؤنةث َح ِ‬
‫تضَ‬ ‫َ َ‬
‫أَ ََن‬ ‫اَحد متَ َكلِم (م َذ ةكَ َوم َؤنةث)‬‫وِ‬
‫َ‬
‫َاحنن‬ ‫ِ‬
‫تَثانََُِّ َوجَاع متَ َكلم (م َذ ةكَ َوم َؤنةث)‬

‫‪e.g.‬‬ ‫رجلَ‬ ‫هوَ‬


‫َخ ََب‬ ‫ماب تَ َدأ‬
‫ف َُمَ ِل َرفاع)‬ ‫ِ‬
‫(ا‬

‫‪34‬‬
‫‪Table 2.2‬‬
‫ضميََمتصلََفََملَرفعََ(ضَميََمرفوعَمتصلَ)‬

‫َبََرزَ‬ ‫مَسَتََتَ‬

‫–‬ ‫–‬ ‫ب (ه َو)‬


‫ضََ َ‬
‫َ‬ ‫ض َِب (ه َو)‬
‫يَ ا‬ ‫اَحد م َذ ةكَ َغتئِب‬
‫وِ‬
‫َ‬
‫ضَََب (ا)‬ ‫ض ََِب ِن (ا)‬
‫يَ ا‬ ‫–‬ ‫–‬ ‫ِ‬ ‫ِ‬
‫تَثانََُّ م َذ ةكَ َغتئب‬
‫َ‬
‫ضََِ اوا (و)‬
‫َ‬ ‫ض َِِ او َن (و)‬
‫يَ ا‬ ‫–‬ ‫–‬ ‫جَاع م َذ ةكَ َغتئِب‬
‫–‬ ‫–‬ ‫ضَِت ِ‬
‫(ه َي)‬ ‫تَض َِب ِ‬
‫(ه َي)‬ ‫اَحد م َؤنةث َغتئِب‬ ‫وِ‬
‫َ ََ ا‬ ‫ا‬ ‫َ‬
‫ضَََِتَت (ا)‬
‫َ‬ ‫ض ََِب ِن (ا)‬
‫تَ ا‬ ‫–‬ ‫–‬ ‫تَثانََُِّ م َؤنةث َغتئِب‬
‫ضََِا َن (ن)‬
‫َ‬ ‫ض َِِا َن (ن)‬
‫يَ ا‬ ‫–‬ ‫–‬ ‫جَاع م َؤنةث َغتئِب‬
‫اَحد م َذ ةكَ َح ِ‬ ‫وِ‬
‫(ُ)‬
‫ت َ‬‫ضََِا َ‬
‫َ‬ ‫–‬ ‫–‬ ‫ض َِب (أَنا َ‬
‫ت)‬ ‫تَ ا‬ ‫تضَ‬ ‫َ‬ ‫َ‬
‫ضََِات َمت (َتَت)‬ ‫ض ََِب ِن (ا)‬‫تَ ا‬ ‫–‬ ‫–‬ ‫ِ‬ ‫ة‬ ‫ِ‬
‫تَثانََُّ م َذكَ ََحتضَ‬
‫َ‬
‫ضََِات ام ( ات)‬ ‫ض َِِ او َن (و)‬‫تَ ا‬ ‫–‬ ‫–‬ ‫تضَ‬‫جَاع م َذ ةكَ َح ِ‬
‫َ‬ ‫َ‬
‫ِ‬ ‫ِ‬ ‫ِ‬ ‫وِ‬
‫ضََِات (ُ)‬ ‫َ‬ ‫ي (ي)‬ ‫ض َِِ ا َ‬
‫تَ ا‬ ‫–‬ ‫–‬ ‫اَحد م َؤنةث ََحتضَ‬ ‫َ‬
‫ضََِات َمت (َتَت)‬ ‫ض ََِب ِن (ا)‬‫تَ ا‬ ‫–‬ ‫–‬ ‫ِ‬ ‫ِ‬
‫تَثانََُّ م َؤنةث ََحتضَ‬
‫َ‬
‫ت (ت ةن)‬‫ضََِا ة‬ ‫ض َِِا َن (ن)‬
‫تَ ا‬ ‫–‬ ‫–‬ ‫جَاع مؤنةث َح ِ‬
‫تضَ‬
‫َ‬ ‫َ َ‬
‫ضََِات (ُ)‬ ‫َ‬ ‫–‬ ‫–‬ ‫ض َِب (أَ ََن)‬
‫أَ ا‬ ‫اَحد متَ َكلِم (م َذ ةكَ َوم َؤنةث)‬‫وِ‬
‫َ‬
‫ِ‬
‫تَثانََُِّ َوجَاع متَ َكلم (م َذكَ َوم َؤنةث)‬
‫(َن)‬
‫ضََِانَت َ‬
‫َ‬ ‫–‬ ‫–‬ ‫(حنن)‬‫ض َِب َا‬ ‫نَ ا‬ ‫ة‬

‫‪ is indicated after its‬فَ ِ‬


‫تعل ‪ which in many cases is the‬ض ِمْي مت ِ‬
‫ةصل ‪Note: In the table above, the‬‬ ‫َ ا‬
‫‪respective fiʿl in parentheses.‬‬

‫‪35‬‬
‫‪Table 2.3‬‬
‫ضميََمتصلََ َوضميََمن فصلََفََملَنصبََ(ضميََمنصوبَمتصلََ َوضميََمَنصوبَمن فصلَ)‬

‫ض ِمْي مانصوب مت ِ‬
‫ةصل َب ِرم‬
‫ض ِمْي مانصوب مان َف ِ‬
‫صل َب ِرم‬ ‫َ َ‬
‫َ َ‬ ‫‪Dameer‬‬ ‫‪Example‬‬
‫إِ ةَيه‬ ‫ه‬ ‫ضَََِه‬ ‫َ‬ ‫اَحد م َذ ةكَ َغتئِب‬‫وِ‬
‫َ‬
‫إِ ةَيهَت‬ ‫هت‬ ‫ضََََب َمت‬ ‫ِ‬ ‫ِ‬
‫تَثانََُّ م َذ ةكَ َغتئب‬
‫َ‬
‫إِ ةَيه ام‬ ‫هم‬ ‫ضََََب ام‬‫َ‬ ‫جَاع م َذ ةكَ َغتئِب‬
‫إِ ةَي َهت‬ ‫هت‬ ‫ضََََبَت‬
‫َ‬ ‫اَحد م َؤنةث َغتئِب‬ ‫وِ‬
‫َ‬
‫إِ ةَيهَت‬ ‫هت‬ ‫ضََََب َمت‬ ‫ِ‬ ‫ِ‬
‫تَثانََُّ م َؤنةث َغتئب‬
‫َ‬
‫إِ ةَيه ةن‬ ‫هن‬ ‫ضََََب ةن‬
‫َ‬ ‫جَاع م َؤنةث َغتئِب‬
‫إِ ةَي َك‬ ‫ك‬ ‫ك‬‫ضَََِ َ‬ ‫اَحد م َذ ةكَ َح ِ‬
‫تضَ‬ ‫وِ‬
‫َ‬ ‫َ‬ ‫َ‬
‫إِ ةَيك َمت‬ ‫كمت‬ ‫ضَََِك َمت‬ ‫ِ‬ ‫ِ‬
‫تَثانََُّ م َذ ةكَ ََحتضَ‬
‫َ‬
‫إِ ةَيك ام‬ ‫كم‬ ‫ضَََِك ام‬ ‫تضَ‬‫جَاع م َذ ةكَ َح ِ‬
‫َ‬ ‫َ‬
‫إِ ةَي ِك‬ ‫ك‬ ‫ك‬‫ضَِ ِ‬ ‫ِ‬
‫اَحد م َؤنةث ََحتضَ‬ ‫وِ‬
‫َ ََ‬ ‫َ‬
‫إِ ةَيك َمت‬ ‫كمت‬ ‫ضَََِك َمت‬ ‫ِ‬ ‫ِ‬
‫تَثانََُّ م َؤنةث ََحتضَ‬
‫َ‬
‫إِ ةَيك ةن‬ ‫كن‬ ‫ضَََِك ةن‬ ‫جَاع مؤنةث َح ِ‬
‫تضَ‬
‫َ‬ ‫َ َ‬
‫ي‬
‫إ ةَي َ‬
‫ِ‬ ‫ي‬ ‫ِ ‪17‬‬
‫ضَََِ ان‬‫َ‬ ‫اَحد متَ َكلِم (م َذ ةكَ َوم َؤنةث)‬ ‫وِ‬
‫َ‬
‫إِ ةَي ََن‬ ‫َن‬ ‫ضَََِنَت‬ ‫ِ‬
‫تَثانََُِّ َوجَاع متَ َكلم (م َذ ةكَ َوم َؤنةث)‬
‫َ‬

‫‪e.g.‬‬ ‫ن عبدَ‬ ‫إََيكَ‬ ‫‪You alone we worship.‬‬


‫فِ اَل َم َع فَتعِلِ ِه‬ ‫ف َُمَ ِل نَ ا‬
‫صب)‬ ‫ِ‬
‫َم افَول م َق ةدم ( ا‬

‫‪17‬‬
‫ن ‪Sometimes, a‬‬ ‫ض ِم اْي ‪( is added before the‬نون اْا ِوقَتيَُِ)‬ ‫ضَََِِ ان ‪ََ to protect an i‘raab as in‬يء َ‬
‫‪َ , which would otherwise be‬‬
‫ِ‬ ‫ِ‬ ‫ِ‬
‫ضََِ ا‬
‫ب ‪incorrectly read as‬‬ ‫‪َ ).‬مبا ِن َعلَى اْا َفتا ِح ‪ is‬اَْاف اَل اْا َمتض اي ‪َْ of‬لم َكل َمُ ‪َ (the‬‬

‫‪36‬‬
‫ةصل َب ِرم ‪There are two ways in which‬‬ ‫‪َُ . One is when it is preceded by a‬م ِل جَ ‪ appears in‬ض ِمْي مت ِ‬
‫َ ا‬ ‫َ َ‬
‫ضتف ‪ََ , and the other is when some other word is‬ح اَف َجَ‬ ‫‪ to it.‬م َ‬

‫‪Table 2.4‬‬
‫ضميََمتصلَََبرزََفََملَجرََ(ضميَََمرورَمتصلَ)‬

‫بََرفََاْلَرَ‬ ‫َبَلَضَافَةَ‬
‫َْه‬ ‫َداره‬ ‫اَحد م َذ ةكَ َغتئِب‬‫وِ‬
‫َ‬
‫َل َمت‬ ‫َدارهَت‬ ‫ِ‬ ‫ِ‬
‫تَثانََُّ م َذ ةكَ َغتئب‬
‫َل ام‬ ‫َداره ام‬ ‫جَاع م َذ ةكَ َغتئِب‬
‫َلَت‬ ‫َدارَهت‬ ‫اَحد م َؤنةث َغتئِب‬ ‫وِ‬
‫َ‬
‫َل َمت‬ ‫َدارهَت‬ ‫ِ‬ ‫ِ‬
‫تَثانََُّ م َؤنةث َغتئب‬
‫َل ةن‬ ‫َداره ةن‬ ‫جَاع م َؤنةث َغتئِب‬
‫ك‬‫َْ َ‬ ‫َدارَك‬ ‫اَحد م َذ ةكَ َح ِ‬
‫تضَ‬ ‫وِ‬
‫َ‬ ‫َ‬
‫َْك َمت‬ ‫َدارك َمت‬ ‫ِ‬ ‫ِ‬
‫تَثانََُّ م َذ ةكَ ََحتضَ‬
‫َْك ام‬ ‫َدارك ام‬ ‫تضَ‬‫جَاع م َذ ةكَ َح ِ‬
‫َ‬
‫ك‬‫َْ ِ‬ ‫َدار ِك‬ ‫ِ‬
‫اَحد م َؤنةث ََحتضَ‬ ‫وِ‬
‫َ‬
‫َْك َمت‬ ‫َدارك َمت‬ ‫تضَ‬‫تَثانَُِّ مؤنةث َح ِ‬
‫َ َ َ‬
‫َْك ةن‬ ‫َدارك ةن‬ ‫جَاع مؤنةث َح ِ‬
‫تضَ‬ ‫َ َ‬
‫ِ ال‬ ‫َدا ِر اي‬ ‫اَحد متَ َكلِم (م َذ ةكَ َوم َؤنةث)‬‫وِ‬
‫َ‬
‫َْنَت‬ ‫َدارََن‬ ‫ة‬ ‫ِ‬
‫تَثانََُِّ َوجَاع متَ َكلم (م َذكَ َوم َؤنث)‬
‫ة‬

‫‪e.g.‬‬ ‫لهَ‬ ‫دارهَ‬ ‫‪His house is his.‬‬


‫ََح اَف َجَ ‪َ +‬اَمَور‬ ‫ضتف إَِْ َِّه‬
‫ضتف ‪ +‬م َ‬‫مَ‬
‫ةصل َمَور ِبَ ِ‬
‫ِ‬ ‫ِ‬ ‫ضتفَُِ)‬ ‫ِ‬ ‫ِ‬
‫اْلََِ)َ‬
‫ف ا‬ ‫(ضمْي مت َا َا‬ ‫َ‬ ‫(ضمْي متةصل َاَمَور ِباِل َ‬
‫َ‬

‫ض ِم اْي َب ِرم ‪Note: The‬‬ ‫ِ‬


‫‪.‬متةصل ‪َُ will always be‬مَ ِل َجَ ‪َ in‬‬

‫‪37‬‬
َ‫ضميَالشَأَن‬:
It is a singular َ‫ض ِم اْي َغتئِب م َذ ةك‬
َ which sometimes appears at the beginning of a sentence without
a ‫جع‬ ِ .
َ َ‫( َم ا‬an earlier word that it could refer to). The sentence after it clarifies such a ‫ضم اْي‬
َ
e.g. ‫إِنةه َمياد قَتئِم‬ Indeed, the matter is that Zayd is standing.

َ‫ضميَالقصة‬:
It is a singular ‫ض ِم اْي َغتئِب م َؤنةث‬
َ which sometimes appears at the beginning of a sentence without
a ‫جع‬ ِ .
َ َ‫( َم ا‬an earlier word that it could refer to). The sentence after it clarifies such a ‫ضم اْي‬
َ
e.g. ُ‫تط َمُ قَتئِ َم‬
ِ َ‫إِ ةَنَت ف‬ Indeed, the matter is that Fatimah is standing.

َ‫ضميَالفصل‬:
It is a ‫ض ِم اْي‬
َ which appears between a ‫ ماب تَ َدأ‬and a ‫ َخ ََب‬for emphasis and separation.
e.g. ‫ك هم اْام افلِح او َن‬
َ ِ‫أوْٰئ‬ It is they who are successful.

EXERCISE

1. Translate, fill in the i‘raab and analyze the following sentences, pointing out all the َِ‫ض َمتئ‬
َ,
as well as their types and ُ‫َح َتْل‬
َ.
i. ‫اْقطتر قدم ف وقته‬ iii. ‫صََََن‬ ِ
َ َ‫اَْش اَطي ن‬
ii. ‫حنن نَمقك‬ iv. ‫هللا يَمقهت وإَيكم‬

38
Section 2.4.218
َ‫ اَلَسَاءََالَمَوَصَوَلَة‬- Relative pronouns

Definition: An ‫ اِ اسم َم اوص اول‬is an َُ‫ اِ اسم َم اَ َِف‬whose meaning/purpose is understood through the
sentence, which comes after it, which is called َُ‫صل‬ ِ.
 An ‫ اِ اسم َموص اول‬cannot form a complete part of a sentence on its own. It must have a َُ‫صل‬ ِ
ِ which is generally a ُ‫ جالَُ خ َِبية‬must have a ‫ض ِمْي‬
which relates (refers back) to it. The َُ‫صل‬ ََ ‫َ ا‬
(visible or hidden) referring to the ‫اِ اسم َموص اول‬. This ‫ض ِم اْي‬ ِ
َ is called ‫ َعتئد‬.

Table 2.5
َ‫اَلَسَاءََالَمَ َوصَ َولَةََللَمَذكر‬
‫اَحد‬ِ‫و‬
َ ‫اَْة ِذ اي‬ who, that, which
ِ
ََُّ‫تَثان‬ ‫اَْلة َذ ِان‬ those two who, that, which ‫ِ اف َُمَ ِل َرفاع‬
ََُِّ‫تَثان‬ ‫اَْلة َذيا ِن‬ those two who, that, which َ‫صب َو َج‬ ‫ِ اف َُمَ ِل نَ ا‬
‫جَاع‬ ‫اَْة ِذيا َن‬ those who, that, which

Table 2.6
َ‫اَلَسَاءََالَمَ َوصَ َولَةََللمؤنث‬
‫اَحد‬ِ‫و‬ ‫اَْةِ اِت‬ who, that, which
َ
ِ
ََُّ‫تَثان‬ ِ َ‫اَْلةت‬
‫تن‬ those two who, that, which ‫ِ اف َُمَ ِل َرفاع‬
ََُِّ‫تَثان‬ ‫ي‬ِ ‫اَْلةتَ ا‬ those two who, that, which َ‫صب َو َج‬ ‫ِ اف َُمَ ِل نَ ا‬
ِ
‫جَاع‬ ‫اَ ةْل ا‬
‫ت‬ those who, that, which
‫جَاع‬ ‫ات‬ِ‫ة‬
‫اَْل َو ا‬
those who, that, which

Examples
1. ‫صَََك‬َ َ‫َجتءَ الذَيَ ن‬ The one (masculine) who helped you, came.
2. َ َ‫َجتءَ الذَانَ ن‬
‫صََا َك‬ The two (masculine) who helped you, came.
3. ‫صََ َاك‬َ َ‫َرأَيات اللَذينَ ن‬ I saw the two (masculine) who helped you.
‫ن‬ ِ َ َ‫َِْقاَّت الذينَ ن‬
4. ‫صَاو ا‬ I met those (masculine) who helped me.
ِ
5. ‫ك‬َ ‫صََتا‬َ َ‫َجتءَُ الَتَ ن‬ The one (feminine) who helped you, came.
ِ
6. َ َ‫َجتءَُ اللَتانَ ن‬
‫صََََت َك‬ The two (feminine) who helped you, came.

18
For more examples and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 2, 136-140.

39
7. َ َ‫َرأَيات اللَتَيَ ن‬
‫صََََت َك‬ I saw the two (feminine) who helped you.
ِ
8. ‫ك‬ َ َ‫َجتءَُ الَلَتَ ن‬
َ َ‫ص اَن‬ Those (feminine) who helped you, came.

Additional relative pronouns:


1. ‫ ما‬and َ‫( من‬that and who)
 These are used for all genders and all numbers.
 The difference is that ‫ َم ان‬is used for intelligent beings (‫ ) َذ ِوى اْاَق اوِل‬and ‫ َمت‬is used for non-
intelligent beings (‫) َغ اْي ذَ ِوى اْاَق اوِل‬.
ِ
e.g.
َ َّ‫أَ اَح ِس ان ا ٰٰل َم ان أَ اَح َس َن إَِْا‬
‫ك‬ Show goodness to that person who has
shown goodness to you.
َ ‫قَ ََأاُ َمت َكتَ اب‬
‫ت‬ I read what you wrote.

2. َ‫ أَي‬and َ‫أَية‬
 َ ِ‫إ‬.
They are generally ‫ م اَََب‬and used in َُ‫ضتف‬
 ‫ أَي‬has the meaning of ‫اَْة ِذ اي‬.
e.g. ‫ِم ان أَ ِي كِتَتب‬ from which book…

 ُ‫ أَية‬has the meaning of ‫اَْةِ اِت‬.


e.g. ‫أَيةُ ِانت‬ which girl…

ِ َ‫ اِسم ف‬and an ‫اِسم م افَول‬, has the effect of ‫اِسم موصول‬.


3. ‫ ال‬which appears before an ‫تعل‬ ‫ا‬ ‫ا َ ا‬ ‫ا َا ا‬
e.g. ‫اَْ ةست ِمع‬ would equal ‫اَْة ِذ اي َِس َع‬
‫اَْا َم اسم اوع‬ would equal ‫اَْة ِذ اي ِس َع‬
‫اَْ ةس ِتمَ او َن‬ would equal ‫اَْة ِذيا َن َِسَ اوا‬

4. َ‫ذَو‬
According to the dialect of the tribe ‫َِن او طَي‬, it is an ‫اِ اسم َم اوص اول‬.
It is used for all genders and all numbers, without its form changing.

ِ
e.g. ‫صَََك‬َ َ‫َجتءَ ذ او ن‬ equals ‫صَََك‬َ َ‫َجتءَ اْةذ اي ن‬ The one who helped you, came.
ِ
‫صَََك‬َ َ‫َرأَيات ذ او ن‬ equals ‫صَََك‬َ َ‫َرأَيات اْةذ اي ن‬ I saw the one who helped you.
ِ ِ I passed by the one who helped
‫صَََك‬
َ َ‫َمََارُ ذ او ن‬ equals َ َ‫َمََارُ ِبْةذ اي ن‬
‫صَََك‬
you.

40
‫‪Sentence Analysis:‬‬

‫‪َ The person whose father is knowledgeable, came.‬جتءَ اْة ِذ اي أَِ اوه َع ِتَل‬
‫عالَ‬ ‫أَب وهَ‬ ‫الذَيَ‬ ‫جاءَ‬
‫ضتف إَِْ َِّه‬
‫ضتف ‪ +‬م َ‬
‫مَ‬

‫‪َ +‬خ ََب = جالَُ اِ اِسَّةُ َخ ََِبيةُ‬ ‫ماب تَ َدأ‬

‫ِصلَُ‬ ‫اِ اسم َم اوص اول‬

‫= جالَُ فِ اَلَِّةُ َخ ََِبيةُ‬ ‫فَ ِ‬


‫تعل‬ ‫فِ اَل ‪+‬‬

‫‪EXERCISE‬‬

‫‪1. Translate, fill in the i‘raab, and analyze the following sentences.‬‬

‫‪i.‬‬ ‫أين اْذي نصَ ميدا؟‬


‫هللا يَلم مت ف الرض ‪ii.‬‬
‫جتءُ اْلتتن تسكنتن أمتمنت ‪iii.‬‬
‫إن اْذين كفَوا ْل يدخلون اْلنُ ‪iv.‬‬

‫‪41‬‬
Section 2.4.319
َ‫ – أَسَاءََالَشارة‬Demonstrative isms

Definition: An ِ‫ترة‬ ِ ِ ِ ِ
َ ‫ ا اسم اال َش‬is an ‫ ا اسم‬which is used to point at something. This ‫ ا اسم‬is of two types.
i. ‫ب‬ِ ‫ِْال َق َِيا‬: It is used for pointing at something near.

ii. ‫ِْالبََِاَّ ِد‬: It is used for pointing at something far.

Table 2.7
َ‫أَسَاءََالَشارةََللمذكر‬

َ‫لَلَقََريَب‬ َ‫لَلَبَعَيَد‬
ِ‫و‬ ِ
‫اَحد‬ َ ‫ٰه َذا‬ this َ ْ‫ ٰذ‬that
‫ك‬
ََُِّ‫تَثان‬ ‫ٰه َذ ِان‬ َ ِ‫ٰذان‬
these those
‫ََحتَُْ اْةَفا ِع‬ ‫ك‬ ‫ََحتَُْ اْةَفا ِع‬
two… two…
ََُِّ‫تَثان‬ َ ِ‫َذيان‬
these ِ‫ص‬ those ِ‫ص‬
‫ٰه َذيا ِن‬ ََِ‫اْل‬
‫ب َو ا‬ ‫ََحتَُْ اْنة ا‬ ‫ك‬ ََِ‫اْل‬
‫ب َو ا‬ ‫ََحتَُْ اْنة ا‬
two… two…
‫جَاع‬ ‫ٰهؤَْل ِء‬ these َ ِ‫ أوْٰئ‬those
‫ك‬

Table 2.8
َ‫أَسَاءََالَشارةََللمؤنث‬

َ‫لَلَقََريَب‬ َ‫لَلَبَعَيَد‬
ِ‫و‬ ِ‫ٰه ِذه‬
‫اَحد‬ َ this َ ‫تِال‬
‫ك‬ that

ََُِّ‫تَثان‬ ‫تَت ِن‬ َ ِ‫ََتن‬


these those
َ ‫َه‬ two…
‫ََحتَُْ اْةَفا ِع‬ ‫ك‬
two…
‫ََحتَُْ اْةَفا ِع‬

ََُِّ‫تَثان‬ َ ِ‫تَاَّن‬
ِ ‫َهتتَ ا‬ these ِ‫ص‬ those ِ‫ص‬
‫ي‬ ََِ‫اْل‬
‫ب َو ا‬ ‫ََحتَُْ اْنة ا‬ ‫ك‬ ََِ‫اْل‬
‫ب َو ا‬ ‫ََحتَُْ اْنة ا‬
two… two…
‫جَاع‬ ‫ٰهؤَْل ِء‬ these َ ِ‫ أوْٰئ‬those
‫ك‬

‫ك اْا ِكتَتب‬ ِ
e.g. َ ْ‫ٰذ‬ that book
‫ٰهؤَْل ِء اْنِ َستء‬ these women

َ ِ‫أوْٰئ‬
‫ك اْ َِ َجتل‬ those men

19
For more examples and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 2, 141-145.

42
Notes:
ِ ‫ال َشترةِ ِْلا َق َِيا‬
1. In the case of ‫ب‬ ِ
َ ‫أَ اسَتء ا‬, for both masculine and feminine, the ‫ ٰه‬in the beginning is
not part of the actual ِ‫ترة‬ ِ ِ ِ
َ ‫ا اسم اال َش‬. It is, in fact, a ‫ ََح اَف تَانباَّه‬. However, it is so often used with
ِ ‫ال َشترةِ ِْال َق َِيا‬
the ‫ب‬ ِ
َ ‫ أَ اسَتء ا‬that it is normally considered a part of them.
2. The ‫ ك‬of ِ‫ترة‬ ِ ِ ِ
َ ‫ (اَْابََاَّد) ا اسم اال َش‬is sometimes changed according to the gender or the number of
persons being addressed. The meaning is not affected.
e.g. ‫ٰذِْك َمت َرِك َمت‬ He is the Lord of both of you.

3. If the ‫َّه‬ ِ ِ
ِ َِْ‫ م َشتر إ‬is a ‫مضتف‬, then the ِ‫ال َشترة‬ ِِ
َ َ ‫ ا اسم ا‬comes after the ‫ضتف إََّْه‬
َ ‫م‬.
e.g. َ ِ‫كِتَت‬
‫ك ٰه َذا‬ this book of yours

4. If the ِ‫ترة‬ ِ ِ ِ
َ ‫ ا اسم اال َش‬occurs as a ‫ماب تَ َدأ‬, then the ‫ َخ ََب‬is generally a ‫نَكََة‬.
e.g. ‫ٰه َذا كِتَتب‬ This is a book.
ِ should be added between the ‫مب تَ َدأ‬,
However, if the ‫خ ََب‬ َ is also َُ‫ َم اَ َِف‬, then a suitable ‫ضم اْي‬
َ ‫ا‬
which is an ِ‫ترة‬ ِ ِ
َ ‫ا اسم اال َش‬, and the ‫ َخ ََب‬for it to remain a complete sentence.
e.g. ‫ ٰه َذا ه َو اْا ِكتَتب‬This is the book.
If no ‫ض ِمْي‬
َ is added, it would be an incomplete sentence.
e.g. ‫ٰه َذا اْا ِكتَتب‬ this book

5. If the ‫خ ََب‬ ِ to be added between the ‫ مب تَ َدأ‬and


َ is a ‫ضتف‬
َ ‫م‬, then there will be no need for a ‫ضمْي‬
َ ‫ا‬
the ‫خ ََب‬
َ.
ِ ِ‫ٰه َذا اِن اْامل‬
‫ك‬
e.g. َ ‫ا‬ This is the son of the king.

َ َ‫( هن‬there) are also ِ‫ال َش َترة‬


6. ‫ هنَت‬or ‫( ٰههنَت‬here) and ‫تك‬ ِ‫أَ اسَتء ا‬. However, they do not have any special
rules.

Sentence Analysis:

َ‫نفيَس‬ ‫القل َم‬ ‫ٰهذا‬ This pen is precious.


ِ‫اِ اسم ا‬
‫ م َشتر إَِْ َِّه‬+ ِ‫ال َش َترة‬

ُ‫َخ ََب = جالَُ اِ اِسَّةُ َخ ََِبية‬ + ‫ماب تَ َدأ‬

43
‫‪EXERCISE‬‬

‫‪1.‬‬ ‫‪Translate, fill in the i‘raab, and analyze the following sentences.‬‬

‫‪i.‬‬ ‫تلك اْسَّترة قدميُ‬ ‫هذه َحجَة واسَُ ‪iv.‬‬


‫أوْئك َتتر صتدقون ‪ii.‬‬ ‫هذان وْدان مهذبن ‪v.‬‬
‫هؤْلء طلب املدرسُ ‪iii.‬‬ ‫هذان اْوْدان مهذبن ‪vi.‬‬

‫‪44‬‬
Section 2.4.420
َ‫– أَسَاءََالَف عال‬Isms that have the meaning of fiʿls

Definition: These are isms that have the meaning of fiʿls but do not accept their signs.
Some of them have the meaning of ‫تضي‬ ِ ِ ِ

‫ اَْاف اَل اْا َم ا‬and give the ‫ ا اسم‬after it a raf‘; and the
ِ ‫ال‬
one which has the meaning of َ‫تض‬ ِ
َ‫اَال اَمَ ا‬, gives the ‫ ا اسم‬after it a nasb.

Table 2.9
Isms in the Meaning of ‫الفَعلَالماضي‬

Ism Fiʿl Meaning Example


ُ‫ت‬
َ ‫َهاَّ َه‬ ‫ََِ َد‬ he/it became far, it is ‫تُ َمياد أَ ان يَ اف ََ َل ٰه َذا‬
َ ‫ َهاَّ َه‬It is far from (beyond)
far (from him) Zayd to do this.
‫َشتةت َن‬ ‫ ََِ َد َو‬same as above; and ِ ‫اْل‬
‫ته ِل‬ ِ
َ‫ي اْا ََتَل َو ا‬
َ ‫َشتةت َن َِا‬ What a difference there is
‫ اِفا ََت َق‬there is a difference
what a difference, between the learned and
the ignorant!
between
‫َس اَ َعت َن‬ ‫ع‬
َ َ‫َس‬ he hastened ‫َس اَ َعت َن َمياد‬ Zayd hastened.

Table 2.10
Isms in the Meaning of َ‫المرَالاضر‬

Ism Fiʿl Meaning Example


‫رَويا َد‬ ‫أَام ِه ال‬ Give respite! ‫رَويا َد َميا ًدا‬ Give Zayd respite.

َ‫َِاله‬ ‫َد اع‬ Leave!; Give up! ‫َِالهَ اْتة َفكََ فِاَّ َمت َْل‬ Give up thinking about

َ َّ‫يَ اَنِا‬
that which does not
‫ك‬ concern you.
‫ك – َهت‬ َ َ‫د اون‬ ‫خ اذ‬ Take! ََ ‫ك اْلة‬
‫ب‬ َ َ‫د اون‬ Take the milk.
‫ك‬
َ َّ‫َعلَا‬ ‫اِْاَزام‬ Hold on to (it)!; ِ ِ َ َّ‫َعلَا‬
‫ةِت‬
‫ك سن ا‬
Hold on to my
(It is) incumbent on Sunnah.
you
‫ََحَّة َه ال – ََح ةي‬ ‫ت – َع ِج ال‬ ِ ‫اِئا‬ Come!; Hasten! ِ‫ص َلة‬
‫ََح ةي َعلَى اْ ة‬ Come to salah.
‫ت – َهل ةم‬َ َّ‫َها‬ ‫أَقابِ ال‬

20
For more examples and exercises, please refer to ‘Ali al-Jaarim & Mustafa Ameen, al-Nahw al-Wadih li al-
Madaris al-Thanawiyyah, (Cairo: Dar al-Ma‘arif, n.d.), vol. 1, 40-43.

45
Notes:
1. There are some other isms which have the meaning of fiʿls. These are as follows:
‫تل‬َ ََ َ‫ت‬ ِ ‫ – اِئا‬come)
(‫ت‬ ‫ي‬ ِ ٰ ‫ – اِست ِج‬accept)
َ ‫ب( أ م ا‬ ‫اَ ا‬
‫ص اه‬ (‫ت‬
‫ – ا اسك ا‬keep quite) ‫ف( فَ َق اط‬ ِ َ‫ – اِ اكت‬suffice)
َ
ُِ‫هت‬
َ (‫ – اِ اع ِط‬bring, give) ‫ك َع ِ ان‬ َ َّ‫ – تَبَ ةَ اد َع ِ ان( إَِْا‬away from me)
‫َعلَ ةى ِِه‬ (‫ي‬ ِ ِ ِِ ِ
‫ – ج ائ ه عاند ا‬bring him/it to me)

2. Some of these isms are inflectable (‫ص َِف‬


َ َ‫)مت‬, i.e. their form changes.
ِ ‫ه‬
ُ‫ت‬ ‫تت َهتت اوا َهتتََِّت‬ ِ ِ ِ
i. َ ‫َهتتََّت َه ا‬ ‫ي‬
َ ‫َهتت ا‬
ِِ
e.g. َ ‫ق ال َهتت اوا ِ اَٰهنَك ام إِ ان كان ت ام ٰصدق ا‬
‫ي‬
Say: bring your proof, if you are truthful.

ii. ‫تل‬
َ ََ َ‫ت‬ ‫تَ ََتَََّْت‬ ‫تَ ََتَْاوا‬ ‫تل‬
‫تَ ََ َ ا‬
‫ي تَ ََتَََّْت‬
َ ‫تَ ََتَْ ا‬
21ُ‫اآلي‬...ُ‫ب ت َتْوا إِ ٰٰل كلِم‬
ِ ِ
e.g. َ َ ‫ق ال ٰيَ اه َل اْاكٰت َ َ َا‬
Say: O people of the book! Come to a word…
َِ ‫فَتَ َتَْي أمتَِك ةن وأس ََِحك ةن سَاَحت‬
)‫جاَّ ًل (اْقَآن‬
e.g. ً ََ ‫َ ا َ َ ا َ َ ا‬
Then, come, I will make provision for you and release you with
kindness.

Section 2.4.5
َ‫ – أَسَاءََالَصوات‬Isms that denote a sound

‫أ اح أ اح‬ To denote a cough.


‫ف‬ ‫أ ا‬ To denote pain.
‫َِ اخ‬ To denote happiness, pleasure.
‫نَ ةخ‬ To make a camel sit.
‫تق‬
َ ‫َغ‬ To denote the cawing of a crow.

21
ُ‫ اآلي‬is an abbreviation for َُِ‫آخ َِ ااآلي‬
ِ ‫( إِ ٰٰل‬until the end of the ayah).

46
Section 2.4.622
َ‫ – اَلظيَروف‬Adverbs

Definition: An ‫ اِ اسم ظَاَف‬is an ‫ اِ اسم‬which gives us an idea of the place or time when (or where)
some work is done. It is also called ‫ َم افَ اول فِاَّ ِه‬.

ِ ‫( ظََف اْةزم‬adverb of time) and ‫تن‬


‫ ظَوف‬are of two kinds: ‫تن‬ ِ ‫( ظََف اْام َك‬the adverb of place).
َ ‫ا‬ َ ‫ا‬

َ‫ – ظَرَوَفََالزَمَان‬Adverbs of time:
1. ‫إِ اذ‬ (when)
 ِ ‫ اَْام‬even when it appears before ‫فَِل مضت ِرع‬.
It gives the meaning of ‫تضي‬ َ ‫ا‬ َ ‫ا‬
 ِ‫ جلَُ اِ ا‬or a ُ‫جلَُ فَِلَِّة‬.
The sentence after ‫ إِ اذ‬could be a ُ‫سَّة‬ ‫ا‬ ‫ا ا‬
e.g. ‫َواذاكَاوا إِ اذ أَنات ام قَلِاَّل‬ Remember when you were less.
ِ َّ ‫اع َد ِمن اْاب‬
‫ت‬ ِ ‫ وإِ اذ ي َفَع إِِ َِٰهَّم اْا َقو‬And when Ibrahim (Allah give him peace) was
e.g. ‫َ َا‬ َ ‫َ َا ا ا‬
raising the foundation of the House (Ka‘ba).

Sometimes, it gives the meaning of suddenness )‫تجأَة‬ ِ ِ


 َ ‫(م َف‬. This is called ُ‫إ اذ اَْاف َجتئَّة‬.
e.g. َ‫َخََ اجت إِ اذ م ِدياَ اْا َم اد َر َس ُِ ََن ِظ‬ I came out and suddenly (encountered) the
principal of the school watching.

 Sometimes, it gives the meaning of because (‫)ِلَ ةن‬. This is called ُ‫ةَلِاَّلَِّة‬
‫إِ اذ اَْات ا‬.
ِ ‫َْن يةان َفَكم اْاَّ وم إِ اذ ظَلَمتم أَنةكم ِف اْاَ َذ‬
)‫اب م اش َِتك او َن (اْقَآن‬
e.g. َ ‫اا ا‬ َ ‫ا َ َا‬
That you are together in punishment will never benefit you today because
you oppressed.
[This is according to one translation.]

2. ‫إِ َذا‬ (when/if)


It gives the meaning of ‫ضت ِرع‬ ِ
 َ ‫ م‬even when it appears before ‫ف اَل َمتض‬.
 It gives the meaning of ‫ش اَط‬
َ and ‫ َجَزاء‬but does not give either a ‫ َج ازم‬.
 ِ‫ جلَُ اِ ا‬or preferably a ُ‫جلَُ فَِلَِّة‬.
The sentence after ‫ إِذَا‬could be a ُ‫سَّة‬ ‫ا‬ ‫ا ا‬
ََُ ِْ‫ةمس طَت‬ ِ َِّ‫اٰت‬
e.g. ‫ك ا َذا اْش ا‬
َ‫ا‬ I will come to you when the sun is up.
ِ‫إِ َذا نَزَل اْامطََ فَترِجع إِ َٰل اْاب َّت‬
e.g. ‫َا‬ ‫ا ا‬ َ َ If it rains, return home.

22
The list of ‫ ظَوف‬given in this section is by no means exhaustive. There are many more that should be studied in
advanced books of Nahw.

47
e.g. ‫استَ اغ ِف اَه‬
‫ك َو ا‬
ِ ِ ِ ِ ‫إِ َذا جتء نَصَ هللاِ واْا َفاتح ورأَيت اْنةتس ي ادخلو َن‬
َ ِ‫ف ديا ِن هللا أَفا َواجتً فَ َسبِ اح ِبَ امد َر‬
‫ََ ا َ َ َ ا ا‬ َ ‫ََ ا‬
When the victory of Allah comes and the conquest, and you see people
entering into the religion of Allah in multitudes, then celebrate the praise of
your Lord and seek forgiveness from Him.

Sometimes, it gives the meaning of suddenness )‫تجأَة‬ ِ


 َ ‫(م َف‬, in which case ‫ إذَا‬must be
ِ‫جلَُ اِ ا‬.
followed by a ُ‫سَّة‬ ‫ا‬
e.g. ‫َخََ اجت فَِإ َذا اْا َك الب َواقِف‬ I came out and suddenly (encountered) the dog
standing.

3. ‫َم ْٰى‬ (when)


 It can be used as an interrogative )‫(اِ استِ اف َهتم‬.
e.g. ‫َم ْٰى ت َستفَِ؟‬ When will you travel?
 It can also be used as a conditional ‫ اِ اسم‬in which case the ‫ش اَط‬
َ and ‫ َجَزاء‬get a ‫ َج ازم‬.
e.g. ‫َم ْٰى تَص ام أَص ام‬ When you fast, I will fast.

4. ‫ف‬َ َّ‫( َكا‬how)


 It is used to enquire condition.
e.g. ‫ك؟‬
َ ْ‫ف ََحت‬
َ َّ‫َكا‬ How are you? (In what condition are you?)

5. ‫أَةَي َن‬ (when)


 It is used as an interrogative.
ِ ‫أَةَي َن ي وم‬
‫اْديا ِن؟‬
e.g. ‫َا‬ When will be the day of recompense?

Note: ‫ أَةَي َن‬is used only to enquire of great events of the future as compared to ‫ َم ْٰى‬.

ِ ‫( أَام‬yesterday)
6. ‫س‬
ِ ‫ن َمياد أَام‬
‫س‬ ِ
e.g. ‫َجتءَ ا‬ Zayd came to me yesterday.

7. ‫( مانذ – م اذ‬since, for)


 These two can be used to convey the beginning of a time period.
e.g. ‫م اذ يَ اوِم ا‬/‫َمت َرأَياته مانذ‬
ُِ ََ ‫اْلم‬ I have not seen him since Friday.

 They can also be used to refer to an entire time period.


ِ ‫م اذ يَوَم‬/‫َمت رأَياته مانذ‬
‫ي‬
e.g. ‫ا‬ َ I have not seen him for two days.

48
 These can be used as َ‫ج‬ ِ
َ ‫( ََح اَف‬followed by a ‫ ) َاَمَور‬or as ‫ ا اسم‬which is regarded as a
‫ ماب تَ َدأ‬followed by a ‫ َم اَفوع‬.
e.g. ‫م اذ يَ اوِم ا‬/‫َمت َرأَياته مانذ‬
ُِ ََ ‫اْلم‬ I have not seen him since Friday.
ُِ ََ ‫اْلم‬
‫م اذ يَ اوم ا‬/‫َمت َرأَياته مانذ‬

8. ‫قَط‬ (not, never)


 It is used to emphasize ‫تضي اَْا َمان ِفي‬
ِ ‫اَْام‬.
َ ‫ا‬
e.g. ‫ضََِاته قَط‬
َ ‫َمت‬ I never hit him.

9. ‫( َع اوض‬never)
 It is used to emphasize ‫ضت ِرع اْا َمان ِفي‬
َ ‫اَْام‬.
e.g. ‫ض َِِه َع اوض‬
‫َْل أَ ا‬ I will never hit him.

10. ‫قَ ابل‬ (before)


‫َِ اَد‬ (after)
ِ
َ ‫ م‬and the ‫ضتف إََِّْه‬
 They are ‫ م اَََب‬when they are ‫ضتف‬ َ ‫ م‬is mentioned.
e.g. ‫ِم ان قَاب ِل اْا َفات ِح‬ before the victory
ِ
َ ‫ م‬and the ‫ضتف إََِّْه‬
 They are ‫ َماب ِن‬when they are ‫ضتف‬ َ ‫ م‬is not mentioned, but intended.
e.g. )‫َي ِم ان قَ اب ِل ك ِل َش ايء َوِم ان َِ اَ ِد ك ِل َش ايء‬ ِ ِ ِِ
‫ِٰل االَ امَ م ان قَ ابل َوم ان َِ اَد (أ ا‬
Allah’s is the decision before and after (i.e. before everything and after
everything).
ِ
e.g. َ ‫َي ِم ان قَابل‬
)‫ك‬ ِ ِ
‫أ َََن ََحتضَ م ان قَ ابل (أ ا‬
I have been present from before (i.e. before you).

)‫َي َِ اَ َد ٰه َذا‬ ِ
e.g. ‫َم ْٰى ََتَّئ نَت َِ اَد؟ (أ ا‬
When will you come after (i.e. after this)?

َ‫ – ظَرَوَفََالَمكان‬Adverbs of place:
1. ‫َحاَّث‬
َ (where)
 It is generally ‫ضتف‬
َ ‫ م‬to a sentence.
‫س ََحاَّث َمياد َجتِْس‬ ِ ِ
e.g. ‫ ا اجل ا‬Sit where Zayd is sitting.

49
2. ‫قدةام‬ (in front of) & ‫َخ الف‬ (behind)
 It has the same rules as those for ‫ قَ ابل‬and ‫َِ اَد‬.
e.g. )‫ةامه َو َخ ال َفه‬
َ ‫َي قد‬
‫قَ َتم اْنةتس قدةام َو َخ الف (أ ا‬
The people stood in front and behind.
(i.e. in front of him and behind him).

3. ‫َتت‬
‫( َا‬under) & ‫( فَ اوق‬on top, above)
 It has the same rules as those for ‫ قَ ابل‬and ‫َِ اَد‬.
e.g. )ِ‫ةجََة‬
َ ‫ةجََةِ َوفَ او َق اْش‬
َ ‫ت اْش‬
َ ‫َي َاَت‬
‫س َمياد َاَتت َو َع امَو فَ اوق (أ ا‬
َ َ‫َجل‬
Zayd sat under and ‘Amr above. (i.e. under the tree and above the tree.)

4. ‫ِعان َد‬ (by, at, near, with)


e.g. ‫اَْا َمتل عِان َد َمياد‬ The money is with Zayd.

Note: ‫ ِعان َد‬will get a kasrah if it is preceded by ‫ ِم ان‬.


ِ‫ِمن عِان ِد هللا‬
e.g. ‫ا‬ from Allah

5. ‫أَ ٰن‬/‫( أَيا َن‬where)


 They are used for ‫اِ استِ اف َهتم‬.
e.g. ‫ أَ ٰن تَ اذ َهب – أَيا َن تَ اذ َهب؟‬Where are you going?
 They are used for ‫ش اَط‬
َ (‫ َش اَط‬and ‫ َجَزاء‬will get a ‫) َج ازم‬.
‫س‬ ِ ِ
e.g. ‫س أَ اجل ا‬
‫أَيا َن َاَتل ا‬ Where you sit, I will sit.
‫س‬ ِ ِ ٰ
‫س أَ اجل ا‬
‫أَن َاَتل ا‬
6. ‫َْد ان‬/‫( َْ ٰدى‬at, by, near, with (same meaning as ‫)) ِعان َد‬.
e.g. ‫اَْا َمتل َْ ٰدى َمياد‬ The money is with Zayd.
‫ِم ان َْد ان ََح ِكاَّم َخبِ اْي‬ from the All-Wise, All-Knowing

 ‫ َْد ان‬is generally preceded by ‫ ِم ان‬.


 When used in the meaning of possession (with), the difference between ‫َْد ان‬/‫َْ ٰدى‬
and ‫ ِعان َد‬is that in the case of ‫َْ ٰدى‬/‫َْد ان‬, the possessed thing must be present with the
person; whereas, in the case of ‫ ِعان َد‬, the possessed thing need not be present with
the person.

50
‫َماب ِن َعلَى اْا َفات ِح ‪, could be‬إِ اذ ‪ to a sentence or the word‬م َ‬
‫ضتف ‪ and is‬م اَََب ‪Note: That adverb which is‬‬
‫‪.‬ع ِ‬
‫تمل ‪or it could get the i‘raab according to the‬‬ ‫َ‬
‫‪e.g.‬‬ ‫ضتف ‪ which is‬يوم ‪the adverb‬‬
‫‪ in the following ayahs:‬م َ‬
‫ي ِص ادق ه ام‬ ‫اْص ِدقِي ِص ادق هم ‪ٰ and‬ه َذا ي وم ي ان َفع ٰ ِ ِ‬
‫اْصدق ا َ‬ ‫َا َ َ‬ ‫ا‬ ‫ٰه َذا يَ اوم يَان َفع ٰ ا َ‬
‫‪This is the day when the truth of the truthful will benefit them.‬‬

‫وج اوه ية اومئِذ ‪ and‬وج اوه ية اوَمئِذ‬


‫‪faces on that day‬‬

‫‪EXERCISE‬‬

‫‪ in them. Also identify‬ظَوف ‪1. Translate the follows ayahs of the Qur’an and identify the‬‬
‫‪.‬ظَوف اْام َكت ِن ‪ or‬ظَوف اْةزم ِ‬
‫تن ‪whether they are from among‬‬ ‫َ‬ ‫ا‬ ‫ا َ‬
‫اش اْامب ث و ِ‬
‫‪i.‬‬ ‫ث‬ ‫يَ اوَم يَك اون اْنةتس َكتْا َفََ ِ َ ا ا‬
‫ِ‬ ‫ِ‬
‫‪ii.‬‬ ‫اْل ال َد‬
‫ك ا‬ ‫َوَمت َج ََ النَت ْبَ َشَ ِم ان قَ ابل َ‬
‫صبِح او َن‬ ‫ِ‬ ‫ِ ِ‬
‫‪iii.‬‬ ‫يت ا‬ ‫ي َتاس او َن َوَح ا َ‬ ‫فَساب َحت َن هللا َح ا َ‬
‫‪iv.‬‬ ‫ك ِم ان َِ اَ ِد َك‬ ‫تل فَإِ ةَن قَ اد فَتَ نةت قَ اوَم َ‬
‫قَ َ‬
‫‪v.‬‬ ‫إِ اذ َجتء اوك ام ِم ان فَ اوقِك ام‬
‫‪vi.‬‬ ‫َمت ِعان ِد اي َمت تَ استَ اَ ِجل او َن ِِه‬
‫‪vii.‬‬ ‫َو َعلة امنَته ِم ان ْةد ةَن ِع المتً‬
‫‪viii.‬‬ ‫ي أَيا ِديا ِه ام َوَمت َخ ال َفه ام‬‫يَ اَلَم َمت َِا َ‬
‫إِ اذ ي قول ِْص ِ‬
‫تَحبِ ِه َْل َاَتَز ان إِ ةن هللاَ َم ََنَت‬
‫‪ix.‬‬ ‫َا َ‬
‫‪x.‬‬ ‫ِ‬ ‫ِ‬
‫أ ََع ةد هللا َل ام َجٰنت َاَت َِي من َاَتت َهت اال اََنَٰ‬

‫‪51‬‬
Section 2.4.7
َ‫ – اَلَكناَيت‬Isms that indicate an unspecified quantity

1. ‫ َك َذا‬،‫( َك ام‬so many, so much, how many, how much)


 They can be used for numbers
e.g. ‫ َك ام ِد ارَهًت عِان َد َك؟‬How many silver coins do you have?
e.g. ‫َخ اذُ َك َذا ِد ارَهًت‬
َ‫أ‬ I took this many silver coins.

 ‫ َك َذا‬is also used in the meaning of “such and such.”


e.g. ‫تل ِ ا‬
‫ل َك َذا َو َك َذا‬ َ َ‫ق‬ He said to me such and such.

2. ‫ت‬
َ ‫ َذيا‬،‫ت‬
َ َّ‫( َكا‬so and so, such and such)
e.g. ‫ت‬
َ ‫ت ذَيا‬
َ َّ‫ ق الت َكا‬or ‫ت‬ َ ‫ت َو َذيا‬
َ َّ‫ق الت َكا‬ I said such and such.
e.g. ‫ت‬
َ ‫ت ذَيا‬
َ َّ‫ فَ ََ الت َكا‬or ‫ت‬
َ ‫ت َوذَيا‬َ َّ‫فَ ََ الت َكا‬ I did such and such.

Section 2.4.8
َ‫ – اَلمركبَالبنائ يي‬Numerical phrase

This has been discussed earlier. Please, refer to section 1.4.3.

52
Section 2.5
َ‫ – أقسامَاَلَسَاءََالَمَعَربَة‬Types of declinable isms
These are of two types:

1. َ‫منَصرف‬

Definition: It is an ‫ اِ اسم‬which does not have two causes from amongst the nine causes that
ِ َ‫ص‬
prevent declension (‫ف‬ ‫ )أَ اسبَتب َمان ِع اْ ة ا‬or one such cause, which is equivalent to two.
 It accepts all harakaat as well as tanween.

2. َ‫غيَمنصرف‬

Definition: It is an ‫ اِ اسم‬which has two causes from amongst the nine causes that prevent
ِ َ‫ص‬
declension (‫ف‬ ‫ )أَ اسبَتب َمان ِع اْ ة ا‬or one such cause which is equivalent to two.
 Such an ism does not accept a kasrah and never gets a tanween. In ََِ‫َحتَُْ ا اْل‬
َ , it gets a
fathah in place of a kasrah.

َ‫ أَسبابَمنعَالصرف‬23
There are nine reasons/causes which prevent i‘raab changes. Each one of these has its own
conditions, which must exist for it to be a cause. The nine causes are as follows:
1. ‫َع ادل‬ 2. ‫صف‬ ‫َو ا‬ 3. ‫َعلَم‬ 4. ‫َتانِاَّث‬ 5. ُ‫ج َم‬
‫عا‬
6. ‫تَ اَكِاَّب‬ 7. ‫أَِْف َون اون َمائِ َد ََت ِن‬ 8. ‫َوامن فِ اَل‬ 9. ‫اْلم اوِع‬
‫جَاع مان تَ َهى ا‬

1. ‫ع ادل‬: ِ
َ It refers to the case when an ‫ ا اسم‬gives up its original form to assume a new form.
‫ َع ادل‬is of two types:
i. ‫َّقي‬ ِ ‫ع ادل ََت ِق‬: It refers to the case when an ‫ اِسم‬has an original.
‫َ ا‬ ‫ا‬
e.g. In the case of ‫ث‬ َ ‫( ث َل‬three and three together), the original is َُ‫ثََلثَُ َوثََلث‬.

ii. ‫ع ادل تَ اق ِدي َِي‬: ِ


َ It refers to the case when it is assumed that an ‫ ا اسم‬had an original because it
is used as ‫ص َِف‬
َ ‫ َغ اْي مان‬by the Arabs.
e.g. The Arabs use َ‫ ع َم‬as ‫ص َِف‬
َ ‫ َغ اْي مان‬. However, there is only one apparent cause, ‫ َعلَم‬.
Therefore, in order to keep the grammar rule intact, it is assumed that the
ِ ‫ع‬.
second cause is ‫ َع ادل‬and the original for َ‫ ع َم‬was َ‫تم‬ َ

23
This discussion is based upon Hidayat al-Nahw. It is presented in an entirely different manner in al-Nahw al-
Wadih. See al-Nahw al-Wadih, Ibdtida’iyyah, vol. 3, 125-133.

53
2. ‫صف‬ ِ ِ ِ
‫و ا‬/
َ ُ‫ص َف‬: There can be two cases when an ‫ ا اسم‬which is a ُ‫ ص َف‬would be ghayr munsarif.
24

These are as follows:


i. The ُ‫ص َف‬ ِ was originally devised to give a descriptive (‫ )وص ِفي‬meaning. If such a ُ‫ ِص َف‬is on
‫َا‬
the wazn of (‫)أَفا ََل‬, and does not accept taa for its ‫م َؤنةث‬, it will be ghayr munsarif.
e.g. ََ‫أَ امح‬ red َ‫ض‬
َ ‫َخ‬
‫ أ ا‬green
ِ has ‫أَِْف و ن ون مائِ َد ََت ِن‬. Its conditions are given below in (7).
ii. The ُ‫ص َف‬ َ ‫َ ا‬

3. ‫ َعلَم‬: It refers to the case when an ‫ اِ اسم‬is a proper noun (name of a person, place or thing).
e.g. ِ َ‫ف‬
ُ‫تط َم‬ female name
ُ‫ضَََم او‬
َ ‫ََح‬ name of a region in Yemen

4. ‫ َتانِاَّث‬: It refers to the case when an ‫ اِ اسم‬is a feminine proper noun )‫ ( َعلَم‬with one of the
following characteristics:
i. It ends with a round ‫ة‬. For example, ُ‫طَال َح‬25 ُ‫َم ةك‬
ii. It does not end with a round ‫ ة‬and has more then three letters. For example, ‫ َميانَب‬.
iii. It is a non-Arabic three-letter word and the middle letter is ‫ستكِن‬
َ . For example, َ‫ص‬
ِ
‫م ا‬.

Note:
All isms ending in ‫ورة‬ ِ ِ
 َ ‫ ( ٰى) اَالَْف اْا َم اقص‬or ‫ودة‬
َ ‫ (اء) اَالَْف اْا َم امد‬are feminine.
e.g. ‫َحاب ٰلى‬ pregnant
‫محَاََاء‬ red
Presence of ‫ورة‬ ِ ِ
 َ ‫ ( ٰى) اَالَْف اْا َم اقص‬or ‫ودة‬
َ ‫ (اء) اَالَْف اْا َم امد‬is equivalent to two reasons.

5. ُ‫ج َم‬
‫ع ا‬: It refers to the case when a word which is a proper noun )‫ ( َعلَم‬in a non-Arabic
language, has either
 more than three letters e.g. ‫إِِا ََ ِاهاَّم‬
or
 has three letters and the middle letter is ‫ح َِك‬
َ َ‫مت‬. e.g. ‫( َش َت‬name of a fort)
˗ Thus, ‫ ن اوح‬is munsarif because its middle letter is not ‫ح َِك‬
َ َ‫مت‬.

24
Sharh ibn ‘Aqil, vol. 3, 322-324.
25
Even though ُ‫ طَلا َح‬is a masculine proper noun, it is considered a feminine noun because of the presence of a
round ‫ة‬. For more discussion on the subject, see Section 3.4.

54
Note: The difference between ‫ ن اوح‬and َ‫ص‬ ِ ِ
‫ م ا‬is that َ‫ص‬
‫ م ا‬is a feminine ism because of it
being the name of a country, while ‫ ن اوح‬is not a feminine ism. Thus, َ‫ص‬ ِ
‫ م ا‬is ghayr
munsarif because of ‫ َتانِاَّث‬and ‫ َعلَم‬, while ‫ ن اوح‬is munsarif because it only has ‫ َعلَم‬. ُ‫ج َم‬
‫عا‬
does not apply to either.

6. ‫تَ اَكِاَّب‬: It refers to the case when a word is a combination of two words. This word must be
a proper noun )‫( َعلَم‬.
e.g. ‫َِ اَلَبَك‬ name of a city in Lebanon
ُ‫ضَََم او‬َ ‫ََح‬ name of a region in Yemen

7. ‫أَِْف َون اون َمائِ َد ََت ِن‬: It refers to the case when an ‫ اِ اسم‬ends with an ‫ أَِْف‬and ‫ﹷان) ن اون‬
ِ ( and one of
the following is true:
i. The ‫ أَِْف‬and ‫ ن اون‬appear at the end of a proper noun )‫( َعلَم‬.
e.g. ‫عثا َمتن‬ ‫ِع امََان‬
Note: Thus, the word ‫س اَ َدان‬
َ (grass) is not ghayr munsarif because it is not a proper
noun.
ii. The ‫ أَِْف‬and ‫ ن اون‬appear at the end of such a ُ‫ص َف‬
ِ whose feminine is not on the ‫وامن‬
َ
of َُ‫فَ اَ َلن‬.
e.g. ‫اَان‬
َ‫ َسك‬intoxicated
26
‫ َعطا َشتن‬27 thirsty
Their feminines are not on the ‫ َوامن‬of َُ‫فَ اَ َلن‬.
Note: Thus, the word ‫ نَ اد َمتن‬is not ghayr munsarif because its feminine )َُ‫ (نَ اد َمتن‬is on
the wazn of َُ‫فَ اَ َلن‬.
 If the ‫ أَِْف‬and ‫ ن اون‬are not extra or added (i.e. not ‫ ) َمائِ َد ََت ِن‬but are part of the original letters
of the word, then it will not be ghayr munsarif. For example, ‫شاَّطَتن‬.
َ

‫ َسكَاَان‬is mainly used as ghayr munsarif (without tanween), and is sometimes used as munsarif (with tanween).
26

The reason is that it has two feminines. The main feminine is ‫سك ٰاَى‬ َ , which requires that the masculine be ghayr
munsarif (‫اَان‬
َ‫) َسك‬. However, in the dialect of Banu Asad, the feminine is َُ‫ َسكَاَان‬. This requires that the masculine be
munsarif (‫اَان‬َ‫) َسك‬. See E. W. Lane, An Arabic-English Lexicon, (Beirut: Librairie du Liban, 1968), book I, part 4,
1391.
27
‫ َعطا َشتن‬is interchangeably used as munsarif (with tanween) and ghayr munsarif (without tanween). The reason is
that it has two feminines. One is ‫ َعطا ٰشى‬, and the other is َُ‫شتن‬
َ ‫ َعطا‬. Considering the first, it becomes ghayr munsarif
(‫شتن‬
َ ‫ ;) َعطا‬and considering the second, it becomes munsarif (‫) َعطا َشتن‬. See Lane, book I, part 5, 2079.

55
8. ‫ َوامن فِ اَل‬: It refers to the case when a proper noun )‫ ( َعلَم‬is on the wazn of a ‫ فِ اَل‬or when a ُ‫ص َف‬
ِ
is on the wazn of ‫أَفا ََل‬.
e.g. ‫َسبَ َق ِم ان أَ امحَ َد‬
‫ت ِب ا‬
َ ‫ َْ اس‬You are not more advanced/ahead than Ahmad.
Here, ‫ أَ امحَ َد‬is an ‫ َعلَم‬and is on the wazn of the fi‘l ‫ أَفا ََل‬, and ‫َسبَ َق‬ ِ
‫ أ ا‬is a ُ‫ ص َف‬and
is on the wazn of the verb ‫أَفا ََل‬. Therefore, these two are ghayr munsarif.

e.g. ‫َجتءَ يَِزياد‬ Yazeed came.


Here, ‫ يَِزياد‬is an ‫ َعلَم‬and is on the wazn of the fi‘l ‫يَ اف ََل‬.

9. ‫اْلم اوِع‬ ‫( أَِْف ا‬alif of plural), one of the


‫جَاع مان تَ َهى ا‬: It is a plural which has, after the ‫اْلَ ام ِع‬
following:
two ‫ح َِك‬ ِ ‫ مس‬mosques
i. َ َ‫ مت‬letters. e.g. ‫تجد‬ ََ
ii. one ‫ش ةدد‬
َ ‫ م‬letter. e.g. ‫ َد َواب‬animals
iii. three letters, the middle letter being ‫ستكِن‬
َ. e.g. ‫ َم َفتتِاَّح‬keys
Note:
 If any of the above words ends with a round ‫ة‬, it will not be ghayr munsarif.
e.g. َُ‫صََّتقِل‬
َ polishers
 ‫اْلم اوِع‬
‫ جَاع مان تَ َهى ا‬is equivalent to two reasons/causes.

General Note: A ghayr munsarif ism will get a kasrah in ََِ‫َحتَُْ ا اْل‬
َ in the following cases:
 when it is ‫ضتف‬
َ ‫م‬. e.g. ‫تج ِد ِه ام‬
ِ ‫ صلةَّت ِف مس‬I prayed in their mosques.
ََ ‫َا ا‬
 when it has ‫ ال‬before it. e.g. َِ ِ ‫َذ َهابت إِ َٰل اْا َم َقت‬ I went to the graves.

EXERCISES
1. Mention with reason why the following words are munsarif or ghayr munsarif.

i. َ‫مف‬ 28
v. ‫صحَاء‬
ii. ‫شَّطتن‬ vi. ‫مصتَِّح‬
iii. ‫أسود‬ vii. ‫يزيد‬
iv. ‫أستتذة‬ viii. ‫ غضبتن‬29

28
This is the name of a major Hanafi Imam. It is non-Arabic in origin and is pronounced with a dammah on the
first letter and a fathah on the second letter.
29
Its main feminine is ‫ض ٰب‬
‫ َغ ا‬. In the dialect of Banu Asad, its feminine is َُ‫ضبَتن‬
‫ َغ ا‬. See Lane, book I, part 6, 2265.

56
‫‪2. Translate, fill in the i‘raab and point out with reason the words which are ghayr munsarif.‬‬
‫مَرُ َِمَ ‪i.‬‬
‫ذهب أمحد مع مينب إٰل مكُ ‪ii.‬‬
‫ْل تسئلوا عن أشَّتء‪...‬اآليُ ‪iii.‬‬
‫سقَّت وْدا عطشتن ‪iv.‬‬
‫َي أهل يثَب‪...‬اآليُ ‪v.‬‬
‫مَرُ مبستجد ‪vi.‬‬
‫شهَ رمضتن اْذى أنزل فَّه اْقَآن‪...‬اآليُ ‪vii.‬‬
‫إن هللا اصطفى أٰدم ونوَحت وأٰل إ َِٰهَّم وأٰل عمَان على اْ َٰلمي (اْقَآن) ‪viii.‬‬

‫‪57‬‬
Section 2.6
َ‫ – إعرابَأقسامَالساءَالَمَعَربَة‬I‘raab of the various types of mu‘rab isms
We begin this section by defining some terms. Then, we will outline the i‘raab of each of the
various types of mu‘rab isms.

َ‫اَْلسمَالصحيح‬: It is an ‫ اِ اسم‬which does not end with any of the ُِ ‫(ي – ا – و) َحَاوف اْاَِلة‬.
e.g. ‫ َرجل‬man
َ‫اَْلسمََالقائمَمقامََالصحيح‬: It is an ‫ اِ اسم‬which ends with a ‫ و‬or ‫ ي‬preceded by a ‫سك اون‬.
e.g. ‫َدْاو‬ bucket ‫ظَ اب‬ deer
َ‫الَساء َالستة َالمكبة‬: These are six isms which are not in their diminutive form )َ‫صغة‬
َ ‫(م‬. These are
as follows:
‫أَب‬ father ‫فَم‬ mouth
‫أَخ‬ brother ‫َهن‬ something insignificant
‫ََحم‬ brother-in-law ‫( ذ او‬plural: ‫)أوْ او‬ someone who possesses something

َ‫اْلسمَالمقصور‬: It is an ‫ اِ اسم‬which ends with an ‫(ى) اَالَِْف اْا َم اقص َورة‬


ٰ .
e.g. ‫م او ٰسى‬
َ‫اْلسمَالَمن قوص‬: It is an ‫ اِ اسم‬which ends with a ‫ ي‬preceded by a kasrah.
e.g. ِ ‫اَْا َق‬
‫تض اي‬ the judge
Note: It should be remembered that the ‫ ي‬is visible in an ‫ اِ اسم َمان ق اوص‬when it is َُ‫ َم اَ َِف‬.
When it is ‫كََة‬ ِ َ‫ن‬, the ‫ ي‬is not visible, e.g. ‫تضي‬
ِ ِ ‫ ََحتَُْ اْنة ا‬, it
‫ اَْا َق ا‬becomes ‫قَتض‬. However, in ‫صب‬
does become visible, e.g. ‫تضًَّت‬ ِ َ‫( رأَيت ق‬I saw a judge).
‫َا‬
Before we list the i‘raab of each of the various types of mu‘rab isms in a table, it would
be useful to remember that a simple method of illustrating different i‘raab is to make three
sentences on the following pattern:

َ‫الرفَع‬
َ ََ‫حالَة‬ َ‫حَالَةََالنَصَب‬ َ‫حَالَةََاْلَر‬
‫َجتءَ مياد‬ ‫َرأَيات َميا ًدا‬ ‫َمََارُ َِزياد‬
Zayd came. I saw Zayd. I passed by Zayd.

In these three sentences, the word ‫ َمياد‬is displaying the different i‘raab according to the
changing state (َُْ‫َحت‬ ِ‫ص‬
َ ). Thus, it has a dammah in ‫ ََحتَُْ اْةَفا ِع‬, and a fathah in ‫ب‬ ‫ ََحتَُْ اْنة ا‬, and a
kasrah in ََِ‫اْل‬
‫ ََحتَُْ ا‬.

58
‫‪Table 2.11‬‬
‫إعرابَأقسامَالساءَالَمَعربَةَ‬

‫‪Ism Type‬‬ ‫الرفَعَ‬


‫حالَةََ َ‬ ‫حَالَةََالنَصَبَ‬ ‫حَالَةََاْلَرَ‬ ‫‪Examples for each state‬‬
‫ص ِحاَّح‬
‫ص َِف اْ ة‬
‫اَْام افََد اْامان َ‬ ‫ض ةمُ‬
‫َ‬ ‫فَ ات َحُ‬ ‫َك اسََة‬ ‫َجتءَ مياد‬ ‫َرأَيات َميا ًدا‬ ‫َمََارُ َِزياد‬
‫ص ِحاَّ ِح‬
‫اَْام افََد اْا َقتئِم َم َق َتم اْ ة‬ ‫ض ةمُ‬
‫َ‬ ‫فَ ات َحُ‬ ‫َك اسََة‬ ‫ٰه َذا ظَ اب‬ ‫َرأَيات ظَاب ًَّت‬ ‫َمََارُ ِظَ اب‬
‫ص َِف‬
‫اَ اْلَ امع اْام َك ةسَ اْامان َ‬ ‫ض ةمُ‬
‫َ‬ ‫فَ ات َحُ‬ ‫َك اسََة‬ ‫ه ام ِر َجتل‬ ‫َرأَيات ِر َج ًتْل‬ ‫‪30‬‬
‫ق الت ِْ َِ َجتل‬
‫َغْي اْامانص َِ ِ‬
‫ف‬ ‫ض ةمُ‬ ‫فَ ات َحُ‬ ‫فَ ات َحُ‬ ‫َجتءَ ع َمَ‬ ‫َرأَيات ع َمََ‬ ‫َمََارُ َِ َمََ‬
‫َ‬ ‫َ‬
‫اَالَ استء ِ‬
‫اْستةُ اَْام َك ةََبة‬ ‫َ‬
‫ضتف ‪a. When‬‬
‫‪ to‬م َ‬
‫‪any ism besides the‬‬ ‫و‬ ‫ا‬ ‫ي‬ ‫َجتءَ أَِ او َك‬ ‫َرأَيات أََب َك‬ ‫َمََارُ ِبَِاَّ َ‬
‫ك‬
‫‪ dameer.31‬ي‬

‫ضتف ‪b. When‬‬


‫‪ to‬م َ‬ ‫‪hidden‬‬ ‫‪hidden‬‬ ‫‪hidden‬‬ ‫َجتءَ أَِ اب‬ ‫َرأَيات أَِ اب‬ ‫َمََارُ ِبَِ اب‬
‫‪ dameer.‬ي ‪the‬‬

‫ضتف ‪c. when not‬‬


‫مَ‬ ‫ض ةمُ‬
‫َ‬ ‫فَ ات َحُ‬ ‫َك اسََة‬ ‫َجتءَ أَب‬ ‫َرأَيات أًَب‬ ‫َمََارُ ِبَب‬

‫ضتف إِ َٰل ََي ِء اْامتَ َكلِ ِم‬


‫اَْام َ‬ ‫‪hidden‬‬ ‫‪hidden‬‬ ‫‪hidden‬‬ ‫َجتءَ َمِمَّلِ اي‬ ‫َرأَيات َمِمَّلِ اي‬ ‫َمََارُ َِزِمَّلِ اي‬
‫اَاِْل اسم اْا َم اقص اور‬ ‫‪hidden‬‬ ‫‪hidden‬‬ ‫‪hidden‬‬ ‫وسى‬
‫َجتءَ م ٰ‬ ‫َرأَيات م ٰ‬
‫وسى‬ ‫وسى‬ ‫َمََارُ ِمب ٰ‬

‫َم اَ َِفَُ‬ ‫تضي جتء اْا َق ِ‬ ‫ِ‬ ‫مَرُ ِبْا َق ِ‬


‫اَاِْل اسم‬ ‫‪hidden‬‬ ‫فَ ات َحُ‬ ‫‪hidden‬‬ ‫تض اي‬ ‫َرأَيات اْا َق َ َ َ‬ ‫تض اي‬ ‫ََا‬
‫اْا َمان ق اوص‬ ‫نَ ِكََة‬ ‫‪hidden‬‬ ‫فَ ات َحُ‬ ‫‪hidden‬‬ ‫َجتءَ قَتض‬ ‫رأَيت قَ ِ‬
‫تضًَّت‬ ‫َا‬ ‫َمََارُ َِقتض‬
‫اَْامثَ ٰن‬ ‫ﹷ ِان‬ ‫ﹷيا ِن‬ ‫ﹷيا ِن‬ ‫َجتءَ َرج َل ِن‬ ‫رأَيات رجلَ ا ِ‬
‫ي‬ ‫َ َ‬
‫َمَارُ َِجلَ ا ِ‬
‫ي‬ ‫َ َ‬
‫)‪ (masculine‬اِثانَ ِ‬
‫تن‬
‫ﹷ ِان‬ ‫ﹷيا ِن‬ ‫ﹷيا ِن‬ ‫جتء اِثانَ ِ‬
‫تن‬ ‫رأَيات اِثانَ ا ِ‬
‫ي‬ ‫َمَارُ ِبِثا نَ ا ِ‬
‫ي‬
‫)‪ (feminine‬اِثانَ تَ ِ‬
‫تن‬ ‫ََ‬ ‫َ‬ ‫َ‬

‫)‪ (masculine‬كِ َل‬


‫)‪ (feminine‬كِالتَت‬ ‫ﹷا‬ ‫ﹷ اي‬ ‫ﹷ اي‬ ‫َجتءَ‬ ‫َرأَيات كِلَاَّ ِه َمت‬ ‫َمََارُ ِ ِكلَاَّ ِه َمت‬
‫‪32‬‬
‫كِ َلهَت‬
‫ض ِم اِْي)‬
‫ضتف إِ َٰل اْ ة‬
‫(م َ‬

‫‪30‬‬
‫‪I said to some men.‬‬
‫‪31‬‬
‫ضتف ‪ is dropped when it is‬فَم ‪ of‬م‬
‫‪The‬‬ ‫‪ dameer. For example, it is dropped in the‬ي ‪ to any noun besides the‬م َ‬
‫ك‪followng hadith: ...‬‬ ‫)…‪َ (Whatever you put in the mouth of your wife‬مت َاَت ََل ِ اف ِف اامََأَتِ َ‬
‫‪32‬‬
‫‪Both of them.‬‬

‫‪59‬‬
Table 2.11 – Continued

Ism Type َ‫الرفَع‬


َ ََ‫حالَة‬ َ‫حَالَةََالنَصَب‬ َ‫حَالَةََاْلَر‬ Examples for each state
‫َرأَيات‬ ُ‫َمََار‬
‫ث اْ ةس ِتَل‬
ِ ‫جع اْامؤنة‬
َ ‫َا‬ ُ‫ﹷا‬ ُ‫ﹷا‬ ُ‫ﹷا‬ ُ‫ه ةن م اسلِ َمت‬
ُ‫م اسلِ َمت‬ ُ‫ِمب اسلِ َمت‬

‫جَاع اْام َذ ةك َِ اْ ةس ِتَل‬ ‫ﹹ او َن‬ ‫ﹻيا َن‬ ‫ﹻيا َن‬ ‫َجتءَ م اسلِم او َن‬
‫ي‬ ِِ
َ ‫ي َرأَيات م اسلم ا‬
ِِ ِ
َ ‫َمََارُ مب اسلم ا‬
– ‫ِع اشَاو َن إِ َٰل تِ اسَ او َن‬ ‫َجتءَ ِع اشَاو َن‬ ‫َمََارُ َِِ اش َِيا َن َرأَيات ِع اش َِيا َن‬
‫ﹹ او َن‬ ‫ﹻيا َن‬ ‫ﹻيا َن‬
‫ِسن او َن‬ ً‫َرجل‬ ً‫َرجل‬ ً‫َرجل‬
ِ
‫أوْ او‬
‫ﹹ او‬ ‫ﹻ اي‬ ‫ﹻ اي‬ ‫َجتءَ أوْ او َمتل‬ ‫َرأَيات أ ِ ا‬
‫ول‬ ‫َمََارُ ب ِ ا‬
‫ول‬
(plural of ‫)ذ او‬ ‫َمتل‬ ‫َمتل‬
ِ ‫ٰهؤْٰل ِء‬
َ ‫جَاع اْام َذ ةك َِ اْ ةستَل (م‬
‫ضتف‬
‫ي‬ ‫ي‬
‫َرأَيات‬
‫َمََارُ ِمب اسلِ ِم ةي‬
hidden ‫ة‬ ‫ة‬
)‫إِ َٰل ََي ِء اْامتَ ةكلِِم‬ 33 ِ ِ
‫م اسلم ةي‬ 34 ِ ِ
‫م اسلم ةي‬

EXERCISE35

1. Translate, fill in the iʻraab and identify which rule from among those given in Table
2.11, is applicable.
i. ‫جنى اْفْى من اْغَق‬
ii. ‫اْلقتصتد سبَّل اْغن‬
iii. ‫حنتم اْقتضي‬
iv. ‫َنديت اَْتملي‬
v. ‫كتن اْتلمَّذ منتبهي‬
vi. ُ‫هجم اْثَلب على اْدجتجت‬
vii. ‫اغسل فتك َِد كل طَتم‬

33
‫ م اسلِ ِم ةي‬was originally َ‫م اسلِم او َن‬. First, the ‫ ن‬was dropped because of َُ‫ضتف‬َ ِ‫إ‬. It became ‫ي‬
ِ
َ ‫م اسلم او‬. Then, the ‫ و‬was
changed to a ‫ ي‬and the two were joined according to the following morphological )‫ص اَِف‬ َ ( rule: “when a ‫ و‬and a ‫ي‬
appear together and the first is ‫ستكِن‬ ِ
َ , then the ‫ و‬is changed to a ‫ي‬, and the two ‫ ي‬are joined (this is called ‫)إ اد َغتم‬,
and the dammah before the ‫ و‬is changed into a kasrah.” Thus, it became ‫سلِ ِم ةي‬ ‫م ا‬.
34
‫ م اسلِ ِم ةي‬was originally ‫ن‬ ِِ َ ِ‫إ‬. It became ‫ي‬
ََ ‫م اسلمَّا‬. First, the ‫ ن‬was dropped because of َُ‫ضتف‬
ِِ
َ ‫م اسلم اي‬. Then, the two ‫ي‬
were joined (‫)إِ اد َغتم‬. Thus, it became ‫سلِ ِم ةي‬ ‫م ا‬.
35
For more exercises, refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 2, 13-51 & 83-94.

60
CHAPTER 3
Further discussion of isms

Section 3.1
َ‫ – اَْلَسَمََالَمَنسوب‬Relative adjective

Definition: It is that ‫ اِ اسم‬which shows something or someone to be related to it.


e.g. ‫َِ اغ َد ِادي‬ someone or something from Baghdad
‫ص اَِف‬
َ an expert in morphology
‫َاحن ِوي‬ an expert in Arabic grammar
‫ِهان ِدي‬ someone or something from India

Rules for creating َ‫اَْلَسَمََالَمَنسوَب‬:

َ ‫ ( ََيء اْنِ اسبَ ُِ اْام‬preceded by a kasrah is added at the end of the ism
To show this relation, a ‫ش ةد َدة) ي‬
after affecting the following changes, if needed:

1. If a three-letter or a four-letter ‫ اِ اسم‬ends with an ‫(ى) اَالَِْف اْا َم اقص اوَرة‬


ٰ , then ‫(ى) اَالَِْف اْا َم اقص اوَرة‬
ٰ
should be changed to a ‫و‬.
e.g. ‫ِعاَّ ٰسى‬ becomes ‫ِعاَّ َس ِوي‬
Note: In the case of a five-letter ‫اِ اسم‬, the ‫(ى) اَالَِْف اْا َم اقص اوَرة‬
ٰ should be dropped.
e.g. ‫صطَفٰى‬
‫ م ا‬becomes ‫صطَِفي‬ ‫ما‬
2. If an ‫ اِ اسم‬ends with an ‫(اء) اَالَِْف اْا َم امد اوَدة‬, then the ‫ ء‬should be changed to a ‫و‬.
e.g. ‫َسَتء‬ becomes ‫َسَت ِوي‬
3. That ‫ اِ اسم‬which already ends with a ‫ ي‬does not require ُِ َ‫سب‬ ِ
‫ ََيء اْن ا‬.
e.g. ‫َشتفَِِي‬ would remain as is.

4. The round ‫ ة‬at the end of an ‫ اِ اسم‬should be dropped.


e.g. ُ‫َم ةك‬ becomes ‫َم ِكي‬ ِ َ‫ف‬
ُ‫تط َم‬ becomes ِ َ‫ف‬
‫تط ِمي‬
5. The round ‫ ة‬and ‫ ي‬of an ‫ اِ اسم‬which appears on the ‫ َوامن‬of َُ‫ فََِاَّ ل‬and َُ‫ ف ََاَّ ل‬should be dropped.
e.g. َُ‫َم ِديان‬ becomes ‫َم َدِن‬ َُ‫ج َهاَّ ن‬ becomes ‫ج َه ِن‬

61
6. In case of the ‫ اِ اسم‬which appears on the ‫ َوامن‬of ‫ فََِاَّل‬and ends with a ‫ي‬, the first ‫ ي‬should be
changed to a ‫ و‬preceded by a fathah, and the second ‫ ي‬should be dropped.
e.g. ‫( َعلِاَّي) َعلِي‬ becomes ‫َعلَ ِوي‬

7. If the fourth letter of an ‫ اِ اسم‬is a ‫ ي‬preceded by a kasrah, then the ‫ ي‬can be dropped or it
can be changed to a ‫و‬.
e.g. ‫ِد اهلِ اي‬ becomes ‫ِد اهلِي‬ or ‫ِد اهلَ ِوي‬

8. If an original letter from the end of an ‫ اِ اسم‬was dropped, it should first be brought back,
and then, the ‫ اِ اسم َمانس اوب‬should be made.
e.g. ‫( أَب‬originally ‫)أََِو‬ becomes ‫أََِ ِوي‬
‫( أَخ‬originally ‫)أَ َخو‬ becomes ‫أَ َخ ِوي‬
‫( َدم‬originally ‫) َد َمو‬ becomes ‫َد َم ِوي‬

9. Some words do not follow any particular rule. They are based on usage.
e.g. ‫ن اور‬ becomes ‫ن اوَرِان‬ ‫ََحق‬ becomes ِ ‫ََحق‬
‫ةتن‬

EXERCISE

1. Form the ‫ اِ اسم َمانس اوب‬from the following words.

i. ‫نب‬ iv. ‫موسى‬


ٰ
ii. َ‫مص‬ v. ُ‫كوف‬

iii. ‫َِّضتء‬

62
Section 3.2
َ‫ – اَْلَسَمََالَتصغي‬Diminutive ism
Definition: It is an ism which is used to express the diminutive form of an ism. Sometimes, the
purpose is to show affection or contempt.

Rules:
1. A three-letter ism would come on the wazn of ‫( ف ََاَّل‬or َُ‫ ف ََاَّ ل‬for feminine).
e.g. ‫َرجل‬ becomes ‫( ر َجاَّل‬a little man)
‫َعابد‬ becomes ‫( عبَ اَّد‬a little slave)

2. A four-letter ism would come on the wazn of ‫ف ََاََِّل‬.


e.g. َ‫َج اَ َف‬ becomes َ‫ج ََاَّ ِف‬

3. A five-letter ism without a ‫و‬, ‫ ا‬or ‫ ي‬as the fourth, would also come on the wazn of ‫ف ََاََِّل‬.
The fifth letter would be dropped.
e.g. ‫( َس َف اَ َجل‬name of a plant) becomes ‫س َف اِْيج‬

A five-letter ism having a ‫و‬, ‫ ا‬or ‫ ي‬as the fourth letter, would come on the scale of ‫ف ََاََِّاَّل‬.
e.g. ‫( قِاَطَتس‬paper) becomes ‫ق ََيا ِطاَّس‬

Notes:
1. In the diminutive form, the hidden ‫ ة‬of a ‫ م َؤنةث َسَتعِي‬becomes apparent.
e.g. ‫َشاس‬ becomes ُ‫شَاَّ َس‬
2. In the diminutive form, the last letter of an ism which has been dropped becomes
apparent.
e.g. ‫اِِان‬ (originally ‫)َِان و‬ becomes ‫ِ َن‬
(‫ ِ َن‬was originally ‫ِ نَ اَّ و‬, and underwent a morphological process to become ‫)ِ َن‬

EXERCISE
1. Form the diminutive ism from the following words.

i. ‫عقَب‬ iv. ‫كلب‬


ii. ‫سلطتن‬ v. ‫أرض‬
iii. ‫عصفور‬ vi. َ‫قم‬

63
Section 3.3
َ‫ – اََلمعرفةَوالنكرة‬Definite and indefinite isms

َ‫( النكرة‬indefinite ism): It is an ‫ اِ اسم‬which denotes something unspecified.


e.g. ‫ َرجل‬a man
َ‫( الَمعرفة‬definite ism): It is an ‫ اِ اسم‬which denotes something specific. There are seven types of
َُ‫ َم اَ َِف‬.
1. ‫ض ِم اْي‬
َ : It is a personal pronoun. It has been discussed earlier in Section 2.4.1.
2. ‫ َعلَم‬: It is a proper noun, i.e. the name of a specific person, place or thing.
e.g. ‫َمياد‬ ُ‫َم ةك‬ ‫َمامَزم‬

3. ِ‫ترة‬ ِ ِ ِ
َ ‫ ا اسم اال َش‬: It is the demonstrative ‫ا اسم‬. It has been discussed earlier in section 2.4.3.
4. ‫ اَاِْل اسم اْا َم اوص اول‬: It is the relative pronoun. It has been discussed earlier in Section 2.4.2.

‫ اَْام ََ َِف ِب ة‬: It is an ‫ اِ اسم‬which has ‫( ال‬definite particle) at the beginning.


5. ‫ْلِم‬
e.g. ‫اَْةَجل‬ the man

ِ َ‫ (ن‬which is mudaaf to any of the above five definite isms.


6. That indefinite ism )‫كََة‬
e.g. ‫ك‬َ ِ‫كِتَت‬ ‫كِتَتب َمياد‬
‫كِتَتب اْة ِذ اي‬ ‫كِتَتب ٰه َذا اْةَج ِل‬
‫كِتَتب اْةَج ِل‬

7. ‫اَْامنَت ٰدى‬: It is the vocative ‫اِ اسم‬, i.e. an ‫ اِ اسم‬which appears after a ‫َح اَف نِ َداء‬
َ.
e.g. ‫ََي َرجل‬

EXERCISE

1. Which of the following words are ma‘rifah (state what type) and which are nakirah.

i. ‫اْفَس‬ v. ُ‫مك‬
ii. ‫حنن‬ vi. ‫ذْك‬
iii. ‫سَّترة اْذي‬ vii. ‫سك‬
iv. ‫َي وْد‬ viii. ‫سَّف اَْجل‬

64
Section 3.4
َ‫ – اَْلَسَمََالمذكرَوالمؤنث‬Masculine and feminine ism

َ‫ اْلسمَالمذكر‬- Masculine im: It is an ‫ اِ اسم‬which does not have any sign from amongst the signs of
femininity )‫ث‬ ِ َِّ‫(ع َلمتُ اْتةأان‬.
‫ا‬ َ َ
َ‫ اْلسمَالمؤنث‬- Feminine ism: It is an ‫ اِ اسم‬which has a sign from amongst the signs of femininity.
This sign could be apparent or hidden.

َ‫عَلماتَالتَأَنيث‬: The signs of being feminine are of two types:


1. ‫( َْ اف ِظي‬in words): It is a sign which is visible in words. These signs are of the following
three types:
 ‫ة‬: This renders the word ‫ اَاِْل اسم اْام َؤنةث‬even if the ‫ ة‬appears in a masculine proper
noun. e.g. ‫َسَّة َترة‬ ُ‫( طَال َح‬a masculine proper noun)
 ‫(ى) اَالَِْف اْا َم اقص اوَرة‬
ٰ e.g. ‫ص اغ َٰى‬ ‫َحاب ٰلى‬
 ‫(اء) اَالَِْف اْا َم امد اوَدة‬ e.g. ‫محَاََاء‬ ‫ضتء‬
َ َّ‫َِا‬
If a word has any of these three signs it will be ‫اَاِْل اسم اْام َؤنةث‬.
2. ‫( تَ اق ِدي َِي‬assumed): It is a sign which is not visible in words and is assumed to exist. This
is determined by looking at the diminutive form )‫صغِ اْي‬ ‫ (تَ ا‬of a particular word. This
reveals the original letters of the word.
‫ أ اَرض‬The diminutive form is ُ‫ض‬ ِ
e.g. َ ‫أ َريا‬. Therefore, it is ‫اَاْل اسم اْام َؤنةث‬.
‫َشاس‬ The diminutive form is ُ‫س‬ ِ
َ َّ‫شَا‬. Therefore, it is ‫اَاْل اسم اْام َؤنةث‬.

Based on the signs of femininity being ‫ َْ اف ِظي‬or ‫تَ اق ِدي َِي‬, ‫ اَاِْل اسم اْام َؤنةث‬is of two types:
ِ َّ‫( اَْامؤنةث اْا ِق‬according to rule): It is a feminine ‫ اِسم‬which has a ‫ َْ اف ِظي‬sign of femininity.
‫تسي‬
1. َ َ ‫ا‬
ِ ‫( اَْامؤنةث اْ ةسم‬according to usage): It is a feminine ‫ اِسم‬which has a ‫ تَ اق ِدي َِي‬sign of
‫تعي‬
2. َ َ ‫ا‬
femininity.

In terms of ُ‫( َذا‬essence), ‫ اَاِْل اسم اْام َؤنةث‬is of two types:


1. ‫َح ِقاَّ ِقي‬ ِ
َ ‫م َؤنةث‬: It is a feminine ‫ ا اسم‬which has an opposite masculine.
e.g. ‫( اِ امََأَة‬woman). Its masculine is ‫( َرجل‬man).
2. ‫م َؤنةث َْ اف ِظي‬: It is a feminine ‫ اِ اسم‬which does not have an opposite masculine.
e.g. ُ‫( ظ ال َم‬darkness) ‫( َعي‬eye)

65
Notes:
1. The following are used as feminine )‫(م َؤنةث‬:
a. Name of females.
e.g. ‫َم اََمي‬ ‫َميانَب‬
b. Words denoting the feminine gender.
e.g. ‫أم‬ ‫أ اخت‬
c. Names of countries, cities, towns and tribes.
َ‫ص‬ ِ
e.g. ‫ما‬ ‫ق ََياش‬
d. Parts of the body found in pairs.
e.g. ‫أذن‬ ‫يَد‬
Note: There are exceptions to the rule. ‫خد‬ ِ
َ (cheek), ‫( ََحتجب‬eyebrow) etc. are
masculine.
e. Names of various types of winds.
e.g. ‫ِرياح‬ َ‫ص‬
َ َ‫ص ا‬
َ
f. Various names of Jahannam (hell).
e.g. ‫ج َهنةم‬
َ َ‫َس َق‬
Letters of the alphabet )ُ‫جتئَِّة‬ ِ
g. َ ‫ (اَ الَاوف ا ال‬are generally used as ‫م َؤنةث‬. They can also be used
as masculine.
e.g. ‫ا‬ ‫ب‬ ُ ……..

2. There are some words that Arabs use as feminine without regard to the presence or absence
of signs of femininity. Examples include the following:
‫َدْاو‬ (bucket) ‫( ََح اَث‬tillage/field) َ ‫ِائ‬ (well)
‫نَ افس‬ (self) ‫ََنر‬ (fire) ‫َدار‬ (house)

66
Section 3.5
َ‫ – واحدَوت ثنيةَوجع‬Singular, dual and plural

َ‫ – واحد‬Singular: It is an ism which denotes one of something.


e.g. ‫َرجل‬ one man

َ‫ – ت ثنية‬Dual: It is an ism which denotes two of something. It is formed by placing at the end of
a singular )‫اَحد‬ِ ‫ (و‬one of the following:
َ
 ِ ِ ‫ [ﹷ‬for ‫َحتَُْ اْةَفا ِع‬.
An ‫ أَْف‬preceded by a fathah and followed by a ‫ ن اون‬with a kasrah i.e. ]‫ان‬ َ
)‫ورة‬ ِ
َ ‫(أَْف َمت قَ اب لَ َهت َم افتوح َوَِ اَ َد َهت ن اون َم اكس‬
e.g. ‫َرج َل ِن‬ two men

 ِ‫ص‬
A ‫ ََيء‬preceded by a fathah and followed by a ‫ ن اون‬with a kasrah i.e. ]‫ [ﹷيا ِن‬for ‫ب‬ ‫ََحتَُْ اْنة ا‬
ََِ‫اْل‬
‫ َو ا‬. )‫( ََيء َمت قَ اب لَ َهت َم افتوح َوَِ اَ َد َهت ن اون َم اكس َورة‬
ِ ‫رجلَ ا‬
‫ي‬
e.g. َ two men

َ‫ – جع‬Plural: It is an ism which denotes more than two of something.


e.g. ‫ِر َجتل‬ men

Note: The ‫ ن اون‬of ََُِّ‫ تَثان‬and ‫ جَاع‬is dropped in case of َُ‫ضتف‬


َ ِ‫إ‬.
‫قَلَ َمت َمياد‬ ِ ‫ قَلَم‬but the ‫ ن ون‬was dropped due to َُ‫ضتف‬
(Originally ‫تن َمياد‬ َ ِ‫إ‬.)
e.g. َ ‫ا‬
‫فَ ََ َست َرجل‬ ِ ‫ فََس‬but the ‫ ن ون‬was dropped due to َُ‫ضتف‬
(Originally ‫تن َرجل‬ َ ِ‫إ‬.)
ََ ‫ا‬
ِ ِ ِ ِ
ََ‫ص‬
‫م اسلم او م ا‬ (Originally ََ‫ص‬ َ ِ‫إ‬.)
‫ م اسلم او َن م ا‬but the ‫ ن اون‬was dropped due to َُ‫ضتف‬
‫طَتِْب او ِع الم‬ (Originally ‫ طَتِْب او َن ِع الم‬but the ‫ ن اون‬was dropped due to َُ‫ضتف‬
َ ِ‫إ‬.)

EXERCISE
1. Translate the following into Arabic.
i. The boy’s two bicycles.
ii. The farmer’s two servants.
iii. Your parents came.
iv. I saw your parents.
v. The servants of deen.
vi. The teachers of the school.

67
Section 3.6
َ‫ – أقسامَاْلمع‬Types of plural
ِ ‫ و‬does not
َ‫ – اْلمع َالسال‬Sound plural: It is a plural whose َُ‫( ِصَّغ‬letter sequence/form) of ‫اَحد‬ َ
change when its plural is made. In other words, the singular letter sequence does not break.
e.g. ‫م اسلِم او َن‬ (singular – ‫سلِم‬
‫)م ا‬

There are two types of ‫س ِتَل‬


‫اَ اْلَ امع اْ ة‬:
1. ‫ – جَاع م َذ ةكَ َس ِتَل‬Masculine sound plural: It is formed by adding at the end of a singular
)‫اَحد‬ ِ ‫ (و‬one of the following:
َ
 A ‫ َواو‬preceded by a dammah and followed by a ‫ ن اون‬with a fathah i.e. ]‫ [ﹹ او َن‬for
‫ ََحتَُْ اْةَفا ِع‬. )ُ‫ضم اوم َوَِ اَ َد َهت ن اون َم افت او ََح‬
‫( َواو َمت قَ اب لَ َهت َم ا‬
e.g. ‫م اسلِم او َن‬
 A ‫ ََيء‬preceded by a kasrah and followed by a ‫ ن اون‬with a fathah i.e. [‫ ]ﹻيا َن‬for
ََِ‫اْل‬
‫ب َو ا‬ ِ‫ص‬ ‫ ََحتَُْ اْنة ا‬. )ُ‫( ََيء َمت قَاب لَ َهت َم اكس اور َوَِ اَ َد َهت ن اون َم افت او ََح‬
‫ي‬ ِِ
e.g. َ ‫م اسلم ا‬

2. ‫ – جَاع م َؤنةث َس ِتَل‬Feminine sound plural: It is formed by discarding the round ‫ ة‬and adding
at the end of a singular one of the following:
 An ‫ أَِْف‬preceded by a fathah and followed by a madmoom long ُ i.e. ]ُ‫ [ﹷا‬for
‫ ََحتَُْ اْةَفا ِع‬. )ُ‫ضم اوَم‬ ِ
‫(أَْف َمت قَ اب لَ َهت َم افت اوح َوَِ اَ َد َهت ََتء َم ا‬
e.g. ُ‫م اسلِ َمت‬
 An ‫ أَِْف‬preceded by a fathah and followed by a maksoor long ُ i.e. ]ُ‫ [ﹷا‬for
ََِ‫اْل‬
‫ب َو ا‬ ِ‫ص‬ ِ
‫ ََحتَُْ اْنة ا‬. )‫(أَْف َمت قَ اب لَ َهت َم افت اوح َوَِ اَ َد َهت ََتء َمكاسوَرة‬
e.g. ُ‫م اسلِ َمت‬

َ‫ – اْلمع َالمكسر‬Broken plural: It is a plural whose َُ‫( ِصَّغ‬the singular letter sequence/form) of
ِ ‫ و‬changes when its plural is made. In other words, the singular letter sequence breaks.
‫اَحد‬ َ
e.g. ‫ِر َجتل‬ (singular – ‫) َرجل‬

68
َ‫ – جعَقلة‬Restricted Plural: It is a plural which denotes a number from three to ten. It has four
common ‫أ اَوَمان‬.
Table 3.1
َ‫أ َوزانَجعَقلة‬
Examples
Wazn
Singular Meaning Plural
‫أَفا َل‬ ‫نَ افس‬ self ‫أَنافس‬
‫أَفا ََتل‬ ‫قَ اول‬ statement ‫أَقا َوال‬
َُ‫أَفاَِل‬ ‫طَ ََتم‬ food ُ‫أَطاَِ َم‬
َُ‫فِ اَل‬ ‫غ َلم‬ boy ُ‫ِغ ال َم‬

Note: The masculine and feminine sound plural, which is not preceded by an ‫ ال‬is also
considered ُ‫جَاع قِلة‬.
e.g. ُ‫َعتقِ َل‬ intelligent females ‫ َعتقِل او َن‬intelligent males

َ‫ – جعَكث رة‬Unrestricted Plural: It is a plural which denotes a number from three upwards. Some
of the common ‫ أ اَوَمان‬are given below.

Table 3.2
َ‫أ َوزانَجعََكث رة‬
Examples
Wazn
Singular Meaning Plural
‫فِ ََتل‬ ‫َعابد‬ slave ‫ِعبَتد‬
‫ف ََ َلء‬ ‫َعلِاَّم‬ knowledgeable ‫علَ َمتء‬
‫أَفاَِ َلء‬ ‫نَِب‬ prophet ‫أَنابََِّتء‬
‫ف َل‬ ‫َرس اول‬ messenger ‫رسل‬
‫ف َ اول‬ ‫َاجنم‬ star ‫جن اوم‬
‫ف َةتل‬ ‫َخ ِتدم‬ servant ‫خدةام‬
‫فَ اَ ٰلى‬ ‫َم َِياض‬ patient ‫َم اَضٰى‬
َُ‫فَ ََل‬ ‫طَتِْب‬ student َُ‫طَلَب‬
‫فِ ََل‬ َُ‫فِاَق‬ group/sect ‫فََِق‬
‫فِ اَ َلن‬ ‫غ َلم‬ boy ‫ِغ ال َمتن‬

69
Note: The masculine and feminine sound plural which is preceded by an ‫ ال‬is also
considered as ‫جَاع َكثا ََة‬.
e.g. ُ‫اَْام اسلِ َمت‬ ‫اَْام اسلِم او َن‬

َ‫ – جع َاْلمع‬Plural of a plural: It is the plural of a plural. Sometimes, it appears on the wazn of


‫ مان تَ َهى ا‬and sometimes on the wazn of ‫اَ اْلَ امع اْ ةس ِتَل‬. Not every plural has a plural. Some
‫اْلم اوِع‬
examples of plurals which have a plural are given below.

Table 3.3
َ‫أمثالَجعَاْلمع‬
Singular Meaning Plural Plural of plural
ُ‫نِ اَ َم‬ blessing ‫أَناَم‬ ‫أ َََن ِعم‬
َ‫ظ اف‬ nail َِ‫أَظَتف‬ ‫أَظَتفِ اْي‬
‫َِاَّت‬ house ُ‫ِ َّ او‬ ُ‫ِ َّ او ََت‬
ِ َ‫ف‬
‫تضل‬ well-qualified ِ َ‫أَف‬
‫تضل‬ ِ َ‫أَف‬
‫تضل او َن‬

َ‫من ت هىَاْلموع‬: It is a plural which has after the ‫( أَِْف ا اْلَ ام ِع‬alif of plural), one of the following:
two ‫ح َِك‬ ِ ‫مس‬
 َ َ‫ مت‬letters. e.g. ‫تجد‬ ََ
 one ‫ش ةدد‬
َ ‫ م‬letter. e.g. ‫( َد َواب‬the original being ‫) َد َوا ِب‬
 three letters, the middle one being ‫ستكِن‬
َ. e.g. ‫َم َفتتِاَّح‬
Some of the common wazns of ‫اْلم اوِع‬
‫ مان تَ َهى ا‬are given below:

Table 3.4
َ‫أ َوزانَمن ت هىَاْلموع‬
Examples
Wazn
Singular Meaning Plural
‫تعل‬ ِ ‫م َف‬
َ ‫َم اس ِجد‬ mosque ِ ‫مس‬
‫تجد‬ ََ
ِ
‫َم َفتعاَّل‬ ‫ِم افتَتح‬ key ِ
‫َم َفتتاَّح‬
‫فَ َوا ِعل‬ ِ َ‫ق‬
‫تع َدة‬ rule/maxim ِ ‫قَو‬
‫اعد‬ َ
‫فَ ََتئِل‬ َُْ‫ِر َست‬ message/letter ِ
‫َر َستئل‬
‫تعل‬ ِ َ‫أَف‬ ‫أَ اك ََب‬ elder َِ ‫أَ َكت‬

70
َ‫ – اسم َاْلمع‬Collective ism:36 It is a singular ‫ اِ اسم‬which conveys a plural meaning. Generally, it
does not have a singular from the same word.
e.g. ‫قَ اوم‬ nation
‫َراهط‬ group
Note:
1. These words have plurals.
e.g. ‫قَ اوم‬ ‫أَقا َوام‬ ‫َراهط‬ ‫أ اَرَهتط‬
2. In usage, if the word is considered, it will be used as a singular ‫اِ اسم‬.
ِ ‫اَْا َقوم َح‬
َ‫تض‬
e.g. َ ‫ا‬ The people are present.
If its meaning is considered (as is commonly done), it will be used as a plural ‫اِ اسم‬.
ِ ‫قَوم ص‬
‫تل او َن‬
e.g. َ ‫ا‬ righteous people

Notes:
1. Some plurals do not have the same root letters as their singulars.
e.g. ‫اِ امََأَة‬ (woman) ‫نِ َستء‬
‫ذ او‬ (the one who possesses something) ‫أوْ او‬

ِ ََّ‫( ِخ َلف اْا ِق‬.


2. Some plurals are not according to rule )‫تس‬
e.g. ‫أم‬ (mother) ُ‫أ ةم َهت‬
‫فَم‬ (mouth) ‫أَفا َواه‬
‫َمتء‬ (water) ‫ِمََّته‬
‫إِنا َستن‬ (human being) ‫ٌ اس ُأ‬
‫َن‬
‫َشتة‬ (goat/sheep) ُ‫ٌها أَي‬

َ‫ – اسمَاْلنس‬Generic ism:37 It is an ‫ اِ اسم‬which is devised for an essence (ََُّ‫ته‬


ِ ‫)م‬. Because of that, it
َ
refers to an entire genus (category/class). Generally, its singular has a (‫)ة‬. For example,
َ‫ َش َج‬refers to trees. Its singular is ‫( َش َجََة‬a tree).
‫ ََنال‬refers to date-palm trees. Its singular is َُ‫( ََنال‬a date-palm tree).

36
For more details, please refer to ‘Abd al-Ghaniyy al-Daqr, Mu‘jam al-Qawa‘id al-‘Arabiyyah fi al-Nahw wa al-
Tasreef (Damascus: Dar al-Qalam, 1986), 36.
37
For more details, please refer to Muʻjam al-Qawaʻid al-‘Arabiyyah, 36.

71
EXERCISE
1. What type of plurals are the following?

i. ُ‫صتئمت‬ ii. ‫جَّش‬ iii. ‫أكلب‬


iv. ‫مصتَِّح‬ v. ‫ِلد‬ vi. ‫كتب‬
vii. ‫صتئمون‬ viii. ‫إِل‬ ix. ‫غنم‬

72
Section 3.7
َ‫ الَمََرفَوعَات‬- Words that are always marfoo‘
There are eight words that are always in the state of ‫ َرفاع‬. These are as follows:
ِ َ‫ف‬
1. ‫تعل‬ 2. ِ ‫ََنئِب اْا َف‬
‫تع ِل‬ 3. ‫ماب تَ َدأ‬ 4. ‫َخ ََب‬ 5. ‫َخ َو ِاُتَت‬
َ ‫َخ ََب إِ ةن َوأ‬
6. ‫َخ َو ِاُتَت‬ ِ ِِ ِ ِ ‫اْلِان‬ ‫َخ ََب َْل اَْةِ اِت ِْنَ اف ِي ا‬
َ ‫ا اسم َكت َن َوأ‬ 7. ‫س‬
َ َّ‫ا اسم َمت َوَْل اَْام َشبة َهتَ اي لَا‬ 8. ‫س‬
Some of these have been discussed before. ‫( ماب تَ َدأ‬subject) and ‫خ ََب‬ َ (predicate) were
discussed in Section 1.4.1, ‫َخ َو ِاُتَت‬ ِ ‫ اِسم َكت َن وأ‬was
َ ‫ َخ ََب إِ ةن َوأ‬was discussed in Section 1.8, and ‫َخ َواُتَت‬
َ َ ‫ا‬
discussed in Section 1.9. We discuss the rest below.

Section 3.7.1
َ‫ – فاعل‬Subject/Doer
Definition: It is the doer of the action or of the meaning contained in the ‫فِ اَل‬.
 The ‫تعل‬ ِ َ‫( اِسم ظ‬i.e. visible in words after the
ِ َ‫ ف‬can either be a personal pronoun or an َ‫ته‬
‫ا‬
ِ
‫)ف اَل‬. We have discussed personal pronouns before in Section 2.4.1. Now, we will discuss
what the ‫ فِ اَل‬should be for various types of ‫تعل‬
ِ َ‫ف‬.

Table 3.5
َ‫استعمالَالفعلَحسبَالفاعل‬
If the َ‫ فاعل‬is Then the َ‫ فَعَل‬will be Example
1. ‫تهَ م َؤنةث ََح ِقاَّ ِقي‬ِ َ‫ ظ‬and there is ‫اَحد مؤنةث‬
َ
ِ‫و‬
َ ُ‫ت َعتئِ َش‬
‫قَ َتم ا‬
no word between the ‫فِ اَل‬
and the ‫تعل‬ ِ َ‫ف‬.
2. ‫ض ِم اْي م َؤنةث‬ ‫ م َؤنةث‬and its singularity, ‫صََََت‬ ِ ِ ِ
َ َ َ‫ اَْام ََل َمتَتن ن‬- ُ ‫صََ ا‬ َ َ‫اَْام ََل َمُ ن‬
‫ص اَ َن‬ ِ
َ َ‫ اَْام ََل َمتُ ن‬-
duality, or plurality will
be according to the
preceding ism that it
refers to.
3. ‫تهَ م َؤنةث ََح ِقاَّ ِقي‬
ِ َ‫ ظ‬and there is َ‫اَحد م َذ ةك‬
ِ ‫ و‬or ‫اَحد مؤنةث‬
َ َ
ِ‫و‬
َ ُ‫قَ ََأَ اْاََّ اوَم َعتئِ َش‬
a word between the ‫ ف اَل‬and ِ or
ِ َ‫ف‬. ِ ‫قََأ‬
ُ‫َُ اْاََّ اوَم َعتئِ َش‬
the ‫تعل‬ َ
4. ‫َح ِقاَّ ِقي‬ ِ
َ ‫ظَتهَ م َؤنةث َغْي‬
ِ ‫ و‬or ‫اَحد مؤنةث‬
َ‫اَحد م َذ ةك‬ َ َ
ِ‫و‬
َ ‫ةمس‬
‫ طَلَ َع اْش ا‬or ‫ةمس‬
ِ
‫طَلَ ََت اْش ا‬
5. َ‫س‬
‫ظَتهَ جَاع م َك ة‬ ِ ‫ة‬ ِ ‫ة‬ ِ
َ‫ َواَحد م َذك‬or ‫َواَحد م َؤنث‬ ‫تل اْ َِ َجتل‬ ِ َْ‫قَت‬
َ َ‫ ق‬or ‫ت اْ َِ َجتل‬

73
Table 3.5 – Continued

If the َ‫ فاعل‬is Then the َ‫ فَعَل‬will be Example


ِ َ‫ اِسم ظ‬beside the ‫اَحد‬
6. any َ‫ته‬ ِ ‫ و‬corresponding in ‫ب اْةَج َل ِن‬
‫ا‬ َ َ ََ‫ض‬ َ - ‫ب اْةَجل‬ َ ََ‫ض‬
َ
above five categories gender ‫ب اْ َِ َجتل‬ َ ََ‫ض‬َ -
7. َ‫ض ِم اْي م َذ ةك‬
َ َ‫ م َذ ةك‬and its singularity, ِ ‫ اَ اْلَ ِتدم‬- ‫اَ اْلَ ِتدم ذَهب‬
‫تن ذَ َهبَت‬ َ َ َ
duality, or plurality will ِ
‫ اَ اْلَتدم او َن ذَ َهب اوا‬-
be according to the
preceding ‫ اِ اسم‬that it
refers to
‫ض ِم اْي‬ ِ ‫ اَْ َِ َجتل قَتم اوا‬or ‫ت‬
8. َ that referes toَ‫ جَاع م َذ ةكَ جَاع م َك ةس‬or ‫َواَحد م َؤنةث‬ ‫اَْ َِ َجتل قَ َتم ا‬

EXERCISE

1. Fill in a suitable ‫ فِ اَل‬in the spaces below.


i. _______ ‫اْوْدان‬ ii. ‫_______ اْطلب‬/_______
iii. ‫_______ اْنستء‬ iv. ُ‫_______ اْسفَّن‬/_______
v. _______/_______ ‫الطفتل‬ vi. ‫_____ اَّْوم امَأة‬/_______

74
‫‪Section 3.7.2‬‬
‫فاعلَ ‪ – Substitute of‬مفعولََماَلَيسمَفاعلهَ ‪ /‬نئبَالَفاعلَ‬

‫تعل ‪ which is the‬اِ اسم ‪Definition: It is an‬‬ ‫تعل ‪ (passive voice). The original‬فَِل َاَمهول ‪ of a‬فَ ِ‬
‫ا‬ ‫ا‬
‫‪ is‬فَ ِ‬
‫تع ِل ‪َ subsitutes it. This is why, it is called‬م افَ اول ِِه ‪dropped and the‬‬
‫تعل ‪ََ (substitute of‬نئِب اْا َف ِ‬
‫‪) or‬فَ ِ‬
‫تعل ‪ whose‬فِ اَل ‪َ of such a‬م افَ اول ‪َ (the‬م افَ اول َمت ََلا ي َس ةم فَتعِله‬
‫‪ is not mentioned).‬فَ ِ‬
‫‪e.g.‬‬ ‫نِ‬
‫صََ َمياد‬ ‫)‪Zayd was helped. (The doer is not known/mentioned.‬‬

‫‪ usage rules apply as mentioned above in Table 3.5.‬فَِل – فَ ِ‬


‫تعل ‪The same‬‬ ‫ا‬
‫شُ ‪1.‬‬ ‫ِ‬
‫ُ َعتئ َ‬ ‫ِ‬
‫‪e.g.‬‬ ‫نصََ ا‬
‫ُ ‪2.‬‬ ‫ِ ِ‬
‫َعتئ َشُ نصََ ا‬
‫صَ اْاَّ وم عتئِشُ ‪ or‬ن ِ ِ‬
‫صََُ اْاََّ اوَم َعتئِ َ‬
‫شُ ‪3.‬‬ ‫ن َِ َاَ َ َ‬
‫ةمس ‪4.‬‬ ‫ِ ِ‬ ‫ِ‬
‫ةمس ‪ or‬رئََّت اْش ا‬ ‫رئ َي اْش ا‬
‫ِ‬
‫ب اْ َِ َجتل ‪ or‬ض ََِِت اْ َِ َ‬
‫جتل ‪5.‬‬ ‫ض َِ َ‬
‫ِ‬
‫ب اْ َِ َ‬
‫جتل ‪6.‬‬ ‫ب اْةَج َلن ‪ or‬ض َِ َ‬ ‫ب اْةَجل ‪ or‬ض َِ َ‬
‫ض َِ َ‬
‫تدم او َن طلِب اوا ‪7.‬‬
‫تن طلِبت ‪ or‬اَ اْل ِ‬
‫َ‬ ‫َ‬
‫اَ اْلَ ِتدم طلِب ‪ or‬اَ اْلَ ِتدم ِ‬
‫َ‬ ‫َ‬
‫ِ‬
‫جتل ضَِ اوا ‪8.‬‬ ‫ِ‬
‫ت ‪ or‬اََْ َ‬ ‫ِ‬ ‫ِ‬
‫اََْ َجتل ضََِ ا‬

‫‪Sentence Analysis:‬‬

‫البابَ‬ ‫فتحَ‬ ‫‪The door was opened.‬‬


‫ََنئِب اْا َفتعِ ِل‬ ‫فِ اَل َاَمه اول‬

‫‪EXERCISE‬‬
‫ِ‬ ‫‪ََ .‬نئِب اْا َف ِ‬
‫تع ِل ‪ with its‬ف اَل َا‬
‫َمه اول ‪1. Convert the following to‬‬
‫سَق اْلص املتل ‪i.‬‬ ‫نَبد هللا ‪iii.‬‬
‫فتح ميد الِواب ‪ii.‬‬ ‫ذِح اَْجل اْشتة ‪iv.‬‬

‫تعل – فِ اَل ‪2. Convert the following to‬‬


‫‪.‬م افَول – فَ ِ‬
‫َ ا‬
‫َتلَب اْبقَة ‪i.‬‬
‫ا‬ ‫سِإ َل املَلم ‪iii.‬‬
‫ق ِطَ ِ‬
‫ت اْزهَة ‪ii.‬‬ ‫َ‬ ‫ش َِ َ‬
‫ب اْلب ‪iv.‬‬

‫‪75‬‬
Section 3.7.338
َ‫ – اسمَماَوْلَالمشب هتَيََبليس‬Ism of those ‫ ما‬and َ‫ ْل‬which are similar to َ‫ليس‬
 It means that ‫ َمت‬and ‫ َْل‬have the same meaning and effect (‫ ) َع َمل‬as ‫َْاَّس‬.
َ
e.g. ‫َمت َمياد قَتئِ ًمت‬ Zayd is not standing.
‫ك‬َ ‫ض َل ِمان‬ َ ‫َْل َرجل أَفا‬ No man is more virtuous than you.

 Like ‫َْاَّس‬, sometimes, an extra baa’ (‫ ) َبء َمائِ َدة‬is added before the ‫خ ََب‬
َ.
َ
e.g. ‫َمت أ َََن َِقت ِرئ‬ I am not a reader/I cannot read.

 The effect of ‫ َمت‬and ‫ َْل‬is cancelled if any of the following occurs:


When the ‫خ ََب‬ ِ
i. َ appears before the ‫ا اسم‬.
e.g. ‫َمت قَتئِم َمياد‬ Zayd is not standing.

ii. The word ‫ إِةْل‬appears before the ‫خ ََب‬


َ negating the negative meaning of ‫ َمت‬and ‫َْل‬.
e.g. ‫َمت ُمَ ةمد إِةْل َرس اول‬ And Muhammad is not but a messenger./
And Muhammad is only a messenger.
[Allah bless him and give him peace]

iii. If the ‫ اِ اسم‬and/or ‫خ ََب‬ ِ ِ


َ of ‫ َْل‬is not ‫نَكََة‬. (‫ َمت‬can appear before a َُ‫ َم اَ َِف‬or a ‫)نَكََة‬
e.g. ‫َْل اْا َم ِديانَُ َكبِ ا َْية‬ The city is not big.

38
For more details, examples and exercises, please refer to al-Nahw al-Wadih, Thanawiyyah, vol. 1, 95-102.

76
Section 3.7.439
َ‫ – خبََْلَالْىَلن فَيََاْلنس‬The َ‫ خب‬of that َ‫ ْل‬which negates an entire َ‫( جَنَس‬category/class)
 ‫ َْل‬gives its ‫ اِ اسم‬a single fathah and its ‫خ ََب‬ ِ ِ
َ a dammah when the ‫ ا اسم‬and the ‫ َخ ََب‬are ‫نَكََة‬.
e.g. ‫َْل َرج َل قَتئِم‬ No man is standing.

Table 3.6
Different forms of the ism of َ‫ ْل‬and its i‘raab
If the َ‫ اَسَم‬of َ‫ ْل‬is Then it will be Explanation Example
1. ‫ضتف‬ ِ ‫ ِشبه اْام‬40 ‫مانصوب‬
َ ‫ م‬or ‫ضتف‬
َ ‫ا‬ ‫َ ا‬ ‫َْل َخ ِتد َم َرجل ِف اْ ةدا ِر‬
There is no servant of
a man in the house.
ِ ‫َْل س‬
‫تعًَّت َخ ًْيا َم اذموم‬ َ
No one who attempts
to do good is
blameworthy.
2. ‫نَ ِكََة م افَََدة‬ ‫َماب ِن َعلَى اْا َفات ِح‬ ‫َْل َرج َل ِف اْ ةدا ِر‬
There is no man in
the house.
3. َُ‫َم اَ َِف‬ ‫َم اَف اوع‬ - The ‫ َْل‬has to be ‫َْل َمياد ِف اْ ةدا ِر َوَْل َع امَو‬
repeated with Neither is Zayd in the
another َُ‫ َم اَ َِف‬. house nor ‘Amr.
- The effect of ‫َْل‬
is cancelled.
4. ‫ نَ ِكََة‬with a word ‫َم اَف اوع‬ - The ‫ َْل‬has to be ‫َْل فِ ََّهت َرجل َوَْل اِ امََأَة‬
between it and ‫َْل‬ repeated. Neither is there a
- The effect of ‫َْل‬ man in it nor a
is cancelled. woman.
5. ‫ َْل‬and ‫ نَ ِكََة‬repeated ‫فَاتحه َمت‬ 41
‫ول َوَْل ق ةوَة‬
َ ‫َْل ََح‬
with no word ‫َرفا َه َمت‬ ‫َْل ََحول َوَْل ق ةوة‬
between them ‫صب اْثة ِتن‬ ِ
‫فَ اتح االَةول َونَ ا‬ ‫ول َوَْل ق ةوًة‬
َ ‫َْل ََح‬
‫فَ اتح االَةوِل َوَرفاع اْثة ِتن‬ ‫ول َوَْل ق ةوة‬
َ ‫َْل ََح‬
‫َرفاع االَةوِل َوفَ اتح اْثة ِتن‬ ‫َْل ََحول َوَْل ق ةوَة‬

39
For more details, examples and exercises, please refer to al-Nahw al-Wadih, Thanawiyyah, vol. 1, 118-122.
40
It refers to the case when a word is connected to another word, which completes its meaning, in the same way
that mudaaf and mudaaf ilayhi are connected to one another.
41
There is no power (to do good) and there is no power (to stay away from evil)[except with Allah’s help].

77
Note: The ‫خ ََب‬
َ of ‫ َْل‬may be omitted when the meaning is understood.
e.g. َ ‫َْل َبا‬
‫س‬ i.e. ‫ك‬ َ ‫َْل َبا‬
َ َّ‫س َعلَا‬ There is no harm upon you. / No
problem.

EXERCISE
1. Translate, fill in the i‘raab and point out the rule which applies.

i. ‫ْل خْي ف متل اْبخَّل ْنفسه‬ v. ‫ْل ِكَ ف اْفصل وْل َحسن‬
ii. ‫ْل طتْب علم ف اْفصل‬ vi. ‫ْل ف اْفصل مَلم وْل طتْب‬
iii. ‫ْل صتَحب جود مذموم‬ vii. ُ‫ْل دار كتب ف املدين‬
iv. ‫ْل اَْجل كَمي وْل اِنه‬ viii. ُ‫ْل ف الديقُ صبَّتن وْل ِنت‬

78
Section 3.8
َ‫ – الَمَنَصَوََبَت‬Words which are always mansoob42

1. ‫َم افَ اول ِِه‬ 7. ‫ اَْت ِةماَّ ز‬/ ‫اَْت اةمَِّاَّ ز‬


‫َخ َو ِاُتَت‬ ِ
2. ‫َم افَ اول مطالَق‬ 8. َ ‫ا اسم إِ ةن َوأ‬
3. ‫َم افَ اول َْه‬ known as ُ‫س‬ ‫اَْا َم َفتعِاَّل ا‬
َ ‫اْلَ ام‬ 9. ‫س‬ ِِ
َ َّ‫َخ ََب َمت َوَْل اَْام َشبة َهتَ اي لَا‬
4. ‫َم افَ اول َم ََه‬ 10. ‫س‬ِ ‫اْلِان‬ ‫اِ اسم َْل اَْةِ اِت ِْنَ اف ِي ا‬
5. ‫َم افَ اول فِاَّ ِه‬ 11. ‫َخ َو ِاُتَت‬
َ ‫َخ ََب َكت َن َوأ‬
6. ‫اَ الَتل‬ 12. ‫اَْام استَ ثا ٰن‬

Of these, 8, 9, 10 and 11 have been discussed before. Here, we will discuss the remaining.

Section 3.8.1
َ‫ – مفعولََبه‬Object
ِ َ‫ ف‬takes place.
Definition: It is that word on which the action of the ‫تعل‬
e.g. ‫اءا‬
َ‫م‬ َ‫خالد‬ َ‫شرب‬ Khalid drank water.
‫َم افَ اول ِِه‬ ِ َ‫ف‬
‫تعل‬ ‫فِ اَل‬

 Sometimes, the ‫ فِ اَل‬governing the ‫ َم افَ اول ِِه‬is dropped as in the following:
a. ‫( منَتدٰى‬the one being called):43
e.g. َ‫ابنََزيد‬ َ‫َي‬ O son of Zayd!
)‫منَتدٰى ( َم افَ اول ِِه‬ ‫ََح اَف اْنِ َد ِاء‬
It was originally )‫(أ اَدع او اِِا َن َمياد‬. The fi‘l ‫ أ اَدع او‬was dropped.

Note:
 The ‫َح اَف اْنِ َد ِاء‬ ِ
َ (vocative particle) substitutes the omitted ‫ف اَل‬.
Some of the vocative particles are as follows:
َ‫ أ‬and ‫أَ اي‬ These are used when the ‫ منَتدٰى‬is near.
‫أ َََي‬ and ‫َهََّت‬ These are used when the ‫ منَتدٰى‬is far.
‫ََي‬ This is used for both (near and far).

42
There are exceptions to the rule. Mustathnaa, for example, is not always mansoob. It is still mentioned under
this category because most of the time, it is mansoob.
43
For more details, examples and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 3, 120-124.

79
Table 3.7
Rules governing the i‘raab of the ‫منادٰى‬

Then it will
If the ‫ منادٰى‬is Example
be
1. ‫ضتف‬ َ‫م‬ ‫َمانص اوب‬ ‫ََي اِا َن َمياد‬ O son of Zayd!
ِ ‫ شبَِّه ِبْامض‬44
2. ‫تف‬ ‫َمانص اوب‬ ‫ََي قت ِرءًا كِتَ ًتب‬ O reader of a book!
َ َ
َ
ِ
3. َُ‫كَة َغْي مََّة ن‬
َ َ‫ن‬ ‫َمانص اوب‬ ‫ ََي َرج ًل! خ اذ ََِّ ِد اي‬O man! Take my hand. (call
(Unspecified nakirah) of a blind man to any person
for assisstance)
4. َُ‫نَ ِكََة م َََّةن‬ ‫َم اَف اوع‬ ‫ََي َرجل‬ O man!
(Specified nakirah)
5. ‫َم اَ َِفَُ م افَََدة‬ ‫َم اَف اوع‬ ‫ََي َمياد‬ O Zayd!
(Singular ma‘rifah)
6. ‫م ََةَف ِ ال‬ ‫َم اَف اوع‬ ‫( أَي َهت‬masculine) or ‫( أَيةت َهت‬feminine) has to be
added between the ‫َح اَف اْنِ َد ِاء‬ َ and ‫منَتدٰى‬.
‫ ََي أَي َهت اْةَجل‬O man! ‫ ََي أَيةت َهت اْا َم اَأَة‬O woman!

 ‫( تَ اَِخاَّم‬abbreviation) is allowed in munaadaa.


e.g. ‫ََي َمتِْك‬ ِ ‫َي م‬
can become ‫ ََي َمتل‬or ‫تل‬ َ َ
‫ ََي َمانص اور‬can become ‫ََي َمانص‬
Note: The last letter can be given a dammah or it can retain its original harakah.

b. ‫س اه ًل‬
َ ‫أ اَه ًل َو‬: This is said to one’s guest for welcoming him/her.
Its original is ‫س اه ًل‬ َ ‫ت‬ َ َّ‫ت أ اَه ًل َوَوطَا‬
َ َّ‫أَتَا‬, which means “You have come to your own people
and have trampled comfortable ground.” In other words, “you are welcome.” Here
two fi‘ls, ‫ت‬
َ َّ‫ أَتَا‬and ‫ت‬َ َّ‫ َوطَا‬have been dropped.
c. Sometimes, when warning someone, the ‫ فِ اَل‬governing the ‫ َم افَ اول ِِه‬is dropped due to
context. Examples include the following:
ِ ‫ اِت‬to give the same meaning, which is
 ‫ اَْطة َِيا َق اَْطة َِيا َق‬is used instead of ‫ةق اْطة َِيا َق‬
ِ ‫ اِت‬has been dropped.
“Beware of the road!” Here, the fi‘l ‫ةق‬
‫َس َد‬ ِ ِ ‫ اِت ِةق نَ افسك ِمن اال‬to give the same meaning, which
 َ ‫ إ ةَي َك َو اال‬is used instead of ‫َسد‬
َ َ َ َ
is “Save yourself from the lion.”

ِ ‫اْامض‬
This is another term for ‫تف‬ ‫ ِشابه‬.
44
َ As mentioned earlier, it is similar to mudaaf in meaning.

80
Section 3.8.245
َ‫مفعولََمطلق‬

Definition: It is the ‫ص َدر‬ ِ


‫ َم ا‬of the ‫ ف اَل‬that governs it and is used for the following:
 ‫( َتاكَِّد‬emphasis) e.g. ‫ض اًَب‬
َ ‫ضََِاته‬ َ I beat him severely.
 ‫( َََِّتن اْنة اوِع‬description of type) e.g. ‫َجلَ است ِج ال َسَُ اْا َقت ِر ِئ‬ I sat like a Qari would
sit.
 ‫( َََِّتن اْا ََ َد ِد‬number of times) e.g. ِ ‫ضََِتَ ا‬
‫ي‬ َ َ ‫ضََِاته‬
َ I hit him twice.

Note: Sometimes, the ‫ فِ اَل‬governing ‫ َم افَ اول مطالَق‬is dropped because of context. For example,
‫ َخ ا َْي َم اق َدم‬. Originally, it was ‫ت قد اوًمت َخ ا َْي َم اق َدم‬ ِ
َ ‫قَد ام‬, which means “You came a good coming.” Here,
the fi‘l ‫ت‬ ِ
َ ‫قَد ام‬, and ‫قد اوًمت‬, which is the ‫ َم افَ اول مطالَق‬, have been dropped because of context. Only
ِ of the ‫م افَول مطالَق‬, which is ‫خْي م اق َدم‬, remains.
the ُ‫ص َف‬ ‫َ ا‬ َ َ‫َ ا‬

Section 3.8.346
َ‫َمَفَعَولََلَه‬/ََ‫مَفَعَوَلََلجله‬

Definition: It is an ‫ اِ اسم‬which explains the reason for the action taking place. Generally, it is a
‫ص َدر‬
‫ َم ا‬.
e.g. ‫ضََِاته َتا ِديابًت‬
َ I beat/hit him to teach (him) manners.

Section 3.8.447
َ‫مفعولََمعه‬

Definition: It is an ‫ اِ اسم‬which appears after such a ‫ َواو‬which has the meaning of ‫( َم َع‬with). This
‫ َواو‬is known as ُِ ‫ َواو اْا َمََِّة‬.
‫تب‬ ِ
e.g. َ َ‫َجتءَ َمياد َواْاكت‬ Zayd came with the book.
‫ِجائت َوَميا ًدا‬ I came with Zayd.

45
For more details, examples, and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 2, 156-160. For
additional types of ‫ َم افَ اول مطالَق‬, with accompanying examples and exercises, please refer to al-Nahw al-Wadih,
Thanawiyyah, vol. 1, 127-130.
46
For more details, examples, and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 2, 161-164.
47
For more details, examples and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 3, 157-162.

81
Section 3.8.5
َ‫َمفعَولََفيه‬/ََ‫ظرف‬

Definition: It is an ‫ اِ اسم‬which denotes the time )‫ ( َمَمتن‬or place )‫ ( َم َكتن‬in which an action took
place.
e.g. ‫َستفَ اَُ َش اهًَا‬ I travelled for a month.

Both types of ‫ ظَاوف‬namely, ‫ َمَمتن‬and ‫ َم َكتن‬, are of two types: ‫ُمد اود‬
‫( َا‬limited, restricted)
and ‫( ماب َهم‬unlimited, unrestricted).

 ِ ‫ظَوف اْةزم‬
Types of ‫تن‬ َ ‫ا‬
i. ‫( َاُمد اود‬limited, restricted): for example,
‫يَ اوم‬ day e.g. ‫ص امت يَ اوًمت‬ I fasted for one day.
‫َْاَّل‬ night e.g. ‫َع ِم الت َْاَّ ًل‬ I worked for one night.
َ‫َشه‬ month e.g. ‫ص امت َش اهًَا‬ I fasted for a month.
َُ‫َسن‬ year e.g. ًَُ‫َستفَ اَُ َسن‬ I travelled for a year.

ii. ‫( ماب َهم‬unlimited, unrestricted): for example,


َ‫َد اه‬ long period of time
e.g. ‫ص امت َد اهًَا‬ I fasted for a long time.
‫َِح اي‬ some time (could be short or long period of time)
َِ ‫ةه‬ ِ ِ َ‫دعت ن وح ق‬
e.g. ‫ومه َحاَّ نًت م َن اْد ا‬
َ ‫ََ ا‬
Nuh (peace be upon him) called his people for some time.

 ِ ‫ظَوف اْام َك‬


Types of ‫تن‬ َ ‫ا‬
i. ‫( َاُمد اود‬limited, restricted):
e.g. ‫صلةاَّت ِف اْا َم اس ِج ِد‬
َ I prayed in the mosque.
e.g. ِ ِ
‫َجلَ است ف اْدةار‬ I sat in the house.

ii. ‫( ماب َهم‬unlimited, unrestricted):


‫ف‬
َ ‫َخ ال‬ behind e.g. ‫َجلَ است َخ ال َفه‬ I sat behind him.
‫أ ََم َتم‬ in front of e.g. ‫ق امت أ ََم َتمه‬ I stood in front of him.

‫( َا‬, the preposition ‫ ِف‬is mentioned in words; while in the


Note: In the case of ‫ُمد اود) َم َكتن‬
case of ‫(ماب َهم) َم َكتن‬, it is assumed to exist (‫)م َقدةر‬.

82
‫‪The above-mentioned five maf‘ools have been combined in a couplet, which is as‬‬
‫‪follows:‬‬

‫مح ادُ محَا ًدا َح ِتم ًدا و َِ‬


‫محاَّ ًدا‬ ‫َِ‬
‫َ َ‬
‫ِر َعتيََُ ش اك َِهِ َد اهًَا ةم ِديا ًدا‬
‫‪I praised Haamid a lot, with Hameed,‬‬
‫‪out of regard for thanking him, for an extended period of time.‬‬

‫‪Sentence Analysis:‬‬

‫ضتف إَِْاَّ ِه = ش اك َِهِ ‪1.‬‬


‫ضتف ‪ +‬م َ‬
‫مَ‬
‫ضتف إَِْاَّ ِه = ِر َعتيََُ ش اك َِهِ‬
‫ضتف ‪ +‬م َ‬
‫مَ‬
‫ص َفُ = َم ِديا ًدا ‪2.‬‬ ‫ِ‬
‫َم اوص اوف = َد اهًَا‬

‫ده اراَمديَ ادا‬ ‫رعايةَشكَرهَ‬ ‫وَحيَ ادَا‬ ‫حام ادا‬ ‫َح ادا‬ ‫َحدتَ‬
‫|‬ ‫|‬ ‫|‬
‫َم افَ اول فِاَّ ِه = جالَُ فِ اَلَِّةُ َخ ََِبيةُ‬ ‫َم افَ اول َْه‬ ‫َم افَ اول َم ََه‬ ‫َم افَ اول ِِه‬ ‫)فِ اَل ‪ +‬فَت ِعل( َم افَ اول مطالَق‬

‫‪EXERCISE‬‬

‫‪َ in the following sentences.‬م افَ اول ‪1. Translate, fill in the i‘raab and identify the type of‬‬

‫‪i.‬‬ ‫أكل على أكلتي‬ ‫‪viii.‬‬ ‫ستفَ ميد طلبت ْلَمق‬


‫‪ii.‬‬ ‫ركب إَِاهَّم الصتن‬ ‫‪ix.‬‬ ‫وقف اْشَطي وقوف اْنشتط‬
‫‪iii.‬‬ ‫ستفَُ وأختك‬ ‫‪x.‬‬ ‫قَأُ اْدرس صبتَحت أمتم املَلم‬
‫‪iv.‬‬ ‫يثب اْنمَ وثوب السد‬ ‫‪xi.‬‬ ‫تدور الرض دورة ف اَّْوم‬
‫‪v.‬‬ ‫يستفَ ختْد إٰل مصَ طلبت ْلَلم‬ ‫‪xii.‬‬ ‫اعملوا اْلْي َحبت ف اْلْي‬
‫‪vi.‬‬ ‫ْل تبخلوا خشَُّ اْفقَ‬ ‫‪xiii.‬‬ ‫جلست الَة َتت املكتب‬
‫‪vii.‬‬ ‫توقد املصتَِّح َّْل‬ ‫‪xiv.‬‬ ‫سترُ اْسَّترة ستعُ‬

‫‪83‬‬
Section 3.8.648
َ‫ – حَال‬State / Condition

Definition: It is an ‫ اِ اسم‬which describes the condition of either the ‫تعل‬


ِ َ‫ ف‬or the ‫ م افَول‬or both at
‫َ ا‬
ِ
the time the action contained in the ‫ ف اَل‬takes place.
e.g. ‫َجتءَ َمياد َراكِبًت‬ Zayd came while mounted/riding.
‫ِجائت َميا ًدا ََنئِ ًمت‬ I came to Zayd while he was sleeping.
ِ ‫َكلة امت َميا ًدا َجتِْس ا‬
‫ي‬ I spoke to Zayd while both of us were sitting.
َ
Notes:

1. The condition itself is known as ‫َحتل‬


َ , whereas the one whose condition is being
ِ ‫ال‬
described is known as ‫تل‬َ‫ذو ا‬.
2. The ‫َحتل‬
َ gets a ‫صب‬
‫نَ ا‬, which is generally in the form of two fathahs.
ِ ‫ال‬ ِ
3. The ‫تل‬َ‫ ذو ا‬is generally َُ‫ َم اَ َِف‬and the ‫ ََحتل‬is generally ‫نَكََة‬.
e.g. ‫َجتءَ َمياد َراكِبًت‬ Zayd came riding/while he was mounted.
ِ ‫ال‬
4. If the ‫تل‬ ِ ِ ‫ذو ا‬.
َ‫ ذو ا‬is ‫نَكََة‬, the ‫ ََحتل‬is brought before the ‫الَتل‬
e.g. ‫ن َراكِبًت َرجل‬ ِ
‫َجتءَ ا‬ A man came to me riding/while he was
mounted.
ِ ‫ال‬
5. The ‫تل‬ ِ .
َ‫ ذو ا‬can be a ‫ضم اْي‬ َ
e.g. ِ
‫َمياد أَ َك َل َجتْ ًست‬ Zayd ate sitting.
ِ ‫ال‬
Here, the ‫تل‬ ِ in ‫أَ َكل‬.
َ‫ ذو ا‬is ‫ه َو‬, which is the hidden ‫ضم اْي‬
َ َ
6. The ‫َحتل‬
َ can be a sentence.
If the ‫َحتل‬ ِِ ِ ) is added to give the
 َ is a ُ‫جالَُ ا اسَّة‬, then a ‫( َواو‬with or without a ‫ضم اْي‬
َ
meaning of ‫َحتل‬َ.
e.g. ‫ص ٰلوةَ َوأَنات ام س ٰك َٰى‬
‫َْل تَ اقََِوا اْ ة‬ Don’t come near salah while you are
intoxicated.

If the ‫َحتل‬ ِِ ِ ِ ِ ِ
 َ is a ُ‫ جالَُ ف اَلَّة‬and the ‫ ف اَل‬is ‫اَْاف اَل اْا َمتض اي‬, ‫ قَ اد‬has to appear before the ‫اَْاف اَل‬
ِ ‫اْام‬.
‫تضي‬
‫ا‬ َ
e.g. ‫َجتءَ َمياد َوقَ اد َخََ َج َخ ِتدمه‬ Zayd came while his servant had left.

48
For more details, examples and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 3, 101-109.

84
‫‪Sentence Analysis:‬‬

‫‪1.‬‬ ‫َجتءَ َمياد َراكِبًت‬ ‫‪Zayd came riding/while he was mounted.‬‬

‫راكباَا‬ ‫زيدَ‬ ‫جاءَ‬


‫ََحتل‬ ‫‪+‬‬ ‫الَ ِتل‬
‫ذو ا‬

‫= جالَُ فِ اَلَِّةُ َخ ََِبيةُ‬ ‫فَ ِ‬


‫تعل‬ ‫‪+‬‬ ‫فِ اَل‬

‫ِجائت َع امًَا ََنئِ ًمت ‪2.‬‬ ‫‪I came to ‘Amr while he was asleep.‬‬

‫نئ امَا‬ ‫عم ارا‬ ‫جئتَ‬


‫ََحتل‬ ‫ال ِ‬
‫تل ‪+‬‬‫ذو اَ‬

‫= جالَُ فِ اَلَِّةُ َخ ََِبيةُ‬ ‫َم افَ اول ِِه‬ ‫‪+‬‬ ‫فَِل ‪ +‬فَ ِ‬
‫تعل‬ ‫ا‬

‫جتِْس ‪3.‬‬ ‫ِ‬


‫َْقاَّت َِكًاَا َوه َو َ‬ ‫‪I met Bakr while he was sitting.‬‬

‫جالسَ‬ ‫هوَ‬ ‫وَ‬ ‫بك ارا‬ ‫لقيَتَ‬


‫= جالَُ اِ اِسَّةُ َخ ََِبيةُ‬ ‫َخ ََب‬ ‫ماب تَ َدا‬

‫ََحتل‬ ‫‪+‬‬ ‫الَ ِتل ‪َ +‬واو ََحتََُِّْ‬


‫ذو ا‬

‫= جالَُ فِ اَلَِّةُ َخ ََِبيةُ‬ ‫َم افَ اول ِِه‬ ‫(فَِل ‪ +‬فَ ِ‬


‫تعل) ‪+‬‬ ‫ا‬

‫ست ‪4.‬‬ ‫ِ‬


‫َميد أَ َك َل َجتْ ً‬ ‫‪Zayd ate while sitting.‬‬

‫سَا‬
‫جال ا‬ ‫أكلَ‬ ‫زيدَ‬
‫ض ِم اْي م استََت (ه َو)‬ ‫ِِ‬
‫فاَّه َ‬
‫|‬
‫ََحتل‬ ‫‪+‬‬ ‫الَ ِتل‬
‫ذو ا‬

‫= جالَُ فِ اَلَِّةُ َخ ََِبيةُ‬ ‫فَ ِ‬


‫تعل‬ ‫فِ اَل (أَ َك َل) ‪+‬‬

‫= جالَُ اِ اِسَّةُ َخ ََِبيةُ‬ ‫َخ ََب‬ ‫‪+‬‬ ‫ماب تَ َدا‬

‫‪85‬‬
‫‪EXERCISE‬‬

‫َحتل ‪1. Translate, fill in the i‘raab and point out the‬‬ ‫‪ in the following sentences.‬ذو ا ِ‬
‫الَتل ‪َ and‬‬
‫‪i.‬‬ ‫أَحب اْتلمَّذ َمتهدا‬ ‫‪vi.‬‬ ‫ْل تكلوا اْطَتم َحترا‬
‫‪ii.‬‬ ‫ْقَّت ميدا راكبي‬ ‫‪vii.‬‬ ‫نصَُ ميدا مشدودا‬
‫‪iii.‬‬ ‫ْل تكلوا اْفتكهُ وهي فجُ‬ ‫‪viii.‬‬ ‫غتب أخوك وقد َحضَ جَّع أصدقتءه‬
‫‪iv.‬‬ ‫رجع اْقتئد منصورا‬ ‫‪ix.‬‬ ‫دخل اْلص املنزل وأهله َنئمون‬
‫‪v.‬‬ ‫قطف اْتتجَ اَْنب َنضجت‬ ‫‪x.‬‬ ‫ِنت الشجتر وملت يثمَ‬

‫‪86‬‬
Section 3.8.749
َ‫ َتي ز‬/ َ‫َتَيَي ز‬

ِ َ‫ اِسم ن‬which removes the ambiguity or vagueness created by the preceding


Definition: It is an ‫كََة‬ ‫ا‬
‫اِ اسم‬. This ambiguity may be in distance, weight, measure, number, etc.
e.g. ‫َرأَيات أَ ََح َد َع َشََ َك اوَكبًت‬ I saw eleven stars.
Here, the word (‫ ) َك اوَكبًت‬clarifies what (ََ‫ش‬
َ ‫ )أَ ََح َد َع‬refers to.
Sentence Analysis:

‫كوكباَا‬ َ‫أَحدَعشَر‬ َ‫رأيت‬


‫ََتِاَّ ز‬ + ‫مََّةز‬

ُ‫= جالَُ فِ اَلَِّةُ َخ ََِبية‬ ‫َم افَ اول ِِه‬ + ِ َ‫ ف‬+ ‫فَِل‬
‫تعل‬ ‫ا‬

Notes:
 The ambiguous ‫ اِ اسم‬is called ‫ مََّةز‬and the ‫ اِ اسم‬which clarifies it is called ‫ ََتِاَّ ز‬or ‫َتَاَِّاَّ ز‬.
 The ‫ ََتِاَّ ز‬is mansoob and gets two fathahs.
 Sometimes, the ‫ مََّة ز‬is not mentioned in words but is understood from the
meaning of the sentence )‫( َم الح اوظ‬.
e.g. ‫ََحس َن اْا َوَْد َك َل ًمت‬ The boy is good in terms of (his) speech.

 If the ‫ مََّة ز‬is a number, the rules with regards to the usage of numerals (on the
next page) must be kept in mind.

EXERCISE

1. Translate, fill in the i‘raab and point out the ‫ مََّة ز‬and ‫ ََتِاَّ ز‬in the following sentences.

i. ‫ف القل عشَون ِقَة‬ v. ‫طتب املكتن هواء‬


ii. ‫َِته ذراعت َحَيَا‬ vi. ‫ْل أملك شَبا أرضت‬
iii. ‫اْفَّل أكَب من اْلمل جسمت‬ vii. ‫شَِت رطل ْبنت‬
iv. ‫أطَمت اْدجتجُ ملء اْكف َحبت‬ viii. ‫شَِت كوب متء‬

49
For more details, examples and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 3, 110-119.

87
Rules for َ‫( أَسَاءََالَعَدَد‬numerals)

Before we proceed, it should be pointed out that


‫( َع َدد‬number) is the ‫مََّةز‬ and ‫( َم اَد اود‬the counted ism) is the ‫ََتِاَّ ز‬.

One and two (1-2)


 The ‫ َم اَد اود‬appears first and the ‫ َع َدد‬appears second.
 The ‫ َع َدد‬and the ‫ َم اَد اود‬must correspond in all aspects.
e.g. ِ ‫وَْد و‬
‫اَحد‬ one boy
َ َ
ِ
‫ِانت َواَح َدة‬ one girl
ِ ‫وَْ َد‬, etc.
Note: Normally, for one or two boys, girls, men etc., one simply says ‫ َوَْد‬or ‫ان‬ َ
However, at times, the number is used for emphasis.

Three through ten (3-10)


 From three onwards, the ‫ َع َدد‬appears first and the ‫ َم اَد اود‬second.
 The ‫ َم اَد اود‬is ‫جَاع َمَاَاور‬.
 The ‫ َع َدد‬and the ‫ َم اَد اود‬must be of opposite gender.
e.g. ‫ثََلثَُ أَقا َلم‬ three pens
ُ‫خَاس َسَّة َترا‬ five cars
Note: In choosing the correct ‫ َع َدد‬gender, the singular form of the ‫ َم اَد اود‬is taken into
account.
e.g. ‫َساب َع َََّْتل َوَمثَتنَََُِّ أَةَيم‬ seven nights and eight days
Here, the singular َُ‫( َْاَّ ل‬night) of ‫ َََّْتل‬is feminine, and ‫( يَ اوم‬day) of ‫ أَةَيم‬is masculine.
 For ten, the masculine form is َ‫ش‬
‫ َع ا‬, and the feminine form is ‫ َع َشََة‬.

Eleven and twelve (11-12)


ِ ‫و‬.
 From eleven onwards till 99, the ‫ َم اَد اود‬is ‫اَحد َمانص اوب‬ َ
 The ‫ َع َدد‬and the ‫ َم اَد اود‬must have the same gender.
e.g. ‫ أَ ََح َد َع َشََ َك اوَكبًت‬eleven stars
‫ اِثانَ تَت َع اشََةَ ِان تًت‬twelve girls
 From 11–19, the ‫ ش‬of َ‫عش‬/‫ عشَة‬gets a fathah when used with a masculine and a sukoon
when used with a feminine.50

50
For feminine, the form َ‫ َع َشََة‬is also used. See W. Wright, Arabic Grammar, (Mineola, NY: Dover
Publications, 2005), Part 1, 256. Also see Sharh ibn ‘Aqil, vol. 4, 71.

88
Thirteen through nineteen (13-19)
ِ ‫و‬.
 The ‫ َم اَد اود‬is ‫اَحد َمانص اوب‬ َ
 The gender of the first part of the ‫ َع َدد‬should be opposite of the gender of the ‫ َم اَد اود‬.
e.g. ‫ أَارَِ َََُ َع َشََ َرج ًل‬fourteen men
‫ تِ اس َع َع اشََةَ ِان تًت‬nineteen girls
 The “ten” َ‫( عش‬masc.)/‫( عشَة‬fem.) agrees with the ‫ َم اَد اود‬in terms of gender.

Twenty till ninety (20, 30, 40,…,90)


 ِ ‫و‬.
The ‫ َم اَد اود‬is ‫اَحد َمانص اوب‬ َ
 ‫ ِع ا‬to ‫( تِ اسَ او َن‬20,30,40,…90) remains the same irrespective of
The gender of ‫شَاو َن‬
whether the ‫ َم اَد اود‬is masculine or feminine.
e.g. ‫ِع اشَاو َن َرج ًل‬ twenty men
‫ثََلث او َن ِان تًت‬ thirty girls

Twenty-one and twenty-two (21-22)


 ِ ‫و‬.
The ‫ َم اَد اود‬is ‫اَحد َمانص اوب‬ َ
 The first part of the ‫ َع َدد‬and the ‫ َم اَد اود‬must have the same gender.
e.g. ‫اَحد َو ِع اشَاو َن َرج ًل‬
ِ‫و‬
َ twenty-one men
ِ
‫إِ اَح ٰدى َوع اشَاو َن ِان تًت‬ twenty-one girls
 The same will apply to 31-32, 41-42…91-92.

Twenty-three through twenty-nine (23-29)


ِ ‫و‬.
 The ‫ َم اَد اود‬is ‫اَحد َمانص اوب‬ َ
 The gender of the first part of the ‫ َع َدد‬should be opposite of the gender of the ‫ َم اَد اود‬.
e.g. ‫أَارَِ ََُ َو ِع اشَاو َن َرج ًل‬ twenty-four men
‫ِست َو ِع اشَاو َن ِان تًت‬ twenty-six girls
 The same applies to 33-39, 43-49…93-99.
 The “tens” remain the same, irrespective of whether the ‫ َم اَدود‬is masculine or feminine.

89
Hundred (100)
 The ‫ َم اَد اود‬is ‫َمَاور‬ ِ ‫و‬.
‫اَحد َا‬ َ
 َُ‫ ِمتئ‬remains the same irrespective of whether the ‫ َم اَد اود‬is masculine or feminine.
e.g. ‫ِمتئَُ َرجل‬ hundred men ‫ِمتئَُ ِانت‬ hundred girls
 For 200, ‫ ِمتئَتَت‬is used. (‫ ِمتئَ َِت‬in ََِ‫اْل‬ ِ‫ص‬
‫ب َو ا‬ ‫) ََحتَُْ اْنة ا‬
e.g. ‫ِمتئَتَت ِانت‬ two hundred girls
‫ ِمتئَ َِت ِانت‬two hundred girls
 Since َُ‫ ِمتئ‬is feminine, the number before َُ‫ ِمتئ‬is masculine.
e.g. ‫أَارََِ ِمتئَُِ َرجل‬ four hundred men
‫أَارََِ ِمتئَُِ ِانت‬ four hundred women
 If there are units and tens with the 100’s as well, their respective gender rules apply.
e.g. ‫ِمتئَُ َو َع َشََة كتب‬ hundred and ten books
ًُ‫اس‬ ِ
َ َ‫متئَُ َوخَاس َوأَارََِ او َن كة‬ hundred and forty-five note-books

Thousand (1,000)
 The ‫ َم اَد اود‬is ‫َمَاور‬ ِ ‫و‬.
‫اَحد َا‬ َ
 ‫ أَْاف‬remains the same, irrespective of whether the ‫ َم اَد اود‬is masculine or feminine.
e.g. ‫أَْاف َرجل‬ thousand men ‫أَْاف ِانت‬ thousand girls
 Since ‫ أَْاف‬is masculine, the number before ‫ أَْاف‬is feminine.
‫ف َرجل‬ِ ‫أَرِ َُ أَْٰل‬
e.g. َ َ‫ا‬ four thousand men
‫ف ِانت‬ِ ‫أَرِ َُ أَْٰل‬
َ َ‫ا‬ four thousand women
Note: The plural for ‫ أَْاف‬is ‫ف‬ ِ ‫أَْٰل‬.

Million (1,000,000)
 The ‫ َم اَد اود‬is ‫َمَاور‬ ِ ‫و‬.
‫اَحد َا‬ َ
 ‫ ِم الَّ اون‬remains the same irrespective of whether the ‫ َم اَد اود‬is masculine or feminine.
e.g. ‫ِم الَّ اون َرجل‬ million men
‫ِم الَّ اون ِانت‬ million girls
 Since ‫ ِم الَّ اون‬is masculine, the number before ‫ ِم الَّ اون‬is feminine.
e.g. ‫ي َرجل‬ َ ‫أَارَِ ََُ َم َليِ ا‬ four million men
‫ي اِامََأَة‬
َ ‫أَارَِ ََُ َم َليِ ا‬ four million women
Note: The plural for ‫ ِم الَّ اون‬is ‫ َم َليِ اي‬.

90
EXERCISES
1. Write the following in Arabic.
i. 2 schools vii. 11 books
ii. 12 women viii. 14 chairs
iii. 17 doors ix. 26 boys
iv. 21 cars x. 111 elephants
v. 150 houses xi. 195 keys
vi. 444 miles xii. 3,333 roses

2. Translate the following sentences and fill in the iʻraab.

i. ُ‫ف اْبستتن تسع وتسَون َنل‬ v. ُ‫ف اْكتتب أرِع وعشَون صفح‬
ii. ‫مستَحُ اْدار أْفت ذراع‬ vi. ‫ف اْسنُ اثنت عشَ شهَا‬
iii. ‫ْلحجَة ثلثُ شبتَِّك‬ vii. ُ‫عمَ أخَّك اآلن خس وثلثون سن‬
iv. ‫بع اْتتجَ أرَُِ عشَ قنطترا قطنت‬ viii. ُ‫بضت اْدجتجُ ثلث َِّضت‬

91
Section 3.8.851
َ‫مستَث ٰن‬
‫ اِ استِثا نَتء‬means to exclude.
‫ م استَ ثا ٰن‬is an ‫ اِ اسم‬which has been excluded and appears after the ‫اْل استِثا نَ ِتء‬ ِ‫َحَف ا‬.
‫َا‬
‫ م استَ ثا ٰن ِمانه‬is an ‫ اِ اسم‬from which the ‫ م استَ ثا ٰن‬has been excluded. It appears before ‫اْل استِثانَ ِتء‬ ِ‫َحَف ا‬.
‫َا‬
‫اْل استِثا نَ ِتء‬
ِ‫ َحَوف ا‬are as follows:
‫ا‬
‫َمت َع َدا‬ ‫َمت َخ َل‬ ‫َع َدا‬ ‫َخ َل‬ ‫تشت‬
َ ‫ََح‬ ‫ِس ٰوى‬ ‫َغ ا َْي‬ ‫إِةْل‬
e.g. ‫َجتءَ اْا َق اوم إِةْل َميا ًدا‬ The people came except Zayd.
‫زي ادا‬ َ‫إَْل‬ َ‫القوم‬ َ‫جاء‬
‫ م استَ ثا ٰن‬+ ‫اْل استِثا نَ ِتء‬
ِ‫ َحَف ا‬+ ‫مست ثا ٰن ِمانه‬
‫َا‬ َ‫ا‬

ُ‫= جالَُ فِ اَلَِّةُ َخ ََِبية‬ ِ َ‫ف‬


‫تعل‬ + ‫فِ اَل‬

Related terminology
ِ ‫مستَ ثا ٰن مت‬
‫ةصل‬ refers to the case when the ‫ستَ ثا ٰن‬ ِ ِ ِ
‫ا‬ ‫ م ا‬was included in the ‫ م استَ ثا ٰن مانه‬before the ‫ا استثا نَتء‬.
e.g. ‫َجتءَ اْا َق اوم إِةْل َميا ًدا‬ The people came except Zayd.
(Zayd was one of the people before the exclusion.)

‫م استَ ثا ٰن مان َق ِطع‬ refers to the case when the ‫ستَ ثا ٰن‬ ِ
‫ م ا‬was not included in the ‫ م استَ ثا ٰن مانه‬before the
‫اِ استِثا نَتء‬.
‫َّس‬ِ ِ ‫ٰ ِ ِة‬
e.g.
َ ‫َس َج َد اْا َملئ َكُ إْل إِال‬ The angels prostrated except Iblees.
(Iblees was never one of the angels.)

‫َجتءَ اْا َق اوم إِةْل ِمحَ ًترا‬ The people came except a donkey.
(Donkey was never included among the people.)

‫ َك َلم م او َجب‬/‫( َك َلم مثابَت‬positive statement) refers to a sentence which does not have a ‫نَ افي‬, ‫ ََناي‬or
‫اِ استِ اف َهتم‬.
e.g. ‫َجتءَ اْا َق اوم إِةْل َميا ًدا‬ The people came except Zayd.

‫ َك َلم َغ اْي م او َجب‬/‫( َك َلم َمنا ِفي‬negative sentence) refers to a sentence which does have a ‫نَ افي‬, ‫ ََناي‬or
‫اِ استِ اف َهتم‬.
e.g. ‫َمت َجتءَ اْا َق اوم إِةْل َميا ًدا‬ The people did not come except Zayd.

51
For more details, examples and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 3, 88-100.

92
‫م استَ ثا ٰن م َفةَغ‬ refers to a sentence in which the ‫ستَ ثا ٰن ِمانه‬
‫ م ا‬is not mentioned.
e.g. ‫َمت َجتءَ إِةْل َمياد‬ No one came except Zayd.

‫ م استَ ثا ٰن َغ اْي م َفةَغ‬refers to a sentence in which the ‫ م استَ ثا ٰن ِمانه‬is mentioned.


e.g. ‫َجتءَ اْا َق اوم إِةْل َميا ًدا‬ The people came except Zayd.

The i‘raab of the various types of ‫ستَ ثا ٰن‬


‫ م ا‬are given below:

Table 3.8
َ‫إعرابَالمستَث ٰن‬

َ‫حروفَاْلَسَتَثَنَاء‬ Sentence Type َ‫إعرابَالمست ثَ ٰن‬ Example


1. ‫إِةْل‬ ‫مان َق ِطع‬ ‫َمانص اوب‬ ‫َّس‬ِ ِ ‫ٰ ِ ِة‬
َ ‫َس َج َد اْا َملئ َكُ إْل إِال‬
The angels prostrated
except Iblees.
2. ‫إِةْل‬ ِ ‫متة‬
‫صل‬ ‫م او َجب‬ ‫َمانص اوب‬ ‫َجتءَِن اْا َق اوم إِةْل َميا ًدا‬
The people came to me
except zayd.
3. ‫إِةْل‬ ِ ‫متة‬
‫صل‬ ‫َغ اْي م او َجب‬ ‫َغ اْي م َفةَغ‬ ‫ – َمانص اوب‬or – ‫َمت َجتءَِن أَ ََحد إِةْل َميا ًدا‬
same as ‫ستَ ثا ٰن ِمانه‬ ِ ِ
‫َمت َجتءَن أَ ََحد إةْل َمياد م ا‬
No one came to me
except Zayd.
4. ‫إِةْل‬ ِ ‫متة‬
‫صل‬ ‫َغ اْي م او َجب‬ ‫م َفةَغ‬ according to the ‫َمت َجتءَ إِةْل َمياد‬
‫ َع ِتمل‬governing No one came except
‫( م استَ ثا ٰن ِمانه‬as if ‫ إِةْل‬Zayd.
does not exist) ‫َمت َرأَيات إِةْل َميا ًدا‬
I did not see anyone
except Zayd.
‫َمت َمََارُ إِةْل َِزياد‬
I did not pass by
anyone except Zayd.
5. – ‫مت خ َل‬ All types ‫َمانص اوب‬ ‫َجتءَ اْا َق اوم َمت َخ َل َميا ًدا‬
َ َ
‫َمت َع َدا‬ ‫َجتءَ اْا َق اوم َمت َع َدا َميا ًدا‬
The people came
except Zayd.

93
Table 3.8 – Continued

َ‫حروفَاْلَسَتَثَنَاء‬ Sentence Type َ‫إعرابَالمست ثَ ٰن‬ Example


6. ‫خ َل – ع َدا‬ ‫ – َمانص اوب‬or – ‫تشت َميا ًدا‬
َ ‫َح‬/‫ا‬
َ ‫ع َد‬/
َ ‫َجتءَ اْا َق اوم َخ َل‬
All types
َ َ
‫تشت‬
َ ‫– ََح‬ ‫( َاَمَاور‬as a ‫تشت َمياد‬ َ ‫َح‬/‫ا‬
َ ‫ع َد‬/
َ ‫َجتءَ اْا َق اوم َخ َل‬
preposition) The people came except
Zayd.
7. ‫َغْي – ِس ٰوى‬ All types ‫َاَمَاور‬ ‫َجتءَ اْا َق اوم َغ ا َْي َمياد‬
‫ا‬
‫َجتءَ اْا َق اوم ِس ٰوى َمياد‬
The people came except
Zayd.

Note: The i‘raab of the word ‫ َغ اْي‬is the same as that of ‫ستَ ثا ٰن ِ إِةْل‬
‫م ا‬. Thus, the simple way to
determine the i‘raab of ‫ َغ اْي‬is to replace ‫ َغ اْي‬with ‫إِةْل‬. Now, whatever i‘raab ‫ستَ ثا ٰن‬
‫ م ا‬was supposed
to get, should be given to ‫ َغ اْي‬.
For example, we have two sentences, 1) ‫جتءَ اْا َق اوم َغ اْي َمياد‬
َ and 2) ‫ َمت َجتءَ َغ اْي َمياد‬.
To determine the i‘raab of ‫ َغ اْي‬, follow the following two steps for each of these
sentences.
a. Replace ‫ غْي‬with ‫ إِةْل‬and see what the i‘raab of the ‫ستَ ثا ٰن‬
‫ م ا‬would be.
1) ‫جتءَ اْا َق اوم إِةْل َميا ًدا‬
َ 2) ‫جتءَ إِةْل َمياد‬
َ ‫َمت‬
The first sentence is ‫جب‬ َ ‫م او‬, so the ‫ م استَ ثا ٰن‬will be mansoob. The second sentence
is ‫جب‬
َ ‫ َغ اْي م او‬and ‫م َفةَغ‬, so the ‫ م استَ ثا ٰن‬is according to the ‘aamil. Thus, it will be
marfoo‘.
ِ
‫( م ا‬with ‫ )إةْل‬will be given to ‫ َغ اْي‬.
b. The i‘raab of the ‫ستَ ثا ٰن‬
1) ‫ْي َمياد‬
َ ‫َجتءَ اْا َق اوم َغ ا‬ 2) ‫جتءَ َغ اْي َمياد‬
َ ‫َمت‬

EXERCISES
1. Translate, fill in the i‘raab and explain the i‘raab of the mustathnaa.

i. ‫رأيت اْلنود إْل اْقتئد‬ v. ‫دخلت غَف اْبَّت خل غَفُ اْنوم‬


ii. ‫صتم اْغلم رمضتن غْي يوم‬ vi. ‫مت عتد املَيض عتئد غْي اْطبَّب‬
iii. ‫مرُ مستجد املدينُ مت خل واَحدا‬ vii. ‫قَأُ اْكتتب إْل صفحتي‬
iv. ‫جتء اْقوم إْل محترا‬ viii. ‫مت جتء إْل مَلم‬

94
Section 3.952
َ‫ – الَمَجَ َرَوَرات‬Words which are always majroor
There are two types of words that are always majroor. These are as follows:
1. An ‫ اِ اسم‬preceded by a َ‫ج‬
َ ‫ ََح اَف‬.
e.g. ِ َ‫ِف اْاكِت‬
‫تب‬ in the book
2. ‫ضتف إَِْاَّ ِه‬
َ‫م‬
e.g. ‫كِتَتب َمياد‬ book of Zayd

52
For more examples and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 1, 76-81.

95
Section 3.10
َ‫اَلتَ َوابَع‬

Definition: A ‫ ََت ِع‬is an ‫ اِ اسم‬which follows the ‫ اِ اسم‬before it in terms of i‘raab (and some other
things which vary from ‫ ََت ِع‬to ‫) ََت ِع‬. The preceding ‫ اِ اسم‬is called the ‫ َمات ب اوع‬.
 ِ ‫ ع‬which governs the ‫ مات ب وع‬also governs the ‫ ََت ِع‬.
The ‫تمل‬ َ ‫َ ا‬
 There are five ‫تَ َوا ِع‬:
ِ َ‫ا‬/‫اَْنةَت‬
1) ُ‫ْص َف‬ ‫ا‬ 2) ‫ةوكِاَّد‬ ِ
‫اَْت ا‬/‫اَْتةأاكاَّد‬ 3) ‫اَْابَ َدل‬
4) ‫ةس ِق‬ ِ ِ َّ ‫عطاف اْاب‬
َ ‫عطاف اْن‬/
َ ‫اَْا ََطاف بَاَف‬ 5) ‫تن‬ََ َ

Section 3.10.153
َ‫ – الن عتََأَوََالصفة‬Adjective54
ِ َ‫ا‬/‫ اَْنةَت‬is of two types:
ُ‫ْص َف‬ ‫ا‬ 1) ‫َح ِقاَّ ِقي‬
َ ‫نَ اَت‬ 2) ‫سبَِب‬
َ ‫نَ اَت‬
1. ‫َح ِقاَّ ِقي‬
َ ‫نَ اَت‬: It is a word which describes the actual ‫ َمات ب اوع‬.
 As mentioned in section 1.4.3, the ‫ نَ اَت‬follows the ُ‫ َمان َ او‬, which is the ‫ َمات ب اوع‬in this
case, in the following:
a. I‘raab b. Gender
c. Being ma‘rifah or nakirah d. Being singular, dual or plural
 The ‫ نَ اَت‬can be a complete sentence, in which case the ُ‫ َمان َ او‬must be ‫كََة‬ ِ َ‫ن‬.
The ‫ نَ اَت‬which is a sentence must have a ‫ض ِم اْي‬ ِ
 َ which refers to the ُ‫نَكََة َمان َ او‬.
َ ‫ن َوَْد يَاََكب اْ ةد ةر‬
َُ‫اج‬ ِ
e.g. ‫َجتءَ ا‬ A boy who was riding the bicycle came to me.

َ‫الدراجة‬ َ‫ي ركب‬ َ‫ولد‬ َ‫ن‬ َ‫جاء‬


ِ َ‫ ف‬+ ‫فَِل‬
‫ َم افَ اول ِِه‬+ )‫تعل (ه َو‬ ‫ا‬

‫نَ اَت‬ + ُ‫نَ ِكََة َمان َ او‬

ُ‫= جالَُ فِ اَلَِّةُ َخ ََِبية‬ ِ َ‫ف‬


‫تعل‬ + ‫ م افَول‬+ ‫فَِل‬
‫َ ا‬ ‫ا‬

53
For more details, examples and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 3, 134-142.
54
‫ نَ اَت‬is another name for ُ‫ ; ِص َف‬and ُ‫ َمان َ او‬is another name for ‫ َم اوص اوف‬.

96
Note:
 If a َُ‫ َم اَ َِف‬is followed by a sentence, it will be a ‫خ ََب‬
َ or ‫ ََحتل‬.
Example 1 َ ‫اَْا َوَْد يَاََكب اْ ةد ةر‬
َُ‫اج‬ The boy is riding the bicycle.

َ ‫ )يَاََكب اْ ةد ةر‬is the ‫ َخ ََب‬.


Here, (‫ )اَْا َوَْد‬is ‫ماب تَ َدأ‬, and (َُ‫اج‬
Example 2 َ ‫َجتءَِن اْا َوَْد يَاََكب اْ ةد ةر‬
َُ‫اج‬
The boy came to me while riding the bicycle.
ِ ‫ال‬
Here, (‫ )اَْا َوَْد‬is ‫تل‬ َ ‫ )يَاََكب اْ ةد ةر‬is the ‫ ََحتل‬.
َ‫ذو ا‬, and (َُ‫اج‬
Sentence Analysis
1. ‫جتءَ َرجل َع ِتَل‬
َ A learned man came.
َ‫ع‬
‫ال‬ ‫رج َل‬ َ‫جاء‬
)‫ نَ اَت ( ََت ِع‬+ )‫َمان َ اوُ ( َمات ب اوع‬

ُ‫= جالَُ فِ اَلَِّةُ َخ ََِبية‬ ِ َ‫ف‬


‫تعل‬ + ‫فِ اَل‬

2. ‫جتءَ َرجل أَِ اوه َع ِتَل‬


َ A man whose father is learned, came.

َ‫عال‬ َ‫أب وه‬ َ‫رجل‬ َ‫جاء‬


| )‫ضتف إَِْاَّ ِه‬
َ ‫ضتف َوم‬ َ ‫(م‬
)‫= جالَُ اِ اِسَّةُ َخ ََِبيةُ (نَكََِة‬ ‫َخ ََب‬ + ‫ماب تَ َدا‬

)‫نَ اَت ( ََت ِع‬ + )‫َمان َ اوُ ( َمات ب اوع‬

ُ‫= جالَُ فِ اَلَِّةُ َخ ََِبية‬ ِ َ‫ف‬


‫تعل‬ + ‫فِ اَل‬

2. ‫سبَِب‬
َ ‫نَ اَت‬: It is a word which does not describe the ‫ َمات ب اوع‬, but describes that which is
connected to the ‫ َمات ب اوع‬.
e.g. ‫ن َوَْد َع ِتَل أَِ اوه‬ ِ
‫َجتءَ ا‬ A boy whose father is learned, came to me.
Here, ‫ َع ِتَل‬is describing ‫أَِ اوه‬, which is connected to the ‫) َوَْد( َمات ب اوع‬. In
other words, it is describing the ‫ َمات ب اوع‬indirectly.

Notes:
1. In ‫سبَِب‬
َ ‫نَ اَت‬, the ُ‫ َمان َ او‬and ‫ نَ اَت‬must correspond in only two aspects:
a. I‘raab
b. Being ma‘rifah or nakirah

97
2. The ‫ نَ اَت‬will always be singular, irrespective of whether the ُ‫ َمان َ او‬is singular, dual
or plural.
َِ ‫تَت ِن صورََت ِن‬
‫جاَّل إِطَ َتراهَت‬
e.g. َ ‫َه َ ا‬ These are two pictures whose frames are beautiful.

3. The ‫ نَ اَت‬will correspond in gender to the word after it.


e.g. ‫ُ اْ ةسَِّ َدة اْا ََتقِل َوَْد َهت‬
ِ ‫جتء‬
ََ The lady, whose son is intelligent, came.

Sentence Analysis:

1. ‫ُ اِامََأَة َع ِتَل اِِان َهت‬


‫َجتءَ ا‬ A woman whose son is learned, came.
‫اب ن ها‬ َ‫عال‬ َ‫امرأة‬ َ‫جاءت‬
)‫ضتف إَِْاَّ ِه‬ َ ‫ضتف َوم‬
َ ‫(م‬ |
ُ‫= جالَُ فِ اَلَِّةُ َخ ََِبية‬ "‫"ع ِتَل‬ ِ ِ ‫اِسم اْا َف‬
+ ‫تع ِل‬
َ ‫فَتعل‬ ‫ا‬

)‫نَ اَت ( ََت ِع‬ + )‫َمان َ اوُ ( َمات ب اوع‬

ُ‫= جالَُ فِ اَلَِّةُ َخ ََِبية‬ ِ َ‫ف‬


‫تعل‬ + ‫فِ اَل‬
Note: In this example, ‫ َع ِتَل‬is the ‫سبَِب‬ ِ ِ ِ
َ ‫ نَ اَت‬of ‫ا امََأَة‬. Because of ‫ا امََأَة‬, it is marfoo‘ and ‫نَكََة‬.
However, it follows ‫اِِان َهت‬, or more precisely ‫اِِان‬, in being masculine.55

EXERCISE

1. Translate, fill in the i‘raab and point out the ‫َح ِقاَّ ِقي‬
َ ‫ نَ اَت‬and the ‫ نَ اَت َسبَِب‬in the following
sentences.
i. ‫ركبت الصتن اْلمَّل سَجه‬ v. ‫أوقدُ مصبتَحت نوره قوي‬
ii. ‫هو رجل عتملُ اِنته‬ vi. ‫هذا عمل ينفع‬
iii. ُ‫هؤْلء ِنتُ عتقل‬ vii. ‫هذا منزل ضَّق‬
iv. ‫شتهدَن قطترا سْيه سَيع‬ viii. ‫جتء اَْجل املهذب أخوه‬

55
There seems to be a contradiction between the sentence analysis and the note given above for ‫نَ اَت َسبَِب‬. All the
books of Nahw that I referred to, including ‘Ilm al-Nahw, al-Nahw al-Wadih, and Sharh ibn ‘Aqil, agree that in
this example, only ‫ َع ِتَل‬is the ‫نَ اَت َسبَِب‬. Yet, in ‘Ilm al-Nahw, the author, Mawlana Charthawali, after explaining
the rules for ‫سبَِب‬ ِ ِ ِ
َ ‫نَ اَت‬, has given this example of sentence analysis, in which he makes ‫ َعتَل اِان َهت‬the ‫ نَ اَت‬of ‫ا امََأَة‬.
This suggests that there can be two ways of looking at this.

98
2. Analyze the following sentences and and point out the difference between them.

i. ‫هذا اْوْد ضتَحك‬ iii. ‫جتء اْوْد ضتَحكت‬


ii. ‫هذا وْد ضتَحك‬

99
Section 3.10.256
َ‫َاَلتَأَكَيَد‬/ َ‫ – الت وكيد‬Emphasis

Definition: It is a ‫ ََت ِع‬which emphasizes the ‫ َمات ب اوع‬in the matter related to it or emphasizes the
inclusion of all members of the ‫ َمات ب اوع‬in the matter related to it.
‫ن َمياد َمياد‬ ِ
e.g. ‫َجتءَ ا‬ (The second ‘Zayd’ emphasized Zayd’s coming.)
‫َجتءَ اْا َق اوم كله ام‬ (‫ كله ام‬emphasized that all came, no one remained.)
 The ‫ ََت ِع‬is called ‫ َتاكِاَّد‬and the ‫ َمات ب اوع‬is called ‫م َؤةكد‬.

There are two types of ‫ َتاكِاَّد‬: ‫ َْ اف ِظي‬and ‫َم اَنَ ِوي‬


1. ‫ةوكِاَّد اْلة اف ِظي‬
‫ – اَْت ا‬Verbal emphasis: The emphasis is attained by repeating the ‫ م َؤةكد‬which may
be ‫اِ اسم‬, ‫فِ اَل‬, ‫َح اَف‬ ِ , or sentence.
َ , ‫ضم اْي‬
َ
e.g. ‫َجتءَ َمياد َمياد‬ Zayd definitely came.
‫ضََ اْاغَتئِب‬ َ ‫ضََ ََح‬ َ ‫ََح‬ The absent one definitely became present.
‫َْل َْل أَخ اون اْا ََ اه َد‬ I will definitely not break the pledge.
َ‫ت اْنةتفِ َذة‬ ِ
َ ‫افا تَ اح أَنا‬ You open the window.
‫ت اْا َمل اوم‬ َ ‫ت اْا َمل اوم أَنا‬
َ ‫أَنا‬ You are, indeed, the censured one.

2. ‫ةوكِاَّد اْا َم اَنَ ِوى‬


‫ – اَْت ا‬Emphasis through meaning: The emphasis is attained with any of the
following words:
‫نَ افس‬ ‫َع اي‬ ‫كِ َل‬ ‫كِالتَت‬ ‫كل‬ ‫َجَع‬
‫أا‬ ‫أَ اكتَع‬ ‫صع‬
َ ‫أَِا‬ ‫أَِاتَع‬
Below, we discuss each of these.

a. ‫ نَ افس‬،‫( َع اي‬himself, herself, itself)


 These are used for singular, dual and plural.
They have to be ‫ضتف‬ ِ .
 َ ‫ م‬to a ‫ضم اْي‬
َ
 Their ‫ض ِم اْي‬
َ must agree with the ‫ م َؤةكد‬in terms of gender and singularity (or
ِ should agree with the ‫ م َؤةكد‬in terms of
duality/plurality), while the َُ‫صاَّ غ‬
ِ of ‫نَ افس‬
singularity (or duality/plurality). The exception is that the plural َُ‫صاَّ غ‬
ِ.
and ‫ َع اي‬is used in place of the dual َُ‫صاَّ غ‬

e.g. ‫عاَّ نه‬/


َ ‫قَ َتم َمياد نَ افسه‬ Zayd himself stood.
‫أ اَعَّ ن ه َمت‬/‫قَ َتم اْةزيا َد ِان أَنافسه َمت‬ The two Zayds themselves stood.
‫أ اَعَّ ن ه ام‬/‫قَ َتم اْةزياد او َن أَنافسه ام‬ The (many) Zayds themselves stood.

56
For more details, examples and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 3, 143-152

100
‫نَ افس َهت‬/‫ُ اْام ََلِ َمُ َعاَّ ن َهت‬ ِ ‫جتء‬
ََ The female teacher herself came.
ِ ِ
‫أَنافسه َمت‬/‫ُ اْام ََل َمتَتن أ اَعَّ ن ه َمت‬ ِ ‫جتء‬
ََ The two female teachers themselves came.
ِ ِ
‫أَنافسه ةن‬/‫َجتءَُ اْام ََل َمتُ أ اَعَّ ن ه ةن‬ The (many) female teachers themselves
came.

b. ‫ كِ َل‬،‫( كِالتَت‬both)
 These are used for dual only.
 ‫ كِ َل‬is masculine and ‫ كِالتَت‬is feminine.
It must be ‫ضتف‬ ِ .
 َ ‫ م‬to a dual ‫ضم اْي‬
َ
e.g. ‫تم اْ ةَج َل ِن كِ َلهَت‬ َ َ‫ق‬ Both of the men stood up.
ِ َ‫ت اْامَلِمت‬
‫تن كِلاتَتهَت‬ ِ ‫قَتم‬
ََ َ Both of the female teachers stood up.

c. ‫ كل‬،‫َجَع‬ َِ (all)
‫ أ ا‬،‫جاَّع‬
 They are used for singular and plural.
 َِ should be ‫ مضتف‬to a ‫ ض ِمْي‬which must correspond to the ‫م َؤةكد‬.
‫ كل‬and ‫جاَّع‬ َ ‫َ ا‬
 ‫ أ ا‬is used with its َُ‫ ِصاَّ غ‬changing to correspond to the ‫م َؤةكد‬.
‫َجَع‬
e.g. ‫تب كلةه‬ ِ
َ َ‫قَ ََأاُ اْاكت‬ I read the whole book.
‫َجتءَ اْا َِ َجتل كله ام‬ All the men came.
‫جاَّ َه ام‬َِ ‫جتء اْا َِجتل‬
َ ََ All the men came.
‫َجََ او َن‬
‫َجتءَ اْنةتس أ ا‬ All the people came.
َِ and ‫َجع‬
Note: ‫كل‬, ‫جاَّع‬ َ ‫ أ ا‬can only be used for emphasis in those things which have
parts or can be divided. Thus, ‫( أَ اكََامت َميا ًدا كلةه‬I treated all of Zayd
hospitably) would be incorrect.

d. ‫ أَ اكتَع‬،‫صع‬
َ ‫ أَِا‬،‫أَِاتَع‬
 These are used for greater emphasis.
 They appear after ‫َجَع‬
‫أ ا‬. They are not used without ‫َجَع‬
‫ أ ا‬nor can they appear
before ‫َجَع‬
‫أ ا‬.
e.g. ‫صَ او َن‬
َ ‫أَِا‬/‫أَِاتَ َ او َن‬/‫َجََ او َن أَ اكتََ او َن‬
‫َجتءَ اْا َق اوم أ ا‬ All of the people came.
‫صع‬ ِ ِ
َ ِ/‫ِ تَع‬/‫قَ َتمت اْن َستء جَع كتَع‬ All of the women stood up.

101
‫‪Sentence Analysis‬‬

‫َجََ او َن‬
‫َجتءَ اْا َق اوم كله ام أ ا‬ ‫‪All the people came.‬‬

‫أجعونَ‬ ‫كليهمَ‬ ‫القومَ‬ ‫جاءَ‬


‫|‬ ‫ضتف إَِْاَّ ِه)‬‫ضتف َوم َ‬ ‫(م َ‬ ‫|‬
‫‪ +‬اَْتةأاكِاَّد ‪2‬‬ ‫اَْتةأاكِاَّد ‪1‬‬ ‫م َؤةكد‬

‫= جالَُ فِ اَلَِّةُ َخ ََِبيةُ‬ ‫فَ ِ‬


‫تعل‬ ‫‪+‬‬ ‫فِ اَل‬

‫‪EXERCISE‬‬
‫‪1. Translate, fill in the i‘raab and analyze the following sentences.‬‬

‫‪i.‬‬ ‫قتِلت اْوميَ نفسه‬ ‫‪vi.‬‬ ‫رأيت اْتمستح اْتمستح‬


‫‪ii.‬‬ ‫ذبنت اْكبشي كلَّهمت‬ ‫‪vii.‬‬ ‫قطَنت حنن أنفسنت اْطَيق كله‬
‫‪iii.‬‬ ‫سجد امللئكُ كلهم أجَون إْل اِلَّس‬ ‫‪viii.‬‬ ‫امللك كله لل‬
‫‪iv.‬‬ ‫إَيك إَيك واْنمَّمُ‬ ‫‪ix.‬‬ ‫غَِت غَِت اْشمس‬
‫‪v.‬‬ ‫عتد اْقتئد عَّنه‬ ‫‪x.‬‬ ‫َحذار َحذار من الهتل‬

‫‪102‬‬
Section 3.10.357
َ‫ – اَلَبَدَل‬Substitute
Definition: A ‫ َِ َدل‬is a ‫ ََت ِع‬which is actually intended in the sentence and not its ‫ َمات ب اوع‬. The ‫َمات ب اوع‬
merely serves as an introduction to the ‫ ََت ِع‬.
 The ‫ ََت ِع‬is called ‫( َِ َدل‬substitute) and the ‫ َمات ب اوع‬is called ‫ ماب َدل ِمانه‬or ‫( مبَ ةدل ِمانه‬the
substituted).
e.g. ‫َجتءَ َمياد أَخ او َك‬ Zayd, your brother, came.

‫أخو َك‬ َ‫زَيد‬ َ‫جاء‬


)‫ضتف إَِْاَّ ِه‬ َ ‫ضتف َوم‬
َ ‫(م‬ |
‫َِ َدل‬ + ‫مب َدل ِمانه‬
‫ا‬

ُ‫= جالَُ فِ اَلَِّةُ َخ ََِبية‬ ِ َ‫ف‬


‫تعل‬ + ‫فِ اَل‬

There are four types of ‫َِ َدل‬:


1) ‫َِ َدل كل ِم ان كل‬ 2) ‫َِ َدل َِ اَض ِم ان كل‬ ِ ‫اْل اشتِم‬
3) ‫تل‬ ِ
َ ‫َِ َدل ا‬
ِ َ‫ِ َدل اْاغَل‬
4) ‫ط‬ َ
1. ‫( َِ َدل كل ِم ان كل‬also called ‫)َِ َدل اْاك ِل‬: It is that ‫َِ َدل‬, which refers to the exact same thing as
the ‫ماب َدل ِمانه‬.
e.g. ‫َجتءَ َمياد أَخ او َك‬ Zayd, your brother, came.

2. ‫( َِ َدل َِ اَض ِم ان كل‬also called ‫ض‬


ِ َ‫)َِ َدل اْابَ ا‬: It is that ‫َِ َدل‬, which refers to a part of the ‫ماب َدل ِمانه‬.
 The ‫ َِ َدل‬must have a ‫ض ِم اْي‬ ِ
َ , which refers to the ‫ماب َدل مانه‬.
e.g. ‫اسه‬
َ ‫ضََِات َميا ًدا َرأ‬
َ I hit Zayd’s head.
ِ ‫اْل اشتِم‬
3. ‫تل‬ ِ ِ
َ ‫َِ َدل ا‬: It is that ‫َِ َدل‬, which is related to the ‫ماب َدل مانه‬, but is not part of it.
The ‫ َِ َدل‬must have a ‫ض ِم اْي‬ ِ
 َ , which refers to the ‫ماب َدل مناه‬.
e.g. ‫س َِ َق َمياد قَ ِماَّصه‬ Zayd’s shirt was stolen.
ِ َ‫ِ َدل اْاغَل‬: It is that ‫ِ َدل‬, which is mentioned after an error, as a correction.
4. ‫ط‬ َ َ
e.g. ‫ اِ اش ََتيات فَ ََ ًست محَ ًترا‬I bought a horse; no, a donkey.
ِ

57
For more details, examples and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 3, 163-167.

103
‫‪EXERCISE‬‬
‫‪1. Translate, fill in the i‘raab and analyze the following sentences.‬‬

‫‪i.‬‬ ‫قضَّت اْدين ثلثه‬ ‫‪vi.‬‬ ‫قدم المْي اْوميَ‬


‫‪ii.‬‬ ‫سَن اْلتدم أمتنته‬ ‫‪vii.‬‬ ‫عتملت اْتتجَ ميدا‬
‫‪iii.‬‬ ‫ذهب اْسَّتح أكثَهم إٰل اْوادي‬ ‫‪viii.‬‬ ‫َتزق اْكتتب غلفه‬
‫‪iv.‬‬ ‫سطع اْقمَ نوره‬ ‫‪ix.‬‬ ‫أغلقت عتئشُ اْبستتن بِه‬
‫‪v.‬‬ ‫سَتنت اْشوارع نظتفتهت‬ ‫‪x.‬‬ ‫كتن أِو َحتمد اْغزال َمددا‬

‫‪104‬‬
Section 3.10.4
َ‫عَطَفََالنَسَق‬/َ‫ – الَعَطَفََبَرَف‬Conjunction

Definition: It is a ‫ ََت ِع‬which appears after a ‫َح اَف َعطاف‬


َ . The ‫ ََح اَف َعطاف‬appears between the ‫ََت ع‬
ِ
ِ ‫ ع‬applicable to the ‫ مات ب وع‬is also applicable to the ‫ ََت ِع‬.
and the ‫ َمات ب اوع‬. The meaning of the ‫تمل‬ َ ‫َ ا‬
 The ‫ ََت ِع‬is called ‫ َم اَط اوف‬and the ‫ َمات ب اوع‬is called ‫ َم اَط اوف َعلَاَّ ِه‬.
e.g. ‫َجتءَ َمياد َو َع امَو‬ Zayd and ‘Amr came.

‫عمرو‬ َ‫و‬ َ‫زيد‬ َ‫جاء‬


‫ َم اَط اوف‬+ ‫ ََح اَف َعطاف‬+ ‫َم اَط اوف َعلَاَّ ِه‬

ُ‫= جالَُ فِ اَلَِّةُ َخ اَِبية‬ ِ َ‫ف‬


‫تعل‬ + ‫فِ اَل‬

َ‫حروفَالعطف‬:
The various ‫ َحَاوف َعطاف‬are as follows:
‫َو‬ ‫ف‬
َ ‫ثة‬ ‫ََح ْٰى‬ ‫إِ ةمت‬ ‫أَاو‬ ‫أَ ام‬ ‫َْل‬ ‫َِ ال‬ ‫ْٰ ِك ان‬
Their details are as follows:

َ‫( و‬and): It is merely used for conjunction without regard to sequence.


e.g. َ‫َجتءَ َمياد َوَِكا‬ Zayd and Bakr came.
Here, sequence is not considered.

َ‫( ف‬then, thus):


 It conveys the meaning of sequence (‫)تَ اَتِاَّب‬.
e.g. َ‫َجتءَ َمياد فَبَكا‬ Zayd came. Then, Bakr (came).

 It can also convey the meaning of causality )ُ‫سبَبَِّة‬


َ (.
ِ ِ
e.g. َ ‫صبِح اال اَرض ُما‬
ً‫ضةَة‬ ‫أَنا َزَل م َن اْ ةس َمتء َمتءً فَت ا‬
He sends down water from the sky. Therefore, the earth becomes
green.

َ‫( ث‬then): It conveys the meaning of sequence with delay.


e.g. َ‫َجتءَ َمياد ثة َِكا‬ Zayd came. Then, (after some time) Bakr (came).

َ‫( ح ْٰى‬upto, till, even): It conveys the meaning of end point (َُ‫) َغتي‬.
e.g. ‫قَ ََأاُ اْاق اَآ َن ََح ْٰى أٰ ِخََه‬ I read the Qur’an until the end.
‫ال ةجتج ََح ْٰى اْام َشتة‬ ‫قَ ِد َم ا‬ The pilgrims came, even those on foot.

105
‫( إما‬either…or):
e.g. َ‫اَْث َةمَ إِ ةمت َح الو َوإِ ةمت م‬ The fruit is either sweet or bitter.

َ‫( أو‬or):
e.g. َ َ‫َْبِثانَت يَ اوًمت أ اَو َِ ا‬
‫ض يَ اوم‬ We stayed for a day or a part of a day.

َ‫( أم‬or): It is generally used with an interrogative )‫(اِ استِ اف َهتم‬.


e.g. ‫أ ََمياد ِعان َد َك اَام َِكاَ؟‬ Is Zayd with you or Bakr?

َ‫( ْل‬not): This negates from the ‫ َم اَط اوف‬that which has been established for the ‫ َم اَط اوف َعلَاَّ ِه‬.
َ‫ن َمياد َْل َِكا‬ ِ
e.g. ‫َجتءَ ا‬ Zayd came to me and not Bakr.

‫ إِ ا‬i.e. to give up one notion for another.


َ‫( بل‬but, instead, rather): It is used for ‫ضََاب‬
 If it appears after a positive sentence (‫ )إِ اْيَتب‬or a command (َ‫)أ اَم‬, it negates the
ruling for that which is before it, and affirms it for that which is after it.
e.g. َ‫ن َمياد َِ ال َِكا‬ ِ
‫َجتءَ ا‬ Zayd came to me. Rather, Bakr (came).

 If it appears after a (‫ )نَ افي‬or a (‫) ََناي‬, it confirms this ruling (of negation) for the one
before it, and affirms its opposite (i.e. opposite of negation) for the one after it.
ِ
e.g. َ َ‫تب كلةه َِ ال َِ ا‬
‫ضه‬ َ َ‫ َمت قَ ََأاُ اْاكت‬I did not read the whole book; rather, [I read]
some of it.

َ‫( َٰلكن‬but, however): It is generally used with a ‫ نَ افي‬and serves the purpose of ‫ اِ استِ اد َراك‬i.e. to
rectify.
ِٰ ِ
e.g. َ‫ن َمياد ْك ان َِكاَ َجتء‬
‫َمت َجتءَ ا‬ Zayd did not come to me but Bakr came.

Notes:
1. If the ‫ َم اَط اوف َعلَاَّ ِه‬is a ‫صل‬
ِ ‫ض ِمْي مَف وع متة‬, then its ‫صل‬
‫َ ا َا ا‬
ِ ‫ ض ِمْي مان َف‬has to be mentioned after it.
‫َ ا‬
e.g. ‫ضََِات أ َََن َوَمياد‬
َ Zayd and I hit.

2. However, if after the ‫صل‬ ِ ‫ض ِمْي مَف وع متة‬, another word appears before the ‫مَطوف‬, then the
‫َ ا َا ا‬ ‫َا ا‬
ِ ِ
‫ضم اْي مان َفصل‬َ need not be mentioned.
e.g. ‫ضََِات اْاََّ اوَم َوَمياد‬ َ Zayd and I hit, today.
‫َمت أَ اشََاكنَت َوَْل أٰ َبء ََن‬ Neither us nor our forefathers associated partners.
3. If the ‫ َم اَط اوف َعلَاَّ ِه‬is a ‫ض ِم اْي‬ َ preceded by a َ‫ ََح اَف َج‬, then the ‫ َم اَط اوف‬should also be preceded by
the same َ‫ج‬ َ ‫ ََح اَف‬.
e.g. ‫ك َوَِزياد‬ َ ِ ُ‫َمََار‬ I passed by you and Zayd.

106
‫‪EXERCISE‬‬

‫َح اَف َعطاف ‪1. Fill in a suitable‬‬


‫‪َ , translate, fill in the i‘raab and analyze the following sentences.‬‬
‫‪i.‬‬ ‫أتفتَحت أكلت _____ عنبت؟‬ ‫‪iv.‬‬ ‫بع عقتره _____ منزْه‬
‫‪ii.‬‬ ‫قدمت إَّْه اْطَتم _______ مت أكله‬ ‫‪v.‬‬ ‫صلى المتم _____ املأموم‬
‫‪iii.‬‬ ‫مت قتِلته _____ قتِلت وكَّله‬ ‫‪vi.‬‬ ‫أأنت فَلت هذا _____ مِْي؟‬

‫‪107‬‬
Section 3.10.5
َ‫عَطَفََالَبَيَان‬

Definition: It is a ‫ ََت ِع‬which clarifies or specifies its ‫ َمات ب اوع‬.


 Often, it is a more famous name of two names.
Example: َ‫قَ َتم أَِو ََح افص ع َم‬ Abu Hafs ‘Umar stood up.

َ‫عمر‬ َ‫أبوَحفص‬ َ‫قام‬


| )‫ضتف إَِْاَّ ِه‬ َ ‫ضتف َوم‬ َ ‫(م‬
)‫ ََت ِع (َََِّتن‬+ )‫َمات ب اوع (مبَ ةي‬

ُ‫جالَُ فِ اَلَِّةُ َخ ََِبية‬ = ِ َ‫ف‬


‫تعل‬ + ‫فِ اَل‬

Example: ‫َجتءَ َمياد أَِو َع امَو‬ Abu ‘Amr Zayd came.

‫أبوَعمرو‬ َ‫زيد‬ َ‫جاء‬


)‫ضتف إَِْاَّ ِه‬َ ‫ضتف َوم‬ َ ‫(م‬ |
)‫ََت ِع (َََِّتن‬ + )‫َمات ب اوع (مبَ ةي‬

ُ‫جالَُ فِ اَلَِّةُ َخ ََِبية‬ = ِ َ‫ف‬


‫تعل‬ + ‫فِ اَل‬

EXERCISE
1. Translate, fill in the i‘raab and analyze the following sentences.

i. ‫قتم علي مين اَْتِدين‬ ii. ‫جَل هللا اْكَبُ اْبَّت الَام قَّتمت ْلنتس‬

108
CHAPTER 4
َ‫ – الَعَ َوامَل‬Governing words

ِ ‫ ع‬is a word that governs/causes i‘raab changes in another word.


Definition: An ‫تمل‬ َ
There are two types of ‫ َع َو ِامل‬: 1) ‫ َم اَنَ ِوي‬2) ‫َْ اف ِظي‬
ِ ‫ع‬: It is an ‫ ع ِتمل‬which is not in word form i.e. it is abstract.
1. ‫تمل َم اَنَ ِوي‬ َ َ
There are two types of ‫تمل َم اَنَ ِوي‬ ِ ‫ع‬.
َ
i. ‫اَاِْلِاتِ َداء‬: It means that being free of a ‫ َع ِتمل َْ اف ِظي‬gives ‫ ماب تَ َدأ‬a ‫ َرفاع‬.
e.g. ‫َمياد قَتئِم‬ Zayd is standing.
Here, ‫ َمياد‬is the ‫ماب تَ َدأ‬, which is ‫ َم اَف اوع‬because of ‫اِِاتِ َداء‬. ‫ قَتئِم‬is the ‫خ ََب‬ َ and it is also ‫َم اَف اوع‬
because of ‫اِِاتِ َداء‬.
In the case of ‫ضت ِرع‬ ِ ِ
ii. ‫ ََح اَف نَ ا‬or ‫ ََح اَف َج ازم‬gives ‫ضت ِرع‬
َ ‫ف اَل م‬, being free of a ‫صب‬ َ ‫ ف اَل م‬a ‫ َرفاع‬.
e.g. ‫يَ اَ َمل َمياد‬ Zayd is working.
Here ‫ يَ اَ َمل‬is ‫ َم اَف اوع‬because it is free of any ‫صب‬ ‫ ََح اَف نَ ا‬or ‫ ََح اَف َج ازم‬.

2. ‫تمل َْ اف ِظي‬
ِ ‫ع‬: It is an ‫ ع ِتمل‬which is in word form.
َ َ
There are three types of ‫تمل َْ اف ِظي‬
ِ ‫ع‬.
َ
i. ‫اَ الَاوف‬
ii. ‫اَالَفا ََتل‬
iii. ‫َسَتء‬
‫اَال ا‬

109
Section 4.1
َ‫ – اَلَ َرَوفََالَعَامَلَة‬Governing particles

A. Particles that govern isms


1. ‫اْلَت ةرة‬
‫اَ الَاوف ا‬ refer to section 1.7
2. ‫شبة َهُ ِبْا ِف اَ ِل‬
َ ‫اَ الَاوف اْام‬ refer to section 1.8
ِ َ‫مت وَْل اَْام َشبةهت‬
3. ‫تن ِ َْاَّس‬
َ َ َ َ refer to section 3.7.3
4. ُِ‫واو اْامََِّة‬ refer to section 3.8.4
َ َ
ِ‫اْلستِث نتء‬
5. َ ‫َحَاوف اِ ا ا‬ refer to section 3.8.8
6. ‫َحَاوف اْنِ َدا ِء‬ refer to section 3.8.1
7. ‫س‬ ِ ‫اْلِان‬‫َْل اْةِِت ِْنَ اف ِي ا‬ refer to section 3.7.4

B. Particles that govern َ‫َع‬


‫فَعَلََمَضَار‬
1. ِ ‫اَ الَوف اْنة‬
َُ‫تصب‬ ‫ا‬
2. ُ‫اْلَت ِمَم‬
‫اَ الَاوف ا‬

110
Section 4.1.158
َ‫ – اَلَرَوَفََالنَاصَبَة‬Particles that cause nasb

These are as follows: ‫أَ ان‬


‫َْ ان‬ ‫َك اي‬ ‫إِذَ ان‬
These appear before ‫ضت ِرع‬ ِ
 َ ‫ ف اَل م‬and cause the following changes at the end:
˗ They give the last letter a fathah if it is not a ‫ ن اون‬of ََُِّ‫ تَثان‬or ‫جَاع‬.
˗ If the last letter is a ‫ ن اون‬of ََُِّ‫ تَثان‬or ‫جَاع‬, it is dropped. The exception is the ‫ ن اون‬of the
two ‫جَاع م َؤنةث‬.

Table 4.1
َ‫اَلََرَوفََالنَاصَبَة‬
َ‫حََرفََنَصَب‬ Meaning Example
‫أَ ان‬ that, to َُ‫أ ِرياد أَ ان أَ ادخ َل ا اْلَنة‬ I want to enter Paradise.
‫َْ ان‬ will not, never ‫َْ ان يَ ادخ َل اْا َكتفَِ ا‬
َُ‫اْلَنة‬ The disbeliever will never enter Paradise.
‫َك اي‬ so that ‫ِجائت َك اي أَ اس َِتيا َح‬ I came so I could rest.
‫إِذَ ان‬ ِ
then, in that ‫ك‬ َ ‫إِذَ ان تَف اوَم ِف َع َمل‬ In that case, you will be successful in your
case work. [This is said in response to the one
who may have said: ‫َجتَ ِهد‬‫( أ ا‬I will work
hard).]

Notes:
1. Sometimes ‫أَ ان‬, together with its ‫فِ اَل‬, gives the meaning of a ‫ص َدر‬ َ In this case, ‫ أَ ان‬is called ‫أَ ان‬
‫م ا‬.
ُ‫ص َد ِرية‬
‫اَْا َم ا‬.
e.g. ‫أَ ان تَص اوم اوا َخ اْي ْةك ام‬ i.e. ‫ص اومك ام َخ اْي ْةك ام‬
َ
Your fasting is better for you.

2. ‫ أَ ان‬is hidden after the following six ‫ َحَاوف‬and causes ‫ضت ِرع‬ ِ
َ ‫ ف اَل م‬to be mansoob.
59

a. After ‫َح ْٰى‬:


َ
e.g. ‫ِس اَُ ََح ْٰى أَ ادخ َل اْابَ لَ َد‬ )‫ل‬ ٰ
َ ‫( ََحْى أَ ان أَ ادخ‬
I travelled until I entered the city.

58
For more examples and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 1, 47-52.
59
For more examples and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 2, 52-62.

111
b. After ‫ َْلم ا اْلح اوِد‬or ‫َْلم اْنة اف ِي‬: i.e. that ‫ َْلم‬which appears after ُ‫ َكت َن اَْا َمان ِفَّة‬.
e.g. ‫َمت َكت َن هللا َِّْ ََ ِذ ََب ام‬ )‫(ِلَ ان ي ََ ِذ ََب ام‬
Allah was not going to punish them.

c. After ‫ أَاو‬which has the meaning of ‫( إِ ٰٰل أَ ان‬until) or ‫( إِةْل أَ ان‬but that/unless).
e.g. ‫ةك أ اَو ت اَ ِطََِّ ان ََح ِق اي‬
َ ‫َلَْاَزَمن‬ (‫)إِ ٰٰل أَ ان ت اَ ِطََِّن‬
‫ا‬
I will not leave you until you give me my right.

‫ي ََتقَب اْام ِس ايء أ اَو يَ اَتَ ِذ َر‬ )‫(إِةْل أَ ان يَ اَتَ ِذ َر‬


The sinner will be punished unless he provides an excuse.

After ‫ف‬ِ َ‫ص‬


d. ‫ َواو اْ ة ا‬: i.e., a ‫ َواو‬that “turns away” from the word after it the effect which
ِ ‫ ع‬had on the word before it (before the ‫)واو‬.
the ‫تمل‬ َ َ
ِ ِ ِ ِ
e.g. َ ‫َْل َتام اَ ِبْص ادق َوتَ اكذ‬
‫ب‬ )‫ب‬
َ ‫( َوأَ ان تَ اكذ‬
Do not command the truth while you lie.
(Here, the ‫ َواو‬turned away/stopped the effect of ‫ َْل‬from ‫ب‬ ِ
َ ‫تَ اكذ‬.)
 This ‫ َواو‬is also known as ُِ ‫ َواو اْا َمََِّة‬or ُِ َ‫تَحب‬
َ ‫ص‬ َ ‫ َواو اْام‬.
 The sentence must start with a ‫ نَ افي‬or ‫ ََناي‬.

e. After ‫َْلم اْتة اَلِاَّ ِل‬: i.e., a ‫ َْلم‬that has the meaning of ‫( َكي‬it is also called ‫)َْلم َكي‬.
‫ا‬ ‫ا‬
e.g. ‫ِجائت ِلَ اس َِتيا َح‬ )‫ح‬ ِ ِ
َ ‫(لَ ان أَ اس َتيا‬
I came so I could rest.

f. After ُ‫اْلََوا َِّة‬/


‫اَْا َفتء اْ ةسبَبَِّةُ ا‬: i.e., a ‫ ف‬that comes in the ‫ َجَزاء‬to any of the following six.
1. َ‫اَالَ ام‬ َ ‫ن فَأ اك ََِم‬
‫ك‬ ِ َ ‫(فَأَ ان أ اك ََِم‬
e.g. ‫مار ا‬ )‫ك‬
Visit me so that I treat you hospitably.

2. ‫اَْنة اهي‬ ‫ضِ اب‬ ِ ِِ


e.g. َ ‫َْل تَطاغَ اوا فاَّه فَََّح ةل َعلَاَّك ام َغ‬
Do not cross the limit regarding it, lest My wrath descends
upon you.

3. ‫اَْنة افي‬ e.g. َ ‫َمت تَزاورََن فَن اك ََِم‬


‫ك‬
You do not visit us, otherwise we would have treated you
hospitably.

4. ‫ اَاِْل استِ اف َهتم‬e.g. ‫ك فَأَماوَرَك‬


َ ‫أَيا َن َِاَّ ت‬
Where is your house, so I can visit you.

112
5. ‫اَْتة َم ِن‬
‫ا‬ e.g. ‫ت ِ ال َم ًتْل فَأنا ِف َقه‬
َ َّ‫َْا‬
I wish I had wealth, so I would have spent it.

6. ‫اَْا ََ اَض‬ ‫ب َخ ا ًْيا‬ ِ ِ ِ


e.g. َ َّ‫أََْل تَانزل نَت فَتصا‬
Why don’t you visit us so that you receive good!

3. ‫ أَ ان‬has to be written after a ‫ َْلم اْتة اَلِاَّ ِل‬if the ‫ َْلم اْتة اَلِاَّ ِل‬is joined to a ََُِّ‫َْلء ََنف‬.
e.g. ‫ِْئَ ةل يَ اَلَ َم‬ )‫(ِلَ ان َْل‬ So that he does not know.

4. ‫ أَ ان‬which appears after a ‫ فِ اَل‬with the root letters ‫ ع – ل – م‬is not a ‫صب‬ ‫ ََح اَف نَ ا‬. Therefore, it
ِ ِ ِ
َ ‫ ف اَل م‬to be mansoob. Such an ‫ أَ ان‬is known as َُ‫ أً ان اَْام َخ ةف َفُ م َن اْامثَ ةقل‬i.e., that
does not cause ‫ضت ِرع‬
‫ أَ ان‬which was ‫أَ ةن‬.
e.g. ‫َعلِ امت أَ ان َسََّ ق اوم‬ I knew that he will stand up.
e.g. ‫َعلِ َم أَ ان َسََّك اون ِمانك ام َم اَ ٰضى‬ He knew that some of you will be sick.

EXERCISE

1. Translate, fill in the i‘raab and point out the ‫صب‬


‫ ََح اَف نَ ا‬and its effect in the following
sentences.
i. ‫ْيتهد اْطتْب َّْنجح‬
ii. ‫ْن يفوم اْكسلن‬
iii. ‫جئت كي أتَلم‬
iv. ‫َل يكن اْشَطي َّْسَق‬
v. ‫ْل تكل َحْى َتوع‬
vi. ‫إن هللا يمَكم أن تذبوا ِقَة‬
vii. َ‫اصنع املََوف فتنتل اْشك‬
viii. ‫فأراد رِك أن يبلغت أشدهت ويستخَجت كنزهت‬

113
Section 4.1.260
َ‫ – اَلَرَوَفََاْلَازمَة‬Particles that cause jazm
These are as follows: ‫إِ ان‬ ‫ََلا‬ ‫َْ ةمت‬ َِ ‫َْلم اال اَم‬ ‫َْلء اْن اةه ِي‬
These appear before ‫ضت ِرع‬ ِ
 َ ‫ ف اَل م‬and cause the following changes at the end:
˗ They give the last letter a sukoon if it is not a ‫ ن اون‬of ََُِّ‫ تَثان‬or ‫جَاع‬.
˗ If the last letter is a ‫ ن اون‬of ََُِّ‫ تَثان‬or ‫جَاع‬, it will be dropped. The exception is the
‫ ن اون‬of the two ‫جَاع م َؤنةث‬.

Table 4.2
َ‫اَلََرَوفََاْلَازمَة‬

َ‫حََرفََجََزم‬ Meaning Example


‫إِ ان‬ ‫س‬ ِ ِ ِ
if ‫س أَ اجل ا‬ ‫إ ان َاَتل ا‬ If you sit, I will sit.

‫ََلا‬ did not ‫ض َِِاِ ان‬


‫ََلا يَ ا‬ He did not hit me.
‫َْ ةمت‬ not yet ‫ب اْا َوَْد َو َْ ةمت يََ اد‬َ ‫َذ َه‬ The boy went but has not returned yet.
‫ِل‬ ‫س‬ ِ ِ
should, shall, let ‫ََّْ اجل ا‬ He should sit.
‫َْل‬ ‫س‬ ِ
do not ‫َْل َاَتل ا‬ Do not sit.

Notes:
1. ‫ إِ ان‬appears before two verbal sentences. The first one is called ‫ش اَط‬
َ (condition) and the
second ‫جَزاء‬َ (answer/result).
2. If ‫ إِ ان‬appears before ‫إِةْل‬, it should be translated negatively.
e.g. ‫إِ ان ٰه َذا إِةْل َملَك َك َِامي‬ He is not but an honorable angel.
Note: This negation could also be expressed as “He is only an honorable angel.”

3. ‫ ََلا‬can also be used to give the meaning of ‫َْ ةمت‬. For this, ‫ َِ اَد‬or ‫ إِ َٰل اآل َن‬is added after the ‫فِ اَل‬
‫ضت ِرع‬
َ ‫ م‬which was given ‫ َج ازم‬by ‫ ََلا‬.
e.g. ‫ب َِ اَد‬
‫ََلا يَ اذ َه ا‬ He has not gone yet.

4. ‫ف‬
َ should be brought before the ‫ َجَزاء‬of a ‫ َش اَط‬when the ‫ َجَزاء‬is one of the following:
ِ‫جلَُ اِ ا‬ ِ
a. ُ‫سَّة‬ ‫ا‬ e.g. َ ‫إِ ان َتات ِ ان فَأَنا‬
‫ت م اكََم‬
If you come to me you will be treated hospitably.

60
For more examples and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 1, 52-57 & vol. 2, 63-66.

114
b. َ‫أَام‬ e.g. َ ‫إِ ان َرأَيا‬
‫ت َميا ًدا فَأَ اك َِامه‬
If you see Zayd, treat him hospitably.

c. ‫ََناي‬ e.g. ‫إِ ان أَ ََت َك َمياد فَ َل ُتِانه‬


If Zayd comes to you, do not humiliate him.

d. ‫د َعتء‬ e.g. ‫إِ ان أَ اكََامتَِ ان فَ َجَز َاك هللا َخ ا ًْيا‬


If you treat me hospitably, then, may Allah reward you well.
ِ
5. ‫تضي‬ ِ
‫ اَْاف اَل اْا َم ا‬will be translated in the future tense when it is…
a. used as a ‫د َعتء‬ e.g. ‫َجَز َاك هللا َخ ا ًْيا‬
May Allah reward you well.
b. preceded by ‫ش اَط‬
َ ‫ََح اَف‬ e.g. َ ‫إِ ان َجلَ اس‬
‫ت َجلَ است‬
If you sit, I will sit.
c. preceded by ‫اِ اسم َم اوص اول‬ e.g. ‫َم ان َجتءَ ِب الَ َسنَ ُِ فَلَه َع اشَ أ اَمثَ ِتلَت‬
Whoever comes with good, there will be ten
like it for him.

EXERCISE

1. Translate, fill in the i‘raab and point out the ‫ج ازم‬


َ ‫ ََح اَف‬and its effect on the following
sentences.

i. ‫َّْفتح علي اْنتفذة‬ iv. ‫كَب اْغلم وملت يتهذب‬


ii. ‫ْل تكثَ من اْضحك‬ v. ‫إن يستفَ أخوك أستفَ مَه‬
iii. ‫اختلف اْشَيكتن وَل يتفقت‬ vi. ‫إن تنصَوا هللا ينصَكم‬

115
Section 4.2
َ‫ – اَلَفَعالََالَعَامَلَة‬Governing fiʿls
Section 4.2.1
َ‫ – الفعلَالمعروف‬Active fiʿl: It is a ‫ فِ اَل‬whose doer is known/mentioned.
 ‫فِ اَل َم اََاوف‬, whether transitive or intransitive, governs the following isms, as and when
applicable:
ِ َ‫ف‬.
˗ it gives ‫ َرفاع‬to the ‫تعل‬
˗ it gives ‫صب‬
‫ نَ ا‬to the following, as and when applicable:
i. ‫ َم افَ اول ِِه( َم افَ اول ِِه‬can only be governed by a ‫ي‬ ِ ِ
‫)اَْاف اَل اْامتَ ََد ا‬
ii. ‫َم افَ اول مطالَق‬
iii. ‫َم افَ اول َم ََه‬
iv. ‫َم افَ اول َْه‬
v. ‫َم افَ اول فِاَّ ِه‬
vi. ‫َحتل‬ َ
ِ
vii. ‫ََتاَّ ز‬

Section 4.2.2
َ‫ – الفعلَالمجهول‬Passive fiʿl: It is a ‫ فِ اَل‬whose doer is not known/mentioned.
 ‫َمه اول‬ ِ ِ َ‫( فَِل مت ََل يس ةم ف‬a ‫ فَِل‬whose ‫تعل‬ ِ َ‫ ف‬is not named).
‫ ف اَل َا‬is also known as ‫تعله‬ َ ‫ا َ ا‬ ‫ا‬
 It gives ‫ َرفاع‬to the ‫تعل‬ ِ َ‫( ََنئِب ف‬originally the ‫)م افَول ِِه‬.
‫َ ا‬
 It gives ‫صب‬ ‫ نَ ا‬to all the remaining ُ‫ َمانص اوَب‬.
e.g. ‫ف َدا ِرهِ َتا ِديابًت‬ِ ِ َ ‫تضي‬
‫ض اًَب َشديا ًدا ا‬
ِ ِ ‫ض َِب ميد ي وم ا‬
‫اْلم ََُ أ ََم َتم اْا َق ا‬ َ ‫َ َا َ ا‬
Zayd was beaten severely on Friday, in front of the Judge, in his office/house,
to teach him manners.

Section 4.2.3
َ‫ – اَلَفَعَلََالَلَزَم‬Intransitive fiʿl: It is a ‫ فِ اَل‬whose meaning can be understood without a ‫ َم افَ اول ِِه‬.
e.g. ‫س َمياد‬
َ َ‫َجل‬ Zayd sat.

Section 4.2.4
َ‫الَف عالَالناقصة‬: These were discussed earlier in section 1.9.

116
Section 4.2.561
َ‫ – الفعلَالَمَتَعَدَي‬Transitive fiʿl

Definition: It is a ‫ فِ اَل‬whose meaning cannot be understood without a ‫ َم افَ اول ِِه‬.


‫ب َمياد َِكًاَا‬
e.g. َ ََ‫ض‬
َ Zayd hit Bakr.

There are four types of ‫ي‬ ِ ِ


‫اَْاف اَل اْامتَ ََد ا‬. These are as follows:
1. Those fi‘ls which require one ‫ َم افَ اول ِِه‬as is the case with most muta‘addi verbs.
e.g. ‫ب َمياد َِكًاَا‬
َ ََ‫ض‬
َ
2. Those fi‘ls which can be given two ‫ َم افَ اول ِِه‬. These include the following:
 Any ‫ فِ اَل‬which has the meaning of ‫( إِ اعطَتء‬to give).
e.g. ‫ب‬ َ ‫َمنَ َح َوَه‬ ‫ أ اَع ٰطى‬etc.
‫ أ اَعطَاَّت اْ ةستئِ َل خاب ًزا‬I gave the beggar a bread.
 Some other fi‘ls which can also have two ‫ َم افَ اول ِِه‬include the following
‫َسأ ََل‬ ‫أََمََ َك ٰسى‬ etc.
e.g. ‫يَكاسو اْاَِالم أَ اهلَه َوقَ ًترا‬ Knowledge clothes its possessor with dignity.

3. Those fi‘ls which must be given two ‫اَْا َم افَ اول ِِه‬.
 These fi‘ls are known as َ‫( أَف عالَالقلوب‬fi‘ls which relate to the heart/feelings).
 They enter upon a ‫ ماب تَ َدأ‬and ‫خ ََب‬
َ unlike the fi‘ls above (number 2).

Table 4.3
َ‫أَف عالَالقلوب‬
Fi‘l Usage Example
‫َرأٰى‬ used for certainty )‫(يَِق اي‬ ‫َرأَيات َسَِاَّ ًدا َذ ِاهبًت‬ I was sure Sa‘eed was going.
‫َو َج َد‬ used for certainty )‫(يَِق اي‬ ‫َو َج ادُ َرِشاَّ ًدا َعتِْ ًمت‬ I was sure Rasheed was knowledgeable.
‫َعلِ َم‬ used for certainty )‫(يَِق اي‬ ‫َعلِ امت َميا ًدا أَِماَّ نًت‬ I was sure Zayd was trustworthy.
used for certainty )‫(يَِق اي‬
‫َم َع َم‬ ِ ‫معمت مي ًدا َح‬
‫تضًَا‬
I was sure Zayd was present. /
or doubt )‫شك‬ َ ‫َ َ ا َا‬
َ( I thought Zayd was present.

‫ب‬ ِ ِ َ‫َح ِسبت مي ًدا ف‬


َ ‫ ََحس‬used for doubt )‫( َشك‬ ‫تض ًل‬ ‫َ ا َا‬ I thought Zayd was well-educated.
‫تل‬
َ ‫ َخ‬used for doubt )‫( َشك‬ ‫ِخ الت َختِْ ًدا قَتئِ ًمت‬ I thought Khalid was standing.
‫ ظَ ةن‬used for doubt )‫( َشك‬ ‫ظَنَ انت َِ اكًَا ََنئِ ًمت‬ I thought Bakr was sleeping.

61
For more details, examples, and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 3, 69-71.

117
Note: Other fi‘ls which also require two ‫ َم افَ اول ِِه‬include the following:
‫ص ةَْي‬
َ to make something something else
e.g. ‫اق كِتَ ًتب‬
َ ‫ص ةاْيُ اال اَوَر‬
َ I made the pages a book.
‫اِ ةَتَ َذ‬ to take someone/something as someone/something
e.g. ‫َوا ةَتَ َذ هللا إِِا َِٰهاَّ َم َخلِاَّ ًل‬ Allah took Ibraheem (peace be upon him) as a
friend.

‫َج ََ َل‬ to make something something else


‫تب مََتةبًت‬ ِ
e.g. َ َ‫َج ََ الت اْاكت‬ I made the book organized.

4. Those fi‘ls which require three ‫ َم افَ اول ِِه‬. Each of these has the meaning of “informing” or
“showing.” These are as follows:

Table 4.4

Fi‘l Example
‫أ َٰرى‬ ‫أََريات َميا ًدا َختِْ ًدا ََنئِ ًمت‬ I informed Zayd that Khalid is sleeping.
‫أَ اعلَ َم‬ ‫تض ًل‬ِ َ‫أَ اعلَمت مي ًدا ِ اكَا ف‬
ً َ ‫ا َا‬ I informed Zayd that Bakr is well-educated.
َ‫أَنابَأ‬ ‫أَنابَأَِن اْةَس اول االَِم ا َْي قَ ِتد ًمت‬ The messenger informed me that the chief is
coming.
َ‫نَبةأ‬ ‫نَبةأاُت ام اَْا ِك ا ََب مَاق او ًَت‬ I informed them that arrogance is hated.
‫َخ َََب‬
‫أا‬ ‫ب م ِفاَّ ًدا‬ ‫ة‬ ِ
َ َ‫أَ اخ َاَبُ اْاغ ال َمت َن اْل ا‬ I informed the boys that sport is beneficial.
‫َخ ةََب‬ ‫َخ ةاَبُ اْام َستفِ َِيا َن اْا ِقطَ َتر متَأَ ِخًَا‬ I informed the travellers that the train is late.
‫ةث‬
َ ‫ََحد‬ ًََُ ِ‫تَحَُ ََنف‬ ِ
َ َ‫ََح ةدثات االَاوَْل َد اْسب‬
I informed the children that swimming is
beneficial.

EXERCISE
1. Translate, fill in the i‘raab and analyze the following sentences.

i. ‫نبأُ سََّدا أخته قتدمت‬ iv. ‫رأيت اْصلح خْيا‬


ii. ‫أعطَّت ميدا درهت‬ v. ‫أخَبن ميد أبه مَيضت‬
iii. ‫فهم سََّد اْدرس‬ vi. ‫ظننت اْلو مَتدْل‬

118
Section 4.2.662
‫أَف عالَالمقارَبَةََوالرجاءَوال ي‬
َ‫شروع‬

Definition: These fi‘ls are actually a type of ُ‫ص‬ ِ


َ ‫ أَفا ََتل ََنق‬and they behave the same way. They also
enter upon ‫خ ََب & ماب تَ َدأ‬ ِ
َ and give ‫ َرفاع‬to their ‫ ا اسم‬and ‫صب‬
‫ نَ ا‬to their ‫ َخ ََب‬. The difference is that
their ‫خ ََب‬ ِِ
َ is always ُ‫جالَُ ف اَلَّة‬.
They are used for the following purposes:
1. َُِِ‫تر‬
َ ‫ أَفا ََتل اْام َق‬show nearness in the attainment (‫ )َحص اول‬of the ‫خ ََب‬.
َ
ِ ‫ أَفا َتل اْةَج‬show desire for attainment of ‫خَب‬.
2. ‫تء‬ َ َ ََ
3. ‫ أَفا ََتل اْشَاوِع‬show commencement of action.

Table 4.5
‫أَف عالَالمق َاربَةََوالرجاءَوال ي‬
َ‫شروع‬

‫فِ اَل‬ ‫اِ اسم‬ ‫َخ ََب‬ Type Example

‫َك َتد‬ ‫ضت ِرع َم اَف اوع‬


َ ‫ م‬preferably without ‫أَ ان‬ ‫َك َتد َمياد يَ اذ َهب َحص اول‬ Zayd was about to
go.
*‫ب‬َ ََ‫ َك‬/ ‫ضت ِرع َم اَف اوع‬
َ ‫ م‬preferably without ‫أَ ان‬ ‫ب َختِْد َاْيلِس َحص اول‬
َ ََ‫َك‬ Khalid was about
‫ب‬ to sit.
َ َ‫َك‬
ِ
َ ‫ضت ِرع َم اَف اوع أ اَو َش‬
‫ك‬ َ ‫ م‬preferably with ‫أَ ان‬ ‫َحص اول‬ ‫س‬
َ ‫ك َمياد أَ ان َاْيل‬
َ ‫ أ اَو َش‬Zayd was about to
sit.
*‫َع ٰسى‬ ‫َم اَف اوع‬ ‫ضت ِرع‬
َ ‫ م‬preferably with ‫أَ ان‬ ‫َر َجتء‬ ‫َع ٰسى َمياد أَ ان ََياَ َج‬ Hopefully Zayd
will come out.
*‫طَِف َق‬ ‫َم اَف اوع‬ ‫ضت ِرع‬
َ ‫ م‬without ‫أَ ان‬ ‫شَاوع‬ ‫طَِف َق َمياد يَ اكتب‬ Zayd began
writing.
*‫َج ََ َل‬ ‫َم اَف اوع‬ ‫ضت ِرع‬
َ ‫ م‬without ‫أَ ان‬ ‫شَاوع‬ ‫َج ََ َل َمياد يَ اقََأ‬ Zayd began
reading.
*‫َخ َذ‬
َ‫أ‬ ‫َم اَف اوع‬ ‫ضت ِرع‬
َ ‫ م‬without ‫أَ ان‬ ‫شَاوع‬ ‫َخ َذ َمياد َياكل‬
َ‫أ‬ Zayd began eating.

* These fi‘ls are used only in past tense.


 The ‫ أَفا ََتل اْشَاوِع‬can be used as normal fi‘ls too.
e.g. ‫َخ َذ َمياد ثَ اوَِه‬
َ‫أ‬ Zayd took his clothes.

62
For more details, examples and exercises, please refer to al-Nahw al-Wadih, Thanawiyyah, vol. 1, 103-108.

119
‫‪Sentence Analysis:‬‬ ‫َع ٰسى َمياد أَ ان ََياَ َج‬ ‫‪Hopefully Zayd will come out.‬‬

‫أنََيرجَ‬ ‫زيدَ‬ ‫ع ٰسى‬


‫أَ ان مصدريُ ‪ +‬فَِل ‪ +‬فَ ِ‬
‫تعل (ه َو)‬ ‫ا‬

‫َخ اَب َع ٰسى‬ ‫اِ اسم َع ٰسى‬ ‫فِ اَل اْةَ َج ِتء‬

‫‪EXERCISE‬‬

‫‪1. Translate, fill in the i‘raab and analyze the following sentences.‬‬

‫عسى هللا أن يشفَّك ‪i.‬‬ ‫أوشك أن يفتح بب املدرسُ ‪iv.‬‬


‫تكتد اْسمواُ يتفطَن ‪ii.‬‬ ‫أخذُ أكتب ‪v.‬‬
‫عست املَأة أن تقوم ‪iii.‬‬ ‫جَل ميد ميسح رأسه ‪vi.‬‬

‫‪120‬‬
Section 4.2.763
َ‫ – أف عالَالمدحَوالذم‬Fiʿls of praise and blame

Fiʿls of praise: ‫نِ اَ َم‬ e.g. ‫نِ اَ َم اْةَجل َمياد‬ What a wonderful man Zayd is!
‫ََحبة َذا‬ e.g. ‫ََحبة َذا َمياد‬ What a wonderful man Zayd is!
‫س‬ ِ ِ
Fiʿls of blame:
َ ‫ائ‬ e.g. ‫س اْةَجل َمياد‬ َ ‫ائ‬ What an evil man Zayd is!

َ‫َستء‬ e.g. ‫َستءَ اْةَجل َمياد‬ What an evil man Zayd is!

 ِ َ‫ ف‬is called ‫ ُمَاصوص ِبْام اد ِح‬or ‫ُمَاصوص ِبْ ةذِم‬.


That which appears after the ‫تعل‬ َ ‫ا‬ ‫ا‬
 ِ َ‫ ف‬of ‫ ستء – ِائس – نَِم‬must be one of the following:
The ‫تعل‬ َ‫ا‬ ََ َ
i. prefixed with ‫ال‬.
e.g. ‫نِ اَ َم اْةَجل َمياد‬ What a wonderful man Zayd is!
‫ضتف‬ ِ
ii. َ ‫ م‬to an ‫ ا اسم‬prefixed with ‫ال‬.
e.g. ‫تَحب اْاَِال ِم َمياد‬ ِ ‫نَِم ص‬
َ َ‫ا‬ What a wonderful learned man Zayd is!
a hidden ‫ض ِم اْي‬ ِ ِ
iii. َ followed by a َُِ‫( نَكََة َمانص او‬being ‫)ََتاَّ ز‬.
e.g. ‫نِ اَ َم َرج ًل َمياد‬ ]‫[نِ اَ َم (ه َو) َرج ًل َمياد‬ What a wonderful man Zayd is!
iv. The word ‫مت‬.
‫س َمت َكتن اوا يَ اف ََل او َن‬ ِ
e.g.
َ ‫ائ‬ How evil is what they used to do!

In ‫َحبة َذا َمياد‬


َ, ‫ ََح ة‬is the ‫فِ اَل‬.
‫ب‬
‫ (اِ اسم إِ َش َترة) ذَا‬is its ‫تعل‬
ِ َ‫ف‬.
‫ َمياد‬is the ‫ُمَاص اوص ِبْا َم اد ِح‬.

Notes:
1. These fi‘ls are used in the past tense in their singular form (masculine or feminine).

2. At times the ‫ ُمَاص اوص ِبْا َم اد ِح‬is dropped.


e.g. ‫نِ اَ َم اْا ََابد‬ i.e. ‫نِ اَ َم اْا ََابد أَي اوب‬ What a wonderful slave Ayyub is!

63
For more details, examples and exercises, please refer to al-Nahw al-Wadih, Thanawiyyah, vol. 1, 57-59.

121
‫‪Sentence Analysis:‬‬

‫زي َد‬ ‫الرجلَ‬ ‫نعمَ‬


‫‪ُ +‬مَاص اوص ِبْا َم اد ِح‬ ‫فَ ِ‬
‫تعل‬ ‫‪+‬‬ ‫فِ اَل اْا َم اد ِح‬

‫= جالَُ اِ اِسَّةُ َخ ََِبيةُ‬ ‫ماب تَ َدأ م َؤ ةخَ‬ ‫َخ ََب م َقدةم‬

‫‪EXERCISE‬‬
‫‪1. Translate, fill in the i‘raab and analyze the following sentences.‬‬

‫نَمت اْلِنُ فتطمُ ‪i.‬‬


‫َحبذا اْلتفتق ‪ii.‬‬
‫نَم املوٰل ‪iii.‬‬

‫‪122‬‬
Section 4.2.864
َ‫ – أف عالَالت ع يجب‬Fiʿls of wonder

For three-letter fi‘ls )‫ج ةَد‬ ِ


َ ‫(اَْث َلثي اْام‬, there are two wazns for expressing wonder or amazement.
1. ‫ َمت أَفا ََلَه‬: ‫ َمت‬has the meaning of ‫شيء‬
‫أَي َ ا‬.
e.g. ‫ََح َس َن َميا ًدا‬
‫َمت أ ا‬ How wonderful Zayd is!

‫زي ادا‬ َ‫أحسن‬ ‫ما‬


‫َم افَ اول ِِه‬ ِ َ‫ ف‬+ ‫فَِل‬
+ )‫تعل (ه َو‬ ‫ا‬

ُ‫= جالَُ اِ اِسَّةُ إِنا َشتئَِّة‬ )ُ‫َخ ََب (جالَُ فِ اَلَِّةُ َخ ََِبية‬ + ‫ماب تَ َدأ‬

2. ‫أَفاَِ ال ِِه‬: ‫ (فِ اَل أَامَ) أَفاَِ ال‬has the meaning of past tense and the ‫ ب‬is extra )‫( َمائِ َدة‬.
e.g. ‫ََح ِس ان َِزياد‬
‫أا‬ )‫س َن َمياد‬
َ ‫ََح‬
‫(أ ا‬ How wonderful Zayd is!
ُ‫جالَُ فِ اَلَِّةُ إِنا َشتئَِّة‬

 To express wonder for other than three-letter fi‘ls )‫ج ةَِد‬ ِ ِ


َ ‫( َغ اْي اْث َلث ِي اْام‬, a word such as ِ ‫أَ اشد اد‬/
‫َش ةد‬
َ ‫ َمت أ‬or ‫ََح َس َن‬ ِ ‫ أ‬etc. should be placed before the ‫ مص َدر‬of the desired ‫فَِل‬. The
‫ َمت أ ا‬/ ِ ‫ََحس ان‬
‫ا‬ ‫َ ا‬ ‫ا‬
ِ
‫ َم ا‬will be ‫ َم افَ اول ِه‬, thus ‫ َمانص اوب‬.
‫ص َدر‬
e.g. ‫ةتس ِْلاَلَ َم ِتء‬
ِ ‫َش ةد إِ اكََ َام اْن‬
َ ‫َمت أ‬ How very respectful people are towards the learned!

EXERCISE
1. Translate, fill in the i‘raab and analyze the following sentences.

i. ‫أطول ِزيد‬
ii. ‫مت أشد َِّتض شََه‬
iii. ‫مت أطول اَْجلي‬

64
For more details, examples and exercises, please refer to al-Nahw al-Wadih, Thanawiyyah, vol. 1, 60-63.

123
Section 4.3
َ‫ – اَلَسَاءََالَعَامَلَة‬Governing isms
ِ َ ‫َسَتء االَفا‬
Amongst these, ‫تل‬ ‫ أ ا‬were discussed in section 2.4.4. Here, we will discuss the rest.
َ

Section 4.3.165
َ‫ – الَساءَالشرطية‬Conditional isms
 They govern two ‫ضت ِرع‬ ِ
َ ‫ ف اَل م‬giving both a ‫ َج ازم‬.
 They appear before two sentences. The first is called ‫ش اَط‬
َ (condition) and the second
‫( َجَزاء‬result).
Table 4.6
َ‫اَلَسَاءََالشرطية‬
Ism Meaning Usage Example
1. ‫َم ان‬ who, ‫ِْال ََتقِ ِل‬ ‫َم ان ي اك َِام ِ ان أ اك َِامه‬ Whoever treats me hospitably, I
whoever will treat him hospitably.
2. ‫َمت‬ what, ‫ِْغَ اِْي اْا ََتقِ ِل‬ ‫َمت َتاك ال أٰك ال‬ Whatever you eat, I will eat.
whatever
3. ‫َم اه َمت‬ however ‫ِْغَ اِْي اْا ََتقِ ِل‬ ‫ك‬ ‫َم اه َمت ت ان ِف اق ِف ا‬
َ َ‫اْلَاِْي يَان َف ا‬ Whatever you spend in the way
much of good, will benefit you.
4. ‫َم ْٰى‬ ِ ‫ِْلةزم‬
‫تن‬ ‫ب‬‫ب أَ اذ َه ا‬‫َم ْٰى تَ اذ َه ا‬
Whenever you go, I will go.
when َ
5. ‫ََي َن‬
‫أة‬ ِ‫ِْلةزمتن‬ َ‫أ ةََي َن ت َستفِاَ أ َستفِا‬ Whenever you travel, I will
when َ
travel.
6. ‫أَيا َن‬ ِ ‫ِْالم َك‬
‫تن‬ ‫ب‬
where َ ‫ب أَ اذ َه ا‬ ‫أَيا َن تَ اذ َه ا‬ Wherever you go, I will go.
ٰ‫أ‬
7. ‫َن‬ ِ‫ِْالم َكتن‬ ‫أ َٰن تَان ِزال أَنا ِزال‬ Wherever you stay, I will stay.
where َ
8. ‫َحاَّ ث َمت‬ ِ‫ِْالم َكتن‬ َ‫ََحاَّ ث َمت ت َستفِاَ أ َستفِا‬ Wherever you travel, I will
َ where َ
travel.
9. ‫َكاَّ َف َمت‬ how, ‫ِْال َح ِتل‬ ‫َكاَّ َف َمت تَ اقَ اد أَقا َ اد‬ Whichever way you sit, I will sit.
manner
10. ‫أَي‬ any of any of the ‫ب‬
‫ب أَ اذ َه ا‬
‫أَي َم َكتن تَ اذ َه ا‬
Whichever place you go, I will
the above above go.

Notes:
1. ‫ إِ ان‬and ‫ إِ اذ َمت‬have the same function as ُ‫ةَ ِطَّة‬ ِ
‫ اَالَ اسَتء اْش ا‬i.e. giving jazm to two ‫ضت ِرع‬
َ ‫ ف اَل م‬except
that they are particles )‫ش اَ ِط‬ ‫ ( ََح اَفَت اْ ة‬and not isms. Collectively they (isms and particles) are all
‫أ ََد َواُ اْش اةَ ِط ا‬.
called ُ‫اْلَت ِمَم‬

65
For more examples and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 2, 66-71.

124
‫إِ ان‬ if e.g. ‫ب‬ ‫ب أَ اذ َه ا‬
ِ
‫إ ان تَ اذ َه ا‬ If you go, I will go.
‫إِ اذ َمت‬ if e.g. ‫إِ اذ َمت تَ اف ََ ال َشًَّا تَان َد ام‬ If you do evil, you will be regretful.

2. There are other ‫ش اَ ِط‬


‫ أ ََد َواُ اْ ة‬that are ُ‫َجت ِمَم‬ ‫ َغ اْي‬, i.e. they do not give ‫ َج ازم‬to ‫ضت ِرع‬ ِ
َ ‫ف اَل م‬. Some of
these are discussed in Section 4.4, # 13 (‫َت ِزم‬‫)َحَاوف اْش اةَ ِط اْةِ اِت َْل َا‬. Amongst the ُ‫اَالَ اسَتء اْش اةَ ِطَّة‬,
which do not give ‫ج ازم‬
َ , two are discussed below:
i. ‫( كلة َمت‬whenever, every time)
This is a ‫ظَاَف‬, and enters upon ‫فِ اَل َمتض‬. It also conveys the meaning of
emphasis and repetition.
e.g. ‫ب‬ِ َّ‫ضت ذَ َهابت إِ َٰل اْطةبِا‬
‫كلة َمت َم َِ ا‬ Whenever I fell sick, I went to the
doctor.

ii. ‫( إِ َذا‬when)
This is also a ‫ظَاَف‬, and is used to give the meaning of ‫ضت ِرع‬ ِ
َ ‫ف اَل م‬. It also entails
the meaning of condition (‫ةَ ِط‬ ِ َ‫)مت‬.
‫ضمن َم اَ َن اْش ا‬
َ
e.g. ‫إِ َذا َْ ِقاَّ تَه فَ َسلِ ام َعلَاَّ ِه‬ When you meet him, greet him.

3. When the following isms are used for ‫( اِ استِ اف َهتم‬interrogative), they appear before one
sentence.
‫أَي‬ ‫أ َٰن‬ ‫أَيا َن‬ ‫أ ةََي َن‬ ‫َم ْٰى‬ ‫َمت‬ ‫َم ان‬
e.g. َِ‫َم ْٰى ت َستف‬ ‫أَيا َن تَ اذ َهب‬ ‫ت‬َ ‫َم ان أَنا‬ ‫َمت ٰه َذا‬

EXERCISE

1. Complete the following sentences with a suitable ‫جَزاء‬


َ.
i. _______ ‫من يصنع مََوفت‬ v. _______ ‫أن ينزل ذو اَْلم‬
ii. _______ ‫مت َتف من أعمتْك‬ vi. _______ َ‫مْى تستف‬
iii. _______ ‫كَّفمت تَتمل إخوانك‬ vii. _______ ‫من اَحتم اْنتس‬
iv. _______ ‫أَين يكثَ فَاغ اْشبتب‬ viii. _______ ‫من يكثَ كلمه‬

125
Section 4.3.266
َ‫ – اسمَالفاعل‬Active participle

Definition: It is an ‫ اِ اسم‬which indicates the one doing or undertaking an action described by


the root letters. This is irrespective of its position in a sentence.
 It is created from ‫ ث َلثِي َمَةَد‬fi‘ls on the pattern of ‫تعل‬
ِ َ‫ف‬. For other than ‫ ث َلثِي َمةَد‬fi‘ls, it is
َ
created on the pattern of its ‫ضت ِرع‬
َ ‫ م‬by changing the ‫ضت ِرع‬
َ ‫ ََح اَف م‬into a meem with a
dammah, and giving a kasrah to the letter before the last.

Effect:
 It has the same effect as that of its active fi‘l (‫ )فِ اَل َم اََاوف‬i.e. if its ‫ فِ اَل‬is ‫َْل ِمم‬, it gives ‫ َرفاع‬to
ِ َ‫ ;ف‬and if it is ‫مت َد‬, it gives ‫ رفاع‬to the ‫تعل‬
the ‫تعل‬ ِ َ‫ ف‬and ‫ نَصب‬to the ‫م افَول ِِه‬.
ََ َ ‫ا‬ ‫َ ا‬
 ِ ‫ اِسم اْا َف‬acts only in either of the following two situations:
‫تع ِل‬ ‫ا‬
1. When it is prefixed with ‫ال‬.
e.g. َ َ‫أ َََن اْشةتكَِ نِ اَ َمت‬
‫ك‬ I am grateful for your favor.
2. When it indicates present or future tense and is preceded by ‫ ماب تَ َدأ‬or ‫ َم اوص اوف‬or ‫اِ استِ اف َهتم‬
or ‫نَ افي‬. For example,

a. ‫ماب تَ َدأ‬ e.g. ‫ضت ِرب أَِ اوه َِ اكًَا‬


َ ‫َمياد‬ Zayd’s father is beating/will beat Bakr.
b. ‫َم اوص اوف‬ e.g. ‫ضت ِرب أَِ اوه َِكًاَا‬َ ‫َمََارُ ََِجل‬ I passed by a man whose father is
beating/will beat Bakr.

c. ‫اِ استِ اف َهتم‬ e.g. ‫َضت ِرب َمياد َِكًاَا؟‬


َ‫أ‬ Is Zayd beating Bakr?/Will Zayd beat
Bakr?

d. ‫نَ افي‬ e.g. ‫َمت قَتئِم َمياد‬ Zayd is not standing/will not stand.

Sentence Analysis:

‫بك ارا‬ َ‫أب وه‬ َ‫ضارب‬ َ‫زيد‬


| )‫ضتف إَِْاَّ ِه‬
َ ‫ضتف َوم‬
َ ‫(م‬ |
‫َم افَ اوْه‬ + ِ َ‫ف‬
‫تعله‬ + ‫اِ اسم اْا َفت ِع ِل‬

ُ‫= جالَُ اِ اِسَّةُ َخ ََِبية‬ ‫َخ ََب‬ + ‫ماب تَ َدأ‬

66
This section and the following sub-section are based on the discussion in al-Nahw al-Wadih. See al-Nahw al-
Wadih, Thanawiyyah, vol. 2, 71-76.

126
Section 4.3.2.1
َ‫اسمَالمبالغة‬

Definition: It is an ‫ اِ اسم‬which conveys extremity/intensity in meaning.

 ِ ‫ اِسم اْا َف‬is turned into the seeghahs of َُ‫ مبتَْغ‬when exaggeration in meaning is intended.
‫تع ِل‬ ‫ا‬ َ
 Some of the wazns of َُ‫ مبَتَْغ‬are as follows:

Table 4.7
َ‫أوزانَاسمَالمبالغة‬
Examples
Wazns
Arabic Meaning
‫فََِاَّل‬ ‫َعلِاَّم‬ most learned
‫فَتع اول‬ ‫فَتراوق‬ great distinguisher
‫فََةتل‬ ‫ض ةحتك‬
َ someone who laughs a lot
‫فََ اول‬ ‫صب اور‬
َ very patient
‫فََ اول‬ ‫قََّ اوم‬ careful maintainer/sustainer
‫ِم افَِاَّل‬ ‫ِمان ِطاَّق‬ very eloquent
‫ِم اف ََتل‬ ‫ِم اَ َوان‬ someone who helps frequently

 ُِ َ‫ اِ اسم اْامبَتَْغ‬does the ‫ َع َمل‬of ‫تع ِل‬ ِ ‫ اِسم اْا َف‬with the same conditions.
‫ا‬
e.g. ِ ِ
‫ي اَجب ِ ان اْشةك اور اْامانَ َم‬
The one who is very grateful to the one who does good (to him), pleases me.

‫إِ ةن ا اْلَبَت َن َلََّةتب َِْقتءَ اْا ََد ِو‬


Indeed, the coward is very scared of meeting the enemy.
Notes:

1. The round ‫ ة‬at the end of some wazns is for َُ‫ مبَتَْغ‬and not for gender.
e.g. َُْ‫فَ ةَت‬ ُ‫َع ةل َم‬ well-learned

2. The wazn ‫ فََةتل‬is also used to denote a profession.


e.g. ‫طَبةتخ‬ cook ‫جنَةتر‬ carpenter

‫اَّدأ‬
ُ ‫اٌد‬ blacksmith ‫ََح ةلق‬ barber

127
‫‪EXERCISES‬‬
‫‪ in the‬اِ اسم اْا َفتعِ ِل ‪1. Translate, fill in the i‘raab and point out the effect and tense of the‬‬
‫‪following sentences.‬‬

‫‪i.‬‬ ‫أذاهب صديقنت؟‬ ‫‪v.‬‬ ‫مت شترب ميد اْقهوة‬


‫‪ii.‬‬ ‫اْضترب ميد ِكَا‬ ‫‪vi.‬‬ ‫ميد شترب اْقهوة‬
‫‪iii.‬‬ ‫ْست جبتَحد فضلكم‬ ‫‪vii.‬‬ ‫املؤمن ُمسن عمله‬
‫‪iv.‬‬ ‫أمنجز أنتم وعدكم؟‬ ‫‪viii.‬‬ ‫اْطتْب قترئ كتتب‬

‫‪128‬‬
Section 4.3.367
َ‫ – اسمََالمفعول‬Passive participle

Definition: It is an ‫ اِ اسم‬which indicates the one upon whom an action described by the root
letters is done. This is irrespective of its position in a sentence.
 It is created from ‫ ث َلثِي َمَةَد‬fi‘ls on the pattern of ‫ َم افَ اول‬. For other than ‫ث َلثِي َمَةَد‬, it is
created on the pattern of its ‫ضت ِرع‬
َ ‫ م‬by changing the ‫ضت ِرع‬
َ ‫ ََح اَف م‬into a meem with a
dammah, and giving a fathah to the letter before the last.

Effect:
ِ ِ ‫ ََنئِب اْا َف‬.
‫)ف اَل َا‬, i.e. it gives ‫ َرفاع‬to the ‫تع ِل‬
 It has the same effect as that of its passive fi‘l (‫َمه اول‬
 ِ ‫ اِسم اْا َف‬also apply here.
The rules mentioned above regarding the ‫تع ِل‬ ‫ا‬
Examples:
i. prefixed with e.g. ‫اَْام َس ٰمى ِه َش ًتمت أ َِخ اي‬ The one named Hisham is my
alif-laam brother.
ii. ‫ماب تَ َدأ‬ e.g. ‫ضَاوب اِِانه‬
‫َمياد َم ا‬ Zayd’s son is being beaten/will be
beaten.
iii. ‫َم اوص اوف‬ e.g. ‫ضَاوب اِِانه‬
‫َمََارُ ََِجل َم ا‬ I passed by a man whose son is being
beaten/will be beaten.

iv. ‫اِ استِ اف َهتم‬ e.g. ‫ضَاوب َمياد؟‬


‫أ ََم ا‬ Is Zayd being beaten?/Will Zayd be
beaten?

v. ‫نَ افي‬ e.g. ‫ضَاوب َمياد‬


‫َمت َم ا‬ Zayd is not being beaten/will not be
beaten.

EXERCISE

1. Translate, fill in the i‘raab and point out the effect and tense of the ‫ اِ اسم اْا َم افَ اوِل‬in the
following sentences.

i. ‫ميد مسموع خَبه‬ iv. ً‫اْفقْي مَطًى ثوب‬


ii. ُ‫ختْد مَلةم اِنه الَّتك‬ v. ‫اْكتتب متقن طبَه‬
iii. ‫اَْلم مََوفُ فوائده‬ vi. ‫الشجتر مقطوعُ أغصتَنت‬

67
This section is based on the discussion in al-Nahw al-Wadih. See al-Nahw al-Wadih, Thanawiyyah, vol 2, 77-
82.

129
Section 4.3.468
َ‫ – الصفةَالمشب هةَََبسمَالفاعل‬An adjective that is similar to َ‫اَسَمََالَفَاعَل‬

Definition: It is an ‫ اِ اسم‬which is created from the ‫ص َدر‬ ‫( اَْث َلثِي ة‬three-letter intransitive
‫ َم ا‬of a ‫اْل ِمم‬
fi‘l) to indicate permanent existence of the meaning in the doer.

 Like its ‫فِ اَل َْل ِمم‬, it generally gives the ‫تعل‬
ِ َ‫ ف‬a ‫رفاع‬.
َ
e.g. ‫ََح َسن َو اجهه‬ His face is beautiful.

 It conveys permanency of meaning in the object it relates to e.g. ‫سن‬ َ ‫( ََح‬beautiful) is a


ِ ‫ اِسم اْا َف‬which indicates a temporary meaning e.g.
permanent quality, as compared to ‫تع ِل‬ ‫ا‬
‫ضت ِرب‬
َ is a temporary quality which exists only at the time of the action.
 ‫( اَْث َلثِي ة‬three-letter intransitive fiʿl) and
All such isms which are derived from a ‫اْل ِمم‬
convey the meaning of ‫ اِ اسم اْا َفتعِ ِل‬but are not on the wazn of ‫تع ِل‬
ِ ‫اِسم اْا َف‬, are ُ‫ ِص َفُ م َشبةه‬.
‫ا‬ َ

َ ‫( ِص َفُ م‬based on usage) are given below


Some of the common wazns of ُ‫شبة َه‬

Table 4.8
َ‫أوزانَالصفةَالمشب هة‬
Examples
Wazns
Arabic Meaning
‫فََِل‬ ‫فََِح‬ happy
‫فَ ََل‬ ‫ََح َسن‬ beautiful
‫فََِاَّل‬ ‫َش َِياف‬ noble/honorable
‫فَ ََتل‬ ‫َجبَتن‬ coward
‫ف ََتل‬ ‫ش َجتع‬ brave

 Colors and bodily defects appear on the following wazns:

‫أَفا ََل‬ (masculine) e.g. ََ‫َمح‬


‫أا‬ red
‫أَِا َكم‬ mute
‫فَ اَ َلء‬ (feminine) e.g. ‫محَاََاء‬ red
‫امتء‬َ ‫َِك‬ mute

68
For more details, examples, and exercises, please refer to al-Nahw al-Wadih, Thanawiyyah, vol. 2, 83-91.

130
‫‪‬‬ ‫ِ‬ ‫‪ on‬اِسم اْا َف ِ‬
‫تع ِل ‪َ ( is on the wazn of its‬غ اْي اْث َلثِ ِي اْام َجةَد) ‪ِ of non-three letter fi‘ls‬ص َفُ م َ‬
‫شبة َهُ ‪The‬‬ ‫ا‬
‫‪the condition that permanency of meaning is intended.‬‬
‫‪e.g.‬‬ ‫م استَ ِقاَّم‬ ‫‪straight‬‬

‫‪EXERCISE‬‬

‫شبة َهُ ‪1. Translate, fill in the iʻraab, and identify all the‬‬ ‫‪ِ in the following passage.‬‬
‫ص َفُ م َ‬
‫كتن هترون اَْشَّد فصَّحتً كَميتً‪ ،‬هتمتً وِرعتً‪ ،‬حيج سنُ ويغزو سنُ وكتن أديبتً فطنتً‪َ ،‬حتفظتً ْلقَآن‪ ،‬سلَّم‬
‫اْذوق‪ ،‬صحَّح اْتمََّّز‪ ،‬جَيئتً ف الق‪ ،‬مهَّبتً عند اْلتصُ واَْتمُ‪ ،‬وكتن طلق احملَّت‪ ،‬حيب اْشََاء ويَطَّهم‬
‫اَْطتء اْلزيل ويدن منه أهل الدب واْدين‪ ،‬ويتواضع ْلَلمتء‪.‬‬

‫‪.‬اِسم اْا َف ِ‬
‫تع ِل ‪ and‬مبَتَْغَُ ‪2. Translate, fill in the i‘raab and identify the seeghahs of‬‬ ‫ا‬
‫قتل َحكَّم‪ :‬املؤمن صبور شكور ْل ِنتم وْل َحسود وْل َحقود وْل ُمتتل‪ .‬يطلب من اْلْياُ أعلهت ومن‬
‫الخلق أسنتهت‪ْ .‬ل يَد ستئل وْل يبخل مبتل‪ ،‬متواصل المم‪ ،‬متادف الَحستن‪ ،‬ومان ْكلمه‪ ،‬خزان ْلستنه‪،‬‬
‫ُمسن عمله‪ ،‬مكثَ ف الق أمله‪َّْ ،‬س َبَّتب عند اْفزع وْل وَثب عند اْطمع‪ ،‬مواس ْلفقَاء‪ ،‬رَحَّم بْضَفتء‪.‬‬

‫‪131‬‬
Section 4.3.569
َ‫ – اسمَالت فضيل‬Comparative and superlative isms

Definition: It is an ‫ اِ اسم‬which indicates that a quality described by the root letters is found to a
greater extent in one person/thing when compared to another.
e.g. ‫َختِْد أَ اك ََب ِم ان َع امَو‬ Khalid is older/bigger than ‘Amr.

It can also refer to the highest degree (superlative) of the quality described by the root letters.
e.g. ‫اَلل أَ اك ََب‬ Allah is the greatest.
Note: This is the case when it is used without ‫ ِم ان‬, i.e. without comparison.

Table 4.9
َ‫أوزانَاَسمَالت فضيل‬

Masculine Example Feminine Example Meaning


Singular ‫أَفا ََل‬ ‫أَ اك ََب‬ ‫ف اَ ٰلى‬ ‫ك ا َٰبى‬ Bigger/older
Dual ‫أَفا ََ َل ِن‬ ‫أَ اك َََب ِان‬ ِ ََّ‫ف َل‬
‫تن‬َ‫ا‬ ‫ك ا ََبََي ِن‬ Bigger/older
‫أَفا ََل او َن‬ ‫أَ اك ََباو َن‬ ُ‫ف اَلَََّت‬ ُ‫ك ا ََبََي‬ Bigger/older
Plural
‫تعل‬ ِ َ‫أَف‬ َِ ‫أَ َكت‬ ‫ف ََل‬ ‫ك ََب‬ Bigger/older

Usage:
ِ ‫ اِسم اْتة اف‬is used in three ways.
‫ضاَّ ِل‬ ‫ا‬
1. With ‫ ِم ان‬: the ‫ضاَّ ِل‬ ِ ‫ اِسم اْتة اف‬will always be a singular masculine )َ‫(و ِاَحد م َذ ةك‬.
‫ا‬ َ
e.g. َ‫َمياد أَ اعلَم ِم ان َِكا‬ Zayd is more knowledgeable than Bakr.
‫ب‬ ِ ِ
َ َ‫َعتئ َشُ أَ اك ََب م ان َميان‬ ‘Aishah is older than Zaynab.
ِ ‫ اِسم اْتة اف‬must correspond with the word before it in gender and number.
2. With ‫ال‬: the ‫ضاَّ ِل‬ ‫ا‬
ِ ‫تن َغتئِب‬
‫تن‬ ِ ‫اَْةزي َد ِان االَ اعلَم‬
e.g. َ َ ‫ا‬ The two more knowledgeable Zayds are absent.
ِ ِ
‫َعتئ َشُ اْاك ا َٰبى ََحتضََة‬ The older ‘Aishah is present.
ِ ِ ِ
َ ِ‫إ‬: the ‫ ا اسم اْتة افضاَّ ِل‬may be َ‫ َواَحد م َذ ةك‬or it may correspond with the word before it.
3. With َُ‫ضتف‬
e.g. ‫اَْةزياد او َن أَ اعلَم اْا َق اوِم‬ ‫اَْةزياد او َن أَ اعلَمو اْا َق اوِم‬
The Zayds are the most knowledgeable of people.

69
For more details, examples, and exercises, please refer to al-Nahw al-Wadih, Thanawiyyah, vol. 2, 92-100.

132
‫اَْةزيا َد ِان أَ اعلَم اْا َق اوِم‬ ‫اَْةزيا َد ِان أَ اعلَ َمت اْا َق اوِم‬
The two Zayds are the most knowledgeable of people.
ِ ‫َعتئِ َشُ أَ اك ََب اْن‬
‫ةتس‬ ِ ‫َعتئِ َشُ ك ا َٰبى اْن‬
‫ةتس‬
‘Aishah is the oldest of people.

Notes:
ِ ‫ اِسم اْتة اف‬of words which indicate color, physical defects and of ‫ َغْي اْث َلثِ ِي اْامجةَِد‬fi‘ls is
1. ‫ضاَّ ِل‬ ‫ا‬ َ ‫ا‬
made by placing the words ‫َشد‬ َ ‫أ‬, ََ‫أَ اكث‬, etc. before the ‫ص َدر‬
‫ َم ا‬of that word. The ‫ص َدر‬
‫ َم ا‬will be
the ‫ََتِاَّ ز‬, and therefore, will be ‫ َمناص اوب‬.

e.g. ‫َشد محاًََة ِم ان َمياد‬ َ ‫ه َو أ‬ He is redder than Zayd.


‫َشد َع اَ ًجت ِم ان َمياد‬ َ ‫ه َو أ‬ He is lamer than Zayd.
‫ه َو أَ اكثََ اِ اجتِ َه ًتدا ِم ان َمياد‬ He is more hard-working than Zayd.
ِ ِ
َ and َ‫ َش‬are also used for ‫ا اسم اْتة افضاَّ ِل‬.
2. The words ‫خ اْي‬

e.g. ِ ‫اَْظة ِتَل َشَ اْن‬


‫ةتس‬ The oppressor is the worst of people.
ِ ‫ اِسم اْتة اف‬gives ‫ رفاع‬to its hidden ‫ض ِمْي‬.
3. ‫ضاَّ ِل‬ ‫ا‬ َ ‫َ ا‬
ِ
َ‫ضل م ان َِكا‬
e.g. َ ‫َمياد أَفا‬ Zayd is more virtuous than Bakr.
The dameer ‫ ه َو‬in ‫ضل‬ ِ
َ ‫ أَفا‬is its ‫فَتعل‬.

EXERCISE
ِ ‫ اِسم اْتة اف‬in the following sentences.
1. Translate, fill in the i‘raab and explain the usage of ‫ضاَّ ِل‬ ‫ا‬
i. ‫َِض الَّواَنُ أقوى من النستن‬ v. ُ‫اْنستء اْفضلَّت‬
ii. ‫النبَّتء أفضل اْنتس‬ vi. ‫النبَّتء أفتضل اْنتس‬
iii. ‫مَمي فضلى اْنستء‬ vii. ‫اَْجلن الفضلن‬
iv. ُ‫أوْئك هم خْي اَْبي‬ viii. ‫ثوِك أشد سوادا من ثوب‬

133
Section 4.3.670
َ‫ – المصدر‬Infinitive/verbal ism

Definition: It is an ‫ اِ اسم‬which refers to the action indicated by the corresponding fi‘l without
any reference to time. It is the root of all derived words (ُ‫شتَ قةت‬
‫)م ا‬.
Effect: It has the same effect as that of its ‫ فِ اَل‬i.e. it gives ‫ َرفاع‬to the ‫تعل‬
ِ َ‫ ف‬and ‫ نَصب‬to the ‫م افَول ِِه‬.
‫ا‬ ‫َ ا‬
e.g. ‫ض اَبً اْاََّ اوَم َمياد َِكًاَا‬
َ ‫َرأَيات‬ Today, I saw Zayd’s beating of Bakr.

Usage:
Masdar is generally used in one of the following two ways:
 as a ‫ضتف‬ ِ
َ ‫ م‬to its ‫فَتعل‬.
e.g. ‫ب َمياد َِكًاَا‬ َ ‫َك َِاهت‬
َ َ‫ض ا‬ i.e. )‫اَا‬ َ َِ ‫ض‬
ً‫ب َمياد َِك‬ ‫(أَ ان يَ ا‬ I disliked Zayd’s beating
of Bakr.
ِ
 َ ‫ م‬to its ‫ َم افَ اول ِه‬.
as a ‫ضتف‬
e.g. ‫ب َِكاَ َمياد‬ َ ‫َك َِاهت‬
َ َ‫ض ا‬ i.e. )‫اَا َمياد‬ َ َِ ‫ض‬
ً‫ب َِك‬ ‫(أَ ان يَ ا‬ I disliked Zayd’s beating
of Bakr.
EXERCISE
1. Fill in the i‘raab and explain the usage of the masdar in the following sentences.

i. ‫سَن قَاءة رشَّد اْقَآن‬ iii. ‫إكَام اََْب اْضَّف مََوف‬


ii. ‫َحبك اْشيء يَمي ويصم‬ iv. ‫ولل على اْنتس َحج اْبَّت من استطتع إَّْه سبَّل‬

70
For more details, examples, and exercises, please refer to al-Nahw al-Wadih, Thanawiyyah, vol. 2, 52-70.

134
Section 4.3.771
َ‫المضاف‬
In the case of ‫ضتف‬
َ ‫م‬, it is assumed that one of the following prepositions )َ‫ (َحَاوف َج‬is hidden
ِ
between the ‫ضتف‬َ ‫ م‬and ‫ضتف إَِْاَّه‬
َ ‫م‬.
‫ِم ان‬ ِ ِ
 َ ‫ م‬is a part/type )‫ (جانس‬of the ‫ضتف إَِْاَّه‬
when the ‫ضتف‬ َ ‫م‬.
e.g. ُ‫َخ َتت فِضة‬ i.e. ُ‫َخ َتت ِم ان فِضة‬ silver ring

 ‫ِ اف‬ when the ‫ضتف إَِْاَّ ِه‬


َ ‫ م‬is a ‫ظَاَف‬.
e.g. ‫ص َلة اْلةاَّ ِل‬
َ i.e. ‫ص َلة ِف اْلةاَّ ِل‬
َ night prayer

 ‫ِل‬ when it is neither of the above two.


e.g. ‫اِِان َمياد‬ i.e. ‫اِِان َِْزياد‬ Zayd’s son

Section 4.3.8
َ‫اْلَسمَالتامي‬
Definition: It is an ‫ اِ اسم‬which gives the ism )‫ (ََتِاَّ ز‬after it a nasb.
 An ‫ اِ اسم‬will be considered as ‫ ََتم‬when it has one of the following:
a. tanween.
ِ
e.g. َ ‫َمت ِف اْ ةس َمتء قَ ادر َر‬
‫اَحُ َس َح ًتب‬ )ُ‫اَح‬
َ ‫( َر‬
There is not even a palm’s measure of clouds in the sky.
b. hidden tanween.
‫ََح َد َع َشََ َرج ًل‬ ِ
e.g. َ ‫َمَ اي أ‬ (ََ‫ش‬
َ ‫ََح َد َع‬
َ ‫ أ‬was originally َ‫ََحد َو َع اش‬
َ ‫)أ‬
There are eleven men with me.

c. ‫ ن‬of a dual ‫اِ اسم‬.


e.g. ‫ِعان ِد اي قَِفاَّ َز ِان ِ ًَّا‬ ِ ‫(قَ ِفَّ ز‬
)‫ان‬َ‫ا‬
I have two qafeezes72 of wheat.

d. ‫ ن‬which resembles the ‫ ن‬of a sound masculine plural )‫(جَاع م َذ ةكَ َس ِتَل‬.
e.g. ‫ِعان ِد اي ِع اشَاو َن ِد ارَهًت‬ ‫( ِع ا‬
)‫شَاو َن‬
I have twenty dirhams.

The ‫ اَاِْل اسم اْتةتم‬in the above examples cannot be ‫ضتف‬


َ ‫ م‬while having a tanween or having a noon
of dual/plural, thus the ‫ اِ اسم‬after it gets a ‫صب‬ ِ
‫ نَ ا‬because of it being ‫ََتاَّ ز‬.
71
For more details, examples, and exercises, please refer to al-Nahw al-Wadih, Thanawiyyah, vol. 1, 131-141.
72
A qafeez is a classical Islamic measure of volume. According to the Hanafis, it is equal to 40.344 litres.

135
Section 4.3.973
َ‫اَلكناَيَت‬

Definition: It is an ‫ اِ اسم‬which indicates an unspecified quantity.

 It is clarified by the ‫ اِ اسم‬following it.


 These are ‫ َك ام‬and ‫ َك َذا‬.

‫ك َم‬: can be used in two ways: as an interrogative )‫ (اِ استِ اف َهتم‬or as an informative exclamation
َِ ‫( َخ‬.
)ُ‫َبية‬

1. َ‫( – كمَاْلستفهاميَة‬how many)


 It gives the ism )‫ (ََتِاَّ ز‬after it a ‫صب‬
‫نَ ا‬.
 The ‫ ََتِاَّ ز‬is singular.
e.g. ‫َك ام كِتَ ًتب ِعان َد َك‬ How many books do you have?
 At times, the preposition ‫ ِم ان‬appears before the ‫ََتِاَّ ز‬.
e.g. ‫َك ام ِم ان كِتَتب ِعان َد َك‬ How many books do you have?

2. َ‫( – كمَاْلبية‬so many)


 It gives the ism )‫ (ََتِاَّ ز‬after it a َ‫ج‬ ِِ
َ (because of it being a ‫ضتف إَْاَّه‬
َ ‫)م‬.
 The ‫ ََتِاَّ ز‬may be singular or plural.
e.g. ‫ت‬
َ ‫َك ام َمتل أَنا َف اق‬ So much of wealth you have spent!
e.g ‫ت‬
َ ‫َك ام أَام َوال أَنا َف اق‬ So much of wealths you have spent!
 At times the preposition ‫ ِم ان‬appears before the ‫ََتِاَّ ز‬.
ِ ‫َكم ِمن ملَك ِف اْ ةس ٰم ٰو‬
ُ
e.g. َ‫ا ا‬ There are so many angels in the skies/heavens!

‫( – كذا‬so much, such and such)


 It gives the ism )‫ (ََتِاَّ ز‬after it a nasb.
 The ‫ ََتِاَّ ز‬is singular.
e.g. ‫ِعان ِد اي َك َذا ِد ارَهًت‬ I have this much dirhams.

EXERCISE
1. What is the difference between the following sentences.
i. ُ‫كم كتتب قَأ‬ ii. ُ‫كم كتتب قَأ‬

73
For more details, examples, and exercises, please refer to al-Nahw al-Wadih, Thanawiyyah, vol. 2, 170-173.

136
Section 4.4
َ‫ – اَلَرَوَفََالَغَيََالَعَامَلَة‬Non-governing particles

1. َ‫ – حروفَالت نبيَه‬Particles of notification:


These are used to draw the attention of the listener. These are as follows:
‫أََْل‬ ‫أ ََمت‬ ‫َهت‬ meaning Lo! / Behold! / Take heed!
‫صََ هللاِ قَ َِياب‬ ِ
e.g. ‫أََْل ا ةن نَ ا‬ Behold! Indeed, Allah’s help is near.
‫أ ََمت َمياد ََنئِم‬ Behold! Zayd is sleeping.
َ‫تض‬ِ ‫هت أ َََن َح‬
َ َ Lo! I am present.
‫ٰه َذا‬ This
Note: The actual ‫ترة‬ ِ ِ ِ
َ ‫ ا اسم إ َش‬is only ‫ذَا‬, while ‫ َهت‬is the ‫ ََح اَف تَانباَّه‬. However, in
common usage the whole is referred to as ‫ترة‬ ِ ِ
َ ‫ ا اسم إ َش‬without differentiating.

2. َ‫ – حروفَالَْياب‬Particles of affirmation:74
These are used for affirmation of a statement made earlier. These are as follows:

‫نَ ََ ام‬ ‫َِ ٰلى‬ ‫إِ اي‬ ‫َج ال‬


َ‫أ‬ ‫َج اِْي‬ ‫إِ ةن‬
َ‫( – ن عم‬yes)
 It is used to confirm a statement, be it positive or negative. For example,
˗ If someone says ‫َجتءَ َمياد؟‬
َ ‫( أ‬Did Zayd come?), the reply will be ‫( نَ ََ ام‬yes)
meaning ‫جتءَ َمياد‬
َ (Zayd came.).
˗ If someone says ‫جتءَ َمياد؟‬ َ ‫( أ ََمت‬Has Zayd not come?), the reply will be ‫نَ ََ ام‬
(yes) meaning ‫جتءَ َمياد‬
َ ‫( َمت‬Zayd did not come.).
َ‫لى‬
ٰ ‫( – ب‬yes, why not)
 It is used to convert a negative statement into a positive one.
e.g. If someone says ‫( أَََلا يَق ام َمياد؟‬Did Zayd not stand up?), the reply will be ‫َِ ٰلى‬
(yes, why not) meaning ‫تم َمياد‬
َ َ‫( قَ اد ق‬Zayd has stood up.).
َ‫( – إَي‬yes)
 It is the same as ‫نَ ََ ام‬. However it is used with an oath )‫سم‬
َ َ‫ (ق‬after a question.
ِ
e.g. َ َ‫( أَق‬Did Zayd stand up?), the reply will be ‫إِ اي َوهللا‬
If someone says ‫تم َمياد؟‬
(yes, by Allah!) meaning ‫تم َمياد‬
َ َ‫( ق‬Zayd stood up.).

74
For more examples and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 3, 168-174.

137
َ‫ أجل‬/َ‫َجَي‬/ َ‫( – َإَن‬yes)
 These have the same meaning as ‫نَ ََ ام‬.
ِ
e.g. َ َ‫( أ‬Did Zayd come?), the reply will be ‫ إ ةن‬or ‫ َج اِْي‬or
If someone says ‫جتءَ َمياد؟‬
‫َج ال‬
َ ‫( أ‬yes) meaning ‫( َجتءَ َمياد‬Zayd came.).
Note: ‫ إِ ةن‬is very rarely used for this purpose.

3. َ‫ – حرَفاَالت فسي‬Particles of clarification:


These are used to clarify a word in a sentence. These are as follows:
‫أَ اي‬ ‫أَ ان‬ (that is)
e.g. َُِ‫اسئَ ِل اْا َق اَيََُ أَ اي أ اَه َل اْا َق اَي‬
‫َو ا‬ And ask the town, that is, the people of the
town.
‫َو ََن َديانَته أَ ان ٰيِِا َِٰهاَّم‬ And We called him, that is, O Ibraheem!

4. َ‫الَروفَالمصدرية‬: These are used to give a masdari meaning. These are as follows:
‫َمت‬ ‫أَ ان‬ ‫أَ ةن‬
 ‫ َمت‬and ‫ أَ ان‬come before a ُ‫جالَُ فِ اَلَِّة‬.
 ‫ أَ ةن‬comes before a ُ‫جالَُ اِ اِسَّة‬.
َ ‫) َِ اَحبِ َهت( ََح ْٰى إِذَا‬
ِ
e.g. ‫ت‬‫ت َعلَاَّ ِهم اال اَرض مبَت َرَحبَ ا‬
‫ضتقَ ا‬
Until when the earth became straitened for them despite its vastness.

‫صد َق‬ ‫ن أَ ان تَ ا‬ ِ
‫يَسَ ا‬ َ ‫) ِص ادق‬
(‫ك‬ Your truthfulness pleases me.
‫َِلَغَِ ان أَ ةن َميا ًدا ََنئِم‬ (‫)نَ اوم َمياد‬ (News of) Zayd’s sleeping reached me.

Note: ‫ أَ ان‬and ‫ أَ ةن‬are governing particles.

5. َ‫ – حروفَالتحضيض‬Particles of exhortation:
These are used to encourage someone to do something when they appear before ‫ضت ِرع‬ ِ
َ ‫ف اَل م‬.
These are as follows:
‫أََْل‬ ‫َه ةل‬ ‫َْ اوَْل‬ ‫َْ اوَمت‬
e.g. ‫صلِ اي؟‬
َ ‫َه ةل ت‬ Do you not pray salah?

 These particles are also used to create regret and sorrow in the listener when they
appear before ‫فِ اَل َمتض‬. Therefore, they are also called ‫َحَاوف اْتة ان ِد اِمي‬.
e.g. ‫صََ؟‬
‫ت اْا ََ ا‬َ َّ‫صلةا‬
َ ‫َه ةل‬ Have you not prayed ‘Asr salah?
e.g. ...‫اْوا َألَْل إِ اذ َِس اَتم اوه ق الت ام‬ When you heard it, why did you not say…

138
6. َ‫ – حَرفَالت وقيع‬Particle of anticipation:75
This is ‫قَ اد‬. An example of its usage for ‫ تَ َوقع‬is as follows.
‫قَ اد يَ اقدم اْاغَتئِب اْاََّ اوَم‬ Probably, the absent person will return today.

 Besides ‫تَ َوقع‬, ‫ قَ اد‬can also be used for one or more of the following. These are all more
common than its usage for ‫تَ َوقع‬.
‫تَ اق َِياب‬: In this case, it gives ‫ فِ اَل َمتض‬the meaning of near past. This usage is specific to
‫فِ اَل َمتض‬.
e.g. ‫قَ اد َجتءَ َمياد‬ Zayd has arrived (recently).

‫تَ اقلِاَّل‬: In this case, it gives ‫ضت ِرع‬ ِ


َ ‫ ف اَل م‬the meaning of seldomness. This usage is specific
to ‫ضت ِرع‬ ِ
َ ‫ف اَل م‬.
e.g. ‫ إِ ةن ا اْلََو َاد قَ اد يَاب َخل‬Indeed, sometimes, a generous person is miserly.
‫ َاَت ِقاَّق‬: In this case, it gives ‫ فِ اَل َمتض‬or ‫ضت ِرع‬ ِ
َ ‫ ف اَل م‬the meaning of certainty.
e.g. ‫قَ اد َجتءَ َمياد‬ Certainly, Zayd came.
‫قَ اد يَ اَلَم هللا‬ Certainly, Allah knows.

 ‫ قَ اد‬can also be used simultaneously for more than one of the above-mentioned
purposes. An example of ‫ قَ اد‬being simultaneously used for ‫تَ َوقع‬, ‫تَ اق َِياب‬, and ‫َت ِقاَّق‬ ‫ َا‬, is as
follows:
‫ص َلة‬ ِ ‫ قَ اد قَتم‬Indeed, salah has been established/is about to be established.
‫ت اْ ة‬ َ
Note: ‫ل‬
‫ َْ ََ ة‬can also be used for ‫تَ َوقع‬.

7. َ‫ – حرفاَاْلستفهام‬Particles of interrogation:76
These are َ‫ أ‬and ‫ه ال‬.
َ
e.g. ‫أ ََمياد قَتئِم؟‬ Is Zayd standing?
‫َه ال قَ َتم َمياد؟‬ Did Zayd stand up?

75
This is based on Mu‘jam al-Qawa‘id al-‘Arabiyyah. See Mu‘jam al-Qawa‘id al-‘Arabiyyah, 338-339.
76
For more examples, and exercises, please refer to al-Nahw al-Wadih, Ibtida’iyyah, vol. 3, 168-171.

139
8. َ‫ – حرفَالردع‬Particle of rebuke:
This is ‫ َك ةل‬, which means “Never!”
 It can be used to rebuke or reprimand.
ِ
e.g. ‫َك ةل‬ ‫ض َِ ا‬
said in response to someone who says ‫ب َميا ًدا‬ ‫( ا ا‬Hit Zayd.).
 It can also be used to convey the meaning of certainty.
e.g. َ ‫َك ةل َس او‬
‫ف تَ اَلَم او َن‬ Indeed, soon you will know.
Note: This is according to one translation. According to another, it is in the
meaning of “never.”

9. َ‫الت نوين‬: It is used for one or more of the following:


‫َتََكن‬: It is a tanween which shows an ism to be ‫م اَََب‬.
e.g. ‫َمياد‬
‫تَان ِك اْي‬: It is a tanween which shows an ism to be ‫نَ ِكََة‬.
e.g. ‫َرجل‬
‫تَ اَ ِوياض‬: It is a tanween which subsitutes a ‫ضتف إَِْاَّ ِه‬ َ ‫م‬.
e.g. ‫ يَ اوَمئِذ‬i.e. ‫ يَ اوَم إِذَا َكت َن َك َذا‬the day when such and such happens

10. َ‫ن ون َالتأكيد‬: It is used for emphasis in ‫ضت ِرع‬ ِ ِ


َ ‫م‬, َ‫ أَام‬and ‫ ََناي‬. It is of two forms: َُ‫ ثَقاَّ ل‬and ُ‫ َخفاَّ َف‬.
Both have the same meaning.

)‫الثقي لةَ(ن‬ )‫اْلفي فةَ(ن‬


‫ض ََِِ ةن‬
‫َََّْ ا‬ ‫ض ََِِ ان‬
‫َََّْ ا‬ Indeed, he should hit.
‫أناصََ ةن‬ ‫أناصََ ان‬ You must help.

11. َ‫حرفَل‬: It can be used for the following:


‫اِِاتِ َداء‬: It appears before the ‫ ماب تَ َدأ‬and is used for emphasis.
e.g. ًَُ‫َلَنات ام أَ َشد َراهب‬ Indeed, you are more feared.

‫ َج َواب‬: It comes in the answer to ‫ َْ او – َْ اوَْل‬and ‫قَ َسم‬.


ِ ‫وَْوَْل دفاع هللاِ اْنةتس ِ َضهم ِب َض ََْفس َد‬
‫ُ االَارض‬
e.g. َ ‫َ َا َ ا َ ا‬ َ ‫َا‬
If Allah did not repel some people by means of others, the earth would
be corrupted.
‫َوهللاِ َلَص اوَم ةن َغ ًدا‬ By Allah! I will fast tommorrow.
‫ َمائِ َدة‬: This is extra and can be used for emphasis.
e.g. ‫إِ ةَن ام َََّْأاكل او َن اْطة ََ َتم‬ Indeed, they eat food.

140
12. َ‫ – الَروف َالزَائدَة‬Extra particles: These are not translated. However, they add beauty and
ِ ‫ع‬. These are:
emphasis to the meaning. They may also stop the effect (‫ ) َع َمل‬of an ‫تمل‬ َ
‫إِ ان‬ ‫أَ ان‬ ‫َمت‬ ‫َْل‬ ‫َل‬ ‫ِم ان‬ ‫َك‬ ِ (‫ ِمن‬،‫ َك‬،‫ب‬
‫ب‬ ‫ا‬
ِ are governing particles – َُ‫) َعت ِمل‬
Usage:
‫إِ ان‬: It appears after ََُِّ‫ َمت اَْنةتف‬.
e.g. ‫َمت إِ ان َمياد قَتئِم‬ Zayd is not standing.

‫أَ ان‬: It appears after ‫َْ ةمت‬.


e.g. ‫فَلَ ةمت أَ ان َجتءَ اْابَ ِش اْي‬ When the bearer of good news came.

‫ َمت‬: It appears after the following:


‫إِ َذا‬ ‫تصِ اَب‬ ِ
e.g. َ َّ‫إِ َذا َمت اِاتلا‬
‫ت فَ ا‬ When you are afflicted, be patient.

‫َم ْٰى‬ e.g. َ‫َم ْٰى َمت ت َستفَِ أ َستفِا‬ When you travel, I will travel.

‫أَى‬ e.g. ‫أَميَت اْةَجل َجتءَ َك فَأَ اك َِامه‬ Whoever comes to you, treat him
hospitably.
Here, ‫ َمت‬blocked the ‫ َع َمل‬of ‫أَي‬.

‫أَيا َن‬ ِ‫أَي نمت ت وْوا فَث ةم وجه هللا‬


e.g. ‫اَ َ َ ا َ َ ا‬ Whichever way you turn, there is the
face of Allah.

‫إِ ان‬ e.g. ‫فَِإ ةمت َياتََِّ نةك ام ِم ِن ه ًدى‬ Then, should some guidance come to
you from Me.
ِِ ِ
َ‫ََح اَف َج‬ e.g. َ ‫فَبِ َمت َر امحَُ م َن هللا ْان‬
‫ت َل ام‬ So, it is through mercy from Allah that
you are gentle to them.
Here, ‫ َمت‬did not block the ‫ َع َمل‬of َ‫ج‬
َ ‫ ََح اَف‬.
‫َْل‬ e.g. ‫َْل أقا ِسم َِبٰ َذا اْابَ لَ ِد‬ I swear by this city.

‫َل‬ e.g. ‫إِ ةَن ام َََّْأاكل او َن اْطة ََ َتم‬ Indeed, they eat food.

‫ِم ان‬ e.g. ‫َه ال ِم ان َختِْق َغ اْي هللاِ؟‬ Is there a creator besides Allah?

‫َك‬ e.g. ‫س َك ِمثالِ ِه َش ايء‬َ َّ‫َْا‬ There is nothing like Him.

ِ
‫ب‬ e.g. ‫س َمياد ِ َك ِتذب‬ َ َّ‫َْا‬ Zayd is not a liar.

141
13. َ‫ – حَرَوَفََالشرطََالتَْلََتزم‬Conditional particles that do not cause jazm:77

‫( أما‬however, as for, as far as…is concerned)


 It is used to explain/clarify something, which was mentioned briefly.
 ‫ ف‬should be used before its answer )‫( َج َواب‬.
e.g. ‫فَ ِمان ه ام َش ِقي ةو َسَِاَّد فَأَ ةمت اْة ِذيا َن َشق اوا فَ ِفي اْنةت ِر‬
So, some of them will be wretched and (some) blessed. As for the
wretched, they will be in the Fire.
َ‫( لو‬if)
 It is used to negate the second sentence )‫ج َواب‬
َ ( on account of the first sentence
)‫ش اَط‬
َ ( not being fulfilled.
e.g. ‫َْ او َكت َن فِاَّ ِه َمت أٰ ِلَُ إِةْل هللا ََْف َس َد ََت‬
If there had been gods besides Allah in them (the heavens and the
earth), they would have been corrupted.
(There will not be corruption because more than one god does not
exist.)

Note: If a ‫ َو‬is added to ‫ َْ او‬i.e. ‫وَْ او‬,


َ it will give the meaning of “even if/even
though” and will be known as ُ‫صلَِّة‬ ‫َْ او َو ا‬.
e.g. ‫أ اَوَِلا َوَْ او ِ َشتة‬ Celebrate walimah even if it be with one
(slaughtered) goat.

َ‫ لوْل‬and ‫( ل َومَا‬if such and such had not been so, …)


 Apart from being used for ‫ضاَّض‬ ِ ‫ َاَت‬and ‫تَان ِد امي‬, they are also used to demonstrate
that the second sentence )‫ج َواب‬ َ ( cannot be attained because of the presence of
the condition of the first sentence )‫ش اَط‬ َ (.
e.g. َ‫ك َِكا‬
َ َ‫َْ اوَْل َمياد َلَل‬ Had it not been for Zayd, Bakr would have
perished.

‫( لَما‬when)
This is a ‫ ظَاَف‬in the meaning of ‫ي‬ ِ ِ
 َ ‫َح ا‬. It enters upon ‫ف اَل َمتض‬.
e.g. ‫َْ ةمت َسلة امت َعلَاَّ ِه َرةد َعلَ ةي اْ ةس َل َم‬ When I greeted him, he returned my
greeting.

77
For more details, examples, and exercises, please refer to al-Nahw al-Wadih, Thanawiyyah, vol. 2, 43-48.

142
14. )‫ماَ(ماَدام‬: It is a ‫ َمت‬which has the meaning of ‫ام‬
َ ‫( َمت َد‬as long as).
e.g. ‫س اال َِم اْي‬
َ َ‫أَق اوم َمت َجل‬ i.e. ً‫أَق اوم َمت َد َام اال َِم اْي َجتِْست‬
I will stand as long as the leader is sitting.

15. َ‫حروفَالعطف‬: These have been discussed in Section 3.10.4

FINAL EXERCISE
Q: Go through the whole book and identify the various meanings and uses of the
following:

‫َْل‬ ‫َمت‬ ‫َمن‬ ‫َْ ةمت‬ ‫َم ْٰى‬ ‫أَيا َن‬ ‫أ ةََي َن‬ ‫أي‬ ‫ل‬ ‫إِ ان‬ ‫أَ ان‬
‫أَ ةن‬ ‫و‬ ‫ف‬ ‫ََح ْٰى‬

ُ‫تلَت‬ ِ‫ص‬
‫تلَ امد ِِٰلِ اْة ِذ اي ِنِ اَ َمتِ ِه تَتِم اْ ة‬
‫فَ ا‬
ِ
ِ ‫ته َِين وعلَى أَصحت ِِه أ ا‬ ِِ ِِ
‫ي‬
َ ‫َجََ ا‬ َ ‫ي اْطة ا َ َ َ ا‬ َ ‫ص َلة َواْ ةس َلم َع ٰلى َرس اوْه اْا َك َِاِمي َو َعلَى آْه اْطةَِّبِ ا‬
‫َواْ ة‬

143
APPENDIX

Studying Classical/Qur’anic Arabic


There are a number of options available for the student of sacred Islamic knowledge seeking to
learn classical Arabic on his/her path to learning the deen. The following is a set of suggested
curricula for studying Arabic language, based upon the South Asian (Indo-Paki) scholarly
tradition. It is by no means the only option. To begin with, Urdu texts have been omitted.
Moreover, those following other scholarly traditions (Arab, Turkish, South East Asian) may
have a somewhat different set of books, although they will also find some overlap here.
The books whose names are only mentioned in English are English texts, while those
whose Arabic names are also given are Arabic texts. The texts increase in difficulty and
advancement downward.
General Arabic Language
Level Texts
Durus al-Lughah al-‘Arabiyyah vols. 1-3
(ُِ ‫)دراوس اْلغَ ُِ اْا َََََِّة‬
Beginner to Arabic Tutor Ten Lessons
OR
Intermediate vols. 1-2 of Arabic
Al-‘Arabiyyah Bayna Yadayka vols. 1-3
(‫ك‬ َ ‫)اَْا َََََِّةُ َِا‬
َ ‫ي يَ َديا‬

Nahw
Level Texts
Tasheel al-Nahw
ِ ‫) َشَح ِمتئَُِ ع‬
Sharh Mi’at ‘Amil (‫تمل‬ َ ‫ا‬
OR
‘Awamil al-Nahw (‫ح ِو‬ ِ
‫) َع َوامل اْنة ا‬
Beginner to Hidayat al-Nahw (‫ح ِو‬ ِ
Intermediate ‫)ه َدايَُ اْنة ا‬
OR
Al-Ajurrumiyyah (ُ‫ )اَاآلجَاوِمَّة‬with commentary
al-Tuhfah al-Saniyyah (ُ‫سنَِّة‬
‫)اَْت اح َفُ اْ ة‬
Al-Kafiyah (ََُِّ‫)اَْا َكتف‬
Sharh ibn ‘Aqil (‫ش اَح اِا ِن َع ِقاَّل‬
َ ) OR
ِ ‫اْل‬
Sharh Jami (‫تمي‬َ‫ ) َش اَح ا‬OR
‫ا‬
Advanced ‫) َش اَح قَطا َِ اْنة ٰدى َوَِل اْ ة‬
Sharh Qatr al-Nada wa Ball al-Sada (‫ص ٰدى‬
OR
ِ ‫) َشَح شذ اوِر اْ ةذ َه‬
Sharh Shudhur al-Dhahab (‫ب‬ ‫ا‬

145
ِ‫اضح ِْالم َدا ِر ِس ا‬
The texts al-Nahw al-Wadih li al-Madaris al-Ibtida’iyyah vols. 1-3 (ُِ ‫اْلِاتِ َدائَِّة‬ ِ ‫اْاو‬ ‫)اَْنة احو‬
َ َ
and al-Nahw al-Wadih li al-Madaris al-Thanawiyyah vols. 1-3 (ُِ‫س اْثةتنَ ِوية‬ ِ ‫اضح ِْال َم َدا ِر‬
ِ ‫اْاو‬
َ ‫ةحو‬
‫)اَْن ا‬
belong to the intermediate to advanced level. The six volumes in general, and the three al-
Ibtida’iyyah volumes in particular, can be used in place of, or in conjunction with Tasheel al-
Nahw. The six could also be used in conjunction with Hidayat al-Nahw. Almost always, one
of these texts has something that the other does not.

Sarf
Level Texts
Beginner Fundamentals of Classical Arabic vol. 1
From the Treasures of Arabic Morphology
Intermediate ‘Ilm al-Seeghah (ُِ َ‫اْصاَّ غ‬
ِ ‫ ) ِع الم‬OR
ِ َ‫ص‬ ِ ِ
Shadha al-‘Arf fi Fann al-Sarf (‫ف‬ ‫) َش َذا اْا ََ اَف اف فَ ِن اْ ة ا‬

Arabic Reading/Literature
Level Texts
ِ ‫صص اْنةبَِِّ ا‬
Qasas al-Nabiyyin vol. 1 (‫ي‬ َ َ‫)ق‬
Al-Qira’ah al-Rashidah vol. 1
Beginner ِ َ‫)اَْا ِقَاءة اْة‬ ِ ‫صص اْنةبَِِّ ا‬
Qasas al-Nabiyyin vol. 2 (‫ي‬ َ َ‫)ق‬
(‫اش َدة‬ ََ ِ ‫صص اْنةبَِِّ ا‬
Qasas al-Nabiyyin vol. 3 (‫ي‬ َ َ‫)ق‬
Al-Qira’ah al-Rashidah vol. 2 ِ ‫صص اْنةبَِِّ ا‬
Qasas al-Nabiyyin vol. 4 (‫ي‬ َ َ‫)ق‬
ِ َ‫)اَْا ِقَاءة اْة‬
(‫اش َدة‬
Intermediate ََ
Nafhat al-‘Arab ِ ‫صص اْنةبَِِّ ا‬
Qasas al-Nabiyyin vol. 5 (‫ي‬ َ َ‫)ق‬
(‫ب‬ِ ََ‫)نَ افحُ اْا‬
ََ َ
Mukhtarat min Adab al-‘Arab vol. 1
ِ ََ‫ب اْا‬
(‫ب‬ ِ ِ
Advanced ََ ‫)ُماتَ َتراُ م ان أََد‬ Al-Maqamat al-Haririyyah
Mukhtarat min Adab al-‘Arab vol. 2 (ُ‫الََِيا َِية‬
‫)اَْا َم َق َتمتُ ا‬
(‫ب‬ِ ََ‫ب اْا‬
ِ ِ
ََ ‫)ُماتَ َتراُ م ان أََد‬

Arabic Rhetoric (Balaghah)


Level Texts
Beginner Durus al-Balaghah (ُِ ‫)دراوس اْابَ َل َغ‬

Al-Balaghah al-Wadihah (ُ‫ح‬ ِ


َ ‫)اَْابَ َل َغُ اْا َواض‬
Intermediate ِ َ‫)تَ ال ِخاَّص اْا ِم افت‬
Talkhees al-Miftah (‫تح‬
to Advanced
OR
ِ
its commentary Mukhtasar al-Ma‘ani (‫تن‬
‫صَ اْا َم ََ ا‬
َ َ‫)ُمات‬

146
Suggested Curriculum
Below, we have provided a suggested curriculum based upon some of the texts given above
that could be followed as part of an overall traditional Arabic & Islamic Studies curriculum.
This curriculum is based on a two-semester academic year.

Year Sem Texts

1 Ten Lessons of Arabic Fundamentals vol. 1 Durus al-Lughah vol. 1

Durus al-
Lughah vol.
Tasheel al-Nahw
1 1 Qasas al-
(using Al-Nahw al- Treasures of Arabic
(continued if Nabiyyin
2 Wadih Ibtida’iyyah Arabic Tutor
not vols. 1 &
& Thanawiyyah for Morphology vol. 1
completed, 2
reference/examples)
followed by
vol. 2)
Tasheel al-Nahw Arabic
(continued, if not Tutor
yet completed) Treasures of vol. 1 Qasas al-
followed by selected Arabic (continued Nabiyyin
1 Durus al-
readings & exercises Morphology if not yet vols. 3 &
Lughah vol.
from al-Nahw al- (continued) completed, 4
2 (continued
Wadih Ibtida’iyyah followed by
2 if not yet
& Thanawiyyah vol. 2)
completed,
‘Awaamil
followed by
al-Nahw
vol. 3) Qasas al-
Hidayat OR ‘Ilm al- Nafhat al-
2 Nabiyyin
al-Nahw Sharh Seeghah ‘Arab
vol. 5
Mi’at
‘Aamil
1 Durus al-Balaghah
Durus al-Balaghah (continued, if
Sharh ibn ‘Aqil not yet completed) followed by
3 Mukhtarat vol. 1
2 vol. 1 selected readings from Talkhees al-
Miftah OR its commentary
Mukhtasar al-Ma‘ani

147
BIBLIOGRAPHY

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149
Al-Hamlawi, Ahmad ibn Muhammad. (2005). Muhammad ibn ‘Abd al-Muʻti (ed.). Shadha
al-‘Arf fi Fann al-Sarf [Strong Fragrance Regarding the Science of Morphology].
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