Documenti di Didattica
Documenti di Professioni
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, , _.
, ` ` , ` , ` , ` ` , ` ` ` , ` ` ` _ `
, 7 , ., . ` - , to abstain ,
.' __.' ,. ,
, , _.
. ` - ` . ` -, ` . ` - ` . ` -` ` . ` -` ` - ` .
, 8 , ., ` , ` - , to be red ,
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This category is also mostly intransitive.
.' __.' ,. ,
, , _.
` - ` , ' , ` -, ` , ` -
,
` _ , ` -
, ` -` , ` -` ` _ , ` -
, 9 , ., ` ` , to be black ,
This category is also mostly intransitive.
.' __.' ,. ,
, , _.
` ` ' ` , ` `
,
` , `
` ` ` ` ` ` , `
, 10 , ` ., , .` ` , to seek help ,
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.' __.' ,. ,
,
' ,
_.
, .` ` ` , .` ` , ` , .` ` ` , .` ` ` ` , .` ` ` ` _ .` `
Note 1: There are a few other categories of (, ,, )
which are used less often. These will be discussed in
Volume Three.
Note 2: The imperative (,') of ( .,) and ( .,) has
three possibilities:
The ( , ) and ( , ' , ) of these categories are the
same in pronunciation but their original words are
different. That is, the ( , ) of (` , ` - ) is (` _ , ` -` ) while
the ( , ' , ) is (` _ , ` -` ).
The ( , ) of (` ` ) is (` , ` ` ) while the ( , ' , ) is
(` , ` ` ).
2. There is only one category of verbs of (,- ,_), namely:
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, 1 , ` ., _ ,` - , to roll ,
.' __.' ,. ,
,
' ,
_.
_ ,` - ` _ ,` - `, ` _ ,` - ` ` _ ,` - ` ` _ ,` - - ,` -
3. There are three categories of verbs in ( ,_ , ,, )
namely:
, 1 , ` ., _ ,` - , to roll ,
.' __.' ,. ,
,
' ,
_.
_ ,` - ` _ ,` - , ` _ ,` - ` _ ,` - ` ` _ ,` - ` ` _` ,` -
, 2 , ` ., , -` ,` - , to gather ,
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.' __.' . , ,
,
' ,
_.
, -` ,` - ` , -` ,` -, ` , -` ,` - ` , -` ,` -` ` , -` ,` -` ` -` ,` -
, 3 , ., ` , , to tremble ,
.'
__.' ,. ,
,
' ,
_.
` , ' , ,
, ` , ` _ ,`
, ` , `
` _ ,`
4. The method of constructing the passive tense (,,-) of all
the above-mentioned verbs is as follows:
To form the perfect passive tense (,,- .'), render a
dammah to the first radical of the perfect active tense ( .'
,,') and a kasrah to the penultimate letter. Between the
two, whichever letter is mutaharrik, render a dammah to it.
If there is any alif () in between, change it to (,).
Examples:
( , ') from ( , '),
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( , ` ) from ( , ),
( ` , ) from ( ),
( ` ` ) from ( ` ),
( ,` , ` ) from ( , ),
( , ` ') from ( , ` ),
( . ` ` - ') from ( . ` - ),
(` ,` ` - ') from (` , ` - ),
(` ` ,` ` ') from (` ` ),
( ` ' , .` ` ) from ( , .` ` )
( _ ,` -` ) from ( _ ,` - ),
( _ ,` -` ` ) from ( _ ,` - ),
( -` ` ,` - , ) from ( , -` ,` - ),
(` , ` ) from (` , ),
In order to construct the imperfect passive tense ( __.'
,,-), render a dammah to the (__.' ) and a fathah
to the penultimate letter.
Examples:
(` , `,) from (` , `,),
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(` , `,) from (` , `,),
( `,) from ( `,),
( ` `,) from ( , ` ),
( , `,) from ( , ,),
(` , ` `,) from ( ` , ` , ),
(` . ` -`,) from (` . ` -,),
(' , ` -`,) from ( , ` - ' , ),
(' ` `,) from (' ` ,),
(` , .` ` `,) from (` , .` ` ,)
(` _ ,` - `,) from (` _ ,` - `,),
(` _ ,` - `,) from ( , ` _ ,` - ),
( -` ,` -`, ` , ) from ( -` ,` -, ` , ),
(' , `,) from (' , ,),
5. The ( , ) of the above-mentioned categories is
made from the imperfect active tense (,,' __.') while
the ( , ' , ) is made from the imperfect passive tense
(,,- __.'). A (` ) replaces the (__.' ) and tanwn
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is inserted at the end, e.g. from (` , `,), the ( , ) is
(` , ` ) while the ( , ' , ) from (` , `,) is (` , ` ).
6. Besides the categories of (,- ), in the remaining
categories, the ( , ' , ) is used to provide the meaning of
the ( , ,= ).
Note 3: The passive tense (,,-) of an intransitive verb
(_.) and the ( , ' , ) will only be used when they are
succeeded by a particle (` ,- ,-). In this case, the verb
becomes transitive, e.g. ( .` , , ` ,` ` - ')- The clothing was
made red. See 6.17.
Vocabulary List No. 24
Note 4: The numbers written after the verbs of (, ,, )
indicate the category to which they belong.
Word Meaning
,` , ' , 1 ,
to confirm
` ,` , , 8 ,
to be white
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` . - ' , 1 ,
to love
, ` - , 7 ,
to strive
. ` - ' , 1 ,
to go against
_` ' , 1 ,
to achieve, to reach
` ,` , 1 ,
to be black
, ` ' , 1 ,
to obey, to embrace Islam
, - ' ` , 10 ,
to hire, to employ
` - ` , 10 ,
to regard as good
, ` ` , 10 ,
to seek forgiveness
` , 7 ,
to be preoccupied
` , ` . , 8 ,
to be yellow
_ ` . ' , 1 ,
to correct
. ' ~ , 3 ,, ,_ ,
to be peaceful, at ease
. ` ' , 1 ,
to grow, plant
,` ' , 1 , ` , , 2 ,
to make something
descend
_ , , 2 ,
to waste
_ , , 2 ,
to convey
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.` - , 4 ,
to converse
, . - , 5 ,
to dispute
` , , 4 ,
to interfere
, , 4 ,
to learn
.` - , 4 ,
to be surprised
, , 4 ,
to think
` , 4 ,
to advance
,` , 2 ,
to complete
` , , 4 ,
to love
,` , - , 2 ,
to prepare
- , 3 ,
to protect
- , 3 ,
to mix
_ , 3 ,
to defend
, , 3 ,
to advise, to remind
_ ,` - _ , ,_ ,- ,
to move
_` , 2 ,
to glorify, to remember
Allh
, 3 ,
to observe
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, , ~ , ,
to appear
, , 3 ,
to live mutually
` , 2 ,
to search
_ ` , , ,_ ,- ,
to burst, explode
. , 3 ,
to correspond
, , 2 ,
to speak
. ~ . , 3 ,
to be gentle, to be
compassionate
` _ ,
cold
` ,` ,
Bedouin
. - ,' ` .` - . ` -
garden
` .` ,` ` - . . -
seed, grain
` ` , . -
harvested crop
- -
shame
- -
ashamed
_
mildness, gentleness
,
advice
` _` ,` _
falsehood
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` ` , ` . ` .
roof
- ` ' . ` _
weapon
, ,` ' . ` . ,
drink, beverage
,' ` _
thief
` `
future
` `
bathroom
` ` ,
appointed time, promise
- ,
fear
=` ` ,
middle
Exercise No. 25
(A) Translate the following sentences into English.
, 1 , ` , ` , . ` ,` , '
, 2 , _ ` ` , - ` ,` ,` , -
, 3 , ` ` . ` , , ` - ,` ' ,
, 4 , ` ` .` . `
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, 5 , ` ,` , , ,` - ` -` ,
, 6 , ` ` ` , ` .` ,` , ` -` ` ` -
, 7 , ` , ' . ~ `, , ` - ' ` , `, ` , `
, 8 , ` ` ,` ` ` , . _`
, 9 , ` , , , ` ,
, 10 , ` , ` , ` , ' '
, 11 , . , : _ ` , '
, 12 , ` ` ` ,
, 13 , .` , - ,` ' . ` - , - `` ,` - ' , ` ,` , '
, 14 , ` , , ` ` ` , ,` , . ,` ,
, 15 , ` ` ,` ,` , , ~ .` . . -
, 16 , - - ` , ` - , - , ` ` ,` - , `, ` .
, 17 , - ' ` . ` - ' , , ' ` , ` -
, 18 , .` ,` ` - `
, 19 , ` ` , = . .
, 20 , _ ` , ` ,` ,` , - ` ,` ' . ' `
, 21 , ` , ,` , ` , ,`, ` , , ,` , . ` , -` ,, ` , ` ` , .,- ,
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, 22 , ` ,` ` . , -` ' . -`, = . , .,- ,
, 23 , ` ' _ ` ' ,` . `, , ` , ` _ , .,- ,
- , = |
. ` _ ` , `, ` ` , . ` . - ` _ ` . ' .` , . - . ` , - ' ` `
` -` , ` , ` _` ` . ' ` - ' ` ` ` _` `, ` ` , ` . -
(B) Translate the following verses of the Qurn.
, 1 , _` ,' , ` , ` ,` ` - ,
, 2 , , = - _ . , ` . ` ., _ =` ` ,
, 3 , ,` , ` ` , . ` _, ` ,, -` _
, 4 , , ,', ' ` ,` ` , _ , ` ' , ` :` , :` ,` _
, 5 , ` , , . , , ` _ ` ,`
, 6 , . ,` , _ ` . ,` - ~ ,`
, 7 , ` , , . ` . _ ' ` ' , ` . - , .` - , . -
, 8 , ` ` ' , _ ` , ` ' ` .` ` ' ` . ,
, 9 , , ` , ,` ' ` ,` -` , ` ,` -` , ' ,` , ... ` ' , , ` ,` ,` ,` -` , ` .` . ,` ,
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` - _
, 10 , ` , ` . ` -`, . = .
, 11 , ' ` , ` , , ` ` , _,`
, 12 , . ' , , ' = ` .,
, 13 , _ ,` -` _ _` -` ' , ` - ` _
, 14 , ` . , , ` _ , ` `
(C) Translate the following sentences into Arabic.
(1) They honoured their guest.
(2) Strive to seek knowledge and do not be too
preoccupied in playing.
(3) Do not interfere with the strong enemy.
(4) We do not regard fighting as good.
(5) Respect your parents and love your brothers and
sisters.
(6) We seek forgiveness from Allh for every sin.
(7) Did you prepare the weapons for defence?
(8) Learn when you are small, you will remain ahead
when you are big.
(9) We strove in searching for it.
(10) Are you learning Arabic?
(11) Yes, we are learning Arabic.
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(12) The two thieves disputed mutually, so the stolen
item was revealed.
(13) The face becomes yellow with fear and red with
shame.
(14) The day became white and the night became black.
(15) We completed the second part of the book,
Tashlul Adab in three months.
(16) We refrain from falsehood.
(17) My brother and I sat down to talk regarding a
necessary matter until the light of dawn appeared.
(18) The Indians are preparing weapons for their
defence.
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Lesson 25 (B)
The Particles , and
Note 1: You have read about these particles in Volume One
and in this volume as well. They will be mentioned in
Volume Four as well but since there is a need to use them in
most sentences, a few facts about them will be mentioned
here.
1. The particle ( . ) is for emphasis. It appears mostly before
a nominal sentence (,- ~). Due to it, the subject is read
in the accusative case (.. -). See 9.6.
Example: ( `, _ . ) Undoubtedly Zaid is intelligent.
Sometimes the particle ( ) is prefixed to the predicate
which creates more emphasis in the meaning, e.g.
(` _ , . ) Surely knowledge is certainly beneficial.
The pronouns are also attached to ( . ) as they are attached
to the (` _- ,,-). See 4.11.
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Third Person (. )
` `
singular
` ` ,
dual
M
a
s
c
u
l
i
n
e
` ` ,` ,
plural
` ,
singular
` ` ,
dual
F
e
m
i
n
i
n
e
` ` ` ,
plural
Second Person (, . -)
` :
singular
`
dual
M
a
s
c
u
l
i
n
e
` ` ,
plural
` :
singular
`
dual
F
e
m
i
n
i
n
e
` `
plural
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First Person ( ` , )
` ` _
singular
`
dual, plural
The particle (` ` ) can be read as (` ` ) while ( ` ) can be read
as ( ` ).
2. The particle ( . ') introduces an explanatory clause to the
sentence. It is also prefixed to a noun which changes to the
accusative case, e.g. (` , `, _ . ' ` .` ) I heard that Zaid is
learned.
The pronouns are also attached to it. The paradigm is
similar to the one mentioned above, e.g.
( . - ` , .` - - :` ' ` ,) I have received the news that
you succeeded in the examination.
After the verb ( ) or its derivatives, the particle ( . ) is used
and not ( . '), e.g.
( ` , , ` _ `, . _` . ` ' ) The teacher said that the
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school will not be opened today.
Note 2: The words (` - but), ( .` , - wish) and ( -
perhaps) are also included in the group of ( . ) and ( ' . ), that
is, the succeeding noun changes to the accusative case.
However, the word (` ) is not included among these
words. The succeeding noun is not rendered (..) and it
can also be prefixed to a verb, in contrast to the above-
mentioned particles.
Note 3: The (` _- ,,-) are most often prefixed to the
particle ( . '). See Lesson 7.
Examples: ( . ' - because), ( . ' - as if), (` ` ' - because he),
(` ` ' - as if he).
3. The particle ( . ') renders the imperfect tense (__.') into
the accusative case (.. -). See 4.20. Like ( . '), it
appears in the middle of the sentence. However ( . ') does
not appear before a noun or pronoun. It only appears before
a verb, especially the imperfect tense (__.') and due to it,
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the imperfect tense (__.') is rendered into the accusative
case (.. -).
Example: ( - . ,` .` -, . ' ` - ` .` , ') I commanded my
servant to be present in the morning.
Note 4: The (` _- ,,-) can also be prefixed to the particle
( . '), e.g. ( . ' - because, so that), ( . ' - until).
Note 5: If any noun is (.,.) because of ( . ) or ( . '), and it
is succeeded by a noun (` , =` ) following a conjuction
(~ ,,-) such as ( ,), ( ), (` , '), (` , ) etc. the succeeding
noun will also be (.,.).
Examples: ( . - . ,` , `, _ . ) Verily Zaid and mr are
pious.
( . - . ,` , `, _ . ' ` .` ) I heard that Zaid and mr are
pious.
Similarly, if due to the particle ( . '), a verb is (.,.), and it
is succeeded by another verb, it will also be (.,.), e.g.
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( ` , , ,` ' . , = ` ` ' . ' ` .` , ') I was commanded to
worship Allh and not to ascribe anything to Him.
The (~ ,,-) and (` , =` ) will be explained in detail
in Volume Four, Lesson 50.
Vocabulary List No. 25
Note: The numbers written after the verbs or verbal nouns
refer to the category of (, ,, ) which they belong to.
Word Meaning
-` , 7 ,
to unite
` , 7 ,
to conform
. ` ' , 1 ,
to destroy
_ ` - , 7 ,
to gather
` _ - ` - , 7 ,
to protest
, ` - ' , 1 ,
to inform
,` - ' , 1 ,
to burn
` _ ' , 1 ,
to guide
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` , 10 ,
to be independent, to
find insignificant
` - ` , 10 ,
to be entitled
, ` , 7 ,
to participate
. ,` . ' , 1 ,
to turn away, to strike
' , 1 , , 2 ,
to lock
` . , 7 ,
to gather, to be rolled up
_ ` , 7 ,
to refrain
` ' , 1 ,
to be possible
` ' , 1 ,
to recite poetry
. .` '
to be just
`, ' , 2 ,
to help
,` , , 2 ,
to give glad tidings
, -` , , ,- ,_ ,
to translate
_` , 4 ,
to benefit
,` , 2 ,
to complete
` , , 4 ,
to rebel
, , 4 ,
to govern, to turn away
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. - , 3 ,
to separate
_ , - , ,
to be injured
- , ,
to imprison
.` , - , 2 ,
to devastate
- , 2 ,
to lower
` _` ,` , _
to turn, to rotate
` ` ,` ,
to remain forever
_ , . ,
to throw
` . , 2 ,
to deem credible
, 3 ,
to equate
. , 2 ,
to entrust, to assign
, ,
to speak
` .` ,` , .
to die
` , - . ` -
government building
, =` , 3 ,
to protest
_ . , ,
to advise
, - , . ,
to rush, to attack
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'` , 2 ,
to congratulate
, , 2 ,
to give s.o. success
` , ,
to give birth
` , -
other
, ` ,` - '
knowledgeable
' '
elder
` =` '
August
` '
creation, the world
` ,` ,
O Allh
` ,` , -`
English
` '
capable, family
` ,
telegraph
, -
side
` ` -
totality, in general, on the
whole
_ - -
resident of Hijz
` - .
according
`,` ,` -
freedom
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_` ` ` , _
rector
- _ ,' ` - _
mill
` . _
lead, bullet
` _ . ` ,` , _ .
leader
~` ,`
police
` :
wire, thread
. ` ' .
tooth, age
` , .
deed, action
` .` , .
sound, voice, slogan,
opinion
, . ,` ,
village, hamlet
`
leader
` ` .
worker, employee
` _` ,` ,
deceit
`
youth
` ` ,
reproach
` ,` ,
despised
:
besides that
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` -
gathering
.` ,
man
` _` ,`
decreed (against)
.` ,` ,
adjacent, near
.` ,`
death
` _ ,`
way, method
` `
since
` . ` ,
excellent
. ,
fulfil
` ` ,` ` . ,
anxiety, concern
Exercise No. 26
Translate the following sentences concerning a strike.
, 1 , ` , _ , ` , ' ' ` ` , _` ` , ` ` , ,
` , , _`, _ '` , ` , ,` ` - , . - , ` ,`,
, 2 , . ` , , ` , .` - ` ` , ` - . :` ' ` .` .
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` , , ` - ' ` , ` -` ` ,` ` . .` , , . ` ` , ,
, 3 , ` ` , - , .` ` , ` ,, ` ` ` , =` ' ` ` ` ` . ' . '
_` . ` =` ' _ ` ` ` . ' . ` ` ` , . = . '
` ,` , ,` . ' ` , _ ,` -` - ` ,` - , , ` _`
_` ' ,` -` - . ` ' ` , ` ,` ,` , - , .
, 4 , ` ` ` , ` ` . . ` , ` - . ' ` . = . ,` . ' , ,
, Mr. Gandhi , , ' .` , , ` , ` - . ` _ ` ,` , ,
` , ~ , , `, , ` , = . ,` . ' ` ,` ,` - , - - ` - ` .
. ` , ` - ` , .
, 5 , ` . ' , , ` ,`, , , . . _ . ` ` . ' , -
, , =` ` ,` ` - , ` ,`, ,` . ' .`, '
_ - ` - , , ~` ,' ` ,` ,` ~` ,' ` ,` , _ , ` ,` ` , ` , `
` ,` - , - ` ,` ,` .` , , - ` ,` ` ,`,` .` . . .` , , .
, , , , ` ` ` , .` , , ` , ` , ~ ` ` . , .
,, ` , , . - _ .` ,` , =` _ . , ` , `
` ' ` , ` ' , , - ` , ,` - , ~` ,' ` ` , , `
. ' ` ` ` , , ` , ` , ` , ` ` ` , . . , =` .
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, 6 , `, , ` . ` _ ` , ` - . . , ` , ` ` ,` ,` '
` ,` , . ' ,` , -` , ` , , ` , , `,` ,` - .` ,` =, ` ` , ` ,
` ,`, ` , ` `, ' .
, 7 , . , =` ` .` ,` ` ` , ` , ` , . '
` , ` ` ` , ` - , ` , ` ,` , _ - ' , ` -` .
, 8 , . ` ,` , , , .` ,` ` ` ' . -`, `,` ,` - ` ,` `
` , , . ' _ . .` , , ` , .` ,' -`, ` ,` ,
, ` - , ` , , `,` ,` - ` ,` ` , ` , ` , ,` , .`, ,
` , ` , . ` ` . =` ` :` , ` , ` ` _ `, ` ,
` , , ` , ` - , .
, 9 , ~ , ` , `,` ,` - . ' ` ` : . ` ,`, , , _` , ' , ' ` .
` -, . ` , ` ` ` . , `` , ` ` , ` . ` ` .
~ , . ` , ' ` , , ` -` , ~` , ` , ' , . , =`
` ,`, ` , .`, ' ` ,` , -` , ` , , ' ` , ` .` -, `, -` ` ` ,` ` ,
` , ' . ` _` , - . = , ` . , -` . .'
` . ` , .` - `, , ~ ,` ' ` ` , ` . - , ` ,
` , ` ` , ` ,` ` , `,` ,` - ` . -` . ' ` ,` - , ` -,
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_` , - ` .` , . .` , , ` - -` , - , ` , . , '
' ` , ` , '
, 10 , _ ` , ` , ` ,` , -` , , ` ,` ` , ` ` , , .` ` - '
. `, , .` ` . , ` , ` ,` ,` ` , ` . ` . `, ` , ` ` .` ,` ,
` ' . . ` , ` - ' ' . -`,
.
-` , ` ' . ' . _
` ` ,` .` , . ,` ` , ` ,` ,` ' ` ,` -` , ` ' , ` - ' ` ,` ` - '
- , ' . -` ,
.
` ,` , -` .
, 11 , ` , ` ` ` , , ` , , ` , .` , ' ` ,` _ `, . '
, ,` , =` ` , ` , ` ` ` - ' ` , ` - ' ` ,` , ` , , -` ,
. ` - , , ` , , ` , ` ,` .` , ` , . `, , , ` ,
` - , , . . . ' = .` , - ` ` ,` ` , , . ,` . , `
.` ,` - ` ` ,` = .` , - . . = ` , ` . ` -`, . = ,
` ` , . ` , ,` ` ` -` _` , ' , ` , ,
` _` ,` , ` , ` -` ` , , ` ` ` , = ` , ` ,`
` , ` . -`, .` ,` , ` , ` ,` . ' ` ,` -` _ ' ` ` , ` , ` .
.` ,` ` ` ` , ` -` , ` ,, _ -` , ` ` ,, .` , , ,` - _` , -
~ , . ` , ' ` .
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, 12 , ` , , : ` .`, _ ` ` , , -` , ` ,, . ' ` ` : ` , ` ,`
` ` , -` , `,` ,` - ` ` ,, . . = ` - _ ` ` , = .
. ' `, , ` ` , , : .` , , .
, 13 , - ` _` ,` ,` ' ` , ` ` . ` : ,` - , : ` , , '
, `,` ` - ` ' .` , ` - .` ,` , ~ , . ` , ` ' ,
` ` , ` -` ` ` , ` , ` ` ` , , ` , ` ' ` ' ` , `
` ` - ` , , ' ` ' .
(B) Translate the following narrative into English.
- , -
` ` , ` , ` , - - , ` ,`, , ` ` , , ` . ' ` - ` , ` ,`
, - ` . - , ` ` ` ' _ ` ` , ` ,` , . ` ` ,`, _ -
,` ` - . ` ` ' ' ,` ` ` ` , , ` _ -` _ ` , ` `, '
,` , ' = = . ` = _ , , `, , ` . ' , .` , ` , ` ,`
` - ` = - , ` , ` ,` ,` , ' , ` ` , ` . . ` , ,
` ' . ,` ` ' - ' : ` - , . ` ` , ` .` -
` ' ,
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` ` ,`, .` , ` , ` , - ,` ` , ` ,` - ' ` , ,
` ` , . ` , ,` , . , ` , ` . ` ,` , . -
(C) Translate the following poem into English.
` _ ` '
` ,`, , .` , ' .` ' ` ,` ,` , .` , ' .` ' . ,
.`, , ,`, , . , . ` - , , .` ,` , ` ` , ,
, .` ` ` , `, ` ,`, , , .` , ` . -` ,` , , ,
` _` ,` , , - : ` ,` ` ` - ` _` ,` ' .` ,` - _ ,
_ ` .` , , ` . ` . ` ,` . , ,` , ` _ . ` _
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(D) Translate the following letter into English.
` , , ' , ` .` ,`
, ` -` - , ,` . -
` ` , , , = ` - _ , ` , ` , ` `
,` ,` ' ` ` .` ` .` ` ` ` .` ` ` ` ' ` .` , ` - ' , ,`, , - '
.` ,` - ` .` ` ` ' , ` , ` ,` , ' ` , , , . ' ` , ,` . ` ` , ' .` ,` -
.`, ' ` ` , ` ` , ` ` - .
, ' ` ` , ` ` , ' ' . ` ` ` , ' ` .` ` , ' ` , , . ` , , '
. ` ' ` .` ` ` .` ,` - ` , ' . ,` , ' _` , -
`, , , ` , -` ` , ,' ,, .
, ` ` - ` .` , ` , , , ' ,` , ` . = - : , `
, ,` -` , ` ,` . ` , ` , ` , ` , ` - .` , , ` .
. ' ` _ ' ` ` = ` - , , ` - ,` , , -` , ' . ` ` , ` , ,
, ` , , ` ` , .
~ ` , , . ,` ,` ' ` ` ` .` = ` . , ` ` ' . ` - ,
_ ,` - ` , ` , , , _ ` , ` ,`, . : .` ,` .` -
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` , ' ` ,` `, ` , ' ` , , ` ` , ` ,` -` , `, . ' =` .` ,` _ , . =
,` , . ,` ,` ` ,` ` , .
' ` , ' , . .` ,` - ' , ' ` , ` ,` , ' _` ` ` .` -,
-` ,` , , ` `, , ,` ,` _` ,` ` ' ` ` _ ' . ,
= . . ` , ,` . - .
- ' , , ` -` ` ` ' ` ` , ` , ` ,` ` ` , ` , ` , ` ` ,` - , ` , .
` - ` , ` ,
. ` -` , ` `
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Supplement
Some Beneficial Information
(1) The definitions of (==| ,-) and (,| ,-)
The rules that have been developed for learning to speak
correctly are of two types: (1) ,. ,, (2) ,- ,.
Arabic Morphology (,. ,) is that subject in which the
rules of recognizing words and their changes are
mentioned.
Arabic Grammar (,- ,) is the subject in which the rules
of the mutual relationship of words and the condition of
their declension are indicated.
Note 1: You have learnt some of the rules of Arabic
Morphology and Grammar in this book. The remaining
rules will be explained, if Allh wills, in the remaining
volumes.
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(2) Analysis ( , | )
Analysis (,-) is to evaluate each word separately in
speech. This is of two types: (1) ` , ` -` ' ` ,` . and (2) ` , ` -`
' ,` -` .
Morphologic analyis is evaluation in accordance to the rules
of Arabic Morphology while grammatical analysis is
evaluation in accordance to the rules of Arabic Grammar.
Grammatical analysis is also called (` .` , ` , to join) because
the words are generally joined after an individual analysis.
As far as Morphologic analyis is concerned, you can now
evaluate the following matters:
Firstly, recognize the types of words used in the
sentence and which one is a noun, which one a verb
and which one a particle. Then with regards to a
noun, observe the following factors:
(1) Is the noun definite or indefinite? If it is indefinite, is
it a noun or an adjective? If it is definite, to which
category does it belong, that is, is it a proper noun,
pronoun, etc?
(2) Is it derived or non-derived? If it is derived, what
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type of derived noun is it? Is it ( ` ,` ), ( ` ,`
` ,` ), ( ` , = ` ,` ), ( ` ,` ), ( ` . ` ,` ), ( ` , . ` ` ,` )
or ( ` ` ,` )?
(3) Determine the amount of root letters. Is it triliteral,
quadrilteral or having five radicals? Is it ( ,- ) or ( ,,
,)?
(4) Is it singular, dual or plural? If it is plural, is it a
sound plural or a broken plural? If it is a broken
plural, on what scale is it?
(5) Is it a masculine word or a feminine word? What is
the sign of its being feminine?
(6) Is it fully declinable (.,) or indeclinable (_.)?
If it is a verb, consider the following factors:
(1) What is the tense? Is it the (.') or (__.') tense?
(2) What word-form is it? Is is the third person, second
person or first person? Is it masculine or feminine? Is
it singular, dual or plural?
(3) Look at the number of root letters. Is it triliteral or
quadriliteral? Is it (,-) or (, ,,)?
(4) Is it active or passive? Is it transitive or intransitive?
(5) Is it fully declinable (.,) or indeclinable (_.)?
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If the word is a particle, see what kind of particle it is. Is it
from among the (` _- ,,-), (, ,,-), ( ,,- ),
(,' ,,-), (. ,,-), (__. . ,,-) or
(_- ,,-)?
In a grammatical analysis, you can evaluate the following:
(1) Is it a complete compound or incomplete?
(2) If it is an incomplete compound, what type is it? Is it
(,., .,) or (. .,)?
(3) If it is (,., .,), which word is the (,.,) and
which word the (.)?
(4) If it is (. .,), which word is the (.) and
which word the (, .)?
(5) If it is a complete compound, what type is it? Is it
(,- ~) or (, ~)?
(6) If it is (,- ~), which word is the () and which
word the (_-)?
(7) If it is (, ~), which word is the (). Which word
is the () or ( .)? Which word is the
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(,)?
(8) Look at the (.,) of each word. That is, if it is a
verb, is it in (_, -), (.. -) or (,- -)? If it
is a noun, is it in (_, -), (.. -) or (` ,- -)?
(9) If a noun is (_,,), why is it so? Is it because of being
the () or ( .) or is it because it is the
subject or predicate?
(10) If a noun is (.,.), why is it so? Is it a (,) or a
noun succeeding the particle ( . ) or a predicate of the
verb ( . )? Or does it indicate the condition of the
() or (,)?
(11) If a noun is (_,,-), why is it so? Does it appear after
a (` ,- ,-) or is it (, .)?
(12) Observe the (.,) of each word and see what type
it is. Does it have (,-, .,) or (,,-, .,)?
The analysis of several sentences has been mentioned
before this. Hereunder a few more sentences are analyzed
so that you can in future, analyze simple sentences yourself.
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Analysis No.1
The sentence is : ( . ` .` ,` ` , -` , )
The morphologic analyis will be as follows:
, . , . ,' _- . , ` , ,
., . ,- . -
-` ,
. , . . , ,' _- . ,
., . ,-
.` ,` ` ,
_ . ` ,- ,-
. ', -, . , _~ . , ` , ,
. ., ., . ,- . -
. `
The grammatical analyis will be as follows:
' _ . _,, .
. .,
-` , The ( ' ) and the
(_-) together form
a (,- ~). _ . _,, . _-
. , .` , , .
.` ,` ` ,
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` ,- ,-
_-
,, ` ,- . _,,- . `
Analysis No.2
The sentence is : ( ` , - ' `, , ~ , ` ` ,` ` - . )
The morphologic analyis will be as follows:
. . , -, ,. . .'
. ,- ' _' .
.
. , , , . . , . -, ` ,
- ., . ,- .
` ` ,` ` -
. ,- . . , . -, . , ,
.,
,
. . , . . , . -, . , ,
., . ,-
`, , ~
_ .` ,- ,-
` _ ' - . -, . , , . - . ,
' ., . ` ,` - ' .
- .' _,,- _.
` , - '
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The grammatical analyis will be as follows:
_' .'
_
.
. _ . _,,
.,
` ` ,` ` -
. .,. . ,
. -, .
,.,
,
. .,. . .
-, .
`, , ~
` ,- ,-
The (), the (), the
(,) and the (
) together form a
(, ~).
. _,,-
. .,, ` ,-
.
- .
,
` , - '
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The End of Volume Two
-
,_ ,, _, .' :
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3
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