‫الق واعد‬

‫للكتا ب الول‬
‫مع الشرح بال لغة النكل يز ية‬
T he R ule s f or Book 1
W ith an explana tion i n the
En glis h l angua ge

‫كتبه الفقران إلى ال‬

‫أبو سلمان طلحة ابن وليم‬
‫و أم مجاهد‬
Written by Abu Salmaan Talha ibnu William
Translated by Umm Mujaahid
 2

‫بسم ال الرحمان الرحيم‬

}ُ‫{السْماءُ الشا َرة‬

Demonstrative Pronouns

‫ لِلقَرِيب‬. ِ‫ هَؤُلء‬.ِ‫ هاتان‬.ِ‫ هذان‬.ِ‫ هذِه‬.‫هذا‬.

‫ للبَعِيد‬.َ‫ أُولئِك‬.َ‫ تانِك‬.َ‫ ذا ِنك‬.َ‫ تِلك‬.َ‫ذِلك‬.

The ُ‫ال سْماءُ الشارَة‬ ,demonstrative pronouns are similar to the English ‘that’ , ‘this’

and they are of two types; ‫لِلقَرِيب‬ for things which are close, and ‫للبَعِيد‬ for things

at a distance. Unlike in English, demonstrative pronouns in Arabic have a different

form for singular, dual, and plural, and they also change to correspond to the gender

of the noun. So if the noun is feminine then the demonstrative pronoun is also

feminine, however there are a few exceptions to this rule, as indicated below.

:)The demonstrative pronouns (for near

: ‫هذا‬ This is (for masculine singular)

 3

ِ‫هَ ِذه‬is:(for feminine singular or plural irrational)

This
‫لِلقَرِيب‬
: ِ‫هَذان‬ These are (for dual masculine)
for things which are
near
ِ‫ هاتان‬: These are (for dual feminine)

: ِ‫ هَؤُلء‬These are (for plural masculine or feminine)

:)The demonstrative pronouns (for far

َ‫ ذِلك‬: That is (for masculine singular)

‫ك‬
َ ‫ تِل‬: That is (for feminine singular or plural irrational)
‫للبَعِيد‬
‫ك‬
َ ‫ ذا ِن‬: Those are (for dual masculine)
for things which
َ‫ تا ِنك‬: Those are (for dual feminine)
are far

َ‫ أُول ِئك‬: Those are (for plural masculine or feminine)

Examples:‫أمثِلة‬

‫هذا َرجُل‬ ٌ‫هذا كِتاب‬

(‫ عاقِل‬-‫)للمُذ َكرِ مُفرَد‬ (ٌ‫ غَيرُعاقِل‬-‫(للمُذكَر ِمُفرَد‬ :‫هذا‬

This is a man This is a book

(for masculine singular-rational)
ٌ‫هذِهِ إمْرَأة‬
(‫ عاقِل‬-‫)للمُؤنثِ مُفرَد‬
This is a woman
(For feminine singular-rational)
(for masculine singular-irrational)
ٌ‫هذِهِ سَيّارَة‬
(‫ غَيرُ عاقِل‬-‫( للمُؤنثِ مُفرَد‬ :ِ‫هذِه‬
This is a car
(For feminine singular-irrational)
 4

ِ‫هذانِ عَالِمان‬ ‫هذانِ قَلمان‬ :ِ‫هذان‬

(ٍ‫ عاقِل‬- ‫)للمُذكَرَّ ُم َثنَى‬ (ٍ‫ غَيرُعاقِل‬- ‫للمُذكَرَّ ُم َثنَى‬ (
These are scholars These are pens
(For masculine dual-rational) (For masculine dual-irrational)

.ِ‫سلِمَتان‬
ْ ُ‫هاتانِ م‬ .ِ‫هاتانِ َبقَرَتان‬
(ٌ‫ عاقِل‬-‫)للمُؤنثِ ُم َثنَى‬ (ٍ‫ غَيرُعاقِل‬- ‫للمُؤنثِ ُم َثنَى‬ )
ٌ‫سلِمات‬
ْ ُ‫هؤُلءِ م‬ ‫ن‬
َ ‫سلِمُو‬
ْ ُ‫هؤُلءِ م‬
(ٌ‫ عاقِل‬-‫جمْع‬
َ ِ‫)للمُؤنث‬ (ٌ‫عاقِل‬These
-‫جمْع‬
َ ‫َر‬are
‫للمُذك‬cows
( :ِ‫هاتان‬
These are Muslims
(For feminine dual-rational) (For feminine dual-irrational)
These are Muslims These are Muslims
(For feminine plural-rational) (For masculine plural-rational)

:ِ‫َهؤُلء‬
.‫ و هذا قليل‬.ٌ‫ هؤُلءِ َكلِمات‬:‫ مِثال‬.ٍ‫ك لِغَيرعاقِل‬
َ ‫وَ َيجُوزُ كَذِل‬
ِ‫ هؤُلء‬is likewise allowed for irrational (nouns) but this is rare. For
example:

ٌ‫هؤُلءِ َكلِمات‬
These words
 5

ٌ ‫ذلِكَ مُهَنْدِس‬ ٌ‫ذلِكَ نَجْم‬ :َ‫ذ ِلك‬

(‫ عاقِل‬-‫)للمُذ َكرِ مُفرَد‬ (ٍ‫عاقِل‬ ُ‫ غَير‬-‫(للمُذكَر ِمُفرَد‬

That is engineer That is a star

(for masculine singular-rational) (for masculine singular-irrational)

ٌ‫تِلكَ مُمَ ّرضَة‬ ٌ‫تِلكَ ثَلجَة‬

)‫عاقِل‬ -‫مُفرَد‬ ِ‫(للمُؤنث‬ )‫غَيرُ عاقِل‬ -‫مُفرَد‬ ِ‫(للمُؤنث‬

That is a nurse That is a fridge

(For feminine singular-rational) (For feminine singular-irrational

:َ‫ِت ْلك‬

‫سلُ} و هذا‬
ُ ّ‫ك لِتِلكَ ) َجمْعٌ عاقِلٌ( كَما فِي التّنْزِيل {تِلكَ الر‬
َ ‫وَ َيجُوزُ كَذِل‬
‫قليل‬.

َ‫تِلك‬ is like wise allowed for plural rational like what is in the
revelation, (those messengers) but this is rare.
 6

ِ‫ذانِكَ فَلّاحان‬ ِ‫ذا ِنكَ دفَْتَران‬ :َ‫ذا ِنك‬

(ٍ‫ عاقِل‬- ‫)للمُذكَرَّ ُم َثنَى‬ (ٍ‫ غَيرُعاقِل‬- ‫(للمُذكَرَّ ُم َثنَى‬

Those are farmers Those are notebooks

(For masculine dual-rational) (For masculine dual-irrational)

ٌ‫سلِمات‬
ْ ُ‫أول ِئكَ م‬ ‫ن‬
َ ‫سلِمُو‬
ْ ُ‫أول ِئكَ م‬
(ٌ‫ عاقِل‬-‫جمْع‬
َ ِ‫)للمُؤنث‬ (ٌ‫ عاقِل‬-‫جمْع‬
َ ‫(للمُذكَر‬
ِ‫تا ِنكَ مُدَرّسَتان‬ ‫ن‬
ِ ‫تانِكَ مِسْطَرَتا‬
Those are Muslims Those are Muslims
:َ‫تا ِنك‬
(ٌ‫(ل‬For
ِ‫ عاق‬-feminine
‫ُؤنثِ ُم َثنَى‬plural
‫ )للم‬-rational) (ٍ‫(رُعاقِل‬For
‫ غَي‬-masculine
‫ُؤنثِ ُم َثنَى‬plural-
‫) للم‬
rational)
Those are teachers Those are rulers
(For feminine dual-rational) (For feminine dual-irrational)

:‫ك لِغَيْرعا ِقلٍ كَما فِي قَولِهِ تَعالى‬

َ ‫وَ َيجُوزُ كَذاِل‬
}ً‫{إنّ السّمْعَ َو البَصَرَ وَ الفُؤَادَ كُلّ أولئِكَ كَانَ عَنْهُ مَسْئُوْل‬

َ‫أول ِئك‬ Is likewise allowed for irrational (nouns) like what is in

the speech of The Most High: (translated meaning)

(Verily the hearing and the sight and the heart, of each of those
you will be questioned)
 7

:َ‫أول ِئك‬

}ِ‫{مُضافٌ َو مُضافٌ إلَيه‬

Possessed and possessor

To show belonging in Arabic we use the possessive construction. This

consists of two parts. The possessed ‫ُمضَاف‬ , which appears first and

the possessor ِ‫ ُمضَاف إلَي ه‬, which follows straight after. The ‫ُمضَاف‬
takes a damma, depending on its function in a sentence and the ‫مضَاف‬
ُ
ِ‫إلَيه‬ takes a kasra. It is important to note that the ‫ ُمضَاف‬can never take
an alif or laam or a tanween whereas the ِ‫إلَيه‬ ‫ُمضَاف‬ can do so.

Examples :‫أمثِلة‬

The teacher’s
Haamid’s book
book
 8

ِ‫كِتابُ ال ُمدَرِّس‬ ٍ‫كِتابُ حامِد‬

↑ ↑ ↑ ↑
‫مُضاف إلَي ِه‬ ‫مُضاف‬ ‫مُضاف إلَي ِه‬ ‫مُضاف‬
Possessor Possessed Possessor Possessed

)With alif and laam:ٍ ‫و لم‬

َ ٍ‫( بِألِف‬

}ٌ‫{مَ ْنعُوتٌ وَ َنعْت‬

Adjective and qualifying noun

The adjective in Arabic follows the noun it qualifies, unlike in English it

comes after the noun. The adjective in Arabic is called the ٌ‫نَعْت‬ and the

noun it qualifies is referred to as the ٌ‫(مَنْعُو ت‬the qualifying noun). The

‫ نَعْت‬follows the ٌ‫مَنْعُو ت‬in its gender (masculine and feminine), in its
definite and indefiniteness, and like wise in its case.

Example :‫مِثال‬

A new house The new house

 9

.ٌ‫جدِيْد‬
َ ٌ‫بَيْت‬ .ُ‫جدِيْد‬
َ ‫ال‬ ُ‫ال َبيْت‬
↑ ↑ ↑ ↑
ٌ ‫مَنْعُوتٌ نَ ْع‬
‫ت‬ ٌ‫مَنْعُوتٌ نَ ْعت‬
Adjective qualifying noun Adjective qualifying noun

‫ِبدُون ألِف و لم‬ ٍ‫بِألِفٍ وَ لم‬

(Without alif and laam) (With alif and laam)

}‫حرْفُ النّداءِ وَ المُنادَى‬

َ{
The Vocative particle
and the Addressed

To call upon someone in Arabic you use the vocative particle ِ‫حَرْ فُ النّداء‬
, which is ‫ يا‬, equivalent to the English oh. The noun that comes after it is
called the ‫( المُنادَى‬the addressed), and it takes a single damma
regardless of gender.

Oh Yaasir!

ُ‫يا ياسِر‬ :‫مثال‬

↑ ↑
 10

‫ف النّداءِ المُنادى‬
ُ ْ‫حَر‬

The
The Vocative
Addressed Particle
}ّ‫جر‬
َ ‫حرُوفُ ال‬
ُ{

The Genitive prepositions

‫ إلى‬. ِ‫ ب‬. ْ‫ مِن‬. ‫ عَلى‬. ‫ فِي‬. ‫ل‬

ِ.

Arabic nouns have endings to show their function in a sentence. The normal

( ending
ٌ of a noun is ُ damma, and the case of it is called ‫مَ ْرفُوع‬
(Nominative). However, when the noun is proceeded by any of the ُ‫حُرُو ف‬

ّ‫الجَر‬ (genitive prepositions) it changes to a kasra and its case is no longer

:The
‫ْرفُوع‬Genitive
َ‫( م‬Nominative)
prepositions are it becomes ٌ‫مجْرُور‬
instead َ (Genitive).
 11

ِ‫ ل‬: For (used for belonging)

: ‫فِي‬ In

: ‫عَلى‬ On

: ْ‫ِمن‬ From

: ِ‫ب‬ By/at

To : ‫إلى‬

:Examples

‫ مثال‬: ِ‫ل‬ This book is for Muhammad

ٍ‫ب لِمُحَمّد‬
ُ ‫هذا الكِتا‬.

‫ مِثال‬: ‫فِي‬ The teacher is in the class.

ِ‫ال ُمدَ ّرسُ فِي ال َفصْل‬.

‫ مِثال‬: ‫عَلى‬ ِ‫السّاعَةُ على المَكْتب‬. The watch is on the desk

‫ مثال‬: ْ‫ِمن‬ ِ‫ب ِمنَ اليابان‬

ُ َ‫زَيْن‬. Zaynab is from Japan.

‫ مثال‬: ِ‫ب‬ ِ‫أنا طالِبٌ بِالجامِعَة‬. I am a student at the university

ِ‫ذَهَبَ حا ِمدٌ إلى المَسْجِد‬ Haamid went to the masjid

‫ مثال‬: ‫إلى‬
 12

}ُ‫سمُ ال َمقْصُور‬
ْ ِ‫{ال‬

A noun which is ismul maqsoor, has an ‘aa’ sound ending. The ending

vowels of these nouns remain constant, despite their change in

function. For example, if they are preceded by a genitive preposition

(Harful Jarr), which would cause them to take a kasra, they remain

unaffected.

:‫مثال‬

The hospital
‫المُسْتَشْفى‬

America
‫أمْرِيكى‬

ِ‫فَل يَتَغَيّرُ آخِ ُر الِسْم‬

The end case of the noun
Musa ‫مُوسَى‬
does not change

Zakariyya ‫زَكَ ِريّا‬

 13

Germany ‫ألمانِي‬

:‫مثال‬

.‫لمُوسَى‬ .‫إلى أمْرِيكى‬ .‫في المُسْتَشْفى‬

…for Musa …to America …in the hospital

}‫{السْماءُ ال َموْصُولَة‬
The Relative pronouns

.‫ لِلمُذَكّر‬.َ ‫ الّذِين‬.ِ ‫ الّذان‬. ‫الّذِي‬

ِ‫ لِلمُؤَ ّنث‬. ‫ الّاتِي أو الّا ئِي‬.ِ ‫ الّتان‬. ‫الّتِي‬.

The Relative pronouns, ‫ال سْماءُ المَوْصُولَة‬have the meaning of ‘which’, ‘who’,
and differ in their form to correspond to the correct gender. They also

differ to correspond to the singular, dual and plural noun. Note that the

pronoun ‫ الّتِي‬is also used for plural irrational nouns (ghayru ‘aaqilin). Objects,

animals and concepts are classified as irrational nouns whilst rational include;

humans, angels and devils.

 14

:)The Relative pronouns are (for masculine

: ‫الّذِي‬ Who/which (for singular masculine

. rational and irrational)

‫ الّذان‬:)Who/which (for dual masculine rational and irrational ‫لِلمُذَكّر‬

For masculine
َ‫ الّذِين‬: )Who (for plural masculine rational only

: ‫الّتِي‬ Who/which (for singular feminine rational and plural masculine

and feminine irrational)

ِ‫لِلمُؤَ ّنث‬
: ِ‫الّتان‬ Who/which (for dual feminine rational and irrational)
For feminine

: ‫الّاتِي أو الّا ئِي‬ Who (for plural feminine rational only)

Example :‫مثال‬

.ٌ‫جدِ تاجِرٌ شَهِيْر‬

ِ ْ‫ن المَس‬
َ ِ‫جلُ الذي خَرَجَ م‬
ُ َ‫الر‬ :‫الّذِي‬
The man who left the masjid is a famous merchant.

For masculine singular rational

(‫عاقل‬.ٌ‫مُ ْفرَد‬.ٌ‫(مُ َذكّر‬

 15

:‫الّذِي‬
ِ‫ب لِل ُمدَ ّرس‬
ِ َ‫الكِتابُ الذي عَلى المَكْت‬.
The book, which is on the desk, belongs to the teacher.

For masculine singular irrational

(‫غَيرُ عاقل‬.ٌ‫مُ ْفرَد‬.ٌ‫(مُ َذكّر‬

.ِ‫ن الّذانِ ذَهّبا إلى الفَصْل جَدِيْدان‬

ِ ‫المُدَرّسا‬
The teachers who went to the classroom, are new.

For masculine dual rational

(‫ عاقل‬.‫ ُم َثنّى‬.ٌ‫(مُ َذكّر‬

:ِ‫الّذان‬
ِ‫القَلَمانِ الذانِ فِي حَقِيْبَتِي َقدِيمان‬
The pens, which are in my bag, are old.

For masculine dual irrational

(‫غَيرُ عاقل‬. ‫ ُمثَنّى‬.ٌ‫(مُ َذكّر‬

 16

.‫ن ال َمطْعَ ِم مِنْ تُرْكِيا‬

َ ِ‫ن ا لذِينَ خَرَجُوا م‬
َ ‫المُهَدِسُو‬ :َ‫الذِيْن‬
The engineers who left the restaurant are from
Turkey.

For masculine plural rational

(ٌ‫عاقِل‬.ٌ‫جمْع‬
َ .ٌ‫(مُذ ّكر‬

.ٌ‫ت إلى ال َمدْرَسَةِ ُمدِيْ َرة‬

ْ َ‫المَرْأ ُة اّلتِي ذَهَب‬
The woman who went to the school is a
headmistress

For feminine singular rational

(‫عاقِل‬.ٌ‫ مُ ْفرَد‬.ٌ‫)مُ َؤ ّنث‬

 17

ٍ‫ب لِمُحَمّد‬
ِ َ‫سطَ َرةُ اّلتِي على المَكْت‬
ْ ِ‫الم‬ .
The ruler, which is on the desk, belongs to Muhammad.

For feminine singular irrational :‫الّتِي‬

(‫غ ْيرُ عاقل‬

َ .ٌ‫ مُ ْفرَد‬.ٌ‫)مُ َؤ ّنث‬

ِ ‫الحُمُرُ الّتي فِي الحَ ْق‬.

‫ل لِلفِلّح‬
The donkeys, which are in the field, belong to the
farmer.

For masculine plural irrational

(‫غ ْيرُ عاقل‬

َ .ٌ‫جمْع‬
َ .ٌ‫)مُذ ّكر‬

.ِ‫جدِ لِلوَزِيْر‬
ِ ْ‫السّيّارَتانِ الّتانِ أما َم المَس‬
The cars, which are in front of the masjid, belong to
the minister.

For feminine dual irrational

(‫غَ ْيرُ عاقِل‬.‫ ُمثَنّى‬.ٌ‫) ُم َؤ ّنث‬

 18

:ِ‫الّتان‬

.‫ن إنْ ِكلْتَرى‬

ْ ِ‫ن المَدْرَسَةِ م‬
َ ِ‫الطّالِبَتانِ الّتانِ خَرَجَتا م‬
The students, who left from the school, are from
England.

For feminine dual rational

(‫عاقِل‬.‫ ُمثَنّى‬.ٌ‫) ُم َؤ ّنث‬

ْ‫ت مِن‬
ٌ ‫ق ُمدَرّسا‬
ِ ْ‫سو‬
ّ ‫سلِماتُ الّاتِي ذَهَبْنَ إلى ال‬
ْ ُ‫الم‬
:‫الّاتِي‬
.‫ألمانِيا‬
The Muslims who went to the market, are teachers from
Germany.

For feminine plural rational

(ٌِ‫ عاقل‬.ٌ‫جمْع‬
َ .ٌ‫(مُ َؤ ّنث‬
 19

ْ‫ت مِن‬
ٌ ‫ق ُمدَرّسا‬
ِ ْ‫سو‬
ّ ‫المُسْلِماتُ الّائِي ذَهَبْن َإلى ال‬ :‫الّئي‬
.‫ألمانِيا‬
The Muslims who went to the market, are teachers from
Germany.

For feminine plural rational

 20

} ِ‫{ لمُ ال ّت ْعرِيْف‬

The laam of definiteness

A noun that has tanween, the indefinite article, is referred to as

indefinite. The Tanween is the double vowel that you find at the end of a

noun (look at the first example below). Its equivalent in English is ‘A’. In

Arabic to make a noun definite we add on the alif and laam. The laam here

is called the ِ‫ ل ُم التّعْرِيْف‬,laam of definiteness.

Example :ٌ‫مِثال‬

This house This is a house

.ُ‫هذا البَيْت‬ .ٌ‫هذا َبيْت‬

↑
ِ‫ل ُم التّعْرِيْف‬
)The laam of definiteness(
 21

} ُ‫{ الضّما ِئرُ المُ ْنفَصِلة‬

The detached pronouns

.‫ت أنْتُما‬
ِ ْ‫ أن‬. ‫ أنْتُم‬. ‫ أنْتُما‬. َ‫ أنْت‬. ‫ نَحْن‬. ‫أنا‬
ّ‫ هُن‬. ‫ هُما‬. ‫ هِي‬. ‫ هُم‬. ‫ هُما‬. ‫ هُ َو‬. ‫ن‬
ّ ُ‫أنْت‬

Pronouns are of two main categories: ُ‫الضّمائِرُ المُ ْنفَصِلة‬, the detached
pronouns and ُ‫صلَة‬
ِ ّ‫ الضّمائَر المُت‬,the attached pronouns. The pronouns
in this category are detached pronouns. Detached pronouns give the

meaning ‘he’ ‘she’ ‘they’ etc and even ‘it’. They are divided into 3 types:

for first person, second person, and third person, in each of these

categories they differ in form. Please note unlike in English, pronouns

in Arabic have a different form for dual and plural.

:They are

‫لِلمُتَ َكلّمِيْن‬ )For first person (masculine or feminine :

 22

َ‫ أنا‬: I ُ‫ نَحْن‬: We

ٌ‫حنُ طُلّاب‬
ْ َ‫ن‬ ٌ‫أنا طالِب‬. ٌ‫مِثال‬
We are students I am a student

(‫جمْعٌ وَ ُمثَنّى‬
َ( (ٌ‫(مُ ْفرَد‬
‫طَبِيْن‬or
For plural ‫مُخا‬dual
‫لِل‬: For Second person (masculine)
For singular

: singular) You( ‫ أنْتُما‬: dual) You( ‫ أنْتُم‬: )You (plural

َ‫أنْت‬

ٌ‫أنْتَ طالْب‬ ِ‫ أنْتُما طالِبان‬. .ٌ‫أ ْنتُم طُلّاب‬ ٌ‫مِثال‬

You are a student You are students
You are students

(ٌ‫(مُفْرَد‬ (‫( ُم َثنّى‬ (ٌ‫جمْع‬

َ(
For masculine singular For masculine dual For masculine plural

‫لِلمُخاطَبات‬ )For second person (feminine :

 23

ِ‫ أنْت‬: )You (singular ‫ أنْتُما‬: dual) You( ّ‫ أنْتُن‬: )You (plural

ٌ ‫أنْتِ طالِبَ ٌة‬ ِ‫أ ْنتُما طالِبَتان‬ ٌ‫أنْ ُتنّ طالِبات‬ ٌ‫مِثال‬
You are a student You are students
You are students

(ٌ‫(مُ َؤنّث مُ ْفرَد‬ (‫(مُ َؤنّث ُم َثنّى‬ (ٌ‫جمْع‬

َ ‫(مُ َؤنّث‬
For feminine singular For feminine dual For feminine plural

َ‫ لِلغائِبِين‬: )For third person (masculine

َ‫ ُهو‬: )He (singular ‫ هُما‬: dual) They( ‫ هُم‬: )They (plural

ٌ‫هُوَ طالِب‬ ِ‫هُما طالِبان‬ .ٌ‫طُلّاب‬ ‫هُم‬ ٌ‫مِثال‬

He is a student They are students They are
students
( ٌ‫(مُفْرَد‬ (‫( ُمثَنّى‬
(ٌ‫جمْع‬
َ(
For masculine singular For masculine dual
For masculine plural
 24

ِ‫ لِلغائِبات‬:)For third person (feminine

‫ هِي‬: )He (singular ‫ هُما‬: dual) They( ّ‫ هُن‬: )They (plural

ٌ‫هِيَ طالِبَة‬ ِ‫هُما طالِبَتان‬ ٌ‫ُهنّ طالِبات‬ ٌ‫مِثال‬

She is a student They are students They are
students

( ٌ‫(مُ ْفرَد‬ (‫( ُمثَنّى‬

(ٌ‫جمْع‬
َ(
For feminine singular For feminine dual
For feminine plural

}ُ ‫{ الضّمائَر المُتّصِلَة‬
The attached pronouns

ّ‫ كُن‬.‫ كُما‬.ِ‫ ك‬.‫ كُم‬.‫ كُما‬.َ‫ ك‬. ‫ ي‬.‫نا‬

ّ‫ هُن‬.‫ هُما‬.‫ ها‬.‫ هُم‬.‫ هُما‬.ُ‫ه‬

As mentioned earlier Pronouns are of two categories: The Detached

Pronouns and the Attached Pronouns. The category mentioned here is

that of Attached Pronouns. Similarly Attached Pronouns are divided

into 3 types: for first person, second person, and third person and

within these categories they differ in form. The pronouns once again

have a different form for dual and plural.

 25

َ‫لِلمُتَ َكلّمِيْن‬

‫َنا‬ ‫ي‬

:ٌ‫مثال‬
‫كِتابُنا‬ ‫كِتابِي‬
Our book My book

(‫جمْعٌ و ُم ّثنّى‬
َ .ُ‫(مُ َذكّرٌ و مُ َؤ ّنث‬ (ٌ‫مُفْرَد‬.ُ‫(مُ َذ ّكرٌ و ُم َؤ ّنث‬
Masculine and feminine Masculine and feminine
plural and dual singular

‫لِلمُخاطَبِيْن‬

‫كُم‬ ‫كُما‬ َ‫ك‬

 26

:ٌ‫مثال‬
‫كِتابُكُم‬ ‫كِتابُكُما‬ ‫كِتابُك‬
Your book
Your book Your book

(ٌ‫جمْع‬
َ .ٌ‫(مُ َذكّر‬ (‫ ُمثّنّى‬.ٌ‫(مُ ّذ ّكرٌ و ُم َؤ ّنث‬
(ٌ‫ مُ ْفرَد‬.ٌ‫(مُ َذكّر‬
Masculine and feminine
Masculine plural Masculine singular
dual

ِ‫لِلمُخاطَبات‬

ّ‫كُن‬ ‫كُم‬ ِ‫ك‬

:ٌ‫مثال‬
ّ‫كِتابُكُن‬ ‫كِتابُكُما‬ ِ‫كِتابُك‬
Your book Your book
Your book

(‫ ُم ّثنّى‬.ٌ‫(مُ ّذكّرٌ و مُ َؤ ّنث‬ (ٌ‫ مُ ْفرَد‬.‫(مُ َؤنّث‬

(ٌ‫جمْع‬
َ .‫( ُم َؤنّث‬
For masculine and For feminine singular
For feminine plural
feminine dual

َ‫لِلغائِبِين‬
 27

‫هُم‬ ‫هُما‬ ُ‫ه‬

:ٌ‫مثال‬
‫كِتابُهُم‬ ‫كِتابُهُما‬ ُ‫كِتابُه‬
Their book Their book His book

. (ٌ‫جمْع‬
َ ٌ‫(مُ َذكّر‬ (‫ ُم ّثنّى‬.ٌ‫(مُ ّذكّر‬ (ٌ‫ مُ ْفرَد‬.ٌ‫(مُ َذكّر‬
For masculine plural For masculine dual For masculine singular

ِ‫لِلغائِبات‬

ّ‫هُن‬ ‫هُما‬
‫ها‬

‫كِتابُهُما‬ ‫كِِتابُها‬ :ٌ‫مثال‬

ّ‫كِتابُهُن‬.
Their book Her book
Their book

(‫ ُمثّنّى‬.ٌ‫(مُ ّذ ّكرٌ و ُم َؤ ّنث‬ (ٌ‫ مُفْرَد‬.‫( ُم َؤنّث‬

(ٌ‫جمْع‬
َ .‫(مُ َؤنّث‬
For masculine and
For feminine plural For feminine singular
Feminine dual
 28

} ‫{ كَم السْ ِتفْهامِيّة وَ َتمْيِ ْيزُها‬

The kam of interrogation
and its specification

Kam of interrogation comes before a noun and it is used for questioning. It gives

the meaning how much/many. The noun that comes after it is called its tamyeez

(specification) and it is always singular and takes the mansoob case (Accusative

.case). Please look at the example below

Example :ٌ‫مِثال‬

How many wheels How many pens do

belong to the bike? you have?

‫َكمْ عَجَلَةً لِلدّرّاجَةِ؟‬ ‫كَمْ َقلَما عِ ْندَكَ؟‬

The kam
Its of The kamIts
of
Interrogation
specification Interrogation
specification

‫ُهاْهامِيّة‬
‫كتََممْيِإيْسْزِتف‬ ‫ُهافْهامِيّة‬
‫تَكمْيَِميْ إزسْ ِت‬
 29

ِ‫سمُ مَخْتُوما بِتاء‬

ْ ‫ مَخْتُو ٌم بِألِفٍ إل ّ إذا كَانَ ال‬.ٌ‫فَ َتمْيِيْ ُز كَم دَائِما مُ ْف َرد‬
.ِ‫المَرْبُوطَة‬

The tamyeez (distinctive term) of kam is always singular.

It is ended with an alif, except when the noun ends with
‫ال ْفعَا ُل‬
the taa marboota (a closed taa)

Verbs

} ِ‫{ تاءُ التّأنِيْث‬

The taa’ of feminine form

Arabic verbs have a root, similar to English. Verbs are normally made up

of three letters knows as radicals. To make a verb represent the past

tense certain letters are added at the end of the root (look at the

examples below). The ِ‫ تاءُ التّأنِيْ ث‬is used to conjugate a verb to make it

past tense, singular feminine third person. The ِ‫سوَة‬

ْ ّ‫نُوْ نُ الن‬ is used to

conjugate a verb to make it past tense, plural feminine third person.

Finally, the ِ‫الجَماعَة‬ ُ‫وَاو‬ is used to conjugate a verb so that it

represents past tense, plural masculine third person. Please note these

are just a few of the conjugated verbs.

 30

:ُ‫مثال‬

.ِ‫خَرَجَتْ ال ّم مِنَ البَيْت‬ .ِ‫صل‬

ْ ‫جلَسَتْ الطّالِبَةُ فِي ال َف‬
َ

The mother left the The student sat in the

house classroom

} ِ‫س َوة‬
ْ ّ‫{ ُن ْونُ الن‬
The noon of women form

Example :ُ‫مثال‬

.‫ن المُسْتَشْفى‬
َ ِ‫المُمِرّضاتُ خَ َرجْنَ م‬ .ِ‫النّسا ُء ذَهَبْنَ إلى المَسْجِد‬

The (female – pl.) The women (pl.) went

nurses left the to the masjid
hospital

} ِ‫عة‬
َ ‫{ وَاوُ الجَما‬
The waw of group form
 31

:ُ‫مثال‬

.َ‫ن مَكّة‬
ْ ِ‫الحُجّاجُ رَجَعُوا م‬ .ِ‫الرّجالُ ذَهَبُوا إلى ال ّمدْرَسَة‬

The pilgrims (male – The men (pl.) went to

pl.) returned from the school
Mecca

}ُ ‫{ ال َع َددُ وَ ال َمعْدُود‬
The number and the enumerated

) ‫( ِمنْ ثَلثَة إلى عَشَرَة‬

From 3 to 10

In Arabic, to construct a number two things are included; the ُ‫العَدَد‬ (the number)

and the ُ‫( المَعْدُود‬the enumerated). The noun, which denotes the thing numbered, is
called ُ‫ المَعْدُود‬and the number is called the ُ‫العَدَد‬. Unlike in English, Arabic numbers
can be feminine or masculine. With regards to the numbers 3 to 10, if the ُ‫المَعْدُود‬
is feminine the ُ‫ العَدَد‬is masculine and if the ُ‫المَعْدُود‬ is masculine the ُ‫ العَدَد‬is
feminine (opposites come together). Also the numbers from 3 to 10 follow the
mudaaf and mudaafun ilaihi construction.

:ٌ‫مِثال‬
 32

3 Female students 3 Male students

to 1

ٍ‫ثَلثُ طالِبات‬ ٍ‫طلّاب‬

ُ ‫ثِلثَ ُة‬.
↑ ↑ ↑ ↑
ُ‫ال َع َددُ المَ ْعدُود‬ ُ‫ال َعدَدُ المَ ْعدُود‬

The enumerated The enumerated

The number The number
‫ وَ إذا كانَ المَ ْعدُودُ ُمؤَنّثا‬.‫إذا كانَ المَعْدُودُ ُمذَكّرا َيكُونُ ال َعدَدُ ُمؤَنّثا‬
(Feminineٌ‫ؤ ّنث‬
َ ‫ ُم‬- ) (Masculine‫مُ َذكّر‬-)

.ِ‫ كما ُهوَ ُم َوضّحٌ فِي المِثالَين‬.‫فَيَكُونُ العَ َددُ ُمذَكّرا‬

When the enumerated is masculine then the number is feminine, and

when the enumerated is feminine then the number is masculine, like
what is clear in the two examples (above).

‫ِللمَ ْعدُودِ ال ُمذَكّر‬

For the masculine enumerated
 33

(٦) (٥) (٤) )٣(

ُ‫سِتّة‬ ٍ‫طلّاب‬
ُ ُ‫خَمْسَة‬ .ٍ‫طلّاب‬
ُ ‫أرْبَعَ ُة‬ .ٍ‫طلّاب‬
ُ ُ‫ثَلثَة‬
ٍ‫طُلّاب‬. ٍ
Six students Five students Four students Three students
then the then the

(١٠) )٩( )٧( (٨)

ٍ‫طلّاب‬
ُ ‫تِسْعَ ُة‬ ‫ب‬
ٍ ‫طلّا‬
ُ ُ‫ ثَمانِيَة‬.ٍ‫طلّاب‬
ُ ُ‫عَشَ َرةُ طُلّابٍ سَبْعَة‬

Ten students Nine students Eight students Seven students

‫ث‬
ِ ّ‫ِللمَ ْعدُودِ ال ُمؤَن‬
For the feminine enumerated

(٦) (٥) (٤) )٣(

ٍ‫ت سِتّ طالِبات‬
ٍ ‫س طالِبا‬
ُ ‫خَ ْم‬ ٍ‫أرْبَعُ طالِبات‬ ٍ‫ثََلثُ طالِبات‬
ٍ
 34

Six students Five students Four students Three students

then the then the

(١٠) )٩( )٧( (٨)

ٍ‫تِسْ ُع طالِبات‬ ‫ت‬
ٍ ‫عَش ُر طالِباتٍ سَبْعُ طالِباتٍ ثَماني طالِبا‬

Ten students Nine students Eight students Seven students

} ِ‫ص ْرف‬
ّ ‫{ ال َممْنُوعُ ِمنَ ال‬
The Diptotes
 35

The Diptotes are nouns that do not take a single kasra nor do they take a

Tanween (double vowel), which can be of: dammataanٌ , fathataan ً and

kasrataan ٍ . So it is important to understand that if a diptote is in a

sentence where it is supposed to take a kasra, it does not do so, rather it is

substituted with a fatha. (Please look to the examples below)

.)ُ‫ وَ هُما (التّ ْنوِينُ) وَ (الكَس َرة‬.‫ب شَيئَيْن‬

ّ ِ‫ع مِنَ الصّرْفِ ل يُح‬
ُ ‫المَمْنُو‬

The Diptotes do not like two things, and they are nunation and the kasra

َ‫إلى زَيْنَب‬
To Zaynab
ُ‫َزيْنَب‬ :ٌ‫مِثال‬

َ‫فِي المدارِس‬
In the schools
ُ‫المَدارِس‬

From London
َ‫ن لَنْدَن‬
ْ ِ‫م‬. ُ‫لَ ْندَن‬
 36

:ِ‫ن الصّرْف‬
َ ِ‫النْواعُ التِيَ ُة مِنَ المَمْنُوعِ م‬
The following examples are from the diptotes:

Feminine proper nouns

:١
(ُ‫( ال َعلَ ُم المُؤَ ّنث‬

ُ‫جدّة‬
ُ .ُ‫ َمكّة‬.ُ‫ عائِشَة‬.ُ‫ فاطِمَة‬.ُ‫ َزيْنَب‬.

Jeddah Mecca ‘Aaishah Faatima Zaynab

A feminine proper noun designated for the

masculine :٢
(ِ‫ث لِلمُسَمّى المُذَكّر‬
ٌ ّ‫(عَلَمٌ مُؤَن‬

ُ‫طلْحَة‬
َ .ُ‫ مُعاوِيَة‬.ُ‫ أسامَة‬.ُ‫حَمْ َزة‬.

Talha Mu’aawiya Usaama Hamza

 37

Masculine nouns, ending with aalif and noon on the

scale of fa’laan :٣
(ُ‫ن فَعْلن‬
ِ ْ‫(ال َعلَ ُم المُذَكّرِ خُتِمَ بِألِفٍ وَ نُونٍ عَلى الوَز‬

ُ‫ َمرْوان‬.ُ‫ سُفْيان‬.ُ‫ عَفّان‬.ُ‫عُثْمان‬.

Marwaan Sufyaan ‘Affaan ‘Uthmaan

The foreign proper nouns

(‫عجَمِى‬
ْ ‫(ال َعلَ ٌم ال‬
:٤

ُ‫ُيوْسُف‬ ُ‫بارِ ْيس‬ ‫ن‬

ُ َ‫لَ ْند‬ ‫إ ْدوَرْ ُد‬ ُ‫وِلْيَم‬

Yuusuf Paris London Edward William

 38

The proper noun s on the scale ofaf’alu

:٥
(ُ‫(ال َعلَمُ عَلى الوَزْنِ أفْ َعل‬

ُ‫أ ْنوَر‬ ‫أحْمَ ُد‬

Anwar Ahmad

Adjective and colour on the scale ofaf’alu

:٦
)ُ‫عل‬
َ ْ‫أف‬ ‫ن‬
ِ ْ‫ن على الوَز‬
ٌ ْ‫صفَ ٌة و لَو‬
ِ )

ُ‫ أزْ َرق‬.ُ‫ أصْفَر‬.ُ‫ أحْمَر‬.ُ‫ أسْ َود‬.ُ‫ أحْسَن ُ أبْيَض‬.ُ‫أكْبَر‬

better greater blue yellow red black white

Adjective on the scale offa’laan

(ُ‫ن فَعْلن‬
ِ ْ‫صفَةٌ عَلى الوَز‬
ِ )
:٧

ُ‫مَلن‬ ُ‫عطْشان‬
َ ‫ن‬
ُ ‫جَوْععا‬ ُ‫كَسْلن‬.
full thirsty hungary lazy
 39

on the scale ofaf’ilaau

(ُ‫( على الوَزْنِ أفْعِلء‬

:٨

ُ‫أطِبّاء‬ ُ‫أقْوِياء‬ ‫أصْدِقا ُء‬ ‫أغْنِيا ُء‬

doctors strongones truthful ones rich ones
pl. pl. pl. pl.

On the scale of fu’alaau

(ُ‫ن فُعَلء‬
ِ ْ‫)على الوَز‬ :٩

ُ‫علَماء‬
ُ ُ‫زُمَلء‬ ‫وُزَرا ُء‬ ‫فُقَرا ُء‬
scholars colleagues ministers poor ones
pl. pl. pl. pl.
 40

on the scale ofmafaa’ilu

(ُ‫)على الوَزْنِ مَفاعِل‬ :١٠

ُ‫ دَقا ِئق‬.ُ‫ مَكاتِب‬.ُ‫فَنا ِدق‬ .ُ‫ مَدا ِرس‬.ُ‫جد‬

ِ ‫مَسا‬
minutes doctors hotels schools mosques
pl. pl. pl. pl. pl.

on the scale ofmafaa’eelu

(ُ‫)على الوَزْنِ مَفاعِ ْيل‬ :١١

ّ‫كَراسِي‬ ُ‫فَناجِيْن‬ ُ‫مَفاتِيْح‬ ‫ل‬

ُ ‫مَنادِ ْي‬
chairs cups keys handkerchiefs
pl. pl. pl. pl.

ِ‫َتمّ وَ الحَ ْمدُ لِلّه‬