Beruflich Dokumente
Kultur Dokumente
Page Subject
I Introduction
1 The Arabic Alphabet
2 The Arabic Consonants Diagram
5 One Direction Connectors, Emphatic Consonants, Short Vowels
in Arabic
6 Nunation, The Shadda, The Sun Letters
7 The Moon Letters, Arabic Syntax, The Definite Article, Arabic
Morphology
8 The Feminine Marker, The Personal pronouns
9 Countries, towns, villages, Definiteness in Arabic, The Nisba
10 Long vowel to a Diphthong, The Possessive pronouns, Sentences
in Arabic
11 The Vocative Particle, The Idaafa, The Simple Idaafa
12 The Diptotes, Demonstrative Pronouns, The Equational
Sentence والخبر9جملة المبتدأ
13 Interrogative Particles, Indefinite Noun Subject, Negating
Equational Sentences
14 The Subject markers, The Different Forms of 9ليس
Interrogative Particles, The Idaafa (revisited)
15 Verb-Subject Agreement, Transitive Verbs, Helping Vowels
16 Object Pronouns, The word ما, The Cluster Buster
17 Negation of Past Tense Verbs, ل ُّ ُ ک, 9ك هُنا9هُنا
18 The conjunction ( )و, Definiteness (Revisited),
Emphasis/Contrast
19 The Defacto Case of the Noun and Adjective, کم, لماذا ,
Numbers, Plurals
20 Numbers (Revisited), ُّأيَّة & أي
21 Verb Object Pronouns, Object Pronouns of Prepositions
22 Prepositions, Feminine Sound Plurals, The Roots, The Verb Form
Numbers
24 The Phonological Environment for Form VIII Verb, Non-human
Plurals
25 Multiples of 10, The Conjunction لکن, The Singular Subject and
its mood markers
26 The Present Tense of the Arabic verb, The Moods
27 Vowels of the Present Tense Verb
28 حتی , Negation of Present and Future Tense Verbs, The Sick
Verbs
29 ض
ُ بع، ل ُّ ُ ک, The Plural Vocatives, Masculine Sound Plural
(Revisited)
30 Negation of the Future Tense (Revisited), Verbs with Two
Objects, The Semi-Diptotes
31 کان & her Sisters, The Apposition ألبدل, The Moody Present
Tense
32. The Subjunctive Mood
33 ن
ْ أ، ما (Revisited), The Nominalizer ن
َّ إ & her Sisters
II
INTRODUCTION
III
skipped لکن
َّ . When I showed that to him (Peace be upon
him), he ordered me to add لکن
َّ . Therefore, every time I
finish a chapter I showed it to him
(May God be satisfied with him), until I covered what I
thought to be enough. He said, "How beautiful is the
approach you have taken!" From there the concept of
grammar النحو came to exist.
IV
The Arabic linguistic references tell us that the need for some
"linguistic authority" came to exist long before the time of Al-Khalil and
Siibawayh. There is a vast amount of anecdotes concerning the
linguistic mistakes made by the non-Arabs who converted to Islam. It is
commonly believed that these anecdotes document a state of
confusion and corruption of the Classical language. According to many
resources, the Well-guided fourth Caliph, Ali Ibn 'Abi Taalib, the cousin
and son-in-law of the Prophet Mohammed, was the first to insist that
something to be done. One anecdote mentioned that Ali came to
perform his pre-dawn prayer at the Mosque of A-Kuufah. As he went in,
he heard a non-Arab Muslim reading the Quran and that man was
assigning the end-words voweling incorrectly. The verse in question
was from FaaTir (Chapter #35. Verse # 28):
ُه من عبادهِ العلماء
َ إنما يخشی الل
Those truly fear Allah,
Among His Servants
Who have knowledge
Arabic. In other words, Ali was asking for a "linguistic authority" whose
rules should be enforced.
The origin of the "dot," notation of the three short vowels, and
the Nunation is ascribed to 'Abu Al-'Aswad, and the names of the
vowels (FatHa, Dhamma, Kasra) are connected to their articulations.
From that we have the common expression, 9ضع النقاط علی
ِ
!الحروف, literally meaning "put the dots on the letters!, i.e., to "be
more clear/specific."Two other innovations attributed to 'Abu
Al-'Aswad concern the notation for hamza (glottal stop) and Shadda
(consonant gemination). Both signs are absent from the Nabataean
script.
VI
Versteegh claims that the theory of Syriac origin has now been
abandoned by most scholars. It seems much more likely to him that
the Arabic alphabet is derived from a type of cursive Nabataean in
Petra, Jordan. In the Aramaic script, from which Nabataean writing
ultimately derived, there are no ligatures between letters. But in the
cursive forms of the Nabataean script most of the features that
characterize the Arabic script already appear. Versteegh adds that the
elaboration of an Arabic script for texts in Arabic took place as early as
the second century CE. This would mean that the development of the
Arabic script as it is used in pre-Islamic inscriptions occurred largely
independently from the later developments in Nabataean epigraphic
script. The most important internal development in Arabic script is the
systematic elaboration of connections between letters within the word,
and the system of different forms of the letters according to their
position within the word.
Al-Khalil Ibn Ahmed, who died in 791, grouped and put them in the
following order:
ظ ث، 9 ط د ت، ص س ز، ج ش ض، ق ك، ع ح هـ خ غ
و ا ي ء، م9 ف ب، ر د ن، ذ
Writing was not unknown in the peninsula in that period. But, for
religious reasons, early Islamic sources emphasized the illiteracy of
the Prophet Mohammed. The Prophet was مي
ُ
9ّ أ, someone who could
not read nor write, and this was what made the revelation of the
Qur'an and his recitation of the text a miracle.
س
َ د َ ْر َر is written as س
َ د َ َّر
8. The Sun Letters. Due to a Phonological rule, the /ل/ sound of
the definite article is assimilated by any of the following sun
consonants. Therefore, you need to use Shadda to replace the
assimilated /ل/. The Sun Letters are:
س
ُ د ذ ر ز س ش ص ض ط ظ ن الدَّر9 ث9ت
9. The Moon Letters have the definite article fully pronounced.
They are:
الکتاب
9ُ ج ح خ ع غ ف ق ك ل م هـ9ب
However, you need to remember that the Taa' Marbuta ( ة/ )ـةis
used in certain ancient Arabic male proper names such as:
حمزة، معاوية، طلحة
Also, it is used on some broken plural patterns such as:
(giant ) عمالقة/( عمالقprofessor/s) استاذة/استاذ
14. The Personal pronouns are used to replace nouns. The
following is a list of the singular (1-5) and plural forms (6-10):
. 1 انا. 6نحن
.2انت
َ . 79انتم
8.3انت9ِ . انتن
9ََّ
. 4 هو. 9 هُم
10. 59هي . ن َّ ُه
15. All countries, towns, villages, etc. are treated as feminine.
The exceptions to this rule are six Arab countries. These are:
ُ
(c) The house is newالبيت جدي ٌد
a. ) (العراق، عراقي
ٌّ ، عراقيَّة
b. ) (السعودية، ٌّ سعودي، سعوديَّة
18. Long vowel to a Diphthong. If any of the two long vowel ,و
ا is proceeded by the short vowel –َ , the long vowel changes its
character to a diphthong:
The following is a list of the personal pronouns (singular 1-5 and plural
6-10), and their corresponding possessive ones:
21. The Vocative Particle ياis limited for use with people only.
The noun it is used with becomes definite, and therefore would
carry a short vowel, not Nunation.
23. The Simple Idaafa is made of two nouns. The Complex Idaafa
is made of 3 or more. As expected, such sequences will create a
Syntactical Environment where some nouns will play double
grammatical functions.
a. the university building ِالجامعة بنا ُء
b. the door of the university building باب بنا ِء
9ُ
ِالجامعة
24. The Diptotes is a category of proper names of individuals,
countries, cities, and towns. These nouns share the following
characteristics:
10
26. The Equational Sentences. As indicated earlier, an equational
sentence in Arabic is a sentence without a verb. It consists of two
parts, a subject and a predicate. The subject could be (a) a
demonstrative pronoun, (b) a personal pronoun, or (c) a noun, while
the predicate may be either of these, as well as (c) an adjective, (d)
an adverb, or (e) a prepositional phrase.
)نحن (ْــنا
ُ ، )ن
َّ ُ ن (ْــت
َّ ُ أنت، ) أنتم (ـْتُم، )ن
َ ْ-( هن
َّ ، )هُم (ـوا
المديرةَ؟
َ م
9ُ ْ) قابَلتُـ9لماذا (قابَلتُـم
Why did you (m, pl) meet the director (f)?
في السوق9ِ شاهدتُـموها.
You (mp) saw her in the market.
9قابلتُـمونا في المقهی.
You (mp) met us in the cafe.
َ علمتُـموهُ العربية.
You (mp) taught him Arabic.
42. لُّ ُ کis a noun that will be a first term of Idaafa and could mean
"every/each" if it is followed by a singular indefinite noun. If the
ُّ ُ کwould mean "all/whole". If it is used after
singular noun is definite, ل
a noun, then it should carry its corresponding pronoun suffix and its
function becomes emphatic.
a. I read every book! کتاب
ٍ َّ ُ قرأت ک.
ل 9ُ
الموظفين
9َ ُّ حضر ک
ل َ
All the employees (m) came.
المکتب
ِ ُّ حضر ک.
9ل موظفي َ
All the office employees (m) came.
Why did you (m) go back to the room? رجعت إلی الغرفةِ؟
ُ لِماذا
48. When it means “how many,” کَمhas to be followed by an
indefinite noun, in the accusative case. Unlike English, it has to be
singular. Arab grammarians call it a particle of "The Accusative of
Distinction," or تَمييز.
How many students are there in the class? ِّ الص9 في9ًکم طالِبا
ف؟
49. Numbers that proceed nouns should take the opposite gender
of those nouns. Furthermore, they should carry the marker that is
determined by their grammatical function in the sentence. The noun
itself has to be in the genitive case because this combination will
create an Idaafa.
طالبات
9ٍ
a. I met five students (f). سَ قابلت خَم.
ُ
b. Five students (m) came. رَ ض
َ ح.بٍ َخم َسةُ طال
50. Plurals. There are three types of plural in Arabic:
16
ً َشر قلما
َ إشتريت خمسةَ ع
9ُ .
I bought fifteen pencils.
52. ُّ أي/ ُ أيَّـةboth mean “which” (as a question word). The first is
used for masculine while the second is used for feminine. The noun
which follows either one of them has to be in the genitive case. The
implication is that the two nouns create Idaafa. Please notice that ُأيَّـة
ُّ أي/ carry the vowel of the original case of the noun you ask about.
مجلـَّةٍ هذهِ؟
َ ُأيَّـة
a. Which magazine (subject-nominative) is this?
17
9شاهدت؟
ِ طالب
9ٍ َّأي
b. Which student (m) (object-accusative) did you (f) see?
سافرت؟
َ ٍإلی أيـَّةِ مدينة
c. To which city (object of a prep.-genitive) did you travel?
18
55. Prepositions which end with Alif MaQsura, ( )یwill reclaim their
original ( ) يform when any object pronoun is attached to them. Check
the following example:
القطارات
9ِ ِمحطة
َ 9 في9 شاهدَها9 عندما9م عليها
َ َّ سلـ
َ .
He greeted her when he saw her at the train station.
56. Feminine Sound Plurals take the genitive marker for the
accusative case.
ِکتب البريد
9ِ مَ 9الطالبات في
9ِ شاهدنا.
We saw the students (f) at the post office.
58. The Verb Form Numbers system is quite old, going back to
the earliest European Arabic grammars such as that of Guillaume
Postal, Paris, ca. 1538 and Pedro de Alcala' ca. 1613. Their order of
numbering is the same as that which we are familiar with today.
Another grammar was published in Rome ca. 1622 which uses the
numbering system but has forms II and IV switched. Erpenius'
grammar was only superseded in 1810 by the grammar of De Sacy,
who used the same system which has been in vogue ever since.
Incidentally, the numbering system was also used in older
grammars of Hebrew, but seems to have fallen out of usage.
19
Most verbs in Arabic can be classified into ten forms. These forms
are:
To learn more about these forms, please check the computer program
ARAFORM. You will find it and other programs at the following website:
www.mtholyoke.edu/courses/mjiyad/
Luckily, Arabic does not have many verbs of this type. However, you
need to remember the three following related phonological rules:
الحليب
َ ِ لکن
ُّأحب ْ َال أحبُّ القهوة.
63. The Singular Subject and its mood markers for verbs in the
present tense are prefixed and suffixed to the verb stem. This is
necessary to demonstrate subject/verb agreement. These singular
markers are:
21
9هي أنت
َ أنت
9ِ أنا
هو
66. The Moods. The Present tense verb in Arabic has three moods.
1. Indicative is the regular present tense verb.
ِ في هذهِ الشقـَّة9تَـسکُـن أختي.
ُ
My sister lives in this apartment.
The following is a chart of these various vowels for the ten forms of
the Arabic verb system:
Form Indicative Mood Stem Subject
(a) ه
ُ کن هنا حتـ َّی حضرتْ عائلتُـَ س َ .
(b) س
َ تدر
ُ إنتَـقَـلَـت إلی القاهرةِ حتـ َّی
9ْ
َ هَنا.
ك
70. The Sick Verbs االفعال المعتلة. Any verb that has a long
vowel as one of the three radicals in its root is called a “sick verb.”
These long vowels will go through a change when the verb is used
in the present tense. Consequently, there are three types.
a. Assimilated, if the first radical of the verb is a long vowel
such as:
ُ ص
ل 9َ ص
ِ َ ي/ ل َ َو “to arrive.”
71. ضُ بَع، ل ُّ کَـare nouns and when used before another noun
they create an Idaafa (a). If, however, they are used after a noun,
they will be emphatic for that proceeding noun, and will carry its
case and its identical pronoun reference (b).
a. رس
ِ َّ مل الد ِ ج ُ ل َّ تَـعلـ َّمنا کُـ.
b. /رس کُـلـ َّها
ِ َ م
َّ ل الد َ ج ُ تَـعلـ َّمنا
ه
ُ َّ کُـلـ.
24
72. The Plural Vocatives 9 أيـ ُّهاand . أيـ َّتُـهاYou have already
been introduced to the vocative يا, which is used with singular
nouns and, therefore, could be followed by a proper noun, a title, or
an Idaafa, regardless of the gender.
المکتَـب
9ِ دير
َ م َ يا ، !ُيا أستاذة ، !سمير
ُ !يا
The plural forms show gender distinction and, therefore, Arabic has
أيـ ُّهاfor the masculine and أيـ َّتُـهاfor the feminine. The plural
vocative should be followed by a noun with the definite article in the
nominative case.
الطالبات
9ُ ُ َّ الطال9!أيُّها
9ب! أيَّتُـها
73. It was mentioned earlier that the Masculine Sound Plural (MSP)
is formed by suffixing ( ن
َ ) وfor the nominative case, and ( ـين
َ ) for
the accusative and genitive cases, to the singular form of the noun.
َّفين
9َ موَظـ/ ن
َ ف – موَظـ َّفو
9ٌ َّ موَظـ
The final ( ـن
َ ) of this kind of plural is dropped when such a noun
takes the position of a first term of Idaafa. This rule applies regardless
of the case of the noun, whether it is nominative, accusative, or
genitive.
ِ الجامعة9 موَظـ َّفي/ ِ الجامعة9موَظـ َّفو
the university employees (N and A & G)
يت
9ِ َ ب إلی الب
َ َلنْ أذه becomes يت
9ِ َ ب إلی الب
9ُ َسأذه
75. Verbs with Two Objects. Among verbs that take two objects
is a group that means "to give/to grant." Consider the following
example:
However, they can take the definite article. When they do, they
behave like regular nouns or adjectives.
ِالکتاب األخضر
9ِ سطرةُ علی
َ م
ِ أل.
ِ صة
َّ مدارسِ الخا
َ ن في ال
َ يُد َ ِّرسو.
. البنت الأطولِ من أختِها
9ِ َّمت مع
ُ تکلـ
77.ن
َ & کاher Sisters (، صارَ ،لَّ ظ، لَ ما زا، قي
9َ َ ب، ح
َ أصب
س
َ )لَـي, which usually go with equational sentences, leave the
subject in its nominative case but change the inflected predicate to
the accusative case.
79. The Moody Present Tense. Present tense verbs are said to be
in the Indicative Mood. However, verbs which express hope,
desire, purpose, like, dislike, doubt, fear, uncertainty, obligations,
etc., change their mood from the regular Indicative to the
Subjunctive. That also requires that they should follow one of the
Subjunctive particles, such as . 9 حتـَّی، لـَن، أن، ِ لـ، کيال، لکي
کي، Note the purpose expressed in the following sentence:
َ 9س هُنا
ك َ ألدر
ُ ِذهبت إلی المکتبَة
9ُ .
I went to the library so that I would study there.
80. In the Subjunctive Mood of the Arabic verb, the final ( ن
َ ) of the
third person masculine plural is dropped and replaced by a silent ( ا ).
27
81. The most common subjunctive particle in Arabic is probably ن
ْ أ
, which usually sits between two verbs referring to the same or a
different person, and thus, functioning something like the infinitive
in English. If you examine the sentence carefully, you will notice
that ن
ْ أ introduces a subordinate clause which functions as an
object for the main verb.
المصرف
ِ 9ب إلی ْ اُريد ُ أ.
َ َن أذه
I want to go to the bank.
يت
9ِ َ کن في هذا الب
َ سَ 9ه عندما
َ قابلتَـ.
I met him when he lived in this house.
األکل لذيذ
َ َّ ٌ.
إن
In fact, the food is delicious.
9َ ٌ لکن األک.
ل لذيذ َّ
... but the food was delicious.
ن
َّ إ is only used in the initial position of a sentence, and following
any form of لَ قا. Anywhere else you have to use ن َّ أ. Its meaning,
therefore, changes from "indeed/in fact" to "that". Remember that
all these particles should be followed by nouns or attached pronoun
suffixes. Also notice that ن
َّ إand her sisters should be followed by
the subject or its corresponding attached pronoun.
28
Therefore, أقرب
ُ >-------- ريب
ٌ َق
and ل ُ > أجم-------- ل
ٌ جمي
َ
a. With comparative adjectives, you need to use the
preposition (ن
ْ م
ِ ) to compare the two nouns, as in:
My house is smaller than hers. 9ن بَيتِها
ْ م
ِ أصغر
ُ 9بَيتي
b. In superlative, the most common method is to place the
85. ن َ &کاher Sisters (Revisited). We said earlier that ن َ & کا
her Sisters are used with equational sentences. However, they can
tolerate the use of verbs after them. That verb has to be in the
present indicative form, as in:
ِ القريَة9يت في
ٍ َ أصغر ب
ُ 9بَيتي.
87. If the Perfect Particle قدis used with a verb in the past tense,
then both are translated as a Present Perfect (has/have +
Participle).
When this particle is used with نَ کاand a verb, then the whole
phrase is translated as a Past Perfect (had+participle).
88. The Verbal Noun مصدَر َ الis a noun that is derived from a
verb. Therefore, it acts like a noun, as in the following examples:
a. a subject عب
ٌ ص ُ م
َ ِل في هذهِ الشرکة َ َالع.
b. an object َب القراءَة ِ ُ ا.
ُّ ح
30
A verbal noun derived from a transitive verb does sometimes act like
that verb and would take an object.
س األستاذِ العربيَّة
ُ تَـدري9جبَني
َ َ أع.
89. Forms of Verbal Nouns. Action/activity is expressed by verbs
and verbal nouns. Like other languages, the verbal nouns in Arabic
indicate that action/activity, and behave like regular nouns. The
following chart shows the various ways of derivation according to
the forms:
Example
I. َ َفَـع
ل unpredictable any verb
unpredictable
II. لَ َّل فَـع
ٌ تَـفعي س
َ د َ َّر س
9ٌ تَـدري
III. ٌمفاعَلَـة ُ َ شاهَد ٌمشاهَدَة
ُ
لَ َفاع
IV. ل َ أف َع إفعا ٌل بَ أع َج ٌإعجاب
V لٌ ُتَـفَـع ث
9َ َّ حد
َ تَـ ث
9ٌ ُّ حدَ تَـ
ل َ َّ تَـفَـع.
VI. ل َ تـَفا َع تـَفا ُع ٌل تـَرا َس َل تـَرا ُس ٌل
VII. ٌ إن ِفعا
ل ف
َ ص َر
َ إن ف
ٌ صرا
ِ إن
َ َإنفَـع
ل
VIII. ٌ إفتِعا
ل م
َ إستَـلَـ م
ٌ إستِال
َ َإفتَـع
ل
IX. ٌ إفعِال
ل م َّر
َ إح رار
ٌ م ِ إح
َّ َإفع
ل
X. ٌ إستِفعا
ل م
َ َ إستَـخد م
ٌ إستِـخدا
َ َإستَـفع
ل
مة
َ ِن األستاذةَ قاد
َّ عت أ
ُ مِ س
َ ٌ.
31
َ ل الذي سأ
9 هُنا9ل عَنها ُ ج
ُ الر
َّ .
b. If the antecedent is part of the object phrase/predicate,
then the relative close follows the main sentence.
َ ل الذي سأ
9ل عَنها َ ج
ُ الر
َّ لت
ُ َ قاب.
relative pronoun.
َ ُجالً سأ
9ل عَنها َُ9َ لت َر
ُ َ قاب.
d. Sometimes you will encounter a sentence with a relative
pronoun and a relative clause, in which the
antecedent is absent, but still understood.
ُ ُل بَلَدَه
حـبَّاً عظيما ُ ج
ُ الر
َّ ب هذا
ُّ ح
ِ ُ ً ي.
This man loves his country a lot.
َّ کُـ9 أهلُـها9ساعَدَها.
ِل المساعَدَة
Her family helped her greatly.
Please remember that the Cognate Accusative phrase functions as
an adverb to modify the verb of the sentence.
94. The noun سُ نَـفis feminine and means "soul." If you use it
before another noun it will create Idaafa and change its meaning to
"same."
9ُ ِ يأک.
نفسِ المطعم9ل دائماً في
He always eats at the same restaurant.
33
personal pronoun be suffixed. The particle should carry the same
case marker of the noun it refers to.
a. nominative
َ َح.
ُض َر ال ُمعلـ ِّ ُم نـَف ُسه
The teacher, himself, came.
b. accusative
ن
َّ ُسات کُـلـَّه
ِ در
ِّ م
ُ دت ال
ُ َشاه.
I saw the teachers (f), all of them.
c. genitive
ضهِـم
ِ الطالب بَع
9ِ ثت إلی
ُ َّ حد
َ تَـ.
I spoke to the students, some of them.
96. غير
ُ is a noun which will create Idaafa when it is used with
another noun (a). It also serves to negate nouns and adjectives and
may be translated "non-," "un-," and so on. When it is used in such a
Syntactical Environment (i.e., with adjectives) it creates what we
call "Phony/Fake Idaafa," where the second term is an adjective (b).
a. الطالب
9ِ ُ َالطالب وغ
ير 9ُ َض َر االجتماع
َ ح
َ .
Students and non-students attended the meeting
b. مقبول َ َه غ
َ ير ُ ملُـ
َ َن ع
َ ٍ کا.
His act was unacceptable.
a. ِمکتبَة
َ إلی ال9إذهبي
You (f.s.) go to the library!
b. ِمکتبَة
َ ال9 إلی9ال تَـذهبي
You (f.s.) do not go to the library!
The verb that is used in both cases is formed from the second
person Jussive Mood with a little modification. In (a) you need to
drop the subject marker prefix and insert a Hamza / إ/ instead to
break the resulting consonant cluster, as in 9ذهَبي. In the case of
the negative imperative (b) you just put the negation particle الin
front of the verb.
34
ٍمنذُ ساعَة
ُ يت َ َذَه.
9ِ َ ب إلی الب
He went home since an hour.
در َس ِة عليَّا
َ دير ال َم ُ ًَ قاب.
َ لت ُم
I met the school principle, Mr. Ali.
35
(a) بات
9ٌ ِ هذِهِ الشـ َّقـَّةِ طال9اکنات في
9ُ س
َّ النـ ِّساءُ ال
The women living in this apartment are students.
(b) ن
ٌ ِ ساک، ث
ٌ ح
ِ با، م
ٌ ِ حاک، ب 9ٌ م
ٌ ِ طال، ل ِ عا، ب
9ٌ ِ کات
The third possible use of the active participle is what the Arab
Grammarians call the circumstantial or Haal Construction.
9لت أباها
9ُ َ قاب.
9 أبيها9َّمت علی
ُ سلـَ .
36
9ملَـةً کُـتُـبَها
ِ ف حا
ِّ ص
َّ ال9ت الطالِبَةُ إلی
ِ ض َر
َ ح.
The student (f) came to class carrying her book.
ُ م
1. 9ل کُـتُـبَها ِ تَـح9ف وهي
ِّ ص
َّ ت الطالِبَةُ إلی ال
ِ ض َر
َ ح.
ُ م
2. ل کُـتُـبَها ِ ف تَـح
ِّ ص
َّ ت الطالِبَةُ إلی ال
ِ ض َر
َ ح.
You might have noticed that the verb of the Haal Clause has to be in
the present indicative mood. Because the verb ل َ م
َ ح
َ is transitive,
the active participle derived from it would take an object. That is
why the noun 9 کُـتُـبَهاin the sentence above is in the accusative
case.
غير
ٌ ص َ س العَ َربيَّةَ وهو
َ د َ َر.
He studied Arabic while he was little/young.
ِکتب البَريد
ِ مَ م
َ مسروقَـةَ أما
َ سيارةَ ال
َّ دت ال
9ُ َشاه.
I saw the stolen car in front of the post office.
37
9مةً في
َ مةً عَظي
َ َمساه ُ ب ساهَموا َ ن العَ َر َّ عروف أ
ِ م
َ ن ال
َ م
ِ
ضارةِ األنسانيَّة
َ ح
َ ِ ال.
It is well known that the Arabs have greatly participated in the world
civilization.
ِأبطال الثورة
ِ حدا ً من
ِ ن وا َ کا9سادات
َّ ن ال
َّ ف أ
ُ ِال نَـعر
ِالمصريَّة.
We don't know that Sadaat was one of the heros of the Egyptian
revolution.
ِأبطال الثورة
ِ حدا ً من
ِ ن وا َ کا9سادات
َّ ن ال
َّ ف أ
ُ ِنَـحن نَـعر
ُ
ِالمصريَّة.
ِأبطال الثورة
ِ حدا ً من
ِ ن وا َ کا9سادات
َّ ن ال
َّ ف أ
ُ ِلَـسنا نَـعر
ِالمصريَّة.
109. The Accusative of Distinction (Revisited) ألتمييز. In
point # 48 we mentioned that کَـم, which means "how many,"
should always be followed by an idefinite noun
38
ًسعادَة
َ يت
َ َ م الب
ُّ ألت األ
9ِ مَ .
The mother filled the house (with) happiness.
ٌ ف إال َّ خالد
ِ ح
َ مت
َ الطالب إلی ال
9ُ ب
ِ َلَـم يَذه
ْ .
The students did not go to the museum, except for Khalid.
39
9الطالب؟
ُ م
َ لِماذا قا
Why did the students stand up?
Depending on the type of the verb used in a sentence, there are three
patterns of Arabic Verbal Sentences.
َ خها) قَب
ٍل ساعَة ِ َ مطب ُ طَبَخَت والدتي َوجبَةً لذيذةٍ ب.
َ 9سرعَةٍ (في
1 2 3
My mother cooked a delicious meal in her kitchen an hour ago.
Optional means that you can have 1, 2 ,3, or NONE of those adverbial phrases.
The order depends on what you want to emphasize. The most important comes
last.
2. An intransitive verb does not need an object, and the pattern is:
(Op. Adv. Ph. 3) +(Op. Adv. 2)+(Op. Adv. Ph. 1) + Subject+ Verb
ٍمنذُ ساعَة
َ ِ المکتَـبَة9ب أخي إلی
َ َذه.
My brother went to the library since an hour.
* Indicates a "sick verb" which means that there is a long vowel among the 3
Radical Letters of its root.
Both types behave a little bit different from the regular verbs when they are
41
. 39قابَل
to meet
to write . 49کَـتَـب
to ask . 6سأل
to read. 7 رأ َ َ قـ
to work, do . 8مل ُ َع
to obtain, get . 99صل علی َ ح َ
to befriend with . 10َ تَصادق مع/صادَق
* to buy .119إشتری
* to walk . 12 مشی َ
to talk with . 13َمع َ تکَـلـ َّم/ ث َ َّ حد َ َت
to talk about14 تکَـلـ َّم/ ث 9َ َّ حد
َ َ ت. َعن
to hear . 15مع ِ س َ
to listen to . 169مع إلی َ إستَـ
to learn . 17 م َ ِ عَل
to learn sth. . 18 تعلـ َّم
to play . 19 لَـعِب
to go . 209ذَهَب
to cook . 25 طَـبَخ
* to sleep . 26نام
42
. 27صحا
*to wake up
43
. 54زار
* to visit
to marry . 55تزوَّج
to elect . 569خب َ إنت
to become sick . 57 مرِض َ
to feel, sense . 58شَ عَر
to swim . 59سبَح َ
to hug, embrace . 60ضن َ ح َ
to kiss . 619قبَّل
to open . 62 فتح
to close . 63 أغلق
to be informed . 66اُخبِـر
to answer . 71 أجاب
to take . 75أخَذ
* to give . 769أعطی
to author . 77ألـ َّف
to steal . 78س َرقَ
44
. 79فَـکـ َّر
to think
to believe . 80 إعتَقَد
to immigrate . 81جر َ ها
to attack . 82جم َ ها
to live, reside . 83سکن َ
to graduate . 84َرج َّ تخ
to advertise, announce . 85 أعلن
to smile . 869سم َ َ إبت
to use . 87 مل ُ إستع
to employ . 88إستَخدَم
to mention . 89ذ َکَـر
to remember . 90تذ َکـ َّر
to assemble, meet . 91مع َ َ إجت
*to borrow (not money) . 92 إستعار
to introduce . 93قدَّم
to imagine . 94صوَّر َ ت
to preserve, maintain . 959حافَظ علی
** to solve . 96 ل َّ ح َ
to escape . 979رب َ َه
** to continue . 98 صل َ وا
to greet . 999سلـ َّم علی َ
* to arrive . 100 صل َ و
* to find 101. جد َ َو
* to promise 102. وع َد َ
* to invite 103. دعا
to recover 104. جع َ إستر
* to act cruely, to be harsh . 105قسا
* to walk . 106مشی َ
* to return . 107 عاد
45
46
to happen . 137حدَث َ
*to remain, stay . 1389بَقي
to try . 139حاوَل
*to be . 140کان
to take place, occur . 141 حدَث َ
to exert . 142بَذل
to apologize . 143َ ر9إعتذ
*to want . 1449تَمنـَّی
**to respond . 145ّ رد َ
to do . 146 مل ِ َع
to accept . 1479قَـبِـل
to decline, refuse . 148رفَـض َ
to lose . 149فَـقَـد
to expose . 150 کَشَـف
to push, pay . 151دَفَـع
to deal with a matter, to eat a meal . 152تَـناوَل
to discover . 1539إکتَـشَ ف
*to repeat . 154 أعاد
to supervise . 155راقَـب
to encourage . 156جع َّ َش
to lie . 157 کذب
to prefer . 158 ضـل َّ فَـ
. 1599َوثِق
to trust
**to continue . 160ر ّ م
َ إست
*to accept . 161 وافق
**to decrease . 162 ل ّ قَـ
*to increase . 163 إزداد
to appear . 164 ظهَر
to save . 165أنقَـذ
47
48
49
53
2. Attention
3. Co-construct an Explanation
4. Extension Activity
Focus on form is only useful if this knowledge can be pressed
into service by the learners in a new way at a later time. In whole
language teaching, the teacher never loses sight of the "whole."
Therefore, the extension activity provides learners with the opportunity
to use their new skill in creative and interesting ways while at the
same time integrating it into existing knowledge. The extension
activity should be interesting, be related to the theme of the lesson in
some way, and, most importantly, allow for creative self-expression.
Extension activities are not work sheets on which learners use the
target form to fill in the blanks of disconnected sentences. Rather, they
can be information-gap activities, role play situations, dramatizations,
games, authentic writing projects, paired interviewed, class surveys, or
simulations of real life situations. The possibilities are endless, as long
as the learners have the chance to try to use the target form in ways
that they see are useful and meaningful. The extension activity closes
the circle and puts the "whole" back into whole language teaching.
تحقيق وشرح. زهر اآلداب وثمر األلباب، أبو اسحاق ابراهيم بن علي القيرواني،الحصري
زکي
1925 بيروت، دار الجيل،مبارك.
دار، تحقيق مهدي المخزومي وابراهيم السادرائي. کتاب العين، الخليل بن احمد،الفراهيدي
القاهرة،ومکتبة الهالل.
القاهرة، دار نهضة مصر للطبع والنشر بالفجالة. فقه اللغة، علي عبد الواحد،وافي.
Aljaafreh, A. "The Role of Implicit/Explicit Error Correction and
Learner's Zone of Proximal Development." Unpublished dissertation.
University of Delaware, 1992.
58
Oller, J., Jr. "Some Working Ideas for Language Teaching." Eds. J. Oller,
Jr. and P. Richard-Amato. Methods That Work. Rowley, MA: Newbury
House, 1983.
AL-JALEYS
7. The Arabic consonatial System includes equal numbers of voiced
versus voiceless, two nasals, three velarised, two lateral and one
trill. Please note the following diagram:
Obstruents Sonorants (all voiced)
Unvelarized Velarized