Nahw

in a
Nutshell
 Introduction

‫حو‬
ْ ّ ‫الن‬
(1) ‫حو‬
ْ ّ ‫ الن‬is the Arabic science which investigates the behaviour of the Arabic
word in relation to other words in the sentence. More specifically, it investigates the
Arabic word in terms of the ability or inability of its ending to change when
governed by the word preceding it.

ْ
َ ِ ‫ ) ال َك َل‬in Arabic is of three types:
(2) The word (i.e. ‫مة‬

‫سم‬
(a) the ْ ‫( ال‬noun which includes pronouns, adjectives, adverbs, etc.) e.g.
ُ ‫( َر‬man), ‫قَلم‬
‫جل‬ َ (pen), etc.

(b) the ‫عل‬ ِ ْ ‫( ال‬verb) which in turn comprises three types:

ْ ‫ف‬
(i) the ‫ي‬
ْ ‫ض‬ َ ْ ‫ال‬
ِ ‫ما‬ ‫عل‬ْ ‫ف‬ِ ْ ‫( ال‬past tense verb) e.g. ‫ب‬َ َ ‫( ك َت‬wrote)
(ii) the ‫رع‬
ِ ‫ضا‬ ُ ْ ‫عل ال‬
َ ‫م‬ ْ ‫ف‬ِ ْ ‫( ال‬present or future tense verb) e.g. ‫ب‬ ُ ُ ‫ي َك ْت‬ (write, will
write)
(iii) the ‫ر‬
َ ْ ُ ‫( ا ُك ْت‬Write!)
ِ ‫م‬
ْ ‫ال‬ ‫عل‬
ْ ‫ف‬
ِ (verb of command) e.g. ‫ب‬

(c) the ‫رف‬ َ ْ ‫( ال‬particle) e.g. ‫ل‬

ْ ‫ح‬ ْ ‫ه‬
َ (used to convert statements into questions),
‫ي‬
ْ ‫ف‬
ِ ْ َ ‫( ل‬did not, has / have not), etc.
(in), ‫م‬

َ ‫م‬
(3) The sentence (i.e. ‫لة‬ ُ ْ ‫ ) ال‬in Arabic is of two types:
ْ ‫ج‬
‫مّية‬
(a) ْ ‫مَلة ا‬
ِ ‫س‬ ْ ‫ج‬ُ (nominal sentence, which is a sentence that starts with an
‫سم‬ ّ ِ ‫ب ذَك‬
ْ ‫ ) ا‬e.g. ‫ي‬ ّ ‫( ال‬the student is intelligent)
ُ ِ ‫طال‬
(b) ‫ية‬
ّ ِ ‫عل‬
ْ ‫ف‬
ِ ‫مَلة‬
ْ ‫ج‬
ُ (verbal sentence, which is a sentence that starts with a ‫عل‬
ْ ‫ف‬
ِ )
e.g.
َ َ ْ ‫ة َبال‬
َ َ ‫سال‬ ّ ‫ب ال‬
َ َ ‫ك َت‬
ِ ‫قلم‬ َ ‫ب الّر‬
ُ ِ ‫طال‬ (The student wrote the letter with the pen).

(4) The ability of the word’s ending to change when governed by the word
preceding it is called "‫راب‬
َ ‫ع‬
ْ ِ ‫( "ال‬declinability), and the word that is able to change
َ
is called "‫رب‬ َ ‫ع‬
ْ ‫م‬ ُ ْ ‫ "ال‬and the verb "‫ "أك ُْتب‬in
ُ " (declinable), like the noun "‫مدَّرس‬
the following two sets of sentences:

(A): ‫س‬
ُ ‫مدَّر‬ ُ ْ ‫ال‬ َ‫جاء‬
َ (the teacher came)
َ
‫س‬َ ‫مدَّر‬ُ ْ ‫ال‬ ‫ت‬ُ ْ ‫سأل‬ َ (I asked the teacher)
‫س‬ ِ ‫مدَّر‬ ُ ْ ‫ال‬ ‫عَلى‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted the teacher)

2
 َ
(B): ُ ُ ‫أك ْت‬
‫ب‬ (I write, will write)
َ
‫ب‬َ ُ ‫أك ْت‬ ْ َ ‫( ل‬I will not write)
‫ن‬
َ
‫ب‬ ْ ُ ‫أك ْت‬ ‫م‬ْ َ ‫( ل‬I did not write)
The change by means of the ‫مة‬ ّ ‫ض‬ ّ ‫ ال‬is called "‫فع‬ ْ ‫ "الّر‬as in:
َ
"‫س‬
ُ ‫مدَّر‬ ُ ْ ‫جاءَ ال‬ َ " and "‫ب‬ ُ ُ ‫ "أك ْت‬.
The change by means of the ‫حة‬ َ ْ ‫فت‬ َ ْ ‫ ال‬is called "‫صب‬ ْ ّ ‫ "الن‬as in:
َ َ
"‫س‬َ ‫مدَّر‬ ُ ْ ‫ت ال‬ ُ ْ ‫سأل‬ َ " and "‫ب‬ َ ُ ‫ن أك ْت‬ ْ َ ‫ "ل‬.
The change by means of the ‫رة‬ َ ‫س‬ْ َ ‫ ال ْك‬is called "‫جّر‬ َ ْ ‫ "ال‬and is specific to the
‫سم‬ ْ ‫ ال‬as in:
"‫س‬ ِ ‫مدَّر‬ ُ ْ ‫عَلى ال‬ َ ‫ت‬ُ ‫م‬ْ ّ ‫سل‬
َ "
The change by means of the ‫ون‬ ْ ُ ‫سك‬ ّ ‫ ال‬is called "‫جْزم‬ َ ْ ‫ "ال‬in is specific to the
‫عل‬ ْ ‫ف‬ِ ْ ‫ ال‬as in:
َ
"‫ب‬ ْ ُ ‫م أك ْت‬ ْ َ ‫ "ل‬.
These four types of change constitute the four cases of ‫راب‬
َ ‫ع‬
ْ ِ ‫ ال‬in Arabic.
(5) The inability of a word’s ending to change when governed by the word
َ ِ ‫( "ال ْب‬indeclinability) and the word that is unable to change
preceding it is called "‫ناء‬
is called "‫ي‬
ّ ِ ‫مب ْن‬ ِ َ ‫ؤل‬
َ " (indeclinable), like the noun "‫ء‬ ُ ‫ه‬ َ ْ ‫ "ت َك ْت ُب‬in
َ " and the verb "‫ن‬
the following two sets of sentences:

(A) ِ َ ‫ؤل‬
‫ء‬ ُ ‫ه‬ َ َ‫جاء‬
َ (These came)
َ
‫ء‬ِ َ ‫ؤل‬ ُ ‫ه‬ َ ُ ْ ‫سأل‬
‫ت‬ َ (I asked these)
‫ء‬ ِ َ ‫ؤل‬ُ ‫ه‬َ ‫عَلى‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted these)

(B) َ ْ ‫ت َك ْت ُب‬
‫ن‬
‫ن‬َ ْ ‫ت َك ْت ُب‬ ْ َ‫ل‬
‫ن‬
‫ن‬ َ ْ ‫ت َك ْت ُب‬ ‫م‬ْ َ‫ل‬
Hence, ‫حو‬ َ ِ ‫ ال ْك َل‬from the perspective of ‫عَراب‬
ْ ّ ‫ الن‬investigates the ‫مة‬ ْ ِ ‫ ال‬and
‫ال ْب َِناء‬
. i.e. the ability or inability of the word’s ending to change when governed by
the word preceding it.

3
(6) ‫حو‬
ْ ّ ‫الن‬ – from the point of view of the division of the ‫مة‬َ ِ ‫ ال ْك َل‬into the ‫سم‬
ْ ‫ال‬
, the ‫عل‬ ِ ْ ‫ ال‬and the ‫حْرف‬
ْ ‫ف‬ َ ْ ‫ – ال‬can be divided into three sections:
(a) ‫سم‬
ْ ‫حو ال‬
ْ َ‫ن‬ (Syntax of the Noun)

(b) ‫ل‬
ِ ‫ع‬ ِ ْ ‫ال‬
ْ ‫ف‬ ‫حو‬
ْ َ‫ن‬ (Syntax of the Verb)

(c) ‫ف‬ َ ْ ‫ال‬

ِ ‫حْر‬ ‫حو‬
ْ َ‫ن‬ (Syntax of the Particle)

4
Section One: ِ ‫سم‬
ْ ‫ال‬ ‫حو‬
ْ َ‫ن‬

5
 Division of the ‫سم‬
ْ ‫ ال‬into ‫عَرب‬ ُ ْ ‫ ال‬and
ْ ‫م‬
‫ي‬ َ ْ ‫ال‬
ّ ِ ‫مب ْن‬
(6) ِ ‫سم‬ْ ‫حو ال‬ ْ َ ‫ ن‬investigates the ‫سم‬ ْ ‫ ال‬from the perspective of ‫عَراب‬ ْ ِ ‫ال‬
and ‫ناء‬ َ ِ ‫ ال ْب‬. The ‫سم‬ ْ ‫ ال‬from this perspective is of two types: ‫عَرب‬ ْ ‫م‬
ُ , which is
its primary form, and ‫ي‬ ّ ِ ‫مب ْن‬
َ . In what follows is a fairly detailed discussion of each
of the ‫رب‬ َ ‫ع‬ ُ ْ ‫سم ال‬
ْ ‫م‬ ْ ‫ ال‬and the ‫ي‬ َ ْ ‫سم ال‬
ّ ِ ‫مب ْن‬ ْ ‫ ال‬.

6
 The ‫رب‬
َ ‫ع‬ ُ ْ ‫ال‬
ْ ‫م‬ ‫سم‬
ْ ‫ال‬
(A) The Cases of ‫راب‬
َ ‫ع‬
ْ ِ ‫ ال‬in the ‫سم‬
ْ ‫ ال‬:
(7) The cases of ‫راب‬
َ ‫ع‬
ْ ِ ‫ ال‬in the ‫سم‬
ْ ‫ال‬ are three: ‫صب‬
ْ ّ ‫الن‬ ْ ‫الّر‬
, ‫فع‬ and
َ ْ ‫ال‬
‫جّر‬ as shown in the following three sentences:

"‫ب‬ ّ ‫ال‬
ُ ِ ‫طال‬ َ‫جاء‬ َ " (The student came),
ّ َ " (I asked the student)
"‫ب‬
َ ِ ‫ت الطال‬ ُ ْ ‫سأل‬ َ
"‫ب‬ ّ
ِ ِ ‫على الطال‬َ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ " (I greeted the student)
(B) The Categories of ‫رب‬
َ ‫ع‬ ُ ْ ‫ال‬
ْ ‫م‬ ‫سم‬
ْ ‫ال‬ :

(8) The ‫رب‬ َ ‫ع‬ ُ ْ ‫سم ال‬

ْ ‫م‬ ْ ‫ ال‬comprises six categories, each of which has its own
unique declension. Here they are together with their respective declensions:

(a) ‫رف‬
ِ ‫ص‬ ُ ْ ‫ال‬
َ ْ ‫من‬ ‫سم‬
ْ ‫ال‬ (fully-declinable noun) whether it be ‫رد‬ ْ ‫م‬
َ ‫ف‬ ُ (singular) or
‫ر‬
ٍ ْ ‫سي‬ِ ْ ‫مع ت َك‬
ْ ‫ج‬
َ (broken plural) and its declension is that it is ‫وع‬ ُ ‫مْر‬
ْ ‫ف‬ َ with the
‫وب‬ ْ ‫ص‬ُ ْ ‫من‬َ , ‫مة‬ّ ‫ض‬
ّ ‫ ال‬with the ‫حة‬ َ ْ ‫ ال‬and ‫ور‬
َ ْ ‫فت‬ ْ ‫جُر‬
ْ ‫م‬
َ with the ‫سَرة‬ ْ َ ‫ ال ْك‬e.g.
In the ‫رد‬
َ ‫ف‬ ُ ْ ‫ ال‬:
ْ ‫م‬

‫ب‬
ُ ِ ‫طال‬ ّ ‫ال‬ َ‫جاء‬
َ (The student came)
ّ ‫ال‬ َ
‫ب‬َ ِ ‫طال‬ ُ ْ ‫سأل‬
‫ت‬ َ (I asked the student)
‫ب‬ ّ ‫ال‬
ِ ِ ‫طال‬ ‫عَلى‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted the student)
In the ‫ر‬ ِ ْ ‫الت ّك‬
ِ ْ ‫سي‬ ‫مع‬
ْ ‫ج‬
َ :

ُ ّ ‫جاءَ الطّل‬
‫ب‬ َ (The students came)
َ
‫ب‬َ ّ ‫ت الطّل‬ُ ْ ‫سأل‬ َ (I asked the students)
‫ب‬ ِ ّ ‫عَلى الطّل‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted the students)
(b) the ‫ف‬
ِ ‫ر‬
ِ ‫ص‬ ُ ْ ‫ال‬
َ ْ ‫من‬ ‫غْير‬ َ ‫سم‬ ْ ‫( ال‬semi-declinable noun) whether it be ‫فَرد‬ ْ ‫م‬ُ
(singular) or ‫ر‬ ِ ْ ‫مع ت َك‬
ٍ ْ ‫سي‬ ْ ‫ج‬ َ (broken plural) and its declension is that it is ‫وع‬
ْ ‫ف‬ُ ‫مْر‬
َ
with the ‫وب‬ ْ ‫ص‬ُ ْ ‫من‬َ , ‫مة‬ ّ ‫ض‬ ّ ‫ ال‬with the ‫حة‬ َ ْ ‫فت‬ ْ
َ ‫ ال‬and ‫ور‬
ْ ‫جُر‬
ْ ‫م‬
َ also with the
‫حة‬ َ ْ ‫ ال‬in place of the normal ‫سَرة‬
َ ْ ‫فت‬ ْ َ ‫ ال ْك‬e.g.
In the ‫رد‬
َ ‫ف‬ ُ ْ ‫ ال‬:
ْ ‫م‬

7
 َ
ُ‫مد‬ َ ‫ح‬ ْ ‫أ‬ َ‫جاء‬
َ (Ahmad came)
َ َ
‫د‬
َ ‫م‬ َ ‫ح‬ ْ ‫أ‬ ُ ْ ‫سأل‬
‫ت‬ َ (I asked Ahmad)
َ ‫عَلى‬
َ‫مد‬َ ‫ح‬ ْ ‫أ‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted the student)
In the ‫ر‬ ِ ْ ‫الت ّك‬
ِ ْ ‫سي‬ ‫مع‬
ْ ‫ج‬
َ :

ُ‫مل َء‬َ ‫جاءَ ُز‬

َ (Friends came)
َ
َ‫مل َء‬
َ ‫ت ُز‬ ُ ْ ‫سأل‬ َ (I asked friends)
َ‫مل َء‬ َ ‫عَلى ُز‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted the friends)
(c) the ‫لم‬
ِ ‫سا‬
ّ ‫ال‬ ‫ث‬ِ ّ ‫ؤن‬ ُ ْ ‫مع ال‬
َ ‫م‬ ْ ‫ج‬َ (sound feminine plural) and its declension is
that it is ‫وع‬ ُ ‫مْر‬
ْ ‫ف‬ َ with the ‫وب‬ ْ ‫ص‬ ُ ْ ‫من‬
َ , ‫مة‬ّ ‫ض‬
ّ ‫ ال‬with the ‫سَرة‬ ْ َ ‫ ال ْك‬in place of
the normal ‫حة‬ َ ْ ‫فت‬َ ْ ‫ ال‬and ‫ور‬ ْ ‫جُر‬ ْ ‫م‬ ْ َ ‫ ال ْك‬e.g.
َ also with the ‫سَرة‬
‫ت‬
ُ ‫طال َِبا‬ ّ ‫ال‬ ‫ت‬
ْ َ‫جاء‬ َ (The female students came)
ّ ‫ال‬ َ
‫ت‬ِ ‫طال َِبا‬ ‫ت‬ُ ْ ‫سأل‬ َ (I asked the female students)
‫ت‬ ِ ‫طال َِبا‬ ّ ‫ال‬ ‫عَلى‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted the female students)
َ
(d) the ُ ْ ‫ال‬
‫مث َّنى‬ (dual) and its declension is that it is ‫وع‬ ُ ‫مْر‬
ْ ‫ف‬ َ with the ‫ الِلف‬in
place of the normal ‫وب‬
ْ ‫ص‬
ُ ْ ‫من‬
َ , ‫مة‬ ّ ‫ ال‬with the ‫ ال َْياء‬in place of the normal
ّ ‫ض‬
‫حة‬ َ ْ ‫ ال‬and ‫ور‬
َ ْ ‫فت‬ ْ ‫جُر‬ َ also with the ‫ ال َْياء‬in place of the normal ‫سَرة‬
ْ ‫م‬ ْ َ ‫ ال ْك‬e.g.
‫ن‬
ِ ‫طال ِب َا‬ ّ ‫جاءَ ال‬َ (The two male students came)
ّ َ
‫ن‬ِ ْ ‫ت الطال ِب َي‬ ُ ْ ‫سأل‬ َ (I asked the two male students)
‫ن‬ ّ َ ْ ّ ‫سل‬
ِ ْ ‫على الطال ِب َي‬ َ ‫ت‬ُ ‫م‬ َ (I greeted the two male students)
(e) the ‫ساِلم‬ ّ ‫ر ال‬ ُ ْ ‫مع ال‬
ِ ّ ‫مذَك‬ ْ ‫ج‬ َ (sound masculine plural) and its declension is
that it is ‫وع‬
ْ ‫ف‬ ُ ‫مْر‬
َ with the ‫واو‬ َ ْ ‫ ال‬in place of the normal ‫وب‬ ْ ‫ص‬
ُ ْ ‫من‬
َ , ‫مة‬ّ ‫ض‬
ّ ‫ال‬
with the ‫ياء‬ َ ْ ‫ ال‬in place of the normal ‫حة‬ َ ْ ‫ ال‬and ‫ور‬
َ ْ ‫فت‬ ْ ‫جُر‬ َ also with the ‫ال َْياء‬
ْ ‫م‬
in place of the normal ‫رة‬ َ ‫س‬ ْ َ ‫ ال ْك‬e.g.
‫ن‬َ ‫و‬ ْ ُ ‫طال ِب‬ ّ ‫جاءَ ال‬ َ (The male students came)
‫ن‬ ّ ْ َ
َ ْ ‫ت الطال ِب ِي‬ ُ ‫سأل‬ َ (I asked the male students)
‫ن‬ َ ْ ‫طال ِب ِي‬ ّ ‫عَلى ال‬ َ ‫ت‬ ُ ‫م‬ ْ ّ ‫سل‬ َ (I greeted the male students)
(f) the ‫سة‬ َ ْ ‫ماء ال‬ َ
َ ‫م‬ ْ ‫خ‬ َ ‫س‬ ْ ‫( ال‬five nouns) which comprise the following nouns
‫ك‬ َ ‫و‬ َ َ ‫و‬ ُ َ ‫( أ‬your brother), ‫ك‬ َ ‫و‬ َ ‫و‬ ُ (your
ْ ُ ‫( أب‬your father), ‫ك‬ ْ ‫خ‬ ْ ‫م‬
ُ ‫ح‬
َ (your in-law), ‫ك‬ ْ ‫ف‬
mouth) and ‫ل‬ ٍ ‫ما‬ َ ‫و‬ ْ ُ‫( ذ‬possessor of wealth), and their declension is that each of
them is ‫وع‬ ْ ‫ف‬ُ ‫مْر‬ َ with the ‫واو‬ َ ْ ‫ ال‬in place of the normal ‫وب‬ْ ‫ص‬ُ ْ ‫من‬
َ , ‫مة‬ّ ‫ض‬ّ ‫ال‬

8
 ‫َ‬ ‫ور ‪ and‬ال ْ َ‬
‫لف ‪with the‬‬
‫حة ‪ in place of the normal‬ال ِ‬
‫فت ْ َ‬ ‫جُر ْ‬ ‫ال َْياء ‪َ also with the‬‬
‫م ْ‬
‫رة ‪in place of the normal‬‬ ‫‪ e.g.‬ال ْك َ ْ‬
‫س َ‬
‫و َ‬
‫ك‬ ‫َ‬
‫جاءَ أب ُ ْ‬ ‫)‪َ (Your father came‬‬
‫َ‬ ‫َ‬
‫ك‬‫ت أب َا َ‬ ‫سأل ْ ُ‬ ‫)‪َ (I asked your father‬‬
‫َ‬ ‫َ‬
‫ك‬ ‫على أب ِي ْ َ‬ ‫ت َ‬ ‫سل ّ ْ‬
‫م ُ‬ ‫)‪َ (I greeted your father‬‬
‫رب ‪The following table is a summary of the six categories of‬‬
‫ع َ‬ ‫ال ْ ُ‬
‫م ْ‬ ‫سم‬
‫ال ْ‬
‫‪together with their respective declensions:‬‬

‫‪Type of‬‬ ‫سم‬

‫ال ْ‬ ‫مة‬‫عل َ َ‬
‫َ‬ ‫عل َ َ‬
‫مة‬ ‫َ‬ ‫عل َ َ‬
‫مة‬ ‫َ‬
‫عَرب‬
‫م ْ‬ ‫ْ‬
‫ال ُ‬ ‫ع‬ ‫الّر ْ‬ ‫ْ‬
‫ف ِ‬ ‫ب‬
‫ص ِ‬ ‫الن ّ ْ‬ ‫جّر‬‫ال َ‬
‫‪1.‬‬ ‫رف‬ ‫ص ِ‬ ‫من ْ َ‬ ‫ال ْ ُ‬ ‫مة‬
‫ض ّ‬ ‫ال ّ‬ ‫حة‬‫فت ْ َ‬‫ال ْ َ‬ ‫سَرة‬‫ال ْك َ ْ‬
‫‪2.‬‬ ‫ف‬‫ر ِ‬ ‫ص ِ‬ ‫من ْ َ‬ ‫غْير ال ْ ُ‬ ‫َ‬ ‫مة‬‫ض ّ‬ ‫ال ّ‬ ‫حة‬ ‫فت ْ َ‬‫ال ْ َ‬ ‫حة‬ ‫ال ْ َ‬
‫فت ْ َ‬
‫‪3.‬‬ ‫ث‬ ‫ؤن ّ ِ‬‫م َ‬ ‫مع ال ْ ُ‬ ‫ج ْ‬ ‫َ‬ ‫مة‬ ‫ض ّ‬ ‫ال ّ‬ ‫سَرة‬ ‫ال ْك َ ْ‬ ‫سَرة‬ ‫ال ْك َ ْ‬
‫ساِلم‬ ‫ال ّ‬
‫‪4.‬‬ ‫مث َّنى‬ ‫ال ْ ُ‬ ‫ال َِلف‬ ‫ال َْياء‬ ‫ال َْياء‬
‫‪5.‬‬ ‫مذَك ّ ِ‬
‫ر‬ ‫مع ال ْ ُ‬ ‫ج ْ‬‫َ‬ ‫ال ْ َ‬
‫واو‬ ‫ال َْياء‬ ‫ال َْياء‬
‫ساِلم‬ ‫ال ّ‬
‫َ‬ ‫ال َِلف‬
‫‪6.‬‬ ‫ماء‬ ‫س َ‬ ‫ال ْ‬ ‫ال ْ َ‬
‫واو‬ ‫ال َْياء‬
‫سة‬ ‫م َ‬ ‫خ ْ‬ ‫ال ْ َ‬

‫راب ‪(C) The Signs of‬‬

‫ع َ‬
‫‪ in the‬ال ِ ْ‬ ‫سم‬
‫ال ْ‬ ‫‪:‬‬

‫راب ‪(9) From the previous section it is clear that the signs of‬‬
‫ع َ‬
‫‪ in the‬ال ِ ْ‬ ‫سم‬
‫ال ْ‬
‫‪are three groups:‬‬

‫َ‬
‫مة ‪ : the‬الّر ْ‬
‫فع ‪(a) Signs of‬‬ ‫ض ّ‬ ‫ال ْ َ‬
‫واو ‪ and‬الِلف ‪ , the‬ال ّ‬
‫‪ , the‬ال ْ َ‬ ‫َ‬
‫صب ‪(b) Signs of‬‬
‫حة ‪ : the‬الن ّ ْ‬
‫فت ْ َ‬ ‫سَرة‬ ‫الِلف ‪ and the‬ال َْياء ‪ , the‬ال ْك َ ْ‬
‫ر ‪(c) Signs of‬‬ ‫سَرة ‪ : the‬ال ْ َ‬
‫ج ّ‬ ‫حة ‪ , the‬ال ْك َ ْ‬ ‫‪ .‬ال َْياء ‪ and the‬ال ْ َ‬
‫فت ْ َ‬
‫‪This is illustrated in the following table:‬‬

‫‪Case of‬‬ ‫راب ‪Signs of‬‬

‫ع َ‬
‫ال ِ ْ‬
‫عَراب‬
‫ال ِ ْ‬
‫فع‬ ‫الّر ْ‬ ‫مة‬‫ض ّ‬‫ال ّ‬ ‫ال َِلف‬ ‫واو‬‫ال ْ َ‬
‫صب‬ ‫الن ّ ْ‬ ‫حة‬ ‫ال ْ َ‬
‫فت ْ َ‬ ‫ال ْك َ ْ‬
‫سَرة‬ ‫ال َْياء‬ ‫ال َِلف‬

‫‪9‬‬
 َ ْ ‫ال‬
‫جّر‬ ْ َ ‫ال ْك‬
‫سَرة‬ ‫حة‬ َ ْ ‫ال‬
َ ْ ‫فت‬ ‫ال َْياء‬

These signs can also be divided into primary (i.e. ‫ية‬

َ َ ):
ّ ِ ‫صل‬
ْ ‫ ) أ‬and (i.e. ‫عّية‬
ِ ‫فْر‬
َ َ ْ ‫ ) ال‬are: the ‫مة‬
(a) The primary signs (i.e. ‫ية‬
ّ ِ ‫صل‬
ْ ‫ال‬ ‫مات‬ َ َ ‫عل‬ ّ ‫ض‬
ّ ‫ال‬ ْ ‫ الّر‬,
for ‫فع‬
the ‫حة‬ َ ْ ‫ ال‬for ‫صب‬
َ ْ ‫فت‬ ْ َ ‫ ال ْك‬for ‫جّر‬
ْ ّ ‫ الن‬and the ‫سَرة‬ َ ْ ‫ ال‬, and
(b) The secondary signs (i.e. ‫ية‬
ّ ‫ع‬ َ ْ ‫ال‬
ِ ‫فْر‬ ‫مات‬ َ َ ‫عل‬َ ْ ‫ ) ال‬are all the signs other than
the ‫مة‬ ّ ‫ض‬ ْ ‫ الّر‬, the ‫حة‬
ّ ‫ ال‬for ‫فع‬ َ ْ ‫ ال‬for ‫صب‬
َ ْ ‫فت‬ ْ ّ ‫ الن‬and the ‫سَرة‬ ْ َ ‫ ال ْك‬for
َ ْ ‫ ال‬.
‫جّر‬

(D) Hypothetical or Implicit Signs of ‫راب‬

َ ‫ع‬
ْ ِ ‫ ال‬:

(10) All the signs of ‫راب‬

َ ‫ع‬
ْ ِ ‫ ال‬that have been treated thus far have been overt and
explicit signs of ‫راب‬
َ ‫ع‬
ْ ِ ‫ ال‬in that they can be uttered and pronounced. There are
also certain other signs of ‫راب‬
َ ‫ع‬
ْ ِ ‫ ال‬which are covert and implicit in that they are
not uttered and pronounced. The fact that they are not uttered and pronounced is
(commonly) due to one of three reasons: ‫قل‬ َ ّ ‫ الث‬, ‫ذر‬
ّ ‫ع‬
َ ّ ‫ الت‬and ‫سَبة‬
َ ‫مَنا‬ُ ْ ‫ ال‬.
ّ ‫ع‬
(a) ‫ذر‬
َ
َ ّ ‫( الت‬i.e. the impossibility of vowelling the ‫ الِلف‬whether it is actually
written as an ‫لف‬
َ
ِ ‫ أ‬or as a dot-less ‫ ) َياء‬is when of the word’s ending is an ‫أِلف‬ َ
and the vowel-markings on word’s ending have to be assumed due the impossibility
of vowelling the ‫لف‬ ِ َ ‫) ال‬, e.g.
"‫تى‬ َ ْ ‫ال‬
َ ‫ف‬ َ‫جاء‬ َ " (The young lad came)
َ ْ ‫ت ال‬ َ " (I asked the young lad)
"‫تى‬
َ ‫ف‬ ُ ْ ‫سأل‬ َ
"‫تى‬َ ‫ف‬ ْ
َ ‫على ال‬ َ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ " (I greeted the young lad)
َ ّ ‫( الث‬i.e. the difficulty and heaviness on the tongue in pronouncing the
(b) ‫قل‬
‫مة‬ّ ‫ض‬ّ ‫ ال‬or the ‫سَرة‬ ْ َ ‫ ال ْك‬on the ‫واو‬َ ْ ‫ ال‬or ‫ ) ال َْياء‬is when the word’s ending is a
‫واو‬ َ preceded by a ‫مة‬ ّ ‫ض‬ َ (which applies to the ‫عل‬ ْ ‫ف‬ِ ْ ‫ ال‬only) or a ‫ َياء‬preceded
by a ‫رة‬ ْ َ ‫ ك‬, and the ‫مة‬
َ ‫س‬ ّ ‫ض‬
ّ ‫ ال‬or the ‫سَرة‬ ْ َ ‫ ال ْك‬has to be assumed due to the
difficulty and heaviness on the tongue in pronouncing these two vowel-markings on
them), e.g.

"‫ي‬
ْ ‫ض‬ َ ْ ‫ال‬
ِ ‫قا‬ َ‫جاء‬ َ " (The judge came)
َ ْ ‫ت ال‬ َ " (I asked the judge)
"‫ي‬
َ ‫ض‬ِ ‫قا‬ ُ ْ ‫سأل‬ َ
"‫ي‬ْ ‫ض‬ َ ْ
ِ ‫على القا‬ َ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ " (I greeted the judge)

10
(c) ‫سَبة‬ َ ‫مَنا‬ ُ ْ ‫( ال‬i.e. the necessary correspondence of vowel-marking to the ‫َياء‬
ّ ُ ْ ‫ – ال‬the ‫ ال َْياء‬denoting the second person feminine singular) is when the
ِ ‫مت َك َلم‬
word’s ending is followed by the ِ ‫مت َك َل ّم‬ ُ ْ ‫ َياء ال‬and the vowel-markings on the
word’s ending have to be assumed due to the ِ ‫مت َك َل ّم‬ ُ ْ ‫ َياء ال‬necessitating a
corresponding ‫رة‬ َ ‫س‬ْ َ ‫ ك‬before it, e.g.
"‫ي‬
ْ ‫س‬
ِ ‫مدَّر‬
ُ َ‫جاء‬ َ " (My teacher came)
َ " (I asked my teacher)
"‫ي‬
ْ ‫س‬ِ ‫مدَّر‬ُ ‫ت‬ ُ ْ ‫سأل‬ َ
"‫ي‬ْ ‫س‬ِ ‫مدَّر‬ُ ‫على‬َ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ " (I greeted my teacher)

11
(E) Places of ‫راب‬
َ ‫ع‬
ْ ِ ‫ ال‬in the ‫سم‬
ْ ‫ال‬ :

(9) In order for the categories of ‫رب‬

َ ‫ع‬ ُ ْ ‫سم ال‬
ْ ‫م‬ ْ ‫ ال‬to be declined in their
respective ways as outlined above they have to occupy what is called “places of
‫عَراب‬ ْ ِ ‫ “ ال‬which are responsible for them changing in the ways in which they
do. By way of example "‫س‬ ُ ْ ‫ "ال‬in the sentence "‫س‬
ُ ‫مدَّر‬ ُ ْ ‫ال‬
ُ ‫مدَّر‬ َ‫جاء‬
َ " is
ْ ‫ الّر‬which is the
declined with a sign of ‫فع‬ ‫مة‬ّ ‫ض‬ّ ‫ ال‬because it occupies the place
of the ‫عل‬ ِ ‫فا‬ َ ْ ‫( ال‬i.e. the doer of the verb "َ‫جاء‬ َ " ). Likewise, "‫س‬ َ ‫مدَّر‬ ُ ْ ‫ "ال‬in the
َ " is declined with a sign of ‫ الن ّصب‬which is the
sentence "‫س‬ َ ‫مدَّر‬ ُ ْ ‫ت ال‬ ُ ْ ‫سأل‬
َ ْ
‫حة‬َ ْ ‫فت‬ ْ
َ ‫ ال‬because it occupies the place of the ‫ه‬ ِ ِ ‫ول ب‬ ْ ‫ع‬ ْ ‫م‬
ُ ‫ف‬ ْ
َ ‫( ال‬i.e. the direct
َ
object of the verb "‫سأل‬ َ " ). The same applies to "‫س‬ ِ ‫مدَّر‬ ُ ْ ‫ "ال‬in the sentence "
‫س‬ِ ‫مدَّر‬ ُ ْ ‫عَلى ال‬ َ ‫ت‬ ُ ‫م‬ ْ ّ ‫سل‬
َ " which is declined with a sign of ‫جّر‬ َ ْ ‫ ال‬which is the
‫سَرة‬ ْ َ ‫ ال ْك‬because it occupies the place of the ‫ف‬ ِ ‫حْر‬َ ِ ‫ور ب‬ ْ ‫جُر‬ ْ ‫م‬ َ ْ ‫سم ال‬ ْ ‫ال‬
‫جّر‬َ ْ ‫( ال‬i.e. the noun governed by the preposition). Hence, it is not possible for "
‫مدَّرس‬ ُ ْ ‫ "ال‬to be declined in the aforementioned ways except by it occupying these
or similar places. The same can be said for the remaining categories of ‫سم‬ ْ ‫ال‬
‫عَرب‬ ْ ‫م‬ُ ْ ‫ ال‬.
Moreover, these places – with reference to the ‫سم‬
ْ ‫– ال‬ are nineteen in number
and are divided into three groups:

♦ Places of ‫فع‬ ْ ‫الّر‬

♦ Places of ‫صب‬ ْ ّ ‫الن‬
♦ Places of ‫ر‬ َ ْ ‫ال‬
ّ ‫ج‬
ْ ‫ الّر‬:
The Places of ‫فع‬

ْ ‫ الّر‬comprise all those places in which the categories of

(10) The places of ‫فع‬
‫عَرب‬ ُ ْ ‫سم ال‬
ْ ‫م‬ ْ ‫ ال‬are declined with one of the signs of ‫فع‬ ْ ‫( الّر‬i.e. the ‫مة‬
ّ ‫ض‬
ّ ‫ال‬
َ
‫ الِلف‬, and ‫واو‬ َ ْ ‫) ال‬. In other words: an ‫عَرب‬ ْ ‫م‬
ُ ‫سم‬ ْ ‫ ا‬cannot be declined
with a sign of ‫فع‬ ْ ‫ الّر‬except in one of the places of ‫فع‬ ْ ‫ الّر‬. The converse also
holds true: an ‫رب‬ َ ‫ع‬ْ ‫م‬ ُ ‫سم‬ ْ ‫ ا‬in one of the places of ‫فع‬ ْ ‫ الّر‬cannot be declined
except with a sign of ‫فع‬ ْ ‫ الّر‬.
The places of ‫فع‬ ْ ‫ الّر‬are six:

(a) the ‫عل‬ َ ْ ‫( ال‬doer)

ِ ‫فا‬
The ‫عل‬ َ ْ ‫ ال‬is an ‫سم‬
ِ ‫فا‬ ْ ‫ ا‬that is preceded by a ‫وم‬ْ ُ ‫عل‬
ْ ‫م‬ َ ‫عل‬ ْ ‫ف‬
ِ (active verb)
and denotes the one doing the action indicated by the ‫عل‬ ْ ‫ف‬ِ ْ ‫ ال‬, like "‫ب‬ ّ ‫ "ال‬in:
ُ ِ ‫طال‬

12
 َ ‫ال ْك َِتا‬
"‫ب‬ ‫ب‬ ّ ‫س ال‬
ُ ِ ‫طال‬ َ ‫( "دََر‬The student studied the book)
(b) the ‫ل‬
ِ ‫ع‬ َ ْ ‫ال‬
ِ ‫فا‬ ‫َناِئب‬ (deputy / agent of the doer)

The ‫ل‬
ِ ‫ع‬ َ ْ ‫ال‬
ِ ‫فا‬ ‫َناِئب‬ is an ‫سم‬
ْ ‫ ا‬that is preceded by a ‫ول‬
ْ ‫ه‬
ُ ‫ج‬
ْ ‫م‬
َ ‫عل‬
ْ ‫ف‬
ِ
(passive verb) and takes the place of the ‫عل‬ َ ْ ‫ال‬
ِ ‫فا‬ after the latter has been
ُ ‫ "ال ْك َِتا‬in:
dropped, like "‫ب‬

ُ ‫ال ْك َِتا‬
"‫ب‬ ‫س‬
َ ‫ر‬
ِ ُ‫( "د‬The book was studied)
(c) and (d) the ‫دأ‬ ُ ْ ‫( ال‬subject of the nominal sentence) and ‫خَبر‬
َ َ ‫مب ْت‬ َ ْ ‫( ال‬predicate)

The ‫دأ‬ ُ ْ ‫ ال‬is normally the first

َ َ ‫مب ْت‬ ‫سم‬
ْ ‫ال‬ in a ‫مّية‬ ْ ‫مَلة ا‬
ِ ‫س‬ ْ ‫ج‬
ُ and denotes that
about which information is given or about which something is said, like "‫س‬ ُ ْ ‫"ال‬
ُ ‫مدَّر‬
in:

"‫ر‬
ٌ ‫ه‬
ِ ‫ما‬
َ ‫س‬ ُ ْ ‫( "ال‬The teacher is skillful)
ُ ‫مدَّر‬
The ‫بر‬ َ ْ ‫ ال‬is that which comes after the ‫دأ‬
َ ‫خ‬ ُ ْ ‫ ال‬and denotes the information
َ َ ‫مب ْت‬
that is given about the ‫دأ‬ ُ ْ ‫ ال‬, like "‫هٌر‬
َ َ ‫مب ْت‬ ِ ‫ما‬
َ " in:
"‫ر‬
ٌ ‫ه‬
ِ ‫ما‬
َ ‫س‬ ُ ْ ‫( "ال‬The teacher is skillful)
ُ ‫مدَّر‬
(e) the ‫ن‬ َ "
َ ‫كا‬ ‫سم‬
ْ ‫( "ا‬noun of "‫ن‬ َ " or one of its sisters)
َ ‫كا‬
The ‫ن‬ َ "
َ ‫كا‬ ‫سم‬ ْ ‫ "ا‬is the ‫دأ‬ ُ ْ ‫ ال‬which – together with the ‫خَبر‬
َ َ ‫مب ْت‬ َ ْ ‫ – ال‬has been
governed and acted on by "‫ن‬ َ ‫كا‬ َ " (or one of its sisters) with the latter causing the
‫دأ‬
َ َ ‫مب ْت‬ُ ْ ‫ ال‬to become ‫وع‬ ُ ‫مْر‬
ْ ‫ف‬ َ as the ‫ن‬ َ " ‫سم‬
َ ‫كا‬ ْ ‫ "ا‬and the ‫خَبر‬َ ْ ‫ ال‬to become
‫وب‬ ْ ‫ص‬ ُ ْ ‫من‬ َ as the ‫ن‬
َ ‫كا‬َ " ‫خَبر‬ َ " , like "‫س‬ُ ‫مدَّر‬ ُ ْ ‫ "ال‬in:
"ً ‫هرا‬
ِ ‫ما‬
َ ‫س‬ ُ ْ ‫ن ال‬
ُ ‫مدَّر‬ َ " (The teacher was skillful)
َ ‫كا‬
(f) the ‫ن‬
ّ ِ ‫"إ‬ ‫خَبر‬
َ " (predicate of "‫ن‬
ّ ِ ‫ ) "إ‬or one of its sisters
The ‫ن‬
ّ ِ ‫"إ‬ ‫خَبر‬
َ " or one of its sisters is the ‫خَبر‬ َ ْ ‫ ال‬which – together with the
‫دأ‬
َ َ ‫مب ْت‬ُ ْ ‫– ال‬has been governed and acted on by "‫ن‬ ّ ِ ‫( "إ‬or one of its sisters) with the
latter causing the ‫دأ‬ َ َ ‫مب ْت‬ُ ْ ‫ ال‬to become ‫وب‬ ْ ‫ص‬
ُ ْ ‫من‬َ as the ‫ن‬ ّ ِ ‫سم "إ‬ ْ ‫ "ا‬and the
‫خَبر‬ َ ْ ‫ ال‬to become ‫وع‬ ْ ‫ف‬ُ ‫مْر‬َ as the ‫ن‬
ّ ِ ‫خَبر "إ‬َ " , like "‫هٌر‬ِ ‫ما‬ َ " in:
"‫ر‬
ٌ ‫ه‬
ِ ‫ما‬
َ ‫س‬ ُ ْ ‫ن ال‬
َ ‫مدَّر‬ ّ ِ ‫( "إ‬Truly, the teacher is skillful)

13
The Places of ‫صب‬
ْ ّ ‫ الن‬:
(11) The places of ‫صب‬
ْ ّ ‫ الن‬comprise all those places in which the categories of
‫عَرب‬ ُ ْ ‫سم ال‬
ْ ‫م‬ ْ ‫ ال‬are declined with one of the signs of ‫صب‬ ْ ّ ‫( الن‬i.e. the
َ
‫ الِلف‬, ‫سَرة‬ ْ َ ‫ ال ْك‬, ‫حة‬ َ ْ ‫ ال‬and ‫) ال َْياء‬. In other words: an ‫عَرب‬
َ ْ ‫فت‬ ْ ‫م‬
ُ ‫سم‬ ْ ‫ا‬
cannot be declined with a sign of ‫صب‬ ْ ّ ‫ الن‬except in one of the places of ‫صب‬ ْ ّ ‫الن‬
. The converse also holds true: an ‫رب‬ َ ‫ع‬ْ ‫م‬
ُ ‫سم‬ ْ ‫ ا‬in one of the places of ‫صب‬ ْ ّ ‫الن‬
cannot be declined except with a sign of ‫صب‬ ْ ّ ‫ الن‬.
The places of ‫فع‬ ْ ‫ الّر‬are eleven:

(a) the ‫ه‬

ِ ِ‫ب‬ ‫ول‬
ْ ‫ع‬
ُ ‫ف‬ َ ْ ‫ال‬
ْ ‫م‬ (direct object)

The ‫ه‬
ِ ِ‫ب‬‫ول‬ ْ ‫ع‬
ُ ‫ف‬ َ ْ ‫ ال‬is an ‫سم‬
ْ ‫م‬ ْ ‫ ا‬that normally follows the ‫عل‬ ِ ْ ‫ ال‬and the
ْ ‫ف‬
‫عل‬ َ ْ ‫ ال‬to indicate that to which the action is done, like "‫س‬
ِ ‫فا‬ َ ‫ "الدّْر‬in:
َ ‫ال ْك َِتا‬
"‫ب‬ ‫ب‬ ّ ‫س ال‬
ُ ِ ‫طال‬ َ ‫( "دََر‬The student studied the book)
(b) the ‫ه‬
ِ ْ ‫في‬
ِ ‫ول‬
ْ ‫ع‬
ُ ‫ف‬ َ ْ ‫ال‬
ْ ‫م‬ (adverbial object)

The ‫ه‬
ِ ْ ‫في‬
ِ ‫ول‬ ْ ‫ع‬ ْ ‫م‬
ُ ‫ف‬ َ ْ ‫ ال‬is an ‫سم‬ ْ ‫ ا‬which denotes the time or place in which the
action is done, like "‫ح‬
َ
َ ‫صَبا‬َ " and "‫م‬ َ ‫ما‬
َ ‫ "أ‬in:
َ
"‫س‬
ِ ‫مدَّر‬ ُ ْ ‫م ال‬َ ‫ما‬ َ ‫وم ِ أ‬ ْ َ ‫ح ال ْي‬
َ ‫صَبا‬
َ ‫ب‬ َ ‫ب ال ْك َِتا‬ ّ ‫س ال‬
ُ ِ ‫طال‬ َ ‫( "دََر‬The student
studied the book this morning in front of the teacher)

(c) the ‫ه‬ ْ َ‫ ل‬/ ‫ه‬

ِ ِ ‫جل‬ ُ َ ‫ول ل‬ ْ ‫ع‬ ُ ‫ف‬ْ ‫م‬ َ ْ ‫( ال‬object of purpose)
The ‫ه‬ِ ِ ‫جل‬ْ َ‫ ل‬/ ‫ه‬ ُ َ ‫ول ل‬ ْ ‫ع‬ُ ‫ف‬ ْ ‫م‬َ ْ ‫ ال‬is an ‫سم‬ ْ ‫ ا‬denoting the purpose for which the
action was done, like "‫ة‬ ً َ ‫غب‬ْ ‫ "َر‬in:
َ
"‫في‬
ِ ‫ة‬ ْ ‫س َر‬
ً َ ‫غب‬ ُ ْ ‫م ال‬
ِ ‫مدَّر‬ َ ‫ما‬ ْ َ ‫ح ال ْي‬
َ ‫وم ِ أ‬ َ ‫صَبا‬ َ ‫ب ال ْك َِتا‬
َ ‫ب‬ ّ ‫س ال‬
ُ ِ ‫طال‬ َ ‫دََر‬
ْ ِ ْ ‫( "ال‬The student studied the book this morning in front of the teacher out of a
ِ ‫علم‬
desire for knowledge)

(d) the ‫ه‬

ُ ‫ع‬
َ ‫م‬
َ ‫ول‬
ْ ‫ع‬
ُ ‫ف‬ َ ْ ‫ال‬
ْ ‫م‬ (object of accompaniment)

The ‫ه‬
ُ ‫ع‬
َ ‫م‬
َ ‫ول‬
ْ ‫ع‬
ُ ‫ف‬ َ ْ ‫ال‬
ْ ‫م‬ is an ‫سم‬
ْ ‫ ا‬with whom / which the action is done, like "
‫مي َْلـ‬
ِ ‫ "َز‬in:

14
 َ
"‫س‬ ُ ْ ‫ال‬
ِ ‫مدَّر‬ ‫م‬
َ ‫ما‬ ْ َ ‫ح ال ْي‬
َ ‫وم ِ أ‬ َ ‫صَبا‬ َ ‫ه ال ْك َِتا‬
َ ‫ب‬ ُ َ ‫مي ْل‬
ِ ‫وَز‬
َ ‫ب‬ ّ ‫س ال‬
ُ ِ ‫طال‬ َ ‫دََر‬
ْ ِ ْ ‫في ال‬ ْ ‫( "َر‬The student studied with his classmate the book this
ِ ‫علم‬ ِ ‫ة‬ً َ ‫غب‬
morning in front of the teacher out of a desire for knowledge)

(e) the ‫مطَْلق‬

ُ ْ ‫ول ال‬
ْ ‫ع‬
ُ ‫ف‬ َ ْ ‫ال‬
ْ ‫م‬ (absolute / unrestricted object)

The ‫لق‬ َ ْ ‫مط‬ُ ْ ‫ول ال‬

ْ ‫ع‬
ُ ‫ف‬ َ ْ ‫ ال‬is the ‫در‬
ْ ‫م‬ َ ‫ص‬
ْ ‫م‬َ ْ ‫ ال‬that is mentioned after the ‫عل‬ ِ ْ ‫ال‬
ْ ‫ف‬
to which it belongs so as to emphasise the action that is done or explain the manner
or number of times it is done, like "‫ة‬ ً ‫س‬
َ ‫ "ِدَرا‬in:
َ
"‫س‬ ُ ْ ‫ال‬
ِ ‫مدَّر‬ ‫م‬َ ‫ما‬
َ ‫وم ِ أ‬ْ َ ‫ح ال ْي‬
َ ‫صَبا‬
َ ‫ب‬ َ ‫ه ال ْك َِتا‬
ُ َ ‫مي ْل‬
ِ ‫وَز‬
َ ‫ب‬ ّ ‫س ال‬
ُ ِ ‫طال‬ َ ‫دََر‬
‫ة‬ َ ْ ‫مي‬
ً ‫ق‬ ِ ‫ع‬
َ ‫ة‬ َ ‫عل ْم ِ ِدَرا‬
ً ‫س‬ ِ ْ ‫في ال‬ ِ ‫ة‬ ْ ‫( "َر‬The student studied with his classmate
ً َ ‫غب‬
the book this morning in front of the teacher out of a desire for knowledge in depth)

َ ْ ‫( ال‬substitute)
(f) the ‫حال‬

َ ْ ‫ ال‬is a descriptive noun (i.e. ‫صف‬

The ‫حال‬ ْ ‫و‬
َ ) that clarifies the state or mode of
the ‫عل‬ َ ْ ‫ ال‬or the ‫ه‬
ِ ‫فا‬ ِ ِ‫ب‬ ‫ول‬
ْ ‫ع‬
ُ ‫ف‬ َ ْ ‫ال‬
ْ ‫م‬ at the time the action is done, like "ً ‫لسا‬
ِ ‫جا‬
َ "
and "ً ‫وحا‬ ْ ‫م‬
ْ ُ ‫فت‬ َ " in:
"ً ‫لسا‬
ِ ‫جا‬
َ َ ‫ب ال ْك َِتا‬
‫ب‬ ّ ‫س ال‬
ُ ِ ‫طال‬ َ ‫( "دََر‬The student studied the book sitting)
and

َ
"‫ه‬
ُ ‫م‬ َ ‫وحا ً أ‬
َ ‫ما‬ ْ ‫م‬
ْ ُ ‫فت‬ َ ‫ال ْك َِتا‬
َ ‫ب‬ ‫ب‬ ّ ‫س ال‬
ُ ِ ‫طال‬ َ ‫( "دََر‬The student studied the book
while open in front of him)

(g) the ‫يز‬

ْ ِ ‫مي‬
ْ ّ ‫( الت‬specification)
The ‫يز‬
ْ ِ ‫مي‬
ْ ّ ‫ الت‬is an ‫سم‬
ْ ‫ ا‬which specifies another ‫سم‬
ْ ‫ ا‬which is vague in
signification such as numbers, weight, measurement and area, like " ً ‫تابا‬
َ َ ‫ "ك‬in:
"ً ‫تابا‬
َ َ‫ك‬ ‫ن‬
َ ْ ‫ري‬ ْ ‫ع‬
ِ ‫ش‬ ِ ‫ب‬ ّ ‫س ال‬
ُ ِ ‫طال‬ َ ‫( "دََر‬The student studied twenty books)
(h) the ّ ‫ست َث َْنى ِبـ"إ ِل‬ ُ ْ ‫( "ال‬exceptive / excluded by means of "ّ ‫) "إ ِل‬
ْ ‫م‬
The ّ ‫بـ"إ ِل‬
ِ ‫ست َث َْنى‬ ُ ْ ‫ "ال‬is an ‫سم‬
ْ ‫م‬ ْ ‫ا‬ mentioned after "ّ ‫ "إ ِل‬to indicate that it is
excepted and excluded from the whole or class of things mentioned before " ّ ‫ "إ ِل‬,
like "ً ‫رسا‬
ْ َ‫ "د‬in:
"ً ‫رسا‬ ُ ّ ‫ب ك ُل‬
ْ َ‫ه إ ِل ّ د‬ َ ‫ال ْك َِتا‬ ‫ب‬ ّ ‫س ال‬
ُ ِ ‫طال‬ َ ‫( "دََر‬The student studied the whole
book except one lesson)

15
(i) the ‫دى‬ ُ ْ ‫( ال‬addressee)
َ ‫مَنا‬
The ‫دى‬ ُ ْ ‫ ال‬is an ‫سم‬
َ ‫مَنا‬ ْ ‫ ا‬mentioned after "‫ "َيا‬or one of its sisters to signify that
the object indicated by the ‫سم‬
ْ ‫ ال‬is being addressed, like "‫ب‬ َ " in:
َ ِ ‫طال‬
َ
ُ َ ‫عل‬
"‫م‬ ْ َ ‫ما ت‬ ْ ‫م‬
َ ِ‫ل ب‬ َ ‫ع‬
ْ ‫وا‬
َ ‫ص‬
ْ ِ ‫خل‬
ْ ‫ أ‬،‫م‬ ْ ِ ْ ‫ب ال‬
ِ ‫عل‬
َ ‫( "َيا‬O student / seeker of
َ ِ ‫طال‬
knowledge, Be sincere and act in accordance with what you know)

(j) the ‫ن‬ َ "

َ ‫كا‬ ‫خَبر‬
َ " (predicate of "‫ن‬ َ " or one of its sisters)
َ ‫كا‬
The ‫ن‬ َ "
َ ‫كا‬ ‫خَبر‬
َ " is the ‫خَبر‬ َ ْ ‫ ال‬which – together with the ‫دأ‬ ُ ْ ‫– ال‬has been
َ َ ‫مب ْت‬
governed and acted on by "‫ن‬ َ ‫كا‬ َ " (or one of its sisters) with the latter causing the
‫دأ‬
َ َ ‫مب ْت‬ُ ْ ‫ ال‬to become ‫وع‬ ُ ‫مْر‬
ْ ‫ف‬ َ as the ‫ن‬ َ ‫كا‬َ " ‫سم‬ ْ ‫ "ا‬and the ‫خَبر‬ َ ْ ‫ ال‬to become
‫وب‬ ْ ‫ص‬ ُ ْ ‫من‬ َ as the ‫ن‬َ ‫كا‬َ " ‫خَبر‬ َ " , like "ً ‫هرا‬ِ ‫ما‬
َ " in::
"ً ‫هرا‬
ِ ‫ما‬
َ ‫س‬ ُ ْ ‫ن ال‬
ُ ‫مدَّر‬ َ " (The teacher was skillful)
َ ‫كا‬
(k) the ‫ن‬
ّ ِ ‫"إ‬ ‫سم‬
ْ ‫( "ا‬predicate of "‫ن‬
ّ ِ ‫"إ‬ or one of its sisters)

The ‫ن‬
ّ ِ ‫"إ‬ ‫سم‬ ْ ‫ "ا‬is the ‫دأ‬ ُ ْ ‫ ال‬which – together with the ‫خَبر‬
َ َ ‫مب ْت‬ َ ْ ‫ – ال‬has been
governed and acted on by "‫ن‬ ّ ِ ‫( "إ‬or one of its sisters) with the latter causing the
‫دأ‬
َ َ ‫مب ْت‬ُ ْ ‫ ال‬to become ‫وب‬ ْ ‫ص‬ُ ْ ‫من‬ َ as the ‫ن‬ّ ِ ‫سم "إ‬ ْ ‫ "ا‬and the ‫خَبر‬ َ ْ ‫ ال‬to become
‫وع‬ ْ ‫ف‬ ُ ‫مْر‬ َ as the ‫ن‬
ّ ِ ‫خَبر "إ‬ َ " , like "‫س‬ َ ‫مدَّر‬ ُ ْ ‫ "ال‬in:
"‫ر‬
ٌ ‫ه‬
ِ ‫ما‬
َ ‫س‬ ُ ْ ‫ن ال‬
َ ‫مدَّر‬ ّ ِ ‫( "إ‬Truly, the teacher is skillful)
The Places of ‫ر‬ َ ْ ‫ ال‬:
ّ ‫ج‬
(12) The places of ‫ر‬ َ ْ ‫ ال‬comprise all those places in which the categories of
ّ ‫ج‬
‫عَرب‬ ْ ‫م‬ُ ْ ‫سم ال‬ ْ ‫ ال‬are declined with one of the signs of ‫جّر‬ َ ْ ‫( ال‬i.e. the ‫سَرة‬
ْ َ ‫ال ْك‬
‫حة‬ َ ْ ‫فت‬َ ْ ‫ ال‬, and ‫) ال َْياء‬. In other words: an ‫عَرب‬ ْ ‫م‬ُ ‫سم‬ ْ ‫ ا‬cannot be declined
with a sign of ‫ر‬ ّ ‫ج‬ َ ْ ‫ ال‬except in one of the places of ‫جّر‬ َ ْ ‫ ال‬. The converse also holds
true: an ‫رب‬ َ ‫ع‬
ْ ‫م‬ ُ ‫سم‬ ْ ‫ ا‬in one of the places of ‫جّر‬َ ْ ‫ ال‬cannot be declined except
with a sign of ‫ر‬ ّ ‫ج‬ َ ْ ‫ ال‬.
The places of ‫فع‬ ْ ‫ الّر‬are eleven:

(a) the ‫ر‬ َ ْ ‫ال‬

ّ ‫ج‬ ‫ف‬
ِ ‫حْر‬
َ ِ ‫ور ب‬
ْ ‫جُر‬ َ ْ ‫سم ال‬
ْ ‫م‬ ْ ‫ال‬ (noun governed by a preposition)

16
The ‫ر‬ َ ْ ‫ال‬
ّ ‫ج‬ ‫ف‬
ِ ‫حْر‬
َ ِ ‫ور ب‬ْ ‫جُر‬ َ ْ ‫سم ال‬
ْ ‫م‬ ْ ‫ ال‬is an ‫سم‬ ْ ‫ ا‬that is governed and acted
on by a ‫ر‬ ّ ‫ج‬َ ‫حْرف‬ َ (preposition / genitive particle), like "‫ة‬ ْ َ ‫ "ال ْب‬and "
ِ ‫صَر‬
‫ة‬
ِ ‫ف‬ ْ ُ ‫ "ال ْك‬in:
َ ‫و‬

"‫ة‬
ِ ‫ف‬ ْ ُ ‫ال ْك‬
َ ‫و‬ ‫ة إ َِلى‬ ْ َ ‫ن ال ْب‬
ِ ‫صَر‬ َ ‫م‬
ِ ‫ت‬ َ ‫سا‬
ُ ‫فْر‬ َ " (I travelled from Basra to Kufa)
ِ ْ ‫إ ِل َي‬
(b) the ‫ه‬ ‫ضاف‬ ُ ْ ‫ال‬
َ ‫م‬ (annexed to noun i.e. the second noun in a genitive
construct)

ِ ْ ‫إ ِل َي‬
The ‫ه‬ ‫ضاف‬ َ ‫م‬ُ ْ ‫ ال‬is an ‫سم‬ْ ‫ ا‬to which a prior ‫سم‬ ْ ‫ ا‬is annexed such that the
subsequent ‫سم‬ْ ‫ ال‬grants the prior ‫سم‬ ْ ‫ ال‬either specificity if the subsequent
‫سم‬ْ ‫ ال‬is indefinite and definiteness if it is definite, like "‫ر‬
ٍ ‫خا‬
َ ُ ‫ "ب‬and "‫ح‬
ٍ ‫و‬
ْ ُ ‫ "ن‬in:
"‫ر‬
ٍ ‫خا‬
َ ُ‫ب‬ ‫ة‬
ُ َ ‫في ْن‬
ِ ‫س‬
َ " (a steam boat)
"‫ح‬
ٍ ‫و‬
ْ ُ‫ن‬ ‫ة‬
ُ َ ‫في ْن‬
ِ ‫س‬
َ " (the boat / ark of Noah)
(13) Affiliated to these places of ‫راب‬
َ ‫ع‬
ْ ِ ‫ ال‬is another group of places called the "
‫واِبع‬َ ّ ‫“( "الت‬followers” the singular of which is "‫) "الّتاِبع‬. The ‫واِبع‬ َ ّ ‫ الت‬are places
of ‫راب‬ َ ‫ع‬
ْ ِ ‫ ال‬which essentially derive their ‫عَراب‬ ْ ِ ‫ ال‬from the places of
‫عَراب‬ ْ ِ ‫ ال‬before them i.e. the places of ‫عَراب‬ ْ ِ ‫ ال‬which they follow and hence
the name “followers”. They are also referred to as “secondary places of ‫راب‬ َ ‫ع‬
ْ ِ ‫ال‬
“ because their ‫عَراب‬ ْ ِ ‫ ال‬is dependent on and secondary to the ‫عَراب‬ ْ ِ ‫ ال‬of
the places before them. The ‫بع‬ ِ ‫وا‬
َ ّ ‫ الت‬are four in number:
(a) the ‫عت‬
ْ ّ ‫الن‬ َ ‫ص‬
or ‫فة‬ ّ ‫( ال‬qualifying adjective), which is a ‫( َتاِبع‬follower) that
‫سم‬ْ ‫ ال‬which it follows (called the ‫وع‬
highlights a quality in either the َ ْ ‫ال‬
ْ ُ ‫مت ْب‬ ) or
in something related to that ‫سم‬
ْ ‫ ال‬e.g.
‫هُر‬
ِ ‫ما‬ َ ْ ‫ال‬ ‫س‬ُ ‫مدَّر‬ ُ ْ ‫ال‬ َ‫جاء‬
َ (The skilful teacher came)
َ
‫هَر‬ِ ‫ما‬ َ ْ ‫ال‬ ‫س‬
َ ‫مدَّر‬ ُ ْ ‫ال‬ ُ ْ ‫سأل‬
‫ت‬ َ (I asked the skilful teacher)
‫ر‬
ِ ‫ه‬ ِ ‫ما‬ َ ْ ‫ال‬ ‫س‬ ِ ‫مدَّر‬ ُ ْ ‫ال‬ ‫عَلى‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted the skilful teacher)
‫ه‬
ُ ُ ‫ة ب ِن ْت‬ُ ّ ‫س الذّك ِي‬ ُ ‫مدَّر‬ُ ْ ‫جاءَ ال‬
َ (The teacher whose daughter is intelligent came)
َ
‫ه‬ُ ُ ‫ة ب ِن ْت‬َ ّ ‫س الذّك ِي‬
َ ‫مدَّر‬ُ ْ ‫ت ال‬ ُ ْ ‫سأل‬َ (I asked the teacher whose daughter is
intelligent)
‫ه‬ ِ ّ ‫س الذّك ِي‬
ُ ُ ‫ة ب ِن ْت‬ ُ ْ ‫عَلى ال‬
ِ ‫مدَّر‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted the teacher whose
daughter is intelligent)

17
 َ َ ‫( ال ْب‬semantic substitute), which is a ‫ َتاِبع‬that is introduced by the word
(b) the ‫دل‬
which it follows i.e. the ‫وع‬ َ ْ ‫ال‬
ْ ُ ‫مت ْب‬ , such that it becomes the object intended and not
the ‫وع‬ َ ْ ‫ال‬
ْ ُ ‫مت ْب‬ e.g.

ٌ‫س َزي ْد‬ ُ ‫مدَّر‬ُ ْ ‫جاءَ ال‬

َ (Teacher Zayd came)
ً ‫س َزْيدا‬ ْ َ
َ ‫مدَّر‬ ُ ‫ت ال‬ ُ ْ ‫سأل‬َ (I asked the Teacher Zayd)
‫د‬ٍ ْ ‫س َزي‬
ِ ‫مدَّر‬ُ ْ ‫عَلى ال‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted Teacher Zayd)
(c) ‫وك ِْيد‬
ْ ّ ‫الت‬ (corroborative, reinforcer), which is a ‫بع‬
ِ ‫ َتا‬that corroborates and
reinforces the ‫وع‬ َ ْ ‫ ال‬in order to avoid the possibility of metaphorical
ْ ُ ‫مت ْب‬
communication or absentmindedness on the part of the speaker e.g.

‫ه‬ُ ‫س‬ُ ‫ف‬ ْ َ‫ن‬ ‫س‬

ُ ‫مدَّر‬ ُ ْ ‫ال‬ َ‫جاء‬
َ (The teacher himself came)
َ
‫ه‬ ُ ‫س‬َ ‫ف‬ ْ َ‫ن‬ ‫س‬َ ‫مدَّر‬ ُ ْ ‫ال‬ ُ ْ ‫سأل‬
‫ت‬ َ (I asked the teacher himself)
‫ه‬
ِ ‫س‬ ِ ‫ف‬ ْ َ‫ن‬ ‫س‬ ِ ‫مدَّر‬ ُ ْ ‫ال‬ ‫عَلى‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted the teacher himself)

‫س‬
ُ ‫مدَّر‬ ُ ْ ‫ال‬ ‫س‬ُ ‫مدَّر‬ ُ ْ ‫جاءَ ال‬
َ (The teacher the teacher came)
َ
‫س‬َ ‫مدَّر‬ ُ ْ ‫ال‬ ‫س‬
َ ‫مدَّر‬ ُ ْ ‫ت ال‬ ُ ْ ‫سأل‬ َ (I asked the teacher the teacher)
‫س‬ ِ ‫مدَّر‬ ُ ْ ‫ال‬ ‫س‬ ِ ‫مدَّر‬ ُ ْ ‫عَلى ال‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted the teacher the teacher)
‫ق‬ ْ ‫ع‬
(d) the ِ ‫س‬َ ّ ‫طف الن‬ َ (conjoined noun) which is a ‫ َتاِبع‬that follows the
َ
‫وع‬ ْ ُ ‫مت ْب‬ ْ
َ ‫ ال‬via a ‫حْرف‬ َ from the ‫ف‬ ِ ْ ‫عط‬ َ ْ ‫حُرف ال‬
ْ ‫( أ‬conjunctions)1 e.g.
ُ
‫ب‬
ُ ّ ‫ل‬ ّ‫س وَالط‬ ُ ‫مدَّر‬ ُ ْ ‫جاءَ ال‬ َ (the teacher and the students came)
َ
‫ب‬ َ ّ ‫س وَالطّل‬ َ ‫مدَّر‬ ُ ْ ‫ت ال‬ ُ ْ ‫سأل‬ َ (I asked the teacher and the students)
‫ب‬ ِ ّ ‫س وَالطّل‬ ِ ‫مدَّر‬ ُ ْ ‫عَلى ال‬ َ ‫ت‬ ُ ‫م‬ْ ّ ‫سل‬
َ (I greeted the teacher and the students)
ُ
‫ب‬ ُ ّ ‫س فَالطّل‬ ُ ‫مدَّر‬ ُ ْ ‫جاءَ ال‬ َ (The teacher then immediately the students came)
َ
‫ب‬ َ ّ ‫س فَالطّل‬ َ ‫مدَّر‬ ُ ْ ‫ت ال‬ ُ ْ ‫سأل‬ َ (I asked the teacher then immediately the
students)
ِ ّ ‫س فَالطّل‬
‫ب‬ ُ ْ ‫عَلى ال‬
ِ ‫مدَّر‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted the teacher then immediately
the students)

َ
1
ِ ْ‫عط‬
These ‫ف‬ َ ْ ‫ال‬ ‫حُرف‬
ْ ‫ أ‬are nine in number:

18
 The ‫ي‬ َ ْ ‫ال‬
ّ ِ ‫مب ْن‬ ‫سم‬
ْ ‫ال‬
(A) The Types of ‫ال ْب َِناء‬ in the ‫سم‬
ْ ‫ال‬ :

َ ِ ‫ ال ْب‬in the
(14) The types of ‫ناء‬ ‫سم‬
ْ ‫ال‬ are four:

(a) ‫ن‬ ْ ُ ‫سك‬

ِ ‫و‬ ّ ‫ال‬ ‫وم‬ ْ ‫( ل ُُز‬adherence to the ‫ون‬ ْ ُ ‫سك‬
ّ ‫) ال‬, like: "‫ن‬ ْ ‫م‬ َ " (who)
َ ْ ‫وم ال‬ َ
(b) ‫ح‬ِ ْ ‫فت‬ ْ ‫( ل ُُز‬adherence to the ‫حة‬ َ ْ ‫فت‬َ ْ ‫) ال‬, like: "‫ن‬َ ْ ‫( "أي‬where)
َ
(c) ‫ر‬
ِ ‫س‬ ْ َ ‫وم ال ْك‬ ْ ‫( ل ُُز‬adherence to the ‫سَرة‬ ْ َ ‫) ال ْك‬, like: "‫س‬ِ ‫م‬ ْ ‫( "أ‬yesterday)
(d) ‫م‬ ّ ‫ض‬ّ ‫وم ال‬ ْ ‫( ل ُُز‬adherence to the ‫مة‬ ّ ‫ض‬ ّ ‫) ال‬, like: "‫ث‬ ُ ْ ‫حي‬ َ " (where)
(B) The Categories of ‫ي‬ َ ْ ‫سم ال‬
ّ ِ ‫مب ْن‬ ْ ‫ال‬ :

(15) The categories of the ‫ي‬ّ ِ ‫مب ْن‬َ ْ ‫سم ال‬ْ ‫ ال‬are many but they are almost all
closed classes i.e. their numbers are fixed. The following comprise the major
categories / classes of the ‫ي‬ّ ِ ‫مب ْن‬َ ْ ‫سم ال‬ْ ‫ ال‬:

19
 (a) ‫ئر‬
ِ ‫ما‬
َ ‫ض‬
ّ ‫( ال‬plural of ‫مْير‬
ِ ‫ض‬
ّ ‫ – ) ال‬personal pronouns – and constitute two
major groups:

َ ‫ص‬
i. ‫لة‬ َ ْ ‫من‬
ِ ‫ف‬ ُ (detached) and occur normally at the beginning as shown in the table:

Used in Used in Case of

Case of ‫صب‬
ْ ّ ‫الن‬
ْ ‫الّر‬
‫فع‬
He is a teacher
‫و‬ َ ‫ه‬ ُ Him the teacher asked َ َ ‫سأ‬
‫ل‬ َ ‫ه‬ ُ ‫إ ِّيا‬
‫س‬
ٌ ‫مدَّر‬ ُ ‫س‬
ُ ‫مدَّر‬ ُ ْ ‫ال‬
They (m.d.) are teachers
‫ما‬ َ ‫ه‬ ُ Them (m.d.) the teacher asked َ َ ‫سأ‬
‫ل‬ َ ‫ما‬ َ ‫ه‬
ُ ‫إ ِّيا‬
‫ن‬ِ ‫سا‬ َ ‫مدَّر‬ ُ ‫س‬ُ ‫مدَّر‬ ُ ْ ‫ال‬
They (m.p.) are teachers
‫م‬ْ ‫ه‬ ُ Them (m.p.) the teacher asked َ َ ‫سأ‬
‫ل‬ َ ‫م‬ْ ‫ه‬ ُ ‫إ ِّيا‬
‫و‬
ْ ‫س‬ ُ ‫مدَّر‬ ُ ‫س‬ ُ ‫مدَّر‬ ُ ْ ‫ال‬
‫ن‬
َ
She is a teacher
‫ي‬
َ ‫ه‬ ِ Her the teacher asked َ َ ‫سأ‬
‫ل‬ َ ‫ها‬َ ‫إ ِّيا‬
‫ة‬ ٌ ‫س‬ َ ‫مدَّر‬ ُ ‫س‬
ُ ‫مدَّر‬ ُ ْ ‫ال‬
They (f.d.) are teachers
‫ما‬ َ ‫ه‬ ُ Them (f.d.) the teacher asked َ َ ‫سأ‬
‫ل‬ َ ‫ما‬ َ ‫ه‬ُ ‫إ ِّيا‬
‫سَتا‬ َ ‫مدَّر‬ ُ ‫س‬ُ ‫مدَّر‬ ُ ْ ‫ال‬
‫ن‬ ِ
They (f.p) are teachers
‫ن‬ ّ ‫ه‬ ُ Them (f.p.) the teacher asked
‫ل‬َ َ ‫سأ‬ َ ‫ن‬ ّ ‫ه‬ ُ ‫إ ِّيا‬
‫ت‬
ٌ ‫سا‬ َ ‫مدَّر‬ ُ ‫س‬ُ ‫مدَّر‬ ُ ْ ‫ال‬
‫ت‬ َ َ َ ‫سأ‬ َ ‫إ ِّيا‬
You (m.s.) a teacher
َ ْ ‫أن‬ You (m.s.) the teacher asked
‫ل‬ َ ‫ك‬
‫س‬ٌ ‫مدَّر‬ ُ ‫س‬ ُ ‫مدَّر‬ ُ ْ ‫ال‬
َ َ َ ‫سأ‬
‫ما‬ َ ُ ‫أن ْت‬ ‫ل‬ َ ‫ما‬ َ ُ ‫إ ِّياك‬
You (m.d.) are teachers You (m.d.) the teacher asked

‫ن‬ ِ ‫سا‬ َ ‫مدَّر‬ ُ ‫س‬ ُ ‫مدَّر‬ ُ ْ ‫ال‬

َ َ َ ‫سأ‬
‫م‬ْ ُ ‫أن ْت‬ ‫ل‬ َ ‫م‬ ْ ُ ‫إ ِّياك‬
You (m.p.) are teachers You (m.p.) the teacher asked

‫و‬ْ ‫س‬ ُ ‫مدَّر‬ ُ ‫س‬ ُ ‫مدَّر‬ ُ ْ ‫ال‬

‫ن‬ َ
‫ت‬ َ َ َ ‫سأ‬
You (f.s.) are a teacher
ِ ْ ‫أن‬ You (f.s.) the teacher asked
‫ل‬ َ ‫ك‬ ِ ‫إ ِّيا‬
‫ة‬ ٌ ‫س‬ َ ‫مدَّر‬ ُ ‫س‬
ُ ‫مدَّر‬ ُ ْ ‫ال‬
َ َ َ ‫سأ‬
‫ما‬ َ ُ ‫أن ْت‬ ‫ل‬ َ ‫ما‬ َ ُ ‫إ ِّياك‬
You (f.d.) are teachers You (f.d.) the teacher asked

‫سَتا‬ َ ‫مدَّر‬ ُ ‫س‬ُ ‫مدَّر‬ ُ ْ ‫ال‬

‫ن‬ ِ
َ َ َ ‫سأ‬
You (f.p.) are teachers
‫ن‬ّ ُ ‫أن ْت‬ You (f.p.) the teacher asked
‫ل‬ ّ ُ ‫إ ِّياك‬
َ ‫ن‬

20
 ‫ت‬
‫سا ٌ‬
‫مدَّر َ‬
‫ُ‬ ‫س‬
‫مدَّر ُ‬‫ال ْ ُ‬
‫‪I (m./f. s.) am a teacher‬‬
‫أ ََنا‬ ‫‪Me (m/f. s.) the teacher asked‬‬ ‫سأ َ َ‬
‫ل‬ ‫ي َ‬
‫إ ِّيا َ‬
‫س‬
‫مدَّر ٌ‬ ‫ُ‬ ‫س‬‫مدَّر ُ‬‫ال ْ ُ‬
‫أ ََنا‬
‫ة‬‫س ٌ‬
‫مدَّر َ‬ ‫ُ‬
‫‪We (m./f. d.p.) are teachers‬‬
‫ن‬
‫ح ُ‬ ‫نَ ْ‬ ‫‪Us (m./f. d.p.) the teacher asked‬‬ ‫سأ َ َ‬
‫ل‬ ‫إ ِّياَنا َ‬
‫ن‬‫سا ِ‬ ‫مدَّر َ‬ ‫ُ‬ ‫س‬
‫مدَّر ُ‬‫ال ْ ُ‬
‫ن‬‫ح ُ‬ ‫نَ ْ‬
‫سَتا‬ ‫مدَّر َ‬ ‫ُ‬
‫ن‬ ‫ِ‬
‫ن‬ ‫ح ُ‬ ‫نَ ْ‬
‫و‬
‫س ْ‬ ‫مدَّر ُ‬ ‫ُ‬
‫ن‬
‫َ‬
‫ن‬ ‫ح ُ‬ ‫نَ ْ‬
‫ت‬
‫سا ٌ‬ ‫مدَّر َ‬ ‫ُ‬

‫‪21‬‬
 ‫فع ‪In the case of‬‬
‫الّر ْ‬ ‫صب ‪In the case of‬‬
‫الن ّ ْ‬ ‫ر ‪In the case of‬‬
‫ج ّ‬
‫ال ْ َ‬

‫‪The table shows the attached personal pronouns, the cases of declension in which‬‬
‫عل ‪Attached to the‬‬
‫ف ْ‬
‫ال ْ ِ‬ ‫‪Attached‬‬ ‫‪Attached‬‬ ‫‪Attached‬‬ ‫‪Attached‬‬
‫‪to the‬‬ ‫‪to the‬‬ ‫‪to the‬‬ ‫‪to the‬‬
‫‪beginning but are rather suffixed to the word preceding them as shown in the‬‬

‫عل‬‫ف ْ‬
‫ال ْ ِ‬ ‫حْرف‬ ‫ال ْ َ‬ ‫سم‬‫ال ْ‬ ‫حْرف‬ ‫ال ْ َ‬

‫‪ ) i.e. indicative or‬ا ْ‬

‫‪ُ (attached to the word preceding them) and do not occur at the‬‬

‫ي‬
‫ض ْ‬
‫ما ِ‬
‫ال ْ َ‬ ‫رع‬
‫ضا ِ‬
‫م َ‬
‫ال ْ ُ‬ ‫مر‬
‫ال َ ْ‬
‫و(‬
‫ه َ‬
‫ب) ُ‬
‫و( ك َت َ َ‬
‫ه َ‬
‫ب) ُ‬
‫ي َك ْت ُ ُ‬ ‫ه‬
‫م ُ‬
‫عل ّ َ‬
‫َ‬ ‫ه‬
‫إ ِن ّ ُ‬ ‫ه‬
‫ك َِتاب ُ ُ‬ ‫ه‬
‫من ْ ُ‬
‫ِ‬
‫ك َت َب َا‬ ‫ن‬
‫ي َك ْت ُب َا ِ‬ ‫ما‬
‫ه َ‬
‫م ُ‬
‫عل ّ َ‬
‫َ‬ ‫ما‬
‫ه َ‬
‫إ ِن ّ ُ‬ ‫ما‬
‫ه َ‬
‫ك َِتاب ُ ُ‬ ‫ما‬
‫ه َ‬
‫من ْ ُ‬
‫ِ‬

‫‪demonstrative pronouns, with the exception of the dual forms:‬‬

‫وا‬
‫ك ََتبُ ْ‬ ‫ن‬
‫و َ‬
‫ي َك ْت ُب ُ ْ‬ ‫م‬
‫ه ْ‬
‫م ُ‬
‫عل ّ َ‬
‫َ‬ ‫م‬
‫ه ْ‬
‫إ ِن ّ ُ‬ ‫م‬
‫ه ْ‬
‫ك َِتاب ُ ُ‬ ‫م‬
‫ه ْ‬
‫من ْ ُ‬
‫ِ‬

‫سم ال ِ َ‬
‫ت‬‫ك َت َب َ ْ‬ ‫ب‬
‫ت َك ْت ُ ُ‬ ‫ها‬
‫م َ‬
‫عل ّ َ‬
‫َ‬ ‫ها‬
‫إ ِن ّ َ‬ ‫ها‬
‫ك َِتاب ُ َ‬ ‫ها‬
‫من ْ َ‬
‫ِ‬

‫‪they occur and the type of word they are suffixed to.‬‬
‫ي(‬‫ه َ‬ ‫) ِ‬ ‫ي(‬‫ه َ‬ ‫) ِ‬
‫ك َت َب َت َا‬ ‫ن‬
‫ت َك ْت ُب َا ِ‬ ‫ما‬
‫ه َ‬
‫م ُ‬
‫عل ّ َ‬
‫َ‬ ‫ما‬
‫ه َ‬
‫إ ِن ّ ُ‬ ‫ما‬
‫ه َ‬
‫ك َِتاب ُ ُ‬ ‫ما‬
‫ه َ‬
‫من ْ ُ‬
‫ِ‬

‫شاَر ِ‬

‫‪22‬‬
‫ن‬
‫ك َت َب ْ َ‬ ‫ن‬
‫ي َك ْت ُب ْ َ‬ ‫ن‬
‫ه ّ‬
‫م ُ‬
‫عل ّ َ‬
‫َ‬ ‫ن‬
‫ه ّ‬
‫إ ِن ّ ُ‬ ‫ن‬
‫ه ّ‬
‫ك َِتاب ُ ُ‬ ‫ن‬
‫ه ّ‬
‫من ْ ُ‬
‫ِ‬

‫ة ‪ (plural of‬أ ْ‬
‫ت‬
‫ك َت َب ْ َ‬ ‫ب‬
‫ت َك ْت ُ ُ‬ ‫ب‬
‫ا ُك ْت ُ ْ‬ ‫ك‬
‫م َ‬
‫عل ّ َ‬
‫َ‬ ‫ك‬
‫إ ِن ّ َ‬ ‫ك‬
‫ك َِتاب ُ َ‬ ‫ك‬
‫من ْ َ‬
‫ِ‬
‫ت[‬‫]أ َن ْ َ‬ ‫ت[‬‫]أ َن ْ َ‬
‫ما‬
‫ك َت َب ْت ُ َ‬ ‫ن‬
‫ت َك ُْتبَا ِ‬ ‫ا ُك ْت ُب َا‬ ‫ما‬
‫مك ُ َ‬
‫عل ّ َ‬
‫َ‬ ‫ما‬
‫إ ِن ّك ُ َ‬ ‫ما‬
‫ك َِتاب ُك ُ َ‬ ‫ما‬
‫من ْ ك ُ َ‬
‫ِ‬

‫س َ‬
‫َ‬
‫م‬
‫ك َت َب ْت ُ ْ‬ ‫ن‬
‫و َ‬
‫ت َك ْت ُب ُ ْ‬ ‫وا‬
‫ا ُك ْت ُب ُ ْ‬ ‫م‬
‫مك ُ ْ‬
‫عل ّ َ‬
‫َ‬ ‫م‬
‫إ ِن ّك ُ ْ‬ ‫م‬
‫ك َِتاب ُك ُ ْ‬ ‫م‬
‫من ْ ك ُ ْ‬
‫ِ‬

‫ماء ال ِ َ‬
‫ت‬
‫ك َت َب ْ ِ‬ ‫ن‬
‫ت َك ْت ُب ِي ْ َ‬ ‫ي‬
‫ا ُك ْت ُب ِ ْ‬ ‫ك‬
‫م ِ‬
‫عل ّ َ‬
‫َ‬ ‫ك‬
‫إ ِن ّ ِ‬ ‫ك‬
‫ك َِتاب ُ ِ‬ ‫ك‬
‫من ْ ِ‬
‫ِ‬
‫‪following table:‬‬

‫شاَر ِ‬
‫ما‬
‫ك َت َب ْت ُ َ‬ ‫ن‬
‫ت َك ْت ُب َا ِ‬ ‫ا ُك ْت ُب َا‬ ‫ما‬
‫مك ُ َ‬
‫عل ّ َ‬
‫َ‬ ‫ما‬
‫إ ِن ّك ُ َ‬ ‫ما‬
‫ك َِتاب ُك ُ َ‬ ‫ما‬
‫من ْ ك ُ َ‬
‫ِ‬
‫مت ّ ِ‬

‫ن‬
‫ك َت َب ْت ُ ّ‬ ‫ن‬
‫ت َك ْت ُب ْ َ‬ ‫ن‬
‫ا ُك ْت ُب ْ َ‬ ‫ن‬
‫مك ُ ّ‬
‫عل ّ َ‬
‫َ‬ ‫ن‬
‫إ ِن ّك ُ ّ‬ ‫ن‬
‫ك َِتاب ُك ُ ّ‬ ‫ن‬
‫من ْ ك ُ ّ‬
‫ِ‬

‫ة ‪(b) the‬‬
‫ص َ‬
‫لة ‪ii.‬‬
‫ت‬
‫ك َت َب ْ ُ‬ ‫ب ]أ ََنا[‬
‫أ َك ْت ُ ُ‬ ‫ي‬
‫منِ ْ‬
‫عل ّ َ‬
‫َ‬ ‫ي‬
‫إ ِن ّن ِ ْ‬ ‫ي‬
‫ك َِتاب ُن ِ ْ‬ ‫ي‬
‫من ّ ِ ْ‬
‫ِ‬
‫ك َت َب َْنا‬ ‫ب‬‫ن َك ْت ُ ُ‬ ‫مَنا‬
‫عل ّ َ‬
‫َ‬ ‫إ ِن َّنا‬ ‫ك َِتاُبنَا‬ ‫مّنا‬
‫ِ‬
‫ن[‬
‫ح ُ‬‫]ن َ ْ‬
 َ
The ‫ة‬ َ ِ ‫ال‬
ِ ‫شاَر‬ ‫ماء‬
َ ‫س‬
ْ ‫أ‬ ِ ْ ‫إ ِل َي‬
are used to point to something (‫ه‬ ‫شار‬ َ ‫م‬ُ ْ ‫ )ال‬whether
in the physical or abstract sense e.g. ‫ب‬ ٌ ‫ذا ك َِتا‬َ ‫ه‬ ٌ ‫فك َْر‬
َ (this is a book), ‫ة‬ ِ ‫ه‬ِ ‫ذ‬
ِ ‫ه‬
َ
‫ة‬
ٌ َ‫جي ّد‬
َ (this is a good idea), etc.
The following table shows the ‫ة‬ َ ِ ‫ماء ال‬ َ
ِ ‫شاَر‬ َ ‫س‬ْ ‫ أ‬classified according to gender
and number:

‫ة‬ َ ِ ‫ماء ال‬

ِ ‫شاَر‬ َ ‫س‬
ْ ‫أ‬
Masc. Fem.
Sing. َ
‫ذا‬ /‫ه‬
ِ ْ ِ ‫ ت‬/ ْ‫ه‬
ِ ‫ ِذ‬/ ‫ي‬ ْ ‫ِذ‬
‫ي‬ْ ِ ‫ ت‬/ ‫َتا‬
ِ ْ ‫ ذَي‬/ ‫ن‬
‫ن‬ ِ ‫ذا‬ َ ‫ن‬
ِ ْ ‫ ت َي‬/ ‫ن‬ ِ ‫َتا‬
Dual

Plural ِ َ ‫ُأول‬
‫ء‬ ِ َ ‫ُأول‬
‫ء‬

As regards the distance and range of the ِ ْ ‫شار إ ِل َي‬

‫ه‬ ُ ْ ‫ال‬
َ ‫م‬ (object referred or
pointed to) the ‫ة‬ َ ِ ‫ماء ال‬ َ َ
ِ ‫شاَر‬ َ ‫س‬ْ ‫ أ‬comprise two main groups: i. ‫ماء‬
َ ‫س‬
ْ ‫أ‬
‫ب‬ َ ْ ‫ة ل ِل‬ َ ِ ‫( ال‬indicative pronouns used for close range) and ii. ‫ماء‬ َ
ِ ْ ‫ري‬ِ ‫ق‬ ِ ‫شاَر‬ َ ‫س‬
ْ ‫أ‬
‫د‬ ِ َ ‫ة ل ِل ْب‬
ِ ْ ‫عي‬ ِ ‫شاَر‬ َ ِ ‫( ال‬indicative pronouns used for long range), as shown in the
table:

‫ة‬ َ ِ ‫ماء ال‬ َ ِ َ ‫ة ل ِل ْب‬ َ ِ ‫ماء ال‬ َ

ِ ‫شاَر‬ َ ‫س‬
ْ ‫أ‬ ‫د‬
ِ ْ ‫عي‬ ِ ‫شاَر‬ َ ‫س‬
ْ ‫أ‬
‫ب‬ِ ْ ‫ري‬ َ ْ ‫ل ِل‬
ِ ‫ق‬
Masc. Fem. Masc. Fem.
Sing. َ ‫ه‬
‫ذا‬ َ / ‫ذا‬ َ ‫ي‬ ْ ‫ذ‬
ِ ‫ه‬
َ /‫ي‬ ْ ‫ِذ‬ َ ‫ذا‬
‫ك‬ َ ِ ‫ذَل‬
َ /‫ك‬ َ ْ ‫ت ِل‬
‫ك‬
‫ه‬
ِْ ‫ذ‬ ِ ‫ه‬ َ /
Dual /‫ن‬ ِ ‫ذا‬ َ /‫ن‬ ِ ‫َتا‬ َ ِ ‫ذان‬
‫ك‬ َ َ ِ ‫َتان‬
‫ك‬
‫ن‬
ِ ‫ذا‬ َ ‫ه‬َ ‫ن‬ ِ ‫هاَتا‬ َ
Plural /‫ء‬ ِ َ ‫أول‬ ُ /‫ء‬ ِ َ ‫ُأول‬ َ ِ ‫ُأول َئ‬
‫ك‬ َ ِ ‫ُأول َئ‬
‫ك‬
ِ َ ‫ؤل‬
‫ء‬ ُ ‫ه‬ َ ِ َ ‫ؤل‬
‫ء‬ ُ ‫ه‬ َ

Examples of these ‫ة‬ َ ِ ‫ال‬ َ

ِ ‫شاَر‬ ‫ماء‬َ ‫س‬
ْ ‫ أ‬in complete sentences:
i. ‫ب‬ َ ْ ‫ة ل ِل‬ َ ِ ‫ماء ال‬ َ
ِ ْ ‫ري‬
ِ ‫ق‬ ِ ‫شاَر‬ َ ‫س‬
ْ ‫أ‬
‫س‬ٌ ‫مدَّر‬ ُ ‫ذا‬ َ ‫ه‬َ (this is a male student)
‫ة‬
ٌ ‫س‬ َ ‫مدَّر‬ ُ ‫ه‬ ِ ‫ذ‬ِ ‫ه‬ َ (this is a female student)
‫ن‬ ِ ‫سا‬ َ ‫مدَّر‬ ُ ‫ن‬ ِ ‫ذا‬ َ ‫ه‬
َ (these are two male teachers)

23
‫ن‬ِ ‫سَتا‬ َ ‫مدَّر‬ ُ ‫ن‬ ِ ‫هاَتا‬ َ (these are two female teachers)
‫ن‬
َ ‫و‬ ْ ‫س‬ُ ‫مدَّر‬ ُ ‫ء‬ ِ َ ‫ؤل‬ُ ‫ه‬َ (these are male teachers)
‫ت‬ ٌ ‫سا‬َ ‫مدَّر‬ ُ ‫ء‬ ِ َ ‫ؤل‬ُ ‫ه‬َ (these are female teachers)
ii. ‫د‬ ِ َ ‫ل ِل ْب‬ َ ِ ‫ماء ال‬ َ
ِ ْ ‫عي‬ ‫ة‬ ِ ‫شاَر‬ َ ‫س‬
ْ ‫أ‬
‫س‬ٌ ‫مدَّر‬ ُ ‫ك‬ َ ِ ‫( ذَل‬that is a male student)
‫ة‬
ٌ ‫س‬ َ ‫مدَّر‬ ُ ‫ك‬ َ ْ ‫( ت ِل‬that is a female student)
‫ن‬ ِ ‫مدَّرسا‬ ُ ‫ك‬ َ ِ ‫ذان‬ َ (those are two male students)
‫ن‬ ِ ‫سَتا‬ َ ‫مدَّر‬ ُ ‫ك‬ َ ِ ‫( َتان‬those are two female students)
‫ن‬ َ ‫و‬ ْ ‫س‬ُ ‫مدَّر‬ ُ ‫ك‬ َ ِ ‫( ُأول َئ‬those are male students)
‫ت‬ ٌ ‫سا‬ َ ‫مدَّر‬ ُ ‫ك‬ َ ِ ‫( ُأول َئ‬those are female students)

It should be pointed out, however, that the dual forms are not ‫ي‬
ّ ِ ‫مب ْن‬
َ but ‫عَرب‬ْ ‫م‬
ُ
instead and take the declension of the ‫نى‬ ُ ْ ‫ ال‬which is ‫وع‬
ّ َ ‫مث‬ ْ ‫ف‬ُ ‫مْر‬ َ with the
‫ ال َِلف‬and ‫وب‬ ْ ‫ص‬ُ ْ ‫من‬
َ and ‫ور‬
ْ ‫جُر‬ َ with the ‫ ال َْياء‬as shown in the table:
ْ ‫م‬

‫ب‬
ِ ْ ‫ري‬
ِ ‫ق‬ َ ْ ‫مث َّنى ل ِل‬
ُ ْ ‫ال‬ ‫د‬ ِ َ ‫مث َّنى ل ِل ْب‬
ِ ْ ‫عي‬ ُ ْ ‫ال‬
In the case /‫ن‬ ِ ‫ذَا‬ /‫ن‬ ِ ‫ت َا‬ َ ِ ‫ذَان‬
‫ك‬ َ ِ ‫ت َان‬
‫ك‬
of ‫فع‬ْ ‫الّر‬ ‫ن‬ َ ‫ه‬
ِ ‫ذا‬ َ ‫ن‬ِ ‫هات َا‬َ
In the cases /‫ن‬ ِ ْ ‫ذي‬ َ /‫ن‬ ِ ْ ‫ت َي‬ َ ِ‫ذْين‬
‫ك‬ َ َ ِ ‫ت َي ْ ن‬
‫ك‬
of ‫صب‬ ْ ّ ‫الن‬ ‫ن‬ َ ‫ه‬
ِ ْ ‫ذي‬ َ ‫ن‬ِ ْ ‫هاتَي‬ َ
َ ْ ‫وال‬
‫جّر‬ َ
It should also be pointed out that the actual ‫ة‬ َ ِ ‫سم ال‬
ِ ‫شاَر‬ ْ ‫ ا‬is only ""‫ي‬ َ
ْ ‫ ِذ‬, "‫ذا‬
‫ن‬ َ " , "‫ه‬ ُ
ِ َ ‫ "أول‬and the rest are merely particles. Thus,
ِ ‫ "َتا‬, "‫ن‬ ِ ‫ذا‬ ِ ‫ "ِذ‬," or "‫ء‬
the "‫ها‬ َ " is a ‫ه‬
ٍ ْ ‫حْرف ت َن ْب ِي‬ ّ ‫ ال‬a ‫حْرف‬
َ (particle for calling attention), the ‫لم‬ َ
‫د‬
ِ ‫ع‬ ْ
ْ ُ ‫( ل ِلب‬particle for signifying long distance) and the ‫كاف‬ ْ
َ ‫ ال‬a ‫ب‬ َ
ٍ ‫خطا‬ ِ ‫حْرف‬ َ
(particle signifying the second person)2.

There is also another category of ‫ة‬ َ ِ ‫سم ال‬

ِ ‫شاَر‬ ْ ‫ ا‬used for indicating places only
and is also divided into ‫يب‬ ْ ‫ر‬
ِ ‫ق‬َ ْ ‫ ال‬and ‫عْيد‬ ِ َ ‫ ال ْب‬as shown in the table:
‫ب‬ِ ْ ‫ري‬ َ ْ ‫ال‬
ِ ‫ق‬ ‫د‬ ِ َ ‫ال ْب‬
ِ ْ ‫عي‬
‫هَنا‬ُ (here) ‫م‬ َ ِ ‫هَنال‬
ّ َ‫ ث‬, ‫ك‬ ُ ,‫ك‬ َ ‫هَنا‬
ُ
(there)

2
This ‫كاف‬ َ ْ ‫ ال‬is often but not necessarily conjugated according to gender and number of the
second person as shown in the following table:

24
 َ ‫و‬ َ
(c) the ‫لة‬ ْ ‫ص‬
ُ ‫و‬ َ ْ ‫ماء ال‬
ْ ‫م‬ َ ‫س‬
ْ ‫( ال‬the plural of ‫ول‬
ْ ‫ص‬
ُ ‫و‬ َ ْ ‫ال‬
ْ ‫م‬ ‫سم‬
ْ ‫ال‬ ) – relative
pronouns, with the exception of the dual forms:

َ ‫و‬ َ َ
The ‫لة‬ ْ ‫ص‬
ُ ‫و‬ َ ْ ‫ال‬
ْ ‫م‬ ‫ماء‬َ ‫س‬ ْ ‫ ال‬comprise all those ‫ماء‬ َ ‫س‬
ْ ‫ ال‬that are in need of a
‫مَلة‬ْ ‫ج‬ ُ (sentence) called the ‫ل‬ ِ ‫و‬
ْ ‫ص‬
ُ ‫و‬
ْ ‫م‬َ ْ ‫صَلة ال‬ِ (relative clause) that contains a
‫مْير‬ ِ ‫ض‬ َ called the ‫عاِئد‬َ ْ ‫( ال‬connector) which connects the ‫مَلة‬ ُ ْ ‫ ال‬to these
ْ ‫ج‬
‫ماء‬ َ
َ ‫س‬ ْ ‫ ال‬and which agrees with these ‫ماء‬ َ ‫س‬
ْ ‫ ال‬in gender and number or even
in form: e.g.

‫ق‬
ٌ ‫و‬ َ َ ‫مت‬
ّ ‫ف‬ ُ ‫ب‬ َ ‫ه‬
ٌ ِ ‫طال‬ ُ ُ ‫ي اب ْن‬ ِ ّ ‫س ال‬
ْ ‫ذ‬ ُ ْ ‫جاءَ ال‬
ُ ‫مدَّر‬ َ (the teacher, whose son is an
outstanding student, came)
‫س‬
ٌ ‫مدَّر‬
ُ ‫ها‬
َ ‫د‬
ُ ِ ‫وال‬ ْ ِ ‫ة ال ّت‬
َ ‫ي‬ ّ ‫ت ال‬
ُ َ ‫طال ِب‬ ِ َ‫جاء‬
َ (the female student, whose father is
a teacher, came)

َ ‫و‬ َ
The ‫لة‬ ْ ‫ص‬
ُ ‫و‬ َ ْ ‫ال‬
ْ ‫م‬ ‫ماء‬
َ ‫س‬
ْ ‫ال‬ are of two groups:

َ ْ ‫وَلة ال‬ َ
i. ‫صة‬ّ ‫خا‬ ْ ‫ص‬
ُ ‫و‬ َ ْ ‫ماء ال‬
ْ ‫م‬ َ ‫س‬
ْ ‫( ال‬relative pronouns whose forms are distinct
in terms of gender and number) as shown in the table and the illustrative sentences:

َ ْ ‫وَلة ال‬ َ
‫صة‬
ّ ‫خا‬ ْ ‫ص‬
ُ ‫و‬ َ ْ ‫ماء ال‬
ْ ‫م‬ َ ‫س‬
ْ ‫ال‬
Masc. Fem.
Sing. ‫ي‬
ْ ‫ذ‬ ِ ّ ‫ال‬ ْ ِ ‫ال ّت‬
‫ي‬
Dual ‫ن‬ِ ‫ذا‬َ ّ ‫الل‬ ‫ن‬ِ ‫الل َّتا‬
Plural ‫ ال َُلى‬،‫ن‬َ ْ ‫ذي‬ِ ّ ‫ال‬ ِ ‫ الّل‬،‫ي‬
،‫ء‬ ْ ِ ‫الّلت‬
‫ ال َُلى‬،‫ي‬ َ ّ ‫الل‬
ْ ِ ‫وات‬

‫ن‬
َ ‫و‬
ْ ‫س‬ ُ ْ ‫ه ال‬
ُ ‫مدَّر‬ ُ ‫م‬
ُ ‫ر‬
ِ َ ‫حت‬
ْ َ‫ي ي‬ ِ ّ ‫ب ال‬
ْ ‫ذ‬ ّ ‫جاءَ ال‬
ُ ِ ‫طال‬ َ (The male student, whom the
teachers respect, came)

25
‫ن‬
َ ‫و‬
ْ ‫س‬ ُ ْ ‫ها ال‬
ُ ‫مدَّر‬ َ ‫م‬
ُ ‫ر‬
ِ َ ‫حت‬ ْ ِ ‫ة ال ّت‬
ْ َ‫ي ي‬ ّ ‫ت ال‬
ُ َ ‫طال ِب‬ ِ َ‫جاء‬
َ (The female student, whom
the teachers respect, came).
‫ن‬
َ ‫و‬
ْ ‫س‬ ُ ْ ‫ما ال‬
ُ ‫مدَّر‬ َ ‫ه‬
ُ ‫م‬
ُ ‫ر‬
ِ َ ‫حت‬
ْ َ‫ن ي‬ َ ّ ‫ن الل‬
ِ ‫ذا‬ ّ ‫جاءَ ال‬
ِ ‫طال َِبا‬ َ (The two male students,
whom the teachers respect, came)
‫ن‬ َ ‫و‬ ْ ‫س‬ ُ ‫مدَّر‬ ُ ْ ‫ما ال‬َ ‫ه‬ُ ‫م‬ُ ‫ر‬ِ َ ‫حت‬ْ َ‫ن ي‬ ِ ‫ن الل ّ َِتا‬ ِ ‫طال ِب ََتا‬ّ ‫ت ال‬ ِ َ‫جاء‬
َ (The two female
students, whom the teachers respect, came).
‫ن‬ َ ‫و‬ ْ ‫س‬ ُ ‫مدَّر‬ ُ ْ ‫م ال‬
ْ ‫ه‬ُ ‫م‬ُ ‫ر‬ِ َ ‫حت‬ْ َ ‫ ال َُلى ي‬/ ‫ن‬ ِ ّ ‫ب ال‬
َ ْ ‫ذي‬ ُ ّ ‫جاءَ الطّل‬ َ (The male
students, whom the teachers respect, came)
‫ن‬
ّ ‫ه‬ ُ ‫م‬ ُ ‫ر‬ ْ َ ‫ ال َُلى ي‬/ ‫ي‬
ِ َ ‫حت‬ ْ ِ ‫وات‬َ ّ ‫ الل‬/ ‫ء‬ ِ ‫ الّل‬/ ‫ي‬ ْ ِ ‫ت الّلت‬ ّ ‫ت ال‬
ُ ‫طال َِبا‬ ِ َ‫جاء‬
َ
‫ن‬َ ‫و‬ ْ ‫س‬ ُ ‫مدَّر‬ ْ
ُ ‫( ال‬The female students, whom the teachers respect, came).
َ
َ ‫شت ََر‬
ii. the ‫كة‬ ُ ْ ‫وَلة ال‬
ْ ‫م‬ ْ ‫ص‬
ُ ‫و‬ َ ْ ‫ماء ال‬
ْ ‫م‬ َ ‫س‬
ْ ‫( ال‬relative pronouns whose forms are
not distinct in terms of gender and number):

‫و‬
َ ‫ه‬ ُ )‫ح‬ َ ‫ج‬ َ َ‫ن ن‬ ْ ‫م‬ َ َ‫جاء‬ َ ) (the one who passed came)
‫ي‬ َ ‫ه‬ ِ )‫ت‬ ْ ‫ح‬ َ ‫ج‬ َ َ‫ن ن‬ ْ ‫م‬ َ ‫ت‬ ْ َ‫جاء‬َ ) (the one who passed came)
‫حا‬ َ ‫ج‬ َ َ‫ن ن‬ ْ ‫م‬ َ َ‫جاء‬ َ (the one who passed came)
‫حَتا‬ َ ‫ج‬ َ َ‫ن ن‬ ْ ‫م‬ َ ‫ت‬ ْ َ‫جاء‬ َ (the one who passed came)
‫وا‬ ْ ‫ح‬ ُ ‫ج‬ َ َ‫ن ن‬ ْ ‫م‬ َ َ‫جاء‬ َ (the one who passed came)
‫ن‬ َ ‫ح‬ ْ ‫ج‬ َ َ‫ن ن‬ ْ ‫م‬ َ ‫ت‬ ْ َ‫جاء‬ َ (the one who passed came)
‫س‬ َ ُ ‫فظْت ما ت َعل ّمت‬
ِ ‫م‬ ْ ‫هأ‬ ُ ْ َ َ ُ ِ ‫ح‬
َ (I memorised what I learnt yesterday)
ً ‫جّيدا‬
َ ‫ة‬
ِ ّ ‫ري‬
ِ ‫ع‬ ّ ‫د ال‬
ْ ‫ش‬ ِ ِ ‫صائ‬ َ ْ ‫ن ال‬
َ ‫ق‬ َ ‫م‬
ِ ‫ها‬
َ ‫سَنا‬ َ ‫فظَْنا‬
ْ ‫ما دََر‬ ِ ‫ح‬
َ (we memorised
what we have studied of the poetry recitations well)

َ َ
As with the‫ة‬ َ ِ ‫ماء ال‬
ِ ‫شاَر‬ ْ ‫ أ‬the dual forms of the ‫وَلة‬
َ ‫س‬ ْ ‫ص‬
ُ ‫و‬ َ ْ ‫ماء ال‬
ْ ‫م‬ َ ‫س‬
ْ ‫ ال‬are
also ‫رب‬
َ ‫ع‬
ْ ‫م‬
ُ taking the ‫عَراب‬ ُ ْ ‫ ال‬as shown in the table and the
ْ ِ ‫ ال‬of the ‫مث َّنى‬
illustrative examples:

Masc. Fem
In the case of ‫ن‬ َ ّ ‫الل‬
ِ ‫ذا‬ ِ ‫الل َّتا‬
‫ن‬
ْ ‫الّر‬
‫فع‬
ّ ّ
ِ ْ ‫اللذَي‬
‫ن‬ ‫ن‬
ِ ْ ‫اللت َي‬
In the cases
of ‫صب‬ ْ ّ ‫الن‬
َ ْ ‫وال‬
‫جّر‬ َ
‫حَتا‬
َ ‫ج‬ ِ ‫ن الل َّتا‬
َ َ‫ن ن‬ ّ ‫حا وال‬
ِ ‫طال ِب ََتا‬ َ ‫ج‬
َ َ‫ن ن‬ َ ّ ‫طال َِبان الل‬
ِ ‫ذا‬ ّ ‫جاء ال‬
َ (the two
male students who passed and the two female students who passed came)
ّ ّ ّ ّ َ
‫حَتا‬
َ ‫ج‬
َ َ‫ن ن‬
ِ ْ ‫ن اللت َي‬
ِ ْ ‫والطال ِب َت َي‬
َ ‫حا‬
َ ‫ج‬ ِ ْ ‫ن اللذَي‬
َ َ‫ن ن‬ ُ ْ ‫سأل‬
ِ ْ ‫ت الطال ِب َي‬ َ (I asked
the two male students who passed and the two female students who passed)

26
 ّ ّ ّ ّ َ َ ‫ت‬ ْ ّ ‫سل‬
‫حَتا‬
َ ‫ج‬
َ َ‫ن ن‬
ِ ْ ‫ن اللت َي‬
ِ ْ ‫والطال ِب َت َي‬
َ ‫حا‬
َ ‫ج‬ ِ ْ ‫ن اللذَي‬
َ َ‫ن ن‬ ِ ْ ‫على الطال ِب َي‬ ُ ‫م‬ َ
(I greeted the two male students who passed and the two female students who
passed)

‫هام‬ ْ ِ ‫ست‬ َ َ
(d) the َ ‫ف‬ ْ ‫ماء ال‬
َ ‫س‬
ْ ‫أ‬ (interrogative pronouns) with the exception of "‫ي‬
ّ ‫"أ‬
:

The ‫هام‬ ْ ِ ‫ست‬ َ َ

َ ‫ف‬ ْ ‫ال‬ ‫ماء‬
َ ‫س‬
ْ ‫أ‬ are ‫ماء‬
َ ‫س‬
ْ ‫ أ‬used to ask questions with and comprise
the following:

‫سم‬ ْ ‫ا‬ Meaning Example

ْ ِ ‫ست‬
‫ف‬ ْ ‫ال‬
‫هام‬ َ
‫ن‬
ْ ‫م‬ َ Who ‫ح؟‬َ ‫ج‬
َ َ‫ن ن‬
ْ ‫م‬َ (Who passed?)
‫ما‬َ What ‫س؟‬
ِ ‫مدَّر‬ ُ ْ ‫م ال‬
ُ ‫س‬
ْ ‫ما ا‬
َ (What is the name of the
teacher?)
‫مَتى‬
َ When ‫س؟‬ ُ ‫مدَّر‬ ُ ْ ‫ل ال‬َ ‫ص‬ َ ‫و‬ َ ‫مَتى‬ َ (When did the teacher
arrive?)
َ َ
‫ن‬
َ ْ ‫أي‬ Where ‫ة؟‬ِ ‫س‬ َ ‫مدَْر‬ َ ْ ‫ر ال‬ ِ ْ ‫مدَي‬ ُ ‫ن‬َ ْ ‫( أي‬Where is the principal of
the school?)
‫ن‬ َ َ
َ ‫أّيا‬ When ‫ن؟‬ ُ ‫حا‬َ ِ ‫مت‬
ْ ‫ن ال‬ َ ‫( أّيا‬When is the examination?)
‫أ َّنى‬ How ‫ن؟‬ ُ َ ‫سل‬ ْ َ ‫ب ال ْك‬ ُ ِ ‫طال‬ ّ ‫ح ال‬ َ ‫ج‬
َ
َ َ ‫( أّنى ن‬How did the
lazy student pass?)
َ ْ ‫ك َي‬
‫ف‬ How ‫ن؟‬
ُ ‫حا‬
َ ِ ‫مت‬
ْ ‫ن ال‬ َ ‫ف‬
َ ‫كا‬ َ ْ ‫ك َي‬ (How was the
examination?)
‫ي‬ َ َ
ّ ‫أ‬ Which, Any … ‫و؟‬
َ ‫ح‬
ْ ّ ‫س الن‬
ُ ‫س ي ُدَّر‬
ٍ ‫مدَّر‬
ُ ‫ي‬
ّ ‫أ‬ (Which teacher
teaches Nahw?)

ْ ِ ‫ست‬ َ َ
Of these ِ ‫هام‬ َ ‫ف‬ ْ ‫ماء ال‬ َ ‫س‬ ْ ‫ أ‬only "‫ي‬
ّ ‫ "أ‬is ‫عَرب‬ ْ ‫م‬
ُ and takes the ‫عَراب‬ ْ ِ ‫ال‬
of the ‫رد‬ َ ‫ف‬ ْ ‫م‬ ُ ْ ‫رف ال‬ ِ ‫ص‬ َ ْ ‫من‬ ُ ْ ‫ ال‬e.g.
‫وَلى؟‬ ُ َ
ْ ‫جائ َِزةَ ال‬ َ ْ ‫ل ال‬ َ ‫ب َنا‬ َ ‫ي‬
ٍ ِ ‫طال‬ ّ ‫( أ‬Which student achieved the first prize?)
‫ت؟‬ ْ َ ‫( أ َي كَتاب‬Which book did you read?)
َ ‫قَرأ‬ ٍ ِ ّ
‫ت؟‬ َ َ ‫ي‬ َ
َ ْ ‫ل أن‬ ٍ ‫ص‬ ْ ‫ف‬ ّ ‫يأ‬ ْ ‫ف‬ ِ (In which class are you?)
(e) the ‫ط‬ ّ ‫ماء ال‬ َ َ
ِ ‫شْر‬ َ ‫س‬ ْ ‫( أ‬conditional pronouns) with exception of "‫ي‬ ّ ‫ "أ‬:
The ‫ط‬ ّ ‫ماء ال‬ َ َ
ِ ‫شْر‬ َ ‫س‬ ْ ‫ أ‬comprise more or less the same forms as the ‫ماء‬ َ ‫س‬ ْ ‫أ‬
ِ ‫هام‬ َ ‫ف‬ ْ ِ ‫ست‬ ْ ‫ ال‬except that the former introduce a condition (‫شْرط‬ َ ) followed by a
reply or response (‫واب‬ َ ‫ج‬ َ ) as was observed in the section on the ‫زم‬ ِ ‫وا‬ َ ْ ‫ ال‬. The
َ ‫ج‬
following is a table of the ‫ط‬ ّ ‫ماء ال‬ َ
ِ ‫شْر‬ َ ‫س‬ ْ ‫ أ‬, their meanings and examples:

27
 ‫سم‬ ْ ‫ا‬ Meaning Example
‫شْر‬ ّ ‫ال‬
‫ط‬
ِ
‫ن‬
ْ ‫م‬ َ Who, whosoever ‫ح؟‬
َ ‫ج‬
َ َ ‫هدَ ن‬
َ َ ‫جت‬
ْ ‫نا‬
ْ ‫م‬
َ (whosoever works hard will
pass)
‫ما‬
َ What, whatever َ ‫ع‬
‫ك‬ َ ْ ‫عل ْم ٍ ي َن‬
ْ ‫ف‬ ِ ‫ن‬
ْ ‫م‬ ْ ّ ‫عل‬
ِ ‫م‬ َ َ ‫ما ت َت‬
َ
(whatever you
learn of knowledge will benefit you)
‫مَتى‬ ْ ِ ْ ‫ب ال‬ ِ َ ‫سب ِْيل طَل‬
ِ ‫علم‬ َ ‫ي‬ ْ ‫ف‬ِ ‫فْر‬ ِ ‫سا‬
َ ُ ‫مَتى ت‬
When, whenever
َ َ
‫ك‬َ َ ‫غي َت‬
ْ ُ‫غ ب‬ ُ
ْ ‫( ت َب ْل‬when you travel in the path of
seeking knowledge you will reach your goal)
‫ما‬
َ ‫ه‬
ْ ‫م‬
َ What, whatever ‫ك‬َ ‫ع‬ْ ‫ف‬َ ْ ‫عل ْم ٍ ل َ ي َن‬
ِ ‫ن‬ ْ ‫م‬ ِ ْ ‫عل َي‬
ِ ‫ه‬ ْ ‫ص‬
َ ‫ل‬ ُ ‫ح‬
ْ َ ‫ما ت‬
َ ‫ه‬
ْ ‫م‬
َ
‫ه‬
ِ ِ‫ل ب‬ْ ‫م‬ َ ‫ع‬ ْ َ‫م ت‬ َ
ْ ‫ذا ل‬َ ِ ‫( إ‬whatever your gain of
knowledge it will not benefit you if you do not act on it)
َ َ
‫ن‬
َ ْ ‫أي‬ Where ‫س‬
ُ ‫ه الّنا‬
ُ ‫م‬
ْ ‫ر‬ ْ َ ‫عل ْم ِ ي‬
ِ َ ‫حت‬ ِ ْ ‫ب ال‬ َ ‫ن‬
ُ ِ ‫طال‬ ْ ُ ‫ما ي َك‬
َ َ ‫أي ْن‬
(wherever the student of knowledge is people will
respect him)
‫ن‬ َ ْ ‫و‬ ْ َ‫ن ي‬ َ
َ ‫أّيا‬ When ْ‫هد‬ ِ َ ‫ج َت‬
ْ َ‫ن ي‬ ِ ‫حا‬
َ ِ ‫مت‬
ْ ‫ت ال‬
ُ ‫ق‬ َ ‫ب‬
ْ ‫ر‬
ِ َ ‫قت‬ َ ‫أّيا‬
‫ب أك ْث ََر‬ ُ ّ ‫( الطّل‬whenever the time of the
examination is drawing near the students are working
harder)
‫أ َّنى‬ Where, wherever ْ ‫عل ْم ِ ي ُك َْر‬
‫م‬ ِ ْ ‫ب ال‬ َ ‫ل‬
ُ ِ ‫طال‬ ْ ‫ز‬ َ
ِ ْ ‫( أّنى ي َن‬wherever a
student of knowledge resides he is honoured
َ ْ ‫ك َي‬
‫ف‬ How ‫ف‬
َ ‫و‬ ُ ْ ‫س ال‬
ْ ‫حُر‬ ُ ‫مدَّر‬ ُ ْ ‫ق ال‬
ْ ِ‫ما ي َن ْط‬ َ ْ ‫ك َي‬
َ ‫ف‬
‫ب‬ُ ّ ‫ها الطّل‬ ْ ِ‫( ي َن ْط‬However the teacher
َ ‫ق‬
pronounces the letters the students pronounce them)
َ ُ ‫حي ْث‬
‫ما‬ َ Where, wherever ‫ن‬ْ ‫م‬ِ ‫س‬ ُ ‫فدْ الّنا‬
ِ َ ‫ست‬
ْ َ‫م ي‬ َ ْ ‫ن ال‬
ُ ِ ‫عال‬ ْ ُ ‫سك‬ َ ُ ‫حي ْث‬
ْ َ ‫ما ي‬ َ
‫ه‬
ِ ‫م‬ ْ
ِ ‫عل‬ِ (Wherever the scholar lives people will benefit
from his knowledge)
‫ي‬ َ ْ ُ ‫هدْ ي َب ْل‬
َ ‫غ‬ َ ‫ي‬ َ
ّ ‫أ‬ Which, any … ‫ه‬
ُ َ ‫غاي َت‬ ِ َ ‫جت‬
ْ َ‫ب ي‬
ٍ ِ ‫طال‬ ّ ‫أ‬ (Whichever
student works hard will reach his goal)

Of these ‫ط‬ ّ ‫ال‬ َ َ

ِ ‫شْر‬ ‫ماء‬
َ ‫س‬
ْ ‫أ‬ only "‫ي‬
ّ ‫ "أ‬is ‫عَرب‬
ْ ‫م‬
ُ and takes the declension of the
‫رف‬
ِ ‫ص‬ ُ ْ ‫ال‬
َ ْ ‫من‬ e.g.

َ
‫ي‬ْ ِ ‫ف الّتال‬ ّ ‫ص‬ ّ ‫م إ َِلى ال‬ ْ ّ‫قد‬ َ َ ‫ب ل َ ي َت‬ ْ ‫س‬
ُ ‫ب ي َْر‬ َ ‫ي‬
ٍ ِ ‫طال‬ ّ ‫( أ‬Whichever student
fails does not advance to the next class)
َ
‫ك‬ َ ‫ع‬ْ ‫ف‬َ ْ ‫ب ي َن‬ْ ُ ‫عل ْم ٍ ت َطْل‬
ِ ‫ي‬ ّ ‫( أ‬Whichever knowledge you seek it will benefit you)
َ
‫ه‬
ِ ِ ‫مائ‬َ َ ‫عل‬ُ ‫ن‬ ْ ‫م‬ِ ْ‫فد‬ ِ َ ‫ست‬
ْ َ‫م ت‬ َ ْ ‫عل‬ ِ ْ ‫ب ال‬ َ ُ ‫فْر ل ِت َطْل‬
ِ ‫سا‬َ ُ‫ي ت‬ّ ‫م‬ِ َ ‫سل‬ ٍ َ ‫ي ب َل‬
ْ ِ‫د إ‬ ّ ‫إ َِلى أ‬
(To whichever country you travel to seek knowledge you will benefit from its
scholars)

28
 ْ َ ‫ال‬ َ
(f) the ‫بة‬ ُ ْ ‫ال‬
َ ّ ‫مَرك‬ ‫داد‬
َ ‫ع‬ (compound numbers) from "‫ر‬
َ‫حد‬
َ ‫( "أ‬eleven) to " َ ‫ع‬
َ ‫ش‬ َ
‫شَر‬َ ‫ع‬َ ‫ة‬َ ‫ع‬
َ ‫س‬
ْ ِ ‫( "ت‬nineteen) with the exception of the first part of "‫شَر‬َ ‫ع‬ َ ‫ "اث َْنا‬and "
‫ة‬
َ ‫شَر‬َ ‫ع‬َ ‫( "اث ْن ََتا‬twelve):
These numbers are as follows:

Masc. Fem. Meaning

َ
َ‫حد‬َ ‫أ‬ ‫دى‬ َ ‫ح‬ ْ ِ‫إ‬ eleven
‫شَر‬َ ‫ع‬َ َ‫شَرة‬ َ ‫ع‬ َ
َ ‫اث َْنا‬
َ ‫ع‬
‫شَر‬ ‫اث ْن ََتا‬ twelve
َ‫شَرة‬ َ ‫ع‬ َ
َ َ ‫ث َل َث‬
‫ة‬ ‫ث‬ َ َ ‫ث َل‬ thirteen
‫شَر‬ َ ‫ع‬ َ َ‫شَرة‬ َ ‫ع‬ َ
‫ة‬
َ ‫ع‬ َ َ
َ َ ‫أْرب‬ ‫ع‬َ َ ‫أْرب‬ fourteen
‫شَر‬ َ ‫ع‬ َ َ‫شَرة‬ َ ‫ع‬ َ
‫ة‬
َ ‫س‬ َ ‫م‬ ْ ‫خ‬ َ ‫س‬
َ ‫م‬ ْ ‫خ‬ َ fifteen
‫شَر‬ َ ‫ع‬ َ َ‫شَرة‬ َ ‫ع‬ َ
‫ة‬
َ ّ ‫ست‬ ِ ‫ت‬ ّ ‫س‬ ِ sixteen
‫شَر‬ َ ‫ع‬ َ َ‫شَرة‬ َ ‫ع‬ َ
‫ة‬َ ‫ع‬ َ ْ ‫سب‬ َ ‫ع‬َ ْ ‫سب‬ َ seventeen
‫شَر‬ َ ‫ع‬ َ َ‫شَرة‬ َ ‫ع‬ َ
‫ة‬
َ َ ‫مان ِي‬ َ َ‫ث‬ ‫ي‬َ ِ ‫مان‬ َ َ‫ث‬ eighteen
‫شَر‬ َ ‫ع‬ َ َ‫شَرة‬ َ ‫ع‬ َ
‫ة‬
َ ‫ع‬ َ ‫س‬ ْ ِ‫ت‬ ‫ع‬
َ ‫س‬ ْ ِ‫ت‬ nineteen
‫شَر‬ َ ‫ع‬ َ َ‫شَرة‬ َ ‫ع‬ َ

Of all these only the first part of "‫ر‬ َ ‫ع‬

َ ‫ش‬ َ ‫ "اث َْنا‬or "‫ة‬
َ ‫شَر‬ َ ‫ "اث ْن ََتا‬is ‫عَرب‬
َ ‫ع‬ ْ ‫م‬
ُ and
takes the ‫راب‬
َ ‫ع‬ ُ ْ ‫ ال‬e.g.
ْ ِ ‫ ال‬of the ‫مث َّنى‬

‫ة‬ َ َ‫شَرة‬
ً َ ‫طال ِب‬ َ ‫ع‬ َ ً ‫طاِلبا‬
َ ‫واث ْن ََتا‬ َ ‫شَر‬ َ ‫جا َءَ اث َْنا‬
َ ‫ع‬ َ (Eleven male and eleven
female students came)
َ َ‫شَرة‬ َ
‫ة‬
ً َ ‫طال ِب‬ َ ‫ع‬
َ ‫ي‬ َ ً ‫طاِلبا‬
ْ َ ‫واث ْن َت‬ َ ‫شَر‬
َ ‫ع‬
َ ‫ي‬ ُ ْ ‫سأل‬
ْ َ ‫ت اث ْن‬ َ (I asked eleven male
and eleven female students)
‫ة‬ َ َ‫شَرة‬
ً َ ‫طال ِب‬ َ ‫ع‬
َ ‫ي‬ َ ً ‫طاِلبا‬
ْ َ ‫واث ْن َت‬ َ ‫شَر‬
َ ‫ع‬ ْ َ ‫عَلى اث ْن‬
َ ‫ي‬ َ ‫ت‬ ْ ّ ‫سل‬
ُ ‫م‬ َ (I greeted
eleven male and eleven female students)

(g) ‫ف‬ ْ ‫الظُّر‬

ِ ‫و‬ ‫عض‬ ْ ِ ‫( "إ‬the time when), "‫ذا‬
ْ َ ‫( ب‬some adverbs): such as "‫ذ‬ َ ِ ‫( "إ‬when,
the time when), "‫ن‬
َ
َ ‫( "ال‬now), "‫س‬ِ ‫م‬ ْ ‫( "أ‬yesterday), "‫ث‬ ُ ْ ‫حي‬
َ " (where), etc.

29
(h) the ‫ل‬ ْ ‫ال‬ َ َ
ِ ‫عا‬
َ ‫ف‬ ‫ماء‬
َ ‫س‬
ْ ‫( أ‬verb-like nouns):
These are ‫ماء‬
َ ْ َ‫أ‬
َ ‫س‬
ْ ‫ أ‬which denote the meanings of ‫عال‬
َ ‫ف‬ but do not accept their
defining features and comprise three groups:

i. ‫ي‬
ْ ‫ض‬ َ ْ ‫ال‬
ِ ‫ما‬ ‫ل‬ِ ‫ع‬ْ ‫ف‬ ِ ْ ‫سم ال‬ ْ ‫( ا‬the verb-like noun denoting the meaning of the
‫ي‬ْ ‫ض‬ ِ ‫ما‬ َ ْ ‫ ) ال‬e.g. ‫ت‬ َ ‫ها‬ َ ْ ‫هي‬َ meaning "‫د‬ َ ‫ع‬ُ َ ‫( "ب‬was distant), ‫ن‬ َ meaning "
َ ‫شّتا‬
‫ق‬
َ ‫فت ََر‬ ْ ‫( "ا‬was far apart), etc.
ii. ‫ع‬ِ ‫ر‬ ِ ‫ضا‬ َ ‫م‬ ُ ْ ‫ل ال‬ ِ ‫ع‬ْ ‫ف‬ ِ ْ ‫سم ال‬ ْ ‫( ا‬the verb-like noun denoting the meaning of the
ُ َ َ ‫( "أ َت‬am annoyed, irritated), ‫ي‬
‫رع‬ ِ ‫ضا‬ َ ‫م‬ ُ ْ ‫ ) ال‬e.g. ‫ف‬ ّ ‫ أ‬meaning "‫جُر‬ ّ ‫ض‬ ْ ‫و‬
َ meaning
"‫ب‬
َ
ُ ‫ج‬ ّ ‫ع‬ َ َ ‫( أت‬am impressed, wonderstruck), etc.
iii. ‫ر‬
َ َ
ِ ‫م‬ ْ ‫ل ال‬ ِ ‫ع‬ْ ‫ف‬ِ ‫سم‬ ْ ‫( ا‬the verb-like noun denoting the meaning of the ‫مر‬ ْ ‫) ال‬
e.g. ‫ل‬ ِ ‫ ن ََزا‬meaning "‫ل‬ ْ ‫ز‬ ِ ْ ‫( "ان‬Descend! Get down!), ‫ن‬ َ ْ ‫مي‬
ِ ‫ آ‬meaning "‫ب‬ ْ ‫ج‬
ِ َ ‫ست‬ْ ‫"ا‬
(Accept! Answer!)

(i) the ‫ت‬

َ َ
ِ ‫وا‬
َ ‫ص‬
ْ ‫ال‬ ‫ماء‬
َ ‫س‬
ْ ‫أ‬ (nouns denoting sounds):

These are ‫ماء‬

َ
َ ‫س‬
ْ ‫ أ‬that are used to:
i. address animals such as "‫س‬
ْ ‫ه‬ِ " for goats and sheep, "‫س‬
ْ َ‫عد‬َ " for rebuking a
horse, etc. or
ii. copy the sounds made by animate and inanimate objects e.g. " ‫ق‬ َ " for the
ْ ‫غا‬
ْ َ‫ "ط‬for the sound made by a stone, etc.
sound made by crows, "‫ق‬

30
Section Two: ‫ل‬
ِ ‫ع‬ ِ ْ ‫ال‬
ْ ‫ف‬ ‫حو‬
ْ َ‫ن‬

31
 Division of the ‫عل‬ ِ ْ ‫ ال‬into ‫ي‬
ْ ‫ف‬ َ ْ ‫ ال‬and
ّ ِ ‫مب ْن‬
‫عَرب‬ ُ ْ ‫ال‬
ْ ‫م‬

(16) ‫ل‬
ِ ‫ع‬ ِ ْ ‫ال‬
ْ ‫ف‬ ‫حو‬ْ َ ‫ ن‬investigates the ‫عل‬ ِ ْ ‫ ال‬from the perspective of ‫عَراب‬
ْ ‫ف‬ ْ ِ ‫ال‬
and ‫ناء‬ ْ
َ ِ ‫ الب‬. The ‫عل‬ ْ ‫ف‬ ْ
ِ ‫ ال‬from this perspective is of two types: ‫ي‬ ّ ِ ‫مب ْن‬
َ , which is
its primary form, and ‫رب‬ َ ‫ع‬ْ ‫م‬
ُ . In what follows is a fairly detailed discussion of each
of the ‫ي‬ َ ْ ‫عل ال‬
ّ ِ ‫مب ْن‬ ْ ‫ف‬ِ ْ ‫ ال‬and the ‫عَرب‬ ُ ْ ‫عل ال‬
ْ ‫م‬ ِ ْ ‫ ال‬.
ْ ‫ف‬

32
 The ‫ي‬ َ ْ ‫ال‬
ّ ِ ‫مب ْن‬ ‫عل‬ ِ ْ ‫ال‬
ْ ‫ف‬
َ ِ ‫ ال ْب‬in the ‫عل‬
(A) The Types of ‫ناء‬ ِ ْ ‫ ال‬:
ْ ‫ف‬
َ ِ ‫ ال ْب‬in the ‫عل‬
(17) The types of ‫ناء‬ ِ ْ ‫ ال‬are three:
ْ ‫ف‬
(a) ‫ن‬ ْ ُ ‫سك‬
ِ ‫و‬ ّ ‫ال‬ ‫وم‬ ْ ‫( ل ُُز‬adherence to the ‫ون‬ ْ ُ ‫سك‬
ّ ‫) ال‬, like "‫ب‬ ْ ُ ‫( "ا ُك ْت‬Write!)
(b) ‫ح‬ َ ْ ‫وم ال‬
ِ ْ ‫فت‬ ْ ‫( ل ُُز‬adherence to the ‫حة‬ َ ْ ‫) ال‬, like "‫ب‬
َ ْ ‫فت‬ َ َ ‫( "ك َت‬wrote)
(c) ‫م‬
ّ ‫ض‬ ّ ‫وم ال‬ ْ ‫( ل ُُز‬adherence to the ‫مة‬ ّ ‫ض‬ّ ‫) ال‬, like "‫وا‬ ْ ُ ‫( "ك َت َب‬wrote 3 pers.
rd

masc. pl.)

(B) The Categories of ‫ي‬ َ ْ ‫ال‬

ّ ِ ‫مب ْن‬ ‫عل‬ ِ ْ ‫ال‬
ْ ‫ف‬ :

(18) The categories of ‫ي‬ َ ْ ‫ال‬

ّ ِ ‫مب ْن‬ ‫عل‬ ِ ْ ‫ال‬
ْ ‫ف‬ are three in number:

(a) the ‫ي‬

ْ ‫ض‬ َ ْ ‫ال‬
ِ ‫ما‬ ‫عل‬ ِ ْ ‫ال‬
ْ ‫ف‬ , which is ‫ي‬
ّ ِ ‫مب ْن‬
َ either on:

ْ ُ ‫سك‬
(i) the ‫ون‬ ّ ‫ ال‬when the vowelled ‫ع‬ِ ‫ف‬ ْ ‫مْير الّر‬ ِ ‫ض‬ َ (i.e. , ‫م‬ ْ ُ ‫ ت‬, ‫ما‬ َ ُ‫ ت‬, ‫ت‬ َُِ
‫ َنا‬, ‫ن‬ َ ,‫ن‬ ّ ُ ‫ ) ت‬is suffixed to it e.g. , ‫ن‬ ّ ُ ‫ ك َت َب ْت‬, ‫م‬ ْ ُ ‫ ك َت َب ْت‬, ‫ما‬ َ ُ ‫ ك َت َب ْت‬, ‫ت‬ َُِ ْ ‫ك َت َب‬
‫ ك َت َب َْنا‬, ‫ن‬ َ ْ ‫ ك َت َب‬, etc.
(ii) the ‫م‬ ّ ‫ض‬
ّ ‫ ال‬when the ‫ة‬ ِ ‫ع‬
َ ‫ما‬َ ‫ج‬ َ ْ ‫واو ال‬ َ is suffixed to it e.g. ‫وا‬ ْ ُ ‫كتَب‬ َ , etc.
(iii) the ‫حة‬ َ ْ ‫فت‬َ ْ ‫ ال‬when the vowelled ‫ع‬ ِ ‫ف‬ ْ ‫مْير الّر‬ ِ ‫ض‬ َ or ‫ة‬ ِ ‫ع‬
َ ‫ما‬
َ ‫ج‬ َ ْ ‫واو ال‬ َ is not
suffixed to it e.g. ‫تا‬ َ َ ‫ ك َت َب‬, ‫ت‬ْ َ‫ ك َت َب‬, ‫ ك َت َب َا‬, ‫ب‬ َ َ ‫ ك َت‬, etc.
(b) the ‫ر‬
َ
ِ ‫م‬
ْ ‫ال‬ ‫عل‬
ْ ‫ف‬
ِ , which is ‫ي‬
ّ ِ ‫مب ْن‬
َ either on:

ْ ُ ‫سك‬
(i) the ‫ون‬ َ ْ ‫ا ُك ْت ُب‬
ّ ‫ ال‬e.g. ‫ن‬ ْ ُ ‫ا ُك ْت‬
,‫ب‬ , etc.
ْ
(ii) the ‫ن‬
ِ ‫و‬
ْ ّ ‫الن‬ ‫ذف‬ ْ ‫ح‬َ (dropping of the Nun) e.g. ‫وا‬ ْ ُ ‫ ا ُك ْت ُب‬, (‫ن‬
ِ ) ‫ا ُك ْت َُبا‬
‫ن‬َ ) ‫ي‬ ْ ِ ‫ ا ُك ْت ُب‬, (‫ن‬ َ )) , etc.
(iii) the ‫حة‬َ ْ ‫فت‬ َ ْ ‫ ال‬when the ‫د‬ ِ ْ ‫وك ِي‬
ْ ّ ‫ون الت‬
ْ ُ ‫ ن‬is directly suffixed to it e.g. ‫ن‬ ّ َ ‫ا ُك ْت ُب‬ ,
etc.
(iv) the ‫ر‬
ِ ‫خ‬
ِ ‫ال‬ ‫ذف‬ ْ ‫ح‬
َ (dropping of the weak ending) e.g. ِ ‫ ا ِْرم‬, (‫و‬
ْ ) ُ ْ‫ا ُد‬
‫ع‬
‫)ى‬ ‫س‬
َ ْ ‫ ا ِن‬, (‫ي‬
ْ )) , etc.
(c) the ‫د‬
ِ ْ ‫وك ِي‬ ْ ّ ‫ن الت‬
ِ ‫و‬
ْ ُ ‫ون‬
َ ‫ث‬ ِ ‫ون ال َِنا‬ ْ ُ‫ه ن‬ِ ِ ‫صل ب‬ ُ ْ ‫رع ال‬
ِ ّ ‫مت‬ ِ ‫ضا‬ ُ ْ ‫عل ال‬
َ ‫م‬ ْ ‫ف‬ِ ْ ‫ال‬
‫ة‬ِ ‫شَر‬ ِ ‫مَبا‬ ُ ْ ‫( ال‬the ‫رع‬ ِ ‫ضا‬ ُ ْ ‫ ال‬to which is suffixed the ‫ة‬
َ ‫م‬ ِ ‫و‬َ ‫س‬
ْ ّ ‫ون الن‬ ْ ُ ‫ ن‬or ‫ون‬ ْ ُ‫ن‬
‫د‬
ِ ْ ‫وك ِي‬ ْ ّ ‫ الت‬directly), which is ‫ي‬ ّ ِ ‫مب ْن‬
َ either on:
(i) the ‫ون‬ ْ ُ ‫سك‬ ّ ‫ ال‬when the ‫ة‬ ِ ‫و‬َ ‫س‬ْ ّ ‫ون الن‬ ْ ُ ‫ ن‬is suffixed to it e.g. , ‫ن‬َ ْ ‫كتُب‬ْ َ‫ي‬
‫ن‬ َ ْ ‫ ت َك ْت ُب‬, etc.

33
(ii) the ‫حة‬ َ ْ ‫ ال‬when the ‫د‬
َ ْ ‫فت‬ ِ ْ ‫وك ِي‬
ْ ّ ‫الت‬ ‫ون‬
ْ ُ‫ن‬ is directly suffixed to it e.g. , ‫ن‬ ْ َ‫أ‬
ّ َ ‫كتُب‬
‫ن‬ ْ َ‫ ت‬, ‫ن‬
ّ َ ‫كتُب‬ ّ َ ‫ ي َك ْت ُب‬, ‫ن‬
ّ َ ‫ن َك ْت ُب‬ , etc.

34
 The ‫رب‬
َ ‫ع‬ ُ ْ ‫ال‬
ْ ‫م‬ ‫عل‬ ِ ْ ‫ال‬
ْ ‫ف‬
(A) The Cases of ‫راب‬
َ ‫ع‬
ْ ِ ‫ ال‬in the ‫عل‬ ِ ْ ‫ ال‬:
ْ ‫ف‬
(19) The cases of ‫راب‬
َ ‫ع‬
ْ ِ ‫ ال‬in the ‫عل‬ ِ ْ ‫ ال‬are three: ‫صب‬
ْ ‫ف‬ ْ ّ ‫الن‬ ْ ‫الّر‬
, ‫فع‬ and
َ ْ ‫ال‬
‫جْزم‬ as shown in the following three sentences:

َ
ُ ُ ‫( أك ْت‬I write, will write)
‫ب‬
َ
‫ب‬َ ُ ‫ن أك ْت‬ ْ َ ‫( ل‬I will not write)
َ
‫ب‬ ْ ُ ‫م أك ْت‬ ْ َ ‫( ل‬I did not write(
(B) The Categories of ‫رب‬
َ ‫ع‬ ُ ْ ‫ال‬
ْ ‫م‬ ‫عل‬ ِ ْ ‫ال‬
ْ ‫ف‬ :

(20) The ‫رب‬َ ‫ع‬ ُ ْ ‫عل ال‬

ْ ‫م‬ ِ ْ ‫ ال‬comprises three categories, each of which has its
ْ ‫ف‬
own unique declension. Here they are together with their respective declensions:

(a) ٌ‫يء‬ َ
ْ ‫ش‬ ‫ه‬
ِ ‫ر‬
ِ ‫خ‬
ِ ‫ل ِبآ‬ ْ ‫ص‬ِ ّ ‫م ي َت‬ ْ َ‫ي ل‬ ِ ّ ‫ر ال‬
ْ ‫ذ‬ ِ ‫خ‬ِ ‫حْيح ال‬ ِ ‫ص‬ّ ‫رع ال‬ ِ ‫ضا‬َ ‫م‬ُ ْ ‫عل ال‬ ْ ‫ف‬ ِ ْ ‫ال‬
(the sound ending ‫رع‬ ِ ‫ضا‬
َ ‫م‬ ُ ْ ‫ ال‬which does not have anything suffixed to it) and its 3

declension is that it is ‫وع‬ ُ ‫مْر‬

ْ ‫ف‬
and ‫وم‬ ْ ‫جُز‬
ْ ‫م‬َ with the ‫ون‬
dropping of the vowel-marking) e.g.
َ with the ‫وب‬ ْ ‫ص‬ُ ْ ‫من‬
َ , ‫مة‬ ّ ‫ض‬ّ ‫ ال‬with the ‫حة‬ َ ْ ‫فت‬ َ ْ ‫ال‬
ْ ُ ‫سك‬ ّ ‫( ال‬also referred as ‫ة‬ ِ َ ‫حَرك‬َ ْ ‫ذف ال‬ ْ ‫ح‬َ i.e.

َ
ُ ُ ‫أك ْت‬
‫ب‬
َ
‫ب‬َ ُ ‫أك ْت‬ ْ َ‫ل‬
‫ن‬
َ
‫ب‬ ْ ُ ‫أك ْت‬ ‫م‬ْ َ‫ل‬

3
More specifically, it does not have one of the following five suffixes appended to it:
ِ ْ ‫الث ْن َي‬
(a) the ‫ن‬ ‫( أ َِلف‬Alif signifying duality) e.g. ‫ن‬ ِ ‫ ت َك ْت َُبا‬, ‫ن‬ ِ ‫ ي َك ْت َُبا‬, etc.
(b) the ‫ة‬ ِ ‫ع‬ َ ‫جما‬ َ ْ ‫واو ال‬ َ (Waw signifying masculine plural) e.g. ‫ن‬ َ ‫و‬ ْ ُ ‫ ت َك ْت ُب‬, ‫ن‬ َ ‫و‬ ْ ُ ‫ ي َك ْت ُب‬, etc.
(c) the ‫ة‬ ِ َ ‫خاطَب‬ َ ‫م‬ ُ ْ ‫( َياء ال‬Ya' signifying second person feminine singular) e.g. ‫ن‬ َ ْ ‫ ت َك ْت ُب ِي‬, etc.
(d) the ‫ة‬ ِ ‫و‬ َ ‫س‬ ْ ّ ‫ون الن‬ ْ ُ ‫( ن‬Nun signifying feminine plural) e.g. ‫ن‬ َ ْ ‫ ت َك ْت ُب‬, ‫ن‬ َ ْ ‫ ي َك ْت ُب‬, etc.
َ
(e) the ‫د‬ ِ ْ ‫وك ِي‬ ْ ّ ‫ون الت‬ ْ ُ ‫( ن‬Nun of corroboration or reinforcement) e.g. , ‫ن‬ ّ َ ‫ ن َك ْت ُب‬, ‫ن‬ ّ َ ‫أك ْت ُب‬
‫ن‬ّ َ ‫ ت َك ْت ُب‬, ‫ن‬ ّ َ ‫ ي َك ْت ُب‬, etc.
In the first three cases the ‫رع‬ ِ ‫ضا‬
َ ‫م‬ُ ْ ‫ ال‬takes the declension of the ‫سة‬ َ ‫م‬ ْ ‫خ‬ َ ْ ‫عال ال‬ َ ‫ف‬ْ َ ‫( ال‬see the
declension of the ‫سة‬ َ ‫م‬ ْ ‫خ‬َ ْ ‫عال ال‬َ ‫ف‬ْ َ ‫ ) ال‬and in the last two cases it is ‫ي‬ ّ ِ ‫مب ْن‬ َ (indeclinable). The
‫رع‬ ِ ‫ضا‬ َ ‫م‬ ْ
ُ ‫ ال‬that does not have the five aforementioned suffixes appended to it comprises the
َ َ
‫رع‬ ِ ‫ضا‬ َ ‫م‬ ُ ْ ‫ ال‬when it only has the letters of "‫ت‬ ُ ْ ‫ "أن َي‬prefixed to it, that is: , ‫ب‬ ُ ُ ‫ ن َك ْت‬, ‫ب‬ ُ ُ ‫أك ْت‬
‫ب‬ ُ ُ ‫ ي َك ْت‬and ‫ب‬ ُ ُ ‫ ت َك ْت‬.

35
(b) ٌ ‫يء‬ َ ‫ه‬
ْ ‫ش‬ ِ ‫ر‬ِ ‫خ‬ ِ ‫ل ِبآ‬ ْ ‫ص‬ِ ّ ‫م ي َت‬ ْ َ‫ي ل‬ ِ ّ ‫ر ال‬
ْ ‫ذ‬ ِ ‫خ‬ ِ ‫ل ال‬ّ َ ‫عت‬ ُ ْ ‫رع ال‬
ْ ‫م‬ ِ ‫ضا‬َ ‫م‬ُ ْ ‫عل ال‬ ْ ‫ف‬ِ ْ ‫ال‬
(the weak ending4 ‫رع‬ ِ ‫ضا‬
َ ‫م‬ ُ ْ ‫ ال‬which does not have anything suffixed to it5) and its
declension is that it is ‫وع‬ ُ ‫مْر‬
ْ ‫ف‬ َ with the ‫مة‬ ّ ‫ض‬ّ ‫( ال‬that is implicit)6 , ‫وب‬ ْ ‫ص‬
ُ ْ ‫من‬َ
with the ‫حة‬َ ْ ‫فت‬َ ‫( ال‬that is implicit in the case of the weak ending being the ‫ال َِلف‬
ْ
only) and ‫وم‬ ْ ‫جُز‬ ْ ‫م‬ َ with the ‫ر‬ ِ ‫خ‬ِ ‫ذف ال‬ ْ ‫ح‬َ (dropping of the weak ending) in place
of the normal ‫ون‬ ْ ُ ‫سك‬ّ ‫ال‬
e.g.

ّ َ ‫عت‬
‫ل‬ ْ ‫م‬ُ ْ ‫ال‬ ّ َ ‫عت‬
‫ل‬ ْ ‫م‬ ُ ْ ‫ال‬ ّ َ ‫عت‬
‫ل‬ ْ ‫م‬ُ ْ ‫ال‬
‫و‬
ِ ‫وا‬ َ ْ ‫ِبال‬ ِ ‫ِبال َْيا‬
‫ء‬ ‫ف‬ِ ِ ‫ِبال َل‬
‫و‬ ْ ‫ع‬ُ ْ‫أ َد‬ ‫ي‬
ْ ‫م‬
َ
ِ ‫أْر‬ ‫سى‬ َ ْ ‫أن‬
َ
(‫و‬ ُ ) (‫ي‬ُ ) (‫ى‬
ُ )
َ َ َ
‫و‬َ ‫ع‬ ُ ْ‫ن أد‬ ْ َ‫ل‬ ‫ي‬
َ ‫م‬ ِ ‫ن أْر‬ ْ َ‫ل‬ ‫سى‬ َ ْ ‫ن أن‬ ْ َ‫ل‬
(‫ى‬ُ )
ُ ْ‫م أ َد‬
‫ع‬ ْ َ‫ل‬
َ
ِ ‫م أْرم‬ ْ َ‫ل‬ ‫س‬
َ ْ ‫م أن‬
َ
ْ َ‫ل‬
{‫و‬ ْ } {‫ي‬ ْ } {‫}ى=ا‬

‫سة‬
(c) the َ ‫م‬
ْ ‫خ‬َ ْ ‫عال ال‬َ ‫ف‬ْ َ ‫( ال‬five verbs)7 and the declension of each is that it is
‫وع‬ ُ ‫مْر‬
ْ ‫ف‬ َ with the ‫ون‬ ْ ّ ‫ الن‬in place of the normal ‫وب‬ ْ ‫ص‬
ُ ْ ‫من‬
َ , ‫مة‬ ّ ‫ض‬
ّ ‫ ال‬with the

By "weak ending" we mean that the final letter of the ‫رع‬

ِ ‫ضا‬ ُ ْ ‫ ال‬is either:
َ ‫م‬
(a) a ‫واو‬
َ e.g. ‫و‬
ْ ‫ع‬
ُ ْ‫ي َد‬ ,‫و‬ ْ ‫ع‬ُ ْ‫ ن َد‬, ‫و‬ ْ ‫ع‬ ُ ْ‫ أ َد‬and ‫و‬ ْ ‫ع‬ُ ْ‫ت َد‬
(b) a ‫ياء‬
َ
َ e.g. ‫ي‬ْ ‫م‬ِ ‫ ي َْر‬, ‫ي‬ ْ ‫م‬ ِ ‫ ن َْر‬, ‫ي‬ ْ ‫م‬ ِ ‫ أْر‬and ‫ي‬ ْ ‫م‬ ِ ‫ت َْر‬
(c) an ‫لف‬
َ
ِ ‫ أ‬e.g. ‫سى‬ َ
5
َ ْ ‫ ي َن‬, ‫سى‬ َ ْ ‫ ن َن‬, ‫سى‬ َ ْ ‫ أن‬, and ‫سى‬ َ ْ ‫ت َن‬
See the second last footnote.
6

A sign becomes implicit (‫رة‬ َ ‫م‬

َ ّ ‫قد‬ ُ ) when there is something that prevents that sign from being
explicit or pronounceable like when the ‫مة‬
ّ ‫ض‬ ْ َ ‫ ال ْك‬proves heavy and difficult to
ّ ‫ ال‬or ‫سَرة‬
pronounce on the َ ‫ ال‬or ‫ ال َْياء‬and is therefore dropped, or like when it is impossible for a letter
‫واو‬
such as the ‫لف‬
َ
ِ ‫ ال‬to take any of the three ‫كات‬ َ ‫حَر‬َ ْ ‫ ال‬. Even though these ‫كات‬ َ ‫حَر‬َ ْ ‫ ال‬are
not pronounced they are still assumed to exist and must therefore be accounted for in analysis.
7
The ‫سة‬ َ ‫م‬ ْ ‫خ‬ َ ْ ‫عال ال‬ َ ‫ف‬ ْ َ ‫ ال‬comprise every ‫رع‬ ِ ‫ضا‬ َ ‫م‬ ُ that has one of the following personal
pronouns (‫ئر‬ ِ ‫ما‬ َ ‫ض‬ ّ ‫ )ال‬suffixed to it:
َ
(a) the ‫ن‬ ِ ْ ‫ أِلف الث ْن َي‬e.g. ‫ن‬ ِ ‫ ت َك ْت َُبا‬, ‫ن‬ ِ ‫ ي َك ْت َُبا‬, etc.
(b) the ‫ة‬ ِ ‫ع‬ َ ‫ما‬ َ ‫ج‬ َ ْ ‫واو ال‬ َ e.g. ‫ن‬ َ ‫و‬ ْ ُ ‫ ت َك ْت ُب‬, ‫ن‬ َ ‫و‬ْ ُ ‫ ي َك ْت ُب‬, etc.
(c) the ‫ة‬ ِ َ ‫خاطَب‬ َ ‫م‬ ُ ْ ‫ َياء ال‬e.g. ‫ن‬ َ ْ ‫ ت َك ْت ُب ِي‬, etc.
The following verbs are generally representative of the , ‫ن‬ ِ َ ‫عل‬ ْ َ ‫ – ي‬: ‫سة‬
َ ‫ف‬ َ ‫م‬ َ ْ ‫عال ال‬
ْ ‫خ‬ ْ َ ‫ال‬
َ ‫ف‬
‫ن‬ ْ ُ ‫عل‬
َ ‫و‬ َ ‫ف‬ ْ َ‫ ت‬, ‫ن‬ َ ‫و‬ ْ ُ ‫عل‬ ْ َ‫ ي‬, ‫ن‬
َ ‫ف‬ ِ َ ‫عل‬ َ ‫ف‬ ْ َ ‫ ت‬and ‫ن‬ َ ْ ‫عل ِي‬َ ‫ف‬ ْ َ‫ ت‬.

36
‫ون‬‫ذف الن ُ ْ‬‫ح ْ‬
‫حة ‪َ (dropping of the Nun) in place of the normal‬‬
‫فت ْ َ‬‫‪ and‬ال ْ َ‬
‫وم‬
‫جُز ْ‬ ‫م ْ‬
‫ون ‪َ also with the‬‬ ‫ح ْ‬
‫ذف الن ُ ْ‬ ‫ون ‪َ in place of the normal‬‬ ‫سك ُ ْ‬‫ال ّ‬
‫‪e.g.‬‬

‫َ‬
‫أِلف الث ْن َي ْ ِ‬
‫ن‬ ‫ة‬
‫ع ِ‬
‫ما َ‬ ‫واو ال ْ َ‬
‫ج َ‬ ‫َ‬ ‫َياء‬
‫ة‬ ‫َ‬
‫خاطب َ ِ‬ ‫م َ‬ ‫ال ْ ُ‬
‫ت َك ْت َُبا ِ‬
‫ن‬ ‫ن‬
‫و َ‬ ‫ت َك ْت ُب ُ ْ‬ ‫ن‬‫ت َك ْت ُب ِي ْ َ‬
‫ن ت َك ْت َُبا‬ ‫لَ ْ‬ ‫ن ت َك ْت ُب ُ ْ‬
‫وا‬ ‫لَ ْ‬ ‫ن ت َك ْت ُب ِ ْ‬
‫ي‬ ‫لَ ْ‬
‫ن{‬ ‫} ِ‬ ‫ن{‬ ‫} َ‬ ‫ن{‬ ‫} َ‬
‫م ت َك ْت َُبا‬ ‫لَ ْ‬ ‫وا‬‫م ت َك ْت ُب ُ ْ‬ ‫لَ ْ‬ ‫ي‬ ‫م ت َك ْت ُب ِ ْ‬ ‫لَ ْ‬
‫ن{‬ ‫} ِ‬ ‫ن{‬ ‫} َ‬ ‫ن{‬ ‫} َ‬

‫رب ‪The following table is a summary of the six categories of‬‬

‫ع َ‬ ‫ال ْ ُ‬
‫م ْ‬ ‫سم‬
‫ال ْ‬
‫‪together with their respective declensions:‬‬

‫عل ‪Type of‬‬ ‫ال ْ ِ‬

‫ف ْ‬ ‫مة‬‫عل َ َ‬
‫َ‬ ‫ب‬
‫ص ِ‬ ‫عل َ َ‬
‫مة الن ّ ْ‬ ‫َ‬ ‫عل َ َ‬
‫مة‬ ‫َ‬
‫عَرب‬ ‫ال ْ ُ‬
‫م ْ‬ ‫‪:‬‬ ‫ع‬
‫ف ِ‬‫الّر ْ‬ ‫جْزم ِ‬ ‫ال ْ َ‬
‫‪1.‬‬ ‫رع‬ ‫ضا ِ‬‫م َ‬‫ال ْ ُ‬ ‫مة‬
‫ض ّ‬
‫ال ّ‬ ‫حة‬ ‫ال ْ َ‬
‫فت ْ َ‬ ‫سك ُ ْ‬
‫ون‬ ‫ال ّ‬
‫ر‬
‫خ ِ‬‫حْيح ال ِ‬ ‫ص ِ‬ ‫ال ّ‬
‫‪2.‬‬ ‫رع‬ ‫ضا ِ‬‫م َ‬‫ال ْ ُ‬ ‫مة‬‫ض ّ‬
‫ال ّ‬ ‫حة‬ ‫فت ْ َ‬‫ال ْ َ‬ ‫ذف‬ ‫ح ْ‬
‫َ‬
‫ر‬‫خ ِ‬‫ل ال ِ‬ ‫عت َ ّ‬ ‫ال ْ ُ‬
‫م ْ‬ ‫قدَّرة(‬ ‫)ال ْ ُ‬
‫م َ‬ ‫هَرة ‪/‬‬ ‫ظا ِ‬ ‫)ال ّ‬ ‫ر‬
‫خ ِ‬
‫ال ِ‬
‫قدَّرة(‬ ‫م َ‬ ‫ال ْ ُ‬
‫‪3.‬‬ ‫عال‬‫ف َ‬‫ال َ ْ‬ ‫ن‬
‫و ِ‬ ‫ث ُب ُ ْ‬
‫وت الن ّ ْ‬ ‫ن‬
‫و ِ‬‫ذف الن ّ ْ‬ ‫ح ْ‬‫َ‬ ‫ذف‬ ‫ح ْ‬‫َ‬
‫سة‬
‫م َ‬ ‫خ ْ‬ ‫ال ْ َ‬ ‫ن‬
‫و ِ‬
‫الن ّ ْ‬

‫‪37‬‬
(C) The Signs of ‫راب‬
َ ‫ع‬
ْ ِ ‫ ال‬in the ‫عل‬ ِ ْ ‫ ال‬:
ْ ‫ف‬
(22) From the previous section it is clear that the signs of ‫راب‬
َ ‫ع‬
ْ ِ ‫ ال‬in the ‫عل‬ ِ ْ ‫ال‬
ْ ‫ف‬
are three groups:

ْ ‫ الّر‬: the ‫مة‬

(a) Signs of ‫فع‬ ّ ‫ض‬
ّ ‫ ال‬and the ‫ون‬
ْ ّ ‫الن‬ ‫وت‬ ْ ُ ‫ث ُب‬
(b) Signs of ‫صب‬ ْ ّ ‫ الن‬: the ‫حة‬َ ْ ‫فت‬َ ْ ‫ ال‬and the ‫ن‬ِ ‫و‬ ْ ّ ‫ذف الن‬ ْ ‫ح‬ َ
(c) Signs of ‫زم‬
ْ ‫ج‬ ْ
َ ‫ ال‬: the ‫ون‬ ْ ُ ‫سك‬ّ ‫ ال‬, the ‫ن‬ ِ ‫و‬
ْ ُ ‫ذف الن‬ ْ ‫ح‬ ْ ‫ح‬
َ and the ‫ذف‬ َ
‫ر‬
ِ ‫خ‬
ِ ‫ ال‬.
This is illustrated in the following table:

Case of Signs of ‫راب‬

َ ‫ع‬
ْ ِ ‫ال‬
‫عَراب‬
ْ ِ ‫ال‬
‫فع‬ ْ ‫الّر‬ ‫مة‬ ّ ‫ض‬ّ ‫ال‬ ‫ن‬ ِ ‫و‬ ْ ُ ‫ث ُب‬
ْ ّ ‫وت الن‬
‫صب‬ ْ ّ ‫الن‬ ‫حة‬ َ ْ ‫ال‬
َ ْ ‫فت‬ ‫ن‬
ِ ‫و‬ ْ ّ ‫ذف الن‬ ْ ‫ح‬َ
‫جْزم‬ َ ْ ‫ال‬ ْ ُ ‫سك‬
‫ون‬ ّ ‫ال‬ ‫ن‬ِ ‫و‬ ْ ّ ‫ذف الن‬ ْ ‫ح‬ َ ‫ر‬
ِ ‫خ‬ ْ ‫ح‬
ِ ‫ذف ال‬ َ

These signs can also be divided into primary (i.e. ‫ية‬

َ َ ):
ّ ِ ‫صل‬
ْ ‫ ) أ‬and (i.e. ‫عّية‬
ِ ‫فْر‬
َ َ ْ ‫ ) ال‬are: the ‫مة‬
(a) The primary signs (i.e. ‫ية‬
ّ ِ ‫صل‬
ْ ‫ال‬ ‫مات‬ َ َ ‫عل‬ ّ ‫ض‬
ّ ‫ال‬ ْ ‫ الّر‬,
for ‫فع‬
the ‫حة‬ َ ْ ‫ ال‬for ‫صب‬
َ ْ ‫فت‬ ْ ُ ‫سك‬
ْ ّ ‫ الن‬and the ‫ون‬ ّ ‫ ال‬for ‫جْزم‬ َ ْ ‫ ال‬, and
(b) The secondary signs (i.e. ‫ية‬
ّ ‫ع‬ َ ْ ‫ال‬
ِ ‫فْر‬ ‫مات‬ َ َ ‫عل‬َ ْ ‫ ) ال‬are all the signs other than
the ‫مة‬ّ ‫ض‬ ْ ‫ الّر‬, the ‫حة‬
ّ ‫ ال‬for ‫فع‬ َ ْ ‫ ال‬for ‫صب‬
َ ْ ‫فت‬ ْ ّ ‫ الن‬and the ‫ون‬ ْ ُ ‫سك‬
ّ ‫ ال‬for
‫جْزم‬ ْ
َ ‫ ال‬.
(D) Places of ‫راب‬
َ ‫ع‬
ْ ِ ‫ ال‬in the ‫عل‬ ِ ْ ‫ ال‬:
ْ ‫ف‬
(23) The places of ‫راب‬
َ ‫ع‬
ْ ِ ‫ ال‬in the ‫عل‬ ِ ْ ‫ ال‬comprise all those places in which
ْ ‫ف‬
the categories of ‫رب‬
َ ‫ع‬ ُ ْ ‫ال‬
ْ ‫م‬ ‫عل‬ ِ ْ ‫ال‬
ْ ‫ف‬ are declined with their respective signs of
‫عَراب‬
ْ ِ ‫ال‬ as outlined above. The places of ‫راب‬
َ ‫ع‬
ْ ِ ‫ ال‬in the ‫عل‬ ِ ْ ‫ ال‬are only
ْ ‫ف‬
ْ ‫ الّر‬, a place of ‫صب‬
three in number: a place of ‫فع‬ َ ْ ‫ ال‬.
ْ ّ ‫ الن‬and a place of ‫جْزم‬

ْ ‫ الّر‬in the ‫عل‬

The Place of ‫فع‬ ِ ْ ‫ ال‬:
ْ ‫ف‬

38
(24) The ‫عل‬ ِ ْ ‫ ال‬occupies a place of ‫فع‬
ْ ‫ف‬ ْ ‫ الّر‬becoming ‫وع‬ ُ ‫مْر‬
ْ ‫ف‬ َ when it is
stripped of a ‫صب‬
ِ ‫ َنا‬and a ‫زم‬
ِ ‫جا‬
َ (which will explained in the places of ‫صب‬
ْ ّ ‫الن‬
and ‫زم‬ َ ْ ‫ ال‬respectively), like:
ْ ‫ج‬
َ
ُ ُ ‫( "أك ْت‬I write / will write)
"‫ب‬

The Place of ‫صب‬

ْ ّ ‫ الن‬in the ‫عل‬ ِ ْ ‫ ال‬:
ْ ‫ف‬
(25) The ‫عل‬ ِ ْ ‫ ال‬occupies a place of ‫صب‬
ْ ‫ف‬ ْ ّ ‫ الن‬becoming ‫وب‬
ْ ‫ص‬
ُ ْ ‫من‬
َ when it is
preceded by a ‫صب‬ ِ ‫( َنا‬i.e. a particle producing the effect of ‫صب‬ ْ ّ ‫ الن‬at the end
of a ‫عل‬ ْ ‫ف‬
ِ ). The ‫صب‬ ِ ‫وا‬َ ّ ‫( الن‬the plural of ‫صب‬ ِ ‫ ) الّنا‬are four in number:
َ َ َ ُ ‫( أ‬I
(a) ‫ن‬
ْ ‫( أ‬to, that) whether it is mentioned as in: ‫ب‬َ ‫س ال ْك َِتا‬ َ ‫ن أدُْر‬ ْ ‫ري ْدُ أ‬
ِ
َ َ
want to study book) or dropped optionally as in ‫ح‬ َ ‫ج‬ ْ َ ‫هدُ ِل‬
َ ْ ‫ن أن‬ ِ َ ‫جت‬ْ ‫( أ‬I will work
hard in order to pass) or necessarily after:

• the ‫د‬
ِ ‫و‬
ْ ‫ح‬ ُ ْ ‫ال‬
ُ ‫ج‬ ‫لم‬ َ (Lam of denial which reinforces a previous negation) as in:
﴿‫م‬ْ ‫ه‬ ُ ‫م‬ َ ِ ‫ه ل ِي َظْل‬ُ ‫ن الل‬ َ ‫كا‬ َ ‫ما‬ َ ﴾ (Allah never intended to wrong them)
‫حّتى‬ َ َ
• َ (until) as in: ‫ح‬ َ ‫ج‬ َ ْ ‫حّتى أن‬ َ ُ‫هد‬ ِ َ ‫جت‬
ْ ‫سأ‬ َ (I will work hard until I pass)
• the ‫ية‬ ّ ِ ‫سب َب‬ ّ ‫فاء ال‬ َ ْ ‫( ال‬Fa' denoting reason or cause) and ‫عّية‬ َ ْ ‫واو ال‬
ِ ‫م‬ َ ْ ‫ال‬
(Waw denoting the meaning of "‫ع‬ َ ‫م‬
َ " 'with') when preceded by ‫في‬ ْ ّ ‫الن‬
(negation) or ‫لب‬ َ ّ‫( الط‬request)8 e.g.
‫ح‬
َ ‫ج‬ َ ْ ‫في َن‬َ ‫ب‬ ٌ ِ ‫طال‬َ ‫ل‬ ُ ‫س‬ َ ْ ‫( ل َ ي َك‬A student is not lazy and then passes)
‫ل‬َ ‫س‬ َ ْ ‫وت َك‬ َ ‫هاِد‬ َ ِ ‫جت‬ْ ‫عَلى ال‬ َ ‫ك‬ َ ‫غي َْر‬َ ‫ع‬ ُ ‫ج‬ّ ‫ش‬َ ُ ‫( أ َت‬Do you encourage others to
work hard while you yourself are lazy?)

َ
• ْ ‫ أ‬that has the meaning of "‫( "إ َِلى‬until) or "ّ ‫( "إ ِل‬unless) e.g.
‫و‬
‫ح‬ َ َ ‫( سأ َجت َهد أ‬I will work hard until I pass)
َ ‫ج‬ َ ْ ‫و أن‬ ْ ُ ِ ْ َ
‫د‬ َ ّ ‫ب ال‬
َ ‫ه‬ ِ َ ‫جت‬ ْ َ‫و ي‬
ْ ‫بأ‬ُ ِ ‫طال‬ ُ ‫س‬ُ ‫سي َْر‬
َ (the student will fail unless he works hard)
َ
(b) ‫ن‬ ْ َ ‫( ل‬will not) e.g. ‫ه‬ ُ ‫شاءَ الل‬َ ‫ن‬ ْ ِ‫ب إ‬َ ‫س‬ ْ َ ‫( ل‬I will not fail, if Allah wills)
ُ ‫ن أْر‬
8
The‫ الطَّلب‬comprises approximately eight types:
(a) ‫هام‬ َ ‫ف‬ ْ ِ ‫ست‬ْ ‫( ال‬questioning, asking)
(b) ‫مر‬
َ
ْ ‫( ال‬ordering, commanding)
(c) ‫هي‬ ْ ّ ‫( الن‬prohibiting, forbidding)
(d) ‫عاء‬َ ّ‫( الد‬supplicating)
(e) ‫يض‬ ْ ‫ض‬ ِ ‫ح‬ ْ ّ ‫( الت‬urgent request)
(f) ‫رض‬ ْ ‫ع‬ ْ
َ ‫( ال‬mild or gentle request)
(g) ‫جاء‬ َ ‫( الّر‬hoping)
(h) ‫ي‬
ْ ّ ‫من‬ َ ّ ‫( الت‬wishing)

39
 ْ َ‫( إ ِذ‬in that case, thus, there, hence) in reply to a previous statement on
(c) ‫ن‬
condition it occurs at the beginning of the sentence followed immediately and directly
by a ‫رع‬ ِ ‫ضا‬ َ ‫م‬ ُ signifying the future tense e.g.
َ
‫ح‬
َ ‫ج‬ ْ َ‫إ ِذ‬
َ ْ ‫ن ت َن‬ (in that case you will pass) in reply to the statement: " ‫د‬
ُ ‫ه‬
ِ َ ‫جت‬
ْ ‫سأ‬
َ " (I
will work hard)

ْ َ ‫( ك‬to) whether the ‫ل‬

(d) ‫ي‬ ِ ْ ‫عل ِي‬
ْ ّ ‫الت‬ َ
‫لم‬ (Lam denoting reason or cause) is
mentioned or implied e.g.

َ َ ْ‫( أ َذ‬I go to school to

‫ة‬
َ ّ ‫عَرب ِي‬َ ْ ‫ة ال‬َ ‫غ‬َ ّ ‫م الل‬َ ّ ‫عل‬َ َ ‫ي أت‬ ْ َ ‫ة ل ِك‬ِ ‫س‬َ ‫مدَْر‬َ ْ ‫ب إ َِلى ال‬ُ ‫ه‬
learn the Arabic language)
َ َ ْ‫( أ َذ‬I go to school to learn
‫ة‬َ ّ ‫عَرب ِي‬َ ْ ‫ة ال‬َ ‫غ‬َ ّ ‫م الل‬َ ّ ‫عل‬َ َ ‫ي أت‬ ْ َ‫ة ك‬ ِ ‫س‬ َ ْ ‫ب إ َِلى ال‬
َ ‫مدَْر‬ ُ ‫ه‬
the Arabic language) i.e. "‫ي‬ ْ َ ‫"ل ِك‬
The Place of ‫زم‬ َ ْ ‫ ال‬in the ‫عل‬
ْ ‫ج‬ ِ ْ ‫ ال‬:
ْ ‫ف‬
(26) The ‫عل‬ ِ ْ ‫ ال‬occupies a place of ‫جْزم‬
ْ ‫ف‬ َ ْ ‫ ال‬becoming ‫وم‬
ْ ‫جُز‬
ْ ‫م‬
َ when it is
preceded by a ‫زم‬
ِ ‫جا‬ َ ْ ‫ ال‬at the end of
َ (i.e. a word that produces the effect of ‫جْزم‬
a ‫عل‬ ْ ‫ف‬
ِ ). The ‫زم‬ ِ ‫وا‬ َ ْ ‫( ال‬the plural of ‫زم‬
َ ‫ج‬ َ ْ ‫ ) ال‬are sixteen in number which
ِ ‫جا‬
are divided into two groups:

(a) a group that only makes one verb ‫وم‬ ْ ‫جُز‬ ْ ‫م‬
َ and comprises four ‫وف‬ ْ ‫حُر‬ ُ
(particles only):
(i) ‫م‬ْ َ ‫( ل‬did not) e.g. ‫ة‬
ِ ‫س‬ َ ْ ‫دي ُْر ال‬
َ ‫مدَْر‬ ِ ‫م‬
ُ ‫ضْر‬ ُ ‫ح‬ ْ َ‫م ي‬ ْ َ ‫( ل‬The principal of the school
was not present)
(ii) ‫ما‬ّ َ ‫( ل‬did not yet) e.g. ‫ن‬
ِ ‫حا‬َ ِ ‫مت‬
ْ ‫ج ال‬ ُ ِ ‫ع ن ََتائ‬ْ ُ ‫ما ت َطْل‬ ّ َ ‫( ل‬The results of the
examination did not appear yet)
(iii) the ‫ر‬
َ َ (Lam denoting a command i.e. "let") e.g. ‫ل‬ ّ ُ‫س ك‬
ِ ‫م‬
ْ ‫لم ال‬ ْ ِ ‫جل‬ ْ َ ‫ل ِي‬
‫ه‬
ِ ‫د‬ ِ ‫ع‬ ْ ‫م‬
َ ‫ق‬ َ ‫ي‬ ْ ‫ف‬ ِ ‫ب‬ ٍ ِ ‫طال‬َ (Let every student sit in his seat)
(iv) the "‫ية‬ َ ‫ه‬ِ ‫ل" الّنا‬ َ (prohibitive La i.e. "do not", "do not let ") e.g.
‫ل‬ْ ‫س‬ َ ْ ‫( ل َ ت َك‬Do not be lazy)
‫ل‬ َ ْ ‫ن ال‬ َ ‫ي‬ َ ْ َ ‫( ل َ ي‬Do not let any student leave the
ِ ‫ص‬ ْ ‫ف‬ َ ‫م‬ ِ ‫ب‬ ٍ ِ ‫طال‬ ّ ‫جأ‬ ْ ‫خُر‬
classroom)

(b) a group that makes two verbs ‫وم‬

ْ ‫جُز‬
ْ ‫م‬
َ the first of which is called the ‫عل‬
ْ ‫ف‬
ِ
‫ط‬ ّ ‫ال‬
ِ ‫شْر‬ (conditional verb) and the second the ‫ط‬ ّ ‫ال‬
ِ ‫شْر‬ ‫واب‬
َ ‫ج‬
َ (reply to the
condition) or ‫ط‬ ّ ‫ال‬
ِ ‫شْر‬ ‫جَزاء‬
َ (result of the condition) and comprise twelve words
two of which are ‫وف‬
َ
ْ ‫حُر‬
ُ (particles) and the rest ‫ماء‬
َ ‫س‬ْ ‫( أ‬nouns):
‫وف‬ ُ ْ ‫ال‬
ْ ‫حُر‬ (Particles):

40
(i) ‫ن‬
ْ ِ ‫( إ‬if) e.g. ‫ح‬
ْ ‫ج‬
َ ْ ‫ت َن‬
‫د‬
ْ ‫ه‬
ِ َ ‫جت‬
ْ َ‫ن ت‬ْ ِ ‫( إ‬If you work hard you will pass)
َ ْ‫( إ ِذ‬if) e.g. ‫ب‬
(ii) ‫ما‬ ْ ‫س‬
ُ ‫ل ت َْر‬ ْ ‫س‬َ ْ ‫ما ت َك‬َ ْ‫( إ ِذ‬If you are lazy you will fail)

‫ماء‬ َ
َ ‫س‬ْ ‫( ال‬Nouns):
(i) ‫ن‬ْ ‫م‬َ (who, whosoever, anyone) e.g. ‫ح‬
ْ ‫ج‬
َ ْ ‫د ي َن‬
ْ ‫ه‬
ِ َ ‫جت‬
ْ َ‫ن ي‬
ْ ‫م‬
َ (Whosoever works
hard will pass)
(ii) ‫ما‬َ (what, whatever) e.g. ‫ه‬
ِ ِ‫ع ب‬ ِ َ ‫عل ْم ٍ ت َن ْت‬
ْ ‫ف‬ ِ ‫ن‬ ْ ‫م‬ ِ ْ ُ ‫ما ت َطْل‬
‫ب‬ َ (What you seek
as regards knowledge will benefit you)
(iii) ‫ما‬َ ‫ه‬
ْ ‫م‬
َ (no matter what, whatever) e.g. ِ ‫وم‬ ْ ُ ‫عل‬ُ ْ ‫ال‬ ‫ن‬
َ ‫م‬ ْ ّ ‫عل‬
ِ ‫م‬ َ َ ‫ما ت َت‬
َ ‫ه‬
ْ ‫م‬
َ
‫س‬
ُ ‫ك الّنا‬ َ ْ‫رم‬ِ ْ ‫( ي ُك‬Whatever you learn of knowledge people will honour you)
(iv) ‫تى‬ َ ‫م‬ َ (when, whenever) e.g. ‫م‬ ْ ّ‫قد‬ َ َ ‫م ت َت‬ ْ ّ ‫عل‬َ َ ‫مَتى ت َت‬ َ (Whenever you learn you
will advance)
(v) ‫ن‬
َ َ
َ ْ ‫( أي‬where, wherever) e.g. ْ‫فد‬ ِ َ ‫ست‬ ْ َ‫س ت‬ ْ ‫ما ت َدُْر‬ َ َ ‫( أي ْن‬Wherever you study
you will benefit)
َ َ
(vi) ‫ن‬ َ ‫( أَيا‬when, wherever) e.g. ‫ن‬ ِ ‫م‬ َ ‫ف‬ ْ ‫عَر‬ ْ ُ‫ن ي‬ ِ ‫حا‬ َ ِ ‫مت‬ ْ ‫ج ال‬ ُ ِ ‫ع ن ََتائ‬ ْ ُ ‫ن ت َطْل‬ َ ‫أّيا‬
‫ب‬ ُ ‫س‬ِ ‫ن الّرا‬ ِ ‫م‬َ ‫و‬َ ‫ح‬ ُ ‫ج‬
ِ ‫( الَنا‬when the results of the examination appear it will be
known who is the one who passed and the one who failed)
(vii) ‫نى‬ ّ َ ‫( أ‬where, wherever) e.g. ْ‫فد‬ ِ َ ‫ست‬ ْ َ‫ل ت‬ ِ ‫ص‬ْ ‫ف‬ َ ْ ‫في ال‬ ِ ‫س‬ ْ ِ ‫جل‬ ْ َ ‫أّنى ت‬
َ
(Wherever you sit in the class you will benefit)
َ َ
(viii) ‫ي‬ ّ ‫( أ‬any, whichever) e.g. ‫ف‬ ّ ‫ص‬ ّ ‫م إ َِلى ال‬ ْ ّ‫قد‬ َ َ ‫ح ي َت‬ ْ ‫ج‬ َ ْ ‫ب ي َن‬ ٍ ِ ‫طال‬ َ ‫ي‬ ّ ‫أ‬
‫ي‬ْ ِ ‫( الّتال‬Any student who passes will advance to the next class)
(ix) ‫ما‬ َ ُ ‫حي ْث‬ َ (where, wherever) e.g. ‫ك‬ َ ‫م‬ ِ ْ ‫عل‬ ِ ِ‫س ل‬ ُ ‫ك الّنا‬ َ ْ‫رم‬ ِ َ ‫حت‬ ْ َ‫ل ي‬ ْ ‫ز‬ ِ ْ ‫ما ت َن‬ َ ُ ‫حي ْث‬
َ
(Wherever you reside people will respect you for your knowledge)
(x) ‫ف‬ َ ْ ‫( ك َي‬how, however) e.g. ‫ي‬ ْ ‫س‬ ِ ‫و‬ ْ ‫ذاك ِْر دُُر‬ َ ُ‫ك أ‬ َ ‫س‬ َ ‫و‬ ْ ‫ذاك ِْر دُُر‬ َ ُ ‫ما ت‬ َ ‫ف‬ َ ْ ‫ك َي‬
(However you revise your lessons I revise my lessons)

41
Section Three: ‫ف‬ َ ْ ‫حو ال‬
ِ ‫حْر‬ ْ َ‫ن‬

42
 The ‫رف‬ َ ْ ‫ ال‬is ‫ي‬
ْ ‫ح‬ ّ ِ ‫مب ْن‬
َ only

(26) ‫ف‬ َ ْ ‫ال‬

ِ ‫حْر‬ ‫حو‬ ْ َ ‫ ن‬investigates the ‫حْرف‬ َ ْ ‫ ال‬from the perspective of ‫عَراب‬ ْ ِ ‫ال‬
and ‫ناء‬ َ ِ ‫ ال ْب‬. The ‫حْرف‬ َ ْ ‫ ال‬from this perspective constitutes only one type,
namely, the ‫ي‬ ّ ِ ‫مب ْن‬َ ْ ‫ ال‬. In other words, all the ‫وف‬ ُ ْ ‫ ال‬that exist in the Arabic
ْ ‫حُر‬
language and which number approximately eighty, are all ‫ي‬ ّ ِ ‫مب ْن‬
َ and none of them
is ‫رب‬َ ‫ع‬ ْ ‫م‬ ُ . Thus, ‫عَراب‬ ْ ِ ‫ ال‬does not feature in the ‫حْرف‬ َ ْ ‫ ال‬at all. The fact that
‫عَراب‬ ْ ِ ‫ ال‬never features in the ‫حْرف‬ َ ْ ‫ ال‬means that the ‫حْرف‬ َ ْ ‫ ال‬is can never
be governed and hence can never occupy a place of ‫راب‬ َ ‫ع‬
ْ ِ ‫ ال‬, unlike the
‫سم‬ ْ ‫ ال‬and the ‫عل‬ ِ ْ ‫ ال‬.
ْ ‫ف‬

43
 The ‫ف‬ َ ْ ‫ال‬
ِ ‫حْر‬ ‫ب َِناء‬
َ ِ ‫ ال ْب‬in the ‫حْرف‬
(A) The Types of ‫ناء‬ َ ْ ‫ ال‬:
َ ِ ‫ ال ْب‬in the
(27) The types of ‫ناء‬ ‫سم‬
ْ ‫ال‬ are four:

(a) ‫ن‬ ْ ُ ‫سك‬

ِ ‫و‬ ّ ‫ال‬ ‫وم‬ ْ ‫( ل ُُز‬adherence to the ‫ون‬ ْ ُ ‫سك‬ ّ ‫) ال‬, like: "‫ن‬ ْ ‫م‬
ِ " (from, of)
(b) ‫ح‬ َ ْ ‫وم ال‬
ِ ْ ‫فت‬ ْ ‫( ل ُُز‬adherence to the ‫حة‬ َ ْ ‫فت‬َ ْ ‫) ال‬, like: "‫ف‬َ ‫و‬ ْ ‫س‬َ " (will, shall)
(c) ‫ر‬
ِ ‫س‬ ْ
ْ َ ‫وم الك‬ ُ
ْ ‫( لُز‬adherence to the ‫سَرة‬ ْ
ْ َ ‫) الك‬, like: "‫ر‬ ِ ْ ‫جي‬
َ " (yes)
(d) ‫م‬ ّ ‫ض‬ّ ‫وم ال‬ ْ ‫( ل ُُز‬adherence to the ‫مة‬ ّ ‫ض‬ ّ ‫) ال‬, like: "‫ذ‬ ُ ْ ‫من‬ُ " (since, from the time)
(B) The Categories of ‫رف‬ َ ْ ‫ ال‬according meaning and function:
ْ ‫ح‬
(28) Since the ‫رف‬ َ ْ ‫ ال‬is only one type and that is ‫ي‬
ْ ‫ح‬ ّ ِ ‫مب ْن‬
َ it does not make sense
to talk about the categories of "‫ي‬ َ ْ ‫ال‬
ّ ِ ‫مب ْن‬ ‫حْرف‬ َ ْ ‫ "ال‬as we have done in the case of
the ‫ي‬ َ ْ ‫سم ال‬
ّ ِ ‫مب ْن‬ ْ ‫ ال‬and ‫ي‬ّ ِ ‫مب ْن‬َ ْ ‫عل ال‬ ِ ْ ‫ ال‬. Nevertheless, from the point of
ْ ‫ف‬
view of gaining a better perspective on the ‫رف‬ ْ ‫ح‬َ ْ ‫ ال‬we will discuss in the following
pages the categories of the ‫رف‬ ْ ‫ح‬ َ ْ ‫ ال‬according to the meanings that it denotes and
functions that it performs.

The following are some of the ‫وف‬ ُ ْ ‫ ال‬grouped according to the meanings they
ْ ‫حُر‬
denote and the functions they perform:

(i) ‫ي‬ ْ ّ ‫الن‬ َ

ِ ‫ف‬ ‫حُرف‬
ْ ‫أ‬ (particles of negation):

َ
• ْ َ‫ل‬
‫م‬ (did not) e.g. ‫ن‬
ِ ‫حا‬ َ ِ ‫مت‬ْ ‫في ال‬ ِ ‫ب‬ ْ ‫س‬ ُ ‫م أْر‬ْ َ ‫( ل‬I did not fail in the
examination)
• ‫ما‬ ّ َ ‫( ل‬did not yet) e.g. ‫ة‬ ِ ‫س‬ َ ‫مدَْر‬ َ ْ ‫دي ُْر ال‬
ِ ‫م‬
ُ ‫ل‬ ْ ‫ص‬
ِ َ ‫ما ي‬ ّ َ ‫( ل‬the principal of the
school did not arrive yet)
• َ ‫( ل‬not) e.g. ‫ب‬ َ ‫غَيا‬ِ ْ ‫ب ال‬ ّ ‫ح‬ ِ ُ ‫( ل َ أ‬I do not like being absent)
• ْ َ ‫( ل‬will not) e.g. ‫ي‬
‫ن‬ ْ ِ ‫ست‬َ ‫ل ِدَرا‬ َ ‫م‬ ْ ُ‫ن أ‬
ِ ‫ه‬ ْ َ ‫( ل‬I will not neglect my studies)
• ‫ما‬
َ (not) e.g. ‫ب‬ َ ‫س‬َ ‫فَر‬ َ ‫ب‬ ّ ‫هدَ ال‬
ُ ِ ‫طال‬ َ َ ‫جت‬
ْ ‫ما ا‬ َ (the student did not work hard,
so he failed)
َ َ ‫( ل‬not) e.g. ‫في‬
• ‫ت‬ ِ ‫ب‬
َ ‫س‬َ ‫ي َر‬ْ ‫ذ‬ِ ّ ‫ن ال‬ِ َ ‫سل‬ْ َ ‫ب ال ْك‬ ّ ‫مدَّرس ِلل‬
ِ ِ ‫طال‬ ُ ْ ‫ل ال‬ َ
َ ‫قا‬
ٍ ‫من ْدَم‬
َ ‫ة‬
َ ‫ع‬
َ ‫سا‬ َ ‫ت‬ َ َ ‫ "ل‬: ‫ن‬ ِ ‫حا‬
َ ِ ‫مت‬ْ ‫( "ال‬the teacher said to the lazy student
who failed in the examination: "It is not the time for regret")
‫ن‬ َ ّ ‫ت إ ِل‬ َ
• ْ ِ ‫( إ‬not) e.g. ‫د‬
ٌ ‫ه‬ِ َ ‫جت‬ْ ‫م‬ُ ‫ب‬ٌ ِ ‫طال‬ َ ْ ‫ن أن‬ْ ِ ‫( إ‬You are not save a hardworking
student)

َ
(ii) ‫ب‬
ِ ‫وا‬ َ ْ ‫ال‬
َ ‫ج‬ ‫حُرف‬
ْ ‫أ‬ (Particles used to respond and answer):

44
• ‫م‬
ْ ‫ع‬َ َ ‫( ن‬yes) e.g. "‫ة؟‬ ِ ‫س‬
َ ‫مدَْر‬َ ْ ‫ب إ َِلى ال‬ َ ْ‫ "أ َت َذ‬:‫ي‬
ُ ‫ه‬ ْ ‫د‬
ِ ِ ‫وال‬
َ ‫ي‬
ْ ِ‫ل ل‬ َ
َ ‫قا‬
‫م‬
ْ ‫ع‬َ َ ‫ "ن‬:‫ت‬ُ ْ ‫قل‬
ُ ‫ف‬
َ " ( My father said to me: "Are you going to school?" So I said:
"Yes")
• َ ‫( ل‬no) e.g. :‫ل‬ َ ‫ف‬
َ ‫قا‬ َ "‫ب؟‬
ٌ ‫ع‬
ْ ‫ص‬
َ ‫ن‬
ُ ‫حا‬
َ ِ ‫مت‬ ْ ‫ه‬
ْ ‫ل ال‬ َ " :‫س‬ ُ ْ ‫ت ل ِل‬
ِ ‫مدَّر‬ ُ ْ ‫قل‬
ُ
َ ‫( ""ل‬I asked the teacher: "Is the examination difficult?" So he said: "No")
• ‫( ب ََلى‬indeed) e.g. ،‫ "ب ََلى‬:‫ت‬ ُ ْ ‫قل‬
ُ ‫ف‬
َ "‫و؟‬
َ ‫ح‬ْ ّ ‫ب الن‬
ّ ‫ح‬ِ ُ ‫ "أ َل َ ت‬:‫ي‬ َ ْ ‫قي‬
ْ ِ‫ل ل‬ ِ
‫و‬ ُ
َ ‫ح‬
ْ ّ ‫ب الن‬
ّ ‫ح‬
ِ ‫( "أ‬It was said to me: "Do you not like Nahw?" So I said: "Indeed, I
do like Nahw")
• ‫ي‬
ْ ِ ‫( إ‬indeed) e.g. ْ ِ ْ ‫ب ال‬
ِ ‫علم‬ ُ َ ‫هل طَل‬ َ " :‫م‬ َ ْ ‫عن ِي ْدُ ال‬
َ ِ ‫عال‬ َ ْ ‫ل ال‬
ُ ‫ه‬
ِ ‫جا‬ َ َ ‫سأ‬
َ ْ ‫ل ال‬ َ
‫ض‬ َ ‫ه‬
ٌ ‫فْر‬ ُ ّ ‫وَرب َّنا إ ِن‬َ ‫ي‬ ْ ِ ‫ "إ‬:‫ل‬ َ ‫ف‬
َ ‫قا‬ َ "‫ض؟‬ ٌ ‫فْر‬ َ " (The stubborn ignorant
person asked the scholar: "Is seeking knowledge compulsory?" So he said:
"Indeed, by Allah, it is compulsory")
َ
ْ ‫ج‬
• ‫ل‬ َ ‫( أ‬yes) e.g. "‫ي؟‬ ْ ‫ض‬ َ ْ ‫س ال‬
ِ ‫ما‬ َ ‫ت الدّْر‬
َ ‫ع‬
ْ ‫ج‬
َ ‫ "َرا‬:‫س‬ ُ ْ ‫ي ال‬
ُ ‫مدَّر‬ ْ ِ‫ل ل‬ َ
َ ‫قا‬
َ
‫ل‬ْ ‫ج‬ َ ‫ "أ‬:‫ت‬ ُ ْ ‫قل‬
ُ ‫ف‬َ " (The teacher said to me: You revised the previous lesson?"
So I said: "Yes")
• ‫ر‬
ِ ْ ‫جي‬ َ (yes) e.g. :‫ل‬ َ ‫قا‬ َ ‫ف‬َ ‫س؟‬ َ ‫م الدّْر‬ ُ ‫ه‬ َ ‫ف‬ ْ ْ ‫ "أ َت‬:‫ه‬ ِ ِ ‫مي ْل‬ِ ‫ب ل َِز‬ُ ِ ‫طال‬ ّ ‫ل ال‬ َ ‫قا‬َ
‫ر‬
ِ ْ ‫جي‬ َ "" (The student asked his friend: "Do you understand the lesson?" So he
said: "Yes")
ْ َ ‫جل‬ َ
• ‫ل‬ َ (yes) e.g. :‫ت‬ ُ ْ ‫قل‬ ُ ‫ف‬َ "‫ب؟‬ َ ‫وا‬َ ‫ج‬ َ ْ ‫ف ال‬ ُ ‫ر‬ ِ ‫ع‬ْ َ ‫ "أت‬:‫س‬ ُ ‫مدَّر‬ ُ ْ ‫ي ال‬ْ ِ‫ل ل‬َ ‫قا‬ َ
‫ل‬ ْ َ ‫جل‬ َ "" (The teacher said to me: "Do you know the answer?" So I said: "Yes")
• ‫ن‬ ّ ِ ‫( إ‬yes) e.g. ‫ت‬ ُ ْ ‫قل‬ ُ ‫ف‬َ "‫ه‬ ُ ّ ‫حب‬ِ ُ‫ك ت‬َ ّ ‫و ل َن‬ َ ‫ح‬ ْ ّ ‫جي ْدُ الن‬ ِ ُ ‫ "ت‬:‫ي‬ ْ ِ ‫مي ْل‬ِ ‫ي َز‬ ْ ِ‫ل ل‬َ ‫قا‬ َ
‫ن‬ ّ ِ ‫( ""إ‬My friend said to me: "You are good in Nahw because you love it" So I
said: "Yes")

(iii) ‫ر‬
ِ ْ ‫سي‬ ْ ّ ‫الت‬
ِ ‫ف‬ َ ‫حْر‬
‫فا‬ َ (two particles of elaboration/clarification):

َ َ ْ َ (I read a Sifr, that is, a book)

• ْ ‫( أ‬that is) e.g. ً ‫ي ك َِتابا‬
‫ي‬ ْ ‫فرا ً أ‬ْ ‫س‬
ِ ‫ت‬ُ ‫قَرأ‬
َ َ َ ‫( أ‬The teacher indicated to the
• ‫وا‬ َ ْ‫ن اذ‬
ْ ُ ‫هب‬ ِ ‫بأ‬ِ ّ ‫س إ َِلى الطّل‬ ُ ‫مدَّر‬ُ ْ ‫شاَر ال‬
students that they should go)

(iv) ‫ط‬ ّ ‫ال‬ َ

ِ ‫شْر‬ ‫حُرف‬
ْ ‫أ‬ (conditional particles):

• ‫ن‬
ْ ِ ‫( إ‬if) e.g. ‫ب‬ْ ‫س‬ُ ‫ل ت َْر‬ َ ْ ‫ن ت َك‬
ْ ‫س‬ ْ ِ ‫( إ‬If you are lazy you will fail)
• َ ْ‫( إ ِذ‬if) e.g. ‫ي‬
‫ما‬ ْ ِ ‫وى الّتال‬ َ َ ‫ست‬
ْ ‫م‬ُ ْ ‫م إ َِلى ال‬
ْ ّ‫قد‬َ َ ‫ح ت َت‬
ْ ‫ج‬ َ ْ‫إ ِذ‬
َ ْ ‫ما ت َن‬ (If you pass
you advance to the next level)
• ‫و‬ْ َ ‫( ل‬if, had) e.g. ‫ر‬ ِ ‫خت َِبا‬
ْ ‫في ال‬ ِ ‫ت‬ َ ‫ح‬ْ ‫ج‬َ َ ‫س ل َن‬َ ‫ت الدّْر‬ َ ‫ع‬
ْ ‫ج‬
َ ‫و َرا‬ ْ َ ‫( ل‬if you had
revised the lesson then you would have passed in the test)
• َ ‫ول‬ ْ َ ‫( ل‬if it was/were not, had it not) e.g. ‫ب‬ َ ‫س‬ َ ‫ب ل ََر‬ ّ ‫هادُ ال‬
ِ ِ ‫طال‬ َ ِ ‫جت‬ْ ‫ول َ ا‬ ْ َ ‫( ل‬If
it was not for the student working hard then he would have failed)

45
• ‫ما‬َ ‫و‬ ْ َ ‫( ل‬if it was/were not, had it not) e.g. ‫ب‬ ّ ‫ح ال‬
ُ ِ ‫طال‬ َ ‫ج‬ َ َ ‫ل ل َن‬ُ ‫س‬ َ َ ‫ما ال ْك‬َ ‫و‬ْ َ ‫( ل‬If it
was not for laziness the student would have passed)
َ ّ ‫ما ال‬ َ ‫فَناجح‬ َ
• ‫ما‬
ّ ‫( أ‬As for) e.g. ‫ب‬ ُ ِ ‫طال‬ ّ ‫وأ‬َ ٌ ِ َ ُ‫هد‬ ِ َ ‫جت‬
ْ ‫م‬ُ ْ ‫ب ال‬ ُ ِ ‫طال‬َ ‫ما ال‬ ّ ‫أ‬
‫ب‬ ٌ ‫س‬ ِ ‫فَرا‬ َ ‫ن‬ ْ َ ‫( ال ْك‬As for the hardworking student, he passed, and as for
ُ َ ‫سل‬
the lazy student, he failed)

‫ض‬ َ
(v) ِ ْ ‫ضي‬
ِ ‫ح‬
ْ ّ ‫حُرف الت‬
ْ ‫أ‬ (particles expressing an urgent request or remorse):

ّ ‫هل‬ َ َ ‫س‬
• (why not) e.g. ‫ن‬
َ ِ ‫وا‬َ ‫ت ال‬ ِ ‫وا‬َ ‫ف‬َ ‫ل‬ َ ‫ك‬
َ َ ‫قب‬ َ ‫و‬
ْ ‫ع دُُر‬ ِ ‫هل ّ ت َُرا‬
ُ ‫ج‬ َ (Why do
you not revise your lessons before the time passes?)
َ
• َ ‫( أل‬Why not) e.g. ‫ح‬
َ
َ ‫جا‬َ ّ ‫ن الن‬
َ ‫و‬ ِ ُ ‫( أل َ ت‬Do you not want to pass)
ْ ُ‫ري ْد‬
• ّ ‫أ َل‬
(Why not) e.g. ‫ة‬ِ ‫س‬َ ‫في الدَّرا‬ ِ ‫ن‬ َ ‫و‬ْ ُ‫هد‬ِ َ ‫جت‬
َ
ْ َ ‫( أل ّ ت‬Why do you not work
hard in your studies)
• َ ‫ول‬ ْ َ ‫( ل‬why not) e.g. ‫ل‬َ ‫س‬ َ َ ‫ذا ال ْك‬َ ‫ه‬َ ‫ن‬ َ ‫و‬ْ ُ ‫ول َ ت َت ُْرك‬ ْ َ ‫( ل‬Why do you not abandon
this laziness)
• ‫ما‬ َ ‫و‬ْ َ ‫( ل‬why not) e.g. ‫ن‬ َ ‫و‬ْ ‫س‬
ُ ‫مدَّر‬ ُ ْ ‫ح ال‬
ِ ‫شْر‬ َ ‫ن إ َِلى‬ َ ‫و‬ ْ ‫ع‬
ُ ‫م‬
ِ َ ‫ست‬
ْ َ ‫ما ت‬ ْ َ‫ل‬
َ ‫و‬
‫وا‬ْ ‫م‬ُ ‫ه‬ ْ ْ ‫فت‬
َ ‫ف‬ َ (Why do you not listen to the explanation of the teacher and you will
understand)
َ َ
• ‫ما‬َ ‫( أ‬why not) e.g. ‫س‬
َ ‫ه الّنا‬ِ ِ‫ع ب‬ َ ْ ‫فت َن‬
َ ‫ف‬ َ ْ ‫عل‬
َ ‫م‬ ِ ْ ‫ب ال‬
ُ ُ ‫ما ت َطْل‬
َ ‫( أ‬Why do you
not seeking on order that you may benefit people thereby)

َ
(vi) ‫ض‬ َ ْ ‫ال‬
ِ ‫عْر‬ ‫حُرف‬
ْ ‫أ‬ (particles expressing a lenient and mild request):

‫ما‬ َ َ ُ ‫فن‬َ ‫ي‬ َ

• َ ‫[ أ‬Why do (you) not] e.g. ‫عا‬ ً ‫م‬
َ ‫ذاك َِر‬ ْ ِ ‫وُرن‬ ْ ‫ما ت َُز‬َ ‫( !أ‬Why do you not
visit me, so that we can revise together!)
• َ ‫[ أ َل‬Do (you) not] e.g. ‫ب‬ ِ ّ ‫ن الطّل‬َ ‫م‬ ِ ‫وا‬ ْ ُ ‫ن ت َك‬
ْ ُ ‫ون‬
َ
ْ ‫نأ‬ َ ‫و‬
ْ ّ ‫حب‬ِ ُ ‫أ َل َ ت‬
‫ن‬
َ ْ ‫قي‬َ ‫و‬
ّ ‫ف‬ ُ ْ ‫( !ال‬Do you not want to be amongst the outstanding students!)
َ َ ‫مت‬

(vii) ‫ه‬
َ
ِ ْ ‫الت ّن ْب ِي‬ ‫حُرف‬
ْ ‫أ‬ (particles for calling attention):

• َ ‫أ َل‬
(Alas!) e.g. ‫ن‬
َ ‫و‬
ْ ‫ح‬ُ ‫ج‬
ِ ‫م الّنا‬
ُ ‫ه‬ ُ ‫ن‬ َ ْ ‫دي‬
ِ ‫ه‬ ِ َ ‫جت‬ ُ ْ ‫ب ال‬
ْ ‫م‬ َ ّ ‫ن الطّل‬
َ
ّ ِ ‫( أل َ إ‬Indeed,
the hardworking students will be the successful ones)
َ َ َ ْ َ ‫ي َل‬ َ
• ‫ما‬َ ‫( أ‬Alas!) e.g. – ‫ب‬ُ ّ ‫ها الطّل‬ َ ّ ‫م – أي‬ ْ ُ ‫م أن ّك‬ ُ َ ‫عل‬ ْ ّ ‫ه – إ ِن‬ِ ‫ما – والل‬ َ ‫أ‬
ُ َ
‫ة‬ ِ َ ‫سل‬
ِ ّ ‫مي‬ ْ ِ ‫ة ال‬ ِ ‫م‬ ّ ‫ل ال‬ ُ ‫م‬ َ ‫( أ‬Alas! – By Allah – I know indeed that you, O
students, are the Hope of the Muslim Ummah)
‫ها‬ َ e.g. ‫ذ‬ ُ ‫سَتا‬ ُ َ ‫ها أ ََنا‬
• ْ ‫ذا َيا أ‬ َ (Here I am , Teacher)
• ‫ َيا‬e.g. ‫ت‬ ُ ْ‫هد‬ َ َ ‫جت‬ ْ ‫يا‬ ْ ِ ‫ "َيا ل َي ْت َن‬:‫ب‬
ُ ‫س‬ِ ‫ب الّرا‬ ّ ‫ل ال‬
ُ ِ ‫طال‬ َ " (The student
َ ‫قا‬
who failed said: "How I wish I had worked hard")

َ
(viii) ‫ية‬
ّ ‫ر‬
ِ َ‫صد‬ َ ْ ‫حُرف ال‬
ْ ‫م‬ ْ ‫( ال‬infinitive particles which together with verb are
interpreted as an infinitive):

46
 َ َ َ ُ
• ‫ن‬
ْ ‫أ‬
(to, that) e.g. ‫ة‬
َ ّ ‫عَرب ِي‬ َ ْ ‫ة ال‬ َ ّ ‫م الل‬
َ ‫غ‬ َ ّ ‫عل‬
َ َ ‫ن أت‬ْ ‫ري ْدُ أ‬
ِ ‫( أ‬I want to learn the
Arabic language)
َ َ ْ َ ‫( أ‬I know that the
• ‫ن‬ّ ‫( أ‬that, to) e.g. ‫ب‬ٌ ْ ‫ري‬ ِ ‫ق‬ َ ‫ن‬ِ ‫حا‬ َ ِ ‫مت‬
ْ ‫ت ال‬ َ ‫ق‬ْ ‫و‬َ ‫ن‬
ّ ‫مأ‬ ُ َ ‫عل‬
examination is near)
َ َ
ْ َ ‫( ك‬to, that) e.g. ‫ح‬
• ‫ي‬ َ ‫ج‬ َ ْ ‫ي أن‬ ْ َ ‫هدُ ل ِك‬ ِ َ ‫جت‬
ْ ‫( أ‬I work hard in order to pass)
• ‫ما‬
َ (together with the verb it conveys the meaning of the gerund) e.g.
‫ن‬
ِ ‫حا‬
َ ِ ‫مت‬ ِ َ ‫ن ك ََتاب‬
ْ ‫ة ال‬ ْ ‫م‬ َ ‫فَر‬
ِ ‫غ‬ َ ‫ما‬
َ َ‫عد‬
ْ َ ‫هدَ ب‬
َ َ ‫جت‬
ْ ‫ما ا‬
َ ِ‫ب ب‬ ّ ‫ح ال‬
ُ ِ ‫طال‬ َ ‫ر‬ َ
ِ ‫ف‬
(The student was happy with his hardworkingness after finishing writing of the
examination)
•
َ
• ْ َ‫ل‬
‫و‬ ‫د‬
ُ ‫ه‬
ِ َ ‫جت‬
(that) e.g. ْ َ‫و ت‬ ْ َ ‫ودّ ل‬َ ‫( أ‬I would like that you work hard)
(ix) ‫ل‬ ْ ِ ‫ست‬ َ
ِ ‫قَبا‬ ْ ‫حُرف ال‬ ْ ‫( أ‬particles indicating the future):
َ َ ْ‫ن أ َذ‬ َ ُ
• ‫ن‬ ْ ‫( أ‬to) e.g. ‫ة‬
ِ ‫س‬َ ‫مدَْر‬ َ ْ ‫ب إ َِلى ال‬ َ ‫ه‬ ْ ‫ري ْدُ أ‬
ِ ‫( أ‬I want to go to school)
• ‫ن‬ ْ َ ‫( ل‬will never, not) e.g. ‫ن‬ ُ َ ‫سل‬ ْ َ ‫ب ال ْك‬ ُ ِ ‫طال‬ّ ‫ح ال‬ َ ‫ج‬ ْ َ ‫( ل‬the lazy student
ْ ْ ‫ن ي َن‬
will never pass)
ْ َ‫( إ ِذ‬in that case, thus, hence) e.g.
• ‫ن‬ ‫ح‬
َ ‫ج‬ ْ َ‫( إ ِذ‬In that case you will pass) in
َ ْ ‫ن ت َن‬
response to a student saying: ‫د‬
َ
ُ ‫ه‬ِ َ ‫جت‬
ْ ‫سأ‬ َ (I will hard)
َ َ ْ‫( أ َذ‬I go to school in order
• َ ّ ‫عل‬
ْ َ ‫( ك‬to) e.g. ‫م‬
‫ي‬ ْ َ ‫ة ل ِك‬
َ َ ‫ي أت‬ ِ ‫س‬ َ ‫مدَْر‬ َ ْ ‫ب إ َِلى ال‬ َ ‫ه‬
to learn)
‫ر‬ َ َ (Lam of command meaning "let") e.g. ‫ب‬ َ ‫ل‬ ّ ُ‫ب ك‬
ْ ُ ‫ل ِي َك ْت‬
• ِ ‫م‬ْ ‫لم ال‬ ٍ ِ ‫طال‬
‫ه‬
ِ ‫س‬ ِ ‫ف‬ ْ َ‫ن ن‬ْ ‫ع‬
َ ‫عا‬ً ‫و‬
ْ ‫ض‬
ُ ‫و‬ْ ‫م‬ُ (Let every student write a topic about himself)
• "‫ية‬ َ ‫ه‬ ِ ‫ل" الّنا‬ َ (Prohibitive La) e.g. ‫ك‬
َ َ ‫ست‬ ْ ‫م‬
َ ‫ل ِدَرا‬ ِ ‫ه‬ْ ُ ‫( ل َ ت‬Do not neglect your
studies)
• ‫ن‬
ْ ِ ‫( إ‬if) e.g. ‫م‬
ْ َ‫ت َن ْد‬ ‫ب‬
ْ ‫س‬ ُ ‫ن ت َْر‬ ْ ِ ‫( إ‬If you fail you will regret)
• ‫ما‬ َ ‫س‬
َ ْ‫( إ ِذ‬if) e.g. ‫ك‬ َ ‫ف‬ ْ ُ ‫فل َ ت َل‬
ْ َ ‫م إ ِل ّ ن‬ َ ‫ب‬ْ ‫س‬ َ ْ‫( إ ِذ‬If you fail then do not
ُ ‫ما ت َْر‬
blame except yourself)

‫د‬ َ
(x) ِ ْ ‫وك ِي‬
ْ ّ ‫حُرف الت‬
ْ ‫أ‬ (particles of corroboration and reinforcement):

• ‫ن‬ّ ِ ‫( إ‬verily, indeed, truly) e.g. ‫وٌر‬

ْ ُ‫م ن‬َ ْ ‫عل‬ِ ْ ‫ن ال‬ّ ِ ‫( إ‬Verily, knowledge is light)
‫ء‬
ِ ‫دا‬ َ (Lam of Inception) e.g. ‫ب‬ َ َ ُ‫هد‬ َ َ‫ل‬
• َ ِ ‫لم الب ْت‬ ّ ‫ح‬ َ ‫بأ‬ ُ ‫س‬ُ ‫في َْر‬ ِ َ ‫جت‬
ْ ‫بي‬
ٌ ِ ‫طال‬
‫ح‬
ُ ‫ج‬ َ ‫ل‬
َ ْ ‫في َن‬ ُ ‫س‬َ ْ ‫ب ي َك‬ َ ‫ن‬
ٍ ِ ‫طال‬ ْ ‫م‬ِ ‫ي‬ ّ َ ‫( إ ِل‬Indeed, a student who works hard and
fails is more liked by me than a student who is lazy and passes)
• ‫فة‬َ ْ ‫في‬ َ ْ ‫وال‬
ِ ‫خ‬ َ ‫قي َْلة‬
ِ َ ‫د الث‬
ِ ْ ‫وك ِي‬
ْ ّ ‫وَنا الت‬
ْ ُ ‫( ن‬The two Nuns of Corroboration and
Emphasis) e.g. ‫ن‬
ْ ‫م‬ َ َ ‫ول َي َت‬
َ ّ‫قد‬ ْ ُ ‫من ْك‬
َ ‫م‬ ِ ‫د‬
ٍ ‫ح‬
ِ ‫وا‬ ّ ُ‫ن ك‬
َ ‫ل‬ ّ ‫ح‬ َ ْ ‫ل َي َن‬
َ ‫ج‬
‫ي‬
ْ ِ ‫وى الّتال‬
َ َ ‫ست‬ ُ ْ ‫( إ َِلى ال‬Everyone of you will definitely pass and definitely
ْ ‫م‬
advance to the next level)
• ِ ‫سم‬ َ ‫ق‬َ ْ ‫لم ال‬ ِ ّ ‫الطّل‬
َ (Lam of Oath) e.g. ‫ب‬ ‫ع‬
ُ ْ ‫مي‬
ِ ‫ج‬
َ ‫ح‬
َ ‫ج‬ َ َ‫ه ل‬
َ َ ‫قدْ ن‬ ِ ‫والل‬
َ (By
Allah, All the students passed)

47
• ‫د‬ َ
ْ ‫ق‬ (indeed, definitely) e.g. ‫ن‬ ْ َ ‫ال ْك‬
ُ َ ‫سل‬ ‫ب‬ ّ ‫ب ال‬
ُ ِ ‫طال‬ َ ‫س‬
َ ‫د َر‬ َ
ْ ‫ق‬ (Indeed, the
lazy student failed)

(xi) ِ ‫هام‬ ْ ِ ‫ست‬

َ ‫ف‬ ْ ‫ال‬ َ ‫حْر‬
‫فا‬ َ (two interrogative particles):

َ
• ‫مَزة‬ْ ‫ه‬ َ ْ ‫ ال‬e.g. ‫س؟‬ ُ ‫مدَّر‬ ُ ْ ‫ل ال‬
َ ‫ص‬َ ‫و‬
َ ‫( أ‬Did the teacher come?), ‫ح‬
َ ‫ج‬
َ َ ‫خال ِدٌ ن‬
َ َ‫أ‬
‫م َزي ْدٌ ؟‬ َ
ْ ‫( أ‬Did Khalid or Zayd pass?)
• ‫ل‬ ْ ‫ه‬َ e.g. ‫و‬ ْ َ ‫ل‬ ْ ‫ه‬
َ ‫ح‬ْ ّ ‫ت الن‬ َ ‫قَرأ‬ َ (Did you read the Nahw?)
(xii) ‫ي‬
َ
ْ ّ ‫من‬ َ ّ ‫حُرف الت‬ ْ ‫( أ‬particles denoting wishing):
• َ ْ ‫ل َي‬
‫ت‬ e.g. ‫ح‬ َ ‫ج‬َ َ ‫فن‬َ َ‫هد‬ َ َ ‫جت‬
ْ ‫با‬ َ ِ ‫طال‬ ّ ‫ت ال‬ َ ْ ‫( ل َي‬I wished that the student worked
hard and then passed)
َ ‫فأ ُراج‬ َ َ ‫( ل‬How I wished I had time so I
ْ َ ‫ ل‬e.g. ‫ع أك ْث ََر‬
• ‫و‬ َ ِ َ َ ً ‫قتا‬ ْ ‫و‬َ ‫ي‬ ْ ِ‫ن ل‬ ّ ‫وأ‬ ْ
could revise more)
• ‫ل‬ْ ‫ه‬ َ e.g. ‫في ْدَ أ َك ْث ََر‬ِ َ ‫ست‬ َ ‫ن‬
ْ َ ‫فن‬ َ ‫س‬َ ‫ح‬
َ
ْ ‫سأ‬ ٍ ‫مدَّر‬ ُ ‫ن‬ ِ ‫ل ل ََنا‬
ْ ‫م‬ ْ ‫ه‬
َ (If only we
had a better teacher then we would have benefited more)

(xiii) ‫ي‬
ْ ‫ج‬
ّ ‫الت َّر‬ ‫حْرف‬
َ (particle of hope):

• َ َ‫ل‬
ّ ‫ع‬
‫ل‬ e.g. ً ‫هل‬
ْ ‫س‬
َ ‫ن‬ ُ ‫و‬ْ ُ ‫ي َك‬ ‫ن‬
َ ‫حا‬
َ ِ ‫مت‬
ْ ‫ل ال‬ َ َ‫ل‬
ّ ‫ع‬ (Perhaps/Hopefully, the
examination will be easy)

(xiv) ‫ه‬ ْ ّ ‫الت‬

ِ ْ ‫شب ِي‬ َ ‫حْر‬
‫فا‬ َ (two particles denoting likening, resembling):

• َ ْ ‫ال‬
‫كاف‬ (like) e.g. ِ ‫عام‬َ ّ‫في الط‬ ِ ‫ح‬ ْ ِ ْ ‫في ال ْك َل َم ك َال‬
ِ ‫مل‬ ِ ِ ‫و‬ ُ ‫ح‬
ْ ّ ‫( الن‬Nahw in
speech is like salt in food)
َ َ
• ‫ن‬ ٌ َ ‫ل ظَل‬
ّ ‫( ك َأ‬as if) e.g. ‫م‬ َ ‫ه‬ َ ْ ‫وال‬
ْ ‫ج‬ َ ‫وٌر‬ْ ُ‫م ن‬َ ْ ‫عل‬
ِ ْ ‫ن ال‬
ّ ‫( ك َأ‬As if knowledge is light
and ignorance darkness)

َ َ
(xv) ‫ة‬
ِ َ‫الّزَياد‬ ‫حُرف‬
ْ ‫أ‬ ِ َ ‫صل‬
or ‫ة‬ ّ ‫ال‬ ‫حُرف‬
ْ ‫أ‬ (redundant particles):

• ‫ن‬
ْ ِ ‫ إ‬e.g. ‫س‬
ُ ‫مدَّر‬ ُ ْ ‫ما ي َك َْرهُ ال‬
َ ‫ت‬ُ ْ ‫عل‬ َ ‫ن‬
ْ ‫ف‬ ْ ِ ‫ما إ‬
َ (I did not do anything that the
teacher dislikes)
َ َ َ ‫فص‬ َ
• ‫ن‬ْ ‫ أ‬e.g. ‫ب‬ ُ ّ ‫ت الطّل‬ َ ‫ص‬ َ ْ ‫ل أن‬ ْ َ ْ ‫س ال‬
ُ ‫مدَّر‬ ُ ْ ‫ل ال‬
َ ‫خ‬
َ َ‫ن د‬ ّ َ ‫( ل‬when the
ْ ‫ما أ‬
teacher entered the classroom the students kept quiet)
• ‫ما‬ ٍ ْ‫عذ‬
َ e.g. ‫ر‬ ُ ‫ما‬ َ ‫ر‬
ِ ْ ‫غي‬َ ‫ن‬ ْ ‫م‬ِ ‫ب‬ ُ ِ ‫طال‬ّ ‫ب ال‬ َ (the student was absent for no
َ ‫غا‬
reason)
• ‫ن‬
ْ ‫م‬ ِ e.g. ‫ل؟‬ َ ‫س‬
ٍ ‫ؤا‬ ُ ‫ن‬ ْ ‫م‬ِ ‫م‬ ْ ُ ‫ل ل َدَي ْك‬ْ ‫ه‬
َ (Do you have any questions?)
• ‫ ال َْباء‬e.g. ‫ل‬ٍ ‫م‬ ِ ‫ه‬
ْ ‫م‬ُ ِ‫ت ب‬ ْ َ ‫( ل‬I am not neglectful)
ُ ‫س‬
َ ْ ‫ ال‬e.g. ‫هاِد‬ َ
• ‫كاف‬ َ ِ ‫جت‬
ْ ‫في ال‬ ِ ‫د‬ٍ ْ ‫ل َزي‬ ِ َ ‫حدَ ك‬
ِ ْ ‫مث‬ َ ‫لَ أ‬ (No one is like Zayd in
working hard)

48
• ّ ‫ال‬
‫لم‬ e.g. ‫س‬
ِ ‫ل ِلدّْر‬ ‫م‬
ٌ ‫ه‬ َ ‫أ ََنا‬
ِ ‫فا‬ (I understand the lesson)

‫ث‬ ْ
(xvi) ِ ْ ‫حْرف الت ّأن ِي‬ َ (particle of femininity):
ْ
• ‫ساك َِنة‬ ّ ‫ث ال‬ ِ ْ ‫( َتاء الت ّأن ِي‬unvowelled Ta' of femininity) e.g. ‫ة‬
ُ ‫دي َْر‬
ِ ‫م‬ ْ َ ‫صل‬
ُ ‫ت‬ َ ‫و‬
َ
‫ة‬
ِ ‫س‬ َ ‫مدَْر‬ ْ
َ ‫( ال‬the female principal of the school came)
ِ ْ ‫سك‬
(xvii) ‫ت‬ ّ ‫ال‬ ‫حْرف‬
َ (particle used for pausing):

• ِ ْ ‫سك‬
‫ت‬ ّ ‫هاء ال‬ َ e.g. ‫د‬ َ " :‫ب‬
ْ ‫ق‬ ِ ‫س‬
ِ ‫ب الّرا‬ ّ ‫س ِلل‬
َ ِ ‫طال‬ ُ ‫مدَّر‬ ُ ْ ‫ل ال‬
َ َ ‫قا‬
َ
‫ه؟‬
ْ ‫م‬َ ِ ‫ ل‬،‫ت‬
َ ْ ‫سب‬َ ‫( "َر‬the teacher said to the student that failed: "You have failed.
Why?")

ِ َ ‫الطّل‬
(xviii) ‫ب‬ ‫وف‬
ْ ‫حُر‬
ُ (particles of request):

The following groups of ‫وف‬ ُ ْ ‫ ال‬already covered in this section comprise the
ْ ‫حُر‬
‫ب‬ِ َ ‫وف الطّل‬ ْ ‫حُر‬
ُ :
• ‫مر‬
َ َ
ْ ‫لم ال‬
• "‫ية‬ َ ‫ه‬ ِ ‫ل" الّنا‬ َ
• ِ ‫هام‬ َ ‫ف‬ ْ ِ ‫ست‬ ْ ‫فا ال‬ َ ‫حْر‬ َ
• ‫ض‬
َ
ِ ْ ‫ضي‬ ِ ‫ح‬ ْ ّ ‫حُرف الت‬
َ
ْ ‫أ‬
• ‫ض‬ ِ ‫عْر‬ َ ْ ‫حُرف ال‬ ْ ‫أ‬
• ‫ي‬
َ
ْ ّ ‫من‬ َ ّ ‫حُرف الت‬ ْ ‫أ‬
• ‫ي‬ ْ ‫ج‬ ّ ‫حْرف الت َّر‬ َ
(xviii) ‫داء‬
َ
َ ّ ‫حُرف الن‬ ْ ‫( أ‬particles of addressing):
‫( َيا‬O) e.g. ‫وا‬ ْ ُ‫هد‬ ْ ِ ْ ‫ب ال‬ َ ّ ‫( َيا طُل‬O students of knowledge, work
• ِ َ ‫جت‬ ْ ‫ ا‬،‫م‬ِ ‫عل‬
hard)
• ‫( أ ََيا‬O) e.g. ‫ظ‬ ْ ‫ق‬ ِ ْ ‫ست َي‬ ْ ‫ ا‬،‫م‬
َ
ُ ِ ‫( أَيا َنائ‬O sleeping one, wake up)
• ‫هَيا‬ َ (O) e.g. ‫د‬ َ ْ ‫في‬ ِ َ ‫ست‬ ْ َ ‫حّتى ت‬ َ ‫مّنا‬ ِ ‫ب‬ ْ ‫ر‬ ِ َ ‫قت‬ْ ‫ ا‬،‫عّنا‬ َ ‫دا‬ ً ْ ‫عي‬
ِ َ ‫هَيا ب‬
َ (O you who
are far away from us. Come closer to us so that you can benefit)
َ َ
• ‫ي‬
ْ ‫( أ‬O) e.g. ‫ها‬ َ ‫م‬ ْ ّ ‫عل‬ َ ‫و‬ َ ‫م‬ َ ‫و‬ْ ُ ‫عل‬ ُ ْ ‫عل ّم ِ ال‬ َ َ ‫ ت‬،‫م‬ ِ ‫عل‬
ْ ِ ْ ‫ب ال‬َ ِ ‫طال‬َ ‫ي‬ ْ ‫( أ‬O student of
knowledge, learn the sciences and teach them)
َ
• ‫مَزة‬ َ ْ ‫( ال‬O) e.g. ‫ل‬
ْ ‫ه‬ ْ ‫س‬ َ ْ ‫ول َ ت َك‬ َ ْ‫هد‬ ِ َ ‫جت‬ ْ ‫ ا‬،‫د‬ ُ ْ ‫( أ َزي‬O Zayd, Work hard in order to
pass)
• ‫وا‬
َ (Alas!) e.g. ‫وا‬
ْ ُ‫هد‬
َ َ ‫جت‬
ْ ‫ا‬ ‫م‬ْ ‫ه‬ُ َ ‫ن! َيا ل َي ْت‬ ِ ‫عَلى الّرا‬
َ ْ ‫سب ِي‬ َ ْ‫سَرَتاه‬
ْ ‫ح‬
َ ‫وا‬
َ
‫ن‬
َ ْ ‫حي‬
ِ ‫ج‬
ِ ‫ن الّنا‬
َ ‫م‬
ِ ‫وا‬
ْ ُ ‫ون‬ ُ
ْ ‫في َك‬َ [Alas for those who have failed (my anguish goes
out to them)! How I wish that they have worked hard, and be of those that have
passed]

49
 َ
ِ ْ ‫عط‬
(xix) ‫ف‬ َ ْ ‫ال‬ ‫حُرف‬
ْ ‫أ‬ (conjunctions):

• َ ْ ‫ال‬
‫واو‬ (and) e.g. ‫ت‬
ُ ‫سا‬ َ ‫مدَّر‬ ُ ْ ‫وال‬َ ‫ن‬ َ ‫و‬ ْ ‫س‬ ُ ‫مدَّر‬ ُ ْ ‫ضَر ال‬َ ‫ح‬ َ (The male teachers
and the female teachers came)
• ‫فاء‬ َ ْ ‫( ال‬immediately thereafter) e.g. ‫س‬ ُ ‫مدَّر‬ ُ ْ ‫فال‬ َ ‫ب‬ ُ ّ ‫ل الطّل‬َ ‫خ‬
َ َ‫( د‬The
students and then immediately thereafter the teacher)
َ
• ‫م‬ ّ ُ ‫( ث‬a while thereafter) e.g. ‫و‬ َ ‫ح‬ْ ّ ‫م الن‬ ّ ُ‫ف ث‬ َ ‫صْر‬ ّ ‫س ال‬ ُ ‫سأدُْر‬ َ (I will study Sarf
and a while thereafter Nahw)
َ َ
• ْ ‫( أ‬or) e.g. َ‫خطََباء‬
‫و‬ ُ ْ ‫و ال‬ ْ ‫ماءَ أ‬ َ َ ‫عل‬
َ ْ ‫س ال‬ ِ ِ ‫جال‬ َ (Sit with the scholars or the
preachers)
‫م‬ َ َ ّ ‫ح ال‬ َ
• ْ ‫( أ‬or) e.g. ‫ب‬ َ ‫س‬َ ‫م َر‬ ْ ‫بأ‬ ُ ِ ‫طال‬ َ ‫ج‬ َ َ ‫( أن‬Did the student pass or fail)
• ‫حّتى‬ َ (including, even) e.g. ‫ب‬ ّ ‫حّتى ال‬
ُ ِ ‫طال‬ َ ‫ب‬ ِ ّ ‫ع الطّل‬ ُ ْ ‫مي‬
ِ ‫ج‬
َ ‫ح‬ َ ‫ج‬ َ َ‫ن‬
ُ َ ‫سل‬
‫ن‬ ْ َ ‫( ال ْك‬All the students passed including the lazy student)
َ
• َ ‫( ل‬not) e.g. ‫ن‬ َ َ ‫سل‬ْ َ ‫ب ال ْك‬ ّ ‫جت َهدَ ل َ ال‬
َ ِ ‫طال‬ ِ ْ ‫م‬ ُ ْ ‫ب ال‬ ّ ‫م ال‬
َ ِ ‫طال‬ ُ ‫ر‬
ِ َ ‫حت‬ْ ‫أ‬ (I
respect the hardworking student not the lazy student)
ْ ِ ‫( ل َك‬but) e.g. ‫ب‬
• ‫ن‬ ّ ‫ن ل َك ِن ال‬
ُ ِ ‫طال‬ ِ ْ َ ‫ب ال ْك‬
ُ َ ‫سل‬ ّ ‫ال‬
ُ ِ ‫طال‬ ‫ح‬
ِ ‫ج‬ ْ َ‫ل‬
َ ْ ‫م ي َن‬
ُ‫هد‬ِ َ ‫جت‬ ُ ْ ‫( ال‬the lazy student did not pass but the hardworking student)
ْ ‫م‬
• ْ َ ‫( ب‬instead, rather) e.g. ‫ب‬
‫ل‬ َ ‫ة‬
ٍ ِ ‫طال‬ ُ َ ‫مائ‬ ْ َ ‫حدٌ ب‬
ِ ‫ل‬ ِ ‫وا‬
َ ‫ب‬ َ ‫ضَر‬
ٌ ِ ‫طال‬ َ ‫ح‬
َ ‫ما‬َ (Not
one student rather a hundred students attended)

َ
(xx) ‫ع‬
ِ ‫ر‬
ِ ‫ضا‬ ُ ْ ‫ال‬
َ ‫م‬ ‫ب‬
ِ ‫ص‬
ْ َ ‫حُرف ن‬
ْ ‫أ‬ (particles causing the ‫رع‬
ِ ‫ضا‬ ُ ْ ‫ ال‬to be
َ ‫م‬
‫وب‬ ْ ‫ص‬ ُ ْ ‫من‬
َ ):
• ‫ن‬
َ ّ ‫ح‬ َ ّ ‫عَلى ال‬
ْ ‫( أ‬to, that) e.g. ‫ه‬
ُ َ ‫غي َت‬
ْ ُ‫ق ب‬
َ ‫ق‬ َ ُ ‫هدَ ل ِي‬
ِ َ ‫جت‬
ْ َ‫ن ي‬
ْ ‫بأ‬ِ ِ ‫طال‬ َ ‫ب‬
ُ ‫ج‬
ِ َ‫ي‬ (It is
necessary for the student to work hard in order to realize his goal)
ْ َ ‫( ل‬will / shall never)e.g. ‫هاِد‬
• ‫ن‬ َ ِ ‫جت‬ْ ‫ح إ ِل ّ ِبال‬َ ‫ج‬ ْ َ ‫( ل‬You will not pass
َ ْ ‫ن ت َن‬
except through hard work)
• ‫ن‬ْ َ‫( إ ِذ‬in that case) e.g. ‫ح‬
َ ‫ج‬
َ ْ ‫ن ت َن‬ْ َ‫( إ ِذ‬In that case you will pass) in response to
‫د‬ َ
someone saying: ُ ‫ه‬
ِ َ ‫جت‬
ْ ‫سأ‬َ (I will work hard)
ْ َ
• ْ َ ‫( ك‬so َas to, in order to) e.g. ‫ي‬
‫ي‬ ْ َ ‫ت ل ِك‬
ٍ ‫مّرا‬
َ َ‫عدّة‬
ِ ‫س‬
َ ‫ت الدّْر‬ُ ‫قَرأ‬
ُ َ ‫فظ‬
‫ه‬ َ ‫ح‬
ْ ‫( أ‬I read the lesson several time in order to memorise it)
َ
(xxi) ‫ع‬
ِ ‫ر‬
ِ ‫ضا‬ ُ ْ ‫ال‬
َ ‫م‬ ِ ‫جْزم‬
َ ‫حُرف‬
ْ ‫أ‬ (particles causing the ‫رع‬
ِ ‫ضا‬ ُ ْ ‫ ال‬to be
َ ‫م‬
‫وم‬
ْ ‫جُز‬
ْ ‫م‬
َ ):

َ
• ‫م‬ْ َ ‫( ل‬did not, has / have not) e.g. ‫ط‬ ّ ‫ق‬ َ ‫ب‬ ْ ‫س‬ ُ ‫م أْر‬ ْ َ ‫( ل‬I have never failed)
• ‫ما‬ ّ َ ‫( ل‬did not yet, has not yet) e.g. ‫ة‬ ِ ‫س‬ َ ْ ‫ب ال‬
َ ‫مدَْر‬ ُ ّ ‫ج طُل‬ ْ ‫خُر‬ ّ َ ‫( ل‬The
ْ َ ‫ما ي‬
students of the school did not come out yet)
َ َ (let) e.g. ‫ب ال ْك َِباُر‬
ُ ّ ‫م الطّل‬ ُ ّ ‫ل الطّل‬
• ‫ر‬
ِ ‫م‬ ْ ‫لم ال‬ ّ ُ ‫غاُر ث‬ َ ‫ص‬ّ ‫ب ال‬ ِ ‫خ‬ُ ْ‫ل ِي َد‬
(Let the small students enter then the big students)

50
• "‫ية‬ َ ‫ه‬
ِ ‫ل" الّنا‬ َ ( Do not, Do let not) e.g. ‫ل‬ ْ ‫س‬َ ْ ‫ول َ ت َك‬
َ ْ‫هد‬
ِ َ ‫جت‬
ْ ‫( ا‬Work hard
and do not be lazy)
• ‫ن‬
ْ ِ ‫( إ‬if) e.g. ‫ح‬
ْ ‫ج‬َ ْ ‫هدْ ت َن‬
ِ َ ‫جت‬
ْ ‫نت‬
ْ ِ ‫( إ‬If you work hard you will pass)
• َ ْ‫إ ِذ‬
‫ما‬ (if) e.g. ‫ب‬
ْ ‫س‬
ُ ‫ت َْر‬ ‫ل‬ َ ْ ‫ما ت َك‬
ْ ‫س‬ َ ْ‫إ ِذ‬ (If you are lazy you will fail)

(xxii) ‫ر‬ َ ْ ‫ل ِل‬

ِ َ ‫خب‬ ‫عة‬ َ ‫ف‬ِ ‫سم ِ الّرا‬ ْ ‫صَبة لل‬ ِ ‫ل الّنا‬ ِ ‫ع‬ ْ ‫ف‬ِ ْ ‫هة ِبال‬ َ ‫م‬
َ ّ ‫شب‬ ُ ْ ‫حُرف ال‬ ْ َ ‫ال‬
(particles likened to the ‫عل‬ ْ ‫ف‬ ِ ْ ‫ ال‬causing the ‫سم‬ ْ ‫ ال‬to be ‫وب‬ ْ ‫ص‬ُ ْ ‫من‬ َ and the
‫خَبر‬ َ ْ ‫ ال‬to be ‫وع‬ ْ ‫ف‬ُ ‫مْر‬َ ):
• ‫ن‬ ّ ِ ‫( إ‬truly, indeed) e.g. ‫ء‬ ِ ‫ة ال َن ْب َِيا‬
ُ َ ‫وَرث‬َ َ‫ماء‬ َ َ ‫عل‬ُ ْ ‫ن ال‬ ّ ِ ‫( إ‬Truly, the scholars are
the heirs of the Prophets)
َ ّ ُ ‫عَلى ك‬ َ ِ ‫عل ْم‬ ِ ْ ‫ب ال‬ َ ْ َ‫أ‬
• ‫ن‬ ّ ‫( أ‬that indeed) e.g. ‫ل‬ َ ‫ة‬ ٌ ‫ض‬ َ ْ ‫ري‬ِ ‫ف‬ َ َ ‫ن طَل‬ ّ ‫مأ‬ ُ َ ‫عل‬
ٍ ‫سل ِ َم‬
ْ ‫م‬
ُ (I know that seeking knowledge is compulsory)
َ
• ‫ن‬ّ ‫( ك َأ‬as if) e.g. ‫ه‬ ُ َ‫ل ل‬
َ ‫ح‬ ِ ‫سا‬ َ َ ‫حٌر ل‬ ْ َ‫م ب‬َ ْ ‫عل‬
ِ ْ ‫ن ال‬ ّ ‫( ك َأ‬As if knowledge is an
ocean without any shores)
ّ ِ ‫( ل َك‬but) e.g. ‫زي ٌْر‬
• ‫ن‬ َ ‫ه‬
ِ ‫غ‬ ُ ‫م‬َ ْ ‫عل‬ِ ‫ن‬ ّ ِ ‫ب ل َك‬ ّ ‫شا‬ َ ‫م‬ ُ ِ ‫عال‬َ ْ ‫( ال‬the scholar is young but
his knowledge is great)
• ‫ل‬ّ ‫ع‬ َ َ ‫( ل‬hopefully, hoping) e.g. ‫ل‬ ٌ ‫ه‬ ْ ‫س‬ َ ‫ن‬ َ ‫حا‬َ ِ ‫مت‬ْ ‫ل ال‬ ّ ‫ع‬ َ َ ‫( ل‬Hopefully, the
examination will be easy)
• ‫ت‬ َ ْ ‫( ل َي‬wishing) e.g. ‫ها‬ َ ِ ‫قط‬
َ ‫ف‬ ْ َ ‫فأ‬
َ ‫ة‬ ٌ ‫ه‬َ ِ ‫فاك‬َ ‫م‬ َ ْ ‫عل‬ِ ْ ‫ت ال‬ َ ْ ‫( ل َي‬How I wish that
knowledge is a fruit so I could pick it)

(xxiii) ‫ر‬ َ ْ ‫ل ِل‬

ِ َ ‫خب‬ ‫صَبة‬
ِ ‫سم ِ الّنا‬ ْ ‫عة لل‬ َ ‫ف‬ َ ْ ‫هة ِبـ"ل َي‬
ِ ‫س" الّرا‬ َ ّ ‫شب‬ ُ ْ ‫حُرف ال‬
َ ‫م‬ ْ َ ‫ال‬
(particles likened to "‫س‬َ ْ ‫ "ل َي‬causing the ‫سم‬ ْ ‫ ال‬to be ‫وع‬ ُ ‫مْر‬
ْ ‫ف‬ َ and the ‫خَبر‬َ ْ ‫ال‬
to be ‫وب‬ ْ ‫ص‬ُ ْ ‫من‬
َ ):
• ‫ما‬
َ (not) e.g. ً ‫جحا‬ ِ ‫ل َنا‬ ُ ‫م‬ ِ ‫ه‬ ُ ْ ‫ب ال‬
ْ ‫م‬ ّ ‫ما ال‬
ُ ِ ‫طال‬ َ (the negligent student is not
successful)
َ ِ ً ‫سبا‬ َ
• ‫( ل‬not) e.g. ‫ن‬ ِ ‫حا‬َ ِ ‫مت‬ ْ ‫في ال‬ ِ ‫حدٌ َرا‬َ ‫( ل َ أ‬No one failed in the
examination)
• ‫ن‬ ْ ِ ‫( إ‬not) e.g. ‫هاِد‬
َ ِ ‫جت‬ ْ ‫ب إ ِل ّ بال‬ َ ‫ن‬
ٍ ِ ‫طال‬ ْ ‫م‬ِ ‫ل‬َ ‫ض‬َ ‫ف‬ْ َ‫ب أ‬ َ ‫ن‬
ٌ ِ ‫طال‬ ْ ِ ‫( إ‬No
student is better than another except through diligence)
• ‫ت‬ َ َ ‫( ل‬not) e.g. ٍ ‫من ْدَم‬ َ ‫ة‬ َ ‫ع‬َ ‫سا‬ َ ‫ت‬ َ َ ‫( ل‬Now is not the time for regret)
(xxiv) ‫ر‬ َ ْ ‫ال‬
ّ ‫ج‬ ‫وف‬
ْ ‫حُر‬
ُ (particles of ‫ر‬ َ ْ ‫ ال‬/ prepositions / genitive particles):
ّ ‫ج‬
• ‫ن‬
ْ ‫م‬ ِ (from, than) e.g. ‫صَر‬ ْ ‫م‬ ِ ‫ن‬ْ ‫م‬ِ ‫ب‬ ّ ‫ذا ال‬
ُ ِ ‫طال‬ َ ‫ه‬
َ (This student is from Egypt)
• ‫( إ َِلى‬to, towards) e.g. ‫ة‬ ِ ‫س‬َ ‫مدَْر‬َ ْ ‫ت إ َِلى ال‬ َ َ‫( ذ‬I went to school)
ُ ْ ‫هب‬
‫ن‬ ُ ّ ‫ث ال‬
• ْ ‫ع‬
َ (about, of) e.g. ‫ه‬ِ ِ ‫سَرت‬ ْ ‫نأ‬ ْ ‫ع‬َ ‫ب‬ ُ ِ ‫طال‬ َ ّ‫حد‬
َ َ ‫( ت‬The student talked
about his family)

51
• ‫عَلى‬
َ (on, on top) e.g. ‫ة‬
ِ ‫وَر‬ ّ ‫عَلى ال‬
ْ ّ ‫سب‬ َ ‫س‬
َ ‫س الدّْر‬ ُ ‫مدَّر‬ُ ْ ‫ب ال‬
َ َ ‫( ك َت‬The
teacher wrote the lesson on the board)
• ‫ي‬
ْ ‫ف‬ ِ (in, at) e.g. ‫ل‬
ِ ‫ص‬
ْ ‫ف‬َ ْ ‫في ال‬ ُ ّ ‫( الطّل‬The students are in the classroom)
ِ ‫ب‬
ْ ‫م‬
‫ذ‬ (since, from) e.g. ‫ن‬
ُ ْ ‫م‬ ْ
• ُ ِ ْ ‫عي‬َ ‫و‬ْ ُ ‫سب‬ْ ‫ذأ‬ ُ ‫ة‬ َ ‫س‬ َ ‫( ب َدَأَنا الدَّرا‬We started the
lesson two since weeks ago)
َ
• ُ ْ ‫من‬
‫ذ‬ ُ (since, from) e.g. ‫ة‬ ٍ َ ‫سن‬َ ‫ذ‬ ُ ْ ‫من‬
ُ ‫ة‬ َ ّ ‫عَرب ِي‬ َ ْ ‫ة ال‬
َ ‫غ‬َ ّ ‫س الل‬ ُ ‫( أدُْر‬I am studying
the Arabic language since a year)
ِ َ ‫ة ال‬ ْ َ (I read
• ‫حّتى‬ َ (until, up to) e.g. ‫ة‬ِ ‫خي َْر‬ ِ ‫ح‬ َ ‫ف‬ ْ ‫ص‬ ّ ‫حّتى ال‬ َ ‫ب‬ َ ‫ت ال ْك َِتا‬ُ ‫قَرأ‬
the book until the last page)
• ‫ب‬ ّ ‫( ُر‬perhaps, maybe) e.g. ‫ح‬ ٌ ‫ج‬ ِ ‫ن َنا‬ ُ َ ‫سل‬ ْ َ‫ب ك‬ ٍ ِ ‫طال‬َ ‫ب‬ ّ ‫( ُر‬Maybe a lazy
student will pass)
َ ‫خل‬ ّ ‫م ال‬
• َ (except, save) e.g. ‫س‬ ٍ ‫خل َ دَْر‬ َ ‫س‬ ِ ‫و‬ ْ ‫ع الدُّر‬ َ ْ ‫مي‬ِ ‫ج‬َ ‫ب‬ ُ ِ ‫طال‬ َ ‫ه‬ َ
ِ ‫ف‬
‫د‬
ٍ ‫ح‬ِ ‫وا‬
َ (The student understood all the lessons except one)
• ‫دا‬َ ‫ع‬َ (except, save) e.g. ‫ن‬
ِ ْ ‫سي‬
َ ‫مدَّر‬
ُ ‫دا‬
َ ‫ع‬
َ ‫ع‬
َ ‫ما‬
َ ِ ‫جت‬
ْ ‫ن ال‬
َ ‫و‬
ْ ‫س‬ ُ ْ ‫ضَر ال‬
ُ ‫مدَّر‬ َ ‫ح‬
َ
(The teachers attended the meeting except two teachers)
• ‫شا‬َ ‫حا‬ َ (except, save) e.g. ‫ف‬ ِ ‫صْر‬ ّ ‫شا ال‬ َ ‫حا‬ َ ‫ة‬ ٌ َ ‫هل‬
ْ ‫س‬َ ّ‫واد‬َ ‫م‬ َ ْ ‫ل ال‬
ّ ُ ‫( ك‬All the
subjects are easy except Sarf)
• ‫باء‬َ ْ ‫( ال‬with, by means of) e.g. ِ ‫قل َم‬ َ ْ ‫ة ب ِال‬َ َ ‫ل ال ْك َِتاب‬ُ ‫ض‬ َ ُ ‫( أ‬I prefer writing with
ّ ‫ف‬
a pen)
• ‫كاف‬ َ ْ ‫( ال‬like, similar to) e.g. ‫ر‬ ْ ّ ‫م ك َالن‬
ِ ‫و‬ ُ ْ ‫عل‬ِ ْ ‫( ال‬Knowledge is like light)
• ّ ‫ال‬
‫لم‬ (to, belonging to) e.g. ‫ة‬ ِ ‫س‬ َ ‫مدَْر‬َ ْ ‫ر ال‬ ِ ْ ‫دي‬ ِ ‫م‬ ُ ِ ‫سَياَرةُ ل‬ ّ ‫( ال‬The car belongs
to the principal of the school)
• ‫واو‬َ ْ ‫( ال‬By) e.g. ‫م‬ٌ ْ ‫ل ل َظُل‬َ ‫ه‬ْ ‫ج‬ َ ْ ‫ن ال‬
ّ ِ ‫وإ‬َ ‫وٌر‬ ْ ُ ‫م ل َن‬ َ ْ ‫عل‬
ِ ْ ‫ن ال‬
ّ ِ ‫ إ‬،‫ه‬
ِ ‫والل‬
َ (By Allah!
Truly knowledge is light and ignorance is darkness)
• ‫تاء‬
ّ ‫( ال‬By) e.g. ‫ة‬ ِ َ ‫سن‬ّ ‫ل ال‬ َ ‫و‬ْ ُ‫ن ط‬ ّ َ‫هد‬ ْ َ ‫ َل‬،‫ه‬
ِ َ ‫جت‬ ِ ‫( ت َالل‬By Allah! I will work hard
throughout the year)

52