Professional Documents
Culture Documents
Mohammed Jiyad
Spring 2006
CONTENTS
Page Subject
I Introduction
1 The Arabic Alphabet
2 The Arabic Consonants Diagram
5 One Direction Connectors, Emphatic Consonants, Short Vowels in
Arabic
6 Nunation, The Shadda, The Sun Letters
7 The Moon Letters, Arabic Syntax, The Definite Article, Arabic
Morphology
8 The Feminine Marker, The Personal pronouns
9 Countries, towns, villages, Definiteness in Arabic, The Nisba
10 Long vowel to a Diphthong, The Possessive pronouns, Sentences
in Arabic
11 The Vocative Particle, The Idaafa, The Simple Idaafa
12 The Diptotes, Demonstrative Pronouns, The Equational
Sentence جملة المبتدأ والخبر
13 Interrogative Particles, Indefinite Noun Subject, Negating
Equational Sentences
14 The Subject markers, The Different Forms of ليس
Interrogative Particles, The Idaafa (revisited)
15 Verb-Subject Agreement, Transitive Verbs, Helping Vowels
16 Object Pronouns, The word ما, The Cluster Buster
17 Negation of Past Tense Verbs, ل ک ه ل, هنُا
هنُاك ه
ه
18 The conjunction ( )و, Definiteness (Revisited),
Emphasis/Contrast
19 The Defacto Case of the Noun and Adjective, کم, لماذا ,
Numbers, Plurals
20 Numbers (Revisited), ية & أيلأي
21 Verb Object Pronouns, Object Pronouns of Prepositions
22 Prepositions, Feminine Sound Plurals, The Roots, The Verb Form
Numbers
24 The Phonological Environment for Form VIII Verb, Non-human
Plurals
25 Multiples of 10, The Conjunction لکن, The Singular Subject and
its mood markers
26 The Present Tense of the Arabic verb, The Moods
27 Vowels of the Present Tense Verb
28 حتی , Negation of Present and Future Tense Verbs, The Sick
Verbs
29 ض
بع ه، ل ک ه ل, The Plural Vocatives, Masculine Sound Plural
(Revisited)
30 Negation of the Future Tense (Revisited), Verbs with Two Objects,
The Semi-Diptotes
31 کان & her Sisters, The Apposition ألبدل, The Moody Present
Tense
32. The Subjunctive Mood
33 ن
أ ن، ما (Revisited), The Nominalizer ن
إ ي & her Sisters
II
INTRODUCTION
III
IV
The Arabic linguistic references tell us that the need for some
"linguistic authority" came to exist long before the time of Al-Khalil and
Siibawayh. There is a vast amount of anecdotes concerning the
linguistic mistakes made by the non-Arabs who converted to Islam. It is
commonly believed that these anecdotes document a state of
confusion and corruption of the Classical language. According to many
resources, the Well-guided fourth Caliph, Ali Ibn 'Abi Taalib, the cousin
and son-in-law of the Prophet Mohammed, was the first to insist that
something to be done. One anecdote mentioned that Ali came to
perform his pre-dawn prayer at the Mosque of A-Kuufah. As he went in,
he heard a non-Arab Muslim reading the Quran and that man was
assigning the end-words voweling incorrectly. The verse in question
was from FaaTir (Chapter #35. Verse # 28):
ه من عبادهه العلماهء
إنما يخشی الل أ
Those truly fear Allah,
Among His Servants
Who have knowledge
Arabic. In other words, Ali was asking for a "linguistic authority" whose
rules should be enforced.
VI
Versteegh claims that the theory of Syriac origin has now been
abandoned by most scholars. It seems much more likely to him that
the Arabic alphabet is derived from a type of cursive Nabataean in
Petra, Jordan. In the Aramaic script, from which Nabataean writing
ultimately derived, there are no ligatures between letters. But in the
cursive forms of the Nabataean script most of the features that
characterize the Arabic script already appear. Versteegh adds that the
elaboration of an Arabic script for texts in Arabic took place as early as
the second century CE. This would mean that the development of the
Arabic script as it is used in pre-Islamic inscriptions occurred largely
independently from the later developments in Nabataean epigraphic
script. The most important internal development in Arabic script is the
systematic elaboration of connections between letters within the word,
and the system of different forms of the letters according to their
position within the word.
Al-Khalil Ibn Ahmed, who died in 791, grouped and put them in the
following order:
ظ ث، ط د ت، ص س ز، ج ش ض، ق ك، ع ح هـ خ غ
و ا ي ء، ف ب ما، ر د ن، ذ
Writing was not unknown in the peninsula in that period. But, for
religious reasons, early Islamic sources emphasized the illiteracy of the
Prophet Mohammed. The Prophet was ي
ه
أم ي, someone who could not
read nor write, and this was what made the revelation of the Qur'an
and his recitation of the text a miracle.
س
درأر أ
أ ن is written as س
د أير أ
8. The Sun Letters. Due to a Phonological rule, the / ل/ sound of
the definite article is assimilated by any of the following sun
consonants. Therefore, you need to use Shadda to replace the
assimilated / ل/. The Sun Letters are:
س
در ه
ت ث د ذ ر ز س ش ص ض ط ظ ن ال ي
9. The Moon Letters have the definite article fully pronounced.
They are:
ب
الکتا ه ب ج ح خ ع غ ف ق ك ل ما هـ
However, you need to remember that the Taa' Marbuta ( ة/ )ـةis
used in certain ancient Arabic male proper names such as:
حمزة، معاوية، طلحة
Also, it is used on some broken plural patterns such as:
(giant ) عمالقة/( عملقprofessor/s) اساتاذة/اساتاذ
14. The Personal pronouns are used to replace nouns. The
following is a list of the singular (1-5) and plural forms (6-10):
. 1 انا. 6 نحن
.2ت ان أ. 7 انتم
8.3ت ان ه. نانت أي
. 4 هو. 9 هم ه
10. 5 هي. ن هه ي
15. All countries, towns, villages, etc. are treated as feminine.
The exceptions to this rule are six Arab countries. These are:
البي س
(c) The house is new ت جديدد
17. The Nisba is an adjective that is created from a noun. The most
common are those that refer to origin, nationality or country. The
main device for making such adjectives from nouns is to suffix ( )يي
for masculine and ( ) يية for feminine to the noun. The noun must
be first stripped off (a) the definite article, (b) feminine suffix, or (c)
final position long vowel.
a. ( )العراق، ي
عراق ي، عراقيية
b. ( )السعودية، ساعوديي، ساعوديية
18. Long vowel to a Diphthong. If any of the two long vowel ,و
ا is proceeded by the short vowel –أ , the long vowel changes its
character to a diphthong:
The following is a list of the personal pronouns (singular 1-5 and plural
6-10), and their corresponding possessive ones:
21. The Vocative Particle ياis limited for use with people only.
The noun it is used with becomes definite, and therefore would carry
a short vowel, not Nunation.
! يا اساتاذ O, professor!
23. The Simple Idaafa is made of two nouns. The Complex Idaafa
is made of 3 or more. As expected, such sequences will create a
Syntactical Environment where some nouns will play double
grammatical functions.
a. the university building ِالجامعة بناسء
b. the door of the university building ب بنُاهء
با ه
الجامعةه
24. The Diptotes is a category of proper names of individuals,
countries, cities, and towns. These nouns share the following
characteristics:
10
26. The Equational Sentences. As indicated earlier, an equational
sentence in Arabic is a sentence without a verb. It consists of two
parts, a subject and a predicate. The subject could be (a) a
demonstrative pronoun, (b) a personal pronoun, or (c) a noun, while
the predicate may be either of these, as well as (c) an adjective, (d)
an adverb, or (e) a prepositional phrase.
ت جديد ب هنُا؟
هل أن أ
28. Indefinite Noun Subject. You cannot start a sentence in
Arabic with an indefinite noun subject. Under such circumstances,
the subject needs to be moved inside the sentence and, therefore,
will take the predicate position, not its syntactical function.
ت
ت مصريا ب
ف طالبا ب
في الص ن.
There are Egyptian students (f) in the classroom.
11
(ن )ــنُا
نح ه، (ن
ن )ــت ه ي
أنت ه ي، ( أنتم )ـنهتم، (ن
ن أ-) ن
ه ي، (هم )ـوا
ه
ة؟
م المديأر أ
لماذا )قاأبلتـمن( قاأبلتـ ه
Why did you (m, pl) meet the director (f)?
شاهدتـموها في السوق.
You (mp) saw her in the market.
قابلتـمونا في المقهی.
You (mp) met us in the cafe.
علمتـموهه العربية.
You (mp) taught him Arabic.
41. هنُا أ
ك ه/ هنُا
ه are nouns that can also be used as adverbs.
42. ل ک ه لis a noun that will be a first term of Idaafa and could mean
"every/each" if it is followed by a singular indefinite noun. If the
ک ه لwould mean "all/whole". If it is used after
singular noun is definite, ل
a noun, then it should carry its corresponding pronoun suffix and its
function becomes emphatic.
a. I read every book! ب ت که ي
ٍ ل کتا قرأ ه.
ن حضأر ک ل
ل الموظفي أ
All the employees (m) came.
ب حضأر ک ل.
ل موظفي المکت ه
All the office employees (m) came.
تٍ س طالبا
a. I met five students (f). خم أ ت أ قابل ه.
b. Five students (m) came. رض أ نخمنسةس طل ب
َّ ح أ.ب
50. Plurals. There are three types of plural in Arabic:
16
ً عشأر قلما
ت خمسة أ
إشتري ه.
I bought fifteen pencils.
52. أيل/ يـة أ يboth mean “which” (as a question word). The first is
used for masculine while the second is used for feminine. The noun
which follows either one of them has to be in the genitive case. The
implication is that the two nouns create Idaafa. Please notice that أييـة
أيل/ carry the vowel of the original case of the noun you ask about.
ه؟
مجلـ يةٍ هذ ه
أييـة أ
a. Which magazine (subject-nominative) is this?
17
ت؟
ب شاهد ه
ٍ أيي طال
b. Which student (m) (object-accusative) did you (f) see?
ت؟
إلی أيـ يةه مدينُةٍ ساافر أ
c. To which city (object of a prep.-genitive) did you travel?
The list of verb and preposition object pronouns suffixes includes the
following:
Object Subject Independent
18
55. Prepositions which end with Alif MaQsura, ( )یwill reclaim their
original ( ) يform when any object pronoun is attached to them. Check
the following example:
ت
محطةه القطارا ه
دها في أ
م عليها عنُدما شاه أ
سالـ ي أ
أ.
He greeted her when he saw her at the train station.
56. Feminine Sound Plurals take the genitive marker for the
accusative case.
ب البريد ه
مکت ه
ت في أ
شاهدنا الطالبا ه.
We saw the students (f) at the post office.
58. The Verb Form Numbers system is quite old, going back to
the earliest European Arabic grammars such as that of Guillaume
Postal, Paris, ca. 1538 and Pedro de Alcala' ca. 1613. Their order of
numbering is the same as that which we are familiar with today.
Another grammar was published in Rome ca. 1622 which uses the
numbering system but has forms II and IV switched. Erpenius'
grammar was only superseded in 1810 by the grammar of De Sacy,
who used the same system which has been in vogue ever since.
Incidentally, the numbering system was also used in older
grammars of Hebrew, but seems to have fallen out of usage.
19
Most verbs in Arabic can be classified into ten forms. These forms
are:
To learn more about these forms, please check the computer program
ARAFORM. You will find it and other programs at the following website:
www.mtholyoke.edu/courses/mjiyad/
Luckily, Arabic does not have many verbs of this type. However, you
need to remember the three following related phonological rules:
ً هي جميلة أيضا.ة
ت جديد ب
السييارا ه.
The cars are new. They are pretty, too.
63. The Singular Subject and its mood markers for verbs in the
present tense are prefixed and suffixed to the verb stem. This is
necessary to demonstrate subject/verb agreement. These singular
markers are:
21
هي ت
أن أ ت
أن ه أنا
هو
66. The Moods. The Present tense verb in Arabic has three moods.
1. Indicative is the regular present tense verb.
ن أختي في هذهه الشقـ يةه
تـسکـ ه.
My sister lives in this apartment.
67. Vowels of the Present Tense Verb. There are three important
vowels you need to take note of when you conjugate any Arabic
verb from past tense to the present tense. These include:
The following is a chart of these various vowels for the ten forms of
the Arabic verb system:
Form Indicative Mood Stem Subject
(a) ه
ن هنُا حتيـی حضرتن عائلتـ ه
ساک أ
أ.
(b) س
ت إلی القاهرةه حتيـی تدهر أ
إنتـقـلـ ن
هنُا أ
ك أ.
69. Negation of Present and Future Tense Verbs.
Verbs in the present tense are negated by ل. Verbs which express
future tense are negated by ن لـن after dropping the future marker
prefix ( ) ساـ. Please remember that the verb has to be changed to
the Subjunctive Mood.
70. The Sick Verbs الفعال المعتلة. Any verb that has a long
vowel as one of the three radicals in its root is called a “sick verb.”
These long vowels will go through a change when the verb is used in
the present tense. Consequently, there are three types.
a. Assimilated, if the first radical of the verb is a long vowel
such as:
ص ه
ل ص أ
يأ ه/ ل وأ أ “to arrive.”
71. ض أبع ه، ل کـ لare nouns and when used before another noun
they create an Idaafa (a). If, however, they are used after a noun,
they will be emphatic for that proceeding noun, and will carry its
case and its identical pronoun reference (b).
a. س
در هل ال يجم هل ه تـعليـمنُا کـ ي.
b. /س کـليـها
در ه م أ
ل ال ي ج أتـعليـمنُا ه
ه
کـلـ ي ه.
24
ب
مديأر المکتـ ه
يا أ ، !ة
يا أساتاذ ه ، !!يا ساميهر
The plural forms show gender distinction and, therefore, Arabic has
أيلـهاfor the masculine and أييـتـهاfor the feminine. The plural
vocative should be followed by a noun with the definite article in the
nominative case.
73. It was mentioned earlier that the Masculine Sound Plural (MSP)
is formed by suffixing ( ن
) و أfor the nominative case, and ( ن
) ـي أfor
the accusative and genitive cases, to the singular form of the noun.
ن
وظيـفي أ
م أ/ن
وظيـفو أ
ف–م أ
وظـ ي ب
م أ
The final ( ن
) ـ أof this kind of plural is dropped when such a noun takes
the position of a first term of Idaafa. This rule applies regardless of the
case of the noun, whether it is nominative, accusative, or genitive.
وظيـفي الجامعةه
م أ/ وظيـفو الجامعةه
م أ
the university employees (N and A & G)
ت
ب إلی الأبي ه
لنن أذهأ أ becomes ت
ب إلی الأبي ه
ساأذهأ ه
ف
If the future tense is marked byساو أ
أthen such a construction
may be made negative by placing لbefore the imperfect indicative
verb.
ت
ب إلی البي ه
ف ل أذه ه ساو أbecomes ت ب إلی الأبي ه
ف أذه ه ساو أ
25
75. Verbs with Two Objects. Among verbs that take two objects is
a group that means "to give/to grant." Consider the following
example:
However, they can take the definite article. When they do, they
behave like regular nouns or adjectives.
ب الخضره
مسطأرةه علی الکتا ه أل ه.
صة ه
مدارس الخا ي ن في ال أي هد أنرساو أ.
. تها
ت الأطول من أخ ه ت مع البنُ ه تکليـم ه
77.ن
& کا أher Sisters (، صاأر، ل ظ ي،ل ما زا أ، ي أبق أ، ح
أصب أ
س
)لـي أ, which usually go with equational sentences, leave the
subject in its nominative case but change the inflected predicate to
the accusative case.
79. The Moody Present Tense. Present tense verbs are said to be
in the Indicative Mood. However, verbs which express hope,
desire, purpose, like, dislike, doubt, fear, uncertainty, obligations,
etc., change their mood from the regular Indicative to the
Subjunctive. That also requires that they should follow one of the
Subjunctive particles, such as . ، لنـن، أن، ِ لـ، کيل، لکي
کي، حتيـی Note the purpose expressed in the following
sentence:
هنُا أ
ك س ه
ت إلی المکتب أةه لدهر أ
ذهب ه.
I went to the library so that I would study there.
80. In the Subjunctive Mood of the Arabic verb, the final ( ن
) أof the
third person masculine plural is dropped and replaced by a silent ( ا ).
27
81. The most common subjunctive particle in Arabic is probably ن
أ ن,
which usually sits between two verbs referring to the same or a
different person, and thus, functioning something like the infinitive
in English. If you examine the sentence carefully, you will notice
that ن
أ ن introduces a subordinate clause which functions as an
object for the main verb.
ف
ب إلی المصر ه هاريد ه أ ن.
ن أذهأ أ
I want to go to the bank.
ت
ن في هذا الأبي ه
ساک أ
ه عنُدما أ
قابلتـ أ.
I met him when he lived in this house.
ن الک أ
ل لذيذ لک ي.
... but the food was delicious.
ن
إ ي is only used in the initial position of a sentence, and following
any form of لقا أ. Anywhere else you have to use ن أ ي. Its meaning,
therefore, changes from "indeed/in fact" to "that". Remember that
all these particles should be followed by nouns or attached pronoun
suffixes. Also notice that ن
إ يand her sisters should be followed by
the subject or its corresponding attached pronoun.
28
Therefore, ب
أقر ه <-------- أقري ب
ب
and ل < أجم ه-------- ل
جمي ب
أ
a. With comparative adjectives, you need to use the
preposition (ن
م ن
) هto compare the two nouns, as in:
My house is smaller than hers. ن أبيهتها
م ن
أبيتي أصغهر ه
b. In superlative, the most common method is to place the
85. ن &کا أher Sisters (Revisited). We said earlier that ن & کا أ
her Sisters are used with equational sentences. However, they can
tolerate the use of verbs after them. That verb has to be in the
present indicative form, as in:
ت في القري أةه
ٍ أبيتي أصغهر أبي.
The reason is that this combination creates the Syntactical
Environment for Idaafa. Because the components of this structure
are not limited to the usual nouns (the first term is in fact an
adjective) Arab Grammarians tend to call this Phony/Fake Idaafa.
87. If the Perfect Particle قدis used with a verb in the past tense,
then both are translated as a Present Perfect (has/have + Participle).
When this particle is used with نکا أand a verb, then the whole
phrase is translated as a Past Perfect (had+participle).
ٍسانُـة
ل أن صديقي قد زاأرني قـب أ
کا أ.
My friend had visited me a year ago.
88. The Verbal Noun در مص أ ال أis a noun that is derived from a
verb. Therefore, it acts like a noun, as in the following examples:
a. a subject ب
صع ب م ه
ل في هذهه الشرکةه أ العأ أ.
b. an object ب القراأءة أ ا ه ه.
ح ل
30
A verbal noun derived from a transitive verb does sometimes act like
that verb and would take an object.
س الساتاذ ه العربيية
جأبنُي تـدري ه
أع أ.
89. Forms of Verbal Nouns. Action/activity is expressed by verbs
and verbal nouns. Like other languages, the verbal nouns in Arabic
indicate that action/activity, and behave like regular nouns. The
following chart shows the various ways of derivation according to
the forms:
Example
I. فـعأ أ
ل unpredictable any verb
unpredictable
II. لل فـعي أ
تـفعي ب س
د أير أ س
تـدري ب
III. علـةمفا أ ه شاهأد أ دة
مشاهأ أ
ه
ل فاع أ أ
IV. ل أفنع ن إفعادل بأعنج ن بإعجا د
V لتـفـعه ب ث
حد ي أ
تـ أ ث
حد ل بتـ أ
ل تـفـعي أ.
VI. ل تنـفانع ن تنـفاسعدل تنـرانسانل تنـراسسادل
VII. فعا ب
ل إن ه ف
صأر أ
إن أ ف
صرا ب
إن ه
إنفـعأ أ
ل
VIII. إفهتعا ب
ل م
إساتـلـ أ ما
إساهتل ب
إفتـعأ أ
ل
IX. إفهعل ب
ل مير
إح أ مرابر
إح ه
إفعأ ي
ل
X. إساهتفعا ب
ل ما
إساتـخد أ أ ما
إساتـخدا ب
إساتـفعأ أ
ل
مة
ن الساتاذة قاد ه أ
تأ ي
مع ه
سا ه
أ.
31
هنُا
عنُها ه ل الذي ساأ أ
ل أ ج ه
الير ه.
b. If the antecedent is part of the object phrase/predicate,
then the relative close follows the main sentence.
relative pronoun.
عنُها جل ساأ أ
ل أ ت أر هأ
قاأبل ه.
d. Sometimes you will encounter a sentence with a relative
pronoun and a relative clause, in which the
antecedent is absent, but still understood.
ه هذا السابوع أ
الذي قـرأتـ ه/ ب ما ا ه ه.
ح ل
I like what I read this week.
ل ب أل أد أه ه ه
حـيبا عظيما ج ه
ب هذا الير ه
ح ل
ً ي ه ه.
This man loves his country a lot.
دها أهلـها کـ ي
ل المساع أد أةه سااع أ أ.
Her family helped her greatly.
Please remember that the Cognate Accusative phrase functions as
an adverb to modify the verb of the sentence.
94. The noun س نـف هis feminine and means "soul." If you use it
before another noun it will create Idaafa and change its meaning to
"same."
يأک ه.
ل دائما في نفس المطعم
He always eats at the same restaurant.
33
96. ر
غي هis a noun which will create Idaafa when it is used with
another noun (a). It also serves to negate nouns and adjectives and
may be translated "non-," "un-," and so on. When it is used in such a
Syntactical Environment (i.e., with adjectives) it creates what we call
"Phony/Fake Idaafa," where the second term is an adjective (b).
a. ب بو أ
غيهر الطل ه ضأر الجتماعأ الطل ه ح أ
أ.
Students and non-students attended the meeting
b. مقبول ه أ
غيأر أ ملـ ه
ن عأ أ
کا أ.
His act was unacceptable.
a. مکتب أةه
إذهبي إلی ال أ
You (f.s.) go to the library!
b. مکتب أةه
ل تـذهبي إلی ال أ
You (f.s.) do not go to the library!
The verb that is used in both cases is formed from the second
person Jussive Mood with a little modification. In (a) you need to
drop the subject marker prefix and insert a Hamza / إ/ instead to
break the resulting consonant cluster, as inهبيذ أ. In the case of the
negative imperative (b) you just put the negation particle لin front
of the verb.
34
ل قانبل س.
ت سمدينر النمدنرنساِة علنيا
I met the school principle, Mr. Ali.
35
(a) ت
ت في هذ ههه الشيـقـ يةه طاهلبا ب
ساکنُا ه
النُنـساهء ال ي
The women living in this apartment are students.
(b) ن
سااک ه ب، ث
ح ب
با ه، م
حاک ه ب، ب م ب
طال ه ب، ل عا ه، ب
کات ه ب
The third possible use of the active participle is what the Arab
Grammarians call the circumstantial or Haal Construction.
ت أباها
قاأبل ه.
ت علی أبيها
ساليـم ه
أ.
36
ملـة کـتـأبها
ف حا ه
ص ن
ت الطال هأبة إلی ال ي
ضأر ه
ح أ.
The student (f) came to class carrying her book.
م ه
1. ل کـتـأبها ف وهي تـح ه
ص ن
ت الطال هأبة إلی ال ي
ضأر ه
ح أ.
م ه
2. ل کـتـأبها ف تـح ه
ص ن
ت الطال هأبة إلی ال ي
ضأر ه
ح أ.
You might have noticed that the verb of the Haal Clause has to be in
the present indicative mood. Because the verb ل م أ
ح أ
أis transitive,
the active participle derived from it would take an object. That is
why the noun کـتـأبهاin the sentence above is in the accusative
case.
حکـة
ف ضا ه
ص ن
ت الطال هأبة إلی ال ي
ضأر ه
ح أ
أ.
The student (f) came to class smiling.
You need to remember that whether the Haal Construction الحال
is expressed by a verbal sentence or an equational sentence, the
independent pronoun agrees with the noun modified by the .الحال
صغيبر
س العأأربيية وهو أ
د أأر أ.
He studied Arabic while he was little/young.
ب الأبريد ه
مکت ه
ما أ
مسروقـة أما أ
سيارة أ ال أ
ت ال ي
هد ه
شا أ.
I saw the stolen car in front of the post office.
37
مة في
عظي أ
مة أ
مساهأ أهموا ه
ب ساا أ ن العأأر أفأ ي
معرو ه
ن ال أ
م أ
ه
حضاأرةه النسانيية ال أ.
It is well known that the Arabs have greatly participated in the world
civilization.
حدا ً من أبطا ه
ل الثورةه المصري يةه ن وا ه
سادات کا أ
ن ال ي
فأ ي
نـعره ه.
We know that Sadaat was one of the heros of the Egyptian
revolution.
حدا ً من أبطا ه
ل الثورةه ن وا ه سادات کا أ
ن ال ي
فأ ي
ل نـعره ه
المصري يةه.
We don't know that Sadaat was one of the heros of the Egyptian
revolution.
حدا ً من أبطا ه
ل الثورةه ن وا ه سادات کا أ
ن ال ي
فأ ي
ن نـعره ه
نـح ه
المصري يةه.
حدا ً من أبطا ه
ل الثورةه ن وا ه سادات کا أ
ن ال ي
فأ ي
لـسنُا نـعره ه
المصري يةه.
109. The Accusative of Distinction (Revisited) ألتمييز. In
point # 48 we mentioned that کـم, which means "how many,"
should always be followed by an idefinite noun
38
کتابا ً ه
خل أ
ل الهعطلـةه ن ه
عشري أ
ت ه
قـرأ ه.
I read twenty books during the break.
The underlined word could be articles, reports, magazines, charts,
etc.
ً ساعاد أة
ت أما الأبي أ
ت ال ل
مل ه
أ.
The mother filled the house (with) happiness.
ف إل ي خالد ب
ح ه
مت أ
ب إلی ال أ
ب الطل ه
لـم أيذهأ ه
ن.
The students did not go to the museum, except for Khalid.
39
111. The Accusative of Purpose المفعول لجلهis an
indefinite, singular verbal noun in the accusative case. It gives
information about why the action/verb is done. It can always be an
answer to the question word .لماذا Consider the following
sentences:
ب
ما الطل ه
قا أ.
The students stood up.
ب؟
ما الطل ه
هلماذا قا أ
Why did the students stand up?
ب احهتراما ً للساتاذ ه
ما الطل ه
قا أ.
The students stood up in respect for the professor.
Depending on the type of the verb used in a sentence, there are three
patterns of Arabic Verbal Sentences.
خها( أقب أ
ٍل سااع أة مطب أ ه
سرع أةٍ )في أ
خت والدتي أوجأبة لذيذةٍ ب هط أب أ أ.
1 2 3
My mother cooked a delicious meal in her kitchen an hour agoَّ.
Optional means that you can have 1, 2 ,3, or NONE of those adverbial phrases.
The order depends on what you want to emphasize. The most important comes
last.
2. An intransitive verb does not need an object, and the pattern is:
(Op. Adv. Ph. 3) +(Op. Adv. 2)+(Op. Adv. Ph. 1) + Subject+ Verb
* Indicates a "sick verb" which means that there is a long vowel among the 3
Radical Letters of its root.
Both types behave a little bit different from the regular verbs when they are
41
. 3 قاأبل
to meet
to write . 4 کـتـب
42
. 27 صحا
*to wake up
43
. 54 زار
* to visit
to marry . 55 وج تز ي
to elect . 56 خب إنت أ
to become sick . 57 رض م ه أ
to feel, sense . 58 عر ش أ أ
to swim . 59 بح سا أ أ
to hug, embrace . 60 ضن ح أ أ
to kiss . 61 بل ق ي
to open . 62 فتح
to close . 63 أغلق
44
. 79 فـکيـر
to think
to believe . 80 قد إعت أ أ
to immigrate . 81 جر ها أ
to attack . 82 جم ها أ
to live, reside . 83 ساکن أ
to graduate . 84 رج خ ي ت أ
to advertise, announce . 85 أعلن
to smile . 86 سم إبت أ أ
to use . 87 مل إساتع ه
to employ . 88 دما إساأتخ أ
to mention . 89 ذکـر أ
to remember . 90 ـر ذک ي ت أ
to assemble, meet . 91 مع إجت أ أ
*to borrow (not money) . 92 إساتعار
to introduce . 93 دما ق ي
to imagine . 94 ور ص ي ت أ
to preserve, maintain . 95 فظَ علی حا أ
** to solve . 96 ل ح ي أ
to escape . 97 رب هأ أ
** to continue . 98 صل وا أ
to greet . 99 ـم علی سال ي أ
* to arrive . 100 صل و أ
* to find 101. جد وأ أ
* to promise 102. عد وأ أ
* to invite 103. دعا
to recover 104. جع إساتر أ
* to act cruely, to be harsh . 105 قسا
* to walk . 106 مشی أ
* to return . 107 عاد
45
46
. 137 دث
to happen ح أ أ
*to remain, stay . 138 بقي أ
to try . 139 ول حا أ
*to be . 140 کان
to take place, occur . 141 دث ح أ أ
to exert . 142 بذل أ
to apologize . 143 إعتذ ر
*to want . 144 ـی أتمنُ ي
**to respond . 145 رد ي أ
to do . 146 مل عأ ه
to accept . 147 قـبـل
to decline, refuse . 148 رفـض أ
to lose . 149 فـقـد
to expose . 150 کشـف أ
to push, pay . 151 دفـع أ
to deal with a matter, to eat a meal . 152 ول تـنُا أ
to discover . 153 شف إکتـ أ
*to repeat . 154 أعاد
to supervise . 155 راقـب
to encourage . 156 جع ش ي أ
to lie . 157 کذب
to prefer . 158 ضـل فـ ي
. 159 وأهثق
to trust
**to continue . 160ر م ي
إسات أ
*to accept . 161 وافق
**to decrease . 162 ل قـ ي
*to increase . 163 إزداد
to appear . 164 هر ظ أ
to save . 165 أنقـذ
47
48
49
53
2. Attention
3. Co-construct an Explanation
4. Extension Activity
َّ تحقيق وشرح. زهر الداب وثمر اللباب، أبو اساحاق ابراهيم بن علي القيرواني،الحصري
زکي
1925 بيروت، دار الجيل،مبارك.
دار،َّ تحقيق مهدي المخزومي وابراهيم السادرائي. کتاب العين، الخليل بن احمد،الفراهيدي
القاهرة،ومکتبة الهلل.
هـ1326 ،َّ القاهرة. بغية الوعاة في طبقات اللغويين والنحاة، جلل الدين،السيوطي.
القاهرة،َّ دار نهضة مصر للطبع والنشر بالفجالة. فقه اللغة، علي عبد الواحد،وافي.
Aljaafreh, A. "The Role of Implicit/Explicit Error Correction and
Learner's Zone of Proximal Development." Unpublished dissertation.
University of Delaware, 1992.
58
Oller, J., Jr. "Some Working Ideas for Language Teaching." Eds. J. Oller,
Jr. and P. Richard-Amato. Methods That Work. Rowley, MA: Newbury
House, 1983.
AL-JALEYS
7. The Arabic consonatial System includes equal numbers of voiced
versus voiceless, two nasals, three velarised, two lateral and one
trill. Please note the following diagram:
Obstruents Sonorants (all voiced)
Unvelarized Velarized