Cross-reference to Arabic Grammar for the Exercises Essentials of Arabic Grammar Excerpts from The Textbook

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1 Grammar Exercises

2 Cross-reference to Arabic Grammar for the Exercises Essentials of Arabic Grammar Excerpts from The Textbook Abdallah Nacereddine. A New Approach to Teaching Arabic Grammar. Bloomington, IN: AuthorHouse, Copyright 2010 Abdallah Nacereddine Quit

3 المحتويات (١) * (1) Subject 1. Separate personal pronouns 2. Affixed personal pronouns 3. Perfect 4. Imperfect 5. Imperative 6. Subject 7. Direct object 8. Indirect object 9. Annexation 10. demonstrative pronouns 11. Relative pronouns 12. Subjonctive 13. Jussive 14. Inna and its sisters 15. Kana and its sisters 16. Cardinal numbers 17. Ordinal numbers 18. Agreement of the adjective صP i ا وضوع ١) الضماي ر ا نفصلة ( ٢ الضما ي ر ا تصلة ٣) ا اضي ( ٤ ا ضارع ( ٥ الا مر ( ٦ الفاعل ( ٧ ا فعول به ( ٨ اجملرور ( ٩ الا ضافة ( ١٠ إسم الا شارة ( ١١ إسم ا وصول ( ١٢ نصب ا ضارع ( ١٣ جزم ا ضارع ( ١٤ إن وأخواتها ( ١٥ كان وأخواتها ١٦) الا عداد الا صلية ١٧) الا عداد الترتيبية ١٨) مطابقة النعت

4 المحتويات (٢) * (2) 19. Elative 20. Agreement of the verb 21. The five nouns 22. Adverb of time 23. Adverb of place 24. Adverb of state 25. Specificative 26. Active participle 27. Passive participle 28. Noun of instrument 29. Diptote 30. Complement of cause 31. Absoltue object 32. Concomitate object 33. Vocative 34. Exception 35. la that denies the whole genus 36: Excalamative 37. Abbreviated ii ١٩) إسم التفضيل ٢٠) مطابقة الفعل ٢١) الا سماء الخمسة ٢٢) ظرف الزمان ٢٣) ظرف ا كان ٢٤) الحال ٢٥) التمييز ٢٦) إسم الفاعل ٢٧) إسم ا فعول ٢٨) إسم الا لة ٢٩) ا منوع من الصرف ٣٠) ا فعول لا جله ٣١) ا فعول ا طلق ٣٢) ا فعول معه ٣٣) ا نادى ٣٤) ا ستثنى با لا ٣٥) لا النافية للجنس ٣٦) التعجب ٣٧) ا قصور

5 المحتويات (٣) * (3) 38. Defective 39. Prolonged 40. Spacification 41. Noun of place 42. Noun of time 43. Nomina vicis 44. Noun of manner 45. Connected adjective 46. Use of Masdar (verbal noun) 47. Use of kullu 48. Use of kila and kilta 49. Use of ba dhun 50. Use of ahadu and ihda 51. Use of nafsu 52. Use of kathirun and qalilun 53. Writing of hamza 54. Time 55. Id> and Miscellanesous ٣٨) ا نقوص ٣٩) ا مدود ٤٠) الاختصاص ٤١) إسم ا كان ٤٢) إسم الزمان ٤٣) إسم ا رة ٤٤) إسم الهيي ة ٤٥) النعت السببي ٤٦) حكم ا صدر ٤٧) حكم كل ٤٨) حكم كلا وكلتا ٤٩) حكم بعض ٥٠) حكم أحد وإحدى ٥١) حكم نفس ٥٢) حكم كثير وقليل ٥٣) كتابة الهمزة ٥٤) الوقت ٥٥) إذا ومواضيع مختلفة iii

6 1. NOMINATIVE SEPARATE PERSONAL PRONOUNS ١) ض م اي ر الر ف ع ال م ن ف ص ل ة The following table gives the nominative separate personal pronouns. 3rd person 2nd person 1st person he she they (d.) they (m.p.) they (f.p.) you (m.s.) you (f.s.) you (d.) you (m.p.) you (f.p.) أ ن ا ن ح ن أ ن ت أ ن ت أ ن ت م ا أ ن ت م أ ن ت ن I we 1

7 2. AFFIXED PERSONAL PRONOUNS ٢) ا لض م اي ر ال م ت ص ل ة The following table gives the accusative, dative and genitive affixed personal pronouns. 3rd person 2nd person 1st person m.s. f.s. d. m.p. f.p. m.s. f.s. d. m.p. f.p. ي ن ي (1) ن ا ك ك ك م ا ك م ك ن ه ه ا ه م ا ه م ه ن s. p. 32). affixed to a verb (See page ن ي noun; affixed to a ي (1) 2

8 2. THE USE OF THE AFFIXED PERSONAL PRONOUNS ٢) ا س ت ع م ال الض م اي ر ال م ت ص ل ة The affixed personal pronouns can be used as: ي ن ي ن ا ك ك ك م ا ك م ك ن ه ه ا ه م ا ه م ه ن م ع ل م ي م ع ل م ن ا م ع ل م ك م ع ل م ك م ع ل م ك م ا م ع ل م ك م م ع ل م ك ن م ع ل م ه م ع ل م ه ا م ع ل م ه م ا م ع ل م ه م م ع ل م ه ن 2 ي ف ه م ن ي ي ف ه م ن ا ي ف ه م ك ي ف ه م ك ي ف ه م ك م ا ي ف ه م ك م ي ف ه م ك ن ي ف ه م ه ي ف ه م ه ا ي ف ه م ه م ا ي ف ه م ه م ي ف ه م ه ن s. p. m.s. f.s. d. m.p. f.p. m.s. f.s. d. m.p. f.p. ا لض مير م ضاف إ ل ي ه م ف ع ول ب ه Direct Personal pronoun م ج ر ور Indirect Possessive object object 3 1 ي ت ك ل م م ع ي ي ت ك ل م م ع ن ا ي ت ك ل م م ع ك ي ت ك ل م م عك ي ت ك ل م م ع ك م ا ي ت ك ل م م ع ك م ي ت ك ل م م ع ك ن ي ت ك ل م م ع ه ي ت ك ل م م ع ه ا ي ت ك ل م م ع ه م ا ي ت ك ل م م ع ه م ي ت ك ل م م ع ه ن 1P. 2P. 3P. Pronoun (1) My teacher - (2) He understands me - (3) He speaks with me. 3

9 3. THE PERFECT ٣) ا ل ف ع ل ال م اض ي The Perfect stem is obtained by cutting the last vowel of the third singular masculine perfect, and the perfect is conjugated by adding to this stem the following endings: 3rd person 2nd person 1st person m.s. ت ت m.s. s. f.s. f.s. ن ا ت ت p. m.d ت م ا.d ا f.d ت م m.p. ت ا m.p. ت ن f.p. وا ن f.p. 4

10 1P. 2P. 3P. s. p. m.s. f.s. d. m.p. f.p. m.s. f.s. m.d. f.d. m.p. f.p. 3. Conjugation of the verb to write in the perfect ٣) ت ص ر يف ف ع ل ك ت ب ف ي ال م اض ي (1) أ ن ا ن ح ن أ ن ت أ ن ت أ ن ت م ا أ ن ت م أ ن ت ن ه و ه ي ه م ا ه م ا ه م ه ن ك ت ب ت ك ت ب ن ا ك ت ب ت ك ت ب ت ك ت ب ت م ا ك ت ب ت م ك ت ب ت ن ك ت ب ك ت ب ت ك ت ب ا ك ت ب ت ا ك ت ب و ا ك ت ب ن ت نن ا ت ت ت م ا ت م ت ن ن ت ا تت ا واا نن (1) The vowel of the last radical and the suffix. Remark: The perfect has only a suffix; it does not have a prefix. 5

11 4. THE IMPERFECT ٤) ا ل ف ع ل ال م ض ار ع Whereas in the perfect, the different persons are expressed by suffixes, the Imperfect has prefixes. It also has some suffixes to denote number and gender as shown below: 3rd person 2nd person 1st person m.s. ت أ m.s. ي s. f.s. ن ت f.s. ت p. m.d ت ان.d ي ان f.d ت ون m.p. ت ان m.p. ت ن f.p. ي ون ي ن f.p. 6

12 4. Conjugation of the verb to write in the imperfect ٤) ت ص ر يف ف ع ل ك ت ب ف ي ال م ض ار ع 1P. 2P. 3P. s. p. m.s. f.s. d. m.p. f.p. m.s. f.s. m.d. f.d. m.p. f.p. (2) أ ن ا ن ح ن أ ن ت أ ن ت أ ن ت م ا أ ن ت م أ ن ت ن ه و ه ي ه م ا ه م ا ه م ه ن أ ك ت ب ن ك ت ب ت ك ت ب ت ك ت ب ين ت ك ت ب ا ن ت ك ت ب و ن ت ك ت ب ن ي ك ت ب ت ك ت ب ي ك ت ب ا ن ت ك ت ب ا ن ي ك ت ب و ن ي ك ت ب ن ي نن انن ونن ن انن انن ونن ن (1) أ ن ت ت ت ت ت ت ت ي ت ي ي (1) The prefix. (2) The vowel of the last radical and the suffix. Remark: The singular and the first person of the plural have no suffix. 7

13 5. THE IMPERATIVE ٥) ف ع ل الا م ر The imperative is formed from the jussive (Chap. 62) but, since it begins with two consonants, it takes a short prosthetic vowel. In the triliteral verb, the prosthetic "alif, when the second radical takes fath>a or kasra, the vowrl is kasra, when it takes d>amma, it is d>amma, as the following table shows: 2nd person m.s. ا ف ت ح (1) ا ج ل س (2) ا ك ت ب (3) f.s. ا ف ت ح ي ا ج ل س ي ا ك ت ب ي d. ا ف ت ح ا ا ك ت ب ا ا ج ل س ا m.p. ا ف ت ح وا ا ج ل س وا ا ك ت ب وا f.p. ا ف ت ح ن ا ج ل س ن ا ك ت ب ن (3) to write (2) to sit (1) to open 8

14 THE CASES OR DECLENSION OF NOUNS (Subjet, Direct and Indirec objects) ٦-٧-٨) ا لر ف ع و الن ص ب و ال ج ر There are three cases in Arabic and these are indicated merely by changing the vowelling of the final consonant (except in the dual and sound masculine plural endings). They are: a) The nominative case vowelled with d>amma, e.g. ط ال ب a student. student. the ا لط ال ب b) The accusative case vowelled with fath>a, e.g. student. a ط ال با student. the ا لط ال ب (Note that.) ا is supported by alif, thus tanwi\n c) The dative and genitive cases vowelled with kasra e.g. student. with a م ع ط ال ب student. with the م ع الط ال ب book. the student s ك ت اب الط ال ب 9

15 THE DECLENSION OF THE DUAL ٦-٧-٨) إ ع ر اب ال م ث ن ى The dual declines as follows: a) ان in the nominative case, e.g. another. the twins resemble one ي ت ش اب ه الت و أ م ان b) ي ن in the oblique cases, e.g. twins. I know the أ ع ر ف الت و أ م ي ن twins. I speak with the أ ت ك ل م م ع الت و أ م ي ن room. this is the twins ه ذ ه غ ر ف ة الت و أ م ي ن ن and ال Note that when the dual is annexated, both the article disappear, e.g. parents. they are the pupil s ه م ا و ال د ا الت ل م يذ parents. I know the pupil s أ ع ر ف و ال د ي الت ل م يذ parents. he loves his ي ح ب و ال د ي ه 10

16 THE DECLENSION OF THE SOUND MASCULINE PLURAL ٦-٧-٨) إ ع ر اب ج م ع ال م ذ ك ر الس ال م The Sound Masculine Plural declines as follows, and takes a) ون in the nominative case, e.g. write. the teachers ي ك ت ب ال م ع ل م ون b) in the oblique cases, e.g. أ ع ر ف ال م ع ل م I know the teachers. أ ت ك ل م م ع ال م ع ل م I speak with the teachers. ه ذ ه ق اع ة ال م ع ل م this is the teachers room. Note that when the sound masculine plural is annexated, both the article ال and ن disappear, e.g. teachers. they are Arabic ه م م ع ل م و ال ع ر ب ي ة teachers. I know the Arabic أ ع ر ف م ع ل م ي ال ع ر ب ي ة teachers. we like our ن ح ب م ع ل م ين ا 11

17 THE DECLENSION OF THE SOUND FEMININE PLURAL ٦-٧-٨) إ ع ر اب ج م ع ال م و ن ث الس ال م The Sound Feminine Plural declines as follows, and takes: a) in the nominative case, e.g. write. the teachers (f.) ت ك ت ب ال م ع ل م ات b) in the obliques cases, e.g. (f.) I know the teachers أ ع ر ف ال م ع ل م ات (f.) I speak with the teachers أ ت ك ل م م ع ال م ع ل م ات (f.) this is the teachers room ه ذ ه ق اع ة ال م ع ل م ات Remember: The sound feminine plural never takes fatha. It takes d>amma only in the nominative case, and kasra in the oblique cases, i.e. accusative, dative and genitive. 12

18 9. ANNEXATION ٩) ا لا ض اف ة A noun followed by another noun in annexation, in other words, when a noun is annexated to another noun, or pronoun, it automatically loses its tanwi\n or its ن in the dual and in the sound masculine plural, and being determined by annexation, it naturally loses its,ال e.g. the student s book, or ك ت اب الط ال ب his). his book (lit. the book of ك ت اب ه The following noun, or the second term of the annexation, i.e. the following genitive, may have the ال tanwi\n or be prefixed with the article according to whether it is definite or indefinite, unless it is, itself, annexated to another noun or pronoun. However, it always terminates in kasra, i.e. it takes the genitive case, which is shown by kasra, e.g. student. the book of a ك ت اب ط ال ب student. the book of the ك ت اب الط ال ب 13

19 9. ANNEXATION (2) (٩ ا لا ض اف ة (٢) student. the book of the Arabic language ك ت اب ط ال ب الل غ ة ال ع ر ب ي ة student. the book of your ك ت اب ط ال ب ك It is the rule of "Id>a\fa (annexation) that nothing must interpose between the noun and its following genitive. Consequently, if the noun is qualified by an adjective, demonstrated by a demonstrative, or numbered by a number, the latter, i.e. the adjective, the demonstrative and the number must come after the genitive, e.g. teacher. the new Arabic م ع ل م ال ع ر ب ي ة ال ج د يد teacher. this Arabic م ع ل م ال ع ر ب ي ة ه ذ ا teachers. the three Arabic م ع ل م و ال ع ر ب ي ة الث لاث ة 14

20 10. DEMONSTRATIVE PRONOUNS ١٠) ا س م الا ش ار ة The Demonstrative pronouns are as follows: m.s., all cases m.d., nom. acc. and gen. f.s., all cases f.d., nom. acc. and gen. p. (m. and f.), all cases Distant ذ ل ك ذ ان ك ذ ي ن ك ت ل ك ت ان ك ت ي ن ك أ ول ي ك Close ه ذ ا ه ذ ان ه ذ ي ن ه ذ ه ه ات ان ه ات ي ن ه و لاء 1) If the demonstrative qualifies a simple noun, it precedes it, and the noun takes the article, e.g. book. this ه ذ ا ال ك ت اب But if the noun is defined by a following genitive or a pronominal suffix, the demonstrative is placed after these, e.g. 15

21 10. DEMONSTRATIVE PRONOUNS (2) ١٠) ا س م الا ش ار ة (٢) teacher. this book of the ك ت اب ال م ع ل م ه ذ ا yours. this book of ك ت اب ك ه ذ ا 2) If the demonstrative is used pronominally and as a subject of a nominal sentence, then: a) If the predicate is an indefinite noun, no copula is necessary, e.g. ه ذ ا ك ت اب this is a book. b) If the predicate is defined by the article, the third person is used as a copula to prevent the demonstrative from being taken adjectivally (as in 1), e.g. boy. this is the ه ذ ا ه و ال و ل د c) If the predicate is defined by a following genitive or a pronominal suffix, the demonstrative is put first, and no copula is needed, e.g. book. this is the teacher s ه ذ ا ك ت اب ال م ع ل م book. this is your ه ذ ا ك ت اب ك Note that the plural form of the demonstrative is used only for persons, e.g. women. these men or ه و لاء الر ج ال أ و الن س اء 16

22 10. DEMONSTRATIVES PRONOUNS (3) ١٠) ا س م الا ش ار ة (٣) For animals, things (inanimate objects), the feminine singular form is used, e.g. cats. these dogs and ه ذ ه ال ك لاب و ال ق ط ط magazines. these books and ه ذ ه ال ك ت ب و ال م ج لات This logic is accepted with difficulty by the Western mind. 17

23 11. RELATIVE PRONOUNS ١١) إ س م ال م و ص ول The Relative pronouns are as follows : Masculine Feminine sing. ا ل ذ ي ا ل ت ي nom. dual, ا لل ذ ان ا لل ت ان gen. acc. et ا لل ذ ي ن ا لل ت ي ن plur. ا ل ذ ين ا للات ي ا لل و ات ي or 1) When the relative pronoun refers to any part of the relative sentence which follows except the subject, it may be replaced by an attached pronoun. writes. the student who ا لط ال ب ال ذ ي ي ك ت ب the student whom I know (lit. the student ا لط ال ب ال ذ ي أ ع ر ف ه who I know him). (lit. the student with whom I speak ا لط ال ب ال ذ ي أ ت ك ل م م ع ه the student who I speak with him). 18

24 11. RELATIVE PRONOUNS (2) ١١) إ س م ال م و ص ول (٢) theا لط ال ب student to whom I write ال ذ ي أ ك ت ب إ ل ي ه (lit. the student who I write to him). the student whose teacher I know (lit. the ا لط ال ب ال ذ ي أ ع ر ف م ع ل م ه student who I know his teacher). 2) The relative pronoun is always omitted when it refers to an indefinite noun. This is especially difficult for Europeans to appreciate, e.g. plays. I look at the child who أ ن ظ ر إ ل ى الط ف ل ال ذ ي ي ل ع ب plays. I look at a child who أ ن ظ ر إ ل ى ط ف ل ي ل ع ب 3) The words م ن he who, whomsoever, م ا and that which, whatsoever, are also relative. However, they are treated as nouns, whereas al- is usually treated as an adjective governing a noun which has ا ل ذ ي ready been mentioned. It is, however, sometimes used as a noun, in. م ا and م ن which case it is synonymous with mean- are followed by a genitive, with the أ ي ة and feminine أ ي 4) ing whichever, whatever. 19

25 11. RELATIVE PRONOUNS (3) ١١) إ س م ال م و ص ول (٣) Attention is to be paid to those parts of speech in which two la\ms are written, namely the dual and the feminine plural. Note also that the plural form of the relatives is used only for persons. For animals and things, the feminine singular form is used. 20

26 THE MOODS ١٢-١٣) ا لر ف ع والن ص ب و ال ج ز م The imperfect has three moods: the Indicative which is distinguished by the third radical ا لر ف ع 1) having d>amma, except when it is preceded by a jussive or subjunctive particle. the Subjunctive which is distinguished by ending with ا لن ص ب 2) fath>a, when preceded by a subjunctive particle. the Jussive which is denoted by the absence of any vowel ا ل ج ز م 3) with the third radical, i.e., having suku\n, when it is preceded by a jussive particle. Compare the ending of each one of the three moods: Indicative Jussive Subjunctive ن ن ن ون وا وا ان ا ا ي ي Endings: 1) 1st pers. sing. and plur.; 2nd pers. masc. sing.; 3rd pers. masc. and fem.; 2) 2nd pers. fem. sing.; 3) dual; 4) masc. plur.; 5) fem. plur. Note the differences and the similarities between the jussive and the subjunctive. 21

27 THE SUBJUNCTIVE PARTICLES ١٢-١٣) ح ر وف الن ص ب The Imperfect subjunctive is used after the following particles (conjunctions): not. ) that أ ن لا ( for أ لا that, أ ن 1) language. I want to learn this أ ر يد أ ن أ ت ع ل م ه ذ ه الل غ ة not. shall not, will ل ن 2) time. I shall not make a mistake next ل ن أ خ ط ي م ر ة أ خ ر ى to. in order not ل ي لا to, in order ل 3) to. in order ل ك ي in order to, or compound ك ي 4) to. in order not ل ك ي لا or ك ي لا live. Man works in order to ي ع م ل الا ن س ان ل ك ي ي ع يش then. therefore, in that case, well, إ ذ ن 5) I work hard, therefore I will أ ع م ل ك ث يرا إ ذ ن أ و ف ق succeed. 22

28 THE SUBJUNCTIVE PARTICLES (2) ١٢-١٣) ح ر وف الن ص ب (٢) ل 6) la m of denial, preceded by م ا ك ان or ل م ي ك ن was not. that. so that, until, in order ح ت ى 7) I drive slowly أ س وق ب ب ط ء ح ت ى أ ت ج ن ب ال م خ ال ف ات و ال ح و اد ث in order to avoid fines and accidents. called causative ف 8) fa\, preceded by negative, imperative or prohibitive. sick. Do not eat too much so that you get لا ت ا ك ل ك ثيرا ف تم ر ض called و 9) wa\w of simultaneousness. time. Do not talk and eat at the same لا ت ا ك ل و ت ت ك ل م unless that, or to إ لا أ ن when it is equivalent to either أ و 10) that. until إ ل ى أ ن I will deem everything لا س ت س ه ل ن الص ع ب أ و أ د ر ك ال م ن ى difficult easy until I attain my wishes. 23

29 THE SUBJUNCTIVE PARTICLES (2) ١٢-١٣) ح ر وف الن ص ب (٢) ل 6) la m of denial, preceded by م ا ك ان or ل م ي ك ن was not. that. so that, until, in order ح ت ى 7) I drive slowly أ س وق ب ب ط ء ح ت ى أ ت ج ن ب ال م خ ال ف ات و ال ح و اد ث in order to avoid fines and accidents. called causative ف 8) fa\, preceded by negative, imperative or prohibitive. sick. Do not eat too much so that you get لا ت ا ك ل ك ثيرا ف تم ر ض called و 9) wa\w of simultaneousness. time. Do not talk and eat at the same لا ت ا ك ل و ت ت ك ل م unless that, or to إ لا أ ن when it is equivalent to either أ و 10) that. until إ ل ى أ ن I will deem everything لا س ت س ه ل ن الص ع ب أ و أ د ر ك ال م ن ى difficult easy until I attain my wishes. 24

30 THE JUSSIVE PARTICLES (2) ١٢-١٣) ح ر وف ال ج ز م (٢) (d لا called لا الن ا ه ي ة la\ of prohibition, which expresses: i) ط ل ب a request, when it is a matter between two equals; ii) د ع اء a prayer, when it is from an inferior to a superior; iii) أ م ر an order, a command, when it is from a superior to an inferior. 2) The following are 12 conditional jussive particles: e) إ ن if. work, if you are sincere in your إ ن ت خ ل ص ف ي ع م ل ك ت ن ج ح f) م ا what, if anything. you succeed. reap. what you sow is you what م ا ت ز ر ع ت ح ص د g) م ن he who, if anyone, whoever. good. he who does good finds م ن ي ع م ل خ ي را ي ج د خ ي را h) م ه م ا whatever, no matter how. 25

31 THE JUSSIVE PARTICLES (3) ١٢-١٣) ح ر وف ال ج ز م (٣) him, no matter how you explain to م ه م ا ت ش ر ح ل ه لا ي ف ه م he won t understand. i) إ ذ م ا when, whenever. whenever you come, you find إ ذ م ات ا ت ت ج د م ا ي س ر ك something that will please you. j) أ ي which, whichever, if any. any man who أ ي إ ن س ان ي ح ت ج إ ل ى م س اع د ت ي أ س اع د ه needs my help, I will help him. k) م ت ى when, whenever. l) أ ي ان when, whenever. m) أ ي ن where, wherever. n) أ ي ن م ا wherever. o) أ ن ى wherever. have more or less the same م ت ى أ ي ان أ ي ن م ا أ ن ى meaning: 26

32 THE JUSSIVE PARTICLES (4) ١٢-١٣) ح ر وف ال ج ز م (٤) each time you م ت ى أ ي ان أ ي ن م ا أ ن ى ت س اف ر أ س اف ر م ع ك travel, I travel with you. you. wherever you hide, I find أ ي ن م ا أ ن ى ت خ ت ب ي أ ج د ك p) ح ي ث م ا where, wherever. q) ك ي ف م ا howsoever, no matter how. howsoever you treat others, you are ك ي ف م ا ت ع ام ل ت ع ام ل treated likewise. Note that the suku\n of the jussive becomes kasra before the article. ا ل 27

33 14. "INNANA AND ITS SISTERS ١٤) إ ن و أ خ و ات ه ا The second category of annulers which are assigned to the nominal sentence consists of إ ن and its sisters. Preceded by إ ن or by one of its sisters, the subject, which no longer occupies the first place in the sentence, becomes the noun of إ ن or of one of its sisters, and takes the accusative case by assimilation to a direct إ ن object put before its subject; the predicate becomes the predicate of or of one of its sisters, and takes the nominative case by assimilation to the active subject put after the direct object. The particles إ ن and its sisters are as follows: usually not translated, though the grammarians translate it by إ ن 1) the biblical verily. It is used to introduce speech after the verb ق ال to say, as well as to begin an ordinary nominal sentence. or,ق ال that, is used for indirect speech after verbs other than أ ن 2) in what resembles indirect speech or thought. verb. but the latter should be followed by a,ل ك ن but, like ل ك ن 3). و ل ك ن : و is often prefixed by ل ك ن 28

34 14. "INNANA AND ITS SISTERS (2) ١٤) إ ن و أخ و ات ه ا (٢) because. لا ن 4) if. as if, as though, it is (was) as ك ا ن 5) only... would that, would God, if ل ي ت 6) Arabic. perhaps - comparatively rare in modern ل ع ل 7) All these particles resemble verbs, in that they must be followed either by a noun in the accusative case, or by an attached pronoun which is grammatically considered to be in the accusative case. After them, the verb to be is understood, therefore a predicate may follow in the nominative case. After,إ ن the predicate is sometimes strengthened by,ل e.g. ع ظ يم إ ن ه ل ر ج ل (verily) he is a great man. The only circumstance in which anything is allowed to interpose between these particles and their accusative is when the accusative is an indefinite noun, and the predicate is an prepositional phrase, or ه ن ا here, 29

35 14. "INNANA AND ITS SISTERS (3) ١٤) إ ن و أخ و ات ه ا (٣) or ه ن اك there. The prepositional phrase then comes after the particle, e.g. إ ن ف ي ال م د ر س ة ط لابا و م ع ل م (verily) there are teachers and students in the school. The predicate is also put before the noun when the latter is suffixed with a pronoun referring to the substantive contained in the prepositional phrase, e.g. inside. (verily) the driver of the car is إ ن ف ي الس ي ار ة س اي ق ه ا 30

36 15. KA NA AND ITS SISTERS ١٥) ك ان و أ خ و ات ه ا Preceded by ك ان to be, or by one of its sisters, the subject, which no longer occupies the first place in the sentence, becomes the noun of and remains in the nominative case by assimilation to the active,ك ان subject; the predicate of the subject becomes the predicate of,ك ان or of one of its sisters, and takes the accusative case by assimilation to to the adverb of state or condition ح ال, e.g. beautiful. life was ك ان ت ال ح ي اة ج م يل ة The following are ك ان and its sisters: be. to ك ان 1) morning. to be or become in the أ ص ب ح 2) forenoon. to be or become in the أ ض ح ى 3) daytime. to be or become in the ظ ل 4) evening. to be or become in the أ م س ى 5) night. to be or become during the night, or spend the ب ات 6) become. to ص ار 7) 31

37 15. KA NA AND ITS SISTERS (2) ١٥) ك ان و أخ و ات ه ا (٢) All the preceding verbs can be conjugated. Note that the first five ص ار may have the meaning of أ م س ى,ظ ل,أ ض ح ى,أ ص ب ح,ك ان verbs to become. not to be. This verb is conjugated in the perfect only, and ل ي س 8) when used it has the meaning of the imperfect. Note that the predicate of ل ي س can be preceded by the preposition ب, negation to strengthen the and be in the dative case, e.g. big. the house is not ل ي س ال ب ي ت ك ب يرا for ل ي س ال ب ي ت ب ك ب ير.م اب ر ح (12 ;م اان ف ك (11 ;م اف ت ي (10 ;م از ال (9 The four preceding verbs to cease, are used preceded by the negative ز ال ف ت ي ا ن ف ك ب ر ح particle,م ا,لا or,ل م to mean that the action is still continuing. These four verbs can be conjugated in the perfect or imperfect. as. as long م اد ام 13) The verb د ام to continue, preceded by,م ا is used to express as long as. The verb م اد ام is used only in the perfect. 32

38 15. KA NA AND ITS SISTERS (3) ١٥) ك ان و أخ و ات ه ا (٣) The predicate of ك ان and its sisters can be simple, i.e. consisting of one single expression, or complex, i.e. consisting of a verbal or nominal sentence, or of a preposition and its complement, e.g. expensive. living is becoming ص ار ت ال م ع يش ة غ ال ي ة lot. people used to read a ك ان الن اس ي ق ر ؤ ون ك ث يرا the task of the employee used to ك ان ال م و ظ ف ع م ل ه م م ت عا be pleasant (lit. the employee his work was pleasant). he used to work in the open air ك ان ع م ل ه ف ي ال ه و اء الط ل ق (lit. his work was in the open air). the peacock was in front of ك ان الط او وس أ م ام الش ب اك the window. 33

39 16.THE CARDINAL NUMBERS ١٦) ا لا ع د اد الا ص ل ي ة Although it is easy to learn the Arabic numerals for dialectal use, they are one of the most complex aspects of the written language. Even the Arabs themselves often make mistakes. It is best to divide them into groups, starting with the numbers one and two. 1) 1 and 2 a) (i) one (١) و اح د masculine, and و اح د ة feminine, takes the form of the active participle. It is usually used as an adjective placed after the noun with which it agrees in gender and case. (ii) It is rarely used, since the indefinite singular noun in Arabic means one or a, as in the French language. Hence, the word,ك ت اب in Arabic, or un livre in French, means a book or one book. (iii) When the numeral one is used, it means only, e.g. و اح د ك ت اب one book only. b) (i) two(٢) إ ث ن ان masculine, إ ث ن ت ان feminine. This number is ك ت اب ان rarely used, as the dual ending indicates this meaning, so means two books. By writing or saying إ ث ن ان,ك ت اب ان a certain emphasis is given the word two. 34

40 16. THE CARDINAL NUMBERS (2) ١٦) ا لا ع د اد الا ص ل ي ة (٢) (ii) When used, like one, it is treated as an adjective. It follows the noun and agrees with it in gender, case, the definite and the indefinite. 2) 3 to 10 ١٠ ٩ ٨ ٧ ٦ ٥ ٤ ٣ a) These numbers take the feminine form when the noun counted is masculine in gender. They take the masculine form when the noun counted is feminine, e.g. women. three ث لاث ن س اء men; three ث لاث ة ر ج ال This anomaly is common to other Semitic languages. b) Normally, these numbers are placed in front of the noun to which they apply and which takes the plural in the genitive case, e.g. men). three men (lit. a triad of ث لاث ة ر ج ال c) When the noun counted is definite or annexated, the number is often placed after it, like an adjective, e.g. books. the five ا ل ك ت ب ال خ م س ة books. Ahmad s five ك ت ب أ ح م د ال خ م س ة 35

41 16. THE CARDINAL NUMBERS (3) ١٦) ا لا ع د اد الا ص ل ي ة (٣) d) If the numbers 3 to 10 are placed in front of a noun, they naturally lose their tanwi\n. e) When they are placed in front of a noun, they are declined and take the same case, i.e. nominative, accusative, or dative-genitive, that the noun would have taken in the sentence, if it had not been counted. The noun itself is placed in the genitive plural, e.g. speak. three students ي ت ك ل م ث لاث ة ط لاب students. I know three أ ع ر ف ث لاث ة ط لاب students. I speak with three أ ت ك ل م م ع ث لاث ة ط لاب 3) 11 to 19 ١٩ ١٨ ١٧ ١٦ ١٥ ١٤ ١٣ ١٢ ١١ a) Eleven and twelve, إ ث ن ا ع ش ر أ ح د عش ر masculine, count- feminine, agree in gender with the noun إ ح د ى ع ش ر ة إ ث ن ت ا ع ش ر ة ed, e.g. boys. 11 or 12 أ ح د عش ر أ و إ ث ن ا ع ش ر و ل دا girls. 11 or 12 إ ح د ى ع ش ر ة أ و إ ث ن ت ا ع ش ر ة ب ن تا 36

42 16. THE CARDINAL NUMBERS (4) ١٦) ا لا ع د اد الا ص ل ي ة (٤) b) The gender of the units in the compound numbers from 3 to 9 is reversed, i.e. it follows the rule set out under 2) a), but the ten agrees in gender with the noun counted, e.g. girls. 15 خ م س ع ش ر ة ب ن تا boys; 15 خ م س ة ع ش ر و ل دا c) The numerals 11 to 19 are not declined. They always carry a fath>a, even when they take an article, with the exception of the unit of the number 12, e.g. whose oblique cases take the form إ ث ن ت ا ع ش ر ة and إ ث ن ا ع ش ر. إ ث ن ت ي ع ش ر ة and إ ث ن ي ع ش ر d) These numbers are followed by a noun in the accusative singular, as in the examples above. 4) 10 a) It should be noted that, when ع ش ر and ع ش ر ة are used alone, their gender is reversed in relation to the noun counted. When they are used in a compound number, i.e. 11 to 19, they agree in gender with the noun counted, e.g. 37

43 16. THE CARDINAL NUMBERS (5) ١٦) ا لا ع د اد الا ص ل ي ة (٥) men. 15 خ م س ة ع ش ر ر ج لا men; 10 ع ش ر ة ر ج ال women. 15 خ م س ع ش ر ة إ م ر أ ة women; 10 ع ش ر ن س اء b) The ش of,ع ش ر without ta\' marbu\ta, takes ع ش ر suku\n, when is used alone. In compound numbers, the ش takes a fath>a, e.g. ع ش ر ten; خ م س ة ع ش ر fifteen. c) The ش of,ع ش ر ة with ta\' marbu\ta, takes a fath>a ath>a, when ع ش ر ة is used alone. It takes a suku\n when used in compound numbers, i.e. the reverse of,ع ش ر e.g. ع ش ر ة ten; خ م س ع ش ر ة fifteen. 5) 20 to 90. ٩٠ ٨٠ ٧٠ ٦٠ ٥٠ ٤٠ ٣٠ ٢٠ a) The tens from 20 to 90 are used in both the masculine and feminine forms and are declined like nouns in the sound masculine plural, i.e. with ون in the nominative and in the oblique cases. b) As from 20, the numbers between the tens are formed by placing the unit before the ten and joining them with the conjunction و, e.g. 38

44 16. THE CARDINAL NUMBERS (6) ١٦) ا لا ع د اد الا ص ل ي ة (٦) three. twenty ث لاث ة و ع ش ر ون Both elements are declined. c) The numbers from 20 to 90, just as those from 11 to 19, are followed by a noun in the accusative singular. (6) 100 to 900. ٩٠٠ ٨٠٠ ٧٠٠ ٦٠٠ ٥٠٠ ٤٠٠ ٣٠٠ ٢٠٠ ١٠٠ a) (i),م ي ة hundred, is often written,م اي ة but the "alif is not pronounced. م اي ة remains invariable, as do all the hundreds. e.g. tanwi n. (ii) The numeral 100 is followed by a noun in the genitive singular, years. 100 م اي ة س ن ة books; 100 م اي ة ك ت اب (iii) When it is followed immediately by the noun, it loses its b) (i) م اي ت ان 200, invariable. (ii) The number 200 loses its ن when it is immediately followed by a noun, e.g. 39

45 16. THE CARDINAL NUMBERS (7) ١٦) ا لا ع د اد الا ص ل ي ة (٧) books. 200 م اي ت ا ك ت اب (iii),م اي ت ان like,م اي ة is followed by a noun in the genitive singular (see examples above). c) (i) 300 to 900. The number م اي ة being feminine, the numbers from 3 to 9 which precede it to form the hundreds from 300 to 900 take the masculine form and are often joined into one word, e.g..ث لاث م اي ة 300, even though the correct form is ث لاث م اي ة (ii) The number م اي ة is feminine, therefore the three in 300 does not have a ta\' marbu\t>a. (iii) The numbers from 300 to 900 are followed by a noun in the genitive singular. (iv) In compound numbers above 100, the noun follows the rule applied to the last element. For example, in 103 men, the rule for three must be applied and therefore the noun must be in the genitive plural. 7) 1,000 and upwards 100 م اي ة 2,000 follow the same rule as أ ل ف ان 1,000 and أ ل ف a) 200. م اي ت ان and 40

46 16. THE CARDINAL NUMBERS (8) ١٦) ا لا ع د اد الا ص ل ي ة (٨) b) أ ل ف is a masculine noun. Its plural is either آلاف or.أ ل وف It follows the same rule applied to the numbers from 3 to 10, 11 to 19, 100 to 900, e.g. thousand. three ث لاث ة آلاف thousand. thirteen ث لاث ة ع ش ر أ ل فا thousand. three hundred ث لاث م اي ة أ ل ف c) When,أ ل ف is immediately followed by a noun, whether it is in the singular, the dual or the plural, it loses its tanwi\n, and is followed by a noun in the genitive singular, e.g. books. 3,000 ث لاث ة آلاف ك ت اب books. 13,000 ث لاث ة ع ش ر أ ل ف ك ت اب books. 300,000 ث لاث م اي ة أ ل ف ك ت اب d) Remark. When it is immediately followed by a noun,,أ ل ف ان like e.g.,ن loses its,ماي ت ان books. 200 ماي ت ا ك ت اب books; 2,000 أ ل ف ا ك ت اب 41

47 16. THE CARDINAL NUMBERS (9) ١٦) ا لا ع د اد الا ص ل ي ة (٩) 8) 1,000,000 1,000. أ ل ف This number follows the same rule as for 9) The numbers composed of thousands, hundreds, tens, and units can be formed in two different ways: either in descending order or in ascending order. In both cases, the units are placed in front of the tens. a) Descending order: the thousands are placed first, followed by the, و hundreds, then the units and the tens, each linked by the conjunction e.g. ;9,537 or ت س ع ة آلاف و خ م س م اي ة و س ب ع ة و ث لاث ون b) Ascending order: the units are placed first, followed by the tens,, و then the hundreds and the thousands, each linked by the conjunction e.g. س ب ع ة و ث لاث ون و خ م س م اي ة و ت س ع ة آلاف However, this practice is not used in modern Arabic. 42

48 17. THE ORDINAL NUMBERS ١٧) ا لا ع د اد الت ر ت يب ي ة derive, the Ordinal numbers from 2nd to 10th ا لا ع د اد الت ر ت يب ي ة more or less, from the corresponding cardinal numbers and follow the.ف اع ل pattern 1st is an exception, as it is an elative, i.e. a comparative and a superlative, e.g. singular, masculine أ أ و ل instead of أ و ل plural; sound masculine أ و ل ون plural; broken masculine أ و اي ل singular; feminine أ ول ى plural. broken feminine أ و ل Masculine the first ا لا و ل (ث ان (indef., the second ا لث ان ي the third ا لث ال ث the fourth ا لر اب ع Feminine the first ا لا ول ى the second ا لث ان ي ة the third ا لث ال ث ة the fourth ا لر اب ع ة 43

49 17. THE ORDINAL NUMBERS (2) ١٧) ا لا ع د اد الت ر ت يب ي ة (٢) the fifth ا ل خ ام س the sixth ا لس اد س the seventh ا لس اب ع the eighth ا لث ام ن the ninth ا لت اس ع the tenth ا ل ع اش ر the fifth ا ل خ ام س ة the sixth ا لس اد س ة the seventh ا لس اب ع ة the eighth ا لث ام ن ة the ninth ا لت اس ع ة the tenth ا ل ع اش ر ة After 10th, the ordinal numbers are used like cardinals, except when they are composed of the above-mentioned numbers, which take the normal form in the two genders. The two parts of the ordinal numbers from 11th to 19th are not declined. All the cases take a fath>a. masculine the eleventh ا ل ح اد ي ع ش ر the twelfth ا لث ان ي ع ش ر the thirteenth ا لث ال ث ع ش ر the fourteenth ا لر اب ع ع ش ر feminine the eleventh ا ل ح اد ي ة ع ش ر ة the twelfth ا لث ان ي ة ع ش ر ة the thirteenth ا لث ال ث ة ع ش ر ة the fourteenth ا لر اب ع ة ع ش ر ة 44

50 17. THE ORDINAL NUMBERS (3) ١٧) ا لا ع د اد الت ر ت يب ي ة (٣) The ordinal numbers from 20th to 90th are the same as the cardinal numbers, e.g. the twentieth ا ل ع ش ر ون twentieth ع ش ر ون The ordinal numbers between the tens as from 20th are formed by placing the units in front of the tens and joining the two elements with the conjunction و, e.g: Masculine the 21st ا ل ح اد ي و ال ع ش ر ون the 22nd ا لث ان ي و ال ع ش ر ون the 23rd ا لث ال ث و ال ع ش ر ون Feminine the 21st ا ل ح اد ي ة و ال ع ش ر ون the 22nd ا لث ان ي ة و ال ع ش ر ون the 23rd ا لث ال ث ة و ال ع ش ر ون The ordinal numbers are treated as adjectives. They agree in case, except for those from 11th to 19th, in gender, in the definite and indefinite with the noun, e.g. the third student studies a ي د ر س الط ال ب الث ال ث ل غ ة ث ان ي ة second language. 45

51 18. THE ADJECTIVE ١٨) ا لص ف ة أ و الن ع ت the Adjective is used to denote a state or condition ا لص ف ة أ و الن ع ت and quality. There are seven types of adjectives which we have already studied, or will study, each one in detail. They are: participle; active ا س م ال ف اع ل 1) participle; passive ا س م ال م ف ع ول 2) number; ordinal ا ل ع د د الت ر ت يب ي 3) adjective; assimilate ا س م ال م ف ع ول 4) adjective; intensive ا س م ال م ب ال غ ة 5) superlative; elative, i.e. comparative and ا س م الت ف ض يل 6) adjective. relative ا س م الن س ب ة 7) The adjective which comes after its substantive agrees with it in gender, number, case, the indefinite and the definite, except for the comparative which is used only in the masculine singular. As regards the adjective whose substantive is an irrational plural, i.e. plural of animal and things, it is used in the feminine singular. 46

52 18. THE ADJECTIVE (2) ١٨) ا لص ف ة أو الن ع ت (٢) Examples: ا لط ال ب ة ال م ج ت ه د ة (b ا لط ال ب ت ان ال م ج ت ه د ت ان ا لط ال ب ات ال م ج ت ه د ات ط ال ب م ج ت ه د (a ط ال ب ان م ج ت ه د ان ط لاب م ج ت ه د ون ك ت اب م ف يد (d ك ت اب ان م ف يد ان ك ت ب م ف يد ة ا ل ك ل ب الل ط يف (c ا ل ك ل ب ان الل ط يف ان ا ل ك لاب الل ط يف ة a) a hard-working student, masc. sing., dual and plur.; b) the hard-working student, fem. sing., dual and plur.; c) the nice dog, sing., dual and plur.; d) an interesting book, sing., dual and plur. Take note of the agreement of the adjective with its substantive, and compare groups a) and b) with groups c) and d). 47

53 19. THE ELATIVE ١٩) إ س م الت ف ض يل The Elative, or the Comparative and the Superlative, is formed by eliminating all the additional letters, and by following the pattern.أ ف ع ل When the second and third radicals are identical, the form is.(أ ه م م (for أ ه م The elative is always formed from the three radicals. It is formed from words with more than three consonants and the words of the form for colors and defects by using أ ف ع ل ac- stronger, followed by a noun in the أ ش د less, أ ق ل more, أ ك ث ر cusative (a verbal noun as a rule), e.g. ت س ام ح more tolerant, from أ ك ث ر ت س ام حا ا س ت ع م ل less used, from أ ق ل اس ت ع م الا redness). redder (lit. stronger as to أ ش د ح م ر ة 48

54 19. THE ELATIVE (2) ١٩) إ س م الت ف ض يل (٢) The elative is used only in the masculine singular. The superlative is used as an adjective, with the feminine form.ف ع ل ى Consequently, it agrees in gender and number with the noun to which it refers, e.g. Singular Dual Plural أ ك ب ر ون أ ك ب ر ان أ ك ب ر Masculine ك ب ر ي ات ك ب ر ي ان ك ب ر ى Feminine However, instead of using the superlative, the Arabs prefer to use the elative as a noun, followed by a genitive, rather than as an adjective, e.g. February is the shortest ف ب راي ر ه و أ ق ص ر ش ه ر ف ي الس ن ة month of the year ف ب راير ه و الش ه ر الا ق ص ر ف ي الس ن ة instead of though the latter is permissible. If the second part of the comparison is not a noun, but a whole sentence or an adverbial determination, it is preceded by with an attached م ن with a verb or the preposition,(م ن م ا (for م م ا pronoun, e.g. 49

55 19. THE ELATIVE (3) ١٩) إ س م الت ف ض يل (٣) the weather is more beautiful ا لط ق س أ ج م ل ال ي و م م ن ه أ م س today than it was yesterday (lit. than it yesterday), or yesterday). (lit. than it was ا لط ق س أ ج م ل ال ي و م م م ا ك ان أ م س Note that the elative is equivalent to the comparative of superiority and to the relative superlative. It does not include the comparative of equality. 50

56 20. THE VERBAL SENTENCE ٢٠) ا ل ج م ل ة ال ف ع ل ي ة A verbal sentence is a sentence which starts with a verb followed by its subject. The normal sentence order in Arabic is for the verb to come first. It is especially noted that when the verb in the third person comes before the subject, it is always in the masculine or feminine singular according to its subject. In other words, the verb preceding its subject agrees with it in gender, but not in number. Compare the two verbs, preceding and following the subject, in the sentence below: ي ج ل س ال م ع ل م و ي ك ت ب ي ج ل س ال م ع ل م ان و ي ك ت ب ان ي ج ل س ال م ع ل م ون و ي ك ت ب ون ت ج ل س ال م ع ل م ة و ت ك ت ب ت ج ل س ال م ع ل م ت ان و تك ت ب ان ت ج ل س ال م ع ل م ات و ي ك ت ب ن The teacher sits and writes (fem. and masc., sing., dual and plur.). 51

57 21. THE DECLENSION OF THE FIVE NOUNS ٢١) إ ع ر اب الا س م اء ال خ م س ة The words أ ب a father; أ خ a brother; ح م a father-in-law, appended to a noun or to an affixed pronoun other than the first person of the singular, after rejecting the tanwi\n decline by lengthening the preceding vowel, e.g. Nom. أ ب وه أ خ وه ح م وه Acc. أ خ اه أ ب اه ح م اه Gen. أ ب يه أ خ يه ح م يه The word ذ و owner or possessor of a thing, which is always connected to a following substasntive in the genitive, has in the accusative case,ذ ا and in the genitive case ;ذ ي whilst,ف م the mouth, which is used instead of ف وه or,ف و ه becomes either Gen. Acc. Nom. ف و or ف م ف ا or ف م ف ي or ف م 52

58 ADVERBS OF TIME AND PLACE ٢٢-٢٣) ظ ر ف الز م ان و ال م ك ان the Adverb of time is a noun used to explain the ظ ر ف الز م ان 1) time in or during which an act takes place. It is an answer to the question when?, e.g. we work during the daytime and ن ع م ل ن ه ارا ون ن ام ل ي لا sleep at night. the Adverb of place is a noun used to explain the ظ ر ف ال م ك ان 2) place where an act takes place. It is an answer to the question where?, e.g. I like to travel by sea, by land أ ح ب الس ف ر ب ر ا أ و ب ح را أ و ج و ا or by air. 53

59 24. STATE OR CONDITION ٢٤) ا ل ح ال i.e. State or condition or the Circumstantial accusative, ا ل ح ال an accusative expressing a state or condition of the object in actual connection with those acts. In other words, it is an object expressing a transitory state, though it may also be permanent. is used to describe the condition or circumstance obtaining at ا ل ح ال the time when the action of the main verb takes place. It it is put in the accusative. a) It is ordinarily indefinite and derived. It may be an active or a passive participle, e.g. down. he is resting lying ي س ت ر يح ر اق دا pleased. he travels ي س اف ر م س ر ورا b) It is mainly expressed with one word, as in the previous example, but it could be a verbal or a nominal sentence, e.g. house. I saw him going out of the ر أ ي ت ه و ي خ ر ج م ن ال ب ي ت 54

60 24. STATE OR CONDITION (2) (٢٤ ا ل ح ال (٢) the student leaves the ي غ اد ر الط ال ب ال ج ام ع ة و ش ه اد ت ه ف ي ج ي ب ه university with his diploma in his pocket. or an affixed pronoun و is a connector, as there should be either و or both to connect them with ص اح ب ال ح ال the subject or object of the action to which ا ل ح ال refers. 55

61 25. SPECIFICATION ٢٥) ا لت م ي يز immedi- Specification is an indefinite substantive placed ا لت م ي يز ately after the preposition of which it limits or defines the predicate. It is put in the accusative. If you say: pound, I bought a ا ش ت ر ي ت ر ط لا one does not understand what you mean by a pound, which could be a pound of tomatoes, sugar, or anything, unless you specify it, for example, by saying: meat. I bought a pound of ا ش ت ر ي ت ر ط لا ل ح ما Specification may also be expressed with annexation, or with the preposition,م ن e.g. ف ن ج انا م ن ال ق ه و ة or ف ن ج ان ق ه و ة or ش ر ب ت ف ن ج انا ق ه و ة I drank a cup of coffee. There are various kinds of specification: 1) Specification of weight, as in the previous example, and measure, e.g. 56

62 25. SPECIFICATION (2) (٢٥ ا لت م ي يز (٢) cloth. I bought a meter of ا ش ت ر ي ت م ت را ن س يجا 2) Specification after ك م, e.g. have? how many children do you ك م و ل دا ل ك 3) Specification of number: a) the genitive plural after the cardinal numbers from 3 to 10, e.g. children. he has three ل ه ث لاث ة أ و لاد b) the accusative singular after the cardinal numbers from 11 to 99, e,g. officials work forty ي ع م ل ال م و ظ ف ون أ ر ب ع س اع ة ف ي الا س ب وع hours a week. c) the genitive singular after the cardinal numbers 100 and 1000, e.g. associ- the members of the ي ب ل غ ع د د أ ع ض اء ه ذ ه ال ج م ع ي ة م اي ة ع ض و ation are 100 in number. 57

63 26. THE ACTIVE PARTICIPLE ٢٦) إ س م ال ف اع ل The Active participle is a noun formed to indicate that إ س م ال ف اع ل which performs the action. It has two types: 1) It is of the form ف اع ل for the simple triliteral verb, by infixing a lengthening "alif after the first radical, and giving a kasra to the second radical, e.g. ك ات ب writing, writer, from ك ت ب to write. ج ال س sitting, from ج ل س to sit. ذ اه ب going, from ذ ه ب to go. ع ال م scholar, scientist, from ع ل م to know. 2) It is formed from the derived forms of the triliteral verb in the imperfect by substituting the phoneme م for the prefix of this tense, and by giving kasra to the consonant before last, e.g.. ي ع ل م teacher, teaching, from the imperfect م ع ل م. ي س اف ر travelling, from the imperfect م س اف ر. ي ن ت ص ر victorious, from the imperfect م ن ت ص ر. ي س ت ع م ل user, from the imperfect م س ت ع م ل 58

64 27. THE PASSIVE PARTICIPLE ٢٧) إ س م ال م ف ع ول The Passive participle is a noun formed to indicate إ س م ال م ف ع ول the action of the verb which the subject experiences. There are two types: 1) the pattern is.م ف ع ول It is formed by prefixing the phoneme to the simple triliteral verb, an infixing a lengthening م wa\w و, preceded by d>amma after the second radical, e.g. م ك ت وب written, from ك ت ب to write. م ف ت وح open, from ف ت ح to open. م ع ر وف known, from ع ر ف to know. م ج ه ول unknown, from ج ه ل not to know, ignore. 2) It is formed from the derived forms of the triliteral verb in the imperfect by substituting the phoneme م to the prefix of this tense, and by giving fath>a to the consonant before the last, e.g.. ي ن ظ م organized, from the imperfect م ن ظ م. ي غ ل ق closed, from the imperfect م غ ل ق 59

65 28. THE NOUN OF INSTRUMENT ٢٨) إ س م الا ل ة The Noun of instrument describes the instrument with إ س م الا ل ة which the action is carried out. It resembles the noun of time and place, beginning with the mi\m م, but this letter is vowelled with kasra instead of fath>a. It takes the form of: م ف ع ال, م ف ع ل ة and م ف ع ل, e.g. م ف ت اح key, from ف ت ح to open. م ص ب اح lamp, from ص ب ح to beam. م ك ن س ة broom, from ك ن س to sweep. م ل ع ق ة spoon, from ل ع ق to lick. م ص ع د elevator, from ص ع د to go up. cut. to ق ص scissors, from م ق ص The other forms, mainly ف ع ال ة and ف ع ال, were added recently by the (linguistic) Academy, e.g. 60

66 29. DIPTOTES ٢٩) ا ل م م ن وع م ن الص ر ف Undefined substantives and adjectives are, in the singular number, either triptotes or diptotes. Triptotes are those which have three terminations to indicate the in the accusative, and nominative, in the different cases, viz in the dative and genitive. Diptotes are those which have only two terminations, viz in the nominative, and in the accusative, dative and genitive, and take no tanwi\n. The following types of noun are diptotes: 1) Broken plurals of the following forms: م ك ت ب offices, plur. of م ك ات ب as م ف اع ل م ص ب اح lamps, plur. of م ص اب يح as م ف اعي ل ر س ال ة letters, plur. of ر س اي ل as ف ع اي ل ط اب ع stamps, plur. of ط و اب ع as ف و اع ل e.g. and other broken plurals of similar forms. 2) Broken plurals which end in hamza preceded by "alif mamdu\da, 61

67 29. DIPTOTES (2) ٢٩) ا ل م م ن وع م ن الص ر ف (٢) و ز ير ministers, plur. of و ز ر اء as ف ع لاء ص د يق friends, plur. of أ ص د ق اء as أ ف ع لاء 3) Broken plurals which end in "alif maqs>u\ra: م ر يض sick people, plur. of م ر ض ى as ف ع ل ى ي ت يم orphans, plur. of ي ت ام ى as ف ع ال ى 4) Also the following plurals: أ و ل first, plural of أ و ل آخ ر others, plural of أ خ ر ش ي ء things, plural of أ ش ي اء 5) The following feminine forms: thirsty; ع ط ش ى red; ح م ر اء greatest. ك ب ر ى remembrance; ذ ك ر ى 6) The masculine singular elative, color and defect (physical or moral) nouns of the form أ ف ع ل and their feminine ف ع لاء, e.g. blond; أ ش ق ر bigger; أ ك ب ر 62

68 29. DIPTOTES (3) ٢٩) ا ل م م ن وع م ن الص ر ف (٣) silly. stupid, أ ح م ق hunchback; أ ح د ب 7) Most proper names, whether personal or geographical, e.g. Ahmad; أ ح م د ; A ishaع ع اي ش ة Egypt; م ص ر Sulaiman; س ل ي م ان Suعad; س ع اد Paris. ب ار يس 8) Adjectives of the form e.g.,ف ع ل ى whose feminine is ف ع لان ج و ع ى hungry, whose feminine is ج و ع ان 9) The numerals which end in ة when used alone as pure numbers, e.g is the double of س ت ة ض ع ف ث لاث ة one. 7 is more than 6 by س ب ع ة أ ك ث ر م ن س ت ة ب و اح د 10) Distributive numerals of the form e.g,ف ع ال and م ف ع ل 63

69 29. LES DIPTOTES (4) ٢٩) ا ل م م ن وع م ن الص ر ف (٤) three. three by ث لاث two, two by م ث ن ى 11) In compound proper names of the class called م ز ج ي م ر ك ب compound, the first word is usually not declined at all, and the second follows the diptote declension, e.g. Hadhramaut; ح ض ر م و ت Baalbek; ب ع ل ب ك Bethlehem. ب ي ت ل ح م or ب ي ت ل ح م Note that diptotes are treated as triptotes when they are made definite by the article, by an affixed pronoun or by annexation, e.g. ا ل م ك ات ب م ك ات ب ك م م ك ات ب ال ب ر يد Nom. ا ل م ك ات ب م ك ات ب ك م م ك ات ب ال ب ر يد Acc. ا ل م ك ات ب م ك ات ب ك م م ك ات ب ال ب ر يد Gen. the offices, your offices, post offices. 64

70 30. THE COMPLEMENT OF CAUSE ٣٠) ا ل م ف ع ول لا ج ل ه the Complement of cause is a verbal noun in the ا ل م ف ع ول لا ج ل ه accusative mentioned after the verb to express aim or purpose. It is the answer to the question why? e.g. لا ي ل ع ب الط ف ل م ع ال ك ل ب خ و فا م ن ه the child does not play with the dog, because he is afraid of him. ي ج ت ه د الط ال ب ف ي د ر وس ه أ م لا ف ي الن ج اح ف ي الا م ت ح ان the student studies hard hoping to pass the exam. ي ك ذ ب الن اس خ ج لا م ن ق و ل ال ح ق people lie because they are ashamed to tell the truth. ي ع م ل ال م ر ء ك س با ل ق وت ي و م ه one (man) works in order to earn one s (his) livelihood. ي ت ظ اه ر الش ع ب ا ح ت ج اجا ض د ال ح ك وم ة the people demonstrate in order to protest against the government. ت م ن ح الد و ل ة الط ل ب ة م ن حا د ر اس ي ة ت ش ج يعا ل ه م ع ل ى الد ر اس ة the State grants a scholarship to students in order to encourage them to study. 65

71 31. THE ABSOLUTE OBJECT ٣١) ا ل م ف ع ول ال م ط ل ق accu- the Absolute object is a verbal noun in the ا ل م ف ع ول ال م ط ل ق sative repeated after the same verb in order to: In this connection, it must be mentioned that Arabic has no adverbs. 1) give stress, e.g. work. he does ي ع م ل ع م لا 2) describe the manner of the action, qualified by an adjective, e.g. he welcomed him warmly (lit. he welcomed ا س ت ق ب ل ه اس ت ق ب الا ح ار ا him a warm welcome). The adverbial concept is obtained by using adjectives mostly and nouns in the accusative case, e.g. perma- lasting, perpetual, د اي م always, from the adjective د اي ما nent. close. near, ق ر يب soon, shortly, from the adjective ق ر يبا long. ط و يل a long time, from the adjective ط و يلا right. truth, ح ق really, truly, from the noun ح ق ا disposition, natural ط ب ع of course! certainly! from the noun ط ب عا temper, nature, character. 66

72 32. THE CONCOMITATE OBJECT ٣٢) ا ل م ف ع ول م ع ه the Concomitate object or the object in connection ا ل م ف ع ول م ع ه و with which something is done is a noun in the accusative, put after used to mean with, by or during, as: lake. I walk along the أ ت ج و ل و ال ب ح ي ر ة night. I study during the أ د ر س و الل ي ل children travel along with their ي س اف ر الا و لاد و و ال د ي ه م parents. the employee does لا ي ذ ه ب ال م و ظ ف و ز م يل ه ف ي ال م ك ت ب ف ي ع ط ل ة not go on vacation at the same time as his colleague at work. 67

73 33. THE VOCATIVE ٣٣) ا ل م ن اد ى gener- the person or the thing called, or the Vocative, is ا ل م ن اد ى ally preceded by one of the ح ر وف الن د اء interjections. The most common is ي ا. It requires after it a noun not defined by the article, and which is put sometimes in the nominative, sometimes in the accusative. 1) It is put in the nominative without tanwi\n : a) If it is a proper name, e.g. O ي ا م ح م د Muh>ammad! ي ا ف اط م ة O Fa\ti>mah! b) When the particular person or thing called is indefinite and directly addressed, e.g. Mister! O ي ا س ي د boy! O ي ا و ل د 2) It is put in the accusative: a) If it is followed by a genitive, e.g. teacher! O Arabic ي ا م ع ل م ال ع ر ب ي ة 68

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