Arabic: an essential grammar

Arabic An Essential Grammar

‘The book has the great advantage of introducing Arabic grammatical terminology in a manner that is clear and easy to follow . . . there is nothing like it on the market at present and I believe it will be much appreciated by teachers and students alike’ Stefan Sperl, Senior Lecturer in Arabic, SOAS, UK Arabic: An Essential Grammar is an up-to-date and practical reference guide to the most important aspects of the language. Suitable for beginners, as well as intermediate students, this book offers a strong foundation for learning the fundamental grammar structures of Arabic. The complexities of the language are set out in short, readable sections and exercises and examples are provided throughout. The book is ideal for independent learners as well as for classroom study. Features of this book include: • • • •

coverage of the Arabic script and alphabet a chapter on Arabic handwriting a guide to pronunciation examples provided throughout.

Faruk Abu-Chacra is Senior Lecturer Emeritus in Arabic at the University of Helsinki, Finland.

Routledge Essential Grammars Essential Grammars are available for the following languages: Chinese Czech Danish Dutch English Finnish German Modern Greek Modern Hebrew Hungarian Norwegian Polish Portuguese Serbian Spanish Swedish Thai Urdu Other titles of related interest published by Routledge: Arabic–English Thematic Lexicon (forthcoming) By Daniel Newman Colloquial Arabic of Egypt By Jane Wightwick and Mahmoud Gaafar Colloquial Arabic of the Gulf and Saudi Arabia (second edition forthcoming) By Clive Holes Modern Written Arabic: A Comprehensive Grammar By El Said Badawi, Mike Carter and Adrian Gully

Arabic An Essential Grammar

Faruk Abu-Chacra

First published 2007 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Simultaneously published in the USA and Canada by Routledge 270 Madison Ave, New York, NY 10016 Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2007. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” © 2007 Faruk Abu-Chacra All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data Abu Shaqra, Faruq. Arabic : an essential grammar / by Faruk Abu-Chacra. p. cm. 1. Arabic language – Textbooks for foreign speakers – English. I. Title. PJ6307.A384 2007 492.7′82421—dc22 2006023828 ISBN 0-203-08881-6 Master e-book ISBN

ISBN10: 0–415–41572–1 (hbk) ISBN10: 0–415–41571–3 (pbk) ISBN10: 0–203–08881–6 (ebk) ISBN13: 978–0–415–41572–9 (hbk) ISBN13: 978–0–415–41571–2 (pbk) ISBN13: 978–0–203–08881–4 (ebk)

Contents

Preface Acknowledgements List of abbreviations 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

Arabic script, transliteration and alphabet table Pronunciation of consonants Punctuation and handwriting Vowels Suku¯ n, sˇaddah, noun cases and nunation as indefinite form

Long vowels, alif maqsu¯rah, dagger or miniature alif, word ˙ stress and syllable structure  Hamzah (hamzatu l-qat i) and the maddah sign
˙ Definite article ...‫ َأْﻟـ‬al..., nominal sentences, verbal sentences, word order and adjectives Sun and moon letters, hamzatu l-wasli (waslah) ˙ ˙ Gender Conjunctions, prepositions and the particle ‫ﺣ َّﺘﻰ‬ َ h˙atta¯
Ida¯fah construction (genitive attribute) and the five nouns ˙ Number: dual and plural Perfect tense verbs, root and radicals, triliteral verbs and word order Separate personal pronouns and suffix pronouns Demonstrative, reflexive and reciprocal pronouns Imperfect tense verb in the indicative and word order Derived verb forms (stems), roots and radicals, transitive and intransitive verbs Passive verbs  Rules for writing the hamzah (hamzatu l-qat i) ˙ Broken plurals and collective nouns Triptotes and diptotes

vii viii ix 1 5 9 13 17 21 26 31 39 46 51 61 70 78 87 98 106 115 128 135 144 151

v

Contents

23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38

39

Participles, verbal nouns (masdar), nouns of place, time and ˙ instrument Interrogative particles and pronouns, vocative particles Adjectival patterns, relative adjectives (nisbah), comparatives and superlatives, diminutives Inna ‫ن‬ َّ ‫ ِإ‬and its sisters, ka¯ na ‫ َﻛـﺎَن‬and its sisters Relative pronouns and relative clauses Moods: subjunctive, jussive (apocopatus) and imperative Doubled verbs (mediae geminatae) and quadriliteral verbs Verbs with hamzah Verbs with a weak initial radical Verbs with a weak middle radical Verbs with a weak final radical, doubly weak verbs and weak verbs with hamzah Cardinal numbers Ordinal numbers, fractions, expressions of time and calendars Exception Verbs of wonder, the negative copula ‫ﺲ‬ َ ‫ َﻟْﻴ‬laysa, verbs with special uses and some special uses of the preposition ..‫ ِﺑـ‬bi... Adverbs and adverbials, absolute or inner object, ha¯ l ˙ (circumstantial clause) and tamyı¯z (accusative of specification) Conditional sentences




160 169 181 193 201 209 218 224 231 237 246 256 269 282 289

299 309

Appendices

vi

Appendix 1 Tables of verb forms Appendix 2 Verb conjugation paradigms

319 328

Index

351

Preface

This book describes the fundamental grammar and structure of modern literary Arabic. It is complete with exercises and offers a strong foundation for reading and writing the Arabic of newspapers, books, broadcasts and formal speech, as well as providing the student with a course for self-study. The exercises and examples contain modern vocabulary and expressions taken from everyday use. The work contains thirty-nine chapters with an appendix of tables for verb forms and verb conjugation paradigms. All chapters are progressive and they complement each other. For this reason it is recommended that the student master each lesson before going on to the next. Up to chapter 22, a full transliteration into the Latin alphabet is given for all Arabic examples and exercises. From chapter 22 onwards, the transliteration is omitted from the exercises only. There are two types of exercise: Arabic sentences translated into English, and English sentences to be translated into Arabic. The words of the English to Arabic translation exercises are taken from the Arabic to English exercises of the same chapter. So that readers do not have to use Arabic–English dictionaries, which a learner of Arabic would find difficult at this stage, most Arabic words in the exercises are indexed with a superscript number and the same number is given to the equivalent English word. I am confident that this book will prove to be of great help to those who have begun or will begin the study of Arabic, and that teachers will find it a useful aid.

vii

Acknowledgements

I would like to express my gratitude to my former colleagues at the Institute for Asian and African Studies at the University of Helsinki (Finland), especially Professor Tapani Harviainen and Dr Bertil Tikkanen, and to Professor Daniel Newman of the University of Durham (England) as well as Professor Benjamin Hoffez of Oakland University (USA). They read the original manuscript and made numerous valuable comments and suggestions for its improvement. In addition I should also like to thank the anonymous reviewers appointed by Routledge for their constructive criticism and advice. I also acknowledge the generous financial support of the Ministry of Education of Finland, the University of Helsinki, Alfred Kordelin Foundation, Jenni and Antti Wihuri Foundation, and the Finnish Association of Non-Fiction Writers. Faruk Abu-Chacra Helsinki, Finland, 2007

viii

Abbreviations

acc. act. C def. dipt. du. f./fem. gen. imperat. imperf. indef. indic./ind. intrans. juss. lit. m./masc. nom. part./particip. pass. pers. pl./plur. prep. s./sing. subj. trans. V. v.

accusative active consonant definite diptote dual feminine genitive imperative imperfect indefinite indicative intransitive jussive literally masculine nominative participle passive person plural preposition singular subjunctive transitive vowel verb ix

Chapter 1

Arabic script, transliteration and alphabet table

1.1

The Arabic script

The Arabic alphabet consists of 28 letters representing consonants. In addition there are three vowel signs which are used in writing both short and long vowels. Moreover, there are various other orthographic signs that are explained in the following chapters. The 28 letters are written from right to left. When writing words, the letters are connected (joined) together from both sides, except in the case of six letters, which can only be joined from the right side. These letters are numbered 1, 8, 9, 10, 11 and 27 in the table below and are marked with an asterisk (*). It is important to remember that these letters cannot be connected to the following letter (i.e. on their left side). Most of the letters are written in slightly different forms depending on their location in the word: initially, medially, finally or standing alone. There are no capital letters. Arabic grammarians use three different names for the alphabet:

َ ‫ف َْﻷْﺑ‬ ُ ‫ﺤُﺮو‬ ُ ‫َأْﻟـ‬ ‫ﺠِﺪّﻳَُﺔ‬ َ ‫ف ْﻟِﻬ‬ ُ ‫ﺤُﺮو‬ ُ ‫َأْﻟـ‬ ‫ﺠﺎِﺋَّﻴُﺔ‬ ‫َأَْﻷِﻟْﻔـَﺒﺎُء‬







al-huru¯fu l- abg˘ adiyyatu ˙

al-huru¯fu l-hig˘ a¯ iyyatu ˙


al- alifba¯ u

1

Arabic script, transliteration, the alphabet

1.2 Transliteration The transliteration of the Arabic alphabet given below is based on the Latin alphabet, but some of the letters have an extra sign indicating some special feature of the Arabic pronunciation of the letter in question.




The alif (‫)ا‬, which is the first letter, has so far not been given any transliteration, because its sound value varies (to be dealt with in chapters 6 and 7).

1.3 Alphabet table and transliteration

transliteration

standing final alone

medial

initial

(1)

(*)

(2)

b

(3)

t

(4)

t ¯ g˘

‫ا‬ ‫ب‬ ‫ت‬ ‫ث‬ ‫ج‬ ‫ح‬ ‫خ‬ ‫د‬ ‫ذ‬ ‫ر‬ ‫ز‬ ‫س‬ ‫ش‬ ‫ص‬ ‫ض‬ ‫ط‬ ‫ظ‬

‫ـﺎ‬.. ..‫ـﺒـ‬.. ..‫ـﺘـ‬.. ..‫ـﺜـ‬.. ..‫ـﺠـ‬.. ..‫ـﺤـ‬.. ..‫ـﺨـ‬.. ‫ـﺪ‬.. ‫ـﺬ‬.. ‫ـﺮ‬.. ‫ـﺰ‬.. ..‫ـﺴـ‬.. ..‫ـﺸـ‬.. ..‫ـﺼـ‬.. ..‫ـﻀـ‬.. ..‫ـﻄـ‬.. ..‫ـﻈـ‬..

‫ا‬ ..‫ﺑـ‬ ..‫ﺗـ‬ ..‫ﺛـ‬ ..‫ﺟـ‬ ..‫ﺣـ‬ ..‫ﺧـ‬ ‫د‬ ‫ذ‬ ‫ر‬ ‫ز‬ ..‫ﺳـ‬ ..‫ﺷـ‬ ..‫ﺻـ‬ ..‫ﺿـ‬ ..‫ﻃـ‬ ..‫ﻇـ‬

(5) (6) (7) (8)

h ˙ h ˘ d (*)

(9)

d (*) ¯ (10) r (*) (11) z (*) (12) s (13) sˇ

2

(14) s ˙ (15) d ˙ (16) t ˙ (17) d ˙¯

‫ـﺎ‬.. ‫ـﺐ‬.. ‫ـﺖ‬.. ‫ـﺚ‬.. ‫ـﺞ‬.. ‫ـﺢ‬.. ‫ـﺦ‬.. ‫ـﺪ‬.. ‫ـﺬ‬.. ‫ـﺮ‬.. ‫ـﺰ‬.. ‫ـﺲ‬.. ‫ـﺶ‬.. ‫ـﺺ‬.. ‫ـﺾ‬.. ‫ـﻂ‬.. ‫ـﻆ‬..

name




Alif



Ta¯
Ba¯

Ta¯ ¯ G˘ -ım




Ha¯ ˙
Ha¯ ˘ Da¯ l Da¯ l ¯
Ra¯ Zayn Sı-n Sˇ -ın Sa¯ d ˙ Da¯ d ˙
Ta¯ ˙
Da¯ ˙¯

(18)



(19) g˙ (20) f (21) q (22) k (23) l (24) m (25) n (26) h (27) w (*) (28) y

1.4

‫ع‬ ‫غ‬ ‫ف‬ ‫ق‬ ‫ك‬ ‫ل‬ ‫م‬ ‫ن‬ ‫ه‬ ‫و‬ ‫ي‬

‫ـﻊ‬.. ‫ـﻎ‬.. ‫ـﻒ‬.. ‫ـﻖ‬.. ‫ـﻚ‬.. ‫ـﻞ‬.. ‫ـﻢ‬.. ‫ـﻦ‬.. ‫ـﻪ‬.. ‫ـﻮ‬.. ‫ـﻲ‬..

..‫ـﻌـ‬.. ..‫ـﻐـ‬.. ..‫ـﻔـ‬.. ..‫ـﻘـ‬.. ..‫ـﻜـ‬.. ..‫ـﻠـ‬.. ..‫ـﻤـ‬.. ..‫ـﻨـ‬.. ..‫ـﻬـ‬.. ‫ـﻮ‬.. ..‫ـﻴـ‬..

..‫ﻋـ‬ ..‫ﻏـ‬ ..‫ﻓـ‬ ..‫ﻗـ‬ ..‫ﻛـ‬ ..‫ﻟـ‬ ..‫ﻣـ‬ ..‫ﻧـ‬ ..‫ﻫـ‬ ‫و‬ ..‫ﻳـ‬



Ayn ˙ ayn G




Fa¯

Qa¯ f

Arabic script, transliteration, the alphabet

Ka¯ f La¯ m Mı-m Nu¯n




Ha¯

Wa¯ w




Ya¯

Writing letters in different positions

Below each letter is presented as it appears in different positions in connected writing when using a computer or as written by hand.

(1)

‫ا‬

‫ااا‬

(2) b

‫ب‬

‫ﺑـﺒـﺐ‬

(3) t

‫ت‬

‫ﺗـﺘـﺖ‬

(4) t ¯

‫ث‬

‫ﺛـﺜـﺚ‬

(5) g˘

‫ج‬

‫ﺟـﺠـﺞ‬

(6) h ˙

‫ح‬

‫ﺣـﺤﺢ‬

(7) h ˘

‫خ‬

‫ﺧـﺨﺦ‬

(8) d

‫د‬

‫ددد‬

(9) d ¯

‫ذ‬

‫ذذذ‬

(10) r

‫ر‬

‫ررر‬

3

‫ﺳـﺴـﺲ‬

‫س‬

‫‪(12) s‬‬

‫ززز‬

‫ز‬

‫‪(11) z‬‬

‫ﺻـﺼﺺ‬

‫ص‬

‫‪(14) s‬‬ ‫˙‬

‫ﺷـﺸـﺶ‬

‫ش‬

‫ˇ‪(13) s‬‬

‫ﻃﻄﻂ‬

‫ط‬

‫‪(16) t‬‬ ‫˙‬

‫ﺿـﻀﺾ‬

‫ض‬

‫‪(15) d‬‬ ‫˙‬

‫ﻋـﻌـﻊ‬

‫ع‬

‫)‪(18‬‬

‫ﻇﻈﻆ‬

‫ظ‬

‫‪(17) d‬‬ ‫¯˙‬

‫ﻓـﻔـﻒ‬

‫ف‬

‫‪(20) f‬‬

‫ﻏـﻐـﻎ‬

‫غ‬

‫˙‪(19) g‬‬

‫ﻛـﻜـﻚ‬

‫ك‬

‫‪(22) k‬‬

‫ﻗـﻘـﻖ‬

‫ق‬

‫‪(21) q‬‬

‫ﻣـﻤـﻢ‬

‫م‬

‫‪(24) m‬‬

‫ﻟـﻠـﻞ‬

‫ل‬

‫‪(23) l‬‬

‫ﻫـﻬـﻪ‬

‫ه‬

‫‪(26) h‬‬

‫ﻧـﻨـﻦ‬

‫ن‬

‫‪(25) n‬‬

‫ﻳـﻴـﻲ‬

‫ي‬

‫‪(28) y‬‬

‫ووو‬

‫‬

‫‪Arabic‬‬ ‫‪script,‬‬ ‫‪transliter‬‬‫‪ation, the‬‬ ‫‪alphabet‬‬

‫و ‪(27) w‬‬

‫‪4‬‬

Chapter 2

Pronunciation of consonants

(1)




Alif

‫ا‬

This first letter has no pronunciation of its own. One of

its main functions is to act as a bearer for the sign hamzah,




discussed separately in chapter 7. Alif is also used as a long vowel /a¯ / (see chapter 6).




(2) Ba¯




(3) Ta¯

‫ ب‬/b/ ‫ ت‬/t/

A voiced bilabial stop as the /b/ in English ‘habit’. An unaspirated voiceless dental stop as the t in English

‘stop’. Never pronounced as American English tt as in ‘letter’.




(4) Ta¯ ‫ ث‬/t/ ¯ ¯ ‘tooth’. (5) G˘ı¯m

‫ ج‬/g˘ /

A voiceless interdental fricative as th in English ‘thick’, A voiced palato-alveolar affricate. In reality, this let-

ter has three different pronunciations depending on the dialectal background of the speaker: (a)

In Classical Arabic and the Gulf area, as well as in many other places in the Arab world, it is pronounced as a voiced palato-alveolar affricate as the j in ‘judge’, ‘journey’, or the g in Italian ‘giorno’.

(b)

In Lower Egypt (Cairo, Alexandria) it is pronounced as a voiced velar stop as the g in English ‘great’.

(c)

In North Africa and the Levant it is pronounced as a voiced palato-alveolar fricative /zˇ / as the s in English ‘pleasure’, and




as j in French ‘jour’.

(6) Ha¯ ‫ح‬/h/ This consonant has no equivalent in European ˙ ˙ languages. It is pronounced in the pharynx by breathing with strong friction and no uvular vibration or scrape, so that it sounds

5

Pronunciation of consonants

like a loud whispering from the throat. It must be kept distinct from the sounds of ‫ خ‬/h/ (7) and ..‫ ﻫـ‬/h/ (26). ˘
(7) Ha¯ ‫ خ‬/h/ This consonant occurs in many languages. It is a ˘ ˘ voiceless postvelar (before or after /i/) or uvular (before or after /a/ or /u/) fricative, quite similar to the so-called ach-Laut in German ‘Nacht’ or Scottish ‘loch’ or the Spanish j in ‘mujer’, but in Arabic it has a stronger, rasping sound. (8) Da¯ l ‫ د‬/d/

A voiced dental stop as the d in English ‘leader’.

(9) Da¯ l ‫ ذ‬/d/ ¯ ¯¯ ‘either’. (10) Ra¯




‫ ر‬/r/

A voiced interdental fricative, as the th in English

A voiced alveolar trill, which differs from English r in

that it is a rolled sound or trill, pronounced as a rapid succession of flaps of the tongue, similar to Scottish r in ‘radical’ or Italian r in ‘parlare’ or Spanish rr in ‘perro’. (11) Zayn ‫ ز‬/z/ (12) Sı¯n ‫ س‬/s/ (13) Sˇ ¯ın

‫ش‬

/sˇ /

A voiced alveolar sibilant, as the z in English ‘gazelle’. A voiceless alveolar sibilant as the s in English ‘state’. A voiceless palato-alveolar sibilant as the sh in

English ‘shave’, ‘push’. (14) Sa¯ d ‫ ص‬/s/ Belongs to the group of emphatic consonants. The ˙ ˙ emphatic consonants are pronounced with more emphasis and further back in the mouth than their non-emphatic (plain) counterparts. In pronouncing them the body and root of the tongue are (simultaneously) drawn back towards the rear wall of the throat (pharynx), and also the tip of the tongue is slightly retracted. Hence the emphatic consonants are also called pharyngealized consonants.

‫ص‬

/s/ is thus the emphatic or ˙ pharyngealized counterpart of the plain alveolar ‫ س‬/s/ (12) and sounds somewhat similar to the s in English ‘son’ or ‘assumption’. For the retracting and lowering effect of the emphatic consonants on the adjacent vowels, see chapter 4.

6

(15) Da¯ d ‫ ض‬/d/ It is also an emphatic consonant, classified as a ˙ ˙ pharyngealized voiced alveolar stop. Arab phoneticians and reciters of the Quran recommend it is pronounced as a counter-

part to ‫ د‬/d/ (8). In current use in many dialects it is, however, also pronounced as the counterpart of

‫ ذ‬/d¯ / (9), somewhat similar to

the sound th in English ‘thus’. See also chapter 4.

Pronunciation of consonants




(16) Ta¯ ‫ ط‬/t/ An emphatic consonant, classified as a pharyngealized ˙ ˙ voiceless alveolar stop. It is the counterpart of ‫ ت‬/t/ (3), and similar to the sound /t/ at the beginning of the English word ‘tall’. See also chapter 4.




(17) Da¯ ‫ ظ‬/d/ An emphatic consonant, classified as a pharyngealized ¯˙ ˙¯ voiced interdental fricative. It is the emphatic counterpart of ‫ذ‬ /d/ (9). In some dialects it is pronounced as ‫ ض‬/d/ (15). In some ¯ ˙ other dialects it is pronounced as pharyngealized ‫ ز‬/z/ (11). See also chapter 4.

(18)



Ayn

‫ع‬



//

This consonant has no equivalent in European

languages. It is defined as a voiced emphatic (pharyngealized) laryngeal fricative, which is pronounced by pressing the root of the tongue against the back wall of the pharynx (upper part of the throat) and letting the pressed air stream from the throat pass through the pharynx with some vibration. In a way it is the voiced counterpart of

‫ ح‬/h˙ / (6). It sounds as if you are swallowing your

tongue or being strangled. ˙ ayn (19) G

‫غ‬

/g˙ /

A voiced postvelar (before or after /i/) or uvular

(before or after /a/ or /u/) fricative, a gargling sound, produced by pronouncing the

‫خ‬

/h/ (7) and activating the vocal folds, ˘ similar to Parisian French r in ‘Paris’ and ‘rouge’ but with more scraping.




(20) Fa¯

‫ف‬

/f/

A voiceless labiodental fricative as the f in English

‫ ق‬/q/

This has no equivalent in European languages. It is a

‘fast’. (21) Qa¯ f

voiceless postvelar or uvular stop, pronounced by closing the back of the tongue against the uvula as if it were to be swallowed. It is

‫ خ‬/h˘ / (7) without vibration. This sound should not be confused with ‫ ك‬/k/ (22), e.g. ‫ َﻗْﻠﺐ‬qalb, ‘heart’, but ‫ﻛْﻠﺐ‬ َ kalb ‘dog’. Ka¯ f ‫ ك‬/k/ An unaspirated voiceless velar stop as the k of English like

(22)

‘skate’.

7

Pronunciation of consonants

(23) La¯ m ‫ ل‬/l/

A voiced alveolar lateral as the l in English ‘let’.

(24) Mı¯m ‫ م‬/m/

A voiced bilabial nasal as the m in English ‘moon’.

(25) Nu¯ n ‫ ن‬/n/

A voiced alveolar nasal as the n in English ‘nine’.

(26) Ha¯




‫)ه ( ﻫـ‬

/h/

A voiceless glottal fricative as the h in English

‘head’. Note: This letter has another function when it occurs at the end of a word with two superscript dots: ‫ ة‬، ‫ـﺔ‬... Then it is pronounced exactly like ‫ ت‬/t/ (3) and is
called ta¯ marbu¯ tah (see chapter 10 on gender). ˙

(27) Wa¯ w

‫و‬

/w/

A voiced bilabial semivowel, as the w in English

‘well’. (28) Ya¯




‫ ي‬/y/

‘yes’.

8

A voiced alveo-palatal semivowel, as the y in English

Chapter 3

Punctuation and handwriting

3.1

Punctuation

Punctuation marks are not found in early Arabic manuscripts. The Arabs have borrowed modern European punctuation marks with some modifications in order to distinguish them from Arabic letters, as follows: .

3.2

،

:

‫؛‬

!

‫؟‬

( )

″

〈〈

〉〉

Arabic handwriting

It is recommended that handwriting technique is practised from the very beginning, otherwise it may become difficult to learn not only to write but even to read handwritten texts. Arabs consider good handwriting a sign of erudition. Printed and handwritten Arabic texts do not differ from each other as much as they do in European languages. Arabic handwriting follows certain rules. The straight horizontal direction used in writing English must be modified in Arabic handwriting, since some of the letters change their form according to the preceding or following letter.

3.3

Some remarks concerning the dots with certain consonants

The most common way of marking the dots which belong to certain consonants in handwriting is to use a straight stroke

instead of two

9

Punctuation and handwriting

dots, as in

/t/ or

/y/; and

instead of three dots, as in

/t/. ¯ One might suspect that the straight stroke replacing two dots could be confused with the vowels fathah ‫ ـــَـــ‬or kasrah ‫ ــِـــ‬, but this is not the ˙ case, since these vowel signs are diagonal (slanting) strokes. As noted above, handwritten as well as printed texts are normally written without vowel signs.

Exercises The examples below and in the next few chapters are intended mainly for practising how to read and write Arabic script.

‫ﺳﺤﻖ‬

‫ﻫﺠﻢ‬

‫ﻧﻜﺮه‬

‫ﺟﺮح‬

(1) s+h+q ˙

h+g˘ +m

n+k+r+h

‫رﺣﻞ‬

‫ﻟﻬﻢ‬

‫زرع‬

g˘ +r+h ˙

(2) r+h+l ˙

l+h+m

z+r+

‫ﻟﺤﻢ‬

‫ﻧﺴﻲ‬

‫ﺗﻌﺐ‬

(3) l+h+m ˙

n+s+y

t+ +b

‫ﻋﻤﻞ‬

‫ﻣﻨﻪ‬

(4) s+m+



m+n+h

‫ﺗﺮك‬

‫وزع‬

(5) t+r+k

w+z+

t+r+g˘ +m

m+y+l

‫ﻋﺰي‬

‫ﺟﺤﺶ‬

‫ﺳﻜﺖ‬

‫ﻧﺠﺢ‬

g˘ +h+sˇ ˙

s+k+t

n+g˘ +h ˙

‫ﺳﻤﻊ‬



10



(6) +z+y

+m+l

‫ﻏﺮق‬





‫ﺗﺮﺟﻢ‬ 

g˙ +r+q

‫ﺑﺤﺮ‬ b+h+r ˙

‫ﺻﺒﻎ‬

s+b+g˙ ˙

‫ﻣﻴﻞ‬

‫ﻋﻜﻒ‬

‫دﺣﺮج‬



‫ﻋﻤﻲ‬

‫ﻓﻴﻞ‬



f+y+l

(7) +k+f

d+h+r+g˘ ˙

‫ﻏﺮس‬

‫ﻓﻬﻢ‬

‫ﻫﺠﺮ‬

‫ﻫﺮب‬

(8) g˙ +r+s

f+h+m

h+g˘ +r

h+r+b

‫ﺑﻬﻖ‬

‫زﻋﻢ‬

‫ﻓﻬﻤﻪ‬

‫درس‬

(9) b+h+q

z+ +m

f+h+m+h

d+r+s

‫ﺻﺒﺮ‬

‫ﺿﺮب‬

‫ﻃﺒﻊ‬

‫ﺑﻄﻞ‬

(10) s+b+r ˙

d+r+b ˙

t+b+ ˙

‫ﺳﺮد‬

‫ﻇﻠﻢ‬

‫ﻗﻮي‬

‫ﻣﺮض‬

(11) s+r+d

d+l+m ˙¯

q+w+y

m+r+d ˙

‫وﺿﻊ‬

‫ﺷﺮد‬

‫ﻣﻬﻠﻪ‬

‫ﺿﺒﻂ‬

(12) w+d+ ˙

sˇ+r+d

m+h+l+h

d+b+t ˙ ˙

‫ﻓﺮغ‬

‫ﺷﻬﻢ‬

‫ﺳﻤﺴﺮ‬

‫ﻋﺮك‬

(13) f+r+g˙

sˇ+h+m

s+m+s+r



‫ﻗﺴﻢ‬

‫ﺑﺮك‬

‫ﺷﻜﻞ‬

‫ﻓﺮش‬

(14) q+s+m

b+r+k

sˇ+k+l

f+r+sˇ





+m+y



Punctuation and handwriting

b+t+l ˙

+r+k

11

Punctuation and handwriting

12

‫ﺷﺤﻢ‬

‫ﻣﺼﻮر‬

‫ﻣﻮرد‬

‫ﻣﺼﺪر‬

(15) sˇ+h+m ˙

m+w+r+d

‫ﺷﻬﺮ‬

m+s+w+r ˙

‫ﻣﻜﺚ‬

‫ﻟﻄﻢ‬

m+s+d+r ˙

(16) sˇ+h+r

m+k+t ¯

l+t+m ˙

w+l+d+h

‫ﻗﺴﻢ‬

‫ﺑﺮك‬

‫ﺷﺮف‬

‫ﺷﻮق‬

(17) q+s+m

b+r+k

sˇ+r+f

sˇ+w+q

‫ذﺑﺢ‬

‫رﺣﻢ‬

‫ﻓﻨﺪق‬

‫ﺧﻮف‬

(18) d+b+h ¯ ˙

r+h+m ˙

f+n+d+q

h+w+f ˘

‫ﺷﻜﺮ‬

‫ﻣﻜﺘﺐ‬

‫ﻧﻬﺪ‬

‫ﺑﺤﺚ‬

(19) sˇ+k+r

m+k+t+b

n+h+d

b+h+t ˙ ¯

‫وﻟﺪه‬

Chapter 4

Vowels

4.1

There are three vowels in Arabic called

ُ ‫ﺤَﺮَﻛﺎ‬ ‫ت‬ َ ‫َأْﻟـ‬




al-

haraka¯ tu. They can be both short and long (see chapter 6). ˙

4.2

Short vowels

The three short vowels are written as diacritical signs above or below the consonant to which they belong. As a word always begins with a consonant, the consonant is pronounced before the vowel. Fathah: ˙

‫ــَــ‬

Kasrah:

‫ـِـــ‬

/a/ is a small diagonal stroke above the consonant:

َ‫ ب‬/ba/, e.g. ‫ﺐ‬ َ ‫ َﻛـَﺘـ‬kataba, to write. /i/ is a small diagonal stroke under the consonant:

ِ‫ ب‬/bi/, e.g. ‫ َﻗـِﺒـَﻞ‬qabila, to accept. Dammah: ˙

‫ـُـــ‬

/u/ is a sign similar to a comma above the consonant:

ُ‫ ب‬/bu/, e.g. ‫ﺴـَﻦ‬ ُ ‫ ﺣَـ‬h˙ asuna, to be handsome.

4.3 The sound quality of fathah ‫ ــَــ‬/a/ tends to be slightly ˙ coloured towards /æ/, like /a/ in the word ‘fat’ in English. 4.4

Short vowels are not normally marked in personal handwriting

or in most Arabic publications. In order to avoid misunderstandings, the vowel signs are marked on unusual or foreign words, and in the Quran and children’s books. 4.5

The vowel qualities of the three vowels mentioned above are

influenced by the emphatic (pharyngealized) consonants. The emphatic

13

Vowels

consonants are most easily heard in conjuction with fathah ‫ ــَــ‬/a/, ˙ which is then coloured towards /o/, or to American English /u/ in ‘but’ or /o/ in ‘bottle’, ‘hot’, etc. Emphatic consonants

Corresponding non-emphatic consonants

‫ص‬ َ (14) towards /s˙ o/ counterpart of ‫ض‬ َ (15) towards /d˙ o/ counterpart of ‫ط‬ َ (16) towards /t˙o/ counterpart of ‫ظ‬ َ (17) towards /d¯ o/ counterpart of

‫س‬ َ (12) towards /sæ/ as in ‘sat’ ‫( َد‬8) towards /dæ/ as in ‘dam’ َ (3) towards /tæ/ in ‘tat’ ‫ت‬ ‫( َذ‬9) towards /d¯ æ/ in ‘that’

˙ Example: The non-emphatic /s/ in the word

‫ﺐ‬ َ ‫ﺳـَﻠ‬ َ

sounds like sælæbæ, but the emphatic /s/ in the word ˙ crucify’ sounds almost like solobo. ˙

salaba ‘to steal’

‫ﺐ‬ َ ‫ﺻَﻠ‬ َ s˙ alaba ‘to

Note a: The following two consonants may sometimes also function as ‫ا‬




emphatic: ‫ ر‬/r/ (10), and ‫ ل‬/l/ (23) only with the word ‫ َأﻟّﻠُﻪ‬alla¯ h, ‘God’. Note b: The uvular ‫ ق‬/q/ has almost the same effect on the adjacent vowels as the emphatic consonants. Thus the word ‫ﻛْﻠﺐ‬ َ kalb, ‘dog’, with a velar /k/, sounds almost like kælb, whereas ‫ َﻗْﻠﺐ‬qalb ‘heart’, with an uvular ‫ ق‬/q/, sounds almost like qolb. Note c: Phonologically the above sounds /æ/ and /o/ both represent the fathah ˙ ‫ ـَـــ‬. However, in the transliteration system used in this book they are replaced by /a/. This is because they function as /a/ phonemically.

Exercises Read and practise your handwriting:

‫ﺧـَﺒـَﺰ‬ َ

(1) habaza ˘to bake

‫س‬ َ ‫َدَر‬

14

(2) darasa to study

‫َﻛِﺮَه‬

‫ﺳـِﻤَﻊ‬ َ

‫ﺷِﻬَﺪ‬ َ

َ ‫َﻓِﺮ‬ ‫غ‬

kariha to dislike

sami a to hear

sˇahida to witness

farig˙ a to be empty

َ ‫َﻗـُﺮ‬ ‫ب‬

‫َﻛـُﺮَم‬

‫َﺛـُﻘـَﻞ‬

‫ﺳِﻤَﻌُﻪ‬ َ

qaruba to be near

karuma taqula sami ahu ¯ be heavy he heard him to be noble to





‫َرِﺑـَﺢ‬

(3) rabiha ˙ to gain

‫ﺺ‬ َ ‫َرَﻗ‬

(4) raqasa ˙ to dance

َ ‫ﻄ‬ ‫ﺶ‬ ِ ‫َﻋـ‬ 

(5) atisˇa to˙ be thirsty

َ ‫َﻫَﺮ‬ ‫ب‬

(6) haraba to escape

‫ﺳـَﻢ‬ َ ‫َر‬

(7) rasama to draw

‫ﻃـَﺒـَﻊ‬ َ 

(8) taba a ˙to print

‫َوِرَم‬

‫َزِﻫَﺪ‬

‫ﺿَﻊ‬ ِ ‫َر‬

warima to be swollen

zahida to abstain

radi a to˙suckle

sahula to be easy

‫َﻗَﻬَﺮُه‬

‫ﻃـَﺒَﺦ‬ َ

‫ﻇَﻠَﻢ‬ َ

‫َﻟُﻪ‬

qaharahu defeat him

tabaha ˘ ˙ cook to

dalama ˙¯ oppress to

lahu for him

‫ب‬ َ ‫ﺿـَﺮ‬ َ

‫َﻋِﻬَﺪ‬

‫ﺠَﺮ‬ َ ‫َﻫ‬

‫َوَﻗـَﻊ‬

daraba ˙ beat to

‫َﺑَﻠَﻊ‬ 





‫ﺳـُﻬَﻞ‬ َ



ahida to entrust

hag˘ ara waqa a to emigrate to fall

َ ‫ﺿـُﻌ‬ ‫ﻒ‬ َ

‫ﺖ‬ َ ‫ﺳـَﻜ‬ َ

‫َﻧـِﺪَم‬



bala a to swallow

da ufa ˙ be weak to

sakata to be silent

nadima to regret

‫ﺷـَﻬَﺮ‬ َ

َ ‫ﺣـَﻠ‬ ‫ﻒ‬ َ

‫ﺾ‬ َ ‫َرَﻛ‬

‫ﻂ‬ َ ‫ﺧـَﻠ‬ َ

sˇahara to make famous

halafa ˙ swear to

rakada ˙ to run

halata ˘ mix ˙ to

‫َﻓـِﻬـَﻢ‬

‫ض‬ َ ‫َﻋـَﺮ‬

َ ‫ﺻـَﺮ‬ ‫خ‬ َ

‫َوَزَن‬

saraha ˘ ˙to scream

wazana to weigh

fahima to understand



arada ˙ to exhibit

Vowels

15

Vowels

Write in Arabic:

(9) watiqa to ¯trust

bahata ¯ to ˙search

bahila ˘ to be stingy

kasila to be lazy

tarakahu he left him

(10) g˙ adiba to˙be angry

g˘ ama a to collect

marida ˙ to become ill

nasˇara to publish

faqada to lose

(11) nag˘ aha ˙ to succeed

sag˘ ada to bow

tabi a to follow

g˘ ara a to swallow

dag˙ ata ˙ press ˙ to

(12) wasala to ˙arrive

rag˘ a a to return

labisa to dress

hasaba ˙ calculate to

wa ada to promise

(13) tarada ˙to dismiss

rag˙ ama to force

salima to be safe

nasˇiqa to sniff

wada a ˙ down to put

(14) g˙ ariqa to sink

barama to turn

hag˘ ama to attack

rahima to˙be merciful

sˇahida to witness

(15) badala to change

ta isa to be miserable

fasada to be rotten

zara a to plant

atiba to˙ be destroyed

(16) tabata ¯to be firm

talafa to destroy

barada to be cold

dabag˙ a to tan

za ila to be angry

(17) madag˙ a ˙ to chew

nabata to grow (plants)

hatafa to shout

zahafa to ˙creep

bara a to be skilful

(18) sa uba ˙to be difficult

mazaha ˙ to joke

g˙ adara to betray

baraqa to flash

za ama to pretend

(19) rakiba to ride

taqaba ¯ drill to

zaliqa to glide

dag˘ ira ˙ be bored to

zalata ˙ to swallow



16

























Chapter 5

Suku¯n, sˇaddah, noun cases and nunation as indefinite form 5.1

Suku¯n: ‫ــْـــ‬

A small circle written above a consonant indicates the absence of a vowel, e.g.

‫ ُﻫْﻢ‬hum, they ْ‫ َﻟﻮ‬law, if

‫ ِﻣْﻦ‬min, from ‫ﻲ‬ ْ ‫ َﻛ‬kay, in order to

‫ﺖ‬ َ ‫ﺤ‬ ْ ‫ َﺗ‬tah˙ ta, under َ‫ َﻛْﻴﻒ‬kayfa, how

5.2

Sˇaddah: ‫( ــّــــ‬doubling of a consonant)

(a)

When a consonant occurs twice without a vowel in between, the consonant is written only once but with the sign sˇ addah above and the pronunciation is also doubled, e.g.

‫َﻋَّﻠَﻢ‬ (b)



َ g˘arraba, to try َ ‫ﺟَّﺮ‬ ‫ب‬

allama, to teach

When kasrah

‫ــِـــ‬

‫َﻋ َّﺪ‬



adda, to count

/i/ appears together with sˇ addah

‫ـــّـــ‬

, the

kasrah is usually placed above the consonant but under the sˇ addah, e.g.

ْ ّ‫ﺟَﺮ‬ ‫ب‬ َ g˘arrib, try! 5.3

‫َﻋَّﻠْﻢ‬



allim, teach!

Noun cases

Case inflection is called

‫ﺳِﻢ‬ ْ ‫ب ِْﻻ‬ ُ ‫ِإْﻋـَﺮا‬




i ra¯ bu l-ismi in Arabic.

Arabic nouns and adjectives have three cases. For the most part they

17

Suku¯n, sˇaddah, noun cases and nunation as indefinite form

are indicated by adding a vowel to the last consonant, and they are called: Nominative: Accusative: Genitive:



ٌ‫ َﻣْﺮُﻓﻮع‬marfu¯ un (takes the vowel d˙ ammah) ٌ‫ﺼﻮب‬ ُ ‫ َﻣْﻨ‬mans˙ u¯bun (takes the vowel fath˙ ah) ‫ﺠُﺮوٌر‬ ْ ‫ َﻣ‬mag˘ru¯run (takes the vowel kasrah)

(There is more about cases in later chapters.)

5.4 Nunation as indefinite form Nouns and adjectives are generally indicated as indefinite forms,

‫َأﻟَّﻨِﻜَﺮُة‬




an-nakiratu, by doubling the final vowel sign and pro-

nouncing them with a final /...n/. The final vowel itself does not, however, become long in spite of the double vowel sign. This process of making a noun or adjective indefinite is called

‫َﺗْﻨِﻮﻳٌﻦ‬

tanwı¯nun

in Arabic and nunation in English. The indefinite forms of the three different cases are: Nominative indef.: The word ends with a double dammah: ˙ or /...un/ malikun, a king ‫ــٌـــ ـُــُــ‬ ‫َﻣِﻠٌﻚ‬ Accusative indef.: The word ends with a double fathah and often an extra ˙ alif ‫ ا‬which is not pronounced as a long vowel a¯:




‫ ـًـﺎ‬/...an/ ‫ َﻣِﻠًﻜﺎ‬malikan, a king (object) Genitive indef.: The word ends with a double kasrah:

‫ ــٍــــ‬/...in/ ‫ َﻣِﻠـٍﻚ‬malikin, a king’s, of a king Note a: The form of the double dammah ˙ alternatives and will be used in this book.

‫ــٌـــ‬

is the commonest of the two

Note b: In spoken Arabic the use of nunation, i.e. /...un/, /...an/ and /...in/ in nouns, is rare.

Exercises 18

Read and practise your handwriting:

(1)

(2)

‫ﺧَﻦ‬ َّ ‫َد‬

‫َﻛْﻠًﺒﺎ‬

‫َوَﻟًﺪا‬

‫ﺤٌﺮ‬ ْ ‫َﺑ‬

َ َّ‫ﺟﺮ‬

dahhana ˘˘ to smoke

kalban

waladan

g˘ arra

dog

boy

bahrun ˙ sea

‫َﻋَّﻴَﻦ‬

‫َﻗْﻮٌم‬

َ ‫ُﻣ‬ ‫ﺤَّﻤٌﺪ‬

‫َﻧْﻬٍﺮ‬

qawmun

‫ُﻣَﻌ َّﻠًﻤﺎ‬ 

mu alliman

nahrin

teacher

river



ayyana

(3)

(4)

to appoint

people

muhammadun ˙ Muhammad

‫َﺛْﻮًﺑﺎ‬

‫َﻳْﻮًﻣﺎ‬

‫ﻄٍﺮ‬ َ ‫َﻣ‬

َ ‫ﺧْﺮَﺑ‬ ‫ﺶ‬ َ

‫َرْﻣًﻴﺎ‬

tawban ¯ dress

yawman

matarin ˙ rain

harbasˇa ˘ to scratch

ramyan

‫َﻋ َّﻠَﻢ‬

(8)

(9)

‫ﻲ‬ َ ‫ِﻫ‬

‫ُﻫَﻮ‬

hiya

huwa

help

she

he

‫َﻗَﻠٌﻢ‬

‫ﺣِﺮٍك‬ َ

‫ﻃٌﻦ‬ َ ‫َو‬

‫ﺤُﻦ‬ ْ ‫َﻧ‬

qalamun pen

harikin ˙ lively

watanun ˙ homeland

nahnu ˙ we

‫َﻋَﻤٌﻞ‬

awnun

‫ﺟَﺒٍﻞ‬ َ

ٍ ‫ﺷَﺮ‬ ‫ف‬ َ

rag˘ ulin



g˘ abalin

sˇarafin

ٌّ ‫َﻋَﺮِﺑ‬ ‫ﻲ‬ 

man

work

mountain

honour

Arab

‫َﻗَﻤٍﺮ‬

‫ﺲ‬ ٌ ‫ﺷْﻤ‬ َ

‫ﺼٍﺮ‬ ْ ‫َﻗ‬

َ ‫ﺳَﻴٍّﺪ‬

‫ﻄٌﻦ‬ ْ ‫َﺑ‬

qamarin

sˇamsun

sayyidin

moon

sun

qasrin ˙ castle

lord, Mr

batnun ˙ belly

‫َرْﻣٌﻞ‬

ٍ ‫َﻏْﺮ‬ ‫ب‬

ٌ ‫ﺷْﺮ‬ ‫ق‬ َ

‫َدْﻳٌﻦ‬

ٍ ‫َﻧْﻔ‬ ‫ﺲ‬

ramlun

g˙ arbin

sˇarqun

daynun

nafsin

sand

west

east

debt

soul

‫ﺷْﻐٍﻞ‬ ُ

‫ﺣْﻜًﻤﺎ‬ ُ

‫ُﻋْﺬٌر‬

‫َﻟْﻮًﻧﺎ‬

‫ﺧْﺒًﺰا‬ ُ

sˇug˙ lin

hukman ˙ rule

udrun ¯ excuse

lawnan colour

hubzan ˘ bread

‫ﺨﺎ‬ ً ‫ﺷْﻴ‬ َ

ٍ ‫ﺳْﻴ‬ ‫ﻒ‬ َ

‫ﺴٌﻢ‬ ْ ‫ِﻗ‬

‫ﺟَﻤٌﻞ‬ َ

‫ِﻋْﻠٌﻢ‬

sˇayhan ˘ old man

sayfin

qismun

g˘ amalun



sword

part

camel

knowledge

‫ﺟٍﻞ‬ ُ ‫َر‬

work (10)

ٌ ‫ﺣْﺮ‬ ‫ب‬ َ

‫َﻋَﻠًﻤﺎ‬ 

shooting

harbun ˙ war

to teach

flag

(7)

‫َﻋْﻮٌن‬



alman

(6)

day



allama

(5)

to draw

amalun



Suku¯n, sˇaddah, noun cases and nunation as indefinite form

arabiyyun

ilmun

19

Suku¯n, sˇaddah, noun cases and nunation as indefinite form

Write in Arabic: Remember: The words below with endings /...un/, /...an/ and /...in/ should be




written with a double vowel (and an extra alif mentioned above, e.g. ‫ﻜﺎ‬ ً ‫ َﻣِﻠ‬malikan, ‘a king’. (11) rahhala ˙˙ to deport

bahha ˙˙ to be hoarse

(12) muhaddirun ˘ anaesthetic

madhabiyyun wakkala hasadan ¯ ˙ sectarian to authorize envy

raddada to repeat

(13) sˇahran month

hag˘ alun ˘ shyness

sabba ˙ to pour

bu dun distance

hatta ˙ ˙˙ to put

(14) harraba ˘ to destroy

qata a ˙ to cut

rag˘ g˘ a a to return

sˇabba to grow up

mutaharrirun ˙ emanicipated

(15) hamran ˘ wine

hayawiyyin ˙ lively

sˇahriyyan monthly

bawwaba to classify

qarnin horn

(16) zawg˘ an husband

ballag˙ a to inform

radda to return

sˇahiyyan tasty

rag˘ iyyin reactionary

(17) bawwala to urinate

rabbun lord

sˇahhama ˙˙ to grease

sˇag˘ g˘ a a danna ˙¯ think to encourage to

(18) sˇukran thanks

sˇa ala to light

abdan slave

tab an ˙ naturally

marhaban ˙ hello

haddan ˙ ˙¯ ˙¯ fortune

qarrara to decide

sˇawwaqa to desire





(19) sahha muharribin ˘ ˙ ˙˙ to be healthy saboteur

20

hassa ˙ to feel

‫ ا‬if the ending is /...an/ ), as





zuhdan asceticism







harraka ˙ to move






Chapter 6

Long vowels, alif maqs
˙ u¯ rah, dagger or miniature alif, word stress and syllable structure The three short vowels,

6.1

‫ــَـــ‬

/a/,

‫ــُـــ‬

/u/, and

‫ــِـــ‬

/i/, also have

long variants. They are written by adding one of the following three letters after the short vowel signs. These letters are called in Arabic

‫ﺣُﺮوفُ اْﻟـَﻤ َّد‬ ُ h˙ uru¯ fu l-maddi ‘letters of prolongation’:


‫ا‬, which is related to fath˙ ah

alif

wa¯w ya¯




‫ــَــــ‬

/a/

‫و‬, which is related to d˙ ammah ‫ــُــــ‬

/u/

‫ي‬, which is related to kasrah

/i/

‫ــِــــ‬

Short vowels

Long vowels

... ‫ َﺑـ‬/ba/

‫ ﺑَـﺎ‬/ba¯ /, e.g. ‫ب‬ ٌ ‫ َﺑـﺎ‬ba¯ bun, door

... ‫ ُﺑـ‬/bu/

‫ ُﺑـﻮ‬/bu¯/, e.g. ‫ ُﻧـﻮٌر‬nu¯run, light

... ‫ ﺑِـ‬/bi/

‫ ﺑِـﻲ‬/bı-/, e.g. ‫ ِدﻳـٌﻦ‬dı-nun, religion

Note: In some books long vowels are transliterated as double vowels. Here we use the macron above the vowel to indicate length.

6.2

It should be noted that the combination of the letter la¯ m ...‫ﻟـ‬







‫ـﺎ‬... is called la¯ m- alif and written as ‫ َﻻ‬or ‫ﻼ‬ َ ‫ـ‬.... /la¯ /

(not as ‫)َﻟـﺎ‬. Also, the la¯ m- alif ‫ﻻ‬ َ follows the rule of alif (1) ‫ـﺎ‬..., which

followed by alif

means that it cannot be connected to the following letter (to the left), e.g.

‫ﻼٌم‬ َ ‫ﺳ‬ َ sala¯ mun, peace

‫ َﻻَم‬la¯ ma, to blame

ّ‫ﺣ ﹰ‬ ‫ﻼ‬ َ h˙ allan, a solution

21

Long
vowels, alif maqsu¯rah, ˙
alif, dagger word stress




6.3

Alif maqsu¯ rah ˙




The long vowel /a¯ / at the end of a word can be written with alif ‫ ـَﺎ‬... or,







in some words, with ya¯ , but without dots ‫ َـﻰ‬... That ya¯ is then called

‫ﺼﻮَرٌة‬ ُ ‫ﻒ َﻣْﻘ‬ ٌ ‫َأِﻟ‬ ‫َﻋَﻠﻰ‬






alif maqsu¯ rah, e.g. ˙

ala¯ , on

‫ َرَوى‬rawa¯ , to tell

‫ َرَﻣﻰ‬rama¯ , to throw

Note: Certain rules explained in later chapters govern which one of the two
alifs is to be used in a word.




6.4 Dagger or miniature alif In some common words the long vowel /a¯ / is written with a miniature







alif, also called dagger alif. As the name suggests, this is a small vertical


stroke ‫ ــاــ‬placed above the consonant, replacing the ordinary full alif (‫)ا‬, e.g. ‫ا‬

‫ا‬

‫ا‬

‫( هَﺬا‬not: ‫)َﻫﺎَذا‬

‫( اِﻜ َّﻦ‬not: ‫)َﻻِﻛَّﻦ‬

‫( ﺬِﻟَﻚ‬not: ‫)َذاِﻟَﻚ‬

ha¯da¯ , this ¯

la¯kinna, but

da¯lika, that ¯

6.5 Word stress and syllable structure Surprisingly enough, the Arabic grammarians did not deal with the position of stress (dynamic accent) in Arabic words. Nevertheless almost all Arabic words must be stressed on one of their syllables, which may be short or long. The stress appears as an increase in vocal intensity as well as a raising of the pitch of voice. The following general rules are mainly based on the methods of pronunciation employed by the reciters of the Quran. In some cases there are variations between different traditions, and the native dialect of the speaker may also influence the pronunciation. Syllables are divided into short and long. A short syllable consists of a

22

consonant plus a short vowel (CV), whereas a long syllable consists of: (1) a consonant plus a long vowel (CV¯ ), (2) a consonant plus a short vowel plus a consonant (CVC), or (3) a consonant plus a long vowel

plus a consonant (CV¯ C). No syllable can start with more than one consonant. 1a)

The stress falls on the first long syllable counting from the end of the word. However, the final syllable cannot itself carry the stress,

Long
vowels, alif maqsu¯rah, ˙
alif, dagger word stress

except when the word has only one syllable, e.g. yak-tu-bu¯ -na,




qal-bun, uq-tu-lu¯ , ka-tab-tum, ka-tab-tun-na, mam-la-ka-tun,

1b)

du¯ . (The hyphens here indicate syllable not morpheme junctures.) ¯ Another tradition holds that if the first long syllable is the fourth syllable counting from the end or any syllable before that syllable, then the third syllable counting from the end receives the stress, e.g. mam-la-ka-tun.

2)

If there is no long syllable or if only the last syllable is long, the first syllable receives the stress, e.g. ka-ta-ba, qa-ta-lu¯ , sa-ma-katun, sa-ma-ka-tu-hu-ma¯ . According to another tradition, in these cases the stress cannot be retracted to an earlier position than the third syllable counting from the end. E.g. sa-ma-ka-tun, sa-ma-katu-hu-ma¯ .

3)




The stress cannot normally fall on the definite article al- or a




prefixed preposition or conjunction, e.g. al-ya-du, ka-da¯ , wa-ra¯ mat. Note: The final short vowel or final syllable of certain word endings to be dealt with later tend to be left out in pronunciation, especially in pausa (at the end of a sentence). Yet the given stress rules still apply in most cases, if you bear in mind that the final vowel or syllable has been lost. E.g. maf-hu¯ m(-un), mad-rasa(-tun), sa-ma-ka(-tun), lub-na¯ -nı¯ (lub-na¯ -niy-yun).

Exercises Read and practise your handwriting:

ٌ ‫ﺣـُﺮو‬ ‫ف‬ ُ

‫ﺳـِﻔـﻴٍﺮ‬ َ

‫َﻛـِﺮﻳٌﻢ‬

‫َرَﻣﻰ‬

‫ﺣـَﻤﺎًرا‬ ِ

(1) huru¯fun ˙ letters

safı-rin

karı-mun

rama¯

ambassador

generous

to throw

hima¯ ran ˙ donkey

23

Long
vowels, alif maqsu¯rah, ˙
alif, dagger word stress

‫ﺣـِﺰﻳٌﻦ‬ َ (2) hazı-nun ˙ sad

ٌّ ‫ﺣـ‬ َ ‫ﻲ‬

‫ا‬

‫ﺟـٍﺮ‬ ِ ‫َﺗﺎ‬

‫ﺳـًﻌﺎ‬ ِ ‫َوا‬

‫ﻫِﺬِه‬

‫ﺣﺎًﻻ‬ َ

ta¯ g˘ irin

wa¯ si an

merchant

wide

ha¯ dihi ¯ this (f.)

ha¯ lan ˙ immediately

‫َﻟـ َّﻤـﺎ‬

‫ِﻓﻲ‬

‫َرَوى‬

‫ﺟـِﺪﻳـًﺪا‬ َ

rawa¯

g˘ adı-dan



(3) hayyun ˙ living

lamma¯

fı-

when

in

to tell

new

ٌ ‫ُرو‬ ‫ح‬

‫ﺻـﻮًﻓﺎ‬ ُ

‫ﺟَﺮى‬ َ

َ ‫ﺧـَّﺒﺎًزا‬

‫ُﻫَﻨﺎَك‬

su¯fan ˙ wool

g˘ ara¯

huna¯ ka

to run

habba¯ zan ˘ baker

َ ‫ﻃﺎ‬ ً ‫ﺧـ َّﻴـﺎ‬

َ ‫ﺣـ َّﺪاٍد‬

‫َﻗِﺮﻳًﺒﺎ‬

‫َﺑَﻨﻰ‬

hayya¯ tan ˘ ˙ tailor

hadda¯ din ˙ blacksmith

qarı-ban

bana¯

near

to build

(4) ru¯hun ˙ soul, spirit

‫َﻗـﺎُﻧـﻮٌن‬ (5) qa¯ nu¯nun law

there

Read, practise your handwriting and transliterate:

َ ً‫ﺣ َّﻤﺎﻻ‬

‫ﺳِﻤﻴٌﻦ‬ َ

ٍ ‫ﺟﺎ‬ ‫ج‬ َ ‫ُز‬

‫ﺤﺎًﺑﺎ‬ َ ‫ﺳ‬ َ

(6) Egyptian

porter

fat

glass

clouds

ٌ ‫ﻃِﺮﻳ‬ ‫ﻖ‬ َ

ٍ ‫ﺳـﻮ‬ ‫ق‬ ُ

‫ﺳـَّﻛﻴٍﻦ‬ ِ

‫َﺑَﻜﻰ‬

‫ﺟﺎ‬ ً ‫ﺟﺎ‬ َ ‫َد‬

marketplace knife

to cry

poultry

‫ﺼُﻔﻮٍر‬ ْ ‫ُﻋـ‬

‫ﻼًﺑﺎ‬ َ ‫ِﻛـ‬

‫َزْﻳُﺘﻮٌن‬

‫ﻼًﻣﺎ‬ َ ‫َﻛ‬

bird

dogs

olives

talk

‫ﺧـْﻨـِﺰﻳًﺮا‬ ِ

‫ﺣﺎ‬ ً َ‫ﻼ‬ ّ ‫َﻓـ‬

ٌ ‫َﻳﺎِﺑ‬ ‫ﺲ‬

‫َواِﻟـٍﺪ‬

pig

peasant

dry

father

‫ﺳَﻌﻰ‬ َ

‫ﺟﺎِﻫٌﻞ‬ َ

ٌّ ‫ِﻋْﻠِﻤ‬ ‫ﻲ‬

‫َﻏَﺰاًﻻ‬

to strive

ignorant

scientific

gazelle

‫َﻏِﺮﻳًﺒﺎ‬

‫ﺠﻮٍز‬ ُ ‫َﻋ‬

ٌّ ‫َﻋَﺮِﺑ‬ ‫ﻲ‬

ٌ ‫ﺷـَﺮا‬ ‫ب‬ َ

strange

old

Arab

drink

ٍ ‫ﻄﻴ‬ ‫ﻒ‬ ِ ‫َﻟ‬

‫ﻼًدا‬ َ ‫ِﺑ‬

‫ﺸـُﻬﻮٌر‬ ْ ‫َﻣ‬

‫ﺣﺎًﻻ‬ َ

kind, gentle

countries

famous

immediately

ٌّ ‫ﺼِﺮ‬ ْ ‫ِﻣـ‬ ‫ي‬

(7) road

‫س‬ ٌ ‫ُدُرو‬ (8) lessons

ٌ ‫ﺿـُﻴﻮ‬ ‫ف‬ ُ (9) guests

‫ِرﻳٌﺢ‬ (10) wind

‫َوِزﻳٍﺮ‬ (11) minister 24

ٌ ‫ﺿِﻌـﻴ‬ ‫ﻒ‬ َ (12) weak

‫ﻼًﻻ‬ َ ‫ﺣ‬ َ

‫َﻋﺎِدًﻻ‬

(13) permitted just

‫ﻼًﻣﺎ‬ َ ‫ﺳـ‬ َ (14) peace

ُ ‫ﺳﻮِر َّﻳﺎ‬ (15) Syria

‫َدَﻧﺎ‬

‫َﻧِﺰﻳٌﻪ‬

to come near honest

‫َﻧِﺒﻴٍﻪ‬ smart

‫ﻈﻴًﻔﺎ‬ ِ ‫َﻧ‬

ٌّ ‫ﺳ‬ ِ ‫ُﻛـْﺮ‬ ‫ﻲ‬

َّ ‫َﻟـ‬ ‫ﺤﺎٍم‬

‫ِﻣَﻴﺎًﻫﺎ‬

clean

chair

butcher

waters

‫ﺬِﻟَﻚ‬

‫ﺳّﻴًﺎ‬ ِ ‫ﺳَﻴﺎ‬ ِ

ٌ ‫ﺻـْﻨُﺪو‬ ‫ق‬ ُ

َ ‫َذا‬ ‫ب‬

that

politician

box

to melt

‫ا‬

Long
vowels, alif maqsu¯rah, ˙
alif, dagger word stress

Write in Arabic:







Note: The words below all have the ordinary alif (‫ )ا‬and not the alif
maqsu¯ rah ‫ ى‬or the dagger alif (’). This is to avoid misunderstandings at this ˙ stage.



(16) ba¯ rı-su Paris

su¯riyya¯ Syria

a¯ dilan just

hubu¯tin ˙ lowering

(17) ba¯ sˇa¯ pasha

wa¯ g˘ iban duty

g˘ a¯ su¯san spy

duru¯fun hirrı-g˘ an ˘ ¯ ˙circumstances graduate

(18) bahha¯ run ˙˙ sailor (19) bah-ı lan ˘ stingy

sawwa¯ nin ˙ flint  su a¯ lan cough

dala¯ mun ˙¯ darkness  mu adda¯ tun equipment

mustasˇa¯ rin adviser manqu¯sˇin engraved

slaves naha¯ to forbid

(20) hamran ˘ wine

muha¯ g˘ irun emigrant

siya¯ hin ˙ ˙ shouting

ha¯ g˘ ara to emigrate

dubba¯ tun ˙ ˙ officers

(21) zawg˘ an husband

a¯ man year

minsˇa¯ run saw

zayya¯ tun oil-seller

na¯ tu¯run ˙ guard

fawa¯ riqu differences

hursˇu¯fun ˘ artichoke

˙¯ great

faransiyyun Frenchman

tazawwag˘ a to marry

mahsu¯sin ˘˙ ˙ special

zawa¯ riqu boats

hartu¯sˇan ˘ ˙ bullets



 (22) badawiyyin ta a¯ wunin g˙ adı-rin Bedouin co-operation pool (23) ba¯ raza to duel



za¯ ra to visit

(24) ira¯ qiyyun hazza¯ nan ˘ Iraqi reservoir

 adımun

siya¯ mun ˙ fasting

 abıdan

25



Chapter 7

Hamzah (hamzatu l-qat i) and the maddah sign ˙



Hamzah or hamzatu l-qat i, ‫ﻊ‬ ِ ‫ﻄ‬ ْ ‫َﻫْﻤَﺰُة  ْﻟَﻘ‬, means the cutting ˙ or disjunctive hamzah. Hamzah is considered to represent the first letter 7.1

of the alphabet and it has a full consonantal value like other consonants.







(Arabic grammarians refer to alif as the alif hamzah.) The sign of hamzah was added to the Arabic script at a rather late stage. Therefore hamzah does not have a real independent form comparable to the other consonant letters. Hamzah is written with the special sign ‫ء‬,




which is transliterated as / /. 7.2

The sound of hamzah exists in European languages in speech but

is not represented in writing. In Arabic it is both heard and written. Phonetically it is a glottal stop, pronounced as a catch in the throat by holding one’s breath and suddenly releasing it. This sound occurs as follows in some other languages:







In Cockney English ‘little bottle’ is pronounced as /li l bo l/, i.e. with two glottal stops.




In German, beobachten ‘to consider’, is pronounced as /be obachten/.




Vereisen, ‘to freeze, be frozen’, is pronounced as /fer aizen/, but the word verreisen, meaning ‘to travel away’ has no glottal stop. Iss auch ein Ei!













‘Eat also an egg!’, is pronounced as / iss auch ain Ai!/.




Note: Hamzah ‫ ء‬/ / should not be confused with the completely different letter   ayn ‫ ع‬/ / in either pronunciation or transliteration.

26

Hamzah is used frequently, but the rules for writing it are quite

7.3

complicated and are therefore dealt with in more detail in chapter 20. Since hamzah does not have a regular independent form, it is

7.4

mainly written on the letters ‫أ‬, ‫ ؤ‬and ‫( ئ‬without dots), and these three

Hamzah (hamzatu  l-qat i) and ˙ the maddah sign

letters are called seats or chairs for the hamzah.

7.5

Some basic rules for writing hamzah




The initial glottal stop hamzah / / is written above or below the letter




alif

‫ ا‬and is pronounced before the vowel, according to the following

rules. (a)




‫َأْﻛٌﻞ‬

‫ﺻٌﻞ‬ ْ ‫َأ‬







aklun, food

(b)

aslun, origin ˙

‫ض‬ ٌ ‫َأْر‬


ardun, earth, ground ˙




Hamzah together with dammah are written above the alif: ‫ ُأ‬/ ˙
u/, e.g.

ٌّ‫ُأم‬

‫ﺖ‬ ٌ ‫ﺧ‬ ْ ‫ُأ‬





uhtun, sister ˘

(c)




Hamzah together with fathah are written above the alif: ‫ َأ‬/ a/, ˙ e.g.

ummun, mother

ٌ ‫ُأُﻓ‬ ‫ﻖ‬


ufuqun, horizon




Hamzah together with kasrah are both written under the alif: ‫ِإ‬




/ i/, e.g.

‫ِإ َّن‬

‫ﺻَﺒٌﻊ‬ ْ ‫ِإ‬




isba un, finger ˙

(d)

inna, that, indeed




‫ِإْذ‬


id, if, when ¯

Hamzah on alif in the middle of the word, e.g.

‫ﺳَﺄَل‬ َ

‫ي‬ ٌ ‫َرْأ‬

‫س‬ ٌ ‫َرْأ‬

sa ala, to ask

ra yun, opinion

ra sun, head




(e)













Hamzah on alif at the end of the word, e.g.

‫
َﻧَﺒٌﺄ‬

naba un, news

‫
َﻗَﺮَأ‬

qara a, to read

‫
َﺑَﺪَأ‬

bada a, to start, to begin

27

Hamzah (hamzatu  l-qat i) and ˙ the maddah sign

7.6 The maddah sign The maddah sign




‫َﻣ َّﺪٌة‬

is a long slanting or curved superscript line




representing the alif, which is written above another alif to signify the










lengthening of / a/ as / a¯ /. It is used when an alif which has hamzah and







fathah (‫ )َأ‬is followed by another alif (‫)َأا‬. The alif, hamzah and fathah ˙ ˙
are all omitted, and only one alif is written with the sign maddah above it as




‫( ƒا‬for: ‫)َأا‬, which is pronounced as / a¯ /. This is to avoid having to


write the alif twice, e.g.

‫( َأْﻟُﻘْﺮ ƒاُن‬for: ‫) َأْﻟُﻘْﺮَأاُن‬


‫( َر ƒاُه‬for: ‫)َرَأاُه‬







al-qur a¯ nu, the Quran

ra a¯ -hu, he saw him/it







When an alif having hamzah and fathah ‫ َأ‬is followed by another alif
˙ with hamzah and suku¯ n (‫)ْأ‬, only one alif is written with maddah above it

‫ƒا‬

(for:

‫)َأ ْأ‬,




which is also pronounced / a¯ /. In this way one avoids

having to write two glottal stops in one syllable, e.g.

‫( ƒاَﻣَﻦ‬for: ‫)َأْأَﻣَﻦ‬

َ‫( ƒاَﻧﺲ‬for: ‫ﺲ‬ َ ‫)َأْأَﻧ‬







a¯ mana, to believe

a¯ nasa, to be amused

Exercises Read and practise your handwriting:

‫َﺛْﺄٌر‬


(1) ta run ¯ revenge

‫ﺖ‬ َ ‫َأْﻧ‬




(2) anta




ima¯ mun a¯ hara ˘ prayer leader another

‫َﻣْﺒَﺪٌأ‬




‫َﻣ ْﻼƒُن‬


mabda un

mal a¯ nu

you (m.)

principle

ُ ‫ƒا‬ ‫ب‬

ٌ ‫ِإْﻧَﺘﺎ‬ ‫ج‬




28

‫ﺧَﺮ‬ َ ‫ƒا‬

‫ِإَﻣﺎٌم‬




(3) a¯ bu August




inta¯ g˘ un

production

‫ﺧَﺒﺎٌر‬ ْ ‫َأ‬


ahba¯ run ˘ news (pl.)

‫ُأُذٌن‬




ٌ ‫ُأَّﻣَﻬﺎ‬ ‫ت‬




ummaha¯ tun

mothers

‫ﻂ‬ ٌ ‫ِإْﺑ‬




full

udunun ¯ ear

ibtun ˙ armpit

‫ƒاَل‬

‫ﺳﺎ‬ ً ‫َﺑْﺄ‬

‫ﺠﺎٌر‬ َ ‫ِإﻳ‬




a¯ la




ba san

to return harm


-

ıg˘ a¯ run

rent

‫ِإْﺑٌﻞ‬

‫َأَﻟٌﻢ‬




!‫ﺶ‬ ِ ‫ِإْﻣ‬




(4) iblun

alamun




imsˇi

‫َأْﻳَﻦ‬

‫ﺴﺎٌن‬ َ ‫ِإْﻧ‬







ayna

insa¯ nun

camels

pain

go!

where?

human being

‫َأِﻣﻴٌﻦ‬

‫ِإْﺛٌﻢ‬

‫ƒاَﺑﺎٌد‬

‫ﺟٌﺮ‬ ِ ‫ﺴَﺘْﺄ‬ ْ ‫ُﻣ‬

‫ِإ َّﺑﺎَن‬

faithful

itmun ¯ sin


(5) amı-nun




musta g˘ irun




endless

renter

during

ٌّ ّ‫ُأوُروَﺑ‬ ‫ﻲ‬


‫َأْﻛَﺒُﺮ‬


ٌّ ‫ﺟَﻨِﺒ‬ ْ ‫َأ‬ ‫ﻲ‬





creation

European

bigger

foreigner

week

ٌ ‫ﺴ‬ ‫ﻒ‬ َّ ‫ُﻣَﺘَﺄ‬

‫ﺳَﺮ‬ َ ‫َأ‬


‫َأَّﻣﺎ‬


‫ِإْذٌن‬

‫َﻓْﺄٌر‬ fa run

sorry

to capture

but

idnun ¯ permission

‫ِإﻳَﺬاٌن‬

ٌ ‫ُأْﻧُﺒﻮ‬ ‫ب‬

‫َزَأَر‬

‫َأْﻟـَﻤﺎِﻧَﻴﺎ‬

ٌ ‫ِإْﺑَﺪا‬ ‫ع‬






(6) ibda¯ un




(7) muta assifun




a¯ ba¯ dun

u¯ru¯bbiyyun

asara

akbaru

amma¯



(8) -ıda¯ nun unbu¯bun ¯ proclamation tube







ag˘ nabiyyun




za ara




to roar

Germany

alma¯ niya¯

Hamzah (hamzatu  l-qat i) and ˙ the maddah sign

ibba¯ na

ٌ ‫ﺳُﺒﻮ‬ ‫ع‬ ْ ‫ُأ‬ 

usbu¯ un




mouse

‫ث‬ ٌ ‫ِإْر‬




irtun ¯ heritage

Write in Arabic:




(9) nabba a to advise




(10) mahba un ˘ hiding place




(11) arraha ˘ to date




(12) i la¯ nun announcement




(13) idra¯ bun ˙ strike




(14) ustu¯lun ˙ fleet




ta rı-hun ˘ dating










abyadu ˙ white

malg˘ a un shelter










ana¯




sˇa nun matter










tara a ˙ to happen




ahun ˘ brother




ilha¯ hun ˙ ˙ insistence




ilza¯ miyyun compulsory

arg˘ a a to postpone

antum you (m.pl.)




asarra ˙ to insist

ihmarra ˙ to turn red, blush




I

isla¯ mun Islam

waka a to lean







a raba to express




azraqu blue


ibrıqun







a¯ bu August

pot, jug

abadan never

ufuqun horizon










arnabun rabbit

imda¯ dun help

ig˘ ba¯ riyyun compulsory

29

Hamzah (hamzatu  l-qat i) and ˙ the maddah sign











-

ıra¯ nıIranian

usta¯ dun ¯ professor






















(15) aydan ˙ also (16) ummiyyun illiterate (17) i la¯ mun information

30

aswadu black a rag˘ u lame



asla u ˙ bald

usu¯dun lions

asfaru ˙ yellow




ususun foundations







ahmaqu ˙ foolish




ma mu¯run muta anniqun muttaki un official elegant leaning




Chapter 8

Definite article ...‫ َأْﻟـ‬al..., nominal sentences, verbal sentences, word order and adjectives 8.1




The definite article ...‫ َأْﻟـ‬al... is the only definite article in Arabic.

It is used for all noun cases, genders and numbers by attaching it to the beginning of a noun or adjective. There is no indefinite article, but only an indefinite form, which has already been covered in chapter 5.




Note: Concerning writing hamzah over the alif (‫ )أ‬in the definite article, see the final note in chapter 9.

8.2

When the indefinite form becomes definite, it loses its nunation

/...n/, and only one vowel is written on or under the final consonant, e.g.

Nominative:

Accusative:

Genitive:

Indefinite

Definite

‫ﺖ‬ ٌ ‫َﺑْﻴ‬

‫ﺖ‬ ُ ‫َأْﻟَﺒْﻴـ‬

baytun, a house




‫َﺑْﻴًﺘﺎ‬

‫ﺖ‬ َ ‫َأْﻟَﺒْﻴـ‬

al-baytu, the house

baytan, a house




‫ﺖ‬ ٍ ‫َﺑْﻴ‬

‫ﺖ‬ ِ ‫َأْﻟَﺒْﻴـ‬

baytin, of a house

al-bayta, the house




al-bayti, of the house

8.3 The basic functions of the three noun cases are as follows: •

The nominative case is used for the subject and predicate noun or adjective.

•

The accusative case is used for the direct object, predicative complement in verbal sentences, and for most adverbs.

31

Definite article, nominal and verbal sentences, adjectives

•

The genitive case is used for expressing possession (explained in chapter 12) and after prepositions.

Note: Often the case endings are not pronounced, except for the indefinite accusative ending -an in adverbs, e.g. ‫ﺮا‬ ً ‫ﺷْﻜ‬ ُ sˇ ukran ‘thank you!’.

8.4

The definite article

...‫َأْﻟـ‬




al... is used more frequently in Arabic

than in English. One of the reasons for this is that nouns referring to abstract things, whole collectives and generic terms, generally take the definite article, e.g.

‫َأْﻟِﻌْﻠُﻢ‬




al- ilmu, science

ٌ ‫ﺣَﻴَﻮاَﻧﺎ‬ ‫ت‬ َ ‫ب‬ ُ ‫ﻼ‬ َ ‫َأْﻟِﻜ‬




al-kila¯ bu hayawa¯ na¯ tun. Dogs are animals. ˙

8.5 Nominal and verbal sentences There are two types of Arabic sentence: nominal sentences ‫ﻤ َّﻴٌﺔ‬ ِ ‫ﺳ‬ ْ  ‫ﺟْﻤَﻠٌﺔ‬ ُ g˘ umlatun ismiyyatun, and verbal sentences



ُ ‫ﺟْﻤَﻠٌﺔ ِﻓْﻌِﻠ َّﻴٌﺔ‬

g˘ umlatun

fi liyyatun. 8.6

A nominal sentence does not contain a verb and consists of two

components: subject and predicate. The subject is usually a noun (phrase) or pronoun in the nominative case. The predicate may be a noun (phrase), pronoun, an indefinite adjective, or an adverb of place or time. A nominal sentence refers to the present tense and does not require the copula to be, e.g.

ُّ ‫َأْﻟـِﻘ‬ ‫ﺾ‬ ٌ ‫ﻂ َﻣِﺮﻳ‬ ‫ﺐ‬ ٌ ‫ﻃﺎِﻟ‬ َ ‫َأَﻧﺎ‬







ana¯ ta¯ libun. I (am) a student. ˙

‫َأْﻟَﻮَﻟُﺪ ُﻫَﻨﺎَك‬




al-waladu huna¯ ka. The boy (is) there.

‫ ُﻫْﻢ ُﻋ َّﻤﺎٌل‬hum 32

al-qittu marı-dun. The cat (is) ill. ˙˙ ˙



umma¯ lun. They (are) workers.

8.7

Verbal sentence and word order

A verbal sentence contains a verb, and has the following basic word order: verb + subject + object or complement

Definite article, nominal and verbal sentences, adjectives

The subject is normally in the nominative case. The direct object, which may occur only with transitive verbs, is in the accusative case.

‫ﺐ‬ ٌ ‫ﻃـﺎِﻟـ‬ َ َ‫ﺧَﺮج‬ َ h˘ arag˘a (verb) t˙a¯ libun (subject). A student went out.

‫ﺧْﺒًﺰا‬ ُ ‫ﺐ‬ ٌ ‫َأَﻛﻞَ َﻛْﻠ‬




akala (verb) kalbun (subject) hubzan (object). ˘ A dog ate bread.

Remember: If the subject or object is a personal pronoun, it is usually left out, because the verb is conjugated for the person, gender and number of the subject and pronominal object (see chapter 15).

8.8

Adjectives

An adjective normally follows the noun it qualifies and agrees with it in gender, number and case, except when the noun refers to non-humans, i.e. animals and things. When the adjective functions as predicate in a nominal sentence (predicative construction), it is always indefinite, even when the subject is definite:

‫ﺟِﻤﻴٌﻞ‬ َ ‫ﻒ‬ ُ ‫ﺤ‬ َ ‫َأْﻟـَﻤْﺘ‬ ‫ﺳٌﻊ‬ ِ ‫ﺖ َوا‬ ُ ‫َأْﻟَﺒْﻴ‬







al-mathafu g˘ amı-lun. The museum (is) beautiful/nice. ˙



al-baytu wa¯ si un. The house (is) large.

When the adjective functions as a modifier of a noun (attributive construction), it also agrees with the head noun in terms of definiteness. In other words, if the head noun is definite, the adjective also takes the definite article, whereas if the head noun is indefinite, the adjective is also indefinite.

33

Definite article, nominal and verbal sentences, adjectives

‫ﺳُﻊ‬ ِ ‫ﺖ ْﻟَﻮا‬ ُ ‫َأْﻟَﺒْﻴـ‬






al-baytu l-wa¯ si u, the large house



‫ﺳٌﻊ‬ ِ ‫ﺖ َوا‬ ٌ ‫ َﺑْﻴ‬baytun wa¯ si un, a large house OR A house is large.




Note a: The alif ‫ ا‬of the definite article in ‫ﻊ‬ ُ ‫ﺳ‬ ِ ‫ ْﻟَﻮا‬... ... l-wa¯ si u in the first of the two sentences above is elided in pronunciation after a vowel (discussed in chapter 9 dealing with waslah). ˙ Note b: There is no formal difference between the predicative and attributive construction of an adjective when the head noun is indefinite (compare the translations of the second sentence in the above pair).




Note c: Again, when the combination of the letter ...‫ ﻟـ‬/l/ followed by alif ‫ا‬ is written as ‫ﻻ‬, or ‫ـﻼ‬.. /la¯ /, the same principle is applied as when ..‫ ﻟـ‬/l/ is

followed by alif with hamzatu l-qat i ‫أ‬, i.e. ‫ ﻷ‬/l... / (refer to chapter 6). ˙

‫َأُْﻷ ُّم‬





al- ummu, the mother

‫ًأَْﻷِﻣﻴُﺮ‬



al- amıru, the commander, the prince

Exercises Practise your reading: .‫ﻞ‬ ٌ ‫ﻃِﻮﻳ‬ َ

‫َأْﻟَﻘـَﻠُﻢ‬

2

1


(1) al-qalamu tawı-lun. ˙ 1 The pen (is) 2long. .‫ﻊ‬ ٌ ‫ﺳـ‬ ِ ‫َوا‬




2



‫ﻄـَﻌـُﻢ‬ ْ ‫َأْﻟـَﻤـ‬

1



(2) al-mat amu wa¯ si un. ˙ 1 The restaurant (is) 2large. .‫ﻞ‬ ٌ ‫َﻋﺎِﻗ‬




2

‫ﺐ‬ ٌ ‫ﻃـﺎِﻟـ‬ َ ‫ﺖ‬ َ ‫َأْﻧـ‬ 1



(3) anta ta¯ libun a¯ qilun. ˙ You (m.) (are) 2a reasonable 1student.

‫ ُﻫَﻮ؟‬/ ‫ﻲ‬ َ ‫َأْﻳَﻦ ِﻫ‬

1




34

(4) ayna hiya / huwa. 1

Where (is) she/he?

‫َأَْﻷَﻣُﻞ‬





‫ﺖ‬ ُ ‫ﺧ‬ ْ ‫َأُْﻷ‬

al- amalu, the hope





al- uhtu, the sister ˘

.‫ك‬ َ ‫ُﻫـَﻨﺎ‬

‫ﻲ‬ َ ‫ِﻫ‬

1

Definite article, nominal and verbal sentences, adjectives

(5) hiya huna¯ ka. She (is) 1there. .‫ﻬﻮٌر‬ ُ ‫ﺸـ‬ ْ ‫َﻣ‬

1

‫ﺐ‬ ٌ ‫ُﻫَﻮ َﻛﺎِﺗـ‬

(6) huwa ka¯ tibun masˇhu¯run. He (is) 1a famous writer. .‫ﻤﺎْﻧَﻴﺎ‬ َ ‫ب ِﻓـﻲ َأْﻟـ‬ ُ ‫َأَْﻷَﻗﺎِر‬


(7) al- aqa¯ ribu f -ı alma¯ nya¯ . 1

1

The relatives (are) in Germany.

. ‫ﻃٌﺮ‬ ِ ‫ﺷﺎ‬ َ

‫ﺐ‬ ٌ ‫ﻃِﺒﻴ‬ َ ‫ُﻫَﻮ‬

2

1

(8) huwa tabı-bun sˇa¯ tirun. ˙ ˙ He (is) 2a skilful 1physician. .‫ﻦ‬ ٌ ‫َأِﻣﻴـ‬

‫ﺐ‬ ُ ‫َأْﻟَﻜْﻠ‬

1





(9) al-kalbu amı-nun. The dog (is) 1faithful.

ٌ ‫ﻃـَّﻴـ‬ .‫ﺐ‬ َ

1





‫َأَْﻷْﻛـُﻞ‬

(10) al- aklu tayyibun. ˙ The food (is) 1delicious, good. .‫ﻜـُﺮوٌه‬ ْ ‫َأْﻟـُﻤـِﺪﻳـُﺮ َﻣـ‬ (11) al-mudı-ru makru¯hun. 1




The director (is) 1hated. .‫ل‬ ٌ ‫ﺸـُﻐﻮ‬ ْ ‫َﻣـ‬



2

‫ ُﻫـَﻮ‬،‫َﻧَﻌْﻢ‬

1

(12) na am, huwa masˇg˙ u¯lun. 1

Yes, he (is) 2busy.

.‫ﺼﻴٌﺮ‬ ِ ‫َﻗ‬

2

‫َأْﻟـُﻌـْﻤـُﺮ‬

1


 (13) al- umru qas-ırun. ˙ 1 (The) life (is) 2short. .‫ﻒ‬ ٌ ‫ﺳـ‬ ِ ‫ƒا‬







1

‫َأَﻧﺎ‬

(14) ana¯ a¯ sifun. I (am)1sorry.

35

Definite article, nominal and verbal sentences, adjectives

.‫ب‬ ٌ ‫ﺤُﺒﻮ‬ ْ ‫َﻣ‬

‫ﺐ‬ ُ ‫َأْﻟَﻜﺎِﺗ‬

1




(15) al-ka¯ tibu mahbu¯bun. The writer (is)˙ 1popular (beloved). .‫ﻫَﻨﺎ‬ ُ ‫ﺳـَﺘﺎُذ‬ ْ ُ‫َأ ْﻷ‬ (16) al- usta¯ du huna¯ . ¯ The professor (is) 1here. 1





.‫ﺾ‬ ٌ ‫َأْﻟَﻮِزﻳُﺮ َﻣِﺮﻳ‬
(17) al-wazı-ru marı-dun. ˙ The minister (is) 1ill. 1

.‫ﺐ‬ ٌ ‫َﻗِﺮﻳ‬

‫ﺐ‬ ُ ‫َأْﻟـَﻤْﻜَﺘ‬

1




(18) al-maktabu qarı-bun. The office (is) 1nearby. .‫ﻄﺎُر َﻗِﺪﻳٌﻢ‬ َ ‫َأْﻟـَﻤ‬

1


(19) al-mata¯ ru qadı-mun. ˙ 1 The airport ( is) old. .‫ﺦ‬ ٌ ‫ﺳ‬ ِ ‫ﺺ َو‬ ُ ‫َأْﻟَﻘِﻤﻴ‬
(20) al-qamı-su wasihun. ˘ ˙ 1 The shirt (is) dirty. 1

.‫ﻒ‬ ٌ ‫ﻈﻴ‬ ِ ‫َﻧ‬

‫ﺠﺎُن‬ َ ‫َأْﻟِﻔْﻨ‬

1




(21) al-fing˘ a¯ nu nad-ı fun. ˙¯ The cup (is) 1clean. . ‫ﺴﻮًرا‬ ُ ‫َﻣْﻜ‬

3

‫َرَﻣﻰ ِﺗْﻠِﻤـﻴٌﺬ َﻗَﻠـًﻤﺎ‬ 2

1

(22) rama¯ tilmı-dun qalaman maksu¯ran. ¯ A pupil 1threw (away) 3a broken 2pen. .‫ﺣﺎٌّر‬ َ

2

‫ﺷْﻬٌﺮ‬ َ

1

(23) sˇahrun ha¯ rrun ˙ 2 a hot 1month .‫ﺟِﺪﻳـٌﺪ‬ َ

36

2

‫ﺐ‬ ٌ ‫ﻃﺎِﻟ‬ َ ‫َأَﺗﻰ‬

1


(24) ata¯ ta¯ libun g˘ adı-dun. ˙ 2 A new student 1has come.

.‫ﺐ‬ ٌ ‫ﺻـْﻌـ‬ َ

2




‫ﻫَﺬا َأْﻣـٌﺮ‬ ‫ا‬

1

Definite article, nominal and verbal sentences, adjectives



(25) ha¯ da¯ amrun sa bun. ¯ ˙ This (is) 2a difficult 1matter. .‫ﻌﻴٌﺪ‬ ِ ‫ﻄﺎُر َﺑ‬ َ ‫َأْﻟـَﻤ‬




1



(26) al-mata¯ ru ba -ıdun. ˙ 1 The airport (is) far away. ‫ا‬ ‫ا‬ 3 2 1 .‫ع‬ ٌ ‫ح ﻟـِﻜْﻦ ﺬِﻟَﻚ َﻣْﻤُﻨﻮ‬ ٌ ‫ﺴُﻤﻮ‬ ْ ‫َﻣ‬

‫ﻫَﺬا‬ ‫ا‬



(27) ha¯ da¯ masmu¯hun la¯ kin da¯ lika mamnu¯ un. ¯ ˙ ¯ This (is) 1allowed 2but that (is) 3forbidden/prohibited. . ‫َﺑﺎِرًدا‬

3

‫ﺣِﻠﻴًﺒﺎ‬ َ ‫ﻃْﻔٌﻞ‬ ِ ‫ب‬ َ ‫ﺷِﺮ‬ َ 2

1

(28) sˇariba tiflun halı-ban ba¯ ridan. ˙ ˙ 1 A child drank 3cold 2milk. .‫ﻼ‬ ً ‫ﺟِﻤﻴ‬ َ ‫ﺴًﺮا‬ ْ ‫ﺟ‬ ِ

3

‫س‬ ٌ ‫َﺑَﻨﻰ ُﻣَﻬْﻨِﺪ‬ 2

1

(29) bana¯ muhandisun g˘ isran g˘ amı-lan. 2

An engineer 1built a beautiful 3bridge.

. ‫ﻀﺎ‬ ً ‫َﻣِﺮﻳ‬

3

‫ﺼﺎ‬ ً ‫ﺨ‬ ْ ‫ﺷ‬ َ ‫ﺐ‬ ٌ ‫ﻃِﺒﻴ‬ َ ‫َزاَر‬ 2

1

(30) za¯ ra tabı-bun sˇahsan marı-dan. ˘˙ ˙ ˙ A physician 1visited a 3sick 2person (patient). .‫ﻼ‬ ً ‫ﻃِﻮﻳ‬ َ ‫َﻣَﻘﺎًﻻ‬

3

2 1 ٌّ ‫ﺤﺎِﻓ‬ ‫ﻲ‬ َ ‫ﺻ‬ ِ ‫ﺸَﺮ‬ َ ‫َﻧ‬

(31) nasˇara siha¯ fiyyun maqa¯ lan tawı-lan. ˙˙ ˙ 2 A journalist 1published a long 3article.

.‫ﺴﻮ ِر ّﻳَﺎ‬ ُ ‫َأ َﻧﺎ ﻤِـْﻦ‬




(32) ana¯ min su¯riyya¯ . I (am) from Syria. .‫ﺳَﺒﺎْﻧَﻴﺎ‬ ْ ‫ﺲ ِﻓﻲ ِإ‬ ُ ‫َأَْﻷْﻧَﺪُﻟ‬
(33) al- andalusu fı- isba¯ nya¯ .





Andalusia (is) in Spain.

37

Definite article, nominal and verbal sentences, adjectives

Translate into Arabic: As mentioned in the Preface, the words used in the English exercises in all chapters are taken from the Arabic exercises of the same chapter. (1) The airport (is) dirty. (2) He (is) a busy engineer. (3) He (is) popular. (4) The director (is) busy. (5) Yes, he (is) short. (6) (The) life (is) long. (7) This (is) forbidden. (8) The shirt (is) beautiful. (9) A new month (10) The airport (is) nearby. (11) This (is) allowed. (12) The restaurant (is) famous. (13) The relatives (are) in Syria. (14) The food (is) here. (15) The pen (is) there. (16) Where (am) I? (17) The professor (is) sorry. (18) The journalist (is) busy. (19) The dog (is) ill. (20) The shirt (is) clean. (21) The minister (is) from Syria. (22) The office (is) old. (23) He (is) new.

38

Chapter 9

Sun and moon letters, hamzatu l-wasli (waslah) ˙ ˙ 9.1

Sun and moon letters

The Arabic consonants are phonetically divided into two major classes called: sun letters, ‫ﺴـّﻴٌَﺔ‬ ِ ‫ﺷْﻤ‬ َ ٌ‫ﺣُﺮوف‬ ُ h˙ uru¯fun sˇamsiyyatun, assimilating moon letters, ‫ﻤِﺮَّﻳٌﺔ‬ َ ‫ف َﻗ‬ ٌ ‫ﺣُﺮو‬ ُ h˙ uru¯fun qamariyyatun, non-assimilating

9.2

Sun letters

The sun letters have received their name from the Arabic word for ‘sun’,

ٌ ‫ﺷـْﻤ‬ ‫ﺲ‬ َ sˇ amsun, whose first letter, ...‫ ﺷـ‬/sˇ /, belongs to the class

of assimilating letters. There are fourteen sun letters. These letters are pronounced with the tongue touching the teeth or front part of the mouth:

‫ز س ش‬

‫ر‬

‫ذ‬

‫د‬

‫ث‬

‫ت‬

‫ن‬

‫ل‬

‫ط ظ‬

‫ص ض‬

sˇ

r

d ¯

d

t ¯

t

n

l

d ˙¯

d ˙

9.3

s

z

When the definite article

...‫َأْﻟـ‬




t ˙

s ˙

/ al.../ is attached to a word

which begins with a sun letter, the sound ...‫ ﻟـ‬/l/ of the definite article is assimilated to the sound of the following sun letter. Although the

...‫ﻟـ‬

/l/ is not pronounced, it is written as such (without a suku¯ n), but in the transliteration it is omitted. Owing to the assimilation, the first consonant of the word is doubled, which is indicated by a sˇ addah above it.

‫ــّــــ‬

39

Sun and moon letters, hamzatu l-wasli ˙ (waslah) ˙

ُ ‫ﺸـْﻤ‬ ‫ﺲ‬ َّ ‫َأﻟ‬

ٌ ‫ﺷـْﻤ‬ ‫ﺲ‬ َ

(not: ‫ﺲ‬ ُ ‫ﺸْﻤـ‬ َ ‫َأْﻟ‬




sˇ amsun, a sun




asˇ-sˇamsu, the sun

al-sˇamsu)

‫ﺟُﻞ‬ ُ ‫َأﻟَّﺮ‬

‫ﺟٌﻞ‬ ُ ‫َر‬

(not: ‫ﻞ‬ ُ ‫ﺟـ‬ ُ ‫َأْﻟَﺮ‬




rag˘ ulun, a man




ar-rag˘ ulu, the man

al-rag˘ ulu)

9.4 Moon letters The other fourteen letters are called moon letters, because the first letter,

...‫ ﻗـ‬/q/, of the Arabic word for ‘moon’, ‫ َﻗَﻤٌﺮ‬qamarun, represents the class of non-assimilating letters:

‫ي‬

‫و‬

‫ﻫـ‬

‫م‬

‫ك‬

‫ق‬

‫غ ف‬

y

w

h

m

k

q

f

9.5 When the definite article

‫ع‬



g˙

...‫َأْﻟـ‬

beginning with a moon letter, the la¯ m




‫خ‬

‫ح‬

‫ج‬

‫ب‬

h ˘

h ˙

g˘

b

‫أ‬




/ al.../ is attached to a word

...‫ﻟـ‬

/l.../ of the article is not

assimilated and retains its pronunciation, e.g.

‫ َﻗَﻤٌﺮ‬qamarun, a moon ٌ‫ ِﻛـَﺘﺎب‬kita¯ bun, a book




‫ َأْﻟَﻘَﻤُﺮ‬al-qamaru, the moon
ُ‫ َأْﻟِﻜـَﺘﺎب‬al-kita¯ bu, the book

Note: The letters ‫ ج‬/g˘ / and ‫ ي‬/y/ are counted as moon letters (non-assimilating), although they are pronounced with the tongue touching the front part of the mouth, e.g.

‫ﺠَﺒُﻞ‬ َ ‫َأْﻟـ‬




al-g˘ abalu, the mountain

9.6 Hamzatu l-wasli (or waslah) ˙ ˙ Hamzatu l-wasli, ‫ﻞ‬ ِ ‫ﺻ‬ ْ ‫َﻫْﻤَﺰُة ْﻟَﻮ‬, also called was˙ lah, ‫ﺻَﻠﺔ‬ ْ ‫َو‬, means ˙
‘joining hamzah’. It is a small sign written above the alif (), which is not pronounced and appears only at the beginning of a word. The role of hamzatu l-wasli (waslah) is to connect two words together ˙ ˙ in one pronunciation without an intervening glottal stop (hamzatu



40

l-qat i). It may be compared to the French apostrophe in l’homme ˙ (instead of le homme).

When the article

9.7




...‫ َأْﻟـ‬/ al.../ and the nouns in the table below,

as well as certain verb forms (see chapter 18) with an initial hamzatu









l-qat i such as ‫ َأ‬/ a/ and ‫ ِإ‬/ i/, are preceded by another word or prefix, ˙  they lose their initial hamzatu l-qat i with its vowel. Instead the sign ˙
of hamzatu l-wasli (waslah)
is written in their place over the alif, ˙ ˙ as , e.g.

‫ﺖ‬ ِ ‫ب ْﻟـَﺒـْﻴـ‬ ُ ‫َﺑﺎ‬

(not: ‫ﺖ‬ ِ ‫ب َأْﻟَﺒْﻴ‬ ُ ‫َﺑﺎ‬

ba¯bu l-bayti

ba¯bu al-bayti)

Sun and moon letters, hamzatu l-wasli (was˙lah) ˙




the door of the house

ِ ّ ‫ب ﻟ‬ ‫ﺣِﻠﻴًﺒﺎ‬ َ ُ‫ﻄْﻔﻞ‬ َ ‫ﺷِﺮ‬ َ

ِ (not: ... ‫ﻞ‬ ّ ‫ب َأﻟ‬ ُ ‫ﻄْﻔ‬ َ ‫ﺷِﺮ‬ َ

sˇariba t-tiflu halı-ban. ˙ ˙ ˙ The child drank milk.

sˇariba at-tiflu ...) ˙˙




Note a: The above-mentioned word ‫ب‬ ُ ‫ َﺑﺎ‬/ba¯bu/ does not take the definite article, according to a rule explained in chapter 12.

ِ




ّ ‫ ﻟ‬.. /..t-tiflu/ (not: ‫ﻄْﻔﻞ‬ Note b: In the above word ‫ﻞ‬ ُ ‫ﻄْﻔ‬ ِ ‫َأْﻟ‬- al-t˙iflu) the definite ˙˙
article is not pronounced as such at all, because there is a waslah above the alif ˙ and the initial /t/ is a sun letter. ˙ 

Words with initial hamzatu l-qat i (‫)ِإ‬: ˙

‫ِإْﺑٌﻦ‬

‫ِإْﻣُﺮٌؤ‬




ibnun

son

‫ِإْﺛـَﻨﺎِن‬


‫ِإْﻣَﺮَأٌة‬




imru un




man

woman

‫ِإْﺛَﻨَﺘﺎِن‬

‫ﺳٌﻢ‬ ْ ‫ِإ‬

imra atun




itna¯ni ¯ two (m.)




itnata¯ni ¯ two (f.)

‫ِإْﺑـَﻨٌﺔ‬




ibnatun

daughter

‫ﺖ‬ ٌ ‫ﺳـ‬ ْ ‫ِإ‬







name

buttocks

ismun

istun

Example:

‫ه َﺬا ْﺑُﻦ ْﻟـَﻤِﻠِﻚ‬

(not: . . . ‫ﻦ‬ ُ ‫اه َﺬا ِإْﺑ‬

ha¯da¯ bnu l-maliki ¯ This is the son of the king.

ha¯da¯ ibnu . . .) ¯

‫ا‬




Note: The purist grammarians would be alarmed to see the definite article ...‫َأْﻟـ‬
al..., and other words mentioned in the table presented above, written with

41



Sun and moon letters, hamzatu l-wasli ˙ (waslah) ˙




hamzatu l-qat i. Grammarians recommend that only the alif be written with a ˙  vowel over or under it and without hamzatu l-qat i, although it is fully pro˙ nounced at the beginning of a sentence or in isolation. However, most school  textbooks throughout the Arab world do write hamzatu l-qat i initially over or ˙
under the alif (‫ أ‬, ‫)ِإ‬. In keeping with the principle of the phonetic rather than  historical-etymological way of spelling, the hamzatu l-qat i initially over or ˙
under the alif will be used in this book also.

Exercises Practise your reading:

َ ‫ﻟّﺪَْر‬ .‫س‬

َّ ‫َﻓِﻬَﻢ ﻟ‬ ‫ﺐ‬ ُ ‫ﻄﺎِﻟ‬

2

1

(1) fahima t-ta¯ libu d-darsa. ˙˙ The student 1understood 2the lesson.

.‫َﻗَﺮَأ ِْﻹَﻣﺎُم ْﻟُﻘْﺮ ƒاَن‬








(2) qara a l- ima¯ mu l-qur a¯ na. The imam read the Quran.

َّ ‫َأﻟ‬ ْ ‫ﺴَﺘ‬ ْ ‫ﺐ ِﻓﻲ ْﻟـُﻤ‬ ُ ‫ﻄِﺒﻴ‬ .‫ﺸـَﻔﻰ‬

1


(3) at-tabı-bu fı- l-mustasˇfa¯ . ˙˙ 1 The physician (is) at the hospital. .‫ْﻟـَﻘَﻠـَﻢ‬

2

‫ﺐ‬ ُ ‫ﻄﺎِﻟ‬ َ ‫َﻛ‬ َّ ‫ﺴَﺮ ﻟ‬

1

(4) kasara t-ta¯ libu l-qalama. ˙˙ The student 1broke 2the pen.

َ ‫ﻟّﺪَْر‬ .‫س‬

2




‫ﺳَﺘﺎُذ‬ ْ ‫ح ُْﻷ‬ َ ‫ﺷَﺮ‬ َ

1

(5) sˇaraha l- usta¯ du d-darsa ˙ ¯ The professor 1explained 2the lesson. .‫ﻼ‬ ً ‫ﻃِﻮﻳ‬ َ

4

‫ﺴًﺮا‬ ْ ‫ﺟ‬ ِ ‫س‬ ُ ‫ﺳَﻢ ْﻟـُﻤَﻬْﻨِﺪ‬ َ ‫َر‬ 3

2

1

(6) rasama l-muhandisu g˘ isran tawı-lan. ˙ 2 The engineer 1drew 4a long 3bridge. .‫ﺳَﻮُد َﻗِﺪﻳٌﻢ‬ ْ ‫َْﻷ‬

42

2

1 ُ ‫َأﻟ َّﻠْﻮ‬ ‫ح‬



(7) al-lawhu l- aswadu qadı-mun. ˙ 2 The black 1board (is) old.

.‫ض‬ ٌ ‫َأ ْ ِﻻْﺒُﻦ ﻣَِﺮ ﻳـــ‬
(8) al-ibnu marı-dun. ˙ 1 The son (is) ill.

1

.‫ﻞ‬ ٌ ‫ﺟِﻤﻴ‬ َ ‫ﺠِﺪﻳُﺪ‬ َ ‫ْﻟـ‬

2

ُ ‫َأْﻟُﻔـْﻨُﺪ‬ ‫ق‬

Sun and moon letters, hamzatu l-wasli (was˙lah) ˙

1


(9) al-funduqu l-g˘ adı-du g˘ amı-lun. 2

The new 1hotel (is) beautiful.

. ‫َﻗِﺪﻳٌﻢ‬

2

َّ ‫ﻄَﻌُﻢ ﻟ‬ ‫ﺼِﻐﻴُﺮ‬ ْ ‫َأْﻟـَﻤ‬

1


 (10) al-mat amu s-sag˙-ıru qadı-mun. ˙ ˙˙ The small 1restaurant (is) 2old. . ‫ﺣٌﻢ‬ ِ ‫ُﻣْﺰَد‬

2

َّ ‫ﻟ‬ َ‫ﻄ‬ . ‫ﻌﺎَم‬

2

1 ‫ع ْﻟَﻘِﺪﻳُﻢ‬ ُ ‫ﺸَﺎِر‬ ّ ‫َأﻟ‬


 (11) asˇ-sˇa¯ ri u l-qadı-mu muzdahimun. ˙ The old 1street (is) 2crowded.


‫َأَﻛَﻞ ْﻟَﻮﻟُﺪ‬

1



(12) akala l-waladu t-ta a¯ ma. ˙˙ The boy 1ate 2the food.

َ ‫ﺼـَﻨ‬ ْ ‫ْﻟُﻌَّﻤﺎُل ْﻟـَﻤ‬ .‫ﻊ‬ 

2

‫َﺑَﻨﻰ‬

1



(13) bana¯ l- umma¯ lu l-masna a. ˙ 2 The workers 1built the factory.

َ ‫س ْﻟـ‬ َ ‫ ﻟَّﺪْر‬2 . ‫ﺠِﺪﻳَﺪ‬

‫ﺐ‬ ُ ‫ﻄﺎِﻟـ‬ َّ ‫َﻗـَﺮَأ ﻟ‬

1


(14) qara a t-ta¯ libu d-darsa l-g˘ adı-da. ˙˙ The student 1read the new 2lesson. . ‫ﺳَﻢ‬ ْ ‫ِْﻻ‬

2




‫ﺳَﺘﺎُذ‬ ْ ‫ﺐ ُْﻷ‬ َ ‫َﻛـَﺘـ‬

1

(15) kataba l- usta¯ du l-isma. ¯ The professor 1wrote 2the name. . ‫ﺼَﺮ‬ ْ ‫ﺷَﺘَﺮى ْﻟَﻮِزﻳُﺮ ْﻟَﻘ‬ ْ ‫ِإ‬
(16) isˇtara¯ l-wazıru l-qasra. ˙ 2 The minister 1bought the palace. 2

1

.‫ﻼ‬ ً ‫ﻃِﻮﻳ‬ َ ‫ﺳًﻤﺎ‬ ْ ‫ﻒ‬ ُ ‫ﻇ‬ َّ ‫َﻗَﺮَأ ْﻟـُﻤَﻮ‬
(17) qara a l-muwaddafu sman tawı-lan. ˙ ˙¯ ˙¯ 2 The employee 1read 3a long name. 3

2

1

43

Sun and moon letters, hamzatu l-wasli ˙ (waslah) ˙

ْ ‫ﻟ َّﻠ‬ . ‫ﺤَﻢ‬

2




ُ ‫ﺷَﺘَﺮى َْﻷ‬ ‫ب‬ ْ ‫ِإ‬

1




(18) isˇtara¯ l- abu l-lahma. ˙ The father 1bought 2the meat. .‫ﻞ‬ َ ‫ﺠَﺒ‬ َ ‫ْﻟـ‬

2



‫ﺴﺎِﻓُﺮ‬ َ ‫ﺻِﻌَﺪ ْﻟـُﻤ‬ َ

1

(19) sa ida l-musa¯ firu l-g˘ abala. ˙ The traveller 1climbed 2the mountain. .‫ﻞ‬ َ ‫َْﻷْﻛ‬

5

4 3 2 1 ‫ﺐ‬ َ ‫ﻃَﻠ‬ َ ‫ﻄَﻌَﻢ ُﺛ َّﻢ‬ ْ ‫ﺧَﻞ ﻟّﺰَُﺑﻮُن ْﻟـَﻤ‬ َ ‫َد‬






(20) dahala z-zabu¯nu l-mat ama tumma talaba l- akla. ˘ ¯ ˙ ˙ 1 The customer entered 2the restaurant, 3then 4he ordered 5the food. .‫ﺷﺎًﻳﺎ‬ َ

2

‫ﺴﺎِﻓُﺮ‬ َ ‫ب ْﻟـُﻤ‬ َ ‫ﺷِﺮ‬ َ 1

(21) sˇariba l-musa¯ firu sˇa¯ yan. 1

The traveller drank (some) 2tea.

.‫ﺾ‬ ُ ‫ْﻟـَﻤِﺮﻳ‬

2

1 ‫ﺟُﻞ‬ ُ َ‫َﻧﺎَم ﻟّﺮ‬

(22) na¯ ma r-rag˘ ulu l-marı-du. ˙ The 2sick man 1slept. .‫ﻲ‬ ٌّ ‫َذِﻛ‬




1

‫َأِْﻻْﺑُﻦ‬

(23) al-ibnu dakiyyun. ¯ The son is 1intelligent. Translate into Arabic: (1) The pen (is) beautiful. (2) The old restaurant (is) crowded. (3) The workers ate the meat. (4) The sick man entered the restaurant. (5) The engineer built the palace. (6) The student read the Quran. (7) The engineer climbed the mountain. (8) The employee (is) at the hospital. (9) The workers entered the palace. 44

(10) The father read the Quran.

(11) The bridge (is) old. (12) The sick traveller slept. (13) The student wrote the name. (14) The new customer slept. (15) The new professor is intelligent.

Sun and moon letters, hamzatu l-wasli (was˙lah) ˙

(16) The student (is) ill.

45

Chapter 10

Gender

10.1

There are two genders in Arabic. The term used for gender




is ‫ﺲ‬ ُ ‫ﺠْﻨ‬ ِ ‫ َأْﻟـ‬al-g˘ insu, which literally means ‘sex, race, kind’. (a)

Masculine nouns, form.

(b)

Feminine nouns,

‫ﺚ‬ ُ ‫َأْﻟـُﻤَﺆَّﻧـ‬

explained below.

10.2




‫َأْﻟـُﻤَﺬّﻛَُﺮ‬

al-mudakkaru, are without special ¯







al-mu annatu, have several forms as ¯




Ta¯ marbu¯ tah ˙




‫ه‬... ‫ـﻪ‬... /h/ (26) is written with two dots above (‫ة‬... ‫ـﺔ‬...), it is pronounced as /t/, exactly like the letter ‫ ت‬/t/ (3). It

When the letter ha¯




is then called ta¯ marbu¯ tah and occurs only at the end of a word, mostly ˙ to indicate the feminine gender of nouns or adjectives. The most common way to derive feminine nouns and adjectives is by adding the ending ‫ـٌﺔ‬.َ.. ٌ‫ ة‬.َ.. /...atun/ to the masculine form, e.g. Masculine

Feminine

‫ﺐ‬ ٌ ‫ﻃﺎِﻟ‬ َ ‫ ُﻫَﻮ‬huwa t˙a¯ libun.

‫ﻃﺎِﻟَﺒٌﺔ‬ َ ‫ﻲ‬ َ ‫ ِﻫ‬hiya t˙a¯ libatun.

‫ ُﻫـَﻮ َواِﻟـٌﺪ‬huwa wa¯ lidun.

‫ﻲ َواِﻟَﺪٌة‬ َ ‫ ِﻫ‬hiya wa¯ lidatun.

He is a student.

He is a father.

She is a student.

She is a mother.




46

Note a: A few nouns with the feminine ending ta¯ marbu¯ tah are masculine, ˙ because they are used only in reference to males, e.g.

‫ﺧـِﻠﻴَﻔـٌﺔ‬ َ h˘ alı-fatun Caliph

‫ﻼََﻣـٌﺔ‬ ّ ‫َﻋـ‬



َّ ‫ َر‬rahha¯ latun ‫ﺣـﺎَﻟـٌﺔ‬ ˙˙

alla¯ matun learned man

Gender

an explorer, traveller




Note b: Nouns ending in ta¯ marbu¯ tah ‫ ـٌﺔ‬..َ. ‫ٌة‬..َ. /...atun/ do not take the extra ˙
final alif ‫ ـﺎ‬... in the indefinite accusative form. So the correct form is ‫ﻃـﺎِﻟـَﺒـًﺔ‬ َ ta¯ libatan (not: ‫ﻃـﺎِﻟـَﺒـًﺘﺎ‬ ). َ ˙ Note c: At the end of a sentence the final vowel of a word is normally not
pronounced. Even ta¯ marbu¯ tah is usually left unpronounced at the end of a ˙ sentence, as in ‫ﻃﺎِﻟَﺒٌﺔ‬ َ /t˙a¯ liba(h)/ for /t˙a¯ libatun/ (cf. chapter 4).

Most parts or organs of the body which occur in pairs are femi-

10.3

nine, e.g.

‫ َﻳٌﺪ‬yadun, hand



aynun, eye

‫ﺟٌﻞ‬ ْ ‫ ِر‬rig˘lun, foot, leg

There are words which are feminine by nature, e.g.

10.4

‫ُأ ٌّم‬

‫َﻋْﻴٌﻦ‬




ummun, mother

‫س‬ ٌ ‫َﻋُﺮو‬



aru¯sun, bride

‫ﺣﺎِﻣٌﻞ‬ َ h˙ a¯ milun

pregnant

10.5

Most geographical proper names, i.e. names of countries, cities,

towns, villages, etc. are treated as feminine. They are so-called diptotes, i.e. have only two case endings and no nunation (to be explained in chapter 22), e.g.

ُ ‫ ُﺗﻮِﻧ‬tu¯nisu, Tunisia ‫ﺲ‬

ُ ‫ﺸ‬ ‫ﻖ‬ ْ ‫ ِدَﻣ‬dimasˇqu, Damascus

ُ ‫ َﺑﺎِرﻳ‬ba¯ rı-su ‫ﺲ‬ Paris

10.6

A few nouns are feminine by usage, e.g.

ٌ ‫ﺣْﺮ‬ ‫ب‬ َ h˙ arbun, war 10.7

‫ض‬ ٌ ‫َأْر‬




ardun, earth, ˙ ground

ٌ ‫ﺷْﻤ‬ ‫ﺲ‬ َ sˇamsun sun

There are a number of words, which can be either masculine or

feminine, e.g.

ٌ ‫ﺳﻮ‬ ‫ق‬ ُ su¯qun, market

‫ﺣﺎٌل‬ َ h˙ a¯ lun, condition

‫ﺳَّﻜﻴٌﻦ‬ ِ sikkı-nun knife

47

Gender

10.8 There are also two other feminine endings. They form diptotes like the words in paragraph 10.5: (a)







fathah + alif + hamzah (‫ـﺎُء‬.َ.. ...a¯ u), e.g. ˙ Feminine

Masculine




‫ﺣْﻤَﻘـﺎُء‬ َ h˙ amqa¯ u, stupid ‫ﻖ‬ ُ ‫ﺣَﻤ‬ ْ ‫َأ‬




ahmaqu ˙
‫ﺣـَﻤـُﺮ‬ ْ ‫ َأ‬ah˙ maru




‫ﺣْﻤَﺮاُء‬ َ h˙ amra¯ u, red




Note: See the discussion of the independent hamzah after alif in chapter 20.

(b)




fathah + alif maqsu¯ rah (‫ـﻰ‬.َ.. ...a¯ ), e.g. ˙ ˙ Feminine

Masculine

‫ﺸﻰ‬ َ ‫ﻄ‬ ْ ‫َﻋـ‬

‫ﺸـﺎُن‬ َ ‫ﻄ‬ ْ ‫َﻋـ‬



atsˇa¯ , thirsty ˙ kubra ¯ , bigger ‫ُﻛـْﺒـَﺮى‬



atsˇa¯ nu ˙
akbaru ‫َأْﻛـَﺒـُﺮ‬

Note: If a word ends in suku¯ n and is followed by another word beginning with hamzatu al-wasli (waslah), the suku¯ n is changed to kasrah. This is ˙ ˙ to avoid three consonants occurring after each other. For example, the  verb ‫ﺖ‬ ْ ‫ َوَﻗَﻌ‬/waqa at/ in number 1 in the exercise below is changed to ...‫ﺖ ْﻟـ‬ ِ ‫ َوَﻗَﻌ‬/waqa ati l-.../.

Exercises Practise your reading: .‫ﻀُﺔ‬ َ ‫ﺖ ْﻟـَﻤْﺮَأُة ْﻟـَﻤِﺮﻳ‬ ِ ‫َوَﻗَﻌ‬ 
(1) waqa ati l-mar atu l-marı-datu. ˙ 2 The sick woman 1fell over. 2

1

َ ‫ﺴُـﻮ‬ . ‫ ْﻟَﻘـِﺪﻳَﻢ‬/ ‫ﻤَﺔ‬ َ ‫ق ْﻟَﻘـِﺪﻳ‬ ّ ‫َﻫَﺪَم ْﻟـَﻌﺎِﻣُﻞ ﻟـ‬  (2) hadama l- a¯ milu s-su¯qa l-qadı-mata / l-qadı-ma. 2 The worker 1pulled down 3the old market (m. or f.). 3

3

. ‫ﻤـﻴـَﻨـًﺔ‬ ِ ‫ﺳـ‬ َ

3

2

‫ﺟـًﺔ‬ َ ‫ﺟـﺎ‬ َ ‫ب َد‬ ُ ‫ﺷَﺘَﺮى َْﻷ‬ ْ ‫ِإ‬ 2

1



(3) isˇtara¯ l- abu dag˘ a¯ g˘ atan samı-natan. The father 1bought 3a fat 2chicken. . ‫ﻌـًﺔ‬ َ ‫ﺳـ‬ ِ ‫َوا‬ 48

4

‫ﺖ َﻛْﻠَﺒٌﺔ ِﺑَﻨﺎَﻳًﺔ‬ ْ ‫ﺧَﻠـ‬ َ ‫َد‬ 3

2

1



(4) dahalat kalbatun bina¯ yatan wa¯ si atan. 2 ˘ A dog (f.) 1entered 4a big 3building.

1

ِ 4 3 2 1 . ‫ﻣًﺔ‬ َ ّ‫ﺣّﺒًَﺔ ُﻣَﻨﻮ‬ َ ‫ﺾ‬ َ ‫ﺿـُﺔ ْﻟـَﻤِﺮﻳـ‬ َ ‫ﺖ ْﻟـُﻤـَﻤـَّﺮ‬ ِ ‫ﻄ‬ َ ‫َأْﻋ‬




Gender

(5) a tati l-mumarridatu l-marı-da habbatan munawwimatan. The˙ nurse 1gave 2˙the patient˙ 4a ˙sleeping 3pill.

َّ ‫ﺣ‬ . ‫ﺴـﺎِﻓـُﺮ ْﻟـَﻘـْﺮَﻳـَﺔ‬ َ ‫ﺐ ْﻟـُﻤـ‬ َ ‫َأ‬ (6) ahabba l-musa¯ firu l-qaryata. 2 ˙ The traveller 1liked the village. 2

1




. ‫ﺻـًﺔ‬ َ ‫ﺳـَّﻴـﺎَرًة‬ َ ‫ﺐ ْﻟـُﻤِﺪﻳُﺮ‬ َ ‫َرِﻛ‬ َّ ‫ﺧـﺎ‬ (7) rakiba l-mudıru sayya¯ ratan ha¯ ssatan. ˘ ˙ ˙ 2car. The director 1rode (in) 3a private 3

2

1

. ‫ﻀُﺔ‬ َ ‫ﺖ َْﻷِﻣﻴَﺮُة ْﻟـَﻤِﺮﻳـ‬ ِ ‫َﻣﺎَﺗ‬
(8) ma¯ tati l- amı-ratu l-marı-datu. 2 The sick princess 1died.˙ 2

1

. ‫ﻛِﺒﻴَﺮٌة‬ َ ‫ﺨـَﺮٌة‬ ْ ‫ﺻـ‬ َ

2

‫ﺖ‬ ْ ‫َوَﻗَﻌ‬

1

 (9) waqa at sahratun kabı-ratun. ˙ ˘ 1fell down. A big 2rock . ‫ﺴـَﺮى‬ ْ ‫ﺟَﻞ ْﻟُﻴ‬ ْ ‫ﺴَﺮ ْﻟَﻌﺎِﻣُﻞ ﻟَّﺮ‬ َ ‫َﻛ‬  (10) kasara l- a¯ milu r-rig˘ la l-yusra¯ . The worker 1broke his (3the) left 2leg. 3

. ‫ﻤـَﻨـﻰ‬ ْ ‫ْﻟـُﻴـ‬

4

2

1

ُ ‫ﺨَّﻴﺎ‬ ‫ط ْﻟـَﻴـَﺪ‬ َ ‫ح ْﻟـ‬ َ ‫ﺟَﺮ‬ َ 3

2

1

(11) g˘ araha l-hayya¯ tu l-yada l-yumna¯ . ˘ 1wounded ˙ 2 The˙ tailor his (the) 4right 3hand.

ُ ‫ﻄَّﺒﺎ‬ . ‫خ ﻟَّﻨﺎَر ْﻟَﻘـِﻮَّﻳـَﺔ‬ ْ ‫َأ‬ َّ ‫ﻃَﻔَﺄ ﻟ‬

(12) atfa a t-tabba¯ hu n-na¯ ra l-qawiyyata. ˙ ˙ 1put˘ out 4the fierce (strong) 3fire. 2 ˙ The cook 4

3

2

َ َ

ُ ‫ﺸـﺎ‬ َ ‫ﻄ‬ ْ ‫ﺣﺎَﻟُﺔ َﻋـ‬ ّ  ‫َأﻟّﺮ‬
.‫ن‬

1

1

(13) ar-rahha¯ latu atsˇa¯ nu. ˙˙ 1 The explorer is˙ thirsty. .‫ﺸَﻔﻰ‬ ْ ‫ﺴـَﺘـ‬ ْ ‫ﺾ ِﻓﻲ ْﻟـُﻤ‬ ُ ‫ﺨِﻠﻴَﻔـُﺔ ْﻟـَﻤِﺮﻳ‬ َ ‫َأْﻟـ‬
(14) al-halı-fatu l-marı-du fı- l-mustasˇfa¯ . ˘ sick caliph is˙ in the hospital. 1 The 1

.‫ﻌَﺒﺎَﻧٌﺔ‬ ْ ‫ﺤﺎِﻣُﻞ َﺗ‬ َ ‫َأْﻟـَﻤﺮَأُة ْﻟـ‬

 (15) al-mar atu l-ha¯ milu ta ba¯ natun. 1 The pregnant˙ woman is 2tired. 2

1

.‫ﻤٌﺔ‬ َ ‫َﺑـْﻐَﺪاُد َﻣِﺪﻳَﻨٌﺔ َﻗِﺪﻳ‬ (16) bag˙ da¯ du madı-natun qadı-matun. Baghdad is 1an old (ancient) city. 1

49

.‫ﻌٌﺔ‬ َ ‫ﻃﺎِﻟ‬ َ

Gender




1

ُ ‫ﺸَـْﻤ‬ ‫ﺲ‬ ّ ‫َأﻟ‬ 

(17) asˇ-sˇamsu ta¯ li atun. The sun 1is˙ rising. .‫ﺷِﺪﻳَﺪٌة‬ َ ‫ِرﻳٌﺢ‬ (18) rıhun sˇadı-datun ˙ 1 a strong wind 1

.‫ﻤﻴَﻠٌﺔ‬ ِ ‫ﺟ‬ َ ‫ﺴُﺔ‬ َ ‫ﺠﺎِﻟ‬ َ ‫ْﻟـ‬

2

‫س‬ ُ ‫َأْﻟَﻌـُﺮو‬

1


 (19) al- aru¯su l-g˘ a¯ lisatu g˘ amı-latun. 2 The sitting 1bride is beautiful. .‫ﺢ‬ ٌ ‫َﻗِﺒﻴ‬

3

ُ ‫ﺲ ْﻟَﻮاِﻗـ‬ ‫ﻒ‬ ُ ‫َأْﻟَﻌـِﺮﻳ‬ 2

1


 (20) al- arı-su l-wa¯ qifu qabı-hun. ˙ 1 The bridegroom 2standing up is 3ugly. .‫ﻃِﻮﻳَﻠًﺔ‬ َ ‫َﻣـَﻘـﺎَﻟـًﺔ‬

3

ِ 2 1 ُّ ‫ﺤـﺎِﻓـ‬ ‫ﻲ‬ َ ‫ﺼـ‬ ّ ‫ﺸـَﺮ ﻟـ‬ َ ‫َﻧـ‬

(21) nasˇara s-siha¯ fiyyu maqa¯ latan tawı-latan. ˙˙˙ ˙ 3article. 2 1 The journalist published a long

ُ ْ  ‫ﻟَﻌﺎَﻟـِﻤَّﻴَﺔ‬ . ‫ﻷوَﻟﻰ َوﻟَّﺜﺎِﻧَﻴَﺔ‬

4

ُ ‫ﻲ ﻟَّﻨﺎ‬ َ ‫ﺤـْﺮ‬ ‫ب‬ َ ‫س ْﻟـ‬ َ ‫ﺴ‬ ِ ‫َﻧ‬ 3



2

1




(22) nasiya n-na¯ su l-harba (f.) l- a¯ lamiyyata l- u¯la¯ wa-t-ta¯ niyata. ˙ forgotten the First and Second ¯ ¯4World 3Wars. 2 The people 1have Translate into Arabic: (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) 50

The sick dog (f.) is thirsty. The father liked the old market. The sick cook (f.) died. The pregnant woman is in the hospital. The sick explorer is thirsty. The sitting bride is tired. The Caliph pulled down the old city. The father bought a big car. The engineer published an ugly article. The director liked the nurse. The tailor put out the strong fire. The worker wounded his (the) left hand. The cook broke his (the) right leg. The journalist has forgotten the First World War.

Chapter 11

Conjunctions, prepositions and the particle ‫ﺣ َّﺘﻰ‬ َ ˙hatta¯ Some conjunctions and prepositions consist of only one con-

11.1

sonant with a short vowel. They are joined to the following word.



11.2 Conjunctions ‫ﻒ‬ ِ ‫ﻄـ‬ ْ ‫ف  ْﻟَﻌ‬ ُ ‫ﺣُﺮو‬ ُ h˙ uru¯ fu l- at˙ fi The three conjunctions

‫َو‬

wa,

...‫َﻓـ‬

fa and

‫ُﺛ َّﻢ‬

commonly used coordinative conjunctions.

tumma are the most ¯

The conjunction ‫و‬ َ ‘and’ should be joined to the following word

11.3

and repeated before every member (constituent) of a series of linked words, e.g.

‫ﺐ َﻣًﻌﺎ‬ ٌ ‫ﻃـﺎِﻟـ‬ َ ‫ﺳـَﺘـﺎُذ َو‬ ْ ‫ج ْﻟـُﻤِﺪﻳُﺮ َوُْﻷ‬ َ ‫ﺧـَﺮ‬ َ 2

1


 harag˘ a l-mudı-ru wa-l- usta¯ du wa-ta¯ libun ma an. ˘ ¯ ˙ The rector and the professor and a student 1went out 2together.

‫ﻀﺎ‬ ً ‫ﺟـْﺒـَﻨـًﺔ َوَﺑـْﻴ‬ ُ ‫ﺧـْﺒـًﺰا َوُزْﺑـَﺪًة َو‬ ُ ‫َأَﻛـَﻞ ﻟـَّﺰُﺑﻮُن‬ 6

5

4

3

2

1




akala z-zabu¯nu hubzan wa-zubdatan wa-g˘ ubnatan wa-baydan. ˘ ˙ The customer 1ate 3bread 4and butter 5and cheese 6and eggs.

2

Note: In English it is customary to add the conjunction ‘and’ only before the last member of a series of coordinated words.

11.4

The conjunction

...‫َﻓـ‬

‘then, and then’ is joined to the word

which follows it. It indicates an order or succession between actions or states, e.g.

51

Conjunctions, prepositions and the particle

َ hatta¯ ‫ﺣ َّﺘﻰ‬ ˙

‫ﺐ‬ ٌ ‫ﻄﺎِﻟـ‬ َ ‫ﺳـَﺘﺎُذ َﻓ‬ ْ ‫ج ْﻟـُﻤِﺪﻳُﺮ َﻓˆ ُْﻷ‬ َ ‫ﺧَﺮ‬ َ 2

1


harag˘ a l-mudı-ru fa-l usta¯ du fa-ta¯ libun. ˘2 ¯ ˙ The rector 1went out and then the professor and then a student.

...‫ َﻓـ‬is also used with a causal sense between two or more verbs or sentences. It can then be translated into English as ‘so, therefore’, e.g.

ِ 1 ّ ‫ﺐ ﻟﻄـﻔْـُﻞ ﻓَـَﻨﺎَم‬ َ ‫َﺗِﻌـ‬ 2



ta iba t-tiflu fa-na¯ ma. The child 1became tired 2and so he slept. ˙˙ OR The tiredness caused the child to sleep.

َ ‫ َﻓَﻐِﺮ‬2 ‫َوَﻗَﻊ ِﻓﻲ ﻟَّﻨْﻬِﺮ‬ ‫ق‬

1

 waqa a fı- n-nahri fa-g˙ ariqa. 1

He fell in the river 2and so he drowned.

11.5

‫‘ ُﺛ َّﻢ‬then, and’, indicates succession with a break in time between

the actions, e.g.

ُّ ‫ﻃ‬ ‫ﻲ‬ ِ ‫ﺸُـْﺮ‬ َ ‫ﺧَﺮ‬ َ ّ ‫ﺴَِﻔﻴُﺮ ُﺛ َّﻢ ﻟ‬ ّ ‫ج ْﻟَﻮِزﻳُﺮ ُﺛ َّﻢ ﻟ‬ 3

2

1

harag˘ a l-wazı-ru tumma s-safı-ru tumma sˇ-sˇurtiyyu. ˘ ¯ ¯ ˙ The minister 1went out, 2then 3the ambassador and then the policeman.




Note: ‫و‬ ْ ‫ َأ‬aw,
‘or’ is used
as a disjunctive conjunction. There is also the expression: ‫ﻣﺎ‬ َّ ‫ ِإ‬imma¯ ... ‫ َأْو‬aw ... ‘either ... or ...’, e.g.

‫ﺖ‬ َ ‫ِإ َّﻣﺎ َأَﻧﺎ َأْو َأْﻧ‬













imma¯ ana¯ aw anta¯ either me or you

َ ‫ﺣ َّﺘﻰ‬

hatta¯ is a particle with many meanings and functions. ˙ In the meaning ‘even’, it is considered by Arab grammarians to be a 11.6

conjunction, because in this function it can connect a clause or phrase with a following apposition. Modern Western linguists would, however, classify it then as a focus particle (or more generally, additive adjunct). 52

When ‫ﺣَّﺘﻰ‬ َ has this function, the following noun remains in the same case as the preceding one, e.g.

After a transitive verb:




‫س‬ َ ‫ﺣَّﺘﻰ ﻟَّﺮْأ‬ َ ‫ﺴَﻤَﻜَﺔ‬ َّ ‫َأَﻛَﻞ ﻟ‬

Conjunctions, prepositions and the particle




akala s-samakata hatta¯ r-ra sa. ˙ He ate the fish, even the head.

َ h˙ atta¯ ‫ﺣ َّﺘﻰ‬

After an intransitive verb:

ُ ‫ﺣَّﺘﻰ ْﻟـُﻤُﻠﻮ‬ َ ‫س‬ ُ ‫ت ﻟَّﻨﺎ‬ .‫ك‬ َ ‫َﻣﺎ‬ ma¯ ta n-na¯ su hatta¯ l-mulu¯ku. ˙ The people died, even the kings.

11.7 Prepositions ‫ﺠَّﺮ‬ َ ‫ف ْﻟـ‬ ُ ‫ﺣُﺮو‬ ُ h˙ uru¯ fu l-g˘ arri The Arabic prepositions can be formally divided into two basic groups: primary and secondary. The primary prepositions can moreover be divided into two subgroups: independent and bound (prefixed). The noun governed by the preposition always follows it and is in the genitive case. If the preposition governs an adverb, the latter does not, of course, change its form. As in many other languages, the Arabic prepositions have several different meanings. The primary prepositions with their basic meanings are:

‫ِﻣْﻦ‬

‫ِإَﻟﻰ‬

‫َﻋْﻦ‬

‫ِﻓﻲ‬

‫َﻣَﻊ‬

ala¯

fı-

ma a with

min from, of,

to, until

from, about

on, over, at

in, at

َ ‫ﺣ َّﺘﻰ‬

‫ُﻣْﻨُﺬ‬

..‫( ِﻟـ‬..‫) ﻟَـ‬

..‫ِﺑـ‬

..‫ﻛـ‬ َ

hatta¯ ˙ until, till,

mundu ¯ since, ago,

li... (la...)

bi...

ka...

for, to

by, with, in

as, like

to, up to

from

because of

ila¯



‫َﻋَﻠﻰ‬




an





than

Note a: The bound (prefixed) prepositions are: ...‫( ِﻟـ‬...‫) ﻟَـ‬, ...‫ ِﺑـ‬and ...‫ﻛـ‬ َ . They are written together with the following word.



Note b: When the prepositions ‫ﻦ‬ ْ
‫ ِﻣـ‬min ‘from’, and ‫ َﻋـْﻦ‬an, ‘about’, are followed by a word having an initial alif with hamzatu l-wasli (waslah), the suku¯ n ˙ ˙

53

Conjunctions, prepositions and the particle

َ h˙ atta¯ ‫ﺣ َّﺘﻰ‬

is changed to fathah or kasrah, in order to avoid having three consonants fol˙ lowing each other, thus smoothing the pronunciation, e.g.

‫ِﻣَﻦ ْﻟـُﻤِﺪﻳِﺮ‬

ِ ‫ﺤْﺮ‬ ‫ب‬ َ ‫َﻋِﻦ ْﻟـ‬

mina l-mudı-ri, from the director



ani l-harbi, about the war ˙

Note c: In certain idioms words such as those below with a suffixed personal pronoun have the preposition ...‫ ِﺑـ‬bi..., e.g.

‫ﺟَﻤِﻌِﻬْﻢ‬ ْ ‫ِﺑَﺄ‬


‫ﺳِﺮِﻫْﻢ‬ ْ ‫ِﺑَﺄ‬






bi- ag˘ ma i-him, all together

‫ﺟَﻤِﻌِﻬْﻢ‬ ْ ‫س ِﺑَﺄ‬ ُ ‫َأﻟَّﻨﺎ‬





bi- asri-him, all together

‫ﺳِﺮِﻫْﻢ‬ ْ ‫س ِﺑَﺄ‬ ُ ‫َأﻟَّﻨﺎ‬






an-na¯ su bi- ag˘ ma i-him, all of the people




an-na¯ su bi- asri-him, all of the

people

(See more about ..‫ ِﺑـ‬bi... in chapter 37.) Examples: 5 4 3 2 1 ‫ﻖ ِﻟﻲ‬ ٍ ‫ﺻِﺪﻳ‬ َ ‫ﺴَﺒِﺢ َﻣَﻊ‬ ْ ‫ﺴَّﻴَﺎَرِة ِإَﻟﻰ ْﻟـَﻤ‬ َ ‫َذَﻫ‬ ّ ‫ﺐ ِﺑˆﻟ‬


 dahaba bi-s-sayya¯ rati ila¯ l-masbahi ma a sadı-qin l-ı-. ¯1 ˙ ˙ He went by car to 2the swimming pool 3with 4a friend 5of 5mine. ( l-ı- is a combination of li... and ...ı- , ‘mine’, see chapter 15.)

‫ِﻟﻲ‬

...‫ِﻟـ‬

‫ي‬..ِ.

4 3 2 1 ‫ﺷْﻬٍﺮ‬ َ ‫ﺻَﻤِﺔ ُﻣْﻨُﺬ‬ ِ ‫ﺴَِﻔﻴُﺮ ِﻓﻲ ْﻟَﻌﺎ‬ َ ‫َﻣﺎ‬ ّ ‫ت ﻟ‬

 ma¯ ta s-safı-ru fı- l- a¯ simati mundu sˇahrin. ˙ ¯ 4 One month 3ago the ambassador 1died in 2the capital (city). 11.8

َ h˙ atta¯ as a preposition ‫ﺣ َّﺘﻰ‬

When ‫ﺣَّﺘﻰ‬ َ functions as a preposition with the meaning ‘until, till, up to, as far as’, the following noun must be in the genitive, e.g. 1 ‫س‬ ِ ‫ﺣَّﺘﻰ ﻟَّﺮْأ‬ َ ‫ﺴَﻤَﻜَﺔ‬ َّ ‫َأَﻛَﻞ ﻟ‬







akala s-samakata hatta¯ r-ra si. (genitive) ˙ He ate 1the fish as far as (i.e. except) the head.

54

Note: Because of the many uses of ‫ﺣـ َّﺘﻰ‬ َ , the father of Arabic grammar, ‫ﺳﻴَﺒَﻮْﻳِﻪ‬ ِ Sı¯bawayhi, made the following immortal statement:

“‫ﺣَّﺘﻰ‬ َ ‫ﻲءٌ ِﻣْﻦ‬ ْ ‫ﺷ‬ َ ‫ﺴﻲ‬ ِ ‫ت َوِﻓﻲ َﻧْﻔ‬ ُ ‫”َأُﻣﻮ‬

Conjunctions, prepositions and the particle





amu¯tu wa-fı- nafsı- sˇay un min hatta¯ ˙ I shall die and still have some hatta¯ left in my soul. ˙

11.9 The secondary prepositions are formed from (verbal) nouns by

َ h˙ atta¯ ‫ﺣ َّﺘﻰ‬

means of the accusative ending -a. The following are the most common of them:

‫َأَﻣﺎَم‬

‫َﺑْﻌـَﺪ‬

‫َﺑْﻴَﻦ‬

‫ﺖ‬ َ ‫ﺤ‬ ْ ‫َﺗ‬

َ ‫َﻓْﻮ‬ ‫ق‬

ama¯ ma

ba da

bayna

fawqa

in front of

after

between,

tahta ˙ under






among

above, over

‫ﺣْﻮَل‬ َ

‫ُدوَن‬

‫ِﺑُﺪوِن‬

ِ ‫ﺿـ َّﺪ‬

hawla ˙ around, about

du¯na

bi-du¯ni

without,

without

didda ˙ against

by, with

‫ِﻋـْﻨـَﺪ‬



inda

under

‫َﻗـْﺒَﻞ‬

َ‫ُﻗـ َّﺪام‬

‫َﻟـَﺪى‬

‫ﺤـَﻮ‬ ْ ‫َﻧـ‬

‫َوَراَء‬

qabla

qudda¯ ma

lada¯

wara¯ a

before

before, in

with, at, by

nahwa ˙ towards,

front of




behind

approximately

Examples:

‫ﻈْﻬِﺮ‬ ُّ ‫ َﻗْﺒﻞَ ﻟ‬qabla d¯ -d¯ uhri, before noon 

˙ ˙

‫ﻈُْﻬِﺮ‬ ّ ‫ َﺑْﻌَﺪ ﻟ‬ba da d-duhri, in the afternoon ˙¯ ˙¯

Note: The above ‫ن‬ َ ‫ ُدو‬du¯ na and replace each other, e.g.

‫ِﺑُﺪوِن َأْﻛٍﻞ‬ 4




3



/‫ن‬ َ ‫ُدو‬

3

‫ ِﺑُﺪوِن‬bi-du¯ ni have the same function and may

‫ﺳُﺒﻮًﻋﺎ‬ ْ ‫ﻲ ُأ‬ َ ‫َﺑِﻘ‬ 2

1




baqiya usbu¯ an du¯na / bi-du¯ni aklin. 1

He stayed 3without 4food for 2one week. (i.e. He didn’t eat for a week.)

11.10 Preposition used in the sense of ‘to have’ Arabic has no verb comparable to the English verb ‘to have’. However, the same sense of owning or possessing can be expressed in nominal

55



Conjunctions, prepositions and the particle

َ h˙ atta¯ ‫ﺣ َّﺘﻰ‬



sentences by using any of the four prepositions ‫ﻊ‬ َ ‫ َﻣ‬ma a, ‫ ِﻋْﻨَﺪ‬inda, ‫َﻟـَﺪى‬ lada¯ or ...‫( ِﻟـ‬...‫ )َﻟـ‬li... (la...) after the noun expressing the owner. The thing owned is expressed in the nominative case as the nominal predicate. The differences in the use of these prepositions often depend on nuances. (a)

The preposition

‫َﻣَﻊ‬

is more frequently used when referring to

available possession at a given time, e.g.



َ ‫ﺐ‬ ِ ‫ﻄﺎِﻟ‬ ‫ﺳَّﻴﺎَرٌة‬ َّ ‫ َﻣﻊَ ﻟ‬ma a t˙-t˙a¯ libi sayya¯ ratun. The student has a car (with him). (lit. With the student [now] a car.) (b)

The preposition

‫ ِﻋْﻨَﺪ‬is the general way of expressing possession,

both concrete and abstract, e.g.



َّ ‫ِﻋْﻨَﺪ ﻟ‬ ‫ﺳّﻴَﺎَرٌة‬ َ ‫ﺐ‬ ِ ‫ﻄﺎِﻟ‬ inda t-ta¯ libi sayya¯ ratun. The student has a car. ˙˙

‫ﺨِﺒﻴِﺮ ِﻓْﻜَﺮٌة‬ َ ‫ِﻋْﻨَﺪ ْﻟـ‬



inda l-habı-ri fikratun. The expert has an idea. ˘ ‫ ِﻋْﻨَﺪ‬can also be used for time, e.g.

‫ﻈْﻬِﺮ‬ ُّ ‫ِﻋْﻨﺪَ ﻟ‬

(c)



inda d-duhri, at (by) noon ˙¯ ˙¯ The preposition ‫ﺪى‬ َ ‫ َﻟـ‬lada¯ is used in the elaborate literary style





more or less in the same way as ‫ﻊ‬ َ ‫ َﻣ‬ma a and ‫ ِﻋْﻨَﺪ‬inda to express

possession.

‫ﺟِﺮ َﻣﺎٌل َﻛِﺜﻴٌﺮ‬ ِ ‫َﻟَﺪى ﻟّﺘﺎ‬ (d)

lada¯ t-ta¯ g˘ iri ma¯ lun kat-ırun. The merchant has a lot of money. ¯ The preposition ...‫( ِﻟـ‬...‫ ) ﻟَـ‬expresses both concrete and abstract possession and can also be used with inanimate possessors, as well as in the sense of ‘for, to, because of’, e.g.

‫ﺣٌﺪ‬ ِ ‫ب َوا‬ ٌ ‫ﺖ َﺑﺎ‬ ِ ‫ِﻟْﻠَﺒْﻴ‬ li-l-bayti ba¯ bun wa¯ hidun. The house has only one door. ˙

ِ‫ﺴـَّﻴـﺎَرُة ِﻟْﻠُﻤَﻌَّﻠﻢ‬ َّ ‫َأﻟ‬






as-sayya¯ ratu li-l-mu allimi, the car belonging to the teacher ‫ا‬

56

‫ ِﻟذِﻟَﻚ‬/ ‫ِﻟﻬَﺬ‬ ‫ا‬

li-ha¯ da¯ / li-da¯ lika, for this reason, because of that, therefore ¯ ¯

11.11 Spelling rules for the preposition ‫ِﻟـ‬... li... (a)

...‫ ِﻟـ‬li... ‘for, to’ precedes a word with the definite article
...‫ َأْﻟـ‬al..., the hamzah with its alif ‫ أ‬is omitted in writing and When




pronunciation, and the two la¯ ms are joined together, e.g.

‫َأْﻟَﻌﺎِﻣُﻞ‬

(not:



al- a¯ milu

li-l- a¯ mili

the worker

for the worker

‫ﺐ‬ ُ ‫ﻄـِﺒـﻴ‬ َّ ‫َأﻟ‬

‫ﺐ‬ ِ ‫ﻄـِﺒﻴ‬ َّ ‫ِﻟﻠ‬




at-tabı-bu ˙˙ the physician

(b)

‫ ِﻷَْﻟَﻌﺎِﻣِﻞ‬li- al- a¯ mili)  (Note: ‫ ع‬is a moon letter.)

‫ِﻟْﻠـَﻌﺎِﻣِﻞ‬







َ h˙ atta¯ ‫ﺣ َّﺘﻰ‬




‫ﺐ‬ ِ ‫ﻄـِﺒﻴ‬ َّ ‫ َِﻷﻟ‬li- at˙-t˙abı-bi) (Note: ‫ ط‬t is a sun letter.) ˙ (not:

li-t-tabı-bi ˙˙ for the physician

Conjunctions, prepositions and the particle

When the preposition ...‫ ِﻟـ‬li... precedes a word which itself begins




with the letter la¯ m ...‫ ِﻟـ‬and which has a definite article, the alif +

hamzah of the definite article will again be elided, but because three la¯ ms cannot be written in succession, the la¯ m of the article and the initial la¯ m of the following word are written as one with the sign sˇ addah (remember that la¯ m is a sun letter), e.g.

‫َأﻟُّﻠَﻐُﺔ‬

‫ُﻟَﻐٌﺔ‬

‫ِﻟُّﻠَﻐِﺔ‬

(not:

li-l-lug˙ ati

li- al-lug˙ ati)

lug˙ atun a language

the language

for the language

‫َﻟْﻮٌن‬

‫َأﻟ َّﻠْﻮُن‬

‫ِﻟ َّﻠْﻮِن‬

(not:

li-l-lawni

li- al-lawni)

al-lug˙ atu

lawnun




a colour

the colour

11.12

al-lawnu




‫َِﻷﻟُّﻠَﻐِﺔ‬







‫َِﻷﻟ َّﻠْﻮِن‬

for the colour

The adjective qualifying a noun preceded by a preposition is

also in the genitive case, thus agreeing with the noun it qualifies, e.g. 2 1 ‫ﺠِﺪﻳـِﺪ‬ َ ‫ع ْﻟـ‬ ِ ‫ﺸَـﺎِر‬ ّ ‫ﺳـَﻜـَﻦ ِﻓﻲ ﻟ‬ َ

 sakana fı- sˇ-sˇa¯ ri i l-g˘ adı-di. 1He lived on the new 2street.

‫ﺠـَﺮِة ْﻟَﻜِﺒﻴَﺮِة‬ َ ‫ﺸَـ‬ َ ‫ﺤـ‬ ْ ‫ﺲ َﺗ‬ َ ‫ﺟَﻠ‬ َ ّ ‫ﺖ ﻟ‬ 3

2

1

g˘ alasa tahta sˇ-sˇag˘ arati l-kabı-rati. 1He sat 2under the big 3tree. ˙

57

Conjunctions, prepositions and the particle

َ h˙ atta¯ ‫ﺣ َّﺘﻰ‬

Exercises Practise your reading:

ْ ‫ﺴـِﻔـﻴُﺮ َﻣًﻌﺎ ِﻣَﻦ ْﻟَﻘـ‬ .‫ﺼـِﺮ‬ َّ ‫َوﻟ‬

2

‫ج ْﻟـَﻤِﻠـُﻚ َوْﻟَﻮِزﻳـُﺮ‬ َ ‫ﺧـَﺮ‬ َ

1

 (1) harag˘ a l-maliku wa-l-wazı-ru wa-s-safı-ru ma an mina l-qasri. ˘ ˙ The king, the minister 2and the ambassador 1went out of the palace together. .‫ﺳَﻮِد‬ ْ ‫َْﻷ‬

3

َّ ‫ﺳَﺘﺎُذ ِﺑˆﻟ‬ ِ ‫ﺸﻮَرِة َﻋـَﻠـﻰ ﻟـﻠّـَْﻮ‬ ‫ح‬ ُ ‫ﻄْﺒ‬ ْ ‫ﺐ ُْﻷ‬ َ ‫َﻛـَﺘـ‬ 2




1






(2) kataba l- usta¯ du bi-t-tabsˇu¯rati ala¯ l-lawhi l- aswadi. ¯ ˙˙ ˙ The professor wrote 1with the chalk on the blackboard (3black 2board).

َ ‫ب‬ َ ‫ﺷِﺮ‬ َ ‫ﺼـﻴًﺮ ُﺛَّﻢ‬ .‫ﺷﺎًﻳﺎ‬ ِ ‫َﻋـ‬

3

َ ‫ﺸـِﺮ‬ ‫ب‬ َ ‫ﺴـﺎِﻓـٌﺮ َﻓـ‬ َ ‫ﺶ ُﻣ‬ َ ‫ﻄـ‬ ِ ‫َﻋ‬ 2

1

  (3) atisˇa musa¯ firun fa-sˇariba as-ıran tumma sˇariba sˇa¯ yan. ˙ ˙ ¯ 2 A traveller 1got thirsty and (so) he drank 3juice, then he drank tea. .‫ت‬ َ ‫َﻓـَﻤﺎ‬

5

‫ﺴِّﻜﻴِﻦ‬ َ ‫ﺤﺎِر‬ َ ‫ﺠِﺮُم ْﻟـ‬ ْ ‫ب ْﻟـُﻤ‬ َ ‫ﺿـَﺮ‬ َ َّ ‫س ِﺑˆ ﻟ‬ 4

3

2

1

(4) daraba l-mug˘ rimu l-ha¯ risa bi-s-sikkı-ni fa-ma¯ ta. ˙ ˙ 2 The criminal 1stabbed (hit) 3the guard 4with a (the) knife, 5and (so he) died. . ‫ﻤَﺔ‬ َ ‫ﺻ‬ ِ ‫ْﻟَﻌﺎ‬

5

4 3 2 1 َ‫ﺣَﺘّﻞ‬ ُ ‫ﻀَﺎِﺑ‬ ْ ‫ﻼِد َو‬ َ ‫ﺶ َﻋـَﻠﻰ ْﻟـِﺒ‬ ِ ‫ﺠْﻴ‬ َ ‫ﻂ ِﺑˆ ْﻟـ‬ َ ‫ﺣ‬ َ ‫َز‬ ّ ‫ﻒ ﻟ‬





(5) zahafa d-da¯ bitu bi-l-g˘ aysˇi ala¯ l-bila¯ di wa-htalla l- a¯ simata. ˙ ˙ ˙ ˙ ˙ ˙ 2 The officer 1marched 3with the army into the country 4and occupied 5

the capital.

. ‫ﻣٍﺔ‬ َ ‫ﻼ‬ َ ‫ﺴ‬ َ ‫ج ِﺑ‬ َ ‫ﺧـَﺮ‬ َ ‫َو‬

4

‫ﺴـَﺒـَﺢ‬ َ ‫ﻃـْﻔـٌﻞ ِﻓـﻲ ِﺑْﺮَﻛٍﺔ َﻓـ‬ ِ ‫َوَﻗـَﻊ‬ 3

2

1

 (6) waqa a tiflun fı- birkatin fa-sabaha wa-harag˘ a bi-sala¯ matin. ˘ ˙ ˙ A child 1fell into 2a pool 3and swam and 4came out safely. .‫ﻞ‬ َ ‫ﺧ‬ َ ‫َد‬



4

3 2 1 ُ ‫ﻀـْﻴـ‬ ‫ب ُﺛ َّﻢ‬ َ ‫ﻒ ْﻟـَﺒﺎ‬ َ ‫َﻗـَﺮ‬ َّ ‫ع ﻟـ‬

(7) qara a d-dayfu l-ba¯ ba tumma dahala. ˘ ˙ ˙ ¯ 2 The guest 1knocked at 3the door and (then) 4went in.

‫ﻂ‬ ِ ‫ﺤَّﻤَﻠـٌﺔ ِﺑˆ ْﻟَّﻨْﻔ‬ َ ‫ﺻَﻤِﺔ ُﻣ‬ ِ ‫ﺳـِﻔـﻴَﻨٌﺔ ِإَﻟﻰ ْﻟَﻌﺎ‬ َ / ‫ﺧَﺮٌة‬ ِ ‫ﺖ َﺑﺎ‬ ْ ‫ﺻَﻠ‬ َ ‫َو‬ 3

58

2

1


 (8) wasalat ba¯ hiratun / safı-natun ila¯ l- a¯ simati muhammalatun bi-n-nafti. ˘ ˙ ˙ ˙ ˙ 2 A ship (boat) 1arrived at the capital 3loaded with oil (petroleum).

.‫ﺴِﻔـﻴِﺮ‬ َّ ‫َﻫﺎّﻣًﺎ ِﻟـْﻠـَﻮِزﻳـِﺮ َوﻟ‬



3

‫ﺧَﺒًﺮا‬ َ ‫ﺚ ْﻟـَﻤِﻠُﻚ‬ َ ‫َﺑَﻌ‬ 2

1

(9) ba ata l-maliku habaran ha¯ mman li-l-wazı-ri wa-s-safı-ri. ˘ ¯ The king 1sent an 3important 2message to the minister and to the ambassador.

ِ ‫ِﻟـﻠّﺘَﺎ‬ . ‫ﺟِﺮ‬

‫ﻄـًﺔ‬ َ ‫ﺷـْﻨ‬ َ / ‫ﺣِﻘـﻴَﺒًﺔ‬ َ ُ‫ﺣَﻤَﻞ ْﻟَﺒّﻮَاب‬ َ

4

3

2

Conjunctions, prepositions and the particle

َ h˙ atta¯ ‫ﺣ َّﺘﻰ‬

1

(10) hamala l-bawwa¯ bu haqı-batan / sˇantatan li-t-ta¯ g˘ iri. ˙ ˙ ˙ 2 The doorman 1carried 3a bag 4belonging to the merchant. .‫ض‬ َ ‫َﻓَﻤِﺮ‬

َ ‫ب‬ َ ‫ﺷـِﺮ‬ َ ‫ﺳَﻤًﻜﺎ َﻣْﻘـِﻠّﻴًﺎ ُﺛـ َّﻢ‬ ‫ﺣِﻠﻴًﺒﺎ َﺑﺎِرًدا‬ َ ‫َأَﻛـَﻞ ﻟـّﺰَُﺑﻮُن‬

5

4

3

2

1


(11) akala z-zabu¯nu samakan maqliyyan tumma sˇariba halı-ban ba¯ ridan ¯ ˙ fa-marida. ˙ The 1guest (customer) ate 3fried 2fish, then he drank 4cold milk 5and (so he) got sick.

ِ ‫ﺼََﺒﺎ‬ .‫ح‬ ّ ‫ ﻟ‬4

3 2 1 ‫ﺣّﺘَﻰ‬ َ ‫ﺲ ِﻓﻲ ﻟ َّﻠْﻴِﻞ‬ ِ ‫ َأْﻣ‬/ ‫ﺣَﺔ‬ َ ‫ﺖ ْﻟَﺒﺎِر‬ ُ ‫َﻋِﻤْﻠ‬


(12) amiltu l-ba¯ rihata / amsi fı- l-layli hatta¯ s-saba¯ hi. ˙ ˙ ˙˙ ˙ 2 Yesterday 1I worked through 3the night until 4(the) morning.

ٍ

.‫ﻲ‬ ّ ‫ﺟَﻨِﺒ‬ ْ ‫َأ‬

3




‫ﺐ‬ ٍ ‫ﻲ ِﻟـَﻜﺎِﺗ‬ َّ ‫ب ْﻟَﻌَﺮِﺑ‬ ِ ‫ت ِﻛَﺘﺎًﺑﺎ َﻋِﻦ َﻷَد‬ ُ ‫َﻗَﺮْأ‬ 2






1






(13) qara tu kita¯ ban ani l- adabi l- arabiyyi li-ka¯ tibin ag˘ nabiyyin. I read a book 1about Arabic 2literature by 3a foreign writer.

ِ 1 ّ ‫ﻄَﻌﺎُم ِﻟـﻠ‬ ِ ‫ﻄْﻔ‬ .‫ﻞ‬ َّ ‫ه َﺬ ﻟ‬ ‫ا‬



(14) ha¯ da¯ t-ta a¯ mu li-t-tifli. ¯ ˙˙ ˙˙ This 1food is for the child (or: the child’s). .‫ﻞ‬ ِ ‫ِﺑˆ ْﻟَﻌْﻮَدِة ِإَﻟﻰ ْﻟَﻌَﻤ‬



4

3 2 َّ ‫ َوَﻋَﺪ ْﻟـُﻤَﻮ‬1 ٍ ‫ﺳُﺒﻮ‬ ‫ع‬ ْ ‫ﻇﻒُ ُﻣْﻨُﺬ ُأ‬













(15) wa ada l-muwaddafu mundu usbu¯ in bi-l- awdati ila¯ l- amali. ¯ ˙¯ ˙¯ 3 A week 2ago the employee 1promised that he would 4return to work. .‫ﻊ‬ ِ ‫ﺼـَﻨ‬ ْ ‫ْﻟـَﻤ‬

2

‫ﺐ َوْﻟَﻌـﺎِﻣُﻞ ِﻓﻲ‬ ِ ‫س ِﻓـﻲ ْﻟـَﻤْﻜـَﺘ‬ ُ ‫َأْﻟـُﻤﻬﻨِﺪ‬ 1


  (16) al-muhandisu fı- l-maktabi wa-l- a¯ milu fı- l-masna i. ˙ The engineer is in the office 1and the worker is in 2the factory. .‫ﻋـِﺔ‬ َ ‫ِﻟـﻠـَّﺰَرا‬

4

ٍ ‫ﺼِﺮ‬ ‫ف‬ ْ ‫ﺲ َﻣ‬ ِ ‫ﺳﻴ‬ ِ ‫ﺤُﻜﻮَﻣُﺔ ِﺑـَﺘْﺄ‬ ُ ‫ﺖ ْﻟـ‬ ِ ‫ﺤ‬ َ ‫ﺳَﻤ‬ َ 3




2

1



(17) samahati l-huku¯matu bi-ta sı-si masrifin li-z-zira¯ ati. ˙ ˙ ˙ 2 The government 1permitted 3the establishment of an 4agricultural bank.

59

Conjunctions, prepositions and the particle

َ h˙ atta¯ ‫ﺣ َّﺘﻰ‬

.‫ﻞ‬ َ ‫ﻟّﺜُْﻔ‬

1 ‫ﺣّﺘَﻰ‬ َ ‫ﻒ ْﻟَﻘْﻬَﻮَة‬ ُ ‫ﻀَْﻴ‬ َ ‫ﺷِﺮ‬ َ ّ ‫ب ﻟ‬

2

(18) sˇariba d-dayfu l-qahwata hatta¯ t-tufla. ˙ ˙ ˙ ¯¯ The 1guest drank the coffee, even 2the grounds. .‫ﻈِﻢ‬ ْ ‫ْﻟَﻌ‬




2

1 ‫ﺣّﺘَﻰ‬ َ ‫ﺤَﻢ‬ ْ ‫ﺐ ﻟـَّﻠ‬ ُ ‫َأَﻛَﻞ ْﻟَﻜْﻠ‬



(19) akala l-kalbu l-lahma hatta¯ l- admi. ˙ ˙ ˙¯ The dog ate 1the meat to 2the bones.

ْ ‫ﺣّﺘَﻰ ْﻟَﻌ‬ َ ‫ﺤَﻢ‬ ْ ‫ﻂ ﻟـ َّﻠ‬ .‫ﻈَﻢ‬ ُّ ‫ْﻟـِﻘ‬




1

‫َأَﻛَﻞ‬ 

(20) akala l-qittu l-lahma hatta¯ l- adma. ˙˙ ˙ ˙ ˙¯ 1 The cat ate the meat, even the bones. Translate into Arabic: (1) The dog ate the fried fish and then he drank milk. (2) The officer knocked at the door and (then) went into the office. (3) The merchant wrote an important message to the government. (4) The blackboard fell on the cat and (so) he died. (5) The worker stabbed (hit) the engineer with a knife. (6) The ambassador fell into the pool and (so) he died. (7) The army occupied the factory. (8) The child drank cold juice in the morning, (and) so he got sick. (9) Yesterday I read an important book about the factory. (10) The doorman carried the bag and the food to the palace. (11) The minister promised to establish an agricultural bank in the country. (12) The guest got thirsty and (so) drank cold juice and then he drank coffee. (13) The employee knocked at the door and (then) he went in to the king.

60


Ida¯ fah construction (genitive ˙ attribute) and the five nouns Chapter 12




The meaning of the Arabic term ida¯ fah ‫ﻀﺎَﻓٌﺔ‬ َ ‫ ِإ‬is ‘addition’, ˙ ‘annexation’, or ‘attachment’. This kind of annexation occurs when two 12.1

nouns (or an adjective and a noun) are linked together and immediately follow each other. It is comparable to a genitive or attributive construction, where the first noun (or adjective) is the head constituent and the second noun is the attribute.




The first noun (or adjective) of the ida¯ fah construction is called ˙
ُ ‫ﻀﺎ‬ ‫ف‬ َ ‫ َأْﻟـُﻤ‬al-mud˙ a¯ fu, meaning ‘annexed’ or ‘attached’. The second

noun is called ‫ﻀﺎفُ ِإَﻟْﻴِﻪ‬ َ ‫ َأْﻟـُﻤ‬al-mud˙ a¯ fu ilay-hi, meaning ‘annexer’ or
‘attacher’. There are two variants of the ida¯ fah construction. ˙

12.2 The first variant: genitive construction The first variant is called

َ ‫ﺿﺎَﻓُﺔ ْﻟـ‬ َ ‫َأِْﻹ‬ ‫ﺤِﻘﻴﻘِ َّﻴُﺔ‬





al- ida¯ fatu l-haqı¯qiyyatu, ˙ ˙ genuine annexation. It corresponds to the genitive construction and is similar to English ‘of ...’ or ‘...’s’. In the following examples, the annexer expresses the possessor and the annexed a possessed item: Indefinite form

Definite form

‫ف ِإَﻟْﻴِﻪ‬ ُ ‫ﻀﺎ‬ َ ‫َأْﻟـُﻤ‬

ُ ‫ﻀﺎ‬ ‫ف‬ َ ‫َأْﻟـُﻤ‬

‫ف ِإَﻟْﻴِﻪ‬ ُ ‫ﻀﺎ‬ َ ‫َأْﻟـُﻤ‬

ُ ‫ﻀﺎ‬ ‫ف‬ َ ‫َأْﻟـُﻤ‬

Annexer possessor

Annexed possessed

Annexer possessor

Annexed possessed

‫ُﻣَﻌـَّﻠٍﻢ‬

ُ ‫ِﻛـَﺘـﺎ‬ ‫ب‬

‫ْﻟـُﻤَﻌـَّﻠِﻢ‬



kita¯ bu mu allimin (not: kita¯ bun...) a book of a teacher OR a teacher’s book



‫ب‬ ُ ‫ِﻛـَﺘـﺎ‬


kita¯ bu l-mu allimi (not: al-kita¯ bu...) the book of the teacher OR the teacher’s book

61




Ida¯ fah ˙ construction, the five nouns

12.3




The semantic relation between the two constituents of the

ida¯ fah construction is not, however, always that of possessed/property ˙ + possessor or item + the entity to which the item belongs. (a)

In the following example the relation is that of item and material: Indefinite form

Definite form

‫ف ِإَﻟْﻴِﻪ‬ ُ ‫ﻀﺎ‬ َ ‫َأْﻟـُﻤ‬

ُ ‫ﻀﺎ‬ ‫ف‬ َ ‫َأْﻟـُﻤ‬

‫ف ِإَﻟْﻴِﻪ‬ ُ ‫ﻀﺎ‬ َ ‫َأْﻟـُﻤ‬

ُ ‫ﻀﺎ‬ ‫ف‬ َ ‫َأْﻟـُﻤ‬

Annexer

Annexed

Annexer

Annexed

material

item

material

item

‫ﺐ‬ ٍ ‫ﺸ‬ َ ‫ﺧ‬ َ

ُ ‫َﺑﺎ‬ ‫ب‬

‫ﺐ‬ ِ ‫ﺸ‬ َ ‫ﺨ‬ َ ‫ْﻟـ‬

‫ب‬ ُ ‫َﺑﺎ‬

ba¯ bu hasˇabin ˘ a wooden door

ba¯ bu l-hasˇabi ˘ the wooden door

a door of wood

the door of wood

Note: You can also use the preposition e.g.

‫ ِﻣْﻦ‬min to express the material,

‫ﺐ‬ ٍ ‫ﺸ‬ َ ‫ﺧ‬ َ ‫ب ِﻣْﻦ‬ ٌ ‫َﺑﺎ‬

(b)

‫ﺐ‬ ٍ ‫ﺸ‬ َ ‫ﺧ‬ َ ‫ب ِﻣْﻦ‬ ُ ‫َأْﻟَﺒﺎ‬




ba¯ bun min hasˇabin ˘ a door (made) of wood

al-ba¯ bu min hasˇabin ˘ the door (made) of wood

A door is (made) of wood.

The door is (made) of wood.

In the following example the relation is that between part and whole (partitive attribute): Indefinite form

‫ف ِإَﻟْﻴِﻪ‬ ُ ‫ﻀﺎ‬ َ ‫َأْﻟـُﻤ‬

‫ف ِإَﻟْﻴِﻪ‬ ُ ‫ﻀﺎ‬ َ ‫َأْﻟـُﻤ‬

ُ ‫ﻀﺎ‬ ‫ف‬ َ ‫َأْﻟـُﻤ‬

Annexed

Annexer

Annexed

whole

part

whole

part

‫ﺧْﺒٍﺰ‬ ُ

‫ﻄَﻌُﺔ‬ ْ ‫ِﻗ‬

‫ﺨْﺒِﺰ‬ ُ ‫ْﻟـ‬

‫ﻄَﻌُﺔ‬ ْ ‫ِﻗ‬

qit atu hubzin ˘ ˙ a piece of bread (c)

ُ ‫ﻀﺎ‬ ‫ف‬ َ ‫َأْﻟـُﻤ‬

Annexer



62

Definite form



qit atu l-hubzi ˘ ˙ the piece of (the) bread

In the following cases, which are ambiguous, the relation is that of item and contents or item and purpose/material:

Indefinite form

‫ف ِإَﻟْﻴِﻪ‬ ُ ‫ﻀﺎ‬ َ ‫َأْﻟـُﻤ‬

ُ ‫ﻀﺎ‬ ‫ف‬ َ ‫َأْﻟـُﻤ‬

‫ف ِإَﻟْﻴِﻪ‬ ُ ‫ﻀﺎ‬ َ ‫َأْﻟـُﻤ‬

ُ ‫ﻀﺎ‬ ‫ف‬ َ ‫َأْﻟـُﻤ‬

Annexer

Annexed

Annexer

Annexed

contents/purpose

item

contents/purpose

item

‫َﻗْﻬَﻮٍة‬

‫ﺠﺎُن‬ َ ‫ِﻓْﻨ‬

‫ْﻟـَﻘْﻬَﻮِة‬

‫ﺠﺎُن‬ َ ‫ِﻓْﻨ‬

fing˘ a¯ nu qahwatin

fing˘ a¯ nu l-qahwati

a cup of coffee

the cup of coffee

a coffee cup

the coffee cup

‫ﺴٍﻞ‬ َ ‫َﻋ‬

(d)




Definite form



‫ﺷﻬُﺮ‬ َ

‫ﺴِﻞ‬ َ ‫ْﻟَﻌ‬



Ida¯ fah ˙ construction, the five nouns

‫ﺷﻬُﺮ‬ َ

sˇahru asalin

sˇahru l- asali

a honey month (honeymoon)

the honey month (honeymoon)

lit. a month of honey

lit. the month of honey

Sometimes the annexer can function either as genitive attribute or logical object, e.g. Indefinite form

Definite form

‫ف ِإَﻟْﻴِﻪ‬ ُ ‫ﻀﺎ‬ َ ‫َأْﻟـُﻤ‬

ُ ‫ﻀﺎ‬ ‫ف‬ َ ‫َأْﻟـُﻤ‬

‫ف ِإَﻟْﻴِﻪ‬ ُ ‫ﻀﺎ‬ َ ‫َأْﻟـُﻤ‬

ُ ‫ﻀﺎ‬ ‫ف‬ َ ‫َأْﻟـُﻤ‬

Annexer

Annexed

Annexer

Annexed

connection/object

person

connection/object

person

‫ﺷِﺮَﻛٍﺔ‬ َ

‫ُﻣِﺪﻳُﺮ‬

‫ﺸِﺮَﻛِﺔ‬ َّ ‫ﻟ‬

‫ُﻣِﺪﻳُﺮ‬

mudı-ru sˇarikatin

mudı-ru sˇ-sˇarikati

a director of a company

the director of the company

a company director

the company director




12.4 Rules concerning the ida¯fah construction ˙ (a)

Whether or not the first noun (the annexed) refers to something




definite or indefinite, it never takes the definite article ...‫ َأْﻟـ‬al... or nunation. (b)

The second noun (the annexer) is always in the genitive case.




It may take the article ...‫ َأْﻟـ‬al... or nunation according to its definiteness status.

63




Ida¯ fah ˙ construction, the five nouns

(c)

If the second noun (the annexer) is in the definite form, it




causes the whole ida¯ fah construction to be definite. If the ˙
second noun is indefinite, then the entire ida¯ fah construction is ˙ indefinite.

12.5




The second variant: ida¯fah adjective ˙




The second variant of the ida¯ fah construction may also be called ˙
ida¯ fah adjective, because an adjective is construed with a definite noun ˙ in the genitive case. The noun then expresses something with regard or respect to which the quality of the adjective obtains (Latin: genetivus respectus). In Arabic this construction is called





َ ‫ﺿﺎَﻓُﺔ َﻏْﻴُﺮ ْﻟـ‬ َ ‫َأِْﻹ‬ ‫ﺤِﻘﻴِﻘ َّﻴِﺔ‬

al- ida¯ fatu g˙ ayru l-haqı¯qiyyati, which means improper annexation, ˙ ˙ e.g.

‫ف ِإَﻟْﻴِﻪ‬ ُ ‫ﻀﺎ‬ َ ‫ف َأْﻟـُﻤ‬ ُ ‫ﻀﺎ‬ َ ‫َأْﻟـُﻤ‬ Annexer

Annexed

noun

adjective ‫ َﻗِﺒﻴُﺢ‬qabı-h˙ u l-mand¯ ari, one of ugly appearance, bad-looking ˙ ‫ﻃﻴَّـَﺒُﺔ‬ َ t˙ayyibatu l-qalbi, one (f.) with a good heart ‫ َﻛِﺜﻴُﺮ‬kat¯-ıru l-ma¯ li, wealthy man (lit. abundant of wealth) ‫ﺟِﻤﻴَﻠُﺔ‬ َ g˘amı-latu l-wag˘hi, one (f.) with a beautiful face,

‫ﻈِﺮ‬ َ ‫ْﻟـَﻤْﻨ‬ ‫ﺐ‬ ِ ‫ْﻟَﻘـْﻠ‬ ‫ْﻟـَﻤﺎِل‬ ‫ﺟِﻪ‬ ْ ‫ْﻟَﻮ‬

fair-faced

ُّ ‫ﻟ‬ ‫ﺸـْﻜِﺮ‬

‫ﺟِﺰﻳُﻞ‬ َ g˘azı-lu sˇ-sˇukri, very thankful

‫ﻟـَّﻠْﻮِن‬

ُ ‫ َﻏﺎِﻣ‬g˙a¯ miqu l-lawni, dark- (deep-)coloured ‫ﻖ‬

‫ْﻟَﻌْﻘِﻞ‬

ُ‫َﻗِﻠﻴﻞ‬

 qalı-lu l- aqli, stupid, insane (lit. one with little

intelligence)

‫ﺴﺎِن‬ َ ‫ﻟـَّﻠ‬

‫ﻃِﻮﻳَﻠُﺔ‬ َ t˙awı-latu l-lisa¯ ni, a gossip (f.), insolent (lit. one with a

long tongue)

12.6 The first adjective in the above examples may take the definite




64

article ...‫ َأْﻟــ‬al... when a noun in the definite form precedes it, although this contradicts rule 12.4a mentioned above.




‫ف ِإَﻟْﻴِﻪ‬ ُ ‫ﻀﺎ‬ َ ‫ف َأْﻟـُﻤ‬ ُ ‫ﻀﺎ‬ َ ‫َأْﻟـُﻤ‬ Annexer

Annexed

noun

adjective

‫ﺟِﻪ‬ ْ ‫ْﻟـَﻮ‬

‫ﺠِﻤﻴَﻠُﺔ‬ َ ‫َأْﻟِﺒْﻨﺖُ ْﻟـ‬

Ida¯ fah ˙ construction, the five nouns




al-bintu -l-g˘ amı-latu l-wag˘ hi

the girl with a (the) beautiful face

‫ﺐ‬ ِ ‫ْﻟـَﻘـْﻠ‬

َّ ‫ﺸَْﻴﺦُ ﻟـ‬ ‫ﺐ‬ ُ ‫ﻄـﻴَّـ‬ ّ ‫َأﻟ‬

‫ْﻟَﻌْﻘِﻞ‬

ُ‫ﺟﻞُ ْﻟـَﻘِﻠﻴﻞ‬ ُ ‫َأﻟَّﺮ‬




asˇ-sˇayhu t-tayyibu l-qalbi ˘ ˙˙ the sheikh with a kind heart
 ar-rag˘ ulu l-qalı-lu l- aqli

the stupid man (lit. the man with little intelligence)




When the first noun (the annexed) in the genuine ida¯ fah con˙ struction is qualified by an adjective, the adjective agrees with the noun 12.7

in number, gender and case. But the adjective must be placed after the




whole ida¯ fah construction, e.g. ˙

َ ‫ِﻓﻲ‬ َ ‫ﺳـَّﻴﺎَرِة ُﻣ‬ ‫ﺠِﺪﻳَﺪِة‬ َ ‫ﺤَّﻤٍﺪ ْﻟـ‬

fı- sayya¯ rati Muhammadini l-g˘ adı-dati ˙ in Muhammad’s new car ˙ 12.8

َ َ ‫ﺳـَّﻴﺎَرُة ُﻣ‬ ‫ﺠِﺪﻳَﺪُة‬ َ ‫ﺤَّﻤٍﺪ ْﻟـ‬

sayya¯ ratu Muhammadini l-g˘ adı-datu ˙ Muhammad’s new car ˙

In an unvocalized text it is difficult to know which noun (first

or second) the adjective is referring to when it is placed after an




ida¯ fah construction. Vowelling/vocalization is the remedy for this, ˙ e.g.

ِ ‫ﺧﻞُ ْﻟـَﺒـْﻴـ‬ َ ‫َﻣْﺪ‬ ‫ﺼَِﻐـﻴُﺮ‬ ّ ‫ﺖ ﻟـ‬

madhalu l-bayti s-sag˙-ıru ˘ ˙˙ the small gate of the house 12.9 (‫ِإَﻟْﻴِﻪ‬

َّ ‫ﺧﻞُ ْﻟـَﺒْﻴـﺖِ ﻟـ‬ َ ‫َﻣْﺪ‬ ‫ﺼِﻐـﻴِﺮ‬

madhalu l-bayti s-sag˙-ıri ˘ ˙˙ the gate of the small house




A complex ida¯ fah phrase may contain several nested annexers ˙ ‫ف‬ ٌ ‫ﻀﺎ‬ َ ‫)ُﻣ‬, but only the last annexer may take the definite article,

e.g. 4 3 2 1 ‫ﺟّﻴَِﺔ‬ ِ ‫ﺨﺎِر‬ َ ‫ﺣِﺪﻳَﻘِﺔ َوِزﻳِﺮ ْﻟـ‬ َ ‫ﺧُﻞ‬ َ ‫َﻣْﺪ‬

madhalu hadı-qati wazı-ri l-ha¯ rig˘ iyyati ˘ ˘ ˙ 1 the gate to (of) 2the garden of the 3Minister of 4Foreign Affairs

65




Ida¯ fah ˙ construction, the five nouns

12.10 However, the noun to which the adjective refers may be ambiguous even in a vocalized text, e.g.

‫ﺼﻴِﺮ‬ ِ ‫ﺐ ِﺑَﻘَﻠِﻢ ﻟﺘَّْﻠِﻤﻴِﺬ ْﻟَﻘ‬ َ ‫َﻛـَﺘ‬ kataba bi-qalami t-tilmı-di l-qas-ıri. He wrote with the short pen of the ¯ ˙ student. OR He wrote with the pen of the short student.

12.11

The only element that can be placed between the annexed and

the annexer is a demonstrative pronoun, e.g.

‫ﺠﺎِﻣَﻌـِﺔ‬ َ ‫ﺐ ﻫِﺬِه ْﻟـ‬ ُ ‫ﻃﺎِﻟـ‬ َ ‫ا‬



ta¯ libu ha¯dihi l-g˘ a¯ mi ati, the student of this university ˙ ¯ The five nouns

‫ﺴُﺔ‬ َ ‫ﺨْﻤ‬ َ ‫ﺳَﻤﺎُء ْﻟـ‬ ْ ‫َأَْﻷ‬








al- asma¯ u l-hamsatu below ˘ take the three case endings, but they differ slightly from the usual ones. 12.12




When these nouns enter an ida¯ fah construction, their case vowels ˙ become long: -u¯ , -a¯ , -ı¯ (instead of -u, -a, -i).

ٌ ‫َأ‬ ‫ب‬


abun

father

ٌ ‫َأ‬ ‫خ‬

‫ﺣـٌﻢ‬ َ

‫ُﻓـﻮ‬

‫ُذو‬

ahun ˘ brother

hamun ˙ father-in-law

fu¯

du¯ ¯ owner, possessor




mouth

Note: Instead of the nominative case form ‫ ُﻓـﻮ‬fu¯ , ‘mouth’, the alternative form ‫ َﻓـٌﻢ‬famun is more frequently used.

Examples: Nominative

Accusative




Genitive







‫( َأُﺑﻮ ْﻟَﻮَﻟـِﺪ‬not: ‫ب‬ ُ ‫ َأ‬abu) ‫( َأَﺑﺎ ْﻟـَﻮَﻟـِﺪ‬not: ‫ب‬ َ ‫ َأ‬aba) ‫( َأِﺑﻲ ْﻟَﻮَﻟـِﺪ‬not: ‫ب‬ ِ ‫ َأ‬abi)






abı l-waladi

‫ُذو َﻣﺎٍل‬

‫َذا َﻣﺎٍل‬

‫ِذي َﻣﺎٍل‬

du¯ ma¯ lin ¯ rich, wealthy

da¯ ma¯ lin ¯

abu¯ l-waladi

aba¯ l-waladi

the boy’s father

66

(lit. possessor of much w ealth)

dı- ma¯ lin ¯




Exercises

Ida¯ fah ˙ construction, the five nouns

Practise your reading:

َ ‫ﻄ‬ .‫ﻞ‬ َّ ‫ْﻟـُﻤَﻌ‬

3



‫ﺴَّﻴﺎَرِة‬ ُ ‫ﺻَّﻠَﺢ ْﻟَﻌﺎِﻣُﻞ‬ َ َّ ‫ﺷَّﺒﺎَك ﻟ‬ 2

1



(1) sallaha l- a¯ milu sˇubba¯ ka s-sayya¯ rati l-mu attala. ˙ ˙ ˙˙ The worker 1repaired 3the broken 2window of the car. .‫ﻈﻴِﻢ‬ ِ ‫ْﻟَﻌ‬

‫ﺼِﺮ ْﻟـَﻤِﻠِﻚ‬ ْ ‫س ِﻓﻲ َﻗ‬ ُ ‫َأَﻛَﻞ ﻟّﻨَﺎ‬

2

1


 (2) akala n-na¯ su fı- qasri l-maliki l- ad-ımi. ˙ ˙¯ 1 The people ate in 2the great palace of the king. OR The people ate in the palace of the great king.

ِ 3 2 1 ّ َّ ‫ﺴـَﻞ ﻟ‬ ُ ‫ﻄِﺒﻴ‬ .‫ﺐ‬ َ ‫ح ﻟـﻄـْﻔـِﻞ ْﻟـُﻤْﻠَﺘِﻬ‬ َ ‫ﺟْﺮ‬ ُ ‫ﻄَّﻬِﺮ‬ َ ‫ﺐ ِﺑˆ ْﻟـُﻤ‬ َ ‫َﻏـ‬ 4

(3) g˙ asala t-tabı-bu bi-l-mutahhiri g˘ urha t-tifli l-multahiba. ˙˙ ˙ ˙ ˙˙ The physician 1washed 4the inflamed 3wound of the child 2with (the) antiseptic. .‫س‬ ِ ‫ﺤﺎِر‬ َ ‫ْﻟـ‬

5

4 2 1 َّ ‫ ْﻟـَﻐْﺮِﺑ‬3 ‫ﺳـِﺔ‬ ‫ب َﻋَﻠﻰ‬ ُ ‫ﻲ َﻓَﻮَﻗَﻊ ْﻟَﺒﺎ‬ َ ‫ب ْﻟـَﻤـْﺪَر‬ َ ‫ﺣَﻨٌﺔ َﺑـﺎ‬ ِ ‫ﺷﺎ‬ َ ‫ﺖ‬ ْ ‫ﺻَﺪَﻣ‬ َ





(4) sadamat sˇa¯ hinatun ba¯ ba l-madrasati l-g˙ arbiyya, fa-waqa a l-ba¯ bu ala¯ ˙ ˙ l-ha¯ risi. ˙ 2 A truck 1hit the school’s 3western door so the door 4fell on 5the watchman (guard). . ‫ﺨٌﺔ‬ َ ‫ﺳ‬ ِ ‫َو‬

3

‫ﺼـِﻐـﻴـِﺮ‬ ْ ‫ض ْﻟـَﻤ‬ ُ ‫َأْر‬ َّ ‫ﺼَﻨِﻊ ﻟـ‬ 2

1


 (5) ardu l-masna i s-sag˙-ıri wasihatun. ˘ ˙ ˙ ˙˙ 1 The floor (f.) of the small 2factory is 3dirty. 5 4 3 2 1 ‫ﺸَﻌٌﺔ‬ ِ ‫ﺠِﺪﻳَﺪُة َﺑِﻌﻴَﺪٌة َوَﺑ‬ َ ‫ِﺑَﻨﺎَﻳُﺔ ْﻟَﺒَﻠِﺪ َّﻳِﺔ ْﻟـ‬

.

  (6) bina¯ yatu l-baladiyyati l-g˘ adı-datu ba -ıdatun wa-basˇi atun. 3

The new 2municipality 1building is 4far away 5and ugly.

.‫ﻞ‬ ٌ ‫ﺟِﻤﻴ‬ َ ‫ي َو‬ ٌ ‫ﺼِﺮ‬ ْ ‫ﻒ ْﻟـَﻤِﺪﻳَﻨِﺔ ْﻟـَﻘِﺪﻳُﻢ َﻋ‬ ُ ‫ﺤ‬ َ ‫َﻣْﺘ‬  (7) mathafu l-madınati l-qadımu asriyyun wa-g˘ amı-lun. ˙ ˙ The old 1museum of the 2city is 3modern and beautiful. 3

. ‫ﻐَﻠَﻘٌﺔ‬ ْ ‫ ُﻣ‬/ ‫ﻖ‬ ٌ ‫ُﻣْﻐَﻠ‬ 3

3

2

1

2 1 ُّ ‫ﺸْﺮِﻗ‬ ‫ﻲ‬ َ ‫ َﻧﺎِﻓَﺬُة ْﻟـ‬/ ‫ﺷَّﺒﺎُك‬ ُ َّ ‫ﺠﺎِﻣَﻌِﺔ ﻟ‬



(8) sˇubba¯ ku / na¯ fidatu l-g˘ a¯ mi ati sˇ-sˇarqiyyu mug˙ laqatun. ¯ The university’s 2eastern 1window is 3closed.

67




Ida¯ fah ˙ construction, the five nouns

.‫ح‬ ٌ ‫َﻣْﻔُﺘﻮ‬

4

‫ﺠِﺪﻳُﺪ‬ َ ‫ت ْﻟـ‬ ِ ‫ﺤَﻴَﻮاَﻧﺎ‬ َ ‫ﺣِﺪﻳَﻘِﺔ ْﻟـ‬ َ ‫ﺧُﻞ‬ َ ‫َﻣْﺪ‬ 3

2

1

(9) madhalu hadı-qati l-hayawa¯ na¯ ti l-g˘ adı-du maftu¯hun. ˘ ˙ ˙ ˙ The new 1gate (entrance) of the 2,3zoo (lit. 2garden of the 3animals) is 4

open.

. ‫ﻤﺎِﻟَّﻴِﺔ‬ َ ‫ْﻟـ‬

7

ِ ‫ﺲ ﻟُّﻨَّﻮا‬ ِ ‫ﺟٍﻞ ِﻟـَﻮِزﻳﺮ‬ ِ ‫ع ﻋﺎ‬ ٍ ‫ﺸـُﺮو‬ ْ ‫ﺲ َﻋَﻠﻰ َﻣـ‬ ِ ‫ب َأْﻣ‬ ُ ‫ﺠـِﻠـ‬ ْ ‫ﻖ َﻣـ‬ َ ‫َواَﻓ‬ 6

5

4




(10) wa¯ faqa mag˘ lisu n-nuwwa¯ bi

amsi

3





ala¯ masˇru¯ in

2

1



a¯ g˘ ilin li-wazı-ri

l-ma¯ liyyati. The

2,3

parliament (2council of 3deputies) 1agreed 4yesterday on 6an

urgent 5project for the Minister of 7Finance.

ُ ‫ﻄِﺒﻴ‬ . ‫ ﻟَّﺜْﺮَﺛﺎَرِة‬4 , 3 / ‫ن‬ ِ ‫ﺴﺎ‬ َ ‫ﻄِﻮﻳَﻠِﺔ ﻟـَّﻠ‬ َ ‫ﺐ َﻋَﻠﻰ ْﻟـُﻤَﻤَّﺮ‬ َ ‫ﻀ‬ ِ ‫َﻏ‬ َّ ‫ﺿِﺔ ﻟ‬ َّ ‫ﺐ ﻟ‬  (11) g˙ adiba t-tabıbu ala¯ l-mumarridati t-tawılati l-lisa¯ ni /t-tarta¯ rati. ˙ ˙˙ ˙ ˙˙ ¯¯ ¯ The physician 1became angry with the 4,3gossiping (insolent) 2nurse 4

3

2

1

(lit. with the 3long-4tongued 2nurse). . ‫ﺨـَﺔ‬ َ ‫ﺳـ‬ ِ ‫ْﻟـَﻮ‬

4

3 2 1 َّ ‫ﺐ ﻟ‬ ‫ﺼِﻐﻴِﺮ‬ ِ ‫ﺠﺎُر َﻳَﺪ ْﻟَﻜْﻠ‬ َ ‫ﺴَﻞ ْﻟـ‬ َ ‫َﻏ‬

(12) g˙ asala l-g˘ a¯ ru yada l-kalbi s-sag˙-ıri l-wasihata. ˘ ˙˙ 2 The neighbour 1washed the small dog’s 4dirty 3paw (3hand). .‫ﻟـّﺜَـِﻘـﻴـَﻠـَﺔ‬

3

‫ﻄَﺔ ْﻟـُﻤِﺪﻳِﺮ‬ َ ‫ﺷْﻨ‬ َ / ‫ﺣِﻘﻴَﺒَﺔ‬ َ ُ‫ﺣـَﻤـَﻞ ْﻟَﺒّﻮَاب‬ َ 2

1

(13) hamala l-bawwa¯ bu haqı-bata / sˇantata l-mudı-ri t-taqı-lata. ˙ ˙ ¯¯ The doorman 1carried the director’s 3heavy 2suitcase. .‫ﺢ‬ ٌ ‫َﻗِﺒﻴ‬

4

ِّ ‫ﺸـَﻤـﺎِﻟـ‬ ِ ‫ﺤ‬ ‫ﻒ‬ َ ‫ﻲ ِﻟـْﻠـَﻤْﺘ‬ ِ ‫َﻟْﻮُن ْﻟَﺒﺎ‬ َّ ‫ب ﻟـ‬ 3

2

1

(14) lawnu l-ba¯ bi sˇ-sˇama¯ liyyi li-l-mathafi qabı-hun. ˙ ˙ 1 The colour of the 3museum’s 2northern door is 4ugly. .‫ﻖ‬ ٌ ‫ﺿَّﻴ‬ َ ‫ق‬ ِ ‫ِﻟـْﻠُﻔْﻨُﺪ‬

4

‫ﻲ‬ َ ‫ﺧِﻞ ْﻟـ‬ َ ‫ج ْﻟـَﻤْﺪ‬ ُ ‫َدَر‬ َّ ‫ﺠُﻨﻮِﺑ‬ 3

2

1

(15) darag˘ u l-madhali l-g˘ anu¯biyyi li-l-funduqi dayyiqun. ˘ ˙ 1 The stairs 4of the hotel’s 3southern 2entrance are narrow.

ِ 7 6 5 4 3 2 1 ‫ﻸَﻣﻢ‬ ُ ْ ‫ب َْﻷِﻣﻴـِﻦ ْﻟَﻌﺎمّ ِﻟ‬ ُ ‫ﻲ َﻣْﻨُﺪو‬ ِ ‫ﻄـﺎِر ْﻟـُﻜـَﻮْﻳـ‬ َ ‫ﺻَﻞ ِإَﻟـﻰ َﻣ‬ َ ‫َو‬ َّ ‫ﺖ ﻟَّﺪْوِﻟـ‬

ِ ‫ْﻟـُﻤَّﺘ‬ . ‫ﺤَﺪِة‬

 (16) wasala ila¯ mata¯ ri l-kuwayti d-dawliyyi mandu¯bu l- amıni l- a¯ mmi ˙
˙ li-l- umami l-muttahidati. ˙ 4 The representative of 5the Secretary- 6General of the 8United 7Nations 8

68

1

has arrived at Kuwait’s 3International 2Airport.

. ‫ﺠِﺪﻳِﺪ‬ َ ‫ْﻟـَﻤِﻠِﻚ ْﻟـ‬

4




3 2 1 ‫ﺼِﺮ‬ ْ ‫ﻃِﺔ ِﻓﻲ َﻗ‬ َ ‫ﺸُْﺮ‬ ُ ‫ﺿﺎِﺑ‬ َ ‫ﺧَﺪَم‬ َ ّ ‫ﻂ ﻟ‬

Ida¯ fah ˙ construction, the five nouns

(17) hadama da¯ bitu sˇ-sˇurtati fı- qasri l-maliki l-g˘ adı-di. ˘ ˙ ˙ ˙ ˙ The 3,2police officer 1served in the new palace of 4the king. OR: The police officer served in the palace of the new king.

ٍ 6 5 4 3 2 1 ‫ب ِﻣْﻦ َأِﺑﻲ‬ ِ ‫ﻲ ِﺑˆ ْﻟُﻘْﺮ‬ ّ ‫ﺳ‬ ِ ‫س َﻋَﻠﻰ ُﻛْﺮ‬ ِ ‫ﺲ َأُﺑﻮ ْﻟَﻌُﺮو‬ َ ‫ﺟَﻠ‬ َ ‫س‬ ِ ‫ﺣْﻔَﻠِﺔ ْﻟُﻌْﺮ‬ َ ‫ِﻓﻲ‬ .‫ﺲ‬ ِ ‫ْﻟَﻌِﺮﻳ‬

7


 
(18) fı- haflati l- ursi g˘ alasa abu¯ l- aru¯si ala¯ kursiyyin bi-l-qurbi min abı˙  l- arı-si. At 2the wedding 1party 4the bride’s father 3sat on 5a chair 6near the 7

bridegroom’s father.

Translate into Arabic: (1) The doorman repaired the gate of the new king’s palace. (2) The physician ate in the palace of the minister. (3) The worker washed the stairs of the museum. (4) A truck hit the school’s western gate (entrance). (5) The colour of the building of the new hotel is ugly. (6) The floor (f.) of the old zoo is dirty (f.). (7) The watchman (guard) washed the small dog’s wound. (8) The director’s heavy suitcase is open. (9) The physician served in the United Nations. (10) The new building of the parliament is modern and beautiful. (11) At the party the child sat on a chair near the nurse. (12) The university’s eastern door is closed. (13) The neighbour sat on the stairs of the entrance. (14) The king’s representative arrived at the International Airport. (15) The police officer served in the old building of the municipality. (16) At the wedding the bridegroom’s father became angry with the bride’s father. 69

Chapter 13

Number Dual and plural

13.1

Arabic nouns and adjectives are inflected for three numbers:

singular ‫ﻣْﻔَﺮٌد‬ ُ mufradun

13.2

dual ‫ﻣَﺜـّﻨًـﻰ‬ ُ mut¯annan



plural ‫ﻊ‬ ٌ ‫ﺟْﻤ‬ َ g˘am un

Dual

The dual is used for pairs, namely for two individuals or things of the same kind or class, e.g. two boys, two girls, two hands, two books, etc. The dual is formed by replacing the case endings of the singular form with the following suffixes:

‫ـﺎِن‬.َ .. /...a¯ ni/ for nominative ‫ـْﻴـِﻦ‬.َ .. /...ayni/ for accusative and genitive Singular (nom.)

Dual (nom.)

Dual (acc. and gen.)

‫ﺟٌﻞ‬ ُ ‫َر‬

‫ﻼِن‬ َ ‫ﺟ‬ ُ ‫َر‬

‫ﺟَﻠـْﻴِﻦ‬ ُ ‫َر‬

rag˘ ulun, a man

rag˘ ula¯ni, two men

rag˘ ulayni, two men

‫ﺖ‬ ٌ ‫ِﺑْﻨ‬

‫ِﺑْﻨَﺘﺎِن‬

‫ِﺑْﻨَﺘْﻴِﻦ‬

bintun, a girl

binta¯ni, two girls

bintayni, two girls




The final ta¯ marbu¯ tah ‫ـٌﺔ‬.َ.., ‫ٌة‬.َ.. in a singular noun becomes a ˙ regular ...‫ـﺘـ‬.../...t.../ before dual endings, e.g. 13.3

70

Singular

Dual (nom.)

Dual (acc. and gen.)

‫َﻣِﻠـَﻜـٌﺔ‬

‫َﻣِﻠـَﻜـَﺘﺎِن‬

‫َﻣِﻠـَﻜـَﺘـْﻴِﻦ‬

malikatun, a queen

malikata¯ni

malikatayni

13.4

The final syllable ‫ن‬ ِ .../...ni/ of the dual masculine and feminine is




Number

elided when the word is in the ida¯ fah construction, e.g. ˙ (a) Dual (nom. masc.)

(b)

(c)

‫ﺐ‬ ِ ‫ﻄـﺎِﻟ‬ َّ ‫ِﻛـَﺘـﺎَﺑﺎ ﻟ‬

(not ...‫ﻂ‬ َّ ‫ِﻛـَﺘﺎَﺑﺎِن ﻟ‬

kita¯ ba¯ t-ta¯ libi ˙˙ the (two) books of the student

kita¯ ba¯ ni t-ta...) ˙˙

Dual (acc. and gen. masc.)

َّ ‫ﻲ ﻟ‬ ِ ‫ِﻛـَﺘﺎَﺑ‬ ‫ﺐ‬ ِ ‫ﻄﺎِﻟ‬

(not ...‫ﻂ‬ َّ ‫ِﻛـَﺘﺎَﺑـْﻴِﻦ ﻟ‬

kita¯ bayi t-ta¯ libi ˙˙ the (two) books of the student

kita¯ bayni t-ta...) ˙˙

Dual (nom. fem.)

‫ﺳِﺔ‬ َ ‫ ُﻣَﻌِّﻠَﻤٌﺔ) ُﻣَﻌ َّﻠَﻤَﺘﺎ ْﻟـَﻤْﺪَر‬sing.)

(not: ...‫ن ْﻟـ‬ ِ ‫ُﻣَﻌِّﻠَﻤَﺘﺎ‬

mu allimata¯ l-madrasati (mu allimatun)

mu allimata¯ ni l-...)







the (two) teachers (f.) of the school (d)

Dual (acc. and gen. fem.)

‫ﺳِﺔ‬ َ ‫ﻲ ْﻟـَﻤْﺪَر‬ ِ ‫ُﻣَﻌِّﻠَﻤَﺘ‬

(not: ...‫ﻦ ْﻟـ‬ ِ ‫ُﻣَﻌِّﻠَﻤَﺘْﻴ‬

mu allimatayi l-madrasati

mu allimatayni l-...)





the (two) teachers (f.) of the school 13.5




When a singular feminine noun ends with ‫ـﺎء‬.َ.., /...a¯ /, the final




hamzah ‫ ء‬/ / is replaced by wa¯ w ‫ و‬before dual endings, e.g. Singular

Dual (nom.)

‫ﺣْﻤَﺮاُء‬ َ

‫ﺣْﻤَﺮاَواِن‬ َ

(not:

hamra¯ wa¯ ni ˙ Dual (acc. and gen.)

hamra¯ a¯ ni) ˙

‫ﺣْﻤَﺮاَوْﻳـِﻦ‬ َ

(not:

hamra¯ wayni ˙

hamra¯ ayni) ˙




hamra¯ u, red ˙

‫ﺣْﻤَﺮاَءاِن‬ َ


‫ﺣْﻤَﺮاَء ْﻳِﻦ‬ َ


(There is more about hamzah as a final radical ‫ـﺎء‬.َ.. in chapter 20.)

71

Number

ِ




The final alif maqsu¯ rah ‫ ـﻰ‬... of a singular noun becomes ˙ ya¯ ...‫ـﻴـ‬... /...y.../ before dual endings, e.g. 13.6




Singular

Dual (nom.)

Dual (acc. and gen.)

‫ﺸـًﻔﻰ‬ ْ ‫ﺴـَﺘ‬ ْ ‫ُﻣ‬

‫ﺸـَﻔـَﻴﺎِن‬ ْ ‫ﺴـَﺘ‬ ْ ‫ُﻣ‬

‫ﺸـَﻔـَﻴـْﻴِﻦ‬ ْ ‫ﺴـَﺘ‬ ْ ‫ُﻣ‬

mustasˇfan, hospital

mustasˇfaya¯ni

mustasˇfayayni

13.7 In the dual, adjectives always agree with the nouns they qualify in gender and case, e.g.

‫ﻀﺎِن‬ َ ‫َأْﻟـُﻤَﻌَّﻠَﻤﺎِن َﻣِﺮﻳ‬




al-mu allima¯ni marı-da¯ni. ˙ The two teachers (m.) are sick.

‫ﺻِﻐﻴَﺮاِن‬ َ ‫َأْﻟَﻜْﻠَﺒﺎِن‬




 al-mu allimata¯ ni marı-data¯ni. ˙ The two teachers (f.) are sick.

‫ﺻِﻐﻴَﺮَﺗﺎِن‬ َ ‫َأْﻟـَﻜْﻠَﺒَﺘﺎِن‬




al-kalba¯ ni sag˙-ıra¯ni. ˙ The two dogs (m.) are small.

13.8

‫ﻀَﺘﺎِن‬ َ ‫َأْﻟـُﻤَﻌَّﻠَﻤَﺘﺎِن َﻣِﺮﻳـ‬




al-kalbata¯ ni sag˙-ırata¯ni. ˙ The two dogs (f.) are small.

The plural

There are two plural types in Arabic: (a)

The sound plural ‫ﻢ‬ َّ ‫ﺠْﻤُﻊ ﻟ‬ َ ‫ َأْﻟـ‬may be compared to the English ُ ‫ﺴـﺎِﻟ‬ external plural or regular plural.

(b)

The broken plural ‫ﺮ‬ َ may be compared to the English ِ ‫ﺴـﻴ‬ ِ ‫ﺟـْﻤـُﻊ ﻟ َّﺘـْﻜ‬ internal or irregular plural. (Broken plurals are explained in chapter 21.) The sound masculine plural

13.9

َّ ‫ﺟـْﻤـُﻊ ْﻟـُﻤـَﺬ َّﻛـِﺮ ﻟ‬ َ of nouns ‫ﺴــﺎِﻟـُﻢ‬

and adjectives is formed by replacing the case endings of the singular with the following two suffixes:

‫ـﻮَن‬.ُ... /...u¯na/ in the nominative ‫ ِ ـﻴـَﻦ‬... /...ı-na/ in the accusative and genitive

72

Sing. (masc.)

Plur. nom. (masc.)

Plur. acc. and gen. (masc.)

‫ُﻣَﻌـَّﻠٌﻢ‬

‫ُﻣَﻌَّﻠُﻤﻮَن‬

‫ُﻣَﻌـَّﻠـِﻤﻴَﻦ‬





 mu allimun, teacher mu allimu¯ na, teacher mu allimı-na, (of) teachers

13.10

As in the dual, the final syllable

‫ـَﻦ‬...

/...na/ of the sound




Number

plural masculine disappears, if the word enters the ida¯ fah construction, ˙ e.g. (a)

Sound masculine plural nominative:

‫ﺳـِﺔ‬ َ ‫ُﻣـَﻌـَّﻠـُﻤـﻮ ْﻟـَﻤـْﺪَر‬

(not: ...‫ن ْﻟـ‬ َ ‫ُﻣـَﻌـَّﻠـُﻤـﻮ‬

mu allimu¯ l-madrasati

mu allimu¯na l-..)





the teachers of the school (b)

Sound masculine plural accusative and genitive:

‫ﺳـِﺔ‬ َ ‫ُﻣَﻌَّﻠـِﻤﻲ ْﻟـَﻤْﺪَر‬

(not: ..‫ﻦ ْﻟـ‬ َ ‫ُﻣَﻌَّﻠـِﻤﻴـ‬  mu allimına.l-..)



mu allimı- l-madrasati the teachers of the school 13.11 The sound feminine plural

َّ ‫ﺚ ﻟ‬ َ is formed by ِ ‫ﺟْﻤُﻊ ْﻟـُﻤَﺆ َّﻧ‬ ‫ﺴـﺎِﻟُﻢ‬

adding the following two suffixes to the singular word stem:

ٌ ‫ـﺎ‬.َ.. /...a¯ tun/ in the nominative ‫ت‬ ٍ ‫ـﺎ‬.َ.. /...a¯ tin/ in the accusative and genitive ‫ت‬ 13.12 It should be noted that the sound feminine plural has only two vowel endings for the three cases, whether they are in the definite or indefinite form, e.g. Sing. (fem.)

Plur. nom. (fem.)

Plur. acc. and gen. (fem.)

‫َﻣِﻠَﻜٌﺔ‬

ٌ ‫َﻣِﻠَﻜﺎ‬ ‫ت‬

ٍ ‫َﻣِﻠَﻜﺎ‬ ‫ت‬

malikatun, a queen

malika¯tun, queens

malika¯tin, (of) queens

‫َأْﻟـَﻤِﻠَﻜُﺔ‬

ُ ‫َأْﻟـَﻤِﻠَﻜﺎ‬ ‫ت‬

ِ ‫َأْﻟـَﻤِﻠَﻜﺎ‬ ‫ت‬




al-malikatu, the queen




al-malika¯tu, the

queens

13.13




al-malika¯ti, (of) the

queens

The sound feminine plural mostly refers to human beings.

However, some masculine nouns indicating non-human beings also take the sound feminine plural endings, e.g.

73

Number

Masc. sing.

Plur. nom. (fem.)

Plur. acc. and gen. (fem.)

َ ‫ﺣ َّﻤﺎٌم‬

َ ٌ ‫ﺣـ َّﻤـﺎَﻣﺎ‬ ‫ت‬

َ ٍ ‫ﺣ َّﻤﺎَﻣﺎ‬ ‫ت‬

hamma¯ mun, bath (m.) ˙

hamma¯ ma¯tun, ˙ baths (f.)

hamma¯ ma¯tin, (of) ˙ baths (f.)

13.14 As in the dual, any feminine noun which has a final hamzah




‫ـﺎُء‬.َ.. /...a¯ u/ replaces it in the plural with wa¯ w ‫ و‬/w/, e.g. Sing. (fem.)

Plur. nom. (fem.)

Plur. acc. and gen. (fem.)

‫ﺤَﺮاُء‬ ْ ‫ﺻ‬ َ

ٌ ‫ﺻﺤَﺮاَوا‬ ‫ت‬ َ

ٍ ‫ﺤَﺮاَوا‬ ‫ت‬ ْ ‫ﺻ‬ َ

sahra¯ u, a desert ˙ ˙

sahra¯ wa¯ tun, deserts ˙ ˙

sahra¯ wa¯ tin, (of) deserts ˙ ˙




13.15 As in the dual, an adjective always agrees in gender and case with the noun it qualifies, e.g.

َّ ‫َأﻟ‬ ٌ ‫ﻀﺎ‬ ‫ت‬ َ ‫ت َﻣِﺮﻳ‬ ُ ‫ﻄﺎِﻟَﺒﺎ‬

ٌ ‫ت َﻣﺎِﻫَﺮا‬ ‫ت‬ ُ ‫ﺿﺎ‬ َ ‫َأْﻟـُﻤَﻤـِّﺮ‬

at-ta¯ liba¯ tu marı-da¯ tun. ˙˙ ˙ The students (f.) are ill.

al-mumarrida¯ tu ma¯ hira¯ tun. ˙ The nurses (f.) are skilled.




13.16




An adjective qualifying a sound feminine plural referring to

non-human beings or things is in the feminine singular, e.g.

‫ﺳـْﻬَﻠٌﺔ‬ َ ‫ت‬ ٌ ‫ﺤﺎَﻧﺎ‬ َ ‫ِإْﻣِﺘ‬

‫ﺻـْﻌـَﺒٌﺔ‬ َ ‫ت‬ ُ ‫ﺴََﻨَﻮا‬ ّ ‫َأﻟ‬

imtiha¯ na¯ tun sahlatun ˙ easy examinations

a-sanawa¯ tu sa batun. ˙ The years are difficult.









Note a: The general principle is that plural non-human nouns are grammatically feminine singular, which is why the adjective and any other element (including the verb) that qualifies such a noun will also be in the feminine singular. This is called agreement or concord. Note b: If two nouns of different gender are qualified by the same element, that element will be in the masculine dual.

74

Exercises

Number

Practise your reading: . ‫ﻤِﺪﻳَﻨِﺔ‬ َ ‫ي ْﻟـ‬ ِ ‫َﺑْﻴَﻦ َﻧْﻬَﺮ‬

‫ﺼَﺮْﻳِﻦ َﻛِﺒﻴَﺮْﻳِﻦ‬ ْ ‫ﺟَﺮاِن ْﻟَﻐِﻨَّﻴﺎِن ِﻓﻲ َﻗ‬ ِ ‫ﺳَﻜَﻦ ﻟَّﺘﺎ‬ َ

4

3

2

1

(1) sakana t-ta¯ g˘ ira¯ ni l-g˙ aniyya¯ ni fı- qasrayni kabı-rayni bayna nahrayi ˙ l-madı-nati. 3

The two rich 2merchants 1lived in two big palaces 4between the two

rivers of the city. .(‫ﺳْﻮَداُء‬ َ s.) ‫ﺳْﻮَداَوْﻳِﻦ‬ َ (‫ﺟٌﺔ‬ َ ‫ﺟﺎ‬ َ ‫ َد‬s.) ‫ﺟـَﺘـْﻴِﻦ‬ َ ‫ﺟﺎ‬ َ ‫ﻄَﻌِﻢ َد‬ ْ ‫ﺐ ْﻟـَﻤ‬ ُ ‫ﺣ‬ ِ ‫ﺻﺎ‬ َ 3

2



‫َذَﺑَﺢ‬

1

(2) dabaha sa¯ hibu l-mat ami dag˘ a¯ g˘ atayni sawda¯ wayni. ¯ ˙ ˙ ˙ ˙ 2 The owner of the restaurant 1slaughtered 3two black hens.

َّ ‫ﺳّﻴَﺎَرٌة( ﻟـ‬ َ ‫ﻄـِﺒـﻴـَﺒـْﻴـِﻦ ْﻟـ‬ .(‫ﻤَﺮاُء‬ ْ ‫ﺣ‬ َ s.) ‫ﺣْﻤَﺮاَواِن‬ َ ‫ﺠـِﺪﻳـَﺪْﻳـِﻦ‬ َ s.) ‫ﺳ َّﻴﺎَرَﺗﺎ‬ َ (3) sayya¯ rata¯ t-tabıbayni l-g˘ adıdayni hamra¯ wa¯ ni. ˙˙ ˙ 1 The two cars of the two new physicians are 2red. 2

1

4 3 2 1 ‫ﺠَﺮَﺗﺎِن‬ َ ‫ﺷ‬ َ ‫ﺸَِﺮَﻛِﺔ‬ ِ ‫ﺣ‬ ِ ‫ﺻﺎ‬ َ ‫ﻲ‬ ْ ‫ﺣِﺪﻳَﻘَﺘ‬ َ (‫ﺟَﻨْﻴَﻨٌﺔ‬ ُ s.) ‫ﻲ‬ ْ ‫ﺟـَﻨْﻴـَﻨـَﺘـ‬ ُ ‫ِﻓـﻲ‬ ّ ‫ﺐ ﻟ‬

ِ ‫ﺴـَّﻴـﺎَرَﺗـْﻴـ‬ .‫ﻦ‬ َ ‫ِﻟ‬

6

‫َﻛِﺒﻴَﺮَﺗﺎِن َوَﻣْﻮِﻗَﻔﺎِن‬ 5

(4) fı- g˘ unaynatay / hadı-qatay sa¯ hibi sˇ-sˇarikati sˇag˘ arata¯ ni kabı-rata¯ ni ˙ ˙ ˙ wa-mawqifa¯ ni li-sayya¯ ratayni. In 1the two gardens of 2the owner of 3the company there are two big 4

trees 5and two car parks 6for two cars. (‫ﻣﺎَرٌة‬ َ ‫ ِإ‬s.) ‫ت‬ ِ ‫َﻋـَﺪٌد َﻛـِﺒﻴـٌﺮ ِﻣَﻦ ِْﻹَﻣﺎَرا‬

2

‫ﻲ‬ َّ ‫ِﻓـﻲ ْﻟَﻌﺎَﻟِﻢ ْﻟَﻌـَﺮِﺑ‬

.(‫ﻬﻮِرّﻳٌَﺔ‬ ُ ‫ﺟْﻤ‬ ُ s.)

1

ِ‫ﺠْﻤُﻬﻮِرّﻳَﺎت‬ ُ ‫َوْﻟـ‬

  
(5) fı- l- a¯ lami l- arabiyyi adadun kabı-run mina l- ima¯ ra¯ ti wa-l-g˘ umhu¯riyya¯ ti. In the Arab 1world there is a large 2number of emirates and republics.

ِ 6 5 4 3 2 1 ِ ‫ﺿَﺮا‬ ‫ب‬ ْ ‫ﻲ ِْﻹ‬ ِ ‫ﺠِﺮﻳَﺪِة ِإَﻟﻰ َﻣَﻜﺎَﻧ‬ َ ‫ﺤﺎِﻓّﻴُﻮ ْﻟـ‬ َ ‫ﺻ‬ ِ ‫ﺼّﻮُرو َو‬ َ ‫ﺐ ُﻣ‬ َ ‫َذَﻫـ‬ .(‫ﻫَﺮٌة‬ َ ‫ﻈﺎ‬ َ ‫ ُﻣ‬s.) ‫ت‬ ِ ‫ﻈﺎَﻫَﺮا‬ َ ‫َوْﻟـُﻤ‬

7



(6) dahaba musawwiru¯ wa-siha¯ fiyyu¯ l-g˘ arı-dati ila¯ maka¯ nayi l- idra¯ bi wa-l¯ ˙ ˙˙ ˙ muda¯ hara¯ ti. ˙¯ 2 The photographers 3and the journalists of 4the newspaper 1went to 5

both 5the location (place) of 6the strike(s) and 5the location of 7the

demonstration.

75

Number

. ‫ﻟّﺘَْﺪِرﻳـِﺒـّﻴَِﺔ‬

4

3 2 1 1 ‫ت ِﻣْﻦ ُﻣِﺪﻳِﺮ ﻟّﺪَْوَرِة‬ ِ ‫ﺾ ْﻟـُﻤَﻌ َّﻠِﻤﻴـَﻦ َوْﻟـُﻤَﻌـِّﻠَﻤﺎ‬ ُ ‫ﺐ َﺑْﻌ‬ َ ‫ﻀ‬ ِ ‫ َﻏ‬/ ‫َزِﻋَﻞ‬

    (7) za ila / g˙ adiba ba du l-mu allimı-na wa-l-mu allima¯ ti min mudı-ri d˙ ˙ dawrati t-tadrı-biyyati. 2

Some of the male and the female teachers 1became angry with the

director of 4the training 3course / 3session. . ‫ﺼﻴَﺮٍة‬ ِ ‫َﻗ‬

5

ْ ‫ﺸَـِﺮَﻛـِﺔ ْﻟـِﻤ‬ ‫ﻄَﻠٍﺔ‬ ْ ‫ﺴـﺎِﻓـُﺮوَن َﻏـًﺪا ِﻓﻲ ُﻋ‬ َ ‫ﺼِﺮّﻳُﻮَن ُﻣ‬ ُ ‫ُﻣـَﻬـْﻨِﺪ‬ ّ ‫ﺳـﻮ ﻟـ‬ 4

3

2

1

 (8) muhandisu¯ sˇ-sˇarikati l-misriyyu¯na musa¯ firu¯na g˙ adan fı- utlatin qas-ıratin. ˙ ˙ ˙ The company’s Egyptian 1engineers are 2travelling 3tomorrow on 5a short 4holiday.

ِ ‫ﻟّﺘَْﻤِﺮﻳ‬ .‫ﺾ‬

َّ ‫ح ﻟ‬ ِ ‫ﻄﺎِﻟَﺒﺎ‬ ‫ت ِﻓﻲ َﻣْﻌَﻬِﺪ‬ ِ ‫ﺠﺎ‬ َ ‫ﺨَﺒِﺮ َﻧ‬ َ ‫ت ِﺑ‬ ُ ‫ح ْﻟـُﻤَﻌَّﻠُﻤﻮَن َوْﻟـُﻤَﻌَّﻠَﻤﺎ‬ َ ‫َﻓِﺮ‬

5

4

3

2

1

  (9) fariha l-mu allimu¯na wa-l-mu allima¯ tu bi-habari nag˘ a¯ hi t-ta¯ liba¯ ti fı˘ ˙ ˙˙ ˙ ma hadi t-tamrı-di. ˙ The male and female teachers 1were happy 2at the news of the female students’ 3success in 5the nursing 4institute.

‫ﺻَﻤَﺘْﻴِﻦ‬ ِ ‫ﺳَﻔٍﺮ ِإَﻟﻰ َﻋﺎ‬ َ (‫ﻄﺎَﻗٌﺔ‬ َ ‫ِﺑ‬ 5

4

-

s.) ‫ﻲ‬ ْ ‫ﻄﺎَﻗَﺘ‬ َ ‫ِﺑ‬

3

‫ﺴَِﻌﻴَﺪاِن‬ َ ‫َرِﺑَﺢ ﻟّﺰَْو‬ ّ ‫ﺟﺎِن ﻟ‬ 2

1

. ‫ِﻓﻲ ُأوُروّﺑَﺎ‬







(10) rabiha z-zawg˘ a¯ ni s-sa ıda¯ ni bita¯ qatay safarin ila¯ a¯ simatayni fi u¯ru¯bba¯ . ˙ ˙ ˙ The happily 2married couple 1won two 4travel 3tickets to 5two capital cities in Europe. .‫ن‬ ِ ‫ِﻟـْﻠَﻘﺎُﻧﻮ‬

4

َ ‫ﻃّﻴَﺎِن ْﻟـ‬ ِ ‫ﺸُْﺮ‬ ‫ﺼـْﻴـِﻦ‬ َ ‫ﺨِﻠ‬ ْ ‫ﺠِﺪﻳَﺪاِن َﻏـْﻴُﺮ ُﻣ‬ ّ ‫َأﻟ‬ 3

2

1


(11) asˇ-sˇurtiyya¯ ni l-g˘ adı-da¯ ni g˙ ayru muhlisayni li-l-qa¯ nu¯ni. ˘ ˙ ˙ The two new 1policemen are 2not 3faithful 4to the law.

َ ‫ﺴَِﻔﻴِﺮ ْﻟـ‬ .‫ن‬ ِ ‫ﺟِﻤﻴَﻠَﺘﺎ‬ َ ‫ ُﻣَﻬّﺬََﺑٌﺔ( َو‬s.) ‫ﺠِﺪﻳِﺪ ُﻣَﻬّﺬََﺑَﺘﺎِن‬ ّ ‫ ِإْﺑَﻨٌﺔ( ﻟ‬s.) ‫ِإْﺑَﻨَﺘﺎ‬
(12) ibnata¯ s-safıri l-g˘ adıdi muhaddabata¯ ni wa-g˘ amı-lata¯ ni. ¯¯ The two daughters of the new 1ambassador are 2polite (well mannered) 2

1

and beautiful. .‫ﻤِﺪﻳَﻨِﺔ‬ َ ‫ﻂ ْﻟـ‬ ِ ‫ﺳ‬ َ ‫َو‬

3

2 1 ‫ﺟِﺪﻳَﺪْﻳِﻦ ِﻓﻲ‬ َ ‫ﺤَﻔْﻴِﻦ‬ َ ‫ت َﻣْﺘ‬ ُ ‫َزاَر ْﻟـُﻤَﻌَّﻠـُﻤﻮَن َوْﻟـُﻤَﻌَّﻠَﻤﺎ‬

  (13) za¯ ra l-mu allimu¯na wa-l-mu allima¯ tu mathafayni g˘ adı-dayni fı- wasati ˙ ˙ l-madı-nati. 76

The male and female teachers 1visited two new 2museums in 3the centre of the city.

.(‫ﻋٌﺔ‬ َ ‫ﺳﺎ‬ َ s.) ‫ﺳﺎَﻋَﺘْﻴِﻦ‬ َ

6




5 4 3 2 1 ‫ب ِﻟـُﻤّﺪَِة‬ َ ‫ﺿَﺮا‬ ْ ‫ﺠِﺮﻳَﺪِة ِْﻹ‬ َ ‫ﺼَّﻮُرو ْﻟـ‬ َ ‫َﺑَﺪَأ ُﻣ‬






Number

(14) bada a musawwiru¯ l-g˘ arı-dati l- idra¯ ba li-muddati sa¯ atayni. ˙ ˙ 2 The photographers of 3the newspaper 1began the 6two-hour (5time) 4

strike.

. ‫ﻋْﻨَﺪ ْﻟَﻮِزﻳِﺮ‬ ِ

6

ِ ‫ﺷـِﺮَﻛِﺔ ﻟـَّﻨـْﻔ‬ ‫ﺣْﻔَﻠٍﺔ‬ َ ‫ﻂ َﻣْﺪُﻋـُّﻮوَن ِإَﻟﻰ‬ َ ‫ﺳﻮ‬ ُ ‫ُﻣَﻬْﻨِﺪ‬ 5

4

3

2

1


 (15) muhandisu¯ sˇarikati n-nafti mad uwwu¯na ila¯ haflatin inda l-wazı-ri. ˙ ˙ 1 The engineers of the 3oil 2company are 4invited to 5a party 6at the minister’s (house). Translate into Arabic: (1) The (two) merchants’ car is black. (2) The owner of the restaurant slaughtered two red hens. (3) A large number of journalists went to two capitals (cities) in the Arab world. (4) The male and female teachers are travelling tomorrow on a short holiday. (5) The two rich owners of the restaurant lived in two big palaces in the centre of the city. (6) The two new engineers are not faithful to the company. (7) The married couple visited two new gardens in the centre of the city. (8) The two new policemen won two travel tickets to Europe. (9) The photographers of the newspaper are travelling to some of the emirates and republics in the Arab world. (10) The two new physicians were (became) angry with the director of the training course. (11) The two engineers were angry with the ambassador at the party (given) by the minister. (12) The director of the nursing institute was happy at the news of the (female) students’ success.

77

Chapter 14

Perfect tense verbs, root and radicals, triliteral verbs and word order 14.1 (a)

There are two main verb tenses in Arabic: Perfect tense: corresponds usually to the English past or perfect tense.

(b)

Imperfect tense: corresponds usually to the English present or future tense (see chapter 17).

Note: The tenses in Arabic do not express the time of an event in the same precise way as the primary tenses in Indo-European languages. The Arabic tenses can be better understood as different aspects of viewing the action in terms of an opposition between a stated or proposed fact and an action or state in progress or preparation. That is why the terms perfect and imperfect tense do not correspond to the meaning of these terms in, for example, English (in fact, the literal Latin meanings of the terms perfect and imperfect are more helpful in this regard). In spite of this, we will keep to the traditional terms, since they are widely employed in Western Arabic textbooks.

14.2

Perfect tense

The perfect tense,

‫ﺿﻲ‬ ِ ‫َأْﻟِﻔْﻌُﻞ ْﻟـَﻤﺎ‬, indicates mostly a past state, com-

pleted action or established fact. In the third and second persons the perfect may also express a wish or benediction. In conditional sentences the perfect expresses a hypothesis (to be explained in chapter 39).

78

Note: Because there is no infinitive in Arabic in the same sense as in English, the third person masculine singular of the perfect tense is given as the corresponding basic or reference form of the verb. Thus, for example, the basic verb form ‫ﺐ‬ َ ‫ َﻛـَﺘـ‬kataba means ‘he wrote’ or ‘he has written’. But when used as a general

reference form for the said verb with all its various forms, conventionally translated by the English infinitive ‘to write’.

‫ﺐ‬ َ ‫َﻛـَﺘـ‬

kataba is

14.3 Root and radicals

Perfect tense, root, radicals, triliteral verbs, word order

Most of the Arabic basic verb forms consist of three consonants (radicals) and three vowels (CVCVCV). The three consonants constitute the root of the verb, which is why they are called radicals (i.e. ‘rootmakers’). (Vowels cannot function as radicals.) It is important to know and recognize the root of every verb, because the root is the absolute (invariable) basis of all the different forms of the verb as well as of most nouns, adjectives and adverbs and even many prepositions. In Arabic dictionaries most words and word forms are therefore entered alphabetically under the respective root. Note: The abbreviation ‘C’ above denotes ‘consonant’ and ‘V’ denotes ‘vowel’.

14.4 Triliteral verbs (a)

Roots with three radicals are called triliteral verbs (singular:

‫ﻼِﺛﻲ‬ َ ‫َأْﻟِﻔْﻌﻞُ ْﻟـُّﺜـ‬






al-fi lu t-tula¯ tı¯). Thus the root of the triliteral verb ¯¯ ¯ kataba ‘to write’ is k-t-b. This is the form under which you will find the verb kataba (and other forms of this verb) in Arabic dictionaries.

(b)

The triliteral verbs have three patterns of vowelling. In the basic form the first and last consonants (radicals) are always vowelled with fathah /a/. But the middle consonant (radical) may be ˙ vowelled with any of the three short vowels:

14.5

CaCaCa

CaCiCa

CaCuCa

‫ﺐ‬ َ ‫َﻛـَﺘـ‬

َ ‫ﺷـِﺮ‬ ‫ب‬ َ

‫َﻛـُﺒـَﺮ‬

kataba he wrote

sˇariba he drank

kabura he grew up

Separate personal pronouns for the subject and object are

usually not used in Arabic verbal sentences. Verbs are conjugated for the

79

Perfect tense, root, radicals, triliteral verbs, word order

person, gender and number of the subject and pronominal object by means of suffixes (and in the imperfect also prefixes). Suffixes which refer to the subject are called personal endings. These endings are written in bold type in the transliteration of the conjugation table below. Note: There are various ways to read the order of the Arabic verb conjugation. The order used in this book is not the Arabic way, but rather an old tradition still employed in most of the European Arabic textbooks.

Conjugation of the verb

‫ﺐ‬ َ ‫ َﻛـَﺘـ‬kataba ‘to write’ in the perfect tense in

all persons, genders and numbers (of the subject):

singular

3. m.

3. f.

2. m.

2. f.

1. m. and f.

dual

plural

‫ﺐ‬ َ ‫َﻛـَﺘـ‬

‫َﻛـَﺘـَﺒﺎ‬

‫َﻛـَﺘـُﺒـﻮا‬

katab+a

katab+a¯

katab+u¯

he wrote

they (2) wrote

they wrote

‫ﺖ‬ ْ ‫َﻛـَﺘـَﺒـ‬

‫َﻛـَﺘـَﺒـَﺘـﺎ‬

‫َﻛـَﺘـْﺒـَﻦ‬

katab+at

katab+ata¯

katab+na

she wrote

they (2) wrote

they wrote

‫ﺖ‬ َ ‫َﻛـَﺘـْﺒـ‬

‫َﻛـَﺘـْﺒـُﺘـَﻤـﺎ‬

‫َﻛـَﺘـْﺒـُﺘـْﻢ‬

katab+ta

katab+tuma¯

katab+tum

you wrote

you (2) wrote

you wrote

‫ﺖ‬ ِ ‫َﻛـَﺘـْﺒـ‬

‫َﻛـَﺘـْﺒـُﺘـَﻤـﺎ‬

‫َﻛـَﺘـْﺒـُﺘـ َّﻦ‬

katab+ti

katab+tuma¯

katab+tunna

you wrote

you (2) wrote

you wrote

‫ﺖ‬ ُ ‫َﻛـَﺘـْﺒـ‬

——

‫َﻛـَﺘـْﺒـَﻨـﺎ‬

katab+tu

katab+na¯

I wrote

we wrote




Note: The extra alif ‫ ا‬at the end of the third person masc. plural is not pronounced, and it is elided when a suffix denoting the object is added.

14.6 80

The normal word order in sentences with a perfect tense verb is:

verb + subject + object / complement + adverbial(s)

(a)

When a verb in the third person is placed first in the sentence, the verb must be in the singular, even though the subject may be in the plural or dual. The verb always agrees with the gender of the subject, however, e.g.

َ ‫ﺷـِﺮ‬ َ ‫ﺼﻴًﺮا‬ ِ ‫ب ْﻟـُﻤَﻌَّﻠُﻤﻮَن َﻋ‬

‫ﺼﻴًﺮا‬ ِ ‫ﺖ ْﻟـِﺒْﻨَﺘﺎِن َﻋـ‬ ِ ‫ﺷِﺮَﺑ‬ َ



 sˇariba l-mu allimu¯na as-ıran.

Perfect tense, root, radicals, triliteral verbs, word order

 sˇaribati l-binta¯ ni as-ıran. ˙ The two girls (dual) drank

˙ The teachers (m. pl.) drank juice.

juice. Remember: When a verb in the third person feminine singular is followed by a word beginning with hamzatu l-wasli (waslah), the ˙ ˙ suku¯ n on the final /...t/ ‫ﺖ‬ ْ ‫ـ‬.َ.. is replaced by kasrah ‫ﺖ‬ ِ ‫ َـ‬... to avoid having three consonants in succession, e.g.

...‫ﺖ‬ ُ ‫ﺖ ْﻟـِﺒْﻨ‬ ِ ‫ﺷِﺮَﺑ‬ َ

sˇaribati l-bintu... (not: .‫ﺖ‬ ُ ‫ْﻟـِﺒْﻨ‬

‫ﺖ‬ ْ ‫ﺷـِﺮَﺑ‬ َ

sˇaribat l-

bintu...) (b)

If the subject refers to a human being and the verb is placed after the subject, the verb must agree with the subject in number and gender, e.g.

‫ﺼﻴًﺮا‬ ِ ‫ﺷـِﺮُﺑﻮا َﻋـ‬ َ ‫َأْﻟـُﻤَﻌَّﻠُﻤﻮَن‬


 al-mu allimu¯na sˇaribu¯ as-ıran.

14.7



‫ﺼﻴًﺮا‬ ِ ‫ﺷِﺮَﺑَﺘﺎ َﻋ‬ َ ‫َأْﻟـُﻤَﻌَّﻠَﻤَﺘﺎِن‬




˙ The teachers (m. pl.) drank

  al-mu allimata¯ ni sˇaribata¯ as-ıran. ˙ The (two) teachers (f.) drank

juice.

juice.

If the subject is not expressed by a noun or separate pronoun, the

verb alone expresses its number, whether it be singular, dual or plural, e.g.

‫ﺼﻴًﺮا‬ ِ ‫ﺷِﺮُﺑﻮا َﻋ‬ َ  sˇaribu¯ as-ıran.

˙ They (m. pl.) drank juice. 14.8

‫ﺼﻴًﺮا‬ ِ ‫ﺷِﺮَﺑَﺘﺎ َﻋ‬ َ

 sˇaribata¯ as-ıran. ˙ They (f. dual) drank juice.

If the subject is in the plural and refers to non-humans, the verb

is in the feminine singular, e.g.

81

Perfect tense, root, radicals, triliteral verbs, word order

‫ﺣِﻠﻴًﺒﺎ‬ َ ‫ب‬ ُ ‫ﻼ‬ َ ‫ﺖ ْﻟِﻜ‬ ِ ‫ﺷِﺮَﺑـ‬ َ

sˇ aribati (sing.) l-kila¯ bu halı-ban. ˙ The dogs drank milk. 14.9

‫ﺣِﻠﻴًﺒﺎ‬ َ ‫ﺖ‬ ْ ‫ﺷـِﺮَﺑ‬ َ ‫ب‬ ُ ‫ﻼ‬ َ ‫َأْﻟِﻜ‬


al-kila¯ bu sˇ aribat halı-ban. ˙ The dogs drank milk.

If the subject is in the dual and refers to non-humans, the verb

is in the dual (if following the subject) and agrees with the gender of the subject, just as with dual human beings, e.g.

‫ﺣِﻠﻴًﺒﺎ‬ َ ‫ب ْﻟَﻜْﻠَﺒﺎِن‬ َ ‫ﺷـِﺮ‬ َ sˇ ariba l-kalba¯ ni halı-ban. The (two) dogs (m.) drank (m. sing.) milk. ˙

‫ﺣِﻠﻴًﺒﺎ‬ َ ‫ﺷـِﺮَﺑﺎ‬ َ ‫َأْﻟَﻜْﻠَﺒﺎِن‬


al-kalba¯ ni sˇ ariba¯ halı-ban. The (two) dogs (m.) drank (m. dual) milk. ˙

‫ﺣِﻠﻴًﺒﺎ‬ َ ‫ﺷـِﺮَﺑﺖِ ْﻟَﻜْﻠَﺒَﺘﺎِن‬ َ sˇ aribati l-kalbata¯ ni halı-ban. The (two) dogs (f.) drank (f. sing.) milk. ˙

‫ﺣِﻠﻴًﺒﺎ‬ َ ‫ﺷـِﺮَﺑَﺘﺎ‬ َ ‫َأْﻟَﻜْﻠَﺒَﺘﺎِن‬


al-kalbata¯ ni sˇ aribata¯ halı-ban. The (two) dogs (f.) drank (f. dual) milk. ˙

14.10

The verb in the perfect tense is sometimes preceded by the

‫ﻗَْﺪ‬

qad, or ‫ﺪ‬ ْ ‫ َﻟَﻘ‬la-qad, which is usually not translated. The purpose of these particles is merely a matter of style or to emphasize

particle

the completion or realization of the action of the verb, like adding the corroborating auxiliary ‘do’, the adverb ‘really’ or ‘already’, e.g.

‫ﺐ‬ َ ‫ﺤِﻠﻴ‬ َ ‫ب ْﻟـ‬ َ ‫ﺷِﺮ‬ َ ‫ َﻗْﺪ‬qad sˇariba l-h˙ alı-ba. He did drink the milk. OR He has already drunk the milk.

14.11 Negative of the perfect tense The negative particle ‫ﻣـﺎ‬ َ ma¯ ‘not’ is used to negate the perfect tense and is placed before the verb, e.g.

‫ﺐ‬ َ ‫ﺤِﻠـﻴ‬ َ ‫ب ْﻟـ‬ َ ‫ﺷِﺮ‬ َ ‫ َﻣﺎ‬ma¯ sˇariba l-h˙ alı-ba. He did not drink the milk. 82

Note: A more common way of negating the perfect in modern literary Arabic is introduced in chapter 28.

Exercises

Perfect tense, root, radicals, triliteral verbs, word order

Practise your reading: .‫ﺿﻮا‬ ُ ‫َﻓَﻤِﺮ‬

ُ ‫ﺴَّﺒﺎ‬ ‫ﺳًﺪا‬ ِ ‫ﻃَﻌﺎًﻣﺎ َﻓﺎ‬ َ ‫ﺣﻮَن‬ َّ ‫َأَﻛَﻞ ﻟ‬

3

2




1



(1) akala s-sabba¯ hu¯na ta a¯ man fa¯ sidan fa-maridu¯. ˙ ˙ ˙ The swimmers ate 2rotten (spoiled) 1food 3and (so) became ill. .‫ث‬ ِ ‫ﺤﺎِد‬ َ ‫ْﻟـ‬

4

‫ﺐ َﺗـْﻘـِﺮﻳـًﺮا َﻋِﻦ‬ ِ ‫ﺿﻲ ِﻣـَﻦ ْﻟـَﻜـﺎِﺗـ‬ ِ ‫ﺐ ْﻟـَﻘﺎ‬ َ ‫ﻃـَﻠـ‬ َ 3

2

1

 (2) talaba l-qa¯ d-ı mina l-ka¯ tibi taqrı-ran ani l-ha¯ diti. ˙2 ˙ ˙ ¯ The judge 1asked the clerk (secretary) for 3a report about 4the accident.

ِ ‫ﻟّﺪُّﻛَﺎ‬ .‫ن‬

6

5 4 3 2 1 ‫ﺧِﻞ‬ َ ‫ﺴﻮٍر َأَﻣﺎَم َﻣْﺪ‬ ُ ‫ﻲ َﻣْﻜ‬ ٍّ ‫ﺳ‬ ِ ‫ﺖ ْﻟـَﻤْﺮَأُة ﻟّﺘَِﻌَﺒُﺔ َﻋـَﻠـﻰ ُﻛـْﺮ‬ ِ ‫ﺴ‬ َ ‫ﺟـَﻠ‬ َ











(3) g˘ alasati l-mar atu t-ta ibatu ala¯ kursiyyin maksu¯rin ama¯ ma madhali ˘ d-dukka¯ ni. 2

The tired woman 1sat on 4a broken 3chair in front of 5the entrance of

6

the shop.

ِ ِ 2 1 ّ ‫ ﻟ‬4 ‫ ْﻟُﻘُﺒﻮِل ِﻟُﻜَّﻠَﻴِﺔ‬3 ‫ﺤﺎِن‬ َّ ‫ﺖ ﻟ‬ ْ ‫ﻄﺎِﻟَﺒَﺘﺎِن َْﻷ‬ .‫ﺐ‬ ّ ‫ﻄ‬ َ ‫ﺟَﻨِﺒّﻴََﺘﺎِن ِﻓﻲ ْﻣِﺘ‬ ِ ‫ﺤ‬ َ ‫ﺠ‬ َ ‫َﻧ‬


(4) nag˘ ahati t-ta¯ libata¯ ni l- ag˘ nabiyyata¯ ni fı- mtiha¯ ni l-qubu¯li li-kulliyati t-tibbi. ˙ ˙˙ ˙ ˙˙ The two foreign students (f.) 1passed the 3entrance 2exam to the faculty of 4medicine (medical college). 5 4 3 2 ُّ ‫ ْﻟِﻘ‬1 ‫َأَﻛَﻞ‬ ‫ﺤِﻢ ِﻣَﻦ ْﻟَﺒَّﺮاِد‬ ْ ‫ﻄَﻌَﺔ ﻟـَّﻠ‬ ْ ‫ﻒ ِﻗ‬ َ ‫ﻄ‬ َ ‫ﺧ‬ َ ‫ﻄﺎِوَﻟِﺔ َو‬ ُ ‫ﻂ ْﻟـ‬ َّ ‫ﺠْﺒَﻨَﺔ َﻋِﻦ ﻟ‬




. ‫ﺤِﺪﻳَﻘِﺔ‬ َ ‫ْﻟـ‬



8



‫ب ِﺑَﻬﺎ ِإَﻟﻰ‬ َ ‫َوَﻫَﺮ‬ 7

6

(5) akala l-qittu l-g˘ ubnata ani t-ta¯ wilati wa-hatafa qit ata l-lahmi mina ˘ ˙ ˙˙ ˙ ˙
˙˙ l-barra¯ di wa-haraba bi-ha¯ ila¯ l-hadı-qati. ˙ 1 The cat ate 2the cheese from the table, 3then snatched 4the piece of meat from 5the refrigerator 6and ran away 7with it to 8the garden.

َّ ‫ج ِإَﻟﻰ ﻟ‬ ِ ‫ﻄﺎِﺑ‬ ‫ﻖ‬ ِ ‫ﻃَﻠَﻌﺎ ِﺑِﻪ َﻋَﻠﻰ ﻟّﺪََر‬ َ ‫ﺲ ﻟّﺜَِﻘﻴﻞَ َو‬ َ ‫ﻼِن ْﻟِﻜﻴ‬ َ ‫ﺣَﻤَﻞ ْﻟَﻌﺎِﻣ‬ َ 7

6

5

4

3

2

1

.‫ﺲ‬ ِ ‫ﺨﺎِﻣ‬ َ ‫ْﻟـ‬

8

  
(6) hamala l- a¯ mila¯ ni l-kı-sa t-taqı-la wa-tala a¯ bi-hi ala¯ d-darag˘ i ila¯ t-ta¯ biqi ¯¯ ˙ ˙˙ ˙ l-ha¯ misi. ˘ 2 The two workers 1carried the 4heavy 3sack 5and climbed with it up 6the stairs to 8the fifth 7floor.

83

Perfect tense, root, radicals, triliteral verbs, word order

.‫ع‬ َ ‫ﺸـُﺮو‬ ْ ‫ْﻟـَﻤـ‬

5

4 3 2 1 ‫ﻀﺎ‬ َ ‫ﺟِﺮﻳَﺪُة ْﻟَﻴْﻮِم َأ َّن ْﻟـَﻮِزﻳَﺮْﻳِﻦ َﻗْﺪ َرَﻓـ‬ َ ‫ت‬ ْ ‫َذَﻛـَﺮ‬


 (7) dakarat g˘ arı-datu l-yawmi anna l-wazı-rayni qad rafada¯ l-masˇru¯ a. ˙ ¯3 Today’s 2newspaper 1mentioned that the two ministers had 4rejected 5

the project.

. ‫ْﻟَﻮِزﻳِﺮ‬

5



4 3 2 1 ‫ﺟِﺘَﻤﺎًﻋﺎ َﻣَﻊ‬ ْ  ‫ﻀُﺮوا‬ َ ‫ﺣ‬ َ ‫ﺟَﻊ ْﻟـُﻤَﻌَّﻠُﻤﻮَن ِﻣَﻦ ْﻟِﻮَزاَرِة َﺑْﻌَﺪ َأْن‬ َ ‫َر‬












(8) rag˘ a a l-mu allimu¯na mina l-wiza¯ rati ba da an hadaru¯ g˘ tima¯ an ma a ˙ ˙ l-wazı-ri. The teachers (m.) 1returned from 2the ministry after they 3attended 4a meeting with 5the minister. . ‫ﻤِﺪﻳِﺮ‬ ُ ‫ْﻟـ‬

7

‫ﺐ‬ َ ‫ﺧُﻠﻮا َﻣْﻜَﺘ‬ َ ‫ﺼَﻨِﻊ َوَد‬ ْ ‫ب ْﻟـَﻤ‬ َ ‫ﻈﺎِﻫِﺮﻳَﻦ َﺑﺎ‬ َ ‫ﺾ ْﻟـُﻤَﺘ‬ ُ ‫ﺴَﺮ َﺑْﻌ‬ َ ‫َﻛ‬ 6

5

4

3

2

1

  (9) kasara ba du l-mutada¯ hirı-na ba¯ ba l-masna i wa-dahalu¯ maktaba l-mudı-ri. ˘ ˙ ¯ ˙ ˙ 2 Some of 3the demonstrators 1broke down the door of 4the factory 5and entered the 7director’s 6office.

‫ب َوَﻣﺎ‬ ُ ‫ﻼ‬ َ ‫ﺿُﺮ ﻟَّﺪْر‬ َ ‫ﺾ َﻓَﻤﺎ‬ ٍ ‫ﺨِﻔ‬ َ ‫ت ُﻣْﻨ‬ ٍ ‫ﺼْﻮ‬ َ ‫س ِﺑ‬ ِ ‫ﺤﺎ‬ َ ‫ح ْﻟـُﻤ‬ َ ‫ﺷَﺮ‬ َ ُّ ‫ﺳِﻤَﻊ ﻟ‬ َّ ‫ﻄ‬ 2

1

َ ‫َﻓِﻬُﻤﻮا ﻟَّﺪْر‬ .‫س‬

7

6

5

4

3



(10) sˇaraha l-muha¯ diru d-darsa bi-sawtin munhafidin fa-ma¯ sami a t-tulla¯ bu ˘ ˙ ˙ ˙ ˙ ˙ ˙˙ wa-ma¯ fahimu¯ d-darsa. 2

The lecturer 1explained the lesson in 4a low 3voice, and the students

5

neither 6heard nor 7understood the lesson.

َ ‫ﺼﺎِدّﻳَِﺔ ِﻓﻲ ْﻟِﺒ‬ . ‫ﻼِد‬ َ ‫ْﻻِْﻗِﺘ‬

5

‫ﻼ َﻋِﻦ َْﻷْزَﻣِﺔ‬ ً ‫ﻃِﻮﻳ‬ َ ‫ﺠِﺮﻳَﺪُة َﻣَﻘﺎًﻻ‬ َ ‫ت ْﻟـ‬ ِ ‫ﺸَﺮ‬ َ ‫َﻧ‬ 4

3

2

1



(11) nasˇarati l-g˘ arı-datu maqa¯ lan tawı-lan ani l- azmati l- iqtisa¯ diyyati fı- l-bila¯ di. ˙ ˙ 2 The newspaper 1published a long 3article on 5the economic 4crisis in the country.

‫ﺟﻮَر‬ ُ ‫ﺖ ُأ‬ ْ ‫ﺠِﺪﻳِﺪ َوَرَﻓَﻌ‬ َ ‫س ْﻟـ‬ ِ ‫ﺴًﻨﺎ ِﻟـْﻠُﻤَﻬْﻨِﺪ‬ َ ‫ﺣ‬ َ ‫ﺟًﺮا‬ ْ ‫ﺸِﺮَﻛُﺔ َأ‬ ِ ‫َدَﻓَﻌ‬ َّ ‫ﺖ ﻟ‬

1

.‫ﻦ‬ َ ‫ﻇِﻔﻴ‬ َّ ‫َﺑﺎِﻗﻲ ْﻟـُﻤَﻮ‬

7

6

84

5

4

3

2


 (12) dafa ati sˇ-sˇarikatu ag˘ ran hasanan li-l-muhandisi l-g˘ adı-di wa-rafa at ˙
ug˘ u¯ra ba¯ qı- l-muwaddafı-na. ˙¯ ˙¯ 2 The company 1paid a good 3salary to the new 4engineer 5and raised the 6

wages of the 7rest of the employees.

7 6 5 4 3 2 1 ِ ‫ﺧﻮَل ﻟّﻨَﺎ‬ ‫ت َﻓَﻘَﻔُﺰوا‬ ٍ ‫ﻄﺎَﻗﺎ‬ َ ‫ﺐ ُدوَن ِﺑ‬ ِ ‫س ِإَﻟﻰ ْﻟـَﻤْﻠَﻌ‬ ُ ‫س ُد‬ ُ ‫ﺤﺎِر‬ َ ‫َﻣَﻨَﻊ ْﻟـ‬

. ‫ﻤَﺒﺎَراَة‬ ُ ‫ْﻟـ‬






11



‫ﺷﺎَﻫُﺪوا‬ َ ‫ﺠَﺪاِر َو‬ ِ ‫ق ْﻟـ‬ ِ ‫ِﻣْﻦ َﻓْﻮ‬ 10

9

8

(13) mana a l-ha¯ risu duhu¯la n-na¯ si ila¯ l-mal abi du¯na bita¯ qa¯ tin fa-qafazu¯ min ˘ ˙ ˙ fawqa l-g˘ ida¯ ri wa-sˇa¯ hadu¯ l-muba¯ ra¯ ta.

Perfect tense, root, radicals, triliteral verbs, word order

2

The guard 1prevented the people 5without 6tickets 3from entering 4the

stadium (lit. playground) 7so they jumped 8over the 9wall and 10watched 11

the match. 5 4 3 2 1 َّ ‫ﺖ ﻟ‬ ُ ‫ﻄﺎِﻟَﺒﺎ‬ ٍ ‫ﻄﺎَﻗﺎ‬ ‫ت‬ َ ‫ﺣَﻠٍﺔ ِإَﻟﻰ ْﻟَﻘْﻠَﻌِﺔ َوَﺑَﻌْﺜَﻦ ِﻟـُﻤَﻌ َّﻠَﻤﺎِﺗِﻬ َّﻦ ِﺑ‬ ْ ‫ت ِﻓﻲ ِر‬ ِ ‫َذَﻫَﺒ‬

. ‫َﺑِﺮﻳِﺪَّﻳًﺔ‬

6


   (14) dahabati t-ta¯ liba¯ tu fı- rihlatin ila¯ l-qal ati wa-ba atna li-mu allima¯ ti-hinna ¯ ˙˙˙ ¯ bita¯ qa¯ tin barıdiyyatan. ˙ The students (f.) 1went on 2a trip to 3the fortress 4and sent 6post5cards to their teachers (f.).

َ ‫ﺸـَﺮا‬ .‫ب‬ َّ ‫ﻄَﻌﺎَم َوﻟ‬ َّ ‫ﻟ‬

4

‫ﻀُﺔ‬ َ ‫ﺖ ﻟﻄَّـْﻔـَﻠُﺔ ْﻟـَﻤِﺮﻳـ‬ ِ ‫ﻀ‬ َ ‫َرَﻓـ‬ 3

2

1

 (15) rafadati t-tiflatu l-marı-datu t-ta a¯ ma wa-sˇ-sˇara¯ ba. ˙ ˙ ˙ ˙ ˙ ˙ 3 The sick 2child (f.) 1rejected (the) 4food and (the) drink. Translate into Arabic: (1) The judge ate rotten meat and he became ill. (2) The tired swimmer sat on a broken table. (3) The sick woman carried the heavy sack from the shop. (4) The company raised the salary of the new employee. (5) The workers attended a meeting with the minister. (6) The engineer published a long article in the newspaper. (7) The two ministers asked for a report about the project. (8) The engineer carried the heavy sack and took it up the stairs to the fifth floor. (9) The foreign student (m.) did not understand the lesson. (10) The ministry asked (‫ﻦ‬ ْ ‫ )ِﻣ‬the clerk for a report on the economic crisis. (11) The newspaper rejected a long article on the crisis in the factory. (12) The teacher (m.) returned from the fortress.

85

Perfect tense, root, radicals, triliteral verbs, word order

86

(13) The guard prevented the demonstrators from entering the fortress. (14) The cat snatched the piece of cheese from the refrigerator and ran away (with it) to the director’s office.

Chapter 15

Separate personal pronouns and suffix pronouns

15.1

The separate personal pronouns ‫ﺼَﻠُﺔ‬ ِ َ‫ﻀَﻤﺎِﺋُﺮ اْﻟـُﻤْﻨﻔ‬ َّ ‫ َأﻟ‬are: singular

1. m. f.

(as in the plural)

nahnu, we ˙

‫ﺖ‬ َ ‫َأْﻧ‬

‫َأْﻧُﺘَﻤﺎ‬

‫َأْﻧُﺘْﻢ‬




3. f.




antuma¯ , you two




antum, you




‫َأْﻧُﺘ َّﻦ‬


‫ُﻫَﻮ‬

‫ُﻫَﻤﺎ‬

‫ُﻫْﻢ‬

huwa, he, it

huma¯ , they two

hum, they

‫ﻲ‬ َ ‫ِﻫ‬

‫ُﻫَﻤﺎ‬

‫ُﻫ َّﻦ‬

hiya, she, it

huma¯ , they two

hunna, they

‫ﺖ‬ ِ ‫َأْﻧ‬


anti, you

3. m.

‫ﺤُﻦ‬ ْ ‫َﻧ‬




anta, you

2. f.

plural

‫َأَﻧﺎ‬ ana¯ , I

2. m.

dual

‫َأْﻧُﺘَﻤﺎ‬ antuma¯ , you two

antunna, you

Note: When dual or plural pronouns refer to mixed gender, the masculine predominates.

15.2 The separate personal pronouns have no case forms other than the nominative. Hence they replace nominative nouns, e.g.

‫ﻃِﻮﻳٌﻞ‬ َ ُ‫ﺟﻞ‬ ُ ‫َأﻟ َّﺮ‬


ar-rag˘ ulu tawı-lun. The man is tall. ˙

‫ﻄﻴَﻔٌﺔ‬ ِ ‫ﺖ َﻟ‬ ُ ‫َأْﻟِﺒْﻨ‬


al-bintu lat-ıfatun. The girl is kind. ˙

‫ﻃِﻮﻳٌﻞ‬ َ ‫ُﻫَﻮ‬ huwa tawı-lun. He is tall. ˙

‫ﻄﻴَﻔٌﺔ‬ ِ ‫ﻲ َﻟ‬ َ ‫ِﻫ‬ hiya lat-ıfatun. She is kind. ˙

87

Separate personal pronouns and suffix pronouns

Note: A separate pronoun can be added as an apposition to a word containing a suffix pronoun to give special emphasis, e.g.

‫ﺖ‬ َ ‫ت ِﺑَﻚ َأْﻧ‬ ُ ‫َﻣـَﺮْر‬




marartu bi-ka anta. I passed by you. (You are the one I passed by.) 15.3

Sometimes the verb is preceded by a separate personal pronoun

referring to the subject to put stress on the statement or subject, or to make the expression clear and to avoid misunderstandings in an unvocalized text, e.g.

َّ ‫ت ﻟ‬ ُ ‫ﺷَﻜﺮ‬ َ ‫َأَﻧﺎ‬ ‫ﺐ‬ َ ‫ﻄِﺒﻴ‬




ana¯ sˇakartu t-tabı-ba. I thanked the doctor. ˙˙
 ‫ﺨَﺒَﺮ‬ َ ‫ﺖ ْﻟـ‬ َ ‫ﺳِﻤْﻌ‬ َ ‫ﺖ‬ َ ‫ َأْﻧ‬anta sami ta l-h˘ abara. You heard the piece of news.


ِ ‫ َأَﻧﺎ ُأ‬ana¯ uh˙ ibbu-ki (f.) / uh˙ ibbu-ka (m.). I (certainly) love ِ ‫ ُأ‬/‫ﺣّﺒُِﻚ‬ ‫ﺣّﺒَُﻚ‬ you. 15.4 The suffix pronouns

َّ ‫ َأﻟ‬function as accusative ‫ﺼَﻠُﺔ‬ ِ َ‫ﻀَﻤﺎِﺋُﺮ ْﻟـُﻤّﺘ‬

and genitive forms of the personal pronouns. They can be attached to nouns, prepositions or verbs:

1.

singular

dual

plural

‫ـﻲ‬..ِ. /..ı-/ ‫ـِﻨﻲ‬.. /..nı-/

(as in the plural)

‫ـَﻨﺎ‬.. /..na¯ /

my 2. m.

2. f.

3. m.

3. f. 88

me

our, us

‫ـَﻚ‬.. /..ka/

‫ـُﻜَﻤﺎ‬.. /..kuma¯ /

‫ـُﻜْﻢ‬.. /..kum/

your, you

your, you (two)

your, you

‫ـِﻚ‬.. /..ki/

‫ـُﻜَﻤﺎ‬.. /..kuma¯ /

‫ـُﻜ َّﻦ‬.. /..kunna/

your, you

your, you (two)

your, you

‫ـُﻪ‬.. /..hu/

‫ـُﻬَﻤﺎ‬.. /...huma¯ /

‫ـُﻬْﻢ‬.. /..hum/

his, him, its, it

their, them (two)

their, them

‫ـَﻬﺎ‬.. /..ha¯ /

‫ـُﻬَﻤﺎ‬.. /...huma¯ /

‫ـُﻬ َّﻦ‬.. /..hunna/

her, its, it

their, them (two)

their, them

Note: The suffix pronoun for the first person singular ‫ِﻧﻲ‬... /..nı¯/ ‘me’, is attached only to a verb, indicating the direct object (verbal object).

15.5

When suffix pronouns are attached to nouns, they function as

possessive pronouns, i.e. as the genitive case of the separate personal

Separate personal pronouns and suffix pronouns

pronouns. The noun and the suffixed pronoun form together a type of




ida¯ fah construction, e.g. ˙

‫ َﻗَﻠِﻤﻲ‬qalam-ı-, my pen

‫ َﺑْﻴُﺘُﻪ‬baytu-hu, his house

‫ن‬...

/...n/ + fathah/kasrah of the dual ˙ and sound masculine plural endings is dropped before a suffix pronoun, 15.6

The final syllable nu¯ n

e.g.

dual

‫ِﻛَﺘﺎَﺑﺎِن‬

‫ِﻛَﺘﺎَﺑﺎَك‬

(not:

kita¯ ba¯ ni

kita¯ ba¯ -ka

kita¯ ba¯ ni-ka)

two books

your (m.) (two) books

Acc. and

‫ِﻛَﺘﺎَﺑْﻴِﻦ‬

‫ِﻛَﺘﺎَﺑْﻴَﻚ‬

(not:

gen.

kita¯ bayni

kita¯ bay-ka

kita¯ bayni-ka)

two books

your (m.) (two) books

Nom.

‫ِﻛَﺘﺎَﺑﺎِﻧَﻚ‬

‫ِﻛَﺘﺎَﺑْﻴِﻨَﻚ‬

plural

‫ُﻣَﻌَّﻠُﻤﻮَن‬

‫ُﻣَﻌَّﻠُﻤﻮَك‬

(not:

mu allimu¯na

mu allimu¯-ka

mu allimu¯na-ka)

teachers (m.)

your (m.) teachers

Acc. and

‫ُﻣَﻌَّﻠِﻤﻴَﻦ‬

‫ُﻣَﻌَّﻠِﻤﻴَﻚ‬

(not:

gen.

mu allimı-na

mu allimı--ka

mu allimı-na-ka)

teachers (m.)

your (m.) teachers

Nom.









15.7 The first person singular suffix





‫ُﻣَﻌَّﻠُﻤﻮَﻧَﻚ‬

‫ُﻣَﻌَّﻠِﻤﻴَﻨَﻚ‬

‫ ِ ي‬... /...ı¯/ ‘my’ becomes ‫ي‬ َ ... /

...ya/ when it is preceded by a long vowel or a diphthong, e.g.

89

Separate personal pronouns and suffix pronouns

dual Nom.

‫َﻋْﻴَﻨﺎِن‬



ayna¯ n-i

two eyes



Acc.

‫َﻋْﻴَﻨْﻴِﻦ‬

and

two eyes

aynayn-i



‫ي‬ َ ‫َﻋْﻴَﻨﺎ‬

ayna¯ -ya



(not: ‫ﻲ‬ َ ‫ َﻋْﻴَﻨﺎِﻧ‬ayna¯ ni-ya)

my (two) eyes

َّ ‫َﻋْﻴَﻨ‬ ‫ﻲ‬



aynay-ya



(not: ‫ﻲ‬ َ ‫ َﻋْﻴَﻨْﻴِﻨ‬aynayni-ya)

my (two) eyes

gen. When the suffix pronoun for the first person singular is attached

15.8

to a sound masculine plural, the final

‫و‬.ُ... /...u¯ / is changed to ‫ي‬ َّ ِ ... /

...iyya/ in all three cases, e.g.

plural

َّ ‫ُﻣَﻌَّﻠِﻤ‬ ‫ﻲ‬

‫ُﻣَﻌَّﻠُﻤﻮَن‬ 



(not: ‫ﻲ‬ َ ‫ُﻣَﻌَّﻠُﻤﻮَﻧ‬



mu allim-u¯ na, teachers mu allim-iyya, my teachers mu allimu¯na-ya)




15.9 The ida¯ fah construction may contain more than one annexed ˙ noun ‫ف‬ ٌ ‫ﻀﺎ‬ َ ‫َأْﻟـُﻤ‬. In this case only one annexed noun is placed before the

‫ف ِإَﻟْﻴِﻪ‬ ُ ‫ﻀﺎ‬ َ ‫َأْﻟـُﻤ‬. The other annexed nouns are placed after the annexer, each preceded by the conjunction ‫و‬ َ /wa.../ ‘and’ and followed

annexer

by a (possessive) suffix pronoun referring to the annexer and agreeing with it in number and gender, e.g.

َّ ‫َﻗَﻠُﻢ ﻟ‬ ‫ﺣِﻘﻴَﺒُﺘُﻪ‬ َ ‫ﺐ َوِﻛَﺘﺎُﺑُﻪ َو َدْﻓَﺘُﺮُه و‬ ِ ‫ﻄﺎِﻟ‬ qalamu t-ta¯ libi wa-kita¯ bu-hu wa-daftaru-hu wa-haqı-batu-hu ˙˙ ˙ the student’s pen, book, notebook and bag (lit. the student’s pen and his book and his notebook and his bag)

َ ‫ﺳُﺔ ْﻟَﻘْﺮَﻳِﺔ َو‬ َ ‫َﻣْﺪَر‬ ‫ﺟﺎِﻣُﻌَﻬﺎ َوُد َّﻛﺎُﻧَﻬﺎ َوَﻣْﻜَﺘَﺒُﺘَﻬﺎ‬ 

madrasatu l-qaryati wa-g˘ a¯ mi u-ha¯ wa-dukka¯ nu-ha¯ wa-maktabatu-ha¯ 90

the school, mosque, store and library of the village (lit. the school of the village and its mosque and its store and its library)

In contradiction to the above grammatical rule, in modern

15.10

literary Arabic two coordinated annexed nouns are often placed before the annexer, e.g. According to the rule

In modern literary Arabic

ُ ‫َﺑﺎ‬ ‫ﺣَﻬﺎ‬ ُ ‫ﺴَّﻴﺎَرِة َوِﻣْﻔَﺘﺎ‬ َّ ‫ب ﻟ‬

ُ ‫َﺑﺎ‬ ‫ﺴَّﻴﺎَرِة‬ َّ ‫ب َوِﻣْﻔَﺘﺎحُ ﻟ‬

ba¯bu s-sayya¯ rati wa-mifta¯hu-ha¯ ˙ the door and the key of the car

ba¯bu wa-mifta¯hu s-sayya¯ rati ˙

ْ ‫ِإ‬ ‫ﺟﻞِ َوُﻋْﻤُﺮُه‬ ُ ‫ﺳﻢُ ﻟَّﺮ‬


Separate personal pronouns and suffix pronouns

ْ ‫ِإ‬ ‫ﺟِﻞ‬ ُ ‫ﺳُﻢ َوُﻋْﻤُﺮ ﻟَّﺮ‬






ismu r-rag˘ uli wa- umru-hu



ismu wa- umru r-rag˘ uli

the name and age of the man Remember that when a suffix pronoun is attached to any

15.11

of the four prepositions



‫ َﻣَﻊ‬ma a, ‫ِﻋْﻨَﺪ‬



inda,

‫ َﻟـَﺪى‬lada¯ or ...‫( ِﻟـ‬...‫)َﻟـ‬

li- (la-), the expression may be equivalent to the English verb to have (see chapter 11.10), e.g.

َ ‫ِﻋْﻨَﺪُه‬ ‫ﺳ َّﻴﺎَرٌة‬ 

ٌ ‫َﻣَﻌُﻬْﻢ ِﻛَﺘﺎ‬ ‫ب‬

‫ﺖ َﻛِﺒﻴٌﺮ‬ ٌ ‫َﻟُﻪ َﺑْﻴ‬

ma a-hum kita¯ bun.

la-hu baytun kabı-run.

He has a car.

They have a book.

He has a big house.



inda-hu sayya¯ ratun.

‫ي‬ َ ... /...ya/ (see paragraph 15.7) of the suffix pronoun for the first person ِ singular is attached to a
preposition ending in alif maqsu¯ rah ‫ ى‬..., they combine into ‫ي‬ َّ ... / ˙ When the alternative form

15.12

...yya/, e.g.




‫ِإَﻟﻰ‬ ‫َﻋَﻠﻰ‬

ila¯ , to

becomes:



becomes:

ala¯ , on




َّ ‫ ِإَﻟ‬ila-yya, to me ‫ﻲ‬  َّ ‫ َﻋَﻠ‬ala-yya, on me ‫ﻲ‬

When the suffix pronoun for the first person singular ‫ِ ـﻲ‬

15.13

is attached to the two prepositions below, the final

‫ْن‬...

.../...ı¯/

/n/ of the

prepositions is doubled:

‫ ِﻣْﻦ‬min, from

becomes:

‫َﻋْﻦ‬

becomes:



an, about

‫ ِﻣَّﻨﻲ‬minn-ı-, from me  ‫ َﻋ َّﻨﻲ‬ann-ı-, about me

91

Separate personal pronouns and suffix pronouns

15.14 The preposition ...‫ل‬ ِ /li.../ ‘for, to, belonging to’ takes the form

‫َل‬... /la.../ before all suffix pronouns, except before the suffix pronoun of the first person singular, e.g.

‫َﻟـَﻚ‬

‫َﻟُﻬْﻢ‬

la-ka

for you, belonging to you

la-hum

for them, belonging to them

BUT:

‫ِﻟﻲ‬

l-ı-,

for me, belonging to me The dammah of the suffix pronouns is changed to kasrah when ˙
the suffix is preceded by kasrah or ya¯ : 15.15

‫ُه‬... /...hu/

‫ُﻫَﻤﺎ‬... /...huma¯ /

‫ُﻫْﻢ‬... /...hum/

‫ُﻫ َّﻦ‬... /...hunna/

‫ِﻫْﻢ‬... /...him/

‫ِﻫ َّﻦ‬... /...hinna/

These suffixes become:

‫ِه‬... /...hi/

‫ِﻫَﻤﺎ‬... /...hima¯ /

Examples:

‫ِﻓﻲ َﺑْﻴِﺘِﻪ‬

‫ِﻣْﻦ ُﻣَﻌَّﻠَﻤْﻴِﻬَﻤﺎ‬

fı- bayti-hi

min mu allimay-hima¯




in his house

from their (two) teachers

to them

15.16

‫ِإَﻟْﻴِﻬْﻢ‬



ilay-him

When the suffix pronouns are attached to verbs, they function

as the direct (or indirect) object of transitive verbs, e.g.

‫ﺷَﺘَﻤِﻨﻲ‬ َ

‫ﺳِﻤَﻌُﻪ‬ َ

‫ﺣَﻤَﻠُﻬْﻢ‬ َ

sˇatama-nı-.

sami a-hu.

He insulted me.

He heard him.

hamala-hum. ˙ He carried them.



Remember: The suffix pronoun for the first person singular ‫ِﻧﻲ‬... /...nı¯/ ‘me’ is attached only to a verb (see 15.4 note). 92

15.17 When a suffix pronoun is attached to the second person

masculine plural of a verb in the perfect tense, the personal ending

‫ُﺗْﻢ‬.../...tum/ becomes ‫ُﺗُﻤﻮ‬... /...tum-u¯ /, e.g. 

‫ﺳِﻤْﻌُﺘْﻢ‬ َ sami tum



‫ﺳِﻤْﻌُﺘُﻤﻮُه‬ َ sami tum-u¯ -hu

becomes:

you (pl.) heard 15.18

you (pl.) heard him

Separate personal pronouns and suffix pronouns

Please recall that when the suffix pronouns are attached to

the third person masculine plural of a verb in the perfect tense, the




final alif (‫ )ا‬is elided, e.g.



‫ﺳِﻤُﻌﻮا‬ َ sami u¯, they heard 15.19



‫ﺳِﻤُﻌﻮُه‬ َ sami u¯-hu, they heard him

The suffix : ‫ﻢ‬ ْ ‫ُﻛ‬... /...kum/ becomes: ‫ُﻛُﻢ‬... /...kum-u/ and

‫ُﻫْﻢ‬... /...hum/ becomes: ‫ُﻫُﻢ‬... /...hum-u/ The suku¯ n is replaced by dammah when it is followed by a word ˙ beginning with waslah, e.g. ˙

‫ﺷَﻜَﺮُﻛْﻢ‬ َ

َ ‫ﺷَﻜَﺮُﻛُﻢ ْﻟـُﻤَﻌ َّﻠُﻢ‬

sˇakarakum.

sˇakarakumu l-mu allimu.

He thanked you (masc. plur.).

The teacher thanked you.



15.20 The preposition ‫ﻦ‬ َ ‫ َﺑْﻴ‬is used with the meaning ‘between’. It must be repeated before each coordinated member, if any of these members is expressed by a suffix pronoun, e.g.

‫َﺑْﻴَﻦ ْﻟـُﻤِﺪﻳِﺮ َوَﺑْﻴَﻨَﻚ‬

‫َﺑْﻴَﻨُﻪ َوَﺑْﻴَﻨَﻚ‬

bayna l-mudı-ri wa-bayna-ka

bayna-hu wa-bayna-ka

between the director and you

between him and you

Compare:

َّ َ‫َﺑْﻴَﻦ ْﻟـُﻤِﺪﻳِﺮ َوْﻟـُﻤّﻮ‬ ِ‫ﻇﻒ‬ bayna l-mudı-ri wa-l-muwaddafi ˙¯ ˙¯ between the director and the employee 93

Separate personal pronouns and suffix pronouns

15.21 The suffix pronouns may be attached to the bound particle




‫ِإ َّﻳﺎ‬

iyya¯ , which functions as supporter for the direct object when it is

placed first or when the verb takes a suffix pronoun that denotes the indirect object.

‫ﺴَﺘِﻌﻴُﻦ‬ ْ ‫ِإ َّﻳﺎكَ َﻧْﻌُﺒُﺪ َوِإ َّﻳﺎكَ َﻧ‬



 iyya¯-ka na budu wa- iyya¯-ka nasta -ınu.

Thee (alone) do we worship; Thee (alone) we do ask for help. (Quran)



‫ َﺑﺎَﻋِﻨﻲ ِإ َّﻳﺎُه‬ba¯ a-nı-




iyya¯ -hu. He sold it to me.

In the above sentence the suffix pronoun after the verb is the indirect object. Therefore the particle


‫ ِإ َّﻳﺎ‬iyya¯

is needed to carry the suffix

pronoun that functions as direct object. (a)


‫ ِإ َّﻳﺎ‬iyya¯ can also be used in the meaning ‘(together) combination with the prefixed conjunction ‫و‬ َ wa in

The particle with’ in

phrases coordinating a separate pronoun with a suffix pronoun, e.g.

‫َأَﻧﺎ َوِإ َّﻳﺎُﻫْﻢ‬ (b)







ana¯ wa- iyya¯ -hum, I together with them




The particle ‫ ِإَّﻳﺎ‬iyya¯ may be used as a warning when it is attached to a suffix pronoun in the second person singular and plural, e.g.

َ ‫ِإ َّﻳﺎَك ْﻟَﻜِﺬ‬ ‫ب‬




iyya¯ -ka l-kadiba. OR ¯ Beware of lies!

َ ‫ِإ َّﻳﺎكَ َوْﻟَﻜِﺬ‬ ‫ب‬




iyya¯ -ka wa-l-kadiba. ¯




15.22 The alif maqsu¯ rah ‫ى‬... /a¯ / changes to the regular form of ˙ ‫ا‬... /a¯ / when a suffix pronoun is attached to the word, e.g.

‫ َرَﻣﻰ‬rama¯, he threw

94

‫ َرَﻣﺎُه‬rama¯-hu, he threw it

Exercises Practise your reading: . ‫ﻜَﺘِﺒِﻪ‬ ْ ‫ض َﻣ‬ َ ‫َوَأْر‬

5

‫ﺳَّﻴﺎَرَﺗُﻪ‬ َ ‫ﺖ ْﻟـُﻤِﺪﻳِﺮ َو‬ ِ ‫ج َﺑْﻴ‬ َ ‫ﺨﺎِدُم َدَر‬ َ ‫ﺴَﻞ ْﻟـ‬ َ ‫َﻏ‬ 4

3

2

1


(1) g˙ asala l-ha¯ dimu darag˘ a bayti l-mudı-ri wa-sayya¯ rata-hu wa- arda ˘ ˙ maktabi-hi.

Separate personal pronouns and suffix pronouns

2

The servant 1washed 3the stairs of the director’s house, 4and his car

5

and the floor of his office.

. ‫ﻫﺎ‬ َ ‫ﺳِﺮﻳِﺮ‬ َ

4

ُ ‫ﻄِﺒﻴ‬ ‫ﺼَﻬﺎ ِﻓﻲ‬ َ ‫ﺤ‬ َ ‫ﻀَﺔ ِﻓﻲ َﺑْﻴِﺘَﻬﺎ َوَﻓ‬ َ ‫ﺐ ْﻟـَﻤِﺮﻳ‬ َّ ‫َزاَر ﻟ‬ 3

2

1

(2) za¯ ra t-tabı-bu l-marı-data fı- bayti-ha¯ wa-fahasa-ha¯ fı- sarı-ri-ha¯ . ˙˙ ˙ ˙ ˙ The physician 1visited 2the patient (2the sick person, f.) in her house 3and examined her 4in her bed. . ‫ﻜْﻢ‬ ُ ‫ﺤِﺘ‬ َ ‫َوِﻣْﻨ‬

6

‫ﺳَﻜِﻨُﻜْﻢ‬ َ ‫ع‬ ِ ‫ﺿﻮ‬ ُ ‫ﺳَﺄْﻟُﺘُﻪ َﻋْﻨُﻜْﻢ َوَﻋْﻦ َﻣْﻮ‬ َ ‫ﺳﺎَﻟًﺔ َو‬ َ ‫ﺖ َﻟُﻪ ِر‬ ُ ‫َﻛَﺘْﺒ‬ 5

4

3




2



1





(3) katabtu la-hu risa¯ latan wa-sa altu-hu an-kum wa- an mawdu¯ i sakani˙ kum wa-minhati-kum. ˙ I wrote a letter 1to him 2and I asked him 3about you and about 4the subject (question, issue) of 5your housing 6and scholarship. . ‫ﻬﺎ‬ َ ‫ﺨُﺘَﻬﺎ َوَأَﻛْﻠُﺘ‬ ْ ‫ﻄَﺒ‬ َ ‫َﻓ‬



5

ِ‫ﺤٍﻢ ِﻓﻲ ْﻟَﺒّﺮَاد‬ ْ ‫ﻄَﻌَﺔ َﻟـ‬ ْ ‫ت ِﻗ‬ ُ ‫ﺟْﺪ‬ َ ‫َو‬ 4

3

2

1




(4) wag˘ adtu qit ata lahmin fı- l-barra¯ di fa-tabahtu-ha¯ wa- akaltu-ha¯ . ˙ ˙ ˙ ˘ 1 I found 2a piece 3of meat in 4the refrigerator, 5I (then) cooked (it) and ate it.

‫ﺖ‬ ُ ‫ت َوِﻣْﻦ ُﻫَﻨﺎَك َذَﻫْﺒ‬ ِ ‫ﺤَﻴَﻮاَﻧﺎ‬ َ ‫ﺣِﺪﻳَﻘِﺔ ْﻟـ‬ َ ‫ﺖ َوِإَّﻳﺎَﻫﺎ ِإَﻟﻰ‬ ُ ‫َذَﻫْﺒ‬ 4

3

.‫ﺖ‬ ِ ‫ﺾ ْﻟَﻮْﻗ‬ َ ‫َﺑْﻌ‬

8

2

1

‫ت ِﻋْﻨَﺪَﻫﺎ‬ ُ ‫ﺳِﻬْﺮ‬ َ ‫َﻣَﻌَﻬﺎ ِإَﻟﻰ َﻣْﻨِﺰِﻟَﻬﺎ َو‬ 7

6

5



(5) dahabtu wa- iyya¯ -ha¯ ila¯ hadı-qati l-haywa¯ na¯ ti wa-min huna¯ ka dahabtu ¯  ˙ ¯
˙  ma a-ha¯ ila¯ manzili-ha¯ wa-sahirtu inda-ha¯ ba da l-waqti. ˙ I went 1(together) 1with her to 2,3the zoo (lit. 2the garden of 3animals), and from 4there I went 5with her to her home and 6I spent 8some time (in 6the evening) 7at her place. . ‫ِﻟﻲ َرْأِﻳﻲ‬

4

‫َأْﻧُﺘْﻢ َﻟُﻜْﻢ َرْأُﻳُﻜْﻢ وَأَﻧﺎ‬ 3

2

1





(6) antum la-kum ra yu-kum wa- ana¯ l-ı- ra yı-. 1

You 2have 3your (own) opinion and 4I have my (own) opinion.

95

Separate personal pronouns and suffix pronouns

. ‫ﻤِﺪﻳَﻨِﺔ‬ َ ‫ﻂ ْﻟـ‬ ِ ‫ﺳ‬ َ ‫َو‬

5

‫ﺤﺎِﻓَﻠِﺔ ِإَﻟﻰ‬ َ ‫ﺲ ْﻟـ‬ ِ ‫ﺧﻮَك َرِﻛَﺒﺎ َﻣِﻌﻲ ِﻓﻲ َﻧْﻔ‬ ُ ‫َأُﺑﻮَك َوَأ‬ 4

3

2

1




(7) abu¯-ka wa- ahu¯-ka rakiba¯ ma -ı- fı- nafsi l-ha¯ filati ila¯ wasati madı-nati. ˘ ˙ ˙ Your father and brother 1travelled (1rode) 2with me in 3the same 4bus to the 5centre of the city.

ِ ‫ﺴﻮ‬ .‫ق‬ َ ُّ ‫ﺳَّﻴﺎَرِﺗﻲ ِإَﻟﻰ ﻟ‬







‫ﺧﺎَك َﻣِﻌﻲ ِﻓﻲ‬ َ ‫ت َأَﺑﺎَك َوَأ‬ ُ ‫ﺧْﺬ‬ َ ‫َأ‬

3

2






1




(8) ahadtu aba¯ -ka wa- aha¯ -ka ma -ı- fı- sayya¯ ratı- ila¯ s-su¯qi. ˘ ¯ ˘ 1 I took your father and brother 2with me in 3my car to the market. .‫ﻚ‬ َ ‫ﺧﻴ‬ ِ ‫ﺸﺎَﻫَﺪِة َأِﺑﻴَﻚ َوَأ‬ َ ‫ِﺑُﻤ‬

2

‫ﺖ‬ ُ ‫ﺣ‬ ْ ‫َﻓِﺮ‬

1



(9) farihtu bi-musˇa¯ hadati abı--ka wa- ah-ı-ka. ˘ ˙ 1 I was pleased 2at seeing your father and brother.

ِ ‫ﺠْﺒَﻨُﺔ َﻋَﻠﻰ َْﻷْر‬ ‫ض‬ ُ ‫ﺖ ْﻟـ‬ ِ ‫ﻄ‬ َ ‫ﺴَﻘ‬ َ ‫ﺼُﻔﻮُر ِﻣْﻨَﻘﺎَرُه ) َﻓَﻤُﻪ( َﻓ‬ ْ ‫َﻓَﺘَﺢ ْﻟُﻌ‬ 6

5

4

3

3

2

.‫ﻂ‬ ُّ ‫ْﻟِﻘ‬





7

1

‫َﻓَﺄَﻛَﻠَﻬﺎ‬


(10) fataha l- usfu¯ru minqa¯ ra-hu (fama-hu) fa-saqatati l-g˘ ubnatu ala¯ l- ardi ˙ ˙ ˙
˙ fa- akala-ha¯ l-qittu. ˙ ˙ 2 The bird 1opened 3its beak (mouth) and so 5the cheese 4fell 6to the ground so 7the cat ate it. :‫ﻬﺎ‬ َ ‫ِﻓﻴ‬

4

ْ ‫ َذَﻛَﺮ‬،‫ﺻِﺪﻳَﻘِﺘَﻬﺎ‬ ‫ت‬ َ ‫ﺳﺎَﻟًﺔ ِإَﻟﻰ‬ َ ‫ﻃﺎِﻟَﺒٌﺔ ِر‬ َ ‫ﺖ‬ ْ ‫َﻛَﺘَﺒ‬ 3

2

1


(11) (a) katabat ta¯ libatun risa¯ latan ila¯ sadı-qati-ha¯ dakarat fı--ha¯ : ˙ ˙ ¯ A student wrote 1a letter to 2her girlfriend 3saying (4in it):

،‫ﺖ ِﻣْﻨَﻬﺎ‬ ُ ‫ﺲ َوَﻋِﻠْﻤ‬ ِ ‫ﺻَﻠْﺘِﻨﻲ َأْﻣ‬ َ ‫ﺳﺎَﻟِﺘِﻚ َﻟَﻘْﺪ َو‬ َ ‫ﺷْﻜًﺮا َﻋَﻠﻰ ِر‬ ُ 9

8

7

6

5


 (b) sˇukran ala¯ risa¯ lati-ki la-qad wasalat-nı- amsi wa- alimtu min-ha¯ . ˙ 5 Thank you for your letter (which) 6I received (lit. 6has arrived to me)7yesterday, and 8I learned 9from it ...

،‫ﺻِﺪﻳَﻘِﺘِﻚ‬ َ ‫ﺣَﻠٍﺔ َﻣَﻊ‬ ْ ‫ﺖ ِﻓﻲ ِر‬ ِ ‫ﻼِدِك َذَﻫْﺒ‬ َ ‫َأَّﻧِﻚ ﻓﻲ ِﻋﻴِﺪ ِﻣﻴ‬ 12

11

10


  (c) anna-ki fı- -ıdi mı-la¯ di-ki dahabti fı- rihlatin ma a sadı-qati-ki, ¯ ˙ ˙ that on your 10,11birthday you went with your girlfriend 12on a trip, .‫ك‬ ِ ‫ﻼِد‬ َ ‫ِﻣﻴ‬

96

18

17 16 15 14 13 ‫ﺖ ِإَﻟْﻴِﻚ ْﻟَﻴْﻮَم َﻫِﺪ َّﻳَﺔ ِﻋﻴِﺪ‬ ُ ‫ﻀﺎ َﻗْﺪ َﺑَﻌْﺜ‬ ً ‫َوَأَﻧﺎ َأْﻳ‬




 (d) wa- ana¯ aydan qad ba attu ilay-ki l-yawma hadiyyata -ıdi mı-la¯ di-ki. ˙ ¯ and 15today 13I also 14sent (to) you a 17birthday (lit. 17anniversary, festival of 18your birth) 16present.

. ‫َﻗَﺮْأَﻧﺎُه‬

‫ﺤُﻦ‬ ْ ‫ب َوَﻧ‬ َ ‫َأْﻧُﺘَﻤﺎ َﻛَﺘْﺒُﺘَﻤﺎ ْﻟِﻜَﺘﺎ‬

3

2




1




(12) antuma¯ katabtuma¯ l-kita¯ ba 2wa-nahnu qara na¯ -hu. ˙ 1 You (dual) wrote the book 2and we 3read it. . ‫ﻬﻮٌر‬ ُ‫ﺸ‬ ْ ‫ﺼٌﺔ ِﺑˆ ْﻟَﻌَﺮِﺑَّﻴِﺔ َﻛَﺘَﺒَﻬﺎ َﻋﺎِﻟٌﻢ َﻣ‬ َّ ‫َﻣِﻌﻲ ِﻗ‬   (13) ma ı qissatun bi-l- arabiyyati kataba-ha¯ a¯ limun masˇhu¯run. ˙ ˙ 1 I have (with me) 2a novel in Arabic written by (wrote it) 4a famous 4

3

2

1

Separate personal pronouns and suffix pronouns

3

scholar. . ‫ﻌٌﺔ‬ َ‫ﺳ‬ ِ ‫َوا‬

5

‫ﺟَﻨْﻴَﻨٌﺔ ِﻓﻴَﻬﺎ ِﺑْﺮَﻛٌﺔ‬ ُ ‫َأَﻣﺎَم َﺑْﻴِﺘﻲ‬ 4

3

2

1


 (14) ama¯ ma bayt-ı- g˘ unaynatun fı--ha¯ birkatun wa¯ si atun. 1

In front of my house there is 2a garden in which 3there is (3in it) 5a large

4

pond.

Translate into Arabic: (1) Your father washed his car in front of our garden. (2) His office is in front of the large pond. (3) The physician visited me at my home and examined me in my bed. (4) I wrote to her and I asked her about her birthday and about her trip to her father and brother. (5) I found your (f.) book and the novel in my girlfriend’s office. (6) I spent some time with her at the zoo, and from there we went to the market. (7) I was pleased at seeing your father and brother in the centre of the city. (8) The servant opened the director’s refrigerator and he found a piece of meat, which he cooked and ate (lit. and he cooked it and ate it). (9) Thank you for your letter and birthday present. (10) The scholar has written (wrote) his novel in Arabic. (11) Yesterday I read her letter about her trip with her girlfriend. (12) The sick bird fell on the ground and the cat ate it. (13) The servant travelled (rode) with his girlfriend in the same bus.

97

Chapter 16

Demonstrative, reflexive and reciprocal pronouns

16.1

As in English, there are in Arabic two series of demonstrative










pronouns ‫رِة‬ َ ‫ﺷﺎ‬ َ ‫ﺳَﻤﺎءُ ِْﻹ‬ ْ ‫ َأ‬asma¯ u l- isˇ a¯ rati. Both of them have separate masculine and feminine forms in the singular and dual (in the plural there is no distinction between masculine and feminine forms). In the singular and plural each series has only one form for all three cases, but in the dual they are declined for two cases: nominative and accusativegenitive:

this, this one dual

singular masc.

fem.

masc.

fem.

masc. and fem.

‫ﻫ َﺬا‬

‫ﻫِﺬِه‬

‫ﻫَﺬاِن‬

‫َﻫﺎَﺗﺎِن‬

‫ﻫُﺆَﻻِء‬

ha¯ da¯ ¯ this (one)

ha¯ dihi ¯

ha¯ da¯ ni ha¯ ta¯ ni ¯ these two

ha¯ ula¯ i

Acc.

‫ﻫَﺬا‬

‫ﻫِﺬِه‬

‫ﻫَﺬْﻳِﻦ‬

‫ﻫُﺆَﻻِء‬

and

ha¯ da¯ ¯ this (one)

ha¯ dihi ¯

ha¯ dayni ha¯ tayni ¯ these two

Nom.

gen.

98

plural

‫ا‬

‫ا‬

‫ا‬

‫ا‬

‫ا‬

‫ا‬

‫َﻫﺎَﺗْﻴِﻦ‬

‫ا‬





these (ones) ‫ا‬





ha¯ ula¯ i these (ones)

that, that one dual

singular masc.

ِ

‫ا‬

‫َذاَك ذِﻟﻚ‬

Nom.

fem.

masc.

fem.

‫ِﺗْﻠَﻚ‬

‫َذاِﻧَﻚ‬

‫َﺗﺎِﻧَﻚ‬

da¯ lika or da¯ ka tilka ¯ ¯ that (one)

ِ

Acc. and

‫ا‬

‫َذاَك ذِﻟﻚ‬

‫ِﺗْﻠَﻚ‬

da¯ lika or da¯ ka tilka ¯ ¯ that (one)

gen.

plural masc. and fem.

‫ُأوﻟِﺌَﻚ‬





da¯ nika ta¯ nika ¯ those two

‫َذْﻳِﻨَﻚ‬

Demonstrative, reflexive and reciprocal pronouns

u¯la¯ ika

those (ones)

‫َﺗْﻴِﻨَﻚ‬

‫ُأوﻟِﺌَﻚ‬



daynika taynika ¯ those two

u¯la¯ ika

those (ones)

Note: Regarding the spelling rules for the hamzah in ‫ ﻫُﺆﻻِء‬and ‫ﻚ‬ َ ‫ُأوَﻻِﺋ‬, see chapter 20. ‫ا‬

16.2

The demonstrative pronouns can be used both independently (as

nouns) and adjectivally in Arabic: Independently

Adjectivally

‫ﻫَﺬا َﻗَﻠٌﻢ‬

‫ﺼﻴٌﺮ‬ ِ ‫ﻫَﺬا ْﻟَﻘَﻠُﻢ َﻗ‬

ha¯ da¯ qalamun. ¯ This (is) a pen.

ha¯ da¯ l-qalamu qas-ırun. ¯ ˙ This pen (is) short (small).

‫ا‬

‫ا‬

‫ا‬

‫ا‬

‫ﺼﺎٌن‬ َ ‫ﺣ‬ ِ ‫ذِﻟَﻚ‬

‫ﺳِﺮﻳٌﻊ‬ َ ‫ﺼﺎُن‬ َ ‫ﺤ‬ ِ ‫ذِﻟﻚَ ْﻟـ‬

da¯ lika hisa¯ nun. ¯ ˙ That (is) a horse (stallion).

 da¯ lika l-hisa¯ nu sarı- un. ¯ ˙ That horse (is) fast.

Note: In the adjectival construction the noun must be preceded by the definite article.

16.3

When a demonstrative pronoun is used as the subject in a

nominal sentence where the predicate is a noun made definite by the article

...‫
َأْﻟـ‬al-,

a third-person personal pronoun must be inserted between the subject and predicate to serve as a copula ‘is, are’, e.g.

‫ﻫَﺬا ُﻫَﻮ ْﻟَﻘَﻠُﻢ‬ ‫ا‬

‫ﺖ‬ ُ ‫ﻲ ْﻟِﺒْﻨ‬ َ ‫ﻫِﺬِه ِﻫ‬ ‫ا‬

‫ﻫُﺆَﻻءِ ُﻫُﻢ ْﻟـُﻤَﻌ َّﻠُﻤﻮَن‬ ‫ا‬







ha¯ da¯ huwa l-qalamu. ha¯ di-hi hiya l-bintu. ha¯ ula¯ i humu l-mu allimu¯na. ¯ ¯ This is the pen. This is the girl. These are the teachers.

99

Demonstrative, reflexive and reciprocal pronouns




When the predicate noun is in the ida¯ fah construction, or ˙ followed by a suffixed pronoun, or when it is a proper name, the 16.4

insertion of the personal pronoun between the demonstrative pronoun and predicate is optional, e.g.

‫ﻫَﺬا )ُﻫَﻮ( ُﻣَﻌَّﻠُﻢ ْﻟَﻮَﻟِﺪ‬

َ (‫ﻲ‬ ‫ﺳَّﻴﺎَرةُ ْﻟـُﻤِﺪﻳِﺮ‬ َ ‫ﻫِﺬِه )ِﻫ‬

ha¯ da¯ (huwa) mu allimu l-waladi. ¯ This (is) the boy’s teacher.

ha¯ dihi (hiya) sayya¯ratu l-mudı-ri. ¯ This (is) the manager’s car.

‫ا‬



‫ا‬

‫ذِﻟَﻚ )ُﻫَﻮ( َﺑْﻴِﺘﻲ‬

َ ‫ﻫَﺬا )ُﻫَﻮ( ُﻣ‬ ‫ﺤ َّﻤٌﺪ‬

da¯ lika (huwa) baytı-. ¯ That (is) my house.

ha¯ da¯ (huwa) Muhammadun. ¯ ˙ This (is) Muhammad.

16.5

‫ا‬

When the predicate is a noun in the indefinite form, no personal

pronoun is needed between the demonstrative pronoun and predicate to act as copula, e.g.

‫ﻫَﺬا َﻗَﻠٌﻢ‬ ‫ا‬

‫ﺖ‬ ٌ ‫ﻫِﺬِه ِﺑْﻨ‬ ‫ا‬

ha¯ da¯ qalamun. ha¯ dihi bintun. ¯ ¯ This (is) a pen. This (is) a girl.

‫ﻫُﺆَﻻءِ ُﻣَﻌَّﻠُﻤﻮَن‬ ‫ا‬







‫ا‬

‫ﺼﺎٌن‬ َ ‫ﺣ‬ ِ ‫ذِﻟَﻚ‬

ha¯ ula¯ i mu allimu¯na.

da¯ lika hisa¯ nun. ¯ ˙ These (are) teachers. That (is) a horse (stallion).

16.6

Demonstrative pronouns qualifying plural nouns referring to

non-human beings take the feminine singular forms, viz. ‫ﺬِه‬ ِ ‫‘ ﻫ‬this’ and

‫‘ ِﺗْﻠَﻚ‬that’, e.g.

‫ﻀٌﺔ‬ َ ‫ت َﻣِﺮﻳ‬ ُ ‫ﺤَﻴَﻮاَﻧﺎ‬ َ ‫ﻫِﺬهِ ْﻟـ‬

‫ﺴﻮَرٌة‬ ُ ‫ﺳﻲ َﻣْﻜ‬ ِ ‫ِﺗْﻠﻚَ  ْﻟَﻜَﺮ‬

ha¯dihi l-hayawa¯ na¯ tu marı-datun. ¯ ˙ ˙ These animals (are) ill.

tilka l-kara¯ sı- maksu¯ratun.

‫ا‬

Note: The adjectives ‫رٌة‬ َ ‫ﺴﻮ‬ ُ ‫ َﻣْﻜ‬and refer to non-human beings.

16.7 100

Those chairs (are) broken.

‫ﻀٌﺔ‬ َ ‫َﻣِﺮﻳ‬

are in the singular because they

When a demonstrative pronoun qualifies the first noun (the




annexed) in the ida¯ fah construction, the demonstrative pronoun is ˙ placed after the whole phrase, e.g.

‫ﺟَّﻴٌﺪ‬ َ ‫ﺖ ﻫَﺬا‬ ِ ‫ُﻣَﻌِّﻠُﻢ ْﻟِﺒْﻨ‬

َ ‫ﺳَّﻴﺎَرُة ْﻟـُﻤِﺪﻳِﺮ ﻫِﺬِه َﻗِﺪﻳَﻤٌﺔ‬

mu allimu l-binti ha¯da¯ g˘ ayyidun. ¯ This teacher of the girl is good.

sayya¯ ratu l-mudı-ri ha¯dihi qadı-matun. ¯ This car of the director is old.

‫ا‬

‫ا‬



16.8 Reflexive and emphasizing (corroborative) pronouns (a)

Demonstrative, reflexive and reciprocal pronouns




Arabic uses the noun ‫ﺲ‬ ٌ ‫ َﻧْﻔ‬nafsun (pl. ‫ﺲ‬ ٌ ُ‫ َأْﻧﻔ‬anfusun), ‘soul, self, same’, as a reflexive pronoun: ‘-self, -selves’. Then it must be followed by a suffix pronoun, e.g.

‫ﺴﻲ ِﻓﻲ ْﻟـِﻤْﺮ ƒاِة‬ ِ ‫ت َﻧْﻔ‬ ُ ‫ﺷﺎَﻫْﺪ‬ َ

‫ﺴُﻪ‬ َ ‫َﻗَﺘﻞَ َﻧْﻔ‬

(b)

qatala nafsa-hu.


sˇa¯ hadtu nafs-ı- fı- l-mir a¯ ti.

He killed himself.

I saw myself in the mirror.

Another use of

ٌ ‫َﻧْﻔ‬ ‫ﺲ‬

nafsun is to emphasize or corroborate a




following noun in the ida¯ fah construction. It then has the ˙ meaning ‘same’ or ‘-self, -selves’, e.g.

‫ِﻓﻲ َﻧْﻔﺲِ ْﻟَﻴْﻮِم‬ fı- nafsi l-yawmi on the same day (c)

Alternatively,

ٌ ْ‫ َﻧﻔ‬nafsun can follow the noun or (implicit) pro‫ﺲ‬

noun it emphasises, but then it must take a suffix pronoun, e.g.

‫ﺴِﻪ‬ ِ ‫ِﻓﻲ ْﻟَﻴْﻮِم َﻧْﻔ‬

‫ﺐ‬ َ ‫ﺴُﻪ َذَﻫ‬ ُ ‫ُﻫَﻮ َﻧْﻔ‬

‫ﺴِﻪ‬ ِ ‫ﺐ ِﺑَﻨْﻔ‬ َ ‫َذَﻫ‬

fı- l-yawmi nafsi-hi

huwa nafsu-hu dahaba. ¯ He went himself.

dahaba bi-nafsi-hi. ¯ He went himself.

on the same day (d)

The noun ‫ت‬ ٌ ‫ َذا‬d¯ a¯ tun (pl. ‫ت‬ ٌ ‫ َذَوا‬d¯ a¯ wa¯ tun) ‘essence, identity, same, self’ can be used just like ‫ﺲ‬ ٌ ْ‫ َﻧﻔ‬nafsun, though less commonly in the reflexive meaning. For example:

‫ت ْﻟَﻴْﻮِم‬ ِ ‫ِﻓﻲ َذا‬ fı- da¯ ti l-yawmi ¯ on the same day

101

Demonstrative, reflexive and reciprocal pronouns

(e)

The adjective form (nisbah, introduced in chapter 25) of da¯ tun is ‫ذاِﺗﻲ‬ َ d¯ a¯ tı¯, ‘self-’, e.g. ¯

ٌ ‫َذا‬ ‫ت‬

ُ ‫َأْﻟـ‬ ‫ﺤْﻜُﻢ ﻟ َّﺬاِﺗﻲ‬


al-hukmu d-da¯ tı˙ ¯ ¯ self-rule (autonomy)



Note a: ‫ح‬ ٌ ‫ ُرو‬ru¯ h˙ un (pl. ‫ح‬ ٌ ‫ َأْروا‬arwa¯ h˙ un), ‘spirit’, is used in some Arabicspeaking countries in the same way as ‫ﺲ‬ ُ ‫ َﻧْﻔ‬nafsun.



‫ َﻋْﻴٌﻦ‬ynun ‘eye, essence’ is also sometimes used to emphasize a noun, just like ‫ َﻧْﻔﺲ‬nafsun.

Note b: The word

Note c: Reflexive action is often expressed by special derived verb forms, which will be introduced in chapter 18.

16.9

Reciprocal pronoun

Arabic uses the noun



‫ﺾ‬ ٌ ‫َﺑْﻌ‬

ba dun ‘some, a few’, as the reciprocal ˙  pronoun, ‘each other, one another’. Then ‫ﺾ‬ ٌ ‫ َﺑْﻌ‬ba d˙ un is often  repeated. The first ‫ﺾ‬ ٌ ‫ َﺑْﻌ‬ba d˙ un takes a suffix pronoun, e.g.

‫ﺾ‬ ٍ ‫ﻀُﻬْﻢ َﻣﻊَ َﺑْﻌ‬ ُ ‫ﺐ َْﻷْوَﻻُد َﺑْﻌ‬ َ ‫َﻟِﻌ‬ 








‫ﻀﺎ‬ ً ‫ﻀُﻬْﻢ َﺑْﻌ‬ ُ ‫ب َﺑْﻌ‬ َ ‫ﺿَﺮ‬ َ



la iba l- awla¯ du ba du-hum ma a ba din. ˙ ˙ The children played with each other.





daraba ba du-hum ba dan. ˙ ˙ ˙ They hit each other.

Note: A reciprocal action is often conveyed in Arabic by a special derived verb form to be introduced in chapter 18.

Exercises Practise your reading: ‫ا‬

.‫ب‬ ِ ‫َأَﻣﺎَم ذِﻟَﻚ ْﻟَﺒﺎ‬



3

‫ﺠﻮُز‬ ُ ‫ﺲ ﻫَﺬا ْﻟَﻌ‬ َ ‫ﺟَﻠ‬ َ ‫ا‬

2

1




(1) g˘ alasa ha¯ da¯ l- ag˘ u¯zu ama¯ ma da¯ lika l-ba¯ bi. ¯ ¯ This 2old man 1sat 3in front of that door. .‫ع‬ ٌ ‫َﻣْﻤُﻨﻮ‬ 102

2

‫ا‬

‫ح َوذِﻟَﻚ‬ ٌ ‫ﺴُﻤﻮ‬ ْ ‫ﻫَﺬا َﻣ‬ 1

‫ا‬



(2) ha¯ da¯ masmu¯hun wa-da¯ lika mamnu¯ un. ¯ ˙ ¯ This is 1permitted and that is 2forbidden.

. ‫ﻌﻲ‬ ِ ‫َﻣ‬

5

4 3 2 1 َ ‫ح َﻟْﻴ‬ ‫ﺲ‬ ُ ‫ﺴَّﻴَﺎَرِة َﻣْﻘُﻔﻮٌل َوْﻟـِﻤْﻔَﺘﺎ‬ ُ ‫َﺑﺎ‬ ّ ‫ب ﻫِﺬِه ﻟ‬ ‫ا‬



(3) ba¯ bu ha¯ dihi s-sayya¯ rati maqfu¯lun wa-l-mifta¯ hu laysa ma -ı-. ¯ ˙ The door of this 1car is 2locked and I 4do not 5have 3the key (3the key 4is not 5with me).

َّ ‫ﻟَّﺮ‬ . ‫ﺟِﺪﻳٌﺪ‬ َ (‫ف ) ُﻫَﻮ‬ 4

3

‫ا‬

Demonstrative, reflexive and reciprocal pronouns

‫ب َﻋَﻠﻰ‬ ُ ‫ﺐ ْﻟَﻘِﺪﻳَﻤُﺔ َوذِﻟَﻚ ْﻟِﻜَﺘﺎ‬ ُ ‫ﻲ ْﻟُﻜُﺘ‬ َ ‫ﻫِﺬِه ِﻫ‬ 2

‫ا‬

1

 (4) ha¯ dihi hiya l-kutubu l-qadı-matu wa-da¯ lika l-kita¯ bu ala¯ r-raffi (huwa) ¯ ¯ g˘ adı-dun. These 1are 2the old books (broken plur.), and that book on the 3shelf 4is new.

َّ ‫ُﻋْﺬَر ﻫَﺬا ْﻟـُﻤَﻮ‬ .‫ﻒ‬ ِ ‫ﻇ‬ ‫ا‬

3

2 1 ‫ﺸَِﺮَﻛِﺔ‬ ّ ‫َﻗِﺒَﻞ ُﻣِﺪﻳُﺮ ﻟ‬



(5) qabila mudı-ru sˇ-sˇarikati udra ha¯ da¯ l-muwaddafi. ¯ ¯ ˙¯ ˙¯ The manager of 2the company 1accepted this employee’s 3excuse (alibi). . ‫ﻌّﻴًَﺔ‬ ِ ‫ﻃِﺒﻴ‬ َ

5

ِ 4 3 2 1 ‫ﺖ‬ ْ ‫ﺴ‬ َ ‫ﺠّﻮ َﻟْﻴ‬ َ ‫ﺴََﻔﺮِ ِﺑˆ ْﻟـ‬ ِ ‫ﺨْﻮ‬ َ ‫َﻛْﺜَﺮُة ْﻟـ‬ ّ ‫ف ﻫِﺬِه ِﻣَﻦ ﻟ‬ ‫ا‬

 (6) katratu l-hawfi ha¯ di-hi mina s-safari bi-l-g˘ awwi laysat tabı- iyyatan. ˘ ¯ ¯ ˙ This 1much 2fear 4of air 3travel is not 5normal. . ‫ﻌِﺘَﻨﺎ‬ َ ‫ﺟﺎِﻣ‬ َ ‫ﻲ ِﻓﻲ‬ َّ ‫ب ْﻟَﻌَﺮِﺑ‬ ِ ‫َْﻷَد‬

3

‫ﺳَﺘﺎُذ‬ ْ ‫ﺼِﺔ ﻫَﺬا ُﻫَﻮ ُأ‬ ُ ‫َﻛﺎِﺗ‬ َّ ‫ﺐ ْﻟِﻘ‬ 2

‫ا‬

1



  (7) ka¯ tibu l-qissati ha¯ da¯ huwa usta¯ du l- adabi l- arabiyyi fı- g˘ a¯ mi ati-na¯ . ¯ ˙˙ ¯ This writer of 1the novel 2is a professor of Arabic 3literature at our university. . ‫ﺣِﺪﻳَﺜٌﺔ‬ َ

5

‫ﺐ‬ ٌ ‫ﺲ ِﻓﻴَﻬﺎ ُﻛُﺘ‬ َ ‫ﻲ( َﻗِﺪﻳَﻤٌﺔ َوَﻟْﻴ‬ َ ‫َﻣْﻜَﺘَﺒُﺔ ْﻟـَﻤِﺪﻳَﻨِﺔ ﻫِﺬِه )ِﻫ‬ 4

3

2

‫ا‬

1

(8) maktabatu l-madı-nati ha¯ di-hi (hiya) qadı-matun wa-laysa fı--ha¯ kutubun ¯ hadı-tatun. ˙ ¯ This city 1library (1bookshop) is 2old 3and contains no (lit. there are not 4

in it) 5contemporary books.

ِ 1 3 2 ‫ﻄِﻮﻳَﻠَﺔ ِﻓﻲ ﻫِﺬِه‬ ِ ‫ﺟَﻨِﺒَّﻴُﺔ ِﺗْﻠَﻚ ْﻟـَﻤَﻘﺎَﻻ‬ ْ ‫ﺤﺎِﻓ َّﻴُﺔ َْﻷ‬ َ ‫ﺼ‬ ّ ‫ﺖ ِﺗْﻠَﻚ ْﻟ‬ ْ ‫َﻛَﺘَﺒ‬ َّ ‫ت ﻟ‬ ‫ا‬

ْ‫ﺸ‬ . ‫ﻬِﺮَّﻳِﺔ‬ َّ ‫ﻟ‬

5

ِ ‫ﻼ‬ ‫ت‬ َ ‫ْﻟـَﻤ‬ َّ ‫ﺠ‬

4


(9) katabat tilka s-siha¯ fiyyatu l- ag˘ nabiyyatu tilka l-maqa¯ la¯ ti t-tawı-lata fı˙˙˙ ˙˙ ha¯ di-hi l-mag˘ alla¯ ti sˇ-sˇahriyyati. ¯ That 2foreign 1journalist (f.) wrote those long 3articles in these 5monthly 4

magazines.

103

Demonstrative, reflexive and reciprocal pronouns

3 2 1 ‫ﺲ َﻟُﻪ‬ َ ‫ﺸِﻜَﻠِﺘَﻨﺎ ﻫِﺬِه ُﻣَﻌّﻘٌَﺪ َوَﻟْﻴ‬ ْ ‫ﺐ ُﻣ‬ ُ ‫ﺳَﺒ‬ َ ‫ﺸِﻜَﻠِﺔ؟‬ ْ ‫ﺐ ﻫِﺬِه ْﻟـُﻤ‬ ُ ‫ﺳَﺒ‬ َ (َ‫َﻣﺎ )ُﻫﻮ‬ ‫ا‬

‫ا‬

. ‫ﺴﻴٌﺮ‬ ِ ‫َﺗْﻔ‬

4

(10) ma¯ (huwa) sababu ha¯ dihi l-musˇkilati? sababu musˇkilati-na¯ ha¯ dihi ¯ ¯  mu aqqadun wa-laysa la-hu tafsı-run. What is 1the reason for this 2problem? The reason for this problem of ours is 3complicated and has no 4explanation. 4 3 2 1 ٌّ ‫ﺷﺎ‬ ُ ‫ﺸََﺒﺎ‬ ‫ﺴﺎِﻓُﺮوَن َﻣًﻌﺎ ِﻓﻲ‬ َ ‫ب( ُﻣ‬ َ s.) ‫ب‬ ّ ‫ﻫُﺆَﻻِء ْﻟـُﻤَﺘَﻘﺎِﻋُﺪ وَن َوُأوﻟِﺌَﻚ ﻟ‬ ‫ا‬







. ‫ﻄﺎِر‬ َ ‫ْﻟِﻘ‬





6

ِ ‫َﻧْﻔ‬ ‫ﺲ‬

5



(11) ha¯ ula¯ i l-mutaqa¯ idu¯na wa- u¯la¯ ika sˇ-sˇaba¯ bu (sˇa¯ bbun) musa¯ firu¯na ma an fı- nafsi l-qita¯ ri. ˙ These 1retired persons and those 2youths are 3travelling 4together on 5

the same 6train.

. ‫ﻌﻴِﺪ‬ ِ ‫ْﻟَﺒ‬

6

‫ا‬

5 4 3 2 1 ‫ﺖ ِإَﻟﻰ ذِﻟَﻚ ْﻟَﻮاِدي‬ ُ ‫ﻄَﻌٍﻢ َﻋَﻠﻰ ِﺗْﻠَﻚ ﻟَّﺘَّﻠِﺔ ُﺛ َّﻢ َﻧَﺰْﻟ‬ ْ ‫ﺲ ِﻓﻲ َﻣ‬ ِ ‫ﺖ َأْﻣ‬ ُ ‫َأَﻛْﻠ‬



 
(12) akaltu amsi fı- mat amin ala¯ tilka t-tallati tumma nazaltu ila¯ da¯ lika ˙ ¯ ¯  l-wa¯ dı- l-ba -ıdi. 1

Yesterday I ate in 2a restaurant on that 3hill, then 4I went down to that

6

distant 5valley.

.‫ل‬ ِ ‫ﺳِﺘْﻌَﻤﺎ‬ ْ ِ‫ْﻻ‬

7

‫ﺐ‬ ُ ‫ﺻْﻌ‬ َ ‫ﺟّﺪًا َوُﻣَﻤّﺰَقٌ َوِﻟﻬَﺬا َﻓُﻬَﻮ‬ ِ ‫س َﻗِﺪﻳٌﻢ‬ ُ ‫ﻫَﺬ ْﻟَﻘﺎُﻣﻮ‬ 6

5

‫ا‬

4

3

2

1

‫ا‬

(13) ha¯ da¯ l-qa¯ mu¯su qadı-mun g˘ iddan wa-mumazzaqun wa-li-ha¯ da¯ fa-huwa ¯ ¯  sa bu l-isti ma¯ li. ˙ This 1dictionary is very 2old 3and torn, 4and therefore 5it is 6difficult 7to use. . ‫ﻐﺎِﻟﻲ‬ َ ‫ْﻟ‬

3

‫ا‬

‫ﺖ َﻣَﻊ َﻫﺎَﺗْﻴِﻦ ْﻟِﺒْﻨَﺘْﻴِﻦ ِﻓﻲ ذِﻟَﻚ ْﻟـَﻤْﻘَﻬﻰ‬ ُ ‫ﺴ‬ ْ ‫ﺟَﻠ‬ َ 2

1

 (14) g˘ alastu ma a ha¯ tayni l-bintayni fı- da¯ lika l-maqha¯ l-g˙ a¯ lı-. ¯ 1 I sat in that 3expensive 2coffee shop with these two girls. .‫ن‬ ِ ‫ﺴﺎ‬ َ ‫ﻟَّﻠ‬

104

6

5 4 3 2 1 ٌ ‫ﻲ ُﻫَﻮ َﻛَّﺬا‬ ُ ‫َاﻟَّﺮ‬ ‫ﻃِﻮﻳُﻞ‬ َ ‫ب َو‬ َّ ‫ﺳ‬ ِ ‫ﺲ َﻋَﻠﻰ ذِﻟَﻚ ْﻟُﻜْﺮ‬ ُ ‫ﺠﺎِﻟ‬ َ ‫ﺟُﻞ ْﻟَﻘِﺒﻴُﺢ ْﻟـ‬ ‫ا‬


 (15) ar-rag˘ ulu l-qabı-hu l-g˘ a¯ lisu ala¯ da¯ lika l-kursiyyi huwa kadda¯ bun wa˙ ¯ ¯¯ tawı-lu l-lisa¯ ni. ˙ 1 The ugly man 2sitting on that 3chair is 4a liar and 5,6talks too much (lit. has 5a long 6tongue).

Translate into Arabic: (1) The manager accepted the excuse of these two girls. (2) This is forbidden and that is permitted. (3) This door of the university is new. (4) Those youths are travelling together on this train to that distant city.

Demonstrative, reflexive and reciprocal pronouns

(5) This professor accepted the excuse of that foreign journalist (m.). (6) This much fear of that problem has no explanation. (7) I sat yesterday on that chair with this old man. (8) The girl’s dictionary is from that bookshop (library). (9) This ugly man is the cause of this problem. (10) The writer sat on a chair in front of this library. (11) These retired persons are travelling in this car. (12) I sat with this old man in that expensive coffee shop. (13) This professor’s book is old and torn. (14) The door of this library is locked and the key is with that employee. (15) The writer (f.) of those articles in these monthly magazines is a foreign journalist (f.).

105

Chapter 17

Imperfect tense verb in the indicative and word order

17.1

The Arabic imperfect tense

ُ ‫ﻀﺎِر‬ ‫ع‬ َ ‫ َأْﻟـُﻤ‬expresses an incomplete,

continuous or habitual action or on-going state. It refers usually to the present, in which case it is translated by the English (simple or progressive) present tense, for example

ُ ‫ﺸَﺮ‬ ‫ب‬ ْ ‫ َﻳ‬yasˇ rabu, ‘he drinks’

OR ‘he is drinking’. In certain appropriate contexts, which will be explained later, it may, however, refer to the past or future, in which case it is translated by the English (simple or progressive) imperfect or future (sometimes present), respectively. It is thus to be emphasized that the Arabic imperfect tense is not like the English imperfect, which almost always refers to the past. (See also chapter 14 on the perfect tense.) 17.2

There are three moods in Arabic for the imperfect tense: indica-

tive, subjunctive and jussive. The indicative mood is the basic mood of the verb and it is mostly used in forming statements and questions. In this chapter we will deal only with the indicative mood of the imperfect tense, ‫ع‬ ُ ‫ع ْﻟـَﻤْﺮُﻓﻮ‬ ُ ‫ﻀﺎِر‬ َ ‫َأْﻟـُﻤ‬. (See chapter 28 regarding the other moods.)

17.3

‘Vowelling’ of the middle radical in the imperfect tense

It was mentioned in chapter 14 that the triliteral verb in the perfect tense has three patterns of vowelling for the middle radical. The following are the rules of corresponding vowelling for the middle radical in the imperfect tense: 106

If the middle radical in the perfect tense has:

(a)

fathah, then the middle vowel of the imperfect tense can be fathah, ˙ ˙ kasrah or dammah, e.g. ˙

(b)

Perfect tense

Imperfect tense

‫ﺐ‬ َ ‫ َذَﻫ‬d¯ ahaba, he went

‫ﺐ‬ ُ ‫ َﻳْﺬَﻫ‬yad¯ habu /a/, he goes

‫ﺐ‬ َ ‫ َﻛَﺘ‬kataba, he wrote

‫ﺐ‬ ُ ‫ َﻳْﻜُﺘ‬yaktubu /u/, he writes

‫ﺴَﻞ‬ َ ‫ َﻏ‬g˙asala, he washed

‫ﺴُﻞ‬ ِ ‫ َﻳْﻐ‬yag˙silu /i/, he washes

Imperfect tense in the indicative, word order

kasrah, then the middle vowel of the imperfect is in almost all cases fathah, e.g. ˙ Perfect tense

Imperfect tense

َ ‫ﺷِﺮ‬ ‫ب‬ َ sˇariba, he drank

ُ ‫ﺸَﺮ‬ ‫ب‬ ْ ‫ َﻳ‬yasˇrabu /a/, he drinks, he is drinking

(c)

dammah, then the middle vowel of the imperfect is also dammah, ˙ ˙ e.g. Perfect tense

Imperfect tense

‫ َﻛُﺮَم‬karuma, he was generous

‫ َﻳْﻜُﺮُم‬yakrumu /u/, he is generous

17.4

Here is the conjugation of the imperfect indicative as exemplified

by the verb ‫ﺐ‬ َ ‫ َﻛَﺘ‬kataba, ‘to write’. The third person masculine singular

of this verb is ‫ﺐ‬ ُ ‫ َﻳْﻜُﺘ‬yaktubu, which can be translated as ‘he writes’, ‘he is writing’, or ‘he will write’. In the conjugation table below, the prefixes and endings referring to the person, gender and number of the subject are written in bold type and small letters, and the roots in capitals. (See also conjugation A2.1 in Appendix 2.)

3. m.

singular

dual

plural

‫ﺐ‬ ُ ‫َﻳْﻜُﺘ‬

‫َﻳْﻜُﺘَﺒﺎِن‬

‫َﻳْﻜُﺘُﺒﻮَن‬

ya+KTUB+u

ya+KTUB+a¯ni

ya+KTUB+u¯ na

he writes

they (2) write

they write

he is writing

they (2) are writing

they are writing

107

Imperfect tense in the indicative, word order 3. f.

2. m.

2. f.

singular

dual

plural

‫ﺐ‬ ُ ‫َﺗْﻜُﺘ‬

‫َﺗْﻜُﺘَﺒﺎِن‬

‫َﻳْﻜُﺘْﺒَﻦ‬

ta+KTUB+u

ta+KTUB+a¯ni

ya+KTUB+na

she writes

they (2) write

they write

she is writing

they (2) are writing

they are writing

‫ﺐ‬ ُ ‫َﺗْﻜُﺘ‬

‫َﺗْﻜُﺘَﺒﺎِن‬

‫َﺗْﻜُﺘُﺒﻮَن‬

ta+KTUB+u

ta+KTUB+a¯ni

ta+KTUB+u¯ na

you write

you (2)write

you write

you are writing

you (2) are writing

you are writing

‫َﺗْﻜُﺘِﺒﻴَﻦ‬

‫َﺗْﻜُﺘَﺒﺎِن‬

‫َﺗْﻜُﺘْﺒَﻦ‬

ta+KTUB+a¯ni

ta+KTUB+na

you write

you (2)write

you write

you are writing

you (2) are writing

you are writing

ta+KTUB+ı-na

‫ﺐ‬ ُ ‫َأْﻛُﺘ‬

‫ﺐ‬ ُ ‫َﻧْﻜُﺘ‬




1. m. f. a+KTUB+u

na+KTUB+u

I write

we write

I am writing

we are writing

Note: If the subject refers to non-human beings in the plural, the verb is in the feminine singular.

17.5

Word order in sentences with an imperfect tense verb

The imperfect verb either precedes or follows its subject. The verb agrees with its subject in the same way as for the perfect tense, e.g. Sing.




ُ ‫َأْﻟَﻌﺎِﻣﻞُ َﻳْﺬَﻫ‬ ‫ﺐ ُﻛﻞَّ َﻳْﻮٍم ِإَﻟﻰ َﻋَﻤِﻠِﻪ‬




al- a¯ milu yadhabu kulla yawmin ila¯ amali-hi. ¯ The worker goes to his work every day. Plur.


 108

‫َأْﻟُﻌ َّﻤﺎلُ َﻳْﺬَﻫُﺒﻮَن ُﻛﻞَّ َﻳْﻮٍم ِإَﻟﻰ َﻋَﻤِﻠِﻬْﻢ‬




al- umma¯ lu yadhabu¯ na kulla yawmin ila¯ amali-him. ¯ The workers go to their work every day.

OR Sing.

ُ ‫َﻳْﺬَﻫ‬ ‫ﺐ ْﻟَﻌﺎِﻣﻞُ ُﻛﻞَّ َﻳْﻮٍم ِإَﻟﻰ َﻋَﻤِﻠِﻪ‬ 




yadhabu l- a¯ milu kulla yawmin ila¯ amali-hi. ¯ Plur.

Imperfect tense in the indicative, word order

ُ ‫َﻳْﺬَﻫ‬ ‫ﺐ ْﻟُﻌ َّﻤﺎلُ ُﻛﻞَّ َﻳْﻮٍم ِإَﻟﻰ َﻋَﻤِﻠِﻬْﻢ‬ 




yadhabu l- umma¯ lu kulla yawmin ila¯ amali-him. ¯

17.6 Future The imperfect tense indicates the future when the context clearly refers to the future, e.g. (v. ‫ﺐ‬ َ ‫ت )َذَﻫ‬ َ ‫ﺳُﺒﻮعٍ ِإَﻟﻰ َﺑْﻴُﺮو‬ ْ ‫َﻳْﺬَﻫﺐُ ْﻟَﻮِزﻳُﺮ َﺑْﻌَﺪ ُأ‬



yadhabu l-wazı-ru ba da usbu¯ in ila¯ bayru¯ta. ¯ The minister will go (OR is going) to Beirut after one week (in a week’s time). (v. ‫ﺚ‬ َ ‫ﺳﺎَﻟَﺔ َﻏًﺪا )َﺑَﻌ‬ َ ‫ﺚ ﻫِﺬهِ ﻟَّﺮ‬ ُ ‫َأْﺑَﻌ‬ ‫ا‬




ab atu ha¯ dihi r-risa¯ lata g˙ adan. ¯ ¯ I will send (OR I am going to send) this letter tomorrow.

17.7 When the context does not refer specifically to the future, it is necessary to specify it by adding the particle ...‫ﺳـ‬ َ sa... or ‫ف‬ َ ‫ﺳْﻮ‬ َ sawfa ‘will, shall’ before the imperfect verb, e.g. (v. ‫ﻦ‬ َ ‫ﺳَﻜ‬ َ )‫ﺴُﻜُﻦ َﻣِﻌﻲ‬ ْ ‫ﺳَﻴ‬ َ / َ‫ﺳْﻮف‬ َ

 sawfa/sa-yaskunu ma -ı. He will live with me.

Note: Even when the context refers to the future, very often the particles ...‫ﺳـ‬ َ sa... or ‫ف‬ َ ‫ﺳْﻮ‬ َ sawfa are added before the imperfect verb anyway, e.g.

َ ‫ﺳُﺒﻮعٍ ِإَﻟﻰ َﺑْﻴُﺮو‬ ‫ت‬ ْ ‫ﺳَﻴْﺬَﻫﺐُ ْﻟَﻮِزﻳُﺮ َﺑْﻌَﺪ ُأ‬ َ / َ‫ﺳْﻮف‬ َ



sawfa/sa-yadhabu l-wazı-ru ba da usbu¯ in ila¯ bayru¯ta. ¯ The minister will go to Beirut after one week (in a week’s time).

109

Imperfect tense in the indicative, word order

17.8

The particle ‫ َﻗْﺪ‬qad with the imperfect

The particle ‫ﺪ‬ ْ ‫ َﻗ‬has already been mentioned in chapter 14 in connection with the perfect tense in order to emphasize the completion of an action or state. But the particle ‫ﺪ‬ ْ َ‫ ﻗ‬is used with the imperfect tense to denote the uncertainty of an action or state, and is translated as ‘may’, ‘might’ or ‘perhaps’, e.g.

‫ﺐ ِإَﻟْﻴِﻬْﻢ‬ ُ ‫ َﻗْﺪ َﻧْﻜُﺘ‬qad naktubu




ilay-him.

We may write to them. OR Perhaps we will write to them.




‫ﺳَﺘﺎُذ َﻏًﺪا‬ ْ ُ‫ﻀُﺮ  ْﻷ‬ ُ ‫ﺤ‬ ْ ‫ َﻗْﺪ َﻳ‬qad yah˙ d˙ uru l- usta¯ d¯ u g˙adan. The teacher might come tomorrow.

17.9

Negative of the imperfect tense

The following three negative particles precede the verb in the imperfect:

َ‫ ﻻ‬la¯ , not, neither ‫ َوَﻻ‬wa-la¯ , nor ‫ َﻣﺎ‬ma¯ , not (rarely used in the imperfect) Example:

‫ﺴﺎِء‬ َ ‫ب َﻗْﻬَﻮًة ِﻓﻲ ْﻟـَﻤ‬ ُ ‫ﺸَﺮ‬ ْ ‫ َﻻ َﻳ‬/ ‫َﻣﺎ‬


ma¯ / la¯ yasˇrabu qahwatan fı- l-masa¯ I. He does not drink coffee in the evening.

‫ﺐ ِإَﻟﻰ ُأَّﻤِﻪ‬ ُ ‫ﺐ َوَﻻ َﻳْﻜُﺘ‬ ُ ‫ﺳْﻮفَ َﻻ َﻳْﺬَﻫ‬ َ





sawfa la¯ yadhabu wa-la¯ yaktubu ila¯ ummi-hi. ¯ He will neither go nor write to his mother.

Exercises Practise your reading:

‫ﺴُﻜُﻦ َﻋﺎِﺋَﻠُﺘَﻚ؟‬ ْ ‫ﺴُﻜُﻦ َوَأْﻳَﻦ َﺗ‬ ْ ‫ع َﺗ‬ ٍ ‫ﺷﺎِر‬ َ ‫ي‬ َّ ‫ِﻓﻲ َأ‬ 4

110

3

2

1




(1) fı- ayyi sˇa¯ ri in taskunu wa- ayna taskunu a¯ ilatu-ka? On 1which 2street do 3you live and where does 4your family live?

ِ 6 5 4 3 2 1 ّ ٌ َ َ .‫ﺖ‬ ُ ‫ت َﺗﻨُْﺒ‬ ْ ‫ﺳّﻦ( َﺑَﺪَأ‬ ِ s.) ‫ﺳَﻨﺎَﻧُﻪ‬ ْ ‫ﺸَﺮبُ ِﻷّن َأ‬ ْ ‫َﻗْﺪ َﻻ َﻳْﺄُﻛُﻞ ﻟﻄْﻔُﻞ َوَﻻ َﻳ‬ 8

7













(2) qad la¯ ya kulu t-tiflu wa-la¯ yasˇrabu li- anna asna¯ na-hu bada at tanbutu. ˙˙ 3 The child (baby) 1may 2neither eat 4nor drink 5because 6his teeth 7have

Imperfect tense in the indicative, word order

begun 8to grow.

‫ﺐ ِإَﻟﻰ‬ ُ ‫س ْﻟَﻴْﻮَم َوَﻻ َأْذَﻫ‬ ُ ‫ف َﻻ َأْدُر‬ َ ‫ﺳْﻮ‬ َ ‫ﺷُﻌُﺮ ِﺑَﺄَﻟٍﻢ ِﻓﻲ َﻣِﻌَﺪِﺗﻲ َوِﻟﻬَﺬا‬ ْ ‫َأ‬

1

. ‫ﺿَﺮِة‬ َ ‫ﺤﺎ‬ َ ‫ْﻟـُﻤ‬

8

7

6

5

‫ا‬

4

3

2




(3) asˇ uru bi- alamin fı- ma idat-ı- wa-li-ha¯ da¯ sawfa la¯ adrusu l-yawma wa-la¯ ¯

adhabu ila¯ l-muha¯ darati. ¯ ˙ ˙ 1 I feel 2pain in 3my stomach 4and therefore 6today I will not 5study nor 7

go to 8the lecture.

.‫ﻞ‬ ِ ‫ﺴَﺘْﻘَﺒ‬ ْ ‫ْﻟـُﻤ‬

3

‫ف َﻻ َﻳْﻨَﺪُﻣﻮَن َﻋَﻠﻰ َﻋَﻤِﻠِﻬْﻢ ِﻓﻲ‬ َ ‫ﺳْﻮ‬ َ 2

1

  (4) sawfa la¯ yandamu¯na ala¯ amali-him fı- l-mustaqbali. They will not 1regret 2their action (what they have done) in 3the future.

‫ﺼﻴًﺮا َوَﻛِﺜﻴًﺮا َﻣﺎ‬ ِ ‫ب َﻋ‬ ُ ‫ﺸَﺮ‬ ْ ‫ﺣِﻠﻴًﺒﺎ َوَﻻ َﺗ‬ َ ‫ب‬ ُ ‫ﺸَﺮ‬ ْ ‫ﺐ( َﻋﺎَدًة َﺗ‬ ٌ ‫ َﻛْﻠ‬s.) ‫ب‬ ُ ‫ﻼ‬ َ ‫َأْﻟِﻜ‬ 5

4

3

2

. ‫ﺸًﺒﺎ‬ ْ ‫ُﻋ‬

7

‫َﻻ َﺗْﺄُﻛُﻞ‬

1

6


  (5) al-kila¯ bu a¯ datan tasˇrabu halı-ban wa-la¯ tasˇrabu as-ıran wa-kat-ıran-ma¯ la¯ ˙ ˙ ¯
 ta kulu usˇban. 1

Dogs 2normally drink 3milk but they neither drink 4juice 6nor do they

5

often eat 7grass.

. ‫ﺼّﻴَﺎ‬ ِ ‫ﺨ‬ ْ ‫ﺷ‬ َ

5

َّ ‫ﺚ ﻫَﺬا ﻟ‬ َ ‫ﻄَﻠ‬ ‫ﺼَﻨِﻊ‬ ْ ‫ﺐ ِإَﻟﻰ ُﻣِﺪﻳِﺮ ْﻟـَﻤ‬ ُ ‫َﻗْﺪ َأْﺑَﻌ‬ 4

‫ا‬

3

2

1



 (6) qad ab atu ha¯ da¯ t-talaba ila¯ mudı-ri l-masna i sˇahsiyyan. ˘˙ ¯ ¯ ˙˙ ˙ I 1may 2send this 3application to the director of 4the factory 5personally.

‫ﺠِﺪﻳَﺪِة؟‬ َ ‫ﺴََﻨِﺔ ْﻟـ‬ ِ ‫ﺳَﺘْﺬَﻫُﺒﻮَن ِﻓﻲ ِﻋﻴِﺪ َرْأ‬ َ ‫َأْﻳَﻦ‬ ّ ‫س ﻟ‬ 6

5

4

3

2

1



(7) ayna sa-tadhabu¯na fı- -ıdi ra si s-sanati l-g˘ adı-dati? ¯ 1 Where 2will you go (masc. pl.) for 6the New 5Year 3celebration? (lit. 3

feast of 4the head/start of 6the New 5Year)

. ‫ﺤْﻔَﻠِﺔ‬ َ ‫ْﻟـ‬

4

‫ﺐ ِإَﻟﻰ‬ ُ ‫ف َﻻ َأْذَﻫ‬ َ ‫ﺳْﻮ‬ َ ‫ﺻِﺪﻳَﻘﺎِﺗﻲ َو‬ َ ‫ﺲ ُﻫَﻨﺎ َﻣَﻊ‬ ُ ‫ﺟِﻠ‬ ْ ‫ﺳَﺄ‬ َ 3

2

1




(8) sa- ag˘ lisu huna¯ ma a sadı-qa¯ tı- wa-sawfa la¯ adhabu ila¯ l-haflati. ˙ ¯ ˙ 1 I will 1stay (sit) here with my 2girlfriends and I will not 3go to 4the party.

111

Imperfect tense in the indicative, word order

ِ ‫ﻟّﻨَْﻔ‬ .‫ﻂ‬

5

‫ﺷِﺮَﻛِﺔ‬ َ ‫ﺣًﺪا َﻳْﻌَﻤُﻞ ِﻓﻲ‬ َ ‫ف َأ‬ ُ ‫َﻻ َﻧْﻌِﺮ‬ 4

3

2

1


 (9) la¯ na rifu ahadan ya malu fı- sˇarikati n-nafti. ˙ ˙ We don’t 1know 2anyone (who) 3works for 5the oil 4company. . ‫ﺨِﺒﻴُﺮ‬ َ ‫ْﻟـ‬

6

.‫ب‬ ٍ ‫ﺠﺎ‬ َ ‫ﺣ‬ ِ

6

ُ ‫ﺸَﺮ‬ ‫ح‬ ْ ‫ﺴَﻤُﻊ َﻣﺎَذا َﻳ‬ ْ ‫ﺠِﺔ َﻻ َﻧ‬ ِ ‫ﺴَﺒ‬ َ ‫ِﺑ‬ َّ ‫ﻀ‬ َّ ‫ﺐ ﻟ‬ 5

4

3

2

1

 (10) bi-sababi d-dag˘ g˘ ati la¯ nasma u ma¯ da¯ yasˇrahu l-habı-ru. ¯ ˙ ˘ ˙ ˙ 1 Because of 2the noise we can’t 3hear 4what 6the expert 5is explaining.

َ ‫ﺧﻮِل ﻟَّﻨ‬ ‫ﺠﺎِﻣِﻊ ِﺑُﺪوِن‬ َ ‫ﺴﺎءِ ِﻟـْﻠ‬ ُ ‫ﺴَﻤُﺢ ِْﻹَﻣﺎُم ِﺑُﺪ‬ ْ ‫َﻻ َﻳ‬ 5

4

3




2

1






(11) la¯ yasmahu l- ima¯ mu bi-duhu¯li n-nisa¯ i li-l-g˘ a¯ mi i bi-du¯ni hig˘ a¯ bin. ˘ ˙ ˙ The ima¯ m does not 1allow 3women 2to enter (lit. 2the entering of women into) 4the mosque 5without 6a veil. 7 6 5 4 3 2 1 ‫ﺤُﻨﻮَﻧُﻪ‬ َ ‫ﻄ‬ ْ ‫ﺼُﺪوَﻧُﻪ َوَﻳ‬ ُ ‫ﺤ‬ ْ ‫ﺤﺎ ُﺛ َّﻢ َﻳ‬ ً ‫ﺿُﻬْﻢ َﻗْﻤ‬ َ ‫ع ْﻟـُﻤَﺰاِرُﻋﻮَن َأْر‬ ُ ‫َﻳْﺰَر‬





. ‫ﺧْﺒًﺰا‬ ُ




11

10 9 8 ِ ‫ﻄ‬ ‫ﺨِﺒُﺰوَﻧُﻪ َوَﻧْﺄُﻛُﻠُﻪ‬ ْ ‫ﺤﻴَﻦ ُﺛ َّﻢ َﻳ‬ ِ ‫َوَﻳْﻌ‬ َّ ‫ﺠُﻨﻮَن  ﻟ‬

(12) yazra u l-muza¯ ri u¯na arda-hum qamhan tumma yahsudu¯na-hu wa˙ ˙ ¯ ˙˙ 
yathanu¯na-hu wa-ya g˘ inu¯na t-tah-ına tumma yahbizu¯na-hu wa-na kulu-hu ˘ ˙˙ ˙˙ ˙ ¯ hubzan. ˘2 The farmers 1sow 3their fields (lit. land) with 4(the) wheat, 5then they 6

harvest 7and grind it and they 8knead 9the dough (lit. flour), then they

10

bake it and we eat it as 11bread.

ٍ 5 4 3 2 1 ‫ﻲ‬ ّ ‫ﺳ‬ ِ ‫ﺲ ُأ ُّﻣَﻬﺎ َﻋَﻠﻰ ُﻛْﺮ‬ ُ ‫ﺠِﻠ‬ ْ ‫ﺼَِﻐﻴَﺮُة ُﻛّﻞَ َﻳْﻮٍم ِﻓﻲ ْﻟِﺒْﺮَﻛِﺔ َوَﺗ‬ ُ ‫ﺴَﺒُﺢ ْﻟِﺒْﻨ‬ ْ ‫َﺗ‬ ّ ‫ﺖ ﻟ‬ . ‫ﻬﺎ‬ َ ‫ﻈُﺮ ِإَﻟْﻴ‬ ُ ‫َوَﺗْﻨ‬

8

7 7 6 ‫ﺴّﻴَِﺔ‬ ِ ‫ﺸْﻤ‬ َ ‫ﺖ ْﻟـِﻤ‬ َ ‫ﺤ‬ ْ ‫َﺗ‬ َّ ‫ ﻟ‬/ ‫ﻈ َّﻠِﺔ‬


(13) tasbahu l-bintu s-sag˙-ıratu kulla yawmin fı- l-birkati wa-tag˘ lisu ummu-ha¯ ˙ ˙˙ 
ala¯ kursiyyin tahta l-midallati / sˇ-sˇamsiyyati wa-tanduru ilay-ha¯ . ˙ ¯ ¯ ˙ ˙ The small girl 1swims every 2day in 3the pool, and her mother 4sits on 5a chair 6under 7the umbrella 8and watches her. 6 5 4 3 2 1 ٌّ ‫ﺠﺎِر‬ ‫ﺳُﺒﻮًﻋﺎ ِﻓﻲ‬ ْ ‫ﺚ ُأ‬ ُ ‫ي َوَﻳْﻤُﻜ‬ َ ‫ﻲ ِﺗ‬ ُ ‫َﻳْﺬَﻫ‬ ٌّ ‫ﺐ َﻏًﺪا ِإَﻟﻰ َﻋَّﻤﺎَن َوْﻓٌﺪ ُﻟْﺒَﻨﺎِﻧ‬

ِ ‫ﺼِﺪﻳِﺮ َﺑْﻴَﻦ ْﻟَﺒَﻠَﺪْﻳ‬ ْ ‫َوﻟَّﺘ‬ .‫ﻦ‬


112

10

9 8 7 ‫ﺳِﺘﻴَﺮاِد‬ ْ ‫ﺴَﺄَﻟَﺔ ِْﻻ‬ ْ ‫ﺚ َﻣ‬ ُ ‫ﺤ‬ َ ‫ﺻَﻤِﺔ ُْﻷْرُدَّﻧّﻴَِﺔ َوَﻳْﺒ‬ ِ ‫ْﻟَﻌﺎ‬

(14) yadhabu g˙ adan ila¯ amma¯ na wafdun lubna¯ niyyun tig˘ a¯ riyyun wa-yamkutu ¯
¯  - 

usbu¯ an fı l- a¯ simati l- urdunniyyati, wa-yabhatu mas alata l-istı-ra¯ di ˙ ˙ ¯ wa-t-tasdı-ri bayna l-baladayni. ˙

A Lebanese 4commercial 3delegation 1will go to Amman 2tomorrow 5

and will stay for 6one week in the Jordanian capital 7and discuss 8the

question of 9imports 10and exports between the two countries.

‫ﺸَﺮْﺑَﻦ‬ ْ ‫ﺴَﻦ ُﻛّﻞَ َﻳْﻮٍم ِﻓﻲ ﻫَﺬا ْﻟـَﻤْﻘَﻬﻰ َوَﻳ‬ ْ ‫ﺠِﻠ‬ ْ ‫ت َﻳ‬ ُ ‫ﺿﺎ‬ َ ‫َأْﻟـُﻤَﻤَّﺮ‬ 4

‫ا‬

3

2

. ‫ﺷﺎًﻳﺎ‬ َ

6

‫َﻗْﻬَﻮًة َأْو‬

1

Imperfect tense in the indicative, word order

5


(15) al mumarrida¯ tu yag˘ lisna kulla yawmin fı- ha¯ da¯ l-maqha¯ wa-yasˇrabna ¯
˙ qahwatan aw sˇa¯ yan. 1

The nurses 2sit 3every day in this 4cafe and drink 5coffee or 6tea. . ‫ﺧَﺮى‬ ْ ‫ُأ‬

4

3 2 1 ‫ﺷِﺮَﻛٍﺔ‬ َ ‫ﻼِن ِﻓﻲ‬ َ ‫ﺳَﺘْﺘُﺮَﻛﺎِن َﻋَﻤَﻠُﻜَﻤﺎ َوَﺗْﻌَﻤ‬ َ ‫ﺖ َأ َّﻧُﻜَﻤﺎ‬ ُ ‫ﺳِﻤْﻌ‬ َ ‫ا‬

8 7 6 5 ‫ﺸَْﻬِﺮ ْﻟَﻘﺎِدِم َوﻟِﻜْﻦ‬ َ ‫ﺳْﻮ‬ َ !‫َﻧَﻌْﻢ‬ ّ ‫ف َﻧْﺘُﺮُك َﻋَﻤَﻠَﻨﺎ ِﻓﻲ ﻟ‬

َ ‫ﺠِﻠﻴِﺰَّﻳَﺔ ُﻫَﻨﺎ‬ ْ ‫ﻟُّﻠَﻐَﺔ ِْﻹْﻧ‬ .‫ك‬

10

‫س‬ ُ ‫ﺴﺎِﻓُﺮ ِإَﻟﻰ َأْﻣِﺮﻳَﻜﺎ وَﻧْﺪُر‬ َ ‫ﺳُﻨ‬ َ

9


  (16) sami tu anna-kuma¯ sa-tatruka¯ ni amala-kuma¯ wa-ta mala¯ ni fı- sˇarikatin
  uhra¯ . na am! sawfa natruku amala-na¯ fı- sˇ-sˇahri l-qa¯ dimi, wa-la¯ kin sa˘


nusa¯ firu ila¯ amrı-ka¯ wa-nadrusu l-lug˙ ata l- ing˘ lı-ziyyata huna¯ ka. 1

I have heard that 2you (dual) will leave 3your jobs and work for

4

another company! 5Yes! We will 6leave (our) jobs 8next 7month, but we

9

will travel to America and study the English 10language there.

Translate into Arabic: (1) On which street does the ima¯ m live and in which mosque is he working? (2) I have heard that the director of the factory may go to Amman tomorrow. (3) The small girl feels pain in her stomach and therefore she neither drinks nor eats bread. (4) My friends (f.) will regret entering the mosque without a veil. (5) Because of the noise of the dogs I will not stay (sit) in this cafe. (6) The director of the oil company will travel on the New Year holiday to the Jordanian capital and will stay there for one week. (7) Next month the director will not allow the farmers to enter the factory (lit. the entering of the farmers into the factory). (8) The women will leave their jobs in the factory and work in their own fields.

113

Imperfect tense in the indicative, word order

114

(9) The mother swims every day in the pool and sits on a chair under the umbrella and drinks coffee. (10) The commercial delegation will leave the capital next month and go to the Jordanian capital and discuss the question of imports and exports.

Chapter 18

Derived verb forms (stems), roots and radicals, transitive and intransitive verbs 18.1

Until now we have dealt with the basic verb form of triliteral

verbs (‫ﻼِﺛﻲ‬ َ ‫ْﻟـُّﺜـ‬

ُ‫َأْﻟِﻔـْﻌـﻞ‬






al-fi lu t-tula¯ tı¯). The basic verb form has the ¯¯ ¯ pattern CVCVCV, as for example ‫ﺐ‬ َ ‫ َﻛَﺘ‬kataba ‘to write’ (lit. ‘he wrote’, perfect tense). The basic verb form is called in Arabic

َ ‫َأْﻟـُﻤ‬ ‫ﺠ َّﺮُد‬




al-

mug˘ arradu, meaning ‘peeled’ or ‘stripped’, because it lacks prefixes and infixes. 18.2

At this point it is important to explain more about the terms

(verbal) root and radical, which are very special features in Arabic grammar. The root is the absolute basis for forming all verb forms as well as most nouns, adjectives, adverbs and even prepositions (see chapter 14). The root usually consists of three consonants. These consonants are called radicals, because together they make up the root, e.g.

‫ ﻛﺘﺐ‬/ktb/ ‘to write’, ‫ب‬ ٌ ‫ ِﻛَﺘﺎ‬kita¯ bun ‘book’, ‫ ﻗـﻮل‬/qwl/ ‘to speak’ (basic verb form ‫ل‬ َ ‫ َﻗﺎ‬qa¯ la ‘he spoke’, imperfect ‫ َﻳـُﻘـﻮُل‬yaqu¯ lu ‘he speaks’), verbal noun ‫ل‬ ٌ ‫ َﻗـْﻮ‬qawlun ‘speech’. 18.3

Some grammarians call the radicals simply letters, but the term

radical is more appropriate, because letters refer to units of writing, whereas radicals refer to more theoretical units, which may sometimes be dropped or transformed in the actual verb forms and derivations (see chapters 31–33 on weak radicals). Roots with three radicals are called triliteral. There are no roots with fewer than three radicals. Some roots have four radicals. They are called quadriliteral. This type of verb will be dealt with in chapter 29.

115

Derived verb forms, transitive and intransitive verbs

18.4

The derived verb forms are called

‫َأْﻟـَﻤـِﺰﻳُﺪ‬,




al-mazı¯du, which

means ‘increased’ or ‘added’. They are formed from the root by means of consonant doubling, prefixes or infixes, according to certain patterns (mentioned below, and in table A1.1, the ten forms of



‫ َﻓَﻌَﻞ‬fa ala, in

Appendix 1). 18.5 The meanings of the derived verb forms are generally derived from the basic verb form according to a system explained below. As a rule, grammarians prefer to call the derived verb forms derived verb stems, because each derived verb form has a complete set of conjugated



forms (tenses, verbal noun, participles, etc.). (See table A1.1 fa ala in Appendix 1.) 18.6

There are 14 derived verb forms (stems). Western Arabists

traditionally number these forms with Roman numerals starting from the basic form, which is numbered as I, and the derived verb forms as II, III, IV, etc. Forms I to X are the most frequent and only these will be explained in this book. 18.7

There is no verb which is used in all ten forms; normally the verb

is used in five or six of the derived forms, and sometimes even the basic



verb form itself is not used. For example, the verb form I ‫ﻢ‬ َ ‫ َﻋِﻠ‬alima ‘to know’ occurs in forms II, IV, V, and X, but another verb might occur only in forms III, VI, X, and so on. 18.8 As mentioned in chapter 14, there is no infinitive in Arabic in the same sense as in Indo-European languages. The derived verb forms are listed in the dictionary under the root, which is mostly the same as the basic verb form (I) without vowels. 18.9 It is crucially important to learn by heart these ten verb forms



and their derivations from table A1.1 of the verb ‫ﻞ‬ َ ‫ َﻓـَﻌ‬fa ala in Appendix 1; otherwise it is almost impossible to find a word in a dictionary.





18.10 Arab grammarians chose the basic verb ‫ﻞ‬ َ ‫ َﻓـَﻌ‬/f l/ fa ala ‘to do, to act’ as a pattern or model for describing other verb forms and nouns which are derived from it. 116

18.11

Although the vowelling of the middle consonant (radical) of

the basic verb form (I) in the perfect tense varies: ‫ﺐ‬ َ ‫ َﻛَﺘ‬kataba ‘to write’,

َ ‫ﺷـِﺮ‬ ‫ب‬ َ sˇ ariba ‘to drink’ or ‫ َﻛُﺒَﺮ‬kabura ‘to grow up’, the vowelling of the derived verb forms remains the same for all verbs.

18.12 Transitive and intransitive verbs



Derived verb forms, transitive and intransitive verbs

‫ ُﻣَﺘَﻌًّﺪ‬muta addin, and an intransitive verb  ‫ َﻏْﻴُﺮ ُﻣَﺘَﻌًّﺪ‬g˙ ayru muta addin or ‫ َﻻِزٌم‬la¯ zimun. Transitive verbs can take A transitive verb is called

a direct object in the accusative case, whereas intransitive cannot do so

(some of them can, however, take an accusative predicative complement). The basic verb form may be transitive or intransitive, depending on its meaning and construction. Some derived verb forms are typically transitive, while others are generally intransitive, but there are no absolute rules for determining their meaning. In the following examples, the basic form (I) is transitive and the corresponding form VII is intransitive. Transitive sentence

Intransitive sentence

َّ ‫ﺴَﺮ ﻟ‬ َّ َ‫ﺐ ﻟّﻨ‬ َ ‫َﻛ‬ ُ ‫ﻄﺎِﻟ‬ ِ ‫ﻈﺎَرا‬ ‫ت‬

َّ َ‫ت ﻟّﻨ‬ ِ ‫ﺴَﺮ‬ َ ‫ِإْﻧَﻜ‬ ُ ‫ﻈﺎَرا‬ ‫ت‬

kasara (I) t-ta¯ libu n-nadda¯ ra¯ ti. ˙˙ ˙¯ ˙¯ The student broke the spectacles.

inkasarati (VII) n-nadda¯ ra¯ tu. ˙¯ ˙¯ The spectacles were/got broken.




18.13 In addition to the nouns mentioned in chapter 9, with the









initial hamzatu l-qat i ‫ ِإ‬/ i/ or ‫ ُأ‬/ u/, the verb forms VII–X (perfect, ˙ imperative and verbal noun) also follow the rule of hamzatu l-wasli (waslah). However, the verb form IV follows the rule of hamzatu ˙ ˙ l-qat i. ˙

18.14 Formation of the ten verb forms I–X The table presents the ten verb forms I–X in the perfect and the imperfect (third person sing. masc.), as exemplified by the verb



‫َﻓَﻌَﻞ‬

fa ala ‘to do, to act’. 117

Derived verb forms, transitive and intransitive verbs

perfect I

II

III

‫َﻓَﻌَﻞ‬

َ‫َﻓّﻌَﻞ‬

‫َﻓﺎَﻋَﻞ‬

fa ala

fa ala

fa¯ ala







IV

V

‫َأْﻓَﻌَﻞ‬

َ‫َﺗَﻔّﻌَﻞ‬ 




tafa ala

af ala

imperfect

‫َﻳْﻔَﻌُﻞ‬

‫ُﻳَﻔَّﻌُﻞ‬

‫ُﻳَﻔﺎِﻋُﻞ‬

‫ُﻳْﻔِﻌُﻞ‬

‫َﻳَﺘَﻔَّﻌُﻞ‬

yaf alu

yufa ilu

yufa¯ ilu

yuf ilu

yatafa alu

IX

X

َ‫ِإْﻓَﻌّﻞ‬

‫ﺳَﺘْﻔَﻌَﻞ‬ ْ ‫ِإ‬











perfect VI

VII

‫َﺗَﻔﺎَﻋَﻞ‬

VIII

‫ِإْﻧَﻔَﻌَﻞ‬






tafa¯ ala



infa ala

‫ِإْﻓَﺘَﻌَﻞ‬




ifta ala




if alla






istaf ala

imperfect

‫َﻳَﺘَﻔﺎَﻋُﻞ‬

‫َﻳْﻨَﻔِﻌُﻞ‬

‫َﻳْﻔَﺘِﻌُﻞ‬

‫َﻳْﻔَﻌُّﻞ‬

‫َﻳﺴَﺘْﻔِﻌُﻞ‬

yatafa¯ alu

yanfa ilu

yafta ilu

yaf allu

yastaf ilu











18.15 The meanings of the ten verb forms I–X The basic meanings of the ten verb forms I–X are outlined below with some examples. Observe that many derived verb forms can have several different meanings and that some verbs have quite idiomatic or specialized meanings in some of their derived verb forms. Therefore it is recommended that the student learn the specific meaning of each derived verb form of each verb separately, rather than relying upon the general rules given below. Form I The basic form (I) can be transitive or intransitive. I

‫ﺐ‬ َ ‫ َﻛَﺘ‬kataba (transitive)

imperf. ‫ﺐ‬ ُ ‫ َﻳـْﻜـُﺘ‬yaktubu

to write I 118

َ ‫ﺟَﻠ‬ ‫ﺲ‬ َ g˘alasa (intransitive) to sit

imperf. ‫ﺲ‬ ُ ‫ﺠِﻠ‬ ْ ‫ َﻳ‬yag˘lisu

Form II (a) II is causative: to cause someone to do something (transitive). I

‫َﻋـِﻠـَﻢ‬





‫ َﻋـ َّﻠـَﻢ‬allama



imperf. ‫ﻌـَّﻠـُﻢ‬ َ ‫ ُﻳـ‬yu allimu

alima

II

to know

to teach (lit. cause someone to learn)

Derived verb forms, transitive and intransitive verbs

(b) II is intensifying or iterative: repeating the action (transitive). I

‫ﺴَﺮ‬ َ ‫ َﻛ‬kasara

II

to break

‫ﺴـَﺮ‬ َّ ‫ َﻛ‬kassara

imperf. ‫ﺴُﺮ‬ َّ ‫ ُﻳـَﻜ‬yukassiru

to smash, to break into pieces

(c) II is declarative: to consider someone or something to be something, (transitive). I

َ‫ َﻛـّﺬَب‬kad¯ d¯ aba

imperf. ‫ب‬ ُ ‫ ُﻳـَﻜـَّﺬ‬yukad¯ d¯ ibu to consider someone a liar,

َ ‫ َﻛـَﺬ‬kad¯ aba ‫ب‬

II

to lie

to disbelieve someone else (d) II is denominative (forming verb from noun).

ٌ ‫ﻼ‬ ‫ح‬ َ ‫ﺳ‬ ِ sila¯ h˙ un (noun) weapon

II

َ sallah˙ a ‫ﺳَّﻠَﺢ‬

to arm

imperf. ‫ﺢ‬ ُ ‫ﺴَّﻠ‬ َ ‫ ُﻳ‬yusallih˙ u

Form III III denotes an effort to do or achieve that which is expressed by the basic form. Often it expresses an action directed at (or done together with) someone else. Form III is mostly transitive. I

‫ َﻛـَﺘـﺐ‬kataba

III

to write I

imperf. ‫ﺐ‬ ُ ‫ ُﻳـَﻜـﺎِﺗـ‬yuka¯ tibu

to correspond with somebody

َ ‫ﺳَﺒ‬ ‫ﻖ‬ َ sabaqa

III

to precede I

‫ﺐ‬ َ ‫ َﻛـﺎَﺗـ‬ka¯ taba َ ‫ﺳﺎَﺑ‬ ‫ﻖ‬ َ sa¯ baqa

imperf. ‫ﻖ‬ َ ‫ﺴِﺎﺑ‬ َ ‫ ُﻳ‬yusa¯ biqu

to compete with, to race

‫ َﺑَﻠَﻎ‬balag˙a

III

to reach

‫ َﺑﺎَﻟَﻎ‬ba¯ lag˙a

imperf. ‫ﻎ‬ ُ ‫ ُﻳَﺒﺎِﻟ‬yuba¯ lig˙u

to exaggerate

Form IV IV is prefixed with ‫ َأ‬/ a.../ which is elided in the imperfect tense.




(a) IV is causative: to cause someone to do the action (transitive).

119

Derived verb forms, transitive and intransitive verbs

I

‫َﻋِﻠَﻢ‬



‫َأْﻋـَﻠـَﻢ‬






imperf. ‫ﻌـِﻠـُﻢ‬ ْ ‫ ُﻳـ‬yu limu

alima

IV

a lama

to know

to inform (to cause someone to know)

(b) IV is declarative of I: to declare that someone has a certain quality (transitive). I

‫ﺣِﻤَﺪ‬ َ h˙ amida

to praise

‫ﺣَﻤَﺪ‬ ْ ‫َأ‬




ahmada imperf. ‫ﻤُﺪ‬ ِ ‫ﺤ‬ ْ ‫ ُﻳ‬yuh˙ midu ˙ to consider praiseworthy

IV

(c) IV is denominative (intransitive verb derived from a noun).

‫ﺐ‬ ٌ ‫ َذْﻧ‬d¯ anbun (noun) sin

‫ﺐ‬ َ ‫َأْذَﻧـ‬




adnaba imperf. ‫ﺐ‬ ُ ‫ ُﻳـْﺬِﻧـ‬yud¯ nibu ¯ to commit a sin, to do wrong IV




e.g. ...‫ﺠﺎَه‬ َ ‫ﺐ ِﺗ‬ َ ‫ َأْذَﻧـ‬ad¯ naba tig˘a¯ ha ..., he committed a sin against .... Form V V is generally reflexive of form II (transitive or intransitive).

‫َﻋـ َّﻠَﻢ‬

II



allama

V

to teach

to learn (lit. he taught himself)

َ sˇarrafa َ َ‫ﺷّﺮ‬ ‫ف‬

II

V

to honour

َ ‫ َﺗ‬tasˇarrafa َ َ‫ﺸّﺮ‬ ‫ف‬



imperf. ‫ﻌ َّﻠُﻢ‬ َ ‫ َﻳَﺘ‬yata allamu imperf. ‫ف‬ َ ‫ َﻳَﺘ‬yatasˇrrafu ُ َ‫ﺸّﺮ‬

to have the honour

‫ َﻛ َّﻠَﻢ‬kallama

II



‫ َﺗَﻌـ َّﻠَﻢ‬ta allama

V

‫ َﺗَﻜ َّﻠَﻢ‬takallama

imperf. ‫ﻜ َّﻠُﻢ‬ َ ‫ َﻳَﺘ‬yatakallamu

to talk to somebody to speak, utter

Form VI (a) VI is reflexive or reciprocal of form III (mostly transitive). In this form both or all partners are involved in action, therefore the subject is in the dual or plural. III

‫ﺳَﻢ‬ َ ‫ َﻗـﺎ‬qa¯ sama to share

III

‫ﺐ‬ َ ‫ َﻛﺎَﺗ‬ka¯ taba

VI

‫ﺳـَﻢ‬ َ ‫ َﺗـَﻘـﺎ‬taqa¯ sama

imperf. ‫ﺳـُﻢ‬ َ ‫ َﻳـَﺘـَﻘـﺎ‬yataqa¯ samu

to divide or distribute among themselves VI

‫ﺐ‬ َ ‫ َﺗَﻜﺎَﺗ‬taka¯ taba

to correspond with a person

imperf. ‫ﺐ‬ ُ ‫ َﻳـَﺘـَﻜﺎَﺗ‬yataka¯ tabu

to correspond with each other

(b) VI can also be a kind of pretence form of (I), denoting pretending to be in a certain condition or trying to be something (intransitive). 120

I

‫ض‬ َ ‫ َﻣِﺮ‬marid˙ a to be ill

VI

‫ض‬ َ ‫ َﺗَﻤﺎَر‬tama¯ rad˙ a

to pretend to be ill

imperf. ‫ض‬ ُ ‫ َﻳـَﺘَﻤﺎَر‬yatama¯ rad˙ u

Derived verb forms, transitive and intransitive verbs

(c) VI can also denote a successive or uninterrupted sequence (intransitive). I

‫ﻂ‬ َ ‫ﺳـَﻘـ‬ َ saqat˙a to fall

imperf. ‫ﻂ‬ ُ ‫ﺴـﺎَﻗ‬ َ ‫ َﻳـَﺘ‬yatasa¯ qat˙u to fall consecutively, one after the other

VI

‫ﻂ‬ َ ‫ﺴـﺎَﻗـ‬ َ ‫ َﺗـ‬tasa¯ qat˙a

Form VII







VII this form is prefixed with ...‫ ِإْﻧـ‬/ in.../, and ‫ ِإ‬/ i.../ is elided in the imperfect tense. It is reflexive-passive or anticausative of form I (intransitive). I

‫ﺴَﺮ‬ َ ‫ َﻛ‬kasara

VII

‫ﺴﺮ‬ َ ‫ِإْﻧـَﻜـ‬

to break




imperf. ‫ﺴـُﺮ‬ ِ ‫ َﻳـْﻨـَﻜـ‬yankasiru

inkasara

to break (by itself), get broken

Form VIII
VIII has an infix ..‫ـﺘـ‬.. /...t.../ in the middle and is prefixed with ‫ ِإ‬/ i.../, which is elided in the imperfect tense. (a) VIII is reflexive-intransitive of form I. I



‫ﺟَﻤَﻊ‬ َ g˘ama a

VIII

to collect (trans. )




‫ﺟَﺘَﻤَﻊ‬ ْ ‫ِإ‬



ig˘ tama a



imperf. ‫ﻊ‬ ُ ‫ﺠَﺘِﻤ‬ ْ ‫ َﻳ‬yag˘tami u

to gather, come together (intr.)

(b) VIII has the passive meaning of form I. I

َ ‫ﺣَﺮ‬ ‫ق‬ َ h˙ araqa

VIII

َ ‫ﺣَﺘَﺮ‬ ‫ق‬ ْ ‫ ِإ‬ih˙ taraqa

imperf. ‫ق‬ ُ ‫ﺤَﺘِﺮ‬ ْ ‫ َﻳ‬yah˙ tariqu to be burned, burn (intr.)

to burn (trans.)

(c) VIII sometimes has the same meaning as form I (transitive). I

‫ﺷَﺮى‬ َ

ِ

sˇara¯

VIII

‫ﺷَﺘَﺮى‬ ْ ‫ِإ‬

VIII




to buy I



َ ‫ َﺑﺎ‬ba¯ a ‫ع‬ to sell

َ ‫ِإْﺑَﺘﺎ‬ ‫ع‬




isˇtara¯

imperf. ‫ﺸَﺘِﺮي‬ ْ ‫ َﻳ‬yasˇtarı-

to buy



ibta¯ a



imperf. ‫ع‬ ُ ‫ َﻳْﺒَﺘﺎ‬yabta¯ u

to buy

Form IX




IX has its last consonant doubled and is prefixed with ‫ ِإ‬/ i.../, which is elided in the imperfect tense. It refers to colours or defects and has the meaning ‘to become or turn...’. It is intransitive and can be formed from the first or second form or directly from adjectives.

121

Derived verb forms, transitive and intransitive verbs

I

َ ‫َﻋَﻮ‬ ‫ج‬



awag˘ a

IX

to bend




َ‫ج‬ ّ ‫ِإْﻋـَﻮ‬



imperf. ُ‫ج‬ ّ ‫ َﻳـْﻌـَﻮ‬ya wag˘g˘u

i wag˘ g˘ a

to be twisted, bent

I not used II

َ h˙ ammara ‫ﺣ َّﻤَﺮ‬

ْ ‫ِإ‬ ‫ﺣَﻤ َّﺮ‬

ِ




ihmarra imperf. ‫ﻤ ُّﺮ‬ َ ‫ﺤ‬ ْ ‫ َﻳ‬yah˙ marru ˙ to turn red, blush

IX

to redden, colour red

Form X







X is formed by adding the prefix ...‫ﺳَﺘـ‬ ْ ‫ ِإ‬/ ista.../ to form I, and ‫ ِإ‬/ i.../ is elided in the imperfect tense. (a) X is reflexive of form IV (transitive).

‫َأْﻋَﻠَﻢ‬

IV




a lama

X

‫ﺳَﺘْﻌَﻠَﻢ‬ ْ ‫ِإ‬

to inform, to let know






ista lama



imperf. ‫ﻌِﻠُﻢ‬ ْ ‫ﺴَﺘ‬ ْ ‫ َﻳ‬yasta limu

to enquire, seek information

(b) X is transitive of form I (often denoting attempt, request or desire to obtain something) I

َ ‫ﺧَﺮ‬ ‫ج‬ َ h˘ arag˘a

َ ‫ﺨَﺮ‬ ‫ج‬ ْ ‫ﺳَﺘ‬ ْ ‫ِإ‬




istahrag˘ a imperf. ‫ج‬ َ ‫ﺨِﺮ‬ ْ ‫ﺴَﺘ‬ ْ ‫ َﻳ‬yastah˘ rig˘u ˘ to come out to take out, extract, deduce X

(c) X is declarative of form I or IV (transitive or intransitive). I

‫ﺴَﻦ‬ ُ ‫ﺣ‬ َ h˙ asuna to be nice, good

X




‫ﺴَﻦ‬ َ ‫ﺤ‬ ْ ‫ﺳَﺘ‬ ْ ‫ِإ‬

istahsana ˙ to consider nice, good

imperf. ‫ﻦ‬ ُ ‫ﺴ‬ ِ ‫ﺤ‬ ْ ‫ﺴَﺘ‬ ْ ‫ َﻳ‬yastah˙ sinu

18.16 Pronunciation and spelling rules The following modifications are made for certain derived verbs of form VIII in order to smooth the pronunciation: (a)

If the first consonant of the basic verb form is one of the following

‫ ص‬/s˙ /, ‫ ض‬/d˙ /, ‫ ط‬/t˙/, ‫ ظ‬/d¯ /, the infix ..‫ـﺘـ‬..
˙  /-t-/ of form VIII as in the pattern verb ‫ﻞ‬ َ ‫ ِإْﻓَﺘَﻌ‬/ ifta ala/ is changed into ..‫ـﻄـ‬.. /-t-/, e.g. ‫ب‬ َ ‫ﺿَﺮ‬ َ d˙ araba ‘to hit’, whose form VIII is ˙
 َ ‫ﻄَﺮ‬ ‫ب‬ َ ‫ﺿ‬ ْ ‫ ِإ‬id˙ t˙araba ‘to be troubled’, (not: ‫ب‬ َ ‫ﺿَﺘَﺮ‬ ْ ‫)ِإ‬. And ‫ﻃَﻠَﻊ‬ َ t˙ala a ‘to rise’ has as its form VIII ‫ﻊ‬ َّ ‫
ِإ‬ittalaa ‘to become aware’ َ ‫ﻃَﻠ‬ ˙˙ (not: ‫ﻊ‬ َ ‫ﻃَﺘَﻠ‬ ْ ‫)ِإ‬. four emphatic letters:

122

(b)

If the first consonant of the basic verb form is

‫ ز‬/z/, as in ‫َزَﻫَﺮ‬

zahara ‘to shine’, the infix ..‫ـﺘـ‬.. /-t-/ of form VIII is changed into

‫ د‬/-d-/, thus yielding the form ‫ِإْزَدَﻫَﺮ‬
‫ ِإْزَﺗَﻬَﺮ‬iztahara).




izdahara ‘to flourish’ (not:



Derived verb forms, transitive and intransitive verbs

Note: If the first consonant of the basic verb form is ..‫ ﺗـ‬/t/, as in ‫ﻊ‬ َ ‫ َﺗِﺒ‬tabi a ‘to follow’, the infix ..‫ـﺘـ‬.. /-t-/ of form VIII is written as doubled: ‫ﻊ‬ َ ‫ِإّﺗََﺒ‬
 ittaba a, ‘to follow, succeed’ (not: ‫ﻊ‬ َ ‫)ِإْﺗَﺘَﺒ‬.

Exercises Analyse the following verbs according to: (a) (b) (c)

form number basic verb form imperfect tense.

‫َأْﺑَﻌَﺪ‬

‫َأْﻧَﺘَﺞ‬

to gather

to produce to liberate

َ‫َﻋ َّﻠﻢ‬

‫ﺳﺎَﻣَﺢ‬ َ

ْ ‫إ‬ ‫ﺳَﻮ َّد‬

to teach

to forgive

to become to correspond

(1) to send away to be split

َ ‫ﺨَﺮ‬ ‫ج‬ ْ ‫ﺳَﺘ‬ ْ ‫ِإ‬ (2) to take out

‫ﺳَﺘْﻤَﺘَﻊ‬ ْ ‫ِإ‬ (3) to enjoy

َ َ‫ﺣ َّﺮر‬

َ ‫ﺟَّﻤَﻊ‬

َ ‫َﺗَﻔَّﺮ‬ ‫ق‬

َ ‫َﺗ‬ ‫ﺴَﻦ‬ َّ ‫ﺤ‬

َ َ‫ﺳ َّﻬﻞ‬

to improve to make

‫ﺐ‬ َ ‫َﻛﺎَﺗ‬

black

with

‫َأْﻋَﻠَﻢ‬

‫ﺟَﺮ‬ َ ‫َﻫﺎ‬

to inform

to emigrate

easy

‫ﺐ‬ َ ‫َﺗَﻜﺎَﺗ‬ (4) to

َ ‫َﺗ‬ ‫ﺐ‬ َ َ‫ﺠّﻨ‬

َ ‫َﺗ‬ ‫ﺴ َّﻠَﺢ‬

‫ِإْﻧَﺘَﻘَﻞ‬

‫َﺗَﻜ َّﻠَﻢ‬

to avoid

to arm

to move

to speak

‫ﺷﺎَرَك‬ َ

‫َﺗَﻘﺎَﺗَﻞ‬

correspond

‫ﺴَﻢ‬ َ ‫ِإْﻧَﻘ‬

oneself

َ ‫ﺴَﺮ‬ ‫ق‬ َ ‫ِإْﻧ‬

َ ‫ﺴﺎَﺑ‬ ‫ﻖ‬ َ ‫َﺗ‬

(5) to be divided to be stolen to compete to share

to fight

َ ‫ﺳ َّﻠَﻢ‬

‫ﺼَﺮ‬ َ ‫ِإْﻧَﺘ‬

‫َﺗَﻌ َّﻠَﻢ‬

‫َﺗَﻜّﺒََﺮ‬

‫ﺠَﺮ‬ َ ‫ِإْﻧَﻔ‬

(6) to greet

to gain

to learn

to be

to explode

proud

123

Derived verb forms, transitive and intransitive verbs

‫َداَﻓَﻊ‬ (7) to defend

َ َ‫ﺟّﺮَب‬ (8) to try

‫ِإْﻧَﺘَﺒَﻪ‬

‫ﺳَﺘْﻬَﻠَﻚ‬ ْ ‫ِإ‬

to notice

to consume to force

‫ﺟَﺒَﺮ‬ ْ ‫َأ‬

‫ﺐ‬ َ ‫ﺼَﻌ‬ ْ ‫ﺳَﺘ‬ ْ ‫ِإ‬ to find difficult

َ‫ﺳَﻤّﺮ‬ ْ ‫ِإ‬

‫َﺗَﻘ َّﺪَم‬

‫ِإْﻣَﺘَﻨَﻊ‬

to become

to progress to neglect to reject

‫َأْﻫَﻤَﻞ‬

brown

‫َﻗﺎَرَن‬ (9) to compare

‫ﺣَﺘَﺮَم‬ ْ ‫ِإ‬

‫ﺚ‬ َ ‫ﺣ‬ َ ‫َﺗَﺒﺎ‬

‫ِإْﻗَﺘَﻨَﻊ‬

‫ﺳَﺘْﻌَﻤَﻞ‬ ْ ‫ِإ‬

to respect

to discuss

to be

to use

convinced

Practise your reading: . ‫ﻬﺎ‬ َ ‫ِﻣْﻨ‬

4 3 2 2 1 ‫ﺖ‬ ْ ‫ﺟ‬ َ َ‫ﺨّﺮ‬ َ ‫ﺠﺎِﻣَﻌِﺔ  َّﻟِﺘﻲ َﺗ‬ َ ‫ﺲ ْﻟـ‬ ِ ‫ َﻧْﻔ‬/ ِ‫ﺟِﺘﻲ ِﻓﻲ َذات‬ َ ‫س َزْو‬ ُ ‫ُﺗَﺪَّر‬

5

 (1) tudarrisu zawg˘ at-ı- fı- da¯ ti / nafsi l-g˘ a¯ mi ati llatı- taharrag˘ at min-ha¯ . ˘ ¯ My wife 1teaches at 2the same university from 3which 4she graduated (5from it). . ‫ﺳَﻨٍﺔ‬ َ

5

ِ ‫ﺳُﻢ ﻟَّﺘﺎ‬ ‫ﺧِﺮ ُﻛَّﻞ‬ ِ ‫ﺸِﺮَﻛِﺔ ِﻓﻲ ƒا‬ َ ‫َﻳَﺘَﻘﺎ‬ َّ ‫ﺟَﺮاِن ِرْﺑَﺢ ﻟ‬ 4

3

2

1


(2) yataqa¯ samu t-ta¯ g˘ ira¯ ni ribha sˇ-sˇarikati fı- a¯ hiri kulli sanatin. ˘ ˙ The two merchants 1share 2the profits of the company at 3the end of 4

every 5year.

ُ ‫ﻄِﺮﻳ‬ ‫ﻖ‬ َ ‫ﺴُﺮ َوْﻧَﻘ‬ ْ ‫ﺠ‬ ِ ‫ﻄِﺮ ْﻧَﻬَﺪَم ْﻟـ‬ َ ‫ﺐ َﻛْﺜَﺮِة ْﻟـَﻤ‬ ِ ‫ﺴَﺒ‬ َ ‫ِﺑ‬ َّ ‫ﻄَﻊ ﻟ‬ 7

6

5

4

3

2

1

.‫ﻦ‬ ِ ‫َﺑْﻴَﻦ ْﻟَﻘْﺮَﻳَﺘْﻴ‬  (3) bi-sababi katrati l-matari n-hadama l-g˘ isru wa-nqata a t-tarı-qu bayna ¯ ˙ ˙ ˙˙ l-qaryatayni.

8

1

Because of 2the heavy (abundance of) 3rain, 5the bridge 4collapsed and

7

the road 8between the two villages 6was cut off.

ِ ‫ﺸﺎِرُك َﻛِﺜﻴٌﺮ ِﻣَﻦ ﻟّﻨَﺎ‬ ‫ﺣْﻔَﻠِﺔ‬ َ ‫س ِﻓﻲ‬ َ ‫ﺳُﻴ‬ َ ‫ﻄُﺮ َﻏًﺪا َوِﻟﻬَﺬا‬ ِ ‫ف َﻻ ُﺗْﻤ‬ َ ‫ﺳْﻮ‬ َ 4

3

‫ا‬

2

1

.‫س‬ ِ ‫ْﻟُﻌْﺮ‬

124

5

(4) sawfa la¯ tumtiru g˙ adan wa-li-ha¯ da¯ sa-yusˇa¯ riku kat-ırun mina n-na¯ si fı˙ ¯ ¯  haflati l- ursi. ˙ It will not 1rain 2tomorrow and therefore many people 3will attend 5the wedding 4party.

َ ‫ﺸْﺮ‬ ‫ﻃُﺔ َﻣَﻜﺎَن ِْﻹْرَﻫﺎِﺑَّﻴﻴَﻦ َوَﺗَﺒﺎَدُﻟﻮا ﻟَّﻨﺎَر َﻣَﻌُﻬْﻢ َوَﺑْﻌَﺪ‬ ِ ‫ﺟَﻤ‬ َ ‫َﻫﺎ‬ ُّ ‫ﺖ ﻟ‬ 7

6

.(‫ﺲ‬ ٌ ‫ َﻧْﻔ‬s.) ‫ﺴُﻬْﻢ‬ َ ‫َأْﻧُﻔ‬

5

12

4

3

2

1

11 10 9 8 ‫ﺳ َّﻠﻢَ ِْﻹْرَﻫﺎِﺑّﻴُﻮَن‬ َ ‫ﺳﺎَﻋٍﺔ ِﻣَﻦ ْﻟِﻘَﺘﺎِل‬ َ


 (5) ha¯ g˘ amati sˇ-sˇurtatu maka¯ na l- irha¯ biyyı-na wa-taba¯ dalu¯ n-na¯ ra ma a-hum,   ˙

wa-ba da sa¯ atin mina l-qita¯ li sallama l- irha¯ biyyu¯na anfusa-hum.

Derived verb forms, transitive and intransitive verbs

2

The police 1attacked 4the terrorists’ 3location (place) 5and exchanged

6

fire with them 7and after 8one hour of 9fighting 11the terrorists 10gave

12

themselves up. 5 4 3 2 1 ‫ َﻗْﺒَﻞ ْﻟـُﻤَﺒﺎَراِة‬6 ‫ﺐ‬ ِ ‫ب َﻓِﺮﻳَﻘﺎ ُﻛَﺮِة ْﻟَﻘَﺪِم ِﻓﻲ ْﻟـَﻤْﻠَﻌ‬ َ ‫ﻀﺎَر‬ َ ‫َﺗ‬ 7

. ‫ﻫﺎ‬ َ ‫َﺑْﻌَﺪ‬

9

‫ﺤﺎ‬ َ ‫ﺼﺎَﻟـ‬ َ ‫َوَﺗ‬

8

 (6) tada¯ raba farı-qa¯ kurati l-qadami fı- l-mal abi qabla l-muba¯ ra¯ ti wa-tasa¯ laha¯ ˙ ˙ ˙ ba da-ha¯ . The two

4,3

football 2teams 1fought each other in 5the stadium 6before

7

the match 8and made up (reconciled) 9after (it). 5 4 3 2 1 ِ ‫ﺴَّﻴﺎ‬ َ ‫ﺻ َّﺮ‬ ‫ض‬ ُ ‫ﺳّﻴَِﺔ ِﺑَﺄ َّﻧُﻪ ُﻳَﻌﺎِر‬ ِ s.) ‫ب‬ ِ ‫ﺣَﺰا‬ ْ ‫ﺣِﺪ َْﻷ‬ َ ‫ح َزِﻋﻴُﻢ َأ‬ َ َ ‫ﺣْﺰبٌ( ﻟ‬

. ‫ﻼِد‬ َ ‫ﺐ ِﻓﻲ ْﻟِﺒ‬ ِ ‫ﺟﺎِﻧ‬ َ ‫ َﻋﺎِﻣٌﻞ( َْﻷ‬s.) ‫ُﻗُﺒﻮِل ْﻟُﻌ َّﻤﺎِل‬ 8

7

‫ِﻓْﻜَﺮَة‬

6




 (7) sarraha za -ımu ahadi l- ahza¯ bi s-siya¯ siyyati bi- anna-hu yu a¯ ridu fikrata ˙ ˙  ˙
˙˙ qubu¯li l- umma¯ li l- ag˘ a¯ nibi fı l-bila¯ di. 2

The leader of one of the 4political 3parties 1declared that he 5is against

6

the idea 7of accepting 8foreign workers in the country. 5 4 3 2 1 ‫ﺠَﺮٌة( َوَﺗَﺘَﻔّﺘَُﺢ‬ َ َ‫ﺸ‬ َ ‫ﺷ‬ َ s.) ‫ﺠُﺮ‬ َ ‫ﺨ‬ ْ ‫ﺼِﻞ ﻟّﺮَِﺑﻴﻊِ َﻳ‬ ْ ‫ِﻓﻲ َﻓ‬ ّ ‫ﻀ ُّﺮ ﻟ‬

ُ ‫َأْوَرا‬ ‫ق‬ -

9

8 7 6 ُ‫ﺼَﻔّﺮ‬ ْ ‫ َأ َّﻣﺎ ِﻓﻲ َﻓ‬،(‫ َزْﻫَﺮٌة‬s.) ‫َْﻷْزَﻫﺎُر‬ ْ ‫ﻒ َﻓَﺘ‬ ِ ‫ﺨِﺮﻳ‬ َ ‫ﺼِﻞ ْﻟـ‬

.‫ﻂ‬ ُ ‫ﺴﺎَﻗ‬ َ ‫َوَﺗَﺘ‬




10

‫ﺠِﺮ‬ َ َ‫ﺸ‬ ّ ‫ َوَرَﻗٌﺔ( ﻟ‬s.)


(8) fı- fasli r-rabı i yahdarru sˇ-sˇag˘ aru wa-tatafattahu l- azha¯ ru, amma¯ fı- fasli ˘ ˙
˙ ˙ ˙ l-harı-fi fa-tasfarru awra¯ qu sˇ-sˇag˘ ari wa-tatasa¯ qatu. ˘ ˙ ˙ In the 2spring (1season) 4the trees 3become green and 6the flowers 5

open, but in 7the autumn (season) 9the leaves of the trees 8become

yellow 10and fall.

125

Derived verb forms, transitive and intransitive verbs

ِ 3 2 2 1 ِ ‫ﺣَﺔ ُﻣَﻤﺜُّﻠﻮ ﻟَّﻨَﻘﺎَﺑﺎ‬ ‫ﺟﻮِر‬ ُ ‫ت وََﺗَﻜ َّﻠُﻤﻮا َﻋْﻦ َرْﻓِﻊ ُأ‬ َ ‫ ْﻟَﺒﺎِر‬/‫ﺲ‬ ِ ‫ﺟَﺘَﻤﻊَ ْﻣ‬ ْ ‫ِإ‬ 7




6

5




4

.‫ﻦ‬ َ ‫ﻇِﻔﻴ‬ َّ ‫َوْﻟـُﻤَﻮ‬




9

‫ﺟﺮٌ( ْﻟُﻌ َّﻤﺎِل‬ ْ ‫)َأ‬ 8



(9) ig˘ tama a amsi / al-ba¯ rihata mumattilu¯ n-niqa¯ ba¯ ti wa-takallamu¯ an ˙ ¯¯ 
 raf i ug˘ u¯ri l- umma¯ li wa-l-muwaddafı-na. ˙¯ ˙¯ 3 The representatives of 4the trade unions 1met 2yesterday 5and talked about

6

increasing the

7

8

wages of

9

workers and

civil servants

(employees).

‫ﺻَﺔ ِﻋْﻨَﺪَﻣﺎ‬ َ ‫ﺳَّﻴﺎَراِﺗِﻬِﻢ ْﻟـ‬ َ ‫ﺴَﺘْﻌِﻤُﻠﻮَن َﻋﺎَدًة‬ ْ ‫ﺸِﺮَﻛِﺔ َﻳ‬ َّ ‫ُﻣَﻮ‬ َّ ‫ﺨﺎ‬ َّ ‫ﻇُﻔﻮ ﻟ‬ 5

4

3





2

. ‫ﻃِﻮﻳَﻠٍﺔ‬ َ

8

1

ٍ ‫ﻼ‬ ‫ت‬ َ ‫ﺣ‬ ْ ‫ﺴﺎِﻓُﺮوَن ِﻓﻲ ِر‬ َ ‫ُﻳ‬ 7

6

(10) muwaddafu¯ sˇ-sˇarikati yasta milu¯na a¯ datan sayya¯ ra¯ ti-himi l-ha¯ ssata ˘ ˙˙  ˙¯ ˙¯ indama¯ yusa¯ firu¯na fı- rihla¯ tin tawı-latin. ˙ ˙ The employees of 1the company 3usually 2use 4their 5own cars when 6

they travel on 8long 7trips. 5 4 3 2 1 ‫ﺣٌّﺪ( ُﺛ َّﻢ‬ َ s.) ‫ﺤُﺪوِد‬ ُ ‫ب ِﻣَﻦ ْﻟـ‬ ِ ‫ﺸﺎِن ﻟَّﻨﺎَر ِﺑˆ ْﻟُﻘْﺮ‬ َ ‫ﺠْﻴ‬ َ ‫َﺗَﺒﺎَدَل ْﻟـ‬

ِ َ‫ْﻟـُﻤّﺘ‬ . ‫ﺤَﺪِة‬

10

َّ ‫ ُأ‬s.) ‫ُْﻷَﻣِﻢ‬ (‫ﻣٌﺔ‬

9

َّ ‫ﺟَﻌﺎ ِﻋْﻨَﺪَﻣﺎ َﺗَﺪ‬ ُ ‫ﺖ ُﻗّﻮَا‬ ‫ت‬ ْ ‫ﺧَﻠ‬ َ ‫َﺗَﺮا‬ 8

7

6



(11) taba¯ dala l-g˘ aysˇa¯ ni n-na¯ ra bi-l-qurbi mina l-hudu¯di tumma tara¯ g˘ a a¯ ˙ ¯ 
indama¯ tadahhalat quwwa¯ tu l- umami l-muttahidati. ˘˘ ˙ 2 The two armies 1exchanged 3fire 4near 5the border, then 6they withdrew when 10the United 9Nations 8forces 7intervened.

ِ 6 5 4 3 ّ ‫ ﻟ‬2 ‫ َدَﻓَﻊ‬1 ‫ﺴَﺮ‬ َ ‫ض َﻓˆْﻧَﻜ‬ ِ ‫ﻂ َﻋَﻠﻰ َْﻷْر‬ َ ‫ﺴَﻘ‬ َ ‫ﻄﺎِوَﻟِﺔ َﻓ‬ َ ‫ﻄْﻔُﻞ ْﻟَﻜْﺄ‬ َّ ‫س َﻋِﻦ ﻟ‬






.‫ن‬ ٍ ‫َﻣَﻜﺎ‬



10

‫ﺴَﺮٌة( ِﻓﻲ ُﻛَّﻞ‬ ْ ‫ َﻛ‬s.) ‫ﺴَﺮاُﺗُﻪ‬ ْ ‫ت َﻛ‬ ْ ‫ﺸَﺮ‬ َ ‫َوْﻧَﺘ‬ 9

8



7




(12) dafa a t-tiflu l-ka sa ani t-ta¯ wilati fa-saqata ala¯ l- ardi fa-nkasara wa˙˙ ˙˙ ˙ ˙ ntasˇarat kasara¯ tu-hu fı- kulli maka¯ nin. 2

The child 1pushed 3the glass off the table 4so it fell on 5the floor and

6

broke and 8the pieces 7went 9,10everywhere (lit. 8the pieces 7spread into

9

every 10place).

ِ ‫ﺴَﺒﺎ‬ ُ ‫ﺳـَّﻴـﺎَرا‬ ‫ﺟَﺘَﻤَﻊ‬ ْ  ‫ﺚ‬ ُ ‫ﺣْﻴ‬ َ ‫ﻖ‬ ِ ‫ﻄِﺮﻳ‬ َ ‫ق َﻋَﻠﻰ ﻟ‬ َ ‫ﺖ‬ ْ ‫ﻄَﻠَﻘ‬ َ ‫ِإْﻧ‬ َّ ‫ت ﻟ‬ 5

4

3

2

. ‫ﻬْﻢ‬ ُ ‫َﻟ‬

126

8

‫ﺴﻮَن‬ ُ ‫ﺤَّﻤ‬ َ ‫ﺸﺎِﻫُﺪوَن َﻳَﺘ‬ َ ‫ْﻟـُﻤ‬ 7

1

6


  (13) intalaqat sayya¯ ra¯ tu s-siba¯ qi ala¯ t-tarı-qi haytu g˘ tama a l-musˇa¯ hidu¯na ˙ ˙˙ ˙ ¯ yatahammasu¯na la-hum. ˙

2

The racing cars 1started off along 3the road, 4where 6the spectators had

5

gathered 7to cheer them on (lit. 7be enthusiastic 8towards them). .‫ﻼ‬ ً ‫َﻗِﻠﻴ‬

6

5 4 3 2 1 ‫ َأَﺗَﻜَّﻠُﻤَﻬﺎ‬،‫َﻫْﻞ َﺗَﺘَﻜ َّﻠﻢُ ﻟُّﻠَﻐَﺔ ْﻟَﻌَﺮِﺑَّﻴَﺔ؟ َﻧَﻌْﻢ‬

 
(14) hal tatakallamu l-lug˙ ata l- arabiyyata? na am atakallamu-ha¯ qalı-lan. 1

Do 2you speak (the) Arabic (3language)? 4Yes, 5I speak (it) 6a little.

Derived verb forms, transitive and intransitive verbs

Translate into Arabic: (1)

At the end of every season the two merchants share the profit.

(2)

The spectators gathered on the road between the two villages in order to see the racing cars.

(3)

After the football match the spectators fought with (‫ﻊ‬ َ ‫ )َﻣ‬the police forces in the stadium.

(4)

The civil servants usually speak (the) Arabic (language) in the company.

(5)

I graduated from the same university from which you (m.) graduated.

(6)

At the wedding party the child pushed the flowers off the table and they fell and scattered on the floor.

(7)

It will rain tomorrow and therefore many of the workers and civil servants (employees) will use their own cars.

8)

The workers met yesterday and talked about increasing their wages at the end of each year.

127

Chapter 19

Passive verbs

19.1

The passive verb,

‫ﺠُﻬﻮُل‬ ْ ‫َأْﻟِﻔْﻌﻞُ اْﻟـَﻤ‬, is used in Arabic when the

performer of the action is not named. The active verb, ‫م‬ ُ ‫ ْﻟـَﻤْﻌُﻠﻮ‬

‫َأْﻟـِﻔـْﻌُﻞ‬, is used in Arabic when the performer of

the action is named and expressed as the grammatical subject. So far we have only dealt with active verb forms in the perfect and imperfect tense. The passive forms of the perfect and imperfect tenses differ from their active counterparts by having different vocalization. A characteristic sign of all passive tense forms is that they have the vowel dammah /u/ on ˙ the first radical. The passive of the perfect tense has only one pattern of vowelling for all verbs and forms (stems I–X). The first radical has dammah /u/ (as ˙ mentioned) and the second radical has kasrah /i/. The pattern of the



passive perfect in the third person masculine singular is thus: ‫ﻞ‬ َ ‫ ُﻓِﻌ‬fu ila, e.g. Perfect Active CaCaCa, CaCiCa, CaCuCa

Passive ⇒

‫ﺐ‬ َ ‫ َﻛـَﺘـ‬kataba, he wrote َ‫ﺷِﺮب‬ َ sˇariba, he drank  ‫ َﺑُﻌَﺪ‬ba uda, he/it was distant

CuCiCa

‫ﺐ‬ َ ‫ ُﻛـِﺘـ‬kutiba, it was written َ‫ﺷِﺮب‬ ُ sˇuriba, it was drunk  ‫ ُﺑِﻌَﺪ‬bu ida, he was expelled

(See conjugation A2.1 in Appendix 2.)

128

19.2 The passive of the basic form (I) of the verb in the imperfect tense has also only one pattern of vowelling for all verbs. The first radical still

has dammah, but the middle radical has fathah /a/, the basic pattern ˙ ˙  being: ‫ﻞ‬ ُ ‫ ُﻳْﻔَﻌ‬yuf alu, e.g. Imperfect Passive

Active

‫ﺐ‬ ُ ‫ َﻳـْﻜـُﺘـ‬yaktubu, he writes

‫ﺐ‬ ُ ‫ ُﻳـْﻜـَﺘـ‬yuktabu, it is (being) written

‫ﺸـُﺘُﻢ‬ ْ ‫ َﻳ‬yasˇtumu, he insults

‫ﺸَﺘُﻢ‬ ْ ‫ ُﻳ‬yusˇtamu, he is (being) insulted

19.3

Passive verbs

The passive forms of the derived verb forms (stems) II, III, IV,

VIII and X are conjugated regularly in the perfect and the imperfect like the active verbs, except for the internal vowel changes mentioned above, e.g. perfect

Form II

Form III

Form IV

active

passive

active

passive

‫س‬ َ َ‫َدّر‬

‫س‬ َ ‫ُدَّر‬

‫س‬ ُ ‫ُﻳَﺪَّر‬

‫س‬ ُ ‫ُﻳَﺪ َّر‬

darrasa

durrisa

yudarrisu

yudarrasu

he taught

he was taught

he teaches

he is taught

‫ﺷﺎَﻫَﺪ‬ َ

‫ﺷﻮِﻫَﺪ‬ ُ

‫ﺸﺎِﻫُﺪ‬ َ ‫ُﻳ‬

‫ﺸﺎَﻫُﺪ‬ َ ‫ُﻳ‬

sˇa¯ hada

sˇu¯hida

yusˇa¯ hidu

yusˇa¯ hadu

he saw

he was seen

he sees

he is seen

‫ﺳَﻞ‬ َ ‫َأْر‬

‫ﺳَﻞ‬ ِ ‫ُأْر‬

‫ﺳُﻞ‬ ِ ‫ُﻳْﺮ‬

‫ﺳُﻞ‬ َ ‫ُﻳْﺮ‬

ursila

yursilu

yursalu




arsala

Form VIII

Form X

imperfect




he sent

he was sent

he sends

he is sent

‫ﺐ‬ َ ‫ﺨ‬ َ ‫ِإْﻧَﺘ‬

‫ﺐ‬ َ ‫ﺨ‬ ِ ‫ُأْﻧُﺘ‬

‫ﺐ‬ ُ ‫ﺨ‬ ِ ‫َﻳْﻨَﺘ‬

‫ﺐ‬ ُ ‫ﺨ‬ َ ‫ُﻳْﻨَﺘ‬

intahaba ˘ he elected

untuhiba ˘ he was elected

yantahibu ˘ he elects

yuntahabu ˘ he is elected

‫ﺳُﺘْﻘِﺒَﻞ‬ ْ ‫ُأ‬

‫ﺴَﺘْﻘِﺒُﻞ‬ ْ ‫َﻳ‬

‫ﺴَﺘْﻘَﺒُﻞ‬ ْ ‫ُﻳ‬

yastaqbilu

yustaqbalu




‫ﺳَﺘْﻘَﺒَﻞ‬ ْ ‫ِإ‬


istaqbala

he received







ustuqbila

he was received he receives he is received

Note: In the passive of the eighth and tenth forms, the initial vowel in modern Arabic is commonly kasrah, e.g. ‫ﺐ‬ َ ‫ﺨ‬ ِ ‫ ِإْﻧُﺘ‬and ‫ﺳُﺘْﻘِﺒَﻞ‬ ْ ‫ِإ‬. See the conjugations of the derived verb forms in Appendix 2.

129

Passive verbs

19.4

The derived verb forms V, VI and VII have no passive because

their active forms often have a passive or intransitive meaning, e.g. Form V ‫ﻐَّﻴَﺮ‬ َ ‫ َﺗ‬tag˙ayyara, to be changed (he/it changed) Form VI ‫ك‬ َ ‫ َﺗَﺒﺎَر‬taba¯ raka, to be blessed (he/it got blessed)




Form VII ‫ﺴَﺮ‬ َ ‫ ِإْﻧَﻜ‬inkasara, to be broken (he/it broke) 19.5 The grammatical subject of the passive verb is called in Arabic grammar

‫ﺐ ْﻟَﻔﺎِﻋِﻞ‬ ُ ‫َﻧﺎِﺋ‬, which means ‘the deputy of the doer’. Like any

subject, it takes the ending of the nominative case and the verb agrees with it in person, gender and number. But logically it represents the object (or goal) of the action; compare in English: ‘I (subject) saw him (object)’ ⇒ ‘He (subject) was seen [by me (agent)].’ Arabic passive sentences are considered to be impersonal, because they do not express the performer of the action. Passive Perfect

Imperfect

ٌ ‫ﺐ ِﻛَﺘﺎ‬ ‫ب‬ َ ‫ُﻛِﺘ‬

ٌ ‫ﺐ ِﻛَﺘﺎ‬ ‫ب‬ ُ ‫ُﻳْﻜَﺘ‬

kutiba kita¯ bun.

yuktabu kita¯ bun.

A book was written.

A book is (being) written.

ُ ‫ُﻛِﺘﺐَ ْﻟِﻜَﺘﺎ‬ ‫ب‬

ُ ‫ُﻳْﻜَﺘﺐُ ْﻟِﻜَﺘﺎ‬ ‫ب‬

kutiba l-kita¯ bu.

yuktabu l-kita¯ bu.

The book was written.

The book is (being) written.

19.6

When the performer of the action is mentioned, one cannot use

a passive verb in traditional Arabic. This means that the English sentence ‘The book was written by the teacher’ should in Arabic be rendered by an active sentence, where the performer (semantic agent) is expressed by the grammatical subject: ‘The teacher wrote the book’:

 َ ‫ﺐ ْﻟـُﻤـَﻌـَّﻠـُﻢ ْﻟـِﻜـَﺘـﺎ‬ ‫ب‬ َ ‫ َﻛـَﺘـ‬kataba l-mu allimu l-kita¯ ba.

19.7 In modern literary Arabic, it is, however, increasingly common 130

to use certain compound prepositions to express the semantic agent in passive sentences, in the same way as in many European languages. The

following are the most common prepositions used to express the passive agent:

ِ ‫ﻃَﺮ‬ ‫ف‬ َ ‫ِﻣْﻦ‬

‫ِﻣـْﻦ ِﻗَـﺒِﻞ‬

Passive verbs

‫ﺐ‬ ِ ‫ﺟﺎِﻧ‬ َ ‫ِﻣْﻦ‬

min tarafi min qibali ˙ from the side of, on behalf of = by

min g˘ a¯ nibi

Examples:

‫ب ِﻣْﻦ ِﻗـَﺒﻞِ ْﻟـُﻤـَﻌـَّﻠِﻢ‬ ُ ‫ﺐ ْﻟـِﻜـَﺘـﺎ‬ َ ‫ُﻛـِﺘـ‬



kutiba l-kita¯ bu min qibali l-mu allimi. The book was written by the teacher. (lit. The book was written from the side of the teacher.)

‫ﻃـَﺮِﻓـِﻪ‬ َ ‫ﺐ ِﻣـْﻦ‬ َ ‫ُﻛـِﺘـ‬ kutiba min tarafi-hi. It was written by him. (lit. It was written from his ˙ side.)

Exercises Practise your reading:

‫ﺳْﻴٍﺮ‬ َ ‫ث‬ ِ ‫ﺣﺎِد‬ َ ‫ح َأْرَﺑَﻌٌﺔ ِﻓﻲ‬ َ ‫ﺟِﺮ‬ ُ ‫ﺨﺺٌ( َو‬ ْ ‫ﺷ‬ َ s.( ‫ص‬ ٍ ‫ﺨﺎ‬ َ ‫ﺷ‬ ْ ‫ﻼَﺛُﺔ َأ‬ َ ‫ُﻗِﺘَﻞ َﺛ‬ 7

6

5

4

3

. ‫ﺸَﻔﻰ‬ ْ ‫ﺴَﺘ‬ ْ ‫ﺟِﻤﻴًﻌﺎ ِإَﻟﻰ ْﻟـُﻤ‬ َ

10

2

‫ﺲ َوُﻧِﻘُﻠﻮا‬ ِ ‫َأْﻣ‬ 9

1

8



 (1) qutila tala¯ tatu asˇha¯ sin (s. sˇahsun) wa-g˘ uriha arba atun fı- ha¯ diti sayrin ˘ ˘ ¯ ¯ ˙ ˙ ˙ ˙ ¯

amsi wa-nuqilu¯ g˘ amı- an ila¯ l-mustasˇfa¯ . 2

Three 3people 1were killed and 5four 4injured in 7a traffic 6accident

8

yesterday and 10all 9were taken (transported) to (the) hospital. 7 6 5 4 3 2 1 ٌّ ‫ﺳِﻤ‬ ‫ﻄﺎِر‬ َ ‫ﺳُﺘْﻘِﺒَﻞ ِﻓﻲ ْﻟـَﻤ‬ ْ ˆ‫ﺳُﻤَّﻮ َْﻷِﻣﻴِﺮ َﻓ‬ ُ ‫ﻲ ِﻣـْﻦ ِﻗـَﺒـِﻞ‬ ْ ‫ﺚ َوْﻓـٌﺪ َر‬ َ ‫ُﺑِﻌ‬

.‫ﻚ‬ ِ ‫ﻼَﻟِﺔ ْﻟـَﻤِﻠ‬ َ ‫ﺟ‬ َ

11

‫ﺟِﻤﻴًﻌﺎ ِﻟـُﻤَﻘﺎَﺑـَﻠِﺔ‬ َ ‫ﺧُﺬوا‬ ِ ‫َوُأ‬ 10

9

8


(2) bu ita wafdun rasmiyyun min qibali sumuwwi l- amı-ri fa-stuqbila fı¯
 l-mata¯ ri wa- uhidu¯ g˘ amı- an li-muqa¯ balati g˘ ala¯ lati l-maliki. ˘ ˙ ¯ 3 An official 2delegation 1was sent 4by 5His Highness the Emir. 6They were received at 7the airport, and 9all of them 8were taken 10to meet 11

His Majesty the King.

131

6 5 4 3 2 1 ِ ‫ﺐ ْﻟَﺒﺎ‬ ‫ب‬ ِ ‫ﺟﺎِﻧ‬ َ ‫ح ِإَﻟﻰ‬ ُ ‫ب ﻟّﺪُّﻛَﺎِن ُﻋَّﻠﻖَ ْﻟـِﻤْﻔَﺘﺎ‬ ُ ‫َﺑْﻌَﺪ َأْن ُﻗِﻔَﻞ َﺑﺎ‬

Passive verbs

. ‫ﻛِﺜﻴَﺮٌة‬ َ



10




(‫ض‬ ٌ ‫ َﻏَﺮ‬s.( ‫ض‬ ٌ ‫َأْﻏَﺮا‬

9

‫ﺖ‬ ْ ‫ﺳِﺮَﻗ‬ ُ ‫ب َو‬ ُ ‫ق ِﻣْﻦ ُﻫَﻨﺎَك َوُﻓِﺘَﺢ ْﻟَﺒﺎ‬ َ ‫ﺴِﺮ‬ ُ ‫َﻓ‬ 8



7




(3) ba da an qufila ba¯ bu d-dukka¯ ni ulliqa l-mifta¯ hu ila¯ g˘ a¯ nibi l-ba¯ bi
˙ fa-suriqa min huna¯ ka wa-futiha l-ba¯ bu wa-suriqat ag˙ ra¯ dun (s. g˙ aradun) ˙ ˙ ˙ kat-ıratun. ¯ 1 After the door of 3the shop was 2locked, 5the key 4was hung 6beside the door. 7It was stolen from there, the door 8was opened and 10many 9

things were stolen.

.‫ب‬ ِ ‫ﺿَﺮا‬ ْ ‫ِﺑˆِْﻹ‬



7

ِ 1 6 5 4 3 2 ‫ َﻋﺎِﻣﻞٌ( ِﻣْﻦ ِﻗَﺒِﻞ ﻟَّﻨَﻘﺎَﺑِﺔ ِﺑَﻌَﺪِم ْﻟِﻘَﻴﺎِم‬s.( ‫ُﻧـّﺒـَﻪ ْﻟُﻌَّﻤﺎُل‬ 



(4) nubbiha l- umma¯ lu (s. a¯ milun) min qibali n-niqa¯ bati bi- adami l-qiya¯ mi




bi-l- idra¯ bi. ˙ 2 The workers 1were warned 3by the 4trade union 5not 6to go on 7strike. 8 7 6 5 4 3 2 1 ‫ﻀّﻴَـُﺔ‬ ِ ‫ع ِﻓﻲ ِوَزاَرِة ﻟّﺪَا‬ ِ ‫ﺚ ِﻓﻴِﻪ َﻗ‬ ُ ‫ﺤ‬ َ ‫ﺧِﻠ َّﻴِﺔ َوُﺗْﺒ‬ ٌ ‫ﺟِﺘَﻤﺎ‬ ْ  ‫ﺳُﻴْﻌَﻘُﺪ َﻏًﺪا‬ َ

. ‫ﻤﺎِﻧّﻴَِﺔ‬ َ ‫ت ْﻟَﺒْﺮَﻟـ‬ ِ ‫ﺨﺎَﺑﺎ‬ َ ‫ِْﻻْﻧِﺘ‬

10

‫ﺟﻴِﻞ‬ ِ ‫َﺗْﺄ‬

9


 (5) sa-yu qadu g˙ adan ig˘ tima¯ un fı- wiza¯ rati d-da¯ hiliyyati wa-tubhatu fı--hi ˘ ˙ ¯
qadiyyatu ta g˘-ıli l-intiha¯ ba¯ ti l-barlama¯ niyyati. ˘ ˙ 3 A meeting 1will be held 2tomorrow at the 4Ministry of the 5Interior, and (7at it) 8the issue 9of postponing parliamentary 10elections 6will be discussed. 6 5 4 3 2 1 ‫ﺷِﺔ ﻟﺘَِّﻠِﻔْﺰُﻳﻮِن َوُﻗَﺪّرَ َﻋَﺪُد‬ َ ‫ﺷﺎ‬ َ ‫ض َﻣْﺄَﺗُﻢ َْﻷِﻣﻴَﺮِة َﻋَﻠﻰ‬ َ ‫ُﻋِﺮ‬

. ‫ﻫٍﺪ‬ ِ ‫ﺸﺎ‬ َ ‫ُﻣ‬

10

‫ﺸﺎِﻫِﺪﻳَﻦ ِﺑَﺄْﻛَﺜَﺮ ِﻣْﻦ ِﻣَﺌِﺔ ِﻣْﻠُﻴﻮِن‬ َ ‫ْﻟـُﻤ‬ 9

8

7



  (6) urida ma tamu l- amı-rati ala¯ sˇa¯ sˇati t-tilifizyu¯ni wa-quddira adadu ˙

l-musˇa¯ hidı-na bi- aktara min mi ati milyu¯ni musˇa¯ hidin. ¯ 2 The funeral of 3the princess 1was shown on (the) television (4screen). 6

The number of 7(the) viewers 5was estimated to be 8more than one

9

hundred million (10viewers).

‫ح ِﻣَﻦ ْﻟَﻌَﻤِﻞ َأْﻛَﺜُﺮ ِﻣْﻦ‬ َ ّ‫ﺳَﺮ‬ ُ ‫ج ْﻟـَﻤِﺪﻳَﻨِﺔ َو‬ ِ ‫ﺧﺎِر‬ َ ‫ﺼَﻨُﻊ ِإَﻟﻰ‬ ْ ‫ُﻧِﻘَﻞ ْﻟـَﻤ‬ 5

4

3

2

.)‫ﻞ‬ ٌ ‫ َﻋﺎِﻣ‬s.( ‫ْﻟُﻌَّﻤﺎِل‬

132

7

ِ ‫ﺼ‬ ‫ﻒ‬ ْ ‫ِﻧ‬

1

6



(7) nuqila l-masna u ila¯ ha¯ rig˘ i l-madı-nati wa-surriha mina l- amali aktaru ˘ ˙ ¯ ˙ min nisfi l- umma¯ li. ˙

The factory 1was moved 2outside the city and 5more than 6half of 7the workers 3were released (fired) from 4work. . ‫ﺣَﻘٍﺔ‬ ِ ‫ﺳﺎ‬ َ

3

Passive verbs

2 1 ‫ﺠِﺪﻳُﺪ ِﺑَﺄْﻏَﻠِﺒّﻴٍَﺔ‬ َ ‫ﺠﺎِﻣَﻌِﺔ ْﻟـ‬ َ ‫ﺐ ُﻣِﺪﻳُﺮ ْﻟـ‬ َ ‫ﺨ‬ ِ ‫ُأْﻧُﺘ‬



(8) untuhiba mudı-ru l-g˘ a¯ mi ati l-g˘ adı-du bi- ag˙ labiyyatin sa¯ hiqatin. ˘ ˙ The new director of the university 1was elected by an 3overwhelming 2

majority.

‫ﻄﺎِﻋِﻢ‬ َ ‫ﺤﻮِﻟّﻴَِﺔ ِﻓﻲ ْﻟـَﻤ‬ ُ ‫ت ْﻟُﻜ‬ ِ ‫ﺸُﺮوَﺑﺎ‬ ْ ‫ﺴَﻤُﺢ ِﺑَﺘْﻘِﺪﻳﻢ ِ ْﻟـَﻤ‬ ْ ‫ف َﻻ ُﻳ‬ َ ‫ﺳْﻮ‬ َ 3

2

1

.(‫ق‬ ٌ ‫ﺳﻮ‬ ُ s.( ‫ق‬ ِ ‫ﺳَﻮا‬ ْ ‫ﺳُﻴْﻤَﻨُﻊ َﺑـْﻴُﻌَﻬﺎ ِﻓﻲ َْﻷ‬ َ ‫ﻄَﻌٌﻢ( َو‬ ْ ‫ َﻣ‬s.(  (9) sawfa la¯ yusmahu bi-taqdımi l-masˇru¯ba¯ ti l-kuhu¯liyyati fı l-mata¯ imi ˙ ˙ ˙   
(s. mat amun) wa-sa-yumna u bay u-ha¯ fı- l- aswa¯ qi (s.su¯qun). ˙ Alcoholic 3drinks (liquors) will not 1be allowed 2to be served in restaur6

5

4

ants 4and their 5sale in 6the markets 4will be prohibited. 5 4 3 2 1 ِ ‫ﺟِﺮﻳَﺪِة ْﻟَﻴْﻮِم َأ َّن ُﻣْﺆَﺗَﻤَﺮ ْﻟُﻜَّﺘﺎ‬ ‫ﺳُﻴْﻌَﻘُﺪ‬ َ ‫ب‬ ِ ‫ﺐ( ْﻟَﻌَﺮ‬ ٌ ‫ َﻛﺎِﺗ‬s.( ‫ب‬ َ ‫ُذِﻛَﺮ ِﻓﻲ‬

ِ ‫ﺻَﻤِﺔ ْﻟـَﻤْﻐِﺮِﺑَّﻴِﺔ ﻟَﺮَّﺑﺎ‬ .‫ط‬ ِ ‫ْﻟَﻌﺎ‬

7

‫ْﻟَﻴْﻮَم ِﻓﻲ‬

6



 (10) dukira fı- g˘ arı-dati l-yawmi anna mu tamara l-kutta¯ bi (ka¯ tibun) l- arabi ¯   sa-yu qadu l-yawma fı- l- a¯ simati l-mag˙ ribiyyati r-Riba¯ ti. ˙ ˙ In today’s 2newspaper it was 1mentioned that the Arab 4writers’ 3

congress 5will be held 6today in Rabat, the Moroccan 7capital.

Translate into Arabic: (1)

The funeral of His Majesty the King was shown today on (the) television (screen).

(2)

The door of the shop was opened and many things were stolen.

(3)

More than half of the workers were moved to the factory outside the city.

(4)

After the door of the restaurant was locked with the key, the door was opened and the alcoholic drinks were stolen.

(5)

In today’s newspaper it is mentioned that the Arab writers’ congress will be held tomorrow at (in) the airport restaurant.

(6)

Four workers were killed and three injured in an accident in the factory and all were taken (transported) to (the) hospital.

133

Passive verbs

(7)

Alcoholic drinks will be prohibited from sale in the market and at the airport.

(8)

A delegation was sent by the Ministry of the Interior. They were received at the airport and all of them were taken to meet His Highness the Prince.

134

Chapter 20

Rules for writing the hamzah (hamzatu l-qat i) ˙ 20.1

With regard to the discussion in chapter 7 of the hamzah and the

difficulties with its orthography, the following rules can contribute to the student’s understanding of the biggest part of this problem. It is not necessary to learn all these rules by heart now. The idea is to become acquainted with them, and to use them for reference. 20.2 As mentioned in chapter 7, the hamzah can be written on any




of the three letters alif ‫أ‬, wa¯ w




‫ ؤ‬and ya¯ ‫ ئ‬..‫ ـﺌـ‬.. .. ‫ ﺋـ‬without dots.

When they have the hamzah, these three letters are not pronounced as vowels, but function merely as bearers (seats) of the hamzah. In some cases the hamzah is left without a bearer, however. It is important to remember that each of these three letters is related to one of the three vowels as follows: (a) (b) (c)




The related letter of fathah ‫ ـَـــ‬/a/ is alif ‫ا‬. ˙ The related letter of dammah ‫ ــُــ‬/u/ is wa¯ w ‫و‬. ˙
The related letter of kasrah ‫ ـِـــ‬/i/ is ya¯ ‫( ى‬without dots).

The three vowels have different strengths, as explained in the list below. The letter bearing the hamzah in a word is decided by the relative strength of the vowels, when one compares the vowel of the hamzah itself and the vowel of the preceding letter. The stronger vowel (usually) decides which related letter becomes the bearer of the hamzah. (a)

The strongest vowel is kasrah

‫ـِـــ‬




/i/. (The ya¯ with the suku¯ n

‫ي‬ ْ ..‫ـْﻴـ‬.. ..‫ ْﻳـ‬/y/ is considered to be as strong as the kasrah.)

135

Rules for writing the hamzah (hamzatu  l-qat i) ˙

The second strongest vowel is dammah ‫ ــُــ‬/u/. ˙ The weakest vowel is fathah ‫ ـَـــ‬/a/. ˙ The suku¯ n ‫ ـْـــ‬is not a vowel and has no related letter. It is con-

(b) (c) (d)




sidered as the weakest of all, except when it is written with ya¯ , as mentioned above. Note: Hamzah at the beginning of a word has already been discussed in chapter 7.

20.3

Hamzah in the middle of a word

When the hamzah appears with a suku¯ n in the middle of a word, the bearer of the hamzah is the related letter of the preceding vowel, e.g.

‫س‬ ٌ ‫َﺑْﺄ‬

‫س‬ ٌ ‫ُﺑْﺆ‬

ٌ ‫ِﺑْﺌ‬ ‫ﺲ‬

ba sun, harm

bu sun, misery

bi sun, misfortune










(The bearer of the hamzah is the related letter of the preceding vowel, because the preceding vowel is stronger than its own suku¯ n.) 20.4 When the hamzah appears with a vowel of its own after a suku¯ n in the middle of a word, the bearer of the hamzah is the related letter of its own vowel, e.g.

‫ﺴَﺄُل‬ ْ ‫َﻳ‬

‫ﺴُﺆوٌل‬ ْ ‫َﻣ‬

yas alu, he asks

mas u¯ lun, responsible




‫ﺳِﺌَﻠٌﺔ‬ ْ ‫َأ‬








as ilatun, questions

(The bearer of the hamzah is the related letter of its own vowel, because its own vowel is stronger than the preceding suku¯ n.) 20.5

When the hamzah appears with a vowel of its own after another

vowel in the middle of a word, the bearer of the hamzah is the related letter of the stronger one of these two vowels, e.g. (a)

136







‫ﺳِﺌَﻞ‬ ُ su ila, he was asked

‫ ِﻣَﺌٌﺔ‬mi atun, hundred

(The kasrah of the hamzah is

(The preceding kasrah is

stronger than the preceding

stronger than the fathah of the ˙ hamzah.)

dammah.) ˙




(b)




‫ َﻟُﺆَم‬la uma, he was wicked

‫ﺳَﺆاٌل‬ ُ su a¯ lun, question

(The dammah of the hamzah is ˙ stronger than the preceding

(The preceding dammah is ˙ stronger than the fathah of the ˙ hamzah).

fathah.) ˙




‫ﺳَﺄَل‬ َ sa ala, he asked

(c)

Rules for writing the hamzah (hamzatu  l-qat i) ˙




(Here the bearer of the hamzah is alif ‫أ‬, because both its own vowel and the preceding vowel are fathahs.) ˙ 20.6




When the hamzah appears with a vowel of its own after ya¯ with

...‫ـْﻴـ‬... ...‫ـﺌـ‬..., e.g.

suku¯ n




/...y.../, the bearer of the hamzah is ya¯ without dots







‫ َﻫْﻴَﺌٌﺔ‬hay atun, organization


‫ﺷْﻴَﺌﺎِن‬ َ sˇay a¯ ni, two things

...‫ـْﻴـ‬... is stronger than the fath˙ ah of the bearer of the hamzah is ...‫ـَﺌـ‬... /y/

(The preceding ya¯ with suku¯ n the hamzah and therefore without dots.)

20.7 When ِ the hamzah appears with fath˙ ah between one of the long
vowels ‫ ـﺎ‬... /a¯ / or ‫ ُـﻮ‬... /u¯ / and ta¯ marbu¯ tah ‫ة‬, ‫ـﺔ‬.., the hamzah ˙ will stand alone without a bearer:










(a) alone after alif: ‫ اء‬/...a¯ .../, e.g.




‫ ِﻗَﺮاَءٌة‬qira¯ atun, reading

(b) alone after wa¯w: ‫ وء‬/...u¯ .../, e.g.




‫ ُﻣُﺮوَءٌة‬muru¯ atun, valour

BUT: If the hamzah appears with fathah between the long vowel ˙
...‫ ِ ـﻴـ‬... /ı¯/ and ta¯ marbu¯ t˙ah ‫ة‬, ‫ـﺔ‬.., the bearer of the hamzah is ...‫ـَﺌـ‬...
/y/, e.g. ‫ﻄﻴَﺌٌﺔ‬ ِ ‫ﺧ‬ َ h˘ at˙ı¯ atun ‘sin’.
20.8 When the hamzah in the middle of a word is preceded by alif ‫ا‬, the bearer of the hamzah is the related letter of its own vowel. However, if the vowel of the hamzah is fathah, the hamzah remains without a ˙ bearer: Nominative

‫ﺻِﺪَﻗﺎُؤُه‬ ْ ‫َأ‬





asdiqa¯ u-hu, his friends ˙

Accusative

‫ﺻِﺪَﻗﺎَءُه‬ ْ ‫َأ‬







asdiqa¯ a-hu ˙

Genitive

‫ﺻِﺪَﻗﺎِﺋِﻪ‬ ْ ‫َأ‬







asdiqa¯ i-hi ˙

137

Rules for writing the hamzah (hamzatu  l-qat i) ˙




When the hamzah occurs between two long alifs

20.9

is again written without a bearer, e.g.

ٌ ‫)ِﻗَﺮاَأا‬. ‫ت‬




‫اءا‬




/a¯ a¯ /, it

ٌ ‫ ِﻗَﺮاَءا‬qira¯ a¯ tun ‘readings’ (not: ‫ت‬

20.10 Hamzah at the end of a word (or word stem) When hamzah with a vowel occurs at the end of a word (or word stem) after a vowel, the bearer of the hamzah is the related letter of the preceding vowel, regardless of the vowel of the hamzah, e.g. (a)







‫ َﺑَﺪَأ‬bada a, he started ( alif ‫ ا‬is the related letter of the preceding vowel /a/)

(b)




‫ﺟُﺮَؤ‬ َ g˘ aru a, he dared (wa¯ w ‫ و‬is the related letter of the preceding vowel /u/)

(c)







‫ئ‬ َ ‫ ﻗُِﺮ‬quri a, it was read (ya¯ ‫ ى‬is the related letter of the preceding vowel /i/) Nominative

Accusative

‫ َﻧَﺒٌﺄ‬naba un, news
ٌ‫ َﺗَﻨّﺒُﺆ‬tanabbu un, prophecy

ً ‫ َﻧَﺒﺄ‬naba an ‫ َﻧَﺒٍﺈ‬naba in

‫ َﺗَﻨّﺒًُﺆا‬tanabbu an ‫ َﺗَﻨ ُّﺒٍﺆ‬tanabbu in







Genitive




Note: If a word ending in hamzah has the accusative ending with nunation

/...an/, an extra final alif ‫ ا‬is added (as in the above example: ‫ﺆا‬ ً ‫ َﺗـَﻨـ ُﺒـ‬tanabbu an
ّ ‘prophecy’), except when the bearer of the hamzah itself is alif ‫( ا‬owing to a


preceding fathah or alif), e.g. ‫ َﻧَﺒًﺄ‬naba an (not: ‫)َﻧَﺒًﺄا‬, ‫ﺴﺎًء‬ َ ‫ َﻣ‬masa¯ an ‘evening’ ˙ (not: ‫ﺴﺎًءا‬ َ ‫ ;)َﻣ‬see the following paragraph.

20.11 When hamzah with a vowel occurs at the end of a word (or word stem) following a long vowel or suku¯ n, the hamzah will have no bearer: Nominative

Accusative

Genitive

‫ﺴﺎٌء‬ َ ‫ َﻣ‬masa¯ un, evening

‫ﺴﺎًء‬ َ ‫ َﻣ‬masa¯ an

‫ﺴﺎٍء‬ َ ‫ َﻣ‬masa¯ in

‫ﺳﻮٌء‬ ُ su¯ un, offence

‫ﺳﻮًء‬ ُ su¯ an

‫ﺳﻮٍء‬ ُ su¯ in

‫ َرِديٌء‬radı- un, evil

‫ َرِدﻳـًﺌﺎ‬radı- an

‫ َرِديٍء‬radı- in







138




























‫ﺟْﺰٌء‬ ُ g˘uz un, a part ‫ﺠْﺰُء‬ ُ ‫َأْﻟـ‬ 20.12







‫ﺟْﺰًءا‬ ُ g˘uz an




‫ﺠْﺰَء‬ ُ ‫َأْﻟـ‬

al-g˘ uz u, the part




‫ﺟْﺰٍء‬ ُ g˘uz in


‫ﺠْﺰِء‬ ُ ‫َأْﻟـ‬

al-g˘ uz a







al-g˘ uz i




When hamzah is followed by the extra alif (‫ـﺎ‬.ً..), mentioned in

Rules for writing the hamzah (hamzatu  l-qat i) ˙

chapter 5, or by a suffix pronoun, and preceded by a letter which can be connected in writing from both sides (such as: ..‫ـﺒـ‬.. ..‫ـﺘـ‬. ..‫ـﺠـ‬.. etc.) and which has a suku¯ n




‫ ــْــ‬, the bearer of the hamzah is always ya¯

..‫ ـﺌـ‬.. (without dots), e.g. (a)




Followed by an extra alif: (‫ﺐٌء‬ ْ ‫)ِﻋ‬

‫ِﻋْﺒًﺌﺎ‬







‫ِدْﻓًﺌﺎ‬

‫ﻄًﺌﺎ‬ ْ ‫ُﺑ‬

dif an, warmth (acc.)

but an, slowness (acc.) ˙

ib un, a burden (nom.)

ib an, a burden (acc.)




(b)

/y/




Followed by a suffix pronoun: Nominative

Accusative

Genitive

‫ِﻋْﺒُﺌُﻪ‬

‫ِﻋْﺒَﺌُﻪ‬

‫ِﻋْﺒِﺌِﻪ‬







ib u-hu, his burden

20.13




ib a-hu

ib i-hi

When the hamzah occurs at the end of a word (or word stem)

‫ـﺪ‬.. ‫ـﺬ‬.. ‫ـﺮ‬.. ‫ـﺰ‬.. ‫ ـﻮ‬.., which can be connected only from the right and which have a suku¯ n ‫ ــْــ‬, there preceded by one of the five letters

will be two alternatives for writing the hamzah: (a)

The hamzah will stand alone, inasmuch as the following letter is considered as part of a suffix pronoun, e.g. Nominative

Accusative

Genitive

(‫ﺿْﻮٌء‬ َ )

‫ﺿْﻮُءَك‬ َ

‫ﺿْﻮَءَك‬ َ

‫ﺿْﻮِءَك‬ َ

daw un, a light ˙

daw u-ka, your light ˙

daw a-ka ˙

daw i-ka ˙

(‫ﺟْﺰٌء‬ ُ )

‫ﺟْﺰُءَك‬ ُ

‫ﺟْﺰَءَك‬ ُ

‫ﺟْﺰِءَك‬ ُ

g˘ uz un, a part

g˘ uz u-ka, your part

g˘ uz a-ka

g˘ uz i-ka

























139

Rules for writing the hamzah (hamzatu  l-qat i) ˙

(b)

The bearer of the hamzah is decided by its own vowel, inasmuch as it is considered as being in the middle of a word preceded by a suku¯ n, and the suffix pronoun is considered to be a part of the word, e.g. Nominative

Accusative

Genitive

‫ﺿْﻮُؤَك‬ َ

‫ﺿْﻮَأَك‬ َ

‫ﺿْﻮِﺋـَﻚ‬ َ

daw u-ka, your light ˙

daw a-ka ˙

daw i-ka ˙

‫ﺟْﺰُؤَك‬ ُ

‫ﺟْﺰَأَك‬ ُ

‫ﺟْﺰِﺋَﻚ‬ ُ

g˘ uz u-ka, your part

g˘ uz a-ka

g˘ uz i-ka



















20.14 If a prefix (or prefixed conjunction or preposition) is attached to a word beginning with hamzah, the prefix will not interfere with the spelling of the hamzah, e.g.




‫ َِﻷ َّن‬li- anna, because (not: ‫) ِﻟَﺌ َّﻦ‬




‫ َﻓِﺈ َّن‬fa- inna, that (not: ‫)َﻓِﺌ َّﻦ‬




(An exception is َ‫ﻼ‬ ّ ‫ ِﻟَﺌ‬li- alla¯ ‘in order not to’.) 20.15 In contradiction to the above rules, some exceptional variations can be found in the writing of well-known authors, even in common words, e.g. Exceptional variations

According to the above rules

‫ﺴَﺌَﻠٌﺔ‬ ْ ‫ َﻣ‬mas alatun, a question

‫ﺴَﺄَﻟٌﺔ‬ ْ ‫َﻣ‬

‫ﺴُﺌﻮٌل‬ ْ ‫ َﻣ‬mas u¯lun, responsible

‫ﺴُﺆوٌل‬ ْ ‫َﻣ‬

‫ َﻳْﻘَﺮُأوَن‬yaqra u¯na, they are reading

‫َﻳْﻘَﺮُؤوَن‬

‫ﺷُﺌﻮٌن‬ ُ sˇu u¯nun, matters

‫ﺷٌﺆوٌن‬ ُ

‫ َﺗْﻘَﺮِإﻳَﻦ‬taqra ına, you (f.) are reading

‫َﺗْﻘَﺮِﺋﻴَﻦ‬














-




‫ﺴﺎًءا‬ َ ‫ َﻣ‬masa¯ an, evening (acc.)

140

‫ﺴﺎًء‬ َ ‫َﻣ‬

Exercises Practise your reading:

ِ 2 1 ّ ‫ُﻣَﺘَﺄ‬3 ‫ﺖ‬ . ‫ﻤِﺮ‬ َ ‫ﺧًﺮا ِإَﻟﻰ ْﻟـُﻤْﺆَﺗ‬ َ ‫ﺟْﺌ‬ ِ ‫ﺳﺎَءِﻧﻲ َأ َّﻧَﻚ‬ َ 4







(1) sa¯ a-nı- anna-ka g˘ i ta muta ahhiran ila¯ l-mu tamari. ˘ ˘ 1 I was offended that you 2came 3late to 4the conference (congress). . ‫ﺤَﻴﺎِة‬ َ ‫ َأْﻣٌﺮ) ْﻟـ‬s.( ‫ُأُﻣﻮِر‬ 6







5




Rules for writing the hamzah (hamzatu  l-qat i) ˙

4 3 2 1 ‫ﻲٍء َﻋْﻦ‬ ْ ‫ﺷ‬ َ َ‫َأَْﻷَﻟُﻢ ُﻳَﻌ َّﻠُﻢ ْﻟـَﻤْﺮَء ُﻛّﻞ‬





(2) al- alamu yu allimu l-mar a kulla sˇay in an umu¯ri l-haya¯ ti. ˙ 1 Pain teaches 2a (the) man 3,4everything about 5the matters of 6life. .‫ﺲ‬ ِ ‫ف ْﻣـِﺮىِء ْﻟـَﻘـْﻴـ‬ ِ ‫ﺸَﺎِﻋِﺮ ْﻟـَﻤْﻌُﺮو‬ َ ‫ﺷْﻴًﺌﺎ َﻋِﻦ َﺗﺎِرﻳِﺦ‬ َ ‫َﻣﺎ َﻗَﺮُؤوا‬ ّ ‫ﺣَﻴﺎِة ﻟ‬

  
(3) ma¯ qara u¯ sˇay an an ta¯ rıhi haya¯ ti sˇ-sˇa¯ iri l-ma ru¯fi mri i l-Qaysi. ˘ ˙ They have 1not 2read 3anything about 5,4the biography (5life 4history) of 7

6

5

4

3

2

1




7

the well-known 6poet Imru l-Qays. . ‫ﻏًﺪا‬ َ

6

5 4 3 2 1 ‫ﻄُﺮ‬ ِ ‫ﺳُﺘْﻤ‬ َ ‫ﺴََﻤﺎَء‬ ّ ‫َﻫِﻨﻴًﺌﺎ ِﻟـﻠّﺰَْﻫَﺮِة ﻟّﺬَاِﺑَﻠِﺔ؛ ِإ َّن ﻟ‬




(4) hanı- an li-z-zahrati d-da¯ bilati; inna s-sama¯ a sa-tumtiru g˙ adan. ¯ ¯ ˙ 1 Salute (2to) 3the withered 2flower. 6Tomorrow there 4,5will be rain (lit. 4

the sky 5will rain). .‫ﻞ‬ ِ ‫ِﺑˆ ْﻟَﻘْﺘ‬




‫ا‬

‫ﻼُم‬ َ ‫ﺳ‬ ْ ِ‫ﺴِﻠُﻢ ِﺑˆﻟـّﻠِﻪ َوَﻻ َﻳْﺄَذُن ْﻹ‬ ْ ‫ُﻳْﺆِﻣُﻦ ْﻟـُﻤ‬

3

2




1




(5) yu minu l-muslimu bi-lla¯ hi wa-la¯ ya danu l- isla¯ mu bi-l-qatli. ¯ A Muslim 1believes in God and Islam does not 2allow 3killing. .‫ﺶ‬ ِ ‫ﺠْﻴ‬ َ ‫ْﻟـ‬

5















‫ﺖ ُِﻷَﻫـَّﻨـَﺌَﻚ َﻋـَﻠـﻰ ُﻣـَﻜـﺎَﻓَﺄِة َﻗﺎِﺋِﺪ‬ ُ ‫ﺟْﺌ‬ ِ 4

3

2

1




(6) g˘ i tu li- uhanni a-ka ala¯ muka¯ fa ati qa¯ idi l-g˘ aysˇi. 1

I came 2to congratulate you on 3the reward of the 5army 4commander.

َ ‫ﻼ‬ ‫ﻲ؟‬ َّ ‫ﺤﺎِن ﻟَّﻨَﻬﺎِﺋ‬ َ ‫ب ْﻟَﻔﺎِﺋِﺰﻳَﻦ ِﻓﻲ ِْﻻْﻣِﺘ‬ ُّ ‫َﻣَﺘﻰ ُﺗَﻬَّﻨﻰُء ﻟ‬ َّ ‫ﻄ‬ 5

4

3

2

1





(7) mata¯ tuhanni u t-tulla¯ ba l-fa¯ izı-na fı- l- imtiha¯ ni n-niha¯ iyyi? ˙˙ ˙ 1 When 2will you congratulate the students who were 3successful in 5the final 4exam?

‫ﺴَﺄَﻟِﺔ‬ ْ ‫ﺣْﻮَل َﻣ‬ َ ‫ﺴُﺆوُل ِﻓﻲ ِوَزاَرِة ْﻟِﺒﻴَﺌِﺔ ِْﻹْدﻻَء ِﺑَﺮْأِﻳِﻪ‬ ْ ‫ﺟـُﺮَؤ ْﻟـَﻤ‬ َ ‫َﻣﺎ‬ 8

7

6

5

4

3

2

ِ ‫ﻃ‬ ِ ‫ﺸﺎ‬ .‫ﺊ‬ َّ ‫ﻟ‬

1

10

9 ‫ث‬ ِ ُ‫َﺗَﻠّﻮ‬








(8) ma¯ g˘ aru a l-mas u¯lu fı- wiza¯ rati l-bı- ati l- idla¯ i bi-ra yi-hi hawla mas alati ˙
talawwuti sˇ-sˇa¯ ti i. ¯ ˙

141

2

Rules for writing the hamzah (hamzatu  l-qat i) ˙

The (official) responsible at 3the Ministry of the 4Environment did not

1

dare 5to express 6his opinion 7about 8the matter of

10

the coastal

9

pollution. 5 4 3 2 1 ْ ‫ﺷ‬ َ ُ‫ﺣْﺰٌن) َوُﻛّﻞ‬ ‫ﻲٍء َﻟُﻪ‬ ُ s.( ‫ﺣَﺰاٍن‬ ْ ‫ َﻓَﺮحٌ) َوَأ‬s.( ‫ح‬ ٍ ‫َأْﻟـَﻤْﺮُء ُﻣَﻌ َّﺮضٌ َِﻷْﻓَﺮا‬









ُ ‫ﻟّﺮُو‬ .‫ح‬




11




10 9 8 7 6 ‫ﺣًﺪا َوُﻫَﻮ‬ ِ ‫ﺷْﻴًﺌﺎ َوا‬ َ َ‫ِﻧَﻬﺎَﻳٌﺔ ِإّﻻ‬




(9) al-mar u mu arradun li- afra¯ hin wa- ahza¯ nin, wa-kullu sˇay in la-hu ˙ ˙

˙ niha¯ yatun illa¯ sˇay an wa¯ hidan wa-huwa r-ru¯hu. ˙ ˙ 1 A (the) human being 2is exposed 3to happiness 4and sadness, and everything 5has 6an end 7except for 9one 8thing, 10and that is 11the soul (spirit). . ‫ﻄﻴَﺌِﺘِﻪ‬ ِ ‫ﺨ‬ َ ‫ِﺑ‬

ُ ‫ﺠِﺮيُء َﻳْﻌَﺘِﺮ‬ ‫ف‬ َ ‫ﺴﺎُن ْﻟـ‬ َ ‫َأْﻻِْﻧ‬

4

3




(10) al-insa¯ nu l-g˘ arı- u ya tarifu bi-hat-ı ati-hi. ˘ ˙ 2 A (the) brave 1person 3admits 4his fault. . ‫ْﻟَﺒِﺮيِء‬

8

2

1

ِ 2 1 7 6 5 4 3 ‫ت َدّﻗَﺎتُ ُﻓَﺆاِدي‬ ْ ‫ﺣّﺒﻲ َﻟَﻬﺎ َﻣﺎ َﻫَﺪَأ‬ ُ ‫ِﻣْﻦ‬




(11) min hubbı- la-ha¯ ma¯ hada at daqqa¯ tu fu a¯ dı- l-barı- i. ˙ 1 Because of 2my love 3for her, 6the beats of my 8innocent 7heart 4did not 5

slow down (5calm). . ‫ﻤِﺔ‬ َ ‫ْﻟَﻘِﺪﻳ‬

7

‫ﻃِﺔ‬ َ ‫ﻄﻮ‬ ُ ‫ﺨ‬ ْ ‫ﻄﻴَﺌِﺔ ِﻟـْﻠَﻤ‬ ِ ‫ﺴﺎِﻋِﺪِه ْﻟَﺒ‬ َ ‫ﻒ ِﻣْﻦ ِﻗَﺮاَءِة ُﻣ‬ ُ ‫ﺳِﺌَﻢ ْﻟـُﻤَﺆَّﻟ‬ َ 6

5

4

3

2

1





(12) sa ima l-mu allifu min qira¯ ati musa¯ idi-hi l-bat-ı ati li-l-mahtu¯tati ˘˙ ˙ ˙ l-qadı-mati. 2

The author 1was bored with 4his assistant’s 5slow 3reading of 7the old

6

manuscript. 6 5 1 َّ ‫ُﻣَﺆ‬4 ‫ْﻧَﻌَﻘَﺪ‬3 ‫ْﻟـُﻤْﺆَﺗَﻤِﺮ  َّﻟِﺬي‬2 ‫ﺖ ِﻓﻲ‬ ‫ت ْﻟـُﻤَﺘَﻨﺎِزَﻋِﺔ‬ ِ ‫ﺧًﺮا ُﻛ ُّﻞ ْﻟِﻔَﺌﺎ‬ ْ ‫ﺷﺎَرَﻛ‬ َ

َّ َ‫ﻟّﺮ‬ .‫ي‬

10

‫ﺴَﺄَﻟِﺔ َﺗْﻮِزﻳِﻊ ِﻣَﻴﺎِه‬ ْ ‫َﻋَﻠﻰ َﻣ‬ 9

8

7




(13) sˇa¯ rakat fı- l-mu tamari llad-ı-n aqada mu ahharan kullu l-fi a¯ ti l˘˘ ¯   
mutana¯ zi ati ala¯ mas alati tawzı- i miya¯ hi r-rayyi. All of 6the conflicting 5parties on 7the matter of 8distributing 10irrigation 9

water 1participated in 2the conference which 3was held 4recently.

ْ َ‫ﺼ‬ . ‫ﺤَﺮاِء‬ ّ ‫ﻟ‬

7

142

‫ﺸﺎُن َﻣﺎًء َﻋِﻜًﺮا ِﻣـْﻦ ِﺑـْﺌٍﺮ َﻋِﻤـﻴـَﻘٍﺔ ِﻓﻲ‬ َ ‫ﻄ‬ ْ ‫ﺴَﺎِﺋُﺢ ْﻟَﻌ‬ َ ‫ﺷـِﺮ‬ َ ّ ‫ب ﻟ‬ 6

5

4

3

2

1





(14) sˇariba s-sa¯ ihu l- atsˇa¯ nu ma¯ an akiran min bi rin amı-qatin fı- s-sahra¯ i. ˙ ˙ ˙˙ ˙ 2 The thirsty 1tourist drank 4muddy 3water from 6a deep 5well in 7the desert.

Translate into Arabic: (1) Pain teaches everything about (the) happiness and (the) sadness. (2) Everything has an end except one thing, and that is love. (3) The beats of the thirsty tourist’s heart won’t slow down.

Rules for writing the hamzah (hamzatu  l-qat i) ˙

(4) A Muslim does not believe in, nor allow, killing. (5) The author took part in the conference (congress) which was held recently in the Ministry of Environment. (6) I came to congratulate the students on the army commander’s reward.




(7) The well-known poet Imru l-Qays drank muddy water from a deep well in the desert. (8) Salute (to) the thirsty tourist in the desert, tomorrow there will be rain. (9) They have not read anything about the history of the brave commander. (10) I was offended that you came late to the Ministry of the Environment and you did not dare to express your opinion about the coastal pollution.

143

Chapter 21

Broken plurals and collective nouns

21.1

A very large number of nouns and adjectives have a plural called

the broken plural,

َ . ‫ﺴﻴِﺮ‬ ِ ‫ﺟْﻤﻊُ ﻟـّﺘَْﻜ‬

It may be compared to the English

irregular plural, e.g., ‘man – men’, ‘mouse – mice’, ‘foot – feet’, etc. Broken plurals are formed from the singular by internal changes and/or specific increments according to some thirty different patterns. There are hardly any rules about how to form the broken plural from the singular. The broken plural occurs more frequently than the sound plural (regular plural). Some singular nouns may have more than one form of the broken plural, and some may have both a sound plural and a broken plural. 21.2 The list below contains some of the most common patterns of the broken plural. singular

(a)

broken plural

ٌ ‫ َﺑﺎ‬ba¯ bun ‫ب‬

ٌ ‫َأْﺑَﻮا‬ ‫ب‬




abwa¯ bun

singular

(b)

door (c)

‫ َﻛِﺒﻴٌﺮ‬kabı-run

(g)

144

ٌ ‫َأ‬ ‫خ‬

‫ َﻣِﻠٌﻚ‬malikun

ٌ ‫ ُﻣـُﻠـﻮ‬mulu¯kun ‫ك‬

king

‫ ِﻛَﺒﺎٌر‬kiba¯ run

(d)

big (e)

broken plural

‫ﺷْﻬٌﺮ‬ َ sˇahrun

‫ﺷُﻬٌﺮ‬ ْ ‫َأ‬




asˇhurun

month




ahun ˘ brother




‫ﺳَﺆاٌل‬ ُ su a¯ lun question

‫ﺧَﻮاٌن‬ ْ ‫ِإ‬




ihwa¯ nun ˘

(f)

‫ َﻣْﺒًﻨﻰ‬mabnan

‫ َﻣَﺒﺎٍن‬maba¯ nin

building

‫ﺳِﺌَﻠٌﺔ‬ ْ ‫َأ‬





as ilatun

(h)

ٌ ‫ﻃِﺮﻳ‬ ‫ﻖ‬ َ t˙arı-qun road

ٌ ‫ﻃُﺮ‬ ‫ق‬ ُ t˙uruqun

(i)

‫َﻋﺎِﻣٌﻞ‬





ٌ‫ُﻋـ َّﻤﺎل‬

a¯ milun

umma¯ lun

ٌّ ‫ َﻧِﺒ‬nabiyyun ‫ﻲ‬

(j)

worker (k)

‫َأْﻧِﺒَﻴﺎُء‬

prophet




‫ﺳﺎَﻟـٌﺔ‬ َ ‫ ِر‬risa¯ latun ‫ﺳﺎِﺋُﻞ‬ َ ‫ َر‬rasa¯ ilu letter




anbiya¯ u

(dipt.)

َّ ‫ ِﻗ‬qissatun ‫ﺼـٌﺔ‬ ˙˙

(l)




ٌُ ‫ﺼ‬ ‫ﺺ‬ َ ‫ ِﻗـ‬qis˙ as˙ un

Broken plurals and collective nouns

story

Note: It is recommended that the plural form be learnt along with the singular.

21.3 Agreement of adjectives with plural nouns (a)

Broken plurals referring to masculine or feminine human beings may take the adjective both in the broken plural and sound plural, e.g. Masc. sing.

‫ﺳِﻌﻴٌﺪ‬ َ ‫َوَﻟٌﺪ‬

Adjective broken plur.

‫ﺳـَﻌـَﺪاُء‬ ُ ‫َأْوَﻻٌد‬

-

waladun sa ıdun






a happy boy

happy boys

Adjective sound plur.

‫ﺳِﻌـﻴُﺪوَن‬ َ ‫َأْوَﻻٌد‬







 awla¯ dun sa -ıdu¯na

awla¯ dun su ada¯ u

Fem. sing.

‫ﺳِﻌﻴَﺪٌة‬ َ ‫س‬ ٌ ‫َﻋُﺮو‬ 

‫ﺳَﻌَﺪاُء‬ ُ ُ‫َﻋَﺮاِﺋـﺲ‬

-

aru¯sun sa ıdatun

a happy bride (b)








ٌ ‫ﺳِﻌﻴَﺪا‬ ‫ت‬ َ ُ‫َﻋَﺮاِﺋـﺲ‬







 ara¯ isu sa -ıda¯ tun

ara¯ isu su ada¯ u

happy brides

Even sound plurals referring to masculine human beings may take the adjective in both broken plural and sound plural, e.g. Masc. sing.

‫ﺳِﻌﻴٌﺪ‬ َ ‫ُﻣَﻌَّﻠٌﻢ‬ 

(c)

Adjective broken plur. Adjective sound plur.

-

‫ﺳَﻌـَﺪاُء‬ ُ ‫ُﻣَﻌَّﻠُﻤﻮَن‬ 






‫ﺳِﻌـﻴُﺪوَن‬ َ ‫ُﻣَﻌَّﻠُﻤﻮَن‬

mu allimun sa ıdun

mu allimu¯na su ada¯ u

a happy teacher

happy teachers

  mu allimu¯na sa -ıdu¯na

Broken plurals or sound plurals referring to non-human beings take the adjective in the feminine singular, e.g. Masc. sing.

Sound plur.

‫ﺻِﻐﻴٌﺮ‬ َ ‫ﺖ‬ ٌ ‫َﺑْﻴ‬

‫ﺻِﻐـﻴَﺮٌة‬ َ ‫ت‬ ٌ ‫ُﺑـُﻴﻮ‬

baytun sag˙ı-run, a small house ˙

buyu¯tun sag˙ı-ratun ˙

145

Fem. sing.

Broken plurals and collective nouns

‫ﺻِﻐـﻴَﺮٌة‬ َ ‫ﻃﺎِوَﻟٌﺔ‬ َ

ta¯ wilatun sag˙ı-ratun, a small table ˙ ˙ 21.4

‫ﺻِﻐـﻴَﺮٌة‬ َ ‫ت‬ ٌ ‫ﻃﺎِوَﻻ‬ َ

ta¯ wila¯ tun sag˙ı-ratun ˙ ˙

‫ﺠْﻤِﻊ‬ َ ‫ﺳُﻢ ْﻟـ‬ ْ ‫ِإ‬, indicate a gathering in one unit

Collective nouns,

or group, and they can refer to both humans and non-humans. They may form either the sound or the broken plural or sometimes both. Collective noun Broken plur.

Singular

Sound plur.

Masc.

Fem.

Fem.

Fem.

‫ﺠـٌﺮ‬ َ ‫ﺷ‬ َ sˇag˘arun

‫ﺠﺎٌر‬ َ ‫ﺷ‬ ْ ‫َأ‬

‫ﺠـَﺮٌة‬ َ ‫ﺷ‬ َ sˇag˘aratun

ٌ ‫ﺠـَﺮا‬ ‫ت‬ َ ‫ﺷ‬ َ sˇag˘ara¯ tun

trees

(some) trees

a tree

trees (specified)

‫ َﻟْﻴٌﻞ‬laylun

‫ َﻟَﻴﺎٍل‬laya¯ lin

‫ َﻟْﻴَﻠٌﺔ‬laylatun

ٌ ‫ﻼ‬ ‫ت‬ َ ‫ َﻟْﻴ‬layla¯ tun

night, night-time

(some) nights

a night

nights (specified)

‫ﺳﻤٌﻚ‬ َ samakun

‫ﺳَﻤﺎٌك‬ ْ ‫َأ‬

‫ﺳَﻤَﻜٌﺔ‬ َ samakatun

ٌ ‫ﺳَﻤَﻜﺎ‬ ‫ت‬ َ samaka¯ tun

fish

(some) fish

a fish

fish (specified)




asˇg˘ a¯ run




asma¯ kun

Some collective nouns do not have a corresponding singular: Collective noun

Broken plur.

Singular

Sound plur.

Masc.

Fem.

Fem.

Fem.

ٌ ‫ﺟْﻴ‬ ‫ﺶ‬ َ g˘aysˇun

ٌ ‫ﺟُﻴﻮ‬ ‫ش‬ ُ g˘uyu¯sˇun

______

______

army

armies ______

______

______

______





‫ﺐ‬ ٌ ‫ﺷـْﻌـ‬ َ sˇa bun

ٌ ‫ﺷـُﻌـﻮ‬ ‫ب‬ ُ sˇu u¯bun

people, folk

peoples, folk

‫ﺧـْﻴـٌﻞ‬ َ h˘ aylun

‫ﺧـُﻴـﻮٌل‬ ُ h˘ uyu¯lun

horses

horses

21.5

Agreement of verbs and adjectives with collective nouns

Collective nouns,

‫ﺠْﻤِﻊ‬ َ ‫ﺳُﻢ ْﻟـ‬ ْ ‫ِإ‬

, referring either to humans or non-

human beings, are treated mostly as masculine singular. They thus take the preceding verb or the following adjective in the masculine 146

singular.

Collective noun

Broken plural

(Treated as masc. sing.)

(Treated as fem. sing.)

‫ﻈﻴٌﻢ‬ ِ ‫ﺐ َﻋ‬ ٌ ‫ﺷْﻌ‬ َ ‫ﺐ‬ َ ‫َذَﻫ‬

‫ﻈﻴَﻤٌﺔ‬ ِ ‫ب َﻋ‬ ٌ ‫ﺷُﻌﻮ‬ ُ ‫ﺖ‬ ْ ‫َذَﻫَﺒ‬

  dahaba sˇa bun ad-ımun. ¯ ˙¯ A great nation (lit. people)

Broken plurals and collective nouns

  dahabat sˇu u¯bun ad-ımatun. ¯ ˙¯ Great nations (lit. peoples)

has vanished (gone).

have vanished (gone).

‫ﺠٌﺮ َﻛِﺜﻴٌﺮ‬ َ ‫ﺷ‬ َ ‫ق‬ َ ‫ﺣَﺘَﺮ‬ ْ ‫ِإ‬

‫ﺠﺎٌر َﻛِﺜﻴَﺮٌة‬ َ ‫ﺷ‬ ْ ‫ﺖ َأ‬ ْ ‫ﺣَﺘَﺮَﻗ‬ ْ ‫ِإ‬








ihtaraqat asˇg˘ a¯ run kat-ıratun. ˙ ¯ Many (individual) trees burned.

ihtaraqa sˇag˘ arun kat-ırun. ˙ ¯ Many trees burned.

Note: Some collective nouns may also take the predicate verb in the feminine singular, e.g. With masc. verb

With fem. verb

‫ﻀﺎَرَة‬ َ ‫ﺤـ‬ َ ‫ب ْﻟـ‬ ُ ‫ﺸـَﺮ ْﻟَﻌَﺮ‬ َ ‫َﻧ‬

‫ﻀﺎَرَة‬ َ ‫ﺤـ‬ َ ‫ب ْﻟـ‬ ُ ‫ت ْﻟَﻌَﺮ‬ ِ ‫ﺸـَﺮ‬ َ ‫َﻧ‬

nasˇ ara l- arabu l-hada¯ rata. ˙ ˙ The Arabs spread civilization.

nasˇ arati l- arabu l-hada¯ rata. ˙ ˙





Exercises Practise your reading: 4 3 2 1 َ َ‫ب( ﻟّﺘ‬ ‫ﻀﻴِﺮ‬ ِ ‫ﺤ‬ ْ ‫ﺸـُﻐـﻮُﻟـﻮَن ِﻓﻲ َﺗ‬ ْ ‫ ِﺗْﻠِﻤﻴﺬٌ( َوُأ َّﻣـَﻬـﺎُﺗُﻬْﻢ َﻣـ‬s.) ‫ﻼِﻣﻴِﺬ‬ ٌ ‫ َأ‬s.) ‫ƒاَﺑـﺎُء‬

.(ٌ‫ﻃْﻔﻞ‬ ِ s.) ‫ﻃـَﻔـﺎِﻟـِﻬـْﻢ‬ ْ ‫ﺣْﻔَﻠٍﺔ َِﻷ‬ َ


(1) a¯ ba¯ u t-tala¯ mı-di wa- ummaha¯ tu-hum masˇg˙ u¯lu¯na fı- tahd-ıri haflatin ¯ ˙˙ ˙
li- atfa¯ li-him ˙ The pupils’ 1fathers 2and mothers 3are busy (with) 4preparing 5a party

5

for their children.

‫ﺴﺎٍء‬ َ ‫ﺟﺎٍل َوِﻧ‬ َ ‫ﻲ ِﻣْﻦ ِر‬ َّ ‫ﺤ‬ َ ‫ َﻣْﺒَﻨﻰ( ْﻟـ‬s.) ‫ﺳﺎِﻛٌﻦ( َﻣَﺒﺎِﻧﻲ‬ َ s.) ‫ﺳَّﻜﺎِن‬ ُ ‫َﻛِﺜﻴٌﺮ ِﻣْﻦ‬ 4

3

2

1

‫ﺖ ِﻋْﻨَﺪُﻫْﻢ‬ ْ ‫ﺴ‬ َ ‫ﻒ( َوَﻟْﻴ‬ ٌ ‫ﺿِﻌﻴ‬ َ s.) ‫ﺿَﻌـَﻔﺎُء‬ ُ ‫ﺠﻮزٌ( َو‬ ُ ‫ َﻋ‬s.) ‫ﺠﺎِﺋُﺰ‬ َ ‫ ِإْﻣَﺮَأٌة( ُﻫْﻢ َﻋ‬s.) 6

5

.(‫ﻌٌﺪ‬ َ‫ﺼ‬ ْ ‫ ِﻣ‬s.) ‫ﺼﺎِﻋُﺪ‬ َ ‫َﻣ‬

7



(2) kat-ırun min sukka¯ ni maba¯ nı- l-hayyi min rig˘ a¯ lin wa-nisa¯ in hum ag˘ a¯ izu ¯ 
˙   wa-du afa¯ u wa-laysat inda-hum masa¯ idu. ˙ ˙ Many of 1the inhabitants of 2the buildings in 3the area, men 4and women, are 5old 6and weak and have no 7lifts (elevators).

147

Broken plurals and collective nouns

‫ﺳَﻤِﻚ‬ َ ‫ﺐ ِﻣْﻦ‬ ُ ‫ﻃَﻴ‬ ْ ‫ت َأ‬ ِ ‫ﺤْﻴَﺮا‬ َ ‫ َﻧْﻬﺮٌ( َوْﻟُﺒ‬s.) ‫ﺳَﻤَﻜُﺔ( َْﻷْﻧُﻬِﺮ‬ َ s.) ‫ﺳَﻤُﻚ‬ َ

1

.(‫ﺤٌﺮ‬ ْ ‫ َﺑ‬s.) ‫ﺤﺎِر‬ َ ‫ْﻟِﺒ‬

5

4

3




2




(3) samaku l- anhuri wa-l-buhayra¯ ti atyabu min samaki l-biha¯ ri. ˙ ˙ ˙ 2,3 Freshwater 1fish are 4tastier than 5sea fish (lit. 1the fish of 2rivers 3and lakes are 4tastier than the fish of 5the seas).

ُ ‫ﺻَﻨﺎِدﻳ‬ ‫ﻖ‬ َ ‫ﺖ ِﻣـْﻨَﻬﺎ‬ ْ ‫ﻄـ‬ َ ‫ﺴـَﻘـ‬ َ ‫ﺳْﻴٍﺮ َﻓ‬ َ ‫ث‬ ِ ‫ﺤﺎِد‬ َ ‫ﺣـَﻨـٌﺔ ِﺑ‬ ِ ‫ﺷﺎ‬ َ ‫ﺖ‬ ْ ‫ِإْﻧَﻘَﻠَﺒ‬ 6

ِ ‫ِﺑˆﻟّﺰَْﻳُﺘﻮ‬ .‫ن‬

10

5

4

3

2

1

‫ﺲ( َﻣْﻤُﻠﻮَءٌة‬ ٌ ‫ ِﻛﻴ‬s.) ‫س‬ ٌ ‫ﺻْﻨُﺪوقٌ( ْﻟَﻔﺎِﻛَﻬِﺔ َوَأْﻛـَﻴـﺎ‬ ُ s.) 9

8

7


(4) inqalabat sˇa¯ hinatun bi-ha¯ diti sayrin fa-saqatat min-ha¯ sana¯ dı-qu l-fa¯ kihati ˙ ˙ ˙

˙ ¯ wa- akya¯ sun mamlu¯ atun bi-z-zaytu¯ni. In a 4traffic 3accident 2a truck 1turned upside down and 6boxes (cases) of 7

fruit 8and sacks 9filled with 10olives 5fell out. (‫ﺶ‬ ٌ ‫ﺟْﻴ‬ َ s.) ‫ش‬ ِ ‫ﺠُﻴـﻮ‬ ُ ‫ْﻟـ‬

6

5 4 3 2 1 ‫ﺿ َّﺪ‬ ِ َ ‫ﺤْﺮ‬ ‫ب‬ َ ‫ي ْﻟـ‬ ُ ‫ﺠْﻴ‬ َ ‫ﺴَﺮ ْﻟـ‬ ِ ‫ﺧ‬ َ ُّ ‫ﻲ ْﻟَﻘِﻮ‬ ُّ ‫ﺶ َْﻷْﻟـَﻤﺎِﻧ‬

.(‫ﻒ‬ ٌ ‫ﺣِﻠﻴ‬ َ s.) ‫ﺤَﻠَﻔﺎِء‬ ُ ‫ َدْوَﻟٌﺔ( ْﻟـ‬s.) ‫ِﻟُﺪَوِل‬ 9




8

‫ﻟَّﺘﺎِﺑَﻌِﺔ‬

7



(5) hasira l-g˘ aysˇu l- alma¯ niyyu l-qawiyyu l-harba didda l-g˘ uyu¯sˇi t-ta¯ bi ati ˘ ˙ ˙
li-duwali l-hulafa¯ i. ˙ 3 The strong German 2army 1lost 4the war 5against 6the armies 7belonging to 9the allied 8countries. 1 َّ ُ‫ َوﻟّﺘ‬2 ‫ف( ْﻟَﻜِﺒﻴَﺮُة‬ ‫ﺟٌﺮ( ْﻟِﻜَﺒﺎُر‬ ِ ‫ َﺗﺎ‬s.) ‫ﺠﺎُر‬ ٌ ‫ﺼِﺮ‬ ْ ‫ َﻣ‬s.) ‫ف‬ ُ ‫ﺼﺎِر‬ َ ‫َأْﻟـَﻤ‬

(‫ﻣﺎَّدٌة‬ َ s.) ‫ﺳْﻌٌﺮ( ْﻟـَﻤَﻮاَّد‬ ِ s.) ‫ﺳَﻌﺎِر‬ ْ ‫َأ‬ 6

5

ِ ‫ﺴـُﺆوُﻟـﻮَن َﻋـِﻦ ْرِﺗَﻔﺎ‬ ‫ع‬ ْ ‫َﻣـ‬ 4

3

َ ‫ْﻟِﻐَﺬاِﺋَّﻴِﺔ ِﻓﻲ  ْﻟِﺒ‬ . ‫ﻼِد‬

7



 
 (6) al-masa¯ rifu l-kabı-ratu wa-t-tug˘ g˘ a¯ ru l-kiba¯ ru mas u¯lu¯na ani rtifa¯ i as a¯ ri ˙
l-mawa¯ ddi l-g˙ ida¯ iyyati fı- l-bila¯ di. ¯ The big 1banks and big 2merchants are 3responsible for 4the rise in 5the price(s) of 7,6foodstuffs in the country.

ِ ‫ت َﻣَﻊ َﻣْﻨُﺪوِﺑﻲ ﻟِّﻨَﻘﺎَﺑﺎ‬ ِ ‫ﺸِﺮَﻛﺎ‬ ‫ﺣُﺜﻮا‬ َ ‫ت َوَﺗَﺒﺎ‬ ْ ‫ِإ‬ َّ ‫ ُﻣِﺪﻳٌﺮ( ﻟ‬s.) ‫ﺟَﺘَﻤَﻊ ُﻣَﺪَراُء‬

1

‫ﺟٌﺮ( ْﻟُﻌَّﻤﺎِل‬ ْ ‫ َأ‬s.) ‫ﺟﻮِر‬ ُ ‫ َرْﻓُﻊ ُأ‬:‫ﺿﻮعٌ( َﻋِﺪﻳَﺪٍة ِﻣْﻨَﻬﺎ‬ ُ ‫ َﻣْﻮ‬s.) ‫ﺿﻴَﻊ‬ ِ ‫ِﺑَﻤَﻮا‬

5

4

3

2

8

7

.‫ﻞ‬ ِ ‫ت ْﻟَﻌَﻤ‬ ِ ‫ﺳﺎَﻋﺎ‬ َ

148

6

10

‫ﺾ‬ ُ ‫ﺨِﻔﻴ‬ ْ ‫ﻇِﻔﻴَﻦ َوَﺗ‬ َّ ‫َوْﻟـُﻤَﻮ‬ 9



 (7) ig˘ tama a mudara¯ u sˇ-sˇarika¯ ti ma a mandu¯bı- n-niqa¯ ba¯ ti wa-taba¯ hatu¯ ˙ ¯

  
 bi-mawa¯ d-ı a adı-datin min-ha¯ : raf u ug˘ u¯ri l- umma¯ li wa-l-muwaddafı-na ˙   ˙¯ ˙¯ wa-tahfı-du sa¯ a¯ ti l- amali. ˘ ˙ The company managers (the managers of the companies) had 1a meeting with 3the trade union 2representatives 4and discussed 6many

Broken plurals and collective nouns

5

issues, among them 7raising the 8wages of workers and employees 9and

reducing their working 10hours. 4 3 2 1 ْ ‫َﻗ َّﺪَﻣ‬ ‫ َﻋﺎِﻟٌﻢ( ْﻟِﻜﻴْﻤَﻴﺎِء َﺗْﻘِﺮﻳًﺮا َﻋِﻦ‬s.) ‫ﺠُﻤﻮَﻋٌﺔ ِﻣْﻦ ُﻋـَﻠـَﻤـﺎِء‬ ْ ‫ﺖ َﻣ‬

. ‫ﺠْﻠِﺪ‬ ِ ‫ض( ْﻟـ‬ ٌ ‫ َﻣَﺮ‬s.) ‫ض‬ ِ ‫َأْﻣَﺮا‬ 9

8

7 6 5 ‫ﺿ َّﺪ‬ ِ ‫ﺟِﺪﻳَﺪًة‬ َ (‫ َدَواٌء‬s.) ‫ﺸﺎِﻓِﻬْﻢ َأْدِوَﻳًﺔ‬ َ ‫ْﻛِﺘ‬

 

 (8) qaddamat mag˘ mu¯ atun min ulama¯ i l-kı-mya¯ i taqrı-ran ani-ktisˇa¯ fi-him

adwiyatan g˘ adı-datan didda amra¯ di l-g˘ ildi. ˙ ˙ 2 A group of chemical 3scientists 1presented 4a report on 5its (their) discovery of new 6medicines 7against 9skin 8diseases. (‫ﻬٌﺮ‬ ْ‫ﺷ‬ َ s.) ‫ﺷُﻬِﺮ‬ ْ ‫َْﻷ‬ (‫ل‬ ٌ ‫ َﻣْﻨِﺰ‬s.) ‫َﻣَﻨﺎِزَل‬

8

‫ﻄٌﺮ( ِﻓـﻲ ﻫـِﺬِه‬ َ ‫ َﻣ‬s.) ‫ﻄـﺎِر‬ َ ‫ﺴَﺒﺐ ِ َﻛـْﺜَﺮِة َْﻷْﻣـ‬ َ ‫ِﺑ‬

1

‫ﺖ َﻣَﻌَﻬﺎ‬ ْ ‫ﺟَﺮَﻓ‬ َ ‫ َﻧْﻬﺮٌ( َو‬s.) ‫ﺖ َْﻷْﻧُﻬُﺮ‬ ِ ‫ﺿ‬ َ ‫ َﻓﺎ‬/ ‫ﺖ‬ ِ ‫ﻃﺎَﻓ‬ َ

5

4

‫ا‬

3

7

2

6

.(‫ﺿّﻔٌَﺔ‬ َ s.) ‫ف‬ ِ ‫ﻀَﻔﺎ‬ َّ ‫ﻟ‬

11

‫َﻋِﺪﻳَﺪًة َﻗِﺮﻳَﺒًﺔ ِﻣَﻦ‬ 10

9




(9) bi-sababi katrati l- amta¯ ri fı- ha¯ di-hi l- asˇhuri ta¯ fati / fa¯ dati l- anhuru ¯ ˙ ˙ ˙  ¯ wa-g˘ arafat ma a-ha¯ mana¯ zila adı-datan qarı-batan mina d-difa¯ fi. ˙ ˙ 1 Because of the 2heavy 3rain (lit. 2lot of 3rain) during these 4months, 6

the rivers have 5flooded 7and swept away 9many 8houses 10near 11the

banks.

ٌ ‫ﺷّﺒَﺎ‬ (‫ك‬ ُ s.) ‫ﺷَﺒﺎِﺑﻴَﻜُﻪ‬ َ ‫َو‬ . ‫ﻤﻴَﻨًﺔ‬ ِ ‫ﻲٌء( َﺛ‬ ْ ‫ﺷ‬ َ s.) ‫ﺷَﻴﺎَء‬ ْ ‫َأ‬ 9

8

3

‫ﺐ‬ ِ ‫ب( ْﻟـَﻤْﻜَﺘ‬ ٌ ‫ َﺑﺎ‬s.) ‫ب‬ َ ‫س َأْﺑَﻮا‬ ُ ‫ﺤﺎِر‬ َ ‫ﻲ ْﻟـ‬ َ ‫ﺴ‬ ِ ‫َﻧ‬ 2

1

7 6 5 4 ‫ﺳَﺮُﻗﻮا‬ َ ‫ﺺٌ( َو‬ ٌ ‫ﺼﻮ‬ ُ ‫ﺧَﻞ ُﻟ‬ َ ‫ﺣًﺔ َﻓَﺪ‬ َ ‫َﻣْﻔُﺘﻮ‬ ّ ‫ ِﻟ‬s.) ‫ص‬


(10) nasiya l-ha¯ risu abwa¯ ba l-maktabi wa-sˇaba¯ bı-ka-hu maftu¯hatan, fa-dahala ˘ ˙ ˙

lusu¯sun wa-saraqu¯ asˇya¯ a tamı-natan. ˙ ˙ ¯ 2 The guard 1left (lit. 1forgot) the doors 3and windows of the office 4open, so 6thieves 5went in 7and stole 9valuable 8things.

ِ ‫ َﻋَﻤٌﻞ( ْﻟُﻜَّﺘﺎ‬s.) ‫َأْﻋـَﻤـﺎَل‬ (‫ﺐ‬ ٌ ‫ َﻛﺎِﺗ‬s.) ‫ب‬

‫ﺸـِﺮ‬ ْ ‫ َدارٌ( ﻟـَّﻨـ‬s.) ‫ت ُدوُر‬ ْ ‫ﺸَﺮ‬ َ ‫َﻧ‬

1

‫ﺖ‬ ْ ‫ﻀَﻬﺎ َﻣـَﻊ َأَّﻧَﻬﺎ َﻛـﺎَﻧـ‬ َ ‫ﺖ َﺑْﻌ‬ ْ ‫ﻀ‬ َ ‫ﺷﺎِﻋﺮٌ( َوَرَﻓ‬ َ s.) ‫ﺸـَﻌـَﺮاِء‬ ُّ ‫َوﻟ‬

6

5

. ‫ﺟـَّﻴـَﺪًة‬ َ

9

4

3

8




2

7








(11) nasˇarat du¯ru n-nasˇri a ma¯ la l-kutta¯ bi wa-sˇ-sˇu ara¯ i wa-rafadat ba da-ha¯ ˙ ˙ 
ma a anna-ha¯ ka¯ nat g˘ ayyidatan.

149

3

The publishing 2houses 1published 4the works of 5the writers 6and poets

Broken plurals and collective nouns

7

and rejected some of them 8although they were 9good. 5 4 3 2 1 ‫ﺧﻴَﺮِة‬ ِ ‫ َﻋﺎمٌ( َْﻷ‬s.) ‫ﻄٌﺮ( ِﻓﻲ َْﻷْﻋَﻮاِم‬ َ ‫ َﻣ‬s.) ‫ﻄﺎِر‬ َ ‫ﺐ ِﻗ َّﻠِﺔ َْﻷْﻣ‬ ِ ‫ﺴَﺒ‬ َ ‫ِﺑ‬

ْ ‫ﻀَّﺮَر‬ ‫ﻀﺎِر َوْﻟَﻔﺎِﻛَﻬِﺔ ِﻓﻲ‬ َ ‫ﺨ‬ ُ ‫ﺳﻢٌ( ْﻟـ‬ ِ ‫ َﻣْﻮ‬s.) ‫ﺳُﻢ‬ ِ ‫ت َﻣَﻮا‬ َ ‫َﺗ‬ 9

8

7

.(‫ َﻣْﺰَرَﻋٌﺔ‬s.) ‫ع‬ ِ ‫ْﻟـَﻤَﺰاِر‬

6

10




(12) bi-sababi qillati l- amta¯ ri fı- l- a wa¯ mi l- ah-ırati tadarrarat mawa¯ simu ˘ ˙  l-huda¯ ri wa-l-fa¯ kihati fı- l-maza¯ ri i. ˘ ˙ 1 Because of 2lack (2scarcity) of 3rain in 5recent 4years, 8the vegetable 9and fruit 7harvests on 10the farms have been 6damaged. 5 4 3 2 1 ُّ ‫ﺐ ْﻟَﻌَﺮِﺑ‬ ِ ‫ﺸُﻌﻮ‬ ُ ‫ﺸْﻌ‬ ِ ‫ﺸَﺮ‬ ‫ت‬ َ ‫ﻈﻴَﻤِﺔ ِﻓﻲ ْﻟَﻌﺎَﻟِﻢ َّﻟِﺘﻲ َﻧ‬ ِ ‫ب ﻟَﻌ‬ ُّ ‫ﻲ ِﻣْﻦ َﺑْﻴِﻦ ﻟ‬ َّ ‫َأﻟ‬

. ‫ﻀﺎَرَة‬ َ ‫ﺤ‬ َ ‫ْﻟـ‬
     (13) asˇ-sˇa bu l- arabiyyu min bayni sˇ-sˇu u¯bi l- adımati fı- l- a¯ lami llatı- nasˇarati ˙¯ l-hada¯ rata. ˙ ˙ The Arabs (Arab 1people) are 2among the 3great peoples (of 4the world)

6

who have 5spread 6civilization. Translate into Arabic:

150

(1)

The inhabitants of the area are busy (in) preparing a party for their poets and writers.

(2)

Because of the heavy rain, a truck turned upside down and the boxes and sacks filled with fruit and vegetables fell out.

(3)

The merchants discussed the wages of the workers and employees and the reduction of working hours.

(4)

The sea fish is tastier than the freshwater fish.

(5)

The thieves went into the company through (from) the window and stole medicines and valuable things.

(6)

The guard left the door of the publishing house open, so thieves went in and stole some of the works of the writers and poets.

(7)

Some of the Arab scientists published works on their discovery of new medicines.

Chapter 22

Triptotes and diptotes

22.1

Nouns, adjectives and proper names are classified according to

their inflection into two major inflectional types: triptotes and diptotes. (a)

Triptotes All definite as well as most other nouns and adjectives and some proper names are triptotes. This means that they take all three different vocalic case endings (-u, -a, -i) and nunation (-un, -an, -in) in the indefinite form (see chapters 5 and 8). In Arabic a triptotic noun or adjective is called ‫ف‬ ُ ‫ﺼِﺮ‬ َ ‫َأْﻟـُﻤْﻨ‬, i.e. fully declined.

(b)

Diptotes Certain indefinite nouns and adjectives as well as many proper nouns are called diptotes. They have only two vocalic case endings: -u for the nominative, and -a for the accusative and genitive jointly. Another important feature is that they do not take nunation (-un, -an, -in). Diptotes are therefore called in Arabic

ِ ‫ﺼِﺮ‬ ‫ف‬ َ ‫َﻏـْﻴُﺮ ْﻟـُﻤْﻨ‬

or

َّ ‫َأْﻟـَﻤْﻤُﻨﻮعُ ِﻣَﻦ ﻟ‬, ِ ‫ﺼْﺮ‬ ‫ف‬

i.e. not fully

declined. Diptote indefinite Nominative: one dammah ˙ Accusative and genitive: one fathah ˙ 22.2

‫ـُـــ‬ ‫ـَـــ‬

/-u/ /-a/

..‫َأْﻟـ‬, a
(‫ف‬ ُ ‫ﻀﺎ‬ َ ‫ َأْﻟـُﻤ‬al-

When a diptote is made definite by the definite article

suffix possessive pronoun, or by being the first noun




muda¯ fu) of an ida¯ fah construction, it takes the usual three case ˙ ˙ endings, i.e. it becomes a triptote, e.g.

151

Triptotes and diptotes

Indefinite form, sing.

Definite form, sing.

Diptote (not fully declined)

Triptote (fully declined)

‫ﺣَﻤُﺮ‬ ْ ‫َأ‬

(not:

Nom.:




Acc.:

‫ﺣَﻤَﺮ‬ ْ ‫َأ‬


(not:

‫ﺣَﻤَﺮ‬ ْ ‫َأ‬

(not:

ahmaru, red ˙ ahmara ˙

Gen.:




ahmara ˙




‫ﺣَﻤٌﺮ‬ ْ ‫َأ‬

ahmarun) ˙




‫ﺣَﻤًﺮا‬ ْ ‫َأ‬

ahmaran) ˙




‫ﺣَﻤٍﺮ‬ ْ ‫َأ‬

ahmarin) ˙

‫ﺣَﻤُﺮ‬ ْ ‫َأَْﻷ‬





al- ahmaru ˙

‫ﺣَﻤَﺮ‬ ْ ‫َأَْﻷ‬



al- ahmara ˙

‫ﺣَﻤِﺮ‬ ْ ‫َأَْﻷ‬





al- ahmari ˙

Indefinite form, plur.

Definite form, plur.

Diptote (not fully declined)

Triptote (fully declined, with suffix pronoun)

Nom.:

‫ﺳﺎِﺋُﻞ‬ َ ‫َر‬

‫ﺳﺎِﺋُﻠـَﻚ‬ َ ‫َر‬

rasa¯ ilu, letters, messages

rasa¯ ilu-ka, your (m.)







letters Acc.:

Gen.:

‫ﺳﺎِﺋَﻞ‬ َ ‫َر‬

‫ﺳﺎِﺋَﻠـَﻚ‬ َ ‫َر‬

rasa¯ ila

rasa¯ ila-ka

‫ﺳﺎِﺋَﻞ‬ َ ‫َر‬

‫ﺳﺎِﺋـِﻠـَﻚ‬ َ ‫َر‬

rasa¯ ila

rasa¯ ili-ka













The most common classes of diptotes are:

22.3 (a)

Proper names




Feminine proper names, with or without ta¯ marbu¯ tah ˙ /..atu/, e.g.

‫ َﻣْﺮَﻳُﻢ‬Maryamu 152

‫ﺸُﺔ‬ َ ‫َﻋﺎِﺋ‬

¯


A isˇatu

‫ َـُﺔ‬.. ُ‫ ة‬.َ .



‫ﺐ‬ ُ ‫ َزْﻳَﻨ‬Zaynabu

‫ﺳَﻌﺎُد‬ ُ Su a¯ du

‫ﻃَﻤُﺔ‬ ِ ‫ َﻓﺎ‬Fa¯ t˙imatu

‫ﺟَﺪُة‬ ِ ‫ َﻣﺎ‬Ma¯ g˘idatu

Note: Even masculine proper names ending in diptotes, e.g.

/...atu/ are



‫ﺨَﻠُﺔ‬ ْ ‫ َﻧ‬Nah˘ latu (b)

ِ ‫ َـُﺔ‬.. ُ‫ ة‬...

‫ ُﻣَﻌﺎِوَﻳُﺔ‬Mu a¯ wiyatu

Triptotes and diptotes

Feminine proper names containing three consonants and suku¯ n ‫ـْـــ‬ on the middle consonant are treated either as triptotes or diptotes, e.g. Triptote

Diptote (more common)

‫ِﻫْﻨٌﺪ‬

‫َرْﻏٌﺪ‬

‫ﺼٌﺮ‬ ْ ‫ِﻣ‬

OR

‫ِﻫْﻨُﺪ‬

‫َرْﻏُﺪ‬

‫ﺼُﺮ‬ ْ ‫ِﻣ‬

Hindun

Rag˙ dun

Misrun ˙ Egypt

OR

Hindu

Rag˙ du

Misru ˙ Egypt

Note: Most commonly in modern Arabic, ‫ﺮ‬ ُ‫ﺼ‬ ْ ‫ ِﻣ‬mis˙ ru is used as a diptote and ‫ﺪ‬ ٌ ‫ ِﻫْﻨ‬hindun as a triptote.

(c)

Masculine proper names which contain more than three consonants, e.g.

ُ ‫ﺤﺎ‬ ‫ق‬ َ ‫ﺳ‬ ْ ‫ِإ‬
(d)

‫ِإْﺑَﺮاِﻫﻴُﻢ‬


ُ ‫ﺳ‬ ‫ﻒ‬ ُ ‫ُﻳﻮ‬

ُ ‫َﻳْﻌُﻘﻮ‬ ‫ب‬

 Ibra¯ hı-mu, Abraham Yu¯sufu, Joseph Ya qu¯bu, Jacob

Isha¯ qu, Isaac ˙ All geographical names which do not have the definite article ..‫َأْﻟـ‬, e.g.

ُ ‫ﺸ‬ ‫ﻖ‬ ْ ‫ِدَﻣ‬

‫ُﻟْﺒَﻨﺎُن‬

Ba¯ rı-su

‫َﻣّﻜَُﺔ‬ Makkatu

Dimasˇqu

Lubna¯ nu

Paris

Mecca

Damascus

Lebanon

ُ ‫َﺑﺎِرﻳ‬ ‫ﺲ‬




Note: The name of Cairo has the definite article ..‫َأْﻟـ‬/ al../. It is therefore a triptote and takes all three cases endings: .‫ﺮِة‬ َ ‫َأْﻟَﻘﺎِﻫَﺮُة َأْﻟَﻘﺎِﻫَﺮَة َأْﻟَﻘﺎِﻫ‬.

(e)

Compound geographical names:

‫ﺳِﻌﻴُﺪ‬ َ ‫ُﺑﻮْر‬

‫َﺑْﻌَﻠَﺒ ُّﻚ‬

‫ﺤَﻢ‬ ْ ‫ﺖ َﻟـ‬ َ ‫َﺑْﻴ‬

‫ِﻧُﻴﻮْرُك‬

Bu¯r Sa ıdu

Ba la-bakku

Niyu¯rku

Port Said

Baalbek

Bayta Lahma ˙ Bethlehem

-

(f)



New York

Masculine and feminine proper namesِ which simulate verbal forms and do not have the ending singular, e.g.

‫ َـُﺔ‬.. ُ‫ ة‬.. /..atu/ in the feminine

153

‫ﺣَﻤُﺪ‬ ْ ‫َأ‬

Triptotes and diptotes

‫َﻳِﺰﻳُﺪ‬




Ahmadu ˙

‫ﺐ‬ ُ ‫َﺗْﻐِﻠ‬

Yazı-du

Tag˙ libu

Note: The noun below has the same structure as the proper names above, but it is not a diptote, because its feminine singular is formed by adding the ending ‫ ٌة‬.َ.. ‫ـٌﺔ‬.َ. /...atun/ e.g.

‫َأْرَﻣٌﻞ‬

ً ‫َأْرَﻣ‬ ‫ﻼ‬







armalun, widower

(g)

armalan

(fem. ‫ﻣـَﻠـٌﺔ‬ َ ‫َأْر‬







armalin

armalatun)

Masculine proper names ending in ‫ن‬ ُ ‫َـﺎ‬... /...a¯ nu/, e.g.

‫ُﻋْﺜَﻤﺎُن‬

‫ﺳَﻠْﻴَﻤﺎُن‬ ُ

 (h)

‫َأْرَﻣٍﻞ‬

‫َزْﻳَﺪاُن‬

Utma¯ nu Sulayma¯ nu Zayda¯ nu ¯ Proper names (masculine and feminine) which have the pattern of



‫ ُﻓَﻌُﻞ‬fu alu, e.g. ‫ُﻋَﻤُﺮ‬ 

Umaru

22.4 (a)

‫ﺣُﻞ‬ َ ‫ُز‬

ُ ‫ُﻗَﺰ‬ ‫ح‬

Zuhalu ˙

Quzahu ˙

Adjectives Most of the classical grammarians consider the masculine adjec-



‫ﺎُن‬.َ. /...a¯ nu/ (pattern: ‫ﻼُن‬ َ ‫ َﻓـْﻌـ‬fa la¯ nu) and having  the feminine ending ‫ﻰ‬.َ. /...a¯ / (pattern: ‫ﻌـَﻠﻰ‬ ْ ‫ َﻓـ‬fa la¯ ) to be diptotes, tives ending in

but some other grammarians consider the feminine ending

‫ﺎُن‬.َ. /...a¯ nu/ to be ‫ـٌﺔ‬.َ. /...atun/ (pattern: ‫ﻼَﻧٌﺔ‬ َ ‫َﻓـْﻌـ‬  fa la¯ natun, not ‫ﻌـَﻠﻰ‬ ْ ‫ َﻓـ‬fa la¯ ). In this case they have to be triptotes  (as pattern: ‫ن‬ ٌ ‫ﻼ‬ َ ‫ َﻓـْﻌـ‬fa la¯ nun), according to the rule mentioned of the above



in note (b) below, and this type of feminine is more frequently used in modern Arabic, e.g. Masc. sing.

Fem. sing. Classical usage

Modern usage

‫ﻼُن‬ َ ‫ﺴ‬ ْ ‫ َﻛ‬OR ‫ﻼٌن‬ َ ‫ﺴ‬ ْ ‫ َﻛ‬kasla¯ nu/un, ‫ﺴَﻠﻰ‬ ْ ‫ َﻛ‬kasla¯ OR ‫ﻼَﻧٌﺔ‬ َ ‫ﺴ‬ ْ ‫ َﻛ‬kasla¯ natun lazy 154

‫ﺳْﻜَﺮاُن‬ َ OR ‫ﺳْﻜَﺮاٌن‬ َ sakra¯ nu/ un, drunk

‫ﺳْﻜَﺮى‬ َ sakra¯ OR ‫ﺳْﻜَﺮاَﻧٌﺔ‬ َ sakra¯ natun

‫ﺸﺎُن‬ َ ‫ﻄ‬ ْ ‫ َﻋ‬OR ‫ﺸﺎٌن‬ َ ‫ﻄ‬ ْ ‫َﻋ‬ un, thirsty



atsˇa¯ nu/ ˙

‫ﺸﻰ‬ َ ‫ﻄ‬ ْ ‫َﻋ‬





atsˇa¯ OR ‫ﺸﺎَﻧٌﺔ‬ َ ‫ﻄ‬ ْ ‫ َﻋ‬at˙sˇa¯ natun ˙

Triptotes and diptotes

‫ﻀَﺒﺎُن‬ ْ ‫ َﻏ‬OR ‫ﻀَﺒﺎٌن‬ ْ ‫ َﻏ‬g˙ad˙ ba¯ nu/ ‫ﻀَﺒﻰ‬ ْ ‫ َﻏ‬g˙ad˙ ba¯ OR ‫ﻀَﺒﺎَﻧٌﺔ‬ ْ ‫ َﻏ‬g˙ad˙ ba¯ natun un, angry

Note a: When the above adjectives occur as proper names then they are treated as diptotes, following rule 3 (g) above, e.g. ‫ن‬ ُ ‫ﻀَﺒﺎ‬ ْ ‫ َﻏ‬g˙ ad˙ ba¯ nu (as proper name). Note b: The adjective below is not a diptote, because its feminine singular  does not end in ‫ َـﻰ‬.. /...a¯ / (pattern: ‫ﻌَﻠﻰ‬ ْ ‫ َﻓ‬fa la¯ ):

Nom.

Acc.

Gen.

Fem. sing.

‫َﻧْﺪَﻣﺎٌن‬

‫َﻧْﺪَﻣﺎًﻧﺎ‬

‫َﻧْﺪَﻣﺎٍن‬

( ‫ﻣﺎَﻧٌﺔ‬ َ ‫) َﻧْﺪ‬

nadma¯ nun, regretful

nadma¯ nan

nadma¯ nin

(nadma¯ natun)



Note c: Adjectives of the pattern ‫ن‬ ٌ ‫ﻼ‬ َ ‫ ُﻓْﻌ‬fu la¯ nun are all triptotes, e.g.

‫ُﻋْﺮَﻳﺎٌن‬

‫ُﻋْﺮَﻳﺎًﻧﺎ‬





urya¯ nun, naked

(b)



urya¯ nan

(‫ﻋْﺮَﻳﺎَﻧٌﺔ‬ ُ )



urya¯ nin

( urya¯ natun)

‫ﻼٌن‬ َ ‫ُﻓ‬

‫ﻼًﻧﺎ‬ َ ‫ُﻓ‬

‫ﻼٍن‬ َ ‫ُﻓ‬

(‫ﻼَﻧٌﺔ‬ َ ‫)ُﻓ‬

fula¯ nun, somebody

fula¯ nan

fula¯ nin

(fula¯ natun)




Masculine adjectives of the pattern ‫ﻞ‬ ُ ‫ َأﻓَْﻌ‬af alu, e.g.

‫ﺣَﻤُﺮ‬ ْ ‫َأ‬


ahmaru ˙ red (c)

‫ُﻋْﺮَﻳﺎٍن‬

‫ﺻَﻐُﺮ‬ ْ ‫َأ‬

‫ﺧُﺮ‬ َ ‫ƒا‬

asg˙ aru ˙ smaller

a¯ haru ˘ other, another




Nouns and adjectives ending in

ُ ‫َأْﻋَﺮ‬ ‫ج‬







a rag˘ u

lame




‫ـَـﺎُء‬.. /...a¯ u/ which is not part of

the verb root, e.g.

‫( َﻋْﺬَراُء‬v. ‫)َﻋَﺬَر‬ 


adra¯ u ( adara) ¯ ¯ virgin

‫ﺳْﻮَداُء‬ َ (v. ‫ﺳَﻮَد‬ َ )


‫ﺳﺎُء‬ َ ‫( ُرَؤ‬v. ‫س‬ َ
‫)َرَأ‬



sawda¯ u (sawada)

ru asa¯ u (ra asa)

black (f.)

presidents




Note a: The triptote nouns ending in ‫ـَـﺎٌء‬.. /...a¯ un/ below do not belong to the above group, because they are derived from verbs ending in a weak radical (chapter 33), e.g.

155

‫ُﻗَّﺮاٌء‬

Triptotes and diptotes




qurra¯ un

(v. ‫َﻗَﺮَأ‬

‫ﺳَﻤﺎٌء‬ َ

(v. ‫ﻤَﻮ‬ َ ‫ﺳ‬ َ

‫ﺷَﺮاٌء‬ ِ

(v. ‫ي‬ َ ‫ﺷَﺮ‬ َ

qara a)

sama¯ un

samawa)

sˇira¯ un

sˇaraya)







readers

heaven




purchase, buy(ing)




Note b: The word ‫ﺷَﻴﺎُء‬ ْ ‫ َأ‬asˇ ya¯ u ‘things’ (sing. exception because it is a diptote in the Quran.

A few nouns and adjectives ending in ‫ـﻰ‬

(d)




ِ

‫ﻲٌء‬ ْ ‫ﺷ‬ َ




sˇ ay un) is an

.. are indeclinable (they

have the same form in all cases) in both the definite and indefinite form, e.g. Indefinite

Definite

‫ َﻣْﻘًﻬﻰ‬maqhan, a coffee house

‫َأْﻟـَﻤْﻘَﻬﻰ‬

‫ﺳْﻜَﻨﻰ‬ ُ sukna¯ , housing, dwelling

‫ﺴْﻜَﻨﻰ‬ ُّ ‫َأﻟ‬

22.5




al-maqha¯




as-sukna¯

Broken plurals as diptotes





Broken plurals having the pattern of ‫ﻞ‬ ُ ‫ َﻣَﻔﺎِﻋ‬mafa¯ ilu or ‫ َﻣَﻔﺎِﻋﻴُﻞ‬mafa¯ ı¯lu are diptotes, e.g.

‫َﻣَﻮا ُّد‬

‫ﺻﺎِﺑُﻊ‬ َ ‫َأ‬

‫َأَﻛﺎِرُم‬

masa¯ g˘ idu

materials

asa¯ bi u ˙ fingers

nobles

mosques

‫ﺼﺎِﻓﻴُﺮ‬ َ ‫َﻋ‬

‫َﻗَﻨﺎِدﻳُﻞ‬

‫ﺷَﺒﺎِﺑﻴُﻚ‬ َ

asa¯ fı-ru ˙ birds

qana¯ dı-lu

sˇaba¯ bı-ku




lamps

windows

songs, hymns





‫ﺟُﺪ‬ ِ ‫ﺴﺎ‬ َ ‫َﻣ‬




mawa¯ ddu




aka¯ rimu

‫ﺷﻴُﺪ‬ ِ ‫َأَﻧﺎ‬ ana¯ sˇ-ıdu

Exercises Practise your reading: )‫ﺠٌﺪ‬ ِ ‫ﺴ‬ ْ ‫ َﻣ‬s.( ‫ﺟَﺪ‬ ِ ‫ﺴﺎ‬ َ ‫َﻣ‬

4

‫ ُﻣْﻤَﺘﺎِزﻳَﻦ ِﻓﻲ‬3 )‫ ُﻣَﺆِّذٌن‬s.( ‫ﺖ ِﻟـُﻤَﺆَّذِﻧﻴَﻦ‬ ُ ‫ﺳَﺘَﻤْﻌ‬ ْ ‫ِإ‬ 2

1

َ َ‫َﻋِﺪﻳَﺪٍة ِﻓﻲ َﻣّﻜََﺔ ْﻟـُﻤَﻜّﺮ‬ . ‫ﻣِﺔ‬

 (1) istama tu li-mu addinı-na mumta¯ zı-na fı- masa¯ g˘ ida adı-datin fı- Makkata ¯¯ l-mukarramati. 6

1

5

I listened to 3excellent 2muezzins (2reciters of the Holy Quran) in

156 5

many 4mosques in the 6Honored (Holy) city of Mecca.

‫ﺳﻴَﻨﺎ َﻗِﺮﻳًﺒﺎ ِﻣَﻦ‬ ِ ‫ﺤَﺮ اِء‬ ْ ‫ﺻ‬ َ ‫ﺳَﻨٍﺔ ِﻓﻲ‬ َ ‫ﻒ‬ َ ‫ﺼ‬ ْ ‫ِﻧ‬ 5

4

3

2

)IV( ‫ﺖ‬ ُ ‫ َأَﻗْﻤ‬/ ‫ﺖ‬ ُ ‫ﺳَﻜْﻨ‬ َ 1

.‫ﻂ‬ ِ ‫ﺳ‬ ِّ ‫ْﻟـُﻤَﺘَﻮ‬

‫ﺤِﺮ‬ ْ ‫ْﻟَﺒ‬

7

1

6


(2) sakantu nisfa sanatin fı- sahra¯ i Sı-na¯ qarı-ban mina l-bahri l-mutawassiti. ˙ ˙ ˙ ˙ ˙ 1 I lived/stayed for 2half a 3year in 4the Sinai Desert 5near the 7Mediter-

Triptotes and diptotes

ranean 6Sea. 5 4 3 2 1 ‫ﻈﻴٌﻢ) ِﻓﻲ‬ ِ ‫ ﻋ‬s.( ‫ﻈَﻤﺎَء‬ َ ‫ َﻋﺎِﻟﻢٌ) ُﻋ‬s.( ‫ﻃِﻮﻳَﻠٍﺔ َﻣَﻊ ُﻋَﻠَﻤﺎَء‬ َ ‫ﺖ ِﻟـُﻤّﺪٍَة‬ ُ ‫ﺴ‬ ْ ‫ﺟَﻠ‬ َ

.‫ﺤِﺮ‬ ْ ‫َﻣْﻘًﻬﻰ َﻋَﻠﻰ ْﻟَﺒ‬  

 (3) g˘ alastu li-muddatin tawılatin ma a ulama¯ a udama¯ a fı maqhan ala¯ ˙ ¯˙ l-bahri. ˙ 1 I sat for a 3long 2time with 5great 4scholars in 6a coffee shop by the 7sea. 7

‫ﺳُﺒﻮًﻋﺎ‬ ْ ‫ﺷْﻬًﺮا ِﻓﻲ َﻋ َّﻤﺎَن َوُأ‬ َ ‫ت َو‬ َ ‫ﺳَﻨًﺔ ِﻓﻲ َﺑْﻴُﺮو‬ َ 4

3

2

6

)IV( ‫ﺖ‬ ُ ‫ َأَﻗْﻤ‬/ ‫ﺖ‬ ُ ‫ﺳَﻜْﻨ‬ َ 1

1

. ‫ﻫَﺮِة‬ ِ ‫ع ِﻓﻲ  ْﻟَﻘﺎ‬ ِ ‫ﺳُﺒﻮ‬ ْ ‫ﻒ ُْﻷ‬ َ ‫ﺼ‬ ْ ‫َوِﻧ‬

 (4) sakantu / aqamtu sanatan fı- Bayru¯ta wa-sˇahran fı- Amma¯ na wa- usbu¯ an
 wa-nisfa l- usbu¯ i fı- l-Qa¯ hirati. ˙ 1 I lived / 1I stayed 2for a year in Beirut, 3a month in Amman and 4one and 6

5

5

a half 6weeks in Cairo.




. ‫ﺤَﻢ‬ ْ ‫ﺖ َﻟـ‬ َ ‫ﺳَﻌﺎَد َوِﻫْﻨٍﺪ ِإَﻟﻰ َﺑْﻴ‬ ُ ‫ﻒ َو‬ َ ‫ﺳ‬ ُ ‫ﺣَﻠٍﺔ َﻣَﻊ ُﻳﻮ‬ ْ ‫ِﺑِﺮ‬





2

ِ ‫ﺖ َأْﻣ‬ ‫ﺲ‬ ُ ‫َذَﻫْﺒ‬ 1




(5) dahabtu amsi bi-rihlatin ma a Yu¯sufa wa-Su a¯ da wa-Hindin ila¯ bayta ¯ ˙ lahma. ˙ I went 2on a trip to Bethlehem 1yesterday with Josef, Suad and Hind.

‫ َﻣْﻌَﺒٌﺪ) َﻛِﺜﻴَﺮٍة ِﻓﻲ‬s.( ‫ﺨَﻤًﺔ ِﻓﻲ َﻣَﻌﺎِﺑَﺪ‬ ْ ‫ﺿ‬ َ )ٌ‫ﻤَﺜﺎل‬ ْ ‫ ِﺗ‬s.( ‫ت َﺗَﻤﺎِﺛﻴَﻞ‬ ُ ‫ﺷﺎَﻫْﺪ‬ َ 4

3

2

1

ِ ‫ﺻٍﺔ ِﻓﻲ ْﻟَﻘﺎ‬ . ‫ﻫَﺮِة‬ َ ‫ﺼَﺮ َوِﺑ‬ ْ ‫ِﻣ‬ َّ ‫ﺨﺎ‬  (6) sˇa¯ hadtu tama¯ t-ıla dahmatan fı- ma a¯ bida kat-ıratin fı- misra wa-bi-ha¯ ssatin ˘ ˙˙ ¯ ˙ ˘ ¯ ˙ fı- l-Qa¯ hirati. 5

1

I saw 3huge 2statues in many 4temples in Egypt, 5especially in Cairo.

َ ‫ﺟﻮْر‬ ُ ‫ﺣَﻤَﺪ َو‬ ْ ‫ﺤَّﻤٍﺪ َوَأ‬ َ ‫ﺖ َﻣَﻊ َأْﻛَﺮَم َوُﻣ‬ ُ ‫َﺗَﻜَّﻠْﻤ‬ ‫ﻲ َوُﻋَﻤَﺮ‬ ًّ ‫ﺖ ِإَﻟﻰ َﻋِﻠ‬ ُ ‫ وَﻛَﺘْﺒ‬،‫ج‬ 2

1

. ‫ﻫﻴَﻢ َوَﻳِﺰﻳَﺪ‬ ِ ‫ﺳَﻠْﻴَﻤﺎَن َوُﻋْﺜَﻤﺎَن َوِإْﺑَﺮا‬ ُ ‫َو‬



(7) takallamtu ma a Akrama wa-Muhammadin wa- Ahmada wa-G˘ u¯rg˘ a, ˙ ˙ 
  wa-katabtu ila¯ Aliyyin wa- Umara wa-Sulayma¯ na wa- Utma¯ na wa¯
Ibra¯ hıma wa-Yazıda.

157




1

Triptotes and diptotes




I spoke to (with) Akram, Mohammad, Ahmad and George, 2and I

wrote to Ali, Omar, Solomon, Othman, Abraham and Yazid.

ُ ‫َﺗَﻨّﺰَْﻫ‬ ‫ﺖ‬ ُ ‫ﻄْﻔ‬ َ ‫ﻖ َوَﻗ‬ َ ‫ﺸ‬ ْ ‫ﺣَﻴِﺔ ِدَﻣ‬ ِ ‫ﺿﺎ‬ َ ‫ﻀُﺮ) ِﻓﻲ‬ َ ‫ﺧ‬ ْ ‫ َأ‬m.( ‫ﻀَﺮاَء‬ ْ ‫ﺧ‬ َ ‫ﺟَﻨْﻴَﻨٍﺔ‬ ُ ‫ﺖ ِﻓﻲ‬ 5

4

3

2

.)‫ﻤُﺮ‬ َ ‫ﺣ‬ ْ ‫ َأ‬m.( ‫ﺣْﻤَﺮاَء‬ َ

‫ِﻣْﻨَﻬﺎ َزْﻫَﺮًة‬

8

7

1

6


(8) tanazzahtu fı- g˘ unaynatin hadra¯ a fı- da¯ hiyati Dimasˇqa wa-qataftu min-ha¯ ˘ ˙ ˙ ˙ ˙
zahratan hamra¯ a. ˙ 1 I took a walk (1I went for a walk) in 3a green 2garden in 4a suburb of Damascus 5and I picked (6from it) 8a red 7flower. )‫ﻞ‬ ٌ ‫ﺸِﻜ‬ ْ ‫ ُﻣ‬s.( ‫ﺸﺎِﻛِﻠِﻬْﻢ‬ َ ‫َﻣ‬

5

ُ ‫َﺗَﻜَّﻠَﻢ َر‬ ‫ج ِﻓﻲ ُﻣْﺆَﺗَﻤٍﺮ ِﻟـْﻠُﻤَﻌﺎِﻗﻴَﻦ َﻋْﻦ‬ ُ ‫ﺟٌﻞ َأْﻋَﺮ‬ 4

ُ ُ‫ﺼ‬ . ‫ﻬْﻢ‬ ُ ‫َﺗ‬ ّ ‫ﺨ‬

3

2

‫ﺧَﺮى‬ ْ ‫ﺿﻮعٌ) ُأ‬ ُ ‫ َﻣْﻮ‬s.( ‫ﺿﻴَﻊ‬ ِ ‫َوَﻣَﻮا‬

8

7

1

6



  (9) takallama rag˘ ulun a rag˘ u fı- mu tamarin li-l-mu a¯ qı-na an masˇa¯ kili-him 
wa-mawa¯ d-ı a uhra¯ tahussu-hum. ˘ ˘ ˙˙ ˙ 2 A lame man 1spoke at 3a conference (congress) 4for the disabled (handicapped) about 5their 5problems and 7other 6subjects 8concerning them. .‫ق‬ َ ‫َأْزَر‬

7

ِ ‫َﻗَّﺪَﻣ‬ ‫ﺤٍﻦ‬ ْ ‫ﺻ‬ َ ‫ﺻَﻔَﺮ ِﻓﻲ‬ ْ ‫ﺾ َدَواًء َأ‬ ِ ‫ﺿُﺔ ِﻟـْﻠَﻤِﺮﻳ‬ َ ‫ﺖ ْﻟـُﻤَﻤَّﺮ‬ 6

5

4

3

2

1




(10) qaddamati l-mumarridatu li-l-marı-di dawa¯ an asfara fı- sahnin azraqa. ˙ ˙ ˙ ˙ ˙ 2 The nurse 1gave 3the patient some 5yellow 4medicine on a 7blue 6plate. .‫ﻼ‬ ً ‫ َأْﻛ‬/ ‫ﻃَﻌﺎًﻣﺎ‬ َ



7

‫ﺟْﻮَﻋﺎَﻧٌﺔ‬ َ ‫ﺖ‬ ٌ ‫ﺖ ِﺑْﻨ‬ ْ ‫ﻃَﻠَﺒ‬ َ ‫ﺷَﺮاًﺑﺎ َو‬ َ ‫ﺸﺎُن‬ َ ‫ﻄ‬ ْ ‫ﻃْﻔٌﻞ َﻋ‬ ِ ‫ﺐ‬ َ ‫ﻃَﻠ‬ َ 6

5

4

3



2

1



(11) talaba tiflun atsˇa¯ nu sˇara¯ ban wa-talabat bintun g˘ aw a¯ natun ta a¯ man ˙
˙ ˙ ˙ ˙ / aklan. 3

A thirsty 2child (m.) 1requested 4a drink and 6a hungry girl 5requested

7

food. 6 5 4 3 2 1 َّ ‫ﺿ َّﺪ ُﻣَﻮ‬ َ‫ﺴﺎِﺋﻞ‬ َ ‫ﺴُﺆوٍل َﻋْﻦ َﻣ‬ ْ ‫ﻇﻒٍ َﻣ‬ ِ ‫ﻀَﺒﺎُن َﺗْﻘِﺮﻳًﺮا‬ ْ ‫ﺐ ُﻣَﻔَّﺘﺶٌ َﻏ‬ َ ‫َﻛَﺘ‬

. ‫ﻣِﺔ‬ َ ‫ﺤُﻜﻮ‬ ُ ‫ْﻟـ‬

8

7 ‫ﺳَّﺮّﻳٍَﺔ ِﻓﻲ‬ ِ )‫ﺴَﺄَﻟٌﺔ‬ ْ ‫ َﻣ‬s.(


 (12) kataba mufattisˇun g˙ adba¯ nu taqrı-ran didda muwaddafin mas u¯lin an ˙ ˙
˙¯ ˙¯ masa¯ ila sirriyyatin fı- l-huku¯mati. ˙ 2 An angry 1inspector wrote 3a report 4condemning (lit. 4against) an 158

employee 5responsible for 7confidential (secret) 6matters in 8the government.

َ ‫ َﻗﺎِﻋَﺪٌة) ﻟ ُّﻠَﻐِﺔ ْﻟ‬s.( ‫ﺤﺎِن َﻗَﻮاِﻋِﺪ‬ . ‫ﻌَﺮِﺑّﻴَِﺔ‬ َ ‫ﻼُن ِﻓﻲ ْﻣِﺘ‬ َ ‫ﺴ‬ ْ ‫ﺐ َﻛ‬ ٌ ‫ﻃﺎِﻟ‬ َ ‫ﺐ‬ َ ‫ﺳ‬ َ ‫َر‬   (13) rasaba ta¯ libun kasla¯ nu fı-mtiha¯ ni qawa¯ idi l-lug˙ ati l- arabiyyati. ˙ ˙ 2 A lazy student 1failed (in) the Arabic 4grammar 3exam (lit. 4the grammar 5

4

3

2

1

Triptotes and diptotes

of the Arabic 5language). 4 3 2 1 ٌّ ‫ﺟَﻨِﺒ‬ ُ ‫َﺗَﻨَّﺰْﻫ‬ ‫ﺸُﻬﻮِرﻳَﻦ ِﻓﻲ‬ ْ ‫ﻲ) َﻣ‬ ْ ‫ َأ‬s.( ‫ﺐ‬ َ ‫ﺟﺎِﻧ‬ َ ‫ﺷﺎِﻋﺮٌ) َأ‬ َ s.( ‫ﺷَﻌَﺮاَء‬ ُ ‫ﺖ َﻣَﻊ‬

.‫ﻖ‬ َ ‫ﺸ‬ ْ ‫ب ِﻣْﻦ ِدَﻣ‬ ِ ‫ِﺑˆْﻟُﻘْﺮ‬

6

‫ﺟِﻤﻴَﻠٍﺔ‬ َ )‫ﺣِﺪﻳَﻘٌﺔ‬ َ s.( ‫ﻖ‬ َ ‫ﺣَﺪاِﺋ‬ َ

5

 


(14) tanazzahtu ma a sˇu ara¯ a ag˘ a¯ niba masˇhu¯rı-na fı- hada¯ iqa g˘ amı-latin ˙ bi-l-qurbi min dimasˇqa. 1

I took a walk with (some) 4famous 3foreign 2poets in beautiful 5gardens

(parks) 6near Damascus. Translate into Arabic: (1)

I sat for a long time in a coffee shop by the sea with a famous poet.

(2)

I took a walk in the suburb(s) of Cairo and saw many statues and a huge temple.

(3)

I listened for a long time to an angry inspector who spoke about (the) confidential matters concerning (the) foreigners.

(4)

I lived for a year in Cairo, half a year in Bethlehem, one month in Amman and one and a half weeks in Beirut near the sea.

(5)

I went yesterday to the mosque and I listened to an excellent reciter (of the Quran) in (the) Honoured (Holy) city of Mecca.

(6)

I sat yesterday with a lame man in a garden and he spoke about his problem and the problems of the disabled.

(7)

The hungry and thirsty patient asked the nurse for medicine, food and drink.

(8)

The nurse gave the ill child the medicine on a green plate and the food on a blue plate.

(9)

The employee responsible wrote a report condemning (lit. against) the Arabic grammar exam.

159

Chapter 23

Participles, verbal nouns (masdar), nouns of place, time˙ and instrument 23.1

Active participle

The active participle, ‫ﻞ‬ ِ ‫ﺳُﻢ ْﻟَﻔﺎِﻋ‬ ْ ‫ِإ‬, is a deverbal adjective or noun indicating the doer of an action or doing the action. The pattern of the active participle of the triliteral verb (form I) is ‫ﻞ‬ ٌ ‫( َﻓﺎِﻋ‬fem. ‫)َﻓﺎِﻋَﻠـٌﺔ‬, from the verb

‫َﻓَﻌَﻞ‬, e.g.

‫ﺐ‬ ٌ ‫ َﻛﺎِﺗ‬ka¯ tibun, one who writes, writer, clerk (from the verb ‫ﺐ‬ َ ‫ َﻛَﺘ‬kataba, to write)

‫ َﻗﺎِﺗٌﻞ‬qa¯ tilun, one who kills, killer, murderer (from the verb ‫ َﻗَﺘَﻞ‬qatala, to kill) 23.2

Some active participles are often used to indicate an on-going,

simultaneous or imminent action or state, having a meaning close to the verb in the imperfect tense. They may then correspond to the English present participle, progressive present or future, e.g.

‫ﺴﺎِﻓٌﺮ‬ َ ‫( ُﻣ‬III) travelling, going to travel

ٌ ‫ﺟﺎِﻟـ‬ ‫ﺲ‬ َ sitting

‫ﺐ‬ ٌ ‫ َذاِﻫ‬going

Hence it is sometimes difficult to know whether to use the active participle or the imperfect tense. It is a question of practice, e.g. Active participle

Imperfect verb

‫ﺴﺎِﻓٌﺮ َﻏًﺪا‬ َ ‫َأَﻧﺎ ُﻣ‬

‫ﺳﺎِﻓُﺮ َﻏًﺪا‬ َ ‫ُأ‬


160

ana¯ musa¯ firun g˙ adan.

I am travelling tomorrow.




usa¯ firu g˙ adan.

I will travel tomorrow.

‫ﺣًﻜﺎ‬ ِ ‫ﺿﺎ‬ َ َ‫ﺧَﺮج‬ َ

‫ﺤﻚ‬ َ ‫ﻀ‬ ْ ‫ج (َوُﻫَﻮ) َﻳ‬ َ ‫ﺧَﺮ‬ َ

harag˘ a da¯ hikan. ˘ ˙ ˙ He went out laughing.

harag˘ a (wa-huwa) yadhaku. ˘ ˙˙ He went out (while) laughing. He was laughing as he went out.

Participles, verbal nouns, nouns of place, time, instrument

Note: The above words ‫ﺪا‬ ً ‫ َﻏ‬and ‫ﺣًﻜﺎ‬ ِ ‫ﺿﺎ‬ َ are in the accusative case, because they function as adverbs (see chapter 38).

23.3

In the case of a habitual action or something which happens

regularly, the imperfect tense should replace the active participle as follows: With the active participle

With the imperfect (a habitual action)

‫ﺟﺎِﻟـﺲٌ ُﻫَﻨﺎ‬ َ ‫س‬ ُ ‫ﺤﺎِر‬ َ ‫َأْﻟـ‬

‫ﺠِﻠـﺲُ )َداِﺋًﻤﺎ( ُﻫَﻨﺎ‬ ْ ‫س َﻳ‬ ُ ‫ﺤﺎِر‬ َ ‫َأْﻟـ‬

al-ha¯ risu g˘ a¯lisun huna¯ . ˙ The guard is sitting here.

al-ha¯ risu yag˘ lisu (da¯ iman) huna¯ . ˙ The guard (always) sits here.




‫ﺐ ِإَﻟﻰ َﻋَﻤِﻠِﻪ‬ ٌ ‫َأْﻟَﻌﺎِﻣﻞُ َذاِﻫ‬







ُ ‫َﻳْﺬَﻫ‬ ِ ‫ﺼَﺒﺎ‬ ‫ح‬ َّ ‫ﺐ ْﻟَﻌﺎِﻣﻞُ ِإَﻟﻰ َﻋَﻤِﻠِﻪ ِﻓﻲ ﻟ‬



al- a¯ milu da¯hibun ila¯ ¯ 


 yadhabu l- a¯ milu ila¯ amali-hi fı- s-saba¯ hi. ¯ ˙˙ ˙

The worker is going (or: is

The worker (always) goes to (his) work

on his way) to (his) work.

in the morning.

‫ﺼﺎًﻧﺎ‬ َ ‫ﺣ‬ ِ ‫ﺐ‬ ٌ ‫َأَﻧﺎ َراِﻛ‬

َ ‫ﺣ‬ ِ ‫ﺐ‬ ُ ‫َأْرَﻛ‬ ‫ﺼﺎًﻧﺎ ُﻛﻞَّ َﻳْﻮٍم‬

ana¯ ra¯kibun hisa¯ nan. ˙˙ I am riding a horse

arkabu hisa¯ nan kulla yawmin. ˙˙ I ride a horse every day.

amali-hi.







(just now).

23.4 Passive participle The passive participle,

‫ﺳُﻢ ْﻟـَﻤﻔُْﻌﻮِل‬ ْ ‫ ِإ‬, is a deverbal adjective or noun

which indicates (the result or effect of) a completed action. In English it corresponds to the past participle. The passive participle of the triliteral verb (form I) is formed according to the pattern of



‫َﻣـْﻔُﻌﻮٌل‬

maf u¯ lun, e.g.

ٌ ‫ َﻣﻜُﺘﻮ‬written, a letter ‫ب‬

‫( َﻣْﻘُﺘﻮٌل‬is) killed, murdered

161

Participles, verbal nouns, nouns of place, time, instrument

Active participles and passive participles of the derived verb

23.5

forms II–X are formed according to the pattern below with the prefix ...‫ﻣـ‬ ُ : (a)

Active participle

(b)

(I)

II

III

IV

V

VI

VII

(‫ﻞ‬ ٌ ‫)َﻓﺎِﻋ‬

‫ُﻣْﻨَﻔِﻌٌﻞ ُﻣَﺘَﻔﺎِﻋٌﻞ ُﻣَﺘَﻔَّﻌﻞٌ ُﻣْﻔِﻌٌﻞ ُﻣَﻔﺎِﻋٌﻞ ُﻣَﻔَّﻌٌﻞ‬

VIII

‫ُﻣْﻔَﺘِﻌٌﻞ‬

IX

X

‫ُﻣْﻔَﻌٌّﻞ‬

‫ﺴَﺘْﻔِﻌٌﻞ‬ ْ ‫ُﻣ‬

VII

VIII

Passive participle (I)

II

III

IV

V

VI

(‫ل‬ ٌ ‫)َﻣْﻔُﻌﻮ‬

ٌ‫ُﻣْﻨَﻔَﻌٌﻞ ُﻣَﺘَﻔﺎَﻋٌﻞ ُﻣَﺘَﻔّﻌَﻞٌ ُﻣْﻔَﻌٌﻞ ُﻣَﻔﺎَﻋٌﻞ ُﻣَﻔّﻌَﻞ‬ IX

‫ُﻣْﻔَﺘَﻌٌﻞ‬ X

‫ﺴَﺘْﻔَﻌٌﻞ‬ ْ ‫ُﻣ‬ 

(See also table A1.1 of the verb fa ala in Appendix 1.) Examples of verb forms II and III:

II

verb

active participle

passive participle

‫َﻋ َّﻠَﻢ‬ 

‫ُﻣَﻌَّﻠٌﻢ‬

‫ُﻣَﻌ َّﻠٌﻢ‬

mu allimun

mu allamun

to teach

teacher

taught, educated

‫ﺳﺎَﻋَﺪ‬ َ

‫ﺴﺎِﻋٌﺪ‬ َ ‫ُﻣ‬

‫ﺴﺎَﻋٌﺪ‬ َ ‫ُﻣ‬

sa¯ ada

musa¯ idun

musa¯ adun

to help

helper, assistant

one who has received help, been

allama

III











assisted

23.6 (a)

Verbal noun (masdar) ˙ The verbal noun is called

‫ﺼَﺪٌر‬ ْ ‫ َﻣ‬mas˙ dar, which means ‘source’.

It is a noun derived from the verb and denotes the action, quality 162

or state expressed by the verb. For example, the verbal noun

‫ َﻗْﺘٌﻞ‬qatlun, ‘killing, murder’ is derived from the verb ‫ َﻗَﺘَﻞ‬qatala, ‘to kill’; similarly, ‫ﻦ‬ ٌ ‫ﺴ‬ ْ ‫ﺣ‬ ُ h˙ usnun ‘beauty’, is derived from ‫ﺴَﻦ‬ ُ ‫ﺣ‬ َ hasuna ‘to be handsome’. The Arabic verbal noun corresponds ˙ to the English gerund ending in ‘-ing’ (e.g. ‘playing, going’), or to

action nouns like ‘departure’, ‘arrival’, ‘treatment’, etc.

Participles, verbal nouns, nouns of place, time, instrument

The patterns for forming verbal nouns from the different verb forms (I–X) are given below: (I)

II

III

IV

V

VI

VII

(‫ﻞ‬ ٌ ‫)َﻓْﻌ‬

‫َﺗْﻔِﻌﻴٌﻞ‬

‫ِﻓَﻌﺎٌل‬

‫ِإْﻓَﻌﺎٌل‬

‫ِإْﻓِﺘَﻌﺎٌل ِإْﻧِﻔَﻌﺎٌل َﺗَﻔﺎُﻋٌﻞ َﺗَﻔُّﻌٌﻞ‬

‫َﺗْﻔِﻌَﻠٌﺔ‬

‫ُﻣَﻔﺎَﻋَﻠٌﺔ‬ IX

VIII

X

‫ﻼٌل‬ َ ‫ﺳِﺘْﻔَﻌﺎٌل ِإْﻓِﻌ‬ ْ ‫ٍإ‬



(See also table A1.1 (fa ala) in Appendix 1.) Note a: The verbal nouns of forms IV–X have only one pattern, but forms II and III may have two.



Note b: The initial hamzatu l-qat i ‫ ِإ‬and ‫ ُأ‬in the verbal nouns of verb ˙ forms VII–X is subject to the rule of hamzatu l-wasli (waslah), in the same ˙ ˙ way as the corresponding hamzah in the perfect and imperative forms.

b)

There are dozens of patterns for the verbal noun of a triliteral verb in form I. They can only be learned from more advanced Arabic grammar books or by consulting the dictionary. The following are some examples: Verbal noun (masdar) ˙ ‫ َﻗْﺘٌﻞ‬qatlun, killing

Verb form I

‫ﺧﻮٌل‬ ُ ‫ ُد‬duh˘ u¯lun, entering

‫ﺧَﻞ‬ َ ‫ َد‬dah˘ ala, to enter

ٌ ‫ﺷْﺮ‬ ‫ب‬ ُ sˇurbun, drinking

َ ‫ﺷِﺮ‬ ‫ب‬ َ sˇariba, to drink



‫ َﻗَﺘَﻞ‬qatala, to kill



‫ﺳْﻤٌﻊ‬ َ sam un, hearing

‫ﺳِﻤَﻊ‬ َ sami a, to hear

‫ﺴٌﻦ‬ ْ ‫ﺣ‬ ُ h˙ usnun, beauty

‫ﺴَﻦ‬ ُ ‫ﺣ‬ َ h˙ asuna, to be handsome

‫ﺳَﻬٌﺮ‬ َ saharun, sleeplessness

‫ﺳِﻬَﺮ‬ َ sahira, to stay awake (at night)

163

Participles, verbal nouns, nouns of place, time, instrument

(c)

The Arabic verbal noun can often be translated by an English infinitive or gerund, e.g.

َ‫ﺼَﺪ ْﻟَﻘْﺘﻞ‬ َ ‫ َﻗ‬qas˙ ada l-qatla. He intended to kill.  ‫ﺣَﺔ‬ َ ‫ﺴَّﺒﺎ‬ َ ‫ َﻋ َّﻠَﻢ ﻟ‬allama s-siba¯h˙ ata. He taught swimming

(how to

swim).

23.7 Nouns of place and time,

ْ ‫ِإ‬, ‫ﺳُﻢ ْﻟـَﻤَﻜﺎِن َوﻟَّﺰَﻣﺎِن‬

express the

place or time of the verbal action or state. They are formed by prefixing

...‫ َﻣـ‬/ma.../ to the root according to the patterns: ٌ‫َﻣْﻔَﻌﻞ‬, ‫ َﻣْﻔِﻌٌﻞ‬or ‫َﻣْﻔَﻌَﻠٌﺔ‬. Their broken plural is formed according to the pattern ‫ﻞ‬ ُ ‫ َﻣَﻔﺎِﻋ‬or ‫َﻣَﻔﺎِﻋﻴُﻞ‬ and is a diptote, e.g. Noun of place/time

Broken plural

Triliteral verb (form I )

‫ﺨَﺰٌن‬ ْ ‫ َﻣ‬mah˘ zanun

‫ﺨﺎِزُن‬ َ ‫ َﻣ‬mah˘ a¯ zinu

‫ﺧَﺰَن‬ َ h˘ azana

store, warehouse



‫ َﻣْﻮِﻋٌﺪ‬maw idun

-

‫ َﻣَﻮاِﻋﻴُﺪ‬mawa¯ ıdu

appointment



‫ َوَﻋَﺪ‬wa ada to promise

‫ َﻣْﻨِﺰٌل‬manzilun

‫ َﻣَﻨﺎِزُل‬mana¯ zilu

stopping place, house

‫ﺠٌﺪ‬ ِ ‫ﺴ‬ ْ ‫ َﻣ‬masg˘idun

‫ َﻧَﺰَل‬nazala to go down

‫ﺟُﺪ‬ ِ ‫ﺴﺎ‬ َ ‫ َﻣ‬masa¯ g˘idu

mosque 23.8

to store

‫ﺠَﺪ‬ َ ‫ﺳ‬ َ sag˘ada to bow down

The nouns of place and time of the derived verb forms from

II–X are the same as the corresponding passive participles, e.g.

‫ ُﻣْﻨَﺘَﺰٌه‬muntazahun, park

‫ﺴَﺘْﻘَﺒٌﻞ‬ ْ ‫ ُﻣ‬mustaqbalun, future

(form VIII)

(form X)

23.9

Nouns of instrument

Nouns of instrument

‫ﺳُﻢ ْﻵَﻟِﺔ‬ ْ ‫ِإ‬

express the instrument or tool by

which the action is performed. They are prefixed with 164

...‫ِﻣـ‬

/mi.../

and formed only from verb form I, according to the following patterns:

Noun of instrument

Verb form I

Participles, verbal nouns, nouns of place, time, instrument

(a) Pattern ‫ل‬ ٌ ‫ ِﻣْﻔَﻌﺎ‬, e.g.

‫ﺸﺎٌر‬ َ ‫ ِﻣْﻨ‬minsˇa¯ run, saw

‫ﺸَﺮ‬ َ ‫ َﻧ‬nasˇara, to saw

ٌ ‫ ِﻣْﻔَﺘﺎ‬mifta¯ h˙ un, key ‫ح‬

‫ َﻓَﺘَﺢ‬fatah˙ a, to open

(b) Pattern ‫ﻞ‬ ٌ ‫ِﻣْﻔَﻌ‬, e.g.

‫ ِﻣْﺒَﺮٌد‬mibradun, file

‫ َﺑَﺮَد‬barada, to file

ٌّ ‫ ِﻣَﻘ‬miqassun, scissors ‫ﺺ‬ ˙˙

‫ﺺ‬ َّ ‫ َﻗ‬qas˙ s˙ a, to cut

(c) Pattern ‫ﻌَﻠٌﺔ‬ َ ‫ِﻣْﻔ‬, e.g.

‫ﺴٌﺔ‬ َ ‫ ِﻣْﻜَﻨ‬miknasatun, broom

َ ‫ َﻛَﻨ‬kanasa, to sweep ‫ﺲ‬

‫ﺸَﻔٌﺔ‬ َ ‫ ِﻣْﻨ‬minsˇafatun, towel

َ ‫ﺸ‬ ‫ﻒ‬ ِ ‫ َﻧ‬nasˇifa, to dry

Exercises (The transliterations will be omitted from the exercises from this point on, as the student should now be familiar enough with the Arabic script not to need to rely on transliteration.) Analyse each of the following nouns according to: a) the verb form number, b) the first (basic) verb form, c) the grammatical form, i.e. whether it is an active participle, passive participle, or verbal noun (masdar). ˙

‫ُﻣَﻌَّﻠٌﻢ‬

ٌ‫ُﻣَﻌَّﻠﻢ‬

‫ﻼٌم‬ َ ‫ﺳِﺘْﻌ‬ ْ ‫ِإ‬

‫َﻣْﻘُﺘﻮٌل‬

‫َﻣْﻔُﻬﻮٌم‬

educated

teacher

information

killed

understood

ٌ ‫ﻄﻮ‬ ‫ف‬ ُ ‫ﺨ‬ ْ ‫َﻣ‬

‫ﺳِﺘْﻌَﻤﺎٌر‬ ْ ‫ِإ‬

‫ﺴَﺘْﻌِﻤٌﺮ‬ ْ ‫ُﻣ‬

ٌ ‫ﺴُﻤﻮ‬ ‫ع‬ ْ ‫َﻣ‬

ٌ ‫َﻣْﻐُﻠﻮ‬ ‫ب‬

kidnapped

colonizing

colonial

heard

defeated

‫ﺴﺎِﻋٌﺪ‬ َ ‫ُﻣ‬

‫ﺸﺎِﻫٌﺪ‬ َ ‫ُﻣ‬

‫ﺴﺎَﻣٌﺢ‬ َ ‫ُﻣ‬

‫ﺳٌﻞ‬ ِ ‫ُﻣَﺮا‬

‫ُﻣَﺒﺎِﻟٌﻎ‬

assistant

spectator

excused

news correspondent

exaggerator

ٌ ‫ﺤَّﻤ‬ ‫ﺲ‬ َ ‫ُﻣَﺘ‬

‫ﺤَﺘَﺮٌم‬ ْ ‫ُﻣ‬

‫ﺴَﺘْﻌَﻤٌﻞ‬ ْ ‫ُﻣ‬

‫ﺟٌﺮ‬ ِ ‫ُﻣَﻬﺎ‬

‫ﺴَﺘْﻘَﺒٌﻞ‬ ْ ‫ُﻣ‬

enthusiastic

respected

used

emigrant, immigrant

future

‫ﺸُﻬﻮٌر‬ ْ ‫َﻣ‬

‫ﺤﺎٌن‬ َ ‫ِإْﻣِﺘ‬

ٌ ‫ﺿَﺮا‬ ‫ب‬ ْ ‫ِإ‬

‫ﺣِﺘَﺮاٌم‬ ْ ‫ِإ‬

‫ﺠﺎٌر‬ َ ‫ِإْﻧِﻔ‬

famous

exam

strike

respect

explosion

165

Participles, verbal nouns, nouns of place, time, instrument

‫ﺣِﻤَﺮاٌر‬ ْ ‫ِإ‬

‫َﺗْﻘِﺪَﻣٌﺔ‬

‫ﺴِﻠﻴٌﺢ‬ ْ ‫َﺗ‬

ٌ ‫ﺨَﺘِﺮ‬ ‫ع‬ ْ ‫ُﻣ‬

‫ﺴﺎَﺑَﻘٌﺔ‬ َ ‫ُﻣ‬

reddening

gift

armament

inventor

competition

blushing

arming

‫ِإْﻧِﻔَﺮاٌد‬

ٌ ‫ﺸِﺮ‬ ‫ف‬ ْ ‫ُﻣ‬

‫س‬ ٌ ‫ُﻣَﻘ َّﺪ‬

‫ﺠٌﻞ‬ ِ ‫ﺴَﺘْﻌ‬ ْ ‫ُﻣ‬

‫ُﻣَﻌﺎَﻫَﺪٌة‬

loneliness

supervisor

holy

speedy

treaty

isolation

Practise your reading:

َّ ‫ح ُﻳَﻜَّﻨﺲُ ْﻟـٌﻤَﻨ‬ َّ ‫ﺳ‬ ‫ﺠـﺎَدُه‬ َ ‫ض ْﻟـﺠﺎِﻣِﻊ َو‬ َ ‫ﻒ َأْر‬ ُ ‫ﻈ‬ ٍ ‫ﺻَﺒﺎ‬ َ ّ‫ِﻓﻲ ُﻛ َﻞ‬ 6

5

4

3

2

1

11 10 9 8 7 َّ ‫ﺳ‬ َ ‫ﺧَﻞ َوﻟّﺪََر‬ ‫ج‬ َ ‫ﺴُﻞ ْﻟـَﻤْﺪ‬ ِ ‫ﺴِﺔ ْﻟَﻜْﻬَﺮَﺑﺎِﺋ َّﻴِﺔ وَﻳْﻐ‬ َ ‫ﺠﺎَدٌة( ِﺑˆْﻟـِﻤْﻜـَﻨ‬ َ s.)

.(‫ﺻﺎُﺑﻮَﻧٌﺔ‬ َ s.) ‫ﺼَﺎُﺑﻮِن‬ ّ ‫َوﻟ‬ 1

3

2

14

13 12 ‫ﺧِﻦ‬ ِ ‫ﺴَﺎ‬ َ ‫َدَر‬ ّ ‫ﺟٌﺔ( ِﺑˆْﻟـَﻤﺎِء ﻟ‬

4

6

s.) 5

(1) Every morning the cleaner sweeps the floor and the carpets of the mosque with 8the

7,8

vacuum cleaner (lit. 8electric 7broom) 9and washes

10

the entrance 11and the stairs with 13warm 12water 14and soap. 4 3 2 1 ‫ط‬ ِ ‫ﺟﺎِﻣَﻌِﺔ ﻟَّﺮَﺑﺎ‬ َ ‫ث ِﻣْﻦ‬ ِ ‫ﺳَﺘﺎِذ ْﻟـَﻤْﺒُﻌﻮ‬ ْ ُ‫ﻃِﺮﻳَﻘـُﺔ َﺗْﻌِﻠﻴِﻢ  ْﻷ‬ َ ‫ﺠَﺒـْﺘـِﻨﻲ‬ َ ‫َأْﻋ‬

َ ‫ﻟ ُّﻠَﻐِﺔ ْﻟ‬ . ‫ﻌَﺮِﺑ َّﻴِﺔ‬

6

ِ ‫ِﻟَﺘْﺪِرﻳ‬ ‫ﺲ‬

5

(2) 1I liked the 3teaching 2method (way) of the professor 4sent over from the University of Rabat 5to teach the Arabic 6language.

ِ ‫ﺸْﺮ‬ ُ ‫َﺑَﺪَأ ﻟَّﻨـﺎ‬ ‫ﻂ َﻳْﻌِﺮُﻓﻮَن َﻗْﺪَر ْﻟِﻌْﻠِﻢ َﺑْﻌَﺪ‬ ِ ‫ﺳ‬ َ ‫ق َْﻷْو‬ َّ ‫س ِﻓﻲ ﻟ‬ 8

7

6

5

4

3

2

.‫ﻞ‬ ٍ ‫ﻃِﻮﻳ‬ َ

10

ٍ ‫ﻄﺎ‬ ‫ع‬ َ ‫ْﻧِﻘ‬

1

9

(3) 2The people in 4the Middle 3East 1began 5to realize 6the value of 7science (knowledge), 8after 10a long 9halt (break). 5 4 3 2 1 ‫ﺠْﻤُﻬﻮِرّﻳَِﺔ‬ ِ ‫ﺼَﺒﺎ‬ ُ ‫ﺲ ْﻟـ‬ َ ‫ح ِﻣَﻦ ِْﻹَذاَﻋِﺔ َأَّن َرِﺋﻴ‬ ُ ‫ﺳِﻤْﻌ‬ َ َّ ‫ﺖ ِﻓﻲ ﻫَﺬا ﻟ‬ ‫ا‬

9 8 7 6 ِ ‫ﻟُّﺘﻮِﻧ‬ ‫ﻲ‬ َّ ‫ﺐ ُﻣِﺪﻳِﺮ ْﻟَﺒْﻨِﻚ ﻟَّﺪْوِﻟ‬ ِ ‫ﺚ َﻏًﺪا َﻣَﻊ َﻧﺎِﺋ‬ ُ ‫ﺣ‬ َ ‫ﺳَﻴَﺘَﺒﺎ‬ َ ‫ﺴَّﻴِﺔ‬

. ‫ﻣﺎِﻟـّﻴَـٍﺔ‬ َ

12

ٍ ‫ﺴﺎَﻋَﺪا‬ ‫ت‬ َ ‫ص ُﻣ‬ ِ ‫ﺼﻮ‬ ُ ‫ﺨ‬ ُ ‫ِﺑ‬ 11

10

(4) 1I heard this 2morning on 3the radio that 4the president of 5the Republic 166

of Tunisia 6will 7tomorrow 6discuss (10concerning) 12financial 11assistance (support) with the 8vice-director of 9the International Bank.

6 5 4 3 2 1 ِ َ‫ب ُﻟْﺒَﻨﺎَن ِﻓﻲ ُْﻷَﻣِﻢ ) ُأ َّﻣٌﺔ( ْﻟـُﻤّﺘ‬ ‫ﺷُﺮ‬ ِ ‫ﺳـُﻴـَﺒﺎ‬ َ ‫ﺤَﺪِة َو‬ َ ‫ﺟﻲ َﻣْﻨُﺪو‬ ِ ‫ُﻋَّﻴَﻦ َزْو‬

.‫ﻞ‬ ِ ‫ْﻟـُﻤْﻘِﺒ‬

10

‫ﻂ ْﻟَﻌﺎِم‬ ِ ‫ﺳ‬ َ ‫َﻋَﻤـَﻠُﻪ ِﻓﻲ َو‬ 9

8

7

(5) 2My husband 1has been appointed as the Lebanese 3representative at the 5

United 4Nations and 6he will start 7his post (work) by 8the middle of

Participles, verbal nouns, nouns of place, time, instrument

10

the next 9year.

ْ ‫ﺴ َّﻠَﻢ ُْﻷ‬ ِ ‫ﺲ َﻣْﻌَﻬِﺪ َﺗْﺪِرﻳ‬ ‫ﺲ‬ ِ ‫ﺳﺎَﻟًﺔ ِﻣْﻦ َرِﺋﻴ‬ َ ‫ﺳَﺘﺎُذ ْﻟَﻴْﻮَم ِر‬ َ ‫َﺗ‬ 5

4

3

2

1

10 9 7 6 ٌّ ‫ﺟَﻨِﺒ‬ ‫ﺴَﺄُﻟُﻪ ِﻓﻴَﻬﺎ َﻋْﻦ‬ ْ ‫ َﻳ‬8 (‫ﻲ‬ ْ ‫ َأ‬s.) ‫ﺐ‬ ِ ‫ﺟﺎِﻧ‬ َ ‫ﻸ‬ َ ْ ‫ﻟـ ُّﻠَﻐِﺔ ْﻟَﻌَﺮِﺑ َّﻴِﺔ ِﻟ‬

. ‫ﻬْﻢ‬ ِ ‫ﺳﺎِﺗ‬ َ ‫ِدَرا‬

12

ُّ ‫ َﺗَﻘّﺪُِم ﻟ‬1 1 ِ َ‫ﻼ‬ ‫ﺐ( ِﻓﻲ‬ ٌ ‫ﻃﺎِﻟ‬ َ s.) ‫ب‬ ّ ‫ﻄ‬

(6) The professor 1received 2today 3a letter from the director of the Arabic 6

Language 5Teaching 4Institute 7for Foreigners, 8asking him (9in it) 10about

11

the progress of the students in 12their studies.

ِ 2 7 6 5 4 3 1 َ ‫ﺸُْﺮ‬ ‫ﺸﻮٌر‬ ُ ‫ﺲ َﻣْﻨ‬ ِ ‫ﻈﺎِﻫِﺮﻳَﻦ َأْﻣ‬ َ ‫ﻃِﺔ َوْﻟـُﻤَﺘ‬ ‫ﻟ‬  ‫ﻦ‬ َ ‫ﻴ‬ ْ َ ‫ﺑ‬ ‫م‬ ِ ‫ا‬ َ ‫ﺪ‬ ‫ـ‬ ّ ‫ﺼ‬ ‫ث ﻟ‬ ُ ‫ﺣﺎِد‬ َ ّ . ‫ﺟِﺮﻳَﺪِة ْﻟَﻴْﻮِم‬ َ

9

‫َﻋْﻨُﻪ ِﻓﻲ‬

8

(7) The 1incident of 6yesterday’s 2clash 3between 4police 5and demonstrators is 7reported (7published 8about it) in today’s 9newspaper. 4 3 2 1 ،‫ﺳّﻴَِﺔ‬ ِ ‫ﺴَّﻴﺎ‬ َ ‫ﺠﺎِﻣَﻌِﺔ ِﺑَﺪَر‬ َ ‫ج ْﺑِﻨﻲ ِﻣَﻦ ْﻟـ‬ َ َ‫ﺨّﺮ‬ َ ‫َﺑْﻌَﺪَﻣﺎ َﺗ‬ َ ‫ﺟٍﺔ ِﻓﻲ ْﻟُﻌُﻠﻮِم ﻟ‬ 9 8 7 6 5 َ ‫ﺣَﺘُﻪ ُﺛ َّﻢ َر‬ ‫ﻃِﻨِﻪ‬ َ ‫ﺟَﻊ ِإَﻟﻰ َو‬ َ ‫ﻃُﺮو‬ ْ  ‫ﺐ‬ َ ‫ﺚ َﻛَﺘ‬ ُ ‫ﺣْﻴ‬ َ ‫ﺟﺎِﻣَﻌِﺔ ُﻟْﻨُﺪَن‬ َ ‫ِإْﻧَﺘَﻘَﻞ ِإَﻟﻰ‬

ْ ُ‫ﻟّﺪ‬ . ‫ﻛُﺘﻮَراِة‬

‫ﺼﻮِﻟِﻪ َﻋَﻠﻰ‬ ُ ‫ﺣ‬ ُ ‫َﺑْﻌَﺪ‬

12

11

10

(8) 1After my son 2graduated from university with a degree in 4Political 3

Science, 5he moved to the University of London, 6where he wrote 7his

thesis, 8and then returned to his 9homeland

10

after

11

obtaining his

12

doctorate. 6 5 4 3 2 1 ‫ﺼِﺮ‬ ْ ‫ﺧﻮِل ِإَﻟﻰ َﻗ‬ ُ ُ‫ﺟَﻨِﺒّﻴٍَﺔ ِﻣَﻦ ﻟّﺪ‬ ْ ‫ َﻧَﺒﺄٌ( َأ‬s.) ‫ﺳٌﻞ ِﻟِﻮَﻛﺎَﻟِﺔ َأْﻧَﺒﺎٍء‬ ِ ‫ُﻣِﻨَﻊ ُﻣَﺮا‬ 10 9 8 7 ُ ‫ﺲ ْﻟـ‬ ِ ‫َرِﺋﻴ‬ ،‫ﻼِل‬ َ ‫ﺳِﺘْﻘ‬ ْ ‫ﺣِﺘَﻔﺎِل ِﻋﻴِﺪ ِْﻻ‬ ْ  ‫ﻀﻮِر‬ ُ ‫ﺤ‬ ُ ‫ﺠْﻤُﻬﻮِرّﻳَِﺔ ِﻟـ‬

‫ﻄﺎَﻗَﺔ َدْﻋَﻮٍة َﻣَﻊ ْﻟِﻌْﻠِﻢ َأَّﻧُﻪ َﻗْﺪ‬ ‫ﺳِﻤَﺢ‬ ُ َ ‫ﺤِﻤُﻞ ِﺑ‬ ْ ‫َِﻷَّﻧُﻪ َﻛﺎَن َﻻ َﻳ‬ ِ 19 23 22 21 20 18 ُ ‫ﺤﺎِﻓَّﻴﻴَﻦ ِﺑˆﻟُّﺪ‬ .‫ت‬ ٍ ‫ﻄﺎَﻗﺎ‬ َ ‫ﺧﻮِل ِﻣْﻦ ُدوِن ِﺑ‬ َ ‫ﺼ‬ ّ ‫ِﻟَﻐْﻴِﺮِه ِﻣَﻦ ﻟ‬ 17

16

15

14

13

12

11

(9) 5A foreign 4news 3agency 2correspondent 1was prevented from 6entering the presidential palace (lit. the palace of the President of the Republic)

167

7

Participles, verbal nouns, nouns of place, time, instrument

168

to attend the 10Independence 9Day 8festivities, 11because he was not

12

carrying an 14invitation 13card, 15,16although 18other (lit. 18for other than

he) 19journalists 17were permitted 20to enter 21,22without 23cards. Translate into Arabic: (1)

In the middle of next year my husband will start his post at the radio (station).

(2)

The cleaner began sweeping the stairs and the floor of the Institute of Arabic Language with warm water and soap.

(3)

At the Independence Day celebration I asked the professor about the progress of Arab students’ studies at the university.

(4)

Tomorrow the vice-director of the International Bank will discuss the financial assistance with the representative of Tunisia at the UN (with the UN representative of Tunisia).

(5)

Today my son received an invitation card from the President of the Republic to attend the Independence Day festivities.

(6)

After I graduated from the university, I was appointed as a correspondent for a foreign news agency.

(7)

I heard on the radio about the clash between the demonstrators and the police.

(8)

After a long halt (break) the people in the Middle East began to realize the value of teaching Arabic (language) to foreigners.

(9)

The professor sent over from the University of Rabat was prevented from entering the Institute of Arabic Language to take part in a celebration, because he was not carrying an invitation card.

Chapter 24

Interrogative particles and pronouns, vocative particles

24.1 Interrogative particles ‫ﻬﺎِم‬ َ ‫ﺳِﺘْﻔ‬ ْ ‫ف ِْﻻ‬ ُ ‫ﺣُﺮو‬ ُ (a)

A sentence is made interrogative by introducing it with the interrogative particle

‫َﻫْﻞ‬

hal, or by prefixing the first word of the




sentence with the interrogative particle ..‫ َأ‬a.

َ ‫ﺤ‬ ْ ‫َﻫﻞْ َﻓَﺘ‬ ‫ﺸـَّﺒﺎَك؟‬ ُّ ‫ﺖ ﻟ‬

َ ‫ﺤ‬ ْ ‫َأَﻓَﺘ‬ ‫ﺸـَّﺒﺎَك؟‬ ُّ ‫ﺖ ﻟ‬

OR




hal fatahta sˇ-sˇubba¯ ka? ˙ Did you open the window? (b)

The particle article

a-fatahta sˇ-sˇubba¯ ka? ˙

‫ َأ‬cannot be used before a word having the definite

..‫َأْﻟـ‬. It can, however, be joined to another word which

begins with ...‫َأ‬, e.g.

‫ﺟٌﺮ؟‬ ِ ‫ﺖ َﺗﺎ‬ َ ‫َﻫﻞْ َأْﻧ‬


OR

hal anta ta¯ g˘ irun? Are you a merchant?

‫ﺟٌﺮ؟‬ ِ ‫ﺖ َﺗﺎ‬ َ ‫َأَأْﻧ‬



a- anta ta¯ g˘ irun?

Remember: ‫ﻞ‬ ْ ‫ َﻫ‬becomes ‫ َﻫِﻞ‬before hamzatu l-was˙ li (was˙ lah). This form is used to avoid three consecutive consonants, e.g.

‫ﺳِﺔ؟‬ َ ‫َﻫِﻞ ْﻟَﻮَﻟُﺪ ِﻓﻲ ْﻟـَﻤْﺪَر‬ hali l-waladu fı- l-madrasati? Is the boy at school?

24.2 Interrogative pronouns ‫ﻬﺎِم‬ َ ‫ﺳِﺘْﻔ‬ ْ ‫ﺿَﻤﺎِﺋُﺮ ِْﻻ‬ َ In addition to the above interrogative particles, there are several interrogative pronouns, the following being the most common:

169

Interrogative particles and pronouns, vocative particles

(a)

‫ َﻣْﻦ؟‬man, ‘who? whom? whose?’ This pronoun may occur as subject, object or in any other nominal function in the sentence. In a nominal sentence ‫ﻦ‬ ْ ‫ َﻣ‬is placed before




or after a pronominal subject. In an ida¯ fah construction it is, of ˙ course, placed after the first noun, e.g.

‫ ُﻫَﻮ َﻣْﻦ؟‬huwa man?

‫ َﻣْﻦ ُﻫَﻮ؟‬man huwa?

Who is he?

Who is he?

‫ﺖ َﻣْﻦ؟‬ ُ ‫ َﺑْﻴ‬baytu man? whose house?

Note: Like the following interrogative pronoun ‫ﻣﺎ؟‬ َ ma¯ ‘what?’, ‫َﻣْﻦ‬ is indeclinable, i.e. it has the same form for all genders, numbers and cases.

(b)

When the prefixed preposition

...‫ِﻟـ‬

precedes

‫َﻣْﻦ‬,

it has the

meaning ‘whose?’, ‘for/to whom?’, e.g.

‫ﺖ‬ ُ ‫ ِﻟـَﻤِﻦ ْﻟَﺒْﻴ‬li-mani l-baytu? Whose house is it? (lit. For whom is the house?) Note: In the above sentence ‫ﻦ‬ ْ ‫ َﻣ‬gets the kasrah and becomes ‫َﻣِﻦ‬, because it is followed by hamzatu al-wasli (waslah). ˙ ˙

(c)

‫ َﻣﺎ؟‬ma¯ ‘what?’ may be preceded by the preposition ‫ ِﻟـ‬and is then

written as ‫ﻢ؟‬ َ ‫ـَﻤﺎ) ِﻟ‬...+ ..‫)ِﻟـ‬, meaning ‘why? for what?’. (d)

The above-mentioned pronoun has a longer synonym

‫َﻣﺎَذا؟‬

ma¯ da¯ ‘what?’. It can also be preceded by the bound preposition ¯ ...‫ِﻟـ‬, giving: ‫ـَﻤﺎَذا) ِﻟـَﻤﺎَذا؟‬...+ ..‫)ِﻟـ‬, which means ‘why? for what?’. (e)

ٌّ ‫
َأ‬ayyun, masc., ‫ َأ َّﻳٌﺔ‬ayyatun, fem., are adjectival interrogative ‫ي‬ pronouns meaning ‘which...?, what...?’. They precede the noun they qualify, which is always in the indefinite singular genitive, e.g. Masc: Fem:

170

‫ي ُﻣَﻌَّﻠٍﻢ؟‬ ُّ ‫َأ‬






ayyu mu allimin, which/what teacher?

 ‫ َأَّﻳُﺔ ُﻣَﻌَّﻠَﻤٍﺔ؟‬ayyatu mu allimatin, which/what teacher?

Note: ‫ي‬ ٌّ ‫ َأ‬and ‫ َأَّﻳٌﺔ‬can also be used as (adjectival) indefinite pronouns in the meaning ‘any’, e.g.

‫ي َﻣَﻜﺎٍن‬ ِّ ‫ ِﻣْﻦ َأ‬min




ayyi maka¯ nin, from any place


‫ﺣﺎٍل‬ َ ‫ َﻋَﻠﻰ َأّﻳَِﺔ‬/‫ ِﻓﻲ‬fı¯ / ala¯ ayyati h˙ a¯ lin, in any case (f)

‫‘ َﻛْﻢ‬how many?, how much?’ ‫ َﻛْﻢ‬takes the following noun, which it qualifies, in the indefinite

Interrogative particles and pronouns, vocative particles

accusative singular, e.g.

َ ْ‫َﻛﻢ‬ ‫ﺳ َّﻴﺎَرًة ِﻋْﻨَﺪَك؟‬



kam sayya¯ ratan inda-ka? How many cars do you

have?




‫ت؟‬ َ ‫ َﻛْﻢ ِﻛَﺘﺎًﺑﺎ َﻗَﺮْأ‬kam kita¯ ban qara ta? How many books did you read? 24.3 Vocative particles ‫ف ﻟﻨََّﺪاِء‬ ُ ‫ﺣُﺮو‬ ُ (a)




The vocative particles are ‫ َﻳﺎ‬ya¯ for both genders, ‫ﻬـﺎ‬ َ ُ‫ َأّﻳ‬ayyuha¯ for the masculine, and

‫َأ َّﻳـُﺘَﻬـﺎ‬




ayyatuha¯ for the feminine. They can

be rendered as ‘O(h)...!’, ‘Hey (you)...!’, ‘I say...!’ Often they need not be translated at all, the final exclamation mark after the noun or sentence being sufficient. (b)

‫‘ َﻳﺎ‬O...!’ is followed by a noun (in any number) or proper name in the nominative case without the definite article or nunation, e.g.

(c)

‫ا‬




‫ب‬ ُّ ‫ َﻳﺎ َر‬ya¯ rabbu! O Lord!

‫ َﻳﺎ َأﻟـّﻠُﻪ‬ya¯

‫ﺟُﻞ‬ ُ ‫ َﻳﺎ َر‬ya¯ rag˘ulu! O man!

‫ﺟﺎُل‬ َ ‫ َﻳﺎ ِر‬ya¯ rig˘a¯ lu! O men!

‫ﺳَّﻴَﺪُة‬ َ ‫ َﻳﺎ‬ya¯ sayyidatu! O lady!

ُ ‫ﺳَّﻴَﺪا‬ ‫ت‬ َ ‫ َﻳﺎ‬ya¯ sayyida¯ tu! O ladies!

ُ ‫ﺳ‬ ‫ﻒ‬ ُ ‫ َﻳﺎ ُﻳﻮ‬ya¯ yu¯sufu! O Joseph!

‫ﺳَﻌﺎُد‬ ُ ‫ َﻳﺎ‬ya¯ su a¯ du! O Suaad!

alla¯ hu! O God!



In complex titles and compound names, the noun after the vocative particle is followed by another noun and this last noun must be in the genitive case. However, the noun after the vocative particle must be in the accusative instead of the nominative case, e.g.

171



َ sa a¯ datu s-safı-ri, His Excellency the Ambassador ‫ﺴِﻔﻴِﺮ‬ َّ ‫ﺳَﻌﺎَدُة ﻟ‬

Interrogative particles and pronouns, vocative particles

becomes in the vocative:  ya¯ sa a¯ data s-safı-ri! (O) Your Excellency Mr.

َ ‫َﻳﺎ‬ ‫ﺴَِﻔﻴِﺮ‬ ّ ‫ﺳَﻌﺎَدَة ﻟ‬ Ambassador! ‫ا‬

‫َﻋْﺒُﺪ ﻟّﻠِﻪ‬



abdu-lla¯ hi, Abdullah (a name), slave/worshipper of God

‫ا‬

‫ َﻳﺎ َﻋْﺒَﺪ ﻟّﻠِﻪ‬ya¯ (d)

becomes in the vocative:



abda-lla¯ hi! (O) Abdullah!







The vocative particles ‫ﻬـﺎ‬ َ ُ‫ َأّﻳ‬ayyuha¯ , masc., and ‫ َأ َّﻳـُﺘَﻬـﺎ‬ayyatuha¯ , fem., are also used for all numbers. As usual, the following noun is in the nominative case, but it takes the definite article ...‫أﻟـ‬. These longer vocative particles are often used at the beginning of a speech or by the announcers of radio and television programmes. They may be preceded by the shorter vocative particle ‫ َﻳﺎ‬, e.g.

‫ َﻳﺎ َأُّﻳَﻬﺎ ْﻟـُﻤَﻌَّﻠُﻢ‬/ ‫َأُّﻳَﻬﺎ‬







ayyuha¯ OR ya¯ ayyuha¯ l-mu allimu! O teacher!

‫ َﻳـﺎ َأُّﻳَﻬـﺎ ْﻟـُﻤَﻌـَّﻠُﻤﻮَن‬/ ‫َأُّﻳَﻬﺎ‬







ayyuha¯ OR ya¯ ayyuha¯ l-mu allimu¯na! O teachers!

‫ َﻳـﺎ َأَّﻳـُﺘَﻬﺎ ْﻟـُﻤَﻌَّﻠـَﻤُﺔ‬/ ‫َأَّﻳـُﺘَﻬﺎ‬







ayyatuha¯ OR ya¯ ayyatuha¯ l-mu allimatu! O teacher! (fem.)

ُ ‫ َﻳﺎ َأَّﻳـُﺘَﻬﺎ ْﻟـُﻤَﻌﻠَّـَﻤﺎ‬/ ‫َأَّﻳـُﺘَﻬﺎ‬ ‫ت‬







ayyatuha¯ OR ya¯ ayyatuha¯ l-mu allima¯ tu! O teachers! (fem.)

ُ ‫ﺴَّﻴَﺪا‬ ّ ‫َأُّﻳَﻬـﺎ ﻟ‬ ‫ﺴﺎَدُة‬ َّ ‫ت َوﻟ‬


ayyuha¯ s-sayyida¯ tu wa-s-sa¯ datu! Ladies and gentlemen!

Note: In the last mentioned phrase the masculine vocative particle ‫ﻬـﺎ‬ َ ‫َأُّﻳ‬ is used, because in phrases with mixed gender, the masculine determines agreement.

24.4 (a) 172

Negation with ‫ﻏْﻴُﺮ‬ َ g˙ ayru The noun

‫َﻏْﻴٌﺮ‬

g˙ ayrun, ‘other (than)’, can be used before an

indefinite adjective or noun in the genitive case to express negation or contradiction. It is thus translated as ‘not..., non-, un-, in-, dis-’,

etc. Note that ‫ﺮ‬ ُ ‫ َﻏْﻴ‬then appears without article or nunation (i.e. in the form called construct state), e.g.

‫ َﻏْﻴُﺮ َﻗﺎِدٍر‬g˙ayru qa¯ dirin, unable (other than able) ‫ َﻏْﻴُﺮ ُﻣِﻬ ًّﻢ‬g˙ayru muhimmin, unimportant ‫ َﻏْﻴُﺮ ُﻣْﻤِﻜٍﻦ‬g˙ayru mumkinin, impossible

Interrogative particles and pronouns, vocative particles



‫ﻲ‬ ًّ ‫ َﻏْﻴُﺮ َﻋَﺮِﺑ‬g˙ayru arabiyyin, not an Arab, non-Arab ‫ﺟﻮٍد‬ ُ ‫ َﻏْﻴُﺮ َﻣْﻮ‬g˙ayru mawg˘u¯din, unavailable, not present, absent, nonexistent (b)

When ‫ﺮ‬ ُ ‫ َﻏْﻴ‬g˙ ayru has a suffixed pronoun, it means ‘other(s) (than)’, e.g.




‫َأْﻟـُﻤِﺪﻳُﺮ َوَﻏْﻴُﺮُه‬

al-mudı-ru wa-g˙ ayru-hu

the director (masc.) and others (than him)




‫َأْﻟـُﻤِﺪﻳَﺮُة َوَﻏْﻴُﺮَﻫﺎ‬

al-mudı-ratu wa-g˙ ayru-ha¯

the director (fem.) and others (than her) (c)

When ‫ﺮ‬ ُ ‫ َﻏْﻴ‬is preceded by a negative predicate or negative particle

like ‫ﻻ‬ َ , it is translated as ‘only’, e.g.



‫ َﻻ َﻳْﻌَﻠُﻢ ﻫَﺬا َﻏْﻴُﺮ ْﻟـُﻤِﺪﻳِﺮ‬la¯ ya lamu ha¯ d¯ a¯ g˙ayru l-mudı-ri. ‫ا‬

Only the director knows this. (lit. No one knows this other than the director).

‫َأْﻟﻒُ ِدﻳَﻨﺎٍر َﻻ َﻏْﻴُﺮ‬ (d)




alfu dı-na¯ rin la¯ g˙ ayru, only a thousand dinars

When ‫ﺮ‬ ٌ ‫ َﻏْﻴ‬precedes ‫َأ َّن‬, as in ‫َﻏْﻴَﺮ َأ َّن‬, it means ‘except that, nevertheless, however, but’.



24.5 Negation with ‫ﻋَﺪُم‬ َ adamu The noun

‫َﻋِﺪﻳٌم‬



‫َﻋَﺪٌم‬



adamun ‘non-being, lack, absence’ or the adjective

adı¯mun ‘lacking’, can be followed by a noun in the genitive,

meaning ‘non-, in-, un-, dis-, -less, lack of...’, etc. The noun ‫م‬ ٌ ‫ َﻋَﺪ‬appears without article or nunation, e.g.

173

Interrogative particles and pronouns, vocative particles



‫ﺟﻮِد‬ ُ ‫َﻋَﺪُم ْﻟُﻮ‬

adamu l-wug˘ u¯di, non-existence

‫ﺨْﺒَﺮِة‬ ِ ‫َﻋَﺪُم ْﻟـ‬



adamu l-hibrati, inexperience, lack of experience, ignorance ˘ 
adamu lahla¯ qi, immorality, lack of manners, bad manners ِ ‫ﻼ‬ ‫ق‬ َ ‫ﺧ‬ ْ ‫َﻋَﺪُم َْﻷ‬ ˘  ‫ﺤَﻴﺎِة‬ َ ‫ َﻋِﺪﻳُﻢ ْﻟـ‬adımu l-h˙ aya¯ ti, lifeless, dead 
‫ﺣٍﺪ‬ َ ‫ﻀﻮِر َأ‬ ُ ‫ﺣ‬ ُ ‫ َﻋَﺪُم‬adamu h˙ ud˙ u¯ri ah˙ adin, without anyone being present

24.6

Negation of nominal sentences with ‫ﻻ‬ َ la¯

The negative particles

َ‫‘ ﻻ‬no, not’ and ‫‘ َوَﻻ‬neither, nor’ have already

been discussed as negative particles for the verb of the imperfect tense. The negative particle ‫ﻻ‬ َ can also be placed before a noun that functions as the subject of a nominal sentence. The noun must be in the accusative case without article or nunation. The negative particle functions then as an existential or locative negative copula: ‘There is no X’ OR ‘X is not (there)’, e.g.

‫ﺖ‬ ِ ‫ﺣَﺪ ِﻓﻲ ْﻟَﺒْﻴ‬ َ ‫ َﻻ َأ‬la¯




ahada fı- l-bayti. (There is) no one (nobody) at home. ˙

َ ‫ﺣْﺮ‬ ‫ب‬ َ ‫ﻼَم َوَﻻ‬ َ ‫ﺳ‬ َ ‫ َﻻ‬la¯ sala¯ ma wa-la¯ h˙ arba. (There is) neither peace nor war. 24.7

ٌ‫ ُﻛـّﻞ‬kullun

The noun

ٌ‫ُﻛـّﻞ‬

kullun means basically ‘totality, entirety, whole, all,

everything’. It is fully declined (inflected for all cases) and can be employed as a universal indefinite pronoun modifying a following noun, or standing alone. The following are its uses: (a)

When

ٌ‫ُﻛّﻞ‬

without an article or nunation is followed by an

indefinite noun in the genitive singular, it means ‘each, every’, e.g.

‫ﺐ‬ ٍ ‫ﻃـﺎِﻟ‬ َ ُّ‫ ُﻛـﻞ‬kullu t˙a¯ libin, each student ‫ ُﻛـﻞُّ َﻳْﻮٍم‬kullu yawmin, every day 174

(b)

When ‫ﻞ‬ ٌّ ‫ ُﻛ‬without an article or nunation is followed by a definite noun in the genitive singular, it means ‘all, the whole’, e.g.

‫ ُﻛـﻞُّ ْﻟـَﻴْﻮِم‬kullu l-yawmi, the whole day, all day long ‫ﺖ‬ ِ ‫ ُﻛـﻞُّ  ْﻟـَﻮْﻗ‬kullu l-waqti, the whole time, all the time (c)

When ‫ﻞ‬ ٌّ ‫ ُﻛ‬without an article or nunation is followed by a definite noun in the genitive plural, it means ‘all’, e.g.

ِ ‫ﺤَﻴَﻮاَﻧﺎ‬ ‫ت‬ َ ‫ ُﻛـﻞُّ ْﻟـ‬kullu l-h˙ ayawa¯ na¯ ti, all the animals

Interrogative particles and pronouns, vocative particles

ِ ‫ ُﻛـﻞُّ اْﻟُﺒُﻴﻮ‬kullu l-buyu¯ti, all the houses ‫ت‬ (d)

When

‫ُﻛٌّﻞ‬

is indefinite (having nunation) and followed by the

preposition

‫ ِﻣْﻦ‬min ‘from’, i.e. ‫ُﻛـﻞٌّ ِﻣْﻦ‬, it has the meaning ‘each

(one) of (a group)’, e.g.

ُّ ‫ ُﻛـﻞٌّ ِﻣَﻦ ﻟ‬kullun mina t-tulla¯ bi, each (one) of the students ِ َ‫ﻼ‬ ‫ب‬ ّ ‫ﻄ‬ ˙˙ (e)

When the definite article ..‫ َأْﻟـ‬is attached to ‫ﻞ‬ ٌّ ‫ ُﻛـ‬as ‫َأْﻟُﻜُّﻞ‬, it becomes an independent (pro)noun which means ‘everyone, everything, the whole thing’, e.g.

َ‫ﺷﺎَﻫْﺪتُ ْﻟـُﻜـّﻞ‬ َ sˇa¯ hadtu l-kulla. I saw everything (the whole thing). 24.8

َ ‫ ِﻛ‬kila¯ (masc.), ‫ ِﻛْﻠَﺘﺎ‬kilta¯ (fem.) ‫ﻼ‬

These two words mean ‘both, both of them, each one of the two’. They




are used in the ida¯ fah construction preceding a dual noun which is ˙ definite and in the genitive case, or preceding a dual suffix pronoun. The following predicative adjective or verb is, nevertheless, in the singular. Both

َ ‫ِﻛ‬ ‫ﻼ‬

kila¯ and

‫ِﻛْﻠَﺘﺎ‬

kilta¯ are indeclinable before nouns,

but declinable before a suffix pronoun. Note:

َ ‫ِﻛ‬ ‫ﻼ‬

kila¯ is likely to be from

‫ﻼِن‬ َ ‫ِﻛ‬

kila¯ -ni, and

‫ِﻛْﻠَﺘﺎ‬

kilta¯ from

kilta¯ -ni (see chapter 13 on the elision of the final ‫ـﻦ‬... of the dual).

Masculine

‫ِﻛْﻠَﺘﺎِن‬

Feminine

ٌّ ‫ﺟَﻨِﺒ‬ ْ ‫ﺨِﺒﻴَﺮْﻳِﻦ َأ‬ َ ‫ِﻛﻼَ ْﻟـ‬ ‫ﻲ‬


kila¯ l-habı-rayni ag˘ nabiyyun. (sing.) ˘ Both experts are foreigners.

ْ ‫ﺨِﺒﻴَﺮَﺗْﻴِﻦ َأ‬ َ ‫ِﻛْﻠَﺘﺎ ْﻟـ‬ ‫ﺟَﻨِﺒّﻴٌَﺔ‬


kilta¯ l-habı-rtayni ag˘ nabiyyatun. (sing.) ˘

(lit. Each one of the two experts is a foreigner.)

175

Interrogative particles and pronouns, vocative particles

‫ﺨِﺒﻴَﺮْﻳِﻦ‬ َ ‫ﺖ ِﻛﻼَ  ْﻟـ‬ ُ ‫َرَأْﻳ‬


ra aytu kila¯ l-habı-rayni. ˘ I saw both experts.

‫ﺨِﺒﻴَﺮَﺗْﻴِﻦ‬ َ ‫ﺖ ِﻛْﻠَﺘﺎ  ْﻟـ‬ ُ ‫َرَأْﻳ‬


ra aytu kilta¯ l-habı-rtayni. ˘

(lit. I saw each one of the two experts.)

‫ﺨِﺒﻴَﺮْﻳِﻦ‬ َ ‫ت ِﺑِﻜﻼَ  ْﻟـ‬ ُ ‫َﻣَﺮْر‬

marartu bi-kila¯ l-habı-rayni. ˘ I passed by both the experts.

‫ﺨِﺒﻴَﺮَﺗْﻴِﻦ‬ َ ‫ت ِﺑِﻜْﻠَﺘﺎ  ْﻟـ‬ ُ ‫َﻣَﺮْر‬

marartu bi-kilta¯ l-habı-ratayni. ˘

(lit. I passed by each one of the two experts.) (a)

The accusative and genitive forms are ‫ﻲ‬ ْ ‫ ِﻛَﻠ‬kilay (masc.) and ‫ﻲ‬ ْ ‫ِﻛْﻠَﺘ‬ kiltay (fem.). These forms are used only when they are followed by a suffix pronoun, e.g. Masculine

Feminine

ٌّ ‫ﺟَﻨِﺒ‬ ْ ‫ﻼُﻫَﻤﺎ َأ‬ َ ‫ِﻛ‬ ‫ﻲ‬

ْ ‫ِﻛْﻠَﺘﺎُﻫَﻤﺎ َأ‬ ‫ﺟَﻨِﺒ َّﻴٌﺔ‬

kila¯ -huma¯ ag˘ nabiyyun. (nom.)

kilta¯ -huma¯ ag˘ nabiyyatun. (nom.)







Both of them are foreigners.

‫ﺖ ِﻛَﻠْﻴِﻬَﻤﺎ‬ ُ ‫َرَأْﻳ‬

‫ﺖ ِﻛْﻠَﺘْﻴِﻬَﻤﺎ‬ ُ ‫َرَأْﻳ‬

ra aytu kilay-hima¯ . (acc.)

ra aytu kiltay-hima¯ . (acc.)







I saw both of them.

‫َﻣﻊَ ِﻛَﻠْﻴِﻬَﻤﺎ‬

‫َﻣﻊَ ِﻛْﻠَﺘْﻴِﻬَﻤﺎ‬

ma a kilay-hima¯ (gen.)

ma a kiltay-hima¯ (gen.)





with both of them (lit. with each one of the two) (b)

The verb with ‫ﻼ‬ َ ‫ ِﻛ‬kila¯ is in the singular

‫ﺟًّﻮا‬ َ ‫ﺳﺎَﻓَﺮ‬ َ ‫ﺨِﺒﻴَﺮْﻳِﻦ‬ َ ‫ِﻛﻼَ ْﻟـ‬

kila¯ l-habı-rayni sa¯ fara (sing.) g˘ awwan. ˘

‫ﺟ ًّﻮا‬ َ ‫ت‬ ْ ‫ﺳﺎَﻓَﺮ‬ َ ‫ﺨِﺒﻴَﺮَﺗْﻴِﻦ‬ َ ‫ِﻛْﻠَﺘﺎ ْﻟـ‬

kilta¯ l-habı-ratayni sa¯ farat (sing.) ˘ g˘ awwan.

Both experts flew by air. (lit. Each one of the two experts flew by air.) 176

ُ ‫ﻼُﻫَﻤﺎ َﻳْﻌِﺮ‬ ‫ف‬ َ ‫ِﻛ‬

ُ ‫ِﻛْﻠﺘﺎُﻫَﻤﺎ َﺗْﻌِﺮ‬ ‫ف‬

kila¯ -huma¯ ya rifu. (sing.)

kilta¯ -huma¯ ta rifu. (sing.)





Both of them know. (lit. Each one of the two knows.)

24.9

‫ ُﻫَﻨﺎَك‬huna¯ka

The adverb

‫ُﻫَﻨﺎَك‬

Interrogative particles and pronouns, vocative particles

means ‘there’, but, like its English equivalent, it is

also used in nominal sentences in the meaning ‘there is, there are’, e.g.

ْ  َ‫ُﻫَﻨﺎك‬ ِ ‫ﺠﺎ‬ ‫ح‬ َ َ‫ﺣِﺘَﻤﺎلٌ ِﺑˆﻟّﻨ‬ huna¯ ka-htima¯ lun bi-n-nag˘ a¯ hi. There is a possibility of success. ˙ ˙

‫س؟‬ ِ ‫َﻫﻞْ ُﻫَﻨﺎكَ َﻛِﺜﻴٌﺮ ِﻣَﻦ ﻟ َّﻨﺎ‬ hal huna¯ ka kat-ırun mina n-na¯ si? Are there many people? ¯

24.10

‫ﻼٌن‬ َ ‫ ُﻓ‬fula¯nun (masc.), ‫ﻼَﻧٌﺔ‬ َ ‫ ُﻓ‬fula¯natun (fem.)

The above nouns are frequently used in Arabic in the sense ‘so and so, such and such, somebody, a certain (person or thing)’. The idea is to substitute an unknown or unnamed, person, thing or source for a more general or less precise expression, e.g. Masculine

Feminine

‫ﻼٌن‬ َ ‫َﻗﺎلَ ُﻓ‬

‫ﻼَﻧٌﺔ‬ َ ‫ت ُﻓ‬ ْ ‫ﺟﺎَء‬ َ

qa¯ la fula¯ nun.

g˘ a¯ at fula¯ natun.




Somebody (OR: a certain person) said. Somebody (a certain person) came. So and so said.

So and so came.

‫ﻲ‬ َ ‫ِﻓﻲ ْﻟﻴْﻮِم ْﻟُﻔ‬ َّ ‫ﻼِﻧ‬

َ ‫ِﻓﻲ ﻟ َّﻠْﻴَﻠِﺔ ْﻟُﻔ‬ ‫ﻼِﻧّﻴَِﺔ‬

fı- l-yawmi l-fula¯ niyyi

fı- l-laylati l-fula¯ niyyati

on such and such a day

on such and such a night

on a certain day

on a certain night

on that and that day

on that and that night 177

Interrogative particles and pronouns, vocative particles

Exercises Practise your reading: 6 5 4 3 2 1 َ ‫ﺟﺎِﻣَﻌٍﺔ َأْﻧ‬ َ ‫ﺳَﺘﺎِذ! ِﻓﻲ َأَّﻳِﺔ‬ ‫س؟ َوِﻓﻲ‬ ُ ‫ﺖ؟ َوَأَّﻳَﺔ َﻣﺎ َّدٍة ُﺗَﺪَّر‬ ْ ‫ﻀَﺮَة ُْﻷ‬ ْ ‫ﺣ‬ َ ‫َﻳﺎ‬

‫ﺴُﻜُﻦ َﻋﺎِﺋَﻠُﺘَﻚ؟‬ ْ ‫ َوَأْﻳَﻦ َﺗ‬،‫ﺴُﻜُﻦ‬ ْ ‫َأَّﻳِﺔ َﻣِﺪﻳَﻨٍﺔ َﺗ‬ 9

8

7

(1) 1O 2respected (O 2sir) Professor! 3Which university are you at? 4What 5

subject do you 6teach? In which city 7do you live? 8Where does 9your

family live? 9 8 7 6 5 4 3 2 1 ٍ ‫ﺲ َﻣَّﺮا‬ ‫ت‬ َ ‫ﺧْﻤ‬ َ ‫ﻂ‬ ْ ‫ﺳﺎِﻓُﺮ َﻓَﻘ‬ َ ‫ﺴﺎِﻓُﺮ ُﻛ َّﻞ َﻳْﻮٍم َﺑْﻴَﻦ ْﻟـَﻤِﺪﻳَﻨَﺘْﻴِﻦ؟ ُأ‬ َ ‫َﻫْﻞ ُﺗ‬

‫ﺾ‬ ِ ‫ﻄﺎَر ِﻓﻲ َﺑْﻌ‬ َ ‫ﺐ ْﻟِﻘ‬ ُ ‫ﺴﺎِﻓُﺮ؟ َأْرَﻛ‬ َ ‫ﻒ ُﺗ‬ َ ‫َوَﻛْﻴ‬ 14

13

12

‫ﺴﺎَﻓُﺔ َوَﻛْﻢ َﺛَﻤُﻦ‬ َ ‫َﻛِﻢ ْﻟـَﻤ‬ 21

20

19

.‫ع‬ ِ ‫ﺳُﺒﻮ‬ ْ ‫ُْﻷ‬

11

.‫ﺳّﻴَﺎَرِﺗﻲ‬ َ ‫ﺧُﺬ‬ ُ ‫ƒا‬

18

17

10

‫ َﻣ َّﺮٌة) ِﻓﻲ‬s.(

‫ﺣَﻴﺎًﻧﺎ‬ ْ ‫ﺣَﻴﺎِن َوَأ‬ ْ ‫َْﻷ‬

15

‫ﻄﺎِر؟‬ َ ‫ﻄﺎَﻗِﺔ ْﻟِﻘ‬ َ ‫ِﺑ‬

22

16

23

(2) 1Do you 2travel 3every 4day 5between the two cities? 6I travel 7only 8five 9

times a 10week. 11And how do you travel?

I ride)

13

16

the train

and sometimes

20

14,15

Sometimes 12I take (lit.

17

I take my car. 18What is

23

22

19

the

21

distance and how much does the train ticket cost?

ْ ‫ﺴ‬ ُ ‫ﺴﺎِر‬ ‫ف َأْﻳَﻦ‬ ُ ‫ﺟِﺘِﻪ َﻳْﻌِﺮ‬ َ ‫ﺣٌﺪ َﻏْﻴَﺮ َزْو‬ َ ‫ﺠِﻦ َوَﻻ َأ‬ َ ‫َﻫَﺮ‬ َّ ‫ق ِﻣَﻦ ﻟ‬ َّ ‫ب ﻟ‬ 8

7

6

5

4

3

2

1

. ‫ﺨَﺘِﺒﻰُء‬ ْ ‫َﻳ‬ (3) 2The thief 1escaped from 3prison and no 4one 5except 6his wife 7knows 8

where he is hiding. 9 8 7 6 5 4 3 2 1 ‫ﻄﺎِﻗَﻢ َأ َّن َﺑْﻴَﻦ‬ َ ‫ﺳـُﻴ‬ َ ‫ﻃﺎِﺋَﺮٍة‬ َ ‫َﻋَﻠﻰ َأ َّﻳِﺔ‬ َّ ‫ﺴﺎِﻓُﺮ ْﻟَﻮْﻓُﺪ؟ َوَﻫْﻞ َأْﻋَﻠْﻤُﺘْﻢ ﻟ‬

‫ﺻُﻌﻮِد‬ ُ ‫َوُﻫَﻮ َﻏْﻴُﺮ َﻗﺎِدٍر َﻋَﻠﻰ‬ 16

15

14

13

‫ﺼﺎ ُﻣَﻌﺎًﻗﺎ‬ ً ‫ﺨ‬ ْ ‫ﺷ‬ َ ‫ﺴﺎِﻓﺮﻳَﻦ‬ َ ‫ْﻟـُﻤ‬ 12

11

10

19 18 17 ‫ﺴﺎَﻋَﺪٍة؟‬ َ ‫ﺴـ َّﻠﻢِ ُدوَن ُﻣ‬ ُّ ‫ﻟ‬

(4) 1On 2which 3aeroplane will 5the delegation 4travel ? 6Did 7you (pl.) inform 8the crew that 9among 11

13

person who is

19

help?

178

14,15

16

10

the travellers there is 17

12

a disabled

unable to go up the steps (ladder) 18without

4 3 1 َّ ‫ ُﻛَّﻞ ْﻟـُﻤَﻮ‬2 ‫ﺸَِﺮَﻛِﺔ ِإَﻟﻰ‬ ‫ﺸَِﺮَﻛِﺔ‬ َ َ‫ﺤّﺪ‬ َ ‫َﺗ‬ ّ ‫ث ُﻣِﺪﻳُﺮ ﻟ‬ ّ ‫ﻇـِﻔﻴَﻦ َﻋْﻦ َﻋَﺪِم ُﻗُﺒﻮِل ﻟ‬

.)‫ﺟٌﺮ‬ ْ ‫ َأ‬s.( ‫ﺟﻮِرِﻫْﻢ‬ ُ ‫ُأ‬

6

‫َرْﻓَﻊ‬

5

(5) The company director 1talked to 2all the employees about the company’s 3,4refusal (3not 4accepting) 5to raise 6their wages. 7 6 5 4 3 2 1 ْ ‫ﻄﺎِوَﻟِﺔ َوَأَﻛَﻞ ُﻛ َّﻞ ﻟـَّﻠ‬ ‫ﻄِﻊ‬ َ ‫ﺾ ِﻗ‬ َ ‫ﺤِﻢ َوَﺑْﻌ‬ ُّ ‫َﻗَﻔَﺰ ْﻟِﻘ‬ َّ ‫ ﻟ‬/ ‫ﻂ َﻋَﻠﻰ ْﻟـَﻤﺎِﺋَﺪِة‬

Interrogative particles and pronouns, vocative particles

13 12 11 10 9 8 ‫ﺐ َﻏْﻴَﺮ َأ َّﻧُﻪ َﻟْﻢ َﻳَﺘَﻤَّﻜْﻦ ِﻣْﻦ َأْن‬ ُ ‫ﺤَﻘُﻪ ْﻟَﻜْﻠ‬ ِ ‫ﺠْﺒَﻨِﺔ َﻓَﻠ‬ ُ ‫ﻄَﻌٌﺔ) ْﻟـ‬ ْ ‫ ِﻗ‬s.(

. ‫ِﺑِﻪ‬

‫ﺴَﻚ‬ ِ ‫ُﻳْﻤ‬

14

(6) 2The cat 1jumped onto 3the table 4and ate all 5the meat 6and some 7pieces of 8cheese. 10The dog 9chased it, 11although 13he was 12unable to 14catch it. 8 7 6 5 4 3 2 1 ‫ﺷَﻤﺎِل‬ َ ‫ﻒ‬ ِ ‫ﺣْﻠ‬ ِ ‫ﺴَِﻔﻴِﺮ ِﻓﻲ ُﻣْﺆَﺗَﻤِﺮ‬ َ ‫ﺣِﺘَﻤﺎٌل ِﺑَﻌَﺪِم ُﻣ‬ ْ  ‫ُﻫَﻨﺎَك‬ ّ ‫ﺸﺎَرَﻛِﺔ ﻟ‬

. ‫ﻜِﺮّﻳَِﺔ‬ َ ‫ﺴ‬ ْ ‫ْﻟَﻌ‬

‫ﺧْﺒَﺮِﺗِﻪ‬ ِ ‫ﻈًﺮا ِﻟَﻌَﺪِم‬ َ ‫ َﻧ‬،‫ﺴﻲ‬ ِ ‫ﻃَﻠ‬ ْ ‫َْﻷ‬

13

12

11

10

‫ﻀﺎِﺋِﻪ‬ َ ‫ﺾ َأْﻋ‬ ُ ‫ﺳﺎِل َوْﻓٍﺪ َﺑْﻌ‬ َ ‫ﺤُﻜﻮَﻣَﺔ ُﺗَﻔَّﻜﺮُ ِﺑِﺈْر‬ ُ ‫ْﻟـ‬ 20

19

.‫ﻦ‬ َ ‫ﺴَﻜِﺮَّﻳـﻴـ‬ ْ ‫َﻏْﻴِﺮ ْﻟَﻌ‬

24

18

17

16

9

14 ‫َﻏْﻴَﺮ َأ َّن‬

15

‫ﺧُﺮ ِﻣْﻦ‬ َ ‫ﺾ ﻵ‬ ُ ‫ﺴَﻜِﺮَّﻳﻴَﻦ َوْﻟـَﺒْﻌ‬ ْ ‫ﻀٌﻮ) ِﻣَﻦ ْﻟَﻌ‬ ْ ‫ ُﻋ‬s.( 23

22

21

(7) 1There is 2a possibility that 5the ambassador 3will not 4take part in the NATO (8North 9Atlantic 7Treaty Organization) 6conference 10because of (regarding) his 11lack of 13military 12experience. 14

However, 15the government is 16thinking 17of sending 18a delegation, of

which 23

19

20

some (of its)

21

members are

22

military personnel

and the

24

others non-military.

‫ﺳْﻴٍﺮ َوَﻗَﻊ َﻋَﻠﻰ‬ َ ‫ث‬ َ ‫ﺣﺎِد‬ َ ‫ف َﻛْﻢ‬ ُ ‫ﻀَﺮَة ْﻟَﻮِزﻳﺮِ! َﻫْﻞ َﺗْﻌِﺮ‬ ْ ‫ﺣ‬ َ ‫َﻳﺎ‬ 9

8

7

6

5

4

3

2

ِ ‫ﺼْﻴ‬ ‫ﺿﻲ؟ َوَﻫْﻞ ُﻫَﻨﺎَك‬ ِ ‫ﻒ ْﻟـَﻤﺎ‬ ٌ ‫ﻃِﺮﻳ‬ َ s.( ‫ق‬ ِ ‫ﻄُﺮ‬ ُّ ‫ﻟ‬ َّ ‫ﻖ) ِﻓﻲ ﻟ‬ 13

12

11

‫ﺸِﻜَﻠِﺔ؟‬ ْ ‫ﺤ َﻞّ ﻫِﺬِه ْﻟـُﻤ‬ َ ‫ِﻟـ‬ ‫ا‬

16

15

)‫ َﺗْﺪِﺑﻴٌﺮ‬s.( ‫َﺗَﺪاِﺑﻴُﺮ‬

1

10

14

(8) 1O! (Your 2Excellency), 3Minister, 4do you 5know 6how many 8road traffic 7

accidents 9happened on

14

15

10

the roads

12

last

11

summer?

13

Have any

16

measures been taken to solve this problem?

‫ﺖ؟ َﻣْﻦ َدَﻓَﻊ؟ َوَﻛْﻢ؟‬ َ ‫ﺷِﺮْﺑ‬ َ ‫ﺠﺎَن َﻗْﻬَﻮٍة‬ َ ‫ﺖ َوَﻛْﻢ ِﻓْﻨ‬ َ ‫ﻖ َذَﻫْﺒ‬ ٍ ‫ﺻِﺪﻳ‬ َ ‫َﻣَﻊ َﻛْﻢ‬ 6

5

4

3

2

1

(9) 1How many 2friends did you go with and how many 3cups of coffee did you drink? 4Who 5paid and 6how much?

179

Interrogative particles and pronouns, vocative particles

5 4 3 2 1 ‫ﺳَﻌِﺔ؟‬ ِ ‫ﺸَـّﻘَِﺔ ْﻟَﻮا‬ ْ ‫ﺴُﻜِﻨﻴَﻦ َو‬ ْ ‫َﻫْﻞ َﺗ‬ ّ ‫ﺣَﺪِك ِﻓﻲ ﻫِﺬِه ﻟ‬

(10) 1Are you (f.) 2living 3alone in this 5large 4apartment? Translate into Arabic: (1) Is the disabled person living alone in this large apartment? (2) How many cups of coffee? Who paid? How much? (3) Do you know how many traffic accidents happened in the city last summer? (4) The director of the prison talked to all the employees about raising their wages. (5) Where are you living (m.s.)? And are you living with your family? (6) I travel every week between the city and the university. Sometimes I travel by train and sometimes I take my car. (7) The cat ate the piece of cheese and some of the meat from the table and then it escaped. (8) The thief jumped from the apartment to the road and escaped. The dog chased him but could not catch him. (9) There is a possibility that the minister will take part in the NATO (North Atlantic Treaty Organization) conference. (10) Do you know how many ministers there are in the government? (11) Is the government intending to send military personnel to the conference? (12) The thief escaped by car and no one knows where he is hiding. (13) O! Your excellency, Ambassador! On which aeroplane will the delegation travel? And did you inform the crew that among the passengers there is a person who is unable to climb the steps to (go up the ladder of ) the aeroplane without help?

180

Chapter 25

Adjectival patterns, relative adjectives (nisbah), comparatives and superlatives, diminutives 25.1 Adjectives ‫ﺼـَﻔـُﺔ‬ َّ ‫َأﻟ‬ There are several adjectival forms in Arabic and the following patterns for forming adjectives from verbs are the most common:

pattern

singular



plural






‫ َﻓـﺎِﻋـٌﻞ‬fa¯ ilun

‫َﻋـﺎِﻟٌﻢ‬

(b)

‫ َﻓـِﻌـﻴٌﻞ‬fa -ılun

‫ َﻛِﺒـﻴٌﺮ‬kabı-run, big

‫ ِﻛَﺒﺎٌر‬kiba¯ run

‫ َﻓـَﻌـٌﻞ‬fa alun

‫ﺴـٌﻦ‬ َ ‫ﺣ‬ َ h˙ asanun, beautiful,

‫ﺴﺎٌن‬ َ ‫ﺣ‬ ِ h˙ isa¯ nun

(c)





‫ﻋُـَﻠَﻤﺎُء‬



(a)

a¯ limun, learned

fine



ulama¯ u

(d)

‫ﻼُن‬ َ ‫ َﻓـْﻌ‬fa la¯ nu

‫ﻼُن‬ َ ‫ﺴ‬ ْ ‫ َﻛ‬kasla¯ nu, lazy

‫ﺴﺎَﻟﻰ‬ َ ‫ َﻛـ‬kasa¯ la¯

(e)

‫ َﻓـُﻌﻮٌل‬fa u¯lun

‫ﺴﻮٌد‬ ُ ‫ﺣ‬ َ h˙ asu¯dun, envious

‫ﺴٌﺪ‬ ُ ‫ﺣ‬ ُ h˙ usudun

‫ َﻣْﻔُﻌﻮٌل‬maf u¯lun

ٌ ‫ﺠُﺮو‬ ‫ح‬ ْ ‫ َﻣ‬mag˘ru¯h˙ un, injured ‫ﺠﺎِرﻳُﺢ‬ َ ‫ َﻣ‬mag˘a¯ rı-h˙ u

(f) 25.2





Adjectives denoting colours or (bodily) defects are formed

according to the patterns

‫َأْﻓَﻌُﻞ‬




af alu, masc. sing., and




‫ﻼُء‬ َ ‫ َﻓْﻌ‬fa la¯ u,

fem. sing. Both of these patterns are diptotes and the corresponding



broken plural pattern (for both genders) is: ‫ﻞ‬ ٌ ‫ ُﻓْﻌ‬fu lun (triptote), e.g. Masc. sing. (diptote)

Fem. sing. (diptote)

Masc. and fem. plur.

‫ﺳـَﻮُد‬ ْ ‫َأ‬

‫ﺳـْﻮَداُء‬ َ sawda¯ u

‫ﺳـﻮٌد‬ ُ su¯dun

‫ﺣـْﻤـَﺮاُء‬ َ h˙ amra¯ u

‫ﺣـْﻤـٌﺮ‬ ُ h˙ umrun

‫ﺣـَﻤـُﺮ‬ ْ ‫َأ‬




aswadu, black




ahmaru, red ˙







181

Adjectival patterns, relative adjectives, comparative

ُ ‫َأْزَر‬ ‫ق‬




azraqu, blue

‫ﻀـُﺮ‬ َ ‫ﺧـ‬ ْ ‫َأ‬







‫ َزْرَﻗـﺎُء‬zarqa¯ u

ٌ ‫ ُزْر‬zurqun ‫ق‬




ahdaru, green ˘˙
as ‫ﺻـَﻔـُﺮ‬ ْ ‫ ˙ َأ‬faru, yellow
‫ﺾ‬ ُ ‫ َأْﺑـَﻴـ‬abyad˙ u, white
ُ ‫ﻃـَﺮ‬ ‫ش‬ ْ ‫ َأ‬at˙rasˇu, deaf
 ُ ‫ َأْﻋـَﺮ‬a rag˘u, lame ‫ج‬

‫ﻀـَﺮاُء‬ ْ ‫ﺧـ‬ َ h˘ ad˙ ra¯ u

‫ﻀـٌﺮ‬ ْ ‫ﺧـ‬ ُ h˘ ud˙ run

‫ﺻـْﻔـَﺮاُء‬ َ s˙ afra¯ u

‫ﺻـْﻔـٌﺮ‬ ُ s˙ ufrun

‫ﻀـﺎُء‬ َ ‫ َﺑـْﻴـ‬bayd˙ a¯ u

‫ﺾ‬ ٌ ‫ ِﺑـﻴـ‬bı-d˙ un

‫ﺷـﺎُء‬ َ ‫ﻃـْﺮ‬ َ t˙arsˇa¯ u

ٌ ‫ﻃـْﺮ‬ ‫ش‬ ُ t˙ursˇun

‫ﺟـﺎُء‬ َ ‫َﻋـْﺮ‬

ٌ ‫ُﻋـْﺮ‬ ‫ج‬

‫َأْﻋـَﻤﻰ‬

‫َﻋْﻤـَﻴﺎُء‬

25.3




a ma¯ , blind

















arg˘ a¯ u






urg˘ un

‫ُﻋْﻤَﻴـﺎُن‬

amya¯ u



umya¯ nu

Relative adjectives, ‫ﺴَﺒـٌﺔ‬ ْ ‫ ِﻧـ‬nisbah

The relative adjective is called in Arabic

‫ﺴَﺒـٌﺔ‬ ْ ‫ ِﻧـ‬nisbah, which means

‘relation’. Relative adjectives are derived from nouns by adding the so-called nisbah suffix, which is

ٌّ ‫ ِـ‬... /..iyyun/ ‫ﻲ‬

in the masculine and

‫ ِـ َّﻴـٌﺔ‬... /...iyyatun/ in the feminine. The nisbah suffix thus makes a noun into an adjective (which often can be employed as a noun as well), expressing the meaning: ‘related or pertaining to (the entity or thing denoted by the noun)’. It may be compared to English derivational morphemes like ‘-ish, -(i)an, -ese, -i, -ic(al), -al, -ly,’ e.g. ‘English, American, Egyptian, Lebanese, Iraqi, Arabic, formal, periodical, monthly’, etc. The relative adjective often refers to geographical, national or ethnic names or names of occupations (as in English, these kinds of derived adjectives may often be reused as independent nouns), e.g. Relative adjective (nisbah) Noun

Masc.

Fem.

‫ُﻟْﺒَﻨﺎُن‬

ٌّ ‫ُﻟْﺒَﻨﺎِﻧ‬ ‫ﻲ‬

‫ُﻟْﺒَﻨﺎِﻧّﻴٌَﺔ‬

lubna¯ nu, Lebanon

lubna¯ niyyun, Lebanese

lubna¯ niyyatun

ٌ ‫َﻋـَﺮ‬ ‫ب‬

ٌّ ‫َﻋَﺮِﺑ‬ ‫ﻲ‬

‫َﻋَﺮِﺑَّﻴٌﺔ‬



arabun, Arabs

182



arabiyyun, Arab, Arabic



arabiyyatun

‫ﺤﻮٌل‬ ُ ‫ُﻛ‬

ٌّ ‫ﺤﻮِﻟ‬ ُ ‫ُﻛ‬ ‫ﻲ‬

ُ ‫ُﻛ‬ ‫ﺤﻮِﻟّﻴٌَﺔ‬

kuhu¯lun, alcohol ˙

kuhu¯liyyun, alcoholic ˙

kuhu¯liyyatun ˙

‫ﺷْﻬـٌﺮ‬ َ

ٌّ ‫ﺷْﻬِﺮ‬ َ ‫ي‬

َ ‫ﺷـْﻬِﺮَّﻳٌﺔ‬

sˇahrun, month

sˇahriyyun, monthly

sˇahriyyatun




The feminine ending ta¯ marbu¯ tah ‫ـﺔ‬... is elided with the ˙ noun when adding the nisbah suffix ‫ﻲ‬ ٌّ ‫ ِـ‬... /...iyyun/ or ‫ ِـ َّﻴـٌﺔ‬... /...iyyatun/, 25.4

Adjectival patterns, relative adjectives, comparative

e.g. Relative adjective (nisbah) Noun

Masc.

Fem.

‫َﺛَﻘﺎَﻓٌﺔ‬

ٌّ ‫َﺛَﻘﺎِﻓ‬ ‫ﻲ‬

‫َﺛَﻘﺎِﻓَّﻴٌﺔ‬

taqa¯ fatun, culture ¯

taqa¯ fiyyun, cultural ¯

taqa¯ fiyyatun ¯

‫ِﻣْﻬـَﻨٌﺔ‬

ٌّ ‫ِﻣَﻬـِﻨ‬ ‫ﻲ‬

‫ِﻣَﻬـِﻨّﻴٌَﺔ‬

mihnatun, profession

mihaniyyun, professional

mihaniyyatun

25.5

If the noun ends in the long vowel ‫ـﺎ‬.َ.. /...a¯ /, this is elided with

the noun when adding the nisbah suffix ‫ﻲ‬ ٌّ ‫ ِـ‬... /...iyyun/ or ‫ ِـ َّﻴـٌﺔ‬... /...iyyatun/, e.g. Relative adjective (nisbah) Noun

Masc.

‫َأْﻣِﺮﻳَﻜﺎ‬

ٌّ ‫َأْﻣِﺮﻳِﻜ‬ ‫ﻲ‬




Fem.

‫َأْﻣِﺮﻳِﻜَّﻴٌﺔ‬







‫ِﻓْﻨَﻠـْﻨَﺪا‬

ٌّ ‫ِﻓْﻨَﻠـْﻨِﺪ‬ ‫ي‬

‫ِﻓْﻨَﻠـْﻨِﺪّﻳٌَﺔ‬

finlanda¯ , Finland

finlandiyyun, Finnish

finlandiyyatun

amrı-ka¯ , America

amrı-kiyyun, American

amrı-kiyyatun

25.6 The feminine singular form of the relative adjective (nisbah) is often used as a noun with abstract meaning, e.g. Relative adjective (nisbah) Noun

Masc.

‫ﺴﺎٌن‬ َ ‫ِإْﻧ‬

ٌّ ‫ﺴﺎِﻧ‬ َ ‫ِإْﻧ‬ ‫ﻲ‬




insa¯ nun, man

Fem. (abstract noun)

َ ‫ِإْﻧ‬ ‫ﺴﺎِﻧّﻴٌَﺔ‬







human

humaneness

insa¯ niyyun,

insa¯ niyyatun, humanity,

183

Adjectival patterns, relative adjectives, comparative

ْ ‫ِإ‬ ‫ﺷِﺘَﺮاِﻛَّﻴٌﺔ‬

ٌّ ‫ﺷِﺘَﺮاِﻛ‬ ْ ‫ِإ‬ ‫ﻲ‬

‫ﺷِﺘَﺮاٌك‬ ْ ‫ِإ‬


isˇtira¯ kun, co-operation




isˇtira¯ kiyyun,




isˇtira¯ kiyyatun, socialism

socialist

‫َﻗْﻮٌم‬

ٌّ ‫َﻗْﻮِﻣ‬ ‫ﻲ‬

‫َﻗْﻮِﻣّﻴٌَﺔ‬

qawmun, people, nation

qawmiyyun,

qawmiyyatun,

nationalist

nationalism

Note: Plural nisbah forms often have a collective meaning, e.g.
al-lisa¯ niyya¯ tu ‘linguistics’, from the noun ‫ن‬ ٌ ‫ﺴﺎ‬ َ ‫‘ ِﻟ‬tongue, language’.

25.7

َ ‫َأﻟ َّﻠ‬ ُ‫ﺴﺎِﻧ َّﻴﺎت‬

In pausal form (at the end of a sentence) the above nisbah suffix

ٌّ ‫ ِـ‬... /...iyyun/ is pronounced as a long vowel: ‫ ِـﻲ‬... /...ı¯/, which does ‫ﻲ‬
not take nunation. In pausa the final ta¯ marbu¯ tah (‫ـﺔ ة‬...) /...t/ is ˙ pronounced as /...h/, e.g.

‫ُﻟْﺒَﻨﺎِﻧَّﻴٌﺔ‬

ٌّ ‫ُﻟْﺒَﻨﺎِﻧ‬ ‫ﻲ‬

lubna¯ nı-, Lebanese (m.)

lubna¯ niyyah, (f.)

‫َﻗْﻮِﻣّﻴٌَﺔ‬

ٌّ ‫َﻗْﻮِﻣ‬ ‫ﻲ‬

qawmı-, nationalist

qawmiyyah, nationalism

25.8 The above relative adjective (nisbah) usually takes the sound plural, e.g. Masculine plural

Feminine plural

ْ ‫َأْﻟـُﻤﻌ َّﻠُﻤﻮَن ْﻟـِﻤ‬ ‫ﺼِﺮ ُّﻳﻮَن‬

ْ ‫َأْﻟـُﻤَﻌـ َّﻠـَﻤﺎتُ ْﻟـِﻤ‬ ُ‫ﺼِﺮ َّﻳﺎت‬

al-mu allimu¯na l-misriyyu¯na ˙ the Egyptian teachers

al-mu allima¯ tu l-misriyya¯ tu ˙ the Egyptian teachers













Note: The adjective ‫ﻲ‬ Arabic’ does not form the sound ٌّ ‫ َﻋَﺮِﺑ‬arabiyyun ‘Arab,  plural, but uses the collective noun ‫ب‬ ٌ ‫ َﻋَﺮ‬arabun ‘the Arabs, Arab’ as the plural form, e.g.

Masculine plural

ُ ‫َأْﻟـُﻤﻌ َّﻠُﻤﻮَن ْﻟَﻌَﺮ‬ ‫ب‬
184





al-mu allimu¯na l- arabu

the Arab teachers

(not: ‫ن‬ َ ‫َأْﻟـُﻤﻌ َّﻠﻤﻮَن ﻟَﻌَﺮِﺑ ُّﻴﻮ‬








al-mu allimu¯na l- arabiyyu¯na)

25.9 Comparative and superlative ‫ﻞ‬ ِ ‫ﻀﻴ‬ ِ ‫َأْﻓَﻌﻞُ ﻟـ َّﺘـْﻔ‬




As mentioned in 25.2, the pattern ‫ﻞ‬ ُ ‫ َأْﻓـَﻌ‬af alu (diptote) is characteristic of adjectives denoting colours and bodily defects. But the same pattern is also used to form the comparative and superlative degree of adjec-

Adjectival patterns, relative adjectives, comparative

tives, and participles of the first form in all genders and numbers. This form of the adjective is also called the elative, e.g. Adjective

Comparative/superlative




(according to the pattern ‫ﻞ‬ ُ ‫ َأْﻓَﻌ‬af alu)

‫ﺻِﻐﻴٌﺮ‬ َ s˙ ag˙-ırun, small

‫ﺻَﻐـُﺮ‬ ْ ‫َأ‬

‫ﺟِﻤﻴٌﻞ‬ َ g˘amı-lun, beautiful

‫ﺟَﻤُﻞ‬ ْ ‫َأ‬




asg˙ aru, smaller, smallest ˙ ag˘ malu, more beautiful, most




beautiful






‫ﺳٌﻊ‬ ِ ‫ َوا‬wa¯ si un, wide

‫ﺳُﻊ‬ َ ‫َأْو‬

‫ﺴٌﻦ‬ َ ‫ﺣ‬ َ h˙ asanun, good

‫ﺴُﻦ‬ َ ‫ﺣ‬ ْ ‫َأ‬



awsa u, wider, widest




ahsanu, better, best ˙
as ˇ haru, more famous, most famous ‫ﺷَﻬُﺮ‬ ْ ‫َأ‬

‫ﺸُﻬﻮٌر‬ ْ ‫ َﻣ‬masˇhu¯run, famous

25.10 Comparative sentences The preposition

‫ِﻣـْﻦ‬

min ‘from’ is used like the English preposition

‘than’ as a link between the two parts (item compared and object of comparison) of the comparative sentence. The comparative sentence thus has the following structure: item compared + comparative (elative) form of the adjective + ‫ﻦ‬ ْ ‫ ِﻣـ‬min + object of comparison, e.g.

‫ﺧـِﺘِﻪ‬ ْ ‫ﺻـَﻐـُﺮ ِﻣـْﻦ ُأ‬ ْ ‫َأْﻟَﻮَﻟـُﺪ َأ‬ ‫ﺟـَﻤـﻞُ ِﻣـْﻦ ِﺑـْﻨـِﺘـَﻬـﺎ‬ ْ ‫َأُْﻷ ُّم َأ‬

















al-waladu asg˙ aru min uhti-hi. ˘ ˙ The boy is younger than his sister. al- ummu ag˘ malu min binti-ha¯ .

The mother is more beautiful than her daughter.

‫ﺴـُﻦ ِﻣـَﻦ َْﻷْوَﻻِد‬ َ ‫ﺣـ‬ ْ ‫ت َأ‬ ُ ‫َأْﻟـَﺒـَﻨـﺎ‬










al-bana¯ tu ahsanu mina l- awla¯ di. ˙ (The) girls are better than (the) boys.




25.11 The pattern ‫ﻞ‬ ُ ‫ َأْﻓـَﻌ‬af alu cannot be used to form the comparative of the participles of the derived forms, nor of adjectives with more than three consonants. In these cases, the comparative is formed by

185

Adjectival patterns, relative adjectives, comparative







aktaru ‘more’, ‫ﺪ‬ ُّ ‫ﺷـ‬ َ ‫ َأ‬asˇ addu ‘stronger, more’ or ُ‫َأَﻗّﻞ‬ ¯
aqallu ‘less’, followed by an accusative abstract noun related to the using

‫َأْﻛـَﺜـُﺮ‬

participle or adjective, e.g.

‫ﺻـﺎ‬ ً ‫ﻼ‬ َ ‫ﺧـ‬ ْ ‫َأْﻛـَﺜـُﺮ ِإ‬ faithfulness)

َ ‫َأ‬ ‫ﺳـَﻮاًدا‬ َ ‫ﺷـ ُّﺪ‬ ‫ﺟَﻤﺎًﻻ‬ َ ُّ‫َأَﻗﻞ‬







aktaru ihla¯ san, more faithful (lit. more as regards ˘ ˙ ¯




asˇaddu sawa¯ dan, blacker (lit. stronger as regards blackness)




aqallu g˘ ama¯ lan, less beautiful (lit. less as regards beauty)

hayrun ‘good(ness)’ and ‫ﺮ‬ َ ُّ ‫ﺷ‬ ˘ sˇ arrun ‘evil’ are used as comparatives and superlatives with the 25.12 The two nouns/adjectives

‫ﺧْﻴٌﺮ‬ َ

meanings ‘better’ and ‘worst’, respectively, e.g.

َ ‫ﻼُة‬ َ ‫ﺼ‬ ‫ﺧْﻴٌﺮ ِﻣَﻦ ﻟَّﻨْﻮِم‬ َّ ‫َأﻟ‬

‫ﺷَّﺮ َْﻷْوَﻻِد‬ َ ‫ُﻫَﻮ ِﻣْﻦ‬

as-sala¯ tu hayrun mina n-nawmi. ˘ ˙˙ Prayer is better than sleep. (The Quran)

huwa min sˇarri l- awla¯ di.







He is one of the worst boys.

25.13 Superlative sentences The superlative is formed by making the comparative pattern

‫َأْﻓـَﻌـُﻞ‬




af alu definite, either with the definite article




...‫ َأْﻟـ‬or with the

ida¯ fah construction. This form is used for both genders and all ˙ numbers, e.g.




Ida¯fah construction ˙

‫ﻃَﻮلُ َوَﻟٍﺪ‬ ْ ‫ُﻫَﻮ َأ‬

‫ﻃَﻮُل‬ ْ ‫ُﻫﻮَ َْﻷ‬

huwa atwalu waladin. He is the ˙ tallest boy.

huwa l- atwalu. He is the tallest. ˙

‫ﺖ‬ ٍ ‫ﺼُﺮ ِﺑْﻨ‬ َ ‫ﻲ َأْﻗ‬ َ ‫ِﻫ‬

‫ﺼُﺮ‬ َ ‫ﻲ َْﻷْﻗ‬ َ ‫ِﻫ‬

hiya aqsaru bintin. She is the ˙ shortest girl.

hiya l- aqsaru. She is the shortest. ˙

‫ﻃَﻮلُ َْﻷْوَﻻِد‬ ْ ‫ُﻫْﻢ َأ‬

‫ﻃَﻮُل‬ ْ ‫ُﻫُﻢ َْﻷ‬

hum atwalu l- awla¯ di. They are the ˙ tallest boys.

humu l- atwalu. They are the tallest. ˙










186

Definite article













ِ ‫ﻃَﻮلُ ْﻟَﺒَﻨﺎ‬ ‫ت‬ ْ ‫ُﻫَّﻦ َأ‬


‫ﻃَﻮُل‬ ْ ‫ُﻫَّﻦ َْﻷ‬




hunna atwalu l- bana¯ ti. They are ˙ the tallest girls. 25.14




hunna l- atwalu. They are the tallest. ˙





Some adjectives having the superlative pattern ‫ﻞ‬ ُ ‫ َأَْﻷْﻓَﻌ‬al- af alu






Adjectival patterns, relative adjectives, comparative

can also have a feminine superlative form ‫ﻌَﻠﻰ‬ ْ ‫ َأْﻟُﻔ‬al-fu la¯ , e.g. Superlative masculine

Superlative feminine

‫َأﻟ ُّﺪَولُ ْﻟُﻜْﺒَﺮى‬

‫َأَْﻷْﻛـَﺒـُﺮ‬






al- akbaru, the biggest, the greatest

ad-duwalu l-kubra¯ , the great(est)

countries

‫ﻈُﻢ‬ َ ‫َأَْﻷْﻋ‬

‫ﻈَﻤﻰ‬ ْ ‫ﻄﺎْﻧَﻴﺎ ْﻟُﻌ‬ َ ‫َﺑِﺮﻳ‬





 barı-ta¯ nya¯ l- udma¯ , Great Britain ˙ ˙¯

al- a damu, the greatest ˙¯

‫ﺼـْﻐـَﺮى‬ ُّ ‫َأْﻟـِﺒـْﻨـﺖُ ﻟـ‬

‫ﺻـَﻐـُﺮ‬ ْ ‫َأْﻟـَﻮَﻟـُﺪ َْﻷ‬








al-waladu l- asg˙ aru, the smallest boy ˙

al-bintu s-sug˙ ra¯ , the smallest girl ˙˙

25.15 The dual and plural of the above superlatives take their number and gender according to the preceding noun, e.g. Singular

Dual

‫ﺻَﻐُﺮ‬ ْ ‫َأْﻟَﻮَﻟُﺪ َْﻷ‬


Plural

‫ﺻَﻐَﺮاِن‬ ْ ‫َأْﻟَﻮَﻟَﺪاِن َْﻷ‬




al-waladu l- asg˙ aru ˙







al-walada¯ ni l- asg˙ ara¯ ni ˙

‫ﺻَﻐـُﺮوَن‬ ْ ‫َأَْﻷْوَﻻُد َْﻷ‬

al- awla¯ du l


the smallest boy

the two smallest boys

asg˙ aru¯na ˙ the smallest boys

ُ ‫َأْﻟِﺒْﻨ‬ ‫ﺼُْﻐَﺮى‬ ّ ‫ﺖ ﻟ‬

ُّ ‫َأْﻟِﺒْﻨَﺘﺎِن ﻟ‬ ‫ﺼْﻐَﺮَﻳﺎِن‬

ُ ‫َأْﻟـَﺒَﻨﺎ‬ ُ ‫ﺼُْﻐَﺮَﻳﺎ‬ ‫ت‬ ّ ‫ت َأﻟ‬

al-bintu s-sug˙ ra¯ ˙˙ the smallest girl

al-binta¯ ni s-sug˙ raya¯ ni ˙˙ the two smallest girls

al-bana¯ tu s-sug˙ raya¯ tu ˙˙ the smallest girls

‫ﻈَﻤﻰ‬ ْ ‫َأﻟ َّﺪْوَﻟُﺔ ْﻟُﻌ‬

‫ﻈَﻤَﻴﺎِن‬ ْ ‫َأﻟ ُّﺪْوَﻟَﺘﺎِن ْﻟُﻌ‬

‫ﻈَﻤﻰ‬ ْ ‫َأﻟّﺪَُولُ ْﻟُﻌ‬

ad-dawlatu l- udma¯ ˙¯ the greatest country

ad-dawlata¯ ni l- udmaya¯ ni ad-duwalu l- udma¯ ˙¯ ˙¯ the two greatest countries the greatest countries

























‫ب ْﻟُﻜْﺒَﺮى‬ ُ ‫ﺤْﺮ‬ َ ‫َأْﻟـ‬

‫ﺤْﺮَﺑﺎِن ْﻟُﻜْﺒَﺮَﻳﺎِن‬ َ ‫َأْﻟـ‬

‫ﺤُﺮوبُ ْﻟُﻜْﺒَﺮى‬ ُ ‫َأْﻟـ‬

al-harbu l-kubra¯ ˙ the greatest war

al-harba¯ ni l-kubraya¯ ni ˙ the two greatest wars

al-huru¯bu l-kubra¯ ˙ the greatest wars










187

Adjectival patterns, relative adjectives, comparative

Remember: Both

‫ َأﻟّﺪَُوُل‬and ‫ب‬ ُ ‫ﺤُﺮو‬ ُ ‫ َأْﻟـ‬refer to non-human entities and

therefore take the superlative adjective in the feminine singular (see chapter 14).

25.16 The diminutive The diminutive

‫ُﻓَﻌْﻴٌﻞ‬



ْ ‫ ِإ‬can be formed according to the pattern ‫ﺼِﻐﻴِﺮ‬ ْ ‫ﺳﻢُ ﻟَّﺘ‬

fu aylun. It is restricted to certain nouns and adjectives and

indicates diminishing or reducing. As in many other languages, the diminutive may, in addition, often be employed with a positive or negative feeling or tone. With a positive feeling it expresses flirtation, coquetry or endearment. With a negative feeling it conveys contempt or downgrading. The diminutive form can be learned with practice or from the dictionary. Some diminutives are common as proper names, e.g.



Diminutive ‫ﻞ‬ ٌ ‫ ُﻓَﻌْﻴ‬fu aylun

‫ﺴٌﻦ‬ َ ‫ﺣ‬ َ H˙ asanun, good (a name)

‫ﺴْﻴٌﻦ‬ َ ‫ﺣ‬ ُ H˙ usaynun, little good one (a name)

‫َﻋْﺒٌﺪ‬

‫ُﻋَﺒْﻴٌﺪ‬



Abdun, slave (a name)



Ubaydun, little slave (a name)

‫ﺐ‬ ٌ ‫ َﻛْﻠ‬kalbun, dog

‫ﺐ‬ ٌ ‫ ُﻛَﻠْﻴ‬kulaybun, small dog

‫ﺤٌﺮ‬ ْ ‫ َﺑ‬bah˙ run, sea

‫ﺤْﻴَﺮٌة‬ َ ‫ ُﺑ‬buh˙ ayratun, lake (fem. ending)

25.17 Some prepositions can sometimes be used in diminutive form, e.g.

‫ﻈْﻬِﺮ‬ ُّ ‫ َﻗْﺒﻞَ ﻟ‬qabla d¯ -d¯ uhri ˙ ˙ before noon

‫ﻈْﻬِﺮ‬ ُّ ‫ ُﻗَﺒْﻴﻞَ ﻟ‬qubayla d¯ -d¯ uhri

˙ ˙ a little before noon

In words where the second consonant is followed by a long vowel, the vowel changes to ..‫ َــَّﻴـ‬.. /...ayyi.../ in the diminutive, e.g.

188

ٌ ‫ ِﻛَﺘﺎ‬kita¯ bun, book ‫ب‬

‫ﺐ‬ ٌ ‫ ُﻛَﺘَّﻴ‬kutayyibun, little book, booklet, pamphlet

‫ﺻِﻐﻴٌﺮ‬ َ s˙ ag˙-ırun, small

‫ﺻَﻐَّﻴٌﺮ‬ ُ s˙ ug˙ayyirun, very small

Exercises Practise your reading:

‫ﺟـَﻤـﺎًﻻ‬ َ ‫ﺠﺎِﻣَﻌِﺔ‬ َ ‫ت ْﻟـ‬ ِ ‫ﻃﺎِﻟَﺒﺎ‬ َ ‫ﺧﺎِﻟﻲ ُﻫَﻤﺎ َأْﻛـَﺜـُﺮ‬ َ ‫ِإْﺑَﻨُﺔ َﻋَّﻤﻲ وْﺑَﻨُﺔ‬ 6

5

4

3

2

. ‫ﻬـﺎًدا‬ َ ‫ﺟـِﺘـ‬ ْ  (1)

1,2

1

Adjectival patterns, relative adjectives, comparative

7 ‫َوَأَﻗ ُّﻠُﻬ َّﻦ‬

8

My cousin (1the daughter of 2my paternal uncle) and my other

cousin (the daughter of 3my maternal uncle) 4are 5the most 6beautiful (prettiest) female students in the university 7and the least 8diligent. ‫ا‬

ُ ‫ﺖ ْﻟِﺒْﻨ‬ ِ ‫ﺟ‬ َ ‫َﺗَﺰَّو‬ ‫ﻒ ُوِﻟَﺪ‬ ِ ‫ﺳ‬ َ ‫ﺟﺎِرَﻧﺎ ﻟِﻜْﻦ َﻣَﻊ َْﻷ‬ َ ‫ت‬ ِ ‫ﺖ ْﻟُﻜْﺒَﺮى ِﻣْﻦ َﺑَﻨﺎ‬ 7

6

5

4

3

2

. ‫ﻤﻰ‬ َ ‫َأْﻋ‬ (2) 2The oldest daughter of 5,6

3

7

7

8

‫ﻃْﻔٌﻞ‬ ِ ‫ َﻟَﻬﺎ‬8

9

1

our neighbour

1

4

got married,

but

9

unfortunately she gave birth to ( born to her) a blind baby. 3 2 1 ُّ ‫ﺴِﻦ ﻟ‬ ،‫ﺠﺎِﻣَﻌِﺔ‬ َ ‫ب ِﻓﻲ ْﻟـ‬ ِ َ‫ﻼ‬ ُ َ‫ﻼ‬ َ ‫ﺣ‬ ْ ‫ﺐ( ﻟ ُّﻠَﻐِﺔ ْﻟَﻌـَﺮِﺑ َّﻴِﺔ ِﻣْﻦ َأ‬ ٌ ‫ﻃﺎِﻟ‬ َ s.) ‫ب‬ ُ ّ ‫ﻄ‬ ّ ‫ﻃ‬

. ‫ﺧْﺒَﺮًة‬ ِ

‫َوَأْﻛَﺜِﺮِﻫْﻢ‬

5

4

(3) The students of Arabic (1language) are 2among the 3best 4and most 5

experienced students in the university. .‫ﻲ‬ ْ ‫َأ‬ ٌّ ‫ﺟَﻨِﺒ‬

(4)

3,2

5

‫ﻃـَﺮﺷًـﺎ ُﻫـَﻮ‬ َ ‫َْﻷْﻛَﺜُﺮ‬ 4

3

2

/ ‫ﺷـُّﺪ‬ َ ‫َْﻷ‬

‫ﺠﻮُز‬ ُ ‫َأْﻟـَﻌـ‬

2

1

The deafest (lit. 2the most 3deaf) 1old man 4is 5a foreigner.

‫ﺴِﻠِﻤﻴَﻦ‬ ْ ‫ب َوَﻛِﺜﻴٌﺮ ِﻣَﻦ ْﻟـُﻤ‬ ٍ ‫ﺴـُﻦ ِﻛـَﺘـﺎ‬ َ ‫ﺣـ‬ ْ ‫َأْﻟـُﻘـْﺮ ƒاُن ْﻟَﻜِﺮﻳُﻢ َأ‬ 2

1

. ‫ﻏْﻴًﺒﺎ‬ َ

4

‫َﻳْﻌِﺮُﻓﻮَﻧُﻪ‬

3

(5) 1The Holy Quran is 2the best book, and many Muslims 3know it 4by heart.

‫ﻲ‬ َّ ‫ﺸﺎِﻋِﺮ ﻟـُّﻠْﺒَﻨﺎِﻧ‬ ْ ‫ َدارٌ( ﻟَّﻨ‬s.) ‫ﺸـُﺮ ُدوُر‬ ُ ‫ﺳَـَﺘـْﻨـ‬ َّ ‫ َﻋَﻤﻞٌ( ﻟ‬s.) ‫ﺸِﺮ َأْﻋَﻤﺎَل‬ 5

. ‫ﻋِﺪﻳَﺪٍة‬ َ

11

4

3

2

1

10 9 8 7 6 ‫ﺟَﻨِﺒّﻴٍَﺔ‬ ٍ ‫ﺐ ُﻛُﺘِﺒِﻪ ِإﻟﻰ ُﻟَّﻐﺎ‬ ْ ‫ت َأ‬ َ ‫ﺟُﻢ َأْﻏَﻠ‬ ِ ‫ﺳـُﺘـَﺘْﺮ‬ َ ‫ﺸُﻬﻮِر َو‬ ْ ‫ْﻟـَﻤ‬

(6) 3The publishing 2houses 1will publish 4the works of 6the famous Lebanese 5poet 7and will translate 8most of his books into 10

11

many

9

foreign languages. 189

Adjectival patterns, relative adjectives, comparative

7 6 5 4 3 2 1 ‫ﺠَّﻮّﻳَِﺔ‬ َ ‫ﺻﻮَرٌة( ِﻟـْﻠَﻐﺎَرِة ْﻟـ‬ ُ s.) ‫ﺻَﻮٍر‬ ُ ‫ﺴﺎِﺋّﻴٌَﺔ َﻣَﻘﺎًﻻ َﻣَﻊ‬ َ ‫ﺟِﺮﻳَﺪٌة َﻣ‬ َ ‫ت‬ ْ ‫ﺸَﺮ‬ َ ‫َﻧ‬

،‫ﺖ َﻋَﺪًدا َﻛِﺒﻴًﺮا ِﻣَﻦ ْﻟـَﻤَﺪِﻧَّﻴﻴَﻦ‬ ْ ‫ﺣ‬ َ ‫ﺟَﺮ‬ َ ‫ﺖ َو‬ ْ ‫ﺲ َّﻟِﺘﻲ َﻗَﺘَﻠ‬ ِ ‫َأْﻣ‬ 13

12

. ‫ﻋﺎٍم‬ َ

18

11

10

9

‫ﻼَل‬ َ ‫ﺧ‬ ِ ‫ﻒ َﻏﺎَرٍة‬ ُ ‫َوُﺗْﻌَﺘَﺒُﺮ َأْﻋَﻨ‬ 17

16

15

8

14

(7) 3An evening 2newspaper 1published 4an article with 5pictures of 7the air 6raid 8yesterday, 9which 12

13

10

killed and

14

11

injured (wounded) a large

15

number of civilians, and is regarded as the worst (15most violent)

16

raid 17for 18a year. 5 4 3 2 1 ْ ‫ﺐ َْﻷ‬ ُ ‫ﺼَِﻠﻴ‬ ‫ﺣﻰ‬ َ ‫ﺠْﺮ‬ َ ‫ ْﻟـ‬/ ‫ﺠﺎِرﻳَﺢ‬ َ ‫ﺣَﻤُﺮ ْﻟـَﻤ‬ ْ ‫ﻼُل َْﻷ‬ َ ‫َﻧَﻘَﻞ ْﻟِﻬ‬ ّ ‫ﺣَﻤُﺮ َوﻟ‬

.‫ﺐ‬ ِ ‫ْﻟَﻘِﺮﻳ‬

7

‫ﺸـَﻔﻰ‬ ْ ‫ﺴَﺘـ‬ ْ ‫ﺠُﺮوحٌ( َوْﻟـَﻤْﻨُﻜﻮِﺑﻴَﻦ ِإَﻟﻰ ْﻟـُﻤ‬ ْ ‫ َﻣ‬s.) 6

(8) The 3Red 2Crescent and the Red 4Cross 1transported 5the injured (wounded) 6and the victims to the 7nearby hospital. . ‫ﺤِﺮ‬ ْ ‫ْﻟَﺒ‬

5

4 3 2 1 ‫ﺳَﻤِﻚ‬ َ ‫ﺐ ِﻣْﻦ‬ ُ ‫ﻃَﻴ‬ ْ ‫ﻲ ُأوُرو َّﺑﺎ َأ‬ َّ ‫ﺷَﻤﺎِﻟ‬ َ ‫ت ِﻓﻲ‬ ِ ‫ﺤْﻴَﺮا‬ َ ‫ﺳَﻤَﻜٌﺔ( ْﻟُﺒ‬ َ s.) ‫ﺳَﻤُﻚ‬ َ

(9) 1The fish from (lit. of) the 2lakes in 3northern Europe is 4tastier (better) than 5sea fish. 6 5 4 3 2 1 ِ ‫ﻲ ِإَﻟـﻰ َرِﺋﻴ‬ ‫ﺳـَﺄَﻟُﻪ َﻋـِﻦ‬ َ ‫ﺲ َدْوَﻟٍﺔ ِإْﻓِﺮﻳِﻘ َّﻴٍﺔ َو‬ ْ ‫ﻲ َأ‬ َ ‫ﺻ‬ ِ ‫ﺐ َوْﻓٌﺪ‬ َ ‫َذَﻫ‬ ٌّ ‫ﺟَﻨِﺒ‬ ٌّ ‫ﺤﺎِﻓـ‬

. ‫ﺴْﻮَداِء‬ َّ ‫ﻟ‬

10

9 8 7 ‫ﺳـَّﻴـِﺔ ِﻓـﻲ ِإْﻓِﺮﻳْﻘَﻴﺎ‬ ِ ‫ﺴـَﻴـﺎ‬ َ ‫َْﻷْزَﻣـِﺔ ِْﻻْﻗِﺘ‬ َّ ‫ﺼﺎِدّﻳَِﺔ َوﻟـ‬

(10) 4A foreign 3press 2delegation 1went to the president of an African 5state 6

and asked him about 8the economic 9and political 7crisis in

10

Black

Africa.

ِ ‫ﺲ( ﻟُّﺪَو‬ (‫ َدْوَﻟٌﺔ‬s.) ‫ل‬ ٌ ‫ َرِﺋﻴ‬s.) ‫ﺳﺎِء‬ َ ‫ُرَؤ‬ 5

4

3 2 1 َ ‫ﺟِﺘَﻤﺎ‬ ‫ع‬ ْ  ‫ت ِْﻹَذاَﻋُﺔ ْﻟَﻴْﻮَم َأ َّن‬ ِ ‫َذَﻛَﺮ‬

‫ت َوَأْﻛَﺜِﺮَﻫﺎ‬ ِ ‫ﺟِﺘَﻤﺎَﻋﺎ‬ ْ ‫ﻃَﻮِل ِْﻻ‬ ْ ‫ﺲ َﻛﺎَن ِﻣْﻦ َأ‬ َ ‫ْﻟُﻜْﺒَﺮى ْﻟـَﻤْﻌُﻘﻮَد ِﻓﻲ َﺑﺎِرﻳ‬ 10

9

8

7

. ‫ﻌِﻘﻴًﺪا‬ َ ‫َﺗ‬

6

11

(11) 2The radio (broadcast) 1mentioned today that 3the meeting of 4the presidents of 6the great 5countries which was 7held in Paris was one of the 8longest 10and most 11complicated 9meetings.

َ ‫ﺸـ‬ ِ ‫ﺨـِﺮﻳـ‬ ‫ﻒ‬ َ ‫ﺻـْﻔـَﺮاُء ِﻓـﻲ ْﻟـ‬ َ (‫ﺠَﺮٌة‬ َ ‫ﺷ‬ َ s.) ‫ﺠِﺮ‬ ُ ‫َأْوَرا‬ َّ ‫ َوَرَﻗٌﺔ( ﻟـ‬s.) ‫ق‬ 4

190

3

2

ِ ‫ﻟـَّﺮِﺑـﻴـ‬ .‫ﻊ‬

6

‫ﻀـَﺮاُء ِﻓـﻲ‬ ْ ‫ﺧـ‬ َ ‫َو‬

(12) 1The leaves of the 2trees are 3yellow in 4autumn 5and green in 6spring.

1

5

6 5 4 3 2 1 ُّ ‫ﺠْﻨِﺪ‬ ‫ﺲ ُﻫَﻮ َﺗْﻌـَﺒﺎُن ْﻟَﻴْﻮَم َوَﻧﺎِﺋٌﻢ ِﻓﻲ‬ ِ ‫ث َأْﻣ‬ ِ ‫ﺣﺎِد‬ َ ‫ح ِﻓﻲ‬ ُ ‫ﺠُﺮو‬ ْ ‫ي ْﻟـَﻤ‬ ُ ‫َأْﻟـ‬

. ‫ﺳِﺮﻳِﺮِه‬ َ

7

(13) 1The soldier 2injured (wounded) in 4yesterday’s 3incident is 5tired today

Adjectival patterns, relative adjectives, comparative

6

and asleep in (his) 7bed. . ‫ﺴَﻨٍﺔ‬ َ ‫ِﺑ‬

7

‫ﺧَﺒُﺮ ِﻣْﻨَﻚ‬ ْ ‫َﻣْﻦ ُﻫَﻮ َأْﻛَﺒُﺮ ِﻣْﻨَﻚ ِﺑـَﻴْﻮٍم ُﻫَﻮ َأ‬ 6

5

4

3

2

1

(14) He 1who 2is 5a day 3older 4than you is 7a year 6more experienced than you. (Proverb)

ٍ ‫ﺿّﺒَﺎ‬ ‫ﻲ‬ َّ ‫ﺶ َْﻷْﻟـَﻤﺎِﻧ‬ ِ ‫ﺠْﻴ‬ َ ‫ﻂ( ُﻣَﺘَﻘﺎِﻋُﺪوَن ِﻣَﻦ ْﻟـ‬ ٌ ‫ﺿﺎِﺑ‬ َ )‫ط‬ ُ ‫ﻼَﺛُﺔ‬ َ ‫ﺸَﺮ َﺛ‬ َ ‫َﻧ‬ 4

ُْ . ‫ﻷوَﻟﻰ‬

3

9

2

1

8 7 6 5 ‫ب ْﻟَﻌﺎَﻟـِﻤـّﻴَِﺔ‬ ِ ‫ﺤْﺮ‬ َ ‫ُﻣَﺬَﻛَّﺮاِﺗِﻬْﻢ َﻋِﻦ ْﻟـ‬

(15) Three 3retired 2officers from the German 4army 1published 5their memoirs 6of 9the First 8World 7War. Translate into Arabic: (1) My paternal cousin married (prep.: ‫ﻦ‬ ْ ‫ )ِﻣ‬a foreign journalist. (2) Sea fish is tastier than fish from (of) the lakes. (3) The leaves of the trees are green in spring and yellow in autumn. (4) Many students know the works of the famous Lebanese poet by heart. (5) The president of an African state published his memoirs yesterday and the publishing house will translate them into many foreign languages. (6) The newspaper published an article about (‫ﻦ‬ ْ ‫ )َﻋ‬yesterday’s incident. (7) The German officer is one of the most experienced officers in warfare. (8) The army officer injured in the air raid yesterday is tired today and asleep in (his) bed. (9) The publishing house will translate and publish the book about the First World War. (10) The radio mentioned today that the Red Crescent and the Red Cross transported the injured (victims) to the nearby hospital. (11) My eldest maternal cousin got married but, unfortunately, she gave birth to a blind baby.

191

Adjectival patterns, relative adjectives, comparative

192

(12) The radio mentioned the air raid yesterday which killed (in it) one soldier and injured (wounded) a large number of civilians. (13) A journalist published an article in an evening newspaper about the economic and political crisis in north Africa.




Chapter 26

Inna ‫ن‬ َّ ‫ ِإ‬and its sisters,

ka¯ na ‫ن‬ َ ‫ َﻛـﺎ‬and its sisters
‫ ِإ َّن‬inna

26.1

is an assertive particle, which can be translated as

‘indeed, certainly’, or by the biblical word ‘verily, (and) lo’. Mostly it is not, however, translated at all, as it is basically used as a matter of style or a simple syntactic device. It is placed at the beginning of a nominal sentence before the (logical) subject, which takes the accusative case or is expressed by a suffixed pronoun. There are a number of other particles (and conjunctions) that are con-




strued in the same way as ‫ن‬ َّ ‫ ِإ‬inna. The Arab grammarians refer to them




as ‫ﻬﺎ‬ َ ‫ﺧَﻮاُﺗ‬ َ ‫ ‘ ِإ َّن َوَأ‬inna and its sisters’. After all these particles the (logical)

subject is in the accusative case. The nominal predicate remains in the nominative case.




The following are the particles ‫ن‬ َّ ‫ ِإ‬inna and its sisters:







‫ ِإ َّن‬inna, indeed, that ‫ َأ َّن‬anna, that ‫ ﻟِﻜ َّﻦ‬la¯ kinna, but ‫ﺖ‬ َ ْ‫ َﻟﻴ‬layta, would, if only, wish ‫ا‬

‫ا‬

Note: ‫ﻦ‬ َّ ‫ ﻟـِﻜـ‬la¯ kinna is very often prefixed with prefixed with ‫ َﻳـﺎ‬ya¯ .




‫ َﻛـَﺄ َّن‬ka anna, as if 

َ‫ َﻟَﻌّﻞ‬la alla, perhaps

‫ َو‬wa. ‫ﺖ‬ َ ‫ َﻟـْﻴـ‬layta is very often

Examples:

‫ﺸُﻐﻮٌل‬ ْ ‫ِإّنَ ْﻟـٌﻤِﺪﻳَﺮ َﻣ‬


inna l-mudı-ra masˇg˙ u¯lun.

The director is (indeed) busy.

‫ﺸُﻐﻮٌل‬ ْ ‫ِإ َّﻧُﻪ َﻣ‬


inna-hu masˇg˙ u¯lun.

He is (indeed) busy. 193




Inna ‫ن‬ َّ ‫ِإ‬ and its sisters, ka¯ na ‫ن‬ َ ‫َﻛـﺎ‬ and its sisters

26.2




After ‫ن‬ َّ ‫ ِإ‬inna, the nominal predicate can be emphasized by pre-

fixing ...‫ َﻟـ‬/la.../. (This is optional.) This particle has no influence on the case of the predicate, e.g. ‫ا‬

‫ﺧَﺮَة َﻟَﻜـِﺒﻴَﺮٌة‬ ِ ‫ِإّنَ ْﻟَﺒﺎ‬

‫ﻈـﻴٌﻢ‬ ِ ‫ِإّنَ ﻟ ّﻠَﻪ َﻟَﻌ‬

 inna lla¯ ha la- ad-ımun.







inna l-ba¯ hirata la-kabı-ratun. ˘ The ship is indeed big.

˙¯ God is indeed great. (The Quran) 26.3


‫ ِإ َّن‬inna and its sisters can also occur before the (logical) subject

in a verbal sentence, but then the subject must be in the accusative case, e.g.

‫ﺠَﻬﺎ‬ َ ‫ﺼَﻴﺎحَ َأْزَﻋ‬ ِّ ‫َﻟَﻌﻞَّ ﻟ‬

‫ﺴَﻔَﺮ َأْﺗَﻌـَﺒُﻪ‬ َّ ‫ِإَّن ﻟ‬







inna s-safara at aba-hu.

The travel made him tired. 26.4




la alla s-siya¯ ha az ag˘ a-ha¯ . ˙˙ ˙ Perhaps the shouting bothered her.



‫ ِإ َّن‬inna, takes the form ‫ َأَّن‬anna ‘that’ (complementizer), when

it introduces indirect speech or a complement clause after the main clause, e.g.

َ ‫ﺾ‬ ٌ ‫ﺳِﻤﻊَ َأ َّﻧُﻪ َﻣِﺮﻳ‬

َ ‫ﺾ‬ ٌ ‫ﺳِﻤﻊَ َأنَّ ﻟ َّﺮِﺋﻴﺲَ َﻣِﺮﻳ‬ 



-


sami a anna-hu marı-dun. ˙ He heard that he is ill.

sami a anna r- ra ısa marı-dun. ˙ He heard that the president is ill.




Note: ‫ن‬ َّ ‫ ِإ‬inna, nevertheless, remains unchanged after the verb say’, e.g.

qa¯ la ‘to

‫ﺾ‬ ٌ ‫َﻗﺎل ِإ َّﻧُﻪ َﻣِﺮﻳ‬

َّ ‫َﻗﺎلَ ِإّنَ ْﻟـُﻤَﻮ‬ ‫ﺾ‬ ٌ ‫ﻇﻒَ َﻣِﺮﻳ‬



qa¯la inna-hu marı-dun. ˙ He said that he is ill.

qa¯la inna l-muwaddafa marı-dun. ˙ ˙¯ ˙¯ He said that the employee is ill. 26.5

‫َﻗﺎَل‬


‫ َأ َّن‬anna can be combined with prepositions and then gets various

other meanings:







‫ ِﻷَ َّن‬li- anna, because

‫ َﻣَﻊ َأ َّن‬ma a

anna, although, in spite of the fact that

َّ ‫ﺐ ِإَﻟﻰ ﻟ‬ َّ ‫ﺊ َِﻷّنَ ﻟ‬ ُ ‫ﺳَﺄْذَﻫ‬ َ ِ ‫ﻃ‬ ِ ‫ﺸﺎ‬ َ َ‫ﻄْﻘﺲ‬ ‫ﺣﺎ ٌّر‬


194










sa- adhabu ila¯ sˇ-sˇa¯ ti i li- anna t-taqsa ha¯ rrun. ¯ ˙ ˙˙ ˙ I will go to the beach, because the weather is hot.

َ ‫ﺳٌﺦ‬ ِ ‫ﺳـَﺒـَﺢ َﻣـﻊَ َأَّن ْﻟـَﻤـﺎءَ َو‬ 






sabaha ma a anna l-ma¯ a wasihun. ˘ ˙ He swam, although the water was dirty. 26.6







When ‫ن‬ َّ ‫ ِإ‬inna or ‫ َأَّن‬anna takes a suffixed pronoun in the first

Inna ‫ن‬ َّ ‫ِإ‬ and its sisters, ka¯ na ‫ن‬ َ ‫َﻛـﺎ‬ and its sisters

person singular or plural, there are two alternative forms: Singular
ّ inn-ı- OR

‫إ َﻧﻲ‬

26.7 When

‫ِإّﻧَِﻨﻲ‬

Plural




‫إ َّﻧﺎ‬

inna-nı-







inn-a¯ OR ‫ ِإّﻧََﻨﺎ‬inna-na¯



‫ ِإ َّن‬inna or ‫ َأ َّن‬anna is not immediately followed by the

subject in a verbal sentence, it takes the suffixed pronoun of the third person masculine singular:



‫ـُﻪ‬... /...hu/, i.e. ‫ ِإ َّﻧـُﻪ‬inna-hu, ‫ َأ َّﻧـُﻪ‬anna-hu,

for all genders and numbers, e.g.

ُ ‫ﺳِﻤْﻌـ‬ َ OR ‫ﺖ َﻏًﺪا‬ ُ ‫ﺳـِﻤْﻌـ‬ َ ‫ﺴﺎِﻓـُﺮ َﻏًﺪا‬ َ ‫ﺖ ُﺗ‬ َ ‫ﺖ َأنَّ ْﻟِﺒْﻨ‬ ُ ‫ﺴﺎِﻓـُﺮ ْﻟِﺒْﻨ‬ َ ‫ﺖ َأّﻧَُﻪ ُﺗ‬ 









sami tu anna l-binta tusa¯ firu g˙ adan. sami tu anna-hu tusa¯ firu l-bintu g˙ adan. I heard that the girl will travel tomorrow.

26.8 Ka¯na ‫ﻛﺎن‬ َ and its sisters There are dozens of verbs which behave like the verb

‫ َﻛﺎَن‬ka¯ na ‘to be’

(lit. ‘he was’), referred to as ‫ﻬﺎ‬ َ ‫ﺧَﻮاُﺗ‬ َ ‫‘ َﻛﺎَن َوَأ‬ka¯ na and its sisters’. All these verbs take the predicative complement in the accusative case. Hence




they are construed in the opposite way to ‫ن‬ َّ ‫ ‘ ِإ‬inna and its sisters’. 26.9 The following are the most common verbs known as sisters of

‫ َﻛﺎَن‬ka¯ na: ‫ﺻـَﺒَﺢ‬ ْ ‫َأ‬




asbaha, to become (to be/become in the morning) (form IV) ˙ ˙
‫ﺤﻰ‬ َ ‫ﺿـ‬ ْ ‫ َأ‬ad˙ h˙ a¯ , to become َ‫ﻇّﻞ‬ َ d¯ alla, to continue, to keep on, to remain ˙ َ ‫ َﺑﺎ‬ba¯ ta, to become, to spend the night ‫ت‬

195




Inna ‫ن‬ َّ ‫ِإ‬ and its sisters, ka¯ na ‫ن‬ َ ‫َﻛـﺎ‬ and its sisters

‫ﺴﻰ‬ َ ‫َأْﻣ‬




amsa¯ , to become (to be/become in the evening)

‫ َﻣﺎ َزاَل‬ma¯ -za¯ la, to keep on, not to cease, (to be/do) still َ ‫ َﻣﺎ َﺑِﺮ‬ma¯ -barih˙ a, to continue, (to be/do) still ‫ح‬ ‫ َﻣﺎ َداَم‬ma¯ -da¯ ma, to continue, as long as (... lasts) ‫ﺻﺎَر‬ َ s˙ a¯ ra, to become َ ‫ َﻟْﻴ‬laysa, is not (see chapters 32 and 37) ‫ﺲ‬ Examples:

َّ ‫ﺻـَﺒﺢَ ﻟ‬ ْ ‫َأ‬ ‫ﺳﺎ‬ ً ‫ﺐ ُﻣَﻬـْﻨِﺪ‬ ُ ‫ﻄﺎِﻟ‬

‫ﺟِﺪﻳًﺪا‬ َ ‫ب‬ ُ ‫َﻛﺎنَ ْﻟـِﻜـَﺘﺎ‬




ka¯ na l-kita¯ bu g˘ adı-dan. The book was new.

asbaha t-ta¯ libu muhandisan. ˙ ˙ ˙˙ The student became an engineer.

‫ﺼﻴًﺮا‬ ِ ‫ﺟﻞُ َﻗـ‬ ُ ‫َﻟﻴﺲَ ْﻟ َّﺮ‬

َ ‫ﺴﻴـَﻦ‬ ِ ‫ﺟﺎِﻟ‬ َ ‫ﻇ ُّﻠﻮا‬

laysa r-rag˘ ulu qas-ıran. ˙ The man is not short. 26.10

dallu¯ g˘ a¯ lisı-na. ˙¯ They remained sitting.

The above-mentioned verb

‫َزاَل‬

za¯ la (imperfect:

‫َﻳَﺰاُل‬

yaza¯ lu)

means literally ‘to cease, to disappear, to go away’. It is frequently used as an auxiliary when preceded by the negative particle perfect tense, or

‫ َﻣﺎ‬/ma¯ / in the

‫ َﻻ‬/la¯ / in the imperfect tense. It is then translated as ‘is

still (doing)’ or ‘continues to (do)’, with the main action expressed by a participle. Both tenses have the same meaning (see also chapter 36), e.g.

‫ َﻣﺎ‬ma¯ + perfect ‫ﺴﺎ‬ ً ‫ﺟﺎِﻟ‬ َ َ‫َﻣﺎ َزال‬

َ‫ ﻻ‬la¯ + imperfect OR

ma¯ za¯la g˘ a¯ lisan. He is still sitting. (He has not ceased to sit.)

Exercises Practise your reading: .‫ﺦ‬ ٌ ‫ﺳ‬ ِ ‫َو‬ 196

3

2 1 ‫ﺼﻲ َِﻷَّﻧُﻪ‬ ُ ‫َﺑَّﺪْﻟ‬ ِ ‫ﺖ َﻗِﻤﻴ‬

(1) 1I changed 2my shirt because it was 3dirty.

‫ﺴﺎ‬ ً ‫ﺟﺎِﻟ‬ َ ُ‫َﻻ َﻳَﺰال‬ la¯ yaza¯lu g˘ a¯ lisan.

.‫ﻞ‬ ٌ ‫ﺳْﻬ‬ َ

3

‫ا‬

2 1 ‫س‬ ُ ‫َأﻟّﺪَْر‬ ‫ﺟًّﺪا ﻟِﻜ َّﻦ َﺗْﻤِﺮﻳَﻨُﻪ‬ ِ ‫ﺐ‬ ٌ ‫ﺻْﻌ‬ َ

(2) The lesson is very 1difficult but 2its exercise (drill) is 3easy. 6 5 4 3 2 1 ‫ﻲ ِﻷَ َّﻧُﻪ‬ َّ ‫ﺣ‬ ِ ‫ﺴَّﻴﺎ‬ ِ ‫ﺖ َﻗﺎِدَرًة َﻋَﻠﻰ َﺗْﻨِﻔﻴِﺬ ْﻟـَﻤﺸْــُﺮو‬ ْ ‫ﺴ‬ َ ‫ﺤُﻜﻮَﻣَﺔ َﻟْﻴ‬ ُ ‫ِإ َّن ْﻟـ‬ َ ‫ع ﻟ‬

َ ‫ﻒ‬ ُ ‫ُﻳَﻜ َّﻠ‬ . ‫ﻛـِﺜﻴًﺮا‬

7




Inna ‫ن‬ َّ ‫ِإ‬ and its sisters, ka¯ na ‫ن‬ َ ‫َﻛـﺎ‬ and its sisters

(3) 1The government is 2not 3able 4to implement 6the tourism 5project because 7it costs (too) much. ‫ا‬

4 3 2 1 َ ‫ﺟَﻞ‬ ‫ﺻﺎَر‬ َ ‫ﺠ َّﻮ‬ َ ‫ﺳَﻔَﺮُه َِﻷ َّن ْﻟـ‬ َ ‫ﺸ‬ ْ ‫ﺴﺎِﻓًﺮا ِإَﻟﻰ ِدَﻣ‬ َ ‫َﻛﺎَن ْﻟَﻮِزﻳُﺮ ُﻣ‬ َّ ‫ﻖ َوﻟِﻜَّﻨُﻪ َأ‬

. ‫ﺳـَﻴًّﺌﺎ‬ َ

5

(4) The minister was going 1to travel to Damascus but 2he postponed his trip because 3the weather 4became 5bad. .‫ﻦ‬ َ ‫َﻧﺎِﺋِﻤﻴـ‬

3

ْ ‫ق َﻛﺎَن َْﻷ‬ ِ ‫ﺴﻮ‬ ‫ﻃْﻔﻞٌ( َﻣﺎ َزاُﻟﻮا‬ ِ s.) ‫ﻃَﻔﺎُل‬ َ ‫ِﻋْﻨَﺪَﻣﺎ َر‬ ُّ ‫ﺟْﻌَﻨﺎ ِﻣَﻦ ﻟ‬ 2

1

(5) When 1we returned from the market the children were 2still 3asleep. . ‫ﻬﺎ‬ َ ‫َﻋَﻤَﻠ‬

6

5 4 3 2 1 ‫ﺖ‬ ْ ‫ﻄﻴٍﺮ وَأ َّﻧَﻬﺎ َﺗَﺮَﻛ‬ ِ ‫ﺧ‬ َ ‫ض‬ ٍ ‫ﺖ ِﺑَﻤَﺮ‬ ْ ‫ﺿ‬ َ ‫ﺖ َأ َّن ْﻟـُﻤِﺪﻳَﺮَة َﻣِﺮ‬ ُ ‫ﺳـِﻤـْﻌـ‬ َ

(6) 1I heard that the director became 4seriously 2ill (lit. 2became ill with 4

serious 3illness) and 5left 6her job. ‫ا‬

3 2 1 َّ ‫ ﻟـ‬4 ‫ﺼـﻴـَﺮٌة ﻟـِﻜـ َّﻦ‬ َ ‫ﻄـِﺮﻳـ‬ ‫ﻖ‬ ِ ‫ﺣ ُّﺪ( َﻗـ‬ َ s.) ‫ﺤُﺪوِد‬ ُ ‫ﺴـﺎَﻓـَﺔ ِإَﻟـﻰ ْﻟـ‬ َ ‫ِإ َّن ْﻟـَﻤـ‬

. ‫ِإَﻧﺎَرٌة‬

8

7 6 5 ‫ﺴَّﻴَﺎَرِة‬ َ ‫ﺿَﻴّﻖٌ َوَﻟْﻴ‬ َ ّ ‫ﺲ ِﻓﻲ ﻟ‬

(7) 1The distance to 2the border(s) is 3short, but 4the road is 5narrow and 7

the car 6doesn’t have 8lights.

َ ‫ﺳْﻮ‬ َ ‫ﺟِﺮﻳَﺪِة ْﻟَﻴْﻮِم َأَّﻧـُﻪ‬ ‫ﺠَﺘِﻤُﻊ ﻟَّﺪْوَﻟَﺘﺎِن ْﻟـُﻤَﺘَﻨﺎِزَﻋَﺘﺎِن‬ ْ ‫ف َﺗ‬ َ ‫ت ﻓﻲ‬ ُ ‫َﻗَﺮْأ‬

1

ُّ ‫ﺸِﻜَﻠٌﺔ( ُدوَن َﺗَﺪ‬ ٍ‫ﺧﻞ‬ ْ ‫ ُﻣ‬/ ‫ﺸِﻜٌﻞ‬ ْ ‫ ُﻣ‬s.) ‫ﺸﺎِﻛِﻠِﻬَﻤﺎ‬ َ ‫ﺤ َﻞّ َﻣ‬ َ ‫ِﻟ‬

6

5

.‫ﻲ‬ ًّ ‫ﺟ‬ ِ ‫ﺧﺎِر‬ َ

10

4

9

3

2

8

7

(8) 1I read in today’s 2newspaper that the two 5disputing 4countries will 3

meet 6to settle (solve) 7their problems 8without 10outside 9intervention. 5 4 3 2 1 ‫ﺐ‬ ُ ‫ﺲ َﺑِﻌﻴًﺪا َﻋْﻦ َﺑـْﻴـِﺘِﻪ َوِﻟﻬَﺬا َﻳْﺬَﻫ‬ َ ‫َﻗـﺎَل ْﻟَﻌﺎِﻣُﻞ ِإ َّن َﻣَﻜﺎَن ْﻟـَﻌـَﻤـِﻞ َﻟْﻴ‬ ‫ا‬

.(‫ َﻗَﺪٌم‬s.) ‫ﻷْﻗَﺪاِم‬ َْ

7

‫ﺸًﻴﺎ َﻋَﻠﻰ‬ ْ ‫ُﻛَّﻞ َﻳْﻮٍم َﻣ‬ 6

(9) 1The worker said that the work2place is not 3far from his house 4and therefore 5,6he goes 7on foot everyday.

197




Inna ‫ن‬ َّ ‫ِإ‬ and its sisters, ka¯ na ‫ن‬ َ ‫َﻛـﺎ‬ and its sisters

5 4 3 2 1 َ ‫ﺸَـ‬ ‫ﺼـﺎَر‬ َ ‫ﻀَﺮ ِﻓـﻲ ﻟـّﺮَِﺑـﻴـِﻊ َﻓـ‬ َ ‫ﺧ‬ ْ ‫ﺠـِﺮ َأ‬ ُ ‫َﻛـﺎَن َوَر‬ ّ ‫ َوَرَﻗٌﺔ( ﻟـ‬s.) ‫ق‬

.‫ﻒ‬ ِ ‫ﺨـِﺮﻳـ‬ َ ‫ْﻟـ‬

7

‫ﺻَﻔَﺮ ِﻓـﻲ‬ ْ ‫َأ‬

6

(10) 1The leaves of 2the trees were 3green in 4spring 5and they became 6

yellow in 7autumn.

ِ ‫ﺼَﺒﺎ‬ ُ ‫ﻄـْﻘـ‬ ‫ﻄًﺮا‬ ِ ‫ﺻَﺒَﺢ ُﻣْﻤ‬ ْ ‫ح َﻓَﺄ‬ َ ‫ﺴـﺎ َو‬ ً ‫ﺸِﻤ‬ ْ ‫ﺲ ُﻣ‬ َّ ‫ﺣﺎًّرا ِﻓﻲ ﻟ‬ َّ ‫َﻛﺎَن ﻟ‬ 6

5

4

3

2

1

. ‫ﻬِﺮ‬ ْ‫ﻈ‬ ُّ ‫ﻟ‬

9

‫َوَﺑﺎِرًدا َﺑْﻌَﺪ‬ 8

7

(11) 1The weather had been (was) 2sunny 3and hot in 4the morning 5and it became 6rainy 7and cold in the 8,9afternoon. .‫ﻼ‬ ً ‫ﻃِﻮﻳ‬ َ

5

4 3 2 1 َ ‫ب ْﻟـَﻌـﺎَﻟـِﻤـ َّﻴِﺔ ُْﻷوَﻟـﻰ َﻟـْﻴـ‬ ‫ﺲ‬ ِ ‫ﺤـْﺮ‬ َ ‫ِإ َّن اْﻟـَﻤَﻘﺎَل َﻋـِﻦ ْﻟـ‬

(12) 1The article about the 4First 3World 2War is not 5long. 5 4 3 ُّ ‫ ِْﻻْﺑـِﺘـَﺪاِﺋـ‬2 ‫ ﻟـّﺘَـْﻌـِﻠـﻴـُﻢ‬1 ‫َﻛﺎَن‬ ‫ﻲ‬ َ ‫ﻲ َﻏْﻴَﺮ‬ َّ ‫ﺷﺎِﻣٍﻞ ِﻓﻲ ْﻟـَﻌـﺎَﻟـِﻢ ْﻟـَﻌـَﺮِﺑـ‬

. ‫ﺟـَﺒـﺎِرًّﻳـﺎ‬ ْ ‫ِإ‬

‫ﺻَﺒَﺢ‬ ْ ‫َوْﻵَن َأ‬

8

7

6

(13) 2Elementary 1education in the Arab 5world was 3not 4comprehensive, 6

and now 7it has become 8compulsory. ‫ا‬

7 6 5 4 3 2 1 َ ‫ﺳْﻮ‬ ‫ف‬ َ ‫ع َوﻟِﻜَّﻨُﻪ‬ ِ ‫ﺸﺎِر‬ ِ ‫ﺤ َّﺪ  ْﻵَن َﻣﺎ َزاَل َﻣْﺮَﻛُﺰ ْﻟَﺒِﺮﻳِﺪ ِﻓﻲ َﻧﻔ‬ َ ‫ِﻟـ‬ َّ ‫ﺲ ﻟ‬

. ‫ﺧَﺮ‬ َ ‫ƒا‬

ٍ ‫ﺷﺎِر‬ ‫ع‬ َ ‫ُﻳْﻨَﻘُﻞ ِإَﻟﻰ‬

10

9

8

(14) So far (1until 2now) 4the 5Post 4Office has been (3remains) on 6the same 7

street, but it will be 8moved to 10another 9street. 7 6 5 4 3 2 1 ٌّ ‫ﺣ‬ ‫ﺴﺎِوَﻳٍﺔ‬ َ ‫ﺖ َﻏْﻴَﺮ ُﻣ‬ ْ ‫ﻖ( ْﻟـَﻤْﺮَأِة َﻣﺎ َزاَﻟ‬ َ s.) ‫ق‬ َ ‫ﺣُﻘﻮ‬ ُ ‫ﺳَﻴَّﺪٌة ِإ َّن‬ َ ‫ﺖ‬ ْ ‫َﻗﺎَﻟ‬

ِ ‫ﺟ‬ ُ ‫ق ﻟ َّﺮ‬ .‫ﻞ‬ ِ ‫ﺤُﻘﻮ‬ ُ ‫ِﻟـ‬ (15) 2A lady 1said that 3the rights 4of women are 5still

8

6,7

unequal 8to men’s

rights.

َ ُ‫ﺣّﺒ‬ .‫ﻚ‬ ِ ‫ُأ‬

4

‫ﺤّﺒُِﻨﻲ َﻛَﻤﺎ‬ ِ ‫ َﻳﺎ َﻟْﻴَﺘَﻚ ُﺗ‬/ ‫َﻟْﻴَﺘَﻚ‬ 3

2

1

(16) 1I wish 2you (m.) loved me 3as 4I love you (m.). .‫ﻞ‬ َ ‫ﺳَﻬ‬ ْ ‫َأ‬ 198

6

5 4 3 2 1 ‫ﻲٍء‬ ْ ‫ﺷ‬ َ ‫ﺖ ِﻋْﻨِﺪي َﻣﺎًﻻ َأْﻛَﺜَﺮ َﻟَﻜﺎَن ُﻛ ُّﻞ‬ َ ‫َﻳﺎ َﻟْﻴ‬

(17) 1I wish I had more 2money, 3then 4,5everything 3would be 6easier.




ِ ‫ﻀُﺮ َﻋَﺪٌد َﻛِﺒﻴٌﺮ ِﻣَﻦ ﻟّﻨَﺎ‬ َ ‫ﺳْﻮ‬ َ ‫َﻗﺎَل ِإّﻧَُﻪ‬ ‫ﺿـَﺮِة‬ َ ‫ﺤﺎ‬ َ ‫ع ُﻣ‬ ِ ‫ﺴَﻤﺎ‬ َ ‫س ِﻟ‬ َ ‫ﺤ‬ ْ ‫ف َﻳ‬ 5

4

3

2

1

.‫ق‬ ِ ‫ﺤُﻘﻮ‬ ُ ‫ْﻟـ‬

8

‫َﻋِﻤﻴِﺪ ُﻛ َّﻠَﻴِﺔ‬ 7

6

(18) He said that a great 2number 3of people 1would attend 4to listen to 5the lecture by 6the Dean of 7the Faculty of 8Law.

Inna ‫ن‬ َّ ‫ِإ‬ and its sisters, ka¯ na ‫ن‬ َ ‫َﻛـﺎ‬ and its sisters

5 4 3 2 1 ‫ﺐ( ِﻋْﻨَﺪَﻣﺎ َﻳَﺘَﻌ َّﻠُﻤﻮَن‬ ِ ‫ﺸُُﻌﻮ‬ ٌ ‫ﺷْﻌ‬ َ s.) ‫ب‬ َ ‫ت َﺗـَﺘ‬ ِ ‫ﻼَﻗﺎ‬ َ ‫َﻟَﻌّﻞَ ْﻟَﻌ‬ ّ ‫ﺴَُﻦ َﺑْﻴَﻦ ﻟ‬ ّ ‫ﺤ‬

. ‫ﻬْﻢ‬ ِ‫ﻀ‬ ِ ‫َﺑْﻌ‬

7

ِ ‫ُﻟَّﻐﺎ‬ ‫ت‬

6

(19) 2Relations between 4people 1might 3improve when 5they learn 7each other’s 6languages. 6 5 4 3 2 1 ‫ﻲ ِﻋْﻨَﺪَﻣﺎ َﺗَﻜَّﻠَﻢ َﻣِﻌﻲ ْﻟَﻴْﻮَم َﻫﺎِﺗِﻔ ًّﻴﺎ َﻣَﻊ َأَّﻧُﻪ َﻛﺎَن ِﻋْﻨِﺪي‬ َّ ‫َﻛﺎَن َأِﺑﻲ َﻗِﻠًﻘﺎ َﻋَﻠ‬

.‫ﺲ‬ ِ ‫ َأْﻣ‬/ ‫ﺣِﺔ‬ َ ‫ْﻟَﺒﺎِر‬ 8

8

‫ﺴﺎَء‬ َ ‫َﻣ‬

7

(20) My father was 1worried 2about me when 3he talked to me today 4on the phone, 5,6although he was with me 8yesterday 7evening. 7 6 5 4 3 2 1 َ ‫ع َد َّرا‬ ‫ﺺ َﻣَﻊ‬ ٍ ‫ﺧﻴ‬ ِ ‫ﺴْﻌٍﺮ َر‬ ِ ‫ﺟَﺘُﻪ ِﺑ‬ َ ‫ﺧﺎَك َﺑﺎ‬ َ ‫ﺧَﺒُﺮوِﻧﻲ َأ َّن َأ‬ ْ ‫َأ‬

. ‫ﺟَﻴَّﺪٍة‬ َ ‫ﺣﺎَﻟٍﺔ‬ َ

9

‫ﺖ ِﻓﻲ‬ ْ ‫َأ َّﻧَﻬﺎ َﻛﺎَﻧ‬

8

(21) 1They told me that 2your brother 3sold 4his bicycle at 6a cheap 5price 7,8

although it was in good 9condition.

Translate into Arabic: (1) Yesterday evening my brother talked to me on the phone and he was worried about his child because he had become seriously ill. (2) They told me that the minister postponed the tourism project, because it costs too much. (3) My father said that the market is not far away and therefore he goes there everyday on foot. (4) The article by the Dean of the Faculty of Law about the relations between people in the Arab world was good. (5) The minister said that elementary education is not comprehensive, and not compulsory. (6) After the weather was cold and rainy yesterday it became sunny and hot today.

199




Inna ‫ن‬ َّ ‫ِإ‬ and its sisters, ka¯ na ‫ن‬ َ ‫َﻛـﺎ‬ and its sisters

(7) I heard that the worker sold his car at a cheap price, although it was in good condition. (8) When the children returned from the border(s), it (the weather) was rainy and cold. (9) When I returned from the market, I changed my shirt, because it was dirty. (10) The post office will move to another street not far from my workplace. (11) A lady said that women’s rights are not equal to men’s rights. (12) The leaves of the trees were green in spring, but they became yellow in autumn.

200

Chapter 27

Relative pronouns and relative clauses

27.1 Relative pronoun

‫ﺻﻮُل‬ ُ ‫ﺳُﻢ ْﻟـَﻤْﻮ‬ ْ ِ‫َأْﻻ‬

The basic form (masc. sing.) of the relative pronoun




is ‫ﺬي‬ ِ ‫ َأَّﻟـ‬allad¯ ı¯ ‘(the one) who, which, that’. It is declined as follows: masculine

Nom.

singular

dual

plural

‫َأ َّﻟـِﺬي‬

‫َأﻟـ َّﻠـَﺬاِن‬

‫َأ َّﻟـِﺬﻳَﻦ‬




allad-ı ¯

Acc. and gen.

‫َأَّﻟـِﺬي‬


allad-ı ¯




allada¯ ni ¯

‫َأﻟـَّﻠـَﺬْﻳِﻦ‬


alladayni ¯




allad-ına ¯

‫َأَّﻟـِﺬﻳَﻦ‬


allad-ına ¯

feminine Nom.

‫َأ َّﻟـِﺘﻲ‬


allatı-

Acc. and gen.

‫َأَّﻟـِﺘﻲ‬


allatı-

‫َأﻟـ َّﻠـَﺘـﺎِن‬

‫َأﻟـ َّﻠـَﻮاِﺗﻲ‬

allata¯ ni

allawa¯ tı-




‫َأﻟـَّﻠـَﺘْﻴِﻦ‬


allatayni




‫َأﻟـَّﻠَﻮاِﺗﻲ‬


or




‫ﻼَِﺗﻲ‬ ّ ‫َأﻟ‬

alla¯ tı- (less used)

or

allawa¯ tı-

‫ﻼِﺗﻲ‬ َّ ‫َأﻟ‬




alla¯ tı- (less used)

Note a: For historical reasons, the masculine and feminine singular and masculine plural forms are written with one la¯ m ...‫ ﻟـ‬and the other forms with two. There is no difference in pronunciation. Note b: The plural forms are used only for human beings.

201

Relative pronouns and relative clauses

27.2

Definite relative clause

The role of the relative pronoun is to link the relative clause with a definite antecedent

َّ ‫َأﻟ‬ ُ ‫ﺴﺎِﺑ‬ ‫ﻖ‬




as-sa¯ biqu, which precedes it. The relative

pronoun agrees with the antecedent in gender and number, e.g. Relative clause

Relative pronoun

Antecedent

(‫ﺼَﻠُﺔ‬ ِّ ‫)َأﻟ‬

(‫ل‬ ُ ‫ﺻﻮ‬ ُ ‫)َأْﻟـَﻤْﻮ‬

(‫ﻖ‬ َّ ‫)َأﻟ‬ ُ ‫ﺴﺎِﺑ‬

‫ﺳَﺒَﺢ‬ َ


‫َّﻟِﺬي‬

‫َأْﻟَﻮَﻟُﺪ‬

‫ِﻣْﻦ ُﻟْﺒَﻨﺎَن‬

‫َّﻟِﺘﻲ‬

‫َأْﻟَﻜﺎِﺗَﺒُﺔ‬

al-waladu lladı- sabaha, the boy who swam ¯ ˙




al-ka¯ tibatu llatı- min lubna¯ na, the writer (f.) who is from Lebanon

27.3 The relative pronoun is used only when the antecedent ‫ﻖ‬ َّ ‫ َأﻟ‬is ُ ‫ﺴﺎِﺑ‬ definite. If the antecedent is indefinite, the relative clause is introduced after the antecedent without a relative pronoun, e.g. Definite antecedent

Indefinite antecedent

ُ ‫ﺷﺎَﻫْﺪ‬ َ ُ ‫ت ﻟَّﺮ‬ ‫ﺟﻞَ َّﻟِﺬي َﻳَﺘَﻜَّﻠُﻢ ْﻟَﻌَﺮِﺑَّﻴَﺔ‬

ُ ‫ت َر‬ ُ ‫ﺷﺎَﻫْﺪ‬ َ ‫ﺟﻼً َﻳَﺘَﻜَّﻠُﻢ ْﻟَﻌَﺮِﺑَّﻴَﺔ‬

sˇa¯ hadtu r-rag˘ ula lladı¯  yatakallamu l- arabiyyata.

sˇa¯ hadtu rag˘ ulan yatakallamu

I saw the man who speaks Arabic.

I saw a man (who) speaks Arabic.

َ ُ َ‫ﺳﺎَﻋْﺪتُ ﻟّﺮ‬ ‫ﺟُﻠُﻪ‬ ْ ‫ت ِر‬ ْ ‫ﺴَﺮ‬ ِ ‫ﺟﻞَ  َّﻟِﺬي ُﻛ‬

‫ﺟُﻠُﻪ‬ ْ ‫ت ِر‬ ْ ‫ﺴَﺮ‬ ِ ‫ﺟﻼً ُﻛ‬ ُ ‫ت َر‬ ُ ‫ﺳﺎَﻋْﺪ‬ َ

broken.

broken.





l- arabiyyata.

 sa¯ adtu r-rag˘ ula lladı- kusirat rig˘ lu-hu. sa¯ adtu rag˘ ulan kusirat rig˘ lu-hu. ¯ I helped the man whose leg was I helped a man (whose) leg was (lit. I helped the man, who his leg was (lit. I helped a man, his leg was broken.)

broken.)

Observe that, in contrast to Arabic, when you leave out the relative pronoun in English, the antecedent becomes object in the relative clause, e.g. ‘This is the man you saw.’ 202

27.4 An active participle may replace both the relative pronoun and the following perfect or imperfect verb, e.g.

With the perfect verb

With the active participle

‫ﺳﺎَﻟَﺔ‬ َ ّ‫ﺖ ﻟَﺮ‬ ِ ‫َأ َّﻟِﺘﻲ َﻛَﺘَﺒ‬

‫ﺳﺎَﻟِﺔ‬ َ ‫َﻛﺎِﺗَﺒﺔُ ﻟ َّﺮ‬




allatı- katabati r-risa¯ lata

the one who (f.) wrote the letter

ka¯tibatu r-risa¯ lati the writer (f.) of the letter OR

Relative pronouns and relative clauses

the one (who) wrote the letter

ُ‫ﻄَّﻟﻖ‬ َ ‫َأْﻟـُﻤ‬

َ ‫َأ َّﻟِﺬي‬ َ‫ﻃ َّﻠﻖ‬


alladı- tallaqa ¯ ˙ the one who (m.) divorced




al-mutalliqu ˙ the divorced one (m.) OR the one (who) got divorced

With the imperfect verb

With the active participle

ُ ‫َأﻟَّﺮ‬ ‫ﺴُﻜُﻦ ُﻫَﻨﺎَك‬ ْ ‫ﺟﻞُ َّﻟِﺬي َﻳ‬

ُ ‫َأﻟَّﺮ‬ ‫ﺴﺎِﻛُﻦ ُﻫَﻨﺎَك‬ َّ ‫ﺟﻞُ ﻟ‬




ar-rag˘ ulu lladı- yaskunu huna¯ ka ¯ the man who lives there




ar-rag˘ ulu s-sa¯kinu huna¯ ka

the man (who is) living there

َّ ‫ﻈُﺮ ﻟ‬ ِ ‫َأ َّﻟِﺬي َﻳْﻨَﺘ‬ ‫ﺐ‬ َ ‫ﻄِﺒﻴ‬

َّ ‫ﻈُﺮ ﻟ‬ ِ ‫َأْﻟـُﻤْﻨَﺘ‬ ‫ﺐ‬ َ ‫ﻄِﺒﻴ‬

alladı- yantadiru t-tabı-ba ¯ ˙ ˙¯ ˙˙ the one who is waiting

al-muntadiru t-tabı-ba ˙˙ ˙¯ the one (who is) waiting

for the physician

for the physician




27.5




Also a passive participle placed after a noun may have the mean-

ing of a relative clause, e.g.

‫ﺟْﻤَﻠٌﺔ َﻣْﻜُﺘﻮَﺑٌﺔ‬ ُ g˘umlatun maktu¯ batun a written sentence OR a sentence which is written

‫ﺠْﻤَﻠُﺔ ْﻟـَﻤْﻜُﺘﻮَﺑُﺔ‬ ُ ‫َأْﻟـ‬




al-g˘ umlatu l-maktu¯ batu

the written sentence OR the sentence which is written

‫ﺸﻮُر‬ ُ ‫َأْﻟـَﻤَﻘﺎلُ ْﻟـَﻤْﻨ‬




al-maqa¯ lu l-mansˇ u¯ ru

the published article OR the article which is published

27.6







Al- a¯ id ‫ﻌﺎِﺋُﺪ‬ َ ‫َأْﻟ‬, ‘the returner’ (anaphoric suffix pronoun)

If the antecedent is referred to in the relative clause as an object, or as having a preposition, or as being a genitive attribute, it is resumed by a coreferential suffix pronoun attached to the verb, preposition, or noun,

203

Relative pronouns and relative clauses

respectively. This kind of anaphoric (back-referring) suffix pronoun is

‫َأْﻟَﻌﺎِﺋﺪ‬

called





al- a¯ id ‘the returner’. The returner has no equivalent in

English, because in English it is possible to use a relative pronoun as object or add a preposition or attribute to it. The following are the most





common uses of al- a¯ id: (a)







Al- a¯ id attached to a verb

‫ﺳﺎَﻋْﺪُﺗَﻬﺎ‬ َ ‫َأْﻟـَﻤْﺮَأُة َّﻟِﺘﻲ‬



 al-mar atu llatı- sa¯ adtu-ha¯

the woman whom I helped (her) (b)







Al- a¯ id attached to a preposition

ُ ‫ﻫَﺬا ُﻫَﻮ ْﻟِﻜَﺘﺎ‬ ‫ﺖ َﻋْﻨُﻪ‬ َ ‫ﺳَﺄْﻟ‬ َ ‫ب َّﻟِﺬي‬ ‫ا‬


 ha¯ da¯ huwa l-kita¯ bu lladı- sa alta an-hu. ¯ ¯ This is the book that you asked for. (lit. . . . that you asked for it.) (c)







Al- a¯ id attached to a noun

ِ ِ ‫ﻓ‬ ‫ﺤﺎ‬ َ ّ ‫ﺼ‬ ‫ﻫَﺬا ُﻫﻮَ ﻟ‬ ‫ت َﻣَﻘﺎَﻟَﺘُﻪ‬ ُ ‫ﻲُ  َّﻟِﺬي َﻗَﺮْأ‬ ّ


ha¯ da¯ huwa s-siha¯ fiyyu lladı- qara tu maqa¯ lata-hu. ¯ ˙˙˙ ¯ This is the journalist whose article I read. (lit. . . . who I read his article.)

27.7 (a)

Interrogatives used as relative pronouns The interrogative pronouns ‫ﻦ‬ ْ ‫ َﻣ‬man, ‘who?’ and ‫ َﻣﺎ‬ma¯ ‘what?’ are also used as relative pronouns in the following ways:

‫( َﻣْﻦ‬the one) who, whom (with reference to human beings) ‫( َﻣﺎ‬the thing) that, which, what (with reference to non-human beings or things) They differ, however, from the definite relative pronoun




‫َأ َّﻟِﺬي‬

alladı¯ in that they never take an antecedent ‫ﻖ‬ َّ ‫َأﻟـ‬. That ُ ‫ﺴـﺎِﺑ‬ ¯ is to say, the antecedent is included in their meaning. Moreover, they tend to be used with generalized or indefinite reference, 204

e.g.

ُ ‫ﺟْﺪ‬ َ ‫َو‬ ‫ت َﻣْﻦ َﻳَﺘَﻜ َّﻠُﻢ ْﻟَﻌَﺮِﺑّﻴََﺔ‬

ِ ‫ﺖ َأْﻣ‬ ‫ﺲ‬ ُ ‫ﻫَﺬا َﻣﺎ َأَﻛْﻠ‬ ‫ا‬









wag˘ adtu man yatakallamu l- arabiyyata. ha¯ da¯ ma¯ akaltu amsi. ¯ I found one who speaks Arabic. This is what I ate yesterday.

Relative pronouns and relative clauses

When ‫ﻣﺎ‬ َ ma¯ ‘what?’ or ‫ ِﻣ َّﻤﺎ‬mimma¯ ‘of what?, of which?’ (which

(b)

is a combination of





‫ ِﻣْﻦ‬+ ‫ )َﻣﺎ‬are used as relative pronouns, the

addition of al- a¯ id ‘the returner’ is optional, e.g.









With al- a¯ id

Without al- a¯ id

‫ﺳِﻤْﻌَﻨﺎُه‬ َ ‫ﻫَﺬا َﻣﺎ‬

OR



ha¯ da¯ ma¯ sami na¯ -hu. ¯ This is what we have heard.

‫ا‬



ha¯ da¯ ma¯ sami na¯ . ¯

‫َﻻ َأْﻋُﺒُﺪ َﻣﺎ َﺗْﻌُﺒُﺪوَﻧُﻪ‬


‫ﺳِﻤْﻌَﻨﺎ‬ َ ‫ﻫَﺬا َﻣﺎ‬

OR



la¯ a budu ma¯ ta budu¯na-hu.

‫َﻻ َأْﻋُﺒُﺪ َﻣﺎ َﺗْﻌُﺒُﺪوَن‬




la¯ a budu ma¯ ta budu¯na.

I do not worship what you worship. (The Quran)

‫ﻫَﺬا ِﻣَّﻤﺎ َﻛَﺘْﺒُﺘُﻪ‬ ‫ا‬

OR

ha¯ da¯ mimma¯ katabtu-hu. ¯ This is (part) of what I have written.

‫ﺖ‬ ُ ‫ﻫَﺬا ِﻣَّﻤﺎ َﻛَﺘْﺒ‬ ‫ا‬

ha¯ da¯ mimma¯ katabtu. ¯

Exercises Practise your reading: . ‫ﻼِدي‬ َ ‫ِﺑ‬

6

‫ﺨَﺘِﻠَﻔٌﺔ َﻋْﻦ َﺗَﻘﺎِﻟﻴِﺪ‬ ْ ‫ َﺗْﻘِﻠﻴﺪٌ( ُﻣ‬s.) ‫ﺟِﺰﻳَﺮًة َﻟـَﻬﺎ َﺗَﻘﺎِﻟﻴُﺪ‬ َ ‫ﺖ‬ ُ ‫ﺳـَﻜـْﻨـ‬ َ 5

4

3

2

1

(1) 1I lived on an 2island (which) 3had 5different 4traditions from the traditions of 6my country.

ِ ‫ﻼ‬ ‫ﺤﻮا ِﻓﻲ‬ ُ ‫ﺠ‬ َ ‫ب َّﻟِﺬﻳَﻦ َﻧ‬ ُ ‫ﺳَﻤﺎُء ﻟ‬ ْ ‫ﻲ َأ‬ َ ‫ﺳٌﻢ( َّﻟِﺘﻲ َذَﻛْﺮُﺗَﻬﺎ ِﻫ‬ ْ ‫ ِإ‬s.) ‫ﺳَﻤﺎُء‬ ْ ‫َأَْﻷ‬ َّ ‫ﻄ‬

1

.‫ن‬ ِ ‫ﺤﺎ‬ َ ‫ِْﻻْﻣِﺘ‬

4

3

2

(2) 1The names which 2I mentioned are the names of the students who 3

passed 4the exam.

.ُ‫ﺐ‬ ّ ‫ﺣ‬ ِ ‫ﺣٍﺪ َﻣْﻦ َأْﻛَﺮُه َوَﻣْﻦ ُأ‬ ِ ‫ت ِﻓﻲ َﻳْﻮٍم َوا‬ ُ ‫ﺷﺎَﻫْﺪ‬ َ 5

4

3

2

(3) 1I saw in 2one day one 3whom 4I hate and one whom 5I like.

1

205

Relative pronouns and relative clauses

. ‫ﻌِﺔ‬ َ ‫ﺠُﻤ‬ ُ ‫ْﻟـ‬

4

‫ﻄَﺒِﺔ‬ ْ ‫ﺧ‬ ُ ‫ َذَﻛَﺮُه ِْﻹَﻣﺎُم ِﻓﻲ‬/ ‫ﻫـَﺬا َﻣـﺎ َذَﻛَﺮ‬ 3

2

‫ا‬

1

(4) This is 1what the ima¯ m 2mentioned in the 4Friday 3speech. 8 7 6 5 4 3 2 َّ ‫ َﺗَﺄ‬1 ‫ﺟَﻌَﻠُﻪ‬ َ (‫ َﻣﺎ‬+ ‫ﺳﺎَﻋٍﺔ ِﻣ َّﻤﺎ )ِﻣْﻦ‬ َ ‫ﻒ‬ َ ‫ﺼ‬ ْ ‫ﻖ ُﻛَﺮِة ْﻟَﻘَﺪِم ِﻧ‬ ُ ‫ﺧَﺮ َﻓِﺮﻳ‬

. ‫ﻤَﺒﺎَراَة‬ ُ ‫ْﻟـ‬

10

‫ﺴُﺮ‬ َ ‫ﺨ‬ ْ ‫َﻳ‬

9

(5) The 4,3football 2team was 5half 6an hour 1late, 7which 8made it 9lose 10the match (competition). .‫ﻼ‬ ً ‫ﺟَﻤ‬ َ ‫ﺐ‬ ُ ‫َﻳْﺮَﻛ‬

3 2 1 ‫ﺴَﺎِﺋِﺢ  َّﻟِﺬي‬ َ ‫ﺷﺎِﻫُﺪ ُﻛّﻞَ َﻳْﻮٍم َﻧْﻔ‬ َ ‫ُأ‬ ّ ‫ﺲ ﻟ‬

4

(6) Every day 1I see 2the same 3tourist who 4rides a camel. . َ‫ﺟﺎِﺋَﺰِة ُﻧﻮِﺑﻞ‬ َ

2 1 ُ ‫ﺼَـَﺔ  َّﻟـِﺘﻲ َﻛـَﺘـَﺒَﻬـﺎ ْﻟَﻜﺎِﺗـ‬ ‫ﺼَﻞ َﻋَﻠﻰ‬ َ ‫ﺣ‬ َ ‫ﺐ  َّﻟِﺬي‬ ُ ‫َﻗَﺮْأ‬ ّ ‫ت ْﻟِﻘـ‬

3

(7) I read 1the story which the writer who 2won (2got) the Nobel 3Prize wrote. (‫ﺟﺎِﺋَﺰٌة‬ َ s.) ‫ﺟَﻮاِﺋَﺰ‬ َ

5

4 3 2 1 ٌ ‫ﺼَـًﺔ َﻛـَﺘـَﺒـَﻬـﺎ َﻛـﺎِﺗـ‬ ‫ﺼَﻞ َﻋَﻠﻰ‬ َ ‫ﺣ‬ َ ‫ﺐ‬ َ ‫ﺳَﺮ‬ َ ّ ‫ق ﻟ َّﻠﺺُ ِﻗـ‬

. ‫ﻤّﻴٍَﺔ‬ ِ ‫َﻋﺎَﻟـ‬

6

(8) 1The thief has 2stolen 3a story (which was) written by a writer who 4has received 6international 5prizes (awards).

ُ ‫ﻟّﺜَْﻠ‬ .‫ﺞ‬

8

ْ َ‫ﺼ‬ ‫ﻂ َﻋَﻠـْﻴِﻪ‬ َ ‫ﺳـَﻘ‬ َ ‫ﻼ َﻋﺎِﻟًﻴﺎ‬ ً ‫ﺟـَﺒـ‬ َ ‫ت‬ ُ ‫ﺷﺎَﻫْﺪ‬ َ ‫ﺤَﺮاِء‬ ِ ‫ﺳ‬ َ ‫ِﻓﻲ َو‬ ّ ‫ﻂ ﻟ‬ 7

6

5

4

3

2

1

(9) In 1the middle of 2the desert 3I saw 5a high 4mountain on which 8snow 6

had fallen (7on it).

‫ف؟‬ َّ َ‫ﺿْﻌُﺘُﻪ َﻋَﻠﻰ ﻫَﺬا ﻟـّﺮ‬ َ ‫ﺤَﺬاُء  َّﻟِﺬي َو‬ ِ ‫َأْﻳَﻦ ْﻟـ‬ ‫ا‬

4

3

2

1

(10) 1Where is 2the shoe which 3I put on this 4shelf?

ْ ‫ﻟـ ُّﻠَﻐَﺘْﻴِﻦ ْﻟَﻌَﺮِﺑّﻴََﺔ َوِْﻹْﻧ‬ . ‫ﺠِﻠﻴِﺰّﻳََﺔ‬

5

‫ق َﻣْﻦ َﻳـَﺘَﻜ َّﻠـُﻢ‬ ِ ‫ﺳَﺘْﻘَﺒَﻠِﻨﻲ ِﻓﻲ ْﻟُﻔْﻨُﺪ‬ ْ ‫ِإ‬ 4

3

2

1

(11) 3Someone who 4speaks 5both (lit. 5the two languages) English and Arabic 1

received me at 2the hotel. . ‫ﻌّﻘََﺪٌة‬ َ ‫َوُﻣ‬

6

‫ﻲ‬ َ ‫ﺤِﺔ ِﻫ‬ َ ‫ﺼَْﻔ‬ ‫ﺻْﻌَﺒٌﺔ‬ َ ِ ‫ﺠْﻤَﻠُﺔ ْﻟـَﻤْﻜُﺘﻮَﺑُﺔ ِﻓﻲ ƒا‬ ُ ‫َأْﻟـ‬ ّ ‫ﺧِﺮ ﻟ‬ 5

4

3

2

1

(12) The 1sentence (which is) 2written at 3the end of 4the page is 5difficult 6

and complicated.

َ ‫َﺗَﻌـَّﻠْﻤُﺘُﻤﻮ‬ .‫ﻫﺎ‬ 206

6

5 4 3 2 1 ‫َأَﻧﺎ َّﻟِﺬي َﻋَّﻠَﻤُﻜُﻢ ْﻟَﻌَﺮِﺑ َّﻴَﺔ َوَأْﻧُﺘُﻢ َّﻟِﺬﻳَﻦ‬

(13) 1I am the one 2who (sing.) 3taught you (pl.) Arabic 4and you are those 5

who 6learned it.

4 3 2 1 ‫ﻼ َﻋَﻠﻰ ْﻟـِﻤَﺪاِﻟّﻴََﺘْﻴِﻦ ﻟّﺬََﻫِﺒّﻴَِﺔ‬ َ ‫ﺴَّﺒَﺎ‬ َ ‫ﺼ‬ َ ‫ﺣ‬ َ ‫ﺣﺎِن  ﻟ َّﻠـَﺬِن‬ ّ ‫ﻫَﺬاِن ُﻫَﻤﺎ ﻟ‬ ‫ا‬

. ‫ﻀّﻴَِﺔ‬ َّ ‫َو ْﻟِﻔ‬

5

(14) These are 1the two swimmers who 2got 4the gold 5and silver 3medals.

ُّ ‫ﺟَﻨِﺒ‬ ‫ض َوُﻧِﻘَﻞ ِإَﻟﻰ‬ َ ‫ﺤﻮًﻻ َﻣِﺮ‬ ُ ‫ب ُﻛ‬ َ ‫ﺷِﺮ‬ َ ‫ﺧَﺬ َدَواًء َو‬ َ ‫ﻲ  َّﻟِﺬي َأ‬ ْ ‫َأَْﻷ‬ 5

4

3

2

Relative pronouns and relative clauses

1

. ‫ﺸَﻔﻰ‬ ْ ‫ﺴـَﺘـ‬ ْ ‫ﻟْـُﻤ‬ (15) 1The foreigner who 2took 3medicine and drank alcohol 4became ill and 5

was taken (transported) to hospital.

ُ ‫ﺴَّﻴَﺪا‬ ‫ﺸﺎَرَﻛِﺘِﻬَّﻦ ِﻓﻲ‬ َ ‫ﺨَﺒِﺮ َﻋَﺪِم ُﻣ‬ َ ‫ت ﻟـَّﻠـَﻮاِﺗـﻲ َﺑَﻌـْﺜـَﻦ ِﺑ‬ َّ ‫َأْﻳـَﻦ ﻟ‬

1

‫ْﻟـُﻤْﺆَﺗَﻤِﺮ؟‬

6

5

4

3

2

(16) 1Where are the ladies who 2sent 3a message concerning their 4non5

participation in 6the congress?

ِ 4 3 2 1 ‫ﻄًﺮا َﻋﻠﻰ‬ َ ‫ﺧ‬ َ ‫ﺐ َﻟﺴَْﻌُﺘَﻬﺎ‬ ُ ّ‫ﺴﺒ‬ َ ‫ﺴَﺎ َّﻣُﺔ ا َّﻟـِﺘـﻲ َﻗْﺪ ُﺗ‬ ُ ‫ﺸَﺮا‬ َ ‫ﺤ‬ َ ‫ﻲ ْﻟـ‬ َ ‫ﻫِﺬِه ِﻫ‬ ّ ‫ت ﻟ‬ 6

‫ا‬

5

.‫ن‬ ِ ‫ﺴﺎ‬ َ ‫ْﻻِْﻧ‬

8

‫ﺣَﻴﺎِة‬ َ

7

(17) These are 2the poisonous 1insects whose 5sting (bite) 3may 4cause 6

danger to 8human 7life.

َ ‫ﺴَﺘْﻘَﺒِﻞ ﻟـ ُّﻠَﻐِﺔ ْﻟ‬ . ‫ﻌَﺮِﺑّﻴَِﺔ‬ ْ ‫ُﻣ‬

3

‫ﺳـَﺄْﻟـُﺘـُﻬـَﻤـﺎ َﻋـْﻦ‬ َ ‫ﺖ َﻣـَﻊ َﻛﺎِﺗَﺒْﻴِﻦ‬ ُ ‫ﺴ‬ ْ ‫ﺟَﻠ‬ َ 2

1

(18) 1I sat with two writers (whom) 2I asked (them) about 3the future of the Arabic language. Translate into Arabic: (1) Where is the story which I put on this shelf? (2) Everyday I see the writer who was awarded (received) the Nobel Prize. (3) I saw the same tourist who rides the camel every day. (4) I saw a tourist at the hotel who speaks the two languages Arabic and English. (5) The swimmer was half an hour late, which resulted in him losing the competition. (6) The foreigner who taught the students English became ill and was taken to hospital.

207

Relative pronouns and relative clauses

(7) The sentence which was mentioned (it) by the imam at the end of the Friday speech was difficult and complicated. (8) This is the football team which got the gold and silver medals. (9) Every day I see the foreigner whom I like and the thief whom I hate. (10) The name which the writer mentioned is a foreign name. (11) I read a story written by a foreign writer who was awarded international prizes. (12) I read the names of the students who passed the exam. (13) The sentence which you wrote at the end of the page is difficult and complicated. (14) I saw a shoe (m.) on the mountain on which snow had fallen (on it).

208

Chapter 28

Moods Subjunctive, jussive (apocopatus) and imperative

We have already dealt with the verb in the indicative mood of the

28.1

imperfect tense

ُ ‫ﻀﺎِرعُ ْﻟـَﻤْﺮُﻓـﻮ‬ ‫ع‬ َ ‫َأْﻟـُﻤ‬. Now we will deal with the two

other moods of the imperfect, and with the imperative mood. (a)

Imperfect subjunctive mood: ‫ب‬ ُ ‫ﺼﻮ‬ ُ ‫ع ْﻟـَﻤْﻨ‬ ُ ‫ﻀﺎِر‬ َ ‫َأْﻟـُﻤ‬

(b)

Imperfect jussive mood: ‫م‬ ُ ‫ﺠُﺰو‬ ْ ‫ع ْﻟـَﻤ‬ ُ ‫ﻀﺎِر‬ َ ‫َأْﻟـُﻤ‬

(c)

Imperative mood: ‫ﺮ‬ ُ ‫َأَْﻷْﻣ‬

(See the conjugations in Appendix 2.)

28.2 The subjunctive particles and their use The imperfect subjunctive mood is mostly used in subordinate clauses after the subjunctive particles listed below to indicate an externally conditioned or internally motivated action. The subjunctive particles are:

‫َأْن‬

‫َﻟـْﻦ‬

an

lan




‫ِإَذْن‬




that, to will not, never

idan ¯ then, in that case

َ‫َأّﻻ‬

...‫ِﻟـ‬




li...

that not, not to

in order to, to

alla¯

َ‫ﻼ‬ ّ ‫ِﻟَﺌ‬

‫ﻲ‬ ْ ‫ﻲ( َﻛ‬ ْ ‫)ِﻟَﻜ‬

َ‫ﻲ َﻻ( َﻛْﻴﻼ‬ ْ ‫)َﻛ‬

li alla¯

kay (li-kay)

kay-la¯ (OR kay la¯ )

in order not to

so that, in order to, to

so that not, in order not to




‫َِﻷ َّن‬

َ ‫ﺣـ َّﺘﻰ‬

َ ‫ﺣَّﺘﻰ َﻻ‬

li- anna

hatta¯ ˙ so that, until, in order to

hatta¯ la¯ ˙ in order not to




because

209

Moods: subjunctive, jussive (apocopatus), imperative

‫َﻟـْﻦ‬

Note: Except for conjunctions.

lan, these particles are, in fact, subordinating

The subjunctive mood is formed from the imperfect indicative

28.3

by changing the final vowel /-u/ of the personal endings to /-a/ or, in the case of personal endings having the final syllable

‫ـَﻦ‬... /...na/, by

dropping this syllable completely. Examples of the subjunctive:

‫ﺐ َﻏًﺪا‬ َ ‫َﻗِﺒﻞَ َأْن َﻳْﺬَﻫ‬


qabila an yadhaba g˙ adan. ¯ He agreed (accepted) that he would go tomorrow. (= He agreed to go tomorrow.) ‫ا‬

‫ﺐ ِﻣْﻨُﻜْﻢ َأْن َﺗْﻔَﻌُﻠﻮا ﺬِﻟَﻚ‬ ُ ‫ﻃُﻠ‬ ْ ‫َأ‬









atlubu min-kum an taf alu¯ da¯ lika. (not: ‫ن‬ َ ‫ َﺗْﻔَﻌُﻠﻮ‬taf alu¯na) ˙ ¯ I ask you (masc. plur.) that you do that. (= I ask you to do that.)

‫ﺸَﺮِﺑﻲ َﻣﺎًء؟‬ ْ ‫ﻄـَﺒَﺦ ِﻟَﺘـ‬ ْ ‫ﺖ ْﻟـَﻤ‬ ِ ‫ﺧْﻠ‬ َ ‫َﻫﻞْ َد‬


hal dahalti l-matbaha li-tasˇrabı- ma¯ an? (not: ‫ﻦ‬ َ ‫ﺸَﺮِﺑﻴ‬ ْ ‫ ِﻟـَﺘ‬li-tasˇrabı-na) ˘ ˘ ˙ Did you (fem. sing.) enter the kitchen to drink water?

‫ﺤﺎِن‬ َ ‫ﺤﻮا ِﻓﻲ ِْﻻْﻣِﺘ‬ ُ ‫ﺠ‬ َ ‫ﻲ َﻳْﻨ‬ ْ ‫ﺟَّﻴًﺪا َﻛ‬ َ ‫ﺳﻮا‬ ُ ‫َدَر‬ darasu¯ g˘ ayyidan kay yang˘ ahu¯ fı- l-imtiha¯ ni. (not: ‫ن‬ َ ‫ﺤﻮ‬ ُ ‫ﺠ‬ َ ‫ َﻳْﻨ‬yang˘ah˙ u¯na) ˙ ˙ They studied well so that they would pass (succeed in) the examination. (= They studied well in order to pass the examination.)

‫ﺐ َﻣَﻌَﻬﺎ‬ َ ‫َﻟْﻦ َأْذَﻫ‬




lan adhaba ma a-ha¯ . ¯ I shall never go with her. (I will not go with her.)




210

28.4 The subjunctive particles ‫ن‬ ْ ‫ ِإَذ‬and ‫ ِإًذا‬id¯ an ‘then, in that case, so’ have the same meaning and pronunciation. Both are used in discourse when you draw a conclusion on the basis of a previous statement.

‫ِإَذْن‬

(a)




idan is always followed by the subjunctive mood: ¯

‫ﺠَﺢ َﻏًﺪا‬ َ ‫ﺳَﺘْﻨ‬ َ ‫س َﻛِﺜﻴًﺮا ـ ِإَذْن‬ ُ ‫َأَﻧﺎ َأْدُر‬




ana¯ adrusu kat-ıran – idan sa-tang˘ aha g˙ adan. ¯ ¯ ˙ ‘I study a lot.’ – ‘Then (I suppose) you will succeed tomorrow!’

‫ِإًذا‬

(b)




Moods: subjunctive, jussive (apocopatus), imperative

idan, is used in nominal sentences: ¯

ٌّ ‫ﺟَّﻮ‬ َ ‫ﺻٌﺪ‬ ِ ‫ﺖ َرا‬ َ ‫ ِإًذا َأْﻧ‬-‫ﻄُﺮ َﻏًﺪا‬ ِ ‫ﺳُﺘْﻤ‬ َ ‫ي‬





satumtiru g˙ adan. – idan anta ra¯ sidun g˘ awwiyyun. ˙ ¯ ˙ ‘It will rain tomorrow.’ – ‘Then (I gather) you are a meteorologist.’




28.5 The subjunctive particle ‫ن‬ ْ ‫ َأ‬an may sometimes be used after the prepositions




an,



‫ َﻗْﺒَﻞ‬qabla ‘before’ and ‫ َﺑْﻌَﺪ‬ba da ‘after’, i.e. ‫ َﻗْﺒَﻞ َأْن‬qabla 

‫ َﺑْﻌَﺪ َأْن‬ba da




an. It is then followed by a verb in the subjunctive

mood, e.g.

‫ﺴﺎِﻓَﺮ‬ َ ‫ض َﻗْﺒﻞَ َأْن ُﻳ‬ َ ‫َﻣِﺮ‬


marida qabla an yusa¯ fira. He became sick before he travelled. ˙

‫س َﺑْﻌَﺪ َأْن ƒاُﻛَﻞ‬ ُ ‫ﺳَﺄْدُر‬ َ










sa- adrusu ba da an a¯ kula. I will read (study) after I have eaten. 28.6 The verbal noun (masdar) can be used as a verb to replace ˙ the subjunctive mood in a subordinate clause, in the same way as the English infinitive, e.g. Imperfect subjunctive

‫ﺐ‬ َ ‫ﺖ ِﻣْﻨَﻬﺎ َأْن َﺗْﺬَﻫ‬ ُ ‫ﻃَﻠْﺒ‬ َ


Verbal noun OR

talabtu min-ha¯ an tadhaba. ˙ ¯ I asked that she leave.

‫ﺐ َﻟـَﻬﺎ‬ َ ‫َأَﻣْﺮُﺗُﻪ ِﺑَﺄْن َﻳْﻜُﺘ‬





amartu-hu bi- an yaktuba la-ha¯ .

I ordered him that he should

‫ﺖ َذَﻫﺎَﺑَﻬﺎ‬ ُ ‫ﻃَﻠْﺒ‬ َ talabtu daha¯ba-ha¯ . ˙ ¯ I asked her to leave.

OR

‫َأَﻣْﺮُﺗُﻪ ِﺑˆْﻟِﻜَﺘﺎَﺑِﺔ َﻟـَﻬﺎ‬


amartu-hu bi-l-kita¯bati la-ha¯ .

I ordered him to write to her.

write to her.

َ ‫ﺣـ َّﺘﻰ‬

hatta¯ has already been described as a preposition and ˙ focus particle. Here it is introduced as a subjunctive particle, taking the 28.7

211

Moods: subjunctive, jussive (apocopatus), imperative

subjunctive mood of the verb. The meaning of this expression is ‘so that, in order to’:

َ ‫س‬ ُ ‫َﻳْﺪُر‬ ‫ﺤﺎِن‬ َ ‫ﺠَﺢ ِﻓـﻲ ْﻻِْﻣِﺘ‬ َ ‫ﺣ َّﺘﻰ َﻳْﻨ‬ yadrusu hatta¯ yang˘ aha fı- l-imtiha¯ ni. ˙ ˙ ˙ He studies so that he should succeed in the examination. (= He studies in order to succeed in the examination.)

َ h˙ atta¯ can be followed by the negative particle ‫ َﻻ‬la¯ , i.e. ‫ﺣَّﺘﻰ َﻻ‬ َ , ‫ﺣـ َّﺘﻰ‬

meaning ‘so that . . . not, in order not to . . .’. It is quite commonly used nowadays, e.g.

َ ‫ﺺ‬ َ ‫ﻈﻒَ ْﻟَﻘِﻤﻴ‬ ‫ﺳُﺦ‬ َ ‫ﻈَﻬَﺮ َﻋَﻠْﻴِﻪ ْﻟَﻮ‬ ْ ‫ﺣَّﺘﻰ َﻻ َﻳ‬ َّ ‫َﻧ‬ 

naddafa l-qamı-sa hatta¯ la¯ yadhara alay-ha¯ l-wasahu. ˘ ˙ ˙ ˙¯ ˙¯ ˙¯ He cleaned the shirt so that the dirt would not show on it.

28.8

Imperfect jussive (apocopatus)

The imperfect jussive mood is also called apocopatus (‘cut from the end’) in Arabic ‫م‬ ُ ‫ﺠُﺰو‬ ْ ‫ع ْﻟـَﻤ‬ ُ ‫ﻀﺎِر‬ َ ‫َأْﻟـُﻤ‬. With some exceptions, it is formed from the subjunctive mood simply by dropping the last short vowel. (See the conjugations in Appendix 2.) The jussive mood is employed after the negative particles

‫ َﻻ‬la¯

‫ َﻟْﻢ‬lam

‫ َﻟـ َّﻤﺎ‬lamma¯

and after the exhortative particle ...‫ ِﻟـ‬li... . (a)

َ‫ ﻻ‬la¯ ‘not, no, don’t’, is the most common negative particle, called ‫َأﻟـ َّﻨـﺎِﻫـَﻴـُﺔ‬. Together with a jussive verb of the second person (sing., du., pl.; masc. and fem.), it expresses a prohibition or negative command, e.g.

212

!‫ﻤًﺮا‬ ْ ‫ﺧ‬ َ ‫ب‬ ْ ‫ﺸَﺮ‬ ْ ‫ َﻻ َﺗ‬la¯ tasˇrab h˘ amran! Don’t drink wine ! (masc. sing.) !‫ﻫـَﻨـﺎ‬ ُ ‫ﺴـﻲ‬ ِ ‫ﺠـِﻠـ‬ ْ ‫ َﻻ َﺗـ‬la¯ tag˘lisı- huna¯ ! (not: ...‫ﺴـﻴـَﻦ‬ ِ ‫ﺠـِﻠـ‬ ْ ‫ َﻻ َﺗـ‬la¯ tag˘lisı-na...) Don’t sit here! (fem. sing.)



!‫ﻌـُﻪ‬ َ ‫ َﻻ َﺗـﺬَﻫـُﺒﻮا َﻣـ‬la¯ tad¯ habu¯ ma a-hu! (not: ..‫ َﻻ َﺗـْﺬَﻫـُﺒﻮَن‬la¯ tadhabu¯na ...) ¯ Don’t go with him! (masc. pl.) (b)

The negative particle ‫ﻢ‬ ْ ‫ َﻟ‬lam ‘did not’ is used before a jussive verb

with the same meaning as ‫ﻣﺎ‬ َ ma¯ ‘not’ + perfect (i.e. negative past,

Moods: subjunctive, jussive (apocopatus), imperative

cf. chapter 14.11), e.g.

‫ﺐ َﻟُﻪ‬ ْ ‫ َﻟْﻢ َﻳْﻜـُﺘ‬lam yaktub la-hu. He did not write to him. ‫ﺳﺎَﻟَﺔ‬ َ ّ‫ﺐ ﻟَﺮ‬ ِ ‫ َﻟْﻢ َﻳْﻜـُﺘ‬lam yaktubi r-risa¯ lata. He did not write the letter. Remember: The kasrah /i/ in the above phrase ‘lam yaktubi ...’ is the result of the rule given before that a final suku¯ n is changed to

(c)

kasrah as a connective vowel before hamzatu l-wasli (waslah). ˙ ˙ ‫ َﻟـْﻢ‬lam is sometimes suffixed by ‫ـَﻤـﺎ‬... ...ma¯ , becoming ‫َﻟـ َّﻤـﺎ‬ lamma¯ , which means ‘not yet’. The following verb is in the jussive mood, e.g.

‫ﺐ َﻟُﻪ‬ ْ ‫ َﻟـَّﻤﺎ َﻳْﻜُﺘ‬lamma¯ yaktub la-hu. He has not written to him yet. 28.9

The particle

...‫ِﻟـ‬

/li.../ (also called the la¯ m of imperative)

expresses either a direct or indirect command, exhortation or suggestion. It can be translated as ‘let . . .!, may . . .!, let’s . . .!’, e.g. !‫ب‬ ْ ‫ﺸَﺮ‬ ْ ‫ ِﻟَﺘ‬li-tasˇrab!

!‫ﺐ‬ ْ ‫ ِﻟَﻴْﻜـُﺘ‬li-yaktub!

!‫ﺲ‬ ْ ‫ﺠِﻠ‬ ْ ‫ ِﻟَﻨ‬li-nag˘lis!

May you drink! (Drink!)

Let him write!

Let us sit down!

Note a: The la¯ m with kasrah ...‫ ِﻟـ‬li... may be preceded by the conjunction ...‫ َﻓـ‬/fa.../ or ‫ َو‬/wa../. Then the kasrah is replaced by suku¯ n: ...‫ َﻓْﻠـ‬/fa-l.../, ...‫َوْﻟـ‬ /wa-l.../.

!‫ب‬ ْ ‫ﺸَﺮ‬ ْ ‫ َوْﻟَﺘ‬wa-l-tasˇrab!

!‫ﺐ‬ ْ ‫ َوْﻟَﻴْﻜـُﺘـ‬wa-l-yaktub!

May you drink! (Drink!) And let him write!

!‫ﺲ‬ ْ ‫ﺠِﻠ‬ ْ ‫ َﻓْﻠـَﻨ‬fa-l-nag˘lis! So let us sit down!

Note b: This function of the particle ...‫ ِﻟـ‬/li.../ should not be confused with its use together with the subjunctive mood, expressing intent or purpose.

213

Moods: subjunctive, jussive (apocopatus), imperative

28.10 Imperative mood The imperative mood

‫ َأَْﻷْﻣـُﺮ‬is formed from the second person (sing.,

du., pl.; masc. and fem.) of the jussive mood by skipping the personal



prefix ...‫ َﺗـ‬/ta.../ and replacing it with hamzatu l-qat i (written on/under ˙


alif) and dammah ‫ ُأ‬/ u/ or kasrah ‫ ِإ‬/ i/, in accordance with the ˙ following rules: (a)

When the verb has dammah /u/ on the middle radical in the ˙ imperfect tense, the hamzah will take dammah in the imperative ˙
mood: ‫ ُأ‬/ u/, e.g.

(b)

2nd pers. sing. jussive

2nd pers. sing. imperative

‫ﺐ‬ ْ ‫ َﺗْﻜـُﺘ‬taktub

‫ﺐ‬ ْ ‫ُأْﻛـُﺘ‬




uktub! Write!

When the verb has fathah /a/ or kasrah /i/ on the middle radical in ˙ the imperfect tense, the hamzah will take kasrah in the imperative




mood: ‫ ِإ‬/ i/, e.g.

‫ﺐ‬ ْ ‫ َﺗْﺬَﻫـ‬tad¯ hab

‫ﺐ‬ ْ ‫ِإْذَﻫ‬

ْ ‫ﺠِﻠ‬ ‫ﺲ‬ ْ ‫ َﺗ‬tag˘lis

ْ ‫ﺟِﻠ‬ ‫ﺲ‬ ْ ‫ِإ‬




idhab! Go! ¯ ig˘ lis! Sit!




Exercises Practise your reading:

ِ ‫ﻟّﻨُّﻮَا‬ .(‫ﺐ‬ ٌ ‫ب )َﻧﺎِﺋ‬

5

4 3 2 1 ‫ﺲ‬ ُ ‫ﺠِﻠ‬ ْ ‫ﺣُﻪ َﻣ‬ َ ‫ﻃَﺮ‬ َ ‫ح  َّﻟِﺬي‬ َ ‫َﻟـْﻢ َﻳْﻘـَﺒِﻞ ْﻟَﻮِزﻳـُﺮ ِْﻻْﻗِﺘَﺮا‬

(1) The minister did not 1accept 2the proposal which was 3submitted by 4,5

the Parliament (4council of 5deputies). . ‫َﻧِﺒﻴًﺬا‬

5

‫ﺸَﺮُﺑﻮا‬ ْ ‫س َأْن َﻳ‬ ِ ‫ﺣْﻔَﻠِﺔ ْﻟُﻌْﺮ‬ َ ‫ﺸﺎِرِﻛﻴَﻦ ِﻓﻲ‬ َ ‫ﺐ ْﻟـُﻤ‬ ُ ‫ﺾ َأْﻏَﻠ‬ َ ‫َرَﻓ‬ 4

3

2

1

(2) 2Most of 3those attending 4the wedding party 1refused to drink 5wine. 4 3 2 1 ‫ﺣّﺘَﻰ َأَﺗَﻌ َّﻠَﻢ‬ ِ ‫ﺟﺎِﻣَﻌِﺔ َﻫْﻠ‬ َ ‫ت ْﻟَﻌَﺮِﺑّﻴَِﺔ ِﻓﻲ‬ ِ ‫ﺳﺎ‬ َ ‫ﺖ َﻣْﻌَﻬَﺪ ﻟَﺪَّرا‬ َ ‫ﺴْﻨِﻜﻲ‬ ُ ‫ﺧْﻠ‬ َ ‫َد‬

. ‫ﻬﺎَدٍة‬ َ‫ﺷ‬ َ 214

7

6 5 ‫ﺼَﻞ َﻋَﻠﻰ‬ ُ ‫ﺣ‬ ْ ‫ﻟـ ُّﻠَﻐَﺔ َوَأ‬

(3) 1I entered 2the Institute of Arabic 3Studies at the University of Helsinki 4

to study 5the language 6and get 7a degree.

. ‫ﺳِﺮﻳِﺮِه‬ َ (4)

1,2

7

‫ض َِﻷْﻧﻘُـَﻠـُﻪ ِإَﻟﻰ‬ ِ ‫ﺾ َﻋِﻦ َْﻷْر‬ َ ‫َﻟـْﻢ َأْﻗِﺪْر َأْن َأْرَﻓـَﻊ ْﻟـَﻤـِﺮﻳـ‬ 6

5

4

3

2

1

I couldn’t 3lift 4the patient (the sick man) off 5the floor 6to move him

to 7his bed. .‫ق‬ َ ‫ﺴَﺮ‬ ْ ‫ُﺗ‬

6

‫ﻼ‬ َ ‫ﺷْﻨ‬ َ ‫َﻻ َﺗْﺘُﺮْك‬ َّ ‫ﻄَﺘَﻚ َﺑِﻌﻴًﺪا َﻋْﻨَﻚ ِﻟَﺌ‬ 5

4

3

2

1

Moods: subjunctive, jussive (apocopatus), imperative

(5) Don’t 1leave 2your bag 3far away (4from you) 5so that it won’t 6be stolen.

‫ﻖ( ِﻓﻲ ﻟـ َّﻠـْﻴـِﻞ‬ ٌ ‫ﺻِﺪﻳ‬ َ ) ‫ﺻِﺪَﻗﺎَءَك‬ ْ ‫ق َوَﻻ َﺗْﺘُﺮْك َأ‬ ِ ‫ج ِﻣـَﻦ ْﻟـُﻔـْﻨـُﺪ‬ ْ ‫ﺨـُﺮ‬ ْ ‫َﻻ َﺗـ‬ 5

4

3

. ‫ﺟَّﻴًﺪا‬ َ

8

2

1

‫ب ْﻟُﻐْﺮَﻓِﺔ‬ َ ‫ َأْﻗَﻔَﻞ( َﺑﺎ‬IV) ‫َوَأْﻗِﻔْﻞ‬ 7

6

(6) Don’t 1go out of 2the hotel, don’t 3leave 4your friends at 5night, 6and lock the door of 7the room 8well. . ‫ﻟَّﻨْﻮِم‬

6

‫ﺐ ِإَﻟﻰ‬ َ ‫ب َﻣﺎًء َﺑْﻌَﺪ َأْن َﺗْﺄُﻛَﻞ َوَﻗْﺒَﻞ َأْن َﺗْﺬَﻫـ‬ ْ ‫ﺸَﺮ‬ ْ ‫ﺧْﺬ َدَواَءَك َوَﺗ‬ ُ ‫ِﻟـَﺘـْﺄ‬ 5

4

3

2

1

(7) 1Take 2your medicine and drink 3water 4after you eat 5and before you go to 6sleep! . ‫ﺴـَﺪ‬ ِ ‫َﻳـْﻔـ‬

6 5 4 3 َّ ‫ ﻟـ َّﻠ‬2 ‫ َﻳْﺘُﺮِك‬1 ‫َﻟْﻢ‬ َ‫ﻼ‬ ْ ‫ﺤﺎمُ ﻟـ َّﻠ‬ َ ‫ﺧﺎِر‬ َ َ‫ﺤﻢ‬ ّ ‫ج ْﻟَﺒّﺮَادِ ِﻟـَﺌـ‬

7

(8) 2The butcher did not 1leave 3the meat 4outside 5the refrigerator 6in order that it should not 7be spoiled.

‫ﺠَﺮ‬ َ ‫ﻀ‬ ْ ‫ﻲ ﻻَ( َﻳـ‬ ْ ‫ﻼ )َﻛـ‬ َ ‫ﺼـﻴـَﺮًة َﻛْﻴـ‬ ِ ‫ﺿَﺮَﺗُﻪ َﻗـ‬ َ ‫ﺤﺎ‬ َ ‫ﺠَﻌَﻞ ُﻣ‬ ْ ‫َﻗِﺒَﻞ َزِﻣﻴِﻠﻲ َأْن َﻳـ‬ 6

5

4

3

2

1

.‫ن‬ َ ‫ﺴَﺘِﻤُﻌﻮ‬ ْ ‫ْﻟـُﻤ‬

7

(9) 2My colleague 1agreed 3to make 4his lecture short 5in order not to 6bore 7

the listeners (5in order that 7the listeners not 6feel boredom). . ‫ﻌِﻢ‬ َ‫ﻄ‬ ْ ‫َﻣًﻌﺎ ِإﻟﻰ ْﻟـَﻤ‬

3

‫ﺐ‬ ُ ‫ﺟِﺘﻲ ُﺛَّﻢ َﻧْﺬَﻫ‬ َ ‫ﺟَﻊ َزْو‬ ِ ‫ﺣـَّﺘـﻰ َﺗْﺮ‬ َ ‫ﻈْﺮ ُﻫـَﻨـﺎ‬ ِ ‫َﻓْﻠَﻨْﻨَﺘ‬ 2

1

(10) 1Let us wait here till my wife 2returns and then we will go 3together to the restaurant. . ‫ﻀﺎ‬ ً ‫َأْﻳ‬

3

‫ﺖ‬ َ ‫ب َأْﻧ‬ ْ ‫ﺸَﺮ‬ ْ ‫ب َﻣﺎ َﻟْﻢ َﺗْﺄُﻛْﻞ َوَﺗ‬ ُ ‫ﺷَﺮ‬ ْ ‫ف َﻻ ƒاُﻛُﻞ َوَﻻ َأ‬ َ ‫ﺳْﻮ‬ َ 2

1

(11) 1I will neither eat nor drink 2unless you eat and drink 3too.

ِ ‫ﺴﺎ‬ ْ ‫ﺼﺎُﺑﻮِن َوْﻟِﺒ‬ ‫ﺲ‬ ْ ‫ﺴـْﻞ َو‬ ِ ‫َﻳﺎ َوَﻟِﺪي! ِإْﻏـ‬ َّ ‫ﺧِﻦ َوﻟ‬ َّ ‫ﺟَﻬَﻚ ِﺑـˆْﻟـَﻤـﺎِء ﻟ‬ 5

4

.‫س‬ ِ ‫ْﻟُﻌْﺮ‬

3

9

2

1

ْ ‫ﻒ َوْذَﻫ‬ َ ‫ﻈﻴ‬ ِ ‫ﺼَﻚ ﻟَّﻨ‬ ‫ﺣْﻔَﻠِﺔ‬ َ ‫ﺐ ِإَﻟﻰ‬ َ ‫َﻗِﻤﻴ‬ 8

7

6

(12) Oh son! 1Wash 2your face with 3warm water 4and soap, 5put on (wear) your 7clean 6shirt, and go to the 9wedding 8party.

215

Moods: subjunctive, jussive (apocopatus), imperative

6 5 4 3 2 1 ‫ َﻗﺎَل َﻟُﻪ‬،‫س َأْﻛَﺜَﺮ‬ ُ ‫ﺳَﻴْﺪُر‬ َ ‫ﺼﺎِﻋًﺪا‬ َ ‫ﺳَﺘﺎَذُه ِﺑَﺄ َّﻧُﻪ ِﻣَﻦ ْﻵَن َﻓ‬ ْ ‫ﺐ ُأ‬ ٌ ‫ﻃﺎِﻟ‬ َ ‫َوَﻋَﺪ‬

.‫ن‬ ِ ‫ﺤﺎ‬ َ ‫ِْﻻْﻣِﺘ‬

9

‫ﺠَﺢ ِﻓﻲ‬ َ ‫ﺳَﺘْﻨ‬ َ ‫ ِإَذْن‬،‫ﺳَﺘﺎُذ‬ ْ ‫ُْﻷ‬ 8

7

(13) A student 1promised his professor (teacher) 2that 3from 4now 5on he would study 6more. The professor said to him: ‘7Then 8you will pass (succeed in) 9the exam.’ ‘. ‫ن‬ ُ ‫ﺸﺎ‬ َ ‫ﻄ‬ ْ ‫َﻋ‬

2

1 ‫ﺖ‬ َ ‫ب؟‘ ـ ’ِإًذا َأْﻧ‬ َ ‫ﺷَﺮ‬ ْ َ‫’َﻫْﻞ ِﻋْﻨَﺪَك َﻣﺎٌء َﺑﺎِرٌد ِﻷ‬

(14) ‘Do you have 1cold water to drink?’ – ‘Then you are 2thirsty!’ . ‫ﺤّﺒَِﻨﻲ‬ ِ ‫ُﺗ‬

5

َ ‫بُ ْﻟِﺒْﻨ‬ ‫ﺖ‬ َ ‫ ِإَذْن َأْﻧ‬: ‫ﺖ‬ ْ ‫ َﻗﺎَﻟ‬،‫ﻄَﺒَﻬﺎ‬ ُ ‫ﺨ‬ ْ ‫ﺖ َأْن َﻳ‬ َ ّ ‫ﺸَﺎ‬ ّ ‫ﺳَﺄَل ﻟ‬ 4

3

2

1

(15) 2The young man 1proposed to the girl (lit. he 1asked the girl 3to get engaged with him). She said: ‘4Then 5you love me.’

‫ﺖ‬ َ ‫ ِإًذا َأْﻧ‬:‫ﺟُﺔ‬ َ ‫ﺖ ﻟَّﺰْو‬ ُ ‫َﻗﺎَل ﻟَّﺰْو‬ ِ ‫ َﻓَﻘﺎَﻟ‬،‫ﺣِﻚ‬ ُ ‫ﺳَﺄْﻋَﻤُﻞ ُﻛَّﻞ َﻣﺎ ُﻳْﻔِﺮ‬ َ :‫ﺟِﺘِﻪ‬ َ ‫ج ِﻟَﺰْو‬ 5

4

3

2

1

.‫ﺐ‬ ٌّ ‫ﺤ‬ ِ ‫ُﻣ‬

6

ٌ ‫َزْو‬ ‫ج‬

(16) 1The husband said to 2his wife: ‘3I will do 4anything that 5pleases you.’ So the wife said: ‘Then you are 6a loving husband.’

َ ‫ﺤِﺘ‬ !‫ﻚ‬ ِ َّ ‫ﺻ‬

4

ْ ‫ﻲ؟ ُأْﻛُﺘ‬ ‫ﺧِﺒْﺮِﻧﻲ َﻋْﻦ‬ ْ ‫ﺐ َوَأ‬ ْ ‫ﺐ! ِﻟـَﻤﺎَذا َﻟْﻢ َﺗْﻜُﺘ‬ َ ‫ﺤِﺒﻴ‬ َ ‫ِإْﺑِﻨﻲ ْﻟـ‬ َّ ‫ﺐ ِإَﻟ‬ 3

ِ ‫ﺧﻴ‬ ِ ‫ﻟَّﺘْﺪ‬ .‫ﻦ‬

7

2

1

‫ﺤﻮَل َوَأْن ُﺗَﻘـَّﻠـَﻞ ِﻣَﻦ‬ ُ ‫ب ْﻟُﻜ‬ َ ‫ﺸَﺮ‬ ْ ‫ﺤَﻚ ِﺑَﺄْن َﻻ َﺗ‬ ُ ‫ﺼ‬ َ ‫َوَأْﻧ‬ 6

5

(17) 1My beloved son! 2Why didn’t you write to me? Write 3and tell me about 4your health! 5I advise you not to drink alcohol and to 6cut down (reduce) your 7smoking. Translate into Arabic: (1) My colleague refused to make his lecture short at the Institute of Arabic Studies. (2) The Parliament did not accept the proposal which was not submitted by the minister. (3) I could not lift the bag off the bed to move it to the floor. (4) Take your medicine and wash your face before you go to sleep! (5) Let us wait here in the restaurant till my son and my wife return. 216

(6) The sick minister will neither eat nor drink at his son’s wedding.

(7) I entered the university to study the Arabic language and to get a degree. (8) Don’t go out of the hotel at night and lock the door of the room. (9) I am thirsty. Do you have cold water? (10) Wash your face with warm water and soap and wear your clean shirt

Moods: subjunctive, jussive (apocopatus), imperative

and go to the minister’s wedding party. (11) The wife said to her husband, ‘I will do anything that pleases you.’ The husband said: ‘Then (so) you are a loving wife.’ (12) My friend refused to drink wine at the party.

217

Chapter 29

Doubled verbs (mediae geminatae) and quadriliteral verbs A doubled verb in Arabic,

29.1

ُ ‫ﻀﺎَﻋ‬ ‫ﻒ‬ َ ‫َأْﻟِﻔـْﻌُﻞ ْﻟـُﻤـ‬, is a triliteral verb

whose second and third radicals are identical. In the basic form they are thus written as one, with sˇ addah above. This phenomenon is called

‫ِإْدَﻏﺎٌم‬, ‘contraction’, e.g. ‫ َﻣـ َّﺮ‬marra

(for:‫ﻣَﺮَر‬ َ marara)

to pass

‫ َﻓـ َّﺮ‬farra

(for:‫ َﻓَﺮَر‬farara)

to escape, to flee

َ‫ َدّل‬dalla to show

‫َﻋ َّﺪ‬



adda

(for: ‫ﻞ‬ َ ‫ َدَﻟ‬dalala)



(for: ‫ﻋَﺪَد‬ َ adada)

to count

29.2

The imperfect and imperative

The imperfect tense is vocalized in the same way as the imperfect of the regular triliteral verb, which can have any of the three vowels on the middle radical. The vowel is transferred between the first and second radical in doubled verbs. The last consonant of the imperative of the second person masculine

218

singular has fathah, and not suku¯ n like the regular verbs. Another ˙
difference is that the imperative does not have the initial alif with hamzah, which is prefixed to the imperative in regular verbs, e.g.

Perfect

Imperfect

Imperative

‫ َﻣ َّﺮ‬marra

‫ َﻳُﻤ ُّﺮ‬yamurru (for: ‫ َﻳـْﻤـُﺮُر‬yamruru)

‫ ُﻣـ َّﺮ‬murra!

to pass

pass!

‫ َﻓ َّﺮ‬farra,

‫ َﻳِﻔ ُّﺮ‬yafirru (for: ‫ َﻳـْﻔـِﺮُر‬yafriru)

‫ ِﻓـ َّﺮ‬firra!

to escape, to flee

Doubled verbs, quadriliteral verbs

escape!

See table A1.2, the patterns of the doubled verb ‫ﺮ‬ َّ ‫ َﻓ‬farra, and conjugation A2.3, the doubled verb ‫ﺮ‬ َّ ‫ َﻣـ‬marra, in the appendices.

Note: The derived verb forms are conjugated to a certain extent like the regular verbs.

29.3

The nouns of place and time for the doubled verb are formed as

follows: Noun of place

Basic verb form

َ ‫ َﻣ‬mah˙ allun ‫ﺤٌّﻞ‬

َ h˙ alla ‫ﺣَّﻞ‬

‫ َﻣَﻘ ٌّﺮ‬maqarrun

‫َﻗ َّﺮ‬

place

to untie, to solve

qarra

residence, headquarters

to settle down

29.4 Quadriliteral verbs The quadriliteral or four-radical verbs, consonants in the root (the pattern



‫َأْﻟِﻔْﻌُﻞ ﻟُّﺮَﺑﺎِﻋﻲ‬,



have four

‫ َﻓْﻌَﻠَﻞ‬fa lala). They are conjugated

as form II ‫ﻞ‬ َ ‫ َﻓـ َّﻌـ‬fa ala (i.e. CaCCaCa) of the regular triliteral verb.

There are very few quadriliteral verbs and, apart from the basic form, they have only two derived verb forms: II and IV. The derived forms are less common and have no passive. The verbal noun (masdar) of ˙ the quadriliteral verb of the basic form follows the pattern of ‫ﻌَﻠَﻠٌﺔ‬ ْ ‫َﻓ‬



fa lalatun. The perfect, imperfect indicative and verbal noun of the quadriliteral verb are exemplified below: Form I Perfect

Imperfect

‫ﺟَﻢ‬ َ ‫ َﺗْﺮ‬targ˘ama

‫ﺟُﻢ‬ ِ ‫ ُﻳَﺘْﺮ‬yutarg˘imu

to translate

Verbal noun (masdar) ˙ ‫ﺟَﻤٌﺔ‬ َ ‫ َﺗْﺮ‬targ˘amatun translation

219

Doubled verbs, quadriliteral verbs

َ ‫ﺣَﺮ‬ ‫ج‬ ْ ‫ َد‬dah˙ rag˘a

ُ ‫ﺣِﺮ‬ ‫ج‬ ْ ‫ ُﻳَﺪ‬yudah˙ rig˘u

‫ﺟٌﺔ‬ َ ‫ﺣَﺮ‬ ْ ‫ َد‬dah˙ rag˘atun

‫ َﻗْﻬَﻘَﻪ‬qahqaha

‫ ُﻳَﻘْﻬِﻘُﻪ‬yuqahqihu

‫ َﻗْﻬَﻘَﻬٌﺔ‬qahqahatun

to roll

to laugh

rolling

loud burst of laughter

boisterously

‫ َدْﻫَﻮَر‬dahwara

‫ ُﻳَﺪْﻫِﻮُر‬yudahwiru

to hurl down




‫ﻃْﻤَﺄَن‬ َ t˙am ana

to calm, pacify

‫ َدْﻫَﻮَرٌة‬dahwaratun downfall




‫ﻄْﻤِﺌُﻦ‬ َ ‫ ُﻳ‬yut˙am inu




‫ﻃْﻤَﺄَﻧٌﺔ‬ َ t˙am anatun

pacification

(See conjugation A2.4 of the verb ‫ﺟَﻢ‬ َ ‫ َﺗْﺮ‬targ˘ama in Appendix 2.) Form II Perfect

Imperfect

‫ َﺗَﺰْﻟَﺰَل‬tazalzala

‫ َﻳَﺘَﺰْﻟَﺰُل‬yatazalzalu

to shake, quake

Verbal noun (masdar) ˙ ‫ َﺗَﺰْﻟُﺰٌل‬tazalzulun earthquake

(earth)

َ ‫ﺴ‬ ‫ﻒ‬ َ ‫ َﺗَﻔْﻠ‬tafalsafa

ُ ‫ﺴ‬ ‫ﻒ‬ َ ‫ َﻳَﺘَﻔْﻠ‬yatafalsafu

to philosophize

‫ﻄَﻦ‬ َ ‫ﺸْﻴ‬ َ ‫ َﺗ‬tasˇayt˙ana

to act like the

ٌ ‫ﺴ‬ ‫ﻒ‬ ُ ‫ َﺗَﻔْﻠ‬tafalsufun philosophizing

‫ﻄُﻦ‬ َ ‫ﺸْﻴ‬ َ ‫ َﻳَﺘ‬yatasˇayt˙anu

devil

‫ﻄٌﻦ‬ ُ ‫ﺸْﻴ‬ َ ‫ َﺗ‬tasˇayt˙unun

behaving like a devil

Form IV Perfect







ْ ‫ ِإ‬it˙ma anna ‫ﻃَﻤَﺄ َّن‬

to remain quiet,

Imperfect




ْ ‫ َﻳ‬yat˙ma innu ‫ﻄَﻤِﺌ ُّﻦ‬

Verbal noun (masdar)

˙ ‫ﻃِﻤْﺌَﻨﺎٌن‬ ْ ‫ ِإ‬it˙mi na¯ nun calmness, relief

to be relieved







ْ ‫ ِإ‬isˇma azza ‫ﺷَﻤَﺄ َّز‬ to feel disgust,




ْ ‫ َﻳ‬yasˇma izzu ‫ﺸَﻤِﺌ ُّﺰ‬

‫ﺷِﻤْﺌَﺰاٌز‬ ْ ‫ِإ‬







isˇmi za¯ zun disgust

to become disgusted

220

Note: Observe that the derived form II of the quadriliteral verb has the pattern and meaning of form V, and form IV the pattern and meaning of form IX of triliteral verbs.

Exercises Practise your reading:

‫ﺸَﻔﻰ‬ ْ ‫ﺴَﺘ‬ ْ ‫ﺧِﻞ ْﻟـُﻤ‬ َ ‫ﺴـَﺄَﻟـْﺘـِﻨﻲ َﻋْﻦ َﻣْﺪ‬ َ ‫ َﻓ‬،‫ﺣﺎِﻣٍﻞ‬ َ ‫ﺲ ِﺑˆْﻣَﺮَأٍة‬ ِ ‫ت َأْﻣ‬ ُ ‫َﻣَﺮْر‬ 6

5

4

3

2

. ‫ﻋَﻠْﻴِﻪ‬ َ

8

1

‫َﻓَﺪَﻟْﻠُﺘَﻬﺎ‬

Doubled verbs, quadriliteral verbs

7

(1) 2Yesterday 1I passed by 3a pregnant woman 4and she asked me the 5

whereabouts of the hospital 6entrance, 7so I pointed 8it out to her. 7 6 5 4 3 2 1 َّ ‫ﺸ‬ ِ ‫َﻗَّﺮَر‬ ‫ﻄﺎِر ِإَﻟﻰ‬ َ ‫ﻀﺎ َﻳْﻤَﺘُّﺪ ِﻣَﻦ ْﻟـَﻤ‬ ً ‫ﻃِﺮﻳًﻘﺎ َﻋِﺮﻳ‬ َ ‫ﻖ‬ ُ ‫ﺤُﻜﻮَﻣُﺔ ِﺑَﺄْن َﺗ‬ ُ ‫ت ْﻟـ‬

. ‫ﻤِﺔ‬ َ ‫ﺻ‬ ِ ‫ْﻟَﻌﺎ‬

9

‫ﺐ‬ ِ ‫َﻗْﻠ‬

8

(2) 2The government 1decided to 3build (break open) 5a wide 4road 6stretching from 7the airport to the 8heart of 9the capital. ‫ا‬

5 4 3 2 1 ِ ‫ﺾ ﻟّﺘُّﻔَﺎ‬ ِ ‫ﺠَﺮَة ﻟّﺘُّﻔَﺎ‬ ‫ح َوﻟِﻜّﻨَُﻪ‬ َ ‫ح )ُﺗّﻔَﺎ‬ ُ ‫ﻂ ِﻣْﻨَﻬﺎ َﺑْﻌ‬ َ ‫ﺴـَﻘ‬ َ ‫ﺣٌﺔ( َﻓ‬ َ ‫ﺷ‬ َ ُ‫ﻼَح‬ ّ ‫َﻫ َّﺰ ْﻟَﻔ‬

. ‫ﻬﺎ‬ َ ‫ﺼَﻨ‬ ْ ‫ُﻏ‬

8

7 6 َ ‫ﻇّﻞَ َﻳُﻬّﺰَُﻫﺎ‬ ‫ﺴَﺮ‬ َ ‫ﺣّﺘَﻰ َﻛ‬ َ

(3) 2The peasant 1shook 4the apple 3tree and some apples 5fell, but 6he continued shaking it until 7he broke one of 8its branches. . ‫ﻋْﻨُﻪ‬ َ

7

6 5 4 3 2 1 ُّ ‫ﺤﺎِﻣ‬ ِ ‫ﺴ‬ ِ ‫ﺠﻴَﻦ ِﺑَﻘَﺮاِر ِْﻹْﻓَﺮا‬ ‫ج‬ َ ‫َﻫْﺮَوَل ْﻟـُﻤ‬ َّ ‫ﻲ َوَأْﺑـَﻠَﻎ ﻟ‬

(4) 2The lawyer 1rushed in 3and informed 4the prisoner 5about the decision 7

regarding his 6release. .‫ن‬ َ ‫َﻛﺎ‬

6

ُّ ‫ﺣّﺒَْﺘِﻨﻲ ُﻣْﻨُﺬ ﻟ‬ ‫ﺣّﺒَُﻨﺎ َﻛَﻤﺎ‬ ُ ‫ﻄُﻔﻮَﻟِﺔ َوَﻣﺎ َزاَل‬ َ ‫ﺣَﺒْﺒُﺘَﻬﺎ َوَأ‬ ْ ‫َأ‬ 5

4

3

2

1

(5) 1I have loved her and she has loved me 2since 3childhood and our love is 4

still 5as 6it used to be.

ِ 6 5 4 3 2 1 َ ِ ‫ت ﻟّﺘَْﻘِﻠﻴَﻞ ِﻣَﻦ ﻟّﺘَْﺪ‬ ُ ‫َﻗ َّﺮْر‬ . ‫ﺤِﺔ‬ ّ ‫ﻀّﺮٌ ِﺑˆﻟ‬ ِ ‫ﺧﻴِﻦ َِﻷ َّﻧُﻪ ُﻣ‬ ّ ‫ﺼ‬

(6) 1I decided 3to smoke 2less (lit. 2reduce 3smoking) 4because 5it is harmful 6

to one’s health (lit. to the health).

ِ 6 5 4 3 2 1 ‫ﺐ َﺗـﻘْـِﻨـﻴـًﻨﺎ‬ ُ ‫ﺴـّﺒـ‬ َ ‫ﺳـُﺘ‬ َ ِ‫ﺸَّﺘﺎء‬ َ ‫ﻄﺎِر )َﻣ‬ َ ‫ﻇُّﻦ َأَّن ِﻗـَّﻠـَﺔ َْﻷْﻣ‬ ُ ‫َأ‬ َ ‫ﻄٌﺮ( ِﻓﻲ ﻫَﺬا ﻟ‬ ‫ا‬

. ‫ْﻟَﻘﺎِدِم‬

10

ِ ‫ﺼـْﻴـ‬ ‫ﻒ‬ ِ ‫ﺸـْﺮ‬ َ ‫ﺧ‬ ِ ‫ب‬ َّ ‫ﻼَل ﻟ‬ ُّ ‫ِﻟـِﻤَﻴﺎِه ﻟ‬ 9

8

7

(7) 1I think that 2the lack of 3rain this 4winter 5will cause 6rationing of drinking 7water (8during 10the) next 9summer.

221

Doubled verbs, quadriliteral verbs

3 2 1 ‫ﺟَﻤﺎٍن( ِﻟـ ُّﻠَﻐَﺘْﻴِﻦ َْﻷْﻟـَﻤﺎِﻧّﻴَِﺔ َوْﻟَﻌَﺮِﺑّﻴَِﺔ؟‬ ُ ‫ﺟٍﻢ )ُﺗْﺮ‬ ِ ‫َﻫْﻞ َﺗُﺪ ُّﻟِﻨﻲ َﻋَﻠﻰ ُﻣَﺘْﺮ‬

(8) Will you 1direct (show) me to 2a translator 3of the two languages German and Arabic. 6 5 4 3 2 1 ٌّ ‫ﻃ‬ ْ ‫ﺴ‬ ‫ﺾ‬ َ ‫ﻲ َوَﻗـَﺒـ‬ ِ ‫ﺷـْﺮ‬ ُ ‫ﻖ ِﺑِﻪ‬ َ ‫ﺤ‬ ِ ‫ﺠِﻦ َﻓَﻠ‬ ِ ‫ﺳ‬ َ ‫َﺗَﻤَّﻜَﻦ‬ َّ ‫ﺠﻴٌﻦ ِﻣْﻦ َأْن َﻳِﻔَّﺮ ِﻣَﻦ ﻟ‬

ِ ‫ﺸـْﺮ‬ َ ‫ َﻓ‬،‫ﻖ‬ ِ ‫ﺤِﻘﻴ‬ ْ ‫ﺧَﺬُه ِﻟـﻠَّﺘ‬ ‫ت ِﻣَﻦ‬ َ ‫ ِﻟـَﻤـﺎَذا َﻓـَﺮْر‬:‫ﻲ‬ َ ‫َﻋـَﻠـْﻴِﻪ َوَأ‬ ُّ ‫ﻃـ‬ ُّ ‫ﺴـَﺄَﻟـُﻪ ﻟـ‬ 8

ِ ‫ﺠ‬ ْ ‫ﺴ‬ .‫ﻦ‬ َ ‫ﻟَﻌْﻴ‬ َّ ‫ﺶ ِﻓﻲ ﻟ‬

11

7

10 9 ُ ‫ َﻓـَﺮْر‬:‫ﺠﻴُﻦ‬ ِ ‫ﺴ‬ ْ ‫ﺴ‬ ‫ﺖ‬ ُ ‫ت َِﻷّﻧَﻲ َﻣـَﻠـْﻠ‬ َّ ‫ﺠِﻦ؟ َرَّد ﻟ‬ َّ ‫اﻟ‬

َ ‫َأُرُّد‬ . ‫ك ِإَﻟْﻴِﻪ‬

13

ِ ‫ﺸْﺮ‬ َ ‫ﺳْﻮ‬ ‫ف‬ َ ‫ﺲ ُﻣَﺒَّﺮًرا َو‬ َ ‫ﻲ ﻫَﺬا َﻟْﻴ‬ ُّ ‫ﻃ‬ ُّ ‫َﻓَﻘﺎَل ﻟ‬ ‫ا‬

12

(9) 2A prisoner 1was able 3to escape from 4jail. A policeman 5chased him, 6

caught him 7and took him in 8for interrogation. The policeman asked

him: ‘Why did you escape from jail?’ The prisoner 9answered: ‘I escaped because I 10was fed up 11with life in jail.’ The policeman said, ‘That is not 12an excuse and I will 13take you back there.’ (‫ل‬ ٌ ‫ﺟَﺪاٌر( ْﻟـَﻤَﻨﺎِزِل )َﻣْﻨِﺰ‬ ِ ) ‫ﺟْﺪَراُن‬ ُ .‫ﻦ‬ َ ‫ﻃِﻨﻴ‬ ِ ‫ْﻟـُﻤَﻮا‬

9

4

‫ﺖ‬ ْ ‫ﺸـَّﻘـَﻘ‬ َ ‫ﺲ َﺗ‬ ِ ‫ﺐ ﻟَّﺰ ْﻟَﺰاِل َأْﻣ‬ ِ ‫ﺴـَﺒـ‬ َ ‫ِﺑ‬ 3

2

1

8 7 5 َّ ‫ َوَد‬6 (ٌ‫ﺴﺮ‬ ‫ف َوﻟُّﺬْﻋُﺮ َﺑْﻴَﻦ‬ ُ ‫ﺨْﻮ‬ َ ‫ب ْﻟـ‬ ْ ‫ﺟ‬ ِ ) ‫ﺴﻮُر‬ ُ ‫ﺠ‬ ُ ‫َوْﻟـ‬

14 13 12 11 10 ‫ﺖ ْﻟـِﻤَﻴﺎُه‬ ِ ‫ﺟَﺮَﻓ‬ َ ‫ﺴ ُﺪّ َو‬ َ ‫ َ
ﻻ ْﻧَﻔ‬،‫ﺷَّﺪ ِﺑَﻘِﻠﻴٍﻞ‬ َ ‫َوَﻟْﻮ َﻛﺎَن ﻟَّﺰ ْﻟَﺰالُ َأ‬ َّ ‫ﺠَﺮ ﻟ‬

.(‫ﻋٌﺔ‬ َ ‫ع )َﻣْﺰَر‬ َ ‫َوْﻟـَﻤَﺰاِر‬

15

‫ْﻟـَﻤَﻨﺎِزَل‬

(10) 1Due to 2the earthquake yesterday, the 4walls of houses 5and bridges 3

cracked 7and fear 8and panic 6spread among the 9citizens.

Had the earthquake been

11

a bit

10

stronger, 13the dam would

14

12

have

15

burst, and the water would have swept away houses and farms. ‫ا‬

6 5 4 3 2 1 ‫ﻇ ُّﻦ‬ ُ ‫ﺷٍّﻚ َوﻟِﻜْﻦ َأ‬ َ ‫ي‬ َ ‫ َﻟْﻴ‬،‫ﺿﻲ؟ َﻻ‬ ِ ‫ﺣْﻜِﻢ ْﻟَﻘﺎ‬ ُ ‫ﺸُّﻚ ِﻓﻲ‬ ُ ‫َﻫْﻞ َﺗ‬ ُّ ‫ﺲ ِﻋْﻨِﺪي َأ‬

. ‫ﺷِﺪﻳًﺪا‬ َ

8

ُ ‫َأ َّن ْﻟـ‬ ‫ﺤْﻜَﻢ َﻋَﻠﻰ ْﻟـُﻤّﺘََﻬِﻢ َﻛﺎَن‬ 7

(11) Do you 1doubt 3the judge’s 2decision (decree)? No, I do not have 4any 5

doubt but 6I think that the decision against 7the accused was 8severe. 5 4 3 2 1 ‫ﺐ َأ َّﻧُﻪ‬ ُ ‫ﻈ َّﻦ ْﻟَﻜْﻠ‬ ُ ‫َﻣ َّﺪ َر‬ َ ‫ﺐ َﻓ‬ ٌ ‫ﺼﺎِﻓَﺢ ْﻣَﺮَأًة َوَﻛﺎَن َﻣَﻌَﻬﺎ َﻛْﻠ‬ َ ‫ﺟٌﻞ َﻳَﺪُه ِﻟُﻴ‬

222

. ‫ﺟِﻠِﻪ‬ ْ ‫ِر‬

9

‫ﻀُﻪ ِﻓﻲ‬ ُ ‫ﻂ َﻋَﻠﻰ ﻟَّﺮ‬ ْ ‫ﺳَﻴ‬ َ َّ ‫ َﻓَﻨ‬/‫ﻀِﺮُﺑَﻬﺎ َﻓَﻘَﻔَﺰ‬ َّ ‫ﺟِﻞ َوَﻋ‬ 8

7

6

(12) A man 1stretched out 2his hand 3to shake the hand of a woman who had

4

a dog with her. The dog 5thought 6he was going to hit her, 7so he jumped

on the man 8and bit 9his leg.

‫ﺣَّﺘـﻰ‬ َ ‫ﺿَّﻴِﺔ‬ ِ ‫ﺴَﺄَﻟٌﺔ( ﻟَّﺮَﻳﺎ‬ ْ ‫ﺴﺎِﺋِﻞ )َﻣ‬ َ ‫ﺣ َّﻞ ْﻟـَﻤ‬ َ ‫ﺻِﺪﻳَﻘِﺘﻲ ِﻓﻲ‬ َ ‫ت‬ ُ ‫ﺳﺎَﻋْﺪ‬ َ

1

‫ﺧﻮِل ُﻛَّﻠَﻴِﺔ‬ ُ ‫ﺤﺎِن ُد‬ َ ‫ﺠَﺢ ِﻓﻲ ْﻣِﺘ‬ َ ‫َﺗْﻨ‬

5

4

‫ﺳﺎِﻋُﺪَﻫﺎ‬ َ ‫ﺖ ُأ‬ ُ ‫ﻇـَﻠـْﻠ‬ َ ‫َو‬ 11

3

10

.‫ﺳِﺔ‬ َ ‫ْﻟَﻬْﻨَﺪ‬

9

. ‫ﺳًﺔ‬ َ ‫ ُﻣَﻬْﻨِﺪ‬/ ‫ﺳﺎ‬ ً ‫ُﻣَﻬْﻨِﺪ‬

2

8

14

7

6

Doubled verbs, quadriliteral verbs

ْ ‫ﺟ‬ َ ‫ﺨَّﺮ‬ َ ْ ‫ﺻﺎَر‬ ‫ت‬ َ ‫ﺖ َو‬ َ ‫ﺣَّﺘـﻰ َﺗ‬ 13

12

(13) 1I helped my friend (f.) in 2solving 4the mathematical 3problems so that she 5would pass (succeed in) 7the entrance 6exam of 9the engineering 8

faculty. 10And I kept on 11helping her until 12she graduated 13and became

14

an engineer.

Translate into Arabic: (1) I helped my friend (f.) until she graduated and became an engineer. (2) Yesterday I passed by the judge. He asked me where the entrance of the jail was and I showed it to him. (3) The peasant shook the apple tree and so broke one of its branches. (4) Do you doubt that smoking is harmful to health? (5) Due to the earthquake yesterday bridges and the walls of houses cracked. (6) The dog jumped on the pregnant woman and bit her hand. (7) The lawyer and the judge informed the prisoner about the decision regarding his release (that he be released). (8) I do not have any doubt that the judge’s decision against the accused was too severe. (9) I have loved her since childhood and my love for her is still as it used to be. (10) A prisoner was able to escape from the jail. The policeman chased him and caught him. (11) Yesterday I passed by the translator (f.) of the two languages Arabic and German, and she had a policeman with her.

223

Chapter 30

Verbs with hamzah

There are verbs where hamzah occurs as one of the radicals. These are






called, ‫ز‬ ُ ‫ َأْﻟـِﻔْﻌُﻞ ْﻟـَﻤْﻬُﻤﻮ‬, al-fi lu l-mahmu¯ zu.

30.1

Verbs with initial hamzah

Verbs with hamzah as the first radical,

ِ‫َأْﻟِﻔْﻌُﻞ
أْﻟـَﻤْﻬُﻤﻮُز َْﻷّوَل‬, are con-

jugated on the same principles as the regular strong verbs, with some exceptions. (See below and the conjugations in Appendix 2.) Perfect

Imperfect

‫َأِذَن‬

‫َﻳْﺄَذُن‬







adina, to allow ¯

‫ﺳُﺮ‬ ِ ‫َﻳْﺄ‬







amala, to hope

i dan) ¯ (for: ‫ﺴْﺮ‬ ِ ‫ِإْﺋ‬

ısir

‫َﻳْﺄُﻣُﻞ‬




ıdan ¯


-

ya siru

‫َأَﻣَﻞ‬

(for: ‫ن‬ ْ ‫ِإْﺋَﺬ‬

!‫ﺴْﺮ‬ ِ ‫ِإﻳ‬




asara, to capture

!‫ِإﻳَﺬْن‬


-

ya danu ¯

‫ﺳَﺮ‬ َ ‫َأ‬

Imperative





i sir)

!‫ُأوُﻣْﻞ‬

(for: ‫ﻞ‬ ْ ‫ُأْؤُﻣ‬

u¯mul

u mul)




ya mulu









30.2 When the imperative is preceded by the conjunction ‫و‬ َ wa... or ...‫َﻓـ‬ fa..., the long vowel after the initial hamzah disappears, i.e. is replaced







by suku¯ n: ...‫وْأ‬ َ wa- ..., ...‫ ﻓَْﺄ‬fa ..., e.g.




!‫ن‬ ْ ‫ َوْأَذ‬wa- d¯ an! and allow!
!‫ﺳْﺮ‬ ِ ‫ َوْأ‬wa- sir! and capture! 224




!‫ﻞ‬ ْ ‫ َﻓْﺄُﻣ‬fa- mul! and hope!


(for: ‫ن‬ ْ ‫ َوِإﻳَﺬ‬wa- -ıd¯ an)
(for: ‫ﺴْﺮ‬ ِ ‫ َوِإﻳ‬wa- -ısir)


(for: ‫ﻞ‬ ْ ‫ َﻓُﺄوُﻣ‬fa- u¯mul)







In some verbs, such as ‫ﺬ‬ َ‫ﺧ‬ َ ‫ َأ‬ah˘ ad¯ a, ‘to take’, and ‫ َأَﻛَﻞ‬akala ‘to eat’, the initial hamzah is elided in the imperative, e.g. 30.3

Verbs with hamzah

Imperative Singular

Dual

Plural

Form I

Masc.

Fem.

Masc. and Fem.

Masc.

Fem.

‫ﺧَﺬ‬ َ ‫َأ‬

‫ﺧْﺬ‬ ُ

‫ﺧِﺬي‬ ُ

‫ﺧَﺬا‬ ُ

‫ﺧُﺬوا‬ ُ

‫ﺧْﺬَن‬ ُ

hud, take! ˘ ¯

hud-ı ˘ ¯

huda¯ ˘ ¯

hudu¯ ˘ ¯

hudna ˘ ¯

‫ُﻛْﻞ‬

‫ُﻛِﻠﻲ‬

َ ‫ُﻛ‬ ‫ﻼ‬

‫ُﻛُﻠﻮا‬

‫ُﻛْﻠَﻦ‬

kul, eat!

kulı-

kula¯

kulu¯

kulna




ahada ˘ ¯

‫َأَﻛَﻞ‬


akala

30.4 Assimilation process







If the initial radical of the basic verb form is ‫ َأ‬a, as ‫ﺬ‬ َ‫ﺧ‬ َ ‫ َأ‬ah˘ ad¯ a ‘to take’, then the initial hamzah in verb form VIII is assimilated to the infix /-t-/, producing a doubled ...‫ـَّﺘـ‬. /-tt-/, e.g.

‫ﺨَﺬ‬ َ ‫ِإَّﺗ‬








ittahada, to take up, to adopt (instead of ‫ﺨَﺬ‬ َ ‫ ِإْأَﺗ‬i tah˘ ad¯ a) ˘ ¯

30.5 Verbs with hamzah as the middle radical (a)




The medial hamzah, ‫ﻂ‬ ِ ‫ﺳ‬ َ ‫َأْﻟﻔِْﻌﻞُ ْﻟـَﻤْﻬُﻤﻮُز ْﻟَﻮ‬, can be written on alif




(..‫أ‬..), wa¯ w (..‫ـﺆ‬..) or ya¯ (..‫ـﺌـ‬..). (Follow the rules for writing hamzah provided in chapter 20.) These verbs are conjugated on the same principle as the regular verbs, with the exception of the







‫ﺳـَﺄَل‬ َ sa ala ‘to ask’ and ‫ َرَأى‬ra a¯ ‘to see’, which lose
their medial hamzah. (See the conjugation of the verb ‫رَأى‬ َ ra a¯

two verbs

(A2.16 in Appendix 2) and chapter 33.) Perfect

Imperfect

Imperative (rare)

‫س‬ َ ‫ َﺑُﺆ‬ba usa, to be brave

‫س‬ ُ ‫ َﻳْﺒُﺆ‬yab usu

‫س‬ ْ ‫ُأْﺑُﺄ‬

‫ﺳِﺌَﻢ‬ َ sa ima, to be weary

‫ﺴَﺄُم‬ ْ ‫ َﻳ‬yas amu

‫ﺳَﺄْم‬ ْ ‫ِإ‬










(b)








ub us!





is am!




The irregular verb ‫ل‬ َ ‫ﺳـَﺄ‬ َ sa ala ‘to ask’ can drop its medial hamzah in the imperfect jussive and imperative. Thus it has two alternative

225

sets of forms for the jussive and two alternative sets of forms for

Verbs with hamzah

the imperative: Perfect

Imperfect jussive

‫ﺳـَﺄَل‬ َ

‫ﺴـَﺄْل‬ ْ ‫َﻳـ‬

sa ala

yas al




(c)




OR

Imperative

‫ﺴـْﻞ‬ َ ‫َﻳـ‬

‫ﺳـَﺄْل‬ ْ ‫ِإ‬





yasal

‫ﺳـْﻞ‬ َ

OR

is al

sal




‫ﺳـَﺄَل‬ َ sa ala is conjugated regularly in the passive like other verbs with hamzah as the middle radical, e.g. Active

Passive

Perfect

Perfect

‫ﺳـَﺄَل‬ َ sa ala

‫ﺳـِﺌـَﻞ‬ ُ su ila




30.6 (a)

Imperfect







‫ﺴـَﺄُل‬ ْ ‫ ُﻳـ‬yus alu

Verbs with hamzah as the final radical Hamzah as the final radical,

‫ﺧـِﺮ‬ ِ ‫َأْﻟِﻔْﻌﻞُ ْﻟـَﻤْﻬُﻤﻮُز ْﻵ‬: These types

of verb are also conjugated like regular strong verbs, e.g. Perfect




Imperative

‫ َﻳْﻘَﺮُأ‬yaqra u

‫ِإْﻗَﺮْأ‬




‫ َﻗَﺮَأ‬qara a, to read











‫ﻄُﺆ‬ ُ ‫ َﻳْﺒ‬yabt˙u u

‫ﻄْﺆ‬ ُ ‫ُأْﺑ‬

‫ﺊ‬ َ ‫ﻄ‬ ِ ‫ﺧ‬ َ h˘ at˙i a, to be mistaken

‫ﻄُﺄ‬ َ ‫ﺨ‬ ْ ‫ َﻳ‬yah˘ t˙a u

‫ﻄْﺄ‬ َ ‫ﺧ‬ ْ ‫ِإ‬

In the verb

‫َدِﻓﻰَء‬









dafi a ‘to be warm’, the infix

form VIII ( ifta ala

‫د‬




‫)ِإْﻓَﺘَﻌَﻞ‬










ubtu ! ˙







ihta ! ˘˙

/-t-/ of verb

is assimilated to the initial radical

/d/, which is doubled, i.e.

instead of ‫دَﺗﻔََﺄ‬ ْ ‫ ِإ‬idtafa a.

‫ت‬




iqra !

‫ﻄَﺆ‬ ُ ‫ َﺑ‬bat˙u a, to be slow


(b)

Imperfect

‫إّدََﻓَﺄ‬







iddafa a ‘to warm oneself’

Note: The derived verb forms (II–X) of all verbs with hamzah mentioned above are conjugated in the active and passive more or less on the same principles as the derived verb forms (II–X) of strong verbs.

226

Exercises

Verbs with hamzah

Practise your reading: 6 5 4 3 2 1 ‫ﺸِﻬﻴَﺮِة َوَﻗَّﺪَم َﻟُﻪ‬ َ ‫ﻼَﻟُﺔ ْﻟـَﻤِﻠِﻚ ْﻟـُﻤَﺆَّر‬ َ ‫ﺟ‬ َ َ‫َﻫـ َّﻨﺄ‬ َّ ‫خ َﻋَﻠﻰ َأْﻋَﻤﺎِﻟِﻪ (َﻋَﻤﻞٌ) ﻟ‬

. ‫ﻣﺎِﻟَّﻴًﺔ‬ َ

8

‫ُﻣـَﻜـﺎَﻓـَﺄًة‬

7

(1) 2His Majesty the King 1congratulated 3the historian on his 5famous 4

works 6and gave him 8a financial 7reward.

َ ‫ِﻟـُﻨـَﻬـَّﻨـ‬ )‫ﻦ‬ ٌ ‫ﺲ) َْﻷْدَﻳﺎِن (ِدﻳ‬ ٌ ‫ﺳﺎَء (َرِﺋﻴ‬ َ ‫ﺊ (َﻫـَّﻨَﺄ) ُرَؤ‬ 4

3

2

‫ﺖ َﻣَﻊ َوْﻓٍﺪ‬ ُ ‫َذَﻫْﺒ‬ 1

.)‫ﻋﻴٌﺪ‬ ِ ( ‫ َْﻷْﻋَﻴﺎِد‬

6

‫ﺳَﺒِﺔ‬ َ ‫ِﺑُﻤَﻨﺎ‬

5

(2) I went with 1a delegation 2to congratulate 4the religious 3leaders 5on the occasion of 6the holidays. 7 6 5 4 3 2 1 َّ ‫ﺴََﻨِﻮ‬ ‫ﻀﺎِء‬ َ ‫ﺣَﺪ َْﻷْﻋ‬ َ ‫ي َِﻷ َّن َأ‬ ِ ‫ﺲ ﻟَّﻨَﻘﺎَﺑِﺔ َﺗْﺄ‬ ُ ‫ﺐ َرِﺋﻴ‬ َ ‫ﻃَﻠ‬ َ ّ ‫ﺟﻴَﻞ ْﻟـُﻤْﺆَﺗَﻤِﺮ ﻟ‬ 12 11 10 9 8 ‫ﺠَﺄًة‬ ْ ‫ض َﻓ‬ َ ‫ﺴﻴَﻦ ِﻟـﻠّﻨَِﻘﺎَﺑِﺔ َﻗْﺪ َﻣِﺮ‬ ِ ‫ﺳ‬ َّ ‫ﺴُﺆوِﻟﻴَﻦ َوْﻟـُﻤَﺆ‬ ْ ‫ﻀﻮٌ) ْﻟـَﻤ‬ ْ ‫(ُﻋ‬

َّ ‫ﻟ‬ ِ ‫ﻄِﺒﻴ‬ .‫ﺐ‬

15

‫َوُﻧِﻘَﻞ ِإَﻟﻰ ِﻋَﻴﺎَدِة‬ 14

13

(3) The chairman (the head) of 2the trade union 1requested 3postponement of 5the annual 4congress (conference), because 6one of 8the responsible 7

members 9and founders 10of the trade union had 12suddenly 11become

ill

13

and been taken (13transported) to

14,15

the clinic (lit.

15

doctor’s

14

reception). 4 3 2 1 ُ‫ َﻳِﻘّﻞ‬5 ‫ت‬ ِ ‫ﺼٌَﺔ) َوﻟَّﺮَواَﻳﺎ‬ ِ ‫ﺼ‬ َ ‫ﻒ َأ َّن َﻋَﺪَد ُﻗّﺮَاِء (َﻗﺎِرىءٌ) ْﻟِﻘ‬ ِ ‫ﺳ‬ َ ‫َﻣَﻊ َْﻷ‬ ّ ‫ﺺ (ِﻗ‬ 10 9 8 7 6 ‫ﺻَﺒَﺢ‬ ْ ‫ﺐ َﻛِﻤْﻬَﻨٍﺔ َأ‬ ِ ‫ﻒ ْﻟُﻜُﺘ‬ ِ ‫ﺨﺎَذ َﺗْﺄِﻟﻴ‬ َ َّ‫َﻳْﻮًﻣﺎ َﺑْﻌَﺪ َﻳْﻮٍم َوِﻟﻬَﺬا َﻓِﺈ َّن ﺗ‬ ‫ا‬

.‫ﺢ‬ ٍ ‫ُﻣْﺮِﺑ‬

12

‫َﻏْﻴَﺮ‬

11

(4) 1Unfortunately, 2the number of readers of 3short stories 4and novels 5is decreasing day by day. 6Therefore 7taking up 8writing (composing) books 9

as a profession 10has become 11,12unprofitable. 4 3 2 1 ِ ‫ﺴُﺆوِﻟَّﻴﺎ‬ ‫ت‬ ِ ‫ﺴُﺆوِﻟَّﻴﺎ‬ ْ ‫ت ْﻟـَﻤْﺮَأِة ِﻓﻲ ْﻟـَﻤْﻨِﺰِل َأْﻛَﺜُﺮ َأَﻫَّﻤَﻴًﺔ ِﻣْﻦ َﻣ‬ ْ ‫ِإ َّن َﻣ‬

. ‫ﻬﺎ‬ َ ‫َوَﻫَﻨﺎِﺋ‬

7

َ ‫ َﻓِﻬ‬،‫ﺟِﻞ‬ ُ ‫ﻟَّﺮ‬ ‫س ْﻟَﻌﺎِﺋَﻠِﺔ‬ ِ ‫ﻲ ْﻟـَﻤﺴُﺆوَﻟُﺔ َﻋْﻦ ُﺑْﺆ‬ 6

5

(5) 1The responsibilities of 2women at home 3are more 4important than the

227

Verbs with hamzah

responsibilities of men. They are responsible for both the 5misery 7and the happiness of the 6family.

‫ﻃِﺮﻳَﻘِﺔ ِﻗـَﺮاَءِة ْﻟـُﻘـْﺮاƒِن‬ َ ‫ﺲ‬ ِ ‫ع ِﻓﻲ َﺗْﺪِرﻳ‬ ٍ ‫ﺳُﺒﻮ‬ ْ ‫ئ ِْﻹَﻣﺎُم َﺑْﻌَﺪ ُأ‬ ُ ‫ﺳَﻴْﺒَﺘِﺪ‬ َ 3

2

1

. ‫ﻜـِﺮﻳـِﻢ‬ َ ‫ْﻟـ‬

4

(6) After 2a week the imam will 1start teaching 3the way (the correct method) of reading 4the Holy Quran.

َ ‫ﺸَﺮا‬ ‫ب ْﻟـُﻤْﺆَﺗَﻤِﺮ َﻓُﻜْﻞ‬ ِ ‫ﺴﺎ‬ َ ‫ﺣ‬ ِ ‫ب َﻋﻠﻰ‬ َّ ‫َأَﻧﺎ ُﻣَﺘَﺄَّﻛٌﺪ َأَّن ﻫَﺬا َْﻷْﻛَﻞ َوﻟ‬ 4

3

‫ا‬

2

1

!‫ﺤَﺮَّﻳٍﺔ‬ ُ ‫ِﺑ‬

5

ْ ‫ﺷَﺮ‬ ‫ب‬ ْ ‫َو‬

(7) I am 1sure that this food and drink is on 3the conference (congress) 2

account, 4so feel 5free to 4eat and drink!

‫ﺳَﻴـْﺒـَﺪ ƒاِن‬ َ ‫ﺟِﺪﻳَﺪْﻳِﻦ َوِﻓﻲ ﻫَﺬا ْﻟَﻌﺎِم‬ َ ‫ﻄﺎًرا‬ َ ‫ﺤُﻜﻮَﻣُﺔ َﻣْﺮَﻓًﺄ َوَﻣ‬ ُ ‫ت ْﻟـ‬ ِ ‫ﺸَﺄ‬ َ ‫َأْﻧ‬ 5

4

‫ا‬

‫ﺤُﻜﻮَﻣُﺔ َأْن َﻳُﻜﻮَن‬ ُ ‫َوَﺗْﺄُﻣُﻞ ْﻟـ‬

3

9

.)‫ﻋٌﺔ‬ َ ‫ﻀﺎ‬ َ ‫ﻀﺎِﺋِﻊ (ِﺑ‬ َ ‫َوْﻟَﺒ‬

8

2

‫ﺴﺎِﻓِﺮﻳَﻦ‬ َ ‫ﺳِﺘْﻘَﺒﺎِل ْﻟـُﻤ‬ ْ ‫ِﺑﺎ‬ 7

1

6

13 12 11 10 ‫ﺼﺎِد‬ َ ‫ﺴﻴِﻦ ِْﻻْﻗِﺘ‬ ِ ‫ﺤ‬ ْ ‫ﺳـُﻴَﺆﺛََّﺮاِن َﻋَﻠﻰ َﺗ‬ َ ‫ﺸُﺮوَﻋﺎِن‬ ْ ‫ﻫَﺬاِن ْﻟـَﻤ‬ ‫ا‬

.‫ﻞ‬ ِ ‫ْﻟَﻌَﻤ‬

15

)‫ﺻٌﺔ‬ َ ‫ص (ُﻓْﺮ‬ ِ ‫َوُﻓَﺮ‬

14

(8) The government 1built a new 2harbour 3and a new airport, and this 4year 5

they will start 6to accommodate 7passengers 6and receive 8goods. The

government 9hopes that these 10two projects 11will have an influence on 12

the improvement of 13the economy and 15job 14opportunities. 7 6 5 4 3 2 1 َ ،‫ﺠﺎِرّﻳَِﺔ‬ َ َ‫ﺳ‬ ‫ﺟَﺮ َﻟَﻬﺎ َﻗﺎَﻋٌﺔ‬ َ ‫ﺴَﺘْﺄ‬ ْ ‫ﺣّﺘَﻰ ُﻳ‬ َ َّ‫ﺴِﺔ ﻟﺘ‬ ُ ‫ﺳﻴ‬ ِ ‫ﺟَﻞ َﺗْﺄ‬ َّ ‫ُأ‬ ّ ‫ﺲ ْﻟـُﻤَﺆ‬

. ‫ﺳَﺒٌﺔ‬ ِ ‫ُﻣَﻨﺎ‬

8

(9) 2The establishment of 4the commercial 3enterprise (establishment) has been 1postponed until 8an appropriate 7hall 5is rented (6for it). 7 6 5 4 3 2 1 ‫ﺴَّﻴﺎَرِة َوِإَّﻻ‬ َّ ‫ﺧَﺮ َﻋْﻦ َدْﻓِﻊ َﻓﺎُﺗﻮَرِة َﺗْﺄِﻣﻴِﻦ ﻟ‬ َّ ‫ َأ َّﻻ َﺗَﺘَﺄ‬/ ‫ƒاُﻣُﻞ ِﻣْﻨَﻚ َأْن َﻻ‬

. ‫ﺴُﺆوِﻟَّﻴٍﺔ‬ ْ ‫ِﻟـَﻤ‬ 228

9

8 ‫ض‬ ُ َ‫َﺗَﺘَﻌّﺮ‬

(10) 1I hope (from you) that you will not 2be late in 3paying 6the car 5

insurance 4bill, 7otherwise 8you will be held 9responsible.

ُ ‫ﺴَﺄَﻟٍﺔ َﺗـَﺘَﻌَّﻠ‬ ‫ﺸْﺄِن‬ َ ‫ﻖ ِﺑ‬ ْ ‫ﺸِﺮَﻛِﺔ َﻋْﻦ َﻣ‬ ْ ‫ﺣُﺪ ْﻟـَﻤ‬ َ ‫ﺳـِﺌـَﻞ َأ‬ ُ َّ ‫ﺴُﺆوِﻟﻴَﻦ ِﻓﻲ ﻟ‬ ِ 9 8 7 6 ِ ‫ﻟُّﻨَﻔﺎَﻳﺎ‬ ‫ﺴُﺆوُل َأْن‬ ْ ‫ﺟـُﺮَؤ ْﻟـَﻤ‬ َ ‫ َﻓَﻤـﺎ‬،‫ﺸِﺮَﻛُﺔ‬ َ ‫ت اَّﻟِﺘﻲ ُﺗ‬ َّ ‫ﺴّﺒُﺒَﻬﺎ ﻟ‬ 5

4

3

2

.‫ع‬ ِ ‫ﺿﻮ‬ ُ ‫ْﻟـَﻤْﻮ‬

1

‫ي‬ َّ ‫َﻳُﺮّدَ َﻋﻠﻰ َأ‬ ‫ﺣْﻮَل‬ َ ‫ﺳَﺆاٍل‬ ُ

13

12

11

Verbs with hamzah

10

(11) 2A company official (one of the responsible persons at the company) 1

was asked about 3an issue 4concerning (5the matter of) 6waste products

which 7are generated by the company, but he (the responsible person) 8

did not 9dare 10to answer any 11question 12about 13the subject.

‫ﺤ َﻞّ َأْزَﻣِﺔ‬ َ ‫ﻈﺎِﻫِﺮﻳَﻦ ِﻟـ‬ َ ‫ﺤُﻜﻮَﻣِﺔ َوْﻟـُﻤَﺘ‬ ُ ‫ت َﺑْﻴَﻦ ْﻟـ‬ ُ ‫ﺿﺎ‬ َ ‫ﺖ ْﻟـُﻤَﻔﺎَو‬ ِ ‫ﺳُﺘْﺆِﻧَﻔ‬ ْ ‫ُأ‬

1

. ‫ﻄﺎَﻟِﺔ‬ َ ‫ْﻟِﺒ‬

7

6

5

4

3

2

(12) (The) 2negotiations 1have been resumed between 3the government 4and the demonstrators 5to solve 7the unemployment 6 crisis.

‫ﺟِﺮﻳَﻦ ُﻟْﺒَﻨﺎِﻧَﻴّﻴَﻦ‬ ْ ‫ﺤﻴَﻔٍﺔ َﻋَﺮِﺑّﻴٍَﺔ ِﻓﻲ ِﻣ‬ ُ‫ﺖ َأّوَل‬ ِ ‫ﺼَﺮ َﻋَﻠﻰ َﻳِﺪ ُﻣَﻬﺎ‬ ِ ‫ﺻ‬ َ ْ ‫ﺸَﺌ‬ ِ ‫ُأْﻧ‬ 5

4

3

. ‫ﺳَﻨٍﺔ‬ َ ‫ِﻣَﺌِﺔ‬

7

2

1

‫ا‬

‫َوَﻛﺎَن ﺬِﻟَﻚ ُﻣْﻨُﺬ َأْﻛَﺜَﺮ ِﻣْﻦ‬ 6

(13) 2The first Arabic 3newspaper 1was established in Egypt 4by (lit. 4at the hand of) Lebanese 5immigrants, and that was more than 7one hundred years 6ago. . ‫ﻌﺎَﻟِﻢ‬ َ ‫ْﻟ‬

6

‫ﺣّﺘَﻰ ْﻟَﻴْﻮِم ُﻣَﻌّﻘََﺪًة ِﻓﻲ‬ ِ َ‫ﻼ‬ َ )ٌ‫ﺟﻰء‬ ِ ‫ﺟِﺌﻴَﻦ (َﻻ‬ ْ ‫َﻻ َﺗَﺰاُل َﻣ‬ ّ ‫ﺴَﺄَﻟُﺔ ﻟ‬ 5

4

3

2

1

(14) 2The matter of 3refugees 1has remained (is still) 5a complicated issue in 6

the world (4until) today.

Translate into Arabic: (1) Today I went with the chairman (the head) of the trade union to congratulate His Majesty the King on the occasion of the holidays. (2) A government official was asked to postpone the annual women’s conference (congress). (3) Unfortunately, the chairman (president) of the trade union suddenly became ill. (4) The matter of waste products which are generated by the company is still a complicated issue.

229

Verbs with hamzah

(5) At the conference one of the members of the delegation congratulated the historian on his famous works. (6) The number of refugees is decreasing day by day. (7) The official did not dare to answer any question about the matter concerning (the) waste. (8) Unfortunately, the number of readers of short stories and novels is decreasing day by day. (9) I am sure that the responsibilities of women at home are more important than the responsibilities of men. (10) The first commercial company was established in Egypt, and that was more than one hundred years ago. (11) This year the new harbour and airport will start to accommodate passengers and receive goods, and these two projects will influence the improvement of the economy and job opportunities.

230

Chapter 31

Verbs with a weak initial radical

31.1

The weak verbs,

‫َاَْﻷﻓَْﻌﺎُل ْﻟـُﻤْﻌَﺘَّﻠـُﺔ‬,

which literally means ‘sick

verbs’ are verbs whose roots contain one or more weak radicals,

ُ ‫ﺣُﺮو‬ ُ . The weak radicals are the semivowels‫ و‬/w/ and ‫ ي‬/y/. They ‫ف ْﻟِﻌ َّﻠِﺔ‬ are called ‘weak’ because they are dropped or assimilated with vowels according to certain rules in many conjugational forms. The weak verbs are also called assimilated verbs. Note: A verb is called strong, if none of its radicals is dropped or assimilated with a vowel in the conjugation of the verb.

31.2

Weak verbs fall into four main categories:

(a)

Initial weak radical (assimilated verb)

‫ َأْﻟِﻔْﻌﻞُ ْﻟـِﻤَﺜﺎُل‬see below;

(b)

Middle weak radical (hollow verb)

ُ ‫ﺟَﻮ‬ ‫ف‬ ْ ‫ َأْﻟِﻔْﻌُﻞ َْﻷ‬chap. 32;

(c)

Final weak radical (defective verb)

‫ﺺ‬ ُ ‫ َأْﻟِﻔْﻌُﻞ ﻟَّﻨﺎِﻗ‬chap. 33;

(d)

Doubly and trebly weak verbs

ُ ‫ َأْﻟِﻔْﻌﻞُ ﻟـَّﻠِﻔﻴ‬chap. 33. ‫ﻒ‬

31.3 Verbs with the weak initial radical ‫ و‬/w/ (a)

Verbs with the weak initial radical

‫ و‬/w/ drop this radical in the

active imperfect and imperative. In the passive imperfect it is assimilated to the preceding vowel, e.g.

231

Active

Verbs with a weak initial radical

Passive

Perfect



‫ﺿَﻊ‬ َ ‫ َو‬wad˙ a a to put

(down)

َ ‫ َوَﻗ‬waqafa ‫ﻒ‬ to stand (still)

َ ‫ َوِﺛ‬wat¯iqa ‫ﻖ‬

to trust

Imperfect

Imperfect



‫ﻀُﻊ‬ َ ‫ َﻳـ‬yad˙ a u (for: 

Imperative





‫ﺿُﻊ‬ َ ‫ ُﻳﻮ‬yu¯d˙ a u

‫ﺿْﻊ‬ َ d˙ a !

ُ ‫ ُﻳﻮَﻗ‬yu¯qafu ‫ﻒ‬

ْ ‫ ِﻗ‬qif! ‫ﻒ‬

put!

‫ﺿُﻊ‬ َ ‫ َﻳْﻮ‬yawd˙ a u) ُ ‫ َﻳِﻘ‬yaqifu (for: ‫ﻒ‬

stop!

ُ ‫ َﻳْﻮِﻗ‬yawqifu) ‫ﻒ‬ ُ ‫ َﻳِﺜ‬yat¯iqu (for: ‫ﻖ‬

ُ ‫ ُﻳﻮَﺛ‬yu¯t¯aqu ‫ﻖ‬

ْ ‫ ِﺛ‬t¯iq! ‫ﻖ‬

trust!

ُ ‫ َﻳْﻮِﺛ‬yawt¯iqu) ‫ﻖ‬

Note: It may be difficult to find the root in the dictionary when the first initial weak radical of the imperfect and imperative is missing.

(b)

َ‫ و‬/w/ is also retained in the imperfect. These verbs have kasrah ‫ ــِـــ‬/i/ as the middle vowel in the perfect, and fathah ‫ ــَـــ‬/a/ in the imperfect, ˙ In a small number of verbs the initial weak radical

e.g.

Perfect

31.4

Imperfect





‫ﺟَﻊ‬ ِ ‫ َو‬wag˘i a, to feel pain

‫ﺟُﻊ‬ َ ‫ َﻳْﻮ‬yawg˘a u

‫ﺟَﻞ‬ ِ ‫ َو‬wag˘ila, to be afraid

‫ﺟُﻞ‬ َ ‫ َﻳْﻮ‬yawg˘alu

Assimilation of the weak radical ‫ و‬/w/ in the derived

verb forms (a)

The initial ‫ و‬/w/ of the basic verb form ‫ﻞ‬ َ ‫ﺻ‬ َ ‫ َو‬was˙ ala ‘to arrive’ in verb form VIII is assimilated to the infix ‫ ت‬/t/, which then appears as doubled ‫ ــّﺘـ‬/..tt../, e.g.

‫ﺼَﻞ‬ َ ‫ِإَّﺗ‬ (b)







ittasala, to be joined, to contact (for: ‫ﻞ‬ َ ‫ﺼ‬ َ ‫ ِإْوَﺗ‬iwtas˙ ala) ˙
 The IVth form ‫ﻊ‬ َ َ‫ َأْوﻗ‬awqa a ‘to drop’ is derived from the verb

‫َوَﻗَﻊ‬



waqa a ‘to fall’. Its verbal noun (masdar) is ˙
 ‘rhythm’ (for: ‫ع‬ ٌ ‫ ِإْوَﻗﺎ‬iwqa¯ un).

232

(c)



ٌ ‫ِإﻳَﻘﺎ‬ ‫ع‬







ı¯qa¯ un



The Xth form of ‫ع‬ َ ‫ َوَد‬wada a ‘to put down’ is ‫ع‬ َ ‫ﺳَﺘْﻮَد‬ ْ ‫ ِإ‬istawda a






‘to deposit’. Its verbal noun (masdar) is ‫ع‬ ٌ ‫ﺳِﺘﻴَﺪا‬ ْ ‫ ِإ‬istı¯da¯ un
˙  ‘lodging, depositing’ (for: ‫ع‬ ٌ ‫ﺳِﺘْﻮَدا‬ ْ ‫ إ‬istiwda¯ un). 31.5

The nouns of place and time are formed as follows.

Nouns of place and time mı-la¯ dun, birth

‫ﻼٌد‬ َ ‫ِﻣﻴ‬

Verbs with a weak initial radical

Basic verb form

‫ َوَﻟَﺪ‬walada, to give birth





‫ ﻣْﻮِﻋٌﺪ‬maw idun, appointment

‫ َوَﻋَﺪ‬wa ada, to promise

ٌ ‫ َﻣْﻮِﻗ‬mawqifun, parking lot ‫ﻒ‬

َ ‫ َوَﻗ‬waqafa, to stand, to stand still ‫ﻒ‬

31.6 Verbs with the initial weak radical ‫ ي‬/y/ There are very few verbs with the initial weak radical ‫ ي‬/y/. These verbs are mostly conjugated like strong verbs. The imperative and the passive of the basic verb form are rare, e.g. Perfect

Imperfect

َ ‫ َﻳِﺒ‬yabisa, to become dry ‫ﺲ‬

ُ ‫ َﻳـْﻴـَﺒــ‬yaybasu ‫ﺲ‬

َ ‫ َﻳِﺌ‬ya isa, to despair ‫ﺲ‬

‫س‬ ُ ‫ َﻳـْﻴـَﺄ‬yay asu

‫ﻆ‬ َ ‫ َﻳِﻘ‬yaqid¯ a, to wake up

‫ﻆ‬ ُ ‫ َﻳـْﻴـَﻘ‬yayqad¯ u




˙




˙

OR

‫ﻆ‬ َ ‫ َﻳُﻘ‬yaqud¯ a, to wake up

‫ﻆ‬ ُ ‫ َﻳـْﻴـُﻘـ‬yayqud¯ u

˙

˙

See table A1.3, the pattern of the derived verb forms with a weak initial radical



‫ و‬/w/, and conjugation A2.8 of the weak verb ‫ﺿَﻊ‬ َ ‫ َو‬wad˙ a a ‘to

put’ in the appendices.

Exercises Practise your reading:

‫ﺳَﻴﺎ َوَﻳَﻘُﻊ‬ ْ ‫ﻲ ِﻓﻲ ƒا‬ َّ ‫ﺟْﺰٌء ِﻣْﻦ ُﺑْﻠَﺪاِن (َﺑَﻠﺪٌ) ْﻟَﻌﺎَﻟِﻢ ْﻟَﻌَﺮِﺑ‬ ُ )َ‫ َوَﻗﻊ‬I( ‫َﻳَﻘُﻊ‬ 5

4

3

. ‫ل ِإْﻓِﺮﻳْﻘَﻴﺎ‬ ِ ‫ﺷَﻤﺎ‬ َ

2

7

1

‫ﺧُﺮ ِﻓﻲ‬ َ ‫ﺠْﺰُء ْﻵ‬ ُ ‫ْﻟـ‬ 6

(1) 2Some (lit. 2one part) of the 3countries of the Arab 4world 1are (lit. is) located in Asia and 6the others 5are situated in 7north Africa.

233

ُ ‫ﺼـْﻠ‬ َ َ‫ِإّﺗ‬ )‫ﻞ‬ َ ‫ﺻ‬ َ ‫ َو‬VIII( ‫ﺖ‬

Verbs with a weak initial radical

4

3 2 1 ،‫ح‬ ِ ‫ﺼََﺒﺎ‬ َ ‫ َﻳِﻘ‬X( ‫ﺖ‬ ُ ‫ﻈ‬ ْ ‫ﺳَﺘْﻴَﻘ‬ ْ  ‫َﺑْﻌَﺪ َأِن‬ ّ ‫ﻆ) ِﻓﻲ ﻟ‬

8 7 6 5 ‫ﻂ‬ ِ ‫ﺳ‬ َ ‫ َوﻋَﺪ) ِﻓﻲ َو‬I( ‫ﻖ) َﻋﻠﻰ َﻣْﻮِﻋٍﺪ‬ َ ‫ َوِﻓ‬VIII( ‫ﺼِﺪﻳَﻘِﺘﻲ َﻫﺎِﺗِﻔّﻴًﺎ َوّﺗََﻔْﻘَﻨﺎ‬ َ ‫ِﺑ‬

‫ﺳﺎَﻋٍﺔ‬ َ َ ‫ﺼ‬ ‫ﻒ‬ ْ ‫ﺧًﺮا ِﻧ‬ ُ ‫ﺻْﻠ‬ َ ‫ﺖ ِإَﻟﻰ ُﻫَﻨﺎَك َو‬ ُ ‫ َوِﻋْﻨَﺪَﻣﺎ َذَﻫْﺒ‬،‫ْﻟـَﻤِﺪﻳَﻨِﺔ‬ َّ ‫ﺖ ُﻣَﺘَﺄ‬ 13

12

11

ُ ‫َﺗَﻮَّﻗْﻌ‬ ‫ َوَﻗَﻊ) ِﺑَﺄْن‬V( ‫ﺖ‬

17

10

9

)‫ﺟَﺪ‬ َ ‫ َو‬I( ‫ﺟْﺪَﻫﺎ‬ ِ ‫َأ‬

16

‫ﺖ َﻋْﻨَﻬﺎ َﻓَﻠْﻢ‬ ُ ‫ﺤْﺜ‬ َ ‫ َﻓَﺒ‬،‫َﺗْﻘِﺮﻳًﺒﺎ‬ 15

14

. ‫ﻈَﺮِﻧﻲ‬ ِ ‫َﺗْﻨَﺘ‬

18

(2) 1After 2I woke up in 3the morning, 4I contacted my girlfriend 5by telephone 6and we agreed to meet (lit. on 7an appointment), in the 8city centre. 9When I went there, 10I arrived 14about 12half an 13hour 11late. 15

I looked for her but I did not 16find her. 17I expected her to 18wait for

me.

َّ ُ‫ﺟَﻪ) َوْﻓٌﺪ ِﻣَﻦ ْﻟّﺘ‬ َّ ‫َﺗَﻮ‬ ‫ﺠﺎَرِة ِﻟَﺘْﻮِﻗﻴِﻊ‬ َ ‫ﺟٌﺮ) ِإَﻟﻰ ِوَزاَرِة ﻟَّﺘ‬ ِ ‫ﺠﺎِر (َﺗﺎ‬ ُ ‫ َو‬V( ‫ﺟَﻪ‬ 6

5

4

3

2

1

‫ﺳـِﺘـﻴَﺮاِد‬ ْ ‫ﺴِﻢ ِْﻻ‬ ْ ‫ﺲ ِﻗ‬ ِ ‫ﺟِﺪﻳَﺪٍة َﻣَﻊ َرِﺋﻴ‬ َ )‫ﻖ‬ َ ‫ َوِﻓ‬VIII( ‫ َوَﻗﻊَ) َّﺗَﻔﺎِﻗّﻴٍَﺔ‬II( 9

8

7

ْ َ‫َوﻟّﺘ‬ . ‫ﺼِﺪﻳِﺮ ِﻓﻲ ْﻟِﻮَزاَرِة‬ 2

3

1

4

10

5

)‫ َوَرَد‬X(

6

(3) A delegation of businessmen went to the Ministry of Trade to sign a new 7agreement with the head of the 8Department of 9Imports 10and Exports at the ministry.

‫ﺖ‬ ُ ‫ﺼْﻠ‬ َ ‫ َوَدعَ) َﻓˆَّﺗ‬X( ‫ع‬ ِ ‫ﺴَﺘْﻮَد‬ ْ ‫ق َﺛِﻘﻴٌﻞ َﻋَﻠﻰ َﻋﺎِﻣٍﻞ ِﻓﻲ ْﻟـُﻤ‬ ٌ ‫ﺻْﻨُﺪو‬ ُ ‫َوَﻗَﻊ‬ ِ ِ 11 10 9 ّ ‫ ﻟ‬8 ‫ ِﺑˆ ْﻟـَﻤْﺮَﻛِﺰ‬7 )‫ﺻَﻞ‬ ‫ َوُﻧِﻘَﻞ ِإَﻟْﻴِﻪ ِﻓﻲ‬،‫ﻄَﻘِﺔ‬ َ ‫ﺣﻴِﺪ ِﻓﻲ ْﻟـِﻤْﻨ‬ ِ ‫ﻲ ْﻟَﻮ‬ َّ ‫ﻄّﺒ‬ َ ‫ َو‬VIII( 6

5

/ )‫ﻊ‬ َ ‫ﺟ‬ ِ ‫ َو‬I( ‫ﺟﻮًﻋﺎ‬ ُ ‫َوَﻣْﻮ‬

16

‫ﺴِﻢ‬ ْ ‫ﺠ‬ ِ ‫ْﻟـ‬

15

4

)‫ َوِرَم‬II( ‫ﻣَﻮّرََم‬ ُ

3

14

2

،‫ف‬ ِ ‫ﺳَﻌﺎ‬ ْ ‫ﺳّﻴَﺎَرِة ِْﻹ‬ َ 13

1

12

18 17 َّ ‫ﺼُﻪ ﻟ‬ ‫ﺐ َوَﻗﺎَل ِإّﻧَُﻪ‬ ُ ‫ﻄِﺒﻴ‬ َ ‫ﺤ‬ َ ‫ﺻﻞَ) َﻓ‬ َ ‫ َو‬I( ‫ﺻﻮِﻟَﻨﺎ‬ ُ ‫ وِﻋْﻨَﺪ ُو‬،‫ُﻣَﺘَﺄ َّﻟـًﻤﺎ َوَأَﻧﺎ َﻣَﻌُﻬْﻢ‬

. ‫ﺣَﻴﺎِﺗِﻪ‬ َ

23

22 21 20 19 ‫ﻄَﺮ َﻋَﻠﻰ‬ َ ‫ﺧ‬ َ ‫ﺴٌﺮ) َوَﻻ‬ ْ ‫ﺴﻮٍر (َﻛ‬ ُ ‫ﺟَﺪ) َأّﻳََﺔ ُﻛ‬ َ ‫ َو‬I( ‫ﺠْﺪ‬ ِ ‫َﻟْﻢ َﻳ‬

(4) 3A heavy 2box 1fell on 4a worker in 5the warehouse. 6I contacted 9the only 8medical (health) 7centre in 10the area, 11and he was taken (lit. transported) there by 12,13ambulance (lit. 13aid 12car) with his 15body 14swollen 16

and in pain. I went (lit. I am) with them. When we 18

234

17

arrived, the

physician (doctor) examined him and said that he did not 19find 20any 21

fractures and that 23his life was not in 22danger.

5 4 3 1 ٌّ ‫ َﻏًﺪا َوْﻓٌﺪ ُﻛَﻮﻳِﺘ‬2 ‫ت‬ ِ ‫ﻲ ُﻳَﻤِّﺜُﻞ ِوَزاَرَة ﻟّﻨَْﻔ‬ ‫ﻂ َوَﻓْﻮَر‬ َ ‫ﺻَﻞ) ِإَﻟﻰ َﺑْﻴُﺮو‬ َ ‫ َو‬V( ‫ﺼُﻞ‬ ِ ‫َﻳ‬

)‫ﻊ‬ َ ‫ َوَﻗ‬II( ‫ِﻟـﻠّﺘَْﻮِﻗﻴِﻊ‬

6 ‫ﺤُﻜَﻮَﻣِﺔ ﻟـ ُّﻠْﺒَﻨﺎِﻧّﻴَِﺔ‬ ُ ‫ﺴُﺆوِﻟﻴَﻦ ِﻓﻲ ْﻟـ‬ ْ ‫ﺳـُﻴَﻘﺎِﺑُﻞ ْﻟـَﻤ‬ َ ‫ﺻﻮِﻟِﻪ‬ ُ ‫ُو‬

7

11 10 9 8 ُ ‫ َوِﻓﻖَ) َﺗَﺘَﻌَّﻠ‬VIII( ‫َﻋَﻠﻰ ﺗََّﻔﺎِﻗَّﻴٍﺔ‬ ‫ي َﺑـْﻴـَﻦ‬ َّ ‫ﺠـﺎِر‬ َ َّ‫ﻖ ِﺑˆﻟـَّﺘـَﺒـﺎُدِل ﻟـﺘ‬

Verbs with a weak initial radical

14 13 12 ُّ ‫ﺿَﻊ) ْﻟَﻮْﻓُﺪ ْﻟُﻜَﻮْﻳِﺘ‬ ‫ﻲ َﺗْﻘـِﺮﻳـًﺮا‬ َ ‫ َو‬I( ‫ﻀـُﻊ‬ َ ‫ﺳـَﻴـ‬ َ ‫ َﻛَﻤﺎ‬.‫ْﻟـَﺒـَﻠـَﺪْﻳـِﻦ‬

‫ﺼِﺪﻳِﺮ‬ ْ ‫ﺴـَﺄَﻟـِﺔ َﺗ‬ ْ ‫ﺣْﻮَل َﻣ‬ َ ‫ﻼِدِه‬ َ ‫ﺣُﻜﻮَﻣِﺔ َﺑ‬ ُ ‫ﻈِﺮ‬ َ ‫ﺟَﻬـَﺔ َﻧ‬ ْ ‫ح ِﻓﻴِﻪ ِو‬ ُ ‫ﺸَﺮ‬ ْ ‫َﻳ‬

15

‫ﻂ‬ ِ ‫ﻟَّﻨْﻔ‬

21

20

19

18

17

16

.‫ن‬ َ ‫ﺨﺎِم ِإَﻟﻰ ُﻟْﺒَﻨﺎ‬ َ ‫ْﻟـ‬

22

(5) A Kuwaiti delegation 3representing the Ministry of 4Oil 1will arrive 2

tomorrow in Beirut, 5and immediately after its arrival 6will meet the

officials in the Lebanese government 7to sign 8an agreement 9concerning 11

trade 10exchange between the two countries. The Kuwaiti delegation

will 12also 13draw up 14a report 15explaining 16,17the position (lit. 16point of 17

view) of its country’s government

18

19

on

the issue of

22

crude

21

oil

20

exports to Lebanon.

‫ َوَﻗَﻊ) َﻋَﻠﻰ‬II( ‫ﺣﺎِل َﻋَﺪِم َﺗْﻮِﻗﻴِﻌَﻚ‬ َ ‫ َوِﺛﻖَ) ِﺑَﻚ ِﻓﻲ‬I( ‫ﺳـَﺄْﻓِﻘُﺪ ِﺛَﻘِﺘﻲ‬ َ 6

ِ َ‫َأّﺗ‬ )‫ﻞ‬ َ ‫ﺻ‬ َ ‫ َو‬VIII( ‫ﺼَﻞ‬

5

4

3

2

ِ ‫ َوِﻓﻖَ) ْﻟـُﻤّﺘََﻔ‬VIII( ‫ِْﻻَّﺗَﻔﺎِﻗّﻴَِﺔ‬ ‫ َوَﻟْﻦ‬،‫ﻖ َﻋَﻠْﻴَﻬﺎ َﺑْﻴَﻨَﻨﺎ‬

10

9

8

. ‫َﺛﺎِﻧَﻴًﺔ‬ 1

2

3

4

4

5

11

6

1

7

‫ِﺑَﻚ‬

7

(6) I shall lose my trust in you if (lit. in case) you do not sign the agreement (contract) that we 8agreed between us, 9and I will 9never 10

contact you 11again.

‫ﺴَّﻴﺎَرِة ِإﻟﻰ‬ َ ‫ َو‬I( ‫ﺼُﻞ‬ ِ ‫ﺴﺎًرا ِﻋْﻨَﺪَﻣﺎ َﺗ‬ َ ‫ﻈَﺮ َﻳِﻤﻴًﻨﺎ َوَﻳ‬ ُ ‫ﺐ َأْن َﺗْﻨ‬ ُ ‫ﺠ‬ ِ ‫َﻳ‬ َّ ‫ﺻَﻞ) ِﺑˆﻟ‬ 5

‘!‫ﻒ‬ ْ ‫’ِﻗ‬

10

4

3

2

،‫ﺷﺎَرِة‬ َ ‫ﻒ) ِﻋْﻨَﺪ ِإ‬ َ ‫ َوَﻗ‬I( ‫ﻒ‬ َ ‫ﻖ) َوَأْن َﺗِﻘ‬ ٌ ‫ﻃِﺮﻳ‬ َ (‫ق‬ ٍ ‫ﻃُﺮ‬ ُ ‫ق‬ ِ ‫ُﻣْﻔَﺘَﺮ‬ 9

8

(7) 1You must 2look 3right 4and left when 5you reach 8

9

7

1

6

6,7

a junction (cross-

10

roads) by car, and stop at the ‘STOP!’ sign. )‫ﻞ‬ َ ‫ َوَﻛ‬VIII( ‫َوﺗََّﻜﺎَﻟـَﻚ‬

4

‫ا‬

3 2 1 ‫ﻖ) ِﺑˆﻟـ ّﻠـِﻪ‬ َ ‫ َوِﺛ‬I( ‫ﺲ) َﻳﺎَﻋِﺰﻳﺰي ِإ َّن ِﺛَﻘَﺘَﻚ‬ َ ‫ َﻳِﺌ‬I( ‫س‬ ْ ‫َﻻ َﺗْﻴَﺄ‬

.)‫ﻫٌّﻢ‬ َ ( ‫ُﻫُﻤﻮِﻣَﻚ‬

7

‫ﺐ ﻋَﻠﻰ‬ ِ ‫ﺴﺎِﻋَﺪاِﻧَﻚ ِﻟـﻠَّﺘَﻐُّﻠ‬ َ ‫َﻋِﻠْﻴِﻪ ُﻳ‬ 6

5

(8) (2Oh!) 2My dear do not 1feel hopeless. 3Your trust in God 4and reliance on Him 5will help you 6overcome 7your worries.

235

5 4 3 2 1 ُ ‫ﺴُّﻮَا‬ ِ ‫ﺼََﺒﺎ‬ ‫ح ِﻟُﻴَﻮَّدُﻋﻮا‬ َ (‫ح‬ َ ‫ َﻳِﻘ‬X( ‫ﻆ‬ َ ‫ﺳَﺘْﻴَﻘ‬ ْ ‫ِإ‬ ّ ‫ﺳﺎِﺋٌﺢ) َﺑﺎِﻛًﺮا ِﻓﻲ ﻟ‬ ّ ‫ﻆ) ﻟ‬

Verbs with a weak initial radical

10 9 8 7 6 ‫ﺠﺎِه‬ َ َّ‫ﺣَﻠٍﺔ َﺑِﻌﻴَﺪٍة ِﺑˆﺗ‬ ْ ‫ﺴَﺘِﻌّﺪُوا ِﻟِﺮ‬ ْ ‫ﺻِﺪﻳﻖٌ) َوَﻳ‬ َ ( ‫ﺻِﺪَﻗﺎَءُﻫْﻢ‬ ْ ‫ َوَدعَ) َأ‬II(

َ ‫ﻲ ِﻟـْﻠِﺒ‬ َّ ‫ﺸَﻤﺎِﻟ‬ . ‫ﻼِد‬ َّ ‫ﻟ‬ 2

1

3

4

12

‫ﺠْﺰِء‬ ُ ‫ْﻟـ‬

11

)‫ﺟَﻪ‬ ُ ‫ َو‬VIII(

5

(9) The tourists woke up early in the morning to bid farewell to 6their friends 7and to get ready for 9a long 8journey

10

to (10towards)

12

the

11

northern part of the country. Translate into Arabic:

236

(1)

Part of the Ministry of Trade is situated in the city centre.

(2)

You must stop at the ‘STOP!’ sign and look left and right when you reach a junction.

(3)

Part of the Arab world is situated in Asia and the other part is situated in north Africa.

(4)

The businessmen’s delegation woke up early in the morning and went by car on a long journey to (towards) the northern part of Lebanon.

(5)

I contacted the head of the Department of Imports and Exports at the Ministry of Trade to sign a new agreement concerning trade exchange.

(6)

A heavy box fell on my friend (m.). I contacted the only physician in the area. The physician examined him and said that his life was not in danger.

(7)

The physician arrived about half an hour late at the medical centre.

(8)

I will never trust you or contact you again, if (in case) you sign the agreement.

(9)

A delegation from the Kuwaiti Ministry of Oil went to the Lebanese Ministry of Trade to sign an agreement to export crude oil to Lebanon and to have a trade exchange between the two countries.

Chapter 32

Verbs with a weak middle radical

32.1

Verbs with a weak middle radical,




ُ ‫ﺟَﻮ‬ ‫ف‬ ْ ‫َأْﻟِﻔْﻌﻞُ َْﻷ‬,

are those

which have alif (..‫ا‬..) as the middle letter of the basic verb form. This




middle alif ( ..‫ا‬..) is derived from the weak radical ‫ و‬/w/ or ‫ ي‬/y/. These types of verb are also called ‘hollow’ because their middle radical is lost in the basic (and many other) verb forms, e.g.

‫ َﻗﺎَل‬qa¯la, to say (for: ‫ َﻗَﻮَل‬qawala) from the root ‫ ﻗﻮل‬qwl 





َ ‫ َﺑﺎ‬ba¯ a, to sell (for: ‫ َﺑَﻴَﻊ‬baya a) from the root ‫ ﺑﻴﻊ‬by ‫ع‬ 32.2

The first radical in the first and second persons of the basic verb

form in the perfect tense receives the related vowel of the middle radical, which is itself lost, according to the rules below. (About the three vowels and their three related consonants, see chapter 20.) (a)

If the middle radical is ‫ و‬/w/, then the first and second persons take dammah /u/ on the first radical in the perfect: ˙ Perfect

Root

1st pers. sing.

‫ َﻗﺎَل‬qa¯ la, he said

(‫ ﻗﻮل‬qwl)

‫ﺖ‬ ُ ‫ ُﻗْﻠـ‬qultu, I said

‫ َﻛﺎَن‬ka¯ na, he was

(‫ ﻛﻮن‬kwn)

‫ﺖ‬ ُ ‫ ُﻛـْﻨ‬kuntu, I was

(Remember from chapter 20 that ‫ و‬is related to dammah /u/.) ˙ (b)

If the middle radical is ‫ ي‬/y/, then the first and second persons take kasrah /i/ on the first radical in the perfect:

237

Verbs with a weak middle radical

Perfect

Root

َ ‫ َﺑﺎ‬ba¯ a, he sold ‫ع‬

(‫ ﺑﻴﻊ‬by )

‫ﺖ‬ ُ ‫ ِﺑْﻌـ‬bi tu, I sold

‫ﺳﺎَر‬ َ sa¯ ra, he walked

(‫ ﺳﻴﺮ‬syr)

ُ ‫ﺳـْﺮ‬ ‫ت‬ ِ sirtu, I walked



1st pers. sing.





(Remember from chapter 20 that ‫ ي‬is related to kasrah /i/.) 32.3 In the imperfect indicative and subjunctive, the weak middle radical

..‫ـﻮ‬..

/w/ or

..‫ـﻴـ‬..

/y/ reappears, but it disappears in the

jussive and some of the imperative forms, e.g. Imperfect Perfect Root

Ind.

Subj.

Imperative Juss.

Plur.

Sing. Plur.

Masculine

Masculine

‫َﻳُﻘﻮَل‬

‫َﻳُﻘْﻞ‬

‫ُﻗْﻞ‬

‫ُﻗْﻠَﻦ ُﻗﻮِﻟﻲ ُﻗﻮُﻟﻮا‬

yaqul

qul

qu¯lu¯

‫َﻗﺎَل‬

(‫)ﻗﻮل‬

‫َﻳُﻘﻮُل‬

qa¯ la

(qwl)

yaqu¯lu yaqu¯la

to say

Feminine qu¯lı-

qulna

say!

َ ‫َﺑﺎ‬ ‫ع‬

(‫)ﺑﻴﻊ‬

ba¯ a

(by )



Sing.



‫َﻳِﺒﻴُﻊ‬

 yabı- u

‫َﻳِﺒﻴَﻊ‬

 yabı- a

‫َﻳِﺒْﻊ‬ yabi



to sell

‫ِﺑْﻊ‬



bi

‫ِﺑْﻌَﻦ ِﺑﻴِﻌﻲ ِﺑﻴُﻌﻮا‬  bı- u¯

 bı- -ı



bi na

sell!

See table A1.4 for the patterns of the derived verb forms with a weak middle radical ‫و‬. See paradigms A2.9 and A2.10 for the verbs say’ and ‫ع‬ َ ‫‘ َﺑﺎ‬to sell’ in Appendix 2.

‫‘ َﻗﺎَل‬to

32.4 A very small number of verbs with a weak middle radical or

‫ ي‬/y/ also change the ‫ و‬or ‫ ي‬to




‫ و‬/w/

alif (‫ )ا‬in the imperfect and some

forms of the imperative, e.g. Imperfect Perfect Root

Ind.

‫َﻳَﻨﺎُم‬

Subj.

Imperative Juss.

Plur.

Masculine

Masculine

‫َﻳَﻨﺎَم‬

‫َﻧْﻢ‬

‫َﻧﺎَم‬

(‫)ﻧﻮم‬

‫َﻳَﻨْﻢ‬

na¯ ma

(nwm) yana¯ mu yana¯ ma yanam nam

to sleep

238

Sing.

Sing.

Plur.

Feminine

‫ِﻧْﻤَﻦ َﻧﺎِﻣﻲ َﻧﺎُﻣﻮا‬ na¯ mu¯

na¯ mı-

nimna

sleep!

َ ‫ﺧﺎ‬ ‫ف‬ َ

(‫)ﺧﻮف‬

ُ ‫ﺨﺎ‬ ‫ف‬ َ ‫ف َﻳ‬ َ ‫ﺨﺎ‬ َ ‫ﻒ َﻳ‬ ْ ‫ﺨ‬ َ ‫ﻒ َﻳ‬ ْ ‫ﺧ‬ َ

‫ﺧﺎُﻓﻮا‬ َ ‫ﺧﺎِﻓﻲ‬ َ ‫ﺧْﻔَﻦ‬ ِ

ha¯ fa ˘ to be

(hwf) ˘

yaha¯ fu yaha¯ fa ˘ ˘

ha¯ fu¯ ˘

afraid

yahaf ˘

haf ˘ be afraid!

ha¯ fı˘

hifna ˘

‫َﻧﺎَل‬

(‫)ﻧﻴﻞ‬

‫َﻳَﻨﺎُل‬

‫َﻳَﻨﺎَل‬

na¯ la

(nyl)

yana¯ lu yana¯ la

‫َﻳَﻨْﻞ‬

‫َﻧْﻞ‬

‫َﻧﺎُﻟﻮا‬

‫َﻧﺎِﻟﻲ‬

‫ِﻧْﻠَﻦ‬

yanal

nal

na¯ lu¯

na¯ lı-

nilna

to

obtain!

Verbs with a weak middle radical

obtain See conjugation A2.11 of the verb ‫ف‬ َ ‫ﺧﺎ‬ َ in Appendix 2. 32.5

..‫و‬.. /w/ also becomes ..‫ـﻴـ‬... /y/ in

The weak middle radical

the perfect passive. This ..‫ـﻴـ‬... /y/ is then assimilated to the preceding kasrah, producing the long vowel ı¯. See the table and the conjugation in the appendices. Perfect Form

I

I

Imperfect

Active

Root

Passive

Active

Passive

‫َﻗﺎَل‬

(‫)ﻗﻮل‬

‫ِﻗﻴَﻞ‬

‫َﻳُﻘﻮُل‬

‫ُﻳَﻘﺎُل‬

qa¯ la, to say

(qwl)

qı-la, it was said

yaqu¯lu

yuqa¯ lu

َ ‫َﺑﺎ‬ ‫ع‬ 

(‫)ﺑﻴﻊ‬

‫ِﺑﻴَﻊ‬

‫َﻳِﺒﻴُﻊ‬

ُ ‫ُﻳَﺒﺎ‬ ‫ع‬

ba¯ a, to sell

‫َأَﻣﺎَل‬


IV

ama¯ la, to



(by )

  bı- a, it was sold yabı- u

yuba¯ u

(‫)ﻣﻴﻞ‬

‫ُأِﻣﻴَﻞ‬

‫ُﻳِﻤﻴُﻞ‬

‫ُﻳَﻤﺎُل‬

yumı-lu

yuma¯ lu

‫ﺴَﺘِﻌﻴُﺪ‬ ْ ‫َﻳ‬

‫ﺴَﺘَﻌﺎُد‬ ْ ‫ُﻳ‬

(myl)

bend

X



(‫)ﻋﻮد‬

ista a¯ da, to



( wd)

recall Note: The two verbs forms.

umı-la, it was

bent

‫ﺳَﺘَﻌﺎَد‬ ْ ‫ِإ‬







‫ﺳُﺘِﻌﻴَﺪ‬ ْ ‫ُأ‬


-

ustu ıda, it

-



yasta ıdu yusta a¯ du

was recalled

‫ َﻛﺎَن‬ka¯ na ‘he was’ and ‫ﺲ‬ َ ‫ َﻟْﻴ‬laysa ‘is not, are not’ have no passive

32.6 In the active participle of the basic verb form (I), the weak middle radical .‫ـﻮ‬.. /w/ or ..‫ـﻴـ‬.. /y/ is changed to hamzah with kasrah




..‫ـِﺌـ‬..., / i/, e.g. Perfect

Active participle

‫َﻗﺎَل‬

‫َﻗِﺎﺋٌﻞ‬

(for: ‫ل‬ ٌ ‫َﻗﺎِو‬

qa¯ la, to say

qa¯ ilun, teller, saying

qa¯ wilun)




239

Verbs with a weak middle radical

َ ‫َﺑﺎ‬ ‫ع‬

‫َﺑـﺎِﺋٌﻊ‬

(for: ‫ﻊ‬ ٌ ‫َﺑﺎِﻳ‬

ba¯ a, to sell

ba¯ i un, seller, salesman

ba¯ yi un)

‫َﻧﺎَم‬

‫َﻧﺎِﺋٌﻢ‬

(for: ‫َﻧﺎِوٌم‬

na¯ ma, to sleep

na¯ imun, sleeping

na¯ wimun)









Note: The passive participle of such verbs is rare.

32.7

The verbal nouns of roots with a weak middle radical are similar

to the verbal nouns of the strong verbs, e.g. Perfect

Verbal noun

‫ َﻗﺎَل‬qa¯ la, to say

‫ َﻗـْﻮٌل‬qawlun, speech, saying

َ ‫ َﺑﺎ‬ba¯ a, to sell ‫ع‬

‫ َﺑـْﻴٌﻊ‬bay un, selling

‫ َﻧﺎَم‬na¯ ma, to sleep

‫ َﻧْﻮٌم‬nawmun, sleep



32.8



The nouns of place and time are formed as follows:

‫ َﻣَﻜﺎٌن‬maka¯ nun, place

(v.

‫ َﻛﺎَن‬ka¯ na ‘to be’, root kwn)

‫ َﻣَﻨﺎٌم‬mana¯ mun, place to sleep

(v.

‫ َﻧﺎَم‬na¯ ma ‘to sleep’, root: nwm)

‫ َﻣﺴﺎٌر‬masa¯ run, lane, route, trajectory

(v.

‫ﺳﺎَر‬ َ sa¯ ra ‘to walk’, root: syr)

32.9

The derived verb forms II, III, V and VI of roots with weak middle

radicals are conjugated regularly like the derived verb forms of strong verbs. But there are exceptions in the verb forms IV, VII, VIII and X, where the weak radicals reappear. See table A1.4 for the patterns of derived verb forms of roots with a weak middle radical ‫ و‬or ‫ ي‬in Appendix 1.

32.10 Tenses formed with ‫ن‬ َ ‫ َﻛﺎ‬ka¯na The verb 240

‫ َﻛﺎَن‬ka¯ na ‘to be’ (lit. ‘he was’) can be used in the perfect or

imperfect tense as an auxiliary preceding another verb in the perfect or imperfect tense:

(a)

Past perfect (pluperfect)

‫ﺐ‬ َ ‫ َﻛﺎَن )َﻗْﺪ( َﻛَﺘ‬ka¯ na (qad) kataba, he had written ‫ﺳﺎَﻟَﺔ‬ َ ‫ﺐ ﻟَّﺮ‬ َ ‫ﺷﺎَﻫْﺪُﺗُﻪ َﻛﺎَن ( َﻗْﺪ)َﻛَﺘ‬ َ ‫َﻟـ َّﻤﺎ‬

Verbs with a weak middle radical

lamma¯ sˇa¯ hadtu-hu ka¯na (qad) kataba r-risa¯ lata. When I saw him, he had (already) written the letter. Remember:

‫َﻗْﺪ‬

qad is inserted to emphasize the finality of the

action or for reasons of style. (b)

Past progressive or habitual

‫ﺐ‬ ُ ‫ َﻛﺎَن َﻳْﻜُﺘ‬ka¯ na yaktubu, he was writing, he has been writing he had been writing, he used to write (everyday)

‫ب َﻗْﻬَﻮًة‬ ُ ‫ﺸَﺮ‬ ْ ‫ﺷﺎَﻫْﺪُﺗُﻪ َﻛﺎَن َﻳ‬ َ ‫ َﻟـ َّﻤﺎ‬lamma¯ sˇa¯ hadtu-hu ka¯na yasˇ rabu qahwatan. When I saw him, he was drinking coffee.

َ ‫ب‬ ُ ‫ﺸَﺮ‬ ْ ‫ َﻛﺎَن َﻳ‬ka¯ na yasˇ rabu sˇa¯ yan kulla yawmin. ‫ﺷﺎًﻳﺎ ُﻛﻞَّ َﻳْﻮٍم‬ He used to drink tea every day. (c)

Future in the past (future of perfect)

‫ﺐ‬ ُ ‫ﺳـَﻴْﻜُﺘ‬ َ ‫ َﻛﺎَن‬ka¯ na sa-yaktubu, he was going to write Note: ‫ف‬ َ ‫ﺳْﻮ‬ َ sawfa is not used after ‫ َﻛﺎَن‬ka¯ na.

(d)

Past in the future (perfect of future)

‫ﺐ‬ َ ‫ َﻳُﻜﻮُن ( َﻗْﺪ) َﻛَﺘ‬yaku¯nu (qad) kataba, he will have written ‫ﺳﺎَﻟَﺔ‬ َ ّ‫ﺐ ﻟَﺮ‬ َ ‫ﺻﻞُ ِإَﻟْﻴِﻪ َﻳُﻜﻮُن ( َﻗْﺪ) َﻛَﺘ‬ ِ ‫ِﻋْﻨَﺪَﻣﺎ َأ‬ 







indama¯ asilu ilayhi yaku¯nu (qad) kataba r-risa¯ lata. ˙ When I reach him, he will have written the letter.

241

Verbs with a weak middle radical

Exercises Practise your reading: 5 4 3 2 1 ‫ﺼﺎ‬ ً ‫ َوَﻛَﺄ) َﻋَﻠﻰ َﻋ‬VIII( ‫ﻄﺎِﺋَﺮِة َﻛﺎَن ُﻣَّﺘِﻜًﺌﺎ‬ ُ ‫ج ْﻟـُﻤَﻌﺎ‬ َ ‫ﺧَﺮ‬ َ ‫ﻟَـ َّﻤﺎ‬ َّ ‫ق ِﻣَﻦ ﻟ‬

. ‫ﻋَﺪاِﻧِﻪ‬ ِ ‫ﺴﺎ‬ َ ‫ُﺗ‬

7

‫ﻀﻴَﻔَﺘﺎِن‬ ِ ‫َوَﻣَﻌُﻪ ُﻣ‬ 6

(1) When 2the disabled (handicapped) person 1left the 3aeroplane, 4he was leaning on 5a walking stick, and there were 6two stewardesses (6flight attendants) 7helping him.

‫ َوِﻋْﻨَﺪَﻣﺎ َﻳُﻜﻮُن‬.‫ﺸَﺘﺎَﻗٌﺔ ِإَﻟْﻴَﻚ‬ ْ ‫ﺴﺎِﻓَﺮ َِﻷ َّﻧِﻨﻲ ُﻣ‬ َ ‫ َزاَر) َﻗْﺒَﻞ َأْن ُﺗ‬I.( ‫َﻟْﻴَﺘَﻚ ُزْرَﺗِﻨﻲ‬ 4

!‫ﻚ‬ َ ‫ﺻﻮَرَﺗ‬ ُ

8

3

2

‫ﺿَﻊ) ِﻓﻴَﻬﺎ‬ َ ‫ َو‬I( ‫ﺿْﻊ‬ َ ‫ﺳﺎَﻟًﺔ َو‬ َ ‫ﺐ ِﻟﻲ ِر‬ ْ ‫ﻄﺎَﻋِﺘَﻚ َﻓˆْﻛُﺘ‬ َ ‫ﺳِﺘ‬ ْ ˆ‫ِﺑ‬ 7

6

1

5

(2) 1I wish you had 2visited me before 3you left, because 4I miss you. Whenever 5you can, write me 6a letter 7and put 8your photograph in it!

ِ 5 4 3 2 1 ِ ‫ﺤَﻚ َأْن َﻻ َﺗْﺄُﻛَﻞ َﻗْﺒَﻞ ﻟ َّﺬَﻫﺎ‬ ‫ﺐ َﻟَﻚ‬ ُ ‫ﺴّﺒ‬ َ ‫ب ِإَﻟﻰ ﻟّﻨَْﻮِم َِﻷ َّﻧُﻪ َﻗْﺪ ُﻳ‬ ُ ‫ﺼ‬ َ ‫َأْﻧ‬ .‫ن‬ ِ ‫ْﻟـَﻮْز‬

7

‫ِزَﻳﺎَدًة ِﻓﻲ‬

6

(3) 1I advise you not 2to eat before going 3to sleep because 4it might 5cause you 6to gain 7weight. ‫ا‬

6 5 4 3 2 1 ْ ‫ﺳَّﻴﺎَرٌة َﻗِﺪﻳَﻤٌﺔ ﻟـِﻜَّﻨَﻬﺎ َداِﺋًﻤﺎ ِﻓﻲ ﻟَّﺘ‬ ‫ﺼِﻠﻴِﺢ َﻓُﺄِرﻳُﺪ َأْن َأِﺑﻴَﻌَﻬﺎ َأْو‬ َ ‫ِﻋْﻨِﺪي‬ ِ 11 13 12 10 9 8 7 ‫ﻒ َﺑْﻌُﺪ َِﻷَّن ذِﻟـَﻚ‬ َ ‫ﺼْﻨ‬ ّ ‫ﺧَﺘِﺮ ﻟ‬ ْ ‫ﺧَﺮى َوﻟِﻜَّﻨﻲ َﻟْﻢ َأ‬ ْ ‫ﺴَّﻴﺎَرٍة ُأ‬ َ ‫َأْﺑِﺪَﻟَﻬﺎ ِﺑ‬ ‫ا‬

ً َ‫َأّو‬ .‫ﻻ‬

16

‫ﺳّﻴَﺎَرِﺗﻲ‬ ُ َ‫َﻳَﺘَﻮّﻗ‬ َ ‫ﻒ َﻋَﻠﻰ َﺑـْﻴِﻊ‬ 15

14

(4) 1I have 2an old car but it 3is always being 4repaired. 5I want 6to sell it or 7exchange it for 8another car 9but I have not 10chosen 11the type 12yet 13

because that 14depends on 15selling my car 16first.

!‫ﻚ‬ َ ‫َﻣَﻜﺎِﻧ‬

6

5 4 3 2 1 ِ ‫ﻀَْﻴ‬ ‫ﺲ ِﻓﻲ‬ َ ‫ﺠِﻠ‬ ْ ‫ﻒ ِﺑَﺄْن َﻳ‬ ْ ‫ﻲ َو‬ ِ ‫بُ َﻋِﻦ ْﻟُﻜْﺮ‬ َ ‫ُﻗْﻢ َﻳﺎ‬ ّ ‫ﺳَﻤْﺢ ِﻟـﻠـ‬ ّ ‫ﺷﺎ‬ َّ ‫ﺳ‬

(5) Oh young man! 1Stand up (from 2the chair) 3and let 4the guest 5sit down 6

instead (in 6your place)!

‫ﺖ‬ ُ ‫ﺴ‬ ْ ‫ﺠَﻠ‬ َ ‫ َﻓ‬،‫ﺟ َّﺪي ِﻓﻲ َﻣْﻨِﺰِﻟِﻪ َﻓَﻜﺎَن َﻧﺎِﺋًﻤﺎﻓﻲ ُﻏْﺮَﻓِﺔ ﻟّﻨَْﻮِم‬ َ ‫ﺖ ِﻟِﺰَﻳﺎَرِة‬ ُ ‫َذَﻫْﺒ‬ 5

. ‫ﻟّﻨَْﻮِم‬ 242

12

4

3

2

1

11 10 9 8 7 6 َ ‫ﺟ َّﺪِﺗﻲ‬ ‫ﺣّﺘَﻰ َﻗﺎَم ِﻣَﻦ‬ َ ‫س َﻣَﻊ‬ ِ ‫ﺠُﻠﻮ‬ ُ ‫ﺖ ِﻓﻲ ُﻏْﺮَﻓِﺔ ْﻟـ‬ ِ ‫ﺾ ْﻟَﻮْﻗ‬ َ ‫َﺑْﻌ‬

19 18 17 16 15 14 13 ‫ث َﻋْﻦ‬ ُ َ‫ﺤّﺪ‬ ‫ﺣﺎَﻟِﺘِﻪ‬ َ ‫ﺳﻮِء‬ ُ َ ‫ َﻳَﺘ‬،‫ﺠَﻮاِري‬ ِ ‫ﺲ ِﺑ‬ َ ‫ﺟَﻠ‬ َ ‫ﺸﺎَﻫَﺪِﺗﻲ َو‬ َ ‫ح ِﺑُﻤ‬ َ ‫َﻓَﻔِﺮ‬

ِ 20 25 24 23 22 21 َ‫ﻒ َﻓِﺈّن‬ ْ ‫ﺨ‬ َ ‫ َﻻ َﺗ‬:‫ﺖ َﻟُﻪ‬ ُ ‫ت َﻓُﻘْﻠ‬ ِ ‫ف ِﻣَﻦ ْﻟـَﻤْﻮ‬ ُ ‫ﺨﺎ‬ َ ‫ﺻﺎَر َﻳ‬ َ ‫ َو‬،‫ﺤَﻴِﺔ‬ َّ ‫ﺼ‬ ّ ‫ﻟ‬ . ‫ﺣَﺪُه‬ ْ ‫َو‬

28

‫ا‬

‫ْﻟُﻌْﻤَﺮ ِﺑَﻴِﺪ ﻟـ ّﻠِﻪ‬ 27

26

(6) I went 1to visit 2my grandfather at his house. He was 3asleep in 4the

Verbs with a weak middle radical

bedroom, so 5I sat in 8the sitting room for 6,7a while (lit. 6for some 7time) 9

with

10

my grandmother until

pleased 19

14

to see me 20

15

and sat

21

11

12

he got up (from

16

sleep).

13

He was

17

next to me, talking about his

22

23

18

bad

24

( state of) health. He began to be afraid of dying, so I said to him: ‘Don’t 25be afraid – the 26lifespan is 27in the hands of God 28alone.’

‫ﻄَّﺒًﻘﺎ‬ َ ‫ﻀَﺮِة ُﻣ‬ َّ ‫ﺤ‬ َ ‫َﻟْﻮ َﻟْﻢ َﻳُﻜِﻦ ْﻟَﻘﺎُﻧﻮُن ِﻓﻲ ﻟُّﺪَوِل (َدْوَﻟٌﺔ) ْﻟـُﻤَﺘ‬ 7

6

5

. ‫ﻌَﺪاَﻟُﺔ‬ َ ‫َوْﻟ‬

12

4

3

2

‫ﺳﺎَد َْﻷْﻣُﻦ‬ َ ‫ َﻟـَﻤﺎ‬،‫ﺤَﺘَﺮًﻣﺎ‬ ْ ‫َوُﻣ‬ 11

10

9

1

8

(7) 1If 4the law in (the) 6civilized 5countries 3was 2not 7applied 8and respected, then 11safety 12and justice 9would not 10prevail. 5 4 3 2 1 ‫ﻄِﻮﻳَﻞ َﻋِﻦ‬ ِ ‫ب ﻟَّﺮِﺋﻴ‬ َ ‫ﺷﺎَﻋًﺔ َﺗُﻘﻮُل ِإ َّن َﻏَﻴﺎ‬ َ ‫ُﻳَﻘﺎُل ِإَّن ُﻫَﻨﺎَك ِإ‬ َّ ‫ﺲ ﻟ‬ 11 10 9 8 7 6 ‫ َوَأ َّن َﻣْﻮَﺗُﻪ‬،‫ﻄﻴُﺮ‬ ِ ‫ﺨ‬ َ ‫ﺿُﻪ ْﻟـ‬ ُ ‫ﺳَﺒُﺒُﻪ َﻣَﺮ‬ َ )ٌ‫ﺲ ْﻟُﻮَزَراِء (َوِزﻳﺮ‬ ِ ‫ﺠِﻠ‬ ْ ‫ﺟِﺘَﻤﺎَﻋﺎتِ َﻣ‬ ْ  ِ 13 12 15 14 َ ‫ﺳّﻴًَﺔ ِﻓﻲ ْﻟِﺒ‬ . ‫ﻼِد‬ ِ ‫ﺳَﻴﺎ‬ ِ ‫ﺐ َأْزَﻣًﺔ‬ ُ ‫ﺴـّﺒ‬ َ ‫َﻗﺪ ُﻳ‬

(8) 2Rumour has it (lit. 1it is said that there is a 2rumour 3saying) that the president’s 5long 4absence from the cabinet (lit. 7the Council of Ministers) 6meetings is 8because of his 10serious 9illness, and that 11his death 12might 13cause 15a political 14crisis in the country.

‫ق ِﻓﻲ‬ ِ ‫ﺴْﻮ‬ َ ‫ ِإ‬/ ‫ﺼَﺔ‬ َ ‫ﺧ‬ ْ ‫ﻲ ُر‬ َ ‫ﺴ‬ ِ ‫ﺴَّﻴﺎَرَة َوﻛﺎَن َﻗﺪ َﻧ‬ َ ‫ﺳﺎ‬ َ / ‫َﻗﺎَد‬ َّ ‫ﺟﺎَزَة ﻟ‬ َّ ‫ق ﻟ‬ 4

3

2

َ ‫ﺧ‬ ْ ‫ﺴَﺄُﻟﻮُه َﻋِﻦ ﻟ ُّﺮ‬ َ ‫ﺸُْﺮ‬ . ‫ﺼِﺔ‬ َ ‫ َﻓ‬.‫ﻃِﺔ‬ ّ ‫اﻟ‬ 8

7

1

‫ﺖ َﻓَﺄْوَﻗَﻔْﺘُﻪ َدْوِرّﻳٌَﺔ ِﻣَﻦ‬ ِ ‫ْﻟَﺒْﻴ‬ 6

5

14 13 12 11 10 9 ‫ﺼَﺪُّﻗﻮُه‬ ‫ﺣ َّﺘﻰ َأَﻋﺎُدوُه ِإَﻟﻰ‬ َ َ ‫ َﻓَﻠْﻢ ُﻳ‬.‫ﺖ‬ ِ ‫ﺴَﻴَﻬﺎ ِﻓﻲ ْﻟَﺒْﻴ‬ ِ ‫ب َأ َّﻧُﻪ َﻗْﺪ َﻧ‬ َ ‫ﺟﺎ‬ َ ‫َأ‬

.)‫ﻦ‬ ٌ ‫ِﺑَﺄْﻋُﻴِﻨِﻬْﻢ (َﻋْﻴ‬

17

‫ﺟﺎَزَة‬ َ ‫ﺷﺎَﻫُﺪوا ِْﻹ‬ َ ‫ﺖ َو‬ ِ ‫ْﻟَﺒْﻴ‬ 16

15

(9) 1He drove the car, but had 2left (lit. 2forgotten) 4the driving 3licence at home. A 7police 6patrol 5stopped him and 8asked him for his licence. 9

He replied that 10he had left it (lit. 10forgot it) at home, but they 11did not

12

believe him 13until 14they had taken (lit. returned) him home 15and seen

16

the licence 17with their own eyes.

243

‫ﺴُﻜُﻦ ُﻫَﻨﺎَك َوَﻗْﺪ ُﻗْﻤَﻨﺎ َﻣًﻌﺎ‬ ْ ‫ﺻِﺪﻳًﻘﺎ ِﻟﻲ َﻳ‬ َ ‫ت ِإَﻟﻰ َﻋ َّﻤﺎَن َِﻷُزوَر‬ ُ ‫ﺳﺎَﻓْﺮ‬ َ

1

‫ﺣﺎِﻓَﻠًﺔ‬ َ ‫ﺧْﺬَﻧﺎ‬ َ ‫ َﻓَﺄ‬.ِ‫ﺣَﻤﺮ‬ ْ ‫ﺤِﺮ َْﻷ‬ ْ ‫ِﺑِﺰَﻳﺎَرٍة ِإَﻟﻰ َﻣِﺪﻳَﻨِﺔ ْﻟَﻌَﻘَﺒِﺔ َﻋَﻠﻰ ْﻟَﺒ‬

8

7

Verbs with a weak middle radical

6

5

12

. ‫ﻷَﺛِﺮَّﻳِﺔ َأْﻟَﺒْﺘَﺮاَء‬ َْ

11

16

4

10

3

2

9

‫ﻃِﺮﻳِﻘَﻨﺎ َﻣـَﺮْرَﻧـﺎ َﻋَﻠﻰ ْﻟـَﻤِﺪﻳَﻨِﺔ‬ َ ‫ َوِﻓﻲ‬،‫ﺣَّﻴًﺔ‬ ِ ‫ﺳَﻴﺎ‬ ِ 15

14

13

22 21 20 19 18 17 ‫ﻃِﺮﻳَﻘَﻨﺎ ِإَﻟﻰ‬ َ ‫ ُﺛ َّﻢ َﺗﺎَﺑْﻌَﻨﺎ‬.‫ﺳﺎَﻋَﺘْﻴِﻦ‬ َ ‫ﺠَّﻮْﻟَﻨﺎ ِﻓﻴَﻬﺎ َأْﻛَﺜَﺮ ِﻣْﻦ‬ َ ‫َﻓَﺘ‬ 27 26 25 24 23 ‫ع ِﻓﻲ ْﻟَﻌَﻘَﺒِﺔ ُﻋْﺪَﻧﺎ ِإَﻟﻰ‬ ٍ ‫ﺳُﺒﻮ‬ ْ ‫ َوَﺑْﻌَﺪ َأْن َأَﻗْﻤَﻨﺎ ِﻟـُﻤ َّﺪِة ُأ‬. ‫ ْﻟَﻌَﻘَﺒِﺔ‬

.‫ت‬ َ ‫ت ِإَﻟﻰ َﺑْﻴُﺮو‬ ُ ‫ُﻋْﺪ‬

29

‫َﻋَّﻤﺎَن َوِﻣْﻦ ُﻫَﻨﺎك‬ 28

(10) 1I travelled to Amman 2to visit 3a friend 4of mine who 5lives there, and 7

together 6we went 8to visit the city of Aqaba on the 10Red 9Sea. 11We

took 13a tour (13tourism) 12bus and on 14our way 15we passed by the 16

ancient city of Petra, so 17we wandered around it (trekked through it)

for 18more than 19two hours. 20Then 21we continued on 22our way to Aqaba. 23After 24we had stayed for 26a week (lit. for one week’s 25time) in Aqaba, 27we went back to Amman, 28and from there

29

I returned to

Beirut. Translate into Arabic: (1) The law is applied and respected in the country. (2) I travelled by aeroplane with a friend to Beirut, Amman and Aqaba. (3) I wish you had visited my grandfather before his serious illness. (4) I advise you to sit for some time in the sitting room with my grandmother. (5) I have an old chair that I want to sell (it) to a friend of mine who lives in Amman. (6) The young man left (forgot) his driving licence, letter and (his) photograph on the bus. (7) Write to me whenever you can because I miss you. (8) (‫ن‬ َّ ‫ )ِإ‬The death of the president might cause a political crisis in the country. (9) I travelled by coach (a tour bus) with a friend, who sat beside me talking about his bad state of health. 244

(10) The stewardess helped my grandfather when he left the aeroplane.

(11) The young man let the guest sit on a chair in the sitting room. (12) My grandmother began to be afraid of death. I told her not to be afraid since one’s lifespan is in the hands of God alone.

Verbs with a weak middle radical

(13) When the young disabled man got out of the car, he was leaning on a walking stick. (14) Rumour has it that the president was stopped by a police patrol and asked for his driving licence. (15) My guest and I took a coach (a tour bus) to the ancient city of Petra. We wandered around it (trekked through it) for more than two hours.

245

Chapter 33

Verbs with a weak final radical, doubly weak verbs and weak verbs with hamzah 33.1

Verbs with a weak final radical ‫ و‬/w/ or ‫ ي‬/y/ are called defective







verbs ‫ﻌﻞُ ﻟ َّﻨﺎِﻗﺺ‬ ْ ‫َأْﻟِﻔ‬. The final weak radical appears as alif ‫ ا‬/a¯ / or alif

maqsu¯ rah ‫ ى‬/a¯ / in the basic verb form (perfect, third person masc. sing.) ˙ upon combining with the personal ending. The defective verbs fall into the following categories according to their vocalization.

‫ و‬/w/, then the basic form (perfect, third
person masc. sing.) ends in alif ‫ا‬... /...a¯ / (contraction of...a-w-a), and the imperfect (in most persons) ends in ‫و‬.ُ.. /...u¯ / (contraction 33.2

If the final radical is

of...u-w-u), e.g. Perfect (3. masc. sing.)

Imperfect (3. masc. sing.)

‫َدَﻋﺎ‬

(for: ‫ﻋَﻮ‬ َ ‫َد‬

‫َﻳْﺪُﻋﻮ‬

da a¯ , to invite

da awa)

yad u¯

‫َﻏَﺰا‬

(for: ‫ﻏَﺰَو‬ َ

‫َﻳْﻐُﺰو‬

g˙ aza¯ , to raid

g˙ azawa)

yag˙ zu¯



33.3





If the final radical is ‫ ي‬/y/ and the middle radical has the vowel

kasrah /i/, then the basic form ends quite regularly in




the imperfect ends in alif maqsu¯ rah ˙ e.g.

246

‫ي‬ َ .ِ.. /...iya/, but

‫ى‬..َ. /...a¯ / (contraction of ...a-y-u),

Perfect (3. masc. sing.)

Imperfect (3. masc. sing.)

‫ﻲ‬ َ ‫َﻟِﻘ‬

‫َﻳْﻠَﻘﻰ‬

(for: ‫ﻲ‬ ُ ‫َﻳْﻠَﻘ‬

laqiya, to meet

yalqa¯

yalqayu)

‫ﻲ‬ َ ‫ﺴ‬ ِ ‫َﻧ‬

‫ﺴﻰ‬ َ ‫َﻳْﻨ‬

(for: ‫ﻲ‬ ُ ‫ﺴ‬ َ ‫َﻳْﻨ‬

nasiya, to forget

yansa¯

yansayu)

33.4

If the final radical is ‫ ي‬/y/ and the middle radical has the vowel




fathah /a/, then the basic form ends in alif maqsu¯ rah ‫ى‬..َ.. /...a¯ / (con˙ ˙ traction of ...a-y-a), and the imperfect ends in ‫ي‬..ِ. /...ı¯/ (contraction

Verbs with a weak final radical, doubly weak verbs

of ...i-y-u): Perfect (3. masc. sing.)

‫ﻀﻰ‬ َ ‫َﻗ‬

(for: ‫ﻲ‬ َ ‫ﻀ‬ َ ‫َﻗ‬

qada¯ , to judge ˙

‫َرَﻣﻰ‬

qadaya) ˙ (for: ‫ﻲ‬ َ ‫َرﻣ‬

rama¯ , to throw 33.5

Imperfect (3. masc. sing.)

‫ﻀﻲ‬ ِ ‫َﻳْﻘ‬ yaqd-ı ˙

‫َﻳْﺮِﻣﻲ‬

ramaya)

yarmı-

A very small number of verbs, of the type discussed above in




paragraph 33.4, have alif maqsu¯ rah ‫ َـﻰ‬... /...a¯ / (contraction of ...a-y-u) ˙ also in the imperfect tense, e.g. Perfect (3. masc. sing.)

Imperfect (3. masc. sing.)

‫ﺳَﻌﻰ‬ َ

(for: ‫ﻲ‬ َ ‫ﺳَﻌ‬ َ

‫ﺴَﻌﻰ‬ ْ ‫َﻳ‬

(for: ‫ﻲ‬ ُ ‫ﺴَﻌ‬ ْ ‫َﻳ‬

sa a¯ , to strive

sa aya)

yas a¯

yas ayu)

‫َﻧَﻬﻰ‬

(for: ‫ﻲ‬ َ ‫َﻧَﻬ‬

‫َﻳْﻨَﻬﻰ‬

(for: ‫ﻲ‬ ُ ‫َﻳْﻨَﻬ‬

naha¯ , to forbid

nahaya)

yanha¯

yanhayu)









33.6 All verb forms I–X of roots with a weak final radical

‫ـﻮ‬... /w/

or ‫ي‬... /y/ omit this final radical in the jussive and imperative, e.g. Perfect

Imperf. ind.

Imperf. juss.

Imperative

‫َرَﻣﻰ‬

‫َﻳْﺮِﻣﻲ‬

‫َﻳْﺮِم‬

!‫ِإْرِم‬

rama¯ , to throw

yarmı-

yarmi

‫ﺟﺎ‬ َ ‫َر‬

‫ﺟﻮ‬ ُ ‫َﻳْﺮ‬

ُ ‫َﻳْﺮ‬ ‫ج‬

rag˘ a¯ , to hope

yarg˘ u¯

yarg˘ u




‫ﻀﻰ‬ َ ‫( ِإْرَﺗ‬VIII)

‫ﻀﻲ‬ ِ ‫َﻳْﺮَﺗ‬

‫ﺾ‬ ِ ‫َﻳْﺮَﺗ‬

!‫ﺾ‬ ِ ‫ِإْرَﺗ‬

yartad-ı ˙

yartadi ˙

irtadi! ˙




irtada¯ , to be satisfied ˙




irmi!

!‫ج‬ ُ ‫ُأْر‬ urg˘ u!




247

Verbs with a weak final radical, doubly weak verbs

33.7

The passive of all verbs with a weak final radical

‫و‬... /w/ or

‫ي‬... /y/ is conjugated according to the same pattern as the strong verbs, e.g. Active

Passive

Passive

Perfect

Perfect

Imperfect Ind.

Subj.

Juss.

‫َدَﻋﺎ‬

‫ﻲ‬ َ ‫ُدِﻋ‬

‫ُﻳْﺪَﻋﻰ‬

‫ُﻳْﺪَﻋﻰ‬

َ ‫ُﻳْﺪ‬ ‫ع‬

da a¯ , to invite

du iya

yud a¯

yud a¯

yud a

‫ﻲ‬ َ ‫َﻟِﻘ‬

‫ﻲ‬ َ ‫ُﻟِﻘ‬

‫ُﻳْﻠَﻘﻰ‬

‫ُﻳْﻠَﻘﻰ‬

َ ‫ُﻳْﻠ‬ ‫ﻖ‬

laqiya, to meet

luqiya

yulqa¯

yulqa¯

yulqa

‫َرَﻣﻰ‬

‫ﻲ‬ َ ‫ُرِﻣ‬

‫ُﻳْﺮَﻣﻰ‬

‫ُﻳْﺮَﻣﻰ‬

‫ُﻳْﺮَم‬

rama¯ , to throw

rumiya

yurma¯

yurma¯

yurma











‫ﺳَﻌﻰ‬ َ

‫ﻲ‬ َ ‫ﺳِﻌ‬ ُ

‫ﺴَﻌﻰ‬ ْ ‫ُﻳ‬

‫ﺴَﻌﻰ‬ ْ ‫ُﻳ‬

‫ﺴَﻊ‬ ْ ‫ُﻳ‬

sa a¯ , to strive

su iya

yus a¯

yus a¯

yus a



33.8









The conjugation of the derived verb forms II–X of verbs with

a weak final radical

‫و‬... /...w/ or ‫ي‬... /...y/ is identical to that of the

derived verb forms of strong verbs. There is an exception with some




verbal nouns where the weak final radical after the alif is changed to

‫ِﻟَﻘﺎٌء‬




‫ي‬ ٌ ‫ ِﻟَﻘﺎ‬liqa¯ yun)

from the root

See the pattern tables of verbs with a weak final radical

‫ و‬/w/ or ‫ ي‬/y/

hamzah, e.g.

liqa¯ un ‘meeting’ (for:

‫ ﻟﻘﻲ‬lqy ‘to meet’.

and their conjugations in the appendices. 33.9 The declension of the active participle of verbs with a weak final radical ‫و‬... /w/ or ‫ي‬... /y/ is illustrated below with the help of the

qa¯ din ‘judge’, from the verb ‫ﻀﻰ‬ َ ‫ َﻗ‬qad˙ a¯ ‘to ˙ judge’. It should be noted that the active participle has only two case active participle

‫ض‬ ٍ ‫َﻗﺎ‬

endings in the masculine singular: /...in/ for both the nominative and genitive and /...an/ for the accusative:

248

masc. indef.

masc. def.

fem. indef.

singular Nom.

‫ض‬ ٍ ‫َﻗﺎ‬

(for:

qa¯ din ˙ Gen.

‫ض‬ ٍ ‫َﻗﺎ‬

qa¯ diyun) ˙ (for:

qa¯ din ˙ Acc.

‫ﻲ‬ ٌ ‫ﺿ‬ ِ ‫َﻗﺎ‬ ‫ﻲ‬ ٍ ‫ﺿ‬ ِ ‫َﻘﺎ‬ qa¯ diyin) ˙

‫ﺿًﻴﺎ‬ ِ ‫َﻗﺎ‬ qa¯ diyan ˙

‫ﺿﻲ‬ ِ ‫َأْﻟَﻘﺎ‬




(for: ‫ﻲ‬ ُ ‫ﺿ‬ ِ ‫َأْﻟَﻘﺎ‬




al-qa¯ dı˙

al-qa¯ diyu) qa¯ diyatun ˙ ˙

‫ﺿﻲ‬ ِ ‫َأْﻟَﻗﺎ‬

(for: ‫ﻲ‬ ِ ‫ﺿ‬ ِ ‫َأْﻟَﻘﺎ‬

al-qa¯ dı˙

al-qa¯ diyi) ˙




‫ﺿَﻴٌﺔ‬ ِ ‫َﻗﺎ‬

Verbs with a weak final radical, doubly weak verbs

‫ﻲ‬ َ ‫ﺿ‬ ِ ‫َأْﻟَﻘﺎ‬


al-qa¯ diya ˙




‫ﺿَﻴٍﺔ‬ ِ ‫َﻗﺎ‬ qa¯ diyatin ˙

‫ﺿَﻴًﺔ‬ ِ ‫َﻗﺎ‬ qa¯ diyatan ˙

dual Nom.

‫ﺿَﻴﺎِن‬ ِ ‫َﻗﺎ‬ qa¯ diya¯ni ˙

Acc.

‫ﺿَﻴْﻴِﻦ‬ ِ ‫َﻗﺎ‬

and

qa¯ diyayni ˙

gen.

‫ﺿَﻴﺎِن‬ ِ ‫َأْﻟَﻘﺎ‬




al-qa¯ diya¯ni ˙

‫ﺿَﻴْﻴﻦ‬ ِ ‫َأْﻟَﻘﺎ‬


al-

qa¯ diyayni ˙

‫ﺿَﻴَﺘﺎِن‬ ِ ‫َﻗﺎ‬ qa¯ diyata¯ni ˙

‫ﺿَﻴَﺘْﻴِﻦ‬ ِ ‫َﻗﺎ‬ qa¯ diyatayni ˙

plural Nom.

‫ﺿﻮَن‬ ُ ‫َﻗﺎ‬ qa¯ du¯ na ˙

Acc.

‫ﺿﻴَﻦ‬ ِ ‫َﻗﺎ‬

and

qa¯ dı-na ˙

gen.

‫ﺿﻮَن‬ ُ ‫َأْﻟَﻘﺎ‬




al-qa¯ du¯ na ˙

‫ﺿﻴَﻦ‬ ِ ‫َأْﻟَﻘﺎ‬




al-qa¯ dı-na ˙

ٌ ‫ﺿَﻴﺎ‬ ‫ت‬ ِ ‫َﻗﺎ‬ qa¯ diya¯ tun ˙

ٍ ‫ﺿَﻴﺎ‬ ‫ت‬ ِ ‫َﻗﺎ‬ qa¯ diya¯ tin ˙

Note: A common plural for both masc. and fem. is the broken plural ‫ﻀﺎٌة‬ َ ‫ ُﻗ‬qud˙ a¯ tun.

33.10 Doubly weak verbs Some of the most common verbs have the two weak radicals ‫ و‬/w/ and

‫ ي‬/y/. They are called in Arabic ‫ﻒ‬ ُ ‫َأﻟـَّﻠِﻔﻴ‬. The following are the most common types:

249

Verbs with a weak final radical, doubly weak verbs

(a)

Verbs with‫ و‬/w/ or

‫ ي‬/y/ as initial and final radical: These verbs

obey both the rules for verbs with a weak initial radical as well as the rules for verbs with a weak final radical, e.g. Perfect

Imperfect Ind.

Subj.

‫َوَﻗﻰ‬

‫ﻲ َﻳِﻘﻲ‬ َ ‫َﻳِﻘ‬

waqa¯

yaqı-

yaqiya

Imperative Juss.

ِ ‫َﻳ‬ ‫ﻖ‬ yaqi

Singular

Plural

Masc.

Fem.

Masc. Fem.

ِ ‫ق‬

‫ِﻗﻲ‬

‫ُﻗﻮا‬

‫ِﻗﻴَﻦ‬

qi!

qı-!

qu¯!

qı-na!

to protect, prevent The active participle is

ٍ ‫ َوا‬wa¯ qin ‘protective, preservative’ and ‫ق‬

‫ض‬ ٍ ‫ َﻗﺎ‬qa¯ d˙ in ‘judge’. The verbal noun (mas˙ dar) is ‫وَﻗﺎٌء‬ ِ wiqa¯ un or ‫ ِوَﻗﺎَﻳٌﺔ‬wiqa¯ yatun ‘protection, prevention’. is declined like




Note: Verb form VIII is very common for the above-mentioned verb,

being ‫ ِإّﺗََﻘﻰ‬ittaqa¯ ‘to fear God’ (Quranic), for ‫وَﺗَﻘﻰ‬ ْ ‫ ِإ‬iwtaqa¯ . The verbal







noun (masdar) of form VIII of this verb is ‫ ِإﺗََّﻘﺎٌء‬ittiqa¯ un. ˙

(b)

Verbs with wa¯ w




‫ و‬/w/ and ya¯ ‫ ي‬/y/ as second and third radical,

respectively, are conjugated in the same way as verbs with a weak final radical. The weak middle radical

‫و‬

/w/ or

‫ي‬

/y/ is fully

pronounced, e.g. Perfect

Imperfect

‫ﺷَﻮى‬ َ sˇawa¯ , to grill, barbecue (for: ‫ي‬ َ ‫ﺷَﻮ‬ َ sˇawaya)

‫ﺸِﻮي‬ ْ ‫ َﻳ‬yasˇwı-

(conjugated like v. ‫ﻣﻰ‬ َ ‫ َر‬rama¯ , to throw

‫ َﻳْﺮِﻣﻲ‬yarmı-)

‫ي‬ َ ‫ َﻗِﻮ‬qawiya, to be strong

‫ َﻳْﻘَﻮى‬yaqwa¯

(conjugated like v. ‫ﻲ‬ َ ‫ﺴ‬ ِ ‫ َﻧ‬nasiya, to forget

‫ﺴﻰ‬ َ ‫ َﻳْﻨ‬yansa¯ )

33.11 Weak verbs with hamzah Verbs with a weak middle radical ‫و‬... /w/ or ...‫ـﻴـ‬... /y/ and final hamzah are very common, e.g. 250

Perfect













Imperfect
yag˘-ı u

‫ﺟﺎَء‬ َ g˘a¯ a, to come (for: ‫ﺟَﻴَﺄ‬ َ g˘aya a)

‫ﺠﻲُء‬ ِ ‫َﻳ‬

‫ﺷﺎَء‬ َ sˇa¯ a, to wish (for: ‫ﻲَء‬ َ ‫ﺷ‬ َ sˇaya a)

‫ﺸﺎُء‬ َ ‫ َﻳ‬yasˇa¯ u

‫ﺳﺎَء‬ َ sa¯ a, to be bad (for: ‫ﺳَﻮَأ‬ َ sawa a)

‫ﺴﻮُء‬ ُ ‫ َﻳ‬yasu¯ u







Verbs with a weak final radical, doubly weak verbs










Verbs with a middle hamzah and final alif-maqsu¯ rah ‫( ى‬in the ˙
basic form) are rare, but include the common verb ‫رَأى‬ َ ra a¯ ‘to see’. In 33.12




the perfect it is conjugated like verbs with a final alif maqsu¯ rah ‫ـﻰ‬.., ˙
but in the imperfect the middle hamzah ‫ َأ‬/... a.../ is, exceptionally, omitted: Perfect




Imperfect




‫ َرَأى‬ra a¯ , to see (for: ‫ي‬ َ ‫ َرَأ‬ra aya)

‫ َﻳَﺮى‬yara¯ (for: ‫)َﻳْﺮَأى‬

(conjugated like v. ‫ﻣﻰ‬ َ ‫ َر‬rama¯ , ‘to throw’)




Note: The middle hamzah is also omitted in form IV: ‫رى‬ َ ‫ َأ‬ara¯ ‘he showed’, which in the imperfect is ‫ﺮي‬ ِ ‫ ُﻳ‬yurı¯. (See paradigm A2.16 in Appendix 2.)

Exercises Practise your reading: )‫ﻋٌﺔ‬ َ ‫ﻀﺎ‬ َ ‫ﻀﺎِﺋَﻊ (ِﺑ‬ َ ‫َﺑ‬

4

َّ ُ‫ﻫُﺆَﻻِء ﻟّﺘ‬ ‫ﺸَﺘُﺮوَن َوَﻳِﺒﻴُﻌﻮَن‬ ْ ‫ﺟﺮٌ) َﻳ‬ ِ ‫ﺠﺎُر (َﺗﺎ‬ 3

2

‫ا‬

1

ِ ‫ﺴُﻮ‬ .‫ق‬ ّ ‫ﻟ‬

6

‫ُﻣَﻬّﺮََﺑًﺔ ِﻓﻲ‬

5

(1) These 1traders (merchants) are 2buying 3and selling 5smuggled 4goods in 6

the market.

‫ﺸﻰ ِﻓﻲ ْﻟَﻐﺎَﺑِﺔ‬ ٍ ‫ﺳﺎَﻋﺎ‬ َ ‫ﻲ َأْرَﺑِﻊ‬ ْ ‫ﺣﻮاَﻟ‬ َ ‫ﻀْﻴَﻨﺎ‬ َ ‫َﺑْﻌَﺪ َأْن َأْﻣ‬ َّ ‫ت َﻧَﺘَﻤ‬ 6

5

4

. ‫ﻣْﻨِﺰِﻟِﻪ‬ َ ‫ﺸﺎِء ِﻓﻲ‬ َ ‫ْﻟَﻌ‬

10

3

2

‫ﻼِﺋَﻨﺎ (َزِﻣﻴٌﻞ) إَﻟﻰ‬ َ ‫ﺣُﺪ ُزَﻣ‬ َ ‫َدَﻋﺎَﻧﺎ َأ‬ 9

8

1

7

(2) 1After 2we spent 3around 4four hours 5walking (strolling) in 6the forest, 8

one of 9our colleagues 7invited us to 10dinner at his home.

ِ ‫ﻟُّﺪَّﻛﺎ‬ .‫ن‬

3

‫ﺖ ِﻣَﻦ‬ ُ ‫ َأَﺗْﻴ‬،‫ع؟ َﻻ‬ ِ ‫ﺸﺎِر‬ ِ ‫َﻫْﻞ َأَﺗْﻴ‬ َّ ‫ﺖ ِﻣَﻦ ﻟ‬ 2

(3) Did 1you come (in) from 2the street? No, I came from 3the shop.

1

251

Verbs with a weak final radical, doubly weak verbs

. ‫ْﻟَﻔَﺘﺎِة‬

‫ﺟَﻤَﻞ ِﻣْﻦ ﻫِﺬِه‬ ْ ‫َﻟْﻢ َأَر ِﻓﻲ ُﻋْﻤِﺮي َأ‬ ‫ا‬

5

4

3

2

1

(4) I have 1never in 3my life 2seen 4a more beautiful 5young girl than this. ‫ا‬

.’‫ﺷﺎَء ﻟ ّﻠُﻪ‬ َ

‫ع ْﻵِﺗﻲ ‘ ِإْن‬ ِ ‫ﺳُﺒﻮ‬ ْ ‫َﻧْﻠَﺘِﻘﻲ ِﻓﻲ ُْﻷ‬

5

4

3

2

1

(5) 1We will meet 3next 2week, God 5willing (lit. 4if God 5wills). 5 4 3 2 1 ‫ َﻗْﺪ‬،‫ َوُﻳْﺪَﻋﻰ َﻋِﻠّﻴًﺎ‬،‫ﺳِﺔ َﻗْﺮَﻳِﺘﻲ‬ َ ‫ﺿِﺔ ِﻓﻲ َﻣْﺪَر‬ َ ‫ﻲ َأ َّن ُﻣَﻌ َّﻠَﻢ ﻟَﺮَّﻳﺎ‬ َ ‫ﺣِﻜ‬ ُ

)‫ﻣَﺒﺎَراٌة‬ ُ (‫ت‬ ِ ‫ُﻣَﺒﺎَرَﻳﺎ‬

9

8 7 6 ‫ﺣَﻜٌﻢ) ِﻓﻲ‬ َ ( ‫ﺤّﻜَﺎِم‬ ُ ‫ﺣَﺪ ْﻟـ‬ َ ‫ﺴَﺘْﺪَﻋﻰ ِﻟَﻴُﻜﻮَن َأ‬ ْ ‫ُﻳ‬

. ‫ﻤِﺔ‬ َ ‫ﺻ‬ ِ ‫ﺳُﺘَﻘﺎُم (َﻗﺎَم) ِﻓﻲ ْﻟَﻌﺎ‬ َ

‫ﺼﺎَرَﻋِﺔ  َّﻟِﺘﻲ‬ َ ‫ِﻟْﻠُﻤ‬

12

11

)‫ﻷْﻧِﺪَﻳِﺔ (َﻧﺎٍد‬ َْ

10

(6) 1It was said that 2the sports teacher at 3my village school, 4who is called Ali, 5may 6be invited to be 7one of 8the judges at the 11wrestling 9matches that are 12taking place in 10clubs in the capital. 6 5 4 3 2 1 ٍ ‫ﺼِﺪﻳ‬ َ ‫ع ِﺑ‬ ِ ‫ﺸَﺎِر‬ ‫ﻖ َﻟْﻢ‬ ْ ‫ﺖ َﻓ‬ ُ ‫ﺟّﺪًا ْﻟَﻴﻮَم ِﻋْﻨَﺪَﻣﺎ ْﻟَﺘَﻘْﻴ‬ ِ ‫ت‬ ُ ‫ﺳَﺘْﺄ‬ ْ ‫ِإ‬ ّ ‫ﺠَﺄًة ِﻓﻲ ﻟ‬ 14 13 12 11 10 9 8 7 َّ ‫ﺻ‬ ‫ﺷﺎَﻋٍﺔ‬ َ ‫ﺤِﺔ ِإ‬ ِ ‫ﺴَﺆاٍل َﻋْﻦ‬ ُ ‫ﺟَﺄِﻧﻲ ِﺑ‬ َ ‫ َﻓﺎ‬،‫ﻃِﻮﻳٍﻞ‬ َ ‫َأَرُه ُﻣْﻨُﺬ َزَﻣٍﻦ‬ ‫ا‬

‫ﻂ‬ ْ ‫ﺖ َﻟُﻪ ِإَّﻧَﻬﺎ َﻓَﻘ‬ ُ ‫ﻃْﺒًﻌﺎ َوُﻗْﻠ‬ َ ‫ﺖ ذِﻟَﻚ‬ ُ ‫َﻧَﻔْﻴ‬ 20

19

18

17

َ ‫ﺖ َزْو‬ ُ ‫ﻃَّﻠْﻘ‬ .‫ﺟِﺘﻲ‬ َ

16

‫َﺗْﺮِوي َأ َّﻧﻲ‬

. ‫ﻛﺎِذَﺑٌﺔ‬ َ

22

15

‫ﺷﺎَﻋٌﺔ‬ َ ‫ِإ‬

21

(7) Today I was very much 1offended, 2when I 4suddenly 3met a friend in 5the street whom I have 6not 7seen 8for a 10long 9time. 11He surprised me when he 12asked about 13the truth of 14a rumour (that 15says) that 16I have divorced my wife. 18Of course 17I denied it and told him 19that it is 20

only a 22false 21rumour.

‫ﺚ‬ ٌ ‫ﺣ‬ ِ ‫ﺳُﻴْﻠِﻘﻴَﻬﺎ َﺑﺎ‬ َ ‫ﺿَﺮِة َّﻟِﺘﻲ‬ َ ‫ﺤﺎ‬ َ ‫ع ْﻟـُﻤ‬ ِ ‫ﺴَﻤﺎ‬ َ ‫ﻲ ْﻟَﻴْﻮَم ِﻟ‬ َ ‫ﺲ َأْن َﺗْﺄِﺗ‬ َ ‫َﻻ َﺗْﻨ‬ 6

5

)‫ﺲ‬ َ ‫ َﻟْﻴ‬v.( ‫ﺖ‬ ُ ‫ﺴ‬ ْ ‫َﻟ‬

4

10

‫ﺟّﺪًا َأَﻧﺎ‬ ِ ‫ﻒ‬ ٌ ‫ﺳ‬ ِ ‫ƒا‬ َ ‫ﺷّﻘٍَﺔ‬ . ‫ﺟِﺪﻳَﺪٍة‬ ِ

14

3

9

2

ِ َ‫ﻼ‬ .)‫ﺟﻲٌء‬ ِ ‫ﺟِﺌﻴَﻦ (َﻻ‬ ّ ‫ﻟ‬

8

1

7 ‫ﻀّﻴَِﺔ‬ ِ ‫ِﻓﻲ َﻗ‬

‫ﺸَﺮاِء‬ ِ ‫ƒاِﺗًﻴﺎ َِﻷَّﻧﻲ َﻋﻠﻰ َﻣْﻮِﻋٍﺪ ِﻟ‬ 13

12

11

(8) Do not 1forget 2to come today 3to hear 4the lecture which 5will be delivered by 6a researcher on the 8refugee 7issue. 9I am very sorry 10I am 252

not

11

coming because I have

(apartment).

12

an appointment

13

to buy a new

14

flat

7 6 5 4 3 2 1 َ ُ‫ﺠّﻮ‬ ِ ‫َﻋْﻔًﻮا َﻻ ُأِرﻳُﺪ َأْن َأْﺑَﻘﻰ ِﻓﻲ ﻟّﺪَا‬ ‫ َﺗَﻌﺎَل‬.ٍ‫ﺻﺎف‬ َ ‫ﺟِﻤﻴٌﻞ َو‬ َ ‫ﺧِﻞ َوْﻟ‬ 13 12 11 10 9 8 ِ ‫ﺴُﻮ‬ ‫ﺻْﺘِﻨﻲ‬ َ ‫ﺷَﺘِﺮي َﻫِﺪّﻳًَﺔ َأْو‬ ْ ‫ﺖ َأ‬ ِ ‫ﺲ ْﻟَﻮْﻗ‬ ِ ‫ق َوِﻓﻲ َﻧْﻔ‬ ّ ‫ﺸَﻰ ِﻓﻲ ﻟ‬ ّ ‫َﻧَﺘَﻤ‬

. ‫ﺧِﺘﻲ‬ ْ ‫ُأ‬ 1

2

3

14

4

‫َﻋَﻠْﻴَﻬﺎ‬

Verbs with a weak final radical, doubly weak verbs

6

(9) Sorry, I do not want to stay indoors (inside) in this nice clear 5

weather. 7Come and 8walk in the market and at 9the same 10time 11I will

buy 12a gift which 14my sister 13has asked me for.

‫ﺣِﺪ‬ َ ‫ﺠﺎِن َﻗْﻬَﻮٍة ِﻓﻲ َأ‬ َ ‫ﻖ) َﻋَﻠﻰ ِﻓْﻨ‬ ٌ ‫ﺻِﺪﻳ‬ َ ( ‫ﺻِﺪَﻗﺎِء‬ ْ ‫ﺾ َْﻷ‬ َ ‫ﺣَﺔ َﺑْﻌ‬ َ ‫ت ْﻟَﺒﺎِر‬ ُ ‫َدَﻋْﻮ‬ 4

3

2

1

8 7 6 5 ،‫ﺖ‬ ِ ‫ﺖ ُﻧُﻘﻮِدي ِﻓﻲ ْﻟَﺒْﻴ‬ ُ ‫ﺴﻴ‬ ِ ‫ﻆ َﻧ‬ َّ ‫ﺤ‬ َ ‫ﺴﻮِء ْﻟـ‬ ُ ‫ وﻟِﻜَّﻨﻲ ِﻟ‬،)‫ﻲ (َﻣْﻘًﻬﻰ‬ َ ‫ْﻟـَﻤَﻘﺎِﻫ‬

‫ي‬ َ ‫ﺷَﺘِﺮ‬ ْ ‫ﺻِﻐﻴًﺮا َِﻷ‬ َ ‫ﻄﺎِﻧﻲ َﻣْﺒَﻠًﻐﺎ‬ َ ‫ َﻛَﻤﺎ َأْﻋ‬.َ‫ﺴﺎب‬ َ ‫ﺤ‬ ِ ‫ﺣُﺪُﻫُﻢ ْﻟـ‬ َ ‫َﻓَﺪَﻓَﻊ َأ‬ 14

13

12

.‫ﺖ‬ ِ ‫ﺟَﻬﺎ ِﻓﻲ ْﻟَﺒْﻴ‬ ُ ‫ﺣَﺘﺎ‬ ْ ‫َأ‬

11

16

10

9

‫ﻲٌء)  َّﻟِﺘﻲ‬ ْ ‫ﺷ‬ َ ( ‫ﺷَﻴﺎِء‬ ْ ‫ﺾ َْﻷ‬ َ ‫َﺑَﻌ‬ 15

(10) 2Yesterday 1I invited some 3friends for a cup of coffee in 4a cafe (lit. in 4

one of the coffee shops), but 5unfortunately (lit. 5bad 6luck, fortune) 7I

left (lit. 7I forgot) 8my money at home, so one of them 9paid 10the bill. He 11

also 12gave me a small 13sum 14to buy some 15things which 16I need at

home.

‫ﺟْﺜَﻤﺎِن‬ ُ ‫ َدَﻧﺎ ِﻓﻲ ْﻟـَﻤْﺄَﺗِﻢ ِﻣَﻦ‬،‫ﺶ‬ ِ ‫ﺠْﻴ‬ َ ‫ﻂ ُذو ُرْﺗَﺒٍﺔ َﻋﺎِﻟَﻴٍﺔ ِﻓﻲ ْﻟـ‬ ٌ ‫ﺿﺎِﺑ‬ َ 8

. ‫ﺳُﻪ َﻟُﻪ‬ َ ‫َرْأ‬

7

15

6

5

4

3

2

1

14 13 12 11 10 9 ‫ﺣَﻨﻰ‬ َ ‫ﺴَﻜِﺮ َّﻳًﺔ َو‬ ْ ‫ﺤَّﻴًﺔ َﻋ‬ ِ ‫ﺤَّﻴﺎُه َﺗ‬ َ ‫ َﻓ‬،‫ﺸِﻬﻴِﺪ‬ ُ ‫ْﻟـ‬ َّ ‫ي ﻟ‬ َّ ‫ﺠْﻨِﺪ‬

(11) At 7the funeral 4a high-2,3ranking 1officer in 5the army 6approached 10the martyred 9soldier’s 8body. 11He 11saluted him with 13a military 12salute 14

and bowed 15his head towards him.

:‫ﻟَّﺘﺎِﻟَﻴَﺔ‬

5

‫ﺳﺎَﻟَﺔ ﻟَّﺘْﻌِﺰَﻳِﺔ‬ َ ‫ﺼِﺪﻳِﻘﻲ ِر‬ َ ‫ﺖ ِﻟ‬ ُ ‫ﺳْﻠ‬ َ ‫ﺻِﺪَﻗﺎِﺋﻲ َﻓَﺄْر‬ ْ ‫ﺣِﺪ َأ‬ َ ‫ﻲ َواِﻟُﺪ َأ‬ َ ‫ُﺗُﻮَّﻓ‬ 4

3

2

1

12 11 10 9 8 7 6 ‫ﺸﺎِرًﻛﺎ‬ َ ‫ﺟَﻌَﻠِﻨﻲ ُﻣ‬ َ ‫ﺤِﺰَن ِﺑَﻮَﻓﺎِة َواِﻟِﺪَك‬ ْ ‫ﺨَﺒَﺮ اْﻟـُﻤ‬ َ ‫ُأَؤَّﻛُﺪ َﻟَﻚ َأ َّن ْﻟـ‬

. ‫ﺳﺎِة‬ َ ‫ْﻟـَﻤْﺄ‬

14

‫ﺣْﺰٌن) ِﻓﻲ ﻫِﺬِه‬ ُ ( ‫ﺣَﺰاِﻧَﻚ‬ ْ ‫َِﻷ‬ ‫ا‬

13

(12) The father of one of my friends 1died 2so I sent my friend 5the following 3

letter of 4condolence: ‘6I assure 7you that 9the sad 8news of your

father’s 10death 11made me 12share 13the sadness of 14your tragedy with you.’

253

Verbs with a weak final radical, doubly weak verbs

5 4 3 2 1 ‫ﻲ‬ َ ‫ﺻ َّﻠ‬ ‫ﻈُْﻬِﺮ ِﻓﻲ‬ َ ‫ﺻ‬ َ َ ‫ﻃِﻮﻳَﻠًﺔ َﻋَﻠﻰ َْﻷْﻗَﺪاِم (َﻗَﺪمٌ) ُِﻷ‬ َ ‫ﺴﺎَﻓًﺔ‬ َ ‫ﺖ َﻣ‬ ُ ‫َذَﻫْﺒ‬ ّ ‫ﻼَة ﻟ‬

. ‫ﻜِﺮﻳِﻢ‬ َ ‫ْﻟ‬

9

‫ﺟﻤﻴَﻠٍﺔ ِﻣَﻦ ْﻟُﻘْﺮ ƒاِن‬ َِ ‫ت‬ ٍ ‫ﻼَوا‬ َ ‫ﺳَﺘِﻤَﻊ ِﻟِﺘ‬ ْ ‫ﺠﺎِﻣِﻊ َوَِﻷ‬ َ ‫ْﻟـ‬ 8

7

6

(13) I went a long 1way (distance) 2on foot 3to pray (perform) 5the noon 4

prayer in 6the mosque 7and to hear (some) beautiful 8recitations from

the 9Holy Quran. 8 7 6 5 4 3 2 1 ‫ﻀْﻴَﻨﺎَﻫﺎ‬ َ ‫ﻃﻴَﻠَﺔ ْﻟَﻔْﺘَﺮِة  َّﻟِﺘﻲ َﻗ‬ ِ ‫ﺣَﺪٍة‬ ِ ‫ﺳَﻮى َﻣ َّﺮٍة َوا‬ ِ ‫ﺧﺎَك‬ َ ‫َﻟْﻢ َﻧَﺮ َأ‬

!‫ﺸﺎِء‬ َ ‫ْﻟَﻌ‬ (14) We only saw your brother

12

11 10 9 ‫ ُأْدُﻋُﻪ َﻣ َّﺮًة ِإَﻟﻰ ْﻟَﻐَﺪاِء َأِو‬،‫ُﻫَﻨﺎ‬

4,5

once (lit. we did not 1see 2your brother

3

except 5one 4time) 6during 7the time 8we spent 9here. 10Invite him some

time (lit. once) to 11lunch or 12dinner! 8 7 6 5 4 3 2 1 ‫ﺸﺎِﻫُﺪوَن ِﻟَﻴَﺮْوا ْﻟـُﻤَﺒﺎَراَة ﻟﻨََّﻬﺎِﺋّﻴََﺔ ِﻓﻲ ُﻛَﺮِة ْﻟَﻘَﺪِم َﺑْﻴَﻦ‬ َ ‫ﺟﺎَء ْﻟـُﻤ‬ َ

. ‫ﻤﺎْﻧَﻴﺎ‬ َ ‫َوَأْﻟـ‬ (15) 2The spectators 1came 3to see the 5final

10

‫ﺴَﻮْﻳِﺪ‬ ُّ ‫ﻟ‬

9

6,7

football 4match 8between

9

Sweden and 10Germany.

‫ﻀﻰ‬ َ ‫ﺟَﺮى َﻗْﺪ َﻣ‬ َ ‫ﻼ َﺗْﺒِﻜﻲ! َوَّﻟِﺬي‬ َ ‫ َﻓ‬،‫ت َﻣَﻌِﻚ َﻳﺎ ُأَّﻤﻲ‬ ُ ‫ﻄْﺄ‬ َ ‫ﺧ‬ ْ ‫َﻟَﻘْﺪ َأ‬ 7

6

5

4

3

2

1

. ‫ﻌَﺬَرَة‬ ْ ‫ْﻟـَﻤ‬

9

‫ﺟﻮ‬ ُ ‫َوَأْر‬

8

(16) 1I have wronged you, mother, 2don’t 3cry! 4What 5happened 7is 6already 7

passed 8and I ask (your) 9forgiveness.

Translate into Arabic: (1) Next week is the army officer’s funeral. (2) My brother invited me to dinner at his new flat. (3) In all my life I have never seen a cafe more beautiful than this one. (4) Have you come from the lecture? No, I came with my wife from the forest. (5) A researcher from Germany will deliver a lecture on the refugee issue. (6) Rumour has it (says) that the martyred soldier died yesterday. (7) Sorry, I don’t want to stay inside the shop in this nice clear weather. 254

(8) A high ranking officer in the army might be invited to be the referee in the final football match between Sweden and Germany.

(9) Today, I met a colleague whom I had not seen for a long time. (10) Do not forget to come with me today to the mosque to hear some beautiful recitations from the Holy Quran. (11) I went a long way on foot with my girlfriend to have lunch at the football

Verbs with a weak final radical, doubly weak verbs

club in the capital. (12) After I spent around four hours walking in the market with the sports teacher he invited me to dinner at the village school. (13) Unfortunately, this trader (merchant) is buying smuggled goods and selling them in the market.

255

Chapter 34

Cardinal numbers

34.1

The Arabic cardinal numbers,

ْ ‫َأَْﻷْﻋَﺪادُ َْﻷ‬, are rather com‫ﺻِﻠَّﻴُﺔ‬

plicated and even native speakers make errors in using them. It is important to remember that the numbers 3–10 take the feminine form




with ta¯ marbu¯ tah (‫ة‬...) when they qualify a masculine noun, but the ˙ masculine form when they qualify a feminine noun. With the exception of the feminine form

‫ﺣَﺪى‬ ْ ‫ِإ‬




ihda¯ , ‘one’, the ˙ cardinal numbers 1–10 are inflected for all three cases in the same way 34.2

as nouns and adjectives. The nominative forms of the cardinal numbers 1–10 are: Used with a masculine noun

256

Used with a feminine noun

0

.

‫ﺻْﻔٌﺮ‬ ِ s˙ ifrun

‫ﺻْﻔٌﺮ‬ ِ s˙ ifrun

1

١

‫ﺣٌﺪ‬ َ ‫َأ‬

‫ﺣَﺪى‬ ْ ‫ِإ‬

1

١

2

٢

3

٣

4

٤

ahadun (noun) ˙ ‫ﺣٌﺪ‬ ِ ‫ َوا‬wa¯ h˙ idun (adj.)
‫ ِإْﺛَﻨﺎِن‬it¯na¯ ni ‫ﻼَﺛٌﺔ‬ َ ‫ َﺛ‬t¯ala¯ t¯atun
 ‫ َأْرَﺑَﻌٌﺔ‬arba atun

5

٥

‫ﺴٌﺔ‬ َ ‫ﺧْﻤ‬ َ h˘ amsatun

6

٦

ِ sittatun ‫ﺳ َّﺘٌﺔ‬

ٌ ‫ﺧْﻤ‬ ‫ﺲ‬ َ h˘ amsun

7

٧

‫ﺳْﺒَﻌٌﺔ‬ َ sab atun

‫ﺳْﺒٌﻊ‬ َ sab un

8

٨

‫ َﺛَﻤﺎِﻧَﻴٌﺔ‬t¯ama¯ niyatun

‫ َﺛَﻤﺎٍن‬t¯ama¯ nin









ihda¯ (indecl.) ˙ ‫ﺣَﺪٌة‬ ِ ‫ َوا‬wa¯ h˙ idatun
‫ ِإْﺛَﻨَﺘﺎِن‬it¯nata¯ ni ‫ث‬ ٌ ‫ﻼ‬ َ ‫ َﺛ‬t¯ala¯ t¯un
 ‫ َأْرَﺑٌﻊ‬arba un

ٌّ ‫ﺳ‬ ِ sittun ‫ﺖ‬ 

٩

9



١٠ ‫ﺸَﺮٌة‬ َ ‫َﻋ‬

10 Note a: empty’.



‫ﺴَﻌٌﺔ‬ ْ ‫ ِﺗ‬tis atun

‫ﺻْﻔٌﺮ‬ ِ

‫ﺴٌﻊ‬ ْ ‫ ِﺗ‬tis un



‫ﺸٌﺮ‬ ْ ‫َﻋ‬

asˇaratun

Cardinal numbers



sifrun ‘zero’ comes from the verb ˙

asˇrun

‫ﺻﻔََﺮ‬ َ ,

which means ‘to be

‫ِإْﺛَﻨَﺘﺎِن‬




itnata¯ ni (f.) ‘two’ are: ¯ respectively.

‫ِإْﺛَﻨْﻴِﻦ‬




itnayni (m.) ¯




‫ ِإْﺛَﻨﺎِن‬it¯na¯ ni (m.)
and ‫ﻦ‬ ِ ‫ ِإْﺛَﻨَﺘْﻴ‬it¯natayni

Note b: The combined accusative-genitive forms of

Note c: The number ‫ن‬ ٍ ‫‘ َﺛَﻤﺎ‬eight’ is declined like the participle chapter 33 for verbs with a weak final radical).

‫ض‬ ٍ ‫َﻗﺎ‬

and (f.),

(see

‫ ش‬/sˇ / in ‫ﺸَﺮٌة‬ َ ‫ َﻋ‬/ ‫ﺸٌﺮ‬ ْ ‫‘ َﻋ‬ten’ takes fath˙ ah in the masculine: ‫ﺮٌة‬ َ‫ﺸ‬ َ ‫َﻋ‬, but suku¯ n in the feminine: ‫ﺸٌﺮ‬ ْ ‫َﻋ‬.

Note d: The middle consonant

34.3

The Arabic cardinal numbers differ from English cardinal

numbers in that they are nouns and not adjectives (except 2, which has both noun and adjective forms). Therefore the noun following the number is not in the nominative, but takes different case endings according to the number. The numbers 3–10 are followed by a noun in the indefinite genitive plural. Remember: The gender of the numbers is decided by the gender of the noun in the singular and not in the plural. Masculine

Singular

Feminine

Singular

‫ﺟﺎٍل‬ َ ‫ﺴُﺔ ِر‬ َ ‫ﺧْﻤ‬ َ

(‫ﻞ‬ ٌ ‫ﺟ‬ ُ ‫)َر‬

ٍ ‫ﺲ َﺑَﻨﺎ‬ ‫ت‬ ِ ‫ﺨْﻤ‬ َ ‫ِﻟـ‬

(‫ﺖ‬ ٌ ‫)ِﺑْﻨ‬

hamsatu rig˘ a¯ lin ˘ five men

(rag˘ ulun)

(bintun)

(man)

li-hamsi bana¯ tin ˘ for five girls

َ ‫ِﻣْﻦ‬ ‫ﺳْﺒَﻌِﺔ ُﻣَﻌَّﻠِﻤﻴَﻦ‬

(‫ﻌَّﻠٌﻢ‬ َ ‫)ُﻣ‬

َ ٍ ‫ﺳْﺒﻊُ ُﻣَﻌَّﻠَﻤﺎ‬ ‫ت‬

(‫ﻤٌﺔ‬ َ ‫)ُﻣَﻌَّﻠ‬

min sab ati mu allimı-na

(mu allimun)

sab u mu allima¯ tin

(mu allimatun)

from seven teachers

(teacher)

seven teachers

(teacher)

َ ‫َﺛ‬ ‫ﻼَﺛُﺔ َأَّﻳﺎٍم‬

(‫)َﻳْﻮٌم‬

‫ث َﻟَﻴﺎٍل‬ ُ ‫ﻼ‬ َ ‫َﺛ‬

(‫)َﻟْﻴَﻠٌﺔ‬

tala¯ tatu ayya¯ min ¯ ¯ three days

(yawmun) (day)

tala¯ tu laya¯ lin ¯ ¯ three nights

(night)














(girl)



(laylatun)

34.4 The first two cardinal numbers (1, 2) are used as appositive adjectives to emphasize the amount:

257

Cardinal numbers

Masculine

Feminine

‫ﺣٌﺪ‬ ِ ‫ َوا‬wa¯ h˙ idun, one

‫ﺣَﺪٌة‬ ِ ‫ َوا‬wa¯ h˙ idatun

‫ِإْﺛَﻨﺎِن‬

‫ِإْﺛَﻨَﺘﺎِن‬




itna¯ ni, two ¯




itnata¯ ni ¯

‫ﺣَﺪًة‬ ِ ‫َزاَرِﻧﻲ َﻣ َّﺮًة َوا‬

‫ﺣٌﺪ‬ ِ ‫ﺐ َوا‬ ٌ ‫ﻃﺎِﻟ‬ َ َ‫ﺻﻞ‬ َ ‫َو‬ wasala ta¯ libun wa¯hidun. ˙ ˙ ˙ (Only) one student arrived.

za¯ ranı- marratan wa¯hidatan. ˙ He visited me once (only).

‫ت ِﺑْﻨَﺘْﻴِﻦ‬ ُ ‫ﺷﺎَﻫْﺪ‬ َ

‫ت ِﺑْﻨَﺘْﻴِﻦ ْﺛَﻨَﺘْﻴِﻦ‬ ُ ‫ﺷﺎَﻫْﺪ‬ َ

sˇa¯ hadtu bintayni.

OR

I saw (only) two girls.

sˇa¯ hadtu bintayni tnatayni. ¯ (less commonly used as an adjective)

Note: These numbers never precede the noun adjectivally, because the singular and dual forms of the nouns are sufficient to indicate the number of referents.

‫ﺐ‬ ٌ ‫ﻃﺎِﻟ‬ َ َ‫ﺻﻞ‬ َ ‫َو‬

(Not: ‫ﺐ‬ ٌ ‫ﻃﺎِﻟ‬ َ ‫ﺣٌﺪ‬ ِ ‫ﺻﻞَ َوا‬ َ ‫َو‬

wasala ta¯ libun. ˙ ˙ One student arrived.

wasala wa¯ hidun ta¯ libun.) ˙ ˙ ˙

‫ﻃﺎِﻟَﺒَﺘﺎِن‬ َ ‫ﺖ‬ ْ ‫ﺻَﻠ‬ َ ‫َو‬

(Not: ‫ن‬ ِ ‫ﻃﺎِﻟَﺒَﺘﺎ‬ َ ‫ﺻَﻠﺖْ ْﺛَﻨَﺘﺎِن‬ َ ‫َو‬

wasalat ta¯ libata¯ ni. ˙ ˙ Two female students arrived.







ahadun ‘one’ (masc.) and ‫ﺪى‬ َ‫ﺣ‬ ْ ‫ ِإ‬ih˙ da¯ ‘one’ ˙ (fem.) are used in the ida¯ fah construction with a noun or a pronoun, ˙ e.g. 34.5

The nouns

‫ﺣٌﺪ‬ َ ‫َأ‬

wasalat tnata¯ ni ta¯ libata¯ ni.) ˙ ¯ ˙




Masculine

Feminine







.‫ﻻِد‬ َ ‫ﺣُﺪ َْﻷْو‬ َ ‫ َأ‬ah˙ adu l- awla¯ di one of the children

‫ﺣُﺪُﻫْﻢ‬ َ ‫َأ‬




ahadu-hum ˙ one of them

‫ﺣٌﺪ‬ َ ‫َأ‬

258







.‫ت‬ ِ ‫ﺣَﺪى ْﻟَﺒَﻨﺎ‬ ْ ‫ ِإ‬ih˙ da¯ l-bana¯ ti one of the girls

ْ ‫ِإ‬ ‫ﺣَﺪاُﻫ َّﻦ‬




ihda¯ -hunna ˙ one of them

ahadun is also used after a negative particle to mean ‘not . . . any˙
one, nobody, no one, none’, but the feminine form ‫ﺪى‬ َ‫ﺣ‬ ْ ‫ ِإ‬ih˙ da¯ cannot be used for the same purpose, e.g.

‫ﺣًﺪا‬ َ ‫ت َأ‬ ُ ‫ﺷﺎَﻫْﺪ‬ َ ‫َﻣﺎ‬

‫ﺖ‬ ِ ‫ﺣَﺪ ِﻓﻲ ْﻟَﺒْﻴ‬ َ ‫َﻻ َأ‬

ma¯ sˇa¯ hadtu ahadan. ˙ I didn’t see anyone.

la¯ ahada fı- l-bayti. ˙ Nobody is at home.








bid u, whose feminine is ‫ﻌُﺔ‬ َ‫ﻀ‬ ْ ‫ ِﺑ‬bid˙ atu, means ‘(a) few, ˙ some, several’. It follows the rules for the numbers 3–10, e.g. 34.6

‫ﻀُﻊ‬ ْ ‫ِﺑ‬

Cardinal numbers




Masc:



ْ ‫ ِﺑ‬bid˙ atu ‫ﻀَﻌُﺔ َأَّﻳﺎٍم‬




ayya¯ min

(‫ َﻳْﻮٌم‬yawmun, masc. sing.)

several days

Fem:



‫ﻀﻊُ َﻟَﻴﺎٍل‬ ْ ‫ ِﺑ‬bid˙ u laya¯ lin

(‫ َﻟْﻴَﻠٌﺔ‬laylatun, fem. sing.)

several nights

34.7 The compound numbers 11–19 are followed by a noun in the indefinite accusative singular. Except for the number 12, they are indeclinable. Both parts of the compound number are vocalized with fathah at the end. The masculine form of the number 10 is used ˙ with masculine nouns and the feminine form of the number 10 is used with feminine nouns. Used with a masculine noun

Used with a feminine noun

‫ﺸَﺮ‬ َ ‫ﺣَﺪ َﻋ‬ َ ‫َأ‬

‫ﺸَﺮَة‬ ْ ‫ﺣَﺪى َﻋ‬ ْ ‫ِإ‬

14 ١٤

ahada asˇara ˙
 ‫ﺸَﺮ‬ َ ‫ إْﺛَﻨﺎ َﻋ‬it¯na¯ asˇara  ‫ﺸَﺮ‬ َ ‫ﻼَﺛَﺔ َﻋ‬ َ ‫ َﺛ‬t¯ala¯ t¯ata asˇara
  ‫ﺸَﺮ‬ َ ‫ َأْرَﺑَﻌَﺔ َﻋ‬arba ata asˇara

15 ١٥

‫ﺸَﺮ‬ َ ‫ﺴَﺔ َﻋ‬ َ ‫ﺧْﻤ‬ َ h˘ amsata

‫ﺸَﺮَة‬ ْ ‫ﺧْﻤﺲَ َﻋ‬ َ h˘ amsa

16 ١٦

ِ sittata ‫ﺸَﺮ‬ َ ‫ﺳّﺘََﺔ َﻋ‬

17 ١٧

‫ﺸَﺮ‬ َ ‫ﺳْﺒَﻌَﺔ َﻋ‬ َ sab ata

18 ١٨

‫ﺸَﺮ‬ َ ‫ َﺛَﻤﺎِﻧَﻴَﺔ َﻋ‬t¯ama¯ niyata

19 ١٩

‫ﺸَﺮ‬ َ ‫ﺴَﻌَﺔ َﻋ‬ ْ ‫ ِﺗ‬tis ata

11 ١١ 12 ١٢ 13 ١٣






asˇara





asˇara





ihda¯ asˇrata bintan ˙
 ‫ﺸَﺮَة‬ ْ ‫ ِإْﺛَﻨَﺘﺎ َﻋ‬it¯nata¯ asˇrata  ‫ﺸَﺮَة‬ ْ ‫ث َﻋ‬ َ ‫ﻼ‬ َ ‫ َﺛ‬t¯ala¯ t¯a asˇrata
  ‫ﺸَﺮَة‬ ْ ‫ َأْرَﺑﻊَ َﻋ‬arba a asˇrata

َّ ‫ﺳ‬ ِ sitta ‫ﺸَﺮَة‬ ْ ‫ﺖ َﻋ‬

asˇara












asˇara

asˇara



asˇrata



asˇrata

 

‫ﺸَﺮَة‬ ْ ‫ﺳْﺒﻊَ َﻋ‬ َ sab a

asˇrata

‫ﺸَﺮَة‬ ْ ‫ﻲ َﻋ‬ َ ‫ َﺛَﻤﺎِﻧ‬t¯ama¯ niya



asˇrata

 

‫ﺸَﺮَة‬ ْ ‫ﺴﻊَ َﻋ‬ ْ ‫ ِﺗ‬tis a

Note: The accusative-genitive forms of the number 12 are: 
 asˇ ara (masc.) and ‫ﺮَة‬ َ‫ﺸ‬ ْ ‫ﻲ َﻋ‬ ْ ‫ ِإْﺛَﻨَﺘ‬it¯natay asˇ rata (fem.).

asˇrata bintan

‫ﺸَﺮ‬ َ ‫ﻲ َﻋ‬ ْ ‫ِإْﺛَﻨ‬




itnay ¯

259

Cardinal numbers

Examples: Masculine

Feminine

‫ﺸَﺮ َوَﻟًﺪا‬ َ ‫ﺣَﺪ َﻋ‬ َ ‫َأ‬

‫ﺸَﺮة ِﺑْﻨًﺘﺎ‬ ْ ‫ﺣَﺪى َﻋ‬ ْ ‫ِإ‬

ahada asˇara waladan ˙ eleven boys (lit. boy)

ihda¯ asˇrata bintan ˙ eleven girls (lit. girl)











ً ‫ﺟ‬ ‫ﻼ‬ ُ ‫ﺸَﺮ َر‬ َ ‫ﺣَﺪ َﻋ‬ َ ‫ِﻣْﻦ َأ‬

‫ﺸَﺮَة ِﺑْﻨًﺘﺎ‬ ْ ‫ﺣَﺪى َﻋ‬ ْ ‫َﻣﻊَ ِإ‬

min ahada asˇara rag˘ ulan ˙ from eleven men (lit. man)

ma a ihda¯ asˇrata bintan ˙ with eleven girls (lit. girl)

َ ‫ﺴَﺔ َﻋ‬ َ ‫ﺨْﻤ‬ َ ‫ِﻟـ‬ ‫ﺸَﺮ ُﻣَﻌَّﻠًﻤﺎ‬

ْ ‫ﺧْﻤﺲَ َﻋ‬ َ ‫ِﻣْﻦ‬ ‫ﺸَﺮَة ُﻣَﻌَّﻠَﻤًﺔ‬













li-hamsata asˇara mu alliman ˘ for fifteen teachers (lit. teacher, m.)







min hamsa asˇrata mu allimatan ˘ from fifteen teachers (lit. teacher, f.)

34.8

The cardinal numbers of the tens

‫َأْﻟُﻌُﻘﻮُد‬,

i.e. 20, 30, 40,

50, 60, 70, 80, 90, are treated as sound plurals. They are followed by the masculine or feminine noun in the indefinite accusative singular. Used with both masculine and feminine nouns: Acc. and gen. / Nom.

260

20

٢٠ ‫ﺸِﺮﻳَﻦ‬ ْ ‫ ِﻋ‬/ َ‫ﺸُﺮون‬ ْ ‫ِﻋ‬

30

٣٠ ‫ﻼِﺛﻴَﻦ‬ َ ‫ َﺛ‬/ َ‫ﻼُﺛﻮن‬ َ ‫َﺛ‬

40

٤٠ ‫ َأْرَﺑِﻌﻴَﻦ‬/ َ‫َأْرَﺑُﻌﻮن‬

50

٥٠ ‫ﺴﻴَﻦ‬ ِ ‫ﺧْﻤ‬ َ / َ‫ﺴﻮن‬ ُ ‫ﺧْﻤ‬ َ

60

ِ ٦٠ ‫ﺳِّﺘﻴَﻦ‬ ِ / َ‫ﺳ ُّﺘﻮن‬

70

٧٠ ‫ﺳْﺒِﻌﻴَﻦ‬ َ / َ‫ﺳْﺒُﻌﻮن‬ َ

80

٨٠ ‫ َﺛَﻤﺎِﻧﻴَﻦ‬/ َ‫َﺛَﻤﺎُﻧﻮن‬

90

٩٠ ‫ﺴِﻌﻴَﻦ‬ ْ ‫ ِﺗ‬/ َ‫ﺴُﻌﻮن‬ ْ ‫ِﺗ‬

Examples:





isˇru¯na / isˇrı-na

tala¯ tu¯na / tala¯ t-ına ¯ ¯ ¯ ¯





 arba u¯na / arba -ına

hamsu¯na / hamsı-na ˘ ˘ sittu¯na / sittı-na

  sab u¯na / sab -ına tama¯ nu¯na / tama¯ nı-na ¯ ¯  tis u¯na / tis ına

Nominative

Accusative and genitive

‫ ِﺑْﻨًﺘﺎ‬/ ‫ﺸُﺮوَن َوَﻟًﺪا‬ ْ ‫ِﻋ‬

‫ ِﺑْﻨًﺘﺎ‬/ ‫ﺸِﺮﻳَﻦ َوَﻟًﺪا‬ ْ ‫ِﻋ‬



 isˇrına waladan / bintan

isˇru¯na waladan / bintan

Cardinal numbers

twenty boys/girls (lit. boy/girl)

‫ ِﺑْﻨًﺘﺎ‬/ ‫ﺴُﻌﻮَن َوَﻟًﺪا‬ ْ ‫ِﺗ‬

‫ ِﺑْﻨًﺘﺎ‬/ ‫ﺴِﻌﻴَﻦ َوَﻟًﺪا‬ ْ ‫ِﺗ‬



 tis -ına waladan / bintan

tis u¯na waladan / bintan ninety boys/girls (lit. boy/girl) 34.9

The compound numbers 20–99 are followed by the noun in the

indefinite accusative singular, like the numbers 11–19. These compound numbers are fully declined. The conjunction two parts, for example

َ‫ و‬is inserted between the 

‫ﺸُﺮوَن‬ ْ ‫ﺴٌﺔ َوِﻋ‬ َ ‫ﺧْﻤ‬ َ h˘ amsatun wa- isˇ ru¯ na ‘twenty-

five’, literally ‘five and twenty’, e.g. masculine Nom.

Acc.

Gen.

feminine

‫ﺸُﺮوَن َوَﻟًﺪا‬ ْ ‫ﺴٌﺔ َوِﻋ‬ َ ‫ﺧْﻤ‬ َ

‫ﺸُﺮوَن ِﺑْﻨًﺘﺎ‬ ْ ‫ﺧْﻤﺲٌ َوِﻋ‬ َ

hamsatun wa- isˇru¯na waladan ˘ twenty-five boys (lit. boy)

hamsun wa- isˇru¯na bintan ˘ twenty-five girls (lit. girl)

‫ﺸِﺮﻳَﻦ َوَﻟًﺪا‬ ْ ‫ﺴًﺔ َوِﻋ‬ َ ‫ﺧْﻤ‬ َ

‫ﺸِﺮﻳَﻦ ِﺑْﻨًﺘﺎ‬ ْ ‫ﺴﺎ َوِﻋ‬ ً ‫ﺧْﻤ‬ َ





 hamsatan wa- isˇrı-na waladan ˘

 hamsan wa- isˇrı-na bintan ˘

‫ﺸِﺮﻳَﻦ َوَﻟًﺪا‬ ْ ‫ﺴٍﺔ َوِﻋ‬ َ ‫ﺧْﻤ‬ َ

‫ﺸِﺮﻳَﻦ ِﺑْﻨًﺘﺎ‬ ْ ‫ﺧْﻤﺲٍ َوِﻋ‬ َ

 hamsatin wa- isˇrı-na waladan ˘

 hamsin wa- isˇrı-na bintan ˘

34.10 The hundreds, 100–900, are followed by the noun in the indefinite genitive singular. The noun can be masculine or feminine. The combinations of the compound numbers are written in two different ways.







100

١٠٠

‫ ِﻣَﺌٌﺔ‬mi atun OR ‫ ِﻣﺎَﺋٌﺔ‬mi atun

200

٢٠٠

‫ ِﻣَﺌَﺘﺎِن‬mi ata¯ ni (dual, nom.)

200

٢٠٠

‫ ِﻣَﺌَﺘْﻴِﻦ‬mi atayni (dual, acc. and gen.)

300

٣٠٠

‫ث ِﻣَﺌٍﺔ‬ ُ ‫ﻼ‬ َ ‫ َﺛ‬t¯ala¯ t¯u mi atin










261

Cardinal numbers









400

٤٠٠

‫َأْرَﺑﻊُ ِﻣَﺌٍﺔ‬

500

٥٠٠

‫ﺧْﻤﺲُ ِﻣَﺌٍﺔ‬ َ h˘ amsu mi atin

600

٦٠٠

ُّ ‫ﺳ‬ ِ sittu mi atin ‫ﺖ ِﻣَﺌٍﺔ‬

700

٧٠٠

‫ﺳْﺒﻊُ ِﻣَﺌٍﺔ‬ َ sab u mi atin

800

٨٠٠

‫ َﺛَﻤﺎِن ِﻣَﺌٍﺔ‬t¯ama¯ ni mi atin

900

٩٠٠

‫ﺴﻊُ ِﻣَﺌٍﺔ‬ ْ ‫ ِﺗ‬tis u mi atin

arba u mi atin























Note: Observe that the middle alif (‫ )ا‬in
of ‫ﻣَﺌٌﺔ‬ ِ mi atun, is not pronounced.




‫ ِﻣﺎَﺋٌﺔ‬mi atun, as an alternative form

Examples:

‫ اْﻣَﺮَأٍة‬/‫ﺟٍﻞ‬ ُ ‫ِﻣَﺌُﺔ َر‬


ٍ ‫ َأ‬/ ٍّ‫ﺴﻊِ ِﻣَﺌِﺔ ُأم‬ ‫ب‬ ْ ‫ِﻣْﻦ ِﺗ‬















mi atu rag˘ ulin / mra atin

min tis i mi ati ummin / abin

one hundred men / women

from nine hundred mothers / fathers

(lit. man / woman)

(lit. mother / father)

‫ﺖ‬ ٍ ‫ ِﺑْﻨ‬/‫ِﻣَﺌَﺘﺎ َوَﻟٍﺪ‬

‫ﺖ‬ ٍ ‫ ِﺑْﻨ‬/‫ﻲ َوَﻟٍﺪ‬ ْ ‫ِﻟـِﻤَﺌَﺘ‬

mi ata¯ waladin / bintin

li-mi atay waladin / bintin

two hundred boys / girls

for two hundred boys / girls

(lit. two hundred boy / girl)

(lit. for two hundred boy / girl)




34.11 The plural of










‫ ِﻣَﺌٌﺔ‬mi atun is ‫ت‬ ٌ ‫ ِﻣَﺌﺎ‬mi a¯ tun, which is an excep-

tion. In compound numbers it is always singular, not plural like the words for a thousand and a million, e.g.











‫ﺴﻊُ ِﻣَﺌٍﺔ‬ ْ ‫ ِﺗ‬tis u mi atin, nine hundred (not: ‫ت‬ ٍ ‫ﺴﻊُ ِﻣَﺌﺎ‬ ْ ‫ ِﺗ‬tis u mi a¯ tin) 34.12

dual of it is

‫َأْﻟَﻔﺎِن‬




alfa¯ ni in

the accusative and genitive.







ٌ‫ َأْﻟﻒ‬alfun. The
the nominative, and ‫ﻦ‬ ِ ‫ َأْﻟَﻔْﻴ‬alfayni in
The plural is ‫ف‬ ٌ ‫ ُأُﻟﻮ‬ulu¯ fun or ‫ف‬ ٌ ‫ƒاَﻻ‬

The number thousand (1,000) in Arabic is

a¯ la¯ fun.

‫ِﻣْﻠُﻴﻮُن‬, milyu¯ nu. The dual forms are: ‫ن‬ ِ ‫ ِﻣْﻠُﻴﻮَﻧﺎ‬milyu¯ na¯ ni (nom.) and ‫ ِﻣْﻠُﻴﻮﻧَْﻴِﻦ‬milyu¯ nayni (acc. and gen.). The plural is ‫ﻦ‬ ُ ‫ﻼِﻳﻴ‬ َ ‫ َﻣ‬mala¯ yı¯nu (diptote). 34.13

262

The number million (1,000,000) is

34.14

The numbers thousand and million are used with both mascu-

line and feminine and followed by the noun in the indefinite genitive

Cardinal numbers

singular, e.g.




Nom.

‫ﺖ‬ ٍ ‫ ِﺑْﻨ‬/‫َأْﻟﻒُ َوَﻟٍﺪ‬

Nom.

‫ﺖ‬ ٍ ‫ ِﺑْﻨ‬/‫َأْﻟَﻔﺎ َوَﻟٍﺪ‬

Nom.

‫ﺖ‬ ٍ ‫ ِﺑْﻨ‬/‫ َِﻣْﻠُﻴﻮُن َوَﻟٍﺪ‬milyu¯nu waladin / bintin, 1,000,000 boys /

alfu waladin / bintin, 1,000 boys / girls




alfa¯ waladin / bintin, 2,000 boys / girls

girls Acc. and gen. 34.15

‫ﺖ‬ ٍ ‫ ِﺑْﻨ‬/‫ﻲ َوَﻟٍﺪ‬ ْ ‫َأْﻟَﻔ‬




alfay waladin / bintin, 2,000 boys / girls

With compound numbers over 100, the following noun is

declined according to the last number or last two numbers. For example, take the number 125: the last two numbers are 25, so the following noun will be according to the rule of 25, i.e. it is in the indefinite accusative singular, e.g.

ً ‫ﺟ‬ ‫ﻼ‬ ُ ‫ﺸُﺮوَن َر‬ ْ ‫ﺴٌﺔ َوِﻋ‬ َ ‫ﺧْﻤ‬ َ ‫ِﻣَﺌٌﺔ َو‬




mi atun wa-hamsatun wa- isˇ ru¯ na rag˘ ulan, 125 men ˘

‫ﻼُﺛﻮَن ِﺑْﻨًﺘﺎ‬ َ ‫ث َوَﺛ‬ ٌ ‫ﻼ‬ َ ‫ِﻣَﺌٌﺔ َوَﺛ‬


mi atun wa-tala¯tun wa-tala¯tu¯ na bintan, 133 girls ¯ ¯ ¯ ¯ If the number is 105, the final number is 5 and it will be according to the rule of 5, i.e. the following noun is in the indefinite genitive plural, e.g.

‫ﺟﺎٍل‬ َ ‫ﺴُﺔ ِر‬ َ ‫ﺧْﻤ‬ َ ‫ِﻣَﺌٌﺔ َو‬

‫ﺴﻊُ َﺑَﻨﺎت‬ ْ ‫ِﻣَﺌٌﺔ َوِﺗ‬

mi atun wa-hamsatu rig˘ a¯lin ˘ 105 girls

mi atun wa-tis u bana¯tin




34.16






109 men

If the number is preceded by the definite article




‫ َأْﻟـ‬/ al.../, it

can be placed after the definite noun, which follows the general rules of agreement for numbers, e.g. Masculine

Feminine

‫ﺴُﺔ‬ َ ‫ﺨْﻤ‬ َ ‫ﺟﺎلُ اْﻟـ‬ َ ‫َأﻟَّﺮ‬

‫ﺲ‬ ُ ‫ﺨْﻤ‬ َ ‫ت ْﻟـ‬ ُ ‫َأْﻟَﺒَﻨﺎ‬

ar-rig˘ a¯ lu l-hamsatu ˘ the five men

al-bana¯ tu l-hamsu ˘ the five girls







263

Cardinal numbers

ُ ‫ﺸَﺒﺎ‬ ‫ﺸَﺮ‬ َ ‫ﻼَﺛَﺔ َﻋ‬ َ ‫ب ﻟَّﺜ‬ َّ ‫َأﻟ‬


ُ ‫ﺸﺎَّﺑﺎ‬ ‫ﺸَﺮَة‬ ْ ‫ث َﻋ‬ َ ‫ﻼ‬ َ ‫ت ﻟَّﺜ‬ َّ ‫َأﻟ‬






asˇ-sˇaba¯ bu t-tala¯ tata asˇara ¯¯ ¯ the thirteen young men



asˇ-sˇabba¯ tu t-tala¯ ta asˇrata ¯¯ ¯ the thirteen young girls




Note: The preceding noun can also be made definite by occurring in the ida¯ fah ˙ construction, e.g.

‫ُﻛُﺘﺐُ ْﻟـُﻤَﻌ َّﻠِﻢ ﻟ َّﺜﻼَﺛُﺔ‬ 

kutubu l-mu allimi t-tala¯ tatu ¯¯ ¯ the three books of the teacher

To express numerical subsets, such as ‘one/two/three etc. of (a

34.17

given set)’, one uses the preposition

‫ ِﻣْﻦ‬min ‘from, (out) of’ before the

plural genitive form of the noun, e.g.

ٌ ‫ِﻛَﺘﺎ‬ ‫ب ِﻣْﻦ ُﻛُﺘﺐِ ْﻟـُﻤَﻌَّﻠِﻢ‬



kita¯ bun min kutubi l-mu allimi one of the teacher’s books

ٍ ‫َﺛﻼَﺛُﺔ ُﻛُﺘ‬ ‫ﺐ ِﻣْﻦ ُﻛُﺘﺐِ ْﻟـُﻤَﻌ َّﻠِﻢ‬



tala¯ tatu kutubin min kutubi l-mu allimi ¯ ¯ three of the teacher’s books

The following are the most common ways of reading a

34.18

sequence of compound numbers. Reading the sequence numbers of the year: The synonyms

‫َﻋﺎٌم‬



a¯ mun ‘year’ (masc.) and



‫ﺳَﻨٌﺔ‬ َ sanatun ‘year’

(fem.) have the accusative forms ‫م‬ َ ‫ َﻋﺎ‬a¯ ma and ‫ﺳَﻨَﺔ‬ َ sanata, respectively, which are used in adverbial phrases of time. Then they follow the rules




of the ida¯ fah construction, where the following noun is in the genitive ˙ case, e.g.

‫ﺴِﻌﻴَﻦ‬ ْ ‫ﺴَﻌٍﺔ َوِﺗ‬ ْ ‫ﺴﻊِ ِﻣَﺌٍﺔ َوِﺗ‬ ْ ‫( َﻋﺎَم َأْﻟﻒٍ َوِﺗ‬masc. acc.)  264



  a¯ ma alfin wa-tis i mi atin wa-tis atin wa-tis ı-na

in the year 1999

‫ﺴِﻌﻴَﻦ‬ ْ ‫ﺴﻊٍ َوِﺗ‬ ْ ‫ﺴﻊِ ِﻣَﺌٍﺔ َوِﺗ‬ ْ ‫ﺳَﻨَﺔ َأْﻟﻒٍ َوِﺗ‬ َ (fem. acc.)









-

sanata alfin wa-tis i mi atin wa-tis in wa-tis ına

Cardinal numbers

in the year 1999 Note: Normally the year in such a sequence is preceded by the preposition ‫ِﻓﻲ‬, e.g.

‫ﺣٍﺪ َوَﺛَﻤﺎِﻧﻴَﻦ‬ ِ ‫ﺴﻊِ ِﻣَﺌٍﺔ َوَوا‬ ْ ‫( ِﻓﻲ َﻋﺎِم َأْﻟﻒٍ َوِﺗ‬masc. gen.)



fı- a¯ mi alfin wa-tis i mi atin wa-wa¯hidin wa-tama¯ nı-na ˙ ¯ in the year 1981

‫ﺣَﺪى َوَﺛَﻤﺎِﻧﻴَﻦ‬ ْ ‫ﺴﻊِ ِﻣَﺌٍﺔ َوِإ‬ ْ ‫ﺳَﻨِﺔ َأْﻟﻒٍ َوِﺗ‬ َ ‫( ِﻓﻲ‬fem. gen.)




fı- sanati alfin wa-tis i mi atin wa- ihda¯ wa-tama¯ nı-na ˙ ¯ in the year 1981

‫ﺳَّﺘﻴَﻦ‬ ِ ‫ﺳْﺒﻊِ ِﻣَﺌٍﺔ َواْﺛَﻨْﻴِﻦ َو‬ َ ‫( ِﻓﻲ َﻋﺎِم َأْﻟﻒٍ َو‬masc. gen.)



fı- a¯mi alfin wa-sab i mi atin wa-tnayni wa-sittı-na ¯ in the year 1762

‫ﺳَّﺘﻴَﻦ‬ ِ ‫ﺳْﺒﻊِ ِﻣَﺌٍﺔ َواْﺛَﻨَﺘْﻴِﻦ َو‬ َ ‫ﺳَﻨِﺔ َأْﻟﻒٍ َو‬ َ ‫( ِﻓﻲ‬fem. gen.)



fı- sanati alfin wa-sab i mi atin wa-tnatayni wa-sittı-na ¯ in the year 1762

‫ﻼَﺛٍﺔ َوَأْرَﺑِﻌﻴَﻦ‬ َ ‫ﺧْﻤﺲِ ِﻣَﺌٍﺔ َوَﺛ‬ َ ‫( ِﻓﻲ َﻋﺎِم َأْﻟﻒٍ َو‬masc. gen.)




 fı- a¯mi alfin wa-hamsi mi atin wa-tala¯tatin wa- arba -ına ˘ ¯ ¯ in the year 1543

‫ث َوَأْرَﺑِﻌﻴَﻦ‬ ٍ ‫ﻼ‬ َ ‫ﺧْﻤﺲِ ِﻣَﺌٍﺔ َوَﺛ‬ َ ‫ﺳَﻨِﺔ َأْﻟﻒٍ َو‬ َ ‫( ِﻓﻲ‬fem. gen.)




 fı- sanati alfin wa-hamsi mi atin wa-tala¯tin wa- arba -ına ˘ ¯ ¯ in the year 1543

Compare:

‫ﺳْﺒَﻌٌﺔ َوَﺛَﻤﺎُﻧﻮَن َوَﻟًﺪا‬ َ ‫ﺴﻊُ ِﻣَﺌٍﺔ َو‬ ْ ‫ف َوِﺗ‬ ٍ ‫( َأْرَﺑَﻌُﺔ ƒاَﻻ‬masc. nom.)














arba atu a¯ la¯ fin wa-tis u mi atin wa-sab atun wa-tama¯ nu¯na waladan ¯ 4,987 boys

‫ﺳْﺒﻊٌ َوَﺛَﻤﺎُﻧﻮَن ِﺑْﻨًﺘﺎ‬ َ ‫ﺴﻊُ ِﻣَﺌٍﺔ َو‬ ْ ‫ف َوِﺗ‬ ٍ ‫( َأْرَﺑَﻌُﺔ ƒاَﻻ‬fem. nom.)














arba atu a¯ la¯ fin wa-tis u mi atin wa-sab un wa-tama¯ nu¯na bintan ¯ 4,987 girls

265

Cardinal numbers

Exercises Practise your reading:

ْ ‫ﺣَﺪى َﻋ‬ ْ ‫ ِإ‬،‫ﻲ‬ ‫ﻲ‬ ْ ‫ﺸَﺮَة ِﻣْﻦ ْﺛَﻨَﺘ‬ ِ ‫ﺠﺎِﻣَﻌِﺔ ﻟَّﺮَﻳﺎ‬ َ ‫ﻖ ْﻟـ‬ ُ ‫َرِﺑَﺢ َﻓِﺮﻳ‬ ُّ ‫ﺿ‬ 4

3

.‫ﻦ‬ ِ ‫ﺿَﻴَﺘْﻴ‬ ِ ‫ْﻟـَﻤﺎ‬

7

2

1

‫ﺴَﻨَﺘْﻴِﻦ‬ َ ‫ﺧ‬ ِ ‫ﺸَﺮَة ُﻣَﺒﺎَراًة َﻟِﻌَﺒَﻬﺎ‬ ْ ‫َﻋ‬ َّ ‫ﻼَل ﻟ‬ 6

5

(1) The university 3sports 2team 1won eleven of 4the twelve 5matches it 6

played during the 7last two years.

‫ﺖ؟ ُﻋْﻤِﺮي‬ ِ ‫ َوَﻛْﻢ ُﻋْﻤُﺮِك َأْﻧ‬.‫ﺳَﻨًﺔ‬ َ ‫ﺸُﺮوَن‬ ْ ‫َﻛْﻢ ُﻋْﻤُﺮَك؟ ُﻋْﻤِﺮي َﺛَﻤﺎٍن َوِﻋ‬ 2

1

. ‫ﻣﺎ‬ ً ‫ﻼُﺛﻮَن َﻋﺎ‬ َ ‫َﺛ‬ (2) 1How 2old are you (m.)? (lit. What age are you?) I am (lit. my age is) 28 years old. And how old are you (f.)? I am 30 years old.

ِ 3 2 1 ّ َ ،‫ﺧﻄّﻴًﺔ‬ َ ‫ﺖ‬ ْ ‫ﺴٌﺔ ِﻣْﻨَﻬﺎ َﻛﺎَﻧ‬ َ ‫ﺧْﻤ‬ َ ،‫ﺳَﺆاًﻻ‬ ُ ‫ﺸَﺮ‬ َ ‫ﺣَﺪ َﻋ‬ َ ‫ﺤﺎِن َأ‬ َ ‫َﻛﺎَن ِﻓﻲ ِْﻻْﻣِﺘ‬

. ‫ﻬﺎ‬ َ ‫ب َﺛَﻤﺎِﻧَﻴٍﺔ ِﻣْﻨ‬ َ ‫ﺟَﻮا‬ َ

5 4 َّ ‫ف ﻟ‬ ْ ‫ﺧَﺮى َﻛﺎَﻧ‬ ْ ُ‫ﺴّّﺘَُﺔ  ْﻷ‬ ‫ﺐ‬ ُ ‫ﻄﺎِﻟ‬ َ ‫ َﻋَﺮ‬.‫ﺷَﻔِﻬّﻴًَﺔ‬ َ ‫ﺖ‬ َ ‫َوﻟ‬

6

(3) There were eleven 2questions in 1the examination. Five of them were 3

written and the other six were 4oral. The student 5knew 6the answers

to eight of them.

،‫ﺳﺎَﻋًﺔ‬ َ ‫ﺸِﺮﻳَﻦ‬ ْ ‫ﺣَﺪًة ُﻛَّﻞ َأْرَﺑٍﻊ َوِﻋ‬ ِ ‫ﺤَﻮِرَﻫﺎ َدْوَرًة َوا‬ ْ ‫ﺣْﻮَل ِﻣ‬ َ ‫ض‬ ُ ‫َﺗُﺪوُر َْﻷْر‬ 5

4

3

2

1

‫ﺳَّﺘﻴَﻦ َﻳْﻮًﻣﺎ‬ ِ ‫ﺴٍﺔ َو‬ َ ‫ﺧْﻤ‬ َ ‫ث ِﻣَﺌٍﺔ َو‬ ِ ‫ﻼ‬ َ ‫ﺣَﺪًة ُﻛّﻞَ َﺛ‬ َ ‫َوَﺗُﺪوُر‬ ِ ‫ﺸَْﻤﺲِ َدْوَرًة َوا‬ ّ ‫ﺣْﻮَل ﻟ‬ 8

7

6

ٍ ‫ﺳﺎَﻋﺎ‬ َ ‫ﺖ‬ َّ ‫ﺳ‬ ِ ‫َو‬ .‫ت‬ (4) The earth 1rotates 2around 3its axis once (lit. 7

6

5,4

only one revolution)

8

every 24 hours, and rotates around the sun only once (lit. 7one revolution) every 365 days and six hours. 7 6 5 4 3 2 1 ْ ‫ﺣْﺮِﺑَّﻴٍﺔ ِﺑَﻌ‬ ‫ﺖ َﻣﺎ َﻳِﺰﻳُﺪ‬ ْ ‫ﺟَّﻮَّﻳٍﺔ َوَرَﻣ‬ َ ‫ت‬ ٍ ‫ﺸِﺮ َﻏﺎَرا‬ َ ‫ت‬ ٍ ‫ﻃﺎِﺋَﺮا‬ َ ‫ﺖ َأْرَﺑُﻊ‬ ْ ‫َﻗﺎَﻣ‬

‫ﺸَﺮ‬ َ ‫ﺳَّﺘَﺔ َﻋ‬ ‫ﺖ‬ ِ ‫ َﻓَﻬَﺪَﻣ‬،‫ﺧﺎ‬ ً ‫ﺻﺎُرو‬ َ ِ ‫ َو‬،‫ﺸِﺮﻳَﻦ ُﻗْﻨُﺒَﻠًﺔ‬ ْ ‫ﺲ َوِﻋ‬ ٍ ‫ﺧْﻤ‬ َ ‫َﻋَﻠﻰ ِﻣَﺌٍﺔ َو‬ 10

9

8

(‫ﺺ‬ ٌ ‫ﺨ‬ ْ ‫ﺷ‬ َ )‫ص‬ ٍ ‫ﺨﺎ‬ َ ‫ﺷ‬ ْ ‫َأ‬

12

.‫ﻦ‬ َ ‫ﺧِﺮﻳ‬ َ ‫ƒا‬ (5) Four 3war 2planes 1made 10 8

266

‫ﺖ َﺛَﻤﺎِﻧَﻴَﺔ‬ ْ ‫ َوَﻗَﺘَﻠ‬،‫ﺸَﺮ َﻣْﻨِﺰًﻻ‬ َ ‫ﻲ َﻋ‬ ْ ‫ْﺛَﻨ‬ 11

14

‫ﺸَﺮ‬ َ ‫ﺖ ِﻣَﺌَﺘْﻴِﻦ َوَأْرَﺑَﻌَﺔ َﻋ‬ ْ ‫ﺣ‬ َ ‫ﺟَﺮ‬ َ ‫َو‬

13

5,4

air raids 6and dropped 7more than 125

bombs and 16 9rockets. 10They destroyed 12 houses, 11killed 8 12people

13

and wounded 214 14others.

‫‪Cardinal‬‬ ‫‪numbers‬‬

‫‪2‬‬ ‫‪1‬‬ ‫ﺖ ِﻣَﺌٍﺔ‬ ‫ﺳ َّ‬ ‫ﺳَﻨِﺔ ِ‬ ‫ﺤ َّﻤٍﺪ ِﻣَﻦ َﻣّﻜََﺔ ِإَﻟﻰ ْﻟـَﻤِﺪﻳَﻨِﺔ ِﻓﻲ َ‬ ‫ﻲ ُﻣ َ‬ ‫ﺠَﺮُة ﻟّﻨَِﺒ َّ‬ ‫ﺖ ِﻫ ْ‬ ‫َﻛﺎَﻧ ْ‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫َوْﺛَﻨْﻴِﻦ َوِﻋ ْ‬ ‫ﺴِﻠِﻤﻴَﻦ‬ ‫ﺨَﺬ ﻫَﺬا ﻟّﺘَﺎِرﻳُﺦ ِﻋْﻨَﺪ ْﻟـُﻤ ْ‬ ‫ﻼدِ‪َ .‬وّﺗُ ِ‬ ‫ﺸِﺮﻳَﻦ َﺑْﻌَﺪ ْﻟـِﻤﻴ َ‬ ‫ا‬

‫‪8‬‬ ‫‪7‬‬ ‫ﺠِﺮّﻳَِﺔ‬ ‫ﺴَﻨِﺔ ْﻟِﻬ ْ‬ ‫َﻛِﺒَﺪاَﻳٍﺔ ِﻟﻠ َّ‬

‫‪(6) 1The emigration of 2the Prophet Muhammad from Mecca to Medina‬‬ ‫‪took place in the year 3,4 AD 622 (3after 4the birth). This 6date 5was taken‬‬ ‫‪by the Muslims 7as the beginning of the Hig˘ rah (8calendar) year.‬‬

‫ﺻْﻨُﺪوًﻗﺎ‬ ‫ُ‬ ‫ﺸَﺮ‬ ‫ﻼَﺛَﺔ َﻋ َ‬ ‫ﻀﺎِر َوْﻟَﻔﺎِﻛَﻬِﺔ َﺛ َ‬ ‫ﺨ َ‬ ‫ﺟُﺮ ْﻟـ ُ‬ ‫ع َﺗﺎ ِ‬ ‫ﺣٍﺪ َﺑﺎ َ‬ ‫ِﻓﻲ َﻳْﻮٍم َوا ِ‬ ‫‪1‬‬

‫‪3‬‬

‫‪2‬‬

‫‪5‬‬

‫‪4‬‬

‫ﺸَﺮ ِدﻳَﻨﺎًرا‪َ .‬وَﺑﺎ َ‬ ‫ﺣَﺪ َﻋ َ‬ ‫ﺣٍﺪ ِﻣْﻨَﻬﺎ ِﺑَﺄ َ‬ ‫ع ُﻛَّﻞ َوا ِ‬ ‫ﻀﺎ ِﻣَﺌًﺔ‬ ‫ع َأْﻳ ً‬ ‫ﺐ‪َ ،‬ﻓَﺒﺎ َ‬ ‫ِﻣَﻦ ْﻟِﻌَﻨ ِ‬ ‫‪6‬‬

‫‪8‬‬

‫‪7‬‬

‫ﺻْﻨُﺪوًﻗﺎ ِﻣَﻦ‬ ‫ﺴﻴَﻦ ُ‬ ‫ﺧْﻤ ِ‬ ‫ﺴًﺔ َو َ‬ ‫ﺧْﻤ َ‬ ‫ح‪َ ،‬و َ‬ ‫ق( ِﻣَﻦ ﻟ ُّﺘّﻔَﺎ ِ‬ ‫ﺻْﻨُﺪو ٌ‬ ‫ﻖ) ُ‬ ‫ﺻَﻨﺎِدﻳ َ‬ ‫َوَأْرَﺑَﻌَﺔ َ‬ ‫‪9‬‬

‫‪10‬‬

‫‪12‬‬

‫ﻒ ﻟ َّﺪﻳَﻨﺎِر َوَﻛﺎَن‬ ‫ﺣٍﺪ ِﻣْﻨَﻬﺎ ِﺑ َ‬ ‫ع ُﻛّﻞَ َوا ِ‬ ‫ﺼ ِ‬ ‫ﺴْﺒَﻌِﺔ َدَﻧﺎِﻧﻴَﺮ َوِﻧ ْ‬ ‫ْﻟُﺒْﺮُﺗَﻘﺎِل‪َ ،‬ﺑﺎ َ‬ ‫‪11‬‬

‫ﺸَﺮَة َدَﻧﺎِﻧﻴَﺮ ‪.‬‬ ‫ﺤُﻪ ِﻣَﺌًﺔ َوَﻋ ْ‬ ‫ِرْﺑ ُ‬

‫‪(7) In one day 3the greengrocer (4and fruit 2merchant) 1sold thirteen 5boxes‬‬ ‫‪of 6grapes, selling them for eleven dinars 7each. He 8also sold 104 boxes‬‬ ‫‪of 9apples and 55 of 10oranges, which he sold for seven 11and a half dinars‬‬ ‫‪each. 12His profit was 110 dinars.‬‬ ‫‪1‬‬

‫ﻼِﺛﻴَﻦ‬ ‫ﺣٍﺪ َوَﺛ َ‬ ‫ف‪َ ،‬وأْرَﺑَﻊ ِﻣَﺌٍﺔ َوَوا ِ‬ ‫ﺧُﺮو ٍ‬ ‫ف َو َ‬ ‫ﺧُﺮو ٍ‬ ‫ﻲ َ‬ ‫ﺟَﻤْﻌَﻨﺎ ِﻣَﺌَﺘ ْ‬ ‫ِإَذا َ‬

‫‪4‬‬

‫ﺳ َّ‬ ‫ﻼﺛًﺔ‬ ‫ﻼ‪َ ،‬وَﺛ َ‬ ‫ﺟَﻤ ً‬ ‫ﺸِﺮﻳَﻦ َ‬ ‫ﺖ ِﻣَﺌٍﺔ َوِﻋ ْ‬ ‫ﺸَﺮَة َﺑَﻘَﺮًة‪َ ،‬وَأْﻟًﻔﺎ َو ِ‬ ‫ﻲ َﻋ ْ‬ ‫ﺼﺎًﻧﺎ‪َ ،‬وَﺛَﻤﺎِﻧ َ‬ ‫ﺣ َ‬ ‫ِ‬

‫‪3‬‬

‫‪2‬‬

‫‪5‬‬

‫‪9‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫ﺟًﺔ ‪ 8‬وِﻗ َّ‬ ‫َوَﺛ َ‬ ‫ﻄَﺘْﻴِﻦ َوَﻛْﻠًﺒﺎ‬ ‫ﺟﺎ َ‬ ‫ﺴِﻌﻴَﻦ َد َ‬ ‫ﺴًﻌﺎ َوِﺗ ْ‬ ‫ﺣَﻤﺎًرا‪َ ،‬وِﺗ ْ‬ ‫ﻼِﺛﻴَﻦ ِ‬

‫ت؟‬ ‫ﺤَﻴَﻮاَﻧﺎ ِ‬ ‫ع َﻋَﺪِد ﻫِﺬِه ْﻟـ َ‬ ‫ﺠُﻤﻮ ُ‬ ‫ﺣًﺪا‪َ ،‬ﻓَﻜْﻢ َﻳُﻜﻮُن َﻣ ْ‬ ‫َوا ِ‬ ‫‪10‬‬

‫‪11‬‬

‫ا‬

‫‪12‬‬

‫‪(8) 1If 2we add 201 3sheep, 431 4horses, 18 5cows, 1,620 camels, 33 6donkeys,‬‬ ‫‪99 7hens, 82 cats 9and 1 dog, what will the 10total 11number of 12animals‬‬ ‫?‪be‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫ﺳﺘَّﻴَﻦ ِﻣﻴ ً‬ ‫ﻼ‬ ‫ﺴٍﺔ َو ِ‬ ‫ﺧْﻤ َ‬ ‫ﺴْﺮَﻋِﺔ َ‬ ‫ﺴﻴُﺮ َﻟْﻴَﻞ َﻧَﻬﺎَر ِﺑ ُ‬ ‫ﻄﺎَر َﻳ ِ‬ ‫ﺿَﻨﺎ َأ َّن ْﻟِﻘ َ‬ ‫َﻟِﻮ ْﻓَﺘَﺮ ْ‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫ﺸَْﻤ ِ‬ ‫ﺳﺘَّﻴَﻦ‬ ‫ﻲ ِﻣَﺌٍﺔ َوَأْرَﺑٍﻊ َو ِ‬ ‫ﺣَﻮاَﻟ ْ‬ ‫ﺲ َ‬ ‫ج ِﻟُﻮ ُ‬ ‫ﺤَﺘﺎ ُ‬ ‫ﺴَﺎَﻋِﺔ‪َ ،‬ﻓَﻴ ْ‬ ‫ﺻﻮِﻟِﻪ ِإَﻟﻰ ﻟ ّ‬ ‫ِﻓﻲ ﻟ ّ‬ ‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬ ‫ﺳَﻨًﺔ‪َ .‬أَّﻣﺎ‬ ‫ﺴَﻌُﺔ َأْﻣَﻴﺎٍل ِﻓﻲ‬ ‫ﻒ َوِﻣَﺌَﺘﺎِن َوِﺗ ْ‬ ‫ﻲ َأْﻟ ٌ‬ ‫ﺳْﺮَﻋُﺔ َﻗِﺬﻳَﻔِﺔ ْﻟـِﻤْﺪَﻓِﻊ َﻓِﻬ َ‬ ‫ُ‬ ‫َ‬

‫‪267‬‬

‫ﺲ‪،‬‬ ‫ﺸْﻤ ِ‬ ‫ﺴَﻨِﺔ ِﻟَﺘ ِ‬ ‫ﺼ ِ‬ ‫ت َوِﻧ ْ‬ ‫ﺳَﻨَﻮا ٍ‬ ‫ج ِﻟَﺜَﻤﺎِﻧﻲ َ‬ ‫ﺤَﺘﺎ ُ‬ ‫ﺴﺎَﻋِﺔ‪َ ،‬ﻓَﺘ ْ‬ ‫ﺼَﻞ ِإَﻟﻰ ﻟ َّ‬ ‫ﻒ ﻟ َّ‬ ‫ﻟ َّ‬ ‫‪13‬‬

‫‪14‬‬

18 17 16 15 ‫ﺸَﺮَة‬ ْ ‫ﺴَﻊ َﻋ‬ ْ ‫ﻖ َوِﺗ‬ َ ‫ﺴﺎَﻓَﺔ ِﺑَﺜَﻤﺎِﻧﻲ َدَﻗﺎِﺋ‬ َ ‫ﺠَﺘﺎُز ﻫِﺬِه ْﻟـَﻤ‬ ْ ‫َأ َّﻣﺎ ﻟّﻨُﻮُر َﻓَﻴ‬ ‫ا‬

Cardinal numbers

. ‫َﺛﺎِﻧَﻴًﺔ‬

19

(9) If we 1suppose that 2a train 3travels 6at a speed of 65 miles per hour, 5day and 4night, 7it would need 9around 164 years 8to reach the sun. However, the 10speed of 12the cannon-11ball is 1,209 miles per hour. 13It would need eight and a 17

14

half years to reach the sun; but 18

15

light

16

traverses this

19

distance in eight minutes and nineteen seconds.

Translate into Arabic:

268

(1)

The sports team won thirteen of the fifteen matches it played during (the) last year.

(2)

How old are you (m.) ? I am 22 years old.

(3)

In the exam there were thirteen questions: two of them were written and the other eleven were oral. The student knew the answers to five of them.

(4)

At the beginning of the year three war planes made ten air raids and dropped 165 bombs and 16 rockets.

(5)

A cannon-ball killed the greengrocer and a teacher with five of his students, wounded seven others and destroyed two houses.

(6)

In one day the merchant sold 16 boxes of grapes, 108 boxes of apples and 57 of oranges. His profit was 121 dinars.

(7)

If we add 101 sheep, 331 horses, 17 cows, 33 donkeys, 89 hens and 1 cat, what will the total number of animals be?

(8)

If we suppose that a train travels day and night at a speed of 77 miles per hour, it would need around 164 days for one revolution around the earth.

Chapter 35

Ordinal numbers, fractions, expressions of time and calendars 35.1

The ordinal numbers,

ُّ ‫َأْﻟـَﻌـَﺪدُ ﻟـَّﺘـْﺮِﺗـﻴـِﺒ‬, ‫ﻲ‬

2nd–10th are based

on the corresponding cardinal numbers. They are formed on the pattern



for active participles: ‫ﻞ‬ ٌ ‫ َﻓﺎِﻋ‬fa¯ ilun. The ordinal number ‘first’ is formed







from an independent root -w-l on the pattern ‫ﻞ‬ ُ ‫ َأْﻓَﻌ‬af alu. The ordinal numbers agree with the gender and case of the head noun, i.e. the masculine forms are used with reference to masculine nouns, and the feminine forms are used with reference to feminine nouns. They take the definite article

...‫ َأﻟـ‬and are inflected for all three cases. Like any

other adjective, the ordinal number usually follows the noun it qualifies.

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th

Used with masculine

Used with feminine

‫ َأَْﻷّوَُل‬al- awwalu
‫ َأﻟـ َّﺜـﺎِﻧـﻲ‬at-ta¯ nı-

‫ َأُْﻷوَﻟـﻰ‬al- u¯la¯
‫ َأﻟـ َّﺜـﺎِﻧـَﻴـُﺔ‬at-ta¯ niyatu

‫ﺚ‬ ُ ‫ َأﻟـ َّﺜـﺎِﻟـ‬at¯-t¯a¯ lit¯u
 ‫ َأﻟـ َّﺮاﺑُِﻊ‬ar-ra¯ bi u
ُ‫ﺨﺎِﻣـﺲ‬ َ ‫ َأْﻟـ‬al-h˘ a¯ misu
َّ ‫ َأﻟـ‬as-sa¯ disu ‫س‬ ُ ‫ﺴـﺎِد‬
 َّ ‫ َأﻟـ‬as-sa¯ bi u ‫ﺴﺎِﺑـُﻊ‬

‫ َأﻟـ َّﺜـﺎِﻟـَﺜـُﺔ‬at¯-t¯a¯ lit¯atu
 ‫ َأﻟـ َّﺮاِﺑـَﻌـُﺔ‬ar-ra¯ bi atu

‫ َأﻟـ َّﺜـﺎِﻣـُﻦ‬at¯-t¯a¯ minu
 ُ‫ﺳـﻊ‬ ِ ‫ َأﻟـ َّﺘﺎ‬at-ta¯ si u
 ‫ﺷـُﺮ‬ ِ ‫ َأْﻟَﻌﺎ‬al- a¯ sˇiru

‫ َأﻟـ َّﺜـﺎِﻣـَﻨـُﺔ‬at¯-t¯a¯ minatu
 ‫ﺳـَﻌـُﺔ‬ ِ ‫ َأﻟـ َّﺘـﺎ‬at-ta¯ si atu
 ‫ﺷـَﺮُة‬ ِ ‫ َأْﻟـَﻌـﺎ‬al- a¯ sˇiratu






¯¯









¯¯




‫ﺴـُﺔ‬ َ ‫ﺨﺎِﻣـ‬ َ ‫ َأْﻟـ‬al-h˘ a¯ misatu
َّ ‫ َأﻟـ‬as-sa¯ disatu ‫ﺳـُﺔ‬ َ ‫ﺴـﺎِد‬
 َّ ‫ َأﻟـ‬as-sa¯ bi atu ‫ﺴﺎِﺑَﻌـُﺔ‬





Note: The double /tt/ (ta¯ with sˇ addah) in the cardinal number ‫ﺳـَّﺘـٌﺔ‬ ِ sittatun ‘six’ is resolved as /d/ + /s/ in the ordinal number ‫س‬ ٌ ‫ﺳﺎِد‬ َ sa¯ disun ‘sixth’.

269

Ordinal numbers, fractions, expressions of time, calendars

Examples: Masculine

‫َأْﻟَﻮﻟُﺪ َْﻷَّوُل‬


Feminine

‫ﺖ ُْﻷوَﻟـﻰ‬ ُ ‫َأْﻟِﺒْﻨ‬







al-waladu l- awwalu, the first




al-bintu l- u¯la¯ , the first girl

boy

‫ُﻫَﻮ َْﻷّوَُل‬

‫ﻲ ُْﻷوَﻟـﻰ‬ َ ‫ِﻫ‬

huwa l- awwalu. He is the first.

hiya l- u¯la¯ . She is the first.

‫ﺴُﻬْﻢ‬ ُ ‫ﺧﺎِﻣـ‬ َ ‫ُﻫَﻮ‬

َ ‫ﺧﺎِﻣـ‬ َ ‫ﻲ‬ َ ‫ِﻫ‬ ‫ﺴُﺘُﻬ َّﻦ‬

huwa ha¯ misu-hum. ˘ He is the fifth of them.

hiya ha¯ misatu-hunna. ˘ She is the fifth of them.







‫ﺴََﻨُﺔ ﻟ َّﺜﺎِﻧـَﻴُﺔ‬ ّ ‫َأﻟ‬

ُ ‫َأﻟ َّﺪْر‬ ‫س ﻟ َّﺜﺎِﻧﻲ‬





ad-darsu t-ta¯ nı-, the second ¯¯ lesson

‫َأْﻟِﻜَﺘﺎبُ ﻟـ َّﺮاِﺑُﻊ‬


as-sanatu t-ta¯ niyatu, the second year ¯¯

َّ ‫َأﻟ‬ ‫ﺴـُﺔ‬ َ ‫ﺨﺎِﻣ‬ َ ‫ﺴﺎَﻋﺔُ ْﻟـ‬








‫َأَْﻷَّوُل‬





al-kita¯ bu r-ra¯ bi u, the fourth

as-sa¯ atu l-ha¯ misatu, five o’clock ˘ (lit. the fifth hour)

book 35.2





The ordinal numbers

al- awwalu (masc.) and

‫َأُْﻷوَﻟـﻰ‬

al- u¯ la¯ (fem.) ‘first’ have the following plurals:

Masc.

singular

broken plural

‫َأَْﻷَّوُل‬

‫َأُْﻷَوُل‬





al- awwalu





al- uwalu

sound plural

‫َأَْﻷَواِﺋُﻞ‬ OR





‫َأَْﻷَّوُﻟﻮَن‬




al- awa¯ ilu


al


awwalu¯na

Fem.

‫َأُْﻷوَﻟﻰ‬



al- u¯la¯

‫َأُْﻷَوُل‬



al- uwalu

‫َأَْﻷَواِﺋُﻞ‬ OR





ُ ‫َأُْﻷوَﻻ‬ ‫ت‬




al- awa¯ ilu




270





al- u¯la¯ tu

35.3 Ordinal numbers can also be used in the ida¯ fah construction ˙ with a following genitive noun or with a suffixed personal pronoun, e.g.

‫س‬ ِ ‫َأّوَُل ﻟـ َّﻨـﺎ‬




‫َأّوَُﻟـُﻬْﻢ‬

awwalu n-na¯ si the first of the people




awwalu-hum the first of them (masc.)

‫ﺧﺎِﻣـﺲُ َوَﻟٍﺪ‬ َ h˘ a¯ misu waladin

‫ﺴُﻬْﻢ‬ ُ ‫ﺧﺎِﻣـ‬ َ h˘ a¯ misu-hum

‫ﺖ‬ ٍ ‫ﺴُﺔ ِﺑـْﻨـ‬ َ ‫ﺧـﺎِﻣـ‬ َ ‫ﻃَﻤُﺔ‬ ِ ‫َﻓﺎ‬

َ ‫ﺧﺎِﻣـ‬ َ ‫ﻲ‬ َ ‫ِﻫ‬ ‫ﺴُﺘُﻬ َّﻦ‬

fa¯ timatu ha¯ misatu bintin. ˘ ˙ Fatima is the fifth girl.

hiya ha¯ misatu-hunna. ˘ She is the fifth of them.

(the) fifth boy

the fifth of them (masc.)

Ordinal numbers, fractions, expressions of time, calendars

Note: In this construction the ordinal number is in the masculine even when the following noun or suffix pronoun is feminine, unless the ordinal number is preceded by a feminine subject. (Even so, the feminine ordinal number ‫ُأوَﻟﻰ‬

u¯ la¯ ‘first’ is less often used in the ida¯ fah construction.) ˙

Masculine

Feminine

‫َأّوَلُ َوَﻟٍﺪ‬

‫ﺖ‬ ٍ ‫َأّوَلُ ِﺑْﻨ‬




awwalu waladin




awwalu bintin

the first boy

the first girl

‫ﻲ َوَﻟٍﺪ‬ َ ‫َﺛِﺎﻧ‬

َ ‫َﺛِﺎﻧ‬ ‫ﻲ َﻣَّﺮٍة‬

ta¯ niya waladin ¯ the second boy

ta¯ niya marratin ¯ the second time

‫ﺧﺎِﻣﺲُ َوَﻟٍﺪ‬ َ

‫ﺖ‬ ٍ ‫ﺧﺎِﻣـﺲُ ِﺑْﻨ‬ َ

ha¯ misu waladin ˘ the fifth boy

ha¯ misu bintin ˘ the fifth girl

‫َأّوَُﻟُﻬْﻢ‬

‫َأّوَُﻟُﻬ َّﻦ‬




awwalu-hum




awwalu-hunna

the first of them

the first of them

‫ﺴُﻬْﻢ‬ ُ ‫ﺧﺎِﻣـ‬ َ

ُ ‫ﺧﺎِﻣـ‬ َ ‫ﺴُﻬ َّﻦ‬

ha¯ misu-hum ˘ the fifth of them

ha¯ misu-hunna ˘ the fifth of them

35.4

(Not: ‫ﺖ‬ ٍ ‫ُأوَﻟﻰ ِﺑْﻨ‬




u¯la¯ bintin)

(Not: ‫ﻣَّﺮٍة‬ َ ‫َﺛِﺎﻧَﻴُﺔ‬ ta¯ niyatu marratin) ¯ (Not: ‫ﺖ‬ ٍ ‫ﺴُﺔ ِﺑْﻨ‬ َ ‫ﺧﺎِﻣ‬ َ ha¯ misatu bintin) ˘ (Not: ‫ﻦ‬ َّ ‫ُأوَﻻُﻫ‬




u¯la¯ -hunna)

(Not: ‫ﻦ‬ َ ‫ﺧﺎِﻣ‬ َ َّ ‫ﺴُﺘُﻬ‬ ha¯ misatu-hunna) ˘

The ordinal numbers 11th–19th are inflected for gender but not

for case. In forming the ordinal number meaning ‘eleventh’, it should be observed that:

271

Ordinal numbers, fractions, expressions of time, calendars

‫ي‬ َ ‫ﺤﺎِد‬ َ ‫َأﻟْـ‬ and

‫ﺤﺎِدَﻳـَﺔ‬ َ ‫َأﻟْـ‬




al-ha¯ diya (m.) is used instead of ˙







Used with feminine

‫ﺸـَﺮَة‬ ْ ‫ﺤـﺎِدَﻳـَﺔ َﻋـ‬ َ ‫ﺖ ْﻟـ‬ ُ ‫َأْﻟِﺒْﻨ‬











al-waladu l-ha¯ diya asˇara ˙ the eleventh boy

‫ﺸـَﺮ‬ َ ‫ﻲ َﻋـ‬ َ ‫َأْﻟَﻮَﻟُﺪ ﻟَّﺜـﺎِﻧـ‬





‫ﺸـَﺮَة‬ ْ ‫ﺖ ﻟَّﺜـﺎِﻧـَﻴـَﺔ َﻋـ‬ ُ ‫َأْﻟِﺒْﻨ‬

al-waladu t-ta¯ niya asˇara ¯¯




‫ﺸـَﺮَة‬ ْ ‫ﺖ ﻟَّﺜـﺎِﻟــَﺜــَﺔ َﻋـ‬ ُ ‫َأْﻟِﺒْﻨ‬




al-waladu t-ta¯ lita asˇara ¯¯ ¯

35.5



al-bintu t-ta¯ litata asˇrata ¯¯ ¯

‫ﺸـَﺮة‬ ْ ‫َأْﻟِﺒْﻨﺖُ ﻟَّﺮاِﺑـَﻌـَﺔ َﻋـ‬

‫ﺸـَﺮ‬ َ ‫َأْﻟَﻮَﻟُﺪ ﻟَّﺮاِﺑـﻊَ َﻋـ‬ 14th



al-bintu t-ta¯ niyata asˇrata ¯¯








al-bintu l-ha¯ diyata asˇrata ˙ the eleventh girl

‫ﺸـَﺮ‬ َ ‫ﺚ َﻋـ‬ َ ‫َأْﻟَﻮَﻟﺪُ ﻟَّﺜـﺎِﻟـ‬ 13th

al- awwalu ‘first’ (m.),





‫ﺸـَﺮ‬ َ ‫ي َﻋـ‬ َ ‫ﺤـﺎِد‬ َ ‫َأْﻟَﻮَﻟﺪُ ْﻟـ‬

12th





al-ha¯ diyata (f.) is used instead of ‫ﻷوَﻟﻰ‬ ُ ْ ‫ َأ‬al- u¯la¯ ‘first’ (f.). ˙ Used with masculine

11th

‫َأَْﻷّوَُل‬

 




al-waladu r-ra¯ bi a asˇara





al-bintu r-ra¯ bi ata asˇrata

Telling the time

‫ﺖ‬ ٌ ‫ َوْﻗ‬waqtun, time

(plural:

ٌ ‫َأْوَﻗﺎ‬ ‫ت‬




awqa¯ tun)

The ordinal numbers are used in telling the time, but ‘one o’clock’ can also be expressed by a cardinal number:

َّ ‫َأﻟ‬ ‫ ُْﻷوَﻟﻰ‬/ ُ‫ﺣَﺪة‬ ِ ‫ﺴﺎَﻋُﺔ ْﻟَﻮا‬









as-sa¯ atu l-wa¯ hidatu OR l- u¯la¯ , one o’clock ˙
 ‫ﺴﺎَﻋُﺔ ﻟـَّﺜـﺎِﻧـَﻴـُﺔ‬ َّ ‫ َأﻟ‬as-sa¯ atu t¯-t¯a¯ niyatu, two o’clock
 َّ ‫ َأﻟ‬as-sa¯ atu t-ta¯ litatu, three o’clock ‫ﺴﺎَﻋُﺔ ﻟـَّﺜـﺎِﻟـَﺜـُﺔ‬ ¯¯ ¯
  ‫ﺴﺎَﻋُﺔ ﻟـَّﺮاِﺑـَﻌـُﺔ‬ َّ ‫ َأﻟ‬as-sa¯ atu r-ra¯ bi atu, four o’clock etc.



Note: The classical meaning of the word ‫ﻋٌﺔ‬ َ ‫ﺳﺎ‬ َ sa¯ atun is ‘(short) time, hour’, but nowadays it also has the meaning ‘clock, timepiece, watch’.

35.6

272

The ordinal numbers for the even tens,




‫ﺸُﺮوَن‬ ْ ‫َأْﻟِﻌـ‬










al- isˇ ru¯ na

‘20th’, ‫ن‬ َ ‫ﻼُﺛﻮ‬ َ َّ‫ َأﻟـﺜ‬at¯-t¯ala¯ t¯u¯ na ‘30th’, ‫ َأَْﻷْرَﺑـُﻌـﻮَن‬al- arba u¯ na ‘40th’, etc.,

are formed by prefixing the definite article

..‫ َأْﻟـ‬to the corresponding

cardinal numbers. They are inflected for case but not for gender, e.g.

‫ﺸُﺮوَن‬ ْ ‫ﺖ ْﻟِﻌـ‬ ُ ‫ َأْﻟِﺒْﻨ‬/ ُ‫َأْﻟَﻮَﻟﺪ‬









al-waladu / al-bintu l- isˇru¯na, the 20th boy / girl

Ordinal adverbs are derived from ordinal numbers simply by

35.7

Ordinal numbers, fractions, expressions of time, calendars

inflecting them for the indefinite accusative case (see chapter 38 on adverbs), e.g.

ً‫َأّوَﻻ‬




awwalan, firstly

etc. 35.8

‫ َﺛﺎِﻧًﻴﺎ‬t¯a¯ niyan, secondly

‫ َﺛﺎِﻟًﺜﺎ‬t¯a¯ lit¯an, thirdly

1 The fractions from 12- to --10 are formed mostly according to the






pattern ‫ﻞ‬ ٌ ‫ ُﻓْﻌ‬fu lun, for the singular, and ‫ َأْﻓـَﻌﺎٌل‬af a¯ lun, for the plural: Singular

Plural

ٌ‫ﺼـﻒ‬ ْ ‫ ِﻧـ‬nis˙ fun ‫ﺚ‬ ٌ ‫ ُﺛـْﻠـ‬t¯ult¯un  ٌ‫ ُرْﺑـﻊ‬rub un

ٌ‫ﺼﺎف‬ َ ‫ َأْﻧـ‬ans˙ a¯ fun
‫ث‬ ٌ ‫ﻼ‬ َ ‫ َأْﺛـ‬at¯la¯ t¯un
 ٌ‫ َأْرَﺑﺎع‬arba¯ un

ٌ‫ﺧـْﻤـﺲ‬ ُ h˘ umsun ‫س‬ ٌ ‫ﺳـْﺪ‬ ُ sudsun  ٌ‫ﺳـْﺒـﻊ‬ ُ sub un

‫س‬ ٌ ‫ﺧـَﻤـﺎ‬ ْ ‫ َأ‬ah˘ ma¯ sun
‫س‬ ٌ ‫ﺳـَﺪا‬ ْ ‫ َأ‬asda¯ sun
 ٌ‫ﺳـَﺒـﺎع‬ ْ ‫ َأ‬asba¯ un

-1 8

‫ ُﺛـْﻤـٌﻦ‬t¯umnun

‫َأْﺛـَﻤـﺎٌن‬

-1 9

‫ﺴـٌﻊ‬ ْ ‫ ُﺗـ‬tus un

atma¯ nun ¯
 atsa ¯ un ٌ ‫ﺴـﺎ‬ ‫ع‬ َ ‫َأْﺗـ‬

1 --10

‫ﺸـٌﺮ‬ ْ ‫ُﻋـ‬

‫ﺸـﺎٌر‬ َ ‫َأْﻋـ‬

1 2-

-1 3 -1 4 -1 5 -1 6 -1 7











usˇrun







a sˇa¯ run

Examples:

‫ُﺛـْﻠـَﺜـﺎِن‬ tulta¯ ni ¯ ¯

‫س‬ ٍ ‫ﺧـَﻤـﺎ‬ ْ ‫ﻼَﺛـُﺔ َأ‬ َ ‫َﺛـ‬ (dual), 3-2

tala¯ tatu ¯ ¯

ٍ ‫ﻼَﺛـُﺔ َأْرَﺑـﺎ‬ ‫ع‬ َ ‫ﺴـَﻌـٌﺔ َوَﺛـ‬ ْ ‫ِﺗـ‬ 












ahma¯ sin, 5-3

hamsatu atma¯ nin, -58 ˘ ¯

˘

‫س‬ ٍ ‫ﺳـَﺪا‬ ْ ‫ﺴـُﺔ َأ‬ َ ‫ﺧـْﻤـ‬ َ ‫َأْرَﺑـَﻌـٌﺔ َو‬ 3 4

tis atun wa-tala¯ tatu arba¯ in, 9¯ ¯ 35.9

‫ﺴـُﺔ َأْﺛـَﻤـﺎٍن‬ َ ‫ﺧـْﻤ‬ َ












arba atun wa-hamsatu asda¯ sin, 4-56 ˘

The word for percentage is

ْ ‫َأﻟَّﻨ‬ ‫ﺴَﺒُﺔ ْﻟـِﻤَﺌَّﻮَّﻳُﺔ‬




an-nisbatu l-

mi awiyyatu. Percentage figures (%) are expressed by adding the

273

Ordinal numbers, fractions, expressions of time, calendars

numeral phrase




‫ِﺑـˆ ْﻟـِﻤـَﺌـِﺔ‬

bi-l-mi ati or

‫ِﻓﻲ ْﻟـِﻤـَﺌـِﺔ‬




fı¯ l-mi ati to the

cardinal number, e.g.

‫ﻼَﺛـٌﺔ ِﺑـˆ ْﻟـِﻤـَﺌـِﺔ‬ َ ‫َﺛـ‬

‫َأْرَﺑـُﻌـﻮَن ِﺑـˆ ْﻟـِﻤـَﺌـِﺔ‬







tala¯ tatun bi-l-mi ati, 3% ¯ ¯



‫ِﻣـَﺌـٌِﺔ ِﺑـˆ ْﻟـِﻤـَﺌـِﺔ‬




arba u¯na bi-l-mi ati, 40%







mi atun bi-l-mi ati, 100%

35.10 Days of the week









The names of the days of the week, ‫ع‬ ِ ‫ﺳُﺒﻮ‬ ْ ‫ َأ َّﻳﺎمُ  ُْﻷ‬ayya¯ mu l- usbu¯ i, are formed by combining the word for ‘day’,

‫ َﻳْﻮٌم‬yawmun (masc. sing.),

with nominal forms of the numerals (except for Friday and Saturday,




which have their own names) in the ida¯ fah construction. Sometimes ˙ the word ‫م‬ ُ ‫ َﻳْﻮ‬is, in fact, left out.




‫ﺣِﺪ‬ َ ‫ َﻳْﻮُم َْﻷ‬yawmu l- ah˙ adi, Sunday ‫ َﻳْﻮُم ْﻻِْﺛـَﻨْﻴـِﻦ‬yawmu l-it¯nayni, Monday
‫ﻼَﺛﺎِء‬ َ ُ‫ َﻳْﻮُم ﻟّﺜ‬yawmu t¯-t¯ula¯ t¯a¯ i, Tuesday





‫ َﻳْﻮُم َْﻷْرِﺑَﻌﺎِء‬yawmu l- arbi a¯ i, Wednesday ِ ‫ﺨِﻤﻴ‬ ‫ﺲ‬ َ ‫ َﻳْﻮُم ْﻟـ‬yawmu l-h˘ amı-si, Thursday 

‫ﺠـُﻤَﻌِﺔ‬ ُ ‫ َﻳْﻮُم ْﻟـ‬yawmu l-g˘umu ati, Friday ‫ﺖ‬ ِ ‫ﺴْﺒ‬ َّ ‫ َﻳْﻮُم ﻟ‬yawmu s-sabti, Saturday 35.11 The calendars and names of the months The names of the months of the year,

ْ ‫َأ‬ ‫ﺴََﻨِﺔ‬ ّ ‫ﺷُﻬُﺮ ﻟ‬

(sing.:

according to the different prevalent calendars are:

274

(1) January

used in Egypt, used in

the Islamic or

Sudan and

eastern Arab

lunar months

North Africa

world

‫َﻳَﻨﺎِﻳُﺮ‬

‫َﻛﺎُﻧﻮنُ ﻟَّﺜﺎِﻧﻲ‬

ka¯ nu¯nu t-ta¯ nı¯¯

َ ‫ُﻣ‬ ‫ﺤَّﺮُم‬ muharramu ˙

‫ﺷْﻬٌﺮ‬ َ ),

(2) February

(3) March

used in Egypt, used in

the Islamic or

Sudan and

eastern Arab

lunar months

North Africa

world

‫َﻓْﺒَﺮاِﻳُﺮ‬

‫ط‬ ُ ‫ﺷَﺒﺎ‬ ُ

‫ﺻَﻔٌﺮ‬ َ

sˇuba¯ tu ˙

safarun ˙





rabı- u l- awwalu

‫ﺴﺎُن‬ َ ‫َﻧْﻴ‬

‫َرِﺑﻴﻊُ ﻟ َّﺜﺎِﻧﻲ‬

‫س‬ ُ ‫َﻣﺎْر‬

‫ƒاَذاُر‬

a¯ da¯ ru ¯

(4) April

‫َأْﺑِﺮﻳُﻞ‬

naysa¯ nu (5) May

(6) June

(7) July

(8) August

(9) September

‫َﻣﺎُﻳﻮ‬ ‫ُﻳﻮِﻧُﻴﻮ‬ ‫ُﻳﻮِﻟُﻴﻮ‬ ُ ‫ﻄ‬ ‫ﺲ‬ ُ ‫ﺴ‬ ْ ‫ُأُﻏ‬ ‫ﺳْﺒَﺘْﻤَﺒُﺮ‬ َ

ُ‫َأ َّﻳﺎر‬


(11) November

(12) December

‫ُأْﻛُﺘﻮَﺑُﺮ‬ ‫ُﻧﻮَﻓْﻤَﺒُﺮ‬ ‫ﺴْﻤَﺒُﺮ‬ َ ‫ِدﻳ‬

 rabı- u t-ta¯ nı¯¯

‫ﺟَﻤﺎَدى ُْﻷوَﻟﻰ‬ ُ


g˘ uma¯ da¯ l- u¯la¯

‫ﺣِﺰﻳَﺮاُن‬ َ

‫ﺧَﺮُة‬ ِ ‫ﺟَﻤﺎَدى ْﻵ‬ ُ


g˘ uma¯ da l- a¯ hiratu ˘

‫َﺗُّﻤﻮُز‬

‫ﺐ‬ ٌ ‫ﺟ‬ َ ‫َر‬

tammu¯zu

rag˘ abun

ُ ‫ƒا‬ ‫ب‬

‫ﺷْﻌَﺒﺎُن‬ َ




a¯ bu

sˇa ba¯ nu

‫َأْﻳُﻠﻮُل‬

‫ﻀﺎُن‬ َ ‫َرَﻣ‬




aylu¯lu

(10) October

‫َرِﺑﻴﻊُ َْﻷَّوُل‬

ayya¯ ru

hazı-ra¯ nu ˙



ramada¯ nu ˙

ْ ‫ِﺗ‬ ُ‫ﺸِﺮﻳﻦُ َْﻷ َّول‬


َ ‫ﺷَّﻮاٌل‬

ْ ‫ِﺗ‬ ‫ﺸِﺮﻳُﻦ ﻟَّﺜﺎِﻧﻲ‬

‫ُذو ْﻟِﻘْﻌَﺪِة‬

tisˇrı-nu l- awwalu tisˇrı-nu t-ta¯ nı¯¯

ُ‫َﻛﺎُﻧﻮنُ َْﻷ َّول‬


Ordinal numbers, fractions, expressions of time, calendars

sˇawwa¯ lu



du¯ l-qi dati ¯

َّ ‫ﺤ‬ ِ ‫ُذوْﻟ‬ ‫ﺠِﺔ‬

ka¯ nu¯nu l- awwalu du¯ l-hig˘ g˘ ati ¯ ˙

Note: The months of the Islamic lunar calendar rotate backwards, because the lunar year is about 11 days shorter than the solar year.

35.12 Seasons of the year

‫َأﻟَّﺮِﺑﻴُﻊ‬




 ar-rabı- u, spring

275

Ordinal numbers, fractions, expressions of time, calendars

ُ ‫ﺼْﻴ‬ ‫ﻒ‬ َّ ‫َأﻟ‬




as-sayfu, summer ˙˙
al-h arı-fu, autumn ُ ‫ﺨِﺮﻳ‬ ‫ﻒ‬ َ ‫َأْﻟـ‬ ˘

‫ﺸَﺘﺎُء‬ ِّ ‫ َأﻟ‬asˇ-sˇita¯ u, winter

35.13 The Islamic era and the Muslim festivals

‫ِﻋـﻴـٌﺪ‬ (a)

-




ıdun, festival, pl.: ‫ﻋـَﻴـﺎٌد‬ ْ ‫ َأ‬a ya¯ dun




The hig˘ rah year, ‫ﺮَّﻳُﺔ‬ ِ‫ﺠ‬ ْ ‫ﺴَﻨُﺔ ْﻟِﻬ‬ َّ ‫ َأﻟ‬as-sanatu l-hig˘ riyyatu, is the year in which the Prophet Muhammad emigrated from Mecca to ˙ Medina, i.e. 622 ad (16 July). This year is counted as year 1 of the Islamic era. The Muslim year is a lunar year,




‫ﺴََﻨُﺔ ْﻟَﻘَﻤِﺮ َّﻳُﺔ‬ ّ ‫َأﻟ‬

as-sanatu l-qamariyyatu, and counts only 354 days. The lunar

year is not so often used but when it is used, the Christian year is also mentioned. (b)

The holy month of

‫ﻀﺎُن‬ َ ‫َرَﻣ‬

Ramada¯ n(u) has no regular corre˙ sponding date in the Christian year, because the lunar months rotate backwards. It is the month of fasting from dawn to sunset. The festivities at the end of Ramadan have two names:



(c)

‫ِﻋﻴُﺪ‬

ِ‫ﻄﺮ‬ ْ ‫ ْﻟِﻔ‬ı¯du l-fit˙ri ‘The festival of the breaking of the fast’ and َّ ‫
َأْﻟِﻌﻴُﺪ ﻟ‬al-ı¯du s-sag˙ ı¯ru ‘The small festival’. The common ‫ﺼِﻐﻴُﺮ‬ ˙ ˙  festival greeting is: ‫ك‬ ٌ ‫ ِﻋﻴٌﺪ ُﻣَﺒﺎَر‬ı¯dun muba¯ rakun ‘Blessed feast!’ or ‫ك‬ ٌ ‫ﻀﺎُن ُﻣَﺒﺎَر‬ َ ‫ َرَﻣ‬Ramad˙ a¯ nu muba¯ rakun ‘Blessed Ramadan!’ 
‫ﺤﻰ‬ َ ‫ﺿ‬ ْ ‫ ِﻋﻴُﺪ َْﻷ‬ı¯du l- ad˙ h˙ a¯ means ‘The festival of sacrifice’, which consists of different ceremonies on the days of the pilgrimage




(‫ﺞ‬ َ ‫ َأْﻟـ‬al-h˙ ag˘ g˘ u) to Mecca. It takes place on the tenth day of the ُّ ‫ﺤ‬ month of ‫ﺠِﺔ‬ ِ ‫ ُذو ْﻟـ‬d¯ u¯ l-h˙ ig˘ g˘ ati (the last month of the Islamic َّ ‫ﺤ‬ calendar), when the pilgrims sacrifice sheep and give some of the meat to the poor. It has another name,

‫َأْﻟِﻌﻴﺪُ ْﻟَﻜِﺒﻴُﺮ‬




al- ı¯du

l-kabı¯ru, which means ‘The great festival’. (d) 276

The birthday of the Prophet Muhammad is called

‫ي‬ َّ ‫ﻟّﻨََﺒِﻮ‬



‫ِﻋﻴُﺪ ْﻟـَﻤْﻮِﻟِﺪ‬

ı¯du l-mawlidi n-nabawiyyi, but it is not much celebrated

as a festival.

35.14 Christian festivals The Christian year is called


‫ﻼِدَّﻳـُﺔ‬ َ ‫ﺴََﻨُﺔ ْﻟـِﻤﻴ‬ ّ ‫ َأﻟ‬as-sanatu l-mı¯la¯ diyyatu

‘the year of the birth (of Christ)’.

 Christmas is ‫ﻼِد‬ َ ‫ ِﻋﻴُﺪ ْﻟـِﻤﻴ‬-ıdu l-mı-la¯ di.

  Easter is ‫ﺢ‬ ِ ‫ﺼ‬ ْ ‫ ِﻋﻴُﺪ ْﻟِﻔ‬-ıdu l-fis˙ h˙ i or ‫ ِﻋﻴُﺪ ْﻟِﻘَﻴﺎَﻣِﺔ‬-ıdu l-qiya¯ mati.  BC ‫د‬ AD ‫د‬ ِ‫ﻼ‬ َ ‫ َﻗْﺒﻞَ ْﻟـِﻤﻴ‬qabla l-mı-la¯ di ِ‫ﻼ‬ َ ‫ َﺑْﻌَﺪ ْﻟـِﻤﻴ‬ba da l-mı-la¯ di

Ordinal numbers, fractions, expressions of time, calendars

Note: One of the most common festival greetings for both Muslims and  Christians is ‫ك‬ ٌ ‫ ِﻋﻴٌﺪ ُﻣَﺒﺎَر‬ı¯dun muba¯ rakun, which means ‘A blessed feast’.

Exercises Practise your reading: 5 4 3 2 1 ‫ﺤﺎِدَﻳِﺔ‬ َ ‫ﺤِﺔ ْﻟـ‬ َ ‫ﺼَْﻔ‬ َّ ‫س ْﻟَﻌَﺪِد ﻟـّﺘَْﺮِﺗـﻴـِﺒ‬ َ ‫ﺖ َﻏْﻴًﺒﺎ َدْر‬ ُ ‫ﻈ‬ ْ ‫ﺣِﻔ‬ َ ّ ‫ﻲ ِﻓﻲ ﻟـ‬

َ ‫ﻟُّﻠـَﻐـِﺔ ْﻟ‬ . ‫ﻌـَﺮِﺑـَّﻴـِﺔ‬

9

ِ ‫ﺠْﺰِء َْﻷَّوِل ِﻟِﻜَﺘﺎ‬ ‫ب َﻗـَﻮاِﻋـِﺪ‬ ُ ‫َوَْﻷْرَﺑِﻌﻴَﻦ ِﻣـَﻦ ْﻟـ‬ 8

7

6

(1) 1I learned 2by heart (memorized) the lesson on 4ordinal 3numbers on 5page 41 in the 7first 6part of the book on Arabic 9language 8

grammar.

‫ ِﻣْﻦ‬، (‫ﻲ‬ ْ ‫ﺐ )َأ‬ ُ ‫ﺟﺎِﻧ‬ َ ‫ﺳﺎِﻛٌﻦ( ْﻟـَﻤِﺪﻳَﻨِﺔ َأ‬ َ ) ‫ﺳَّﻜﺎِن‬ ُ ‫ﺴٌﺔ ِﺑˆ ْﻟـِﻤَﺌِﺔ ِﻣْﻦ‬ َ ‫ﺧْﻤ‬ َ ٌّ ‫ﺟَﻨِﺒ‬ 3

2

1

ٍ ‫ﺴَّﻴﺎ‬ ‫ﺖ‬ ْ ‫ﺴ‬ َ ‫ ِإْﺛَﻨﺎِن ِﺑˆ ْﻟـِﻤَﺌِﺔ ِﻣْﻨُﻬْﻢ ِﻣْﻦ ُدَوٍل )َدْوَﻟٌﺔ( َﻟْﻴ‬،‫ﺨَﺘِﻠَﻔٍﺔ‬ ْ ‫ت ُﻣ‬ ِ ‫ﺟْﻨ‬ ِ ‫ﺸِﺮ‬ ْ ‫َﻋ‬ 6

5

4

ُ ْ  ‫ﺤﺎِد‬ . ‫ﻷوُرِﺑﻲ‬ َ ‫ﻼَّﺗ‬ ِْ ‫ِﻟ‬

8

‫َﺗﺎِﺑَﻌًﺔ‬

7

(2) Five 1per cent of 2the inhabitants of the city are 3foreigners of ten 5

different 4nationalities. Two per cent of them are from 6countries not

7

belonging to the European 8Union. (‫ﺟْﺰٌء‬ ُ ) ‫ﺟـَﺰاٍء‬ ْ ‫َأ‬

4

ُ ‫ﻒ ِﻛـَﺘﺎ‬ ُ ‫َﻳـَﺘَﺄ َّﻟ‬ ‫ﺚ ِﻣـْﻦ َأْرَﺑَﻌِﺔ‬ ِ ‫ﺤِﺪﻳ‬ َ ‫ب ْﻟـ‬ ِ ‫ب َﺗﺎِرﻳـِﺦ ْﻟَﻌَﺮ‬ 3

.‫ﻂ‬ ْ ‫َﻓـَﻘ‬

7

2

1

‫ﻲ‬ َ ‫ﺠـْﺰَأْﻳِﻦ َْﻷَّوَل وﻟـَّﺜـﺎِﻧـ‬ ُ ‫ت ِﻣـْﻨـُﻪ ْﻟـ‬ ُ ‫َﻗـَﺮْأ‬ ‫ا‬

6

5

(3) The 3modern Arab 2history book 1consists of four 4volumes. I read 7only 6

the first and the second 5parts (volumes).

277

Ordinal numbers, fractions, expressions of time, calendars

4 3 2 1 ِ ‫ﺸَْﺮ‬ ‫ﺸَﺮ‬ َ ‫ﺤﺎِدي َﻋ‬ َ ‫ق ِﻓﻲ ْﻟَﻘْﺮِن ْﻟـ‬ َ ‫ﺣْﻤَﻠٍﺔ‬ َ ‫ﺖ َأّوَُل‬ ْ ‫َﻛﺎَﻧ‬ ّ ‫ﺻِﻠﻴِﺒّﻴٍَﺔ ِإَﻟﻰ ﻟ‬

.‫ﻦ‬ َ ‫ﺴِﻌﻴـ‬ ْ ‫ﺴَﻌٍﺔ َوِﺗ‬ ْ ‫ﻒ َوِﺗ‬ ٍ ‫َﻋﺎِم َأْﻟ‬

7

6 5 ‫س ِﻓﻲ‬ َ ‫ﺣَﺘ ُّﻠﻮا ْﻟُﻘْﺪ‬ ْ ‫َو‬

(4) The first 2Crusade (lit. 2Crusaders’ 1expedition) to 3the East was in the eleventh 4century, 5and they conquered 6Jerusalem in (the 7year) 1099.

‫ﺚ ْﻟَﺒﺎِﻗﻲ ِﻓﻲ‬ َ ‫ﺳـَﺄْدَﻓُﻊ ﻟـُّﺜـْﻠـ‬ َ ‫ﺴَـّﻴَﺎَرِة َو‬ ُ ‫َدَﻓْﻌـ‬ ّ ‫ﺖ ﻟُّﺜْﻠـَﺜـْﻴِﻦ ِﻣـْﻦ َﺛـَﻤِﻦ ﻟـ‬

1

‫ﺿـﺎَﻓـًﺔ ِإَﻟـﻰ‬ َ ‫ﺴَـَﻨـِﺔ ْﻟَﻘﺎِدَﻣِﺔ ِإ‬ ّ ‫ِﺑَﺪَﻳِﺔ ﻟـ‬

7

6

5

. ‫ﻤـَﺌـِﺔ‬ ِ ‫ﻲ َﺛـَﻤـﺎٍن ِﺑـˆ ْﻟـ‬ َ ‫َﻓـﺎِﺋـَﺪٍة ِﻫ‬

4

10

3

2

9

8

(5) 1I paid 2two thirds of 3the price of 4the car 5and I will pay 6the remaining third at 7the beginning of 8next year, 9in addition to 10interest of eight per cent. 2 1 َّ ‫ﺻِﺪﻳَﻘ‬ ‫ﺴـﺎَﻋـِﺔ ﻟَّﺜﺎِﻣَﻨِﺔ‬ َ ‫ﺖ َﻣَﻊ‬ ُ ‫َذَﻫْﺒ‬ َّ ‫ﻲ ِﻟِﺰَﻳﺎَرِﺗُﻜْﻢ ِﻓﻲ َﻣْﻨِﺰِﻟُﻜِﻢ ﻟَّﺮﻳِﻔﻲ ِﻓـﻲ ﻟـ‬ ‫ا‬

‫ﻒ ِﻣْﻦ‬ ِ ‫ﺼـ‬ ْ ‫َوﻟـَّﻨـ‬ ‫ﻒ َﻟـْﻢ‬ ِ ‫ﺳ‬ َ ‫ َوﻟِﻜْﻦ َﻣَﻊ َْﻷ‬.‫ﺿﻲ‬ ِ ‫ح َﻳْﻮِم ْﻻِْﺛَﻨْﻴِﻦ ْﻟـَﻤﺎ‬ ِ ‫ﺻَﺒﺎ‬ َ 8

7

(‫ﻊ‬ ٌ ‫ع )ُرْﺑ‬ ِ ‫َأْرَﺑﺎ‬

14

6

5

4

‫ﻼَﺛِﺔ‬ َ ‫ﻈْﺮَﻧﺎُﻛْﻢ َأْﻛَﺜَﺮ ِﻣْﻦ َﺛ‬ َ ‫ َﻓˆْﻧَﺘ‬،‫ﺣٌﺪ ُﻫـَﻨـﺎَك‬ َ ‫َﻳـُﻜـْﻦ َأ‬ 13

12

11

.‫ﻫْﺒَﻨﺎ‬ َ ‫َذ‬

10

15

3

9

‫ﺴَﺎَﻋِﺔ ُﺛ َّﻢ‬ ّ ‫ﻟ‬

(6) I went with two friends of mine 1to visit you (plur.) in your 2country house at 8.30 a.m. (lit. eight o’clock 3and half) 6last 5Monday 4morning. 7

Unfortunately 8,10nobody 9was 11there. 12We waited for you for 13more

than three 14quarters of an hour, then 15we went (left).

‫ َﻓـِﻔـﻲ‬،‫س ِﻓﻲ ﻟـُّﻠَﻐِﺔ ْﻟَﻌَﺮِﺑَّﻴِﺔ‬ ٍ ‫ع ِﻓﻲ َأَّوِل َدْر‬ ِ ‫ﺳُﺒﻮ‬ ْ ‫ت ِﻓﻲ ﻫَﺬا ُْﻷ‬ ُ ‫ِإْﺑَﺘَﺪْأ‬ 3

2

‫ا‬

1

‫ﺴَﺎَﻋِﺔ‬ ٌ ‫ﺣْﺮ‬ َ )‫ف‬ ِ ‫ﺣـُﺮ‬ ْ ‫ﺴّﺎَﻋِﺔ ُْﻷوَﻟﻰ َﻋ َّﻠَﻤَﻨﺎ ْﻟـُﻤَﻌ َّﻠُﻢ ِﻛـَﺘﺎَﺑـَﺔ َْﻷ‬ َ ‫ﻟ‬ ّ ‫ف( َوِﻓﻲ ﻟ‬ 5

4

. ‫ﻬﺎ‬ َ‫ﻈ‬ َ ‫َﻟـْﻔـ‬

7

‫ﻟـّﺜَﺎِﻧَﻴِﺔ‬

6

(7) This 2week 1I began the first lesson in the Arabic 3language. In 4the first hour the teacher taught us how to write 5the letters, and in 6the second hour how to 7pronounce them (lit. the writing of 5the letters – 7their pronunciation).

‫ﺴـﺎَﻋـُﺔ ْﻵَن؟‬ َّ ‫َﻛـِﻢ ﻟـ‬ 3

278

(8) 1What 2time (hour) is it 3now?

2

1

. ‫ﻬِﺮ‬ ْ‫ﻈ‬ ُّ ‫ﻟ‬

6

‫ﺸـَﺮَة َدِﻗـﻴـَﻘـًﺔ ِﻣـْﻦ َﺑْﻌـِﺪ‬ ْ ‫ﺲ َﻋ‬ َ ‫ﺧْﻤ‬ َ ‫ﺴـﺎَﻋـُﺔ ْﻵَن ﻟـَّﺜﺎِﻟـَﺜـُﺔ َو‬ َّ ‫َاﻟ‬ 5

4

3

2

(9) The time (hour) 1now is 315 4minutes past 2three in the

1

5,6

afternoon

(p.m.). . ‫ﻬِﺮ‬ ْ ُ‫ﻈ‬ ّ ‫ﻟ‬

5

‫ﺴُﺔ ِﻣْﻦ َﻗْﺒِﻞ‬ َ ‫ﺨﺎِﻣ‬ َ ‫ﺷَﺮُة َوﻟّﺪَِﻗﻴَﻘُﺔ ْﻟـ‬ ِ ‫ﺴَﺎَﻋُﺔ ﻟَﻌﺎ‬ ّ ‫َاﻟ‬ 4

3

2

1

Ordinal numbers, fractions, expressions of time, calendars

(10) It is 3five (2minutes) past 1ten a.m. (lit. 4before 5noon). . ‫ﺣﺎ‬ ً ‫ﺻَﺒﺎ‬ َ

3

2 1 ‫ﺴﺎِﺑَﻌُﺔ َوﻟُّﺮْﺑُﻊ‬ َّ ‫ﺴﺎَﻋُﺔ ﻟ‬ َّ ‫َاﻟ‬

(11) It is 2quarter past 1seven in 3the morning. . ‫ﺣﺎ‬ ً ‫ﺻَﺒﺎ‬ َ

4

‫ﺷَﺮُة‬ ِ ‫ﺴﺎَﻋُﺔ ﻟَّﺜﺎِﻣَﻨُﺔ َوﻟَّﺪِﻗﻴَﻘُﺔ ْﻟَﻌﺎ‬ َّ ‫َاﻟ‬ 3

2

1

(12) It is 3ten (2minutes) past 1eight 4in the morning. . ‫ﻬِﺮ‬ ْ ُ‫ﻈ‬ ّ ‫ﻟ‬

4

3 2 1 ‫ﺸَﺮَة ِإّﻻَ ُرْﺑًﻌﺎ ِﻣْﻦ َﻗْﺒِﻞ‬ ْ ‫ﺤﺎِدَﻳَﺔ َﻋ‬ َ ‫ﺴَﺎَﻋُﺔ ْﻟـ‬ ّ ‫َاﻟ‬

(13) It is quarter to 1eleven a.m. (lit. a quarter 2less than eleven 3before 4

noon).

َ ‫ﺸَﺮَة ِإَّﻻ ُﺛـُﻠًﺜﺎ َﻣ‬ ْ ‫ﺴﺎَﻋُﺔ ﻟَّﺜﺎِﻧَﻴَﺔ َﻋ‬ . ‫ﺴﺎًء‬ َّ ‫َاﻟ‬ (14) It is twenty to (lit. a third less than) twelve in the evening. . ‫ﻬًﺮا‬ ْ‫ﻇ‬ ُ

2

‫ﺸَﺮَة‬ ْ ‫ﺴَﺎَﻋُﺔ ﻟّﺜَﺎِﻧَﻴَﺔ َﻋ‬ ّ ‫َاﻟ‬ 1

(15) It is 1twelve (o’clock) 2noon. (‫ﻋٌﺔ‬ َ ‫ﻀﺎ‬ َ ‫ ِﺑ‬s.) ‫ﻀﺎِﺋِﻊ‬ َ ‫ْﻟَﺒ‬

5

4 3 2 1 ‫ﻀَِﺮﻳـَﺒِﺔ َﻋَﻠﻰ‬ ِ ‫َﻗ َّﺮَر‬ ُ ‫ت ْﻟـ‬ ّ ‫ﺤُﻜﻮَﻣُﺔ َرْﻓَﻊ ﻟ‬

10 9 8 7 6 ‫ ِإْﺑِﺘَﺪاًء ِﻣْﻦ َأّوَِل َﻛﺎُﻧﻮِن ﻟّﺜَﺎِﻧﻲ‬،‫ﺴَﺒِﺔ َأْرَﺑَﻌٍﺔ ِﺑˆ ْﻟـِﻤَﺌِﺔ‬ ْ ‫ﺴَﺘْﻮَرَدِة ِﺑِﻨ‬ ْ ‫ْﻟـُﻤ‬

.‫ﻦ‬ َ ‫ﺴـِﻌـﻴ‬ ْ ‫ﺴَﻌٍﺔ َوِﺗـ‬ ْ ‫ﺴـِﻊ ِﻣـَﺌـٍﺔ َوِﺗ‬ ْ ‫ﻒ َوِﺗـ‬ ٍ ‫ِﻟـَﻌـﺎِم َأْﻟـ‬

11

‫ َﻳَﻨﺎِﻳُﺮ‬/

(16) 2The government 1decided 3to raise 4the taxes on 6imported 5goods 7

by four per cent, 8starting from the 9first of 10January (11for the year)

1999. 7 6 5 3 2 1 َّ ‫ ﻟ‬4 ‫ﺸَّﺒﺎكِ ِﻓﻲ‬ ِ ‫ﻖ ﻟَّﺜﺎِﻟ‬ ‫ﺟَﻠْﻴِﻪ‬ ْ ‫ﺴَﺮ ِر‬ َ ‫ﺚ َوَﻛ‬ ِ ‫ﻄﺎِﺑ‬ ُّ ‫َوَﻗَﻊ َﻋﺎِﻣٌﻞ ِﻣَﻦ ﻟ‬

.‫ﻦ‬ ِ ‫ ْﻻِْﺛَﻨَﺘْﻴ‬

8

(17) 2A worker 1fell from 3the window of (on) 5the third 4floor 6and broke 8

both 7his legs.

279

ِ ‫ﺴَْﺒ‬ ‫ﻼِدي‬ َ ‫ﺳَﺒِﺔ ِﻋﻴِﺪ ِﻣﻴ‬ َ ‫ﺖ ْﻟـُﻤْﻘِﺒِﻞ ِﻟـُﻤَﻨﺎ‬ َ ‫َﻫْﻞ ُﺗ‬ ّ ‫ﺸَّﺮُﻓـَﻨﺎ ِﺑِﺰَﻳﺎَرِﺗَﻚ َﻳْﻮَم ﻟ‬ 7

Ordinal numbers, fractions, expressions of time, calendars

6

5

4

3

2

1

‫ا‬

10 9 8 ‫ﺸُﻐﻮٌل ِﻓﻲ ﺬِﻟَﻚ ْﻟَﻴْﻮِم َوﻟِﻜ َﻨّﻲ‬ ‫ﺳـَﺄُزوُرُﻛْﻢ‬ َ ْ ‫ ِإَّﻧﻲ َﻣ‬،‫ﺟّﺪًا‬ ِ ‫ﻒ‬ ٌ ‫ﺳ‬ ِ ‫ﺴﻴَﻦ؟ ƒا‬ ِ ‫ﺨْﻤ‬ َ ‫ْﻟـ‬ ‫ا‬

16 15 14 13 12 11 ‫ﻈُﻬِﺮ ِإْن‬ ِ ‫ﺴﺎًء؟ َأ‬ َ ‫ﺣﺎ َأْو َﻣ‬ ً ‫ﺻَﺒﺎ‬ َ ‫ﺠﻲُء‬ ِ ‫ َأَﺗ‬.‫ﺣِﺪ‬ َ ‫َﻳْﻮَم َْﻷ‬ ّ ‫ﺟﻲُء َﺑْﻌَﺪ ﻟ‬ ‫ا‬

. ‫ﺷﺎَء ﻟـّﻠُﻪ‬ َ

17

(18) Will you 1honour us 2with a (lit. your) visit 4next 3Saturday 5on the occasion of my 50th 6,7birthday? 8I am very sorry, 9I am busy that day, but 10

I will visit you on 11Sunday. 12Will you come in the 13morning or in 14the

evening? I will come in the 15,16afternoon, God 17willing.

ْ ‫ﺴـَﻨـِﺔ ْﻟـِﻬ‬ َ ‫ﺸْﻬِﺮ ﻟَّﺮاِﺑـِﻊ َوَﻟْﻴ‬ ‫ﺲ‬ ِ ‫ِﻋـﻴُﺪ َرْأ‬ َّ ‫ﺠِﺮَّﻳـِﺔ ِﻓـﻲ َأَواِﺋِﻞ )َأَّوُل( ﻟـ‬ َّ ‫س ﻟ‬ 4

3

. ‫ﻛَﺮ‬ ِ ‫ُذ‬ (19)

7

2

1

ِ ‫ﺸْﻬِﺮ ﻟَّﺜﺎِﻟ‬ ‫ﺚ َﻛَﻤﺎ‬ ِ ‫ﺧِﺮ ) ƒا‬ ِ ‫ِﻓﻲ َأَوا‬ َّ ‫ﺧِﺮ( ﻟ‬ 6

5

1,2

The Hig˘ rah New Year (lit. 1the occasion of 2the head of the Hig˘ rah  year) is at 3the beginning of the fourth month (i.e. rabı- t-ta¯ nı-) 4and not ¯¯ at 5the end of the third month 6as had been 7mentioned.

‫ﺴﻮَرُة ْﻟـِﻤَﺌُﺔ‬ َ ‫ﺳُﻤَﻬﺎ ‘ ْﻟَﻔﺎِﺗ‬ ْ  ‫ﺴﻮَرُة ُْﻷوَﻟﻰ ِﻣَﻦ ْﻟُﻘْﺮ ƒاِن ْﻟَﻜِﺮﻳِﻢ‬ ُّ ‫ َوﻟ‬،’‫ﺤُﺔ‬ ُّ ‫َأﻟ‬ 1

ُ ‫ﺳُﻤَﻬﺎ ‘ ﻟَّﻨﺎ‬ .’‫س‬ ْ ‫َو‬ 4

3

َ ‫ﺸَﺮَة ِﻫ‬ ْ ‫َوﻟَّﺮاِﺑَﻌَﺔ َﻋ‬ ‫ﺧﻴَﺮُة‬ ِ ‫ﻲ َْﻷ‬ 2

(20) The first su¯rah (chapter) of the Holy Quran is called 1The Opening, and the 114th is 2the last su¯rah and it 3is called 4Mankind. .‫ﻦ‬ َ ‫ﺸِﺮﻳ‬ ْ ‫ي َوْﻟِﻌ‬ َ ‫ﺤﺎِد‬ َ ‫َوْﺑَﺘَﺪْأَﻧﺎ ِﻓﻲ ْﻟَﻘْﺮِن ْﻟ‬

3

‫ﺸِﺮﻳَﻦ‬ ْ ‫إْﻧَﺘَﻬْﻴَﻨﺎ ِﻣَﻦ ْﻟَﻘْﺮِن ْﻟِﻌ‬ 2

1

(21) 1We have finished the twentieth 2century 3and we have begun the twenty-first century. 4 3 2 1 َ َ‫ﺼ‬ ‫ﻼِم‬ َ ‫ﺳ‬ ْ ِ‫ ِإْﺛَﻨﺎِن ِﻣْﻦ َأْرَﻛﺎِن )ُرْﻛٌﻦ( ْﻹ‬،‫ﻀﺎَن‬ َ ‫ﺷْﻬِﺮ َرَﻣ‬ َ ‫ﺻْﻮُم‬ َ ‫ﻼُة َو‬ ّ ‫َأﻟ‬

. ‫ﻬﺎ‬ َ ‫ُﻳَﺆَّدَﻳ‬

7

‫ﺴِﻠٍﻢ َﻗﺎِدٍر َأْن‬ ْ ‫ﺐ َﻋَﻠﻰ ُﻛَّﻞ ُﻣ‬ ُ ‫ﺠ‬ ِ ‫ َوَﻳ‬،‫ﺴِﺔ‬ َ ‫ﺨْﻤ‬ َ ‫ْﻟـ‬ 6

5

(22) 1Prayer 2and fasting in the month of Ramadan 3are two of the five 4pillars (principles) of Islam. Every Muslim 5must 7perform them if he 6can. Translate into Arabic: (1) The book on the Crusades to the East in the eleventh century consists 280

of five parts (volumes), and I read only the first and the second parts (volumes).

(2) This week I learned by heart the first volume of the Modern Arab History. (3) Last Monday I paid one third of the price of my country house and I will pay the two remaining thirds at the beginning of this week, in addition to interest of nine per cent. (4) At the beginning of this year I began the first lesson in the Arabic

Ordinal numbers, fractions, expressions of time, calendars

language. In the first hour the teacher taught us how to pronounce the letters and in the second hour how to write them. (5) The government decided to raise the tax on imported goods by 7 per cent, starting from the fifth month of the year 2005. (6) Eight per cent of the inhabitants of the city are foreigners of 22 different nationalities, and four per cent of them are from countries not belonging to the European Union. (7) Will you come on Saturday or Sunday? I will come on Sunday morning or in the afternoon, God willing. (8) The 65th su¯rah of the Holy Quran is called Su¯ ratu t-tala¯ qi (‘The ˙˙ Divorce’), and the 89th su¯rah is called Su¯ ratu l-fag˘ ri (‘The Dawn’). (9) Fasting in the month of Ramada¯ n is one of the five pillars of Islam. ˙ (10) What time is it now? (11) The time now is 13 minutes past three p.m. (in the afternoon). (12) It is ten minutes past eleven a.m. (before noon). (13) It is quarter past seven a.m. (in the morning). (14) It is five minutes past eight a.m. (in the morning). (15) It is quarter to ten a.m. (16) It is twenty (a third) to ten. (17) It is twelve (o’clock) noon. (18) Last Saturday a foreigner fell from the window of (on) the second floor and broke both his legs. (19) I read about the ordinal numbers on page thirty-one in the Arabic language grammar book.

281

Chapter 36

Exception

36.1

Exception in Arabic: ‫ﺳِﺘـْﺜـَﻨﺎُء‬ ْ ‫ًأِْﻻ‬

The following are the four most common words or particles used in the sense ‘except (for), excepting, with the exception of, apart from, excluding, barring’:

َ‫ِإّﻻ‬


illa¯

‫َﻏْﻴٌﺮ‬

‫ﺳَﻮى‬ ِ

g˙ ayrun

siwa¯

‫)َﻣﺎ َﻋَﺪا( َﻋَﺪا‬ 



ada¯ (ma¯ ada¯ )

An exceptive sentence contains the following four central elements: (a)

the predicate, expressing the action or situation to which the exception refers;

(b)

the first noun, ‫ﻣْﻨُﻪ‬ ِ ‫ﺴَﺘـْﺜَﻨﻰ‬ ْ ‫َأْﻟـُﻤ‬, i.e. (the set) from which the exception is made;

(c)

the subtractive or exceptive particle, ‫ﺳِﺘـْﺜَﻨﺎِء‬ ْ ‫;َأَداُة ِْﻻ‬

(d)

the second noun,

‫ﺴَﺘـْﺜَﻨﻰ‬ ْ ‫َأْﻟـُﻤ‬,

i.e. the excepted or excluded

member. 36.2




The particle َ‫ﻻ‬ ّ ‫ ِإ‬illa¯ , is most commonly used. It takes the following

noun in any of the three cases as follows: (a)

َ‫
ِإّﻻ‬illa¯ , in a positive sentence

In a positive sentence the second noun that follows accusative case, e.g. 282

َ‫ ِإّﻻ‬is in the

The 2nd noun

The exceptive The 1st noun

(the excepted

particle

Predicate

Exception

(the set from which the exception

member)

is made)

‫ﺣًﺪا‬ ِ ‫َوا‬

ُّ ‫ﻟ‬ ُ‫ﻼَب‬ ّ ‫ﻄ‬

َ‫ِإّﻻ‬




َ‫ﺧَﺮج‬ َ

harag˘ a t-tulla¯ bu illa¯ wa¯ hidan. (All) the students went out except ˘ ˙˙ ˙ one.

َ ‫ﻟّﺮَِﺋﻴ‬ ‫ﺲ‬






‫ِإ َّﻻ‬


-

‫ﻀﺎُء‬ َ ‫َْﻷْﻋ‬

‫ﻀَﺮ‬ َ ‫ﺣ‬ َ

hadara l- a da¯ u illa¯ r-ra ısa. (All) the members came except the ˙ ˙ ˙ president. (b)

‫ِإَّﻻ‬




illa¯ , in a negative sentence with the first noun expressed




In a negative sentence the second noun that follows ‫ﻻ‬ َّ ‫ ِإ‬illa¯ can be

in either the nominative or accusative, e.g.

ُّ ‫ﺟﺎءَ ﻟ‬ َ ‫َﻣﺎ‬ ُ َ‫ﻼ‬ ‫ﺣٌﺪ‬ ِ ‫ َوا‬/ ‫ﺣًﺪا‬ ِ ‫ب ِإ َّﻻ َوا‬ ّ ‫ﻄـ‬





ma¯ g˘ a¯ a t-tulla¯ bu illa¯ wa¯ hidan / wa¯ hidun. ˙˙ ˙ ˙ Only one student came. (lit. No students came except one.)

َ ‫َﻟْﻢ َﻳْﻘَﺮْأ ِﻣَﻦ ْﻟ‬ ‫ﺟِﺮﻳَﺪٌة‬ َ / ً‫ﺟِﺮﻳَﺪة‬ َ ‫ﺠَﺮاِﺋِﺪ ِإَّﻻ‬






lam yaqra mina l-g˘ ara¯ idi illa¯ g˘ arı-datan / g˘ arı-datun. He read only one of the newspapers. (lit. He didn’t read from the newspapers except one newspaper.) ‫ا‬

‫ا‬

‫ا‬

‫ ﻟ ّﻠُﻪ‬/ ‫ َﻻ ِإﻟَﻪ ِإ َّﻻ ﻟ ّﻠَﻪ‬la¯







ila¯ ha illa¯ lla¯ ha / lla¯ hu.

There is no god except God (Allah). OR There is only one God. (c)

َ‫
ِإّﻻ‬illa¯ , in a negative sentence without the first noun In a negative sentence the first noun may be dropped before




illa¯ . Then the noun that follows

َ‫ِإّﻻ‬

‫ ِإَّﻻ‬may take any of the three

cases, according to the case assignment (rection) determined by the verb, e.g.




ً ‫ َﻟـْﻢ َﻳْﺄُﻛْﻞ ِإّﻻَ َﻗِﻠﻴ‬lam ya kul ‫ﻼ‬




illa¯ qalı-lan.

He ate only a little. (lit. He did not eat except a little.)

283





َ ‫ َﻣﺎ‬ma¯ g˘a¯ a ‫ﺟٌﻞ‬ ُ ‫ﺟﺎَء ِإَّﻻ َر‬

Exception

illa¯ rag˘ ulun.

Only one man came. (lit. Nobody came except one

ُ ‫ َﻣﺎ َﻣَﺮْر‬ma¯ marartu ‫ﺟٍﻞ‬ ُ ‫ت ِإَّﻻ ﺑِـَﺮ‬

man.)




illa¯ bi-rag˘ ulin. I passed by only one man.

ْ ‫ َﻻ َأ‬la¯ َ ‫ﺼﺎِد‬ ‫ق‬ َّ ‫ﺣَﺘِﺮُم ِإَّﻻ ﻟ‬

(lit. I didn’t pass by except one man.)







ahtarimu illa¯ s-sa¯ diqa. ˙ ˙˙ I respect only the honest. (lit. I don’t respect

َ ‫ َﻻ ُﻳﻮ‬la¯ yu¯g˘adu ٌ ‫ﺟﺪُ إَّﻻ ِﻛَﺘﺎ‬ ‫ب‬

except the honest.)




illa¯ kita¯ bun.

There is only one book. (lit. There does not exist except one book.) 36.3 The particles

‫ِإَّﻻ‬




‫ َﻏْﻴُﺮ‬g˙ ayru, ‫ﺳَﻮى‬ ِ siwa¯ and ‫َﻋَﺪا‬



ada¯ may replace

illa¯ , but they take the following noun in the genitive case, e.g.




‫ﺣٍﺪ‬ ِ ‫ﺳَﻮى َوا‬ ِ / ُ‫ﺟﺎءَ َﻏْﻴﺮ‬ َ ‫ َﻣﺎ‬ma¯ g˘a¯ a g˙ayru / siwa¯ wa¯ h˙ idin. Only one came. (lit. Nobody came except for one.)




‫ﺣٍﺪ‬ ِ ‫ﺟﺎلُ َﻋَﺪا َوا‬ َ ‫ﺟﺎءَ ﻟَّﺮ‬ َ g˘a¯ a r-rig˘a¯ lu



ada¯ wa¯ hidin. ˙ The men came except for one (of them).

‫َﻋَﺪا‬ 



ada¯ may be preceded by the relative pronoun

‫ َﻣﺎ‬ma¯ : ‫ َﻣﺎ َﻋَﺪا‬ma¯

ada¯ , when it is regarded as a verb. It is then followed by a noun in the

accusative case, e.g.




‫ﺣًﺪا‬ ِ ‫ﺟﺎلُ َﻣﺎ َﻋَﺪا َوا‬ َ ‫ﺟﺎءَ ﻟَّﺮ‬ َ g˘a¯ a r-rig˘a¯ lu ma¯



ada¯ wa¯ hidan. ˙ The men came except(ing) one (of them).




‫ ِإَّﻻ َأ َّن‬illa¯ anna and ‫ َﻏْﻴَﺮ َأَّن‬g˙ ayra anna
The particle ‫ﻻ‬ َّ ‫ ِإ‬illa¯ , and the accusative of ‫ َﻏْﻴُﺮ‬g˙ ayru may be followed by the subordinating conjunction ‫ن‬ َّ ‫
َأ‬anna ‘that’. The meaning then 36.4

284

becomes ‘except that, nevertheless, but, however’, e.g.

6 5 4 3 2 1 ‫ﻼﹰ‬ ّ ‫ﺣ‬ َ ‫ﺠُﺪوا‬ ِ ‫ َﻏْﻴَﺮ َأّﻧَُﻬْﻢ َﻟْﻢ َﻳ‬/ ‫ﺣُﺜﻮا ِﻓﻲ َْﻷﻣِﺮ ِإّﻻَ َأّﻧَُﻬْﻢ‬ َ ‫َﺗَﺒﺎ‬

Exception





taba¯ hatu¯ fı- l- amri illa¯ anna-hum / g˙ayra anna-hum lam yag˘ idu¯ hallan. ˙ ¯ ˙ 1 They discussed 2the matter, 3but they did 4not 5find 6a solution. 3 2 1 ‫ﺟﺎَﺑَﺔ‬ َ ‫ﺾ ِْﻹ‬ َ ‫َﻏْﻴَﺮ َأ َّﻧُﻪ َرَﻓ‬







g˙ayra anna-hu rafada l- Ig˘ a¯ bata. ˙ 1 But (nevertheless) 2he refused to 3answer.

Exercises Practise your reading: 6 5 4 3 2 1 ِ ‫ﻲ ِإَّﻻ َوا‬ ‫ﺣًﺪا َﻋﺎَد ِإَﻟﻰ‬ ِ ‫َﻧﺎَم ُﻛ ُﻞّ َأْﻓَﺮاِد (َﻓْﺮٌد) ْﻟَﻌﺎِﺋَﻠِﺔ ِﻓﻲ ْﻟَﺒْﻴ‬ َّ ‫ﺖ ﻟَّﺮﻳِﻔ‬

. ‫ﻤِﺪﻳَﻨِﺔ‬ َ ‫ْﻟـ‬ (1) All 3family 2members 1slept in 4the country house 5except one who 6

returned to the city. 5 4 3 2 1 ‫ﺟْﻨِﺪَّﻳْﻴِﻦ َﻛﺎَﻧﺎ‬ ُ ‫ﺣ ٌّﺪ) َﻣﺎ َﻋَﺪا‬ َ ( ‫ﺤُﺪوِد‬ ُ ‫ﺶ إَﻟﻰ ْﻟـ‬ ِ ‫ﺠْﻴ‬ َ ‫ﺖ ِﻓْﺮَﻗٌﺔ ِﻣَﻦ ْﻟ‬ ْ ‫َذَﻫَﺒ‬

.‫ﻦ‬ ِ ‫ﻀْﻴ‬ َ ‫َﻣِﺮﻳ‬

6

(2) An 2army 1division (group) went to 3the border 4except 5two soldiers (who) were 6ill. 5 4 3 2 1 ‫ﺤ َّﻤﺎِم‬ َ ‫ﻲ ْﻟـ‬ ِ ‫ﺣ‬ َ ‫ﺼَﺒﺎ‬ ْ ‫ﺼَﺒﺎحٌ) َﻣﺎَﻋَﺪا ِﻣ‬ ْ ‫ﺼﺎﺑِـﻴِﺢ (ِﻣ‬ َ ‫ﺧِﺘﻲ ُﻛ َّﻞ ْﻟـِﻤ‬ ْ ‫ت ُأ‬ ْ ‫ﻃَﻔَﺄ‬ ْ ‫َأ‬

.‫س‬ ِ ‫ﺠُﻠﻮ‬ ُ ‫ْﻟـ‬

7

‫َوُﻏْﺮَﻓِﺔ‬

6

(3) My sister 1put out 2all the 3lights (lamps) 4except the two lights in 5the bathroom and the 7sitting 6room.

َ ‫ﺲ َْﻷْﻣِﻦ ﻟِّﻨَﺰا‬ ‫ع َﺑْﻴَﻦ ﻟَّﺪْوَﻟَﺘْﻴِﻦ ِإَّﻻ‬ ِ ‫ﺠِﻠ‬ ْ ‫ﻀٌﻮ) َﻣ‬ ْ ‫ﻀﺎُء (ُﻋ‬ َ ‫ﺶ َأْﻋ‬ َ ‫َﻧﺎَﻗ‬ 7

6

5

4

. ‫ﺣٍﺪ‬ َّ ‫ُﻣَﻮ‬

3

10

2

1

‫ي‬ ٍ ‫َأَّﻧُﻬْﻢ َﻟْﻢ َﻳَّﺘِﻔُﻘﻮا َﻋَﻠﻰ َرْأ‬ 9

8

(4) 2The members of 4the Security 3Council 1discussed 5the conflict between 6the two countries, 7but they did not 8agree on a

10

single

9

opinion. . ‫ﻜْﻢ‬ ُ ‫ِﻣْﺜـُﻠ‬

(5)

1,2

5

4 3 2 1 ‫ﺸٌﺮ‬ َ ‫َﻣﺎ َأَﻧﺎ ِإ َّﻻ َﺑ‬

I am nothing 3but (except) 4a human being 5like you. (Quran)

285

ِ ‫ﺳﺎَﻟِﺘِﻪ ِإَّﻻ َوا‬ . ‫ﺣًﺪا‬ َ ‫ِﺑِﺮ‬

Exception

4

3 2 1 ‫ﺸَﺮ‬ َ ‫ﺴﻴِﺢ ِْﻻْﺛَﻨﺎ َﻋ‬ ِ ‫ﺴ َّﻴﺪِ اْﻟـَﻤ‬ َ ‫ƒاَﻣَﻦ َﺗ‬ َّ ‫ﻼِﻣَﺬُة (ِﺗْﻠِﻤﻴﺬٌ) ﻟ‬

(6) (All of) the twelve disciples of 2the Lord 3Jesus/Messiah 1believed 4in his message apart from one. 5 4 3 2 1 ‫ﺳِﺔ‬ َ ‫ﺴَﻴﺎ‬ ِ ‫ُﻛ ُّﻞ ﻟَّﻨﺎ‬ ِ ،)‫ﺴﺎٌن‬ َ ‫س (ِإْﻧ‬ َّ ‫ َﻻ َﻳْﻬَﺘُّﻤﻮَن ِﺑˆ ﻟ‬،‫ﺳَﻮى ْﻟَﻘـِﻠﻴِﻠِﻴَﻦ‬

. ‫ﻟّﺪَُوِﻟّﻴَِﺔ‬

6

(7) All 1people, 2apart from a 3few, 4are not interested in 6international 5

politics. .‫ت‬ َ ‫ْﻟـَﻤْﻮ‬

4

َ‫ َدَواٌء ِإّﻻ‬3 ‫ َداٍء‬2 ّ‫ ِﻟُﻜ َﻞ‬1

(8) 1For every 2disease there is 3a medicine (cure) except 4death. . ‫ﻷْرِز‬ َْ

6

5 4 3 2 1 ‫ﺟَﺒَﻞ‬ َ ‫ﺟَﺒﺎَل ُﻟْﺒَﻨﺎَن ُﻛـ َّﻠَﻬﺎ َﻣﺎَﻋَﺪا‬ ِ ‫ﺴَﺎِﺋُﺢ‬ ّ ‫َزاَر ﻟ‬

(9) 2The tourist 1visited 4all the Lebanese 3mountains 5except 6the mountain of the cedars. . ‫ﺴًﺔ‬ َ ‫َﻳﺎِﺑ‬

7

6 5 4 3 2 1 ٍ‫ﺠَﺮَة ُﺗّﻔَﺎح‬ َ ‫ﺷ‬ َ ‫ﺴَﺘﺎِن َﻣﺎَﻋَﺪا‬ ْ ‫ﺠَﺮٌة) ْﻟُﺒ‬ َ ‫ﺷ‬ َ ( ‫ﺠﺎِر‬ َ ‫ﺷ‬ ْ ‫ﺖ ُﻛّﻞَ َأ‬ ُ ‫ﺳَﻘْﻴ‬ َ

(10) 1I irrigated all 2the trees of 3the orchard (garden) 4except one 7dried-up 6

apple 5tree.

ُّ ‫ﻀَﺮ ُﻛّﻞُ ﻟ‬ ِ َ‫ﻼ‬ َ ‫ﺧﺎ‬ َ ‫ﺧﻲ َوَأ‬ ِ ‫ﺿَﺮَة ِإّﻻَ َأ‬ .‫ك‬ َ ‫ﺤﺎ‬ َ ‫ﺐ) ْﻟـُﻤ‬ ٌ ‫ﻃﺎِﻟ‬ َ (‫ب‬ َ ‫ﺣ‬ َ ّ ‫ﻄ‬ 2

1

(11) All students 1attended 2the lecture except my brother and yours.

ِ ‫ﻃﺎِﻟًﺒﺎ َوا‬ َ / ‫ﺣٌﺪ‬ ِ ‫ﺐ َوا‬ ٌ ‫ﻃﺎِﻟ‬ َ ‫ﺤﺎِن ِإَّﻻ‬ . ‫ﺣًﺪا‬ َ ‫ْﻻِْﻣِﺘ‬

3

‫ﺣٌﺪ ِﻓﻲ‬ َ ‫ﺠَﺢ َأ‬ َ ‫َﻣﺎ َﻧ‬ 2

1

(12) Only one student 2passed the exam. (lit. 1No one 2passed 3the exam except one student.) . ‫ﺣٍﺪ‬ ِ ‫ي َوا‬ ًّ ‫ﺟْﻨِﺪ‬ ُ ‫َو‬

6

5 4 3 2 1 ‫ﺳَﻮى َﻗﺎِﺋِﺪِﻫْﻢ‬ ِ ‫ﺠُﻨﻮِد ِﻣَﻦ ﻟُّﺜْﻜَﻨِﺔ‬ ُ ‫ب ُﻛ ُّﻞ ْﻟـ‬ َ ‫َﻫَﺮ‬

(13) All 2soldiers 1ran away (escaped) from 3the barracks 4except 5their commander and one 6soldier.

ِ‫ﺳَﻮى ﻟَّﺮِﺋﻴﺲ‬ ِ ‫ع‬ َ ‫ﺟِﺘَﻤﺎ‬ ْ ِ‫ﻀُﺮوا ْﻻ‬ َ ‫ﺣ‬ َ ‫ﻀﺎِء َّﻟِﺬﻳَﻦ‬ َ ‫ﺖ ِﻣَﻦ َْﻷْﻋ‬ ُ ‫َﻣﺎ َﻋَﺮْﻓ‬ 5

4

3

2

1

. ‫ﺣٍﺪ‬ ِ ‫ﻀٍﻮ َوا‬ ْ ‫َوُﻋ‬ 286

6

(14) I did not 1know any of 2the members who 3attended 4the meeting 5

except the chairman and one 6member.

5 4 3 2 1 ‫ﺠ َّﻠَﺔ‬ َ ‫ﺠِﺮﻳَﺪَة َوْﻟـَﻤ‬ َ ‫ﺷْﻴًﺌﺎ ِﻣَﻦ ْﻟـَﻤْﻜَﺘَﺒِﺔ ِإ َّﻻ ْﻟـ‬ َ ‫ﺷَﺘِﺮي‬ ْ ‫ف َﻻ َأ‬ َ ‫ﺳْﻮ‬ َ ِ ‫ْﻟَﻌَﺮِﺑـَّﻴـَﺘـْﻴ‬ .‫ﻦ‬

Exception

(15) I will not 1buy 2anything from 3the bookshop except the Arabic 4newspaper 5and the magazine. 5 4 3 2 1 ‫ﻃﺎِﻟَﺒًﺔ‬ َ ‫ﺿَﺮ و‬ ِ ‫ﺤﺎ‬ َ ‫ت ِإ َّﻻ ْﻟـُﻤ‬ ِ ‫ﺿَﺮا‬ َ ‫ﺤﺎ‬ َ ‫ﺴَﺘِﻤُﻌﻮَن ِﻣَﻦ َﻗﺎَﻋِﺔ ْﻟـُﻤ‬ ْ ‫ج ْﻟـُﻤ‬ َ ‫ﺧَﺮ‬ َ

. ‫ﺟِﺪﻳَﺪًة‬ َ 2

1

4

3

(16) The audience (listeners) went out of the lecture hall except 5the lecturer and one new student (f.). .)‫ْﻟَﻮْرِد (َوْرَدٌة‬

‫ﺠَﻨْﻴَﻨِﺔ َأْزَﻫﺎًرا (َزْﻫَﺮٌة) ُﻣَﺘَﻨَّﻮَﻋًﺔ َﻋَﺪا‬ ُ ‫ﺖ ِﻓﻲ ْﻟـ‬ ُ ‫َزَرْﻋ‬

5

4

3

2

1

(17) 1I planted 3a variety of 2flowers in the garden but no (lit. 4except) 5roses. .‫ن‬ َ ‫ﻼ‬ َ ‫ﺴ‬ ْ ‫َﻛ‬

6

َّ ‫ﺤﺎِن ﻟَّﻨَﻬﺎِﺋ‬ ِ َ‫ﻼ‬ ‫ﻃﺎِﻟًﺒﺎ‬ َ ‫ﻲ َﻣﺎَﻋَﺪا‬ َ ‫ب ِﻓﻲ ِْﻻْﻣِﺘ‬ َ ‫ﺠَﺢ‬ َ ‫َﻧ‬ ُّ ‫ﺟِﻤﻴُﻊ ﻟ‬ ّ ‫ﻄ‬ 5

4

3

2

1

(18) 2All the students 1passed 4the final 3exam 5except one 6lazy student. . ‫ْﻟَﺒﺎِرَد‬

4

2 1 َّ ‫ ﻟ‬3 َ‫ﺷْﻴًﺌﺎ ِإّﻻ‬ ‫ﺲ‬ َ ‫ﻄْﻘ‬ َ ‫َﻻ َأْﻛَﺮُه‬

(19) I 1hate 2nothing except 4cold 3weather.

ِ ‫َوﻟَّﺰْﻳُﺘﻮ‬ .‫ن‬

6

5 4 3 2 1 ‫ﺐ َوﻟَّﺘﻴِﻦ‬ ِ ‫ﺠَﺮٌة) ْﻟِﻌَﻨ‬ َ ‫ﺷ‬ َ ( ‫ﺠُﺮ‬ َ ‫ﺷ‬ َ ‫ﺣْﻘِﻠَﻨﺎ ِإ َّﻻ‬ َ ‫ﺲ ِﻓﻲ‬ َ ‫َﻟْﻴ‬

(20) There are only 4grape, 5fig 6and olive trees in 2our field. (lit. 1There is 1nothing in 2our field except 4grape, 5fig 6and olive 3trees.) .‫ﻂ‬ ِ ‫ﺳ‬ َ ‫َْﻷْو‬

7

ِ ‫ﺸَْﺮ‬ ‫ق‬ َ ‫ﺤِﺪﻳ‬ َ ‫ﺚ ِإّﻻَ ْﻟـ‬ ِ ‫ﺲ ِﻋْﻨَﺪ ﻟّﻨَﺎ‬ ٌ ‫ﺣِﺪﻳ‬ َ ‫س‬ َ ‫َﻟْﻴ‬ ّ ‫ﺚ َﻋْﻦ َأْزَﻣِﺔ ﻟ‬ 6

5

4

3

2

1

(21) 3People 4talk only about the crisis in the 7Middle 6East. (lit. 1There is no (other) 4talk 2by 3the people except talk about 5the crisis in 7the Middle 6East.) 6 5 4 3 2 1 ُّ ‫ﺴَﻜِﺮ‬ ‫ﺤﻴَﻔٌﺔ) َﻏْﻴَﺮ َأّﻧَُﻪ‬ ِ ‫ﺤ‬ ُ ُ‫ﺼ‬ ِ ‫ﺻ‬ َ (‫ﻒ‬ ِ ‫ي ِﻟـُﻤَﺮا‬ ْ ‫ﺨِﺒﻴُﺮ ْﻟَﻌ‬ َ ‫َﺗَﻜ َّﻠَﻢ ْﻟـ‬ ّ ‫ﺳِﻠﻲ ﻟ‬

.)‫ل‬ ٌ ‫ﺳَﺆا‬ ُ ( ‫ﺳِﺌَﻠِﺔ‬ ْ ‫َْﻷ‬

10

‫ﺟِﻤﻴِﻊ‬ َ ‫ﺟﺎَﺑَﺔ َﻋْﻦ‬ َ ‫ﺾ ِْﻹ‬ َ ‫َرَﻓ‬ 9

8

7

(22) 3The military 2expert 1talked to 5newspaper 4correspondents 6but 7he refused 8to answer 9all the 10questions. Translate into Arabic: (1) All the family members except one, who was ill, visited the mountain of the cedars.

287

Exception

(2) All the students slept in the country house except my sister who returned to the city. (3) All the soldiers went to the border except the commander and one soldier who were ill. (4) All the members of the Security Council went out of the hall except one new member. (5) In the final exam I did not know the answers to any of the questions except one. (6) All the members attended the meeting except the military expert and one member. (7) All the audience went out of the hall except the chairman of the meeting and the newspaper correspondents. (8) My brother put out all the lights in the house except the light in the bathroom. (9) I will not buy anything except roses, the newspaper and a magazine. (10) The lecturer talked to an army division about the conflict between the two countries but he refused to answer all the questions. (11) In the garden I planted a variety of flowers and trees but no (lit. except) olive trees. (12) The members who attended the meeting discussed the crisis in the Middle East, but they didn’t agree on a single opinion.

288

Chapter 37

Verbs of wonder, the negative copula ‫ﺲ‬ َ ‫ َﻟْﻴ‬laysa, verbs with special uses and some special uses of the preposition ..‫ ِﺑـ‬bi... 37.1 Verbs of wonder, ‫ﺐ‬ ُّ ‫َأْﻓَﻌﺎلُ ﻟّﺘََﻌ‬ ِ ‫ﺠ‬ Exclamatory phrases such as ‘How beautiful!’, ‘How tall!’, ‘How black he/she/it is!’, ‘What a rich man he is!’, etc., are expressed by using the interrogative pronoun

‫ َﻣﺎ‬ma¯ ‘what?’, followed by a verb form which

looks like the derived verb form IV in the perfect tense third person singular masculine (pattern:

‫َأْﻓَﻌَﻞ‬




af ala) and a noun in the accusative

case or a suffixed pronoun, e.g.

‫ﺖ‬ َ ‫ﺟَﻤﻞَ ْﻟِﺒْﻨ‬ ْ ‫َﻣﺎ َأ‬

‫ﺟَﻤَﻠَﻬﺎ‬ ْ ‫َﻣﺎ َأ‬

ma¯ ag˘ mala l-binta!

ma¯ ag˘ mala-ha¯ !

How beautiful the girl is!

How beautiful she / it is!

‫ﺟَﻞ‬ ُ ‫ب ﻫَﺬَا ﻟَّﺮ‬ َ ‫َﻣﺎ َأْﻛَﺬ‬

‫َﻣﺎ َأْﻛَﺬَﺑُﻪ‬

ma¯ akdaba ha¯ da¯ r-rag˘ ula! ¯ ¯ What a liar this man is!

ma¯ akdaba-hu! ¯ What a liar he is!

َ ‫َﻣﺎ َأ‬ ‫ﺳَﻮاَد ﻫِﺬِه ْﻟَﻐْﻴَﻤِﺔ‬ َ ‫ﺷ َّﺪ‬

َ ‫َﻣﺎ َأ‬ ‫ﺳَﻮاَدَﻫﺎ‬ َ ‫ﺷ َّﺪ‬

ma¯ asˇ adda sawa¯ da ha¯ dihi l-g˙ aymati! ¯ What a black cloud this is!

ma¯ asˇ adda sawa¯ da-ha¯ !







‫ا‬




3

‫ا‬

2




1




1

2




How black it is! 3

(lit. How strong is the blackness of this cloud! OR What 1a strength of 2blackness this 3cloud has!)

289

Verbs of wonder, the negative copula, special verbs and uses

If two verbs of wonder refer to the same noun, the second verb is

37.2

placed after the noun and takes a suffix pronoun, e.g. ! ‫ﻌَﺒُﻪ‬ ْ ‫َﻣﺎ َأ‬ َ‫ﺻ‬ ْ ‫س َوَﻣﺎ َأ‬ َ ‫ﻃَﻮلَ ﻟّﺪَْر‬




(not: ‫س‬ ْ ‫ﻃَﻮلَ َوَﻣﺎ َأ‬ ْ ‫َﻣﺎ َأ‬ َ ‫ﺻَﻌﺐ ﻟّﺪَْر‬










ma¯ atwala d-darsa wa-ma¯ as aba- ma¯ atwala wa-ma¯ as aba d-darsa) ˙ ˙ ˙ ˙ hu! What a long and difficult lesson!

37.3 (a)

Verbs with special uses The negative copula ‫ﺲ‬ َ ‫ َﻟْﻴ‬laysa ‘is not’ is counted among the sisters

of ‫ن‬ َ ‫ َﻛﺎ‬ka¯ na. It is peculiar in that it is inflected only for the perfect tense but with the meaning of the imperfect tense (referring to present time). (b)

Conjugation of ‫ﺲ‬ َ ‫ َﻟْﻴ‬laysa: singular

dual

plural

َ ‫َﻟْﻴ‬ ‫ﺲ‬

‫ﺴﺎ‬ َ ‫َﻟْﻴ‬

‫ﺴﻮا‬ ُ ‫َﻟْﻴ‬

laysa¯ , they (2)

laysu¯, they are

are not

not

‫ﺖ‬ ْ ‫ﺴ‬ َ ‫َﻟْﻴ‬

‫ﺴَﺘﺎ‬ َ ‫َﻟْﻴ‬

‫ﺴَﻦ‬ ْ ‫َﻟ‬

laysat, she is

laysata¯ , they (2)

lasna, they are

not

are not

not

3. masc. laysa, he is not

3. fem.

‫ﺖ‬ َ ‫ﺴـ‬ ْ ‫َﻟ‬

‫ﺴُﺘَﻤﺎ‬ ْ ‫َﻟ‬

‫ﺴُﺘْﻢ‬ ْ ‫َﻟ‬

lastuma¯ , you (2)

lastum, you are

not

are not

not

‫ﺖ‬ ِ ‫ﺴ‬ ْ ‫َﻟ‬

‫ﺴُﺘَﻤﺎ‬ ْ ‫َﻟ‬

ْ ‫َﻟ‬ ‫ﺴُﺘ َّﻦ‬

lasti, you are

lastuma¯ , you (2)

lastunna, you

not

are not

are not

‫ﺖ‬ ُ ‫ﺴ‬ ْ ‫َﻟ‬

(as in plural)

‫ﺴَﻨﺎ‬ ْ ‫َﻟ‬

2. masc. lasta, you are

2. fem.

1. 290

lastu, I am not

lasna¯ , we are not

Note: Regarding the expression of the predicative complement of laysa, see below (37.10b).

َ ‫َﻟْﻴ‬ ‫ﺲ‬

Remember from chapter 32 that the two verbs

‫ َﻛﺎَن‬ka¯ na ‘he was’ and

َ ‫ َﻟْﻴ‬laysa ‘is not, are not’, have no passive forms. ‫ﺲ‬

The verb ‫ل‬ َ ‫ َزا‬za¯ la (imperfect: ‫ َﻳَﺰاُل‬yaza¯ lu) ‘to cease, to disappear,

37.4

to go away’ is another sister of ‫ن‬ َ ‫ َﻛﺎ‬ka¯ na. It can be used as an aspectual auxiliary in the perfect or imperfect tense, preceded by the negative particle

Verbs of wonder, the negative copula, special verbs and uses

‫ َﻣﺎ‬ma¯ , ‫ َﻻ‬la¯ or ‫ َﻟْﻢ‬lam, and followed either by a verb in the

imperfect tense or by a verbal adjective or a noun in the accusative case. Both these constructions signify that the action has not ceased, the activity or state is still continuing, e.g.

‫ﺠﺎِﻣَﻌِﺔ‬ َ ‫س ِﻓﻲ ْﻟـ‬ ُ ‫ َﻟْﻢ َﻳَﺰلْ َﻳْﺪُر‬/‫ َﻻ َﻳَﺰاُل‬/‫َﻣﺎ َزاَل‬

 ma¯ za¯la / la¯ yaza¯lu / lam yazal yadrusu fı- l-g˘ a¯ mi ati. He is still (lit. did not cease) studying at the university.

َ ْ‫ َﻟْﻢ َﻳَﺰل‬/‫ َﻻ َﻳَﺰاُل‬/‫َﻣﺎ َزاَل‬ ‫ﺣ ًّﻴﺎ‬ ma¯ za¯la / la¯ yaza¯lu / lam yazal hayyan. ˙ He is still alive. (lit. He did not cease being alive.)





37.5 The verb ‫د‬ َ ‫ َﻋﺎ‬a¯ da (imperf.: ‫ َﻳُﻌﻮُد‬ya u¯ du) ‘to return, to do again, to

resume’ is somewhat similar to the above verb ‫ل‬ َ ‫ َزا‬za¯ la. (a)

When it is preceded by the negative particle

‫ َﻣﺎ‬ma¯ or ‫ َﻟْﻢ‬lam, the

meaning is: ‘not again, no longer’, e.g.

‫ﺠﺎِﻣَﻌِﺔ‬ َ ‫س ِﻓﻲ ْﻟـ‬ ُ ‫َﻋﺎَد َﻳْﺪُر‬ 

 a¯ da yadrusu fı- l-g˘ a¯ mi ati.

He resumed studying at the university.

‫ﺠﺎِﻣَﻌِﺔ‬ َ ‫س ِﻓﻲ ْﻟـ‬ ُ ‫ َﻟْﻢ َﻳُﻌْﺪ َﻳْﺪُر‬/ َ‫َﻣﺎ َﻋﺎد‬

   ma¯ a¯da / lam ya ud yadrusu fı- l-g˘ a¯ mi ati. He is no longer studying at the university. OR He no longer studies at the university. (b)






The IVth form of the above verb ‫د‬ َ ‫ َﻋﺎ‬a¯ da is ‫ َأَﻋﺎَد‬a a¯ da. When it is followed by a defined noun in the accusative case, it will have the meaning ‘to do again, to give back, re-’, e.g.

َ ‫َأَﻋﺎَد ْﻟِﻜَﺘﺎ‬ ‫ب‬


a a¯da l-kita¯ ba. He returned / gave back the book.

291

‫ﺤﺎَن‬ َ ‫َأَﻋﺎَد ِْﻻْﻣِﺘ‬

Verbs of wonder, the negative copula, special verbs and uses







a a¯da l- imtiha¯ na. He repeated (re-took) the exam. (He re˙ examined.)

ِ ‫ﻈَﺮ ِﻓﻲ ْﻟَﻘ‬ َ َ‫َأَﻋﺎَد ﻟّﻨ‬ ‫ﻀّﻴَِﺔ‬


a a¯da n-nadara fı- l-qadiyyati. He re-considered the case. ˙ ˙¯

ِ ‫ﻈِﺮ ِﻓﻲ ْﻟَﻘ‬ َ ‫ِإْﻗَﺘَﺮحَ ِإَﻋﺎَدَة ﻟَّﻨ‬ ‫ﻀَّﻴِﺔ‬



 iqtaraha i a¯data n-nadari fı- l-qadiyyati. He proposed to re-consider ˙ ˙ ˙¯ the case.

Note: The above ‫دٌة‬ َ ‫ ِإَﻋﺎ‬is the verbal noun of form IV.

37.6

The verb

‫َﻛﺎَد‬

ka¯ da (imperfect:

‫ﻳَﻜﺎُد‬

yaka¯ du) ‘to be about to

. . ., almost, (nearly) . . .’ is used as an auxiliary with the following verb in the imperfect indicative or, alternatively, imperfect subjunctive (after ‫ن‬ ْ ‫)َأ‬, e.g. Main verb: imperfect

Main verb: imperfect subjunctive

indicative

‫َﻛﺎَد ْﻟَﻮَﻟُﺪ َﻳَﻘُﻊ‬

OR



ka¯ da l-waladu yaqa u.

‫َﻛﺎدَ ْﻟَﻮَﻟُﺪ َأْن َﻳَﻘَﻊ‬




ka¯ da l-waladu an yaqa a.

The boy was about to fall over.

ِ ‫ﻄ‬ ‫ﺶ‬ َ ‫ت ِﻣَﻦ ْﻟَﻌ‬ ُ ‫ت َأُﻣﻮ‬ ُ ‫ِﻛْﺪ‬


OR



kidtu amu¯tu mina l- atasˇi. ˙ I almost died of thirst.

ِ ‫ﺠﻮ‬ ‫ع‬ ُ ‫ت ِﻣَﻦ ْﻟـ‬ ُ ‫َﻳَﻜﺎُد َﻳُﻤﻮ‬



ِ ‫ﻄ‬ ‫ﺶ‬ َ ‫ت ِﻣَﻦ ْﻟَﻌ‬ َ ‫ت َأْن َأُﻣﻮ‬ ُ ‫ِﻛْﺪ‬







kidtu an amu¯ta mina l- atasˇi. ˙ I was almost going to die of thirst. OR

ِ ‫ﺠﻮ‬ ‫ع‬ ُ ‫ت ِﻣَﻦ ْﻟـ‬ َ ‫َﻳَﻜﺎُد َأْن َﻳُﻤﻮ‬




yaka¯ du yamu¯tu mina l-g˘ u¯ i.

yaka¯ du an yamu¯ta mina l-g˘ u¯ i.

He is almost dying of hunger.

He is almost going to die of hunger.

‫ َﻛﺎَد‬ka¯ da is in the perfect or imperfect tense, preceded by the negative particle ‫ﻣﺎ‬ َ ma¯ or ‫ َﻟْﻢ‬lam, both tenses have almost the same When

meaning: ‘just, barely, hardly, almost not’, e.g.

َ ‫ﻒ‬ ُ ‫ َﻟْﻢ َﻳَﻜْﺪ َﻳِﻘـ‬/ ‫َﻣﺎ َﻛﺎَد‬ ‫ﺣ َّﺘﻰ َوَﻗَﻊ‬ 292



ma¯ ka¯ da / lam yakad yaqifu hatta¯ waqa a. He barely stood up before he ˙ fell down.

37.7

The verb ‫م‬ َ ‫ َدا‬da¯ ma ‘to last, to continue, to go on’ can be used in

temporal clauses meaning ‘as long as . . . (something is happening or going on)’. It is then preceded by the conjunction ‫ﻣﺎ‬ َ ma¯ ‘as long as’ and followed by a verb in the imperfect tense or a participle in the accusative case, e.g.

Verbs of wonder, the negative copula, special verbs and uses

‫ﺴﺎ‬ ً ‫ﺟﺎِﻟ‬ َ ‫َﻣﺎ َداَم‬ ma¯ da¯ma g˘ a¯ lisan, as long as he is sitting

ُ ‫ﺠِﻠ‬ ‫ﺲ‬ ْ ‫َﻣﺎ َداَم َﻳ‬ ma¯ da¯ma yag˘ lisu, as long as he sits

َ‫ ﻗَّﻞ‬qalla ‘to be little, to diminish, to be rare’ can take the suffix ‫ﻤﺎ‬ َ ‫ـ‬... /...ma¯ /, as ‫ َﻗ َّﻠَﻤﺎ‬qallama¯ meaning ‘seldom’, e.g. 37.8

The verb

‫َﻗَّﻠَﻤﺎ َﻧْﻠَﺘِﻘﻲ‬ qallama¯ naltaqı-. We seldom meet.

37.9 Verbs with the meaning ‘to start, to begin’ In addition to the verb




‫ َﺑَﺪَأ‬bada a ‘to start, to begin’ there are a few

other verbs which have this same meaning as well as their major meaning. The following are the most common of them:




‫ﺻﺎَر‬ َ s˙ a¯ ra ‘to

become’, ‫م‬ َ ‫ َﻗﺎ‬qa¯ ma ‘to stand up’, ‫ﺧَﺬ‬ َ ‫ َأ‬ah˘ ad¯ a, ‘to take’, e.g.

‫ﺾ‬ ُ ‫ﺧَﺬ َﻳْﺮُﻛ‬ َ ‫ َأ‬/ َ‫َﺑَﺪأ‬





bada a / ahada yarkudu. He began to run. ˘ ¯ ˙

‫ﺸﻲ‬ ِ ‫َﻗﺎَم َﻳْﻤ‬ qa¯ ma yamsˇ-ı. He rose/began to walk.

‫ﺤُﻚ‬ َ ‫ﻀ‬ ْ ‫ﺻﺎَر َﻳ‬ َ sa¯ ra yadhaku. He began to laugh. ˙ ˙˙

37.10 Some special uses of the prefixed preposition ..‫ ِﺑـ‬bi... The preposition

..‫ ِﺑـ‬bi..., which normally means ‘by, with’, etc., can

also be used in certain types of complements:

293

Verbs of wonder, the negative copula, special verbs and uses

(a)

..‫ ِﺑـ‬bi... preceding a direct object



‫ﺳِﻤَﻊ‬ َ sami a ‘to hear’  and ‫ﺚ‬ َ ‫ َﺑَﻌ‬ba at¯a ‘to send’, may take the preposition ..‫ ِﺑـ‬bi... before

Certain triliteral transitive verbs, such as

the direct object, which then appears in the genitive case. This construction is merely a stylistic alternative to the regular construction with an accusative direct object, e.g.

‫ﺨَﺒِﺮ‬ َ ‫ﺖ ِﺑˆ ْﻟـ‬ ُ ‫ﺳِﻤْﻌ‬ َ

OR



sami tu bi-l-habari. I heard the piece of ˘ news / about the news.

‫ﺳﺎَﻟٍﺔ‬ َ ‫ﺚ ِإَﻟْﻴِﻪ ِﺑِﺮ‬ َ ‫َﺑَﻌ‬ 



sami tu l-habara. ˘ OR




‫ﺨَﺒَﺮ‬ َ ‫ﺖ ْﻟـ‬ ُ ‫ﺳِﻤْﻌ‬ َ

ba ata ilay-hi bi-risa¯ latin. He sent him a ¯ letter.

‫ﺳﺎَﻟًﺔ‬ َ ‫ﺚ ِإَﻟْﻴِﻪ ِر‬ َ ‫َﺑَﻌ‬ 




ba ata ilay-hi ¯ risa¯ latan.

Compare:

ْ ‫َأَﻛﻞَ ﻟَّﻠ‬ ‫ﺸْﻮَﻛِﺔ‬ َّ ‫ﺤَﻢ ِﺑˆﻟ‬
(b)

akala l-lahma bi-sˇ-sˇawkati. He ate the meat with the fork. ˙ ..‫ ِﺑـ‬b i ... before the complement of a negative predicate After the negative copula tive particle

‫َﻣﺎ‬

the preposition

َ ‫ َﻟْﻴ‬laysa ‘is not’, and after the nega‫ﺲ‬

ma¯ ‘not’, the predicative complement may take

...‫ ِﺑـ‬bi.. (+ genitive). Again, this construction is

merely a stylistic alternative to the regular construction with an accusative predicative complement, e.g.

‫ﺼﻴٍﺮ‬ ِ ‫ﺖ ِﺑَﻘ‬ ُ ‫ﺴ‬ ْ ‫َﻟ‬

OR

lastu bi-qas-ırin. I am not short. ˙

‫َﻟْﻴﺲَ ِﺑَﻘِﺒﻴٍﺢ‬

lastu qas-ıran ˙ OR

laysa bi-qabı-hin. He / it is not ugly. ˙

‫َﻣﺎ ُﻛ َّﻨﺎ ِﺑَﻨﺎِﺋِﻤﻴَﻦ‬


ma¯ kunna¯ bi-na¯ imı-na. We were not

‫ﺼﻴًﺮا‬ ِ ‫ﺖ َﻗ‬ ُ ‫ﺴ‬ ْ ‫َﻟ‬ ‫ﺤﺎ‬ ً ‫َﻟْﻴﺲَ َﻗِﺒﻴ‬ laysa qabı-han ˙

OR

‫َﻣﺎ ُﻛ َّﻨﺎ َﻧﺎِﺋِﻤﻴَﻦ‬


ma¯ kunna¯ na¯ imı-na

sleeping.

294

‫ﺨﻴٍﻞ‬ ِ ‫َﻣﺎ ُﻫَﻮ ِﺑَﺒ‬ ma¯ huwa bi-bah-ılin. He is not stingy. ˘

OR

ً ‫ﺨﻴ‬ ‫ﻼ‬ ِ ‫َﻣﺎ ُﻫَﻮ َﺑ‬ ma¯ huwa bah-ılan ˘

Note: ka¯ na.

(c)

‫َﻣﺎ‬

ma¯ has the function of

َ ‫َﻟْﻴ‬ ‫ﺲ‬

‫َﻛﺎَن‬

laysa, which is a sister of







..‫ ِﺑـ‬bi... preceding the conjunctions ‫ َأْن‬an and ‫ َأ َّن‬anna The preposition ..‫ ِﺑـ‬bi... can be prefixed to the subordinating

conjunctions ‫ن‬ ْ ‫ َأ‬an and ‫ َأ َّن‬anna ‘that’ without any change of

Verbs of wonder, the negative copula, special verbs and uses

meaning, e.g.

َ ‫ﻃَﻠ‬ َ ‫ﺐ َﻣَﻌُﻪ‬ َ ‫ﺐ ِﻣ ِّﻨﻲ ِﺑَﺄْن َأْذَﻫ‬

َ ‫ﻃَﻠ‬ َ ‫ﺐ َﻣَﻌُﻪ‬ َ ‫ﺐ ِﻣ ِّﻨﻲ َأْن َأْذَﻫ‬

OR







talaba min-nı- an adhaba ˙  ¯ ma a-hu.

talaba min-nı- bi- an adhaba ˙  ¯ ma a-hu. He asked me to go with him.

ْ ‫َأ‬ ‫ﺾ‬ ٌ ‫ﺧَﺒَﺮِﻧﻲ ِﺑَﺄَّن َواِﻟَﺪُه َﻣِﺮﻳ‬


ahbara-nı- bi- anna wa¯ lida-hu ˘ marıdun. ˙ He told me that his father is ill.

(d)

ْ ‫َأ‬ ‫ﺾ‬ ٌ ‫ﺧَﺒَﺮِﻧﻲ َأَّن َواِﻟَﺪُه َﻣِﺮﻳ‬

OR








ahbara-nı- anna wa¯ lida-hu ˘ marıdun. ˙




Sometimes the particle ‫ذ‬ ْ ‫ ِإ‬id¯ ‘when’ is used with the meaning ‘and then suddenly . . . !’, indicating surprise or sudden appearance. In that case the subject may take the preposition particle

..‫ ِﺑـ‬bi.... The

‫ َﻗْﺪ‬qad is then normally added after the subject before

the verb.

‫ﺻَﻞ‬ َ ‫ِإْذ ِﺑˆﻟّﺮَِﺋﻴﺲِ َﻗْﺪ َو‬


َ ‫ِإْذ َو‬ ُ ‫ﺻﻞَ ﻟّﺮَِﺋﻴ‬ ‫ﺲ‬

OR


-





id wasala r-ra -ısu ¯ ˙

id bi-r-ra ısi qad wasala! ¯ ˙ Then / suddenly the president arrived!

Exercises Practise your reading: .)‫ع‬ ٌ ‫ﺷﺎِر‬ َ ( ‫ﺷَﻮاِرَﻋَﻬﺎ‬ َ

4

َ ‫ﺿَﻴ‬ ‫ﻖ‬ ْ ‫َﻣﺎ َأْﺑَﻌَﺪ ﻫِﺬِه ْﻟَﻘْﺮَﻳَﺔ َوَﻣﺎ َأ‬ ‫ا‬

3

2

1

(1) 1 How 2far away this village is and how 3narrow its 4streets! . ‫ﺟَﺘُﻪ‬ َ ‫َزْو‬

3

َ ‫ﺼَﺮ ﻟَّﺮِﺋﻴ‬ ‫ﻃَﻮَل‬ ْ ‫ﺲ َوَﻣﺎ َأ‬ َ ‫َﻣﺎ َأْﻗ‬ 2

(2) How 1short the president is and how 2tall 3his wife!

1

295

Verbs of wonder, the negative copula, special verbs and uses

. ‫ﺣِﺪ‬ َ ‫َوَْﻷ‬

6

‫ﺖ‬ ِ ‫ﺴَْﺒ‬ ِ ‫ﺸَِﺮَﻛِﺔ ِإَﻟﻰ َﻋَﻤِﻠِﻪ ِﻓﻲ َﻳْﻮَﻣ‬ ّ ‫ﻲ ﻟ‬ ّ ‫َﻗ َّﻠَﻤﺎ َﻳْﺄِﺗﻲ ُﻣِﺪﻳُﺮ ﻟ‬ 5

4

3

2

1

(3) It is 1seldom that the manager (director) of the company 2comes to 3

work on (4days) 5Saturdays 6and Sundays. . ‫ﻬِﻪ‬ ِ‫ﺟ‬ ْ ‫) َو‬IX( 5

4 3 2 1 ‫ﺻِﻔَﺮاَر‬ ْ  ‫ﺷ َّﺪ‬ َ ‫ﺾ َوَﻣﺎ َأ‬ َ ‫ﻒ ﻫَﺬا ْﻟـَﻤِﺮﻳ‬ َ ‫ﺿَﻌ‬ ْ ‫َﻣﺎ َأ‬ ‫ا‬

(4) How 1weak this 2patient is and how 4pale (lit. how 3strong 4yellow) 5his face! .‫ن‬ ِ ‫ﺤﺎ‬ َ ‫ِْﻻْﻣِﺘ‬

4

‫ﺠْﺢ ِﻓﻲ‬ َ ‫ﺣﺎًﻧﺎ ْﻟَﻴْﻮَم َِﻷَّﻧﻲ َﻟْﻢ َأْﻧ‬ َ ‫ﺖ َﻓْﺮ‬ ُ ‫ﺴ‬ ْ ‫َﻟ‬ 3

2

1

(5) 1I am not 2happy today because I didn’t 3pass 4the exam. 4 3 2 1 َّ ‫ﺲ ﻟ‬ ‫ع ْﻟَﻘﺎِدِم؟‬ ِ ‫ﺳُﺒﻮ‬ ْ ُ‫ﻄـَﻠِﺘِﻪ ِﻓﻲ  ْﻷ‬ ْ ‫ﺐ ِﻓﻲ ُﻋ‬ ُ ‫ﻄِﺒﻴ‬ َ ‫َأَﻟْﻴ‬

(6) 1Isn’t the physician on 2holiday (vacation) 4next 3week? . ‫ﺟًّﺪا‬ ِ ‫َﻗِﺪﻳًﻤﺎ‬

2

َ ‫ﻫَﺬا ْﻟِﻌْﻘُﺪ َﻟْﻴ‬ ‫ﺲ‬ 1

‫ا‬

(7) This 1necklace is not very 2old.

‫ﻄُﺮ ِﻣْﻨَﻚ ِﻓﻲ‬ َ ‫ﺷ‬ ْ ‫ َأ‬/ ‫ﺟَﺪُر‬ ْ ‫ﺠﺎِﻣَﻌِﺔ َﻣْﻦ ُﻫَﻮ َأ‬ َ ‫ﺟُﺪ ِﻓﻲ ْﻟـ‬ َ ‫ﺲ ُﻳﻮ‬ َ ‫َأَﻟْﻴ‬ 4

3

2

1

5 ‫ﻟ ُّﻠَﻐِﺔ ْﻟَﻌَﺮِﺑّﻴَِﺔ؟‬

(8) 1Isn’t 2there anyone at the university 3who is 4more competent (clever) than you in the Arabic 5language? .)‫ﺧَﺒٌﺮ‬ َ ( ‫ﺧَﺒﺎِر‬ ْ ‫َْﻷ‬

6

‫ﺸَﺮِة‬ ْ ‫ﺴَﻤَﻊ َﻣﺎَذا َﻳُﻘﻮُل ُﻣِﺬﻳُﻊ َﻧ‬ ْ ‫َﻻ َﻧَﻜﺎُد َﻧ‬ 5

4

3

2

1

(9) 1We can hardly 2hear what 4the reporter of 6the news 5bulletin is 3saying. 5 4 3 2 1 ُّ ‫ ْﻟِﻘ‬7 ‫ َﻗَﻔَﺰ‬6 ‫ﺣ َّﺘﻰ‬ ‫ﻂ َﻋَﻠﻰ‬ َ ‫ب ُﻏْﺮَﻓِﺔ ﻟّﻨَْﻮِم ِﻓﻲ ْﻟَﻌْﺘَﻤِﺔ‬ َ ‫َﻟْﻢ َأَﻛْﺪ َأْﻓَﺘُﺢ َﺑﺎ‬

.‫ف‬ ِ ‫ﺨْﻮ‬ َ ‫ْﻟـ‬

11

‫ت ِﻣَﻦ‬ ُ ‫ت َأُﻣﻮ‬ ُ ‫ﺻْﺪِري َﻓِﻜﺪ‬ َ 10

9

8

(10) 1I had hardly (almost) 2opened the door of 3the bedroom (lit. 3sleeping room) 5when suddenly in 4the darkness 7the cat 6jumped on to 8my chest. 9I was 11scared 10to death (lit. 9I almost 10died 11of fright).

َّ ‫ﻟ‬ . ‫ﻄﺎِﺋَﺮُة‬

4

3 2 1 ‫ﻄﻴَﺮ‬ ِ ‫ﺣّﺘَﻰ َﺗ‬ َ ‫ﺖ‬ ِ ‫ﺾ ْﻟَﻮْﻗ‬ ُ ‫َﻟْﻢ َﻳَﺰْل (ُﻫَﻨﺎَك) َﺑْﻌ‬

(11) 1There is still some 2time before the 4aeroplane 3takes off (flies). .‫ش‬ ِ ‫ْﻟِﻔَﺮا‬ 296

7

ً ‫ﺟُّﺪَك َﻣِﺮﻳ‬ ‫ﺧَﺮ ِﻓﻲ‬ َ ‫ﺷْﻬًﺮا ƒا‬ َ ‫ﺐ َأْن َﻳْﺒَﻘﻰ‬ ُ ‫ﺠ‬ ِ ‫ﻀﺎ َﻓَﻴ‬ َ ‫َﻣﺎ َداَم‬ 6

5

4

3

2

1

(12) 1As long as 2your grandfather is ill (so) 3he should 4stay in 7bed for 6

another 5month.

ْ ‫ﺼ‬ ‫ت ِﻣَﻦ‬ ُ ‫ﺟَﻤﻞٌ) َﺗُﻤﻮ‬ َ ( ‫ﺠَﻤﺎُل‬ ِ ‫ت ْﻟـ‬ ِ ‫ﺤَﺮاِء َﻛﺎَد‬ َ ‫ﻒ‬ ِ ‫ﺼ‬ ْ ‫َﺑْﻌَﺪ ِﻧ‬ َّ ‫ﺷْﻬٍﺮ ِﻓﻲ ﻟ‬

1

.‫ﺶ‬ ِ ‫ﻄ‬ َ ‫ْﻟَﻌ‬

7

6

5

4

3

2

(13) 1After 2half 3a month in 4the desert the camels 5almost 6died of 7thirst.

ِ 5 4 3 2 1 ّ َ . ‫ﻐﺎَﺑِﺔ‬ َ ‫ﻀﺎِﺋِﻊ ِﻓﻲ ْﻟ‬ َ ‫َﻋﺎَد َْﻷْﻫُﻞ َﺛﺎِﻧَﻴًﺔ َﻳْﺒ‬ ّ ‫ﺤُﺜﻮَن َﻋِﻦ ﻟﻄْﻔﻞِ ﻟ‬ 6

Verbs of wonder, the negative copula, special verbs and uses

(14) 2The family 1resumed (3again) 4searching for the 5lost child in 6the forest. . ‫ﺠِﻪ‬ ِ ‫َﺗْﺘِﻮﻳ‬

7

6 5 4 3 2 1 ‫ﻼَﻟَﺔ ْﻟـَﻤِﻠِﻚ ُﻣْﻨُﺬ َﻳْﻮِم‬ َ ‫ﺟ‬ َ ُ‫ﺣَﺘِﺮُم َوُأَﻗَﺪّر‬ ْ ‫ﺖ َأ‬ ُ ‫ِإ َّﻧِﻨﻲ َﻣﺎ ِزْﻟ‬

(15) 1I 2have 3respected 4and admired 5His Majesty the King 6since the day of his 7coronation.

‫ﻂ؟‬ ِ ‫ﺷِﺮَﻛِﺔ ﻟّﻨَْﻔ‬ َ ‫ﺲ ِإَداَرِة‬ ِ ‫ﺠِﻠ‬ ْ ‫ﺲ َﻣ‬ ِ ‫ﺖ  َّﻟِﺬي َﻛﺎَن َﻧﺎِﺋًﺒﺎ ِﻟـَﺮِﺋﻴ‬ َ ‫ﺖ َأْﻧ‬ َ ‫ﺴ‬ ْ ‫َأَﻟ‬ 4

3

2

1

(16) Aren’t you the one who was the 1vice-chairman of 4the oil company’s 3

administrative 2board (2council)?

.‫ن‬ ِ ‫ﺤﺎ‬ َ ‫ﺳَﺆاٌل) ِْﻻْﻣِﺘ‬ ُ ( ‫ﺳِﺌَﻠِﺔ‬ ْ ‫َأ‬ 6

5

4 3 2 1 ‫ﺟﺎَﺑِﺔ َﻋَﻠﻰ ُﻛَّﻞ‬ َ ‫ﻺ‬ ِْ ‫ﺖ َﻛﺎِﻓَﻴًﺔ ِﻟ‬ ْ ‫ﺴ‬ َ ‫ﻄﺎُة َﻟْﻴ‬ َ ‫َاْﻟـُﻤ َّﺪُة ْﻟـُﻤْﻌ‬

(17) The 1time 2given is not 3enough 4to answer all 6the exam 5questions.

‫ﺐ‬ ِ ‫ﻀَﺮاِﺋ‬ ْ ‫ َر‬s.( ‫ﺳﻮِم‬ ُ ‫ﺾ ُر‬ َ ‫ﺨِﻔﻴ‬ ْ ‫ﺾ َﺗ‬ ُ ‫ﺤُﻜﻮَﻣُﺔ َﺗْﺮُﻓ‬ ُ ‫ﺖ ْﻟـ‬ ِ ‫َﻣﺎ َزاَﻟ‬ َّ ‫ﺳﻢٌ) ﻟ‬ 6

5

.‫ﻞ‬ ِ ‫ْﻟَﻘِﻠﻴ‬

9

4

3

2

1

‫ﺧِﻞ‬ ْ ‫ﺐ) ﻟَّﺪ‬ ٌ ‫ﺣ‬ ِ ‫ﺻﺎ‬ َ (‫ب‬ ِ ‫ﺤﺎ‬ َ ‫ﺻ‬ ْ ‫ﺿِﺮﻳَﺒٌﺔ) َﻋْﻦ َأ‬ َ ( 8

7

(18) 2The government 1still 3refuses 4to reduce 6tax (lit. 5fee, due) for 7those on 9low (lit. 9little) 8incomes. .‫ﻊ‬ ْ ‫ﺟ‬ ِ ‫َﻳْﺮ‬

5

4 3 2 1 ‫ﺸَﻰ ِﻓﻲ ْﻟَﻐﺎَﺑِﺔ وَﻟْﻢ‬ َ ‫َذَﻫ‬ ّ ‫ﻀَْﻴﻒُ ِﻟَﻴَﺘَﻤ‬ ّ ‫ﺐ ﻟ‬

(19) 1The guest went 2for a walk in 3the forest 4and did not 5return. Translate into Arabic: (1) How tall the manager of the company is and how short his wife! (2) The patient seldom comes to the physician on Saturdays and Sundays. (3) How pale (yellow) the face of the president is and how weak he is! (4) We can hardly hear what His Majesty the King is saying. (5) I am not happy today because the director’s child is still lost in the forest. (6) Isn’t your grandfather ill and shouldn’t he stay in bed for another week?

297

Verbs of wonder, the negative copula, special verbs and uses

(7) The cat jumped on my chest and I was almost scared to death. (8) The cat almost died of thirst in the bedroom. (9) There is still half a day before the aeroplane departs (flies). (10) How narrow the streets of this village are! (11) Isn’t the family on holiday next month? (12) After half a month the family resumed searching for the lost child in the desert. (13) The vice-chairman of the board of the oil company still refuses to pay the taxes. (14) The time given is not enough to answer all the questions in the news bulletin.

298

Chapter 38

Adverbs and adverbials, absolute or inner object, ha¯ l (circumstantial clause) ˙and tamyı¯z (accusative of specification) 38.1 Adverbs Arabic adverbs are mostly derived from nominals. The majority of the derived adverbs are, in fact, indefinite accusative nouns or adjectives, although there are also many derived adverbs with dammah without ˙ nunation or article. Compared to European languages, Arabic has few underived (original) adverbs. The underived adverbs may end in suku¯ n or fathah, less often in kasrah or dammah without ˙ ˙ nunation. 38.2 In Arabic grammars, adverbs are classified by meaning as follows: (a)

adverbs of time,

‫ف َزَﻣﺎٍن‬ ُ ‫ﻇْﺮ‬ َ

(answer the question:

‫َﻣَﺘﻰ‬

‫ﻇْﺮفُ َﻣَﻜﺎٍن‬ َ

(answer the question:

‫َأْﻳَﻦ‬

‘when?’) (b)

adverbs of place,

mata¯




ayna

‘where?’ or ‘whence?’). Note: Of course, there are also adverbs of manner, degree, reason, restriction, etc., e.g. the underived adverb ‫ﻂ‬ ْ ‫ َﻓَﻘ‬faqat˙ ‘only’.

38.3

All adverbs of time are derived from verbal roots or pronominal

bases. The common adverb ‫ﻣَﺘﻰ‬ َ mata¯ ‘when?’ (also used as the temporal conjunction ‘when’) is apparently etymologically connected with the interrogative pronouns ‫ﻣﺎ‬ َ ma¯ ‘what?’ and ‫ َﻣْﻦ‬man ‘who?’.

299

Adverbs and adverbials, absolute object, ha¯ l, ˙ -z tamyı

‫ َﻣَﺘﻰ‬mata¯ can be preceeded by the particle ‫ي‬ ْ ‫َأ‬




ay, as




‫ي َﻣَﺘﻰ‬ ْ ‫َأ‬

aymata¯ ,

without any change of meaning, e.g.




‫ﺖ؟‬ َ ‫ﺟْﺌ‬ ِ ‫ َﻣَﺘﻰ‬mata¯ g˘i ta?

‫ﺖ؟‬ َ ‫ﺟْﺌ‬ ِ ‫ي َﻣَﺘﻰ‬ ْ ‫َأ‬

OR







ay mata¯ g˘ i ta?

When did you come? 38.4 Adverbs of time often have the definite article

...‫ َأْﻟـ‬and take

the accusative or, rarely, nominative case, e.g. With article:

‫َأْﻟَﻴْﻮَم‬

‫ﺠْﻤَﻌَﺔ‬ ُ ‫َأْﻟـ‬







‫َأْﻵَن‬







al-yawma al-g˘ um ata al- a¯ na

today

on Friday

now

‫َأﻟَّﻠْﻴَﻠَﺔ‬


‫ﺴَﻨَﺔ‬ َّ ‫َأﻟ‬

‫ﺴﺎَﻋَﺔ‬ َّ ‫َأﻟ‬




al-laylata as-sa¯ ata

tonight




as-sanata

now, at this time in this year

Without article:

‫َﺑْﻌُﺪ‬

‫َﻗْﺒُﻞ‬



‫ﺣﻴَﻦ‬ ِ

ِ ‫َأْﻣ‬ ‫ﺲ‬

‫َﻏًﺪا‬


ba du qablu h-ına amsi g˙ adan ˙ afterwards, still, yet before, earlier when (conj.) yesterday tomorrow Note: Adverbs ending in dammah, like ‫ﺪ‬ ُ ‫ َﺑْﻌ‬and ‫َﻗْﺒُﻞ‬, may take a preposition. ˙  Nevertheless they do not change the ending into kasrah, e.g. ‫ﺪ‬ ُ ‫ ِﻣﻦْ َﺑْﻌ‬min ba du ‘afterwards’.

Examples:




‫ﺟﺎءَ ْﻟَﻴﻮَم‬ َ ‫ َﻣﺎ‬ma¯ g˘a¯ a l-yawma. He did not come today.




‫ﺟﺎءَ َﺑْﻌُﺪ‬ َ ‫ َﻣﺎ‬ma¯ g˘a¯ a ba du. He has not come yet. ِ ‫ﺳﺎَﻓَﺮ َأْﻣ‬ ‫ﺲ‬ َ sa¯ fara




amsi. He travelled yesterday.




Note: The kasrah in ‫ﺲ‬ ِ ‫ َأْﻣ‬amsi ‘yesterday’ is not an indication of the genitive case, but is only used for smoothing the pronunciation. Observe also that ‫ﺲ‬ ِ ‫َأْﻣ‬
amsi ‘yesterday’ has definite reference, although lacking the article. The noun

ُ ‫ َأَْﻷْﻣ‬al- amsu, which is definite, means ‘the past’ (not: ‘yesterday’). Similarly, ‫ﺲ‬

‫ َﻏًﺪا‬g˙ adan ‘tomorrow’ has definite reference but indefinite form. Compare the prepositional expression ‫ﺪ‬ ِ ‫ ِﻓﻲ ْﻟَﻐ‬fı¯ l-g˙ adi ‘in the future’ (not ‘tomorrow’). 300

38.5

Certain nouns in the accusative without the article ...‫ َأﻟـ‬are used

as adverbs when followed by a year, e.g.

٢٠٠٣ ‫ﺳَﻨَﺔ‬ َ

٢٠٠٣ ‫ﺳَﻨِﺔ‬ َ ‫ِﻓﻲ‬

OR

fı- sanati 2003

sanata 2003, in the year 2003 38.6

Underived adverbs of place, ‫ن‬ ٍ ‫ف َزَﻣﺎ‬ ُ ‫ﻇْﺮ‬ َ , are very few, e.g.

‫ﺖ‬ ُ ‫ﺤ‬ ْ ‫َﺗ‬

‫ُﻫَﻨﺎ‬

‫ُﻫَﻨﺎَك‬

‫ﺚ‬ ُ ‫ﺣْﻴ‬ َ

tahtu ˙ beneath

huna¯

huna¯ ka

here

there

haytu ˙ ¯ where, whither, whereas, due to the

Adverbs and adverbials, absolute object, ha¯ l, tamyı-z ˙

fact that Examples: ! ‫ﻫَﻨﺎ‬ ُ ْ‫ﺟِﻠﺲ‬ ْ ‫ِإ‬




ig˘ lis huna¯! Sit here! (masc. sing.)

!‫ﺖ‬ َ ‫ﺟْﺌ‬ ِ ‫ﺚ‬ ُ ‫ﺣْﻴ‬ َ ‫ﺐ ِﻣْﻦ‬ ْ ‫ِإْذَﻫ‬







idhab min haytu g˘ i ta! Go whence you came! ¯ ˙ ¯

38.7 Derived adverbs of place are common, e.g., ‘up(stairs), on top, above’,

‫َوَراُء‬




ُ ‫َﻓْﻮ‬ ‫ق‬

fawqu

wara¯ u ‘behind, in the rear, at the

back’. 38.8 Other common adverbs having the form of accusative adjectives or nouns are:

‫َﺗْﻘِﺮﻳًﺒﺎ‬

ً ‫َﻟْﻴ‬ ‫ﻼ‬

‫َﻏًﺪا‬

‫ﺣَﻴﺎًﻧﺎ‬ ْ ‫َأ‬

‫ﺟّﺪًا‬ ِ

‫ﺣﺎًﻻ‬ َ

taqrı-ban

laylan

g˙ adan

g˘ iddan

almost

by night

tomorrow

ahya¯ nan ˙ sometimes

very

ha¯ lan ˙ immediately

‫ﺣِﺪﻳًﺜﺎ‬ َ

‫َداِﺋًﻤﺎ‬

‫ﺧﻴًﺮا‬ ِ ‫َأ‬

ً ‫َﻣَﺜ‬ ‫ﻼ‬

‫َﺛﺎِﻧًﻴﺎ‬

hadı-tan ˙ ¯ recently

ً‫َأّوَﻻ‬

da¯ iman always

matalan ta¯ niyan awwalan ˘ ¯ ¯ finally, lately for example secondly firstly, first

َ ‫ﺷْﺮ ًَﻗﺎ‬

‫ﺷَﻤﺎًﻻ‬ َ

‫َﻳِﻤﻴًﻨﺎ‬

sˇarqan

sˇama¯ lan

yamı-nan




eastward on the left, to the north


ahıran







‫َﻳْﻮًﻣﺎ‬

‫َﻛِﺜﻴًﺮا‬

ً ‫َﻗِﻠﻴ‬ ‫ﻼ‬

yawman

kat-ıran ¯ much,

qalı-lan

on the right one day

very

little, few 301

Adverbs and adverbials, absolute object, ha¯ l, ˙ -z tamyı

Examples:

‫ﺳﺎِﻓُﺮ َﻏًﺪا‬ َ ‫ُأ‬


usa¯ firu g˙adan. I will travel tomorrow.

َّ ‫ﺻَﻠﺖِ ﻟ‬ َ ‫َو‬ ً ‫ﻄﺎِﺋَﺮُة َﻟْﻴ‬ ‫ﻼ‬


wasalati t-ta¯ iratu laylan. The aeroplane arrived at night. ˙ ˙˙

َّ ‫َﺗَﻮ‬ ‫ﺟُﻨﻮًﺑﺎ‬ َ ‫ﺧَﺮُة‬ ِ ‫ﺖ ْﻟَﺒﺎ‬ ِ ‫ﺟَﻬ‬ tawag˘ g˘ ahati l-ba¯ hiratu g˘ anu¯ ban. The ship set out (headed) southwards. ˘ 38.9

English adverbs are often rendered by prepositional phrases in

Arabic, e.g.

‫ﺴُﻬﻮَﻟٍﺔ‬ ُ ‫َﻓِﻬَﻢ ِﺑ‬ fahima bi-suhu¯ latin. He understood easily (lit. with ease).

‫َﻗَﺮَأ َﻋَﻠﻰ َﻣْﻬٍﻞ‬


qara a ala¯ mahlin. He read slowly.

38.10 Absolute or inner object The so-called absolute or inner object,

ُ ‫ﻄَﻠ‬ ‫ﻖ‬ ْ ‫َأْﻟـَﻤْﻔُﻌﻮلُ ْﻟـُﻤ‬,

is used to

emphasize the manner of action or the number of instances. It consists of a verbal noun (derived from the same root as the main verb) in the indefinite accusative form, followed by an accusative adjective.

‫ﺳِﺮﻳًﻌﺎ‬ َ ‫ﻀﺎ‬ ً ‫ﺾ َرْﻛ‬ َ ‫َرَﻛ‬

 rakada rakdan sarı- an. He ran swiftly. (lit. He ran a swift running.) ˙ ˙

‫ﺣﺎ َﻛِﺒﻴًﺮا‬ ً ‫َﻓِﺮحَ َﻓَﺮ‬ fariha farahan kabı-ran. He rejoiced greatly. (lit. He rejoiced a great ˙ ˙ joy.) Note: Sometimes the inner object consists only of a dual verbal noun:

302

َّ ‫ﺖ ﻟ‬ ِ َ‫َدّﻗ‬ ‫ﺴﺎَﻋُﺔ َدّﻗََﺘْﻴِﻦ‬ 

daqqati s-sa¯ atu daqqatayni. The clock struck twice (two strikes).

38.11 Ha¯l clause (phrase) ˙ Ha¯ l ‫ل‬ ٌ ‫ﺣﺎ‬ َ means ‘circumstance, condition, or state’. It is added to an ˙ already complete sentence as a kind of supplementive adverbial clause or phrase, answering the question

َ ‫َﻛْﻴ‬ ‫ﻒ‬

kayfa ‘how?’ or ‘in which

Adverbs and adverbials, absolute object, ha¯ l, tamyı-z ˙

manner or condition?’. In English it corresponds mostly to a (co)predicative or adverbial participle (referring to the subject or object), as in ‘He came laughing. I saw him standing.’ Ha¯ l ‫ل‬ ٌ ‫ﺣﺎ‬ َ is mostly an adjective or active participle in the indefinite ˙ accusative, agreeing in gender and number with the noun to which it refers, e.g.

َّ ‫َﻋﺎدَ ﻟ‬ ‫ﻀﺎ‬ ً ‫ﺴﺎِﺋُﺢ َﻣِﺮﻳ‬




a¯ da s-sa¯ ihu marı-dan. The tourist returned ill. ˙ ˙

(In which ha¯ l ‘condition’ has the tourist returned? He returned marı¯dan ˙ ˙ ‘ill’. Thus, marı¯dan is ha¯ l, because it describes the circumstance or con˙ ˙ dition of the tourist.) ! ‫ﺧَﻨًﺔ‬ ِ ‫ﺳﺎ‬ َ ‫ب ْﻟَﻘْﻬَﻮَة‬ ِ ‫ﺸَﺮ‬ ْ ‫َﻻ َﺗ‬ la¯ tasˇrabi l-qahwata sa¯hinatan! Don’t drink the coffee (while it is) hot! ˘

‫ﺻِﺪﻳِﻘﻲ َﺑﺎِﻛًﻴﺎ‬ َ ‫ﺐ‬ َ ‫َذَﻫ‬ dahaba sadı-qı- ba¯kiyan. My friend left weeping. (My friend wept as he left.) ¯ ˙

‫ﺐ َْﻷْوَﻻُد َﺑﺎِﻛﻴـَﻦ‬ َ ‫َذَﻫ‬


dahaba l- awla¯ du ba¯kı-na. The boys left weeping. (The boys wept as they ¯ left.)

ٍ ‫ت َﺑﺎِﻛَﻴﺎ‬ ‫ت‬ ُ ‫ﺖ ْﻟَﺒَﻨﺎ‬ ِ ‫َذَﻫَﺒ‬ dahabati l-bana¯ tu ba¯kiya¯tin. The girls left weeping. (The girls wept as ¯ they left.) Remember that the above

ٍ ‫ َﺑﺎِﻛَﻴﺎ‬is in the accusative indefinite form, ‫ت‬

although it has two kasrahs. See chapter 13 on the sound feminine plural! 38.12 Ha¯ l ‫ل‬ ٌ ‫ﺣﺎ‬ َ can be in the definite form only when followed by ˙ a suffixed possessive pronoun. Ha¯ l is never defined by the definite ˙ article ‫َأﻟـ‬, e.g.

303

Adverbs and adverbials, absolute object, ha¯ l, ˙ -z tamyı

‫ﺣَﺪُه‬ ْ ‫ث َو‬ ُ ‫ﺟﺎءَ ْﻟـَﻤْﺒُﻌﻮ‬ َ




g˘ a¯ a l-mab u¯tu wahda-hu. The delegate came alone (by himself). ¯ ˙

38.13 The wa¯w of ha¯l, ‫ل‬ ِ ‫ﺤﺎ‬ َ ‫َواُو ْﻟـ‬ ˙ The conjunction

‫‘ َو‬and’ can be used to introduce a h˙ a¯ l clause based

on an active participle (which then remains in the nominative case). This

َ‫ و‬is called the wa¯ w of h˙ a¯ l, ‫ﺤﺎِل‬ َ ‫ َواُو ْﻟـ‬, and can be translated as ‘while,

as’. The wa¯ w of ha¯ l can be connected to a personal pronoun or a noun ˙ in the nominative (referring to a separate subject), e.g.

ٌ ‫َﺗَﻜ َّﻠَﻢ َوُﻫَﻮ َواِﻗ‬ ‫ﻒ‬ takallama wa-huwa wa¯ qifun. He spoke while (he was) standing.

‫س َﻧﺎِﺋٌﻢ‬ ُ ‫ﺤﺎِر‬ َ ‫ب َوْﻟـ‬ َ ‫َﻫَﺮ‬




haraba wa-l-ha¯ risu na¯ imun. He escaped while the guard was sleeping. ˙ Ha¯ l, ‫ل‬ ٌ ‫ﺣﺎ‬ َ , may replace the participle with a finite verb in the ˙ imperfect tense, preceded by the wa¯ w of ha¯ l ‫و‬ َ and a pronoun, e.g. ˙ 38.14

‫ﺐ َوُﻫَﻮ َﻳـْﺒِﻜﻲ‬ َ ‫َذَﻫ‬ dahaba wa-huwa yabkı-. He left weeping. (He was weeping as he left.) ¯

38.15 Tamyı¯z (accusative of specification) The word tamyı¯z, ‫ﺰ‬ ٌ ‫َﺗْﻤِﻴـﻴ‬, means ‘specification, discrimination, clarification’. In grammar it refers to a nominal attribute in the accusative indefinite form that expresses the substance or content after measure words, or the item counted after the cardinal numbers 11–99. In addition, it is used after the elative form in periphrastic comparative and superlative expressions. Examples:

‫ي ِﻟْﺘٌﺮ َزْﻳًﺘﺎ‬ َ ‫ﺷُﺘِﺮ‬ ْ ‫ِإ‬ 304




isˇturiya litrun zaytan.

One litre of oil was bought. (zaytan is tamyı-z, because it specifies that the measured substance is oil and not something else)

‫ﺷَﺘَﺮى َواِﻟِﺪي ِﻟْﺘًﺮا َزْﻳًﺘﺎ‬ ْ ‫ِإ‬


isˇtara¯ wa¯ lid-ı- litran zaytan.

Adverbs and adverbials, absolute object, ha¯ l, tamyı-z ˙

My father bought one litre of oil.

‫ﺼﺎ‬ ً ‫ﺸُﺮوَن َﻗِﻤﻴ‬ ْ ‫ِﻋْﻨِﺪي ِﻋ‬ 

 ind-ı- isˇru¯na qamı-san. ˙ I have twenty shirts.

ُ ‫َأْﻟِﺒْﻨ‬ ‫ﺟَﻤﺎًﻻ ِﻣْﻦ ُأَّﻤَﻬﺎ‬ َ ُّ‫ﺖ َأَﻗﻞ‬








al-bintu aqallu g˘ ama¯lan min ummi-ha¯ .

The girl is less beautiful than her mother. (lit. The girl is less with regard to beauty than her mother.)

Exercises Practise your reading:

ً ‫ﺳﺎ َدْر‬ ً ‫س) َﻗَﻮاِﻋِﺪ (َﻗﺎِﻋَﺪٌة) ﻟـ ُّﻠَﻐِﺔ ْﻟَﻌَﺮِﺑّﻴَِﺔ َدْر‬ . ‫ﺳﺎ‬ ٌ ‫س (َدْر‬ َ ‫َﻏْﻴًﺒﺎ ُدُرو‬ 4

3

‫ﺖ‬ ُ ‫ﻈ‬ ْ ‫ﺣِﻔ‬ َ

2

1

(1) 1I learned the Arabic 3grammar (lessons) 2by heart, lesson by lesson (lit. the 3rules of the Arabic 4language). .‫ن‬ َ ‫َﻧﺎِﺋُﻤﻮ‬

7

‫س‬ ُ ‫َوﻟّﻨَﺎ‬

6 ,5

4 3 2 1 ‫ﺣِﺪي‬ ْ ‫ت ﻟـ َّﻠْﻴﻞَ ُﻛ َّﻠُﻪ ِﻟَﻮ‬ ُ ‫ﺳِﻬْﺮ‬ َ

(2) 1I stayed 1awake 3all 2night 4alone (by myself) 5while 6the people were 7

asleep.

‫ﻄـُﻌﻮَن‬ َ ‫ﺸَْﺮقِ َﻳـْﻘـ‬ ً ‫ﻼ‬ َ ‫ﺳ‬ ِ ‫ﺤِﺪﻳَﺪ‬ َ ‫ﺼَﻨُﻌﻮَن ْﻟـ‬ ْ ‫ب َﻳ‬ ِ ‫ِﻓﻲ ْﻟَﻐْﺮ‬ ّ ‫ﺣﺎ َوِﻓﻲ ﻟ‬ 6

5

4

3

2

1

. ‫ﻄًﺒﺎ‬ َ ‫ﺣ‬ َ )‫ﺠَﺮٌة‬ َ ‫ﺷ‬ َ ( ‫ﺠﺎَر‬ َ ‫ﺷ‬ ْ ‫َْﻷ‬ 8

7

(3) In 1the West 2they make 3iron into 4weapons and in 5the East 6they cut 7

trees for 8wood.

‫ﺷْﻴًﺌﺎ‬ َ

10

‫ﺴَﻤُﻊ َﻋْﻨُﻪ‬ ْ ‫َوُﻫَﻮ َﻛِﺒﻴٌﺮ َوَﻟْﻢ َﻧُﻌْﺪ َﻧ‬ 9

8

7

6

5 ,4

‫ﺟﺎِري ِﻣَﻦ ْﻟَﻘْﺮَﻳِﺔ‬ َ ‫ﺟَﺮ‬ َ ‫َﻫﺎ‬ 3

2

1

‫ا‬ 11 .‫ﻦ‬ ِ ‫ﺤﻴ‬ ِ ‫ُﻣْﻨُﺬ ﺬِﻟَﻚ ْﻟـ‬

(4) 2My neighbour 1emigrated from 3the village 4when 5he was old and 11

since then we have 8heard 6,7,10nothing 9about him.

305

Adverbs and adverbials, absolute object, ha¯ l, ˙ -z tamyı

9 8 7 6 5 ,4 3 2 1 ِ ‫ﺳَﺘِﻌّﺪُ ِﻟـﻠّﺬََﻫﺎ‬ ‫ﺖ‬ ْ ‫ﺟَﺮٍة َﻛﺎَﻧ‬ ْ ‫ﺳّﻴَﺎَرِة ُأ‬ َ ‫ب ِﻓﻲ‬ ْ ‫ﺠَﺄًة َوَأَﻧﺎ َأ‬ ْ ‫ﻒ َﻓ‬ ٌ ‫ﺿْﻴ‬ َ ‫َأَﺗﺎِﻧﻲ‬

.‫ج‬ ِ ‫ﺨﺎِر‬ َ ‫ْﻟـ‬

11

‫ﻈُﺮِﻧﻲ ِﻓﻲ‬ ِ ‫َﺗْﻨَﺘ‬

10

(5) 2A guest dropped in (lit. 1came to me 3suddenly) 4,5while I 6was preparing 7

to go out in 8,9a taxi (9hired 8car) which was 10waiting for me 11outside. . ‫ﺻﺎ‬ ً ‫ﻼ‬ َ ‫ﺧ‬ ْ ‫ِإ‬

8

7 6 5 4 3 2 1 ُ ‫َأﻟَّﺰْو‬ ‫ﻲ َأْﻛَﺜُﺮ ِﻣْﻨُﻪ‬ َ ‫ﺟُﺘُﻪ َﻓِﻬ‬ َ ‫ﺺ َأ َّﻣﺎ َزْو‬ ٌ ‫ﺨِﻠ‬ ْ ‫ج ُﻣ‬

(6) 1The husband 2is faithful 3but 4his wife 5is 6more 8faithful 7than he.

ِ ‫ِﻟـﻠّﻨَْﻔ‬ .‫ﻂ‬

6

5 4 3 2 1 ‫ﺟﺎ‬ ً ‫ﺴَُﻌﻮِدّﻳَُﺔ ِﻣْﻦ َأْﻛَﺜِﺮ ُدَوِل (َدْوَﻟٌﺔ) ْﻟَﻌﺎَﻟِﻢ ِإْﻧَﺘﺎ‬ ّ ‫َأْﻟـَﻤْﻤَﻠَﻜُﺔ ْﻟَﻌَﺮِﺑّﻴَُﺔ ﻟ‬

(7) The Kingdom of Saudi Arabia is 1one of 2the greatest 6oil-5producing 3

countries in 4the world. .‫ب‬ َ ‫َوَﻫَﺮ‬

6

(8) The dog 1barked 5

5 4 3 2 1 ‫ﺺ‬ َ ‫ﺨﺎ‬ َ ‫ﺣﺎ َﻋﺎِﻟًﻴﺎ َﻓ‬ ً ‫ﺺّ ُﻧَﺒﺎ‬ ُ ‫َﻧَﺒَﺢ ْﻟَﻜْﻠ‬ ُّ ‫ف ﻟـَّﻠ‬ َ ‫ﺐ َﻋَﻠﻰ ﻟـ َّﻠ‬ 3,4

loudly (lit. a 4high 3barking) at 2the thief. The thief

6

was scared and ran away. 4 3 2 1 َ‫ﺳ َّﻠﻢ‬ َ ‫ﺠْﻤُﻬﻮِرّﻳَِﺔ ْﻟُﻮَزَراَء (َوِزﻳﺮٌ) َوﻟّﻨَُﻮا‬ َ ‫ﺐ) َو‬ ٌ ‫ب (َﻧﺎِﺋ‬ ُ ‫ﺲ ْﻟـ‬ ُ ‫ﺳَﺘْﻘَﺒَﻞ َرِﺋﻴ‬ ْ ‫ِإ‬

. ‫ﺣًﺪا‬ ِ ‫ﺣًﺪا َوا‬ ِ ‫ِﺑﺎْﻟَﻴِﺪ َوا‬

5

‫َﻋَﻠْﻴِﻬْﻢ‬

(9) The president of the republic 1received 2the ministers 3and parliamentary members 4and shook their 5hands one by one. . ‫ﺣَﺬاًء‬ ِ

6

ِ ‫ع ﻟَّﺘﺎ‬ ‫ﺸَﺮ‬ َ ‫ﺣَﺪ َﻋ‬ َ ‫ﺼﺎ َوَأ‬ ً ‫ﺸِﺮﻳَﻦ َﻗِﻤﻴ‬ ْ ‫ﺳَﻔٍﺮ وِﻋ‬ َ ‫ﺣِﻘﻴَﺒَﺔ‬ َ ‫ﺟُﺮ‬ َ ‫َﺑﺎ‬ 5

4

3

2

1

(10) 2The merchant 1sold one (4travelling) 3suitcase, 20 5shirts and 11 6shoes.

‫ﺳَﺎَﻋًﺔ‬ َ ‫ َوْﻟُﻘّﺒََﻌَﺔ‬،‫ﻀﺎَء‬ َ ‫ﺼﺎَن (َﻗِﻤﻴﺺٌ) َﺑْﻴ‬ َ ‫ﺖ ْﻟُﻘْﻤ‬ ُ ‫ﺷَﺘَﺮْﻳ‬ ْ ‫ِإ‬ ّ ‫ َو‬،‫ﺳْﻮَداَء‬

1

‫ﺧﺎَﺗًﻤﺎ‬ َ ‫ َو‬،‫َذَﻫِﺒّﻴًَﺔ‬

7

6

5

4

3

2

. ‫ﻀّﻴًﺎ‬ َّ ‫ِﻓ‬

9

8

(11) 1I bought the 3white 2shirts and the 5black 4hat, and 7a gold 6watch and 9a silver 8ring. (lit. the shirts white and the hat black) . ‫ﺿِﺔ‬ َ ‫ْﻟـُﻤَﻤَّﺮ‬

3

2 1 َّ ‫ﺷَّﻚ َأَّن ﻟ‬ َ ‫ﻄِﺒﻴ‬ ‫ﺧْﺒَﺮًة ِﻣَﻦ‬ ِ ‫ﺐ َأْﻛَﺜُﺮ‬ َ ‫َﻻ‬

(12) There is 1no doubt that the physician is more 2experienced than 3the nurse.

ِ ‫ﻟَّﺮِﺋﻴ‬ . ‫ﺴﻲ‬ 306

6

ِ ‫ﺸﺎِر‬ ‫ع‬ َ ‫ﺠَﺒِﻨﻲ َأْن َأَرى ﻟَّﺮِﺋﻴ‬ ْ ‫ﺷًﻴﺎ ِﻟَﻮ‬ ِ ‫ﺲ َﻣﺎ‬ َ ‫َأْﻋ‬ َّ ‫ﺣِﺪِه ِﻓﻲ ﻟ‬ 5

4

3

2

1

(13) 1I was pleased 2to see the president 3walking 4alone on 6the main 5

street.

. ‫ﻣﺎ‬ ً ‫َﻣَﻨﺎ‬ (14)

1,2

6

3 2 1 َ‫ َﻗّﻞ‬5 ‫ َﻏَﺮاًﻣﺎ‬4 ‫ﺴﺎُن‬ َ ‫ُﻛ َّﻠَﻤﺎ اْزَداَد ِْﻻْﻧ‬

The more 3a man is in 4love, 5the less 6sleep he gets. (lit. 1Whenever

3

the man’s 4love 2increases, his 6sleep 5decreases.) . ‫َأَﺑًﺪا‬

6

‫ﺣَﺒْﺒُﺘُﻪ‬ ْ ‫ﺸَﻘِﺔ َوَﻣﺎ َأ‬ ِ ‫ﺳُﺒﻮًﻋﺎ ِﻓﻲ َﻧْﻔ‬ ْ ‫ﺖ َﻣَﻌُﻪ ُأ‬ ُ ‫ﺳَﻜْﻨ‬ َ َّ ‫ﺲ ﻟ‬ 5

4

3

2

1

Adverbs and adverbials, absolute object, ha¯ l, tamyı-z ˙

(15) 1I lived with him for 2one week in 3the same 4apartment and I did not 5

like him 6at all. .‫ﻼ‬ ً ‫َﻛﺎِﻣ‬

7

6 5 4 3 2 1 ِ ‫ﺸَْﺮ‬ ‫ﺷْﻬًﺮا‬ َ ‫ﻼِد‬ َ ‫ﺐ َﻋِﻦ ْﻟِﺒ‬ ُ ‫ﻂ َوَأِﻏﻴ‬ ِ ‫ﺳ‬ َ ‫ق َْﻷْو‬ َ ‫ُأ‬ ّ ‫ﺳﺎِﻓُﺮ َﻏًﺪا ِإَﻟﻰ ﻟ‬

(16) 1I will travel 2tomorrow to 4the Middle 3East and 5I will be away from the country for a 7whole 6month. . ‫ﻜﺎ‬ ً ‫ﺣ‬ ِ ‫ﺿﺎ‬ َ /‫ﺤُﻚ‬ َ ‫ﻀ‬ ْ ‫َوُﻫَﻮ َﻳ‬

5

ِ ‫ﺿﺮا‬ ‫ت‬ َ ‫ﺤﺎ‬ َ ‫ﺿُﺮ َﻗﺎَﻋَﺔ ْﻟـُﻤ‬ ِ ‫ﺤﺎ‬ َ ‫ﺧَﻞ ْﻟـُﻤ‬ َ ‫َد‬ 4

3

2

1

(17) 2The lecturer 1entered 4the lecture 3hall (5while he was) laughing. . ‫َﺑﺎِرًدا‬

4

‫ي‬ َ ‫ﺸَﺎ‬ ِ ‫ﺸَﺮ‬ ْ ‫ﺧًﻨﺎ َوَﻻ َﺗ‬ ِ ‫ﺳﺎ‬ َ ‫ﺼﻴَﺮ‬ ِ ‫ب ْﻟَﻌ‬ ِ ‫ﺸَﺮ‬ ْ ‫َﻻ َﺗ‬ ّ ‫ب ﻟ‬ 3

2

1

(18) Don’t drink 1juice 2hot and don’t drink 3tea 4cold! .‫ﺖ‬ ُ ‫َﻓَﺘِﻌْﺒ‬

5

َ ‫ﺖ ِﻟـُﻤّﺪَِة‬ ‫ﺳِﺮﻳًﻌﺎ‬ َ ‫ﺸًﻴﺎ‬ ْ ‫ﺳﺎَﻋَﺘْﻴِﻦ َﻣ‬ ُ ‫ﺸْﻴ‬ َ ‫َﻣ‬ 4

3

2

1

(19) 1I walked 4quickly (lit. a 4quick 3walk) for two hours (2time) 5and got tired. .‫ﻞ‬ ِ ‫ﺠَﺒ‬ َ ‫ْﻟـ‬

5

ِ ‫ﺧْﻠ‬ ‫ﻒ‬ َ ‫ﻃَﻠَﻊ ْﻟَﻘَﻤُﺮ َﺑْﻐَﺘًﺔ ِﻣْﻦ‬ َ 4

3

2

1

(20) 2The moon 1rose 3suddenly from 4behind 5the mountain. .‫ﻼ‬ ً ‫ﺟ‬ ِ ‫ƒا‬

6

ُ ‫َﻗ َّﺮْر‬ ‫ﻼ َأْم‬ ً ‫ﺟ‬ ِ ‫ﻃِﻨﻲ ُﻟْﺒَﻨﺎَن َﻋﺎ‬ َ ‫ت َأْن َأُﻋﻮَد ِإَﻟﻰ َو‬ 5

4

3

2

1

(21) 1I decided 2I would return to 3my homeland Lebanon 4sooner 5or 6later. Translate into Arabic: (1) There is no doubt that I will return to my village sooner or later. (2) The wife is more faithful than her husband. (3) The dog barked suddenly at the guest and (so) the guest got scared and ran away. (4) The West is more experienced than the East. (5) I decided to drink the tea hot and the juice cold. (6) The thief sold a black shirt, a white hat, a gold ring and a silver watch.

307

Adverbs and adverbials, absolute object, ha¯ l, ˙ -z tamyı

(7) I liked to see the lecturer laughing on the main street. (8) The merchant emigrated to the Kingdom of Saudi Arabia and we have not heard anything about him. (9) People cut trees for wood and from iron they make weapons. (10) I lived alone for a month and a week on the mountain. (11) I will be away tomorrow from the Arabic grammar lesson. (12) I stayed awake all night alone in the apartment and I learned by heart the lessons about the Middle East. (13) The president of the republic received the ministers and parliamentary members in the hall and shook their hands one by one.

308

Chapter 39

Conditional sentences

A conditional sentence contains two parts. The first part of the

39.1

conditional sentence expresses a condition or contingency. It is called protasis and the Arabic term is

‫ط‬ ُ ‫ﺸَْﺮ‬ ّ ‫َأﻟ‬,

‘the condition’. The second

part expresses the consequence or result of the condition and is called apodosis, ‫ط‬ ُ ‫ﺟَﻮا‬ َ , ‘the answer to the condition’. ِ ‫ﺸَْﺮ‬ ّ ‫ب ﻟ‬ Conditional sentences are mostly introduced by one of the three

39.2







conditional particles, which are ‫ن‬ ْ ‫ ِإ‬in, ‫ ِإَذا‬id¯ a¯ and ‫ َﻟْﻮ‬law, all meaning ‘if’. The following outlines the differences in their use.

‫ِإْن‬

39.3




in ‘if’, is followed by a verb in the perfect or imperfect jussive

(apocopatus). In the following examples the second part has the perfect or imperfect jussive, e.g. (a)




in + perf. +

perf.

‫ﺠَﺢ‬ َ ‫س َﻧ‬ َ ‫ِإْن َدَر‬








imperf. jussive

imperf. jussive

in + perf. +

in + imperf. jussive +

‫ﺠْﺢ‬ َ ‫س َﻳـْﻨ‬ َ ‫ِإْن َدَر‬




‫ﺠْﺢ‬ َ ‫س َﻳْﻨ‬ ْ ‫ِإْن َﻳْﺪُر‬




in darasa nag˘ aha. in darasa yang˘ ah. in yadrus yang˘ ah. ˙ ˙ ˙ If he studies, he succeeds (OR he will succeed). (b)

The imperative can be used in the second part and must be preceded by ..‫َﻓـ‬, e.g.







imperative

imperative

‫ﺐ‬ ْ ‫ﺐ َﻓˆْذَﻫ‬ َ ‫ِإْن َذَﻫ‬

‫ﺐ‬ ْ ‫ﺐ َﻓˆْذَﻫ‬ ْ ‫ِإْن َﻳْﺬَﻫ‬

in + perf. +




in + imperf. jussive +




in dahaba fa-dhab! in yadhab fa-dhab! ¯ ¯ ¯ ¯ If he goes, then you go! OR If he goes, then you should go!

309

Conditional sentences

Note: In spite of being in the perfect tense, the above verb ‫ﻫﺐ‬ َ ‫ َذ‬refers to the future here (see chapter 17).

‫ِإَذا‬







ida¯ ‘if’ is a synonym of ‫ن‬ ْ ‫ ِإ‬in, with the nuance of eventual¯ ity. It is followed by the perfect tense in the first part and the perfect or 39.4

imperfect indicative in the second part. If the second part is a nominal sentence or contains an imperative or one of the words below, then the second part must be preceded by the particle ...‫ َﻓـ‬fa ‘then’: the particle ‫ َﻗْﺪ‬qad the future particles ‫ف‬ َ ‫ﺳْﻮ‬ َ sawfa or ...‫ﺳـ‬ َ sa... the interrogative particle ‫ﻞ‬ ْ ‫ َﻫ‬hal the negative particle ‫ﻣﺎ‬ َ ma¯ , ‫ َﻟْﻦ‬lan, or ‫ َﻻ‬la¯ the negative copula ‫ﺲ‬ َ ‫ َﻟْﻴ‬laysa. Note: The imperfect jussive and the imperative cannot be used after ‫ذا‬ َ ‫ِإ‬.

Examples: (a)

...‫ َﻓـ‬/fa.../ preceding the second part when it is a nominal sentence: ٌّ ‫ﺤ‬ َّ ‫ﺻ‬ ِ ُ‫ِإْن َﺗْﻌَﻤﻞْ َﻓˆ ْﻟَﻌَﻤﻞ‬ ‫ﻲ‬








in ta mal fa-l- amalu sihhiyyun. ˙ ˙˙ If you work, (then) work is healthy.

(b)

...‫ َﻓـ‬/fa.../ preceding the second part when it contains an imperative verb:

‫ﺟْﺒُﻪ‬ ِ ‫ﺳَﺄَﻟَﻚ َﻓَﺄ‬ َ ‫ِإْن‬










in sa alaka fa- ag˘ ib-hu.

If he asks you, (then) you answer him! (c)

...‫ َﻓـ‬/fa.../ preceding the particle ‫ َﻗْﺪ‬qad: َ ‫ﺻَﺪ‬ ‫ق‬ َ ‫ ِإَذا َوَﻋَﺪكَ َﻓَﻘْﺪ‬/‫ِإْن‬







in/ ida¯ wa adaka fa-qad sadaqa. ¯ ˙ If he promises you, (then) he is sincere. (d)

...‫ َﻓـ‬/fa.../ preceding the future particle ‫ف‬ َ ‫ﺳْﻮ‬ َ sawfa or ...‫ﺳـ‬ َ sa: ‫ﺴَﺘْﻨَﺪُم‬ َ ‫ َﻓ‬/ ُ‫ﺴْﻮفَ َﺗْﻨَﺪم‬ َ ‫ت َﻓ‬ َ ‫ﺳْﺄ‬ َ ‫ ِإَذا َأ‬/ ْ‫ِإن‬



310







in/ ida¯ asa ta fa-sawfa tandamu OR fa-satandamu. ¯ If you cause harm, (then) you will regret it.

(e)

...‫ َﻓـ‬/fa.../ preceding the interrogative particle ‫ َﻫْﻞ‬hal: ‫ﺳّﺮًا َﻓَﻬﻞْ َﺗْﻜُﺘُﻤُﻪ؟‬ ِ ‫ﺖ َﻟَﻚ‬ ُ ‫ ِإَذا ُﻗْﻠ‬/ ْ‫ِإن‬

Conditional sentences





in/ ida¯ qultu laka sirran fa-hal taktumu-hu? ¯ If I tell you a secret, will you keep it confidential? OR If I told you a secret, would you keep it confidential?

...‫ َﻓـ‬/fa.../, preceding the negative particle ‫ َﻣﺎ‬ma¯ , ‫ َﻟْﻦ‬lan or ‫ َﻻ‬la¯ :

(f)

‫ﻃُﺮَدُه‬ ْ ‫ َﻓـَﻠْﻦ َأ‬/ ُ‫ﻃُﺮُده‬ ْ ‫ َﻓـﻼَ َأ‬/ ُ‫ﻃُﺮُده‬ ْ ‫ ِإَذا َزاَرِﻧﻲ َﻋُﺪ ٌّو َﻓَﻤﺎ َأ‬/ ْ‫ِإن‬





in / ida¯ za¯ ranı- aduwwun fa-ma¯ atrudu-hu / fa-la¯ atrudu-hu / fa-lan ¯ ˙ ˙


atruda-hu. ˙ If an enemy visits me, I shall not dismiss him. (g)

...‫ َﻓـ‬/fa.../ preceding the negative copula ‫ﺲ‬ َ ‫ َﻟْﻴ‬laysa: ‫ﺐ‬ ٍ ‫ﺖ ِﺑَﺬاِﻫ‬ ُ ‫ﺴ‬ ْ ‫ﺐ َﻓـَﻠ‬ ْ ‫ِإْن َﺗْﺬَﻫ‬




in tadhab fa-lastu bi-da¯ hibin. ¯ ¯ If you go, (then) I am not going. 39.5

‫ َﻟْﻮ‬law ‘if’, for unreal condition, takes the perfect in both parts

and refers to the past or future. The second part is often preceded by the particle ...‫َﻟـ‬, e.g.

‫ﺠَﺢ‬ َ ‫س َﻟـَﻨ‬ َ ‫ َﻟْﻮ َدَر‬law darasa la-nag˘ah˙ a. If he had studied, he would have succeeded. OR If he studied, he would succeed.

ُ ‫ﺴﺎَﻓْﺮ‬ ‫ت‬ َ ‫ َﻟْﻮ َﻛﺎَن ِﻋْﻨِﺪي ُﻧُﻘﻮٌد َﻟ‬law ka¯ na



indı- nuqu¯dun la-sa¯ fartu.

If I had had money, I would have travelled.

39.6

‫ َﻟْﻮَﻻ‬law-la¯ and ‫ َﻟْﻮ َﻟْﻢ‬law-lam ‘if not’

َ‫ َﻟْﻮﻻ‬law-la¯ is followed by a nominal predicate or suffix pronoun. ‫ َﻟْﻮ َﻟْﻢ‬law-lam is followed by the verb in the imperfect jussive, e.g. ْ ‫ َﻟْﻮَﻻ َرْﻏَﺒﺔُ ْﻟَﻮِزﻳِﺮ َْﻻ‬law-la¯ rag˙batu l-wazı-ri la-staqa¯ la s-safı-ru. ‫ﺴَِﻔﻴُﺮ‬ ّ ‫ﺳَﺘَﻘﺎلَ ﻟ‬ If it had not been the minister’s wish, the ambassador would have resigned.

311

Conditional sentences

ْ
‫ َﻟْﻮَﻻُه َﻻ‬law-la¯ -hu la-staqa¯ la s-safı-ru. ‫ﺴِﻔﻴُﺮ‬ َّ ‫ﺳَﺘَﻘﺎلَ ﻟ‬ Were it not for him, the ambassador would have resigned.

‫ﺠَﺢ‬ َ ‫ﺠَﺘِﻬًﺪا َﻟـَﻤﺎ َﻧ‬ ْ ‫ َﻟْﻮ َﻟْﻢ َﻳُﻜْﻦ ُﻣ‬law-lam yakun mug˘tahidan la-ma¯ nag˘ah˙ a. If he had not been industrious, he would not have succeeded. 39.7

All three conditional particles can be followed by the verb

‫َﻛﺎَن‬

ka¯ na, to confirm the perfect tense (past), e.g.

‫ َﻟْﻮ َﻛﺎَن َﻗْﺪ َأَﺗﻰ َﻟَﺮاƒُﻫْﻢ‬law ka¯na qad







ata¯ la-ra a¯ -hum.

If he had come, he would have seen them. ‫ا‬

َ ‫ﺼَﺪ‬ ‫ق‬ َ ‫ ِإَذا َﻛﺎَن َﻗْﺪ َﻗﺎلَ ﺬِﻟَﻚ َﻟ‬/ ْ‫ِإن‬







in / ida¯ ka¯na qad qa¯ la da¯ lika la-sadaqa. ¯ ¯ ˙ If he (has) said that, (then) he will keep his word.

39.8 The second part of the conditional sentence may precede the first part:




َ ‫ﺸ‬ ‫ﻖ‬ ْ ‫ت ِدَﻣ‬ ُ ‫ﺳُﺄَﻗﺎِﺑُﻠَﻚ ِإَذا ُزْر‬ َ sa- uqa¯ biluka




ida¯ zurtu Dimasˇqa. ¯

I will meet you, if I visit Damascus.

‫ﺴﺎِﻋْﺪِﻧﻲ ْﻟَﻴْﻮَم‬ َ ‫ﺳﺎِﻋُﺪكَ َﻏًﺪا ِإْن ُﺗ‬ َ ‫ُأ‬





 usa¯ iduka g˙ adan in tusa¯ idnı- l-yawma.

I will help you tomorrow, if you help me today. 39.9 The following interrogative pronouns can be used in generalized relative clauses with conditional implication. The verb in both parts of the sentence is then in the imperfect jussive (apocopatus) mood:

‫ َﻣْﻦ‬man, whoever
‫ َأْﻳَﻨَﻤﺎ‬aynama¯ , wherever

‫ َﻣْﻬَﻤﺎ‬mahma¯ , whatever ‫ﺣْﻴُﺜَﻤﺎ‬ َ h˙ ayt¯uma¯ , wherever

Examples:

‫ﺠْﺪ‬ ِ ‫ﺐ َﻳ‬ ْ ‫ﻄُﻠ‬ ْ ‫ َﻣْﻦ َﻳ‬man yat˙lub yag˘id. He who seeks, finds. ‫ﺐ َأْدَﻓْﻊ‬ ْ ‫ﻄُﻠ‬ ْ ‫ َﻣْﻬَﻤﺎ َﺗ‬mahma¯ tat˙lub ‫ﺐ‬ ْ ‫ﺐ َأْذَﻫ‬ ْ ‫ﺣْﻴُﺜَﻤﺎ َﺗْﺬَﻫ‬ َ / ‫َأْﻳَﻨَﻤﺎ‬ 312









adfa . Whatever you ask, I will pay.




ayna-ma¯ / haytu-ma¯ tadhab adhab. ˙ ¯ ¯ ¯ Wherever you go, I will go.

39.10 Concessive particles

Conditional sentences

The combined particles and expressions below correspond to the English concessive conjunctions and prepositions: ‘although, even if, in spite of, despite’.

َ h˙ atta¯ wa-law, even if, even supposing that ‫ﺣ َّﺘﻰ َوَﻟْﻮ‬ 


‫ َﻣﻊَ َأ َّن‬ma a

anna, even though, although

‫ َوَﻟْﻮ‬wa-law, whatever, even if, even though ‫ َرْﻏَﻢ‬rag˙ma, (prep.) in spite of ‫ ِﺑˆﻟّﺮَْﻏِﻢ ِﻣْﻦ‬bi-r-rag˙mi min..., (prep.) in spite of, despite ‫ َرْﻏَﻢ َأ َّن‬rag˙ma




anna, although, even though




‫ َوِإْن‬wa- in, even though Examples:

َ ‫ﻂ‬ ُ ‫ﺴُﻘ‬ ْ ‫ف َﻳ‬ َ ‫ﺳْﻮ‬ َ ‫س‬ َ ‫ﺣ َّﺘﻰ َوَﻟْﻮ َدَر‬ hatta¯ wa-law darasa sawfa yasqutu. ˙ ˙ Even if he were to study, he’ll fail.

َ ‫س‬ َ ‫َﻣﻊَ َأ َّﻧُﻪ َدَر‬ ‫ﺤﺎِن‬ َ ‫ﻂ ِﻓﻲ ِْﻻْﻣِﺘ‬ َ ‫ ﺳَﻘ‬،‫ﺟَﻴًّﺪا‬


ma a anna-hu darasa g˘ ayyidan, saqata fı- l-imtiha¯ ni. ˙ ˙ Although he studied well, he failed in the exam.

‫ﻄِﺮ‬ َ ‫ﺐ َرْﻏَﻢ ْﻟـَﻤ‬ ُ ‫ﺳَﺄْذَﻫ‬ َ


sa- adhabu rag˙ ma l-matari. ¯ ˙ I will go in spite of the rain.

ِ ‫ﺐ إَﻟﻰ َﻋَﻤِﻠِﻪ َرْﻏَﻢ َﻣَﺮ‬ َ ‫َذَﻫ‬ ‫ﺿِﻪ‬ ِ ‫ ِﺑˆﻟّﺮَْﻏِﻢ ِﻣْﻦ َﻣَﺮ‬/ ِ‫ﺿﻪ‬


dahaba ila¯ amali-hi rag˙ ma maradi-hi / bi-r-rag˙ mi min maradi-hi. ¯ ˙ ˙ He went to his work in spite of his illness.

‫ﺾ‬ ٌ ‫َذَﻫﺐَ إَﻟﻰ َﻋَﻤِﻠِﻪ َرْﻏَﻢ َأَﻧُﻪ َﻣِﺮﻳ‬



dahaba ila¯ amali-hi rag˙ ma anna-hu marı-dun. ¯ ˙ He went to his work, although he is ill.

313

Conditional sentences

ِ ‫ﺳﺎِﻓُﺮ َوِإْن َوَﻗَﻌ‬ َ ‫ﺳْﻮفَ ُأ‬ َ ‫ﺴَﻤﺎُء‬ َّ ‫ﺖ ﻟ‬










sawfa usa¯ firu wa- in waqa at-i s-sama¯ u. I will travel, even if heaven were to fall.

Exercises Practise your reading: . ‫ﻏًﺪا‬ َ

5

‫ﺐ َﻋَﻠْﻴَﻚ َوِإْن ُزْرَﺗِﻨﻲ ْﻟَﻴْﻮَم َأُزْرَك‬ ْ ‫ﻀ‬ َ ‫ِإْن َﻟْﻢ َﺗُﺰْرِﻧﻲ ِﻓﻲ َﻣْﻨِﺰِﻟﻲ َأْﻏ‬ 4

3

2

1

(1) If you don’t 1visit me at (my) home 2I will be angry with you, but if you 3

visit me today 4I will visit you 5tomorrow.

ْ ‫ﺐ َْﻷ‬ ِ ‫ﺼَِﻠﻴ‬ ‫ﺣَﻤِﺮ‬ ْ ‫ﻼِل َْﻷ‬ َ ‫ﺣَﻤِﺮ َوْﻟِﻬ‬ ُ ‫ﺴﺎَﻋَﺪُة ْﻟـ‬ َ ‫َﻟْﻮَﻻ ُﻣ‬ ّ ‫ﺤُﻜﻮَﻣِﺔ َوﻟ‬

1

ِ ‫ت َﻛِﺜﻴٌﺮ ِﻣَﻦ ﻟّﻨَﺎ‬ ‫ﺟﻮًﻋﺎ‬ ُ ‫س‬ َ ‫ﺼﺎِﺑﻴَﻦ ِﺑˆ ﻟَّﺰْﻟَﺰاِل َﻟـَﻤﺎ‬ َ ‫ِﻟْﻠُﻤ‬

5

4

. ‫ﺸﺎ‬ ً ‫ﻄ‬ َ ‫َوَﻋ‬

9

3

2

8

7

6

(2) 1Had there not been 2the help (support) of the government, Red 3Cross and Red 4Crescent 5for the victims 6of the earthquake, many people would 7have died of 8hunger 9and thirst.

‫ج ِﻣَﻦ‬ ْ ‫ﺨُﺮ‬ ْ ‫ﺐ َوِإْن َﺗ‬ َ ‫ﺧِﻞ ْﻟَﻌْﻘَﻞ َوْﻟَﻘْﻠ‬ ُ ‫ج ْﻟَﻜـِﻠَﻤُﺔ ِﻣَﻦ ْﻟَﻌْﻘِﻞ َﺗْﺪ‬ ِ ‫ﺨُﺮ‬ ْ ‫ِإْن َﺗ‬ 5

4

. ‫ﺧَﺮى‬ ْ ‫ُأ‬

8

3

2

1

ُ ‫ﺴﺎِن َﺗْﺪ‬ َ ‫ﻟـ َّﻠ‬ ‫ج ِﻣْﻦ ُأُذٍن‬ ُ ‫ﺨُﺮ‬ ْ ‫ﺧْﻞ ِﻓﻲ ُأُذٍن َوَﺗ‬ 7

6

(3) If a 2word 1comes from 3the mind, 4it enters the mind 5and heart. If it comes from 6the tongue, it goes in 7one ear and out 8the other.

‫ َﻟـَﻤﺎ‬،‫ﺴِﻪ ِﺑُﺪوِن َﻗﺎُﻧﻮٍن‬ ِ ‫ﺴُﻪ ِﺑَﻨْﻔ‬ َ ‫ﺤُﻜَﻢ َﻧْﻔ‬ ْ ‫َﻟْﻮ َﻛﺎَن ْﻟَﻔْﺮُد َﻗﺎِدًرا َأْن َﻳ‬ 7

6

5

4

3

2

1

. ‫ﻣٍﺔ‬ َ ‫ﺣُﻜﻮ‬ ُ

‫ج ِإَﻟﻰ‬ َ ‫ﺣَﺘﺎ‬ ْ 

9

8

(4) If an 1individual were 2able 3to govern 4himself by himself 5without the 6

law, 7there would be no 8need for 9government.

ِ ‫ﺸُﻌﻮ‬ ‫ب‬ ُّ ‫َﻟْﻮ َﻛﺎَن ِﻣْﻦ َﺗَﻌﺎُوٍن َوَﺗَﻔﺎُﻫٍﻢ ُﻣَﺘَﺒﺎَدَﻟْﻴِﻦ َﺑْﻴَﻦ ﻟُّﺪَوِل (َدْوَﻟٌﺔ) َوﻟ‬ 5

4

3

2

.‫ب‬ ِ ‫ب) َوِْﻹْرَﻫﺎ‬ ٌ ‫ﺣْﺮ‬ َ (‫ب‬ ِ ‫ﺤُﺮو‬ ُ ‫ﺐ) ْﻟـ‬ ٌ ‫ﺳَﺒ‬ َ (‫ب‬ ُ ‫ﺳَﺒﺎ‬ ْ ‫َأ‬ 9

8

1

7

6 ‫ﺖ‬ ْ ‫ﺐ) َﻟـَﻘـ َّﻠ‬ ٌ ‫ﺷْﻌ‬ َ (

(5) If there were 3mutual 1cooperation and 2understanding between 4

countries 5and people, 6then there would 6be less 7cause for 8war 9and

terrorism. . ‫ﻛَﺒِﺮِه‬ ِ ‫ح ِﻓﻲ‬ ُ ‫َﻳْﺮَﺗﺎ‬ 314

5

َ ‫ﺴْﻮ‬ ‫ف‬ َ ‫ﺷَﺒﺎِﺑِﻪ َﻓ‬ َ ‫ﺻَﻐِﺮِه َو‬ ِ ‫َﻣْﻦ ﻳْﻌَﻤْﻞ ِﻓﻲ‬ 4

3

2

(6) He who 1works in 2his childhood 3and youth 4will 5relax in old age.

1

.‫ﻚ‬ َ ‫ﺴَﺘْﻘَﺒـِﻠ‬ ْ ‫ُﻣ‬

3

َ ‫َﻟْﻮ َﺗَﻌَّﻠْﻤ‬ ‫ﺻَﻐِﺮَك َﻟـَﻨَﻔَﻌـْﺘـَﻚ ﻓﻲ‬ ِ ‫ﺖ ِﻣْﻬَﻨًﺔ ِﻓﻲ‬ 2

1

(7) Had you learned 1a profession in your childhood, 2it would have been

Conditional sentences

useful for 3your future. .‫ت‬ َ ‫َوَﻣﺎ‬

8

7 6 5 4 3 2 1 ‫ﺠِﺮﻳِﺢ‬ َ ‫ف َدُم ْﻟـ‬ َ ‫ﺴْﺮَﻋٍﺔ َﻟـَﻨَﺰ‬ ُ ‫ف ِﺑ‬ ِ ‫ﺳَﻌﺎ‬ ْ ِ‫ﺳّﻴَﺎَرِة ْﻹ‬ َ ‫ﺻﻮُل‬ ُ ‫َﻟْﻮ َﻻ ُو‬

(8) Had the

2,3

ambulance (lit. 3aid 2car) not 1arrived 4quickly, (then) 7the

wounded (man) 5,6would have bled to 8death (lit. 6his blood would have 5

drained 8and he would 8have died). . ‫ﻜْﻢ‬ ُ ‫ﺐ َﻣَﻌ‬ ٍ ‫ﺖ ِﺑَﺬاِﻫ‬ ُ ‫ﺴ‬ ْ ‫َﻓـَﻠ‬

2

‫ﺴَّﻴﺎَرِة‬ ِ ‫ﺐ َﻣَﻌُﻪ ِﻓﻲ َﻧْﻔ‬ ْ ‫ِإْن َﺗْﺬَﻫ‬ َّ ‫ﺲ ﻟ‬ 1

(9) If you go with him in 1the same car, 2I won’t go with you.

ٍ ‫َﻟْﻮ َﻳْﻬَﺘُّﻢ ُﻛُّﻞ َأ‬ ‫ﺟَّﻴَﺪًة َﻟَﻘَّﻞ‬ َ ‫ب َوُأ ًمّ ِﺑَﺘْﺮِﺑَﻴِﺔ َأْﺑَﻨﺎِﺋِﻬَﻤﺎ (ِإْﺑٌﻦ) َﺗْﺮِﺑَﻴًﺔ‬ 3

2

1

.‫ن‬ َ ‫ﺠِﺮُﻣﻮ‬ ْ ‫ْﻟـُﻤ‬

4

(10) If every father and mother 1were concerned for the proper (good) 2

education of their children, 4there would 3be fewer 4criminals.

‫ﺖ‬ ِ ‫ﺣَﻤ‬ َ ‫ﺟَﺮاُم َوْزَد‬ ْ ‫ﺠْﻬُﻞ َوَﻛُﺜَﺮ ِْﻹ‬ َ ‫ﺴﺎَد ْﻟـ‬ َ ‫ت َﻟ‬ ُ ‫ﺠﺎِﻣَﻌﺎ‬ َ ‫س َوْﻟـ‬ ُ ‫َﻟْﻮَﻻ ْﻟـَﻤَﺪاِر‬ 5

4

3

2

1

ُ ‫ﺴ‬ .)‫ﻦ‬ ٌ ‫ﺠ‬ ْ ‫ﺳ‬ ِ ( ‫ﺠﻮُن‬ ُّ ‫ﻟ‬

6

(11) Had there not been schools and universities, 2ignorance 1would have prevailed, 4crime would 3have increased and 6jails would 5have been crowded. .‫ل‬ ٍ ‫ﺣﺎ‬ َ

6

‫ﺟْﺒُﻪ َﻋَﻠﻰ ُﻛَّﻞ‬ ِ ‫ﺳَﺆاﻻً) َﻓَﺄ‬ ُ ( ‫ﺳِﺌَﻠًﺔ‬ ْ ‫ﺿﻲ َأ‬ ِ ‫ﺳَﺄَﻟـَﻚ ْﻟَﻘﺎ‬ َ ‫ِإَذا‬ 5

4

3

(12) If 2the judge 1asks you 3questions, 4answer him

2

1

5,6

in any case (5,6anyway,

always)! . ‫ﻏًﺪا‬ َ

4

‫ﺤﺎِن‬ َ ‫ﺐ ِﻓﻲ ِْﻻْﻣِﺘ‬ ْ ‫ﺳ‬ ُ ‫ﺳِﺘَﻚ ْﻟَﻴْﻮَم َﺗْﺮ‬ َ ‫ﺴْﻞ ِﻓﻲ ِدَرا‬ َ ‫ِإْن َﺗْﻜ‬ 3

2

1

(13) If 1you are lazy today in your studies, 2you will flunk (fail) 3the exam 4

tomorrow.

ِ ‫ﺿَﺮا‬ ‫ت‬ َ ‫ﺤﺎ‬ َ ‫ﺟَّﻴًﺪا َوَﻗَّﻠـَﻞ ِﻣْﻦ ِﻏَﻴﺎِﺑِﻪ ِﻣَﻦ ْﻟـُﻤ‬ َ )‫س‬ ٌ ‫ﺳُﻪ (َدْر‬ َ ‫س ُدُرو‬ َ ‫َﻟْﻮ َدَر‬ 4

3

2

1

.‫ن‬ ِ ‫ﺤﺎ‬ َ ‫ْﻻِْﻣِﺘ‬

6

‫ﺠَﺢ ِﻓﻲ‬ َ ‫َﻟَﻨ‬

5

(14) Had he studied 1his lessons well 2and reduced his 3absence from 4 the lectures, 5he would have passed 6the exam.

315

‫ح) ِﻓﻲ‬ ٌ ‫ﺟْﺮ‬ ُ ( ‫ﺣِﻪ‬ ِ ‫ﺟﺮو‬ ُ ‫ﻲ ِﻣْﻦ‬ َ ‫ﺸِﻔ‬ ُ ‫ َﻟ‬،‫ﺴَﻦ‬ َ ‫ﺣ‬ ْ ‫ﺟﺎ َأ‬ ً ‫ﻼ‬ َ ‫ﺠِﺮﻳُﺢ ِﻋ‬ َ ‫َﻟْﻮ ُﻋـﻮِﻟَﺞ ْﻟـ‬ 6

Conditional sentences

5

4

3

2

1

. ‫ﺼَﺮ‬ َ ‫َأْﻗ‬

8

7 ‫ُﻣَّﺪٍة‬

(15) Had 2the wounded (man) 1received 4better 3treatment (lit. 1been treated with a 4better 3treatment), (then) his wounds 5would have healed 7,8

more quickly (lit. 5then he would have 5recovered from 6his wounds in

8

a shorter 7time). .‫ﻞ‬ ِ ‫ﻃَﺮْدُﺗَﻚ ِﻣَﻦ ْﻟَﻌَﻤ‬ َ

4

‫ِإْن َﻟْﻢ َﺗْﻌَﻤْﻞ َوُﺗْﻨِﺘْﺞ َﻛَﻐْﻴِﺮَك‬ 3

2

1

(16) If you don’t 1work 2and be productive 3like the others (lit. others than you), 4I will fire you (lit. I will dismiss you from work). 6 5 4 3 1 َّ ‫ َأ‬2 ‫س‬ ‫ﺿُﺔ‬ َ ‫ َﻓˆ ْﻟَﻌَﻤُﻞ َوﻟَﺮَّﻳﺎ‬،‫ﺿِﺔ‬ َ ‫ع ِﻣَﻦ ﻟَﺮَّﻳﺎ‬ ٍ ‫ي َﻧْﻮ‬ ْ ‫ِإْن َﺗْﻌَﻤْﻞ َأْو ُﺗَﻤﺎِر‬

.)‫ﻫٌّﻢ‬ َ ( ‫ْﻟُﻬُﻤﻮَم‬

10

‫ﺴَﻴﺎِن‬ ِ ‫ﺴَﻢ َوُﻳْﻨ‬ ْ ‫ﺠ‬ ِ ‫ﺤﺎِن ْﻟ‬ َ ‫ُﻳِﺮﻳ‬ 9

8

7

(17) If you work or 1practise 2any 3type of 4sport(s), 5work 6and sport(s) 7will relax 8the body 9and make you forget 10your worries. . ‫َأَﻧْﻢ‬

5

‫ﺐ َﻣَﻌَﻚ َوَأْﻳَﻨَﻤﺎ َﺗـَﻨْﻢ‬ ْ ‫ﺐ َأْذَﻫ‬ ْ ‫َأْﻳَﻨَﻤﺎ َﺗْﺬَﻫ‬ 4

3

2

1

(18) 1Wherever 2you go I will go 3with you and wherever 4you sleep 5I will sleep. . ‫ﻣُﻪ‬ ْ ‫ﺤَﺘِﺮ‬ ْ ‫َﺗ‬

4

َ ‫ﺤَﺘِﺮْﻣَﻚ َﻓ‬ ‫ﻼ‬ ْ ‫ﺣَﺘِﺮْﻣُﻪ َوِإْن َﻟْﻢ َﻳ‬ ْ ˆ‫ﺣٌﺪ َﻓ‬ َ ‫ﺣَﺘَﺮَﻣَﻚ َأ‬ ْ  ‫ِإِن‬ 3

2

1

(19) If 2a person 1respects you (then) 3respect him, and if he doesn’t respect you, then don’t 4respect him.

َّ ‫َﻟْﻮ َﻟْﻢ َﻳُﻜِﻦ ﻟ‬ ُ ‫ﺻَﻌْﺪ‬ ‫ت‬ َ ‫ﺿﻲ َﻟـَﻤﺎ‬ ِ ‫ع ْﻟـَﻤﺎ‬ ِ ‫ﺳُﺒﻮ‬ ْ ‫ﺣﺎّرًا ِﻓﻲ ُْﻷ‬ َ ُ‫ﻄْﻘﺲ‬ 7

6

5

4

3

.‫ﻞ‬ ِ ‫ﺠَﺒ‬ َ ‫ْﻟـ‬

2

8

1

‫ﺖ ِإَﻟﻰ‬ ُ ‫ﻃَﻠْﻌ‬ َ

7

/

(20) Had the 2weather not 1been 3hot 5last 4week, I 6would not 7have gone up to 8the mountain. Translate into Arabic: (1) Wherever you sleep I will sleep and wherever you go I will go (with you). 316

(2) If the physician had not arrived quickly, the wounded (man) would have died.

(3) If you don’t visit the wounded (man) today, I will be angry with you and I will not visit you tomorrow.

Conditional sentences

(4) If you practise or do any type of sports like the others, you will relax in old age. (5) If the wounded (man) had been treated well, he would have recovered from his wounds in a shorter time. (6) If you had learned any type of sport in your childhood, (then) sports would have relaxed your body and made you forget your worries. (7) If your father asks you questions about your studies, answer him always (anyway)! (8) If you are lazy at your work and are not productive like the others, I will fire you (lit. dismiss you from work). (9) If he had reduced his absence from the lessons and lectures, he would have passed the exam. (10) Had it not been for the Red Cross and Red Crescent, many people would have died of hunger and thirst. (11) If the ambulance hadn’t arrived quickly, many of the victims of the earthquake would have died. (12) If my father had not been ill last week, I would not have gone up to him on the mountain. (13) If a word comes from the tongue it goes in one ear and out the other, but if a word comes out from the heart (then) it goes into the mind. (14) If there were mutual cooperation between the government and the people, the causes of crime would be reduced. (15) Had the government not supported (helped) young people (the youth), crimes would have increased, and jails would have been crowded.

317

Appendix 1

Tables of verb forms

320



Particip.

Imperat.

Imperf.

Perfect



fa¯ ilun



‫ُﻣَﻔﺎِﻋٌﻞ‬

fa¯ il



‫َﻓﺎِﻋْﻞ‬

yufa¯ ilu



‫ُﻳَﻔﺎِﻋُﻞ‬

fa¯ ala



‫ُﻣْﻔِﻌٌﻞ‬

af il




‫َأْﻓِﻌْﻞ‬

yuf ilu



‫ُﻳْﻔِﻌُﻞ‬

af ala

‫َأْﻓَﻌَﻞ‬




IV

mufa ilun mufa¯ ilun muf ilun

‫ُﻣَﻔَّﻌٌﻞ‬

‫َﻓﺎِﻋٌﻞ‬



fa il

if al



‫َﻓَّﻌْﻞ‬

‫ِإْﻓَﻌْﻞ‬




yufa ilu

yaf alu



‫ُﻳَﻔَّﻌُﻞ‬

‫َﻳْﻔَﻌُﻞ‬



fa ala

fa ala



‫َﻓﺎَﻋَﻞ‬



َ‫َﻓّﻌَﻞ‬

‫َﻓَﻌَﻞ‬



III

II

I





mutafa ilun

‫ُﻣَﺘَﻔَّﻌٌﻞ‬

tafa al







‫ُﻣْﻨَﻔِﻌٌﻞ‬



infa il




‫ِإْﻧَﻔِﻌْﻞ‬

yanfa ilu



‫َﻳْﻨَﻔِﻌُﻞ‬

infa ala

‫ِإْﻧَﻔَﻌَﻞ‬




VII







‫ُﻣْﻔَﺘِﻌٌﻞ‬

ifta il




‫ِإْﻓَﺘِﻌْﻞ‬

yafta ilu



‫َﻳْﻔَﺘِﻌُﻞ‬

ifta ala




‫ِإْﻓَﺘَﻌَﻞ‬

VIII





‫ُﻣْﻔَﻌٌّﻞ‬

if alla





istaf il

‫ﺴَﺘْﻔِﻌٌﻞ‬ ْ ‫ُﻣ‬




‫ﺳَﺘْﻔِﻌْﻞ‬ ْ ‫ِإ‬


َ‫ِإْﻓَﻌّﻞ‬



yastaf ilu

‫ﺴَﺘْﻔِﻌُﻞ‬ ْ ‫َﻳ‬

istaf ala

yaf allu



‫َﻳْﻔَﻌُّﻞ‬

if alla




‫ﺳَﺘْﻔَﻌَﻞ‬ ْ ‫ِإ‬

َ‫ِإْﻓَﻌّﻞ‬


X

IX

mutafa¯ ilun munfa ilun mufta ilun muf allun mustaf ilun

‫ُﻣَﺘَﻔﺎِﻋٌﻞ‬

tafa¯ al



‫َﺗَﻔﺎَﻋْﻞ‬

ْ‫َﺗَﻔّﻌَﻞ‬ 

yatafa¯ alu

yatafa alu



‫َﻳَﺘَﻔﺎَﻋُﻞ‬

‫َﻳَﺘَﻔَّﻌُﻞ‬ 

tafa¯ ala

tafa ala

‫َﺗَﻔﺎَﻋَﻞ‬

َ‫َﺗَﻔّﻌَﻞ‬ 

VI

V

Active

Table A1.1. The patterns of the ten forms of the strong triliteral verb ‫ﻞ‬ َ ‫ َﻓَﻌ‬fa ala ‘to do, to act’

Appendices



‫ُﻣَﻔﺎَﻋَﻠٌﺔ‬

mufa¯ alatun

taf ilatun



fi a¯ lun



‫ِﻓَﻌﺎٌل‬

‫َﺗْﻔِﻌَﻠٌﺔ‬



taf ılun

-

‫َﺗْﻔِﻌﻴٌﻞ‬ if a¯ lun

‫ِإْﻓَﻌﺎٌل‬




Note: There are dozens of verbal nouns (masdar) for form I. ˙

(masdar) ˙

 tafa ulun

 tafa¯ ulun



‫َﺗَﻔﺎُﻋٌﻞ‬ infi a¯ lun



‫ِإْﻧِﻔَﻌﺎٌل‬




ifti a¯ lun




‫ِإْﻓِﺘَﻌﺎٌل‬

fa lun



‫ُﻣْﻔَﺘَﻌٌﻞ‬

yufta alu



‫ُﻳْﻔَﺘَﻌُﻞ‬

noun





uftu ila




‫ُأْﻓُﺘِﻌَﻞ‬

‫َﺗَﻔّﻌٌُﻞ‬

‫ُﻣْﻨَﻔَﻌٌﻞ‬

yunfa alu



‫ُﻳْﻨَﻔَﻌُﻞ‬

unfu ila




‫ُأْﻧُﻔِﻌَﻞ‬

‫َﻓْﻌٌﻞ‬



‫ُﻣَﺘَﻔﺎَﻋٌﻞ‬

ٌ‫ُﻣَﺘَﻔ َّﻌﻞ‬ 

yutafa¯ alu

yutafa alu



‫ُﻳَﺘَﻔﺎَﻋُﻞ‬

‫ُﻳَﺘَﻔّﻌَُﻞ‬ 

tufu¯ ila



‫ُﺗُﻔﻮِﻋَﻞ‬

tufu ila



‫ُﺗُﻔَّﻌَﻞ‬

Verbal



‫ُﻣْﻔَﻌٌﻞ‬

yuf alu



‫ُﻳْﻔَﻌُﻞ‬

uf ila




‫ُأْﻓِﻌَﻞ‬

maf u¯lun mufa alun mufa¯ alun muf alun mutafa alun mutafa¯ alun munfa alun mufta alun



‫ُﻣَﻔﺎَﻋٌﻞ‬



ٌ‫ُﻣَﻔ َّﻌﻞ‬

‫َﻣْﻔُﻌﻮٌل‬



yufa¯ alu

yufa alu

yuf alu



‫ُﻳَﻔﺎَﻋُﻞ‬



‫ُﻳَﻔّﻌَُﻞ‬

‫ُﻳْﻔَﻌُﻞ‬



fu¯ ila

fu ila



‫ُﻓﻮِﻋَﻞ‬

fu ila



‫ُﻓَّﻌَﻞ‬

Particip.

Imperf.

Perfect



‫ُﻓِﻌَﻞ‬

Passive

if ila¯ lun




‫ﻼٌل‬ َ ‫ِإْﻓِﻌ‬










istif a¯ lun

‫ﺳِﺘْﻔَﻌﺎٌل‬ ْ ‫ِإ‬

mustaf alun

‫ﺴَﺘْﻔَﻌٌﻞ‬ ْ ‫ُﻣ‬

yustaf alu



ustuf ila

‫ﺴَﺘْﻔَﻌُﻞ‬ ْ ‫ُﻳ‬




‫ﺳُﺘْﻔِﻌَﻞ‬ ْ ‫ُأ‬

Appendices

321

322

Participle

Imperative

Imperfect

Perfect

‫َأَﻓ َّﺮ‬

َّ‫َﻓﺎر‬

‫َﻓﺎِرْر‬

‫ِإْﻓِﺮْر‬

mufa¯ rrun

mufirrun

mutafa¯ rrun munfarrun

muftarrun

ٌ‫ُﻣْﻔَﺘّﺮ‬ ٌ‫ُﻣْﻨَﻔّﺮ‬ ٌ‫ُﻣَﺘَﻔﺎّر‬

‫ُﻣِﻔ ٌّﺮ‬

ٌّ‫ُﻣَﻔﺎر‬

‫َﻓﺎ ٌّر‬

fa¯ rrun

iftarir

infarir




‫ِإْﻓَﺘِﺮْر‬

yaftarru

tafa¯ rar

‫ِإْﻧَﻔِﺮْر‬


yanfarru

afrir

‫َﺗَﻔﺎَرْر‬

yatafa¯ rru

fa¯ rir

‫َأْﻓِﺮْر‬




yufirru

ifrir




yufa¯ rru

ُ‫َﻳْﻔَﺘّﺮ‬

ُ‫َﻳْﻨَﻔّﺮ‬

ُ‫َﻳَﺘَﻔﺎّر‬

‫ُﻳِﻔ ُّﺮ‬

ُ‫ُﻳَﻔﺎّر‬

‫َﻳِﻔ ُّﺮ‬

yafirru

iftarra




َّ‫ِإْﻓَﺘﺮ‬

َّ‫ِإْﻧَﻔﺮ‬

َّ‫َﺗَﻔﺎر‬


VIII

VII

VI

infarra

Active

tafa¯ rra

V

afarra




IV

III

fa¯ rra

II

farra

‫َﻓ َّﺮ‬

I

Table A1.2. The patterns of the derived forms of the doubled verb ‫ ﻓ َّﺮ‬farra ‘to escape, to flee’ IX

istafarra

istafrir

mustafirrun

ْ ‫ُﻣ‬ ‫ﺴَﺘِﻔ ٌّﺮ‬




‫ﺳَﺘْﻔِﺮْر‬ ْ ‫ِإ‬

yastafirru

ْ ‫َﻳ‬ ‫ﺴَﺘِﻔ ُّﺮ‬




ْ ‫ِإ‬ ‫ﺳَﺘَﻔ َّﺮ‬

X

Appendices

farrun

noun

(masdar) ˙

‫ِﻓَﺮاٌر‬

‫َﻓ ٌّﺮ‬

Verbal

fira¯ run

mufa¯ rrun

ifra¯ run

‫ِإْﻓَﺮاٌر‬




mufarrun

tafa¯ rrun

infira¯ run

iftira¯ run




‫ِإْﻓِﺘَﺮاٌر‬

ٌّ‫َﺗَﻔﺎر‬ ‫ِإْﻧِﻔَﺮاٌر‬

muftarrun

mutafa¯ rrun munfarrun




istifra¯ run

‫ﺳِﺘْﻔَﺮاٌر‬ ْ ‫ِإ‬

mustafarrun

ْ ‫ُﻣ‬ ‫ﺴَﺘَﻔ ٌّﺮ‬ ٌّ‫ُﻣْﻔَﺘﺮ‬

ٌّ‫ُﻣْﻨَﻔﺮ‬

ٌّ‫ُﻣَﺘَﻔﺎر‬

‫ُﻣَﻔ ٌّﺮ‬

ٌّ‫ُﻣَﻔﺎر‬

‫َﻣْﻔُﺮوٌر‬

mafru¯run

yustafarru

yuftarru

yunfarru

yutafa¯ rru

yufarru

ْ ‫ُﻳ‬ ‫ﺴَﺘَﻔ ُّﺮ‬

ustufirra

yufa¯ rru

ُ‫ُﻳْﻔَﺘّﺮ‬

ُ‫ُﻳْﻨَﻔّﺮ‬

ُ‫ُﻳَﺘَﻔﺎّر‬

‫ُﻳَﻔ ُّﺮ‬

ُ‫ُﻳَﻔﺎّر‬

‫ُﻳَﻔ ُّﺮ‬




ْ ‫ُأ‬ ‫ﺳُﺘِﻔ َّﺮ‬

yufarru

ufturra

unfurra




َ‫ُأْﻓُﺘّﺮ‬

tufu¯rira




َ‫ُأْﻧُﻔّﺮ‬

ufirra

‫ُﺗُﻔﻮِرَر‬

fu¯rira




‫ُأِﻓ َّﺮ‬

furra

‫ُﻓﻮِرَر‬

Participle

Imperfect

Perfect

‫ُﻓ َّﺮ‬

Passive

Appendices

323

324

Particip.

Imperat.

Imperf.

Perfect

muwassilun ˙˙

‫ﺻٌﻞ‬ َّ ‫ُﻣَﻮ‬

‫ﺻٌﻞ‬ ِ ‫َوا‬

wa¯ silun ˙

wassil ˙˙

‫ﺻْﻞ‬ َّ ‫َو‬

‫ﺻْﻞ‬ ِ

sil ˙

yuwassilu ˙˙

yasilu ˙

‫ﺻُﻞ‬ َّ ‫ُﻳَﻮ‬

‫ﺼُﻞ‬ ِ ‫َﻳ‬

muwa¯ silun ˙

‫ﺻٌﻞ‬ ِ ‫ُﻣَﻮا‬

wa¯ sil ˙

‫ﺻْﻞ‬ ِ ‫َوا‬

yuwa¯ silu ˙

‫ﺻُﻞ‬ ِ ‫ُﻳَﻮا‬

wa¯ sala ˙

‫ﺻَﻞ‬ َ ‫َوا‬

wassala ˙˙

‫ﺻَﻞ‬ َّ ‫َو‬

‫ﺻَﻞ‬ َ ‫َو‬

wasala ˙

III

II

I

mu¯silun ˙

‫ﺻٌﻞ‬ ِ ‫ُﻣﻮ‬

awsil ˙




‫ﺻْﻞ‬ ِ ‫َأْو‬

yu¯silu ˙

‫ﺻُﻞ‬ ِ ‫ُﻳﻮ‬

awsala ˙




‫ﺻَﻞ‬ َ ‫َأْو‬

IV

‫ﺻٌﻞ‬ ِ ‫ُﻣَﺘَﻮا‬

mutawassilun mutawa¯ silun ˙˙ ˙

‫ﺻٌﻞ‬ َّ ‫ُﻣَﺘَﻮ‬

tawa¯ sal ˙

‫ﺻْﻞ‬ َ ‫َﺗَﻮا‬

َّ ‫َﺗَﻮ‬ ْ‫ﺻﻞ‬ tawassal ˙˙

yatawa¯ salu ˙

‫ﺻُﻞ‬ َ ‫َﻳَﺘَﻮا‬

‫ﺻُﻞ‬ َّ ‫َﻳَﺘَﻮ‬ yatawassalu ˙˙

tawa¯ sala ˙

‫ﺻَﻞ‬ َ ‫َﺗَﻮا‬

َّ ‫َﺗَﻮ‬ َ‫ﺻﻞ‬ tawassala ˙˙

VI

V

Active

Table A1.3 The patterns of the derived forms of verbs with a weak initial radical ‫و‬:

inwasala ˙

inwasil ˙

ittasala ˙

istawsala ˙

‫ﺼٌﻞ‬ ِ َ‫ُﻣّﺘ‬

ittasil ˙

istawsil ˙ mustawsilun ˙

‫ﺻٌﻞ‬ ِ ‫ﺴَﺘْﻮ‬ ْ ‫ُﻣ‬




‫ﺻْﻞ‬ ِ ‫ﺳَﺘْﻮ‬ ْ ‫ِإ‬


‫ﺼْﻞ‬ ِ َ‫ِإّﺗ‬

‫ﺻُﻞ‬ ِ ‫َﻳﺴَﺘْﻮ‬




‫ﺻَﻞ‬ َ ‫ﺳَﺘْﻮ‬ ْ ‫ِإ‬

X

yastawsilu ˙

IX

yattasilu ˙

‫ﺼُﻞ‬ ِ ‫َﻳَّﺘ‬




‫ﺼَﻞ‬ َ ‫ِإَّﺗ‬

VIII

munwasilun muttasilun ˙ ˙

‫ﺻٌﻞ‬ ِ ‫ُﻣْﻨَﻮ‬




‫ﺻْﻞ‬ ِ ‫ِإْﻧَﻮ‬

yanwasilu ˙

‫ﺻُﻞ‬ ِ ‫َﻳْﻨَﻮ‬




‫ﺻَﻞ‬ َ ‫ِإْﻧَﻮ‬

VII

‫ﺻَﻞ‬ َ ‫ َو‬was˙ ala, ‘to arrive’

Appendices

(masdar) ˙

noun

Verbal

Particip.

Imperf.

Perfect

wisa¯ lun ˙

taws-ılun ˙

muwa¯ salatun ˙

‫ﺻَﻠٌﺔ‬ َ ‫ُﻣَﻮا‬

‫ﺻﺎٌل‬ َ ‫ِو‬

‫ﺻﻴٌﻞ‬ ِ ‫َﺗْﻮ‬

‫ﺻٌﻞ‬ ْ ‫َو‬

waslun ˙

muwassalun muwa¯ salun ˙˙ ˙

‫ﺻٌﻞ‬ َ ‫ُﻣَﻮا‬

ٌ‫ﺻَﻞ‬ ّ ‫ُﻣَﻮ‬

‫ﺻﻮٌل‬ ُ ‫َﻣْﻮ‬

mawsu¯lun ˙

yuwa¯ salu ˙

yuwassalu ˙˙

‫ﺻُﻞ‬ َ ‫ُﻳَﻮا‬

َّ ‫ُﻳَﻮ‬ ُ‫ﺻﻞ‬

‫ﺻُﻞ‬ َ ‫ُﻳﻮ‬

yu¯salu ˙

wu¯sila ˙

‫ﺻَﻞ‬ ِ ‫ُوو‬

wussila ˙˙

َ‫ﺻﻞ‬ َّ ‫ُو‬

wusila ˙

‫ﺻَﻞ‬ ِ ‫ُو‬

ısa¯ lun ˙


-

‫ﺼﺎٌل‬ َ ‫ِإﻳ‬

mu¯salun ˙

‫ﺻٌﻞ‬ َ ‫ُﻣﻮ‬

yu¯salu ˙

‫ﺻُﻞ‬ َ ‫ُﻳﻮ‬

u¯sila ˙




‫ﺻَﻞ‬ ِ ‫ُأو‬

tawassulun ˙˙

tawa¯ sulun ˙

‫ﺻٌﻞ‬ ُ ‫َﺗَﻮا‬

inwisa¯ lun ˙

‫ﺻﺎٌل‬ َ ‫ِإْﻧِﻮ‬

ittisa¯ lun ˙




‫ﺼﺎٌل‬ َ ‫ِإِّﺗ‬

˙


istısa¯ lun

‫ﺼﺎٌل‬ َ ‫ﺳِﺘﻴ‬ ْ ‫ِإ‬

‫ﺻٌﻞ‬ َ ‫ﺴَﺘْﻮ‬ ْ ‫ُﻣ‬

‫ﺼٌﻞ‬ َ َ‫ُﻣّﺘ‬

‫ﺻٌﻞ‬ ُّ ‫َﺗَﻮ‬

‫ﺻٌﻞ‬ َ ‫ُﻣْﻨَﻮ‬

yustawsalu ˙

‫ﺻْﻞ‬ َ ‫ﺴَﺘْﻮ‬ ْ ‫ُﻳ‬

‫ﺼُﻞ‬ َ َ‫ُﻳّﺘ‬ yuttasalu ˙

ustu¯sila ˙




‫ﺻَﻞ‬ ِ ‫ﺳُﺘﻮ‬ ْ ‫ُأ‬

uttusila ˙




‫ﺼَﻞ‬ ِ ‫ُأ ُّﺗ‬

mustawsalun ˙

‫ﺻٌﻞ‬ َ ‫ُﻣَﺘَﻮا‬

ٌ‫ﺻَﻞ‬ ّ ‫ُﻣَﺘَﻮ‬

yunwasalu ˙

‫ﺻُﻞ‬ َ ‫ُﻳْﻨَﻮ‬

unwusila ˙




‫ﺻَﻞ‬ ِ ‫ُأْﻧُﻮ‬

mutawassalun mutawa¯ salun munwasalun muttasalun ˙˙ ˙ ˙ ˙

yutawa¯ salu ˙

‫ﺻُﻞ‬ َ ‫ُﻳَﺘَﻮا‬

‫ﺻَُﻞ‬ ّ ‫ُﻳَﺘَﻮ‬ yutawassalu ˙˙

tuwu¯sila ˙

‫ﺻَﻞ‬ ِ ‫ُﺗُﻮو‬

tuwussila ˙˙

‫ﺻَﻞ‬ َّ ‫ُﺗُﻮ‬

Passive

Appendices

325

326

Particip.

Imperat.

Imperf.

Perfect

qa¯ imun

‫ُﻣَﻘﺎِوٌم‬

qa¯ wim

‫َﻗﺎِوْم‬

yuqa¯ wimu

‫ُﻳَﻘﺎِوُم‬

qa¯ wama

muqawwimun muqa¯ wimun

‫ُﻣَﻘَّﻮٌم‬

‫َﻗﺎِﺋٌﻢ‬




qawwim

qum

‫َﻗَّﻮْم‬

‫ُﻗْﻢ‬

‫ُﻳَﻘَّﻮُم‬

yuqawwimu

‫َﻳُﻘﻮُم‬

yaqu¯mu

qawwama

‫َﻗﺎَوَم‬

‫َﻗّﻮََم‬

‫َﻗﺎَم‬

qa¯ ma

III

II

I

ٌ‫ُﻣَﺘَﻘَّﻮم‬

taqawwam

‫ُﻣَﺘَﻘﺎِوٌم‬

taqa¯ wam

‫َﺗَﻘﺎَوْم‬

ْ‫َﺗَﻘ َّﻮم‬

‫َﻳَﺘَﻘﺎَوُم‬ yataqa¯ wamu

yataqawwamu

ُ‫َﻳَﺘَﻘ َّﻮم‬

‫َﺗَﻘﺎَوَم‬ taqa¯ wama

َ‫َﺗَﻘّﻮَم‬ taqawwama

VI

V

‫ُﻣْﻨَﻘﺎٌم‬

inqam




‫ِإْﻧَﻘْﻢ‬

yanqa¯ mu

‫َﻳْﻨَﻘﺎُم‬

inqa¯ ma




‫ِإْﻧَﻘﺎَم‬

VII

‫ُﻣْﻘَﺘﺎٌم‬

iqtam




‫ِإْﻗَﺘْﻢ‬

yaqta¯ mu

‫َﻳْﻘَﺘﺎُم‬

iqta¯ ma




‫ِإْﻗَﺘﺎَم‬

VIII

‫ َﻗﺎَم‬qa¯ ma ‘to stand up’ (from ‫ ﻗﻮم‬qwm)

muqı-mun mutaqawwimun mutaqa¯ wimun munqa¯ mun muqta¯ mun

‫ُﻣِﻘﻴٌﻢ‬

aqim

‫َأِﻗْﻢ‬




yuqı-mu

‫ُﻳِﻘﻴُﻢ‬

aqa¯ ma

‫َأَﻗﺎَم‬




IV

Active

Table A1.4 The patterns I–X of verbs with a weak middle radical ‫و‬:

IX

mustaqı-mun

‫ﺴَﺘِﻘﻴٌﻢ‬ ْ ‫ُﻣ‬

istaqim




‫ﺳَﺘِﻘْﻢ‬ ْ ‫ِإ‬

yastaqı-mu

‫ﺴَﺘِﻘﻴُﻢ‬ ْ ‫َﻳ‬

istaqa¯ ma




‫ﺳَﺘَﻘﺎَم‬ ْ ‫ِإ‬

X

Appendices

(masdar) ˙

noun

yutaqa¯ wamu

‫ُﻣَﺘَﻘﺎَوٌم‬

yutaqawwamu

ٌ‫ُﻣَﺘَﻘ َّﻮم‬

‫ُﻳَﺘَﻘﺎَوُم‬

ُ‫ُﻳَﺘَﻘ َّﻮم‬

‫ُﺗُﻘﻮِوَم‬ tuqu¯wima

َ‫ُﺗُﻘَّﻮم‬ tuquwwima

unqı-ma

‫ُﻣْﻨَﻘﺎٌم‬

yunqa¯ mu

‫ُﻳْﻨَﻘﺎُم‬




‫ُأْﻧِﻘﻴَﻢ‬ uqtı-ma

‫ُﻣْﻘَﺘﺎٌم‬

yuqta¯ mu

‫ُﻳْﻘَﺘﺎُم‬




‫ُأْﻗِﺘﻴَﻢ‬

‫ِإَﻗﺎَﻣٌﺔ‬




ٌ‫َﺗَﻘّﻮُم‬ taqa¯ wumun

‫َﺗَﻘﺎُوٌم‬

inqiya¯ mun

‫ِإْﻧِﻘَﻴﺎٌم‬




iqtiya¯ mun

‫ِإْﻗِﺘَﻴﺎٌم‬

muqa¯ mun mutaqawwamun mutaqa¯ wamun munqa¯ mun muqta¯ mun

‫ُﻣَﻘﺎٌم‬

yuqa¯ mu

‫ُﻳَﻘﺎُم‬

‫ُأِﻗﻴَﻢ‬


uqıma

muqa¯ wamatun iqa¯ matun taqawwumun

‫ُﻣَﻘﺎَوَﻣٌﺔ‬

qawmun taqwı-mun

‫َﺗْﻘِﻮﻳٌﻢ‬

‫َﻗْﻮٌم‬

Verbal

‫ُﻣَﻘﺎَوٌم‬

‫ُﻣَﻘ َّﻮٌم‬

‫َﻣُﻘﻮٌم‬

maqu¯mun muqawwamun muqa¯ wamun

yuqa¯ wamu

yuqawwamu

yuqa¯ mu

‫ُﻳَﻘﺎَوُم‬

‫ُﻳَﻘ َّﻮُم‬

‫ُﻳَﻘﺎُم‬

‫ُﻗﻮِوَم‬

qu¯wima

‫ُﻗَّﻮَم‬

quwwima

qı-ma

‫ِﻗﻴَﻢ‬

Particip.

Imperf.

Perfect

Passive ustuqı-ma




istiqa¯ matun

‫ﺳِﺘَﻘﺎَﻣٌﺔ‬ ْ ‫ِإ‬

mustaqa¯ mun

‫ﺴَﺘَﻘﺎٌم‬ ْ ‫ُﻣ‬

yustaqa¯ mu

‫ﺴَﺘَﻘﺎُم‬ ْ ‫ُﻳ‬




‫ﺳُﺘِﻘﻴَﻢ‬ ْ ‫ُأ‬

Appendices

327

‫‪Appendix 2‬‬

‫‪Verb conjugation paradigms‬‬

‫ﺐ ‪Strong verb‬‬ ‫)‪َ ‘to write’ (perf. /a/ imperf. /u/‬ﻛَﺘ َ‬ ‫‪Passive‬‬ ‫‪Imperat.‬‬

‫‪Imperf.‬‬

‫‪Perf.‬‬

‫‪indic.‬‬

‫‪A2.1‬‬

‫‪Active‬‬ ‫‪Imperf.‬‬

‫‪Imperf.‬‬

‫‪Imperf.‬‬

‫‪jussive‬‬

‫‪subj.‬‬

‫‪indic.‬‬

‫‪Perf.‬‬ ‫‪Person‬‬

‫‪Singular‬‬

‫ﺐ‬ ‫ُﻳْﻜَﺘ ُ‬

‫ﺐ‬ ‫ُﻛِﺘ َ‬

‫ﺐ‬ ‫َﻳْﻜُﺘ ْ‬

‫ﺐ‬ ‫َﻳْﻜُﺘ َ‬

‫ﺐ‬ ‫َﻳْﻜُﺘ ُ‬

‫ﺐ‬ ‫َﻛَﺘ َ‬

‫‪3. m.‬‬

‫ﺐ‬ ‫ُﺗْﻜَﺘ ُ‬

‫ﺖ‬ ‫ُﻛِﺘَﺒ ْ‬

‫ﺐ‬ ‫َﺗْﻜُﺘ ْ‬

‫ﺐ‬ ‫َﺗْﻜُﺘ َ‬

‫ﺐ‬ ‫َﺗْﻜُﺘ ُ‬

‫ﺖ‬ ‫َﻛَﺘَﺒ ْ‬

‫‪3. f.‬‬

‫ﺐ‬ ‫ُأْﻛُﺘ ْ‬

‫ﺐ‬ ‫ُﺗْﻜَﺘ ُ‬

‫ﺖ‬ ‫ُﻛِﺘْﺒ َ‬

‫ﺐ‬ ‫َﺗْﻜُﺘ ْ‬

‫ﺐ‬ ‫َﺗْﻜُﺘ َ‬

‫ﺐ‬ ‫َﺗْﻜُﺘ ُ‬

‫ﺖ‬ ‫َﻛَﺘْﺒ َ‬

‫‪2. m.‬‬

‫ُأْﻛُﺘِﺒﻲ‬

‫ُﺗْﻜَﺘِﺒﻴَﻦ‬

‫ﺖ‬ ‫ُﻛِﺘْﺒ ِ‬

‫َﺗْﻜُﺘِﺒﻲ‬

‫َﺗْﻜُﺘِﺒﻲ‬

‫َﺗْﻜُﺘِﺒﻴَﻦ‬

‫ﺖ‬ ‫َﻛَﺘْﺒ ِ‬

‫‪2. f.‬‬

‫ﺐ‬ ‫ُأْﻛَﺘ ُ‬

‫ﺖ‬ ‫ُﻛِﺘْﺒ ُ‬

‫ﺐ‬ ‫َأْﻛُﺘ ْ‬

‫ﺐ‬ ‫َأْﻛُﺘ َ‬

‫ﺐ‬ ‫َأْﻛُﺘ ُ‬

‫ﺖ‬ ‫َﻛَﺘْﺒ ُ‬

‫‪1. m. f.‬‬

‫‪Dual‬‬

‫ُأْﻛُﺘَﺒﺎ‬

‫ُﻳْﻜَﺘَﺒﺎِن‬

‫ُﻛِﺘَﺒﺎ‬

‫َﻳْﻜُﺘَﺒﺎ‬

‫َﻳْﻜُﺘَﺒﺎ‬

‫َﻳْﻜُﺘَﺒﺎِن‬

‫َﻛَﺘَﺒﺎ‬

‫‪3. m.‬‬

‫ُﺗْﻜَﺘَﺒﺎِن‬

‫ُﻛِﺘَﺒَﺘﺎ‬

‫َﺗْﻜُﺘَﺒﺎ‬

‫َﺗْﻜُﺘَﺒﺎ‬

‫َﺗْﻜُﺘَﺒﺎنِ‬

‫َﻛَﺘَﺒَﺘﺎ‬

‫‪3. f.‬‬

‫ُﺗْﻜَﺘَﺒﺎِن ُﻛِﺘْﺒُﺘَﻤﺎ‬

‫َﺗْﻜُﺘَﺒﺎ‬

‫َﺗْﻜُﺘَﺒﺎ‬

‫َﺗْﻜُﺘَﺒﺎِن‬

‫َﻛَﺘْﺒُﺘَﻤﺎ‬

‫‪2. m. f.‬‬

‫‪328‬‬

Active

Passive

Perf. Person

Imperf.

Imperf.

Imperf.

indic.

subj.

jussive

Perf.

Appendices Imperf.

Imperat.

indic.

Plural 3. m.

‫َﻛَﺘُﺒﻮا‬

‫َﻳْﻜُﺘُﺒﻮَن‬

‫َﻳْﻜُﺘُﺒﻮا‬

‫َﻳْﻜُﺘُﺒﻮا‬

‫ُﻛِﺘُﺒﻮا‬

‫ُﻳْﻜَﺘُﺒﻮَن‬

3. f.

‫َﻛَﺘْﺒَﻦ‬

‫َﻳْﻜُﺘْﺒَﻦ‬

‫َﻳْﻜُﺘْﺒَﻦ‬

‫َﻳْﻜُﺘْﺒَﻦ‬

‫ُﻛِﺘْﺒَﻦ‬

‫ُﻳْﻜَﺘْﺒَﻦ‬

2. m.

‫َﻛَﺘْﺒُﺘْﻢ‬

َ‫َﺗْﻜُﺘُﺒﻮن‬

‫َﺗْﻜُﺘُﺒﻮا‬

‫َﺗْﻜُﺘُﺒﻮا‬

‫ُﻛِﺘْﺒُﺘْﻢ‬

‫ُأْﻛُﺘُﺒﻮا ُﺗْﻜَﺘُﺒﻮَن‬

2. f.

‫َﻛَﺘْﺒُﺘ َّﻦ‬

‫َﺗْﻜُﺘْﺒَﻦ‬

‫َﺗْﻜُﺘْﺒَﻦ‬

‫َﺗْﻜُﺘْﺒَﻦ‬

َ‫ُﺗْﻜَﺘْﺒَﻦ ُﻛِﺘْﺒُﺘّﻦ‬

1. m. f.

‫َﻛَﺘْﺒَﻨﺎ‬

‫ﺐ‬ ُ ‫َﻧْﻜُﺘ‬

‫ﺐ‬ َ ‫َﻧْﻜُﺘ‬

‫ﺐ‬ ْ ‫َﻧْﻜُﺘ‬

‫ُﻛِﺘْﺒَﻨﺎ‬

Act. part. ‫ﺐ‬ ٌ ‫َﻛﺎِﺗ‬

Pass. part. ‫ب‬ ٌ ‫َﻣْﻜُﺘﻮ‬

َ‫ُأْﻛُﺘْﺒﻦ‬

‫ﺐ‬ ُ ‫ُﻧْﻜَﺘ‬

Verbal noun (masdar) ‫ﺐ‬ ٌ ‫ َﻛْﺘ‬or ‫ِﻛَﺘﺎَﺑٌﺔ‬ ˙

A2.2 Conjugations of the derived verb forms II–X The conjugations of the derived verb forms II–X below serve as models for other derived verbs. Here they are conjugated only in the singular. The dual and plural are conjugated regularly.

II

‫ﺴَﺮ‬ َّ ‫َﻛ‬

‘to smash, to break into pieces’ Active

Passive

Perf.

Imperf.

Perf.

Imperf.

3. m.

‫ﺴَﺮ‬ َّ ‫َﻛ‬

َّ ‫ُﻳَﻜ‬ ‫ﺴُﺮ‬

َّ ‫ُﻛ‬ ‫ﺴَﺮ‬

َّ ‫ُﻳَﻜ‬ ‫ﺴُﺮ‬

3. f.

ْ ‫ﺴَﺮ‬ ‫ت‬ َّ ‫َﻛ‬

َّ ‫ُﺗَﻜ‬ ‫ﺴُﺮ‬

‫ت‬ ْ ‫ﺴَﺮ‬ َّ ‫ُﻛ‬

َّ ‫ُﺗَﻜ‬ ‫ﺴُﺮ‬

2. m.

َ ‫ﺴْﺮ‬ ‫ت‬ َّ ‫َﻛ‬

َّ ‫ُﺗَﻜ‬ ‫ﺴُﺮ‬

‫ت‬ َ ‫ﺴْﺮ‬ َّ ‫ُﻛ‬

َّ ‫ُﺗَﻜ‬ ‫ﺴُﺮ‬

‫ﺴّْﺮ‬ َ ‫َﻛ‬

2. f.

ِ ‫ﺴَْﺮ‬ ‫ت‬ ّ ‫َﻛ‬

‫ﺴِّﺮﻳَﻦ‬ َ ‫ُﺗَﻜ‬

ِ‫ﺴّْﺮت‬ َ ‫ُﻛ‬

‫ﺴَِﺮﻳَﻦ‬ ّ ‫ُﺗَﻜ‬

َّ ‫َﻛ‬ ‫ﺴِﺮي‬

1. m. f.

ُ ‫ﺴَْﺮ‬ ‫ت‬ ّ ‫َﻛ‬

َّ ‫ُأَﻛ‬ ‫ﺴُﺮ‬

ُ‫ﺴّْﺮت‬ َ ‫ُﻛ‬

َّ ‫ُأَﻛ‬ ‫ﺴُﺮ‬

Active participle: ‫ﺴٌّﺮ‬ َ ‫ُﻣَﻜ‬

Imperat.

Passive participle: ‫ﺴٌَﺮ‬ ّ ‫ُﻣَﻜ‬

Verbal noun (masdar): ‫ﺴﻴٌﺮ‬ ِ ‫ َﺗْﻜ‬or ‫ﺴَﺮٌة‬ ِ ‫( َﺗْﻜ‬as ‫ﺠِﺮَﺑٌﺔ‬ ْ ‫‘ َﺗ‬a test, trial’) ˙

329

‫’‪‘to correspond with‬‬ ‫‪Passive‬‬

‫ﺐ‬ ‫َﻛﺎَﺗ َ‬

‫‪III‬‬

‫‪Active‬‬

‫‪Imperf.‬‬

‫‪Perf.‬‬

‫‪Imperf.‬‬

‫‪Perf.‬‬

‫ﺐ‬ ‫ُﻳَﻜﺎَﺗ ُ‬

‫ﺐ‬ ‫ُﻛﻮِﺗ َ‬

‫ﺐ‬ ‫ُﻳَﻜﺎِﺗ ُ‬

‫ﺐ‬ ‫َﻛﺎَﺗ َ‬

‫‪3. m.‬‬

‫ﺐ‬ ‫ُﺗَﻜﺎَﺗ ُ‬

‫ﺖ‬ ‫ُﻛﻮِﺗَﺒ ْ‬

‫ﺐ‬ ‫ُﺗَﻜﺎِﺗ ُ‬

‫ﺖ‬ ‫َﻛﺎَﺗَﺒ ْ‬

‫‪3. f.‬‬

‫ﺐ‬ ‫َﻛﺎِﺗ ْ‬

‫ﺐ‬ ‫ُﺗَﻜﺎَﺗ ُ‬

‫ﺖ‬ ‫ُﻛﻮِﺗْﺒ َ‬

‫ﺐ‬ ‫ُﺗَﻜﺎِﺗ ُ‬

‫ﺖ‬ ‫َﻛﺎَﺗْﺒ َ‬

‫‪2. m.‬‬

‫َﻛﺎِﺗِﺒﻲ‬

‫ُﺗَﻜﺎَﺗِﺒﻴَﻦ‬

‫ﺖ‬ ‫ُﻛِﺘْﺒ ِ‬

‫ُﺗَﻜﺎِﺗِﺒﻴَﻦ‬

‫ﺖ‬ ‫َﻛﺎَﺗْﺒ ِ‬

‫‪2. f.‬‬

‫ﺐ‬ ‫ُأَﻛﺎَﺗ ُ‬

‫ﺖ‬ ‫ُﻛﻮِﺗْﺒ ُ‬

‫ﺐ‬ ‫ُأَﻛﺎِﺗ ُ‬

‫ﺖ‬ ‫َﻛﺎَﺗْﺒ ُ‬

‫‪1. m. f.‬‬

‫‪Imperat.‬‬

‫ﻜﺎَﺗَﺒٌﺔ ‪or‬‬ ‫ُﻣ َ‬

‫ِﻛَﺘﺎ ٌ‬ ‫ب‬

‫ﺐ ‪Act. part.‬‬ ‫ﺐ ‪ُ Pass. part.‬ﻣَﻜﺎِﺗ ٌ‬ ‫‪ُ Verbal noun (mas˙ dar):‬ﻣَﻜﺎَﺗ ٌ‬

‫’‪‘to inform‬‬ ‫‪Passive‬‬

‫َأْﻋَﻠَﻢ‬

‫‪IV‬‬

‫‪Active‬‬

‫‪Imperf.‬‬

‫‪Perf.‬‬

‫‪Imperf.‬‬

‫‪Perf.‬‬

‫ُﻳْﻌَﻠُﻢ‬

‫ُأْﻋِﻠَﻢ‬

‫ُﻳْﻌِﻠُﻢ‬

‫َأْﻋَﻠَﻢ‬

‫‪3. m.‬‬

‫ُﺗْﻌَﻠُﻢ‬

‫ﺖ‬ ‫ُأْﻋِﻠَﻤ ْ‬

‫ُﺗْﻌِﻠُﻢ‬

‫ﺖ‬ ‫َأْﻋَﻠَﻤ ْ‬

‫‪3. f.‬‬

‫َأْﻋِﻠْﻢ‬

‫ُﺗْﻌَﻠُﻢ‬

‫ﺖ‬ ‫ُأْﻋِﻠْﻤ َ‬

‫ُﺗْﻌِﻠُﻢ‬

‫ﺖ‬ ‫َأْﻋَﻠْﻤ َ‬

‫‪2. m.‬‬

‫َأْﻋِﻠِﻤﻲ‬

‫ُﺗْﻌَﻠِﻤﻴَﻦ‬

‫ﺖ‬ ‫ُأْﻋِﻠْﻤ ِ‬

‫ُﺗْﻌِﻠِﻤﻴَﻦ‬

‫ﺖ‬ ‫َأْﻋَﻠْﻤ ِ‬

‫‪2. f.‬‬

‫ُأْﻋَﻠُﻢ‬

‫ﺖ‬ ‫ُأْﻋِﻠْﻤ ُ‬

‫ُأْﻋِﻠُﻢ‬

‫ﺖ‬ ‫َأْﻋَﻠْﻤ ُ‬

‫‪1. m. f.‬‬

‫‪Imperat.‬‬

‫ﻼٌم‬ ‫ِإْﻋ َ‬

‫‪Appendices‬‬

‫‪Verbal noun (masdar):‬‬ ‫˙‬

‫ﻌَﻠٌﻢ ‪Pass. part.‬‬ ‫ُﻣ ْ‬

‫ﻌِﻠٌﻢ ‪Act. part.‬‬ ‫ُﻣ ْ‬

‫‪330‬‬

‫‪Appendices‬‬

‫’‪‘to learn, to be taught‬‬ ‫‪Passive‬‬

‫‪Active‬‬

‫‪Imperf.‬‬

‫‪Perf.‬‬

‫‪Imperf.‬‬

‫‪Perf.‬‬

‫ُﻳَﺘَﻌَّﻠُﻢ‬

‫ُﺗُﻌَّﻠَﻢ‬

‫َﻳَﺘَﻌَّﻠُﻢ‬

‫َﺗَﻌَّﻠَﻢ‬

‫‪3. m.‬‬

‫ُﺗَﺘَﻌَّﻠُﻢ‬

‫ﺖ‬ ‫ُﺗُﻌَّﻠَﻤ ْ‬

‫َﺗَﺘَﻌَّﻠُﻢ‬

‫ﺖ‬ ‫َﺗَﻌَّﻠَﻤ ْ‬

‫‪3. f.‬‬

‫َﺗَﻌ َّﻠْﻢ‬

‫ُﺗَﺘَﻌَّﻠُﻢ‬

‫ﺖ‬ ‫ُﺗُﻌَّﻠْﻤ َ‬

‫َﺗَﺘَﻌَّﻠُﻢ‬

‫ﺖ‬ ‫َﺗَﻌَّﻠْﻤ َ‬

‫‪2. m.‬‬

‫َﺗَﻌ َّﻠِﻤﻲ‬

‫ُﺗَﺘَﻌ َّﻠِﻤﻴَﻦ‬

‫ﺖ‬ ‫ُﺗُﻌ َّﻠْﻤ ِ‬

‫َﺗَﺘَﻌ َّﻠِﻤﻴَﻦ‬

‫ﺖ‬ ‫َﺗَﻌ َّﻠْﻤ ِ‬

‫‪2. f.‬‬

‫ُأَﺗَﻌ َّﻠُﻢ‬

‫ﺖ‬ ‫ُﺗُﻌ َّﻠْﻤ ُ‬

‫َأَﺗَﻌ َّﻠُﻢ‬

‫ﺖ‬ ‫َﺗَﻌ َّﻠْﻤ ُ‬

‫‪1. m. f.‬‬

‫‪Imperat.‬‬

‫َﺗَﻌ ُّﻠٌﻢ‬

‫‪Verbal noun (masdar):‬‬ ‫˙‬

‫ﻌ َّﻠٌﻢ ‪Pass. part.‬‬ ‫ُﻣَﺘ َ‬

‫ﻌَّﻠٌﻢ ‪Act. part.‬‬ ‫ُﻣَﺘ َ‬

‫’‪‘to fight one another‬‬ ‫‪Passive‬‬

‫َﺗَﻘﺎَﺗَﻞ‬

‫‪VI‬‬

‫‪Active‬‬

‫‪Imperf.‬‬

‫‪Perf.‬‬

‫‪Imperf.‬‬

‫‪Perf.‬‬

‫ُﻳَﺘَﻘﺎَﺗُﻞ‬

‫ُﺗُﻘﻮِﺗﻞَ‬

‫َﻳَﺘَﻘﺎَﺗﻞُ‬

‫َﺗَﻘﺎَﺗَﻞ‬

‫‪3. m.‬‬

‫ُﺗَﺘَﻘﺎَﺗﻞُ‬

‫ﺖ‬ ‫ُﺗُﻘﻮِﺗَﻠ ْ‬

‫َﺗَﺘَﻘﺎَﺗﻞُ‬

‫ﺖ‬ ‫َﺗَﻘﺎَﺗَﻠ ْ‬

‫‪3. f.‬‬

‫َﺗَﻘﺎَﺗْﻞ‬

‫ُﺗَﺘَﻘﺎَﺗﻞُ‬

‫ﺖ‬ ‫ُﺗُﻘﻮِﺗْﻠ َ‬

‫َﺗَﺘَﻘﺎَﺗﻞُ‬

‫ﺖ‬ ‫َﺗَﻘﺎَﺗْﻠ َ‬

‫‪2. m.‬‬

‫َﺗَﻘﺎَﺗِﻠﻲ‬

‫ُﺗَﺘَﻘﺎَﺗِﻠﻴَﻦ‬

‫ﺖ‬ ‫ُﺗُﻘﻮِﺗْﻠ ِ‬

‫َﺗَﺘَﻘﺎَﺗِﻠﻴَﻦ‬

‫ﺖ‬ ‫َﺗَﻘﺎَﺗْﻠ ِ‬

‫‪2. f.‬‬

‫ُأَﺗَﻘﺎَﺗﻞُ‬

‫ﺖ‬ ‫ُﺗُﻘﻮِﺗْﻠ ُ‬

‫َأَﺗَﻘﺎَﺗﻞُ‬

‫ﺖ‬ ‫َﺗَﻘﺎَﺗْﻠ ُ‬

‫‪1. m. f.‬‬

‫‪Imperat.‬‬

‫َﺗَﻘﺎُﺗٌﻞ‬

‫‪331‬‬

‫َﺗَﻌَّﻠَﻢ‬

‫‪V‬‬

‫‪Verbal noun (masdar):‬‬ ‫˙‬

‫ﻞ ‪Pass. part.‬‬ ‫ُﻣَﺘَﻘﺎَﺗ ٌ‬

‫ﻞ ‪Act. part.‬‬ ‫ُﻣَﺘَﻘﺎِﺗ ٌ‬

Appendices

VII

‫ﺴَﺮ‬ َ ‫ِإْﻧَﻜ‬

‘to be broken’

Active

3. m.

Passive

Perf.

Imperf.

Perf.

Imperf.

‫ﺴَﺮ‬ َ ‫ِإْﻧَﻜ‬

‫ﺴُﺮ‬ ِ ‫َﻳْﻨَﻜ‬

(The passive is not used, because form

Imperat.

VII has intransitive-passive meaning.) 3. f.

ْ ‫ﺴَﺮ‬ ‫ت‬ َ ‫ِإْﻧَﻜ‬

‫ﺴُﺮ‬ ِ ‫َﺗْﻨَﻜ‬

2. m.

َ ‫ﺴْﺮ‬ ‫ت‬ َ ‫ِإْﻧَﻜ‬

‫ﺴُﺮ‬ ِ ‫َﺗْﻨَﻜ‬

‫ﺴْﺮ‬ ِ ‫ِإْﻧَﻜ‬

2. f.

ِ ‫ﺴْﺮ‬ ‫ت‬ َ ‫ِإْﻧَﻜ‬

‫ﺴِﺮﻳَﻦ‬ ِ ‫َﺗْﻨَﻜ‬

‫ﺴِﺮي‬ ِ ‫ِإْﻧَﻜ‬

1. m. f.

ُ ‫ﺴْﺮ‬ ‫ت‬ َ ‫ِإْﻧَﻜ‬

‫ﺴُﺮ‬ ِ ‫َأْﻧَﻜ‬

Act. part. ‫ﺴٌﺮ‬ ِ ‫ُﻣْﻨَﻜ‬

VIII

َ ‫ﺣَﺘَﺮ‬ ‫ق‬ ْ ‫ِإ‬

Verbal noun (masdar) ‫ﺴﺎٌر‬ َ ‫ِإْﻧِﻜ‬ ˙

‘to burn, to be burned’

Active Perf.

Imperf.

Perf.

Imperf.

3. m.

َ ‫ﺣَﺘَﺮ‬ ‫ق‬ ْ ‫ِإ‬

ُ ‫ﺤَﺘِﺮ‬ ‫ق‬ ْ ‫َﻳ‬

َ ‫ﺣُﺘِﺮ‬ ‫ق‬ ْ ‫ُأ‬

ُ ‫ﺤَﺘَﺮ‬ ‫ق‬ ْ ‫ُﻳ‬

3. f.

‫ﺖ‬ ْ ‫ﺣَﺘَﺮَﻗ‬ ْ ‫ِإ‬

‫ق‬ ُ ‫ﺤَﺘِﺮ‬ ْ ‫َﺗ‬

‫ﺖ‬ ْ ‫ﺣُﺘِﺮَﻗ‬ ْ ‫ُأ‬

ُ‫ﺤَﺘَﺮق‬ ْ ‫ُﺗ‬

2. m.

‫ﺖ‬ َ ‫ﺣَﺘَﺮْﻗ‬ ْ ‫ِإ‬

‫ق‬ ُ ‫ﺤَﺘِﺮ‬ ْ ‫َﺗ‬

‫ﺖ‬ َ ‫ﺣُﺘِﺮْﻗ‬ ْ ‫ُأ‬

ُ‫ﺤَﺘَﺮق‬ ْ ‫ُﺗ‬

ْ ‫ﺣَﺘِﺮ‬ ‫ق‬ ْ ‫ِإ‬

2. f.

‫ﺖ‬ ِ ‫ﺣَﺘَﺮْﻗ‬ ْ ‫ِإ‬

‫ﺤَﺘِﺮِﻗﻴَﻦ‬ ْ ‫َﺗ‬

‫ﺖ‬ ِ ‫ﺣُﺘِﺮْﻗ‬ ْ ‫ُأ‬

‫ﺤَﺘَﺮِﻗﻴَﻦ‬ ْ ‫ُﺗ‬

‫ﺣَﺘِﺮِﻗﻲ‬ ْ ‫ِإ‬

1. m. f.

‫ﺖ‬ ُ ‫ﺣَﺘﺮْﻗ‬ ْ ‫ِإ‬

‫ق‬ ُ ‫ﺣَﺘِﺮ‬ ْ ‫َأ‬

‫ﺖ‬ ُ ‫ﺣُﺘِﺮْﻗ‬ ْ ‫ُأ‬

ُ‫ﺣَﺘَﺮق‬ ْ ‫ُأ‬

Act. part. ‫ق‬ ٌ ‫ﺤَﺘِﺮ‬ ْ ‫ُﻣ‬

332

Passive

Pass. part. ‫ق‬ ٌ ‫ﺤَﺘَﺮ‬ ْ ‫ُﻣ‬

Verbal noun (masdar): ˙

ٌ ‫ﺣِﺘَﺮا‬ ‫ق‬ ْ ‫ِإ‬

Imperat.

‫‪Appendices‬‬

‫’‪‘to become yellow‬‬ ‫‪Passive‬‬ ‫‪Imperf.‬‬

‫‪Imperat.‬‬

‫‪Active‬‬

‫‪Perf.‬‬

‫‪Imperf.‬‬

‫‪Perf.‬‬

‫)‪(The passive is not used.‬‬

‫ﺼَﻔﺮُّ‬ ‫َﻳ ْ‬

‫ِإ ْ‬ ‫ﺻَﻔ َّﺮ‬

‫‪3. m.‬‬

‫َﺗ ْ‬ ‫ﺼَﻔ ُّﺮ‬

‫ِإ ْ‬ ‫ﺻَﻔّﺮَتْ‬

‫‪3. f.‬‬

‫ِإ ْ‬ ‫ﺻَﻔَّﺮ‬

‫َﺗ ْ‬ ‫ﺼَﻔُّﺮ‬

‫ﺻَﻔَﺮْر َ‬ ‫ت‬ ‫ِإ ْ‬

‫‪2. m.‬‬

‫ِإﺻَﻔ َّﺮي‬

‫ﺼَﻔ َّﺮﻳَﻦ‬ ‫َﺗ ْ‬

‫ِإﺻَﻔَﺮْر ِ‬ ‫ت‬

‫‪2. f.‬‬

‫َأ ْ‬ ‫ﺻَﻔُّﺮ‬

‫ﺻَﻔَﺮْر ُ‬ ‫ت‬ ‫ِإ ْ‬

‫‪1. m. f.‬‬

‫ﺻِﻔَﺮاٌر‬ ‫ِإ ْ‬

‫ُﻣ ْ‬ ‫ﺼَﻔ ٌّﺮ‬

‫‪Verbal noun (masdar):‬‬ ‫˙‬

‫’‪‘to use‬‬ ‫‪Passive‬‬ ‫‪Imperat.‬‬

‫‪Act. part.‬‬

‫ﺳَﺘْﻌَﻤَﻞ‬ ‫ِإ ْ‬

‫‪X‬‬

‫‪Active‬‬

‫‪Imperf.‬‬

‫‪Perf.‬‬

‫‪Imperf.‬‬

‫‪Perf.‬‬

‫ﺴَﺘْﻌَﻤﻞُ‬ ‫ُﻳ ْ‬

‫ﺳُﺘْﻌِﻤﻞَ‬ ‫ُأ ْ‬

‫ﺴَﺘْﻌِﻤﻞُ‬ ‫َﻳ ْ‬

‫ﺳَﺘْﻌَﻤَﻞ‬ ‫ِإ ْ‬

‫‪3. m.‬‬

‫ﺴَﺘْﻌَﻤُﻞ‬ ‫ُﺗ ْ‬

‫ﺖ‬ ‫ﺳُﺘْﻌِﻤَﻠ ْ‬ ‫ُأ ْ‬

‫ﺴَﺘْﻌِﻤﻞُ‬ ‫َﺗ ْ‬

‫ﺖ‬ ‫ﺳَﺘْﻌَﻤَﻠ ْ‬ ‫ِإ ْ‬

‫‪3. f.‬‬

‫ﺳَﺘْﻌِﻤْﻞ‬ ‫ِإ ْ‬

‫ﺴَﺘْﻌَﻤُﻞ‬ ‫ُﺗ ْ‬

‫ﺖ‬ ‫ﺳُﺘْﻌِﻤْﻠ َ‬ ‫ُأ ْ‬

‫ﺴَﺘْﻌِﻤﻞُ‬ ‫َﺗ ْ‬

‫ﺖ‬ ‫ﺳَﺘْﻌَﻤْﻠ َ‬ ‫ِإ ْ‬

‫‪2. m.‬‬

‫ﺳَﺘْﻌِﻤِﻠﻲ‬ ‫ِإ ْ‬

‫ﺴَﺘْﻌَﻤِﻠﻴَﻦ‬ ‫ُﺗ ْ‬

‫ﺖ‬ ‫ﺳُﺘْﻌِﻤْﻠ ِ‬ ‫ُأ ْ‬

‫ﺴَﺘْﻌِﻤِﻠﻴَﻦ‬ ‫َﺗ ْ‬

‫ﺖ‬ ‫ﺳَﺘْﻌَﻤْﻠ ِ‬ ‫ِإ ْ‬

‫‪2. f.‬‬

‫ﺳَﺘْﻌَﻤُﻞ‬ ‫ُأ ْ‬

‫ﺖ‬ ‫ﺳُﺘْﻌِﻤْﻠ ُ‬ ‫ُأ ْ‬

‫ﺳَﺘْﻌِﻤﻞُ‬ ‫َأ ْ‬

‫ﺖ‬ ‫ﺳَﺘْﻌَﻤْﻠ ُ‬ ‫ِإ ْ‬

‫‪1. m. f.‬‬

‫ﺴَﺘْﻌِﻤٌﻞ‬ ‫ُﻣ ْ‬

‫‪Act. part.‬‬

‫ﺳِﺘْﻌَﻤﺎٌل‬ ‫ِإ ْ‬

‫‪333‬‬

‫ِإ ْ‬ ‫ﺻَﻔ َّﺮ‬

‫‪IX‬‬

‫‪Verbal noun (masdar):‬‬ ‫˙‬

‫ﺴَﺘْﻌَﻤٌﻞ‬ ‫ُﻣ ْ‬

‫‪Pass. part.‬‬

‫ﻣ َّﺮ ‪Doubled verb‬‬ ‫)‪َ ‘to pass’ (perf. /a/ imperf. /u/‬‬ ‫‪Passive‬‬ ‫‪Imperat.‬‬

‫‪Imperf.‬‬

‫‪Perf.‬‬

‫‪indic.‬‬

‫‪A2.3‬‬

‫‪Appendices‬‬

‫‪Active‬‬ ‫‪Imperf.‬‬

‫‪Imperf.‬‬

‫‪Imperf.‬‬

‫‪jussive‬‬

‫‪subj.‬‬

‫‪indic.‬‬

‫‪Perf.‬‬ ‫‪Person‬‬

‫‪Singular‬‬

‫ُﻳَﻤُّﺮ‬

‫ُﻣَّﺮ‬

‫َﻳُﻤَّﺮ‬

‫َﻳُﻤَّﺮ‬

‫َﻳُﻤُّﺮ‬

‫َﻣ َّﺮ‬

‫‪3. m.‬‬

‫ُﺗَﻤُّﺮ‬

‫ت‬ ‫ُﻣَّﺮ ْ‬

‫َﺗُﻤَّﺮ‬

‫َﺗُﻤَّﺮ‬

‫َﺗُﻤُّﺮ‬

‫َﻣَّﺮ ْ‬ ‫ت‬

‫‪3. f.‬‬

‫ُﻣ َّﺮ‬

‫ُﺗَﻤﺮُّ‬

‫ت‬ ‫ُﻣِﺮْر َ‬

‫َﺗُﻤ َّﺮ‬

‫َﺗُﻤ َّﺮ‬

‫َﺗُﻤّﺮُ‬

‫َﻣَﺮْر َ‬ ‫ت‬

‫‪2. m.‬‬

‫ُﻣَّﺮي‬

‫ُﺗَﻤَّﺮﻳَﻦ‬

‫ت‬ ‫ُﻣِﺮْر ِ‬

‫َﺗُﻤ َّﺮي‬

‫َﺗُﻤ َّﺮي‬

‫َﺗُﻤَّﺮﻳَﻦ‬

‫َﻣَﺮْر ِ‬ ‫ت‬

‫‪2. f.‬‬

‫ُأَﻣﺮُّ‬

‫ت‬ ‫ُﻣِﺮْر ُ‬

‫َأُﻣَّﺮ‬

‫َأُﻣﺮَّ‬

‫َأُﻣﺮُّ‬

‫َﻣَﺮْر ُ‬ ‫ت‬

‫‪1. m. f.‬‬

‫‪Dual‬‬

‫ُﻣَّﺮا‬

‫ُﻳَﻤ َّﺮاِن‬

‫ُﻣ َّﺮا‬

‫َﻳُﻤ َّﺮا‬

‫َﻳُﻤ َّﺮا‬

‫َﻳُﻤ َّﺮاِن‬

‫َﻣ َّﺮا‬

‫‪3. m.‬‬

‫ُﺗَﻤَّﺮاِن‬

‫ُﻣ َّﺮَﺗﺎ‬

‫َﺗُﻤ َّﺮا‬

‫َﺗُﻤ َّﺮا‬

‫َﺗُﻤ َّﺮاِن‬

‫َﻣّﺮََﺗﺎ‬

‫‪3. f.‬‬

‫ُﺗَﻤَّﺮاِن ُﻣِﺮْرُﺗَﻤﺎ‬

‫َﺗُﻤَّﺮا‬

‫َﺗُﻤَّﺮا‬

‫َﺗُﻤَّﺮاِن َﻣَﺮْرُﺗَﻤﺎ‬

‫‪2. m. f.‬‬

‫‪Plural‬‬

‫ُﻳَﻤُّﺮوَن‬

‫ُﻣ ُّﺮوا‬

‫َﻳُﻤ ُّﺮوا‬

‫َﻳُﻤ ُّﺮوا‬

‫َﻳُﻤ ُّﺮونَ‬

‫َﻣ ُّﺮوا‬

‫‪3. m.‬‬

‫ُﻳْﻤَﺮْرَن‬

‫ُﻣِﺮْرَن‬

‫َﻳْﻤُﺮْرَن‬

‫َﻳْﻤُﺮْرَن‬

‫َﻳْﻤُﺮْرَن‬

‫َﻣَﺮْرَن‬

‫‪3. f.‬‬

‫ُﻣ ُّﺮوا‬

‫ُﺗَﻤ ُّﺮوَن‬

‫ُﻣِﺮْرُﺗْﻢ‬

‫َﺗُﻤ ُّﺮوا‬

‫َﺗُﻤ ُّﺮوا‬

‫َﺗُﻤ ُّﺮوَن‬

‫َﻣَﺮْرُﺗْﻢ‬

‫‪2. m.‬‬

‫ُأْﻣُﺮْرَن‬

‫ُﺗْﻤَﺮْرَن‬

‫ُﻣِﺮْرُﺗ َّﻦ‬

‫َﺗْﻤُﺮْرَن‬

‫َﺗْﻤُﺮْرَن‬

‫َﺗْﻤُﺮْرنَ‬

‫َﻣَﺮْرُﺗ َّﻦ‬

‫‪2. f.‬‬

‫ُﻧَﻤﺮُّ‬

‫ُﻣِﺮْرَﻧﺎ‬

‫َﻧُﻤ َّﺮ‬

‫َﻧُﻤ َّﺮ‬

‫َﻧُﻤﺮُّ‬

‫َﻣَﺮْرَﻧﺎ‬

‫‪1. m. f.‬‬

‫ﻣ ٌّﺮ )‪Verbal noun (masdar‬‬ ‫َ‬ ‫˙‬

‫ﻤُﺮوٌر ‪Pass. part.‬‬ ‫َﻣ ْ‬

‫ﻣﺎٌّر ‪Act. part.‬‬ ‫َ‬

‫‪334‬‬

‫‪Appendices‬‬

‫ﺟِﻤﻲ‬ ‫َﺗْﺮ ِ‬

‫ﺟﻢْ‬ ‫َﺗْﺮ ِ‬

‫‪Imperat.‬‬

‫ﺟُﻢ‬ ‫ُأَﺗْﺮ َ‬

‫ﺟِﻤﻴَﻦ‬ ‫ُﺗَﺘْﺮ َ‬

‫ﺟُﻢ‬ ‫ُﺗَﺘْﺮ َ‬

‫ﺟُﻢ‬ ‫ُﺗَﺘْﺮ َ‬

‫ﺟُﻢ‬ ‫ُﻳَﺘْﺮ َ‬

‫‪indic.‬‬

‫‪Imperf.‬‬

‫ﺖ‬ ‫ﺟْﻤ ُ‬ ‫ُﺗْﺮ ِ‬

‫ﺖ‬ ‫ﺟْﻤ ِ‬ ‫ُﺗْﺮ ِ‬

‫ﺖ‬ ‫ﺟْﻤ َ‬ ‫ُﺗْﺮ ِ‬

‫ﺖ‬ ‫ﺟَﻤ ْ‬ ‫ُﺗْﺮ ِ‬

‫ﺟَﻢ‬ ‫ُﺗْﺮ ِ‬

‫ﺟْﻢ‬ ‫ُأَﺗْﺮ ِ‬

‫ﺟِﻤﻲ‬ ‫ُﺗَﺘْﺮ ِ‬

‫ﺟْﻢ‬ ‫ُﺗَﺘْﺮ ِ‬

‫ﺟْﻢ‬ ‫ُﺗَﺘْﺮ ِ‬

‫ﺟْﻢ‬ ‫ُﻳَﺘْﺮ ِ‬

‫‪Singular‬‬

‫‪jussive‬‬

‫‪Perf.‬‬

‫‪Imperf.‬‬

‫ﺟﻢَ‬ ‫ُأَﺗْﺮ ِ‬

‫ﺟِﻤﻲ‬ ‫ُﺗَﺘْﺮ ِ‬

‫ﺟﻢَ‬ ‫ُﺗَﺘْﺮ ِ‬

‫ﺟﻢَ‬ ‫ُﺗَﺘْﺮ ِ‬

‫ﺟﻢَ‬ ‫ُﻳَﺘْﺮ ِ‬

‫‪subj.‬‬

‫‪Imperf.‬‬

‫‪Perf.‬‬

‫ﺟُﻢ‬ ‫ُأَﺗْﺮ ِ‬

‫ﺟِﻤﻴَﻦ‬ ‫ُﺗَﺘْﺮ ِ‬

‫ﺟُﻢ‬ ‫ُﺗَﺘْﺮ ِ‬

‫ﺟُﻢ‬ ‫ُﺗَﺘْﺮ ِ‬

‫ﺟُﻢ‬ ‫ُﻳَﺘْﺮ ِ‬

‫ﺖ‬ ‫ﺟْﻤ ُ‬ ‫َﺗْﺮ َ‬

‫ﺖ‬ ‫ﺟْﻤ ِ‬ ‫َﺗْﺮ َ‬

‫ﺖ‬ ‫ﺟْﻤ َ‬ ‫َﺗْﺮ َ‬

‫ﺖ‬ ‫ﺟَﻤ ْ‬ ‫َﺗْﺮ َ‬

‫ﺟَﻢ‬ ‫َﺗْﺮ َ‬

‫‪1. m. f.‬‬

‫‪2. f.‬‬

‫‪2. m.‬‬

‫‪3. f.‬‬

‫‪Person‬‬

‫‪3. m.‬‬

‫‪indic.‬‬

‫‪Imperf.‬‬

‫‪Passive‬‬

‫‪Active‬‬

‫ﺟَﻢ ‪Quadriliteral verb‬‬ ‫’‪َ ‘to translate‬ﺗْﺮ َ‬

‫‪A2.4‬‬

‫‪335‬‬

‫‪Appendices‬‬

‫ﺟْﻤَﻦ‬ ‫َﺗْﺮ ِ‬

‫ﺟُﻤﻮا‬ ‫َﺗْﺮ ِ‬

‫ﺟَﻤﺎ‬ ‫َﺗْﺮ ِ‬

‫‪Imperat.‬‬

‫‪Imperf.‬‬

‫ﺟُﻢ‬ ‫ُﻧَﺘْﺮ َ‬

‫ُﺗْﺮ ِ‬ ‫ﺟْﻤُﺘ َّﻦ‬ ‫ﺟْﻤَﻨﺎ‬ ‫ُﺗْﺮ ِ‬

‫ﺟْﻤَﻦ‬ ‫ُﺗَﺘْﺮ َ‬

‫ﺟُﻤﻮَن‬ ‫ُﺗـَﺘْﺮ َ‬

‫ﺟْﻤَﻦ‬ ‫ُﺗْﺮ ِ‬

‫ﺟُﻤﻮا‬ ‫ُﺗْﺮ ِ‬

‫ﺟْﻤُﺘَﻤﺎ‬ ‫ُﺗْﺮ ِ‬

‫ﺟَﻤَﺘﺎ‬ ‫ُﺗْﺮ ِ‬

‫ﺟَﻤﺎ‬ ‫ُﺗْﺮ ِ‬

‫ﺟْﻤُﺘﻢْ‬ ‫ُﺗْﺮ ِ‬

‫ﺟْﻤَﻦ‬ ‫ُﻳَﺘْﺮ َ‬

‫ﺟُﻤﻮَن‬ ‫ُﻳَﺘْﺮ َ‬

‫ﺟَﻤﺎِن‬ ‫ُﺗَﺘْﺮ َ‬

‫ﺟَﻤﺎِن‬ ‫ُﺗَﺘْﺮ َ‬

‫ﺟَﻤﺎنِ‬ ‫ُﻳَﺘْﺮ َ‬

‫‪indic.‬‬

‫ﺟْﻢ‬ ‫ُﻧَﺘْﺮ ِ‬

‫ﺟْﻤَﻦ‬ ‫ُﺗَﺘْﺮ ِ‬

‫ﺟُﻤﻮا‬ ‫ُﺗَﺘْﺮ ِ‬

‫ﺟْﻤَﻦ‬ ‫ُﻳَﺘْﺮ ِ‬

‫ﺟُﻤﻮا‬ ‫ُﻳَﺘْﺮ ِ‬

‫‪Plural‬‬

‫ﺟَﻤﺎ‬ ‫ُﺗَﺘْﺮ ِ‬

‫ﺟَﻤﺎ‬ ‫ُﺗَﺘْﺮ ِ‬

‫ﺟَﻤﺎ‬ ‫ُﻳَﺘْﺮ ِ‬

‫‪Dual‬‬

‫‪jussive‬‬

‫‪1. m. f.‬‬

‫‪2. f.‬‬

‫‪2. m.‬‬

‫‪3. f.‬‬

‫‪3. m.‬‬

‫‪2. m. f.‬‬

‫ﺟٌﻢ ‪Pass. part.‬‬ ‫ُﻣَﺘْﺮ َ‬

‫ﺟْﻤَﻨﺎ‬ ‫َﺗْﺮ َ‬

‫َﺗْﺮ َ‬ ‫ﺟْﻤُﺘ َّﻦ‬

‫ﺟْﻤُﺘْﻢ‬ ‫َﺗْﺮ َ‬

‫ﺟْﻤَﻦ‬ ‫َﺗْﺮ َ‬

‫ﺟُﻤﻮا‬ ‫َﺗْﺮ َ‬

‫ﺟْﻤُﺘَﻤﺎ‬ ‫َﺗْﺮ َ‬

‫ﺟَﻤَﺘﺎ‬ ‫َﺗْﺮ َ‬

‫‪3. f.‬‬

‫ﺟٌﻢ ‪Act. part.‬‬ ‫ُﻣَﺘْﺮ ِ‬

‫ﺟُﻢ‬ ‫ُﻧَﺘْﺮ ِ‬

‫ﺟْﻤَﻦ‬ ‫ُﺗَﺘْﺮ ِ‬

‫ﺟُﻤﻮَن‬ ‫ُﺗَﺘْﺮ ِ‬

‫ﺟْﻤَﻦ‬ ‫ُﻳَﺘْﺮ ِ‬

‫ﺟُﻤﻮَن‬ ‫ُﻳَﺘْﺮ ِ‬

‫ﺟَﻤﺎِن‬ ‫ُﺗَﺘْﺮ ِ‬

‫ﺟَﻤﺎِن‬ ‫ُﺗَﺘْﺮ ِ‬

‫ﺟَﻤﺎنِ‬ ‫ُﻳَﺘْﺮ ِ‬

‫ﺟَﻤﺎ‬ ‫َﺗْﺮ َ‬

‫‪Person‬‬

‫‪3. m.‬‬

‫ﻤٌﺔ )‪Verbal noun (masdar‬‬ ‫ﺟ َ‬ ‫َﺗْﺮ َ‬ ‫˙‬

‫ﺟﻢَ‬ ‫ُﻧَﺘْﺮ ِ‬

‫ﺟْﻤَﻦ‬ ‫ُﺗَﺘْﺮ ِ‬

‫ﺟُﻤﻮا‬ ‫ُﺗَﺘْﺮ ِ‬

‫ﺟْﻤَﻦ‬ ‫ُﻳَﺘْﺮ ِ‬

‫ﺟُﻤﻮا‬ ‫ُﻳَﺘْﺮ ِ‬

‫ﺟَﻤﺎ‬ ‫ُﺗَﺘْﺮ ِ‬

‫ﺟَﻤﺎ‬ ‫ُﺗَﺘْﺮ ِ‬

‫ﺟَﻤﺎ‬ ‫ُﻳَﺘْﺮ ِ‬

‫‪subj.‬‬

‫‪Perf.‬‬

‫‪Imperf.‬‬

‫‪Imperf.‬‬

‫‪Imperf.‬‬

‫‪Perf.‬‬ ‫‪indic.‬‬

‫‪Passive‬‬

‫‪Active‬‬

‫‪336‬‬

‫‪Appendices‬‬

‫ﺧَﺬ ‪A2.5 Verb with initial hamzah:‬‬ ‫)‪َ ‘to take’ (perf. /a/ imperf. /u/‬أ َ‬ ‫‪Passive‬‬ ‫‪Imperat.‬‬

‫‪Imperf.‬‬

‫‪Perf.‬‬

‫‪indic.‬‬

‫‪Active‬‬ ‫‪Imperf.‬‬

‫‪Imperf.‬‬

‫‪Imperf.‬‬

‫‪jussive‬‬

‫‪subj.‬‬

‫‪indic.‬‬

‫‪Perf.‬‬ ‫‪Person‬‬

‫‪Singular‬‬

‫ﺧُﺬ‬ ‫ُﻳْﺆ َ‬

‫ﺧﺬَ‬ ‫ُأ ِ‬

‫ﺧﺬْ‬ ‫َﻳْﺄ ُ‬

‫ﺧﺬَ‬ ‫َﻳْﺄ ُ‬

‫ﺧﺬُ‬ ‫َﻳْﺄ ُ‬

‫ﺧَﺬ‬ ‫َأ َ‬

‫‪3. m.‬‬

‫ﺧﺬُ‬ ‫ُﺗْﺆ َ‬

‫ﺧَﺬتْ‬ ‫ُأ ِ‬

‫ﺧْﺬ‬ ‫َﺗْﺄ ُ‬

‫ﺧﺬَ‬ ‫َﺗْﺄ ُ‬

‫ﺧُﺬ‬ ‫َﺗْﺄ ُ‬

‫ﺧَﺬ ْ‬ ‫ت‬ ‫َأ َ‬

‫‪3. f.‬‬

‫ﺧﺬُ‬ ‫ُﺗْﺆ َ‬

‫ﺧْﺬتَ‬ ‫ُأ ِ‬

‫ﺧﺬْ‬ ‫َﺗْﺄ ُ‬

‫ﺧﺬَ‬ ‫َﺗْﺄ ُ‬

‫ﺧُﺬ‬ ‫َﺗْﺄ ُ‬

‫ﺧْﺬ َ‬ ‫ت‬ ‫َأ َ‬

‫‪2. m.‬‬

‫ﺧِﺬﻳَﻦ‬ ‫ﺧِﺬي ُﺗْﺆ َ‬ ‫ُ‬

‫ﺧْﺬتِ‬ ‫ُأ ِ‬

‫ﺧِﺬي‬ ‫َﺗْﺄ ُ‬

‫ﺧِﺬي‬ ‫َﺗْﺄ ُ‬

‫ﺧِﺬﻳَﻦ‬ ‫َﺗْﺄ ُ‬

‫ﺧْﺬ ِ‬ ‫ت‬ ‫َأ َ‬

‫‪2. f.‬‬

‫ﺧﺬُ‬ ‫ُأو َ‬

‫ت‬ ‫ﺧْﺬ ُ‬ ‫ُأ ِ‬

‫ﺧْﺬ‬ ‫ƒا ُ‬

‫ﺧَﺬ‬ ‫ƒا ُ‬

‫ﺧُﺬ‬ ‫ƒا ُ‬

‫ﺧْﺬ ُ‬ ‫ت‬ ‫َأ َ‬

‫‪1. m. f.‬‬

‫ﺧْﺬ‬ ‫ُ‬

‫‪Dual‬‬

‫ﺧَﺬاِن‬ ‫ُﻳْﺆ َ‬

‫ﺧَﺬا‬ ‫ُأ ِ‬

‫ﺧَﺬا‬ ‫َﻳْﺄ ُ‬

‫ﺧَﺬا‬ ‫َﻳْﺄ ُ‬

‫ﺧَﺬاِن‬ ‫َﻳْﺄ ُ‬

‫ﺧَﺬا‬ ‫َأ َ‬

‫‪3. m.‬‬

‫ﺧَﺬاِن‬ ‫ُﺗْﺆ َ‬

‫ﺧَﺬَﺗﺎ‬ ‫ُأ ِ‬

‫ﺧَﺬا‬ ‫َﺗْﺄ ُ‬

‫ﺧَﺬا‬ ‫َﺗْﺄ ُ‬

‫ﺧَﺬاِن‬ ‫َﺗْﺄ ُ‬

‫ﺧَﺬَﺗﺎ‬ ‫َأ َ‬

‫‪3. f.‬‬

‫ﺧْﺬُﺗَﻤﺎ‬ ‫ﺧَﺬاِن ُأ ِ‬ ‫ﺧَﺬا ُﺗْﺆ َ‬ ‫ُ‬

‫ﺧَﺬا‬ ‫َﺗْﺄ ُ‬

‫ﺧَﺬا‬ ‫َﺗْﺄ ُ‬

‫ﺧَﺬاِن‬ ‫َﺗْﺄ ُ‬

‫ﺧْﺬُﺗَﻤﺎ‬ ‫َأ َ‬

‫‪2. m. f.‬‬

‫‪Plural‬‬

‫ﺧُﺬوَن‬ ‫ُﻳْﺆ َ‬

‫ﺧُﺬوا‬ ‫ُأ ِ‬

‫ﺧُﺬوا‬ ‫َﻳْﺄ ُ‬

‫ﺧُﺬوا‬ ‫َﻳْﺄ ُ‬

‫ﺧُﺬوَن‬ ‫َﻳْﺄ ُ‬

‫ﺧُﺬوا‬ ‫َأ َ‬

‫‪3. m.‬‬

‫ﺧْﺬنَ‬ ‫ُﻳْﺆ َ‬

‫ﺧْﺬَن‬ ‫ُأ ِ‬

‫ﺧْﺬَن‬ ‫َﻳْﺄ ُ‬

‫ﺧْﺬَن‬ ‫َﻳْﺄ ُ‬

‫ﺧْﺬَن‬ ‫َﻳْﺄ ُ‬

‫ﺧْﺬَن‬ ‫َأ َ‬

‫‪3. f.‬‬

‫ﺧُﺬوَن‬ ‫ﺧُﺬوا ُﺗْﺆ َ‬ ‫ُ‬

‫ﺧْﺬُﺗْﻢ‬ ‫ُأ ِ‬

‫ﺧُﺬوا‬ ‫َﺗْﺄ ُ‬

‫ﺧُﺬوا‬ ‫َﺗْﺄ ُ‬

‫ﺧُﺬوَن‬ ‫َﺗْﺄ ُ‬

‫ﺧْﺬُﺗْﻢ‬ ‫َأ َ‬

‫‪2. m.‬‬

‫ﺧْﺬَن‬ ‫ُﺗْﺆ َ‬

‫ُأ ِ‬ ‫ﺧْﺬُﺗ َّﻦ‬

‫ﺧْﺬَن‬ ‫َﺗْﺄ ُ‬

‫ﺧْﺬَن‬ ‫َﺗْﺄ ُ‬

‫ﺧْﺬنَ‬ ‫َﺗْﺄ ُ‬

‫َأ َ‬ ‫ﺧْﺬُﺗ َّﻦ‬

‫‪2. f.‬‬

‫ﺧُﺬ‬ ‫ُﻧْﺆ َ‬

‫ﺧْﺬَﻧﺎ‬ ‫ُأ ِ‬

‫ﺧﺬْ‬ ‫َﻧْﺄ ُ‬

‫ﺧﺬَ‬ ‫َﻧْﺄ ُ‬

‫ﺧﺬُ‬ ‫َﻧْﺄ ُ‬

‫ﺧْﺬَﻧﺎ‬ ‫َأ َ‬

‫‪1. m. f.‬‬

‫ﺧْﺬنَ‬ ‫ُ‬

‫ﺧٌﺬ )‪Verbal noun (masdar‬‬ ‫َأ ْ‬ ‫˙‬

‫‪337‬‬

‫ﺧٌﺬ ‪Pass. part.‬‬ ‫َﻣْﺄ ُ‬

‫ﺧٌﺬ ‪Act. part.‬‬ ‫ƒا ِ‬

‫ل ‪Verb with middle hamzah:‬‬ ‫ﺳَﺄ َ‬ ‫)‪َ ‘to ask’ (perf. /a/ imperf. /a/‬‬ ‫‪Passive‬‬ ‫‪Imperat.‬‬

‫‪Imperf.‬‬

‫‪Perf.‬‬

‫‪indic.‬‬

‫‪A2.6‬‬

‫‪Appendices‬‬

‫‪Active‬‬ ‫‪Imperf.‬‬

‫‪Imperf.‬‬

‫‪Imperf.‬‬

‫‪jussive‬‬

‫‪subj.‬‬

‫‪indic.‬‬

‫‪Perf.‬‬ ‫‪Person‬‬

‫‪Singular‬‬

‫ﺴَﺄلُ‬ ‫ُﻳ ْ‬

‫ﺳِﺌﻞَ‬ ‫ُ‬

‫ﺴَﺄْل‬ ‫َﻳ ْ‬

‫ﺴَﺄَل‬ ‫َﻳ ْ‬

‫ﺴَﺄل ُ‬ ‫َﻳ ْ‬

‫ﺳَﺄلَ‬ ‫َ‬

‫‪3. m.‬‬

‫ﺴَﺄُل‬ ‫ُﺗ ْ‬

‫ﺖ‬ ‫ﺳِﺌَﻠ ْ‬ ‫ُ‬

‫ﺴَﺄلْ‬ ‫َﺗ ْ‬

‫ﺴَﺄلَ‬ ‫َﺗ ْ‬

‫ﺴَﺄلُ‬ ‫َﺗ ْ‬

‫ﺖ‬ ‫ﺳَﺄَﻟ ْ‬ ‫َ‬

‫‪3. f.‬‬

‫ﺴَﺄُل‬ ‫ُﺗ ْ‬

‫ﺖ‬ ‫ﺳِﺌْﻠ َ‬ ‫ُ‬

‫ﺴَﺄلْ‬ ‫َﺗ ْ‬

‫ﺴَﺄلَ‬ ‫َﺗ ْ‬

‫ﺴَﺄلُ‬ ‫َﺗ ْ‬

‫ﺖ‬ ‫ﺳَﺄْﻟ َ‬ ‫َ‬

‫‪2. m.‬‬

‫ﺴَﺄِﻟﻴَﻦ‬ ‫ﺳَﺄِﻟﻲ ُﺗ ْ‬ ‫ِإ ْ‬

‫ﺴَﺄِﻟﻲ‬ ‫ﺴَﺄِﻟﻲ َﺗ ْ‬ ‫ﺖ َﺗ ْ‬ ‫ﺳِﺌْﻠ ِ‬ ‫ُ‬

‫ﺴَﺄِﻟﻴَﻦ‬ ‫َﺗ ْ‬

‫ﺖ‬ ‫ﺳَﺄْﻟ ِ‬ ‫َ‬

‫‪2. f.‬‬

‫ﺳَﺄُل‬ ‫ُأ ْ‬

‫ﺖ‬ ‫ﺳِﺌْﻠ ُ‬ ‫ُ‬

‫ﺳَﺄلَ‬ ‫َأ ْ‬

‫ﺳَﺄلُ‬ ‫َأ ْ‬

‫ﺖ‬ ‫ﺳَﺄْﻟ ُ‬ ‫َ‬

‫‪1. m. f.‬‬

‫ﺳَﺄْل‬ ‫ِإ ْ‬

‫ﺳَﺄْل‬ ‫َأ ْ‬ ‫‪Dual‬‬

‫ﺴَﺄَﻻِن‬ ‫ُﻳ ْ‬

‫ﺳِﺌﻼَ‬ ‫ُ‬

‫ﺴَﺄﻻ‬ ‫َﻳ ْ‬

‫ﺴَﺄَﻻ‬ ‫َﻳ ْ‬

‫ﺴَﺄَﻻنِ‬ ‫َﻳ ْ‬

‫ﺳَﺄَﻻ‬ ‫َ‬

‫‪3. m.‬‬

‫ﺴَﺄَﻻِن‬ ‫ُﺗ ْ‬

‫ﺳِﺌَﻠَﺘﺎ‬ ‫ُ‬

‫ﺴَﺄَﻻ‬ ‫َﺗ ْ‬

‫ﺴَﺄَﻻ‬ ‫َﺗ ْ‬

‫ﺴَﺄَﻻِن‬ ‫َﺗ ْ‬

‫ﺳَﺄَﻟَﺘﺎ‬ ‫َ‬

‫‪3. f.‬‬

‫ﺳِﺌْﻠُﺘَﻤﺎ‬ ‫ﺴَﺄَﻻِن ُ‬ ‫ﺳَﺄَﻻ ُﺗ ْ‬ ‫ِإ ْ‬

‫ﺴَﺄَﻻ‬ ‫َﺗ ْ‬

‫ﺴَﺄَﻻ‬ ‫َﺗ ْ‬

‫ﺳَﺄْﻟُﺘَﻤﺎ‬ ‫ﺴَﺄَﻻِن َ‬ ‫َﺗ ْ‬

‫‪2. m. f.‬‬

‫‪Plural‬‬

‫ﺴَﺄُﻟﻮا‬ ‫ﺴَﺄُﻟﻮا َﻳ ْ‬ ‫ﺳِﺌُﻠﻮا َﻳ ْ‬ ‫ُ‬ ‫ﺴَﺄُﻟﻮَن‬ ‫ُﻳ ْ‬

‫ﺴَﺄُﻟﻮَن‬ ‫َﻳ ْ‬

‫ﺳَﺄُﻟﻮا‬ ‫َ‬

‫‪3. m.‬‬

‫ﺴَﺄْﻟَﻦ‬ ‫ﺴَﺄْﻟَﻦ َﻳ ْ‬ ‫ﺳِﺌْﻠَﻦ َﻳ ْ‬ ‫ُ‬

‫ﺴَﺄْﻟَﻦ‬ ‫َﻳ ْ‬

‫ﺳَﺄْﻟَﻦ‬ ‫َ‬

‫‪3. f.‬‬

‫ﺴَﺄُﻟﻮا‬ ‫ﺴَﺄُﻟﻮا َﺗ ْ‬ ‫ﺳِﺌْﻠُﺘﻢْ َﺗ ْ‬ ‫ُ‬ ‫ﺴَﺄُﻟﻮَن‬ ‫ﺳَﺄُﻟﻮا ُﺗ ْ‬ ‫ِإ ْ‬

‫ﺴَﺄُﻟﻮَن‬ ‫َﺗ ْ‬

‫ﺳَﺄْﻟُﺘْﻢ‬ ‫َ‬

‫‪2. m.‬‬

‫ُ‬ ‫ﺴَﺄْﻟَﻦ‬ ‫ُﺗ ْ‬ ‫ﺴَﺄْﻟَﻦ‬ ‫ﺴَﺄْﻟَﻦ َﺗ ْ‬ ‫ﺳِﺌْﻠُﺘَّﻦ َﺗ ْ‬

‫َ‬ ‫ﺴَﺄْﻟَﻦ‬ ‫َﺗ ْ‬ ‫ﺳَﺄْﻟُﺘ َّﻦ‬

‫‪2. f.‬‬

‫ﺴَﺄلَ‬ ‫َﻧ ْ‬

‫ﺳَﺄْﻟَﻨﺎ‬ ‫َ‬

‫‪1. m. f.‬‬

‫ﺴَﺄْﻟَﻦ‬ ‫ُﻳ ْ‬

‫ﺳَﺄْﻟَﻦ‬ ‫ِإ ْ‬

‫ﺴَﺄلُ‬ ‫ُﻧ ْ‬

‫ﺳِﺌْﻠَﻨﺎ‬ ‫ُ‬

‫ﺴَﺄْل‬ ‫َﻧ ْ‬

‫ﺴَﺄلُ‬ ‫َﻧ ْ‬

‫ل ‪Pass. part.‬‬ ‫ﺴُﺆو ٌ‬ ‫َﻣ ْ‬

‫ﻞ ‪Act. part.‬‬ ‫ﺳﺎِﺋ ٌ‬ ‫َ‬

‫ل )‪Verbal noun (masdar‬‬ ‫ﺳَﺆا ٌ‬ ‫ُ‬ ‫˙‬ ‫‪has alternative forms in the jussive and imperative (see chapter 30).‬‬

‫ل ‪Note:‬‬ ‫ﺳَﺄ َ‬ ‫َ‬

‫‪338‬‬

‫‪Appendices‬‬

‫)‪َ ‘to read’ (perf. /a/ imperf. /a/‬ﻗَﺮَأ ‪A2.7 Verb with final hamzah:‬‬ ‫‪Passive‬‬ ‫‪Imperat.‬‬

‫‪Active‬‬

‫‪Imperf.‬‬

‫‪Imperf. Imperf. Perf.‬‬

‫‪Imperf.‬‬

‫‪indic.‬‬

‫‪subj.‬‬

‫‪indic.‬‬

‫‪jussive‬‬

‫‪Perf.‬‬ ‫‪Person‬‬

‫‪Singular‬‬

‫ُﻳْﻘَﺮُأ‬

‫ُﻗِﺮىَء‬

‫َﻳْﻘَﺮْأ‬

‫َﻳْﻘَﺮَأ‬

‫َﻳْﻘَﺮأُ‬

‫َﻗَﺮَأ‬

‫‪3. m.‬‬

‫ُﺗْﻘَﺮأُ‬

‫ﺖ‬ ‫ُﻗِﺮَﺋ ْ‬

‫َﺗْﻘَﺮْأ‬

‫َﺗْﻘَﺮَأ‬

‫َﺗْﻘَﺮُأ‬

‫َﻗَﺮَأ ْ‬ ‫ت‬

‫‪3. f.‬‬

‫َُﺗْﻘَﺮأُ‬

‫ﺖ‬ ‫ُﻗِﺮْﺋ َ‬

‫َﺗْﻘَﺮْأ‬

‫َﺗْﻘَﺮَأ‬

‫َﺗْﻘَﺮُأ‬

‫َﻗَﺮْأ َ‬ ‫ت‬

‫‪2. m.‬‬

‫ِإْﻗَﺮِﺋﻲ ُﺗْﻘَﺮِﺋﻴَﻦ‬

‫ﺖ‬ ‫ُﻗِﺮْﺋ ِ‬

‫َﺗْﻘَﺮِﺋﻲ‬

‫َﺗْﻘَﺮِﺋﻲ‬

‫َﺗْﻘَﺮِﺋﻴَﻦ‬

‫َﻗَﺮْأ ِ‬ ‫ت‬

‫‪2. f.‬‬

‫ُأْﻗَﺮأُ‬

‫ﺖ‬ ‫ُﻗِﺮْﺋ ُ‬

‫َأْﻗَﺮْأ‬

‫َأْﻗَﺮَأ‬

‫َأْﻗَﺮُأ‬

‫َﻗَﺮْأ ُ‬ ‫ت‬

‫‪1. m. f.‬‬

‫ِإْﻗَﺮْأ‬

‫‪Dual‬‬

‫ِإْﻗَﺮ ƒا‬

‫ُﻳْﻘَﺮاƒِن‬

‫ُﻗِﺮ ƒا‬

‫َﻳْﻘَﺮ ƒا‬

‫َﻳْﻘَﺮ ƒا‬

‫َﻳْﻘَﺮاƒِن‬

‫َﻗَﺮ ƒا‬

‫‪3. m.‬‬

‫ُﺗْﻘَﺮاƒِن‬

‫ُﻗِﺮَﺋَﺘﺎ‬

‫َﺗْﻘَﺮ ƒا‬

‫َﺗْﻘَﺮ ƒا‬

‫َﺗْﻘَﺮ ƒانِ‬

‫َﻗَﺮَأَﺗﺎ‬

‫‪3. f.‬‬

‫ُﺗْﻘَﺮاƒِن‬

‫ﻗُِﺮْﺋُﺘَﻤﺎ‬

‫َﺗْﻘَﺮ ƒا‬

‫َﺗْﻘَﺮ ƒا‬

‫َﺗْﻘَﺮ ƒاِن‬

‫َﻗَﺮْأُﺗَﻤﺎ‬

‫‪2. m. f.‬‬

‫‪Plural‬‬

‫ُﻳْﻘَﺮُؤوَن‬

‫ُﻗِﺮُﺋﻮا َﻳْﻘَﺮُؤوا َﻳْﻘَﺮُؤوا َﻳْﻘَﺮُؤوَن‬

‫َﻗَﺮُؤوا‬

‫‪3. m.‬‬

‫ُﻳْﻘَﺮْأَن‬

‫َﻳْﻘَﺮْأَن‬

‫َﻗَﺮْأَن‬

‫‪3. f.‬‬

‫ُﻗِﺮْﺋُﺘْﻢ َﺗْﻘَﺮُؤوا َﺗْﻘَﺮُؤوا َﺗْﻘَﺮُؤوَن‬

‫َﻗَﺮْأُﺗْﻢ‬

‫‪2. m.‬‬

‫ُﺗْﻘَﺮْأَن‬

‫ُﻗِﺮْﺋُﺘﻦَّ‬

‫َﺗْﻘَﺮْأَن‬

‫َﺗْﻘَﺮْأَن‬

‫َﺗْﻘَﺮْأَن‬

‫َﻗَﺮْأُﺗ َّﻦ‬

‫‪2. f.‬‬

‫ُﻧْﻘَﺮأُ‬

‫ُﻗِﺮْﺋَﻨﺎ‬

‫َﻧْﻘَﺮْأ‬

‫َﻧْﻘَﺮَأ‬

‫َﻧْﻘَﺮُأ‬

‫َﻗَﺮْأَﻧﺎ‬

‫‪1. m. f.‬‬

‫ِإْﻗَﺮُؤوا ُﺗْﻘَﺮُؤوَن‬ ‫إْﻗَﺮْأَن‬

‫ُﻗِﺮْﺋَﻦ‬

‫َﻳْﻘَﺮْأَن‬

‫ِﻗَﺮاَءٌة )‪Verbal noun (masdar‬‬ ‫˙‬

‫‪339‬‬

‫َﻳْﻘَﺮْأَن‬

‫ﻣْﻘُﺮوٌء ‪Pass. part.‬‬ ‫َ‬

‫ئ ‪Act. part.‬‬ ‫َﻗﺎِر ٌ‬

‫ﻊ ‪ :‬و ‪Verb with weak initial‬‬ ‫ﺿ َ‬ ‫)‪َ ‘to put’ (perf. /a/ imperf. /a/‬و َ‬ ‫‪Passive‬‬ ‫‪Imperat.‬‬

‫‪Imperf.‬‬

‫‪Perf.‬‬

‫‪indic.‬‬

‫‪A2.8‬‬

‫‪Appendices‬‬

‫‪Active‬‬ ‫‪Imperf.‬‬

‫‪Imperf.‬‬

‫‪Imperf.‬‬

‫‪jussive‬‬

‫‪subj.‬‬

‫‪indic.‬‬

‫‪Perf.‬‬ ‫‪Person‬‬

‫‪Singular‬‬

‫ﺿﻊُ‬ ‫ُﻳﻮ َ‬

‫ﺿﻊَ‬ ‫ُو ِ‬

‫ﻀﻊْ‬ ‫َﻳ َ‬

‫ﻀَﻊ‬ ‫َﻳ َ‬

‫ﻀﻊُ‬ ‫َﻳ َ‬

‫ﺿَﻊ‬ ‫َو َ‬

‫‪3. m.‬‬

‫ﺿُﻊ‬ ‫ُﺗﻮ َ‬

‫ﺖ‬ ‫ﺿَﻌ ْ‬ ‫ُو ِ‬

‫ﻀﻊْ‬ ‫َﺗ َ‬

‫ﻀَﻊ‬ ‫َﺗ َ‬

‫ﻀﻊُ‬ ‫َﺗ َ‬

‫ﺖ‬ ‫ﺿَﻌ ْ‬ ‫َو َ‬

‫‪3. f.‬‬

‫ﺿﻊْ‬ ‫َ‬

‫ﺿُﻊ‬ ‫ُﺗﻮ َ‬

‫ﺖ‬ ‫ﺿْﻌ َ‬ ‫ُو ِ‬

‫ﻀﻊْ‬ ‫َﺗ َ‬

‫ﻀَﻊ‬ ‫َﺗ َ‬

‫ﻀﻊُ‬ ‫َﺗ َ‬

‫ﺖ‬ ‫ﺿْﻌ َ‬ ‫َو َ‬

‫‪2. m.‬‬

‫ﺿِﻌﻲ‬ ‫َ‬

‫ﺿِﻌﻴَﻦ‬ ‫ُﺗﻮ َ‬

‫ﻀِﻌﻴَﻦ‬ ‫ﻀِﻌﻲ َﺗ َ‬ ‫ﻀِﻌﻲ َﺗ َ‬ ‫ﺖ َﺗ َ‬ ‫ﺿْﻌ ِ‬ ‫ُو ِ‬

‫ﺖ‬ ‫ﺿْﻌ ِ‬ ‫َو َ‬

‫‪2. f.‬‬

‫ﺿُﻊ‬ ‫ُأو َ‬

‫ﺖ‬ ‫ﺿْﻌ ُ‬ ‫ُو ِ‬

‫ﺿﻊُ‬ ‫َأ َ‬

‫ﺖ‬ ‫ﺿْﻌ ُ‬ ‫َو َ‬

‫‪1. m. f.‬‬

‫ﺿَﻊ‬ ‫َأ َ‬

‫ﺿﻊْ‬ ‫َأ َ‬ ‫‪Dual‬‬

‫ﺿَﻌﺎ‬ ‫َ‬

‫ﺿَﻌﺎنِ‬ ‫ُﻳﻮ َ‬

‫ﺿَﻌﺎ‬ ‫ُو ِ‬

‫ﻀَﻌﺎ‬ ‫َﻳ َ‬

‫ﻀَﻌﺎِن‬ ‫ﻀَﻌﺎ َﻳ َ‬ ‫َﻳ َ‬

‫ﺿَﻌﺎ‬ ‫َو َ‬

‫‪3. m.‬‬

‫ﺿَﻌﺎِن‬ ‫ُﺗﻮ َ‬

‫ﺿَﻌَﺘﺎ‬ ‫ُو ِ‬

‫ﻀَﻌﺎ‬ ‫َﺗ َ‬

‫ﻀَﻌﺎِن‬ ‫ﻀَﻌﺎ َﺗ َ‬ ‫َﺗ َ‬

‫ﺿَﻌَﺘﺎ‬ ‫َو َ‬

‫‪3. f.‬‬

‫ﺿْﻌُﺘَﻤﺎ‬ ‫ﺿَﻌﺎِن ُو ِ‬ ‫ُﺗﻮ َ‬

‫ﻀَﻌﺎ‬ ‫َﺗ َ‬

‫ﺿْﻌُﺘَﻤﺎ‬ ‫ﻀَﻌﺎِن َو َ‬ ‫ﻀَﻌﺎ َﺗ َ‬ ‫َﺗ َ‬

‫‪2. m. f.‬‬

‫‪Plural‬‬

‫ﺿُﻌﻮا‬ ‫َ‬ ‫ﺿْﻌَﻦ‬ ‫َ‬

‫ﺿُﻌﻮَن‬ ‫ُﻳﻮ َ‬

‫ﻀُﻌﻮَن‬ ‫ﻀُﻌﻮا َﻳ َ‬ ‫ﻀُﻌﻮا َﻳ َ‬ ‫ﺿُﻌﻮا َﻳ َ‬ ‫ُو ِ‬

‫ﺿُﻌﻮا‬ ‫َو َ‬

‫‪3. m.‬‬

‫ﺿْﻌَﻦ‬ ‫ُﻳﻮ َ‬

‫ﻀْﻌَﻦ‬ ‫َﻳ َ‬

‫ﺿْﻌَﻦ‬ ‫َو َ‬

‫‪3. f.‬‬

‫ﻀُﻌﻮَن‬ ‫ﻀُﻌﻮا َﺗ َ‬ ‫ﻀُﻌﻮا َﺗ َ‬ ‫ﺿْﻌُﺘﻢْ َﺗ َ‬ ‫ُو ِ‬

‫ﺿْﻌُﺘْﻢ‬ ‫َو َ‬

‫‪2. m.‬‬

‫ﺿْﻌَﻦ ُو ِ‬ ‫ُﺗﻮ َ‬ ‫ﻀْﻌَﻦ‬ ‫ﻀْﻌَﻦ َﺗ َ‬ ‫ﺿْﻌُﺘَّﻦ َﺗ َ‬

‫ﻀْﻌَﻦ‬ ‫َﺗ َ‬

‫َو َ‬ ‫ﺿْﻌُﺘ َّﻦ‬

‫‪2. f.‬‬

‫ﻀَﻊ‬ ‫َﻧ َ‬

‫ﻀﻊُ‬ ‫َﻧ َ‬

‫ﺿْﻌَﻨﺎ‬ ‫َو َ‬

‫‪1. m. f.‬‬

‫ﺿُﻌﻮَن‬ ‫ُﺗﻮ َ‬

‫ﺿﻊُ‬ ‫ُﻧﻮ َ‬

‫ﻀْﻌَﻦ‬ ‫ﻀْﻌَﻦ َﻳ َ‬ ‫ﺿْﻌَﻦ َﻳ َ‬ ‫ُو ِ‬

‫ﺿْﻌَﻨﺎ‬ ‫ُو ِ‬

‫ﻀﻊْ‬ ‫َﻧ َ‬

‫ﻊ )‪Verbal noun (masdar‬‬ ‫ﺿ ٌ‬ ‫َو ْ‬ ‫˙‬

‫ع ‪Pass. part.‬‬ ‫ﺿﻮ ٌ‬ ‫َﻣْﻮ ُ‬

‫ﻊ ‪Act. part .‬‬ ‫ﺿ ٌ‬ ‫َوا ِ‬

‫‪340‬‬

‫‪Appendices‬‬

‫ل ‪ :‬و ‪A2.9 Verb with weak middle‬‬ ‫‪ ) (perf. /a/‬ﻗﻮل ‪َ ‘to say’ (from‬ﻗﺎ َ‬ ‫)‪imperf. /u/‬‬

‫‪Passive‬‬ ‫‪Imperat.‬‬

‫‪Active‬‬

‫‪Imperf.‬‬

‫‪Imperf. Imperf. Perf.‬‬

‫‪Imperf.‬‬

‫‪indic.‬‬

‫‪subj.‬‬

‫‪indic.‬‬

‫‪jussive‬‬

‫‪Perf.‬‬ ‫‪Person‬‬

‫‪Singular‬‬

‫ُﻳَﻘﺎلُ‬

‫ِﻗﻴﻞَ‬

‫َﻳُﻘﻞْ‬

‫َﻳُﻘﻮلَ‬

‫َﻳُﻘﻮلُ‬

‫َﻗﺎَل‬

‫‪3. m.‬‬

‫ُﺗَﻘﺎُل‬

‫ﺖ‬ ‫ِﻗﻴَﻠ ْ‬

‫َﺗُﻘﻞْ‬

‫َﺗُﻘﻮلَ‬

‫َﺗُﻘﻮُل‬

‫ﺖ‬ ‫َﻗﺎَﻟ ْ‬

‫‪3. f.‬‬

‫ُﻗﻞْ‬

‫ُﺗَﻘﺎلُ‬

‫ﺖ‬ ‫ِﻗْﻠ َ‬

‫َﺗُﻘﻞْ‬

‫َﺗُﻘﻮلَ‬

‫َﺗُﻘﻮلُ‬

‫ﺖ‬ ‫ُﻗْﻠ َ‬

‫‪2. m.‬‬

‫ُﻗﻮِﻟﻲ‬

‫ُﺗَﻘﺎِﻟﻴَﻦ‬

‫ﺖ‬ ‫ِﻗْﻠ ِ‬

‫َﺗُﻘﻮِﻟﻲ‬

‫َﺗُﻘﻮِﻟﻲ‬

‫َﺗُﻘﻮِﻟﻴَﻦ‬

‫ﺖ‬ ‫ُﻗْﻠ ِ‬

‫‪2. f.‬‬

‫ُأَﻗﺎلُ‬

‫ﺖ‬ ‫ِﻗْﻠ ُ‬

‫َأُﻗﻞْ‬

‫َأُﻗﻮلَ‬

‫َأُﻗﻮلُ‬

‫ﺖ‬ ‫ُﻗْﻠ ُ‬

‫‪1. m. f.‬‬

‫‪Dual‬‬

‫ُﻗﻮَﻻ‬

‫ُﻳَﻘﺎَﻻِن‬

‫ِﻗﻴ َ‬ ‫ﻼ‬

‫َﻳُﻘﻮﻻَ‬

‫َﻳُﻘﻮﻻَ‬

‫َﻳُﻘﻮَﻻِن‬

‫َﻗﺎَﻻ‬

‫‪3. m.‬‬

‫ُﺗَﻘﺎَﻻِن‬

‫ِﻗﻴَﻠَﺘﺎ‬

‫َﺗُﻘﻮَﻻ‬

‫َﺗُﻘﻮﻻَ‬

‫َﺗُﻘﻮﻻِن‬

‫َﻗﺎَﻟَﺘﺎ‬

‫‪3. f.‬‬

‫ُﺗَﻘﺎَﻻِن‬

‫ِﻗْﻠُﺘَﻤﺎ‬

‫َﺗُﻘﻮَﻻ‬

‫َﺗُﻘﻮﻻَ‬

‫َﺗُﻘﻮَﻻِن‬

‫ُﻗْﻠُﺘَﻤﺎ‬

‫‪2. m. f.‬‬

‫‪Plural‬‬

‫ُﻳَﻘﺎُﻟﻮَن‬

‫ِﻗﻴُﻠﻮا‬

‫َﻳُﻘﻮُﻟﻮا‬

‫َﻳُﻘﻮُﻟﻮا‬

‫َﻳُﻘﻮُﻟﻮَن‬

‫َﻗﺎُﻟﻮا‬

‫‪3. m.‬‬

‫ُﻳَﻘْﻠَﻦ‬

‫ِﻗْﻠَﻦ‬

‫َﻳُﻘْﻠَﻦ‬

‫َﻳُﻘْﻠﻦَ‬

‫َﻳُﻘْﻠَﻦ‬

‫ُﻗْﻠَﻦ‬

‫‪3. f.‬‬

‫ُﻗﻮُﻟﻮا‬

‫ُﺗَﻘﺎُﻟﻮَن‬

‫ِﻗْﻠُﺘْﻢ‬

‫َﺗُﻘﻮُﻟﻮا‬

‫َﺗُﻘﻮُﻟﻮا‬

‫َﺗُﻘﻮُﻟﻮَن‬

‫ُﻗْﻠُﺘْﻢ‬

‫‪2. m.‬‬

‫ُﻗْﻠﻦَ‬

‫ُﺗَﻘْﻠَﻦ‬

‫ِﻗْﻠُﺘَّﻦ‬

‫َﺗُﻘْﻠَﻦ‬

‫َﺗُﻘْﻠﻦَ‬

‫َﺗُﻘْﻠَﻦ‬

‫ُﻗْﻠُﺘ َّﻦ‬

‫‪2. f.‬‬

‫ُﻧَﻘﺎلُ‬

‫ِﻗْﻠَﻨﺎ‬

‫َﻧُﻘﻞْ‬

‫َﻧُﻘﻮلَ‬

‫َﻧُﻘﻮلُ‬

‫ُﻗْﻠَﻨﺎ‬

‫‪1. m. f.‬‬

‫ل )‪Verbal noun (masdar‬‬ ‫َﻗْﻮ ٌ‬ ‫˙‬

‫‪341‬‬

‫ل ‪Pass. part.‬‬ ‫َﻣُﻘﻮ ٌ‬

‫ﻞ ‪Act. part.‬‬ ‫َﻗﺎِﺋ ٌ‬

‫ع ‪ :‬ي ‪A2.10 Verb with weak middle‬‬ ‫‪ ) (perf. /a/‬ﺑﻴﻊ ‪َ ‘to sell’ (from‬ﺑﺎ َ‬

‫‪Appendices‬‬

‫)‪imperf. /i/‬‬

‫‪Passive‬‬

‫‪Imperat.‬‬

‫‪Imperf.‬‬

‫‪Perf.‬‬

‫‪indic.‬‬

‫‪Active‬‬ ‫‪Imperf. Imperf.‬‬

‫‪Imperf.‬‬

‫‪subj.‬‬

‫‪indic.‬‬

‫‪jussive‬‬

‫‪Perf.‬‬ ‫‪Person‬‬

‫‪Singular‬‬

‫ُﻳَﺒﺎعُ‬

‫ِﺑﻴﻊَ‬

‫َﻳِﺒْﻊ‬

‫َﻳِﺒﻴﻊَ‬

‫َﻳِﺒﻴﻊُ‬

‫َﺑﺎ َ‬ ‫ع‬

‫‪3. m.‬‬

‫ُﺗَﺒﺎعُ‬

‫ﺖ‬ ‫ِﺑﻴَﻌ ْ‬

‫َﺗِﺒْﻊ‬

‫َﺗِﺒﻴﻊَ‬

‫َﺗِﺒﻴﻊُ‬

‫ﺖ‬ ‫َﺑﺎَﻋ ْ‬

‫‪3. f.‬‬

‫ِﺑْﻊ‬

‫ع‬ ‫ُﺗَﺒﺎ ُ‬

‫ﺖ‬ ‫ِﺑْﻌ َ‬

‫َﺗِﺒْﻊ‬

‫َﺗِﺒﻴﻊَ‬

‫َﺗِﺒﻴُﻊ‬

‫ﺖ‬ ‫ِﺑْﻌ َ‬

‫‪2. m.‬‬

‫ِﺑﻴِﻌﻲ‬

‫ُﺗَﺒﺎِﻋﻴَﻦ‬

‫ﺖ‬ ‫ِﺑْﻌ ِ‬

‫َﺗِﺒﻴِﻌﻲ‬

‫َﺗِﺒﻴِﻌﻲ‬

‫َﺗِﺒﻴِﻌﻴَﻦ‬

‫ﺖ‬ ‫ِﺑْﻌ ِ‬

‫‪2. f.‬‬

‫ع‬ ‫ُأَﺑﺎ ُ‬

‫ﺖ‬ ‫ِﺑْﻌ ُ‬

‫َأِﺑﻊْ‬

‫َأِﺑﻴﻊَ‬

‫َأِﺑﻴُﻊ‬

‫ﺖ‬ ‫ِﺑْﻌ ُ‬

‫‪1. m. f.‬‬

‫‪Dual‬‬

‫ِﺑﻴَﻌﺎ‬

‫ُﻳَﺒﺎَﻋﺎِن‬

‫ِﺑﻴَﻌﺎ‬

‫َﻳِﺒﻴَﻌﺎ‬

‫َﻳِﺒﻴَﻌﺎ‬

‫َﻳِﺒﻴَﻌﺎِن‬

‫َﺑﺎَﻋﺎ‬

‫‪3. m.‬‬

‫ُﺗَﺒﺎَﻋﺎِن‬

‫ِﺑﻴَﻌَﺘﺎ‬

‫َﺗِﺒﻴَﻌﺎ‬

‫َﺗِﺒﻴَﻌﺎ‬

‫َﺗِﺒﻴَﻌﺎنِ‬

‫َﺑﺎَﻋَﺘﺎ‬

‫‪3. f.‬‬

‫ُﺗَﺒﺎَﻋﺎِن‬

‫ِﺑْﻌُﺘَﻤﺎ‬

‫َﺗِﺒﻴَﻌﺎ‬

‫َﺗِﺒﻴَﻌﺎ‬

‫َﺗِﺒﻴَﻌﺎِن‬

‫ِﺑْﻌُﺘَﻤﺎ‬

‫‪2. m. f.‬‬

‫‪Plural‬‬

‫ُﻳَﺒﺎُﻋﻮَن‬

‫ِﺑﻴُﻌﻮا‬

‫َﻳِﺒﻴُﻌﻮا‬

‫َﻳِﺒﻴُﻌﻮا‬

‫ﻳِﺒﻴُﻌﻮَن‬

‫َﺑﺎُﻋﻮا‬

‫‪3.‬‬

‫ُﻳَﺒْﻌَﻦ‬

‫ِﺑْﻌَﻦ‬

‫َﻳِﺒْﻌَﻦ‬

‫َﻳِﺒْﻌَﻦ‬

‫َﻳِﺒْﻌَﻦ‬

‫ِﺑْﻌَﻦ‬

‫‪3. f.‬‬

‫ِﺑﻴُﻌﻮا‬

‫ُﺗَﺒﺎُﻋﻮَن‬

‫ِﺑْﻌُﺘْﻢ‬

‫َﺗِﺒﻴُﻌﻮا‬

‫َﺗِﺒﻴُﻌﻮا‬

‫َﺗِﺒﻴُﻌﻮَن‬

‫ِﺑْﻌُﺘْﻢ‬

‫‪2. m.‬‬

‫ِﺑْﻌَﻦ‬

‫ُﺗَﺒْﻌَﻦ‬

‫ِﺑْﻌُﺘ َّﻦ‬

‫َﺗِﺒْﻌَﻦ‬

‫َﺗِﺒْﻌَﻦ‬

‫َﺗِﺒْﻌَﻦ‬

‫ِﺑْﻌُﺘ َّﻦ‬

‫‪2. f.‬‬

‫ُﻧَﺒﺎعُ‬

‫ِﺑْﻌَﻨﺎ‬

‫َﻧِﺒﻊْ‬

‫َﻧِﺒﻴﻊَ‬

‫َﻧِﺒﻴﻊُ‬

‫ِﺑْﻌَﻨﺎ‬

‫‪1. m. f.‬‬

‫ﻊ )‪Verbal noun (masdar‬‬ ‫َﺑْﻴ ٌ‬ ‫˙‬

‫ﻊ‪Pass. part.‬‬ ‫َﻣِﺒﻴ ٌ‬

‫ﻊ ‪Act. part.‬‬ ‫َﺑﺎِﺋ ٌ‬

‫‪342‬‬

‫‪Appendices‬‬

‫‪ ) (perf. /i/‬ﺧﻮف ‪‘to fear’ (from‬‬

‫ﺧﺎ َ‬ ‫ف‬ ‫َ‬

‫‪ :‬و ‪A2.11 Verb with weak middle‬‬ ‫)‪imperf. /a/‬‬

‫‪Passive‬‬ ‫‪Imperat.‬‬

‫‪Active‬‬

‫‪Imperf.‬‬

‫‪Imperf. Imperf. Perf.‬‬

‫‪Imperf.‬‬

‫‪indic.‬‬

‫‪subj.‬‬

‫‪indic.‬‬

‫‪jussive‬‬

‫‪Perf.‬‬ ‫‪Person‬‬

‫‪Singular‬‬

‫ﺨﺎفُ‬ ‫ُﻳ َ‬

‫ﻒ‬ ‫ﺧﻴ َ‬ ‫ِ‬

‫ﺨﻒْ‬ ‫َﻳ َ‬

‫ف‬ ‫ﺨﺎ َ‬ ‫َﻳ َ‬

‫ﺨﺎفُ‬ ‫َﻳ َ‬

‫ﺧﺎ َ‬ ‫ف‬ ‫َ‬

‫‪3. m.‬‬

‫ف‬ ‫ﺨﺎ ُ‬ ‫ُﺗ َ‬

‫ﺖ‬ ‫ﺧﻴَﻔ ْ‬ ‫ِ‬

‫ﺨﻒْ‬ ‫َﺗ َ‬

‫ف‬ ‫ﺨﺎ َ‬ ‫َﺗ َ‬

‫ف‬ ‫ﺨﺎ ُ‬ ‫َﺗ َ‬

‫ﺖ‬ ‫ﺧﺎَﻓ ْ‬ ‫َ‬

‫‪3. f.‬‬

‫ﺨﻒْ‬ ‫َﺗ َ‬

‫ف‬ ‫ﺨﺎ َ‬ ‫َﺗ َ‬

‫ﺨﺎفُ‬ ‫َﺗ َ‬

‫ﺖ‬ ‫ﺧْﻔ َ‬ ‫ِ‬

‫‪2. m.‬‬

‫ﺨﺎِﻓﻲ‬ ‫ﺨﺎِﻓﻲ َﺗ َ‬ ‫َﺗ َ‬

‫ﺨﺎِﻓﻴَﻦ‬ ‫َﺗ َ‬

‫ﺖ‬ ‫ﺧْﻔ ِ‬ ‫ِ‬

‫‪2. f.‬‬

‫ف‬ ‫ﺧﺎ َ‬ ‫َأ َ‬

‫ﺧﺎفُ‬ ‫َأ َ‬

‫ﺖ‬ ‫ﺧْﻔ ُ‬ ‫ِ‬

‫‪1. m. f.‬‬

‫ﺧﻒْ‬ ‫َ‬ ‫ﺧﺎِﻓﻲ‬ ‫َ‬

‫ﺧ ْ‬ ‫ﻒ‬ ‫َأ َ‬

‫‪Dual‬‬

‫ﺧﺎَﻓﺎ‬ ‫َ‬

‫ﺨﺎَﻓﺎِن‬ ‫ُﻳ َ‬

‫ﺧﻴَﻔﺎ‬ ‫ِ‬

‫ﺨﺎَﻓﺎ‬ ‫َﻳ َ‬

‫ﺨﺎَﻓﺎ‬ ‫َﻳ َ‬

‫ﺨﺎَﻓﺎِن‬ ‫َﻳ َ‬

‫ﺧﺎَﻓﺎ‬ ‫َ‬

‫‪3. m.‬‬

‫ﺨﺎَﻓﺎِن‬ ‫ُﺗ َ‬

‫ﺧﻴَﻔَﺘﺎ‬ ‫ِ‬

‫ﺨﺎَﻓﺎ‬ ‫َﺗ َ‬

‫ﺨﺎَﻓﺎ‬ ‫َﺗ َ‬

‫ﺨﺎَﻓﺎِن‬ ‫َﺗ َ‬

‫ﺧﺎَﻓَﺘﺎ‬ ‫َ‬

‫‪3. f.‬‬

‫ﺨﺎَﻓﺎ‬ ‫َﺗ َ‬

‫ﺨﺎَﻓﺎ‬ ‫َﺗ َ‬

‫ﺧْﻔُﺘَﻤﺎ‬ ‫ِ‬ ‫ﺨﺎَﻓﺎِن‬ ‫َﺗ َ‬

‫‪2. m. f.‬‬

‫‪Plural‬‬

‫ﺨﺎُﻓﻮَن‬ ‫ﺨﺎُﻓﻮا َﻳ َ‬ ‫ﺨﺎُﻓﻮا َﻳ َ‬ ‫َﻳ َ‬

‫ﺧﺎُﻓﻮا‬ ‫َ‬

‫‪3.‬‬

‫ﺨْﻔَﻦ‬ ‫َﻳ َ‬

‫ﺧْﻔَﻦ‬ ‫ِ‬

‫‪3. f.‬‬

‫ﺧﺎُﻓﻮا‬ ‫َ‬

‫ﺨﺎُﻓﻮَن‬ ‫ﺨﺎُﻓﻮا َﺗ َ‬ ‫ﺨﺎُﻓﻮا َﺗ َ‬ ‫َﺗ َ‬

‫ﺧْﻔُﺘْﻢ‬ ‫ِ‬

‫‪2. m.‬‬

‫ﺧْﻔﻦَ‬ ‫َ‬

‫ﺨْﻔَﻦ‬ ‫َﺗ َ‬

‫ﺨْﻔَﻦ‬ ‫َﺗ َ‬

‫ﺨْﻔَﻦ‬ ‫َﺗ َ‬

‫ِ‬ ‫ﺧْﻔُﺘ َّﻦ‬

‫‪2. f.‬‬

‫ﻒ‬ ‫ﺨ ْ‬ ‫َﻧ َ‬

‫ف‬ ‫ﺨﺎ َ‬ ‫َﻧ َ‬

‫ﺨﺎفُ‬ ‫َﻧ َ‬

‫ﺧْﻔَﻨﺎ‬ ‫ِ‬

‫‪1. m. f.‬‬

‫ﺨْﻔﻦَ‬ ‫َﻳ َ‬

‫ﺨْﻔَﻦ‬ ‫َﻳ َ‬

‫ف )‪Verbal noun (masdar‬‬ ‫ﺧْﻮ ٌ‬ ‫َ‬ ‫˙‬

‫‪343‬‬

‫ف ‪Pass. part.‬‬ ‫ﺨﻮ ٌ‬ ‫َﻣ ُ‬

‫ﻒ ‪Act. part.‬‬ ‫ﺧﺎِﺋ ٌ‬ ‫َ‬

‫ﻋﺎ ‪ :‬و ‪A2.12 Verb with weak final‬‬ ‫‪ (perf. /a/‬دﻋﻮ( ‪َ ‘to invite’ (from‬د َ‬

‫‪Appendices‬‬

‫)‪imperf. /u/‬‬

‫‪Passive‬‬ ‫‪Imperat.‬‬

‫‪Active‬‬

‫‪Imperf.‬‬

‫‪Imperf. Perf.‬‬

‫‪Imperf.‬‬

‫‪Imperf.‬‬

‫‪indic.‬‬

‫‪jussive‬‬

‫‪subj.‬‬

‫‪indic.‬‬

‫‪Perf.‬‬ ‫‪Person‬‬

‫‪Singular‬‬

‫ُﻳْﺪَﻋﻰ‬

‫ُدِﻋﻲَ‬

‫َﻳْﺪعُ‬

‫َﻳْﺪُﻋَﻮ‬

‫َﻳْﺪُﻋﻮ‬

‫َدَﻋﺎ‬

‫‪3. m.‬‬

‫ُﺗْﺪَﻋﻰ‬

‫ﺖ‬ ‫ُدِﻋَﻴ ْ‬

‫ع‬ ‫َﺗْﺪ ُ‬

‫َﺗْﺪُﻋَﻮ‬

‫َﺗْﺪُﻋﻮ‬

‫ﺖ‬ ‫َدَﻋ ْ‬

‫‪3. f.‬‬

‫ُأْدعُ‬

‫ُﺗْﺪَﻋﻰ‬

‫ﺖ‬ ‫ُدِﻋﻴ َ‬

‫ع‬ ‫َﺗْﺪ ُ‬

‫َﺗْﺪُﻋَﻮ‬

‫َﺗْﺪُﻋﻮ‬

‫َدَﻋْﻮ َ‬ ‫ت‬

‫‪2. m.‬‬

‫ُأْدِﻋﻲ‬

‫ُﺗْﺪَﻋْﻴَﻦ‬

‫ﺖ‬ ‫ُدِﻋﻴ ِ‬

‫َﺗْﺪِﻋﻲ‬

‫َﺗْﺪِﻋﻲ‬

‫َﺗْﺪِﻋﻴَﻦ‬

‫َدَﻋْﻮ ِ‬ ‫ت‬

‫‪2. f.‬‬

‫ُأْدَﻋﻰ‬

‫ﺖ‬ ‫ُدِﻋﻴ ُ‬

‫َأْدعُ‬

‫َأْدُﻋَﻮ‬

‫َأْدُﻋﻮ‬

‫َدَﻋْﻮ ُ‬ ‫ت‬

‫‪1. m. f.‬‬

‫‪Dual‬‬

‫ُﻳْﺪَﻋَﻴﺎِن‬

‫ُدِﻋَﻴﺎ‬

‫َﻳْﺪُﻋَﻮا‬

‫َﻳْﺪُﻋَﻮا َﻳْﺪُﻋَﻮاِن‬

‫َدَﻋَﻮا‬

‫‪3. m.‬‬

‫ُﺗْﺪَﻋَﻴﺎِن‬

‫ُدِﻋَﻴَﺘﺎ‬

‫َﺗْﺪُﻋَﻮا َﺗْﺪُﻋَﻮاِن َﺗْﺪُﻋَﻮاِن‬

‫َدَﻋَﺘﺎ‬

‫‪3. f.‬‬

‫َﺗْﺪُﻋَﻮا َﺗْﺪُﻋَﻮاِن َدَﻋْﻮُﺗَﻤﺎ‬

‫‪2. m. f.‬‬

‫ُأْدُﻋَﻮا ُﺗْﺪَﻋَﻴﺎِن ُدِﻋﻴُﺘَﻤﺎ‬

‫َﺗْﺪُﻋَﻮا‬

‫‪Plural‬‬

‫ُﻳْﺪَﻋْﻮَن‬

‫ُدُﻋﻮا‬

‫َﻳْﺪُﻋﻮا‬

‫َﻳْﺪُﻋﻮا‬

‫َﻳْﺪُﻋﻮَن‬

‫َدَﻋْﻮا‬

‫‪3. m.‬‬

‫ُﻳْﺪَﻋْﻴَﻦ‬

‫ُدِﻋﻴَﻦ َﻳْﺪُﻋﻮَن‬

‫َﻳْﺪُﻋﻮَن‬

‫َﻳْﺪُﻋﻮَن‬

‫َدَﻋْﻮَن‬

‫‪3. f.‬‬

‫ُأْدُﻋﻮا‬

‫ُﺗْﺪَﻋْﻮنَ‬

‫ُدِﻋﻴُﺘﻢْ‬

‫َﺗْﺪُﻋﻮا‬

‫َﺗْﺪُﻋﻮا‬

‫َﺗْﺪُﻋﻮَن‬

‫َدَﻋْﻮُﺗ ُْﻢ‬

‫‪2. m.‬‬

‫ُأْدُﻋﻮَن‬

‫ُﺗْﺪَﻋْﻴَﻦ‬

‫ُدِﻋﻴُﺘ َّﻦ َﺗْﺪُﻋﻮَن‬

‫َﺗْﺪُﻋﻮَن‬

‫َﺗْﺪُﻋﻮَن‬

‫َدَﻋْﻮُﺗ َّﻦ‬

‫‪2. f.‬‬

‫ُﻧْﺪَﻋﻰ‬

‫َﻧْﺪعُ‬

‫َﻧْﺪُﻋَﻮ‬

‫َﻧْﺪُﻋﻮ‬

‫َدَﻋْﻮَﻧﺎ‬

‫‪1. m. f.‬‬

‫ُدِﻋﻴَﻨﺎ‬

‫ﻋَﻮٌة )‪Verbal noun (masdar‬‬ ‫ُدَﻋﺎٌء ‪َ or‬د ْ‬ ‫˙‬

‫ﻋّﻮٌ ‪Pass. part.‬‬ ‫َﻣْﺪ ُ‬

‫ع ‪Act. part.‬‬ ‫َدا ٍ‬

‫‪344‬‬

‫‪Appendices‬‬

‫ﻲ ‪ :‬ي ‪A2.13 Verb with weak final‬‬ ‫)‪َ ‘to meet’ (perf. /i/ imperf. /a/‬ﻟِﻘ َ‬ ‫‪Passive‬‬ ‫‪Imperat.‬‬

‫‪Imperf.‬‬

‫‪Perf.‬‬

‫‪indic.‬‬

‫‪Active‬‬ ‫‪Imperf. Imperf.‬‬

‫‪Imperf.‬‬

‫‪subj.‬‬

‫‪indic.‬‬

‫‪jussive‬‬

‫‪Perf.‬‬ ‫‪Person‬‬

‫‪Singular‬‬

‫ُﻳْﻠَﻘﻰ‬

‫ﻲ‬ ‫ُﻟِﻘ َ‬

‫َﻳْﻠﻖَ‬

‫َﻳْﻠَﻘﻰ‬

‫َﻳْﻠَﻘﻰ‬

‫ﻲ‬ ‫َﻟِﻘ َ‬

‫‪3. m.‬‬

‫ُﺗْﻠَﻘﻰ‬

‫ﺖ‬ ‫ُﻟِﻘَﻴ ْ‬

‫َﺗْﻠﻖَ‬

‫َﺗْﻠَﻘﻰ‬

‫َﺗْﻠَﻘﻰ‬

‫ﺖ‬ ‫َﻟِﻘَﻴ ْ‬

‫‪3. f.‬‬

‫ِإْﻟﻖَ‬

‫ُﺗْﻠَﻘﻰ‬

‫ﺖ‬ ‫ُﻟِﻘﻴ َ‬

‫َﺗْﻠﻖَ‬

‫َﺗْﻠَﻘﻰ‬

‫َﺗْﻠَﻘﻰ‬

‫ﺖ‬ ‫َﻟِﻘﻴ َ‬

‫‪2. m.‬‬

‫ﻲ‬ ‫ِإْﻟَﻘ ْ‬

‫ُﺗْﻠَﻘْﻴَﻦ‬

‫ﺖ‬ ‫ُﻟِﻘﻴ ِ‬

‫ﻲ‬ ‫َﺗْﻠَﻘ ْ‬

‫ﻲ‬ ‫َﺗْﻠَﻘ ْ‬

‫َﺗْﻠَﻘْﻴَﻦ‬

‫ﺖ‬ ‫َﻟِﻘﻴ ِ‬

‫‪2. f.‬‬

‫ُأْﻟَﻘﻰ‬

‫ﺖ‬ ‫ُﻟِﻘﻴ ُ‬

‫َأْﻟﻖَ‬

‫َأْﻟَﻘﻰ‬

‫َأْﻟَﻘﻰ‬

‫ﺖ‬ ‫َﻟِﻘﻴ ُ‬

‫‪1. m. f.‬‬

‫‪Dual‬‬

‫ِإْﻟَﻘَﻴﺎ‬

‫ُﻳْﻠَﻘَﻴﺎِن‬

‫ُﻟِﻘَﻴﺎ‬

‫َﻳْﻠَﻘَﻴﺎ‬

‫َﻳْﻠَﻘَﻴﺎ‬

‫َﻳْﻠَﻘَﻴﺎِن‬

‫َﻟِﻘَﻴﺎ‬

‫‪3. m.‬‬

‫َُﺗْﻠَﻘَﻴﺎِن‬

‫ُﻟِﻘَﻴَﺘﺎ‬

‫َﺗْﻠَﻘَﻴﺎ‬

‫َﺗْﻠَﻘَﻴﺎ‬

‫َﺗْﻠَﻘَﻴﺎِن‬

‫َﻟِﻘَﻴَﺘﺎ‬

‫‪3. f.‬‬

‫َُﺗْﻠَﻘَﻴﺎِن‬

‫ُﻟِﻘﻴُﺘَﻤﺎ‬

‫َﺗْﻠَﻘَﻴﺎ‬

‫َﺗْﻠَﻘَﻴﺎ‬

‫َﺗْﻠَﻘَﻴﺎِن‬

‫َﻟِﻘْﻴُﺘَﻤﺎ‬

‫‪2. m. f.‬‬

‫‪Plural‬‬

‫ُﻳْﻠَﻘْﻮَن‬

‫ُﻟُﻘﻮا‬

‫َﻳْﻠَﻘْﻮا‬

‫َﻳْﻠَﻘْﻮا‬

‫َﻳْﻠَﻘْﻮَن‬

‫َﻟُﻘﻮا‬

‫‪3. m.‬‬

‫ُﻳْﻠَﻘْﻴﻦَ‬

‫ُﻟِﻘﻴَﻦ‬

‫َﻳْﻠَﻘْﻴَﻦ‬

‫َﻳْﻠَﻘْﻴَﻦ‬

‫َﻳْﻠَﻘْﻴﻦَ‬

‫َﻟِﻘﻴَﻦ‬

‫‪3. f.‬‬

‫ِإْﻟَﻘْﻮا‬

‫ُﺗْﻠَﻘْﻮَن‬

‫ُﻟِﻘﻴُﺘْﻢ‬

‫َﺗْﻠَﻘْﻮا‬

‫َﺗْﻠَﻘْﻮا‬

‫َﺗْﻠَﻘْﻮَن‬

‫َﻟِﻘﻴُﺘْﻢ‬

‫‪2. m.‬‬

‫ِإْﻟَﻘْﻴَﻦ‬

‫ُﺗْﻠَﻘْﻴَﻦ‬

‫ُﻟِﻘﻴُﺘ َّﻦ‬

‫َﺗْﻠَﻘْﻴَﻦ‬

‫َﺗْﻠَﻘْﻴَﻦ‬

‫َﺗْﻠَﻘْﻴَﻦ‬

‫َﻟِﻘﻴُﺘ َّﻦ‬

‫‪2. f.‬‬

‫ُﻧْﻠَﻘﻰ‬

‫ُﻟِﻘﻴَﻨﺎ‬

‫َﻧْﻠﻖَ‬

‫َﻧْﻠَﻘﻰ‬

‫َﻧْﻠَﻘﻰ‬

‫َﻟِﻘﻴَﻨﺎ‬

‫‪1. m. f.‬‬

‫ِﻟَﻘﺎٌء )‪Verbal noun (masdar‬‬ ‫˙‬

‫‪345‬‬

‫ﻲ‪Pass. part.‬‬ ‫‪َ ,‬ﻣْﻠِﻘ ٌّ‬

‫ق ‪Act. part.‬‬ ‫َﻻ ٍ‬

‫ﻣﻰ ‪ :‬ى ‪A2.14 Verb with final weak‬‬ ‫‪ ) (perf. /a/‬رﻣﻲ ‪َ ‘to throw’ (from‬ر َ‬

‫‪Appendices‬‬

‫)‪imperf. /i/‬‬

‫‪Passive‬‬ ‫‪Imperat.‬‬

‫‪Active‬‬

‫‪Imperf.‬‬

‫‪Imperf. Imperf. Perf.‬‬

‫‪Imperf.‬‬

‫‪indic.‬‬

‫‪subj.‬‬

‫‪indic.‬‬

‫‪jussive‬‬

‫‪Perf.‬‬ ‫‪Person‬‬

‫‪Singular‬‬

‫ُﻳْﺮَﻣﻰ‬

‫ﻲ‬ ‫ُرِﻣ َ‬

‫َﻳْﺮِم‬

‫ﻲ‬ ‫َﻳْﺮِﻣ َ‬

‫َﻳْﺮِﻣﻲ‬

‫َرَﻣﻰ‬

‫‪3. m.‬‬

‫ُﺗْﺮَﻣﻰ‬

‫ﺖ‬ ‫ُرِﻣَﻴ ْ‬

‫َﺗْﺮِم‬

‫ﻲ‬ ‫َﺗْﺮِﻣ َ‬

‫َﺗْﺮِﻣﻲ‬

‫ﺖ‬ ‫َرَﻣ ْ‬

‫‪3. f.‬‬

‫ِإْرِم‬

‫ُﺗْﺮَﻣﻰ‬

‫ﺖ‬ ‫ُرِﻣﻴ َ‬

‫َﺗْﺮِم‬

‫ﻲ‬ ‫َﺗْﺮِﻣ َ‬

‫َﺗْﺮِﻣﻲ‬

‫ﺖ‬ ‫َرَﻣْﻴ َ‬

‫‪2. m.‬‬

‫ِإْرِﻣﻲ‬

‫ُﺗْﺮَﻣْﻴَﻦ‬

‫ﺖ‬ ‫ُرِﻣﻴ ِ‬

‫َﺗْﺮِﻣﻲ‬

‫َﺗْﺮِﻣﻲ‬

‫َﺗْﺮِﻣﻴَﻦ‬

‫ﺖ‬ ‫َرَﻣْﻴ ِ‬

‫‪2. f.‬‬

‫ُأْرَﻣﻰ‬

‫ﺖ‬ ‫ُرِﻣﻴ ُ‬

‫َأْرِم‬

‫ﻲ‬ ‫َأْرِﻣ َ‬

‫َأْرِﻣﻲ‬

‫ﺖ‬ ‫َرَﻣْﻴ ُ‬

‫‪1. m. f.‬‬

‫‪Dual‬‬

‫ِإْرِﻣَﻴﺎ‬

‫ُﻳْﺮَﻣَﻴﺎِن‬

‫ُرِﻣَﻴﺎ‬

‫َﻳْﺮِﻣَﻴﺎ‬

‫َﻳْﺮِﻣَﻴﺎ َﻳْﺮِﻣَﻴﺎِن‬

‫َرَﻣَﻴﺎ‬

‫‪3. m.‬‬

‫ُﺗْﺮَﻣَﻴﺎِن‬

‫ُرِﻣَﻴَﺘﺎ‬

‫َﺗْﺮِﻣَﻴﺎ‬

‫َﺗْﺮِﻣَﻴﺎ َﺗْﺮِﻣَﻴﺎِن‬

‫َرَﻣَﺘﺎ‬

‫‪3. f.‬‬

‫ُﺗْﺮَﻣَﻴﺎِن‬

‫ُرِﻣﻴُﺘَﻤﺎ‬

‫َﺗْﺮِﻣَﻴﺎ‬

‫َﺗْﺮِﻣَﻴﺎ َﺗْﺮِﻣَﻴﺎِن‬

‫َرَﻣْﻴُﺘَﻤﺎ‬

‫‪2. m. f.‬‬

‫‪Plural‬‬

‫ُﻳْﺮَﻣْﻮَن‬

‫ُرُﻣﻮا‬

‫َﻳْﺮُﻣﻮا‬

‫َﻳْﺮُﻣﻮا‬

‫َﻳْﺮُﻣﻮَن‬

‫َرَﻣْﻮا‬

‫‪3. m.‬‬

‫ُﻳْﺮَﻣْﻴَﻦ‬

‫ُرِﻣﻴَﻦ‬

‫َﻳْﺮِﻣﻴَﻦ‬

‫َﻳْﺮِﻣﻴَﻦ‬

‫َﻳْﺮِﻣﻴَﻦ‬

‫َرَﻣْﻴَﻦ‬

‫‪3. f.‬‬

‫ِإْرُﻣﻮا‬

‫ُﺗْﺮَﻣْﻮَن‬

‫ُرِﻣﻴُﺘْﻢ‬

‫َﺗْﺮُﻣﻮا‬

‫َﺗْﺮُﻣﻮا‬

‫َﺗْﺮُﻣﻮَن‬

‫َرَﻣْﻴُﺘْﻢ‬

‫‪2. m.‬‬

‫ِإْرِﻣﻴَﻦ‬

‫ُﺗْﺮَﻣْﻴَﻦ‬

‫ُرِﻣﻴُﺘ َّﻦ‬

‫َﺗْﺮِﻣﻴَﻦ‬

‫َﺗْﺮِﻣﻴَﻦ‬

‫َﺗْﺮِﻣﻴَﻦ‬

‫َرَﻣْﻴُﺘ َّﻦ‬

‫‪2. f.‬‬

‫ُﻧْﺮَﻣﻰ‬

‫ُرِﻣﻴَﻨﺎ‬

‫َﻧْﺮِم‬

‫ﻲ‬ ‫َﻧْﺮِﻣ َ‬

‫َﻧْﺮِﻣﻲ‬

‫َرَﻣْﻴَﻨﺎ‬

‫‪1. m. f.‬‬

‫ﻲ )‪Verbal noun (masdar‬‬ ‫َرْﻣ ٌ‬ ‫˙‬

‫ﻲ ‪Pass. part.‬‬ ‫َﻣْﺮِﻣ ٌّ‬

‫َراٍم ‪Act. part.‬‬

‫‪346‬‬

‫‪Appendices‬‬

‫ﺟﺎَء ‪ and final hamzah:‬ي ‪A2.15 Weak verbs with middle‬‬ ‫’‪َ ‘to come‬‬ ‫‪Passive‬‬ ‫‪Imperat.‬‬

‫‪Imperf.‬‬

‫‪Active‬‬ ‫‪Imperf.‬‬

‫‪Perf.‬‬

‫‪Perf.‬‬

‫‪Person‬‬

‫‪Singular‬‬

‫ﺠﺎءُ‬ ‫ُﻳ َ‬

‫ﺟﻲءَ‬ ‫ِ‬

‫ﺠﻲءُ‬ ‫َﻳ ِ‬

‫ﺟﺎَء‬ ‫َ‬

‫‪3. m.‬‬

‫ﺠﺎءُ‬ ‫ُﺗ َ‬

‫ﺖ‬ ‫ﺟﻴَﺌ ْ‬ ‫ِ‬

‫ﺠﻲُء‬ ‫َﺗ ِ‬

‫ﺟﺎَء ْ‬ ‫ت‬ ‫َ‬

‫‪3. f.‬‬

‫ﺊ‬ ‫ﺟ ْ‬ ‫ِ‬

‫ﺠﺎءُ‬ ‫ُﺗ َ‬

‫ﺖ‬ ‫ﺟْﺌ َ‬ ‫ِ‬

‫ﺠﻲءُ‬ ‫َﺗ ِ‬

‫ﺖ‬ ‫ﺟْﺌ َ‬ ‫ِ‬

‫‪2. m.‬‬

‫ﺟﻴِﺌﻲ‬ ‫ِ‬

‫ﺠﺎِﺋﻴَﻦ‬ ‫ُﺗ َ‬

‫ﺖ‬ ‫ﺟْﺌ ِ‬ ‫ِ‬

‫ﺠﻴِﺌﻴَﻦ‬ ‫َﺗ ِ‬

‫ﺖ‬ ‫ﺟْﺌ ِ‬ ‫ِ‬

‫‪2. f.‬‬

‫ﺟﺎءُ‬ ‫ُأ َ‬

‫ﺖ‬ ‫ﺟْﺌ ُ‬ ‫ِ‬

‫ﺟﻲءُ‬ ‫َأ ِ‬

‫ﺖ‬ ‫ﺟْﺌ ُ‬ ‫ِ‬

‫‪1.m. f.‬‬

‫‪Dual‬‬

‫ﺟﻴَﺌﺎ‬ ‫ِ‬

‫ﺠﺎَءاِن‬ ‫ُﻳ َ‬

‫ﺟﻴَﺌﺎ‬ ‫ِ‬

‫ﺠﻴَﺌﺎِن‬ ‫َﻳ ِ‬

‫ﺟﺎَءا‬ ‫َ‬

‫‪3. m.‬‬

‫ﺠﺎَءاِن‬ ‫ُﺗ َ‬

‫ﺟْﺌُﺘَﻤﺎ‬ ‫ِ‬

‫ﺠﻴَﺌﺎِن‬ ‫َﺗ ِ‬

‫ﺟﺎَءَﺗﺎ‬ ‫َ‬

‫‪3. f.‬‬

‫ﺠﺎَءاِن‬ ‫ُﺗ َ‬

‫ﺟْﺌُﺘَﻤﺎ‬ ‫ِ‬

‫ﺠﻴَﺌﺎِن‬ ‫َﺗ ِ‬

‫ﺟْﺌُﺘَﻤﺎ‬ ‫ِ‬

‫‪2. m. f.‬‬

‫‪Plural‬‬

‫ﺠﺎُؤوَن‬ ‫ُﻳ َ‬

‫ﺟﻴُﺌﻮا‬ ‫ِ‬

‫ﺠﻴُﺌﻮَن‬ ‫َﻳ ِ‬

‫ﺟﺎُؤوا‬ ‫َ‬

‫‪3. m.‬‬

‫ﺠْﺄَن‬ ‫ُﻳ َ‬

‫ﺟْﺌَﻦ‬ ‫ِ‬

‫ﺠْﺌَﻦ‬ ‫َﻳ ِ‬

‫ﺟْﺌَﻦ‬ ‫ِ‬

‫‪3. f.‬‬

‫ﺟﻴُﺌﻮا‬ ‫ِ‬

‫ﺠﺎُؤوَن‬ ‫ُﺗ َ‬

‫ﺟْﺌُﺘﻢْ‬ ‫ِ‬

‫ﺠﻴُﺌﻮَن‬ ‫َﺗ ِ‬

‫ﺟْﺌُﺘْﻢ‬ ‫ِ‬

‫‪2. m.‬‬

‫ﺟْﺌﻦَ‬ ‫ِ‬

‫ﺠْﺄَن‬ ‫ُﺗ َ‬

‫ِ‬ ‫ﺟْﺌُﺘ َّﻦ‬

‫ﺠْﺌَﻦ‬ ‫َﺗ ِ‬

‫ِ‬ ‫ﺟْﺌُﺘ َّﻦ‬

‫‪2. f.‬‬

‫ﺠﺎُء‬ ‫ُﻧ َ‬

‫ﺟْﺌَﻨﺎ‬ ‫ِ‬

‫ﺠﻲءُ‬ ‫َﻧ ِ‬

‫ﺟْﺌَﻨﺎ‬ ‫ِ‬

‫‪1. m. f.‬‬

‫ﻲٌء )‪Verbal noun (masdar‬‬ ‫ﺟ ْ‬ ‫َ‬ ‫˙‬

‫‪347‬‬

‫ﺠﻲٌء ‪Pass. part.‬‬ ‫َﻣ ِ‬

‫ﺟﺎٍء ‪Act. part.‬‬ ‫َ‬

‫
‬

‫‪َ ‘to see’ (perf. /a/‬رَأى ‪ :‬ى ‪A2.16 Verb with final alif maqsu¯ rah‬‬ ‫˙‬ ‫‪imperf. /a/) (This is a common verb with certain irregularities of‬‬

‫‪Appendices‬‬

‫)‪its own.‬‬

‫‪Passive‬‬ ‫‪Imperat.‬‬

‫‪Active‬‬

‫‪Imperf.‬‬

‫‪Imperf. Imperf. Imperf. Perf.‬‬

‫‪indic.‬‬

‫‪indic.‬‬

‫‪subj.‬‬

‫‪jussive‬‬

‫‪Perf.‬‬ ‫‪Person‬‬

‫‪Singular‬‬

‫ُﻳَﺮى‬

‫ﻲ‬ ‫ُرِﺋ َ‬

‫َﻳَﺮ‬

‫َﻳَﺮى‬

‫َﻳَﺮى‬

‫َرَأى‬

‫‪3. m.‬‬

‫ُﺗَﺮى‬

‫ﺖ‬ ‫ُرِﺋَﻴ ْ‬

‫َﺗَﺮ‬

‫َﺗَﺮى‬

‫َﺗَﺮى‬

‫َرَأ ْ‬ ‫ت‬

‫‪3. f.‬‬

‫َر‬

‫ُﺗَﺮى‬

‫ﺖ‬ ‫ُرِﺋﻴ َ‬

‫َﺗَﺮ‬

‫َﺗَﺮى‬

‫َﺗَﺮى‬

‫ﺖ‬ ‫َرَأْﻳ َ‬

‫‪2. m.‬‬

‫ي‬ ‫َر ْ‬

‫ُﺗَﺮْﻳَﻦ‬

‫ﺖ‬ ‫ُرِﺋﻴ ِ‬

‫ي‬ ‫َﺗَﺮ ْ‬

‫ي‬ ‫َﺗَﺮ ْ‬

‫َﺗَﺮْﻳَﻦ‬

‫ﺖ‬ ‫َرَأْﻳ ِ‬

‫‪2. f.‬‬

‫ُأَرى‬

‫ﺖ‬ ‫ُرِﺋﻴ ُ‬

‫َأَر‬

‫َأَرى‬

‫َأَرى‬

‫ﺖ‬ ‫َرَأْﻳ ُ‬

‫‪1. m. f.‬‬

‫‪Dual‬‬

‫َرَﻳﺎ‬

‫ُﻳَﺮَﻳﺎِن‬

‫ُرِﺋَﻴﺎ‬

‫َﻳَﺮَﻳﺎ‬

‫َﻳَﺮَﻳﺎ‬

‫َﻳَﺮَﻳﺎِن‬

‫َرَأَﻳﺎ‬

‫‪3. m.‬‬

‫ُﺗَﺮَﻳﺎِن‬

‫ُرِﺋَﻴَﺘﺎ‬

‫َﺗَﺮَﻳﺎ‬

‫َﺗَﺮَﻳﺎ‬

‫َﺗَﺮَﻳﺎِن‬

‫َرَأَﺗﺎ‬

‫‪3. f.‬‬

‫ُﺗَﺮَﻳﺎِن‬

‫ُرِﺋﻴُﺘَﻤﺎ‬

‫َﺗَﺮَﻳﺎ‬

‫َﺗَﺮَﻳﺎ‬

‫َﺗَﺮَﻳﺎِن‬

‫َرَأْﻳُﺘَﻤﺎ‬

‫‪2. m. f.‬‬

‫‪Plural‬‬

‫ُﻳَﺮْوَن‬

‫ُرُؤوا‬

‫َﻳَﺮْوا‬

‫َﻳَﺮْوا‬

‫َﻳَﺮْوَن‬

‫َرَأْوا‬

‫‪3. m.‬‬

‫ُﻳَﺮْﻳﻦَ‬

‫ُرِﺋﻴﻦَ‬

‫َﻳَﺮْﻳَﻦ‬

‫َﻳَﺮْﻳﻦَ‬

‫َﻳَﺮْﻳَﻦ‬

‫َرَأْﻳَﻦ‬

‫‪3. f.‬‬

‫َرْوا‬

‫ُﺗَﺮْوَن‬

‫ُرِﺋﻴُﺘْﻢ‬

‫َﺗَﺮْوا‬

‫َﺗَﺮْوا‬

‫َﺗَﺮْوَن‬

‫َرَأْﻳُﺘْﻢ‬

‫‪2. m.‬‬

‫َرْﻳﻦَ‬

‫ُﺗَﺮْﻳَﻦ‬

‫ُرِﺋﻴُﺘﻦَّ‬

‫َﺗَﺮْﻳَﻦ‬

‫َﺗَﺮْﻳﻦَ‬

‫َﺗَﺮْﻳَﻦ‬

‫َرَأْﻳُﺘ َّﻦ‬

‫‪2. f.‬‬

‫ُﻧَﺮى‬

‫ُرِﺋﻴَﻨﺎ‬

‫َﻧَﺮ‬

‫َﻧَﺮى‬

‫َﻧَﺮى‬

‫َرَأْﻳَﻨﺎ‬

‫‪1. m. f.‬‬

‫ي )‪Verbal noun (masdar‬‬ ‫َرْأ ٌ‬ ‫˙‬

‫ﻲ ‪Pass. part.‬‬ ‫َﻣْﺮِﺋ ٌّ‬

‫ض ‪َ (as‬راٍء ‪Act. part.‬‬ ‫) َﻗﺎ ٍ‬

‫‪348‬‬

‫‪Appendices‬‬

‫‪ :‬ى ‪ and weak final‬و ‪A2.17 Doubly weak verbs with weak middle‬‬ ‫’‪َ ‘to tell‬رَوى‬

‫‪Passive‬‬ ‫‪Imperf. Imperat.‬‬

‫‪Perf.‬‬

‫‪indic.‬‬

‫‪Active‬‬ ‫‪Imperf.‬‬

‫‪Imperf.‬‬

‫‪Imperf.‬‬

‫‪jussive‬‬

‫‪subj.‬‬

‫‪indic.‬‬

‫‪Perf.‬‬ ‫‪Person‬‬

‫‪Singular‬‬

‫ُﻳْﺮَوى‬

‫ُرِو َ‬ ‫ي‬

‫َﻳْﺮوِ‬

‫ي‬ ‫َﻳْﺮِو َ‬

‫َﻳْﺮِوي‬

‫َرَوى‬

‫‪3. m.‬‬

‫ُﺗْﺮَوى‬

‫ُرِوَﻳﺖْ‬

‫َﺗْﺮوِ‬

‫َﺗْﺮِويَ‬

‫َﺗْﺮِوي‬

‫َرَو ْ‬ ‫ت‬

‫‪3. f.‬‬

‫ِإْرِو‬

‫ُﺗْﺮَوى‬

‫ُرِوﻳﺖَ‬

‫َﺗْﺮوِ‬

‫َﺗْﺮِويَ‬

‫َﺗْﺮِوي‬

‫ﺖ‬ ‫َرَوْﻳ َ‬

‫‪2. m.‬‬

‫ِإْرِوي‬

‫ُﺗْﺮَوْﻳَﻦ‬

‫ﺖ‬ ‫ُرِوﻳ ِ‬

‫َﺗْﺮِوي‬

‫َﺗْﺮِوي‬

‫َﺗْﺮِوﻳَﻦ‬

‫ﺖ‬ ‫َرَوْﻳ ِ‬

‫‪2. f.‬‬

‫ُأْرَوى‬

‫ﺖ‬ ‫ُرِوﻳ ُ‬

‫َأْروِ‬

‫ي‬ ‫َأْرِو َ‬

‫َأْرِوي‬

‫ﺖ‬ ‫َرَوْﻳ ُ‬

‫‪1. m. f.‬‬

‫‪Dual‬‬

‫ُﻳْﺮَوَﻳﺎِن‬

‫ُرِوَﻳﺎ‬

‫َﻳْﺮِوَﻳﺎ‬

‫َﻳْﺮِوَﻳﺎ‬

‫َﻳْﺮِوَﻳﺎِن‬

‫َرَوَﻳﺎ‬

‫‪3. m.‬‬

‫ُﺗْﺮَوَﻳﺎِن‬

‫ُرِوَﻳَﺘﺎ‬

‫َﺗْﺮِوَﻳﺎ‬

‫َﺗْﺮِوَﻳﺎ‬

‫َﺗْﺮِوَﻳﺎِن‬

‫َرَوَﺗﺎ‬

‫‪3. f.‬‬

‫ِإْرِوَﻳﺎ ُﺗْﺮَوَﻳﺎِن‬

‫ُرِوﻳُﺘَﻤﺎ‬

‫َﺗْﺮِوَﻳﺎ‬

‫َﺗْﺮِوَﻳﺎ‬

‫َﺗْﺮِوَﻳﺎنِ‬

‫َرَوْﻳُﺘَﻤﺎ‬

‫‪2. m. f.‬‬

‫‪Plural‬‬

‫ُﻳْﺮَوْوَن‬

‫ُرُووا‬

‫َﻳْﺮُووا‬

‫َﻳْﺮُووا‬

‫َﻳْﺮُووَن‬

‫َرَوْوا‬

‫‪3. m.‬‬

‫ُﻳْﺮَوْﻳَﻦ‬

‫ُرِوﻳَﻦ‬

‫َﻳْﺮِوﻳَﻦ‬

‫َﻳْﺮِوﻳَﻦ‬

‫َﻳْﺮِوﻳَﻦ‬

‫َرَوْﻳَﻦ‬

‫‪3. f.‬‬

‫ِإْرُووا ُﺗْﺮَوْوَن‬

‫ُرِوﻳُﺘْﻢ‬

‫َﺗْﺮُووا‬

‫َﺗْﺮُووا‬

‫َﺗْﺮُووَن‬

‫َرَوْﻳُﺘْﻢ‬

‫‪2. m.‬‬

‫ُﺗْﺮَوْﻳَﻦ‬

‫ُرِوﻳُﺘ َّﻦ‬

‫َﺗْﺮِوﻳَﻦ‬

‫َﺗْﺮِوﻳَﻦ‬

‫َﺗْﺮِوﻳَﻦ‬

‫َرَوْﻳُﺘ َّﻦ‬

‫‪2. f.‬‬

‫ُﻧْﺮَوى‬

‫ُرِوﻳَﻨﺎ‬

‫َﻧْﺮِو‬

‫َﻧْﺮِو َ‬ ‫ي‬

‫َﻧْﺮِوي‬

‫َرَوْﻳَﻨﺎ‬

‫‪1. m. f.‬‬

‫ِإْرِوﻳَﻦ‬

‫ِرَواَﻳٌﺔ )‪Verbal noun (masdar‬‬ ‫˙‬

‫‪349‬‬

‫ي ‪Pass. part.‬‬ ‫َﻣْﺮِو ٌّ‬

‫ض ‪َ (as‬راٍو ‪Act. part.‬‬ ‫) َﻗﺎ ٍ‬

Index




a 169 absolute object 302 accusative case 18, 31, 47, 66, 70, 72, 88 of specification 304–5 with numbers 260, 261, 263 active participle 160–1, 162, 202–3 active verbs 128  ada ¯ 282, 284  a¯ da 291–2 adamu 173–4 adjectives 33–4, 46, 57, 72, 74, 145, 151, 154–6 comparative/superlative 185, 186
ida¯ fah constructions 64–6, 186–7 ˙ interrogative 170–1 patterns of formation 181–2, 185 relative 182–4 adverbial clauses 303–4 adverbial phrases 264–5, 302 adverbs 299–302 agent (passive verbs) 129–30
ah ad a
˘ ¯ 293
akt-aru 186
al see 
definite article al- a¯ id 203–4, 205
ala¯ 53, 91 alif 2, 5, 21, 27, 40, 42, 135 maddah sign 28
miniature 22
alif hamzah see hamzah alif maqsu¯ rah 22, 72, 94 ˙ all
174–5 alla ¯ 209
alladı¯ 201–4 ¯ alphabet table 2–3  a ¯ ma 264–5
an 209, 210, 211, 295 an 53, 91 anaphoric suffix pronoun 203–4, 205




anna 193, 194–5, 209, 284–5, 295, 313
annexation see ida¯ fah constructions ˙ clauses) 202, antecedent (relative 203 apocopatus see jussive mood
aqallu 186 Arabic script, introduction 1–4
asˇ addu 186 assertive particles 193–5 assimilated verbs see weak verbs assimilation 39–40, 225 auxiliary verbs 240–1, 290–3, 312 
ayn 2, 7, 26, 40
ayyuha¯ 171–2 ayyun 170–1




ba¯  2, 5, 40 ba dun 102 ˙ 55, 93 bayna bi .. . 53, 54, 293–5 bid u 259 ˙ 175–7 both bound prepositions 53 broken plurals 72, 144–6, 156, 181–2 calendars 274–5 cardinal numbers 256–62 cases 17–18; see also accusative, genitive, nominative Christian festivals 277 collective nouns 146–7 comparative sentences 185–6 compound numbers 259, 261, 263, 264–5 concessive particles 313–14 conditional sentences 309–14 conjugation paradigms (verbs) 328–49

351

Index

conjunctions co-ordinating 51–3, 90–1, 94 subordinating 194–5, 209–10, 284–5, 295, 309, 313 consonants 5–8 assimilation 39–40 double 17 emphatic 6–7, 13–14 co-ordinating conjunctions 51–3, 90–1, 94

g˙ ayn 3, 7, 40 g˙ ayru 172–3, 282, 284 gender of nouns 46–8 genitive case 18, 31, 32, 53, 57, 63, 64, 66, 70, 72, 88, 284 after numbers 257, 261, 263, 264
after prepositions 53, 54 ida¯ fah constructions 61–4 in˙ negation 172, 173 g˘ ı¯m 2, 5, 40

da¯ 2, 7, 14, 39, 122 d˙ a¯ d 2, 6, 14, 39, 122 ˙ dagger 22 da¯ l 2, 6, 39 da¯ l 2, 6, 39 ¯ ¯ ma 196, 293 da dammah 13, 18, 21, 27, 135 ˙ dates 264–5, 276, 300 datun 101–2 ¯ days of the week 274 defective verbs see weak verbs definite article 31–2, 34, 39–41, 57, 63, 64, 65, 186, 263–4, 269, 272–3, 300 demonstratives 66, 98–101 derived verb forms I–X 116–23, 129–30, 162, 320–7 diminutive form 188 diptotes 47, 48, 151–6, 181 dots and strokes 10 double consonants 17 doubled verbs 218–19, 322–3, 334 doubly weak verbs 249–51, 349 dual number 70–2, 187

ha¯
3, 8, 40, 46 ha¯
2, 5–6, 40 h˙ a¯ 2, 6, 40 h˘ ayrun 186 ˘ 169, 310, 311 hal ha¯ l clauses 303–4  ˙ hamzah (hamzatu l-qat i) 26–7, 42, ˙ 135–40 in verbs 117, 224–6, 250–1, 337–9, 347 hamzatu l-wasli (waslah) 40–1, 81, ˙ ˙ 117 handwriting 3–4, 9–12 exercises 10–12, 14–16, 19–20, 23–5, 28–30 hatta¯ 52–3, 54, 209, 211–12 ˙ hollow verbs see weak verbs huna¯ ka 177 hundreds 261–2

each 175, 176 emphasizing pronouns 101 emphatic consonants 6–7, 13–14, 122 exception 282–5 exclamations 289–90

352

fa
. . . 51–2, 309, 310–11 fa¯ 3, 7, 40 fathah 10, 13, 14, 18, 21, 27, 28, ˙ 135 feminine nouns 46–8, 71, 73–4, 152–4 with numbers 256–62 festivals 276–7 fı¯ 53, 265 final letters 1, 2–3, 27 fractions 273 fula¯ nun 177 future time 109, 241






id 295
id¯ a¯ 309, 310

ida¯ fah constructions 61–6, 90–1, ˙
100–1, 186–7, 258, 264, 270–1 idan 209, 210–11 ¯ ‘if’
clauses 309–12 ila
¯ 53, 91 illa¯ 282–5 imperative mood 214, 218–19, 225, 309, 310 imperfect tense 78, 106–10, 128–30,
160–1, 218–19 in 309–10 inda 55, 56, 91 indefinite forms 18, 33–4, 152, 202 indicative mood 106–10 indirect speech 194 initial letters 1, 2–3
inna and its sisters 193–5 inner object 302 interrogative adverbs 299–300 interrogative particles 169 interrogative pronouns 169–71, 204–5, 312

intransitive verbs 117, 118, 120, 121 Islamic calendar 274–5
festivals 276 iyya¯ 94 jussive mood 106, 212–13, 309 ka
. . . 53 ka anna 193 ka¯ da 292 ka¯ f 3, 7, 40 kam 171 ka¯ na 237 as auxiliary verb 240–1, 312 and its sisters 195–6, 290–3 kasrah 10, 13, 17, 18, 21, 27, 135 kay 209, 210 kila¯ 175–7 kullun 174–5 la . . . 91, 92, 194, 311 la¯ 110, 174, 196, 209, 212, 291, 310,  311, 312 la alla 193 lada¯ 55, 56, 91 la¯ kinna 193 lam 212, 213, 291 la¯ m 3,
8, 14, 39, 57 la¯ m- alif 21, 34 lamma¯ 212, 213 lan 209, 210, 310, 311 law 309, 311, 313 laysa 196, 290–1, 294, 310, 311 layta 193 letters see alphabetic table, writing li . . . 53, 54, 56, 57, 91, 92, 170, 209, 210, 212, 213 long vowels 21–2 lunar calendar 274–5, 276 ma¯ 82, 110, 170, 196, 204–5, 213, 282,  291, 293, 294, 310, 311 ma a 53, 56, 91, 194–5, 313 ma¯ da¯ 170 ¯ maddah sign 28 man 170, 204–5, 312 masculine nouns 46–8, 66, 71, 73, 153–4 with numbers 256–62 masdar 162–4, 211, 219–20 ˙ ¯ 299–300 mata medial letters 1, 2–3, 27 millions 262–3 mı¯m 3, 8, 40

min 53, 91,
131, 185, 186, 264 miniature alif 22 months of the year 274–5 moods see imperative, jussive, subjunctive moon letters 40 mundu 53 ¯ festivals 276 Muslim

Index

nafsun 101 nationalities 182–4 negation 82, 110, 172–4, 290 nisbah 102, 182–4 nominal sentences 32, 33 nominative case 18, 31 nouns cases 17–18, 31–2; see also accusative, genitive, nominative collective 146–7 dual and plural
70–4, 144–6 five nouns ( ida¯ fah constructions) ˙ 66 gender 46–8 indefinite forms 18, 31 negative 172–4 of place, time and instrument 164–5, 219 with possessives 89 triptotes and diptotes 151–4, 156 verbal 162–4, 211, 219–20, 302 numbers cardinal 256–65 ordinal 269–73 nu¯ n 3, 8, 40 nunation 18, 31, 151 objects of verbs 92, 94 only 173, 283–4 ordinal numbers 269–73 other(s) than 172, 173 participles 160–2, 202–3 particles 52–3, 82, 94, 110, 194 assertive 193–5 concessive 313–14 conditional 309–12 exceptive 282 interrogative 169 negative 82, 110, 174 subjunctive 209–12 vocative 171–2 passive participle 161–2, 203 passive verbs 128–31 past progressive tense 241 past time see perfect tense

353

Index

percentages 273–4 perfect tense 78–82, 128–30 personal pronouns 79–80, 87–94, 99–100, 289–90 pharyngealized consonants see emphatic consonants pluperfect tense 241 plural number 72–4, 144–6, 181–2, 184 positional variants of letters 1, 2–3, 27 possession to
have 55–6, 91 ida¯ fah constructions 61–4 ˙ possessive pronouns 89 prepositions 53–7, 91–2, 185, 186, 188, 293–5 primary prepositions 53–4 pronouns interrogative 169–71, 204–5, 312 personal 79–80, 87–94, 99–100, 289–90 possessive 89 reciprocal/reflexive 101, 102 relative 201–5 pronunciation consonants 5–8 hamzah 26 vowels 13–14 word stress 22–3 proper names 152–3 punctuation 9 qabla 55, 188 qad 82, 110, 295, 310 qa¯ f 3, 7, 14, 40 qalla 293 qa¯ ma 293 quadrilateral verbs 115, 219–20, 335–6




ra¯ 2, 6, 14, 39 radicals (verbs) 79, 106–17, 115 hamzah 224–6, 250–1 weak 231 rag˙ ma 313 reciprocal pronoun 102 reciprocal verbs 120 reflexive pronouns 101 reflexive verbs 120, 121–2 relative adjectives 182–4 relative clauses 201–5 root (verbs) 79, 115

354

sa . . . 109, 310 sa¯ d 2, 6, 14, 39, 122 ˙

sˇ addah 17, 39, 218 sanata 264–5 sa¯ ra 196, 293 s˙ˇ arrun 186 sawfa 109, 310 seasons of the year 275–6 secondary prepositions 55 separate personal pronouns 87–8 short vowels 13–14 sı¯n 2, 6, 39 sˇ ¯ın 2, 6, 39 siwa¯ 282, 284 sound plurals 72–4, 89–90, 145, 146, 184, 260 stress in words 22–3 strokes and dots 10 strong verbs 231 subjunctive mood 106, 209–12 subordinating conjunctions 194–5, 209–10, 284–5, 295, 309, 313 suffix pronouns 88–94, 203–4, 205, 289–90 suku¯ n 17, 28, 39, 136 sun letters 39 superlative sentences 186–8 syllable structure 22–3




ta¯
2, 5, 10, 39 ta¯
marbu¯ tah 8, 46–7, 70, 183, 184 ˙ 39 ta¯
2, 7, 14, t-˙a¯ 2, 5, 10, 39 tamyı¯z 304–5 tanwı¯nun see nunation telling the time 272 tenses 78 using auxiliary verbs 240–1, 290–3, 312 see also imperfect tense, perfect tense there is/are 177 thousands 262, 263 time 272 transitive verbs 117–22 transliteration of Arabic letters 2–3, 24–5 trilateral verbs 79, 115, 218–19 triptotes 151–6, 181 t-umma 52 verbal nouns 162–4, 211, 219–20, 302 verbal sentences 33 verbs 78–80 auxiliary 240–1, 290–3, 312 conjugation paradigms 328–49

derived forms 116–23, 160–2, 219–20, 320–7 doubled 218–19, 322–3, 334 with hamzah 117, 224–6, 250–1, 337–9, 347 negative copula 196, 290–1, 294, 310, 311 participles 160–2, 202–3 quadrilateral 219–20, 335–6 tenses see imperfect tense, perfect tense vowelling patterns 79–80, 106–7 weak 231–51, 324–7, 340–9 of wonder 289–90 vocative particles 171–2 vowels 13–14, 21–2 absence 17 wa 51, 90–1, 110, 193, 261, 304 wa . . . 110, 313 waslah see hamzatu l-wasli ˙ 3, 8, 21, 27, 40, 135˙ wa¯ w of ha¯ l 304 ˙

weak verbs final radical 246–9, 344–6, 348 initial radical 231–3, 324–5, 340 middle radical 237–41, 326–7, 341–3 two weak radicals 249–51, 349 wonder, verbs of 289–90 word order 33, 80–1, 108–9 word stress 22–3 writing consonants 3–4, 9–10 hamzah 27, 135–40 numbers 256–7, 259, 260, 261–2 vowels 13, 21–2 see also handwriting

Index

ya¯
171, 193 ya¯ 3, 8, 10, 21, 22, 27, 40, 135 years 264–5, 276, 300 za¯ la 196, 291 zayn 2, 6, 39, 123

355