Ibn Jabal Arabica
May 6, 2017 | Author: Mohammad Humayon Awan | Category: N/A
Short Description
The Arabic Grammar book compiled by Ibn Jabal...
Description
Arabica A guide to the Arabic Language
Salman al-Hasan
©
Ibn Jabal Institute 2006 / 1427 AH
All rights reserved. No part of this book may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without prior permission of the copyright owner
The One who taught Man by the pen Taught Man that he knew not
ii
TABLE OF CONTENTS CHAPTER 0 PRELIMINARIES
1
CHAPTER 1 PHRASES
24
SECTION 1.1 THE QUASI SENTENCE SECTION 1.2 POSSESSION SECTION 1.3 DEMONSTRATION SECTION 1.4 DESCRIPTION
24 29 40 47
CHAPTER 2 THE NOUN SENTENCE
56
CHAPTER 3 THE VERBAL SENTENCE
56
SUMMARY OF VERB FORMS
97
CHAPTER 4 GOVERNMENT
99
CHAPTER 5 DUALS OR PLURALS
121
CHAPTER 6 NUMBERS ONE TO TEN
131
CHAPTER 7 THE FIVE NOUNS
141
CHAPTER 8 ADVERBS OF TIME AND PLACE
152
CHAPTER 9 FURTHER POSSESSION
160
CHAPTER 10 QUANTIFICATION AND COMPARISON
169
CHAPTER 11 DOUBLED AND HAMZATED WORDS
178
CHAPTER 12 WEAK VERBS
190
CHAPTER 13 TERMINAL WEAK VERBS
199
CHAPTER 14 كاناHER SISTERS AND HALF SISTERS
128
CHAPTER 15 ّ ِإنHER SISTERS ّ ظنHER SISTERS
132
CHAPTER 16 ْ أنHER SISTERS
248
ARABICA ANSWERS CH 1 - 10
258
Preliminaries
Words Arabic divides words into three categories:
(Verbs) (Nouns) " ! #$%&$ (Particles)
1. 2. 3. A
( ' (verb, fi l
⊂ un
) is a word that has a self-contained meaning of its own and has a tense or a time in
which the meaning exists. An ! (noun, ismun) has a self-contained meaning of its own but no tense. A
" ! % & (particle, Harf
un
) has no self-contained meaning of its own. Often we say that a
" ! % & (particle) is
any word that is neither a ( ' (verb) nor an ! (noun).
P1
(Nouns) In English we refer to adjectives as a separate category to nouns. A noun is the name of a person, place, thing, state, quality or action. An adjective is a word that describes a noun. We say that an adjective modifies a noun by limiting, qualifying or specifying it. In Arabic we class adjectives together with nouns as one general category called
(nouns
or
names). Arabic does distinguish between nouns and adjectives but does not have a single word corresponding to the English word ‘noun’. For the purposes of this book, we are going to be slightly vernacular and will use the term ! narrowly to mean ‘noun’. The word for adjective in Arabic is ) * + ' (Sifatun).
P2
Vowels A consonant is a static sound that cannot move. A consonant needs a vowel either before it or after it in order to ‘move’ or liaise with other consonants. For example, the consonant ‘b’ can only ‘move’ if we say ‘ab’ or ‘ba’. The word for vowel in Arabic is
) , % & (Harakat
un
) which literally means ‘movement’. There are three
principal ! ,% & (vowels) in Arabic: 1.
The ) ./ (Dhammatun) represented by the symbol 01 above a letter produces a ‘u’ sound
2.
The ) 2 3 (fatHatun) represented by the symbol 04 above a letter produces an ‘a’ sound
3.
, (kasratun) represented by the symbol 0' below a letter produces an ‘e’ sound The 5%
iii
The 678$ (sukuunun), represented by the symbol 09 above a " ! % & (letter), indicates that the " ! % & (letter) carries no ) , % & (vowel).
! % & (letter) carrying a ) , % & (vowel) is called :! %; 2 3$ (voweled, lit. moving, mutaHarrikun) and a " ! % & A" (letter) with a 678$ is called u
(unvoweled) they are called
i
(elongation, maddun):
# ?7
(maa) (dhuu)
@ '
(fii)
As illustrated above, is used to elongate ) 2 3 , # to elongate ) . / and
to elongate 5% , . When the letters , # and carry a ) , % & (vowel), they become consonants.
(a) # (wa)
(ya) The alif, when : ! %; 2 3$ (voweled) is no longer called an alif. It becomes a hamza.
P3
(Nunation) Often an Arabic noun or adjective is pronounced with a (n) sound at the end. This is called < ! '6A B or ‘nunation’. This however, is not written but is represented by a doubled vowel:
' 3 . / ' 32 3 ' B% ,
0 (un) 0C (an) 0D (in)
For example, the word for ‘book’ in Arabic is pronounced < $3,' (kitaabun) but written as E ! 3,' (kitaabun).
= , ) + < >= ) +
)62 (Y 0 Z ! 0 ) . 0 (Q\ Z YD\) . D\ (Y; ) . ; GX (L] I K ^ ) JD K
( / J D K
(( + ) (YH ;A I) . H ;A I (Y% " ) L` " O P"
alaa
4
ala al-arDi
an
Exercise 1.1.2
Exercise 1.1.1
Express in Arabic 1.
From the sun
2.
Life in Iraq
3.
On an edge
4.
Until the meeting
5.
Forbidden from change
6.
A movement in the skies/heavens
7.
Appropriate in writing
8.
A word to Mankind
9.
Close to me and far from you
10.
A house in the valley
Express in English
c 5 V ) * d e 6 , O 6e ( ' ! 3 ; + O P" 8; + O P / 6 ,6 + O P / 6 % ,V8' . 0 ,V8+ H;AI% f 8' JD K < >= , O P" G 68 ) * g ( ' . D\
5
.a .٢ .٣ .٤ .٥ .٦ .٧ .٨ .٩ .١٠
Chapter 1
Phrases 1.2
(Possession) Expressions such as ‘the student’s book’ and ‘his book’ involve possession. We render such
construction. literally means ‘attribution’. The construction is made up of two parts:
(muDaafun, ‘possessed noun’ or expressions into Arabic using something called an
‘attributed’) and
(muDaafun ilayhi, ‘possessor’ or ‘attributed to (it)’). 1.2.1
(the definite possessive construction) In Arabic, the
(possessed
noun) always comes before the
(possessor), so that the
actual word order would be for example, ‘the book of the student’, rather than ‘the student’s book’, though both translations are acceptable.
The
(possessed noun) always makes the
(possessor) end in .
The book of the student or The student’s book (kitaabu aT-Taalibi)
Possessor
Possessed noun
does not exist. As you can see, that is not entirely true. We said in the ‘Preliminaries’ chapter that Possession by a definite entity is one of the ‘determiners’ that makes a noun definite. When we say, ‘the student’s book’, we are not referring to a book or any book; we are referring to the particular book that belongs to ‘the student’. In English we do not feel the need to repeat the definite article on the word ‘book’ and say ‘the student’s the book’. The simple fact that ‘book’ is possessed by ‘the student’ makes ‘book’ itself definite. It does not need its own definite article.
In the same way, in Arabic, we never put the definite article
being definite, also never has ! "#$% .
on a
(possessed noun). The
In short, we only put the definite article on the
(possessor), which makes the whole construction & (definite) – ‘the book of the student’.
6
Here are a few very common expressions in Arabic that are definite constructions.
'
(kitaabu Allahi)
' (
)
Allah’s house / The house of Allah
' * +,
Allah’s slave / The slave of Allah
' .- /0 1 ' 2
34 (a) The
Allah’s book / The book of Allah
(baitu Allahi)
(⊂abdu Allahi)
Allah’s names / The names of Allah (asmaa’u Allahi)
Allah’s attributes / The attributes of Allah (Sifaatu Allahi)
(possessor) may be a 5 6 7 / (attached pronoun), not a 5 6 3 $ /
pronoun). The ending of the
:9 $+ (indeclinable).
/ (pronoun) however does not change because 8/ (pronouns) are
)
His book (Note: we do not say # ;
The student’s book
)
= < % $)
Their daughters
> ?@ 2
$) The men’s daughters
!7 ; A B C 1
Their sons
. $@ A B C 1 The women’s sons
D 3 4 Your attribute
: ) My house
$E 1F Our mother
i
(detached
Phonetics The following phonetic changes occur to some pronouns) when they are attached to .G /0 1 (nouns).
7
5 6 7 8/
(attached
•
•
, /; , = ; becomes . When
or
!7 ;
are preceded by
) :
)
/ ?e ) 5 ? e * .G / p / 1 / .G .- / * (r # M o # M o .G M) 1 / 1 F 1 /
P J (s
#FtR ) W9 R WV R F / K ( ` %01) X 0 1F (2
X 0 1F) X 0 1F 5 37 = 0
1.
abdu allahi
* The word 1 (a woman/wife) is only used as S M (indefinite). For ‘the woman’ we say, F 1 / . 14
(! 0 R1) ! R 1
handsomer/handsomest
aHsanu (aHaasinu)
(2
$ R ) I$ R
more/most beautiful
Husnaau (Husnaayaatu)
(e + ) u +
big; old (in age) (m)
kabeerun (kibaarun)
(2
u + ) u +
big; old (in age) (f)
kabeeratun (kabeeraatun)
( )1) +1
bigger/biggest (m)
akbaru (akaabiru)
bigger/biggest (f)
kubraa (kubraayaatun)
first (m)
awwalu (awaa’ilu)
(2
C 1F) IC 1F
first (f)
uulaa (uulaayaatun)
(A *a ) * "*a
severe (m)
shadeedun (shidaadun)
severe (f)
shadeedatun (shadeedaatun)
more severe
ashaddu
few (m)
qaleelun (qaleelun, qaleeluuna)
few (f)
qaleelatun (qaleelaatun)
fewer
aqallu
IK, 1
higher/highest (m)
a⊂laa
K ,
higher/highest (f)
⊂
IMA 1
lower/lowest; closer/closest (m)
adnaa
MA
lower/lowest; closer/closest (f)
dunyaa
similitude
mathalun (amthaalun)
h
good/better/best
khayrun
9 a
bad/worse/worst
sharrun
5b F
all; every; everyone
kullun
thing; something
shay’un (ashyaa’u)
everything
kullu shay’in
all
jamee⊂un
all people
jamee⊂u an-naasi
(2
" +F ) v+F (5F 8 C1) >F C7 1
(2
*"*a ) * "*a *E a 1 ** (r #FKKO o 5 KO) 5 KO (2
J KO) KKO 5_ O1
(> g 1) 5 g
(.- a 1) .G : a .Q : a 5_ F i /? w 7$ i /?
** The word 5 KO (few) can also be used as a plural.
15
ulyaa
Exercise 1.2.1
Exercise 1.2.2 Express in Arabic
Express in English
1.
The servants of Allah on the Earth
2.
The daughter of Muhammad
3.
The doing of evil on your
*Q /7 N .- t .x P J 0 y z
/ a .٢ :@$ Q h F / K > / ! .Q : a
4 $$/ " :C $ a : "cC ' F / K V a IMA 1C Q h IK, 1 = SF $
O1 = SF 8M I = F h { : $FC7 1
part (lit. from you) 4.
Our (male) teacher and our (female) teacher
5.
His house in the valley
6.
People from Iraq and Greater Syria in addition to Yemen
7.
From Hasan’s daughter and son
8.
The closest meeting
9.
Heavier than the Earth
10.
The first Man on Earth
11.
The furthest of them from evil
12.
A sign in everything
13.
The best peace upon all people
.٣ .٤ .٥ .٦ .٧ .٨ .٩ .١٠
d e Yf : w 7$ 5_ F .١١ :7 Q "O
O1 .١٢ @ | 7 ! , * & )1C { I I,A 1 .١٣
16
Chapter 1
Phrases 1.3
(Demonstration) (demonstration). In Arabic we produce such phrases by placing a (demonstrative pronoun lit. noun of demonstration) before a (noun). In English, the words ‘this’, ‘that’, ‘these’ and ‘those’ are demonstrative pronouns.
Phrases such as ‘this student and ‘that book’ contain
(a)
(demonstration of something close)
To demonstrate something close in English we say ‘this’. The masculine singular (demonstrative pronoun) meaning ‘this’ in Arabic is
(dhaa), from which variations of the feminine and
plural are derived.
Feminine
Masculine
/
/
(haadhihi) (haadhii) This
(haadhaa) (dhaa) This
(haa’ulaa’i) These
Singular
Plural
Note that the prefixes above are pronounced with an unwritten alif after them.
i •
Morphology The
prefix is actually not part of the
(demonstrative
(haa) which is called "! #$ (particle of alerting) and we might think of it as an interjection in English. The actual masculine singular (demonstrative pronoun) is . When is prefixed to &% ' $ (demonstrative pronouns) the alif of pronoun). It is a truncation of the particle
is pronounced but not written rendering,
16
( ) (
* ( & + ,
This (m. sing.) (dhhaa haadhaa)
)
This (f. sing.) (dhii haadhii)
*
This (f. sing.) (dhihi haadhihi)
& + - $
These (m. & f. pl.) (‘ulaa’i haa’ulaa’i)
(There are in fact ten derivations for the feminine singular but the two given above are by far the most common. (1) ) , (2) . / , (3) * , (4) / , (5) * with a lengthening of the 0 1 on the haa’, (6) / with a lengthening of the 0 1 on the haa’, (7) * , (8) / , (9) 2 , (10) / )
•
is used on its own to mean ‘ha! look!’.
3 / 3
(b) 5 6
‘look, there he is!’.
(demonstration of something far)
(demonstrative pronoun) meaning ‘that’ in Arabic is produced from (this) by suffixing 7 , rendering 7 (that). This 7 is called 8 9: ; 1 (the kaf of address). To demonstrate something far in English we say ‘that’. The masculine singular
Feminine
Masculine
!
/ "
(Tilka) That
(dhaalika) (dhaaka) That
#$ %
Singular
Plural
(‘ulaa’ika) Those
The - in < =- $ is not pronounced and an alif is pronounced but not written after the .
17
i
Morphology (demonstrative pronoun) is actually < / produced by adding the 8 9: ; 1 (the kaf of address) to . / which is one of the feminine variations of given in the grey box above. The feminine
It is very common with the singular to insert a before the 8 9:
This
>
> (lam carrying sukuun)
; 1 (the kaf of address), rendering,
(for < )
<
That (m. sing.) (dhaalika)
(for < ? /)
< ? /
That (f. sing.) (tilka)
is called
5 6 @ +
(the lam of distance) and is inserted to
demonstrate something farther away than
7
and
< /
. In common
parlance today, this distinction is not unfortunately given due attention and < and < ? / are used loosely.
The
&% ' $ (demonstrative pronouns) given above are .B C (indeclinable) and do not ever change in
ending. 1.3.1
(noun) is demonstrated, it must always be D E 6 C (definite). The (demonstrative pronoun) is placed before the FC (demonstrated) noun. When a
G9 (
This student (haadhaa aT-Taalibu)
8 "H < As we know, the demonstrative pronoun is called
That book (dhaalika al-kitaabu)
. The demonstrated noun is called FC
(lit. ‘pointed to’). In Arabic, we say that the
FC
(demonstrated noun) is a
I 5 J
(substitute) for the
(demonstrative pronoun). Suppose I point to a book and say, ‘I read that’. I can express the same meaning by saying, ‘I read the book’. Effectively, I have substituted ‘the book’ for the demonstrative pronoun
18
‘that’. When the two are combined in the expression ‘I read that book’, the
FC (demonstrated noun) ‘book’ is the I 5 J (substitute) of the (demonstrative pronoun) ‘that’. We call the
(demonstrative pronoun) the C I 5 C (substituted-for). In English, the I 5 J (substitute) is called ‘apposition’
or ‘the permutative’.
K
The general rule is that a
I 5 J (substitute)
must always agree with its
C I 5 C
(substituted-for) in four
respects: 1.
Definition:
2.
Gender:
3.
Word ending:
4.
Number:
D E 6 C (definite) or H L (indefinite) ? 1G ( C (masculine) or M L!, C (feminine) ? D '! N , 0 1 or D O "E ? # P C (singular), TS QRC (dual) or U ' V (plural) ?
(a)
&% ' $ (demonstrative pronouns) are always D E 6 C (definite). This is because they involve pointing to something and once pointed to, things are identifiable and therefore D E 6 C (definite). If we point to a house and say ‘this house’ or ‘that house’, we are referring to this or that particular house, not ‘a’ house or ‘any’ house. Since the FC (demonstrated noun) must agree with the (demonstrative pronoun) it must always be D E 6 C (definite). G9 ( / G9 (b) The
FC
This student (dhaa aT-Taalibu / haadhaa aT-Taalibu)
(demonstrated) noun must agree with the gender of the
(demonstrative
pronoun).
D G9 < ? /
That student (f) (tilka aT-Taalibatu)
D ' ?H * ( / )(
This word (f)
D ' ?H < ? /
That word (f)
(haadhii / haadhihi al-kalimatu)
(tilka al-kalimatu)
&% ' $ (demonstrative pronouns) are .B C (indeclinable), their endings never change. In ordinary circumstances as in the examples above, the FC (demonstrated) noun takes the default ending, which is D ' !N . If the is preceded by a W V ; X (preposition), the (demonstrative pronoun) becomes the ‘object’ of the W V ; X (preposition). Being .B C (indeclinable), the
(c) Since
19
(demonstrative pronoun) is not visibly affected. However, the effect of the
W V ; X (preposition) passes
over to the FC (demonstrated) noun.
8 "H ( .E
In this book (fii haadhaa al-kitaabi)
D ' ?H < ? / T?Y
Upon that word (⊂alaa tilka al-kalimati)
We will introduce D O "E endings in chapters two and three. (d) The
FC
(demonstrated) noun must agree with the number of the
(demonstrative
pronoun).
1.3.2
I VZ & + ,
These men
&% 0Z < =-$
Those women
(haa’ulaa’i ar-rijaalu)
(‘ulaa’ika an-niasaa’u)
I VZ & + , [ C
From these men
& 0Z < =-$ T
To those women
(min haa’ulaa’i ar-rijaali)
(ilaa ‘ulaa’ika an-niasaa’i)
& ' (Demonstration) in the (& ) *' construction &% ' $ (Demonstrative pronouns) can only be used to demonstrate the ; \C (possessed noun) and ; \C (possessor) in a definite D EN construction. This is because, as we know, the FC (demonstrated noun) must always be D E 6 C (definite). (a) Demonstrating a ; \C (possessor) This is the only instance when the ‘integrity’ of the
D P N
construction is ‘broken’. A
(demonstrative pronoun) may be placed before the last, and only the last ; \C (possessor).
G9 ( 8 "1 G9 ( 8 "1 .E
The book of this student / This student’s book (kitaabu haadhaa aT-Taalibi)
In the book of this student / In this student’s book (fii kitaabi haadhaa aT-Taalibi)
20
] * (
8 ^ G 9_ & + , &% ' $
The name of this girl / This girl’s name (ismu haadhihi al-binti)
The names of these students / These students’ names (asmaa’u haa’ulaa’i aT-Tullaabi)
\C (possessed noun) (b) Demonstrating a ; To demonstrate the
; \C (possessed noun), we place the (demonstrative pronoun) after the
D EN construction.
( G9 8 "1
( J "1
( G9 8 "1 .E
This book of the student (kitaabu aT-Taalibi haadhaa)
This book of his (kitaabuhu haadhaa)
In this book of the student (fii kitaabi aT-Taalibi haadhaa)
< J"1 .E
In that book of his
( ]
This name of the girl
* ( [` 0 X @Z $ ] J < ? / a" J & + , I VZ 2 J < =- $ a / J < ? / < " P b
(fii kitaabihi dhaalika)
(ismu al-binti haadhaa)
This daughter of Hasan’s mother (bintu ‘ummi Hasanin haadhihi)
That daughter of hers (bintuhaa tilka)
These daughters of the men (banaatu ar-rijaali haa’ulaa’i)
Those daughters of theirs (banaatuhum ‘ulaa’ika)
That attribute of yours (Sifatuka tilka)
( . " J
This house of mine
* ( Cc $
This mother of ours
(baytii haadhaa)
(‘ummunaa haadhihi)
If there is more than one ; \C (possessed noun), there is an ambiguity.
( 9G 8 "1
This name of the book of the student or The name of this book of the student (ismu kitaabi aT-Taalibi haadhaa)
21
+ ,- . / Vocabulary
F C I 5 J
Demonstration
ishaaratun
demonstrative pronoun
ismu al-ishaarati
demonstrated noun
mushaarun ilayhi
substitute
badalun
Exercise 1.3.1
Exercise 1.3.2
Express in English
Express in Arabic 1.
On this edge
2.
Until that meeting
3.
Until this meeting of ours
4.
That movement in the skies
5.
The movement in these skies
6.
Appropriate in this writing
7.
A word to all these people
8.
This word to all people
9.
This meeting of Muhammad
10.
This book of Allah and those signs of His
8 "H < e ' F ! * ( [ C .ZC D ' ?H * ( f g * ( .E @ ^ f g .E @ ^ 0 ! ( )# 3 ( .E ] J )# 3 .E ( " J h ! T * ( i D j * ( 5` '! O C ] J : .E h ! & + , I -! $
22
.d .٢ .٣ .٤ .٥ .٦ .٧ .٨ .٩ .١٠
Chapter 1
Phrases 1.4
(Description) (description) in Arabic involves a
(described noun), often simply called
and a (adjective), often simply called a . In the expression ‘the Arabic book’, the word ‘Book’ is the
(described noun) and ‘Arabic’ is the (adjective).
1.4.1
There are two principles we need to remember about the Arabic (adjective): 1.
The (adjective) always goes after the
(described noun).
2.
The
(adjective) always ‘agrees’ with the
(described noun) in four respects:
definition, gender, ending and number.
(described noun) is (indefinite), the (adjective) must also be (indefinite). (a) If the
!
An Arabic book (kitaabun ⊂arabiyyun)
If the
(described noun) is " # (definite), the (adjective) must also be " # (definite).
$ # &% &%
The Arabic book
$ # &% &% '(
This Arabic book
(al-kitaabu al-⊂arabiyyun)
(haadthaa al-kitaabu al- ⊂arabiyyu)
(b) The gender of the (adjective) must agree with the gender of the
(described noun).
*) + ,!
An Arabic word (kalimatun ⊂arabiyyatun)
. *) # &% . + , &% - ' (
This Arabic word (haadhihi al-kalimatu al-⊂arabiyyatu)
(c) The (adjective) must agree with the
(described noun) in ending. Agreement in +) / ending has been shown above.
0 ! "
In an Arabic book (fii kitaabin ⊂arabiyyin)
23
1 # &% &% '( "
In this Arabic book
*) # &% + , &% - ' ( 2
From this Arabic word
(fii haadtha al-kitaabi al-⊂arabiyyi)
(min haadthihi al-kalimati al-⊂arabiyyati)
The 3 " ending will be introduced in chapters two and three. (d) If the
(described noun) is a 4 + 5 (plural), the (adjective) must also be a 4 + 5 (plural):
8 9: 6 57
Handsome Men
= > *+5 L &- a
Life on the earth is short (al-Hayaatu fi al-arDi qaSeeratun) (‘on the earth’ is expressed as < = ?>
L not < = ?> b , )
(predicate): (b) Attachment to a !" < = ?> c , & $ : d C
J L ` = $ % L &e #- &- # = $ L D HH % ) *+
The Sun is far from the Earth (ash-shamsu ba⊂eedatun ⊂ani al-arDi)
The woman is a teacher in a school in Iraq (al-mar’atu ustaadhatun fii madrasatin fi al-⊂iraaqi)
The student is present in the school (aT-Taalibu mawjuudun fi al-madrasati)
(c) Attachment to an elliptical/omitted !" (predicate): In the last example above, the basic
(noun sentence) is,
D HH % ) *+ We can think of the
The student is present (aT-Taalibu mawjuudun)
` U !P (quasi sentence) = $ L being attached in response to the question,
‘where is the boy present?’ We may reply,
= $ L D HH % ) *+
The student is present in the school (aT-Taalibu mawjuudun fi al-madrasati)
If we remove D HH % from the above sentence, we are left with,
= $ L ) *+
The student is in the school (aT-Taalibu fi al-madrasati) (Note that this can also be interpreted as a phrase meaning ‘the student in the school’ cf. Chapter 1.1)
D HH % remains the elliptical/omitted !" (predicate) to which the ` U ! P (quasi sentence) is attached. In general we import the word D HH % (present) or c W 5 (existent), to make sense of all such (noun sentences) in which the !" (predicate) appears to be a ` U ! P (quasi sentence).
36
= $ L H R
He is in the school (huwa fi al-madrasati) (grammatically: = $ L
= $ L 6R
D HH % H R )
This is in the school (haadhaa fi al-madrasati) (grammatically: = $ L
L -
D HH % 6R )
The word is in the book (al-kalimatu fi al-kitaabi) (grammatically: L
& D HH % - )
2.2 The indefinite (subject)
#$ ! % (subject) in a (noun sentence) must be % (definite). But what if we want to produce an indefinite #$ ! % (subject) and say, ‘a student is in the school’? We are tempted to
We know that the
render this as,
= $ L ) A
However, this expression is a phrase meaning ‘a student in the school’ (cf. Chapter 1.1) and is not a complete sentence. To say ‘a student is in the school’ Arabic requires us to put the definite
` U !P
(quasi sentence) first,
) A = $ L
A student is in the school, or There is a student in the school, or In the school (there) is a student (fi al-madrasati Taalibun)
5 L
A word is in the book, or There is a word in the book, or In the book (there) is a word (fi al-kitaabi kalimatun)
B_ ^ - 5 L
A word of truth is in the book, or There is a word of truth in the book, or In the book (there) is a word of truth (fi al-kitaabi kalimatu Haqqin)
We may state the rule as being,
O
An indefinite #$ ! % is permitted if there is a `
U !P (quasi sentence) before it.
It may help to remember that as a general rule Arabic is averse to starting a (sentence) with a & (indefinite) word.
37
First Aid
The third translation given above for ) A is useful because the English word
= $ L ‘in the school is a student’, order is identical to the Arabic. However,
because the word ‘student’ comes after the word ‘is’ in the English, one might be tempted to think that ‘the school’ is the
#$ ! % (subject) and ‘a student’ is the !"
(predicate).
Prescription
It is clear that ‘the school’ cannot be the #$ ! % (subject) and ‘a student’ cannot be the
!" (predicate). It makes no sense to say ‘the school is a student’! It is essential to remember that ) A is still the #$ ! % (subject) albeit & (indefinite). (predicate) is hidden at the beginning, rendering: The !" ) A = $ L (D HH % ) ((mawjuud) fi al-madrasat Taalib i
un
)
2.3 The definite (predicate) We know that the
!" (predicate) in a (noun sentence) must be & (indefinite) as in the
sentence,
, -
The man is a scholar (ar-rajulu ⊂aalimun)
!" (predicate) and say ‘the man is the scholar’? Arabic, in principle, has no objection to a definite !" (predicate) so long as there is no danger of the definite !" (predicate) looking like a i @ (description) of the #$ ! % (subject). When the definite !" (predicate) is a (adjective), this danger is quite real. To say, ‘the man is the scholar’, we cannot simply say, But what if we want to produce a definite
- because that means ‘the scholar(ly) man’. To overcome this, we introduce between the #$ ! % (subject) and the definite !" (predicate) a M X (pronoun) that agrees with the #$ ! % (subject). This is called ; M X (the pronoun of separation). It prevents the !" (predicate) looking like a (adjective) of the #$ ! % (subject). H R -
The man is the scholar (ar-rajulu huwa al-⊂aalimu)
38
H R - 6R H R 6R
This man is the scholar (haadhaa ar-rajulu huwa al-⊂aalimu)
This is the scholar (haadhaa huwa al-⊂aalimu) ( 6R means ‘this scholar’)
- L R &- #
(al-mar’atu hiya al-⊂aalimatu)
/. R 0- 1
(ar-rijaalu humu al-⊂ulamaa’u)
The woman is the scholar
The men are the scholars
(a) Where there is no longer any danger of the !" (predicate) looking like a (adjective) of the #$ ! % (subject), the
; M X (the pronoun of separation) is not required. There are numerous instances
when this occurs. Here are a few.
! % (subject) is a (noun). (i) When the #$ e- ?. -
The man is the teacher (ar-rajulu al-‘ustaadhu)
(ii) When the #$ ! % (subject) is a M X (pronoun).
H R
(huwa al-⊂aalimu)
- L R
(hiya al-⊂aalimatu)
/. R
(humu al-⊂ulamaa’u)
] . N # \
He is the scholar
She is the scholar
They are the scholars
I am Allah (ana allahu)
(iii) When the !" (predicate) is a M X (pronoun).
H R H R H R
The scholar is he (al-ustaadhu huwa)
He is he / It is it (huwa huwa)
H R 6R
(haadhaa huwa)
6R H R
(huwa haadhaa)
This is it / him
He / it is this
39
(iv) When the !" (predicate) is a definite Z [% (possessed noun).
$ H e- #- -
The man is the teacher of the boy (ar-rajulu ustaadhu al-waladi) ($ H e- #- H R - is weak)
L %1 #- j %K #-
Your mother is my mother (ummuka ummii)
]< = ?> @ 4 @2
K = 3:K= \
Our Lord is the Lord of the heavens and the earth (rabbunaa rabbu as-samaawaati wa al-arDi)
]N 0- H= $ a % \
Muhammad is the messenger of Allah (muHammadun rasuulu allahi)
(v) When there is simply no room for confusion.
c 2 ^ L
My name is Hasan (ismii Hasanun)
] $ ^ # U \
His name is Ahmad (ismuhu aHmadu)
We may summarise the above in the following rule,
O
A definite
!" (predicate) must be separated from the #$ ! % (subject) by a ; M X (the pronoun of
separation), except when there is no danger of the
#$ ! % (subject). This occurs when,
!" (predicate) looking like a (adjective) of the
! % (subject) is a (noun) 1. the #$
2. the #$ ! % (subject) is a M X (pronoun) 3. the !" (predicate) is a M X (pronoun) 4. the !" (predicate) is a Z [% (possessed noun) 5. there is simply no room for confusion.
40
! " Vocabulary Chapter 2.1 – The Noun Sentence
$ ^ @
one (m)
waaHidun
& $ ^ @
one (f)
waaHidatun
( )
1. sentence (f) (gram.); 2. group, sum total (f)
jumlatun (jumalun)
noun sentence (gram.)
jumlatun ismiyyatun
1. subject (gram.); 2. beginning
mubtada’un
1. predicate (gram.); 2. news
khabarun (akhbaarun)
the news
al-akhbaaru
useful (m)
naafi⊂un (naafi⊂uuna)
useful (f)
naafi⊂atun (naafi⊂aatun)
town (m or f)
baladun (bilaadun, buldaanun)
country ( f)
bilaadun (buldaanun)
(9 @$' ( % ) $ ' ( %
diligent, hard working (m)
mujtahidun (mijtahiduuna)
(4 $' ( % ) & $ ' ( %
diligent, hard working (f)
mujtahidatun (mijtahidaatun)
scholar (m)
⊂
aalimun (⊂ulamaa’u)
(4 ,) ,
scholar (f)
⊂
aalimatun (⊂aalimaatun)
(9 H!1A ) ) 1A
good (m)
Tayyibun (Tayyibuuna)
(4 !1A ) !1A
good (f)
Tayyibatun (Tayyibaatun)
(9 H @) @
wide (m)
waasi⊂un (waasi⊂uuna)
(4 @) @
wide (f)
waasi⊂atun (waasi⊂aatun)
(n a ) m a
correct (m)
SaHeeHun (SiHaaHun)
(4 aa ) a a
correct (f)
SaHeeHatun (SaHeeHaatun)
(o = $% ) = $ %
school (f)
madrasatun (madaarisu)
door
baabun (abwaabun)
throne
⊂
#$ ! % (= !" # ) !" = !" ?> (9 H ) (4 ) ** (9 $ : k D G
:) $ : (9 $ :) D G
:
(/. , ) ,
( H: # ) : (p @ , ) p ,
41
arshun (⊂uruushun)
(4 , ) q
meeting
ijtimaa⊂un (ijtimaa⊂aatun)
(9 @DHH % ) D HH %
present (m)
mawjuudun (mawjuuduuna)
(4 DHH % ) & D HH %
present (f)
mawjuudatun (mawjuudaatun)
c W 5
existent
mawjuudatun (mawjuudaatun)
;
separation
faSlun
section; season
faSlun (fuSuulun)
the pronoun of separation
Dameeru al-faSli
(0 H;- ) ;
; M X Exercise 2.1.2
Exercise 2.1.1
Express in Arabic
1.
Allah is One
2.
Our word is one word
3.
Muhammad is a good teacher
4.
The short book is expansive (wide)
!5 # . N !1A = !" ?> = $ a % !" @ #$ ! % - T - ( 4 $E$ 4 ! A c R ` a a s L R 3% 9 H!E I o 3 / T 8 R a ! c % ) E I c` 2 ^ ) E I t : 6R j % '
and useful 5.
The sea is large, wide and beautiful
6.
My house is close to the sea and far from your house
7.
They are senior professors
8.
He is better than me
9.
This sentence is not correct
10.
The book of this student is useful
11.
This book of the student is useful
12.
The life of this world is short
13.
Speech about the president is His signs are present in everything
15.
This is one word from the sum total
v M X c % u G
5 6R = $ L G * +w c % M " - ! *+ S 6 R p b , $ H = $ L c a M !5 q t ! L D $ ( &- 6 y?> R 0- 1 j x @ #-
of his speech 16.
The meeting is in the school and the school is far from our house
17.
These women are the new teachers
18.
She is the new teacher
19.
My mother is your mother
20.
.r .٢ .٣ .٤ .٥ .٦ .٧ .٨ .٩
] $ ^ @ U V - ' V@ \ .١٠ D` HH % s < = ?> L u G
2
.١١
forbidden in Syria 14.
Express in English
.١٢ .١٣ .١٤ .١٥ .١٦ .١٧
$ E$( ) *+ H R 6R .١٨ ] L R N - 5 @ \ .١٩ ]< = ?> @ 4 @2
K = 3:K= \ .٢٠
Her name is Maryam and his name is Ahmad
42
Chapter 2
The Noun Sentence 2.4 Emphasising the (noun sentence) using
(noun sentence) can be emphasised by placing before it. In classical Arabic is a strong emphatic particle which we may translate as ‘indeed’ or ‘verily’. In Modern Arabic, has lost
The
much of its emphatic strength and is used simply as a stylistic device. Very often it is not translated.
changes the ending of the (subject) from to . !"
Indeed the student is diligent (inna aT-Taaliba mujtahidun)
Renamed
Renamed
# $
%
& ! "
Indeed the (f) student is diligent (inna aT-Taalibata mujtahidatun)
(subject) is a ' ( ) * (a) When the
+ (detached pronoun) as in !" , - (he is diligent) and . - & ! " (she is diligent), it changes to a ' ( + (attached pronoun) and attaches to . !" / 0 & ! " !0
(innahu mujtahidun)
Indeed she is diligent (innahaa mujtahidatun)
& 3 45 21 (demonstrative pronouns) that we have encountered, the effect of is not visible on the & 3 45 21 (demonstrative pronouns) because they are . 6 * (indeclinable), but is visible on the / 3 7 (demonstrated noun). (b) When the
Indeed he is diligent
(subject) is one of the
86 9 : ; < = >- 86 9 >- 3 ? 21 @ A #B 2 C D -
Indeed this speech is true (inna haadhaa al-kalaama Haqqun)
Indeed this is true (inna haadhaa Haqqun)
Indeed these men are great scholars (inna haa’ulaa’i ar-rijaalu ⊂ulamaa’u kibaarun)
43
(c) When the
(noun sentence) is an indefinite (subject) preceded by a E / 4 (quasi sentence), makes the indefinite (subject) end in . F G 3 = .
Indeed there is a student in the school
F G 3 = .
Indeed there is a (f) student in the school
(inna fi al-madrasati Taaliban)
(inna fi al-madrasati Taalibatan)
#$ (predicate) were visible in the above sentences, they would read, F G 3 = . H, , and F G 3 = . &H , , . If the
(d) When
enters upon a (noun sentence) that has a definite #$ (predicate), we have the
option of introducing the ' ( ) =
+ (pronoun of separation) or omitting it because there is no danger (predicate) looking like a ) I (adjective) of the (subject) of the #$ % J = , - ' # % J = ' # % - ) = , - % J = % - ) = % J = M 1 L 0 . 0B K
i
The man is the scholar (inna ar-rajula huwa al-⊂aalimu)
The man is the scholar (inna ar-rajula al-⊂aalimu)
Indeed the scholar is the one who understands (inna al-⊂aalima huwa al-faahimu)
Indeed the scholar is the one who understands (inna al-⊂aalima al-faahimu)
Indeed I am Allah (innii ana allahu)
Morphology When is attached to the first person attached pronouns, we have two alternative spellings.
0 / *0 .B0 / .*0
Indeed we … Indeed I …
44
2.5 Transporting the (noun sentence) to the past using The
(noun sentence) can be transported to the past by placing ? before it when the
(subject) is masculine. When
(subject) is feminine, we use the feminine O 0 ?. We can think of
? as our Arabic ‘time machine’. We will deal with ? fully later. For the moment, let us confine ourselves to transporting only singular
' (noun sentences) to the past.
? changes the ending of the #$ (predicate) from to opposite effect to . F!"
?
. We can think of it as having the
The student was diligent (kaana aT-Taalibu mujtahidan)
Renamed
Renamed
? # $
? %
&F ! "
P O 0 ?
The (f) student was diligent (kaanati aT-Taalibatu mujtahidatan) (the & # Q ? on O 0 ? is a liaison vowel introduced to avoid
S *? Q 21 R = cf. P6).
(subject) is a + (pronoun) as in !" , - (he is diligent) and & ! " . - (she is diligent), the + (pronoun) must be dropped when the (noun sentence) is transported to ? . the past by (a) If the
F!" ? &F ! " O 0 ?
He was diligent (kaana mujtahidan)
She was diligent (kaanat mujtahidatan)
We can emphasise these sentences by placing before them with a ' (
F!" ? / 0 &F ! " O 0 ? !0 F!" ?
+ (attached pronoun).
Indeed he was diligent (innahu kaana mujtahidan)
Indeed she was diligent (innahaa kaanat mujtahidatan)
Indeed the student was diligent (inna aT-Taaliba kaana mujtahidatan)
45
(b) If the
(noun sentence) is an indefinite (subject) preceded by a E / 4 (quasi sentence), ? must agree with the indefinite (subject). G 3 = . ?
There was a student in the school (kaana fi al-madrasati Taalibun)
G 3 = . O 0 ?
There was a (f) student in the school (kaanat fi al-madrasati Taalibatun)
In the above sentences, the #$ (predicate) is omitted so ? does not bring about any visible change. If the #$ (predicate) were visible, the sentences would read,
G 3 = . FH, , ?
and
G 3 = . &F H , , O 0 ? .
i
Kaana confusion Note the difference in the following two sentences. If you grasp these two simple structures now, it will save you a lot of confusion later.
F G , = ? G 3 = . ?
He was a student There was a student
2.6 Negating the (noun sentence) using
(noun sentence) can be negated by placing before it T when the (subject) is masculine. When (subject) is feminine, we use the feminine O Q . (Note that sentences are negated and words are negativised). The
We will deal with
T fully later. For the moment, let us confine ourselves to negating only singular
' (noun sentences).
T is a ‘sister’ of ? and likewise changes the ending of the #$ (predicate) from to . CF , Q?
T
The student is not lazy (laysa aT-Taalibu kasuulan)
Renamed
Renamed
T # $
T %
46
CF , Q? P O Q
The (f) student is not lazy (laysati aT-Taalibatu kasuulan)
CF , Q? T
He is not lazy (laysa kasuulan)
CF , Q? O Q
She is not lazy (laysat kasuulan)
CF , Q? T / 0
Indeed he is not lazy (innahu laysa kasuulan)
CF , Q? O Q !0
Indeed she is not lazy (innahaa laysat kasuulan)
G 3 = . T
There is not a student in the school (laysa fi al-madrasati Taalibun)
G 3 = . O Q
There is not a (f) student in the school (laysat fi al-madrasati Taalibatun)
2.7 ! "# $
(The interrogative particle) The
(noun sentence) can be rendered interrogative simply by intonation of the voice. We do
not have to change sentence structure as we de in English. This is why we often find Arabic speakers asking questions in English using declarative sentences. When translating interrogative sentences from English to Arabic, we simply turn them into declarative sentences.
JV # =
The sea is far?
86 9 (, - )
It is true?
(al-bahru ba⊂eedun)
(huwa Haqqun)
Often, intonation is reinforced by placing one of the interrogative particles
'= - and before the
(sentence). ' = - and are generally interchangeable. Modern Arabic often uses an inverted question mark
Y which it has borrowed from English. JV # = ' - 86 9 , - FI ? G 3 = .
Is the sea far? (hali al-bahru ba⊂eedun) (the & # Q ? on ' - is a liaison vowel cf. P6)
Is it true? (ahuwa Haqqun)
Was it correct? (akaana SaHeeHan)
Is there a student in the school? (afi al-madrasati Taalibun)
47
G 3 = . ?
Was there a student in the school? (akaana fi al-madrasati Taalibun)
AP #B S 0 C . H C Z \[ % 0 When is followed by the definite article
Are you the boys? No, we are the men (a’antumu al-awlaadu laa naHnu ar-rijaalu)
] = a phonetic change occurs rendering, ]= ^ (aal). It is far
more common however, to use ' = - before a definite article.
JV # = _ % J 0 . JV # =^
Is the sea far? Yes the sea is far (aal-bahru ba⊂eedun ? na⊂am al-bahru ba⊂eedun)
When is followed by a word beginning with ' I , =
&P ` - the ' I , = &P ` - is dropped.
SQ9 a
Your name is Hasan
SQ9 a
Is your name Hasan
(ismuka Hasanun)
(asmuka Hasanun)
O = . *@
Is our meeting in the house? (ajtimaa⊂unaa fi al-bayti)
It is common with interrogatives to switch the (subject) and #$ (predicate) around.
Y , - bI
Is it correct? (aSaHeeHun huwa)
Y , - 86 9 2.7.1
Is it true? (aHaqqun huwa)
Negative interrogatives To frame a question in the negative with a
(noun sentence) we use T (not T '= - )
Y F G SQ9 T
Is Hasan not a student?
For negatively framed questions, an answer of % J 0 , confirms the negation, so that % J 0 and C amount to the same response
% J 0
Yes (he is not a student)
C
No (he is not a student)
To answer in the positive, we must say c V (yes indeed)
c V
Yes indeed (he is a student)
48
% & ' (
Summary Supplement
)
*
The Noun Sentence + , 1.
A
(noun sentence) is constructed from a definite (subject) and an indefinite #$ (predicate).
d 0 e
- d 0 e
? 8f 9 P ? g > - 3 = .
2.
An indefinite (subject) is permitted if it is preceded by
a E 3.
G 3 = .
/ 4 (quasi sentence).
A definite #$ (predicate) must be separated from the
hP \1 , - 'P #
Examples The book is useful It is useful This book is useful This is useful The student’s book is useful This is a word of truth The student is in the school A student is in the school, or There is a student in the school, or In the school (there) is a student The man is the teacher
( ) = + (the pronoun of separation) (subject) by a ' except when,
4.
a)
the (subject) is a + (pronoun)
hP \1 , -
He is the teacher
b)
the #$ (predicate) is a + (pronoun
, - hP \1 , - , -
The teacher is he
c)
the #$ (predicate) is a i j (possessed noun)
The
(noun sentence) can be emphasised by
placing before it, which
, = hP P 'P #
The man is the boy’s teacher
!"
Indeed the student is diligent
!" / 0 86 9 : ; < = > - F G 3 = . hP \1 ' #
5.
The
(noun sentence) can be transported to the past by placing ? before it, which changes the ending of the #$ (predicate) from to
F!"
? F!" ? F!" ? / 0 G 3 = . ?
6.
F!"
T F!" T
The
(noun sentence) can be negated by placing T before it, which changes the ending of the #$
F!" T / 0 G 3 = . T
(predicate from to
49
He is he
Indeed he is diligent Indeed this speech is true Indeed there is a student in the school Indeed the man is the teacher The student was diligent He was diligent Indeed he was diligent There was a student in the school The student is not diligent He is not diligent Indeed he is not diligent There is not a student in the school
. # Vocabulary Chapter 2.4 – The Noun Sentence
? T
inna
was (transports noun sentence to the
kaana
past)
is/are not (negates noun sentence)
Laysa
very lazy (m & f)
kasuulun (kusaalaa)
sea
baHrun (biHaarun)
'= -
?
hal
?
a
interrogative particle (gram.)
Harfu al-istifhaami
Enquiry
istifhaamun (istifhaamaatun)
yes
na⊂am
no
laa
yes indeed (after negative question)
balaa
(c Q?P ) A , Q? (# V _ 3 V) #V
: !)= C i
# 9 (k !)= ) : !)= % J 0 C c V Exercise 2.4.2
Indeed
Exercise 2.4.1
Express in Arabic
1.
Indeed his name is written in everything
2.
Indeed this speech of yours is severe
3.
Indeed there is a sign in this good news
4.
Hasan’s relative’s house was close
+? % @ [ L .١ 8l = , - >- .٢ F ? e 4 3 ? 2 - . / =< 9 (the 7 is the indicator of 1 2 and 0 34 )
i
Orthography If an
! @ (singular noun) ends in C / -A (taa’ marbuuTa), it changes
into a
D (taa’ maftuuHah) when the (singular) is made (dual).
D #"$
+ AD #"$
(two) teachers
-A #"$
-F #"$ A teacher
95
The of the
(dual) compensates for its lack of 5 6 G . However, when the (dual) is made -F $ (definite), we simply add the definite article A and the remains: #"$ and 5 9 #"$ for the masculine and D #"$ and 5 9D #"$ for the feminine.
i
Orthography Words ending in ‘=< ’ are called 3H . If a 3H is feminine and the = is not a root letter, the = changes into a 3 when the word is made
(dual)
3I J
=< I J
This is frequently found in female names.
3 K
=< K
If the word is masculine or = is a root letter, it remains.
=
CF 3H + N such as 9O changes into 3 when the word is made
(dual).
For
0 2M
words ending in
9O
=L
, the
CF 3H + N
9O
0 2M words ending in CF0 2M + N such as A $ , the CF0 2M + N changes into 7 when the word is made (dual).
For
9 $
The duals of the C 0 PQ
A $
=< @ N (demonstrative pronouns) are, Feminine
Masculine
5 9D / D
5 6R / R
haataani / haatayni
haadhaani / haadhayni
These two
These two
S 9G / S O G
S 6T / S O T
taanika / taynika
dhaanika / dhaynika
These two
These two
96
5.1.1
Use of the
(dual) A -F J (adjective) describing a (dual) noun must be (dual).
H6 H U D(
two new books
(a) We are not required to use the numeral ‘two’ because the
(dual) conveys its meaning.
. 0
We may place the number two,
They are two men
5 9U D( &
In two books
5 9D # ( N V
He read two words
W (m) and D W (f) which is itself a dual as a -F J (adjective) after a
! @ (noun) to emphasise it. W U D(
two books
5 9 W 5 9U D( &
In two books
5 9D W 5 9D # ( N V
He read two words
(b) For things that always come in twos, the
(dual) must be used.
D# 9 9/
two beautiful eyes
5 9 9$ X 5 9# > 5
From the feet to the eyes
(c) A -F J (adjective) describing two singular nouns is usually (dual).
\ Y 2 Z [ 3 H
The small boy and girl
Rather than,
C \ Y 2 Z [ 3 \ Y 2 H A
The small boy and the small girl
! @ (dual noun) may be described 5 9G 5 9D 2 U (by two singular adjectives). \ Y 2 3 \ [ ] 5 9U D] N V
He read the two big and small books (lit. He read the two books. The big one and the small one)
97
5.2
(The plural) There are three types of (plural) in Arabic: 1. 2. 3.
5.2.1
\ ^ ] D (the broken plural) ! ^ (_ R 4 (the sound masculine plural) ! ^ ` Oa 4 (the sound feminine plural)
\ ^ ] D (The broken plural) The
\ ^ ] D
(broken plural) breaks the construction of the
(singular) by interpolating,
dropping letters and/or changing the vowels:
' A9U ? D(
Z 9U 1 AD(
(plurals) introduced in the vocabulary lists so far are \ ^ ] D Most of the 5.2.2
(broken plural).
! ^ (_ R 4 (the sound masculine plural) ! ^ (_ R 4
(the sound masculine plural), like the
(dual) is produced from the
(singular).
% ! ^ (_ R 4 & (in the sound masculine plural), case is not indicated by ' ( ) (vowles), but by a * ) (letter). sound masculine plural is produced by suffixing 3 The #"$ !
–< to the (singular). ! #"$
They (two) are teachers
- . / 3
masculine plural) The
0 6 G . compensates for its lack of 5
(the
3
He is a teacher
is the indicator of the
case). The
of
! ^ (_ R 4
1 2 and 0 34 sound masculine plural is produced by suffixing 5 6 –
to the
Effectively, the 3 of the dial becomes 7 .
> 4 3 ? 2 - . / =< 9 (the 7 is the indicator of 1 2 and 0 34 ) 5 9 #"$ ! 8
He understood teachers
:"#$ ! 8 He understood a teacher
98
(the sound
(singular).
5 9 #"$ 5
!; #"$ 5
From a teacher
From teachers
The compensates for the lack of 5 6 G on ! ^
(_ R 4 (the sound masculine plural). However, when ! ^ (_ R 4 (the sound masculine plural) is made -F $ (definite), we simply add the definite article A and the remains: #"$ . ! ^ (_ R 4 (the sound masculine plural) is indicated in the dictionary by ‘pl. –ūn’ and will henceforth be indicated in the vocabulary lists by ( 3). % ! ^ (_ R 4 (the sound masculine plural), apart from a few exceptions, is used only for (_ R (male) human beings.
\ ^ ] D (broken plural), the (_ R 4 ! ^ (sound masculine plural) is not normally used. The plural of cF 0 is dF 0 , not # 0 . (a) If a noun or adjective for a male human being has a
There are, however, a few exceptions to this. There are
\ ^ ] D (broken plurals) for cF 9# V and \ (
and ? 6 V and H 9 $U , but #9# V , 3\ ( , [6 V and 3H9 $U are also possible.
3\ ( / 0 ( / ( #"$ D e &
There are many teachers in the meeting
f> I g 5 / 3H9 $U / $U !
They are far from the truth
(_ R (male) human beings, but form a (plural) using 3# ( % # 8 _ = B :
He took the statement from the professors’ mouths
&. )
They are Maryam’s brother in laws
117
7.2
The fifth word, , meaning ‘possessor of’ is only ever used as in an ! "$# construction. The dual was originally a regular dual, X # when / ( . and %# & when ( 12 and 4 .5 . Since it is only ever used as in an ! "$# construction, the X# permanently drops.
was originally a regular dual, X when / ( . and % &# when ( 12 Since it is only ever used as in an ! "$# construction, the X permanently drops.
The plural
and
4 .5
The plural has an alternative form ( . The first of ( is not pronounced so it sounds like ‘( ’ . The following table illustrates the forms of DRILL #11
7.2.1
+ L
CW 2UV
J . Q
Plural
Dual
Singular
( /
/ ( .
;# / 6#
6
( 12
;# / 6#
6
6#
4 .5
behaves like a \! . =# c (indefinite) adjective: Singular:
d< S! L 4 ( )
He is a rich man (lit. he is a ‘much-of-wealth’ man)
P< V#O d< S L .@
The man possesses much wealth / is rich
D # ]M C$# d< _ e L 4 B :
He took a rich man home
d< S< L 4 + K IL
He sat with a rich man
d< X# _ L 4 )
They are two rich men
Dual:
%# ],, %# ]N], S : J
He entered two houses with two doors
118
.
d< %# ]IL 4 % #
From two rich men
Plural
d< / d! L4# )
They are rich men
# 2&#' C$# d< ' g / Ye L4# Q ]#I f F ,
The caliph sent men of justice to the city
d< ' g / d< L4# + K IL 7.2.2
He sat with men of justice
is used for epithets and honorific titles. The h# ]$# 8# .O [# d# _ 5
Possessor of majesty and honour
%# ]c. i
The one of two horns
S# Q =#
Ezekiel (lit. The possessor of the burden)
.# (
Rulers (lit. those of matter)
.# ;# + K IL 7.2.3
(possessor) often becomes ! .# F (definite).
He sat with the rulers (lit. those of matter)
is j , which is also only ever used as in an ! "$# construction. It is not however, one of (the five nouns). The feminine of
^ has an alternative form ^ . The plural j has an alternative form j Y . The first of j Y is not pronounced so it sounds like ‘j Y ’ . The following table illustrates the forms of j : The dual
DRILL #12
+ L
CW 2UV
J . Q
Plural
Dual
Singular
j Y / j
^ / ^
j
/ ( .
j Y / j
; ^ / ; ^
j
( 12
j # Y / j #
; ^ / ; ^
j #
4 .5
119
+< # S< i g j D 2,# ;#)
She is a broad-minded girl
D # ]M C$# +< # S< i g j eN2,# j B :
She took a broad-minded girl home
+< # S< i g j # D < 2,# + D IL
She sat with a broad-minded girl
%# ]F # %# ]Ii g ^ / ^ X# N2,# )
They are two broad-minded girls
D # ]M C$# +< # S< i g ; ^ / ; ^ k # N2,# j B :
She took two broad-minded girls home
%# ]F # %# ]Ii g ; ^ %# ]N2,# + D IL
She sat with two broad-minded girls
< F # d< ( ig j Y / j %@ )
They are broad-minded (women)
D # ]M C$# < F # d< ( ig j Y / j l c# j B :
She took broad-minded women home
< F # d< ( ig j # Y / j # < c# + D IL 7.2.4
when used as
(possessed noun)
* # m
She sat with broad-minded women
(lit. companion) and
D 2,# / % ,
, may also mean
‘possessor of’. This is often used to render some idiomatic expressions.
< Ig# * # m N
The professor is erudite (lit. possessor of knowledge)
D # ]M # M# m + D IL
She sat with the landlady
j < (2 / k 2## n # _ o % , ( )
He is three years old
j < (2 / k 2## K # : D 2,# ; )#
She is five years old
'# IM % ,
Local inhabitant
S# ]#M @ % , The plural is rendered by Am , j 2,
Wayfarer, wanderer
/ 2, or S )
# 2@5 Am
The inhabitants of paradise
J# _ M# 2,
Fellow countrymen
# I F# S )
Those of knowledge
D # ]M S )
Members of the Prophet Muhammad’s family (lit. Those of the house)
# c= S )
Those of rank
120
$% & ! " #
Summary Supplement on Case
The following is a review of the instances in which we have encountered the three cases that relate to nouns. Instance
Case 1.
/ ( .
' NM . M / 4# S F Q# S g# Q S g# Q * p#c
– – – – –
2.
( 12
Xq $# X O . M: h# ,# d ( FQ After %
– – – –
3.
4.
4 .5
After .r L
–
. h# ]$#
–
After and @
–
After Y
–
After t , tI and t
–
8 s5
(The subject) (The predicate) (the imperfect verb) (the subject of a verb) (the deputy subject of a passive verb)
(the subject of inna) (the predicate of kaana) (the object) (An imperfect verb after the future particle ‘lan’)
(after a preposition) (the possessor)
(An imperfect verb after these negative particles) (An imperfect verb after the particle ‘la’ producing a negative imperative) (An imperfect verb after these particles producing a mild positive imperative)
Indicators Normal
/ ( .
0
( 12
3
4 .5
7
8 s5
u
Diptote
Imperfect verbs ending in '
Dual
Sound Masc. Plural
6
6
6
6
Dropping of
'
3 Dropping of
'
121
Sound Fem. Plural
Five Nouns
7
6
( )$ * + 8 ( ]
today
al-yawma
X v
now
al-aana
father
abun (aabaaun)
X# (,
parents
al-abawaani
(\! ( : $# w X! (: $#)
brother
akhun (ikhwaanun, ikhwatun)
brother-in-law
Hamun (aHmaa’un)
mouth
famun (afwaahun)
possessor of (m)
dhuu
(4 ( ) .
matter, affair
amrun (umuurun)
(X! zy ) X! x y
matter, affair
sha’nun (shu’uunun)
Important, significant (the name ‘Zeeshan’ comes from the Arabic ‘X < x y 6#’)
dhuu sha’nin
leaders
uuluu al-amri
possessor of (f)
dhaatu
(j ) j
essence
dhaatun (dhawaatun)
j # qB#,
in itself
bidh-dhaati
in Damascus itself
fi dimashqa bidh-dhaati
he himself / she herself
huwa/hiya bidh-dhaati
once upon a time; one day
dhaata yawmin
companion
SaaHibun (aSHaabun, SaHbun)
~ # m & / ;#M# m &
O my companion!
yaa SaaHibi / yaa SaaHi
( Am ) * # m
possessor of
SaaHibu (aSHaabu)
landlord
SaaHibu al-bayti
( ,Z)
( ) (> ( )
X< x y .# ( j
j # qB#, { | J# ;# j # qB#, ; )# /( ) 8< ( & j (* A m , Am ) * # m
D # ]M * # m
122
# I F# S )
those of knowledge
ahl al-⊂ilmi
justice
⊂
city
madeenatun (mudunun)
Medina (prop. name)
al-madeenatu
he hit
Daraba (yaDribu) Darban
. "
hitting
Darbun
eVF, (T) f F ,
he sent
ba⊂atha (yab⊂athu) ba⊂than
sending; resurrection
ba⊂thun
with
ma⊂a
you are right
ma⊂aka Haqqun / al-Haqqu ma⊂aka
you are wrong
al-Haqqu ⊂alayka
way
sabeelun (subulun)
# S# ]#M ;#
in the way of Allah
fi sabeeli allahi
J# _ M# 2, / '# IM % ,
a local / fellow countryman
ibnu al-baladi / abnaa’u al-bilaadi
Abu Bakr
abu bakrin
like (prep.)
ka
(j H ) D H
time
waqtun (awqaatun)
(X ) %
time
zamanun (azmaanun)
by way of, via
⊂
attached/detached pronoun (gram.)
Dameerun muttaSilun / munfaSilun
d! ' g (X! ' ) ! 2&#' 2&#' e,." (T#) . "
f ! F , 4 .5 + + F { A / { F ]Ig { A (S! M ) S! ]#M
.< = , ( , tO
h# ]$# + {# &#. % g S! 1 # Q 2 / S! 1 # N@ P # "
adlun
123
an Tareeqi
Exercise 7.1 Express in English
() i {r N I#O h# # _ O ;# .
P< V#O d< j = I# .٢ 2]#2, ( 2, c( 2, 2p#,Z ( 2, cJ# _ ,# 2, .٣ < ]#Am < ? { | J# Ig .٤ k M#]Gq ;#^( : $# % # ( ) %< ( , h .٥ E : ;#cB : E ( , * ) P< V#O < I g# 6# Ig % g +< # S< i g * # . H (twice) k # ^.@ =q C$# 6 (: * ) P# M#= ;#: D # ], C$# P # 1 @ ;#: ;#, B :
.٦ .٧ .٨ .٩
E ( , ;#2 ?# S ) : % .١٠ F c : &. ( ) .# 5 Q C@N N@ (authentic) ~ A1 * N = . i & * #qG K IL .
{ A %# g ' ]F# , _ O .٢ S ]p#. $# ;#2, C$# e]UM#c f F , .٣ {< ]" S< i g S )# 5 +< # < ? * # m #F .٤ ! M] ! _ g .# ;# ei j # Bq #, ( ) . S ) .٥ : h# ^#,NO# # I L % # # N 8# _ O (sum total) # I L % # e'# e. ?# .٦ P< M#O X< x y 8# (I F ;# e'U L# 6 (# H ( ) h 2# D M) < M] < Q m # @ 4 > : . " < @ 4
.٧
e'#L * ] ?Q N# J# ' 5 # _ q G I# e'U L# ! MF m ; )# (aspects) h< L F ,4 .# # .٨ \< ' ]#F, X< 'I , % # d! L4# ># J# _ ,# 2, (among them) ? 2# h# ,#Am ;# ' @ A K IL .٩ < c= j &. .١٠ (distant)
'# g# , d# L. 2, %@ ) ( 2, 2^ 2, 2p#2, ( 2, c( 2, .١١
124
Exercise 7.2 Express in Arabic (A)
1.
I have only two pieces of meat.
2.
Did your brother-in-law understand my two words.
3.
My father took me to the school teachers (use IRF ).
4.
He read the writing on the two doors of the king’s two houses.
5.
He is father of two girls.
6.
Did he really take the statement from your mouth?
7.
). In a sentence of three words (use j
8.
The boy’s father and mother attended.
9.
My father took my brother from me.
10.
My world is really difficult. Only my brothers understand me.
(B)
1.
The professor sat writing his book at dawn.
2.
Mary went to school today and her brother Hasan sat at home.
3.
Muhammad and Abu Bakr went to Medina via the sea.
4.
Man’s days on (;#) Earth are limited. He will go from the world.
5.
Are the presidents and leaders in our time (X ! ) men of justice?
6.
Hasan read the matter (. ) in his father’s eyes.
7.
The two students of law ( ( iA ) read their two books on (% g ) human rights.
8.
My teachers (use IRF ) possess precise ({ ]#HJ ) knowledge in their sciences.
9.
He is a man of much wealth and has been to very many places.
10.
Your brother will take me to his house by the sea.
11.
Maryam’s father went to school for a meeting.
125
Chapter 8
Adverbs of Place and Time (adjective) describes an (noun), a (adverb) describes a (verb), in terms of (place) or (time). That is, it tells us about when an action happened or where it happened. Those that refer to place are called (adverbial of place) and those that refer to time Just as a
are called
(adverbial of time). Adverbials of ‘how’ an action happens will
introduced later. The
(adverb) in Arabic is ! "# and normally ends in $ % .
8.1 The simple (adverb of time/place) 8.1.1
Often a
(adverb) is produced simply by making an (noun) ! "# : '& (
At once (from ()
)*+
Tomorrow (from * + )
)
Together
),-.
By day (from , -. )
/ ) 0
At night (from 0 )
) 1 0
For one night
)
2
One day
/ ) 3 4
Previously
)* 5
later
6) 7
Once
8 9 7
Twice
: 7
More than twice
6) ; = : 7
Many times
126
be
/ ) 3 4 6) 7 A .? 4 * @ 0
We have read it once before
$
30 B0C )
2 #3 D E
We went one day to the sea
6) ; / ) F/ F )72? D * # G H I
1J
I stayed with them three days / many days (All numbers can be used as adverbs)
) # / ) -N / )G 3 ?M / ) G / ) @ 4L H I
1J 8.1.2
I stayed with him a minute / an hour / a week / a month / a year
When (definite), it usually refers to a particular time or place.
1 10
Tonight (from 1 0 )
O 0
Today (from O 2 )
Exceptions to this are P ? (yesterday) which is I
0
T (time) and is U % 0 derived from 8.2 8.2.1
B1G RQ #3 (fixed on kasra) and = S (now) which is
B1G RQ #3 (fixed on fatHa).
adverbs The
(adverbs) produced above are general. / ) 3 4 for example, refers generally to the past and
)* 5 refers generally to the future. In order to be more specific and say ‘before x’ or ‘after y’ we use a different type of (adverb), again produced by simply making nouns that refer to place or time ! "# . These adverbs are used only as V (possessed) in an WC construction and require a 0C V (possessor) to immediately follow them. O 2 3 4 X D E
He went a day ago (lit. before a day)
Y
0 3 4 Z [
He left before dawn
8 2 * 5 \
He arrived after two days
(48:10) ` - 2* 2? _ ] * 2 ^
The hand of Allah is over their hands
-5%> H $
9 -c 14 :
* J \
She found her pen under her book
* 2*J d W ( R/ >
My talk is about a new subject
e 1c 0 f G ( I1J
They sat around the king’s throne
127
, -#70 Mg\ 10 Mg R3%>M : ? 4
I read my books all night and all day
h $
. i 2 jh 0 B1G #J [
We went out on the road towards Mecca
95%> 8 c W 9* J \
I found it among his essays
! k c 0\ "
0 8 5 J [
They left between mid-afternoon and sunset
e # 5\ R# 5
Between me and you (8 5 must be repeated if one of the parties is a ; c W (pronoun).
Rl5, 8 5\ R# 5 m=
The matter is between me and my Lord
e .\L e / >
Your speech is below you
5%> \L , * c 0 B0C X D E
He went to school without his book
O / > \L P 1J \ [ L
He entered and sat without a word
i 2 jh 0 n \ A .* J \
We found him in the middle of the road (Note: when n \ is used as an adverb, it becomes n \ )
O 72? F/ F H I
1J
I stayed three days (All numbers can be used as adverbs)
6 o 0 O 72m= F/ F H I
1J
I stayed three of the ten days
O 0 Y
R7 1G [ L
He called upon me at fajr today
V , - N H I
1J
I stayed with him the month of Ramadan
c Y 0 , -. $
30 B0C #3 D E
We went to the sea on Friday, during the day
c Y 0 1 0 $
30 B0C #3 D E
We went to the sea on Friday night
0 \ G #1 \ / 0 \ @ 4L #1 \
We arrived the minute / hour he arrived (lit. of his arrival)
Note the difference between the following two expressions:
c Y 0 O 2
Friday
c Y 0 O 2
On Friday (adv.)
128
p (with) and * # G (with/at) are two such (adverbs) that produce a meaning of possession. p (with) implies having the possessed article actually on one’s person. iQ ( e / e iq $ 0
You are right (lit. Truth is with you)
R ! % 0
The book is with me
* # G is used to refer to M= c 0\ M r7 0 (time and place), often implying ‘at home’. O 0 s*# G * c7 $
Muhammad is (staying) at my place today
1t c 0 * # G ! % 0 ? 4
He read the book at the house of/with the teacher
#2*c 0 ! 5 * # G
At the city gate
Y
0 * # G
At daybreak, dawn
Books of Arabic grammar written by English grammarians tend to list all the above as prepositions because they appear to behave like prepositions. Although it may be useful at the outset for the student to think of these as u J
8.2.2
\ ( (prepositions), they are in fact not so.
Some
(adverbs) require that they are followed by a 1c J (a sentence), usually a 71 1c J (verb sentence). This 1c
J (sentence) is 0C Vc 0 t $ R (in the place of the possessor). * c7 $ X D E v M ( 8 I ( X D E
Hasan went where Muhammad went
\ w , m= v M ( 8 I ( X D E
Hasan went where the earth is wide
* c7 $ X D x 2 y ( 8 I ( X D x 2
Hasan will go when Muhammad goes
(the adverb v M ( is anomalously fixed on c7 W )
6 7 c $
P c o 7 0 y ( 8 I ( X D x 2
Hasan will go when the Sun is red
X D E v M ( 8 G : ? 4
8.2.3
Some
I read about where he went
(adverbs) can be followed both by a single word as the 0C V (possessor) or by a
1c J (a sentence) 0C Vc 0 t $ R (in the place of the possessor). 129
c Y 0 O 2 $
30 B0C #3 D E
We went to the sea on Friday
%3 D E O 2 $
30 B0C #3 D E
We went to the sea the day you went
, * c 0 8 J \ [ H 4 \ 0C #3 D E
We went to him at the time of his leaving the school
, * c 0 8 Z [ H 4 \ 0C #3 D E
We went to him at the time (when) he left the school
H 30 R M1J 8 0C #3 D E
We went to him at the time of his sitting at home
H 30 R > 8 0C #3 D E
8.2.4
We went to him at the time (when) he was at home
(adverb) that requires a 0C V (possessor) after it with the preposition R , as suggested by the name. This makes it , \ Y
and we no longer call it
Often, we may precede the
(adverb). This cannot be done all the time. For example, we cannot say 3 4
c Y 0 O 2 R $
30 B0C #3 D E
We went to the sea on Friday
i 2 jh 0 n \ R A .* J \
8.2.5
R .
We found him in the middle of the road (Note: when preceded by R, n \ remains n \ )
(adverb) that is V (possessed) followed by a 0C V (possessor) produces a 3N 1c J (quasi sentence). We may have an indefinite ?* %3 (subject) after it. A
Y
0 * 5 P 1Y
c 0
The meeting is after fajr
P 1Y
Y
0 * 5
There is a meeting after fajr
)I1Y
Y
0 * 5 h C
Indeed there is a meeting after fajr
e iq $ 0
You are right (lit. The truth is with you)
iQ ( e
You are right (lit. There is truth with you)
)@z ( e h C
Indeed you are right (lit. Indeed there is truth with you)
130
') \ (M " 2) \ \
waSala (yaSilu) wuSuulan
he arrived at arrival
wuSuulun
at once, immediately
Haalan
night
laylun
( 0) 1 0
a night
laylatun (layaalin)
1 10
tonight
al-laylata
/ ) 0
at night
laylan
, -.
day
nahaarun
),-.
by day
nahaaran
he wrote night and day
kataba layla nahaara
)
2
one day
yawman
O 0
today
al-yawma
/ ) 3 4
previously
qablan
3 4
before
qabla
)* 5
later
ba⊂dan
* 5
after
ba⊂da
yesterday
amsi
he found
wajada (yajidu) wujuudan
existence; being, presence
wujuudun
he went out (of)
kharaja (yakhruju) khuruujan (min)
exit; going out
khuruujun
(R) / ') [L ({|) [ L
he entered
dakhala (yadkhulu) dukhuulan
(B1G ) ') [L ({|) [ L
he entered (upon A s.o.), called (on A s.o.)
dakhala (yadkhulu) dukhuulan (⊂alaa)
entry
dukhuulun
with (prep.)
bi
adverbs of place/time
maf⊂uulun fiihi Dharfu makaanin/zamaanin
situation
Dharfun (Dhuruufun)
') ( 0
, -. 0 X %>
P ? )L J\ (* Y 2) * J \ L J\ (8 ) )J\ [ ({|) Z [ Z \ [
[L }5 / ( \ M )
131
_
over
fawqa
H $
9
under
taHta
(
around; about
Hawla
Mg
throughout
Tuula
direction, grammar
naHwun (anHaa’un)
approximately
naHwun min
$
.
toward
naHwa
8 c W
among
Dimna
between; among
bayna
so so
bayna bayna
from among them
min baynihim
\L
below, without
duuna
* # G
with, at
⊂
in my opinion
⊂
with
ma⊂a
v M (
where
Haythu
y (
when
Hiina
once/twice/more than twice
marratan / marratayni / marraatin
6) ; : 7
many times (adv.)
marraatin katheeratan
: 7 / F
three times (adv.)
thalaatha marraatin
Friday
al-jum(u)⊂atu / yawmu al-jum(u)⊂ati
on Friday (adv.)
yawma al-jum(u)⊂ati
Ramadan
ramaDaanu / shahru ramaDaana
hand
yadun (aydin, ayaadin)
at your disposal
taHta yadika
in front of him
bayna yadayhi
subject
mawDuu⊂un (mawaaDii⊂u)
(~ $. ?) $
. 8 $
.
8 5 8 5 8 5 - # 5 8
s
* # G p
: 7 / 8 9 7 / 6) 7
c | Y 0 O 2 / M c | Y 0 c | Y 0 O 2 V , - N / M V , (L 2? , * 2?) * 2 * 2 H $
9 2* 2 8 5 (p W ) d W
inda
132
indii
Exercise 8.1 Express in English
O 0 * ( ? R.xM [
2 ' \ P ? * ( ? R.x [ ? . ') ( M1[ L M .٢ / ) 0 #2*c 0 #1 \ \ ),-. h 8 #J [ .٣ : 7 / F 9? 4 , . / ) 3 4 ! % 0 xD : ? 4 D .٤ y 9 7 H 3 D E . : 2 / ) 3 4 h B0C H 3 D E D : 2 c 0 8 I ( .٥ ] 3. ? 8 RQ 3. D .٦ 6) ; : 7 = R o 7 0 xD M %c 1hG * @ 0 .٧ | ] = N C 1 10 M " Y
0 * # G h R % 5 8 Z [ , B15 1 10 8 I ( M " 2 ' ? .٨ 1 G X ( A c9* J \ D .٩ H 30 R F/ :
3> .١١ Exercise 8.2 Express in Arabic
1.
I took my family to the sea.
2.
Did you inform him? Yes, we informed him many times.
3.
I didn’t find four of my books yesterday. Did anyone take them? No, nobody took them.
4.
Isn’t he going out tonight? Yes indeed, he is going out with his parents.
5.
The (f) students read their books night and day.
6.
The two students worked hard after fajr
7.
Hasan and Maryam understood each other immediately.
8.
The matter will be uncovered one day after much hard work.
9.
We entered and left at once
10.
We arrived the day you left the house
133
Chapter 9
Further Possession 9.1
Possession using In Chapter One we introduced the
construction. Possession can also be rendered using the
preposition which means ‘to’, ‘for’ or ‘belonging to’. When written
attaches to the (noun) following it. If the definite article is preceded by ,
. When attaches to a word, it forms a (quasi sentence),
we drop the (alif) and write
just like any other
(preposition). !
In the house (fi al-bayti)
!
For / To / Belonging to the house (lil-bayti)
" #$ 9.1.1
This
For / To / Belonging to the student (liT-Taalibi)
(quasi sentence) may attach to an elliptical % (predicate) ! (* ++ , ) ' (&
The book is in the house (al-kitaabu fi al-bayti)
! (* ++ , ) ' (&
The book is for / belongs to the house (al-kitaabu lil-bayti)
" #$ (* ++ , ) ' (& 9.1.2
The book is for / belongs to the student (al-kitaabu liT-Taalibi)
If we make the ./ (, (subject) indefinite, it must be deferred to after the
'
(0 !
(quasi sentence).
A book is in the house / There is a book in the house (fi al-bayti kitaabun)
'
(0 !
A book belongs to the house / The house has a book (lil-bayti kitaabun)
'
(0 " #$
A book belongs to the student / The student has a book (liT-Taalibi kitaabun)
134
1 20 3 , 4 5
Much wealth belongs to the man / The man has much wealth (lir-rajuli maalun katheerun)
As illustrated above, we use to express ‘(the) x has (a) y’.
(0 For example, ‘Muhammad has a book’ would be '
/ 5 6 .
We saw in chapter eight that possession can also be produced with
7 , (with) and / 89 (with/at). 7 ,
implies having the possessed article actually on one’s person and / 89 (with) can but not always implies possessing the article at home.
'
(0 " #$
The student has a book
'
(0 " #$ 7 ,
The student has a book (with him)
'
(0 " #$ / 89
The student has a book (at home)
=
( :;+ / 89 / :;+ 9.1.3
The president has a meeting
construction must be either completely > , (definite) or completely ? & @ (indefinite). For example, the expression ! ' A means ‘the door of the house’, suggesting that the house has one door. To say ‘a door of the house’ or produce any ‘an x of the y’ expression, we use the preposition and not an construction. An
! '
A
A door of the house (baabun lil-bayti) (Note that
! BAA 4 % *
'
A ! means ‘the house has a door)
He entered a door of the house (dakhala baaban lil-bayti)
This can also be expressed in the following way:
! ' +A. C , '
A
A door of the house lit. ‘a door from among the doors of the house’ (baabun min abwaabi al-bayti)
! ' +A. C , BAA 4 % *
He entered a door of the house (dakhala baaban min abwaabi al-bayti)
/ 5 6 , D 8A C , 8A
One of the daughters of Muhammad (bintun min banaati muHammadin)
135
i
Phonetics The preposition changes to
8
E
&F
For him
For us
For you
For you (pl)
But when attached to the first person pronoun ‘ ’ , it remains
!A G+!A C , !A
For me
A house of his lit. ‘A house belonging to him’ A house of his lit. ‘a house from among his houses’
9.2 Idiomatic use of the definite 9.2.1
+L+ H I K J F (possession of the adjective by the noun it describes) Suppose we were to say,
7 : 4 M
A quick man (rajulun saree⊂un)
In response, one may ask, ‘quick at what?’. This can be answered by ‘extending’ the adjective with a
!
N, noun. The
N, (possessed) must be a I L (adjective) and the !
N, (possessor) must be an
(noun). O I 7 : 4 M P Q & 7 : 4 M
A quick witted man (lit. a ‘quick-of-understanding’ man) (rajulun saree⊂u al-fahmi)
A quick speaking man (lit. ‘a quick-of-speech’ man) (rajulun saree⊂u al-kalaami)
P Q & 1 20 4 M
A talkative man (lit. a ‘much-of-speech’ man)
3 1 20 4 M
A wealthy man (lit. a ‘much-of-wealth’ man)
(rajulun katheeru al-kalaami)
(rajulun katheeru al-maali)
136
+ C R 4 M
A handsome man (lit. a ‘handsome-of-face’ man) (rajulun Hasanu al-wajhi)
? & @ (indefinite) adjective. The adjective itself remains ? & @ (indefinite) despite the expression looking like a definite construction. This is why it continues to
What we have done is simply ‘extend’ a
describe a
? & @ (indefinite) word. We may think of expressions such as O I 7 : as ‘extended
adjectives’.
S
Agreement is exhibited only on the
N, (possessed) noun. (a) Agreement in case:
O I 7 : Q B M T % .
He took a quick witted man (akhada rajulan saree⊂a al-fahmi)
O I 7 : 4 M C ,
From a quick witted man (min rajulin saree⊂I al-fahmi)
(b) Agreeement in gender:
O I F > : ?. ,
A quick witted woman (imra’atun saree⊂atu al-fahm i)
(c) Agreement in definition:
O I 7 : R 5 4F 5
The quick witted man (rajulun saree⊂u al-fahmi)
The last example above may appear odd because we put the definite article on a
N, (possessed) noun. Think of this as the only instance of the
N, (possessed) noun taking a definite article . (d) Agreement in number:
O I > : U Q M
Two quick witted men (Note the dropping of the U in U >: )
O I (> : U G. ,
Two quick witted women
O I +> : 3 M
Quick witted men (Note the dropping of the U in U +> : )
O I D > : WV R@
Quick witted women
When ‘extended adjectives’ describe a plural noun, the sound masculine or sound feminine plural must be used. ‘extended adjectives’ cannot be produced from broken plurals. It is incorrect to say,
O I = 3 M .
137
Extended adjectives may be used as an indefinite % .
3 1 20 4F 5 9.2.2
The man is rich (lit. The man is much-of-wealth) (ar-rajulu katheeru al-maali)
Similar to the above, we have expressions in which we swap around a plural noun and adjective and place them in an VXX construction. The expressions retain their meanings.
M & WY >
The eminent scholars
W > M 0
The eminent scholars
(al-⊂ulamaa’u al-kibaarun)
(kibaaru al-⊂ulamaa’i)
Unlike the earlier expressions, this expression does not change in meaning after becoming an . It is not an extended
adjective. This
is also wholly
> ,
(definite). These are given
expressions and students should not attempt to be creative.
9.3 Idiomatic use of the indefinite The indefinite is used idiomatically in a number of common expressions.
6 F > $ Z
A piece of meat
(qiT⊂atu laHmin)
6 7 $ Z
Pieces of meat
(qiTa⊂u laHmin)
" [ % \ 0F
A chair of wood
(kursiyyu khashabin)
] F 0
A word of truth
(kalimatu Haqqin)
We can dispense with
F ^ by using C , , which means ‘from’. It can also mean ‘of’ in a partitive
sense, such as in the sentence, ‘eat of the food’ i.e. part/some of the food.
6 C , / 6 C , > $ Z
A piece of meat
(qiTatun min laHmin / min al-laHmi)
" [ ` C , / " [ % C , _ 0F
A chair of wood
(kursiyyun min khashabin / min al-khashabi)
]J 6 C , / ] C , 0
A word of truth
(kalimatun min Haqqin / min al-Haqqi)
It is better and more common to use the
> , (definite) of 6 , " [ ` and ]J 6 after C , . The
expression is better than both of these.
138
Note that > $ Z , _ 0F and ]_ have C :+8G . This is because we are not using an construction.
words in constructions
i
+Fb8, words are a
N, (possessed) noun, a c is appended to them. When a H+ , c * d H+ , c * d 4 % * e > M.
The valley of Moses (waadii Muusaa)
He entered the valley of Moses (dakhala waadia Muusaa)
The lands of Iraq (araaDi al-⊂iraaqi)
Summary Supplement
! "
Possession
# $ % 1.
constructions –
" #$ ' (0
–
" f ' (0
a) ‘The x belongs to the y’
–
" #$ ' (&
b) ‘An x belongs to the y’, or ‘The x has a y’
–
c) ‘An x of the y’
–
a)
The definite construction
b) The indefinite construction
2.
Examples
non
The book of the student / The student’s book A book of a student / The book of a student / A student’s book
constructions /'
(0 " #$ /'
(0 " #$ 7 , '
(0 " #$ / 89 /" #$ '
(0 " #$ " (0F C , '
(0
139
The book belongs to the student A book belongs to the student / The student has a book
A book of the student A book (from among the books) of the student
& '( ) * Vocabulary
(3 +, .) 3 , 3 !A (7 $ Z ) > $ Z (M 20 , U d120 , 2F0F ) 1 20
to; for; belonging to
li
wealth
maalun (amwaalun)
treasury (classical)
baitu al-maali
piece
qiT⊂atun (qiTa⊂un) katheerun (kuthurun,
much (m)
katheeruuna, kithaarun)
much (f)
katheeratun (katheeraatun)
(P +6 F) 6
meat
laHmun (luHuumun)
( \ 0 ) _ 0F
chair
kursiyyun (karaasiyyu)
('
[% .) "
[ %
wood
khashabun (akhshaabun)
few (m)
qaleelun (qalaa’ilu , qaleeluuna)
few (f)
qaleelatun (qaleelaatun)
(U +>: ) 7 :
fast (m)
saree⊂un (saree⊂uuna)
(D
>: ) > :
fast (f)
sareeat⊂un (saree⊂aatun)
(D
120 ) ? 1 20
(U +F!Z , 4F hQ Z) 4 !Z (D
Q !Z) !Z
140
(3 +Fb9 ) 4 b 9
aqlun (⊂uquulun)
intellect; mind
⊂
quick of wit
saree⊂u al-fahmi
handsome; beautiful (adj.)
Hasanun (Hisaanun)
Hasan (prop. noun)
Hasanun (Hasanuuna)
(i +d ) d
Face
wajhun (wujuuhun)
( d .) d
aspect
wajhun (awjuhun)
(WY !8j .) _ 8j
rich
ghaniyyun (aghniyaa’u)
so; because
fa
O I 7 : (U R ) C R (U +8R ) C R
(l d .) k d (e
+Fb ) ]_
1. 2.
middle; (pl.) social circles, milieu
wasaTun (awsaaTun)
truth; right; (pl) law
Haqqun (Huquuqun)
a word of truth
kalimatu Haqqin
human rights
Huquuqu al-insaani
really, in reality
Haqqan
really?
aHaqqan
River
nahrun (anhaarun)
(U +Fb!J ) ] !J
narrow (m)
Dayyiqun (Dayyiquuna)
(D
b!J ) b !J
narrow (f)
Dayyiqatun (Dayyiqaatun)
] F 0 U R@^ e +Fb Bbm n Bbm . (M O@.) O @
141
Exercise 9.1 Express in English
(39:10) q
> d r s M .d t .o
O I 7 : d + C R / 5 6 , .٢ P Q & O I O I F > : / 5 6 , 8A .٣ ] F 0 ' (& .٤ !
N, d
N, F ^ .٥ ne > * Q A H B ] [ , * d &# , H ' Q # $u " v w .٦ > @ n 7 dd 4 :+f K , O @. .٧ 6 C , "
: Z + v n C R " : Z !A C :. .٨ n w d n > x P + : W 6 K 5 k d H U +v T ( Bbm . .٩ r / 9 C A / 5 6 , U 0 .١٠ ] [ , * W > M 0 D +!A H ' #Q$u " v T : .١١ ] !J 4 b 9 4 v x d 7 d O > .١٢ ] [ , * W ,/ bF W I` !A ' +A. C , ' A H9 A(& D #$ D . Z .١٣ Exercise 9.2 Express in Arabic 1.
Muhammad is the servant of Allah.
2.
Muhammad is a servant of Allah.
3.
Are you the daughter of a rich man? (do not use the word _ 8j )
4.
No I am the daughter of a poor man (use 4!Z ) from a distant desert.
5.
Is it is an old method? Yes, an old method in a new book.
6.
Why are they going to the middle of the desert?
7.
Hasan’s mother is a scholar so she is a professor.
8.
Muhammad’s face is beautiful.
9.
Muhammad has a beautiful face.
10.
The road to Damascus is long and wide.
11.
Does Hasan truly sit in the councils of kings?
12.
The students of law read about human rights in the country of Iraq.
13.
How does the rich man go to the town centre?
14.
What did the caliph write in the letter ('(0 ) to the eminent scholars of Damascus / in Damascus.
142
Chapter 10
Quantification and Comparison 10.1 Quantification 10.1.1
means ‘some’ or ‘part’. It occasionally also means ‘one’. works in an construction.
Part of a day
For part of a day (adv.)
Some/part of the book
Some of the books / One of the books
Some of the women / One of the women
! " # $ %
10.1.2
From some of them
' & ( ! " #
Some of them are students
' & ( ! " %
Some of them are students
)+* , ‘Several’ or ‘a number of’ (a) ) + * , requires a . / #% (possessor) that is 0 1 2 (plural).
3 ) +* ,
several books / a number of books
3 ) +* , 4 56 7
I read several books / a number of books
) +* , 4 56 7
I read a number of the books
*5 ) +* , ! : + , 8 9 2
I stayed (lit. sat) with them several days () + * , is . /
4 *6% ) +* , . =56 7
; is .
; / ?
/ A 0 / - / ? / A
Don’t connect!
Connect!
Connection
Connected
So it is
It is connected
It was connected
Connected
So it is
Active Imperf. Verb
Active Perf. Verb
0 / -
/ ?
It is connected
It was connected
Form IV
Form IV of the
(initial weak) verb behaves in the same way as the : 9;/ (sound verb). The in the & * 1 (verbal noun) changes to as a phonetic change so that for # F we have 8-F . > 8-F (G # -) G # ! (To stop s.o/s.th)
12.1.7
Negative Imper.
Positive Imper.
Verbal Noun
Passive Participle (noun)
G # ? @
G # !
> 8-F
Don’t stop!
Stop!
Stopping
Passive Perf. Verb
Active Participle (noun)
Active Imperf. Verb
G #
A G # -
G # !0
G #
A G # - G # !
Stopped
So it is
It is stopped
It was stopped
One who stops
So he is
He stops
Active Perf. Verb
He stopped
Form VII The
12.1.8
Passive Imperf. Verb
(initial weak) verb does not permutate into Form VII.
Form VIII
(initial weak) verb undergoes a phonetic change. The changes to a H which then assimilates with the H following it. From the root / , we find that 1 ? is rendered into 1 ? 1?= (0 1
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