َّ َ ْ َ ُّ ُ ِ ‫لق َوا ع ُِد ْالَ َسا ِس َّي ُة‬

َ َ

Basic
‫ل ُر ْو ِس اللغ ِة الع َر بِي ِة‬ ‫ا‬

NAHW
For Primary Madaris

A Step-by-Step Guide towards

Understanding Basic Arabic Grammar

Compiled by
Mawlana Hasib Ahmed Ibn Yusuf Mayet
 َّ َ ْ َ ُّ ُ ِ ‫لق َوا ع ُِد ْالَ َسا ِس َّي ُة‬
َ َ

Basic
‫ل ُر ْو ِس اللغ ِة الع َر بِي ِة‬ ‫ا‬

NAHW
For Primary Madaris

A Step-by-Step Guide towards

Understanding Basic Arabic Grammar

Compiled by
Mawlana Hasib Ahmed Ibn Yusuf Mayet
 

© Madina Academy 2022

First Edition 2022 / 1443 AH
Contents
Introduction5
All rights reserved. No part of this publication may be reproduced, stored in any Foreword6
retrieval system, or transmitted in any form or by any means, electronic or otherwise,
Preface8
without written permission of the publishers.
LESSON 1
َ َ َْ
‫ الك ِمة‬The Word 12
َّ َ ُ ْ َّ َ ُ ْ َ
Published by: Madina Academy ‫ المذكر َوالمؤنث‬Masculine & Feminine Nouns 14
Swindon Road, Dewsbury َْ َ ْ َّ َ Singular, Dual & Plural
‫الواحِد واتلثنِية واجلمع‬ 17
West Yorkshire, WF13 2PA
Lesson 1 Keywords 18
England
LESSON 2
َ ‫اء اال َِش‬ َ
ِ ‫ارة‬ ُ ‫ أ ْس َم‬The Demonstrative Pronouns 20
Telephone: 07852 762632
Lesson 2 Keywords 23

Website: [Link] LESSON 3

َ ُْ َُْ
E-mail: publications@[Link] ‫ المضاف َوالمضاف إ ِ ْله‬The Possessive Phrase 26
ُ َّ َ ْ ُ ْ ُ ُ ْ
‫ الروف الارة‬Kasrah Letters 27
َ َ
‫ الضمائ ِر‬Pronouns28
Design &
Lesson 3 Keywords 32
Typesetting: Enhance Design Solutions
LESSON 4
َ ّ َ ُ ْ ََْ
‫الصفة‬
ِ ‫ الموصوف و‬The Adjectival Phrase 34
ْ
ٰ ‫ َح ْر ُف ا ّنل ِ َداءِ َوال ُم َن‬The Vocative Noun
‫ادى‬ 36
Lesson 4 Keywords 39

LESSON 5
‫صف‬ َ ُْْ ُْ َ
ِ ‫غي المن‬The Declinable Noun 42
Lesson 5 Keywords 46

LESSON 6
َ ْ َ
‫ العداد‬The Numerals 48
Lesson 6 Keywords 52

LESSON 7
َ ْ َ َْ
‫ الفعال‬The Verbs 54
Lesson 7 Keywords 59

LESSON 8
Miscellaneous62

3
 Introduction

Introduction
ٰ
‫الرحمن الرحيم‬ ‫بسم اهلل‬
ٰ
‫نحمده ونصلي على رسوله الكريم اما بعد‬

Since the establishment of Madina Academy in 2010 we have been offering

 a range of courses for the local community, including the Alimah course for
sisters which is taught through the medium of the English language.
The very first step on the course entails the learning of Arabic grammar
through lessons of Nahw, which teaches the mutual relationship of words
and condition of their declension.
This booklet ‘Basic Nahw’ has been found to be very useful in introducing
new students to the primary rules of Nahw and it is credited for its presenta-
tion and user-friendly style.
I am grateful to the compiler, Mawlana Hasib Ahmed Mayet, teacher of
Hadith at Darul Uloom Da'watul Imaan, Bradford for granting us the per-
mission to publish this revised edition of ‘Basic Nahw’ which he has kindly
checked and verified.
I pray to Almighty Allah to reward all those who have assisted in the
preparation and publication of this booklet and make it a source of benefit
for the seekers of sacred knowledge.
—Mawlana Khalil Ahmed Kazi
Madina Academy
Dewsbury, England
12 April 2022
10 Ramadhan 1443

5
 Foreword

The book before you, Basic Nahw is an admirable companion to the

Foreword
Duroos course. Shedding light on the science behind the examples and elu-
ٰ cidating important concepts, this work by Mawlana Hasib Ahmed Mayet will
‫الرحمن الرحيم‬ ‫بسم اهلل‬
be found to be beneficial for both those approaching Arabic through the
‫الحمد هلل رب العالمين و الصالة و السالم على أفصح خلق اهلل النبى األمى‬ Duroos as well as those coming to it independently. I pray that this endeavour
is blessed by Allāh as a tool through which many begin their quest towards
‫ أما بعد‬. ‫العرىب محمد بن عبد اهلل و على آله و أصحابه أجمعين‬
the richest treasure of any literary tradition, the Holy Qur’ān and Prophetic
traditions, and may He accept from its author many such undertakings in the
The importance of correct grammar cannot be over-emphasised for students
future, Aameen.
of any language, especially one as precise and particular as Arabic. The role of
‫والسالم‬
an entire object in a sentence is altered by the variation of a mere harakah, the
— Mawlana Yusuf Darwan ( Hafizahullah )
slight elongation of a vowel changes the number of subjects of a verb or noun.
( Ustaad of Arabic Language )
It is no surprise, then, that the knowledge of syntax should have demanded
10th September 2004
such attention historically for all who aspired to drink from the wells of Arabic
26th Rajab 1425
scholarship. The old proverb makes no exaggeration:

‫النحو فى الكالم كالملح فى الطعام‬

‘Grammar in language is as indispensable as salt in food.’

Having said that, students of any foreign language have for long been acutely
aware that the traditional approach to studies of grammar alone cannot serve
the purpose of achieving proficiency in language, except perhaps, in the realm
of the written word. More modern language aids have therefore attempted
to incorporate much more practical usage into the theoretical discipline.
Notable among these in Arabic for the beginner has been the set Duroo-
su’l-Lughah al-ʿArabiyyah ( Lessons in Arabic Language ). With its profuse usage
of pictures and repetition, examples and exercises, the student is introduced
to and shown around modern Arabic in an easy-to-use layout. The result is
a thoroughly enjoyable and beneficial learning experience.

6 7
 Preface

Integrative use of this book with Duroosul Lughatil Arabiyah, especially after
Preface
lesson four, should Insha-Allāh make the use of this book even more beneficial.
Thereafter, using the contents of this book as and when necessary.
‫بسم اهلل الرحمن الرحيم‬
It is hoped that this book will be successful in its aim to provide a general,
‫نحمدك امهلل أنت الفاعل المختار لكل مفعول من الكائنات و اآل ثار‬ simplified overview of terms and basic rules relating to Arabic grammar, as
well as opening the door to Advanced level Arabic studies.
‫و نشكرك على مزيد نعمك و مضاعف جودك وكرمك و نصلى و نسلم على‬
Finally, it would be incorrect to conclude without adding a few phrases of
‫سيدنا محمد مصدر الفضائل و على آله و أصحابه و من نحا نحوهم من‬ appreciation of my respectable teachers. It is my heartfelt desire that Allāh 
reward my Ustaads for the compilation of this book. Especially my late Ustaad
‫األواخر و األوائل‬
Imam-un-Nahw Sheikh Muhammad Kamal Sahib  whose taught knowledge
of Nahw has made this compilation a reality and an ideal stepping stone for
The knowledge of Arabic grammar ( Nahw ) is the gateway towards under-
the benefit of countless future students. May Allāh  shower his grave with
standing the beautiful language of the Holy Qur’ān. Numerous books, whether
mercy and grant him Jannatul Firdous. May the Almighty accept this humble
in the Arabic or Urdu language have served the purpose of teaching Nahw.
effort, and make it a means for our salvation in the hereafter.
This includes a most recent publication in English ‘A Simplified Arabic Gram-
mar’ by my most respectable teacher – Hadhrat Moulana Hasan Dockrat of ‫و أسأل ٗه سبحان ٗه و تعالى أن ينفع به الطالب‬
Azaadville, South Africa.
‫و أن يجعل ٗه عند ٗه زلفى وحسن مآب‬
Most published literatures are aimed towards a more advanced level of
learning and not for Primary level Madrasa students.
— Mawlana Hasib Ahmed Ibn Yusuf Mayet
Through the infinite mercy of Allāh  this book ‘Basic Nahw ‘ has been
Batley
put together for use within a Primary level Arabic syllabus. It ventures into the
4th September 2004
realms of simplified Arabic grammar and is aimed at a primary level audience.
20th Rajab 1425
Terminology used within the book is simple to comprehend and the rules
mentioned are those which are most general. With it being in English the
rules will be even easier to understand Insha-Allāh.
Duroosul Lughatil Arabiyah is commonly found in working syllabuses of
many Primary Madaaris. The aim of Duroosul Lughatil Arabiyah is to pro-
vide a foundation block complementing further advanced studies in Arabic.

8 9
Lesson 1
The Word
Masculine & Feminine Nouns
Singular, Dual & Plural
Lesson 1 The Word

َ َ َْ ‫ َح ْرف‬is a ‫ كلمة‬which is dependent in its meaning and is similar to the words

‫الكلِمة‬
is, on, and, the and if in the English language e.g.
The Word
‫َو‬ ‫ِم ْن‬ ‫فِ ْى‬
( And ) ( From ) ( In )

َ
The ‫ ( ك ِل َمة‬Word ) in the Arabic language is split up into three groups:

1. ‫ ( ِا ْسم‬Noun )
ْ
2. ‫ ( فِعل‬Verb )
3. ‫(ح ْرف‬ َ Particle )

‫ ِا ْسم‬is a ‫ ك ِلمة‬which is independent in its meaning and is devoid of any of the

َْ ْ ُ
three tenses i.e. ‫ماضى‬ ِ ( Past ) ، ‫ ( حال‬Present )، ‫ ( مستق ِبل‬Future ) e.g.

ٌ ْ‫َبي‬ ََ ٌَ َ
‫ت‬ ‫قل ٌم‬ ‫اعة‬‫س‬
( House ) ( Pen ) ( Watch )

ْ
‫ فِعل‬is a ‫ كلمة‬which denotes an action and contains one of the three tenses
ْ
i.e. ‫ ُم ْستَقبَل‬، ‫ حال‬، ‫ماضى‬
ِ e.g.

ْ ْ َ‫َذ َهب‬ َ
‫يَش َر ُب‬ ‫ت‬ ‫خ َر َج‬
( He is drinking/He shall drink ) ( She went ) ( He came out )

12 13
Lesson 1 Ma sculine & Feminine Nouns

َ ُ ْ َْ ُ َ
3. ‫ ال ل ِف الممد ْود ة‬i.e. an Alif followed by a Hamzah ) ‫( اء‬.
َّ َ ُ ْ َّ َ ُ ْ َ
‫المذكر َوالمؤنث‬
ْ َ
ُ ‫ح َر‬ ُ ‫َح ْم َر‬
‫اء‬ ‫ص‬ ‫اء‬
Masculine & Feminine Nouns
) Desert ( ) Red (

َّ
َّ َ Some words are regarded as ‫ ُم َؤنث‬even though none of the signs are present.
The ‫ ( ِا ْسم‬Noun ) in the Arabic language will be either ‫ ( ُمذكر‬Masculine ) or
َّ
‫ ( ُم َؤنث‬Feminine ).
1. Names of females e.g.
َّ
The ‫ ِا ْسم‬will generally be regarded as ‫ ُم َؤنث‬if any of the following three signs ُ َ‫َزيْن‬ َ ‫َه‬
ْ َّ ُ َ َ َ ‫ب‬ ‫َم ْر َي ُم‬ ‫اج ُر‬
are found at the end of the word. These three are known as ‫التأ ِنيْث‬ ‫علمات‬
( Feminine Signs ).

ْ ْ َّ ُ َ َ َ 2. Words which apply to the feminine gender only e.g.

‫علمات التأنِيث‬
ٌ ْ‫بن‬ ْ ُ
ٌ ‫خ‬ ُ
َ ُ َْ ‫ت‬ ِ ‫ت‬ ‫أ‬ ‫أ ٌّم‬
1. ‫ التاء الم ْر ب ْوطة‬i.e. a round Taa ) ‫( ة‬.
( Girl/Daughter ) ( Sister ) ( Mother )
ُ ْ َْ ُ َ َّ َّ َ ُ َ َّ َ
‫ال َمد َر َسة‬ ‫ارة‬ ‫السي‬ ‫اعة‬ ‫الس‬
( Madrasa ) ( Car ) ( Watch )
3. Names of countries and cities e.g.

ُ ْ َْ ْ ُ ْ
ُ َْْ ُ َ ‫بَا ِك ْستَان‬ ‫ال ِهن ُد‬ ‫ِمص ُر‬ ‫َبغ َداد‬
2. ‫ ال ل ِف المقص ْو َر ة‬i.e. a Yaa with a vertical fat'hah ) ‫( ى‬.

ٰ َ‫ُحب‬ ْ
‫ارى‬ ‫ُصغ ٰرى‬
4. Parts of the body which are found in pairs e.g.
) Name of a bird ( ) Small girl (
َ ٌْ ٌ
‫عيْ ٌن‬ ‫ِرجل‬ ‫يَد‬
( Eye ) ( Foot ) ( Hand )

14 15
Lesson 1 Singul ar, Dual & Plural 

َّ
5. Words which the Arabs regard as ‫ ُم َؤنث‬i.e. based on pure usage e.g.
ْ َ َ ْ َّ َ
‫حد والتثنِية والجمع‬
ِ ‫الوا‬
َّ َ ْ َْ َّ َ
ُ ‫لن‬
‫ار‬ ‫ا‬ ‫ال ِقد ُر‬ ‫الش ْم ُس‬
Singular, Dual & Plural
( Fire ) ( Pot ) ( Sun )

‫ َوا حِد‬is that word which is in its singular form e.g.

ٌَ ُ ٌَ َ ٌ ْ‫َبي‬ ٌ
‫غ ْرفة‬ ‫اعة‬ ‫س‬ ‫ت‬ ‫َر ُجل‬
( Room ) ( Watch ) ( House ) ( Man )

َ َْ
‫ تثنِية‬is that word which is in its dual form. A ‫ تثنية‬is formed by adding an Alif
and Noon at the end of the word. The Noon will have a ‫ كسرة‬e.g.

ََُْ ََ َ ََْ َ
‫ان‬
ِ ‫غرفت‬ ‫ان‬
ِ ‫ساعت‬ ‫ان‬
ِ ‫بيت‬ ‫َر ُجل ِن‬

ْ َ
‫ جمع‬is that word which is in its plural form and denotes that which is three
or more. The ‫ جمع‬of words in Arabic are based on usage as well as certain
patterns. The ‫ جمع‬of each word needs to be memorised individually.

ٌ ُ ٌ َ َ ٌ ٌ َ ْ َ
‫غ َرف‬ ‫اعات‬ ‫س‬ ‫ُبيُ ْوت‬ ‫ِر َجال‬ ‫ُمؤ ِمنُ ْون‬ ‫ُم ْس ِل ُم ْون‬

16 17
‫‪Lesson 1‬‬

‫‪Lesson 1‬‬
‫‪Keywords‬‬
‫‪Lesson 2‬‬
‫‪The Demonstrative Pronouns‬‬
‫ْ‬ ‫ْ‬ ‫ْ‬ ‫َ‬
‫حرف‬ ‫فعل‬ ‫اسم‬ ‫ك ِلمة‬

‫ستقبل‬
‫ِ‬ ‫ُم‬ ‫حال‬ ‫ماضى‬
‫ِ‬

‫ُمؤنث‬ ‫ُمذكر‬

‫ْ‬ ‫َ‬ ‫ُ‬

‫ألف َم ْمدودة‬ ‫أ ِلف َمق ُصورة‬ ‫عالمات التأٲ ِنيْث‬

‫َْ‬
‫َج ْمع‬ ‫تث ِنية‬ ‫واحد‬
‫ِ‬

‫َ‬ ‫َْ‬
‫ك ْسرة‬ ‫َض ّمة‬ ‫فتحة‬

‫‪18‬‬
Lesson 2 The Demonstrative Pronouns

َ ‫اء اال َش‬ َ ْ َ The ‫ اسم االشارة‬will correspond with the ‫ ُمشار إليه‬in the number
ِ ‫ارة‬ ِ ُ ‫أسم‬ ّ
)‫ جمع‬، ‫ تثنية‬، ‫ (واحد‬and gender )‫ مؤنث‬، ‫ (مذكر‬.
The Demonstrative Pronouns
Examples of ‫اسم االشارة للقريب‬

ٌ ْ‫ٰهذه بن‬ ٌ َ
‫ت‬ ِ ٰٖ ِ ‫ٰهذا َر ُجل‬
َ ‫ ا ِْس ُم ْال َِش‬is that pronoun which is used to point at something or someone. ‫ان‬ َ ْ َٰ َ ُ َ َ ٰ
ِ ‫ار ة‬ ِ ‫ان بِنت‬ ِ ‫هت‬ ‫ان رجل ِن‬ ِ ‫هذ‬
ٌ ََ َُٰ ٌ َ َ
‫هؤل ِء بنات‬ ‫ٰه ُؤل ِء ِرجال‬
‫اسم االشارة‬

ْ ْ َْ
‫لِلبَ ِعيْ ِد‬ ‫ب‬ِ ‫لِلق ِري‬ Note:
) Showing distance ( ) Showing nearness ( ُ ْ َ َ
If the ‫ ُمشار إليه‬is ‫ جمع‬and ‫ غيْ ُر ذ ِوى ال ُعق ْول‬then ‫ ٰه ِذ ٰٖه‬will be used, regardless of
ّ ّ
the ‫ ُمشار إليه‬being ‫ مذكر‬or ‫ مؤنث‬e.g.

‫مجع‬ ‫تثنية‬ ‫واحد‬ ‫اسم االشارة ل ِلقريب‬ ٌ َ َّ َ ٰ

‫ارة‬ ‫ه ِذ ٰٖه سي‬ ٌ ْ‫ٰه َذا َبي‬
‫ت‬
ّ ‫ان‬
َ َ َّ َ َ ٰ َ ْ َ ‫ٰه َذ‬
َ َ ٰ َ ِ ‫ان سيارت‬ ِ ‫هت‬ ‫ان‬
ِ ‫ان بيت‬ ِ
‫ٰه ُؤل ِء‬ ‫ان‬
ِ ‫هذ‬ ‫ٰهذا‬ ‫مذكر‬
ٌ َ َّ َ ٰ ٌ ٰ
‫ه ِذ ٰه ٖ ٖ سيارات‬ ‫ه ِذ ٰه ٖ ٖ ُبيُ ْوت‬
َ ّ
‫ٰه ُؤل ِء‬ ‫ان‬ َٰ
ِ ‫هت‬ ٖٖ‫ٰه ِذه‬ ‫مؤنث‬

َ ٌ َ ُ
ٌ َ ‫ار ِإليْه‬‫ مش‬is that noun or object which is being pointed at.
‫ ( ٰهذا َر ُجل‬This is a man )
ُ ْ َ
‫ ذ ُوو ال ُعق ْول‬refers to Humans, Jinns and Angels.
ُ
)‫مشار إليه (واحد مذكر‬ )‫اسم االشارة (واحد مذكر‬ ُ ْ َ َ
‫ غيْر ذ ِوى ال ُعق ْول‬refers to everything other than the above three i.e. objects,
animals, etc.

20 21
‫‪Lesson 2‬‬ ‫‪The Demonstrative Pronouns‬‬

‫مجع‬ ‫تثنية‬ ‫واحد‬ ‫اسم االشارة ل ِلبعيد‬ ‫‪Lesson 2‬‬

‫ُ ٰ َ‬ ‫ٰ َ‬ ‫ٰ َ‬ ‫ّ‬ ‫‪Keywords‬‬
‫أولئِك‬ ‫ذنِك‬ ‫ذلِك‬ ‫مذكر‬
‫ُ ٰ َ‬ ‫ٰ َ‬ ‫ْ َ‬ ‫ّ‬
‫أولئِك‬ ‫ت ِنك‬ ‫تِلك‬ ‫مؤنث‬

‫ْ َ ْ ٌَ‬ ‫بعيد‬ ‫قريب‬ ‫اسم االشارة‬

‫) ‪ ( This is a woman‬تِلك ِام َرأ ة‬

‫َ‬ ‫َ ْ ُ‬ ‫َ َ‬
‫ّ‬ ‫ُ‬ ‫ّ‬ ‫غير ذ ِوى العقول‬ ‫ذ ُوو ال ُعقول‬ ‫ُمشار ِإليْه‬
‫مشار إليه (واحد مؤنث)‬ ‫اسم االشارة (واحد مؤنث)‬

‫‪ُ in the number and gender.‬مشار إليه ‪ will correspond with the‬اسم اشارة ‪The‬‬

‫اسم االشارة للبعيد ‪Examples of‬‬

‫ك بنْ ٌ‬‫ْ َ‬ ‫ٌ‬ ‫ٰ َ‬

‫ت‬ ‫تِل ِ‬ ‫ذلِك َر ُجل‬
‫ٰ َ َْ‬ ‫ٰ َ َ ُ َ‬
‫ان‬
‫ت ِنك بِنت ِ‬ ‫ذنِك رجل ِن‬
‫ٌ‬ ‫ُ ٰ َ‬ ‫ٌ‬ ‫ُ ٰ َ‬
‫أولئِك َبنَات‬ ‫أولئِك ِر َجال‬

‫‪Note:‬‬
‫ْ ُ‬ ‫َ َ‬ ‫ْ َ‬
‫‪ will be used, regardless of‬تِلك ‪ then‬غيْر ذ ِوى ال ُعق ْول ‪ and‬جمع ‪ُ is‬مشار إليه ‪If the‬‬
‫ّ‬ ‫ّ‬
‫‪ e.g.‬مؤنث ‪ or‬مذكر ‪ُ being‬مشار إليه ‪the‬‬

‫ْ َ َ َّ َ ٌ‬ ‫ٰ َ‬
‫ك َبيْ ٌ‬
‫ارة‬ ‫تِلك سي‬ ‫ت‬ ‫ذل ِ‬
‫ٰ َ َ َّ َ َ‬ ‫َ‬ ‫ٰ َ َْ‬
‫ان‬
‫ت ِنك سيارت ِ‬ ‫ان‬
‫ذنِك بيت ِ‬
‫ْ َ َ َّ َ ٌ‬ ‫ْ َ ُُْ ٌ‬
‫ارات‬ ‫ت ِلك سي‬ ‫ت ِلك بيوت‬

‫‪22‬‬ ‫‪23‬‬
Lesson 3

Lesson 3
The Possessive Phrase
Kasrah Letters
Pronouns

24
Lesson 3 Ka srah Letters

َْ ُْ َُْ ُ َّ َ ْ ُ ْ ُ ُ ْ
‫المضاف َوالمضاف إِليه‬ ‫الحروف الجارة‬
The Possessive Phrase Kasrah Letters

This is a phrase wherein one is related to another in such a way that the ّ
‫الجار ة‬ ‫ الحروف‬are those letters which give the following ‫ اسم‬a ‫كسرة‬.
second possesses the other e.g.
ّ ‫ حروف‬are listed below:
Some of the most common ‫جارة‬
ُ َ‫ ( كت‬Zaid's book )
‫اب َزيْ ٍد‬ ِ

‫فِ ْى‬ ‫ِل‬ ‫َك‬ ‫ِب‬ ۟‫ِمن‬

‫مضاف إلبه‬ ‫مضاف‬
( In ) ( For ) ( Like ) ( With ) ( From )

ُْ ْ َ ٰ ٰ َ
‫ ُمنذ‬/ ‫ُمذ‬ ‫ ت‬/ ‫َو‬ ‫َعلى‬ ‫ِالى‬ ‫ع ْن‬
In both English and Urdu the ‫ مضاف إليه‬is translated first.
( Since ) ( By (i) ) ( On ) ( Up to / Towards ) ( From/Regarding  )

Rules: ّٰ َ َ
‫َحتى‬ ‫ُر َّب‬ ‫ خل‬/ ‫حاشا‬ ‫َعدؘا‬
ُ َ
1. The ‫ مضاف‬will not be prefixed with ‫ ( ال‬Alif and laam ) e.g. ‫ الكِتاب َزيْ ٍد‬is in- ( Up to/ Until ) ( Many a... ) ( Besides ) ( Besides )
correct.
ٌ َ
2. The ‫ مضاف‬will never have a ‫ تنوين‬e.g. ‫ ك ِتاب َزيْ ٍد‬is incorrect.
َْ ُ َ
3. The ‫ مضاف إليه‬will have a ‫ كسرة‬e.g. ‫اب ز ي ٍد‬ ‫ِكت‬
ْ ْ ٌ َ ُ
‫ح َّمد ف ِى ال َمد َر َس ِة‬ ‫م‬ ‫ب‬ َ ْ َ ْ َ َ ُ َ ْ‫اَل‬
ِ ‫كتاب على المكت‬ ِ
ْ ْ َ َ ُ ْ ُ َ ْ َ
‫َساف ْرت م َِن الك ْوف ِة إ ِلى البَص َر ِة‬ ‫هذا ل َِز ي ٍد‬

(i) Used for oath

26 27
‫‪Lesson 3‬‬ ‫‪Pronouns‬‬

‫ُ‬ ‫َ ُْ ْ‬ ‫َْ‬
‫َ َ‬ ‫الضم ْ ُ‬
‫ي‬ ‫ِ‬
‫َ‬ ‫الضم ْ ُ‬
‫ي‬ ‫ِ‬
‫َ‬ ‫ي ال ُم َّت ِصل‬ ‫الض ِم‬ ‫الضم ْ ُ‬
‫ي‬ ‫ِ‬
‫َ‬ ‫صِ يغة‬
‫الضمائ ِر‬ ‫ُ‬ ‫ْ‬
‫ال ُم َّت ِصل‬
‫ُ‬ ‫ْ‬
‫ال ُم َّت ِصل‬
‫ْ‬
‫الَرّ‬ ‫رف‬
‫ْ َْ ُ‬
‫ال ُمنف ِصل‬
‫ِب ِ‬
‫‪Pronouns‬‬ ‫الضافة‬‫بِا ِ‬ ‫الضافة‬ ‫بِا ِ‬
‫كتَابٌ‬ ‫ٌ‬ ‫ْ‬
‫( ِ )‬ ‫( َبيت)‬

‫َ‬
‫ِكتَابُك‬
‫ْ َ‬
‫بَيتُك‬
‫َ‬
‫ِفيْك‬
‫َ َ‬
‫لك‬ ‫أَن ْ َ‬
‫ت‬ ‫حاض‬
‫ّ‬
‫واحد مذكر‬
‫ُ‬ ‫َ ُْ ْ‬ ‫َْ‬ ‫ِ‬
‫الضم ْ ُ‬
‫ي‬ ‫َ‬ ‫الضم ْ ُ‬
‫ي‬ ‫َ‬ ‫ي ال ُم َّت ِصل‬ ‫الض ِم‬ ‫الضم ْ ُ‬
‫ي‬ ‫َ‬ ‫صِ يغة‬
‫ِ‬ ‫ِ‬ ‫ِ‬
‫ُ‬ ‫ْ‬ ‫ُ‬ ‫ْ‬ ‫ْ‬ ‫ْ َْ ُ‬
‫ال ُم َّت ِصل‬ ‫ال ُم َّت ِصل‬ ‫الَرّ‬ ‫رف‬‫ِب ِ‬ ‫ال ُمنف ِصل‬ ‫ُ‬ ‫ْ ُ‬ ‫ُ‬ ‫َ ُ‬ ‫َْ‬ ‫ّ‬
‫ِكتَابُك َما‬ ‫بَيتُك َما‬ ‫ِفيْك َما‬ ‫لك َما‬ ‫أنتُ َما‬ ‫تثنية مذكر حارض‬
‫الضافة‬‫بِا ِ‬ ‫الضافة‬ ‫بِا ِ‬
‫كتَابٌ‬ ‫ٌ‬ ‫ْ‬
‫( ِ )‬ ‫( َبيت)‬
‫ُ‬ ‫ْ ُ‬ ‫ُ‬ ‫َ ُ‬ ‫َْ‬ ‫ّ‬
‫ِكتَابُك ْم‬ ‫بَيتُك ْم‬ ‫ِفيْك ْم‬ ‫لك ْم‬ ‫أنتُ ْم‬ ‫مجع مذكر حارض‬
‫ْ‬ ‫َ‬ ‫ُ‬ ‫ّ‬
‫ِكتَابُه‬ ‫بَيتُه‬ ‫ِفيْ ِه‬ ‫ل‬ ‫ه َو‬ ‫واحد مذكر اغئ ِب‬
‫ْ‬ ‫َ‬ ‫َْ‬ ‫ّ‬
‫ِكتَابُ ِك‬ ‫بَيتُ ِك‬ ‫ِفيْ ِك‬ ‫ل ِك‬ ‫ت‬
‫أن ِ‬ ‫واحد مؤنث حارض‬
‫ْ‬ ‫َ‬ ‫ُ‬ ‫ّ‬
‫كتَ ُ‬
‫اب ُه َما‬ ‫ِ‬ ‫بَيتُ ُه َما‬ ‫ِفيْ ِه َما‬ ‫ل ُه َما‬ ‫ه َما‬ ‫تثنية مذكر اغئب‬
‫ُ‬ ‫ْ ُ‬ ‫ُ‬ ‫َ ُ‬ ‫َْ‬ ‫ّ‬
‫ِكتَابُك َما‬ ‫بَيتُك َما‬ ‫ِفيْك َما‬ ‫لك َما‬ ‫أنتُ َما‬ ‫تثنية مؤنث حارض‬
‫ْ‬ ‫َ‬ ‫ُ‬ ‫ّ‬
‫كتَ ُ‬
‫اب ُه ْم‬ ‫ِ‬ ‫بَيتُ ُه ْم‬ ‫ِفيْ ِه ْم‬ ‫ل ُه ْم‬ ‫ه ْم‬ ‫مجع مذكر اغئب‬
‫ُ‬
‫ِكتَابُك َّن‬
‫ْ ُ‬
‫بَيتُك َّن‬
‫ُ‬
‫ِفيْك َّن‬
‫َ ُ‬
‫لك َّن‬ ‫أَ ْن ُ َّ‬
‫ت‬
‫ّ‬
‫مجع مؤنث حارض‬
‫ْ‬ ‫َ‬ ‫ّ‬
‫اب َها‬
‫كتَ ُ‬
‫ِ‬ ‫بَيتُ َها‬ ‫ِفيْ َها‬ ‫ل َها‬ ‫ِ َ‬
‫ه‬ ‫واحد مؤنث اغئب‬
‫ِكتَ ْ‬ ‫بَيْ ْ‬ ‫ِ َّ‬ ‫ْ‬ ‫ََ‬ ‫ُ ّ‬
‫اب‬
‫ِ‬ ‫ت‬ ‫ِ‬ ‫ف‬ ‫ل‬ ‫ِ‬ ‫أنا‬ ‫واحد متلك ِم‬
‫ْ‬ ‫َ‬ ‫ُ‬ ‫ّ‬
‫كتَ ُ‬
‫اب ُه َما‬ ‫ِ‬ ‫بَيتُ ُه َما‬ ‫ِفيْ ِه َما‬ ‫ل ُه َما‬ ‫ه َما‬ ‫تثنية مؤنث اغئب‬
‫ْ‬ ‫َ‬ ‫َْ‬ ‫ّ‬
‫ابنَا‬
‫كتَ ُ‬
‫ِ‬ ‫بَيتُنَا‬ ‫ِفيْنَا‬ ‫لَا‬ ‫ن ُن‬ ‫تثنية مجع متلكم‬
‫ْ‬ ‫َ‬ ‫ُ‬ ‫ّ‬
‫كتَ ُ‬
‫اب ُه َّن‬ ‫ِ‬ ‫بَيتُ ُه َّن‬ ‫ِفيْ ِه َّن‬ ‫ل ُه َّن‬ ‫ه َّن‬ ‫مجع مؤنث اغئب‬

‫‪28‬‬ ‫‪29‬‬
‫‪Lesson 3‬‬ ‫‪Pronouns‬‬

‫ٌ‬ ‫‪Note:‬‬
‫ضمير‬ ‫‪(Pronoun) singular.‬‬
‫‪ in two aspects:‬اسم ‪َ will correspond with the‬ض ِمير ‪The‬‬
‫ُ‬
‫ضمائر‬ ‫‪(Pronouns) plural.‬‬
‫ّ‬ ‫ّ‬
‫مذكر ‪ and‬مؤنث ‪1. Gender i.e.‬‬
‫َ ْ َُْ‬
‫‪ which is in its detached form i.e. Not joint with‬ضمير ‪ is that‬ض ِمير منف ِصل‬ ‫واحد ‪ ،‬تثنية ‪ ،‬جمع ‪2. Number i.e.‬‬
‫‪another word e.g.‬‬
‫ّ‬ ‫ّ‬ ‫ّ‬
‫‪ then‬مؤنث ‪ is‬اسم ‪ will be used and if the‬مذكر َض ِمير ‪ then a‬مذكر ‪ is‬اسم ‪i.e. if the‬‬
‫أَن ْ َ‬
‫ت‬ ‫ِه َى‬
‫ُ‬
‫ه َو‬
‫ّ‬
‫‪ will be used e.t.c.‬مؤنث َض ِمير ‪a‬‬

‫‪Examples:‬‬
‫ْ َ‬ ‫َ ْ ُ َّ‬
‫حرف الج ّر‬ ‫‪ e.g.‬حرف ّ‬
‫جر ‪ which is attached to a‬ضمير ‪ is that‬ض ِمير مت ِصل ب ِ ِ‬
‫َ َ َْ ْ َ‬ ‫َّ َ ُ‬ ‫َْ‬ ‫ُْ َ‬ ‫ُ‬ ‫َ ْ ُ َ َّ ٌ‬
‫ه َِى على المكت ِ‬
‫ب‬ ‫أي َن الساعة ؟‬ ‫ه َو فِى الغ ْرف ِة‬ ‫أي َن محمد ؟‬
‫َ َ‬ ‫َ‬ ‫َُ‬
‫لك‬ ‫ل َها‬ ‫له‬
‫ّ‬ ‫ّ‬
‫واحد مؤنث‬ ‫واحد مذكر‬

‫َ َ‬ ‫َ ْ ُ َّ‬
‫‪ to form a pos-‬اسم ‪ which is attached to an‬ضمير ‪ is that‬ض ِمير مت ِصل بِا الِضافة‬
‫َْ َ ٌ‬ ‫ُْ َ‬ ‫ٌ‬ ‫ْ‬ ‫َْْ‬
‫‪( e.g.‬مضاف مضاف إليه( ‪sessive phrase‬‬ ‫َم ْن فِ ْى الغ ْرف ِة ؟ فِيها خا ِلد‬ ‫ت ؟ فِي ِه َزيْد‬ ‫َ ْ‬
‫من فِ ْى البي ِ‬

‫ْ َ‬ ‫ْ‬ ‫ْ‬ ‫ّ‬ ‫ّ‬

‫بَيتُك‬ ‫بَيتُ َها‬ ‫بَيتُهٗ‬ ‫واحد مؤنث‬ ‫واحد مذكر‬

‫َْ‬ ‫َ َ َ ُ َ ََ َ‬ ‫َْ َُْ َ‬

‫‪ is in e.g.‬ضمير ‪ is the form in which a particular‬صِ يغة‬ ‫كيْف حالك ؟ أ نا بِخيْ ٍر‬ ‫أي َن بيتك ؟‬

‫ّ‬ ‫ُ‬
‫واحد مذكر غائب‬ ‫ه َو‬ ‫ْ َ ٌ َ ٌ‬ ‫َ َّ َ َ َ ْ ُ‬
‫ل ِى أخ و ِ‬
‫احد‬ ‫لسل ُم عليك ْم‬ ‫ا‬

‫‪30‬‬ ‫‪31‬‬
‫‪Lesson 3‬‬

‫‪Lesson 3‬‬
‫‪Keywords‬‬
‫‪Lesson 4‬‬
‫‪The Adjectival Phrase‬‬
‫تنوين‬ ‫مضاف إليه‬ ‫مضاف‬ ‫‪The Vocative Noun‬‬

‫فِ ْى‬ ‫ِل‬ ‫َك‬ ‫ِب‬ ‫ِمن‬ ‫حروف ّ‬

‫جارة‬
‫َ‬ ‫ٰ‬ ‫ٰ‬ ‫َ‬
‫ت‬ ‫َو‬ ‫َعلى‬ ‫ِالى‬ ‫ع ْن‬
‫ّٰ‬ ‫َ َ‬ ‫َ‬ ‫ْ ُْ‬
‫َحتى‬ ‫ُر َّب‬ ‫َحاشا ‪ /‬خل‬ ‫َع َدا‬ ‫ُمذ ‪ُ /‬منذ‬

‫صيغة‬ ‫ضمائر‬ ‫ضمير‬

‫ّ‬
‫متكلم‬ ‫حاضر‬ ‫غائب‬

‫َضميْر ُم َّتصل بحرف الْ َ‬

‫ج ّر‬ ‫ِ ِ ِ‬ ‫ِ‬

‫َ‬ ‫ْ‬
‫ال َضافة‬ ‫َ ْ ُ َّ‬
‫ض ِمير مت ِصل بِ ِ‬

‫‪32‬‬
Lesson 4 The Adjectival Phra se

ُ ْ ََْ
Note:
َ ّ َ
‫الصفة‬
ِ ‫الموصوف و‬ َ ْ
‫ َمع ِرفة‬is a noun which denotes something specific. A word which is prefixed
َ ْ َ
The Adjectival Phrase with ‫ ال‬is ‫ َمع ِرفة‬and one without ‫ ال‬is generally ‫ك َرة‬
ِ ‫ن‬.

‫صفة‬ ‫موصوف‬ ‫صفة‬ ‫موصوف‬

ٌْ َ ٌُ ُ َ ْ َْ َ ُ َ َّ َّ َ
‫ط ِويل‬ ‫َرجل‬ ‫ال ِميلة‬ ‫السيارة‬
This is made up of two words wherein one describes the other. ّ
‫ضمة‬ ‫ضمة‬ّ ّ
‫ضمة‬ ّ
‫ضمة‬
ّ ّ ّ ّ
‫مذكر‬ ‫مذكر‬ ‫مؤنث‬ ‫مؤنث‬
َْ
The word being described is known as ‫ ( موصوف‬It is also termed ‫)من ُع ْوت‬.
‫واحد‬ ‫واحد‬ ‫واحد‬ ‫واحد‬
َْ ‫نكرة‬ ‫نكرة‬ ‫معرفة‬ ‫معرفة‬
The word describing the ‫ موصوف‬is known as ‫ ( صفة‬It is also termed ‫)نعت‬.

The ‫ موصوف‬is mentioned first and then the ‫صفة‬. When translating into Urdu Note:
or English the ‫ صفة‬will be translated first e.g.
An exception to the above rule is mentioned below:
ٌ ٌ ُ ْ َ َ َّ
‫ ( َر ُجل َط ِويْل‬Tall man ) If the ‫ موصوف‬is ‫ غيْر ذ ِوى ال ُعق ْول‬and ‫ جمع‬then the ‫ صفة‬will be ‫مؤنث‬ ‫واحد‬. However
it will still continue to correspond with the ‫ موصوف‬in the ‫ اعراب‬and in being
‫صفت‬ ‫موصوف‬ ‫ معرفة‬or ‫ نكرة‬e.g.

‫صفة‬ ‫موصوف‬
ُ َ ْ َْ َ ُ ُ َْ
Rules: ‫الدِيدة‬ ‫الكت ُب‬
ّ
‫ضمة‬ ‫ضمة‬ ّ
The ‫ صفة‬must correspond with the ‫ موصوف‬in four aspects:
ّ َّ
‫مؤنث‬ ‫مذكر‬
ْ َّ ، ‫فتحة‬
1. I’raab ‫ ِاع َراب‬i.e. ‫ كسرة‬، ‫ضمة‬ ‫واحد‬ ‫مجع‬
ّ ّ
2. Gender i.e. ‫ مؤنث‬، ‫مذكر‬
ّ ، ‫واحد‬ ‫غري ذوى العقول‬
3. Number i.e. ‫ جمع‬، ‫تثنية‬
َ ْ َ
4. ‫ ( َمع ِرفة‬Marifah ) and ‫ك َرة‬
ِ ‫ ( ن‬Nakirah ). ‫معرفة‬ ‫معرفة‬

34 35
Lesson 4 The Vocative Noun

ٰ ‫َح ْر ُف ال ّنِ َداءِ َوال ْ ُم َن‬

ُ ْ‫يَا بن‬ ُ
‫ت‬ ِ ‫يَا َر ُجل‬ ‫يَا َزيْ ُد‬
‫ادى‬
The Vocative Noun
ٰ
2. Generally the ‫منادى‬ will not be prefixed with ‫ ( ال‬As in the examples
above ).
ٰ
3. If the ‫منادى‬ is in the form of ‫مضاف و مضاف إليه‬, then the ‫ مضاف‬will have
To help understand ‫ حرف النداء‬and ‫ ُمنادى‬study the following example: a ‫ فتحة‬e.g.
ََْ َ
‫يَا َزيْ ُد‬ ‫هلل‬
ِ ‫يا عبد ا‬

ٰ
‫منادى‬ ‫حرف النداء‬ ‫مضاف إليه‬ ‫مضاف‬

In the above example the letter ‫ يَا‬is ‫ حرف النداء‬and ‫ َزيْ ُد‬is ‫نادى‬
ٰ ‫م‬.ُ ٰ
4. If the ‫منادى‬ is prefixed with ‫ ال‬then the following rule will apply:

ٰ ّ
A number of letters are used in the Arabic language to serve as ‫حرف النداء‬ a. If the ‫منادى‬ is ‫ مذكر‬then the ‫ حرف النداء‬will be followed by the letters
ُّ َ
however the letter ‫ يَا‬is most commonly used(ii). It is used to call out to some- ‫ اي َها‬e.g.
one near or far.
ُ َّ َ ُّ َ َ ُ
‫الر ُجل‬ ‫يا ا يها‬ ‫يَا َر ُجل‬
َّ ‫يَا اَ ُّي َها‬
ُ‫الطالب‬ ُ ‫يَا َطال‬
‫ب‬
Rules: ِ ِ

ٰ
1. If the ‫منادى‬ is a single word i.e. it is not in the form of
ّ
‫ مضاف و مضاف إليه‬then it will be pronounced with a single ‫ضمة‬
ٰ ّ
b. If the ‫منادى‬ is ‫ مؤنث‬then the ‫ حرف النداء‬will be followed by the letters
( without ‫ )تنوين‬e.g. َّ َ
‫ ايتُ َها‬e.g.

‫ت‬ُ ْ‫يَا اَ َّي ُت َها الْبن‬ ‫ت‬ُ ْ‫يَا بن‬

ِ ِ
ُ ْ َ ُ َّ َ ُ
(ii) The remaining letters are ‫ا َْي‬ ، َ ‫ ا‬، ‫ ا َيا‬، ‫هَيا‬ ‫يَا ا يتها ال ُم َد ِّر َسة‬ ‫يَا ُم َد ِّر َسة‬

36 37
Lesson 4 The Vocative Noun

Note:
Lesson 4
The following rule does not apply to the name of Allāh. Despite Allāh’s name
ُّ َ Keywords
beginning with ‫ ال‬the ‫ حرف النداء‬will not be followed by ‫ اي َها‬e.g.
ُ َ ‫يَا ا‬
‫هلل‬
‫نكرة‬ ‫معرفة‬ ‫اعراب‬ ‫صفة‬ ‫موصوف‬

‫نعت‬ ‫منعوت‬ ‫غير ذوى العقول‬ ‫جمع‬

‫منادى‬ ‫حرف النداء‬

َّ
‫ياايتُها‬ ‫ياايُّها‬ ‫يا‬

38 39
Lesson 5

Lesson 5
The Diptote

40
Lesson 5 The Declinable Noun

ْ َ
4. The following names are also ‫ غيْر ُمن َص ِرف‬:
َ ُْْ ْ َ
‫غي ُر المنص ِرف‬
ُ ْ َ ُ ُْ
‫ع َم ُر‬ ‫أح َم ُد‬ ‫عث َمان‬
The Declinable Noun

ُ َ ُْ َ
5. A ‫ ( جمع‬Plural ) which is on the scale of ‫ َمفا ِعل‬and ‫ َمفا ِعيل‬e.g.
َ ُْ َْ
‫ غير منص ِرف‬is that noun which does not accept a ‫ كسرة‬or ‫تنوين‬. ُْ ََ ُ ََ
‫مفاعِيل‬ ‫مفاعِل‬
ْ َ ‫اريْ ُن‬ ََ ‫اج ُد‬ َ َ
The following nouns will always be ‫ غيْر ُمن َص ِرف‬hence they will not accept a ِ ‫تم‬ ِ ‫مس‬
‫ كسرة‬or ‫تنوين‬. ُ ْ ‫َدنَا ِن‬
‫ي‬ ‫د َرا ِه ُم‬
َ

‫َمفا ِتيْ ُح‬

َ َ
‫ار ُس‬ ِ ‫مد‬
1. Names of women e.g.

ُ َ ُ َ َ ‫َه‬ َ 6. A ‫ ( جمع‬Plural ) which has ‫ (اء) الف ممدودة‬at the end e.g.
‫َعائِشة‬ ‫اط َمة‬
ِ ‫ف‬ ‫اج ُر‬ ‫َم ْر َي ُم‬ ُ ‫ُح َميْ َر‬
‫اء‬ ُ ‫أ ْس َم‬
‫اء‬
َ َ
ُ ‫ُف َق َر‬
‫اء‬ ُ َ‫أ ِط ّب‬
‫اء‬ ُ َ‫أ ْص ِدق‬
‫اء‬
َ ْ
( Plural of ‫) ف ِقيْ ٌر‬ ( Plural of ‫ب‬ ٌ ْ‫) َطبي‬
ِ ( Plural of ‫) َص ِدي ٌق‬
2. Non Arabic names of men e.g.

َ ُ ُ ُ َ
‫ِإبْرا ِهيْ ُم‬ ‫آد ُم‬ ‫يُ ْو ُسف‬ ‫ار ْون‬ ‫ه‬ ْ َ
However the following two plurals are not ‫غيْر ُمن َص ِرف‬:

ْ
ٌ ‫أس َم‬
‫اء‬ ٌ َ‫أَ ْبن‬
‫اء‬
3. Names of men which have a ‫ (ة) التاء المربوطة‬at the end e.g. ْ
( Plural of ‫) ِاس ٌم‬ ( Plural of ‫) ِا ْب ٌن‬
ُ ُ َ ْ َ َُ َُ
‫َح ْم َزة‬ ‫حة‬ ‫طل‬ ‫امة‬‫أس‬

42 43
Lesson 5 The Declinable Noun

ْ َ
7. The following words are also ‫ غيْر ُمن َص ِرف‬: ّ ‫ حرف‬both these words have ‫ فتحة‬on the final letter.
Before ‫جر‬

ُ ْ َ ُ ُ َ َ َْ َ
‫غضبَان‬ ‫َج ْو َعان‬ ‫ع ْطشان‬ ‫ِم ْن أي َن‬ ‫فِ ْى ذلِك‬
( Angry ) ( Hungry ) ( Thirsty )

ّ ‫ حرف‬they still continue to have ‫فتحة‬. Words which are ‫ َم ْبنِ ْى‬remain
After ‫جر‬
Note: unaffected.

1. If a noun which is ‫نصرف‬ ُ ّ

ِ ‫ غير م‬has a ‫ حرف جر‬before it or it is ‫مضاف إليه‬
ْ ُ
then instead of a ‫ كسرة‬it will be given a ‫ ( فتحة‬A ‫نصرف‬
ِ ‫ غير م‬word can
not have a ‫)كسرة‬.

ّ ‫ حرف‬before a ‫ غير ُمنصرف‬noun:

a. Example of ‫جر‬ ِ

‫اريْ َن‬ ََ ْ
ِ ‫فِى تم‬

b. Example of a ‫نصرف‬ ُ
ِ ‫ غير م‬noun being ‫ مضاف إليه‬:
َ َ ُ َ
‫اط َمة‬
ِ ‫ِكتاب ف‬

2. There are certain nouns in Arabic which only carry one form of ‫ اعراب‬i.e.
ّ ‫ حرف‬is before
the ‫ اعراب‬on the final letter never changes. Even if a ‫جر‬
such a noun, the ‫ اعراب‬on the final letter will continue to be the same
ّ ‫حرف‬. Such nouns are termed
as it was before being attached to the ‫جر‬
َْ
‫ مبنِ ْى‬e.g.

َْ َ ٰ
‫أي َن‬ ‫ذلِك‬

44 45
Lesson 5

Lesson 5
Keywords
Lesson 6
The Numerals
‫مفاعيل‬ ‫مفاعل‬ ‫غير منصرف‬

‫مبنى‬ ‫الف ممدودة‬

46
‫‪Lesson 6‬‬ ‫‪The Numerals‬‬

‫َ ْ َ‬ ‫َ َ‬ ‫َْ ُ‬
‫معد ْود ‪ and‬عدد ‪Rules of‬‬
‫العداد‬
‫‪The Numerals‬‬ ‫ات‬ ‫ََ ُ َ َ‬ ‫َ ََُ‬
‫ثلثة ُبيُ ْو ٍت‬
‫ثلث ساع ٍ‬

‫ْ‬ ‫ْ‬
‫َمع ُد ْود‬ ‫َع َدد‬ ‫َمع ُد ْود‬ ‫َع َدد‬

‫َ‬ ‫َ‬ ‫َ ٌ َّ ْ ُ َ‬ ‫ا َ َح َد َع َ َ‬ ‫َ ٌ‬
‫‪40‬‬ ‫ا ْر َب ُع ْون‬ ‫‪21‬‬ ‫ش ْون‬ ‫احد و ِع‬
‫و ِ‬ ‫‪11‬‬ ‫ش‬ ‫‪1‬‬ ‫احد‬
‫و ِ‬

‫َ‬ ‫َ‬ ‫َْ َ ْ ُ َ‬ ‫ِا ْثنَا َع َ َ‬ ‫َْ‬ ‫‪َ is between 3 and 10.‬ع َدد ‪The following rules will apply when the‬‬
‫‪50‬‬ ‫خْ ُس ْون‬ ‫‪22‬‬ ‫ش ْون‬ ‫ان و ِع‬
‫ِاثن ِ‬ ‫‪12‬‬ ‫ش‬ ‫‪2‬‬ ‫ان‬
‫ِاثن ِ‬
‫ْ‬
‫َ‬ ‫َ َ َ ٌ َّ ْ ُ َ‬ ‫ثَ َلثَ َة َع َ َ‬ ‫ََ ٌَ‬ ‫‪ ( Plural ).‬جمع ‪َ will be in the form of‬مع ُد ْود ‪1. The‬‬
‫‪60‬‬ ‫ِس ُّت ْون‬ ‫‪23‬‬ ‫ش ْون‬ ‫ثلثة و ِع‬ ‫‪13‬‬ ‫ش‬ ‫‪3‬‬ ‫ثلثة‬
‫ََ َُ‬
‫ثلثة ُبيُ ْو ٍت‬
‫َ‬ ‫َ ْ َ َ ٌ َّ ْ ُ َ‬ ‫ا َ ْر َب َع َة َع َ َ‬ ‫َ ٌ‬
‫‪70‬‬ ‫َسبْ ُع ْون‬ ‫‪24‬‬ ‫ش ْون‬ ‫اربعة و ِع‬ ‫‪14‬‬ ‫ش‬ ‫‪4‬‬ ‫ا ْر َب َعة‬
‫جمع‬
‫َ ُ َ‬ ‫َ ْ َ ٌ َّ ْ ُ َ‬ ‫َخْ َس َة َع َ َ‬ ‫َ ٌ‬
‫‪80‬‬ ‫ث َمان ْون‬ ‫‪25‬‬ ‫ش ْون‬ ‫خسة و ِع‬ ‫‪15‬‬ ‫ش‬ ‫‪5‬‬ ‫خْ َسة‬

‫َ‬ ‫َّ ٌ َّ ْ ُ َ‬ ‫ِس َّت َة َع َ َ‬ ‫ٌ‬

‫‪90‬‬ ‫ت ِ ْس ُع ْون‬ ‫‪26‬‬ ‫ش ْون‬ ‫ِستة و ِع‬ ‫‪16‬‬ ‫ش‬ ‫‪6‬‬ ‫ِس َّتة‬ ‫‪ ( Alif and Laam ).‬ال ‪ will not have‬معدود ‪ and‬عدد ‪2. The‬‬
‫ََ َُ‬
‫‪100‬‬ ‫ٌَ‬
‫ِمائة‬ ‫‪27‬‬ ‫َ ْ َ ٌ َّ ْ ُ َ‬
‫ش ْون‬ ‫سبعة و ِع‬ ‫‪17‬‬ ‫َسبْ َع َة َع َ َ‬
‫ش‬ ‫‪7‬‬ ‫ٌ‬
‫َسبْ َعة‬ ‫ثلثة ُبيُ ْو ٍت‬

‫ََ‬ ‫َ َ َ ٌ َّ ْ ُ َ‬ ‫َث َما ِنيَ َة َع َ َ‬ ‫ٌ‬ ‫َ‬

‫‪200‬‬ ‫ان‬
‫ِمائت ِ‬ ‫‪28‬‬ ‫ش ْون‬ ‫ثما ِنية و ِع‬ ‫‪18‬‬ ‫ش‬ ‫‪8‬‬ ‫ث َما ِنيَة‬ ‫‪Both without Alif and Laam‬‬

‫ََ ُ َ‬ ‫ْ َ ٌ َّ ْ ُ َ‬ ‫ت ِ ْس َع َة َع َ َ‬ ‫ٌ‬
‫‪300‬‬ ‫ثلث ِمائ ٍة‬ ‫‪29‬‬ ‫ش ْون‬ ‫تِسعة و ِع‬ ‫‪19‬‬ ‫ش‬ ‫‪9‬‬ ‫ت ِ ْس َعة‬
‫ْ‬
‫‪َ will differ in gender i.e.‬مع ُد ْود ‪َ and‬ع َدد ‪3. The‬‬
‫ٌَْ‬ ‫ََ ُ َ‬ ‫ْ ُ َ‬ ‫َ َ ٌَ‬
‫‪1000‬‬ ‫ألف‬ ‫‪30‬‬ ‫ثلث ْون‬ ‫‪20‬‬ ‫ش ْون‬ ‫ِع‬ ‫‪10‬‬ ‫شة‬ ‫ع‬
‫ْ‬ ‫ّ‬ ‫ّ‬
‫مؤنث ‪َ will be‬ع َدد ‪ then the‬مذكر ‪َ is‬مع ُد ْود ‪a. If the‬‬

‫‪48‬‬ ‫‪49‬‬
Lesson 6 The Numerals

َُ ََ ّ
‫ثلثة ُبيُ ْو ٍت‬ ‫معدود مؤنث‬ ‫معدود مذكر‬
1 watch ٌَ َ 1 house ٌ ْ‫َبي‬
‫اعة‬ ‫س‬ ‫ت‬
ّ ّ
‫مذكر‬ ‫مؤنث‬ 2 watches َ َ َ 2 houses ََْ
‫ان‬ ِ ‫ساعت‬ ‫ان‬
ِ ‫بيت‬
َ ُ ََ َُ ََ
3 watches ‫ثلث َساع ٍت‬ 3 houses ‫ثلثة ُبيُ ْو ٍت‬
ْ ّ ّ 4 watches َ ‫ا َ ْر َب ُع َس‬ 4 houses ُ َ
‫ا ْر َب َعة ُبيُ ْو ٍت‬
b. If the ‫ َمع ُد ْود‬is ‫ مؤنث‬then the ‫ َع َدد‬will be ‫مذكر‬. ‫اع ٍت‬
5 watches ‫اع ٍت‬ َ ‫َخْ ُس َس‬ 5 houses ُ َ
‫خْ َسة ُبيُ ْو ٍت‬
‫ات‬ َ َ ُ ََ
ٍ ‫ثلث ساع‬ ُ
6 watches ‫اع ٍت‬ َ ‫ت َس‬ ُّ ‫س‬
ِ 6 houses ‫ِس َّتة ُبيُ ْو ٍت‬
ْ ُ
ّ
‫مؤنث‬
ّ
‫مذكر‬ 7 watches ‫اع ٍت‬ َ ‫َسب ُع َس‬ 7 houses ‫َسبْ َعة ُبيُ ْو ٍت‬
َ ‫ان َس‬ َ ‫َث َم‬ ُ َ
8 watches ‫اع ٍت‬ ِ 8 houses ‫ث َما ِنيَة ُبيُ ْو ٍت‬
َ ُ
9 watches ‫ت ِ ْسع ساع ٍت‬ َ ُ 9 houses ‫ت ِ ْس َعة ُبيُ ْو ٍت‬
ْ ْ
4. The ‫ َمع ُد ْود‬will have ‫ كسرة‬i.e. the ‫ َع َدد‬and ‫ َمع ُد ْود‬will be in the form of ‫مضاف‬ َ ‫ش َس‬ ُ ْ ‫َع‬ َُ َ َ
10 watches ‫اع ٍت‬ 10 houses ‫شة ُبيُ ْو ٍت‬ ‫ع‬
‫ ( و مضاف إليه‬But not translated like ‫) مضاف و مضاف إليه‬.
5. To denote one and two, the use of the ‫ اسم‬in its ‫ واحد‬and ‫ تثنية‬form will
be sufficient i.e.

ٌ ْ‫َبي‬
‫ت‬ ‫ان‬ ََْ
ِ ‫بيت‬
) One house ( ) Two houses (

50 51
‫‪Lesson 6‬‬

‫‪Lesson 6‬‬
‫‪Keywords‬‬
‫‪Lesson 7‬‬
‫‪The Verbs‬‬
‫معدود‬ ‫عدد‬ ‫اعداد‬

‫ّ‬ ‫ّ‬
‫عدد مؤنث‬ ‫عدد مذكر‬

‫ّ‬ ‫ّ‬
‫معدود مؤنث‬ ‫معدود مذكر‬

‫‪52‬‬
Lesson 7 The Verbs

َ
َ ْ َ َْ The ‫ فعل مضارع‬will give a negative meaning when the letter ‫ ل‬is added before it.
‫الفعال‬
َْ َ َ
‫ل يفتَ ُح‬ ‫ل ي َ ْس َم ُع‬
The Verbs
) He is not opening/will not open ( ) He is not listening/will not listen (

َْ
‫ ا مر‬is that ‫ فعل‬which denotes command.
‫ ف ِعل ماضى‬is that ‫ فعل‬which denotes action in the past tense.
ْ ْ ْ ُْ
‫ِافتَ ْح‬ ‫ِا ْس َم ْع‬ ‫ِاض ِرب‬ ‫ان ُص ْر‬
َ َ
‫فتَ َح‬ ‫َس ِم َع‬ ‫َض َر َب‬ ‫ن َص َر‬ ( Open!) ( Listen!) ( Hit!) ( Help!)
( He opened ) ( He heard ) ( He hit ) ( He helped )

َْ
‫ نهى‬is that ‫ فعل‬which denotes prohibition.
The ‫ فعل ماضى‬will give a negative meaning when the letter ‫ َما‬is added before it.
َْ َ َ َ ْ ْ َ َ َْ َ
‫ل تفتَ ْح‬ ‫ل ت ْس َم ْع‬ ‫ل تض ِرب‬ ‫ل تن ُص ْر‬
َ
‫َما َض َر َب‬ ‫َما ن َص َر‬ ( Don’t open!) ( Don’t listen!) ( Don’t hit!) ( Don’t help!)
) He did not hit ( ) He did not help (

َْ
‫ صِ يغة‬is the form in which a particular ‫ فعل‬is in.
َ ُ
ِ ‫ ف ِعل مض‬is that ‫ فعل‬which denotes action in the present or future tense.
‫ار ع‬
ّ َ
‫واحد مذكر غائب‬ ‫ن َص َر‬
ْ َْ
‫يَض ِر ُب‬ ‫ين ُص ُر‬ ّ َ َ
‫جمع متكلم‬ ‫ن َص ْرنا‬
( He is hitting/will hit ) ( He is helping/will help )

َْ َ ْ َ
‫يفتَ ُح‬ ‫ي َ ْس َم ُع‬ ‫ مصد ر‬is the noun from which the ‫ فعل‬is derived.
( He is opening/will open ) ( He is listening/will listen )
َْ َّ ْ َّ
‫الفت ُح‬ ‫الس ْم ُع‬
َّ ‫الض ْر ُب‬ ‫النص ُر‬
( To open ) ( To listen ) ( To hit ) ( To help )

54 55
‫‪Lesson 7‬‬ ‫‪The Verbs‬‬

‫ُْ ْ َ َْ ْ‬ ‫ْ‬ ‫َ‬

‫باب ن َص َر َين ُص ُر ا ن ُصر ل تن ُصر‬
‫َْ‬
‫نىه‬ ‫امر‬ ‫فعل مضارع‬ ‫فعل ماىض‬ ‫صِ يغة‬

‫ّ‬
‫َْ ُ‬ ‫َ َ‬
‫يف َعل‬ ‫ف َعل‬ ‫واحد مذكر اغئ ِب‬ ‫ُ‬ ‫َ ْ َ‬
‫نىه‬ ‫امر‬ ‫فعل مضارع‬ ‫فعل ماىض‬ ‫مصدر‬
‫ّ‬ ‫ُْ ُ‬
‫َْ َ‬
‫يف َعل ِن‬
‫َ َ‬
‫ف َعل‬ ‫تثنية مذكر اغئب‬ ‫َ َْ ْ‬ ‫ُ ْ ْ‬ ‫َْ‬ ‫َ‬ ‫ال ُر ْوج‬
‫لت ُرج‬ ‫اخ ُرج‬ ‫ي ُر ُج‬ ‫خ َر َج‬
‫ّ‬ ‫‪To come out‬‬
‫َْ ُ َ‬ ‫َ ُ‬
‫يف َعل ْون‬ ‫ف َعل ْوا‬ ‫مجع مذكر اغئب‬ ‫ُّ ُ ُ‬
‫ادلخ ْول‬
‫َ َْ ُ ْ‬ ‫ُْ ُ ْ‬ ‫ْ ُُ‬ ‫َ ََ‬
‫ّ‬ ‫لتدخل‬ ‫ادخل‬ ‫يَدخل‬ ‫دخل‬
‫َْ ُ‬ ‫َف َعلَ ْ‬ ‫‪To enter‬‬
‫تف َعل‬ ‫ت‬ ‫واحد مؤنث اغئب‬
‫ْ َْ‬
‫ّ‬ ‫َ َ ْ‬
‫كتُ ْ‬ ‫ا ُ ْكتُ ْ‬ ‫َ ْ‬
‫كتُ ُ‬ ‫َكتَ َ‬ ‫الكت ُب‬
‫َْ َ‬ ‫َ َ‬ ‫ب‬ ‫لت‬ ‫ب‬ ‫ب‬ ‫ي‬ ‫ب‬
‫تف َعل ِن‬ ‫ف َعلتَا‬ ‫تثنية مؤنث اغئب‬ ‫‪To write‬‬
‫َْ ْ‬ ‫َ ْ‬ ‫ّ‬
‫يف َعل َن‬ ‫ف َعل َن‬ ‫مجع مؤنث اغئب‬
‫ْ ْ َ َ ْ ْ‬ ‫ْ‬
‫َ َْ ْ‬
‫ل تف َعل‬
‫ْ ْ‬
‫ِاف َعل‬
‫َْ ُ‬
‫تف َعل‬ ‫َف َعلْ َ‬
‫ت‬ ‫حاض‬
‫ِ‬
‫ّ‬
‫واحد مذكر‬ ‫باب َض َر َب َيض ِر ُب اِ ض ِر ب ل تض ِر ب‬
‫َ َْ َ‬ ‫ْ َ‬ ‫َْ َ‬ ‫َ ْ‬ ‫ّ‬ ‫ُ‬ ‫َ ْ َ‬
‫نىه‬ ‫امر‬ ‫فعل مضارع‬ ‫فعل ماىض‬ ‫مصدر‬
‫ل تف َعل‬ ‫ِاف َعل‬ ‫تف َعل ِن‬ ‫ف َعلتُ َما‬ ‫تثنية مذكر حارض‬
‫ُْ ُ ُ‬
‫ّ‬ ‫َ َْ‬ ‫ْ‬ ‫َْ‬ ‫َ‬ ‫الل ْوس‬
‫َ َْ ُ‬ ‫ْ ُ‬ ‫َْ ُ َ‬ ‫َ ْ‬ ‫لت ِل ْس‬ ‫ِاج ِل ْس‬ ‫ي ِل ُس‬ ‫َجل َس‬
‫ل تف َعل ْوا‬ ‫ِاف َعل ْوا‬ ‫تف َعل ْون‬ ‫ف َعلتُ ْم‬ ‫مجع مذكر حارض‬
‫‪To sit‬‬
‫َ‬ ‫ّ‬ ‫َْ ْ َُ‬
‫ََْ‬
‫ل َت ْف َع ْ‬
‫ل‬ ‫ِا ْف َع ْ‬
‫ل‬ ‫َت ْف َعل ْ َ‬
‫ي‬ ‫ِ‬ ‫ت‬
‫فعل ِ‬
‫واحد مؤنث حارض‬ ‫َ َْ‬
‫لتغ ِف ْر‬
‫ْ‬
‫ِاغ ِف ْر‬
‫َْ‬
‫يغ ِف ُر‬
‫ََ‬
‫غف َر‬
‫المغفِرة‬
‫ِ‬ ‫ِ‬
‫‪To forgive‬‬
‫َ َْ َ‬ ‫ْ َ‬ ‫َْ َ‬ ‫َ ْ‬ ‫ّ‬
‫ل تف َعل‬ ‫ِاف َعل‬ ‫تف َعل ِن‬ ‫ف َعلتُ َما‬ ‫تثنية مؤنث حارض‬ ‫ْ ْ ُ‬
‫َ َ ْ ْ‬ ‫ْ ْ‬ ‫ْ‬ ‫َ َ‬ ‫الكِذب‬
‫لتك ِذب‬ ‫ِاك ِذب‬ ‫يَك ِذ ُب‬ ‫كذ َب‬
‫َ َْ ْ‬ ‫ْ ْ‬ ‫َْ ْ‬ ‫ّ‬ ‫‪To lie‬‬
‫ل تف َعل َن‬ ‫ِاف َعل َن‬ ‫تف َعل َن‬ ‫َف َعلْ ُ َّ‬
‫ت‬ ‫مجع مؤنث حارض‬

‫ُ ّ‬
‫َْ ُ‬ ‫َف َعلْ ُ‬
‫أف َعل‬ ‫ت‬ ‫واحد متلك ِم‬

‫َ ْ‬ ‫ّ‬
‫َْ ُ‬
‫نف َعل‬ ‫ف َعلنَا‬ ‫تثنية مجع متلكم‬

‫‪56‬‬ ‫‪57‬‬
‫‪Lesson 7‬‬ ‫‪The Verbs‬‬

‫ْ ْ َ َْ ْ‬ ‫ْ‬
‫باب َس ِم َع َيس َم ُع ِا س َمع ل تس َمع‬ ‫‪Lesson 7‬‬
‫‪Keywords‬‬
‫ُ‬ ‫َ ْ َ‬
‫نىه‬ ‫امر‬ ‫فعل مضارع‬ ‫فعل ماىض‬ ‫مصدر‬
‫ُّ ْ ُ‬
‫َ َْ َ ْ‬ ‫ْ َ ْ‬ ‫يَ ْ َ‬ ‫َ‬ ‫الشب‬
‫شب‬ ‫لت‬ ‫شب‬ ‫ِا‬ ‫ش ُب‬ ‫ش َب‬ ‫ْ‬ ‫َْ‬
‫ِ‬
‫‪To drink‬‬ ‫صيغة‬ ‫َمص َدر‬ ‫أف َعال‬ ‫فعل‬
‫َْْ‬
‫َ َْ‬ ‫ْ‬ ‫َْ‬ ‫َ‬ ‫الفه ُم‬
‫لتف َه ْم‬ ‫ِاف َه ْم‬ ‫يف َه ُم‬ ‫ف ِه َم‬
‫‪To understand‬‬
‫َ ُّ ْ ُ‬ ‫نهى‬ ‫امر‬ ‫ُمضارع‬ ‫ماضى‬
‫َ َْ‬ ‫ْ‬ ‫ْ‬ ‫َ‬ ‫اللبس‬
‫لتلبَ ْس‬ ‫ِالبَ ْس‬ ‫يَلبَ ُس‬ ‫ل ِب َس‬
‫‪To wear‬‬
‫َ‬
‫ل‬ ‫َما‬
‫َْ ْ َ َْ َ ْ‬ ‫َْ‬ ‫ََ‬
‫باب فت َح َيفت ُح اِ فتح ل تفتح‬
‫ُ‬ ‫َ ْ َ‬
‫نىه‬ ‫امر‬ ‫فعل مضارع‬ ‫فعل ماىض‬ ‫مصدر‬
‫َْ ْ ُ‬
‫َ َْ ْ‬ ‫ْ ْ‬ ‫َْ ُ‬ ‫َ‬ ‫العل‬
‫لت َعل‬ ‫ِاج َعل‬ ‫ي َعل‬ ‫َج َعل‬
‫‪To make‬‬
‫َ َْ ْ‬ ‫ْ ْ‬ ‫ْ َ َُ‬
‫َْ َُ‬ ‫َََ‬ ‫القِراءة‬
‫لتق َرأ‬ ‫ِاق َرأ‬ ‫يقرأ‬ ‫قرأ‬
‫‪To read‬‬
‫َّ َ ُ‬
‫َلتَ ْذ َه ْ‬ ‫ا ْذ َه ْ‬ ‫يَ ْذ َه ُ‬ ‫َذ َه َ‬ ‫اذلهاب‬
‫ب‬ ‫ب‬ ‫ِ‬ ‫ب‬ ‫ب‬
‫‪To go‬‬

‫‪58‬‬ ‫‪59‬‬


Lesson 8
Miscellaneous

60
‫‪Lesson 8‬‬ ‫‪Miscell aneous‬‬

‫‪Other terms‬‬
‫‪Miscellaneous‬‬
‫انلَّ َه ُ‬
‫ار‬
‫َّّ ْ ُ‬
‫الليل‬ ‫ال ْ َم َس ُ‬
‫اء‬
‫َّ َ ُ‬
‫الصباح‬
‫‪Day‬‬ ‫‪Night‬‬ ‫‪Evening‬‬ ‫‪Morning‬‬
‫‪Days of the Week‬‬ ‫َ ً‬ ‫َْ‬ ‫َْ ُ‬ ‫َ َ‬
‫غدا‬ ‫ام ِس‬ ‫ال ْوم‬ ‫اآلن‬
‫َ ْ ُ َّ ْ‬ ‫َ ُ ََ‬ ‫َُْ َْْ‬ ‫َ ُ ُّ َ َ‬
‫ت‬
‫يوم السب ِ‬ ‫ي ْوم األح ِد‬ ‫ي‬
‫يوم االِثن ِ‬ ‫ي ْوم اثللثاءِ‬
‫‪Tomorrow‬‬ ‫‪Yesterday‬‬ ‫‪Today‬‬ ‫‪Now‬‬
‫‪Saturday‬‬ ‫‪Sunday‬‬ ‫‪Monday‬‬ ‫‪Tuesday‬‬

‫َ ُ َ َ‬ ‫َ ُ َْ ْ‬ ‫َ ْ ُ ُْ ُ َ‬
‫ي ْوم األ ْربِعاءِ‬ ‫ي ْوم ال ِمي ِس‬ ‫المع ِة‬ ‫يوم‬
‫‪Wednesday‬‬ ‫‪Thursday‬‬ ‫‪Friday‬‬

‫‪Islamic Months of the Year‬‬

‫ُْ َ ُ‬ ‫َ َ‬ ‫َّ ْ ُ ْ َ ُ‬ ‫َّ ْ ُ‬

‫المح َّرم‬ ‫صف ُر‬ ‫الربِيع‪‬‭‬ال َّول‬ ‫الربِيع‪ ‭‬اآلخر‬

‫ُْ‬
‫ادى‬اٱل َ ٰ‬
‫ول‪‎‬‬ ‫ج ٰ‬ ‫َُ‬
‫ادى اآلخ َِرة‬
‫ج ٰ‬ ‫َُ‬ ‫َ‬
‫َرج ُب‬
‫َ َْ ُ‬
‫شعبان‬

‫َ َ ُ‬ ‫َ ٌ‬ ‫ُ َْ ْ َ‬ ‫ُ ْ َّ‬
‫َرمضان‬ ‫ش َّوال‬ ‫ذو‪‬‭‬القعدة ِ‬ ‫ذو‪‬‭‬ال ِج ِة‬

‫‪Note:‬‬
‫غير منصرف ‪The following names are:‬‬
‫َ‬ ‫ادى اآلخ َرة ‪َ ،‬ر َج ُ‬ ‫ُْ‬
‫‬اٱل َ ٰ‪َ ُ ‎‬‬ ‫َ َْ ُ ََ َ ُ‬
‫ب ‪َ ،‬صف ُر‬ ‫ول ‪ ،‬جم ٰ ِ‬ ‫ان ‪ُ ،‬ج َم ٰ‬
‫ادى‬ ‫شعبان ‪ ،‬رمض‬

‫منصرف ‪َ are‬ص َف ُر ‪َ and‬ر َج ُ‬

‫ب ‪Note: According to some‬‬

‫‪62‬‬ ‫‪63‬‬
Basic Nahw is an admirable companion to the Duroos course. Shedding light
on the science behind the examples and elucidating important concepts, this
work by Maulana Hasib Ahmed Mayet will be found to be beneficial for both
those approaching Arabic through the Duroos as well as those coming to it
independently. I pray that this endeavour is blessed by Allāh as a tool through
which many begin their quest towards the richest treasure of any literary
tradition, the holy Qur’ān and Prophetic traditions, and may He accept from
its author many such undertakings in the future, Aameen.
—Mawlana Yusuf Darwan (Hafizahullah)

Through the infinite mercy of Allāh  this book ‘Basic Nahw ‘ has been put
together for use within a Primary level Arabic syllabus. It ventures into the
realms of simplified Arabic grammar and is aimed at a primary level audience.
Terminology used within the book is simple to comprehend and the rules
mentioned are those which are most general. With it being in English the rules
will be even easier to understand Insha-Allāh.
—Mawlana Hasib Ahmed Ibn Yusuf Mayet

MADINA ACADEMY was established in 2010 to advance Islamic education

and promote a greater understanding of Islam. We provide a range of courses
and training for adults and children. We offer advice and guidance on issues
relating to Islam and Muslims, undertake projects and research work and
organise regular events and programmes.