Al-nahw-al-wadih-primary-part-one.pdf - Similar Ebooks: al-nahw al-wadih. Nahw An Introduction to the Science of Arabic Grammar. This is a discussion on Nahw al Wadih within the Arabic forums, part of the Learning Zone category; As salaamu alaykum. Do any of our Arabic speaking brothers and sisters, who have acquired the language either as their. The texts al-Nahw al-Wadih li al-Madaris al-Ibtida’iyyah vols. 1-3 ( and al-Nahw al-Wadih li al-Madaris al-Thanawiyyah vols. 1-3 ( belong to the intermediate to advanced level. The six volumes in general, and the three alIbtida’iyyah volumes in particular, can be used in place of, or in conjunction with Tasheel alNahw.
- Justina Amber Hood
- 2 years ago
- Views:
Transcription
1 With the Name of Allah, Most Merciful, Ever Merciful. AL-NAHW AL-WADIH (THE CLEAR ARABIC GRAMMAR) by Ali al-jarim & Mustafa Amin Translation of the Examples and Grammatical Rules by Usama Hasan for the Arabic grammar course at Al-Tawhid College, London ( Al-Nahw al-wadih (The Clear Arabic Grammar), Primary Level, Part One, Page 1 of 11
2 PRIMARY LEVEL PART ONE LESSON 1: AL-JUMLAH AL-MUFIDAH (THE COMPLETE SENTENCE) 1. The garden is beautiful. 2. The sun is rising. 3. Ali smelt a rose. 4. Muhammad picked a flower. 5. The fish lives in the water. 6. Date-palms are plentiful in Egypt. RULE 1: The composition that gives a complete meaning is called a jumlah mufidah (complete sentence); it is also called kalam (speech). RULE 2: The complete sentence is composed of two or more words; every word is counted as part of it (the sentence). 1. Ibrahim rode the horse. 2. Isma il teases the cat. 3. The farmer reaps the wheat. 4. The sheep eats beans and barley. 5. I heard the advice. 6. The light shines in the room. 7. The ship sails on the water. 8. Do you like travelling? LESSON 2: PARTS OF THE SENTENCE RULE 3: Words are of three types: ism (noun/adjective), fi l (verb) and harf (particle). a) The ism is every word by which a person, animal, plant, inanimate object or anything else is named. b) The fi l is every word that signifies the occurrence of an action at a particular time. c) The harf is every word whose meaning is not completely clear without other (accompanying) words. Al-Nahw al-wadih (The Clear Arabic Grammar), Primary Level, Part One, Page 2 of 11
3 LESSON 3: CLASSIFICATION OF THE VERB WITH REGARD TO ITS TIME- PERIOD 3.1 THE FI L MADI (PAST TENSE) 1. The dog ran. 2. The man stopped. 3. The book became lost (went missing). 4. The clock chimed. 5. The girl came. 6. The hen laid [(an) egg(s)]. RULE 4: The fi l madi (past tense) is every verb that signifies the occurrence of an action in the past. 1. I wash my (two) hands. 2. I wear my clothes. 3. We play with the ball. 4. We walk in the fields. 5. The dog barks. 6. The guard becomes alert. 7. The girl eats. 8. The rose withers. 3.2 THE FI L MUDARI (PRESENT TENSE) RULE 5: The fi l mudari (present tense) is every verb that signifies the occurrence of an action in the present or future. It must begin with one of the letters of the mudari : hamzah, nun, ya or ta. 3.3 THE FI L AMR (IMPERATIVE TENSE) 1. Play with the ball. 2. Feed your cat. 3. Clean your clothes. 4. Sleep early. 5. Take it easy when travelling. 6. Chew food well. RULE 6: The fi l amr (imperative tense) is every verb by which the occurrence of something in the future is requested (or commanded). Al-Nahw al-wadih (The Clear Arabic Grammar), Primary Level, Part One, Page 3 of 11
4 LESSON 4: THE FA IL (SUBJECT OF A VERB) 1. The sparrow flew. 2. The horse ran. 3. The boy played. 4. The fish swims. 5. The mosquito bites. 6. The girl eats. RULE 7: The fa il (subject of a verb) is an ism marfu (noun in the nominative case) preceded by a fi l (verb), and signifies whoever did the action. LESSON 5: THE MAF UL BIHI (OBJECT OF A VERB) 1. The student tied the rope. 2. The girl folded the garment. 3. The wolf ate the lamb. 4. The winner earned a prize. 5. The fox hunts the chicken. 6. The butcher sells the meat. RULE 8: The maf ul bihi (object of a verb) is an ism mansub (noun in the accusative case) to which the action of the fa il (subject of the verb) applies. LESSON 6: COMPARISON OF THE FA IL AND MAF UL BIHI 1. The horse pulls the cart. 2. The slave picked the flower. 3. Fatimah tied the goat. 4. The farmer waters the crops. 5. The player threw the ball. 6. The policeman detained the burglar. CONCLUSIONS 1. The fa il and maf ul bihi are both nouns (ism). 2. The fa il is the one who/which does the action (fi l). 3. The maf ul bihi is the one to whom/which the action is done. 4. The fa il ends in the marfu (nominative) case. 5. The maf ul bihi ends in the mansub (accusative) case. Al-Nahw al-wadih (The Clear Arabic Grammar), Primary Level, Part One, Page 4 of 11
5 LESSON 7: THE MUBTADA AND KHABAR (SUBJECT AND PREDICATE OF A SENTENCE) 1. The apple is sweet. 2. The picture is beautiful. 3. Running is beneficial. 4. The train is fast. 5. Cleanliness is a duty. 6. The earth is round. RULE 9: The mubtada (subject of a sentence) is an ism marfu (noun in the nominative case) at the beginning of the sentence. RULE 10: The khabar (predicate) is an ism marfu (noun in the nominative case) that, along with the mubtada, forms a complete sentence (jumlah mufidah). 1. The lightning flashed. 2. The wolf howled. 3. The snow falls. 4. The cold intensifies. 5. Pluck the rose. 6. Take the book. LESSON 8: THE JUMLAH FI LIYYAH (VERB-BASED OR VERBAL SENTENCE) RULE 11: Every sentence consisting of a verb (fi l) and its subject (fa il) is called a jumlah fi liyyah (verb-based or verbal sentence). 1. The house is spacious. 2. The weather is moderate. 3. The dust is rising. 4. The road is congested. 5. The path is narrow. 6. The mouse is hiding. LESSON 9: THE JUMLAH ISMIYYAH (NOUN-BASED OR NOMINAL SENTENCE) RULE 12: Every sentence consisting of a subject (mubtada ) and its predicate (khabar) is called a jumlah ismiyyah (noun-based or nominal sentence). Al-Nahw al-wadih (The Clear Arabic Grammar), Primary Level, Part One, Page 5 of 11
6 LESSON 10: NASB (SUBJUNCTIVE CASE) OF THE FI L MUDARI 1. I intend to be good at swimming. 2. I hope that the weather is moderate. 3. It pleases me that you visit us. 4. I will never lie. 5. The lazy one will never succeed. 6. I will never hit the cat. 7. In that case, you will stay with us. (In reply to someone saying: I shall visit your city.) 8. In that case, your trade will profit. (In reply to someone saying: I shall be trustworthy). 9. In that case, the air will become stale. (In reply to someone saying: I shall close the windows.) 10. I came in order to learn. 11. I went out in order to refresh myself. 12. I learn in order to serve the homeland. RULE 13: The fi l mudari becomes mansub (takes the subjunctive case) when it is preceded by one of the four nawasib (agents of subjunction): an (that), lan (never), idhan (in that case), and kay (in order to). Al-Nahw al-wadih (The Clear Arabic Grammar), Primary Level, Part One, Page 6 of 11
7 LESSON 11: JAZM (JUSSIVE CASE) OF THE FI L MUDARI 1. Muhammad did not memorise his lesson. 2. The falling of the rain did not stop. 3. No one caught the burglar. 4. Do not eat when you are full. 5. Do not laugh a lot. 6. Do not travel (too) fast. 7. If you open the windows of the room, its air will freshen. 8. If you sit in the path of the draught, you will fall ill. 9. If your brother travels, you will travel with him. RULE 14: The fi l mudari becomes majzum (takes the jussive case) when it is preceded by a harf jazim (jussifying particle) such as the following (three): lam (particle of negation), la of forbiddance, and in ( if ). RULE 15: Lam (particle of negation) and the la of forbiddance each cause one fi l mudari to be majzum. The former negates the occurrence of an action in the past. The latter forbids the doing of an action. RULE 16: In ( if ) causes two fi l mudari to be majzum. Its meaning is that the occurrence of the first verb is a condition for the occurrence of the second verb. LESSON 12: RAF (NOMINATIVE CASE) OF THE FI L MUDARI 1. The dove flies. 2. The traveller returns. 3. The clouds move. 4. The rain falls. 5. The dust rises. 6. The judge judges. RULE 17: The fi l mudari is marfu (nominative) when it is not preceded by any of the agents of nasb (subjunction) or jazm (jussivity). Al-Nahw al-wadih (The Clear Arabic Grammar), Primary Level, Part One, Page 7 of 11
8 LESSON 13: KANA AND ITS SISTERS 1. The congestion is severe. The congestion was severe. 2. The house is clean. The house was clean. 3. The garment is short. The garment became short. 4. The cold is intense. The cold became intense. 5. The servant is strong. The servant is not strong. 6. The worker is energetic. The worker is not energetic. 7. The glutton is ill. The glutton became (began the morning) ill. 8. The weather is rainy. The weather became (began the morning) rainy. 9. The worker is tired. The worker became (began the evening) tired. 10. The flower is withering. The flower became (began the evening) withering. 11. The clouds are thick. The clouds became thick (in the forenoon). 12. The road is congested. The road became congested (in the forenoon). 13. The rain is heavy. The rain was heavy all day. 14. The dust is rising. The dust was rising all day. 15. The lamp is burning. The lamp was burning all night. 16. The patient is in pain. The patient was in pain all night. RULE 18: Kana ( was, past tense of to be ) operates on the mubtada (subject) and khabar (predicate): it causes the former, which is then called its ism (ism of kana), to be marfu (nominative); it causes the latter, which is then called its khabar (khabar of kana), to be mansub (accusative). RULE 19: Similar to kana as above are: sara (became), laysa (is not), asbaha (to be/become in the morning), amsa (to be/become in the evening), adha (to be/become in the forenoon), zalla (to be, all day) and bata (to be, all night); these verbs are called the sisters of kana (akhawat kana). RULE 20: Each of these verbs (in the madi, past tense) has a mudari (present) and amr (imperative) form that operates in the same way as the madi, except for laysa, which has neither a mudari nor an amr form. Al-Nahw al-wadih (The Clear Arabic Grammar), Primary Level, Part One, Page 8 of 11
9 LESSON 14: INNA AND ITS SISTERS 1. The camel is (extremely) patient. Indeed, the camel is (extremely) patient. 2. The pyramid is ancient. Indeed, the pyramid is ancient. 3. The examination is near. I knew that (indeed) the examination is near. 4. The flower is bright. It pleases me that (indeed) the flower is bright. 5. The book is a teacher. It is as though the book is a teacher. 6. The moon is a lamp. It is as though the moon is a lamp. 7. The furniture is old. The house is new but the furniture is old. 8. The losses are few. The fire raged but the losses are few. 9. The fruit is ripe. If only the fruit were ripe! 10. The moon is rising. If only the moon were rising! 11. The book is cheap. Perhaps the book is cheap. 12. The patient is sleeping. Perhaps the patient is sleeping. RULE 21: Inna (for emphasis, indeed, truly, etc.), anna (similar to inna but used conjunctively, that with emphasis), ka anna ( it is as though, it is as if ), lakinna (but, although), layta ( if only! ), and la alla ( perhaps, maybe ) operate on the mubtada (subject) and khabar (predicate). They cause the mubtada, which is then known as its ism (ism of inna, etc.), to be mansub (accusative), and the khabar, which is then known as its khabar (khabar of inna, etc.), to be marfu (nominative). Al-Nahw al-wadih (The Clear Arabic Grammar), Primary Level, Part One, Page 9 of 11
10 LESSON 15: JARR (GENITIVE CASE) OF THE ISM (NOUN) 1. The rain came down from the sky. 2. The fish comes from the sea. 3. The army hurried to the battlefield. 4. The cattle moved to the field. 5. The soldier comes down from the horse. 6. Fear goes away from the child. 7. The wood floats on the water. 8. The fruit falls on the earth. 9. The dog barks in the garden. 10. The criminal enters (in, into) the prison. 11. I peeled the fruit with the knife. 12. The armies fight each other with swords. 13. The prize is for the winner. 14. I bought a lock for the chest. RULE 22: The noun is majrur (genitive) if it is preceded by one of the following particles of genitivity (huruf jarr): min (from), ila (to), an (from), ala (on, upon), fi (in), the ba (with a kasrah, i.e. bi: meaning with or by ), and the lam (with a kasrah, i.e. li: meaning for or belongs to ). Al-Nahw al-wadih (The Clear Arabic Grammar), Primary Level, Part One, Page 10 of 11
11 LESSON 16: THE NA T (ADJECTIVE) 1. This is a useful book. 2. I read a useful book. 3. I looked in a useful book. 1. This is a spacious field. 2. I saw a spacious field. 3. I ran in a spacious field. 1. The beautiful rose opened. 2. I picked the beautiful rose. 3. I looked at the beautiful rose. RULE 23: The na t (adjective) signifies an attribute of the ism (noun) preceding it; the attributed noun is known as man ut. RULE 24: The na t follows the man ut in its raf, nasb and jarr (i.e. the adjective follows the noun in its being nominative, accusative and genitive). END OF PART ONE, PRIMARY LEVEL Translator s Note: Terms like marfu, mansub, majrur and majzum are only approximately translated by the terms nominative, accusative/subjunctive, genitive, jussive etc. since the latter are from the grammar of European languages, especially Latin. Latin has a variety of other cases, such as dative, ablative, etc. Arabic grammar is simpler in the sense that it has only the above four cases, three of which apply to nouns and three to verbs. The student of Arabic grammar is therefore advised to concentrate on the Arabic terms and not to worry about the English/Latin terms; the approximate translations of these Arabic terms are primarily provided for the benefit of those who are already familiar with the grammatical terms of the European languages. Version Muharram 1423 / 25 March Version th Rajab 1428 / 9 th August, 2007 Al-Nahw al-wadih (The Clear Arabic Grammar), Primary Level, Part One, Page 11 of 11
Fry Instant Word List
First 100 Instant Words the had out than of by many first and words then water a but them been to not these called in what so who is all some oil you were her sit that we would now it when make find he
More informationFry Phrases Set 1. TeacherHelpForParents.com help for all areas of your child s education
Set 1 The people Write it down By the water Who will make it? You and I What will they do? He called me. We had their dog. What did they say? When would you go? No way A number of people One or two How
More informationFry Instant Words High Frequency Words
Fry Instant Words High Frequency Words The Fry list of 600 words are the most frequently used words for reading and writing. The words are listed in rank order. First Hundred Group 1 Group 2 Group 3 Group
More informationFry Instant Phrases. Give them to me. Then we will go.
Fry Instant Phrases The words in these phrases come from Dr. Edward Fry s Instant Word List (High Frequency Words). According to Fry, the first 300 words in the list represent about 67% of all the words
More informationSuperstars Building Fry List Fluency
Sight Word Superstars Building Fry List Fluency By Jennifer Bates http://finallyinfirst.blogspot.com/ How I use this program I developed this program because I noticed many of my students were still trying
More informationJessica's English Sentences Dolch K-3 Sentences 1-218 Vocabulary and Grammar By Jessica E. Riggs
Jessica's English Sentences Dolch K-3 Sentences 1-218 Vocabulary and Grammar By Jessica E. Riggs Students should master at least ten of the sentences per day, ideally, and be able to write them at once
More informationDoonfoot Primary School. Helping your child with. Spelling at Home
Doonfoot Primary School Helping your child with Spelling at Home Information for Parents Introduction Being able to spell words correctly is one of the most important writing skills that your child can
More informationFry s Sight Word Phrases
The people Write it down By the water Who will make it? You and I What will they do? He called me. We had their dog. What did they say? When would you go? No way A number of people One or two How long
More informationPUSD High Frequency Word List
PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.
More informationFry High Frequency Words and Dolch 220 Comparison List
Fry High Frequency Words and Dolch 220 Comparison List The Dolch List has not been revised for decades, while the Fry list is more current. The Fry list also is more comprehensive in that it includes 1,000
More informationSummary of Basic Grammar
Page 1 of 8 Summary of Basic Grammar Prepared by Marjorie D. Lewis Part of Speech Noun = naming words Forms that can function as nouns: Common noun: names a thing (house), person (man), or concept (love)
More informationCalifornia Treasures High-Frequency Words Scope and Sequence K-3
California Treasures High-Frequency Words Scope and Sequence K-3 Words were selected using the following established frequency lists: (1) Dolch 220 (2) Fry 100 (3) American Heritage Top 150 Words in English
More informationDolch Sight Words, Phrases & Sentences. Student Presentation Forms
Dolch Sight Words, Phrases & Sentences Student Presentation Forms Dolch 220 Sight Words List 1 List 2 List 3 List 4 1. the 1. at 1. do 1. big 2. to 2. him 2. can 2. went 3. and 3. with 3. could 3. are
More informationChapter 3 Growing with Verbs 77
Chapter 3 Growing with Verbs 77 3.2 Direct Objects A direct object is the noun or pronoun that receives the direct action of a verb. The verb used with a direct object is always an action verb and is called
More informationYOUNG LIVES SCHOOL SURVEY
YOUNG LIVES SCHOOL SURVEY PERU ROUND 1 (2011) CHILD LANGUAGE TEST 3 RD GRADE (ENGLISH TRANSLATION) Please refer to accompanying justification documents for further details on the development and use of
More information5thLA_grammar sentence construction (5thLA_grammarsentconst)
Name: Date: 1. Which sentence needs a comma? A. After we eat dinner, we should go to the movies. B. She wanted to play football, and she made the team. C. The following announcement is sponsored by the
More informationActivity worksheets LEVEL 2
While reading Chapter 1 1 Put the underlined letters in the right place to make a word. a The men and the camels were going on a long rjeuyon..... b yeyodebrv.... listened to Yazid s uncle because he was
More informationReported speech: On the other hand, if the reporting verb is in the past tense, then usually we change the tenses in the reported speech:
Reported Speech Reported Statements When do we use reported speech? Sometimes someone says a sentence, for example 'I'm going to the cinema tonight'. Later, maybe we want to tell someone else what the
More informationFlyers Reading & Writing
Page 48 Flyers Cambridge Young Learners English Tests Blank Page 2 Part 1 10 questions Look and read. Choose the correct words and write them on the lines. There is one example. a fridge an apartment cupboards
More informationA Note to Parents. 1. As you study the list, vary the order of the words.
A Note to Parents This Wordbook contains all the sight words we will be studying throughout the year plus some additional enrichment words. Your child should spend some time each week studying this Wordbook
More informationFast Phrases. - Timed - PHRASES WITH FRY INSTANT WORDS
Fast Phrases - Timed - PHRASES WITH FRY INSTANT WORDS Fry Instant Words are high-frequency words that occur in reading. By practicing reading these phrases containing these words, students can improve
More informationS OAPY MOVED RESTLESSLY ON HIS SEAT
T h e C o p a n d t h e A n t h e m p The Cop and the Anthem S OAPY MOVED RESTLESSLY ON HIS SEAT in Madison Square. There are certain signs to show that winter is coming. Birds begin to fly south. Women
More informationMy name is Jonathan Harker. I am a lawyer and I live in
1 The Road to Castle Dracula My name is Jonathan Harker. I am a lawyer and I live in London. About seven years ago, some strange and terrible things happened to me. Many of my dear friends were in danger
More information3 Can you put these sentences in order? Listen to Chapters 3 and 4 on the CD/download and check your answers.
The Wizard of Oz The story step by step 1 This is a summary of the start of the story, but it is not completely correct. Listen to Chapter 1 then find 10 mistakes and correct them. Listen again to check,
More informationNOTES ON WORDS, PHRASES, SENTENCES AND CLAUSES
Universidad de Los Andes Facultad de Humanidades y Educación Escuela de Idiomas Modernos NOTES ON WORDS, PHRASES, SENTENCES AND CLAUSES In English, as in many other languages in the world, individual words
More informationSt John s C of E Academy
St John s C of E Academy A Guide for Parents PHONICS Introduction At St John s Primary School we know how important it is for teachers and parents to work together to give your child the best start. Reading
More informationKino, Juana and Coyotito
1 Kino, Juana and Coyotito K ino woke up early in the morning. The stars were still shining in the sky. The cockerels were beginning to crow 1 and the pigs were looking for something to eat. Outside the
More informationAnimal Farm: An Abridged Text
Animal Farm: An Abridged Text 5256 Introduction to Animal Farm Animal Farm is a novel. It is a famous story. Animal Farm was written by George Orwell in 1945. Mr Orwell went to a farm. He saw a boy walking
More informationWhatever the Weather
Whatever the Weather Rainbow Paintbox I can see a rainbow, see it in the sky, See it when the rain has gone away. Colors of the rainbow, In the sky so high, I can name them all for you today: Red there
More informationClass 4 Poetry 2008. Forever. Killer Lightning!! Lightning is dangerous so Keep Away!! By Gregory
Class 4 Poetry 2008 Forever I went through A golden gate, A silver gate, A mother of pearl gate. Until I found a path, I followed it to I do not know where, But I ve followed it there, Through tangled
More informationELA Trimester 3- Formative Assessment 2 nd Grade
Name: Date: ELA Trimester 3- Formative Assessment 2 nd Grade Find the word that has the same sound as the underlined letter or letters in the first word. RW1.1 1. hay A. bell B. sky C. mat D. paint RW1.1
More informationYear 3 Grammar Guide. For Children and Parents MARCHWOOD JUNIOR SCHOOL
MARCHWOOD JUNIOR SCHOOL Year 3 Grammar Guide For Children and Parents A guide to the key grammar skills and understanding that your child will be learning this year with examples and practice questions
More informationPhonics. High Frequency Words P.008. Objective The student will read high frequency words.
P.008 Jumping Words Objective The student will read high frequency words. Materials High frequency words (P.HFW.005 - P.HFW.064) Choose target words. Checkerboard and checkers (Activity Master P.008.AM1a
More information2 The Water Cycle Long ago, people knew that
The Water Cycle Long ago, people knew that 3 5 6 4 7 8 when it was raining, water was coming from the clouds but they did not know why. Today, we understand how this happens. 9 0 Step : The sun heats up
More informationSECTION A. Question 1 (20 marks) A down C across. B into D for. 1. We had an... day at the seaside. A enjoyed C enjoying. B enjoyable D enjoys
PE 2006 ENGLISH SETION Marks Question 1 (20 marks) For each item, circle the letter which shows the correct answer. Example: Malini is looking... the book she lost. down across into for 1. We had an...
More informationCHAPTER 1. John speaks Spanish fluently. John speech Spanish fluently.
CHAPTER 1 1 A John speaks Spanish fluently. John speech Spanish fluently. B John spoke Spanish fluently. John is speaking Spanish fluently. John has spoken Spanish fluently. C play - played - played /
More informationChapter 1. Mum s new baby
Chapter 1 Mum s new baby I threw my school bag onto the floor in my room, changed into jeans and a T-shirt and then ran back down the hall. Mum called me. Jenna, I need you for a minute. I looked at my
More informationFocus: Students explore changes in daily and seasonal cycles, and how changes in these cycles affect living things.
T E A C H E R S N O T E S Focus: Students explore changes in daily and seasonal cycles, and how changes in these cycles affect living things. Learning Goals: Students will have opportunities to learn how
More informationTEST DIAGNOSTYCZNY Z JĘZYKA ANGIELSKIEGO
1. They are the United States. a) to b) for c) from d) with 3. is your favourite colour? a) How b) This c) Who d) What 5. This is my car. a) mother b) mothers c) mother is d) mother's 7. Are these shoes
More informationCompare and Contrast Versions of a Story
Compare and Contrast Versions of a Story What story has wicked stepsisters, a fairy godmother, glass slippers, and a girl who works hard and ends up marrying a prince? Cinderella! You have probably read
More informationLing 201 Syntax 1. Jirka Hana April 10, 2006
Overview of topics What is Syntax? Word Classes What to remember and understand: Ling 201 Syntax 1 Jirka Hana April 10, 2006 Syntax, difference between syntax and semantics, open/closed class words, all
More informationA Trip to Egypt. Can, Be able to Use these to express an ability that a person has. This ability may be natural or acquired, or mental or physical.
UNIT 1: Modals of Ability A Trip to Egypt Can, Be able to Use these to express an ability that a person has. This ability may be natural or acquired, or mental or physical. 1.1 From our hotel room, we
More informationbring buy break begin bought broke brought began bought brought broken begun cut catch come drink came caught cut drank caught come cut drunk drive
begin break bring buy began broke brought bought begun broken brought bought catch come cut drink caught came cut drank caught come cut drunk drive do eat fall drove did ate fell driven done eaten fallen
More informationQuestions about Ancient Greece 6 th Grade Social Studies
1. On which continent will you find the country of Greece? a. Europe b. Africa c. South America d. Asia 2. The mainland of Greece is a peninsula. What is a peninsula? a. land that is surrounded on three
More informationFAMILY FUN STORY (Fill in the blanks) Family Beach Day
Family Beach Day Last weekend, my family and I took a day trip to the (noun)! It was (adjective) so we couldn t wait to get outdoors. Mom put up the (adjective) umbrella and set down the cooler with all
More informationthem scarf it down is gross. They eat more than we do and were rich.
Knights It is the time of ower lord 1066. I m Sterling the lll, and I m going to tell you a story of my great life, but very tough. It all starts out when I was a young boy running about our castle. My
More informationOxford Practice Grammar Intermediate Diagnostic Test
Oxford Practice Grammar Intermediate Diagnostic Test Words and sentences 1 The word really is an A adverb 2 The word that is a A determiner B adjective B preposition 3 The subject of a sentence usually
More informationThe one vowel rule: When there is only one vowel in a short word it is usually a short sounding vowel. Examples: Bog Cat Big
Aims and Objectives: Children will: develop vocabulary, writing, spelling and grammar expand on their existing understanding of vowels, consonants and plurals consider the roles of different word types
More informationSimple Present, Simple Past and Present Perfect Tenses
Simple Present, Simple Past and Present Perfect Tenses This is a list of. I will read the base form, the simple past tense and the past participle of the verb. Then, I will read the verb in three sentences,
More informationIt was not yet light when Kino woke up. The stars still shone, though the
CHAPTER 1 The Scorpion Bite It was a small movement, but it caught their eyes. A scorpion was moving slowly down the rope toward the baby s box. It was not yet light when Kino woke up. The stars still
More informationThe Morals. Cut out and stick the morals on to the fable you think they go with. A kindness is never wasted.
The Morals Cut out and stick the morals on to the fable you think they go with. A kindness is never wasted. It is unwise to treat old friends badly for the sake of new ones. A small gain is worth more
More informationTogether Again Genesis 45:16-47:12; 50:15-21; Patriarchs and Prophets, pp
son L es 5 Together Again Genesis 45:16-47:12; 50:15-21; Patriarchs and Prophets, pp. 231-240 W hen his parents were sick, Ethan stepped up and took care of his little brother so his parents could rest
More informationLIFE IN THE PAST UNIT 9
LIFE IN THE PAST UNIT 9 Lesson A A. Read the article and complete the text with words from the box. sailing ships Native Americans cattle New World Old World Indians colonists tobacco leaf explorers Worlds
More informationEnglish Developmental Continuum P-10 Speaking and Listening Conventions of language Developmental Overview
English Developmental Continuum P-10 Speaking and Listening Conventions of language Developmental Overview 2007 Each table contains the progression points and standards related to the Speaking and Listening
More informationSONG IDEAS FOR THE CLASSROOM
SONG IDEAS FOR THE CLASSROOM There is a common perception that all learning should be serious and solemn in nature, and that if one is having fun and there is hilarity and laughter, then it is not really
More informationGOD WINS OVER KINGS AND ARMIES
LESSON 1 GOD ALWAYS WINS! GOD WINS OVER KINGS AND ARMIES SCRIPTURE: Isaiah 46:9b; 1 Chronicles 29:11; Exodus 4-13; Joshua 10:1-11; Judges 7; Daniel 4:28-35; Daniel 2:20-21) MEMORY VERSE: Isaiah 46:9b--I
More informationA Strange Treasure. Page 1 of 12
A Strange Treasure Old John Crabtree was the owner of the biggest orchard in his part of the country. He was also the father of three strong but lazy sons. Old John looked after his fruit with very little
More information7.5 Emphatic Verb Tense
Chapter 7 Verb Usage 211 7.5 Emphatic Verb Tense The emphatic tenses of a verb are used to add emphasis. In addition, the emphatic tense can be used with the word not in negative sentences and to form
More information
The New Baby. The New Baby. The cover
The New Baby The story The two stories in this book are about Holly and Tom and their family. Mum is expecting a new baby and these stories show us how the family prepares for the new baby and then what
More informationDaniel Webster s First Case
Name Assessment Date Daniel Webster s First Case Perhaps you have heard the name of Daniel Webster, one of the greatest lawyers who ever lived in our country. Someday you may read his speeches, and then
More informationJesus Calms the Storm
Jesus Calms the Storm Teacher Pep Talk: Sometimes in life, we feel as if we are on a little boat out in the middle of a great BIG storm. During those times it is important for us to remember that we serve
More informationREADERS. The Prince and the Pauper. By Mark Twain Chapter 1. Teacher s notes
Author: Daniel Barber Level: Elementary Age: Teenagers / Adults (may also be suitable for some Young learners) Duration: Approx. 60 minutes Aims: In this lesson, the students will: 1. learn vocabulary
More informationHow to Play Walking the Dog a Pablo Puppy Game
How to Play Walking the Dog a Pablo Puppy Game Supplies You Will Need scissors paper (for the printer) a piece of cardboard 17 x 22 cardboard cut into 10 small pieces, each ¾ x ¾ glue or paste How to Construct
More informationA Zombie Guide to Proofreading
A Zombie Guide to Proofreading Articles Zombie at Starbucks attacked me. After finding a noun, ask these questions: Q: Is zombie a count or non-count noun? A: One zombie. Two zombies. It is count. Q: Is
More informationFirst Grade Spelling Words
First Grade Spelling Words The Hat 1. at 2. hat 3. cat 4. can 5. cap 6. tap 7. map 8. mad 9. a 10. the I tap the can. Sam and the Bag 1. am 2. ham 3. had 4. bad 5. bag 6. rag 7. cap 8. mad 9. up 10. go
More informationExercise Simple Active Voice and passive voice Answer key 1. My father helps me. a. Active b. Passive
Exercise Simple Active Voice and passive voice 1. My father helps me. 2. She has confessed her fault. 3. The poor are helped by us. 4. Where was the diary found by you? 5. She had already taken the medicine.
More informationEnglish Grammar Workshop for Parents 26 th January 2016
English Grammar Workshop for Parents 26 th January 2016 Aims Grammar, spelling and punctuation are key areas in the teaching of English. The main aims of this workshop are to help parents to: Develop
More informationAdapted from Stone Girl Bone Girl by Laurence Anholt, Francis Lincoln Children s Book
1. Mary Anning Adapted from Stone Girl Bone Girl by Laurence Anholt, Francis Lincoln Children s Book This is the true story of Mary Anning, who lived 200 years ago. Mary was born in 1799 and was one of
More information4. Go over an unknown/difficult vocabulary with the class.
Workbook-linked lesson plans and materials Elac WRITING A DIARY ENTRY: TASK 2 Note: You do not have to use all or even any of the activities outlined here. Below are some ideas which you may find useful
More informationBIBLE LESSON # 20. Your memory verse is: '...all things work together for good to those who love God..' Romans 8:28 # 20
BIBLE LESSON # 20 1. Genesis 37:25-36 Joseph was in the bottom of a big, dark, well. There was no water in the well but it was muddy and rocky and he was scared and unhappy! Joseph's brothers didn't like
More informationTask: Complete the sentences below using the correct word don t or doesn t.
or When we use don t or doesn t we use an apostrophe to omit the letter o. Without the apostrophe we have two separate words: Do not This seems simple enough but we often put the wrong word into our writing
More informationL E S S O N L E V E L. Creation
2 1 1 L E S S O N L E V E L 2 Creation Creation In the beginning, God created the angels, then the Earth and the sky and the whole universe. It was an awesome and beautiful creation! God gave Earth to
More informationStory of the Eye Tooth
Story of the Eye Tooth Today, I am going to tell you a story. I wish it was the story of the eye tooth, but I haven t heard of a very interesting story involving eye teeth. The eye tooth s proper name
More informationTranscription of the Braille Version
Transcription of the Braille Version Key stage 1 English Braille (UEB) Sample September 2015 English reading Paper 1: reading prompt and question booklet 2015-5130 [Before the start of the test, the test
More informationLevel 5-4 A Dog of Flanders
Level 5-4 A Dog of Flanders Workbook Teacher s Guide and Answer Key 1 A. Summary 1. Book Summary Teacher s Guide This is the story of a boy and a dog who were good friends. Nello and his grandfather lived
More informationSAMPLE PAPER, TERM I SESSION ENGLISH CLASS-VI Time allowed : 3 hrs. Maximum Marks : 100
SAMPLE PAPER, TERM I SESSION-2016-17 ENGLISH CLASS-VI Time allowed : 3 hrs. Maximum Marks : 100 This paper is divided into four sections: Section A (Reading) Section B (Writing) Section C (Grammar) Section
More informationLESSON 29. 1. Did the Israelites believe God=s Words that He had spoken to Moses? -Yes.
LESSON 29 1. Did the Israelites believe God=s Words that He had spoken to Moses? -Yes. 2. If we do not believe God=s Words, what are we calling God? -A liar. 3. Will God save those who do not believe God=s
More informationPippi Longstocking by Astrid Lindgren
Pippi Longstocking by Astrid Lindgren Pippi Longstocking Chapter 1 - Pippi moves into Villa Villekulla 1. Who is Pippi Longstocking and how old is she? 2. What happened to Pippi s mother? 3. What did Pippi
More informationSentence Go Round. Created by Laura Candler Teacher Information and Directions
Sentence Go Round Created by Laura Candler www.lauracandler.com Teacher Information and Directions Sentence Go Round is a simple and fun cooperative learning strategy to teach students how to write longer,
More informationJesus Makes Breakfast (The Reconciliation of Peter)
Jesus Makes Breakfast (The Reconciliation of Peter) Teacher Pep Talk: Sometimes we sin. That s it. We sin and that sin separates us from God, who loves us. When Peter denied Christ three times, you would
More informationACCUPLACER ESL Language Use Test. Answers and Explanations
ACCUPLACER ESL Language Use Test Answers and Explanations The ESL Language Use test measures your proficiency in using correct grammar in English sentences. There are five content areas measured on this
More informationBmLE LESSON # 22 1. was able to tell us the meaning of our dreams, and the dreams came true!
BmLE LESSON 1. Genesis 40 Do you have many cows near your home? Do you sometimes go for a drive and see cows in a field? Do you know what cows eat? They eat grass and grain like wheat and barley. One day
More informationSongs of Innocence William Blake (1789)
Songs of Innocence William Blake (1789) INTRODUCTION Piping down the valleys wild, Piping songs of pleasant glee, On a cloud I saw a child, And he laughing said to me: Pipe a song about a Lamb! So I piped
More informationLecture 2 Review of English Grammar
Lecture 2 Review of English Grammar CS 6320 44 Review of English Grammar Outline Parts of speech Sentences Nouns and Pronouns Verbs Modifiers: Adjectives and Adverbs Prepositional phrases Complex sentences;
More informationDevotion NT267 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: The Second Coming. THEME: Jesus is coming again. SCRIPTURE: Matthew 24:27-31
Devotion NT267 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: The Second Coming THEME: Jesus is coming again. SCRIPTURE: Matthew 24:27-31 Dear Parents Welcome to Bible Time for Kids. Bible Time for
More informationKindergarten Year A, Quarter 1, Week 1
Kindergarten Year A, Quarter 1, Week 1 Big Grace Idea: God made a wonderful world because He loves me. In the Beginning (Genesis 1) What can I find that reminds me of how wonderful God is today? (Sing
More informationLISTEN WRITE AND READ
LISTEN WRITE AND READ Sentences for Sight Word Dictation A teaching guide and resource for giving dictation Levels 1-5 LISTEN WRITE AND READ Sentences for Sight Word Dictation Paul J. Wickham 2 Table of
More information4 - Line Poem. Line 1: a color describing word Line 2 : a noun Line 3: a verb Line 4: Winter is... describing word
4 - Line Poem Line 1: a color describing word Line 2 : a noun Line 3: a verb Line 4: Winter is... describing word Blue Lips Chattering Winter is cold! The 5W s poem Each line answers a question. Line 1:
More informationKaty White, MD, MPH. Chief Medical Officer, Los Angeles Christian Health Centers 20 year member of CCHF
Katy White, MD, MPH Chief Medical Officer, Los Angeles Christian Health Centers 20 year member of CCHF Objectives Be renewed Learn from the Lord: Pearls of encouragement Spend time with Jesus: Follow Him,
More informationYear 1 Phonic Screener Information for Parents
Year 1 Phonic Screener 2015 Information for Parents WHAT IS PHONICS? Children are taught to read by breaking down words into separate sounds or phonemes. They are then taught how to blend these sounds
More informationOh no. There's almost nothing left for us to eat in the pantry. What will we give Hansel and Gretel to eat?
Cast s (Squirrel, Mouse, Bear, Bird, Rabbit) Tsukuba International School Presents and Scene 1 Home ( and are talking at home.) Oh no. There's almost nothing left for us to eat in the pantry. What will
More informationAn Nahw Al Wadih In English
In this introductory lesson to Alice s Adventures in Wonderland, students will use all four skills. They will work individually and with partners.
In this introductory lesson to, students will use all four skills. They will work individually and with partners. Activity 1: 5 7 minutes (including discussion) Activity 2: 5 minutes Activity 3: 5 7 minutes
More informationIn this case, I focus on the fact that a mistake was made, but I do not blame anyone.
Use of Passive voice Passive voice is used when the focus is on the action. It is not important or not known, however, who or what is performing the action. Example: My bike was stolen. The focus is on
More informationSentence Analysis Essentials
Sentence Analysis Essentials We know that English grammar is a difficult subject to teach and understand, but knowledge of grammar helps writers understand how to correct common errors at the sentence
More informationChronological Study of the Bible. Session 3
Chronological Study of the Bible Session 3 Notes 1. Paradise Found, Genesis 1-3 Genesis 1:1 (NLT) The Account of Creation In the beginning God created the heavens and the earth.* Genesis 1:26 31 (NLT)
More informationPast Simple & Past Continuous. Exercises
Past Simple & Past Continuous Exercises The following document is a brief description and a series of exercises for practicing the past simple and the past continuous in order to improve your knowledge
More informationThis is George. He lived in Africa. He was very happy. But he had one fault. He was too curious.
This is George. He lived in Africa. He was very happy. But he had one fault. He was too curious. One day George saw a man. He had on a large yellow straw hat. The man saw George, too. 'What a nice little
More informationLittle Present Open Education Project OKFN, India Little Present 1
1 Open Knowledge Foundation Network, India : Open Education Project Help spreading the light of education. Use and share our books. It is FREE. Educate a child. Educate the economically challenged. Share
More informationYoung Learners English
University of Cambridge ESOL Examinations Young Learners English Movers Information for Candidates Information for candidates YLE Movers Dear Parent Thank you for encouraging your child to learn English
More informationby Soyung Pak illustrated by Susan Kathleen Hartung
by Soyung Pak illustrated by Susan Kathleen Hartung Juno looked at the letter that came that day. It was long and white and smudged. He saw the red and blue marks on the edges and knew the letter came
More informationبسم االله الرحمن الرحيم
نحمده و نصلي على رسوله الكريم
Introduction to the Text & Translation
This book is a revised edition of Tasheel al-Nahw, which in turn is a somewhat expanded
translation of the Urdu language primer of Arabic grammar, ‘Ilm al-Nahw by Mawlana
Mushtaq Ahmad Charthawali. Mawlana Charthawali’s primers for Nahw (Arabic grammar)
and Sarf (Arabic Morphology) are standard textbooks in Western madrasahs. The original
English translation of ‘Ilm al-Nahw was prepared by scholars from Madrasah Islamiyyah,
Benoni, South Africa. They put in a lot of hardwork and made the English translation much
more beneficial than the Urdu original. May Allah reward them. At least two versions of this
translation are available online. The first one had many errors and typing issues. The newer
version has made some improvements but issues remain, especially with regards to language
and clarity of the English and Arabic texts. We decided to bring out a revised edition of this
translation to address these issues. During the course of our revision and editing, we consulted
various grammar works including al-Nahw al-Wadih, Sharh ibn ‘Aqeel, Mu‘jam al-Qawa‘id al-
‘Arabiyyah, and A Simplified Arabic Grammar of Mawlana Hasan Dockrat. We have completely
revised some sections, as well as a number of definitions. The organization has been changed in
a way that we feel will make it easier for the student to understand how each section fits in the
overall picture.
This is a beginner-to-intermediate level text; therefore, we have not transliterated Arabic
words exactly, keeping in mind that most people at this stage will not be comfortable with
Arabic transliteration schemes. Rather, we have used approximate equivalents that are easier to
read for the untrained. Nevertheless, non-English words have been italicized.
As for duals and plurals of Arabic words, we have not used the original Arabic duals and
plurals; rather, their plurals have been created the English way by adding an ‘s’ to the singular.
Thus, two dammahs is used instead of dammahtain. The word still remains italicized so as to
reflect its non-English origin.
An Nahw Al Wadih In Urdu Pdf
It should also be noted that the English equivalents of Arabic grammar terms are mere
approximations. In some cases, they convey the exact meaning. In many cases, they do not.
The student is, therefore, urged to focus on the original term in Arabic.
To the best of our ability, we have tried to remove all errors. However, we are merely
human. There are bound to be some mistakes in it. Your comments, constructive criticism,
and suggestions are all welcome. You can contact us with your feedback at the email address
given at the end.
Comments are closed.
An-Nahw Al-Wadih… A Solution?
Nahw Al Wadih
بسم الله الرحمن الرحيم
Some students I’ve come across crave to learn definitions of grammatical terminology and principles in Arabic. Yet this hard using their Madinah Books, which only really outline principles and rules (qawâ`id) in the appendix/key, in English. This is normal of course, it’s usually up to the teacher to provide more than just the Arabic terminology that all students need to know. It’s his or her choice to supply students with Arabic definitions, which a student can memorise or learn, and use as a base for their understanding of a given principle.
Sometimes, and I have witnessed this, a teacher does provide Arabic definitions but in the rush of jotting down notes vis-à-vis the difficulty some students face, the definitions still get written down in English. Perhaps you might see an incomplete Arabic definition in the pages of your classmates and again, this is perfectly normal for the most part. Wallâhu A`lam.
I’ve have encountered some students that have faced the barriers of studying in English and want more! I’ve met others who study in Arabic but are looking for organised, documented grammar principles, the type not found in their textbooks. There is one thing I usually recommend them (please note, I’m a beginner like them)… To get hold of a set of books called An-Nahw Al-Wâdih. The books were worth every penny (qirsh more like it) to me. So precious that I would worry when I lent them out, for just over a day! And of all the cargo I brought back with me from Cairo, I cared about their safety more than anything.
The set comprises of two volumes: a beginners, elementary book and an advanced, college/university level book. There is also what I describe as the ‘third’ book of the series, which is written by the same authors and is called Al-Balâghah Al-Wâdihah, which you wouldn’t really need to pay attention to unless you’re studying Balâghah. The books are structured nicely; a topic is introduced with example sentances, followed by an explanation of what’s going on in them. Then come the principles, which basically extract and define the key grammatical rulings of the topic at hand. These are followed up with an abundant number of exercises for the student to give a try.
Al Nahw Al Wadih Pdf Arabic
The topics are well organised well too. I haven’t faced any problems in finding what I need and they’ve helped me at times of desperation. They’ve also served me well for my grammar revision and exam preparation. I would often consult them to fill in any gaps in my understanding of some aspect of grammar and to clarify any doubts.
They’re fairly easy to understand as the explanations and principles are defined in a rather simple manner. What’s funny is that I would struggle more on two-word sentences used in the examples, as oppose to the grammar side of it. So I’d understand the text of a topic, but not the actual meanings of the words being used as examples to demonstrate the topic! I found that there’s a tonne of new vocabulary in the examples and excercises (those I’ve asked agree with me on this), enough to keep you busy in shâ’ Allaah.
You can download the first volume and Al-Balâghah Al-Wâdihah from the links below. Remember that the volumes are in fact independant books of varying difficulties, so nothing’s really missing if you have one and not the other(s). Also, Al-Balâghah Al-Wâdihah as I said, is of a much higher level. It is actually a literary book and not a grammar one. However, students of Fajr Centre (Cairo) may benefit from this as they learn Balâghah at an early stage (Level 6 onwards). Plus, the course textbooks they have won’t touch upon the topic. Anyway, here they are…