Ahsanul Qawaaid Workbook Part 3

Madrasa Tajweedul Quran
Al-Ansaar Welfare & Education

140 - 142 Garstang Road Fulwood Preston Lancashire UK PR2 8NA
Tel/Fax: 01772 71 60 60
Email: [email protected]
www.alansaar.org.uk
َ َّ ‫آن َ و ﻋَـﻠ‬

‫ـﻤ ٗـﻪ‬ ََ ّ ‫ـﻢ َﻣـ ْﻦ ﺗَـﻌَـﻠ‬
َ ‫ـﻢ اﻟـ ْ ُﻘـ ْﺮ‬ ْ ‫َﺧـﻴْـ ُﺮ ُﻛ‬
The best amongst you is the one learns and teaches the Quran.
A.Q. Workbook
Part 3
Compiled By:
Mohammed Farook Kazi
3rd Edition.
-1-
Guidance Notes & Introduction
This booklet must only be started if the following has been
covered:
1. All concepts in the book “Ahsanul Qawaid” have been successfully

completed.
2. Your child is able to pronounce all the letters of the Arabic

alphabet correctly.
3. Your child must confidently be able to recite words containing

Tanween, Tashdeed, Sukoon, Madd etc (i.e. the concepts of
“Ahsanul Qawaid”).
4. Your child must be reciting single three and four letter words with
ease and confidence. This is as a bare minimum requirement.
The aim of this booklet is as follows:
a) To practice and implement the various concepts that have been

covered in Ahsanul Qawaid and to build “capacity in reciting fluently”.
Thus the aim is to recite at least two words together fluently.
By fluency we mean “no hesitation during recitation”. Fluency does not

mean to recite with speed.
b) Another aim is a special focus on various Tajweed rules, such as:
Pronouncing letters correctly (especially those that are very

similar).
Special emphasis on “full mouth and throat letters”.
Emphasis on Ghunna of ‫ ن‬and ‫( م‬when they contain a Tashdeed).
-2-
A general emphasis on all Waqf rules.
Introduce various new Tajweed rules.
c) The overall aim from this booklet is to create ability to recite the
Quran. It is very important to understand and acknowledge this, as it
will help avoid (amongst other things) parrot fashion learning, and
focusing solely on a few specific verses etc.
d) There must also be continuous revision of all the concepts using the
“workbooks” (parts 1 & 2). Making a revision timetable is the best way
to ensure this is being carried out everyday. It is amazing how quickly
young children forget the very basic things when they move on to
Quran verses.
Parents and teachers need to:
a) Ensure there is no parrot fashion learning.
b) If a pupil is struggling to recite a word, never correct it. Get the

child to ponder and think, and point out exactly what the child is
struggling on. As much as possible, the child must work out the word.
c) Pronunciation must always be clear and must not be compromised.
d) At this stage we expect fluency to slowly increase (exercise by

exercise) in addition to reciting the words without any errors.
e) Pupils as much as possible must be reciting the word without

‘breaking’ it up’ (Hije). The teacher needs to work towards this
employing relevant teaching methods.
-3-
f) We in the Madrasa do not permit the use of “Tajweed Qurans” and
similar resources. Tajweed is not about reciting using colour coded
aids; rather it is understanding the various rules and then
implementing them without any aid or assistance. A failure to do this
results in reliance on colour coded aids, and obviously the ultimate
goal is not achieved.
g) Refer also to the next section about C.L.S.T.
h) IMPORTANT: It is important the teacher re-visits concepts such as

Sukoon, Tashdeed, Madd etc if pupils are struggling with these
concepts. An entire lesson should be devoted in a manner where
there is thorough revision. Such revision is in addition to the ongoing
revision that has been mentioned earlier.
Concluding, I hope this booklet is beneficial in helping our children to

recite the Quran. This booklet is by no means complete or sufficient to
reach this ultimate goal, it is merely a step in the many number of steps
that one has to take to become proficient in reciting the book of Allah.
All teachers who use this booklet are requested to forward feedback
that can be used to make this booklet as beneficial as possible.
We pray to Allah for guidance, wisdom and steadfastness and may he

accept our efforts. Ameen.
Mohammed Farook Kazi

Founder & Chair of Al-Ansaar Welfare & Education
May 2012 / J. Ukhraa 1433
NOTES:
Waqf symbols in here may not necessarily be the same ones in the actual Quran.
Parents also need to refer to the notes at the back.
-4-
Important!
C.L.S.T.
The aim is to recite Clearly.
The aim is to recite Loudly.
The aim is to recite Slowly.
The aim is to recite with Tajweed.

=
C.L.S.T.
C.L.S.T.
Explain and emphasise this throughout this

booklet.
-5-
Waqf rules – Notes for parents
These sheets replace pages 34 to 36 in Ahsanul Qawaid. These pages (34 to

36) can be covered after these Waqf rules have been fully completed.
The purpose of this section is as follows:
1. Highlight the different methods of Waqf in order (in Ahsanul Qawaid

there is no particular order).
2. To help pupils understand that Waqf must be done when any one of the
Waqf symbols appears.
3. Provide sufficient examples regarding each rule for the children to
practice.
The overall aim is to understand the concepts, and recite the “short
sentences” with fluency and correct Waqf.
1. What is Waqf?
Waqf in an Arabic word which means to stop at end of or in the middle of a
verse.
2. What are the symbols of Waqf?

There are many symbols of Waqf. They can be categorised into two main
categories:
1. A circle at the end of the verse ( ‫) ۝‬
2. A letter from the Arabic alphabet appears. E.g. ‫ ط‬,‫ م‬, ‫ ج‬etc.
3. How many rules are there regarding Waqf?

There are 5 rules regarding Waqf. We will look at each individually in the
coming pages.
-6-
NOTES:
Ensure children are given a good “briefing” that they are to learn “how
to stop at the end of a verse”.
Examples need to be given as to what a “verse” is.
The word “Waqf” needs to be introduced whilst going over the various
examples and rules (with emphasis that this is an Arabic word).
The various Waqf signs used need to be covered prior to starting the
first rule. These then need to be constantly emphasised when doing
examples.
It may be a good idea to open the Quran and show children the various
Waqf signs.
Other:
Where a child is struggling on the actual word, then this must be

rectified as a matter of priority. A child will only struggle if he or she
has not fully grasped the previous concepts.
Where a child is struggling with the actual word, Waqf becomes second
priority. Explaining the relevant concept your child is struggling with
must take precedence.
At this stage your child must be reciting loudly and audibly.
Where there are 2 or more words in an example, after reciting these

words “separately”, your child needs to recite (as much as possible) the
entire “verse” together. This is known as fluency.
-7-
Waqf Rule 1
When doing Waqf on a word, the last letter will be made Saakin. That means
that the Fatha, Dhamma etc will be replaced with a Sukoon. Example:
‫ﺐ‬ ِ‫ا‬
ْ َ‫ِاذَا َوﻗ‬ ‫ﺐ‬ َ
َ َ ‫ﻗ‬‫ و‬ ‫ا‬َ ‫ذ‬
Now practice doing Waqf with the following examples:
َ ‫اِ ذَا َﺣ َﺴ‬

ْ‫ـﺪ ۝ د‬ 1
ْ ‫َﺳـﺒ ْـ َﻊ َﺳـ ٰﻤـﻮ ٰ ٍت ۝‬

‫ ت‬ 2
ْ‫ اﷲ ا َ َﺣـ ٌﺪ ج د‬ ‫ﻫـ‬

ُ ‫ُﻗ ْـﻞ ُ َﻮ‬ 3
‫َﻣـ ْﻦ َﺧ ِﺸـ َﻲ َ ر ﺑَّ ٗـﻪ ۝‬ 4
‫ ط‬ ‫ِﻣـ ْﻦ َﺧـ ْﻮ ٍف‬ 5
َْ ‫اِ ذَ ا ﻳ‬
‫ـﺴ ِﺮ ۝‬ 6
‫ج‬ ‫َو َﺳ َﻼ ٌم ﻋَـ َ; اﻟـ ْ ُﻤـ ْﺮ َﺳـﻠِـﻴ ْـ َﻦ‬ 7
-8-
Waqf Rule 2
When doing Waqf on a word that ends with , the ‫ة‬ ‫ ة‬will be changed to a >.
Example:
‫َﻣﺎ اﻟـ ْﻘَﺎ ِرﻋَ ْﻪ‬ ‫َﻣﺎ اﻟـ ْﻘَﺎ ِر ﻋَ ُﺔ‬

>ْ ‫َﺟـﻨَّـﺔً ۝‬ 1
>ْ ‫ُذ ِّ ر ﻳَّـﺔً َ ﻃ ِـﻴ ّـﺒَـﺔً ۝‬ 2
‫ ط‬ ‫ ب اﻟـ ْﻘَ ْﺮ ﻳ َ ِـﺔ‬

َ ‫ا َْﺻ َﺤﺎ‬ 3
‫ج‬ ‫َﻣﺎ اﻟْـﻌَـﻘَـﺒَـ ُﺔ‬ 4
‫ﻳَـ ْﻮ َﻣـﺌِـ ٍﺬ َّ وا ِﺟـ َﻔـ ٌﺔ ۝‬ 5
‫ ط‬ ‫اَ ﺑْ َـﺼﺎ ُ ر َ ﻫﺎ َ ﺧﺎ ِﺷـﻌَـ ٌﺔ‬ 6
َ ‫ﻋَـﻠَـﻴْـ ِﻬ ْﻢ ُّﻣـ ْﺆ َﺻ‬

‫ـﺪ ٌة ۝‬ 7
-9-
Waqf Rule 3
When doing Waqf on a word that ends with Fathatayn, one Fatha will be
removed.
Example:
‫َﻣ َﻔﺎ زَا‬ ‫َﻣـ َﻔﺎ زًا‬

َ ‫ـﻤ ًـﻼ ۝ ﻻ‬

َ َ‫ﻋ‬ 1
َ ‫َو ا َْﻋـﻨَـﺎ ﺑًـﺎ ۝ ﺑﺎ‬ 2
‫ ط‬ ‫اِ ﻧ َّ ٗـﻪ ﮐَﺎ َ ن ﺗَـ َّﻮا ﺑًـﺎ‬ 3
ِ ‫ا َ َ ﺧـﺎ ﻫـﻢ ﺻﺎ ﻟ‬
َ ‫ـﺤﺎ ط ﺣﺎ‬
ً َ ْ ُ 4
‫ ط‬ ً ْ ‫َو اَ ِﻛـﻴ ْ ُـﺪ َﻛـﻴ‬

‫ـﺪا‬ 5
‫ُﻃـﻮً ى ۝‬ 6
‫ ج‬ ً‫ـﻢ ُ ﻏـﺜَـﺎ ء‬

ْ ‫ـﺠـﻌَـﻠْـﻨَـﺎ ُ ﻫ‬
َ َ‫ﻓ‬ 7
- 10 -
Waqf Rule 4
When doing Waqf on a word that ends with an Alif or Standing Fatha, then
it will be read as it is written. Thus there is no change to the last letter of
the word as in the previous 2 rules.
Examples:
‫اٰﻳَﺎﺗِﻨَﺎ‬ ‫اٰﻳَﺎﺗِﻨَﺎ‬
Yٰ ‫َواﻟـ ُّﻀ‬ Yٰ ‫َواﻟـ ُّﻀ‬

‫ا َ ْ و ٰﺣـﻰ ﻟَـﻬَﺎ ۝‬ 1
‫ ط‬ ‫ﻟ َ َﺸ \ـﱴ‬ 2
‫َﻣـ ْﻦ دَ \ ﺳـﻬَﺎ ۝‬ 3
‫ ط‬ َ َ‫َو اﻟـﻨَّـﻬَﺎ ِر اِ ذَا ﺗ‬

;\ ‫ـﺠـ‬ 4
‫ج‬ ‫َو اﻟ َّﺸ ْـﻤـ ِﺲ َ و ُ ﺿ ٰﺤـﻬَـﺎ‬ 5
ْ ‫َو َ ﺻـ َّﺪ َ ق ﺑِﺎ ﻟ ْ ُـﺤ‬

‫ـﺴ ٰﲎ ۝‬ 6
- 11 -
‫‪Madrasa Tajweedul Quran‬‬
‫‪Waqf Rules – Various Examples‬‬
‫‪Practice doing Waqf with the following examples, Waqf rules have been‬‬
‫‪mixed up on this page.‬‬
‫ـﺴﺎ ٍ ب ۝‬‫ﺣ‬‫ﺑِـﻐَـﻴـ ِﺮ ِ‬ ‫‪1‬‬

‫َ‬ ‫ْ‬
‫ج‬ ‫ـﺚ اﻟْـﻐَـﺎ ِﺷـﻴ َ ِـﺔ ‬

‫َﺣـ ِﺪ ﻳ ْ ُ‬ ‫‪2‬‬
‫ ف ﺗَـﻌْـﻠ َ ُـﻤـ ْﻮ َ ن ۝‬

‫ﻓَ َﺴ ْﻮ َ‬ ‫‪3‬‬
‫ ط‬ ‫َو ﻋَـ َّﺬ ﺑْـﻨٰـﻬَﺎ ﻋَـ َﺬاﺑًﺎ ﻧ ُّ ْﻜ ًﺮا ‬ ‫‪4‬‬
‫ﺎن ﻣَﺎ َﳍَﺎ ‬ ‫ ل ْ اﻻِ‬

‫ ط‬
‫َو ﻗَﺎ َ َ ُ‬
‫ﺴ‬‫ْ‬ ‫ﻧ‬ ‫‪5‬‬
‫َو اَ ْﺣ ُـﺼ ْﻮا اﻟـ ْﻌِـ َّﺪ ةَ ۝‬ ‫‪6‬‬
‫ ط‬ ‫ﻟِـ ُﻜ ّ ِـﻞ َﺷـ ْﻲ ءٍ ﻗَـ ْﺪ ً را ‬ ‫‪7‬‬
‫ج‬ ‫ﻧَﺎ ٌ ر َ ﺣﺎ ِﻣـﻴَـ ٌﺔ ‬ ‫‪8‬‬
‫ ط‬ ‫اِ َّ ن اِ ٰﱃ َ ر ﺑِّ َ‬

‫ـﻚ اﻟ ُّﺮ ْﺟـﻌٰـﻰ ‬ ‫‪9‬‬
‫‪- 12 -‬‬
Waqf Rule 5 – For parents only
When doing Waqf on a word that ends with a Hamza containing Fathatayn,
one Fatha will be removed and an Alif will be added.
Example:
‫ﻧِﺴﺂ ءَا‬ ‫ﻧِﺴﺂ ً ء‬

Important: As these types of words occur in the Quran less frequently, we
will not be covering this in the class. The aim of Level 1 is to grasp the very
basic Waqf rules.
- 13 -
‫‪Worksheet 1 on Waqf Rules‬‬
‫‪The purpose of this exercise is to practice Waqf rules that have been‬‬
‫‪covered.‬‬
‫‪With Waqf‬‬ ‫‪Without Waqf‬‬
‫ـﺔ ۞‬ ‫ر َا ِ ﺿـﻴ ٍ‬ ‫ر َا ِ ﺿـﻴ َ ٍـﺔ‬

‫‪1‬‬
‫َ‬
‫ـﻞ ۞‬‫ﻓِـ ْﻰ ﺗَ ْـﻀـﻠِـﻴ ْ ٍ‬ ‫ﻓِـ ْﻰ ﺗَ ْـﻀـﻠِـﻴ ْ ٍـﻞ‬
‫‪2‬‬
‫ﺔ ۞‬ ‫َﺣـﺎ ِﻣـﻴَـ ٌ‬ ‫َﺣـﺎ ِﻣـﻴَـ ٌﺔ‬

‫‪3‬‬
‫اِذَا َﺳـﺠـﻰ ۞‬ ‫اِذَا َﺳـﺠـ ٰﻰ‬

‫‪4‬‬
‫ٰ‬
‫و ﻣـﺎ ﻗَـﻠـﻰ ۞‬ ‫َو َ ﻣـﺎ ﻗَـﻠـ ٰﻰ‬
‫‪5‬‬
‫ََ ٰ‬
‫ِﻣـ ْﻦ ِﺳ ِّـﺠـﻴ ْ ٍ‬
‫ـﻞ ۞‬ ‫ِﻣـ ْﻦ ِﺳ ِّـﺠـﻴ ْ ٍـﻞ‬
‫‪6‬‬
‫ﻏـ ْﺮ ﻗًـﺎ ۞‬ ‫َﻏـ ْﺮ ﻗًـﺎ‬

‫‪7‬‬
‫َ‬
‫ﺳـﺒـﺤـﺎ ۞‬ ‫ـﺤـﺎ‬
‫َﺳـﺒ ْ ً‬
‫‪8‬‬
‫َ ْ ً‬
‫ اﻻَ ﺑْـﺘَـﺮ ۞‬ ‫ُﻫـ َﻮ ْ اﻻَ ﺑْـﺘَـ ُﺮ‬
‫ُﻫـ َﻮ ْ ُ‬
‫‪9‬‬
‫‪- 14 -‬‬
‫‪Worksheet 2 on Waqf Rules‬‬
‫‪The purpose of this exercise is to practice Waqf rules that have been‬‬
‫‪covered.‬‬
‫‪With Waqf‬‬ ‫‪Without Waqf‬‬
‫ـﺤـﺂ َّﻗـ ُ‬
‫ﺔ ۞‬ ‫اَ ﻟ ْ َ‬ ‫ـﺤـﺂ َّﻗـ ُﺔ‬
‫اَ ﻟ ْ َ‬
‫‪1‬‬
‫ اَ ﻟـ ْﻘَـﺎ ِر ﻋَـ ُ‬

‫ﺔ ۞‬ ‫اَ ﻟـ ْﻘَـﺎ ِر ﻋَـ ُﺔ‬
‫‪2‬‬
‫ﻳُـ ْﺆ ِﻣـﻨُـﻮ ن ۞‬ ‫ﻳُـ ْﺆ ِﻣـﻨُـ ْﻮ َ ن‬

‫‪3‬‬
‫ْ َ‬
‫ِد َ‬
‫ ﻫـﺎ ﻗًـﺎ ۞‬ ‫ِد َ ﻫـﺎ ﻗًـﺎ‬
‫‪4‬‬
‫ِﻣـ َﻦ اﻟـﻨَّـﺎ ِ‬
‫ س ۞‬ ‫ِﻣـ َﻦ اﻟـﻨَّـﺎ ِ س‬
‫‪5‬‬
‫ ﺟـﻠ\ـﻬَـﺎ ۞‬ ‫ِ‬ ‫اِ ذَ ا َ ﺟـﻠ\ـﻬَـﺎ‬

‫ا ذَ ا َ‬
‫‪6‬‬
‫و ﻣـﺎ َﺳـ \ﻮ َ‬
‫ ﻫـﺎ ۞‬ ‫َو َ ﻣـﺎ َﺳـ \ﻮ َ ﻫـﺎ‬
‫‪7‬‬
‫ََ‬
‫ـﻄـﺎ ۞‬‫ﻧَـ ْﺸ ً‬ ‫ﻧَـ ْﺸ ًـﻄـﺎ‬
‫‪8‬‬
‫ ﻟـﺴـﺎ ِﻫـ َﺮ ِ ة ۞‬

‫ﺑِـﺎ َّ‬ ‫ ﻟـﺴـﺎ ِﻫـ َﺮ ِ ة‬
‫ﺑِـﺎ َّ‬
‫‪9‬‬
‫‪- 15 -‬‬
Important!
‫ـﺴـ ِﻤـﻴَـﺔ‬
ْ َ ‫ﺗ‬ ْ
and‫ذ‬ ‫ﻮ‬
ُ ّ ‫ـ‬َ ‫ـﻌ‬َ ‫ﺗ‬
a) This needs to be emphasised before every Sabaq.
b) Both need to be pronounced slowly and correctly. Many

children tend to “rush” this. This leads to poor pronunciation.
c) Collective practice “Mashq” needs to be carried out over

several days. This will create ability to recite slowly and
correctly.
d) Children can also be taught the “overall” meaning and purpose;

this will hopefully create “appreciation” towards what is being
recited.
e) Teachers can also emphasise the use of “Basmalah” when going

about our daily chores.
- 16 -
Quran Verses
The aim of the following verses is as follows:
f) To practice and implement the various concepts that have been covered
in Ahsanul Qawaid.
g) Pupils can have a “sense of achievement” that we are now moving onto
the Quran.
Parents and teachers need to:
1. Ensure there is no parrot fashion learning
2. Each verse must be written on the whiteboard - word by word – and

then children need to attempt to read each word. Teaching must be
interactive and where children stay focused.
3. After each word has been “broken down” and covered in the above
manner should an attempt be made to recite the entire verse together.
4. Where a child is struggling, then that particular concept needs to be

highlighted and revised.
5. Point out that the various symbols at the end of the verse are “Waqf”
signs. Revise the Waqf rules whenever a pupil is unsure or does an
incorrect Waqf.
6. Pronunciation must always be clear and must no be compromised.
7. At this stage do not expect a high level of fluency. Our objective is to

encourage the recitation of words without any errors. Thus these
verses also act as a revision aid for the concepts covered in Ahsanul
Qawaid.
- 17 -
‫‪Quran Verses – 1‬‬
‫ﻚ اﻟ ُّﺮ ُﺳ ُﻞ ﻓَـ َّﻀﻠ ْـﻨَﺎ ﺑَـﻌْـ َﻀ ُﻬ ْﻢ ﻋ َ َ; ﺑَـﻌْـ ٍﺾ‬

‫ﺗِﻠ ْ َ‬
‫‪1‬‬
‫م‬
‫ اﷲ َو َر ﻓَـ َﻊ ﺑَـﻌْـ َﻀ ُﻬ ْﻢ‬ ‫ِﻣـﻨْ ُﻬ ْﻢ َّﻣ ْﻦ َﻛـﻠ ّ ََ‬

‫‪2‬‬
‫ُ‬ ‫ﻢ‬
‫تط‬ ‫ د ر َﺟـﺎ ٍ‬
‫ََ‬
‫ﻓَـﻘَ ْﺪ َﺧ ِﺴ َﺮ ُﺧ ْﺴ َﺮاﻧـًﺎ ُّ ﻣﺒِـﻴ ْـﻨ ًـﺎ ۝‬

‫‪3‬‬
‫ﻳ َـﻌِـ ُﺪ ُﻫ ْﻢ َ و ﻳُـ َﻤـ ِﻨّـﻴ ْـ ِﻬ ْﻢ َو َﻣﺎ ﻳ َـﻌِـ ُﺪ ُﻫـ ُﻢ اﻟ َّﺸﻴ ْـ َﻄﺎ ُن‬
‫‪4‬‬
‫اِﻻَّ ُﻏ ُﺮ ْو ًرا ۞‬
‫ﻟـ َ ُﻬ ْﻢ أ َ ْﺟ ُﺮ ُﻫ ْﻢ ِﻋـﻨْـ َﺪ َ ر ﺑِّـ ِﻬـ ْﻢ‬

‫‪5‬‬
‫ج‬
‫‪- 18 -‬‬
‫ﷲ اﻟـ ْ َﻜـ ِﺬ ب ِﻣـﻦ ۢ ﺑـﻌـ ِﺪ ذ ٰ ﻟ َِ‬

‫ﻚ ۞‬ ‫ِ‬ ‫ا‬ ‫ ‬ ‫;‬
‫َ‬ ‫ـ‬‫َ‬ ‫ﻋ‬ ‫ﻓَـ َﻤـ ِﻦ اﻓْـﺘ َـ ٰﺮى ‬
‫‪1‬‬
‫َ ْ َْ‬
‫َو إِذْ ﻗَﺎ َل إِﺑْ َﺮا ِﻫـﻴ ْ ُﻢ َر ِ ّب أ َ ِر ﻧِـ ْﻲ َﻛـﻴ ْـ َﻒ ُﺗـ ْﺤﻴِـﻰ‬
‫‪2‬‬
‫‪ t‬ط‬‫اﻟـ ْ َﻤ ْﻮ ٰ‬
‫ﺆﻣـﻦ ط‬
‫ﻗَـﺎل أ َ و ﻟـ َﻢ ُﺗـ ْ ِ‬ ‫‪3‬‬
‫ْ‬ ‫َ َ ْ‬
‫ﻗَـﺎل ﺑ َـ ٰ; و ﻟـ َ ِﻜـﻦ ﻟ ِـّﻴـ ْﻄﻤـﺌ َِ‬
‫ﻦ ﻗ َـﻠ ْـﺒ ِـﻲ ط‬ ‫ـ‬
‫ْ‬ ‫َ َ ْ َ َ ّ‬
‫ اﷲ ‪‬‬ ‫ق‬ ‫ﺪ‬ ‫ ﺻ‬ ‫ﻞ‬

‫ْ‬ ‫ـ‬ ‫ﻗ‬
‫ُ‬ ‫۝‬‫ ‬ ‫ن‬ ‫ﻮ‬‫ـ‬ ‫ﻤ‬ ‫ِ‬
‫ـ‬ ‫ﻟ‬ ‫ﺎ‬ ‫َ‬
‫ اﻟﻈ‬
‫ّ‬ ‫ﻢ‬ ‫ـ‬‫ ﻫ‬ ‫ﻚ‬
‫َ‬ ‫ـ‬‫ِ‬ ‫ﺌ‬‫ٓ‬ ‫ٰ‬ ‫ـ‬‫وﻟ‬‫ُ‬ ‫ﺎ‬‫ـ‬‫َ‬ ‫ﻓ‬
‫‪4‬‬
‫ُ‬ ‫َ‬ ‫َ‬ ‫َ‬ ‫َْ‬ ‫ُ‬ ‫ُ‬ ‫ُ‬
‫‪- 19 -‬‬
‫‪Quran Verses - 3‬‬
‫ﺎم َﻛـ َﻤﺎ ‬ ‫ـ‬‫ﻴ‬ ‫ـ‬ ‫ﻳ ٰـٓﺎ أَﻳُّـﻬَﺎ اﻟ َّ ِﺬﻳـ َﻦ ا ٰ َﻣـﻨُـ ْﻮا ُﻛـﺘِـﺐ ﻋَـﻠ َـﻴ ُﻜﻢ ّ ِ‬
‫ اﻟﺼ‬
‫‪1‬‬
‫َ ْ ُ َ ُ‬
‫ﺐ ﻋَـ َ; اﻟـَّ ِﺬﻳ َﻦ ِﻣـ ْﻦ ﻗَـﺒ ْـﻠِ ُﻜ ْﻢ ﻟـ َﻌَـﻠ َّ ُﻜ ْﻢ ﺗَـﺘَّـ ُﻘـ ْﻮ َن ۝‬
‫َ‬ ‫ـ‬‫ُﻛـﺘِ‬
‫ا َﻟ َّ ِﺬﻳ ْ َﻦ ﻳُﻨ ِﻔ ُﻘﻮن أ َ ْﻣﻮاﻟـ َ ُﻬﻢ ِ ﰲ ﺳ ِ‪x‬ﻴ ِﻞ \ ِ‬

‫ ا‪ُ z‬ﺛ َّﻢ ﻻَ ﻳُﺘْـﺒِ ُﻌـ ْﻮ َن‬
‫‪2‬‬
‫َْ َ ْ َ ْ‬
‫ﻘﻮا ﻣـﻨًﺎ و ﻵ َ أ َ ذًى ﻻ‬ ‫ُ‬ ‫ﻔ‬
‫َ‬ ‫ْ‬ ‫ﻧ‬ ‫َ‬ ‫أ‬‫ ‬ ‫ ‬ ‫ﺂ‬ ‫ ﻣ‬
‫َ‬ ‫ّ‬ ‫َ‬ ‫ْ‬ ‫َ‬
‫ﺎت اﻟـ ْ ِﻜـﺘ َـ ِ‬

‫ﺎب اﻟـ ْ ُﻤﺒِـﻴ ْـ ِﻦ ۝‬ ‫ِ‬ ‫‪3‬‬
‫َ ُ‬ ‫ﻳ‬‫ٰ‬ ‫ا‬ ‫ﻚ‬
‫َ‬ ‫ـ‬
‫ْ‬ ‫ﻠ‬‫ـ‬ ‫ﺗ‬
‫اِﻧ َّٓﺎ ا َﻧ ْـ َﺰﻟـ ْﻨ َـﺎ ُ> ُﻗـ ْﺮا ٰﻧـًﺎ ﻋَـ َﺮﺑِـﻴ ًّـﺎ ﻟـَّﻌَـﻠ َّـ ُﻜـ ْﻢ ﺗَـﻌْـﻘِـﻠ ُـ ْﻮ َن ۝‬
‫‪4‬‬
‫‪- 20 -‬‬
‫‪Quran Verses - 4‬‬
‫ﷲ ﺛَـ َﻤـﻨ ًـﺎ ﻗَـﻠِـﻴ ْـﻼ ً‬ ‫ﻻ َ ﻳ َـ ْﺸـﺘ َـﺮون ﺑِﺎ ٰﻳ َ ِ‬

‫ﺎت ا ِ‬ ‫‪1‬‬
‫ط‬
‫ُْ َ‬
‫ﻚ ﻟـ َ ُﻬـ ْﻢ أ َ ْﺟـ ُﺮ ُﻫـ ْﻢ ِﻋـﻨْـ َﺪ َ ر ﺑِّـ ِﻬـ ْﻢ‬

‫أُوﻟـ ٰﺌِ َ‬
‫‪2‬‬
‫ط‬
‫إِ َّن اﷲَ َﺳ ِﺮﻳ ْـ ُﻊ اﻟـ ْ ِﺤـ َﺴـ ِ‬

‫‪3‬‬
‫ﺎب ۝‬
‫ﻳ َٓﺎ أ َ ﻳُّـﻬَـﺎ اﻟـَّ ِﺬﻳ ْ َﻦ ا ٰ َﻣـﻨُـ ْﻮا ا ْﺻﺒِـ ُﺮ ْوا َو َﺻﺎ ﺑِ ُﺮ ْوا‬
‫َو َرا ﺑِـ ُﻄـ ْﻮا ‪‬‬
‫ﺎﻫـ ُﺪ ْوا ﻓِـ ْﻲ ‬

‫إِ َّن اﻟـَّ ِﺬﻳ ْـ َﻦ ا ٰﻣَـﻨُـ ْﻮا َ و اﻟـَّ ِﺬﻳ ْـ َﻦ َﻫـﺎ َﺟـ ُﺮ ْوا َ و َﺟـ َ‬
‫‪4‬‬
‫ﷲ ﻻ‬‫ﺳﺒِـﻴـ ِﻞ ا ِ‬
‫َ ْ‬
‫‪- 21 -‬‬
‫‪Quran Verses –5‬‬
‫ط‬ ‫ﺖ ا ِ‬
‫ﷲ ‬ ‫ﻤ‬ ‫ـ‬‫ﺣ‬ ‫ ر‬ ‫ن‬‫ﻮ‬‫ـ‬ ‫ﺟ‬
‫َْ ُ َْ َ ْ َ َ‬ ‫ﺮ‬‫ـ‬ ‫ﻳ‬ ‫ ‬ ‫ﻚ‬
‫َ‬ ‫ِ‬ ‫ﺌ‬‫ٰ‬ ‫ـ‬‫ﻟ‬‫و‬‫ُ‬ ‫أ‬
‫‪1‬‬
‫اﷲ َﻏ ُﻔ ْﻮ ٌر َّ ر ِﺣﻴ ْ ٌﻢ ۞‬

‫َ ُ‬‫و‬
‫ﻳ ٰـٓﺎ َ ﻳُّـﻬَﺎ اﻟ َّ ِﺬﻳ ْ َﻦ ا ٰ َﻣﻨُ ْٓﻮا إِذَا ُﻗـ ْﻤﺘُـ ْﻢ إ َِﱃ ا َّﻟﺼﻠ ٰﻮ ِة‬
‫‪2‬‬
‫ـﻢ ۞‬ ‫ﻜ‬
‫ُ‬ ‫ ﻓَﺎ ْﻏ ِﺴﻠُﻮا و ُﺟـﻮ َﻫـ ُﻜـﻢ و ا َﻳْـ َِ‬
‫ ﻳ‬‫ﺪ‬
‫ْ‬ ‫ْ ُ ْ ْ َ‬
‫ﺸﺂ ء ج‬ ‫َ‬ ‫َ‬ ‫ ﻳ‬ ‫ﻦ‬ ‫ﻣ‬ ‫ﺔ‬

‫َ‬ ‫ﻤ‬ ‫ﻜ‬
‫ْ‬ ‫ِ‬
‫ﺤ‬ ‫ْ‬ ‫ـ‬‫اﻟ‬ ‫ﻰ‬ ‫ـ‬‫ِ‬ ‫ﺗ‬ ‫ﺆ‬
‫ْ‬ ‫ـ‬ ‫ﻳ‬
‫‪3‬‬
‫ُ‬ ‫ّ‬ ‫ْ‬ ‫َ‬ ‫َ‬ ‫ْ‬ ‫ُ‬
‫وﻣﻦ ﻳُّـ ْﺆت اﻟـ ْ ِﺤ ْﻜﻤ َﺔ ﻓَﻘَ ْﺪ أُوﺗِـﻲ َﺧﻴـﺮا َ ِ‬
‫ﻛـﺜـ ﻴـﺮا ط‬
‫ْ َ ًْ ًْ‬ ‫َ‬ ‫ََ ْ َ‬
‫ك ِﻣـ َﻦ اﻟـ ْﻌِـﻠ ْ ِﻢ ‬ ‫ِ‬ ‫ـ‬ ‫ِ‬

‫ﻚ ﻓِـﻴ ْـ ِﻪ ْ َ ْ َ َ َ َ‬
‫ﻣ‬ ‫ﻓَ َﻤ ْﻦ َﺣ َّ‬
‫‪4‬‬
‫ء‬‫ﺂ‬‫ـ‬‫ ﺟ‬ ‫ﺎ‬‫ ﻣ‬ ‫ﺪ‬ ‫ـ‬‫ﻌ‬‫ـ‬‫ ﺑ‬ ‫ ‬
‫ۢ‬ ‫ﻦ‬ ‫ﺂﺟ َ‬
‫ﻓَـ ُﻘ ْﻞ ﺗَـﻌَـﺎﻟـ َ ْﻮا ۞‬
‫‪- 22 -‬‬
‫ﺎن أ َ ْن ﻳُّـ ْﻮﻗِـ َﻊ ﺑ َـﻴ ْـﻨ َ ُﻜـ ُﻢ اﻟـ ْﻌَـ َﺪ َاوةَ‬ ‫َ‬ ‫ِ‬ ‫ـ‬ ‫ﻳ‬ ‫َ‬ ‫ِ‬ ‫‪1‬‬
‫ﻄ‬
‫ْ ُ‬‫َ‬ ‫ـ‬‫ﻴ‬ ‫ﺸ‬ ‫ّ‬ ‫ اﻟ‬ ‫ﺪ‬
‫ُ‬ ‫ـ‬‫ْ‬ ‫ﻳ‬ ‫ﺮ‬ ‫ُ‬ ‫ ‬ ‫ﺎ‬‫ﻤ‬‫َ‬ ‫ـ‬ ‫ّ‬ ‫ﻧ‬ ‫ا‬
‫َ و اﻟْﺒ َـﻐ ْـ َﻀﺂءَ ِﰱ اﻟـ ْ َﺨ ْﻤ ِﺮ َ و اﻟـ ْ َﻤْ ِﺴ ِﺮ ۞‬
‫ﻟـَّ ْﻦ ﻳ َ ْﺴﺘ َـﻨْ ِﻜـ َﻒ اﻟـ ْ َﻤ ِﺴﻴ ْـ ُﺢ أ َ ْن ﻳَّـ ُﻜـ ْﻮ َن ﻋَﺒ ْـ ًﺪا ﻟِـّﻠ \ـ ِﻪ‬
‫‪2‬‬
‫ﺮﺑـﻮن ط‬ ‫َ‬ ‫ـ‬ ‫َ‬ ‫ﻘ‬ ‫ـ‬ ‫ﻤ‬‫ْ‬ ‫ـ‬ ‫ﻟ‬ ‫ ا‬ ‫ﺔ‬
‫ُ‬ ‫ـ‬‫ﻜ‬‫َ‬ ‫ِ‬
‫ﺋ‬ ‫َ و ﻻَ اﻟـ ْ َﻤﻶ‬
‫ُ ُّ َْ‬
‫ﻓَـﻠ َـ َّﻤﺎ ﻋَـﺘ َـ ْﻮا ﻋَـ ْﻦ َّ ﻣـﺎ ﻧ ُـ ُﻬـ ْﻮا ﻋَـﻨْـ ُﻪ ‬
‫‪3‬‬
‫ُﻗـﻠ ْـﻨَﺎ ﻟـ َ ُﻬ ْﻢ ُﻛـ ْﻮﻧ ُ ْﻮا ﻗِـ َﺮدَ ةً ٰﺧ ِﺴﺌِـﻴ ْـ َﻦ ۝‬
‫ﻗَﺎ ﻟـُ ْٓﻮا إِ ﻧَّﺎ ﺗَـ َﻄـﻴ َّـ ْﺮﻧَﺎ ﺑِ ُﻜ ْﻢ ج ﻟـ َﺌِـ ْﻦ ﻟـَّ ْﻢ ﺗَـﻨْـﺘ َـ ُﻬـ ْﻮا‬
‫‪4‬‬
‫اب أ َ ﻟ ِـﻴ ْ ٌﻢ۝‬

‫ٌ‬ ‫ﺬ‬‫َ‬ ‫ـ‬‫َ‬ ‫ ﻋ‬ ‫ﺎ‬‫َ‬ ‫ّ‬ ‫ﻨ‬‫ـ‬ ‫ِ‬
‫ ﻣ‬‫ ُ َ ْ َ َ َ ّ ْ ّ‬
‫ﻢ‬‫ﻜ‬‫ُ‬ ‫ـ‬‫َ‬ ‫ّ‬ ‫ﻨ‬‫ـ‬‫ﺴ‬‫َ‬ ‫ﻤ‬ ‫ـ‬‫ﻴ‬‫َ‬ ‫ـ‬‫ﻟ‬ ‫ و‬ ‫ﻢ‬ ‫ﻜ‬‫ُ‬ ‫َ‬ ‫ّ‬ ‫ﻨ‬‫ـ‬ ‫ﻤ‬ ‫ـ‬‫ﺟ‬ ‫ﺮ‬‫ْ‬ ‫ـ‬‫َ‬ ‫ﻨ‬‫َ‬ ‫ـ‬ ‫ﻟ‬
‫‪- 23 -‬‬
‫إِﻧ َّـ َﻤـﺎ اﻟـ ْ ُﻤـ ْﺆ ِﻣـﻨُـ ْﻮ َن إِ ْﺧـ َﻮ ٌة ﻓَـﺎ َ ْﺻﻠِـ ُﺤ ْﻮا ﺑَـﻴ ْـ َﻦ أ َ َﺧـ َﻮ ﻳ ْ ُﻜ ْﻢ ‬
‫‪1‬‬
‫َوا َّﺗ ُﻘﻮا اﷲَ ﻟـ َﻌَـﻠ َّ ُﻜ ْﻢ ُﺗـ ْﺮ َﺣـ ُﻤـ ْﻮ َن ۝‬
‫ﻚ ِﻣ َﻦ اﻟـ ْ ِﻜـﺘ َـ ِ‬
‫ﺎب‬ ‫ﻴ‬ ‫ـ‬‫ﻟ‬ ‫ِ‬ ‫إ‬‫ ‬ ‫ﻲ‬ ‫ﺣ‬‫ِ‬
‫اُ ﺗْـ ُﻞ َٓ ﻣﺎ أُ ْو َ َ ْ َ‬
‫‪2‬‬
‫َ و أَﻗِـ ِﻢ ا َّ‬

‫ﻟﺼﻠ ٰﻮةَ ط‬
‫اﻟﺼ َﻼ ةَ ﺗَـﻨْـﻬ ٰـﻰ ﻋَـ ِﻦ اﻟـ ْ َﻔـ ْﺤ َﺸﺂ ِء َو اﻟـ ْ ُﻤﻨْـ َﻜـ ِﺮ‬
‫‪3‬‬
‫ ط‬ ‫إِ َّن َّ‬
‫‪- 24 -‬‬
Reminders!
Ensure concepts such as Sukoon, Tashdeed, Madd, Tanween etc

are being revised.
Are Huroof-ul-Madd (especially with the Sukoon concept) being

stretched correctly?
Revisit throat and full mouth letters and emphasise them in the
Quran verses.
Ghunna of Noon and Meem (when they contain a Tashdeed) also

needs to be highlighted in relevant Quran verses. The Ghunna
must be of the correct duration.
Is there a revision timetable in place? Has it been updated? A

timetable ensures there is ‘structured and systematic’ revision.
Are Duas being revised?
- 25 -
Quran Verses – 8
Focus: Differentiating between the letters ‫ ء‬and ‫ع‬.
Note: All other rules etc must also be applied.
Quran Verse – 1
‫ج‬ ‫ُﻣـﺘَّ ِﻜـﺌِـﻴْـ َﻦ ﻋَـ ٰ; ُﺳ ُﺮ ٍر َّﻣ ْـﺼ ُﻔـ ْﻮ ﻓَ ٍﺔ‬
Quran Verse – 2
‫ـﺴﺂ ﺋَﻠُـ ْﻮ َ ن‬َ ‫ـﺘ‬َ ّ ‫ ﻳ‬ ‫ﺾ‬ٍ ‫ـ‬ْ ‫ـﻌ‬َ ‫ﺑ‬ ;
ٰ ‫َو ا َ ﻗْـﺒ َـﻞ ﺑَـﻌْ ُـﻀ ُﻬ ْﻢ ﻋَـ‬
‫ج‬
َ َ
Quran Verse - 3
‫ج‬ ‫ـﻚ‬ِ ‫ﺑ‬ ‫ ر‬ ‫ﻦ‬ ِ

َ ّ َ ُ ‫ا َْم ِﻋﻨْ َﺪ ُ ﻫ ْﻢ َﺧ َﺰ ۤا‬
‫ـ‬ ‫ﺋ‬
Quran Verse – 4
‫ج‬ ‫ﻻَ ُﺗـﻐ ْ ِﻨـ ْﻰ َﺷـ َﻔﺎ ﻋَـﺘُ ُـﻬ ْﻢ َﺷـﻴْـﺌﺎ ً اِ ﻻَّ ِﻣ ْ ۢﻦ ﺑَﻌْـ ِﺪ‬
- 26 -
Quran Verses – 9
Focus: Differentiating between the letters and ‫ح‬.
Quran Verse – 1
‫ج‬
َ ‫َو ﻟـ َﻘَـ ِﺪ ا ْﺳـﺘُـﻬْـ ِﺰ‬
‫ ئ ﺑِـ ُﺮ ُ ﺳ ٍـﻞ‬
Quran Verse – 2
‫ط‬ ‫ا َ ْ م ﺑِ َـﻈـﺎ ِﻫـ ٍﺮ ِّﻣـ َﻦ اﻟـ ْﻘَـ ْﻮ ِ ل‬

Quran Verse – 3
‫ـﺤـﺘِـﻬَـﺎ ْ اﻻ َ ﻧْـﻬَـﺎ ُ ر‬ ‫ـ‬ ِ

‫ﻣ‬
‫ط‬
ْ َ ْ ‫ﺗَ ْـﺠـ ِﺮ ْ ى‬
‫ﺗ‬ ‫ﻦ‬
Quran Verse – 4
‫ج‬ ‫ـﻚ َ و ِﻣـ َﻦ ْ اﻻ َ ْﺣـ َﺰا ِ ب‬

َ ْ ‫ ل اِ ﻟَـﻴ‬
َ ‫ـﻤـﺂ اُ ﻧْـ ِﺰ‬
َِ ‫ﻳَـ ْﻔـ َﺮ ُﺣـ ْﻮ َ ن ﺑ‬
- 27 -
Full Mouth Letters
There are 7 full mouth letters.
They are always recited with a full mouth.
It is important your child is able to recognise the full mouth letters.
Activity: Learn the full mouth letters by heart, pronouncing them

correctly, slowly and correctly.
7 6 5 4 3 2 1
‫خ صض غ ط ق ظ‬
An easy way to remember them:
‫ﺺ َ ﺿـﻐ َ ٍـﻂ ﻗِ ْـﻆ‬

َّ ‫ُﺧـ‬
- 28 -
‫‪C.L.S.T‬‬
‫‪Focus: A special focus and emphasis on full mouth letters.‬‬
‫‪Note: All other rules etc must also be applied.‬‬
‫‪Quran Verse – 1‬‬
‫ج‬ ‫ اﷲ ﻋَـﻠَـﻴْـﻨَﺎ ط اِ ﻧ َّ ٗـﻪ ﻣَ ْﻦ ﻳَّـﺘَّـ ِﻖ َ و ﻳ َ ْـﺼـﺒِـ ْﺮ‬
‫ُ‬ ‫ ‬ ‫ﻗَـ ْﺪ َﻣ ّـ‬
‫ﻦ‬
‫َ‬
‫ـﻢ‬ ‫ ﻫ‬‫ﻮ‬‫ـ‬ ‫ﺑ‬ ‫ ‬

‫َ‬ ‫ا‬‫ ‬ ‫ ‬ ‫ـﺎل‬‫َ‬ ‫ﻗ‬ ‫ ‬ ‫ﺮ‬ ‫ـﻴـ‬‫ِ‬ ‫ﻌ‬
‫ْ‬ ‫ﻟ‬ ‫ ا‬ ‫ ‬ ‫ِ‬
‫ـﺖ‬‫َ‬ ‫ﻠ‬‫ـ‬‫ـﺼ‬ ‫َ‬ ‫ﻓ‬ ‫ ‬ ‫ـﺎ‬ ‫ـﻤ‬
‫َ‬ ‫َ‬ ‫ ﻟ‬ ‫و‬
‫ج‬
‫ْ ْ‬‫ُ‬ ‫ُ‬ ‫َ‬ ‫ُ‬ ‫ْ‬ ‫َ‬ ‫ّ‬ ‫َ‬
‫ج‬ ‫ـﺴـﻠِـ ًﻤـﺎ َّ و ا َ ﻟـ ْ ِﺤـ ْﻘـ ِﻨـ ْﻰ ﺑِﺎ \ﻟﺼﻠِـ ِﺤـﻴ ْـ َﻦ‬ ‫ ﻣ‬ ‫ ‬
‫َ ْ ُ ْ‬ ‫ﻰ‬ ‫ﺗَـﻮ ﻓَّ ِ‬
‫ـﻨـ‬
‫ط‬ ‫ـﺎن ِﰱ ْ ﻗَـ َﺼـ ِﺼـ ِﻬ ْﻢ ِﻋ ْـﺒـ َﺮ ٌة ِّ ﻻُو ِ ﱃ ْ اﻻ َ ﻟ ْﺒ َـﺎ ِ ب‬
‫ﻟـ َﻘَـ ْﺪ َﻛ َ‬
‫ج‬ ‫ﺂء َ ر ﺑِّ ُﻜ ْﻢ ُﺗ ْﻮ ﻗِـﻨُـ ْﻮ َن ‬

‫ـﺖ ﻟَـﻌـﻠَّـ ُﻜﻢ ﺑِـﻠِـﻘَ ِ‬
‫ْ‬ ‫َ‬ ‫ِ‬ ‫ٰ‬ ‫ ﻳ‬
‫ٰ‬ ‫ اﻻ‬
‫ْ‬ ‫ ‬ ‫ـﻞ‬
‫ُ‬ ‫ِ‬
‫ـﺼ‬ ‫ّ‬ ‫ﻔ‬
‫َ‬ ‫ـ‬‫ُ‬ ‫ﻳ‬
‫‪- 29 -‬‬
Quran Verses – 11
Focus: A special focus and emphasis on Ghunna of ‫ ن‬and ‫( م‬when they contain
a Tashdeed).
Quran Verse – 1
ٍ َ ‫ـﺖ ِّﻣ ْﻦ ا َْﻋـﻨ‬

‫ﺎب‬ ‫ـﻨ‬‫ ﺟ‬ ‫ و‬
َ ‫ت‬ ‫ر‬ ِ
‫ﻮ‬ ‫ـﺠ‬َ ‫ـﺘ‬‫ﻣ‬ُ ‫ﻊ‬ ‫ـ‬ ‫ﻄ‬
َ ‫ـ‬ِ ‫ﻗ‬ ِ
‫ ض‬ ‫ ر‬َ ‫ اﻻ‬
ْ ِ
‫ ﰱ‬ ‫َو‬
‫ج‬ \
ٌ َ ّ ٰ ٌ ٰ ّ ٌ ْ
Quran Verse – 2
، ‫ـﺐ ﻗَـ ْﻮ ﻟ ُ ُـﻬ ْﻢ ءَ اِ ذَا ُﻛـﻨَّﺎ ُﺗـ َﺮا ﺑًﺎ‬
ٌ ‫ـﺠ‬
َ َ‫ﻓَـﻌ‬
‫ﺪ ج‬ٍ ‫ءَ اِ ﻧَّـﺎ ﻟ َ ِـﻔـ ْﻰ َﺧـﻠْـﻖٍ َﺟـ ِﺪﻳْـ‬
Quran Verse – 3
‫ج‬ ‫ـﻚ ا َْﺻ ٰﺤ ُﺐ اﻟـﻨَّـﺎ ِر ج ُﻫ ْﻢ ﻓِـﻴْـﻬَﺎ ٰ ﺧـﻠِـ ُﺪ ْ و َ ن‬

َ ِ‫َو اُوﻟـ ٰۤﺌ‬
Quran Verse – 4
‫ج‬ ‫َﺳـ َﻮآ ٌء ِّﻣﻨْ ُﻜ ْﻢ َّﻣ ْﻦ ا َ َﺳـ َّﺮ اﻟـ ْﻘَـ ْﻮ َل َ و َﻣ ْﻦ َﺟـﻬَـ َﺮ ﺑِ ٖﻪ‬
- 30 -
‫ج‬ ‫ـﻚ ‬‫ِ‬ ‫ـ‬ ‫ـﺒ‬‫َ‬ ‫ﻗ‬ ‫ ‬ ‫ ‬ ‫ﻦ‬‫ـ‬ ‫ِ‬
‫ﻣ‬
‫َو ﻟـ َﻘَـ ْﺪ ا َ ْ ر َ ﺳـﻠْـﻨَﺎ ُ ر ُ ﺳ ًـﻼ ّ ْ ْ َ‬
‫ﻠ‬
‫ﺾ اﻟـَّ ِﺬ ْ ى‬ ‫ـ‬ ‫ـﻌ‬ ‫ﺑ‬‫ ‬ ‫ ‬ ‫ـﻚ‬ ‫ـﻨ‬ ‫ ﻳ‬‫ﺮ‬‫ِ‬ ‫ـ‬ ‫ﻧ‬ ‫ ‬ ‫ ‬ ‫ﺎ‬‫ـ‬ ‫ﻣ‬ ‫ِ‬
‫ج‬
‫ْ َ‬ ‫َ‬ ‫َ‬ ‫َ‬ ‫َّ‬ ‫ُ‬ ‫َ‬ ‫َو ا ْ ّ‬
‫ ‬ ‫ ‬ ‫ن‬
‫ ض ﻧَـﻨْـ ُﻘ ُـﺼـﻬَﺎ ‬ ‫ ر‬ ‫َ‬ ‫ ‬‫ اﻻ‬

‫ْ‬ ‫ ‬ ‫ﻰ‬‫ـ‬‫ِ‬ ‫ﺗ‬‫ ‬ ‫ا َ و ﻟَـﻢ ﻳَـﺮ وا اَ ﻧَّـﺎ ﻧَـﺄ ْ‬
‫ ‬
‫ج‬ ‫ْ َ‬ ‫َ ْ َ ْ‬
‫۞‬ ‫ـﺪ ٗ> ۤ اُ ُّ م اﻟـ ْ ِﻜـﺘ ٰ ِ‬

‫ـﺐ ‬ ‫ِ‬
‫َو ْ َ‬
‫ـﻨ‬‫ﻋ‬
‫‪- 31 -‬‬
Quran Verses – 13 - Allah Rule (Empty Mouth)
Focus: A special focus and emphasis on the “Allah rule” (when the letter ‫ ل‬in
the word “Allah” is recited empty mouth). The focus in this exercise is short
verses.
Note (1): The teacher must explain this rule the first time on the
whiteboard (explaining the actual rule with relevant examples – remember
most of your class pupils will not be able to read these guidelines) and then
everyday for a few days. Pupils need to be prompted and questioned. This
also applies to other rules in this booklet.
Note (2): You simply explain to your child that if there is a Kasra before the
word Allah, it will be recited with an empty mouth.
Note (3): If there is no Waqf sign, then do not do a Waqf!
ِ ‫ِﻣـ ْﻦ ا َ ْﻣـ ِﺮ ا‬

‫ﷲ‬
1
ِ ‫ِﰱ اَ ر ِ ض ا‬

‫ﷲ‬
2
ْ ْ
‫ﷲ‬ِ ‫ِﻣـ ْﻦ د و ِ ن ا‬ 3
ُْ
ِ ‫ﻋَـ ْﻦ ﺳـﺒِـﻴ ِـﻞ ا‬
‫ﷲ‬
4
ْ َ
‫ـﻤـ َﻮا ِ ت‬ ‫ﻟﺴ‬َ ‫ ا‬ ‫ د‬ ‫ﻮ‬ ‫ـ‬ ‫ـﻨ‬‫ﺟ‬ ‫ﷲ‬ِ ِ◌ 5
ٰ ّ ُْ ُ ُ
‫ اﷲ‬ ِ ‫ﺑِـ‬
‫ﻪ‬
6
ُ
- 32 -
Quran Verses – 14 - Allah Rule (Full Mouth)
Focus: A special focus and emphasis on the Allah rule (when the letter ‫ ل‬in
the word “Allah” is recited full mouth). The focus in this exercise is two or
three word (short) “sentences”.
Note (1): You simply explain to your child that if there is no Kasra before
the word Allah (thus there is a Fatha or a Dhamma), it will be recited with a
full mouth.
Note (2): All other rules etc must also be applied.
Note (3): If there is no Waqf sign, then do not do a Waqf!
ِ ‫ﻫٰـ ِﺬ ٖ> ﻧَـﺎ ﻗَـ ُﺔ ا‬

‫ﷲ‬ 1
َ‫اُ ْﺷـ ِﻬ ُـﺪ اﷲ‬

2
‫ اﷲ‬ ‫ ن‬ ‫ﺎ‬ ‫ـ‬‫ﻛ‬

َ ‫ ن‬ ِ‫ا‬ 3
ُ َ ْ
‫ﷲ‬ِ ‫ﺗَـﻮ َّﻛـﻠْـﺖ ﻋَـ َ; ا‬ 4
ُ َ
ِ ‫ِﻋـﻨْـ ِﺪ ْ ى َﺧـ َﺰ ۤا ِﺋﻦ ا‬
‫ﷲ‬ 5
ُ
‫ط‬ ِ ‫ﻋَـ َ; ا‬
‫ﷲ َﻛـ ِﺬ ﺑًﺎ‬ 6
‫ اﷲ‬ ‫ـﻢ‬‫ـﻬ‬
ُ ‫ـﻴ‬ِ ‫ﺗ‬ ‫ﺆ‬
ْ ‫ﻳُـ‬ 7
ُ ُ َ
- 33 -
Quran Verses – 15 - Allah Rule (Full & Empty Mouth)
Focus: A special focus and emphasis on the Allah rule (when the letter ‫ ل‬in
the word “Allah” is recited full or empty mouth). The focus in this exercise
is to differentiate when to recite full or empty mouth.
Note (1): You simply explain to your child that if there is no Kasra before
the word Allah, it will be recited with a full mouth. Always do a few examples
on the whiteboard each day).
Note (2): All other rules etc must also be applied and emphasised.
ِ ‫ا َن ﻳَّـﺄ ْ ﺗِـﻰ ﺑِـﺎ ٰ ﻳ َ ٍـﺔ اِ َّﻻ ﺑِـﺎِ ذْ ِ ن ا‬
‫ﷲ ط‬
1
َ ْ
‫ اﷲ َ ﻣـﺎ ﻳَـ َﺸـﺂ ُ ء‬ ‫ا‬ ‫ﻮ‬ ‫ﻳ َ ْـﻤ ُـﺤـ‬ 2
‫ط‬
ُ
‫ﻪ ط‬ ٖ ‫ـﺤـ ُﻜـﻢ َ ﻻ ﻣـﻌَـ ّﻘِـﺐ ﻟِـﺤـ ْﻜـ ِﻤـ‬
ُ َ ُ ُ ْ َ ‫ اﷲ ﻳ‬ ‫و‬
3
ُ َ
‫ﻜـﻢ ل‬ ُ ‫ـ‬ ‫ـﻨ‬‫ـﻴ‬ ‫ ﺑ‬ ‫و‬ ‫ﻰ‬ ‫ـ‬‫ﻨ‬ِ ‫ـ‬‫ـﻴ‬َ ‫ﺑ‬
ۢ ‫ا‬ ‫ـﺪ‬ ‫ـﻴ‬ ِ
‫ﻬ‬ ‫ـ‬‫ﺷ‬َ ِ
‫ﷲ‬ ‫ﺎ‬ِ ‫ﺑ‬ ٰ ‫ـ‬‫ﻛ‬
َ
4
َ
ْ ْ َ ْ ْ َ ً ْ
ْ ِ ‫ اﷲ َﻣ ْﻦ ﻳَّـ َﺸﺂ ُ ء َ و ﻳَـﻬْـ‬
‫ﺪ ى ط‬ ُّ ‫ـﻀ‬
‫ـﻞ‬ ِ ‫ﻓَـﻴ‬ 5
ُ ُ
‫ﷲ ط‬ ِ ‫ـﻢ ا‬ ِ \ ‫ـﻢ ﺑِـﺎ َ ﻳ‬ ‫ ﻫ‬ ‫ﺮ‬ ‫ـ‬‫ﻛ‬ّ ِ َ‫و ذ‬ 6
ْ ُ ْ َ
- 34 -
Madrasa Tajweedul Quran C.L.S.T
.
Quran Verses -16 – Mixed Verses
Focus: A special focus and emphasis on all the rules covered so far.
Note (1): Start your lesson by using the whiteboard.
Do not simply listen to the Quran verses! Highlight and point out
Tajweed rules. If a child recites something incorrectly, then give
prompts and not the actual answer, Use other pupils to help get to
the correct recitation.
Quran Verse – 1
‫ اب َ و ﻳُـ َﺬ ﺑِّ ُـﺤـ ْﻮ َ ن‬

‫ط‬ ِ ‫ـﻢ ُﺳـ ْﻮۤ ءَ اﻟْـﻌَـ َﺬ‬
ْ ‫ـﺴـ ْﻮ ُﻣـ ْﻮ ﻧَـ ُﻜ‬
ُ َ‫ﻳ‬
Quran Verse – 2
‫ـﻢ اِ َّن ﻋَـ َﺬا ﺑِـ ْﻰ ﻟـ َ َﺸـ ِﺪ ﻳْـ ٌﺪ‬ ِ
۞ ‫ﺗ‬
ْ ُ ْ‫ﺮ‬ ‫ـ‬‫ﻔ‬
َ ‫ـ‬‫ﻛ‬
َ ْ ‫َو ﻟَﺌ‬
‫ﻦ‬ ‫ـ‬
Quran Verse – 3
ِ ٰ ‫َﺟﺂ ءَ ﺗْ ُـﻬـﻢ ر ﺳـﻠ ُ ُـﻬـﻢ ﺑِﺎ ﻟْـﺒـﻴِـﻨ‬

‫ـﺖ‬
‫ط‬
َّ ْ ُ ُ ْ
- 35 -
‫ط‬ ‫ِﻣ َّـﻤـﺎ ﺗَـ ْﺪ ُﻋـ ْﻮ ﻧَﻨَـﺎ ۤ اِ ﻟَـﻴْـ ِﻪ ُﻣـ ِﺮ ﻳ ْ ٍ‬

‫ـﺐ‬
‫ـ‬‫ﻣ‬‫ِ‬ ‫ِ‬ ‫ِ‬

‫ط‬ ‫ـﻢ ‬‫ﻜ‬‫ُ‬ ‫ـ‬‫ِ‬ ‫ﺑ‬ ‫ ‬
‫ْ ّ ْ ُُْ ْ‬ ‫ﻮ‬ ‫ـ‬‫ﻧ‬‫ ‬‫ ذ‬‫ ‬ ‫ ‬‫ﻦ‬ ‫ ‬ ‫ ‬‫ـﻢ‬‫ﻜ‬‫ُ‬ ‫َ‬ ‫ـ‬‫ ﻟ‬‫ ‬ ‫ـﻢ ﻟ َ َ‬
‫ﺮ‬ ‫ـ‬‫ﻔ‬ ‫ـ‬‫ْ‬ ‫ـﻐ‬‫ـﻴ‬ ‫ﻳَـ ْﺪ ُﻋـ ْﻮ ُﻛ ْ‬
‫ط‬ ‫َو ﻟـ ٰ ِﻜـ َّﻦ اﷲَ ﻳ َ ُـﻤـ ُّﻦ ﻋَـ ٰ; َﻣـ ْﻦ ﻳَّـ َﺸـﺂ ُ ء ِﻣـ ْﻦ ِﻋـﺒَـﺎ ِد ٖ>‬
‫ط‬ ‫ﷲ ﻓَـﻠْـﻴَـﺘَـ َﻮ َّﻛ ِـﻞ اﻟ ْ ُـﻤ ْﺆ ِﻣـﻨُـ ْﻮ َن‬

‫و ﻋَـ َ; ا ِ‬
‫َ‬
‫ط‬ ‫ـﺎل ﻟِﻠـﻨَّـﺎ ِ س‬

‫ اﷲ ْ اﻻ َ ْ ﻣـﺜ َ َ‬
‫ُ ُ‬‫ ‬ ‫ ‬‫ ب‬‫ ‬‫ﺮ‬‫َو ﻳ َ ْـﻀـ ِ‬
‫‪- 36 -‬‬
.
Exercise 17 – Waqf on the “Round Taa”
Focus: A special focus and emphasis on doing Waqf on verses

ending with a ‫ة‬.
Note (1): All other rules etc must also be applied.
Do not simply listen to the Quran verses! Ensure full mouth letters,
throat letters, Ghunna etc are all implemented and the recitation is
slow and clear.
Quran Verse – 1
‫ـﺠـ َﺮ ٍة‬‫ﺸ‬ ‫ـ‬‫ﻛ‬ ٍ

‫ـﺔ‬ ‫ﺜ‬ ‫ـ‬ ِ ٍ ِ
‫ط‬ َ َ َ َ ْ َ َ ‫َو َ ﻣـﺜ َ ُـﻞ َﻛـﻠ‬
‫ـﻴ‬ ‫ﺒ‬‫ـ‬‫ ﺧ‬ ‫ـﺔ‬ ‫ـﻤ‬
Quran Verse – 2
‫ط‬ ‫ـﺤـﻴ ٰـﻮ ِ ة اﻟ ُّﺪ ﻧْـﻴَـﺎ َ و ِ ﰱ ْ ْ اﻻ ٰ ِﺧـ َﺮ ِ ة‬
َ ْ ‫ِﰱ ْ اﻟ‬
Quran Verse – 3
‫ـﻢ ا َّﻟﺼـﻠ ٰﻮ ِ ة‬ ‫ـﻴ‬ِ‫ر ِ ب ا ْﺟـﻌَـﻠْـ ِﻨـﻰ ﻣـﻘ‬
‫ط‬
َ ْ ُ ْ ّ َ
Quran Verse – 4
‫ط‬ ‫َو َ ﻣـﺎ ۤ ا َ ْ ﻫـﻠَـ ْﻜـﻨَـﺎ ِﻣ ْﻦ ﻗَـ ْﺮ ﻳ َ ٍـﺔ‬

- 37 -
.
Exercise 18 - Mixed Verses
Do not simply listen to the Quran verses! Highlight and point out Tajweed
rules. If a child recites something incorrectly, then give prompts and not the
actual answer, Use other pupils to help get to the correct recitation.
Quran Verse – 1
‫ـﺖ‬ ‫ـﺒ‬‫ـﺴ‬ ‫ﻛ‬ ‫ﺎ‬ ‫ـ‬‫ ﻣ‬ ‫ﺲ‬ٍ ‫ـ‬‫ﻔ‬ْ ‫ـ‬‫ﻧ‬ َ

َ ُ ُ َ ْ َ‫ﻟ‬
‫ـﻞ‬ ّ ‫ﻛ‬ ‫ اﷲ‬ ‫ ى‬‫ﺰ‬ِ ‫ـ‬‫ـﺠ‬ ِ
‫ـﻴ‬
‫ط‬
ْ َ َ َ َّ
Quran Verse – 2
‫ـﺴـﺎ ِ ب‬‫ﺤ‬ِ ْ ‫اِ َ ن اﷲ َﺳـ ِﺮ ﻳْـ ُﻊ اﻟـ‬

۞
َ َ ّ
Quran Verse – 3
‫ط‬ ‫ـﻤ ْـﺠـﻨُـﻮ ٌ ن‬ َ َّ ‫ ل ﻋَـﻠَـﻴْـ ِﻪ اﻟ ِّﺬ ْﻛـ ُﺮ اِ ﻧ‬
ََ ‫ـﻚ ﻟ‬ َ ‫اَ ﻟـَّ ِﺬ ْ ى ﻧُـ ِّﺰ‬
Quran Verse – 4
ِ‫ـﻤـﺂ ء‬‫ اﻟﺴ‬ ‫ﻦ‬ ‫ـ‬‫ﻣ‬ِ ‫ﺎ‬ ‫ ﺑ‬ ‫ﺎ‬ ‫ـ‬ ‫ ﺑ‬ ‫ـﻢ‬ ِ

‫ﻬ‬ ‫ـ‬‫ـﻴ‬ ‫ﻠ‬‫ـ‬ ‫ ﻋ‬ ‫ـﺎ‬ ‫ـﻨ‬‫ـﺤ‬ ‫ـﺘ‬ ‫ﻓ‬ ‫ﻮ‬ ‫ـ‬‫ﻟ‬
‫ط‬
َ ّ َ َ ّ ً َ ْ ْ َ َ َ ْ َ َ ْ ‫َو‬
َ
- 38 -
Exercise 19 – The Letter Raa (Empty Mouth)
Focus: A special focus and emphasis on the letter‫ر‬, when it is recited empty
mouth. Just as before, pupils will first learn when this letter is recited with
an empty mouth (when it contains a Kasra or Kasratayn). This is easier, as
children only have to remember one rule.
Note (1): The teacher needs to explain this rule on the whiteboard everyday
for a few days using single words. Pupils need to be prompted and
questioned. Other rules covered to date also need to be revised on the
whiteboard each day.
Note (2): Do not simply listen to the Quran verses! Ensure full mouth
letters, throat letters, Ghunna etc are all implemented and the recitation is
slow and clear.
C.L.S.T
.
‫ﻟﺴ ُـﻤـ ْﻮ ِم‬

‫ ط‬ َّ ‫ﻧـَﺎ ِر ا‬
1
‫ـﻪ ط‬ ‫ـﺘ‬ ‫ﻘ‬

ْ ‫ـ‬
َ ‫ﻠ‬ ‫ـ‬‫ ﺧ‬ ٍ
‫ﺮ‬ ‫ـ‬ ‫ﺸ‬
َ ‫ـ‬ ِ‫ﻟ‬
‫ـﺒ‬ 2
ٗ َ َ َ
‫ﺮ ﻳْـﻦ ط‬ ِ ‫ـ‬ ‫ـﻈ‬َ ْ ‫ـﻨ‬ ‫ـﻤ‬ ْ ‫ﻟ‬ ‫ ا‬ ‫ﻦ‬ ‫ـ‬‫ﻣ‬ِ 3
َ ُ َ
‫ـﺪ و ِر ِﻫـﻢ ط‬ ‫ ﺻ‬ ‫ﻰ‬ ‫ـ‬ ِ‫ﻣـﺎ ﻓ‬ 4
ْ ُْ ُ ْ َ
‫ﺮ ﻳْـﻦ ط‬
ِ ‫ـ‬ِ ‫ﺒ‬‫ـ‬ ٰ ‫ـﻐ‬ْ ‫ﻟ‬‫ ا‬ ‫ﻦ‬ ‫ـ‬‫ﻤ‬ِ َ ‫اِ ﻧ َّـﻬـﺎ ﻟـ‬ 5
َ َ َ
- 39 -
.
Exercise 20 - The Letter Raa (Full Mouth)
Focus: A special focus and emphasis on the letter‫ر‬ , when it is recited full
mouth.
Note (1): You simply explain to your child that if there is no Kasra on the
letter ‫ ر‬then it will be recited with a full mouth.
Note (2): The teacher needs to explain this rule on the whiteboard everyday
for a few days. Pupils need to be prompted and questioned. Other rules
covered to date also need to be revised on the whiteboard each day via the
relevant verses.
‫ـﻤ ِـﺔ َ ر ﺑَّـ ٖﻪ ٓ اِ َّ ﻻ‬‫ ﺣ‬ ‫ ر‬

َ ‫ﻦ‬ ‫ـ‬‫ﻣ‬ِ 1
‫ط‬
َ ّْ ْ
‫ـﻢ‬ ‫ـﻴ‬ ‫ﺟ‬ِ ‫ ر‬ ‫ـﻚ‬
َ َ ّ ‫ﻧ‬ ِ‫ ل ﻓَـﺎ ْﺧـﺮ ْ ج ِﻣـﻨْـﻬَـﺎ ﻓَـﺎ‬
َ ‫ﻗَـﺎ‬
2
۞
ٌ ْ َ ُ
۞ ‫ﺣـﻴـﻢ‬ ِ ‫اَ ﻧِ ّـ ٓﻰ اَ ﻧَـﺎ اﻟْـﻐ َ ُـﻔـﻮ ر اﻟ َّﺮ‬ 3
ُ ْ ُْ ْ
۞ ‫ـﻢ‬ ٍ ٰ ‫ ك ﺑِـﻐُـﻠ‬ َ ‫اِ ﻧَّـﺎ ﻧُـﺒَـ ِّﺸـ ُﺮ‬
4
۞ ‫ﺸـﺮ و ن‬ ّ ِ ‫ـﺴـ ِﻨـﻰ َ اﻟـ ْ ِﻜـﺒـﺮ ﻓَـﺒِـﻢ ُﺗـﺒـ‬ َّ ‫َﻣ‬

5
َ ْ ُ َ َ َُ
‫ﺪ ر ﻧـَﺎ ط‬ّْ َ ‫اِ َّ ﻻ ا ْﻣـ َﺮ ا َ ﺗَ ٗـﻪ ﻗَـ‬
6
۞ ‫ـﻤـﺘَـﺮ و ن‬
ْ َ ‫ﻳ‬ ِ ‫َﻛـﺎﻧُـﻮا ﻓِـﻴـ‬
‫ﻪ‬
7
َ ْ ُ ْ ْ
- 40 -
Exercise 21 - The Letter Raa (Full & Empty Mouth)
Focus: A special focus and emphasis on the letter‫ ر‬when it is recited full or
empty mouth. The focus in this exercise is to differentiate when to recite
full or empty mouth and to implement all Tajweed rules covered to date.
Do not simply listen to the Quran verses! Ensure pupils are challenged if they
miss out a Tajweed rule.
‫ ب‬ ُ ِ‫ـﻢ ﺑ‬

ٌ ‫ـﺴـ ْﻮ ٍر ﻟ َّ ٗـﻪ ﺑَـﺎ‬ َ ‫ﻓَ ُـﻀـ ِﺮ‬
ْ ‫ ب ﺑَـﻴْـﻨ َ ُـﻬ‬
1
‫ط‬
‫اِ ﻧَّـ ُﻜـ ْﻢ ﻗَـ ْﻮ ٌ م ُّﻣـﻨْـ َﻜـ ُﺮ ْ و َ ن‬
2
۞
‫ﻊ ِّﻣـﻦ ط‬ ‫ـ‬‫ـﻄ‬ ِ‫ـﻚ ﺑِـﻘ‬

َ ِ‫ﻓَـﺎ َ ْﺳـ ِﺮ ﺑِـﺎ َ ْ ﻫـﻠ‬
3
ْ ٍ ْ
۞ ‫ﺆ َﻣـﺮ و ن‬
َ ْ ُ ْ ‫ـﺚ ُﺗـ‬ ُ ْ ‫َو ا ْﻣ ُـﻀـ ْﻮ ا َ ﺣـﻴ‬
4
ِ ْ ِ َ ‫ـﻢ ﻟـ‬ ِ َ ‫ﻟَـﻌَ ْـﻤـﺮ‬

ْ ‫ َﺳـ ْﻜـ َﺮ ﺗـ ِﻬ‬
‫ـﻢ‬ ْ ‫ ك ا ﻧ َّ ُـﻬ‬
5
‫ط‬
ُ
۞ ‫ﺮ اﻟْـﻤـﺮ ﺳـﻠِـﻴـﻦ‬ ِ ‫ـ‬‫ـﺠ‬ ِ ‫ـﺤـﺐ ا ْﳊ‬
ُ ٰ ‫اَ ْ ﺻ‬
6
َ ْ َ ْ ُ ْ
۞ ‫ﻖ اﻟْـﻌـﻠِـﻴـﻢ‬
ُ ‫ـ‬
\ ‫ﻠ‬‫ـﺨ‬
َ ْ ‫ﻟ‬ ‫ ا‬ ‫ﻮ‬ ‫ـ‬‫ﻫ‬ُ ‫ـﻚ‬
َ َ ّ ‫ ﺑ‬ ‫ ر‬ ‫ ن‬
َ ِ‫ا‬ 7
ُ ْ َ َ َ ّ
۞ ‫ـﻤـﻌِـﻴـﻦ‬
َ ْ َ ‫ـﻢ ا َ ْﺟ‬ ْ ‫ـﺴـﺌَـﻠ َـﻨَّ ُـﻬ‬ َ ِّ‫ﻓَـ َﻮ َ ر ﺑ‬
ْ َ ‫ـﻚ ﻟَـﻨ‬
8
َْ ‫ ض ﻋَـ ِﻦ اﻟ ْ ُـﻤـ ْﺸـ ِﺮ ِﻛ‬

‫ـﲔ‬ ْ ‫ـﻤـﺎ ُﺗـ ْﺆ َﻣـ ُﺮ َ و ا َ ْﻋـ ِﺮ‬
َ ِ‫ـﺪ ْع ﺑ‬
َ ‫ﻓَـﺎ ْ ﺻ‬
9
۞
- 41 -
.
Exercise 22 – Mixed Verses
۞ ‫ـﺴـﺘَـﻬْـ ِﺰ ِ ء ﻳْـ َﻦ‬ َ ٰ ‫اِ ﻧَّـﺎ َﻛـ َﻔـﻴْـﻨ‬

ْ ‫ـﻚ اﻟ ْ ُـﻤ‬
1
‫ ك‬ ِ َ ‫ـﻚ ﻳ‬

َ ‫ـﻀـﻴْـ ُﻖ َ ﺻـ ْﺪ ُ ر‬ َ َّ ‫ـﻢ اَ ﻧ‬
ُ َ ‫َو ﻟـ َﻘَـ ْﺪ ﻧَـﻌْـﻠ‬
2
۞
‫ﻛـﻦ ط‬ ِ ِ
‫ و‬ ‫ـﻚ‬ ِ ‫ ﺑ‬ َ ْ َ ‫ـﺴـﺒ‬
‫ ر‬ ‫ﺪ‬ ‫ـ‬ ‫ـﻤ‬‫ـﺤ‬ ِ ‫ﺑ‬ ‫ﺢ‬ ‫ـ‬ َ َ‫ﻓ‬
3
ْ َ ُ َ ّ ْ ّ
‫ﺬ ر وا ط‬ ِ ‫ﻋَـﻠـٰﻰ َﻣـ ْﻦ ﻳَّـ َﺸـﺂ ء ِﻣـ ْﻦ ِ ﻋـﺒـﺎ ِد ٖ> ۤ ا َْن اَﻧْـ‬ 4
ُْ َ ُ
ٍ ‫َﺧـﻠَـ َﻖ ْ اﻻِ ﻧْـﺴـﺎن ِﻣـ ْﻦ ﻧ ُّ ْـﻄـ َﻔ‬
‫ـﺔ ط‬
5
َ َ
۞ ‫ﻛـﻠُـﻮ ن‬ُ ْ ‫ﻟـ َ ُﻜـﻢ ﻓِـﻴـﻬـﺎ ِدف ء َ و ﻣـﻨـﺎ ﻓِـﻊ و ِﻣـﻨـﻬـﺎ ﺗَﺄ‬
6
َ ْ َ ْ َ ُ ََ ّ ٌ ْ َ ْ ْ
‫ﺪ ط‬ ٍ ‫ـﺤـ ِﻤ ُـﻞ اَﺛْـﻘَﺎ ﻟـ َ ُﻜـﻢ اِ ٰ ﱃ ﺑَـﻠَـ‬ ْ َ‫َو ﺗ‬
7
ْ
‫ ﻫـﺎ ط‬ ‫ﻮ‬ ‫ـ‬ ‫ـﺒ‬‫ﻛ‬َ ‫ﺮ‬ ‫ـ‬ ِ ‫و اﻟْـﺨـﻴ َـﻞ و اﻟـ ْﺒِـﻐـﺎ ل و اﻟْـﺤـ ِﻤـﻴـﺮ ﻟ‬
‫ـﺘ‬ 8
َ
َُْ ْ َْ َ َ َ َ َ ْ َ َ
- 42 -
C.L.S.T
.
Exercise 23 – Mixed Verses
ِ‫ﻟ‬
ْ َ ‫ـﻤﺎ ﻋَـ ِﻤﻠـ ْﻮا َ و ﻳ‬
‫ـﺠـ ِﺰ َ ى‬ َِ ‫ـﺂء ْ وا ﺑ‬ ‫ ﺳ‬َ ‫ا‬ ‫ﻦ‬‫ـ‬ ‫ﻳ‬ ‫ﺬ‬ِ َ ‫ـ‬‫ اﻟ‬ ‫ ى‬‫ﺰ‬ِ ‫ـ‬ ‫ﺠ‬ ‫ـﻴـ‬ 1
‫ج‬
ُ َ َ ْ ّ َ َ ْ
۞ ‫ﺟـﻤـﻌِـﻴـﻦ‬
َ ْ َ ْ َ ‫ـﻢ ا‬ ْ ‫َو ﻟـ َ ْﻮ َﺷـﺂ ءَ ﻟَـﻬَـﺪٰ ُﻛ‬
2
ِ
‫ ﻣـﻨْـﻪ ط‬ ‫ـﻢ‬ ‫ﻜ‬ُ َ ّ ‫ـ‬ ‫ ﻟ‬ ‫ ء‬‫ﺂ‬ ‫ـ‬ ‫ ﻣ‬ ِ ‫ اﻟﺴـﻤـﺂ‬
‫ ء‬ َ ‫ﻦ‬ ‫ـ‬ ِ ‫ُﻫـﻮ اﻟـَّ ِﺬ ى ٓ اَ ﻧْـ َﺰ ل‬
‫ﻣ‬ 3
ُ ّ ْ ً َ َ ّ َ َ ْ َ
‫ ت ۢ ﺑِـﺎ َ ْﻣـﺮ ٖ> ط‬ ٌ ‫ـﺨـ ٰﺮ‬ َّ ‫ـﺴ‬ َ ‫َو اﻟـﻨُّ ُـﺠـ ْﻮ ُ م ُﻣ‬
4
‫ـﺨـﺘَـﻠِـﻔًﺎ ط‬ ‫ ﻣ‬ ‫ ض‬ ِ ‫ ر‬َ ‫ اﻻ‬

ْ ‫ﻰ‬ ‫ـ‬ِ‫و ﻣـﺎ ذ ر ا َ ﻟـ َ ُﻜـﻢ ﻓ‬ 5
ْ ُ ْ ْ ْ ََ َ َ
۞ ‫ﻛـﺮ و ن‬ َّ ‫ـﺨـﻠُـ ُﻖ ط ا َ ﻓَ َـﻼ ﺗَـ َﺬ‬ ْ َ ‫ـﻤـ ْﻦ َّ ﻻ ﻳ‬ َ ‫ـﺨـﻠُـ ُﻖ َﻛ‬ ْ َّ‫ـﻤـ ْﻦ ﻳ‬
َ َ ‫ا َ ﻓ‬
6
َ ْ ُ
‫ﺮ ﻳ ًـﺎ ط‬ ِّ ‫ـﻤﺎ َﻃـ‬ ‫ـﺤ‬ َ ‫ ﻟ‬ ‫ـﻪ‬ ‫ـﻨ‬ ِ
‫ﻣ‬ ‫ا‬ ‫ﻮ‬ ‫ـ‬ ُ ‫ﻠ‬‫ـ‬ ‫ﻛ‬
ُ ْ ‫ﻟِـﺘـﺄ‬ 7
ً ْ ُْ ْ َ
‫ﺣـﻠْـﻴـﺔً ج‬ ِ ‫ـﺨـ ِﺮ ُﺟـﻮ ا ِﻣـﻨْ ُـﻪ‬ ْ َ ‫ـﺘ‬‫ـﺴ‬ ْ َ ‫ﺗ‬ ‫َو‬ 8
َ ْ
- 43 -
Parents!
In the holidays use this booklet to revise the various Tajweed

rules.
Pick out 2 or 3 random verses, and give your child a few minutes
to work them out. You can even use the Quran to carry this out.
After giving time, listen to the verses. Never correct a
mistake, rather prompt your child to self-correct.
At this stage your child must be avoiding all “word” errors. He
or she must be confidently able to join letters to form a word.
This is the bare minimum requirement.
The aim at this stage is to:
a) Confidently recognise letters and form words.

b) Join 2 or more words fluently.
c) Ensure pronunciation of all letters is correct and clear.
d) Tajweed rules need to be understood and implemented.
Make Dua for all your teachers and those who compiled this
booklet.
- 44 -
Notes
- 45 -

Ahsanul Qawaaid Workbook Part 3

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Madrasa Tajweedul Quran

Al-Ansaar Welfare & Education

َ َّ ‫آن َ و ﻋَـﻠ‬

Mohammed Farook Kazi

1. All concepts in the book “Ahsanul Qawaid” have been successfully

2. Your child is able to pronounce all the letters of the Arabic

3. Your child must confidently be able to recite words containing

The aim of this booklet is as follows:

a) To practice and implement the various concepts that have been

By fluency we mean “no hesitation during recitation”. Fluency does not

b) Another aim is a special focus on various Tajweed rules, such as:

Pronouncing letters correctly (especially those that are very

Parents and teachers need to:

a) Ensure there is no parrot fashion learning.

b) If a pupil is struggling to recite a word, never correct it. Get the

c) Pronunciation must always be clear and must not be compromised.

d) At this stage we expect fluency to slowly increase (exercise by

e) Pupils as much as possible must be reciting the word without

g) Refer also to the next section about C.L.S.T.

h) IMPORTANT: It is important the teacher re-visits concepts such as

Concluding, I hope this booklet is beneficial in helping our children to

We pray to Allah for guidance, wisdom and steadfastness and may he

Mohammed Farook Kazi

The aim is to recite Clearly.

The aim is to recite Loudly.

The aim is to recite Slowly.

The aim is to recite with Tajweed.

Explain and emphasise this throughout this

These sheets replace pages 34 to 36 in Ahsanul Qawaid. These pages (34 to

The purpose of this section is as follows:

1. Highlight the different methods of Waqf in order (in Ahsanul Qawaid

2. What are the symbols of Waqf?

3. How many rules are there regarding Waqf?

Examples need to be given as to what a “verse” is.

Where a child is struggling on the actual word, then this must be

At this stage your child must be reciting loudly and audibly.

Where there are 2 or more words in an example, after reciting these

َ ‫اِ ذَا َﺣ َﺴ‬

ْ ‫َﺳـﺒ ْـ َﻊ َﺳـ ٰﻤـﻮ ٰ ٍت ۝‬

ْ‫ اﷲ ا َ َﺣـ ٌﺪ ج د‬ ‫ﻫـ‬

‫َﻣـ ْﻦ َﺧ ِﺸـ َﻲ َ ر ﺑَّ ٗـﻪ ۝‬ 4

‫ ط‬ ‫ِﻣـ ْﻦ َﺧـ ْﻮ ٍف‬ 5

‫ج‬ ‫َو َﺳ َﻼ ٌم ﻋَـ َ; اﻟـ ْ ُﻤـ ْﺮ َﺳـﻠِـﻴ ْـ َﻦ‬ 7

‫َﻣﺎ اﻟـ ْﻘَﺎ ِرﻋَ ْﻪ‬ ‫َﻣﺎ اﻟـ ْﻘَﺎ ِر ﻋَ ُﺔ‬

>ْ ‫َﺟـﻨَّـﺔً ۝‬ 1

>ْ ‫ُذ ِّ ر ﻳَّـﺔً َ ﻃ ِـﻴ ّـﺒَـﺔً ۝‬ 2

‫ ط‬ ‫ ب اﻟـ ْﻘَ ْﺮ ﻳ َ ِـﺔ‬

‫ج‬ ‫َﻣﺎ اﻟْـﻌَـﻘَـﺒَـ ُﺔ‬ 4

‫ﻳَـ ْﻮ َﻣـﺌِـ ٍﺬ َّ وا ِﺟـ َﻔـ ٌﺔ ۝‬ 5

‫ ط‬ ‫اَ ﺑْ َـﺼﺎ ُ ر َ ﻫﺎ َ ﺧﺎ ِﺷـﻌَـ ٌﺔ‬ 6

َ ‫ﻋَـﻠَـﻴْـ ِﻬ ْﻢ ُّﻣـ ْﺆ َﺻ‬

‫َﻣ َﻔﺎ زَا‬ ‫َﻣـ َﻔﺎ زًا‬

َ ‫ـﻤ ًـﻼ ۝ ﻻ‬

َ ‫َو ا َْﻋـﻨَـﺎ ﺑًـﺎ ۝ ﺑﺎ‬ 2

‫ ط‬ ‫اِ ﻧ َّ ٗـﻪ ﮐَﺎ َ ن ﺗَـ َّﻮا ﺑًـﺎ‬ 3

‫ ط‬ ً ْ ‫َو اَ ِﻛـﻴ ْ ُـﺪ َﻛـﻴ‬

‫ ج‬ ً‫ـﻢ ُ ﻏـﺜَـﺎ ء‬

Yٰ ‫َواﻟـ ُّﻀ‬ Yٰ ‫َواﻟـ ُّﻀ‬

‫ا َ ْ و ٰﺣـﻰ ﻟَـﻬَﺎ ۝‬ 1

‫َﻣـ ْﻦ دَ \ ﺳـﻬَﺎ ۝‬ 3

‫ﺺ َ ﺿـﻐ َ ٍـﻂ ﻗِ ْـﻆ‬