ARA 215 Arabic Grammar II

COURSE
GUIDE
ARA 215
ARABIC GRAMMAR II
Course Team Dr. Mikail A. Folorunsho (Course Developer/Writer) – U.I

Dr. Mustapha A.R. (Course Coordinator) – NOUN
Dr. A.K.T. Otunuyi (Course Editor/Senior Lecturer) – NOUN
NATIONAL OPEN UNIVERSITY OF NIGERIA

ARA 215 Arabic Grammar II
© 2019 by NOUN Press

National Open University of Nigeria
Headquarters
University Village
Plot 91 Cadastral Zone
Namdi Azikiwe Expressway
Jabi, Abuja.
Lagos Office
14/16 Ahmadu Bello Way
Victoria Island, Lagos
e-mail: [email protected]
URL: www.nou.edu.ng
All rights reserved. No part of this book may be reproduced, in any

form or by any means, without permission in writing from the publisher.
Printed 2019
ISBN: 978-978-970-116-2
2
CONTENTS PAGE
Introduction........................................................................................... 4
What You Will Learn in this Course..................................................... 4
Course Aims.......................................................................................... 4
Course Objectives.................................................................................. 4
Working through the Course................................................................... 5
Course Materials.................................................................................... 5
Study Units............................................................................................ 6
Self-Assessment Exercises (SAEs)…………………………………… 7
Tutor Marked Assignments (TMAs)……………………………….…. 7
References and Further Readings………………………………..…….. 7
Assessment File……………………………………………………….. 8
Presentation Schedule............................................................................. 8
Course Overview and Presentations Schedule……………………..….. 8
Final Examination and Grading……………………………………..… 9
Course Marking Scheme……………………………………………….. 9
How to Get the Most from this Course…………………………………. 9
Tutors and Tutorials…………………………………………………….. 11
Conclusion………………………………………………………………. 11
Summary................................................................................................... 11
3
Introduction
Welcome.
ARA 215 Arabic Grammar 2 is a two -Credit Unit Course for the
students of Arabic Language and Literature in the Bachelor of Arts Degree
programme of the Faculty of Arts of the National Open University of Nigeria.
It consists of fourteen units which acquaint students with the various types of
pronouns in Arabic grammar , the formation of dual and plural from singular
nouns in Arabic and the types of vowels in Arabic . These also include the
numbering system in Arabic, types and functions of particles in Arabic as well
as the grammatical rules guiding the formation of sentences in Arabic.
This Course Guide provides information on what the course is all about, what
you are expected to know in each unit, what course materials you will be using
and how you can work your way through these materials . It also tells you
about assessments , and periodic tutorial classes that are available for the
course.
What you will learn in this Course

The overall aim of ARA 215 Arabic Grammar 2 is to introduce you to
the various types of pronouns in Arabic grammar , the formation of dual and
plural from singular nouns in Arabic and the types of vowels in Arabic . The
numbering system in Arabic, types and functions of particles in Arabic as well
as the grammatical rules guiding the formation of sentences in Arabic are also
included the introduction . You will at the end of this course be free from
grammatical errors when you speak or write in the language.
Course Aims
The aims of this Course can be summarized as follows:
i) Introducing you to the basic components of Arabic grammar
ii) Preparing you for expressing yourself in grammatically perfect spoken
and written Arabic.
iii) Enabling you to identify various types of nouns, verbs and particles in
Arabic language
Course Objectives
To achieve the aims set out above , each unit of ARA 215 has specific
objectives which are stated for you at its beginning . I advise that you read
them before you start working through the unit. You may want to refer to them
during your study to check your progress.
Here are the wider objectives of ARA 215 course as a whole . By
meeting the objectives, you can count yourself as having met the aims of the
course. On successful completion of the course, you should be able to:
4
ARA215 Arabic Grammar II
a) Highlight the noun in Arabic language; identify and utilize its masculine
and feminine; singular, dual and plural forms in written and spoken Arabic.
b) Recognise the various types and tenses of Arabic language verbs in

writtenforms and utilize them in spoken Arabic.
c) State the Arabic language particles, their meanings, uses and effects in
Arabicgrammar
d) Use Arabic pronouns and identify correct use of them in oral and
writtenexpressions
e) Construct and recognize grammatically perfect nominal and verbal

sentences
f) Recognise Arabic numbering system and use them appropriately in

oral and written expressions
g) Identify the various types of Arabic pronouns and employ them in

appropriate constructions
Working through this Course

To complete the course , you are required to read the study units and
other related materials. You will also need to undertake practical exercises for
which you will need a pen, a note-book, and other materials that will be listed
in this guide. The exercises are to aid you in understanding the concepts being
presented . At the end of each unit , you will be required to submit written
assignments for assessment purposes. At the end of the course, you will write
a final examination.
Course Materials
The major materials you will need for this course are:
i) Course guide
ii) Study units
iii) Text books
iv) Presentation Schedule
5
Study Units
There are fourteen Units in this course broken into four modules. They
are listed below:
MODULE 1: THE PRONOUNS IN ARABIC
Unit 1: Detached (Personal) Pronouns in Arabic
Unit 2: Attached Pronouns 1 (Pronominal Suffixes)
Unit 3: Attached Pronouns 11 (Possessive Pronouns)
Unit 4: Concealed Pronouns
Unit 5: Demonstrative, Relative and Interrogative Pronouns
MODULE 2: SINGULAR, DUAL AND PLURALS

Unit 1: Singular and Dual
Unit 2: Sound Masculine Plural
Unit 3: Sound Feminine Plural
Unit 4: Broken Plural
MODULE 3: THE VOWELS

Unit 1: Primary Vowels
Unit 2: Secondary Vowels
MODULE 4: ARABIC NUMBERING SYSTEM, PARTICLES

AND FORMATION OF SENTENCES
Unit 1: Arabic Numbers
Unit 2: Arabic Particles
Unit 3: Arabic Sentences
6
Self-Assessment Exercises (SAEs)

Each unit contains a number of self-tests . These self -test questions on the
sections you have just covered are meant to help to evaluate your progress and
to reinforce your understanding of the materials . Alongside with your tutor -
marked assignments , these exercises will assist you in achieving the stated
learning objectives of the individuals units and of the course.
Tutor Marked Assignments (TMAs)

You will have to submit a specified number of Tutor Marked Assignments
(TMAs). Every unit in this course has a tutor marked assignment. You will be
assessed on four of them but the best three performances from the (TMAs )
will be used for 30% grading . When you have completed each assignment ,
send it together with a Tutor Marked Assignment form, to your tutor. Make
sure each assignment reaches your tutor on or before the deadline for
submissions . If for any reason , you cannot complete your work on time ,
contact your tutor for a discussion on the possibility of an extension .
Extension will not be granted after the due date unless under exceptional
circumstances.
References and Further Readings

Each unit contains a list of references and further reading. Try to get as many
as possible of those textbooks and materials . They are meant to deepen your
knowledge of the course. In addition, you must obtain text materials which are
provided by the NOUN. You may contact your tutor if you have problems in
obtaining the text materials . Below is a list of the books suggested as
references and further readings.
Adetunji, B. &Hameed, D.O. (2009). A New Approach to the Arabic Language for
Schools and Colleges, Abeokuta, Goad Educational Publishers
Amin, A.Q.H. and Kazim, Y. (1977). Qawā‘id ’al-lughah ’al-‘arabiyyah, Iraqi
Ministry of Education, Baghdad
Bakr, E.Y.,et al. (1975). Arabic by RadioSeries Cairo, A.R.E. Broadcasting
Corporation
Balogun, I.A.B. and Oseni, Z.I. (1985). A Modern Arabic Course, Bk 1, Islamic
Publications Bureau, Lagos.
Cowan, D. (1975). Modern Literary Arabic.Islamic Publications Bureau, Lagos
.Folorunsho, M.A. (1996) .A Modern Approach to Arabic Reading, Moyanjuola
Publishers, Ede
Folorunsho, M.A. (2000). The Basis of Arabic Grammar, Osogbo, Harmony
Publications (Nig.) Ltd.
Maqbul, A.A. &Zakari, A.M. (1427 A.H/ 2006 C.E) Qawā‘id ’al-lughah ’al
-‘arabiyyah, Bk.. 2, Qabrus, Dār ’al-’ ān
Maqbul, S.A.&Marshān, S.M. (1427 A.H./ 2006 C.E.) ‘An-nahwwa ’s-sarf, Bk. 3,
Qabrus Dar ’al-’ān
Mukhtar, I.B. (1992). Arabic Brighter Grammar, Bk 1, Mainasara Press, Kano.
7
Assessment File
An assessment file and a marking scheme will be made available to you. In the
assessment file, you will find details of the works you must submit to your
tutor for marking. There are two aspects of the assessment of this course; the
tutor marked and the written examination. The marks you obtain in these two
areas will make up your final marks . The assignment must be submitted to
your tutor for formal assessment in accordance with the deadline stated in the
presentation schedule and the Assignment file. The work you submit to your
tutor for assessment will count for 30% of your total score.
Presentation Schedule
The dates for submission of all assignments will be communicated to you.
You will also be told the date of completing the study units and dates for
examinations.
Course Overview and Presentations Schedule
Unit Title work Weeks Activity
Module1 The Pronouns in
Arabic
Unit 1 Detached Week 1
(Personal)
Pronouns in
Arabic
Unit 2 Attached Week 2
Pronouns 1
(Pronominal
Suffixes)
Unit 3 Attached Week 3 Assignment 1
Pronouns II
(Possessive
Pronouns)
Unit 4 Concealed Week 4
Pronouns
Unit 5 Demonstrative, Week 5
Relative and
Interrogative
Pronouns
Module 2 Singular, Dual Assignment 2
and Plurals
Unit 1 Singular and Week 6
Dual
Unit 2 Sound Week 7
Masculine Plural
8
Unit 3 Sound Feminine Week 8 Assignment 3

Plural
Unit 4 Broken Plurals Week 9
Module 3 The Vowels
Unit 1 Primary Vowels Week 10 Assignment 4
Unit 2 Secondary Week 11
Vowels
Module 4 Arabic
Numbering
System, The
Particles and
Formation of
Sentences
Unit 1 Arabic Numbers Week 12
Unit 2 Arabic Particles Week 13
Unit 3 Arabic Week 14
Sentences
Final Examination and Grading

The final examination will be a text of three hours . All areas of the
course will be examined . Find time to read the unit all over before your
examination. The final examination will attract 70% of the total course grade.
The examination will consist of questions , which reflects the kinds of self -
assessment exercises and tutor marked assignment you have previously
encountered . And all aspects of the course will be assessed . You should use
the time between completing the last unit, and taking the examination to revise
the entire course.
Course Marking Scheme

The following table lays out how the actual course mark allocation is broken
down.
Assessment Mark
Assignment (Best Three 30%
Assignments out of four Marked)
Final Examination 70%
Total 100%
How to Get the Most from this Course

In distance learning, the study units replace the university lecture. This is one
of the great advantages of distance learning; you can read and work through
specially designed study materials at your own pace, and at a time and place
that suits you best. Think of it as reading the lecture instead of listening to the
lecturer. In the same way a lecturer might give you some reading to do, the
9
study units tell you where to read , and which are your text materials or set
books. You are provided exercises to do at appropriate points, just as a lecturer
might give you an in-class exercise. Each of the study units follows a common
format. The first item is an introduction to the subject matter of the unit, and
how a particular unit is integrated with the other units and the course as a
whole . Next to this is a set of learning objectives . These objectives let you
know what you should be able to do by the time you have completed the unit.
These learning objectives are meant to guide your study. The moment a unit is
finished , you must go back and check whether you have achieved the
objectives . If this is made a habit , then you will significantly improve your
chances of passing the course. This will usually be either from your set books
or from a Reading section . The following is a practical strategy for working
through the course . If you run into any trouble , telephone your tutor .
Remember that tutor’s job is to help you. When you need assistance , do not
hesitate to call and ask your tutor to provide it.
1) Read this Course Guide thoroughly, it is your first assignment
2) Organize a Study Schedule. Design a ‘Course Overview’ to guide you through
the course. Note the time you are expected to spend on each unit and how the
Assignment relate to the units . Whatever method you choose to use, you
should decide on and write in your own dates and schedule of work for each
unit.
3) Once you have created your own study schedule, do everything to stay faithful
to it. The major reason why students fail is that they get behind with their
course work if you get into difficulties with your schedule, please, let your
tutor know before it is too late to help.
4) Turn to Unit 1, and read the introduction and the objectives for the unit.
5) Assemble the study materials. You will need your set books and the unit you
are studying at any point in time. As you work through the unit, you will know
what sources to consult for further information.
6) Keep in touch with your centre. Up-to-do course information will be
continuously available there
7) Well before the relevant due dates (about 4 weeks before due dates), keep in
mind that you will learn a lot by doing the assignment carefully. They have
been designed to help you meet the objectives of the course and, therefore ,
will help you pass the examination. Submit all assignments not later than due
date.
8) Review the objectives for each study unit to confirm that you have achieved
them. If you feel unsure about any of the objectives, review the study
materials or consult your tutor.
9) When you are confident that you have achieved a unit’s objectives, you can
start on the next unit. Proceed unit by unit through the course and try to pace
your stuffy so that you keep yourself on schedule.
10) When you have submitted your assignment to your tutor for marking, do not
wait for its return before starting on the next unit. Keep to your schedule.
When the assignment is returned, pay particular attention to your tutor’s
comments, both on the tutor-marked assignment form and also the written
comments on the ordinary assignments.
11) After completing the last unit, review the course and prepare yourself for the
10
final examination. Check that you have achieved the unit objective (listed at
the beginning of each unit) and the course objectives (listed in the Course
Guide)
Tutors and Tutorials

Information relating to the tutorials will be provided at the appropriate time.
Your tutor will mark and comment on your assignments, keep a close watch
on your progress and on any difficulties you might encounter and provide
assistance to you during the course. You must take your tutor-marked
assignments to the study centre well before the due date (at least two working
days are required). They will be marked by your tutor and returned to you as
soon as possible.
Do not hesitate to contact your tutor if you need help. Contact your tutor if:
You do not understand any part of the study unit or the assigned reading
You have difficulty with the exercise
You have a problem or problems with an assignment or with your tutor’s
comments on any assignment or with the grading of an assignment.
You should try your best to attend the tutorials. This is the only chance
to have face-to-face contact with your tutor and ask questions which are
answered instantly. You can raise any problem encountered in the course of
your study. To gain the maximum benefit from course tutorials, prepare a
question list before attending them. You will learn a lot from participating in
discussion actively.
Conclusion
ARA215 provides you a basic component of Arabic Grammar upon
which you develop mastery in the use of the Arabic language structure. It is
aimed at equipping you with analytical skills to examine the nature of Arabic
language by introducing you to Arabic Grammar upon which you will be able
to identify types of pronouns, types and procedures for the formation of dual
and plural in Arabic. It is also aimed at familiarizing you with the various
types of vowels, the numbering system in Arabic, the particles and their
functions as well as the rules guiding the formation of sentences in Arabic.
Summary
All features of this course guide have been designed to facilitate your
learning in order that you achieve the aims and objectives of the course. They
include the aims and objectives; Course Summary, Course Overview, Self
Assessment Exercises and study questions. You should ensure that you make
maximum use of them in your study to achieve maximum results.
We hope that you will find the Course interesting and useful; and wish
you success.
11
CONTENTS PAGE

Unit 1: Detached (Personal) Pronouns in Arabic ……………………. 13
Unit 2: Attached Pronouns 1 (Pronominal Suffixes)………………… 20
Unit 3: Attached Pronouns 11 (Possessive Pronouns)………………….28
Unit 4: Concealed Pronouns …………………………………………... 34
Unit 5: Demonstrative, Relative and Interrogative Pronouns………….....39

Unit 1: Singular and Dual……………………………………………..... .46
Unit 2: Sound Masculine Plural……………………………………...…..53
Unit 3: Sound Feminine Plural…………………………………………..60
Unit 4: Broken Plural…………………………………………………....66
MODULE 3: THE VOWEL

Unit 1: Primary Vowels………………………………………………..74
Unit 2: Secondary Vowels…………………………………………..…..80
MODULE 4: ARABIC NUMBERING SYSTEM, THE PARTICLES AND

FORMATION OF SENTENCES
Unit 1: Arabic Numbers………………………………………………...87
Unit 2: Arabic Particles…………………………………………………..94
Unit 3: Arabic Sentences…………………………………………..........101
12

UNIT 1: DETACHED (PERSONAL) PRONOUNS IN ARABIC
1.0: Introduction
2.0: Objectives
3.0: Main Content
3.1: Types of Pronouns in Arabic
3.2: Detached Pronouns in Arabic
3.3: Detached Pronouns in Nominative Cases
3.4: Detached Pronouns in Accusative Cases
4.0: Conclusion
5.0: Summary
6.0: Tutor Marked Assignment
7.0: References and Further Readings
1.0 INTRODUCTION
Pronouns are words or expressions standing in places of nouns. This
definition embraces both the English and Arabic pronouns. Personal pronouns
in English are either singular (I, He, She, You) or plural (We, They, You). In
Arabic, however, there are singular, dual and plural pronouns. This complex
aspect (pronouns) of Arabic requires the attention of learners as it forms the
basis of most of the Arabic constructions. This unit introduces you to different
types of pronouns in Arabic, with emphasis on the detached (personal
pronouns).
2.0 OBJECTIVES
At the end of the unit, you should be able to:
- state the types of pronouns in Arabic
- identify the detached pronouns in Arabic
- get acquainted with the accusative and nominative detached pronouns in
Arabic
- identify the classification of detached pronouns according to the gender
and the number of persons involved in the usage.
13
3.0 MAIN CONTENT

3.1 Types of Pronouns
There are three types of pronouns in Arabic; these are: detached,‫منفصلة‬
attached, ‫ متصلة‬and concealed ones ‫مستترة‬. The three types are represented by
the following table:
Pronouns
‫الضمائر‬
‫مستترة‬ ‫متصلة‬ ‫منفصلة‬

Concealed Attached Detached
‫تَا ُء الفاعل‬ 3rd person 2nd person 1st person

‫نَا الفاعلين‬ ‫غائب‬ ‫مخاطب‬ ‫متكلم‬
‫ألف اإلثنين‬ ُ‫ إٍ َياه‬,‫هو‬ َ‫ إٍ َياك‬, َ‫أَ ْنت‬ َ ‫ إٍ َي‬, ‫أَنَا‬
‫اي‬
‫واو الجماعة‬ ‫ إٍ َياهَا‬,‫هي‬ ‫ إٍ َياك‬,‫ت‬ ٍ ‫أَ ْن‬ ‫ إٍ َيانَا‬, ُ‫نَحْ ن‬
‫نون النسوة‬ ‫ إ ٍ َياهُ َما‬,‫هما‬ ‫ إٍ َيا ُك َما‬,‫أَ ْنتُ َما‬
‫ياء المخاطب‬ ‫ إ ٍ َياهُ ْم‬,‫هم‬ ‫ إٍ َيا ُك ْم‬,‫أَ ْنتُ ْم‬
‫هاء الغائب‬ ‫ إ ٍ َياهُن‬,‫هن‬ ‫ إ َيا ُكن‬,‫أَ ْنتُن‬
‫كاف الخطاب‬
‫نا غير الفاعلين‬
‫ياء المتكلم‬
In this unit however, elaboration shall be made of the detached

pronouns while the ‘attached’ and the ‘concealed’ will be treated in the
subsequent units.
Self Assessment Exercise

Define Arabic pronoun and identify the types of pronouns in Arabic.
3.2 Detached Pronouns in Arabic ‫الضمائر المنفصلة‬

Pronouns in Arabic are either detached, attached or concealed. The
Arabic personal pronouns, which are fourteen in number, are of the detached
category. Three of these are for third person(s) masculine, three for third
person(s) feminine, three for second person(s) masculine, three for second
person(s) feminine and the last two for first person(s) masculine/feminine.
They are stated the following table:
14
Usage: Persons Gender English Personal

equivalents pronouns
3rd Person Masculine He ‫هو‬
singular
3rd person dual Masculine They ‫هما‬
3rd person plural Masculine They ‫هم‬
3rd person Feminine She ‫هي‬
singular
3rd person dual Feminine They ‫هما‬
3rd person plural Feminine They ‫ه ّن‬
2nd person Masculine You ‫أنت‬
singular
2nd person dual Masculine You ‫أنتما‬
2nd person Masculine You ‫أنتم‬
plural
2nd person Feminine You ‫أنت‬
singular
2nd person dual Feminine You ‫أنتما‬
2nd person Feminine You ّ
‫أنتن‬
plural
1st person Masculine/feminine I ‫أنا‬
singular
1st person Masculine/feminine We ‫نحن‬
dual/plural
Though different pronouns are used for different genders in Arabic yet
there are some similarities. The dual pronouns indicating the second and third
persons respectively, {‫ }أنتما‬and { ‫ } هما‬are shared by both masculine and
15
feminine. Also, the first person pronouns { ‫ } أنا‬and {‫ } نحن‬are used for the two
genders.
Let us now consider the English equivalents of the fourteen pronouns, it
will be noted that only six English pronouns represent them all; these are: I,
We, She, He, They, and You.
I - representing {‫ } أنا‬1st person singular masculine/feminine

We - representing { ‫ }نحن‬1st person dual/ plural masculine/feminine
You - representing { َ‫ } أنت‬2nd person singular masculine
You - representing { ‫ } أنت‬2nd person singular feminine
You - representing {‫ } أنتما‬2nd person dual masculine/feminine
You - representing { ‫ } أنتم‬2nd person plural masculine
ّ } 2nd person plural feminine
You - representing { ‫أنتن‬
He - representing {‫ } هو‬3rd person singular masculine
She - representing {‫ } هي‬3rd person singular feminine
They -representing {‫ } هما‬3rd person dual masculine/feminine
They -representing {‫ } هم‬3rd person plural masculine
ّ } 3rd person plural feminine
They -representing {‫هن‬
Self Assessment Test

Identify six of the detached pronouns and state their English equivalents .
3.3 Detached Pronouns in Nominative Cases

There are three cases in Arabic: nominative, accusative and genitive.
Two of these cases, namely the nominative and accusative are applicable to
detached pronouns.
Please recall the last lesson (3.2), the pronouns treated are all in
nominative cases. When a detached pronoun appears as in the table above, it is
treated as ‫‘ مبتدأ‬subject’ to which a ‫‘ خبر‬predicate’ is expected to be added, to
make a complete statement. Find few examples below:
16
‫هو مخلص‬ - ‫هو‬

‫هما مخلصان‬ - ‫هما‬
‫هم مخلصون‬ - ‫هم‬
‫هي مجتهدة‬ - ‫هي‬
‫هما مجتهدتان‬ - ‫هما‬
ُ
‫مجتهدات‬ ّ
‫هن‬ ّ
- ‫هن‬
‫أنت مسلم‬ - َ‫أنت‬
‫أنتما مسلمان‬ - ‫أنتما‬
‫أنتم مسلمون‬ - ‫أنتم‬
‫أنت مؤمنة‬ - ‫أنت‬
‫أنتما مؤمنتان‬ - ‫أنتما‬
ُ
‫مؤمنات‬ ّ
‫أنتن‬ ّ
- ‫أنتن‬
‫ مدرسة‬/ ‫أنا مدرس‬ - ‫أنا‬
ُ
‫مدرسات‬ / ‫نحن مدرسون‬ - ‫نحن‬
The subject ‫ مبتدأ‬is defined as a noun in the nominative case which
commences a sentence, while the predicate ‫ خبر‬is also a noun in the
nominative case joined to the subject to form a complete sentence.
The sentences above comprise a pronoun (which grammatically enjoys
the status of a noun) and a noun each. The pronoun which commences each of
the sentences is treated as the subject. The second noun in each of the
sentences informs us of certain qualities in the first word of the sentences, i.e.
the subject, so it is the predicate. Both are in the nominative cases.

- Add suitable predicates to the following pronouns ‫ هُ َما‬,‫ ه َي‬,‫أَ ْنتُ َما‬,‫ هُن‬,َ ‫أَنا‬
3.4 Detached Pronouns in Accusative Cases

Detached pronouns in accusative cases are treated as the objects
)‫ (مفعول به‬. The object is defined as a noun in the accusative case indicating the
particular thing on which the action of the doer (the subject -‫ ) الفاعل‬occurs. A
detached pronoun in the accusative case is represented by ‫ إيا‬suffixed by a
lexical item representing the actual pronoun. Find few examples below:
17
‫‪ARA215‬‬ ‫‪Arabic Grammar II‬‬
‫‪Number/Gender‬‬ ‫‪Singular‬‬ ‫‪Dual‬‬ ‫‪Plural‬‬

‫‪1st‬‬ ‫إياي‬
‫َ‬ ‫إيانا‬ ‫إيانَا‬
‫‪person/masculine‬‬
‫‪1st person/feminine‬‬ ‫إياي‬
‫َ‬ ‫إيانا‬ ‫إيانَا‬
‫‪2nd‬‬ ‫إياكَ‬ ‫إياكما‬ ‫إياك ْم‬
‫‪2nd person/feminine‬‬ ‫إياك‬ ‫إياكما‬ ‫ّ‬
‫إياكن‬
‫‪3rd‬‬ ‫إياهُ‬ ‫إياهما‬ ‫إياهم‬
‫ْ‬
‫‪3rd person/feminine‬‬ ‫إياها‬ ‫إياهما‬ ‫ّ‬
‫إياهن‬
‫‪Let us consider the Qur’an, chapter 1 verse 5 where Allah says:‬‬

‫إيّاكَ نعب ُد وإيّاكَ نستعينُ‬ ‫‪meaning “Thee do we worship and Thine aid we‬‬
‫‪ occurs twice in this holy verse and the two occur each as ‘the‬إياك …”‪seek‬‬
‫‪object’ in the holy verse. All the pronouns in the above table cannot occur in‬‬
‫‪the sentences except as objects, in accusative case.‬‬
‫‪Let us go through this table for more illustrations‬‬
‫ضمائر النصب المنفصلة‬ ‫ضمائر الرفع المنفصلة‬ ‫نوعها‬ ‫الضمائر‬

‫للمؤنث‬ ‫للمذكر‬ ‫للمؤنث‬ ‫للمذكر‬
‫َح الُم َعل ُم ‪ -‬إيّاي َمد ََح ْ‬
‫ت ال ُم َعل َمةُ‬ ‫إيّاي َمد َ‬ ‫‪ -‬أنا مسلمة‬ ‫أنا مسلم‬ ‫ضمائر المتكلم المفرد‬
‫نصح أبي‬
‫َ‬ ‫إيّانا‬ ‫نصح أبي ‪-‬‬
‫َ‬ ‫نحن مسلمان ‪ -‬نحن مسلمتان إيّانا‬ ‫المثنى‬
‫إيّانا أكر َم للاُ‬ ‫‪-‬‬ ‫إيّانا أكر َم للاُ‬ ‫ُ‬
‫مسلمات‬ ‫نحن مسلمون‪ -‬نحن‬ ‫الجمع‬
‫إيّاك نعب ُد‬ ‫‪-‬‬ ‫أنتَ مؤمن – أنت مؤمنة إيّاكَ نعب ُد‬ ‫المفرد‬ ‫ضمائر‬
‫ُ‬
‫نصحت‬ ‫ُ‬
‫نصحت ‪ -‬إيّاكما‬ ‫أنتما مؤمنان – أنتما مؤمنتان إيّاكما‬ ‫المثنى‬ ‫المخاطب‬
‫ُ‬
‫كافأت‬ ‫إي ّ‬
‫ّاكن‬ ‫ُ‬
‫كافأت ‪-‬‬ ‫ّ‬
‫أنتن مؤمنات إيّاكم‬ ‫أنتم مؤمنون –‬ ‫الجمع‬
‫هو مخلص – هي مؤمنة إيّاه احت ََرمنَا ‪ -‬إيّاها احت ََرمنَا‬ ‫ضمائر الغائب المفرد‬
‫ت ‪ -‬إيّاهما أَحبَ ْب ُ‬
‫ت‬ ‫إيّاهما أَحبَ ْب ُ‬ ‫هما مخلصان هما مخلصتان‬ ‫المثنى‬
‫ّاهن قص ْد ُ‬
‫ت‬ ‫هن مخلصات إيّاه ْم قص ْد ُ‬
‫ت ‪ -‬إي ّ‬ ‫هم مخلصون– ّ‬ ‫الجمع‬
‫‪18‬‬

- State the detached pronouns in accusative case with relevant
illustrations
4.0 CONCLUSION ‫اإلستنتاج‬

Pronouns are lexical items standing in places of nouns. Arabic pronouns
can be classified into three types – detached, attached and concealed.
Detached pronouns are fourteen, each representing a particular gender and
number. Two of the three cases in Arabic – the accusative, nominative and
genitive- are applicable to the detached pronouns; these are the accusative and
nominative cases.
5.0 SUMMARY ‫الخالصة‬

In this unit, we have treated the types of pronouns in Arabic with
emphasis on the detached pronouns. We have attempted the classification of
the pronouns according to the number and gender involved in the usage.
Various cases applicable to the detached pronouns have also been studied.
6.0 TUTOR MARKED ASSIGNMENTS

1. State the detached pronouns in Arabic with their English equivalents
2. Identify the three types of pronouns in Arabic
3. Differentiate between the attached and the detached pronouns with
appropriate illustrations.
7.0 REFERENCES / FURTHER READINGS

Cowan, D. (1975). Modern Literary Arabic. Islamic Publications Bureau, Lagos
Maqbul, S.A. & Marshān, S.M. (1427 A.H./ 2006 C.E.) ‘An-nahw wa ’s-sarf, Bk. 3,
19
MODULE 1
UNIT 2: ATTACHED PRONOUNS 1 (PRONOMINAL SUFFIXES)
1.0: Introduction
2.0: Objectives
3.0: Main Content
3.1: The Pronominal Suffixes
3.2: Nūn ’al-wiqāyah
4.0: Conclusion
5.0: Summary
6.0: Tutor Marked Assignments
1.0 INTRODUCTION
The previous unit focuses on the detached pronouns while this unit
addresses the attached pronouns. The attached pronouns are the ones that
cannot stand alone meaningfully. They are usually attached to the end of verbs,
nouns and particles. When attached to verbs, they appear in nominative or
accusative cases – depending on the type of verb as we will elaborate in this
unit. They appear in genitive case when attached to nouns or prepositions. The
ones in the nominative and accusative cases together with Nūn ’al-wiqāyah
will be the subject of this unit.
2.0 OBJECTIVES
At the end of this unit, you should be able to:
- Identify the pronominal suffixes in Arabic
- Be acquainted with the pronominal suffixes in nominative and
accusative cases
- Compare and contrast the attached and detached pronouns in Arabic.
3.0 MAIN CONTENT

3.1 Pronominal Suffixes ‫الضمائر المتصلة‬
As stated earlier, Arabic pronouns are either separated or suffixed. Each

of the fourteen separate personal pronouns is represented by a pronominal
suffix when applied to perfect (past tense) verbs. Pronominal suffixes
representing these pronouns act as subjects of the verbs to which they are
suffixed, hence they are called the nominative pronominal suffixes. They are
contained in the following:
Examples: Perfect pronominal suffixes Personal pronouns
20
‫‪verbs‬‬
‫ذهب‬ ‫جلس‬ ‫‪-‬‬ ‫هو‬
‫ذهبا‬ ‫جلسا‬ ‫ا‬ ‫هما‬
‫ذهبوا‬ ‫جلسوا‬ ‫وا‬ ‫هم‬
‫ْ‬
‫ذهبت‬ ‫ْ‬
‫جلست‬ ‫ت‬ ‫هي‬
‫ذهبتا‬ ‫جلستا‬ ‫تا‬ ‫هما‬
‫ّ‬
‫ذهبن‬ ‫ّ‬
‫جلسن‬ ‫ن‬ ‫ّ‬
‫هن‬
‫ذهبتَ‬ ‫جلستَ‬ ‫تَ‬ ‫انتَ‬
‫ذهبنما‬ ‫جلستما‬ ‫تما‬ ‫أنتما‬

‫س‬
‫ذهبتم‬ ‫جلستم‬ ‫تم‬ ‫انتم‬
‫ذهبت‬ ‫جلست‬ ‫ت‬ ‫أنت‬
‫ذهبتما‬ ‫جلستما‬ ‫تما‬ ‫أنتما‬
‫ّ‬
‫ذهبتن‬ ‫ّ‬
‫جلستن‬ ‫ّ‬
‫تن‬ ‫ّ‬
‫أنتن‬
‫ذهبت‬ ‫ُ‬
‫جلست‬ ‫ُ‬
‫ت‬ ‫أنا‬
‫ذهبنا‬ ‫جلسنا‬ ‫نا‬ ‫نحن‬
‫‪From the examples above, it will be noted that a similarity occurs in the‬‬
‫‪second person dual masculine/feminine pronoun where the same pronominal‬‬
‫‪21‬‬
suffix ‫ تما‬is also applicable to the same gender and number as in the personal
pronoun for the two.

Compare and contrast the attached pronouns and the detached pronouns
The suffixes may be attached to the perfect verbs to remain in
accusative cases as in the following
Examples Corresponding Personal
pronominal pronouns
suffixes
ُ‫ض َربَه‬
َ ُ‫َص َره‬
َ ‫ن‬ ‫ىه‬ ‫هو‬
ُ ‫ض َر َبهما‬
َ ‫َص َرهُما‬
َ ‫ن‬ ‫ىهما‬ ‫هما‬
‫ض َر َبهُم‬
َ ‫َص َرهُم‬
َ ‫ن‬ ‫ىهم‬ ‫هم‬
ُ ‫ض َربَها‬
َ ُ ‫َص َرها‬
َ ‫ن‬ ‫ىها‬ ‫هي‬
‫ض َربَهُ َما‬
َ ‫نصرهُ َما‬
َ ‫ىهما‬ ‫هما‬
‫ض َربَهُن‬
َ ‫نصرهُن‬
َ ‫ىهن‬ ‫هن‬
َ‫ض َر َبك‬
َ َ‫َص َرك‬
َ ‫ن‬ ‫ىك‬ ‫ّك‬
‫ض َربَ ُكما‬
َ ‫َص َركما‬
َ ‫ن‬ ‫ىكما‬ ‫كما‬
‫ض َربَ ُكم‬
َ ‫َص َر ُكم‬
َ ‫ن‬ ‫كم‬ ‫كم‬
‫ض َربَك‬
َ ‫َص َرك‬
َ ‫ن‬ ‫ىك‬ ‫ك‬
‫ض َربَ ُكما‬
َ ‫َص َر ُك َما‬
َ ‫ن‬ ‫ىكما‬ ‫كما‬
‫ض َر َب ُكن‬
َ ‫َص َركن‬
َ ‫ن‬ ‫كن‬ ‫كن‬
‫ض َر َبنى‬
َ ‫َص َرنى‬
َ ‫ن‬ ‫ىنى‬ ‫أنا‬
‫ض َربَنَا‬
َ ‫َص َرنَا‬
َ ‫ن‬ ‫نا‬ ‫نحن‬
The pronominal suffixes in the nominative case may also be attached to

the imperfect (present tense) verbs. A verb that denotes an action in the
present or the future is called imperfect (present tense) verbs. As opposed to
the perfect (past tenses) which are only suffixed, present tense verbs in Arabic
are prefixed and suffixed. There are four letters technically known as ‘anaytu
ُ ‫ ) أ‬which commence present tense verbs. Each of them has specific
( ‫نيت‬
22
pronouns with which it functions while various pronominal suffixes are added
when applying a verb to different pronouns.
The following table contains two present tense verbs with initial present
tense letters and appropriate pronominal suffixes applied:
Examples: Present Corresponding initial present Personal pronoun

tense verbs tense letters and pronominal
suffixes
‫يفتح‬ ُ‫يذهب‬ - + verb + ‫ي‬ ‫هو‬
‫يفتحان‬ ‫يذهبان‬ ‫ ان‬+ Verb + ‫ي‬ ‫هما‬
‫يفتحون‬ ‫يذهبون‬ ‫ ون‬+ verb + ‫ي‬ ‫هم‬
‫تفت ُح‬ ُ‫تذهب‬ - + verb + ‫ت‬ ‫هي‬
‫تفتحان‬ ‫تذهبان‬ ‫ ان‬+ verb + ‫ت‬ ‫هما‬
ّ
‫يفتحن‬ ّ
‫يذهبن‬ ‫ ن‬+ verb + ‫ي‬ ّ
‫هن‬
‫تفتح‬ ‫تذهب‬ - + verb + ‫ت‬ َ‫أنت‬
‫تفتحان‬ ‫تذهبان‬ ‫ ان‬+ verb + ‫ت‬ ‫أنتما‬
َ ‫تفتحون‬ ‫تذهبون‬ ‫ ون‬+ verb + ‫ت‬ ‫أنتم‬
‫تفتحين‬ َ‫تذهبين‬ ‫ ين‬+ verb + ‫ت‬ ‫أنت‬
‫تفتحان‬ ‫تذهبان‬ ‫ ان‬+ verb + ‫ت‬ ‫أنتما‬
َ‫تفتحن‬ َ‫تذهبن‬ ‫ ن‬+ verb + ‫ت‬ ّ
‫أنتن‬
ُ ‫أفتح‬ ُ‫أذهب‬ - + verb+ ‫أ‬ ‫أنا‬
‫نفت ُح‬ ُ‫نذهب‬ - + verb + ‫ن‬ ‫نحن‬
Similarity occurs among some verbs when applied to certain personal

pronouns as those pronouns are represented by the same present tense letters
and suffixes; e.g.
(a) ‫( هي‬she) and َ‫( أنت‬you – singular masculine) are represented by the same
letter
{- + verb + ‫} ت‬
(b) ‫( هما‬they 3rd person dual feminine) and ‫أنتما‬ (you – 2nd person dual
23
masculine/feminine) are represented by the same letter and suffixes
( ‫ ان‬+ verb + ‫) ت‬
More examples are:
Zayd goes/ is going to the school ‫يذهب زيد إلى المدرسة‬
Fatimah reads/ is reading a letter ً‫تقرأ ُ فاطمة رسالة‬
Pronominal suffixes may also be attached to the imperative verbs. A

verb which expresses a request or gives an order is called imperative, request
or command verb. Verbs in this category are usually directed towards second
person; e.g. ‘go’, ‘sit, ‘eat’, and so on.
As usual, different verbs are applicable to different persons in Arabic
which equally focuses second person in the construction of its imperative
verbs. Imperative in Arabic is prefixed and suffixed. The radical ‘alif serves as
prefix for this verb while different pronominal suffixes are added, depending
on the person(s) concerned.
The following table contains two imperative verbs applied to the six
second person pronouns, with appropriate prefixes and suffixes cited.
Examples: Corresponding Second person
Imperatives prefixes and suffixes Pronouns
ْ‫افتح‬ ْ‫اذهب‬ + verb+ ‫ا‬ َ‫أنت‬
‫افتحا‬ ‫اذهبا‬ ‫ا‬ + verb+ ‫ا‬ ‫أنتما‬
‫افتحوا‬ ‫اذهبوا‬ ‫ وا‬+ verb+ ‫ا‬ ‫أنتم‬
‫افتحي‬ ‫اذهبي‬ ‫ ي‬+ verb+ ‫ا‬ ‫أنت‬
‫افتحا‬ ‫اذهبا‬ ‫ ا‬+ verb+ ‫ا‬ ‫انتما‬
‫افتحْ ن‬ ‫اذه ْبن‬ ‫ ن‬+ verb+ ‫ا‬ ّ
‫انتن‬
Similar prefix and suffix are shared by (‫)أنتما‬, the second person dual
masculine/feminine pronoun. As noted above, the pronoun is represented by
the letter ‘alif as prefix while the same letter serves again as the suffix.
Examples of how imperative is used in complete meaningful sentences
are:
Read this letter َ‫اقرأْ هذه الرسالة‬
Sit on the chair ‫اجلسْ على الكرسي‬
24
Convert the following past tense verbs to imperative verbs:

.‫ نصر‬,‫ ضرب‬,‫ذهب‬ ,‫ كتب‬,‫جلس‬
There are also indirect imperative verbs, commonly used in giving order
to carry out an action, to a third person. The only difference between this latter
form of imperative from the one treated earlier is that the former is preceded
by ʼalif whereas indirect imperative is proceeded by lam ( ‫ ) ل‬in genitive case;
succeeded by a present tense letter before the verb.
The following table contains two indirect imperative verbs applied to
the six third person pronouns, with appropriate prefixes and suffixes .
Examples: Indirect Corresponding Third person pronouns
Imperative prefixes and suffixes
ْ‫ليفتح‬ ْ‫ليذهب‬ - verb+ ‫ ي‬+ ‫ل‬ ‫هو‬
َ
‫ليفتحا‬ ‫ليذهبا‬ ‫ا‬ + verb+ ‫ ي‬+ ‫ل‬ ‫ه َما‬
‫ليفتحوا‬ ‫ليذهبوا‬ ‫ وا‬+ verb+ ‫ ي‬+ ‫ل‬ ‫هُ ْم‬
‫ليفتحي‬ ‫ليذهبي‬ ‫ ي‬+ verb+ ‫ ي‬+ ‫ل‬ ‫هي‬

َ
‫لتفتحا‬ ‫لتذهبا‬ ‫ ا‬+ verb+ ‫ ت‬+ ‫ل‬ ‫ه َما‬

َ‫ليفتحْ ن‬ َ‫ليذه ْبن‬ ‫ ن‬+ verb+ ‫ ي‬+ ‫ل‬ ّ
‫هن‬
3.2 Nūn ’al-wiqāyah (The guarding ‘n’)

The guarding ‘n’ is one of the suffixes. Let us now discuss this suffix
representing the first person singular, feminine or masculine.
(a) ‫هاجنى اسْت ْعبَار‬
َ
‫ ها َ َج‬is a past-tense verb. The subject is ‫ اسْت ْعبَار‬. The direct object is ‫اليا ُء‬
preceded by ‘n’ in ‫هاجنى‬ َ ) ‫ نى‬+ ‫(ها َ َج‬
(b) ‫إننى َو إيَاكَ فى زَ ادى لَ ُم ْشتَر َكان‬

‫ اننى‬consists of ‫ نى‬+ ‫إن‬. The emphatic particle ‫ إ ّن‬governs ‫ اليا ُء‬preceded by ‘n’.
The predicate is ‫ ; ُم ْشتَر َكان‬it is in the nominative case indicated by ُ‫ األَ ْلف‬in the
dual ending‫آن‬
25
(c) The ‫ ن‬of the suffix ‫ نى‬is called by Arab grammarians ‫‘ نُونُ الوقايَة‬the
guarding ‘n’ because it protects the preceding vowel from being absorbed by
َ ( ‫) إننى ( = يا ُء ْال ُمتَ َكلم‬. In these two
the long ‫ َكس َْرة‬constituting )‫هاجنى‬
examples, the ‘n’ has protected the preceding ‫ فَ ْت َحة‬being absorbed by the
following long ‫ َكس َْرة‬. Another example: (‫‘ ) يُ ْكر ُمنى‬he is generous to me’
here, the ‘n’ protects the preceding ُ‫ضمة‬
َ from being absorbed by the
following long ‫ َكس َْرة‬.
In other words, ‘the guarding n’ serves to avoid a hiatus, i.e. a break
between a word ending with a vowel and another word beginning with a
vowel (the pronominal suffix).
(d) ‫نى‬ if is appended to a verb, the ‘guarding n’ is never dropped. It may be
dropped, however, for the sake of ‘lightening’ (‫) للت َْخفيف‬, if ‫ نى‬is appended to ‫إن‬
or one of its ‘sisters’ ‫ إنى‬: (for ‫) إننى‬, ‫( َكأَنى‬for ‫ )كأَنّنى‬etc
(e) The ‘guarding n’ is added before ‫ يَا ُء ْال ُم َت َكلم‬appended to the
prepositions ‫ م ْن‬and ‫ ع َْن‬, thus: ‫ نى) منى‬+ ‫ (م ْن‬, ‫ نّى) َعنّى‬+ ‫(ع َْن‬ the ‘n’ of the
preposition ( ‫ ع َْن‬, ‫ ) م ْن‬thus remains quiescent. Apart from these two cases, the
genitive pronominal suffix of the first person singular is always without ‘n’;
e.g. ‫ى) زَ ادى‬+ ‫‘ (زَ ا َد‬my provisions’.
Self Assessment Exercise:

Construct five words accompanied by the ‘guarding n’
4.0 CONCLUSION
You have learnt one of the two aspects of attached pronouns in this unit.
We have dealt with the pronominal suffixes representing each of the separate
pronouns in Arabic. These suffixes cannot stand alone meaningfully. They are
usually attached to the verbs in the perfect, imperfect and imperative forms
respectively. Falling under the purview of the pronominal suffixes is also
Nūn ’al-wiqāyah. Relevant examples have been provided to substantiate the
discussions.
26
5.0 SUMMARY
The pronominal suffixes become meaningful when attached to verbs.
Each of the fourteen separate pronouns in Arabic is represented by appropriate
pronominal suffixes.
6.0 TUTOR MARKED ASSIGNMENT

1. State the pronominal suffixes representing each of the separate
pronouns and apply these to a past tense verb.
2. َ ‫ َكت‬to present tense verb and apply relevant pronominal
Convert ‫َب‬
suffixes to the verb
7.0 REFERENCES/FURTHER READINGS

Bakr, E.Y. (1975). Arabic by Radio, Book 3, Parts 1&2, Cairo, A.R.E. Broadcasting
Corporation
Maqbul, A.A. & Zakari, A.M. (1427 A.H/ 2006 C.E) Qawā‘id ’al-lughah ’al
27
MODULE 1
UNIT 3: ATTACHED PRONOUNS II (POSSESSIVE PRONOUNS)
1.0: Introduction
2.0: Objectives
3.0: Main Content
3.1: The Possessive Pronouns
3.2: The Pronominal Suffix of the First Person Plural
4.0: Conclusion
5.0: Summary
1.0 INTRODUCTION
There exist a category of attached pronouns known as the possessive
pronouns. The attached pronouns – pronominal suffixes to the three categories
of verbs – the perfect, imperfect and imperative have been studied in the
previous lesson. Pronominal suffixes attached to nouns or prepositions are
known as possessive pronouns. This category of suffixes will be studied in this
unit.
2.0 OBJECTIVES
- Identify the possessive pronominal suffixes when attached to nouns
- Identify the pronominal suffixes when attached to prepositions
- Compare and contrast the pronominal suffixes in this unit with the ones
you have earlier studied in the last unit
3.0 MAIN CONTENT

3.1 Possessive Pronouns
28
Each of the fourteen separate pronouns is represented by a pronominal

suffix which serves the purpose of possession in Arabic. These possessive
pronouns are contained in the following table
English Possessive Personal
equivalents pronouns pronouns
His ُ ‫ىه‬ ‫ه َُو‬
Their ‫ىهُ َما‬ ‫هُ َما‬
Their ‫ىهم‬ ‫هُ ْم‬
Her ‫ىها‬ ‫ه َي‬
Their ‫ىهما‬ ‫هُ َما‬
Their ّ
‫ىهن‬ ‫هُن‬
Your َ‫ك‬ َ‫أَ ْنت‬
Your ‫ُكما‬ ‫أَ ْنتُ َما‬
Your ‫ُك ْم‬ ‫أَ ْنتُ ْم‬
Your ‫ك‬ ‫أَ ْنت‬
Your ‫كثما‬ ‫أَ ْنتُ َما‬
Your ّ
‫كن‬ ‫أَ ْنتُن‬
My ‫ى‬ ‫أَنَا‬
Our ‫نَا‬ ُ‫نَحْ ن‬
It should be noted that possessive pronouns are added as suffix to nouns and
prepositions.
- The pronominal suffix ( ‫ُك َما‬ ) is shared by masculine and feminine
duals. Some of the personal pronouns are not adequately represented as they
serve the purpose of possessive pronouns too; these include
‫ىهُ َما‬ - for masculine and feminine duals
‫ىهُ ْم‬ - for masculine plural
‫ىهُن‬ - for feminine plural
-State the six second person personal pronouns in Arabic and cite the
possessive pronouns representing each of the pronouns
29
Please note that the pronouns function properly and meaningfully when
they are suffixed to nouns or prepositions. Let us consider the following table
where the pronouns are suffixed to a singular noun
Meaning Example English Possessive Personal
equivalents pronouns pronouns
His book ‫كتَابى‬ His ُ ‫ىه‬ ‫ه َُو‬
Their book ‫كتَابُهُ َما‬ Their ‫ىهُ َما‬ ‫هُ َما‬
Their book ‫كتَابُه ُْم‬ Their ‫ىهم‬ ‫هُ ْم‬
Her book ‫كتَابُهَا‬ Her ‫ىها‬ ‫ه َي‬
Their book ‫كتَابُهُ َما‬ Their ‫ىهما‬ ‫هُ َما‬
Their book ‫كتَابُهُن‬ Their ّ
‫ىهن‬ ‫هُن‬
Your book َ‫كتَابُك‬ Your َ‫ك‬ َ‫أَ ْنت‬
Your book ‫كتَابُ ُك َما‬ Your ‫ُكما‬ ‫أَ ْنتُ َما‬
Your book ‫كتَابُ ُك ْم‬ Your ‫ُك ْم‬ ‫أَ ْنتُ ْم‬
Your book ‫كتَابُك‬ Your ‫ك‬ ‫أَ ْنت‬
Your book ‫كتَابُ ُك َما‬ Your ‫كثما‬ ‫أَ ْنتُ َما‬
Your book ‫كتَابُ ُكن‬ Your ّ
‫كن‬ ‫أَ ْنتُن‬
My book ‫كتَابى‬ My ‫ى‬ ‫أَنَا‬
Our book ‫كتَابُنَا‬ Our ‫نَا‬ ُ‫نَحْ ن‬

- Apply the possessive pronouns to the following nouns ‫ قلم‬,‫بيت‬
Let us consider the application of these suffixes to the word as illustrated in
the following table:
English translation Usage in Arabic Possessive Personal
pronouns pronouns
This is his school ُ‫هذه مدرستُه‬ ‫ىه‬ ‫هو‬
This is their school ‫هذه مدرستُهُما‬ ‫ىهما‬ ‫هما‬
‫هذه مدرستُهُم‬ ‫ىهم‬ ‫هم‬
This is their school
This is her school ‫هذه مدرستُها‬ ‫ىها‬ ‫هي‬
30
This is their school ‫هذه مدرستُهُما‬ ‫ىهما‬ ‫هما‬

‫هذه مدرستُهُن‬ ‫ىهن‬ ‫هن‬
This is their school
This is your school َ‫هذه مدرستُك‬ َ‫ك‬ َ‫أنت‬
This is your school ‫هذه مدرستُ ُكما‬ ‫كما‬ ‫أنتما‬
‫هذه مدرستُ ُكم‬ ‫ُك ْم‬ ‫أنتم‬
This is your school
This is your school ‫هذه مدرستُك‬ ‫ك‬ ‫أنت‬
This is your school ‫هذه مدرستُ ُكما‬ ‫ُك َما‬ ‫أنتما‬
‫هذه مدرستُ ُكن‬ ‫ُكن‬ ‫أنتن‬
This is your school
This is my school ‫هذه مدر َستى‬ ‫نى‬ ‫أنا‬
This is our school ‫هذه مدر َستُنَا‬ ‫نا‬ ‫نحن‬
3.2 The Pronominal Suffix of the First Person Plural

The pronominal suffix of the first person plural is ‫نَا‬, whether in the
accusative ( ‫‘ ع ََرفَنَا‬he knew us’) or in the genitive ( ‫‘ كتَابُنَا‬our book’). Both
cases are illustrated by Jarir’s words: ‫ قَت َْلنَنَا ثُم ل ْم يحيينَ قَ ْتالَنَا‬the suffix ‫ نَا‬in ( ‫قَت َْلنَنَا‬
( ‫نَا‬+ ْ‫ ) ) قَتَل‬is in the accusative, but the suffix ‫ نَا‬in ‫ نَا ( قت ََالنا‬+ ‫ ) قَ ْت ْلى‬is in
the genitive.
As an accusative suffix, ‫ نَا‬is appended to ‫ إن‬or one of its sisters; e.g.
َ‫ لَ ْيتَنَا نَ ْعلَ ُم إننا قاد ُمون‬, The ‘n’ of ‫ نَا‬appended to ‫ إن‬, ‫ أَن‬or ‫ َكأ َ ّن‬may be
dropped for the sake of ‘lightening’ )‫(للت َْخفيف‬, thus: ‫( إنَا‬for ‫)إنَنَا‬, ‫( أَنَا‬for ‫) أَنَنَا‬, ‫َكأَنَا‬
(for ‫) َكأَننَا‬. Example )1 ‫ُورةُ ْالقَ ْدر‬
َ ‫(س‬ ‫“ إنَا أنْزَ ْلنَاهُ فى لَيلَة ْالقَ ْدر‬Verily, we sent it
down on the Night of Judgement” (The Chapter of Judgement, verse 1);
here , ‫ إنَا‬is used for ‫إنَنا‬. Note also that ‫ نَا‬in ُ‫ أ ْنزَ ْلنَاه‬is the nominative, for it is the
subject. The pronominal suffix is thus used in the nominative, accusative or
genitive.

- State the pronominal suffix of the first person plural with relevant
illustrations
Furthermore, the possessive pronouns may be attached to prepositions

as in the following examples
‫إنه‬ , ‫به‬ , ‫له‬ - )‫(هو‬
‫إنهما‬ , ‫بهما‬ , ‫لهما‬ - )‫(هما‬
31
‫إنهم‬ , ‫بهم‬ , ‫لهم‬ - )‫(هم‬

‫إنها‬ , ‫بها‬ , ‫لها‬ - )‫(هي‬
‫إنهما‬ , ‫بهما‬ , ‫لهما‬ - )‫(هما‬
ّ ‫إن‬
‫هن‬ ّ
, ‫بهن‬ ّ
, ‫لهن‬ - ّ (
)‫هن‬
َ‫إنك‬ , َ‫بك‬ ,‫ك‬
َ ‫ل‬ - ) َ‫(أنت‬
‫إن ُكما‬ , ‫ب ُكما‬ , ‫ل ُكما‬ - )‫(أنتما‬
‫إن ُكم‬ , ‫ب ُكم‬ , ‫ل ُكم‬ - )‫(أنتم‬
‫إنك‬ , ‫بك‬ , ‫لك‬ - )‫(أنت‬
‫إن ُكما‬ , ‫ب ُكما‬ , ‫ل ُكما‬ - )‫(أنتما‬
‫إن ُك ّن‬ , ‫ب ُك ّن‬ , ‫ل ُك ّن‬ - ّ ‫(أَ ْن‬
)‫تن‬
‫إنى‬ , ‫بى‬ , ‫لى‬ - )‫(أَنَا‬
‫إننّا‬ , ‫بنَا‬ , ‫لنَا‬ - )‫(نحن‬
- If the preposition ( ‫ ) ل‬is prefixed to a pronominal suffix for the third person
singular masculine, it becomes ______ ? You can use it in a sentence thus:
(This book belongs to him). Attach the preposition to the remaining
pronominal suffixes and use them in sentences.
4.0 CONCLUSION
Pronouns like his, her, their, your, my and our are described as
possessive pronouns in English. These pronouns have equivalents in Arabic.
Each of the fourteen separate pronouns in Arabic is represented by a
possessive pronoun. The possessive pronouns are added as suffixes to nouns
and pronouns. Some of these pronouns are shared by masculine and feminine.
5.0 SUMMARY
Possessive pronouns are attached to either nouns or prepositions. These
pronouns become meaningful when attached. Each of the separate pronouns in
Arabic is appropriately represented by a possessive pronoun.

1. State the possessive pronouns in Arabic and attach them to the
following nouns: ‫ بَيْت‬,‫ قَلَم‬,‫ َم ْد َر َسة‬,‫ارة‬
َ َ‫ َسي‬,‫كتَاب‬
32

Adetunji, B. & Hameed, D.O. (2009). A New Approach to the Arabic Language for
Corporation
33
MODULE 1
UNIT 4: CONCEALED PRONOUNS
1.0: Introduction
2.0: Objectives
3.0: Main Content
3.1: The Concealed Pronouns
3.2.0: Categories of Concealed Pronouns
3.2.1 The Concealed Pronouns (Optional)
3.2.2: The Concealed Pronouns (Compulsory)
4.0: Conclusion
5.0: Summary
1.0 INTRODUCTION
In the construction of Arabic sentences, certain circumstances call for
the concealment of pronouns optionally or compulsorily. When pronouns are
concealed, the completeness or meaningfulness of the constructions remains
unaltered. This unit focuses the concealed pronouns and their usages in Arabic
constructions.
2.0 OBJECTIVES
At the end of the lesson, you should be able to:
- Define and classify the concealed pronouns into optional and
compulsory categories
- Identify the actual detached pronouns for which concealed pronouns
could stand
- Compare and contrast the attached, detached and concealed pronouns.
34
3.0 MAIN CONTENT

3.1 The Concealed Pronouns
You have learnt that Arabic pronouns can be divided into three broad
categories: the attached, detached and concealed. The first two categories can
be seen in written forms and they can be pronounced in sentences. Concealed
pronouns cannot be seen in written forms and they cannot be pronounced. As
the name implies, they are concealed in both oral and written forms.
3.2.0 Categories of Concealed Pronouns ‫الضمائر المستترة‬
Concealed pronouns can be categorised into two. In the construction of

Arabic sentences, the pronouns are optionally concealed in some usages while
they are compulsorily concealed in some. The two categories are treated with
appropriate illustrations as follows:
3.2.1 The Concealed Pronouns (Optional)
The concealed pronouns in this category may be represented by a proper

noun or a separate pronoun in Arabic expressions. The pronouns are concealed
optionally because they are adequately represented. Let us consider the
following example:
The teacher came ‫جا َء ْال ُمعلم‬

The sentence above consists an action ‫ جا َء‬and the doer (subject) of that
action ‫المعلم‬. The subject is a noun in the nominative case indicating the doer of
an action and it is commonly cited after the action as in the example. The
subject is masculine in singular form. It can as well be replaced by a separate
pronoun ‫ هو‬. The pronoun is said to be concealed optionally when an
expression takes the form of the stated example. The same explanation goes
for the examples in the following table
‫حكم استتاره‬ ‫الفعل المسندالى الضمير تقدير الضمير‬ ‫الفعل المسند الى‬
‫الظاهر‬
‫جائز‬ ‫هو‬ ُ ‫الح‬
‫ق جا َء‬ َ ُ ‫َجا َء ْالح‬
‫ق‬
‫جائز‬ ‫هو‬ ‫للاُ يَبْسطُ الر ْز َق‬ ْ ّ‫يَبْسطُ للاُ ال‬
‫رّز َق‬
‫جائز‬ ‫تَجْ رى الشمسُ ل ُم ْستَقَ ٍر َوالش ْمسُ تَجْ ري ل ُم ْستَ َق ٍر هي‬
‫َلهَا‬ ‫لَهَا‬
35
Self Assesment Exercise

- State the rules guiding the concealment of pronouns optionally with
appropriate illustrations
3.2.2 The Concealed Pronoun (Compulsory)
Pronouns are compulsorily concealed under certain grammatical

conditions in Arabic usage. Some of the conditions are discussed as follows:
(i) A pronoun is compulsorily concealed when it occurs as the subject of an

imperative verb ( ‫ ) ف ْع ُل االَ ْمر‬intended for a second person. Let us consider this
example: ‫ع الى سبيل ربّكَ بالح ْكمة‬ ُ ‫ا ْد‬
“Call to the way of your Lord with wisdom: The word is an imperative verb
directed to a second person singular masculine. The subject ( ُ‫ ) الفاعل‬which is
compulsorily concealed is ( َ‫‘ ) أَنت‬You’ – the second person singular
masculine pronoun.
Imperative verb like (sit down), ْ‫( اضْ رب‬beat), ْ‫( ُكل‬eat) and ْ‫( قُل‬say)
which obviously appear as one word each, are indeed enough for a speech.
This is because they are not single words as they appear to be. Rather, they are
sentences comprising two words, one of which is expressed but the other one
( َ‫ )أَ ْنت‬is concealed. The listener understands this from the command, even
though it is not expressed verbally.
The concealment of pronouns while constructing imperative verbs is
not restricted to singular pronouns only; it is applicable to other types of
pronouns as well. Let us consider more examples:
Concealed pronouns Imperative verbs

(m) ‫أَ ْنتُ َما‬ ‫ اضْ ربَا‬,‫ اجْ ل َسا‬, ‫ا ْذهَبَا‬
‫أَ ْنتُ ْم‬ ‫ اضْ ربُوا‬,‫ اجْ لسُوا‬,‫ا ْذهَبُوا‬
(f) ‫أَ ْنت‬ ‫ اضْ ربى‬,‫ اجْ لسى‬,‫ا ْذهَبى‬
‫أَ ْنتُ َم‬ ‫ اضْ ربَا‬,‫ اجْ ل َسا‬, ‫ا ْذهَبَا‬
‫أَ ْنتُن‬ َ‫ اضْ ر ْبن‬, َ‫ اجْ ل ْسن‬, َ‫ا ْذهَ ْبن‬
36
Self Assesment Exercises

(i) State five examples of imperative verbs intended for a second person with
their compulsorily concealed pronouns as in the above table.
(ii) A pronoun is compulsorily concealed when it occurs as the subject ( ُ‫) الفاعل‬
ُ ‫ ) المضار‬intended for a second person ( َ‫)أنت‬.
of a present tense verb ( ‫ع‬
Let us consider this example: ‫بني أَتعرفُ متى تتكلم و متى تسكت؟‬
َ ‫يا‬
‘My son, do you know when to talk and when to remain silent?
The words ‫ تتكلم‬and ‫ تسكت‬are present tense verbs. The subject ( ُ‫ ) الفاعل‬of the
two verbs which is compulsorily concealed is ( َ‫‘ – ) أنت‬You’, the second
person singular masculine pronouns
- Construct five sentences in the present from where a compulsory

concealed second person singular pronoun for masculine ( َ‫ )أَ ْنت‬occurs as
the subject. Apply the same task to the second person singular pronoun
for feminine (‫)أَ ْنت‬
- The same rule enumerated above could be applied to dual and plural as well.
Give examples of where each of ‫( أَ ْنتُ َما‬masculine), ‫( أَ ْنتُ َما‬feminine), ‫أَ ْنتُ ْم‬
and ‫ أَ ْنتُن‬occurs as the subject.
(iii) A pronouns is compulsorily concealed when it occurs as the subject

ُ ‫ المضار‬constructed for the first person
( ُ‫ ) الفاعل‬of a present tense verb ‫ع‬
dual/plural, masculine/feminine ( ‫)نحن‬. Let us consider the following example
َ‫نرجو لك السعادة‬ We wish you success.
The word ‫ نرجو‬is a present tense verb applicable to dual, masculine or
feminine as well as plural, masculine or feminine. The subject which is
compulsorily concealed is ‫نحن‬
-Cite some illustrations of the grammatical rules enumerated above.
(iv) A pronoun is compulsorily concealed when it occurs as the subject ‫الفاع ُل‬
of a present tense verb ‫ع‬ ُ ‫ المضار‬intended for the first person singular, masculine
or feminine pronoun ( ‫) أنا‬. Let us consider this example:
َ ‫‘ أ ُري ُد أَ ْن أَ ْش َر‬I want to drink water’
‫ب ْال َما َء‬
The words ‫ اُري ُد‬, ‫ب‬ َ ‫ أَ ْش َر‬are present tense verbs for the first person singular,
masculine or feminine. The subject of the two verbs which is compulsorily
concealed is ‫أَنَا‬
37
4.0 CONCLUSION
We have discussed the concealed pronouns in this unit. Two types of

the concealed pronouns are the ones optionally concealed and those that are
compulsorily concealed. The grammatical conditions governing the
concealment of these pronouns and the classes to which each of the two
groups can be divided into were also treated. The discussion was spiced with
relevant illustrations.
5.0 SUMMARY
Arabic pronouns can be broadly divided into three – separate (detached),
attached and concealed. While the first two categories can be seen in written
form and produced orally, concealed pronouns can neither be seen nor
produced. The concealment of these pronouns is guided by certain
grammatical rules which we have examined in this unit.

1. State relevant examples of the pronouns concealed optionally
2. State at least three grammatical conditions that could lead to concealing
the pronouns compulsorily
REFERENCES/FURTHER READINGS
Bakr, E.Y. (1975). Arabic by Radio, Book 3, Part 1, Cairo, A.R.E. Broadcasting
Corporation
38
MODULE 1
UNIT 5: DEMONSTRATIVE, RELATIVE AND INTERROGATIVE
PRONOUNS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Demonstrative Pronouns
3.2 Relative Pronouns
3.3 Interrogative Pronouns
4.0 Conclusion
5.0 Summary
6.0 Tutor Marked Assignment
7.0 References/Further Readings
1.0 INTRODUCTION
This unit addresses the demonstrative, relative and interrogative
pronouns respectively. The grammatical rules applicable to each of the three
categories are stated with appropriate illustrations
2.0 OBJECTIVES
- cite the demonstrative pronouns and identify the rules affecting them
- state the relative pronouns and the appropriate grammatical rules
affecting them
- mention the grammatical rules affecting the interrogative pronouns with
relevant illustrations
3.0 MAIN CONTENT ‫َار ِة‬

َ ‫س َماء إلش‬
ْ ‫أ‬
Demonstrative Pronouns
In English, we have demonstrative pronouns like ‘this’, ‘that’, ‘these’
and ‘those’. They are all applicable to human and non-human beings, making
no difference between genders. There are demonstrative pronouns also in
Arabic but as usual, they come in singulars, duals and plurals, using different
39
forms for masculine and feminine while the difference in distance is also
considered. They are noted below:
Distance Number Gender English Pronouns
equivalents
Near Singular Masculine This ‫هذا‬
Near Dual Masculine These ‫ هذين‬/ ‫هذان‬
Near Plural Masculine These ‫هؤالء‬
Near Singular Feminine This ‫هذه‬
Near Dual Feminine These ‫ هاتين‬/ ‫هاتان‬
Near Plural Feminine These ‫هؤالء‬
Far Singular Masculine That ‫ذلك‬
Far Dual Masculine Those ‫ذالكما‬
Far Plural Masculine Those َ‫أُولئك‬
Far Singular Feminine That َ‫ت ْلك‬
Far Dual Feminine Those َ‫ت ْل ُكما‬
Far Plural Feminine Those َ‫أُولئك‬
Considering the pronouns cited, it will be noted that the same

demonstrative pronouns { ‫ } هَؤالء‬is shared by near plural masculine and
feminine. The same is applicable to { َ‫ } أُولئك‬which is shared by far plural
masculine and feminine. Apart from the two pronouns, other pronouns
perform specific functions as outlined in Arabic grammar. As opposed to
English language where gender is not taken into consideration in its
constructions, gender takes a prominent position in Arabic constructions. In
English, the word ‘this’ is applicable to both masculine and feminine in
singular form. The case is different in Arabic as you can note in the table
Please note the pronouns cited in the table, you will observe that only
two of these pronouns ‫ هاذان‬and ‫ هاتان‬have alternatives as ‫ هَ َذيْن‬and
‫هَاتَيْن‬respectively. With the exception of these two pronouns, the remaining
ones fall under the category of items classified as ‫الممنوعة من الصرف‬
“deprived of nunation” in Arabic grammar. Pronouns under this classification
maintain the same ending vowel irrespective of their positions – nominative,
accusative or genitive – in Arabic constructions
The two pronouns ‫ هذين‬/ ‫ هذان‬and ‫ هاتين‬/ ‫ هاتان‬change along with the
grammatical rules affecting the positions they occupy in Arabic constructions.
40
The two, being duals are so treated in Arabic grammar. Let us consider these
examples
Nominative – ‫هَذاْن‬
Accusative – ‫هَ َذيْن‬
Genitive – ‫هَ َذيْن‬
Nominative – ‫هاتان‬
Accusative – ‫هاتين‬
Genitive - ‫هاتين‬

- State the demonstrative pronouns with the numbers and genders
represented by each of them
If one of the demonstrative pronouns is immediately followed by the
definite article, then the two combined form a demonstrative adjective. Pls
find some examples below:
This teacher ُ‫هذا ْال ُمدَرس‬

This female student ُ‫هذه الطال َبة‬
These people ُ‫هَؤالء النّاس‬
That mosque ‫ذلكَ المسج ُد‬
That aeroplane ُ‫ت ْلكَ الطائرة‬
Those men ‫أُولئكَ الرجا ُل‬
Those women ‫أُولَئك النسا ُء‬
If the word we intend to qualify by the demonstrative adjective is
definite without the definite article, i.e. if it is a proper noun or followed by a
genitive, then the demonstrative adjective must follow the noun or genitive
construction it qualifies, being really a pronoun in apposition. Let us consider
these examples:
This ‘Abdullah ‫عب ُدللا هذا‬

This Fātimah ‫فاطمةُ هذه‬
Those University professors َ‫أَساتذةُ الجامعة أُولَئك‬
41
If the predicate of a demonstrative pronoun begins with the definite

article, the corresponding personal pronoun must be inserted between the two
since, as noted above, the personal pronoun immediately followed by the
definite article becomes the demonstrative adjective. Let us consider some
examples:
This is the mosqueٍ ‫هذا هو المسْج ُد‬

That is the (female) teacher ُ‫ْتلكَ ه َي ال ُم َعل َمة‬
These are the generous ones ‫هؤالء هُم الكرا ُم‬
This is the end ُ‫هي النهاية‬ َ ‫هذه‬
If the predicate is definite by reason of following genitive then the

insertion of the personal pronoun is optional. Find some examples below :
This is my pen ‫هذا (هو) قلَمي‬

This is the professor’s wife ُ‫هي) زوجةُ ااألُسْتاذ‬َ ( ‫هذه‬
- Analyse the grammatical rules affecting these expressions
ُ‫هَ َذا ْال ُمدَرس‬
ُ‫ت ْلكَ ه َي الطلبَة‬
‫هَ َذا (هو) َبيْتى‬
3.2 Relative Pronouns ‫أألسماء الموصولة‬

In Arabic, there are six relative pronouns. They represent English
relative pronouns like ‘that’, ‘who’, ‘whom’ and which. They are cited below
with their usages:
Usage English equivalents

Singular masculine That, which, who, whom ‫الذى‬
Dual masculine That, which, who, whom ‫اللذيْن‬/‫الل َذان‬
Plural masculine That, which, who, whom َ َ‫الذين‬
Singular feminine That, which, who, whom ‫التى‬
Dual feminine That, which, who, whom ‫اللتَيْن‬/‫اللتان‬
Plural feminine That, which, who, whom ‫الالئى‬/‫الالتى‬/‫اللواتى‬
42
If the subject of a subordinate relative clause is other that the noun or

pronoun qualified by it then the relative must be resumed by a personal
pronoun. Let us consider few examples:
The man who helped Umar ‫نصر ُع َمرً ا‬

َ ‫الر ُج ُل الذى‬
The man whom they killed ُ‫الّ َر ُج ُل الذى قتَلوه‬
ُ َ
If the noun qualified by the relative is indefinite the relative pronoun is

omitted altogether. Let us consider this example:
A man whom they killed ُ‫َرجُل قتلُوه‬

This statement is grammatically correct against ُ‫ َر ُج ُل الذى قَتَلُوه‬which is
unsound grammatically and is thus meaningless. Please find more examples
below:
A man who struck Muhammad ً‫ب ُم َحمدا‬ َ ‫ض َر‬ َ ‫رجُل‬

A girl with whom I went ‫ت َم َعهَا‬ْ َ‫طالبة َذهَب‬
They are people in whom we trusted ‫هث ْم نَاس وثقنا به ْم‬

- Arabic relative pronouns are six; mention them with their English
equivalents
3.3 Interrogative Pronouns ‫س َما ُء اإلس ِت ْف َها ِم َي ِة‬

ْ ‫األ‬
The most common of the interrogative pronouns are contained in the
following:
English equivalents Pronouns
Who ‫َم ْن‬
What ‫َما‬
Where َ‫أَ ْين‬
How َ‫َك ْيف‬
When ‫َمتَى‬
How much/many ‫َك ْم‬
Which ْ‫أَى‬
What is it/that ‫ما َذا‬
These should, however, not be confused with the interrogative
prepositions like { ْ‫ } هَل‬and { َ‫ } أ‬both of which means “is” or “are”
depending on their usages within a sentence.
43
These are all, with the exception of ( ‫ ) أَي‬indeclinable, in essence, the

fall within the category of the Arabic lexical items described as “deprived of
nunation”. Let us consider some examples:
Who came with you? َ ‫َم ْن َح‬

‫ض َر َم َعكَ ؟‬
Whom did you strike? َ ‫َم ْن‬
‫ض َربْتَ ؟‬
Whose book is this? ‫كتاب َم ْن هذا؟‬
What did you write? ‫ماذا َكتَ ْبتُ ْم؟‬
Where did you get this from? ‫م ْن أَ ْينَ لَكَ هذا؟‬
When did you hear that? ‫َمتى َسم ْعتُ ْم َذلكَ ؟‬
If the interrogative pronoun ( ‫ ) ما‬is shortened to ( ‫) م‬, it is attached to
the preposition still to serve the purpose of interrogation. Pls find some
examples beow:
For what, why? ‫ل َم؟‬

Till when? ‫إال َم؟‬
For what? ‫عَال َم؟‬
From what? ‫مم؟‬
Please note that two of these interrogative pronouns are very often used
as relative pronouns equalling‫الذى‬, these are‫ َم ْن‬and ‫ َما‬respectively. The status
of the two pronouns therefore, will be determined by the context in which they
are found in the construction. Let us consider these examples:
He who killed was killed :‫َم ْن قَت ََل قُت َل‬
or
He who kills will be killed
I understood what they wrote in their letter ُ ‫ق ْد فَه ْم‬
:‫ت ما كتبوهُ فى خطابهم‬
- State four of the interrogative pronouns in Arabic and apply them in
sentences
44
4.0 CONCLUSION
Three types of pronouns – the demonstrative, relative and interrogative
pronouns respectively, received attention in this unit. Each of the three types
has its peculiar grammatical features which we have discussed with illustrative
examples.
5.0 SUMMARY
Demonstrative and relative pronouns consider not only the number but
also the gender in their usages. Each of the two pronouns features distinct
grammatical rules. Interrogative pronoun is not, as it has no strict grammatical
rules as affecting the number and gender.

1. State the demonstrative pronouns and the grammatical rules applicable
unto them
2. State the relative pronouns and their English equivalents; use them in
meaningful sentences

Corporation
45

UNIT 1: SINGULAR AND DUAL
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Definite and Indefinite Nouns
3.2 Singular Nouns in Arabic
3.3 Formation of Dual from Singular Nouns
3.4 Categories of Duals in Arabic
3.5 Duals in Nominative, Accusative and Genitive Cases
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION
In English classification system we have singular and plural, but in
Arabic, there exist three classifications, viz; singular, dual and plural.
The word mufrad (singular) embraces any single figure human or non-
human, masculine or feminine. It is identified by tanwīn (Nunation) which
normally occurs as the vowel of its last radical if it is indefinite and by the
prefix ’al- the definite marker – if it is definite.
Dual (muthanā) as a term connotes two figure, human or non-human,
masculine or feminine. For conversion of singular nouns to dual, it is required
that either the letters ( ‫ ) ان‬---ani or ( ‫) ين‬---ayni are added as suffixes unto
them. The position a dual noun occupies within a sentence determines which
of the alternatives is applicable. This unit will discuss two, with the
grammatical rules affecting each of the two.
2.0 OBJECTIVES
- Identify singular nouns in Arabic and state the rules guiding their
conversion to duals
- Identify the categories of duals and the grammatical rules applicable to
each of the category
46
3.0 MAIN CONTENT

3.1 Definite and Indefinite Nouns ُ‫ال َم ْع ِرفَةُ َو الن ْك َرة‬
A noun can either be definite or indefinite. An indefinite noun does not
indicate a specific person or a thing whereas a definite noun indicates a
specific person or thing. In Arabic language, nouns denoting specific persons,
places or things are definite while the prefix ( ‫‘ ) ال‬al is added to mark the
other definite nouns. Indefinite nouns appear without the prefix while the last
letters of such nouns are given double vowels (Nunation). The following are
examples of definite and indefinite nouns
Indefinite ُ‫الن ْك َرة‬ ُ‫ ال َم ْعرفَة‬Definite

‫َش ْيخ‬ ‫الش ْي ُخ‬
‫طَرْ بُوش‬ ُ‫الطرْ بُوش‬
‫َعاقلَة‬ ُ‫ال َعاقلَة‬
‫َمرْ ض َعة‬ ُ‫ال َمرْ ض َعة‬
‫َجا َء الش ْي ُخ‬ ‫َجا َء َشيْخ‬

The Shaykh has come A Shaykh has come
ُ ‫ا ْشت ََري‬
‫ْت طَرْ بُو ًشا‬ ُ ‫ا ْشت ََري‬
َ ‫ْت الطرْ ب‬
‫ُوش‬
I bought a cap I bought the cap
The terms ‘definite’ and ‘indefinite’ are applicable to singular, dual and
plural nouns. We must note that what prominently differentiates between the
two is the prefix (‫ )ال‬irrespective of the number involved – singular, dual or
plural.

- Distinguish between definite and indefinite nouns in Arabic with relevant
examples
Let us consider few examples:
Type Plural Dual Singular
Indefinite َ‫ُمسْلمين‬ َ‫ُمسْل ُمون‬ ‫ُمسْل َميْن‬ ‫ُمسْل َمان‬ ‫ُمسْلم‬
Indefinite ‫ُمسْلمات‬ ‫ُمسْلمات‬ ‫ُمسْلمتَيْن‬ ‫ُمسْل َمتان‬ ‫ُمسْلمة‬
Definite َ‫ال ُمسْل ُمون‬ ‫ال ُمسْل َميْن‬ ‫ال ُمسْل َمان‬ ‫ال ُمسْلم‬
َ‫ال ُمسْلمين‬
Definite ‫ال ُمسْلمات‬ ‫ال ُمسْل َمتان‬ ‫ال ُمسْلمة‬
‫ال ُمسْلمات‬ ‫ال ُمسْلمتَيْن‬
47
3.2 Singular )‫(مفرد‬

As noted earlier, any singular figure whether it is human or non-human,
masculine or feminine is regarded as ‫ مفرد‬in Arabic. A singular figure enjoys
the application of the three cases – the nominative, accusative or genitive
unless such figure falls within the classification of items designated as –
denied of nunation. Please find some examples of singular nouns as follows
,‫القَلَ ُم‬ ,‫كتَاب‬ ,‫ال َم ْق َع ُد‬ ُ ‫البَي‬
,‫ َساعَة‬,‫ْت‬ ,‫ُمدَرس‬
‫الولَ ُد‬
َ ,‫َك ْلب‬ , ُ‫ال َم ْي َدان‬ ,‫ارة‬
َ ‫َسي‬
3.3 Formation of Dual from Singular Nouns
To convert a singular noun to dual, specific grammatical rules which
will be treated in 3.5 below must be followed. There are two suffixes – ‫ ان‬and
‫ ين‬which should be added to a singular noun in the process of converting it to
dual. The choice which of the two suffixes to be added to a singular noun is
determined by the position of such noun within a sentence. Please let us
consider some examples:
‫ الولدان‬- ‫الولد‬
‫الولَ َديْن‬
َ
‫ولدان‬ - ‫ولد‬
‫َولَ َديْن‬
‫ الطالبتان‬- ‫الطالبة‬
‫الطالبتين‬
‫ طالبتان‬- ‫طالبة‬
‫طالبتين‬
- Convert the following singular nouns to dual:
,‫المعلم‬ ,‫الكتاب‬ ,‫المسجد‬ ,‫الكرسي‬
ّ ,‫محفطة‬ ,‫بيت‬ ,‫طالب‬ ,‫قلم‬ ,‫مقعد‬
‫المسلم‬
3.4 Categories of Duals in Arabic
The common rule is that either of the two suffixes must be added to a
singular noun while converting it to dual. However, certain categories of
singular nouns have specific rules which are enumerated as follows :
48
(i) ‫تثنية المقصور‬
A singular noun ending with the ’alif of elongation occasionally

represented by yā’ ( ‫ ) ي‬is described as ‫اإلسم المقصور‬. The ’alif must be
reverted to its origin in the process of converting the noun to dual. The origin
of such ’alif can either be wāw ( ‫ ) و‬or yā’ ( ‫) ي‬. This is applicable if such
noun is trilateral. After the ’alif is reverted, either of the two suffixes ‫ ين‬or ‫ان‬
should be attached depending on the context within which such dual noun is
found in a sentence. Let us consider few examples:
‫َص َوان‬
َ ‫ ع‬- ‫َصا‬
َ ‫ع‬
‫َص َويْن‬
َ ‫ع‬
‫فَتَيَان‬ - ‫فَتَى‬
ِ‫فَتَيَيْن‬
If the singular noun comprises more than three letters, the ’alif must
mandatorily be converted to yā’( ‫) ي‬. Let us consider few examples:
‫ُمصْ طَفَ َيان‬ - ‫ُمصْ طَفَي‬
َ ْ‫ُمص‬
‫طفَ َييْن‬
‫ ُم ْستَ ْشفَ َيان‬- ‫ُم ْستَ ْشفَي‬
‫ُم ْستَ ْشفَ َييْن‬
(ii) ‫تثنية المنقوص‬
A noun is described as ‫ المنقوص‬when it is suffixed by a yā’ ( ‫ ) ي‬of

elongation (prefixed by a letter with the i-vowel ( ‫) الكسرة‬. Examples of nouns
in this category include ‫ الرامى‬,‫ الراعى‬,‫ الساعى‬, ‫ القاضي‬. To convert a noun in this
category to dual, the a-vowel must be applied to the letter of elongation – ( ‫) ي‬
before the addition of either of the suffixes. Let us consider these examples:
‫ القَاضيَان‬- ‫القَاضي‬
‫القَاض َييْن‬
‫ ال َساعيَان‬- ‫ال َساعي‬
‫ال َساعيَيْن‬
(iii) ‫تثنية الممدود‬
A noun ending with hamzah ( ‫ ) ء‬is described as ‫اإلسم الممدود‬. To convert
a noun in this category to dual, we must first consider the status of the hamzah.
If the hamzah is a feminine marker, it must be converted to wāw ( ‫ ) و‬before
the attachment of either of the suffixes, e.g.
49
َ َ‫أَ ْشي‬
‫اوان‬ - ‫أَ ْشيَا ُء‬
َ َ‫أَ ْشي‬
‫اويْن‬
‫اوان‬
َ ‫ْض‬
َ ‫بَي‬ - ‫ْضا ُء‬
َ ‫بَي‬
‫او ْين‬
َ ‫ْض‬
َ ‫بَي‬
If the hamzah has its origin in yā’ ( ‫ ) ي‬or wāw ( ‫) و‬, it could be
changed to wāw before the attachment of either of the suffixes or be retained.
Let us consider the following examples:
‫َاوان \ بَن ََويْن‬
َ ‫بَن‬ - ‫بَناء‬
or
‫بَنَا َءان \ َبنَا َءيْن‬
Both plural forms are appropriate
(iv) ‫تثنية محذوف الالم‬
A noun comprising only two letters is described as ‫ محذوف الالم‬. Nouns in
this category are of two types. The first type are the nouns whose third letters
are considered to have been erased like ‫ اب‬and ‫ أخ‬. The third letter considered
to have been erased is wāw ( ‫ ) و‬as it is compulsorily returned when the nouns
service as construct ( ‫ ) المضاف‬in a sentence, e.g.‫ اخو محمد‬and ‫ ابو زيد‬The
letter ( ‫ ) و‬must be returned while the suffixes should then be added to
convert nouns in this category to dual. Let us consider these examples:
‫ أَ َب َوان‬- ‫أب‬
‫اَ َب َويْن‬
‫أَخَ َوان‬ - ‫أخ‬
‫أَخَ َويْن‬
However, if the third letter assumed to have been erased is not wāw
( ‫) و‬, the suffixes should just be added to the nouns falling into this category
as they are. Please let us consider these examples:
‫ َيدَان‬- ‫َي ُد‬
‫يَ َديْن‬
(v) ‫الملحق بالمثنى‬
There are some nouns which do not fit properly under the rules guiding
the conversion of singular to dual in Arabic but are actually treated as ‫مثنى‬.
These nouns actually have no singular forms. Nouns in this category include:
‫اثنين‬ \ ‫اثنان‬
‫اثنتين‬ \ ‫اثنتان‬
50

- State the various categories of duals in Arabic.
3.5 Duals in Nominative, Accusative and Genitive Cases
A noun in dual form ends with the suffix ( ‫ ) ان‬when it occurs in the
context where nominative case must be employed. It ends with ( ‫ ) ين‬when it
occurs in the context where accusative and genitive cases are applicable
respectively. Let us consider few examples :
Nominative ‫َجا َء ال ُم َعل َمان‬

Accusative ُ ‫رأَ ْي‬
‫ت المعل َم ْين‬
Genitive ُ ْ‫مرر‬
‫ت بالمعل َم ْين‬ َ
Please note ‫ ال ُم َعل َمان‬in the first example, it is the subject which must
remain in nominative case. Consider the second and third examples, the word
‫ المعلمين‬is repeated unchanged. The applicable case in the second example is
accusative because it is the object while It is genitive in the third example
because of the effect of the preceding genitive particle. In essence, the suffix ‫ين‬
should be added to singular noun when converting it to dual in accusative and
genitive cases.

- Distinguish between ‫ االسم المنقوص‬and ‫ االسم المقصور‬, state five examples
from each of the two and convert the examples to dual
4.0 CONCLUSION
In English, we have singular and plural but there are three
classifications – singular, dual and plural in Arabic. We have discussed
singular and how it can be converted to dual in this unit. Singular nouns fall
into different types and each type has specific grammatical rules. These rules
with appropriate illustrations have been treated in this unit
5.0 SUMMARY
We have treated the singular and dual nouns with the grammatical rules
affecting the two. Types of singular nouns and the rules guiding the
conversion of each type to dual have also been addressed with appropriate
illustrations.
51

- State the grammatical rules guiding the conversion of the various types
of singular nouns to dual

52
MODULE 2
UNIT 2: SOUND MASCULINE PLURAL
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Conversion of Dual to Sound Masculine Plural
3.2 Categories of Sound Masculine Plural
3.3 Elision of Nūn from Sound Masculine Plural
4.0 Conclusion
5.0 Summary
7.0 References and Further Readings
1.0 INTRODUCTION
Plural refers to two or more figures in English usage. In Arabic, plural
refers to three or more figures, human or non-human, feminine or masculine.
There are basically three types of plurals in Arabic, these are: sound masculine,
sound feminine and broken plurals. Sound Masculine Plural ‫ جّ ْم ُع ال ُم َذكر السالم‬is
formed from the singular nouns by adding either the suffix ( ‫ ) ون‬--- una or
( ‫ ) ين‬---- ina to the singular form. The suffix to be added out of two
alternatives will be determined by the place of the plural concerned within a
sentence – based on certain grammatical rule.
The sound masculine plural will be discussed in this unit.
2.0 OBJECTIVES
- state the grammatical rules guiding the conversion of dual to sound
masculine plural
- identify the types of nouns that can feature under sound masculine
plural and the specific grammatical rules guiding each type
- distinguish between sound masculine plural and other forms of plurals
in Arabic
53
3.0 MAIN CONTENT
Sound Masculine Plural

‫ّج ْم ُع ال ُم َذك ِر السا ِل ِم‬
‫اإلسم المقصورالملحق بجمع المذكر السالم‬ ‫اإلسم الممدود‬ ‫اإلسم المنقوص‬ ‫اإلسم الصحيح‬
3.1 Conversion of Dual to Sound Masculine Plural
A noun is converted from singular to dual with the addition of ( ‫ ) ان‬or

( ‫ – ) ين‬depending on the position of such noun in the Arabic construction. To
convert a dual to sound masculine plural, the suffixes ( ‫ ) ان‬and ( ‫ ) ين‬should
be replaced with ( ‫ ) ون‬and ( ‫ ) ين‬respectively as dictated by certain
grammatical rules which we will analyse before the end of this unit.

- Convert the following nouns to sound masculine plural
‫ معلم‬,‫ سائق‬,‫ مدرس‬,‫ صائم‬,‫مؤمن‬
3.2 Categories of Sound Masculine Plural
(i) ‫جمع اإلسم الصحيح‬
A sound singular noun is converted to sound masculine plural with the
addition of the suffix ( ‫ ) ون‬in the nominative case, whether such noun is
definite or indefinite. Please find some examples below
(Nominative) ‫المسلمون‬ - ‫المسلم‬

(Nominative) ‫المؤمنون‬ - ‫المؤمن‬
(Nominative) ‫معلمون‬ - ‫معلم‬
(Nominative) ‫سائقون‬ - ‫سائق‬
Such a noun is converted to sound masculine plural in the accusative or
genitive cases with the addition of the suffix ( ‫) ين‬. Here are some examples:
54
Accusative ‫المسلمين‬ - ‫المسلم‬

Genitive ‫المسلمين‬
Accusative ‫المؤمنين‬ - ‫المؤمن‬
Genitive ‫المؤمنين‬
Accusative ‫معلمين‬ - ‫معلم‬
Genitive ‫معلمين‬
Accusative ‫سائقين‬ - ‫سائق‬
Genitive ‫سائقين‬
Let us consider these constructions

‫جاء المسلمون‬
‫رأيت المسلمين‬
‫مررت بالمسلمين‬
In the first example ‫ المسلمون‬is the subject. Subject is grammatically
defined as a noun in the nominative case indicating the doer of an action and is
commonly cited after the action. In the second example, ‫ المسلمين‬is the object.
The object is defined as a noun in the accusative case indicating the particular
thing on which the action of the doer occurred. The word ‫ المسلمين‬in the third
example is in the genitive case because it is preceded by a genitive case
particle)‫(ب‬. A noun appears in genitive mood when it is preceded by any of
the genitive case particles

- Convert the following dual nouns to sound masculine plural:,
.‫ َكاتبان‬,‫ َحافظَان‬,‫صائ َمان‬
َ ,‫ ُمدَر َسان‬,‫َسائقَان‬
(ii) ‫جمع االسم المنقوص‬

A noun is described as ‫ المنقوص‬when it is suffixed by a yā’ ( ‫ ) ي‬of
elongation (prefixed by a letter with i-vowel). Examples of nouns in this
category are ‫ الهادى‬,‫ الساعي‬and so on. To convert nouns in this category to plural,
the last letter yā’ ( ‫ ) ي‬should be erased while the vowel of the letter
preceding it must be changed to ‫( الضمة‬u-vowel) if it is in the nominative case.
The vowel ‫(الكسرة‬i-vowel) must be retained in accusative and genitive cases.
Let us consider some examples:
55
Nominative ‫الهادون‬ - ‫الهادى‬

‫الساعون‬ - ‫الساعى‬
Accusative ‫الهادين‬ - ‫الهادى‬
‫الساعين‬ - ‫الساعى‬
Genitive ‫الهادين‬ - ‫الهادى‬
‫الساعين‬ - ‫الساعى‬
(iii) ‫جمع االسم الممدود‬

A noun ending with hamzah is described as ‫الممدود‬. To convert a singular
noun in this category to plural, the rule is that the hamzah should be retained
while appropriate suffixes should be added ‫ ين‬or ‫ ون‬depending on the
position of such plural in a sentence.
Let us consider some examples
Nominative ‫البناؤن‬ - ‫ل ب ناء‬

‫الوفاؤن‬ - ‫الوفاء‬
‫الرفاؤن‬ - ‫الرفاء‬
Accusative ‫البنائين‬ - ‫ل ب ناء‬
‫الوفائين‬ - ‫الوفاء‬
‫الرفائين‬ - ‫الرفاء‬
Genitive ‫البنائين‬ - ‫ل ب ناء‬
‫الوفائين‬ - ‫الوفاء‬
‫الرفائين‬ - ‫الرفاء‬
(iv) ‫جمع االسم المقصور‬

A noun ending with alif of elongation (preceded by a vowel) is
described as‫ االسم المقصور‬. To convert a noun in this category to sound
masculine plural, the ’alif must be deleted while the letter preceding it must be
retained with the original vowel ‫الفتحة‬. The suffixes ‫ ون‬and ‫ ين‬must be added to
this letter in that form irrespective of the place of occurrence of such word in
the sentence. Let us consider some examples :
56
Nominative ‫مرتضون‬ - ‫مرتضى‬

‫مجتبون‬ - ‫مجتبى‬
‫مصطفون‬ - ‫مصطفى‬
‫مرتجون‬ - ‫مرتجى‬
Accusative ‫مرتضين‬ - ‫مرتضى‬
‫مجتبين‬ - ‫مجتبى‬
‫مصطفين‬ - ‫مصطفى‬
‫مرتجين‬ - ‫مرتجى‬
Genitive ‫مرتضين‬ - ‫مرتضى‬
‫مجتبين‬ - ‫مجتبى‬
‫مصطفين‬ - ‫مصطفى‬
‫مرتجين‬ - ‫مرتجى‬
Differentiate between ‫جمع اإلسم المنقوص‬ and ‫ جمع اإلسم المقصور‬with relevant
illustrative examples
(v) ‫الملحق بجمع المذكر السالم‬
There are some nouns which do not fit properly under the rules guiding
the construction of sound masculine plural but are treated as sound masculine
plurals. Some of these nouns have no singular forms. Few of these nouns are:
,‫ سبعون‬,‫ ثمانون‬,‫ تسعون‬,‫ عشرون‬,‫ ثالثون‬,‫ اربعون‬,‫ خمسون‬,‫ ذوا‬,‫ اولو‬,‫ بنون‬,‫ اهلون‬,‫عليون‬
.‫ستون‬Let us consider this example
Nominative َ‫أُولُوا الفَضْ ل دائ ًما َمحْ بُوبُون‬

Accusative ‫يُحب الناسُ أُولى ال َفضْ ل‬
Genitive ‫ألُولى الفَضْ ل األَثَ ُر الطيبُ فى نُفُوس الناس‬
3.3 Elision of Nūn from Sound Masculine Plural

In Arabic grammar we have what is called ‘the construct’ ‫ المضاف‬and
‘the genitive of the construct’‫ المضاف اليه‬. Let us consider the following
example
‘The teacher’s pen’ ‫قَلَ ُم ال ُمدَرس‬
The word ‫ قَلَ ُم‬which is in the nominative case here is the construct
57
The construct may appear in any of the three cases: the nominative, accusative
or genitive depending on its status within the constructions. The second word
‫ ال ُمدَرس‬is the genitive of the construct. Grammatically, it remains constantly in
genitive case.
When the above rule is applied to a sound masculine plural appearing as
a construct, the Nūn ( ‫ ) ن‬of the ending is compulsorily dropped. Let us
consider few examples:
‫ض َر الَعبُوا ال ُك َرة‬
َ ‫َح‬
The word ‫ حضر‬is a verb in the past form indicating the occurrence of an
action in the past. The word ‫ الَعبُوا‬is the subject in the nominative case, the
case being represented by wāw ( ‫ ) و‬because the subject is sound masculine
plural. In addition to being the subject it is also the construct in that
construction. The last word ‫ ال ُك َرة‬is the genitive of the construct and it remains
in genitive form.
Note that the original form of the construct is ‫ – العبون‬a sound masculine
plural in the nominative case. Being the construct of ‫ ال ُك َرة‬however, it has the
Nūn)‫ (ن‬dropped mandatorily.
The same rule of elision of this last letter ( ‫ ) ن‬is applicable to the
construct when it occurs in the accusative or genitive cases.

Identify the rules guiding the elision of Nūn from sound masculine plural and
cite some examples.
4.0 CONCLUSION
In English usage, the word plural refers to two or more figures or
objects but in Arabic; the word refers to three or more figures or objects.
There are three types of plural in Arabic. Sound masculine plural, one of the
three types has been addressed in this unit. The plural is formed with the
addition of certain suffixes to singular nouns in Arabic as determined by
certain grammatical rules.
Singular nouns ending in sound masculine plural belong to a number of
categories which we have identified in this unit. Grammatical rules affecting
each of the categories have equally been dealt with
5.0 SUMMARY
There are three types of plurals in Arabic – the sound masculine plural,
the sound feminine plural and the broken plural. The sound masculine plural
and the grammatical rules affecting it have received adequate attention in this
unit.
58

- State the grammatical rules guiding the conversion of dual to sound
masculine plural
- State the types of singular nouns ending in sound masculine plural and
analyse the grammatical rules guiding each type

59
MODULE 2
UNIT 3: SOUND FEMININE PLURAL
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Conversion of Dual to Sound Feminine Plural
3.2 Categories of Sound Feminine Plural
3.3 Sound Feminine Plural in Nominative, Accusative and
Genitive
Cases
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION
Sound Feminine Plural ‫سا ِل ِم‬
ّ ‫ال ِمؤنث ال‬
Sound Feminine Plural is formed from singular feminine noun by
infixing elongating ‘alif between the last and second to the last radicals of the
noun while the round ta (tā’marbūtah) which is commonly added to singular
feminine must be converted to ta maftūhah. This is a common definition of
this plural. Certain types of singular nouns end up in sound feminine plural.
These types and the peculiar grammatical features of each of the types will be
studied in this unit.
2.0 OBJECTIVES
- explain the process of converting singular nouns to sound feminine
plural
- identify the types of singular nouns that end up in sound feminine plural
- contrast the grammatical rules affecting the sound feminine plural from
those affecting the other types of plurals in Arabic
60
3.0 MAIN CONTENT

3.1 Conversion of Dual to Sound Feminine Plural
A noun is converted from singular to dual with the addition of ( ‫ ) ان‬or
(‫ ) ين‬depending on the position of such noun in the Arabic construction. To
convert a dual to sound feminine plural, the most common rule is that the
suffixes ( ‫ ) ان‬and (‫ ) ين‬should be dropped while the grammatical rules
affecting a particular noun being converted take effect. These will be
explained in the course of this unit.
3.2 Categories of Sound Feminine Plural

(i) ‫االسم الممدود‬
A noun in this category is the type that ends with hamzah. If the hamzah
is the marker which shows that the noun is feminine, it must be converted to
wāw (‫ ) و‬before the addition of the suffixes (‫)ات‬. Let us consider some
examples:
‫ صحراوات‬- ‫صحراء‬
‫عذراوات‬ - ‫عذراء‬
If, however, the hamzah is originally wāw ( ‫ ) و‬or yā’( ‫) ي‬, it should be
retained while the suffixes (‫) ات‬should be added. Here are some examples :
‫ هجاءات‬- ‫ه َجاء‬
‫ فداءات‬- ‫ف َداء‬
(ii) ‫االسم المقصور‬
A noun ending with alif of elongation (preceded by a – vowel) is
described as ‫ االسم المقصور‬. To convert a noun in this category to sound
feminine plural, an ’alif in accusative case must be added to the last letter.
This must be succeeded by the suffix ( ‫) ات‬. Here are some examples:
‫ لَ ْيلَيَات‬-‫لَيْلى‬
‫ سلميات‬-‫َس ْل َمى‬
(iii) ‫االسم المختوم بالتاء‬
A singular noun ending with close tā’ ( ‫ ) ة‬is converted to sound
feminine plural by infixing elongating alif before the tā’ ( ‫ ) ت‬to open tā’ ( ‫) ة‬.
In essence, such noun ends with the normal suffix ( ‫) ات‬. Let us consider these
examples:
ُ ‫َش َج َرة – َش َج َر‬
‫ات‬
‫ارات‬
َ َ‫ارة – َسي‬
َ َ‫َسي‬
61

-State the grammatical rules guiding the conversion of ‫ اإلسم الممدود‬and ‫اإلسم‬
‫ المقصور‬to sound feminine plural.
(iv) ‫العلم المؤنث‬

Some feminine nouns possess no signs indicating that they are actually
feminine. Converting nouns in this category to plural requires only the
addition of the suffix ( ‫ ) ات‬to their singular forms; e.g.
‫ هندات‬- ‫هند‬
‫ زينبات‬- ‫زينب‬
(v) ‫جمع الصفة للمؤنث‬

If we cite certain nouns as attributes of plural feminine, the attributes
must be treated as sound feminine plural totally with the nouns to which they
serve as attributes. Let us consider few examples; the words ‫ َشامخ‬and ‫ َم ْعدُو ُد‬are
actually attributes for masculine when they are used for feminine, they must
be succeeded by the suffix ( ‫ ) ات‬as in
‫جبَال َشامخَ ات‬
‫أَيَام َم ْعدُودَات‬
(vi) ‫االسم المصغر لغير العاقل‬
To convert the ‘insignificant noun’ of non-living object to sound
feminine plural, a – vowel ( ‫ ) الفاتحة‬must be applied to the last letter of such
noun before the addition of the suffix ( ‫) ات‬. Find few examples below
‫ ُج ْبالَت‬- )‫ُجبَيْل – ( َجبَل‬
‫ قُلَ ْي َمات‬- )‫ (قَلَم‬- ‫قلَيْم‬
(vii) ‫مصادر ما فوق الثالثي‬
The third paradigm in the scale of verbs is known as ‫ مصدر‬. It is
considered to be noun and actually, it is considered as the source from which
the verb and other derivatives are extracted. To convert the ‫ م صدر‬of the
augmented trilateral verbs to sound feminine plural, the rule is that the suffix
( ‫ ) ات‬must be added to such; e.g.
‫ استغفارات‬- ‫استغفار‬
‫ اضطرابات‬- ‫اضطراب‬
62
(viii) ‫ما ال يجمع من المؤنث‬

There are certain feminine nouns to which the rules enumerated above
could not be employed. We come across nouns in this category by frequent
and extensive usage of the language. Feminine nouns in this category
include ‫ أمة‬and ‫ شفة‬. We can never have ‫ أمات‬and ‫ شفات‬respectively.
Self Assesment Exerccise

- State five nouns under ‫ العلم المؤنث‬and convert them to feminine plural
(ix) ‫جمع االسم المنقوص‬

A noun is described as ‫ المنقوص‬when it is suffixed by a yā ( ‫ ) ي‬of
elongation (prefixed by a letter with i – vowel ‫الكسرة‬. This letter of elongation
must vowelled with a – vowel ( ‫ ) الفتحة‬when joined with ‫ – تاء التأنيث‬open tā’
indicating that the noun is feminine. An example of nouns in this category
is ‫الساعيات‬, the singular form of which is ‫ساعية‬
(x) ‫الملحق بجمع المؤنث السالم‬

Some nouns end with the suffix ( ‫) ات‬, the sign by which the sound
feminine plural is prominently identified. These nouns are treated
grammatically as such but they are actually not under the purview of sound
feminine plural. Nouns in this category include ‫أ ُوالت‬, ‫ذوات‬, ‫ بركات‬,‫عرفات‬
(xi)
Many nouns, especially foreign words, and most masculine diminutives
take the sound feminine plural ending, e.g.
‫ َحيَ َوانَات‬- ‫َحيَ َوان‬
‫ نَبَاتَات‬- ‫نَبَات‬
‫ ُجنَ ْيهَات‬- ‫ُج َنيْه‬
‫ ت َْلفُونَات‬- ‫ت َْلفُون‬
Self Asssesment Exercise
- Contrast ‫ ما ال يجمع من المؤنث‬and ‫ الملحق بجمع المؤنث السالم‬with appropriate
illustrations
63
3.2 Sound Feminine Plural in Nominative, Accusative and Genitive

Cases
Sound feminine plural takes u-vowel ‫ الضمة‬the appropriate vowel when
it occurs in the context where nominative case must be employed. It takes i-
vowel ‫ الكسرة‬when it occurs in the contexts where accusative and genitive
cases are applicable respectively. Let us consider few examples:
Nominative ‫ات‬ ْ ‫ض َر‬

ُ َ‫ت الطالب‬ َ ‫َح‬
Accusative ُ ْ‫َصر‬
‫ت الطالبَات‬ َ ‫ن‬
Genitive ‫ت بالطا َل َبت‬
ُ ْ‫َم َرر‬
ُ ‫ الطال َب‬in the first example, it is the subject and as you have
Please note ‫ات‬
learnt, subjects remain in nominative case. The second example ‫ الطال َبات‬, is the
object and object must be in accusative case. As you have learnt, however, the
plural remains in genitive case whether it occurs in accusative or genitive case
respectively. The third ‫ بالطّا َل َبت‬is governed by the preceding genitive particle
4.0 CONCLUSION
Specific grammatical rules guide the conversion of singular to dual in
Arabic grammar. To convert a dual noun to sound feminine plural, there are
also specific grammatical rules determined by the type of noun to be
converted. A common rule, however is that the sound feminine plural should
end with the suffix ( ‫) ات‬.
Sound feminine plural takes u-vowel (‫ )الضمة‬when it occurs within the
context where it should take the nominative case. When it occurs where
accusative and genitive cases are applicable, it takes i-vowel (‫)الكسرة‬.
5.0 SUMMARY
Sound feminine plural ends with the suffix ( ‫) ات‬. Certain types of
nouns end in sound feminine plural. These have been addressed with attention
paid to the rules affecting each of the type in the course of this unit.

- Convert the following singular nouns to sound feminine plural
َ َ‫ َشي‬, ‫ ُس َعاد‬, ‫َس ْل َمى‬
.‫ فَاط َمة‬, ‫ ه ْند‬, ‫ ُجبَيْل‬, ‫ َساعَة‬, ‫ تَ ْكليم‬, ‫ شفَة‬, ‫ ا ْنقطَاع‬, ‫ارة‬
- Give ten sound feminine plurals and apply the three cases – nominative,
accusative and genitive unto them.
64

Corporation
65
MODULE 2
UNIT 4: BROKEN PLURAL
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Conversion of Dual to Broken plural
3.2 Categories of Broken Plural
4.0 Conclusion
5.0 Summary
6.0 Tutor Marked Assignments
1.0 INTRODUCTION
Broken Plural ِ ‫َج ْم ُع الت ْك‬
‫سي ِر‬
Unlike sound masculine and feminine plurals which are formed by
adding specific suffixes to the singular forms, broken plural has no fixed
grammatical rules. Its forms or patterns are so many that it becomes
impossible to forecast from singular to plural or vice versa. Singular nouns
which end up in broken plural are many and unmarked. Learners know them
by extensive research and frequent usage of Arabic language. It is generally
done by prefixing, infixing, suffixing or decreasing the number of letters
making up a singular noun concerned. Broken plural has certain paradigms
upon which the plural nouns are placed and these will be discussed in this unit.
2.0 OBJECTIVES
At the end of this unit, you should be able to
- convert nouns in dual forms to broken plural
- differentiate between broken plural and other forms of plurals
- identify some paradigms of broken plural
66
3.0 MAIN CONTENT

Broken Plural
ِ ‫َج ْم ُع الت ْك‬
ِ‫سير‬
‫جمع الجمع‬ ‫صيغة منتهى الجموع‬ ‫جمع الكثرة‬ ‫جمع القلة‬
The table above shows the categories to which broken plural can be
divided. This will be analysed appropriately in this unit.
3.1 Conversion of Dual to Broken Plural

A noun is converted from singular to dual with the addition of (‫ )ان‬or (‫)ين‬
– depending on the position of that noun in Arabic construction – nominative,
accusative or genitive. Plural nouns which end up in broken plural have no
specific marks. These are known by frequent use of the Arabic language as
well as familiarity with grammar of the language.
3.2 Categories of Broken Plural

‫جمع القلة‬
This category of broken plural embraces between three to ten items.
This view is shared by some Arabic grammarians while others feel it can
apply to any number of items. Featuring under this category are the four
following paradigms with relevant examples:
‫فِ ْعلَة‬
)‫ص ْبيَة (صبي‬
)‫(أَخ‬ ‫إ ْخ َوة‬
)‫(قرد‬ ‫قرْ دَة‬
)‫(فيل‬ ‫فيل‬
‫أ ْف ِعلَة‬
)‫أ ْعمدَة (عمود‬
67
)‫أَرْ غفَة (رغيف‬

)‫أَسْئلَة (سؤال‬
)‫أَجْ وبَة (جواب‬
‫أَ ْف َعال‬
)‫أَجْ دَاد (جد‬
ْ َ‫أ‬
)‫ظ َفار (ظفر‬
)‫أَجْ زَ اء (جزء‬
‫أَ ْفعُل‬
)‫أَ ْنهُر (نهر‬
)‫أَ ْنفُس (نفس‬
)‫أَ ْذرُع (ذراع‬
(ii) ‫جمع الكثرة‬

Just as we observed under ‫جمع القلة‬, the present category embraces
broken plurals comprising unspecified numbers. Below are some of the
paradigms featuring under this category
‫فُعُل‬
)‫(كتَاب‬ ‫ُكتُب‬
)‫(صجيفة‬ ‫صُجْ ف‬
)‫(رسول‬ ‫ُرسُل‬
‫فُ ْعل‬
)‫ُح ْمر (أَحْ َم ُر‬
َ َ‫ُخضْ ر (خ‬
)‫ض َرا ُء‬
‫فُ َعل‬
)‫ص َُور (صورة‬
)‫ُغ َرف (غرفة‬
68
‫فِ َعل‬
‫قطَع (ق ْ‬
‫ط َعة)‬
‫ظلَل (ظلة)‬
‫فَ ْعلَة‬
‫َسحْ َرة (ساحر)‬
‫فُعل‬
‫رُكع (راكع)‬
‫فُ َعال‬
‫ه َُواد (ها ٍد)‬
‫فَ ْعلَى‬
‫َمرْ َ‬
‫ضى (مريض)‬
‫َجرْ َحى (جريح)‬
‫ِف َعال‬
‫ج َبال (جبل)‬
‫ث َياب (ثوب)‬
‫ك َرام (كريم)‬
‫فُعُول‬
‫قُلُوب (قلب)‬
‫بُيُوت (بيت)‬
‫صدُر (صدر)‬
‫ُ‬
‫فِي َعال‬
‫يجان (تاج)‬
‫ت َ‬
‫يران (ثور)‬
‫ث َ‬
‫‪69‬‬
‫أَ ْفعُل‬
‫أَ ْلسُن (لسان)‬
‫أَ ْشهُر (شهر)‬
‫أَرْ جُل (رجل)‬
‫فَ ْعالَ ُء‬

‫أَ ْبنَا ُء (ابن)‬
‫فِ ْعالَن‬
‫غ ْل َمان (غالم)‬
‫ص ْبيَان (صبي)‬
‫إ ْخوان (أخ)‬
‫أَ ْف ِع َ‬
‫ال ُء‬
‫أَوْ ليَا ُء (ولي)‬
‫أَ ْنبيَا ُء (نَب ُ‬
‫ي)‬
‫فُ َعالَ ُء‬

‫ُعلَ َما ُء (عالم)‬
‫ُع َ‬
‫ظ َما ُء (عظيم)‬
‫بُخَ الَ ُء (بخيل)‬
‫فَ َعال‬
‫أَ َياد (يد)‬
‫فُ ْعالَن‬
‫قَضْ بَان (قضب)‬
‫ب ْ‬
‫ُطنَان (بطن)‬
‫ب ُْلدَان (بلد)‬
‫‪70‬‬

- Compare and contrast the ‫جمع الكسرة‬ and ‫ جمع القلة‬with relevant
illustrations
(iii) ‫صيغة منتهى الجموع‬
This category is an extraction from the ‫جمع الكثرة‬. The difference
between the two is the occurrence of two or more letters after the ‫ ألف التكسير‬in
the present category. The grammatical rule affecting the plural in this context
is that it must not be vowelled. Below are some of the paradigms featuring
under this category:
‫فَ َعائِ ُل‬
)‫َر َسائ ُل (رسالة‬
)‫َجائ ُز (عجوز‬
َ ‫ع‬
‫فُ َعالَى‬
َ ‫ُس َك‬
)‫ارى (سكران‬
)‫ُك َسالَى (كسول‬
‫فَ َعالَى‬
)‫ارى (صحراء‬
َ ‫ص َح‬
َ ‫فَت‬
)‫َاوى (فتوى‬
‫فَ َعالِي ُل‬

)‫َصافي ُر (عصفور‬
َ ‫ع‬
)‫(أسلوب‬ ُ‫أَ َساليب‬
)‫تَالَمي ُذ (تلميذ‬
‫فَ َوا ِع ُل‬
)‫َج َواهر (جوهر‬

)‫خَ َوات ُم (خاتم‬
71
‫أَفَا ِع ُل‬
)‫صابع (أصبع‬ َ َ‫أ‬
)‫أَفَاضل (أفضل‬
‫أَفَا ِعيل‬
َ َ‫أ‬
)‫صابيع (أصبع‬
)‫أَ َسابيع (أسبوع‬
‫َمفَ ِعيل‬
)‫(مفتاح‬ ‫َمفَاتيح‬
)‫صابيح (مصباح‬
َ ‫َم‬
‫َمفَا ِعل‬
)‫َم َساجد (مسجد‬
)‫َم َعابد (معبد‬

Identify the category to which each of the following plurals occur
..............‫ أَ ْنفُس‬,‫ أَجْ و َبة‬,‫ ك َرا ُم‬,‫ قَ ْتلَى‬,‫ق‬ َ ,‫ فُقَ َرا ُء‬,‫ُمدُن‬
ُ ‫صنَادي‬
(iv) ‫جمع الجمع‬
The term ‫ جمع الجمع‬indicates the conversion of a broken plural form to

another broken plural form. Few of the plurals coming under this category are
the conversion of ‫إخوة‬, ‫ صبية‬and ‫ أظفار‬featuring under ‫ جمع القلة‬to ‫اخوان‬, ‫صبيان‬
and ‫ أظفار‬under ‫ جمع الكثرة‬respectively

Provide the broken plural forms of the following singular nouns
‫ كريم‬,‫ اخ‬,‫ قرد‬,‫ مفتاح‬,‫ بلد‬,‫ غني‬,‫ جزيرة‬,‫ مجلس‬,‫ أمير‬,‫رسول‬
72
4.0 CONCLUSION
Unlike sound masculine and sound feminine plurals, broken plural has
no fixed grammatical rules. Broken plural can be broken into four categories
with each category featuring specific paradigms. Many words have more than
one form of the broken plural but by reading extensively the student will
become familiar with the form most commonly used.
5.0 SUMMARY
In this unit, we have identified the four categories to which broken
plural can be broken. Broken plural is distinct from the other types of plurals
in Arabic as there are certain suffixes employed to convert singular to plural in
the other plurals but singulars may be suffixed, prefixed or infixed in the
process of constructing broken plurals.

- Identify the major differences between the broken plural and the other
forms of plural in Arabic
REFERENCES/FURTHER READINGS
73
MODULE 3: THE VOWELS

Unit 1: Primary Vowels
1.0: Introduction
2.0: Objectives
3.0: Main Content
3.1: Vowels/short vowels
3.2: Quiescence
3.3: Long vowels
3.4: Vowel Signs
3.5: Nunation
3.6: Doubled Consonants
4.0: Conclusion
5.0: Summary
1.0 INTRODUCTION
Unlike in English, Arabic lexical items are pronounceable only when
they are appropriately vocalised. Arabic vowels are placed either above or
beneath the letters of the lexical items to make the pronunciation possible.
Arabic vowels are broadly divided into two – the primary and the secondary.
The primary vowels will be the focus of this unit.
2.0 OBJECTIVES
- recognise the different types of primary vowels
- apply the vowels to Arabic lexical items and read them appropriately
74
3.0 MAIN CONTENT

3.1 Vowels/Short Vowels
Arabic words and expressions are pronounceable only when appropriate
vowels are applied. There are three basic vowels in classical Arabic; each
occurring both long and short. Two of these are placed above and the third one
is put beneath the letters to show the relevant intonation of a letter. All the 28
letters of Arabic language can take any of these three vowels to give different
sounds. The short ones are contained in the following:
(i) Al-Fathah (the a – vowel). It is indicated in writing by a small diagonal

stroke over the consonant concerned. The vowel sound is the neutral “a”
sound; let us consider the following examples:
‫ب‬َ ‫ض َر‬
َ ‫س‬َ َ‫َجل‬
(ii) Al-Kasrah (the i – vowel). It is indicated in writing by a small diagonal
stroke beneath the consonant concerned. Its appropriate sound is “i” as
in:
‫فيل‬ ‫سجن‬
(iii) Ad-dammah (the u – vowel). It is indicated in writing by a diacritic
similar to a small waw ( ‫ ) و‬placed over the consonant concerned as in:
‫ُرسُل‬ ‫ُكتُب‬
3.2 Quiescence
Jazmah or sukūn means quiescence and it indicates the absence of
vowel. This absence of vowel is indicated by orthographical character written
as a small circle above the quiescence consonant (o).
When quiescence is applied to a letter, it stops the continuance of sound
and it occurs on either the medial or final consonants of a given Arabic word
respectively. It cannot function on a single consonant like fathah (a – vowel),
kasrah (i – vowel) and dammah (u – vowel). Its usages are given below
ْ‫سر‬ ‫َك ْم‬ ْ‫َهل‬
Given below are words of different vowel signs, read them without
resorting to spellings
.‫ َك َرم‬, ‫ ن َع ُم‬, ُ‫ ُمحْ سن‬, ‫ طَ ْب ُل‬, ‫ت‬ َ ‫ ُشر‬, َ‫َجسُن‬
ُ ْ‫ سر‬, ‫ب‬
Note:
There are two diphthongs represented by ( ْ‫“ ) و‬aw” and ( ْ‫“ ) ي‬ay”. The
diphthongs are derived from quiescencing consonants ( ‫“ ) و‬w” and ( ‫“ ) ي‬ay”
at the medial or final positions of a verb as shown below:
75
‘ay’ ( ْ‫)ي‬
‫َس ْي ُل‬ ُ‫َريْب‬ َ‫َب ْين‬
َ ‫لَي‬
‫ْس‬ ‫َم ْي ُل‬ ‫طَ ْي ُر‬
‘aw’ ( ْ‫)و‬
ُ‫طَيْر‬ ‫قَوْ ُل‬ ُ‫أَوْ ن‬
‫فَوْ ُز‬ ُ‫لَوْ ن‬ ُ‫ثَوْ ب‬
3.3 Long Vowels

There are three other vowels which can be put above or beneath any
consonant to be pronounced with a special sound. These are letters ( ‫) و‬: wa;
( ‫ ) ي‬ya and ( ‫ ) ا‬alif which are called long vowels or elongation. The vowel
signs fathah, kasrah and dammah correspond with ‘alif, wa and ya
respectively. Each of the three letters elongates a vowel sign as noted below:
(i) ‘alif (‫)أ‬: This letter elongates fathah (a – vowel) if it occurs at either
the medial or final position of a word and it is not vowelled, e.g.
‫دا ذا‬ ‫آ با تا ثا جا حا خا‬
(ii) ya ( ‫) ي‬: This letter elongates kasrah (i – vowel) if it occurs at either the
medial or final position of a word and it is not vowelled, e.g.
‫اى بى تى ثى جى حى خى دى ذى‬
(iii) wa’( ‫) و‬: This letter elongates dammah (u – vowel) if it occurs at either
the medial or final position of a word and it is not vowelled, e.g.
‫أُو بُو تُو ثُو جُو حُو ُخو دُو ُذو‬
Note:
(i) If a vowel sign corresponds with the vowel letter, its sound is called
ma‘rūf (active). All the examples given above fall into this category as
appropriate letters are given to elongate each of the vowels. More examples of
active ones are:
(a) alif preceded by a letter bearing fathah:

‫َسا َكا َجا َرا الَ ما َ َحا فَا‬
76
(b) ya’ preceded by a letter bearing kasrah:

‫سى كى جى رى لى مى حى فى‬
(c) wa’ preceded by a letter bearing dammah
‫سُو ُكو جُو رُو لُو ُمو حُو فُو‬
(ii) If a vowel sign does not correspond with the vowel letter, such vowel
letter serves as a diphthong only and its sound is then called majhūl (passive).
Examples are:
(a) wa preceded by a letter bearing fathah as in:

ْ‫َسوْ َكوْ َجوْ َروْ لَوْ َموْ َحوْ فَو‬
(b) ya preceded by a letter bearing fathah as in:

‫َسى َكى َجى َرى لى َمى َحى فَى‬

Differentiate between the words which bear ma‘rūf (active) and majhūl
(passive) sound respectively from the following examples:
َ ‫صالَة ثُقُوب َحفيط الخَ يْل‬
‫صوْ ًما‬ َ ‫َك ْيالً َحليم حُور‬ ً‫قَوْ ال‬ َ ‫َق‬
‫ال‬
3.4 Vowel Signs

We have identified consonants ‘alif, wa and ya as huruful-māddah
(elongating consonants). The three of them have a substitute each. The
substitutes are alif maqsūrah (shortened alif) which substitutes alif placed on a
consonant, and ya if placed beneath a consonant. Inverted dammah substitutes
wa:
Alif maqsūrah (shortened alif) is a small diagonal hanging alif ( ‫) ا‬
while inverted dammah is similar to turning the real dammah upside down.
They perform the functions of consonants they represent in Arabic words.
Examples are as follows:
(i) alif maqsūrah on Arabic consonants

‫ َج ا َجا‬,‫ تَ ا تَا‬,‫ب ا بَا‬
َ , ‫آا‬
(ii) alif maqsūrah beneath Arabic consonants
‫ ج ى جى‬,‫ ث ى ثى‬,‫ ب بى‬,‫ااى‬
77
(iii) Inverted dammah on Arabic consonants

‫ ُج جُو‬,‫ث ثُو‬
ُ ,‫ت تُو‬
ُ ,‫ بُ بُو‬,‫أُاُو‬
3.5 Nunation
The vowel marks ‘a’, ‘i’, and ‘u’ are usually followed by ‘n’ in
indefinite nouns, even though the sound ‘n’ is not rendered in writing. It is
indicated in writing by marking the vowel signs twice above or beneath the
last consonant of the affected Arabic word. This is known as tanwin in Arabic.
Examples of nunated letters are the following:
‫ج ج‬
ٍ ‫ ًج‬,‫ث ث‬ ً ,‫ت ت‬
ٍ ‫ث‬ ٍ ‫ت‬ ٍ ً‫ ب‬, ‫اً اٍ ا‬
ً ,‫ب ب‬
3.6 Doubled Consonants

It is possible that two identical letters occur on a single word in Arabic.
When two letters follow each other in Arabic and they are not separated by a
vowel (such as diphthongs ‘ay’ and ‘aw’), only one of the letters is written but
with a mark known as shaddah (strengthening) written on top of it, while the
letter should be read with the preceding letter which must be a vowelled one.
A doubled consonant is known as mushaddad and it is obtained from merging
two identical letters – one silent and the other bearing a vowel – together.
Examples of doubled consonants are
ْ ‫ ع‬:‫ عَط َل‬,‫ َم ْد َد‬:‫ َمد‬,‫ َش ْد َد‬:‫َشد‬

.‫َططَ َل‬ ,‫ َك ْس َس َر‬:‫كسر‬
Note:
(i) Consider the examples above; when doubling is applied to Arabic
words, it takes different positions depending on the initial vowel of the
doubled consonant in a particular word. If the doubled consonants bear either
fatha (a – vowel) or dammah (u – vowel) the vowels are put on top while the
shaddah comes beneath them. They are then put on the consonant concerned,
e.g.
‫ َذ ّك َر‬,‫ أُم‬,‫ ُكل‬,‫ ٍسر‬,‫َجو‬
(ii) If the doubled consonants bear kasrah (i – vowel), shaddah is placed on
top of the consonant while the vowel takes its normal position, e.g.
َ‫ َحفظ‬,‫ َرب‬,‫ جُر َم‬,‫َجو‬
78
4.0 CONCLUSION
You must have learnt the following in this unit
- The Arabic short vowels and their pronunciation on Arabic lexical items.
The short vowels are: ‫ الفتحة‬- a – vowel, ‫ الكسرة‬- i – vowel and ‫ الضمة‬- u-
vowel.
- How Jazmah or sukūn stops the continuance of sound when applied to a
letter. You have also learnt about the diphthongs with relevant illustrations
- How to recognise the long vowels and examination of the ma‘rūf (active)
and majhūl (passive) sound under the long vowels
- The vowel signs, nunation and doubled consonants with relevant
illustrations.
- The fact that Arabic word cannot be produced appropriately until
appropriate vowels are applied.
5.0 SUMMARY
We have dealt with a significant aspect of Arabic language – the
vowelization of its lexical items. Arabic word becomes pronounceable and
meaningful when vowelised. Vocalization is an important aspect of Arabic
grammar as it guides in determining the appropriate status of a word within a
sentence.

1. Differentiate between ma‘rūf and majhūl sounds with relevant
illustrations
2. Discuss doubled consonants with appropriate examples

Folorunsho, M.A. (1996) .A Modern Approach to Arabic Reading, Moyanjuola
Publishers, Ede
79
MODULE 3
UNIT 2: SECONDARY VOWELS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Secondary Vowels Applicable to Dual
3.2 Secondary Vowels Applicable to Sound Masculine Plural
3.3 Secondary Vowels Applicable to Sound Feminine Plural
3.4 Secondary Vowels Applicable to the Five Names
3.5 The Diptotes
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION
We have dealt with the primary vowels in the previous unit.This unit
deals with the secondary vowels. Each of the primary vowels is represented by
some letters under certain grammatical conditions which we will examine in
this unit.
2.0 OBJECTIVES
- identify the secondary vowels and the primary vowels represented by
each of them
- apply the secondary vowels to Arabic lexical items and use them in
simple constructions
80
3.0 MAIN CONTENT

3.1 Secondary Vowels Applicable to Dual
The position of a dual noun within a sentence determines the type of
secondary vowel to be employed. In the context where nominative case is
applicable to a dual noun, the secondary vowel to be applied is ’alif; for
instance
َ‫ض َر ْال ُمسْل َمان‬َ ‫(الفعل) َح‬
Please note that )‫ض َر‬
َ ‫ ( َح‬is a verb succeeded by the subject ( ‫) الفاعل‬. The
subject, as you have learnt is a noun in nominative case indicating the doer of
an action and it is usually cited after the action. The word )‫ (ال ُمسْل َمان‬is the
subject in the nominative case and the secondary vowel indicating the case
is ’alif ( ْ‫) ا‬. Let us consider more examples:
‫َب الطَالبَان إلَى ْال َم ْد َر َسة‬
َ ‫َذه‬
ْ
‫صلى ال ُمسْل َمان فى ال َمسْجد‬ْ َ
‫يَ ْذهَبُ التاجران إلَى السوق‬
In the context where accusative and genitive cases are applicable to a

dual noun, the secondary vowel to be applied is ya’ ( ‫) ي‬. Please note the
following examples:
‫ْت الطال َبيْن فى ْالفَصْ ل‬
ُ ‫َرأَي‬
The word comprises the verb and the subject ( ‫ )الفعل و الفاعل‬the word
( ‫ ) الطال َبيْن‬is the object. As you have learnt, object is grammatically defined as
a noun in the accusative case indicating the particular thing on which the
action of the doer occurred. The word( ‫ ) الطال َبيْن‬, therefore, as the object has
ya’ ( ‫ ) ي‬as the secondary vowel indicating that the word is in accusative case.
Furthermore, where the genitive case is applicable to dual noun, it is the
same letter ya’ ( ‫ ) ي‬that is employed. Let us consider the following example:
ُ ْ‫َم َرر‬
‫ت بالطال َبيْن‬
The word comprises the verb and the subject. The word comprises the
genitive particle ( ‫ ) ب‬and the dual ( ‫) الطال َبيْن‬. A noun appears in genitive
mood when it is preceded by any of the genitive case particles. The
word( ‫ ) الطالبَيْن‬is therefore in genitive case because of the particle preceding
it. The secondary vowel applicable is the letter ya’ ( ‫ ) ي‬as notable in the
example. Let us consider more examples
Accusative:
‫ب األُ ْستَا ُذ الت ْلمي َذيْن‬َ ‫ض َر‬َ
‫يريْن‬ َ ‫ت اْلفَق‬ ُ ْ‫َصر‬َ ‫ن‬
81
Genitive:
‫ت إلَى ْالكتَابَيْن‬
ُ ْ‫نَظَر‬
‫ت منَ ْال ُم َعل َميْن‬
ُ ‫تَ َعل ْم‬
If a dual noun occurs as the construct in a sentence (‫) المضاف‬, the ending
nūn ( ‫ ) ن‬must be dropped irrespective of the case applicable to such noun.
Let us consider few examples:
‫أُش ُكر اللهَفى َحالَتَى الس َراء َو الض َراء‬
‫ض َر الَعبَا ال ُكرة‬
َ ‫َح‬
In addition, some nouns such as ‫ اثنان‬,‫ اثنتان‬are treated as dual though the
grammatical rules guiding the conversion of singular to dual are not applicable
unto them. The grammatical rules affecting the application of secondary
vowels to dual are applicable also unto these nouns

Convert the following singular nouns to dual and apply the secondary
vowels in the three cases unto them:
‫ َد ْفتَر‬,‫ قَلَم‬,‫ كتَاب‬,‫ ُمسْلم‬,‫ت ْلميذ‬
3.2 Secondary Vowels Applicable to Sound Masculine Plural
The context within which a sound masculine plural is used in a sentence
determines the secondary vowel to be employed. In the context where
nominative case is applicable to a sound masculine plural, the secondary
vowel to be applied is wāw ( ‫ ;) و‬for instance:
َ‫َجا َء ْال ُمسْل ُمون‬
The word ‫ َجا َء‬is a verb succeeded by the subject ( ‫) الفاعل‬. As you have
learnt, the subject is a noun in the nominative case indicating the doer of an
action. The word َ‫ ْال ُمسْل ُمون‬is the subject in the nominative case and the
secondary vowel indicating the case is wāw ( ‫) و‬. Let us consider more
examples:
‫صلى ْال ُمسْل َمان فى ْال َمسْجد‬ َ
‫َي ْذهَبُ التّا َجران إلَى السوق‬
In the context where accusative and genitive cases are applicable to a

sound masculine plural, the secondary vowel to be applied is yā’ (‫) ي‬. Let us
consider these examples:
َ‫ْت ْال ُمسْلم ْين‬ُ ‫َرأَي‬
َ‫ت إلَى ْال ُمسْلمين‬ ُ ْ‫نَظَر‬
82
The word َ‫ المسلمين‬in the first example is the object in accusative case
whereas in the second example, the word ‫ المسلمين‬is in genitive case because it
is preceded by a genitive case particle. The secondary vowel applicable in the
two contexts as you can see is yā’ ( ‫) ي‬.
If a sound masculine plural occurs as a construct ‫المضاف‬in a sentence,

the nūn ( ‫ ) ن‬of the ending must be dropped, irrespective of the case applicable
to such sound masculine plural. Let us consider few examples:
‫ض َر الَعبُوا ْال ُكرة‬َ ‫َح‬

ْ
‫ْت الَعبى ال ُكرة‬ ُ ‫َرأَي‬
‫ت بالَعبى ْال ُكرة‬ ُ ْ‫َم َرر‬
Furthermore, there are some nouns which do not fit properly under the
rules guiding the construction of sound masculine plural but are actually
treated as sound masculine plurals. The rules guiding the application of
secondary vowels to sound masculine plural are also applicable unto these
nouns also.

Convert the following singular nouns to sound masculine plural and
apply the secondary vowels in the three cases unto them
‫ سارق‬,‫ ُمدَرس‬,‫ الصائ ُم‬,‫ اَل ُمجْ تَه ُد‬, ُ‫اَل ُم ْؤمن‬
3.3 Secondary Vowels Applicable to Sound Feminine Plural

Sound feminine plural takes ‫– الضمة‬u-vowel when it occurs in the
context where nominative case must be employed. It takes ‫– الكسرة‬i-vowel
when it occurs in the contexts where accusative and genitive cases are
applicable respectively. Let us consider some examples:
ُ ‫ض َرت ْال ُمسْل َم‬
‫ات‬ َ ‫َح‬
‫ت ْال ُمسْل َمات‬ُ ْ‫َصر‬
َ ‫ن‬
‫ت باْل ُمسْل َمات‬ُ ْ‫َم َرر‬
Note that ‫ المسلمات‬in the first example is the subject and as you have
learnt, subject remains in nominative case. In the second example, ‫ المسلمات‬is
the object and the object must be in accusative case. What could be described
as a ‘secondary’ vowel is however employed here as ‫ الكسرة‬i-vowel represents
‫ الفتحة‬a-vowel in this usage. The third ‫ المسلمات‬is governed by the preceding
genitive particle and is thus in genitive case.
83
3.4 Secondary Vowels Applicable to the Five Names

In Arabic grammar, there are five spectacular nouns tagged ‫األسماء الخمسة‬
– the five names. The names are ‫ ُذو‬,‫ فُو‬,‫ ح ُمو‬,‫ أَ ُخو‬,‫ابو‬. The context within which
each of the five is used in a sentence determines the applicable secondary
vowel. Three letters wāw ( ‫) و‬, ’alif ( ‫ ) ا‬and yā’ ( ‫ ) ي‬representing ‫– الضمة‬
u-vowel, ‫الفتحة‬-a-vowel and ‫– الكسرة‬i-vowel, are applicable in nominative
accusative and genitive cases respectively, to the five names. Let us consider
these examples
Genitive Accusative Nominative

‫أَبى‬ ‫ابا‬ ‫ابو‬
‫أخى‬ ‫أَخأ‬ ‫أَ ُخو‬
‫حمى‬ ‫حما‬ ‫حمو‬
‫فى‬ ‫فا‬ ‫فو‬
‫ذى‬ ‫ذا‬ ‫ذو‬
3.5 The Diptotes

The term diptote refers to a noun having only two case endings. Nouns
in this category are grammatically described as ‫‘ االسماء الممنوعة من الصرف‬nouns
deprived of nunation’. The grammatical rules affecting the nouns in this
category are analysed as follows:
َ‫َب لعي َسى بْن عَلي ثم ألَخيه ُسلَ ْي َمان‬
َ ‫َكت‬
(1)
The proper noun ‫ عَلي‬ends with nunation ( ‫ ) تَ ْنوين‬but the proper noun does not
end with nunation.
Proper nouns which do not end with nunation belong to a certain category of
nouns called: ‫‘ األَ ْس َما ُء اْل َم ْمنُو َعةُ منَ الصرْ ف‬nouns deprived of nunation’; ُ‫ الصرْ ف‬is
synonymous with. ‫التَ ْنوين‬
(2) Unless they have the definite article ‫ ال‬or stand in the construct (with a
following genitive), ‘nouns deprived of nunation’ have only two vowel-
endings:
(a) ُ ‫( الض َمة‬without nunation) in the nominative case: ُ‫َجا َء سُل ْي َمان‬
“Sulayman came” ( ُ‫ ) ُسلَ ْي َمان‬is the subject of this verbal sentence.
84
(b) ُ‫( اَ ْلفَ ْت َحة‬without nunation) for either the accusative or genitive case:
ُ ‫“ قَابَ ْل‬I met Sulayman”; ( َ‫ ) ُسلَ ْي َمان‬is in the accusative case, being a direct
َ‫ت سُل ْي َمان‬
object, َ‫َاب م ْن سُل ْي َمان‬ َ ‫ت ْالكت‬
ُ ‫“ أَخَ ْذ‬I took the book from Sulayman” َ‫ ; سُل ْي َمان‬is
governed in the genitive case by the preposition ‫ م ْن‬.
In the sentence of paragraph (1), َ‫ سُل ْي َمان‬is in the genitive case, being a
substitute of ‫ أَخى‬in ‫ ألَخيه‬. The genitive case of َ‫ ُسل ْي َمان‬is indicated by an a-
vowel. On the other hand, the genitive case of ‫ عَلي‬in the same sentence is
indicated as usual by an i-vowel (followed by nunation).
(3) Since ‘nouns deprived of nunation’ have only two case-endings ُ‫الض َمة‬
for the nominative case and ُ‫ ْال َف ْت َحة‬for the accusative or genitive case, they are
called ‘diptotes’. Other nouns which end, as usual, with ُ‫ ) _ُ( الض َمة‬for the
nominative case, ُ‫ ) _َ ( ْال َف ْت َحة‬for the accusative case and ُ‫ِ ( ال َكس َْرة‬- ) for the
genitive case are named ‘triptotes’. The prefix di- denotes ‘two-’, and the
prefix tri- denotes ‘three’.
(4) Diptotes include proper nouns ( ‫ ) اَ ْألَ ْعال ُم‬as well as certain other kinds
of nouns. We deal in this unit with diptotes which are proper nouns.
(5) The following kinds of proper nouns are treated as diptotes:
(a) Feminine proper nouns which end in ‫( َِ _ ة‬as ُ‫ فَاط َمة‬,ُ‫ ) َمكة‬or not
( as ُ‫ زَ ْينَب‬,‫) ُس َعا ُد‬.
Masculine proper nouns which end in ‫َِ ة‬- are also treated as diptotes,
e.g. ُ‫ أ ُ َمية‬,ُ‫ ُم َعاو َية‬,ُ‫قُتَ ْي َبة‬. The two proper nouns: ُ‫ َكليلَة‬and ُ‫ د ْمنَة‬, names of two jackals
َ ‫) ا ْبنَا‬, belong here as well as to (b).
( ‫آوى‬
(b) ُ ‫اس َْحا‬
Foreign proper nouns, as ‫‘ اب َْراهي ُم‬lbrahim’ ‫‘ إ ْس َماعي ُل‬Ismail’, ‫ق‬
‘Ishaq’, ُ‫‘ يَ ْعقُوب‬Yaqub’, ُ‫‘ هَارُ ون‬Harun’,‫‘ ُسلَيْماَن‬Sulaiman’
(c) Proper nouns with the suffix ‫( ان‬which does not belong to the
root), as ُ‫ مرْ َوان‬, ُ‫ ع ُْث َمان‬, ُ‫ عَفان‬, ُ‫ُس ْفيَان‬ , ُ‫َح َسان‬
(d) Proper nouns which resemble verbal forms in form, as
‫‘أَحْ َم ُد‬Ahmad’ (literally: “I praise”), ‫( يَزي ُد‬masculine personal name) (literally:
“He increases”), ُ‫( تَ ْغلب‬name of an Arab tribe) (literally: “She conquers”).
85
(e) Proper masculine nouns of the form ‫فُ َعل‬, as ‫( ُع َمر‬masculine

personal name), ‫(‘ ُز َحل‬the planet) Saturn’, ‫( هُ َبل‬name of a pagan Arab idol).
(f) Compound proper nouns ( ‫) اَ ْألَ ْعالَ ُم ْال ُم َر َكبُ تَرْ كيبًا َم ْزجيًا‬, as ‫ت‬
ُ ْ‫ض َر َمو‬
َ ‫َح‬
ُ َ‫‘ بَ ْعلَب‬Bealbeck’ (Lebanese town
‘Hadramaut’ (region in Southern Arabia), ‫ك‬
known for its Roman monuments). Foreign proper nouns of this category also
ُ ْ‫‘ نُيُويُور‬New York’, ُ‫‘ َجوهَان ْسبَرج‬Johannesburg’, ‫ليني ْنجراد‬
belong to (b), as ‫ك‬
‘Leningrad’.
4.0 CONCLUSION
We have learnt in this unit the secondary vowels representing each of
the primary vowels and the contexts within which each of the representations
occur. Certain letters of the Arabic alphabet are employed as the secondary
vowels.
5.0 SUMMARY
Vowelization of lexical items is an integral aspect of Arabic grammar as
it guides in determining the appropriate status of a word within a sentence.
Arabic primary vowels are represented by certain letters which actually
indicate the status of a word when used with a sentence.

1. Identify the primary vowels represented by each of the following letters
with appropriate illustrations: alif, waw, yaw.
Corporation
Folorunsho, M.A. (1996) .A Modern Approach to Arabic Reading, Moyanjuola
Publishers, Ede
86
MODULE 4:
ARABIC NUMBERING SYSTEM, THE PARTICLES AND FORMATION
OF SENTENCES
UNIT 1: ARABIC NUMBERS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 The Cardinal Number
3.2 The Ordinal Number
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION
Arabic numbering system has certain peculiarities which the present
unit intends to address. Unlike the numbering system in English Language,
Arabic numbering takes care of the gender and its applicable grammatical
rules. This unit focuses the two types of numbering – the cardinal and the
ordinal with the grammatical rules guiding the two types.
2.0 OBJECTIVES
- compare and contrast the numbering systems in Arabic and English
language respectively
- state the cardinal numbers and the grammatical rules applicable into
them
3.0 MAIN CONTENT

ARABIC NUMBERS
3.1 The Cardinal Number ‫العدد األصلى‬
Arabic language is a gender language. Numbering or counting system in
the language takes care of both masculine and feminine with their specific
rules as in the following table.
87
English Arabic Number Arabic Numbers in Words

Equivalents in Figure Masculine Feminine
1. ١ ‫ولد واحد‬ ُ
‫بنت واحدة‬
2. ٢ ‫ولدان اثنان‬ ‫بنتان اثنتان‬
3. ٣ ‫ثالثة أوالد‬ ‫ثالث بنات‬
4. ٤ ‫أربعة أوالد‬ ٍ ‫أَرْ بَ ُع بنا‬
‫ت‬
5. ٥ ‫خمسةُ أوال ٍد‬ ‫ت‬
ٍ ‫خمس بنا‬
6. ٦ ‫ستةُ أوال ٍد‬ ‫ت‬
ٍ ‫ست بنا‬
7. ٧ ‫سبعةُ أوال ٍد‬ ‫ت‬
ٍ ‫سب ُع بنا‬
8. ٨ ‫ثمانية أوال ٍد‬ ٍ ‫ثمانُ بنا‬
‫ت‬
9. ٩ ‫تسعةُ أوال ٍد‬ ‫ت‬
ٍ ‫تس ُع بنا‬
10. ١١ ‫ع َش َرةُ أوال ٍد‬ ٍ ‫ع َش َر بنا‬
‫ت‬
(a) The first two numbers (1 and 2) agree with their subjects. While the
subject is masculine ( ‫ ) ولد‬the numbers are in the masculine form and the
numbers are converted to feminine forms when the subject is changed to
feminine ( ‫) بنت‬
(b) Numbers from three to ten do not agree with their subjects – in
gender ‫ ثالث‬which is without the feminine marker – tā marbūṭah (round ta) is
used for feminine as ‫ ثالث بنات‬whereas ‫ ثالثة‬to which feminine marker is
suffixed is used for masculine as ‫ثالثة أوالد‬
(c) The subjects must be stated after numbers three to ten in plural forms,
ending in genitive case

(i) Apply these numbers ٩ ٧ ٥ ٣ ١ to ‫طَالبَة‬
(ii) Apply the numbers in (i) above to ‫طَالب‬
(iii) Identify the main differences between the illustrations in (i) and (ii).
11. ١١ ً ‫اَ َح َد ع َشر ولدا‬ ً ‫احْ دى َع َش َر بنتا‬

12. ١٢ ً‫اثنا ع َش َر ولدا‬ ً‫اثنتا ع ْش َرةَ بنتا‬
13. ١٣ ً‫ثالثةَ ع َش َر ولدا‬ ً‫ثالث ع ْش َرةَ بنتا‬
َ
88
14. ١٤ ً‫ارْ بعةَ ع َش َر ولدا‬ ً‫ارب َع ع ْش َرةَ بنتا‬

15. ١٥ ً ‫خ ْمسةَ ع َش َر ولدا‬ ً‫مس ع ْش َرةَ بنتا‬
َ َ‫خ‬
16. ١٦ ً ‫ستةَ ع َش َر ولدا‬ ً‫ست ع ْش َرةَ بنتا‬
17. ١٧ ً ‫سبعةَ ع َش َر ولدا‬ ً‫َس ْب َع ع ْش َرةَ بنتا‬
18. ١٨ ً‫ثمانيةَ ع َش َر ولدا‬ ً‫ثماني ع ْش َرةَ بنتا‬
َ
19. ١٩ ً ‫تسعةَ ع َش َر ولدا‬ ً‫تس َع ع ْش َرةَ بنتا‬
20. ٢١ ً‫ع ْشرُونَ ولدا‬ ً ‫ع ْشرُونَ بنتا‬
(a) Numbers from eleven to nineteen comprises two Arabic words each in
accusative case.
(b) Numbers eleven and twelve agree in gender with the subjects. The
subjects must be stated after two numbers in singular forms, in
accusative case.
(c) From numbers thirteen to nineteen, it is only the segment of the two
words comprising a number that agrees with its subject genderwise as
we can see from the above.
(d) Subjects which must be in singular forms must be stated after each
number in accusative case.
(e) Numbers like twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety
and one hundred remain unchanged whether they are applicable to
masculine or feminine. The same is applicable to thousand, million and
so on
21. ٢١ ً ‫احْ دى و ع َش َرونَ بنتا ً واح ُد و عشرون ولدا‬
22. ٢٢ ‫اثنان و عشرون ولدا‬ ً‫اثنتان و ع ْش َرونَ بنتا‬
23. ٢٣ ‫ثالثة و عشرون ولدا‬ ً‫ثالث ع ْش َرون بنتا‬
َ
24. ٢٤ ‫أرْ بعةُ و عشرون ولدا‬ ً‫ارب َع ع ْش َرون بنتا‬
25. ٢٥ ‫خمسةُ و عشرون ولدا‬ ً ‫مس ع ْش َرون بنتا‬
َ َ‫خ‬
26. ٢٦ ‫ستةُ و عشرون ولدا‬ ً‫ست ع ْش َرون بنتا‬
27. ٢٧ ‫سبعةُ و عشرون ولدا‬ ً‫َس ْب َع ع ْش َرون بنتا‬
28. ٢٨ ‫ثمانيةُ و عشرون ولدا‬ ً‫ثماني ع ْش َرونَ بنتا‬
َ
29. ٢٩ ‫تسعةُ و عشرون ولدا‬ ً‫تس َع ع ْش َرونَ بنتا‬
89
(a) When a number from one to nine is added to any number from twenty –
one to ninety- nine, the letter ( ‫ ) و‬indicating “and” should be infixed, it
should then be followed by the number to which the addition is made.
(b) Numbers twenty – one and twenty – two agrees with their subjects in
gender, particularly the first segments of the two numbers
(c) The remaining numbers (thirteen to nineteen) disagree with their
subjects
(d) Subjects which must be in singular form must be stated after each
number in accusative case.
- State the grammatical rules guiding the formation of numbers between 21
and 29 with relevant illustrations
20. ٢١ ً‫عشرون ر ُجال‬ ً‫ع ْشرُونَ بنتا‬
30. ٣١ ً‫ثالثون رجال‬ َ‫ثالثونَ بنتا‬
40. ٤١ ً ‫أرْ بعون رج‬
‫ال‬ ً‫أَرْ بعونَ بنتا‬
50. ٥١ ً‫خمسون رجال‬ ‫خمسونَ بنتا‬
60. ٦١ ً‫ستونَ رجال‬ ً‫ستونَ بنتا‬
70. ٧١ ً‫سبعون رجال‬ ً‫سبعونَ بنتا‬
80. ٨١ ً ‫ثمانون رج‬
‫ال‬ ً‫ثمانون بنتا‬
90. ٩١ ً‫تسعون رجال‬ ً‫تسعون بنتا‬
(a) The numbers 20 through 90 are applicable to both masculine and

feminine
(b) The subject should be in singular form, in accusative case.
100 ١١١ ‫مائة ول ٍد‬ ‫ت‬

ٍ ‫مائة بن‬
1000 ١١١١ ‫الفُ ول ٍد‬ ٍ ‫الفُ بن‬
‫ت‬
1,000,000 ١,١١١,١١١ ‫م ْليُونَ ول ٍد‬ ٍ ‫م ْليُونَ بن‬
‫ت‬
(a) The numbers hundreds, thousands and millions are applicable to both
masculine and feminine
(b) The subject should be in singular form, in the genitive case.
90
‫‪3.2‬‬ ‫‪The Ordinal Number‬‬ ‫العدد الت ْرتِيبِى‬

‫‪Ordinal number takes care of classifying items into their appropriate‬‬
‫‪positions. Like cardinal numbers, gender is also taken into consideration. Let‬‬
‫‪us consider this table.‬‬
‫‪Ordinal Number‬‬ ‫‪Masculine‬‬ ‫‪Feminine‬‬
‫‪1st‬‬ ‫األول‬ ‫األولى‬
‫‪2nd‬‬ ‫الثانى‬ ‫الثانية‬
‫‪3rd‬‬ ‫الثالث‬ ‫الثالثة‬
‫‪4th‬‬ ‫الراب ُع‬ ‫الرابعة‬
‫‪5th‬‬ ‫الخامسُ‬ ‫الخامسة‬
‫‪6th‬‬ ‫السادسُ‬ ‫السادسة‬
‫‪7th‬‬ ‫الساب ُع‬ ‫السابعة‬
‫‪8th‬‬ ‫الثمانُ‬ ‫الثامنة‬
‫‪9th‬‬ ‫التاس ُع‬ ‫التاسعة‬
‫‪10th‬‬ ‫العاشرُ‬ ‫العاشرة‬
‫‪11th‬‬ ‫الحادى عشر‬ ‫عشر‬
‫َ‬ ‫الحادية‬
‫‪12th‬‬ ‫الثانى عشر‬ ‫عشر‬
‫َ‬ ‫الثانية‬
‫‪13th‬‬ ‫الثالث عشر‬ ‫عشر‬
‫َ‬ ‫الثالثة‬
‫‪14th‬‬ ‫الرابع عشر‬ ‫عشر‬
‫َ‬ ‫الرابعة‬
‫‪15th‬‬ ‫الخامس عشر‬ ‫عشر‬
‫َ‬ ‫الخامسة‬
‫‪16th‬‬ ‫السادس عشر‬ ‫عشر‬
‫َ‬ ‫السادسة‬
‫‪17th‬‬ ‫السابع عشر‬ ‫عشر‬
‫َ‬ ‫السابعة‬
‫‪18th‬‬ ‫الثامن عشر‬ ‫عشر‬
‫َ‬ ‫الثامنة‬
‫‪19th‬‬ ‫التاسع عشر‬ ‫عشر‬
‫َ‬ ‫التاسعة‬
‫‪20th‬‬ ‫العشرون‬ ‫العشرونَ‬
‫‪21st‬‬ ‫الحادى والعشرون‬ ‫الحاديةُ والع ْشرونَ‬
‫‪22nd‬‬ ‫الثانى و العشرون‬ ‫الثانية و العشرونَ‬
‫‪23rd‬‬ ‫الثالث و العشرون‬ ‫الثالثةُ والعشرون‬
‫‪91‬‬
(a) Ordinal numbers agree in gender with the qualified nouns

(b) The position of numbers one to ten within a sentence determines their
cases -nominative, genitive or accusative. The same rule is applicable to
numbers like thirty, forty, fifty and so on.
(c) The ordinals from ‘eleventh’ to ‘nineteenth’ also agree in gender with
the qualified noun. They are indeclinable, remaining in accusative case
at the end two components irrespective of the grammatical case of the
qualified noun.
(d) The ordinals from ‘twentieth’ to ‘ninetieth are identical in form and are
invariably used with masculine and feminine nouns.
(e) If the ordinals from ‘twentieth’ to ninetieth are joined to the ordinals of
the units. These latter precede, and the two are joined by the
conjunction ( ‫’) َو‬and’.

State the Arabic equivalents of the following ordinal numbers for masculine
and feminine: 5th, 10th, 12th, 20th, 23rd, 30th, 31st, 45th
4.0 CONCLUSION
Numbering or counting system in Arabic language takes care of genders
– masculine or feminine with the appropriate grammatical rules affecting the
two. There are two types of numbering system – the cardinal and the ordinal.
Each of the two types has its peculiar grammatical features which we have
dealt with in this unit.
5.0 SUMMARY
There are two types of numbering system in Arabic and each of the two
types features specific grammatical regulations. The two types received
adequate attention in this unit.

1. State the grammatical rules affecting the cardinal numbers from 11-29
with relevant illustrations
2. Identify the grammatical rules affecting the ordinal numbers
92

Amin, A.Q.H. and Kazim, Y. (1977). Qawā‘id ’al-lughah ’al-‘arabiyyah,
IraqiMinistry of Education, Baghdad
.
Maqbul, S.A. & Marshān, S.M. (1427 A.H./ 2006 C.E.) ‘An-nahw wa ’s-sarf,
Bk. 3,
93
MODULE 4
UNIT 2: ARABIC PARTICLES
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Particles Defined
3.2 Jussive Particles
3.3 Subjunctive Particles
3.4 Genitive Particles
3.5 Inna and its Associates
3.6 Kāna and its Associates
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION ُ‫الت ْع ِريف‬

Noun, verb and particles are considered as parts of sentence(s) in Arabic.
The present lesson focuses the particles in Arabic, drawing attention to the
types of particles and how each type of particles and how each type functions
in Arabic constructions.
2.0 OBJECTIVES
At the end of the unit, you should be able to
- identify the difference between the noun, verb and particle in Arabic
- discover how particles function when they occur in sentences
- identify the types of particles in Arabic
3.0 MAIN CONTENT

3.1 Introduction
Particles are utterances which bear no meaning in isolation until they
are added to other words – nouns or verbs. They function as parts of Arabic
sentences which are three, namely ism(noun) fi’l(verb) and harf(particle).
94
Some of the particles are applicable only to verbs, e.g. hurūf ‘an-nasb
(subjunctive particles) and huruf ‘al-jazm (jussive particles). Genitive particles
hurūf ‘an-jarr are restricted to nouns while inna and kāna with their associates
function when they are applied to nominal sentences.
3.2 Jussive Particles ‫جزم الفعل المضارع‬

(The Jussive Mood of the Present Tense)
.‫ ال ُم النهْي‬,‫ ال ُم األ ْمر‬,‫ أَلَما‬,‫ لَما‬,‫ أَلَ ْم‬,‫ لَ ْم‬: ‫يجزم الفعل المضارع إذا سبقه حرف من حروف الجزم اآلتية‬
The present tense verb assumes the jussive mood when it is preceded by
any of the jussive particles mentioned above; e.g.
‘Zayd did not read his lesson ُ‫لَ ْم يَ ْق َرأْ زَ يْد َدرْ َسه‬
‘Do not sit on the bed’ ‫الَ تَجْ لسْ َعلَى السرير‬
The verbs succeeding the jussive particles in the two sentences are in
the jussive mood because they are preceded by the particles. Sukun, an
orthographical character written as a small circle above the quiescence
constant is used for this mood.
Furthermore, some jussive particles cause declension of two present
tense verbs, and entails that the doing of the first action is a condition that
precipitates the second action. These are known as conditional particles and
they include
, َ‫ أَيان‬,‫ أَ ْينَ َما‬,‫ إ ْذ َما‬,‫ َم ْه َما‬,‫ َك ْيفَ َما‬,‫ َح ْينَ َما‬,‫ أَي‬,‫ َمتَى‬,‫ َم ْن‬,‫ َما‬,‫ا ْن‬
Here are some examples:
If you work hard, you will be successful ْ‫إن تَجْ تَه ْد تَ ْن َجح‬
ْ
Whoever does good will get better rewards ُ‫َم ْن يَ ْف َعلْ خَ يْرً ا يَج ْد ثَ َوابَه‬
The first sentence is commenced with a conditional jussive particle and
it is followed by a present tense verb in a jussive mood indicated by
Sukūn(quiescence). If we stop on the first verb, the meaning of the sentence
remains incomplete until the second verb is added.
The verb following the conditional particle is the protasis (conditional
verb) and the action in it precipitates the action in apodosis (the reply of the
conditional verb). The combination of the three – the particle, the protasis and
the apodosis gives a meaningful statement.
95

- Use the following particles in sentences with appropriate ilustrations:
‫ اينما‬,‫ كيف‬,‫ ما‬,‫ الم األمر‬,‫لم‬
3.3 Subjunctive Particles ‫نصب الفعل المضارع‬

(The Subjunctive Mood of the Present Tense)
,‫ ل َكى‬,‫ َحتى‬,‫ إ َذ ْن‬,‫ كى‬,‫ ل ْن‬,‫ اَ ْن‬: ‫ينصب الفعل المضارع إذا سبقه حرف من حروف النصب اآلتية‬
.‫ال ُم الجحود‬
The present tense verb assumes the subjunctive mood when it is

preceded by any of the subjunctive particles mentioned above; e.g.
I want to go to the school َ ‫أ ُري ُد اَ ْن أَ ْذه‬

‫َب الَى ْال َم ْد َر َسة‬
I study/ am studying in order to serve the country َ‫أَتَ َعل َم َكى أَخ ُد َم ْال َوطَن‬
The first sentence consists two present tense verbs. The first is in the
nominative case because it is not preceded by any particle while the second is
in the accusative or subjunctive mood because it is preceded by one of the
subjunctive particles. The same explanation is applicable to the two present
tense verbs featuring in the second sentence. The sign for this mood is (-)
indicating fathah.

- Construct sentences featuring ‫ الم الجحود‬,‫ اذن‬,‫ لن‬, ‫حتى‬
3.4 Genitive Particles ‫ُح ُروفُ ا ْل َجر‬
(The Genitive Mood of a Noun)
, ُ‫ ْالكَاف‬,‫ ْالبَا ُء‬,‫ رُب‬,‫ فى‬,‫ َعلَى‬,‫ ع َْن‬,‫ الَى‬,‫ م ْن‬:‫يجرّ اإلسم اذا سبقه حرف من حروف الجر اآلتية‬
A noun appears in genitive mood when it is preceded by any of the
genitive case particles mentioned above; e.g.
I write/ am writing the lesson in the note book . ‫س فى الد ْفتَر‬ َ ْ‫أَ ْكتُبُ الدر‬
The farmer is going to the farm ‫َي ْذهَبُ ْالفَالَ ُح الَى ْالبُ ْستَان‬
96
On the first sentence, the last noun is in the genitive mood because of
the particle preceding it. The same is applicable to the last noun on the second
sentence. The sign (-) is used to show this mood.
3.3 Inna and Its Associates ‫اِن َو أَ ْخ َواتُ َها‬

‫ب ْال ُم ْبتَدَأَ َو يُ َس َمى ا ْس ُمهَا َو تَرْ فَ ُع ْالخَ بَ َر َو يُ َس َمى خَ بَ َرهَا‬
َ ‫تدخل ان َو أَ ْخ َواتُهَا َعلَى ْال ُم ْبتَدَإ َو ْالخَ بَر فَتَ ْنص‬
Inna and its associates function on subject and predicate. When the
particle or any of its associates precedes a nominal sentence, it changes the
subject from nominative into accusative case and retains the predicate in the
nominative case. The associates of inna are:
‫ كأن‬,‫ لَ َعل‬, َ‫ لَيْت‬,‫ لَكن‬,‫ اَن‬,‫إن‬
The lady is really patient ‫ُورة‬
َ ‫صب‬ ْ
َ َ‫ان الب ْنت‬
I know that the student is hardworking َ ‫ت اَن الطال‬
‫ب ُمجْ تَهد‬ ُ ‫عَل ْم‬
Let us consider more examples
i) ‫ْال َولَ َد ُمجْ تَهد‬
The sentence was originally ‫ اَ ْل َولَ ُد ُمجْ تَهد‬, consisting a subject (‫ ) ْال َولُ ُد‬in the
nominative case indicated by (‫ )الضمة‬and a predicate (‫ ) ُمجْ تَهد‬in the nominative
case also indicated by (‫)الضمة‬. When the emphatic particle (‫ )ان‬begins the
ْ becomes accusative (‫)ال َولَ َد‬
nominal sentence, the subject ( ‫)ال َولَ ُد‬ ْ but the predicate
remains nominative. The accusative is indicated by (‫ )الفتحة‬since the subject is
singular.
If any of the particles begins a nominal sentence consisting a subject and a
predicate both of which are dual, the subject which was originally in the
nominative case indicated by (‫ )األلف‬assumes the accusative case indicated by
(‫ )الياء‬and the predicate remains in the nominative case indicated by (‫ )األلف‬as
you have learnt while treating the secondary vowels (Module 3, Unit 2). Let us
consider few examples:
‫ إن ْال َولَ َديْن ُمجْ تَهدَان‬- ‫اَ ْل َولَدَان ُمجْ تَهدَان‬
‫يرتَان‬ َ ‫يرتَان – إن ْال َحقيبَتَيْن‬
َ ‫صغ‬ َ ‫اَ ْل َحقيبَتَان‬
َ ‫صغ‬
If any of the particles begins a nominal sentence consisting a subject
and a predicate both of which are sound masculine plurals, the subject which
was originally in the nominative case indicated by (‫ )الواو‬assumes the
97
accusative case indicated by )‫(الياء‬ and the predicate remains in the

nominative case indicated by )‫(الواو‬. Let us consider few examples:
َ‫اَ ْل ُمسْل ُمونَ نَشيطُونَ – إن ْال ُمسْلمينَ نَشيطُون‬
َ‫اَ ْل ُمهَ ْندسُونَ َماهرُون – إن ْال ُمهَ ْندسينَ َماهرُون‬
If any of the particles begins a nominal sentence the subject of which is
a sound feminine plural, the subject assumes the accusative case indicated by
(‫)الكسرة‬. Let us consider these examples:
‫ات َماه َرات – إن ْالفَالَ َحات َماه َرات‬
ُ ‫اَ ْلفَالَ َح‬
‫ إن ْال َحقيبَات َجديدَات‬-‫ات َجديدَات‬
ُ َ‫اَ ْل َحقيب‬

- Begin each of these sentences with ( ‫ )إن‬or any of its asociates:
ُ‫الطالبُ َماهر‬ -١
‫اَ ْلب ْنتَان ُمجْ تَه َدتَان‬ -٢
َ‫اَ ْل ُمسْل ُمونَ نَشيطُون‬ -٣
ُ َ‫اَ ْل َحقيب‬
‫ات َجديدَات‬ -٤
3.4 Kāna and its Associates ‫َكانَ َو أَ ْخ َواتُ َها‬

‫ب ْالخَ َب َر َو يُ َس َمى خَ َب َرهَا‬
َ ‫تدخل َكانَ َو أَ ْخ َواتُ َها َعلَى ْال ُم ْبتَدَإ َو ْالخَ َبر فَتَرْ فَ ُع ْال ُم ْبتَدَأَ َو يُ َس َمى ا ْس َم َها َو تَ ْنص‬
Kāna and its associates function on subject and predicate. When the
particle or any of its associates precedes a nominal sentence, it retains the
subject in the nominative case and converts the predicate into accusative case.
The associates of Kāna are
.‫ ظَل‬,‫سى‬
َ ‫ اَ ْم‬, َ‫ بَات‬,‫ اَضْ َحى‬,‫ اَصْ بَ َح‬,‫ار‬
َ ‫ص‬َ , َ‫َكان‬
The student was hardworking ‫َكانَ الت ْلمي ُذ ُمجْ تَهدًا‬

The cold became severe. ‫ار ْالبَرْ ُد َشديدًا‬
َ ‫ص‬َ
Let us consider more examples:
(i) ‫اَ ْلبَرْ ُد َشديد – َكانَ ْالبَرْ ُد َشديدًا‬
98
The first sentence is nominal. It consist a subject and a predicate, both

of which are in the nominal case. The second sentence consist the same
subject and predicate but begins with ( َ‫) َكان‬. The particle has changed the case
of the predicate from the nominative (‫ ) َشديد‬to the accusative (‫) َشديدًا‬
(ii) ‫ َكانَت الطالبَةُ ُمجْ تَهدَة‬- ُ‫اَلطالبَةُ ُمجْ تَه َدة‬
The first sentence consist a subject and a predicate. The second sentence
consist the same subject and predicate but begins with (‫ )كان‬which has made
the predicate accusative. Note that the feminine ending (‫ )التاء‬is suffixed to (‫)كان‬
because the subject (ُ‫ )اَلطالبَة‬is feminine

- Begin each of the following sentences with )‫ ( كان‬or any of its associates:
‫اَ ْل َم ْي َدانُ َواسع‬ -١
‫اَ ْل َم ْد َر َسةُ َجديدَة‬ -٢
‫اَ ْلقطَا ُر َسريع‬ -٣
‫اَلت ْلمي ُذ ُمجْ تَهد‬ -٤
َ ‫اَلس َما ُء‬
‫صاف َية‬ -٥
4.0 CONCLUSION
Particles in Arabic are joined with the other components of Arabic
sentence(s) – verb or noun to make each sentence(s) become meaningful.
There are various types of particles in Arabic, each type performs specific
function in Arabic constructions. Some of these particles function when
applied to Arabic verbs while others function when applied to Arabic nouns.
5.0 SUMMARY
You have learnt about particles in Arabic in this unit. You are now
familiar with the types of particles and how each type functions in Arabic
constructions

Use the following particles in sentences
‫ َمتَى‬, َ‫ لَيْت‬,‫ َكأَن‬,‫ أَن‬, ُ‫ الكَاف‬,‫ م ْن‬, َ‫ بَات‬,‫ اَ ْم َسى‬, َ‫ َكان‬,‫ار‬
َ ‫ص‬َ
99

100
MODULE 4
UNIT 3: ARABIC SENTENCES
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Complete Sentence
3.2 Nominal Sentence
3.3 Verbal Sentence
4.0 Conclusion
5.0 Summary
1.0 INTRODUCTION ُ‫الت ْع ِريف‬
In the Arabic language, there are three basic parts of speech as

recognised by orthodox Arabic grammarians. These are verbs, nouns and
particles. The Arabic verb, like its English counterpart, expresses different
aspects of action.
The Arabic noun is however, wider in concept than the English noun.
Hence in Arabic, the noun includes the English concepts of nouns, pronouns,
adjectives and adverbs while Arabic particles include conjunction, preposition
and interjection.
2.0 OBJECTIVES
At the end of this unit, you should be able to
- define a complete sentence in Arabic
- identify a nominal sentence and the various types of constructions under
this heading
- identify a verbal sentence and the various features of a verbal sentence
101
3.1 Complete Sentence ‫ُج ْملَة ُمفِيدَة‬

.‫التركيب الذى يفيد فائدةَ تامةً يسمى جملةً مفيدةً و يسمى أيضا كال ًما‬
A synthesis that gives a full meaning is called a complete sentence. A

complete sentence in Arabic consist components which embrace nouns, verbs
and particles. The combination of these components gives a complete
statement. Some sentences may be complete with two of the components
while some may be adequate with just a component. Statement like ‫َب عَلي‬ َ ‫َذه‬
‫“الَى ْال َم ْد َر َسة‬Ali went to school” is complete. It embraces noun ( ‫در َسة‬ َ ‫ )ال َم‬and
( ‫ ) عَلي‬as well as verb ( ‫َب‬ َ ‫ ) َذه‬and particle ( ‫)الَى‬.
Equally, statement like ‫“ نَا َم األُ ْستَا ُذ‬The teacher (has) slept” is complete
as it s made up of a noun (‫ ) األُ ْستَا ُذ‬and a verb (‫)نَا َم‬
Imperative verb like ‫“ قُ ْم‬stand up” ْ‫ اجْ لس‬, “sit down” and ‫ب‬ ْْ ُ‫“ اُ ْكت‬write”
which obviously seem to be one word each, are indeed enough for a speech.
This is because actually they are not single words as they appear to be. Rather,
they are sentences comprising two words, one of which is expressed but the
other one is implied ( َ‫ )اَ ْنت‬which the listener understands from the command,
even though it is not expressed verbally.

- State the basic parts of speech in Arabic with appropriate illustrations.
3.2 Nominal Sentence ُ‫س ِميَة‬ ِ ُ‫اَ ْل ُج ْملَة‬

ْ ‫اال‬
Basically, there are two types of sentences in Arabic. These are the
nominal and the verbal sentences. Nominal sentence is defined as:
ً‫ُكل ُج ْملَ ٍة تَت ََر َكبُ م ْن ُم ْبتَ َداٍ َو خَ بَ ٍر تُ َس َمى ُج ْملَةً اسْمية‬
Any sentence comprising subject and predicate is a nominal sentence. This in
essence, connotes that nominal sentences commence with a noun. Examples of
nominal sentences are:
The hardworking one is successful ‫اَ ْل ُمجْ تَه ُد نَاجح‬

The female student is gentle ‫ُورة‬
َ ‫صب‬َ ُ‫الطالبَة‬
Zaynab is intelligent ‫زَ ْي َنبُ عَاقلَة‬
Ibrahim is just ‫اب َْراهي ُم عَادل‬
The first words of the four examples given in Arabic above are nouns,
so the sentences are nominal. The examples contain subjects and predicates
which are the basic components of nominal sentences. These are simple
102
nominal sentences. Sentences in this category may be longer but no matter the
length, subject and predicate will eventually emerge as the basic components
of such sentences. In addition, both the subject and the predicate should be in
the nominative case as noted in the given examples .
When a nominal sentence is constructed, the predicate of its subject
may be one of the five varieties noted below:
(i) A Simple Noun
The man is an engineer ‫الر ُج ُل ُمهَ ْندس‬
The woman is a trader ‫اَ ْل َمرْ أَةُ تَاج َرة‬
The second word in each of the two examples given above is a simple noun, in
the nominative case. It is the predicate of the sentence
(ii) An Adjective
The student is dutiful َ ‫ال‬
‫طالبُ ُمجْ تَهد‬
The room is large ‫اَ ْلحُجْ َرة َواس َعة‬
The second word in each of the examples given above is an adjective. It is the
predicate of the sentence, in the nominative case.
(iii) Prepositional Phrase

The cat is under the bed ‫اَ ْلقط تَحْ تَ السرير‬
The book is on the table ‫اَ ْلكتَابُ َعلَى ْال َم ْكتَب‬
The second and third words in each of the examples given above are the
combinations of a prepositional particle and a definite noun. The combinations
serve as the predicate of the sentence in a nominative case .
(iv) Verbal Clause

َ ‫الت ْلمي ُذ َذه‬
The student went to the market ‫َب الَى الشوق‬
The teacher sat on the chair ‫س َعلَى السرير‬
َ َ‫ال ُم َعل ُم َجل‬
In the first example, the expression is a verbal clause because it starts with a
verb. The clause is the predicate of the sentence in a nominative case. The
same is applicable to ‫س َعلَى ْال ُكرْ سي‬
َ َ‫ َجل‬in the second example.
(v) Nominal Clause

The woman is sleeping on the bed ‫اَ ْل َمرْ أَةُ نَائ َمة َعلَى السرير‬
The man is sitting on the chair ‫الرجُ ُل َجالس َعلَى ْال ُكرْ سي‬
Note that the word ُ‫( نَائ َمة‬a sleeper, somebody sleeping) is translated in this
context as “is sleeping”. Literally, the sentence would mean “The woman is a
103
sleeper on the bed” or “The woman sleeps in the bedroom”. The word is
derived from the verb ‫( نَا َم‬to sleep). Using the common paradigm of ‫ فعل‬as
basis then the derived will take the form of‫ نّائ َمة‬. This form represents the
active participle of a verb in Arabic. The clause ‫ نَائ َمة َعلَى السرير‬is nominal. It is
the predicate of the sentence in the nominative case. This same explanation
goes for the second sentence

- When a nominal sentence is constructed, the predicate of its subject may be
one of the five varieties noted above. Cite relevant illustrations for each of the
varieties.
- What are the basic components of nominal sentences?
3.3 Verbal Sentence ُ‫اّ ْل ُج ْملَةُ ا ْل ِف ْع ِل َية‬

ً‫ُكل ُج ْملَ ٍة تَت ََر َكبُ م ْن فعْل َو فَاع ٍل تُ َسمى ُج ْملَةً فعْل َية‬
Having noted that a nominal sentence is the one which commences with
a noun, we should now consider the verbal sentence.Verbal sentence is the one
which begins with a verb, which is succeeded by its doer (subject) such a verb
may be past tense or present tense verbs. Examples of verbal sentences are:
The student went to the school ‫َب الطّا َلبُ ا َلى ْال َم ْد َر َسة‬َ ‫َذه‬
The girl sat on the seat ‫ت َعلَى ْال َم ْق َعد‬ ُ ‫َجلَ َست ْالب ْن‬
The student goes to the school ‫يَ ْذهَبُ الطالبُ الَى ْال َم ْد َر َسة‬
The girl sits on the seat ‫ت َعلَى ْال َم ْق َعد‬
ُ ‫تَجْ لسُ ْالب ْن‬
The first word of each of the four examples given in Arabic above is a
verb. The first two are in the past form while the remaining two are in the
present form.
When constructing verbal sentences, however the following rules
should be considered.
(a) When the preceding verb to the subject is on the third person, the verb
must always be singular whether the subject itself is singular, dual or plural;
e.g.
(i) The Muslim prayed in the mosque ‫صلى ْال ُمسْل ُم فى ْال َمسْجد‬َ
The (two) Muslims prayed in the mosque ْ ْ
‫صلى ال ُمسْل َمان فى ال َمسْجد‬ َ
The (many) Muslims prayed in the mosque ْ ْ
‫صلى ال ُمسْل ُمونَ فى ال َمسْجد‬ َ
104
(ii) The female student sat in the classroom ‫َجلَ َست الطالبَةُ فى ْالفَصْ ل‬
The (two) female student sat in the classroom ‫َجلَ َست الطلبَتَان فى ْالفَصْ ل‬
The (many) female students sat in the classroom ‫ت فى ْالفَصْ ل‬
ُ ‫َجلَ َست الطالبَا‬
Each of the three sentences in group (i) is commenced with a verb in
singular form in spite of the fact that the construction is referring to dual in the
second example while it is referring to plural in the third example. The same
explanation is applicable to the three examples in group (ii).
(b) The verb must agree with its subject in gender; e.g.
The teacher has arrived ‫ض َر االُ ْستَا ُذ‬
َ ‫َح‬
The child has slept ‫نَا َم ْال ُغالَ ُم‬
From the examples above, it will be noted that the verbs agree with the
subjects because the subjects are masculine so the verbs are also in masculine
usage. Let us consider more examples:
Hind has closed the door َ ‫ت ه ْن ُد ْال َب‬

‫اب‬ ْ َ‫َغلَق‬
The (female) Principal has travelled ُ‫يرة‬
َ ‫َسافَ َرت ال ُمد‬
Verbs here are different from the ones cited earlier because of the
addition of the suffix (‫ ) ت‬which indicates that the subjects in the sentences are
feminine. As opposed to English usage where the same verbs are used for both
masculine and feminine, differences between the two are noted in Arabic, as
contained in the examples given above.
(c) The subject of the verbal sentence must always be in the nominative
case. From the examples given so far, it will be noted that the subjects are all
in the nominative case. This is based on the grammatical rule which states that
subjects should always be in nominative case, either by the application of
direct vowel or any of its substitutes.
(d) The object of the verb should always be in the accusative case. This is
also as a result of certain grammatical rules which states that object occurring
in a sentence should always be in the accusative case, either by applying direct
vowel or any of its substitutes; e.g.
Mahmud cut a tree ‫قَطَ َع َمحْ ُمو ُد َش َج َر ًة‬

Fatimah wrote a letter ً‫ت فَاط َمةُ ر َسالَة‬ ْ ‫َكتَ َب‬
105

- State the grammatical rules guiding the construction of verbal sentences
4.0 CONCLUSION
A synthesis that gives a full meaning is called a complete sentence. A
complete sentence in Arabic consists of nouns, verbs and particles. Some
sentences may be complete with two of the components while some may be
accurate with just one of the three. Basically, there are two types of sentences
in Arabic. These are the nominal and the verbal sentences. You have learnt
about these two basic types and the various classifications coming under the
two types in this unit.
5.0 SUMMARY
You have learnt what a complete sentence is, in this unit. The unit has
also discussed the two types of sentences in Arabic with relevant illustrations.
- Differentiate between nominal and verbal sentences with relevant

examples
106

ARA 215 Arabic Grammar II

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COURSE

Course Team Dr. Mikail A. Folorunsho (Course Developer/Writer) – U.I

NATIONAL OPEN UNIVERSITY OF NIGERIA

© 2019 by NOUN Press

All rights reserved. No part of this book may be reproduced, in any

What you will learn in this Course

b) Recognise the various types and tenses of Arabic language verbs in

e) Construct and recognize grammatically perfect nominal and verbal

f) Recognise Arabic numbering system and use them appropriately in

g) Identify the various types of Arabic pronouns and employ them in

Working through this Course

MODULE 2: SINGULAR, DUAL AND PLURALS

MODULE 3: THE VOWELS

MODULE 4: ARABIC NUMBERING SYSTEM, PARTICLES

Self-Assessment Exercises (SAEs)

Tutor Marked Assignments (TMAs)

References and Further Readings

Unit 3 Sound Feminine Week 8 Assignment 3

Final Examination and Grading

Course Marking Scheme

How to Get the Most from this Course

Tutors and Tutorials

MODULE 1: THE PRONOUNS IN ARABIC

MODULE 2: SINGULAR, DUAL AND PLURALS

MODULE 3: THE VOWEL

MODULE 4: ARABIC NUMBERING SYSTEM, THE PARTICLES AND

MODULE 1: THE PRONOUNS IN ARABIC

3.0 MAIN CONTENT

‫مستترة‬ ‫متصلة‬ ‫منفصلة‬

‫تَا ُء الفاعل‬ 3rd person 2nd person 1st person

In this unit however, elaboration shall be made of the detached

Self Assessment Exercise

3.2 Detached Pronouns in Arabic ‫الضمائر المنفصلة‬

Usage: Persons Gender English Personal

I - representing {‫ } أنا‬1st person singular masculine/feminine

Self Assessment Test

3.3 Detached Pronouns in Nominative Cases

‫هو مخلص‬ - ‫هو‬

Self Assessment Exercise

3.4 Detached Pronouns in Accusative Cases

‫‪Number/Gender‬‬ ‫‪Singular‬‬ ‫‪Dual‬‬ ‫‪Plural‬‬

‫‪Let us consider the Qur’an, chapter 1 verse 5 where Allah says:‬‬

‫ضمائر النصب المنفصلة‬ ‫ضمائر الرفع المنفصلة‬ ‫نوعها‬ ‫الضمائر‬

Self Assessment Exercise

4.0 CONCLUSION ‫اإلستنتاج‬

5.0 SUMMARY ‫الخالصة‬

6.0 TUTOR MARKED ASSIGNMENTS

7.0 REFERENCES / FURTHER READINGS

3.0 MAIN CONTENT

As stated earlier, Arabic pronouns are either separated or suffixed. Each

Examples: Perfect pronominal suffixes Personal pronouns

‫ذهبتا‬ ‫جلستا‬ ‫تا‬ ‫هما‬

‫ذهبتَ‬ ‫جلستَ‬ ‫تَ‬ ‫انتَ‬

‫ذهبنما‬ ‫جلستما‬ ‫تما‬ ‫أنتما‬

‫ذهبت‬ ‫جلست‬ ‫ت‬ ‫أنت‬

‫ذهبتما‬ ‫جلستما‬ ‫تما‬ ‫أنتما‬

‫ذهبنا‬ ‫جلسنا‬ ‫نا‬ ‫نحن‬

Self Assessment Exercise