Basic Arabic - A Grammar and Workbook

UNIT 44

Noun–verb paradigm chart

The schematic outline of the 10 tri-literal verb forms below comprises rows
two verbs (‫)ﺍﻟـ َﻤﺎﺿﻲ‬,
numbered I–X. The columns show that each row has
and finally two participles
f(o‫ﻞ‬l‫ﻋ‬lِ o‫ﺎ‬w‫ﻟﻔ‬e‫ﺍ‬d‫ﺳﻢ‬byِ‫)ﺇ‬,(‫ﻉ‬fo‫ِﺭ‬ll‫ﺎ‬o‫ﻀ‬we‫ُﻤ‬d‫ﻟـ‬b‫)ﺍ‬y, (o‫ﻝ‬n‫ﻮ‬e‫ﻌ‬g‫ﻔ‬e‫ َﻤ‬r‫ـ‬u‫ﺍﻟ‬nd‫)ﺇِﺭ(ﺳﻢ‬.‫)ﺍﻟـ َﻤﺼ َﺪ‬,

‫ﺇِﺳﻢ ﺍﻟـ َﻤﻔﻌﻮﻝ‬ ‫ﺇِﺳﻢ ﺍﻟﻔﺎ ِﻋﻞ‬ ‫ﺍﻟـ َﻤﺼ َﺪﺭ‬ ‫ﺍﻟـ ُﻤﻀﺎﺭﻉ‬ ‫ﺍﻟﻤﺎ ِﺿﻲ‬ I
‫ﻣـَﻔﻌﻮﻝ‬ ‫؟‬ II
‫ُﻣـﻔَ ﱠﻌﻞ‬ ‫ﻓﺎ ِﻋﻞ‬ ‫ﻳـَﻔﻌـ؟ﻝ‬ ‫ﻓَﻌـ؟ َﻝ‬ III
‫ُﻣـﻔﺎ َﻋﻞ‬ ‫ُﻣﻔَ ﱢﻌـﻞ‬ ‫ﺗَﻔﻌﻴﻞ‬ ‫ﻳـُﻔَ ﱢﻌﻞ‬ ‫ﻓَ ﱠﻌ َﻞ‬ IV
‫ُﻣـﻔ َﻌﻞ‬ ‫ُﻣﻔﺎ َﻋﻠَﺔ‬ V
‫ُﻣـﺘَﻔَ ﱠﻌﻞ‬ ‫ُﻣـﻔﺎ ِﻋﻞ‬ ‫ﺇِﻓﻌﺎﻝ‬ ‫ﻳـُﻔﺎ ِﻋﻞ‬ ‫ﻓﺎ َﻋ َﻞ‬ VI
‫ُﻣـﺘَﻔﺎ َﻋﻞ‬ ‫ﺃَﻓ َﻌ َﻞ‬ VII
‫َﻣﻨﻔَ َﻌﻞ‬ ‫ُﻣـﻔ ِﻌﻞ‬ ‫ﺗَﻔَ ﱡﻌﻞ‬ ‫ﻳـُﻔ ِﻌﻞ‬ ‫ﺗَﻔَ ﱠﻌ َﻞ‬ VIII
‫ُﻣـﻔﺘَ َﻌﻞ‬ ‫ُﻣـﺘَﻔَ ﱢﻌﻞ‬ ‫ﻳـَﺘَﻔَ ﱠﻌﻞ‬ ‫ﺗَﻔﺎ َﻋﻞ‬ IX
‫ُﻣـﺘَﻔﺎ ِﻋﻞ‬ ‫ﺗَﻔﺎ ُﻋﻞ‬ ‫ﻳـَﺘَﻔﺎ َﻋﻞ‬ ‫ﺍِﻧﻔَ َﻌﻞ‬ X
‫ُﻣـﺴﺘَﻔ َﻌﻞ‬ ‫ُﻣﻨﻔَ ِﻌﻞ‬ ‫ﻳـَﻨﻔَ ِﻌﻞ‬ ‫ﺍِﻓﺘَ َﻌ َﻞ‬
‫ُﻣـﻔﺘَ ِﻌﻞ‬ ‫ﺇﻧﻔِﻌﺎﻝ‬ ‫ﻳـَﻔﺘَ ِﻌﻞ‬
‫ﺇﻓﺘِﻌﺎﻝ‬ ‫ﻳـَﻔ َﻌ ّﻞ‬ ‫ﺍِﻓ َﻌ ﱠﻞ‬
‫ُﻣﻔ ِﻌ ّﻞ‬ ‫ﺇﻓ ِﻌﻼﻝ‬ ‫ﻳـَﺴﺘَﻔ ِﻌﻞ‬ ‫ﺍِﺳﺘَﻔ َﻌ َﻞ‬
‫ُﻣـﺴﺘَﻔ ِﻌﻞ‬ ‫ﺍِﺳﺘِﻔﻌﺎﻝ‬

Finding meaning in paradigm charts and tables

Given the central part played by the derivational system of Arabic, verbs are
more efficiently dealt with in a tabular form exposition that shows meaningful
differences between words.

While perhaps dry, these tables are in fact liberating; understanding how to
use them is the key to unlocking the true meaning of concepts and informa-
tion conveyed in an Arabic script. These tables empower readers to extrapolate
240 meaning, even from words they’ve never seen before.

In addition, the Arabic dictionary does not list words in alphabetical order Exercises:
based on their spelling. Therefore, one cannot look up a word in the dictionary noun–verb
based on how it is spelled in the text in which the word is found. To find a word paradigm
in an Arabic dictionary, one must be able to remove markings and suffixes (e.g. chart
reduce a word from its plural to singular form, remove pronoun suffixes, remove
subject markers) to arrive at the root radicals, most likely three consonants.

Analysing the paradigm chart

Each cell in the paradigm chart contains an entry showing variations on the tri-literal

root radicals ‫ﻑ ﻉ ﻝ‬. Looking at column 1, ‫ﺍﻟﻤﺎﺿﻲ‬, variation is introduced by

interleaving the diacritics ‫ ﻓﺘﺤﺔ‬/i/, ‫ َﺿ ّﻤﺔ‬/u/, and ‫ َﻛﺴﺮﺓ‬/u/ between the three radi-

cals, as well as by a shadda (the consonant doubling diacritic), and by the letters.

of The two pveerrsboncomluamscnusli‫ﻲ‬ne‫ﺿ‬, w‫ﺎ‬h‫ﻤ‬i‫ﻟ‬c‫ﺍ‬hainsdth‫ﻉ‬e‫ ِﺭ‬fo‫ﻀﺎ‬rm‫ ُﻤ‬t‫ـ‬h‫ﻟ‬e‫ﺍ‬ only show the conjugation
the third dictionary lists (for the full

conjugation, see Conjugating the perfect and Conjugating the imperfect).

Note that the subject markers of Forms II, III, and IV of ‫ ﺍﻟـ ُﻤﻀﺎﺭﻉ‬are all fol-
lowed by a ‫ َﺿ ّﻤﺔ‬. In all the remaining forms a ‫ ﻓﺘﺤﺔ‬follows the subject marker.

Only in Form IV, specifically in ‫ﺍﻟـﻤﺎﺿﻲ‬, and ‫ ﺍﻟـ َﻤﺼﺪﺭ‬is there a hamza

written with the alif. Any other alifs found throughout the chart have no hamza.

For each of the Forms II–X, the paradigm of ‫ ﺍﻟﻔِﻌﻞ ﺍﻟـ ُﻤﻀﺎﺭﻉ‬can be used to
generate the corresponding ‫ ﺍِﺳﻢ ﺍﻟﻔﺎ ِﻋﻞ‬and ‫ﺍِﺳﻢ ﺍﻟـ َﻤﻔﻌﻮﻝ‬. Starting with ‫ﺍﻟﻔِﻌﻞ‬
d‫ﻝﻉ‬i‫ﺭﻮ‬aِ c‫ﺎﻌ‬r‫ﻔﻀ‬i‫ﻤ‬tَ i‫ـ‬c‫ﻟُﻤ‬,‫ـﺍ‬i‫ﻢﻟ‬.‫ﺍ‬e‫ﺳ‬,.rِ‫ﺍ‬e,َ‫ـ‬p‫ـ‬r‫ﻳ‬leapoclreaُ‫ـ‬ct‫ـ‬eh‫ﻳـ‬et,hsweu‫ﺓ‬ibt‫ﺮ‬hje‫ُﺴ‬c‫ــ‬t‫ﻣـَﻛ‬mi.maTrmkheeerdroieafstuethlltyeinfvgoelrwlboowarnidndgisittsh‫ﻞ‬ei‫ِﻋ‬m‫ﺎﻉ‬m‫ﻔ‬r‫ﻟ‬a‫ﺍ‬edd‫ﻢ‬ii‫ﺳ‬caatِ‫ﺍ‬el,lwTyoiftohglaelon‫ﺔ‬we‫ﺤ‬rian‫ﺘ‬tَ‫ﻓ‬ge.

Form I is unpredictable in the first three cells: ‫ﺍﻟﻔِﻌﻞ‬, ‫ﺍﻟﻔِﻌﻞ ﺍﻟﻤﺎﺿﻲ‬
(‫ ِ)ﺭ?ﻉ‬.‫ﺎ‬S‫ﻀ‬pe‫ ُﻤ‬c‫ـ‬i‫ﻟ‬fi‫ﺍ‬,caalnldy,‫ﺭ‬fo‫ﺪ‬r‫ﺼ‬ea‫ َﻤ‬c‫ـ‬h‫ﺍﻟ‬.dTifhfeeruenntprreaddiicctaalbi‫ﻝ‬lity‫ﻉ‬is‫ﻑ‬m,atrhkeeddibaycrtihtiecqfuoellsotiwoninmg athrke
second radical, ‫ﻉ‬, can be ‫ َﺿ ّﻤﺔ‬,‫ﻓَﺘﺤﺔ‬, or ‫ َﻛﺴﺮﺓ‬. Similarly, ‫ ﺍﻟـ َﻤﺼﺪﺭ‬is also

unpredictable. The dictionary provides the unknown information.

Exercises: noun–verb paradigm chart

Exercise 1

For Form I, find the perfect – ‫ – ﺍﻟـﻤﺎﺿﻲ‬and imperfect – ‫ – ﺍﻟـ ُﻤﻀﺎﺭﻉ‬of the

following six roots.

‫ﻑﺕﺡ‬ ‫ﻑﺭﺡ‬ 241
‫ﻥﺹﺭ‬ ‫ﺽﺭﺏ‬
‫ﺡﺱﻥ‬ ‫ﺡﺱﺏ‬

44 Exercise 2

Noun–verb For Form I, find the gerund – ‫ – ﺍﻟﻤﺼﺪﺭ‬of the following 12 roots.
paradigm
chart

‫ﺥﻁﺭ‬ ‫ﺩﺭﺱ‬ ‫ﻝﻍﺯ‬
‫ﺵﻉﺭ‬ ‫ﺥﺭﺏ‬ ‫ﻥﺩﻡ‬
‫ﻙﺕﺏ‬ ‫ﻁﻝﻉ‬ ‫ﺏﻁﻝ‬
‫ﻝﻕﻡ‬ ‫ﺥﺩﻡ‬ ‫ﻍﺱﻝ‬

Exercise 3
Fill in the blanks.

Gerund (‫)ﺍﻟﻤﺼﺪﺭ‬ Imperfect (‫)ﺍﻟ ُﻤﻀﺎﺭﻉ‬ Perfect (‫)ﺍﻟﻤﺎﺿﻲ‬ Form (‫)ﺍﻟﻮﺯﻥ‬
ِ‫ﺍِﺷﺘَﻬَﺮ ﺑـ‬
______ ______ ______
______ ______ ______
ِ‫ﻳَﻬﺘ ﱡﻢ ﺑـ‬

Exercise 4

For Form IX, find the perfect and imperfect verbs, the gerund, and the active
participle of the following seven roots. As mentioned above, these roots cor-

respond to colours ‫ﺃﻟﻮﺍﻥ‬.

‫ﺹﻑﺭ‬ ‫ﺯﺭﻕ‬ ‫ﺥﺽﺭ‬
‫ﺡﻡﺭ‬ ‫ﺱﻡﺭ‬
‫ﺱﻭﺩ‬
‫ﺏﻱﺽ‬

242

UNIT 45

Time

The perfect tense verb, ‫ﺍﻟﻤﺎﺿﻲ‬, is most often – but not exclusively – used to
refer to (simple) past time. However, ‫ ﺍﻟﻤﺎﺿﻲ‬can, in certain environments,

refer to other time contexts. For example, when preceded by certain conditional

particles, such as ‫ ﻟﻮ‬،‫ ﺇﻥ‬،‫ﺇﺫﺍ‬, the time reference is future.
uffouusrttewuuTdrrhheeteeo,mnfiromaeprrfrpkeeeeercxrretafodwemce(optdsrlitdembe,ynwp‫ﻑ‬sclieeto‫ﻮ‬h)vn‫ﺳ‬pَedthrri,ebteios,ofer‫ﻉ‬nunwatt‫ِﺭ‬ulhtr‫ﺎ‬piee‫ﻀ‬manmrept‫ـ‬.ia‫ﻤ‬rُcHer‫ـ‬lkce‫ﻟ‬o‫ﺍ‬ees,wdrsiesepudvrcmeehbfiroy,axss‫ﻉ‬tt,h‫ﺱﺎ‬o‫ﺭ‬eَ‫ﻤ‬f‫ﻬﺎ‬tf‫ﻀ‬e,u‫ َﻣ‬notur،‫–ُﻤ‬r‫ﻥ‬we‫ﺍﻟ‬b‫ﺇ‬nhuc,eeatagnnnnadopatitrlooseetnochxepercderaleusfred.tsiricvbtleyoely‫ﻦ‬tthhَ‫–ﻟ‬ee,

More detailed and elaborate temporal aspects are signalled by grouping
sequences of word types including perfect verb, imperfect verb, adverbial and
other elements.

Note that active participles (participles: adjectival forms) are also used as
verbal elements (see Participles) signalling varying time contexts (past, present,
and future).

Examples follow.

Past he came
he has not/did not come
‫ﺟﺎء‬ I was about to leave, I almost left
‫ﻟﻢ ﻳﺄ ِﺕ‬ I continued to try, I kept on trying
‫ِﻛﺪ ُﺕ ﺃﺳﺎﻓﺮ‬ I was there
‫ﻅﻠﻠ ُﺖ ﺃﺣﺎﻭﻝ‬ I was at home
‫ُﻛﻨ ُﺖ ﻫﻨﺎﻙ‬ I had spoken
‫ﻛﻨ ُﺖ ﻓﻲ ﺍﻟﺒﻴﺖ‬
‫ﻛﻨ ُﺖ ﻗﺪ ﺗﻜﻠّﻤ ُﺖ‬

243

45 Present

Time

‫ ﻳﺄﺗﻲ‬he comes

‫ﺃﻧﺎ ﻓﻲ ﺍﻟﺒﻴﺖ‬ I am home

‫ﺃﻧﺎ ﻫﻨﺎ‬ I’m here

‫ﺃﻧﺎ ﻭﺣﻴﺪ‬ I am Waheed
‫ﺃﺗﻜﻠّﻢ ﺍﻵﻥ‬ I am speaking now

‫ ﺃﻛﻮﻥ ﻧﺎﻭﻳﺎً ﺃ ْﻥ ﺃﺯﻭ َﺭ ﺃﺻﺪﻗﺎﺋﻲ ﻓﻲ ﻣﺼﺮ‬،‫ﻋﺎﺩﺓً ﺑﺤﻠﻮﻝ ﺍﻟﺼﻴﻒ‬

By the summer time, I will usually be planning to visit my friends in Egypt.

Future if he comes
he will not come
‫ﺇﺫﺍ ﺟﺎء‬ we will not go home
‫ﻟﻦ ﻳﺄﺗ َﻲ‬ if he comes
‫ﻟﻦ ﻧﺬﻫﺐ ﺇﻟﻰ ﺍﻟﺒﻴﺖ‬ he will come
‫ﺇ ْﻥ ﻳﺄ ِﺕ‬ I will have spoken
‫ﺳﻴﺄﺗﻲ‬ I will be at home
‫ﺳﺄﻛﻮﻥ ﻗﺪ ﺗﻜﻠﱠﻤ ُﺖ‬ I will be there
‫ﺳﺄﻛﻮﻥ ﻓﻲ ﺍﻟﺒﻴﺖ‬
‫ﺳﺄﻛﻮﻥ ﻫﻨﺎﻙ‬

244

UNIT 46

Verb–subject agreement

A verb is marked by number and gender when it follows its subject.

The students (female) went ‫ﺫﻫﺒ ِﺖ ﺍﻟﻄﺎﻟﺒﺎ ُﺕ‬

A verb is marked only by gender when it comes before its subject.

The students (female) went ‫ﺍﻟﻄﺎﻟﺒﺎ ُﺕ ﺫﻫﺒ َﻦ‬

245

UNIT 47

Constituents of verb-type words

Typical arrangement of constituents of verb-type words

Verb stems vary according to the verb form (see Verb patterns). However, the
relative location of key verb constituents – subject markers, stem, and mood
marker – is not affected by stem variation. The following table also highlights
the location of the object pronoun suffix relative to the other constituents.

Example:

Form II ‫ﻓَ ﱠﻌﻞ‬ ‫َﻛ ﱠﺴﺮﺗُﻬﺎ‬ I broke it, I smashed it
‫ﻳَﺴ َﻤ ُﻌﻬﺎ ﻳَﻔ َﻌﻞ‬ He hears her
Form I

Object pronoun Mood Subject Stem Subject Example
suffix marker marker marker
‫َﻛ ﱠﺴﺮ‬ ‫َﻛ ﱠﺴﺮﺗُﻬﺎ‬
‫ـﻬﺎ‬ none ‫ـﺘُـ‬ ‫ـﺴ َﻤﻌـ‬ ‫ﻳـَـ‬ ‫ﻳَﺴ َﻤ ُﻌﻬﺎ‬
‫ـﻬﺎ‬
ُ

Verbs with two objects

Some Arabic verbs (e.g. to give, to grant, to present, to think) take two objects.

Example:

The man gave his sweetheart a present. ً‫ﺃﻋ َﻄﻰ ﺍﻟ َﺮ ُﺟ ُﻞ َﺣﺒﻴﺒَﺘَﻪُ ﻫﺪﻳﱠﺔ‬

246

UNIT 48

Verb types (sound, hamzated, doubled,
weak radicalled)

Arabic verbs must conform with syllabic structure rules. The order of conso-
nants, semi-vowels and vowels, as well as the existence of the hamza in the root

of a verb may require morphological adjustments to the ‫ ﻓﻌﻞ‬paradigm to ensure

the conjugated verb conforms with syllabic structure rules.
There are four types of verb; one type is conjugated predictably, following the

‫ ﻓﻌﻞ‬paradigm, and three follow different rules when conjugated. An overview

follows with examples of the four types of verb:

1 Sound (‫ ;)ﺍﻟﺴﺎﻟﻢ‬this type of verb follows the ‫ ﻓﻌﻞ‬paradigm.
2 Doubled (‫)ﺍﻟﻤﻀ ّﻌﻒ‬

Examples:

‫ ﺃ َﺣ ّﺐ‬،‫ ﻣ ّﺮ‬،‫ﻅ ّﻦ‬
3 ‘Hamzated’ (‫)ﺍﻟﻤﻬﻤﻮﺯ‬

Examples:

‫ ﻗﺮﺃ‬،‫ ﺳﺄﻝ‬،‫ﺃَ َﺧﺬ‬
4 Weak radicalled (‫)ﺍﻟﻤﻌﺘ ّﻞ‬

Examples:

‫ ﺣﻜﻰ‬،‫ ﻧﺎﻡ‬،‫َﻭ َﻋﺪ‬

247

48 There are five types of weak radicalled verbs (‫)ﺍﻟﻤﻌﺘ ّﻞ‬:
a) Initial weak (‫)ﺍﻟﻤﺜﺎﻝ‬
Verb types
(sound, Examples:
hamzated,
doubled, ‫ َﻭ َﺻﻒ‬،‫َﻭ َﻋﺪ‬
weak b) Medial weak (‫)ﺍﻷﺟﻮﻑ‬
radicalled)
Examples:

‫ ﺻﺎﺭ‬،‫ ﻧﺎﻡ‬،‫ﻛﺎﻥ‬
c) Final weak radicalled (‫)ﺍﻟﻨﺎﻗﺺ‬

Examples:

‫ ﺩﻋﺎ‬،‫ ﺣﻜﻰ‬،‫ﻟﻘﻲ‬
d) Initial and final weak (‫)ﺍﻟﻠﻔﻴﻒ ﺍﻟﻤﻔﺮﻭﻕ‬

Examples:

‫ َﻭﻟِ َﻲ‬،‫ َﻭﻗِ َﻲ‬،‫َﻭﻓِ َﻲ‬
e) Medial and final weak (‫)ﺍﻟﻠﻔﻴﻒ ﺍﻟﻤﻘﺮﻭﻥ‬

Examples:

‫ َﺭ َﻭﻯ‬،‫ﻟَ َﻮﻯ‬

Exercises: verb types

Exercise 1

TimhpeefrofellcotwFionrgmvIeVrbv,er‫ّﺐ‬b ‫ﺃ َّﺐﺣ‬,‫ َﺣ‬i‫ﺃ‬s doubled (‫)ﻣﻀ ّﻌﻒ‬. Conjugate the perfect and
table below. The
for the subjects identified in the

first answer is filled out as an example.

248

‫ﺍﻟـ ُﻤﻀﺎﺭﻉ‬ ‫ﺍﻟﻤﺎﺿﻲ‬ ‫ﺍﻟﻀﻤﻴﺮ‬ Exercises:
verb types
‫ﺍﻟﻤﻨﺼﻮﺏ‬ ‫ﺃ َﺣ ﱠﺐ‬
‫ﺍﻟﻤﺠﺰﻭﻡ‬ ‫ﻟﻦ ﻳُ ِﺤ ﱠﺐ‬ ‫ﺍﻟﻤﺮﻓﻮﻉ‬ ‫ﻫﻮ‬
‫ﻟﻢ ﻳُ ِﺤ ﱠﺐ‬ ‫ﻳُ ِﺤ ﱡﺐ‬ _______ ‫ﻫُﻢ‬
_____ ‫ﻟﻢ‬ ______ ‫ﻟﻦ‬ _______
_____ ‫ﻟﻢ‬ ______ ‫ﻟﻦ‬ _______ _______ ‫ﻫﻲ‬
_____ ‫ﻟﻢ‬ ______ ‫ﻟﻦ‬ _______ ‫ﺃﻧ َﺖ‬
_____ ‫ﻟﻢ‬ ______ ‫ﻟﻦ‬ _______ _______ ‫ﺃﻧﺘُﻢ‬
_____ ‫ﻟﻢ‬ ______ ‫ﻟﻦ‬ _______
_____ ‫ﻟﻢ‬ ______ ‫ﻟﻦ‬ _______ ‫ﺃﻧ ِﺖ‬
‫ﺃﻧﺎ‬
_______

_______

_______

Exercise 2

The following verb, ‫ﺃﻋﻄﻰ‬, is final weak radicalled (‫)ﻧﺎﻗﺺ‬. Conjugate the per-
fect and imperfect Form IV verb ‫ ﺃﻋﻄﻰ‬for all possible 13 subjects.

‫ﺍﻟـ ُﻤﻀﺎﺭﻉ‬ ‫ﺍﻟﻤﺎﺿﻲ‬ ‫ﺍﻟﻀﻤﻴﺮ‬

____________________ ____________________ 1st person singular
____________________ ____________________ 2nd person masculine singular
____________________ ____________________ 2nd person feminine singular
____________________ ____________________ 3rd person masculine singular
____________________ ____________________ 3rd person feminine singular
____________________ ____________________ 2nd person dual
____________________ ____________________ 3rd person masculine dual
____________________ ____________________ 3rd person feminine dual
____________________ ____________________ 1st person plural
____________________ ____________________ 2nd person masculine plural
____________________ ____________________ 2nd person feminine plural
____________________ ____________________ 3rd person masculine plural
____________________ ____________________ 3rd person feminine plural

249

UNIT 49

Adverbs marked by the accusative case

The accusative case can be used on nouns and adjectives. The accusative case is
often used as a common adverbial complement to verbs.

Examples: ً‫ﺩﺍﺋﻤﺎ‬
ً‫ﺃﻓِﻳﻌﻀﻼًﺎ‬
always ً‫َﻛﺜﻴﺮﺍ‬
actually, really ً‫ﺃﺣﻴﺎﻧﺎ‬
also, too ً‫ِﺟ ّﺪﺍ‬
a lot, often ً‫َﺟﻴﱢﺪﺍ‬
sometimes ً‫ُﺷﻜﺮﺍ‬
very ً‫َﻋﻔﻮﺍ‬
well
thank you, thanks
you are welcome

ً‫ ُﺷﻜﺮﺍ‬and ً‫ َﻋﻔﻮﺍ‬go together. ً‫ ُﺷﻜﺮﺍ‬is thanks; ً‫ َﻋﻔﻮﺍ‬is the response.

250

UNIT 50

The passive voice

Using the passive voice to give recipes

In giving recipes, English uses the imperative form (e.g. “put the meat in the
pot”) whereas Arabic uses the passive form (e.g. “the meat is placed in the pot”).

Examples Meaning
placed
‫ﻳﻮ َﺿ ُﻊ‬ covered
‫ﻳُ َﻐﻄّﻰ‬ fried
‫ﺗُ َﺤ ﱠﻤ ُﺮ‬ added to it
‫ﻳُﻀﺎ ُﻑ ﺇﻟَ ْﻴ ِﻪ‬

Outline of the steps in passive transformation

Passive transformation requires performing the following actions:

• Delete the subject of the verb if it is an overt standalone noun.
• Make the direct object of the verb the new subject. In Arabic this new sub-

ject is called ‫ﻧﺎﺋﺐ ﺍﻟﻔﺎ ِﻋﻞ‬.

• Inflect the verb for the passive voice (see Inflecting the verb for the passive
voice, below).

• Make the verb agree with the new subject (‫)ﻧﺎﺋﺐ ﺍﻟﻔﺎ ِﻋﻞ‬.

251

50 Example 1 َ‫َﻛﺘَ َﺐ ﺍﻟﻤﺮﺍﺳ ُﻞ ﺍﻟﻤﻘﺎﻟﺔ‬
َ‫َﻛﺘَ َﺐ )ﺍﻟﻤﺮﺍﺳ ُﻞ( ﺍﻟﻤﻘﺎﻟﺔ‬
The passive The correspondent wrote the article.
voice Delete the subject of the verb: ُ‫َﻛﺘَ َﺐ ﺍﻟﻤﻘﺎﻟﺔ‬
Make the old object the new subject: ُ‫ُﻛﺘِ َﺐ ﺍﻟﻤﻘﺎﻟﺔ‬
Inflect the verb for the passive voice: ‫ُﻛﺘِﺒَﺖ ﺍﻟﻤﻘﺎﻟﺔ‬
Make the verb agree with the new subject:

Example 2 َ‫َﻛﺘَ َﺐ ﺍﻟﻤﻘﺎﻟﺔ‬
.َ‫َﻛﺘَ َﺐ ﺍﻟﻤﻘﺎﻟﺔ‬
He wrote the the article. .ُ‫َﻛﺘَ َﺐ ﺍﻟﻤﻘﺎﻟﺔ‬
There is no independent noun to delete: .ُ‫ُﻛﺘِ َﺐ ﺍﻟﻤﻘﺎﻟﺔ‬
Make the old object the new subject: .‫ُﻛﺘِﺒَﺖ ﺍﻟﻤﻘﺎﻟﺔ‬
Inflect the verb for the passive voice:
Make the verb agree with the new subject:

Example 3 .‫ﻧَ َﺸ َﺮﺕ ﺍﻟﻤ َﺆﻟﻔﺔُ ﺍﻟﻜﺘﺎ َﺏ‬
‫ﻧَ َﺸ َﺮﺕ )ﺍﻟﻤ َﺆﻟﻔﺔُ( ﺍﻟﻜﺘﺎﺏ‬
The author (f.) published the book.
Delete the subject of the verb: ‫ﻧَ َﺸ َﺮﺕ ﺍﻟﻜﺘﺎ ُﺏ‬
Make the old object the new subject: ‫ﻧُ ِﺸ َﺮﺕ ﺍﻟﻜﺘﺎ ُﺏ‬
Inflect the verb for the passive voice:
Make the verb agree with the new subject: .‫ﻧُ ِﺸ َﺮ ﺍﻟ ِﻜﺘﺎ ُﺏ‬

Exercise: the passive voice

Exercise 1

Change the following from the active to the passive voice. Write the new sentences
in the blank spaces below.

Reminder: when doing passive transformations remember the following:

• the subject of the original sentence is deleted
• the direct object becomes the new subject
• the verb in the passive agrees with the new subject

252

The following are the passives of the three verbs: ‫ ُﺳ ﱢﺠﻞ‬،‫ ُﻛﺘِﺐ‬،‫ﺗُ ِﺮﻙ‬ Exercise:
the passive
1 The father left the keys in the room on the table. voice

‫ﺗَ َﺮ َﻙ ﺍﻷ ُﺏ ﺍﻟﻤﻔﺎﺗﻴﺢ ﻓﻲ ﺍﻟ ُﻐﺮﻓ ِﺔ ﻋﻠﻰ ﺍﻟﻄﺎﻭﻟﺔ‬

________________________________________________________

2 I wrote the report yesterday.

.‫َﻛﺘَﺒَ ُﺖ ﺍﻟﺘﻘﺮﻳ َﺮ ﺃﻣﺲ‬

________________________________________________________

3 The team scored a goal in the fifth minute of the match/game.

.‫ﺳ ﱠﺠ َﻞ ﺍﻟﻔﺮﻳﻖ ﻫﺪﻓﺎً ﻓﻲ ﺍﻟﺪﻗﻴﻘﺔ ﺍﻟﺨﺎﻣﺴﺔ ِﻣﻦ ﺍﻟـ ُﻤﺒﺎﺭﺍﺓ‬

________________________________________________________

253

UNIT 51

Inflecting the verb for the passive voice

The previous section outlined the steps of passive transformation without deal-
ing with step 3: “Inflect the verb for the passive voice”. This is done by changing
the vowel quality of specific vowels in the verb. In other words, what distin-
guishes the active from the passive is internal vocalization of the verb.

Passive vocalization of the perfect tense verb

For the perfect form of the verb, the following are the relevant vowels:

v0 = initial vowel, v1 = the ‫ ﻑ‬vowel, v2 = the ‫ ﻉ‬vowel

(Forms I, II, and III have no initial vowel v0.)

Passive vocalization of the perfect:

If present, vowel v0 has to be /u/
If present, vowel v1 has to be /u/
Vowel v2 has to be /i/

Vowel transformations to inflect active for passive
The following chart illustrates the vowel transformations necessary to inflect
active perfect tense verbs for the passive voice:

Form f + v1 + c + v2 + l Active Transformation Passive Example
I {facal} v1 Æ u, v2 Æ i fucil
{facul} v1 Æ u, v2 Æ i fucil ‫ﻗُ ِﻄﻊ‬
II f + v1 + cc + v2 + l {facil} v1 Æ u, v2 Æ i fucil
254 faccal v1 Æ u, v2 Æ i fuccil none

‫ﻓُ ِﻬﻢ‬
‫ُﻛ ﱢﺴﺮ‬

III f + v1 + c + v2 + l faacal v1 Æ u, v2 Æ i fuucil ‫ﻟﻮ ِﺣﻆ‬ Passive
vocalization
IV ‘ + v0 + f + c + v2 + l ‘afcal v0 Æ uu, v2 Æ i ‘ufcil ‫ﺃُﺧ ِﺮﺝ‬ of the perfect
tense verb
V t + v0 + f + v1 + cc + tafaccal v0Æu, v1Æ u, v2Æ i rare ‫ﺗُﻘُﺒﱢﻞ‬
v2 + l tufuccil 255

VI t + v0 + f + v1 + c + tafaacal v0Æu, v1Æ u, v2Æ i rare ‫ﺗُﻨﻮ ِﻭﻝ‬
v2 + l tufuucil

VII ‘ + v0 + n + f + v1 + c infacal none
+ v2 + l
iftucil ‫ﺍِﻗﺘُ ِﺮﺡ‬
VIII ‘ + v0 + f + t + v1 + c + iftacal v0Æ u, v2Æ i
v2 + l

IX ‘ + v0 + f + c + v2 + l + l ifcall none

X ‘ist + v0 + f + c + v2 + l istafcal v0Æ u, v2Æ i istufcil ‫ﺍِﺳﺘُﻘﺒِﻞ‬

Generalizations about the perfect in the passive voice

If there is a v0, the vowel quality is /u/.
If there is a v1, the vowel quality is /u/.
The v2 vowel quality is /i/.
Rare passives for forms V and VI.
No passives for forms VII and IX because they are reflexive in meaning.

Active and passive forms of the perfect tense
The following summary chart contrasts the perfect active and passive.

Form Active Passive

I ‫ﻓَ َﻌﻞ‬ ‫ﻓُ ِﻌﻞ‬
‫ﻓَ ِﻌﻞ‬
‫ﻓُ ﱢﻌﻞ‬
II ‫ﻓَ ﱠﻌﻞ‬ ‫ﺃُﻓﻓﻮِﻌ ِﻋﻞﻞ‬
III ‫ﻓﺎ َﻋﻞ‬ rare ‫ﺗُﻔﻮ ِﻋﻞ‬
IV ‫ﺃَﻓ َﻌﻞ‬ rare ‫ﺗُﻔﻮ ِﻋﻞ‬
V ‫ﺗَﻔَ ﱠﻌﻞ‬
VI ‫ﺗَﻔﺎ َﻋﻞ‬ none
VII ‫ﺍِﻧﻔَ َﻌﻞ‬
VIII ‫ﺍِﻓﺘَ َﻌﻞ‬ ‫ﺍِﻓﺘُ ِﻌﻞ‬
IX ‫ﺍِﻓ َﻌ ّﻞ‬
X ‫ﺍِﺳﺘَﻔ َﻌﻞ‬ none

‫ﺍِﺳﺘُﻔ ِﻌﻞ‬

51 Passive vocalization of the imperfect tense verb

Inflecting For the imperfect form of the verb, the following are the relevant vowels:
the verb for
the passive vs = subject marker vowel, v2 = the ‫ ﻉ‬vowel
voice
Passive vocalization of the imperfect:

Vowel vs has to be /u/.
Vowel v2 has to be /a/.

Vowel transformations to inflect active imperfect for passive

The following chart illustrates the vowel transformations necessary to inflect
active imperfect tense verbs for the passive voice:

Form Active Transformation Passive Example
I vs Æ u {yufcal}
y + vs + f + c + v2 + l {yafcal} vs Æ u, v2 Æ a {yufcal} ‫ﻳُﻘﻄَﻊ‬
II {yafcul} vs Æ u, v2 Æ a {yufcal}
III v2 Æ a yu faccal ‫ﻳُﻔﻬَﻢ‬
IV {yaffcil} v2 Æ a ‫ﻳُ َﻜ ﱠﺴﺮ‬
V v2 Æ a yufaacal ‫ﻳُﻼ َﺣﻆ‬
VI y + vs + f + v1 + cc + yufaccil vs Æ u ‫ﻳُﺨ َﺮﺝ‬
VII v2 + l yufaacil vs Æ u yufcal ‫ﻳُﺘَﻘَﺒﱠﻞ‬
VIII y + vs + f + v1 + c + rare ‫ﻳُﺘَﻨﺎ َﻭﻝ‬
IX v2 + l vs Æ u, v2 Æ a yutafaccal
X rare ‫ﻳُﻘﺘَ َﺮﺡ‬
y + vs + f + c + v2 + l yufcil vs Æu, v2 Æ a yutafaacal
none ‫ﻳُﺴﺘَﻘﺒَﻞ‬
y + vs + ta + f + v1 + cc yatafaccal
+ v2 + l yatafaacal yuftacal
y + vs + ta + f + aa + c
+a+l none
yustafcal
y + vs + nf + v1 + c + yanfacil
v2 + l yaftacil
y + vs + ft + v1 + c +
v2 + l
y + vs + f + c + a + ll

y + vs + sta + f + c + yastafcil
v2 + l

256

Generalizations about the imperfect in the passive voice Exercise:
inflecting
v1 is irrelevant. the verb for
vs is always /u/. the passive
v2 is always /a/. voice
Rare passives for Forms V and VI.
No passives for Forms VII and IX because they are reflexive in meaning.

Active and passive forms of the imperfect tense
The following chart summarizes the imperfect active and passive.

Form Active Passive

I ‫ﻳَﻔ َﻌﻞ‬ ‫ﻳُﻔ َﻌﻞ‬
‫ﻳَﻔ ُﻌﻞ‬
‫ﻳَﻔ ِﻌﻞ‬ ‫ﻳُﻔَ ﱢﻌﻞ‬
II ‫ﻳُﻔَ ﱢﻌﻞ‬ ‫ﻳُﻔﺎ َﻋﻞ‬
‫ﻳُﻔ َﻌﻞ‬
III ‫ﻳُﻔﺎ ِﻋﻞ‬ rare ‫ﻳُﺘَﻔَ ﱠﻌﻞ‬
IV ‫ﻳُﻔ ِﻌﻞ‬ rare ‫ﻳُﺘَﻔﺎ َﻋﻞ‬
V ‫ﻳَﺘَﻔَ ﱠﻌﻞ‬
VI ‫ﻳَﺘﻔﺎ َﻋﻞ‬ none
VII ‫ﻳَﻨﻔَ ِﻌﻞ‬
VIII ‫ﻳَﻔﺘَ ِﻌﻞ‬ ‫ﻳُﻔﺘَ َﻌﻞ‬
IX ‫ﻳَﻔ َﻌ ّﻞ‬
none
X ‫ﻳَﺴﺘَﻔ ِﻌﻞ‬
‫ﻳُﺴﺘَﻔ َﻌﻞ‬

Exercise: inflecting the verb for the passive voice

Exercise 1
Change the following sentences from the active to the passive voice. Write the
new sentences in the blank spaces below.

a) We heard a knock at the door.

‫َﺳ ِﻤﻌﻨﺎ َﻁﺮﻗﺎً ﻋﻠﻰ ﺍﻟﺒﺎﺏ‬

_____________________________________________________

257

51 b) The storm destroyed many houses and uprooted trees on the coast.

Inflecting ‫َﺣﻄﱠ َﻤﺖ ﺍﻟﻌﺎ ِﺻﻔﺔُ ﺑﻴﻮﺗﺎً ﻛﺜﻴﺮﺓً ﻭﺍِﻗﺘَﻠَ َﻌﺖ ﺃﺷﺠﺎﺭﺍً ﻋﻠﻰ ﺍﻟﺴﺎ ِﺣﻞ‬
the verb for
the passive ____________________________________________________________
voice
c) The inspector checked the cargo on the ship before it was offloaded.

‫ﻋﺎﻳَ َﻦ ﺍﻟـ ُﻤـﻔَﺘﱢ ُﺶ ﺍﻟﺒﻀﺎﻋﺔَ ﻋﻠﻰ ﺍﻟﺴﻔﻴﻨﺔ ﻗﺒﻞ ﺗﻨﺰﻳﻠﻬﺎ‬

____________________________________________________________

258

Workbook and Answers

Unit 4: the Arabic language writing system

Letter shapes and context

Unit 4: Answers to Exercise 1
Join the sets of letters to form words. Write the words in the space provided.

a) ‫ ﻩ‬+ ‫ ﻙ‬+ ‫ ﺍ‬+ ‫ ﻭ‬+ ‫َﻑ‬

_________________________

‫ﻓَﻮﺍﻛﻪ‬
b) ‫ ﻙ‬+ ‫ ِﺏ‬+ ‫ ﺍ‬+ ‫ ﺕ‬+ ‫ِﻙ‬

_________________________

‫ِﻛﺘﺎﺑِﻚ‬
c) ‫ ﻑ‬+ ‫ ﻭ‬+ ‫ ﻑ‬+ ‫ُﺭ‬

_________________________

‫ُﺭﻓﻮﻑ‬
d) ‫ ﺏ‬+ ‫ ُﺕ‬+ ‫ ﻙ‬+ ‫َﻱ‬

_________________________

‫ﻳَﻜﺘُﺐ‬
e) ‫ ﺩ‬+ ‫ ﻭ‬+ ‫ ﻕ‬+ ‫ُﻥ‬

_________________________

‫ﻧُﻘﻮﺩ‬

259

Workbook f) ‫ ﻱ‬+ ‫ ﺏ‬+ ‫ ﺍ‬+ ‫ ﺕ‬+ ‫ِﻙ‬
and Answers
_________________________

‫ِﻛﺘﺎﺑﻲ‬

_________________________

g) ‫ ﻡ‬+ ‫ ﺍ‬+ ‫ ﻥ‬+ ‫َﻱ‬

_________________________

‫ﻳَﻨﺎﻡ‬
h) ‫ ﺍ‬+ ‫ ﻱ‬+ ‫ ﺏ‬+ ‫ ﻱ‬+ ‫ﻝ‬

_________________________

‫ﻟﻴﺒﻴﺎ‬

Unit 4: Answers to Exercise 2

Match each of the two groups of letters to one of the statements below. Draw a
line under (a) or (b) to indicate your answer.

1 Letter(s) that cannot be joined by a following letter (i.e. the next letter to the
left)

a) ‫ ﻭ‬،‫ ﺯ‬،‫ ﺭ‬،‫ ﺫ‬،‫ ﺩ‬،‫ﺍ‬
b) ‫ﻱ‬

2 Letter(s) that cannot be in a word initial position

a) ‫ ﻭ‬،‫ ﺯ‬،‫ ﺭ‬،‫ ﺫ‬،‫ ﺩ‬،‫ﺍ‬
b) ‫ء‬

Unit 4: Answers to Exercise 3

Write examples of words with each of the following letters in the beginning,
middle and end of the word. Write your words in the blank spaces in the table
below.

Letter End of a word Middle of a word Beginning of a word

‫ﻙ ﻛـ‬ ‫ﺑَﻨﻚ‬ ‫َﺭ َﻛ َﺪ‬ ‫ِﻛﺘﺎﺏ‬
‫َﻣﻠِﻚ‬ ‫ﻳﻜﺘُﺐ‬ ‫َﻛ ّﻒ‬
260 ‫ﻓَ ّﻚ‬ ‫َﻛ ْﻠﺐ‬ ‫ﻛﺎﻥ‬
‫ﺗﻜﻮﻳﻦ‬ ‫ﻛﻴﻒ‬
‫ُﻛﺮﺳﻲ‬

‫ﻓُﻨ ُﺪﻕ ﻕ ﻗـ‬ ‫َﺭﻗَ َﺪ‬ ‫ﻗﺎﻝ‬ ‫‪Unit 4:‬‬
‫ﻓﺎﺭﻭﻕ‬ ‫ﻧُﻘﻮﺩ‬ ‫ﻗَﻤﺢ‬ ‫‪the Arabic‬‬
‫ﻓَﺮﻳﻖ‬ ‫ﻧَﻘَ َﻞ‬ ‫ﻗﻮﻝ‬ ‫‪language‬‬
‫ﺗِﻠِﻔﻮﻥ‬ ‫‪writing‬‬
‫ﺑُﺮﺗُﻘﺎﻝ ﻝ ﻟـ‬ ‫َﻛ ْﻠﺐ‬ ‫ﻻ‬ ‫‪system‬‬
‫ﻗﺎﻝ‬ ‫َﻭﻟَﺪ‬ ‫ﻟَ ْﻴﻤﻮﻥ‬
‫ﻣﺎﻝ‬ ‫ﻓَﻼﻓِﻞ‬
‫ﻋﻤﻞ‬ ‫ﻛﻠﻤﺎﺕ‬ ‫ﻟﻦ‬
‫ﻓﻌﻞ‬ ‫ﺩﻭﻻﺭ‬
‫ﻗَ َﻤﺮ‬ ‫َﻣﻠِﻚ‬
‫ﻗَﻠَﻢ ﻡ ﻣـ‬ ‫َﻛﻠِ َﻤﺎﺕ‬ ‫َﻣﻜﺘَﺐ‬
‫ﻳَﻨﺎﻡ‬ ‫ﻟَ ْﻴﻤﻮﻥ‬ ‫َﻣ ْﺴﻤﻮﻉ‬
‫َﻛﻼﻡ‬ ‫َﻣ ْﻤﻨﻮﻉ‬
‫ُﻛﺮﺳﻲ‬ ‫ﺳﺎﻣﻲ‬
‫ُﻣ َﺪ ﱢﺭﺱ ﺱ ﺳـ‬ ‫ﻓُﺴﺘﺎﻥ‬
‫َﺳﻨﺔ‬
‫ﺵ ﺷـ‬ ‫ﻓِﺮﺍﺵ‬ ‫ﺍﻟﺸﺎﻱ‬ ‫ﺳﻴﺪﺍﺕ‬
‫ﺹ ﺻـ‬ ‫ﻗِﺮﺵ‬ ‫ﻳﻤﺸﻲ‬
‫ُﺩ ِﻫ َﺶ‬ ‫ُﻣﺸ ِﻜﻠﺔ‬ ‫ﺳﺎﺩﺓ‬
‫ﺍﻟﺸﻬﺮ‬ ‫ﺷﺎﻱ‬
‫ﺧﺎﺹ‬ ‫ﺍﻛﺘﺸﻔﻨﺎ‬ ‫َﺷﻤﺲ‬
‫ﻧُﺼﻮﺹ‬ ‫ﺑَ َﺼﻞ‬ ‫َﺷﺒَﻜﺔ‬
‫ﻓُﺼﻮﺹ‬ ‫ﻗَﺼﻴﺮ‬ ‫ﺷﺨﺼﻴّﺔ‬
‫َﻣﺼﺮ‬
‫َﺻﺒﺎﺡ‬
‫ُﺻﻨﺪﻭﻕ‬
‫ﺻﺎ ِﺣﺐ‬

‫‪261‬‬

Workbook Hamza shapes and context
and Answers
Unit 4: Answers to Exercise 4
262
Join the following letters to form words. Write the correct answer in the blank
spaces below.

Read from right to left.

 1 ٌ‫ ﺓ‬+ ‫ َﺉ‬+ ‫ِﺭ‬ ri’atun

_______________________

ٌ‫ِﺭﺋَﺔ‬ bii’iyyun
 2 ‫ ﱞﻱ‬+ ‫ ِﺉ‬+ ‫ ﻱ‬+ ‫ﺏ‬ qaari’uuna
bi’sun
_______________________ ru’asaa’un
ru’iya
‫ﺑﻴﺌِ ﱞﻲ‬ ru’yatun
 3 ‫ ﻥ‬+ ‫ ﻭ‬+ ‫ ﺉ‬+ ‫ ِﺭ‬+ ‫ ﺍ‬+ ‫ﻕ‬ ru’uusun

_______________________

‫ﻗﺎ ِﺭﺋﻮﻥ‬
 4 ‫ ﺱ‬+ ‫ ﺉ‬+ ‫ِﺏ‬

_______________________

‫ﺑِﺌﺲ‬
 5 ‫ ء‬+ ‫ ﺍ‬+ ‫ ﺱ‬+ ‫ َﺅ‬+ ‫ُﺭ‬

_______________________

‫ُﺭ َﺅﺳﺎء‬
 6 ‫ َﻱ‬+ ‫ ِﺉ‬+ ‫ُﺭ‬

_______________________

‫ُﺭﺋِ َﻲ‬
 7 ٌ‫ ﺓ‬+ ‫ ﻱ‬+ ‫ ْﺅ‬+ ‫ُﺭ‬

_______________________

ٌ‫ُﺭ ْﺅﻳﺔ‬
 8 ‫ ﺱ‬+ ‫ ﻭ‬+ ‫ ﺅ‬+ ‫ُﺭ‬

_______________________

‫ُﺭﺅﻭﺱ‬

 9 ‫ ﻡ‬+ ‫ ﺅ‬+ ‫ُﻝ‬ lu’mun Unit 4:
ra’asa the Arabic
_______________________ taqra’iina language
taqra’uuna writing
‫ﻟُﺆﻡ‬ ra’yun system
10 ‫ َﺱ‬+ َ‫ ﺃ‬+ ‫َﺭ‬

_______________________

‫َﺭﺃَ َﺱ‬
11 ‫ َﻥ‬+ ‫ ﻱ‬+ ‫ ﺉ‬+ ‫ َﺭ‬+ ‫ ﻕ‬+ ‫َﺕ‬

_______________________

‫ﺗَﻘ َﺮﺋﻴ َﻦ‬
12 ‫ َﻥ‬+ ‫ ﻭ‬+ ‫ ﺅ‬+ ‫ َﺭ‬+ ‫ ﻕ‬+ ‫َﺕ‬

_______________________

‫ﺗَﻘ َﺮﺅﻭﻥ‬
13 ‫ ٌﻱ‬+ ‫ ﺃ‬+ ‫َﺭ‬

_______________________

‫َﺭﺃ ٌﻱ‬

Hamza shape based on position in a word

Unit 4: Answers to Exercise 5

Below are examples of words that contain a hamza. Match each word to the cor-
responding statement describing the context of the hamza by rewriting the word
in the space provided.

1 ‫ﺑﺎءﺍﺕ‬ 4  ‫ﺳﻮء‬ 7  ‫ﺃﺳﺮﺓ‬ 10   ‫ﻣﺌﺔ‬
2 ‫ﻻءﺍﺕ‬ 5 ‫ﻗَﻤﻲء‬ 8  ‫ﺳﺄﻝ‬ 11 ‫ﺷﻰء‬
3   ‫ﺷﺎء‬ 6   ‫ﺩ ْﺭء‬ 9   ‫ﻗﺮﺃ‬

a) on no seat and unjoined between two long vowels:

‫ ﻻءﺍﺕ‬،‫ﺑﺎءﺍﺕ‬

b) on no seat and unjoined at the end of a word and preceded by a long vowel:

‫ ﻗَﻤﻲء‬،‫ ﺳﻮء‬،‫ﺷﺎء‬

c) on no seat and unjoined at the end of a word and preceded by a sukūn: 263

‫ﺩﺭْء‬

Workbook d) on the ‫ ﺍ‬as seat at the beginning of a word:
and Answers ‫ﺃﺳﺮﺓ‬

e) on the ‫ ﺍ‬as seat in the middle of a word:
‫ﺳﺄﻝ‬

f) on the ‫ ﺍ‬as seat at the end of a word:
‫ﻗﺮﺃ‬

g) In the middle of a word:

‫ ﻻءﺍﺕ‬،‫ ﺳﺄﻝ‬،‫ ﺑﺎ ءﺍﺕ‬،‫ﻣﺌﺔ‬

Unit 4: Answers to Exercise 6

‫ ﺃ‬or ‫ ﺅ‬or ‫ ?ﺉ‬Which will be the seat of the hamza in the following contexts? To

the right and to the left of the blank spaces below are vowels before or after the
hamza. Fill in the blanks below with the correct hamza seat. The first answer is
provided as an example.

Read from right to left transcribed word

 1 … + a +___________+ i + … ri’atun

… + a +‫ ﺉ‬+ i + …

 2 … + i +___________+ i + … bii’iyyun

…+i+‫ﺉ‬+i+ …

 3 + u +___________+ i + qaari’uuna

…+u+‫ﺉ‬+i+…

 4 … +ْ + ___________ + i + … bi’sun

…+‫ﺉ‬+ْ +i+…

 5 … + a + ___________ + u + … ru’asaa’un

…+a+‫ﺅ‬+u+…

 6 … + i + ___________ + u + … ru’iya

…+i +‫ﺉ‬+u+…

 7 … i + ْ + ___________ + u + … ru’yatun

… i +‫ ﺅ‬+ ْ + u + …

 8 + u + ___________ + u + ru’uusun

264 … + u + ‫ ﺅ‬+ u + …

 9 … + ْ + ___________ + u + … lu’mun Unit 5:
… +‫ ﺅ‬+ ْ + u + … ra’asa Function of
taqra’iina diacritics
10 … + a + ___________ + a + … taqra’uuna
ra’yun ‫ﺍﻟﺘﺸﻜﻴﻞ‬
…+a+‫ﺃ‬+a+ … ‫ﻭﻋﻼﻣﺎﺕ‬
‫ﺍﻹﻋﺮﺍﺏ‬
11 … + i + ___________ + a + …

… +i+‫ﺉ‬+a+ …

12 … + u + ___________ + a + …

… +u+‫ﺅ‬+a + …
13 … + ْ + ___________ + a + …

… +‫ ﺃ‬+ ْ + a + …

Unit 5: Function of diacritics ‫ﺍﻟﺘﺸﻜﻴﻞ ﻭﻋﻼﻣﺎﺕ ﺍﻹﻋﺮﺍﺏ‬

Diacritics as an integral part of a word

Unit 5: Answers to Exercise 1

What are the differences between the two words below?
The diacritics are different; there are three differences:

Meaning: ‫ﻳَ ْﺪ ُﺭﺱ‬ 1 ‫ﻓﺘﺤﺔ‬
he studies/is studying 2 ‫ُﺳﻜﻮﻥ‬
3 ‫َﺿ ّﻤﺔ‬
he teaches/is teaching ‫ﻳُ َﺪ ﱢﺭﺱ‬ 1 ‫َﺿ ّﻤﺔ‬
2 ‫ﻓﺘﺤﺔ‬
3 ‫ َﺷ ّﺪﺓ‬and ‫ﻛﺴﺮﺓ‬

Diacritics marking case of nouns ‫ﻋﻼﻣﺎﺕ ﺇﻋﺮﺍﺏ ﺍﻷﺳﻤﺎء‬

Unit 5: Answers to Exercise 2 265
In the blank spaces below, add the diacritic case marking for the first terms of

the ’idafa phrase: ‫ﺷﺎﺭﻉ ﻣﺤﻤﺪ‬. First, fill the blank spaces below with the ’idafa
phrase ‫ ﺷﺎﺭﻉ ﻣﺤﻤﺪ‬so the second term in the ’idafa is the standalone proper noun
‫ﻣﺤﻤﺪ‬. Then add the diacritic case marking to the first term of the ’idafa phrase. As

Workbook a reminder, please place the diacritic immediately before the possessives (i.e. the
and Answers proper, standalone noun).

‫َﻣﺮﻓﻮﻉ‬ .‫ﺷﺎﺭ ُﻉ ﻣﺤﻤﺪ‬
‫ﻣـَﻨـﺼﻮﺏ‬ .‫ﺷﺎﺭ َﻉ ﻣﺤﻤﺪ‬
‫ﻣـَﺠﺮﻭﺭ‬ .‫ﺷﺎﺭ ِﻉ ﻣﺤﻤﺪ‬

Unit 5: Answers to Exercise 3

In the blank spaces below, add the diacritic case marking for the first terms of

the ’idafa phrase: ‫ﺷﺎﺭﻉ ﻣﺤﻤﺪ‬. In this exercise, the second term in the ’idafa is
a pronoun suffix ‫ــﻪ‬. So, first fill the blank spaces below with the ’idafa phrase
‫ﺷﺎﺭﻋـﻪ‬. Then add the diacritic case marking to the first term of the ’idafa

phrase. As a reminder, please place the diacritic immediately before the posses-
sive (i.e. pronoun suffix).

‫َﻣﺮﻓﻮﻉ‬ ‫ﺷﺎﺭ ُﻋﻪ‬
‫ﻣـَﻨـﺼﻮﺏ‬ ‫ﺷﺎﺭ َﻋﻪ‬
‫ﻣـَﺠﺮﻭﺭ‬ ‫ﺷﺎﺭ ِﻋﻪ‬

Diacritics marking mood of verbs ‫ﻋﻼﻣﺎﺕ ﺇﻋﺮﺍﺏ ﺍﻷﻓﻌﺎﻝ‬

Unit 5: Answers to Exercise 4

Add the mood marker of the imperfect verbs below. Reminder: please make sure
the mood marker is in the appropriate location.

‫ﺍﻟﻤﺮﻓﻮﻉ‬ ‫ﺍﻟﻤﻨﺼﻮﺏ‬ ‫ﺍﻟ َﻤﺠﺰﻭﻡ‬ ‫ﻫﻮ‬
‫ﻟﻢ ﻳﻘ ْﻢ‬ ‫ﺃﻧﺎ‬
‫ﻳﻘﻮ ُﻡ‬ ‫ﻟﻦ ﻳﻘﻮ َﻡ‬ ‫ﻟﻢ ﺃﻗ ْﻞ‬ ‫ﺃﻧ َﺖ‬
‫ﺃﻗﻮ ُﻝ‬ ‫ﻟﻦ ﺃﻗﻮ َﻝ‬ ‫ﻧﺤﻦ‬
‫ﺗﻜﺘ ُﺐ‬ ‫ﻟﻦ ﺗﻜﺘ َﺐ‬ ‫ﻟﻢ ﺗﻜﺘ ْﺐ‬ ‫ﻫﻲ‬
‫ﻧﺪﻋ ُﻮ‬ ‫ﻟﻦ ﻧﺪﻋ َﻮ‬
‫ﺗﺘﻜﻠّ ُﻢ‬ ‫ﻟﻦ ﺗﺘﻜﻠّ َﻢ‬ ‫ﻟﻢ ﻧﺪﻋ ْﻮ‬
‫ﻟﻢ ﺗﺘﻜﻠّ ْﻢ‬

Unit 5: Answers to Exercise 5

Study the following sentences. The underlined words are imperfect verbs in

‫ ﺍﻟـﻤﺮﻓﻮﻉ‬mood. Add the mood marker for the underlined verbs. Reminder:

266 please make sure the mood marker is in the appropriate locations.

A ‫ﺗﺤﺘﺎ ُﺝ ﺗﺰﻳ ُﺪﻫﺎ‬ Unit 5:
‫ﻓﺈ ﱠﻥ ُﻛ ﱠﻞ ﺃُ ﱠﻣ ٍﺔ ﺗَﺤﺘﺎ ُﺝ ﺇﻟﻰ ﻟُ َﻐ ٍﺔ ُﻣ َﻮ ﱠﺣ َﺪ ٍﺓ‬ Function of
‫ ﻓَﺘﻜﻮﻥ ُﻣ َﻮ ﱢﺣﺪﺓ‬،ً‫ﺗَﺰﻳ ُﺪﻫﺎ ﺗَﺠﺎ ُﻭﺑﺎً ﻭﺗَﻤﺎ ُﺳﻜﺎ‬ diacritics

Every nation needs a unified language (one language) that would make ‫ﺍﻟﺘﺸﻜﻴﻞ‬
it more (mutually) responsive and more joined/connected/fused/fastened ‫ﻭﻋﻼﻣﺎﺕ‬
together, and thus be a unifying language. ‫ﺍﻹﻋﺮﺍﺏ‬

B ‫ﺗﺨﺘﻠ ُﻒ ﺗﺨﺘﻠ ُﻒ‬
‫ﺗَﺨﺘﻠ ُﻒ ﺍﺧﺘﻼﻓﺎً ﺑَﻴﱢﻨﺎ‬
‫ﺣﺘّﻰ ﺇﻧّﻬﺎ ﺗَﺨﺘﻠ ُﻒ ﺑَﻌ َﺾ ﺍﻻﺧﺘﻼ ِﻑ ﻣﻦ ﺣﺎﺭ ٍﺓ ﺇﻟﻰ ﺣﺎﺭﺓ‬

They differ considerably; they are even somewhat different from one alley
to another.

Unit 5: Answers to Exercise 6
Study the following sentences. The underlined words are imperfect verbs in

‫ ﺍﻟﻤﻨﺼﻮﺏ‬mood. Add the mood marker for the underlined verbs. Reminder:

please make sure the mood marker is in the appropriate location.

A َ‫ﺗﺒ ّﺴﻂ‬
‫ﻣﻦ ﺍﻟﻼ ِﺯﻡ ﺃ ْﻥ ﺗُﺒَ ﱢﺴﻂَ ﻟُ َﻐﺘَﻚ ﻋﻨﺪﻣﺎ ﺗﺘﻜﻠّ ُﻢ ﻣﻊ ﺍﻷﻁﻔﺎﻝ‬

You must simplify your language when speaking with the children.

B ‫ﺃﻏـﻴّـ َﺮ‬
ً‫ﺃﺣ ّﺐ ﺃﻥ ﺃﺧﺮﺝ ﻣﻌﻜﻢ ﻭﻟﻜﻨّﻲ ﺃﺭﻳﺪ ﺃ ْﻥ ﺃُ َﻏـﻴﱢـ َﺮ ﻣﻼﺑِﺴﻲ ﺃ ّﻭﻻ‬

I would like to go out with you, but I would like to change my clothes first.

C ‫ﺗﺪﺧ َﻞ‬
‫ﺇﺫﺍ ﺗﺄ ﱠﺧـ ْﺮ َﺕ ﺃﻛﺜﺮ ﻣﻦ ﺧﻤﺲ ﺩﻗﺎﺋﻖ‬
‫ﻓﻼ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗَﺪﺧ َﻞ ﺇﻟﻰ ﺍﻟﺼﻒ‬

If you are more than 5 minutes late, you will not be able to enter the class.

267

Workbook D ‫ﺗﺘﺤﻘّ َﻖ‬
and Answers ‫ﺃﺗَ َﻤﻨﱠﻰ ﺃ ْﻥ ﺗَﺘَ َﺤﻘﱠ َﻖ ﻛ ﱡﻞ ﺃﺣﻼﻣﻲ‬

I hope (I wish) that all my dreams will come true.

E ‫ﺗﺴﺘﻤ َﻊ‬
‫ﺃﻅُ ﱡﻦ ﺃﻧﱠﻬﺎ ﻟﻢ ﺗُﺮﻳ ْﺪ ﺃ ْﻥ ﺗَﺴﺘَ ِﻤ َﻊ ﺇﻟﻰ ﺭﺃﻳﻲ ﻓﻲ ﺍﻟﻤﻮﺿﻮﻉ‬

I think that she does not want to listen to my opinion on the subject.

Unit 5: Answers to Exercise 7
Study the following sentences. The underlined words are imperfect verbs in

‫ ﺍﻟ َﻤﺠﺰﻭﻡ‬mood. Add the mood marker for the underlined verbs. Reminder:

please make sure the mood marker is in the appropriate locations.

A ‫ﻳﻌ ّﺮ ْﺏ‬
‫ﻟﻢ ﻳُـ َﻌ ﱠﺮ ْﺏ ﺗَﺪﺭﻳ ُﺲ ﺍﻟ ﱢﻄﺐ ﻓﻲ ُﻣﻌ َﻈﻢ ﺍﻟﺠﺎﻣﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺣﺘّﻰ ﺍﻵﻥ‬

The teaching of medicine was not done in Arabic (“Arabized”) in most Arab
universities until now.

B ‫ﺗﻌﺘﺎ ْﺩ‬
‫ﺍﻧ َﺖ ﻻ ﺗُﺤ ّﺐ ﺍﻟﻘﻬﻮﺓ ﻷﻧّﻚ ﻟﻢ ﺗَﻌﺘﺎ ْﺩ ﻋﻠﻴﻬﺎ‬

You do not like coffee because you are not used to it.

C ‫ﻳﺘﻐﻴّ ْﺮ‬
ً‫َﻣ َﻄﺮ َﻣﻄَﺮ َﻣﻄَﺮ! ﺇﺫﺍ ﻟﻢ ﻳَﺘَ َﻐﻴﱠ ْﺮ ﺍﻟﻄﻘ ُﺲ ﻗﺮﻳﺒﺎ‬
‫ﻓﻼ ﺃﻋﺮﻑ ﻣﺎﺫﺍ ﺳﺄﻓﻌﻞ‬

Rain, rain, rain! If the weather does not change soon, I do not know what
I will do.

D ‫ﻳﺤﻀ ْﺮ‬
‫ﺃﻧﺎ ﻏﺎ ِﺿﺒﺔٌ ِﻣﻨﻪُ ﻷﻧﱠﻪُ ﻟﻢ ﻳَﺤ ُﻀ ْﺮ ﻟِﺰﻳﺎﺭﺗﻲ ُﻣﻨ ُﺬ ﻭﻗ ٍﺖ ﻁﻮﻳﻞ‬

I am angry with him because he has not come to visit me in a long time.
268

‫ﺗﺮﻳ ْﺪ ‪E‬‬ ‫‪Unit 6:‬‬
‫ﺃﻅُ ﱡﻦ ﺃﻧﱠﻬﺎ ﻟﻢ ﺗُﺮﻳ ْﺪ ﺃ ْﻥ ﺗَﺴﺘَ ِﻤ َﻊ ﺇﻟﻰ ﺭﺃﻳﻲ ﻓﻲ ﺍﻟﻤﻮﺿﻮﻉ‬ ‫‪Agreement‬‬

‫‪I think that she does not want to listen to my opinion on the subject.‬‬ ‫ﺗﻄﺎﺑﻖ‬

‫ﺗﻄﺎﺑﻖ ‪Unit 6: Agreement‬‬

‫‪Unit 6: Answers to Exercise 1‬‬

‫ﻣﺤ ّﻤﺪ ‪Read the following passage carefully, then rewrite it in Arabic substituting‬‬
‫‪. Rewrite the new passage in the blank spaces below. Make all the‬ﻳﺎﺳﻤﻴﻦ ‪for‬‬

‫‪necessary changes to ensure agreement.‬‬

‫ﻳﺎﺳﻤﻴﻦ ﺗﺴﻜﻦ ﻓﻲ ﻣﺪﻳﻨﺔ ﻧﻴﻮﻳﻮﺭﻙ‪ ،‬ﻭﻫﻲ ﻁﺎﻟﺒﺔ ﺗﺪﺭﺱ ﺍﻷﺩﺏ‬
‫ﺍﻹﻧﺠﻠﻴﺰﻱ ﻓﻲ ﺟﺎﻣﻌﺔ ﻧﻴﻮﻳﻮﺭﻙ‪ .‬ﻭﺍﻟﺪﻫﺎ ﻣﺼﺮﻱ‪ ،‬ﻭﻫﻮ ﻳﻌﻤﻞ ﻓﻲ‬
‫ﺍﻷﻣﻢ ﺍﻟﻤﺘﺤﺪﺓ‪ ،‬ﻭﻭﺍﻟﺪﺗﻬﺎ ﻓﻠﺴﻄﻴﻨﻴﺔ ﻭﻫﻲ ﺳﻜﺮﺗﻴﺮﺓ ﻓﻲ ﻧﻔﺲ ﺍﻟﺠﺎﻣﻌﺔ‪.‬‬
‫ﻣﺤﻤﻮﺩ ﻭﻋﺎﺩﻝ ﻭﻓﺎﻁﻤﺔ ﺃﻗﺎﺭﺏ ﻳﺎﺳﻤﻴﻦ‪ ،‬ﻭﻫﻢ ﻳﺴﻜﻨﻮﻥ ﻓﻲ ﻣﺪﻳﻨﺔ‬

‫ﺍﻟﻘﺎﻫﺮﺓ‪.‬‬

‫ﻣﺤ ّﻤﺪ ﻳﺴﻜﻦ ﻓﻲ ﻣﺪﻳﻨﺔ ﻧﻴﻮﻳﻮﺭﻙ‪ ،‬ﻭﻫﻮ ﻁﺎﻟﺐ ﻳﺪﺭﺱ ﺍﻷﺩﺏ‬
‫ﺍﻹﻧﺠﻠﻴﺰﻱ ﻓﻲ ﺟﺎﻣﻌﺔ ﻧﻴﻮﻳﻮﺭﻙ‪ .‬ﻭﺍﻟﺪﻫﻪ ﻣﺼﺮﻱ‪ ،‬ﻭﻫﻮ ﻳﻌﻤﻞ ﻓﻲ‬
‫ﺍﻷﻣﻢ ﺍﻟﻤﺘﺤﺪﺓ‪ ،‬ﻭﻭﺍﻟﺪﺗﻪ ﻓﻠﺴﻄﻴﻨﻴﺔ ﻭﻫﻲ ﺳﻜﺮﺗﻴﺮﺓ ﻓﻲ ﻧﻔﺲ ﺍﻟﺠﺎﻣﻌﺔ‪.‬‬
‫ﻣﺤﻤﻮﺩ ﻭﻋﺎﺩﻝ ﻭﻓﺎﻁﻤﺔ ﺃﻗﺎﺭﺏ ﻣﺤ ّﻤﺪ‪ ،‬ﻭﻫﻢ ﻳﺴﻜﻨﻮﻥ ﻓﻲ ﻣﺪﻳﻨﺔ ﺍﻟﻘﺎﻫﺮﺓ‬

‫‪Unit 6: Answers to Exercise 2‬‬

‫‪Use the vocabulary in the glossary of adjectives below to fill in the blanks in the‬‬
‫‪sentences. Make all the necessary changes to ensure agreement.‬‬

‫‪Glossary‬‬ ‫‪big‬‬ ‫ﻭﺍﺳﻊ‬ ‫‪wide, broad‬‬
‫‪Egyptian‬‬ ‫َﺟﺪﻳﺪ‬ ‫‪new‬‬
‫ﻛﺒﻴﺮ‬
‫ﻣﺼﺮ ّﻱ‬

‫‪a) I am a new student‬‬ ‫ﺃﻧﺎ ﻁﺎﻟِﺒﺔ __________‬
‫ﺃﻧﺎ ﻁﺎﻟِﺒﺔ ﺟﺪﻳﺪﺓ‬

‫‪269‬‬

Workbook b) New York is a big city __________ ‫ﻧﻴﻮﻳﻮﺭﻙ ﻣﺪﻳﻨﺔ‬
and Answers

‫ﻧﻴﻮﻳﻮﺭﻙ ﻣﺪﻳﻨﺔ ﻛﺒﻴﺮﺓ‬

c) I live in a new house __________ ‫ﺃﺳﻜﻦ ﻓﻲ ﺑﻴﺖ‬

‫ﺃﺳﻜﻦ ﻓﻲ ﺑﻴﺖ ﺟﺪﻳﺪ‬

d) My dad is Egyptian __________ ‫ﻭﺍﻟﺪﻱ‬

‫ﻭﺍﻟﺪﻱ ﻣﺼﺮ ّﻱ‬

e) This is a wide road __________ ‫ﻫﺬﺍ ﺷﺎﺭﻉ‬

‫ﻫﺬﺍ ﺷﺎﺭﻉ ﻭﺍ ِﺳﻊ‬

Unit 7: Pronouns ‫ﺍﻟﻀﻤﺎﺋﺮ‬

Possessive pronouns ‫ﺿﻤﺎﺋﺮ ﺍﻟ ُﻤﻠﻜﻴّﺔ‬

Unit 7: Answers to Exercise 1
Fill in the blanks below with the Arabic noun and possessive pronoun suffixes
that correspond to the underlined English words. The first answer is offered as
an example.

Glossary meaning Gender
a book m.
Word a house m.
a car f.
‫ِﻛﺘﺎﺏ‬ an apartment f.
‫ﺑَﻴﺖ‬
‫َﺳﻴّﺎﺭﺓ‬ This is his book
‫ﺷﻘّﺔ‬
_________ ‫ﻫﺬﺍ‬
a) Whose book is this? ‫ﻫﺬﺍ ِﻛﺘﺎﺑﻪ‬

b) Whose car is this? This is her car
270
_________ ‫ﻫﺬﻩ‬
‫ﻫﺬﻩ َﺳﻴّﺎﺭﺗﻬﺎ‬

c) Whose house is this? This is my house Unit 7:
d) Whose apartment is this? Pronouns
__________ ‫ﻫﺬﺍ‬
‫ﻫﺬﺍ ﺑَﻴﺘﻰ‬ ‫ﺍﻟﻀﻤﺎﺋﺮ‬

This is their (p., f.) apartment

__________ ‫ﻫﺬﻩ‬
َ‫ﻫﺬﻩ ﺷﻘّﺘﻬُ ّﻦ‬

Object pronouns

Unit 7: Answers to Exercise 2
Fill in the blanks below with the Arabic words and object pronoun suffixes that
correspond to the underlined English words.

Glossary

He loves ‫ﻳُ ِﺤﺐ‬ with ‫ﻣﻊ‬
We heard ‫َﺳ ِﻤﻌﻨﺎ‬

a) He loves the girl. ‫ﻫﻮ ﺑﻴﺤﺐ ﺍﻟﺒﻨﺖ‬
He loves her __________ ‫ﻫﻮ‬

‫ﻫﻮ ﻳُ ِﺤﺒﻬﺎ‬

b) We heard Samia ‫ﻧﺤﻦ َﺳ ِﻤﻌﻨﺎ ﺳﺎﻣﻴﺔ‬
We heard her __________ ‫ﻧﺤﻦ‬

‫ﻧﺤﻦ َﺳ ِﻤﻌﻨﺎﻫﺎ‬

c) The girl is playing with her friend ‫ﺍﻟﺒﻨﺖ ﺗﻠﻌﺐ ﻣﻊ ﺻﺪﻳﻘﺘﻬﺎ‬
The girl is playing with her __________ ‫ﺍﻟﺒﻨﺖ ﺗﻠﻌﺐ‬

‫ﺍﻟﺒﻨﺖ ﺗﻠﻌﺐ ﻣﻌﻬﺎ‬

d) The boy is playing with the neighbours ‫ﺍﻟ َﻮﻟﺪ ﻳﻠﻌﺐ ﻣﻊ ﺍﻟﺠﺮﺍﻥ‬
The boy is playing with them __________ ‫ﺍﻟ َﻮﻟﺪ ﻳﻠﻌﺐ‬

‫ﺍﻟ َﻮﻟﺪ ﻳﻠﻌﺐ ﻣﻌﻬُﻢ‬

271

Workbook Free-standing pronouns ‫ﺍﻟﻀﻤﺎﺋﺮ ﺍﻟ ُﻤﻨﻔَ ِﺼﻠﺔ‬
and Answers

Unit 7: Answers to Exercise 3

Study the underlined subject pronouns in the statements. For each underlined
subject pronoun, choose the correct person, gender, and number.

Person, gender, number Statement
a) 2nd person masculine singular
b) 1st person singular ‫ﻫَﻞ ﺃﻧ َﺖ َﺟﻮﻋﺎﻥ؟‬
c) 2nd person masculine plural ‫ ﺃﻧﺎ َﺟﻮﻋﺎﻥ‬،‫ﻧَ َﻌﻢ‬
d) 1st person plural
e) 2nd person feminine singular ‫ِﻣﻦ ﺃﻳ َﻦ ﺃﻧﺘُﻢ ﻳﺎ َﺷﺒﺎﺏ؟‬
f ) 1st person singular ‫ﻧَﺤ ُﻦ ِﻣﻦ ِﻣﺼﺮ‬
g) 3rd person feminine singular
h) 3rd person masculine singular ‫ﻫَﻞ ﺃﻧ ِﺖ ِﻣﺼﺮﻳّﺔ ﻳﺎ ﻋﺎﺋ َﺸﺔ؟‬
‫ ﺃﻧﺎ ﺳﻮﺩﺍﻧِﻴّﺔ‬.‫ﻻ‬
i) 3rd person feminine singular
‫َﻣﻦ ﻧﺎﺩﻳﺔ؟ ِﻫ َﻲ ﺧﺎﻟَﺔ ﻋﺎﺋ َﺸﺔ‬
j) 3rd person feminine singular ‫ﺃﻳ َﻦ ﻳَﻌ َﻤﻞ ﻭﺍﻟِﺪ َﻣﻬﺎ؟‬

‫ﻫﻮ ﻳَﻌ َﻤﻞ ﻓﻲ ﺍﻷُ َﻣﻢ ﺍﻟ ُﻤﺘﱠ ِﺤﺪﺓ‬
‫ ﻭﻫﻲ‬،‫ﺃﺩ ُﺭﺱ ﻓﻲ ﺟﺎ ِﻣﻌﺔ ﻣﻴﺪﻟﺒِﺮﻱ‬
‫ﺟﺎ ِﻣﻌﺔ َﺻﻐﻴﺮﺓ ﻓﻲ ِﻭﻻﻳَﺔ ﻓﻴﺮﻣﻮﻧﺖ‬

‫ ﻭﻫﻲ‬،‫ﺃﺳ ُﻜﻦ ﻓﻲ ِﻣﻨﻄﻘﺔ ﺍﻟ َﻤ ﱠﺰﺓ‬
‫ِﻣﻨﻄﻘﺔ ﻗﺮﻳﺒﺔ ِﻣﻦ ﺟﺎ ِﻣﻌﺔ‬

Free-standing and suffixed pronouns ‫ﺍﻟﻀﻤﺎﺋﺮ ﺍﻟ ُﻤﻨﻔَ ِﺼﻠﺔ ﻭﺍﻟ ُﻤﺘﱠ ِﺼﻠﺔ‬

Unit 7: Answers to Exercise 4
Fill in the blanks with the correct forms of the pronouns or noun and pronoun
suffix combinations. The first answer is given as an example.

Glossary picture ‫ ﻭﺍﻟﺪﺓ‬mother
Syria
‫ﺻﻮﺭﺓ‬
‫ﺳﻮﺭﻳﺎ‬

272

a) Your (s., m.) picture is pretty ‫___________ ﺟﻤﻴﻠﺔ‬ Unit 7:
b) My mother is Syrian ‫ﺻﻮ َﺭﺗُﻚ ﺟﻤﻴﻠﺔ‬ Pronouns

‫___________ ﺳﻮﺭﻳّﺔ‬ ‫ﺍﻟﻀﻤﺎﺋﺮ‬

‫ﻭﺍﻟﺪﺗﻲ ﺳﻮﺭﻳّﺔ‬

c) I live in Beirut and it (s., f.) is a large city in the Middle East.

‫ﺃﺳﻜﻦ ﻓﻲ ﻣﺪﻳﻨﺔ ﺑﻴﺮﻭﺕ ﻭ_____ ﻣﺪﻳﻨﺔ ﻛﺒﻴﺮﺓ‬

‫ﻓﻲ ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ‬

‫ﺃﺳﻜﻦ ﻓﻲ ﻣﺪﻳﻨﺔ ﺑﻴﺮﻭﺕ ﻭ ﻫﻰ ﻣﺪﻳﻨﺔ ﻛﺒﻴﺮﺓ‬

‫ﻓﻲ ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ‬

d) Are you (s., f.) a translator? Yes, I specialize in Arabic.

‫ﻫﻞ ________ ﻣﺘﺮﺟﻤﺔ؟‬
‫ _____ ﻣﺘﺨ ﱢﺼﺼﺔ ﻓﻲ ﺍﻟﻌﺮﺑﻴّﺔ‬.‫ﻧﻌﻢ‬

‫ﻫﻞ ﺃﻧ ِﺖ ﻣﺘﺮﺟﻤﺔ؟‬
‫ ﺃﻧﺎ ﻣﺘﺨ ﱢﺼﺼﺔ ﻓﻲ ﺍﻟﻌﺮﺑﻴّﺔ‬.‫ﻧﻌﻢ‬

Unit 7: Answers to Exercise 5

Change the statements below from the first person to the third person feminine.
Make all other necessary changes. The first answer is provided as an example.

a) I am hungry (m.) ‫ﺃﻧﺎ ﺟﻌﺎﻥ‬
She is hungry ‫ﻫﻲ َﺟﻮﻋﺎﻧﺔ‬

b) I am from Egypt ‫ﺃﻧﺎ ِﻣﻦ ِﻣﺼﺮ‬
She is from Egypt
____________
c) I am Dalia’s aunt
She is Dalia’s aunt ‫ﻫﻲ ِﻣﻦ ِﻣﺼﺮ‬

d) I work at the United Nations ‫ﺃﻧﺎ ﺧﺎﻟَﺔ ﺩﺍﻟﻴﺎ‬
She works at the United Nations
____________
273
‫ِﻫ َﻲ ﺧﺎﻟَﺔ ﺩﺍﻟﻴﺎ‬
‫ﺃﻧﺎ ﺃ ْﻋ َﻤﻞ ﻓﻲ ﺍﻷُ َﻣﻢ ﺍﻟ ُﻤﺘﱠ ِﺤﺪﺓ‬

_______________________

‫ِﻫ َﻲ ﺗـَﻌ َﻤﻞ ﻓﻲ ﺍﻷُ َﻣﻢ ﺍﻟ ُﻤﺘﱠ ِﺤﺪﺓ‬

Workbook Unit 8: Demonstratives – ‫ﺃﺳﻤﺎء ﺍﻹﺷﺎﺭﺓ‬
and Answers
Unit 8: Answers to Exercise 1
Fill in the blanks below with the appropriate pronoun and demonstrative. The
first example is completed for reference.

Glossary

‫ ﻓﻨﺠﺎﻥ‬tea cup (s., m.) ‫ ُﻣ َﻤﺜﱢﻞ‬actor (s., m.)
‫ َﺷ َﺠﺮﺓ‬tree (s., f.)

a) This is a man. This is the man.

‫ _____ ﺍﻟ َﺮ ُﺟﻞ‬.‫______ َﺭ ُﺟﻞ‬

‫ ﻫﺬﺍ ﻫﻮ ﺍﻟ َﺮ ُﺟﻞ‬.‫ﻫﺬﺍ َﺭ ُﺟﻞ‬
b) This is a tea cup. This is the tea cup.
_____
‫______ ﺍﻟﻔﻨﺠﺎﻥ‬ ‫ﻓﻨﺠﺎﻥ‬

‫ ﻫﺬﺍ ﻫﻮ ﺍﻟﻔﻨﺠﺎﻥ‬.‫ﻫﺬﺍ ﻓﻨﺠﺎﻥ‬.

c) This is a tree. This is the tree. _____

‫_______ ﺍﻟ َﺸ َﺠﺮﺓ‬ ‫َﺷ َﺠﺮﺓ‬

‫ ﻫﺬﻩ ﻫﻰ ﺍﻟ َﺸ َﺠﺮﺓ‬.‫ﻫﺬﻩ َﺷ َﺠﺮﺓ‬

d) These are actresses (dual). These are the actresses (dual).

_____‫ُﻣ َﻤﺜﻠﺘﺎﻥ ______ ﺍﻟ ُﻤ َﻤﺜﻠﺘﺎﻥ‬

‫ ﻫﺎﺗﺎﻥ ﻫﻤﺎ ﺍﻟ ُﻤ َﻤﺜﻠﺘﺎﻥ‬.‫ﻫﺎﺗﺎﻥ ُﻣ َﻤﺜﻠﺘﺎﻥ‬

Unit 10: Noun type words: Syntactic function,
case name, and case marking

Syntactic function

Unit 10: Answers to Exercise 1
Identify the syntactic function of the underlined words as subject of a verb

(‫)ﻓﺎ ِﻋﻞ‬, object of verb (‫)ﻣﻔﻌﻮﻝ ﺑﻪ‬, object of preposition (‫)ﺍﺳﻢ ﻣﺠﺮﻭﺭ‬. For

each underlined word, select the appropriate syntactic function from the three
options provided.

274

A Mohamed travelled to Yemen in the winter of 2009. Unit 10:
Noun type
۲۰۰۹ ‫ﺳﺎﻓﺮ ﻣﺤﻤﺪ ﺇﻟﻰ ﺍﻟﻴَﻤﻦ ﻓﻲ ﺷﺘﺎء‬ words:
i) ‫ﻣﺤﻤﺪ‬ syntactic
function,
a) subject of a verb (‫)ﻓﺎ ِﻋﻞ‬, case name,
ii) ‫ﺍﻟﻴَﻤﻦ‬ and case
marking
c) object of a preposition (‫)ﺍﺳﻢ ﻣﺠﺮﻭﺭ‬
iii) ‫ﺷﺘﺎء‬

c) object of a preposition (‫)ﺍﺳﻢ ﻣﺠﺮﻭﺭ‬

B The wife listens to the radio while she has breakfast in the morning.

‫ﺗﺴﺘﻤﻊ ﺍﻟﺰﻭﺟﺔ ﺇﻟﻰ ﺍﻹﺫﺍﻋﺔ ﻭﻫﻲ ﺗﻔﻄﺮ ﻓﻲ ﺍﻟﺼﺒﺎﺡ‬

i) ‫ﺍﻟﺰﻭﺟﺔ‬
a) subject of a verb (‫)ﻓﺎ ِﻋﻞ‬,

ii) ‫ﺍﻹﺫﺍﻋﺔ‬
c) object of a preposition (‫)ﺍﺳﻢ ﻣﺠﺮﻭﺭ‬

iii) ‫ﺍﻟﺼﺒﺎﺡ‬
c) object of a preposition (‫)ﺍﺳﻢ ﻣﺠﺮﻭﺭ‬

C When I visit the family during the weekends, we eat dinner and watch TV
together.

‫ﻋﻨﺪﻣﺎ ﺃﺯﻭﺭ ﺍﻟﻌﺎﺋﻠﺔ ﻓﻲ ﻧﻬﺎﻳﺔ ﺍﻷﺳﺒﻮﻉ ﻧﺄﻛﻞ ﺍﻟﻌﺸﺎء ﻭﻧُﺸﺎﻫﺪ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻣﻌﺎ‬

i) ‫ﺍﻟﻌﺎﺋﻠﺔ‬
b) object of a verb (‫)ﻣﻔﻌﻮﻝ ﺑﻪ‬

ii) ‫ﻧﻬﺎﻳﺔ‬
c) object of a preposition (‫)ﺍﺳﻢ ﻣﺠﺮﻭﺭ‬

iii) ‫ﺍﻟﻌﺸﺎء‬
b) object of a verb (‫)ﻣﻔﻌﻮﻝ ﺑﻪ‬

iv) ‫ﺍﻟﺘﻠﻔﺰﻳﻮﻥ‬
b) object of a verb (‫)ﻣﻔﻌﻮﻝ ﺑﻪ‬

275

Workbook D She saw the accident on TV then read an article about it.
and Answers
.‫ﺷﺎﻫ َﺪﺕ ﺍﻟﺤﺎﺩﺛﺔ ﻓﻲ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﺛُ ّﻢ ﻗﺮﺃَﺕ ﻣﻘﺎﻟﺔ ﻋﻨﻬﺎ‬
276
i) ‫ﺍﻟﺤﺎﺩﺛﺔ‬
b) object of a verb (‫)ﻣﻔﻌﻮﻝ ﺑﻪ‬

ii) ‫ﺍﻟﺘﻠﻔﺰﻳﻮﻥ‬
c) object of a preposition (‫)ﺍﺳﻢ ﻣﺠﺮﻭﺭ‬

iii) ‫ﻣﻘﺎﻟﺔ‬
b) object of a verb (‫)ﻣﻔﻌﻮﻝ ﺑﻪ‬

E The two friends met in the evening and had dinner, then went into the
“Shuruuq” bookstore where Mustafa bought a magazine and Mahmoud
bought a book.

‫ﺗﻘﺎﺑﻞ ﺍﻟﺼﺪﻳﻘﺎﻥ ﻓﻲ ﺍﻟﻤﺴﺎء ﻭﺃﻛﻼ ﺍﻟﻌﺸﺎء ﻭﺑﻌﺪ ﺫﻟﻚ ﺩﺧﻼ ﻣﻜﺘﺒﺔ‬
. ‫ ﺣﻴﺚ ﺍﺷﺘﺮﻯ ﻣﺼﻄﻔﻰ ﻣﺠﻠﺔ ﻭﺍﺷﺘﺮﻯ ﻣﺤﻤﻮﺩ ﻛﺘﺎﺑﺎ‬″‫ ﺍﻟﺸﺮﻭﻕ‬″

i) ‫ﺍﻟﺼﺪﻳﻘﺎﻥ‬
a) subject of a verb (‫)ﻓﺎ ِﻋﻞ‬

ii) ‫ﺍﻟﻤﺴﺎء‬
c) object of a preposition (‫)ﺍﺳﻢ ﻣﺠﺮﻭﺭ‬

iii) ‫ﺍﻟﻌﺸﺎء‬
b) object of a verb (‫)ﻣﻔﻌﻮﻝ ﺑﻪ‬

iv) ‫ﻣﻜﺘﺒﺔ‬
b) object of a verb (‫)ﻣﻔﻌﻮﻝ ﺑﻪ‬

v) ‫ﻣﺼﻄﻔﻰ‬
a) subject of a verb (‫)ﻓﺎ ِﻋﻞ‬

vi) ‫ﻣﺠﻠﺔ‬
b) object of a verb (‫)ﻣﻔﻌﻮﻝ ﺑﻪ‬

vii) ‫ﻣﺤﻤﻮﺩ‬
a) subject of a verb (‫)ﻓﺎ ِﻋﻞ‬

viii) ‫ﻛﺘﺎﺑﺎ‬
b) object of a verb (‫)ﻣﻔﻌﻮﻝ ﺑﻪ‬

Case name Unit 10:
Noun type
Unit 10: Answers to Exercise 2 words:
syntactic
Identify the case name of the underlined words as ‫( ﻣﺮﻓﻮﻉ‬nominative), ‫ﻣﻨﺼﻮﺏ‬ function,
(accusative), or ‫( ﻣﺠﺮﻭﺭ‬genitive). For each underlined word, select the appro- case name,
and case
priate case name from the three options provided. marking

A Mohamed travelled to Yemen in the winter of 2009. 277

.۲۰۰۹ ‫ﺳﺎﻓﺮ ﻣﺤﻤﺪ ﺇﻟﻰ ﺍﻟﻴَﻤﻦ ﻓﻲ ﺷﺘﺎء‬
i) ‫ﻣﺤﻤﺪ‬

a) ‫( ﻣﺮﻓﻮﻉ‬nominative)
ii) ‫ﺍﻟﻴَﻤﻦ‬

c) ‫( ﻣﺠﺮﻭﺭ‬genitive)
iii) ‫ﺷﺘﺎء‬

c) ‫( ﻣﺠﺮﻭﺭ‬genitive)

B The wife listens to the radio while she has breakfast in the morning.

.‫ﺗﺴﺘﻤﻊ ﺍﻟﺰﻭﺟﺔ ﺇﻟﻰ ﺍﻹﺫﺍﻋﺔ ﻭﻫﻲ ﺗﻔﻄﺮ ﻓﻲ ﺍﻟﺼﺒﺎﺡ‬

i) ‫ﺍﻟﺰﻭﺟﺔ‬
a) ‫( ﻣﺮﻓﻮﻉ‬nominative)

ii) ‫ﺍﻹﺫﺍﻋﺔ‬
c) ‫( ﻣﺠﺮﻭﺭ‬genitive)

iii) ‫ﺍﻟﺼﺒﺎﺡ‬
c) ‫( ﻣﺠﺮﻭﺭ‬genitive)

C When I visit the family during the weekends we eat dinner and watch TV
together.

‫ﻋﻨﺪﻣﺎ ﺃﺯﻭﺭ ﺍﻟﻌﺎﺋﻠﺔ ﻓﻲ ﻧﻬﺎﻳﺔ ﺍﻷﺳﺒﻮﻉ ﻧﺄﻛﻞ ﺍﻟﻌﺸﺎء ﻭﻧُﺸﺎﻫﺪ‬
.‫ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻣﻌﺎ‬

i) ‫ﺍﻟﻌﺎﺋﻠﺔ‬
b) ‫( ﻣﻨﺼﻮﺏ‬accusative)

ii) ‫ﻧﻬﺎﻳﺔ‬
c) ‫( ﻣﺠﺮﻭﺭ‬genitive)

Workbook iii) ‫ﺍﻟﻌﺸﺎء‬
and Answers b) ‫( ﻣﻨﺼﻮﺏ‬accusative)

iv) ‫ﺍﻟﺘﻠﻔﺰﻳﻮﻥ‬
b) ‫( ﻣﻨﺼﻮﺏ‬accusative)

D She saw the accident on TV then read an article about it.

.‫ﺷﺎﻫ َﺪﺕ ﺍﻟﺤﺎﺩﺛﺔ ﻓﻲ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﺛُ ّﻢ ﻗﺮﺃَﺕ ﻣﻘﺎﻟﺔ ﻋﻨﻬﺎ‬

i) ‫ﺍﻟﺤﺎﺩﺛﺔ‬
b) ‫( ﻣﻨﺼﻮﺏ‬accusative)

ii) ‫ﺍﻟﺘﻠﻔﺰﻳﻮﻥ‬
c) ‫( ﻣﺠﺮﻭﺭ‬genitive)

iii) ‫ﻣﻘﺎﻟﺔ‬
b) ‫( ﻣﻨﺼﻮﺏ‬accusative)

E The two friends met in the evening and had dinner, then went into the
“Shuruuq” bookstore where Mustafa bought a magazine and Mahmoud
bought a book.

‫ﺗﻘﺎﺑﻞ ﺍﻟﺼﺪﻳﻘﺎﻥ ﻓﻲ ﺍﻟﻤﺴﺎء ﻭﺃﻛﻼ ﺍﻟﻌﺸﺎء ﻭﺑﻌﺪ ﺫﻟﻚ ﺩﺧﻼ‬
‫ﻣﻜﺘﺒﺔ "ﺍﻟﺸﺮﻭ" ﺣﻴﺚ ﺍﺷﺘﺮﻯ ﻣﺼﻄﻔﻰ ﻣﺠﻠﺔ ﻭﺍﺷﺘﺮﻯ‬
.‫ﻣﺤﻤﻮﺩ ﻛﺘﺎﺑﺎ‬

i) ‫ﺍﻟﺼﺪﻳﻘﺎﻥ‬
a) ‫( ﻣﺮﻓﻮﻉ‬nominative)

ii) ‫ﺍﻟﻤﺴﺎء‬
c) ‫( ﻣﺠﺮﻭﺭ‬genitive)

iii) ‫ﺍﻟﻌﺸﺎء‬
b) ‫( ﻣﻨﺼﻮﺏ‬accusative)

iv) ‫ﻣﻜﺘﺒﺔ‬
b) ‫( ﻣﻨﺼﻮﺏ‬accusative)

v) ‫ﻣﺼﻄﻔﻰ‬
a) ‫( ﻣﺮﻓﻮﻉ‬nominative)

278

vi) ‫ﻣﺠﻠﺔ‬ Unit 10:
b) ‫( ﻣﻨﺼﻮﺏ‬accusative) Noun type
words:
vii) ‫ﻣﺤﻤﻮﺩ‬ syntactic
a) ‫( ﻣﺮﻓﻮﻉ‬nominative) function,
case name,
viii) ‫ﻛﺘﺎﺑﺎ‬ and case
b) ‫( ﻣﻨﺼﻮﺏ‬accusative) marking

Case marking

Unit 10: Answers to Exercise 3
Are case marks applied to any of the words or phrases below? Give the answer

‫( ﻧﻌﻢ‬yes) or ‫( ﻻ‬no) in the blank spaces below.

a) singular, feminine noun ‫ﻻ ﻧﻌﻢ‬
b) singular, masculine noun
c) dual, feminine noun ‫ﻧﻌﻢ‬
d) sound, plural masculine ‫ﻧﻌﻢ‬
e) verbal phrase ‫ﻧﻌﻢ‬
f) nominal phrase ‫ﻧﻌﻢ‬

‫ﻻ‬
‫ﻻ‬

Case marking by diacritics

Unit 10: Answers to Exercise 4

Study the sentence below. Add the appropriate case marker to the underlined
words. If necessary, refer to sections on agreement, case marking, and syntactic
functions of nouns and their case markers.

‫ﺍﺳﺘﺠﺎﺑﺖ ﺍﻟﺤﻜﻮﻣﺔُ ﺍﻷﻣﺮﻳﻜﻴﺔُ ﻟﺪﻋﻮﺍﺕ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻤﺒﺎﺷﺮ ﺑﺴﻮﺭﻳﺎ‬
‫ ﺍﻟﺠﻠﻮ َﺱ ﻋﻠﻰ ﻁﺎﻭﻟﺔ ﻭﺍﺣﺪﺓ ﻣﻊ‬،‫ ﻟﻠﻤﺮ ِﺓ ﺍﻷﻭﻟﻰ‬،‫ ﻭﻗﺒﻠﺖ‬،‫ﻭﺇﻳﺮﺍﻥ‬
‫ ﻭﻓﻲ ﺇﻁﺎﺭ ﻣﺆﺗﻤﺮ‬،‫ﻣﺴﺌﻮﻟﻴﻦ ﻣﻦ ﺍﻟﺒﻠﺪﻳﻦ ﻓﻲ ﺷﻬﺮ ﻣﺎﺭﺱ ﺍﻟﻤﺎﺿﻲ‬
‫ﺑﻐﺪﺍﺩ ﺍﻟﺬﻱ ﺷﺎﺭﻙ ﻓﻴﻪ ﻭﻓﻮﺩ ﺃﻣﺮﻳﻜﻴﺔ ﻭﻋﺮﺑﻴﺔ ﺑﻬﺪﻑ ﺇﻳﺠﺎﺩ ﺣﻞ ﻟﻮﻗﻒ‬

.‫ﺩﻭﺍﻣﺔ ﺍﻟﻌﻨﻒ ﻓﻲ ﺍﻟﻌﺮﺍﻕ‬

279

Workbook Unit 10: Answers to Exercise 5
and Answers
Study the phrases below. Identify the syntactic function of the underlined

words as subject of a verb (‫)ﻓﺎ ِﻋﻞ‬, object of a verb (‫)ﻣﻔﻌﻮﻝ ﺑﻪ‬, object of a
preposition (‫)ﻣﺠﺮﻭﺭ ﺍﺳﻢ‬. For each underlined word, select the appropriate
name of the case-marking diacritic (‫ َﺿ ّﻤﺔ‬,‫ﻓَﺘﺤﺔ‬, ‫)ﻛﺴﺮﺓ‬.

a) ‫ﺫﻫﺒﺖ ﺍﻟﻤﻬﻨﺪﺳﺔ ﻟﻠﻤﺮﺓ ﺍﻟﺜﺎﻧﻴﺔ‬
b) ‫ﺍﺳﺘﺠﺎﺑﺖ ﺍﻟﺤﻜﻮﻣﺔ ﻟﺪﻋﻮﺍﺕ ﺍﻻﺗﺼﺎﻝ‬

‫ﺍﻟﻤﺒﺎﺷﺮﻓﻲ ﻅﻞ ﺍﻟﻀﻐﻮﻁ‬
c) ‫ﺍﺳﺘﺠﺎﺑﺖ ﺍﻟﺤﻜﻮﻣﺔ ﺍﻹﻁﺎﻟﻴﺔ‬
d) ‫ﻗﺒﻠﺖ )ﻫﻰ( ﺍﻟﺠﻠﻮﺱ‬

For each of the four underlined words, fill in the blanks below with 1) the
appropriate syntactic function and 2) the name of the case-marking diacritic. If
necessary, refer to sections on case marking and syntactic functions of nouns and
their case markers.

a)    ‫ﺍﻟﻤ ّﺮﺓ‬ Syntactic function Case-marking diacritic
b)   ‫ﻅﻞ‬
c)  ‫ﺍﻟﺤﻜﻮﻣﺔ‬ ‫ﺇﺳﻢ ﻣﺠﺮﻭﺭ‬ ‫ﻛﺴﺮﺓ‬
d)  ‫ﺍﻟﺠﻠﻮﺱ‬ ‫ﺇﺳﻢ ﻣﺠﺮﻭﺭ‬ ‫ﻛﺴﺮﺓ‬
‫َﺿ ّﻤﺔ‬
‫ﻓﺎﻋﻞ‬ ‫ﻓَﺘﺤﺔ‬
‫ﻣﻔﻌﻮﻝ ﺑﻪ‬

Case marking by letters
Unit 10: Answers to Exercise 6

Rewrite the sentences below by transforming the underlined singular nouns into
their dual form. Place the correct answer in the blank spaces below. Remember
to make all necessary changes and add the letters marking the case of dual nouns.

a) ‫َﻭ َﺟﺪ ُﺕ ﻋﺎﺋﻠﺔً ﻓﻲ ﻫﺬﻩ ﺍﻟﺒﻨﺎﻳﺔ‬

______________________________

‫َﻭ َﺟﺪ ُﺕ ﻋﺎﺋﻠﺘَ ْﻴ ِﻦ ﻓﻲ ﻫﺬﻩ ﺍﻟﺒﻨﺎﻳﺔ‬
b) ‫ﺍﻟﻜﺘﺎ ُﺏ ﻋﻠﻰ ﺍﻟﻜﺮﺳﻲ‬

______________________________

280 ‫ﺍﻟﻜﺘﺎﺑﺎ ِﻥ ﻋﻠﻰ ﺍﻟﻜﺮﺳﻲ‬

c) ‫ﺍﻷﺳﺘﺎﺫﺓُ ﻓﻲ ﺍﻟ ُﻜﻠّﻴّﺔ‬ Unit 10:
Noun type
______________________________ words:
syntactic
‫ﺍﻷﺳﺘﺎﺫﺗﺎ ِﻥ ﻓﻲ ﺍﻟ ُﻜﻠّﻴّﺔ‬ function,
d) ‫ﺍﻟﺒﻨﺖ َﻛ ّﺴـﺮﺓ ﻗَﻠَ ٍﻢ‬ case name,
and case
______________________________ marking

‫ﺍﻟﺒﻨﺖ َﻛ ّﺴـﺮﺓ ﻗَﻠَ َﻤ ْﻴ ِﻦ‬
e) ‫ﻛﺘﺒﺖ ﺍﻟﺮﺳﺎﻟﺔ ﺇﻟﻰ ﺍﻟﺮ ُﺟ ِﻞ‬

______________________________

‫ﻛﺘﺒﺖ ﺍﻟﺮﺳﺎﻟﺔ ﺇﻟﻰ ﺍﻟ َﺮ ُﺟـﻠَـﻴـْ ِﻦ‬

Unit 10: Answers to Exercise 7

Rewrite the sentences below by transforming the underlined singular nouns into
their plural, masculine form. Place the correct answer in the blank spaces below.
Remember to make all necessary changes and add the letters marking the case
of plural nouns.

a) ‫َﻭ َﺟﺪ ُﺕ ﺍﻟﺮﺟ َﻞ ﺍﻟ َﻄـﻴﱢـ َﺐ ﻓﻲ ﻫﺬﺍ ﺍﻟﺸﺎﺭﻉ‬
‫َﻭ َﺟﺪ ُﺕ ﺍﻟﺮﺟﺎ َﻝ ﺍﻟ َﻄـﻴﱢـﺒـﻴـ َﻦ ﻓﻲ ﻫﺬﻩ ﺍﻟﺒﻨﺎﻳﺔ‬

b) ‫ﻳﺼﻮ ُﻡ ﺍﻟﻤﺴﻠ ُﻢ ﺷﻬ َﺮ ﺭﻣﻀﺎﻥ‬
‫ﻳﺼﻮ ُﻡ ﺍﻟﻤﺴﻠﻤﻮﻥ ﺷﻬ َﺮ ﺭﻣﻀﺎﻥ‬

c) ‫ﺍﻟﻤﻮﺍﻁ ُﻦ ﻣﻌﺘﺎ ُﺩ ﻋﻠﻰ ﺩﻓﻊ ﺍﻟﻀﺮﺍﺋﺐ‬
‫ﺍﻟﻤﻮﺍﻁﻨﻮ َﻥ ﻣﻌﺘﺎﺩﻭﻥ ﻋﻠﻰ ﺩﻓﻊ ﺍﻟﻀﺮﺍﺋ ِﺐ‬

Variations in case marking 281

Unit 10: Answers to Exercise 8

Study the eight sentences below. The underlined words are diptotes (‫ﻣﻤﻨﻮﻉ‬
‫)ﺍﻟﺼﺮﻑ ﻣﻦ‬. First add the appropriate case marker to the underlined words.

Then write the case name for each of these eight words in the blank spaces
below. The first answer is given as an example.

a) case name: ‫ﻣﻨﺼﻮﺏ‬
‫ ﻓﺈﻧّﻲ ﺃﺣﻴﺎﻧﺎً ﺃﻛﺘُ ُﺐ ﺇﻟﻰ ﺻﺪﻳﻘﺔ‬،ً‫ﻣﻊ ﺃﻧّﻲ ﻻ ﺃﻛﺘُﺐ ﺭﺳﺎﺋ َﻞ ﻋﺎﺩﺓ‬
                 .‫ﻁﻔﻮﻟﺘﻲ‬

‫‪Workbook‬‬ ‫ﻣﺮﻓﻮﻉ ‪b) case name:‬‬
‫‪and Answers‬‬ ‫ﻟﻤﺎﺫﺍ ﻻ ﺗُﻮ َﺟ ُﺪ َﻛﻨﺎﺋ ُﺲ ﻛﺜﻴﺮﺓٌ ﻓﻲ ﺍﻷﺣﻴﺎء ﺍﻟﺤﺪﻳﺜﺔ ﺑﺎﻟ ُﻤ ُﺪﻥ ﺍﻟﻐﺮﺑﻴﺔ؟‬

‫ﻣﻨﺼﻮﺏ ‪c) case name:‬‬
‫ﻋﻤﻠﻲ ﻳَﻀﻄﱠ ُﺮﻧﻲ ﺃﻥ ﺃُﻗﻴ َﻢ ﻓﻲ ﺍﻟﺒﺤﺮﻳﻦ ﻋ ّﺪﺓَ ﺃﺳﺎﺑﻴ َﻊ ﻣﻦ ﻛ ّﻞ ﺳﻨﺔ‪.‬‬

‫ﻣﺠﺮﻭﺭ ‪d) case name:‬‬
‫َﻣ َﺮ ْﺭ ُﺕ ﺑِﺘَﺠﺎ ِﺭ َﺏ َﺻﻌﺒ ٍﺔ ﻛﺜﻴﺮ ٍﺓ ﻓﻲ ﺣﻴﺎﺗﻲ ﺟﻌﻠﺘﻨﻲ ﺃﻛﺘَ ِﺸﻒ ﻧَﻔﺴﻲ‪.‬‬

‫ﻣﻨﺼﻮﺏ ‪e) case name:‬‬
‫ﺍﻟﻨﺎﺱ ﺍﻟﺬﻳﻦ ﺗﻌ ّﺮﻓ ُﺖ ﻋﻠﻴﻬﻢ ﻓﻲ ﺍﻟﻌﺎﻟﻢ ﺍﻟﻌﺮﺑﻲ ﻛﺎﻧﻮﺍ ﻟُﻄَﻔﺎ َء ِﺟ ّﺪﺍً ﻣﻌﻲ‪.‬‬

‫ﻣﻨﺼﻮﺏ ‪f ) case name:‬‬

‫َﺧ ﱠﺮ َﺟﺖ ﺍﻟﺠﺎﻣﻌﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻓﻲ ﺑﻴﺮﻭﺕ ُﻭ َﺯﺭﺍ َء ﻭ ُﺭ َﺅﺳﺎ َء ﻋﺮﺑﺎً ﻛﺜﻴﺮﻳﻦ‪.‬‬
‫ﻣﻨﺼﻮﺏ ‪g) case name:‬‬

‫ِﻋﻨﺪﻣﺎ ُﺯﺭﻧﺎ ﺍﻟﺸﺎ َﻡ ﺭﺃَ ْﻳﻨﺎ ِﻋ ﱠﺪﺓَ َﻣﺴﺎ ِﺟ َﺪ ﻗَﺪﻳﻤﺔً ﻓﻲ ﻣﻨﻄﻘﺔ ‪،،‬ﺑﺎﺏ ﺗﻮﻣﺎ‪.‬‬
‫ﻣﻨﺼﻮﺏ ‪h) case name:‬‬

‫ﻧﺎﻗَ َﺸﺖ ﺍﻟ ُﻤﺘَ َﺤ ﱢﺪﺛَﺔُ ﺑﺎﺳﻢ ﺍﻟ ُﺤﻜﻮﻣﺔ ِﻋ ّﺪﺓَ َﻣﺸﺎﺭﻳ َﻊ ﺟﺪﻳﺪﺓ ﺗَﻨﻮﻱ‬
‫ﺍﻟ ُﺤﻜﻮﻣﺔُ ﺍﻟﻘﻴﺎ َﻡ ﺑﻬﺎ‪.‬‬

‫‪An overview of case marking‬‬

‫‪Unit 10: Answers to Exercise 9‬‬

‫‪Complete the three tables below by making all necessary changes to the noun‬‬

‫‪ُ (an actor).‬ﻣ َﻤﺜﱢ ٌﻞ‬

‫‪A Fill in the blanks in this table with the noun in the singular. Please make all nec-‬‬
‫‪essary changes to reflect all combinations of the following attributes: definite,‬‬
‫‪indefinite, masculine, feminine, nominative case, accusative case, genitive case.‬‬

‫)ﺍﻟ ُﻤﻔ َﺮﺩ( ‪The singular‬‬

‫) َﻣﻌ ِﺮﻓَﺔ( ‪Definite‬‬ ‫)ﻧَ ِﻜ َﺮﺓ( ‪Indefinite‬‬ ‫‪Case‬‬

‫‪Feminine‬‬ ‫‪Masculine‬‬ ‫‪Feminine‬‬ ‫‪Masculine‬‬ ‫ﺍﻟﻤﺮﻓﻮﻉ‬
‫ﺍﻟﻤﻨﺼﻮﺏ‬
‫) ُﻣ َﺆﻧﱠﺚ(‬ ‫) ُﻣ َﺬ ﱠﻛﺮ(‬ ‫) ُﻣ َﺆﻧﱠﺚ(‬ ‫) ُﻣ َﺬ ﱠﻛﺮ(‬ ‫ﺍﻟﻤﺠﺮﻭﺭ‬

‫ُﻣ َﻤﺜﱢﻠَﺔٌ ﺍﻟ ُﻤ َﻤﺜﱢ ُﻞ ﺍﻟ ُﻤ َﻤﺜﱢﻠَﺔُ‬ ‫ُﻣ َﻤﺜﱢ ٌﻞ‬
‫ُﻣ َﻤﺜﱢﻠَﺔً ﺍﻟ ُﻤ َﻤﺜﱢ َﻞ ﺍﻟ ُﻤ َﻤﺜﱢﻠَﺔَ‬ ‫ُﻣ َﻤﺜﱢﻼً‬
‫ﺍﻟ ُﻤ َﻤﺜﱢﻠَ ِﺔ ‪282‬‬ ‫ﺍﻟ ُﻤ َﻤﺜﱢ ِﻞ‬ ‫ُﻣ َﻤﺜﱢﻠَ ٍﺔ‬ ‫ُﻣ َﻤﺜﱢ ٍﻞ‬

B Fill in the blanks in this table with the noun in the dual. Please make all nec- Unit 12:
essary changes to reflect all combinations of the following attributes: definite, Noun types
indefinite, masculine, feminine, nominative case, accusative case, genitive case.

The dual (‫)ﺍﻟ ُﻤﺜَﻨﱠﻰ‬

Definite (‫) َﻣﻌ ِﺮﻓَﺔ‬ Indefinite (‫)ﻧَ ِﻜ َﺮﺓ‬ Case

Feminine Masculine Feminine Masculine ‫ﺍﻟﻤﺮﻓﻮﻉ‬
‫ﺍﻟﻤﻨﺼﻮﺏ‬
(‫) ُﻣ َﺆﻧﱠﺚ‬ (‫) ُﻣ َﺬ ﱠﻛﺮ‬ (‫) ُﻣ َﺆﻧﱠﺚ‬ (‫) ُﻣ َﺬ ﱠﻛﺮ‬ ‫ﺍﻟﻤﺠﺮﻭﺭ‬

‫ﺍﻟ ُﻤ َﻤﺜﱢﻠﺘﺎ ِﻥ‬ ‫ﺍﻟ ُﻤ َﻤﺜﱢﻼ ِﻥ‬ ‫ُﻣ َﻤﺜﱢﻠﺘﺎ ِﻥ‬ ‫ُﻣ َﻤﺜﱢﻼ ِﻥ‬
‫ﺍﻟ ُﻤ َﻤﺜﱢﻠﺘَ ْﻴ ِﻦ‬ ‫ﺍﻟ ُﻤ َﻤﺜﱢﻠَ ْﻴ ِﻦ‬ ‫ُﻣ َﻤﺜﱢﻠﺘَ ْﻴ ِﻦ‬ ‫ُﻣ َﻤﺜﱢﻠَ ْﻴ ِﻦ‬
‫ﺍﻟ ُﻤ َﻤﺜﱢﻠﺘَ ْﻴ ِﻦ‬ ‫ﺍﻟ ُﻤ َﻤﺜﱢﻠَ ْﻴ ِﻦ‬ ‫ُﻣ َﻤﺜﱢﻠﺘَ ْﻴ ِﻦ‬ ‫ُﻣ َﻤﺜﱢﻠَ ْﻴ ِﻦ‬

C Fill in the blanks in this table with the noun in the plural. Please make all nec-
essary changes to reflect all combinations of the following attributes: definite,
indefinite, masculine, feminine, nominative case, accusative case, genitive case.

The plural (‫)ﺍﻟ َﺠﻤﻊ‬

Definite (‫) َﻣﻌ ِﺮﻓَﺔ‬ Indefinite (‫)ﻧَ ِﻜ َﺮﺓ‬ Case

Feminine Masculine Feminine Masculine ‫ﺍﻟﻤﺮﻓﻮﻉ‬
‫ﺍﻟﻤﻨﺼﻮﺏ‬
(‫) ُﻣ َﺆﻧﱠﺚ‬ (‫) ُﻣ َﺬ ﱠﻛﺮ‬ (‫) ُﻣ َﺆﻧﱠﺚ‬ (‫) ُﻣ َﺬ ﱠﻛﺮ‬ ‫ﺍﻟﻤﺠﺮﻭﺭ‬

‫ﺍﺍﺍﻟﻟﻟ ُُُﻤﻤﻤ َََﻤﻤﻤﺜﺜﺜﱢﱢﱢﻼﻼﻼ ُ ِِﺕﺕﺕ‬ ‫ﺍﺍﺍﻟﻟﻟ ُُُﻤﻤﻤ َََﻤﻤﻤﺜﺜﺜﱢﱢﱢﻠﻠﻠﻴﻴﻮ ََﻦﻦَﻥ‬ ‫ُُُﻣﻣﻣ َََﻤﻤﻤﺜﺜﺜﱢﱢﱢﻼﻼﻼ ٌ ٍٍﺕﺕﺕ‬ ‫ُُُﻣﻣﻣ َََﻤﻤﻤﺜﺜﺜﱢﱢﱢﻠﻠﻠﻴﻴﻮ ََﻦﻦَﻥ‬

Unit 12: Noun types

The relative adjective ‫ﺍﻟﻨﱢﺴﺒﺔ‬

Unit 12: Answers to Exercise 1 283

Fill in the blanks with the appropriate relative adjectives. First, for each statement,
identify the suitable word from the glossary below. Then make all the necessary
changes to each selected word from the glossary to convert it to an adjective that
agrees with the noun that it qualifies. That is, the relative adjective must agree
with the noun that it qualifies in terms of number, gender, and definiteness.

Workbook Glossary ‫ﺍﻟﺴﻌﻮﺩﻳﺔ‬ Egypt ‫ِﻣﺼﺮ‬
and Answers ‫ﺇﻳﻄﺎﻟﻴﺎ‬ Arab ‫( ﻋﺮﺏ‬s., m.)
Saudi Arabia ‫ﺇﺳﺒﺎﻧﻴﺎ‬ coffee ‫( ﻗﻬﻮﺓ‬s., f.)
284 Italy ‫ﻓﺮﻧﺴﺎ‬ bank ‫( ﺍﻟﺒﻨﻚ‬s., m.)
Spain ‫ﺗﺮﻛﻴﺎ‬ literature ‫( ﺍﻷَ َﺩﺏ‬s., m.)
France
Turkey

a) a Saudi man ________ ‫ﺭﺟﻞ‬

‫ﺭﺟﻞ ﺳﻌﻮﺩﻱ‬

b) the Turkish coffee (s., f.) ________ ‫ﺍﻟﻘﻬﻮﺓ‬

‫ﺍﻟﻘﻬﻮﺓ ﺍﻟﺘﺮﻛﻴﺔ‬

c) the Arab bank (s., m.) ________ ‫ﺍﻟﺒﻨﻚ‬

d) Italian girl ‫ﺍﻟﺒﻨﻚ ﺍﻟﻌﺮﺑ ّﻲ‬
________ ‫ﺑﻨﺖ‬

‫ﺑﻨﺖ ﺇﻁﺎﻟﻴﺔ‬

e) The book, Alf Leila Wa Leila, is one of the great works in the history of
Arab Literature (s., m.).

‫ﻛﺘﺎﺏ ‘‘ﺃﻟﻒ ﻟﻴﻠﺔ ﻭﻟﻴﻠﺔ’’ ﻣﻦ ﺍﻷﻋﻤﺎﻝ‬

________ ‫ﺍﻟﻌﻈﻴﻤﺔ ﻓﻲ ﺗﺎﺭﻳﺦ ﺍﻷﺩﺏ‬

‫ﻛﺘﺎﺏ ‘‘ﺃﻟﻒ ﻟﻴﻠﺔ ﻭﻟﻴﻠﺔ’’ ﻣﻦ ﺍﻷﻋﻤﺎﻝ‬

‫ﺍﻟﻌﻈﻴﻤﺔ ﻓﻲ ﺗﺎﺭﻳﺦ ﺍﻷﺩﺏ ﺍﻟﻌﺮﺑ ّﻲ‬

f) I {study/am studying} Spanish literature (s., m.)

_________ ‫ﺃﺩ ُﺭﺱ ﺍﻷَ َﺩﺏ‬
‫ﺃﺩ ُﺭﺱ ﺍﻷَ َﺩﺏ ﺍ ِﻻﺳﺒﺎﻧ ّﻲ‬

g) She’s an Egyptian from the city of Tanta

‫ﻫﻲ ______ ﻣﻦ ﻣﺪﻳﻨﺔ ﻁﻨﻄﺎ‬

h) the Egyptian student (s., m.) ‫ﻫﻲ ِﻣﺼ ِﺮﻳّﺔ ﻣﻦ ﻣﺪﻳﻨﺔ ﻁﻨﻄﺎ‬
_________ ‫ﺍﻟﻄﺎﻟﺐ‬

‫ﺍﻟﻄﺎﻟﺐ ﺍﻟﻤﺼﺮﻱ‬

Gerunds ‫ﺍﻟﻤﺼﺪﺭ‬ Unit 13: The
“human” vs
Unit 12: Answers to Exercise 2 “non-human”
classification
Rewrite the following sentence by substituting the word ‫( َﻣﺸﻲ‬walking) with the of nouns

prompts provided. Make all other necessary changes.

He likes walking because it strengthens the mind.

a) walking ‫ﻫﻮ ﻳﺤﺐ ﺍﻟﻤﺸﻰ ِﻷﻧﻪ ﻳُﻘَ ّﻮﻯ ﺍﻟ َﻌﻘﻞ‬
b) reading ‫ﻫﻮ ﻳﺤﺐ ﺍﻟﻘِﺮﺍءﺓ ِﻷﻧﻬﺎ ﺗُﻘَ ّﻮﻯ ﺍﻟ َﻌﻘﻞ‬
c) writing ‫ﻫﻮ ﻳﺤﺐ ﺍﻟ ِﻜﺘﺎﺑﺔ ِﻷﻧﻬﺎ ﺗُﻘَ ّﻮﻯ ﺍﻟ َﻌﻘﻞ‬

Unit 12: Answers to Exercise 3

Study the sentences below. Underline the ‫ ﻣﺼﺪﺭ‬in each sentence.

a) ‫ﺃﻛﻞ ﺍﻟﻔﻄﺎﺭ ُﻣﻔﻴﺪ‬
b) ‫ﺍﻟﻄﻔﻞ ﻻ ﻳﺤﺐ ﺍﻻ ْﺳﺘِﺤﻤﺎﻡ‬
c) ‫ﺍﻟﺒﻨﺖ ﺗﺴﺘﻤﺘﻊ ﺑﻘﺮﺍءﺓ ﺍﻟﻜﺘﺐ‬

d) ‫ﺍﻟﺘﺎﺟﺮ ﻳُ ﱢﺤﺐ ﺍﻹﻗﺎﻣﺔ ﻓﻲ ﺍﻟﻤﺪﻥ ﺍﻟﻜﺒﻴﺮﺓ‬
e) ‫ﺍﺯﺩﺍﺩ ﻋﺪ ُﺩ ﺍﻟ ُﻤﺤ ّﺠﺒﺎﺕ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﻨﻄﻘﺔ‬
f) ‫ﺍﻷُﺳﺘﺎﺫ ﻻ ﻳﺤ ﱡﺐ ﺍﻟﺘَﺪﺭﻳﺲ ﻓﻲ ﺍﻟﺼﺒﺎﺡ‬
g) ‫ﻋﻘﻴﻞ ﻛﺎﻥ ﻳﺤﺐ ُﺷﺮﺏ ﺍﻟﻘﻬﻮﺓ‬
h) ‫ﺍﻟ ُﺸﻌﻮﺭ ﺑﺎﻟﻮﺣﺪﺓ ﺻﻌﺐ ﻋﻠﻰ ﺍﻟﺠﻤﻴﻊ‬
i) ‫ﺩﺍﻟﻴﺎ ﺗُ ِﺤﺐ ﺍﻟ ﱠﺴﻔَﺮ‬

Unit 13: The “human” vs “non-human”
classification of nouns

Gender and non-human nouns
Unit 13: Answers to Exercise 1
Fill in the blanks. Below is a glossary of terms for reference.

285

Workbook Glossary
and Answers
‫َﺳﻴّﺎﺭﺓ‬
‫ﺇﺳﻌﺎﻑ‬ car ‫ ﺳﺮﻳﻊ‬fast
ambulance
‫ﺍﻟ َﺴﻴّﺎﺭﺓ َﺳﺮﻳﻌﺔ‬
1 The car (f.) is fast ‫ﻫﻰ َﺳﺮﻳﻌﺔ‬

2 It (the car, f.) is fast ‫ﺍﻹﺳﻌﺎﻑ ﺳﺮﻳﻊ‬
‫ﻫﻮ ﺳﺮﻳﻊ‬
3 The ambulance (m.) is fast

4 It (the ambulance, m.) is fast

Gender and human nouns

Unit 13: Answers to Exercise 2

Rewrite the following by turning the masculine human nouns into feminine.
Please make all necessary changes to ensure agreement. Write the answers in the
blank spaces below.

a) He is a professor ‫ﻫﻮ ﺃُﺳﺘﺎﺫ‬
She is a professor ‫ﻫﻰ ﺃُﺳﺘﺎﺫﺓ‬

b) He is a student ‫ﻫﻮ ﻁﺎﻟﺐ‬

She is a student ‫ﻫﻰ ﻁﺎﻟﺒﺔ‬

c) He is American ‫ﻫﻮ ﺃﻣﺮﻳﻜﻲ‬

She is American ‫ﻫﻰ ﺃﻣﺮﻳﻜﻴﺔ‬

Number in human and non-human nouns and their adjectives

Unit 13: Answers to Exercise 3

Fill in the blank spaces below with the appropriate adjective. Use the glossary
below to identify the relevant adjective. Then make all the necessary adjust-
ments to the number and gender of the adjective to ensure agreement with
the noun.

286

Glossary languages (pl.) ‫ﺟﺪﻳﺪ‬ new (s., m.) Unit 14:
European (s., m.) things The human
‫ﻟُﻐﺎﺕ‬ translators (pl., m.) ‫ﺃﺷﻴﺎ َء‬ Japanese (s., m.) category
Arab (pl.) ‫ﻳﺎﺑﺎﻧـ ّﻲ‬ Lebanese (s., m.) nouns
‫ﺃﻭﺭﻭﺑ ّﻲ‬ employees (pl., f.) ‫ﻟُﺒﻨﺎﻧ ّﻲ‬
‫ُﻣﺘَﺮ ِﺟﻤﻮﻥ‬

‫َﻋ َﺮﺏ‬
‫ﻣﻮﻅّﻔﺎﺕ‬

a) Italian, Spanish, and French are European languages.

‫ﺍﻹﻳﻄﺎﻟﻴﺔ ﻭﺍﻹﺳﺒﺎﻧﻴﺔ ﻭﺍﻟﻔﺮﻧﺴﻴﺔ ﻟُﻐﺎﺕ ﺃﻭﺭﻭﺑﻴّﺔ‬

b) Lebanese friends

‫ﺃﺻﺤﺎﺏ ﻟُﺒﻨﺎﻧﻴّﻮﻥ‬

c) Arab translators at the UN

‫ُﻣﺘَﺮ ِﺟﻤﻮﻥ َﻋ َﺮﺏ ﻓﻲ ﺍﻷُ َﻣﻢ ﺍﻟ ُﻤﺘﱠ ِﺤﺪﺓ‬

d) Miss Muna, Miss Wafa’ and Mrs Mary are new employees.

‫ﺍﻵﻧِﺴﺔ ُﻣﻨﻰ ﻭﺍﻵﻧِﺴﺔ ﻭﻓﺎء ﻭﺍﻟﺴﻴﺪﺓ ﻣﺎﺭﻱ ﻣﻮﻅّﻔﺎﺕ ﺟﺪﻳﺪﺍﺕ‬

e) Today, the history professor taught us new things about ancient Central
Asian history.

ً‫ﺍﻟﻴﻮ َﻡ ﺃﺳﺘﺎ ُﺫ ﺍﻟﺘﺎﺭﻳ ِﺦ ﻋﻠﱠﻤﻨﺎ ﺃﺷﻴﺎ َء ﺟﺪﻳﺪﺓ‬
‫ﻋﻦ ﺗﺎﺭﻳ ِﺦ ﺁﺳﻴﺎ ﺍﻟ ُﻮ ْﺳ َﻄﻰ ﺍﻟﻘﺪﻳﻢ‬.

f) Honda, Isuzu and Toyota are Japanese cars.

‫ﻫﻮﻧﺪﺍ ﻭﺇﻳﺴﻮﺯﻭ ﻭﺗﻮﻳﻮﺗﺎ َﺳﻴّﺎﺭﺍﺕ ﻳﺎﺑﺎﻧـﻴّـﺔ‬

Unit 14: The human category nouns

Reference to singular masculine human nouns 287

Unit 14: Answers to Exercise 1

Study the sentences below and the pronouns and/or demonstratives in each
sentence. Draw a line under each pronoun and/or demonstrative referencing a
singular masculine human noun. In the blank spaces below, write the specific
pronoun and/or demonstrative. Where, for example, the pronoun is affixed to
part of another word, only write the independent pronoun. If there are no singu-
lar, masculine human nouns, write “none” in the blank spaces.

‫‪Workbook‬‬ ‫‪Glossary‬‬ ‫‪restless‬‬ ‫‪ pretty, scenic‬ﺟﻤﻴﻠﺔُ ﺍﻟ َﻤﻨﺎ ِﻅ ِﺮ‬
‫‪and Answers‬‬ ‫‪far-sighted‬‬ ‫‪َ kind-hearted,‬ﻁﻴّﺒﺔ ﺍﻟﻘﻠﺐ‬
‫ﻛﺜﻴ ُﺮ ﺍﻟﺤﺮﻛﺔ‬ ‫‪cute/funny‬‬
‫‪288‬‬ ‫ﺑﻌﻴﺪﺓُ ﺍﻟﻨﻈﺮ‬ ‫‪quick-witted‬‬ ‫‪generous‬‬
‫‪tall‬‬
‫ﺧﻔﻴﻔﺔُ ﺍﻟﺪ ِﻡ‬ ‫‪handsome‬‬ ‫‪ in broad‬ﺍﻟﻮﺍﺳﻌ ِﺔ ﺍﻻﻧﺘﺸﺎﺭ‬
‫ﻭﺳﺮﻳﻌﺔُ ﺍﻟﺒﺪﻳﻬﺔ‬ ‫‪silent, not‬‬
‫‪wordy‬‬ ‫‪circulation‬‬
‫ﺍﻟﻄﻮﻳ ُﻞ ﺍﻟﻘﺎﻣ ِﺔ‬
‫ﺍﻟﺠﻤﻴ ُﻞ ﺍﻟﻮﺟﻪ‬ ‫‪ unpleasant‬ﺛﻘﻴ ُﻞ ﺍﻟ ّﺪ ِﻡ‬
‫‪ pale-faced or‬ﺃﺻﻔَ ُﺮ ﺍﻟ َﻮﺟﻪ‬
‫ﻗﻠﻴ ُﻞ ﺍﻟﻜﻼﻡ‬
‫‪jaundiced‬‬

‫ﻫﻮ )‪a‬‬
‫ﻻ ﻳﺴﺘﻄﻴﻊ ﺃﺧﻲ ﺃﻥ ﻳﺠﻠﺲ ﻓﻲ ﻣﻜﺎﻥ ﻭﺍﺣﺪ ﻣﺪﺓ ﻁﻮﻳﻠﺔ‪،‬‬
‫ﻓﻬﻮ ﻛﺜﻴ ُﺮ ﺍﻟﺤﺮﻛﺔ‬

‫)‪b) None (no masculine human singular pronouns or demonstratives‬‬

‫ﻭﺍﻟﺪﺗﻲ ﺇﻧﺴﺎﻧﺔ ﺑﻌﻴﺪﺓُ ﺍﻟﻨﻈﺮ ﺗُﻔ ّﻜﺮ ﺩﺍﺋﻤﺎً ﻓﻲ ﺍﻟ ُﻤﺴﺘﻘﺒﻞ‬

‫)‪c) None (no masculine human singular pronouns or demonstratives‬‬

‫ﺗﻌﺠﺒﻨﻲ ﺷﺨﺼﻴﺘﻬﺎ ﻷﻧّﻬﺎ ﺧﻔﻴﻔﺔُ ﺍﻟﺪ ِﻡ ﻭﺳﺮﻳﻌﺔُ ﺍﻟﺒﺪﻳﻬﺔ‬
‫ﻫﺬﺍ )‪d‬‬

‫َﻣﻦ ﻫﺬﺍ ﺍﻟﺸﺎ ّﺏ ﺍﻟﻄﻮﻳ ُﻞ ﺍﻟﻘﺎﻣ ِﺔ ﺍﻟﺠﻤﻴ ُﻞ ﺍﻟﻮﺟﻪ؟‬
‫ﻫﻮ ﻫﻮ )‪e‬‬

‫ﻣﻦ ﺍﻟﺼﻌﺐ ﺃﻥ ﻳﺘﻌ ّﺮﻑ ﻋﻠﻴﻪ ﺍﻟﻨﺎﺱ ﻷﻧّﻪ ﺧﺠﻮ ٌﻝ ﻭﻗﻠﻴ ُﻞ ﺍﻟﻜﻼﻡ‬

‫)‪f) None (no masculine human singular pronouns or demonstratives‬‬

‫ﻫﺬﻩ ﻣﻨﻄﻘﺔ ﺟﻤﻴﻠﺔُ ﺍﻟ َﻤﻨﺎ ِﻅ ِﺮ ﻭﻟﺬﻟﻚ ﻳَﻘ ِﺼ ُﺪﻫﺎ ﻧﺎ ٌﺱ ﻛﺜﻴﺮﻭ َﻥ ﻛ ّﻞ ﻋﺎﻡ‬

‫)‪g) None (no masculine human singular pronouns or demonstratives‬‬

‫ﺟﺮﻳﺪﺓ ﺍﻟــ “ﻭﺍﺷﻨﻄﻮﻥ ﺑﻮﺳﺖ’’ ﻭﺍﻟـ “ﻧﻴﻮﻳﻮﺭﻙ ﺗﺎﻳﻤﺰ’’ ﻣﻦ‬
‫ﺍﻟﺠﺮﺍﺋﺪ ﺍﻟﻮﺍﺳﻌ ِﺔ ﺍﻻﻧﺘﺸﺎﺭ‬

‫)‪h) None (no masculine human singular pronouns or demonstratives‬‬

‫ﻳﺒﺪﻭ ﺃﻧّﻚ ﺗﻌﺒﺎﻥ ﺟﺪﺍً ﻭﺃﺻﻔَ ُﺮ ﺍﻟ َﻮﺟﻪ‪ ،‬ﻫﻞ ﺃﻧ َﺖ َﻣﺮﻳﺾ؟‬

i) None (no masculine human singular pronouns or demonstratives) Unit 14:
The human
‫ ﺗﺤ ّﺐ ﻛ ّﻞ ﺍﻟﻨﺎﺱ ﻭﺗﺤﺎﻭﻝ ﺃﻥ ﺗﺴﺎﻋﺪﻫﻢ‬،‫ﻫﻲ َﻁﻴّﺒﺔ ﺍﻟﻘﻠﺐ‬ category
j) ‫ﻫﻮ ﻫﻮ‬ nouns

،‫ﻫﻮ ﺷﺨﺺ ﺛﻘﻴ ُﻞ ﺍﻟ ّﺪ ِﻡ‬
‫ﻻ ﺃﺳﺘﻄﻴﻊ ﺍﻟ ُﺠﻠﻮﺱ ﻣﻌﻪ ﺃﻛﺜﺮ ﻣﻦ ﺩﻗﻴﻘﺘﻴﻦ‬

Reference to singular feminine human nouns

Unit 14: Answers to Exercise 2

Study the sentences below and the pronouns and/or demonstratives in each
sentence. Draw a line under each pronoun and/or demonstrative referencing a
singular feminine human noun. In the blank spaces below, write the specific pro-
noun and/or demonstrative. Where, for example, the pronoun is affixed to part
of another word, only write the independent pronoun. If there are no singular,
feminine human nouns, write “none” in the blank spaces.

Glossary restless ‫ﺟﻤﻴﻠﺔُ ﺍﻟ َﻤﻨﺎ ِﻅ ِﺮ‬ pretty, scenic
far-sighted ‫ﻁَﻴّﺒﺔ ﺍﻟﻘﻠﺐ‬
‫ﻛﺜﻴ ُﺮ ﺍﻟﺤﺮﻛﺔ‬ cute/funny kind-
‫ﺑﻌﻴﺪﺓُ ﺍﻟﻨﻈﺮ‬ quick-witted ‫ﺍﻟﻮﺍﺳﻌ ِﺔ ﺍﻻﻧﺘﺸﺎﺭ‬ hearted,
tall ‫ﺛﻘﻴ ُﻞ ﺍﻟ ّﺪ ِﻡ‬ generous
‫ﺧﻔﻴﻔﺔُ ﺍﻟﺪ ِﻡ‬ handsome
‫ﻭﺳﺮﻳﻌﺔُ ﺍﻟﺒﺪﻳﻬﺔ‬ silent, not wordy ‫ﺃﺻﻔَ ُﺮ ﺍﻟ َﻮﺟﻪ‬ in broad
circulation
‫ﺍﻟﻄﻮﻳ ُﻞ ﺍﻟﻘﺎﻣ ِﺔ‬
‫ﺍﻟﺠﻤﻴ ُﻞ ﺍﻟﻮﺟﻪ‬ unpleasant

‫ﻗﻠﻴ ُﻞ ﺍﻟﻜﻼﻡ‬ pale-faced or
jaundiced

a) None (no feminine human singular pronouns or demonstratives)

،‫ﻻ ﻳﺴﺘﻄﻴﻊ ﺃﺧﻲ ﺃﻥ ﻳﺠﻠﺲ ﻓﻲ ﻣﻜﺎﻥ ﻭﺍﺣﺪ ﻣﺪﺓ ﻁﻮﻳﻠﺔ‬
‫ﻓﻬﻮ ﻛﺜﻴ ُﺮ ﺍﻟﺤﺮﻛﺔ‬

b) None (no feminine human singular pronouns or demonstratives)

‫ﻭﺍﻟﺪﺗﻲ ﺇﻧﺴﺎﻧﺔ ﺑﻌﻴﺪﺓُ ﺍﻟﻨﻈﺮ ﺗُﻔَـ ّﻜﺮ ﺩﺍﺋﻤﺎً ﻓﻲ ﺍﻟ ُﻤﺴﺘﻘﺒﻞ‬

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