Written by the teachers of Madrasah Ayesha Siddiqua Karachi, the Book has been compiled on the pattern of An Nahw al Wadih - a book which broke new ground in teaching of Arabic Grammar.
- Posts about Arabic Grammar in English written by Nasrin Akther.
- Al-Nahw al-Wadih fi Qawa'id al-Lughah al-'Arabiyyah li al-Madaris al-Ibtida'iyyah - all 3 parts in a single volume in 2-colour print. Beneficial elementary / secondary level grammar work filled with exercises to develop students' understanding of rules.
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1 With the Name of Allah, Most Merciful, Ever Merciful. AL-NAHW AL-WADIH (THE CLEAR ARABIC GRAMMAR) by Ali al-jarim & Mustafa Amin Translation of the Examples and Grammatical Rules by Usama Hasan for the Arabic grammar course at Al-Tawhid College, London ( Al-Nahw al-wadih (The Clear Arabic Grammar), Primary Level, Part One, Page 1 of 11
2 PRIMARY LEVEL PART ONE LESSON 1: AL-JUMLAH AL-MUFIDAH (THE COMPLETE SENTENCE) 1. The garden is beautiful. 2. The sun is rising. 3. Ali smelt a rose. 4. Muhammad picked a flower. 5. The fish lives in the water. 6. Date-palms are plentiful in Egypt. RULE 1: The composition that gives a complete meaning is called a jumlah mufidah (complete sentence); it is also called kalam (speech). RULE 2: The complete sentence is composed of two or more words; every word is counted as part of it (the sentence). 1. Ibrahim rode the horse. 2. Isma il teases the cat. 3. The farmer reaps the wheat. 4. The sheep eats beans and barley. 5. I heard the advice. 6. The light shines in the room. 7. The ship sails on the water. 8. Do you like travelling? LESSON 2: PARTS OF THE SENTENCE RULE 3: Words are of three types: ism (noun/adjective), fi l (verb) and harf (particle). a) The ism is every word by which a person, animal, plant, inanimate object or anything else is named. b) The fi l is every word that signifies the occurrence of an action at a particular time. c) The harf is every word whose meaning is not completely clear without other (accompanying) words. Al-Nahw al-wadih (The Clear Arabic Grammar), Primary Level, Part One, Page 2 of 11
3 LESSON 3: CLASSIFICATION OF THE VERB WITH REGARD TO ITS TIME- PERIOD 3.1 THE FI L MADI (PAST TENSE) 1. The dog ran. 2. The man stopped. 3. The book became lost (went missing). 4. The clock chimed. 5. The girl came. 6. The hen laid [(an) egg(s)]. RULE 4: The fi l madi (past tense) is every verb that signifies the occurrence of an action in the past. 1. I wash my (two) hands. 2. I wear my clothes. 3. We play with the ball. 4. We walk in the fields. 5. The dog barks. 6. The guard becomes alert. 7. The girl eats. 8. The rose withers. 3.2 THE FI L MUDARI (PRESENT TENSE) RULE 5: The fi l mudari (present tense) is every verb that signifies the occurrence of an action in the present or future. It must begin with one of the letters of the mudari : hamzah, nun, ya or ta. 3.3 THE FI L AMR (IMPERATIVE TENSE) 1. Play with the ball. 2. Feed your cat. 3. Clean your clothes. 4. Sleep early. 5. Take it easy when travelling. 6. Chew food well. RULE 6: The fi l amr (imperative tense) is every verb by which the occurrence of something in the future is requested (or commanded). Al-Nahw al-wadih (The Clear Arabic Grammar), Primary Level, Part One, Page 3 of 11
4 LESSON 4: THE FA IL (SUBJECT OF A VERB) 1. The sparrow flew. 2. The horse ran. 3. The boy played. 4. The fish swims. 5. The mosquito bites. 6. The girl eats. RULE 7: The fa il (subject of a verb) is an ism marfu (noun in the nominative case) preceded by a fi l (verb), and signifies whoever did the action. LESSON 5: THE MAF UL BIHI (OBJECT OF A VERB) 1. The student tied the rope. 2. The girl folded the garment. 3. The wolf ate the lamb. 4. The winner earned a prize. 5. The fox hunts the chicken. 6. The butcher sells the meat. RULE 8: The maf ul bihi (object of a verb) is an ism mansub (noun in the accusative case) to which the action of the fa il (subject of the verb) applies. LESSON 6: COMPARISON OF THE FA IL AND MAF UL BIHI 1. The horse pulls the cart. 2. The slave picked the flower. 3. Fatimah tied the goat. 4. The farmer waters the crops. 5. The player threw the ball. 6. The policeman detained the burglar. CONCLUSIONS 1. The fa il and maf ul bihi are both nouns (ism). 2. The fa il is the one who/which does the action (fi l). 3. The maf ul bihi is the one to whom/which the action is done. 4. The fa il ends in the marfu (nominative) case. 5. The maf ul bihi ends in the mansub (accusative) case. Al-Nahw al-wadih (The Clear Arabic Grammar), Primary Level, Part One, Page 4 of 11
5 LESSON 7: THE MUBTADA AND KHABAR (SUBJECT AND PREDICATE OF A SENTENCE) 1. The apple is sweet. 2. The picture is beautiful. 3. Running is beneficial. 4. The train is fast. 5. Cleanliness is a duty. 6. The earth is round. RULE 9: The mubtada (subject of a sentence) is an ism marfu (noun in the nominative case) at the beginning of the sentence. RULE 10: The khabar (predicate) is an ism marfu (noun in the nominative case) that, along with the mubtada, forms a complete sentence (jumlah mufidah). 1. The lightning flashed. 2. The wolf howled. 3. The snow falls. 4. The cold intensifies. 5. Pluck the rose. 6. Take the book. LESSON 8: THE JUMLAH FI LIYYAH (VERB-BASED OR VERBAL SENTENCE) RULE 11: Every sentence consisting of a verb (fi l) and its subject (fa il) is called a jumlah fi liyyah (verb-based or verbal sentence). 1. The house is spacious. 2. The weather is moderate. 3. The dust is rising. 4. The road is congested. 5. The path is narrow. 6. The mouse is hiding. LESSON 9: THE JUMLAH ISMIYYAH (NOUN-BASED OR NOMINAL SENTENCE) RULE 12: Every sentence consisting of a subject (mubtada ) and its predicate (khabar) is called a jumlah ismiyyah (noun-based or nominal sentence). Al-Nahw al-wadih (The Clear Arabic Grammar), Primary Level, Part One, Page 5 of 11
6 LESSON 10: NASB (SUBJUNCTIVE CASE) OF THE FI L MUDARI 1. I intend to be good at swimming. 2. I hope that the weather is moderate. 3. It pleases me that you visit us. 4. I will never lie. 5. The lazy one will never succeed. 6. I will never hit the cat. 7. In that case, you will stay with us. (In reply to someone saying: I shall visit your city.) 8. In that case, your trade will profit. (In reply to someone saying: I shall be trustworthy). 9. In that case, the air will become stale. (In reply to someone saying: I shall close the windows.) 10. I came in order to learn. 11. I went out in order to refresh myself. 12. I learn in order to serve the homeland. RULE 13: The fi l mudari becomes mansub (takes the subjunctive case) when it is preceded by one of the four nawasib (agents of subjunction): an (that), lan (never), idhan (in that case), and kay (in order to). Al-Nahw al-wadih (The Clear Arabic Grammar), Primary Level, Part One, Page 6 of 11
7 LESSON 11: JAZM (JUSSIVE CASE) OF THE FI L MUDARI 1. Muhammad did not memorise his lesson. 2. The falling of the rain did not stop. 3. No one caught the burglar. 4. Do not eat when you are full. 5. Do not laugh a lot. 6. Do not travel (too) fast. 7. If you open the windows of the room, its air will freshen. 8. If you sit in the path of the draught, you will fall ill. 9. If your brother travels, you will travel with him. RULE 14: The fi l mudari becomes majzum (takes the jussive case) when it is preceded by a harf jazim (jussifying particle) such as the following (three): lam (particle of negation), la of forbiddance, and in ( if ). RULE 15: Lam (particle of negation) and the la of forbiddance each cause one fi l mudari to be majzum. The former negates the occurrence of an action in the past. The latter forbids the doing of an action. RULE 16: In ( if ) causes two fi l mudari to be majzum. Its meaning is that the occurrence of the first verb is a condition for the occurrence of the second verb. LESSON 12: RAF (NOMINATIVE CASE) OF THE FI L MUDARI 1. The dove flies. 2. The traveller returns. 3. The clouds move. 4. The rain falls. 5. The dust rises. 6. The judge judges. RULE 17: The fi l mudari is marfu (nominative) when it is not preceded by any of the agents of nasb (subjunction) or jazm (jussivity). Al-Nahw al-wadih (The Clear Arabic Grammar), Primary Level, Part One, Page 7 of 11
8 LESSON 13: KANA AND ITS SISTERS 1. The congestion is severe. The congestion was severe. 2. The house is clean. The house was clean. 3. The garment is short. The garment became short. 4. The cold is intense. The cold became intense. 5. The servant is strong. The servant is not strong. 6. The worker is energetic. The worker is not energetic. 7. The glutton is ill. The glutton became (began the morning) ill. 8. The weather is rainy. The weather became (began the morning) rainy. 9. The worker is tired. The worker became (began the evening) tired. 10. The flower is withering. The flower became (began the evening) withering. 11. The clouds are thick. The clouds became thick (in the forenoon). 12. The road is congested. The road became congested (in the forenoon). 13. The rain is heavy. The rain was heavy all day. 14. The dust is rising. The dust was rising all day. 15. The lamp is burning. The lamp was burning all night. 16. The patient is in pain. The patient was in pain all night. RULE 18: Kana ( was, past tense of to be ) operates on the mubtada (subject) and khabar (predicate): it causes the former, which is then called its ism (ism of kana), to be marfu (nominative); it causes the latter, which is then called its khabar (khabar of kana), to be mansub (accusative). RULE 19: Similar to kana as above are: sara (became), laysa (is not), asbaha (to be/become in the morning), amsa (to be/become in the evening), adha (to be/become in the forenoon), zalla (to be, all day) and bata (to be, all night); these verbs are called the sisters of kana (akhawat kana). RULE 20: Each of these verbs (in the madi, past tense) has a mudari (present) and amr (imperative) form that operates in the same way as the madi, except for laysa, which has neither a mudari nor an amr form. Al-Nahw al-wadih (The Clear Arabic Grammar), Primary Level, Part One, Page 8 of 11
9 LESSON 14: INNA AND ITS SISTERS 1. The camel is (extremely) patient. Indeed, the camel is (extremely) patient. 2. The pyramid is ancient. Indeed, the pyramid is ancient. 3. The examination is near. I knew that (indeed) the examination is near. 4. The flower is bright. It pleases me that (indeed) the flower is bright. 5. The book is a teacher. It is as though the book is a teacher. 6. The moon is a lamp. It is as though the moon is a lamp. 7. The furniture is old. The house is new but the furniture is old. 8. The losses are few. The fire raged but the losses are few. 9. The fruit is ripe. If only the fruit were ripe! 10. The moon is rising. If only the moon were rising! 11. The book is cheap. Perhaps the book is cheap. 12. The patient is sleeping. Perhaps the patient is sleeping. RULE 21: Inna (for emphasis, indeed, truly, etc.), anna (similar to inna but used conjunctively, that with emphasis), ka anna ( it is as though, it is as if ), lakinna (but, although), layta ( if only! ), and la alla ( perhaps, maybe ) operate on the mubtada (subject) and khabar (predicate). They cause the mubtada, which is then known as its ism (ism of inna, etc.), to be mansub (accusative), and the khabar, which is then known as its khabar (khabar of inna, etc.), to be marfu (nominative). Al-Nahw al-wadih (The Clear Arabic Grammar), Primary Level, Part One, Page 9 of 11
10 LESSON 15: JARR (GENITIVE CASE) OF THE ISM (NOUN) 1. The rain came down from the sky. 2. The fish comes from the sea. 3. The army hurried to the battlefield. 4. The cattle moved to the field. 5. The soldier comes down from the horse. 6. Fear goes away from the child. 7. The wood floats on the water. 8. The fruit falls on the earth. 9. The dog barks in the garden. 10. The criminal enters (in, into) the prison. 11. I peeled the fruit with the knife. 12. The armies fight each other with swords. 13. The prize is for the winner. 14. I bought a lock for the chest. RULE 22: The noun is majrur (genitive) if it is preceded by one of the following particles of genitivity (huruf jarr): min (from), ila (to), an (from), ala (on, upon), fi (in), the ba (with a kasrah, i.e. bi: meaning with or by ), and the lam (with a kasrah, i.e. li: meaning for or belongs to ). Al-Nahw al-wadih (The Clear Arabic Grammar), Primary Level, Part One, Page 10 of 11
11 LESSON 16: THE NA T (ADJECTIVE) 1. This is a useful book. 2. I read a useful book. 3. I looked in a useful book. 1. This is a spacious field. 2. I saw a spacious field. 3. I ran in a spacious field. 1. The beautiful rose opened. 2. I picked the beautiful rose. 3. I looked at the beautiful rose. RULE 23: The na t (adjective) signifies an attribute of the ism (noun) preceding it; the attributed noun is known as man ut. RULE 24: The na t follows the man ut in its raf, nasb and jarr (i.e. the adjective follows the noun in its being nominative, accusative and genitive). END OF PART ONE, PRIMARY LEVEL Translator s Note: Terms like marfu, mansub, majrur and majzum are only approximately translated by the terms nominative, accusative/subjunctive, genitive, jussive etc. since the latter are from the grammar of European languages, especially Latin. Latin has a variety of other cases, such as dative, ablative, etc. Arabic grammar is simpler in the sense that it has only the above four cases, three of which apply to nouns and three to verbs. The student of Arabic grammar is therefore advised to concentrate on the Arabic terms and not to worry about the English/Latin terms; the approximate translations of these Arabic terms are primarily provided for the benefit of those who are already familiar with the grammatical terms of the European languages. Version Muharram 1423 / 25 March Version th Rajab 1428 / 9 th August, 2007 Al-Nahw al-wadih (The Clear Arabic Grammar), Primary Level, Part One, Page 11 of 11
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نحمده و نصلي على رسوله الكريم
An Nahw Al Wadih
Introduction to the Text & Translation
This book is a revised edition of Tasheel al-Nahw, which in turn is a somewhat expanded
translation of the Urdu language primer of Arabic grammar, ‘Ilm al-Nahw by Mawlana
Mushtaq Ahmad Charthawali. Mawlana Charthawali’s primers for Nahw (Arabic grammar)
and Sarf (Arabic Morphology) are standard textbooks in Western madrasahs. The original
English translation of ‘Ilm al-Nahw was prepared by scholars from Madrasah Islamiyyah,
Benoni, South Africa. They put in a lot of hardwork and made the English translation much
more beneficial than the Urdu original. May Allah reward them. At least two versions of this
translation are available online. The first one had many errors and typing issues. The newer
version has made some improvements but issues remain, especially with regards to language
and clarity of the English and Arabic texts. We decided to bring out a revised edition of this
translation to address these issues. During the course of our revision and editing, we consulted
various grammar works including al-Nahw al-Wadih, Sharh ibn ‘Aqeel, Mu‘jam al-Qawa‘id al-
‘Arabiyyah, and A Simplified Arabic Grammar of Mawlana Hasan Dockrat. We have completely
revised some sections, as well as a number of definitions. The organization has been changed in
a way that we feel will make it easier for the student to understand how each section fits in the
overall picture.
Nahw Al Wadih
This is a beginner-to-intermediate level text; therefore, we have not transliterated Arabic
words exactly, keeping in mind that most people at this stage will not be comfortable with
Arabic transliteration schemes. Rather, we have used approximate equivalents that are easier to
read for the untrained. Nevertheless, non-English words have been italicized.
As for duals and plurals of Arabic words, we have not used the original Arabic duals and
plurals; rather, their plurals have been created the English way by adding an ‘s’ to the singular.
Thus, two dammahs is used instead of dammahtain. The word still remains italicized so as to
reflect its non-English origin.
It should also be noted that the English equivalents of Arabic grammar terms are mere
approximations. In some cases, they convey the exact meaning. In many cases, they do not.
The student is, therefore, urged to focus on the original term in Arabic.
To the best of our ability, we have tried to remove all errors. However, we are merely
human. There are bound to be some mistakes in it. Your comments, constructive criticism,
and suggestions are all welcome. You can contact us with your feedback at the email address
given at the end.
Comments are closed.
Written by the teachers of Madrasah Ayesha Siddiqua Karachi, the Book has been compiled on the pattern of An Nahw al Wadih – a book which broke new ground in teaching of Arabic Grammar. Except the first few lessons, all chapters begin with Arabic sentences in the light of which the rule under discussion is explained.
Special attention has been paid to declension so that the student may gain insight into the syntax of the language. For this purpose the technical terms of Arabic have been used. The authors have tried to do explanation of the rules in easiest possible style.
Lisaan ul Qur’an Volume 1 (7.88 MB)
http://archive.org/download/LisaanUlQuran-vol.1/LisaanUlQuran-vol.1.pdf
Lisaan ul Qur’an Volume 2 (12.8MB)
http://archive.org/download/LisaanUlQuran-vol.2/LisaanUlQuran-vol.2.pdf
Lisaan ul Qur’an Volume 3 (8.33 MB)
http://archive.org/download/LisaanUlQuran-vol.3/LisaanUlQuran-vol.3.pdf
Key of Lisaan ul Qur’an Volume 1 (2.26 MB)
http://archive.org/download/KeyOfLisaanUlQuran-vol.1/KeyOfLisaanUlQuran-vol.1.pdf
Key of Lisaan ul Qur’an Volume 2 (6.41 MB)
http://archive.org/download/KeyOfLisaanUlQuran-vol.2/KeyOfLisaanUlQuran-vol.2.pdf
Key of Lisaan ul Qur’an Volume 3 (7.66 MB)
http://archive.org/download/KeyOfLisaanUlQuran-vol.3/KeyOfLisaanUlQuran-vol.3.pdf