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All rights reserved. This book or any portion thereof may not be reproduced or used in any manner whatsoever without the express written permission of Bayyinah Institute.

Bayyinah Institute2300 Valley View Lane, Suite 500Irving, TX 75062

www.bayyinah.tv

Contributors:Nouman Ali KhanAarij AnwerAnam BakaliTouqeer AhmedFaadhil AbdulHakkimIfrah ShareefHamza BaigMerusha Nasoordeen

Teacher GuideLevel 1: Book 1

IntroductionThe Teacher Guide serves two main purposes:

1: It provides the answers to the exercises in the book.

2: It provides valuable, relevant and timely advice to the teacher on how to get the best out of their class and the book.

There are a number of labels used in the Teacher Guide to serve the second purpose:

1: Memorization: content that a student must memorize to be able to master the concept

2: Accommodation: indicates if an exercise can be shortened allowing the teacher to accommodate for shortage of time

3: Tip: helpful pieces of information to maximize learning

4: Note: generic notes about the exercises and/or classroom best practices

5: Teaching Opportunity: an opportunity to extend learning based on the exercises

6: Contextual Review: an opportunity to review key concepts from earlier lessons that may have been forgotten

Book CompositionThe book consists of Modules, Chapters and Lessons. A module is a large concept (e.g. Ism). A chapter is a smaller sub-concept (e.g. singular/pair/plurals). A lesson is the smallest piece of a concept that can be covered in one setting (e.g. one type of plural is Muslimoona).

Each lesson is made up of exercises that can be completed after watching the accompanying video on Bayyinah TV.

Exercises in the BookThe exercises are labeled A, B, C, etc. A few important notes about the exercises:

• Exercise A is to be completed while watching the video.

• Exercise B is generally a review of the concepts from the video.

• Exercise C onwards is when concepts are taught through the exercises, which is where you will find most of the notes and labels.

Best PracticesSome best practices that we recommend are:

• Set up the classroom so that the students watch the lessons in class individually then complete the Exercise Book in class at their own pace. This implies that either each student has a personal computer, or tablet, or they are using computers in a lab. This allows each student to move at his/her pace and allows for true accommodation.

• Alternatively, you can assign watching the video as homework and do all the exercises in class. Another alternative is to watch the lessons together as a group in class and then complete the exercises in class. You may have to employ different methods over the course of the year to keep the students’ attention.

• The first few lessons should be modeled for the students. In particular, how to watch the videos and take notes needs to be shown to the students.

• Watch the video and complete the lesson yourself before class. This will allow you to predict what pitfalls await the students.

• Have the Teacher Guide with you in class, either electronically or a printed version. The Teacher Guide is made to be used as a day-to-day tool in the classroom, not as a reference manual to be referred to occasionally.

• Refer to the notes and labels in the Teacher Guide before class.

• You will have to make tests and assessments. We recommend that you make them at the end of every chapter or two chapters at most.

What This Book CoversBook 1 covers the following topics:

• Introduction to Words in Arabic: The three types of words in Arabic are Ism, Fi’l, and Harf.

• Status: 1st of the four foundational properties of the Ism. Amongst the topics discussed are: the role of the Ism is determined by its status. Definitions of Raf’, Nasb, and Jarr. How to identify Raf’, Nasb, and Jarr. Ending sounds and combinations. The Muslim chart. Light vs. heavy. Flexibility.

• Number: 2nd of the four foundational properties of the Ism. Singular, pair, and plural. Ending combinations of pair. Types of plural: regular masculine, human feminine, non-human feminine, human broken, non-human broken, and Ism Jam’a.

• Gender: 3rd of the four foundational properties of the Ism. Masculine and feminine. Types of feminine: real and fake. Types of fake feminine: all non-human plurals, human broken plurals sometimes, ‘because the Arabs said so’, and body parts in pairs.

• Type: 4th of the four foundational properties of the Ism. Common and proper. The seven types of proper: proper names, ال, pronouns, pointers, Ism Mawsool, the one being called, & the word after ‘of’.

• Surah Kahf 1-10 mini-lessons.

MODULE 1Properties of the Ism

Words in ArabicThe three types of words in Arabic: Ism, Fi’l, and Harf.CHAPTER 1

Status1st of the four foundational properties of the Ism. Role of the Ism is determined by its status. Definitions of Raf’, Nasb, and Jarr. How to identify Raf’, Nasb, and Jarr. Ending sounds and combinations. The Muslim chart. Light vs. heavy. Flexibility.

CHAPTER 2

Number2nd of the four foundational properties of the Ism. Singular, pair, and plural. Ending combinations of pair. Types of plural: regular masculine, human feminine, non-human feminine, human broken, non-human broken, and Ism Jam’a.

CHAPTER 3

Gender3rd of the four foundational properties of the Ism. Masculine and feminine. Types of feminine: real and fake. Types of fake feminine: all non-human plurals, human broken plurals sometimes, ‘because the Arabs said so’, and body parts in pairs.

CHAPTER 4

Type4th of the four foundational properties of the Ism. Common and proper. The seven types of proper: proper names, ال, pronouns, pointers, Ism Mawsool, the one being called, and the word after ‘of’.

CHAPTER 5

Surah KahfApply learned grammar concepts to Isms in the first 10 ayahs of the Surah. CHAPTER 6

CHAPTER 1 Words in Arabic

11 Chapter 1 • Lesson 1

Bayyinah Institute • Chapter 1 7

Watch the accompanying video. Based on what you hear and see in the video, write/circle the correct answer.A

Lesson 1Learning Goals • Define Ism, Fi’l, and Harf • Recognize Isms, Fi’ls, and Harfs in English

1. The names of those ____________________ are Ism, Fi’l, and Harf.

2. A(n) _______________ is a word that makes no sense unless another word comes after it.

A. Ism B. Fi’l C. Harf

3. A(n) _______________ is a word that is stuck in the past tense, present tense, or future

tense.


4. A(n) _______________ is a person, place, thing, idea, adjective, adverb, and more.


5. An idea is something you have a name for, but you can’t _______________ it, like education,

or Islam, or patience.

6. A(n) ____________________ is word that ends with -ly, like slowly, happily, easily, etc.

7. When you’re reading the Qur’an, every one of the words has to be either an Ism, Fi’l, or Harf;

it can’t be any two at the same time; you can figure out the word by ____________________.

categories

touch

adverb

elimination

Accompanying Video Unit 1: 1.1.2


Chapter 1 • Bayyinah Institute8

Circle the word that is NOT an Ism. C

1. There are _______________ kinds of words in Arabic.

2. Any word in Arabic must be an Ism, _______________, or Harf.

3. A(n) _______________ is a name of a person, place, thing, idea, adjective, adverb and more.

4. A Fi’l is a word that has a _______________.

5. A Harf is a word that makes no sense unless another word comes _______________ it.

1. Teacher Mom Sat Brother Painter

2. School Masjid Toy Ate Grocery store

3. Book Phone Scarf As Playground

4. Perhaps Soft Fast Tired Generous

5. Quietly Slowly By Carefully Patiently

Fill in the blanks using the word bank.BTense Three Fi’l After Ism

three

Fi’l

Ism

tense

after



Circle the word that is NOT a Fi’l. D1. Ate Cat Sat Went Liked

2. Runs Goes Writes Hand Cuts

3. Will sleep Will give To Will finish Will drive

4. Fell Hit Drinks Tapped Keyboard

5. Grew Jumped Clothing Cleaned Washed

Circle the word that is NOT a Harf. E1. In On At About Girl

2. To Indeed Bird Maybe Toward

3. At Lake But And Until

4. Brush Or Alas However If

5. Certainly However Though Shirt Upon



Give three examples of each.F1. Person ________________ ________________ ________________

2. Place ________________ ________________ ________________

3. Thing ________________ ________________ ________________

4. Idea ________________ ________________ ________________

5. Adjective ________________ ________________ ________________

6. Adverb ________________ ________________ ________________

1. Past tense ________________ ________________ ________________

2. Present tense ________________ ________________ ________________

3. Future tense ________________ ________________ ________________

Ism:

Fi’l:

Harf: ________________ ________________ ________________

Answers will vary

15 Chapter 1 • Important Concepts


Important ConceptsDefine the following terms:

1. Ism:

2. Fi’l:

3. Harf:

A name of a person, place, thing, idea, adjective, adverb and more.

A word that is stuck in the past tense, present tense, or future tense.

A word that doesn’t make any sense unless another word comes after it.

CHAPTER 2Status



Lesson 1Learning Goals • Recognize doer, detail, and after ‘of’ in English

1. The four properties of the Ism are _______________, number, gender, and type.

2. Even though all three words are about myself, you have to use the right word in the right

_______________, this is kind of what status is about.

3. Every time you see the _______________ in Arabic, you will call it Raf’.

A. Detail B. After ‘of’ C. Doer

4. _______________ are called Nasb.

5. There’s only three labels for the status of an Ism: there’s Raf’, Nasb, and Jarr. Jarr is anything

that comes _______________.

6. The only tricky thing about _______________ is that sometimes you see the word ‘of’ in

English, but sometimes you don’t see it and you have to kind of figure it out yourself.

7. If you say, ‘my teeth’, there is another crazy way of saying ‘my teeth’, you could say

‘____________________________’, so ‘my’ would actually be Jarr, because you could kind

of in a weird way flip it around and turn it into an ‘of’.

status

place

Details

after of

Jarr

teeth of mine




Fill in the blanks using the word bank.B

1. There are _______________ kinds of words in Arabic.

2. Any word in Arabic must be an _______________, Fi’l, or Harf.

3. Isms have _______________ properties.

4. The first property we are learning is _______________.

5. The other three properties of an ism are _______________, _______________, and

_______________.

6. Status is the study of using the right version of the _______________ in the right

_______________.

7. In the sentence, ‘I ate too much chocolate’, ‘I’ is the _______________.

8. The doer is always in _______________ status, and the detail is always in _______________

status. Anything that comes after ‘of’ is in _______________ status.

Status Type Three Raf’ Ism Nasb Number

Place Four Word Jarr Doer Gender

three

Ism

four

status

gendernumber

type

word

place

doer

Raf’ Nasb

Jarr



Answer the questions about each sentence. Then circle whether the answer is a doer, detail, or after ‘of’. C

1. The children played soccer in the field.

A. Who played soccer? The children

B. What did they play? Soccer

C. Where did they play it? In the field

Doer Detail After Of



4. Their mom washed their shirts.

A. Who washed their shirts? Mom

B. What did she wash? Shirts

C. Whose shirts did she wash? Theirs

D. Whose mom was she? Theirs

2. The boy lost the ball of the team.

A. Who lost? The boy

B. What did he lose? The ball

C. Whose ball was it? The team’s




3. Their shirts became muddy .

A. What became muddy? Shirts

B. Whose shirts were they? Theirs

C. What did the shirts become? Muddy










Write the question for the underlined word in the sentence. D1. I go to school every day. Where do I go everyday?

2. She read Qur’an with my mom. Who read Qur’an with my mom?

3. The boys prayed in the morning. Who played in the morning?

4. The teacher talked to him. Who talked to him?

5. We went to the masjid. Where did we go?

6. Allah made us the best creation. Who did Allah make the best creation?

7. We went inside the museum. We went inside what? / What did we go into?

8. She memorizes Qur’an with her teacher. What does she memorize with her teacher?

9. My brother learned to ride a bike quickly. How did my brother learn to ride a bike?

10. They gave their children new toys on Eid. What did they give their children on Eid?

11. She hid from her sister. Whose sister did she hide from?

12. My mom took me to the doctor’s office. Whose office did my mom take me to?

13. We listened to the lecture in the masjid. What did we listen to in the masjid?

14. I completed my homework. Whose homework did I complete?

18 Chapter 2 • Bayyinah Institute


Rewrite the following phrases to include the word ‘of’.E1. Allah’s book

2. Maryam’s pet

3. Their car

4. School’s playground

5. Our Lord

6. Her sister

7. The lake’s water

8. My hijab

9. His bike

10. Their masjid

Book of Allah

Pet of Maryam

Car of theirs

Playground of the school

Lord of ours

Sister of hers

The water of the lake

Hijab of mine

Bike of his

Masjid of theirs

19 Bayyinah Institute • Chapter 2


Label the underlined words doer, detail, or after ‘of’FWe ate ice cream after school. The light shined brightly.

Her arm hurt after gym class. The milk fell on the floor.

He unlocks the door of the office in the morning.

My family visits our relatives in Florida every summer.

The professor’s book sold quickly.

The boys prayed Fajr with their father.

Her mom packed her clothes neatly in the box.

She passed the ball to her friend during the game.

Doer Detail Detail Doer Detail

After of Doer Detail Doer Detail

Doer Detail After of Detail

After of Doer After of Detail Detail Detail

After of Doer Detail

Doer Detail After of Detail

After of Doer After of Detail Detail Detail

Doer Detail After of Detail Detail




Lesson 2Learning Goals • Know the status of a doer and detail

.’_______________‘ means ساعد .1

A. Teachers B. Students C. Helped

سون .2 .’_______________‘ means المدر


ب .3 .’_______________‘ means الطل


4. You can’t put the doer at the end, you have to put the doer at the beginning, but that’s an

English rule, that’s not an _______________ rule.

5. At the end of a word, if you hear ‘-u’ or ‘-oona’, then that is your DOER.

6. There are three kinds of _______________: Raf’, Nasb, and Jarr.

7. These harakahs are really ____________________ to figure out who is the doer, who is the

detail, who is the after ‘of’.

Arabic

status

important





1. The three kinds of words in Arabic are Ism, _______________, and _______________.

2. Isms have four _______________: _______________, number, _______________, and

type.

3. In English, whatever comes _______________ is the doer. But in Arabic, the order of the

words doesn’t matter. You have to pay attention to the _______________ of the word.

4. In the sentence ‘The teacher helped the students’, ‘teacher’ is the _______________.

5. If you hear a word ending in _______________ or ‘-u’, then it is the doer.

6. The doer is always in _______________ status, and the detail is always in _______________

status. Anything that comes after ‘of’ is in _______________ status.

Status First Ending Raf’ Harf Nasb

Properties ‘-Oona’ Fi’l Jarr Doer Gender

Fi’l

gender

first

ending

doer

‘-oona’

Raf’

Jarr

Harf

statusproperties

Nasb



The man saw the workers.

The workers saw the man.





Circle the doer and underline the detail, then translate the sentence. Cجل العاملني الر

1. نظر

جل العاملون الر

2. نظر

العاملني

جل نظر 3. الر

العاملون

جل نظر 4. الر

جل العاملون الر

5. نظر

جل العاملني الر

6. نظر

Workers: العاملون / العاملني The man: جل :He saw الر

نظر



Lesson 3Learning Goals • Ask the correct question to find the doer and detail in a sentence

1. ‘The’ is a _______________ because it doesn’t make any sense unless another word comes

after it.

2. ‘Played’ is a _______________ because it is stuck in the past.

3. ‘Mother’ is the _______________ because she did the act of yelling.

4. When you find a detail, then you have to turn it into a _______________, and the question

has to be about the Fi’l. For example, who did she yell at? When did she yell? Where did

she yell? Why did she yell? How did she yell? If your question has ‘yell’ in it, then it’s a

detail, the question about the detail has to have the Fi’l in it.

5. ‘Ahmed’ is not a detail, ‘Ahmed’ is just _______________.

A. The doer B. Nasb C. After ‘of’

6. ‘Loudly’ is Nasb because it answers the question ‘_______________ did the alarm clock ring?’

7. ‘The Imam’ is Jarr because it comes ____________________.


Fi’l

question

after of

doer

How

Harf





1. The three kinds of words in Arabic are Ism, Fi’l, and _______________.

2. Isms have four properties: status, _______________, _______________, and type.

3. Fi’ls are words that have a _______________.

4. A Harf is a word that doesn’t make sense unless another word comes _______________ it.

5. There are three different statuses a word can have: Raf’, Nasb, and _______________.

6. _______________ is the doer, _______________ is the detail, and Jarr is after ‘of’.

7. The question has to have the Fi’l in it for the answer to be a doer or _______________. For

example, look at the sentence, ‘He read the book of Allah.’ The answer for the question,

‘Who read the book of Allah?’, is the _______________.

8. The answer for the question, ‘Who’s book is it?’, is not a detail because the _______________

is not in the question.

Detail After Number Raf’ Harf Nasb

Tense Fi’l Jarr Doer Gender

Harf

gender

after

Jarr

Nasb

detail

doer

number

Raf’

tense

Fi’l



Circle the question whose answer isn’t a doer or detail of the Fi’l. C1. Our teacher taught us the lesson.

A. Who taught?

B. Whose teacher was it?

C. What did the teacher teach?

D. Who did the teacher teach?

2. The boy washed the new car yesterday.

A. Who washed?

B. What did he wash?

C. What kind of a car was it?

D. When did he wash the car?

3. I planted tulips in my backyard.

A. Who planted?

B. What did I plant?

C. Where did I plant?

D. Whose backyard was it?

4. We read the book of Allah everyday.

A. Who reads?

B. What do we read?

C. Whose book is it?

D. When do we read it?

5. She helped her with her homework.

A. Who helped?

B. Who did she help?

C. What did she help with?

D. Whose homework was it?

6. She memorized the long Surah quickly.

A. Who memorized?

B. What did she memorize?

C. What kind of Surah was it?

D. How did she memorize it?

7. His friends gave him a gift.

A. Who gave?

B. Whose friends were they?

C. Who did they give?

D. What did they give?

8. They prayed Fajr in his room.

A. Who prayed?

B. What did they pray?

C. Where did they pray?

D. Whose room was it?


Tip: This exercise will help the students distinguish between details that are related to the Fi’l and those that aren’t. If the Fi’l isn’t in the question, then the answer will probably not be a doer or detail of the Fi’l.


Label the underlined words Raf’, Nasb, or Jarr.DWe read his book. Cheetahs run fast.

Our mom gave us milk. The truck drove slowly.

Our teacher gave us a hard quiz after lunch.

My family visits our relatives in Florida every summer.

The father of the boy brought him his lunch at school.

The boys prayed Fajr with their father.

Her mom packed her clothes neatly in her suitcase.

She passed the ball to her friend during the game.

Raf’ Jarr Nasb Raf’ Nasb

Jarr Raf’ Nasb Nasb Raf’ Nasb

Jarr Raf’ Nasb Nasb Nasb

Jarr Raf’ Jarr Nasb Nasb Nasb

Raf’ Jarr Nasb Jarr Nasb Nasb

Raf’ Detail After of Detail

Jarr Raf’ Jarr Nasb Nasb Jarr Nasb

Raf’ Nasb Jarr Nasb Nasb



Lesson 4Learning Goals • Memorize the Muslim chart • Recognize ending sounds and combinations


1. When a word ends with ‘-un’ ( ) or ‘-u’ ( ), then it’s Raf’. If it ends with ‘-an’ ( ) or ‘-a’ ( ), then

it’s Nasb. If it ends with ‘-in’ ( ) or ‘-i’ ( ), then it’s _______________.

2. You have to remember this order: ______________________________.

A. Raf’, then Jarr, then Nasb B. Nasb, then Raf’, then Jarr C. Raf’, then Nasb, then Jarr

.’is _______________ and Raf مسلمان .3

.is _______________ and Nasb or _______________ and Jarr مسلمني .4

5. One and Nasb would be _______________.

A. مسلمني B. مسلم C. مسلمان D. مسلما

6. The first column is called ‘ending sounds’, the second and third columns are called ‘ending

____________________’.

7. When you’re looking at a word, you should always check for a combination first; if a word looks

like it has an endingcombination, then go with that, otherwise, go with _______________.

.can be _______________ or Jarr ماكثني .8

._______________ has an ending combination and it is البنون .9

Jarr

plural

combinations

sound

Nasb

two

Raf’

plural





1. There are three kinds of _______________ in Arabic: Ism, Fi’l, and Harf.

2. Isms have four _______________: status, number, gender, and type.

3. The _______________ of an Ism can be Raf’, Nasb, or Jarr.

4. The first column in the Muslim chart is _______________, the second column is

_______________, and the third column is _______________.

5. The first row in the Muslim chart is _______________, the second row is _______________,

and the third row is _______________.

6. When an Ism ends in ‘-un’ ( ) or ‘-u’ ( ), ‘-an’ ( ) or ‘-a’ ( ), or ‘-in’ ( ) or ‘-i’ ( ) it is called an

ending _______________.

7. When an Ism ends in ‘-aani’ (ان), ‘-ayni’ (ين), ‘-oona’ (ون), or ‘-eena’ ( ين), it is called an

ending _______________. You should always check for this _______________.

Pair/Dual Sound Properties Raf’ Singular Nasb

Status Plural First Jarr Words Combination

words

singular

plural

Raf’

Jarr

sound

properties

status

pair

Nasb

combination first



Write ‘ending sound’ (ES) or ‘ending combination’ (EC) next to each word.Cمس 1. الش

ة

2. كر

جنتان .3

رجل .4

ة

5. شجر

6. العصيـر

7. العاملون

8. قميصا

9. القلم

10. مسلمني

11. بيت

12. القرنني

محسن .13

سريرا .14

15. كتابني

س 16. مدر

17. الجبل

18. كلمة

19. صائمني

20. مدينة

ES

ES

EC

ES

ES

ES

EC

ES

ES

EC

ES

EC

ES

ES

EC

ES

ES

ES

EC

ES


Accommodation: If short on time, you can have students complete only half the exercise.


Write the singular Raf’, Nasb, and Jarr versions of each word.Hint: They will all have ending sounds, not ending combinations.D

شس .1

Raf’:

Nasb:

Jarr:

ول .2

Raf’:

Nasb:

Jarr:

طالب .3

Raf’:

Nasb:

Jarr:

قلم .4

Raf’:

Nasb:

Jarr:

مدينة .5

Raf’:

Nasb:

Jarr:

ة .6

كر

Raf’:

Nasb:

Jarr:

كتاب .7

Raf’:

Nasb:

Jarr:

بيت .8

Raf’:

Nasb:

Jarr:

شس

شسا

شس

ول

ولا

ول

طالب

طالبا

طالب

قلم

قلما

قلم

مدينة

مدينة

مدينة

ة

كر

ة

كر

ة

كر

كتاب

كتابا

كتاب

بيت

بيتا

بيت


Tip: This exercise will help students memorize the ending sounds. After completing it, you can give the students different words to practice with orally.

Also, if the students don’t already know, make sure they understand that ( ) and ( ) can go on any letter, but ( ) can only sit on an alif or ta marbootha.

Accommodation: If short on time, you can have students complete only half the written exercise, and complete the rest of the words orally. (1-4 written, 5-8 orally).


For questions 1-4, write the pair Raf’, Nasb, and Jarr versions of each word. For questions 5-8, write the plural Raf’, Nasb, and Jarr versions of each word.Hint: They will all have ending combinations, not ending sounds.E

كلمة .1

Raf’:

Nasb:

Jarr:

كتاب .2

Raf’:

Nasb:

Jarr:

جنة .3

Raf’:

Nasb:

Jarr:

مدينة .4

Raf’:

Nasb:

Jarr:

س .5 مدر

Raf’:

Nasb:

Jarr:

مفلح .6

Raf’:

Nasb:

Jarr:

صابر .7

Raf’:

Nasb:

Jarr:

مساعد .8

Raf’:

Nasb:

Jarr:

كلمتان

كلمتني

كلمتني

كتابان

كتابني

كتابني

جنتان

جنتني

جنتني

مدينتان

مدينتني

مدينتني

سون مدر

سني مدر

سني مدر

مفلحون

مفلحني

مفلحني

ون

صابر

صابرين

صابرين

مساعدون

مساعدين

مساعدين


Tip: Like the last exercise, give students other words to practice orally after completing the written exercise.

Accommodation: If short on time, you can have students complete only half the written exercise, and complete the rest of the words orally. (1-4 written, 5-8 orally).


In Part 1, complete the Muslim chart with the Ism محسن. For Part 2, write the correct version of the Ism حافظ.FPlural Pair Singular

Raf’

Nasb

Jarr

محسن

محسنا

محسن

1. Pair Nasb

2. Singular Jarr

3. Plural Raf’

4. Singular Nasb

5. Pair Raf’

6. Plural Jarr

Part 1

Part 2

حافظني

حافظ

حافظون

حافظا

حافظان

حافظني

محسنان

محسنني

محسنني

محسنون

محسنني

محسنني


Tip: A big component of students understanding this concept is memorization. After students complete Part 1, have them practice the chart orally with different words. They better they have it memorized, the better they will be able to complete the exercises in the following lessons.


Lesson 5Learning Goals • Recognize status and number • Translate specific words into Arabic


فينة .1 .is in _______________ status الس

2.

.is in _______________ status حزبني

A. Raf’ B. Pair C. Nasb D. Nasb or Jarr

.is in _______________ status بش .3

4. You always look for an ending combination first. The ending combinations are -aani (ان), -ayni (ين), -oona (ون), or -eena (ين). If you don’t find those, then you look for an ending

_______________.

5. I met two believers _______________.

A. مؤمنان B.

مؤمنني .C مؤمنني

6. The car of the two workers _______________ is big.

A.

عامل .C عاملن .B عاملني

7. When you see these words, what two properties are you looking for? You are always thinking

about the _______________ and the status.

Jarr

Raf’

sound

number





1. _______________ can have three statuses: _______________, _______________, Jarr.

2. An Ism can be singular, _______________, or plural.

3. Rows in the Muslim chart show _______________, and columns show _______________.

4. When an Ism ends in ‘-un’ ( ) or ‘-u’ ( ), ‘-an’ ( ) or ‘-a’ ( ), or ‘-in’ ( ) or ‘-i’ ( ) it is called an

ending _______________.

5. When an Ism ends in ‘-aani’ (ان), ‘-ayni’ (ين), ‘-oona’ (ون), or ‘-eena’ ( ين), it is called an

ending _______________.

6. You should always look for an ending combination _______________.

7. You can’t have an ending sound and ending combination at the _______________ time.

Pair Sound Raf’ Number Combination

Status Same First Isms Nasb

Isms

number

sound

combination

same

pair

status

Raf’ Nasb

first



Write ‘ending sound’ (ES) or ‘ending combination’ (EC), the number, and the status next to each word.C

مس 1. الش

2. خالون

مدرسة .3

رحة .4

5. محسنني

جنتني .6

7. الكتاب

8. مدينتان

9. القلم

10. كلمة

اعة 11. الس

12. واحدة

ان وال .13

مؤمنون .14

15. بيت

16. كذبا

17. صائمون

م18. عل

تني

19. كافر

ب20. قل

ES, singular, Raf’

EC, plural, Raf’

ES, singular, Jarr


EC, plural, Nasb or Jarr

EC, pair, Nasb or Jarr

ES, singular, Nasb

EC, pair, Raf’

ES, singular, Nasb

ES, singular, Nasb

ES, singular, Nasb


EC, pair, Raf’

EC, plural, Raf’


ES, singular, Nasb

EC, plural, Raf’

ES, singular, Jarr

EC, pair, Nasb or Jarr



Tip: This exercise may look intimidating at first, but after doing a few, the students should get the hang of it. Tell them to first look for ending combination, which will easily tell them the status and number. If it has an ending sound, they should look at the harakah at the end of the word to figure out the status. For this exercise, all the words with ending sound will be singular.



Circle the correct Arabic version of the underlined word.D1. A believer went to the masjid.

A. مؤمن

B. مؤمنون

C. مؤمن

D. مؤمنا

2. Two workers went home.

A. عاملني

B. عاملني

C. عاملن

D.

عامل

3. I talked to an advisor.

A. ناصح

B. ناصحا

C. ناصح

D. ناصحون

4. We met the author of the book.

A. كتاب ال

B. كتابال

C. كتاب ال

D.

كتابني

5. The believers say good things.

A. مؤمن

B. مؤمنونال

C. مؤمنال

D. مؤمنا

6. I saw the two workers in the yard.

A. عاملنيال

B. عاملنيال

C. عاملنال

D.

عامل

7. The advisors gave a lecture.

A. الناصح

B. ناصحا

C. ناصح

D. الناصحون

8. She bought two books at the mall.

A. كتاب

B. كتابا

C. كتاب

D.

كتابني


Tip: This can be a hard exercise for some students. Tell the students to first identify if the underlined word is a doer, a detail, or after of. This will tell them the status. After that, have them identify if it is singular, pair or plural, and then if it’s masculine or feminine. Lastly, if the word has “the” is front of it, then the Arabic word will have an ال. You can have the students write the status, number, and gender of the underlined word underneath it before they even look at the answers. Completing the exercise this way will help them do it quickly and with the least amount of confusion.


Write the correct Arabic version of the underlined word on the line. E7. Allah loves the believers.

8. He met two Muslims on the train.

9. The advisor helped the students.

10. Two workers fixed the car.

11. The boss fired the worker.

12. The advisors gave good advice.

1. She met two believers.

2. The Muslims went to the Eid prayer.

3. I read the notes of the advisor.

4. He hired the workers.

5. The worker sold the book.

6. She hired two advisors.

مؤمننيال

مسلمني

الناصح

عاملن

عاملال

الناصحون

مؤمنني

مسلمونال

الناصح

عاملنيال

عاملال

ناصحني


Tip: This exercise is similar to the one before. The students should use the same method of writing the status, number, and gender of the underlined word underneath it before attempting to write the answer. Students will learn proper and common in more detail in later lessons, but make sure that they understand that if the word has “the” is front of it, then the Arabic word will have an ال.


In Part 1, complete the Muslim chart with the Ism عامل. For Part 2, write the correct version of the Ism مؤمن.FPlural Pair Singular

Raf’

Nasb

Jarr

1. Plural Nasb

2. Pair Jarr

3. Singular Raf’

4. Singular Jarr

5. Pair Raf’

6. Singular Nasb

Part 1

Part 2

عامل

عامل

عامل

عاملن

عاملني

عاملني

عاملون

عاملني

عاملني

مؤمنني

مؤمنني

مؤمن

مؤمن

مؤمنان

مؤمنا


Memorization: Have students recite the Muslim chart from memory after completing Part 1.


Lesson 6Learning Goals • Memorize the feminine Muslim chart • Recognize status, number, and gender


1. The second chart we are going to do is the _______________ chart.

A. Plural B. Singular C. Feminine D. Masculine

,is a boy مسلم .2._______________ is a مسلمة

3. Forget about the ون\ين\ين (-oona/-eena/-eena) when it comes to feminine chart, we

don’t use that, we use ______________________________.

A. آت\آت\آت(-aatun/-aatan/-aatin) B. آت\آت\آت(-aatun/-aatin/-aatin)

4. The gender of

._______________ is فئتني


5. The gender of قانتني is _______________ because of the -eena ending.


6. The status of اسخون .____________________ is الر

7. The number of اسخون .____________________ is الر

8. The gender of اسخون .____________________ is الر

Raf’

plural

masculine

girl





1. There are _______________ types of status an Ism can have.

2. The status of a _______________ is Raf’, the status of a _______________ is Nasb, and the

status of the word after ‘of’ is _______________.

3. An Ism can be _______________, pair, or plural.

4. The _______________ column in the Muslim chart has ending _______________, the

second and third column have ending combinations.

5. You should always look for an ending _______________ first.


7. If you add a ة to the end of a word, it becomes _______________.

._______________ is an ending combination for feminine ات .8

Sounds Plural Raf’ Feminine Singular Combination

Detail Same First Doer Jarr Three

doer

Jarr

singular

first

detail

three

same

feminine

plural Raf’

combination

sounds



In Part 1, complete the feminine Muslim chart with the Ism مؤمن. For Part 2, write the correct version of the Ism ناصح.CPlural Pair Singular

Raf’

Nasb

Jarr

1. Feminine Pair Raf’

2. Feminine Plural Jarr

3. Feminine Singular Raf’

4. Feminine Plural Nasb

5. Feminine Singular Jarr

6. Feminine Singular Nasb

Part 1

Part 2

مؤمنة

مؤمنة

مؤمنة

مؤمنتان

مؤمنتني

مؤمنتني

مؤمنات

مؤمنات

مؤمنات

ناصحتان

ات ناصح

ناصحة

ات ناصح

ناصحة

ناصحتا


Memorization: Spend 10-15 minutes to let students practice reciting the feminine Muslim chart from memory after completing Part 1.


Write the status, number, and gender of each word. D

1. مدرسة

م 2. عل

خالا .3

مفلحون .4

5. رحة

جنتني .6

7. صائمات

8. مدينتان

9. قلما

10. كلمة

11. خاشعني

تان

12. كافر

محسنني .13

مؤمنون .14

15. كتاب

ة

16. زائر

ق 17. متصد

18. طالبة

تني

19. صابر

20. مسلمني

Raf’, singular, feminine

Raf’, singular, masculine

Nasb, singular, masculine

Raf’, plural, masculine

Nasb, singular, feminine

Nasb or Jarr, pair, feminine

Nasb or Jarr, plural, feminine

Raf’, pair, feminine


Jarr, singular, feminine

Nasb or Jarr, plural, masculine








Nasb or Jarr, pair, feminine

Nasb or Jarr, pair, masculine


Tip: To avoid the students getting confused or overwhelmed, you can suggest to the students to complete this one step at a time. First identify the status of all the words, then the number, then the gender.



Circle the correct Arabic version of the underlined words. E1. The female believer went to the masjid.

A. مؤمناتال

B. مؤمنونال

C. مؤمنةال

D. مؤمنةال

2. The two female workers went home.

A.

عاملتنيال

B.

عاملنيال

C. عاملنال

D. عاملتانال

3. I talked to a female advisor.

A. ناصحة

B. ناصحة

C. ناصحة

D. ناصحات

4. We met a female Muslim.

A. مسلم

B. مسلما

C. مسلمة

D. مسلمة

5. Female believers say good things.

A. مؤمنات

B. مؤمنون

C. مؤمنة

D. مؤمنة

6. I saw two female workers in the yard.

A.

عاملتني

B.

عاملني

C. عاملن

D. عاملتان

7. The female advisors gave a lecture.

A. الناصحة

B. الناصحة C. الناصحة

D. الناصحات

8. Two female Muslims study at the library.

A. مسلمان

B.

مسلمني

C. مسلمتان

D.

مسلمتني


Tip: If students had difficulty with Ex. D in Lesson 5, it might be helpful to complete the exercise as a class or have the students do it in groups. Remind them to first identify if the underlined word is a doer, a detail, or after of (which will help them identify the status), then its number, and then its gender. You can have students write the properties of the underlined word underneath it before they even look at the answers. Completing the exercise this way will help them do it quickly and with the least amount of confusion.


Write the correct Arabic version of the underlined word on the line. F7. Allah loves the believers.

8. I met two female Muslims yesterday.

9. The female advisor helps students.

10. Two female workers fixed the car.

11. The boss fired the female worker.

12. The female advisors gave good advice.

1. She met two female believers.

2. The female Muslims went to Eid prayer.

3. I read the notes of the female advisor.

4. He hired the female workers.

5. The female worker sold the book.

6. She hired two female advisors.

مؤمننيال

مسلمتني

الناصحة

عاملتان

عاملال

الناصحات

مؤمنتني

مسلماتال

الناصحة

عاملتال

عاملال

ناصحتني


Tip: Students should continue to use the same method of writing the status, number, and gender of the underlined word underneath it before attempting to write the answer. Students will learn proper and common in more detail in later lessons, but make sure that they understand that if the word has “the” is front of it, then the Arabic word will have an ال.



Lesson 7Learning Goals • Recognize status, number, and gender of given words


1. The status of ساوات is ____________________.

2. The number of ساوات is ____________________.

3. The gender of ساوات is ____________________.

4. When you see the masculine plural like -oona or -eena, it can include both men and

_______________, but when you see the feminine plural, like -aatun or -aatin, it includes

only women.

5. The number of

._______________ is الجنتني

6. The status of القانتتان is _______________.

7. The status of مختلفون is _______________.

ات .8 .____________________ has an ending المغي

._______________ has an ending عامل .9

10. The number of

._______________ is األنثيني

A. Pair B. Raf’ C. Masculine D. Nasb or Jarr

Nasb

plural

feminine

pair

Raf’

Raf’

women

combination

sound





1. There are three types of words in Arabic: Ism, _______________, and _______________.

2. _______________ have status. The status of a _______________ is Raf’, the status of a

_______________ is Nasb, and the status of the word after ‘of’ is _______________.

3. An Ism can have an ending _______________ or ending combination. There are three

types of combinations: pair combination, masculine _______________ combination, and

_______________ plural combination.

4. The _______________ plural combination includes both men and women. But the feminine

plural combination only includes _______________.

5. You should always look for an ending _______________ first.


Sound Masculine Isms Feminine Jarr Combination

Detail Same Harf Doer Fi’l Plural Women

Fi’l

doer

Jarr

sound

plural

Isms

detail

Harf

women

combination

feminine

masculine

same



Complete the masculine and feminine Muslim chart with the Ism مفلح. CPlural Pair Singular

Raf’

Nasb

Jarr

Plural Pair Singular

Raf’

Nasb

Jarr

مفلح

مفلحا

مفلح

مفلحان

مفلحني

مفلحني

مفلحون

مفلحني

مفلحني

مفلحة

مفلحة

مفلحة

مفلحتان

مفلحتني

مفلحتني

مفلحات

مفلحات

مفلحات


Memorization: Have students recite the masculine and feminine Muslim chart from memory to you after this exercise.


Write the status, number, and gender of each word. DNasb or Jarr, pair, feminine





Raf’, plural, feminine



Nasb or Jarr, plural, feminine





Nasb, singular, feminine



Jarr, singular, masculine

Raf’, plural, feminine


Jarr, singular, masculine

1. خاشعتني

2. محسنة

كتابال .3

قا متصد .4

ون

5. كافر

مؤمنات .6

تان

7. زائر

8. صابرين

9. مسلمات

10. صادقون

11. خاشعني

12. عالمني

مفلحة .13

رحة .14

15. مسافحني

اط

ر 16. الص

17. قلم

18. قانتات

19. محصنني

م20. عل


Tip: This exercise should be getting easier for the students to complete. If they are still struggling, it can be helpful to do the exercise as a class or have students complete it in groups.



Lesson 8Learning Goals • Recognize status, number, & gender of given words • Memorize new vocabuary


1. The word for ‘advisor’ is ____________________ (write your answer in Arabic).

2. The word for ‘visitor’ is ____________________ (write your answer in Arabic)

3. The word for ‘assistant’ is ____________________ (write your answer in Arabic).

4. The word for ‘employee’ is ____________________ (write your answer in Arabic).

5. The word for ‘student’ is ____________________ (write your answer in Arabic).

6. Every year a group of Muslim men...

A.

مسلمون .C مسلمني .B مسلمني

7. ...and hires assistants (fem.) to help.

A. مساعدة B. مساعدتان C. مساعدات

8. This year, Bayyinah also hired an advisor (fem.)...

A. موظفة B. ة

ناصحة .C زائر

9. ...because the number of employees (fem.) has increased.

A. ناصحات B. موظفات C. طالبت

صح نا

زائر

عد مسا

ظف مو

لب طا




Complete the masculine and feminine Muslim chart with the Ism مساعد. BPlural Pair Singular

Raf’

Nasb

Jarr


Raf’

Nasb

Jarr

مساعد

مساعدا

مساعد

مساعدان

مساعدين

مساعدين

مساعدون

مساعدين

مساعدين

مساعدة

مساعدة

مساعدة

مساعدتان

تني مساعد

مساعدتني

مساعدات

مساعدات

مساعدات


Memorization: Have students recite the masculine and feminine Muslim chart from memory to you after this exercise.

Accommodation: If short on time, you can turn this into an oral exercise instead of written.


Write the correct Arabic version of the underlined word on the line. Hint: The default gender is masculine. If it is feminine, it will be specified.C

7. The advisor spoke to the students.

8. I met the mom of the two Muslims.

9. The female visitors traveled together.

10. She spoke to female assistants.

11. The boss fired a female employee.

12. The student’s book fell on the ground.

1. She met the female advisors.

2. Muslims pray five times a day.

3. The visitor introduced himself.

4. The assistants held a meeting.

5. Two employees worked yesterday.

6. She teaches female students.

الناصح

مسلمنيال

ات

ائر الز

مساعدات

ظفة مو

الطالب

الناصحة

مسلمون

ائر الز

مساعدونال

موظفان

طالبات


Tip: This exercise should be getting easier for the students to complete. If they are still struggling, it can be helpful to do the exercise as a class or have students complete it in groups.

Note: Students should have memorized the vocabulary by now. You should NOT have to remind them the Arabic words for the underlined English words anymore.


Lesson 9Learning Goals • Summarize status • Understand light and heavy • Identify light and heavy words

Watch the accompanying video. Based on what you see in the video, write/circle the correct answer.A

1. The forms of status are ______________________________.

A. Number, gender, type B. Raf’, Nasb, Jarr C. Singular, pair, plural

2. You can tell status by ______________________________ or ending combinations.

3. There are three kinds of combinations: ______________________________, masculine

plural combinations, and feminine plural combinations.

4. All of the words in the ‘Muslim’ chart are called _______________ because they have a ن

sound at the end. That sound can come from the letter ن or from Tanween.

5. Normally, all words should be heavy, but in some special cases, you can make the word

_______________.

6. The light version of مسلم is _______________.

A. مسلم B. مسلمو C. مسل

7. The light version of مسلمون is _______________.

A. مسلمون B. مسلمو C. مسلم

8. If you see ال on a word, then you no longer care whether it’s _______________ or heavy.

heavy

pair combinations

ending sound

light

light





1. Isms are one of _______________ types of words in Arabic.

2. Isms have four properties: status, _______________, _______________, and type.

3. Normally an ism should be _______________. But under _______________ special cases,

you can make them _______________.

4. To make a word light, you take away the _______________ from the end of the word.

5. _______________ is heavy. _______________ is light.

6. The light and heavy question doesn’t apply to a word that has _______________ on it.

7. The fact that a word is light or heavy doesn’t change its _______________.

Gender مسلم Four Status Number مسلمLight Three ن sound ال Heavy

number

four

light

sound ن

gender

heavy

three

status

مسلم

ال

مسلم



Fill in the notes about status. C1. Forms:

2. How to tell status:

(Doer) (Detail) (After ‘of’)

A. Ending

2. Nasb:1. Raf’: 3. Jarr:

B. Ending

2. Pair Nasb/Jarr:1. Pair Raf’:

4. Plural Nasb/Jarr:3. Plural Raf’:

6. Fem. Pair Nasb/Jarr:5. Fem. Pair Raf’:

8. Fem. Plural Nasb/Jarr:7. Fem. Plural Raf’:

Raf’ Nasb Jarr

ب or ب ب or ب ب or ب

sound

combination

ي or ين ا or ان

و or ون ي or ين

تا or تان

ت or تني

ات or ات ات or ات



Complete the light masculine and feminine Muslim chart with the Ism مؤمن. DPlural Pair Singular

Raf’

Nasb

Jarr


Raf’

Nasb

Jarr

مؤمن

مؤمن

مؤمن

مؤمنا

مؤمني

مؤمني

مؤمنو

مؤمني

مؤمني

مؤمنة

مؤمنة

مؤمنة

مؤمنتا

مؤمنتي

مؤمنتي

مؤمنات

مؤمنات

مؤمنات


Memorization: Have students recite the light masculine and feminine Muslim chart from memory to you after this exercise.


Write whether the word is ‘Light’, ‘Heavy’, or ‘Doesn’t matter’.E1. مسلما

2. محسنة

كتابال .3

ق متصد .4

ون

5. كافر

قلم ال .6

تا

7. زائر

8. صابرين

9. مسلمات

10. صادقون

خاشع11. ال

12. عالمي

مفلحة .13

حة الر .14

15. مسافحني

اط

ر 16. الص

17. قلم

18. قانت

19. محصني

م20. عل

Light

Light

Doesn’t matter

Light

Heavy

Doesn’t matter

Light

Heavy

Light

Heavy

Doesn’t matter

Light

Heavy

Doesn’t matter

Heavy

Doesn’t matter

Heavy

Lights

Light

Heavy



Lesson 10Learning Goals • Identify light and heavy words


1. There are _______________ reasons for an Ism to be light.

._______________ is الناس .2

A. Light B. Heavy C. It doesn’t matter

3. The light version of طني is _______________.

A. طي B. طني C. It’s already light D. It doesn’t matter

4. The heavy version of مقيمي is ____________________.

5. The light version of آيات is _______________.

A. آيات B. آيا C. It’s already light D. It doesn’t matter

6. The heavy version of حمد._______________ is ال

A. الحمد B. الحمدن C. It’s already heavy D. There is no heavy version, it doesn’t matter

7. The light version of حجارة is ____________________.

8. The heavy version of رحل is _______________.

9. The heavy version of يوم is _______________.

الني .10 ._______________ is الض

A. Light B. Heavy C. Plural Nasb or Jarr

حجارة

رحل

يوم

مقيمني

four





1. The three types of _______________ in Arabic are: _______________, _______________,

and Harf.

2. Isms in Arabic are usually heavy, but in _______________ cases they are _______________.

3. All the words in the first Muslim chart you learned are _______________.

4. To make a word light, you take away the ن sound from the _______________ of the word.

5. The light and heavy question doesn’t apply to a word that has _______________ on it.

6. _______________ is the light version of _______________.

7. The fact that a word is light or heavy doesn’t change its _______________.

8. A light word can never have _______________ on it.

Words Status End Heavy Fi’l Ism Four

Light ال مؤمنا مؤمنان Tanween

Ism

light

heavy

end

Fi’l

four

words

status

منا مؤ مؤمنان

ال

tanween



Complete the light masculine and feminine Muslim chart with the Ism حافظ. CPlural Pair Singular

Raf’

Nasb

Jarr


Raf’

Nasb

Jarr

حافظ

حافظ

حافظ

حافظا

حافظي

حافظي

حافظو

حافظي

حافظي

حافظة

حافظة

حافظة

حافظتا

حافظتي

حافظتي

حافظات

حافظات

حافظات



Accommodation: If short on time, you can turn this into an oral exercise.


Write whether the word is ‘Light’, ‘Heavy’, or ‘Doesn’t matter’ D1. مسلم

كتاب2. ال

ا

طي .3

مفلحة .4

م 5. عل

خاشعال .6

7. أصحاب

8. عالمي

حة الر .9

10. أحد

اط

ر 11. الص

12. قلم

صادقون .13

صدور .14

15. قانتات

16. اسم

ون

كافر .17

18. العصر

19. أهل

بل20. ال

Heavy

Doesn’t matter

Heavy

Heavy

Heavy

Doesn’t matter

Light

Light

Doesn’t matter

Heavy

Doesn’t matter

Light

Heavy

Light

Heavy

Light

Heavy

Doesn’t matter

Light

Doesn’t matter


Accommodation: If short on time, you can have students complete only half of the exercise.


Lesson 11Learning Goals • Understand flexibility


1. Two categories of partly flexible words are names of _______________ and non-Arab names.

2. Most names in the Qur’an are not _______________; they come from somewhere else.

3. Partly flexible words cannot have _______________; in other words, they must be light.

4. Partly flexible words cannot have a _______________, which means that they can only

have -u and -a sounds, never -i.

5. The Jarr version of the word همي

._______________ is ابر

A. همي

همي .B ابر

.C ابرهمي

ابر

6. With an Arab name, you have two choices; you could make it light, if you have a good

reason, but you’re supposed to leave it _______________.

7. There are _______________ reasons to make a word light.

8. There are four Arab prophets in the Qur’an; _______________, Saalih, Shu’ayb, and

Muhammad ('alayhim us-salaam).

9. Some words look the same in Raf’, Nasb, and Jarr status. These words are called

____________________ words.

Arabic

tanween

places

kasra

four

Hud

heavy

non-flexible





1. There are four main topics for status: forms, how to tell status, light vs. heavy, and

_______________.

2. Making a word light means taking away the _______________ from the end of the word.

3. A light word can never have _______________ on it.

4. Ism are divided into three categories: fully flexible, _______________ flexible, and non-flexible.

5. Names of _______________ and _______________ names are partly flexible words.

6. You can make a normal word (a fully flexible word) _______________ or light, but a partly

flexible word is always _______________.

7. Partly flexible words cannot have _______________, so their Nasb and Jarr versions are the

same. (Ex. اهمي

إبر

اهمي

إبر

اهمي

(إبر

8. There are four _______________ prophets: Hood, Saalih, Shu’ayb, and Muhammad

(‘alayhim us-salaam).

9. _______________ words don’t change. The Raf’, Nasb, and Jarr version of موس are the same.

Partly Arab Heavy Kasrah Places Tanween

Non-flexible Non-Arab Flexibility ن sound Light

flexibility

tanween

partly flexible

sound ن

light

heavy

places

kasra

non-Arab

Arab

Non-flexible



Complete the light masculine and feminine Muslim chart with the Ism قادر. CPlural Pair Singular

Raf’

Nasb

Jarr


Raf’

Nasb

Jarr

قادر

قادر

قادر

قادرا

قادري

قادري

قادرو

قادري

قادري

قادرة

قادرة

قادرة

قادرتا

قادرت

قادرت

قادرات

قادرات

قادرات




Place a checkmark on the first blank if it is an Arab prophet or an X if it is a non-Arab prophet. Then write it’s Raf’, Nasb, and Jarr versions on the next three blanks.D

1. يوسف

2. هارون

اهمي

إبر .3

إساعيل .4

د 5. محم

k.6يعقوب

7. صالح

8. يونس

ائيل

إسر .9

10. شعيب

X

X

X

X

p

X

p

X

X

p

يوسف

هارون

اهمي

إبر

إساعيل

د محم

يعقوب

صالح

يونس

ائيل

إسر

شعيب

Jarr

يوسف

هارون

اهمي

إبر

إساعيل

دا محم

يعقوب

صالحا

يونس

ائيل

إسر

شعيبا

Nasb

يوسف

هارون

اهمي

إبر

إساعيل

د محم

يعقوب

صالح

يونس

ائيل

إسر

شعيب

Raf’


Accommodation: If short on time, you can have students identify the Arab and non-Arab prophets, but not write down the Raf’, Nasb, and Jarr versions. That part can be done orally.


Write the Raf’, Nasb, and Jarr versions of each word according to its flexibility. EFully Flexible

1. رجل

2. إسلم

عاص .3

4. كلمة

Jarr Nasb

رجل

إسلم

عاص

كلمة

Raf’

Partly Flexible

1. مري

2. جهن

ة مك .3

زينب .4

Raf’ Nasb Jarr

رجل

إسلما

عاصما

كلمة

رجل

إسلم

عاص

كلمة

مري

جهن

ة مك

زينب

مري

جهن

ة مك

زينب

مري

جهن

ة مك

زينب



Partly Flexible

فاطمة .5

مساجد .6

إسحاق .7

يثرب .8

Jarr Nasb Raf’

Non-Flexible

1. هدى

2. موس

ى

3. عس

4. هذا

Jarr Nasb

هدى

موس

ى

عس

هذا

Raf’

هدى

موس

ى

عس

هذا

هدى

موس

ى

عس

هذا

فاطمة

مساجد

إسحاق

يثرب

فاطمة

مساجد

إسحاق

يثرب

فاطمة

مساجد

إسحاق

يثرب



Lesson 12Learning Goals • Identify flexibility of words


1. Partly flexible words must be _______________ and cannot have a Kasrah under the last letter.

2. Names of places and ____________________ names are two kinds of partly flexible words.

.is an example of a ______________________________ word يوسف .3

4. Regular words are called ______________________________ words.

5. We know that مخلصا is fully flexible because it is _______________.

6. If you see an ending combination, it means that it cannot be a _______________ word.

A. Fully flexible B. Partly flexible C. Non-flexible

7. The names of the four Arab prophets in the Qur’an are Hood, _______________, Shu’ayb,

and Muhammad (‘alayhim us-salaam).

.is a ______________________________ word هدى .8

ة .9 .is a ______________________________ word مك

.is a ______________________________ word عمد .10

non-Arab

partly flexible

light

fully flexible

non-flexible

partly flexible

fully flexible

Saleh

heavy




1. ة : مك

Raf’:

Nasb:

Jarr:

فرعون .2

Raf’:

Nasb:

Jarr:

كتاب .3

Raf’:

Nasb:

Jarr:

4. اهمي

إبر

Raf’:

Nasb:

Jarr:

فاطمة .5

Raf’:

Nasb:

Jarr:

6. مدينة

Raf’:

Nasb:

Jarr:

رزق .7

Raf’:

Nasb:

Jarr:

موس .8

Raf’:

Nasb:

Jarr:

Write the Raf’, Nasb, and Jarr versions of each word according to its flexibility. Hint: Write FF (fully flexible), PF (Partly flexible) or NF (non-flexible) next to each word first to make it easier to answer correctly.B

ة مك

ة مك

ة مك

فرعون

فرعون

فرعون

كتاب

كتابا

كتاب

اهمي

إبر

اهمي

إبر

اهمي

إبر

فاطمة

فاطمة

فاطمة

مدينة

مدينة

مدينة

رزق

رزقا

رزق

موس

موس

موس


Accommodation: If short on time, you can have students complete only half the exercise, or do half written and half orally.


قوم .9

Raf’:

Nasb:

Jarr:

النيا .10

Raf’:

Nasb:

Jarr:

يوسف .11

Raf’:

Nasb:

Jarr:

12.

مخلصني

Raf’:

Nasb:

Jarr:

13. آدم

Raf’:

Nasb:

Jarr:

ضون .14 مع

Raf’:

Nasb:

Jarr:

عيسى .15

Raf’:

Nasb:

Jarr:

صالح .16

Raf’:

Nasb:

Jarr:

قوم

قوما

قوم

النيا

النيا

النيا

يوسف

يوسف

يوسف

مخلصو ن

مخلصني

مخلصني

آدم

آدم

آدم

ضون مع

ضني مع

ضني مع

ون

صابر

صابرين

صابرين

مساعدون

مساعدين

مساعدين



Lesson 13Learning Goals • Review all notes on status


1. The _______________ of status are Raf’ (doer), Nasb (detail), and Jarr (after ‘of’).

2. The two ways to tell status are ending sounds and ______________________________.

3. If there is an _______________ on a word, the question of light or heavy doesn’t matter.

A. Ending sound B. Ending Combination C. ال

4. To make a word light, take out the _______________ or remove the ن from the ending

combination.

5. Partly flexible words include names of _______________ or non-Arab names.

6. Partly flexible words cannot have tanween or _______________ under the last letter.

7. Words that end with an Alif Maqsoorah (ى) or with an Alif (ا) are ____________________

words.

ending combinations

forms

tanween

non-flexible

kasra

places




Fill in the notes about status. B1. Forms:

2. How to tell status:

(Doer) (Detail) (After ‘of’)

A. Ending

Raf’ Nasb Jarr

sound

2. Nasb:1. Raf’: 3. Jarr:ب or ب ب or ب ب or ب

B. Ending

2. Pair Nasb/Jarr:1. Pair Raf’:

4. Plural Nasb/Jarr:3. Plural Raf’:

6. Fem. Pair Nasb/Jarr:5. Fem. Pair Raf’:

8. Fem. Plural Nasb/Jarr:7. Fem. Plural Raf’:

combination

ي or ين ا or ان

و or ون ي or ين

تا or تان

ت or تني

ات or ات ات or ات



3. Light vs. Heavy:

A. Normally, a word is .

C. How do you make a word light?

B. How many reasons are there to make a word light?

4. Flexibility:

A. Three types of flexibility:

B. Most words are

C. Two kinds of words are partly flexible:

D. Partly flexible words can’t take:

E. What happens to non-flexible words? Are they common or rare?

heavy

Fully flexible Partly flexible Non-flexible

Fully flexible

Non-Arab names Names of places

Tanween Kasra

The ending can’t change, so the Raf’, Nasb, and Jarr versions are the same. They’re very rare.

Four

To make a word light, you take away the ن sound from

the end of the word.



عاملني1. ال

فى2. زل

قوال .3

4. دالس

5. قربانا

معلمي .6

7. كلمة

8. يعقوب

ة مك .9

10. رسوال

Flexibility Light/Heavy Status

Determine the status of each of the following. Then determine whether each is light or heavy and determine its flexibility.C

Nasb/Jarr

Raf’/Nasb/Jarr

Nasb

Nasb/Jarr

Nasb

Nasb/Jarr

Jarr

Nasb/Jarr

Raf’

Nasb

Doesn’t matter

Light

Heavy

Light

Heavy

Light

Heavy

Light

Light

Heavy

Fully flexible

Non-flexible

Fully flexible

Partly flexible

Fully flexible

Fully flexible

Fully flexible

Partly flexible

Partly flexible

Fully flexible



Important Concepts

Write the four properties of the ism:

1. ____________________

2. ____________________

3. ____________________

4. ____________________

Lesson 1

Define the following terms:

1. Raf’: ____________________

2. Nasb: ____________________

3. Jarr: ____________________

How to tell status

A. ____________________

1. -un or -u:____________________

2. -an or -a:____________________

3. -in or -i:____________________

Lessons 9 and 11

Forms of status

1. ____________________ 2. ____________________ 3. ____________________

Status

Number

Gender

Type

Doer

Detail

After ‘of’

Raf’ Nasb Jarr

Ending Sounds

Raf’

Nasb

Jarr



B. ____________________

1. ____________________

a. -aani or -aa:____________________

b. -ayni or -ay:____________________

2. ____________________

a. -oona:____________________

b. -eena:____________________

3. ____________________

a. -aatun:____________________

b. -aatin:____________________

Flexibility

A. _________________________

B. _________________________

1. _________________________

2. _________________________

C. _________________________

Light vs. Heavy

A. Normally everything is supposed to be heavy

B. Four reasons for an Ism to be light

C. If a word has ال on it, then we no longer ask

whether it’s light or heavy

Ending Combinations

Pair

Masculine Plural

Feminine Plural

Fully Flexible

Partly Flexible

Names of Places

Non-Arab Names

Non-Flexible

Raf’

Nasb or Jarr

Raf’

Nasb or Jarr

Raf’

Nasb or Jarr


85 Chapter 2 • Qur’anic Application

Qur’anic Application Under each highlighted word, write light/heavy and status.

حياةوال موت

ال خلق ي ال ﴾١﴿ قدير ء ش كل عل وهو ك

مل

ال بيده ي ال تبارك

سبع خلق ي ال ﴾٢﴿ غفور ال عزيز

ال وهو عمل أحسن أيكم ليبلوكم

من ى

تر

هل

بصرال فارجع تفاوت من ن ـ ح الر ق

خل ف ى

تر ا م طباقا ساوات

﴾٤﴿ حسي وهو خاسئا

بصرال إليك ينقلب

تني كر

بصر

ال ارجع ث ﴾٣﴿ فطور

له وأعتدنا ياطني للش رجوما ناها وجعل بمصابيح النيا ماء الس زينا ولقد

﴿٦﴾إ مصيال س

وبئ

جهن عذاب م ب

بر وا

كفر ين ولل ﴾٥﴿ عي الس عذاب

LJarr

N/ARaf’

HJarr

HeavyRaf’

N/ANasb

N/ANasb

LightRaf’

LightRaf’

N/ARaf’

LightNasb

HeavyNasb

N/ARaf’

HeavyNasb

HeavyN/J

N/AJarr

N/ANasb

LightJarr

HeavyN/J

N/ANasb

HeavyJarr

N/ARaf’

HeavyRaf’

HeavyN/J

HeavyNasb

N/ANasb

LightN/J1

N/A2

JarrN/A

R/N/JHeavyNasb

LightNasb

LightJarr

LightN/J

N/AJarr

LightRaf’

N/ARaf’


1 Teaching Opportunity: مصابيح is a non-flexible word. You can tell them that they’ll learn in later on what makes it non-flexible, but for now, just knowing that it’s non-flexible is enough.

2 Teaching Opportunity: Tell students that even though they can’t see it,

ياطني on it which ال has an للشis why light or heavy becomes irrelevant. They will also learn about this in the next few chapters.

CHAPTER 3Number


Lesson 1 Accompanying Video Unit 1: 1.3.1 & 1.3.2

Learning Goals • Know the six kinds of plural


1. There are _______________ kinds of plural.

2. The second kind of plural is human ____________________ plural.

3. The fifth kind of plural is non-human _______________ plural.

4. The masculine plural (-oona and -eena) are only used for _______________, angels, and

jinns, but they can include both men and women, not just men.

5. Human feminine plural only talks about _______________.

6. Students are human and books are non-human, so books must either belong to non-human

feminine plural or ____________________ broken plural.

7. For non-human plurals, the Arabs like to talk about them as though they are talking about

a _______________, even though they are not really a _______________ and even though

they are not really singular, but they still treat them as if they are singular and feminine.

,which means skies, is considered to be a ‘she’, even though it has an -aatun ending ,ساوات .8

because it is a ____________________ feminine plural.

six

feminine

broken

humans

women

non-human

girlgirl

non-human



9. In English, a _______________ plural is when you take a word and just add an ‘s’ to it.

10. The plural of house is houses, but the plural of mouse is mice. Mice would be

considered a _______________ plural in English because you cannot just add an ‘s’ to

it, you have to make a whole new word.

are considered to be _______________ plurals in Arabic ساوات and مسلمون .11

because you just add an ending combination to the end of the word. They don’t have to

be broken and made into new words.

12. .which means Prophets, is a ______________________________ plural ,أنبياء

لم .13

.which means pens, is a ______________________________ plural ,أق

14. In Arabic, human broken plurals can be treated like a ‘she’ or they can be treated for

what they really are. So ار can be grammatically treated as singular (disbelievers) كف

and feminine, or they can be treated as what they really are, ____________________

and plural.

regular

broken

regular

human broken

non-human broken

masculine




1. There are _______________ kinds of plurals in Arabic.

2. Masculine plurals end in _______________ or _______________. They include humans

(male and female), angels, and jinns.

3. Human feminine plurals end in _______________ or ات and only include women.

4. The plural of sky is ساوات. This is an example of a _______________ feminine plural.

5. Non-human feminine plurals and non-human broken plurals are treated like a

_______________. You should say they are _______________ feminine.

6. The plural of ‘masjid’ is ‘masaajid’. This is an example of a non-human _______________

plural.

7. Human broken plurals can be treated as singular _______________ or as what they really are.

8. The sixth category of plurals is _______________.

‘She’ ون Singular Non-human Ism Jam’a

ين Broken Six Feminine ات

six

ون ين

ات

singular

non-human

‘she’

broken

feminine

Ism Jama’



Fill in the notes about each kind of plural. C1. Masculine plurals (human plurals):

2. Human broken plurals:

3. Human feminine plurals:

4. Non-human feminine plurals:

5. Non-human broken plurals:

6. _______________

A. Have ending combinations: _______________ and _______________.

B. Includes humans, _______________, and _______________.

A. Have ending _______________.

B. Can be treated as _______________ _______________ or as what they really are.

A. Have ending combinations: _______________ and _______________

B. Includes only _______________.

A. Have ending combinations: _______________ and _______________.

B. Treated as _______________ _______________.

A. Have ending _______________.

B. Treated as _______________ _______________.

ون ين

angels jinns

sounds

singular feminine

ات

women

ات

ات ات

sounds

Ism Jama’

singular feminine

singular feminine


Memorization: Students need to have these memorized before moving on to the next exercise.


Circle the word that could be a masculine plural or human feminine plural.Hint: They have ending combinations. Remember that they can be heavy or light.D

1. A. الكتاب

B. مؤمنون

C. مري

D. مخلصا

2. A.

عاملني

B. قوم

C. مل

D. أجر

3. A. م

بك

B. سبيل

C. نفس

D. الناصحات

4. A. قلوب

B. كتابا

C. قانتي

D. اقبة ع

5. A. فرعون

B. جنتان

C. منافقون

D. يوم

6. A. ب مكذ

B.

عاملني

C.

غي

D. حب

7. A. خصمان

B. ة

كافر

C. ات متشاب

D. حق

8. A.

ضني مع

B. أزواج

C. سانن

ال

D. طوال

9. A. ريح

B. سنن

C. رجال

D. مسلمات

10. A. تجارة

B. حافظي

C. أيمن

D. و دل

11. A.

مسافحني

B. مؤمنا

C. رب

D.

مئتني

12. A. فريضة ال

B. شهداء

C. عذاب

D. مجرمون


Note: Students need to fully understand that if a word ends in a combination, it CANNOT be a broken plural. It can either be a masculine plural (human plural), a human feminine plural, or a non-human feminine plural.


Answer each question about the word to figure out what kind of plural it is. E1. Houses - بيوت:

A. Does it have an ending combination? Yes No

B. If it doesn’t have an ending combination, then it is a _______________ plural.

C. Is it human or non-human? _______________

D. Now we know that بيوت is a _______________ _______________ plural.

2. Believing women - مؤمنات:


B. Is it a masculine or feminine combination? _______________


D. Now we know that مؤمنات is a _______________ _______________ plural.

3. Cars - يارات :الس




D. Now we know that يارات .is a _______________ _______________ plural الس

Non-human

non-human

broken

broken

Human

human

Feminine

feminine

Non-human

Non-human

Feminine

feminine


Tip: This exercise shows students the thought process they should have when trying to figure out the number and gender of a word. If you think doing more examples like this will be helpful, you can give them more words to go through asking the same questions.


Determine what kind of plural each word is.F7. Muslims - مسلمون

8. Books - كتبا

9. Obedient women - قانتات

10. Disbelievers - كافرين

11. Walls - جدر

12. Believing women - المؤمنات

1. Messengers -

رسل

2. Skies - ساوات

3. Children - فال

أط

4. Companions - أصحاب

5. Tests - امتحانات

6. Hearts - قلوب

Masculine plural (human plural)

Non-human broken plural

Feminine plural

Masculine plural (human plural)


Feminine plural

Human broken plural

Non-human feminine plural

Human broken plural

Human broken plural





Lesson 2 Accompanying Video Unit 1: 1.3.3

Learning Goals • Identify singular, pair, and plural words


1. Broken plurals end with ending _______________like -un, -an, and -in or -u, -a, and -i.

They look like they’re singular, but they’re really plural, and the only way to know that

they’re plural is by the meaning.

.is ______________________________ in number ملقون .2 A. Human feminine plural B. Human broken plural C. Masculine plural D. Pair

3.

.is _______________ in number طائفتني A. Singular B. Non-human broken plural C. Pair D. Non-human feminine plural

.is ____________________ in number وعد .4

5.

ملكني.is _______________ in number ال

.is ______________________________ in number (miraculous signs) آيات .6

.is ______________________________ in number (believing women) مؤمنات .7

.is ______________________________ in number (hearts) قلوب .8

9. فهاء can grammatically be treated as ____________________ and feminine or for الس

what they really are, masculine and plural.

singular

pair

non-human feminine plural

human feminine plural

non-human broken plural

singular

sounds



Fill in the blanks using the word bank. B

1. There are six kinds of _______________ in Arabic.

2. _______________ plurals end in the ending combination ون or _______________. It

includes humans (male and female), angels, and jinns.

3. Human feminine plural ends in ات or _______________ and only includes women.

4. All pair words end in ان or _______________.

5. Non-human feminine plurals and non-human broken plurals are treated like a

_______________. You should say they are _______________ feminine.

6. _______________ is an example of a feminine plural.

7. _______________ is an example of a masculine plural.

8. Human broken plurals can be treated as singular _______________ or as what they really are.

9. Broken plurals, human and non-human, have ending _______________.

‘She’ Plurals Singular Sounds Masculine Feminine

مسلمون ات ين ين مسلمات

plurals

Masculine

ات

ين

singular‘she’

مسلمات

مسلمون

feminine

sounds

ين



Answer each question about the word to figure out if it is singular, pair, or plural, and its status. C

1. Masjids - مساجد:


B. If it doesn’t have an ending combination, it can either be singular or a broken plural.

Look at the meaning. Is it singular or a broken plural? _______________


D. Now we know that مساجد is a _______________ _______________ plural.

E. Non-human broken plurals get their status from ending _______________. Look at the

ending. Is it Raf’, Nasb, or Jarr? _______________

F. A non-human broken plural is treated like _______________, so its number and

gender will be _______________ _______________.

G. Status: _______________ Number: _______________ Gender: _______________

2. Dirt -

:طني


B. If it doesn’t have an ending combination, it can either be singular or a broken plural.

Look at the meaning. Is it singular or a broken plural? _______________

C. Status: _______________ Number: _______________ Gender: _______________

Non-human

non-human

Broken

broken

‘she’

singular feminine

sounds

Raf’

Raf’ Singular Feminine

Singular

Singular

MasculineJarr


Note: This exercise is a good gauge of how well the students are understanding the concepts they have learned so far. If they are struggling, then they need more practice with the Muslims chart, ending sound vs. ending combination, light vs. heavy, flexibility, and gender. It might be helpful to go spend some time reviewing these concepts if they are having a hard time completing this exercise.


3. Signs - آيات:



C. Look at the meaning. Is it a human or non-human? _______________

D. Now we know that آيات is a _______________ _______________ plural.

E. Is it Raf’, Nasb, or Jarr? _______________

F. Non-human feminine plurals are treated like a _______________, so its number and

gender will be _______________ _______________.

G. Status: _______________ Number: _______________ Gender: _______________

2. Two workers -

:عاملني


B. Is it a pair or pural combination? _______________

C. Is it a masculine or feminine combination? _______________

D. Is it Raf’, Nasb, or Jarr? _______________

E. Status: _______________ Number: _______________ Gender: _______________

‘she’

singular feminine

Non-human

non-human

Feminine

feminine

Raf’

Raf’ Singular Feminine

Masculine

Nasb or Jarr

Pair

Nasb or Jarr Pair Masculine



For questions 1-6, circle the word that could be singular. For questions 6-12, circle the pair word. Hint: Singular words have ending sounds and pairs have ending combinations. D

1. A. آيات

B. مؤمنون

C. عذاب

D.

مجرمني

2. A.

مسافحني

B. مؤمنا

C. فريضة ال

D.

عاملني

7. A. ريح

B. مسلمات

C. رجال

D. الناصحان

8. A. و دل

B. تجارة

C. حافظي

D. ب مكذ

3. A. جنتان

B. رب

C.

ضني مع

D. منافقون

4. A. خصمان

B.

مسلمني

C. ة

كافر

D. ات متشاب

9. A. يوم

B. فرعون

C. جنتان

D. حق

10. A.

عاملني

B. منافقون

C. سانن

ال

D. حب

5. A. رجال

B. الناصحات

C. قانتي

D.

عاملني

6. A. منافقون

B. حافظي

C. محسنو

D. ة

شجر

11. A. عذاب

B. ب مكذ

C. شهداء

D.

مئتني

12. A. مري

B. كتابال

C. مخلصتان

D. أجر

Singular

Pair



Determine if the word is singular, pair, or plural and its status. If it is plural, write what kind of plural it is.E

7. Gardens - جنتان

8. Pens - لم أق

9. Disbelievers - ين

كافر

10. Day - يوم

11. Sun - شس

12. Signs - آيات

1. People who do good deeds - محسنون

2. Angels - ملئكة

3. Sky - ماء الس


5. Lanterns - مصابيح

6. Scholars - علماء

Pair, Raf’

Non-human broken plural, Raf’

Masculine plural, Nasb or Jarr

Singular, Jarr

Singular, Jarr

Non-human feminine plural, Raf’

Masculine plural, Raf’

Human broken plural, Jarr

Singular, Raf’

Human broken plural, Nasb


Human broken plural, Raf’


Tip: This is a good exercise to remind the students that even though a word is a non-human broken plural or non-human feminine plural in meaning (like ‘lanterns’ and ‘signs’), they will be considered singular feminine in grammar. You can simplify this concept for them by saying all non-human plurals are considered singular feminine, and human broken plurals may be treated like a singular feminine. They will understand what that actually means later on, but for now you can make sure that they know which plurals are considered singular feminine.


Lesson 3 Accompanying Video Unit 1: 1.3.4-

Learning Goals • Understand Ism Jam’a • Identify singular, pair, and plural words


1. Human broken plurals and non-human broken plurals have ____________________, so the

only way to differentiate them from singular words is by meaning.

2. The sixth and last category of plural is called _______________ Jam’a. These words are plural

because the Arabs said so.

.’_______________‘ means قوم .3

.’_______________‘ means ناس .4

.’_______________‘ means قرن .5

._______________ are considered to be قرن and ,ناس ,قوم .6

A. Human B. Non-human C. Feminine D. Broken plurals

7. The broken plural of قوم is ____________________.

.is ______________________________ in number (darknesses) ظلمات .8

.is ______________________________ in number (blind people) عمي .9

10. حجارة.is ______________________________ in number (rocks) ال

.is ______________________________ in number (heads) رؤوس .11

nation

people

generation

وامأق

non-human feminine plural

human broken plural



Ism

ending sounds





1. There are six kinds of _______________ in Arabic.

2. All pair words end in ان or _______________.

3. Broken plurals have ending _______________.

4. You learned three Ism Jam’a words: _______________, _______________ and قرن. There

are more but for now, these three are the only ones you need to know.

5. Ism _______________ are considered plural in _______________, not in meaning, because

the Arabs said so.

6. _______________ means ‘generation.’

7. The word قوم is considered plural in grammar even though it means ‘a _______________’

which is singular. قوم has a broken plural: _______________. This is an example of a

_______________ broken plural.

Nation Jam’a Grammar Sounds Human Plurals

وام ين قوم قرن ناس أق

plurals

ين

sounds

قوم ناس

Jama’

قرن

nation

وامأق

human

grammar


101Bayyinah Institute • Chapter 3

Determine if the word is singular, pair, or plural and its status. If it is plural, write what kind of plural it is.C

7. Friends - أصدقاء


9. Bakers -

طباخني


11. Pen - قلم

12. A nation - قوم

1. Honest people -

صادقني

2. Rooms - ف غ

3. Cat -

قطط

4. Women who guard - حافظات

5. Seas - ين

بحر

6. Words - كلمات



Pair, Nasb or Jarr

Human broken plural, Jarr

Singular, Raf’

Plural (Ism Jama’), Jarr

Masculine plural, Nasb or Jarr

Non-human broken plural, Jarr

Singular, Raf’

Feminine plural, Nasb or Jarr

Pair, Nasb or Jarr


Tip: Questions #2, 6, 8, 18, and 24 will be considered singular feminine in grammar. Students should understand why (because they are non-human plurals). Human broken plurals may be considered singular feminine or what they really are, like #7, 13, 25 and 26.

Accommodation: If short on time, you can have students complete the second half of the exercise orally together as a class, but we recommend completing the entire exercise.


20. A thing - ء ش

21. Disbelievers - ان

كافر

22. House - بيت

23. A generation - قرنا

24. Bicycles - اجات در

25. The children - والد

األ

13. Spouses - أزواج

14. People - ناس

15. Mercy - رحة

16. Path - سبيل

17. Female teachers - ستان مدر


26. Students - ب ون - Patient people .19طل

صابر

Singular, Jarr

Masculine plural, Raf’

Singular, Jarr

Plural (Ism Jama’), Nasb




Plural (Ism Jama’), Raf’

Singular, Nasb

Singular, Jarr

Feminine plural, Raf’

Non-human feminine plural, Nasb or Jarr

Human broken plural, JarrMasculine plural, Raf’


107

Important ConceptsWrite the six kinds of plurals

1. ___________________________

2. ___________________________

3. ___________________________

4. ___________________________

5. ___________________________

6. ___________________________

Masculine plural

Human broken plural

Human feminine plural



Ism Jama’


Chapter 3 • Important Concepts

108

Qur’anic Application



مل




من ى

تر

هل


خل ف ى




تني كر

بصر




وبئ


بر وا


Under each highlighted word, write the status and number.

Raf’Singular

JarrSing.

JarrSing.

Raf’Sing.

NasbSing.

NasbSing.

Raf’Sing.

Raf’Sing.

NasbSing.

Raf’Sing.

Raf’Sing.

N/JSing. (Non-h. plural)

JarrSing.

JarrSing.

NasbSing.

NasbSing.

JarrSing.

NasbSing.

N/JPair

Raf’Sing.

NasbSing.

Raf’Sing.

NasbSing.

R/N/J(non-flex.)

Sing.

N/J (partly flexible)

Sing.(non-h. plural)

NasbSing.

N/JPlural

NasbSing.

JarrSing.

JarrSing.

Raf’Sing.

N/J (partly flex.)

Sing.

Raf’Sing.


Chapter 3 • Qur’anic Application

CHAPTER 4Gender




Learning Goals • Know the different types of fake feminine • Identify feminine words • Identify status, number, and gender

1. Every single Ism in the Arabic language has a gender, meaning that it is either masculine or

____________________, no matter whether it is human or not human.

2. A word is automatically assumed to be ____________________ unless there is a clue that

shows that it is feminine.

3. ‘Mom’, ‘Waliyah’, ‘cow’, and ‘sister’ are examples of _______________ feminine because

they are actually females.

4. _______________ feminine means that the word isn’t really a girl, but it’s called a feminine

word anyway.

5. Human broken plurals are sometimes treated like a ‘she’ and non-human broken plurals

are _______________ treated like a ‘she’. Because they are not really feminine, broken

plurals will come under the category of fake feminine.

6. The last category of fake feminine is feminine because ______________________________.

feminine

masculine

real

Fake

always

the Arabs said so




1. Isms have _______________ properties. You have learned two of them: status and number.

2. Every Ism in Arabic has a _______________, there is no ‘it’.

3. If you don’t find clues that make a word feminine, then the word is ____________________.

4. There are two categories of feminine: real and _______________.

5. If a word is talking about an actual female, like mom, then it is _______________ feminine.

6. The most common way to identify feminine words is if the word ends with _______________.

7. The other two feminine endings _______________ and _______________ only work on

specific words, not all the time.

8. The second category of fake feminine words is _______________ plurals.

9. The last category of fake feminine words is ‘____________________ because the Arabs said

so.’

Real Masculine Four Broken Fake

Gender ى آء ة Feminine

four

gender

masculine

fake

real

ة

آء ى

broken

feminine



Circle the feminine word in each question.Hint: Look at the endings.C

1. A. محسنة

B.

مؤمنني

C. فرعون

D. مخلصا

2. A. مسافحون

B.

عاملني

C. مل

D. ب مكذ

3. A. ة متشاب

B.

يومني

C. صاحب

D. كافر

4. A.

ضني مع

B. كتابا

C. مجرمون

D. آء

صفر

5. A. رجال

B.

كافر

C. منافقون

D. جنتان

6. A. صادقون

B. تجارة

C. رب

D. حب

7. A. مري

B. صابرا

C. مؤمنا

D. حق

8. A. مفلحون

B. ى

كب

C. بيت

D. عذاب

9. A. مسلمات

B. كتابان

C. ون

زائر

D. محسني

10. A. حافظي

B. أحد

C. ضني مع

D. الناصحات

11. A. قارئني

B. نائمون

C. رب

D. جامعة

12. A.

مجرمني

B. طوال

C. جاعلون

D. مدينة



Determine if the word is masculine or feminine. If the word is feminine, write if it is real or fake feminine. Hint: Remember that broken plurals are considered feminine. D

7. Book - كتاب

8. Husna (name) - حسنى

9. Obedient women - قانتات

10. Disbelievers - كافرين

11. Walls - جدر

12. Believer - مؤمنة

1. Messengers -

رسل

2. Skies - ساوات

3. Daughter - بنت

6. Hearts - قلوب



Masculine

Feminine

Feminine

Masculine or singular feminine

Fake feminine

Feminine


Fake feminine

Real feminine


Fake feminine

Fake feminine


Tip: Remind students that even though a word is a non-human broken plural or non-human feminine plural in meaning (like ‘hearts’ and ‘lanterns’), they will be considered singular feminine in grammar.


Write the status, number, and gender for each word. Hint: Pay attention to light/heavy and flexibility when determining status and remember that broken plurals are considered singular feminine. E

1. Muslims -

:مسلمني

Status: _______________ Number: _______________ Gender: _______________Pair

2. Masjids - مساجد:

Status: _______________ Number: _______________ Gender: _______________

3. Obedient women - قانتات:


4. Musa (name) - موس:


5. Skies - ساوات:


6. Two gardens - جنتان:


7. Isma’eel (name) - اساعيل:


Nasb/Jarr Masculine

SingularRaf’ Feminine

PairNasb/Jarr Feminine

SingularRaf’/Nasb/Jarr Masculine

SingularNasb/Jarr Feminine

PairRaf’ Feminine

SingularNasb/Jarr Masculine



8. Signs - آيات




10. Patient people - ون

:صابر


11. A word - كلمة:


12. A thing - ء :ش


13. A nation - قوم:


14. Pens - لم

:أق


15. Teachers - سات :مدر




PluralRaf’ Masculine

SingularNasb Feminine

SingularJarr Masculine

Plural1Jarr Masculine


PluralNasb/Jarr Feminine


1 Contextual Review: قوم is an Ism Jama’. Remind students that it isn’t plural in meaning, but it is considered plural in grammar.



Learning Goals • Memorize the ‘feminine because the Arabs said so’ words

.’_______________‘ means حرب .1

اء .2 .’_______________‘ means س

.’_______________‘ means نفس .3

.’_______________‘ means نار .4

و .5.’_______________‘ means دل

6.

.’_______________‘ means سبيل

.’_______________‘ means أرض .7

.’_______________‘ means ريح .8

.’_______________‘ means دار .9

س .10.’_______________‘ means كأ

.’_______________‘ means عصا .11

12. Body parts that occur in pairs, like hands, eyes, and feet, are also ____________________

because the Arabs said so.


war

sky

person

fire

bucket

path

land

wind

house

cup

stick/staff

feminine




1. There are two types of feminine: real and _______________.

2. An example of real feminine is: _______________.

3. If a word ends in ة , _______________, or _______________, then it is most likely feminine.

4. Words ending with _______________ are the most common type of feminine word.

5. _______________ plurals are also considered feminine.

6. If a word doesn’t fall into any of these categories, then it is ____________________.

7. ‘Feminine because the Arabs said so’ are feminine in _______________, not in meaning.

8. _______________ means fire and _______________ means wind. Both of these are feminine

because ________________________________.

Grammar Mom Masculine Broken Fake The Arabs said so

نار ى آء ة ريح

fake

Mom

ى

ة

Broken

masculine

grammar

the Arabs said so

آء

نارريح



Match the word with its meaning.CA. Bucket

B. Sky

C. Wine

D. Well

E. Staff/Stick

F. Cup

G. Sun

H. Path

I. Fire

J. Land

K. Person

L. Wind

M. War

N. House

نفس

بئر

سبيل

اء س

حرب

عصا

ريح

خر

دار

و دل

شس

أرض

سكأ

نار

.1

.2

.3

.4

.5

.6

.7

.8

.9

.10

.11

.12

.13

.14


Note: Students should have most of these words memorized with their meaning as it will help them with the following exercises.


Write the Arabic word for the clues given from the story in the crossword puzzle. Words going across go from right to left.D

1

2

3

45

6

8

7

10

9

Down Across

1. The _____ rose in the sky in the morning

3. He used his _____ to strike the cup5. The hot blowing _____7. He looked for a _____ to draw

water from8. He used a _____ full of water10. He was the only _____ left on the

battlefield

2. He was staring at stars in the _____ 4. He made a path to safer _____6. During a _____, a soldier was day

dreaming and looking at the sky8. He found an empty _____ in which

he finds a glass. 9. He made a _____ to safer land10. He was surrounded by _____

(hot, dangerous)

ا

ل

شم

ءمس

ع

رصي

ح

ضا

بر

ا رد

وي بس

نف

ر ئا



Circle the feminine word in each question.Hint: Remember the list of ‘feminine because the Arabs said so’ words.E

1. A. محسنا

B. نفس

C.

مؤمنني

D. فرعون


B. رب

C. اء س

D. ب مكذ

3. A.

قارئني

B. نائمون

C. ريح

D. ض مع

4. A. شس

B. صابرا

C. مؤمنا

D. حق

5. A. بئر

B. كتاب

C. ون

زائر

D. محسني

6. A. صادقون

B. حرب

C.

عامل

D. حب

7. A.

ضني مع

B. كتابا

C. مجرمون

D. أرض

8. A.

مجرمني

B. سكأ

C. جاعلون

D. طوال

9. A. رجال

B.

سبيل

C. منافقون

D. كافر

10. A. حافظي

B. أحد

C.

ضني مع

D. عصا

11. A. دار

B.

يومني

C. صاحب

D. كافر

12. A. مفلحون

B. عذاب

C. بيت

D. نار




Learning Goals • Review reasons for words to be feminine • Identify number and gender


.______________________________ is feminine because it is a (promises) أيمان .1

A. Non-human broken plural B. Human broken plural C. Non-human feminine plural

2.

.is ____________________ in gender because of its -eena ending combination محصنني

جال .3 .__________ can be masculine because it means men, and can be feminine because it is a الر

A. Non-human broken plural B. Human broken plural C. Human feminine plural

4. .ة is ____________________ in gender because of the عاقبة

5.

.____________________ is a masculine pair because there is no sign of الملكني

6.

.is a ____________________ pair مئتني

.is ____________________ in gender (fear) خوف .7

8. .is ____________________ in gender بيضآء

9. can be masculine because of what it really is or it can be feminine because (angels) الملئكة

it is a ______________________________, but the ة is not what makes it feminine.

يح .10 .is ____________________ in gender (wind) الر

feminine

feminine

feminine

masculine

feminine

human broken plural

feminine


masculine



All the words below are feminine. Write the reason why they are feminine. Hint: The answers can be: Real feminine, feminine ending, non-human feminine plural, human or non-human broken plural, or feminine because the Arabs said so.B

6. A city - مدينة

7. Sun - شس

8. Daughter - بنت

9. Path -

سبيل


1. Sky - آء س

2. Car - سيارة

3. Rooms - ف غ


5. Female teachers - سات مدر

Feminine endingFeminine because the Arabs said so

Feminine because the Arabs said soFeminine ending

Real feminineNon-human broken plural

Feminine because the Arabs said soNon-human broken plural

Non-human broken pluralReal feminine



Write the number (singular, pair, or plural) and gender (masculine or feminine) for each word. C

7. Honest people -

صادقني



10. Women who guard - حافظات


12. Seas - ين

بحر

1. Friends - أصدقاء

2. Car - سيارة

3. Bakers -

طباخني

4. Rooms - ف غ

5. Pen - قلم

6. A nation - قوم

Plural, masculinePlural, masculine

Plural, masculine or singular, feminine Singular, feminine

Singular, femininePlural, masculine

Plural, feminineSingular, feminine

Singular, feminineSingular, masculine

Pair, masculinePlural, masculine


Accommodation: If short on time, you can have students complete the second half of the exercise orally together as a class, but we recommend completing the entire exercise.


20. Spouses - أزواج

21. People - ناس

22. Mercy - رحة

23. Path - بيل الس

24. Female teachers - سات مدر


26. Patient people - ان

صابر

13. A thing - ء ش

14. Disbelievers - ان

كافر

15. House - بيت

16. A generation - قرنا

17. Bicycles - اجات در

18. The children - والد

األ

19. Students - ب طل

Plural, masculineSingular, masculine

Plural, masculinePlural, masculine

Singular, feminineSingular, masculine


Plural, feminineSingular, feminine


Pair, masculinePlural, masculine




Learning Goals • Review reasons for words to be feminine • Identify status, number, and gender


1. Even though حجور (protections) is a non-human broken plural, grammatically it is treated as

____________________ and feminine.

A. Singular B. Pair C. Masculine D. Human

ئات .2 .is ____________________ in status (mistakes) سي

جال .3 ._________________________ can be Jarr singular feminine or it can be (men) الر

4.

عالمني.is ______________________________ in number ال

5. Whenever you have a human broken plural, you get two answers for both the number and

gender: singular and feminine or plural and ______________________________.

.is ____________________ in gender آية .6

7. .____________________ is singular feminine or plural and (women) النساء

يتامى .8 looks the same in Raf’, Nasb, and Jarr statuses, which means that it is a ال

____________________ word.

.____________________ is a non-human broken plural, so it is singular and (hearts) قلوب .9

Jarr masculine plural

masculine plural

what it really is

feminine

singular

Nasb or Jarr

feminine

non-flexible

feminine



All the words below are feminine. Write the reason why they are feminine. Hint: The answers can be: real feminine, feminine ending, non-human feminine plural, human or non-human broken plural, or feminine because the Arabs said so.B

6. Walls - جدر

7. Fire - نار


9. Stick - عصا

10. A city - مدينة

1. House - دار

2. Wind - ريح

3. Two female teachers - ستان مدر

4. Mercy - رحة

5. Teachers - سات مدر

Non-human feminine pluralFeminine because the Arabs said so

Feminine because the Arabs said soFeminine because the Arabs said so

Non-human feminine pluralReal feminine

Feminine because the Arabs said soFeminine ending

Feminine endingReal feminine



Write the status, number, and gender for each word. Hint: Pay attention to light/heavy and flexibility when determining status and remember that broken plurals are considered singular feminine. C

1. Protections - حجور:


2. Oaths - أيمان:


3. Mistakes - ئات :سي


4. The ones who turn away -

ضني :مع


5. Men - جال :الر


6. The obligation - فريضة :ال


7. Result - عاقبة :ال


SingularJarr Feminine



PluralNasb/Jarr Masculine

PluralJarr Masculine





8. Angels -

ملكني: ال


9. Trade - تجارة :


10. Two hundred -

:مئتني


11. The man - سانن

:ال


12. Legacies - سنن:


13. Wind - ريح:


14. Skies - ماوات :الس


15. Teachers - ساتذة

:األ


PairNasb/Jarr Masculine


PairNasb/Jarr Feminine

SingularRaf’ Masculine




PluralRaf’ Masculine


133

Important ConceptsWrite the first three kinds of fake feminine:

1. ___________________________

2. ___________________________

3. ___________________________

4. Body parts in pairs

Feminine ending

Broken plurals

Feminine because Arabs said so

Chapter 4 • Important Concepts



Qur’anic Application



مل




من ى

تر

هل


خل ف ى




تني كر

بصر




وبئ


بر وا


Under each highlighted word, write the status, number and gender.

Raf’Sing.Masc.

JarrSing.Masc.

Raf’Sing.Masc.

NasbSing.Masc.

NabsSing.Fem.

Raf’Sing.Masc.

Raf’Sing.Masc.

NasbSing.Masc.

Raf’Sing.Masc.

Raf’Sing.Masc.

NasbSing.Masc.

Nasb/JarrSing.Fem.

NasbSing.Masc.

JarrSing.Masc.

JarrSing.Masc.

JarrSing.Masc.

NasbSing.Masc.

JarrSing.Masc.

NasbSing.Masc.

N/JPairFem.

Raf’Sing.Masc.

NasbSing.Masc.

Raf’Sing.Masc.

NasbSing.Fem.

R/N/JSing.Fem.

JarrSing.Fem.

NasbSing.Masc.

JarrPluralMasc.

Partly-flexible, Non-human

broken plural

NasbSing.Masc.

JarrSing.Masc.

JarrSing.Masc.

Raf’Sing.Masc.

N/JSing.Fem.

Raf’Sing.Masc.


CHAPTER 5Type



Learning Goals • Know the seven reasons why an Ism can be proper • Know that a word can either have ال or Tanween, not both • Review status, number, and gender

Watch the accompanying video. Based on what you see in the video, write/circle the correct answer.A

1. Type is basically when you can tell if something is _______________, like you know the exact

thing or things you are talking about, or you’re talking about something general.

2. When something is general, we call it common, and when something is specific, we call it

_______________.

3. A word is _______________ by default unless one of the 7 reasons for it to be proper exists.

4. Words that have ال at the beginning are always proper, ال means ‘_______________’.

مسلم .5مسلمات and ال

مسلمان are incorrect to say but ال

مسلمون and ال

.are completely fine ال

Whenever you add ال to a word, you must take off the _______________ if it has it.

6. If you say مسلم, it means ‘a Muslim’, if you say مسلم it means ‘the Muslim’. the Arabs ,ال

don’t have a specific word for ‘a’, so the _______________ usually gets translated to ‘a’.

7. This, that, these, and those are examples of _______________, the fourth kind of proper.

8. In Arabic, when you _______________ someone, you use the word يا.

9. If the word _______________ ‘of’ is proper, then the word _______________ ‘of’ is proper.

tanween

pointers

call

after before

proper

common

the

tanween

specific




1. Isms have _______________ properties. You have learned three of them so far: status, num-

ber, and _______________. The fourth property is _______________.

2. General words are _______________, while _______________ words are proper.

3. In Arabic, there are _______________ ways a word can be proper. The first two are proper

names and words that start with _______________.

4. A word can never have both ال and _______________. So it can either be مسلم, which

means ‘_______________’, or مسلم.’_______________‘ which means , ال

5. Pronouns are words like ‘_______________’ and ‘they’. Pointers are words like ‘this’ and

‘_______________’.

6. If you add يا before an Ism, it means you are _______________ them, which makes it proper.

Type Common Calling Seven Those A Muslim You

Gender The Muslim ال Tanween Specific Four

four

gender

common

seven

ال

tanween

A Muslim

you

those

calling

type

specific

The Muslim



Match the reasons why an Ism can be proper to an example.CA. Proper Names

B. Pronouns

C. Pointers

D. Ism Mawsool

E. Words that start with ال

F. The one being called

G. If the word after ‘of’ is proper,

the word before ‘of’ is proper

He

يا آدم

بيل الس

حسنى

That

ين ال

Book of Allah

.1

.2

.3

.4

.5

.6

.7

All the words below are proper. Write the reason why they are proper. Dقارعة

1. ال

2. يا رجل

يوسف .3

Her .4

5. موس

Those .6

النجم .7

k.8يا فاطمة

Starts with ال

The one being called

Proper name

Pronoun

Proper name

Pointer

Starts with ال



Note: Students should have the seven reasons memorized by the end of this exercise.


For questions 1-10 (the right column), rewrite the words with ال. For questions 11-20 (the left column) rewrite the words without ال. E

شس

مدرسة

مؤمنون

رحة

بيت

عامل

أستاذا

بنت

درسني

ة

زائر

حة الر

محسن ال

كتابال

مدينتانال

قلمال

ب الطل

ماوات الس

خاشع ال

كافرال

الطالبة

مس الش

مدرسة ال

مؤمنونال

حة الر

بيت ال

عامل ال

ستاذ

األ

بنت ال

الرسني

ة

ائر الز

.1

.2

.3

.4

.5

.6

.7

.8

.9

.10

.11

.12

.13

.14

.15

.16

.17

.18

.19

.20

مس الش

مدرسة ال

مؤمنونال

حة الر

بيت ال

عامل ال

ستاذ

األ

بنت ال

الرسني

ة

ائر الز

رحة

محسنا

كتابا

مدينتان

قلما

ب طل

ساوات

خاشع

كافرا

طالبة


Note: If students don’t already know, make sure that they understand that ال and tanween CANNOT go on the same word. If you add ال to a word, the tanween turns into a single fatha, damma, or kasra.


Determine if the word is proper or common. Write ‘The’ in front of the meaning of the proper words. Then write the status, number, and gender for each word. F

1. _______ sun - مس :الش


2. _______ masjids - مساجد :ال


3. _______ wind - ريح:


4. _______ nation - قوم :ال


5. _______ two gardens - جنتان:


6. _______ book - كتاب :ال


7. _______ fire - نارا:


SingularJarr Feminine1

The


The

SingularRaf’ Feminine1

PluralNasb Masculine

The

PairRaf’ Feminine

SingularNasb Masculine

The

SingularNasb Feminine1


1 Contextual Review: If students have forgotten ‘feminine because the Arabs said so’ words, this is a good time to review them.



Learning Goals • Memorize the Ism Mawsool with their meanings


ي .1 .’____________________‘ means ال

ين .2 .’____________________‘ means ال

ت .3 .’____________________‘ means اال

4. The words above are called ____________________ and are always proper.

5. These words look the same in Raf’, Nasb, and Jarr, so they are ____________________.

لوات .6 .is _______________ in type الص

.is _______________ in type عجبا .7

8. If you see Tanween, the word is most likely ____________ in type (but this isn’t always true).

._______________ is proper because it is a (this) هذا .9

._______________ is proper because it is a (he) هو .10

.____________________ is proper because it is a زكريا .11

.______________________________ is proper because it is (oh Lord) يا رب .12

the one who

the ones who

the ones who (fem.)

Ism Mawsool

non-flexible

proper

common

common

pointer

pronoun

proper name

the One being called




1. There are _______________ reasons for a word to be proper.

2. The first two are proper names and words that start with _______________.

3. A word can never have both ال and _______________.

4. _______________ and _______________ are both proper.

5. _______________ is an Ism Mawsool. It means ‘_______________’. There are

_______________ Ism Mawsool.

6. Ism Mawsool are _______________, so their Raf’, Nasb, and Jarr look the same.

7. If you add يا before an ism, it means you are _______________ them.

8. If the word _______________ ‘of’ is proper, then the word before ‘of is _______________.

Pointers Proper Calling The one who After Pronouns

ي Six Non-flexible Seven Tanween ال ال

seven

ال

tanween

Pronouns

The one who

six

non-flexible

pointers

ي ال

proper

calling

after



Match the word with its meaning.CA. The one who

B. Those who (feminine)

C. The one who (feminine)

D. The two who

E. Those who

F. The two who (feminine)

ان ال

ين ال

التان

ي ال

التي

ت اال

.1

.2

.3

.4

.5

.6

Write the Ism Mawsool with their meanings on the lines below.DPlural Pair Singular

Masculine

Meaning

Feminine

Meaning

ان ي ال ين ال ال

The two who The one whoThe ones who

ت التي التان اال

The two who The one whoThe ones who


Note: Students should have these memorized with their meanings before moving on to the rest of the exercises in the lesson.


Circle the proper word in each question.E1. A. محسنا

B. نفس

C.

مؤمنني

D. ان ال


B. ين ال

C. اء س

D. ب مكذ

3. A.

قارئني

B. نائمون

C. ريح

D. التان

4. A. شس

B. صابرا

C. ي ال

D. حق

5. A. بئر

B. كتاب

C. ون

زائر

D. ة مك

6. A. صادقون

B. حرب

C. نوحا

D. حب

7. A.

ضني مع

B. مري

C. مجرمون

D. أرض

8. A. يثرب

B. سكأ

C. جاعلون

D. طوال

9. A. رجال

B.

سبيل

C. منافقونال

D. كافر

10. A. حافظي

B. نار

C.

ضني مع ال

D. عصا

11. A. دار

B.

يومني

C. احب الص

D. كافر

12. A. مفلحون

B. عذاب

C. بيت

D. سلم

ال



Determine if the word is proper or common. Write ‘The’ in front of the meaning of the proper words. Then write the status, number, and gender for each word. F

1. _______ sun - مس :الش


2. _______ words - كلمات:


3. _______ city - مدينة:


4. _______ car - يارة :الس


5. _______ rooms - ف :غ


6. _______ students - ب :الطل


7. _______ path - بيل :الس



The




The


PluralNasb Masculine

The


The



1. The status of ذراعي is ____________________ (it is light).

2. The status of .is ____________________ (it is a partly flexible non-Arab name) مري

3. The status of عيسى ______________________________ (it is non-flexible).

4. The status of راجعون is _______________.

5. The number of رسوالن is _______________.

6. The number of the word .____________________ is الل

7. The number of الناس is _______________.

8. The gender of

.____________________ is جنتني

9. The gender of سبيل is ____________________.

10. The gender of قصص.____________________ is ال

11. The type of نوحا is _______________.

12. The type of ات

._______________ is الثمر

13. The type of يثرب is _______________.


Learning Goals • Review seven reasons for a word to be proper • Review properties of the Ism


Nasb or Jarr

Nasb or Jarr

Raf’, Nasb, or Jarr

Raf’

pair

singular

plural

feminine

feminine

feminine

proper

proper

proper



All the words below are proper. Write the reason why they are proper. Hint: Remember that there are seven reasons a word can be proper.B

6. He - هو

7. Husna - حسنى

8. This - هذا

9. The two seas - ين

بحرال

10. That - ذ لك

1. Ibrahim - اهمي

ابر

2. The female teachers - سات مدرال

3. The ones who - ين ال

4. The land - رض

األ

5. O Adam - يا آدم

Pronoun

Proper name

Pointer

Words that start with ال

Pointer

Proper name


Ism Mawsool





Circle the status, number, gender and type for each word. You don’t need the meanings for the words except for the ones given. C

2.

:ماكثني

Status: Raf’NasbJarr

Number: SingularPairPlural

Gender: MasculineFeminine

CommonProper

Type:

3.

قرنني :ال




CommonProper

Type:

4. Rivers - ار

ن

:األStatus: Raf’

NasbJarr



CommonProper

Type:

5.

مؤمنني :ال




CommonProper

Type:

6. :مري




CommonProper

Type:

:نوحا .1




CommonProper

Type:


Note: This is a review exercise and is a good gauge to see how well the students have understood the concepts in this module. It is important to complete the entire exercise. Below is a list of concepts to review depending on which questions the students have trouble on:Muslim chart: #, 2, 3, 5, 7, 9, 12, 17, 20Flexibility: #1, 6, 10, 13, 15Fake feminine: #8, 9, 15, 18, 19Plural words that are considered singular feminine: #4, 11, 14, 20


:رسوالن .7




CommonProper

Type:

:آية .8




CommonProper

Type:

جنتان .9 :ال




CommonProper

Type:

:إبليس .10




CommonProper

Type:

11. Markets - سواق

:األStatus: Raf’

NasbJarr



CommonProper

Type:

12.

عالمني :ال




CommonProper

Type:

:عيسى .13




CommonProper

Type:



14. Protections - حجور :ال




CommonProper

Type:

:يثرب .15




CommonProper

Type:

فيل .16 :ال




CommonProper

Type:

:راجعون .17




CommonProper

Type:

قيامة .18 :ال




CommonProper

Type:

اء .19 :س




CommonProper

Type:

20. Words - كلمات:




CommonProper

Type:



ة .21

: زائرStatus: Raf’

NasbJarr



CommonProper

Type:

مخرج .22 :ال




CommonProper

Type:

قرآن .23 :ال




CommonProper

Type:

24. Stories - قصص :ال




CommonProper

Type:

:شاهد .25




CommonProper

Type:

Bonus Questions

(Status)

ملئكة ال

(Number) (Gender) (Type)

(Status)

ظلمات (Number) (Gender) (Type)

Jarr Plural or Sing. Masculine or Fem. Proper

Nasb or Jarr Singular Feminine Common



Important ConceptsWrite the seven ways to tell if a word is proper

1. ___________________________

2. ___________________________

3. ___________________________

4. ___________________________

5. ___________________________

6. ___________________________

7. ___________________________

Proper Names

Pronouns

Pointers

Ism Mawsool



If the word after ‘of’ is proper, the word before ‘of’ is proper



Qur’anic Application Under each highlighted word, write the status, number, gender and type.`



مل




من ى

تر

هل


خل ف ى




تني كر

بصر




وبئ


بر وا


Raf’SingularMasculineProper

Raf’SingularMasculineCommon

JarrSingularMasculineCommon1

NasbSingularFeminineProper

NasbSingularMasculineProper

Raf’SingularMasculineProper2

NasbSing.Masc.Com.


Raf’SingularMasc.Proper


NasbSingularMasculineCommon1

Nasb/JarrSingularFeminineCommon

NasbSing.Masc.Com.

JarrSingularMasculineProper2

JarrSingularMasculineCommon

JarrSingularMasculineProper


JarrSing.Masc.Com.


N/JPairFem.Com.

NasbSing.Masc.Com.



NasbSingularFeminineProper

R/N/JSing.Fem.Proper

N/J3

SingularFeminineCommon

JarrPluralMasculineProper

NasbSingularMasculineCommon

NasbSing.Masc.Proper2

JarrSingularMasc.Proper

JarrSingularMasculineProper

NasbSing.Fem.Prop.

Raf’SingularMasculineProper2



1 Teaching Opportunity: سبع and كل are words before ‘of’, and the word after them is common, which makes them common. Students won’t necessary understand this right now since they haven’t learned this concept in detail yet.

2 Teaching Opportunity: ق are examples of “If the word after ‘of’ is proper, then the عذاب and , أي ,خل

word before ‘of’ is proper.’ They will learn this in detail in the next module.

CHAPTER 6Surah Kahf

163 Chapter 6 • Surah Kahf

Ayah 1 Accompanying VideoN/A

Learning Goals • Apply learned grammar concepts to Isms in different ayahs of the Qur’an• Memorize vocabulary and translate different ayahs of the Qur’an

عوجا ﴿١﴾ كتاب ولم يجعل لي أنزل عل عبده ال حمد للـه ال

ال

Four properties:

Translation:


ال


ال

Four properties:

Translation:

Translation:

Translation:

Translation:


ال


ال

Raf’, Singular, Masculine, Proper

The praise

For Allah

He sent down

The One who

Upon His slave

Jarr, Singular, Masculine, Proper


Note: There are three primary learning objectives of these mini-lessons:1: Apply all knowledge of grammar to Surah Kahf 1-10.2: Memorize the vocabulary from Surah Kahf 1-10.3: Acquire basic prior knowledge of concepts to be taught in the future.

You can utilize any translation of Qur’an for these mini-lessons.



ال

Four properties:

Translation:


ال

Translation:

Translation:


ال


ال


ال

Four properties:

Translation:

The book

And did not make

For/in it

Nasb, Singular, Masculine, Proper

Nasb, Singular, Masculine, Common

Crookedness

Translation: Praise is for Allah, the One who sent down upon His slave the book

and did not make for/in it any crookedness,



Ayah 2Learning Goals

نه... ن ل سا شديدا مقيما لينذر بأ


Four properties:

Translation:

Four properties:

Translation:

Four properties:

Translation:



Accompanying VideoN/A

Translation:

• Apply learned grammar concepts to Isms in different ayahs of the Qur’an• Memorize vocabulary and translate different ayahs of the Qur’an


Standing straight/upright

So that it warns

Intense

A war


Nasb, Singular, Masculine, Common 1


1 Teaching Opportunity: Point out that both بأسا and شديدا have the same properties.



أجرا حسنا ﴿٢﴾

الحات أن له ين يعملون الص مؤمنني ال ال ...و يبش

Translation:



Four properties:

Translation:

Translation:



Four properties:

Translation:

الحات أن له أجرا حسنا ﴿٢﴾ ين يعملون الص مؤمنني ال ال

ويبش

Translation:

Nasb, Plural, Masculine, Proper

The believers

It congratulates

Especially from Him

Those who 1


They work/do


1 Teaching Opportunity: Point out that الين is the plural of الي.




Four properties:

Translation:



Translation:



Four properties:

Translation:



Four properties:

Translation:

Nasb, Plural, Feminine, Proper

The good deeds

That for them

A reward


Good




الحات أن له أجرا حسنا ﴿٢﴾ ين يعملون الص مؤمنني ال ال

ويبش نه ن ل سا شديدا مقيما لينذر بأ

Translation: Standing straight/upright to warn of an intense war especially from

Him, and to congratulate the believers, those who work/do good

deeds, that for them is a good reward,



Ayah 3-4Learning Goals

ا ﴿٤﴾ ين قالوا اتخذ اللـه ول اكثني فيه أبدا ﴿٣﴾ وينذر ال م

Translation:




Four properties:

Translation:

Four properties:

Translation:


Translation:


Nasb, Plural, Masculine, Common

Remaining

In it

It warns

Forever






Four properties:

Translation:


Translation:


Four properties:

Translation:


Four properties:

Translation:

Those who

They said, “He took...”



Allah


A son

Remaining in it forever. And to warn those who said, “Allah took a son.”Translation:




واهه إن يقولون إال كذبا ﴿٥﴾ ءج من أف

ت كلمة تخر م كب م وال لبائ

ا له به من عل م

Translation:


Four properties:

Translation:







Four properties of م:عل

Translation:




Translation:


Jarr, Singular, Masculine, Common

They have absolutely no knowledge of it

Nor their forefathers

How big it was

A word

Nasb, Singular, Feminine, Common












Translation:




Translation:

Translation: It comes out

From their mouths

They say nothing but a lie

Translation: They have absolutely no knowledge of it, nor their forefathers, how big

a word it is that comes out of their mouths. They say nothing but a lie.





حديث أسفا ﴿٦﴾ذا ال ـ فلعلك باخع نفسك عل آثاره إن لم يؤمنوا ب

Four properties:

Translation:

Translation:



Translation:


Translation:



Translation:

Raf’, Singular, Masculine, Common 1

So perhaps you

Are killing

Yourself

Over their footsteps

If they did not believe


1 Contextual Review: This is a good opportunity to review the Muslim chart.




Translation:


Four properties:

Translation:


Four properties:

Translation:

In this


The message

Out of grief/sadness


Translation: So perhaps you are killing yourself over their footsteps out of grief if

they do not believe in this message.




م أحسن عمل ﴿٧﴾ ء ا لنبلوه أي رض زينة ل

نا ما عل األإنا جعل


Four properties:

Translation:



Translation:

Translation:





Translation:


Four properties of األرض:



Translation:

Jarr, Singular, Feminine, Proper

Certainly We, We made

Whatever is on the land

A beautiful thing


For it

So that we test them









Translation:



Translation:

Translation: Which of them

Better

In deeds

Translation: Certainly We, We made whatever is on the land as something beautiful

for it (the land) so that we may test them (to see) which of them is

better in deeds.





Four properties:

Translation:

زا ﴿٨﴾ ء

ا صعيدا جر

وإنا لجاعلون ما علي

Translation:

زا ﴿٨﴾ ء

ا صعيدا جر


زا ﴿٨﴾ ء

ا صعيدا جر


Translation:


Write the Muslim chart for the word

:جاعل

And certainly We

Truly

Are making

Raf’, Plural, Masculine, Common

عل جا

عل جا

عل جاعلنجا

علني جا

علني جا

جاعلون

علني جا

علني جا



زا ﴿٨﴾ ء

ا صعيدا جر


زا ﴿٨﴾ ء

ا صعيدا جر


Translation:

زا ﴿٨﴾ ء

ا صعيدا جر


Four properties:

Translation:

زا ﴿٨﴾ ء

ا صعيدا جر


Four properties:

Translation:

Whatever is on it


Dust/Dirt

Barren

Nasb

Translation: And certainly We will truly make whatever is on it (the land) barren

dust/dirt.





قمي كانوا من آياتنا عجبا ﴿٩﴾ء كهف والرأم حسبت أن أصحاب ال


Translation:


Four properties:

Translation:


Four properties:

Translation:


Four properties:

Translation:


Or did you assume that

The companions

The cave


The inscription







Translation:


Translation:

Translation: They were

From Our miraculous signs 1

Strange

Translation: Or did you assume that the companions of the cave and the inscription

were strange from our miraculous signs?


1 Teaching Opportunity: It is recommended that you point out that the word after من is in Jarr status to prepare the students for this concept in the future.





نك رحة وهيئ لنا من أمرنا رشدا ﴿١٠﴾ء كهف فقالوا ربنا آتنا من لفتية إل ال

أوى ال

إذ

Four properties of الفتية:

Translation:


أوى ال

إذ


أوى ال

إذ

Four properties:

Translation:

Translation:

Translation:

Translation:


أوى ال

إذ


أوى ال

إذ

Raf’, Plural, Masculine, Proper

When the young people took refuge

To

Then they said, “Our Master, give us...”

The cave

Especially from You





أوى ال

إذ


أوى ال

إذ

Four properties:

Translation:


أوى ال

إذ

Translation:

Translation:


أوى ال

إذ


أوى ال

إذ

Four properties:

Translation:

Mercy

And provide for us

From our decisions 1



Guidance

Translation: When the young people took refuge to the cave, they said, “Our

Master, give us mercy especially from You, and provide guidance for

us from our decisions.”


1 Teaching Opportunity: It is recommended that you point out that the word after من is in Jarr status to prepare the students for this concept in the future.

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