Arabic Grammar - Level 04 - English Book
Arabic Grammar - Level 04 - English Book
Arabic Grammar - Level 04 - English Book
Program
Level 4: Intermediate Arabic
Muhammad Mubashir Nazir
www.mubashirnazir.org
This book is the beta version of this program. Quality review is in progress. Certain spelling, grammar or
language mistakes are possible in this book.
Table of Contents
Description Page
Introduction 4
Lesson 5A: The Sentence Starting with a Verb *+ *,& 117
Lesson 7A: Words with Hamzah in their Source Letters 2,3 169
Lesson 7B: Some Enlightened Companions of the Holy Prophet
182
Description Page
Lesson 11A: Words as the Third Source Letter 7./ 278
Lesson 12B: Intellectual Evolution in the First Four Centuries - Part I 315
Lesson 13B: Intellectual Evolution in the First Four Centuries - Part II 339
Bibliography 413
Dear Reader:
Assalam o alaikum!
Thanks for selecting “Quranic Arabic Program” to learn the Arabic Language. We will take you through a
series of lessons. At the end, you will be able to understand the Arabic Language Insha Allah. This program
contains an easy approach to learn the Arabic Language. This program covers the language of Islamic
Literature but it is name the “Quranic Arabic Program” because the Quran resides at the central position in
this program.
People learn Arabic Language due to two reasons: To understand the Quran, the Hadith and classic Arabic
Literature; or to speak and write in the modern Arabic to communicate with Arabs. This course is targeted
towards the former objective. Although people with the second objectives can also get benefit of this
program.
Due to its systematic nature, Arabic is one of the easiest languages of the world. It has well-defined rules
and a developed language structure. If you are familiar with these rules, you can learn this language in a few
weeks.
To understand the Quran and the Hadith, it is essential to learn the Arabic Language used in the Quran, the
Hadith and the Islamic literature. We will focus on its linguistics, philology and figurative speech.
Study Methodology
Study Methodology is very simple. Study one lesson daily. Solve all the exercises provided under “Test
Yourself”. Do not read the answers before attempting the questions. Once you solve the exercises, compare
your answers with the answers provided to you. In a few weeks, you will find that your Arabic Language
skills are improving.
The Boxes
Following boxes are provided to you for your ready reference. They contain very important information for
you.
Level 1 – 5 are also divided into two streams. “A” series deal with the rules of Arabic Grammar &
Eloquence. Enough exercises are provided to you to learn the Grammar & Eloquence rules.
The objective of “B” Series is to build your vocabulary. Passages from the Quran, the Hadith and selected
writings of Arab scholars are provided to you. You have to learn the words and styles and then translate the
passages into English. You need not to cram these words. The lessons and the exercises are designed in a
way that you will automatically learn the grammar rules, words and Arabic styles. At this level, we shall not
provide you the answers for the B Series.
This program is not designed to teach you day-to-day conversation in the Arabic language. This program is
also not designed to teach you how to write in Arabic language. But this program will help you in achieving
these two objectives. You need an Arabic speaking environment as well as a teacher to achieve these two
objectives. Nevertheless, the program is basically designed to teach you comprehension in the Arabic
language.
Important Note
This book is the beta version of this program. Quality review is in progress.
Certain spelling, grammar or language mistakes are possible in this book.
You know that these three letters are in their pure form in the first word of : ;+. Due to this, it is called
!#9 . which stands for “three alone letters.” We combine these three letters with other fixed letters
along with dhammah, fathah, and kasrah to produce over 220 words.
Arabic language has a very interesting feature. Sometimes, one or more letters are added in the first word of
: ;+ and then further words are derived from it. This feature increases multiple times the capacity of
producing words out of just three letters. Logically, over 1000 words can be produced in this way from a set
of just three letters.
Sometimes one letter is added to the set of three, whereas two or three letters are also added to the set of
three letters in order to produce different groups of words. We shall discuss in this course only eight of these
groups commonly used in the Quran. Each group is called “the chapter (<()” by the grammarians. Their
names are as follows:
Do you know?
For trading purpose, Arabs especially the Quraish were connected with the other civilized
nations of that time e.g. Yemen, Persia, Abyssinia and Rome. They took a lot of Non-Arabic
words and molded them according to their own pronunciation.
+= <( is the first chapter of . It is made by adding a hamzah before the three source letters.
See the \L # of it.
(J ) ^ ]!) \'L
$ #$ $+= <(
W+$ T
W+$ #YZ T
1
;+
Meanings #YZ Meanings QRS
To drive out J
X
$#E1 = )- He drove out. J
$ #$ E1 P+ :
The one who
drives out
J
X #' H
1 & ; He was driven out J
$ #' E1 F 39 :
The one who was
driven out
J
X #$ H
1 & +8 He drives out / will
drive out
J
& #' H
1 & P+ [)
The place / time
to drive out
J
X #$ H
1 & #V He is driven out /
will be driven out
J
& #$ H& 39 [)
Usually the structure of )- is the name of
that chapter. For example )- of this
(O you!) Drive out J
1 #' E1 ? P+ #:T #
chapter comes as += which is its name.
For certain set of source letters, the )- of
He should drive
out.
J
1 #' H
1 &' P+ QRS #
+= <( is also used at the structure of *??=.
For example *$.= (to establish), *$/= (to
He should be
driven out.
J
1 #$ H&' 39 #
support), *$/U= (to insult) etc. For +8 and
#V , the same words are used.
He should not
drive out.
J
1 #' H
1 & K P+ I
Other derived nouns e.g. *LM N;8> NO8
are not used in .
He should not be
driven out.
J
1 #$ H& K 39 I
• In , the verbs and nouns have the fixed structure. As you have observed in !#9 that the [
*,Y has dhammah, fathah or kasrah. But in , the movements on the *,Y [ are fixed.
• The += <( is normally used to describe the action of a person on another person or thing. For example
J
& #& H$ J$ #$ E$ means ‘to come out’. When it comes to += <(, it become J & #' H& J
$ #$ E which means ‘to
bring out’. Similarly _ & G' 5$ _
$ G? /$ means ‘to marry oneself’. When it comes to += <(, it become _ $ G? /
_
& G' 5& which means ‘to conduct marriage of other’.
• You can make the other words of all verbs and nouns in the same way as you did in the !#9 . See the
\MY # on the next page. Then make \MY \L # from: )
Z/= (to warn), !$`)= (to guide), a X =
(to reform), b
/= (to bring down)
\MY # is provided here. The sequence of words is like previous lessons. Translate yourself.
N&@1 #' E1
F N$,@&1 #' E1
F N$O1 #' E1
F N$f1 #' E1
F N$@$ #' E1
F N1O$ #' E1
F N
&#' E1
F N$#' E1
F
5$1 #' E1
F N&O1 #' E1
F N"f@&1 #' E1
F N$,&@1 #' E1
F N'O1 #' E1
F
J
$ #' E1
F 39 :
N?d&#' H
1 >& N'd$#' H
1 >& N&J#' H
1 >& N$f1 #' H
1 & N'd$#' H 1 >& N&J#' H1 >& N?d&#' H1 & N'd$#' H
1 &
J
& #' H
1 /& N&J#' E'g
F N$f1 #' H
1 >& N'd$#' 1H>& N$i' #' H
1 >&
J
& #' H
1 & P+ [)
N?d&#$ H
1 >& N'd$#$ H
1 >& N&J#$ H
1 >& N$f1 #$ H
1 & N'd$#$ H 1 >& N&J#$ H1 >& N?d&#$ H1 & N'd$#$ H
1 &
J
& #$ H
1 /& N&J#$ E'g
F N$f1 #$ H
1 >& N'd$#$ 1H>& N$i' #$ H
1 >&
J
& #$ H& 39 [)
#:T #
f$ 1 #' E1 N$#' E1 N'#' E1 N
&#' E1 N$#' E1 J
1 #' E1 P+
QRS #
J
1 #' H
1 5&' N1J#' E1 F' Nf$ 1 #' H
1 &? N$#' H
1 @&' N1J#' H
1 @&' N
&#' H
1 &' N$#' H
1 &' J
1 #' H
1 &' P+
N
&#$ H
1 @&' N$#$ H
1 @&' N1J#$ H
1 @&' Nf$ 1 #$ H
1 &? N$#$ H
1 @&' N1J#$ H
1 @&' N
&#$ H
1 &' N$#$ H
1 &'
J
1 #$ H1 5&' N1J#$ E1 F' Nf1#$ H
1 @&? N$$#H
1 @&' N'#$ H 1 @&'
J
1 #$ H&' 39 #
K N$#' H
1 >& K N1J#' H
1 >& K N$f1 #' H
1 & K N$#' H1 >& K N1J#' H
1 >& K N
&#' H
1 & K N$#' H
1 & K
J
1 #' H
1 & K P+ I
J
1 #' H
1 /& K N1J#' E'g
F K N$f1 #' H
1 >& K N$#' H
1 >& K N'#' H
1 >& K N
&#' H1 >&
K N$#$ H
1 >& K N1J#$ H
1 >& K N$f1 #$ H
1 & K N$#$ H1 >& K N1J#$ H
1 >& K N
&#$ H
1 & K N$#$ H
1 & K
J
1 #$ H& K 39 I
J
1 #$ H
1 /& K N1J#$ E'g
F K N$f1 #$ H
1 >& K N$#$ H
1 >& K N'#$ H
1 >& K N
&#$ H1 >&
c
X $#' H
1 & N'd$@$ #' H
1 & Ne*$#' H
1 & N?d&#' H
1 & N'd$#' H
1 & J
X #' H& ;
c
X $#$ H
1 & N'd$@$ #$ H
1 & Ne*$#$ H
1 & N?d&#$ H
1 & N'd$#$ H
1 & J
X #$ H& +8
c
X $#$ H
1 & N'd$#$ H
1 & J
X #$ H& #V
;+8> <( is the second chapter of . Its symbol is a tashdeed at the second source letter [
*,Y. See the \L # of it.
(P [ ]!) \'L
$ #$ ;'+8> <(
W+$ T
W+$ #YZ T
1
;+
Meanings #YZ Meanings QRS
To teach, to
educate
X '+$> )- He taught. $ j$ P+ :
For certain set of source letters, the )- of He should teach. 1 k+$ &' P+ QRS #
;+8> <( is also used at the structure of *'+8$>.
For example ]$#Y ' Z> (to remind), *$(#' l (to test), He should be
taught.
1 j+$ &' 39 #
]$#-
' M> (to enlighten) etc. For +8 and #V ,
the same words are used. He should not
teach.
1 k+$ & K P+ I
He should not be
taught.
1 j+$ & K 39 I
• The verbs and nouns have the fixed structure. As you have observed in !#9 that the *,Y [ has
dhammah, fathah or kasrah. But in , the movements on the *,Y [ are fixed.
• Like += <( , ;+8> <( is also used to describe the action of a person on another person or thing. For
example & ? +$ $ ' $ means ‘to know’. When it comes to ;+8> <(, it become & k+$ & $ j$ which means ‘to give
knowledge or educate’. Similarly #& Y F Z$ #$ Y? m? means ‘to remember’. When it comes to ;+8> <(, it become
#& kYZ? & #$ jYm? which means ‘to remind others’.
• You can yourself make the other words of all verbs and nouns in the same way as you did in the !#9
. If required, get help from the \MY # of += <(. Make \MY \L # from: ;-8> (to explain),
*($#l (to test), ;,G> (to complete), nM> (to preach), \YZ> (to remind), Q-5> (to install)
Test Yourself
Fill in the blanks by putting the meanings of words in red color. Frequently use the tables given in previous
pages. The meaning of the )- is given in this table. You have to adjust the meaning to make it an
appropriate verb or noun. Also mention the name of verb or noun, chapter, number, gender and case (if it is a
noun) of each word.
i
$ ,' ?$+6
?$
upon you and ______ over the
world nations.
Dear Reader!
Build Your Personality
In this lesson, we shall study Surahs of the Quran which
is famous for its eloquence and rhyming schemes. At “Peace” is the most important thing for
this level, you are able to understand Arabic text. any religious and intellectual growth.
Therefore, we’ll provide you with meanings of those Never compromise peace in your society.
words / phrases which are new to you. Complete Avoid those who spread violence and
translation will not be provided in the answers book. speak in an enraged language.
T#
f,1T#
s(
]F )$ &
1 GF A? 1 YF $ F M1 $' ]? $4
$ 6
$ c $ 1 ,$ 6
$ ?E$ 'Zj
.#X '.? 0{ 1 `$ k;YF ?$ $ U& $ & 6 ,& 6
' ' $(' 'Zj
$ )$ $M>$
f1 ' f' ,$ T1 "#
' 6 E$ ' $#>$ $ D.$M' c {
$$,$ $ M1 $ $? E$ 'Zj
.)& F8L$ 6
& '+$ 6
$ U& $ D ,$ $ f& s
$ T1 ?
$ U& $ D'$E #& - $ M$6
$ 1 ?=' Q
1 ' p? 5$ f' 1 >$"#Y? #$ -
$ M$6
1' )1
"F .){ FvF f1 ' $#>$ ;6 U$ #$ -$ M$6
1 ' )1 ? c
{ & ?8>$
.\Xs' T$
f$ 'Zj'$ .\ ' +' "s
< $
?Z$ 1 3& ? $/1 @$1 ?$ i
' ' $"r' D&)& $U5$6 +$ $ $ _ $ '($-,$ (' $/1A
0y $,"s
"5"2$ 1 p? ?$
& ",$ >$ !& ?G>$ .)& F8>$ $ U' $ Dp'3`$ $3?
&+,' $ $3'
Fp6F
?m=' .\ &-
' ,$ 6
w $ 6 ('$ $ "53$ $ < &
?Z$ 1 3' ~(#$ ('
? Y?
$5(1jZG? ? #X 'Z/$ $/0y $ 1 .? ?($
F?. .#X 'Z/$ 1 GF >'}6 $ 1 ?? $3@&/$$ E$ 1 3& ?}?$ JX 1 ? $3' $ p' 6F $,jYF ' 1 L$ 6
f1 '
' "5YF $ ;F p' +1 /$ 1 ? & ,$ s1 /$ "5YF 1 ?
F?.$ .\ { M'Y? { $: ' jK=' 1 @&/1? d6 =' 0{ 1 `$ f1 ' & j
? "/$ $ $56 .F $
.\
' +' "s
< ' $4 1 zy Dp14s & ? 1 3' M'/1Z? ('
F#$ @$1? .\
' +' "s
< ' $4 1 ?
Explanation Word Explanation Word Explanation Word
{'p@$s1 & {
$# ' ?$ D' $ 'r,1 $ f1 "? $U1 ? ' 3' 1 $ ?$ DMG' & 'r1,$ f1 ,$ ? ? .){ F8/&$
'Zj
$ U& ;6 .F .d? &#GF r 1 >$ $ D '.? ]? $ '6 zy
$ )$ $-(1zy
$ $ ,1 "s
1 GF ? ;? +$ $ $ 1 YF }?r $ /? 'Zj
$ U& ;6 .F
& 6 +' 6
$,"/=' ;6 .F .i $ .' !' $ 1 @&5FY d6 =' & 1 $ 6
?ZU$ $@$ d? FFp$$ .d? &#r $41 >& ' 1 ?='$ x ' )1 zy
' 1 YF ?)$ m?
' (' 1 @&5FY 'Zj
?ZU$ ;? '.$
? Y? f$ 'Zj
& && O 1 ?' *D 8? 62& & 1 ?)$ ",? ? .i
X M'& #X 'Z/$ $/? $,"/='$ ' j
$ 51 '
;6 .F {'? < {
?Z$ f1 ' f$ '#' ?G6
\ &% ' & f1 ,$ ? $5,$ T' )$ 1 ? '+$ f1 $ $ & j
'5G? ? U1 ? d6 =' 1 @&1?)$ ? ;6 .F .d? &">$
1 YF & $ _ $ M$ 1 ? d6 =' 1 @&1?)$ ? ;6 .F .i
{ M'& { $: ' $ U& f1 $ d? &,? +1 @$s $ ? $56 jY$ >$ ' 1 ? $ $ ' (' "5$ f& ,$ 1T"#
$ U&
{i+' $ 0{ $,(' 1 GF '>}6 $ f1 ,$ ?
D)1S?
Explanation Word Explanation Word Explanation Word
He protects \
&%
' & Deception, illusion ){ &#SF He thrusts (in the
earth)
'sH
1 $
We relied upon $56 jY$ >$ They insist
A%? Swinging )& &,>$
It sinks down deeply
D)1S? Arrogance, rebellion @&& A stone hurling wind DM'$T
Clean & fresh i
{ +' $ Dislike, antipathy ){ F8/& Curse \
' G' /$
T#
f,1T#
s( p
]F )$ &
$+? $ "/='$ .d{ &5,1 $ #$ 1 S?
D#1zy $ ? jd='$ .d{ &5%
1 ,$ (' $ ~()$ *' ,$ +1 5'(' O
$ /1? $ .d? &#vF s 1 $ $$ ' ? p? 6
$ d
$ U& $ ' ' 'M$ f1 $ j;:$ f1 ,$ (' & ? 1 ? $ U&
$ "()$ jd=' .dF &@86 ,$ 6
1 GF ~}?(' .d? &#- ' M1 &$ #& -' M1 @&s
$ ? .{ 'q$ { F E&
2{ ",U$ .i { 3' $ { jT$ j;YF 1 v' >& K$ .d? &5U' 1 &? f& U' 1 >& 1 ?
A!$ .i $ ('kZG? ,& 6
1 v' >& ? .f$ '@$31 ,& 6'( & ? 1 ?
' 1 ? $ ?@1 >&
?m=' .i
$ 5'($$ { $
?m d? ?Y d6 ? .{ '/2$
$ 'm? $ +1 ($ ;@&& .{ '? { @$+1 & #' 1 H
$ 6 ' [
{ "5$ .{ ',5$(' 0{ "r$
.P' F#1 H & 6
?$ & ,& s ' 5$$ .i $ '"zy
\ & ' $? ? ?. $5>&$
$31 ? $ $ ?v? .d? &56 @$s
1 $ K$ .i $4 ' M'- 1 & $3"5& #' -1 $?
&,s $ .6 ? m6 =' *' "5%
$ 6
<
$ $4 1 ? $/1 ? ($ $,Y? 1 U& $/1 ? ($ "/='
d6 =' 1 GF '#1 T$ ?$
&S6
d6 ? .i $4 ' M'- 1 &
$!$5@$? .t' #' "-?Y O 1 4 $ M$ 1 }?? .d? &,R'$/ 1 U& $ $ ~()$ f1 '
X R'?
!{ #1 T$ ?$
1$ S? $ .i X G' s 1 ' 1 GF 1 ? $ P$ 1 $6
$3"5? E& 1 $ K d6 ? .d? &@? $H@$$ 1 U& $
Fp? v? /? .i $ ' )' $ 1 @&5FY
K1? 1 GF ? ;6 .F ? 1 ?? 1 3& vF $ 1 ? ? ?. .d? & 1 $ f& 4 1 /$ ;6 ($ .d? $? "/='
F?. $U1 ?)$ ",? ? .f$ ')!' ?.
"/=' $5? 1$ $
F?. .d? &$ $@$ { +1 ($ ?$ 1 3& & +1 ($ ;? M$.6 }?? .i
$ ,' '?V "5YF "/=' $5~()$ d? $4M1 &
F?. .d? &4~Ms $ >&
.d? &MS'
$) $5~()$ ?=' "/=' $351 '
D#1E$ $5?' M1 & d6 ? $5A()$ $s$ .i $ S' ? "5YF
Explanation Word Explanation Word Explanation Word
.' '+"5
c
' "5$ 1 3' ~()$ $ 51 ' i $ p' "@,& 6 ' jd=' .d? &,? +1 $
&/?Y 1 ? #& M$Y6 ? ]' #$ E'
< &
?Z+$ ?$ < &
?Z+$ 6
$ 'Z? Y?
1 GF ? jd=' ?d&)& 1 >$ ' ' <X $@Y' 1 GF ? P1 ? ?d&,GF 4 1 >$
$ 1 Y? 1 GF ? $ $i' #' % 1 ,& 6?Y i $ ,' ' s
1 ,& 6
F;+$ %
1 5$? ?
?d&,GF 4 1 >$ $,? 1 GF ? jd=' *' $ $p' 6
P' 1 $ ?=' *b L$ '$( $51 ? $ db $,1 ? 1 GF ? P1 ? .d? &#"H$ >$ $,? ' '
f1 $
& r $ G6 & P$ 1 $ !i
$ .' !' $
&/?Y d6 =' 1 3' R'?Y#$ r & ('
&>}6 $6 ? 0 ?Y#$ `& 1 3& ? P1 ? X'2$
$ 'Z? (' 1 3& A? &36 $
?=' d? 1 $ 1 &
&/?Y 1 .? $ *b jm' 1 3& pF U$ #1 >$ 1 U& )& $-(1? *D +$ `' $E .d? &+'v@$s 1 $ ? !' &%As
?=' d? 1 $ 1 &$ u { $
.d? &,? +1 $ K F 1 T$ f1 ' 1 3& & )' 1 @$s 1 5$$ ' '4 $ 6
?Z3$ (' < & kZG? & f1 $ $ '/)1 Z? ? .d? &,'$ 1 U& $ !' &%As
.i
X @'$ '1 Y? jd=' 1 3& ? '1 F$
K$ $ ~()$ ' G6 4 & ' #1 M' 1 ? ?d&M@&G6 $ 1 3& ? Q & 1 L$ 6
1 U& $ 51 ' P1 ? ?dFp? 6 & P{ #$ L1 $ f1 ' 1 3& ?
D#1? 1 3& F}?s
1 >$ P1 ?
$ U& $ 0'
#$ +$ 6'( Z? M'5&? ' ~()$ f1 ' *b ,$ +1 /' & Y? )$
$>$ d6 ? K1? .PX FqG6 $ $ U& $ $!$/ m6 =' c ' &46
Q ' T' $-Y? f1 FG>$
",? 1 U' )' $-(1}?(' $ /$Fp'1 &?
? Y? f$ 'Zj
&!?G$ d6 ='$ .i $4 ' '"-
f1 ' & ? +$ % $ ? & A()$ & $M@$1 ? .PX &Z6 $
.i $ ,' ?$+6 ' #X Y6 m' jK=' $ U& $$ .db &5% 1 ,$ ? & "/=' d? FFp$$ #$ Y6 kZ
&+,' $
Face the Challenge!
Specifically note the metaphors, parables, allegories & figurative meaning used in this lesson.
T#
f,1T#
s( *.46
]F )$ &
FG' U1 }F? !& &,? "}?? .*' $ )' ?p6'( !X $$ !& &,? O 1 ($jZY? .*F j.$46
$ $
$)!1 ? $$ .*F j.$46
$ .*F j.$46
NDs & T& P{ "? *? $/'$,?$ { $? $ M1 $ 1 3' 1 ? $ $U#$ "H$ .*{ $>'$ #{ $ #1 $ _ { '#('
FG' U1 }F? !X $ "?$ .*' $S' jv'(
f1 $ $ dF 1 $ #1 ' 0y $$ .*{ $.' $( f1 ' 1 3& ? $#>$ ;6 3$ ? .*{ $' E$ ;{ H 1 /$ 2& $%1 ? 1 3& "/}?Y? $#1 $ $3' P$ 1 ?p6
$#@$?
0 $,6
$L? ",? "/=' .*D $('
$) ]D Z? E1 ? 1 U& Z? E$ }?? 1 3' ~()$ ? &)$
1- $ +$ ? .*' ?' $H6'( c & ?G8' >$1 ,& 6
$ & ? M1 .?
.*b $'
$ db mF F $3$+' >$$ ]D #$ Y' Z6 >$ 1 GF ? $3?+$ %
1 5$' .*' $)' $%6
' 1 YF $56 ,$ T$
O1 +$ .? $ Z{ '$ 1 $? .]D $ T'
$ *D jY!$ $@jY& ? F $M%
' 6
$ x
& )1 zy
O 1 ?,' T& $ .]b $ T'
$ *b H $ 86 /$ )' A-
' $ 8' /&
?m'?
1 3& .? 1 ?
$ ~()$ $ #1 $ ;F ,' 4 1 $$ $3R'$)1 ? ?$ & ? ,$ 6
$ .*b $U'
$ Z{ '$ 1 $ $ 3' ? 0 $,"s
O 1 jpr $ /
$ .*F +$ .'
$6
P1 & $U F Fp$? ' 5'',$(' & ($$@Y' $ >'F f1 $ "}?? .*b $' $E 1 GF 51 ' ?8H 1 >$ K d? &:#$ +1 >& Z{ '$ 1 $ .*b $/'$,? Z{ '$ 1 $
.*b $/'
$! $3F Fv.F .*{ $'$ *{ "5$ ' .*{ $: '
$) *{ r$ ' ' $ 3& ? .1 $('$sT' u { & ~/? O & 5$5V? ~/=' .1 $('$@Y'
0#$ .6
.*' $'$H6
P' "zy
' 1 @&86 ? 1 ? $,(' D'5U$
&(#$ `1
$
FYF
Explanation Word Explanation Word Explanation Word
O1 /$?Y $3@$1 ? $ .1 $('$sT' $ )' !1 ? 1 ?$ .1 $('$@Y' c
$ F 1 ? '5@$1 ? $ F Fp$? ' '$,r
' (' & ($$@Y' $ >'F f1 $ "?$
' "F .& $ $ '4% $ 6
"F .& L& ? & FZE& .1 $/'?v6 & ~5$ $ ? U$ .1 $'$ ~5$ $5S6 ? $ .*? $: ' ?p6
$ D '.? #{ ' $` ' 1 p? (' $ U& $$ .t{ #' Y? { &)$ F 1 p? ? & "/=' .d? &#- ' M1 >& K $$ .d? &#- ' M1 >& $,(' & s ' .6 F N ?
$ +1 ($ $51 ? $ ? "p? >$ 1 ?$ .i $ ,' ?$+6
~<)$ f1 ' ;b '51 >$ .d? &#jYZ? >$ $ D '.? f{ U' ?Y ' 1 p? (' K$ .d? &5' 1 >&
& "/='$ .f$ '' $T & 51 $ { T$ ? f1 ' 1 GF 51 ' $,? .i $ >'$ 6
& 51 ' $5+1 v? p? ? "F .i' ,' $6'( & 51 ' $/Z6 E$ zy .;' '?.zy
He fabricated lies ? "p? >$ So bind him, chain him & FGF 1 ? Authority, government 1 $/'?v6 &
Life vein, aorta i
$ >'$ 6
Friend, intimate X ',T$ So chain him by his neck & L& ?
Those who create
hurdles
f$ '' $T Washing water for
wounds
i
{ ' s
1 S' The Hell $ '4%
$ 6
Regret ]b #$ s
1 T$ No. I present as evidence & s
' .6 F K Take him to &
$
T#
f,1T#
s( J
' )' $+,$ 6
]F )$ &
a
& A#
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'm ' j
f1 ' .X '
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dF FG>$$ .;' 31 ,& 6?Y 0 $,"s
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d6 ? 1 3& 51 ' ¡
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f1 $ .i $ +' v' 31 & $ ? M$.'
? Y? f$ 'Zj
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$ u ' )' $r,$ 6
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.i
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1 /$ $$ 1 3& 51 '
D#1E$ ? ~M$&/ d6 ? ?$ .d? &)!' ?p?
D
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f1 ' d? &#& H
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f,1T#
s( a/ ]F )$ &
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d6 ? .i X M'& #X 'Z/$
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D)
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1 3& >&1 $ !$ ~/=' "F .
D)$MG6 @'1
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$
A# $ ?$ 1 3& ($$'
1r $ L1 @$1
$ 1 3' /'
?m ' 1 3& +$ ('$?
F+$ $ 1 3& ?
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D)j8S? d? ?Y & "/=' 1 GF "()$
' L1 @$1
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D)
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D)$3'
1 GF ? $ .
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{ "5$ 1 GF ? ;6 +$ %
1 $$ i $ 5'($$ {
$1 }?(' 1 FY!1 ' ,1 &$ .
D)
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“.
D)
$6 ? 1 GF p? ? E$ 1 .? $ .
D)?.$ ' j' d?  >$ K
Explanation Word Explanation Word Explanation Word
They drew over them (as a
gesture of dislike)
1r
$ L1 @$1
Marked targets in a race,
altars for sacrifice
Q
{ -
& /& Running hastily i
$ +' v' 31 &
They persisted on
A#
$ ? They run d? &' & In multitudes f$ ''
Openly
D)$3' It is not delayed #& "E$ & K Those who lose in a
race
i
$ .' &Ms
1 $
Heavy rain, abundant
D)
$)1 ' It did not add to them 1 U& !1 ' $ 1 ? They think or chat
&:&H$
Majesty
D)?.$ Escape
D)
$#' Graves ¢
'
$1 zy
In different ways
D)
$6 ? Fingers $ ('$? Rapidly D
$#'
.D
$#' w$ ,1 "r
;? +$ $ $
D)&/ "f3' ' #$ ,$ p? 6
;? +$ $ $ .D.$M' c{
$$,$ $ M1 $ & j
$ ? E$
$ 1 Y?
1#$ >$ 1 ??
x
$ )1 zy
1 GF ? ;? +$ $ & j
$ .D
$#E1 =' 1 GF & #' H
1 &$ $3' 1 YF & '+& "F .D>$M/$ x' )1 zy
f1 ' 1 GF @$M$/1? & j
$
.D$%' D M&& $351 '
FGF s
1 @$' .D$s('
.
D)"MYF
D#6G$
&#G? $ $ .
D)$sE$ jK=' & & ?$ $ & F$ & !1 ' $ 1 ? f1 $
&+M$">
$ '/1 -
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D\'Y?
: $ ? 1 .? $ £D
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$& K$
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F?.$
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!1 ' >$ K$
.
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d' &! f1 ' 1 3& ?
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D)"!$ f$ '#' ?G6
f1 ' x ' )1 zy
?$ )1 Z? >$ K !~<)$ ” a X &/ ? ?.$
K$ c
' $5' 1 ,& 6
$ i
$ 5'' 1 ,& 6 '$ D5'1 & '@1 ($ ;? E$ !$ f1 ,$ '$ "$ '
$'$ ' 1#8' S6
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D#'? jK='
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!1 ' >$
Worth Reading
Form of religious rituals is very important but their real spirit is more important. Read
the details in: http://www.mubashirnazir.org/PD/English/PE02-0017-Spirit.htm
Do you know?
When something about future is confirmed and beyond any doubts, it is described in the
Past Tense to demonstrate its inevitability. You’ll find a lot of examples of this style.
They deviated
:
$ ? Mountain passes D$%' One over each other D.$M'
They were drowned
F.#' S6 F They devised a scheme
&#G? $ Lamp D
$#'
Living
D)"!$ Great
D)"MYF He grown you up 1 GF @$M$/1?
Extremely unbelievers
D)j8Y? Don’t leave them at all jd)& Z? >$ K He will take you back 1 YF & '+&
Ruin
D)$M>$ Different gods of ND
$& ND
!$ Spreading D$s('
Noah’s people.
Also worshipped N$u&+$ N?¢&L$ So that you walk
FGF s
1 @$'
D#1s/$
by the Arabs in
later centuries Ways, plural of ;M
D M&&
T#
f,1T#
s( f%
' 6
]F )$ &
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Fp? ? ~f%' 6
f1 ' #X 8? /$ $ ,$ @$1
& "/? "?=' $ T' F ;6 .F
$53& '8$ F Fp$ d? ?Y & "/?$ .
D?$ K$ *D M$T' $ Z? H $ ">
$ $5~()$ A$ ?$+>$ & "/?$ .
D$T? $5~(#$ (' $ #' r 1 /& f1 ?$
w' /'
f1 ' b $)' d? ?Y & "/?$ .D('ZY? ' j
?$ Af% ' 6
$ w& /'
? Fp>$ f1 ? d6 ? "55$V? "/?$ .Dv?v`$ ' j
?$
"/?$ .
D$T? & j
? +$ M1 $ f1 ? d6 ? 1 @&5$5V? $,Y?
A5V? 1 3& "/?$ .Dp$U)$ 1 U& &!
$? ~f% ' 6
f1 ' { $#' (' d? Fm&+$
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.
D!$.' $ R'
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"5' "/?$ .
D$`)$ 1 3& A()$ 1 3' (' !$
$)? P1 ? x ' )1 zy
' f1 ,$ ('
f1 ,$ ? ' (' "5$ $3& 6
$5+1 ,' $ ",? "/?$ .D($#U$ & $ % ' +1 /& f1 ?$ x ' )1 zy
' $ j
$ % ' +&/ f1 ? d6 ? "55$?V "/?$
$ '?1 }F? $ ? 1 ? f1 ,$ ? d? Fv' ?p6
"5' $ d? &,' s
1 ,& 6
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"?$ .
D$`)$
1"#4 $ >$
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1 $ ' ~()$ #' Y6 m' f1 $ x
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?$
&?p@$1
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D$T? ' j
$ $
&1 >$ ? ' j' $ ' $s,$ 6
jd?$ .
D$+ $ D(
?Z$
.
D$M' ' 1 ? $ d? &/FG$
Explanation Word Explanation Word Explanation Word
f1 ? ~/=' :;6 .F .
D$`)$ K$
D#: $ 1 GF ? & ' 1 ? K ~/=' :;6 .F .
D$T? ' (' & #' `1 F K$ ~()$ &!1 ? $,"/=' :;6 .F
$ j
7' +1 $ f1 $ $ ' >'K$)' $ ' j
f1 ' DS$( jK=' .
D$4@$6 & ' /'&! f1 ' $ ' ? f1 ?$ X T$ ? ' j
f1 ' '/\ $% ' &
& +$ :1 ? f1 $ d? &,? +1 $s
$ ? d? &$ & $
1?$)
?m=' "@T$ .
D$(? $3' f$ ''$E $ "53$ $ )$ $/ & ? jd'? & ?&)$ $
? Q ' 1 L$ 6
& '$ .
D$? ~()$ & ? ;F +$ % 1 $ P1 ? d? &$ &> $ Q X '#.? ? ')!1 ? d6 =' :;6 .F .
D!$$ ; .? ?$
D#'$/
.
D$)$ ' 8' 6 E$ f1 ' $ ' 1$ $ f' 1 ($ f1 '
& F s
1 $ & "/'? { &)$ f1 ' $>$)1
f1 $ jK=' .
D$T? ' M'1 S? ?$ #& 3' q6 &
.
D!$$ 0{ 1 `$ j;YF $-T1 ?$ 1 3' 1$ ? $,(' ? $T?$ 1 3' ~()$ c
' K$)'
&L? (1? 1 .? d6 ? $ ? +1 $'
T#
f,1T#
s( ;' ~",& 6
]F )$ &
"/=' .
D '>#1 >$ d? #1 pF 6
;6 ~>)$ $ ' 1 ? $ !1 2' 1 ? . D '.? & 51 ' 7
1 pF /1
1 ? & 8? -
1 /' . D '.? jK=' ;? 1 j
1 .F .;F ~",& 6
$3A? $
D41M$ )' $3"5?
' $ ? jd=' . D '. P& $ .6 ?$ D6$ A`$ ? $ U' ;' 1 j
*? ?'`$/ jd=' . D 'p? KD 1 .? $ 1 ? $ 'p6 5&$
.D 'Y$ & Z6 H ' ">? $ U& jK=' $ ?=' K < ' #' L1 ,$ 6
$ u
' #' r 1 ,$ 6
A<)$ . D '@M1 >$ ' 1 ?=' ;6 "@M$>$$
$ ~()$ $ 1
#1 YF m6
$ .D '?
.
D ' .? 1 3& 6 ~3$ $ *' ,$ +1 "5
'F i $ ('kZG? ,& 6
$ '/)1 m? $ . D ',$
D#1%U$ 1 U& #1 % & U1
$ d? FFp$ $ ?$ #1 M' 1
$
O
1 /$?Y$ F $M%' 6
$ x& )1 zy
& & #1 >$ P$ 1 $ .D,'? D(
?Z$ $ *{ "-SF
?m D$+? $ .D,'4$ $ KD ?G/? $51$ ? jd='
.KD &)$ d? 1 $ #1 ' ?=' $56 $ )1 ? $,Y? 1 GF 1 ? $
D'U$` KD &)$ 1 GF 1 ?=' $56 $)1 ? "/=' . D '3$ DM'Y? F $M%' 6
.D '($
DZ1E? & $/Z6 E$ }?? ? &"#
dF 1 $ #1 ' $-+$ ?
Explanation Word Explanation Word Explanation Word
Disbanding heaps of
sand
D '3$ DM'Y Tasks to do D41M$ Decrease from it & 51 ' 7
1 pF /1
A dreadful punishment
D '($ Devote yourself to God! ;6 "@M$>$ Increase to it ' 1 ? $ !1 2'
' Z' U$ jd=' .KD &+86 $ & & 1 $ d? ?Y ' (' #X v' 8? 51 & 0 $,"s
.DM'` d?
$6' 6
;F +$ %
1 $ D1$ 1 > 8? Y? d6 =' d? Fp"@>$
$ 1 G? ?
.
D 'M$ ' ~()$ ?=' Z? H $ ">
0y $` f1 ,$ ? ]b #$ Y' Z6 $>
)& ~p? & & j
$
$ +$ $ f$ 'Zj
f1 ' *b 8? R'?$ & ?F F$ & 8? -
1 /'$ ;' 1 j
?F F f1 ' $/!1 ? P& Fp>$
$ "/? & ? +1 $ $"()$ jd='
dF FG$$ d6 ? $ ' $ d' #1 pF 6
f1 ' #$ "s$>$ $
0$#.6 ? N1GF 1 ? $ < $ $@? & &-4 1 >& f1 ? d6 ? $ ' $ )$ $3"5
$ ;? 1 j
' j
;' 'M$ ' d? F>'?p& d? &#E$ $ ' j
'; 1 ? f1 ' d? &L@$M1 $ x ' )1 zy
' d? &(#' 1 $ d? &#E$ $ $:1#$ 1 GF 51 '
&~p? >& $$ D5$sT$ D:1#.? $ j
&:#' .6 ?$ ]? ?Y"
&> $ ]? "-
&,'.?$ & 51 ' #$ "s$>$ $
0#$ .6 ?
.X 'T)$ )X F8S? $ j
jd=' $ j
' L1 @$1
$
D#1? $ q? 1 ?$
D#1E$ $ U& ' j
$ 51 ' & &%' >$ #{ 1 E$ f1 ' 1GF s
' 8F /1zy
T#
f,1T#
s( #' k",& 6
]F )$ &
.#& 'G6 @$s
1 >$ f1 5&,1 >$ K$ .#1 % & U1 ? $ 1 A#
$ .#1 ~3v? ?
$ ($$'$ .#1 ~MG? ? $ "()$ $ .)1 Z' /?}? 1 .F .#& k",& 6
$3A? $
.\
{s ' $ #& 1 S? f$ '#' ?G6
?$ .\Xs' $ PX 1 $ Z{ '$ 1 $
$ 'Z? ? .)' F."5
' #$ p' /&
?m'? .#1 M'
1 ?
$ ~(#$ '$
& ,$ v6 $ "F .
D'3,1 >$ & ? c
& 1 "3$ $ .
D!&3`& i $ 5'($$ .
D!&,1 $ KD $ & ? O & 6 +$ $ $ .
D'T$ O
& p6 ? E$ f1 $ $ '/)1 m?
;? @'.F "F .)$ ".?
$ 1 Y? ;? @'pF ? .)$ ".? $ #$ jG? & "/=' .
D!&+
$ & pF U' )1 }F$ .
D'5$ $5>'$
d? ?Y & "/=' jY? .$ '2? d6 ?
.)$ ".?
$ 1 Y?
Explanation Word Explanation Word Explanation Word
.#' r $ M$6
F 1 .? jK='
?ZU$ d6 =' .#& ?1 & #X 41 ' jK='
?ZU$ d6 =' ? ?p? .#$ M$G6 @$1
$ #$ ($!1 ? "F .#$ s $ ($$ w$ M$$ "F .#$ q? /$ "F
$56 +$ $ $$ .#$ r $ $ *? +$ s
1 >' $31 ? $ .#' r $ M$6 ' *b T$
"? .)& Z? >$ K$ 'pM1 >& K .#& p? $ $ $
$)!1 ? $$ .#$ p? $ ' ' 1 }F$
<
$ $@G' 6
&>F f$ 'Zj
f$ p' 1 @$s 1 $'
? Y? f$ 'Zj' *D 5$@1 ' jK=' 1 3& >$"' $56 +$ $ $$ *D G? R'$ jK=' )' "5
$<$4 1 ?
1 3' ('F.F ' f$ 'Zj
? Fp$'$ d? &5' 1 ,& 6
$ < $ $@'G6
&>F f$ 'Zj
< $ $>#1 $ K$ D/$o='
&5$ f$ 'Zj
!$
$!1 $$
& ? +1 $ $$ 0 $r$ f1 $ '31 $$ 0 $r$ f1 $ & j
; ' & $ 'Z? Y? D ?$
?Z3$ (' & j
!$
$)?
?m$ d? &#' ?G6
$ x X #$ $
.#$ 8? 1 ?
?m=' _ ' M1 A-
$ .#$ ($!1 ? m6 =' ;' 1 j
$ .#' ,$ p? 6
$ jY? .#' r $ M$6 ' $#Y6 m' jK=' $ U' $$ $ U& jK=' $ ~()$ !$ &5&
.#$ "E}?@$$ 1 ? P$ "p? @$$ d6 ? 1 GF 51 ' 0y $` f1 ,$ ' .#' r $ M$6 '
D#'Z/$ .#' M$GF 6
$T1 { $3"/='
$ .i $ ' #' %
1 ,& 6
f1 $ .d? F0y $s@$$ c { "5$ ' .i ' ,' $6
<$ $4 1 ? jK=' .*b 5$'U)$ O 1 M$s $ Y? $,(' w { 86 /$ ; YF
$ $ x & &H/$ "5YF $ .i $ G' s
1 ,' 6
& +' v6 /& & /$ 1 ?$ .i $ k-$ ,& 6
f$ ' & /$ 1 ?
F?. .#$ p? $ ' 1 GF G? ? $
f1 $ 1 3& ? $,? .i $ +' ' "r
*F $ ?8`$ 1 3& +& 8? 51 >$ $,? .i
& p' $6
$/$>? "@T$ .f' ~
P' 1 $(' < & kZG? /& "5YF $ .i $ ' R'$H6
d6 ? jK=' d? &#YF Z6 $ $$ .& #$ Y? m? 0y $` f1 ,$ ? .]b #$ Y' Z6 >$ & "/=' jY? .]? #$ E'
d? F$H$ K ;6 ($ jY? .]D #$ "r5$& D8&4 &
.]' #$ 8' L1 ,$ 6
;F U1 ?$ $p6 "@
;F U1 ? $ U& & j
0y $r$
T#
f,1T#
s( *p
]F )$ &
?($ .& $ ?q' $ ,$ % 1 /$ f1 j? dF $s/'
Q & s $4 1 $ ? .*' $
"j
w ' 86 "5'( & s ' .6 F NK$ .*' $ $p' 6
P' 1 $(' & s' .6 F NK
u$ #' ($
?m'? .*' $ $p' 6
P& 1 $ d? "? F }?s1 $ .& $ $? #$ % & 86 $' dF $s/'
& '#& ;6 ($ .& /$$5($ $ ~s $ /& d6 ? ?$ f$ ')!' ?.
.)$ 2$ $ K !jY? .A#8? ,$ 6
f$ 1? Z{ '$ 1 $ dF $s/'
F Fp$ .#& ,$ p? 6
$ w & ,1 "r
$ ,' & $ .#& ,$ p? 6
$ s $ E$ $ .#& - $ M$6
T#
f,1T#
s( ds/
]F )$ &
J{ r $ 1 ? *{ 8? v6 /& f1 ' d? $s/'
$5p6 ? E$ "/=' D
)FYZ6 $ D1 `$ f1 GF $ 1 ? #' U1 "
f$ ' i X T' d' $s/'
?$ $>? ;6 U$
f$ '#' ?G6 ' $/1 @$1 ? "/=' .
D)F8Y? "='$
D#'Y$` "=' ;? 'M"s
& $51$ U$ "/=' .
D\'-($ D+',$ & $56 +$ % $ ? ' '@$M1 /$
$3(' <& #$ r 1 $ D51$ .
D)F ?Y $3&
$' d? ?Y { }6 Y? f1 ' d? &(#$ r1 $ )$
$#(1zy
jd=' .
D\'+$ $ KD 6S?$ D ' $
P$ $+jv
d? &,+' v6 &$ .
D\v' @$s 1 & & A#`$ d? ?Y D1$ d? F$H$$ )' Z6 "5'( d? F& .
D\'%86 >$ $3/$&#~%8? & ' j
!& $M'
"/=' .
D)FG`& K$ 0|
$$ 1 GF 51 ' & '#/& K ' j
' 1 $ ' 1 GF ,& +' v6 /& $,"/=' .
D\'?$ D,'@$$ D5'Gs 1 ' ' ~MT& ?$
.
D)&#& $ ]D #$ 1 /$ 1 U& jp?$ P' 1 $6
$ 'm? "#`$ & j
1U& ?.$ ? .
D#'#v? ,1 .? D&M$ D1$ $5~()$ f1 ' & $H/$
.
D#'#3$ 1 2$ K$ Ds1,`$ $3' d? 1 #$ $ K ' R'
$)zy
?$ $3' i $ 'G' "@& .
D#'#T$ $ *D "5$
&#M$
$ $,(' 1 U&
$$ $
O
1 /$?Y < {
$Y6 ?$ *{ "' f1 ' *{ $/'¥'( 1 3' 1 ? $ & ?v&$ . D 'Z6 >$ $3F Fv.F O 1 ? kmF $ $3F'V 1 3' 1 ? $ *D $/'
$!$
$3' D51$ .D 'M§? 2$ $3&
$' d? ?Y D6}Y? $3' d? 1 p? s 1 &$ .
D#'p6 >$ $U&)".? *{ "' f1 ' #$ ')
$.? .#$ ')
$.?
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D)F5$
DF1 F 1 3& @$M1 s
' T$ 1 3& @$1?)$
?m=' d? &jH
$ & db
$6' 1 3' 1 ?$
& Fv$$ .D 'Ms
$ 6 $ ",s $ >&
T#
f,1T#
s( c#
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D#6Ym' c ' $p' 6 ,& 6? .D.1#? c ' ?.)' ?86? .
D#1r/$ c '
$#`' "5
$ .D81-$ c ' ?8
' $+6? .D1#& c ' $#1 ,& 6
$
F $M%
' 6
?m='$ .O 1 $ #' F 0 $,"s
?m='$ .O 1 s$ ,' F P& &%A5
?m'? .X .'
$? d? &$ &> $,"/=' .
D)6Z/& 1 ?
D)6Z&
';- 1 8? 6
P& 1 $ $ $
$)!1 ? $$ .;' -
1 8? 6
P' 1 $' 1O? ~F P{ 1 $ ~zy .O1 @$k.F ;F & A#
?m='$ .O
1 8? s
' /&
To leave no justification
D)6Z& We strengthened $/!1 $ `$ Over them 1 3& $'$
Warning
D)6Z/& Their joints of body 1 U& #$ 1 ? Silk
{ & 5&
Stars P& &%A5
The winds sent somewhere c
' $#1 & Brocade & satin u
X #$ M1 @$1 ='
They are dimmed O
1 s
$ ,' F One after another D1#& They were adorned
T&
It was torn apart O
1 $ #' F Those who blow dust due
to their speed
c
' ?8
' $ Bracelets )$ ' $?
It is crumbled into dust O
1 8? s
' /& Blowing dust speedily D81-$ Your effort 1 GF &+1 $
Its promised time arrives O
1 @$k.F Those who spread (clouds) c
'
$#`' "/ Gradually coming
down
D '51 >$
It is delayed O
1 ? ~F Those who separate c
' ?.)' ?86
Morning ]D #$ G6 (&
Those who reveal (in hearts
God’s power)
c
' $p' 6 ,& 6
Evening (from dawn
to dusk)
D '?
Worth Reading
The Muslim and Christian Histories have some strange similarities. What are they?
http://www.mubashirnazir.org/PD/English/PE02-0013-Similarities.htm
T#
f,1T#
s( M5
]F )$ &
.d? &,? +1 $$ jY? "F .d? &,? +1 $$ jY? .d? F8' @$H 1 & ' ' 1 U& 'Zj
!!!' 'q+$ 6
'M$"5
f1 $ ?dF0y $s@$$ "$
;? 1 j
$56 +$ $ $ D>$M& 1 GF $ 1 /$ $56 +$ $ $ D
$21 ? 1 YF $5p6 ? E$ $ D
!$>1 ? ? $M%
' 6
$ D
!$3' x $ )1 zy
;6 $+% 1 /$ 1 ??
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c 1 #$ ~& $
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$#`$ K$
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K$
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$#>1? Q $ '
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$T$ .
D2?8$ i $ p' "@,& 6 ' jd='
& 51 ' d? FG' ,1 $ K f' ,$ T1 "#
$,3& 5$1 ($ $$ x ' )1 zy
$ c '
$,$ "s
~<)$ .D($sT' 0| ?v$ $ ~()$ f1 ' 0|
$$ .D(
jZY'
$ 'm? .D(
$ $ ? ?.$ f& ,$ T1 "#
& ? d? m' ? f1 $ jK=' d? &,jG? @$$ K D8̈$ *F G? R'$,6
$ a & A#
P& Fp$ P$ 1 $ .D(?vE'
&
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0$` f$,? A4 $ 6
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.¦(
$#>& O
& 5FY '5@$1 ? $ #& ' ?G6
F Fp$$
Explanation Word Explanation Word Explanation Word
T#
f,1T#
s( c25
]F )$ &
.
D#1? c '
$#~($ ,& 6? .Dp1M$ c' ?p('"s? .D41M$ c ' $4('"s
$ .Dv1r/$ c ' ?v`' "5
$ .D.1#S? c ' $2' "5
$
"5R'? d? FFp$ .*b +$ `' $E $U)& $-(1? .*b 8? '
$ Z{ '$ 1 $ < X F.F .*F ? !'
"#
$3+& M$@1 >$ .*F 8? '
"#
& & #1 >$ P$ 1 $
]b #$ 1 2$ $ U' $,"/'? .]b #$ ' $E ]b "#Y?
Dm'= $ 6 >'
F?. .]D #$ H ' /$ D?q' "5YF
?ZR'? .]' #$ ' $46
' d? &!&!#1 ,$ ?
.]' #$ U' "s'( 1 U&
?m'? .]b $ T'
$
;6 pF ? .$L? & "/=' d? 1 $ #1 ' ?=' Q1 U$ m6
.¦F ' "p? ,& 6
'!
$6'( & A()$ &
$!$/ m6 =' .$& F 'T$ $ $> ;6 U$
#$ ($!1 ? "F .$-$ $ < $ jZG? ? .$#M1 GF 6
*? $
&
$)}?? .$rH 1 @$?
$ ~()$ ?=' $ $' U1 ?$ .jY$ >$ d6 ? ?=' $ ? ;6 U$
.?z
$ ]' #$ E'
? ?G/$ & j
& Z? E$ }?? .?1 zy
1 GF A()$ $/? ? ?p? .$!$5? #$ r $4 $ ? .$+s 1 $
© $ v? S6 ?$ .$U
"s $ ? $3G? ,1 $ $ ? )$ .$U$5($ 0 $,"s
P1 ? Dp6E$ A`$ ? 1 @&/1?? .$rH 1 $ f1 ,$ ' ]D #$ M1 +' ?
$ 'm? ' jd='
.$U$)1 ? ? $M% ' 6
$ .$U$#1 $ $ $U0y $ $351 ' J$ #$ E1 ? .$U$T!$ $ 'm? $ +1 ($ x
$ )1 zy
$ .$U$4: & J $ #$ E1 ?$ $3? 1 ?
& '4% $ 6
c
1 2$ ~#(&$ .$+$ $ dF $s/'
#& jYZ? @$$ P$ 1 $ .$#M1 GF 6
*F "jv
c 1 0y $
?m'? .1 GF ' $+/1zy $ 1 GF ? D$@$
.$}6 ,$ 6
$ U' $ '4% $ 6
jd'? .$/1A
]? $4
$ 6
#$ ? $ .$L? f1 $ "}?? .$#$ f1 ,$ '
Explanation Word Explanation Word Explanation Word
Its roof $3G? ,1 $ Who are returned d? &!&!#1 $ Those who tear out c
' $2' "5
He covered ©
$ v? S6 ? Original condition ]' #$ ' $46
In depth D.1#S?
He leveled it $U$T!$ Decayed out ]D #$ H
' /$ Those who blow c
' ?v`' $/
Its fodder $U$#1 $ Complete ]b "#Y? Those who swim c
' $4('$
He fixed / established it $U$)1 ? Loss making ]b #$ ' $E Those who lead c
' ?p('$
Calamity, disaster *F "jv
Shout, scold ]b #$ 1 2$ Those who plan c
'
$#~($ &
It was opened c
1 2$ ~#(& Awake in an open place ]' #$ U' "s
It will shake
& & #1 >$
He preferred #$ ? Name of Sinai Valley ¦F A shake like an
earthquake
*F ? !'
"#
Abode $}6 ,$ 6
He gathered #$ r
$ T$ Shivering with fear *b 8? '
$
Exemplary punishment ? ?G/$ Do we? / d6 = N"5R'?
*' $ "s
f1 $ $ /$F}?s
1 $ .$}6 ,$ 6
$ U' *? "5%
$ 6
jd'? .$3$ 6
f1 $ w
$ 86 "5
$3/$$ ' ~()$ P$ ?p$
$ $E f1 $ "?$
P$ 1 $ 1 3& "/}?Y? .$U$rH 1 $ f1 $ )& Z' 5& O
$ /1? $,"/=' .$U$3@$5&
$ ~()$ ?=' .$U
$#Y6 m' f1 ' O $ /1? $ ' .$U$#1 & d? "?
.$U$4:& 1 ? *D "r
' $ jK='
FM$6 $ 1 ? $3/$1 #$ $
T#
f,1T#
s( wM ]F )$ &
f1 $ "? .$#Y6 kZ
& +$ 8? 51 @$? #& jYjZ$ 1 ? .jY"$ & j+$ ? $ ')1 & $$ .2$,1 zy
& 0y $ d6 ? .j$ >$$ 1w $ M$$
& 51 $ O $ /1}?? .$rH 1 $ $ U& $ .$+s 1 $ $ 0y $ f1 $ "?$ .jY"$ jK? $ 1 ? $ $$ ."- $ >$ & ? O
$ /1}?? .$5L1 @$1
.]{ #$ 8? $ '1}?(' .]{ #$ "3v? & *{ $ F#1 $ .*{ $ "#G? &
{ 4 & & ' .& #$ Y? m? 0y $` f1 ,$ ? .]b #$ Y' Z6 >$ $3"/=' jY? ."3? >$
.& #$ "s$ ;? 'M"s
"F .& )$ "p? ? & p? ? E$ *{ 8? v6 /& f1 ' .& p? ? E$ 0{ 1 `$ ~? f1 ' .& #$ 8? Y6 ? $ dF $s/1'
;? @'.F .]{ )$ #$ ($ P{
$#Y'
.& #$ r$ /1? 0y $`
?m=' "F .& #$ M$.6 }?? & >$$? "F
.Dp̈$` x $ )1 zy
$5p6 p? `$ "F .DM
$ 0y $,6
$5M1 M$ $ "/? .' ' $+? ?=' dF $s/'
#1 qF 51 $6 ? .& #$ $ ? $ ' p6 $ ",? jY?
1 GF ? D$@$ .D(?$ *D 3$ Y' ?$ .DM6SF $ R'
$T$ $ . DH
1 /$$ D/&@12$ $ .DM1.? $ DM$5' $ .DMT$ $3' $5@1 M$/1}??
.1 GF ' $+/1zy $
1. This is a style of expressing an indirect anger in Arabic. Allah has talked to the Prophet angrily but His wrath is
directed towards the chiefs of Makkah who deviated from the teachings of the Prophet
. In order to
express Allah’s wrath on the chiefs, the Surah is not directed towards them to express Allah’s wrath over them.
2. The name of that blind man was Abdullah Ibn Umm Maktoom 5
:) who was a great and sincere companion.
He entered to the company of the Prophet while he was conveying the message of Islam to the chiefs of Makkah.
The Prophet frowned at him due to disturbance. Allah showed His disapproval for the chiefs of Makkah and asked
the Prophet to pay his full attention to his sincere companions instead of the arrogant chiefs.
Explanation Word Explanation Word Explanation Word
.i
$ ,' ?$+6
A<)$ & j
0y $r$ d6 ? jK=' d? 0$r>$ $$ .$ 'p@$s 1 $ d6 ? 1 GF 51 ' 0y $` f1 ,$ ' .i
$ ,' ?$+6 '
Explanation Word Explanation Word Explanation Word
It breathed w
$ j85$>$ It was published / laid
opened
c
1 #$ r
' /& It was wrapped (ceased
shining)
c
1 )$ ~YF
One who is obeyed [
{ ?v& It was stripped bare O
1 v? r
' YF It became dimmed c
1 )$ $ G? /
Avid, miser i
{ 5':
$ It was set ablaze c
1 #$ ~+& 10-months-pregnant she
camels (expensive)
)& $r+' 6
T#
f,1T#
s( )?v8' /
]F )$ &
O1 ,$ ' $ .c 1 #$ '+1 (& )& &MpF 6
?m='$ .c 1 #$ ~%F )& $4M'6
?m='$ .c 1 #$ ?@$/
Q
& Y'
$G? 6
?m='$ .c1 #$ v? 8? /
0 $,"s
?m='
' . $ ?$ +$ ? $
"s $ ? $ p? ? E$ 'Zj
.t' #' G? 6
$ ~(#$ (' $ "#S? $ dF $s/'
$3A? $ .c 1 #$ "E?$ O
1 $ ".? $ w X 86 /$
d? &,? +1 $ .i
$ M'>'?Y D
$#Y' .i $ q' ' $4? 1 GF 1 ? $ jd='$ .f' ~'( d? &(kZG? >& ;6 ($ jY? . $ M$jY)$ 0y $` $ ]{ )$ & ~?
.d? F+$ 86 >$ $
$$ .i $ M'R'$L(' $351 $ 1 U& $$ .f' ~
P$ 1 $ $3/$1 ? -1 $ .{ '4$ '8? )$ "%8F 6
jd='$ .{ '+/$ '8? )$
$#(1zy
jd='
.' j' Z{ '$ 1 $ #& 1 zy
$ D1`$ w
{ 86 5$' w
X 86 /$
& ' ,1 >$ K P$ 1 $ .f' ~
P& 1 $ $ $
$)!1 ? $ "F .f' ~
P& 1 $ $ $
$)!1 ?
T#
f,1T#
s( f$ 1 8' j8v? ,& 6
]F )$ &
K? .d? &#s 'H 1 & 1 U& &/2$ $ 1 ? 1 U& F?Y
?m='$ .d? F1 @$s 1 $ ' "5
?$
F$@Y6
?m=' f$ 'Zj
.i $ 8' k8v? ,& 6 ' ;b 1$
)' "%8F
< $ $@Y' jd=' jY? .i $ ,' ?$+6
~<#$ ' & "5
P& Fp$ P$ 1 $ .{ 'q$ P{ 1 $' .d? F&+M1 $ 1 3& "/?
$ '?F AfqF $
P' 1 $(' d? &(kZG? & f$ 'Zj
.i $ ('kZG? ,& 6 ' Z{ '$ 1 $ ;b 1$ .PX F.#1 $ <
X $@Y' .i X ~%' $ $
$)!1 ? $$ .i { ~%' '8?
“.i $ '"zy
\ & ' $?” ? ?. $5>&$ ' 1 ? $ ?@1 >&
?m=' .{ '? { @$+1 & ; YF jK=' ' (' <
& kZG? & $$ .f' ~
i
$ M'>'?Y
the angels who record
The register of prisoners i
{ ~%' all good & bad deeds It is burst forth c
1 #$ ~%F
Written PX F.#1 $ They will jump into it $3/$1 ? -
1 $ It is opened and they are
brought forth
c
1 #$ '+1 (&
That who crosses limits { @$+1 & Those who give in
deficient measure
i
$ 8' k8v? & What has deceived you? $"#S? $
They measure to buy
something
F$@Y6
He fashioned you $
"$
$3(' <
& #$ r1 $ D51$ .{ '5s 1 >$ f1 ' & &
$' $ .d? &s' $5@$,& 6
w
1 ? $5@$$6 ?
$ 'm? '$ X s 1 ' & & $@E' .P{ &@H 1 $
.d? &("#p? ,& 6
?='
&M? p? /
?m='$ .d? &$ $L@$$ 1 3' ('
A#$
?m='$ .d? FG4 $1 $
&5$ f$ 'Zj
f1 '
&/?Y
&#$ 1 ? f$ 'Zj
jd='
P$ 1 $6? .i
$ q' ' $T 1 3' 1 ? $
F' )1 F $$ .d? $? 0' K&U$ jd='
F?. 1 U& 1 ?)$
?m='$ .i$ 3' G' ?
&M? p? /
1 3' ' U1 ?
?dF+$ 86 $
&/?Y $ )& j8GF 6
<$ ~F ;6 U$ .d? &#qF 5$
' R'
$)zy
?$ .d? FG4 $1 $ )' j8GF 6
f1 '
&5$ f$ 'Zj
Do you know?
The literature of a nation is directly affected by its geographic, social, economical,
religious and political conditions. Arabs used to live in a harsh desert. Its
conditions have affected the Arabic poetry and prose. Arabs describe two types of
winds: Eastern Wind M !( and the Hot Wind P,$ !(. The first one is considered
nice. Arabs used to enjoy it a lot and poets considered it their friend. The other is
considered bad. The Quran has described it as an allegory for the Hell e.g. < & $4
1 ?$
{ ',T$ $ P{ &,$ ' ' $,~r
<
& $4
1 ? $ ' $,~r
.
Worth Reading: Aurengzeb Alamgir was the last successful king of India. He felt
a great problem about his education system. Read more:
http://www.mubashirnazir.org/PD/English/PE05-0001-Aurengzeb.htm
T#
f,1T#
s( upr/
]F )$ &
O
1 /$m' ?$ .O
1 jH
$ >$$ $3' $ O
1 p? 6?$ .c
1 "& x
& )1 zy
?m='$ .O
1 jpT& $ $3~(#$ ' O
1 /$m' ?$ .O
1 jpr
$ /
0 $,"s
?m='
.O1 jpT& $ $3~(#$ '
Q
& $ $4&
$ 1 s
$ ? .' 5'',$(' & ($$@Y' $ >'F f1 $ "}?? .' '.&,? DT1Y? $ ~()$ ?=' a X !' ?Y
$ "/=' dF $s/'
$3A? $
.
D)&#s
1 $ ' ' U1 ? ?=' Q& ' p? 5$$ .
D\'s$ D($sT'
.
D)&#s
1 $ ' ' U1 ? ' d? ?Y & "/=' .
D\'+$ ?-
1 $$ .
D)&MF &1 $
$ 1 s $ ? .' #' 31 V? 0y
$)$ & ($$@Y' $ >'F f1 $ "?$
.
D\'-($ ' (' d? ?Y & "()$ jd=' ?($ .)$ &4$ f1 ? d6 ? "fV? & "/='
K 1 3& ? $,? .{ M$? f1 $ Dp$M? "fM&Y? #1 @$? .$ s $ ">
?m=' #' ,$ p? 6
$ .$ $ $ $$ ;' 1 j
$ .' 8? "r'( & s ' .6 F ?
$,(' & ? 1 ? & j
$ .d? &(kZG? &
? Y? f$ 'Zj
;6 ($ .d? &% &s 1 $ K dF #1 pF 6
1 3' 1 ? $ ¡
$ #' .F
?m='$ .d? &5' 1 &
.d{ &5,1 $ #& 1 S? #X 1 ? 1 3& ? c
' $4'"-
F,' $ $
&5$ f$ 'Zj
jK=' .{ '? < {
?Z+$ (' 1 U& #1 ~rM$? .d? &&
Note: The Quranic Surahs from “Al-Mulk (No. 67)” to “Al-Naas (No. 114)” describe the complete stages
of the call of the Prophet Muhammad
from beginning till end. You have read half of them in
this lesson. It is better to study again from “Al-Ma’arij (No. 85)” onwards which are included in the
Lesson 1A of Level 3 in order to get the complete picture described by the Quran.
It grows to full $ s
$ ">
Happy
D)&#s
1 $ It was right for it O
1 jpT&
You’ll definitely ascend "fM&Y? #1 @$? Beyond, behind 0y
$)$ It was stretched c
1 "&
A grade { M$? Death, destruction
D)&MF It threw O
1 p? 6?
They collect d? && He will not return back )$ &4$ f1 ? It became empty O
1 jH
$ >$
Twilight, the glow of
sunset
' 8? "r
Driven to a
X !' ?Y
Dear Reader!
Build Your Personality
*8 <( is the third chapter of . Its symbol is an Alif You cannot plough a field by
(
) after the first source letter *,Y . See the \L # of it. turning it over in your mind.
( c u ]!) \'L
$ #$ *?$ 8& <(
W+$ T
W+$ #YZ T
1
;+
Meanings #YZ Meanings QRS
To combat, fight
to kill each other
e*?>$?p& )- He fought to kill ;? >$?. P+ :
;8> <( is the next chapter of . Its symbol is a Ta (c) before and an Alif (
) after the first
source letter *,Y . See the \L # of it.
;6 ($?p@$$'
persons or things are usually used in this
chapter because they involve interaction of
He should be
39 #
groups. For example ; b (&?p>$ (to compare with compared.
other), Q
X .F $+>$ (to chase another), )X & $r>$ (to
consult each other)
He should not
compare.
;6 ('?p@$$ K P+ I
He should not be
compared.
;6 ($?p@$$ K 39 I
• ;8> <( is also used mostly to describe the inter-action of two or more persons on groups. For example
;F M$p$ ;? M'.? means ‘to accept’. When it comes to ;8> <(, it become ;F ('p@ ;(p> which means ‘to compare
two things for acceptance’. Similarly ; F ,$ +1 $ ;? ,' $ means ‘to do’. When it comes to ;8> <(, it become
;F ' $+@$$ ;? $ $+>$ which means ‘to interact with other’.
• You can yourself make the other words of all verbs and nouns in the same way as you did in the !#9
. If required, get help from the \MY # of += <(.
• Make \MY \L # from: QF.+$> (to chase each other), ;&+> (to interact with each other), &M> (to go
away from each other), &?¬ (to fight each other verbally), #E8> (to be proud over each other), ;FG> (to
take care of each other i.e. insurance)
When _____ to a fixed term, write it. & &M@&Y6 ? ,s
$ & ;{ $ ? ?=' f{ 1$ (' 1 @&5$
$>$
?m='
Verily Allah _____ the believers.
&5$ f$ 'Zj
f1 $ & '
$& $ j
jd='
If you are ______, another woman should
suckle the baby.
$#E1 F & ? & :
' #1 @&s
$ ? 1 > $ $+>$ d6 ='
A mother should _____ due to her child. $U' ?$ (' ]b $ '
$ ")$>& K
So ______. '5M1 T' $->& ?
Their hearts are _____. 1 3& (&F.F O
1 3$ ($$r>$
There is not harm on both of them if
______.
$,3' 1 ? $ a
$ $5& ? ){ & $r>$$
________ them secretly.
D#' "fU& &'
$>& K
Be fearful to Allah to whom _____. ' (' d? F0y $s@$>$ 'Zj
$ j
Fp">
$
Do not defame each other and _____ with
offensive nicknames.
<
' ?p6zy '(
&($$5>$ K$ 1 GF s
$ 8F /?
&,' 6 >$ K$
When _____, so ______ with sin and
aggression.
d'
$1 +& 6
$ ' 6' '(
1$ $5@$>$ ? 1 @&1 $ $5>$
?m='
If _____ in any matter, return it towards ' j
?=' & A!#& ? 0{ 1 `$ ' 1 @&1 2$ $5>$ d6 '?
Allah and His prophet. ' &"#
$
Rule of the Day! The words $ = are used to warn someone. For example, $ s
$4
$ 6
= (Beware of envy),
Q
$ G
fY= (O women! Beware of dog) etc. Pronouns are adjusted accordingly.
;A+8> <( (Tafa’‘ul) is the next chapter of . Its symbol is a Ta (c) before the first source letter
*,Y and a tashdeed on the second source letter *,Y [. See the \L # of it.
One who changes #X ~L$ @$& ; He was changed. #$ ~L& >& 39 :
One who was
changed
#X "L$ @$& +8 He changes / will
change.
#$ "L$ @$$ P+ [)
#1 "L$ @$$ K
occurring in a process. He should not
change.
P+ I
He should not be
changed.
#1 "L$ @$& K 39 I
• ;&+8> <( is used mostly to describe an attempt to achieve something. It also describes the attribute of
something happening. For example < & #& p$ <
$ #& .? means ‘to come near’. When it comes to ;+8> <(, it
become <& "#p? @$$ <
$ "#p$> which means ‘try to get closer to someone’. Similarly #& M$G$ #$ M'Y? means ‘to grow older
or become big’. When it comes to ;+8> <(, it become #& "MG ? @$$ #$ "MG? >$ which means ‘to consider oneself big or
to be arrogant’.
• Make \MY \L # from: #&MG> (try to be arrogant), Q&sG> (try to earn something), !&r> (try to
torture someone), <&#p$> (try to get closer to someone), F+$> (try to learn something), #YZ> (try to remember
someone)
+@
<( is the next chapter of . Its symbol is a Ta (c) after and an Alif (
) before the first
source letter *,Y . See the \L # of it.
• +@= <( is used mostly to describe the process of doing something carefully by putting a lot of effort.
For example Q & s
' G$ Q $ s $ Y? means ‘to earn’. When it comes to +@
<(, it become Q & s
' @$G$ Qs@Y
which
means ‘try to get closer to someone’. Similarly & 3$ %$ $ 3$ $ means ‘to attempt’. When it comes to <(
+@
, it become & 3' @$%$ $ 3$ @$
which means ‘to attempt by putting a lot of effort’.
• Make \MY \L # from: !3'@
(to attempt by putting effort), $s@'S
(to wash in a careful manner),
<5'@
(to abide carefully), Pq'@/
(to manage with effort),
#'@`
(to share), )M'@E
(to test carefully),
<$s@'T
(to examine deeply and carefully) etc.
To join a group, to be
biased
X A4
$ >$ To be careful, to be God-fearing 0e ?p~>
To do something
intentionally
X A,+$> To invade, to cross the limits 0e
'@
To separate, to divide, to
scatter
u
X A#8? >$ To outbreak, to blast and something
come out
#X "%8? >$
To end, to terminate, to
abstain
0e $3@'/
To buy 0e
$#@'`
To wait )X q'@/
To intend, to perform Tayammum e&,">$
To revenge PX p'@/
To run
& YF #$
To spread, to diffuse, to
disseminate, to scatter
)X $r@'/
To wash carefully b $s@'S
Dear Reader!
Build Your Personality
In this lesson, we shall study some Ahadith
of the Prophet about political and economic Make your habit to say “Assalam o alaikum” to
spheres of life. everyone
[&M&
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$ $( f1 $ ” : ? ?.
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$,& 6
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$,& 6
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( ) “.& $ M'p6 $ "@T$ & +1 M'$
? ? ND$+? [$ $@(1
'f$ ” : ? ?.
(1) “Muzabanah” is a transaction in which a person barters the unknown quantity of an agricultural
product against a known price.
(2) “Muhaqalah” is paying land rent in form of product of a specific piece of land. These transactions may
cause disputes in buyer and seller due to ambiguity, so the Prophet forbade them.
Land rent x
' )1 zy
0
$#Y' Buyer [
& $@M1 ,& 6
Date-palm tree
DH1 /$
He purchased [
$ $@(1
Buying, purchasing 0
$#@'`1
It is pollinated c
1 #$ ~(F
He should not sell & +1 M'$ K? Dates #' ,1 "@
Its fruit (hanging on the
tree)
$U#& ,$ ?
He takes into his
possession
&
$ M'p6 $ Wheat *' v? 51 4
' 6
Seller ' R'$M6
(1) Some generous people gifted a tree in their garden to poor and needy people. Then they asked that
poor person to take fully-ripen fruit instead of that tree. This arrangement is called “Araya”. It is a form of
“Muzabanah” but the Prophet allowed it because the purpose was not to cheat someone. But the purpose
was to help the people.
(2) “Habal Habalah” means that a person barters a slaughtered animal for the baby in the womb of an
animal or the baby of that baby. Since the baby is something unknown and this arrangement may result in
disputes, so the Prophet forbade it.
(3) Villagers used to bring their products to Madina. Some traders used to approach them before entering
into the city in order buy their goods at minimum price, hoard it in their warehouses and sell it in the city
at a higher price. The Prophet forbade this practice to avoid monopolies in the market.
Do you know?
Camel was the backbone of the Arabian economy. Horse was the second most important animal. Arabs
used to maintain the family chain of their horses. These two animals are widely discussed in the Arabic
literature. A large number of words are used in Arabic for different types of camel. A lot of metaphors are
used in the words related to camel. Camel & horse depiction was another topic of their poetry & prose.
'( f1 $ N'J#$ 1 zy
f' $ N'!$/~
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: X '$ ? ?. 2 .]' Z? ($$5,& 6
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? ,& 6
f' $ $3/$
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;F & "#
w$ ,' 6 $ d6 ? *F s
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?=' ;F & "#
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f$ ' & 51 $ $ 3' /& 'Zj
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" :? ?.
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' #$ 1 zy
f' $ N'!$/~
'( f1 $ N{'$ f1 $ N$4 1 $ $5?"T$
( ) ".1 M$@1 $6 ? 40{ ' $ ?$ 1 YF & T$ ? $ M'>1F
?m='$ NX6 VF ~5'L$ 6
;F v6 $ " : ? ?.
:) P
p
f Nd
+ f( E f N) f Ns /³E : f( U
#(= 5T
f' ;? Y} d6 f'
¦#1 E N´µ.' ¦+ X T ;Y ” :.
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!$ &
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(1) “Mulamasa” is a transaction in which a person buys an ambiguous product. It was a form of lottery.
The buyer had to pay a fixed price. Different products were hidden under a cover. The buyer had to touch
one of them without looking at them. He used to win the product he touched.
(2) “Munabaza” is a transaction in which a person buys something ambiguous by throwing a pebble or
arrow on it without looking inside it. Both of them are a form of gamble, so the Prophet forbade them.
(3) “Ba’i ul Khayar” is a transaction in which the buyer has the right to return the product.
(4) If a debtor asks the creditor to receive money from someone else on his behalf, he should do so.
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f$ ' F"#M$@$$$ NQ ' U$ jZ
d? 21 $ F #' @$r
1 $ ;? +$ $ $ N'R'"s
?=' & R'$M6
A measure of Prophet’s
time
D$ One living in a city #X :
' $T I settle the loan '.6 ?
That he offers for
purchase
P$ &s$ d6 ? One living in a village, a
country person
!{ $( Camels
D ,$ $
He is attracted to f$ Y? )$ Don’t gather milk in the
milking organs
A#-
$ >& K? Better
D)$E'
He becomes free F"#M$@$$ Looking (as a good
animal to milk)
f' 1#$ q? "5
Four years old D'$()$
Defects <
' &+& 6
That he milks it $3M$F 4
1 $ d6 ? The best of them 1 3& 5&s
$ T1 ?
M f(
M f N#U
f N(
5T :]» f( º° 5T :), f( PrU 5T
f& '
$& #X ' $> d? ?Y :.
'M5
f N5
:) ]##U ( $ ,' $ / :
.5
2%@ “."5$ 2& $ $%@$$
j;+$ ? N5
&2$ $%>$” :' /'$@$8? ' .
¦#"s+$ & ?)$
?m N$5
()¶)
:¢)À
f(
M f N;Á
¯ Â f N]!@. f N*M+` 5T :<#T f( d, 5T
dF $+$M
” :
) . :. 5
:) P
T f( GT ¼= +)
$,@$Y? d6 = N$,3' +' $( ' $,3& ? $ )$ &( $5"($ ?."
$ d6 N.#8@ @T” :. “.?."#8? @$$ ? )' $H ' 6'(
()¶) “.,'3+' $( *b Y? #$( O
1 p? 4
' & $(jZY?
:) <5 f( ]#½ f N0) ( 5T :P2T f( ## 5T :;,1= f( 5T
x{ ) ¼= '/$#$ E} N'/$>$F f' 1 ) *? ? ?
O
& )” :
'M5
. :. 5
Worth Reading
How to overcome procrastination? http://www.mubashirnazir.org/PD/English/PE03-0016-
Procrastination.htm
Stone #{ %
$ T$ Both of them hide $,@$Y? He sells on credit f& '
$&
He returned him & "!)$ It is destroyed O
1 p? 4
' & On in a difficult
condition (financially)
¦#"s+$ &
Eater, one who eats ;F Y' We rushed to $5p6 ? v? /
Leave!
&2$ $%>$
Usury, interest $(~#
Blood P{ !$ Both of them did not
separate
?."#8? @$$ ?
He threw to beat $ $) It is blessed $ )$ &(
f(
M O & 1 p? ? :. )s f( 0v f NU 5T :_ 5T :d5 f( ,¾ 5T
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) *' 8 f '/#1 M'E1 ” :O. :,35
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f( #,
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)@
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f( + f N#U
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P$
()¶) “.& #$ & v' +& ? & 5'
N\Y f(
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Worth Reading
Success of the Hereafter does not depend on attachment to a group. Read more:
http://www.mubashirnazir.org/PD/English/PE02-0009-Attachment.htm
x
'
$#p'
<@Y
f' (1 #$ ,$ & $5(1
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& 1 M$& $ ' j
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N']#$ -1 M$6
#& 1 ' ? $ U& $ ~#' +$ `1 zy
$& '( ?$
"#$ ? 8? .? ",? ? N'u
$#+' 6
?=' © { 1 $ ' '<jvH $ 6
$5U& $U ?($” :? ?. "F “.O & 6 +$ 8? ? ' (' $,GF +& 8? /1? #{ 1 ? ?$ $,GF ? )& ' .6 ? 1 ?” :? ?. "F N?;"3$ $ $,3' (' Q $ "T#$ ?
[' $@$ f1 ' D$@$ ' (' d' $$@M1 @$? & $,GF 8F ' 1 }F? N$i'5' 1 ,& 6
\ ' ' ? ?=' ' (' ? +$ (1? d6 ? & ')F N'j
'$ f1 ' b $
“.$,GF ? _ & (1~#
dF FG$$ N$f1 5'' 1 ,& 6
\ ' ' ? ?=' '$,6
$ 6)$ d' $~!$ @&? N'*5$',$ 6'( ' /'$+'M>$ "F N'u
$#+' 6
Profit _
& (1~#
He facilitated ;? "3$ Loan, lending x
$#.'
We like $/!1 !' $ I’m able to )& ' .6 ? Two sons $5(1
x
' )z
0'
#'Y *' +$ 8&r
]' ?.$s,& 6
<@Y
d? ?Y
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f' $ NX'$ '5?"T$ $
f1 ' D6T$ & ?
&+,$ %
$ ? : ? ?. N$#M$1 E$ !' &3$ f$ 1 ($$ & 5$1 ($ Ã
& #& H 1 $? N1 #$ M$1 E$ ?=' *? T$
$)$ f$ (1 ' j
$ M1 $ F +$ M1 $
#$ r
$ +1 $ $ :*? T$
$)$ f& (1 ' j
& M1 $ ? ?p? .' s1 p? 6
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1 k8E$ $ $ ?
?ZU$ :
F?p? 1 3' R'$s/' 6T$
$ "}?? N1GF 1 ? $
$ 'T? d6 ? ?$ '' $4(' $
?m $ $ N"?=' ' j
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F?p? .$3F YF }6 /$ K? "/='$ NXO4 1 & $3"/'? ]' $ `1 A#
f$ ' 1@&: 1 #$ $
' M1 $ f' (1 *? ,$ ? $ '( f1 $ $ N'Q"s $ ,& 6
f' (1 ' '+$ f1 $ N{<$3`' f' (1
f' $ N{'$ f1 $ N$4 1 $ $5?"T$
f$ 1 ($ 1 s
$ p6 & 1 ? $,' 2 *' +$ 86 Ar'( $.?
' j
? &)$ jd? : { 1 $ f' (1 f' ,$ T1 "#
' j
? &)$ jd? N''(? f1 $ N?]$ #1 & f' (1 P' $rU' f1 $ N{'$ f1 $ N$4 1 $ '5?"T$
( ) “.T$ { '?V u { #1 +' ' w
$ 1 ?$ N&? $ 3' ? 3 *D @$~$ D:1)? $T1 ? f1 $ ” :? ?.
(1) After conquest of Khyber, the Prophet allowed its inhabitants who were Jews to cultivate their lands.
Half of the produce was payable as a tax to the government. On first occasion, the Jews offered a bribe
A’bdullah Ibn Ruwaha to deal with them justly.
(2) “Shuf’a” means that if a person in a jointly-owned land wants to sell his share, he should offer it first
to his partners and then to anyone else.
(3) In Arabia, there was huge amount of uncultivated land owned by the government. The objective of this
instruction was to promote agriculture in the country.
Forbidden O
X 4
1 & Division ' s
1 p? 6
Irrigation ]' ?.$s&
We eat it $3F YF }6 /$ The most detested
' L$ (1? Preemptive right *' +$ 8&r
It is not divided 1 s
$ p6 & 1 ? Carrier '' $T Rent 0'
#'Y
He gave life (he cultivated) $T1 ? I am unjust
$ 'T? He estimates (the shares
of govt. & farmers)
Ã
& #& H
1 $
Dead, (uncultivated land) *D @$~$ You present 1 @&:
1 #$ $ Ornaments, Jewelery 6T$
Vein, one who captures
land unjustly
u
{ #1 ' Bribe ]' $ `1 A#
Reduce!
1 k8E$
jd? N& L$ ? ($ & "/? N{P1 T$ f' (1 '#,1 $ f' (1 ' ",4
$ & f' (1 #' G6 ($ '( f' (1 ' j
' M1 $ f1 $ N{'$ f1 $ N$4
1 $ '5?"T$
"F N'f1 M$+1 G? 6
"@T$ & s $ ,1 &” : Q{ 5'1Z? & $ ){ &31 $ ;' 1 $ ' ? ?.
' j
? &)$
( ) “.;' 8? 1 zy
?$ ?1 zy
;F ' #1 &
' j
? &)$ jd? N?]#$ 1#$ U& '( f1 $ N'J#$ 1 zy
f' $ N'!$/~
'( f1 $ NX'$ '5?"T$ $
( ) “.Ä G? 6
' (' $ 5$,1 &' N'0$,6
;F
1 ? & 5$,1 & ?K” :? ?.
' j
? &)$ jd? N?]#$ 1#$ U& '( f1 $ N'J#$ 1 zy
f' $ N{<$3`' f' (1
f' $ NX'$ '5?"T$ $
' $” : ]? #$ 1#$ U& &(? F Fp$ "F “.' )'
$' Æ $U2& #' L1 $ *D M$r
$ E$ & )$ $ 1 YF & T$ ? & 5$,1 $ K? ” :? ?.
( ) “.1 GF ' $@Y6 ? f$ 1 ($ $3(' "f$' )1 zy ' j
$ N$i: ' #' +1 & $351 $ 1 YF
$)?
N*/
( 5T :)M
f( f»#
M ÅT (a) */
( 5T :+ f( *M@. 5T
& #' L$ { s& f' :
) . :. 5
:) w/ f N]!@. f
()¶) .*. ( dY K= Nb*,$ 3' ($ Nbds/= NX#1 ? 5 ;F YF }$ N¦)$2 [
& $)$ ¦#?S
' '
)$ f1 $ N~.' )$ A
w { 1 .? f' (1 *? ? q? 51 T$ f1 $ N'f,$ T1 "#
' M1 $ '( f' (1 *? +$ '()$ f1 $ N{'$ f1 $ N$14$ $5?"T$
O& 6}?s $ ? :*F ? q? 51 T$ ? ?. .1 [ ' )'
$,$ 6
0'
$#Y' f1 $ $3/$
' j
? &)$ jd? : ² { 'E$ f' (1
( ) “.' (' $ }6 ($ ? ? u ' )' $ 6
$ Q
' U$ jZ'( "?” :? ?p? u ' )' $ 6
$ Q
' U$ jZ'( ²
{ 'E$ f$ (1 $ '
$)
(1) See the next page for explanation.
He plants
& #' L$ Herbs Ä
G? 6
Flood, flow of water ;' 1 $
He cultivates [
& )$ $ His neighbor & )$ $ Upper valley of a river ){ &31 $
Animals *b ,$ '3($ Wooden plank or peg *D M$r
$ E$ Lower valley of a river Q
{ 5'1 Z? &
Agricultural field [
' )'
$,$ 6
He fixes it $U2& #' L1 $ It is hold
& s
$ ,1 &
Gold Q
' U$ jZ
His wall ' )'
$' Two ankles f' 1 M$+1 G? 6
Silver u
' )' $ 6
I’ll definitely fix it "f$' )1 zy Upper ?1 zy
:)-/z
w. f( *q5T f N+ f( º° /³E :
M /³E :;>p f( ,¾ 5T
35 *' $T' "5'( x
$ )z
'#G&/ 5Y N1 ¦)$ !$ & *5,6
;' U #& ?Y "5YF ” :. ²E f(
) $ ,' $
& ? s$ x$ )z
< & $-& ,' N$x)z
& ? s$> m < & $-& ",,' :. .x ' )z
' ~s $ ' ,s$ &
()¶) .Z{ '$ $ fFG$ u ' )$ $
Q
$ UZ
N$5$3&5 Nm
' F F
d? &)$ $ K= N{]#$ %'U O ' ( ;F U *' 5'( ” :. #8+ ¯ f Ns f( w. .
Np
N+
M f( #, N!+s f(
M N f( + N [ $ )$
$2 .' (&#&
O& 5FY :!z
f( f»#
M . .f\ f(
N N#, N#G( ¯ N]#
' ' 5' f' )' Z$M'( #& ,$ & 0y $ d6 =
$ 5
#& , ;? $ $ .[)
' f( f,1T#
M & )' $`F
.
?ZY? 3 )' Z$M'(
&$ d= N&#v$r
& ? ?
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d? G> d $ }$( K” :(#-() f$ s $4 $ 6
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0v f\ f(
()¶) .,s $ & ;{ ¼= (#
*? $`' $,6
d? G> d }( K :#,+ .
(1) “Muzara’ah” means that the landlord gives his land to a farmer on rent. The rent is either payable in
form of a share in crops. It may also be payable in gold, silver or currency.
During Prophet’s time, some landlords used to fix the portion of land near to a river for themselves. It was
an exploitation of the farmers. Prophet forbade that. Giving land on rent is allowed only if there is no
exploitation. Such situations are described in the opinions of the Companions and Tab’ieen. Similar is the
situation in many Muslim countries now where feudal lords exploit the peasants. All this exploitation is a
violation of Islamic teachings.
There is no harm! No
problem!
}( K He made a deal ;? $ $ water
.;' 'Ms
$
f' (
f' & +$ 5$,$ ' '#v? '( 0{ $ ;F ? dY ;b )
.µ
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$ N
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ZY 3'( O
& ?v 1 p? ? N#1S = K Z
:p #' -+
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()¶) ““. D '.? ¦5,$ ? '3/'$,1=
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d=” :*
ZU ?#$ .? F .;b & )$
Do you know?
Some Arabian tribes used to burry their newly-born daughters. They used to feel bad
to have an in-law relation with someone. Islam abolished this practice.
Worth Reading
What are success secrets? http://www.mubashirnazir.org/PD/English/PE03-0015-Secrets.htm
He did not give him & v' +& ? Way ' '#v?
He inhabited (he
cultivated)
#$ ,$ 1 ?
He became angry µ
?H$ $ The son of road i.e.
traveler
;' 'Ms
$
f' (
The most deserving AT$ ?
His merchandise & @$+$ ' He gave oath of
allegiance
$ $$( He passed the judgment $.?
I was given (big price) O
& ?v Ruler ¦$= He will purify them '3kY$ &
*' $
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f' (1 #$ ,$ & ?=' ' (' O & 6 % ' ?
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' j
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$,$ 6
c ' $ s
$ 6 ? $ jd?$ N')$3"5'( $3q? 86 T' µ ' R'
$4
$ 6
Wall µ
? R'$T Living organism *' ,$ s
$ "5
It became mandatory Q
$ $ 1 ?
It ruined c
' $ s
$ 6 ? Lost, wasted *D +$ R'$: Easy, small, normal
D\'s$
Animals '`
$$ Free man (not a slave) #T& Stick DM'.?
Responsible fX ' $: His relationship for
inheritance purposes
& & K? $ A tree {
$)?
'/0y $ :? ?. & "/? N''(? f1 $ ,Ã { j.$ '( f' (1 ' +1 $ f' (1 #' ' $ f1 $ N{<$3`' f' (1
f' $ NX'$ '5?"T$
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)
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$E$ #& s
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()¶) “./m( K= T *` T f$ M1 ' 4$
He should not milk f$ M1 ' 4$ K Dependant, poor *D ?$ He visited me during
sickness
'/!& &+$
His place of drink & @$(1 #$ r$ They beg d? F8j8G? @$$ Agony, suffering $$
So it is broken #& s
$ G&@ I leave behind
& jE$ F It became hard "@$`1
ZU :p '>} N&F+$ M$/ ;F ' $+
F $( ” :. F N $5
,4 N#$M5',6
0{ $r(' '>} K N( s8/ Z
K P1 '3$ #& qF 5$ ' ~ ' '( O ' ( ' w $ ? $ $3 .Ç
ZU
“.#& "+$>$ ]b $` )X
$E$ 3? ]b #$ p? ($ Ne0?S)'
¦#1 +( dY d6 = .' @'M$.? )$ & F ,' 4$ *p
P$ ( 0y $ K̈=
()¶) .D “.O & Lj($ ;U K” :' ?v(= $>#$ 8& $5?)$ @T ) F
Sound of a cow )X
$E$ Its shoes (its feet) $U&
?ZT' Its seal (identification
mark)
$3
$ ?8'
Sound of a goat #& "+$>$ It will find water 0y $,6
!& #' >$ Its vessel $U0y ?Y'
Lower parts $>#$ 8& He will find it $U?p6 $ Announce it! $36 ~#$
Two armpits ' ?v(= It is given as a gift
$ ' UF Wandering without
owner
*F j$?
' Fp+&
<@Y
jd? : ' '(? f1 $ N{P1 T$ f' (1 '#,1 $ f' (1 ' ",4 $ & f' (1 #' G6 ($ '( f' (1 ' j
' M1 $ f1 $ N{'$ f1 $ $4 1 $ '5?"T$
' jd? : ' Fp+& 6
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' j
F &)$ & M$@$Y? 'Zj
< ' $@G' 6
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f$ ' *b ?' D1 $ $ ' F
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1 F k;YF '$ N?d&s,1 E$ ;' 1 ~#
'$ N?d&s,1 E$ ' $6
'$ N?d&s,1 E$ f' 1 +$ 6
'$ N$3F 6 ' *' 8? R'$%6
“Diyah” means the penalty imposed on a person who causes physical harm to other unintentionally by
mistake. If the harm is intentional, then retaliation will be taken from him unless the aggrieved person
accepts the Diyah. The Prophet implemented the amount of “Diyah” according to Pre-Islamic Arab
Tradition which is mentioned in the above mentioned Hadith. It was paid and received in form of camels
which was the most valuable thing in Arab. As a matter of ease, the tribe of the person causing harm was
liable to pay the amount jointly. During expansion of Islamic State to Non-Arab countries, it became
difficult to pay “Diyah” in form of camels. Therefore, Caliph U’mar fixed it in gold and silver coins.
Worth Reading
What is the Quranic Strategy for Personality Development?
http://www.mubashirnazir.org/PD/English/PE03-0005-Quranic.htm
]' )$ $
<@Y
K !f,1T#
M ” :
) Ç . :. .]#½ f( f,1T#
M 5T
O
$ 51 ' F N'*?}?s$ #' 1 S f N3$@vF d6 = .3= O
1 jY' F N{*?}?s$ f$ N$3@$?vF d= / .]? )$ $
' }s$>
(s) “.3
p .~,$ '5( f d&) / .
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O & 6 E$ !$ :. . ¯ f
.m ; #E
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T
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N/=” :p
N
5 Nf1v'sp&,6
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'3'U '3,' G&T ' d? F' +$ fZ
£f1,$ $@'Y .; f,1T#
f' 1 ,' $ f .){ &/ f' #' ('$5$
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f b s GY .[ {
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f N#, f(
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' ( *b $'
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.35 b s
(s) “.@) f s GY .[
) GG K .5 s U N'
Explanation Word Explanation Word Explanation Word
Shepherd, guardian [
{
$) He became greedy,
desired
Ã
$ #$ T$ It is given to you $3@$?vF
Responsible, accountable b s Just people f1v'sp& Asking, requesting *{ ?}?s$
His subjects ' @'"' ) Pulpits, plural of ³5 #' ('$5$ He will be tired O
1 jY' F
Her husband $3' +$( Their governance '3,' G&T He will be helped O
$ 51 ' F
Their family '3'U My uncle ~,$
On what they were
appointed
$ Appoint us as
governor
$/#1 ~
.#' 1 H
$ 6
f
? ) d? F}s$ & 5
dY :p d,
f( *8ZT f
.#`$ *' "' U' ' "5YF /= !
) ” :Op .'5Y')$ d6 *b ? $H$ N~#r $
f F}? O& 5FY
f #r
m +( ;U” :O & Fp “.+/” :. “#` #1Á
ZU & +( ;3 .#1H6
Z3'(
/0%
\L( d? &3$ N'@"5& #' 1 L$ (' d? A5@$s$ PX .” :. “5E! ” :O. “.fX E$ !& .+/” :. “\E
“#` f \Á
m +( ;U” :Op “.#& G' 5&> 35' & #' +$> .'$U
!
) ” :Op “.3' & FZ? .? 3= &3($$ f$ .$ "53$ $ < '
( ]b "!& .+/” :.
d= #> , !
) ” :O. “.$5@'5$s ' }'( d? &,jG$@$ .$5>&$ ' f' PX ?. .+/” :. “.5 &38'
K *b $ $,$ &3? f1 GF >$ ? d6 ” :Op 1“.3$= i,s
*? $ $,$ P$$>” :. “!m '5Y)!
N&c$,6
$ Y? )' & @T .]{ #$ %$` ;' "+$ >$ d .3Y u $ #$ 8'
$ '> 6 ' @$” :. “.XP=
(s) “. $ 'm? O
$ /
. #1 M'-
1 $? D$` ' #' 1 f' $ #' Y? f$” :. N
) f NM f(
f
(s) “.*b "' U' $ *b @$$ c $ $ K= N c $ $, N1
¦#M1 `' d' ?v&s
f' J
$ #$ E$ 5
f' X T w & /
(1) The Prophet’s instructions are so strict in following the government because if a group revolts against
the government to suppress the unjust behavior of the ruler, it results in a civil war. A civil war does not
stop the offense of the ruler, but it tears out the entire society completely. We can see examples in our
present world. Islam allows a peaceful struggle against the injustice of government but it does not allow
any armed struggle as mentioned in above Ahadith.
Outfits, sects u
$ #$ 8'
Our skin $5>&$ ' Smoke fX E$ !&
You chew "+$ >$ Our language $5@'5$s
' They establish a practice d? A5@$s$
Root (of a tree) ;' I find '5Y)! You’ll find bad things #& G' 5&>
He dislikes $ #' Y? Adhere to! P$$> Callers ]b "!&
Government, governance d' ?v&s
Government *? $ $,$ He accepted them &3($$
Span of a hand
¦#M1 `' Remain separate 6 ' @$
They’ll throw him & FZ? .?
'8$ K N3$5' & f' $ $4@$$ K N$U#$ ' ? $U"#($ <
& #' $ N'@ '@ f J#E f .'@"F
(s) “.~5' w N$U' 3$ 'Z('
O
& +',$ :. N*%# f N( f )8+ ¯ f( w/ 5T .*M` ¯ f( d, '5T
d6 & '#& N{T'
$ ;{ & )$ NX',$ 1 YF #& NFY$> f$” :p
)
(s) “.& F@&.? N1GF @$$ $,$ u
& ~#8? & NFY$-$ "r
& $
f( <5 f N9 ¯ f ¢° ¯ O+½ :. .#,@+
5T .z
M f( t#U 5T
&$ N{*$,' *{ $
$) O
$ 4$> ;? @'.F f$” :
) . :. .%M
M
(s) “.*b "' U' $ *b ? @'pF Nb*$M'-$ #& -
& 5$ Nb*$M'-$
!$3%
' 6
<@Y
'M5
f N5
:) f( w/ f N» 5T :QU 5T : f( + 5T
()¶) “.3' $ $/A
f' #X 1 E$ Nb*T$ $)
;' M ' ]b $ &L?” :.
Explanation Word Explanation Word Explanation Word
f(
M d :³E d :<3` f(
f N;p f N
5T :\G( f( º° 5T
K N&s&,6
&E & ' s&,6
” :.
) d #$ME ,35
:) #,
J"# *D ($#FY { s f$ J
$ "#? f$ N'@'$ $T '
dY ' 'E *' "$T ' dY f .& ,& ' s& K & ,& ' q$
()¶)“.*p
P$
& #$ @$$ ¦,s #$ @$$ f N'*p
P' c
' $(#& YF f' D*(#Y 5
]D #
d̈” :#$ME 5
:)
M d :/ f N
/³E :w/ f( » 5T
) #$ G? /} ND*?&@p$
'M5
'2$L$ ' +( ' c 1 $ ' &
()¶) “.d' $M~-
$ 0' $s5'
;? @?.
:) ]##U ¯ f N)s f( d, f N\G( f N
5T :+ f( *M@. 5T
3'( <
& kZ+$ & K )$ $5
d̈=” :J
$ &#H
& 6
$/!$) iT
) . :. / 5
()¶) “.
K=
N)-/z
f(
M O & +',$ :O( f( 5T :*M+` 5T := ¯ f( P! 5T
()¶) .*? ? &,6
'M3$5
f'
'M5
$3/$ :. N ( U
N#, f(
M f NU9 5T :fsÀ
5T :T
M 5T :78T f( w. 5T
$34
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$ 6
*? 4
$ R'
$) a
1 #' & ?
¦U' $+& ¦s8$/ ;? @$.? f$” :.
'M5
f
()¶) “.¦$ f$ 1 +' ($) ]' #$ 1 s
' $ f' & $ &?
F @&p$> K N
Fj,$ >$ K N
L& >$ K N
&)' L$> K
&S
. ( #$ 8? Y? f$
F>'?. N
;' M '
._4 ÉM
. !
!(
) “.
¦'$
¨
¨
"M'/ cS :. ( f N'53%6
w/ f( m+ f( ;3 f
¨
¨
AM'/$ ? +$ M$ N$'#jv
&+v? .? ? 2' $5,$ 6
& "5
$ "
$ ?
ZY
ZY ]D $ ?S
. !
!(
) “.? !$ $3' Dp'#? $ v? .? 1 KD ' 51 $ ": f$ jd” : ' "5
' '!$5& ¦!' $5&
()¶) .fsT ÉM
) 0y $ m= 'L$@ $/)$ $.? d̈' .$U&M3$ @$/ ¦,5$S?
&($ NX31 $
O1 s $ ? *' M$3"5
jd=” :. F N'<
$#A@'( $ 4?
;F ~#$ & ;? +$ $ F N'' ?p(' $/)$ &.? }?8? Y6 } ' ' ?. 'r,$
. !
!(
) .!5U f Ar
“.*' M$3"5
f' j;T}( Os *? @$$,6
d̈=” “.*' @$$,6
f' k;T$ }'(
._4 ÉM
Dear Reader!
Build Your Personality
+8/
<( is the next chapter of . Its symbol is a Noon Try not to become a person of
(d) before the first source letter *,Y . See the \L # of it. success but a man of value.
+8@
<( is the last chapter of in our discussion. Its symbol is a Seen and Ta (O) before
the first source letter *,Y . See the \L # of it.
() ]!) \'L
$ #$ b +68@'
<(
W+$ W+$ #YZ T
#YZ T
1
;+
Meanings Meanings QRS
To inquire, to
seek details
)X $s86 @'1
)- He inquired. #$ s
$ 86 @$1
P+ :
+8@
<( is used mostly to describe the
He should not
inquire.
#1 s ' 86 @$s1 $ K P+ I
process of seeking or desiring something.
He should not
be inquired.
#1 s $ 86 @&s1 & K 39 I
Notes
• +8@
<( is used mostly to describe the process of seeking or desiring something.. For example #s8$ #$ s
$ ?
means ‘to explain’. When it comes to +8@
<(, it become#& s
' 8$@s$ #$ s
$ 8$@
which means ‘to seek
explanation’. Similarly #& 8' L$ #$ 8? S? means ‘to forgive’. When it comes to +8@
<(, it become #$ 8? L$@
There are certain other chapters of in Arabic which are rarely used. They include:
• '+6
' <(: Its symbol is a tashdeed (®) at the third source letter *,Y . It is used to describe a change in
color or creation of a defect. For example "#, $ T1
' (He or it became red or blushed), "J$ 1
' (He or it became
curved) etc. The word "@$` 1
' is not from this chapter. It is from the $+@''
<(.
• ¨'+6
' <(: Its symbol is a tashdeed (®) at the third source letter *,Y and an
before it. It is also
used to describe a change in color or creation of a defect. For example ")$,T 1
' (He or it became red or
blushed), "P$U!1
' (He or it became greenish black) etc.
• $+'+6
' <(: Its symbol is a duplicate second source letter *,Y [. It is used to describe a change in
physical properties. For example f $ `$ $rE1
' (It became rough), d? !$ $S6
' (It became long), ??T1
' (He made it
sweet) etc.
•
"+' 6
' <(: Its symbol is a tashdeed (®) at the second source letter *,Y [. It is used to describe some
physical attributes. For example m? "? 1
' (He moved quickly), ? "? 6
(He hanged by neck) etc.
• 15+' 6
' <(: Its symbol is a d after the second source letter *,Y [. It is also used to describe some
physical attributes. For example w $ s$ 51 +$ .6
' (He entered his back inside something and kept his chest outside)
etc.
• 0$56 +' 6
' <(: Its symbol is a a d after the second source letter *,Y [. It is also used to describe some
physical attributes. For example ?p51 ? 1
' (He slept straight on his back), $M/1#$ T1
' (He combed) etc.
All of them are rarely used, therefore, we’ll not practice them much. If you encounter with anyone of
them, you’ll be able to understand their meaning easily.
Test Yourself
Fill in the blanks by putting the meanings of words in red color. Frequently use the tables given in
previous pages. The meaning of the )- is given in this table. You have to adjust the meaning to
make it an appropriate verb or noun. Also mention the name of verb or noun, chapter, number,
gender and case (if it is a noun) of each word.
To become weak
X $+'@
To seek stability, to live in a stable
manner
)X
$#p'@
To store [
X
$@'
To seek life 0e $4'@
To be the winner, to be
victorious
)X $-@'/
To be blasted and something
coming out of it after the blast
)X $%8' /
To suckle, to seek
mother’s milk by a baby
[
X $:#'@
To be cracked, split, fission u
X ?pr
' /
To be scattered )X ?@'/
To shine )X ?8=
To agglomerate #X 'G$> To demonstrate happiness )X r1M@'
To become dull )X
$G' /
To send PX
p'@
To make something
moving
\
X 's> To seek delay )X }$H@'
To blast \
X %8$> To spend (in Allah’s way) u
X ?8/=
Do you know?
Hunting and exertion trips are also an important topic of Arabic poetry.
Dear Reader!
As discussed earlier that in ancient Arabia, delivering a public Build Your Personality
speech or writing poetry was considered the most important We are responsible to deliver
arts and their leaders were supposed to be proficient in both. Allah’s message to Muslims & Non-
In this lesson, we are giving a few samples of both. Muslims in an affectionate manner.
5
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1. If the second part of a conditional sentence starts with , it indicates that the speaker is demanding the act from
the audience e.g. “If I do good, then help me. If I do bad, then make me straight.”
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1. The reason of P on the [) ;+ is described here. After instructing someone, the Jazm on [) gives the
sense of “Let us ….”
2. Here the word is in the meaning of “until”.
Bell
& #%6
I remain alive O
& 'T$ It is given a Jazm P& $ %
1 &
I explain O
& T1 #$ `$ Class (of a school) ;-8
Related to source word
)- *F ")' $ -$
I remain O
& 1 !& It rings jd#' $ Being #V 1
*F "' #?V
*SM
Q/
È
f Ï J
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f' s
14& 6
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+
p
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+
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Explanation Word Explanation Word Explanation Word
He became disobedient 7
' +$ Warner
¦#Z/ Comparison *b (p
Clear ¦5'M& Lamp ¦
# Respect *? $
$#G?
f Z
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f$ ' 3$5
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N
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#8L@
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(*(4-
]T) .>Y#(
*,1T)
Explanation Word Explanation Word Explanation Word
They stayed
T$ Your luck FGq T$ Taking care )& Z$46
Worth Reading
Modern testing techniques have a direct relationship with jealousy. How?
http://www.mubashirnazir.org/PD/English/PE02-0012-Jealousy.htm
He guards
& #' 4$ I move \
& ' The most powerful
among you
1 YF
$.6
He inspire me '5,$ 3' j& To Whom help is sought dF $+@$sF
The strongest among
you
1 YF A`$
Dividing (public funds)
among you
1 GF ,' s'. He does not trust & '$ K By power [1@'
;b ) $/ $,"/ N~/m' & £{F E& ' $5?$ Q $ @$$ ND*,$ ? q6 $ $ ' VF *D $ $T ? O$/?Y ;b & )$ $,A}
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Explanation Word Explanation Word Explanation Word
d
N1#' $3& ? N&c#1 $ $U . ;#
p ...( K
_ & ' -&>
& ? #$ @$`
¦@. ]' - d̈
]' $ U$ $%&
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. p .cs
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f#3
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NFG' $}( &@$>. G n? ? ($ G $5+" NG $5@$M G /}U NFY!' 5&
(*(4-
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;(
G *? "%T&
Do you know?
Women had a special status in their life. They were free to choose their husbands. They
used to work with their husbands in managing livestock, bringing firewood etc. In wars,
the women used to fire up the emotions of their male members in order to fight bravely.
Women of a defeated tribe were taken as war booties and were forced into slavery.
. 3'(
&+"@$ NU&#,$ $ $U$)?
£D 3? < $ #$ : $ .
d̈ £?]#E
&M'
N3'(
$)$ F T $/(
&) !&3q6 8? ? >$ ?
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d? ?Y$ a & $~#
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c & $M/$ ' (' µ
? ? @$E1 ?
(46Ó45:
3G
) “. D $ ? #X 1 E$ $ D(
$?
$ ~()$ $ 51 ' #X 1 E$ c
& $4'"-
c & $.' $M6
$ $/1A
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$ 6
*F 5$'2 d? &5M$6
$
(,6
;#
)> N#1M)
Worth Reading
There are some people who think after writing? Who are they and why do
they think after writing something?
http://www.mubashirnazir.org/PD/English/PE03-0006-Review.htm
Throw it
&) Get lesson from
&#M$@$
Place of travel *' +$ F.)'
!
It mixed µ
? ? @$E1
He passed $$ Ages, plural of #, ){ $,
Chaff, straw D,'rU$ New people came
(instead of older ones)
A$ Take initiative
&)!' $(
It blew it away & &)Z6 >$ They preferred it $U$)? Your terms FG?$
Winds a
& $~#
The lived in it U&#,$ $ It conceals O
1 $$ ?
Hope
D $ ? They enjoyed
&+"@$ Deception, illusion )' &#L&
5
:) & @&M$v&E $>#&,6
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d? #3
$ ,$ @$
N5
:) dF , ;? @'.F f$ 1 T' *' 5( O & 5FY :. N(+
\r( ¯ f
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p ' $
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*F 4 $ ? 3 N&)-/z
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p “.
&)$@E N( O & $:)$ p 1 > @$E
f' ,$ FG+$ $ / NFY#' ' Ç
:
p “.m #' E ' & $> F N
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:) d? , ;? @'.F & +( =
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_
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.]M5
)
1. “O People! (Behold) Allah’s Book and the Sunnah of your Prophet. An alleger does not alleges anyone except
him. He is busy (to seek) the Paradise but the Hellfire is in front of him. He is running away to escape him and
demanding (the Paradise) with hope although he is besieged in the Hellfire… The angel (of death) is flying with his
both wings and the Prophet, Allah has taken (to Him) with His both hands.. The person who dived into evil perished.
Whoever inclined towards evil perished. Right & left (i.e. extremes) deviate (a person) while the moderate (attitude)
is the right path. It is place of walking which will remain i.e. The Holy Book and the remnants of Prophethood.
Explanation Word Explanation Word Explanation Word
He perished
$ !' )$ Running to escape it $%/$ [
{ Come! "F U$
He inclined to evil
practices
U Limited to #X "-p? & We give oath of
allegiance to you
$ +& '$M/&
One that deviate from
the right path
*b j
' & Angel
& ? $ You select 1 > @$E
3/ NÃEK
*F ,Y N'' M ' !$ 3%6
d? ,1
& M+
( ;? "$ >$ ; d N
p@(
.]? #v8
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Death [
$ )' $-$ The place of escape ]F ?85$ You refused &@$(
Terror ' $36
Tool to remove *b
$ T$ ' Keys _
$ '>8
Utter!
Tool to increase ]
# He requests earnestly ;? "$ >$
Incline to!
MS)
Support ]F }$s5$ Nature ]? #v8
f$ NX[' @$M& ¢ { ' 4 1 & ;Y Nb*$ '( *{ ?$ 4& ;F Y .$U)&
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P$ 2'
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d̈ .& s $ 8/ #$ s ' E$
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w $ '$%$
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jd=' $ j
Fp">
$ d'
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$ ' 6'
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E
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$
5
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3 (@+( 5)
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Fp? H&> ? G/ +( (& @$Mv&E #& E' )
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G ' G&4
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c '
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< ' ' G/ d? $#>$ K
$ $
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Dear Reader!
Build Your Personality
There are certain set of words which have four source
letters (). They are rarely used in Arabic language.
Keep your own bias aside while
studying anything different. Try to think
We’ll not practice them much. Words with five source
from other’s perspective.
letters ,&E are extremely rare.
( 2 2 ]!) \'L
$ #$ !"#%
$ & '$()&
W+$ T
W+$ #YZ T
1
;+
Meanings #YZ Meanings QRS
Shaking *b ?$ 62$ )- He shook. ? $ 62$ P+ :
One who shakes b ' 6$ & ; He was shaken ? ' 62& 39 :
One that is
shaken
b $ 6$ & +8 He shakes / will shake. F ' 6$ & P+ [)
The place of
shaking.
b $ 6$ & #V He is shaken / will be
shaken.
F $ 6$ & 39 [)
Test Yourself
Fill in the blanks by putting the meanings of words in red color. The meaning of the )- is given in
the examples of this lesson. You have to adjust the meaning to make it an appropriate verb or noun.
Also mention the name of verb or noun, chapter, number, gender and case (if it is a noun) of each word.
Dear Reader!
In this lesson, we are going to read selected Build Your Personality
statements of some eloquent Arabs. Jealousy burns the heart of a person. Avoid it.
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Explanation Word Explanation Word Explanation Word
Both of them caused him
to lie down
$+%
$ : Children d? $,'L
Breasts, milking organ [
{ #1 :
$
Both of them cut jp`$ Child, boy PX FS Shepherds d? $&)
His belly & 5$v( Healthy, powerful
¦#8$ Woe on you! (to express
anger)
G
Both of them are sewing
it (his belly)
' /'&s$ More or the most greedy Ã
& #$ T Go out for grazing!
&T#'
Changed color ¦+p' @$5& Keeping
' G$ Hungry ¦$$
I hugged him & $ $ @$
He becomes hard
? F L$ His two years & $@5$$
Both of them searched $s,$ @$
Epidemic 0y $($ I stopped him (to suckle) & @&"-?
Our arrival $5' $ p$ He grew up AQr
' $
He was horrified A@$r$ A young boy ¦($M`$
Putting & :
'
$ I was pregnant with him ( O
& 6 ,$ T$ It bring you
' $ $ .6 ?
Leave (your concern for)
him
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Rightly-guided ]D `
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& 6 "H
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m They are fascinated "f@$8& d He did openly 2$ #$ ($
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stones
f' 1 @$($K He remains in limits #$ -
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& "-p? @$&
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draw
O
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$ ?8@'K
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horse
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&M"U}?@$$ More famous #& Y? m He invaded in it $U
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) He was reproached Q
& >$$+&
Its direction ' 3' $ Secret way )$ Caravan #$ 1 '
Containing
b ' T Summer, hot season #T$ Without a time limit !{ $+' \S
Register d?
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The night of A’qabah (a valley at Makkah). Leaders of Madina
converted to Islam there after Hajj.
*? M$p? +$
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X $`
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O
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1. After the conquest of Khyber, agricultural produce was distributed among the companions of the Prophet. Ka’ab
5
:) is indicating that.
It illuminated )$ $5@'
He moved quickly F ' #$3& I removed O
& $/$
Part of moon #$ ,?. *F +$ v'. He shook hand with me '54
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.O
& 'p($ ,
'5q? 8? 4$ d &)z É= ¦(Z'Y
ZU ¼=
)' -$ /yz
$ f$ '#' $3,& 6
$ ~M'"5
?$ & j
< $ $> 1 p? ?” :
)
/
1 3' (' & "/=' 1 3' 1 ? $ <
$ $> "F 1 3& 51 ' { '#? <
& F.F nF '$ !$ Y? $ ' +1 ($ f1 ' ]' #$ s1 +& 6
*' $ $ ' & &+M$">
f$ 'Zj
Worth Reading
A large number of people kill their wife and children by giving them slow poison.
How? http://www.mubashirnazir.org/PD/English/PE04-0001-Smoking.htm
Do you know?
The prose of Pre-Islamic Arabs was in form of sermons and public speeches. It was
mainly oral. The Quran is the first compiled book in pure Arabic literature which
was written and read widely (the Quran itself means ‘the read book’). Arab Jews &
Christians also translated Bible into Arabic. Arabs used to memorize their literature.
The art of writing was developed after the Quran. During second century Hijra (8th
century CE), there was a great revolution. Import of paper started at a large scale
and compiling books was started. People used to write before it but these written
documents were like personal diaries.
Lagging behind
& 'H$> They ear d? &Ms
' G6 $ So that you ignore
&:#' +1 @&'
We have already discussed the former. In this lesson, we shall discuss the *+ *.
• A *+ * consists of three elements: the verb ;+, its subject ; and its object +8. The first two are
essential part of a sentence while the object is an optional part. As you have already seen that different
words used for verbs already contain a built-in subject. That’s why these words are complete sentences by
themselves. These are single-word sentences.
• Sometimes a separate word is used as the subject or the object. For example <
$ $M
;F & #$
_
$ @$y (The man
opened the door). In this sentence, _
$ @$y ;F & #$
is the subject
is the verb, and <
$ $M
is the object. These
subjects and objects are called the “Apparent Nouns (#UV 1
)”.
• Whether the apparent subject is singular or a plural, in both cases, the verb used will the one used for
singular nouns. For example, <
$ $M
F $#'
_
$ @$y (The men opened the door), <
$ $M
0 $s5'
O
1 4
$ @$y (The women
opened the door), <
$ $M
d' &#$
_
$ @$y (The two men opened the door), <
$ $M
d' >=#= _
$ @$y (The two women
opened the door). You can note that for #YZ ,$ *5>, the #YZ T
will be used whereas for *5>
/ ,$, the / T
is used.
• If the #UV 1
is plural of non-intellectual nouns, its verb will be that of / T
. For example O 1 M$U$ m?
<
& jGF
(The dogs went). You already know that the plural of non-intellectual nouns is considered
feminine in Arabic.
• You can use both masculine or feminine words for the following:
• If the #UV 1
is the plural of an intellectual noun. For example F $#'
O
1 M$U$ m? (The men went),
F $#'
Q
$ U$ m? (The men went). Both are correct.
• If the #UV 1
is itself a plural noun. For example P& p
O 1 M$U$ m? (The group went), P& ?p
Q
$ U$ m? (The
group went). Both are correct.
• If the #UV 1
is a non-living matter considered feminine by the Arabs. For example $ ? ?
w
& ,$r
(The sun rose), w & ,$r
O
' +$ (The sun rose). Both are correct.
• If more than one verbs are used in a sentence. One verb is with plural #UV 1
while other is without it.
We shall use the first one singular and other plural. For example
&#- $ /$ F $#'
O
1 M$U$ m? (The men went and
helped), or
&#-
$ /$ F $#'
Q
$ U$ m? (The men went and helped). Both are correct.
• Sometimes the #UV 1
is brought before the verb. It has no impact on the meaning but the emphasis is
shifted on the subject. For example P& p
O 1 M$U$ m? (The group went), O
1 M$U$ m? P& p
(The group went).
• There are some verbs for which an object is not mandatory. For example “He went”. The sentence is
complete and an object is not mandatory. They are called P2K ;+. There are certain verbs which are
meaningless without an object. For example “He helped the other person.” Here the verb is not fully
understandable without the object. These verbs are called +@ ;+.
• In active voice, the subject will always be in the subjective case ) whereas the object will be always be
in the objective case Q-/.
• As you have already learnt that there is no subject in the passive voice. In that case, the object takes the
place of the subject and becomes its assistant. In passive voice, the object will be in the subjective case
).
• Usually the sequence of a *+ * is +8Ó;Ó;+ but this sequence can be changed in order to shift
the emphasis.
• Instead of single words, a phrase can be used as a subject or an object. For example _
X ' ;b & )$ w
$ ? $ (The
pious man sat). In this case, the _
X ' ;b & )$ is the subject because it is in subjective case. Here the subject
is a 8> QY#. Similarly in *$)$ ?
mF $@F
w $ ? $ (The teacher of the school sat). Here the *$)$ ?
mF $@F
is
the subject which is a Ò:= QY#. The is in subjective case.
• In addition to the subject and object, a *+ * also includes some other phrase e.g. ) QY#. For
example #G
X ' $T w
$ ? $ (Hamid sat on the chair), ){ $M('
& YF #$ -
$ /$ (Allah helped you at Badr). It
further explains the situation.
• Sometimes, two objects are also used. In that case both will be in the objective case Q-/. For example
¦,'$
¦$2 X ' T Q
$ s
' T$ (Hamid considered Zaid a scholar). Here both Î 2 are the object.
• Sometimes, a situation is explained for a verb. It is called “Adverb” in English. In Arabic, usually an
$ ¦(#$:
¦$2 X ' T <
adjective is used to describe the condition of a verb. For example
¦'` $ #$ :
$ (Hamid
beat Zaid harshly). This adverb is called T in Arabic and is always in Q-/.
• A noun which is ; 1
as a noun may become an object +8 in a sentence. For example in Q $ s' T$
¦,'$
¦(' X ' T (Hamid considered Abid a scholar), Î ( both are ; 1
but they have been used
as +8 in the sentence.
• Similarly a noun which is +8 1
as a noun may become a subject ; in a sentence. For example
!X &,4$ w $ ? $ (Mahmood sat). Here !,¾ is an +8 1
as a noun, but used as ; in the sentence.
Therefore, being an +8 ; 1
is something different from its use in a sentence.
• Sometimes, the subject is brought before the verb e.g. O ' $M
¼= Q $ U$ m? X ' T (Hamid went to the home). This
sentence is a combination of a *+ *,1
*,&. Here X ' T is
@M, while O ' $M
¼= Q
$ U$ m? is its #$ME$ . In such
case the complete *+ *,& has become the #$ME of *,1
*,&.
Test Yourself
Identify the verb, subject, object and other parts of each sentence as mentioned in example. Apply the rules
you have learnt. You have already translated these sentences. The grammarians call this analysis as QY#>.
Analysis '(#
[) ;+ N+8@= <( :¡3@s | ) N; 1
:
\,: 1
:U N# #T :< ' | QRS #YZ T
NP+ 1 3' (' ¡
& ' 31 @$s
1 $ & j
1 YF 0y $s/' d? &4
1 @$s
1 $
' ' 1 p? ' $& ?ps
1 @$1
m6 ='
#X 1 E$ $ U& 'Zj'( $/!1 ? $ U& 'Zj
d? F' M1 $@s
1 >$?
? Y? f$ 'Zj
?$ d? &4@'86 @$s
1 $
/Y
O
1 jpr
$ /
0 $,"s
?m='
D)&#s
1 $ ' ' U1 ? ?=' Q
& ' p? 5$
1 GF 51 ' i
$ ' ' p6 @$s
1 ,& 6
$5,1 ' $ 1 p? ?$
$ 'p@$s
1 ,& 6
?
$#~-
$/' U1
Do you know?
Sometimes, when a word is transferred from one language to another, its form and meaning
are changed. For example, the word Q#S means “eccentric” in Arabic but in Urdu and
Hindi, it means “poor”.
Analysis '(#
D3'($r@$& ' ('
&>F
& "53$ $ & &
$%
$ ?
D~,+$ @$& D5'1 & ;6 @&p6 $ f1 $
d? &#q' @$5& "/='
&#q' @$/
;6 .F
#X r
' @$5& !X
$#$ 1 3& "/}?Y? ¢
'
$1 zy
f1 ' d? &&#H
1 $
d? &#jG8? @$$ P{ 1 p? ' c
{ $
$ 'm? ' jd='
)& $3/1zy
& 51 ' #& "%8? @$$ $,? ]' )$ $%4
' 6
f1 ' jd='
d? &$ H
1 $ $$
&5$ f$ 'Zj
$ $ j
d? &'!$H&
d? &#+& r
1 $ $$ 1 3& s
$ 8F /? jK='
*D ? 1 ? i
$ +' ($)1 ? $& $/1 $
$ m6 ='
$51 ? $ $ ($$r>$ #$ p? M$6
jd='
Do you know?
Poets enjoyed an extraordinary position in the Arabian society. Arabs had
a great taste of poetry. A poet was the spokesperson of his tribe. It was his
responsibility to establish the esteem of his tribe and degrade other tribes.
By just saying a few verses, he was able to motivate people, to increase
the respect of his tribe and to make a person or tribe disrespectful. When
the famous poet Al-A’asha decided to convert to Islam, the pagans gave
him 100 camels to avoid it because they were expecting a great impact of
his conversion to Islam.
Analysis '(#
d'
$1 +& 6
$ ' 6' '( 1 3' 1 ? $ d? &#U$ ?q@$>$
D\'s$ D($sT' Q
& $ $4&
$ 1 s
$ ?
d? &$ $L@$$ 1 3' ('
A#$
?m='$
#& F?G"@
1 YF $36?
DM'Y
$#@$& DMT$ & 51 ' J
& #' H
1 /&
D!&
&
$ 51 $ d? A-
& $ i
$ p' ' $5,& 6
O
$ 1?)$
' ~()$ f1 ' *b ,$ +1 /' & Y? )$
$>$ d6 ? K1?
,s
$ & ;{ $ ? ?=' f{ 1$ (' 1 @&5$
$>$
?m='
& &M@&Y6 ?
$#E1 F & ? & :
' #1 @&s
$ ? 1 > $ $+>$ d6 ='
Analysis '(#
f1 ' & j
0y $` d6 =' '/& %
' @$$ #& $ 1 >& $ ;6 +$ 6
O
' ($? $ ? ?.
f$ '#('"-
Analysis '(#
D '.? D5$,? ' ('
&#@$r
1 $'
1 3& s
$ 8F /? ' ('
1#$ @$`1
$,s
$ 6 ('
DM~?
D'+
$
&,",$@$?
$U' ?$ (' ]b $ '
$ ")$>& K
1 3& (&F.F O
1 3$ ($$r>$
' j
?=' & A!#& ? 0{ 1 `$ ' 1 @&1 2$ $5>$ d6 '?
' &"#
$
Worth Reading
Suspicion kills a person. How? http://www.mubashirnazir.org/PD/English/PE02-
0007-Suspicion.htm
Worth Reading
Islamic Threat – Myth or Reality. An introduction to the book of John L.
Esposito. A detailed analysis about the world Islamic movements by an
American professor who studies Islam and Muslim Movements in an
unbiased manner. The writing is in Urdu.
http://www.mubashirnazir.org/ER/L0012-00-Islamic Threat.htm
Rule of the Day! The word "(& K (There is no escape) is used to describe the sense of “It is essential” e.g.
*? ($$@G'
$ j+$ >$ d6 (&K (It is essential that you learn writing), )$M@'E'K
f$ ' (K (The examination is essential)
etc. In case of nouns, the word fis used after (K.
0y r+
k-& "F .' R'?$
' #Ar
!' &3+&
]' 0y
$#.' f' $ p' ($
m=
$ m dG dY
D\Y
:p A4 $ 6 .
& #' - $ 5$ ]? #$ 1 Ez
Part u
' 1 & He talk in less words & ' & Place ¨;4
$ $
He abide by P$
$) He communicate nF ' M& Legal agreements !' &3+&
N?;F L@
;F ,' @$4$ K dG ¼= $ -. N&.? #$ T1 & +$ $ & ? L$ `$ < ' $(ZF
f ' m ,
N'_@1 8
u ' M
i $ ( ?
$ d̈ ¼= m & ?$ . 1 3$ 5$ ;' 8z
'58 ?$ 1z
& 5$8? $ $ M$
dY d{ G ' & $ F#&E w $ ,$ L$ ? ¼z
' >'"# f "`}( ' .' ¼= ! "F N&5&8$ f$ G? $ $,?) "45$@$
& /$8 $ "#4 $ N$. *' /
' #' M1 "-
f & & %1 ' N&
+$ : & F$,@'T
dG .m ;? M. & U .
.u' M
_ ' @1 8
' (&$@>$ ' N'i+
_
' @? ' *' Y? #$46
]' "`' ' !
2
$#M1
$ Û ? #$ 8$@
@T A_' & ?
2 , N' +' : ' ¼= ! "F & @&Y? #T O 1 5$G? )' 1 p( & 5 "45$@$
N&pF & #$> = P' p
dF .;? +$ 8? N'' $( ' 5 f "<Z' $ d f
D(& 1 '%$ .& !$ &3%$ n? $(
¼= & }?% $ 6 "F .'+: ¼= ! "F &@Y#T O 1 5?G & $ "!)$ ){ 1 p( 5 "45$@$ .& /$1 #$ $ K 3/}Y
f1 $ f{ 1 +$ (' & jYF ?+' jd $ ' $ .m i( $ ($> d6 ¼= }$%6 F .' ~,Y? ' #$ v? ( '31 f "<m? d
:. =
#q/ ", .' R'$s? & ' R'$5F f' ' #'
$ T$
& @1 M$%
$ 1 f$ #& ?Y ,
y
#& 8' L$@ .<
'
#$ L&
f $U2 N'0$s8? 5&H6
f$ ' A_? < $ (Z̈
jd & 3$ `”
f1 ' ' 5
$ 5 ~/ O& ,'$ .
D)&@s$ & 5 dY ' 8' +1 : & f' & ? ~#+$ & d ¨;$ $
!$
)} &s8$/
“.' p' 6 E$
& +$ : '54$ $ ? '5M$? S? p .' 5
O$ $ 21
“.<
& Fv6 ?
$ Q
& 'jv
$ +& :
$ & 5' & FZp15@$s
1 $ K? D1`$ <
& $(Z
& 3& M1 F s
1 $ d6 =$” :¼+> & ?. > jË
' f1 +$ v6 $ ? f1 $ X T dY N(4 ' DM3& dY N'PG
' ;F '.? N'd$sk
&f~($ dY
$ 6
<@Y) .*' ?$5,$ ' '(4
(d
$4 ' '#+$> ' K Ns8/ '
Do you know?
In Pre-Islamic Arabia, there was no central government. Each person was protected by his
tribe. In case of a crime within a tribe, the criminal was punished by the respective tribal
chief. His family had to pay penalties for certain crimes. If a person committed a crime
against a person of another tribe who had good relations with the tribe of the criminal, he was
punished by the tribal chief on demand of the friend tribe. If he had committed a crime against
a person of an enemy tribe, he was protected by his tribe. It was the responsibility of that tribe
to wage a war against the tribe of the criminal to avenge from them for protecting the
criminal. This was one of the reasons of continuous inter-tribal wars. Such wars were not
limited among two tribes. Their friend tribes also had to participate in the war.
Eloquent f& ~($ The most serious person O$21 The most insisting A_?
Useless ' It dominated me '5M$? S? Coleoptera, worms 0' $s8? 5&H6
To make ridicule
' '#+$> It takes away from them & 3& M1 F s
1 $ It became proud O
1 M$%
$ 1
To obtain benefits *' ?$5,$ 6
They cannot take it back & FZp15@$s
1 $ Hidden
D)&@s$
1' ~()
$ ' M$ f' ( #& ,$ T1 z
7
& ,p
c$ 1 r $ T$ p '
.' ,v̈
f ' ' U ~4
$ 6
i( F ~4
$ & Z
x' )z
' LM
!' $s8?
)' &3VF
“.'5
$ $ )1 $+$ $s$
c
& #1 -
$ @$.6
$ 5' c
& #1 %
$ @$T
K̈= $3'&F f )' z( $ @&,? !i5
#$ 1 '5@$5$ d6 =” :p
jd= !i5
\ $ :p “.;Fp $ s
' 8/ fX ' O $ /}” :. “.;b S' ` 3 ' s8/
G” :p “.O $ /z LM
!' $s8?
f' x ' )z
' #$ 3$ V? f$ 1 ($ $5( ? $T & ,v
E! Z
O
$ ?8S} .3?
' !' M' #$ $ $#1 @$
y
jd= $? E$! ' ,v
f X T$ ?;E$ !$ ;U :.
f ¦(
( ~#&
~7% $ 6
f D(% $ T' 35( 5( O $ + N'3'
{ ,1 % $ (' O
$ ,$,@$U
N&U)$
c
' $$M$ ' ?",& O $ 6 +$ ($ .3 35 $s8/ O $ 51 %
$ $ F .a
& s
3+ ¦
"#T$ N''4 $ 6
? .&3@$",$
¦#8/ db db K= ' #
f$ ' X T$ ;? E& $ K d c $ #? .3'+,1 $ '
z
.Dq
Explanation Word Explanation Word Explanation Word
So I arrived there 3&@$p? He is pushed by him & +& ? 1 & Complainant, being
offended
X kq? @&
A trouble was reached Q
$ 'F He strains $ 3$ 1 Your arrival or
appearance
$ )' 3FV
Weeping, crying 0| G$( He forces into a critical
situation
J
$ #$ T1 You have stopped O
$ 8?.$
So he urged him & j4
$ Cries, screams ^
& #$ Your retinue (people
surrounding you)
$@/$?v($
For the affliction, distress *' "' M$' Intense, acute DT~#M$& Forbidden *b 1#T&
He weeps, he calls ^
& #& -$ An exemplary
punishment
KD G$/ So he accepts them &3($$}
They announced
&!$/ You don’t stop /
discourage
#'G51 >& , He recourses this
matter
( mF F$
Two sides i.e. morning &
evening
?#$ ? I travel / will travel #& ' $F He complains G1r$
;U f
' ( fX ' & O/ NFnjM$,& 6
ZU f$ 1 Y#r&,6( & @&? ) O
1 L$ ? ($ ' ( X #r& !i5
\
Z3
.
$ s
' 8/ ~_`& f$ 1 ,sF( $@? ) $ M&? L1 >$ K N'~M'/$ O
' $(
& ? ' ~ f' v$( f' µ F pF s$ ;' 8kv
'
D#M$'
$
$) p $ ' ?$ ' ? ,6
& ,$ %$> ,/= O $ 5Y d6
@T ;? 8v
Z(
& vF $
F
$ , .'4 1 >$ *b 4$ '4`$ X & /$&! K= { f Nb x ' )z
Weapons a
' "s
He treats kindly
& vF $ His mercifulness & @&? )
Horses (for war) [
'
"#GF
It strengthens $ qF +1 >$ The reached message nF jM$,& 6
= O$r$ $
$ & @1 T$ #$ @
$ #& -$( = #?q/$ $ T$ )'
$$ & @$$,$ &M. $ p? $ ?)$ .
¼= $ $!$ '$ f' & $ $ @$/
m= $/A
' 6 & f O $ 414 ' `$ 5 '5L1 & ;U .$ 1)'
“s685$' $@T
G ! $ 4$ 1$ .1 F E1 Î '5@$” :. Ë )& -5
GM? :. <s'À
.U$/&! ' 3'( d1: $ #1 $ 3'5! ' 3= d? &$ 86 $ ¦ 5 jd= !i5
\ ” :p
“.~5
&(#$ 3$ 3= O& $+($ .” :. “.$ &!~s $ & $ #' 1 ' &U)1 ' $` $ &`' #1 &
$ @$/$v'( &3$+1
P$ Fq$,6
#' -
& /
$ ($$%T' ;6 ~3$
$ ($$( _1 @$6
fG . $ @'p? # &3? ,' 4$> d F$E” :.
fX ' $: / $3' U ' 1 +
~4$ 6( 3$ ,1 s
' .
3kT' f' c $ .-
0y 1 8?
Z' E& $ 'q
1 ,$ .6
.*' "z
a ' $ $ &' $s& $ &>} d 35$
(#8
p+
) .$& 1 ? ;? & #$
Q
$ ' F ' s
' ' %
1 $ ¼= ! j-
$ .
,js d? &/km$ ,& 6
0y $
In their easy manner 3kT' Consult them! &U)1 ' $` It walks O$r$
Guarantor fX ' $: They will keep you
straight
$ &!~s
$ & He removes it & $ $ @$/
They help
&' $s& They ran away, they
flee
&(#$ U$ Woe on you (said to
himself)
$ 4
$ 1$
He was not found $& 1 ? Your way of doing
things
$ @'p? # I deceive $@T
.3$Mr$ ^
{ #? !{ )' $( ~$ f ' R'$r$ F*?
1 ? U .#Lz
0'
$L$ ( '>& Ë .~r ' +$
J#H& “.'#FG
J ' #& E !PS ” :p J#H$ Ë N!
) ?15 ;E Ë ND ¢ F "4
$ @$$ Ë
P& "p? @$$
&
$#T1 z
Pp .#G
w%$ ]' )&-p$,6
¼= '#3?V & 5's& & : $ & %s
¼=
“.& A' ” :p “.O & ,'VF ” :p . T K f$ ]F ?#',6
AM'-
$
A('
#z
& +
=
“.'# '
#q/
” :p “.'( 5” :p “.+
F+$ (” :p “."? $ $$ ” :p
K .'3'25 )' ?. 5
&/Z' R
” :p Ë N'##s
w% ;E! X T pM Î
m= ÜT
“.Ps
~!)$ f X T '5$Lr$
1. He is Mu’awiya Ibn Abi Sufyan ,35
:), a companion of the Holy Prophet
. He was appointed as
the Governor of Syria by Caliph U’mar. He became the ruler of the entire Muslim World in 40H / 660CE and ruled
for 20 years. He was extremely generous and a political genius of his time.
2. He is a famous historian. He traveled in China, India and Africa and died in 345H / 956CE.
Security Guards
&
$#T1 z
Goat ~$ His book (i.e. Quran) ' 8' 4
$ -$
Child AM'-
$
Cold !{ )' $( He talks with them &3F~4
$ &
Make him powerful & A' Vegetables ^
{ #? His ministers, plural of
#2 & &
$)2$ &
He offended me $$ Chair '#FG
Evening ~r
' +$
Give permission!
&/Z' R
So it is placed & :
$ & Lunch 0'
$L$
.¦F&
&@$
m “. '
f' *{ ,+5'( :p “&0y ?p($
? ? i5
\ _
$ M$
Y” :?p&
²
$ R'
$T$ 5=
&+? )
.w
' %,6
ZÚ G'/! f &@$#`$ G/z D
#` &@",$ ,/= !0KU ” :.
p “.' ' ?$ '
&:#$
” :p “.db $ 3$ r$@
” :p ;F #
Pp “.5= ;'-$ K f1 $
“.&U&' E
N&3%$ R'
T
&.
N&UFv N&U&U' $+>&” :p “.'U f db < $ ?S” :#X E
N']$ R'
w
1 '
” : p ;? & #
P& ~p? & ') 5 P& Fp$ Q
& >G
#& & 4$ .0'
L( '>& Ë
M ” :p .'#}( #& & } $(@Y F#$ p$ Q & >'G
D f' 1 @$,$ pF ;F YF }$ & $ $ A,& $ N&w' %$
f P$ ".? $,"()& .3Y ²R
46
< ' 4 '>} ÜT .#E Pp@ Pp “.Q 1 p?
!
“.
&'” :5 p .0y
L
& ? #$ Ë .0'
$L$
)' . &U$ 4$/ d+() ²R
46
<4
.#' 3Fq( '!$5& @T NX' & ,$ v$ .?15 ;F E& $ .d? &#- $ 5&
O& .$
dY d .*' Á
*' H' dm} w%$ Ë .c+Y) () - ;E Ë - J#H
f' M$? ( ' /$&%+$,6
Ã
'
$#.z
²
' /'$5G? r$H6
*' s $ ('$
*$-M'E1 z
f J ' $46
!'
$(' &U$> 0' $@`' O $ .
.*' s
$ ('$
' Y'
$8?
f' ",s
$ ,& 6
' +?G
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= ; H
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exemption
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Do you know?
It was difficult to maintain correctness in handwritten books. Therefore, people started
writing very long books in form of poetry because it was very easy to identify a mistake in
poetry. It was also easy to memorize. Such books were transmitted easily by memorizing
and singing. Even the books of grammar and science were written in poetry although they
are not included in poetry because they do not appeal the emotions of their audience.
Count, confinement,
limiting
#' -$46
Risk #' v$H6
Human '#r
$ M$
Dear Reader!
A question may be revolving in your mind. The first word Build Your Personality
Prophet Muhammad
of the past tense of a c is _
$ @$? but that of u is not
always used to select the easy option,
? $ .? , it is ? ?.. There are certain set of source letters, which if it had nothing sinful. Make your life
change their form when words are derived from them. easy, if there is nothing bad on the
easy path.
The verbs which change their original form after being driven from their source letters are called *-./ +.
It means that some of their letters are reduced. It is like a decease that attacks on verbs and even the derived
nouns. There are three major reasons for it:
These *-./ + can be classified into six categories. All verbs not falling into these categories are normal
verbs and the rules described in these lessons are not applicable to them.
• 2&,3$: The set of source letters having a 0 in it. For example N0 ) u etc.
•
$$& : The set of source letters having a letter repeated. For example ! ! P N x etc. Some
Please note that here we are talking about only the source letters. If there is a 0 or a O #T other than the
source letters, it will not be classified under these categories. For example, there is a in all words of <(
+=. It does not make the verbs 2,3. Similarly, in ;+8> <(, the *,Y [ is repeated, but it does not makes
the verbs
.
The significance of learning their variations is to identify the source letters, verb / noun, person, gender and
number of each word correctly to know its meaning.
Do you know?
Before invention of printing press, each copy of a book was written by hand. Such type of
book is called a “Manuscript *vÝ”. The Muslims of Middle Ages utilized their artistic
skills in writing because they did not like to engage in making paintings or sculptures.
Several million copies of different books were written by hand. It resulted in the art of
calligraphy.
Dear Reader!
Build Your Personality
In this lesson, we shall study some chapters of
*p which contains detailed information about Make it your habit to get up early in the
the Muslim Intellectual History written by f( morning and enjoy the company of your Lord
by performing “Tahajjud” prayer.
dE.
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Explanation Word Explanation Word Explanation Word
It decreased 7
$ .? $5>$ Civilized *' /$~,$ @$,& 6
Luxurious life
' #$@
He dreaded "#$ Z? (
Nomads, villagers ' $M
Ratio *F M$s'/
It was folded $v? /
Traveling *' ? T'#
Quality, excellence ]' !$ &%6
Carpet (a metaphor
for revolution)
F sM
Full of ]' #$ 4
' M$@s& It became excessive O
1 ?
$ ?
Cairo ]' #$ U' ?p
It became stable c
1 $ @$
Conduct, adaptation
' A#-
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.+z
' ' p,6
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' $,@'
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'3@'$
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Q & #FY & R'
8
c & jL$
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1 ,$ qF $ Z & .z
c#FG
P' +
u &
3'( O 1 p? 8? /$ .2<
' #' L$,6
u
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f' ' '+
Q
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3= ;? 4
$ >$)
.35'
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.U&)4'( c 1 #$ E$ 2$
1. Arabs used to refer all Central Asians as “Turks”. Saladin was a Kurd. His ancestors belonged to the
area of Kurdistan presently situated on the borders of Turkey, Iraq & Iran. By the time of Ibn Khuldun,
the Eastern Muslim world i.e. Central Asia, Iraq, Iran etc. were destroyed by Mongol invasions while
those of the Western Muslim World i.e. Spain & Turkey were destroyed by the Crusaders. At that time,
Egypt and India emerged as the center of intellectual activity in the Muslim World.
2. Arabs call the countries in their west as “Al-Maghrib”. It includes the countries of North Africa e.g.
Libya, Algiers, Morocco and the Muslim Spain or Andalus.
Worth Reading
Arnold Schwarzeneger is one of successful person in the world. He also had to face a big problem. What
was that? http://www.mubashirnazir.org/PD/English/PE04-0003-Schwarzeneger.htm
Explanation Word Explanation Word Explanation Word
Productive, generating
money
*? jL' ,& 6
Slavery ~u~#
It confirmed "Y? ?
Inclination a
' &5%
& 6
Relationship of bondage 0K$
Periods of time )' &-+&
Seeking
' $,@'
Damages Q
' ' $+$ And so on
"#$ "F U$
Salaries )' &z
Disasters ' >'$MG6 /$ Their country '3@'?$!
Their earning '3@'$
$#' Corners (monasteries) $
$$
Normal happening *? '!$
North African countries
(West of the Middle East)
<
' #' L$,6
Buildings to take care of
poor
µ
' (&#&
They leave it behind
them
& /$F8jH
$ @$$
It became active O
1 p? 8? /$ They made a trust
F8.? $ Their children '3@'")' mF
' 3$+
Z3' d?
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' *' +$ .'
P' F+&
' 5 ' & (
#
;F -8
U z
.& +$ : $ $ f,$ & ZF E& }$ ' p? /$
X 5' N'#G'8(' = '@$3$ d' s/' '+'M?
X 5' :f' 1 8? 5'
@3 '#G' *' +$ 'Mv? ( dF s/
3
$ p' $ d f& G' ,& '@
U 1*' "8' s $ ?8
*' ",' G'46
P& +
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¼= & p
ZU $ $ #$ ' p? /$ U ;' z
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c ' &MF(' #$MH6
f [ & "#8? @$$
$ p
ZU
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(1) At the time of Ibn Khuldun, all present day sciences e.g. Physics, Chemistry, Biology, Philosophy,
Economics, Sociology etc. were part of Philosophy. (2) See the next page.
Totally kGF
Information #' M$H
$ 6
His five senses &
faculty of mind
' Y' )'
$$
Mere, purely !' "#%
$ & Related to the Divine
Law
~' #$r
Topics c
' $&:$
It needs J
& $@4$> It is not the area of ? $%$ K Dimensions 0' $4/1
Logical reasoning ' $.? Affiliating, joining u
' $46= Its arguments $35''U
$#($
It is derived from [
& "#8? @$$ Minute details c
' $R'& He incites & 4
& $
'
f' 5 *b $ &#r$ U '@
*' "5s
&
<
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f' c & "' #$r
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P' +
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dF s' U Z
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P$ GT $ #' +$ d Q & %' $
$ jG? ,& 6
d̈z ]b #1Y *' p5
P' +
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f' ]b m? &E}$ U .' s' 5' 0' $5( *? :
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&
From previous page. (2) It is a widespread view among Muslims that the Shariah (or the Divine Law) is
not based on wisdom. This view is not correct. The Shariah is totally based on intellect and natural ethics.
The Quran incites its audience again and again to use their intellect to determine the right path. Other
scholars e.g. Shah Waliullah have described in the detail the logical wisdom behind Shariah’s directives.
&Sunnah through
Confidence, reliance logical reasoning Religion
.& p'8
U
ZU f$ 1 8' kG? ,& 6
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P' GT *' ? #$ +$,(' ]F #$ ,$ ?
;F - & 4$ >$
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d̈ 1 ? :#& 1 s8@
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$!#$ 8& ' & $/'+ d,?+ & /$&,3$ 8$
(1) Mutawatir means that it is transmitted by an excessively large number of people in each generation.
The Quran and the basic directives of Shariah are transmitted from a generation to another generation by
this way.
Explanation Word Explanation Word Explanation Word
Knowledge related to
language beauty
<
'
!
& Divine Planning )' ?p
Legal procedure /'&/?. { $
Two covers (of
wood)
$@? !$ Arguments J
& $%4
' 6
Method, procedure *' "8' ?Y
Prophet’s copy of the
Quran
' 4
$ -&,6
It comes before it & $ "p? @$>$ Responsibilities
$ '?G@$
Styles of expression Q
' '$ Related to language *F "/'s
Physical & mental M'. /'$ ($
Their eloquence '3@'S? $( Dependent
X k.$ @$$ Specific A7@$H&,6
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'+/& 3/= “_ & @?8
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m=” :¼+> '. f' $ ' & ,Y .5
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d
:) *' ($$4- $
f' m ;? p? /$ m F ?
' z
)' $-
f1( D .' $5@& 6 $ $ ? .35 m ;? p' /& U'+( f' d? &+('@
m ? $
$>$
)&
O
1 ? p' /& m f' #& 1 G
Q $ @'GF Q& @G
O 1 /$~!& ¦F&
& )' $+,$ 6
c
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F AM'?$+?
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¼= m $3@$/
.f$ 1 +(@
*' (4-
f ]F !)
.)'
f$ ' & &M@$G$ d
0y `
&M@$G? N$f'#~s8? ,& 6
f' m
(1) There are two types of directives of religion: Those related to human mind e.g. believing in God,
attitude towards God etc.; those related to some physical activity e.g. performing prayer or pilgrimage etc.
This second type is called a)
È
PGTz
.
Rule of the Day
In order to express amazement (or even regretful amazement), certain phrases are used. They are at the
structure of ' (' ;
6 +' 6 N?;+$ 6 . For example, *? p? '4
$ 6
;? ,$ 1 (How much beautiful the garden is!!!). In the
Quran, )' "5
?$ 1 U& #$ M$
1 ? $,? (How much steadfast they are on the Hellfire!!!),
1 ,' 1 ?$ ' (' #1 -
' (1? (How nice
He observes and how nice He listens!!!)
Communicated by words
of mouth
D .' $5@& Abrogated ^
' &s5$,6
One who clarifies f& ~M$,& 6
It was compiled O
1 /$~!& According to demands
of the situation
' $46
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Sayings & actions of
i+(> *(4 )&
First generation ' z
)' $-
*' SM
< '
$#
P' GT *' LF
c ' : ' P' G
f' *b "' $5
' d' s
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;{ p/ ¼= 3 & $ #& K < ' #+ c{ ?G? $ O/Y d +( m ' f& '
$$
O1 +$ :
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;' U Q
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$
kL$
;F ,' @$r$> &3>&Kp5 &3M$@$Y? jd K= N
$ m ' d? &~p? @$,& 6
.!' &!#$,6
' &Mp$,6
]F $
$M'
3 O 1 M$' SF ,/= N{' K < { @Y ;F U
&/FG 1 ? < $ #$ +$
d̈ m ' Q & M$s$
c ' $/~G? ,& 6
<
' M ' *' #rM
' 85
= u & "r $ @$>$ ,' 0{ ` *' #+ ¼=
F."r $ >$
m= .*F "~z
Collection of poems,
plural of d
! f& '
$$
Thorough examination 7
' '4,$> He investigates "#4
$ @$$ They take care d? F$@4$
Direction, approach $45$,6
He became lenient ;? U$ $s>$ Incidents (history) d' ?'46
He is distinguished !& #' 8? 5$ Their reputation &3@&' Wars ' T' $,6
Area of present-day
Tajikistan, Uzbekistan etc
P' 2$ )
$E$ Their high esteem &U)&
. It filled c
1 Ä
y @$
' '4
$ 6
P' F& '
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;F -?8
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a
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f' '3>'0y
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P' f$ ;' p5( m &OM&$ Þ= .µ ' M$
*' ?
$+$ '(
.' #$@
' Mp
D ! m 5 dG *' ? 8$L
¦T
U&A,$ >$ m ' &3>&& ?8>$ i+(@
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f' *' ? p? 5$
0KU Q & >'
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Z
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#
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#
d? G d}( $3' v'p/
$3'$->( c$?8@$>$ &/z
ZY .
¦T
?z
' &MpF (' & G&4 N'f1 ? #? ¼= c ' & ?8@$'( '3@$5$> 3? *' 5$U$ &,6
;' ? +'
f$ ' $3@'$ s( & 5 ;? p? /$
_& 4-
;F .*' M$">#$ ,& 6
Q
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$#,$ 6
Z3' 3'+:
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mF r $
;F ' +&,6
& v' p? 5&,6
;F $ #&,6
& '+ $
f& s $4 $ 6
.35( *F ?$
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Weak
& '+
$
Their difference U&A,$ >$ Diverse *b $ ~5$@$&
Whose companion link is
missing
;F $ #&,6
He did not meet $ 6 $ ? Most important U
Broken, having any link
missing
& v' p? 5&,6
Hidden weaknesses,
plural of *
;' ? +'
Complete, fulfilling ;' ' G
' R'
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f$ ' & +& M$@$ ' p'8
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(1) Hadith experts consider the method of transmission while determining the authenticity of a Hadith. If a
student reads that in front of his teacher, it is considered the most reliable method because mistakes in his
reading are removed. If the teachers reads it in front of the student, it is also reliable. If a teacher writes it
to give it to the student, it is also a reliable method. If a teacher hands it over to the student without
reading, it is relatively unreliable because the script was not developed at that time to ensure that the
student has taken it correctly from his teacher. If a teacher gives permission to a student to narrate the
Hadith on his behalf without reading it in front of him, it was considered a relatively unreliable method.
(2) These are some issues related to mistakes in transmission of Hadith e.g. a word is unknown, it has two
meaning, it is read incorrectly, it is a homonymous word, or two narrations having contradictory meaning.
:]b )$ &#:
$ ' ' F.& f' (& K .35( ,
{ @E
*' j!' z
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& ? $s
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dY K N$@$F
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d? F#$ p$ f$ Z
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(1) Zahiris reject the legitimacy of performing legal reasoning by finding the ‘reason’ of a directive and
applying it to another situation. They strictly restrict the directive to that particular issue.
(2) Shi’a believe that their religious leaders, who are from the progeny of Caliph A’li 5
:) are
protected by God from any mistake. Therefore, an additional source of Shari’a is added to the Quran &
Sunnah which are the opinions of those leaders.
(3) Khawarij was a sect who revolted against Caliph A’li 5
:) and martyred him. They used to
declare all Muslims other than their sect as ‘infidels’ and allow killing them. Their extremists outfits
vanished over centuries. Some of their moderate factions are still present in Oman & Yemen.
Explanation Word Explanation Word Explanation Word
Defamation, disapproval a
' ?p
Dependent ]b #$ -
' 4
$ 5& They became expert
&#"3$
Being protected from
committing a mistake
*' ,$ -' He did an exception jZ`$ Leader, that who comes
first
P& ~p? &
Weak *b $U'
$ They devised it $U&$ @$(
He established "#p? @$
.& +r
X ¦&-E& ' >'$ ' ;F U Z(
.¼+>
,'T) ]' #$ %'36
)'
! P& = '4M$z
w/ f(
& &3& = dG 2' %À
;F U
.*' 5$',$ 6
;' U ;F ,$ $ &U N'#' 1 S 5' ]' #$ M$@$+&,6
' )'
$,$ 6
#' 1 S P' GTÄ #$ E$ { )' & ]' !$ $' (' "7@$E
.'3R'
$@'.
'35''' ]D )$ &#:
& 3?M. f,' d? &+('$@& { #$ >$ ;{ +' f' d? &s8' 5$ , 3/ ?)$ /z
m )$ $ & 5 m f$ 'ZE
'M5
;' +'8' f$ '#`' $M,& 6
;' M$% $ 6
¼=
ZGU
....*' "' #$r
*' j!' z
' f' $5
¼= ;? T$ )$ .¼+>
3,'T) '+' $r
'M' jv,& 6
w ' )!= f( & ,4& N{w/ f( ' ' +( f' dY
2' $%4
' 6
;' U *? p? '#? J $ $ $ &35$ Z? E$ ? N?*85T '( P'
<
& 4 { ' +( f' u '
$#+'
He disagreed
$ ?$E Mountain (metaphor of
something high)
;' M$%
$ 6
It did not remain ' M$ ?
Abundance )' F$ Those with firsthand
information
f$ '#`' $M& He is not attached & 4
$ & K
Their merchandise
(metaphor for product)
'3@'$ $(' He traveled ;? T$ )$ His fellow scholars ' >'$ '
Those who blindly follow d? &kp? ,& 6
He mixed J
$ $ $ Source of law, faculty of
mind
{ )' &
Becoming branches Q
& A+r
$ >$ He specialized in "7@$E
They withhold d? &s8' 5$
K f$ ' ' U #' 1 S ¼= m !' $5= f' $ r ' E$ ,? N'!$3@'K
*' M$>&) ¼= ' &&
f$ u $ $ ,?
"7@$E
f$ ;´ YF 0' K&U$ ' p$> ¼= $ 5
A!)$ 2'
$
' %'+'(
&T"#- $ '5'(' K ' '$#(' & '&
.3'MU'
?Z$ ;' p/ K= ' M$ ? Q ' & $@
f' ,' U&p> ? $
$@$$ 6d
&#q? T$ .f$ 'kp? ,& 6
f' (
K .*' $
$~#'( $U' 5$$ ' $->
' &z
_ ' '4-$> $ +( 35' & $ j.? f$ Q' U$ Z,'( { kp? & ;F Y ;? ,' $
& & p> )X &%3$ ' M'p' $ !X &!#$ ' 3$+
Z3' !' 3@K
'"& .
ZU #& 1 S ' p'8 P$
? &-4$
.*' +()z
*' ,Rz
0KU { p> P$
P'
;U )$ $ .
*' $
$#'
]' $ :
$ $+& ' ' @'? !' 3@K
f ' M'UZ ' +&M' ;b . & & kp? ,& ;{ M5T f( & ,1T }
Dq8'T ' 5
#& Y U $3'T
/ !$
$L$( f' u '
#+
P' $r'( &U#& ?Y .
{ +$M(' 3&+$( )' MEÄ
*b ?$ !$
LM'( &3? dY .f$ G? ' $p'
f$ =
' M5@( D $ ' À
*'
) *' "5s
&
$ v? p? /
F N$m ;' $ ? f' *F 5@8
O ' ,$ qF $ .$3'T
$/$ ' *' +r
d? &+.?
$@$$
&/Y @T ]b #Y
.Pr'( &3>&#Y c) 1 '
$#& ? .3 #' @$A@
0' '@
$ 5' m
' %
$ +$
!' '( #' 3$5
0y
) $ f' 1 -
'
' 5'36
*F ,$ ' s& u '
#+
;F U P$
& $ jp? ? *? 85T &(
u '
#+'( & M&UZ #$ r $ @$/
dY . $U
$$ ,' #& Y #$ -',(' & &kp? ,& A+' ?r
..$3kYF
.)' $-z
' ',$ ' w ' )@
$@?8
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&,$ ?. .#35
0y
) d? $
$#E&
.....'3>'KK'@
[ '
/}'( c ' $' 'H6
Q& @Y O 1 5$4' `& 35$( c '
#V$5,& 6
w $ '$%$ O
1 ,$ qF
Lawlessness *F 5@8
Abandoned )X &%3$ He blocked u
$ $
Capture, seizure 0' '@
His prudence ' @'? Weakness, incapacity ' %'+
They shared
&,$ ?. Tendency
D $ They banned
&#q? T$
Teaching w
' )@
Power, influence *b ?$ Play, cheating Q
' & $@
....P' r
u '
#+
Followers of Government
(Sunni)
*' $ ,È
To reproach, to
criticize
¦+$/ Government *F ?$!
End point $3@$5& Throwing away,
rejection
a
'
$#= Shi’a *'
$ '
$#
D .& @$p# 3= ;6 - ' >$ ? f,' #{ 1 S d? ! & &j.? w & /z
< ' #L
;F U = #
;' Uz '@
]? )$ $À
'
d? &/$+&
/G ? w ' /z
< ' #L
;' U *b M'S O/Y ]F
M
S? AG
Q & UZ
' $ $ ?
Z3' N1]' $
$M$
*' M'$ $5,& ' ;? $1 ? 2' %À
;' U ¼=
/G N'u
#+
.Q
' U'
Z
f' '#1 S ' $ .? $ ,Y $3M&'Z3$> ]' )À
_ & 'p5$> & Z6 E} ? NU5'
!' 3@K
¼= ;b M &3? f1 GF $ ? 'MUZ ;' U 5 ¦-H$ ¦, P{ = ;' Y Q & UZ )$ $ ,?
¼= !' $5@'K
$ +$( ' $M@'`K
5' $3p' '#8$> u ' 46
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2#' 1 q' 5$> ¼=
&$@T N'$p'
U *F G? $,6
ZU .
&?v@$
$ ,'3' 3' = Q ' UZ [ ' M>
*' .? #?8@$
' #' 1 q' 5$@
f$ ' [
' $5
m
....
,'T) { '$,' d? &kp? & ¦+,$ <' #L,6
;F U .3' 3$+
Z3' ' p'8
& '
(1) Since Ibn Khuldun is the founder of Sociology, therefore, he describes the sociological reasons of
events in the history. The Muslims of North Africa i.e. Berbers, who established an empire at Spain were
nomads. They had more interaction with the people of Hijaz and they were inclined to them due to a
common factor of Nomadism. That’s why the Maliki School of Though became more popular at Spain
and North Africa. On the contrary, other schools of thought were spread at civilized cities of Egypt, Syria,
Iraq, Central Asia and India.
(2) In the Sunni world, majority of people decided to close the door of “Ijtihaad” i.e. pondering directly
into the Quran and the Sunnah & using intellect to search for guidance. Instead of that, they started the
process of associating new situations to the previous ones and applying the verdict of their leaders about
previous situations to the new ones. This process is called “Tanzeer”.
(3) The strict following of one’s particular school of thought i.e. Taqlid did not remain their attitude in
Fiqh only. It spread across all other religious and secular disciplines. The Muslims remained at the same
state for next 1000 years. Extraordinary achievements of Europe and the decline of the Muslim World has
forced them to reinstate the process of Ijtihaad again.
Firmly established *{ H
$ '
$) Searching examples
from previous edicts
#' 1 q' 5$>
w/z
#35
0
)
Pr
u
#+6
i-6
d
#E
<#LÏÏÏ,6
#1-'
536
2%46
*ÏÏÏÏp#ÏÏz
*.#r
*85T
*G *85T
*85T *85T
*85T
*G *+`
*ÏÏÏÏÏGÏÏ *G *+`
*+` *M5T *85T
*+` *G
*G *85T
*+`
' R'
$#8?
' ' ' f& ' ?
;F -?8
F z
:$3: ' &#F ' )' $M@''( A_- ' >$ ,' *' $ '#8?
P' $3' _ ' '4-$> *' ?
$)'
x ' &#F *F ? #' +$ U
J
& $@4$ Z{ 5T / ' @'?)$ $ x' #& F & & $3' c 1 #$ s
$ G? /
*' ?)' $
& T
$ ?U$
?m= m .$3@&H $ $ $5$
3':# ¼= f' 1 @$ $ '#8?
' ¦+',$ x ' #8
;? U ;? - ' $ @T ¼z
*' $ '#8?
_
' '4-$> Q ' s$T ¼=
...#$ ?Y !{ $ +$ (' Z !& "+$ @$>$ f$ 1 5$
{ T'
$ f' #X ?Y c & H5
ZU dF G> . .*{ R?' %$> #' 1 S f
m ;F Y .*' $ '#8?
;' f' *' ?)$ $
P' $3' Q ' s $ /' *F Y? #$ @$
& s$ p&> F P' $3s
'
nF ? M$ #& qF 5$
....
¦!#$ 8& 5? & F+$ $ ¦MS dY d' $Ms'46
¼= J & $@4$
c
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' $ %
$ 6
f$ ' ( & j+$ @$$ ' p'8
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;F -?8
' #& q6 5
$ U& .]D $ R' $U#' ?Y
¦)?. $3k$ *' "' #$r
P' F+&
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F .
& 'G? @$
P& ?GTz
35 ZF E$ &> F T f' *' "' #$r
*' j!' z
#{ q/ ¼= K ;{ p? /$ ¼= J & $@4$ K .U' ?8`' < { ?vH $ (' ' ' +' ' '?p(' & 5$"($ d' #p
f' = $T& ,'( & 5'
.#' >&
$@$'( d? #p
? 8? 4
$ /1
AU' ?8r
$
<
& ?vH ' 6
)$ jZ+$ >$ ' &
c
'+( f' . { $.'
It was received from him & 5' jp? @$>& Calculation d' $Ms'46
Shares P' $3'
<
{ ?vE$ A unique art
¦!#$ 8& 5? Its original share 3'
Speaking with lips (direct
speech) U' ?8`' The discipline of the
' &F
Its further readjusted
$3@&H
$ $ $5$
principles of share
It was protected
? 8? 4
$ /1
Dialectics ' $ %
$ 6
It broke down c
1 #$ s
$ G? /
KD . $35' 5= ;F -
' $ ,'( ;' ,$ +$
<
' && 3 ¼+>
d
:) *F (4-
$ ,$ 1 } *F 5s
< ' @G
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*F K! O 1 5$"+$ >$ .& .F ' ~fq?
Q
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f'
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m ' { &#r& (' "7/$ ,'( $UFp4 $ 6 O $ M$?
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F U ZU d̈ 0' ,+
)& &3,$ $ 8? ">
' +&' U'#Y'm ¼= $5(' *? $ T K .$#EF *D ! *' +()z
*' !z
Z3'( 3&+( $ 4$ 6 ' mb FZ$` / K̈=
....3 ' ?p
m' FZ`& $3Y' )'
$$
Face the Challenge! What is the )- of ;+8> += <( with the
source letters d P ? Make the complete tables.
P' ?G
' ' ' :#& `' +
;F -?8
....<
'
$- $
f' 'v? H$ 6
& ',$> & >&$ R'? .1*' $ F+$,6
*' ?
' $46
)' &z
(1) Logic means deriving unknown facts from the available information by pondering into it in a logical
way. It is done by way of deduction or induction. Example of deduction is that if A = B & B = C, then A =
C. This third statement “A = C” was unknown, but it is derived from the previous two conditions by way
of logical reasoning. Example of induction is that we observe that whatever mammal we see, it has eyes.
By reviewing a sample of mammals, we draw a conclusion that all mammals have eyes. At the time of Ibn
Khuldun, deductive logic was dominant but in the present world, inductive logic is dominant. All
developments of science and technology are dependent upon the inductive logic.
Face the Challenge! Visit a religious seminary (madrassa) nearby and observe their method of teaching
Arabic. Compare their teaching approach with that of this course and identify the pros and cons of both.
Deriving Ã
' $5@'.
They are equal d? &@$s$ Logical *' "' p$+
$3/&Y F T f' *F ? -
' 8? 5&,6
= .u
'
#' '!?p,$ 6
' #& q5
U *? $ $ 5'36
& ' :3F Ï
!{ $+( Fm N&_v$s
U f' $+&( Fm µ H$ 6
$ U& { T'
$ { +&( Fm = U *F ? - ' @,& 6
' ]D !$ &+$
...,' '+$@
& s'%6
U *{ ??
f' ZF E$ & !& $ +$
$ U& Z
;F -
' 8? 5&,6
G x
& #' +$ *b #+ $ U& 'p'$,>$)z
& ' 3/ Ï
.*' p? T'
x
' )'
$+$
Ã
'
$H
$ 6
A flat plane _
& v$s
Metaphysics, study of
spirit
c
& "/'$T&#
Made up of
elements
*' "#' -
$ 5$+
Properties Ã
'
$H
$ 6
At a distance *F ? -
' 8? 5&,6
Animals d'
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U&#p>
{ +( f' 3&+( ' L$ 5$
c
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z
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& ' 3F Ï
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f' 1 T' > *F ? #' +$ & >&#$ ,? !' $ +$ '(
Q{ Y? ?Y k;GF ' $U!' A+$ >$ $3' $: #' -$T ' Ä' ' G`z
f& 1 '+> U *F ?$36
& ' $3+& ('
$) Ï
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*' "' $,s
$
c
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;' M$.' f m *' #+ P& $p'
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f'
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U & v' 5$,6
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F *F $ $ 5'36
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. U NJ2z
*' ?$36
[ ' &#F f .c ' $$+,& 6
' R'
$#8?
< ' s46
& ' !' $ +$
Astrometry, study of
position of planets
J2z
Standing to observe P& $p'
Its fruit (product) & >&#$ ,?
Its adjustment $3F +$> Related to space *' "' $,s
$
Musical composition f' 1 T' >
Standing
' F.&
Its return $3' &)& Songs 0' $5L'
Dear Reader!
Build Your Personality
In last lesson, we discussed the different types of
deceased verbs. We shall discuss them one by one. We Make the life easy for the people around
start our discussion with the easiest i.e. 2,3. you e.g. your family, subordinates,
servants. Don’t pressurize them.
Before proceeding further, note the two points:
• All the O #T are related to specific movements.
is associated with fathah, is associated with
dhammah and is associated with kasrah. The reason of this association is that Arabs feel it easy to
speak these words with such movements. When a hamzah comes with fathah, it is written as , when it
comes with a dhammah, it is written as , and if it comes with a kasrah, it is written as ¡.
• Changes in a verb or its derived noun may be mandatory or optional. A mandatory change means that all
Arab belonging to different areas and tribes accept the change whereas an optional change means that all
Arab do not accept that change. Some Arabs accept it while others reject it.
1 F 0g F N
1 = 0g = N
0g ? •
In case of 2,3, the rules related to optional change of a word are as follows:
• If before a silent hamzah, there is a letter other than hamzah, then that silent hamzah can be converted
into
according to the movement of letter before it. For example:
• If a hamzah has fathah and the letter before it has dhammah or kasrah (not fathah), that hamzah can be
changed to according to the movement of letter before it. For example:
¦& U&
¦& U& •
Rule of the Day!
In order to express grief or regret word ; (Alas!) is used
¦8F YF
¦8F YF •
for it e.g. i
$ ,' '?V
"5YF "/=' $5? 1$ $ (Alas! We were offenders.) For e*$' e*?' •
regret, the word ]#sT is used e.g. !' $M+' 6
? $ ]D #$ s
1 T$ $ (Regret
on the slaves!)
e*$' e*?' •
$' ?' •
• If there is a silent or before a hamzah which has any movement, that hamzah can be changed to
or and then merged in it. For example:
Look at the following example. We have made only the mandatory changes which are in red color.
(d P 0 ]!) \
X L'
$
X #$
+@= <( += <( !#9
d$,@= d6 $,>'0
db $,1= db $0= fX 1 )-
f$ ,$ @$= f$ ,$ >$0
f$ $ f$ $ 0g f$ ' P+ :
f$ ,' >&1
F f$ ,' >&0F
f$ ' 1
F f$ ' 0g
F f$ ' F 39 :
f& ,$ >$} f& ' & f& & }$ P+ [)
f& ,$ >$& f& $ & f& $ & 39 [)
f1 ,' @$'
f1 ,' >$0'
f1 ' f1 ' 0 f1 ,$ 1
' f1 ,$ R6
' P+ #:T #
f1 ,$ >$}' f1 ' &' f1 $ }$' P+ QRS #
f1 ,$ >$&' f1 $ &' f1 $ &' 39 #
fX ,' >$& fX ' & fX ' ;
Look at the following example. Specific changes under the rules of 2,3 are shown in red color while other
changes are depicted in blue color.
c
X $/&}$ N'd$@/$&}$ Ne*$/&}$ N?d&/&}$ N?d$/&}$ Nbd&}$ +8 1
Look at the following example. Specific changes under the rules of 2,3 are shown in red color while other
changes are depicted in blue color.
c
X 5$$ & N'd$@5$$ & Nb*5$$ & N?d&5$ & N'd$5$ & NXf$ & +8 1
Look at the following example. Specific changes under the rules of 2,3 are shown in red color while other
changes are depicted in blue color.
c
X $5,$ >$& Nd' $5,$ >$& N$i5',$ >$& N?d&5,$ >$& N{d$5,$ >$& NXf,$ >$& +8 1
• If a set of source letters has a hamzah and its [) is at the structure of ;
F +& 8$ , its P+ #:T # is
used at the structure of ;6 & . For example ZF E& }$ Z? E$ (to catch or to take) become Z6 E& (Take!). Similarly
;F YF }$ ;? Y? (to eat) become ;6 YF (Eat!) and #& & }$ #$ $ (to instruct) become #1 & (Instruct!). Actually the change
is as follows:
;6 YF ;6 YF 0F
;F YF }$> | #1 & #1 & 0F
#& & }$> | Z6 E& Z6 E& 0F
ZF E& }$> •
• In the set of source letters m ^ , when used in +@
<(, the hamzah merges with the c of <(
+@=. See the following detail:
N?ZH
$ ">
Z? H
$ @$
Z? H
$ >$0
Nem$H®>'
m$H@'
em$H>'0
•
Z'H"@$ Z'H>$}$ Z'H>$0g
$ •
• The rules of 2,3 are usually applicable when the first source letter i.e. *,Y is a hamzah.
Exceptionally, for the source letters , the [) is used as F }s$ but it is sometimes written as
;F ?s$. It does not makes any difference. Its P+ #:T # is used at the structure of ;6 ?1 = as well as
;6 $ .
• We have learnt that the hamzah is converted into
due to the movement as its previous letter. If a
word like Ë or or is used before them, it converts back to its original form. For example:
() P 0 ]!) \
X L'
$
X #$
+@= <( += <( !#9
)X $,@'1
= )X $,>'0
)X $,1= = )X $0g = #X 1 )-
#$ ,$ @$1
' = #$ ,$ >$0'
#$ $ = #$ $ 0g #$ $ P+ :
#$ ,' >&1
F = #$ ,' >&0g
F #$ ' 1 F = #$ ' 0g F #$ '
F 39 :
#& ,$ >$} #& ' & #& & }$ P+ [)
#& ,$ >$& #& $ & #& $ & 39 [)
#1 ,' @$1
= #1 ,' >$0g
' #1 ' = #1 ' 0g ? #1 & = #1 ,& R6
F P+ #:T #
#1 ,' >$}' #1 ' &' #1 & }$' P+ QRS #
#1 ,$ >$&' #1 $ &' #1 $ &' 39 #
#X ,' >$1 & #X ' 1 & #X ' ;
Face the Challenge! Identify the source letters of all the words mentioned above and make the first
word of each tense of .
Do you know? Pre-Islamic Arabs were surrounded by two super powers of the time: The Sasanid
Empire of Persia and the Eastern Roman (Byzantine) Empire. Both of them were extremely rich. Arabs
used to attack the fringes of these empires for looting. Both of these empires established buffer states
between their mainland and Arabia in order to prevent themselves. The buffer state with Persia was
called “Heera ]\T”. It was situated in Southern Iraq. The buffer state with Rome was called “Ghassan
dsS”. It was situated in the area of present-day North Saudi Arabia, Jordan and Southern Syria. Arab
poets used to get patronage of the rulers of both of these states. There are a large number of Arabian
poems in praise of their kings, their palaces and beautiful locations.
Worth Reading
The Treasure’s Map. Search for the real treasure.
http://www.mubashirnazir.org/PD/English/PE01-0005-Treasure.htm
Worth Reading
What is backbiting? What is its impact on a society? Read in detail:
http://www.mubashirnazir.org/PD/English/PE02-0003-Backbiting.htm
+8 1
Rule of the Day! The word @T is used in two different meanings: (1) To give the sense of “Until,
unless”. (2) To give the sense of “So that, in order to”.
For example: ]D #$ 31
$ $ j
$#/$ "@T$ $ ? f$ ' 1 /& f1 ? (We’ll not believe in you until we see Allah clearly),
FYF $
#' %
1 8? 6
f1 ' !' $ 1 zy
µ
' 1 H$ 6
f1 '
& $(1zy
µF 1 H
$ 6
1 FG? f$ "M$@$$ "@T$
&(#$ `1
$ (Eat & drink until the white thread
becomes distinguished for you from the black threat at dawn.)
It is used to express amazement in the following: d? #Fp
& 3$ @T$ *? '(#+6
*? L$ F
&)& !1 (I am learning
Arabic language in order to understand the Quran).
Dear Reader!
Build Your Personality
In this lesson, we shall study the biographies of
some companions of the Holy Prophet who were Consider all human beings as your brothers &
considered scholars among themselves. sisters despite of your differences.
5
:) a
'
"#%
$ 6
f' ( ]? $ $M& (
(
)
) ,¾ “]M ( *z
ZU i i * ;G”
i& +
a& >1#>$ :f1:
$ )' +
*8'8E N'*$ ?p6
? ;? N's 1% ' 6
;? '4/$ N'*+6jv
"3' ($ N'1
0y ':$ dY
N&:
$"@
"$ N'*$`' À
$ .) m ¼'= dY .!&
8
'= Af',v N&$p6 F ' w & 86 "5
w
& /$}$>$ N& #$,'
;? -
1 /$ 'Mr
1 & 3 .D'! F 1 j
& /}?Y &L1 $ A%
' 6
"$ $ #& 1 z
< $ $ T$
m'= dY "5G N'0À
$ `
.0| $$ $ ]D "T' 'G4
1 $ $ N|03$($ Dp$/1 )$
1"s
i,s
'/ N3@3'/ ¼= 3'@$
'( ZF 51 & *? jG ' *? $' p
i,s
*? ($#' % 1 >$ ]? M& (
O
$ M$?? Nx)z
#' 31 V? f! [M> ' /'$+& ? 3'/
1T 3'K $ 3'>$
#$:$ 3'851 & f ip("s
Death !"#
One who suffered '/ The earliest converts to
Islam, those companions f$ 1 p(
He moved to & fro F &%$ Violence 3'851 & who converted to Islam
at its beginning
f$ 1 "z
N$'$s,$ 6
]? $ M& ¯ ;F & "#
"$ "45$@$
f' ]$M& ( #$ ?Y N'P&%3& 6
' ;F & #
²?$
O?p? ? *D ($#1 :
$
' 1 "s( $) <
$ #$ :
$ ND)?m ( u
$ : ", . '
0'
' @'. i
$ ( $5( D T
$ .? $ $
.$ i
$ ( D+# ;F #
"#H $ ? Nf1@$p? 6 ? $@$ U
$ 51 & jd= : O & 6 .F ..#-
;F & "#
dF G f1 $ f$ ~,H$ >& d !t& #G
¡ & )' p
3 Ó 6 ' $4>& K
d O $ 6 #$
m=
$ ) [ & "-$@$ 1 p? ? i~H $ @$,F
E 2$ $ iM'À
dMs'T u $ *' $(#1%"@
.]? $ M ¯
a
"#È ?
f& ( ¨
& M U $ #"-
;? & "#
1 3& 51 $
$ :
' )$ 3' f$ ''E )$3/1z
3'@4 1 >$ f1 ' #' % 1 >$ c
{ "5$ 1 3& F E' 1 &$ & 51 ' a&#(' 1 U& $ " d? o
(58:22 *%,6
) “.d ? &4' 86 ,& 6
& U& '
< $ 1 T' d= K '
< & 1 T' $ N&51 $
&:)$ $
*' " *' /$z
N'5'' ' 4
'-1 /&$
' ( '/o= ]' ".F f n?($ 1 p? ? N]$1 M$& Ø f DM'%$ m f1 GF $ Î
.
'
$ 51 ' ]b #$ 1 M?Y
X F8/& ' 1 ?= O
1 4
$ ,$ ? DL?M1 $ { ",4
$ &
1. The father of Abu U’baidah was one of the extreme enemies of Islam. He was killed in the battle which was a specific God’s
punishment for the people of Makkah. All chiefs of Quraish were killed in that battle according to the prophecy of the Prophet
.
Explanation Word Explanation Word Explanation Word
It became high O
1 ? $ His head $@$ U He insisted ²?
They love d!
Two parts f1@$p? 6 ? Attack P' &%3& 6
' ¨
' ) $)$-"5
f X 6$ P$ ' .? :. N#?8+1 $ f& ( & ,¾ ¢ ? "T$
5'
$1 f 01` ' $55$1 ($ $ GF 4
1 $' $5? & $:#1 >$
$ ('$41 f D ) $5+$ $ 6 +1(
!' ' p
( ” :
p
:
F ) p “.dA: ' #1 $ i,s
#$r+1 $ /15' 1 GF / N3' $586 ? @$E1
“.f$ 1 z
"' p?
FG+$ $
F +$ (1 *? "r
' +$
'/&@R
”
Z'$ 1 $ U"= ~MT& ]? )$
O & M1 M$T1 ~/=$
D#kGM$& #' 3q
]' ¼= O & T1 # :<vÁ
f& ( #& , .
N#13q
' ¨
F ) $5(' j $ ",? ? ...O ' +"5
ZU Q $ T' $ d? FY d 0y $)
@T 5' & #$ - $ ($ Q& kp? & 6 $ $ 1 ? ? N'/
$#$' & ? F ?v> O & 6 +$ %
$ ? N')$s$ f1 $ $ 5',$ f1 $ &#qF 51 $ ;? +$ $
:O
& p '
8?@$E
,' ~4 $ 6'( 1 3& 5$1 ($
' .6 ? 1 &3+$ $ J
1 #& E1
:p & $$ ? Na
"#È ?
f$ (1 ]? $ 1 M$& $( $)
.]? $ 1 M$& ( 3'( Q $ U$ m?
' ]F "pF 6
ZU c 1 2$ #$ ($ 1 .? N'*/z
¼'= ]? "pF 6
& ,ä dY ,"/=' N&Qs 14 $ ? D5 ]$M& ( f1 GF $ ?
3 #$ "$ N©#p
D#1'
1jp$@ ' ('41 f *D $ ,$ F #
? +$ ($ P$ 1 $ c$2#$ ($ :f?1 $ f #?Y
]? $ M& ( dG N&#$ 1 S? à 1 % ' $ 1 ? N#1,>$ f D(
$#' 1 U& !$ "2$ $ N15$ 1 3& 5 ¨
:$) ]$M& (
"F N' [ $ #1 :
$ AM'"-
A7,& $ ,Y 13& 51 ' & T'
?
3A-,& $? ND]#$ ,1 >$ P1$ j;YF ' ($4 1 f ;? & "#
v+
.;' 1 j
¼'= & $ 1 $ '8G> O/G N|0 3 < & #$ r
1 $
A caravan
D#1' He turns Q
& kp? & Those who can satisfy dA:
' #1 $
He provided them 1 U& !$ "2$ So decide (their matter
as a Judge)
' .6 ? On next morning
D#kGM$&
Bag, sack D(
$#' It was present c
1 2$ #$ ($ Emirate, government ]? )$
Breast [
$ #1 :
$ So that they face
1jp$@ I stretched myself F ?v>
It was enough for it '8G> So that he look at me '/
$#$'
It will give pain (to him) '& Teeth besides the front
teeth
*$' $()$ He was overcome P$ ' U&
So he took a bite "+$ ? It was hurt "²`& He started $ 8' ?
Both front teeth i"5'? His forehead & 5M One who yells _
& R'$
Biting D$ It penetrated c$)S Inform me É!&
Person without front teeth D,$@U$ His cheek ' @'5$1 $ They encircled
T
I give you an oath of
allegiance
$ +1 '( Two rings (of iron) d' $@p? 6 T$ So that they protect
&!FZ$'
To lead us in the prayer $5"$ d His suit of armor ' ' )1 !' Chests, plural of ) )' &
So he led us in the prayer $5"}? He plucked both of
them out
,&3+$ ? @$.6
Lances, plural of _) a
$ ')
d{
$+1 ' P$ #Y NÀ ?
' _-/ \ $ E ]? $ M& ( dG N'-
#{ G( Øz m $ +1 ($ $'&( F
' -
' +1 $ 1 ?$ N'*jv( ]? $ M& ( d?
$? u)8
¼= '+1 ($ f1 ' *' ? 'H6( #{ G( ( $ 3' $ Ë .#1Á
?
!i,s
*' 8E #$ ]$M& ( ' $-$ Z
#& z
')1 >$ ;6 3$ ? .]D T
]D "#$ jK= N{#1 '
¼= #{ -
1 /$ f' i,s
$ !& Fp$ P"r
!' ( ' a
"#È ?
f& ( ]$M& ( dY i $ T m $.? $ p
.KD ,$` $#L1 A-
' $ D.#` c $
#F8
n?M$? ...3¨YF *? "' "r
)~
1$ $ & ¨
_
$ @$? @T #{ -
1 /$
, ...
D1-T$ $ "5
& -
& 41 $ ;? +$ %
$ ? ¨µ.? & ? 6 '
& "5
$ #$ $ d P' "r
!$ '( $ U$ !$ m $ 51 '
:3' p *{ #( ]? $ M& Ø ¼'= KD ) $ "$ d jK=' < ' jvÁ
?
f' ( #$ ,$ & f dY
_
$ M'-&> K P'1 ~/'? D ¯@Y $ > d N3' $ 51 $ Ç W'S K *b $ T = Ç c 1 $ ($ ~/='”
( Z? E$ , “.jÇ=' Q $ Y? #1 >$ @T s,&> K P& ' 1 ~/
D)I > d= NjÇ= Q $ Y#> @T
w1 f1 $ $ p' M1 @$s
1 $ d & # 3 NjÇ=' i5
\ ' *? $ $T O& 1,' $ .” :. u)8
< $ @Y ]$M&
f { 51 & ' ~/= NjÇ=' $ @$$ $T O & 6 #$ $ . ~/=' Ni5
$\ ” :p = Q $ @$Y? F “.u { M'(
3' ' & ¨
'p6 $ @T 1 3& .?
$#' & ) K .1 3& M'-& Z
f' $ *D M$S6 )$ 's86 5$(' & ' K i,s
“.0' pM$( Ç d6 Z? R
N$' 1 $ f1 ' '56 k4
$ ?
ZU ¯@Y >
m ...$#
Rule of the Day! When the is used while calling someone, it is often deleted and the $!$5& comes in six
forms: "()$ N "()$ N$~()$ N"<)$ N~<)$ N~()$ (O my Lord!).
“.
'
*F ,1T) G
NF]#'Ujv
& T& &) O 1 : $ ? d6 ? M'? F “.
' "5( k; $ NFm+ ” :. ;$M$ f' ( m' + ¼= O $ 8? @$6
Ë
ND
)1
$ "#($ D $) O & 1$) ~/ & ? 1 N'
N;&#$ (' 1 @&+1 %
' F 1 ?. 1 GF "/='” :"5
3” :. m+ Pp
.
& GF ,1 T$ #1 $
,"T#@ N5 *' "$+6 ' _
$- $ / K *$M.' $+6 ' DMT& "` K *D ? R'S $+$ (1 K
Do you know?
For trading purpose, Arabs especially the Quraish were connected with the other
civilized nations of that time e.g. Yemen, Persia, Abyssinia and Rome. They took
a lot of Non-Arabic words and molded them according to their own
pronunciation.
5
:) ;{ M$$ f& (1 mF +$ $
(
)
) ,¾ “;M f( mF + P'
#$ 4
$ 6
' 4
$ 6(' @'"F & ? 1 ”
dY .D+' ¦@ ;$M$ f( mF $+& A¯#' 6 $
P& L
dY N~46
$3F
)' 5( < ' #$ +$
]F # O 1 .? #$ `1
Nm ¼= dY .*' ",3'
~F & N'd$M$
*' $ 1 )$ N'*:
$ )' +
]' ".F N'0YjZ
]' "4
' (' ' ('
$#> f 2& $@,1 $
.!
& ,$ ' @$%$ i Ä1,$ N5
u
"#($ #+r
$ +1 $ f' 1 +
;? 4 $ Y6 ,¦ ~$ ,¦ s ' .?
c"@
*' M$p? +$
*' ' .#{ 1 ,$ & f' ( Q
' +$ -
1 & ~kG,?
*'
"
$$ ;$M$ f& ( mF $+& $@8?
$ ? 1
fZ
i+M"s
i ' 5K
µ1U"#
$ $ mb +& d? Y 1 ?p? ...& @1 +$ ( t#G
M'5
$ $ O
1 4$ ? - *F $@'8?
$ $
'
vH
& $' N'@'+$ 1 M(
&#r
1 $ N
' ) 0' ?p'(
$+s 1 $' N?*jG$
&- $ .?
.UU12 *{ 4
$ 86
$ [$ $ )1 )@
#68'
N'd1z
#' s
1 G? ' *D $ ,$ & >$
$? f$ #X 1 L$ #?8/$ U d? "Y? @T *' 5,6
¼= *? G̈$ f $@8?
!$ d=
0KU *' Y? #$ T$ #' f dY .f' $+
' ~#s
' < $ #' 6 $ ' i
$ Y#1rF
c
' &(& f 3'
'@/1
.a,& %$ 6
f& ( #, U N$<#' 6 $ c ' K) f #X 1 MY ;&)$ $ ? 1 d6 )' L-
d' @8
Z? H$ ">
. dY .'3'
#` f D8#` N?*,$ ? $ '5( c '
! f
D~$ a,$%6
&f( &#, dY
' ,$5- $ ( $5+1 & *? ,$ ? $ '5(
& 1 `$ dY .
&
#1`z
& 5$-1 $ dY ,Y Q ' r $H $ 6
w ' '8/ f D,$5 $ ' s
' 86 5$'
' ,' 5$$ ¼= )& L~-
dF 1@8'
Pp .Qkv( aM$ j;Y & H & ~,
$ & N'#'#4 $ 6( & F k%
$ &' *' $$5+'
"`
ZU
]{ #$ 86 T& ' p N?*,$ ? $ '5( ? 2' 5
' 6 E$ ¼= ' (
$#E$ N'/?G$ f1 ' & F,$ T$ P' jq
_15& O $ 41 >$
.)
Z.z
3' & ,$ % 1 >& O$/Y
' 3' 1 $ DMG' & & 86 @T d{ G k;YF ' 15$ ? 4$($ N1% ' $ & ,$ 5$
$ $ p? @$
& 1 "r
_
$ M$ ",
& $ #$ E1 Ë “'*? 1 ¨
ZU ' 53'=
$ f 1 GF ? 1$ ” :p )'
Z.z
' D.')S ]$#86 4 & 6
'
$ (' $ 5$ $ f & ? É '
” :“]F 5” : . N'/G ¼= $! N&M N$#"3? N$sS?
*' ? 1 j
' + (
+ ',5 ¼= *F $@1 8'
;? js $ >$ P$ / & r
$s1 ", “.&@$E1 z
ZU
?s $ S? $#$ E1 } ...#?84 & 6
$ 6 >' f $#E1 ]{ #$ 86 T& ' $$ $ @T & 51 $ F4M ?
2 , ...*' p("s
F 1 T$ f $#1H@$
1 3& 51 ' m )"#G> ", .
"`$
1$ $ f $ "$ >$ $#jv$ $#"3?
:&M' H& . & p? j+$ ? ' 8' 1 s'( 0 "F .?"sS? N1p?
Do you know? It was a special mission of the Prophet to completely abolish idol-worshipping in the
Arabian Peninsula. The Quran urged the Muslims not to treat the sacred items of other religions in a
disrespectful manner. That’s why the Muslims are not allowed to contempt the religious symbols of
Magus, Hindus, Buddhists and all other religions outside the Arabian Peninsula.
Explanation Word Explanation Word Explanation Word
He drew ;? js
$ >$ He found missing $ p? @$
He is given title of $5+1 &
Threat, warning
He searched
? 4$( He made it exalted & F k%
$ &
It happened again )"#G> He fount it & 86 Silk #' '#4
$ 6
He hanged it & p? j$ Facing down DMG' & He paints & perfumes it & H
& ~,
$ &
'
) ' 31 $ ?$ d?
$#p
&+,$ $ fZ
*' "@s
#' 8? "5
$ T$ dY / { ,$4& *' " ?$ D &Ms 1 T$
He walks r,$ He educates them &33& kp8? & Student, disciple Z{ ,6>'
Mounting animal *' ? T'
) He deputized, he
appointed
<
$ $ @/
Extent, amount Q
& s
1 T$
He dictated an instruction j,$ @$$ Rightly guided ]'
36
Unique, unmatched ]? $ #8
O.$ $ .d,s
& +$ $ ?G($ N '
c &
? $ { ,¾ 'MM$T ~M'/$ u
#8' D$$ bm+ ?GM$?
P& s
]F -
~M'5
*' $&#(' & 51 $
$ : ' )$ m{ $+& 51$ O1 ? 4 $ @Y
, t' #G
' #
]F 0y &M/&
jd ' Q
$ ) K .f' ,$ $
f$ ' mb +& !$ + d6 ;? M1 .? ]? 46
t& #G
F #
u $ )$ 1 p? ? .*' "s
$ > $ +1 ($
.
' ) M'M'T$ w ' /1F f' c 1 #$ 8? .6 . U$ 8? } <
$ #6$ ¼= !$ ",? ?G($
Dm$+&
3' sp < { 'Y 5'( ¼=
Dm+& ;? $ )1 £5
$ : ' )$ <
' jvÁ
f& ( #& , *? ?'Á
jÇ$ ",?
2 ¼= ! #{ f = $ 3' & å Pp .3'R5S c ' .$
$ '3R'
#p [ $ ~2$ & N3'>?v1
f ]F K&
( Ð} ",' ' (' O $ 6 f” :>&#
Op N'@'M$.? )$ & j8? $ ( J $ #$ E$ Z
' s ' 6 4
' ('
O$ 5Y .” :Op “."? $ -14& 'p$ (
'5+) Q X .$) +$ dY 1 p?” :p “3Uz *{ "' U$
m O 1 $ `$ “ -14& DM.$) $ +$ $
? +$ M$? #& , 0 Ë N{#G( Ø N
' $) $ 15' D5
'-4 1 & DM.) $ +$ $ O
& 6 +$ ($ / ” :.
Dm+& $? $#,$ & m n?M$? ."f3& ? 1@G? @$`1
N$#,$ & ]' 1s/' '
#& , $ 4 ' $ ? “.'m K= 3= ' ( )& Z' @$1 D` 1 ' Î 5'"5G' Ni5
\ K” :p “
“.( 3':)” : . D` v1 N '
dF
1:)
d̈= !i5
#$ 1 ” :p d? '8& Ø f( & P' "r
' '
$ = ;? $ )1 u)8
P '
~5' f' ~( 1 3& 3& kp8 d?
$#pF
1 3& ,& k+$ & f ¼=
&$@T1
N$fR'
$,$ 6
& ? $
&#?Y . P' "r
;? U
“13& /$,k+$ & '#(' i
$ 5F
\ $
She disseminated O` Govt. Grants, plural of *v 3'>?v1 Sorrowfully D$$
She complained O
1 G? @$`1
He distributes [
$ ~2$ & Prophecy ]F 0y &M/&
I put a reason )& Z' @$1 The material placed under
saddle of an animal
w
' 6 T' It became black-
colored (comforted)
O
1 ? 4
$ @Y
? T 1 @&:)
m 7 $ ,1 4 ' ('
$('
” :#, p “.*
f& Ê 5p$( NX'#$ ;b & )$ ¯ NX#1 MY X `
<& 4 Pp .i $ v1s' ¼= #& E
N$r 1 $ !' ¼= 1 GF 51 ' 'T
J
1 #&H$6$ 3' 1 YF $ T$
8k$H? £3'U1
( Q$ U$ m? N'O' "-
f$ ( ]? !$ $M& 3'
Y#> Ë .7 $ ,1 T' ' u & )8
( &U#$ $ å *F
'
' )
.i
$ v1s' ¼= ;$M$ f& ( m+ $$ $ r'! ¼= 0'
!)"
DMT1#$ ” :' r
' 5$
ZU !& ~!#$ & ;? +$ $ *? ? M1 p'
;? M$p6 @$1
]F
1>#$
$ $T , .0' ($( m+ Q
$ 5U
:p 0,s
¼= #q5 ;? +$ $ F “.u { 1 `$ $ ? $ QMT .<'S $ +1 ($ 0y #X R'
2 .DMT# c ' (
' #1 $ N')%`z
' #1 L 3' 0' ?pM$
? /A
AQ'T f1 YF ? / & ? +1 >$ O $ 5Y $ "/= "3
”
.#YZ
$ ? T' 5 Q ' Y? A#( 0' ,+
*$,T$
$ Nc"s
]' $ ($G N$#'
36
}$,q? f1 G' .)' 3/1z
;Uz
f
D+( ]F #Ujv
T) O 1 : Ë .*{ 5$' & Ds68/$ ( ;F "Mp? @$>$ #' 1 H $ (' s8$/ ;"Mp? @$? "3
.M '
D#3 N
¼= D'
! \r+
5
:) !&+s f& (
& M
)
) ,¾ “{ M1 $ ~PF f' (1
' ]' 0y
$#.' ?$ $#p6 $6 ? N?$ /$ $,Y? ¦M6 )$ d?
1#pF
?#$ p6 $ d6 ? & #$ f1 $ ”
(
$,3' $3
$($ N&?1 .? d' &"#
#' G' 51 & “.fX ,$>& 3 / NÇ O 1 s$ 1 ? & 5$L$ 6 NF;+$ K”
]{ #$ 1 L ]{ ` ¼'= P& &L
)$ `} “.;b 4 1 ? 3 & 51 $ ? ]{ ` '5j!& ” :,&U& T$ . Ë .& 51 $ :~#
. '
$
3 #& YF Z6 $ U '$(' $3$ #1 : $ _$s,1 $ ;? + N$3? p? @$1
;F #
35 P$ "p@ N5 *{ M$#.
3 & 51 >$ ? '@
]F \L-
& ~r
O ' /$Y $@” :' s8/ ' . *{ r $ U1 !$ ' P& L
= #$ q5
.
D#S
D#? 5 & 'M$51 $ Ù
& j
'8? N$8? @$/1
d ? M'? ]$r
$[#1 : "fG' “D5M A)> F 4F8
P& L
"QT$ ,Y .0{ $( f ,Ú O 1 $/ ]' "r'$ r#. $,3& @1 p? U$ )
' #1 8? ' *? jG$ <
' +'` ¼=
& $ 1 T$ $ & @$/$$
$#M$Y P' &L( &MT F #
Q% p ,3'( $ j+$ >$ N&M$T' t$ #G
? #
.#$ 1 Á
' $,"$ >$$
Explanation Word Explanation Word Explanation Word
'
? ) !' +s f& ( ¨
& M P$ .$ z
$ ?Á
' ~$ *' $ 1 E' ¼'= 5$L
*) f {!+s
' @( ;? E'
! & M'T- N''$T#1 >$$ ' kT' ' Fp'
#& d?G NMT- k;kq
*? $ 2$ ? & ' ¨
c&
N$J#Á
!$
)
m'= ' 1 ? +1 /$ & s & M'6 & N?;s $ @$S6
m'= & #& @&s
1 $$ NP/
m'= Fq.' dY m6 = ...$)E
m= 1$ $ f$ 1 ($ ]? #$ %
14& 6
²& ' $$ N?Y
$' $ - ;F ,' 4$ N'E( "U$
m= 1$ $ .? f ,&3+& ? H 1 $
Ny0` $@$ ' EA( d? m' P& "s
]F -
? #
jd= ;6 ( .c ' #$ %
1 T& ¼'= $?
.
'
' ) ~#' Q ' T- $ (' $ ' !& @T N&?}> K$ JA#4 $ >$ \
' S f ' #' .
;Y ' & +$($>$ N'R$,r
$ (' $ jH
$ >$$ ' '1 3$ (' $@$U1 N'
' ) O ' ( ' !{ +s f& ( ' ¨
& M $ ~()&
D1U$
'
' ) ¼= ' "5
<& #. & "/= :5 ;. @T '-'E f *{ ? - 1 E$
*' (4"-
$#. f dG ' ¨
c &
$ #
*' $ )$ 1 $ ' !{ +s f& (
$ j+$ >$$ .@1,$ $
Z
;' & "#
m *GT f1 ' m j!$ K . '
[ ' #1 r'( 1 3' ,' ? /+ 1 3' 3' p? N'd #$ p
: p N*?#$ +$ ('
'.
U < ' vÁ
f' ( #$ ,$ & ;? M$.6
He commits a sin & ?}> His both shoes ' 1 ? +1 /$ It did not pass
' ,$ ?
He was trained $ ~()& He removes & ? H
1 $ He moved ;? p? @$/1
He molded $ jH
$ >$ His stick - Lucky, fortunate á
F Fq4
1 ?
Don’t by hopeless!
Fv5$p6 >$ K? The most
comprehensive
& ,$ 1 One who exaggerates DL'$M&
Firm, steadfast D2T The best for creating
God’s fear
& E Covering like a tent ~H
$ &
One who strives in Allah’s
way
D'U%& Wishes ¨É$ Mountain pass ~²8
N?d$s/1K
$ ? E$ N?d #Fp6
$ j$ f& ,1T"#
” & >$1
1@$ & "/= DM>$ {M1 $ ~P f& (
.
m” :O. © X #. & @1 ? }$@? NU#6p$ $ $$ “...d? $M$6
& ,$ j$
0y ` 35 n?($ @T #6p$ U & 3$ 1 $ d? &(#' 1 $
$+$ =
. “.X ,¾ ( 0y $ +1 ($
:p . 5'rE$ Z
ZU :
p N5 ;F s P& "
'($4 ¼'= $ #$ -
$ /1
Ë N?nF M d6 ?
:
. “.
DS 36,' (' N35!?Sz &@6 `' d6 = N?d
35 '5 ' d? $ U '
0
dY '
”
“.dU$#G6 $ 3$@+1 ,$ 1 p N$M&s 1 T$ NK”
y0 c '
x $ #$ $ x $ #' $ , N5
$ : ' )$ d? ,& *' ? 'E f' $ 2$ ¼= !{ +s f& ( ' ¨
& M $
“.~() *? ,1T)” :. “'3@$r 1 > ,” :. “.'(&/mF ” :. “G$@r> ” : p ND
'R dF ,
:. “.( Ç *? $ T K” :. “i5 ZF 5 ' Z' E1 f1 $ O $ +1 5$@$1
Z
'Rv$+(' #& & K” :.
]? )$ & *{ ? 1 ? j;YF d? $#p6 $ d "f3& > /= $#p6 8
Ð5( $rH 1 >$ ” :. “.'+1 ($ f $ >'5$M' dG”
& M1 -
' >& 1 ? *{ ? 1 ? j;YF *? +$ .'
6
$#.? f1 $ ” :p
'
? ) O & +',$ ~/= ...*$+.'
$6
A' /$ N'
#' Y6 Z' (' Q6)$ & /$s' z
' '#( !{ +s f& ( '
& M $ 4 ' ? ;F
?;M$. “.
D( *?.?
.c5~M$6
'>¥(
Explanation Word Explanation Word Explanation Word
5
:) P f& (
& M
“P f(
M ¼= #1 q5 *5È
;' U f ;{ ) ¼= #$ q5 d & "#$ f ”
3'? ' ' '@E1
*' 5
;F U dY .< $ # ' !' 3
)' $MT1 f
D#1MT' P$ f& ( f& 1 -&46
dY
*' $ ?p@'1 K( D1$ a"-
?pA@( ' "5
f$ 1 ($ D#+ dY p .$/&,kq+$ & $/% ' & '3' 4
$ /'
.*D +$ ' / ]"! 's86 /$ O
' .
' O1 /$Y 3"5G £D*$ !'
*D R'!U ]D $T $4$ f& 1 -
$ 4 & 6
dY .u1~-
& "3+$ @$$ d{ $@s
1 (& ' #v$` N]$!M+
' w ' '5G?
' #6vr $ ? :* Ds. $@. $ "s.? p
.f
' ' p?8"@ ]'
$)1 "@
$ $ #X v` N#1('}@
Q
' Z1r@( ?H$/
c' K') & ~,@$& *? jG$ ' ~M'/' )' 3q( #& ~rM$>& '@
)' $ME1 z
$ 51 ' D
$ .? $ ]?
$)1 "@
$#.? $,jYF dY
DT$#? A@$31 $ '> Q ' p? >$#1 ,& 6
~M'"5
ZU
$ 1 -6p$@s 1 $ dY .3&,@'H 1 $ ip(s
0' $M/z
.Dp
D#$3& < $ #' 6 $ f ZF H
' "@$$ $ '
F +$ M1 & Z
& $ ? ($ #& %
& 31 $$ & "/z
$ 3$ r
1 $ @T '#,& & ' _$s $ 86 $ d6
'
"5,$ @$$ '#' ¶ c#$ )$ MEz
ZU $#.? $,jYF dY
"$ j;$
< $ $%@
. .( i $ 5
? " d? G N'Rp( $ +$ s1 $ N'Qp? >$#1 ,F
'M5
ZU )$ 3V
.*' ,1T#
$3F
AM'/ ? +' (& @T '$ ' }$s5$? P$ f' ( f' 1 -
$ À
F
0y &!
Expected Q
' p? >$#1 ,& 6
A Church or a
Synagogue
w
' '5G?
A great scholar, plural
)MT
D#1MT'
He quivered A@$31 $ Garden d{ $@s
1 (& Their religion 3'? '
Place of migration
D#$3& Trimming Q
' Z1r> Their creed '3' 4
$ /'
By his idea / information '#' H'( Pollinating plants #1('}@
They respect him $/F%
' &
To extend, stretch _
$s$ 86 $ d6 Prophecies, predictions c
' K') Submitting *D $ !'
So it was delayed for him }$s5$? He ends it 3&,@'H
1 $ Road ]"!
His death '$ He explores -6p@$s
1 $ Equal portion #6v`$
P$ G
f' 1 -$ 4 & &#@1 5$ . ? ' /1
Z
~À ? ( f$ ' & d6 N'@M$4
1 'R?p' (' ?q4
1 $ 6d Q$ @'YF
",? :P$ f& ( f1- $ ÀF
? . .)& 6. 3':#1 $ f' s 1 T& N) 3? 3 '1= *? "-.' 5 u $ s$'
'/$2 '>8' ' M$s$ /$ '½
f "#æ? c & Z6 E$
' ) )' 3q( &O+1 ,' $
f AO"M?>$ N'>'"M&/& f O & 51 p? 1 @$
@T Q@G
' /$51 ' )X v1s$ U f$ 1 ($ 3$5( & (' N'/G$
Z
P& 1 $
d? Y d ¼= .' G@
f És' O & 6 p? $ N'!3
f m O1,@$Y? Ë '>$ 1 !$ u'
.*? 5
D'. *? jG f P& s
]F -
F #
' J $ #$ E$
' Z{ @ O
& 5Y . D5'+1 & ' "5
' '!5 ;? +$ $ $ 5 ;b & ) ;? M$.6 0MFp( $/$ <$ #' 6 $ n?($ ,
d= , N']#$ %$ "r
O $ æ *D s $ ' ¢ ' )' À
O & 51 (' ]F $ 'E '@",$ O/Y 3' ;F , Ç *{ ? H 1 /$ ' $)
:#1MG$> O 1 +$ ,' $ i $ T '@",$ Ç Op “.³ & Y
...#& M$Y
” :O & 86 @$U$ @T #$ M$Á
?
O & +1 ,' $
Op “.m u $ 1 ? D$` O
$ 6 +$ ? D'!. d?
#, f' ( ,'( O $ +1 ,' $ O
$ 15YF '
...
$ M$E$ ”
“.5! ?$ N?d
#, f( $ E
"/= N*",$ 1 ” :3?
f,' D.~-
$ &
F +$ M1 & $/ 5/#'MH
1 >& @5Y Z
AM'5
U ” :O. O 1 @$G? s
$ ? ...(
? +' (& å
? +' (& 1 .?
' ) ¼= ~>$ f O & 1
$ $ "F “.d6 m? = Z” :O. “.+/” :Op “(k)$ cK# D,~,@$& ?M1 .?
.5 DM#. c & #1 ' @T 1 3& @&,1 T$
?$ ? N'($M(' d? &,T' !$ 1 $
$ 5
O& #
'
I shouted, I yelled O
& 86 @$U$ Written in a book )X v1s$ It was written for him
(his destiny)
Q
$ @'YF
He may block you (words
said as a love)
$ M$E$ I was sure O
& 51 p? 1 @$
To enjoy ?q4
1 $ d6
Immediately ~>$ I remained steadfast AO"M?>$ So that he describes u
$ s$'
They crowded d? &,T' !$ 1 $ I concealed O1,@$Y? The well-described
narration
)
I competed with them 1 3& @&,1 T$
?2$ I tied (my tongue) i.e. I
didn’t speak anything
O
& 6 p? $ I explore "#æ?
f G@ T
I became,
) c
& #1
' Climbing Z{ @ I reconcile, I compare & ('
;' 1 j(
$ .P+v
,+ .P$ "s
&r6 & "5
3” :F. 5 &@+1 ,' $ ? " dG
w$ 1 ? & 3$ 1 $ jd O& 51 p? 1} .5 j,$ >$ N' & "#8? > O& 6 +$ %
$ ? “.P$s(' *? "5È ?
&E1 >$ .P$/'
& "5
:?. jÇ= O $ 8@ .
F )
D,¾ jd
K= = K d6 c & 1 3' `$ N5 c& /$! Ë .< {
jZY ' 1 $ ('
& M N+/” :Op “.P$ f& (
& M ;(” :p “.P$ f& ( f& 1 - $ 4
& 6
” :Op “$,&
”
.P
$ +1 ($ #$ E$ D,1
( Ç jd AQT ~À ? (
$ ?+$ ($ Z
“.P f(
1U !K '@$ 1 2$ c & 1 $ !$ '@( ¼=
'
' ) ' 5 f O
& 6 #$ -1/
Ë?
O
& 6 .F /= F .]D #1MY *D H
$ ` O/Y NF]$ 'E '@, 3+ O 1 ,?1 D+,$
,} P'
¼=
.+/ :
p “.G d? m? @T !' 3
f 1 GF $ = 1=
,&@Y
” :3?
d{ $@31 (& P& 1 .? !$ 3
jd= N
? ) ” : O & 6 .F
'
' ) ¼= O & +1 $ ) F
Ë '>
$#% & T& f ]{ #$ % 1 T& ' 1 3& 51 $ É$#@&s
1 > d . $ = 3$U& $ & 1 >$ d AQT' É= .;'(
5/
,'$ d6 = 3"/ .P
¼= U$& > Ë 1(
,1+$ d6 ;? M1 .? U$51 ' '@?' 51 $ f 3?}1s>$
“.'/&@3$ ($ *{ -'./ k;GF (' '/$)$ N'/&($ O
& 1,? 1
1 3& A4 & $ Z? E = U! Ë N'>
#&%T& ' +( '
'
F ) '5E!}
& /$F!' $%&
+% .' #' 1 f1 ' 1 3' M'@FY ' $#$ $,(' 1 U& #& kYZ? & Nd,1
3= Q& ~M4$ & NP
He created love Q
& ~M4
$ & Slander, false blame d{ $@31 (& Sleep P$/'
He reminded them 1 U& #& kYZ? & They criticized me '/&($ I gazed at
& "#8? >
They argued with him & /$F!' $%& The accused me '/$)$ I fill my eyes with that j,$ >$
They wrangled with him $/)$,& The alleged a false blame
on me
'/&@3$ ($ So I believed O
& 51 p? 1 }
He persuades them 1 3& A4
& $ I came near c
& /$!
“.$ ' s
1 & d6 f
& m? .$ ' s 1 &' dY ' `T” :
. “d,'s 1 @&? $ ? 1 d= 1 @&$#? ” :? p
d? &,? +1 @$? 1 GF "/=
'
.,¾ ' (' 0y
FM$.6
p">
!!' 3
#$ r+ ” :O. 3= O & #H
'
F ) / & 3$ `1 /= .' @'8? ' ' ,' 1 ( ]'
)@
' 1 YF $ 51 ' D(&@G6 $ $/&% ' >$ N
F #? "/=
f& (
5U N/~#`$ f(
/A#r $ ?
$ "/= '
N$O(jZY? ” :
p “.F#' 1 NF.~ N( f& '
N$ ;6 .F ?” :
? # Op .( '/&( K= DM1$
Y&#@1 $ ? “.5'U
“{)% ){ 1 S? ;F U1 1 3& "/= N;( d{ $@31 (& P& 1 .? !$ 3
jd=
& /s dG N'd
$#pF ( $ ? .!& )1?
?.` Z
Õq
? M.= P'
P f& ( '
& M1 $ ;? M$.6
.kV' f P$ $ 6
S @T & '
c &
? $ ~M'5( $ j+$ >$ .c
' 5$M
>¥( DM$) }@8$ K
i( O 1
m ]D )$ r'( & '
c &
'
F ) Ú #"r($ @T *' "5% $ 6 ' ;' ,$ +$ $s86 $/ )$ Z? /$
:
#
. . S ]? !$ $M& f& ( w
& 1 .? U
) *"-.' ]' )$ $rM'
Z3' dY .O` P
#G
*(4-
.*' 5
'
'
' ) ' %'s1 $ ' ' 6 +'
c
' p?T$ f *{ p? 6 T$ ' Ds O & 5FY
It is attracted w
& /$}$> It became hard for him ?.` He protected him & m?
It becomes relaxed a
& ' #$@s
1 $ Watering place, spring !& )1?
I believe in him ( f& '
Effective
D#' He became very fond of $ ? Betrayal, disloyalty ){ 1 S?
Following you $ #' 6= It did not stop }@8$ K Dissipation ){ %
To stop, to know
$ .' z It circulated O
1
m Thirsty Õq
:p “.QM f . "(&K fG ...+/” :Op “!"5$(& *5È
;U}(
” :p
*{ c
$
m 'R/ / 6 5( :p “.
D#1E
$
$$ ...c ' U” :Op “.' MM f $ F~T$ }”
/
m N( Z? E$ } N&O,1 pF ? “.1 .F ” :Ç p ;b & )$ É>
' ) ' 31 $
“. O 1 s $ 1 ? 3"/ $31 !$ ” :Ç p .3'
$ 1 d6 O
& ,1 ,$ 3? '$,`' f #?v('
0y "5S? *D :
$ 1 )$ O
& 1 > @T 3&@G6 ? s $ ? “.36GF
” :Ç p '5o f1 $ *{ 4 $: '
{ '#v? (' /
m c
& #1 ?q5$?
x' )z
' F 1 { T f !X &,$ 3v ' .]' #$ 1 A5
*? +$ R'
) ]' #$
1 ÁF
]? \Y N'0)z
*? +$ '
“.& v@ K” :Op “. u $ )1
'” :Ç p .Q { U$ m? f *?p6 T$ & ' .0,s
' &@$3'/
.,'31 @$6 Y "' $(' *' p? 6 À
? ( c
& Z6 E$ N'!,$+
' c & #1
' @T £&O1 .? #$ ? N'5+$ ? #$ ?
$ É0%
'
? ) O & 1 > ]F
L
O/Y , .O & 4 1 M$ 1 @T $Ú Dpk+$ @$ O& p(
:p $ ) O & -$-.?
& #v
" .)' $5
;U f ' ,~r
< ' 41 & # 3 $ ','` f 3$@) '@
&#v
"”
$ @1 .? ` '@
*F :$ 1 "#
" .*5È
;' U f i,
< ' 41 & # 3 $ 5',$ f 3$@) '@
3 *F p? 6 À
?
" .f
!& , $ 3& ? $3v' $ $ ' Z
!& ,+
.P
3 ç$# 1 /& 3'>#$
1 ¶
“.c
$ ,$> @T 3'( DG's,1 @$s
1 & ?
$>$ f1 ? .?p6
]$#1 +&
Worth Reading
What is the problem of a modern man? Who deserve the Paradise?
http://www.mubashirnazir.org/PD/English/PE01-0003-Deserving.htm
Climb! u
$ )1
' Dimensions 0' )z
Bring c
' U
Helper
$ Masterpiece *? +$ R'
) So I became worried O
& ,1 ,$ 3?
Hanging Dpk+$ @$ Freshness, beauty ]' #$
1 A5
To walk on that road
$ 1 d6
One who firmly grasps 's,1 @$s
1 & Pillar, column !X &,$ Leave it! $31 !$
• First and Second Source Letter (*,Y [ N ) is the same. For example #X M$($ (lion), db !$ !$ (amusement). These
source letters will be read separately like normal verbs and nouns.
• First and Third Source Letters (*,Y N ) are the same. For example X ? .? (anxiety),
b F F (one third).
These source letters will be read separately like normal verbs and nouns.
• Second and Third Source Letters (*,Y N [) are the same. For example !X $ $ (to help), !X $ `$ (to make
tight). These source letters will either be merged or read separately based on certain rules.
Do you know?
Arabs can be divided into two groups: The Progeny of Qahtan & the Progeny
of A’dnan. Former used to live in the South Arabia (i.e. Yemen). They were
civilized people and used to live in cities. They established two great
kingdoms: Saba & Himyar. The later used to live in the North & Middle
Arabia. They belong to the progeny of Ishmael, the son of Abraham ,3
Ps
]-
. They were mainly nomads. Some of them used to live in cities
like Makkah. They were further divided into two major tribes: Rabi’ah and
Mudhir. Each of them was further divided into several tribes, sub-tribes,
clans and families. The tribes and families were named according to that of
its founder. Prophet Muhammad
belonged to Quraish which
was a branch of Mudhir.
The rules of merging or not merging the source letters are as follows:
• If the two same source letters are coming simultaneously in a word and the later one has a movement,
they will be merged in the following way:
• As you have already seen in the last lesson that if the earlier one is already silent, it will be directly
merged into the second. For example:
• If the earlier one has a movement, it will be made silent and then merged into the later one. For
example:
"@$'
!$ 1 @$1
!$ $ @$1
' | "$ !$ 1 $ !$ $ $ •
• If the both of them have a movement and the letter before both of them is silent, the movement of
the earlier one will be moved to its precedent, it will be made silent and then merged into the later
one. For example:
!1 $ = !1 $ = | c
$ !1 $ $ c
$ !1 $ $ •
• If another letter is coming between the two source letters or one of these letters already have a
See the following example. Changed words are shown in the red color:
(u u ]!) \
X L'
$
X #$
+@= <( !#9
u
X ?p@'`1 = u
X ?p@'`1 = e`$ X p? `$ )-
"@&`1
F $ p' @&`1
F "`& $ p' `& 39 :
@$r
1 $ & p' @$r
1 $ & $ & pF r
r 1 $ P+ [)
@$r
1 & & p? @$r
1 & r
$ & & p? r
1 & 39 [)
1 p' @$r
1 $' 1 p' @$r
1 $' 1 pF r
1 $' 1 pF r
1 $' P+ QRS #
1 p? @$r
1 &' 1 p? @$r
1 &' 1 p? r
1 &' 1 p? r
1 &' 39 #
e@$r
1 & & p' @$r
1 & eu$` X .' $` ;
e@$r
1 & & p? @$r
1 & u
X Fpr
1 $ u
X Fpr
1 $ +8
Note that after the merger, ; and +8 have the same form in +@
<(. It is determined exactly
by the context of its use.
Worth Reading
Which attitude is better: Putting justification or admitting one’s fault?
http://www.mubashirnazir.org/PD/English/PE02-0001-Accepting.htm
Look at the following example. Words having merged letters are shown in red color. The words in
which letters are not merged are in normal black color.
c
X ?.Fpr$ N'd$@.? Fpr$ Ne*?.Fpr$ N?dF.Fpr$ N'd?.Fpr$ NXuFpr$ +8 1
Look at the following example. Words having merged letters are shown in red color. The words in
which letters are not merged are in normal black color.
+@
| (u u ]!) \MY
X #$
(To derive) u
X ?p@'`
)-
N$,@&p6 p? @$`1
N$Op6 p? @$`1
N$fp6 p? @$`1
N$@jp@$`1
N1Ojp@$`1
N
p@$`1
Njp@$`1
N"$@`1
N'djp@$r
1 >$ NA@$r
1 >$ N$fp6 p' @$r
1 $ N'djp@$r
1 >$ NA@$r
1 >$ N?dp@$r
1 $ N'djp@$r
1 $ NA@$r
1 $
P+ [) ;+
A@$r 1 >$ Nd' jp@$r
1 /$ NA@$`1 N$fp6 p' @$r 1 >$ N$ikp@$r
1 >$ N?dp@$r
1 >$
N'djp@$r
1 >& NA@$r
1 >& N$fp6 p? @$r
1 & Nd' jp@$r
1 >& NA@$r
1 >& N?dp@$r
1 & N'djp@$r
1 & NA@$r
1 &
39 [) ;+
A@$r
1 /& NA@$`1
F N$fp6 p? @$r
1 >& Nd' jp@$r
1 >& N$ikp@$r
1 >& N?dp@$r
1 >&
f$ p6 p' @`
Njp@$`
Nkp@$`
N
p@$`
Njp@$`
N1p' @$`
P+ #:T #
1 p' @$r$5 N1p' @$`z N$fp6 p' @$r
1 $' Njp@$r
1 @$' N1 p' @$r
1 @$' N
p@$r
1 $' Njp@$r
1 $' N1p' @$r$' P+ QRS #
Njp@$r
1 @&' N1 p? @$r
1 @&' N$fp6 p? @$r
1 &' Njp@$r
1 @&' N1 p? @$r
1 @&' N
p@$r
1 &' Njp@$r
1 &' N1p? @$r&'
39 # ;+
1 p? @$r&5 N1p? @$`FK N$fp6 p? @$r
1 @&' Njp@$r
1 @&' N'p@$r
1 &' N
p@$r
1 @&'
c
X jp@$r& N'd$@jp@$r& Ne*jp@$r& N?dp@$r& N'djp@$r& Ne@$r& ; 1
c
X jp@$r& N'd$@jp@$r& Ne*jp@$r& N?dp@$r& N'djp@$r& Ne@$r& +8 1
There are certain rules about the letters whose sounds are produced from the same part of mouth are also
merged. First two rules are limited to +@
<( only whereas the third rule is limited to ;8> ;+8> <(.
Test Yourself
Translate the Arabic sentences into English. The meaning of )- and necessary vocabulary re provided
below. You have to describe the change process of words mentioned in red color. Also make the #
\MY \L for these words.
$5+ á8 ! $5+ á8 !
To love ' $ "QT$ < < a
Q4 To become, to
turn
¨;q? $ ãy;V? á
To love other <
X $MT= To put a shelter ;b 'q$>
To make other
beloved
Q
X 'M4$> To harm #
& $ "#:
$ ))x
To return !#& $ "!)$ !!) To harm each
other
e*$)$&
To turn back on
heels
!X
'>)'
To deviate from
the right path
;
' $ j;:
$ x
To doubt, to think fqF $ "fV? ddá To deviate other b :=
To run, to escape #8' $ "#? )) To waste ;b '>
To touch, to affect
adversely
Aw,$ $ "w$ P To count +& $ "$ !![
To debate, to
intend
²4
& $ "²T$ JJa To prepare !X
$1 =
To debate each
other
e*"$4& To count !X
$@''
To be respected /
powerful
+' $ "$ 22[ To count X +$>
To give respect 2X
$= To be disgraced ¨Z' $ jm? m
To make other
powerful
X '+$> To disgrace, to
make subservient
;b 'Z$>
To set, to compete e*j.r& uu
Worth Reading
What is the difference between Monotheism and Polytheism? Why the Polytheism
not acceptable in front of God? How to avoid polytheism in our prayers?
http://www.mubashirnazir.org/PD/English/PE01-0009-Monotheism.htm
d #p
P' ?GTz ' %6
\s8>
(ÏU 671 : Æ@
) ¿#p
)Á
)-/z
» f( ,¾
M ( :
5-
d
#, ])
? $ /1?$ ' 1$ $ f$ 1 ($ $,' D.~-
$ & ~4 $ 6'( <$ $@G' 6
$ 1 ? $ ? "/$ .P& Ap? 6
A4
$ 6
$ U& jK=' $ ?=' K & j
.6
<
X
?Z$ 1 3& ? ' j
c ' $¥'(
? Y? f$ Z' j
jd=' d? ?.#1 8F 6
? $ /1?$
' "5' ¦U& ;F M1 .? f1 ' .;? '%/1'
$ ]?
$)1 "@
.P{ ?p@'/1
Fm X '$ & j
$ X '`$
$ 1 Y? P' $T)1 zy
' 1 YF )& ~-
$ & 'Zj
$ U& .0' $,"s
' K$ x
' )1 zy
' 0e 1 `$ ' 1 ? $ ?8H 1 $ K $ j
jd='
.& 'G4
$ 6
& '+$ 6
$ U& jK=' $ ?=' K 0 $r$
f$ 'Zj
"}?? c X $3('$r@$& #& E$ F$ < ' $@G' 6
APF "fU& c X ,$ G? 4 1 & c X $ & 51 ' < $ $@G' 6
$ 1 ? $ ? $ /1? 'Zj
$ U&
& j
jK=' & ? '}6 >$ & ? +1 $ $$ ' ' '}6 >$ 0y $L@'(1
$ *' $5@1 8' 6
0y L$ @'(1
& 51 ' $ ($$r>$ $ d? &+M'"@' nb 12$ 1 3' ('F.F '
.< ' $M6zy
F1 F jK=' #& jYjZ$ $$ $5~()$ ' 15' f1 ' ;´ YF ' (' "5$ d? FFp$ ' 6 +' 6
' d? &H'
"#
$
& ' $
$ "/=' $5"()$ .<
& "U$ 6
O
$ /1?
$ "/=' *D ,$ T1 )$
$ /1& ? f1 ' 5$? Q
1 U$ $ $5@$1$ U$ m6 =' $ +1 ($ $5($F.F Û
6 ' >& K $5"()$
(9Ó1 d
#, ) .!$ $+,' 6
& ' H
1 & K $ j
jd=' ' ' Q $ 1)$ K P{ 1 $'
' "5
U N *p
P ~P"@
)5
f ,3'>0
#. Q & ">#$ @$$ $,' = .,3/+ f N ,'U)
/
( #Ym ,Y £$q? z
'
$
& 5$",$ >$ ,' $@Y$#@$`
,Iz Z( $@",& :
. É
p
qz
d̈= : .
) d O5( 0,1 f \S !
!
K & j
” d
#, ' ë
“& 'T"#
f& ,$ T1 "#
$ U& jK=' $ ?=' K X T'
$ X ?=' 1 FG3& ?='$ ” i@
i>U '
. * f(
#E .“P& Ap? 6
A4 $ 6
$ U& jK=' $ ?='
Rule of the Day! The word = is used is used to give sense of “either…or” e.g. 0|
$' "='$ & +1 ($ D5$ "=' (either
benevolence or ransom),
D)F8Y
? "='$
D#'Y$` "=' (either thankful or thankless). It is also used to describe a
condition as “if” e.g. #$ M$G
' 6
$ $ 51 ' "fL$ F M1 $ "=' (If he reaches at old age being with you). In such case, the verb
must carry a d̈. In this case, it is a combination of + d 6 =.
He arranges Q
& ">#$ @$$ She will conduct a debate AJ$4>$ He separated u
$ "#?
It included f$ ",
$ >$ Two lights f' $
$#UA2 Snakes c"T$
“.;? '%/1
$ ]?
$)1 "@
? $ /1?$ ' 1$ $ f$ 1 ($ $,' D.~-
$ & ~4
$ 6'( <
$ $@G' 6
$ 1 ? $ ? "/$” 3 *
.*' M$'$L
*' "%4
& 6( :;. u-( “~4 $ 6
” .d #p
Å+ “<$ $@G' 6
$ 1 ? $ ? "/$” :¼+> .
]F
)@
.]{ # & +( ]D "#$ ;F '51 @
“? /$” ? . Z £{0` & +( D$` Ï ¦&%/& ? "/$ dF #p
.“/” . Z ]D T
*D +$ $! K? $ /$ ;F %1/
46( ¦>' #& 'p"@
.
{ FZ4$,(' *b p? j+$ @$& 0 M
<@G
f ' À
' ': ' “À(” . ' 0 M
1.
{ ¼= ~+$ @$$ K N # ' #4'( $,U' ' T f' 1 ?&+8$ ¼= ~+$ $> . /z “? "/$” Ï( & j+$ @$>$ K
ZU £{
\S N u { ~-$ & \& S d? G d f& G' ,& K /z £b*? p' @$5& \S ]b $ jY$ & b T “.-”
2 .'#1 L$ u
& ~- ' s' 85 u & ~- / $5+ N'?p@'/K
3+( ' ). .)' &3,$%6
.
.*' ?"5$,& 6
Q
' @&GF
f '5+ “' 1$ $ f$ 1 ($ $,'” : ¼+> .
m= d' $@L$ F $ )' $ ' /1"
$ )' $ f' *b jp@$r )& 5
0
U5+ ]F
)@
“;%1/
]
)@
/”
.'\L' dF $,@'G
0' "r( & '#+"@
U N'*$)' "@
f ]b m? &E} ]F
)@
: ;. ...& )& $/ O$#$ E$
)& 3,%6
.J & ")$ ,& 6
F .
ZU N a { $ = _ { #-> \
' S f c ' $41' $>
' ')$+$ ]'
)@
#Y d}G
“.i $ p' "@,& 6 '
D#Y6 m' $ 0| $:
' $ d? ?.#1 8F 6
d? &)$U$ $& $51 >$ 1 p? ?$ ” : ¼+> p z
p
.]
)@
Å+ [48 : 0M/z
]
1. It is a grammatical issue. Two objects of (+@ ;+) ? "/$ are described already i.e. one is and other is <@G
.
Third object is not possible. Therefore, À( is not related to the word /. It is related to an omitted word > .
2. .- is an adverb emphasizing that the Quran is testifying the Torah and the Gospels.
Explanation Word Explanation Word Explanation Word
Something presented in a
vague manner
' ')$+$ Adverb b T By installments ¦&%/&
Something explained
metaphorically
c
' $41' $> With emphasis ]b $ jY$ & Coming down
gradually
;F '51 @
Determination _
{ #-> Igniting the firelock ' /1"
$ )' $ At this point ' À
' :
'
Clarification a
{ $= Equivocation, vague
statement
*' $)' "@
Explanation #& 'p"@
Disputed J
& ")$ ,& 6
Presenting vaguely
& '#+"@
Coming ¦>'
Majority )& 3,%6
Concealing dF $,@'G
It adds +8 to a verb ~+$ @$$
O
1 ? %
$ /$ f$ U : ;. ...{ G? T' P{ + ;F ;§ ...;F z
U ;1%"5
f$ ' ;b += ;F §
;F /z £ Z( ;F §
",s & ....X GT PX ( J X #' H$@s& ;§ £&@1 $ #$ H$@
m= 0y r
& j
$ X '`$ <
X
?Z$ 1 3& ? ' j
c
' $¥(
? Y? f$ Z' j
jd=' d? ?.#1 8F 6
? $ /1?$ ¦ &U F;M1 .? f1 ' ” 4 *
' "5'
“.P{ ?p@'/1
Fm X '$
£$f1 kp@$,& 6
' 5' $U& #& p@
:) f(
. “ ' "5'
¦ &U” dF #p
'5+ “;F M1 .? f1 ' ” : ¼+> .
' “ ¦ &U” .1Ã ' $H6
$ 'm? ¼= P& +
?ZU$ "!#& [2 : ]#pM
] “i $ p' "@,& 6 '
¦ &U” ]' #pM
' !
.Pp> . .d #p
“d? ?.#1 8F 6
” .' $46
Q & -$/ ' :
“.0' $,"s
' K$ x
' )1 zy
' 0e 1 `$ ' 1 ? $ ?8H
1 $ K $ j
jd='” 5 *
' #' r
$ M$ ' #' '-$> f ¼+> #$ M$E “1 YF )& ~- $ & 'Zj
$ U& ” : ¼+> . :¼K
Ï d' $@?}?s$ '
¼= ')$ f ]' )A-
u & ?p@'`
.( & T$
$#@$$ ,' 3/z N *,1T#
f ' T$ #'
;F c ' &3Az
P' $T)
.*' ?$U ' M'` ¼= *b ? R' ])- £ & ?$
m=
ZY
1. An important issue of the Quranic Exegesis is to determine the “General P” and “Specific ÃE” words of the
Quran. It is common in Arabic to use general words for specific people or things. Here the word 5
is although
general but its meaning are specific i.e. ip@
.
Deriving something u
& ?p@'`
He designs form )& ~-
$ & Origination ;1%"5
N$f')"-
$ ,& 6
f' $s' d̈ N?d
#%/$ )-/ A!"#
$35',': ' N¼+> & q+> *F
ZU
*/
....d5
²À
]' ) ' #' -@
a ' #` ¼= ¼+> )$ $` .;b .' $ & #& G' 5& K ,' m
¼= N{*U$ $ *{ #{ -?. { x { $($ !{
$' _
{ MF. f{ sT f '5+ “0 $r$
$ 1 Y? ” : ¼+> .
)$ ~- $ & K $ E K “$ U& jK=' $ ?=' K” : ¼+> . F ...]' !$ $+"s
0' ?p~r
f m \S
K Z “& '+$ 6
” .)X "-
$ & U
)¦ ~- $ & ¦3?= $s dG
G N ' @'"/'
$T$ ;! m
.#-@
f$ ' #$ Y? m? ,'( A7E$
ZU N & G' 4&,6
*,G46
“& 'G4 $ 6
” .Q
& ?$L&
1c
X $3('$r@$& #& E$ F$ < ' $@G' 6
APF "fU& c X ,$ G? 4 1 & c X $ & 51 ' < $ $@G' 6
$ 1 ? $ ? $ /1? 'Zj
$ U& ” 7 *
jK=' & ? '}6 >$ & ? +1 $ $ $ ' ' '}6 >$ 0y $L@'(1
$ *' 5$@1 8' 6
0y $L@'1(
& 51 ' $ ($r
$ >$ $ d? &+M'"@' nb 12$ 1 3' ('F.F ' f$ 'Zj
"}??
“.<' M$6zy
FF jK=' #& jYjZ$ $$ $5~()$ ' 51 ' 1f' ;´ YF ' (' "5$ d? FFp$ ' 6 +' 6
' d? &H'
"#
$ & j
P'
;' U f
/Y 3/= N 3? *,1T)” :. “* ( $ 'GM& ” : Op G( Ë
Ë .c
#E ¼= “c X ,$ G? 4 1 & c X $ & 51 ' <$ $@G' 6
$ 1 ? $ ? $ /1? 'Zj
$ U& ” ?#$ .? Ë £5
&#$ H
$
.[105 : d
#, ] “.c & $5~M$6
& U& 0y $ $ ' +1 ($ f1 '
F8? @$E1
$
F."#8? >$ f$ 'Zj?Y
&/FG>$ K$” #.
f & @$+',$ 0{ ` P $ '$#(' & FFp>$ 0e `” :O & . “.+/” :. “1 0KU U !* ( ” : Op
' ) f &@+,$ ;( !0#%?
m= É= 0e '#% $ ?
m= É= : p “
)
“.M K O K w,$E K () K ¢ K i># K ]D "#$ \ & S
? ) O & +,$ : . F 3?. “@$,- $ ? K=” :. N'$/mF F ' ' $+M$ :
' &U#& R'$ *' "5%
$ 6
' ]b T
*D .? #' i+M $T= ;? R
#= &5($ O 1 .? "#8? >$” : p
“.)5
' U#R *5È
' ]b T
ND]T
*z
ZU 3 jd$ '@$? )' "5
....À
“...0y $` { +( 5' #$ ?}$@
1. The Khawarij was a sect at the time of the Companions of the Prophet
. They revolted against Caliph
A’li 5
:) and killed a lot of Muslims. They also assassinated A’li as well. They used to declare the Companions
of the Prophet, as infidel.
Worth Reading
What is ostentation and how it ruins the good deeds of a religious person?
http://www.mubashirnazir.org/PD/English/PE02-0002-Ostentation.htm
Do you know?
The issue of (r@ verses is very serious. Nobody has seen the Hereafter. It is not possible to describe its
details because the words to describe the objects of Hereafter are not yet developed. Therefore,
metaphorical language is used to describe the objects of Hereafter. Let us explain it with an example. If
we have to describe inventions e.g. airplane, bulb, computer etc. of the modern world to the people of
ancient ages (say those living in 1000BC), we have no other option except to use metaphorical language.
We shall describe the airplane as an ‘iron bird’, bulb as a ‘lamp without oil’, the computer will be
described as an ‘artificial brain’ etc. It will be a senseless exercise for our audience (people living in the
year 1000BC) to debate about details of the iron bird or the lamp without oil or the artificial brain
because he has not seen that. If they will do so, they will never be able to conceptualize the real airplane,
bulb or computer.
The objects of the Hereafter are described in the same way. People with firm knowledge already knew
that it is not possible to conceptualize the objects of the Hereafter. They did not conduct any debate on
their details and believed in it a brief manner. But some religious sects who wanted to distort the message
of the Quran started explaining such objects in their literal meanings. Their explanations were so illogical
like the interpretation of the people in our examples if they try to draw a picture of an iron bird. Their
picture will definitely be much different from the airplane of our times.
Some sects declared the entire Quran as “metaphorical” in order to interpret it in their own way. Some
sects who wanted to prove their views from the Quran considered a verse G4& is it was supporting their
views and declared it (r@ if it was rejecting their self-created views. Their opposite sects did the same.
Some examples of these sects are as follows:
1. Zanadaqah: It was a sect of the middle ages having atheistic views. They used to question the
reliability of the Quran by referring to the objects of the Hereafter.
2. Qaramatah & Batiniyyah: A sect of the middle ages. They used to interpret the Quran in their own
way that was contradictory to even the teachings of the Prophet
. They used to interpret
] as visiting their leader, P as refraining from the things forbidden by their leader, ]Y2 as the
obligatory payment to their leader and ²T as participating in their annual convocation.
3. Mujassamah: A sect of the middle ages who used to suppose a body for God similar to a human
being.
This was the attitude of “People having problem in their hearts” as mentioned in these verses. We seek
refuge of Allah from it. We should follow the attitude of the Companions 35
:) of the Holy Prophet
. They used to believe in such verses without conceptualizing the objects of the Hereafter.
Other than these objects, all verses of the Quran are G¾ and provide us with the firm guidance.
d #p
' & ' É=” :M f(K ;b ) . :. \M f( + f )HM
) Ó : *
0|
$$ P{ "? *' +$ ($)1 ? ' $3>$
$.6 ? $3' )$ ".? $ $3' $ )$ $($ $3.' 1 ? f1 ' $ '
$)$ $3' ;? +$ $ $ .i $ ,' ?$+6
1. The person identified four areas of the Quran where he had a misconception that there is a contradiction: (a) The
first issue was that in one verse of the Quran, it is described that there will not be any relationship on the Day of
Judgment among the people and they will not talk to each other while at other place, it is described that they will
argue with each other. (b) The second issue was that it is mentioned in the Quran nobody will be able to conceal
anything from Allah while at other place, it is mentioned that the pagans will claim falsely that they were not
polytheists. (c) The third issue was that at one place in the Quran, it is mentioned that the heavens were created
before the earth and at other occasion, the reverse is described. (d) The fourth issue was that past tense is used to
describe Allah’s attributes. It means that now such attributes are not active. Ibn A’bbas satisfied that person.
' f$ $ +$ -
$ )' A-
'
& 8' 5& F N?z
'*H
$ 8"5
' “1 3& 5$1 ($ <
$ $s/1? ?” () :
{ "M$ f& (
p
' Ë £d0s@ K m 5 35( < $ s/ N
0` f K= x)z
' f c
,s
ÃE
;Uz #& 8' L$ y
d̈ “D'T$ $ j
d? &,@&G6 $ K$” “i
$ Y' #' r
1 & "5YF $” : . (<)
& v' 5&@ '3U'
$ @$H
$ “.iY#r fFG/$ ? :p/
?$+>$” : dY#r
. N&3($&/mF
/Y
#8Y fZ
A!$ $ 5 N DT & @$G& K
d $ #' & m 5+ £ 3',}( '3T' )'
$$
.i,s
Ë Ni ' c {
,$ $ M fU
s 0,s
¼= @
Ë Ni ' x $ )z
$ E (Ï)
P$ ?Y
)$ %`z
? $M% ' 6
3' E N$#$,6
0y ,6
35 J $ #$ E} $3v? s
$ ($ x)z
$T!$
' 3' x& )z
O 1 p? ' H
& “.$U$T!$ $ 'm? $ +1 ($ x
$ )1 zy
$” :. Z £f$#E i ' 35(
.i ' 0,s
Op'E& NP *+()
d̈ £ZY F
$& K 6 $ $ ? N m & s & 8/ '5+ “D,'T)$
D)F8S? & j
d? ?Y$ ” : . (!)
1.
' 5 f
D YF d £ d #p
& ' @$H$ $ 4$ 1$ .!$
$) Z
( < $ $ K= D` !1 #$ $ ?
1. The response of Ibn A’bbas was: (a) No discussion will be at the time of the first blow of the trumpet when people
will become alive. After the second blow, they will talk to each other and will try to shift the responsibility of sins to
each other. (b) The pagans will try to deceive Allah but will not be successful. (c) Allah created the earth first in two
days (1 day of Allah = 1000 years of our world), then He created the heavens and then finalized the construction of
the earth. (d) The objective of dY in describing Allah’s attributes is that they are with Him from ever.
£'P
' z
f' $ O
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Worth Reading: What is glamour and what is its impact on human personality?
Read more: http://www.mubashirnazir.org/PD/English/PE02-0011-Glamor.htm
:
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Do you know?
Nomad Arabs used to live in tents. Their “tent” is also a favorite topic of their literature. When
a tribe had to move to another location in search of water and grazing lands, they used to pack
their tents and move to another location. The remnants of their stay are also a favorite topic of
their poetry because it recalls their memories of the time spent with their beloved who has
moved with her tribe.
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1. In Arabic, it is a common practice to omit the understood words. A prayer is directly started after describing the
attitude of +
Ò dH
#
. Here a phrase is omitted i.e. “They say” or “O Muhammad, you should say”. The
reason of such omission is that the person who is listening may assume that providing too much details is a ridicule
on his level of intelligence. This results in ineffectiveness of a communication.
Explanation Word Explanation Word Explanation Word
Prayer c
' &5pF
They fail
&%
' +& Deviating *F S?
$2=
Quranic Surahs from – u
People who revolted during
caliphate of Abu Bakr
]' "!~#
;' U 5
;"-8? ,& 6
He tests '@$M&
One who changes Q
$ kp? & I came near to c
& &/!$ It becomes heavy for ;F pF $
Q
{ M f$ K
D A8? >$ M. f '5 f' “*D ,$ T1 )$
$ /1& ? f1 ' $5? Q
1 U$ $ ” : ¼+> . Ï */
.a
X )& v$> P& ? s'@
ZU ' .;{ , K "5'
P
_@8( N$34 &- $ U Nd5
P' $
~: $ P'
_ ' @8( “d6 & ?” :c
X $LF & ($) “jd& ?” '
P
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P P
( £[& ?] d5
ZT
:
*
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$ @$$ *' "5'' $M
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' ¼= *b +
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dz N'*,1T#
f
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$
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Q & "#
1. It is a false belief of ignorant Sufis & some other sects like Bataniyyah that the real knowledge is given by Allah
directly to His slaves. The knowledge obtained from the books is a hindrance to the true knowledge. The author is
refuting this view.
Dear Reader!
Build Your Personality
We have already discussed that if anyone of the source letters is Treat your subordinates gently.
or , it results in certain changes in the derived verbs and nouns.
If the first source letter is or , it is called . Mostly the changes occur if the first source letter is . The
detailed rules are as follows:
• If the first source letters is , it is deleted in P+ [), in most of the cases. For example:
Q
& 3$ $ Q
& U$ 1 $ :< ! •
• You have already learnt that !#9 has six groups due to the movement on their *,Y [. The above
mentioned rule is applicable if that particular set of source letters belongs to the groups < $ #$ : $ N&_@$8$ _
$ @$?
Q
& s
' 4$ Q
$ s
' T$ N&<#' $. It is also applicable, if the source letters belong to the group & ,$ s$ $ ,' $ and one of
the source letters is either of d P ) (to remember you can call them d#). There is no example of
a set of source letters from #& - & 5$ #$ -
$ /$ with its first source letter . The above mentioned rule is not
applicable, if the source letters belong to P& #& G$ P$ #& Y
? . For example, for the source letters ! a , the rule will
not be applicable.
& T& 1 $ & T& 1 $ :! a ! •
• It is difficult to memorize the above-mentioned rule. For simplicity, remember that if there is a dhammah
on *,Y [ and the *,Y is , the will not be deleted in the P+ [), other wise it will be
deleted.
• If the *,Y is , it is not deleted.
#& s
$ 1 $ #& s
$ 1 $ :) ! •
• In 39 [), the will not be deleted.
& T$ 1 & & T$ 1 & :! a ! •
• If the is silent in any word and its preceding letter is carrying a kasrah, it will be replaced by . For
example, in the P+ #:T #.
;6 %
$ 1= ;6 $ 1 = | 1 4
$ 1= 1 T$ 1 = •
• Similarly, if the is silent in any word and its preceding letter is carrying a dhammah, it will be replaced
by . The reason for these rules is obvious that is associated with dhammah and is associated with
kasrah and the reverse is difficult to speak. For example:
'.1 & 'p1 & :+= <( Ná u ! •
• In +@
<(, the is replaced by c, and then merged into c of +@= <(. For example:
;? -
$ ">
;? -
$ @$>1
;? -
$ >$1
:+@
<( N Ã ! •
• The above mentioned rule is also applicable to , but it is not mandatory. Therefore, both options are
equally allowed. It is rare that a set of source letters having as their *,Y is also used in Ï+@= <(.
For example, both of the following is correct:
#$ s
$ ">
#$ s
$ @$>1
#$ s
$ @$1
:) ! •
#$ s
$ @$1= #$ s
$ @$1= :) ! •
• You already know that there is no fixed rule to make the )- of !#Ï9 Ï. For certain sets of source
having as their *,Y , their )- is made by deleting the and adding ] at their end. For example:
*b +$ ' X $ $ :[ ! •
*?' ;b $ $ : Ã ! •
*$MU' Q X U$ $ : < ! •
e*?8
'
X
$ $ : Ã ! •
Rule of the Day! The word ¨U is used is used with [) ;+ to urge to do
something. It is called #4@
#T. If it is used with : ;+, it
expresses regret. It is called t5@
#T e.g. #' ', & 6
¼= FGr$> ¨U (You
should complain to the manager?), #' ',
& 6
¼= & >$?G`$ ¨U (You should have
complained to the manager).
Similarly NK NK̈ NK are also used for the same purpose.
Do you know?
Due to continuous state of war, Arabs did not have any system of formal education.
Their poetry and prose (art of public speech) was a product of war. Therefore,
different genres of their literature is related to war. For example: P (the genre
describing war incidents and the bravery of tribal warriors), %U (the genre for
condemning the enemies and expressing their ill-feelings for them), ) (the poetry
to fire up emotions against the enemy), etc.
See the following example. Changes are shown in the red color. Make \MY # yourself:
(u u ]!) \
X L'
$
X #$
+@= <( !#9
b $-~>
' b $->$1
' ;b
$ $ ;b
$ $ )-
;? -
$ ">
' ;? -
$ >$1
' ;?
$ $ ;?
$ $ P+ :
;? -
' A>
F ;? -
' >&1
F ;?
' & ;?
' & 39 :
;F -
' "@$ ;F -
' >$$ ;F -
' $ ;F
' 1 $ P+ [)
;F -
$ "@& ;F -
$ >$& ;F
$ 1 & ;F
$ 1 & 39 [)
;6 -
' ">
' ;6 -
' >$1
' ;6
' ;6
' 1
P+ #:T #
;6 -
' "@$' ;6 -
' >$$' ;6 -
' $' ;F
' 1 $' P+ QRS #
;6 -
$ "@&' ;6 -
$ >$&' ;6
$ 1 &' ;6
$ 1 &' 39 #
;b -
' "@& ;b -
' >$1 $ ;b
'
$ ;b
'
$ ;
;b -
$ "@& ;b -
$ >$1 $ b &1 $ b &1 $ +8
Test Yourself
Translate the Arabic sentences into English. The meaning of )- and necessary vocabulary re
provided below. You have to describe the change process of words mentioned in red color. Also make
the \MY \L # for these words.
Worth Reading
The Report of Transparency International and a Hadith. This article is an
eye-opening writing on the condition of Muslim Ummah.
http://www.mubashirnazir.org/PD/English/PE02-0004-Transparency.htm
Worth Reading
What is Jealousy and what is its impact on human personality? Read
more: http://www.mubashirnazir.org/PD/English/PE02-0012-
Jealousy.htm
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w
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& $@Y'
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:;R. Ç p :+r
.
.& F 31 $ 'p6 <L #$ 1 S DL'( & s
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: Op
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d̈ Nw,H6
c '
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m ;6' :.
N#1,Á
*.'#"s
;1@p
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3 P$ "#T$ / N3'
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m= OM
d N3'
3s8/ f' Fv+1 & ,1+ 'p+1 $ d6 !& M'+
$ kYF ",' N
ZU $5+ ' dY
D!1 N
<@Y Ò -/$ ! +
f' Y
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8GF $
K N
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f f$ f 3A
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f' µ
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f& G' ,& K Z
P+
+
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K
Explanation Word Explanation Word Explanation Word
Interpretation ;F }@
In clear statement -/$ Intoxicants #1,H6
PGTz
f' ( A7H $ & N'R
#8
[ ' #F f' !M'+
< & &5$ : O. É
, :.
,/ *b 5 5' 0{ ` ' O/Y d6 = N{*"5& A7/ '#?Y ' K N{<$@Y' A7/$ ' w ,' NU'#1 S
.¦'. & )$ 1 @$s
1 & ;F }@
;F ,' @$4$ & 5' dY N'*"+
)' ME K N'*"$H6
)' M1E f' U
d? G "@T N&,6 ' 5
f D:1$ 1 M. +
< $ ¦M'
dG d
ZU &+1 $ :.
.
¦#M$E$ & $/& ' &@ N{ { 1 $ f1 ' NY#@'( { ' \
$ S $,6 $ #$ >$ f1 $ ND8' @$51 & & ,$ ' $ f1 $
.{ f' U ;6 ( : Op
f' *b )! ZU : O. µ F pF s
1 $ f1 $ f1 N&P$ 6 $ f1 $ N5 P& $ 6 $ N *? "%À
#Y6m
& 86 -
' :.
1 3& +& s
$ $ *Á
f' 3?S( ;,@T
f$ N*"Á
; Y $386 jG? & Î NF*"+
3&LF M1 >$ w +
Argument *? "%À
It is followed by & )$ 1 @$s
1 & Type, dimension
$ j
jd=” :p N!3È
f' #$ 1 8' "5
$ jY Ë N~M/ d' s (@Y Ò !$ 3'È
x $ #$ ? : O & p
d? F@$p6 &$ d? F@&p6 $? ' j
;' 'M$ ' d? F>'?p& *? "5$%6
1 3& ? jd}?(' 1 3& ?
$1 ?$ 1 3& s$ 8F /? i $ 5'' 1 ,& 6
f1 ' $#@$`1
'Zj
1 GF +' 1 M$('
&#r ' M1 @$1 ? ' j
f1 ' ' ' 31 +$ (' ?1 ? f1 $ $ Nd #$ pF
$ ;' '§'6
$ ]'
$)1 "@
' ãpT$ ' 1 ? $
¦1 $
.....(111 :*(@
) “.& 'q+$ 6
2& 1 8? 6
$ U& $ 'm? $ N'(' 1 @&+1 $$(
¦T$ & s$ $ K N { 'v& ;Y 5 *D "$E #& 1 8' 5$
YF !& 3'%6
d? FG$ d6 c &
O ' ? ,$ @$T :.
x
X #1 Q $ $ $ X T$ J1 #& H$ NF]Y"
A²4 $ 6
c
&
$? -
$
O ' /Y ,Y N5
& H$ @
35
d O,@T
.'#1 L$ Q & @&G6 & K
ZU ' { T$ ;? ,$ $ jdz N's' 8/ f x $ #1 8
& #& 1 S
$ ~! d6 f1 ' 35
$ - 1 . 3 x ' #8'( $ - ' .F d? G d m Nc
-
x ' #1 $5+ #$ 1 S 3':1# $5+ dG
*? ? ' / x#8
*? !}> DY)' 1 & iY#r
f' $ U' & f1 $ !$3' ' *' $?8G' ( P. f$ d? G N'*$8'G
.' ?}6 ?
f'
$ jH$ >$ f$ ¦#' H 1 & N;18
)' #$ "
'1 F #& 1 S? i $ 5'' 1 ,& 6
f1 ' d? &' ?p6
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p N,35(
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?$ 1 3' s
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$1 }?(' f$ 'U' $%,& 6
& j
;? "? N13' s
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$1 }?(' ' j
;' 'M$ ' d? &U' $%,& 6
$
“.,¦ 'q$
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?$ f$ 'U' $%,& 6
& j
;? "? $ N$5s 14 & 6
& j
$ $ $ ãYF $ ND*$ )$ !$ f$ '' ?p6
.*"+
x & #1 8? c
' #Uq
} N(95 :0s5
)
Ò : Op ' ?}6 ?
f$ ' i
$ 8kH$ @$F
J
$ #$ E1 *8'G( *' "+
& +( P.
m= / Ò *K~
f' '} :.
f i8H@
$ $ $ N $5s 14& 6
& j
$ $ $ ãFY$ :
. :O & . 35 U f :. .*
ZU
' H@( f$ 1 ,' '
/Y Nf' p
fU%,6
*? d( Ndo
$5s 1 À F
!3'È
....$5s&46
f$ ' 3'( ?1 Ó
8+ Î d= Ó ' 6'( *F ($Fp+$
O/Y :U S
$S?
m=
Explanation Word Explanation Word Explanation Word
'
<
' $@Y' & ' :<(
.$:$,6
ZU #' 1 S ' d: ,&U . & '@EK
[ & $,1
:d3 +
' :+r
.
' ' $5(' *F ? #' +$,6
.<
' #$ +$
d' $s' (' ? "/$ ,/=
<
' @Y $ ',$ d̈}( & +
:
< ' @Y & ' [ ' $,' f
' :,6( *F '#+$,6
.*' T(
N'!`)
N'<!z
N'' '51 >$ ' x ' #1 8
N'*E$ &s5$ N'
< ' @Y
.' ~M/ d' s & 5$"($ N'(@Y ' & : $ # $ G? T , N5$ *' /$(
f' ' ~M'/$ (
$ :
$ $ Z
By following blindly
¦'p$> He made obligatory x
$ #$ @$
One that abrogates
' ' $/
Issue *' ?}?s?
Indicating arguments,
plural of *
!
k
$$
Good manners <
' !z
Non-Arabic ¦,' %
$ Clarification *' /$(
d' s( ? +' (& / ;b '!$ f' ;3 :'3@'5$s ' }(
? +' (& d? G d ;F ,' @$4$ N&5'
F.? N&/$s
N{+( f 3&+( & ,& 3$ 8 K ,'( *b 8? ' @H& *F 5sz
O/Y d ' % $ +$
*' 5$s
' d? &! *D E '.
& 5
¼ .' ('$@
$M"@,& 6
d' s
' ;F 8
dG d N{+M' D+M> 3&+( ?dG d "(&
DM> ' /'s ;F U d? G d N
N&2&%$ K .'M5
dF s & /&$s' f$ d' s
' ;' 8(
3+ & F M?. f{ ! ;' U ; Y N'/'$s' ' $ M$>$ ds ; Y ;( N{T'
{ #T ' /s \ ' S d{ s ;' Uz
.f$ 1 ,' ' s&,' *D 4'-/ *E <#+
d' s'( / d? #$ pF
d̈ *' +
&'M51 >$ dG ...' 5''! [ & M>
Worth Reading
What is the relationship between the revelation and the intellect? Read more:
http://www.mubashirnazir.org/PD/English/PE03-0007-Revelation.htm
Ã
& &-H
& 6
& F E& $ N&P$+
'( !&
$#& ¦$ <
' @G
f' ? $ /$ db $($ :<(
. (62 :#
) “.;b 'Y$ 0{ 1 `$ k;YF ?$ $ U& $ 0{ 1 `$ k;YF & '$E & j
” :¼+> )M>
.
' *{ "(
$! f1 ' $$ ” :. (32 :U
#(=) “.x $ )1 }?6
$ c
'
$$,"s
$ ? E$ 'Zj
& j
” :¼+> )M>
f' N{0` ;F G :+r
. . "ÃE K NP
Z3 (6 :!U) “.$3.F 21 )' ' j
?$ j=' x ' )1 }?6
Children d'
$6' 6
Stockroom $3$ !$ 1 @$s
1 & Directives specific to a
person or situation
AÃ$H6
Ã-Á
P+
& ,$ %$ U N'#Uq
"P <@G
f' '/1F d( :<(
jd=' .
F)$ $+@$' ;? R'$M.? $ (¦&+`& 1 YF $56 +$ $ $ ?/F$ #{ Y? m? f1 ' 1 YF $5p6 ? E$ "/='” :¼+> )M>
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Worth Reading
What is the significance of Character in building a nation? Read more:
http://www.mubashirnazir.org/PD/English/PE03-0001-Character.htm
Worth Reading!
What are the Quranic teachings about defamation? Read more:
http://www.mubashirnazir.org/PD/English/PE02-0006-Defamation.htm
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1. “Qiyaas” is the process of legal analogy by comparison. For instance, liquor drinks are forbidden in Islam due to
their intoxication. By applying the process of legal analogy, all those items will be declared forbidden which contain
intoxication e.g. heroin etc. Similarly the Prophet imposed Zakat on camel, cows and goats. It will be imposed on
other animals according to their similarities with these three type of cattle. For example, Zakat for buffalos will be
calculated according to the rates of cows and that on flocks of deer will be calculated according to the rates of goats.
That we consider & "+& /$ d6 You think & & $> Consensus [
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religion)
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1. Shaf’ii described various examples of Ijtihaad. One of them is related to determination of Qibla direction. It is
essential for us to direct towards the Ka’aba during our prayers. If a person is at a distance, he/she will conduct
“Ijtihaad” to determine the direction of Qibla by using a compass or by looking at stars etc. Two persons may reach
to different conclusion due to their approach or their level of knowledge. The other example is related to the
reliability of witnesses. Ijtihaad will be conducted to determine whether a person is reliable or not. There may be a
difference of opinion in that matter.
Do you know?
According to the Divine Law of Torah, Saturday is specific for worship. The Jews are not allowed
to work on that day. It is called OMs
in Arabic and the “Sabbath” in English.
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Do you know?
Arabs used to be in a default state of continuous tribal war. Peace was an
exceptional situation which was an outcome of inter-tribe treaties. These treaties
were considered sacred. A tribe violating a treaty was strongly condemned by the
entire Arabian tribes. These wars and peace treaties are a favorite topic of Arabic
poetry & prose. Such tribes were called
T. Some tribes had a permanent status of
being enemies to each other.
• If the second source letter carries a movement and its preceding letters carries a fathah, the or will be
F 1 pF $ F & p6 $ : u ! •
& 1 M'$ & 'M1 $ :[ < ! •
F $5$ ;F $51 $ : d ! •
& $H$
& $ H
1 $ : ^ ! •
F 1 vF $ F & v6 $ : ! •
• This rule is not applicable to ;8> 1
or the nouns mentioning colors or disability. For example:
F $ .6 F $ .6 : u ! •
& $(1
& $(1 :x < ! •
!& $ 1 !& $ 1 :! ! •
• If the second source letter carries a movement and its following letter is silent, the or will be deleted:
For example:
;6 .F 6 $ .6
F : u ! •
1 (' 1 '(1= :[ < ! •
;6 /$ ;6 $/= : d ! •
1 E$
1 $ E= : ^ ! •
;6 F 6 & 6 = : ! •
• In the 39 :, the is converted into . So it comes at the structure of ;
? '. For example:
;? 1 .' ? ' .F : u ! •
Rule of the Day! The word ;( is used is used to
$ 1 (' $ '(& :[ < ! •
negate the phrase before it or add something to it
without negation e.g. $ & ? ;
6 ($ & /$$4M1 &
D?$ & j
Z? H
$ ">
F?.y ;? 1 /' ;? '/& : d ! •
x
' )1 zy
$ c
'
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(They said, Allah has taken a
child, He is Exalted from it. No, Whatever is in the
$ 1 E'
$ ' E& : ^ ! •
heavens and earth is for Him), f1 ' $51 ? $ 1 GF ? $#/$ $
i
$ ('m' ?Y 1 GF A5qF /$ ;6 ($ ;{
1 ? (We don’t see anything good in ;? 1 ' ? ' F : ! •
you, but we think that you are liars).
See the following example. Changes are shown in the red color. Make \MY # yourself:
(u u ]!) \
X L'
$
X #$
!#9 !#9
X 1 ($ X 1 ($ b 1 .? b 1 .? )-
[
$ $( $ $($ ? ?. ? $ .? P+ :
[
& $M& & $M1 & F ?p& F $ p6 & 39 [)
X 1 M'$ [
X 1 &M1 $ b 1 pF $ b 1 .F 1 $ +8
Do you know?
Sex was an important topic of Pre-Islamic Arabic poetry. It was usually with
the legal spouse. Adultery was considered a crime. Saying verses about the
women of others was considered bad and it resulted in wars among tribes.
Test Yourself
Translate the Arabic sentences into English. The meaning of )- and necessary vocabulary re
provided below. You have to describe the change process of words mentioned in red color. Also make
the \MY \L # for these words.
Their meat and blood surely f1 G' ?$ $U& $!' K$ $3& &4F $ j
? $5$ f1 ?
does not _____ Allah. But
your piety _____ Him. 1 GF 51 ' $p6 "@
& F$5$
You will definitely not _____
the piety unless you spend out d? AM4
' >& ",'
Fp8' 51 >& "@T$ "#M'6
F$5>$ f1 ?
of what _____.
Don’t _____ like those who
were given the Book before ;F M1 .? f1 ' < $ $@G' 6
&>F f$ 'Zj?Y
&/FG$ K$
you. Then their term was
____ and their hearts became 1 3& (&F.F O
1 s
$ p? ? & $ zy
1 3' 1 ? $ ? ?v?
hardened.
___, ____ with the Lord of
dawn, from the mischief of all $ ? E$ $ ~#`$ f1 ' .' ? 8? 6
~<#$ (' mF &? ;6 .F
that He created.
Verily, Allah ____ for those who d? F,$ +1 $ f$ 'Zj' ' j
?$ *F ($1 "@
$,"/='
do something wrong by
ignorance, then ____ at earliest. Q
{ '#.? f1 ' d? &(&@$ "F *{ ?$3% $ (' 0y As
people.
and trustworthy.
For Allah, it is essential for
people for perform pilgrimage
[
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f1 $ O
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of The House whoever ____ to
find a way towards it.
D 'M$ ' 1 ?='
We have not sent a prophet d' m6 '(' [
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except _____ with the
permission of Allah. ' j
Dear Reader!
Build Your Personality
In this lesson, we shall study some
poetry of classical Arab Poets. Create a balance between your religious and worldly
responsibilities. Being religious does not mean that we
ignore our worldly responsibilities.
:*' ?1 v? 4
& ' ]F $ '-p?
In an old age
¦2&%$ Resident fX Y' $ A poem having
more than 7 verses
]F $ '-p?
Facing it $U0y
$2= A civilized society ¦,1 ) A portion of
$#v6 `$
Children a
{ $M` My tough brother ]b $ 8$ E Poetry to insult a
person or a tribe
0 $%U'
They thought about them &3?$H>$ Loneliness *b rT$ He put him in a jail & 5$"%$
Barefooted ]b ?8T$ Bold, strong,
affliction
& & M$
He asked him for
sympathy
& 8F v' +$@s$
Naked (without clothes) ]b
$#$ Its aggressiveness ' @'$
$#`$ One hungry for 3
days
¢
b '?
The ate food
FZ@$S
Ease, luxurious life ',+$ /' One who binds his
belly due to hunger
f' v$M
Q
&
'
Bread cooked in hot ash
(a desert food)
*D j' & ÏM&E He was alone !$ #$ 6 Extreme poverty ;b $ #$
Wheat ~#M&
Mountain pass Q
' +'` Desert 0'
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p
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;? $ P' Ï$+'( )1 Z' @$+$> K
Ï,&U $ p? ? ]b $@? _
1 Ï$(Z$ ? &U d̈= *D Ï$U#$( $ %
$ T F
D ÏÏ'.? $#$ ?
The poet has described the hospitality of Arab Bedouin society and how did they care about their alien
guests. They were hospitable to any person coming to their village regardless of his/her tribe, race, color
and social status. They used to slaughter whatever cattle available to them despite of harsh conditions of
desert. If a person was unable to provide food to a guest, they had to face ill-fame spread by the guest
about them.
This poem describes a tale of a poor Bedouin who did not have anything and a guest came. He and his
family were so worried to provide food to their guest that a son requested his father to slay him and cook
his flesh in order to serve the guest. Suddenly, they saw a flock of wild cows. They hunted one of them
with their arrows and prepared food for their guest. As a result of that, the father became happy to serve
his guest and the mother became happy that her son was safe.
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$ $(
Do you know?
Unlike English, in Arabic poetry, it is essential that the both parts of a verse must be exactly equal to
each other in length. It is called the d2 of both verses which must be equal in all circumstances. It is
allowed to make minor adjustments to words to fit itself into the structure of the verse. The last word of
each verse should produce the same sound as you can see in all these verses. This is called *.. It is
allowed to omit a f5> at the last word in order to produce the same sound.
Respectfully ¦
$#Y' A dome-shaped piece of
flesh at the top of a bull
©
{ 4$ Flock of wild cows *D /$$
They fulfilled
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:¼+> ¨
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P
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w $ )!= f& (1 & ,¾ ¨
M ( U
*5 #$ -',(' P$ ?. F .2' $%4 ' 6
u
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f,
f$ 1 ($ ;? jp5$>$ .#$ +'r
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Students <
& Fv
Adverb X ',$> Contended, satisfied [
{ &5.?
In writing ãvE$ Including fX ~,
$ @$& Environment *$T$
Additional ]b $ R'
$2 For explanation d' $M$' Death $$5?
Become satisfied x
$ )1
Abridgement { $,1 = It protects him 'p>$
Misfortune, unpleasant X #G By character DpF E& It becomes narrow u
$ $:
Don’t appear & M1 >$ K By age 5' Space between sky &
earth
0 $8?
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m'= 0{ $` k;ÏÏFGÏ
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dF
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X
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$4
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Muslims established a great civilization at Spain (Andalus) during 711-1492CE. With the passage of time,
the character of Muslims degenerated and the country was captured by the King of Portugal, Ferdinand.
The poet belonged to Spain. He expressed his grief of the fall of Spain in these verses.
Happiness c
X
#s
$ $ The finished ">$ Poetry ' q$5
dF
? ÏÏÏ13Ï? "3$ /1
X Ï&T $U$ 0y
K #X Ï? ]? #ÏÏÈ
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dF ÏÏ"$ fÏ P *b Ï$MÏ'$` f$ Ï *{ ÏÏ$' #1 & dF }` *D Ï$s
' 51 ? ($ 6}Ï
dF ×yÏ x
X Ï? <
& Z6 Ï&+
ÏU /$ { $ /& f Ï'4
1 >$ Ï 7
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dF ÏÏY) $ M1 >$ ?
m= 0 Ï?pM$
$s$ , !ÏMÏ
d? ÏY) "fYF X Ï
.
dF $,1 U$
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u
'
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?
GM>
dF
$#Ï1,& #' 86 GF ( Ï3?y c
1 #$ Ï?8.6 . *{ ÏÏE PÏ
f ){ Ï! ?$
Rule of the Day: There are two methods to describe the fractional numbers: Positive
Method e.g. [() */,? (8-3/4), ,1E *+() *@ (6-4/5), f
$ 1 s
' ,1 E$ $ ($) *F $/'
*F $ "s
$ R'?.!$ ]? #$ r
$ $ *? s
$ ,1 E$ K̈= *
(2:45) etc
An area of *s5(
Muslims, the followers of
Prophet Abraham
*"8' '5À
?
(also a town at Syria)
7
& ,1 T' Patience 0y
Grief, gloom,
hopelessness
{ $ ? It contained inside it '4
1 >$ It fell from top to the
bottom
$U$
Love
' 6'
Gardens, plural of *U/ { $ /& A mountain at Madina X T&
Extreme lover dF $,1 U$ Rivers, canals #& 31 /$ It demolished "3$ /1
dF ÏÏÏÏÏ$M6
& w
X .
$/ K= f3 w
$ R5Y c) . & s
F $T
dF
?ÏÏÏÏ U '#1 >$ #& (5
@T ]b ÏU GM> Q
& ')$4,$ 6
@T
dF ?ÏÏÏÏÏ1LF #X 8Y & 3& ?T ? $T? & ÏÏÏÏ'U~ +( P{ . *jZ' ' f1 $
dF
$ÏÏÏ1M& #8G
)! ' U P$
1 Ï'3'25 ' DYF&
/Y wz(
dF ÏÏ,Ï= PX = Qp
' dY d6 = { ÏÏ,?Y f Q
& 6 p?
<
& FZ$
ZU ;
Do you know?
After the fall of great empires of the Muslim world, the majority of Muslims did not consider it important
to analyze the real reasons behind their decline in an unbiased way. They started moaning and expressing
their grief due to their decline. Most of them considered their decline as a conspiracy of Anti-Islamic
forces of the world and ignored their own weaknesses. This poem is an example of such attitude.
The real reasons behind the decline of the Muslims were two: (1) They degenerated their moral character
that was required by the Quran and the Sunnah. Comparatively, other nations improved their character.
(2) They lagged behind the other nations in creative thinking and intellectual growth in the field of
science and technology. The majority of Muslims never thought about these reasons and kept moaning
over several centuries.
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c,G
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d̈ X T "fqF $ K (1)
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dF Y) "fYF X
.” Ó3
.
¦2
$$
The summary of above mentioned rules is that:
1. A noun which is #-5 \S can be used as #-5 in poetry due to poetic needs. Similarly, f5> on a
#-5 is also deleted due to poetic needs.
2. As you’ve seen in the lesson of
, if the same letter is repeated and both are silent, they are merged
and it is given a fathah.
3. Sometimes,
@M is deleted in order to draw the full attention of the audience to the #1ME.
F $T w 1 ' 1
” :Ê . X FZ4$ & #& M1 E$ b$ @$M& / $ ? )$ !X #8 $U$ +( 0y $ d N'!#$ 8&,6
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& 31 >$ O/ @T” :4$/ & $ +$( (
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1 & 0'
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& ')$4,$ 6
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Worth Reading
Developing trust is very important. How and why? Read more:
http://www.mubashirnazir.org/PD/English/PE03-0012-Trust.htm
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X rE
It is not directed & "$ & K Styles to say something,
plural of < Q
' Slaves
D'M$
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Proving ;'1 "@
It melts <
& FZ>$
Frightening, scaring ;' '3$@
Greatness ' q? ' We note
F T' &/
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m= 0` ;G” :#r
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Worth Reading
The Sermon of Mount delivered by the Prophet Jesus Ps
]-
.
Its contents are applicable today. Read more:
http://www.mubashirnazir.org/PD/English/PE03-0009-Mount.htm
$!$ $ $ !$ : [ ! ! •
$rE$ $ r ' E$ : ^ ! •
$> $ ? >$ : c ! •
$-$ $ - ' $ : Ã [ ! •
• If there is a pronoun after these words, the Alif, will be written in both cases.
&U$!$ $ $ !$ : [ ! ! •
&U$rE$ $ r ' E$ : ^ ! •
1 U& $> $ ? >$ : c ! •
&U$-$ $ - ' $ : Ã [ ! •
• The above mentioned rule is not applicable to *5> of : ;+. There will not be any change in them and
they will be normal like other verbs. For example:
$$ !$
$$ !$ : [ ! ! •
$r
' E$ $r ' E$ : ^ ! •
$? >$
$? >$ : c ! •
$-
' $ $- ' $ : Ã [ ! •
• If there is an additional or other than the third source letter, the source letter will be deleted and its
movement will be transferred to previous letter. For example:
1& !$
1& $ !$ : [ ! ! •
1r
& E$
&r ' E$ : ^ ! •
1F >$
1& ? >$ : c ! •
1-
& $
&- ' $ : Ã [ ! •
• If the letter after or is silent and the letter before or carries, a fathah, the third source letter will be
deleted. If it carries a kasrah or dhammah, the third source letter will not be deleted. For example:
O
1 $ !$ c 1 $ $ !$ : [ ! ! •
O
1 $r
' E$ O 1 $r
' E$ : ^ ! •
O
1 ? >$ c 1 $ ? >$ : c ! •
O
1 $-
' $ O 1 $-' $ : Ã [ ! •
• If there is a kasrah before , the will be converted to . If it is , it will not be changed. For example:
1& 1 $ & & 1 $ :(to call) [ ! ! •
1F @1 $ & F @1 $ :(to follow, to read) c ! •
1 -' +1 $ & - ' +1 $ :(to disobey) Ã [ ! •
1 ' 31 $ & ' 31 $ :(to guide) ! ! •
1 r' ,1 $ & r ' ,1 $ :(to walk) P ! •
1 ' #1 $ & ' #1 $ :(to throw) P ) ! •
• There is no change in the words for 5>. For example:
d'
$& 1 $ d'
$& 1 $ :(to call) [ ! ! •
d' $-
' +1 $ d' $- ' +1 $ :(to disobey) Ã [ ! •
• In the words for and #:T / T
, the movement of the letter before or will be changed
according to respective sound and the or of the source letters will be deleted. For example:
f$ 1 ' 1 >$ f$ 1' & 1 >$ | d? 1 & 1 $ d? 1 & & 1 $ :(to call) [ ! ! •
f$ 1 ' @1 >$ f$ 1' F @1 >$ | d? 1 F @1 $ d? 1 & F @1 $ :(to follow, to read) c ! •
f$ 1 -
' +1 >$ f$ 1 '- & +1 >$ | d? 1 - & +1 $ d? 1 &- ' +1 $ :(to disobey) Ã [ ! •
f$ 1' 31 >$ f$ 1 '' 31 >$ | d? 1 & 31 $ d? 1 &' 31 $ :(to guide) ! ! •
• If a comes after three or more letters and the letter before it has a fathah or kasrah, it will be replaced by
a silent . This rule is also applicable in the passive voice. For example:
[
& 1 >$ K 1 & 1 >$ K | [ & !1
F 1 & !1
F :(to call) [ ! ! •
;F @1 >$ K 1 1@>$ K | ;F >1
F 1 F >1
F :(to follow, to read) c ! •
7
' +1 >$ K 1 - ' +1 >$ K | 7 ' 1 = 1 - ' 1 = :(to disobey) Ã [ ! •
' 31 >$ K 1 ' 31 >$ K | ' U= 'U1 = :(to guide) ! ! •
• In plural, one or will be deleted. For example:
1& 1 >$ K
1& & 1 >$ K |
1& !1
F
1& & !1
F :(to call) [ ! ! •
1F @1 >$ K
1& 1@>$ K |
1F >1
F
1& F >1
F :(to follow, to read) c ! •
1-
& +1 >$ K
1&- ' +1 >$ K |
1- & 1 =
11 -' 1 = :(to disobey) Ã [ ! •
1& 31 >$ K
1&' 31 >$ K |
&U=
1&' U1 = :(to guide) ! ! •
Nouns
• If or has a tanveen and previous letter has a movement, or is deleted.. For example:
{
$! N{[
$! X '
$! :(to call) [ ! ! •
{ $> X '$> :(to follow, to read) c ! •
Ã
{ $ X ' $ :(to disobey) Ã [ ! •
!{ $U X !' $U :(to guide) ! ! •
• If the third source letter is , it is merged in the of +8 1
, If it is , then the of +8 1
is changed
to and then merged. For example:
• If or is coming after an Alif, they are replaced with hamzah. For example:
0e $1 @'= X $1 @'1 = | 0e $!1 = X $!1 = :(to call) [ ! ! •
0e $>')= X $>')= :(to be satisfied) x ) ! •
0e $r>')1 = X $r>')1 = :(to seek bribe) ) ! •
0e
? @'(1= X ? @'(1= :(to test) < ! •
0e ?ps
1 @'1 = X ?ps 1 @'1 = : (to seek water) u ! •
• In certain nouns, or is deleted. For example:
Do you know?
Stars were very important to Arabs. They used to get help from them in determining
the direction. In addition to that, they also used to omen from stars. There were
special people who were called fUY. They were astrologists. They had magical
powers. A special type of such people is called
#. They used to give information
about hidden things of past (e.g. name of a thief etc.) while the fUY was supposed to
give information about future. Some people used to identify the personal attributes of
a person by just looking at his face. Their job was called *..
See the following example. Changed words are shown in the red color:
\
X L'
$
X #$
( Ã [ ]!) !#9 ( [ ! ]!) !#9
$-$ $ -
$ $ $!$ $ $ !$ P+ :
$ -
' & $ -
' & $ ' !& $ ' !& 39 :
1 -
' +1 $ & -
' +1 $
1& 1 $ & & 1 $ P+ [)
7
' 1 = 7
' 1 = [
& !1
F [
& !1
F P+ #:T #
1 -
' +1 $' 1 -
' +1 $'
1& 1 $'
1& 1 $' P+ QRS #
$-+1 &' 1 -
$ +1 &' $1 &' $1 &' 39 #
X
' $|Ã
{ $ X
' $ X {
$! | [
{
$! X '
$! ;
-
' +1 $
X &-+1 $ e& 1 $ X 1 & 1 $ +8
Worth Reading
How to overcome obstacles on your way to success? Read more:
http://www.mubashirnazir.org/PD/English/PE03-0010-Block.htm
Look at the following example. Words having merged letters are shown in red color. The words in
which letters are not merged are in normal black color.
c
X
"& 1 $ N'd>$"& 1 $ Nb]"& 1 $ N?d1 A& 1 $ N'd
"& 1 $ N& 1 $ +8 1
Look at the following example. Words having merged letters are shown in red color. The words in
which letters are not merged are in normal black color.
c
X "' #1 $ N'd$@"' #$ Nb*"' #$ N?dA' #$ N'd"' #1 $ N' #$ +8 1
Note: We have used the P ) ]! to describe the example of +8 1
.
Test Yourself
Translate the Arabic sentences into English. The meaning of )- and necessary vocabulary re
provided below. You have to describe the change process of words mentioned in red color. Also make
the \MY \L # for these words.
To buy 0e
#'@`
+@
To be satisfied, to
be pleased
$:#$ $ :
' )$ x)
To suffice, to protect '8G6 $ ?8Y? To be satisfied 0e $>')= +@=
Hereafter.
Allah ____ with them and
____ with Him.
& 51 $
&:)$ $ 1 3& 51 $ & j
$ :
' )$
The Knower of hidden
secrets. He does not open His
jK=' .
D$T? ' M'1 S? ?$ #& 3' q6 & ? Q
' 1 L$ 6
& '$
secrets on anyone except the
Prophets _____.
{ &)$ f1 ' $>$)1
f1 $
And ____ them from the
wealth of Allah that He ____ 1 YF $> 'Zj
' j
' $ f1 ' 1 U& &> $
you.
and rebellion.
And those who ____ whatever
____ and their hearts are full 1 3& "/? *b ? ' $ 1 3& (&F.F $
$> $ d? &>1 & f$ 'Zj
$
of fear by the very idea that
they have to return to their d? &+'
$) 1 3' ~()$ ?='
Lord.
Verily Satan intends to stir up
enmity and hatred between ]? $
$+$ 6
1 GF 5$1 ($ $ .' & d6 ? dF ?v1 "r
& '#& $,"/='
you by intoxicants and
gambling, and to prevent you f1 $ 1 YF "- & $$ #' s ' 1 ,$ 6
$ #' ,1 H
$ 6
' 0y $L1 M$6
$
from remembering Allah and
from the prayer. So will you d? &3@$5& 1 @&/1? ;6 3$ ? ]' "-
f1 $ $ ' j
#' Y6 m'
not _____?
Dear Reader!
In this lesson, we are providing you selected passages of the famous book
of Ibn Hajar A’sqalahani, #?q"5
*' U$ 1 /&. The author wrote a small booklet on the Build Your Personality
subject named #G8
*Mô. Then he wrote the commentary of his own booklet. Think by your own mind,
We are presenting the original booklet in the upper segment in blue color not that of someone
and its commentary in the lower segment in black color. The subject of else.
these books is to describe the “Principles of Hadith Evaluation”.
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A. Translation of v Ã-E P, is “Absolute relationship of general & specific from one side”. It is a term of
Logic (v5
). It means that, for instance, A and B are related to each other in a manner that all A’s are B but all
B’s are not A. For example, all novels are books but all books are not novels. Therefore, the novels and books have
relationship of v Ã-E P,.
By chance D.8~>
I describe it as c
& #1 "M$ Synonym
X !'
$#&
According to the right
point of view
_
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More inclusive ;? ,$ `1 There "?
He works, he engages ;F L' @$r
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A. ‘Tawatur’ is a term of history that some information is transferred from one generation to another generation by
the agreement of a large number of un-related persons. The author has described four conditions for ‘Tawatur’. (a)
The number of persons describing it should be large enough. (b) The ‘Tawatur’ should be there from the origin to
the end. (c) They have listened or observed the matter, it should not be judgmental. (d) It should add to the
knowledge of the person. We know the world well-known events by Tawatur.
Reverse, opposite w
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1 .~5'p$
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A. Knowledge has two types. One is definite knowledge. Every person knows that sun rises from the East and sets
into the West. This type of knowledge is available to everyone. It is called )#
. On the other side, there is
knowledge available to the experts only who have the capability to think in detail and derive hidden information. It
is called #q5
.
B. The basic criteria to evaluate the authenticity of a Hadith are two: (1) The person who narrate a Hadith are
reliable in their character. This is termed as #
c8 (2) Each of them has obtained the Hadith from his teacher in
a direct contact. This is described as
!z
n.
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A .
&
A. All information about the Prophet
coming by #>
@ method will be accepted because there is no
doubt about it. The information coming through single-narrated Hadith will be evaluated. There are three
possibilities in that evaluation: (1) If all the narrators of a particular Hadith are reliable, the Hadith will be accepted.
(2) If even a single narrator is unreliable, the Hadith will be rejected. (3) If the matter is doubtful, then further
evidence will be collected to declare the Hadith reliable or unreliable. If there is no further evidence, then the matter
will be suspended and the Hadith will not be used in religious affairs.
It joins $ 4
$ @$6
Informer, one who listens
and conveys something
;' .' "5
Suspending
' .>
It will be suspended
$ k.& >& It will be left a
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]' !'= Ò .? & $ T kp"@
ZU N'&Mp? (
f",' .B;' ? +'
]'
A#
' +1 :$ f1 ' *b ,$ ' *b 5$'M@& u
X #& F & O
1 /$Y
m'= “)& 31r?
” :35' (<)
.,&U\& S { )$ F f& ( #' G6 ($ (? mF @1z
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){ -15$ (? mF @1z
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$ 6 +'
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A
A. Here the author is describing the details of further evidence which indicate that a Hadith is authentic and reliable:
(1) The Hadith is reported by Imam Bukhari (d. 256H) or Muslim (d. 261H). Since both of them are the most expert
scholars in this area. Therefore, a Hadith reported by either of them in their “Saheeh” is considered reliable.
(2) The Hadith is well known from different sources free of weaknesses in the narrators.
(3) The Hadith is accepted by the great experts of Jurisprudence e.g. Malik, Abu Hanifa etc.
B. The word ; b ? ' is plural of *b ? ' that is used in Hadith-related disciplines as “hidden weaknesses” in the chain of
narrators. For example, Person X (born in 140H) is reporting a Hadith on the authority of another person Y who died
in 130H. It means that X cannot narrate a Hadith on the authority of Y because he died before birth of X. There may
be a hidden person between X & Y. Since he is unknown, therefore, the Hadith will be unauthentic.
He emphasized a
$ "#
$ Proficient, expert f$ 1 5'p' @$,& 6
Different, mutually
exclusive
*b 5$$$M@$&
It is enclosed by O
1 j8@&T1
Free from *b ,$ '$
' dF $H$r
#$ M$H
$ 6
J
& #& H$ d6 }Y () 1:)' @H&,6
$ f' R'
#?p( "#q"5
$ 6 +'
& 8& $ 3 & p$ .
(Ï) ;' ? +'
]'
$A#
' +&: f' *b ,$ '$ *b 5$$$M@$& u
X #& F
¦)3r$ dF G (<) $,3' 4 ' '4$
.¦M#S d? G K F T f$ 1 5'p' @$,& 6
á
' j84
& 6
*' ,$ kRz'(
Ds' $s& dF FG$
' 1#$ Zj
' ?ÀY £DM#?S dF G K F T N$f1 5'p' @1 ,& 6
á
' j8ÀF
*' ",Rz( ;F $s6 s $ ,& 6
:35' (Ï)
& "/' £{w/? f' ( ' ' f1 & \
& S ' & YF )' r& N~+' ' "r
f' $ & #& 1 S? ' & YF )' r& D $ ;{ M$51 T$ f& ( & ,$ T1 ?
*' M$' F
*' p? R'j
c
' 8~-
f$ ' 1 3' jd? N'>'
&) *' ?$ *' 3$ ' f' ' K1@'K( ' +' ' $ $ 5 $ 6 '+
& 8&
)' M1E? ' 6 +' ( *{ $ )$ ,& $/!1 ? & ? f1 $ &jGr$ @$$ K .'U#' 1 S? f1 ' \ ' ?G
!' $ +$
P$ p$ P& p $ ' M?p
$ 6 >' ' &U f1 $ D ' '= $ 1/
m' N' u X !' & "/? #{ M$H $ (' & 3$ ? ` D $ DG' jd? ' "5
.' 31 "s
f$ ' ' $rH 1 & ",$ $ +& ($ ND]".F !$
$!21
£'*$ )$ "
#' ~4M$@$,& 6
N'$46( ' '+ jK=' 35 #' M1 $H6
u ' 1 - ' ( & +
;F -
& 4
1 $ K U/1#Y? m '@j
[ &
1/z
' ZU
m u ' 1 -
' ( & 6 +'
& ;F -
& 4
1 $ K ' \
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$ ' ' jv,& 6
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T?}(
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N'
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f ' )' -Fp'
u
X #& F & ? ,'( :É
.i ' 44"-( A7@$H 1 $ :? "z
jd :U/1#Y? m? '@j
*' ?
? j
[
'
1/z
;F -4 $ &
Z{ 5T & +& M1 $ N{T'
{ $T Ò *' j
[& ,@1
f& G' ,& .*F ",Rz
&
) ,'( : F 'j
.]b !$ ~+$ @$&
.& 1?
' .' 1 -
' ( & v6 p?
Dogmatization & v6 p?
A proficient scholar #' ~4M$@$,& 6
He doubts
& jGr
$ @$$
' $ ,' $ ZF 5& ' & @&/$ &U :< { @'Y µF M1 :
$ .0` $@$ ' )' 4@
f' f& jG,@ F 4'( & +$ ,' $
$ ' $ :;F - ' "@F
.$ m ' &+
*' M>A#
¼'= ]D )`'= ~P"@
Ï( $ ~.F .& 5 $ ~!& d6 ? ¼'= & 4 $ "4
P$ "p> :& 5$"s
.' H ' ` f1 ' "' #1 ?
$ m $ ,' $ ') f' ;´ YF dF G F ð N' { p& f' &!5'=
N&!#' 8? 5F
:*D LF m "r
.*b T'!. *b "8' E$ *b j' ' :DT'v
Nb*j' ' ' :*D LF ;F j+$ F
.& 8F #+>
.Ð6} #& E \ X s8> & .& 5 _& $ )1 ? &U f1 $
"#
'
& 'H& :¦T'v
Explanation Word Explanation Word Explanation Word
Lacking, falling
{ p& Highness ~F & Joining ;? -
' "@&
Reported Hadith "' #1 ?
Faculty, attribute *b G? ? $ Having some hidden
problem
;{ j+$ &
Teacher
' ` Generosity ]' 0#&,6
Exceptional, unique m`
Defamation *b T'!. Apprehension by heart,
memorizing
){ 1
$ µ
F M1 :
$ By itself ' >'
Z
One preferable to other _
& $ )1 ? Recalling, bringing )4@
It is set #& M&%
1 $
' A#-> f' ' 5$"s
¡!M$ f1 ' d? G$ d6 ? "=' 2µ F p6 "s
.f{ +1 ? 1 ? µ
{ p6 s
$ ' d? G d6 ? "=' :1!& !#,6
jË
3 .
& j+$ F
:F "z Nm \S ? N~+("@
$ +( ' #' E' f N{
~5- $ &
{
$) ' !5= f f{ +1 ? 1 ? !{ 5'= f' µ { p6 s$ ' d? G d6 ? "=' N~!"#
Q& ' !& !#
"F .1
.' v' M1 : ¼'= ?
"#
*' /'! ¼'= & ' # #{ 1 z d? G d6 ? f' A$ ? N'f+1 jv
' &
' '@E1
$ +( !' 5'
: £'#' E' f N{
~5-
$ &
' A#-> f' ' 5$"s
¡!M$ f1 ' d? G$ d6 ? "=' µ
F p6 "s
.2
A .m \S ? N~+("@
B . X +@ jK=' N'( . w X k$ & m ;? ' dY jd? 0'
#6p@'K
A. There are mainly two reasons for rejecting a Hadith: (1) The name of one or more narrators is not provided in the
chain of narrators. (2) There is a blame on one or more narrators to be dishonest or not properly maintaining the
Hadith in their memory or in written format. In both cases, the Hadith will be rejected.
B. If one or more narrators are missing, it is called a + Hadith. It is a general term. If two continuous narrators are
missing, the issue will become more serious and the Hadith will be called ;+. If a person deliberately conceals the
name of his teacher and directly relates it to the teacher of his teacher which is a fraud, it is called w.
Explanation Word Explanation Word Explanation Word
1 ;F $ #1 F
:Éj
0e
A+(@
? p d6 ? &>)$ .;F $ #1 F
U ~+("@
$ +( f$ ' #' E' f' µ
? p? $ U :Éj
.1
;? +' F N
ZY ;? +$ N
ZY $ j ' '
j
F ) ? .
D#1L
D#1MY d? Y
A .m & Ê N
ZY '>#$ $4('
;F ,$ @$4
1 & ND(4 d? G d6 ? ;F ,$ @$4
1 & "/zy £
' FZ4$,6
' 4'( ;' 31 %
$ !' !#$,6
' s'. ' #$ Y' mF ,"/='
Éj
ND*p d? G d6 ? ;F ,$ @$4 1 & ND8+$: d? G d6 ? ;F ,$ @$4
1 & Éj
ND+(> d? G d6 ?
!& + Éj
N$#E$ +(> f ;? ,$ T$ d? G d6 ? ;F ,$ @$4 1 & N¯4 f ;? ,$ T$ d? G d6 ? ;F ,$ @$4 1 &
*{ "@ ¼' £'0
#p@K( "? N& *? 3'/ K ¼' N~p+
' %"@( "? !& "+@ .& ("s
F ,@TK
.{ +( f i $ +("@
' +( *'
) f' $ ' & #& Y? U N{*+M ?
0' pM £'
.@
¼'= i
$ ~4
& ,6
)& 3,& Q
$ U$ Z £{*p' f jK=' ;F ' #& K "/? ~+("@
]' ! f'
$ #' & d6 '
B .$ ,1T? 1 ?. & T? &U N',@TK
' '%å $
$ @$1
d' =' ;F M$p6 & :A+'"r
? . .Dp6v& ;F M$p6 & – i
$ ~G
i $ ~G'
F . &U – ,'3/
*D p ' Z4,6
d' Y F ,@T
_ $ "#@ £D$ #1 & ? d? Y
D$5s 1 & ¼z
u $ #& v
f& 'M& #$ E$ { 1 f'
m'= $
"#
jd? *' "G'
f' A' M
'
( *' "85À
f' A2
"#
#{ G( (? ;? p/ .#' z
w ' 8/ '
.D.8~>
F$ #& ;$Mp6 & K U'\S c ' pk
f' ;F '#1 & d? Y
A. Mursal is a Hadith in which a Tabii’ (student of a companion of the Prophet
) narrates something
directly from the Prophet. Here the name of the companion is unknown. There is a chance that the Tabii’ is reporting
the Hadith on behalf of another Tabii’ who may not be reliable. Since it is the matter of associating something to the
Prophet, therefore. the Mursal Hadith is not accepted.
B. If a Tabii’ usually describes Mursal Hadith and it is well-known that he reports only behalf of a companion or
another reliable Tabii’, even then that Mursal Hadith will remain between acceptance and rejection according to the
majority of Hadith experts. Another opinion is that such Hadith should be accepted. If the reputation of that Tabii’ is
that he narrates Hadith from reliable and unreliable people, then the Mursal Hadith will not be accepted.
.Ç
"@
P' ' #r( "5G N'i5
f' #& Y? ? Nµp XT
µ ? p? $
D
"#
d' 1 G? Y '@? #+ Ò &
#'@`1 K
;F - & 4$ D4:
dF G$ 1 . !' 5'
f' µ ? p"s
jd=' jË .2
u ' #& F d? +'jv,& 6
u &
jZ4 & 6
*F ",Rz
jK=' & YF )' 1 & £D8' E$ dF G 1 ? & 5 ) f$ #1 ' 1+& ?
Î6 '/G( ' H ' ` '
"#
i $ ( ."@
P' $+( & )$ 1 & _ & :
&U F"zy .' /z
;' ? ' ' À
¼'= ² $ '@T1
"? f1 ' .A ]b !$ $' K ]b 2'= & 5 & O 1 s N+',@$ä1 Î ,3"5G & Y? )$ !1 ? ? & #$ 1- 1 )' 1 &
PX
.? _$ ' @&6
. .3'4'>)1
'3M'? ? c ' .? '3>'$ ]'
A#
'
#$ #æ ' 5'A,@ ' )"@
.&U
1! < & Z' Y? ' )"@( #$ 3V ^{ ` f *?
~#
$"!
A. “Ijazah” is permission of a Mohadith to a student to narrate Hadith on his behalf even he has not directly listened
Hadith from him. This usually occurs when the teacher has trust in him. “Wijadah” means that a person finds a book
of an author written in his own hand-writing. Therefore, the finder starts narrating Hadith on behalf of that author.
This may occur even if there is a gap of centuries between the two person. Confirmation is required that the book
really belongs to the author. This confirmation is obtained by carbon tests, or some scientific methods.
Explanation Word Explanation Word Explanation Word
Date of death c
' $ Expert, skillful u
&
jZ4
& 6
Being in continuation Ç
"@
Traveling to learn
Hadith
' 4'>)1
Permission ]b 2'
It is perceived or known & )$ 1 &
It is disclosed _
$' @&6
Finding a book of an author
written by his own hand
]b !$ $' Meeting, visiting ."@
They claimed
$"!
Containing ' 5'A,> It is needed ²
$ '@T1
$ 6 $ 1 ? #{
' +& f1 ' A8' Á
?
1 ;F $ #1 F
Z?Y
.*b v'
$5( 5$( ;( N&5 ¢ ? "T$ f$ $ 6 $ 1 ? #{ ' +& f1 ' )$ $
$
m'= A A8' Á ?
;F $ #1 F
Z?Y .1
f$å A7@H$ w $ "@
jd? U :5U #$ Y' mF å &##æ ;? - $ T$ X .! ~8Á
;' $ #1 F
w ' j$ F
i $ (u& 1#8?
.A8' Á
?
;F $ #1 F
&3? £&$p' "/?
1 #$ +1 & ? & #$
$ d'= "}? N&"=' & p $ #' & f", )
.' 8' #+> ' ~8' Á
?
;' $ #1 F
F E&! & $ ' £pF \
' L( N?]#$ $ +F
w' "@
' #+> Ò ;? E$ !1 ? f$
& 5 "(&K U$T1 ]' #+F
d? ! w ' "@
Ò p
)$ M@
jd? .,&35$( *F .#8"@
< &
"-
P{ 2' T ¯? f' ( w' . ~13"5
d? ,& ¯?}Y B i $ $#
1 H
$ F
*?
) jd? ' À( ' +
;' U? u & M6='
!& "#9 d? Y .w ' "@
;' M?. f' K ' )'
;' M. f' $ j ' '
j ~'M5
f
' '
j "¿5
#$ 13"/z i $ sk& 0' KU d? G £'w"@
' ' ( 8$@G6 & ]' #+F
K P1 ? & Fp? ;U
1 #$ +1 & Î6 f1 G ND+v. $ j
' Q' vÁ
P& Y N&)
"M
#{ G( (? A+r
P& '
N'w"@
' 0' pk
'
#'@`1 ( ?. f"ö
. ....{ jv& P{ '= P' 1 %
$ (' ? NZ( ' s
' 8/ f1 ' )' ME'( ]' .F
P& & #$ +1 & .& ,$ @$+1 F
&U N'$@p
.“' /z
;' -' "@& Ò '
” <@Y N“;'
#
' 3$ M1 ,& ' ;' -8"@
” < $ @Y Q & v?Á
'
$ "5
.!' 5'
f' µ ' .' "s
' G&T P& s.? GT 5&U O 1 3$ $@/1
A. If a person uses general words like “Mr. X said” or “It is narrated from Mr. X”. The words do not indicate that
the narrator has listened the Hadith directly from Mr. X. This is called “Tadlees” and such Hadith is called
“Mudallas”. It is a form of deceit. An interesting form of “Mudallis” is “Mursal Khafi”. A Hadith is called “Mursal
Khafi” when a person Y narrates that “It is narrated from Mr. X”. X and Y belong to the same period of time but
they live in different countries or cities. It is not clear whether they met each other or not. Such Ahadith are also not
authentic because there is a hidden gap between X and Y.
B. They (i#H
) are the people who were present at the Prophet’s
time but did not met him. Hadith
described by them is also “Mudallis” but it is acceptable because it is confirm that they would have heard the Hadith
from a companion and all companions of the Prophet are reliable.
j & 5 $ # d6 }?( ~M5
' À
' '
"#
< ' Z' G? ' :d? G d6 ? "=' f$ +1 jv
jdz .2 N1
f' jK=' F À
m 1#& K d6 }?( £$Z( ' @',$ 13>& .Z
D~,+$@ & 6 pF $ 1 ? $ j ' '
& 5 #1 3$ q6 $ Î d6 =' N'' Y ' <' ZG(
$ #' & f1 $
ZY N'*+
' '
p D8'H& d? G ' @'3'
.' "z
d? &!
ZU N~M5
' ?À
' m [ & .
",' ' 1 p?
;' +8( : £'p' s
1 ' ? .d' p1>'
f ' @'? 86 S? ? .'>#$ 6 Y? : £'v' ? S? ©
' 4
1 F ? .5 N4 N3
.#$ 86 GF
nF F M K
.fX "+& _
X #%$> K ;b +> '
$ #$ +1 & K d6 }?( £'@'?3$ .c
' pk :? £'@8? ?H& ? .8 N7 N6
N$j '
j ~M'5
f ' #+?
' 'E ¢ ? ' T1 F !& p@
U N'@'1(' ? .10 N9
.'@('= f' j;.? & vF ? S? d? G K d6 ? f ]b )M $ U' N'q68T' 0' ? .*{ 3M` [
' 1 5$( ;( N{]$ /$+,'( K
A. There are ten reasons for not accepting the Hadith described by a narrator, five related to his reliability and five
related to his apprehension. First five include: (1) Associating fake Hadith to the Prophet
(2) Even
a blame for it; (3) Committing too much mistakes; (4) Careless behavior; (5) Immoral character.
Other five related to apprehension include: (1) Being doubtful or illusive. (2) Narrating Hadith contradicting to that
of reliable narrators. (3) Lack of knowledge about reliable and unreliable narrators. (4) Following something
wrongly associated to the Prophet. (5) Having a bad memory
Explanation Word Explanation Word Explanation Word
Declaring a narrator
reliable
;b +> Distinction ' ÷ Blame O$,31 >&
Declaring a narrator
unreliable
_
X #%$> Interest, logical reason *{ 4-$' Too much ©
' 4
1 F
Enmity ]{ $ /$+ Descending order k"@
Illusion, doubt ' U$ $
Deliberately
D~,+$@ Reliability *' ?
+
' ' +1 ' 1 ? ' '. f' D,6GT& 1 ? D41#1->$ N$j ' '
j ~M'"5
¼'= $ 3' @$51 $ d6 ? "=' !& 5'
F
' ( D5' $ j ' ' ¼+$>
j
$ ~M'"5
$ p' ? f1 $ :&U $ Z?Y ~('4"-
¼= 1 ? .' #' #p$>
.$ ZY "('4"-
$ p' ? f1 $ U N$+'("@
¼'= !' 5'
*F S 3$@5> 1 ? ...P' '
$ c $
F p& £&F 6 ' ' ~+' ('"@
d? &! f1 $ .A [ & v6p?
: F 'j
& .1?
U :'/j
[ & 1#?
F "z
....F -~>K
& #& U' V { 5$s$ (' ('4$ [& # & 5$s
1 F
.#& ?zy
£'f\EÄ
É$#M$E1 :"F (2) .'5?"T$ O & +1 ,' $ :¼z
(1) :Q $ >'
# d' í 3'= )& r
0'
$!z
nF $ '
£'53$ ? ` :"F (6) £'5?$ / :"F (5) £É?}M$/1? :jË (4) £&,$ 1 ? /? ' 1 ? $ ¡
$ #' .F :jË (3) £' c& 6#$ .
B .U&4 1 /$ f1 $ :"F (8) £jÇ=' Q $ @$Y? :"F (7)
& ('
"#
F 'j
.01'
3&+? )1 ? 3&T#$ 1 ? 3F" ... ' 1 "r
' 86 ? f' & $ T1 $ $ ,' $ f? d' K"z
...w ' ' H6Y 3 £ (' /6#$ .? :? N/$#M$E1 ? ? p d6 }?Y) $ ,$ $ d6 ' . ' "r
' s ' 86 5$(' ?#$ .? f1 ,$ '
*' "4 ' Ò
F#$ @$`1
.3'( < ' &@G6 ?
]' 2$ '
' *? M$>$GF
$ N3'( ' j8? @$F
]' 2$ '
' *? 3$ ? rF
Fp? 6 ?
' d? m6 '
F#$ @$`1
Z?Y ...]' 2$ '
[ '
1/? & ? )1 ? $ U' N'*
~#( d' m6 ' ( 3$/
#'@.6
*' ?$ 5F( *'
~#
.P' 1'
Ò < ' $@G' ( *F " ' $
ZY$ ..]' !$ $'
A. This is the classification of Hadith in terms of its origin. If it is associated to the Prophet, it is called Marfu’, if
associated with a companion, it is called Mauquf and if associated with a Tabii’ or his student, it is called Maqtu’.
B. Here the author is describing different words used in delivering a Hadith by a teacher to the students. (1) I have
listened, he described it to me. (2) He informed me, I read it in front of him. (3) It was read to him and I was
listening. (4) He related it to me. (5) He gave it to me. (6) He allowed me orally. (7) He wrote to me. (8) From him,
it is narrated.
These words indicate the strength of link between the teacher and the student in a descending order. If the Hadith is
mentioned in first six words, it indicates that the student has obtained it from the teacher in a direct meeting. The last
two words indicate that the student has not directly obtained the Hadith from his teacher. It requires further
investigation to confirm whether the student has obtained it directly from his teacher or not.
Oral
' j8? @$F
He gave to me '5?$ / Silent approval #' #p$>
Giving something *' ?$ 5F
The most clear 3&T#$
1 ? End *F S
Linking it 3$/
#'@.6
Dictation 01'
Words of
communication
0'
$!z
nF $
'
Notification P' 1'
Allowing orally *? 3$ ? rF
Mentioned, pointed
out
)& r
Dear Reader!
If two out of three source letters are or , the word is called
Build Your Personality
8. You need not to learn special rules for it. The rules Take care of your parents. They
learnt in previous lessons are enough. Its types are as follows: have done a lot for you.
u
' 1 .' 1
' :(to protect) u ! •
• If *,Y / [ of a word are / , it is it is called d#p
8. From one angle, it is like and from
another angle, it is 7./. So the rules of both of them will be applicable on these words. Normally, there
is at *,Y [ and at *,Y . Its reverse is not possible. For example 1 ' L1 $
1 $ S? (to go astray), $ ' $
$s1 $ (to be equal).
• Sometimes, / is repeated in a word. It is allowed to merge or not merge them. For example: $4 1 $ $ 'T$
( to be alive), 1 $+1 $ $ '$ (to be tired). These words can also be read as "+$ $ "$ N"4 1 $ "T$ .
Worth Reading
How creativity can be improved? Think outside the box. Read more:
http://www.mubashirnazir.org/PD/English/PE03-0013-Pineye.htm
Test Yourself
Translate the Arabic sentences into English. The meaning of )- and necessary vocabulary re
provided below. You have to describe the change process of words mentioned in red color. Also make
the \MY \L # for these words.
To be hesitant, to
seek life
0e $4
1 @'1
+8@
To target
something
?= 0e
$@'1
+'@
____ the oath and fear the day & A#`$ d? ?Y D1$ d? F$H$$ )' Z6 "5'( d? F&
that is full of widespread terror.
D\'v@$s1 &
Whatever you spend from K 1 @&/1?$ 1 GF 1 ?=' "$ & #{ 1 E$ f1 '
Fp8' 5&> $$
d? &,? q6 >&
wealth, it ____ towards you
and you will not be wronged.
A group among them ____
their tongues while reading the
Book (Torah) so that you
<
' $@G' 6'( 1 3& @$5$s
' 6? d? &6 $ Dp'#8? ? 1 3& 51 ' jd='$
consider it a part of the Book
and actually it is not a part of
<
' $@G' 6
f1 ' $ U& $$ < ' $@G' 6
f1 ' & &Ms $ 14@$'
the Book.
Dear Reader!
Build Your Personality
In this & the next lesson, we shall study some
chapters of *LM
*%T which is a famous book of Don’t keep a grudge in your heart for others.
Holding grudges will just eat you up inside.
Shah Waliullah.
1'? U'!
'$
' $r' 2[
' F
' f$ 1 +' ('@
*' (4-
' '@E
<
& M <
X $(
fG ? .¦/"$ &
' #r
' /'$2$ ' & p'8
f' GF $ ?
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(1) Shah Waliullah is one of the most prominent intellectuals of 18th century. He lived at Delhi, India. He
died in 1176H/1762CE. This article describes the evolution of Juristic School of Thoughts during first
four centuries of Islam. (2) See the next page.
Situations )$ $ -
&
Extreme, farthest $-. Followers (students) of
the Companions
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From previous page. (2) The core content of the religion is described in the Quran. The Prophet taught
the core deeds e.g. the Prayer, Zakat, Hajj etc. in a practical way. No difference of opinion exists among
the scholars from beginning till now about them. We will be accountable about them. The differences are
about minute details of all of them. We should not be disturbed due to such differences because they do
not result in an accountability in front of Allah. We should follow whatever point of view we find closest
to the spirit of the Quran and the Sunnah. The author has described the history of emergence of such
minute differences.
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(1) See the next page
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with his own opinion
' '$#(' $ 3$ @$
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(indicators)
c
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signals
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pronouncements
c
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scattered/dispersed
F."#8? >$ Satisfaction dF $5',
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/ *' $T' $/ Drawing attention c
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From previous page. (1) “Ijtihad bir Rai” means that a pronouncement about something is not available
in the Quran and the Sunnah, so an expert exerts his / her efforts to derive a law in that based on some
similar situation described in the Quran & the Sunnah.
For this page. The author has described various reasons for difference of opinion in Sahaba. They
include: (1) Difference in considering an action preferred or merely allowed. (2) Misunderstanding a
directive. (3) Difference due to inattention or forgetfulness. (4) Difference in maintaining some
information in mind. (5) Difference due to determining the rationale of each directive. (6) Difference in
reconciling two different situations i.e. a person reconciles in one way while other does the same in a
different way.
Precision, control,
maintaining
µ
' M$
So he assumed it & ? ,$ 4
$ Dimension, way '
Gathering,
reconciliation
' ,$%6
(An action for being near
(to Allah) Q4@s *' ($#Fp
He withdrew (from his
opinion)
& $ #$
Two different situations f' 1 8? ' @$H& Misunderstanding,
misconstruing
' U$
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All of above mentioned names are the most prominent scholars of the generations of Muslims during the
first & second centuries Hijra who learnt from the scholars of Sahaba in different cities. (1) Died
93H/712CE (2) 106H/725CE. (3) 124H/742CE. (4) 143H/761CE. (5) 135H/753CE. (6) 111H/732CE. (7)
96H/715CE. (8) 109H/728CE. (9) 109H/728CE. (10) 101H/720CE. (11) 118H/736.
Explanation Word Explanation Word Explanation Word
Their opinions, plural of
. 3?'?. Transmitted, passed down
¦)F}$ By summarizing *' ? ,&%6'(
Researches c
' ?p'p4$> Great )' $MY' Points of view (not in
sense of religion)
Q
& U'
Z
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' .z
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to *(4 d? &+('$@
Chapters <
$
( He was established Q
$ -
$ @$/
Whatever was easy
for him
#$ s
$ ">$
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metaphor for desire)
}?,$ V He preferred _
$ ")$
They received it UFp$> Hearts, plural of MY
¦!$MY Disputed,
controversial issue
& ? @$H&,6
Ancestors
' ? s
$
Their knowledge '3' F& It faded ;? 4
$ ,$ :
&
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:) '$ $$.? !+s f(
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;F Rs 7$ "H?
&#E ,Y J#E *' 5$
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;F U $ 5$ $
.<X $(
(1) All great scholars of Sahaba (2) Both died in 62H/682CE and were students of A’bdullah Ibn Mas’ud
(3) 150H/767CE. (4) 157H/774CE. (5) A student of Ali and a famous judge of Kufa, d. 78H/697CE.
]? #$ $#U& '(
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¼= < X s5 #' Yz
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Face the Challenge! When the word dY is added to *,1
*,&, it gives Q-/
to the #$ME. Can you identify some other words which act in the same way?
Their teachers '3E' &`& Its just person & F&& Language (metaphor
for spokesperson)
dF $s'
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effort
F}$ ? All #' R' The biggest memorizer
of them
&3qF 8? T
Indications, allusions c
'
y0$,1= Big persons, leaders 0'
$#M$YF Both of them did not
associate
& $Ms
$ 5$ ?
Judicial decisions c
'
y0$@'.
It was brought (for
consultation)
$ ' & He established }?r
$ /
Procedure & '5
$ They followed the
&%s $ /$ Carriers *' ? ,$T
'
$5$
footsteps, they copied
Similar ¦3('$r@$& the procedure Executing,
implementing
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2;
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(1) “Musnad” is a Hadith whose chain of narrators is unbroken and reaches to the Prophet. (2) “Mursal” is
a Hadith whose chain of narrators is broken at its start i.e. the name of the companion narrating the Hadith
is missing. (3) In this text, the word هdoes not mean a “religion”. It stands for “point of view” or
“school of thought”.
Explanation Word Explanation Word Explanation Word
$ p? $ N*5
;U [
' $,1 (
X ~s,$ @$& /
{ f #$ 3$ @$`
. .3$@% $ 4$ P& 2' & DG'$ $#>$ Z
. ' ('4 !{ +s f(
' M Q & U$ Z$ .dF $#$ 4
$ 6
$ 8? >
,'( Z' Ez
' ¦($( )HM
They inspired to do
&,3$ 6 It became famous / well
known
#$ 3$ @$`
He adheres to P& 2' &
Generation *' pMv
He knotted, he dedicated $ p? $ Their methods 3$@%
$ 4$
Compilation f$ $@
He inclined to ¼= ? $
'
&,jG? >$ 3
&"#E$ U&T"#`$ U&)"#T$ $U&-"H? $>
)@H& $>
) &(4 $ ,$ % $
O$ '` d= ' p' $E f'
¦#1 Y 3'(
$ 8? 5$ .x
' )z
'T
$/$ < ' #' L$,6
¼=
F."#8? >$ 3'R'K! $3'&
.$/#1 Y? m? ,Y & & %
' >$ N}j$ ,& 6
<
' @Y ' #1 qF / ' M'U$ Z ;' f' & $5F. *D ppT $ #' +$> d6
(1) He was the second king of Abbasid Dynasty. He wanted to make “Al-Muatta” the law of the entire
Muslim world. He died in 158H/775CE.
(2) Seven jurists of Madina became very famous: ¼ *{ $ #$ G' N#, f(
M f( { ' N\(2 f( ]{ # ،Qs f(
+
' M f(
' M N -
#G( ¯ f( ,¾ f( { . N ){ s f(
0{ v NM f(
dY N
0` K= & 2& ' $%& K N& /$
$#. $ U
#(= Q ' UZ,'( &3$ $ 5
:) *85T&( dY
">$ [
' #8
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& .! N'M'U$ Z ² ' '#H$@
' d' }$r
& q
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< ' @Y f' $ U
#(= ?
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> u & )' ?8& K & & %
' >$ N'MUZ,'( & s
1 '?. F .*M` ¯ f( #G( '(
' "5-
$ & u
'
2#
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.*G
03p = QUm, J#H$ K ¦ ]' #1s
> ' U ]{ #$ 1 s { :
' K= *? % $ 4$,6
u$ #& F $ ,$ $
m= / ;F ? H
$ 6
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;' $ #&,6'( dZE} U / 35 (1)
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;b ? E$ Z( u & "#v? @$$ dG U5' *b ? &M$ c
' ?8? @$H&,6
f1( ' ,$%6
& '
. fFG> ? / 35 (2)
... p'8
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ZU < { @'Y ' 3$/"!$ KD 3? $ : $ $ .3'>
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@?8
3= $ ' & f,' f1+(@
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;{ ) K̈= ,&35 5 ' '# K d) ;{ ) K̈= *' (4-
f' '# K !Tz
f' #X 1 G
' 46
u' #& vF ' f1+%6
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(1) Munqati’ is a Hadith whose chain of narrators is broken. It is opposite to “Musnad”. Mursal is a
special type of Munqati’ in which the first step in the chain of narrator is unknown. (2) See Kitaab ur
Risala of Shafi’i. (3) An indication towards the travels of Hadith collectors to collect Hadith.
Explanation Word Explanation Word Explanation Word
They traveled
FT$ )$ He touches u
& "#v? @$$ Weakness, problem ;F ? H
$ 6
They searched
F4
$ ($ The matters in which
c
$3$ @$%& Various chains of
' 46
u
$ #& F
Ijtihad is conducted
narrators of the same
It proliferated
$#$ Generalizations c
' $' &,& Hadith
Memorizers of Hadith á
' j84
& 6
Blame a
X !' . It is baseless ;? K
Compilers f1+ Reason for leaving *{ v? p? s& * He established )$ "#.?
Lack of knowledge about
it
5 *{ ? 8?S He went to extreme f$ +$ Written, documented *b ? &M$
w
$ "}? .' $#
f$ ' $ p'8
Z? E$ ? )' z
ZU ;' ;' R
z
' '5
$ ' & +r
?)$ , '*? ,&%6'(
¦)$-@'E
F"#-
$ >$ .0 3p8
3 $ ,$ @$
!$ ? !$ $} N$Q@&GF
$ "5
$ [
$ F
[
$ "#? ? z
.¼+>
,'T) +r
QUZ
ZU dG d
&M
'
.#8> F .¦%1#H$> KD K'@
¦T#$`
(1) “Istihsaan” means declaring something good. In Fiqh terminology, it means that a jurist declares
something lawful or unlawful due to public interest. Shafi’i strongly criticized it because he found some
jurists presenting their opinions as the directives of Shari’ah by misusing this concept.
Dear Reader!
Build Your Personality
We’ve completed the discipline of #-
. Now we’ll discuss
If someone feels that he/she has
the remaining concepts of 45
in the last lessons of this level.
never made a mistake in his/her
There are certain verbs in English which are used with other verbs life then it means that he/she has
e.g. is, am, are, was, were etc. If you say “I am” or “he was”, the never tried a new thing in the life.
sentence will not give any complete sense. You need another verb
Open yourself to change.
or noun with them e.g. “I am writing”, “He is reading” etc.
In Arabic, such verbs are *-./ +. They are different from those *-./ + which are deceased in their
form. These *-./ + are deceased or incomplete in meaning. They are following
• d? ?Y (he was, he became) • $ `$ (he was about to, he was near to)
• )$ $ (he became) • P$
$! (he remained, he remained forever)
• _$ M$
1 (he became, he became/remain in morning) • P$
$! (until he remained)
• $s1 (he became, he became/remain in evening) • ?
$2 (he continued)
• $4: 1 ? (he became, he became/remain at morning) • a$ #' ($ (he continued)
• j;V? (he became, he became/remain at day time) • }?@$? Õ? @'? (he continued)
• c$ $( (he became, he became/remain at night time) • "8? /1
(he continued)
Above five are specified to time but also give general meanings. • w $ ? (he is not)
All of them belong to the QRS #YZ T
of P+ : ;+. Prepare the complete table yourself because
they are used according to the respective pronoun. They are not used in their passive voice. Their first word
of P+ [) ;+ is as follows:
• dF FG$ (he is, he becomes) • P& &$(he continues to)
• #& 1 -
' $ (he becomes) • P& &$ (until he continues to, rarely used
• _& M'- 1 & (he becomes, he becomes in morning) in [))
English '(#
That is because of that _____ to deny Allah’s verses. ' j
c
' $¥'( d? F G6 $
&/?Y 1 3& "/}?('
$ 'm?
Whoever ______ to desire the reward for this world, < $
$? & '#& d? ?Y f1 $
&
$? ' j
$ 51 +' ? $/1A
<
so the reward of here and hereafter is with Allah. ]' #$ E'
$ $/1A
English '(#
If ____ is a dead body *D @$1 $ f1 GF $ d6 ='
So ____ an objection in your heart J $ ' f1 GF $ ?
X #$ T$ $ )' 1
So today, We’ll preserve your body so that ____ a
symbol for those after you.
*D $
$ 8? 6 E$ f1 ,$ ' d? FG@$'
$ /'$ M$('
$ ~%5$/& P$ 1 $6?
So ____ one of those who doubt f$ '#@$,1 F
f1 ' "f/$FG>$ ?
I am instructed to ____ one from obedient people i 1 ,& 6
f1 ' d? FY? d6 ? c
$ ,' ' s & #1 ' F
____ witnessing against it f$ 'U' "r
f1 ' $31 ? $ d? FG/$
Soon they’ll (the pious people whom people
considered as deities) will deny their worships and
D:
' 1 3' 1 ? $ d? &/FG$$ 1 3' >'!$ $M+' (' d? F G6 $$
____ against them.
So ____ equal 0|
$$ d? &/FG@$?
____ one of those who are suffering from losses f$ '#' $H6
f1 ' _
$ M$
1 ?
When one of them is given the news of having a
daughter, his face ____ black (with grief).
D!$ s
1 & & 3& 1 $ j;V? ?/z'( 1 U& & T$ ? #$ ~r(&
?m='$
If We want, We send a proof down on them from the O
1 jq? ? *D $ 0' $,"s
f1 ' 1 3' 1 ? $ 6 ~5$/& }6 r
$ /$ d6 ='
sky, so their necks ____ bent i
$ +' :' $E $3? 1 3& .F $51 ?
So an earthquake caught them and ____ lying face
down in their homes
i 1 }?? *F 8? 1 "#
1 3& >1Z? E$ }??
$ ,' '$ 1 U' )'
$! '
&4M$
They said: We worship these idols, so ____ sitting in
front of them.
i
$ 8' Y' $ $3? ; q? 5$? D$5
1 ? & M&+1 /$
F?.
The unbelievers ____ in doubt until they’ll see the 1 3& $>'}6 >$ "@T$ & 51 ' *{ $#1 ' '
? Y? f$ 'Zj
F
$$ K
Day of Judgment suddenly *D @$L1 ($ *F $ "s
English '(#
____ ate_____ $5Y j5FY
____ eaten ?Y d' /FG$
_________ killed
F@$.? d? &/FG
_________ witnessed c
1 $ 3' `$ dF FG>$
_________ beaten O
$ (#$: dF FG>$
_________ drunk $,@&('#`$ d' /FG>$
_________ eaten $5Y dF G$/
Allah ____ not going to waste your faith 1 GF /$$o=' $ '&' & j
d? ?Y $
Allah ____ the Knowledgeable, the Wise. D,'GT$ D,'$ & j
d? ?Y
On the Day of Judgment, ____ a witness
against them
D'3`$ 1 3' 1 ? $ dF FG$ *' $ $p' 6
P$ 1 $$
Surely, Allah does not like that who ____
an arrogant boaster.
D)&H? KD $@H
1 & d? ?Y f1 $ AQ4
' & K $ j
jd='
____ better for them 1 3& ?
D#1E$ d? ?Y
So when they prostrate, ____ (the other
group) behind them
1 GF R'
$)$ f1 '
&/FG$6 ?
&%
$ $
?m'?
He is Exalted that ____ a child for Him X ?$ & ? d? FG$ d6 ? & /$$4M1 &
____ their that call until We mowed them
down, leaving no spark of life in them.
f$ '' $E
D'-T$ 1 U& $56 +$ $ "@T$ 1 U&
$1 $!
$ 6 >' O
1 ?
$2 $,?
If We have sent a wind and they have seen
it turning (their crops) yellow, ____ d? F G6 $ ' ' +1 ($ f1 '
q? ?
D#8? -
1 & & 1 ?#$ ? D°') $56 $ )1 ? f1 '?
denying after that.
English '(#
All People of Book are ____ equal. There is an d? F@1 $ *b ,$ R'?. *b "F <
' $@G' 6
;' U1 ? f1 ' 0|
$$
&s1 ?
d? &% &s 1 $ 1 U& $ ;' 1 j
0y $/ ' j
c
' $
established group (among them) who recite
Allah’s verses at night and prostrate.
Whoever greets you, don’t say to him: “____ a
believer.”
D5'1 & O
$ s
1 ? P$ "s
1 GF 1 ?=' ?p6? f1 ,$ '
FFp>$ K$
____ fighting with you until them return you (to
your previous faith)
1 YF A!#& $ "@T$ 1 GF /$F>'?p& d? F
$$ K$
____ restriction on you that you seek the bounties
of your Lord
1 GF ~()$ f1 '
D1 ?
&L@$M1 >$ d6 ? a
X $5& 1 GF 1? $ w
$ 1 ?
O People of Book! ____ on anything until you
&,'p>& "@T$ 0{ 1 `$ ?$ 1 @&s
1 ? <' $@G' 6
;? U1 ? $
firmly establish the Torah & the Gospels. ;? '§'
$ ]?
$)1 "@
English '(#
If _____ to believe in Allah and the last day. #' E'
P' 1 $6
$ ' j'( "f' 1 & "fYF d6 ='
This is from the secret news We have revealed it to $ 5FY $
O $ 1 ?=' $3'T&/ Q
' 1 L$ 6
0' $M/1? f1 ' $ 6 >'
you that ______ to know. $3,& ? +1 >$
You did not ______ to expect that the Book would be
revealed to you.
<
& $@G' 6
$ 1 ?=' ?p6 & d6 ?
 >$ O
$ 5FY $
You did not _____ to recite a book before. <
{ $@Y' f1 ' ' ' M1 .? f1 ' F@1 >$ O
$ 51 YF $$
So taste the eternal punishment for what _____ to do. d? F,$ +1 >$ 1 @&51 YF $,(' ' 6 H
& 6
<
$
?Z$
F.Fm$
This is the hell about that _______ promised. d? &$ &> 1 @&5FY '@j
& "53$ $ ' Z' U$
_______ to come from the right hand. i
' ,' $6
f1 $ $5/$&>}6 >$ 1 @&5FY
We did not ____ to do evil. 0{ & f1 ' ;F ,$ +1 /$ "5YF $
Surely ______ to jest and play. Q & &H/$ "5YF $,"/='
& +$ 6 /$$ x
They said, “O our Lord! These are our partners whom &1 /$ "5YF f$ 'Zj
$/& ?Y#$ `& 0K&U$ $5"()$
F?.
_____ to call instead of You.”
$ /'&! f1 '
_____ until I reach at the joining point of two rivers. f' 1#$ 4
1 M$6
$ ,$ %
1 $ n? F (1? "@T$ a
& #$ (1? K
Those who _____ for their Lord in prostration and
standing (for prayer).
D$.' $
D"%& 1 3' ~(#$ ' d? &@'M$ f$ 'Zj
$
O Moses! Surely we will not enter it forever _____ $3'
&
$! $
D$(? $3? E& 1 /$ f1 ? "/=' $& $
'>?p? $ A()$ $ O $ /1? Q1 U$ m6 ?
inside it. So go you and your Lord and both of you
fight (with them).
• The verb !& ?G$ !$ ?Y (he was/is about to) is also used to describe proximity of something e.g. & k+$ ,& 6
!$ ?Y
J
& #& H$ (The teacher was about to come out), J
& #& H$ & k+$ ,& 6
!& ?G$ (The teacher is about to come out), etc. Its
different pronouns are used. Sometimes, it also means “He wanted / wants to”.
• The word is also used as w
$ ?. It is called *2%46
. e.g. d? F,$ +$> , ;{ ' $L(' / (I am not unaware of
what you are doing),
{ '%
$ (' /
¦'$ O
& $M
(The home is not new), etc.
• The word $s $ is also included in the group of dY. It means “it is expected that / it is possible that” e.g.
35$ F8+$ d6
$s$ (It is expected that Allah will forgive them). Q $ & )? d $s$ (It is expected that I’ll
fail), etc.
• There are certain verbs which are performed by human minds. They are called <FpF
+. They
indicate human thinking or inclination. They are:
$ ' $ N?)$ N?ZH
$ ">
N$Qs
' T$ N"fV? etc. When they are entered
on a *,1
*,&, they give Q-/ to both ³E
@M. For example: *D , $ R'¥?. *? $ s
f& VF (I think that the
Hereafter is going to occur). The reason is that both ³E
@M become +8 of such verbs.
• There are certain verbs which indicate development, change or transformation. They are called +
#' 1 -
' $@
. They are: Z? H">
N?;+$ $ N"!)$ etc. When they are entered on a *,1
*,&, they give Q-/ to both
@M
³E . For example: *D ? M'. O $ 1 M$
;? +$ $ (He made this home as Qiblah).
Do you know?
In Pre-Islamic Arabia, some people were monotheists. They were called
0?85$T& (straight people). Prophet Muhammad
was one of them.
Some tribes were Jews who came to Arabia after their Second Diaspora. Some
Arabs adopted Christianity. They were mainly concentrated in North (present
day Jordan & Syria) due to their interaction with the Romans. Some of them
were living in South (Najran) due to the preaching activities of the Christians
of Abyssinia.
English '(#
The lightening ____ to snatch their eyesight. 1 U& )$ $-(1?
& v? H
1 $ u
& #1 M$6
!& ?G$
The hearts of one group of them ____ to deviate 1 3& 51 ' { '#? <
& F.F nF '$ !$ ?Y
Allah ____ intend to offend D,6VF & '#& & j
$
____ that their death may have come close 1 3& F $ ? <
$ #$ @$.6
1 .? d? FG$ d6 ? $s$
Some of them ____ following the prayer direction of
others
{ +1 ($ *? ? M1 .' { ('$@(' 1 3&
& +1 ($ $
He will sip but ____ to swallow it & L& 's& !& ?G$ K$ & & "#%
$ @$$
(O Muhammad!) ____ that your Lord may exalt you
to the station of glory
D!&,4
1 $ D?p$
$ A()$
$ ?+$ M1 $ d6 ? $s$
Surely the Day of Judgment is sure to come, ____ to w
{ 86 /$ ; YF $%
1 @&' $3'8E1 F !& ?Y? *b $>' *? $ "s
jd='
$+s 1 >$ $,('
keep it secret so that every person is given a reward
for his/her effort.
Allah ____ unaware of what you do d? F,$ +1 >$ ",$ ;{ ' $L(' & j
$
The heavens ____ to crack due to it & 51 ' d? #1 jv8? @$$ c
&
$,$ "s
!& ?G>$
It will be ____ blast due to rage
' 1 L$ 6
f1 ' & ",$ >$ !& ?G>$
They said that it is only this worldly life and we will
____ raised
i
$ '&+M1 ,$ (' f& 4
1 /$ $ $/1A
$5>&$T$ jK=' $ U' d6 ='
F?.
____ to deviate us from our deities $5@'3$ ' f1 $ $5
' &? !$ ?Y
____ that Allah create love between you and your 1 @&1!$ $ f$ 'Zj
f$ 1 ($$ 1 GF 5$1 ($ ;? +$ %
1 $ 6d? & j
$s$
enemies ]D "!$ $ 1 3& 51 '
____ that you dislike a thing while it is better for
you
1 GF ? #X 1 E$ $ U& $ D1`$
&U#$ G6 >$ d6 ? s$
The worldly life ____ except jesting and playing X 31 ?$ Q
X +' ? jK=' $/1A
]F $4
$ 6
$
English '(#
Nary, _____ liars. i
$ ('m' ?Y 1 GF A5qF /$ ;6 ($
______ bad for you. Nay, it is good for you. 1 GF ? #X 1 E$ $ U& ;6 ($ 1 GF ?
D#`$ & &Ms
$41 >$ K
______ the angels female while they are the slaves
of the Beneficent.
D$/=' f' ,$ T1 "#
!& $M' 1 U& f$ 'Zj
*? G? R'$,6
F+$ $
He said: ______ that the Day of Judgment will
occur.
*D ,$ R'?. *? $ "s
AfVF ? $ .
______ light but it is great according to Allah. X 'q$ ' j
$ 51 ' $ U& $ D5~U$ & /$&Ms
$41 >$
______ about the unbelievers that they can
dominate in the earth.
x
' )1 zy
' f$ '%
' +1 &
? Y? f$ 'Zj
"fM$s
$41 >$ K
The believers ______ the infidels their friends d' &! f1 ' 0y $'1 ? f$ '#' ?G6
d? &5' 1 ,& 6
Z6 H
' "@$ K
besides the believers. i
$ 5'' 1 ,& 6
______ to disbelief after your (acceptance of) faith. f$ '#' ?Y 1 GF /'$o=' $ +1 ($ 1 YF A!#& $
O my father! I ______ 11 stars. DM?Y1 Y? #$ r & 1?)$ ~/=' O
$ $ $ T$ ? O ' ($? $
Quranic Arabic Program 338 Level 04
Lesson 13B: Intellectual Evolution in the First Four Centuries - Part II
Dear Reader!
Build Your Personality
This lesson concludes the debate mentioned in the
previous chapter. These are two chapters of *%T Love entire humanity. Spread the Da’wah of
*LM
of Shah Waliullah. your religion with a sincerity to humanity.
1
' $#
<
' 4
' '4
$ 6
;' U f1(
' '@EK
<
& $M :<
X (
{ #' - ' #U
$ U
#(= Qs
f( ' + #' - ' 0' ,+
f' dY / 1 ? =
K ]{ )$ &#$ ' K= ' $M5'@K
$@$8F
d? &($3$
' $#'( x
$ $H6
d? &U#$ G$ PX ?. m +( d{ 8
&M ;? '& .
' ) ' T *F $
$)' &3~,U$ #& $MY dY .
"(& 35' d&% ' $
$ jT$ P& ~#T$ F
& $ "#T$ D$` j;T' F d6 &#' Yz /=: :p 0{ ` f !{ +s f(
? , ' G? @$
*' U$
$#Y? ' !+s f(
M f(
#, f m 4$/ $)$ 2“.
*{ 5& { / d{ #p( K̈= O 1 8? >$ ]#-M
03p f /=” :{ 2 f( #' (%' #, f& (
. .6 ' 51 $
... “.O$ G6 ? U O
$ G?U$ m #1S O $ $+? d6 = / .*{ $:
' $
(1) Ahl-ul-Hadith were those scholars who used to focus more on collecting Hadith. Ashab-ur-Rai were
those scholars who focused more on logical reasoning in deriving law.
(2) The reason for avoiding pursuing such issues was that a jurist should not close an issue that Allah has
kept opened. They wanted to preserve the flexibility provided by Allah so that people of each age and
society may decide according to their own situation.
Do you know?
Pre-Islamic Arabs deviated from the teachings of Prophet Abraham and Ishmael ,3
Ps
]-
. They started idol worship. Each tribe had its own god. They used to seek
protection and help from the god of their tribe. When they had to make a decision, they
also used to raffle off with help of arrows in front of these idols. They also had altars to
sacrifice animals for their gods. The Quran condemned all these practices.
(opposite to *(
#L
) Thinking deeply #' q? "5
Narrating *'
#
_
X 4 #X M1 E$ dY
m ."5' *' 44-
)' MEz'( & ? &@/” :1$ ,$ T1 z ¼+>
,'T) +r
.
f' 1 Y? /z m .P& ",3$ 6
f& (
GT “.¦' ` ¦#-( dY ¦' Y ' = Q & Um @T '/,}
ND*"$E O{ $( ;' U f$ 1 .
#+
f$ 1 ' r
!'
#}Y *{ "$E { ? ($ ;' U K̈= ' '#$ K {_4 { T
.2' ~ f ( f Q+` f( #, *{ Hs&/ '( f ]{ !$ #$( '( f$ { $#(& *' H $ s&5Y
35 ;F 8F L$
' !Tz
ZU ;F ', .d? F'.? *b $ m' #'` K= 5 ;6 ,4$ ? D ' $E ãp' & '(4-
dY
;F #
dY .f1+(@
*' (4-
f' { ? ($ ;' Y 0' 3p )$ U$5' O 1 +$ ,$ @$
$@?8
;' U *F "
*' #+ ' d? &,' @$+$ 3'M. f dY .'(4 ' ' ( ? T ,$ f$ K= f& kG,$ @$$ K 3?M. ,
.f' R'
#p
' M&"@>$ ' $46
]' $ U$ $r& f' 3= 7
& F H$ 33'@?
$$ Q' >'
$#$ ' $~#
0' $,1
' G&46
'
&#V? / . ' 4M
f' @'(
D p' @$s& D` F+ f8?
ZU ' *' pMv
ZU f$ +$
' $->K
' T$ f' ¦8' E$ dY ]' #V5,6
f' @
Z3'( 3
$ r$ G? / .U#1S *' 4$- ' (
' 46
f d? &5kG,$ @$$ !' 3@K
*? S d? &3' @$%$ ,3F X 'Y$ db 8 dY .[ ' ?vp' /K
¼= ' @'?$)' ' 5'/@s%s
!&
! ( & #Ym ,Y { T
$ z
d? "!$ f$ K= ;' '-"@,& 6
4[' F#$,6
.*G$ ;' U
(1) Ahmed Ibn Hanbal d. 241H/855CE. (2) These are examples of letters of the Prophet / Companions
found in particular families. (3) Hadith experts have described 12 level of reliability of narrators i.e. from
extremely reliable to extremely unreliable (i.e. a liar). (4) Marfu’ is the Hadith whose chain of narrators
reaches to the Prophet. Its opposite is “Mauquf” whose chain of narrators ends at a companion. (5) d.
275H/888CE.
Explanation Word Explanation Word Explanation Word
/ 2')$HM&
f$ "_ $ ;( .3$ 5' < & #& p$ ,
{ T
f1+() d? &#$ *pMv
ZU ;F U dY
*' R?',s
& ,$E f' 1& 5&5$& #$ -
$ @$E
/ !&
! '( f . { T
' *? R?' AO' f' 1$44 #$ - $ @$E
.13'5
f( 12f1Y! f( ;8
(1) “Saheeh” is a book of Hadith in which the author includes only the authentic Ahadith. “Sunan” is a
book of Hadith which consists of Ahadith related to practical matters. “Musnad” is a book of Hadith
which is organized in a sequence of the Narrator Sahabi.
(2) 256H/869CE (3) 241H/855CE (4) 197H/813CE (5) 197H/813CE (6) 118H/736CE (7) 211H/827CE
(8) 234H/849CE (9) 228H/843CE (10) 242H/857CE (11) 237H/852CE (12) 130H/748CE (13)
234H/849CE
Worth Reading
Wealth is a great blessing of God but it also creates some
problems. Read more:
http://www.mubashirnazir.org/PD/English/PE02-0008-
Wealth.htm
It is known by it (
& #$ +& He summarized #$ -
$ @$E
Generation *pMv
:]6 #$ 1 s$ c
{ ,Y ' $35&~($F / .'3' F8/& ' $U&,G? T ' '
. f$ '3' @$%&,6
.#1S ¼= 5' F A4
$ @$
2& &%$ X ' $/ db #. *' }s$,6
'
m= /= U$5 dY (1)
.' ?$ *b $:
' ?. *F 5$As ' && '
D ,$ @$4& dF #p
dY
m= (2)
dY 0|
$$
) *' 5s(
FZE '
< ' @Y '
&% ' $ ?
m (3)
0
N{*"$E { '#v? (' O
{ ( ;' U { ? ($ ;' U}( -@$H& dF G 0' 3p8
f1(
¦#R'
! ¦'8@$s&
.(
F,$ +$ ? 0 3p8
*F (4-
'( ;? ,' &
f' X T !$ $3@'
K )'
f'
¦# & ? 'E 3 & M'"@$
b T *' ?}s
' dY $@ (4)
.f$ '3' @$%&,6
*{ $ $,$ '
.}(
FZE NDT *}s
'
ä ? ' !Tz
' AM@$>$ ' U$3
FS#$
m= (5)
.3'M. f ;F +8 dY ,Y N( d! { ? ($ K P{ . d? &! P{ ?p(' d? &"p? @$$ K .f$ 1 +(@
*' (4-
f'
.& M$"@,& 6
3 0` 03p8
0' 8H6
)& &3,$ $ 8? ">
d (6)
Explanation Word Explanation Word Explanation Word
#$ 3' @&`
$ DvM: U&#?Y ¦ )$ &3& )$ ¦,' & 3& ,& ?
{ 4'(
ZE
F8? @$E
d= (7)
.35$
.f' 1 . c
$
m *F ?}?s$ $ 3' d' K?. '@$s D`
d (8)
Dispute & -
$ H
$ 6
It becomes cool
(satisfied) by it
( ²
& k?& The most pious of them &3& )$
He became tired of it & $ Scale, criteria dF
$' Having two valid opinions f' 1 . c
$
m
Perhaps, when $,"()& Perpetuation #' >&
$@$
Requirements c
' $@'.
Chiefs
$ &)& Narrators ]'
$#&
Example, similar #$ 1 q/
The best of them U$)$E$ Derived *b $ #$ H$@s& Two nearer to each other f' 1 @$($)p@
He consulted )$ $r@$
Clear statements c
' $41#-> Obvious $#
'!$(
.'
ZU
F ;M5T f( & ,1T ¦3p' &3pF , *D M$">#$ & ' 4 3F# *D $
$)' &3+& $ /}` &3,& q? dY
f' #{ 1 Y 0{ ` ' ,$
& j.$ @$$ '
ZU ' p8
&Q'>#$> dY .U
) f( $4=
“.K” :. “'@8& @T b T
{ *F R ;F #
'8G$” :& ,1T ;? '& @T )'
' !Tz
ZU 0y @
& !&
$#& “.$3@$5&,6
*' $?S '
ZY &)” :. NT
*R,s,$E ;? '. @T
.;' z
' p8
' 3,$>
' !Tz
' ,$ *? /$"$ &
F8YF . 3&(4
?#$ N$#E' ¦/#?. ¼+>
}?r $ / F
:$#EF d{ &58F '
FS"#8? @$ N3'
f( º° d)U f( ?Y
' '4
$ 6
;' U 0'
$#M$YF f' ' ?$ $ ,$ %
1 ,& 6
_
' 4-
' '4
$ 6
' 1 ',$@Y (1)
£3&(
#: 4= ,1T dvp
+
.&3M$U'
Z d'
&M
0 , )-z
0 3p 3 $5($ '@
p8
!T ' ,$%Y (2)
Explanation Word Explanation Word Explanation Word
*' ? -
' "@,& 6
*'
$ '8@$s&,6
a
' $4-
'
' !Tz
$ '#%$> & : & #?S dY .2)HM
M ( 3F (1)
... ? #$ `$ $,(' j$ _ $ 4-
& +$ ' $
$ "5-
$ .35 #' 1 s8@
]' #1s
' p8
? M5@
U'#1 S f'
*-@&,6
f$ 1 '~4$ ,& 6
i( 3 $,%&,6
a4-
& '#%$> "E$ >$ .3)&($s'5
's& 3'/ (2)
¦M'>#$> Q
$ ">#$ .35' F M5@K
;' '3s> d' Umz
¼= 3$M#p> !
) *F "5s &
5 µF M'5@s ,' *#,6
$ '/z
Q $ "+r$ >$ .d' &@,& 6
& @E
_ $ ' "@$' { T'
$ { :$ $ ' { T ;' Y u & #& F $ $,$
¦~$
x
'
$#
'
¦)Z& < ' #$ +$
d' $s' (' *b ? #' +$ f,' [ 1 $ $ ? c8?@$H&,6
f1( $,$ dG a & #$
.$U#' 1 S ¼= *' 5s
f' $
(1) In order to improve the authenticity of a Hadith, some scholars used to visit the earlier narrators in
order to reduce the number of narrators. It is called 5 . (2) d. 256H/870CE (3) d. 261H/875CE
Excuse
¦)Z& Bringing it near 3$M#p> They narrate it $U&#$
Turning away from x
'
$#
Brains, minds d' Umz
Near to each other d? &()' ?p@$&
c1 )$
$! 0 3p8
3'( j$ @$
'@
!Tz
& ,$ &A,U$ dY .1'/$@s'%s '
!
! ( 3F (3)
f$ 1
fs46
_4-
3 $ ,$ $ & 5$5$&
5- .)' -z
0' , P& GTz
3 $5($ 3
dY N'Y' #> & 5
$ ,$ 1 DT '(@Y ' c & #Ym ” :!
! ( . .;' ,$ +$ ' _'$-
$ $ #$> “.d' }r
ZU ' & R'$H6
& F #' +$ { $(' $3@&5"($ *b j' dY .' 8' +&(' a & ~#$ F D8+: 35
d̈}( $#1 S Ç
L
a $ "#$ Z Q X U
m = QUm X ' 5 µ ? M$5@
. ,'( { T ;' Y
.' 3' @$%&,'
{ ?Y & ($@Y
$,3$ (1 $5"($ F T f' 1 Hr *? p# f$ s $ 4$@
/}Y .2Z#@
s ( 3+(
) (4)
d? ( ,'3 !
2 f' 1 @p#v
$@'Y ,% .Q X U
m = QUm ;Y $ ,$ $ F T !
! '( *? p#
¦)-@E
' À
u $ # #$ -
$ @$E
¦+ ¦(@Y ,% .)' -z
0' 3p f$ 1 +(@
*' (4-
Q ' U
Z
X +: fX sT _ X 4 / f' { T ;' Y #$ f$ "($ N&
$$ ¼= }F$ ¦ T
#$ Y? Z? D8v
,' )' M@ _ & ' -&
& #' +$ .' #' f' ]{ #1-( Q & v
d? FG$'
' +&
$ f( .#X G? 5&
f$ ",$ .)-z
03p *' (4-
Q $ U
Z #Ym NXQ#S X 8@s& / #Ym .& /$&!
Z ' '+
' ') f' U f$,' 0y ?8E' [ 1 $ $ ? *' "5'G$@
¼= J@4& f "5YF *' $,' s$@
¼= J $ $@4&
.3' kp? ,& ' f{ L& ' 3' @$%&,'
{ Y /= F p&
(1) d. 275H/889CE. (2) d. 278H/892CE (3) Mujtahid & Muqallid are opposite to each other. Muqallid is a
blind follower of another person while Mujtahid is a person who searches his own way.
$@$8F
d? &($3$ K ;? Rs
d? &U#$ G K PX . U'+( d? 8 { #' -$ ' 0' KU '0
$2'( dY
' ) ' T *?
) d(3 ' @'$ `= f' "(& “.f'
0 $5(' ' p8
” :dp
5= AQT$
'M5
d? &! f$ 'M+r
. @T .' = $ #
:U
#(= . “.
'M5
d! f dY db -p&/ ]b !'2 dY d6
' ) f ¢ ? "T$
m= !{ +s f& (
dY “."?= AQT *,p .
M . :.”
“.& $ 4$/
?ZG? U$ ” :. & 3$ $ $ "(#$ >$
They believed
&p? @$
Decrease it
.? On the contrary 0'
$2'(
High $&+
They are able to d? &)' p$ It color changed (his
face blushed)
$ "(#$ >$
Research, investigation ' 'p4$@
It becomes open a
& #' r
$ 5$> Group DvU$)
It was attracted ;F $F They accused (they kept
themselves from)
&,3$ ">
Weeping (while reading
the Quran)
& '2
,'T) *85T ( . “(!+s f()
'M f OM 35 T ;U” :*b ,p . ,Y
*,p Op *M4-
; K (#, f(
M f() ' f p (+H5
) U
#(=” :¼+>
“.#, f(
f p
( d? &)' p$ .0{ ` ¼= 0{ ` f' Q ' U?Z
' ?p@'/
*' $ #& ' $ 4
$ 6
*' /$?v8'
f' U5 dY
'3$? ,'( <{ 'T ; Y & ? $ ' E& ,' #X s
' $& ; Y .3'(4 '
. ;' R'$s,$ 6
< '
²
' #H$>
dF s U f$ < X @Y { T ;Y ? 84$ d m .² ' #H@
]' $ ' . $ p8
&"3,$ ? .d? &T#' ?
.' G&46
' *{ }s ;' Y ' ;F "}$@$ N'_' #$@
'
¦#q/ &3A4 ' P' p
'
.}( &3F #' ' ('$4
:0{ ` ¼= "J$@T
0{ ` f ;? '& $,jGF
N3' <
&
%6
d6 N'(4 c
' $41#-> f' & qF 84$ , ?)$ Ï
µ
? M$5$@ P' G *' $5',': ]{ )$ $`= ¼= ]' )&-
' Z' U
$#} '3' Y P' &,& ¼= #q/ K̈= Ï
.35'
.!&-p,6
& 3$ 8& 0e @.
0e ,1= PG
' +$M' dY ,()& Ï
.3 ;F ,' 4$ #X 1 q/ 3'( a
& "#-
$ ,$ 6
*' }s, dY ,() Ï
$,GT
&)
$!}
' Z$46
#' s&( ²
' #H@( ( a
' #-,6
' G46
*¨' '
&#q/ ,() Ï
.( a' #-,6
#1S
Do you know?
Pre-Islamic Arabs were not educated but they had some preliminary information about sciences e.g.
herbal medicine for people and animals, making weapons from iron, making pots etc.
They implemented
&)
$!} Allusion 0e ,1= They think deeply ;F "}$@$
<
$
$%@$/ 1#r
'/
#@.K
' p
*' U $+,$ @$
' ? d' Y dY ,() Ï
.*}s
' /'$,6
' ' %6
~4
$ 6( P{ + #& 1 S *' ,$ s'p
' ?,' 6( PX + U '3' Y ' dY ,() Ï
' ,' 3$ M& µ
' M$: ? { / { T$ Q ' >#> '>$>'
m ;' '-4$> d? F8jG? @$$ .dsk
;' U ¼= d? &+' #$
.' ' G' r& ' ',$>
.f' 1 ? ,$ @$4&,6
' T _
' #> ' d#q5 f' 1 3$ ',@$4& 3&Y dY ,() Ï
.m d? &5'M& ¦8$E ;' Rs, ;' RK
Q
& #p> dG ,() Ï
.m Ê 3'>GF & 3'@",R' ;' +' f' f$ 1 ' #H&,6
& +( j$ @$
,() Ï
;' d{ Q ' UZ p& .
ZY d{ 8 J & #' H&,6
p
p& .² & #H@
$ U&
Z3
5 Q ' UZ,6
' d3@%&,6
0K3' p& .
ZY
ZY *' ?}?s
< '
d{ ' . d{
f1 G ? d6 = “.
¦3' @$%& dY 2 ? sM,6
? 8' T$ f$” :. f ;' z
ZU !& 3@K
ZU
dY Q { UZ A} .#$ FY Q { UZ ;' Y ' ² & #H@
$ .? $ .{ T'
{ 4'( K D *' $
$#' ( X
¦)!
&)$ !$ N'5
' 3F8/-> c$#3$ @$`
N0@
0 p
3= $ ' & Nf')3r &(4
? f$ 1 ' ' $E & (&4 dY Q$ UZ f1T ;Y #& r ' @$5$ 6 $ $ ? x
' )z
)' v. ' #$ r $ @$/
.
¦#UV
.f1T $ +(
$ )$ $ /
5
3 Q 1 S? #$ ? 0y @
0y p
F&
(1) Two types of logical reasoning i.e. conjunctive syllogism and hypothetical syllogism, see books of
“Logic” for details.
(2) Mabsoot, famous book of Muhammad Ibn Hassan, the source book of the Hanafi School of Thought.
Explanation Word Explanation Word Explanation Word
They taught
&)$ !$ They take responsibility d? F8jG? @$$ Form *' U
It proliferated #$ r
$ @$/
Its essential properties '>$>'
m It produced $%@$/
Dull, lazy f$ 1 ' ' $E Bringing near Q
& #p> Example ' ?,' 6
It died out
$ )$ $ /
Their silent approval 3'>FG& Exclusive (definition) ' /'$,6
.f1@$?' 51 ,$ 6
f' 1 >$$U f1( u
' #$ 8'
2 Q
' U$ Z,6
' !' 3@K
;' U 1 ' ? v&,6
!' $3@'K
.' 5'$+(' { T
Q
{ U$ Z$,' 3 ' 'p$@
f$ 1 +' ,$ %& #& 1 S */
¼z
*R
'
/Y $ 5
d̈ 1 ? =
c
' K?p,$ (' F p
*b ?$ 4& c ' $&,%$,6
Q $ @&FG
d̈= “< ' FpF
c
& F.” ' G
Q ( .
& p 8? @$
0{ ` ;' Y ' *F GÀ
F. mF $H>1
' 5
f' ' T
QUZ,'( $@$8?
' 5
$3@$/
.'/
z
f' 1 /$#p
' m ¦,1. & 5
f' GF $ ? ' M'UZ
(1) There are two types of Jurists: First type consists of those scholars who exercise the process of
deriving laws directly from the Quran and Sunnah. They are called v 3@9.
(2) Second type of jurists are those who exercise the process of deriving laws from the Quran & Sunnah
but they remain within the principles and boundaries established for a particular school of thought. They
are called QUZ
' 3@9.
(3) “Taqleed” means that a person decides to follow a particular school of thought without examining the
arguments for their opinions in detail.
Rule of the Day! The word ;
? +$ $ is a commonly used word. It has four meanings i.e. making, considering,
declaring, starting e.g. #$ ,
$ p? 6
;? +$ $ (He created the moon), f1 ,$ Y? P'
#$ 4
$ 6
' %
's
1 ,$ 6
]? )$ $,' $ ~J$46
*? $?p' 1 @&6 +$ $ ?
#' E'
P' 1 $6
$ ' j'( f$ $ (Have you considered that watering of pilgrims and construction of the Holy Mosque
equal to that who believed in Allah and the Day of Judgment?), ¦
$#T
$ #$ ,1 H
$ 6
;? +$ $ (Allah has declared
the intoxicants forbidden), '5(1 #'
1 $ X ' $T ;? +$ $ (Hamid started beating me) etc. In last case, ;+ works like
d? ?Y.
Opinions, statements c
' K?p$ Two statuses f1@$?' 51 $ Story, description *F GT
Legal opinions $@$8?
Agreed f$ 1 +' ,$ %& Century *R',6
Understanding,
jurisprudence
& p 8? @$
Food c
& F. School of Thought Q
{ U$ Z$
Old ¦,1. Collections c
' $&,%$ They are 'U d' ?Y
Two centuries, d#. T
f' 1 /$#p
New thing *b ?$ 4& Groups, sects, plural of *.# u
' #$ 8'
Worth Reading
Why people have two faces? What is the impact of dual personality on the
reputation? Read the details in:
http://www.mubashirnazir.org/PD/English/PE02-0016-Twofaces.htm
Those who bound to f$ 1 ' ' @$& Those who are able to
conduct Ijtihad
f$ '3' @$%& To search for ' AM@$@$
A scholar capable of
giving legal opinions
¦@'8& Their cities '3/'
$&( Two ranks f' 1 @$$ )!
Two ranks f$ 1 @$M$>$#$ They walk, they act d? &r,$ Special people *F "$H6
They are busy d? FL' @$r$ Rare ]b )$ !' $/ Ordinary people *F "$+
He purifies 7
& F H$ They asked for legal opinion
$@8$@
Having consensus *' "' $,1 =
Reports about practice
or opinions of (4 )' A scholar capable of giving
legal opinions
O
{ 8& Majority )' &3,&
.*' ? Fû
;' U f *' 5$,6
;' U f' dù 0|
$$ N$,3& p? ?
.Q
' U$ Z$,6
' d? &3' @$%$ NT¦ "#- $ & & /$&% ' $ K , d? &#& H$ 35' ² ' #H@
;F U dù (2)
Q
& T dù “.X 8' 5$T$ db F N+' ? $` db F” NF?p& 'U' T$ Q ' UZ Ç= d? &Ms$ 5& 0' K$U dù
Ç= d' $Ms
$ 5& 'p3$ $M
'R$s5'?ù N&? ' @'p? ?
$& ]' #$ ?û' Q
' U
Z,6
' T$ Ç= Q
& s$ 5& . ¦ ' '4
$ 6
.
¦3' @$%& K= “p8
” ",s $ & K N X 3' @$%& K̈= 0 $@
K 0 $p?
j$ @$$ K dù N'+' $r
F $ %
$ 6
$35' NX)&F 3 ¢
? $ T$ NK$,`' ¦5',$ &MU$ m? d? &#E$ X $/F dù d' &#pF
' Z' U & +$( F
:'
$L$
& #$ ù? m? $ N&F '-8$> .' p'8
' ' ' & 'H6
Difference in opinion
& 'H6
They are associated d? &Ms
$ 5& Clarity a
' &:&
up? 4'@
#' 1 L$ (' $Uj$ >$ P{ . Ç= *F ? 'H6
O
' $6 N$f1 ~' 3$,6
f$ '`'
"#
0' ?8? H
& 6
$ 3$ x
$ #$ p? /
",? /
' '3('$4-'@
Ç= 0' $3p? 8F '( *' /$$+@'K
Ç=
A#v? :? .P' ?ûTz
$$@8?
' '+(' ' p'@
K
.f' ~
$ 8$ PX 2' & ' "K
2'
$#v?
#,$ @$s& &U f$ 0' $,? +&
f$ ' $ p' ($ . .'3'
$T ' ',$
.
&:#$
&(#$ U$ N
&M' F
?m=
&/?û
' +
Q
' ?v('
1(&?#$ `1 N'3: '
$#= $ $ 3 *' ",R'z
F $M.= 0' ,+
A' )' $-z
$ '> ;F U ?#$ ?
/ù d & +( .f$ 1 M''? f$ 1 ('Fv$
&/ù d̈ & +( 0 3p8
$_M$} .' $%6
' )$! ~+'
;' '/ ¼= D A$ >$
.
& p? ? $ f$ K= N3 ' $M.'( *b jm' ? f$ 1 ' s
f' $ x
'
$#'( ]b "' ?
!$
$#
;? 'p
? ?p
#& ?ù P' ?û
' ' ' & 5
$ "5 $ . 3'M. f' dù .
' F,& 6
)' &- &
f$ ' dù d6 ;' M?. f' ' .? $,(' 35' m $ .? $ .' $ %
$ 6
' '# $ '3,$> <$
$%6
.
& ,$ T' )$ *? 8? '5T$ '( '+? r
Q
' UZ f' ?z
d' $($ ' p'8
' ]' #$ V? $5,& 6
Ç= & s $ 8$/ O
1 ?$ f$
Debate ;? 'p
? ?p
They turned away
&:#$ Firm establishment ' p'@
Bringing issues !$
$#
Times, periods )' $-z
They were compelled to
A#v? :
They financed O
1 ?$ Achievement
D A$ >$ Regularly doing
something
#,$ @$s&
Debate ]' #$ V? $5,& 6
Attaining ;' '/ Style 2'
$#v?
$ "s.? $ "#$ "-8$> < $ $ $-p$@ !$ )$ } .*D "'$ $ ¦ '
$.? ' ('$4yz ;b ù µ ? M$5$@
)' $ -
&
x
' #?8('
ZU Ç= QUm f$ 35' .#$ - $ @$E
$#EF ]D )$ $> ]D )$ $> P$ û
? "? .)$ "4 $ ?
Pù f' c '
y0$,1
c ' $&,+&
7' 4?8(' .;b .' $ 3? x& "#+$ @$$ K $3kpT$ f' '@
]' $ $+M$@s&,6
H6
' $ % $ 6
?ZU *F 5$@' .;b U' K X ' $,@
'>$#$ K ,' 3'/&! f', f$ 1 ' #' H&,6
Indications c
'
y0$,1= He prolonged ? "? Scrutiny, examination 7
$ "48? >$
Those who derive f$ 1 ' #' H& Once ]D )$ $> Its odd or strange things $3M'R'
#S
He is satisfied '>$#$ Assuming x
' #? Fake [
' &:$
Listening it $,@
Situations )' $ -
&
He brought !$ )$
They fight each other
(in a debate)
&#$ $r>$ Far, unlikely ]' $ +$ M$@s& He inquired into $-p$@
D'@E
D 3$ ZU O 1 M$p? ZG N0$,$ & 0$, & & R'?.$ ¦:&$ DG? $ '> O 1 M$p? $,G?
"4$ 6
d? &~,$ & K N'#$ -
'
' p$@
?$ db #. &U$ +$( c?}r $ 5$ .0' ) f' 3? ¦,U1 $ DYFG`&
F
. ? 8' T$ Z
u & ~r$ @$,& 6
)& ?#?
&U Z{ '$ & 'p8? . ' M5'@
f$ ' $ %$ 6
K ;' ' $M
f'
? !TK
"$ f$ ¢ F ~4$ ,& 6
.' '.'` *' p? r
' p'r(' $U!$ #$ $ N{',$> #' 1 S f' 38'+: $ $3&' .? 0' 3p8
Worth Reading
Suspicion is the major reason for our disputes. How to avoid the suspicion?
http://www.mubashirnazir.org/PD/English/PE02-0007-Suspicion.htm
Dear Reader!
Build Your Personality
You are familiar with *,1
*,&. In this lesson, we are
Keeping our environment clean and
going to study some advanced rules about it. As you are fighting against pollution is our
aware that a *,1
*,& consists of two parts i.e.
$@$M& religious responsibility.
#X M$E$ (subject and predicate).
Both of them are always [#. The
@M is usually a single word (a proper noun or a pronoun) e.g. N5A()$
<
& jF f& 4 1 /$ etc. The
@M can also be a ([) ;+ + d) )- e.g. $p$@ <& #$ .
F8+$> d6 (Your
forgiving is nearer to piety) etc. It can also be a phrase like 8> Ò:= QY# e.g. ]F $-
*' "5%
$ 6
a
& $@8'
(The key of Paradise is performing prayer) etc.
Common Noun as
@M
In normal circumstances, the
@M is a proper noun (*#+
) but in certain cases, it may be a common
noun (]#G5
). The detail is as follows:
• If the ³E is a phrase in )#9 form, its
@M may be a common noun. In that case, the
@M will come after
the ³E e.g. ;
b & )$*' #&L
Ò (There is a man in the room), ]b )"$ $5' (There is a car with me).
• Interrogative words are common nouns. Certain interrogative words like ?Y N$ Nf$ are considered the
@M in an interrogative sentence, while the word after them is considered the ³E e.g. ' X #$ 1 Y?
?8r$@s&,6
(There are how many patients in the hospital?), $A()$ f1 $ (Who is your Lord?)
Sequence of #$ME$
@M
In normal circumstances, the
@M comes before the #$ME
$ , but in following cases, the #$ME$ should come before
the
@M.
• As mentioned above that if the ³E is )#%$, and its
@M is a common noun, the
@M will come after the
³E e.g. ;b & )$ *' #&L
Ò (There is a man in the room), ]b )"$ $5' (There is a car with me).
• Certain interrogative words e.g.
Y N$@ Nd N/ Nf are always considered as #$ME $ in an interrogative
sentence. They will come before the
@M e.g.
#& -$/ $@$ (When Allah’s help will come?), 3$#& d
(When it will occur?), '<?p ' d? ?Y
$ 1 Y? (How was the punishment?)
• If the
@M is carrying a pronoun whose relation is with a noun in the #$ME, the #$ME can come before the
@M e.g. $3M&T' $ O' $M
' (In the house, there is its owner), & (&$@Y' X 'H:
$ (His book is thick) etc.
• If an exception is described in the
@M, the the #$ME will come before the
@M e.g. d F s?G
K̈= #X ' $E K
(There is no loser except the lazy one),
K̈= $ ?= K (There is no god except Allah).
Omission of ³E
@M
If the
@M or ³E are already known to the audience, it can be omitted. For instance, if it is asked XU' $` f$
(Who has observed?), the answer will be / (I). In this case, the complete sentence X U' $` / is not required.
So the ³E will be omitted.
Rules of #$ME
$
The #$ME
$ has several rules:
• The #$ME can be a single word e.g. _
X '$ ;F & "#
(The man is a pious person). In this case, the
@M will be
proper noun while the ³E will be a common noun.
Do you know?
An important genre of Arabic prose is *. It means advice. Their
experienced and knowledgeable people used to advise their family and friends
in an eloquent manner. Such literature provides excellent pieces of wisdom.
The advices of Luqman 5
:) are described in the Quran.
Worth Reading
In the Land of the Quran & the Bible. At travel story to the sites
related to God’s prophets. The writing is in Urdu.
http://www.mubashirnazir.org/ER/L0014-00-Safarnama.htm
[] ' j
F &)$ 1 3& ? ? ?p?
So Allah’s Prophet said to
them: “This is Allah’s
camel and its drinking (is $U$p6 & $ ' j
*? .? $/
mandatory for you).
Rule of the Day! The word Y is used in two different meanings: (1) To ask a question about number of
quantity, it gives the sense of “How much? How many?”. (2) To express amazement or surprise, it gives
the sense of “Ooh!, Wow! How many!!!!”.
For example, it is used as a question in the following: D1$ O
& 6 M'? ? ?. O$ 6 M'? 1 Y? ? ?. (He said, “How long did
I remain?” He replied, “I remained for a day.”), $5' Q X @&YF 1 Y? (How many books you have?)
It is used to express amazement in the following: ' j
d ' m6 '(' ]D \
$ 'Y? *D ?' O1 M$? S? *{ ? '.? *{ ?' f1 ' 1 Y? (Ooh! How
many small armies dominated the bigger ones by Allah’s permission), d { #1 .? f1 ' 1 3' ' M1 .? f1 ' $5G6 ? U1 ? 1 Y?
1#$ $ 1 ??
(Do they not see how many nations We destroyed before them!!!!), f 1 ' $3' $5@1 M$/1? 1 Y? x ' )1 zy
?='
1#$ $ 1 ?$ ?
t{ #' Y? J
{ 1 2$ k;YF (Do they not see how many venerated couples We have grown in the earth????)
Conditional Sentences
The conditional sentences consist of two parts e.g. “If you will help me, I’ll help you.” The first part is called
the
b #&`, while the second part after the comma is called the
{ #$` <
&
. For example, 1 YF #1 -
& 51 $
y
&#-
& 51 >$ d6 =
1 GF $
$.6 O
1 ~M?&$ (If you’ll support Allah (His cause), He will support you and will firmly establish your feet).
There are several words used to describe the sense of “if”. They include $,3$ NA N(K + d 6 =) K̈= N$@$ N N1f$ .
There are certain rules about the conditional sentences:
Do you know?
Arab poetry (and also poetry of other languages) consists of three major genres:
(1) --p
#+r
: The incidents of war and description of bravery of tribe’s
warriors is described in it. It also includes exaggeration and fabricated events to
express pride in tribal associations.
(2) ,@
#+r
: It depicts a poetic dialogue among different imagined characters.
Poets describe their feelings and views in that dialogue. Operas are performed on the
basis of such poems.
(3) R5L
#+r
: The objective of this poetry is to express the feelings of love,
sympathy, grief etc. in form of a song. Such poetry is widely used in movies.
Worth Reading
How to get rid of Frustration? The author has analyzed the reasons of
frustration and provided solutions to get rid of it. The writing is in Urdu.
http://www.mubashirnazir.org/ER/L0002-00-Frustration.htm
ranks. &+6
c & $)$ "
Pronouns
You have learnt at Level 1 that the [# pronouns are: N'O/ N@/ N,@/ N$O/ NfU& N,&U NU N&U N,&U NU
f& 4$/ N/ N"f@&/ N,@/. If they are )#9 <-5, they will be N$,YF N' NFY N,FY N$ NfU& N,&U NU N&U N,&U N&
/ N N"fYF . You also know that there are hidden pronouns in all words of a verb. If a pronoun is not shown
separately, these hidden pronouns automatically complete the sentence.
There is a special type of pronouns which is called ;-85 Q-/ \,:. In this case the word = is added
before the #R,: <-5 e.g. N"fYF = N$,YF = N'= NFY= N,FY= N$= NfU& = N,&U= NU= N&U= N,&U= N&=
/= N=. They are used in the following circumstances:
• If the pronoun is +8 and it is required to be used before the ;+, e.g.
& M&+1 /$ $ "=' (Only You, we worship).
If the +8 is brought before the sentence, the sense of “only” is added to it. The sentence $ & M&+1 /$ is
correct but it has no emphasis on the +8. The sentence
& M&+1 /$ $ is not correct.
• If the pronoun is coming after a K̈=
v #T, e.g. & "= $ @&$) (I saw you and him), = K= & M&+$/ K (We
don’t worship except Him). The sentences & K= M+/ K N&
$ @&$), are not correct.
• If two pronouns are used as +8, e.g. $U= & @&?v (I gave it to him). The sentence $33& @&?v, is not correct.
• It is also used to give the sense of “It is essential for…” e.g. $s4
$ 6
1 YF "=' (It is essential for you to avoid
jealousy).
Do you know?
An important way of writing Arabic prose is that the last word of each
sentence gives the same sound. It is called X%1 $ and such piece of
communication is called X "%s
$ & . It is called “rhymed prose” or “assonance”
in English. It is considered good if it is sudden and not fabricated
intentionally. Last Surahs of the Quran have the same rhyming scheme e.g.
& %
1 "5
$ .d{ $Ms
1 4
& (' #& ,$ p? 6
$ w
& ,1 "r
.d? $M$6
& ,$ j$ .d? $s/'
$ ? E$ .d? #1 pF 6
$ j$ .f& ,$ T1 "#
d'
$%&s 1 $ #& %
$ "r
$
Face the Challenge!
When the
@M is brought before #$ME
$?
Worth Reading
How to conduct work for Islamic Da’wah? How a Da’wah strategy should be
developed? The article is in Urdu
language.http://www.mubashirnazir.org/ER/L0005-00-Dawat.htm
Worth Reading!
How to get rid of poverty? Is there any shortcut available?
http://www.mubashirnazir.org/PD/English/PE03-0004-Poverty.htm
Dear Reader!
Build Your Personality
In this lesson, we shall study certain Surahs of the Quran. The
Surahs mentioned in the Lesson 14B & 15B are structured in a Before developing a passion to
way that they give a complete message. It is your assignment change the world, change yourself
to discover the structure of this part of the Quran. positively.
T#
f,1T#
s( u ]F )$ &
?ZR'? .Q
X '%$ 0e 1 `$
?ZU$ d? #& ' ?G6
? ?p? 1 3& 51 ' )X Z' 51 & 1 U& 0y $ d6 ?
&M%
' $ ;6 ($ .1' '%,$ 6
d' #1 pF 6
$ u
&(jZY? ;6 ($ .
b '8T$ <X $@Y' $/$ 51 ' $ 1 3& 51 ' x
& )1 zy
7
& pF 51 >$ $ $5,1 ' $ 1 .? .X '+($ X 1 )$ $ 'm? D(
$#>& "5YF $ $5@1 '
.²{ '#$ #{ 1 ? ' 1 3& ? 1 U& 0y $ ",? ~4
$ 6'(
$51 p? 6?$ $U$/!1 $ $ x $ )1 zy
$ .J{ &#F f1 ' $3? $$ $U"5"2$ $ $U$51 5$($
$ 1 Y? 1 3& .? 1 ? 0' $,"s
?='
&#qF 15$ 1 ? ? ?
0' $,"s
f1 ' $56"/$$ .Q { '5& { M1 $ k;GF ' $#Y6 m' $ ]D #$ -
' M1 >$ .²
{ '3($ J { 1 2$ k;YF f1 ' $3' $5@1 M$/1?$ $ '
$)$ $3'
$51 $T1 ?$ !' $M+' 6 ' D.12)' .X '/$ X 6 ? $3? c
{ ?p' $( ;? H 1 "5
$ .' '-4 $ 6
"QT$ $ c { "5$ ' (' $5@1 M$/1}?? DY$)$M& 0| $
.J
& &#H & 6
$ 'Z? Y? ....D@1$ ]D $ 6 ($ ' ('
1. It is a style in the Arabic to present something in evidence by swearing but omit the s. <
. The reason of this
omission is that the audience can easily understand that by pondering. Here the phrase omitted is “We present this
Quran as evidence that the people of Quraish did not deny the Prophethood of Muhammad on a logical base. Their
argument is that how a man can be a prophet.” They used to consider the Quran something like the false prophecies
of a soothsayer, poetry of a poet, or a revelation from the Satan. Allah rejects their argument and present evidence
that it is very logical that Allah raises a man as a prophet to warn about the Hereafter. The remaining part of the
Surah contains arguments on it.
Repentant, returning Q
{ '5& Flaws, openings J
{ &#F They amazed
&M%
' $
Ready to harvest ' '-4
$ 6
We prolonged it $U$/!1 $ $ Warner (about the
Hereafter)
)X Z' 51 &
High, tall c
{ ?p' $( Mountains $ '
$)$ Is if
?m= ? N
?ZR'?
Clusters X 6 ? Beautiful, joyful ²
{ '3($ We die $5@1 '
Arranged one over another X '/$ Enlightenment ]D #$ -
' M1 >$ Confusion ²
{ '#$
*' G? 1zy
<
& $4 1 ?$ .
{ F dF
$E1 ='$ dF 1 $ #1 ' $ !X $$ .!& &,?$ ~"#
< & $4 1 ?$ a{ &/ P& 1 .? 1 3& ? M1 ?. O
1 ($jZY?
.{ '$ { 6 E$ f1 ' w
{ M1 ? ' 1 U& ;6 ($ ' "zy
' 6 H $ 6'( $5'+$ ? ? .' '$ "4
$ ? ;? & A#
<
$ jZY? ;´ YF 1{ "M>& P& 1 .? $
jp? @$$ m6 =' .' ')$ 6
;' M1 T$ f1 ' ' 1 ?=' <& #$ .6 ? f& 41 /$$ &s
& 86 /$ ' (' & ' 1 $ >& $ & ? +1 /$$ d? $s/1'
$5p6 ?E$ 1 p? ?$
]F #$ G6 $ c 1 0y $$ .X '@$ Q X '.)$ ' 1$ ? jK=' { 1 .? f1 ' F 8' 6 $ $ .2X '+.? ' $,~r
f1 $ $ i ' ,' $6
f1 $ d' $kp? @$,& 6
1. These are the nations well known to Arabs who were ruined due to denying their prophets.
2. The full sentence is X '+.?
' $,~r
f1 $ $ [X '+.? ] i
' ,' $6
f1 $ , one X '+.? is omitted to avoid wordiness.
3. “Today, your vision is as sharp as iron” is a way to express ridicule.
4. The criminal will be driven by two angels i.e. X '3` $ $ X R'$, both of them will be asked to execute his punishment.
Zamakhshari describes the opinion of a famous Arab writer Mubarrad that the verb for 5> is used to for repetition of
verb. The word $p' 6? is 5>, so it can also mean, “throw, throw”.
5. Here, attributes of the criminals are described. In Arabic, if adjectives are described without a conjunction, it
means that the person has all of such attributes at one time.
$51 ? $ #X r
1 T$ $ 'm? D
$#' 1 3& 51 $ x
& )1 zy
& jpr $ >$ P$ 1 $ .\
&- ' ,$ 6
$51 ?='$ O
& ',/&$ '4 1 /& f& 41 /$ "/'= .J' &#H& 6
Fatigue <
{ &LF Strength, power Dr6v($ His companion & 5&'#.?
After, behind )$ $(!1 ? They traveled to
search
&Mjp5$? I deviated him to
become arrogant
& @&1 L$ 6 ?
Shout, call *? 4
$ 1 "-
A place to seek refuge 7
{ '4$ It is brought O
1 8? '21 F
Hastening D
$#' He will announce !' $5& Repentant <
{
"?
T#
f,1T#
s( c)
Z
]F )$ &
d? &$ &> $,"/=' .2
D#1? c ' $,~sp? ,& 6? .
D#1s& c ' $)' $%6? .
D#6.' c ' '$46? .1
D1)m? c ' $)'
jZ
$
f1 $ & 51 $
& ? 1 & .
{ ' @$H
1 & { 1 .? '8? 1 GF "/=' .3 ' M&4& 6
c '
?m 0' $,"s
$ .X .'
$? f$ ~
jd='$ .u X !' $-?
)' "5
?$ 1 U& P$ 1 $ .f' ~
P& 1 $ d? "? d? F}?s
1 $ .d? &U$ ]{ #$ ,1 S? ' 1 U& f$ 'Zj
.d? &
"#H $ 6
;? @'.F 4 . $ ' F
.d? F%
' +1 @$s1 >$ ' (' 1 @&5FY 'Zj
?ZU$ 1 GF @$5$1@'
F.Fm .5 d? &5@$86 &
D '.?
&/?Y .i $ 5's
'4 1 & $ 'm? ;? M1 .?
&/?Y 1 3& "/=' 1 3& A()$ 1 U& $> $ f$ 'ZE' .d{ && $ c { "5$ ' i $ p' "@,& 6
jd='
.P' 
1 ,$ 6
$ ;' R'"s' T$ 1 3' '
$1 ? '$ .d? ' L1 @$s 1 $ 1 U& )' $41 zy '($ .d? &+%$ 31 $ $ ;' 1 j
f1 '
.d? &$ &> $$ 1 GF .F 21 )' 0' $,"s
'$ .d? &#-
' M1 >& ?? 6 1 GF s ' 8F /? '$ .i $ 5'.' &,6 ' c
X $ x ' )1 zy
'$
.d? Fpv' 5$> 1 GF "/? $ ;? 6 ' 4
$ ? & "/=' x
' )1 zy
$ 0' $,"s
~<)$ $ ?
1. When the )- is added to a verb or noun, it adds emphasis. The meaning will be “I present as an evidence the
winds which scatter with great force.”
2. Arabs knew very well that the winds were used to punish the nations of previous prophets. The A’ad were
punished by the heavily-blowing winds. The nation of Lot Ps
]-
was fired with brimstone by winds. The
flood of Prophet Noah Ps
]-
was brought by the winds carrying a lot of clouds. The Pharaoh was sunk in the
sea by splitting it by winds. These winds are presented as an evidence to the audience of Prophet Muhammad
Ps
]-
that they can be punished in the same way if they continue to deny Allah’s Messenger. All this is evidence
for occurrence of the Hereafter which is inevitable.
3. Quranic Exegetes disagree on the meaning of ' M&4
& 6
. Some consider it orbits of stars and planets. Others describe it
the lines in the clouds. Since such clouds were used as a medium of implementing God’s punishment on the
previous nations, therefore, it is an evidence of God’s Accountability.
4. It means “The one who denies the Hereafter is the person who is deviated from the right path”.
5. The word *5@ is used in various meanings i.e. to test, to persecute, to torture etc.
6. The inner universe of human body and soul is a sample of the “big universe”. If a person ponders into them,
he/she will definitely reach at a conclusion that we are accountable for our deeds in front of God.
Powerful i
& @',$ 6
Thunderbolt *F p? ' "-
Rotten, decayed ' '"#
T#
f,1T#
s( )v
]F )$ &
#' 41 M$6
$ .[ ' F#1 ,$ 6
' p6 "s
$ .)' &,+1 ,$ 6
O ' 1 M$6
$ .3 ){ &r51 $ u)$ ' .){ Fvs 1 $ 2< { $@Y' $ .1)' v
$
.
D#1$ F $M%' 6
\&s ' >$$ .
D)1$ 0 $,"s
)& &,>$ P$ 1 $ .{ '
$! f1 ' & ? $ .X .'
$? $ ~()$ < $
?Z$ jd=' .)' &%s 1 ,$ 6
)& "5
' Z' U$ .D!$ $ "53$ $ )' $/ ?=' d? A$ & P$ 1 $ .d? &M+$ 6 $ 4 x
{ 1 E$ ' 1 U& f$ 'Zj
.i $ ('kZG? ,& 6 ' Z{ '$ 1 $ ;b 1$ ?
0e
$$
&#M'- 1 >$ K 1 ?
&#M' 1 ? $U1 ?
1
.d? &#- ' M1 >& K 1 @&/1? P1 ?
?ZU$ #X 4
1s ' ? ? .d? &(kZG? >& $3(' 1 @&5FY '@j
It will shiver intensely )& &,>$ Spread, unrolled ){ &r51 $ Mount Sinai )' v
Deep thinking x
{ 1 E$ Inhabited (Ka’aba) )' &,+1 ,$ 6
Written (Torah &
Gospels)
){ Fvs
1 $
They play d? &M+$ 6 $ Overflowing, surging )' &%s
1 $ Parchment to write on u)$
& Fv$$ .X '}6 >$ K$ $3' X L1 ? K D6}Y? $3' d? &$2$5@$$ .d? &3@$r
1 $ ",' { 4 1 ?$ *{ 3$ Y' ?8(' 1 U& $/!1 $ 1?$
.2 db &5G6 $ X F1 F 1 3& "/}?Y? 1 3& ? db $,6 S' 1 '31 ? $
$/?.$ $ $51 ? $ & j
"f,$ ? .i
$ p' 8' r
1 & $5' U1 ? ' ;F M1 .? "5YF "/='
F?. .d? F0y $s@$$ { +1 ($ ?$ 1 3& & +1 ($ ;? M$.6 ?$
.& T' "#
A#M$6
$ U& & "/=' & &1 /$ ;F M1 .? f1 ' "5YF "/=' .3 P' &,"s
< $
?Z$
.d{ &5%
1 $ K$ f{ U' ?G('
$ ~()$ *' ,$ +1 5'(' O
$ /1? $,? #1 kYZ? ?
.i
$-' ~(#$ @$,& 6
f1 ' 1 GF +$ $ ~/'?
&-"(#$ >$ ;6 .F 4 'd&5,$ 6
Q
$ 1)$ ' (' 7
& "(#$ @$/$ #X ' $` d? FFp$ P1 ?
d? FS? PX 1 .? 1 U& P1 ?
?Z3$ (' 1 3& & 1T? 1 U& &#& }6 >$ P1 ?
.i
$ .' !' $
&/?Y d6 =' ' ' 6 '
{ '4
$ ('
&>}6 $6 ? ?d&5'1 & K ;$( 5 & ?"p? >$ d? FFp$ P1 ?
?dFp'$H6
1 U& P1 ? 0{ 1 `$ #' 1 S? f1 '
Fp' E& P1 ?
(1) It is used as a common noun to express its greatness. (2) “Hidden pearls” is a metaphor for something extremely
elegant and taken care of. (3) P½ means violent hot wind of desert. This wind burns everything when temperature
reaches at 60 C in deserts of Arabia. It is described as a metaphor of The Hell. (4) d5
Q) means “calamities of
time”. There is a proverb d5
3 )
! (They were victims of a disaster). (5) When the u ]! is used in ;+8> <(,
it gives meaning of “fabrication”. The infidels of Makkah tried to deny the Quran by calling it soothsaying, poetry,
fabrication etc. Refutation of this false blame is the main topic of this Surah.
Doubt Q
$ 1)$ Scattered pearls db &5G6 $ X F1 F He protected them 1 U& ?.$
Calamity, vicissitudes of
time
d' &5,$ 6
Simoom, violent hot
wind of a desert
P' &,"s
In a happy manner D'5U$
Their faculties of
reasoning
1 3& & 1T? Soothsayer f{ U' ?Y Women with beautiful
eyes
i
{ ' )T
You fabricated ? "p? >$ We wait with you ' (' 7
& "(#$ @$/$ We neglected them,
We decrease from it
1 U& $5@1 ??
1. The “<
Z+(” “]#E
(” +8 is omitted because it is understood.
2. The infidels have no clear proof for their denial. In order to expose the weakness of their view, a question is
raised: “Do they have a staircase on which they climb to hear the talk of Allah?” It is a reproach to soothsayers who
claimed to get information of heavens by utilizing Jinn in their control.
3. The infidels are so committed to their infidelity that they will deny even they see a part of sky going to fall upon
them. They will consider it a piece of cloud.
4. It is expression of love of Allah for His Prophet. It means: “Don’t worry! You are in Our protection.”
5. This is the time of dawn when the stars return to their condition that was before arrival of night. It is an eloquent
way to express the cycle of day and night.
T#
f,1T#
s( %5
]F )$ &
.$T& X T1 $ jK=' $ U& d6 =' .$3$ 6
f1 $ & v' 51 $ $$ .$S? $$ 1 GF M&T' $ j;: $ $ .1$U$
?m=' ' % 1 "5
$
f' 1 $ 1 .? <
$ ?. d? ?G? .3 j$ @$? $/!$ "F .?1 zy
' F z '( $ U& $ .$@$1 ? 2 ]{ "#' Fm .$pF 6
& '`$ & ,$ j$
& )$ 1 p? ?$ $#$ $ ?$ & /$&)$,@&? ? .?)$ $ !&
$8F 6
<$ Z? Y? $ .$T1 ? $ ' ' M1 $ ?=' $T1 }?? .$/!1 ? 1 ?
Û?
$2 $ .$rL1 $ $ ]? )$ 1 ~s
$rL1 $ m6 =' .$}6 ,$ 6
*F "5$ $U$ 51 ' 4 .$3@$51 ,& 6
]' )$ 1 ' $ 51 ' .$#E1 F *D ?1 /$
.$#M1 GF 6
' ~()$ c
' $ f1 ' ?)$ 1 p? ? .$L? $$ #& -
$ M$6
.$ ': *b ,$ s
1 .'
Dm'=
$ 6 >' ?/z
& ?$ #& Y? jZ
1 GF ?? 5 $#E1 z
*? ?'j
]? $5$ $ "+& 6
$ c $ j
1 @&1?#$ ? ?
$$ "fjq
jK=' d? &+M'"@$ d6 =' d{ ?v6 & f1 ' $3(' & j
?$ /? $ 1 YF & $( $ 1 @&/1? $U&,@&1 ",$ 0e $,1 ? jK=' $ U' d6 ='
.?z
$ ]F #$ E'
' j' ? ."5,$ >$ $ d' $s/'' P1 ? .$3& 6
1 3' ~()$ f1 ' 1 U& 0y $ 1 p? ?$ w & 8F /1zy
$31 >$
1. The stars are presented as an evidence that people have illusions in starlight. When stars disappear and day starts,
everything becomes clear and illusions go away. Same is the case of Allah’s Prophet who clarifies the path of truth.
It is refutation of the blame of the infidels that Prophet Muhammad
is a soothsayer who predicts based
on astrology.
2. It describes the intellectual and moral strength of Gabriel who taught Allah’s Prophet.
3. Coming near indicates the care and solicitude to deliver the Quran to the Prophet.
4. This is the last point where our universe ends. After that, other universes start.
5. In Arab mythology, Laat, U’zza & Manat were three major goddesses. This question is asked as a criticism on
polytheists.
"F .$#& $ 1 $ & $+1 $ jd?$ .....$+$ $ jK=' d' $s/'' w $ 1 ? d6 ?$ .....$#E1 F )$ 21 ' ]b )$ 2'
$ )& ' >$ jK?
$ U& & "/?$ .....?G(1?$ $ 4 $:1 ? $ U& & "/?$ .....$3@$51 ,& 6
$ ~()$ ?=' jd?$ .....?1 zy
0y
$% $ 6
&
$%
1 &
]? }?r
1 "5
' 1 ? $ jd?$ ....$5,1 >&
?m=' *{ 8? v6 /& f1 ' ....?/1z
$ #$ Y? jZ
f' 1 $ 1 "
$ ? E$ & "/?$ .....$T1 ?$ c $ $?
.?z
D!$ $ ? U1 ? & "/?$ .....1 $#+1 ~r
A<)$ $ U& & "/?$ .....$5.6 ?$ $5S6 ? $ U& & "/?$ .....$#E1 z
He smote them "rS? It was ejaculated $5,1 >& He will carry a burden )& ' >$
You argue, you doubt $)$,@$>$ He gave property $5.6 ? He attempted $+$
It came near O
1 ? 2' ? Sirius star (an assumed
god of Arab pagans)
$#+1 ~r
Perfect, complete ?1 zy
T#
f,1T#
s( #,p
]F )$ &
&+M$">
$
&(jZY? $ .1#,' @$s 1 & #X 41 '
FFp$$
&:#' +1 & *D $
1$#$ d6 ='$ .#& ,$ p? 6
"r $ /1
$ *F $ "s
O 1 ($#$ @$.6
.)& ZF A5
f' L1 >& $,? *b L$ '$( *b ,$ G6 T' .#X $ !$ 1 & ' ' $ 0' $M/1zy
f1 ' 1 U& 0y $ 1 p? ?$ .#p' @$s
1 & #{ 1 ? ; YF $ 1 U& 0y
$U1 ?
1 3& "/}?Y? ¢'
$1 zy
f1 ' d? &#& H 1 $ 1 U& )& $-(1 ? D+"rE& .#{ GF /& 0{ 1 `$ ?=' '
"
[ & 1 $ P$ 1 $ 1 3& 51 $ j$ @$?
.#X s
' $ PX 1 $
?ZU$ d? &#' ?G6
F Fp$ '
"
?'= i $ +' v' 31 & .#X r' @$5& !X
$#$
.#1 -' @$/1? < X FL1 $ ~/? & "()$ $$ ? .#$ ' !& 21
$ 1 db &5% 1 $
F?.$ $/$ M1 $
&(jZG? ? a { &/ P& 1 .? 1 3& ? M1 .? O
1 ($jZY?
& $56 ,$ T$ $ .)$ ' .F 1 .? #{ 1 ? ?$ 0 $,6
?p@$6? D/&& x$ )1 zy
$/#1 "%? $ .#{ ,' 3$ 51 & 0{ $,(' 0' $,"s
<$
$(1? $54 1 @$8? ?
{#Y' "& f1 ' ;6 3$ ? *D $ $U$5Y6 #$ >$ 1 p? ?$ .#$ 8' YF d? ?Y f1 ,$ ' 0|
$$ $55'&1 }?(' '#% 1 >$ .#{ & !& $ a
{
$6? c '
?m ?$
{#Y' "& f1 ' ;6 3$ ? 3 #' Y6 kZ' d? #1 pF 6
$/#1 "s$ 1 p? ?$ 2 ')ZF /&$ '(
?Z$ d? ?Y
$ 1 G? ?
.#,' @$s
1 & w { 4 1 /$ P' 1 $ '
D#$#1 $ D41)' 1 3' 1 ? $ $56 $ )1 ? "/=' ')ZF /&$ '(
?Z$ d? ?Y
$ 1 G? ? !X $ O 1 ($jZY?
;6 3$ ? #' Y6 kZ' d? #1 pF 6
$/#1 "s$ 1 p? ?$ ')ZF /&$ '(
?Z$ d? ?Y
$ 1 G? ? .#{ +' p? 51 & ;{ H
1 /$ 2& $%1 ? 1 3& "/}?Y?
$ "5
[ & ' 51 >$
$ p' 6& ? .#{ +& & $ { $: 8' ?
Dm'= "/=' & +& M'"@/$
D'T
$ "5'
D#$r($?
F?p? .)' ZF A5'( !& &,? O 1 ($jZY? {#Y' "& f1 '
.#& `' zy
< &
jZG? 6
f1 $
D?S d? &,? +1 $$ .#X `' ? < X
jZY? $ U& ;6 ($ $55'1 ($ f1 ' ' 1 ? $ #& Y6 kZ
1. Here the
@M is deleted in order to draw the full attention of the audience to the #$ME
$.
2. The actual word is ')ZF /& but the is deleted in order to keep the rhyme. It is common in Arabic poetry & prose.
3. \s> means preparation. The word #Ym is used in its broad sense which includes reminder, admonition etc.
Violent wind
D#$#1
$ Locust !X
$#$ Running, ingenious #,' @$s
1 &
Misfortune w
{ 4
1 /$ Those who rush hastily i
$ +' v' 31 & Warning, deterrent #X $ !$ 1 &
Plural of #Z/,
Trunks 2& $%1 ? Hard #X s
' $ admonitions
)& ZF A5
T#
f,1T#
s( f,1T#
]F )$ &
1 #& %
$ "r
$ & % 1 "5
$ .d{ $Ms14 & (' #& ,$ p? 6
$ w
& ,1 "r
.d? $M$6
& ,$ j$ .d? $s/'
$ ? E$ .d? #1 pF 6
$ j$ .f& ,$ T1 "#
Floating c
& ¥$r5&,6
Pottery )' "H8? 6
That you don’t tamper
1L$ v6 >$ jK?
Mountains P' 1zy
Jinn jd$%6
Creatures P' $/zy
Barrier ^
X 2$ #1 ($ Husk
' -
1 +$ 6
.d' $(kZG? >& $,GF ~()$ 0' K ~}?M'? .d{ }6 `$ ' $ U& P{ 1 $ j;YF x
' )1 zy
$ c
'
$,$ "s
' f1 $ & F}?s
1 $
.d' $(kZG? >& $,GF ~()$ 0' K ~}?M'? .d' ?pj
$3A? 1 GF ? Û
F #& 86 5$$
d? FZ8F 5$> K
FZ8F /? x
' )1 zy
$ c
'
$,$ "s
)' ?v.6 ? f1 '
FZ8F 5$> d6 ? 1 @&+1 v? @$1
d6 =' w
' /'
$ ~f%' 6
#$ r
$ +1 $ $
.d' $(kZG? >& $,GF ~()$ 0' K ~}?M'? .d{ ?v6 s
& (' jK='
.d' $(kZG? >& $,GF ~()$ 0' K ~}?M'? .d'
#$ -
' @$5$> ?
X $4/&$ ){ $/ f1 ' á
b
$`& $,GF 1 ?$ ;F $ #1 &
.d' $(kZG? >& $,GF ~()$ 0' K ~}?M'? .d' $U~?Y ]D !$ )1 $ O
1 /$?G? 0 $,"s
O
1 jpr
$ /
?m'?
.d' $(kZG? >& $,GF ~()$ 0' K ~}?M'? .d́$ K$ w
X /'= ' M'/1m? f1 $ F }?s
1 & K Z{ '$ 1 $?
.d' $(kZG? >& $,GF ~()$ 0' K ~}?M'? .P'
$.6 zy
$ '
$"5'( ZF E$ 1 &? 1 U& $,'s(' d? &#' %
1 ,& 6
& #$ +1 &
.d' $(kZG? >& $,GF ~()$ 0' K ~}?M'? .d{ { ',T$ f$ 1 ($$ $35$1 ($ d? FFv$ .d? &#' %
1 ,& 6
$3(' <
& kZG? & '@j
& "53$ $ ' Z' $U
.d' $(kZG? >& $,GF ~()$ 0' K ~}?M'? .d' $@"5$ ' ~()$ P$ ?p$
$ $E f1 ,$ '$
.d' $(kZG? >& $,GF ~()$ 0' K ~}?M'? .d{ $56 ? $>
$m?
.d' $(kZG? >& $,GF ~()$ 0' K ~}?M'? .1 d' $#' %
1 >$ d' $51 $ $,3' '
.d' $(kZG? >& $,GF ~()$ 0' K ~}?M'? .d' $1 2$ *{ 3$ Y' ? k;YF f1 ' $,3' '
1. In order to understand the beauty of this Surah, it is essential to conceptualize the geography of Arabian
Peninsula. The land is barren having little greenery. There is no river. For Arabs, lush-green gardens having springs
and rivers meant extreme beauty. Even present-day Arabs visit regularly to green areas to spend their vacation. A
person having a lush-green garden is a symbol of his wealth and social status to Arabs.
Human beings w
X /'= Melted copper / brass
X $4/& We’ll soon fix a time Û
F #& 86 5$$
By their face 1 U& $,'s(' Blessings, signs 0' K Two weights (Jinn &
Human beings)
d' ?pj
T#
f,1T#
s( *+.
]F )$ &
O
1 "s(&$ .D)$ x & )1 zy
O 1 ")&
?m=' .2 *b +$ '
$) *b $ ' $E .*b ($m' ?Y $3@'+$ .6 $ ' w
$ 1 ? .1 *F +$ .'
$6
O1 +$ .? $
?m='
'*5$,$ 1 ,$ 6
<
& $4
1 ? $ *' 5$,$ 1 ,$ 6
<
& $4
1 }?? .3 *D ?? D
$21 ? 1 @&5FY$ .D¨M$51 & 0| $MU$ O
1 /$?G? .Ds($ F $M% ' 6
4 '*, $ ?r
1 ,$ 6
<& $4 1 ? $ *' ,$ ?r
1 ,$ 6
<& $4 1 ?$
.f$ '#E'
f1 ' ;b '.? $ .i $ '"zy
f1 ' *b jF .' '+"5
c' "5$ ' .d? &("#p? ,& 6
$ '?1 F .d? Fp('"s
d? Fp('"s
$
$ ')$(?$ < {
$Y6 }?(' .d? &jH $ & db
$6' 1 3' 1 ? $
& Fv$ .i $ ' ('?p@$& $31 ? $ 5 i
$ 'G' "@& .*{ /$&:1 $ ){ #& & ?$
.d? &3@$r 1 $ ",' #{ 1 ? ' 4
1 ?$ .d? &#"H$ @$$ ",' *{ 3$ Y' ?$ .d? F' 51 & K$ $351 $ d? &"- $ & K .i { +' $ f1 ' { }6 Y? $
.D,'}6 >$ K$
D1L? $3' d? &+,$ s 1 $ K .d? F,$ +1 $
&/?Y $,(' 0|
$$ .d' &5G6 ,$ 6
' F1
' ?1 }?Y? .i X ' )X &T$
.D$ D$ D '. jK='
1. If an incident of future is confirmed, it is described in past tense to express its inevitability.
2. The Hereafter will be lowering the criminals and raising the God-fearing people.
3. People will be divided into three groups: (1) Those who were leaders in piety. (2) Righteous people. (3) Leftists
who were bad in character.
4. A question is asked to seek information. In figurative sense, it is asked to glorify or humiliate a person. In the first
question, it glories the righteous people while in the second question, it humiliates the people of left hand.
5. This picture depicts that their lifestyle will be like kings in the Paradise.
0{ $$ .!{ &,1 $ ;V' $ .1 !{ &51 $ _ { 6 ? $ .!{ &H 1 $ ){ 1 ' ' .i ' ,' $6
<
& $41 ? $ i ' ,' $6
<
& $4 1 ?$
.0| $r/'= "fU& $/}6 r
$ /? "/=' .*{ $ F#1 $ { #& F $ .*{ $ &5,1 $ K$ *{ $ Fvp6 $ K .]{ \ $ 'Y? *{ 3$ Y' ?$ .< { FGs 1 $
.f$ '#E'
f1 ' *b jF$ .i$ '"zy
f1 ' *b jF .i
' ,' $6
<
' $41 zy .D(
$#>1? D(&#& .
D)?G(1? "fU& $56 +$ %
$ ?
.t{ #' Y? K$ !{ )' $( K .P{ &,4 1 $ f1 ' ;V' $ .{ ',T$ $ P{ &,$ ' .' $,~r
< & $4 1 ? $ ' $,~r
< & $4 1 ?$
"5YF $ $5@1 '
?ZR'? d? FFp$
&/?Y$ .' 'q+$ 6
' 5'46
?$ d? A#- ' &
&/?Y$ .i $ ' #$ @1 & $ 'm? ;? M1 .?
&/?Y 1 3& "/='
?=' d? &&,% 1 ,$ ? .f$ '#E'
$ i $ '"zy
jd=' ;6 .F ?dF"zy
$/& $( 1 ? ?dF&+M1 ,$ ? "5R'? D?q' $ D(
$#>&
$351 ' d? F'$,? .P{ .2$ f1 ' #{ % $ `$ f1 ' d? FY'
.d? &(kZG? ,& 6
d? "
$3A? 1 GF "/=' "F .P{ F+1 $ P{ 1 $ c ' ?p'
.f' ~
P$ 1 $ 1 3& F& /&
?ZU$ .2 ' '36
<$ #1 `& d? &()' $r? .' ',4
$ 6
f1 ' ' 1 ? $ d? &()' $r? .d? FvM&6
Creation ]? }?r
1 "5
People who ignore
Hereafter due to wealth
i
$ ' #$ @1 & Thornless lote trees !{ &H
1 $ ){ 1 '
You sow (seeds) d? F#& 4
1 >$ They insist d? A#-
' & Clusters of bananas !{ &51 $ _
{ 6 ?
Chaff, straw D?vT& Sin, oath breaking
' 5'46
Running, flowing <
{ FGs
1 $
You lament, express
grief
d? &3jG8? >$ Those who fill d? F'$ Virgin
D)?G(1?
Those who are
penalized
d? &#$ L1 & Bellies, plural of fv( d? FvM&6
Having the best
feminine attributes
D(&#&
Clouds d' 1 ,& 6
You ejaculate d? &5,1 >& Age fellow wives D(
$#>1?
Bitter D$F Helpless, lagged i
$ .' &Ms
1 $ Pitch black smoke P{ &,4
1 $
Ease, comfort a
X 1 )$ Throat P$ Fp6 4
& 6
You kindle (fire) d? &)&>
Welcoming b & /& Obliged, indebted, under
control
i
$ 5''$ Desert travelers f$ 'p6 ,& 6
Throwing *F $' -
1 >$ Those who scorn and
ignore arrogantly
d? &5U' 1 &
6. The )- used to describe the intensity of a task i.e. v +8 )- e.g. ¦(#$:
¦#,$ X $2 <
$ #$:
7. The
@M coming in a *,1
*,& after 3&>
E jd= e.g. #X '.? 0{ 1 `$ k;YF ?$ $ j
jd='
8. The #$ME coming in a *,1
*,& after 3&>
E d ? ?Y e.g. D,'GT$ D,'$ & j
d? ?Y
9. The word coming in a *,1
*,& after K e.g. O ' $M
' ;? & )$ K
10. The word coming in an exceptional sentence after K̈= e.g.
¦$2 K̈= #X :$T P& ?p
-8> <
#= '(#
@M .[# : & ,1 4
$ 6
i
$ ,' ?$+6
~<)$ ' j' & ,1 4
$ 6
P' 1 $
' '$ ' 'T"#
f' ,$ T1 "#
i
$ ,' ?$+6
~<)$ ' j' & ,1 4
$ 6
f' ~
$ 'p@$s ?
$#~-
$/' U1
1 ,& 6
1 3' +' ,1 $ ?$ $ 1 3' ('F.F ?$ & j
$ @$E$
)$ "5
Fp">?
F+$ 86 >$ f1 ?$
F+$ 86 >$ 1 ? d6 '?
]D #$ 31 $ $ j
$#/$ "@T$
$ ? f$ ' 1 /& f1 ? $& $
{ T'
$ P{ $+? ?$ #$ M'-
1 /$ f1 ?
]D !$ &+1 $ D"? jK=' )& "5
$5"s,$ >$ f1 ?
]' #$ E'
'( $/1A
]? $4
$ 6
1#$ @$`1
? ?G'$ ;? '#M1 ' $ ' ' & )& $ ' @'G? R'$$ ' j'
D& $ d? ?Y f1 $
f$ '#' ?G6 ' & $ $ j
jd'?
1 3& +$ $ $,' u
X ~-
$ & ' j
' 51 ' f1 ' b &)$ 1 U& 0y $
' >'$ '> "T$ & /$F@1 $ <
$ $@G' 6
1 U& $51 >$ f$ 'Zj
D5'
D?($
?ZU$ ;6 +$ 1
~<)$ & 'U
$#(1=' ? ?.
]? "-
&?.?$ ' j
<
$ $@Y' d? F@1 $ f$ 'Zj
D)F8/& jK=' 1 U& !$
$2 $ #X 'Z/$ 1 U& 0y $ ",? ?
d? &3Y' ? ;{ L& `& ' P$ 1 $6
*' "5%
$ 6
<
$ $4
1 ? jd='
Use of
• ~' )$H6
' 31 +$
P& K: It is used to specify a person who is well-known to the speaker as well the audience
e.g. #& 1 ' z
0y $ (The governor came). Both the speaker and the audience know that which “governor” is
under discussion. It is also common in English and ‘the’ is placed.
• '5U'Z6
' 31 +$
P& K: It is used to specify a person who is known to the speaker only but unknown to the
audience e.g. #& 1 ' z
0y $ (A governor came). Here, there is a possibility that only the speaker knows about
the governor but the audience is unaware about it. It is not used in English. In English, you’ll say “A
governor came”.
• w
' 51 %
' 6
P& K: It is used to describe a category. Each member of that category is not under discussion e.g. "/='
*{ 8? v6 /& f1 ' d? $s/'
$5p6 ? E$ (Definitely, We created man from a sperm). Here the entire category of “man” or
“human being” is under discussion. In English, the is not used in such cases.
• u
$#L'@K
P& K: It is used to describe a category but each member of that category is under discussion e.g.
c
' $4'"-
F,' $ $
&5$ f$ 'Zj
jK=' #{ s&E '8? d? $s/
d̈= (Definitely, all human beings are in the state of loss,
except those who believed and did good deeds). Here each person in the entire category of “man” or
“human being” is under discussion. Therefore, exception is possible in such cases. In English, the word
“all” is added in such case. Note: The difference between the w
' 51 %
' 6
P& K and the u
$#L'@K
P& K is that in the
former, entire category is under discussion but each member of that category is not under discussion. In
the later, each member of that category is under discussion.
• ]F $ R'
$
P& K: Sometimes, an
is used with certain names which has no meanings e.g. NFd@sYM
N&"M+$
& 5'36
In English, it is also used e.g. Alexander the great. Usually, an
is used with the name of countries
but it is rarely used with the names of cities. Exceptionally, it is used with the names of cities e.g. *F 5$',
$ 6
Worth Reading
What is ostentation and what is its impact on the personality of a person? What will be the impact of
ostentation on the Deeds Account of a person in the real life i.e. Hereafter? Read in English.
http://www.mubashirnazir.org/PD/English/PE02-0002-Ostentation.htm
Types of Sentences
You’ve already studied that the sentences basically belong to two categories i.e. *+ *,1
*?,&. There is
another classification of sentences i.e. *F "R$r/1 = *"#' M$E$ *?,&. *"#' M$E$ *?,& is the descriptive sentence which can
be true or false. On the other hand, *F "R$r/1 = *?,& is a sentence which cannot be true or false. It has several
types that include:
]?-
&,1 .' ? :#z •
1 >& K :3$/ •
' '( 1 #' r
& ? 31 & ;6 U$ :P$38'@
•
d? Fp' ?86
P& 1 p? 6
jK='
Face the Challenge!
$ 1 ? $ :5,$ >$ •
d? &,? +1 $ '1 .? O
Describe the reasons of adding an
to a noun.
DM'#.? dF FG>$ *? $ "s
j;+$ ? :"#$ >$ •
& "5
$3A? $ :
'/ •
1 +$ 6
$ :s. •
#' -
1 ? $ :QA%+$ > •
)' "5
?$ 1 U& #$ M$
(These sentences are used to make agreements) & 4?G/ N&O$#@$`
N&O+'( :!Fp& •
O
$@$U1
1 p? ? ' (' 1 @&5$ $ ;' 6 ',('
&5$ d6 '? :#` •
:&! •
Rule of the Day!
If you are using an ])`
1
with a phrase in order to make a phrase (not
sentence), the ])`
1
is brought after the = )r e.g.
Z$U ' ')$@
<
& $@Y'
(This book of history). If you’ll use the ])`
1
before its = )r, it will
become a *,1
*,& e.g. ' )@
<
& $@Y'
ZU (This is a book of history).
Similarly
Z$U '($@Y
' means “My this book” while '($@Y'
ZU means “This is my
book”. Therefore, while translating, always check the position of ])`
1
.
Worth Reading
What is backbiting? What is its impact on a society? Read in detail:
http://www.mubashirnazir.org/PD/English/PE02-0003-Backbiting.htm
s. '(#
i
$ ,' ?$+6
~<)$ ' j' & ,1 4
$ 6
$ 'p@$s
1 ,& 6
?
$#~-
$/' U1
x
' )1 zy
'
&s
' 86 >& K
1 3& 51 $ $ 8F +1 $ d6 ? & j
$s$
1 GF (1kZ+$ & }6 r
$ $ d6 =' 1 ? 1 GF ,1 T$ #1 $ }6 r
$ $ d6 ='
' 1 "
f1 '
& '8>$ 1 3& 5$&1 ? $#>$ ' &"#
?=' ? ' /F $
&+,' $
?m='$
D$T? ~(#$ (' 1 #' `1 F 1 ? '5@$1 ? $
c
' $M~jv
f1 '
FYF !;F & A#
$3A? $
1 GF ('&5& ?$ $
D!&+.F $ D$.' $ j
&#YF m6 ?
D!
$/? ' j'
F+$ %
1 >$ ?
]? "-
1 @&1
$ .?
?m'?
D+1,$ ' (' f$ v6 $ $ ? D+6p/$ ' (' d? #1 ?}?? D41M
& c
'
$\L' ,& 6 ? DT1.? c
' $)' &,6 ? D41M:
$ c
' $!' $+6
$
d? Fp'$H6
f& 4
1 /$ P1 ? & /$FpF H
1 >$ 1 @&/1??
1 GF 5''! '
FL1 >$ K <
' $@G' 6
;? U1 ? $
$ ? E$ 'Zj
$ ~()$ ' 1 '( 6#$ .6
• Determine whether the word you want to look for is a $@r& . If it is , (i.e. not derived from
another word), search the dictionary in alphabetical order to find the meaning. Remove
before
searching a word. If you are using a computer-based dictionary, simply type the word and you’ll get the
meanings.
• If the word is a @r, determine the source letters or ]! of that word. You’ve already learnt the
procedure of determining the source letters. The dictionaries are usually arranged in the sequence of
source letters and they provide the meaning of respective )-. After getting the meaning, transform
them according to the respective verb or noun according to the rules mentioned at Level 3 and 4.
• If you are using Sakhr Electronic Dictionary, it is better to enter the QRS#YZ T
of [) ;+. The
benefit will be that the dictionary will tell you the meaning of that word in !#9 and different
chapters of whose [) ;+ is similar to that of !#9 like ;+8> N+= etc.
!#%& , also see in the dictionary to which chapter it belongs so that you can
• If the word belongs to
make its [) : correctly. The symbols of chapters are provided in the dictionaries.
• If the word belongs to , see the meaning of its )- under the respective chapter because a
set of source letters or ]! has different meanings in !#%& and different chapters of .
• If you are using Al-Mawrid Arabic-English Dictionary, directly search the word like English dictionaries
without determining its ]! because it is not designed according to ]!.
Do you know?
The Quran picked some commonly used words of Arabic and made them a ‘term’. For
example, the word ] means prayer. The Quran specified it to the rituals performed as
obligatory or non-obligatory prayers. Similarly, the word ]Y2 means growth or
purification. The Quran specified it to the obligatory charity. The word P means
‘abstaining from’. The Quran specified it to fasting.
T#
f,1T#
s( À
]F )$ &
' 4 1 & x' )1 zy
$ c '
$,$ "s
& 6 & & ? .& 'G4 $ 6
& '+$ 6
$ U& $ x ' )1 zy
$ c '
$,$ "s
' $ ' j' _ $ "M$
$ U& .X '$ 0{ 1 `$ k;GF (' $ U& $ f& ' $M6
$ #& U' jq
$ #& E'
$ F "zy
$ U& .#X '.? 0{ 1 `$ k;YF ?$ $ U& $ O & ',&$
$ $ x' )1 zy
' ² & ' $ $ & ? +1 $
' #1 +$ 6
?$ $@$1
"F P{ "? *' "@' ' x $ )1 zy
$ c'
$,$ "s
$ ? $E 'Zj
Inheritance ¢
F
$\' He enters/causes to
penetrate
²
& '& The Immanent f& ' $M6
c
' $5' 1 ,& 6
$ i
$ 5'' 1 ,& 6
$#>$ P$ 1 $ .tX #' Y? #X 1 ? & ?$ & ? & 8? ' $&? 1 D5$sT$ D:1#.? $ j
x & #' p6 & 'Zj
?m f1 $
$3' f$ ' '$E )& $3/1zy
$3@'41 >$ f1 ' '#% 1 >$ cX "5$ $P1 $6
1 YF
$#r 1 (& 1 3' /'$,1}?('$ 1 3' '1? f$ 1 ($ 1 U& )& &/ $+s1 $
.& 'q+$ 6
2& 1 8? 6
$ U&
$ 'm?
1 YF 0y
$)$
&+' )1
;? '. 1 YF )' &/ f1 ' w 1 M'@$p6 /$ $/&#qF /1
5&$ f$ 'Zj' c & ?p' $5,& 6
$ d? Fp' $5,& 6
FFp$ P$ 1 $
1 3& /$&!$5& .<&
?Z+$ 6
' ' M$.' f1 ' & #& U' ?V$ *F ,$ T1 "#
' ' & 5&' $( <
X $( & ? ){ &s(' 1 3& 5$1 ($ < $ #'
& ?
D)&/
&s,' @$6?
#& 1 ? 0y $ "@T$ A/'$zy
1 GF >1"#S? $ 1 @&M1 >$)1
$ 1 @&-1 "(#$ >$$ 1 GF s$ 8F /1? 1 @&51 @$? 1 GF "5G' ?$ ?($
F?. 1 GF +$ $ 1fGF /$ 1 ??
$ U' )& "5
1 YF
$}6 $
? Y? f$ 'Zj
f1 ' K$ *b $1 ' 1 GF 51 ' ZF E$ 1 & K $P1 $6? .)& &#L$ 6
' j'( 1 YF "#S? $ ' j
.\&-' ,$ 6
w$ 6 ('$ 1 YF K1$
&>F f$ 'Zj?Y
&/FG$ K$ ~4 $ 6
f1 ' ? $ /$ $$ 1' j
#' Y6 Z' ' 1 3& (&F.F $ r
$H 1 >$ d6 ?
&5$ f$ 'Zj' d' }6 $ 1 ??
' 4 1 & $ j
jd?
&,? 1
.d? Fp' ? 1 3& 51 ' \ X 'Y? $ 1 3& (&F .F O
1 s $ p? ? & $ zy
1 3' 1 ? $ ? ?v? ;F M1 .? f1 ' < $ $@G' 6
$ j
&:#$ .6 ?$ c
' ?.~"-,& 6
$ i $ .' ~"-,& 6
jd=' .d? Fp' +1 >$ 1 GF j+$ ? c
' $
1 GF ? "5"($ 1 .? $3>'1 $ $ +1 ($ x $ )1 zy
d? Fp~~-
1 U& $ '?1 F ' ' & )& $ ' j'(
&5$ f$ 'Zj
$ .tX #' Y? #X 1 ? 1 3& ?$ 1 3& ?
& $ $& D5$sT$ D:1#.?
.' '4% $ 6
< & $4 1 ? $ '?1 F $5>'$¥'(
&(jZY? $
? Y? f$ 'Zj
$ 1 U& )& &/$ 1 U& #& 1 ? 1 3& ? 1 3' ~()$ $ 51 ' 0
$3$ Ar
$
;' ?,$ Y? !' K1zy
$ '
$1 zy
' #X F?G>$$ 1 GF 5$1 ($ #X E& ?8>$$ *b 5$'2$ X 31 ?$ Q X +' ? $/1A
]F $4$ 6
$,"/?
&,? 1
X '`$ < X
?Z$ ]' #$ E'
'$ D?vT& dF FG$ "F
D#8? - 1 & &
$#@$? ²& '3$ "F & >&$M/$ )$ j8GF 6
Q $ % $ 1 ?
{ 1 S?
*{ "5$ $ 1 GF ~()$ f1 ' ]{ #$ 8' L1 $ ?='
Fp('$ .)' &#L& 6
[ & $@$ jK=' $/1A
]F $4
$ 6
$$ db
$: 1 )' $ ' j
f1 ' b]#$ 8' L1 $ $
0 $r$ f1 $ ' '>1 & ' j
;F 1 ?
$ 'm? ' ' & )& $ ' j'(
&5$ f$ 'Zj' c 1 "' F x' )1 zy
$ 0' $,"s
x ' #1 +$ Y? $3:& #1 $
1. The objective of both of these questions is to instigate, not to ask a question. . ' 'q+$ 6
;'
1 8? 6
Fm & j
$
Explanation Word Explanation Word Explanation Word
.& ',4 $ 6
A5'L$ 6
$ U& $ j
jd'? j$ @$$ f1 $ $ ;' H
1 M&6'(
$ "5
d? &#& }6 $$ d? FH
$ M1 $ f$ 'Zj
$ '4
$ 6
$56$ /1?$ µ's1 p' 6'( & "5
P$ Fp$' d?
$',6
$ < $ $@G' 6
1 3& +$ $ $56$ /1?$ c ' $5~M$6'( $5? & )& $56 $ )1 ? 1 p? ?
.X ' $ ' .? $ j
jd=' Q
' 1 L$ 6'( & ? & )& $ & #& -
& 51 $ f1 $ & j
$ ? +1 $'$
' "5' & ' $5$ $ X '`$ X}6 ($ ' '
1 3& 51 ' \
X 'Y? $ { @$31 & 1 3& 51 ,' ? <
$ $@G' 6
$ ]? "M&A5
$,3' @'"~)mF ' $56 +$ $ $ $ 'U
$#(1='$ DT&/ $56 $ 1)? 1 p? ?$
<' F.F ' $56 +$ $ $ ;? '§'
& $51 >$ $ $ $#1 $ f' (1
$s'+(' $51 j8.? $ $5' & #& (' 1 U' )' ? ?$ $51j8.? "F .d? Fp' ?
$U1 $ )$ $,? ' j
d'
$:
1 )' 0y $L@'(1
jK=' 1 3' 1 ? $ $U$5M1 @$Y? $$U&$ @$(1
*D "/'$MU1 )$ $ *D ,$ T1 )$ $ *D ? 6)$ & &+M$">
f$ 'Zj
Face the Challenge! Can you feel the style of expression and content under discussion in the Surahs
being studied in the previous lesson and this one? What the are the differences in the style of expression
and the content under discussion in the Surahs being studied in the both lessons?
T#
f,1T#
s( *' ?!$ $%,& 6
]F )$ &
$ j
jd=' $,YF )$ & $4>$ & ,$ s 1 $ & j
$ ' j
?'= 'G@$r 1 >$$ $3' 1 2$ ' $ F!' $%>& '@j
? 1 .? & j
$ ,' $ 1 .?
1 3& /$1 ?$ 'Rj
jK=' 1 3& >&3$ "F d6 =' 1 3' >'$3"F "fU& $ 1 3' R'$s/' f1 ' 1 GF 51 ' 1d? &#U' ?q& f$ 'Zj
.\ X-' ($ X ',$
"F 1 3' R'$s/' f1 ' d? &#U' ?q& f$ 'Zj
$ .)X F8S? 8F +$ ? $ j
jd='$
D)&2$ ' 1 p? 6
f1 '
D#?G51 & d? FFp$? 1 3& "/='$
f1 ,$ ? .\ X M'E$ d? F,$ +1 >$ $,(' & j
$ ' (' d? Fq$ &> 1 GF '?m "$,@$$ d6 ? ;' M1 .? f1 ' *{ M$.? )$ #& '#41 @$?
F?. $,' d? &!&+$
$ 'm? D5G' s 1 ' i
$ ~@' P& $+6 '? 1 v' @$s 1 $ 1 ? f1 ,$ ? "$,@$$ d6 ? ;' M1 .? f1 ' f' 1 +$ ('$@@$& f' 1#$ 31 `$ P& $-
' ? 1 %' $ 1 ?
.X '? <
X
?Z$ f$ '#' ?G6 '$ ' j
!& &T& $ 6 >'$ ' '&)$ $ ' j'(
&5' 1 @&'
c
{ 5$~($ c{ $ $56$ /1? 1 .? $ 1 3' ' M1 .? f1 ' f$ 'Zj
O
$ M'YF $,Y?
&@M'YF & ?&)$ $ $ j
d? A!$4& f$ 'Zj
jd='
?$ & j
$ & &s/$$ & j
& $-T1 ?
F ,' $ $,(' 1 3& F~M5$&? D+',$ & j
1 3& F$+M1 $ P$ 1 $ .i
X 3' & <
X
?Z$ f$ '#' ?G6 '$
.X '3`$ 0{ 1 `$ k;YF
1 3& +& ('
$) $ U& jK=' *{ ?? $% 1 /$ f1 ' dF FG$ $ x ' )1 zy
' $$ c '
$,$ "s
' $ & ? +1 $ $ j
jd? $#>$ 1 ??
$,(' 1 3& F~M5$& "F
&/?Y $ f$ 1? 1 3& +$ $ $ U& jK=' $#?Y6 ? K$ $ 'm? f1 ' $/!1 ? K$ 1 3& & !' $ $ U& jK=' *{ s $ ,1 E$ K$
$,' d? !& &+$ "F $% 1 "5
f1 $
&3/& f$ 'Zj
?=' $#>$ 1 ?? .X '$ 0{ 1 `$ k;GF (' $ j
jd=' *' $ $p' 6
P$ 1 $
F,' $
& j
' (' $ ~4 $ & 1 ? $,(' 2$ 1 "T$ $ 0$
?m='$ ' &"#
*' $- ' +1 $ $ d'
$1 +& 6
$ ' 6' '( d? 1 $ $5@$$$ &51 $
&3/&
.\&- ' ,$ 6
w$ 6 M'? $3/$1 ? -
1 $ & "53$ $ 1 3& M&s
1 $T F Fp/$ $,(' & j
$5(&kZ+$ & K1? 1 3' s' 8F /? ' ?dFFp$$
1. “Zihaar” means declaring that my wife is my mother. The Quran condemned this practice in Arab society.
2. The Hypocrites & Jews of Madinah used to twist their tongues while greeting the Prophet to say some words
having wrong meanings.
Explanation Word Explanation Word Explanation Word
Disgracing i
X 3' & Manumission (of
slave)
#& '#4
1 >$ She complains 'G@$r
1 >$
Private & confidential
talk
$%
1 /$ Both of them touch
each other
"$,@$$ Dialogue )$ & $4>$
They talk secretly d? 1 $ $5@$$ Continuous f' 1 +$ ('$@@$& They perform a “Zihaar” d? &#U' ?q&
They greet you $ 1 "T$ They resist/conflict d? A!$4& Those who, plural of ë
'Rj
~#M'6'(
1$ $5>$$ ' &"#
*' $- ' +1 $ $ d'
$1 +& 6
$ ' 6' '(
1$ $5@$>$ ? 1 @&1 $ $5>$
?m='
&5$ f$ 'Zj
$3A? $
w$ 1 ?$
5&$ f$ 'Zj
d? & 4 1 $' d' ?v1 "r
f1 ' $% 1 "5
$,"/=' .d? &#r $4 1 >& ' 1 ?=' 'Zj
$ j
Fp">
$ $p6 "@
$
1 GF ? ;? '.
?m='
&5$ f$ 'Zj
$3A? $ .d? &5' 1 ,& 6
;6 jY$ @$$6 ? ' j
?$ $ ' j
d' m6 '(' jK=' D1`$ 1 U' ~)$('
&5$ f$ 'Zj
& j
1 ? #1 $
&r& /?
&r & /
;? '.
?m='$ 1 GF ? & j
_ 1s $ 86 $
&4s $ 6 ? w
' '$%,$ 6
'
&4"s8? >$
.#X 1 M'E$ d? F,$ +1 >$ $,(' & j
$ c { $)$ !$ $ 6 +' 6
&>F f$ 'Zj
$ 1 GF 51 '
#& 3$ 6 ?$ 1 GF ? #X 1 E$ $ 'm? *D .? $
$ 1 YF
$% 1 /$ 1 $ $ $f1 ($
&~p? ? ? &"#
1 @&1 $ $/
?m='
&5$ f$ 'Zj
$3A? $
F+$ 86 >$ 1 ? m6 '? c
{ .? $
$ 1 YF
$% 1 /$ 1 $ $ f$ 1 ($
&~p? >& d6 ? 1 @&p6 8? `1 ?? .X 'T)$ )X F8S? $ j
jd'?
&%
' >$ 1 ? d6 '?
.d? F,$ +1 >$ $,(' \
X M'E$ & j
$ & ?&)$ $ $ j
&+'?$ ]? Y? "
&> $ ]? "-
&,'.}?? 1 GF 1 ? $ & j
< $ $>$
<
' Z' G? 6
?$ d? F8' 4 1 $$ 1 3& 51 ' K$ 1 GF 51 ' 1 U& $ 1 3' 1 ? $ & j
Q$ ' S? D1.?
1j$ >$ f$ 'Zj
?=' $#>$ 1 ??
*D "5& 1 3& /$$,1?
FZH $ ">
.d? F,$ +1 $
&/?Y $ 0y $ 1 3& "/='
D'`$ D(
?Z$ 1 3& ? & j
"$ ? .d? &,? +1 $ 1 U& $
D1`$ ' j
f1 ' 1 U& !& K1? K$ 1 3& F
$1 ? 1 3& 51 $ $ 5'L1 >& f1 ? .i X 3' & <X
?Z$ 1 3& ? ? ' j
;' 'M$ f1 $
A- $ ?
1 GF ? d? F8' 41 $ $,Y? & ? d? F8' 4 1 $? D+',$ & j
1 3& F$+M1 $ P$ 1 $ .d? &'$E $3' 1 U& )' "5
< & $4 1 ?
$ '?1 F
' j
#$ Y6 m' 1 U& $s/?}? dF ?v1 "r
1 3' 1 ? $ m? $ 4
1 @$1
.d? &(m' ?G6
1 U& 1 3& "/=' K? 0{ 1 `$ ?$ 1 3& "/? d? &Ms $4 1 $$
& ?&)$ $ $ j
d? A!$4& f$ 'Zj
jd=' .d? &#' $H6
1 U& d' ?v1 "r
< $ 1 T' jd=' K? d' ?v1 "r
< & 1 T' $'?1 F
.X '$ ' .? $ j
jd=' '& )& $ $/? "fM$' S6 zy & j
Q$ @$Y? .i $ km? zy
' $ '?1 F
1 ? 1 U& 0y $(
&/?Y 1 ?$ & ?&)$ $ $ j
"!$T f1 $ d? A!
$ & #' E'
P' 1 $6
$ ' j'( d? &5' 1 & D1?. & % ' >$ K
1 3& F E' 1 &$ & 51 ' a
{ &#(' 1 U& $ "?$ d? $,1'
1 3' ('F.F ' Q $ @$Y? $ '?1 F 1 3& >$\
$r ' $ 1 ? 1 3& /$
$E1 =' 1 ? 1 U& 0y $5(1?
K? ' j
< & 1 T' $ '?1 F & 51 $
&:)$ $ 1 3& 51 $ & j
$ :
' )$ $3' f$ ''$E )& $3/1zy
$3@'4 1 >$ f1 ' '#1%>$ c { "5$
.d? &4' 86 ,& 6
1 U& ' j
<
$ 1 T' jd='
Explanation Word Explanation Word Explanation Word
T#
f,1T#
s( #' r
14$ 6
]F )$ &
f1 '
? Y? f$ 'Zj
J $ #$ E1 ? 'Zj
$ U& .& 'G4 $ 6
& '+$ 6
$ U& $ x
' )1 zy
' $$ c '
$,$ "s
' $ ' j' _ $ "M$
f1 ' 1 3& /&&-T& 1 3& @&+$ /'$ 1 3& "/?
A5V? $
&#& H 1 $ d6 ? 1 @&51 5$V? $ #' r
14 $ 6
' "zy 1 U' )' $!' f1 ' < ' $@'G6
;' U1 ?
'1?$ 1 3' '1}?(' 1 3& >$&(& d? &(#' H
1 & Q
$ 1 A#
1 3' ('F.F ' $ Z? .? $
&Ms
' @$41 $ 1 ?
F 1 T$ f1 ' & j
1 U& $>}?? ' j
.X 'T)$
X 0)$ $ "/=' $5"()$
&5$ f$ 'Zj' ãS' $5('F.F ' ;6 +$ % 1 >$
1 @&1 #' E1 F f1 '? <
' $@G' 6
;' U1 ? f1 '
? Y? f$ 'Zj
1 3' /'
$E1 ' d? FFp$
Fp? $/ f$ 'Zj
?=' 3 #$> 1 ??
f1 '? .d? &(m' ?G? 1 3& "/=' & 3$ r
1 $ & j
$ 1 GF "/#$ -
& 51 5$? 1 @&6 >'F. d6 ='$
D$(?
D$T? 1 GF ' & 'v/& K$ 1 GF +$ $ "f$ #& H
1 5$?
K "F )$ $(!1 zy
"f$ &? 1 U& &#- $ /$ f1 '?$ 1 3& /$#& - & 51 $ K
F>'F. f1 '?$ 1 3& +$ $ d? &#& H 1 $ K
&#' E1 F
.d? &#-$ 51 &
' jK=' D+',$ 1 GF /$F>'?p& K .d? &3p? 86 $ K PX 1 .? 1 3& "/}?(' $ 'm? ' j
f1 ' 1 U' )' & & ' *D M$U1 )$ A`$ ? 1 @&/1zy
1 3& "/}?('
$ 'm? "@`$ 1 3& (&F.F $ D+',$ 1 3& M&s $4 1 >$ X '`$ 1 3& 5$1 ($ 1 3& & }6 ($ N{)& & 0'
$)$ f1 ' 1 ? *{ $5"-4
$ & ¦#.F
;' ?,$ Y? .X '? < X
?Z$ 1 3& ?$ 1 U' #' 1 ? ? $($
F.
?m DM'#.? 1 3' ' M1 .? f1 ' f$ 'Zj
;' ?,$ Y? .d? Fp' +1 $ K PX 1 .?
d? ?G? .i $ ,' ?$+6
"<)$ $ j
& $E? ~/=' $ 51 ' 0e '#($ ~/=' ? ?. #$ 8? Y? ",? ? #1 8F Y6
d' $s/'' ? ?. m6 =' d' ?v1 "r
.i $ ,' 'jq
0
$$ $ 'm? $ $3' f' 1$ '$E )' "5
' $,3& "/? $,3& @$M$.' $
1. Here a verb is omitted due to its perceptibility. The complete sentence is: “They made Madina their home and
established their faith.
2. The love and sacrifice of Ansaar is described for the Migrants. Since the spoils of Banu Nadhir were not obtained
as a result of war, it was decided to give them to the needy people of Migrants and Ansaar instead of warriors.
3. Here, the question is ask to express astonishment on the attitude of hypocrites.
Fortified *{ 5$"-4
$ & Greediness "_`& They lived, they made
home
0"M$>$
Walls, plural of )
' ){ & & Grudge ãS' They sacrifice d? &#'1 &
Divided, different "@`$ They adopted
hypocrisy
Fp? $/ Poverty *b
$ $-E$
Curse ? $($ Fear *D M$U1 )$ He is preserved u
$ &
1. This is an allegory describing the exaltedness of the Quran. This allegory describes the extent of seriousness
required in the matter of the Quran.
2. Describing various attributes without a conjunction expresses that all these attributes are available at one time.
3. These three attributes describe different stages of creation. Á
Who designs, ¡)M
Who brings into existence and
)-
Who gives the final shape.
Do you know?
There was a tribe of Jews at Madinah called “Banu Nadhir”. They had a peace
treaty with the Muslims but they violated it many times. The Prophet and his
companions decided to fight against them but they themselves offered an exile
without fighting. This offer was accepted by the Prophet. This Surah indicates
that incident.
Evolver ¡
& )' $M6
Granter of security f& ' 1 ,& 6
Cracking, splitting D~-
$ @$&
Modeler, Who gives
shape
)& ~-
$ ,& 6
T#
f,1T#
s( *' 5$4
' @$,&,6
]F )$ &
$,('
? Y? 1 .? $ ]' "!$ ,$ 6'( 1 3' 1 ?=' d? Fp6 >& 1 0y $'1 ? 1 YF "& $ $ ~& $
FZH ' "@>$ K
&5$ f$ 'Zj
$3A? $
'
D!$3' 1 @&1 #$ E$ 1 @&5FY d6 =' 1 GF ~()$ ' j'(
&5' 1 >& d6 ? 1 YF "='$ ? &"#
d? &#' H 1 & ~4 $ 6
f1 ' 1 YF 0y $
1 GF 51 ' & 6 +$ 86 $ f1 $ $ 1 @&5?1 ? $$ 1 @&1 8? E1 ? $,(' & ? 1 ? $/?$ ]' "!$ ,$ 6'( 1 3' 1 ?=' d? A#s' >& '>$:#1 $ 0y $L@'(1
$ ''M$
0' As'( 1 3& @$5$s ' 6?$ 1 3& $' 1? 1 GF 1 ?='
Fvs & M1 $$ 0|
$1 ? 1 GF ?
&/FG$ 1 YF F8p? 6 $ d6 =' .;' 'M"s
0y
$$ j;: $ 1 p? ?
.d? F G6 >$ 1 ?
A!$ $
O1 /$?Y 1 .? .#X 1 - ' ($ d? F,$ +1 >$ $,(' & j
$ 1 GF 5$1 ($ ;F -
' 86 $ *' $ $p' 6
P$ 1 $ 1 YF !& K1? K$ 1 GF & $T)1 ? 1 GF $+8? 5$> f1 ?
d' &! f1 ' d? & M&+1 >$ ",' $ 1 GF 51 ' 0 #$ (& "/=' 1 3' ' 1 p? '
F?. m6 =' & +$ $ f$ 'Zj
$ $ 'U
$#(1=' ' *b 5$s $ T$ b]$ 1 F 1 GF ?
$ 'U
$#(1=' ? 1 .? jK=' & $ T1 $ ' j'(
&5' 1 >& "@T$
D$(? 0 $L1 M$6
$ ]F $
$+$ 6
1 GF 5$1 ($$ $55$1 ($
$($$ 1 GF (' $/1#8? Y? ' j
$ 1 ?='$ $5M1 /$? $ 1 ?='$ $56 jY$ >$ $ 1 ? $ $5"()$ 0{ 1 `$ f1 ' ' j
f1 ' $ ? & ' 1 ? $$ $ ? jd#$ 8' L1 @$1 yz ' '(zy
1 GF ? d? ?Y 1 p? ? .& 'G4 $ 6
& '+$ 6
O
$ /1?
$ "/=' $5"()$ $5? #1 8' S6
$
? Y? f$ 'Zj' *D 5$@1 ' $56 +$ %
1 $> K $5"()$ .\ &- ' ,$ 6
Fvs' p6 >&$ 1 U& A#M$>$ d6 ? 1 YF )' $!' f1 ' 1 YF &#' H 1 & 1 ?$ f' ~
' 1 YF F>'?p& 1 ? f$ 'Zj
f1 $ & j
1 FY$351 $ K
f1 ' 1 YF &#$ E1 ?$ f' ~
' 1 YF F>$?. f$ 'Zj
f1 $ & j
1 YF $315$ $,"/=' .i $ v' s' p6 ,& 6
AQ4
' & $ j
jd=' 1 3' 1 ?='
.d? &,'jq
1 U& $ '?1 }F? 1 3& j$ @$$ f1 $ $ 1 U& 1 j$ >$ d6 ? 1 GF '
$#E1 =' ?$
&#U$ ?V$ 1 YF )' $!'
1. This Surah was revealed at a time when some Muslims kept secret relations with the pagans of Makkah who were
enemies of Islam. Allah has reproached them to avoid such relations. He has encouraged them to keep good relations
with those Non-Muslims who are not enemies of Islam.
T#
f,1T#
s(
-
]F )$ &
$ d? FFp>$ $ '
&5$ y f$ 'Zj
$3A? $ .& 'G4 $ 6
& '+$ 6
$ U& $ x' )1 zy
' $$ c '
$,$ "s
' $ ' j' _ $ "M$
' ' 'M$ ' d? F>'?p& f$ 'Zj
AQ4 ' & $ j
jd=' .d? F+$ 86 >$ K $
FFp>$ d6 ? ' j
$ 51 ' D@6p$ #$ M&Y? .d? F+$ 86 >$ K
F &)$ ~/? d? &,? +1 >$ 1 .? $ '5/$Fm1 >& $ ' P' 1 .? $ ' ' 1 p? ' $& ? ?. m6 ='$ .Ã X  $ db $5&( 1 3& "/}?Y? D8̈$
$ $#1 $ f& (1
$s' ? ?. m6 ='$ .i$ p' ' ?86
P$ 1 p? 6
'31 $ K & j
$ 1 3& ($F.F & j
Û ?
$2?
FS
$2 ",? ? 1 GF 1 ?=' ' j
' j
?=' ')$-/? f1 $ 2 f$ 1 ~)'
$4 $ 6 ' $ $#1 $ f& (1
$s' ? .? $,Y? ' j
)$ $-/?
/FY
&5$ y f$ 'Zj
$3A? $
&5$ y f$ 'Zj
$/1 "}?? *b 8? R'? c
1 #$ 8? Y? $ ;? 'R
$#1 =' '5($ f1 ' *b 8? R'? O
1 5$$ ¥y ? ' j
)& $-/? f& 4
1 /$ d? A)'
$4$ 6
? ?.
.f$ '#U' ?V
&4M$ 1 }?? 1 U' ~& $ ?$
1. In Arabic, when it is required to include incitement with love and affection in an advice, it is described in form of
*³E *,&. Although the sentence is descriptive but there is a clear advice with love and affection is it.
2. This term is used to describe the disciples (close companions) of Prophet Jesus Ps
]-
. In its literal
sense, it means the excited adherers of something. Prophet Muhammad
declared Zubair Ibn
A’wwam 5
:) as his )
T.
Do you know?
The Quranic Surahs are categorized in two types: Makki & Madani. The Surahs revealed before the
migration of the Prophet
from Makkah to Madinah are focused on the primary message of
Islam i.e. Oneness of God, Prophethood and the Hereafter. Answers are provided to the questions raised
by the Pagans.
The Surahs revealed after the migration, in addition to the primary message of Islam, also provide
detailed directives about the practical life. They provide answers to the questions raised by the Muslims
about their practical affairs. Makki Surahs address only two groups primarily: the Pagans and the
Muslims because these two groups were under discussion during the Makki life of the Prophet. The
Madani Surahs address four groups: the Muslims, the People of Book (i.e. Jews & Christians), the
Hypocrites and the Pagans. The style of expression in the Makki Surahs is more literary and persuasive
while that in the Madani Surahs is more descriptive. In the Makki Surahs, the Muslims are stirred up for
patience while in Madani Surahs, the Muslims are stirred up for fighting against the enemies of Islam
who were continuously attacking the Muslims.
T#
f,1T#
s( *+,È
]F )$ &
' ? +$ ($ 'Zj
$ U& .' 'G4 $ 6
' '+$ 6
' ApF 6
' ' ,$ 6
x' )1 zy
' $$ c '
$,$ "s
' $ ' j' _ & ~Ms $ &
;F M1 .? f1 '
/&?Y d6 ='$ *? ,$ G6 4
' 6
$ < $ $@G' 6
1 3& ,& k+$ &$ 1 3' kY$ &$ ' >'$ 1 3' 1 ? $ F@1 $ 1 3& 51 ' KD &)$ f$ 1 ~~z
Leave!
&)m? Books
D)?81 ? People of Book i.e.
illiterate Ishmaelite Arabs
So spread out!
&#r
' @$/? They adopted Judaism
&!$U He purifies them 1 3' kY$ &
They rushed
A8? /
So wish!
1"5,$ @$? The Book (i.e. the Divine
Law)
<
$ $@G' 6
T#
f,1T#
s( d? Fp' $5,& 6
]F )$ &
jd=' & 3$ r 1 $ & j
$ & F&#$ ? $ "/=' & ? +1 $ & j
$ ' j
F &#$ ? $ "/=' & 3$ r1 /$
F?. d? Fp' $5,& 6
$0y $
?m='
$ 'm? .d? F,$ +1 $
&/?Y $ 0y $ 1 3& "/=' ' j
;' 'M$ f1 $
A- $ ? *D "5& 1 3& /$$,1?
FZH$ ">
.d? &(m' ?G? i $ p' ' $5,& 6
A$ zy
"f$ #' H1 &? *' 5$',$ 6
?=' $5+1 $ )$ f1 '? d? FFp$ .d? &3p? 86 $ K i $ p' ' $5,& 6
"fG' ?$ x ' )1 zy
$ c '
$,$ "s
$,(' \
X M'E$ & j
$ $3F $ ? 0y $
?m=' Ds68/$ & j
#$ ~E$& f1 ?$ .i $4 ' '"-
f1 ' f1 YF ?$ u $ ""}?? Q { '#.? ;{ $ ?
.d? F,$ +1 >$
1. It is an indirect reproach to the Hypocrites.
2. It was a specific incident when A’bdullah Ibn Ubai (the chief of Hypocrites) said these words to charge up the
people of Madina against the immigrants. When it was reported to the Prophet, he denied it.
T#
f,1T#
s( f&($L@$
]F )$ &
$ U& .#X '.? 0{ 1 `$ k;YF ?$ $ U& $ & ,1 4 $ 6
& ?$ &6 ,& 6
& ? x
' )1 zy
' $$ c '
$,$ "s
' $ ' j' _ & ~Ms
$ &
x$ )1 zy
$ c '
$,$ "s
$ ? E$ .#X 1 -
' ($ d? F,$ +1 >$ $,(' & j
$ fX ' 1 & 1 GF 51 ' $ #X ' ?Y 1 GF 51 ,' ? 1 GF ?p? E$ 'Zj
$ 'm? ' ,1 %$ 6
P' 1 $' 1 GF +& ,$ %
1 $ P$ 1 $ .\
X M'E$ d? F,$ +1 >$ $,(' & j
$ $56$ /? 'Zj
)' A5
$ ' '&)$ $ ' j'(
&5' ¥?
$3@'4
1 >$ f1 ' '#% 1 >$ c { "5$ & 6 E' 1 &$ ' >'?~$ & 51 $ #1 k8G? & D4'$ ;6 ,$ +1 $$ ' j'( f1 ' 1 & f1 $ $ f' (&$L"@
P& 1 $
)' "5
<
& $4 1 ? $ '?1 F $5>'$¥'(
&(jZY? $
? ?Y f$ 'Zj
$ .& 'q+$ 6
2& 1 8? 6
$ 'm?
D$(? $3' f$ ''$E )& $3/1zy
.#& 1 -
' ,$ 6
w$ 6 ('$ $3' f$ ''$E
$ j
&+'?$ .X '$ 0{ 1 `$ k;GF (' & j
$ & M$6 .? ' 31 $ ' j'( f1 ' 1 & f1 $ $ ' j
d' m6 '(' jK=' *{ M$'-& f1 ' $<$? $
' j
?$ $ $ U& jK=' $ ?=' K & j
.i & M',& 6
Û
F $M6
$5'& )$ ?$ $,"/'? 1 @&1 j$ >$ d6 '? ? &"#
&+'?$
d6 ='$ 1 U& &)Z? T1 ? 1 GF ?
D& $ 1 YF !' K1?$ 1GF '
$21 ? 1 f1 ' jd='
&5$ f$ 'Zj
$3A? $ .d? &5' 1 ,& 6
;6 jY$ @$$6 ?
#X 1 ? & $ 51 ' & j
$ *b 5$@1 ' 1 YF !& K1?$ 1 GF F
$1? $,"/=' .X 'T)$ )X F8S? $ j
jd'?
' L1 >$$
&48? - 1 >$$
F8+1 >$
' s
' 86 /$ "_`& u $ & f1 $ $ 1 GF s ' 8F /1zy
D#1E$
Fp8' /?$
&+'?$
&+,$ 1
$ 1 @&+1 v? @$1
$ $ j
Fp">? .X 'q$
.X 'T$ )X FG`$ & j
$ 1 GF ? #1 8' L1 $$ 1 GF ? & 86 ' $& D5$sT$ D:1#.? $ j
&:#' p6 >& d6 =' .d? &4' 86 ,& 6
1 U& $ '?1 }F?
.& 'G4 $ 6
& '+$ 6
]' !$ $3"r
$ Q' 1 L$ 6
& '$
1. Here, the word f is used in meaning of ‘some’. It is called *+M> f.
T#
f,1T#
s( uv
]F )$ &
"fU& &#' H 1 >& K 1 GF "()$ $ j
Fp">
$ ]? "+' 6
&-T1 ?$ "f3' >'"+' ' "fU& Fpkv? ? 0y $s~5
1 @&p6 j?
?m=' AM'"5
3
1 p? ? ' j
!$ &T& "+$ @$$ f1 $ $ ' j
!& &T& $ 6 >'$ *{ $5~M$& *{ r
$ T' ?8(' i $ >'}6 $ d6 ? jK=' f$ 1 #& H
1 $ K$ "f3' >'&(& f1 '
1 ? { &#+1 ,$ (' "fU& FGs ' 1 }?? "f3& ? $ ? f$ L1 ? ($
?m'? .
D#1? $ 'm? $ +1 ($ ¢F ' 4 1 & $ j
j;+$ ? ')1 >$ K & s $ 86 /$ $ ? V?
f& ' 1 & d? ?Y f1 $ ' ('
F $ & 1 GF 'm? ' j' ]? !$ $3"r
&,'.?$ 1 GF 51 ' { 1 $ $m?
&3' `1 ?$ { &#+1 ,$ (' "fU& F.)' ?
;6 jY$ @$$ f1 $ $ Q & s ' @$4
1 $ K F 1 T$ f1 ' & .6 2& 1#$$ .D$#H 1 $ & ? ;6 +$ %
1 $ $ j
' "@$ f1 $ $ #' E'
P' 1 $6
$ ' j'(
.
D)1.? 0{ 1 `$ k;GF ' & j
;? +$ $ 1 .? ' #' 1 ? nF '$( $ j
jd=' & M&s1 T$ $ 3& ? 'j
?$
f$ 1 4 ' $ 1 ? 'Rj
$ #{ 3& `1 ? *F ?? "f3& >&"+' ? 1 @&M1 >$)1
d6 =' 1 GF R'$s/' f1 ' ' '4,$ 6
f1 ' f$ s 1 '$ 'Rj
$
' j
#& 1 ?
$ 'm? .
D#1s& ' #' 1 ? f1 ' & ? ;6 +$ %
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T#
f,1T#
s( 1 1#' 4$@
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& j
x
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1. This Surah was revealed in order to purify the family of the Prophet. The wives of the Prophet are taught how to
deal with Allah’s Messenger
.
2. The Prophet decided to not use honey due to desire of one of his wives. Allah has asked the reason from the
Prophet for that. It is an indirect reproach to the attitude of his wife.
3. It is an indirect rebuke to the attitude of those who do not try to protect the moral character of their families.
Explanation Word Explanation Word Explanation Word
Protect
F. That He change for
him
& ?' M1 & d6 ? Declaring something
unlawful
1#' 4$@
Its fuel $U!& F.$ Those who work hard Making something
*? j4
' >$
in worships of
c
{ $4R'$ lawful
á
b 'S "#$ ?
seclusion e.g. fasting,
Hard sitting in Mosque etc. He talked secretly
Harsh !X
$`' Married (divorced or
widowed)
c
{ $M~? It inclined towards O
1 L$
$
Don’t put an excuse
&)Z' @$+1 >$ K Virgin
D)?G(1? If both of you made a
group against him
$#U$ ?q>$
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?='
&(&>
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f$ 1 ($ $+s 1 $ 1 U& )& &/ & +$ $
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{ "5$
AM'"5
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$ $/)$ &/ $5? 1 ,' >1? $5"()$ d? FFp$ 1 3' /'$,1}?('$ 1 3' '1?
.\&- ' ,$ 6
w$ 6 ('$ & "53$ $ 1 U&
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6 F S6
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'$ a
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'
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1 5$-$ T1 ? '@j
d?
$#,1 ' O $ 5$(1
1$ $#1 $ $ .i$ ,' 'jq
P' 1 p? 6
f1 '
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1. Here the character of four women of ancient nations is described. The wives of the Prophet are asked to adopt the
character of Aasia, the wife of the Pharaoh and the Virgin Marry (the mother of Jesus), and to avoid the character of
the wives of Prophet Noah & Lot Ps
]-
,3.
Do you know?
A large number of disciplines were invented by the Muslims to serve the Quran.
They include: NdM
N456
N#-
N\s8@
N\s8@
PG
Np8
N'/+,6
etc.
She protected O
1 5$-
$ T1 ? Both of them were not
satisfied
$5'L1 & 1 ? Being sincere DT&-/$
Her chastity $3$ #1 ? Protect me! '5~%/$ Make it perfect for us $5? 1 ,' >1?
We breathed out spirit ' ' $5H
1 8? /$ Both of them betrayed
both of them
$,U& $@/$$E
In Level 4, you have completed the Intermediate Level of the Arabic language. Now you can read the
Quran, Hadith and Islamic literature. Your vocabulary is enough to read in Arabic but you’ll need a
dictionary to look at the meaning of any new word.
At next level, you will start the Advanced Arabic. You will study advanced concepts of *SM
at
Level 5 which will help you in fine tuning your linguistic skills. Some highlights are as follows:
Worth Reading
Personality Development Program. A series of articles at
http://www.mubashirnazir.org/PD/Personalityenglish.htm
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