DREAM 2020

Dream Reader
Ustadh Nouman Ali Khan

😉😉

0
 ﷽
Dream SARF Day 37
Bayyinah Arabic Reader : Chapter 1 pg: 1-2 [t=38:01-52:00]

Dream SARF Day 39

Bayyinah Arabic Reader : Chapter 1 pg: 3-4 [t=50:05-1:08:25]

Dream SARF Day 40

Bayyinah Arabic Reader : Chapter 1 pg: 5-7 [t=1:01:22-1:06:00]

Dream SARF Day 41

Bayyinah Arabic Reader : Chapter 2 pg: 8-10 [t=32:00-54:22]

Dream SARF Day 42

ۡ َ َ َ ۡ َ َٔ
Bayyinah Arabic Reader : Chapter 2 pg: 11-14 [t=41:55-1:05:40]
‫ اليس كزل ِك‬: Isn’t it (true)….?
Dream SARF Day 45
Bayyinah Arabic Reader : Chapter 3 pg: 15 [t=02:15-53:52]

Dream SARF Day 48

Bayyinah Arabic Reader : Chapter 3 pg: 16-17 [t=51:55-1:08:20]

Dream SARF Day 54

Bayyinah Arabic Reader :
Nahw & Sarf breakdown of 2 Ayah in Chapter 3 pg: 19 [t=04:37-18:36]
Chapter 4 pg: 20-21 [t=18:37-1:00:42]

Dream SARF Day 55

Homework: Every Monday, mastery on Bayyinah Arabic Reader will be tested (study up to
Chapter 4)

Dream SARF Day 56

‫( ياء النسبة‬The ‫ ي‬of Attribution)
Bayyinah Arabic Reader : Chapter 4 pg: 24 [t=21:00-46:55]

I am from New York vs. I am a New Yorker

ُ
Places (Noun)
(usually Partly Flex); ‫أنا م ِۡن نيو يُ ۡورك‬
Ending vowel (Non Flex) I am from New York
ٌّ ‫أنا نُيو يُ ۡو‬ ٌ ُ
Adjective �‫ر‬ِ ‫أنا نيو يُ ۡور� َِّية‬
(becomes Fully Flex) I am a New Yorker I am a New Yorker
(Male) (Female)

1
 Dream Sarf Day 74

َ ََ
[t=22:19-57:53]
ُ‫اد يُر ۡ�د‬
ِ ‫ أر‬: to want
Questions Answer

�ۡ َ‫� ُ� َعلّ ِ ُم ۡون‬

They don’t teach me. ِ
ُۡ َ َ
I helped them. ‫�� ُه ۡم‬ ‫ن‬
ۡ َ‫ يا َم ۡر َ� ُم � َ� ۡن َقل‬/ ‫� يا َم ۡر َ� ُم‬
� ۡ َ‫� َ� ۡن َقل‬
Mariam! Don’t turn around!
ِ ِ
ُ َ
She will not struggle against you ‫ل ۡن �اه َِد َك‬
(All of you) Ask forgiveness of Allah
َ ّٰ ‫ا ِۡس َت ۡغ َف ُر ۡوا‬
�‫ا‬
Open the door, ya Ahmad!
َ‫� ُد ا ِ ۡ� َتحِ ا�َاب‬ َ ۡ َ‫يا أ‬

Ahmad & Mariam, don’t surrender!

َ‫� ُد َو َم ۡر َ� ُم � � ُ ۡسل ِما‬ َ ۡ َ‫يا أ‬
ٌ َ َ َ َ َّ َ َ َ ۡ َ ُ ۡ ُ
I want to learn Arabic ‫أرِ�د أن ��علم العر�ِية‬
ً‫� ًء َجدِيۡدا‬ ۡ َ ‫� ۡم‬ ُ َ ََُۡ ۡ َ ُ ۡ ُ
I want to say something to all of you ‫أرِ�د أن أقول ل‬
َّ َ ُ ۡ َ ُ ۡ ُ
I want to pray �ِ ‫أرِ�د أن أص‬
ُّ َ َّ َّ ُ َ ۡ َ ُ ۡ ُ
I want to do Hajj ‫َحخ �ُخ‬ ‫أرِ�د أن أحخ‬
ً‫� ًء َجدِيۡدا‬ ۡ َ ‫ك‬ َ ََّ ُ َۡ ُۡ ُ
I want to teach you something new ‫أرِ�د أن أعل ِم‬
ً‫� ًء َجدِيۡدا‬ ۡ َ ‫ك‬ َ ۡ َ َّ َ َ َ ۡ َ ُ ۡ ُ
I want to learn something new from you ‫أرِ�د أن ��علم مِن‬
� ۡ ‫َ� َع َّل ُم ۡوا م ِۡن‬
(All you) learn from me! ِ
َۡ
He accepted Islam yesterday َۡ ََ َۡ
ۡ(�‫م‬ ۡ�‫م‬ ِ �ِ‫أسلم ب‬
ِ �ِ‫ ب‬: yesterday)
َ ۡ ً ۡ َ ً َ ُ ۡ ُ َ َ َّ َ
Ustadh taught us something new ۡ�‫م‬
ِ �ِ‫�ء جدِيدا ب‬ ۡ ‫علمن ا�ستاذ‬
yesterday
Assignment : Refer Day 75 : Review Assignment [t=57:54-1:00:32]

2
 Dream Sarf Day 75
Review Assignment
Questions Answer
َُ ََ َ َ‫� تَت‬
1. Don’t ask each other ‫ساء� � تتساءلوا‬
َۡ
2. Both of you! Turn around! ‫ا ِ�قل ِبا‬
ۡ َ َ َۡ ۡ َ ُ ّ ُّ َ َ ۡ َ
3. The students asked for forgiveness
yesterday after class ‫ا ِستغفر الط�ب با�م ِس �عد الفص ِل‬
َ َ
4. We struggled against the devil ‫جاه ۡدنا الشيطان‬
ّٰ ۡ ُ ََۡ َۡ َ ۡ ُۡ ُ
5. They want to come close to Allah
Action needs To - HOJ ila/li ِ�‫��وا إِ� ا‬ ِ ‫ي ِر�دون أن �ق‬
ّٰ َ َ
ِ�‫ يُ ِر ۡ� ُد ۡون ق ِر ۡ� ًبا إِ� ا‬X
This is WRONG
>> Ism Sifah, close (missing harf)

Basic Concept of using either Tanween or AL

A noun with “a” >> Tanween
A nound with “the” >> AL
A noun with neither “a” nor “the” >> AL

Questions
Jenan came to Ustadh Nouman and said, I want to learn Arabic from you.

َ ۡ َ َّ َ َ ۡ َ َّ َ َ َ ۡ َ ُ ۡ ُ َ ُ َ ۡ ُ َ ُ ُ
Ustadh said, pray 2 rak’ahs, slaughter a cow, then return to me.

‫جاء جنان ا�ستاذ �عمان وقال أرِ�د ان ��علم العر�ِية مِنك‬ َ

َّ�َ ِ ‫ج ۡع إ‬ ۡ َََۡ َۡ ّ َ ُ ُ َ
ۡ‫وا�َ ۡر َ� َق َرةً ُ� َّم ار‬
ِ �‫قال ا�ستاذ ص ِل ر�عت‬
1. We learned something new َ ‫ِيدا ا�َ ۡو‬
‫م‬ ً ‫ئ َجد‬ً ‫َ� َعلَ ۡم َنا َش ۡي‬
today.
ُ ُۡ َّ
2. Ustadh taught us. ‫َعل َمنا ا�ستاذ‬
ۡ َ َ ُ ُ َ ۡ َ ََ َ
3. Ahmad asked 2 questions �
ِ ‫سأل أ�د سؤال‬
4. Shifza was quiet (‫)سكت‬
َ َ َ ‫زى‬ ٰ ‫ت ش ِۡف‬ ۡ ‫ك َت‬َ َ
‫س‬
5. Mariam wanted to hit Ahmad ُ َ ۡ
ُ
ٰ َ ۡ َ َََۡ َ ۡ َ َۡ ََُۡ ۡ َ ََ
but ustadh forbade her.
‫�ن نهٮها ا�ذتاذ‬ ِ ‫�ب أ�د ول‬ ِ ‫أرادت مر�م أن ت‬
ۡ َ ٌ َّ َ ُ ۡ ُ َ َ َ
6. Jawaad wanted to help the
remainder of the students ّ ُّ َ َ ُ
‫ب‬
ِ �‫با� الط‬ ِ ‫أراد ا�ستاذ جود أن �ساعِد‬
(remainder : �‫)با‬

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 Dream Reader Day 1
Sentence Formation
15 October 2021

Practice orally conjugating all pronouns using the following words

ّ ُ
He is a teacher* ‫ه َو ُم َعل ِ ٌم‬
ّ َّ
Certainly he is a teacher* ‫إِن ُه ُم َعل ِ ٌم‬
ّ َ
However he is a teacher* ‫لك َِّن ُه ُم َعل ِ ٌم‬
ّ َ
He is not a teacher* ‫ل ۡي َس ُم َعل ِ ًما‬
ّ َ
He was a teacher* ‫�ن ُم َعل ِ ًما‬
*Change the Ism accordingly.

Dream Reader Day 2 & 5

Sentence Formation Practice

Orally conjugate using the correct Ismul Isyarah & question word.
Who is this?
What are these?

*Sidenote
• When you don’t know the gender of the pointed object
• >> use Masculine version.
• Non-Human Plural, NHP
• >> use singular Feminine (1F)

Ism Faa’il of Mujarrad

>> When used as a K, Khabar, it can mean -ing (K)
Example:
‫ فات ٌِح‬: Opener (Ism Faa’il) or Opening (K)
>> When used as a K, Khabar, it can mean Opening.

‫ َجال ٌِس‬: Sitter or Sitting (K)

ُ
‫ ه َو َجال ٌِس‬: He is sitting
M K

Assignment : Surah Al-Kafirun for coming Monday

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 Sentence Formation

R2 [t=25:30-48:30]
R5 [t=0:32-05:45, 08:10-14:05, 15:58-51:15]

Huwa Pronoun Antum Pronoun Outside Ism/Faa’il

َۡ ُ ُۡ
Jumlah Ismiyyah
ُ َ ُۡ ۡ ُ
He is listening ‫ه َو سام ٌِع‬ All of you are
listening ‫��تم سامِعون‬ Ustadh is listening
ٌ‫تاذ سامِع‬ ‫ا�س‬
َ َ ۡ ِ‫ل َ ۡس ُت ۡم سا ِمع‬ ُ ُۡ َ
‫ل ۡي َس سام ًِعا‬ � ً‫تاذ سامِعا‬ ‫ل ۡي َس ا�س‬
َ َ ۡ ِ‫ل َ ۡس ُت ۡم �سا ِمع‬ ُ ُۡ َ
‫ل ۡيس �ِسام ٍِع‬ All of you are � ِ ‫� ِسام ٍِع ل ۡي َس ا�ستاذ‬
ً‫ما َ� ۡ� ُت ۡم سامِعا‬ ُ ُۡ
He is not listening Ustadh is not
ُ not listening
‫ما ه َو سام ًِعا‬ ً‫تاذ سامِعا‬
(4) listening. (4)
(4) ‫ما ا�س‬
ُ ۡ ُ َۡ ُ ُۡ
‫ما ه َو �ِسام ٍِع‬ ‫ما ��تم �ِسام ٍِع‬ ‫ما ا�ستاذ �ِسام ٍِع‬
َّ َ ُ َّ ُ ۡ ُ َّ
For sure,
listening
he is
‫إِن ُه سام ٌِع‬ For sure, you
are listening
‫إِن� ۡم سام ُِع ۡون‬ Ustadh
ٌ‫تاذ سامِع‬ ‫إِن ا�س‬
َ َ ۡ ِ‫ُك ۡن ُت ۡم سا ِمع‬ ُ ُۡ َ
He was listening ‫�ن سام ًِعا‬ You were
listening � Ustadh was
listening
ً‫تاذ سامِعا‬ ‫�ن ا�س‬
ُ َ َ ۡ ِ‫� ُن ۡوا سا ِمع‬ ُ َ َۡ ُ ُۡ ُ َ
He was not ‫ل ۡم يَ� ۡن سام ًِعا‬ � ‫لم ت‬ ً‫تاذ سامِعا‬ ‫ل ۡم يَ� ِن ا�س‬
ُ ُۡ َ
listening You were not Ustadh was not
(2-Normal & َ
‫ما �ن سا ِم ًعا‬
listening
�َ ۡ ِ‫ما ُك ۡن ُت ۡم سا ِمع‬ listening ً‫تاذ سامِعا‬ ‫ما �ن ا�س‬
Refutation)
ُ ُ َ ۡ ِ‫� ُن ۡو َن سا ِمع‬ ُ َ ُ ُۡ ُ ۡ ُ َ
‫� يَ� ۡون سا ِم ًعا‬ � ‫�ت‬ ً‫تاذ سا ِمعا‬ ‫� ي�ون ا�س‬
ُ ُۡ َ ۡ ُ َ َۡ
َ ُ َ ُ َ َۡ
َ ۡ ِ‫� ُن ۡوا سا ِمع‬ ‫لن ي�ون ا�ستاذ‬
‫**ل ۡن يَ� ۡون سا ِم ًعا‬
He will not be
listening You will not
� ‫**لن ت‬ Ustadh will not be
‫**سا ِم ًعا‬
be listening listening
(stronger)**

ُ ُ َ ۡ ِ‫� ُن ۡو َن سا ِمع‬
ُ َ ُ ُۡ ُ ۡ ُ َ
‫ما يَ� ۡون سا ِم ًعا‬ � ‫ما ت‬ ً‫تاذ سا ِمعا‬ ‫ما ي�ون ا�س‬
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 Huwa Pronoun Antum Pronoun Outside Ism/Faa’il

ُ ُۡ َ
Jumlah Fi’liyyah
He listened
R5 [t=25:57-31:14] ‫سام َِع‬ You listened ‫سام ِۡع ُت ۡم‬ Ustadh listened ‫سامِع ا�ستاذ‬
َ َ ُ ُۡ ُ َ َۡ
He listens
R5 [t=31:15-34:10] ‫� َ ۡس َم ُع‬ You listen ‫� ۡس َم ُع ۡون‬ Ustadh listens ‫�سمع ا�ستاذ‬
َ َ ُ ُۡ ُ َ َۡ
‫� � َ ۡس َم ُع‬ ‫� � ۡس َم ُع ۡون‬
He doesn’t listen
(no difference in MSA & ‫� �سمع ا�ستاذ‬
ُ ُۡ ُ َ َۡ
You don’t Ustadh doesn’t
َ َ
‫ما � َ ۡس َم ُع‬ ‫ما � ۡس َم ُع ۡون‬
Normal Negation &
listen listen
Refutation in CA)
R5 [t=34:12-35:17]
‫ما �سمع ا�ستاذ‬
َ َ َ ُ ُۡ َ َۡ َۡ
He didn’t listen ‫ل ۡم � َ ۡس َم ۡع‬ ‫ل ۡم � ۡس َم ُع ۡوا‬ ‫لم �سمعِ ا�ستاذ‬
ُ ُۡ َ
(2- Normal & You didn’t Ustadh didn’t
‫ما سام َِع‬ ‫ما سام ِۡع ُت ۡم‬
Stronger) listen listen
R5 [t=35:18-37:45] ‫ما سامِع ا�ستاذ‬
َ َ َ ُ ُۡ َ َ َۡ َۡ
He will not listen
R5 [t=37:47-43:30]
‫ل ۡن � َ ۡس َم َع‬ You will not
listen
‫ل ۡن � ۡس َم ُع ۡوا‬ Ustadh will not
listen
‫لن �سمع ا�ستاذ‬
ُ ُۡ ُ َ َۡ َ
Jumlah Ismiyyah

‫�ن �سمع ا�ستاذ‬

َ َ َ ُ
He used to listen
‫�ن � َ ۡس َم ُع‬ You used to
‫ك ۡن ُت ۡم � ۡس َم ُع ۡون‬ Ustadh used to
or
ُ
R5 [t=44:25-46:03] listen listen
ۡ َ ُ
ُ‫ا� ۡستاذ �س َمع‬ ‫�ن‬
He would never be
one to listen
َ‫�ن َ ُ� أَ ۡن � َ ۡس َمع‬
َ
‫ما‬
You would
never be one
ۡ‫� ۡم أَ ۡن � َ ۡس َم ُعوا‬
ُ َ َ
‫ما �ن ل‬
Ustadh would
never be one to
َ‫�ن ل ِ ۡ�ُ ۡستاذِ أَ ۡن � َ ۡس َمع‬
َ
‫ما‬
R5 [t=46:04-51:15] to listen listen

*Remember ‫ ما‬Nafia’ in JI, makes the K in Nasb form. Example: Surah Mujadila [58:2]
َ
**Classical Arabic, CA - � + Mudare’ was frequently used for the future. While ‫ ل ۡن‬: never is used for stronger negation of future. Reading of this
sentence in Quran applies tajweed while in modern spoken Arabic, tajweed doesn’t apply.

R2 : Assignment : Surah Al-Kafirun for coming Monday

R5 : Assignment : make a Sentence Formation as above for the word TEACHING (He, Mariam & I)

6
 Dream Reader Day 3 & 4
Review Assignment : Surah Al-Kafirun (109) Breakdown Pt.1 & 2
Refer Dream Sarf notes for Surah Analysis.

Dream Reader Day 6

Sentence Formation Practice Pt. 2

MSA vs. CA [t=0:24-08:45]

ٌ
Ism Faa’il of 6 Small Families (Rhymes with ‫فاعِل‬ ‫)اسم‬
ٌ ‫حاس‬
‫ِب‬ ‫ضارِ ٌب‬ ‫سام ٌِع‬ ‫فات ِ ٌح‬ ٌ ِ
�‫نا‬
-ER/-ING (Khabar) in MSA & CA

Ism Faa’il of 8 Big Families ِ‫مـ‬

ُ
َ ۡ َُۡ ٌ َ ّ ّ ُ
‫ُم ۡنقل ٌِب‬ ‫ُم ۡس َتغفِ ٌر‬ ‫� ٌب‬
ِ ‫مق‬ ‫ُمتساءِل‬ ‫ُم َت َعل ِ ٌم‬ ‫ُم َعل ِ ٌم‬ ‫�اه ٌِد‬ ‫ُم ۡسل ِ ٌم‬
-ER in MSA & CA
-ING in CA only.
>> Therefore the Assignment makes sense for CA only.
Example:
ّ ُ
‫ ه َو ُم َعل ِ ٌم‬: He is a teacher (MSA); He is a teacher/teaching (CA)
ّ
‫ ُ� َعل ِ ُم‬: He teaches / is teaching (MSA); (usually use Fi’l)
MSA: Modern Standard Arabic
CA : Classical Arabic

7
 ‫‪Sentence Formation‬‬

‫‪R6 Huwa [t=08:47-25:58]; Mariam [t=25:58-45:40]; Ana‬‬

‫‪CA‬‬
‫‪Sentence‬‬ ‫‪MSA‬‬
‫‪Outside Ism/Faa’il‬‬
‫)‪(Huwa‬‬ ‫)‪(Huwa | Mariam‬‬ ‫‪Huwa‬‬ ‫‪Ana‬‬
‫)‪(Mariam‬‬
‫]‪Jumlah Ismiyyah R6 Huwa [t=08:47-21:00‬‬
‫ّ‬ ‫ّ‬ ‫ُ‬ ‫ّ ٌ‬
‫‪He is teaching‬‬ ‫ُ� َعل ِ ُم‬ ‫ه َو ُم َعل ِ ٌم‬ ‫َم ۡر َ� ُم ُم َعل ِ َمة‬
‫ّ‬ ‫َ‬ ‫ّ ً‬ ‫لَ ۡي َس ۡ‬
‫ل ۡي َس ُم َعل ِ ًما‬ ‫ت َم ۡر َ� ُم ُم َعل ِ َمة‬
‫َۡ َ ُ َّ‬ ‫ت َم ۡر َ� ُم ب ُم َعلّ ِم ٍةَ‬ ‫لَ ۡي َس ۡ‬
‫ليس ب ِمعل ِ ٍ�‬ ‫ِ‬
‫� ُ� َعلّ ِمُ‬
‫ما ُه َو ُم َعلّ ِماً‬ ‫ََُۡ ُ ًََّ‬
‫)‪He is not teaching (4‬‬
‫ما مر�م معل ِمة‬
‫َُ َُّ‬ ‫ما َم ۡر َ� ُم ب ُم َعلّ ِم ٍةَ‬
‫ما هو ب ِمعل ِ ٍ�‬ ‫ِ‬
‫إنَّ ُه ُ� َعلّ ِمُ‬ ‫إِنَّ ُه ُم َعلّ ِمٌ‬ ‫َّ َ ۡ َ َ ُ َ ّ َ ٌ‬
‫إِن مر�م معل ِمة‬
‫‪For sure, he is teaching‬‬ ‫ِ‬
‫‪He was teaching‬‬
‫�ن ُ� َعلّ ِمُ‬‫َ‬ ‫�ن ُم َعلّ ِماً‬ ‫َ‬ ‫َ ۡ ََُۡ ُ ًََّ‬
‫�نت مر�م معل ِمة‬
‫ّ‬ ‫َ‬ ‫ّ‬ ‫ُ‬ ‫َ‬ ‫ّ ً‬ ‫َ َ ُ‬
‫‪He was not teaching‬‬
‫ل ۡم ُ� َعل ِ ۡم‬ ‫ل ۡم يَ� ۡن ُم َعل ِ ًما‬ ‫ل ۡم ت� ۡن َم ۡر َ� ُم ُم َعل ِ َمة‬
‫َّ‬ ‫َ ّ‬ ‫َ ّ‬
‫ما َعل َم‬ ‫ما �ن ُم َعل ِ ًما‬ ‫ما �ن ُم َعل ِ ًما‬
‫)‪(2-Normal & Refutation‬‬

‫َ َ ُ‬
‫� ۡو ُن ُم َعلّ ِماً‬ ‫َ َ ُ ۡ ُ ََُۡ ُ ًََّ‬
‫�ي‬ ‫� ت�ون مر�م معل ِمة‬
‫ّ‬ ‫َ‬ ‫ُ َ ّ‬ ‫َ‬ ‫ّ ً‬ ‫َ َ ُ َ‬
‫‪He will not be teaching‬‬
‫*)‪(stronger‬‬
‫ل ۡن ُ� َعل ِ َم‬ ‫*ل ۡن يَ� ۡون ُم َعل ِ ًما‬ ‫*ل ۡن ت� ۡون َم ۡر َ� ُم ُم َعل ِ َمة‬
‫ُ ُ ّ‬ ‫ّ ً‬ ‫َ ُ ُ‬
‫ما يَ� ۡون ُم َعل ِ ًما‬ ‫ما ت� ۡون َم ۡر َ� ُم ُم َعل ِ َمة‬
‫‪8‬‬
 CA
Sentence MSA
Outside Ism/Faa’il
(Huwa) (Huwa | Mariam) Huwa Ana
(Mariam)
Jumlah Fi’liyyah R6 Huwa [t=21:00-25:58]
َ‫| َع َّلم‬
َ‫َع َّلم‬ ۡ ‫ َع َّل َم‬#
ُ‫ت َم ۡر َ�م‬
He taught
ُ‫ت َم ۡر َ�م‬ ۡ ‫ت = َع َّل َم‬ ۡ ‫^ َم ۡر َ� ُم َع َّل َم‬
ُ‫| ُ� َعلّ ِم‬
ُ‫ُ� َعلّ ِم‬ ُ‫ُ� َعلّ ِ ُم َم ۡر َ�م‬
He teaches ّ ُ ّ ُ
‫^ َم ۡر َ� ُم � َعل ِ ُم = � َعل ِ ُم َم ۡر َ� ُم‬
ُ‫َ� ُ� َعلّ ِم‬ ُ‫َ� ُ� َعلّ ِ ُم َم ۡر َ�م‬
He doesn’t teach ُ‫َ� ُ� َعلّ ِم‬
(2-Normal & Refutation*) ُ‫*ما ُ� َعلّ ِم‬ ُ‫*ما ُ� َعلّ ِ ُم َم ۡر َ�م‬
ۡ‫ل َ ۡم ُ� َعلّ ِم‬ ۡ‫ل َ ۡم ُ� َعلّ ِم‬ ُ‫ل َ ۡم ُ� َعلّ ِ ۡم َم ۡر َ�م‬
He didn’t teach
(2- Normal & Stronger*) َ‫ما َع َّلم‬ َ‫*ما َع َّلم‬ ُ‫ت َم ۡر َ�م‬ ۡ ‫*ما َع َّل َم‬
ّ َ ّ َ ّ ُ َ
He will not teach ‫ل ۡن ُ� َعل ِ َم‬ ‫ل ۡن ُ� َعل ِ َم‬ ‫ل ۡن � َعل ِ ُم َم ۡر َ� ُم‬
Jumlah Ismiyyah [t=45:52-51:30]
ّ َ ّ َ ّ ُ ۡ َ‫�ن‬
He used to teach ‫�ن ُ� َعل ِ ُم‬ ‫�ن ُ� َعل ِ ُم‬ ‫ت َم ۡر َ� ُم � َعل ِ ُم‬
He would never be one to َ‫�ن َ ُ� أَ ۡن ُ� َعلّ ِم‬
َ
‫ما‬ َ‫�ن َ ُ� أَ ۡن ُ� َعلّ ِم‬ َ َ‫�ن ل ِ َم ۡر َ� َم أَ ۡن ُ� َعلّ ِم‬
َ
teach / It isnt appropriate ‫ما‬ ‫ما‬
for him to teach M MBK
ّ َ
He would never be one to
- ‫ما �ن ِ�ُ َعل ِ َم‬
teach (Exclusive)
MBK M

9
Remember
ّ ُ َ ُ ۡ ‫ت = َع َّل َم‬ ۡ ‫ َم ۡر َ� ُم َع َّل َم‬: Mariam taught;
1. ‫ ه َو ُم َعل ِ ٌم‬: He is.. ‫ ل ۡي َس‬/ ‫ ما ه َو‬: He is not.. 4. ^MSA >> ‫ت َم ۡر َ� ُم‬
ّ َ ُ َ َ ّ ُ ّ ُ
‫ �ن ُم َعل ِ ًما‬: He was.. ‫ ل ۡم يَ� ۡن‬/ ‫ ما �ن‬: He was not.. ‫ َم ۡر َ� ُم � َعل ِ ُم = � َعل ِ ُم َم ۡر َ� ُم‬: Mariam teaches;
*Stronger Nagation ONLY applies for CA (versatile) ۡ َ َّ َ ُ َ ۡ َ
#CA >> ‫ مر�م علمت‬: It was in fact Mariam, she taught!
2.
َ 5.
3. ‫ �ن‬+ Mudare’ : He used to..
Student’s Question [t=45:52-51:30]
In MSA, ‫ ما‬Nafia is also used in JI for Negation

ُ
‫ ه َو َجال ٌِس‬: He is sitting
ُ ُ َ َ
ً
‫جالسا | ما ه َو ِ�ال ٍِس‬ ‫ل ۡي َس جال ًسا | ل ۡي َس ِ�ال ِ ٍس | ما ه َو‬
In CA has different meaning while in MSA it gives the same meaning.

Assignment : Surah An-Nasr [110:1-3]

10
 Dream Reader Day 7
Bayyinah Arabic Reader: Chapter 2

Student’s Question [t=01:50-11:53]

Surah Maryam [19:9]
ٗۡ َ ُ َ َ ُ َ َ ۡ َ َ َ ٞ ّ َ َّ َ َ َ ُ َ ُّ َ َ َ َ ٰ َ َ َ َ
ٔ ‫� َوق ۡد خلق ُتك مِن � ۡبل َول ۡم تك ش‬
"‫�ا‬ ِ ‫قال "ك�ل ِك قال ر�ك هو � ه‬
K MBK M
«[An angel] said, "Thus [it will be]; your Lord says, 'It is easy for Me, for I created you before,
while you were nothing.' "»

He said like that (that’s how it’s gonna be) “Your Master said its easy task (not a burden)
especially for me while already I created you from much before while you werent even
anything”

ُ ۡ ُ َ َ ُ ُ ۡ ُ َ َ َۡ
MBK Muqaddam >> especially for me
‫�نت ت�ون ;هو ي�ون‬
ُ ۡ ُ َ َ
There are 2 versions of Lightest Yakoonu (‫ ن‬is removed only for ‫ي�ون‬ ‫)�ن‬
ُ َ َ
‫ ل ۡم ت� ۡن‬: you were not
ُ َ َۡ
‫ لم تك‬: you were not even (Stronger Negation)
Zulkarnian (as) thought it was impossible for him to have a baby but Allah reminded him on how
He created him from nothing.

Bayyinah Arabic Reader

Chapter 1 Drill 7 pg: 7 [t=11:55-40:46]

Chapter 2 pg: 8 [t=40:47-51:05]

Assignment : Review Drill 4 & 5 & translate Drill 6 (pg.13-14)

Dream Reader Day 8

Surah An-Nasr (110) Breakdown
Refer Dream Sarf notes for Surah Analysis.

Dream Reader Day 9

Bayyinah Arabic Reader : Chapter 3

Chapter 3 pg: 15 [t=0:30-29:36]

Chapter 3 Drill 2 pg: 18 [t=29:53-39:30]

Assignment : Ustadh Jawaad will prepare translation drills.

Chapter 3 Drill 3 pg: 18 [t=42:10-48:35]

11
 Dream Reader Day 10
Bayyinah Arabic Reader : Chapter 4
Chapter 4 pg: 20 [t=01:00-58:50]

Dream Reader Day 11

Bayyinah Arabic Reader : Chapter 4 ‫ ياء النسبة‬Practice
Chapter 4 Drill 3 :Transformation Drills pg: 24 [t=03:00-28:15]

Chapter 4 Drill 4 : Conversation pg: 25 [t=28:16-33:59]

Chapter 4 Drill 5 : Quran pg: 25 [t=34:00-46:05]

Different usage of M+MI:

1. Meaning of between Mudaf and Mudaf Ilaih
2. Sounds like Moswoof Sifah in meaning
3. When Mudaf acts like a Fi’l, MI can act like a M.Bihi.

Surah Al-Anbiya [21:35]

َ ُ َ ٗ
٣٥ ‫� ف ِۡت َنة ۖ��ۡ َنا ت ۡر َج ُعون‬ َ ۡ ‫ٱل� َو‬
ۡ �‫ٱ‬ ُ ُ َۡ َ ۡ َۡ ُ َ َٓ
ّ َّ ‫و�م ب‬ ‫ل‬ ‫ب‬ � ‫و‬ ‫ت‬ ‫و‬‫م‬ ‫ٱل‬ ‫ة‬ ‫ق‬ � ‫ا‬‫ذ‬ ‫س‬
ۡ َ ُّ ُ
ِ ِ ِ � ِ ِ ٖ ��
‫ف‬
K M
Every soul (person) will taste death / Every soul (person) is a taster of death

Death here is in the Past because:

1. Death is already determined (guaranteed future bcoz it’s a done deal)
2. We taste death every night.
3. In the presence of Allah we have already experienced death once before where Allah took a
promise from us and He brought us back to life.

>> Taster is part of who we are (component of our identity) just like tasting of death is made a
part of our being.
When Mudaf acts like Fi’l, MI then acts like a M.Bihi in meaning. Example:

He tasted death
F M.Bihi

He killed an animal He is the killer of an animal

F M.Bihi M=act like Fi’l MI=M.Bihi

Balagha reasoning to use M+MI instead of Fi’l. Similiarly in:

َ ُ ٰ َ ۡ َ ۡ ُ َّ َ َ ۡ ّ َ ْ ُ ٰ َ ُّ ُ َّ َ َ ُّ ُ َ َ َّ
Surah Al-Baqarah [2:46]
٤٦ ‫جعون‬
ِ � ِ‫ٱ�ِين �ظنون ��هم م�قوا ر� ِ ِهم و��هم إِ�ه‬
Those who believe that they shall meet their Master…
َ ُّ ً َ ُ ً ۡ َُ ٰ َ
‫ �� ي� ِ� ل ِقاء وم�قاة م� ٍق‬: To meet (Jaahada)
ْ ُ َ
‫ ُّم�ٰقوا َر ّ� ِ ِه ۡم‬: they shall meet their Master (translated like a verb, even though it’s a M+MI)
Ism Faa’il is used in both:
I am killing a goat (Future) vs. I am the killer of a goat (Past-using M+MI)
-ing is used for when you are about to do an act

12
 Dream Reader Day 12
Q & A Review with UJ
Bayyinah Arabic Reader Chapter 4
Ya’ An-Nisbah, ‫النسبة‬ ‫ ياء‬, the ‫ ي‬of attribution [t=04:15-14:11]
ُ ََ
Chapter 4 Drill 3 :Transformation Drills pg: 24
ٌّ
‫ا� أيضا‬ َ َ ُ
ِ ‫ وأصله باكِست‬: and his origin is Pakistani
ٌّ
>> Attributing st./someone to st. else using ‫ & ي‬becomes Fully Flex.
Country that ends with a vowel:
Example :

‫أﻣﺮﻳﻜﺎ‬ >> ِ ‫أﻣﺮ‬

‫ﻳﻜ ﱞﻲ‬
(Partly Flex.) America American (Fully Flex.)
ٌّ
>> last vowel will be removed, & replaced by ‫ي‬, the letter before Ya An-Nisbah gets a kasrah, ِ‫ـ‬
Country with 2 ending vowels
Example :
ٌ ‫َ ۡ�ﱠ‬
‫َﻣ ِﺎﻟ ي ۡ � ���ﺎ‬ >> ‫َﻣ ِﺎﻟ ي ۡ � �� ﱞي‬
>> ‫��ﺔ‬� ‫ﻣ ِﺎﻟ ي‬
Malaysia Malaysian (M) Malaysian (F)
>> rid of extra ‫ ي‬in the Masculine form.
[t=14:41-22:27]
‫ج ًّدا‬ ٌ َ
ِ ‫ هو ق ِديم‬: He is very old
M.Bihi K M

•
ًّ is Nasb coz it’s a Haal though it’s a JI (state of his age-very old).
‫جدا‬
• This is not a Sifah coz ‫ قديم‬itself is a Sifah.

Examples of Ya An-Nisbah other than Nationality:

ّ ِ ِ ‫شاف‬
�
‫ ِعل ِم َّية‬: scholarship
Maf’ool Mutlak uses the same root letter usually.

[t=22:38-27:00]
َ َ
Normal way to Negate a JI is by using ‫ما & ل ۡيسا‬. � is usually used when followed by ‫ ل ۡيسا‬or ‫ما‬
to add to the negation.
ُ
‫ >> هما م ِۡن ُس ۡورِ�ا‬Positive statement
ُ
‫ >> � هما م ِۡن ُس ۡورِ�ا‬X Not a normal Negation (not used)
َ
‫ل ۡيسا م ِۡن ُس ۡورِ�ا‬
ُ
‫ما هما م ِۡن ُس ۡورِ�ا‬
13
 ًۡ َ
Why is ‫ خ�ا‬always Nasb? When is it Jarr, �
َۡ ٌۡ َ
ٍ ‫ خ‬or Raf’, �‫[ ?خ‬t=27:09-29:50]
‫�ا‬ ُ ّٰ ‫اك‬
ً ۡ ‫ا� َخ‬ َ ‫ َج َز‬: May Allah reward/compensate you with goodness

____ �‫ا‬ ُ ّٰ ‫اك‬

َ ‫ >> َج َز‬should not be left open ended for a prayer coz it can mean in a negative way:
ً ُ ّٰ ‫اك‬
َ ‫ َج َز‬: May Allah compensate you with punishment
‫ا� ُس ۡوؤا‬

َۡ � َّ ُ ُ ّٰ َ َ َ
• Jarr : �
ٍ ‫خ‬ �‫جزاك ا‬
َّ ُ
ۡ ‫� َخ‬
>>� ٍ M+MI, Maf’ool Bihi, Fii Mahalli Nasb

•
ٌۡ َ َُ
Raf’ : �‫هو خ‬

Does Pointer + Idafah = Fragment? [t=32:48-34:25]

>> Yes, but if you want to point at the Mudaf, the pointer has to come after the entire Idafah.

ُ ‫ك َت‬ ۡ َ َ
‫اب‬ ِ ‫ هذا ال‬: This book
ۡ ‫ ك‬: My book
�‫ِتا‬ ِ
ۡ ‫ َه َذا ك‬: This is my book
�‫ِتا‬ِ
َ َ ۡ
‫ِتا� هذا‬ ِ ‫ ك‬: This book of mine

Laa Nafia’ Al-Jins (Laam of Categorical Negation) [t=34:40-39:03]

Remember : 1 of the reasons for an Ism to be Light & Mansoob is Laa Nafia’ Al-Jins.
َ ۡ ُ ََ َ ۡ ُ
َ �
Why ‫ شكر‬is Nasb in ‫ب‬
ٍ ‫ج‬
ِ ‫وا‬ ‫?� شكر‬
>> Negating the entire category (not just 1specific negation)
>> it would make it Light & Mansoob.

َ ََ َ ۡ ُ
‫ب‬
ٍ ‫ج‬ِ ‫ � شكر � وا‬: (its my duty to help you so,) no thanks is necessary
ّٰ َّ َ َ
�‫ � إ� إ� ا‬: There is no God at all except for Allah

14
 Translation & Nahw Analysis

Chapter 2 Drill 6 pg: 14 - Quran Examples [t=39:09-1:06:46]

1. Surah At-Tariq [86:10]

َ َ ُ َ َ
ِٖ ‫� َما ُ�ۥ مِن ق َّو� ٖ َو� نا‬
١٠�
«Then man will have no power or any helper(10)»
He doesn’t have anything in the way of strength nor helpers /
He doesn’t have any strength nor helpers at all
• Negating with Maa then adding the negation Laa to it
َ ُ
• ِٖ ‫ ن‬is Jarr coz its ‘Atf to ٖ �‫ق َّو‬
�‫ا‬
• ‫ َما‬+‫ >> مِن‬adds emphasis to the Negation template
• Mubtada,M may have been mentioned earlier in the previous Ayah.

2. Surah Al-Baqarah [2:2]

َ َّ ُ ّۡ ُٗ َ ۡ َ َ ُ َ ۡ َ َ
ۛ �‫�ٰل ِك ٱلكِ�ٰب � ر‬
٢�ِ‫ب �ِي �هِ هدى ل ِلمتق‬
K MBK M
«This is the Book about which there is no doubt, a guidance for those conscious of Allah(2)»
That book in which there is no doubt – is guidance for those who have taqwa (God concious)
• Laa Nafia’ Al-Jins, hence ‫ب‬
َ َۡ
ۛ �‫ ر‬is Nasb.

3. Surah Al-Qalam [68:1]

َ َ َۡ ٓ
١‫ن َوٱلقل ِم َو َما � َ ۡس ُط ُرون‬
ۚ
«Nun. By the pen and what they inscribe(1)»
Swear by the pen (swear) and what they write
• 2 ways to look at it:
َ َ َۡ
‫ َو َما � َ ۡس ُط ُرون‬is Ma’toof on ‫َوٱلقل ِم‬
َ َ َۡ
‫ ٱلقل ِم َو َما � َ ۡس ُط ُرون‬is the Majroor of HOJ, ‫َو‬

َۡ َّ ٞ ۡ َ َ َ ٞ َ ُ ُ ُ ۡ َ َ ُ ُّ َ ۡ ُّ َ ۡ َ ُ َّ َ َ ٓ َ ُ َّ
4. Surah Al-Baqarah [2:255] Ayatul Qursi
َ َ َ َ َ َ َّ َ ُ
‫�ض من ذا‬ � ِ �‫ت وما ِ� ٱ‬ ِ ��‫ٱ� � إِ�ٰه إِ� هو ٱل� ٱلقيوم ۚ � تأخذهۥ سِنة و� نوم ۚ �ۥ ما ِ� ٱلس‬
ٰ ٰ
َّ ٓ ۡ ۡ ّ ۡ َ َ ُ ُ َ َ ۡ ُ َ ۡ َ َ َ ۡ ۡ َ َ ۡ َ َ ُ َ ۡ َ ۡ َّ ٓ ُ َ ُ َ ۡ َ َّ
�ِ‫ٱ�ِي �شفع عِندهۥ إِ� �ِإِذنِهِۚۦ �علم ما ب� �يدِي ِهم وما خلفهمۖ و� �ِيطون �ِ�ءٖ مِن عِل ِمهِۦ إ‬
ُ َ ۡ َ ۡ َ ُ َ َ ُ ُ ۡ ُ ُ ُ َ َ َ َ َ ۡ َ َ َ َّ ُ ُّ ۡ ُ َ َ َ ٓ َ َ
٢٥٥‫� ٱلع ِظيم‬ ُّ ِ ‫�ودهۥ حِفظهما ۚ وهو ٱلع‬ ٔ �‫ت وٱ��ضۖ و‬ ِ ٰ �ٰ �‫بِما شاء ۚ وسِع كر ِسيه ٱلس‬
«Allah - there is no deity except Him, the Ever-Living, the Sustainer of [all] existence. Neither drowsiness
overtakes Him nor sleep. To Him belongs whatever is in the heavens and whatever is on the earth. Who is it that
can intercede with Him except by His permission? He knows what is [presently] before them and what will be after
them, and they encompass not a thing of His knowledge except for what He wills. His Kursi extends over the
heavens and the earth, and their preservation tires Him not. And He is the Most High, the Most Great(255)»
His Qursi encompases the Heavens and the Earth
ُ
• ‫ ك ۡر ِس ُّي ُه‬M+MI, Faa’il, Fii Mahalli Jarr.
َ َ ۡ َ ٰ َ ٰ َ َّ
• ۖ‫ت وٱ��ض‬ ِ ��‫ٱلس‬, M.Bihi, Mansoob.
15
 َّ َ ّ ُ َ ۡ ُ ٓ َ َ َ ّ َ َ ُّ ٰ َ ۡ َ ۡ ْ ُ ُ ۡ َ
5. Surah Yusuf [12:67]
‫ب متف ِرق ٖة� وما أغ ِ� عن�م مِن ٱ�ِ مِن‬ � ‫ب‬� ‫ِن‬ ‫م‬ ‫وا‬ ‫ل‬ ‫خ‬ ‫ٱد‬‫و‬ ‫د‬ ‫ح‬
ِ ٰ �َ ‫� َ� تَ ۡد ُخلُوا ْ ِم ۢن بَاب‬
َّ َ ٰ �َ ‫َوقَ َال‬
‫ب‬
ٖ ٖ ٖ ِ
َ ُ ّ ۡ َّ َ َ َ ۡ َ ۡ َ َ َ ُ ۡ َّ َ َ ۡ َ َ َّ َّ ُ ۡ ُ ۡ َ
٦٧‫� ٱل ُم َت َو ِ�ون‬
ِ ‫و‬‫ت‬ ‫ي‬ ‫ل‬ ‫ف‬ ِ ‫ه‬ ‫ي‬ ‫ل‬‫ع‬ ‫و‬ ۖ‫ت‬ � ‫و‬ ‫ت‬ ِ ‫ه‬ ‫ي‬ ‫ل‬ ‫ع‬ ِۖ �ِ �ِ ‫إ‬ ‫م‬ � �‫ٱ‬ ‫ن‬ِ ِ� ‫إ‬ ‫ء‬
ٍ ۡ
�
«And he said, "O my sons, do not enter from one gate but enter from different gates; and I cannot avail you against
[the decree of] Allah at all. The decision is only for Allah; upon Him I have relied, and upon Him let those who
would rely [indeed] rely."(67)»
And he (Yaakub (as)) said, “Oh my children don't enter from one door…”

َ ُ ۡ َ َ َّ َّ ٓ ُ َ ْ ُ َ ۡ َ ٞ َ َ َ ُ ُ َّ َ ُّ َ ٰٓ َ
6. Surah Al-Hajj [22:73]
ْ ُ َ َ ۡ َ َ ٗ َ ُ ْ ُ ُ ۡ َ َ َّ ُ
‫ون ٱ�ِ لن �لقوا ذبا�ا ولوِ ٱجتمعوا‬ ِ ‫�ب مثل فٱست ِمعوا � ۚۥ إِن ٱ�ِين تدعون مِن د‬ ِ ‫ي��ها ٱ�اس‬
٧٣‫وب‬ ُ ُ‫ب َوٱل ۡ َم ۡطل‬ َّ ‫�ا َّ� � َ ۡستَنقِ ُذوهُ م ِۡن ُ ۚه َض ُع َف‬
ُ ِ ‫ٱلطال‬ ٗ ۡ َ ُ َ ُّ ُ ُ ۡ ُ ۡ َ
ٔ ‫اب ش‬ ‫ُ� ۖۥ �ن �سلبهم ٱ�ب‬
َ
«O people, an example is presented, so listen to it. Indeed, those you invoke besides Allah will never create [as
much as] a fly, even if they gathered together for that purpose. And if the fly should steal away from them a [tiny]
thing, they could not recover it from him. Weak are the pursuer and pursued(73)»
Both the pursuer and the one pursued are weak
•
ُ ُ‫ب َوٱل ۡ َم ۡطل‬
‫وب‬ َّ >> Faa’il (Marfoo’ah)
ُ ِ ‫ٱلطال‬
Assignment: Surah Al-Masad [111:1-5] for coming Monday. [t=1:06:46-1:07:54]

Dream Reader Day 13

Surah Al-Masad (111) Breakdown
Refer Dream Sarf notes notes for Surah Analysis.

Dream Reader Day 14

Bayyinah Arabic Reader : Chapter 5

Chapter 5 pg: 26 [t=02:20-44:10]

‫ أهذا هو ا�ناء ا�ديد للمعهد أم القديم؟‬: Is this the institute’s new building or the old one?
Connect by using IP, ‫ هو‬when there is >> ….is….

..‫ أهذا هو‬: Is this….

‫ مكتبه هو المكتب الكب� القر�ب من ا�اب‬: His office is the big office close to the door.
..‫ مكتبه هو‬: His office is….
‫ أو‬: or (normal sentences) >> ‫ أم‬: or (question sentences)
Possession
‫ أهذا القلم لك؟‬: Is this your pen?
� : in/at/about/regarding
‫ أنا مدير ا�نتاج � تلفاز بينة‬,‫ أنا مدير ا�نتاج �لفاز بينة = نعم‬,‫ نعم‬: Yes, I am the production
manager for Bayyinah TV.

16
Assignment [t=44:10-49:26] : Revise again to read & speak smoothly in order to be able to read
Tafseer books.

Dream Reader Day 15

Bayyinah Arabic Reader : Chapter 5 Drills & Chapter 6 Arabic to English

Chapter 5 Drill 4 Translation pg: 30-31 [t=02:20-32:20]

1. I am an employee at the institute’s new building [t=02:20-14:08]
Complex M+ basic MI:

OPTION 1
Use M+MI, then Sifah comes after:
The institute’s new building >> the new building of the institute
M MI
ُ
‫ا�ديد‬ ُ : the new building of the institute
‫بناء المعه ِد‬
>> Sifah has to be after M+MI (MSA)
>> no AL on the Moswoof coz, REMEMBER: M (Moswoof) is Proper when MI (Sifah) is
Proper

With harakah its easy to determine the Moswoof & Sifah:

ُ : the building of the new institute
‫بناء المعه ِد ا�دي ِد‬ (MSA)
However, without harakah its hard to determine which one is the Sifah:
>> ‫ا�ديد‬ ‫ بناء المعهد‬: ???
MSA >> associate the close kalimah as the Sifah (‫ ا�ديد‬must be related to ‫ )المعهد‬if
it’s a simple Idaafah. But the Question here is a Complex Mudaf.

OPTION 2
Use Mowsoof Sifah + HOJ, ‫ ل‬: of/belonging to (Possession)
ُ
‫ا�ديد ل ِلمعه ِد‬ ُ
‫ا�ناء‬
>> All has ‫ ال‬- no Idafah >> using HOJ, ‫ ل‬follows the similar order of English sentences

Example of Possession with Ismul Isharah & Musharun Ilaih Fragment:

Is this pen yours? >> ‫لك؟‬ ‫أهذا القلم‬
Remember : Complex fragments are arranged in order of sequence as per below:
1. Jaar Majroor
2. M+MI
3. Sifah
Therefore,
1. I am an employee (F) at the institute’s new building : 2 ways of writing:
OPTION 2
OPTION 1
Using Mowsoof Sifah + HOJ, ‫ل‬ Using M+MI
ۡ ۡ ٌَ َُّ َ ۡ ٌَ َُّ َ
‫أنا موظفة ِ� ا�ناءِ ا�دي ِد ل ِلمعه ِد‬ ‫أنا موظفة ِ� بناءِ المعه ِد ا�دي ِد‬
17
 2. His office is at the front of the classroom [t=14:08-22:05]
M MBK (Special M-Dharf)
Remember: Special Mudaf of Time & Place, Dharf are usually Nasb or Jarr when
there is HOJ before it (never Raf’ status). Dharf by definition itself are detail either in JI
(MBK) or JF.
Here it’s Nasb >> ‫ل‬
ۡ َ ‫أمام‬
َ ‫مكتب ُه‬
ُ
ِ ‫الفص‬
َ َ
Next to/on the side of : ‫ جن ِب‬/ ‫ِب‬
َ
ِ ‫ِ�ن‬
His office is next to the class : ‫ل‬
ۡ َ َ َ ُُ ۡ َ َ ُُ
ِ ‫ مكتبه جن ِب الفص‬or ‫ِب الفص ِل‬
ِ ‫مكتبه ِ�ن‬
3. Are they(f) from Dallas [t=22:32-23:46]
ُ َۡ
‫هل ه َّن م ِۡن دالس؟‬
4. Is this the big building [t=24:15-24:43]
ُ
‫الكب�؟‬ ُ
‫ا�ناء‬ ‫أهذا هو‬
5. Is this building big? [t=24:44-27:08]
M K
ٌ
�‫كب‬ : Big here is not a Sifah but its a Khabar, K. K are usually Raf’ & Nakirah
(Common).
ٌ
‫كب�؟‬ ُ
‫ا�ناء‬ ‫أهذا‬
6. He is in his big office? [t=27:10-32:20]
M MBK
2 ways of writing Possession Sentences:
OPTION 2
OPTION 1
Using Mowsoof Sifah + HOJ, ‫ل‬ Using M+MI
in his big office >> in the office of his (big)
>> Sifah goes at the end (ignore it 1st)
>> Remember: Complex fragments are
َ arranged in order of sequence as per below:
‫الكب� ُ�؟‬
ِ ‫ب‬
ِ ‫هو � المكت‬ 1. Jaar Majroor
2. M+MI
3. Sifah
‫الكب�؟‬
ِ ِ‫هو � مكتب ِه‬

*Sidenote*
ّٰ
whatever you want to thank Allah for � �‫ا�مد‬
ّٰ
ِ‫ا�مد� � ر�ت ِه‬ : Thank Allah for his mercy.

� ‫ شكر‬Syukran ala ma’hiya ya Ahmad : Thank you for your help, Ahmad
Chapter 6 pg: 32 [t=32:30-43:20]

Assignment: write the meaning and go through it orally in Arabic

18
 Dream Reader Day 16
Bayyinah Arabic Reader : Chapter 6
Take home exam after finishing up to Chapter 10 (a month for Exam prep)
Continue with grammar after Chapter 10.

Chapter 6 pg: 32 [t=01:32-36:30]

Do you have a pen? ٌ ‫هل لك‬
‫قلم؟‬
Do they have class today?
َ
‫ا�وم؟‬ ٌ ‫هل لهم‬
‫درس‬
>> pronounced as darsunil yauma
ٌ َ
Do you have a question?
‫هل لك ُسؤال؟‬
ٌ َ ُ
Ustadh, I have a question ‫يا أستاذ � سؤال‬
ٌ َ ُ
Ustadh, she has a question ‫يا أستاذ لها سؤال‬
I am looking forward to meeting Ustadh
Nouman ‫أنا مشتاق إ� لقاء ا�ستاذ نعمان‬
ُ : same >> usually a Mudaf. Makes whatever that comes after as the same.
‫نفس‬
I am from the same city ِ‫نفس المدينة‬
ِ ‫أنا من‬
He has the same name
ُ �
‫نفس ا�سم‬
I have the same book ‫نفس الكتاب‬ ُ �

It is time for dhuhr prayer ‫ت ص�ة الظهر‬ُ ۡ‫حان َوق‬

(the time of prayer of dhuhr has come)
Fa F
I am going to the Masjid
ٌ ِ‫أنا ذاه‬
‫ب إ� المسجد‬
I am sitting ‫لس‬ٌ ‫أنا جا‬

I am standing ‫أنا قاء ٌِم‬

Template:
Harf of Lightest , ‫ل‬
ًَ
ِ + Lightest Mudare’ (Nahnu) + ‫ = معا‬Let us X together
‫ل ِـــــ َم ًعا‬
(Lightest Mudare’ - Nahnu)
ً َ ۡ َ َۡ
Example: ‫ �ِ ذهب معا‬: Let us go together (Lightest Mudare’ - Nahnu)

‫ ِل‬: Should (CA) / Lets(MSA)

‫ َم ًعا‬: together. Its usually a Mudaf : with, but when it stands alone in Nasb form with
tanween, it means together.
19
 Examples:
َ
Lets listen together ‫ل ِن ۡس َم ۡع َم ًعا‬
ۡ
Lets study together ‫�ِ َ ۡد ُرس َم ًعا‬
ۡ ‫ك ُت‬ ۡ َ
Lets write together ‫ب َم ًعا‬ ِ�
Lets learn together
ً‫�ِ َ َت َع َّل ۡم َمعا‬
ُ
Lets submit Islam together ‫ل ِن ۡسل ِۡم َم ًعا‬
Lets help together
ۡ ُ ‫�ِ َ ۡن‬
‫� َم ًعا‬
ۡ
Lets fight together ‫�ِ ُقات ِل َم ًعا‬
َ َۡ
Lets come close together ‫� ۡب َم ًعا‬ ِ ‫�ِ ق‬
ۡ َ
Lets ask Allah’s forgiveness together ‫ل ِن ۡس َتقفِ ۡر َم ًعا‬
ۡ ُّ
Lets eat together ‫�ِ َ� َم ًعا‬

Dream Reader Day 17

Bayyinah Arabic Reader : Chapter 6

Chapter 6 pg: 33 : 1st Dialogue [t=03:05-37:00]

َ َ
Remember : ‫ مع‬: with >> Special Mudaf (Dharf)
>> its usually Nasb or Jarr (J when there is a HOJ before it)
ُ ۡ
What + Fi’l ? >> ‫ ماذا َ�ف َعل؟‬: What does he do?
Fi’l
َ َ ‫هو َ� ۡع َم ُل � َ� ۡف ِس‬
N: He is working at the same university as .‫ا�ام َِعةِ ك ُم َسا ِع ٍد‬
a helper.
MI M
J: MasyaAllah! I am looking forward to
meeting him. َ ٌ َ ۡ ُ َ ّٰ
ٌ َ ۡ ُ .ِ‫ أنا مشتاق إِ� ل ِقا� ِه‬.�‫ما شاء ا‬
(‫ مشتاق‬comes with HOJ, �ِ‫)إ‬

20
 Chapter 6 pg: 33 : 2nd Dialogue [t=37:01-46:48]
J: Assalamu
Muhammad?
alaikum. Are you
‫ هل أنت �مد؟‬.‫الس�م علي�م‬
َ َ َ َ
M: Yes, I am Muhammad, and you are
Junaid, isn’t that so? ‫ أليس كذل ِك؟‬,‫ وأنت جنيد‬,‫ أنا �مد‬,‫نعم‬
ٌ
‫طالب � معهد بينة‬ ‫ هل أنت‬,‫ أنا جنيد‬,‫نعم‬
J: Yes, I am Junaid. Are you a student at
ٌ ّ
‫أم ُم َوظف؟‬
Bayyinah Institute or an employee?

M: I am a visitor. .‫أنا زاءِ ٌر‬

J: Where are you from? ‫من أين أنت؟‬
M: I am from the city of Austin. .�‫أنا من مدينة أوس‬
َۡ َّ
J: Really? I am from the same city. .‫َحقا؟ أنا من �فس المدينة‬
ّ
ٌ ِ‫ أنا ذاه‬.‫الظهر‬
�‫ب إ‬ ِ ‫ت ص�ة‬ُ ۡ‫حان َوق‬
M: It is time for dhuhr prayer. I am going
to the masjid.
.‫المسجد‬
J: I am also going to the masjid. We
should go together.
ً ۡ ‫ �ِ َ ۡذ َه‬.‫ِب إ� المسجد‬
.‫ب َم ًعا‬ ً ۡ
ٌ ‫ضا ذاه‬
‫ أيۡضا‬: also (can be placed in the beginning, ‫أنا أي‬
middle or the end)
Lets pray together. ّ
ً‫� َص�ة‬ ٰ ّ ‫ َص‬: to pray
ۡ ِ ‫� يُ َص‬ .‫�ِ ُ َص ِل َم ًعا‬

Student’s Question:
‫ب‬ َ َ
ِ or ‫ مع‬: with; when to use which?
>> They can both mean with but they have different connotations. ‫ب‬
ِ is used more in the sense
ّٰ
of "using" (i.e. �‫ا‬ ‫ �سم‬: In the name of or using the name of Allah)
**Daylight Savings Time @USA, 7 Nov 2021 >> change in Live schedule (Malaysia: Live at
8am)

Dream Reader Day 18

Surah Al-Ikhlaas (112) Breakdown
Refer Dream Sarf notes for Surah Analysis.

21
 Dream Reader Day 19
Bayyinah Arabic Reader : Chapter 6
Chapter 6 Drill 3 pg: 36-37 [t=01:20-]

�‫ب‬
َ
‫ ق َد َر‬: to be able; comes with the HOJ, �
َۡ
‫ أن‬+ Fil = Masdar (not just Masdar)
َۡ
‫ أن‬: to/that (clarifying that)
ُ َّ َ ۡ
‫��ق‬ ‫ ا‬: creates & creates (keeps on creating) >> Ism Mubalagha (sb. who does st. over
& over again)
Qassaasun : always cutting (butcher)

Dream Reader Day 20

Bayyinah Arabic Reader : Chapter 6 & 7 Arabic to English
Review Assignment Chapter 6 Drill 4 pg: 38 [t=0:13-10:01]
Q7: This is the new building, isnt that so?
ُ
‫ أليس كذلك؟‬,‫ا�ديد‬ ُ �‫هذا هو ا‬
‫ناء‬
Remember:
1. Sentence
‫ هذا‬+ Common Ism : This is a__.
ٌ
>> ‫ هذا مسجد‬: This is a Masjid.
2. Ismul Isharah & Musharun Ilaih Fragment
‫ هذا‬+ Proper Ism : This __.
ُ
>> ‫المسجد‬ ‫ هذا‬: This Masjid.
3. Sentence
‫ هذا‬+ IP + Proper Ism : This is the__.
>> IP is added in between to form a Sentence
ُ
>> ‫المسجد‬ ‫ هذا هو‬: This is the Masjid.
K M M

22
 Chapter 7
Chapter 7 pg. 40 [t=10:08-51:50]
ٰ : when >> can be used as a Mudaf
�‫م‬
ُ ‫م� َم ۡو ِع ُد‬
ِ‫ا� ۡط َبة‬ ٰ : what is the exact time for khutbah?
To say >> How many (Ism-1NC) do ‫ لـ‬+ have?
How many pens does Ahmad have?
َ ًََ ۡ َ
َۡ�
َ‫�د‬ ِ ‫�م قلما‬
Rules when asking how many _X_ do _Y_ have:
َ
1. X comes right after ‫ � ۡم‬: how many
2. X = Singular, Nasb & Common
Examples
How many books does Ustadh have?
ۡ ُ ً َ
ِ‫� ۡم كِتابا ل ِ�ستاذ‬

َ‫� ۡم أَ ًخا ل ِ َم ۡر َ�م‬

How many brothers does Mariam have?
َ

How many children does Khalid have?

َ َ
ٍ ‫� ۡم َو ً�ا ِ�ا‬
�
How many questions do you have?
َ َ ً َ
‫� ۡم ُسؤا� لك‬
How many computers does she have?
َ ۡ ُ َ
‫حاسؤ ً�ا لها‬ ‫� ۡم‬
Assignment: Refer pg. 41 for the English translation and practice orally in Arabic without looking
at the Arabic in pg.40 [t=52:20-53:41]

23
 Dream Reader Day 21
Bayyinah Arabic Reader : Chapter 7 English to Arabic
Review Assignment Chapter 7 pg. 40-41 [t=01:10-43:40]
ّ َ
Sarf Sagheer of �‫ ص‬: to pray (‘Allama)

ّ َ ُ
(R&J) ‫مصل‬
ٍ
ًّ َ ُ
ً
*‫ص�ة‬
َ ۡ ِ ‫يُ َص‬
� ٰ ّ ‫َص‬
�
(N) ‫مصل ِيا‬

ً ّ ‫ُم َص‬ ّ ُ ّ
� ‫َص ِل � ت َص ِل‬
ّ َ
ِ ‫� ۡم ُم َصل ِ ًيا � المسج‬
How many prayers in the Masjid : ‫د‬
Though in translation,”prayers” is Plural, the Singular, Nasb & Common form of the word
(prayer) is used.

‫ ة‬not just used for Fem. word but used as Singularness.

Singular Fem. Ism Faa’il is used for plane >> taairati
Example: kittatun : a cat; aklatun: single meal; waqiatan

‫ حان‬: the time came (Time: ‫ حي ًنا‬- Masdar) sometimes the act is taken and is made the
ُ ُ
doer, ‫ حان وقت ص�ة الظهر >> وقت‬: It is time for Dhurh prayer
ُ ُ َۡ
>> ِ‫ت الف ۡر َصة‬‫ حان وق‬: It is time for the break
Exam: 10 Chapters of the Reader - After Balagha Intensive.

Dream Reader Day 22

Bayyinah Arabic Reader : Chapter 7 Drills + Chapter 8 Arabic to English

Chapter 7 Drill 3 pg. 45 [t=0:33-11:25]

Chapter 7 Drill 4 pg. 45 [t=11:26-29:36]

Chapter 7 Drill 5 pg. 46 [t=29:40-34:07]

Bayyinah Arabic Reader : Chapter 8

Chapter 8 Arabic to English pg. 48 [t=34:21-57:10]

ٌ َ
Plural Singular Ism
ٌ‫إ ۡخ َوة‬ ‫أخ‬
ِ Brother

ٌ‫أَ َخوات‬ ٌ‫أُ ۡخت‬ Sister

HBP words are Light, while some especially with an alif in the middle tends to be Partly Flex:

24
 Plural Pair Singular Ism

ُ‫أَسات َِذة‬ َ ُۡ ٌ ُۡ
‫ان‬
ِ ‫أستاذ‬ ‫أستاذ‬ Teacher

َ ُۡ
HBP
ٌ‫تاذات‬ ‫أس‬ َ ُۡ َ ُۡ
ٌ‫تاذة‬
Fem. Plural
‫تان‬
ِ ‫أستاذ‬ ‫أس‬ Teacher (F)
(no change)
َ َ
‫َ�ل ُِم ۡون | ُعل َم‬ ‫ان‬ َ َ ‫َ�ل ٌِم‬
ِ ‫�ل ِم‬
Knowledgable
Person
HBP
ٌ ‫َ�ل َِما‬
‫ت‬ َ َ ٌ
Fem Plural
‫تان‬
ِ ‫�ل ِم‬ ‫َ�ل َِمة‬ Knowledgable
Person (F)
(no change)

Dream Reader Day 23

Surah An-Nasr (110), Ayah 3 Breakdown
Refer Dream Sarf notes for Surah Analysis.

Dream Reader Day 24

Bayyinah Arabic Reader : Chapter 8 Arabic to English Pt. 2

Chapter 8 pg. 48 Arabic to English Pt. 2 [t=0:11-38:10]

َ َ َ
‫ آخ ُر آخ َر آخ َر‬: Other (Partly Flex)
‫خ ٍر‬ِ ‫خ ًرا آ‬ ِ ‫خ ٌر آ‬ ِ ‫ آ‬: Last (Fully Flex)
َ ٌ َ َ
‫وم آخ ُر‬ ‫ ي‬: another/some other day; ‫ ومن آخ ُر؟‬: and who else
‫خ ُر‬
ِ �‫وم ا‬ ُ َ�‫ ا‬: the last day
ُ�َ � ۡ َ
‫ أ‬: Greater (Comparative)
ۡ‫� ُهم‬ ۡ َ
َُ� ‫ أ‬: The greatest of them (Superlative) (when comparative is made Mudaf)
In sentences with there is __ for __, MBK will come first:
Yes, but there is a a side for the brothers and a side for the sisters, and there is a
barrier between us.
ّ
‫ و�يننا حجاب‬،‫ل�ن ل�خوة جهة ول�خوات جهة‬ ،‫نعم‬
ُّ‫ أَ َحب‬: dearer (Comparative)
ۡ‫ أَ َح ُّب ُهم‬: dearest of them (Superlative)
َّ‫� َّن أَ َح ُّب ُهن‬ ٰ
ِ ‫ ل‬: but the dearest of them (Superlative) (F)

25
 HON+AP
َ َّ َ َّ َ َ َ َ َّ َ
Typically
‫إِنك‬ ‫�نك‬ ‫�ۡ َتك‬ َ َ
‫لك َِّنك‬ ‫ل َعلك‬
becomes a Certainly
That you If only you So that / In order to
Mubtada’ you are.. However
are.. were.. / Hopefully / Maybe
(Getting rid you are..
(Clarrification) (Regret) you are..
َ َّ َ
of doubt)
َ َّ َ ‫ِ�نك‬ َ َّ َ َ
Combo.
‫ب ِ�نك‬ ‫ك �نك‬
of HOJ + Because you are..
Because you are..
HON (used when followed by As though you are..
(used when followed by a
a word) (Analogy)
sentence)
Not in Quran

Chapter 8 pg. 49 English to Arabic [t=38:10-51:25]

Dream Reader Day 25

Bayyinah Arabic Reader : Chapter 8 English to Arabic & Drills
‫ا�تصال با�م‬
Chapter 8 pg. 48 Arabic [t=0:50-29:48]

ٌ َّ ُ ً َ ّ ُ َّ َ َ َّ
‫صل‬
ِ ‫مت‬ �‫ا ِت ِصا‬ ‫صل‬ ِ ‫�ت‬ ‫ا ِت َصل‬
ۡ َّ َ ۡ َّ
‫صل‬ِ ‫� �ت‬ ‫صل‬ ِ ‫ا ِت‬
ۡ
I called them : ‫هم‬
ُ ۡ‫ا ِتّ َصل‬
ِ ِ‫ب‬ ‫ت‬
ُ َّ َ
He calls me : � ‫صل‬ ِ ‫�ت‬
َ ۡ ُ َ ُ َّ َ
I will call you, ustadh : ‫صل ب ِك يا أستاذ‬ ِ ‫س� ت‬
ۡ َّ
Call me! : � ‫صل‬ ِ ‫ا ِت‬
ۡ َّ َ
Don’t call her : ‫صل ب ِها‬ ِ ‫� �ت‬
Chapter 8 Drill 3 Translation pg. 52-53 [t=30:05-47:45]
1. The main class period is Nahw class.
‫حو‬ َّ�‫ئيسي ُة فَ ۡص ُل ا‬
َّ ّ ‫ا� َِّص ُة‬
‫الر‬
ِ
2. The most beloved of them to the teacher is Ahmed.

َ ۡ َ‫أَ َح ُّب ُه ۡم إ� ا�ستاذِ أ‬

ُ‫�د‬
ِ
َ ُ َ
3. Your brother is my age.
ۡ‫ك ُ� ۡمري‬ ‫أخ‬
ِ
4. I am proud of my son.

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 َ
ۡ�ۡ‫أنا َ� ُق ۡو ٌر � ِإِب‬
ِ
5. Ustadha Asma is in charge of teaching the science of tajweed.
ۡ ٌ
‫تدر�س عِل ِم ا�ّ ۡجوِ ۡ� ِد‬
ِ ‫ا�ستاذةُ أسماء مسؤولة عن‬
6. All of the students are my friends
َ َّ ُ ُّ ُ
ۡ‫ب أ ۡصدِقا� ِي‬
ِ ‫� الط‬
�
Plural (F) Plural (BP) Singular
ٌََ َ
‫طلبة‬ ٌ‫ُط َّ�ب‬ ‫طال ٌِب‬
ٌ ۡ‫َصدِي‬ َ
‫قات‬ ُ‫أ ۡصدِقاء‬ ‫َصد ِۡ� ٌق‬
Female friends Friends (Partly Flex) Friend

Assignment: Chapter 8 Drill 4 pg. 53. Master the dialogue text & redo Drill 3 without looking.

Dream Reader Day 26

Bayyinah Arabic Reader : Chapter 9 Arabic

Answer key for Drill 4 will be posted on Study Material.

Q&A [t=0:45-08:54]

Chapter 9 pg. 55 Arabic to English [t=09:00-51:40]

Dream Reader Day 27

Bayyinah Arabic Reader : Chapter 9 English

Chapter 9 pg. 56 English to Arabic [t=0:40-31:17]

Chapter 9 Drill 1 Reading Comprehension pg. 58 [t=31:18-46:21]

Assignment: Chapter 9 Drill 3 pg. 59-60.

Surah Assignment: Surah Al-Falaq.

Dream Reader Day 28

Surah Al-Falaq (113) Breakdown
Refer Dream Sarf notes for Surah Analysis.

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 After Vacation Day 1

Q&A [t:14:15-29:33]
[t:14:15]
ً َ َ
Which to use, ‫ حسنا‬or ‫?طي ِب‬
ّ َ
ٌ ّ
Both may be used but ‫ طيب‬is Raf’ where the last harakah is not spoken. When a word is
ً َ َ
R, the last harakah is not pronounced. While for ‫حسنا‬, its Nasb where the last harakah is
pronounced.
َ
‫ أ ۡح َس ۡن‬: better (Comparative)
َ َ ۡ َ
ۡ َ ۡ َ
‫ أحسنت‬: you did excellent (comes from the word ‫ )أحسن‬applies for either M or F when
last harakah is not pronounced.
Remember:
َ َ َ
‫ آخ ُر آخ َر آخ َر‬: Other (Partly Flex)
‫خ ٍر‬ِ ‫خ ًرا آ‬ ِ ‫خ ٌر آ‬ ِ ‫ آ‬: Last (Fully Flex)
َ ٌ َ َ
‫وم آخ ُر‬ ‫ ي‬: another/some other day; ‫ ومن آخ ُر؟‬: and who else
‫خ ُر‬
ِ �‫وم ا‬ ُ َ�‫ ا‬: the last day

ًۡ‫خ‬ َ [t:16:25]
‫�ا‬ ِ ‫ أ‬: finally (can also be used as final/last)
‫خر‬
ِ �‫ ا‬: the last/final
[t:22:40]
ۡ َ : a thing
‫� ٌء‬
َ َ َ
َ‫ياء أ ۡشيا َء أ ۡشياء‬
ُ ‫ أ ۡش‬: things Partly Flex. (alif in the middle)
>> only becomes Fully flex when its made Mudaf.
[t:24:43-29:33]
Are all NHBP Partly Flex.?
>> No….
ٌ ُ ُ
Eg.: ‫ كتب‬is a NHBP & its Fully Flex.
When a BP has alif in the middle, it tends to be (not 100%) Partly Flex.

Reader Exam (Chapter 1-9) - will be posted next day. Discussion on exam is on Friday with extra
10 oral questions. Chapter 10 Reader starts tomorrow.

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 Dream Reader Day 29
Bayyinah Arabic Reader : Chapter 10 Arabic
2 kinds of NHP:
1. Broken, NHBP : un an in & alif in the middle.
2. Feminine, NHFP : Ayaatun,
In MSA, for NHP, it doesn’t matter which category it belongs to, adjective (Sifah) of it will
always be 1F
Difference of Allama vs. Ta’allama Family
ََ َ ََ ً �ۡ ‫� ّر ُج – َ�ۡر‬
َ ُ َ َّ َ
‫ � َّر َج – َ� َتخ َّر ُج – � ُّر ًجا‬Ta’allama ‫جا‬ ِ ِ – ‫ خرج‬Allama
>> Ta’allama (act effecting urself) >> Allama (act effecting sb. else)
ََ َ
‫ � َّر َج‬: He graduated. ‫ خ َّر َج‬: He graduated ______.
>> self graduated >> graduating sb.
َ َّ ‫ َ� َغ‬: He changed.
� َ َّ ‫ َغ‬: He changed ______.
�
>> changing self >> changing sb.
Bayyinah Institute didn’t graduate
َ ٰ ُ ۡ َ َّ ََ anyone this year
‫�رجت ا�فعة ا�و� هذه السنة‬ َ َ
‫أح ًدا هذه السنة‬َ ‫معهد بينة‬
ُ ‫ما خ َّر َج‬
: the first batch graduated this year
َ ً َ ُ ۡ َُّ َۡ
>> effecting self
‫لم � ِرج معهد بينة أحدا هذه السنة‬
َ ۡ
ُ
‫المعهد‬ ‫ ا ِۡس َتق َبل ُهما‬: the institute welcomed them both

Dream Reader Day 30

Bayyinah Arabic Reader : Chapter 10 Arabic & English
[t=01:08-03:42]
Make a list of “I keep on forgetting the following & I will make sure I no longer forget”:

1. The Masdar of the small family are different in the small family & they can have multiple Masdar
for 1 word in the small family.
2. …

Chapter 10 Arabic to English pg. 62 [t=04:00-16:30]

• When MI is Common:
There is st. more coming about it in the successing sentence – it could be Sifah, Fi’l that
act as a Sifah, Tamyeez (in terms of) etc.

• ‫ ِل‬and �‫ إ‬are sisters…interchangeble in MSA.

Chapter 10 English to Arabic pg. 63 [t=16:30-]
Chapter 10 Vocabulary pg. 63 [t=-42:24]
Chapter 10 Drill 1: Reading Comprehension pg. 64 [t=42:25-48:20]

Assignment: Drill 1 (no. 4-6) & Drill 3

29
 Dream Reader Day 31
Bayyinah Arabic Reader : Chapter 10
7 Jan 2022
Go through Assignment:
Chapter 10 Drill 1: Reading Comprehension pg. 64 [t=
Chapter 10 Drill 3: Translation pg. 65 [t=

Dream Advanced Nahw Day 2

Review Reader Exam
[t=01:45-52:15]

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31

27

26

Remember: pointer pairs are Full Flex

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