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Notes/Arabic/Grammar and the two translations (الإعراب والترجمة)
Notes · ArabicUK · A-Levels

Grammar and the two translations (الإعراب والترجمة)

This topic carries the two translation tasks — Paper 1 Section A, an unseen passage from Arabic into English for 20 marks in a recommended 20 minutes, and Paper 2 Section A, an unseen passage from English into Arabic for 20 marks in a recommended 30 minutes — together with the grammar of Appendix 2 that both of them rest on. The two directions sit in different papers, demand different disciplines and share one marking philosophy: both are points-based, with one mark for each correct individual section of language, which is unlike every other task in the qualification and should change how you work on them. The grammar taught here is chosen for what those tasks and the extended writing actually need: the case system and the vocalisation that shows it, definiteness and the الإضافة construct chain, the root-and-pattern system that lets you read a word you have never seen, the broken plurals, and the verb across forms I to X with its tenses, moods and the internal passive. Everything is presented as a decision a writer or reader has to make under time pressure, not as a paradigm to admire.

5 sections·~38 min reading time·2 competencies·Level Standard 2 · Advanced 3

T·0777 / 12
Exam profile
AO2 · Understand written Arabic accurately enough to render it into English without lossAO3 · Manipulate Arabic accurately in written form, using a range of lexis and structure
Operators:ترجمأعربصحّححوّلعلّلاشتقحدّد

basic level

At first-year standard the expectation is control of the three cases in visible positions, the article, the basic idafa, sound and common broken plurals, forms I to IV of the verb, and the perfect, imperfect and future — enough to translate a straightforward passage in either direction without breaking the sentence.

higher level

The full A-Level expects the whole of Appendix 2 as a production resource: the case system including duals, sound plurals, diptotes and the five nouns; long construct chains and the لـ periphrasis; roots and patterns used to decode unfamiliar vocabulary at speed; forms I to X with their verbal nouns and participles; the full tense and mood system including the pluperfect and future perfect; the internal passive; and the discipline to check all of it in the last minutes of a translation.

Depth

Reading depth: In depth

Text

Text size: Standard

Contents · 5 sections▾
  1. Grammar and the two translations (الإعراب والترجمة)
    • 01الإعراب: the case system, and the vocalisation that shows it◐
    • 02الإضافة والتعريف: the construct chain, and where the article goes◐
    • 03الجذر والوزن: reading a word you have never seen●
    • 04نظام الفعل: forms I to X, the tenses and the invisible passive●
    • 05الترجمتان: the two directions and the two disciplines●
§ 01

الإعراب: the case system, and the vocalisation that shows it#

●●○StandardLPPearson Edexcel 9AA0 Appendix 2 - 1. The case system; 2. The vocalisation systemLPPearson Edexcel 9AA0 - vocalisation is used in question papers only where necessary; students are not expected to vocalise and misuse is not penalised

The case system (al-iʿrab)

The case system (al-iʿrab)Table with 4 columns and 6 rows, Data: Form · Ending · Where the case shows · Example; Nominative (rafʿ) · -un / -u · Verb subject; both halves of a nominal sentence · al-baytu kabirun; Accusative (nasb) · -an / -a · Object; predicate of kana; adverbials, hal, tamyiz · raʾaytu al-bayta; Genitive (jarr) · -in / -i · After any preposition; second term of an idafa · fi al-bayti; Dual · -ani / -ayni · -ani for nominative, -ayni for the other two · walidani, walidayni; Sound masculine plural · -una / -ina · -una for nominative, -ina for the other two · muʿallimuna, muʿallimina; Diptote · -u / -a · Never takes tanwin; accusative shares the -a · fi madarisa, highlighted cell: After any preposition; second term of an idafaFORMENDINGWHERE THE CASE SHOWSEXAMPLENOMINATIVE (RAFʿ)−un / −uVerb subject; both halves ofa nominal sentenceal-baytu kabirunACCUSATIVE (NASB)−an / −aObject; predicate of kana;adverbials, hal, tamyizraʾaytu al-baytaGENITIVE (JARR)−in / −iAfter any preposition;second term of an idafafi al-baytiDUAL−ani / −ayni−ani for nominative, −aynifor the other twowalidani, walidayniSOUND MASCULINEPLURAL−una / −ina−una for nominative, −inafor the other twomuʿallimuna, muʿalliminaDIPTOTE−u / −aNever takes tanwin;accusative shares the −afi madarisa
Fig. 1The three cases plus the four sub-systems where case is marked by letters rather than by vowels — which is to say, the four places where a case error is visible in ordinary unvocalised writing. The emphasised cell is the genitive's function list, because the genitive after a preposition and after the first term of a construct is by far the most frequent case decision in Arabic and the one that quietly governs half of every sentence. Romanised throughout: the figure engine has no bidi handling, and the Arabic terms are given in the prose above.

Key points

Appendix 2 opens with two items in a deliberate order: the case system, then the vocalisation system. The order matters because the second is how the first becomes visible, and because the specification's own rule about vocalisation is easy to misread. Vocalisation appears in the question papers only where it is needed for ease of reading or to clarify meaning; students are not expected to vocalise their own writing; they may do so where there is genuine ambiguity; and misuse of vocalisation is not penalised. That is a generous rule, and the practical consequence is this: you must know the case system in order to write correct Arabic, but you will almost never write the marks that show it. The grammar is invisible and still compulsory.
There are three cases. الرفع, the nominative, marks the subject of a verb and both halves of a nominal sentence, and is shown by a damma or, on an indefinite triptote noun, by tanwin -un. النصب, the accusative, marks the direct object, the predicate of كان and its sisters, the subject of إن and its sisters, and the whole family of adverbial accusatives — the cognate accusative المفعول المطلق, the accusative of specification التمييز, and the circumstantial الحال. الجر, the genitive, is required after every preposition and on every non-first term of a construct chain. On an indefinite noun the accusative is the one case that is visible in ordinary unvocalised writing, because it is written with a final alif: كتابا, دورا, جزءا — but not after a final ة or a final hamza carried on an alif.
Four sub-systems mark case with letters rather than vowels, and those are the ones where an error is visible to an examiner. The dual takes ان in the nominative and ين in the other two cases. The sound masculine plural takes ون in the nominative and ين in the other two — which is why إن المؤرخين and يختلف المؤرخون differ audibly and visibly. The sound feminine plural takes tanwin but shares one form for the accusative and the genitive, so a sound feminine plural direct object never takes an alif. And a diptote, الممنوع من الصرف, refuses tanwin altogether and takes a fatha in the genitive, which is why it is في مدارسَ and not في مدارسٍ; the commonest diptotes are the broken plurals on the مفاعل and مفاعيل patterns, the أفعل adjectives, and many proper names.
Two further items are worth memorising outright. The five nouns — أب, أخ, حم, فو and ذو — mark their case with a long vowel when they head a construct: أبو الطالب nominative, أبا الطالب accusative, أبي الطالب genitive, and likewise ذو, ذا, ذي for possessed of. And verbs have their own three-way system that mirrors the noun's: the imperfect indicative المرفوع, the subjunctive المنصوب after أن, لن, كي, حتى and لـ, and the jussive المجزوم after لم, after the prohibitive لا, and in conditional sentences. In the singular the difference is an invisible vowel; in the dual and plural it is the presence or absence of a final ن, and there it is visible in every line you write.
Worked example

One grammar decision, walked through: choosing the case in a sentence you are writing

You want to write, in Arabic: The two researchers considered the results of the study convincing, and the teachers agreed with them. Decide the case of every noun, and say where the decision is visible in the writing.

  1. 01Find the verb and its subject

    The verb is اعتبر, to consider, Form VIII. Its subject is the two researchers, a dual, and a dual subject of a verb takes the nominative in ان: الباحثان. But Arabic normally puts the verb first, and when the verb precedes its subject it stays singular — اعتبر الباحثان, not اعتبرا الباحثان. That is one of the most reliable accuracy signals in the language and it is easy to get wrong under pressure, because English word order pulls the other way.

  2. 02Handle the double accusative

    اعتبر takes two objects: the thing considered and what it is considered to be. Both are accusative. نتائج الدراسة is the first, and نتائج is accusative but shows nothing, because it is a broken plural ending in a consonant and the fatha is not written. مقنعة is the second, feminine singular in agreement with the non-human plural نتائج, and it also shows nothing, because a word ending in ة does not take the accusative alif. So the case is entirely invisible here — and entirely obligatory.

  3. 03Put the second term of the chain in the genitive

    نتائج الدراسة is a construct chain: نتائج carries no article because it is the first term, and الدراسة is genitive after it. Again invisible in writing. The visible consequence is the absence of the article on نتائج, and that absence is what an examiner checks. Writing النتائج الدراسة would be wrong in a way that is instantly readable; writing نتائج الدراسة with the wrong internal vowels would not be readable at all.

  4. 04Now the visible decision: the sound masculine plural

    The teachers agreed is وافق المعلمون. المعلمون is the subject of a verb, so it is nominative and ends in ون. If instead the sentence had been إن المعلمين وافقوا — the teachers did agree — المعلمين would be accusative after إن and would end in ين, with the verb then agreeing in the plural because it follows its subject. Two forms, two spellings, and the difference is audible and visible. This is where the case system stops being theoretical.

  5. 05Attach the pronoun and check the preposition

    وافقهم عليها or وافقوهم — Arabic has choices here, and the safe one is وافق المعلمون الباحثين على ذلك: وافق takes a direct object for the person agreed with, الباحثين, accusative dual in ين, and على for the thing agreed about. Prepositions are part of the verb and must be learned with it; a correct case with the wrong preposition still loses the mark. The finished sentence: اعتبر الباحثان نتائج الدراسة مقنعة، ووافقهما المعلمون على ذلك

  6. 06Run the visibility check

    Ask of every noun: is my case decision visible? Here الباحثان and الباحثين, المعلمون, and any indefinite accusative would be. نتائج, الدراسة and مقنعة would not. Then check only the visible ones, because those are the marks you can still lose. This two-second triage is worth doing on every sentence of a Paper 2 Section A translation, and it is much faster than checking everything.

Result: اعتبر الباحثان نتائج الدراسة مقنعة، ووافقهما المعلمون على ذلك. The verb stays singular before a dual subject; اعتبر takes two accusatives; the second term of the chain is genitive and the first carries no article; المعلمون is nominative in ون as a verb subject, against المعلمين in ين after إن or as an object; and the whole case system is compulsory even where nothing on the page shows it.

Exam focus

  • You will rarely write vocalisation and you must always know it. The case system governs the letters you do write (AO3).
  • The accusative alif on an indefinite object is the most visible accuracy signal in a translation; check for it in every sentence (AO3).
  • Duals, sound masculine plurals, diptotes and the five nouns mark case with letters. Those are the errors an examiner can see (AO3).

Typical mistakes

  • Writing a sound feminine plural object with an alif. مدرسات is already accusative in that form; it never becomes مدرساتا.
  • Giving a diptote tanwin in the genitive. في مدارسَ, never في مدارسٍ.
  • Leaving the ن on a dual or sound masculine plural inside a construct chain. موظفو الوزارة becomes موظفي الوزارة when it is the object, and the ن goes in both cases.
  • Adding vocalisation everywhere to look careful. The specification does not expect it, and a wrong mark on a word you had right is worse than no mark at all.

Active revision

خذ عشر جمل عربية من نص قرأته، وحدد في كل جملة الحالة الإعرابية لكل اسم من دون كتابة الحركات. ثم أعد كتابة الجمل بحيث تحتوي كل واحدة على مثنى أو جمع مذكر سالم، وتأكد من صحة النون في كل موضع

Active recall

Recall the key points — then reveal.

Sources: Pearson Edexcel Level 3 Advanced GCE in Arabic (9AA0) specification (Pearson Edexcel)

§ 02

الإضافة والتعريف: the construct chain, and where the article goes#

●●○StandardLPPearson Edexcel 9AA0 Appendix 2 - 3. Nouns: idafa; definite and indefinite; 6. ArticlesLPPearson Edexcel 9AA0 Paper 2 Section A - translation into Arabic

The idafa: six rules and the error each one prevents

The idafa: six rules and the error each one preventsTable with 3 columns and 6 rows, Data: Rule of the construct chain · Wrong · Right; The first term takes no article · al-babu al-bayti · babu al-bayti; The first term takes no tanwin · babun al-bayti · babu al-bayti; The second term is always genitive · babu al-baytu · babu al-bayti; Only the last term may be definite · al-babu al-bayti · babu al-bayti; An adjective follows the whole chain · madrasatu al-jadidatu al-tifli · madrasatu al-tifli al-jadidatu; A dual or sound plural first term drops its nun · walidani al-tifli · walida al-tifliRULE OF THE CONSTRUCTCHAINWRONGRIGHTTHE FIRST TERMTAKES NO ARTICLEal-babu al-baytibabu al-baytiTHE FIRST TERMTAKES NO TANWINbabun al-baytibabu al-baytiTHE SECOND TERM ISALWAYS GENITIVEbabu al-baytubabu al-baytiONLY THE LAST TERMMAY BE DEFINITEal-babu al-baytibabu al-baytiAN ADJECTIVEFOLLOWS THE WHOLECHAINmadrasatu al-jadidatu al-tiflimadrasatu al-tifli al-jadidatuA DUAL OR SOUNDPLURAL FIRST TERMDROPS ITS NUNwalidani al-tifliwalida al-tifli
Fig. 2Each row pairs a rule with the wrong form it rules out and the right one. Reading the middle column is the point of the figure: these are not hypothetical errors but the six that appear most often in candidates' translations into Arabic, and every one of them is visible to an examiner in ordinary unvocalised writing. Romanised throughout so that no label mixes scripts; the Arabic for each phrase is in the prose above.

Key points

The الإضافة is the single most productive construction in written Arabic and the one that produces the most errors in candidates' work, because English pushes the same meanings through of, apostrophe-s and compound nouns, none of which behaves like a construct chain. The rules are few. The first term takes neither the definite article nor tanwin. Every term after the first is genitive. Only the final term may carry the article, and its definiteness spreads leftwards over the whole chain. A dual or sound masculine plural in any position but the last drops its ن. And an adjective cannot sit inside the chain; it waits until the chain has ended, and then agreement alone tells the reader which noun it modifies.
The consequence that catches everybody is what to do when the adjective belongs to the first term. بيت العائلة الكبير means the family's big house, because الكبير is masculine and agrees with بيت; بيت العائلة الكبيرة means the big family's house. That works because the two nouns differ in gender. When they do not — when both are masculine singular, say — the phrase becomes genuinely ambiguous, and Arabic solves it with a لـ periphrasis: instead of المقر الجديد مركز البحوث, which is impossible, you write المقر الجديد لمركز البحوث, the new headquarters of the research centre. Knowing that escape route is worth several marks in a translation, because English generates this configuration constantly.
Definiteness is the other half of the system and it is more consequential than it looks. Arabic marks definiteness three ways: the article ال, a possessive suffix, or being the second term of a definite chain. A noun carrying a possessive suffix is already definite and must not also take the article — كتابه, never الكتابه. And the article-matching rule for adjectives is what separates a phrase from a sentence: النص المنقوش is the inscribed text, a phrase, while النص منقوش is the text is inscribed, a complete sentence with no verb. Getting that wrong turns a subject into a statement and derails everything that follows.
One further use of the article is on Appendix 2's list and is worth knowing because it is invisible to English speakers: the generic definite. Arabic uses the article where English uses no article at all for a general class — القهوة مشروب شعبي, coffee is a popular drink; يحب المصريون الشاي, Egyptians like tea. English learners systematically drop the article there and add it where Arabic omits it, which produces a text that is comprehensible and unmistakably foreign. Reading with the article specifically in view for ten minutes a day fixes it faster than any rule, because the pattern is frequent enough to be absorbed.
Worked example

Paper 2 Section A: a chain-heavy passage into Arabic, decision by decision

Translate into Arabic. The minister of higher education opened the new headquarters of the national research centre on Monday. In his speech he described the building as the first result of a plan to raise the number of the country's research graduates, and he thanked the ministry's staff for their work.

  1. 01The minister of higher education

    وزير التعليم العالي. A two-term chain with an adjective at the end. وزير carries no article and no tanwin; التعليم is genitive and definite, which makes the whole chain definite; العالي agrees with التعليم — masculine singular, definite — and therefore attaches to it, higher education, not to the minister. If you wanted the senior minister of education you would need العالي to agree with وزير instead, and since both are masculine singular the phrase would be ambiguous, which is exactly the situation the لـ periphrasis exists for.

  2. 02opened … on Monday

    افتتح … يوم الاثنين. افتتح is Form VIII from فتح and means to inaugurate, which is more precise here than فتح, opened. يوم الاثنين is an adverbial accusative and a chain at the same time: يوم takes no article, الاثنين is genitive. Days of the week are all constructed this way — يوم الأحد, يوم الثلاثاء — and knowing that they are chains explains why يوم never carries the article in them.

  3. 03the new headquarters of the national research centre

    المقر الجديد لمركز البحوث الوطني. Here is the reason the لـ periphrasis has to be learned. New belongs to the headquarters, and both المقر and مركز are masculine singular, so a direct chain — المقر الجديد مركز البحوث — is impossible and المقر مركز البحوث الجديد would attach الجديد to البحوث. So you break the chain with لـ: المقر الجديد, a complete noun-adjective phrase carrying its own article, then لـ plus مركز البحوث الوطني, itself a chain with الوطني agreeing with مركز. Two chains and one preposition, and every word unambiguous.

  4. 04he described the building as the first result of a plan to raise the number of the country's research graduates

    ووصف المبنى بأنه أول ثمرة لخطة رفع عدد خريجي البحث العلمي في البلاد. وصف … بأنه is described it as, with the pronoun agreeing with المبنى. أول ثمرة is a chain, and أول behaves like a superlative first term. لخطة رفع عدد خريجي … is a four-term chain hanging off لـ: plan, raising, number, graduates — and خريجي is the crucial word, a sound masculine plural in the genitive inside a construct, so it loses its ن and takes ي. English needed twelve words; Arabic needs seven, and that compression is the range mark.

  5. 05and he thanked the ministry's staff for their work

    وشكر موظفي الوزارة على عملهم. موظفي is again a sound masculine plural inside a chain, this time as a direct object, so it is accusative — and the accusative and genitive of a sound masculine plural are the same form, ي plus a dropped ن. Compare موظفو الوزارة, which is what you would write if they were the subject of a verb. شكر takes a direct object for the person thanked and على for the thing thanked for; getting the preposition wrong costs the mark even with the case right.

  6. 06Check the chains before anything else

    Run one sweep looking only at chains. Every first term should have no article and no tanwin: وزير, يوم, مركز, أول, خطة, رفع, عدد, خريجي, موظفي — nine first terms in three sentences, which is normal for Arabic and is why this sweep is the highest-yield check available. Then check the two sound masculine plurals for their dropped ن. Then check that every adjective sits after its whole chain and agrees with the noun you intended.

Result: افتتح وزير التعليم العالي يوم الاثنين المقر الجديد لمركز البحوث الوطني. ووصف في كلمته المبنى بأنه أول ثمرة لخطة رفع عدد خريجي البحث العلمي في البلاد، وشكر موظفي الوزارة على عملهم

Exam focus

  • Never put the article on the first term of a chain, and never put an adjective inside one (AO3).
  • Learn the لـ periphrasis: it is the only way to attach an adjective unambiguously to the first term of a chain (AO3).
  • Watch the generic definite: Arabic uses the article for general classes where English uses none (AO3).

Typical mistakes

  • Writing الوزير التعليم. It is وزير التعليم, and the definiteness comes from التعليم.
  • Writing الكتابه with both the article and a possessive suffix. A suffix already makes the noun definite.
  • Dropping the article in a noun-adjective phrase so that it becomes a sentence: النص منقوش says the text is inscribed.
  • Leaving the ن on موظفون when it heads a chain. It is موظفو الوزارة in the nominative and موظفي الوزارة otherwise.

Active revision

خذ عشر عبارات إنجليزية تحتوي كل واحدة على «of» أو على صيغة الملكية، وترجمها إلى العربية إضافات صحيحة. اجعل ثلاثا منها تحتوي على صفة تعود على المضاف، واستعمل فيها أسلوب اللام. ثم راجع كل عبارة وتأكد أن المضاف بلا «ال» وبلا تنوين، وأن النون سقطت حيث يجب

Active recall

Recall the key points — then reveal.

§ 03

الجذر والوزن: reading a word you have never seen#

●●●AdvancedLPPearson Edexcel 9AA0 Appendix 2 - 16. Word formation: roots and word patterns; 3. Nouns: broken pluralsLPPearson Edexcel 9AA0 Paper 1 Section A and Section B - no dictionary is permitted

One root, a family of words: k-t-b

One root, a family of words: k-t-bProbability tree, 10 paths, Data: verbs → kataba, he wrote; verbs → kaataba, he wrote to; verbs → iktataba, he subscribed; people → kaatib, a writer; people → kuttaab, writers; things → kitaab, a book; things → kutub, books; things → maktuub, a letter; places → maktab, an office; places → maktaba, a libraryverbspeoplethingsplacesVerb patternsAgent nounsWhat is writtenPlace nounsRoot k-t-b (writing)kataba, he wrotekaataba, he wrote toiktataba, he subscribedkaatib, a writerkuttaab, writerskitaab, a bookkutub, booksmaktuub, a lettermaktab, an officemaktaba, a library
Fig. 3The root supplies the field of meaning and the pattern assigns the grammatical role, so a single set of three consonants generates verbs, people, objects and places. The emphasised path runs to kitaab, a book, because it is the member of the family every learner meets first and the one from which the rest can be reconstructed. Romanised: the figure engine has no bidi handling, and the Arabic script for every word here is given in the prose.

Key points

No dictionary is permitted in any paper of this qualification, which makes the root-and-pattern system not a linguistic curiosity but the single most valuable practical skill available to you. Almost every Arabic word is built from a root of usually three consonants carrying a field of meaning, poured into a pattern that assigns a grammatical role. From ك-ت-ب, writing: كتب he wrote, كاتب a writer, مكتوب written, كتاب a book, مكتب an office or desk, مكتبة a library, كتابة the act of writing. Once you can hear the root inside an unfamiliar word and recognise the pattern around it, you can produce a serviceable guess at a word you have never met, which in a no-dictionary examination is the difference between a translated sentence and a gap.
A small set of patterns does most of the decoding work and can be learned in an afternoon. مفعل and مفعلة are places: مكتب an office, مدرسة a school, مصنع a factory, مطبخ a kitchen. فاعل is the doer: كاتب, عامل a worker, باحث a researcher. مفعول is the thing done to: مكتوب, معروف known, مفهوم understood. مفعال, مفعل and مفعلة are instruments: مفتاح a key, مقص scissors. And the derived verb forms each carry a prefix that identifies them on sight: a word beginning with است is a Form X, one beginning with ان is a Form VII, one with ت plus a doubled middle consonant is a Form V. So استثمار, انخفاض and تطور announce their forms before you know their roots.
The broken plurals are the other half of the system, and they are irregular only in the sense that they are unpredictable from the singular — not in the sense that they are random. There is a limited set of plural patterns, each associated with particular singular shapes, and learning ten of them by sight is enough to recognise nearly every plural you will meet. Recognition is the goal rather than production: in reading and translation you need to see that كتب is the plural of كتاب and that مدارس is the plural of مدرسة; in writing you can steer towards the plurals you are sure of. Note that the مفاعل and مفاعيل plurals are diptotes, so they take no tanwin and a fatha in the genitive.
Turn this into a reading procedure rather than a body of knowledge. When you meet an unfamiliar word, do four things in order, and the whole sequence takes about three seconds. Strip the prefixes and suffixes — ال, و, بـ, لـ, and any possessive or plural ending. Look at what shape is left and ask which pattern it is. Extract the consonants that remain after removing the pattern's own letters, and ask whether that root is familiar from any other word you know. Then check the guess against the sentence: does a place, a doer, an instrument or an abstract action fit here? A guess that survives all four is usually close enough to translate.

Ten broken-plural patterns worth knowing by sight

Ten broken-plural patterns worth knowing by sightTable with 4 columns and 10 rows, Data: Plural pattern · Typical singular · Example · Plural; afʿal · short three-letter nouns · qalam, pen · aqlam; fuʿul · faʿl and fiʿal nouns · kitab, book · kutub; fuʿuul · faʿl nouns · bayt, house · buyuut; fuʿal · fuʿla nouns · suura, picture · suwar; fiʿaal · faʿul and faʿiil nouns · rajul, man · rijaal; fuʿʿaal · faaʿil agent nouns · kaatib, writer · kuttaab; fuʿalaaʾ · faʿiil people-words · waziir, minister · wuzaraaʾ; afʿilaaʾ · faʿiil nouns · sadiiq, friend · asdiqaaʾ; mafaaʿil · ma- place nouns · madrasa, school · madaaris; mafaaʿiil · ma- nouns with a long vowel · maktuub, letter · makaatiibPLURAL PATTERNTYPICAL SINGULAREXAMPLEPLURALafʿalshort three-letter nounsqalam, penaqlamfuʿulfaʿl and fiʿal nounskitab, bookkutubfuʿuulfaʿl nounsbayt, housebuyuutfuʿalfuʿla nounssuura, picturesuwarfiʿaalfaʿul and faʿiil nounsrajul, manrijaalfuʿʿaalfaaʿil agent nounskaatib, writerkuttaabfuʿalaaʾfaʿiil people-wordswaziir, ministerwuzaraaʾafʿilaaʾfaʿiil nounssadiiq, friendasdiqaaʾmafaaʿilma- place nounsmadrasa, schoolmadaarismafaaʿiilma- nouns with a long vowelmaktuub, lettermakaatiib
Fig. 4Ten patterns cover the great majority of the broken plurals in ordinary written Arabic. The left column is what to recognise, not what to invent: in reading you need to see instantly that kutub belongs to kitaab, while in your own writing you should steer towards the plurals you are certain of. The two mafaaʿil patterns at the foot of the table are diptotes and take no tanwin at all. Romanised throughout, with long vowels doubled rather than marked, so that no cell mixes scripts.
Worked example

Reading strategy on a concrete passage: decoding without a dictionary

You meet this sentence in Paper 1 Section B with no dictionary. أعلنت الحكومة عن خطة لاستثمار متزايد في الطاقة المتجددة، بعد انخفاض ملحوظ في تكاليف الألواح الشمسية. وقد ناقش المؤتمر السنوي سبل جعل هذه المشاريع مستدامة، مشيرا إلى أن استيراد المعدات ما زال يشكل عقبة أمام التوسع. Work the unfamiliar words out from their roots and patterns.

  1. 01استثمار and استيراد: the است signature

    Both begin with است, so both are Form X verbal nouns on the pattern استفعال. Strip the pattern's own letters — the ا, س, ت and the ا before the last consonant — and you are left with ث-م-ر in the first and و-ر-د in the second. ثمر is fruit or yield, and Form X often means to seek or to derive, so استثمار is seeking a yield: investment. ورد is to arrive or come in, so استيراد is causing to come in: importing. Two words decoded from one pattern signature.

  2. 02انخفاض: the ان signature

    ان at the start marks Form VII, whose verbal noun is انفعال and whose sense is characteristically to undergo or to happen of itself. The remaining consonants are خ-ف-ض, lowering, which you may know from خفض, to lower. So انخفاض is a lowering that happens: a fall or decline. Notice that the pattern told you the voice — something declining rather than someone lowering it — before you knew the root, and the sentence confirms it, since costs decline rather than being lowered by anybody named.

  3. 03متزايد, مستدامة, ملحوظ: participles carry م

    Any word beginning with م and not obviously a place noun is likely a participle. متزايد is Form VI, تفاعل, on زاد, to increase, and Form VI is reciprocal or progressive, so متزايد is increasing. مستدامة is Form X on دوم, to last, feminine because it agrees with the non-human plural مشاريع, so it is made to last: sustainable. ملحوظ is a plain Form I passive participle, مفعول, on لحظ, to notice: noticed, hence noticeable. Three participles, three forms, one prefix.

  4. 04سبل and المعدات: the plurals

    سبل is a broken plural on the فعل pattern, from سبيل, a way or path, so it is ways or means. المعدات is a sound feminine plural in ات, from معدة, itself a place-or-instrument noun from ع-د-د, preparing, so it is equipment. Sound feminine plurals are the easy case: the ات ending is unmistakable, and it takes the same form for accusative and genitive, so it never needs an alif.

  5. 05المؤتمر and التوسع: the last two

    المؤتمر begins with م and has a hamza, which is the signature of a Form VIII participle from a root beginning with hamza — أ-م-ر, ordering or conferring — giving the place or occasion of conferring: a conference. التوسع has the ت plus doubled middle consonant of Form V, from و-س-ع, breadth, so it is the act of becoming broad: expansion. Now read the sentence again and every content word is accounted for.

  6. 06Check the guesses against the sentence, not against a feeling

    Substitute all seven guesses and read it whole: the government announced a plan for increasing investment in renewable energy, after a noticeable fall in the costs of solar panels; the annual conference discussed ways of making these projects sustainable, pointing out that importing the equipment still constitutes an obstacle to expansion. Everything coheres, the register is consistent, and no guess contradicts another — which is the test. If one word had refused to fit, that is the one to re-derive.

Result: The government announced a plan for increased investment in renewable energy, after a noticeable fall in the costs of solar panels. The annual conference discussed ways of making these projects sustainable, pointing out that importing the equipment still constitutes an obstacle to expansion.

Exam focus

  • There is no dictionary. Root-and-pattern decoding is the substitute, and it is trainable (AO2).
  • Learn the pattern signatures — است for Form X, ان for VII, م for participles and places — because they identify a word before you know it (AO2).
  • Aim for recognition of broken plurals rather than production; steer your own writing towards the plurals you are certain of (AO3).

Typical mistakes

  • Guessing from a superficial resemblance to a known word without checking the pattern. مكتبة and كتيبة share three letters and are unrelated in sense.
  • Assuming every root is triliteral. Quadriliteral roots exist — ترجم, تلفز — and Appendix 2 names them.
  • Giving a مفاعل plural tanwin. Those plurals are diptotes: مدارسَ in the genitive, never مدارسٍ.
  • Producing an invented broken plural under exam pressure. If you are unsure, use a plural you know, or recast the sentence.

Active revision

خذ نصا عربيا لم تقرأه من قبل وحدد فيه عشر كلمات لا تعرفها. لكل كلمة: اكتب الجذر المحتمل، والوزن، والمعنى الذي تتوقعه، ثم تحقق من صحته من السياق وحده لا من قاموس. أحص كم تخمينا كان قريبا بما يكفي للترجمة

Active recall

Recall the key points — then reveal.

§ 04

نظام الفعل: forms I to X, the tenses and the invisible passive#

●●●AdvancedLPPearson Edexcel 9AA0 Appendix 2 - 10. Verbs: conjugation forms I-X; use of tenses; passive voice in all tenses and formsLPPearson Edexcel 9AA0 Paper 2 Section A - translation into Arabic

The ten verb forms

The ten verb formsTable with 4 columns and 10 rows, Data: Form · Pattern · Relation to Form I · Attested example; I · faʿala · the base lexical meaning · kataba, he wrote; II · faʿʿala · causative or intensive · darrasa, he taught; III · faaʿala · doing the act with or to another · kaataba, he corresponded; IV · afʿala · causative, often the formal one · aʿlama, he informed; V · tafaʿʿala · reflexive of II; becoming · taʿallama, he learned; VI · tafaaʿala · reciprocal of III · takaataba, they corresponded; VII · infaʿala · happening of itself; middle voice · inqataʿa, it was cut off; VIII · iftaʿala · reflexive of I, often a new sense · ijtamaʿa, he met, assembled; IX · ifʿalla · colours and bodily conditions only · ihmarra, it turned red; X · istafʿala · seeking or considering · istaʿlama, he enquired, highlighted cell: causative or intensiveFORMPATTERNRELATION TO FORM IATTESTED EXAMPLEIfaʿalathe base lexical meaningkataba, he wroteIIfaʿʿalacausative or intensivedarrasa, he taughtIIIfaaʿaladoing the act with or toanotherkaataba, he correspondedIVafʿalacausative, often the formaloneaʿlama, he informedVtafaʿʿalareflexive of II; becomingtaʿallama, he learnedVItafaaʿalareciprocal of IIItakaataba, they correspondedVIIinfaʿalahappening of itself; middlevoiceinqataʿa, it was cut offVIIIiftaʿalareflexive of I, often a newsenseijtamaʿa, he met, assembledIXifʿallacolours and bodilyconditions onlyihmarra, it turned redXistafʿalaseeking or consideringistaʿlama, he enquired
Fig. 5The relations in the third column are tendencies, not laws: no root uses all ten forms, and individual verbs have drifted semantically over centuries. What the table is really for is recognition — the shape of a word tells you its form, the form suggests its relation to the base sense, and the two together are enough to guess a meaning without a dictionary. The emphasised cell is Form II, the causative, because it is the most productive and the one most often needed when writing. Romanised throughout, with long vowels doubled.

Key points

The ten forms are the architecture of the Arabic verb and the reason a dictionary is not strictly necessary to read one. Each form takes a root and imposes a systematic change of meaning: Form II typically makes a Form I verb causative or intensive, Form IV also causative and usually more formal, Form V is the reflexive of II, Form VI the reciprocal of III, Form VII a middle voice, Form VIII often a new lexical sense with a reflexive flavour, Form IX is confined to colours and bodily conditions, and Form X is characteristically to seek or to consider. These relations are tendencies rather than laws — not every root uses every form, and some forms have drifted semantically — but they are strong enough to guide a guess and to guide a choice.
Each form also has its own verbal noun, and knowing those is worth more than knowing the verbs, because the verbal noun is what Arabic prose is actually built from. Form II gives تفعيل, III gives مفاعلة or فعال, IV gives إفعال, V gives تفعل, VI gives تفاعل, VII gives انفعال, VIII gives افتعال and X gives استفعال. Form I is the exception: its verbal noun is unpredictable and simply has to be learned with the verb. Once you know the derived-form patterns you can read تطوير, مناقشة, إعلان, تحسن, تبادل, انتشار, احتلال and استخدام without hesitation, and you can build them yourself when writing.
The tense and mood system is smaller than it looks. There are two base tenses — the perfect for completed action and the imperfect for incomplete — and everything else is built by combination. سـ or سوف plus the imperfect gives the future. كان plus the imperfect gives a past habitual or continuous. كان قد plus the perfect gives the pluperfect. يكون قد plus the perfect gives the future perfect. Mood then modifies the imperfect: the subjunctive after أن, لن, كي, حتى and لـ; the jussive after لم, after prohibitive لا, and in conditionals. Appendix 2 names all of these explicitly, including the pluperfect and future perfect, which candidates rarely use and which reliably impress when they appear because the meaning genuinely requires them.
The passive deserves separate attention because it is the commonest thing a reader misses. Arabic forms it internally, by changing the vowels rather than by adding a word: كتب becomes كتب, ذكر becomes ذكر, يستعمل becomes يستعمل. In unvocalised writing the active and the passive are spelled identically, so nothing on the page tells you which you are reading — only the syntax does. If a verb has no visible subject and its apparent object is behaving like a subject, it is passive. That is why the specification's vocalisation rule allows marks where they clarify meaning, and it is why a translator must ask of every verb whether the sentence names a doer.
Worked example

One grammar decision, walked through: choosing a form, a tense and a voice

You are translating into Arabic and reach: By the time the committee met, the ministry had already published the report, and the results were being discussed in the press. Every clause needs a decision. Make them.

  1. 01By the time the committee met

    عندما اجتمعت اللجنة. اجتمع is Form VIII from ج-م-ع, gathering, and Form VIII's reflexive flavour is exactly right: they gathered themselves, they met. Form I جمع would mean to collect something, and Form II جمّع to assemble things — the wrong verbs entirely. اجتمعت is feminine singular agreeing with اللجنة. عندما plus a perfect verb gives when in a past narrative; بحلول الوقت الذي would be a literal calque and reads as translated English.

  2. 02the ministry had already published the report

    كانت الوزارة قد نشرت التقرير. This is the pluperfect, كان plus قد plus a perfect verb, and it is the whole point of the sentence: the publication preceded the meeting. Appendix 2 lists the pluperfect explicitly and candidates almost never use it, so a correct one is disproportionately visible. كانت agrees with الوزارة. نشر is Form I and is the ordinary verb for publishing; أنشر does not exist for this sense and Form IV would be an invention.

  3. 03and the results were being discussed

    وكانت النتائج تناقش. Two decisions at once. كان plus an imperfect gives the past continuous, were being. تناقش is the internal passive of the Form III verb ناقش, and in unvocalised writing it is spelled identically to the active — which is precisely why the sentence must supply the context that tells a reader which it is. There is no agent, النتائج is doing nothing, and the meaning is unambiguous. If you wanted to be certain you could add a partial vocalisation, which the specification permits where there is genuine ambiguity.

  4. 04in the press

    في الصحافة. الصحافة is the press as an institution, a generic definite where English also uses the article. Note that في الصحف, in the newspapers, would be a different claim — the institution against the individual publications — and translators reach for the plural too readily. The finished sentence: عندما اجتمعت اللجنة، كانت الوزارة قد نشرت التقرير، وكانت النتائج تناقش في الصحافة

  5. 05Check the decisions in the order that finds errors fastest

    First, forms: is اجتمع really VIII and is ناقش really III? Both yes, and both are attested in exactly these senses. Second, tenses: does the sentence need a pluperfect, and did you build it as كان plus قد plus perfect? Third, voice: is the passive intended, and is there genuinely no agent? Fourth, agreement: اجتمعت and كانت with feminine singular subjects, and النتائج non-human plural taking تناقش feminine singular. Four sweeps, about forty seconds, and they catch nearly everything this sentence can get wrong.

Result: عندما اجتمعت اللجنة، كانت الوزارة قد نشرت التقرير، وكانت النتائج تناقش في الصحافة. Form VIII for the reflexive sense of meeting; the pluperfect كان قد for the action that preceded; كان plus an imperfect for the past continuous; the internal passive of a Form III verb, spelled identically to its active and disambiguated only by the syntax; and the generic definite on الصحافة.

Exam focus

  • Learn the derived verbal-noun patterns; Arabic prose runs on them and they let you read and build at speed (AO2 and AO3).
  • Use the pluperfect كان قد and the future perfect يكون قد where the meaning calls for them; both are on the prescribed list (AO3).
  • Ask of every verb whether it is passive. Unvocalised Arabic spells the active and passive identically, and only the syntax tells you (AO2).

Typical mistakes

  • Assuming every root has all ten forms. Most have four or five, and inventing an unattested one is a straightforward error.
  • Using the indicative after أن or لن. Both take the subjunctive, and in dual and plural verbs the missing ن is visible.
  • Missing an internal passive in a translation and inventing a subject for it. If no agent is named, none should appear in the English.
  • Building a Form I verbal noun by analogy. Form I verbal nouns are irregular and must be learned individually.

Active revision

اختر خمسة جذور تعرفها واكتب لكل جذر ما تستطيع من الصيغ العشر مع مصادرها. ثم اكتب بالعربية خمس جمل تستعمل في كل واحدة زمنا مختلفا: الماضي، والمضارع، والمستقبل، والماضي البعيد بـ«كان قد»، والمستقبل التام بـ«يكون قد». وضع تحت كل جملة سطرا يبين لماذا هذا الزمن هو الصحيح

Active recall

Recall the key points — then reveal.

§ 05

الترجمتان: the two directions and the two disciplines#

●●●AdvancedLPPearson Edexcel 9AA0 Paper 1 Section A - translation into English, 20 marks, recommended 20 minutes, points-basedLPPearson Edexcel 9AA0 Paper 2 Section A - translation into Arabic, 20 marks, recommended 30 minutes, points-based

Key points

The two translations are worth 40 of the qualification's 250 marks and they are the only tasks in it marked by a points-based scheme, in which one mark is given for each correct individual section of language. Three consequences follow and all three should change your behaviour. First, the whole passage must be attempted, because a blank section is a guaranteed zero while a clumsy but correct one scores. Second, elegance earns nothing beyond correctness, so time spent polishing a sentence that is already right is time taken from a sentence that is wrong. Third, the marks are distributed across the passage rather than awarded for an overall impression, so a passage that is 80 per cent excellent and 20 per cent missing scores worse than one that is uniformly adequate.
The two directions fail in opposite ways and therefore need opposite disciplines. Arabic into English, in Paper 1 Section A with a recommended 20 minutes, fails through under-reading: a candidate misidentifies the subject in a verb-first sentence, misses an internal passive, reads a construct chain in the wrong order, or takes إن as if it were أن. The discipline is to parse before writing — find the verb, find its subject by agreement, identify every chain, and check every verb for voice. English into Arabic, in Paper 2 Section A with a recommended 30 minutes, fails through under-writing: an omitted clause, a missing accusative alif, an article on the first term of a chain, an adjective inside one. The discipline is a fixed set of checking sweeps.
For Arabic into English, three habits recover most of the marks that are lost. Read the whole passage before translating any of it, because Arabic signals structure with connectives — ف, أما … فـ, غير أن, بينما, إذ — and a sentence whose function you have identified is a sentence you cannot mistranslate. Translate meaning rather than order: Arabic front-loads verbs and back-loads subjects, and an English sentence that preserves Arabic word order is usually wrong as well as ugly. And resist the temptation to smooth away something you did not understand; if a clause is genuinely obscure, translate it as literally as you can, because a literal rendering often contains the marked section of language and an invented one never does.
For English into Arabic, run three fixed sweeps in a fixed order and rehearse them until they are automatic. Sweep one is verbs: form, tense, voice, and the endings after لم, لن, أن, كي and ما لم — in dual and plural verbs those endings are visible. Sweep two is nouns and definiteness: the article on the first term of every chain, the genitive after every preposition, the accusative alif on every indefinite object, and the dropped ن on every dual or sound plural inside a chain. Sweep three is agreement, and above all non-human plurals taking feminine singular. Seven minutes of those three sweeps recovers more marks than any other use of the same seven minutes.
Worked example

Paper 1 Section A: a full translation into English, parsed then rendered

Translate into English, with a recommended 20 minutes. تشير تقارير عدة إلى أن الطلب على المياه في المنطقة يزداد أسرع مما تزداد مواردها. ولا يعود ذلك إلى النمو السكاني وحده، بل إلى تغير أنماط الاستهلاك أيضا. وقد اتخذت بعض الحكومات إجراءات لترشيد الاستعمال، من بينها تسعير الماء ودعم تقنيات الري الحديثة، غير أن تطبيق هذه الإجراءات يواجه صعوبات اجتماعية واضحة. ولن يكون الحل تقنيا فحسب، ما دام السلوك اليومي جزءا من المشكلة

  1. 01Parse the first sentence before writing a word

    The verb is تشير, feminine singular, so its subject is a non-human plural: تقارير عدة, several reports. أشار إلى أن is to indicate that, and أن introduces a nominal clause whose subject الطلب is accusative. Inside that clause, يزداد is the verb and الطلب its subject, and أسرع مما تزداد مواردها is a comparative followed by مما, than what, with its own verb. Only now is the sentence translatable. Several reports indicate that demand for water in the region is rising faster than its resources are.

  2. 02Read the negative-plus-بل as one unit

    ولا يعود ذلك إلى النمو السكاني وحده، بل إلى تغير أنماط الاستهلاك أيضا. عاد إلى is to be attributable to. وحده is alone, agreeing with النمو. لا … بل … is not … but rather, and the two halves must be translated as a pair or the sentence loses its point. تغير أنماط الاستهلاك is a three-term chain: the change of the patterns of consumption. This is not attributable to population growth alone, but also to a change in patterns of consumption.

  3. 03Unpack the third sentence's chains

    وقد اتخذت بعض الحكومات إجراءات لترشيد الاستعمال. اتخذ إجراءات is the fixed phrase for to take measures. لترشيد is لـ plus a verbal noun of purpose, rationalising. من بينها, among them, resumes with a pronoun referring to إجراءات. تسعير الماء ودعم تقنيات الري الحديثة gives two verbal nouns each heading its own chain, and الحديثة agrees with تقنيات, so it is modern irrigation techniques, not modern irrigation. Some governments have taken measures to rationalise consumption, among them pricing water and supporting modern irrigation techniques.

  4. 04Catch غير أن and the abstract subject

    غير أن تطبيق هذه الإجراءات يواجه صعوبات اجتماعية واضحة. غير أن is but or however, with an accusative subject — here تطبيق, a verbal noun heading a chain, the application of these measures. يواجه is masculine singular agreeing with تطبيق, not with إجراءات, and reading the agreement is what tells you which noun is the subject. صعوبات اجتماعية واضحة is an indefinite noun with two agreeing adjectives. But the application of these measures faces clear social difficulties.

  5. 05Handle لن and ما دام in the last sentence

    ولن يكون الحل تقنيا فحسب، ما دام السلوك اليومي جزءا من المشكلة. لن plus the subjunctive is the emphatic future negative, will not. يكون takes an accusative predicate, تقنيا, with its visible alif. فحسب is merely. ما دام is a sister of كان meaning as long as, and it too takes an accusative predicate, جزءا, again with the alif. Two kana-sisters and two accusative predicates in one short sentence. The solution will not be merely technical, as long as everyday behaviour is part of the problem.

  6. 06Check the English against the four things this passage could break

    Did you find the subject of every verb by agreement rather than by position — تقارير, تطبيق, السلوك? Did you keep لا … بل as a pair? Did you attach الحديثة to techniques rather than to irrigation? And did you render both accusative predicates as predicates rather than as objects? Four checks, thirty seconds, and they cover every place where this passage is genuinely capable of going wrong.

Result: Several reports indicate that demand for water in the region is rising faster than its resources are. This is not attributable to population growth alone, but also to a change in patterns of consumption. Some governments have taken measures to rationalise consumption, among them pricing water and supporting modern irrigation techniques, but the application of these measures faces clear social difficulties. The solution will not be merely technical, as long as everyday behaviour is part of the problem.

Exam focus

  • Attempt every section. The scheme is points-based, so a blank scores zero and an inelegant correct rendering scores the mark (AO2 and AO3).
  • Into English: parse before writing — verb, subject by agreement, chains, voice (AO2).
  • Into Arabic: three fixed sweeps in a fixed order — verbs, nouns and definiteness, agreement (AO3).

Typical mistakes

  • Leaving a hard clause blank. Even a partly correct rendering can contain a rewardable section of language.
  • Preserving Arabic word order in English. Verb-subject-object is normal Arabic and abnormal English, and the mark is for meaning.
  • Spending the checking minutes rereading the source. Only the target text can still earn marks.
  • Translating an internal passive as an active with an invented subject. If the Arabic names no agent, the English should name none.

Active revision

درب الاتجاهين في جلسة واحدة كل أسبوع: عشرون دقيقة من العربية إلى الإنجليزية، ثم ثلاثون دقيقة من الإنجليزية إلى العربية. في الاتجاه الأول أعرب كل جملة قبل ترجمتها. وفي الاتجاه الثاني خصص سبع دقائق لثلاث جولات مراجعة: الأفعال، ثم الأسماء والتعريف، ثم المطابقة. سجل عدد الأخطاء في كل جولة وراقب أيها ينخفض

Active recall

Recall the key points — then reveal.

Sources: GCE AS and A level subject content for modern foreign languages (Department for Education)

Contents

Section -- / 05

    • 01الإعراب: the case system, and the vocalisation that shows it◐
    • 02الإضافة والتعريف: the construct chain, and where the article goes◐
    • 03الجذر والوزن: reading a word you have never seen●
    • 04نظام الفعل: forms I to X, the tenses and the invisible passive●
    • 05الترجمتان: the two directions and the two disciplines●

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From notes into training

Grammar and the two translations (الإعراب والترجمة)

Reinforce this topic with matching tasks from the question bank.

~38
min
2
Competencies
Practise

References & sources

Sources

Pearson Edexcel

  • Pearson Edexcel Level 3 Advanced GCE in Arabic (9AA0) specification

Department for Education

  • GCE AS and A level subject content for modern foreign languages

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