Transcript for:
Effective Strategies for Learning Arabic

here so welcome everyone to today's training my three-step process of how to master the core of the Arabic language so that you can begin reading an actual Arabic book within 21 days and the best part is that without any tedious memorization without any pointless exercises and without any unnecessary homework because I know that these are the things that often get in the way so we're going to get rid of all of that and I'm going to show you this by drawing your attention to the big mistake that practically everyone is making in their study of the Arabic language it's severely hampering them and it's stopping them from achieving results in a very big way and they might be getting some results from the flood approach that they're adopting but one Ramadan comes and goes two Ramadan comes and goes and they still can't understand and appreciate even the basic message of the verses that they're hearing in the Tavi prayers so what I'm saying is that all of that is unnecessary and there's a pro there's a particular approach that can accelerate your progress by a factor of 17 and that's 1600 100% And I know that's a big bold claim in a world filled with hype but just allow me the opportunity to prove that to you and inshallah by the end of today's presentation I will explain to you that not only is it possible to learn Arabic 17 times faster but it's actually essential because without it you get no momentum so we're going to move to the computer right now and I'll continue speaking with you there together this material will give you half of all of your benefits half of all of the aric you will ever achieve in your life you will get it within these 3 hours and I mean that's ridiculous it sounds ridiculous but again I asked you to suspend your judgment and right now I will explain to you what it is exactly that makes Arabic the most Superior language and why it's so unique and why Allah chose it as the medium for his final message so let's begin there is something within the Arabic language that makes it unique because allaha T chose it as the medium for a final message and you have to agree with this that he did that because there are elements in the language that make it unique and make it different make it special and make it Superior so if you wanted to sum that up in a single word it would be the word that you're seeing on the screen and that word is comprehensiveness he wrote centuries ago and he said that what in other languages requires separate words to convey in Arabic it's communicated through vowels patterns grammatical structures like nonwords so if you had you know a paragraph of sentences in Arabic and you wanted to translate that into any other language you would need at least twice the amount of words if not even more than that right so so bottom line is that the majority of meanings in Arabic do not come from words they come from vowels patterns and grammatical structures so this is the topic of the presentation we're going to speak about all three of these areas so let's speak about vowels right so how languages convey meaning so here's the very basic example that we like to lead with if you have a verb and two nouns if you have what a verb and two nouns then you need to communicate which of the two nouns is the one doing the verb and which are the two nouns of the one upon whom the verb is being done because if you can't do that there would be Mass confusion and your listener won't be able to tell whether Zade hit am or whether am hit Zade communication would cease to exist so every language needs a mechanism to be be to to be able to determine and differentiate between the roles of the nouns within the sentence okay so there needs to be a mechanism there needs to be a way of doing it so some languages do this by adding extra words so um apart from the verb and the two nouns you'd have a fourth word and a fifth word and using that fourth word you'd be able to distinguish which noun is the subject and using that fifth word you'd be able to distinguish which noun is the object like and Co in uru so so that's how they do it and the English people have their own method of doing it and that's by keeping the sequence rigid so the noun that's at the very front would be the subject and the noun that's at the very end would be the object so let's let's take examples of both of those right so in U they say something like means and for and obviously for the purpose of this illustration you don't need to know uru I'm just showing you that this is how one language does it and clearly you can see spaces you can see Zade you can see n Go and M there's five words there now Zade is an individual name of individual am is the name of another individual Mar means hit and N is an extra word Co is an extra word so in this sentence Zade is the subject and the N told us that is the object and the co told us that and the translation is okay and and these are extra words and they're so purpose was to distinguish between the subject and the object so you have to use five words but the benefit is that you can now move it around and you can say and it still means but here the emphasis is on so the translation would be more like it was that Z hit if you say it was so the stress is on am because the audience might already know that the hitting happened and the audience might already know that it was Zade that did the hitting and the new piece of information you're communicating is that it was that H so you want to bring that at the beginning because it's the it's the main benefit of the sentence right so this allows flexibility in the order okay so the sequence is not rigid you can arrange that in pretty much six different ways okay or you could say or you could bring at the front and then create more possibilities based on that okay but the drawback is that you need five total words okay the English people have their own method and that's the SVO method where the is at the very front the verb will be in the middle and the object will be at the end and the example is the same example Z hit and English specifies the order of the words so if you try to switch that around and change the order then it Alters the meaning and now the one you want it to be the subject becomes the object and the one you want it to be the object becomes the subject and the meaning changes or if you change it in some other method and bring the verb at the front then it becomes meaningless so basically there's only one way of communicating right which is a drawback because you want more than one way to Comm communicating meaning so that you can create a better match with the audience because the audience might be aware already so so you have to assess their level of awareness and speak accordingly right so Arabic has their own method which is the use of single vowels at the end so you'd have to have the word that means hit which is and then you'd have to have your two nouns and now literally you can arrange those nouns in six different ways there's six ways of saying Z also means they all mean that's the point they all mean the same thing so everything else being equal uh you'd use the one in the top right corner okay Z hit and you wouldn't deviate away from that but but if your audience is already aware of The Hitting and they already know that they did the hitting then it wouldn't be appropriate to use the top structure you'd use this one You' use the one that's circled in Red so to have all of these methods available is good because it allows you to create a better match so you're able to customize the sentence to satisfy the requirement of the occasion and this is one of the factors amongst many many other factors that make the Quran miraculous because when you have a verb in two nouns there's six ways if you add to that an adverb the number drops to um 24 now there's 24 possible ways of formatting it if the sentence has four Total Parts you add one more it becomes 120 because one * 2 * 3 is 6 uh * 4 is like what 20 24 * 5 is 120 so now we have a very large amount of ways that we can communicate meaning so when the Quran uses the most precise one at each and every occasion then this gets noticed and this is what dumbfounded the pre-islamic Arab and they couldn't understand it because it was so accurate at every occasion and that's just one factor there's other factors like like grammar will tell you that in a nominal sentence an example it's not on the slide but just listen pay attention that um in a nominal sentence the subject needs to be definite okay but it doesn't specify what kind of definition so you can say the person's name um or you can use an Al and say the tribe you can say the tribe of the tribe of were losers or you can just say whatever or whatever the name of that tribe is say we're losers or you could do it the way the Quran does those who rejected were the losers so using that elaborate and structure that's a lot of words there it gives you more benefit than saying the tribe of sh were losers because now we have a verb within that Clause the rejection verb means rejected those that rejected were the losers so so the reason they suffered the loss was their rejection of so it gives you that additional benefit without having to use two sentences you don't have to use two sentences so there's a lot of factors here and this ability to be able to arrange the words in different ways is an asset and what allowed that was the special method that the Arab people have for differentiating between the roles of the nouns what is saying is that the method that other people develop to determine grammatical meanings is by far the most Superior system because it doesn't require extra words and yet the speaker is able to move the words around which allows for communicating the meaning in Sixx more ways basically six times more ways because of this Factor alone and when you add to that the other factors then your number become very large okay and this system of differenti between the roles and or you can say the nonwords the mechanism that governs the conveyance of non-word meanings translates to roughly 4% of all the rules and if you can Master just them you'll have over half the benefits you will ultimately achieve and you could and and this is not just achievable okay I mean it is achievable we do it all the time with students within three weeks we give them this this this um system that governs the conveyance of non-word meanings right differentiating between the roles of the nouns and then the pattern related system and when you connect words together and combine words together um the meanings that come from the grammatical structures more and which will continue to develop throughout this presentation all of that together translates to roughly 4% of all the rules so it's not so it's like if you have a 200 Page book we're talking about eight pages which is not a lot eight pages from a 200 Page book so so when you master this then then you're able to start the book you have half of all the benefits you will ultimately achieve okay now not only that but it's is my contention that this is the only only proper way to study classical Arabic because if you ignore this system then there's a very large amount of negative effects that result from that okay so here's what happens when you ignore the system Arabic Arabic ends up getting taught as a series of disconnected rules and endless list of vocabulary so so you're being taught rules and you don't understand why they're important and you don't understand what they really mean and you have no earthly idea how these rules were will ever lead you so it's intimidating I mean it's overwhelming and you get the sense that it's G to take ages to master and it's just like there's no relative importance and there's no big picture to tie any of this to and the teachers they feel that the students aren't ready to tackle the complex topics so even the teachers are are pulling their punches and they're starting with the basis again again and it's like they're sent communicating to the student that you're not very intelligent and it's going to take time and we have to keep doing this pronouns and and this and these things and there's really no other way so all of this is necessary none of it's necessary okay and it's a Surefire way to kill the enthusiasm of the student okay and it's a direct result of ignoring the system okay not appreciating the fact that Arabic is different and not appreciating the fact that within Arabic the majority of meanings are not coming from words they're coming from vowels patterns and grammatical structure so when you ignore this Arabic ends up getting taught as a series of disconnected rules and endless list of vocabulary and you start thinking that it's going to take ages to master and it involves a great deal of memorization and the students they're not understanding the importance they're getting intimidated and the teachers are pulling their punches and they're they're not willing first of all they don't understand the importance the teachers Unfortunately they don't understand the importance and they don't really get it or if they do get it they can't present it okay they don't have that skill to be able to piece it together and if efficiently communicated in a way that makes sense right and what that does is it hinders progress and it delays the results unnecessarily okay and then and then what happens is that the student is confronted with a sentence or maybe a verse of the Quran and there's like 10 words they know individually the meaning of every single word and yet they still can't translate it why not now you know now you know the reason is because the majority of meanings are not coming from the words anyways so if you know the 10 words there's no guarantee that you'll be able to translate the sentence rather there's a high likelihood that you'll mistranslated even if you know the vocabulary right because if you're if you can't appreciate the meanings that are coming from the patterns and also the meanings that are coming from combining the words together there's no way in the world you'll be able to translate that right and and then and then eventually what happens is that the students they develop this belief that Arabic is the difficult language to learn and it then contradicts what they hear from the scholars because the scholars tell them Arabic is easy and Allah said that we made the Quran easy so if the Quran is in Arabic and and um the Quran is easy then by default Arabic should also be easy but then but then that just totally contradicts my experience so how does that make any sense so the whole problem is because the approach was wrong the whole problem is that they were not focusing on the non-word meanings and they started teaching the rules disconnected okay with no rhythm with no rhyme with no relative importance no sequencing and this belief is Dev Ved and then the more classes you attend the more homework you do the more uh courses you sign up for um it just reinforces that belief and it becomes like a vicious cycle and it just keeps continuing right furthermore attendance dwindles and the classes canel out and you've seen this and and you know what I'm talking about because it's not motivating because the teaching is not happening in a way that feeds the enthusiasm of the student and encourages their natural desire to learn so of course the student will be discouraged of course the student will lose their motivation and then when they stop attending then what happens is that nobody understands why okay and the teacher thinks he's done all the right things and and they get frustrated okay um yeah so so the students are frustrated the teachers also frustrated and and why would you want to study in that environment right and there's disappointed at lack of results all the effort is being putting in but but the point is that effort does not equal results you know there's no guarantee that if if you put in 10 hours of effort you will get 10 hours worth of results that's not how you don't there's no A for effort okay it's like you have to be spending your time on the correct things and you have to be under you have to be learning the rules that matter the most and suppressing and ignoring and ruthlessly avoiding everything else and then that leads to insecurity of ever being able to master the language and you start thinking that you're a poor learner and there's something wrong with you right and then you move from textbook to textbook and from teacher to teacher without gaining any traction and I can go on and on so these are all negative effects so basically bottom line is that the single biggest cause for failure among struggling Arabic students is trying to learn the language from the simple to the complex from the from the simple to the complex which upon first glance we would think that is the proper approach but it's totally the wrong approach and and all it does is it it results in Arabic being taught as a series of disconnected rules and long list of vocabulary right the fastest and most result certain way way to master the language is to lead with the complex by first gaining a big picture overview of how the language Wass that is to say by focusing on the mechanism that governs the conveyance of non-word meanings so if you want to learn in a way that fascinates you so so every new principle every new rule you learn it gives you an Aha and it gives you an epiphany and it Thrills you and excites you and it REM motivates you and you want to gain incredible speed and Unstoppable momentum and you want to enable reading by the third week of class and get a very quick payoff almost instantly and you want to replace if you want to replace overwhelm with excitement and restore confidence and move forward with no more than a 60 70% understanding and let me tell you this is probably the most important bullet point that this this method allows you to move forward it allows you to move forward with no more than a 60 70% understanding in other words good enough is good enough good enough is good enough okay and just don't take my word for it here's sister Sal from Manchester she says I have found it to be very true that you don't need to worry about not understanding everything the first time it is covered as concepts are covered over and over again throughout the kasas book and that's the stories of the prophet's book she says that slowly but surely everything starts to fall into place I love the fact that we are learning grammar while whilst actually translating a book so the grammar isn't just Theory but comes to life isn't isn't that what I just been telling you for the last five minutes and vocabulary built organically okay so you're not sitting with long list of words and you don't need flashcards okay but you're reading an actual book and the author is creating sentences there it's a story that you're familiar with the story of ibraim Alat the story of the Prophet yuat wasam you're reading these stories and he's quoting verses of the Quran and he's gradually using new words you see and then you're being taught the book so it's guided reading it's not just reading is guided reading by a teacher and and basically the vocabulary building organically and since you know the meanings that are coming from patterns we're teaching you that separately the pattern related meanings uh you know the pattern Associated to the past tense verb the pattern Associated to the present future verb the pattern Associated to the command verb active passive affirmative negative and then enhanced paradigms all of that is being taught to you separately and you're reading a book so everything you're learning here is coming to life here and every new word you're gaining into your vocabulary you're not just gaining a word you're an entire family of word words and here's sister far here's what she says she says the best thing about the program was the fact that the same concept was repeated so many times that it just settled in the brain the same the same was with the vocabulary because of the repetitive usage of it I just learned it with minimal effort alhamdulillah totally so if you want to totally put an end to unnecessary homework pointless exercises and tedious memorization and develop deep thought and train your mind to think at the level of the scholars and this is by providing reasoning so when A New Concept is introduced we immediately tie it into the big picture the framework so you know how it fits in and you know how it's important and how it contributes to the understanding you already have you see so so it's like taking the grammar principle and turning it into a solution for a problem so we we' create a problem and say that this issue needs to be resolved so here's how grammar resolves it you see so so by this this um by this method what happens is it trains your mind to think deeply and analytically and this is what we mean when we say think at the level of Scholars and really you can't understand IM gazali there's no way there's no way even an English translation IM gazali wouldn't be able to understand it if you don't have this aptitude if you don't have this ability to think at the level of the scholars and that's what that 132 page book does by the end of that book the students are fully equipped to study um to study high level books in and Hadith Hadith commentary okay and finally be impacted by the verses of the Quran like the pre-islamic Arab was impacted like the bedin he fell off the camel and he's prostrating and they said what are you doing and he's saying I'm prostrating to these verses because it is the special use of the language within the Quran that makes it miraculous Allah says in hood that can the rejector of the Quran ever be equal to the one who is upon evidence from his Lord and to it is attached its own internal Witness means witness so so there's um what does that mean that means that there's something that testifies to the Quran being the word of Allah and that testimony is built into the Quran it's an internal witness not something from there there's something from outside as well and that's the previous scripture the verse continues and prior to it was the book of M which was a guide and a and a mercy for the people of that time so so the T the Old Testament the new test these previous scriptures are prophesizing and speaking about the Quran but that's not all there's also Miracle built into the Quran and that is the special use of the language within the Quran so when you know the Dynamics of how the language works you don't just understand the basic message of the Quran you can experience the miracle you see that and then it becomes the most pleasurable part of your day if you want all these benefits that I just listed in the last two slides you must lead with the complex you must study these elaborate topics you must speak about the parts of speech and the is and how to differentiate between the roles of the is there's no way there's no other way you need to know the mechanism you need to know the process that is likened to human emotions and facial expressions the grammatical stat process that I'll talk to you about in a few minutes from now so you got to leave with the complex and upon first glance this is counterintuitive we wouldn't expect it to work but if you really think about it you'll say yeah that makes a ton of sense that makes a great deal of sense why wouldn't you want to start with the big picture up front right and this leverages the 80 principle and this is huge and I'll speak about that in a couple of slides and it's and more importantly most importantly it's how the scholars learn over the centuries so it's really there's no magic to it I mean it's a feat of Staggering Genius on part of the medieval garans that they were able to do this they were able to look into the language and identify a core and a central theme a central theme all I've done is I said teach that first okay now is it possible to teach that first let's try Okay so we've tested it over 16 years and we've modified it and we have this continuous feedback from the students where they tell us what we need to change so if the concept isn't resonating I can approach it from a different angle okay at some point I'll see the majority of people are getting it and again we're setting the bar very low like you don't need 100% understanding you only need 60 70% understanding in order to move forward with the next topic right and you get the entire big picture up front and and now every new detail that you learn is instead of overwhelming you what it does is it creates an epiphany and it motivates you to move forward and the end result is that you end up learning 1 1600% faster now where did I get that number from 1600 it's from the 8020 principle it's just a simple math okay so let's look at let's look into what is it exactly that makes this so powerful so this is the 8020 principle I mean I've talked about it before and you've probably read about it and you know it is well known but but I would implore you and I would um I I would encourage you to listen very carefully because just knowing something and actually leveraging it is two different things okay so what is 8020 it's it says that there's a major imbalance between inputs and outputs and there's an imbalance between causes and effects and there's an imbalance between effort and results so when two people are putting in an amount of effort there's no guarantee that both of them will receive the same amount of results it depends on what they're doing it depends on the things that they're spending their time on so it's possible that there's one person that puts in an hour and effort e and gets results equivalent to the other person's 5 hours or 6 hours or 16 hours of effort right so hardly ever will the inputs and the outputs equal the causes and the effects that hardly ever happens okay most of the time what you see is you see a massive imbalance and this is true everywhere it's pervasive in all facets of life and Everywhere You Look you'll see it so like for example if you look at your happiness you'll notice that there's 20% of your friends that give you 80% of your happiness so there you probably have a great deal of friends that they're not contributing a lot so you might want to even reconsider whether they're worth keeping as friends or not and then there's 20% of your clothes if you go into your closet and Survey your wardrobe you'll notice that there's 20% of clothes that you're probably wearing 80% of the time isn't that true okay like in carpets it's the same deal like in Office Buildings they figured this out somebody figured it out and now they have modular carpeting so they don't remove the whole carpet when they need to they just take out the area that gets the wear and tear and and they the rest the way it is and they replace just that area that gets the wear and tear the 20% that receives 80% of the wear and tear if you go to any major city and Survey the traffic you'll notice that that there's 80 20% of roads that receive 80% of the traffic and the Arabic language is no different it has a core and it has a central theme that must be taught first and this translates to roughly 20% of all the rules in the three Sciences of grammar which is morphology and the third one is B which is rhetoric so grammar it teaches you about the parts of speech and how to arrange them together to create meaningful sentences and it teaches you about how to differentiate between the roles of the nouns in a nutshell that's what grammar is s is the science of classical Arabic that speaks about consonant being vowed on particular patterns to create tense and voice and you will hear that no you will hear that definition nowhere else okay like I mean like that's exactly what it is that's what surf is it's a science of classical Arabic that teaches you about how consonants are to valed on particular patterns to create tense and voice and then the third area is rhetoric which is the most noble and the most virtuous like I mean Noble exalted but it's not the most important the most important is grammar so what rhetoric does is it it it teaches you how to um match with the requirement of the occasion so when you know grammar and you know all the structures that are valid it's the question the question that was which one to use where so rhetoric will tell you that you know here are the occasions where it's more appropriate to have the sub in the form of a the person's name proper noun and here are the occasions where it's more appropriate to use a pronoun or more appropriate to use a kind of demonstrative pronoun more appropriate to use the format where we have the relative pronoun starting the sentence like why would you want to do that you see and what are the benefits of bringing something that should been delayed first so they'll say that's done for confinement and restriction or they'll say that that's done for stress or it's done for emphasis or whatever the reason is behind behind that right so that's rhetoric so so there's 20% of rules in all three sciences that give you 80% of all of your benefits and these are the fundamentals of the language that have the broadest application by far so what we do now is we reapply the rule within the 20% and we come up with the further 20% Which is four because 20% of 20 is four look at the graphic it's not complicated at all look look that the blue has been shaded and you have the darker blue and that darker blue is leading to the darker green you see so 20% will take time but 4% you can do it in three weeks it's very manageable and and you're not going to get 80 but you'll get 64 because 80% of 80 is 64 so if you're spending your time learning just that four you're actually progressing 250 times faster and, 1600% you know, 1600% was actually an understatement okay if you're focusing on 20% Then you're getting the the top 20% Then you're getting 16 times more benefits than the person that's focusing on the last 20% okay so that's 16 times faster so if you're going more dense and you reapply the rule the way we do then that number is staggering like 1600% doesn't do justice okay but if I leaded with that then people would tune out they say this person is blowing up blowing air up my skirt and and whatever the expression is okay but all of this is manageable all of this is attainable but you got to follow the proper approach okay so there is an even denser 4% of the language that if you know it it will give you over half of all of your benefits and these are the aspects of the language that you would expect to encounter in practically every sentence grammatical structures is the way in which the words are combined together okay and there's a very manageable number of ways valid sanctioned by the language wherein words can be connected together okay what is that number maybe 2022 Max and from those there's some resulting sentences and most of them result in phrases and based on my surveying the phrases are 16 16 phrases 16 ways that words could be connected together to create what we call phrases what's common between all sanction methods of joining words together is that you always get more than what you started off with okay and what's also common is that every method has requirements that need to be satisfied now here there's an example on the next slide and this is going to become this is going to make total sense look at the example there's two examples on the on on the left side it says which translates to Z's book The One beside that is that's translat to tall boy now both of these are phrases okay and the total meanings in each of them is not two the words are two two words but total meanings are three because we have the meaning of book which is coming from the word kab and when and then we have the meaning of Zade which is the the name of an individual and then there's a third meaning which is the ownership and possession so where did that come from where did the ownership and possession come from the answer is it came from the particular way in which the two nouns were connected in that the first noun the word kab is empty of Al there's no Al it's not Al it's just and also there's no tan so there's no second vowel on the ba and it's just a single D and thirdly Zade has a particular ending z as opposed to any other ending that was possible so when these three requirements the ones I just mentioned the absence of Al the absence of the second D and Zade being Zade having a particular ending when all three of those get together it can only get together here and that's the point the other 16 would be different the other 16 would be different then then the then the Fulfillment of these requirements gives you a third meaning above and beyond the meaning of book and Zade and that third meaning is possession so if they ask you where did it come from the correct answer is it came from the structure in here in the in the second example uh we have two nouns we have the noun at the front we have the adjective delayed and and the translation is tall boy so there's the meaning of boy there's the meaning of tall and then there's the description so where did the description come from it came from satisfying the requirements of this type of phrase and that is correspondence in that they're both masculin they're both singular they're both indefinite and and and like that like that so if there's 16 ways words can be connected they all have requirements very very manageable and and the point is that from the 16 there's only two that you need to learn now and I just gave you a broad overview of them right now I didn't teach you everything you need to know about them but I gave you a good understanding because I don't want to bog you down so these two there's 14 others so how about the other 14 when do we get those the answer is that after the book starts after the book begins and the author of the book is using them you know and he's bringing the newer structures in the book at that point we have it in front of us so we need to address it but you don't need to know that now you see you can wait until it actually occurs and even then when it occurs to or three times it's the Judgment call it's a judgment call on part of the teacher whether he wants to talk about it or not and the student needs to be patient and the student can't be asking questions about something that is intentionally being suppressed because like you saw in the video earlier the the professor one of our students he said in pedagogy um you know they they tell us that it's more important to know what not to teach is just as important as to know what to teach so you got to be able to suppress and you certain things and bring them back at appropriate times and this is exactly what we do right continuing forward okay so that's the meanings that come from the come from the grammatical structures and then there's meanings that come from patterns and and this is verb related and we talked about this earlier that there's 28 letters in the alphabet and you can see them there in the screen the B is the equivalent of a b the th is the equivalent of a t the G is the equivalent of a j and like that you can run through the whole alphabet and what you'll notice is that they're all consonants okay and the vowels are there but they're not in the alphabet they're added on top and beneath the consonants to collectively give us the sounds of AE i o u and the words are constructed by taking the letters and putting them into groups of three every group of three has an Associated meaning so so together when they're combined they give us the meaning of helping Jim Lam and sin when those three letters are isolated they give us the meaning of sitting but the consonants on their own they're not pronounceable so if you take and and try to pronounce it you wouldn't be able to try to do it okay you can't can you can't right so so we need vowels so the vowels they come to uh make number one make the is pronounceable and number two they give you more meaning more specifically they give you the tense and the voice and we'll see this we'll highlight this on the next slide using our particular example which is the example so what you're seeing on the slide is it looks like a single word but it's actually a full sentence and an English it translates to they sought help and specific group of males they group of males sought help so how many meanings are there there is it three meanings um like the English people need three words to communicate it they sought help but the actual meanings are more than three it's a large number okay so let's dissect this and let's dive in so they sought help so the first meaning there is the help where is that coming from that's coming from the particular of the three consonants used in the middle n s and ra because if I leave everything else the way it is and I switch those three letters and I put and me which are the three letters of food then the translation changes and instead of they sought help it becomes they sought food what does it become they sought food notice how right no so clearly the help is coming from the particular of the three consonant in the middle the second meaning would be the notion of seeking and and that's coming from the scene and the at the front Okay because if I remove that scene and the and I and I say only then the transation they helped so so the they part stays the same the help part still there and the seeking disappears so where's that coming from that's coming from the scene the and there's the H at the front the E it's not circled and um it's there to enable pronunciation and for the sake of time I'm going to leave that I'm not going to speak a lot about that Hamza next meaning there's the past tense because what we have on the screen translat to they sought help it could have been they are seeking help it could have been they will seek help but it's not it's particularly they sought help so where is this past test coming from the answer to that is that it's coming from not having the particular prefix that the present future verb requires so the present future verb which is the other one not this one the other one has a particular requirement and that is not being satisfied here so the verb on the screen cannot be a present T present future tense verb because it doesn't have the letter at the front that that verb needed to have now what is that letter totally Irrelevant for our purposes right now because we're not teaching these topics we're highlighting comprehensiveness at the word level right so so it's a it's a letter that needed to be that the front is not there and number two the S has a fata which is relevant because if the S had a different vowel then it would have been a command verb means seek help when you're speaking to a group of males means they sought help radically different translation all that changed with a single vowel okay and then the the fourth meaning is the active voice and that's coming from Pure vowels okay not just one vowel but actually the combination of three vowels because what we have is the translation is they sought help if it was three other vowels a different configuration then everything else would be the same the translation would be become help was sought from them help was sought from them and again I don't need to tell you exactly what that configuration for the passive is the point is that what we have is different from that one is different from that one and the topic would be taught at a more appropriate time right continuing forward the next meanings are the masculine gender with now we're moving to the they so the they is not one meaning it's actually three meanings because it's men because if it was women I'd do it differently i' a different way of doing it and then it's plural so in other words it's a group of males and not only that but we're talking about them so we're not seeing you sought help when speaking to an audience group of males we're not saying we you know assuming that we're males sought help because there's other ways of doing those you see so this is masculine this is plural and this is third person so count up all of those meanings as seven meanings let's recap very quickly meaning number one was the help and that's coming from the particular of the N meaning number two was the notion of seeking and that's coming from the scene and the at the front meaning number three was the past tense and that's coming from the absence of the letter that needed to be there at the front in order to indicate present future as well as the fat the and the fourth meaning was the active voice and that's coming from Pure vowels because the passive would have a different configuration of vowels and the meanings uh five six and seven are coming from the wow right so so they sought help now the English people tried to do it okay and they couldn't do it so what you're seeing here is mind-blowing it's it's the height of comprehensiveness and the English people they tried to do it and they couldn't do it and they needed three words and even then it wasn't precise because they in English does not distinguish between males and females whereas our one is clearly males because if it was females I would have done it differently so this is what the prophet sallallahu alaihi wasallam meant when he said in a famous Hadith I was given words of great comprehensive meaning and speech was made concise for me so he's talking about his own god-given talent and his aptitude and his ability because he was more eloquent than everyone but he's also talking about the language because the language has these things built into it and when you learn this you end up learning more in a single day than others might have learned an entire year of study like one sister she drove 22 hours from Mississippi to attend my life class and she posted on the AL forums and I'll flash your screenshot on the screen so you can see that this is real like I I mean the AL forums are no longer active but I had to go to the way back machine and archive.org to pull out this screenshot and you can read it yourself she's saying essentially somebody's asking her about a particular textbook series whether it's effective or not and she responds and she says no what you need in a class is someone to explain to you how the language works and when you learned this because of these things I ended up learning more in one day than the entire year of Harvard so if you like this material and if you can see how this will work for you then I encourage you to look at underneath this video and you can get on the early bird list because we have a premium program that we've been teaching for over 20 years now and and those classes are in session uninterrupted and there's about 6 to 7,000 students that have gone through this system and if you want to also join then you can get on the early bird list and we'll tell you more about the program but if not then that's totally cool because I have a lot more for you together all of these videos will give you over half of all of your benefits okay so I look forward to speaking with you in the next video before moving to the second of the the four presentations that were originally in the workshop I'm going to add two more lessons in between so we can call that previous video video one we can call that module one so module two is developing the three parts of speech because if you've studied Arabic for any length of time then undoubtedly you've come across the terms is and so we want to develop them and we want a crystal clear understanding of what the is is the f is and the is and undoubtedly you've studied these things before but but there's a particular way in which they're presented and I want you to pay attention to the way I develop them and by the end of it you will have such a clear understanding of what these three are that you will a you be you'll be able to turn around and teach it to someone else inshallah and then after that the next module would be a verse of the Quran I'm going to bring a verse of the Quran and show how knowledge of grammar is what enables proper understanding and this is how you'll be able to appreciate the verses and the arguments and what Allah is saying within the verse so essentially it's as if the Quran is teaching us how to study Arabic it's not by focusing on vocabulary it's by it's by understanding the feature and function of these particles so first you have to know what a particle is and then I'll give you a verse in which there's two particles hars that knowing their feature and function and knowing their meaning contributes to a mind-blowing understanding so inshallah these two videos and then after that we'll move on to the two core issues which is the nominal sentence and the verbal sentence developing them and reducing the entire language into just two issues that have a solution and the solution could be summarized in a single sentence and if you know what they are then that's all of grammar so it gives you focus because either what you're covering relates to problem a or it relates to problem B so you can quickly appreciate and understand whether you're spending your time on the most productive things okay so let's move to the three parts of speech and I'll continue speaking with you there if you've been studying Arabic for any length of time then undoubtedly you come across the three terms is and ism is generally translated as as noun the f is referred to as verb and the they call it a particle so exactly what are these and how do they correspond to the parts of speech that we know in English that's topic of this presentation so we want to develop them and we want a very clear crystal clear understanding of what these three are okay because when people speak they speak in sentences and sentences are made up of phrases and phrases are made up of words so you got to know the word and luckily there's only three of them in English there's more there's like eight plus parts speech in English so if we wanted to talk about these and give definitions we wouldn't start with that what we' do is we'd revisit the ones we know in English Okay and we line them up and spend a few minutes on those okay so if you're not familiar with the English parts of speech that's fine because we'll spend two three minutes because this is more productive than directly trying to define the is the and the as you'll see so we have nouns pronouns adjectives and adverbs so very briefly what are they so a noun is the part of speech which is like entities places people things objects Concepts pronouns are small smaller words that are used in place as a noun when the noun has already been mentioned okay and there's various kinds of pronouns like he she they you which we call personal pronouns and then there's pronouns that are used to introduce questions like who and what and they're called interrogative pronouns and then there's other pronouns that create conditional statements like whoever comes to you honor him so we call them conditional pronouns so bottom line is that the second part of speech is pronoun so we have noun which is Place person thing and then we have pronoun smaller words used in place of nouns when the nouns have already been referenced and there's various kinds of those and then the next one the third one is adjective which is a part of speech which modifies a noun and an adverb is the part of speech which modifies other than a noun so examples of adjectives would be tall small ugly beautiful and examples of adverb would be like quickly such as in came quickly the verb is the part of speech which is action plus tense so something happening in the past something happening now or something is yet to happen and will happen in the future so like hit helps is helping helped all are all examples of verbs okay now the next three parts of speech are prepositions conjunctions and articles and that's it there's only eight and if there's more then it doesn't really matter because our point right now is not to exhaust English grammar but we're using this as a bridge and we're using this to facilitate our understanding of the Arabic parts of speech okay because what we're going to do right now is going to blow your mind okay so we have our three parts speech preposition what is a preposition a preposition is a part of speech in English that brings out an attribute of an upcoming word such as the word from or like the word to to O So to indicates destination and from indicates origin so when you line up the word from with an upcoming word and you say something like I traveled from Basra to kufa I traveled from Basra to kufa Basra is the name of a city and kufa is the name of another city so what the word from did is it told us that Basra is the origin of the travel and if you take away the from and you say only I traveled Basra then the meaning changes because it doesn't have to be origin anymore but rather I traveled it means I took a tour you see so so it's incredibly important the word from it told us something about Bas that otherwise we would not have been able to understand okay and another example is the word with that's a preposition also and and it indicates that the upcoming noun is a tool so I wrote with the pen is telling us that the P was the tool for the writing right and then our next part of speech is conjunction and these again are small little words that are used to gather between or combine between nouns and verbs and it and they allow abbreviation so you don't have to repeat repeat yourself and you don't have to say the thing twice so you say something like Zade and came so instead of having to say Zade came period capital letter am came so there's no need to say came twice just use the word and and now we have Zade and both gathered together in Being the subject of the verb came right and then there's various examples of conjunctions which will'll give to you on the upcoming slides or and not are further examples of conjunctions so or is telling us that one of the two came without being specific which one notd is telling us that um you know the earlier is established and the upcoming is negated so so coming coming is established for Zade and simultaneously negated from so affirmation of the first negation of the second that's what not does Zade came not again conjunctions however many there are what they all have in common is that they're used to combine between nouns and verbs while allowing for abbreviation so you don't have to repeat yourself and say the verb twice for example and then we have the article which there's only two of them in the entire language the definite article which is the word the which suggests something particular like such as in the pen and then we have the indefinite article uh a like in the example a pen which tells us any of many okay so now our eight parts of speech again are nouns pronouns adjectives and adverbs and very quickly noun is um the part of speech which indicates on Place person thing pronoun is a smaller word that's used in place of a noun when the noun has already been mentioned adjective is the part of speech that modifies a noun adverb is the part of speech which modifies other than a noun and a verb is action plus tense prepositions are small little words that that tell us attributes about the upcoming words that otherwise cannot be understood such as from and two from indicates origin and two indicates destination conjunctions are parts of speech in English that that facilitate combining between nouns and verbs without having to repeat yourself and then we have the article which are only two in the entire language the definite article the and the indefinite article a so what we do now is we take our is and and we line them up with these AIDS and we say ism corresponds to the top four okay so an is doesn't mean just noun it means nouns pronouns adjectives and adverbs and a verb is exactly what what we call F so what we call F is exactly what the English people call verb and then the last three and if there's any more you can just add them to those bottom few and and they will all fall under our third one which is called har okay so now that we have a very good understanding of what is and correspond to it's time to give precise definitions for each of them so in order to Define what we do is we spend a few minutes pondering on the commonalities and the differences so doesn't just include one thing it includes three things it includes prepositions conjunctions and articles so what we do now is we throw on the screen a whole bunch of prepositions conjunctions and articles without any particular order we just throw them up there on the screen a big mess right and then we'll we'll look oh what's common between all of them try to figure that out what's the element that connects all of them you see and that would be the wouldn't it okay and and if it doesn't have that then automatically has to be the other two and then we do the same thing with the other two and try to look for a difference there that what distinguishes the verb from from nouns pronouns adjectives and adverbs right okay so so we can start by throwing up some uh prepositions conjunctions and articles on the screen so we have the word in which is a preposition indicates containment and then this from which is another preposition to with and which is an example of a conjunction or not but these are all examples of conjunctions and then we have a and I think that's enough and the word the so these are all examples of okay if you want to go more broad these are all examples of every one of them is a now what do they have in common okay so let's look at their meanings so and suggests Gathering so so when I use it in a sentence and I say Zade and came so what end did it gathered Zade and am together okay or indicates disjunction that it's one of the two that the ruling is applying to and not both so it's one of the two without being specific which one um nod indicates affirmation of the first and negation of the second so Zade came not am so the coming is affirmed for Zade and simultaneously it's negated from am in indicates containment like the waterers in the bottle or the waterers in the cup from suggest origin and um and with indicates utility so if you look at all of them you'll have to agree that the commonality is that they all indicate meanings in something else okay because origin is not an attribute of the from it's an attribute of the upcoming word the Basra word from Basra okay because if you remove it then the meaning changes and that's the element that disappears and it becomes like took a tour right and they're all like that they're all like that right contrast that to the word tree which would not be a because tree is an example of a noun so tree what does that indicate it indicates trunk it indicates Roots it indicates branches and leaves and maybe fruit okay so all of those things are they contained within the tree or are they contained outside the tree somewhere else the answer is clearly it's the tree which is the tree it is it's the tree that possesses the trunk it's the tree that has the roots it's the tree that has the branches and the leaves and the fruits so that so so we have two elements here we have indicating meaning in something else versus indicate a meaning in itself so if it indicates a meaning in something else then that's the primary ingredient that makes a and an indicate a meaning in itself would be the primary ingredient that makes the other ones whatever they are and then since there's more of them then there's something that's distinguishing the top four from the verb and what is that that's tense clearly right so the noun the pronoun the adjective and the adverb indicate a meaning in themselves and are empty of tense whereas the F has tense so now we're ready to give precise definitions okay so here are the definitions ism is the part of speech in Arabic that indicates on a meaning in itself and is not linked to time right and examples are which means tree which means pen which means the sun which means the moon right and is the part of speech in Arabic that indicates a meaning in itself and is also linked to time and the examples are means means hit Sam means heard means helped so helping in the past Sam means heard heard Hearing in the past means honored right and is another example which means sought help okay our third part of speech is har and this is the part of speech in Arabic that does not indicate on a meaning in itself but rather in something else and the examples here are min oh Min means from Fe means in w means and and O means or and that's it that's the development of the parts of speech so we did it by surfacing the English parts of speech and then explaining them spending a few minutes on them and then and then immediately lining up the Arabic parts of speech with the English ones to try to get a feel and an understanding of what they correspond to and then we look for the commonalities and the differences which then led us to the definitions and this topic is now totally done it's totally done like I mean it's done in a way that I don't think you'll forget it the three parts of speech is key like you can't start anything even our other brothers that use a different approach to the way we presented the material here and they say focus on vocabulary and learn the gazillion words and do that first and then delay the study of grammar I don't think that they would suppress from the student the three parts of speech even they would feel that you know the students need to know what an is is what a is and what a is so hopefully you found that valuable like the way it was presented there and you found it was presented in a way that should stick with you so even if you needed to present it to someone else you should be able to present it to someone else because we took something you already knew and we use it as a bridge in order to get this knowledge of the three parts of speech so you have a very precise understanding of what they are inshallah in this video I'm going to explain to you through the Quran that the way to learn Arabic according to the Quran is by not focusing on vocabulary I mean we've been talking about this my last two videos they did go viral and one of them has over 10,000 views in 4 days okay for a small Channel like ours that's a big deal so something resonated and I gave an example in my previous video of a particular structure that looked like a single word and was giving seven meanings and that was mind-blowing and it was the height of comprehensiveness but what I'm going to do in this presentation is give to you a verse of the Quran Allah he says in had it been the case that the Quran through it mountains could be moved and large distances could be traversed very very quickly or dead people could be brought back to life and then spoken to dot dot dot dot dot dot rather all authority belongs to Allah so that's the basic translation of the Ayah I just gave it to you now what does it mean what is it saying it doesn't make sense because the sentence is hypothetical the word love is a particle in the Arabic language that introduces sentences if then if this was the case had this been the case comma then this would have been the outcome but it's not giving the jawab it's not giving the second half of the conditional statement so that's something that's missing so we're going to have to fill that Gap and then it says rather all authority belongs to Allah the so the word b is actually a conjunction that deflects attention away from a previous statement and refocuses that attention on something new so I mean it's not very clear what the Ayah is saying so how do we make sense of this so step number one is to look at the earlier verses and try to establish a context so the scholars they tell us that the prophet sallallahu alaihi wasallam in Mecca when he was presenting evidence instead of appreciating the Miracles using their minds and pondering and reflecting they would ask for ridiculous things and they would say that if we had a Quran that if we pointed at a mountain the mountain would move and if we had a Quran that if we held it in our hands and all of a sudden we would move at the speed of light or if we walked up to a grave and the dead person would come to life and and we'd be able to speak to them then these are the kinds of things we need you know how cool would that be so so unfortunately you haven't been able to produce any of this so therefore we can't accept you so this is what the prophet sallallahu alaihi wasallam was up against so Allah in this ay in is comforting and consoling the prophet sallallahu alai wasam so here's the translation we' add some extra words at the front to establish some context but still we have to struggle strle with the loss of meaning and that's the point of this video that just knowing the words within the Ayah is not enough like for God's sake try to understand that point that um just knowing the words is not enough so I'm saying it's a Tali verse okay so that already gives you somewhat of an understanding of what a is saying so we'd add some extra words at the front and we'd say that parenthesis instead of making the appreciation of the quran's miracle dependent on T and dependent on pondering and reflec if we were to make it effortless Allah is saying that if we were to make it effortless for example if we were to reveal such a Quran that through mountains could be moved like you just hold it in your hand point it at a mountain and the mountain starts moving or you start moving at the speed of light if we were to reveal such a Quran that through it these three things can happen mountains could be moved large distances could be traversed very very quickly and dead people could be brought back to life and then spoken to parenthesis they still would not believe so that's the second of the sentence and this is in the he says they still would not believe and then it says rather all authority belongs to Allah so it's still not complete because rather deflects attention away so there's something missing there so because the scholars they tell us that b in the Arabic language is for to deflect attention away from a previous statement and refocus that attention on something new so this is something that the ancient Arabian understood this so when they see that and they see until that's people people would be brought back to life and then spoken to they realize that the second half of the low sentence is not there so automatically they'd surface it they'd surface it and they say oh they still would not believe like if all of these things were granted these requests that these mush are making if all of those requests were granted they still would not believe rather all authority belongs to Allah so what does that mean that means that that means that observing a miracle and seeing something extraordinary something that breaks the normal cause and effect and the way that Allah governs the universe in a scientifically coherent way so if something were like that were to happen then then we would expect that to lead to a person becoming a Believer right because it's a cause and causes generally naturally lead to their effects but they only they only do that if Allah wills it okay because Allah T is the one that does absolutely everything and the entire universe depends completely and utterly on the knowledge will and power of Allah so there's no guarantee that a mush will view a miracle occurring before their eyes and automatically they'll become a Muslim not necessarity it will only happen if Allah has willed for such a person to enter paradise and guess what Allah subhana T does not Grant guidance to people that are stubborn rejectors and these mush were like that they had they had they had this obstinate pickiness and they were not Desiring the truth and they even knew the truth a lot of them they knew it but they were refusing the prophet sallallahu alaihi wasallam because they were following false religion and they had a pagan cult in meca and they were benefiting from that financially and if they were to become Muslim then they would lose all of that power and Prestige so so that's why they would come up with excuses and try to justify to themselves that the prophet sallallahu alaihi wasallam is not a real genuine Prophet even though they knew he was you see so so what the verse is saying is that they still would not believe because observing a miracle is merely a cause that you would expect it to lead to its effect and but but causes are never intrinsically effective rather all authority belongs Allah belongs to Allah Allah is and that concludes the verse so if you appreciated that the what you will notice is that the first translation I started with when you compare it with the final translation where did all of those things come from some of it came from the books of T okay I have to admit some of it came from the books of T some of came for the vocabulary but the vocabulary is the least important part there can can you appreciate that the vocabulary is the least important part is the grammar it's knowing the future and function of LA and it's knowing the future and function of B and then being able to surface the proper sentences in there in order to complete the translation so if you like that style and if you want to be able if you want to take yourself to a level because what I just showed you there in that verse inah is pervasive it's throughout the entire Quran like you'll see things like that on every every single page within the Quran but the first step is to learn the language and from The Sciences Associated to the Arabic language the most important is grammar says he said the most important of all of The Sciences is grammar because if you take away grammar communication ceases to exist now we have some people they make an argument and they say that if you don't have vocabulary communication ceases to exist but that's not what he's saying can you see that that's not what he's saying he said because you wouldn't be able to differentiate between the roles of the nouns and your commun your your listener would be completely confused you see inshallah in a minute we're going to get to work and we're going to get to work really quickly first let me tell you a little about who I am people have been asking like what M set did you graduate from who are you so my name is yah and I first got started when I was a teenager back in the 1980s my parents sent me to a madasa And I memorized the Quran and and I study these topics this s and and the Sciences of the Arabic language and and Hadith and these things in in a mad in the UK and I had some life experiences I used to get in trouble and I eventually got kicked out of that madasa and I went to a second madasa and alhamdulillah I had some really great teachers and that taught me these things really well and then eventually I went to Karachi and I graduated from Dar Karachi and is my teacher so while I was in Karachi there was some older brothers that were enrolling into the madrasa from the UK and they were like like pharmacists people with University degrees and their study habits were already developed so they would hear good things about the madasa education so they would come all excited with a lot of enthusiasm but their situation would get far worse before it ever got better and let me tell you what I mean by that so these brothers they were put in classes with 16year olds and the teacher would be forced to teach at the level of the lowest common denominator so these brothers would get frustrated and it was so slow and and they would eventually quit and when I saw that multiple times it caused me a lot of pain so I made a decision and I said that after I graduate I'm going to try to take these subjects and these topics and organize them and present them to people that caters to their work ethic and their study habits people whose study habits are already developed and people that cannot realistically enroll in a madasa and this is what I've been doing ever since so alhamdulillah uh the program has been in session since 2001 okay I started with four students in the basement of my house and then that four became 40 and then eventually we went online in 2004 and at this stage right now there's about 6 to 7,000 people that have gone through this system have gone through this method and alhamdulillah the method is tested and it works and I'm demonstrating this to you in these modules so the presentation today is about the two core issues that if you take all of Arabic you can reduce it to two core issues that need to be understood there's two problems and each of those two problems has a solution and the solution can be summarized in a single sentence so if you know this it gives you focus so all of your effort can be channeled to solving one of those two problems so let's move it over to the PowerPoint and I'll continue speaking with you there okay so the point of this video is just to keep you focused just so that you know exactly what's the big concept what's the core concept we got to keep this in mind so it starts off with that sentence that we LED with and I'll just remind you of that sentence here it is in the Arabic language the majority of meanings do not come from words instead they come from number one vowels number two patterns and number three grammatical structures so if you take a paragraph of sentences in Arabic and you want to translate it into any other language you would need at least twice the amount of words if not even more than that if you were to do it properly because the consonants are giving you separate meaning and then the vowels are giving a separate meaning and then on top of that the way in which the words are arranged together is giving you even more meaning so there's these three areas that we need to focus on the meanings that are achieved from the vowels the meanings that are achieved from the patterns and finally the meanings that are achieved from grammatical structures so patterns is s like the alphabet has 28 letters in it they're all consonants and meanings are achieved by grouping the consonants into group of three groups of three so if you were to take the alphabet and group it into groups of three you'd have tens of thousands of groups every group group of three consonants has an Associated meaning but then you're not able to pronounce them because when people speak they speak in syllables consonants on their own are not pronounceable so the vowels come to number one remove the limitation and allow the letters to be spoken okay and number two it gives you more meaning more specifically the tense and the voice and this is highlighted through the stanu example right when we say vowels in this context what we mean is that the vowels at the end of the noun so Al versus Al versus Al or versus Z so at the end of the ism there's a particular vowel that's differentiating between the role of the ism in other languages you might need separate words to do that in Arabic is done through vowels so those are the vowels we're talking about when we say vowels and patterns and grammatical structures grammatical structures is obviously the sanction methods and the ways in which the nouns could be combined together so when you take two words and combine them together through one of the methods sanctioned by the language then you always end up getting more than what you started off with okay so so that's phrases now when we speak about sentences which is the topic of this presentation the first thing is what's the definition of a sentence so here's a very brief definition it's not on the slide it's basically when you take two or more words and you connect them together in a manner that conveys to to The Listener a complete benefit upon which sidence is appropriate I'll say it again one more time when you take two or more words and connect them together in a manner that communicates to The Listener a complete benefit upon which side is is appropriate in other words once you're done speaking your two or more words and then you become quiet one of two things will happen either your listener will be satisfied and they will have received a complete benefit and they're not waiting for anything further okay that's one possibility and the other possibility is that they're still waiting and they want you to finish it if they're not waiting then that means what you said was a sentence and you could put a period and you're done and if they're still waiting then that means what you spoke was a phrase every sentence has two parts there's the primary portion which we call the subject and this is the thing you're talking about and this has to be a noun or has to be an entity like the word Zade I can create multiple examples and what you would see Is Zade is a human Zade is tall Zade is in the house so the word Zade would be the subject of the sentence and regardless of the kind of predicate the subject will always be a noun the predicate could also be a noun so so now you have two nouns or the predicate could be an adjective the pred predicate could be a compound structure it could be a verb it could be a verb plus an object so here's the five examples if you remember these five examples you'll never forget this topic the five examples are number one Z is a human number number two Zade is tall number three Zade is in the house number four Zade went and number five Zade hit am so what's common between all five of those examples what's common is that the word Zade is at the front in all five of them Zade is at the front so so we can say that regardless of the kind of predicate you're dealing with the noun will always be at the front Okay so so in the first example the predicate was another noun so they're both nouns Zade is a human in the second example the predicate is an adjective Zade is tall and the third example the predicate is a compound structure Z is in the house the fourth example is where the predicate is a verb so the predicate is changing okay predicate is a verb and in the fifth example the predicate is a verb plus an additional object so it's like a two-word predicate Zade hit regardless of the kind of predicate you use Zade will always be at the front Okay now in English all five examples dat is at the front but in Arabic what will happen is that in three of them Zade would be at the front but in two of them the verb would be at the front and Zade would get pushed forward okay yeah because you don't have to use a verb like in the top three examples there's no verb in the fourth and fifth examples there's verbs and the minute you choose to use a verb what happens is that the verb will be at the front because it's a rule because in Arabic subjects a verbs must follow the verbs so here are the five examples restated again this time in Arabic so is a human isall is is in the house is z went is and would be okay so now what you're seeing here is that regardless of the kind of predicate you use in English the subject is always at the front in Arabic in 60% of the time the subject is at the front 40% of the time the subject gets pushed forward and the verb is at the front so is this significant the answer is is very significant now the grammar people they notice this and based on this they said this this change is so fundamental let's go ahead and let's assign it a classification so they took the sentence and they sent and they divided the sentence into two types and they said sentences that begin with ISS we're going to call them J is and sentences that begin with verbs we're going to call them so in those five examples the top three are examples of J and the bottom two are examples of now in the top three we can say those are sentences without verbs now technically the word is is is a verb but it's not represented in Arabic only has two words only has two words right so so I can say that in the top three examples those are those are verb less because when I in this context when I say verb I'm talking about hitting and helping and sitting and standing and eating and drinking the top three examples do not have a verb of that kind of The Hitting and helping and sitting and standing and eating and drinking kind right so so it's about whether it's there or whether it's not there so if it's not there then and if that kind of verb hitting and helping and sitting and standing is being used then automatically it causes a rearrangement in the words and the predicate now is proceeding and the doer of the verb is delayed so since this happens in Arabic and it doesn't happen in English since it doesn't happen in English so that's why the number of terms that you need to retain in English are just two and they are number one subject number two predicate in Arabic because there's this fundamental shift occurring that in certain sentences the subject is at the front and in other sentences the subject is pushed forward that's why the grammar people in Arabic they have six terms instead of two terms they have six terms so there's the two terms that are generic subject and predicate regardless the kind of sentence you're dealing with and then there's the four more specific terms and these are represented on this slide okay so just take a minute and focus on this so basically in the far left we have so that's regardless of the kind of sentence you're dealing with so every sentence has a now when you go more specific and they ask you the question what are those so so you could say is and is and that would would be okay that would be valid but but it's like referring to uh wine as a liquid there's no need to do that there's no need to refer to Wine as a liquid because we have a better word and the better word is beverage okay did you understand that so the difference between beverage and liquid so the difference between and is the difference between beverage and liquid so m is more specific and must is more generic okay so do we totally discard no they have their use as well are useful like in for example in B when it's more conceptual like the ideas when they're in their head they're called and then you look for words to communicate the ideas in your mind so now when you say it the format you use would dictate the terms that will now be applied while they were in your mind conceptually there and then when they appear in the language uh when they're used in an actual sentence now you're not going to call it you'll use the more specific terms in the case of the nominal sentence and F and F in the case of the verbal sentence okay so let's continue now with further examples so we already have five examples and those five examples are somewhat sufficient to understand this topic okay but um if you want to go with the basic examples for the nominal sentence we have Al and the translation is the book is new so so this is example of a sentence that doesn't have a verb and again when I say doesn't have a verb I'm talking about hitting and helping and sitting and standing and eating and drinking kind of verb because the word is is automatic anyways like I mean there's no word that represents is now you still have to be able to differentiate it from the phrase because you don't want it confusing with new book because what we had what we have in front of us is a sentence the book is new so how do you do that so what talk about that in a few minutes in one of the upcoming slides let's keep going so so this when you contrast it with the five examples which example does it line up with the best the correct answer is it lines up with the second one because the second one was Zade is tall and tall is an adjective jid is an adjective so that's the example okay now an example of a basic verbal sentence keeping in mind the fact that the doer of the verb must follow the verb would be this went which is identical to the fourth example I gave you earlier Zade went now if a verbal sentence is just two words not a big deal not a big deal right it really can't mean anything else the translation would be Z went but if the sentence is larger and longer okay then now it becomes an issue of how do you differentiate between the roles of the isim okay you'd have to be able to slot those ISM in their proper slots so for that let's revisit the parts of speech if you remember the parts of speech in Arabic are just three in English there more and it's this graphic here so the ism in Arabic is not just noun it's also serving all of the all of the purposes that an adjective and adverb would serve so if I say today I came quickly today I came quickly so in that example there's the verb came and then there's the I and then there's the today and then there's the quickly so in English that would be a verb plus a pronoun plus two adverbs today is an adverb and quickly is also an adverb but in Arabic with simplify we wouldn't say that we would say that's a a verb followed by three isms did you understand that verb followed by three isms so so the the point is that the verbal sentence could become longer now uh the bare minimum for a verbal sentence is along with the verb there has to be at least one ISM one noun and that noun could be like physically present noun or it could be carried within the verb so if it's just and they don't really say anything else all they say is that that's two words also because you can't have a sentence that's less than two words that's not two words it has to be at least two words so is two words and on its own is also two words okay now for the maximum there's no limit and the verbal sentence could be longer and what dictates the length of the veral sentence is the amount of details that the speaker chooses to disclose because the the sentence will have a when and a where and a why and a how so so if it's relevant and if it's important and if the speaker feels the need to communicate that the speaker would need to add additional isms to the sentence in order to communicate those details you see so it's quite normal for a verbal sentence to be followed by three to five isms very normal okay right so here's an example today I so this example of a verb followed by three isms so one ism is the two the other ism is the and the third ism is the so in English that would be a verb followed by a pronoun ad verb and noun but we don't make that distinction so we say verb followed by three isms you got it and here's another example where it's a verb followed by again three isms an adverb followed by a noun followed by another now right so when the verbal sentence is only two words words then there's no issue because it can't mean anything else it can only mean Zade went right so the minute becomes longer now it's an issue of which of the two nouns is the one doing the verb and which of the two nouns is the one upon whom the verb is being done and if there's adverbs being used then the reader and The Listener need to know what those adverbs are doing in other words which questions are they answering so pretend there's a verb followed by five ISS one of those five isms is the one doing the verb one of those five isms is the one upon whom the verb is being done one of those five isms is the answer to the question when and then one of those five isms is for example the answer to the question how okay and another one could be another detail that they're disclosing now what you need to be able to do is you need to be able to read the sentence and not spend too much time and be able to effortlessly slot those isms into their proper roles and you got to do it without wasting mental energy okay because the assumption is that you're going to read 12 you've you're lying on your bed and you have the T of I don't know jar in your hands and you're reading through the what the scholar is writing so if you're pausing on every verbal sentence and you're spending five minutes to determine which noun is the doer and which noun is the object and which noun is the when which ism is the when and the where and the why and the how then then you're going to gas out before you get through a single paragraph So how do you facilitate speed reading and how do you go through pages and pages and dozens of pages of material without feeling overwhelmed you have to be able to do this you have to be able to slot those isms into their proper roles so this becomes particularly significant and important given the fact that sequence does not determine grammar now some languages they use sequence to do it some languages do use extra words so Arabic doesn't have extra words to help you with this and Arabic also doesn't use sequence so in order for example when they want to say they say so we have the extra word we have the extra word so with that it becomes a non-issue like differentiating between the roles of the ISS becomes a non-issue because the n and the co are doing it for us right in English the order of the words is determining the grammar so again it's a non-issue so so in Arabic since sequence does not determine grammar and we don't have extra words so we need to be able to do it so how do we do it so we do it through a particular process and this is the process that's likened to human emotions and facial expressions and we call it the grammatical States process so let me give you an example on the next slide with six ways of saying Zed okay there's six ways of saying Zed so one of them is the default one and that's the one that's here so if you wanted to communicate that and that's really all you're doing then you wouldn't deviate away from that's the one you would use now the other are available and they're all valid and they also mean the same thing they also mean they're all available for you to create a better match with the audience so the listener might already know that the hitting happened and The Listener might already know that it was they that did the hitting and the only new information you're communicating is that it was that in which case you would use this one so that's the benefit of this the benefit of this is that it gives you flexibility you can arrange the verb and the two nouns in multiple ways and you can create a better match with the requirement of the occasion does that make sense now grammar wise so so how do we differentiate between the roles we differentiate between the roles because um Z in all six examples is dun in all six examples is so the particular end ending that Zade has tells us that Z is the doer the particular ending that am has is telling us that am is the object now it doesn't matter whether Z's at the front or whether Z in the middle or whether Z at the end the meaning is the same okay so uh so the problem within verbal sentence is that sequence does not determined grammar and the solution is to know the grammatical States and to know how they are reflected at the end on the ends of the isms in the case of the nominal sentence it's a different issue now again when the nominal sentence is just two words it's a non-issue because it really can't mean anything else of course you'd have to still be able to keep it separate from the phrase like you don't want to mix it up with the phrase okay now I've written the phrase on the slide that one's a phrase so that's merely a function of knowing the requirements of the phrase that in the m in the noun adjective phrase both parts of the phrase need to match in their definite indefinite value so when you know that and then you're faced with you have no trouble disqualifying the phrase because are not matching is definite and is indefinite so therefore he can't be a phrase so with that out of the way um there's no issue it's become an on issue now even though there is no is what else would you do you translated the book is new you see but when the nominal sentence becomes larger like three words four words five words now and the fact that we don't have an is now you have to be able to divide the sentence into its proper parts and you'd have to determine from where to where is the where to where is the in English this is a non-issue because in English I can give you a very long sentence in English and you would have no trouble figuring out the meaning of it for example this book which Isam built no this this Masid sorry this Masid which is built in sham ISD did you have any trouble with that no you know it was 10 plus words but still you had no trouble with it because because there was a sing there was a word within that English English that what was on the left side of that word was the subject and what's on the right side of the word is um the predicate and that is the word is it's it's there in the in the English okay yeah so so here's the example this Masid which is built in sham is so the word so so you would say all the words until the word sham is a subject and would be the predicate now if if I do that in Arabic here's how it is this mid which is built in sham is so I dropped it in the proper spot so I know from until the word sham all of those words together are connecting and forming the and would be the would be the now now um but the Arabic doesn't have an is so how do we do it how do we figure this out like conceivably it could have been had on its own as the and then until the end all of those together connecting and forming the predicate it could have been the first two words on their own being the subject and then onward connecting and forming the predicate so how do we know this so the so the way okay remember the earlier the earlier issue in the verbal sentence was that the verb was followed by multiple isms and we needed to be able to slot those isms into their proper roles without wasting mental energy and we had to be do we we'd have we had to be able to do it effortlessly especially given the fact that sequence does not determine grammar and we don't have extra words so how is it done it's done by knowing the process that's human that's liken to human emotions and facial expressions and that's taught in week three okay and a little of it I'll teach right now as well in the nominal sentence the issue is a completely different issue it's the lack of is issue and it's to be able to determine from where to where is the m where to where is the specifically when there's no is to do it for us so how do we do it we do it by moving from right to left left and looking for phrase level relationships and at some point we'll notice that the phrase level relationships stop and the exhaust and there's no requirements being satisfied when that happens you know your Mt is over and you know that that's where the predicate begins yeah so it's done by knowing the phrase level relationships okay so so the types of phrase phrases in Arabic are 16 they're 16 and the possessive phrase is one of them the descriptive phrase is one of them and um you know the requirements for possessive phrase are number one noun a needs to be empty of Al noun a needs to not have tan and noun B needs to end in KAS or be in the state of Jar have a very specific ending as opposed to other endings that are possible so you see so so if you start your sentence with a noun that's empty of and also doesn't have tan and then the second word in the sentence is in jar then you can't drop the is in between and sayab is and Zade is the predicate you can't do that because the two are functioning as a single unit does that make sense so as long as the requirements of a particular phrase are being satisfied your predicate cannot begin it has to happen after all of this is done you see that okay so so look uh let's pay a little more attention to this example if you if you the word it means this and I know from my knowledge of the Arabic language now obviously you will learn this over time so you might be taught this in week four or week five or week six but at some point you will know also the point is that this is ongoing process the point is not to learn all of grammar in one hour because if we knew everything there is to know so what I'm I'm highlighting the issue and I'm telling you what the solution is but you're not going to be able to apply this solution until you know the 16 phrases and that goes without saying obviously right so um so uh I know that when it occurs it can occur on its own um or it can occur coupled with the upcoming noun as part of a phrase and what determines whether Hadas on its own versus where had is combining with the upcoming noun and forming a phrase is the upcoming noun having an Al or not having an Al so over here in this example does the upcoming noun have an L or does it not the answer is yes it does so is clearly a phrase so what I wouldn't do is say ons that's not allowed so together is forming a phrase now I do the same thing that I did between with and I'll look for a phrase level relationship so I know based on my knowledge of the Arabic language and again you will learn this by about week N9 or week 7 or some place you you will know this it's like theu example theu example that was taught in the very beginning I teach that to people that are cold off the street and um and and people that don't know what passive is people that don't know what enhancements are and don't know that is for seeking and is for hitting for helping so so the point is that this is an example so please don't overthink this and the topic will be taught at a more appropriate time so here's the deal very briefly whenever you have a noun and you want to describe it using an adjective as part of a phrase then you need need to make sure that the noun and the adjective are matching so it would be [Music] like okay and so the first one means the new book the second one means a new book we know that how about if you want to describe a noun using a full sentence okay while keeping the whole thing of phrase which is what's happening here because the Masid is being described by the fact that is built it in sham so isak built in sham is a full sentence so when you do that in English you use who what which so the who what which needs to come in between um and and you'd say this mid which is built in so in Arabic the equivalent for that is so will be brought in between and we have a phrase level relationship going on between and structure now is being introduced with the relative pronoun is called the relative pronoun and relative pronouns presupposes Clauses like you can't have a which who what which and not be followed by a sentence after that it can't happen you can't say this is the book which and then just end it there or I read what and then just ended there like it doesn't make any sense you have to say I read what you wrote so the you wrote is what I'm talking about it's called the Clause so we have the relative pronoun plus the Clause the two together connect and form whatever they whatever they're going to form okay the two together connect and function as a single unit so plus the this is one of the 16 phrases in case you haven't already figured it out in case you haven't already figured it out right it is so so I know the requirements of it so I can do this effortlessly I don't have to spend any time with this at all now the point is that as a student these are the things you're going to be taught and it's incredibly liberating to know these things ahead of time okay now again you know a lot of people they study for 10 years and nobody shows them this nobody shows them the relevance of phrases they don't know why phrases are important or what role they play you see so in this presentation what I'm doing is I'm highlighting the important topics in grammar and I'm telling you that here's the relevance of it so you have you know the importance and you know the relative importance and this is huge it's incredibly valuable so hopefully you're appreciating it right so now that Al is there the the predicate cannot start it can't it can't start now now that is there is um a clause and the Clause is a full sentence so now that sentence has to complete and unless that sentence completes the predicate can't start so is is is the subject the for and is connected to the verb so now that we hit the word sham now we see is anything missing have all of the requirements of the structure been satisfied the answer is yes now the word beu is coming now does beu connect in any way shape or form the answer is no so what do we do we drop the is in between so from until sham all of those words together connect in form the and B connect together and form the two words so total number of words are 10 and the division is eight and two and I can say that with 100% degree of confidence you know my confidence level is 100% and obviously when you know all the principles that led to that then your confidence will also be 100% And the point is that it becomes subconscious and when you're reading you just drop the ear in the correct spot and you don't really need it okay is that fine so to recap the the problem in the nominal sentence is lack of is and that's how do you know from where to where is the and where to where is the okay and the solution is to know the phrase level relationships and be able to move from right to left and exhaust them and then you drop the is where the phrase level relationships end and okay right okay so phrases are important phrases are important because without knowing phrases uh you cannot translate that like if I give you a 10-word long nominal sentence and I tell you to translate it your likelihood of translating it correctly is like really low slim to none unless you know the 16 phrases okay and again the 16 phrases they're not all created equal either they're not all created equal there's like three or four of them that are more important than the other 12 combined okay 8020 right there three or four of them are definitely belong to that right so if you know the vocabulary of every word in that 10w long nominal sentence and you know the requirements for the phrases it is it is mathematically impossible it's like logically rationally impossible for you to mistranslate that sentence that's how important is okay and if you don't know that your likelihood of mistranslating is incredibly high so this knowing the phrases is key and this is half of grammar essentially the other half of grammar is the grammatical States so let me speak a little about the Gramm grammatical States and then I'll end this presentation okay probably go on for another 15 minutes so grammatical States is important because the ism could be used in many many different ways and when a verb is combined with multiple isms differentiating between between the roles of the ISS becomes important it's important to be able to differentiate between the roles of the nouns so here's how we introduced the topic of grammatical States so we say that human beings experience emotional states right people make us happy angry sad embarrassed Etc frustrated sometimes they satisfy our expectations other times they don't and it happens because of interaction with other humans and these emotions are then reflected on our faces so by looking at the person's face you can tell what state there experiencing isn't that right okay now Arabic words behave in a similar fashion so words interact with other words they interact with one another and they induce change and they cause the upcoming words to enter grammatical States these states are then reflected on the last letter unlike human emotions which are endless grammatic State grammatical States in Arabic are just three and we see this to a very limited degree in English pronouns and when I say we see this I'm talking about the word looking different based on how it's used so we have a meaning and we're trying to communicate that meaning and in three different sentences the word would look slightly different in all three so this is like in pronouns for most pronouns you have three versions you can say he you can say him and you can say his so when the pronoun is intended to be subject of the verb you say he came when the pronoun is intended to be object of the verb you'd say I saw him and when the pronoun is intended to be part of a possessive structure you say his pen so why do they have three the reason is because you have to pick the correct one right you have to pick the correct one but you wouldn't do that in nouns so if it's a noun occurring in multiple ways the noun looks the same why because sequence is determining grammar over there there's no need to change the word they're doing it in pronouns like who knows why like the English people they're doing it in pronouns so it's interesting I mean we're familiar with it we're somewhat comfortable with it so we present it as an analogy just to give you a little idea so the states that the Islam experiences are three one of them is called ra the other one's called n and the third one's called J and if you wanted you can write beside the ra he beside the N write him and beside the J write his so so the pronoun would change but nouns wouldn't so like if you look at the translation column it says the house fell I entered the house D the house so it's house house house but if you look in the example column in the Arabic The the Arabic word is actually different versus versus okay so subject object J possessive so does Raa mean subject does Nas mean object and does J mean possessive you can think of it like that he him and his okay but really uh these are just examples so because the Isam is not restricted to being used in just three ways so subject object and possessive are examples to get our foot in the door okay so to speak right but if you want to go more accurately you'd have to you'd have to contemplate the total number of ways an isim could be used and that number is a large number it's 22 okay why is the number so large because the isim is very broad okay and it has a lot to do like it has to serve all of the purposes that an adjective would serve it has to serve all of the purposes that an adverb would served like the when the where the why and the how so an Isam would need to do all of that so if I have a verb followed by five is that would be five examples of the way in which an is could be used so one of them subject the other one's object the other would be the why the answer the question why and then how and then where and when and then we have different kinds of sentences we have nominal sentences we have verbal sentences we have can version sentences sentences that begin with can and we have in version sentences and the components the components of every specific sentence is labeled differently so in a nominal sentence the parts are called in a verbal sentence the parts are called and if there's an object then that object is called it has a name it's called and then the when where has a different name the why has a different name and the how is there's a different name so these are all examples of ways in which an ism could be used so the house example doesn't really do justice because the house example uh sort of projects that an is could be used in three ways but now we know that that can't be true the total number of ways an isim could be used is a much larger number and that number is actually 22 yet uh there's only three states so the total number of ways an Isam could be used is 22 but the states are just three so here's the million dollar question the million dollar question is that if the Isam could be used in 22 different ways why don't we have 22 different endings why don't we have 22 different states okay like the file has its own ending has its own ending has its own ending has its own ending and the and in the can of sentence the subject of the can of sentence has its own ending the predicate of the can of sentence has its own ending so why don't we have 22 different endings the answer is because there's no need for that that would be redundant okay we don't need many endings okay first of all we don't have that many endings all we have is three vowels so we're not going to invent 19 more vowels because like it's impossible vowels are somewhat limited to start with okay so we don't have that many endings and the other is that it would be redundant we don't need them and the reason I say we don't need them is because many of the 22 do not line up side by side and you're not going to hear this anywhere else so please pay attention and this is going to be um recovered in week three okay so I'm just giving you a broad overview here as a preview for what's coming in week three so like for example the translation is z went the translation Zade is human now the vowels that I used on Zade in the first example are the same vowels I used on Zade in the second example but but that's not problematic because because the F and the you're not going to encounter them side by side so it allows me to recycle The Vow vowel and use it more than once and and having the same ending is not a problem either okay why not because it's not about differentiating roles anyways it's about knowing where to drop the is and the solution to that is not this anyways the solution to that is to know the phrases so like in that example and had not a problem not a problem it did not stump us it did not get in our way in understanding the meaning of that sentence actually it played no role whatsoever so the point is that if a verb is followed by two isms and then those two isams have the same ending that would be an issue that would be a problem because truly we would not know which is the two nouns of the one doing the verb and which of the two nouns of the one upon whom the verb is being done because they're both candidates because they're both candidates Zade could conceivably be the doer Z can conceivably be the object am could con conceivably be the doer am could conceivably be the object so we need them to be different but the m and the file do not need to be different the and the do not need to be different okay did you understand that rewatch rewatch please please rewatch if you didn't understand it rewatch write it down transcribe it for yourself okay because it is that important okay moving forward and again if you got a 6070 that's fine because in week three we're going to redevelop this topic more sometimes the kind of word gives it away okay sometimes the kind of word gives it away and the best example I can give you of this is this the translation is today I hit so the word and the word have the same ending okay and yet there's no problem determining the meaning of the sentence because Al is a time and is an entity so you can't hit the time and the entity can't be the answer to the question when okay so so the meaning of the sentence is clear and yet they have the same endings so what we don't need is 22 different endings what we don't need is 22 different endings what we do need is the bare minimum am amount of endings that would remove remove all confusion and that number happens to be three and um and again you're not going to hear that anywhere else right okay so so what's the task at hand what do we do now so then so what we do now is that we study and we understand the three grammatical States not as subject object and possessive okay because Raa doesn't mean subject n doesn't mean object and J doesn't mean possessive okay but we understand them thoroughly and with a deep thought a deep understanding and we understand them as broad categories okay so the three states that the Islam experiences are broad categories and the 22 possible ways are then distributed on the three so what's the division it's 8 12 and two 8 12 and two because it has to add up right so there's eight possible ways an ism is used in the language that are all Rafa based ways of using an ism and there's 12 that are Nas based ways of of using an ism and there's two for jar so 82 and two and if you know that I swear by God you know half a grammar if you know that okay and the other half is phrases oh gosh like I mean you know it should feel like a 20 lb weight has been lifted off your shoulders at this stage right now this is so manageable this is so manageable there's no reason in the world why you can't be a master of grammar and um you know an expert and be able to teach at my level even okay with just a few months of effort okay so this is what we mean when we say that you start reading an Arabic book in 21 days okay or you start understanding quranic Arab in 21 days like I mean you can't understand the entire language in 21 days right but but the point is that most people could be studying for 10 years and they can't even access a basic children's book like this so Arabic is the first thing that the scholars study and they continue studying it for the rest of their lives okay so so the study is not going to complete in 21 days obviously right the point is that you're going to get get out of the beginner stage within 21 days and you're going to be able to access your first Arabic book within 21 days and that is incredibly liberating and it means that you're no longer spinning your wheels so now now the front all of the effort all of the considerable effort is over and now it becomes enjoyable because now you're getting the payoff and everything is coming to life so when we when we do this we're going to ask question and then we don't speak about everything we speak about the things that we can eat easily used to enhance the understanding we've achieved thus far and then we teach new grammar gradually in a way that does not overwhelm the student so now that we're done with this two core issues presentation first of all I'd like to thank you for making it this far and trusting me with your time and your attention I really appreciate it so the so the couple things I would want to tell you at this stage is that this lesson that we just did right now is actually taken from the course we would normally teach it in the second week of class and then the the next one the developing of the 22 possible ways and is can be used would be taught in the third week of class the students would have a 7-Day gap between them and then they'd be asking questions in between we would have live classes where we would we would test the students on their understanding to make sure that they're properly understanding it and then we'll start the book we start the book in the third week of class after having developed the 22 possible ways that is could be used so the lesson I shared with you was the complete lesson there was that 10 or 15 minute segment that I removed from the lesson because um I didn't want it to be overly complex so in the premium program it would be the complete version of it with the extra part that I removed it would be added back into it and the reason I'm doing this and giving you complete lessons is because I made a promise in the beginning of the first video I said that we have a method that allows students to progress 17 times faster and half of all of the benefits you will ultimately achieve in your study of the Arabic language you can literally achieve them in 3 hours so that would not have been possible unless I shared with you the lesson that we just went through and the final presentation is no exception that also contributes and together it will give you half of all of your benefits and then the book begins so if this method resonates with you and if you see how this can work for you then I invite you to look under this video and click the link that says get on the early bird list because there's a lot of people that are currently watching these videos and there's pent up demand and these classes do only start up once a year only once a year and we have a limited amount of students that we can accept so go ahead and join the early bird list and in the meantime I'll be preparing the next video and I will release that for you in a matter of a couple of days I would also recommend that you re-watch this one a couple of times the two core issues video because it's that important I tell the students that this is one of the three most important videos in the first 6 months and you saw why and I think that's it for now inshallah in this next module we're going to take a bit of a detour and instead of talking about heavy grammar like the total possible ways that Isam could be used in the Arabic language which is a very large number 22 and developing them and speaking about how to differentiate between the roles of the isams we're going to do that in the final presentation but in between let's speak a bit about verbs because the focus is to start a reading book as soon as humanly possible and based on the way we've been doing it for over 20 years that is 21 days so in order to start the reading text in 21 days we're going to need to know about at least two of the three categories of verbs so there's the past tense verb called the the Mi verb and then there's the present future one which is the imperfect verb and finally there's the command verb so the command verb we don't normally teach it in the opening days of class uh we can leave it for later it's not incredibly important but the first two are important now the imperfect verb we might not have time for it in this Workshop but at least the M table I want to develop it for you line by line within this video so in this video we're going to speak about what a conjugation table is why we need it how it's arranged and then we'll start filling the slots so by the end of the presentation you're going to be able to lift your head off the screen and literally recite the entire table from memory without making a mistake okay so that's the goal I have for you in this presentation so let's throw it over to the PowerPoint and I'll continue speaking with you there one of the factors that makes Arabic different is that the consonants will give you separate meaning and the vowels will give you separate meaning so what looks like a single word will give you up to seven meanings okay one one of them coming from the consonants and six more coming from vowel patterns and coming from designated endings and things of that nature okay so the majority of meanings they don't come from words they come from patterns and that's the vowel patterns and there's single vowels like at the ends of the at the end of the nouns you'll have a particular vowel that tells you that this noun is a subject and then you'll have a particular ending that tells you that this noun is an object and that's grammar today's presentation right now is about verbs it's the past more specifically the past tense verbs so this is a pattern related right and then there's grammatical structures when you take two or more words and gather them together using a method sanctioned by the language then the method will give you an additional meaning above and beyond the meaning of the words okay so again I don't want to go into detail here because we have to focus on the verb tables right so very briefly if you go into the alphabet you'll notice that there's 28 letters and they're all consonance so there's the B there which is the equivalent of a b t which is the equivalent of a t in English G is equivalent of a j and you can run through the whole alphabet some of them don't have English equivalents but bottom line is that they're all consonants okay and then there's vowels that are not part of the alphabet but they're introduced on top and beneath the consonants to create the sounds of AE I O U okay and there's not in English there's five but in Arabic there's only three okay and we'll speak about those two in the next slide bottom line is that when words are constructed it's done by grouping the consonants so from the alphabet there's 28 letters so those 28 letters would be grouped into groups of three okay and every group of three would have an Associated meaning so for example if you take a noon a s and a ra those three letters have the meaning of helping okay J L and sin those three letters have the meaning of sitting down Shin ra and those three letters have the meaning of drinking so hitting and helping and sitting and standing and eating and drinking all of these meanings are achieved by grouping the letters into groups of three so 28 letters how many groups of three you'd have tens of thousands of groups of three now the issue is that the consonants on their own are not pronounceable so if you take a and a okay just three random letters and those three letters if you tried to pronounce them on your tongue without using any vowels you wouldn't be able to do it because you'd come up with something like notice right just try it you can't do it you'll end up saying Kaba or or you put a vowel you put a vowel on each one of them in order to make them pronounceable because when people speak they don't speak in consonants they speak in syllables and a syllable is a sound that's achieved by combining a consonant and a vowel so we need vowels and again that vowels they're not part of the alphabet they're introduced above and beneath the consonants that together give us the sounds Associated to AE IO U right okay so the vowels when they're added they're added in order to make the consonants pronounceable so that's purpose number one why we why we have vowels in addition to making the letters pronounceable the vowels also give us more meaning they give us more meaning more specifically the tense and The Voice is coming from the vowels and this is the topic of today's presentation that I'll in the past so when you have one set of vowels then that gives you past tense and if you change the vowels and maybe add something extra extra letter at the front then it becomes present future and if you change the vowels yet again then it might become a command verb right so so the letters are the same the N would be present in all variations of the word so it's like a family and what distinguishes uh a verb from all other verbs is the particular vowel configuration and this is what we mean when we say pattern okay so the vowels are three there's the dama which is represented um on top of the letter and you can see it there and it corresponds to o or u in English there's the fata which is a stroke that comes above the consonant and it corresponds to an A in English and the third one is a KAS which is a stroke beneath the consonant and it and it corresponds to the sound of I or E so like a with a d on top of will be pronounced bu a with a fat on top of it will be pronounced ba and with a c it will pronounced B so bu ba and B and then we have a symbol which is a circle called sukun and this is like in English you have three lettered words like the word fun or the word bat or the word ball or whatever it is like it starts with a consonant there's a vowel in the middle and then there's a consonant at the end that's not followed by another vowel so when that happens in in Arabic the consonant has that symbol on it okay and it's called a Suk and then finally there's a sh and this is duplicating of the letter because when you have a word in English where the first syllable ends in the same consonant that the second syllable begins in then normally they write the letter twice like the word pretty or the word funny so notice p r e t t y Prett T so that's two syllables Prett T and the and the and the letters actually written twice and funny same deal f u n n y in Arabic it's not written twice it's only written once and this symbol is placed on top of it and it means pronounce the letter twice okay so with that out of the way let's talk about why we need verb tables so in English there's no need for verb tables okay and there's two reasons why there's no need for verb tables in English and it's the opposite of those two reasons that in Arabic uh puts a heavy emphasis on tables so they don't need it in English because of two reasons and the oppos the flip of those two reasons is precisely the reason why we need it in Arabic okay so number one in English when you combine a verb with a pronoun like sleeping for example you want to combine it with he or combine it with she or combine it with they then it doesn't matter about the gender of the one doing the sleeping or whether it's one person doing the sleeping or group group of people doing the sleeping or whether you're doing the sleeping or whether I'm doing the sleeping makes no difference the verb is slapped and the verb doesn't change and there's actually a space in between so it would be like he slept she slept they slept you slept I slept we slept so so the gender and the plurality and the person of the one doing the sleeping has no impact on the verb the verb looks the same right okay and number two there's not so many of them there's only six of them okay he she they you I and we in Arabic it's the total flip of that because in Arabic when the pronoun is attached to the verb by the way this is called conjugating when you take a a pronoun and combine it with the verb that's called conjugating so in Arabic it's represented with a letter at the end of the verb so the verb would be the first three letters and then the pronoun will be a letter at the end so the total will become four and there will be no space in between there'll be no space in between so it's literally uh it looks like the same word is being repeated multiple times and the number is not six in English it's six in Arabic is actually 14 okay so in Arabic the verb changes and it's attached to the pronoun and it looks like it's a single word right and number two there's 14 of them so when you have the same what looks like the same word being repeated 14 times slightly different then this calls for a table calls for a table so now why 14 let's give you some significance on the number 14 okay because the one you're talking about or or or the one doing the verb you're either speaking about the doer or you're speaking to the doer or you yourself are the doer so we call the first one third person we call the second one second person when you're speaking to a doer that's called second you're speaking in the second person so you and and when when the speaker themselves is the doer like I and we that's called first person now each one of those could be masculine and feminine okay masculine and feminine and then and then it could be one two or group one two or group because Arabic has a duel so so if I wanted to speak about two males um there's a different way of doing that than if I was if I wanted to speak about three or more males same thing with females if I wanted to speak about two females there's a different way of doing that than speaking about a group of females so we have one two group so that would be he they they and then she now we're moving on to the females the feminine she one females speaking about one female they two females they group of females and then you you you you you you depending on who you're speaking to whether you're speaking to one male two males group of males one female two females group of females and then in the first person they don't make a distinction and it's just I and we and gender becomes irrelevant so if you're a man speaking about yourself or if you're a woman speaking about yourself You' use the same verb essentially okay so if you count that up there's 14 of them and and we'll show you on the next couple of slides um in a table format what those 14 are okay but first notice that there's actually four days and in English makes no distinction whatsoever whatsoever between whether you're speaking about two people or a group of people because their plural starts at two our plural in Arabic doesn't start at two so we have a singular we have a dual and then plural would be three or more not two or more three or more so essentially there's four days which is a big deal right so that's caused our number to become much larger so instead of six pronouns like they have in English we have 14 pronouns 14 pronouns and the point is that they're all different that's the point okay so if you look at the screen now this is the third person layout now from all of the columns just focus on the fourth column the English equivalent column he they they she they they okay so you should be able to put up your head and say he they they so the first they is two males the second they is three or more males and then she and then they specifically two females and then they group of females okay and then we have u youu youu u youu youu one male two males three or more males one female two females um two or more females so now we're at 12 so the first six are he they they she they they and now six use in the middle and then finally there's I and we and over here gender is irrelevant masculine feminine doesn't make a difference there's I and then in the number 14 dual becomes irrelevant also so now it's just we just s same as it as it in English English as it is in English so you'll see all of them on the screen right now so so there's 14 of them he again focus on the fourth column he they they she they they six use I and we so at this stage right now you should be able to lift your head off the screen and say that okay he they they she they they six use I and we could you do that pause the video if you need to he they they she they they six use I and we okay so now we're about to dive into the table so like I said the letters of the alphabet are taken three of them and then those three are receive a particular pattern to convey past tense okay and for the present future there would be a different pattern for the command verb there would be a different pattern and for any other verb the the pattern would just be different the letters would be the same the consonants would be the same so right now we're developing the past tense table simple thre lettered and the model pattern for the past tense is is and what that means is that each of those three consonants would be pronounced with the so you just change the letters like the two examples on the bottom of the screen Nas means helped Jala means sad and by default they would mean he yeah because there's 14 of them and 13 of them will have endings okay not all 14 don't need to have endings because if 13 of them have endings then one of them could be empty and by default it would mean he anyways okay the absence of all other endings would suggest to the reader or The Listener that um that it's a male being spoken about one male one male okay so now what we do is uh is we speak about how to turn that into two males so what modification to would need to be done in order to make it two males so You' add an at the end okay so adding anif would change it into two so and the examples are they helped two males helped they help they sat two males sat okay so now we have to turn it into group of males they group of males you'd add a wow at the end and the wow would need to be preceded by a d so and then there's a side and Al at the end and there's a wisdom behind that there's a benefit for the side and Al but I won't go into that right now for the sake of time so bottom line is so we have he they they Okay so could you do that could you lift your head off the screen and say make sure you can do that one more time and the examples are they group of males helped they group of males sat now moving into the females the she one conjugation number four the particular ending that tells us that this is a female one female we're talking about is a with a on it okay it would be a with a on it so now from the top okay when speaking about two females that two females did a certain action whether it's helping or hitting or sitting or standing then the ending would be the same that we just added right now plus an so it would be like a so examples are they two females helped they two females sad right so at this stage again you should you should be able to do that you should be able to lift your head off the screen and say one more time now we're moving into the group of females and the particular ending that tells us about that tells us that the doers the group of females would be a noon and that noon would have a fat on it okay noon with the f on it and and a very special thing happens on the verb and that is that the third letter of the verb which we call the lamb position so the fa position the position the lamb position third letter lamb position mean third letter so the third letter of the verb will receive a sukon and that sukon would then maintain until the bottom of the table and the ending would be after added after the so from the top it was okay and then now all of a sudden and the rest of them would be like that ending F ending ending ending ending ending all the way into the bottom so so the so the bottom nine all have a on their third letter okay and the top one never had that they group of females helped they group of females sat okay so now we're done with the top six he they they she they they so what we do now is we isolate the endings for the middle six and and we sort of get our head around those endings and then we just add the F part and miraculously six more okay so let me tell you what those endings are I'll say it again so is the designated ending when you're speaking to a male when you're speaking to a male you have a male in front of you and you say you so that would be is when there's two people in front of you males is when you're speaking to a group of males that you sat or helped or drank or whatever the action is and then T is when speaking to one female Tuma is when speaking to two females and T is when you're speaking to a group of females and I'll toggle the slides in a minute so but for now all you need is so it's not on the screen but just try to memorize that I mean it's not particularly difficult because on the one hand it Rhymes and so so it's like memorizing a phone number like how many times have have you not had a pen and you were required to memorize the pr you just did it didn't you so this is a lot easier than that one more time so now let's go through the next ones so the so the designated ended for number seven is so now from the top is the ending and then the next one will be group of males so now we have nine of them and they are from the top and you already know the next three the next three speaking to a female speaking to two females speaking to a group of females so so here's number 10 and then number 11 is okay and number 12 is okay so now from the top and when you're speaking about yourself whether you're a male or female does make doesn't matter then the ending for that is a two which is a with and then now we have 11 now notice one thing that the t ending happens in quite a few of them like number four had a t ending and that was a with Aon she okay and then we had when you're speaking to a male when you're speaking to a female and when you're speaking about yourself you see so so that's very efficient because the same letter was repurposed like four times and one of them was a sacking letter and the other ones had vowels and all three vowels were pretty much used for that purpose pretty efficient and it's also interesting so I mentioned it and now for the very last one the ending is a noon in and we saw a noon in the sixth one when speaking about a group of females but that was without a stretch that was just and this one we helped we sad and that my friend concludes the table from the very top now you know pause the video just try to do that now the table layout we spent quite a bit of time at the beginning introducing the layout and speaking about you know third person second person first person 662 he they they she they they six use I and we so with that in mind then it's just a matter of filling the slots you see that so introducing the table layout speaking about the reason why we need tables and also also why in English there's no tables there's no tables in English for two reasons first of all the number is very small it's only six and number two the the pronoun and the verb in English are written separately and the verb is not impacted it stays the same slept slep slep slep slep slept regardless he slept she slept they slept slept doesn't change but in Arabic it's written together and there's no space in between so that calls for a table that justifies spending time on a table so there's a heavy emphasis in In classical Arabic on verb patterns and verb tables and there's a whole science that deals with it called SF morphology right so this is a lesson in morphology basically what we gave you right now so spending that time in the beginning speaking about the reasoning and the relative importance and what role this plays right and then contrasting it with English and speaking about why in English there's no emphasis on this and and the reasons for that and the opposite of those two reasons why in Arabic there's a heavy emphasis on this and then speaking about the layout okay like how it's organized the third person ones are at the top the second the second person ones are in the middle the and we is at the bottom that's the equivalent of of sharpening the axe because I think it was Lincoln that said that you know if I had six hours to cut down a tree i' i' spend the first four hours sharpening the axe so now I'm not much of a math guy but that sounds a lot like what is it 66% so 60 6% of his time he spent sharpening the axe and 33% of the time he's cutting the tree so so this is what we do when we teach these topics we try to uh conceptually um you know use analogies contrast with English and and then the filling the slots part can happen rather quickly once you have a framework once you have a framework so now we have the whole table in front of us now let's wrap this thing up so now um the the particular vowels were fata fata fata basically all three letters had a fata to to convey the past tense now if you wanted to make that passive okay if you wanted to make that passive instead of saying he helped they helped they helped she helped they helped they helped you helped I helped we helped instead of conveying those meanings you're conveying the meanings of he was helped they were helped they were helped she was helped um they were helped they were helped you were helped I was helped we were helped then how is that done that's by making two simple uh vowel changes to the earlier pattern so so the second to last letter which is the it receives a and the very first letter would receive a and would become now what happens is that those endings the and the W and the all those endings they're no longer representing the doer the subject they're now representing the object and the and the and the subject is missing okay the subject is the doer is supressed and now the verb is attributed to the object okay and that's literally what passive means so verb is connect connected to the object it's it's it's predicated to the the object and the subject is missing and the rest stays the same so and the translations are there in the on the screen you can see them he was helped they were helped they were helped she was helped they were helped they were helped you were helped six times depending on who who you're speaking to I was helped we were helped so is active would be passive and if you wanted to make those negative you'd simply add a ma at the front and Ma is a particle and it means not so so instead of he helped it would become it would be he did not help instead of she helped it would be she did not help instead of we helped it would be we did not help and on the passive side instead of he was helped he was not helped she was not helped we were not helped and that pretty much concludes the presentation so you add this m at the front and now we have four of them and and this is what I meant when I said that by the end of the presentation it won't be just one table that you memorized but actually for so now that we're done with this um past tense table video um let me know how it went were you able to memorize the entire table and if you weren't able to maybe 60 70% then I would suggest to go back and re-watch just that segment like you don't have to watch from the beginning because the earlier part of the presentation was more more about sharpening the axe because Lincoln he said that if you give me 6 hours to cut down a tree I'll spend the first 4 hours sharpening the axe so knowing what a table is wrapping your head around why this is important and then understanding the arrangement and the format the layout of the table before filling the slots is the equivalent of sharpening the ax and and then it's just a matter of and then when we get to the bottom and then while we're doing it we take three at a time and then take six and then we do the middle six and then we combine it and we do all 14 so it's really easy and verb tables it's like removing 99% of the effort from vocabulary building like when you're good at Sur when you're good at Sur then it enhances and accelerates the amount of words that you will have and then the focus is obviously to begin the reading text as soon as possible so again this video that we just did right now is pretty light presentation I wouldn't recommend watching it like a gazillion times maybe once more if you weren't able to memorize it but if you were able to memorize it then I think you can put put this behind you now the imperfect table we would teach that in the premium program now in the next video we're going to develop the 22 possible ways that Isam could be used inshallah in a minute we're going to get to work and we're going to develop the 22 possible ways that ISM could be used because my goal within this Workshop was not to just give a broad overview and just make some promises but instead I actually wanted to give to you as much of the 4% of the language that is required in order to begin any reading within the workshop alone so whether you choose choose to invest in the premium program or you choose not to I wanted you to feel that your time was well spent and that's important for me okay and and also the program is 2 years long and there's an incredible amount of commitment from both the teacher as well as the student so I wanted you to feel confident that this learning style and this approach does work for you okay so if you like the videos then you'll love the premium program and inshallah within a couple of days we're going to open up regist ation and I'll have a separate video ready for you in which I'll answer every question that you might have on your mind like what is the weekly commitment how many hours are expected from you per week and how much of it's live how much how much of it's pre-recorded how exactly is the program structured and what are the outcomes and the goals that you can expect to achieve in the first three weeks what level can you expect to be at month 6 for example and how much of the language will you have uh mastered by the first year of the program so all of these questions will be responded to but today we have to move to video 4 and this is the presentation that the sister was talking about the sister from the UK who who emailed the help desk when we opened up registration she couldn't quite afford the tuition so she was asking for an adjustment which we were able to accommodate her alhamdulillah and she did sign up for the program so she said that I've been studying Arabic for the last 10 years in parenthesis she said yes 10 and this is the 11th and I kept struggling and I always thought it was too slow so I kept quitting and I thought that you have to sit down with long list of vocabulary and for every singular you need to figure out the plural and memorize the plural for every plural you need to memorize the singular and it was just so boring and tedious and I kept giving up but alhamdulillah I always had hope in Allah that there's a faster not faster but easier way so I kept trying again and then she said Subhan Allah everything studied he covered in a single hour and it all made sense it was not tedious you can't imagine the amount of money that I spent on studying Arabic I wish I hadn't because then I would be able to pay for this course so so this is what we're about to take you to right now uh the presentation she's talking about and we're going to start with the human emotions and the facial expressions we'll quickly move on to the pronouns and we'll talk about the total possible ways an ism could be used and that number is a large number 22 so we'll ask the million dollar question that if if the is could be used in 22 different ways then why don't we have 22 different endings that that will then be resolved and then we'll develop them okay so without any further Ado let's push it over to the PowerPoint and I'll continue speaking with you there so welcome everyone to the final presentation in this free Arabic Workshop this video is going to be covering an incredible amount of material okay so we're going to take the isim and develop the total possible ways and ISM could be used and if you go into any book of grammar uh a good third of the book would be pretty much what we're covering today so once we're done with this okay you're going to feel a sense of accomplishment inshallah and if you count up all of the hours from the beginning of this Workshop video One video 2 video 3 and also this fourth video I don't think it adds up to More Than 3 and a half hours it's probably more closer to the 3 hours and obviously we can't cover all of grammar in 3 hours I mean that would be ridiculous and it's not our goal to cover all of grammar right now anyways we're just covering a very limited amount of the language that is absolutely required in order to begin reading because all of our Focus right now is on beginning the reading so the the amount of examples we give throughout this introductory theory is less on purpose because once the book begins every word every phrase and every sentence within the book becomes an example of one thing or another so all of the things that were that were taught in the introductory Theory when they start appearing in the book I immediately begin drawing attention to them and then there's new elements that weren't taught here that appear in the book I'll speak about them gradually based on need and necessity so this is how reading within 21 days is achieved like you don't learn the whole language in 21 days you begin reading within 21 days and just remember that Arabic is the first thing that the scholars study and they continue studying it for the rest of their lives so with that said here's where we are right now so as we know in the Arabic language the majority of meanings do not come from words they come from number one vowels number two patterns and number three grammatical structures so all three of these have been spoken about in video one and patterns is the meanings that are achieved when the consonants are vowed in particular ways okay or like the better way to explain this is to bring back the example from video one if you remember the the example I just brought it up here on the slide I'm not going to go through the whole thing right obviously but as a summary basically what we're seeing on the slide is what looks like a single word but it's actually a full sentence and it's giving us seven meanings it translates to they sought help group of males sought help the number of meanings are seven only one of those meanings is coming from the dictionary and that's the help the rest of the meanings the notion of seeking um the past tense the active voice plus the aspects of the doer the the masculine gender that is that's a group of men and we're talking about the group of men all of these meanings are either coming from the pattern or ending so s is the science of classical Arabic that gives you two things patterns and endings okay and then and then the next thing is the vowels when we say vowels we're not talking about all vowels okay so in this context when we say the majority of meanings in Arabic Don't Come From words they come from patterns vowels and patterns and grammatical structures over here when we say vowels we're not talking about the vowel that's at the front or the vowel that's in the middle like the word rajul for example has a f on the and has a d on the okay now now that's vocabulary okay because you got to you need to know that too because if you mispronounce the word then it might become another word like the word run means leg so Raj means man and run means leg the letters are the same the vowels are different so so that's a vocabulary issue but the good news is that once you know what it is once you know that the word man is pronounced it's always going to be like that as opposed to the last letter vowel because the last letter vowel fluctuates depending on how you use the word in a sentence so some sometimes it could be sometimes it could be and sometime it could be so we're more concerned with this vowel at the end of the ism because the vow at the end of the noun is what differentiates between the role of the noun and I'll speak about this again in the next couple of slides and then we'll move on to developing the total possible ways that is could be used and and the third area is grammatical structures and grammatical structures is when you take two or more words and put them together in a particular way the way in which the words are combined together give you more meaning than what you started off with okay so why do we need the change that occurs on the last letter okay we need it because whenever you have a verb and two nouns you need to be able to tell which of the two nouns is the one doing the verb and which of the two nouns is the one upon whom the verb is being done every language needs to tackle this and every language needs to come up with some method and some mechanism to be able to determine which one's which so like the verb in the two nouns so some languages do it through extra words so by adding a fourth word and a fifth word they can tell which noun is the one doing the verb and which noun is the one upon whom the verb is being done like like and and in uru so they'll have the verb they'll have the two nouns and they'll have a fourth word and a fifth word and some languages do it through um maintaining a rigid sequence so the noun at the very front is the doer of the verb the verb is in the middle and the object of the verb is third and let's take examples of this very quickly so in U they would say now obviously for the purpose of this example you don't have to know U you don't need to know U it's just an example the main point is that you can see spaces like Z and then there's a space and then there's the and then there's a space and there's so it's clearly there's five words so what's the purpose the purpose of the N is to tell us that the preceding word is a subject the purpose of the go is to tell us that the proceeding word is the object and the translation is okay now now these are extra words and they're there precisely for the purpose of distinguishing now when you have these extra words the benefit in that is you can now move it around okay so there is flexibility in the word order so if the one you're speaking to already knows that the hitting happened and Zade is the one that did the hitting then you can switch it around and say and it will give you a little more precise of a of a meaning you're communicating that it was Su that's hit but the drawback is that you really do need five total words in English um you can you can't move it around in in English the number of words remain three okay remain three but then they specify the word order so like um same example the one that's at the front is is the subject the verb is in the middle and the objects at the end and if you try to move that around you either change the meaning and the one you want it to be the subject becomes the object or it becomes meaningless now now Arabic has a very particular way in distinguishing between the roles of the nouns how is that done it's done by giving distinct vowel endings to the nouns so when you see one set of vowels you know that this noun is the one doing the verb and when you see the other set of vowels you know that this noun is the one upon whom the verb is being done and now you can literally arrange a verb and two nouns in six different ways and all six of them are good all six of them are valid okay like you see on the slide here everything else being equal the one you would use is the one that's circled in red because we mentioned in the second video that any sentence that has a verb as a standard format the verb should be at the front Okay and the noun should not precede the verb so so the you know it rearranges the sentence so the subject gets pushed forward and the verb comes comes at the front so it translates to now the other five are available the other five are there and the other five also convey the same basic meaning but then they're nuanced differently okay so like um for example if the one you're speaking to already knows that the hitting happened and already knows that Zade did the hitting and the only new piece of information is that it was am that Zade hit then it wouldn't be appropriate to use the one that circled in red but instead you use the green one the one that circled in green and as a second example before we move forward if the listener is confused and the one you're speaking to actually thinks that multiple people were involved in the hiding so Zade might have played a minor role and it might have been khid that did the bulk of The Hitting okay so to such a person what you would say is you would say and bring what should have been the doer of the verb in front of the verb which really should not be allowed but you're doing it and what you're doing is you're creating a nominal sentence so the translation now is that it was only Zade that hit am and when examples like this come in the stories of the prophet's book we draw attention to it and we explain it very thoroughly bottom line is that this is the need of necessity okay this is why we have changes at the end of the nouns because without them there really would be confusion if you strip the vowels from Zade if you strip the vows from am you would not know which one's which so that's why we have it okay but then the the discussion on grammatical States is more than this okay so what what I just covered in the last five minutes is enough to get your foot in the door okay but then we're going to have to explain it a little more thoroughly okay and we're going to need to look at the total possible ways an is could be used and that's the purpose of the presentation okay so let's go through our standard format and I explain some of this at the end the video too but I'll repeat it again right now and then we'll continue and we'll develop them okay we start with the human emotions and facial expressions analogy so it goes like human beings experience emotional states people make us happy angry sad embarrassed Etc they treat us in particular ways okay it happens because of interaction with other humans so they treat us in ways that meet our expectations or they exceed our expectations and as a result of that we become happy and sometimes they fall short and we're disappointed and we're frustrated and sometimes we become angry and sad and these emotions are then reflected on our faces so by looking at the human being's face you can tell what emotion they're experiencing Arabic words behave in a similar fashion okay words influ words like literally they interact with one another and they induce change at the end of the nouns that follow them or they cause the upcoming word to to be in grammatical States so just like humans influence humans and humans affect humans and um cause emotional states words interact with one another and cause grammatical States these states are then reflected on the last letter so the human emotions are reflected on the face and and the states that the Arabic word experiences is is reflected on the last letter so by looking at the last letter you can tell what state it's experiencing unlike human emotions which are endless grammatical States in Arabic are just four grand total is four okay but one of them is not relevant to today's presentation it's it's verb specific it only happens in verbs and um you know it's not it doesn't belong to the 4% of the language that gives you over half of all your benefits or you can say it doesn't belong to the introductory Theory that's absolutely required in order to begin any reading so we're not going to talk about it today okay so so the states that the ism experiences the noun okay are three and those three have names and if you want to understand the three states that the isim experiences the best thing now is to move into our second analogy which is the pronouns analogy okay so we see this happening and when I say this I'm talking about a particular meaning being conveyed in three different ways okay based on how that word is being used within a sentence so you're speaking about a male and the third person there's three ways you can do that you can say he you can say him and you can say his so why do they have three ways of communicating a male in the third person the reason is because the pronoun could be used in different ways so when the pronoun is intended to be a subject of a verb you say he came when the pronoun is intended to be object of a verb you say I saw him and when the pronoun is intended to be part of a possessive structure you say his pen so he him and his so now the in English when pronouns are used in different ways uh there's different versions for them but but with nouns that's not the case so like if a house for example was occurring in three different sentences or 10 different sentences you would not see any difference in the word house it would be house house house house house in Arabic on the other hand um all isams undergo change based on how they're used so the change won't be the whole thing the change will be the last letter so we'll have three versions for most isms so Al B has three versions Al Al and you can see this in the example here so if you look at this slide um the word house is being used in three different ways so the first example is the house fell the second example is I entered the house and the third example is door of the house so the third example is a phrase it's not even a sentence the point here is that the word Al is being used in three different ways so Al to means something different than which means something different than Al they're not all the same because the first one Al is house in its capacity as a doer of a verb and the second example Al is house in its capacity as an object of a verb and the third one is house in its capacity as the second half of a possessive structure so so those are the three states okay and they have names so so so when when the noun is a subject of a verb we call that Rafa Rafa and um when it's object that's an example of and the third one's called and the dominant reflection for is and the dominant reflection for is f and the dominant reflection for J is so you can think of the as three emotions like happiness frustration and depression or whatever the case is like three three three emotions and and the dama would be like the smile okay or the fata would be like the frown that from where you can tell that the person is depressed or the person is sad got it so what you need to do what you need to do now is you need to mentally associate the three with the he him and the his so mentally take the Rafa and write beside it he take the nas right beside it him and take the jar and write beside it his so when you do that you sort of you're like halfway there in understanding what ra J are now if the isim could be used in three different ways and those three were called our discussion would be over but unfortunately um the Isam is a lot more complex than that okay and the total possible ways uh an ism could be used in the Arabic language is a much larger number than three okay the total number of ways an ism could be used is actually 22 and the reason is because it's very broad it doesn't just include nouns it includes four of the English parts of speech which I'll bring up to you on a on on the next slide basically the Isam has to do a lot it has to do a lot of heavy lifting and it's not going to be able to do it if you restrict the total number of ways and it's could be used to three it's not going to happen Okay because if you remember this graphic from one of the previous videos the ism is nouns pronouns adjectives and adverbs the way an adverb is used is very different than the way a noun is used in a sentence okay like if I say today I hit am so the word today is an adverb and the word am is the object of the verb and um so adverbs what they do is they answer the questions when where why how so so if I have a verb followed by multiple isms a verb followed by multiple isms one of those isms would be the one doing the verb because you can't have a verb without a doer another one of those isms might be the the object of the verb and then you'll have three four more isms and those additional isms would be uh adverbs what in English we call adverbs like the word today the word under the tree under the word under or the reason why the hitting happened so the answers to the questions when where why how so so if the speaker chooses to disclose all this information what you're going to end up with is a long verbal sentence and it's accurate to say that this is an example of a verb followed by five isms okay so so that's five ways an ism could be used like each one would count as one five ways an ism could be used right okay right so so so now um so it's not just three the total possible ways and could be used is is a lot larger okay so we just took it to five right now we have the doer we have the object we have the when where we have the why we have the how okay and even a generic adverb like like very or the word swiftly or the word quickly okay now um also the reason why that number is so large is because we have numerous kinds of sentences and the components of every sentence are labeled uniquely and differently okay like in a previous presentation we talked about how their sentences that start with nouns and their sentences start with verbs the ones that start with nouns are called nominal sentences and the ones that start with verbs are called verbal sentences and when we talk about the components of each we actually have more specific terms so in a nominal sentence like the book is new the subject is called M and the predicate is called and in a verbal sentence the verb would be at the front and that's called and then all of the details of the verb um the F the do of the verb it's called file and then if you have an object then that has a name if you have a when where then that has a name if you have a why you have a name so we're already at 9 or 10 or maybe even 11 possible ways an is could be used so the question is What's the total the total number of ways an is could be used is 22 but yet we only have three states so the million dollar question is if the ism could be used in 22 different ways why don't we have 22 different endings okay the subject of a verb would have its own unique ending the object of a verb would have its own unique ending the the answer to the question when where would have its own unique ending the Y one would have its own ending the generic adverb would have its own ending the two halves of the nominal sentence each one would have their own ending so why don't we have more endings how come we only have three the answer because that would be redundant because that would be unnecessary okay and and there will be no need for that the reason is because they don't line up side by side because many of them don't line up side by side okay because we have nominal sentences we have verbal sentences so so the first half of a nominal sentence which is called M and the second half of a verbal sentence which is called those two never combine together okay so look here's a nominal sentence and here's an example of a verbal sentence right okay so if the subject of a nominal sentence if that receives a d and the doer of a verb also receives a dama then that's not problematic because they're not going to they're not going to be seen side by side so there's no distinguishing to do okay and sometimes the kind of word gives it away so so like the best example I can give you of that is so over here the word and the word have the same ending okay but that's not problematic because only one of them could be the object of the verb and that's and am is the is an entity and the word Al cannot be hit you don't hit a day uh today can only be the answer to the question when so so clearly we know which one of the two is the adverb and which one of the two is the object so the kind of word gives it away so what we don't need is 22 different endings and what we do need is the bare minimum amount of endings that would remove all confusion and that number happens to be three okay so now it's a matter of taking the 22 possible ways an isim could be used and distributing them so so like 812 and two okay so so what is Rafa Rafa does it mean subject Rafa is a broad category of possible ways an isim could be used that all have a commonality of being reflected with d so when something's in Rafa you reflect it with d now what's in Rafa the doer of a verb is in Rafa like the house example suggested right and there's seven others Nas is a broad category of total possible ways that is could be used 12 are included within within this category and and they all have a commonality of being reflected with fat Okay what is included within object of a verb is included within like I entered the house and then there's 11 others and J is when J is a broad category again this time the number of members are two and the reflection dominant reflection is CRA so a 12 and two so you need to understand them as broad categories and not ways an could be used ra is not the name of a way an is could be used it's the name of eight ways an is could be used so now let's take the total possible ways an is could be used and and tell you which ones belong in Raa which ones belong in Nas and which ones belong in J and I'm not going to do it by first talking about the Rafa ones 1 2 3 4 5 6 7 8 tell you what they are Define them give an example move on to the next one tell you what it is Define it give an example that's not how we go about introducing the topic because first of all we're not going to do all 22 we're only going to do 15 and the reason because some of them are obscure and your likelihood of encountering them in a book is like slim to none okay or they're not going to happen immediately you know they don't have the broadest application so so we can go with the ones that are most dominant okay and I'll cover 15 of them here and then the rest of them that I'm not talking about here you'll get them as we proceed forward within a month or within two months you'll have all 22 and then we re we'll revisit the topic again and at that point I'll give you a version of this presentation that includes all 22 so that's how we do this and then we have the grammar book The the 132 page grammar book and in that book he covers them all okay so everything that's taught here is then Revisited again in much greater detail when we do the book in the second semester of the program okay so 812 and two so so what we'll do here is we'll take the verbal sentence and we'll speak about what can happen in a verbal sentence and you know we'll give terms to all of those various adverbs and then we'll slot them and we'll tell you that from all all of the things that we just developed how many of them go in ra how many of them go in and we'll have three columns that we're developing essentially so one column is the Rafa column and there'll be eight in there and then there's the nas column and then there's the J column okay so so the verbal sentence specific ways and is could be used so verbal sentences they have to have a subject like you can't have a verb without a subject and a subject is called f remember that term okay now many verbs also have objects some verbs don't like doesn't have an object object because went is not the kind of meaning going is not the kind of meaning that supports an object but eating and drinking do because when you eat you have to eat a food and when you drink you have to drink a beverage so so those would be verbal sentences that have three words same thing with hitting and helping you know you'd have a doer of The Hitting and you'd have an object for the hitting so the object technically is called so we have five we have verbs can also be passive now if the verb is passive what happens is the doer is suppressed there's no doer in passive verbs but instead what was previously the object takes center stage and the name changes and we don't call it an object anymore we call it a deputy doer so we have here are the examples ate an apple okay so over here is a verb and um Zade is the doer of the verb and which is the Apple that's the object and if you take away Zade and turn the to then the the Apple now becomes that now the focus is on the apple and not only that but the last letter would be the Apple was eaten Zade ate the apple versus the Apple was eaten okay so over here we have three so [Music] far and then there's different kinds of adverbs which will develop on the next slide right so there's the generic adverb and when I say generic I mean there's no time or place connotation it's not answering the question when or where and it's also not giving you reason reason or cause so such an adverb is is called it has a name just remember these terms they're coming on the next slide um so when it's a generic adverb that's called and the example is I became very happy now time and place when you're answering the questions when and where the particular adverb for that is called and the example is today so the word today is answering the question when okay so that's an is and is an is is an Isam is they're all isams and when you're giving the reason why an action takes place like I hit him for the purpose of discipline the word on its own means discipline but when used like this it means for the purpose of discipline so it's for discipline it's giving the reason why so we're going to call that the adverb of reason and cause and then we have the circumstantial adverb Zade came to me writing so the word writing is describing the state of Zade when he was doing the coming okay so there's four here there's the generic one called there's the time and place one which is called the reason and cause one which is called and the circumstantial one which is called remember those terms and we had the file and KN file already and on the previous slide so now we have seven of them here's how they're slotted so two of them are places of Rafa so whenever there's a verb followed by a doer the doer will end in like and if the verb is passive it becomes with so and both belong in ra and the object of the verb like the in the first example that's called that's called and then the four adverbs that we saw in the previous slide first one was the generic one I became very happy the next one was the when wear one like today I hit today so the word is example or under a tree so the word under is ending in a and that's like when where so the Arab people the grammar people they took the when one and they took the where one and they said that you know this is all one the adverb of time and place so although you know if they separated them then conceivably it could have been 23 possible ways an could be used but they have their reasons like we don't have to argue about about that they have their reasons the grammar people they took the when one and the where one and they chose to call that a single possible way in is could be used adverb of time and place is called Mai and then we have our reason reason and cause adverb of reason and cause and that's the one that should have existed in English but doesn't like in English they don't really have that because there's no such thing as disciplinarily okay it doesn't exist Does it Like Z hit disciplinarily I mean doesn't make sense you say Z hit am for the purpose of discipline so you have to actually say for the purpose of discipline Arabic doesn't have to do that Arabic you can just put the word there and you know I stood out of respect I hit Z for the purpose of discipline okay and our final adverb is a circumstantial one which is called Hal and the classic example for that Is Zade came to me writing okay so so we're at seven now okay and we had to get to 15 we have seven of them what's common between all seven of these is that they all occur in verbal sentences now we have another kind of sentence called the nominal sentence and the nominal sentence is basically the book is new right the book is new the first half of it is called and the second half of it called and as you see in the example the is ending in d you know it has last letter is the D and is also last letter d right now the thing with nominal sentences is that there's ghav verion sentences as well ghav verion sentences and and in version sentences so if you put a can at the front of a nominal sentence then that would result in relabeling so what was previously M we no longer call it m because it's not first anymore now we have can at the front so it's called the is of and what previously was the predicate is now called the predicate of okay so same thing with in if you put in at the front of a nominal sentence then it results in relabeling and what used to be m is now called the is of so now there's six terms here if you're paying attention we have our basic ones and then we have two for the sentence and two for the in sentence so now the question is which one which one of those go in Rafa which one of those goes in n and how do we distribute them okay so these two clearly go in Rafa right the and in the sentence um the first one is in ra the second one's in okay and the translation changes obviously because can means was so instead of the book is new it becomes the the book was new but that's besides the point the example is so notice that is retaining it but is just changing State all together and instead of it's so that would be an example of and the names change we don't call it anymore we call it of Ghana and we don't call it anymore we call it of Ghana now in the in sentence in means indeed so when you put it in at the front of a then it results in a sentence like you're seeing on the screen so so just by looking at the endings from those six essentially the both go in ra and then the first of the GH and the second of the go ra and the second of the GH and the first of the in go in so here here's what we have so far so at the top in ra there's in other words both halves of the basic nominal sentence are places of Rafa and then there's the Durer of the verb called file there's the deputy doer called Nile there's the primary part of the can sentence called is of and the second half of the sentence called and then on the side we had our previous ones that were developed when we were talking about the verbal sentence object of a verb generic adverb adverb of time and place adverb of reason and cause Hal which is the circumstantial adverb they came to me writing and then the second half of the can sentence and the first half of the in sentence is of in and okay so now we've exhausted the places in the language that occur in verbal sentences and we've also talked about six places of the six ways in is be used that happen in in um either basic nominal sentences or modified nominal sentences so they're nominal sentence specific and the word nominal means beginning with a noun as opposed to verbal okay now there's some of the of the 22 places that can occur independent of of verbal sentences and nominal senten and they're more to do with phrases okay because if you remember about phrases uh sometimes the phrase is such that both parts of the phrase match in state okay so like um in a descriptive phrase uh if you say something like tall boy the word the word boy would come first the word tall would come second and you say and then if a tall boy came you'd say if you saw a tall boy it would be and if you pass by a tall boy you know after a preposition it would be so so now the first half of that is called M and the second half is called um neither of those terms are going to appear here in our list of 22 the reason is because because you know once the phrase is constructed you still have to use it right you still have to use it once the phrase is constructed those two words would Now function as a single unit so what determines whether it's or is the same thing that determine which is what we're talking about anyways which is what we're talking about anyways now sometimes what happens is that the phrase is made up of two words and the first word fluctuates but the second doesn't the second doesn't so when that happens that second one belongs here it belongs in the 22 places and the example is like um a possessive structure in a possessive structure if I say Z's book the word can conceivably be and it could conceivably be and if you guess that the reason that is is because the two will function as a single unit and it could be like um you know this is zade's book I read zade's book I looked in zade's book you see so what's common in all three of those examples is the word Zade is z z z this is not on the slide okay like hopefully so you don't you don't think that there's something wrong here this is um you know I'm about to introduce two more so basically any second half of a possessive structure will end in Kasra and that belongs here so second half of a possessive structure and has a particular name is called M okay the is missing there in the it's called Mud and and coming after a preposition is the only other place in the language where an isim would be in the state of J and that's simply called Ma so the example of a possessive structure second half in particular is door of the house so there is in J and if they ask you why is it in J the correct answer is because it's and the example of coming after a preposition is in the house so now when you take the and the ma and you add that to the previous now we have 15 and this is 15 of the 22 ways an ism could be used and now within Rafa there's still a couple that need to be developed and within Nas there's still quite a few that need to be developed but like I said those remaining ones do not have the broadest application they don't need to be taught now they could be taught to you when you first encounter them in the book and when I say book I'm talking about this okay so so at this stage the amount of grammar we've covered is pretty consider considerable okay now I'm not expecting that everybody that watched through these videos totally 100% understands everything that was covered much less able to retain it okay that's not the point because the point is to rewatch this a couple of times because you can spend 16 hours covering what we covered here in three okay and still not be able to do it properly if the if the topics are not sequenced properly that won't happen like you won't cover everything we've covered so would you spend 16 hours or 30 hours trying to get to this stage or rewatch 3 hours maybe two times or three times you're still ahead if you watch it three times you're still ahead okay so so when material is new uh one needs to be willing to rewatch more than once okay it's not because the material is confusing it's not because you know you're a poor learner or you don't have the mental capacity to be able to pick it up the first time it's got nothing to do with that it's simply because the material is new you see and what we're teaching here is actually coming from the classics okay and those Classics are written by Scholars that actually knew how to write So within a sentence or within two sentences they would say something so profound that you can create a half an hour presentation on it you see so so that's the power of the classics like the AL Malik and um you know the book so what we've done here is we haven't taught all of grammar but we've taught enough grammar to now begin reading and what you're seeing on the slide is a scan of the first opening three four lines from the stories of the prophet's book so in week three we would start this and we translate The Heading who broke the idols and we say okay who broke the idols is this a verbal sentence or is this a nominal sentence so people would look at the man and they draw the conclusion that man is a pronoun because it means who and who English is a pronoun so it must be an ism so therefore the sentence is nominal and then we POS the second question and then we pose the third question and then we move in and we say before many days means before so now before is ending in a fata so why is it ending in a fata so if you say because it indicates on time so it's then you would be right okay and then we look at the relationship between many days the word and the word and we start drawing attention to these things but we wouldn't speak about everything we speak about the things that can easily be extracted and easily be understood and we translate and simultaneously we give them the vocabulary obviously I mean you got you need to know that the word Raj means man and you need to know that the word c means many and KAS means to break and as means Idols okay is that fine so through a video the teacher would be going through this okay and they'd have a separate PDF that has the vocabulary of the words appearing in the book so once you know the meaning of the word and then you can see and then what we're doing is we're bringing the theory to life essentially okay we're bringing the theory to life and if if I had time I'd do that for you right now okay if I had time I'd do that for you now but unfortunately we're going to have to stop here but I will tell you how to take this to the next level there's a particular book in grammar it's called and it's about 132 pages and I've taught that book 42 times and I continue to retach it three times a year every single year and every time I retach that book my appreciation for the author and the material in the book increases and I get new insights and whenever a complex topic comes and I'm explaining it the tone of my voice changes and the students they recognize that and they really have that intensity and one would not expect that so if you teach the same book over and over so many times then your interest for it would probably diminish and you would not be enthusiastic about teaching it but that's not what happens with me alhamdulillah I've been doing this for a long time and what we've shared with you over the last 10 days if it resonated with you and if you want to understand more and more of the message is Allah subh T has will for you then I strongly encourage you to consider signing up for the program so there's still a couple of days before registration formally opens so you can offer make some Dua think about it ask some questions you know email the help des and then the video that I'll have for you that explains the program inshallah will answer all of your questions and it will mention exactly what the tuition is what's the payment plan and every other question that you can have uh regarding the program will be answered for you in a separate video so I really loved creating this free series for you and I enjoyed it and I hope you enjoyed it as well and I look forward to speaking with you soonam