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APPENDIX

IMPORTANT GRAMMAR TABLES

1. Guidelines for learning grammar using TPI............................A.22. The Basic Verb Chart – Masculine Gender ............................A.63. The Basic Verb Chart – Feminine Gender ..............................A.74. Important Notes About Master Tables....................................A.85. Master Table-1: Triliteral Verbs .............................................A.96. Master Table-2: Derived Forms of Triliteral Verb ................A.10

7. Passive Voice Tables – Masculine Gender ...........................A.118. Passive Voice Tables – Feminine Gender ............................A.12

AFTER THIS BOOK WHAT?........................................................A.13

A-1 1



In the name of Allah, Most Beneficent, Most Merciful

GUIDELINES FOR LEARNING GRAMMAR USING TPI

To explain some points, grammar terminologies have been used below. A reader canunderstand many of these things from the examples without worrying too much aboutthe relevant grammar terminologies. It is humbly suggested here that the teacher aswell as the students (except those who are Arabic language learners) may better avoidthese terminologies. Otherwise, as has been observed in many cases, the studentsmay be afraid of the Arabic language and stop learning it altogether.

Total Physical Interation (TPI): Using an effective method called Total PhyscialInteraction, the learning of different forms of a pronoun or verb becomes extremely

simle and easy. TPI involves using as many senses and actions (seeing, hearing,showing, saying, feeling, etc.) as possible in learning different words. In grammarlessons, we will say: See it, Say it, Show it, Feel it, and repeat it with others.

1. PRONOUNS:

1. When you say و ه (He), point the index finger of the right hand towards your

right as if that person is sitting on your right. When you say م ه (They), point

all the four fingers of your right hand towards your right. In a class, both the

teacher and the student should practice this together.

2. When you say ت ن أ

(You), point the index finger of your right hand towardsyour front. When you say م ن أ (All of you), point all the four fingers of your

right hand towards your students. In a class, the teacher should point his

fingers towards the students and the students should point their fingers towards

the teacher.

3. When you say نا أ (I), point the index finger of your right hand towards

yourself. When you say ح ن (we) point all the four fingers of your right hand

towards yourself.

For the first 3 times, practice these 6 forms with translation, i.e., just show and say و ه he, م ه they, ت ن أ you, م ن أ you all, نا أ I, ح ن we. Since you willbe showing what you mean by your hand, you don’t need to translate each of themafter 3 cycles. Just say ح ن ،ان أ ،م ن أ ،ت ن أ ،م ه ،و ه . That isthe immediate benefit of using TPI, among many others. Continue the above stepswithout translating these words. Just Five minutes of your practice using TPI willmake the learning of these six words and many other things extremelyeasy!!! Also note that while practicing, don’t worry about learning theterminologies. Just focus on these six words and their meanings.

Please note that we have skipped the dual as well as the feminine gender forms. Wewill learn them later. Both of these forms do not occur frequently in the Qur’an. Let us

A-2 2



be expert in the above six forms first. We will continue this practice for verbconjugation also. This approach makes the learning of these forms extremely easy.When TPI is used as described above, it becomes interesting too.

For detached pronouns also (.. ،.. ،،م نا..كه .. ،ي.. ،م .. ، ) , use steps1 to 3 as described above. However, for attached pronouns, the exercise should bedone along with any noun (for e.g., ا ب ر ،ب ر ،م ب ر ، ب ر ،م ب ر ، ب ر ), a preposition (for e.g., ا ل ،ل ،م ل ، ل ،م ل ،ل ) , or a transitive verb

(for e.g., ا ق خ ، ق خ ،م ق خ ، ق خ ،م ق خ ، ق خ ).

Also note that we have used right hand for showing masculine gender forms. Therefore

we will use left hand for showing feminine gender forms. When you say ه (she),point the index finger of the left hand towards your left as if that person is sitting onyour left. When you say ا ر ب (her Lord), point the same way to your left. In a class,both the teacher and the student should practice this part together.

2. DIFFERENT VERB FORMS / CONJUGATION:

In general, it is observed that teaching the “Conjugations of ع ف ” is the mostdifficult lesson of an Arabic class. Students start dropping the course from this momentonwards. Along with pronunciation, if hand movements are also practiced, then theseconjugations will be easily understood by the students.

1. When you say ل ع ف (He has done), point the index finger of the right hand towardsyour right as if that person is sitting on your right. When you say وا ع ف (They did),point all the four fingers of your right hand towards your right. In a class, both theteacher and the student should practice this together.

2. When you say ت ع ف (You did), point the index finger of your right hand towards

your front. When you say م ع ف (All of you did), point all the four fingers of yourright hand towards your students. In a class, the teacher should point his fingerstowards the students and the students should point their fingers towards theteacher.

3. When you say ت ع ف (I did), point the index finger of your right hand towardsyourself. When you say ن ع ف (we did) point all the four fingers of your right handtowards yourself.

4. The same procedure of fingers pointing can be used for practicing the differentconjugations of Imperfect tense verbs also. To distinguish between the past tenseand the present tense, you may pronounce all the past tense forms and move yourright hand at a lower level while pointing towards right, in front, or yourself. Forpresent tense, raise your right hand at a higher level and pronounce the presenttense verbs with a higher pitch.

5. When you say ل ع ف ا , point the index finger of your right hand in front of you and

move your hand down from a raised position as if you are giving a command toA-3 3



somebody standing in front of you. When you say وا ع ف ا , the same action can berepeated by all the four fingers of the right hand.

6. When you say ل ع , point the index finger of your right hand in front of youand move your hand from left to right as if you are directing somebody not to dosomething. When you say او ع , the same action can be repeated with thefour fingers of the right hand instead of just one.

Also note that we have used right hand for showing masculine gender forms. Therefore, just to distinguish, we will use left hand for showing feminine gender forms.

ABOUT THE FORMAT OF VERB SHEETS:

• No. of words and their meanings: The number given in brackets on the topright side of a verb sheet shows the number of times this verb has come in theQur’an in its various forms.• Only common meanings: Only the common meanings of the verbs are givenhere. Depending upon the context, the meanings of the same verb may change.• Root letters and Verbal noun: Top middle of every page shows the rootletters of the verb. On the top left side, the verbal noun of the corresponding verbalong with its translation is provided.• Pronouns: On the right side of the column for Past Tense, relevant DetachedPronouns ( ر ئ ض اة ص ن ا ) are given. The corresponding Attached Pronouns

( ئر

ض اةص

ا ) are provided on the left side of the column for Present

Tense. Please note that the Attached Pronouns can come with any verb, noun, orpreposition. To emphasize this point, a box with these forms ( جر ،اسم،فعل ) isprovided just below the column of Attached Pronoun.• Past Tense verbs in italics: The verbal forms for past tense are given initalics. The verb in past tense corresponds to an action which is already completed.Consequently the letters have been bent (italicized). This is done just to help thestudents distinguish it from present tense verbal forms which are kept in normalupright font.• Dual forms: The dual forms are sparingly used in the Qur’an. Consequently,to save space and to give it lesser emphasis, the fontsize for these forms is keptsmall.

• Conjugations of Past tense verbs ( عف ض ا ): Depending upon theperson (3rd, 2nd, or 1st), gender (masculine or feminine), and number (singular orplural), ending words of the corresponding forms of the past tense change. By thischange we know whether this verb (past tense) is singular or plural, 3rd, 2nd or 1st

person, and feminine or masculine. To remember this feature, here is an example.If you are standing on a road, you can see the backside of a departed car, truck or jeep. A look at the backside is enough for you to tell which type of car has gone.Similarly, if you are standing on a runway, you can see only the backside (tailsection) of an aeroplane that has just taken off. Consequently, at the bottom of thecolumn for past tense forms in the chart, a balloon of letters ( -، - ا ،،م ،

، ) is attached to an aeroplane that has just taken off.

A-4 4



• Conjugations of Imperfect tense verbs ( عف ر ا ): Unlike pasttense verbs, for conjugations of Imperfect tense verbs occur, the changes occur atthe start of the verbs (except for ending terms like ا and ). These changes ( ي

أ ) are shown by descending aeroplane (meaning Imperfect tense). These twopictures are shown as aid to the understanding of the reader or student: For pasttense verbs the tail of the aeroplane changes and for the Imperfect tense verbs themouth or nose of the aeroplane changes.

• Active verb ( عف ع ) and Passive verb ( عفو ج ) for both pastand imperfect tenses: Compared to the active voice form of a verb, the diacritics( -، -، - ) on the first three letters of the same active form is changed to make itpassive. For example ح ف : to open; ح ف : is opened, in case of past tense. Thissystem of replacement of diacritics is followed for all the conjugations of past tense.

Similarly in case of present tense ح : is opening; and ح : is being opened. Thisrule is applied for all the conjugations of present tense. In view of this, onlysingular, masculine third person conjugations are given in one line for passive voiceforms. It is expected that you can construct the remaining conjugations of thepassive voice.

• Transitive verb ( عفيد ع ): Transitive verb is a verb which needs anobject; for example fataha, dharaba, etc. There are two types of transitive verbs:active and passive. The passive participle ( مساو ع ) as well as the passive voiceforms for such verbs are given on pages wherever transitive verbs appear.

• Intransitive verb ( عفز ): Intransitive verb is a verb which does not needan object; for example, ق،ب ه ذ , etc. Such verbs do not have a passive participle orpassive voice forms. For this reason, the passive participle and conjugations of passive voice are left blank on pages where intransitive verbs appear.• Triliteral verbs ( عفثثج ) and Derived Forms (DF) of theTriliteral Verb (Triliteral Verbs with extra letters عفثثدف ) : Bothmasculine and feminine conjugations of the triliteral verb (ل ع ف ) or the Verb type 1(VT-1) and the Derived Forms of the Trilateral Verb (i.e., the Verbs with extraletters: DF-2 till DF-10) such as ل ع ل،ف ف،ل ع ف أ ، ... are given. For other verbs,conjugations of only masculine forms are given. The number given with DFindicates the derived form to which the verb belongs.

Note: If you are teaching a class to help students understand the basics of Qur’an, youcan make a poster by enlarging the page containing conjugations of ل ع ف (masculineonly). You can put this poster beside the black board. You can make use of this poster

during practice of different verbs or while explaining conjugation of a given verb.Abbreviations:mg masc. gender fg fem. gender br.pl broken pluralsg singular dl dual pl pluralsb somebody st something ss somebody orsomethingVT Verb type (from 1 till 10)DF: Derived forms (Triliteral Verbs with Extra Letters ( ل ع ف ثثدزف ); from DF-2 tillDF-10).

A-5 5



BASIC VERB TABLE – MASCULINE GENDER

Attached

Pronouns

Imperfect Tense علف

ض Past Tense

علف Detached

Pronouns

ه -، He does.

He will do. ع He did. لل للل و ه اه - They two

do/ will do. ع They twodid. لل للل لل ا ه

م- ه They do.

They will do. عو

They all did. لل لل للل م ه

ك- You do.

You will do. ع You did. لل لل للل ت أ

ا- You two do /will do. ع You two did.لل لل لل لل للل ا ن أ

م - You all do. You all will

do. عو

You all did. لل لل لل لل م أ

I do.I will do. ع ف أ I did. لل لل للل أ

-We do.

We will do. ع ن We did. لل لل لل لل _ ع ف _سم_ أ ي -م . ان

Negative Imperative أر

Don’t do! ع Do! ع ف Singular

Don’t (you two)do! ع Do (you

two)! ع ف Dual

Don’t (you all)do! و ع Do (you all)! و ع ف Plural

Passive participle اسموع

Active participle اسمفل

A-6

To do,act (of doing)

در ص م (Verbalnoun)

عف

ا م

He did.

ف ع

(108)

6

nearpast:

د + ق

Pastcontinuous: +

arure:+

ض

tanture:

rtingb in abaltence.→

en theject isG. or

Startingverb in averbalsentence.←when thesub ect is



The one who isaffected. وع Doer. فا Singular

The two who areaffected. عو ل ، عو Doers (two). فا ، فا Dual

All those who areaffected.

،ول عو ل عو

Doers.،و فا فا Plural

passive⇒

مجهولIt is being done. ع (It) is done. لل للل و ه ⇐passive

مجهولBASIC VERB TABLE – FEMININE GENDER

FeminineGender ؤ

ا م

She did. ع تف

(108)

AttachedPronouns

Imperfect Tense ض عل ف Past Tense عل ف DetachedPronouns

ه - She does.She will do. ع She did. لل لل للل ه

ه -ا They two do/ will do. ع They two did. لل لل لل للل ا ه

ه - They do.They will do. ع They all did. لل لل للل ه

ك - You do.You will do. ع You did. ت ع ف ت أ

ا- You two do / willdo. ع You two did. لل لل لل لل للل ا ن أ

- You all do.You all will do. ع You all did. ع ف أ

-)withي

noun( I do.I will do. ل ع ف أ I did. تت تت تتت أ

-We do.We will do. ل ع

We did. تت تت تت تت _ ع سم_ف

_ أ ي . ان

Negative Imperative أر

Don’t do! ع Do! ع ف Singular

Don’t (you two) do! ع Do (you two)! ع ف Dual

A-7 7



Don’t (you all) do! ع Do (you all)! ع ف Plural

Passive participle اسموع

Active participle اسمفل

The one who is affected. عو لة Doer. ة فا Singular

The two who are affected.، ا عو ل ل عو

Doers (two).، ا فا فا

Dual

All those who are affected.

عو

Doers.

فا Plural

(it) is being done. ع (it) is done. لل لل للل

ه

IMPORTANT NOTES ABOUT THE FOLLOWING TWO MASTERTABLES

Verbs given in these two tables have occurred 15000 times inthe Qur’an.

The following two tables (Pages A-5 and A-6) are extremely valuable in understanding

the verb pattern that occur in the Qur’an. If you know these patterns as well as theverbs which are listed in each box, they you will be inshaAllah able to understandalmost 15,000 words of the Qur’an. That comes to an average of 25 words oneach page of the Mushaf of 600 pages. You are strongly encouraged make aphotocopy of these two tables, preferably an enlarged one, and post it in front of yourstudy table or a prominent place.

Table A-2 and A-4 contain important types of trilateral and derived verbs, respectively.Remember that for each verb type, we had practiced 21 forms. You must havemastered them by now. In this table, only 6 forms for each type of verb is given.However, it is hoped, based on your practice that you did in the numerous lessons of the book, you can make 21 forms out of those six, as shown below.

A-8 8

و Passive Voice

و Passive Voice

If you know just this form of perfect tense,then you can make the following forms. It justinvolves some changes in the ENDINGS as westudied earlier.

تت تت تتت تت تت تتتتت تت تت تت تتت تت تت تت تت تتت تتت تت تت تتت تت تت تت تتت ف ه ) )

if we know the two forms, then we can make plural as well as feminine

forms.،ة ف ، و ،و و ،و ، ف ،و ف ،ح ف ح ف ، و ،ة و ، فHere the type of the verb is given.



ح ف ح ح ف ا

:1aاب فتح

ح ف ،ه ث ،جل ،جمع ،ذ

،عن ،لف ،حص ،عفر خع ،صنع ،شع

ح ف و

ح ف

A-9 9

we know just this form of Imperfect tense,can make the following forms which canmade by making changes in theGINNINGS.،ح ف أ ، و ،ح ، و ،ح

ح ه ح ( )we know just this form of imperative, then wen make the following forms. The negative ismed by slight changes in the 2nd personperfect tense, (i.e., و ،ح .)

وا ،ح ،او ف إ ،ح ف إFor making a verbal noun, there are different ways. You must have becomefamiliar with at least some of them.

Here a list of those verbs which occur frequently in the Qur’an.Note that we have studied them in this book too!



ا م

Master Table -1: Triliteral Verbs ( ج ث ث اع ف أ )

ح ف ح ح ف ا

ح ف رفع ،صح ،فل ،نع، ،ه ث ،جل ،جمع ،ذ

خع ،صنع ،شع

ح ف و

ح ف

س

س ا

س ،ز س ،ظ ،

سخ ،ر ،دش ،، مد ،غض ،جل،مل

س

و

قو

ل ق

ق، اك ،اق ،اف ،با

، ،اك ،اخ ،ا ر ،ار ،اذ

ئل ق و

و ق

ر ص ر ص ن ر ص ا

ر ص ،خ ،دخ ،خ ، ،د ،ر ،كذ ،لخ

،ك ،د،دص،ش

ر ص ن و

صر

ل ض ل ل

ل ، ، ، ث ، ، ي ، ، ذ ، ، خ ،

ز

ض و

و د

ا ا

،ىج ، ،ا ،

،جزى ،قض ،هدى خي ،ري ،سي

ا و د ء

ر

ر ض

ر

ر ض

د ج د د ج

د ج ،قو ،صو ، دو ،و ،قو ،ظو ،عو

ود

جد ا ج و و

وج

ر أ

ر ر ر ،أخ ،أكل ،رأى ،أ

،جأ ،ءاج ، ءاش ، أ ،ذأد أ

ر آ و ر أ

ا م

A-10

:1aاب فتح

: 1bاب

1c : : اب ب

اض :

: اب م

م :

ق ا :

ج : أ

10



Master Table -2: Derived Forms (Triliteral Verbs with Extra Letters اع ف أ ف د ث ث )

ل ع ف ع ع ل ف ا ل

ل ع فتح ، ،ب ،مع،ف أ ،ا ،اق ،دجو ،ل

(VT-1a - VT-1k)

ف ل

ع و عل ف

ع ف أ ل

ع ل ع ف أ ل

ع ف أ

، ل ش ، أ س ، أ خ أ،ح ص ، أ ا ، أ ز أ

،ا رى،أ ، آ، أ آ صاب ر،أ ، أ ل ،أ ر أ

ع ل

ع ل ع ف إ

ع ا ل

ع ن ل ع ا

ل ع لا

، ت ،

ع ن ل

ع ن ل ع ا

ل ع ف ع

ل ل ف ع

ل ع ف

، ح ، ،ب ،،لم ، ز ، د ،ك ب ق

ر ،ل ، ص ص

ع ل

ع

ع ل ل

ع ل

ع

ع ل ل

ع

، ل ،ل ك ، ، ك ، د ، خ ،

، ط

ع ل

ع

ع ل ل

ع ف ا ل

ع

ع ل ف ا ل

ع ف ا

ل ،ع ، ت ت خ ،، ىد ه ت ،،

ع م ج ت ، ت

ع ل

ع

ع ل ف ا

A-11

DF-2

VT-1

11



ف ل

ل

فل

ل ف،د ه ، جا ر ، ا خ آ ، ى ا

،ىء ،رآ ، خا ا، ف ا ، ى ح ،ا ا

ل

ل

ة

ل ل

ل

ل ء سا ، ا ، ر ،ا

ص ، ا

ل ل

ل

س ا ل ع

ل ع

س لا ع

س ا ل ع

،ب ا ت ، ت طا ت ، ت ، ت ا ،

ا ت

عل

عل

ع س ا

A-12

DF-3

0

12



Passive Voice لل لل لللل (MASCULINE Gender)for Verb Types VT-1 and DF-2 through DF-10.

DF-4 DF-3 DF-2 VT-1

لع تت تت تتتت

ل

تتت تتتت

لع تت تتتتتت

لع تت تتتت

sr.

3rd ع تت تت تتتت تتت تتتت ع تت تتتتتت ع plتت تتتت

و ع

تت تت تت تت

تت

و

تتت تت تت

تت

و ع

تت تتتت تت

تت

و ع

تت تت تت

تت pl.

لع تت تت تت تتتت

ل

تتت تت تتتت

لع تت تتتت تتتت

لع تت تت تتتت

sr.

2nd

ع تت تت تت تت تت تت تتت تت تت تت تت ع تت تتتت تت تت تت ع plتت تت تت تت تت

و ع

تت تت تت تتتت تت

و

تتت تت تتتت تت

و ع

تت تتتت تتتتتت

و ع

تت تت تتتتتت

pl.

ل ع ف أ تتتت تت تت تت ف أ

ل تتتتت تت تت ل ع ف أ تتتت تتتت تت ل ع ف أ تتتت تت تتsr.

1st

ل ع تت تت تت تتتتت

ل

تتت تت تتتتت

ل ع تت تتتت تتتتت

ل ع تت تت تتتتت

dl.,

pl.

DF-10 DF-8 DF-6 DF-5

ع ل تت تتتت تت تت تت ع ل تتتت تت تت تت ل

تت تتت

تتتت ع ل تتتت تت تتت

sr.

3rd ع تت تت تت تت تتتت ع تت تت تت تتتت تت تتت تتتت ع plتت تت تتتتت

ع و

تت تت تت تتتت تتتت

ع و

تت تت تت تتتتتت

و

تت تتتتت تتتت

ع و

تت تت تتتتتتت

pl.

ع تت تت تت تت ع تت تت تت تت تت تتت ع تت تت تتتsr.

2nd

A-13



ل تت تتتت ل تت تت ل تت تتت

ت ل تتتت

ع تت تت تت تت تت تت تت ع تت تت تت تت تت تت تت تت تتت تت تت تتت ع plتت تت تتت تت تت

ع و

تت تت تت تتتت تت تتت

ت

ع و

تت تت تت تتتت تتتت

و

تت تتتتت تت تتتت

ع و

تت تت تتتتت تتت

ت

pl.

ع س أ

ل

تت تت تت تت

تتت تتت ل ع ف أ تت تت تت تت

تت تت

أ

ل

تت تتت

تتت تتت ل ع أ

تت تت تتت

تتتت

sr.

1st

ع ل

تت تت تت تتتت تت تتت

ل ع تت تت تت تت

تت تتت

ل

تت تتتتت تت تتت

ل ع تت تت تتتتت تتت

dl.,

pl.

A-14



Passive Voice لل لل لللل (FEMININE Gender)for Verb Types VT-1 and DF-2 through DF-10.

DF-4 DF-3 DF-2 VT-1

ع لل لل لل لللل

ا

للل لل لللل

ع لل لللل لللل

ع

لل لل لللل

sr.

3rd ع تت تت تت تت تت تتت تت تت تت ع تت تتتت تت تت ع plتت تت تت تت

ع

لل لل لل لل

لل

ا

للل لل لل

لل

ع

لل لللل لل

لل

ع

لل لل لل

لل

pl.

ع

لل لل لل لللل

ا

للل لل لللل

ع

لل لللل لللل

ع

لل لل لللل

sr.

2nd

ع تت تت تت تت تت تت تتت تت تت تت تت ع تت تتتت تت تت تت ع plتت تت تت تت تت

ع

لل لل لل لللل للل

ا

للل لل لللل للل

ع

لل لللل لللل للل

ع

لل لل لللل للل

pl.

ع ف أ لللل لل لل لل فا أ

للللل لل لل ف ع أ لللل لللل لل ع ف أ

لللل لل للsr.

1st

ع ن لل لل لل للللل

ا ن

للل لل للللل

ع ن لل لللل للللل

ع ن

لل لل للللل

dl.,

pl.

DF-10 DF-8 DF-6 DF-5

ع

لل لل لل لل

لل لللل

ع

لل لل لل لللل لل

ا

لل للل

لل لللل

ع

لل لل للل

لللل

sr.

3rd ع تت تت تت تت تت تت تت ع تت تت تت تت تت تت تت تتت تت تت تت ع plتت تت تتت تت تت

ع

لل لل لل لللل لللل

ع

لل لل لل لللل لل

ا

لل للللل لللل

ع

لل لل للللللل

pl.

لل لل لل لل ع لل لل لل لل ا لل للل ع لل لل لللsr.

2nd

A-15



ع لل لللل لل لل لل للل

ل لللل

ع تت تت تت تت تت تت تت ع تت تت تت تت تت تت تت تت تتت تت تت تتت ع plتت تت تتت تت تت

ع

لل لل لل لللل لل لل لل

ل

ع

لل لل لل لللل لل للل

ا

لل للللل لل لل

للل

ع

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AFTER THIS BOOK WHAT?Al-hamdulillah, you have completed the book. After this you will have on the averageonly two new words in each line of the Qur'an. The meanings of these new words canbe detected if you use any translation of the Qur'an. If you use any word-for-wordtranslation, it is even better. So, start from Surah Al-Baqarah right now. You will noticeimmediately as to how easy it has become to understand the Qur'an.

We have already implemented this program. One such program is held once everyweek where the participants sit from 8 AM to Zuhr (12 noon) on weekends andcomplete one Juz in just four hours! In 30 weeks, you will inshaAllah complete theQur'an with understanding! Is it not that a HUGE blessing. Perhaps it looks difficult toyou now. But I promise you that it will inshaAllah be very easy after you complete thisbook. If you have to climb a 60 storey building then don't look at 30th floor from groundlevel. To climb 30th floor from 29th floor will be as easy inshaAllah as you climb 1st floorfrom ground floor. Don't you find first lesson easy? Similarly, studying Qur'an after thisbook will be inshaAllah very easy. Just keep going. Remember that Allah comesrunning to the person who walks towards Him (according to Hadith). The condition isthat you have to start walking. If you don't take the first step, how can Allah help you!May Allah give all of us tawfeeq to fulfill all the rights of His Book (believing, reciting,understanding, pondering, implementing, and spreading it).

I would like to repeat here that you should try to form a group of friends and studytogether. Otherwise you may not be able to continue for long.

The Qur’an can be completed with understanding in 120 hours as follows.• Each sitting will be of 4 hours, preferably in the weekend. However, you mayadjust the schedule according to your convenience.

• Each participant will bring his / her personal Mu’arra Mushaf (copy of Qur’anwithout translation) and a pencil.

• Only one person will bring the copy of Qur’an with translation.

At the start of the session:• Give a very brief introduction of the Juz / para that will be studied. This

introduction is to orient the audience. It should not be more than around 3minutes!

• Assign one person, say Mr. Faheem, to read the translation of verses (or parts of it) from the copy of Qur’an with translation.

• The para / juz will be studied in Rukoo’ breaks.

1. Let us start with first Rukoo of 2nd para:2. For approximately one minute, give a very brief introduction of theRukoo’ (or the page). using any authentic tafseer. This responsibility can be givenon rotation to different people in the class. For example, Mr. Kaleem will be giventhe task of reading the Rukoo’/page briefs.3. The translation of a part of the first verse will be read by the Mr. Faheem.He wil read: The foolish among the people will say, “What has turned them fromthe direction of prayer which they used to (face).” At this point, all the participantswill look into their personal Mu’arra Mushaf and see how this translation was done.

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Mr. Faheem will also point out the new words and their meanings (Sufahaa’: fools;wallaahum: turned them). The participants will write the meanings of these wordswith pencil in the margin. Meanings of up to two words (one on left margin and theother on the right margin) can be conveniently written.4. The first person will then read that part of the verse in such a way thathe will translate it by breaking it into suitable parts and not by taking each andevery Arabic word individually. For example:

ء ا و س The fools will say, ن ا among the people; م what has turned them; م ق from the direction of prayer;

which; ا ا و ; they used to be.

Please note that the verse (or part of it) was recited neither by Mr. Faheem nor the

first person sitting in the row. Learning to recite is very important but the focus of this class to help people understand the Qur’an. If you have ample time, then readthe verse (or part of it) first and then do the word-for-word (WFW) translation. Thiswill add almost an hour to the four-hour sitting. If people start quitting the classbecause of long sessions, then it is better to stick to this style. We can certainlyhave other sessions where we can learn Tajweed and listen to Tafseer but let us notmix everything in one sitting.

5. Now, Mr. Faheem will read the translation of the second part of theverse, as shown in Step 3. He will also point to the new words just like he did forthe first part.6. The second person in the audience will then read the word-for-word(WFW) translation as in step 4.

7. The process will continue till we complete the session. When the turn of Mr. Faheem comes, he will first read the translation and then go to his Mu’arraMushaf and read WFW translation, as in Step 4.8. Please note that every participant will translate the verse with a lowvoice. Only the person whose turn is do the WFW translation will read it with loudvoice. This way, every participant will be continuously involved in all the activities.No one will wait just for his turn to translate and then sit idle listening onlypassively.9. It is not necessary that Mr. Faheem reads the translation of verses forthe whole four-hour session. You can have different people assigned to differentparts of the Juz. In fact, for the next week, you can give the assignments right now. You can say that Mr. 1, 2, 3, and 4 will read the translation of the four parts of the Juz. This will give them a chance to come prepared. In fact, the translation should

be read in such a way that the listener should be able to see the sequence in Arabic just with the lowering, raising of the voice of the reader.10. In principle, every person should come prepared to the class. That is thehomework for every participant. He/she should try his/her best to come prepared.In fact, it is much better if everyone comes prepared with meanings of new wordsalready written in their margins. That is the best way to get maximum benefitsfrom such a course. However, it is much better to assign people for importantitems such as giving brief notes and reading translation.11. Note down the new words on a piece of paper and refer to it at severaltimes during the day just like the way you have used the pocket book of this course. You may also use a dictionary of the Qur'an such as "Easy Dictionary of the Qur'an."

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12. We strongly feel that when a person understands the Qur’an, he willautomatically wish to learn Tajweed. When he will come to the difference between with the sound ofم (painful), he will never reciteأم (knowledgeable) andم. Also note that this is a preliminarly class on understanding Qur’an. Once thisأمis completed, you can and should go for Tajweed, Tafseer, Hadith, Seerah and everyother branch of Islam.13. Note that in the whole Islamic literature, only Qur’an is read by a Muslimrepeatedly. He recites this book in Arabic only. He also listens to different parts of it six times everday (in Fajr, Maghrib and Isha). Therefore, even if you forget somewords that you had come across earlier, don’t worry. These revisions and theirrepeated occurances in the Qur’an will help you memorize them again.14. If we follow the model of pious people, then we should try to completethe recitation of Qur’an at least once in every month. If we do that, then inshaAllah

very soon all the words will become familiar to you.15. The Prophet pbuh has advised us to convey from him even if it oneverse. He also said that the best people are those who learn the Qur’an and teachit. According to well known fact, the best way to learn something is to teach it. Therefore, as soon as you complete the Qur’an, try to convey it to others.InshaAllah, this way, Qur’an will become very clear to all of us. May Allah give ustawfeeq to fulfill all the rights of Qur’an, i.e., believing in it, reciting it,understanding it, pondering over it, and spreading it to the whole humanity,including non-Muslims. However, the basic message to non-Muslims should beconveyed in their own language as has been the sunnah of Allah. He had not sentany messenger to a nation except the one who speaks in their own language.

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