INDIAN SCHOOL SOHAR

‫قسم اللغة العربية‬

Translation of the lessons and explanation of the poem
Lesson-1 Saeed Spends His Leave in Studies
I am Saied Ahmed. I was on a day’s leave from the school. I asked permission from my father so that I
can go to my friend Mohammed’s house for revision.
My father said: “You can go, but it is necessary that you take with you all necessary writing materials
and the books. You should revise the lessons with your friend and don’t play much. The exam is near,
and also you should take the pies and sandwiches with you and you should share them with your friend
Mohammed.
My mother said: I have prepared some pies and cake for you, and do you want to take water bottle also
with you?
Saied said: No, O my mother, I am not taking the water bottle and I am not taking the food. In
Mohammed’s house clean and cold water is there. They have a big fridge. I will take with me only the
cheese pies because Mohammed likes them and the other things are not necessary and that is because
Mohammed’s mother offers us a lot of eatables during the revision hours and after that and apart from
that, they will feel hurt if I take eatables with me. They are good people and they love guests.
When I was on my way to Mohammed’s house there I met Nabeel.
Nabeel said: O Saied, where are you going? I am on my way to you so that we can revise the lessons
together.
I said: You are late and you didn’t inform me about that in advance. No problem, so why don’t you
come with me. We can go together to Mohammed’s house.
Nabeel said: Who is this Mohammed?
I said: He is my friend. Don’t you know him, he’s from 8th standard. Mohammed is an intelligent boy.
He will help us in understanding the lessons and will solve the difficult questions for us. Surely, he will
welcome you also,If Allah wills. He is my best friend.
Nabeel said: I agree with you. Now I remembered, he is that tall boy who also plays football well.
I said: Yes. Nabeel said: I know him very well and he also knows me. No problem,we will go to his
house.
Saied and Nabeel headed to Mohammed’s house. Mohammed was waiting for Saied. Mohammed
became happy when he saw Saied and he welcomed him and Nabeel as well. All headed to
Mohammed’s study room after they greeted Mohammed’s parents. All studied for around two hours.
Mohammed’s mother offered them sweets, fruits, milk and other things. After that, three (of them)
played for a short period of time in the house garden. After finishing that, Saied and Nabeel returned to
their houses.
 Lesson – 2 School Library

This is my school. It is one of the biggest schools in the city. It is located in center of the city. There is
a big library in it. There are plenty of necessary and useful books for teachers and students in it.
Students go there in their specified time for the library and sit on the chairs in front of the tables in the
reading hall to read the books, newspapers and magazines.

Some students take the books, newspapers and magazines from the shelves and read them then they
return them to them (the shelves) after reading. Some of them stand near the shelves for referring.
Students take the required books and go to the librarian who gives them the books in exchange of
borrowing cards or ID cards. Students who want to take the books to the houses, they have to borrow
the books in exchange of the cards issued from the library. Then the students return these books within
a week normally and in case of not returning them in the specific time, fine is imposed on them.

Once, one student among my classmates didn’t return a book. Head Librarian warned him first and told
that you have to return the book by tomorrow. So the student searched the book in his bag and also in
his house but he didn’t find it. Five days passed in searching, so an amount of 5 Rs fine per day was
imposed on him but the amount was (too) big for the student so the case was taken to the school
principal and he forgave him the fine.

As for the teachers, they visit it (the library) in their free hours and they read the newspapers and
magazines and borrow the books in exchange of borrowing cards. The library lends them the books for
two weeks and if they delay, fine is not imposed on them.

Lesson – 3 School Establishment Day

This is a school. There are teachers and students in it. There is a library, classrooms, a big play ground
and a laboratory in it. From time to time, the school conducts sports and cultural activities and the
school conducts a beautiful programme on 29th of October every year and it is the establishment day of
the school. This time also the hall was cleaned and a big and high dais was set. From the morning,
students and teachers started coming to the hall. The students sat on their specified places. As for the
guests, they sat on the front chairs allotted for them. At around ten O’ clock in the morning, Principal
of the school came and delivered his speech in which he mentioned the school’s achievements and the
history of its establishment.

After that, the cultural activities started. A girl student came to the dais and sang some poetic lines in a
beautiful and sweet voice. Then a student from 5th standard came forward and recited a poem in his
melodious voice. After that, some boys wearing long gowns of shining colours appeared and these
students presented an entertaining drama. After the drama, the compere of the programs invited a group
of female students to the dais who sang a song on the musical beats. This concert continued till
evening. At the end, the Principal of the school thanked all the guests and the audience and invited
them to the dining area for dinner.

Lesson-4 The sparrow of paradise

‫س قلبي لك بستان‬ ‫أال يا طائر الفردو‬
Translation – O the bird of paradise, my heart is a garden for you
‫ –الفردوس‬Paradise, ‫ –اال‬O , ‫ –بستان‬Garden
Explanation – The poet ‫عبد الرحمن الشكري‬expresses in this poem about his painful and sad experience
after his beloved ones moved away from him leaving him alone. After loosing hope in people, the poet
‫عبد الرحمن الشكري‬is calling the bird to come to him, to share his sad feelings with it as there is no one for
him except bird. Normally the birds will choose the trees in garden and forest to stay and sing, so the
poet ‫عبد الرحمن الشكري‬in this verse is comparing his heart with garden calling the bird to come to him
and be with him.

‫وفيه الغصن فينان‬ ‫ففيه الزهر و الماء‬

Translation –Flowers, water and dense branches are there in it (garden).
‫ – فينان‬dense, ‫ –الزهر‬Flower , ‫ –الغصن‬Tree branch
Explanation – Birds will come to the place where water, flowers and trees with big and large branches
will be there. So the poet ‫عبد الرحمن الشكري‬is calling the bird to come to his garden where everything it
likes is there.

‫فان الحب مرنان‬ ‫فغرد فيه ما شئت‬

Translation – So you sing there as you wish, indeed the love is resonant.
‫ – مرنان‬Resonant, ‫ –غرد‬Sing , ‫ –شئت‬Wanted
Explanation – In this verse, the poet ‫عبد الرحمن الشكري‬is telling the bird to come and sing for him and he
says that he loves its song so whatever it sings his heart will like it and play music for it.

‫و فيه منك ألحان‬ ‫و فيه منك أنغام‬

Translation – and there are melodies and tunes from you in it.
‫ – منك‬From you, ‫ –أنغام‬Tunes , ‫ –ألحان‬Melodies
Explanation – The poet ‫عبد الرحمن الشكري‬loves the bird and its voice, so he is asking the bird to sing a
song saying that his garden is filled with tunes and melodies of the bird of paradise.

‫و نايات و عيدان‬ ‫و لألشجان أوتار‬

Translation – and the tree branches have strings, flutes and lutes
‫ –أشجان‬Tree Branches, ‫ –أوتار‬Strings , ‫ –نايات‬Flutes - ‫عيدان‬Lutes
Explanation – The poet ‫عبد الرحمن الشكري‬is asking the bird to come and sing for him without worrying
about music as he is comparing his heart’s trees’ branches with musical instruments which will play
music for its song.

‫س إن الشعر وجدان‬ ‫أال يا طائر الفردو‬

Translation – O the bird of Paradise, indeed the poem is an emotion
‫ – فردوس‬Paradise, ‫ –شعر‬Poem , ‫ –وجدان‬Emotion, Feeling

Explanation – The poet ‫عبد الرحمن الشكري‬is saying that sad or happy feelings are expressed by [Link]
he is asking the bird to share his happy feelings with him through poem which will make him also
happy.

‫سال زور و بهتان‬ ‫و في شدوك شعر النف‬

Translation – and soulful poem is there in your chanting, which doesn’t have any lie and slander.
‫ – شدو‬singing, ‫ –نفس‬Soul ‫–زور‬Lie ‫ –بهتان‬Slander
Explanation – The poet ‫عبد الرحمن الشكري‬is asking the bird to sing a song saying that its song is soulful
which expresses the true feelings and makes everyone happy.

‫فما في الخلق إنسان‬ ‫فال تعتد بالناس‬

Translation – So don’t consider the people, there is no human in God’s creation
‫ – ال تعتد‬Don’t consider, ‫ –الخلق‬Creation of God
Explanation – The poet ‫عبد الرحمن الشكري‬is asking the bird to sing without being like people who don’t
have empathy towards others and he is expressing his sad experience saying that in the world there is
no human who understands others’ feelings and helps other humans.

‫فإنا فيه إخوان‬ ‫وجد لي منك بالشعر‬

Translation – and grant me a poem from you, we are brothers in it.
‫ – جد‬Grant, ‫ –منك‬From you ‫–إخوان‬Brothers
Explanation – after losing hope in humans, the poet ‫عبد الرحمن الشكري‬is asking the bird to give him a
poem saying that they are brothers who help each other by making other happy.

‫س قلبي منك ولهان‬ ‫أال يا طائر الفردو‬

Translation – O the bird of Paradise, my heart is madly in love with you.
‫ –الفردوس‬Paradise, ‫ –اال‬O , ‫ –ولهان‬madly in love
Explanation – The poet ‫عبد الرحمن الشكري‬is expressing his extreme love towards the bird and he is
saying that he is eagerly waiting for the bird to come and comfort him as there is no one for him now
except the bird and his only hope and relative is the bird.

Central Idea of the poem ‫عصفور الجنة‬

This poem has taken from the composition of great poet ‫عبد الرحمن الشكري‬.
The poet expresses in this poem about his painful sad experience after losing hope in people, after his
beloved ones moved away from him leaving him alone and also he expresses in this poem his extreme
love towards the bird and nature.
In this poem the poet after losing hope in his people is calling the bird to come to him, to share his sad
feelings with it and he is asking the bird to share its happy feelings with him and comfort him without
being like other people who don’t show empathy towards others.

Lesson-5 In the Examination Hall

Shankar and Shiyam are studying in same school and in same class. Indeed the internal exams are held
every month in the [Link] the students used to write the exams every [Link] and
Shiyam entered the examination hall and sat on their seats waiting for the question papers.
The teacher entered the examination hall and distributed the question papers. The students read the
questions quietly and calmly, and they made sure that all the questions are from the school curriculum.
Shankar said, “O Shiyam! Indeed the questions are very easy as if the book is open in front of me, I
will finish the exam quickly.”
So Shiyam said: “Yes, O Shankar, indeed, the answers are coming in my mind too, but the time is
less.”
Shankar and Shiyam started writing all the answers except one answer due to the shortage of time.
The teacher said, “Perhaps the questions are lengthy, and the time is insufficient.
Shankar said, “Yes, O sir, would that there was enough time.
So Shiyam said, “O Shankar, there is no use of talking now. Let’s speed up in writing the remaining
answers and utilize the time.”

Lesson-6 Patna Higher Secondary School

I am one of the residents of Patna and it is the capital of the state Bihar. This city is very old and there
are industries, ministries, small and big offices, colleges, university; primary, secondary government
and private schools in it.
I studied in a secondary school. Its name is Patna Secondary school. It has a high standard in education.
The school has a big building with three floors. Each floor consists of twenty five rooms and they are
used for teaching except the ground floor where most of its rooms are used for administrative purposes
except two rooms -one room is for recreational games for girls and the other one (room) is for boys. In
addition to these two rooms there is a spacious room for male & female teachers and another one room
is for the school principal.
Large number of scientific, literary subjects and languages including foreign languages like Arabic,
French, German and others are taught in this school. I teach English language in this school and this is
my friend and my colleague Ahmed and he teaches Arabic language.
Arabic language is liked by large no of people these days and that appears from the increasing number
of male and female students who are studying it for getting a job, for the love of this language and also
for religious purposes. At present there are seven male teachers and three female teachers to teach Arabic
language in the school. Hundreds of male and female students are studying it. There are more than 100
male and female students for Arabic language in 12th standard. After the school graduation, these male
and female students plan to join in Patna University to specialize in Arabic language so that they can
become experts in language and getting job opportunities with high salary in private sector will become
easy for them. Indeed some of these specialists in Arabic language are practicing translation job - written
translation and interpretation and those who like to become professors in colleges and universities,
generally should get doctorate degree.
Indeed Indians are learning foreign languages fast and they are excelling in them, particularly in Arabic.
Indeed the standard of Indians in Arabic language is very high.

The Verbal Sentence –‫الجملة الفعلية‬

A sentence which begins with a verb and conveys an action is known as a ‫جملة فعلية‬.
The Verb- ‫الفعل‬
:‫تعريف الفعل‬
‫ فعل‬can be defined as A word referring to the occurrence of an action in a specific period. Verbs can be
classified as ‫ فعل النهي‬،‫ فعل األمر‬،‫ فعل مضارع‬،‫فعل ماض‬
:‫األمثلة‬
The Student wrote the lesson. ‫كتب الطالب الدرس‬.1
The teacher is reading the newspaper. ‫يقرأ املدرس اجلريدة‬.2
 The boy will open the door ‫سوف يفتح الولد الباب‬.3
Fathima, drink the juice ‫اشريب العصري اي فاطمة‬.4
Boys,don’t draw on the walls ‫ال ترمسوا على اجلدران اي أوالد‬.5
‫ال ترمسوا – فعل هني‬،‫ فعل أمر‬-‫ يقرأ و سوف يفتح – فعل مضارع اشريب‬،‫ فعل ماض‬- ‫كتب‬
The Subject- ‫الفاعل‬
‫تعريف الفاعل‬
‫ فاعل‬is a noun which will appear after a verb indicating the doer and it will be ‫مرفوع‬.
:‫األمثلة‬
The Student wrote the lesson. ‫كتب الطالب الدرس‬.1
The teacher reads the newspaper.
‫يقرأ املدرس اجلريدة‬.2
The Object- ‫المفعول به‬
:‫تعريف املفعول به‬
The direct object of the verb on which the action of the doer falls upon is called ‫ مفعول به‬and it will be
‫منصوب‬
:‫األمثلة‬
The Student wrote the lesson. ‫كتب الطالب الدرس‬.1
The teacher reads the newspaper. ‫يقرأ املعلم اجلريدة‬.2
Cases of Nouns

The case ending of a noun is understood by the vowel ending of that noun in a sentence. There are
three case endings for a noun indicating its position in a sentence:
a)Nominative – ‫( المرفوعات‬Marfoo’ noun will end with ‫ ــ ضمة‬symbol in case of definite or with
‫ ــ ٌ ضمة تنوين‬in case of indefinite or with ‫ ان‬in case of dual or ‫ ون‬in case of sound male plural.)
b)Accusative – ‫( المنصوبات‬Mansoob noun will end with ‫ ــ فتحة‬symbol in case of definite or
‫ ـًا فتحة تنوين‬in case of indefinite or with‫ ـين‬in case of dual or with ‫ ـين‬in case of sound male plural.)
c)Genitive – ‫( المجرورات‬Majroor noun will end with ‫ ــ كسرة‬symbol in case of definite and
‫ ــ ٍ كسرة تنوين‬in case of indefinite or with‫ ـين‬in case of dual or with ‫ ـين‬in case of sound male plural.)

‫المرفوعات‬ Nominative:
A noun will be Marfoo’ in the following cases:
1. ‫مبتدأ‬
:‫تعريف المبتدأ‬
Subject of a nominal sentence is called ‫ مبتدأ‬with which a nominal sentence begins and it will be ‫مرفوع‬
 :‫األمثلة‬
The boy is intelligent ‫الولد ذكي‬
The pens are cheap ‫األقالم رخيصة‬
This is a school ‫هذه مدرسة‬
2. ‫خبر‬
:‫تعريف الخبر‬
Predicate of a nominal sentence is called ‫ خبر‬which gives information about subject to complete the
meaning of the sentence and it will be ‫مرفوع‬
:‫األمثلة‬
The boy is intelligent ‫الولد ذكي‬
The pens are cheap ‫األقالم رخيصة‬
This is a school ‫هذه مدرسة‬
3. ‫فاعل‬
‫تعريف الفاعل‬
‫ فاعل‬is a noun which will appear after a verb indicating the doer and it will be ‫مرفوع‬.
:‫األمثلة‬
The boy opened the door ‫فتح الولد الباب‬ .1
The girl heard the lesson from the teacher ‫المعلّمة‬
ِّ ‫سمعت البنت الدّرس من‬ .2
The students read the books ‫يقرأ الطالب الكتب‬ .3
4. ‫نائب الفاعل‬
‫تعريف انئب الفاعل‬
In the passive voice ‫ فاعل‬cant be used. As the subject is not mentioned in the passive voice,‫ مفعول به‬is
considered as the substitute and taken the place of subject and is known as ‫ نائب الفاعل‬and it will be
‫مرفوع‬
:‫األمثلة‬
The door is opened- ‫ي ْفتح ْالباب‬.1
The lesson was listened from the teacher – ‫س ِّمع الدَّرْ س ِّمن ْالمع ِّلّم‬.2
The book was kept on the table – ‫ضع ال ِّكتاب على الطاولة‬ ِّ ‫و‬.3
5. ‫خبر ِّإ َّن و أخواتها‬
‫ إن‬appears before a nominal sentence and it makes the subject which is called ‫ اسم إن‬into ‫ منصوب‬and
makes the predicate which is called ‫ خبر إن‬into ‫مرفوع‬
The following particles also do the action of ‫ إن‬and hence they are called ‫ أخوات إن‬and they are
َّ
but - ‫لكن‬ َّ
As if - ‫كأن‬ َّ ‫أ‬
verily that - ‫ن‬ Verily - ‫ن‬ َّ ‫ِّإ‬
Would that (wish) – ‫ليت‬ Perhaps - ‫لع َّل‬
:‫األمثلة‬
 Perhaps the train is late -‫لعل القطار متأخر‬.1
certainly Zaid is a scholar - ‫إن زيدا ً عالم‬
َّ .2
ْ ‫كأ َّن الباص‬.3
As if the red colour bus is air conditioned – ‫األخضر مكيَّف‬
6. ‫اِّسْم كان و أخواتها‬
‫ كان‬appear before a nominal sentence and makes the predicate which is known as ‫ خبر كان‬into
‫منصوب‬and the subject which is known as ‫ اسم كان‬will be ‫مرفوع‬.
The following verbs also do the action of ‫ كان‬and hence they are called ‫( أخوات كان‬sisters of Kana)
‫– كان‬was, ‫– صار‬became, ‫ بات‬-to remain at night, ‫ ظل‬- to remain at day,
‫ أصبح‬- to become at morning, ‫ أمسى‬- to become at evening, ‫ مادام‬-as long as,
‫أضحى‬- to become at noon, ‫ ما فتئ‬-it continued to, ‫ مابرح‬-it continued to, ‫ ما زال‬- it remained
‫ ماانفك‬-it continued to, ‫ ليس‬-(was) not
:‫األمثلة‬
The man was rich - ‫الرجل غنيًّا‬ ّ ‫ كان‬.1
The boy became laborious - ‫ صار الولد مجتهدا‬.2
The questions were not easy - ‫سئلة س ْهلة‬ ْ ‫ليْست ْاأل‬.3
7. ‫اِّسْم ما و ال المشابهة بليس‬
‫ ما‬and ‫ ل‬resemble to ‫ ليْس‬are negative particles. When these particles come in the nominal sentences the
first noun known as ‫ اسم ما و ل‬will be ‫ مرفوع‬and the second noun known as ‫خبر ما و ل‬will become
‫منصوب‬. ‫ ما‬can be used before definite and indefinite nouns. ‫ ل‬will be used before indefinite nouns
only.
:‫األمثلة‬
Khalid is not hardworking - ‫ما خا ِّلد م ْجت ِّهدًا‬ .1
House is not rented - ‫ال بيت مؤج ًَّرا‬ .2
ِّ ‫خبر ال النّافية ْلل‬
8. ‫جنس‬
‫ ل النافية للجنس‬appears before a nominal sentence especially before the subject which is called ‫اسم ل‬
and it becomes ‫ منصوب‬indicated by ‫ نصب‬and the predicate takes the nominative case (‫)مرفوع‬, known
as ‫خبر ل‬. Subject and predicate of ‫ ل النافية للجنس‬will be indefinite singular nouns.
:‫األمثلة‬
No room is vacant - ‫ ال غرْ فة خا ِّلية‬.1
No student is standing - ‫ ال طا ِّلب واقف‬.2
‫المنصوبات‬ Accusative ;
A noun will be Mansoob in the following cases:
َّ ِّ‫اسم إ‬
1. ‫ن و أخواتها‬
‫ إن‬appears before a nominal sentence especially before the subject and it makes the subject which is
called ‫ اسم إن‬into ‫ منصوب‬and makes the predicate which is called ‫ خبر إن‬into ‫مرفوع‬
The following particles also do the action of ‫ إن‬and hence they are called ‫ أخوات إن‬and they are
‫ليت‬ ‫لع َّل‬ َّ
‫لكن‬ َّ
‫كأن‬ ‫أ َّن‬ ‫إِّ َّن‬
:‫األمثلة‬
Perhaps the train is late -‫لعل القطار متأخر‬.1
certainly Zaid is a scholar - ‫إن زيدا ً عالم‬
َّ .2
ْ ‫كأ َّن الباص‬.3
As if the green colour bus is air conditioned – ‫األخضر مكيَّف‬
2. ‫خبر كان و أخواتها‬
‫ كان‬appear before a nominal sentence and makes the predicate which is known as ‫ خبر كان‬into
‫منصوب‬and the subject which is known as ‫ اسم كان‬will be ‫مرفوع‬.
The following verbs also do the action of ‫ كان‬and hence they are called ‫( أخوات كان‬sisters of Kana)
‫ليس‬ ‫ماانفك‬ ‫صار بات ظ َّل أصبح أمسى ما دام ما برح ما زال ما فتئ أضحى‬
:‫األمثلة‬
The man was rich - ‫الرجل غنيًّا‬ّ ‫ كان‬.1
The boy became laborious - ‫ صار الولد مجتهدا‬.2
The questions were not easy - ‫سئلة س ْهلة‬ْ ‫ليْست ْاأل‬.3
3. ‫الحال‬
:‫تعريف احلال‬
It is a noun which explains the condition of the doer or the object or both of them at the time of the
occurrence of the action and it will be Mansoob.
:‫األمثلة‬
Muhammed returned successfully ‫رجع محمد ناجحا‬.1
I bought the chair (that was) broken- ‫اشتريت الكرسي مكسورا‬.2
4. ‫الم ْفعول ِّبه‬
:‫تعريف املفعول به‬
The direct object of the verb on which the action of the doer falls upon is called ‫ مفعول به‬and it will be
‫منصوب‬
:‫األمثلة‬
The boy opened the door ‫فتح الولد الباب‬.1
The girl heard the lesson from the teacher ‫المعلّمة‬
ِّ ‫سمعت البنت الدّرس من‬.2
I took a book from the library ‫أخذت كتابًا من المكتبة‬.2

5. ‫المفعول المطلق‬
:‫تعريف املفعول املطلق‬
‫ مفعول مطلق‬is a noun derived from the same root of the verb appearing after it which will be ‫منصوب‬
and is used to give intensity to the action of the verb. It is also used to indicate the kind or quality of the
action. Sometimes it is used to indicate the number of occurrences the action has taken place.
:‫األمثلة‬
Zaid played very well ‫ل ِّعب زيد ل ْعبًا‬.1
ِّ ‫امد ج ْلسة‬
Hamid sat down as a learner sits ‫القارئ‬ ِّ ‫جلس ح‬.2
Ali ate many times today ‫أكل ع ِّلي أكالت في اليوم‬.3
6. ‫المفعول فيه‬
:‫تعريف املفعول فيه‬
‫ مفعول فيه‬is the time or the place in which the action took place and it will be ‫منصوب‬.
:‫األمثلة‬
Morning I entered in the school- ‫دخ ْلت ِّفي ْالـم ْدرسة صباحًا‬.1
I travelled a month - ‫أنا سافرت شهرا‬.2
My school is situated in front of my house - ‫ تقع ْالمدرسة أمام ب ْي ِّتي‬.3
7. ‫المفعول له‬
:‫تعريف املفعول له‬
‫ مفعول له‬is a noun which explains the reason for the occurrence of the action and it will be ‫منصوب‬.
:‫األمثلة‬
I stood in order to respect the teacher - ‫قمْ ت ا ِّْح ِّترا ًما ِّل ْألسْتا ِّذ‬.1
I wrote the lesson for the fear of teacher - ‫كتبْت الدَّرْ س خوْ فًا ِّمن ْالمد ِّ ّرس‬.2
8. ‫المفعول معه‬
:‫تعريف املفعول معه‬
‫ مفعول معه‬is a noun which associates with ‫ فاعل‬in the action and it will be ‫منصوب‬. ‫ و‬will come before
‫مفعول معه‬
:‫األمثلة‬
I walked along with the moon - ‫سرت والقمر‬.1
Hamid read with the lamp - ‫قرأ حامد و السراج‬.2