Learn Arabic in Hundred Step- Arabic Grammar
Arabic The Relative Pronouns
91. The Relative Pronouns ضَمائرَ الوصلare used to introduce subordinate adjectival clauses and therefore create complex sentences. The choice of such pronouns depends on the antecedent’s number and gender.
الذي is used for masculine singular.
التيis used for feminine singular.
اللواتي is used for feminine plural.
الذينَ is used for masculine plural.
a. If the antecedent is part of the subject phrase, the relative clause is embedded inside the main sentence.
الرَّجُلُ الذي سألَ عَنها هُنا.
b. If the antecedent is part of the object phrase/predicate, then the relative close follows the main sentence.
قابَلتُ الرَّجُلَ الذي سألَ عَنها.
c. If the antecedent is indefinite, you do not need to use a relative pronoun.
قابَلتُ رَجَُلا ً سألَ عَنها.
d. Sometimes you will encounter a sentence with a relative pronoun and a relative clause, in which the antecedent is absent, but still understood.
الذي دَرَّسَني العَربيَّة َ اُستاذ ٌ مصريٌّ.
Originally, this sentence is:
(الأستاذ ُ) الذي دَرَّسَني العَربيَّة َ اُستاذ ٌ مصريٌّ.
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92.ما(Revisited).We mentioned earlier three possible ways of using this word. The fourth possibility for using ما is as a relative pronoun like الذي. With that, it can introduce a relative clause for an antecedent that is only expressed in a form of an object pronoun.
اُحِبُّ ما / الذي قـَرأتـُهُ هذا الأسبوعَ.
I like what I read this week.
93. The Cognate Accusative المَفعولُ المُطلقis a vebal noun, which is derived from the same verb of the sentence, and it does come in a phrase as:
a. indefinite that is followed by an adjective
يُحِبُّ هذا الرَّجُلُ بَلَدَهُ حُـبَّا ً عظيما ً.
This man loves his country a lot.
b. definite as a part of Idaafa or following بَعضٌ ، کـُلٌّ
تـَحترِمُ اُستاذتـَها احترامَ البنتِ لأمِّها.
She respects her professor (the way) a daughter respects her mother.
ساعَدَها أهلـُها کـُلَّ المساعَدَةِ.
Her family helped her greatly.
Please remember that the Cognate Accusative phrase functions as an adverb to modify the verb of the sentence.
94. The noun نـَفسُ is feminine and means “soul.” If you use it before another noun it will create Idaafa and change its meaning to “same.”
يأکلُ دائما ً في نفس ِ المطعم ِ.
He always eats at the same restaurant.
If it follows a noun, it should carry a corresponding pronoun reference to that noun and its case as well. Its function becomes emphatic.
قابلتُ المُراسِلَ نـَفسَهُ.
I met the correspondant, himself.
95. The Emphasis التوکيدwith the use of نـَفسُ ، بَعضُ ، کـُلُّ .Emphasis can be expressed by using any of the above particles after a noun, providing that an identical
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personal pronoun be suffixed. The particle should carry the same case marker of the noun it refers to.
a. nominative
حَضَرَ المُعلـِّمُ نـَفسُهُ.
The teacher, himself, came.
b. accusative
شاهَدتُ المُدرِّساتِ کـُلـَّهُنَّ.
I saw the teachers (f), all of them.
c. genitive
تـَحَدَّثتُ إلی الطلابِ بَعضِهـِم.
I spoke to the students, some of them.
96.غيرُis a noun which will create Idaafa when it is used with another noun (a). It also serves to negate nouns and adjectives and may be translated “non-,” “un-,” and so on. When it is used in such a Syntactical Environment (i.e., with adjectives) it creates what we call “Phony/Fake Idaafa,” where the second term is an adjective (b).
a. حَضَرَ الاجتماعَ الطلابُ وغَيرُ الطلابِ.
Students and non-students attended the meeting
b. کانَ عَمَلـُهُ غَيرَ مَقبول ٍ.
His act was unacceptable.
97. The Imperative Mood of the verb is used when someone is given a direct command or making a request. This command/request is either (a) positive or (b) negative.
a. إذهبي إلی المَکتبَةِ
You (f.s.) go to the library!
b. لا تـَذهبي إلی المَکتبَةِ
You (f.s.) do not go to the library!
The verb that is used in both cases is formed from the second person Jussive Mood with a little modification. In (a) you need to drop the subject marker prefix and insert a Hamza /إ/ instead to break the resulting consonant cluster, as in ذهَبي. In the case of the negative imperative (b) you just put the negation particle لا in front of the verb.
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98. Though the imperative structure is inherently addressed to a second person, itcan also be expressed indirectly. In this case you should have in mind either (a) first person or (b) third person. You can form that by prefixing the particles ( لـِ) or ( فـَلـ) to the Jussive Mood verb.
(a) لِنأکـُلْ في هذا المَطعَم ِ.
Let us eat at this restaurant!
(b)إلی بُيوتِهـِم.فـَليذهبوا
Let them (m) go to their homes!
99. The preposition مُنذ ,which means “since,” is generally used with words that express time concepts such asساعَة ٌ ، يَومٌ ، اُسبوعٌ ، شهرٌ ، سَنَة ٌetc.
ذَهَبَ إلی البَيتِ مُنذ ُ ساعَةٍ.
He went home since an hour.
It can also be used with verbs and, therefore, changes its semantic/syntactic functions to an adverb of time.
ما قابَلتـُها مُنذ ُ افتـَرَقنا.
I have not met her since we separated.
100. The Apposition البَدَل(Revisted). A noun is said to be in apposition to another noun if it offers additional information about that noun. The apposition noun should agree with the original noun’s case, gender, and number.
قابَلتُ مُديرَ المَدرَسَةِ عليَّا ً.
I met the school principle, Mr. Ali.
101. Verbs of Beginning. Past tense verbs like بَدأ ، أخَذ َ ، جَعَلَ may be used with a following verb in the present indicative. Both verbs agree with the subject which, if expressed, should be placed between them, as in:
بَدأ الناسُ يَتـَحَدَّثونَ عَنْ وَضع ِ الأطفال ِ في العِراق ِ.
The people began to talk about the situation of children in Iraq.
102. The Active ParticipleإسمُالفاعِلIn general, the meaning of the active participle is “performing/having performed” the action indicated by the verb. The English equivalent is commonly (a) an adjective ending in -ing, as in:
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(a) النـِّساءُ السَّاکناتُ في هذِهِ الشـَّقـَّةِ طالِباتٌ
The women living in this apartment are students.