الأُسْرَةُ
The Family
The complete material of book lesson 3: two dialogues about family and work, forty new words, five new verbs, the demonstratives (هَذَا، هَذِهِ، ذَلِكَ …), and the way nouns, adjectives and verbs agree in gender and number.
- The dialogue
- Vocabulary
- Verbs
- Expressions
- Grammar I — the demonstratives
- Grammar II — feminine, dual, adjectives
- Grammar III — verbs in sentences
- What the teacher tests
- Role-play script
Why this lesson matters for your goal
Sūrat al-Baqara begins ذَلِكَ الْكِتَابُ — “that is the Book” — with the very word from section 5. هَؤُلَاءِ, أُولَئِكَ, تِلْكَ point at people and things on every page of the Quran, and the family words (وَالِدٌ، أَخٌ، عَمٌّ، خَالٌ) fill the Hadith chapters on kinship. This is the lesson where reading starts to feel like reading.
1 · The dialogue (p. 17)
Longer than before: each line has two or three sentences. Read the whole line aloud before you click. Everything you need is in the vocabulary tables of section 2 — if a word stops you, look it up there, then read the line again without stopping.
2 · Vocabulary (pp. 18, 20)
Two full pages. The first is the family and the professions, the second is the things and places of the second half of the dialogue. Plurals with ḍamma and no tanwīn (مَدَارِسُ، أَطِبَّاءُ، حَدَائِقُ، مَكَاتِبُ، شَوَارِعُ، مَصَارِفُ) are diptotes — as مَسَاجِدُ was in lesson 1.
Family, people, places (p. 18)
| Meaning | الجَمْعُ | المُفْرَدُ |
|---|---|---|
| family | أُسَرٌ | أُسْرَةٌ |
| who? | — | مَنْ |
| this m | — | هَذَا |
| teacher (synonyms p. 19: مُدَرِّسٌ / أُسْتَاذٌ, pl. مُدَرِّسُونَ / أَسَاتِيذُ) | مُعَلِّمُونَ | مُعَلِّمٌ |
| school | مَدَارِسُ | مَدْرَسَةٌ |
| this f | — | هَذِهِ |
| student m | طُلَّابٌ | طَالِبٌ |
| student f | طَالِبَاتٌ | طَالِبَةٌ |
| father | وَالِدُونَ | وَالِدٌ |
| mother | وَالِدَاتٌ | وَالِدَةٌ |
| hospital | مُسْتَشْفَيَاتٌ | مُسْتَشْفَى |
| doctor | أَطِبَّاءُ | طَبِيبٌ |
| now | — | الآنَ |
| uncle (paternal) — Turkish amca | أَعْمَامٌ | عَمٌّ |
| uncle (maternal) — Turkish dayı | أَخْوَالٌ | خَالٌ |
| engineer — Turkish mühendis | مُهَنْدِسُونَ | مُهَنْدِسٌ |
| bank | مَصَارِفُ | مَصْرِفٌ |
| do you …? (question particle — Turkish mı / mi) | — | هَلْ |
| market | أَسْوَاقٌ | سُوقٌ |
| today | — | اليَوْمَ |
| day | أَيَّامٌ | يَوْمٌ |
| yes | — | نَعَمْ |
| no | — | لَا |
Things and places (p. 20)
| Meaning | الجَمْعُ | المُفْرَدُ |
|---|---|---|
| book — Turkish kitap | كُتُبٌ | كِتَابٌ |
| pen — Turkish kalem | أَقْلَامٌ | قَلَمٌ |
| bookstore (the test also uses it for “library”) | مَكْتَبَاتٌ | مَكْتَبَةٌ |
| from | — | مِنْ |
| park, garden | حَدَائِقُ | حَدِيقَةٌ |
| with | — | مَعَ |
| car | سَيَّارَاتٌ | سَيَّارَةٌ |
| these two m | — | هَذَانِ |
| businessman, merchant — Turkish tüccar is the plural | تُجَّارٌ | تَاجِرٌ |
| office / desk | مَكَاتِبُ | مَكْتَبٌ |
| big m | كِبَارٌ | كَبِيرٌ |
| small m | صِغَارٌ | صَغِيرٌ |
| street | شَوَارِعُ | شَارِعٌ |
| king | مُلُوكٌ | مَلِكٌ |
| close to | — | قُرْبَ |
| apartment | شُقَقٌ | شَقَّةٌ |
3 · Verbs (pp. 22–23)
Five verbs, same four columns as lesson 2. The first two follow فَعَلَ exactly; the last three have a long vowel inside the root and look different in the present and the command — learn them as they are printed.
| Meaning | المَصْدَرُ | الأَمْرُ | المُضَارِعُ | المَاضِي |
|---|---|---|---|---|
| to work | عَمَلٌ | اِعْمَلْ | يَعْمَلُ | عَمِلَ |
| to go | ذَهَابٌ | اِذْهَبْ | يَذْهَبُ | ذَهَبَ |
| to want | إِرَادَةٌ | أَرِدْ | يُرِيدُ | أَرَادَ |
| to buy | اِشْتِرَاءٌ | اِشْتَرِ | يَشْتَرِي | اِشْتَرَى |
| to live | مَعِيشَةٌ | عِشْ | يَعِيشُ | عَاشَ |
Note the kasra in عَمِلَ (not عَمَلَ) — the middle vowel of the past can be a or i; the book gives it, you copy it. Turkish knows amel, irade, maişet as nouns — they are these maṣdars. The participle page (p. 23) again only lists the meanings; nothing to learn there yet.
4 · Expressions التَّعْبِيرُ (p. 24)
| Meaning | To whom | Expression |
|---|---|---|
| And what about …? | — | وَمَاذَا عَنْ …؟ |
| Where do you live? | m | أَيْنَ تَعِيشُ؟ |
| Where do you live? | f | أَيْنَ تَعِيشِينَ؟ |
| We live in … | — | نَعِيشُ فِي … |
| From the teacher's test dialogue (p. 19): | ||
| What Allah has willed! (said in admiration) | — | مَا شَاءَ اللَّهُ |
| If Allah wills | — | إِنْ شَاءَ اللَّهُ |
| Fine, okay | — | حَسَنًا |
عَنْ = about. After it, as after فِي and مِنْ, the noun ends in kasra: وَمَاذَا عَنْ وَالِدِكِ؟ — and what about your father?
5 · Grammar I — the demonstratives أَسْمَاءُ الإِشَارَةِ (p. 25)
“This / that / these / those”, plus “here / there”. Turkish has bu, şu, o and does not change them for gender or number; Arabic chooses the demonstrative to match the person or thing pointed at — masculine or feminine, one, two, or many.
| Meaning | Example (book) | Pronoun |
|---|---|---|
| this m | هَذَا أَخِي | هَذَا |
| this f | هَذِهِ أُخْتِي | هَذِهِ |
| these two m | هَذَانِ مُحَمَّدٌ وَعُمَرُ | هَذَانِ |
| these two f | هَاتَانِ لَيْلَى وَنَدَى | هَاتَانِ |
| these (a group of people) | هَؤُلَاءِ إِخْوَتِي | هَؤُلَاءِ |
| that m | ذَلِكَ كِتَابٌ | ذَلِكَ |
| that f | تِلْكَ طَالِبَةٌ | تِلْكَ |
| those (a group of people) | أُولَئِكَ إِخْوَتِي | أُولَئِكَ |
| here | أَعْمَلُ هُنَا | هُنَا |
| there | نَعْمَلُ هُنَاكَ | هُنَاكَ |
How to choose
- Near or far? هَـ-words point at what is near (this, here); ذَلِكَ، تِلْكَ، أُولَئِكَ، هُنَاكَ point at what is far (that, there). Notice the ـكَ at the end of the far forms — the same “you” ending, as if to say “that one, over by you”.
- Masculine or feminine? هَذَا / ذَلِكَ for a masculine noun, هَذِهِ / تِلْكَ for a feminine one. Nouns ending in ـة are feminine: هَذِهِ مَكْتَبَةٌ، هَذِهِ سَيَّارَةٌ، تِلْكَ طَالِبَةٌ.
- One, two, or many? Two people or things → هَذَانِ / هَاتَانِ. A group → هَؤُلَاءِ / أُولَئِكَ, the same word for men and women. The book's examples for the group forms are all people (إِخْوَتِي، رِجَالٌ، نِسَاءٌ، طُلَّابٌ).
6 · Grammar II — feminine, dual, and adjectives
Lesson 1 showed the agreement endings on مُسْلِمٌ. This lesson uses them everywhere: on nouns for people, on adjectives, and after demonstratives. Three rules cover everything in the dialogue and the test.
Rule 1 — a person's noun takes ـة for a woman
| Meaning | Woman | Man |
|---|---|---|
| teacher | مُعَلِّمَةٌ | مُعَلِّمٌ |
| student | طَالِبَةٌ | طَالِبٌ |
| doctor (test) | طَبِيبَةٌ | طَبِيبٌ |
| engineer (test) | مُهَنْدِسَةٌ | مُهَنْدِسٌ |
| friend (test) | صَدِيقَةٌ · pl. صَدِيقَاتٌ | صَدِيقٌ · pl. أَصْدِقَاءُ |
| Muslim (test) | مُسْلِمَةٌ · pl. مُسْلِمَاتٌ | مُسْلِمٌ · pl. مُسْلِمُونَ |
أَخِي طَبِيبٌ وَأُخْتِي مُعَلِّمَةٌ · هِيَ طَبِيبَةٌ فِي المُسْتَشْفَى
Rule 2 — the adjective follows the noun and copies it
“A big office” is مَكْتَبٌ كَبِيرٌ: noun first, adjective second, both indefinite. If the noun is feminine, the adjective takes ـة too; if the noun is dual, so is the adjective; if the noun stands after فِي with kasra, the adjective takes kasra as well. The adjective is a mirror of the noun.
| Meaning | Where | Arabic |
|---|---|---|
| a big office | dialogue | مَكْتَبٌ كَبِيرٌ |
| in a big office | dialogue | فِي مَكْتَبٍ كَبِيرٍ |
| in a small apartment | dialogue | فِي شَقَّةٍ صَغِيرَةٍ |
| this is a new book | test | هَذَا كِتَابٌ جَدِيدٌ |
| this is a big bookstore | test | هَذِهِ مَكْتَبَةٌ كَبِيرَةٌ |
| this is a new car | test | هَذِهِ سَيَّارَةٌ جَدِيدَةٌ |
| these are two small apartments | test | هَاتَانِ شَقَّتَانِ صَغِيرَتَانِ |
| these are two new cars | test | هَاتَانِ سَيَّارَتَانِ جَدِيدَتَانِ |
The words جَدِيدٌ (new) and رِجَالٌ (men), نِسَاءٌ (women) are not in the book's tables; the test uses them on pp. 20–23.
Rule 3 — the dual ending is ـَانِ, on nouns and adjectives alike
طَالِبٌ → طَالِبَانِ · قَلَمٌ → قَلَمَانِ · مُعَلِّمَةٌ → مُعَلِّمَتَانِ · شَقَّةٌ صَغِيرَةٌ → شَقَّتَانِ صَغِيرَتَانِ
With a ـة word the ة opens into ت first (مُعَلِّمَـتَـانِ), exactly as before the possessive endings. In the test dialogue Sa'id says وَالِدِي وَوَالِدَتِي طَبِيبَانِ — my father and my mother are two doctors: one man plus one woman takes the masculine dual.
Putting it together — the three sentence shapes of this lesson
| Shape | Meaning | Example |
|---|---|---|
| demonstrative + noun | this is my brother | هَذَا أَخِي |
| demonstrative + noun + adjective | this is a big street | هَذَا شَارِعٌ كَبِيرٌ |
| possessed noun + noun | my uncle is an engineer | عَمِّي مُهَنْدِسٌ |
| pronoun + noun + فِي + place | she is a student at the university | هِيَ طَالِبَةٌ فِي الجَامِعَةِ |
| demonstrative + فِي + place | these two are in the market | هَذَانِ فِي السُّوقِ |
Still no word for “is / are” anywhere. The checklist item for this lesson: “nominative sentences with pronouns + nouns (أَنَا طَبِيبٌ، هُوَ مُهَنْدِسٌ)”.
7 · Grammar III — verbs in sentences
Who is doing it: the prefixes
Lesson 2 gave four persons of the present tense. The dialogue and test of this lesson add “she” and “we”, and show that “she” and “you (m.)” have the same form — context decides:
| Person | Mark | to work | to go | to live | to want |
|---|---|---|---|---|---|
| I | أَـ | أَعْمَلُ | أَذْهَبُ | أَعِيشُ | أُرِيدُ |
| we | نَـ | نَعْمَلُ | نَذْهَبُ | نَعِيشُ | نُرِيدُ |
| you m — and: she | تَـ | تَعْمَلُ | تَذْهَبُ | تَعِيشُ | تُرِيدُ |
| you f | تَـ … ـِينَ | تَعْمَلِينَ | تَذْهَبِينَ | تَعِيشِينَ | تُرِيدِينَ |
| he | يَـ | يَعْمَلُ | يَذْهَبُ | يَعِيشُ | يُرِيدُ |
Forms printed in the book or test: يَعْمَلُ، تَعْمَلُ (she)، أَعْمَلُ، نَعْمَلُ، يَفْعَلُ، تَذْهَبُ، أَذْهَبُ، نَذْهَبُ، أُرِيدُ، تُرِيدُ، تَعِيشُ، تَعِيشِينَ، نَعِيشُ، أَعِيشُ، يَعِيشُ، أَشْتَرِي. The remaining cells follow the same prefixes; the verb أَرَادَ takes ḍamma on the prefix (أُرِيدُ، تُرِيدُ، يُرِيدُ) — copy the book. “She” in the dialogue: أَيْنَ تَعْمَلُ وَالِدَتُكِ؟ — تَعْمَلُ هُنَا فِي المَدْرَسَةِ.
“I want to …”: أُرِيدُ أَنْ + verb
أُرِيدُ أَنْ أَشْتَرِيَ كِتَابًا وَقَلَمًا · هَلْ تُرِيدُ أَنْ تَذْهَبَ إِلَى الحَدِيقَةِ؟
The little word أَنْ (“that / to”) joins two verbs, like Turkish -mek istiyorum. Read what the book prints after it: أَشْتَرِيَ, تَذْهَبَ — the final vowel is a fatḥa, not the usual ḍamma. Without أَنْ the test writes أَشْتَرِي كِتَابًا مِنَ المَكْتَبَةِ.
Little words for place and direction
| Meaning | In the text | Word |
|---|---|---|
| in, at | فِي المَدْرَسَةِ · فِي البَيْتِ · فِي شَقَّةٍ صَغِيرَةٍ | فِي |
| to | إِلَى السُّوقِ · إِلَى الحَدِيقَةِ | إِلَى |
| from | مِنَ المَكْتَبَةِ | مِنْ |
| with (a person) | مَعَ أَخِي · مَعِي (with me) | مَعَ |
| by, with (a thing) | بِالسَّيَّارَةِ · بِسَيَّارَتِي | بِـ |
| close to | قُرْبَ السُّوقِ · قُرْبَ الحَدِيقَةِ | قُرْبَ |
| about | عَنْ وَالِدِكِ · عَنْ أُخْتِكَ | عَنْ |
After every one of them the noun ends in kasra (or kasra-tanwīn if indefinite). بِـ is written joined to the next word, like وَ. شَارِعِ المَلِكِ (King Street, literally “street of the king”) has kasra on both words: the first because of فِي, the second because it is the owner — the same pattern as رَحْمَةُ اللَّهِ in lesson 1.
Yes / no questions: هَلْ
هَلْ تَذْهَبُ إِلَى السُّوقِ اليَوْمَ؟ — نَعَمْ · هَلْ أَنْتَ طَالِبٌ؟ — نَعَمْ، أَنَا طَالِبٌ · هَلْ نَذْهَبُ بِالسَّيَّارَةِ؟
هَلْ turns a statement into a question; nothing else moves. It is the Turkish mı / mi, placed at the front instead of the end. Answer نَعَمْ or لَا. مَنْ (who) and أَيْنَ (where) work the same way: مَنْ هَذَا؟ أَيْنَ تَعِيشِينَ؟
8 · What the teacher tests (Student Test pp. 19–26)
8.1 Read and translate (p. 19)
Sa'id and Ubayda — two men, so every “you” is masculine. New in this text: مَا شَاءَ اللَّهُ، حَسَنًا، إِنْ شَاءَ اللَّهُ، طَبِيبَةٌ، طَبِيبَانِ، مَعِي، سَيَّارَتِي.
8.2 Demonstratives (pp. 20–21)
| Arabic → English (p. 20) | |
|---|---|
| This is my brother | هَذَا أَخِي |
| This is my sister | هَذِهِ أُخْتِي |
| These are two students (m.) | هَذَانِ طَالِبَانِ |
| These are two teachers (f.) | هَاتَانِ مُعَلِّمَتَانِ |
| These are men | هَؤُلَاءِ رِجَالٌ |
| That is a doctor | ذَلِكَ طَبِيبٌ |
| That is an engineer (f.) | تِلْكَ مُهَنْدِسَةٌ |
| Those are women | أُولَئِكَ نِسَاءٌ |
| I work here | أَعْمَلُ هُنَا |
| We work there | نَعْمَلُ هُنَاكَ |
| English → Arabic (p. 21) | |
|---|---|
| This (feminine singular) | هَذِهِ |
| That (masculine singular) | ذَلِكَ |
| Here | هُنَا |
| This (masculine singular) | هَذَا |
| Those | أُولَئِكَ |
| These | هَؤُلَاءِ |
| That (feminine singular) | تِلْكَ |
| There | هُنَاكَ |
| These two (males) | هَذَانِ |
| These two (females) | هَاتَانِ |
8.3 Sentences (pp. 22–23)
| Arabic → English (p. 22) | |
|---|---|
| This is a new book | هَذَا كِتَابٌ جَدِيدٌ |
| This is a pen | هَذَا قَلَمٌ |
| This is a big bookstore / library | هَذِهِ مَكْتَبَةٌ كَبِيرَةٌ |
| I buy a book from the bookstore | أَشْتَرِي كِتَابًا مِنَ المَكْتَبَةِ |
| This is a park | هَذِهِ حَدِيقَةٌ |
| I go with my friends to the park | أَذْهَبُ مَعَ أَصْدِقَائِي إِلَى الحَدِيقَةِ |
| This is a new car | هَذِهِ سَيَّارَةٌ جَدِيدَةٌ |
| These are two pens | هَذَانِ قَلَمَانِ |
| This is a businessman. He is in the market | هَذَا تَاجِرٌ. هُوَ فِي السُّوقِ |
| This is a new office | هَذَا مَكْتَبٌ جَدِيدٌ |
| These are two small apartments | هَاتَانِ شَقَّتَانِ صَغِيرَتَانِ |
| This is a big street | هَذَا شَارِعٌ كَبِيرٌ |
| English → Arabic (p. 23) | |
|---|---|
| This is a new apartment | هَذِهِ شَقَّةٌ جَدِيدَةٌ |
| This is a pen | هَذَا قَلَمٌ |
| I live close to the park | أَعِيشُ قُرْبَ الحَدِيقَةِ |
| That is a Muslim (woman) | تِلْكَ مُسْلِمَةٌ |
| These are students (males) | هَؤُلَاءِ طُلَّابٌ |
| This is a big office | هَذَا مَكْتَبٌ كَبِيرٌ |
| That is a small library | تِلْكَ مَكْتَبَةٌ صَغِيرَةٌ |
| I go with my female friends to the park | أَذْهَبُ مَعَ صَدِيقَاتِي إِلَى الحَدِيقَةِ |
| This is a big street | هَذَا شَارِعٌ كَبِيرٌ |
| These (two males) are in the market | هَذَانِ فِي السُّوقِ |
| These are two new cars | هَاتَانِ سَيَّارَتَانِ جَدِيدَتَانِ |
| Those are Muslims (males) | أُولَئِكَ مُسْلِمُونَ |
أَصْدِقَائِي = my friends (from أَصْدِقَاءُ + ـي; the hamza sits on a ئ chair before the kasra). The Arabic answers on p. 23 are yours to build; the ones above use only forms found in the book and in the test's own Arabic pages.
8.4 Introduce the characters (p. 24)
Seven cards in English; you say them in Arabic. Model answers built from this lesson's material:
| The card says | You say |
|---|---|
| This is Muhammad. He is a student. He lives close to the school. | هَذَا مُحَمَّدٌ. هُوَ طَالِبٌ. يَعِيشُ قُرْبَ المَدْرَسَةِ. |
| That is Amina. She is a teacher. She lives close to the park. | تِلْكَ آمِنَةُ. هِيَ مُعَلِّمَةٌ. تَعِيشُ قُرْبَ الحَدِيقَةِ. |
| These two are Ahmad and Hassan. They are friends. They are in the library. | هَذَانِ أَحْمَدُ وَحَسَنٌ. هُمَا صَدِيقَانِ. هُمَا فِي المَكْتَبَةِ. |
| Those are my (female) friends. They are at the office. | أُولَئِكَ صَدِيقَاتِي. هُنَّ فِي المَكْتَبِ. |
| That is my dad. He lives with me. He is a businessman and he is in the market. | ذَلِكَ وَالِدِي. يَعِيشُ مَعِي. هُوَ تَاجِرٌ وَهُوَ فِي السُّوقِ. |
| These are students: they are my brothers! Those are female doctors: they are my sisters! | هَؤُلَاءِ طُلَّابٌ: هُمْ إِخْوَتِي! أُولَئِكَ طَبِيبَاتٌ: هُنَّ أَخَوَاتِي! |
| This is my pen and that is my book. | هَذَا قَلَمِي وَذَلِكَ كِتَابِي. |
طَبِيبَاتٌ (female doctors) is formed from the test's طَبِيبَةٌ with the ـَات plural of طَالِبَاتٌ / مُعَلِّمَاتٌ; آمِنَةُ and حَسَنٌ are the usual spellings of the names — confirm both with your teacher.
8.5 Role-play (p. 25) and checklist (p. 26)
- Can read fluently short paragraphs with ḥarakāt → section 1, 8.1
- Good understanding of basic sentences and introductions → section 6
- Ability to use pronouns correctly → lesson 1 §5, lesson 2 §5
- Ability to use أَسْمَاءُ الإِشَارَةِ correctly → section 5
- Uses genders accordingly → section 6, 7
- Nominative sentences with pronouns + nouns (أَنَا طَبِيبٌ، هُوَ مُهَنْدِسٌ) → section 6
9 · Role-play: introduce yourself and your family (p. 25)
The test says: “introduce yourself and your family members!” Build it from the shapes of section 6 and the verbs of section 7. A skeleton — fill in what is true for you, and ask your teacher for any profession the book has not given you yet:
هَذَا وَالِدِي، هُوَ … . وَهَذِهِ وَالِدَتِي، هِيَ … .
هَذَا أَخِي وَهَذِهِ أُخْتِي. أَخِي … وَأُخْتِي … .
عَمِّي … ، وَهُوَ يَعْمَلُ فِي … . خَالِي … .
أَعِيشُ فِي … ، قُرْبَ … .
أَذْهَبُ إِلَى … بِالسَّيَّارَةِ.
إِلَى اللِّقَاءِ، إِنْ شَاءَ اللَّهُ.
Professions available from the book so far: مُعَلِّمٌ، طَالِبٌ، طَبِيبٌ، مُهَنْدِسٌ، تَاجِرٌ — each with its ـة form for a woman. خَالِي = my maternal uncle, on the pattern of عَمِّي.
Primary source
Study Book pp. 17, 18, 20, 22, 24, 25 — dialogue, two vocabulary pages, verbs, expressions, demonstratives (p. 19 has the two synonyms for teacher, p. 21 the two feminine adjectives, p. 23 only the verb meanings). Student Test pp. 19–26 is exactly what the teacher will put in front of you.
Next
Lesson 4 — The Residence (Study Book pp. 26–34).
A separate quiz file for this lesson can be created whenever you ask for it.