Grammar Rule in 30 Seconds
Form II doubles the middle root letter, turning simple actions into intensive or causative meanings.
- Double the middle root letter: kataba (wrote) becomes kattaba (made someone write).
- The prefix 'a' is absent in the past tense, but the shadda is mandatory.
- It often indicates making someone do an action or doing an action intensely.
Overview
awzān al-af'āl), each adding specific nuances to the root’s fundamental sense. Verb Form II, or faʿʿala (فَعَّلَ), is one of the most prolific and semantically rich of these patterns.shadda (شَدَّة).darasa (دَرَسَ) means 'he studied'.darrasa (دَرَّسَ) means 'he taught' or 'he made someone study', demonstrating a clear causative shift. Mastering Form II is crucial for B1 learners as it unlocks a vast array of vocabulary and allows for more sophisticated expression of agency and action.faʿʿala pattern and its associated meanings will significantly enhance your ability to comprehend and produce nuanced Arabic, moving you beyond basic sentence structures towards more dynamic communication.How This Grammar Works
faʿʿala pattern operates by taking a three-letter root (ف-ع-ل | f-ʿ-l, the generic root often used for grammatical illustration) and specifically modifying its internal vocalization and consonant structure. The key modification is the gemination (doubling) of the second root letter (ʿayn), accompanied by specific short vowel patterns. This structural change systematically introduces distinct semantic functions that differentiate Form II from the basic Form I.- 1Causative / Transitive: This is perhaps the most common function of Form II. It transforms an intransitive (or less transitive) Form I verb into a transitive one, implying that the subject causes someone or something else to perform the action. If
ʿalima(عَلِمَ) means 'he knew', thenʿallama(عَلَّمَ) means 'he taught' or 'he made someone know'. Similarly,nazala(نَزَلَ), 'he went down', becomesnazzala(نَزَّلَ), 'he brought down' or 'he downloaded'. This function emphasizes the agent's active role in initiating or facilitating an action.
- 1Intensive / Iterative: Form II can express that an action is performed with great force, thoroughness, or repeatedly. The doubled middle consonant often conveys a sense of heightened activity. For example,
kasara(كَسَرَ), 'he broke', transforms intokassara(كَسَّرَ), 'he smashed' or 'he broke into many pieces'. The verbqataʿa(قَطَعَ), 'he cut', becomesqattaʿa(قَطَّعَ), 'he chopped' or 'he cut into many small pieces'. This semantic extension allows for precise communication of the degree and manner of an action.
- 1Denominal / Denominative: Form II is frequently used to derive verbs directly from nouns or adjectives, giving the noun's meaning a verbal application. This is particularly common in modern Arabic for coining new terms. For example, from the noun
ṣūra(صُورَة), meaning 'picture', we getṣawwara(صَوَّرَ), 'to photograph' or 'to depict'. Fromtalfōn(تَلْفُون), 'telephone', comestalfana(تَلْفَنَ), 'to telephone'. This productive pattern allows Arabic to easily verbalize concepts and objects, making it highly adaptable for contemporary usage and technological advancements.
- 1Declarative / Judgmental: Less common but significant, Form II can also imply making a judgment or declaration about something. For instance,
ḥallala(حَلَّلَ) means 'to analyze' or 'to declare something permissible', from the root ح-ل-ل (ḥ-l-l). This function highlights the intellectual or evaluative aspect of the action, often involving categorization or interpretation.
Formation Pattern
faʿʿala) follow highly regular conjugation patterns in both the past and present tenses, as well as for their associated participles and verbal nouns (maṣādir). The key is to consistently apply the shadda to the second radical and follow the specific vocalization rules. The generic root ف-ع-ل (f-ʿ-l) will be used to illustrate the patterns.
al-māḍī)
fatha on the first radical, doubling the second radical with a fatha (implied by the shadda), and then adding the standard past tense suffixes. The final radical will take a fatha before suffixes starting with a vowel, and a sukūn before suffixes starting with a consonant.
kassara) | Meaning |
faʿʿala) | كَسَّرَ (kassara) | He smashed |
faʿʿalat) | كَسَّرَتْ (kassarat) | She smashed |
faʿʿalta) | كَسَّرْتَ (kassarta) | You (m) smashed |
faʿʿalti) | كَسَّرْتِ (kassarti) | You (f) smashed |
faʿʿaltu) | كَسَّرْتُ (kassartu) | I smashed |
faʿʿalnā) | كَسَّرْنَا (kassarnā) | We smashed |
faʿʿalū) | كَسَّرُوا (kassarū) | They (m) smashed |
faʿʿalna) | كَسَّرْنَ (kassarna) | They (f) smashed |
faʿʿaltum) | كَسَّرْتُمْ (kassartum) | You (pl) smashed |
al-muḍāriʿ)
yu- (يُـ) for all persons (the ḍamma on the yāʾ is a key indicator of Form II), followed by a sukūn on the first radical, a kasra on the doubled second radical, and a ḍamma on the third radical (for the indicative mood). The final vowel changes for jussive and subjunctive moods, but the core pattern remains.
darrasa) | Meaning |
yufaʿʿilu) | يُدَرِّسُ (yudarrisu) | He teaches |
tufaʿʿilu) | تُدَرِّسُ (tudarrisu) | She teaches |
tufaʿʿilu) | تُدَرِّسُ (tudarrisu) | You (m) teach |
tufaʿʿilīna) | تُدَرِّسِينَ (tudarrisīna) | You (f) teach |
ufaʿʿilu) | أُدَرِّسُ (udarrisu) | I teach |
nufaʿʿilu) | نُدَرِّسُ (nudarrisu) | We teach |
yufaʿʿilūna) | يُدَرِّسُونَ (yudarrisūna) | They (m) teach |
yufaʿʿilna) | يُدَرِّسْنَ (yudarrisna) | They (f) teach |
tufaʿʿilūna) | تُدَرِّسُونَ (tudarrisūna) | You (pl) teach |
al-maṣdar)
maṣdar, for Form II verbs is exceptionally regular, almost always following the pattern تَفْعِيل (tafʿīl). This consistency is a blessing for learners. For the root ف-ع-ل, the maṣdar is tafʿīl. For example, from darrasa (دَرَّسَ), 'to teach', the maṣdar is تَدْرِيس (tadrīs), 'teaching' or 'instruction'. From ṣawwara (صَوَّرَ), 'to photograph', the maṣdar is تَصْوِير (taṣwīr), 'photography' or 'filming'. A notable exception for certain verbs with a weak final radical is تَفْعِلَة (tafʿila), such as tarbiya (تَرْبِيَة) from rabba (رَبَّى), 'to raise/educate'.
ism al-fāʿil)
mufaʿʿil). They function as adjectives or nouns, describing the one who performs the action. From darrasa (دَرَّسَ), 'to teach', the active participle is مُدَرِّس (mudarris), 'teacher'. From ṣawwara (صَوَّرَ), 'to photograph', it is مُصَوِّر (muṣawwir), 'photographer'.
ism al-mafʿūl)
mufaʿʿal). It describes the one to whom or on whom the action is done. From darrasa (دَرَّسَ), 'to teach', the passive participle is مُدَرَّس (mudarras), 'taught' or 'instructed'. From rattaba (رَتَّبَ), 'to arrange', it is مُرَتَّب (murattab), 'arranged' or 'organized'. This pattern is also commonly used for salaries: murattab often refers to a fixed wage.
al-amr)
yāʾ/tāʾ prefixes) and adjust the final vowel. For masculine singular, the pattern is فَعِّلْ (faʿʿil).
rattaba) | Meaning |
faʿʿil) | رَتِّبْ (rattib) | Arrange! (m. sg.) |
faʿʿilī) | رَتِّبِي (rattibī) | Arrange! (f. sg.) |
faʿʿilū) | رَتِّبُوا (rattibū) | Arrange! (pl.) |
When To Use It
- Making someone do something:
sharraba al-walad al-ḥalīb(شَرَّبَ الولد الحليب) – 'He made the boy drink the milk' (fromshariba, 'he drank'). - Causing something to be done:
haddatha al-baramij(حَدَّثَ البرامج) – 'He updated the programs' (fromḥadatha, 'it happened/occurred'). - Bringing something to a location:
nazzala al-kitāb min al-ḥāsub(نَزَّلَ الكتاب من الحاسوب) – 'He downloaded the book from the computer' (fromnazala, 'he went down'). This is a common phrase in digital contexts.
- Thorough breaking/destruction:
kassara az-zujāj(كَسَّرَ الزجاج) – 'He smashed the glass into pieces' (fromkasara, 'he broke'). - Repeated cutting:
qattaʿa al-khuḍar(قَطَّعَ الخُضَر) – 'He chopped the vegetables' (implying many small cuts, fromqaṭaʿa, 'he cut'). - Searching thoroughly:
fattasha ash-shurṭī al-bayt(فَتَّشَ الشرطي البيت) – 'The policeman searched the house thoroughly' (fromfatasha, 'he searched').
- From
ṣūra(صُورَة, 'picture') →ṣawwara(صَوَّرَ, 'to photograph'). You’ll see this on every camera app:taṣwīr(تصوير) means 'photography'. - From
talfōn(تَلْفُون, 'telephone') →talfana(تَلْفَنَ, 'to telephone/call'). This is a modern adaptation, showing Arabic's flexibility. - From
tanzīm(تَنْظِيم, 'organization' - itself a Form IImaṣdar) →nadhdhama(نَظَّمَ, 'to organize').
- To teach/educate:
ʿallama at-ṭullāb(عَلَّمَ الطلاب) – 'He taught the students'.al-taʿlīm(التعليم) is a key term in education. - To inform/tell:
khabbara al-akhbār(خَبَّرَ الأخبار) – 'He informed him of the news'. Often used interchangeably with Form IVakhbara. - To speak to:
kallama aṣ-ṣadīq(كَلَّمَ الصديق) – 'He spoke to his friend'. This is a foundational verb for communication.
- To analyze:
ḥallala al-maʿlūmāt(حَلَّلَ المعلومات) – 'He analyzed the information'. - To justify:
barrara mawqifahu(بَرَّرَ موقفه) – 'He justified his position'.
faʿʿala pattern, you can more effectively predict and produce appropriate vocabulary. Form II is not just a grammatical rule; it's a powerful tool for expressive and precise communication in Arabic.
Common Mistakes
ya- (يَـ) prefix in the present tense (e.g., yaktubu يَكْتُبُ), incorrectly apply it to Form II. The distinguishing feature of Form II in the present tense is the ḍamma on the present tense prefix (yāʾ, tāʾ, alif, nūn), making it yu- (يُـ), tu- (تُـ), u- (أُـ), nu- (نُـ). Forgetting this leads to misidentification of the verb form.- Incorrect:
yughayyiru(يُغَيِّرُ) for 'he changes'. - Correct:
yughayyiru(يُغَيِّرُ). - The error: Saying
yaghayyiru(يَغَيِّرُ), which sounds like a non-existent Form I or a completely different verb.
Shadda in Pronunciation: The doubled middle consonant, marked by the shadda, is not merely an orthographic symbol; it represents a geminated consonant that requires a slight elongation or emphasis in pronunciation. Learners often pronounce Form II verbs as if they were Form I, missing the crucial doubling.- For
ʿallama(عَلَّمَ, 'he taught'), failing to emphasize thelāmcan make it sound likeʿalama(عَلَمَ, 'he knew' or 'he marked'), which carries a completely different meaning. - Ensure you pause slightly on the doubled consonant, reflecting its two-sound nature. This is vital for native speakers to correctly distinguish the verb form.
- Form I vs. Form II: While Form I is the base, Form II adds causation or intensification. The
shaddais your primary visual and auditory cue. Don't assume a root can always be Form I; sometimes the Form II is the primary or only attested form with a particular meaning.kallama(كَلَّمَ, 'to speak to') is Form II, while its Form I counterpartkalama(كَلَمَ) is rarely used in this sense. - Form IV vs. Form II (Causative): Both forms can be causative, leading to confusion.
akhbara(أَخْبَرَ, Form IV, 'to inform') andkhabbara(خَبَّرَ, Form II, 'to inform') are often interchangeable. However, Form IV typically denotes a more direct or sudden causation, while Form II can imply a process or a more thorough action. For example,aqāma(أَقَامَ, Form IV, 'to establish/erect') vs.qawwama(قَوَّمَ, Form II, 'to straighten/evaluate'). When in doubt, consult a dictionary for preferred usage.
Maṣdar Formation: While the tafʿīl (تَفْعِيل) pattern is highly regular for Form II maṣādir, learners sometimes mistakenly apply Form I maṣdar patterns or invent non-existent forms. Remember tadrīs (تَدْرِيس) for 'teaching', not dirāsa (دِرَاسَة) (which is the Form I maṣdar for 'study'). Always associate the specific maṣdar pattern (tafʿīl or tafʿila) with Form II verbs.ṣawwara (صَوَّرَ, from ṣūra) is common, attempting to verbalize every noun this way without lexical confirmation can lead to awkward or incorrect constructions. Check a reliable dictionary (like Hans Wehr) to confirm attested Form II derivatives.ḍamma on the present tense prefix and the clear pronunciation of the shadda.
Real Conversations
Form II verbs are fundamental to everyday communication in Arabic, appearing in casual dialogue, professional settings, and digital interactions. Their causative, intensive, and denominal functions make them indispensable for expressing dynamic actions and modern concepts.
1. In Casual Conversation (Texting/Social Media):
Form II verbs are perfect for describing quick updates, changes, or intense actions in informal contexts.
- Scenario: Friends making plans.
- A: شو رأيك نغير الخطة؟ (Shū ra'yik nġayyir al-khaṭṭa?) – 'What do you think, should we change the plan?'
- B: يا ريت! أنا بفضّل نأجلها. (Yā rēt! Ana bfaḍḍil na'ajjalha.) – 'I wish! I prefer to postpone it.'
- *Observation:* nġayyir (نُغَيِّر) and na'ajjalha (نُؤَجِّلْها) are both Form II present tense. They show agency in altering plans. Arabic speakers frequently drop the hamzat al-waṣl from the beginning of al-khattah in informal speech and the ḍamma on the present tense prefix can sometimes be reduced to a schwa-like sound, but the doubled consonant is usually maintained.
- Scenario: Discussing a movie or series.
- A: الممثل أبدع في تمثيله، خصوصاً كيف صوّر الشخصية. (Al-mumaththil abdaʿa fī tamthīlih, khuṣūṣan kayf ṣawwar ash-shakhṣiyya.) – 'The actor excelled in his performance, especially how he portrayed the character.'
- B: صح! هو فعلاً جسّدها بشكل مبدع. (Ṣaḥ! Huwa faʿlan jassadha bi-shakl mubdiʿ.) – 'True! He really embodied it brilliantly.'
- *Observation:* ṣawwar (صَوَّرَ) means 'he portrayed/filmed', and jassadha (جَسَّدَهَا) means 'he embodied it'. Both are Form II, showing the actor's active role in shaping the character.
2. In Professional or Formal Contexts:
Form II is indispensable for business, administrative, and academic language, often conveying organization, development, or decision-making.
- Scenario: A project meeting.
- لقد قمنا بتطوير استراتيجية جديدة لتنظيم العمل. (Laqad qumnā bi-taṭwīr istrātījiyya jadīda li-tanzīm al-ʿamal.) – 'We have developed a new strategy for organizing the work.'
- *Observation:* taṭwīr (تطوير) is the maṣdar of ṭawwara (طَوَّرَ, 'to develop'), and tanzīm (تنظيم) is the maṣdar of nadhdhama (نَظَّمَ, 'to organize'). These are fundamental Form II terms in professional discourse.
- Scenario: A news report.
- أكدت الوزارة على ضرورة تحديث البيانات بشكل دوري. (Akkadat al-wizāra ʿalā ḍarūrat taḥdīth al-bayānāt bi-shakl dawrī.) – 'The ministry stressed the necessity of updating data periodically.'
- *Observation:* akkadat (أَكَّدَتْ) is Form II past tense for 'stressed/confirmed', and taḥdīth (تحديث) is the maṣdar of ḥaddatha (حَدَّثَ, 'to update'). These illustrate the formal usage of Form II.
3. Cultural Observation:
The high frequency of Form II verbs in Arabic reflects a cultural emphasis on agency and clear distinction of roles. If something happens, Arabs often want to know *who* caused it or *how* thoroughly it was done. This linguistic feature allows for a more precise attribution of responsibility and effort. The prevalence of denominal Form II verbs also showcases the language's adaptability; rather than borrowing new verbs directly from other languages, Arabic often morphs existing nouns into verbs using the faʿʿala pattern, maintaining its internal morphological integrity.
Understanding and actively incorporating Form II verbs and their maṣādir into your communicative repertoire will make your Arabic sound significantly more native and sophisticated, allowing you to participate in richer and more nuanced conversations across various contexts.
Quick FAQ
Form I usually expresses a basic, often intransitive action (kasara كَسَرَ, 'he broke'). Form II, faʿʿala (فَعَّلَ), typically adds causation (kassara كَسَّرَ, 'he smashed/made it break') or intensification/repetition to that action. It shifts the focus from the action itself to the agent causing or performing it with greater impact.
The clearest auditory cue for a Form II present tense verb is the ḍamma (ُ) on the present tense prefix (يُـ, تُـ, أُـ, نُـ) combined with the gemination (doubling) of the second radical. For example, yudarrisu (يُدَرِّسُ) has the yu- prefix and the doubled r sound, unlike Form I yadrisu (يَدْرُسُ).
No. While many roots have both, some roots are only attested in Form II (e.g., kallama كَلَّمَ, 'to speak to'), and others primarily in Form I. The existence of one form does not guarantee the existence or common usage of the other from the same root. Always consult a dictionary to verify.
Yes, absolutely. The passive form for faʿʿala in the past tense is fuʿʿila (فُعِّلَ), and in the present tense, it is yufaʿʿalu (يُفَعَّلُ). For example, darrasa (دَرَّسَ, 'he taught') becomes durrisa (دُرِّسَ, 'he was taught'), and yudarrisu (يُدَرِّسُ, 'he teaches') becomes yudarrasu (يُدَرَّسُ, 'he is taught'). This maintains the causative/intensive meaning but shifts the focus to the recipient of the action.
maṣdar pattern for Form II, and are there exceptions?The most common maṣdar pattern for Form II is tafʿīl (تَفْعِيل), as seen in tadrīs (تَدْرِيس) from darrasa (دَرَّسَ). However, verbs ending in a weak letter (like rabba رَبَّى, 'to raise') often take the tafʿila (تَفْعِلَة) pattern, such as tarbiya (تَرْبِيَة, 'education/raising'). Pay attention to the verb's final radical.
tafaʿʿala) which also has a shadda?Both forms have a shadda on the second radical, but Form V (tafaʿʿala) is characterized by an added tāʾ (ت) prefix. Semantically, Form V is often the reflexive or passive counterpart to Form II. If ghayyara (غَيَّرَ, Form II, 'he changed [something]') implies external agency, taghayyara (تَغَيَّرَ, Form V, 'it changed [itself]') implies internal change or passivity. Think of Form II as 'he made X do Y' and Form V as 'X made itself do Y'.
Form II is used across all registers of Arabic – formal, informal, written, and spoken. Its versatility makes it suitable for diverse contexts, from everyday conversations and social media to academic texts and news broadcasts. It is a core part of the language's morphology, not restricted by formality levels.
Form II Conjugation (Past Tense)
| Pronoun | Root (K-T-B) | Form II (Kattaba) |
|---|---|---|
|
Ana
|
katabtu
|
kattabtu
|
|
Anta
|
katabta
|
kattabta
|
|
Anti
|
katabti
|
kattabti
|
|
Huwa
|
kataba
|
kattaba
|
|
Hiya
|
katabat
|
kattabat
|
|
Nahnu
|
katabna
|
kattabna
|
|
Antum
|
katabtum
|
kattabtum
|
|
Hum
|
katabu
|
kattabu
|
Meanings
Form II is a derived verb stem characterized by the doubling of the second radical. It typically functions as a causative or intensive form of the base Form I verb.
Causative
Causing someone or something to perform an action.
“عَلَّمَ (taught/caused to know)”
“فَرَّحَ (made happy)”
Intensive
Performing an action with intensity or repetition.
“كَسَّرَ (smashed/broke into many pieces)”
“قَطَّعَ (chopped/cut into many pieces)”
Denominative
Creating a verb from a noun.
“خَيَّمَ (camped/made a tent)”
“سَجَّلَ (recorded/made a record)”
Reference Table
| 語根 | 過去形 (第2形) | 現在形 (第2形) | マスダル (名詞形) |
|---|---|---|---|
|
D-R-S
|
darrasa (教えた)
|
yudarrisu
|
taʿlīm
|
|
S-J-L
|
sajjala (録音した)
|
yusajjilu
|
tasjīl
|
|
G-Y-R
|
ghayyara (変えた)
|
yughayyiru
|
taghyīr
|
|
N-Z-L
|
nazzala (落とした)
|
yunazzilu
|
tanzīl
|
|
Q-R-R
|
qarrara (決めた)
|
yuṣawwiru
|
taqrīr
|
|
Ṣ-W-R
|
ṣawwara (撮影した)
|
yuṣawwiru
|
taṣwīr
|
フォーマル度スペクトル
عَلَّمَ الأُسْتَاذُ الدَّرْسَ (Education)
عَلَّمَ المُدَرِّسُ الدَّرْسَ (Education)
عَلَّمَ الدَّرْسَ (Education)
عَلَّمَنا الدَّرْسَ (Education)
第2形の3つのパワー
使役（〜させる）
- darrasa 教える（勉強させる）
- nazzala ダウンロードする（下ろさせる）
強調（激しく〜する）
- kassara 叩き割る（激しく割る）
- qattaʿa 切り刻む（細かく切る）
名詞由来（名詞から動詞へ）
- ṣawwara 撮影する（「写真」から）
- khayyama キャンプする（「テント」から）
第1形 vs 第2形の比較
第2形の見分け方
真ん中の文字にシャッダがある？
単語が 'ta-' で始まっている？
よく使う第2形のカテゴリー
テック用語
- • nazzala (ダウンロード)
- • haddatha (更新)
- • sajjala (録音)
教育用語
- • darrasa (教える)
- • allama (指導する)
- • dhakkara (思い出させる)
ビジネス用語
- • nadhdhama (整理する)
- • qarrara (決める)
- • wazzaʿa (分配する)
レベル別の例文
عَلَّمَ أَبِي
My father taught.
سَجَّلَ صَوْتًا
He recorded a sound.
فَرَّحَ الطِّفْلَ
He made the child happy.
نَظَّفَ الغُرْفَةَ
He cleaned the room.
هَلْ دَرَّسَكَ؟
Did he teach you?
مَا سَجَّلَ الفِيدْيُو
He didn't record the video.
صَوَّرَ المَشْهَدَ
He photographed the scene.
قَطَّعَ الخُضَارَ
He chopped the vegetables.
يُفَكِّرُ فِي أَنْ يُوَظِّفَ عَامِلًا
He is thinking about hiring a worker.
لَمْ يُكَسِّرِ الزُّجَاجَ
He did not smash the glass.
يُحَدِّثُ بَرْنَامَجَهُ
He is updating his program.
يُخَيِّمُ فِي الصَّحْرَاءِ
He is camping in the desert.
يُقَدِّمُ تَقْرِيرًا مُفَصَّلًا
He is presenting a detailed report.
يُحَمِّلُ المَلَفَّاتِ
He is uploading the files.
يُعَظِّمُ الفَوَائِدَ
He is maximizing the benefits.
يُوَجِّهُ السَّيَّارَةَ
He is steering the car.
يُبَلْوِرُ فِكْرَتَهُ
He is crystallizing his idea.
يُجَسِّدُ المَعْنَى
He embodies the meaning.
يُحَيِّدُ الخَطَرَ
He neutralizes the danger.
يُفَعِّلُ النِّظَامَ
He activates the system.
يُهَيْمِنُ عَلَى المَوْقِفِ
He dominates the situation.
يُقَوِّضُ الأَسَاسَاتِ
He undermines the foundations.
يُحَوِّرُ النَّصَّ
He adapts the text.
يُسَوِّغُ القَرَارَ
He justifies the decision.
間違えやすい
Learners forget the shadda.
Both are causative.
Vowel patterns are similar.
よくある間違い
kataba (for taught)
ʿallama
yufʿilu
yufaʿʿilu
sajala
sajjala
dars
darrasa
yufakkiru (as he thinks)
yufakkiru (he makes think/reminds)
sajala
sajjala
kataba (for he made write)
kattaba
yufakkiru (for he thinks)
yufakkiru (he reminds)
yufʿilu
yufaʿʿilu
sajala
sajjala
yufakkiru (for he thinks)
yufakkiru (he reminds)
yufʿilu
yufaʿʿilu
sajala
sajjala
文型パターン
هُوَ ___ (root) ___ (object).
هَلْ ___ (root) ___؟
أَنَا أُرِيدُ أَنْ ___ (root).
مَا ___ (root) ___.
Real World Usage
سَجَّلَ المَقْطَعَ
عَلَّمَ الطُّلَّابَ
يُحَدِّثُ النِّظَامَ
قَطَّعَ الخُضَارَ
وَظَّفَ خِبْرَةً
يُخَيِّمُ فِي الجَبَلِ
シャッダの音に集中！
ghayyara「ユ」のルール
ya- ではなく必ず yu- で始まります。ここを間違えると初心者っぽく聞こえるから注意！ yughayyiruテック用語に強い
nazzala挨拶の定番
sallama（挨拶する）は超重要。誰かに「よろしく伝えて」と言う時はこれを使います。 sallim ʿalā...Smart Tips
Try to turn it into a verb using the Form II pattern.
Use Form II instead of 'ja'ala'.
Assume it's a derived form.
Use Form II.
発音
Shadda
Hold the consonant for a split second longer.
Statement
عَلَّمَ ↘
Falling intonation for facts.
暗記しよう
記憶術
Double the middle, double the power: Form II is the 'strong' hour.
視覚的連想
Imagine a letter 'T' being hit by a hammer, splitting into two letters (T-T). This represents the shadda doubling the middle radical.
Rhyme
Double the middle, make it strong, Form II is where you belong.
Story
Ahmed had a simple book (Form I). He wanted to teach, so he added a shadda to his pen (Form II). Now he is a teacher (mufaʿʿil) who records (sajjala) his lessons daily.
Word Web
チャレンジ
Find 3 nouns in your room and try to turn them into Form II verbs.
文化メモ
Form II is used heavily in daily speech for causative actions.
Often used for technical verbs.
Standard usage in formal business contexts.
Form II is a Semitic morphological development used to intensify or transitivize roots.
会話のきっかけ
مَاذَا عَلَّمَكَ الأُسْتَاذُ؟
هَلْ سَجَّلْتَ الفِيدْيُو؟
كَيْفَ تُنَظِّمُ وَقْتَكَ؟
مَاذَا صَوَّرْتَ فِي الرِّحْلَةِ؟
日記のテーマ
よくある間違い
Test Yourself
yu- で始まり、真ん中の文字にシャッダがつきます。Score: /3
練習問題
8 exercisesهُوَ ___ (k-t-b) الدَّرْسَ.
He taught the students.
Find and fix the mistake:
مَا سَجَلَ الفِيدْيُو.
الطَّالِبَ / عَلَّمَ / الأُسْتَاذُ
He recorded the sound.
عَلَّمَ (Hum)
Match: 1. عَلَّمَ, 2. سَجَّلَ, 3. نَظَّفَ
He / made happy / the child.
Score: /8
Practice Bank
10 exercisesHuwa ___ al-lugha al-faransiyya. (彼はフランス語を教えています)
Ahmād ___ būdkāst jadīd ams.
間違い探し: Yaghayyiru al-walad thiyābahu.
第2形のマスダル（名詞形）のパターンは何？
「私は整理した」をアラビア語で言うと？
ra'yī / ghayyartu
ダウンロードするという行為は ___ です。
Al-muṣawwir ___ al-film al-ān.
Huwa yukattibunī.
「教える」という意味の動詞を選んで：
Score: /10
よくある質問 (8)
It is a symbol (ّ) that doubles the consonant it sits on.
No, only some roots support it.
Mostly, but it can also be intensive or denominative.
Look for the shadda on the middle letter.
Yes, it is very common in social media.
Form II is more common and often more direct.
Use the `yufaʿʿilu` pattern.
It is used in both registers.
Scaffolded Practice
1
2
3
4
Mastery Progress
Needs Practice
Improving
Strong
Mastered
In Other Languages
Hacer + infinitive
Arabic uses a single word with a shadda.
Faire + infinitive
Arabic uses morphological change.
Ver- prefix
Arabic uses internal root modification.
Causative suffix -seru
Arabic modifies the root internally.
使 (shǐ)
Arabic is synthetic, Chinese is analytic.
Make/Let
Arabic is highly synthetic.
Learning Path
Prerequisites
関連動画
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アラビア語の扉
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