Introduction To Teaching Qur'Aan
Introduction To Teaching Qur'Aan
Introduction To Teaching Qur'Aan
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Foreword
In the name of Allah, the all Merciful, the all Compassionate. It is our religious duty as Muslims to read and ponder over the Holy Qur'an. The Holy Qur'an is the only book which is widely read in its original. In earlier days, the Madressas teaching the Holy Qur'an normally divided the lessons into two distinctive parts. The students had to go through the first part, always thinking that until they completed it, they would not be able to recite anything from the second part. The mental inhibition resulted in years of laborious study. This new booklet tries to impress upon the students that once he or she is able to recognize the Arabic Letters phonetically, in both its individual and combined from, Al-Qur'an Al- Majeed can be read and recited from any part. Thus the psychological barrier is lifted from the tender minds. Teachers and students following this plan will soon realise that the Holy Qur'an can be taught with a minimum of effort and within a remarkably short period. Of course the students have then to develop and cultivate fluency by constant reading. We hope that all Madressas will adopt this method of teaching and will send a feedback to us so that we may improve later edition. Asgharali M M Jaffer President World Federation of KSIMC January 1997
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CONTENTS Recitation Manners Introduction to Teaching Teacher's Notes Makharij English Vowels and their Arabic equivalent Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 Lesson 16 Lesson 17 Lesson 18 Lesson 19 Letter Recognition and Fatha Letters by Families (Nuqta) Similar Sounding Letters Letter Recognition practice First Arabic Words Joining Letters (Rules) Joining Letters - Hamza
PAGE NO. 4 5 6 7 13 14 16 18 20 22 24 29 30 32 34 40 42 44 46 48 50 52 54 56 58 1
Joined Letters Recognition by Nuqta Joining 2 Letters Joining: 3 Letter words Kasra Fatha & Kasra Joined words with Fatha & Kasra Dhamma Fatha, Kasra & Dhamma Words with Fatha, Kasra & Dhamma Sukun Practice Lesson Tanween Practice with Tanween
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CONTENTS Lesson 20 Tashdeed The Rules of Mudd Lesson 21 Lesson 22 Lesson 23 Lesson 24 Lesson 25 Lesson 26 Lesson 27 Lesson 28 Lesson 29 Lesson 30 Lesson 31 Lesson 32 Lesson 33 Lesson 34 Lesson 35 The Original Mudd Long Vowel ' ' & Vertical Fatha Hiccup and the Long Vowel 'aa' Long Vowel Long Vowel & Vertical Kasra
PAGE NO. 60
62 64 66 68 70 72 74 76 78 80 82 84 86 88 90 94 95
Diphthong and the Long Vowel 'ee' & Inverted Dhamma Diphthong and the Long Vowel 'oo' The Secondary Mudd Qalqala The Alphabet Rules and signs of Stopping Stop Signs - Index of Wooquf Rules of Stopping Rules of Stopping Rules of Stopping Reading practice from the Qur'an Qur'an Recitation Tajweed The Rules of and Tanween
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CONTENTS Lesson 41 Lesson 42 Lesson 43 Idgham - same and similar Idgham - related letters Rules for the letter Rules for the Letter Lesson 44 Lesson 45 Lesson 46 Lesson 47 Lesson 48 Lesson 49 Lesson 50 Lesson 51 Lesson 52 Lesson 53 Lesson 54 Lesson 55 Lesson 56 Lesson 57 Heavy Sound Light Sound Resonant Sound Rules for the Letter Allah Definite Article Verbs and nouns Nun Qutni Silent letters Rules of Mudd The Original Mudd The Secondary Mudd - ' ' and
114 116 118 120 122 124 126 128 130 132 134 140 142 143 145
The Secondary Mudd - when stopping Exceptions to Rules Ayaat from the Holy Qur'an Dua RECORD AND PROGRESS CHART
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RECITATION MANNERS
It is recommended that before you start to recite the Holy Qur'an you: 1. 2. Do Wudhoo (to touch the letters of the Holy Qur'an, wudhoo is wajib). Sit facing the Qibla. Sit respectfully holding the Holy Qur'an in your hands or placing it on a table or a Qur'an stand. Cover your hair with a cap (boys) or a scarf (girls) as a mark of respect. Always start the recitation with
3. 4.
And then
5. 6. 7.
Never leave the Holy Qur'an open and unattended. Read clearly and distinctly without rushing, with proper Makhraj and Tajweed. Finally, our aim should be as said by Imam Ali Zaynul Abedeen (A.S.) in his book of Duas (Supplication): "O Allah ! Make the Qur'an a ladder by which I may climb to the place of safety."
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INTRODUCTION TO TEACHING
1. It is important to get to know the student first. Address the student as an individual, maybe even writing their names in Arabic on a piece of paper and asking them to copy it on this book. If the student is very young then maybe a dot to dot impression for him/her to join up will be useful. Ensure that the student is comfortable. An uncomfortable student cannot concentrate on the work. Teaching through fear is abhorred in the tradition of our Ma'sumeen. Explain how important the Arabic language is, for it is the language that Allah chose for the Holy Qur'an from all the other languages. Because the Holy Qur'an is Allah's words then we should show respect. Encourage the habit of using a clear plastic sheet over the page or use a bookmark for reciting to avoid touching letters. Ensure that the Recitation Manners on page 4 are adhered to. Impressions formed at the first lesson are very hard to change later. With each lesson take as much time as necessary until the student is comfortable with recitation. Do not compare one student with the other, every one is unique. Use progress chart on page 145. Finally, always remember you are teaching for Allah's pleasure.
2.
3.
4.
5.
6. 7.
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TEACHER'S NOTES
In this book the method of teaching used is the Phonetic Method i.e. teach sound and not name of the letters.This method is used widely in schools to teach languages and the point to be remembered here is that it is the sound of the letter that is to be taught and not the names. Through this method the student need not worry about both the sounds and the names of the letters which form a word but can concentrate on pronouncing the word. The first lesson shows all the letters with fatha. Point to the letter and say the sound making sure that the student pronounces it correctly after you. Show the student the position of tongue with reference to the Makharij Chart on pages 7-11. The most important Lessons are 1 to 9 for they lay the foundation. Always say the sounds clearly pointing out the similar sounding letters and making sure that the student can recognize the difference when they are heard or pronounced. For students who do not speak Arabic it is always better to use examples of words that they are familiar with in their own language. For example ( ) as in shirt. Always refer to the Holy Qur'an, finding the appropriate words which the student may be able to identify and increase it's usage as the student progresses. Encourage slow and audible recitation. The aim is to recite correctly and not too quickly. Encourage the student to recite audibly from the beginning so that the recitation is done at a correct pace. Those who recite silently tend to recite too fast or get disoriented whenever they recite audibly. 6
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MAKHRAJ
Makhraj (pl. makharij) means the place in your mouth from which the sound of the letter must come to give correct pronunciation. To be able to achieve the correct sound it is important first to teach the student where the sound should come from and in most cases where his tongue should be. You will have to refer back to the chart on the following 4 pages repeatedly. Do the following exercise with the student: 1. Place your tongue between your teeth and say 'th' 'dh' 2. 3. 4. 5. as
in think, thought, thorn, thistle. Show the difference with as in the, this, them, those, that. On page 10 we to suit the grouping. have used 'dh' for
Touch your bottom teeth with your tongue and say 's' Touch the far left upper teeth (molars) with your tongue and say 'dh' . . This By blocking the passage from the throat say 'Q' Say 'h' with 'u'
may be achieved at first by gently pressing the throat. from the throat. It should sound deep. Repeat .
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U T
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is pronounced by placing the tongue between the teeth as 'TH' in thumb, thirst, think.
TH
is pronounced with the tip of the tongue touching the roots of the lower front teeth.
is pronounced with the tip of the tongue touching the roots of the upper front teeth.
is a hissing sound
is a whistling sound.
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Z
is pronounced by keeping the tongue flat in the mouth between the teeth.
is pronounced by raised tongue between the teeth and bringing it down with force.
DH
is pronounced by the whole tongue raised to the upper palate and with full mouth.
All the three 'DH' sounds occur in the last sentence of the Dua we usually recite after Salatul Eisha:
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K
KH GH
Although both
&
are throaty
is a distinctive 'KH' sound like when you are clearing the throat
is 'GH' like when you care gargling. care should be taken not to pronounce as 'G'. is pronounced as a normal 'H' from the chest.
is the 'H' pronounced from the throat while pushing air out.
11
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B J D R SH F L M N W Y
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a e i o u u ee oo
Mast barn farm Mess Belt Fell Mist Bin Fig Most Boss Frost Must Bun Fund Bull Full Pull Feet Sleep Moon Soon
13
-----
No Equivalent
Kasra
-----
No Equivalent
Fatha
----Dhamma
----Long Vowel
----Long Vowel
-----
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Fatha
---------
Kasra
-----
and Dhamma
Fatha is a small slanting stroke above the letter. The fatha is a short vowel whose sound is 'u' as it sounds in ultra, umbrella, under OR the 'a' as it sound in: Anwer, Asgher, Akber, America Fatha should not be pronounced as the 'a' sound in: Africa, far. Point out the fatha to the student. Using the Makharij Chart on pages 7-11 and explain the sound of each letter.
14
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15
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and
Repeat the exercise with all the families asking the student to place the 'nuqta'. Refer back to Lesson 1 asking the student to point out the sound he/she knows. The likes to be carried by 16
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17
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Hasten Clay
Deep rooted Sacrifice Eat To stray To Slip Iron collar, chain Blessing 18
Smooth
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19
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20
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21
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He studies
he worked
he ate
He wrote
He beat
He slaughtered
It rained
he appeared
he read
He drew
he planted
he left
He succeeded
he prostrated
he opened
He carried
he was thankful
he attended
It resembled
he sat 22
he was at peace
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23
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2.
3.
4.
5.
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25
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End
Middle
Beginning
Letter
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follows letter
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is written either on or on a
e.g. e.g.
ii) Written at the beginning of a word followed by a letter with sukun. It is there only to facilitate recitation. It is indicated by the sign
29
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LESSON 7
Joined letters recognition by number of dots and position of dots. Sound End Middle Beginning Letter ONE DOT AT THE TOP - V[S p5Z G]STFJF/F
Do not Join
Do not Join
Do not Join
Do not Join
30
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LESSON 7 (Contd.)
Sound End Middle Beginning Letter
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end of a word. Point out the difference (see page 26 ) are joined from the middle are closed at the top. The letter Carried. An easy way to differentiate between the boat family and is to tell the student that these two have a 'loop'. (see page 25) Student often gets confused with ' ' can only join at the end eg. has tail when it is at the end of a word & , point out that at the beginning of a word is often confused with is never joined. and is always
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DO NOT PROCEED to Lesson 10 until Makharij and recognition of all letters is faultless.
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35
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36
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37
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38
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39
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40
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LESSON 10 Kasra
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LESSON 13 Dhamma
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Read the first line to the student asking him/her to listen to you and watch your mouth.
Ask the student to point out the letters with dhamma and underline them.
When the student is fluent then only proceed to the next lesson.
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Farhat
Anwer
Asghar
Same as in English, letters with no vowel, only the sound read joined with the previous letter e.g. Orange - there is no vowel after 'n' it is read joined with 'ora Master-there is no vowel after 's' it is read joined with 'ma' When small with sukun or tanween is followed by is written above . (Lesson 37 Page 98) then the sound of 'N' is altered to 'M'. In most of the Qur'ans, a Explain to the student that an Arabic word can never begin with a letter bearing sukun. Note: Different rules apply for sukun on fatha (see Lessons 25 and 27) 52 & after
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LESSON 16 Sukun
53
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Double Dhamma (one inverted) makes the sound 'un' as in Khairun, Muntazir, Salaamun
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LESSON 18 Tanween
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Students may get confused with the ' l ' that follows a letter bearing Fatha and Tanween e.g.
Make sure that the students understand that the ' ' is not pronounced and does not elongate the sound. This is a rule of Arabic grammar. But if it is at the end of a sentence and stopping, then tanween is not pronounced and ' vowel. (Lesson 22 Page 64) ' becomes the original mudd and the letter is elongated to 2 harakaat with a single
58
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When a letter bearing a sukun is followed by a letter bearing Tashdeed, then the letter bearing sukun is not read. Note: You might like to explain that tashdeed looks like 'W' (double you) in English. So the letter is being told "double yourself ". 60
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LESSON 20 Tashdeed
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Mudd literally means to elongate. A letter with Mudd is elongated whilst reciting. The original Mudd is elongated to 2 harakaat - closing 2 fingers. The original Mudd is: Fatha Followed by ' ' with NO vowel Lesson 22 Page 64 Kasra followed by Lesson 24 Page 68
Dhamma
followed by
Lesson 26 Page 72
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However, when bears no sign is after a letter with fatha it elongates the letter, for example from curd to card, must to mast, fur to far (Lesson 21 Page 62 Original Mudd). Ensure that the 'a' as in bath is elongated to 2 harakaat only. Ba ('a' as in bath) Let the student Compare the first two lines, noting the difference in recitation. Again ensure that the long vowel is elongated to 2 harakaat only - closing 2 fingers.
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Vertical Kasra:
Another way of writing the long vowel kasra is to write the kasra vertically without and the letter is still elongated 2 harakaat.
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(ee)
However, when
elongates the letter to 2 harakaat making 'i' into long vowel 'ee' for example - slip to sleep, fit to feet, fill to feel. Lesson 21 Page 62 Original Mudd.
Let the student Compare the first two lines, noting the difference in recitation. Again ensure that the letter is elongated to 2 harakaat only - closing 2 fingers.
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Inverted Dhamma:
Another way of writing the long vowel dhamma is to invert the dhamma without and the letter is still elongated to 2 harakaat - closing 2 fingers.
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(oo)
However, when
elongates the dhamma to 2 harakaat as in boot, fool, moon, soon. See Lesson 21 Page 63 - Original Mudd.
Let the student compare the first two lines, noting the difference in recitation. Again ensure that the long vowel is elongated to 2 harakaat only - closing 2 fingers.
Do not rush through the lesson however simple it may seem. Make sure that the long vowel is elongated to 2 harakaat only.
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indicates that the recitation of the letter should be elongated to 5 haraakat - closing 5 fingers.
(Ii)
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The sound of the above five letters has to be clear as if there is an echo in the following 3 instances:(care has to be taken the echo does not sound like a fatha). 1. When any of the above five letters, at the end of a word, bears a sukun, the sound has to be clear as if there is an echo.
2.
When stopping at the end of an ayat, and any of the above 5 letters are at the end where the vowel is read as sukun, then the rule of Qalqala is applied as in 1 above.
3.
When any of the above 5 letters, bearing a sukun appear in the middle of a word, the rule of Qalqala is applied with less stress.
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LESSON 29 QALQALA
Words with sukun the above five letters which must be pronounced with stress - echo.
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Alif is a consonant and not a letter of the Arabic Alphabet. It is a carrier for and also elongates the fatha (MUDD). without any vowel- Alif Maksura.
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LESSON 30 (Contd.)
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Signs
OPTIONAL TO STOP OR CONTINUE IF THERE ARE MORE THAN ONE LETTER, FOLLOW THE TOP MOST. 82
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Signs
BETTER TO STOP
BETTER TO STOP
MUST NOT STOP STOP WITHOUT TAKING ANOTHER BREATH STOP AT THE FIRST OR THE SECOND BUT NOT AT BOTH
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2.
When a letter before the waqf has a fatha with tanween followed by 19 Page 58 or , then it is recited as a long vowel fatha and elongated to 2 harakaat. Lesson
3.
When the letter before the waqf has a long vowel, it is recited as a long vowel and elongated to 2 harakaat. Lesson 21 page 62
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5.
is written with two dots (Taa Marbutah): read as read as with sukun if stopping, with the vowel if continuing.
written
stopping
continuing
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Written
Read 2. If stopped at waqf 'O', and the next sentence starts with ' ' (definite article), without vowels, followed by ' with fatha
a letter with fatha tashdeed. Read the ' and the ' Written
Read 3. If stopped at waqf 'O', and the next sentence starts with ' ', without vowels, followed by a sukun or ' with the
tashdeed on the 2nd letter. Read the ' vowel of the 3rd letter.
Read 88
Written
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" If you do good, you will do good for your own souls, and if you do evil, it shall be for it " ( your own soul) ...... Qur'an"
(Bani Israil:7)
" This day ( of Judgement) you shall be rewarded for what you did "
(Al Jaseyah:28)
90
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LESSON 35 (Contd.) Reading practice with ayaat from the Holy Qur'an
"Hence, be modest in thy bearing, and lower the voice: For, behold, the ugliest of all voice is the (loud) voice of asses...."
(31:19)
"ye who believe! intoxicants and gambling, (dedication of) stones, and (divination by) arrows are an abomination, of satan's handwork: eschew such (abomination) that ye may prosper." (5:90) 91
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LESSON 35 (Contd.) Reading practice with ayaat from the Holy Qur'an
Al-Muzzammil (Folded in Garments) Recite the Qur'an Calmly and distinctly, with the mind attuned to its meaning.
(73 : 4)
Al-Qiyamah (The Resurrection) Thus, when we recite it, follow thou its wording (With all thy mind):
(75 : 18)
Al-A'raf (the Heights) Hence, when the Qur'an is voiced, hearken unto it, and listen in silence, so that you might be graced with (God's) mercy.
(7 : 204)
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LESSON 35 (Contd.) Reading practice with ayaat from the Holy Qur'an
"And those who are with Him are not proud to worship Him, Nor do they get tired. "
(Ambia : 19)
"He (Firawn) said ( to his magicians) : What ! You believe in Him (Allah) before I give you permission ? ....... "
(Sho'ara : 49)
"He (Ibraheem) said : But this the biggest of them ( of the idols) has done it ; So question them if they can speak.."
(Ambia : 63)
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Qur'an Recitation
At this stage the students know all the letters with makharij, harakaat, sukun, tanween, tashdeed, mudd and other signs to facilitate proper recitation. All the rules of Tajweed have been implemented in the Holy Qur'an, so recitation should not be a problem. They should now be encouraged to start reciting the Holy Qur'an. You should point out to them that they have just read the Ayaat from the Holy Qur'an in lesson 35, Page 90 to 93. Start them reciting from Juz Amma backward, the small Suwers first. Quite likely they might have learnt a number of the Suwers by heart. Now is the time to correct their Makharij and other reciting manner (tashdeed, mudd, Qalqala etc). pay special attention to the Makharij of the Suwer recited in the Salaat and correct, as mispronouncing changes the meaning (refer examples Lesson 3 Page 19) and would render the Salaat voitd. Make sure they recite by looking in the Holy Qur'an and not from memory. They might then be able to note their mistakes.
should be corrected especially the resonant . If not done at this stage they may carry on reciting incorrectly for the rest of their lives.
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TAJWEED
"And recite the Qur'an with Tarteel" 73:4 "Tarteel means that the Holy Qur'an should be recited with Tajweed and with due observance to the rules of Waqf (pausing and stopping)" Hazrat Ali (A.S.) Tajweed means to pronounce correctly during recitation. It is a set of rules which dictate how the Holy Qur'an should be recited. Although these rules of recitation are implemented in the Holy Qur'an to facilitate proper recitation and stopping at Wuqoof. It is very important that the rules themselves are learnt and understood. In the earlier lessons recitation with Tajweed have been taught. Now the students should be taught the rules and should become fully conversant with them and their appplication so that they can implement them where there are no indications e.g. in books of Dua and certain copies of the Holy Qur'an. The rules should be pointed out to the students whilst reciting or make the students pick out the rules from the Holy Qur'an. This will make understanding much easier. Some younger children might find it difficult to understand but you should still persevere. 95
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LESSON36 Rules of
There are 4 rules regarding 1. Idh-har 2. Qalb 1. When letters clearly.
and Tanween
and tanween: 3. Idgham
(Double vowels)
4. Ikhfaa
- Idh-har (pronounce clearly) tanween is followed by one of the following six then the sound should be pronounced
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LESSON37 Rules of
2. When
- Qalb (The alteration / change) or tanween is followed by the letter sound is altered to 'm'
written between
letters
Read
Rule
Written
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No
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then
with tashdeed, hence tashdeed written. It is easy to remember the letters with words In the Holy Qur'an the tashdeed has been written for guidance. The rule still applies even if the tasheed has not been written, for example in books of dua. The following 2 rules apply:
(i) Idgham Kaamil (complete joining)-LESSON 38
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(b)
and
In Lessons 38 and 39 the tashdeed has not been written in all the lines. If the rule is understood the student will read the whole lesson with Idgham. If the student is unable to read with Idgham, revise the rule. 101
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and
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LESSON40 Rules of
4. When
- Ikhfaa (nasal sound) or tanween is followed by any of the remaining 15 sound will be read with a
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LESSON 40
- Ikhfaa (nasal sound) (Contd.)
Comparative English Pronounciation of Ikhfaa with Idh-haar IDH-HAAR Pin Fine Shun 105 IKHFAA Pink Find Shunt
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Written
Read
Written
Read
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Read
Written
Read
Written
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And
Read
Written
Read
Written
Read
Written
Read
Written
And
Read
Written
Read
Written
And
Read 110 Written
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When is followed by then the is read with a light nasal sound, hummed and stretched to 2 harakaat.
(2)
- Idgham (joining)
When is followed by or when has tashdeed, it is read with ghunna, hummed and stretched to 2 harakaat.
(3)
When is followed by any of the remaining 26 letters, there will be no ghunna and the letter is pronounced clearly.
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2.
When dhamma.
3.
When follows a letter bearing sukun (other than ) which follows a letter bearing a fatha or dhamma.
4.
When follows a kasra (original) and is followed by a letter pronounced by raised tongue.
5.
When
follows a kasra
(accidental)
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(Contd.)
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(Contd.)
2.
When follows a letter bearing kasra, in the same word, provided it is not followed by a letter pronounced with a raised tongue. See (iv) page 114.
3.
When appears at the end of a word and follows a letter bearing a sukun.
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(Contd.)
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(Contd.)
2.
When the mushaddad has a fatha or a dhamma it is read with a full mouth (heavy sound).
Some students may find the rule of difficult to understand and put in practice. Repeat Lessons 43-46. Pick words at random from each Lesson to test the student.
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(Contd.)
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1.
In the following 3 cases ' ' is pronounced with a full mouth: (I) When it follows a letter bearing a fatha or dhamma. (Ii) When it follows a sukun after a dhamma. (Iii) When it follows a sukun after a fatha.
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Read
Written
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- Definite Article
is a definite article at the beginning of a noun and written without any vowels. The Arabic alphabet is divided into 2 groups of 14 letters each: - The Moon, - The Sun (1) The 14 : letters -
A word bearing (i) At the beginning of a sentence: Fatha is placed on the and sukun on the . (ii) In the middle of a sentence: is disregarded and sukun is placed on the : (2) The 14 : Letters -
A Word bearing : (i) At the beginning of a sentence: Fatha is placed on the , is disregarded and the following letter is pronounced mushaddad. (ii) In the middle of a sentence: Both and are disregarded and the following letter is pronounced mushaddad. The rule always apply whether tashdeed appears or not.
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(Contd.)
2. When '
Read
Written
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Read
Written
2. When the next sentence starts with a sukun or tashdeed a small (i) with kasra is always written between the two sentences: If not stopping, the is read to join the 2 sentences. is not read and the next sentence starts with fatha. (ii) If stopping, the
Continuing
Stopping
Written
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LESSON 50
Silent Letters
The letters
Alif Maskura
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LESSON 50
Silent Letters
Exceptions - at the end of a sentence and stopping: 1. With the letters the preceding letter is elongated
2.
the tanween is dropped and the letter is elongated to 2 harakaat - close 2 fingers. Lesson 19, Page 58.
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1.
Revision Lesson
Fatha - followed by
Kasra - followed by
Dhamma - followed by 72
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When letter with original mudd is followed by a in the same word, a thick mudd is written on
it and the letter is elongated by 5 harakaat - close 5 fingers.If stopping, elongate by 6 harakaat close 6 fingers.
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LESSON53
(i) (b) Optional Mudd or in the
next word, a thin mudd is written and the letter is elongated by 5 harakaat - close 5 fingers.
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(Contd.)
Please note this Mudd applies only if you stop. Read the vowel of the last letter as Sukun. If the 2nd last letter is one of the of the original mudd 3rd last letter to 6 haraakat - close 6 fingers. elongate the
With this rule of Mudd, no sign of the stretching is written and therefore the student must be able to understand the rule well.
It will be helpful to make the student hear the recitation of Suratul Maa'un where the rule applies at the
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1.
Compulsory heavy mudd. Occurs when a mushaddad letter follows an original mudd. It is elongated by 6 harakaat close 6 fingers.
2.
Compulsory light mudd. Occurs when a letter with sukun follows an original mudd. It is elongated by 6 harakaat - close 6 fingers.
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4 Compulsory light mudd. When then following 7 letters, starts a sura on their own without any vowel and are read as their alphabetic spelling, with a sukun and which are not mudgham. A thick Mudd is written and is elongated to 6 harakaat - close 6 fingers.
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LESSON 55
2.
(Iv) 28 Suwer of the Qur'an start with letters without a vowel. The letters are read as spelt in alphabet. Lesson 30 Page 81
Letters bearing sukun in the spelling of the letter: A thick Mudd is written on the letter and it is elongated to 6 harakaat close 6 fingers. Lesson 51 Page 130.
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2.
3.
The '
and does not elongate the letter before it. The ' marked with a circle in most Qur'ans
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4.
There are 21 places in the Holy Qur'an where the ' ' without a vowel is not read and does not elongate the letter before it. In most Qur'ans the ' ' is marked with a circle. These are:
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DUA
In the following Dua, the rules of Tajweed and the wuquf (stop/pause) signs have not been written. Recite implementing all the recitation rules.
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PROGRESS CHART
Award a merit mark or star to the child as and when he/she has mastered that lesson. Sign and date it to facilitate other teachers who may be teaching the child also. 1 6 11 16 2 7 12 17 3 8 13 18 4 9 5 10 15 20
14 19
21 26 31 36 41 46 51
22 27 32 37 42 47 52
23 28 33 38 43 48 53
24 29 34 39 44 49 54
25 30 35 40 45 50
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