Madrasa Tajweedul Quran - UKIM Education...Madrasa Tajweedul Quran 1 ˝ ﻪـٗﻤـََّﻠـَﻋ و َنآَﺮْـﻘـُْﻟا ﻢـََّﻠـَﻌـَﺗ ﻦْـَﻣﻢـْﻛ

Madrasa Tajweedul Quran

1

ـقـرآن و عـلـمـه �خـيـر كـم مـن تـعـلـم ال The best amongst you is the one learns and teaches the Quran.

This book belongs to:

Keep this safe.

It will be required for revision at the beginning of the term in Level 2.

Note: The words in here are there to provide further examples of the relevant concept and at times some words may not contain an actual meaning in Arabic.


2

مصليا و حامدا Introduction

Assalamualaykum, Dear parent / teacher,

This is the second part of the “supplementary booklet” to support pupils

who are using Ahsanul Qawaid to learn how to recite the Quran. In order to

maximise benefit, it is important parents understand the purpose of this

workbook; this has been highlighted in part 1.

Please also note:

� It is very important that your child at this stage understands all the

concepts that have to date been covered. A failure in this will lead to

your child struggling immensely (as each concept is a link to the next

one and so forth).

� If your child has fallen behind for whatever reason, you need to

establish the last concept your child understands, from this point

onwards you then need to make a robust “revision plan” to “catch up”.

Simply expecting your child to automatically “catch up” is not just

wishful thinking, but will hamper progress even further.

� Certain concepts such as Sukoon and Tashdeed

This class is the most important stepping stone towards learning to

recite the Quran, thus a little effort and involvement now will pay huge

dividends later on. Please do not hesitate to email any feedback /

suggestions etc.

Finally, a big thank you to all those who have assisted in compiling this

booklet. We pray to Allah for guidance, wisdom and steadfastness and may

he accept our efforts. Ameen.

Moulana Farook Kazi

Founder & Chair of Al-Ansaar Welfare & Education December 2010 / Muharram 1432


3

Sukoon Concepts

These pages and worksheets will cover the following concepts that are in

Ahsanul Qawaid, i.e. having a Saakin letter after a letter containing a

Harakah:

5 4 3 2 1

او او او او او او او او اى اى اى اى اى اى اى اى ان ان ان ان A.Q. Page 23

Lesson 17

A.Q. Page 22

Lesson 16

A.Q. Page 21

Lesson 15

A.Q. Page 20

Lesson 14

A.Q. Page 19

Lesson 13

Working from the book “Ahsanul Qawaid”, the above makes a total of 5

concepts.

However, in reality there are only 3 concepts, as numbers 1, 3 and 5 (in

the above concepts) are same. To make it easier for children, and to

avoid confusion, we are using these pages to learn the above concepts.

If required, we may go over the examples in Ahsanul Qawaid after

finishing these pages.

Please also note the following:

1. The “semi-circle” on the second letter in the above examples is

known as a Sukoon.

2. A letter containing a Sukoon is known as Saakin.

Examples:

ي م ن This is a Noon

Saakin

This is a Meem

Saakin

This is a Yaa

Saakin


4

Part 1

Notes for parents

Concept we are covering: Any Saakin letter preceded by any letter from

the alphabet containing any one of the three vowel points (Fatha,

Dhamma, Kasra).

To make it easier for children, each of the following first 6 lessons are

devoted to a specific vowel point only.

Teaching strategy: First ask the first bit of the two letter word, and

then explain that the second letter has a “Sukoon” (semi-circle), and the

first letter must be joined to the sound second letter.

Part 1 has six lessons.

Lesson 1

Any Saakin letter preceded by a letter containing a Fatha.

5 4 3 2 1

ف ـس س ـب ن ـب اب ان

10 9 8 7 6

ع د ف ـي ق ـم ش ـج ن ـج


5

Lesson 2

Any Saakin letter preceded by a letter containing a Kasra.

5 4 3 2 1

ن ـم م ـت ف ـب اب ان

10 9 8 7 6

ن ـق س ـل ع ـض ص ـح د ـش

Lesson 3

Any Saakin letter preceded by a letter containing a Dhamma.

5 4 3 2 1

ب ـت ل ـق ل ـب اب ام

10 9 8 7 6

ق ـس ر ز م ـق د ـع ز ـف


6

Lesson 4

Special emphasis on the second (Saakin) letter being و ◌ � Use the teaching

strategy mentioned earlier.

5 4 3 2 1

و ـم شم و ـب و ـي او

10 9 8 7 6

و ـق ن ـق و د م د و ـش

Lesson 5

Special emphasis on the second (Saakin) letter being ى � Use the teaching strategy mentioned earlier.

5 4 3 2 1

ى ـغ ى ـط ى و ى ـش اى

10 9 8 7 6

ى ـس ى ـه ى ـب ى ـظ ى ـت


7

Lesson 6

This lesson is about giving special emphasis on the second (Saakin) letter

(as it is a throat letter and thus very easy to mispronounce).

Practice the 6 throat letters first (stating from the bottom of the

throat):

Bottom of the throat

B ء Pronounced very lightly.

Middle of the throat

ع حMust be pronounced without exaggeration.

Top of the throat

غ خMust be pronounced without exaggeration.

Now practice the following examples (emphasise which part of the throat

the second letter originates from).

5 4 3 2 1

غ ا غ ـت ع Hب ع ا ح ا

10 9 8 7 6

غ ـم خ ا خ ا ح ـس ه ـس


8

Worksheet Number 1

5 4 3 2 1

ـو سـو جـو خـو او ل

10 9 8 7 6

مـو صـو ذو هـو كـو

15 14 13 12 11

نـو بـو رو يـو زو

20 19 18 17 16

ثـو ظـو قـو فـو غـو

25 24 23 22 21

دو شـو او طـو ئـو 29 28 27 26

تـو وو حـو ضـو


9

Worksheet Number 2

5 4 3 2 1

ا ي تـي جـي خـي ذ ي

10 9 8 7 6

ز ي شـي ضـي ظـي غـي

15 14 13 12 11

ـي نـي هـي يـي قـي ل

20 19 18 17 16

بـي ثـي حـي د ي ر ي

25 24 23 22 21

سـي صـي فـي طـي عـي

29 28 27 26

كـي مـي و ي ئـي


10

Worksheet Number 3

3 2 1

قـل مـت كـف

6 5 4

ـن ر ى د ع ل

9 8 7

كـد شـأ خـف

12 11 10

ضـع بـت ا ض

15 14 13

بـع صـل ثـق


11

Part 2

Notes for parents

Purpose of this section: Covering random examples of a Saakin letter

preceded by any letter from the alphabet containing any one of the three

vowel points (Fatha, Dhamma, Kasra).

Teaching strategy:

a) Give a few minutes to your child to work out the words.

b) Listen to your child.

c) If your child reads incorrectly and / or joins the letters

incorrectly, do not simply correct your child but “break up” the

word and explain how to join the letters together (refer to the

teaching strategy in part 1).

Part 2 has 3 lessons.

Lesson 1

5 4 3 2 1

ش ـي ى ـي و ـي م ـي ذن

10 9 8 7 6

ز ـف ذ ـف م ـف ن ـق ف ـق

15 14 13 12 11

و ـع ى ـح ش ـغ و Hن ى ـج


12

Lesson 2

5 4 3 2 1

ل و ل و و ر ن ر ى ر

10 9 8 7 6

ج ـن ى ـح ق ـب م ـط ن ـغ

15 14 13 12 11

ر ـع ه ـف س ـن ش ا ب ـص Lesson 3

These examples contain more than 2 letters.

5 4 3 2 1

ل ـت ـق ـي جرم ـم ـق ناHل ت ـق ذ ناـم ـق

10 9 8 7 6

ن د ـع ل ـس ر ـت ل ـق ـع ـن لت ـب ح ـت ـف ـت Note: You can easily turn the above examples into words ending with a Tanween. This

will ensure the concepts of Tanween are also being practiced. Examples:

2 1

ت ـق ذ ت ـق ذ


13

Worksheet Number 4

3 2 1

طـلـب جـمـل عـفـوا

6 5 4

حـبـل كـلـب ظـرف

9 8 7

بـيـت نـجـم حـلـل

12 11 10

ر سـم عـرف خـلـق

15 14 13

ر يـب صـبـحـا ا شـهـد


14

Worksheet Number 5

5 4 3 2 1

ـيـس ضـيـف غـيـب كـيـدا ر يـب ل

10 9 8 7 6

ز يـت حـيـث خـيـرا ر يـش د يـن

15 14 13 12 11

د يـن ضـيـف ـي ر يـش صـيـف ـف ل

20 19 18 17 16

عـيـن جـيـش ضـيـرا ز يـت مـيـت

25 24 23 22 21

كـيـلا و يـلـكـم سـيـل بـيـت هـيـهـات


15

Part 3

Notes for parents

Purpose of this section: This section covers examples of where the

Sukoon appears anywhere in a word. Examples:

3

End of a word

2

Middle of a word

1

Beginning of a word

ل د جاـي نا د ـج و اخـبـر Teaching strategy: After this section, children must be able to read the

whole word together. To achieve this, it is essential that each word in

the coming lessons is gradually “put together”, and as you cover more

examples there should be greater fluency.

Example of how to cover a word gradually (starting from the right):

Step 3 Step 2 Step 1 Actual word

نا د ـج و نا د ـج د ـج

Now let your child

recite the complete

word.

Now increase the

word – this could be

either the last part

(as in the example

above) or the first

part.

Ask your child the

Sukoon concept

first.

نا د ـج و

You will have to use pen and paper to adopt this method.

If at step 3 your child is struggling to recite the whole word together, then you

need to return to step 1 and start again. Exercising a little patience now will

ensure your child understands the relevant concept. Fluency in reciting the word

together is only achieved after working on different examples.


16

Lesson 1

5 4 3 2 1

قـلب مـصر اجـد سـبـع ر ز ق

10 9 8 7 6

ل ضا قـت ا فـعـل عـلـمـك يـنـصح تـسأ

Lesson 2

5 4 3 2 1

ا فـضل مـجرم وا حد اصـنام سـيـخـبر

10 9 8 7 6

ة قـد ر فـا خر ج سـبـحا ن جـعـلنـا ك لـبـعـض

Note: You can easily turn all the above examples into words ending with a

Tanween. This will ensure the concepts of Tanween are also being

practiced.


17

Lesson 3

Examples of words where Sukoon appears more than once in a word.

Remember: If at this stage your child finds these concepts a challenge,

then put the word together “gradually”.

4 3 2 1

ـم يـج عـل ـل سـلـتـم ر ا احسـنـت طـبـتـم

8 7 6 5

ـم نـجـعـل ا ل عـل ـا فـنـج كم خـلـقـنا ـزل سا ن

12 11 10 9

ـبـثـنـا ـن تـد خـل سـيـقـو ل ل عـيـنـيـن ل


18

Worksheet Number 6

3 2 1

ـبـاتـا اعـنـابـا ا فـواجـا ا ل

6 5 4

ا شـتـاتـا ا تـرا بـا ا ز وا جـا

9 8 7

حـيـا ء ا انـصـا ر ا ر سـلـنـا

12 11 10

انـجـيـت ا بـلـغـوا او ر ثـكـم

15 14 13

ا ر تـt ا عـر ج ا و يـنـا


19

Worksheet Number 7

3 2 1

مسا شو ضوحا ن لو

6 5 4

ب غو ل ظو كوف

9 8 7

ي ضو م فو و هو

12 11 10

سس و ذ ل و ـئ و ـث و ـن

15 14 13

ك و ـث و ـع وظ ـح وون


20

Worksheet Number 8

6 5 4 3 2 1

ن او ـغ ود ـشه ت ظ ـف ـح ري و م سل ف و ـس

12 11 10 9 8 7

وازن ـه ل ـفاع ـم يرونـها ـخ د ـال اع ـط ـم ـف ـع اـون

18 17 16 15 14 13

ب غـو فـن او د داو مـالـك ت ـو سـم تكون

24 23 22 21 20 19

تـادا او عـوفى شـوب تـووا مـوشـا نـول

30 29 28 27 26 25

ر صـو ر حـو قـلـوب ـة ذ ول ـون ون تـور يـقـول


21

Worksheet Number 9

5 4 3 2 1

م يـو را ثـو ف شـو ل قـو ش كـو

10 9 8 7 6

ـه حـو جـا و ز ل هـو ف ضـو تـهـا مـو ل

15 14 13 12 11

ـىوح ر ن غـو كـوكـب را و شـذ z صـو

20 19 18 17 16

ن يـو ت بـو ف قـو ي شـو ق ـو س

25 24 23 22 21

ـو ك بـو را ثـو ب طـو ا ر شـعـو ذ ل

30 29 28 27 26

ن هـو سـا ر حـو ح نـو ذ عـو ا تـكـون


22

Worksheet Number 10

5 4 3 2 1

ي ا تـي جـي خـي ي ذ

10 9 8 7 6

زي شـي ضـي ظـي غـي

15 14 13 12 11

قـي لـي نـي هـي يـي

20 19 18 17 16

بـي ثـي حـي د ي ري

25 24 23 22 21

سـي صـي فـي طـي عـي

29 28 27 26

كـي مـي و ي ئـي


23

Worksheet Number 11

5 4 3 2 1

ن يـمـا ا مـبـيـن اكـثـيـر مـجـيـد اخـيـه

10 9 8 7 6

بـبـنـيـه فـيـنـا ـيـلا ق فـعـيـلا عـيـن

15 14 13 12 11

ـذ يـتـيـمـا حـريـص حـبـيـب ـيـلا ع يـذ ل

20 19 18 17 16

اهـيـل الـيـم مـسـيـك صـبـيـرا ـقـيـت ل

25 24 23 22 21

فـيـل ثـمـيـر بـيـح ذ نـمـيـمـا حـيـتـانـهـم


24

Worksheet Number 12

5 4 3 2 1

قـا نـا جـا ع ن

10 9 8 7 6

لا ف ص قـو لـى

15 14 13 12 11

بـو مـو صـا ظـا فـى

20 19 18 17 16

ف ي ع ـ ھ سـو قـا

25 24 23 22 21

طـو ظـي شـو و ھ

30 29 28 27 26

نـو بـي ب ـخ وي


25

Worksheet Number 13

3 2 1

ـو نـظـروا ا ن عـو يـد ن تـقـول

6 5 4

حـورا مـد ادبـارهـم ن فـرقـا

9 8 7

د و دا ـه نـصـرن ـرك تـب

12 11 10

ـبـوس يـحـي فـنـفـخـنـا ل

15 14 13

ـز ز بـهـيـج ـة ل ل يـلـنـا ـو ي


26

Worksheet Number 14

3 2 1

مـفـعـلـة مـرجـومـيـن مـن مـن ا

6 5 4

مـوعـظـة مـقـتـل مـنـجـا

9 8 7

مـسـطـرة ـرب مـض ة ـامـمـح

12 11 10

ـا مـفـتـاحـا د مـعـهـو مـيـزان

15 14 13

مـنـحـصـر مـنـقـلـبـون مـوصـلـة


27

Worksheet Number 15

3 2 1

ن يـسـومـو ك ر بـو تـى و ا

6 5 4

يـتـون ز طـيـرا يـت بـ

9 8 7

ـطـيـف عـظـيـمـا بـشـيـرا ل

12 11 10

ـحـمـد ا ل سـل ر ا هـب ذ ا

15 14 13

يـهـام ا ـمـيـن تـنـزيـل عـال


28

Worksheet Number 16

5 4 3 2 1

ـتـمـن ائ اسـتـقـرأن اخـطـئـت بـرئـن جـرئـتـم

10 9 8 7 6

ئـت د أ د ائـو يـؤثـر فـأل

15 14 13 12 11

يـاب ت نـا يـأمـركـم هـم وا مـا ش قـا

20 19 18 17 16

ثـور يـؤمـن مـامـون نـبـا كـأس مـا

23 22 21

ئـت ا بـدا ا ف صـا


29

Worksheet Number 17 – Tashdeed

IMPORTANT NOTE: This is an important concept; it is

essential your child grasps this concept and is able to recite letters

containing Tashdeed.

3 2 1

عـم مـن شـق

6 5 4

ن ا عـد مـس

9 8 7

ن ا ب ر ثـم

12 11 10

ـا صـم حـبـا غـم

15 14 13

ـا ا م لا ا شـن


30

Worksheet Number 18 - Tashdeed

3 2 1

ـر ر قـد سـح سـلـم

6 5 4

ب عـذ غـب ر ج خـر

9 8 7

ف ـر ذ طـهـر صـر ك

12 11 10

ل بـد كـثـر ح صـر

15 14 13

م ـم كـر م قـس حـر


31


3 2 1

ن كـدا تـؤ فـرنـا و د تـوح

6 5 4

ـفـن س ـ خـ�� خـف ـوال

9 8 7

م مـنـبـه ربى� تـم

12 11 10

ـس ا س ـى يـس صـ�� ـم

15 14 13

ـف ا ل مـسـو غـط


32


3 2 1

ـه نـز لـيـثـبـت طـيـبـة ل

6 5 4

را جـبـا بـي عـر يـقـا صـد

9 8 7

ـداـس خـفـيـا يـة ر ذ ج

12 11 10

تـحـس ـ ا تـى ل ـن نـبـي

15 14 13

ا و عـد قـطـعـن لا ضـد


33


3 2 1

وا جـهـنـم عـشـيـا خـر

6 5 4

ا شـد ا مـحـل عـز

9 8 7

ر قـهـا ك يـا ا يـبـلـغ

12 11 10

ـة ق يـنـفـذ ـص ـكـن ل

15 14 13

يـتـخـلـص اتـبـعـوا و ة مـطـهـر


34


3 2 1

ـذيـن بـهـم ر مـنـاا و ال

6 5 4

هـم مـد يـ كـصـيـب ت عـد ا

9 8 7

ـل يـض هـن فـسـو� بـكـل

12 11 10

نـسـبـح س نـقـد شـر

15 14 13

ـبـر ال بـا لـنـف� ا تـبـت ص ـت ـث


35

More practice on Tashdeed

Note: If applicable, these pages can be missed out and given as homework

for the next Madrasa holiday or long weekend holiday.

Notes for parents:

The purpose of these lessons is two things:

Part A = Examples of words containing Tashdeed.

Part B = Short Quranic verses. These are there to practice ALL concepts

covered to date.

� Please cover the work as per the guidelines on the relevant page.

� The aim is to understand the concepts, recognise them and recite the

“short sentences” with 100% fluency and as an added bonus with a

“Quranic tune”. The latter is not a “core” objective and parents must

only encourage this if the overall fluency and recognition is extremely

good.

� Before going over the worksheets, please read through them all so

that you have a full understanding of the overall aims and objectives.

� These sheets have been specially prepared to assist your child with

the Tashdeed concept. Make the most of them.


36

Worksheet 23a - Words containing Tashdeed

Note: Please go over each word carefully. These words all contain a

Tashdeed and after the Tashdeed there is either a Dhamma, Fatha or

Kasra.

3 2 1

ب ا عـذ قـو ن يـصد ك نـحـر

6 5 4

ـبـة ل مـبـد مـتـعـج کا مـتـحـرWorksheet 23b

Note: Go over each word carefully. These words all contain a Tashdeed

and after the Tashdeed there is a Saakin letter. Thus pupils need to

understand how to join such words.

3 2 1

كـتـم ف سـلـطـت تـحـر صـر

6 5 4

ـر ن ـحـن يـتـفك لـفـنـاـتـك تـر ش


37

Worksheet 24

Note: These are words containing Tashdeed in no particular order.

3 2 1

ى ا س مـلـكـوا ـو صـلـيـنا

6 5 4

سـم ـيـت خـلـيـتـمـا ا مـن ـا

Reminder!

Go over the full mouth letters with your child.

7 6 5 4 3 2 1

خ ص ض غ ط ق ظ

Reminder!

There will be a Ghunna if Noon or Meem has a Tashdeed.

ن م


38

Worksheet 25 – Short Quran Verses

Note: Please go over each word carefully, and then help your child join up all

the words together. The aim is 100% recognition. To assist your child in

concentrating, cover up all other words so that the focus is just on one

word.

و ـس ر د ا ـق ـل ـ ف نا ـل هم ـي 1

نا قد ـو ل د ا ن وح ـ ن 2

ـك أ ـ ت لا ا ل قاـف ن و ـل 3

ذ لكم ر ـف ـغ ـي ل ـ اج الى كم ـب و ـن 4

ـ س د ـق ـو ل ـل ـرس ـالم نا د عباـ ل ناـت ـم ـ کل قت ـب ن ـي 5

ـك ـعاق ن کا ف ـي ـب ر نذ ـم ـة ال ن ـي 6


39


Note: Again, please go over each word carefully. The aim is not to learn

anything in parrot fashion. Point out and emphasise full mouth letters and

ensure Ghunna of Noon and Meem is taking place (see shaded letters).

1 ح ـم Hالة الح Hـط ـب

ـة م ـع ـرض ـو ن 2 و ه ـم فى غ ـف ـل

م ـا من او ت ـى ك ـتا ب ـه 3 ف ـا

ـن ـم ـرس ـل ـي ـه م ـن ع ـباد نا ال 4 ا ن

ه الن ـاس 5 م ـلك الن ـاس ا ل

ـن ـهد ي س ـي ـى ذا هب الى ربى 6 و قا ل ا ن


40


Note: Ensure each word is read separately, clearly and audibly. Only then

let your child attempt the entire sentence. Most sentences on this page

contain words with Tashdeed, go over these carefully.

ت ـ ف ا ن رو ـك ذ ـلا 1

و ـو ت ـ ح تى� ـهم ح ـن Hع ل ن ـي 2

ا ل ـه ل ـم م ـت ـن ن و ـع ـط 3

و رن ـح ـاس ـه ب ـ بش ـب ـق ن يا 4

ـع ـن ون ما م ـل ن نو ـل ـع ـ ي ما و يسر 5

ـض ا د ـق ـو ل م ـنك ـ م ل 6


41


Note: At this stage your child should be confident in applying the Tashdeed

concept. Most sentences on this page contain two or more words with

Tashdeed.

ا ل ـع ـف ـ ي ا ـم ـ ل د ـري 1

وا ب ـ م ذا ا و م ـه ـر 2

م کل ـث د ا ـت ـع ـالا 3 م ـي

و نت ذ ا ت ـق ـ و ح هاـرب ـ ل 4

ب ن بو كذ ـل ت ـکلا 5

ـن ـف ـى س ـج ـي ـف ـج ـا ر ل ب ال 6 ا ن ك ـت


42

Worksheet 29

3 2 1

ء شـآ ء سـو ء سـى

6 5 4

ء جـا ء جـو ء جـى

9 8 7

ء صـآ ا ء صـو ء صـى

12 11 10

ء طـآ ء طـو ء طـى

15 14 13

ء مـآ ء مـو ء مـى


43

Worksheet Number 30 – Madd

3 2 1

ء سـمـآ ت ء سـآ ء نـسـا

6 5 4

او هـم ء اهـوآ هـم ء بـنـآ ا ـئـك ل

9 8 7

ء اعـدآ ء بـري داـئ آ ز

12 11 10

ء ضـآيHبH ءا تـر يـل ء اسـرآ

15 14 13

� و ـئـى ال ـغـآ ء لآ ا ن ئـظـو ل


44

Worksheet Number 31 – Madd with Tashdeed

3 2 1

ـرآ ف صـوآ ـت ـف� و الـص� د ك ل

6 5 4

ـة خـآ ـآ ص ـيـن الـض ن جـآ ل

9 8 7

ـون تـح فة كـآ ن شـآ ـض

12 11 10

ـضـآ ـون ل ـة آصـ ل مـة طـآ خ


45

Worksheet Number 32

3 2 1

ـن حـيـمـا ر غـفـورا لا و حـرج ـكـم م ل

6 5 4

ـالـم يـعـض سـول مـع الـظ ـنـثـورا هـبـاء الـر م

9 8 7

ـا شـر ـکان هـاديـا م يـط کان نـصـيـرا و ـن الـش

12 11 10

ـل مـد ـوء مـطـر اتـخـذ مـن الـظ الـس

15 14 13

ـيـط عـمـل يـسـيـرا قـبـضـا مـبـيـن عـربـي ـن الـش


46

Worksheet Number 33

3 2 1

ـفـريـن بـالك مـحـيـط بـمـاـيـم ال بـكـم صـم

6 5 4

بـه کافـر ـبـاهـم ان ان ـبـئـونى

9 8 7

بـعـد مـن بـعـد ايـمـان بـاذنـى طـيـرا

12 11 10

بـلـغ مـن بـيـنـنـا شـهـيـدا ان ـواـب


47

Waqf rules – Notes for parents

These sheets replace pages 34 to 36 in Ahsanul Qawaid. These pages (34

to 36) can be covered after these Waqf rules have been fully completed.

The purpose of this is as follows:

1. Highlight the different methods of Waqf in order (in Ahsanul

Qawaid there is no particular order).

2. To help pupils understand that Waqf must be done when any one of

the Waqf symbols appears.

3. Provide sufficient examples regarding each rule for the children to

practice.

The overall aim is to understand the concepts, and recite the “short

sentences” with 100% fluency.

1. What is Waqf?

Waqf in an Arabic word which means to stop at end of or in the middle of

a verse.

2. What are the symbols of Waqf?

There are many symbols of Waqf. They can be categorised into two main

categories:

1. A circle at the end of the verse ( )

2. A letter from the Arabic alphabet appears. E.g. م, ط , .etc ج

3. How many rules are there regarding Waqf?

There are 5 rules regarding Waqf. We will look at each individually in the

coming pages.


48

NOTES:

� Ensure children are given a good “briefing” that they are to learn

“how to stop at the end of a verse”.

� Examples need to be given as to what a “verse” is.

� The word “Waqf” needs to be introduced whilst going over the

various examples and rules.

� The various Waqf signs used in this handout need to be covered

prior to starting the first rule. These then need to be constantly

emphasised when doing examples.

� It may be a good idea to open the Quran and show children the

various Waqf signs.

Other:

� Where a child is struggling on the actual word, then this must be

rectified as a matter of priority. A child will only struggle if he or

she has not fully grasped the previous concepts.

� Where a child is struggling with the actual word, Waqf becomes

second priority. Explaining the relevant concept your child is

struggling with must take precedence.

� At this stage your child must be reciting loudly and audibly.

� Where there are 2 or more words in an example, after reciting

these words “separately”, your child needs to recite (as much as

possible) the entire “verse” together. This is known as fluency.


49

Waqf Rule 1 & Worksheet Number 34

When doing Waqf on a word, the last letter will be made Saakin. That

means that the Fatha, Dhamma etc will be replaced with a Sukoon.

Example:

وقب ذا ا

وقب اذا

Now practice doing Waqf with the following examples:

1 ا ذا حس ـد د

ـع س ـم ـو ت ت 2 س ـب

3 ق ـل ه ـو االله ا ح ـد ج د

4 م ـن خش ـي ر ب ـه

5 م ـن خ ـو ف ط

ـسر 6 ا ذ ا ي

ـن ج ـم ـرس ـل ـي 7 و سلا م ع ـ� ال


50


When doing Waqf on a word that ends with ة, the ة will be changed to a B. Example:

قارعه ـما ال

عة ر قاـما ال


B 1 ج ـن ـة

B ـة ـب ي ـة ط ـي 2 ذ ر

ـة ط ـقر ي 3 اصحا ب ال

ـة ج ـع ـق ـب 4 ما ال

ا ج ـف ـة ـوم ـئ ـذ و 5 ي

ب ـصا ر ها خا ش ـع ـة ط 6 ا

ـهم م ـؤص ـد ة ـي 7 ع ـل


51


When doing Waqf on a word that ends with Fathatayn, one Fatha will be

removed.

Example:

زا مفا

زا فاـم


1 ع ـم ـلا لا

ـا با 2 و اع ـن ـا ب

ـا ط ا ب ـه کا ن ت ـو 3 ا ن

ـحا ط حا 4 ا خ ـا ه ـم صا ل

ـدا ط ـد ك ـي 5 و ا ك ـي

6 ط ـو ى

ـا ء ج ـن ـا ه ـم غ ـث 7 ف ـج ـع ـل


52


When doing Waqf on a word that ends with an Alif or Standing Fatha,

then it will be read as it is written. Thus there is no change to the last

letter of the word as in the previous 2 rules.

Examples:

اياتنا

اياتنا

� والض

� والض


ـها 1 ا و ح ـى ل

ط 2 لش ـتى�

3 م ـن د س� ـها

ط 4 و الـن ـها ر ا ذا ت ـج ـ��

5 و الش ـم ـس و ضح ـه ـا ج

ـح ـس نى 6 و ص ـد ق با ل


53

Waqf Rules – Various Examples - Worksheet Number 38

Practice doing Waqf with the following examples.

All Waqf rules have been mixed up on this page.

ـر ح ـسا ب ـي 1 ب ـغ

د ـح ـي ـث ال ـش اـغ 2 ج ة ـي

ـم ـو ن 3 فسو ف ت ـع ـل

ـها ع ـذابا نكرا ط 4 و ع ـذ ب ـن

5 و قا ل الانسان ما لها ط

ـع ـد ة 6 و ا ح ـصوا ال

ش ـي ء ق ـد را ط ـك ـل 7 ل

ـة ج 8 نا ر حا م ـي

ـى ط ج ـع الى ر ب ـك الر 9 ا ن

’B ـرا ي ـر ـق ـا ل ذ ر ة خ ـي 10 ف ـمن ي ـع ـمل م ـث


54

Waqf Rule 5 – For parents only

When doing Waqf on a word that ends with a Hamza containing

Fathatayn, one Fatha will be removed and an Alif will be added.

Example:

نسآ ءا

نسآ ء

Important: As these types of words occur in the Quran less frequently,

we will not be covering this in the class. The aim of Level 1 is to grasp the

very basic Waqf rules.


55

Quran Verses

The aim of the following verses is as follows:

a) To practice and implement the various concepts that have been

covered in Ahsanul Qawaid.

b) Pupils can have a “sense of achievement” that we are now moving

onto the Quran.

Parents and teachers need to:

a) Ensure there is no parrot fashion learning

b) Each verse must be written on the whiteboard - word by word – and

then children need to attempt to read each word. Teaching must be

interactive and where children stay focused.

c) After each word has been “broken down” and covered in the above

manner should an attempt be made to recite the entire verse

together.

d) Where a child is struggling, then that particular concept needs to

be highlighted and revised.

e) Point out that the various symbols at the end of the verse are

“stop” signs.

f) Pronunciation must always be clear and must no be compromised.

g) At this stage do not expect a high level of fluency. Our objective is

to encourage the recitation of words without any errors. Thus

these verses also act as a revision aid for the concepts covered in

Ahsanul Qawaid.


56

Quran Verse – 1

سل تلك ـ ف الر ل م ض ـع ـ ب ع� ضهم ـع ـ ب ناـض

Quran Verse – 2

ط ت اـج ر د ضهم ـع ـب ع ـف ر و االله لم ـك من نهم ـ م

Quran Verse – 3

خسر قد ـف ـ مب اـ خسران ـي اـن

Quran Verse – 4

و د ـع ـي ـن ـم ـي هم ما و هم ـي ـه د ـع ـ ي ي الش لا ا ن طاـم ۞راغرو


57

Quran Verse – 5

ج م ـه ـب ر د ـن ـ ع أجرهم هم ـل

Quran Verse – 6

االله � ـ ع رى ـت ـ اف ن ـم ـف د ـع ـب ن ـم ب ذ ـك ـ ال ۞لك ذ

Quran Verse – 7

ـإبراه ل قا إذ و ب ر م ي ـ ك ي ـن ر أ ىحي ـ ـ ت ف ـي ط موz ـال

Quran Verse – 8

و أ ال ـق ط ن ـؤم ـ ت م ـل

ـك و � ـ ب ال ـق ن ـل ـ ل ـ ق ن ـئ ـطم ـي ط ي ـب ـل


58

Quran Verse – 9

ـا ف ـ ه ك ــئ ول ال االله ق صد ل ـق ن و ـم ـم الظ

Quran Verse – 10

ا ـي ن ـا الذي ه ـأي ا ـب ع ـت ـ ك او ـن م ـ ـيكم الص ـل ب ـت ـ ك ماـام ك ـي

� ـع ـ ق ن ـ م ذين ـال لكم ـب ن و ـق ـت ـ ت لكم ـع ـ ل

Quran Verse – 11

ا ن ينفقو ن لذي ـ أموال هم في س�ي ل ا � لا يت ن و ـع ب ـ ثم

أ آ م لا ذى أ لآ و ناـ م افقو ن


59

Quran Verse – 12 ـ ت ك ـل يات ا اب ـت ـك ـ ال ـمب ـ ال ن ـي

ا ا ان ـن ر ـق B اـن ـزل ا ـرب ـع ا ـن ا ـي ـع ـل ـق ـع ـ ت م ـك ـل ن و ـل

Quran Verse – 13

لا ب ن رو ـت ـش ـ ي ـم ـث االله يات ا ـل ـق ا ـن ـي ط لا ـئك أول ط م ـه ـب ر د ـن ـ ع م ـره ـ أج م ـه ـ ل

Quran Verse – 14

االله ن إ ع ـ سري اب ـس ـح ـال أ اي اـه ـي ـ ال ن ذي او ـط ـراب و اوصابرو او ر ـ اصب او ـن ـم ا


60

Quran Verse – 15

إ ن ـال ن ـذي و او ـن ـم ا ـال ـذي و د ـاه ـج و ارو ـاج ـه ن ي ـف ا ـسب لا ل االله ـي

Quran Verse – 16

أو ـئك ل ر ر غفو االله و ط مت االله ـح ر ن و ـرج ـ ي ۞م حي

Quran Verse – 17

ـي ا ها ـي ن الذي إلى م ـمت ـ ق إذا او من ا ل ااغسلو ف ة و الص

و م ـك ـه و ـج و ۞يكـم د ـ اي

Quran Verse – 18

ى ـ ت ؤ ـي ج ء شآ ي من حكمة ـال

ومن ؤت ـي ي ـت أو فقد حكمة ـال ـث ـك را ـخي ط ار ـي


61

Quran Verse – 19

ك فمن ـ ف حآج ن ـم ك ء آـ ج ما د ـع ـ ب ن ـ م ه ـي قل ـلم ف ـع ـال ـع ـت ۞وا ـال

Quran Verse – 20

ا ـن ـي ما د ـري ي أن طان ـ الش ب ـق و ـ ي ـع ـنك ـي ال و داوة ـع ـم فى ء آض ـغ ـالب و خمر ـ ال ۞ م¡سر ـال

Quran Verse – 21

ن ـل ف ـك ن ـ يست ـ ال و ـك ـي أن ح ـمسي عب اد ـن � ـ ل لا و ه ـل ة ـئك ملآـال ب ـق ـم ـ ال ط ن و ـر


62

Quran Verse – 22

ـف ع م ـل ـ م ن ـ ع وا ـت ـا ن ـن ـع او ـه ـا ـق ه ناـل ك ـ ل ة رد ـق انو و ـهم ـسئ خ ن ـي

Quran Verse – 23

قا ـط ـت نا إ او ـل ج بكم رنا ـي

ن ـئ ـ ل او ـه ـت ـن ـ ت م ـ ل ـ ل و نكم ـم ـرج ـن ـل ناـ م كم ـن ـمس ـي أ ذاب ـع ـل مي

Quran Verse – 24

اـم ـإن ـ ف وة ـ إخ ن و ـن ـؤم ـم ـ ال ـ ب احو ـصل ا يكم و ـخ أ ن ـي االله واتقوا ن و ـم ـرح ـ ت لكم ـع ـ ل


63

Quran Verse – 25

إ حي و أ ا م ل ـت ا من يك ـل ـأق و اب ـت ـك ـ ال ل ط ة وم الص

Quran Verse – 26

لا ن إ ـن ـ ت ة الص ن ـ ع ى ـه و ء آ حش ـف ـ ال ط ر ـك ـمن ـال

End of workbook.

Keep this safe.

It will be required for revision at the beginning of the

term in Level 2.

Documents

Madrasa Tajweedul Quran - UKIM Education...Madrasa Tajweedul Quran 1 ˝ ﻪـٗﻤـََّﻠـَﻋ و َنآَﺮْـﻘـُْﻟا ﻢـََّﻠـَﻌـَﺗ ﻦْـَﻣﻢـْﻛ