MATSEC IM Arabic key terms

A glottal stop sound written as ء or carried on a seat (ا و ي). Candidates must recognise where it is written, pronounced, or dropped, since spelling accuracy is assessed in writing tasks.

A connecting hamza pronounced only when it begins an utterance and dropped in connected speech, as in the article ال or the imperative of certain verbs. Distinguishing it from the cutting hamza is a common spelling test point.

The cutting hamza, always pronounced whether at the start of speech or mid-sentence, and always written with a seat or on the line. Contrasting it with the connecting hamza is regularly examined in dictation and composition.

The round taa (ة) written at the end of many nouns and adjectives, pronounced as t in construct or before a vowel and as h in pause. Correct use versus the open taa is a frequent spelling question.

The open taa (ت) written with its two dots at the end of words such as بنت or كتبت. Candidates must distinguish it from the round taa, especially in verb endings and plurals.

The final alif written as ي without dots (ى) in words such as على and هدى. Recognising when to write it instead of plain ا is a standard orthography checkpoint.

The final alif written as ا in words such as عصا and دعا. It must be distinguished from the shortened alif in writing, particularly in verbs and nouns of the third weak root.

The diacritic (ّ) marking gemination, i.e. a doubled consonant pronounced twice as one long sound. It affects meaning and metre, so misreading it can change a word entirely.

The doubling of a final short vowel sign (ـًا ـٌ ـٍ) to mark indefiniteness in nouns. Candidates must know its three types and when it is written or omitted in formal prose.

The system of short vowel signs and other diacritics placed above or below letters to show pronunciation. Reading partly vocalised texts and adding basic vowel marks are expected skills at this level.

The system of case and mood endings that shows a word's grammatical function, marked by short vowels or letters. Identifying the correct ending in a sentence is a core grammar task.

The noun phrase that opens a nominal sentence and is spoken about, normally in the nominative case, as in الطالبُ مجتهد. Locating it and its predicate is a standard parsing exercise.

The predicate that completes the meaning of a nominal sentence, telling us something about the subject, as in الطالبُ مجتهدٌ. It may be a single word, a phrase, or a whole clause.

A sentence beginning with a noun, made up of a subject and predicate, and lacking a full verb at its head. Recognising it helps candidates vary sentence structure in their own writing.

A sentence that opens with a verb, followed by its subject and optionally an object, as in كتبَ الطالبُ الدرسَ. Understanding its order is essential for reading and for producing correct formal prose.

The doer of the verb in an active sentence, always in the nominative case, as in فهمَ الطالبُ. Identifying it correctly determines agreement and case endings in composition.

The direct object of a transitive verb, normally in the accusative case, as in قرأتُ الكتابَ. Candidates must spot it in sentences and supply correct endings in written answers.

The construct state joining two nouns, the first indefinite in form and the second genitive, as in كتابُ الطالبِ. It affects definiteness, case endings, and the omission of the round taa's pronunciation.

The second noun in a construct phrase, always genitive and never taking the definite article ال itself, as in بابُ البيتِ. It is central to translating and composing noun phrases.

The past tense verb, indicating a completed action, as in درسَ. Candidates must conjugate it across persons and genders and use it correctly in narrative writing.

The present or future tense verb, beginning with one of the prefix letters أ ن ي ت, as in يكتبُ. It carries mood endings and is essential for describing habits, current events, and plans.

The imperative verb form used to give a command, as in اكتبْ. It is built rather than inflected for mood, and candidates must form it correctly from the present tense.

The passive verb, where the doer is unnamed, as in كُتِبَ الدرسُ. Recognising and forming it is required for reading reports and for formal, impersonal writing.

The active verb, where the doer is stated or implied, as in كتبَ الطالبُ. Contrasting it with the passive is a frequent transformation exercise in grammar sections.

A transitive verb that requires a direct object to complete its meaning, as in أكلَ الولدُ التفاحةَ. Knowing which verbs take objects helps candidates write complete, correct sentences.

An intransitive verb that does not take a direct object, as in جلسَ or نامَ. Candidates must not add objects to such verbs when composing sentences.

A verb whose root contains a weak letter (و or ي), such as قالَ or وعدَ. Its conjugation changes vowels and sometimes letters, so it needs specific attention in writing tasks.

The change a weak letter undergoes in a word, such as و becoming ا or ي being dropped, as in قالَ from قول. Understanding it explains irregular-looking spellings in reading and dictation.

Particles such as أنْ، لنْ، كي، and حتى that put the following present verb into the subjunctive, usually ending in ـَ. They are frequently tested in sentence-completion items.

Particles such as لمْ، لا الناهية، and إنْ that put the following present verb into the jussive, often with a silent final vowel. They are a standard grammar checkpoint in formal Arabic.

A pronoun attached to a word as a suffix, such as ـهُ in كتابُهُ or ـتُ in كتبْتُ. Recognising what it refers to is vital for comprehension of connected prose.

A pronoun written as a separate word, such as أنا، هو، هم. Candidates must match it correctly with verbs and nouns for person and gender in sentence construction.

An accusative verbal noun derived from the verb and used for emphasis or to describe the manner of the action, as in فرحَ فرحًا شديدًا. It appears in grammar exercises on accusative complements.

A word with a meaning close to another, such as كبير and ضخم. Synonym questions test vocabulary breadth and the ability to choose the word that fits a context precisely.

A word opposite in meaning to another, such as طويل and قصير. Antonym items are common in vocabulary sections and require attention to the exact sense used in context.

The surrounding words and situation that determine a word's intended meaning. Candidates should use context clues rather than isolated dictionary senses when answering comprehension and vocabulary questions.

The central point a passage conveys, usually stated or implied in its opening or closing sentences. Identifying it is the first step in answering comprehension questions accurately.

A conclusion drawn from evidence in the text rather than stated directly. Inference questions ask what the writer implies, so answers must be supported by the passage itself.

Language used to compare or contrast ideas, using words such as أكبر من، مثل، بينما. Recognising these markers helps candidates follow argument structure in reading passages.