MATSEC SEC Arabic key terms

A glottal stop sound written as ء, or carried on ا و ي. Candidates must recognise where it is pronounced and where it is dropped, especially in the definite article and in connected speech.

The set of short vowel marks and other diacritics placed above or below letters to show pronunciation. Reading fully vocalised text accurately is a core skill in the examination.

The three short vowels: فتحة a, ضمة u, كسرة i. They determine case and mood endings and must be produced correctly in reading aloud and in writing.

The doubling of a short vowel at the end of an indefinite noun, written with doubled marks and pronounced as -an, -un, -in. It distinguishes indefinite from definite nouns.

The system of case and mood endings that shows a word's grammatical role. Recognising nominative, accusative, genitive and jussive endings is essential for comprehension and for accurate composition.

The root of usually three consonants from which related words are built by adding vowels, prefixes and suffixes. Knowing roots helps candidates guess the meaning of unfamiliar vocabulary in reading passages.

The pattern of vowels and added letters built on a root, conventionally shown with the model فَعَلَ. Identifying the pattern helps candidates work out whether a word is a noun, verb or adjective.

The process of forming new words from a root by applying patterns, such as forming an active participle or a noun of place. It explains family relationships between words in a text.

The definite article ال, meaning 'the'. It is assimilated in pronunciation before certain consonants and omitted in the construct state, so its behaviour affects both reading and writing.

The construct state, where one noun is possessed by or linked to a following noun in the genitive. The first noun takes no article and no nunation, a rule frequently tested in composition.

The subject and predicate of a nominal sentence, both normally in the nominative. Recognising this pair is the first step in parsing simple sentences in reading and writing tasks.

The verb and its agent, the doer of the action, which stands in the nominative. This pair forms the core of verbal sentences and is central to parsing and to writing correct Arabic.

The direct object of a transitive verb, standing in the accusative. Correctly placing and marking it is a frequent requirement in sentence-transformation and translation exercises.

The past-tense verb, which changes form according to person and gender by taking suffixes. Candidates must conjugate it with attached pronouns in both writing and speaking tasks.

The present or future tense verb, marked by prefixes and taking different endings depending on mood. It appears in indicative, subjunctive and jussive forms, each tested in grammar exercises.

The imperative verb form used to give a command, addressed to the second person. Recognising and producing it correctly matters in dialogue, instructions and functional writing tasks.

The dual form, used for exactly two of something and marked by ان or ين endings. It is tested through matching nouns, pronouns and verbs to quantities in sentences.

The plural form, whether sound masculine, sound feminine or broken. Broken plurals must be learned as vocabulary, while sound plurals follow predictable case endings.

Feminine and masculine gender. Gender controls pronoun choice, adjective agreement and verb endings, so candidates must identify it for every noun they use.

The adjective and the noun it describes, which agree in gender, number, case and definiteness. Agreement errors are among the most common mistakes in written composition.

Personal pronouns, both attached and detached, such as أنا, هو, هم and the suffixes like ـه and ـها. Correct use is essential for cohesion in writing and for listening comprehension.

Prepositions such as في, من, إلى, على and عن, which put the following noun in the genitive. Choosing the right preposition is a frequent test point in cloze and translation items.

Question words such as من, ما, أين, متى, كيف and لماذا. They are needed for forming questions in speaking and for locating information in reading passages.

Negation particles such as لا, ما, لم and لن, each used with a particular tense or mood. Recognising which negation fits which verb form is a regular grammar and comprehension item.

The merging of one letter into a similar one during pronunciation, including the assimilation of the article's ل before sun letters. It affects how text is read aloud and transcribed.

The main idea of a written or spoken text, stated or implied. Identifying it quickly is the key strategy for answering comprehension questions within the examination time limit.

A supporting detail or secondary point that backs up the main idea of a passage. Distinguishing it from the main idea helps candidates avoid distractors in multiple-choice comprehension items.

Drawing a conclusion that is not stated directly but follows from the text. Candidates must support inferences with evidence rather than personal opinion when answering questions.

Working out the meaning of an unfamiliar word from the words and sentences around it. This skill reduces dependence on a dictionary and is tested through gap-fill and synonym items.

Synonyms and antonyms. Examination items ask candidates to match words of similar or opposite meaning, so a broad working vocabulary is more useful than isolated word lists.

The existence of several words with closely related meanings, such as synonyms for 'house' or 'big'. Awareness of near-synonyms helps candidates choose the most suitable word in composition.

The register and tone of a text, ranging from formal written Arabic to colloquial speech. Candidates must match their own writing style to the task, for example a formal letter or an informal message.

A letter or message, either formal or informal, with conventional openings and closings. Writing a short letter on a familiar topic is a standard productive task in the examination.

A paragraph built around one controlling idea, usually opening with a topic sentence and supported by details. Structuring answers in clear paragraphs is required in longer writing tasks.

Punctuation marks such as the comma ، the full stop . the question mark ؟ and the colon :. Using them correctly improves clarity and is assessed in written composition.

Translating between Arabic and the language of instruction, usually English or Maltese. Accuracy of meaning, tense and register matters more than word-for-word rendering in translation items.

Arabic handwriting and calligraphy, including letter joining and correct letter shapes in initial, medial and final positions. Legible joined handwriting is expected in written answers.

Knowledge of customs, geography, festivals and everyday life in Arabic-speaking countries. Cultural background knowledge supports comprehension of authentic texts and informs sensible content in composition.