Kurdish Grammarکتێبی ڕێزمانی کوردی

A Basic Guide to
Kurdish Grammar
‫ﺰﻣﺎﱐ ﻛﻮﺭﺩﻱ‬‫ﱯ ﺭﹺﻳ‬‫ﻛﺘﻴ‬
A self-study reference and practice book
Danielle H. Kim
A Basic Guide to Kurdish Grammar
FREE DOWNLOAD
You can download the soft copy of this book from the CLIK (Culture and Language
Institute of Kurdi and Kori) website: http://www.clik2rock.org
ANY QUESTIONS OR COMMENTS?
Send me an email at [email protected]

Contents
Title Page
Number
Chapter 1. Kurdish Alphabet ------------------------------------------------ 1

The Alphabet
- Consonants
- Simple Vowels
- Complex Vowels)
Reading Exercise
Chapter 2. Grammatical Units ------------------------------------------------ 7

The Parts of Speech
The Parts of the Sentence
Traits of Kurdish
Chapter 3. The Noun Phrase ------------------------------------------------ 12

Noun Suffixes
- The Absolute State
- The Indefinitive State
- The Definitive State
Demonstratives
Personal Pronouns
- Independent Pronoun
- Bound Pronoun
Izafe
Possessives
Enclitic – ish
Chapter 4. Linking Verbs ------------------------------------------------ 23

Mostly equivalent to ‘to be’ in English
Negative Statements
Sentences With Linking Verbs
Exercises
Chapter 5. Questions ------------------------------------------------ 26

Making Questions
- Yes/No Questions
- Using Question Words
- Sample Questions
Chapter 6. Adjectives ------------------------------------------------ 27

Comparative and Superlative Adjectives
Formation of Noun, Adjective and Adverb
Sentence Order
Chapter 7. Prepositions – Part I ------------------------------------------------ 31

Introduction to Prepositions
Preposition & Postposition
Adverbial Phrases
Chapter 8. Verb Types ------------------------------------------------ 34

Intransitive & Transitive
Simple, Complex, Compound
Summary
Chapter 9. Tenses ------------------------------------------------ 37

Finding Stem & Root for Verb Conjugation
Present and Future
Imperatives (Commands)
Past Tense
- Simple Past
- Past Continuous/Habitual
- Present Perfect
- Past Perfect
Chapter 10. Irregular Verbs ------------------------------------------------ 61

‫ﻫﺔﺑﻮﻭﻥ‬
‫ﺵ ﺑﻮﻭﻥ‬‫ ﺩﻝﹶ ﺧﻮ‬,‫ ﻭﺍ ﺑﻮﻭﻥ‬‫ ﺛﻲ‬,‫ﺵ ﺑﻮﻭﻥ‬‫ ﺧﻮ‬‫ﺛﻲ‬
‫ﺣﺔﺯ ﱄﹶ ﺑﻮﻭﻥ‬
‫ﻭﻳﺴﱳ‬
‫ﺵ ﻭﻳﺴﱳ‬‫ﺧﻮ‬
‫ ﻭﻳﺴﱳ‬‫ﺛﻲ‬
Special Compound Verbs
Chapter 11. Passives ------------------------------------------------ 66

Formation
Irregular Passives
Factitive Verbs
Chapter 12. Prepositions – Part II ------------------------------------------------ 69

Time
Place
Way, Method
Position Prepositions
Idioms
Other Postfixes
Chapter 13. Subjunctives ------------------------------------------------ 76

The Present Sujunctive
The Past Subjunctive
How To Use The Subjunctive
- Simple Sentence
- The Irrealis Mood
- Conditional Sentence – Type I
- Conditional Sentence – Type II
- Conditional Sentence – Type III
- Common Modal Verbs & Adjectives
Chapter 14. Conjunctioins ------------------------------------------------ 87

Co-ordinate Conjunctions
Conjunctive Adverbs
Relative Pronoun
Subordinate Conjunctons
PREFACE
Kurdish belongs to the Western Iranian group of the Indo-Iranian branch of the Indo-
European family. The two principal branches of modern literary Kurdish are (1) Kurmanji,
the language of the vast majority of Kurds in Turkey, Syria, Armenia, and Azerbaijan with
an estimated 15-17 million speakers, and (2) Sorani, the language of most Kurds in Iraq
(5 million speakers) and Iran (5-6 million speakers).
Iraqi Kurdistan, essentially unrepresented and repressed by previous Iraqi governments, is

emerging as a major force in post-Saddam Iraq. As the rest of Iraq has plunged into a
downward spiral, Kurdistan has enjoyed relative political stability and suffered limited
violence, in part owing to a sectarian and political homogeneity lacking elsewhere in the
country. The Kurdish region has enjoyed de facto autonomy since 1991, when the
American military established a no-flight zone there, a status formalized by the new Iraqi
Constitution.
Sorani has been the second official language of Iraq since the creation of the country after
World War I and has been the working language of the Kurdistan Regional Government
(KRG), schools and the media of Iraqi Kurdistan. Sorani is also the most studied and best-
known Kurdish language among all its dialects.
The interest and demand for learning Sorani has never been so significant, as more
international businessmen and workers come to this new world and find opportunities.
This book is written to help anyone who is interested in studying Sorani. No prior
knowledge is necessary to start studying this book. While I tried to avoid exceedingly
advanced grammar or too many details, I also tried to put together most fundamental
grammar rules for devoted learners.
As a Sorani beginner, I struggled to find a well-explained grammar book when I first came
to Hawler. The single biggest beneficiary of this book should be myself since I learned the
most as I gathered information and wrote this book J, and I’d be just glad if this book can
also help somebody out there, struggling to grasp the language.
Sorani is a beautiful language.

I hope all my readers enjoy studying Sorani as much as I did.
May 25, 2010

Danielle H. Kim
In Hawler, Iraqi Kurdistan
ACKNOWLEDGEMENTS
This book wouldn’t have been possible without the help and encouragement of
following people:
All of my dear friends and language teachers who kindly answered my bugging questions.:
Ahmed, Akar, Araz, Arazoo, Ashty, Azady, Bahara, Bakhtiyar, Dosty, Dr. Hewa, Hadia,
Hasan, Hawre, Hazha, Huda, Lulav, Kak Namk, Kak Smko, Kayhan, Khabat, Media, Naz,
Nazira, Nina, Parwin, Rezan, Roopak, Rozha, Shahla, Snoor, Soma, Suheila, Sumeiya,
Taban, Taha, Tahr and Zhian.
Sangar, for your thorough knowledge in Kurdish and for reviewing this book.
Jeanne, for your careful editing.
Team Jubilee, for your loving support and prayer.
The Ministry of Culture of KRG, for publishing this book.
Finally and most importantly, my Lord, God, for providing me persistent interest & love in
studyng Kurdish, and strength & wisdom that I needed to finish this book.
Thank you for calling me to Kurdistan.
REFERENCES
The following books were consulted throughout the process of writing this book:
MOST THOROUGHLY STUDIED
Thackston, W.M. Sorani Kurdish, A Reference Grammar with Selected Readings Iranian
Studies at Harvard University. http://www.fas.harvard.edu/~iranian/Sorani/index.html
OTHER REFERENCES
Rempel, Chérie Exercises in Sorani Grammar Kurdish Language & Culture Institute, 2003
Qaradaghy, Aram Kurdish Phrase-Book Sulemaniya, 2002
Qazzaz, Shafiq The Sharezoor Kurdish-English Dictionary Aras Press and Publishers
Erbil, 2000
Salah, Mohamad S. Sana for Learning Arabic-Kurdish-English 2009
Ali, Ihasan JAF English-Kurdish Dictionary 2009 [email protected]
Mohammad, Shirwan Oxford Photo Dictionary English-Kurdish 2008
Nawkhosh, Salam Oxford Dictionary Kurdish-English Sulemaniya, 2002

Kurdish is a beautiful language.

1. KURDISH ALPHABET
THE ALPHABET
Arabic Shape Latin Phonetic Pronounciation Examples

Character Changes Equivalent
Consonants
1 N/A ‘Hamze’ is not treated as a ,‫ﻮﺓ‬‫ﺋﻴ‬
‫ﺀ‬ separate letter of the
alphabet. It always occurs ,‫ﺋﺔﻭ‬
in conjunction with a vowel. ‫ﺋﺎﻳﺎ‬
2 B B as in Bed ‫ﺑﺎ‬
‫ﺏ‬ ‫ﺑﺒﺐ‬
3 P P as in Pen ‫ﺛﻴﺎﻭ‬
‫ﺙ‬ ‫ﺛﺜﺚ‬
4 T T as in Test ‫ﺗﺎﻝﹶ‬
‫ﺕ‬ ‫ﺗﺘﺖ‬
5 C J as in James, Joe ‫ﺟﻮﺍﻥ‬
‫ﺝ‬ ‫ﺟﺠﺞ‬
6 Ç CH as in Chair ‫ﺿﺮﺍ‬
‫ﺽ‬ ‫ﺿﻀﺾ‬
7 H This consonant is ‫ﺣﺔﻭﺕ‬
‫ﺡ‬ ‫ﺣﺤﺢ‬ pronounced with a strong
expulsion of air from the ‫ﺣﺎﺟﻲ‬
chest. It is similar to the ‫ﺣﺔﺳﺔﻥ‬
sound you make when you
fog a mirror with your
breath (hah).
There is an increasing
tendency in modern Kurdish
to substitute ‫(ﻩ‬H) for ‫(ﺡ‬H).1)
8 X A voiceless velar fricative ‫ﺮﺍ‬‫ﺧﻴ‬
‫ﺥ‬ ‫ﺧﺨﺦ‬ consonant 1)
CH as in German Bach
9 D D as in Dad 2) ‫ﺩﺍﺭ‬
‫ﺩ‬ ‫ﺩﺓﻣﺪﻳﺪ‬
10 R R as in brain ‫ﺳﺔﺭ‬
‫ﺭ‬ ‫ﺭﺍﺑﺮﺭ‬ 3)
11 R Trilled R. 3) ‫ﻄﺎ‬‫ﺭﹺﻳ‬
‫ﺭﹺ‬ ‫ﺭﹺﺭﹺﻳﺮﹺ‬ No equivalent in English.
Like rr in Spanish
12 Z Z as in Zero ‫ﺯﺓﻧﻂ‬
‫ﺯ‬ ‫ﺯﺑﺰﺯ‬
1
13 J Equivalent to French J as in ‫ﺫﻥ‬

‫ﺫ‬ ‫ﺫﺫﺫ‬ pleasure and measure
14 S S as in Sea ‫ﺳﺎﻝﹶ‬
‫ﺱ‬ ‫ﺳﺴﺲ‬
15 Ş SH as in Ship ‫ﺷﺎﺭ‬
‫ﺵ‬ ‫ﺷﺸﺶ‬
16 AH A voiced velar fricative ,‫ﻋﺎﺭﺓﻕ‬
‫ﻉ‬ ‫ﻋﻌﻊ‬ No equivalent in English 1)
‫ﻋﻴﺴﺎ‬
17 GH A voiced velar fricative ‫ﻐﺔﻣﺒﺔﺭ‬‫ﺛﻴ‬
‫ﻍ‬ ‫ﻏﻐﻎ‬ No equivalent in English 1)
18 F F as in Feel ‫ﺷﱳ‬‫ﻓﺮﻭ‬
‫ﻑ‬ ‫ﻓﻔﻒ‬
19 V V as in Victory ‫ﻇﻴﺎﻥ‬
‫ﻅ‬ ‫ﻇﻈﻆ‬
20 Q Q as in Iraq 1) ‫ﻗﺔﻻﹶ‬
‫ﻕ‬ ‫ﻗﻘﻖ‬ (local pronunciation)
A voiceless uvular stop
‫ك‬ 
21 K K as in Key ‫ﻛﻮﺭﺩ‬
22 G G as in Girl, gas ‫ﻃﻮﻝﹶ‬

‫ﻁ‬ ‫ﻃﻄﻂ‬
23 L L as in Lot, Lost ‫ﻟﻮﻭﺕ‬
‫ﻝ‬ ‫ﻟﻠﻞ‬
24 Ł Like the dull ‘L’ of English as ‫ﺩﻝﹶ‬
‫ﻝﹶ‬ ‫ﻟﹶﻠﹶﻞﹶ‬ in all, college
25 M M as in Me ‫ﻣﺎﻝﹶ‬
‫ﻡ‬ ‫ﳑﻢ‬
26 N N as in Not ‫ﻧﺎﻭ‬
‫ﻥ‬ ‫ﻧﻨﻦ‬
27 W W as in Wear, tower ‫ﻭﻳﺴﱳ‬
‫ﻭ‬ ‫ﻭﺑﻮﻭ‬ 4)
28 H H as in Hot, Handsome ‫ﻫﺔﺭﻣﻲ‬

‫ﻩ‬ ‫ﻫﻬﻪ‬
29 Y Y as in Yard, play ‫ﻳﺔﻙ‬
‫ﻱ‬ ‫ﻳﻴﻲ‬ 4)
※ Vowels are continued in the next page.
2
ٍSimple Vowels
0 N/A N/A I UE as in dialogue, fatigue ‫ﺑﺮﻧﺞ‬
Also, consider the vowel
[bı-rın-jı]
sound made in “good”,
“fallen” or “handle” 5)
1 A A long vowel as in ‫ﺋﺎﻭ‬
‫ﺍ‬ ‫ﺋﺎﺍﺍ‬ market, arm
‫ﺋﺎﲰﺎﻥ‬
2 E A short vowel as in ‫ﺋﺔﻭ‬
‫ﺓ‬ ‫ﺋﺔﺓ‬ 1) hot (in most cases)
2) ugly, but (e.g. ‫)ﻭﺓﻛﻮ‬
3) guess (e.g. ‫ )ﻃﺔﱎ‬6)
3 U U as in Put, Pull ‫ﺋﻮﺗﻮﻭ‬
‫ﻭ‬ ‫ﺋﻮﺭﻭ‬
4 Ũ OO as in boot ‫ﺑﻮﻭﻥ‬
‫ﻭﻭ‬ ‫ﺋﻮﺑﻮ‬
5 Î EE as in feet, tree ‫ﻣﻴﻮﺍﻥ‬
‫ﻱ‬ ‫ﻳﻴﻲ‬
‫ﺋﻴﻨﻄﻠﻴﺰ‬
6 Ê E as in End, hen ‫ﺖ‬‫ﺑﻴ‬
‫ﻱ‬ ‫ﻲ‬‫ﻴ‬‫ﺋﻴ‬
7 O O as in poke, token ‫ﻞ‬‫ﻣﺒﻴ‬‫ﺗﻮ‬‫ﺋﻮ‬
‫ﺅ‬ ‫ﺋﺆﺅﺅ‬
ٍComplex Vowels
1 AY AY as in May, Way ‫ﻛﺔﻱ‬
‫ﺋﺔﻱ‬
2 YO YO as in Yogurt ‫ﺣﺔﻧﻨﺎ‬‫ﻳﻮ‬
‫ﻳﻮ‬
3 YU YU as in You; ‫ﻳﻮﺳﻒ‬
‫ﺋﻮ‬ UE as in que
4 YA / YE 1) if in ending or before ‫ﻫﺔﻳﺔ‬
‫ﻳﺔ‬ vowel, YA as in Yahoo
2) if before consonant, ‫ﻳﺔﻙ‬
YE as in Yes
5 WA WA as in Washington ‫ﻭﺍﺑﺰﺍﱎ‬
‫ﻭﺍ‬
6 WE WA as in War, Wash ‫ﻣﻴﻮﺓ‬
‫ﻭﺓ‬
7 WI WI as in We, Wii ‫ﺩﺓﻭﻳﺴﺖ‬
‫ﻭﻱ‬
8 WÊ WE as in Weapon ‫ﺩﺓﻣﺔﻭﻱ‬
‫ﻭﻱ‬
3
Note:
1) “‫”ﺡ‬, “‫”ﺥ‬, “‫”ﻕ‬, “‫ ”ﻉ‬and “‫ ”ﻍ‬sounds don’t exist in English.
Even peculiar Kurdish words don’t include “‫”ﺡ‬, “‫”ﻕ‬, “‫ ”ﻉ‬and “‫”ﻍ‬. However, since
there are many Arabic words mixed in the everyday Kurdish language, these letters
and sounds need to be familiarized.
2) In some parts of Kurdistan (e.g. Suli, Kirkuk) the letter D is often softened to the
point of being inaudible. The most prominent example of this case is the present
modal prefix “‫”ﺩﺓ‬.
‫( ﺩﺓﺿﻢ‬Standard) = ‫( ﺋﺔﺿﻢ‬Sulemaniya Dialect)

‫( ﻟﺔ ﻛﻮﺭﺩﺳﺘﺎﻧﺪﺍ‬Standard) = ‫( ﻟﺔ ﻛﻮﺭﺩﺳﺘﺎﻧﺎ‬Sulemaniya Dialect)
3) In Kurdish, no words begin with “‫”ﺭ‬, all initial Rs are trilled “‫”ﺭﹺ‬. Though the “٧” sign
(to signify trilled R) is rarely marked when “‫ ”ﺭﹺ‬comes as an initial letter, the initial
Rs always mean “‫”ﺭﹺ‬.

‫ﺷﻨﺒﲑﻱ‬‫ﺷﻨﺒﲑﻱ = ﺭِﻭ‬‫ﺭﻭ‬ | ‫ﺫ‬‫ﺫ = ﺭﹺﻭ‬‫ﺭﻭ‬
4) In Kurdish, “‫( ”ﻭ‬w & u) and “‫( ”ﻱ‬y & i) can be treated as either a noun or a vowel.
Vowel “‫”ﻭ‬ Consonant “‫”ﻭ‬ Vowel “‫”ﻱ‬ Consonant “‫”ﻱ‬

‫ﺋﻮﺗﻮﻭ‬ ‫ﻭﻳﺴﱳ‬ ‫ﺋﻴﻨﻄﻠﻴﺰﻱ‬ ‫ﻳﺎﺳﺎ‬
u-too wi-steun een-glee-zi ya-sa
n. iron v. to want n. English n. law
5) This is the only vowel not indicated in the Kurdish writing system.
a. When there are two consecutive consonants, this vowel is used.
b. ًWhen a consonant is alone or placed at the end without any adjacent vowel,
this vowel is recognized.
Alone ‫ﺙ‬ With Vowel ‫ﺛﻲ‬

[pue] [pee]
‫ﻃﺮﻧﻂ‬ Vowel Ending ‫ﻃﺮﻧﻄﺔ‬
Consonant [geu-reun-gue] [geu-reun-ga]
Ending
‫ﺑﺮﻧﺞ‬ Mixed with ‫ﺑﺎﺯﺍﺭﹺ‬
Consecutive [beu-reun-jue] [ba-za-rrue]
Vowels
Consonants
‫[ ﻓﺔﺭﻫﺔﻧﻂ‬fe-reu-hen-gue] Consonant Ending ‫ﻙ‬‫[ ﻧﻴﻨﻮ‬nee-nok]
Consonant
W/ Preceding
Ending
Vowel
4
6) In general, Kurdish letters are pronounced as written. This “‫ ”ﺓ‬vowel, however,

can have different sounds in certain cases.
In general ‫ﻃﺔﻭﺭﺓ‬ [ge-u-re]

Short “a” sound
‫ﺩﺓﺭﻃﺎ‬ [de-reu-ga]
“ə” sound ‫ﻭﺓﻛﻮ‬ [wə-ku]
“ê” sound ‫ﻃﺔﱎ‬ [gê-neum]
‫ﻃﺔﺭﻡ‬ [gê-reum]
7) When “‫”ﺍ‬, “‫”ﺓ‬, “‫ ”ﻭ‬and “‫ ”ﻱ‬become the initial letter of a word, the Hamze ”‫ ”ﺀ‬is
necessary.
Beginning Middle or End
‫ﺍ‬ ‫ﺋﺎﻭ‬ ‫ ﻛﺮﺍ‬,‫ﺩﺍﺭ‬

‫ﺓ‬ ‫ﺋﺔﻭﺍﻥ‬ ‫ ﺑﺔ‬,‫ﻭﺓﺭﺓ‬
‫ﻭ‬ ‫ﻞ‬‫ﺗﻴ‬‫ﺋﻮ‬ ‫ﺙ‬‫ﺗﻮ‬
‫ﻱ‬ ‫ﺮﺓ‬‫ﺋﻴ‬ ‫ ﱄﹶ‬,‫ﻢ‬‫ﺩﻳ‬
When “‫ ”ﻭ‬and “‫ ”ﻱ‬are the initial letter of a word as a vowel, they are also written
with the Hamze ”‫”ﺀ‬.
As consonant As vowel
‫ﻭ‬ ‫ﻨﺔ‬‫ﻭﻳ‬ ‫ﺋﻮﺗﻮﻭ‬

‫ﻱ‬ ‫ﻳﺎﺭﻱ‬ ‫ﺋﻴﻨﻄﻠﻴﺰﻱ‬
5
READING EXERCISE
English Meaning Kurdish Pronunciation

eye cha-.u
‫ﺿﺎﻭ‬
fruit mee.we
‫ﻣﻴﻮﺓ‬
carrot gê.ze.reu
‫ﺰﺓﺭ‬‫ﻃﻴ‬
almond ba-.dem
‫ﺑﺎﺩﺓﻡ‬
ear gyu.ê
‫ﻃﻮﻱ‬
health ten.dru.stee
‫ﺗﺔﻧﺪﺭﻭﺳﱵ‬
genius bıl.ee.met
‫ﺑﻠﻴﻤﺔﺕ‬
comfortable a-.soo.de
‫ﺋﺎﺳﻮﻭﺩﺓ‬
doctor pı.zee.shık
‫ﺛﺰﻳﺸﻚ‬
nice xo.shı / kho.shı
‫ﺵ‬‫ﺧﻮ‬
dangerous tı.rı.sı.na-k
‫ﺗﺮﺳﻨﺎﻙ‬
salty su.ê.re
‫َﺮﺓ‬‫ﺳﻮﻳ‬
sleep xe.u.tın / khe.u.tın
‫ﺧﺔﻭﺗﻦ‬
never he.rı.gee.zı
‫ﻫﺔﺭﻃﻴﺰ‬
miracle mu.ahı.jee.ze
‫ﻣﻮﻋﺠﻴﺰﺓ‬
prophet pe.ghem.be.rı
‫ﻐﺔﻣﺒﺔﺭ‬‫ﺛﻴ‬
English Meaning Kurdish Pronunciation

an egg hêl.ke.yêk
‫ﻠﻜﺔﻳﺔﻙ‬‫ﻫﻴ‬
a book kı.tê.bêk
‫ﻚ‬‫ﺒﻴ‬‫ﻛﺘﻴ‬
the book kı.tê.be.ke
‫ﺒﺔﻛﺔ‬‫ﻛﺘﻴ‬
the egg on the table hêl.ke.ke le.se.rı.mê.ze.ke
‫ﺰﺓﻛﺔ‬‫ﻠﻜﺔﻛﺔ ﻟﺔﺳﺔﺭ ﻣﻴ‬‫ﻫﻴ‬
a good day ro.zhê.kee.ba-.shı
‫ﻜﻲ ﺑﺎﺵ‬‫ﺫﻳ‬‫ﺭﹺﻭ‬
Tell me. pêm.bı.lê
.‫ﻢ ﺑﻠﻲ‬‫ﺛﻴ‬
Listen to me. gyu.êm.lê.bı.gı.re
.‫ﻢ ﱄﹶ ﺑﻄﺮﺓ‬‫ﻃﻮﻳ‬
I’m going to bazaar. de.chım.bo.ba-.za-.rı
.‫ ﺑﺎﺯﺍﺭﹺ‬‫ﺩﺓﺿﻢ ﺑﻮ‬
When do you come back? kay.de.ge.rê.ee.te.we?
‫ﻴﺘﺔﻭﺓ؟‬‫ﻛﺔﻱ ﺩﺓﻃﺔﺭﹺﻳ‬
6
2. GRAMMATICAL UNITS
THE PARTS OF SPEECH
Traditional grammar classifies words based on eight parts of speech: the verb(‫)ﻓﺮﻣﺎﻥ‬,
the noun(‫)ﻧﺎﻭ‬, the pronoun(‫ﻨﺎﻭ‬‫)ﺟﻴ‬, the adjective(‫)ﺋﺎﻭﺓﻟﹶﻨﺎﻭ‬, the adverb(‫)ﺋﺎﻭﺓﻟﹶﻔﺮﻣﺎﻥ‬, the
preposition(‫ﺪﺓﻭﺍﺫﺓﻛﺎﻥ‬‫)ﺯﻳ‬, the conjunction(‫ﱵ‬‫)ﻳﺔﻛﻴ‬, and the interjection (‫)ﻗﺴﺔﻫﺔﻟﹶﺪﺍﻥ‬.
Verb (‫)ﻓﺮﻣﺎﻥ‬: Verbs expresses existence, action, or occurrence.

‫ ﺳﺔﺭ ﻛﺔﻭﺗﻦ‬to climb, ‫ ﺧﻮﺍﺭﺩﻥ‬to eat, ‫ ﺛﺎﻙ ﻛﺮﺩﻧﺔﻭﺓ‬to clean, ‫ ﺑﻮﻭﻥ‬to be
Noun (‫)ﻧﺎﻭ‬: Nouns are words that name people, places or things.
‫ﻞ‬‫ ﺋﺆﺗﺆﻣﺒﻴ‬car, ‫ ﻭﻻﹶﺕ‬country, ‫ ﺫﻥ‬wife, ‫ ﻛﺎﺕ‬hour
Pronoun (‫ﻨﺎﻭ‬‫)ﺟﻴ‬: Pronouns substitutes for nouns or noun phrases and designates persons
or things asked for, previously specified, or understood from the context.
‫ﻤﺔ‬‫ ﺋﻴ‬we, ‫ ﺗﻮ‬you, ‫ﻡ‬‫ ﺧﻮ‬myself
Adjective (‫)ﺋﺎﻭﺓﻟﹶﻨﺎﻭ‬: Adjectives modify nouns.

‫ ﺑﺎﺵ‬good, ‫ ﺯﻳﺮﺓﻙ‬smart, ‫ ﺳﺎﺭﺩ‬cold, ‫ﺮﺍ‬‫ ﺧﻴ‬quick
Adverb (‫)ﺋﺎﻭﺓﻟﹶﻔﺮﻣﺎﻥ‬: Adverbs modify verb and adjectives.

‫ﺮﺍﻳﻲ‬‫ ﺑﺔ ﺧﻴ‬quickly, ‫ ﻫﺔﻣﻴﺸﺔ‬always, ‫ ﻧﺰﻳﻜﺔﻳﻲ‬approximately
Preposition (‫ﺪﺓﻭﺍﺫﺓﻛﺎﻥ‬‫)ﺯﻳ‬: A word or phrase placed typically before a substantive and

indicating the relation of that substantive to a verb, an adjective, or another substantive,
as English at, by, with, from, and in regard to.
‫ ﺑﻮ‬to, ‫ ﻟﺔ‬in/at, ‫ ﺑﺔ‬by/with, ‫ ﻟﺔ ﺳﺔﺭ‬on
Determiner: The functional category that is most closely associated with nouns.
‫ ﺓﻛﺔ‬the, ‫ﻚ‬‫ ﻳ‬a/an, ‫ﻚ‬‫ ﻫﺔﻧﺪﻳ‬some, ‫ﻨﺞ‬‫ ﺿﻞ ﻭ ﺛﻴ‬forty-five
Conjunction (‫ﱵ‬‫)ﻳﺔﻛﻴ‬: Conjunction serves to connect words, phrases, clauses, or sentences.

‫ ﻭ‬and, ‫ ﺑﺔﻻﹶﻡ‬but, ‫ﻳﺔ‬‫ ﺑﻮ‬therefore
Interjection (‫)ﻗﺴﺔﻫﺔﻟﹶﺪﺍﻥ‬: Interjection usually expresses emotion and is capable of

standing alone.
‫ﻱ‬‫ ﺋﻮ‬oh, ‫ ﺑﺔﺧﻮﺍ‬really?, ‫ ﻳﺔﻟﹶﻼ‬come on!
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THE PARTS OF THE SENTENCE
The parts of the sentence are a set of terms for describing how people construct sentences
from smaller pieces. There is not a direct correspondence between the parts of the
sentence and the parts of speech – the subject of a sentence, for example, could be a
noun, a pronoun, or even an entire phrase or clause.
SUBJECT( ‫ ) ﺑﻜﺔﺭ‬AND PREDICATE( ‫) ﻃﻮﺯﺍﺭﺓ‬
Every complete sentence contains two parts: a subject(‫ )ﺑﻜﺔﺭ‬and a predicate(‫)ﻃﻮﺯﺍﺭﺓ‬.

The subject is what (or whom) the sentence is about, while the predicate (which always
includes the verb) tells something about the subject. In the following sentences, the
predicate is underlined, while the subject is highlighted.
Azad runs. ‫ﺋﺎﺯﺍﺩ ﺭﹺﺍ ﺩﺓﻛﺎ‬

Azad and his friends ‫ﻜﺎﱐ‬‫ﻚ ﺋﺎﺯﺍﺩ ﻭ ﻫﺎﻭﺭﹺﻳ‬‫ﺫﻳ‬‫ﻫﺔﻣﻮﻭ ﺭﹺﻭ‬
run at the park every day.
‫ﻟﺔ ﺛﺎﺭﻛﺔﻛﺔ ﺭﹺﺍ ﺩﺓﻛﺔﻥ‬
OBJECTS( ‫ ) ﺑﺔﺭﻛﺎﺭ‬AND COMPLEMENTS( ‫) ﺗﺔﻭﺍﻭﻛﺔﺭ‬
OBJECTS( ‫) ﺑﺔﺭﻛﺎﺭ‬
A verb may be accompanied by an object that completes the verb's meaning. Two kinds
of objects may come with verbs: 1) direct objects and 2) indirect objects. To determine if
a verb has a direct object, isolate the verb and make it into a question by placing
"whom?" or "what?" after it. The answer, if there is one, is the direct object:
My mom cooked dolma. ‫ﳌﺔﻱ ﺩﺭﻭﺳﺖ ﻛﺮﺩ‬‫ﺩﺍﻳﻜﻢ ﺩﻭ‬

Sangar gave her the book. ‫ﻲ ﺩﺍ‬‫ﺒﺔﻛﺔﻱ ﺛﻴ‬‫ﺳﺔﻧﻄﺔﺭ ﻛﺘﻴ‬
In the first example, “dolma” is the direct object.

※ Dolma is a famous local Kurdish food (a stuffed vegetable, especially a grape leaf or
cabbage leaf, onion, eggplants and zucchini cooked with a filling of ground meat,
herbs, or rice.).
In the second example, “the book” is the direct object and “her” is the indirect object.
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COMPLEMENTS( ‫) ﺗﺔﻭﺍﻭﻛﺔﺭ‬
In addition to the transitive verb and the intransitive verb, there is a third kind of verb,
called the linking verb. The word (or phrase) which comes together with a linking verb is
not an object, but a complement. A subject complement can be a noun, an adjective, or
a prepositional phrase. The most common linking verb is "‫"ﺑﻮﻭﻥ‬, which is equivalent to “to
be” in English.
Hewa is a student. ‫ﻫﻴﻮﺍ ﻗﻮﺗﺎﺑﻴﻴﺔ‬

Hewa is a Kurdish. ‫ﻫﻴﻮﺍ ﻛﻮﺭﺩﺓ‬
Hewa is smart. ‫ﻫﻴﻮﺍ ﺯﻳﺮﺓﻛﺔ‬
Hewa is handsome. ‫ﻫﻴﻮﺍ ﺟﻮﺍﻧﺔ‬
Hewa is here. ‫ﺮﺓﻳﺔ‬‫ﻫﻴﻮﺍ ﻟﻴ‬
Hewa is in school. ‫ﻫﻴﻮﺍ ﻟﺔ ﻗﻮﺗﺔﲞﺎﻧﺔﻳﺔ‬
TRAITS OF KURDISH
ENDINGS
In Kurdish, both nouns and verbs are combined with various endings. Articles (e.g. a, the)
and possessives (e.g. my) are added to the end of the noun as suffixes. The verb
conjugations are complicated since they embrace not only tenses, but also subjective and
objective pronouns as well.
ARTICLES/POSSESSIVES/DEMONSTRATIVES
book ‫ﺐ‬‫ﻛﺘﻴ‬ his book ‫ﺒﺔﻛﺔﻱ‬‫ﻛﺘﻴ‬

books ‫ﺒﺎﻥ‬‫ﻛﺘﻴ‬ his books ‫ﺒﺔﻛﺎﱐ‬‫ﻛﺘﻴ‬
a book ‫ﻚ‬‫ﺒﻴ‬‫ﻛﺘﻴ‬ this book ‫ﺒﺔ‬‫ﺋﺔﻡ ﻛﺘﻴ‬
the book ‫ﺒﺔﻛﺔ‬‫ﻛﺘﻴ‬ that book ‫ﺒﺔ‬‫ﺋﺔﻭ ﻛﺘﻴ‬
the books ‫ﺒﺔﻛﺎﻥ‬‫ﻛﺘﻴ‬ these books ‫ﺒﺎﻧﺔ‬‫ﺋﺔﻡ ﻛﺘﻴ‬
VERB CONJUGATIONS
See (infinitive) ‫ﺑﻴﻨﲔ‬ I saw. ‫ﻣﻦ ﺑﻴﻨﻴﻢ‬

I see. ‫ﻣﻦ ﺩﺓﺑﻴﻨﻢ‬ I saw you. ‫ﻡ ﺑﻴﲏ‬‫ﻣﻦ ﺗﻮ‬
I see you. ‫ﻣﻦ ﺩﺓﺗﺒﻴﻨﻢ‬ I didn’t see you. ‫ﻡ ﻧﺔﺑﻴﲏ‬‫ﻣﻦ ﺗﻮ‬
I don’t see. ‫ﻣﻦ ﻧﺎﺑﻴﻨﻢ‬ I have seen. ‫ﻡ ﺑﻴﻨﻴﻮﺓ‬‫ﻣﻦ ﺗﻮ‬
I don’t see you. ‫ﻣﻦ ﻧﺎﺗﺒﻴﻨﻢ‬ I had seen. ‫ﻡ ﺑﻴﻨﻴﺒﻮﻭ‬‫ﻣﻦ ﺗﻮ‬
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WORD ORDER
The general rule is Subject – Object – Verb. When the subject is a pronoun, however, it
is often omitted (Object – Verb). In Kurdish, a verb alone can make a complete sentence
as it is always combined with the subject pronominal enclitic (=bound pronoun). When
the object is a pronoun, it can also be attached to the verb in the form of bound pronoun.
Subject – Object – Verb
The girl sees the boy. ‫ﺖ‬‫ﻛﻀﺔﻛﺔ ﻛﻮﺭﹺﺓﻛﺔ ﺩﺓﺑﻴﻨﻴ‬

She sees the boy. ‫ﺖ‬‫ﺋﺔﻭ ﻛﻮﺭﹺﺓﻛﺔ ﺩﺓﺑﻴﻨﻴ‬
She sees him. ‫ﺖ‬‫)ﺋﺔﻭ( ﺋﺔﻭ ﺩﺓﺑﻴﻨﻴ‬
She sees him. ‫ﺖ‬‫ﺩﺓﻳﺒﻴﻨﻴ‬
INDEPENDENT PRONOUNS AND BOUND PRONOUNS
In Kurdish, there are two different types of personal pronouns:
§ Independent (‫ﺳﺔﺭﺑﺔﺧﻮ‬ ‫ﻨﺎﻭﻱ ﻛﺔﺳﻴﻲ‬‫)ﺟﻴ‬

§ Bound (‫ﻟﻜﺎﻭ‬ ‫ﻨﺎﻭﻱ ﻛﺔﺳﻴﻲ‬‫)ﺟﻴ‬
Subjective Independent Pronoun is often omitted while Subjective Bound

Pronoun(underlined) is always placed in a verb conjugation.
With Without
Independent Subject Independent Subject
I understand .‫ﺪﺓﻃﺔﻡ‬‫ﻣﻦ ﺗﻴ‬ .‫ﰐﹶ ﺩﺓﻃﺔﻡ‬
You understand .‫ﺪﺓﻃﺔﻳﺖ‬‫ ﺗﻴ‬‫ﺗﻮ‬ .‫ﺪﺓﻃﺔﻳﺖ‬‫ﺗﻴ‬
She understands .‫ﺪﺓﻃﺎﺕ‬‫ﺋﺔﻭ ﺗﻴ‬ .‫ﺪﺓﻃﺎﺕ‬‫ﺗﻴ‬
We understand .‫ﺪﺓﻃﺔﻳﻦ‬‫ﻤﺔ ﺗﻴ‬‫ﺋﻴ‬ .‫ﺪﺓﻃﺔﻳﻦ‬‫ﺗﻴ‬
They understand .‫ﺪﺓﻃﺔﻥ‬‫ﺋﺔﻭﺍﻥ ﺗﻴ‬ .‫ﺪﺓﻃﺔﻥ‬‫ﺗﻴ‬
※ Subjective Bound Pronoun(Subjective BP) can be considered as a verb suffix

that conjugates depending on the subject status.
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PREPOSITIONS AND POSTPOSITIONS
In Kurdish, prepositions (‫ ﻟﺔﻃﺔﻝﹶ‬,‫ ﻟﺔ‬,‫ ﺑﺔ‬etc.) are often followed by their corresponding
postpositions to envelop a word or a phrase. The preposition itself marks the beginning of
the prepositional phrase, and the end of the complement is marked by a postpositional
element.
Come with me. .‫ﻭﺓﺭﺓ ﻟﺔﻃﺔﻟﹶﻤﺪﺍ‬ He came from Hawler .‫ﺮﺓﻭﺓ ﻫﺎﺗﻮﻭﺓ‬‫ﺋﺔﻭ ﻟﺔ ﻫﺔﻭﻟﻴ‬
VERB TYPES
Kurdish verbs can be classified in different ways.
By necessity of the object
- Linking Verb ‫ﺑﻮﻭﻥ‬ (equivalent to the “to be” verb in English)

- Intransitive: to go ‫ ﺿﻮﻭﻥ‬, to leave ‫ﻳﺸﱳ‬‫ ﺭﹺﻭ‬, to sleep ‫ﻧﻮﺳﱳ‬, to stay ‫ﻣﺎﻧﺔﻭﺓ‬
- Transitive: to eat ‫ ﺧﻮﺍﺭﺩﻥ‬, to see ‫ ﺑﻴﻨﲔ‬, to sell ‫ﺷﱳ‬‫ ﻓﺮﻭ‬, to study ‫ﻨﺪﻥ‬‫ﺧﻮﻳ‬
By number of meaningful words in a verb
- Simple: A verb with one meaningful word

o to go ‫ ﺿﻮﻭﻥ‬, to eat ‫ﺧﻮﺍﺭﺩﻥ‬
- Complex: A verb with [a meaningful word] + [a meaningless prefix/suffix]
o to run ‫ ﺭﹺﺍ ﻛﺮﺩﻥ‬, to elect ‫ﻫﺔﻝﹶ ﺑﺬﺍﺭﺩﻥ‬
- Compound: A verb with more than two meaningful words.
o to listen ‫ ﱄﹶً ﻃﺮﺗﻦ‬‫ﻃﻮﻱ‬, to start ‫ً ﻛﺮﺩﻥ‬‫ﺩﺓﺳﺖ ﺛﻲ‬
It is important to understand the verb types, since the verb conjugations are quite
different in each case.
Even when you memorize vocabulary words, it is better to memorize intransitive verbs and
transtive verbs separately until you become comfortable with their conjugations. More
details will be covered in later chapters.
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3. THE NOUN PHRASE

NOUN SUFFIXES
THE ABSOLUTE STATE (W ITHOUT ANY SUFFIX)
A Kurdish noun in the absolute state (lexical form; without any ending of any kind) gives a
generic sense of the noun.
Sky is blue. .‫ﺋﺎﲰﺎﻥ ﺷﻴﻨﺔ‬
CARDINAL NUMBERS
The cardinal numbers are as follows:
1 ١ ‫ﻳﺔﻙ‬ 11 ١١ ‫ﻳﺎﺯﺩﺓ‬ 21 ٢١ ‫ﺑﻴﺴﺖ ﻭ ﻳﺔﻙ‬ 0 ٠ ‫ﺳﻔﺮ‬

2 ٢ ‫ﺩﻭﻭ‬ 12 ١٢ ‫ﺩﻭﺍﺯﺩﺓ‬ 22 ٢٢ ‫ﺑﻴﺴﺖ ﻭ ﺩﻭﻭ‬ 200 ٢٠٠ ‫ﺩﻭﻭ ﺳﺔﺩ‬
3 ٣ ‫ﺳﻲ‬ 13 ١٣ ‫ﺰﺩﺓ‬‫ﺳﻴ‬ 30 ٣٠ ‫ﺳﻲ‬ 1,000 ١,٠٠٠ ‫ﻫﺔﺯﺍﺭ‬
4 ٤ ‫ﺿﻮﺍﺭ‬ 14 ١٤ ‫ﺿﻮﺍﺭﺩﺓ‬ 40 ٤٠ ‫ﺿﻞ‬ 10,000 ١٠٠٠٠ ‫ﺩﺓ ﻫﺔﺯﺍﺭ‬
5 ٥ ‫ﻨﺞ‬‫ﺛﻴ‬ 15 ١٥ ‫ﺛﺎﺯﺩﺓ‬ 50 ٥٠ ‫ﺛﺔﳒﺎ‬ 1,000,000 ١٠٠٠٠٠٠ ‫ﻥ‬‫ﻣﻠﻴﻮ‬
6 ٦ ‫ﺷﺔﺵ‬ 16 ١٦ ‫ﺷﺎﺯﺩﺓ‬ 60 ٦٠ ‫ﺷﺔﺳﺖ‬ 250 ٢٥٠ ‫ﺩﻭﻭ ﺳﺔﺩ ﻭ ﺛﺔﳒﺎ‬
7 ٧ ‫ﺣﺔﻭﺕ‬ 17 ١٧ ‫ﺣﺔﻇﺪﺓ‬ 70 ٧٠ ‫ﺣﺔﻓﺘﺎ‬ 500 ٥٠٠ ‫ﻨﺞ ﺳﺔﺩ‬‫ﺛﻴ‬
8 ٨ ‫ﻫﺔﺷﺖ‬ 18 ١٨ ‫ﻫﺔﺫﺩﺓ‬ 80 ٨٠ ‫ﻫﺔﺷﺘﺎ‬ 750 ٧٥٠ ‫ﺣﺔﻭﺕ ﺳﺔﺩ ﻭ ﺛﺔﳒﺎ‬
9 ٩ ‫ﻧﻮ‬ 19 ١٩ ‫ﺯﺩﺓ‬‫ﻧﻮ‬ 90 ٩٠ ‫ﻧﺔﻭﺓﺩ‬ 1,250 ١,٢٥٠ ‫ﻫﺔﺯﺍﺭ ﻭ ﺭﻭﺑﻊ‬
10 ١٠ ‫ﺩﺓ‬ 20 ٢٠ ‫ﺑﻴﺴﺖ‬ 100 ١٠٠ ‫ﺳﺔﺩ‬ 2,500 ٢,٥٠٠ ‫ﻨﺞ ﺳﺔﺩ‬‫ﺩﻭﻭ ﻫﺔﺯﺍﺭ ﻭ ﺛﻴ‬
§ All words having to do with time and instance follow the cardinal number
immediately in the absolute state:
six months ‫ﺷﺔﺵ ﻣﺎﻧﻂ‬ four days ‫ﺫ‬‫ﺿﻮﺍﺭ ﺭﹺٍﻭ‬
§ The cardinal number can be followed by a classifier, which is also followed by the
singular noun in the absolute state.
Common Classifiers Examples

For counting people ‫ ﻧﺎﻓﺔﺭ‬,‫ﻛﺔﺱ‬ ten people ‫ ﺩﺓ ﻧﺎﻓﺔﺭ‬,‫ﺩﺓ ﻛﺔﺱ‬
For counting animals ‫ﺳﺔﺭ‬ five sheep ‫ﻨﺞ ﺳﺔﺭ ﻣﺔﺭﹺ‬‫ﺛﻴ‬
For counting things ‫ﺩﺍﻧﺔ‬ three books ‫ﺐ‬‫ )ﺩﺍﻧﺔ( ﻛﺘﻴ‬‫ﺳﻲ‬
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※ For counting people or animals, classifiers are used in most cases.

※ For counting things the classifier is optional. It is okay to say without “‫”ﺩﺍﻧﺔ‬.
THE INDEFINITIVE STATE ( ‫ﻚ‬‫) ﻳﺔﻙ | ﻳ‬
§ The Indefinitive state of noun is equivalent to “a/an + noun” in English.

§ -(y)ek (‫ﻚ‬‫ ﻳ‬- after consonants & “‫”ﻭ‬, “‫”ﻱ‬, ‫ ﻳﺔﻙ‬- after “‫”ﺍ‬, “‫ ”ﺓ‬,“‫ ”ﻭ‬and “‫ )”ﻱ‬is added
to the end of the absolute singular noun.
§ The Indefinitive plural is formed by adding –an(‫ ﺍﻥ‬-) to the absolute noun.
Absolute State Indefinitive Singular Indefinitive Plural

man ‫ﺛﻴﺎﻭ‬ a man ‫ﻚ‬‫ﺛﻴﺎﻭﻳ‬ men ‫ﺛﻴﺎﻭﺍﻥ‬
day ‫ﺫ‬‫ﺭﹺﻭ‬ a day ‫ﻚ‬‫ﺫﻳ‬‫ﺭﹺﻭ‬ days ‫ﺫﺍﻥ‬‫ﺭﹺﻭ‬
door ‫ﺩﺓﺭﻃﺎ‬ a door ‫ﺩﺓﺭﻃﺎﻳﺔﻙ‬ doors ‫ﺩﺓﺭﻃﺎﻳﺎﻥ‬
letter ‫ﻧﺎﻣﺔ‬ a letter ‫ﻧﺎﻣﺔﻳﺔﻙ‬ letters ‫ﻧﺎﻣﺎﻥ‬
※ Vowel “‫ ”ﻱ‬is added where two vowels conflict.
‫ﺩﺓﺭﻃﺎ ﺍﻥ ﺩﺓﺭﻃﺎﻳﺎﻥ‬
‫ﻳﺎﻥ‬‫ ﺍﻥ ﺩﺭﻭ‬‫ﺩﺭﻭ‬
‫ﺩﺓ ﺍﻥ ﺩﺓﻳﺎﻥ‬
QUANTIFIERS FOR INDEFINITIVE NOUNS
In Kurdish, some quantifiers demand that the following noun be Indefinitive.
Indefinitive Quantifiers Examples
a few ‫ﺿﺔﻧﺪ‬ a few men ‫ﻚ‬‫ﺿﺔﻧﺪ ﺛﻴﺎﻭﻳ‬

every / all ‫ﻫﺔﻣﻮﻭ‬ every day ‫ﻚ‬‫ﺫﻳ‬‫ﻫﺔﻣﻮﻭ ﺭﹺﻭ‬
all the time ‫ﻚ‬‫ﻫﺔﻣﻮﻭ ﺟﺎﺭﻳ‬
What? ‫ﺽ‬ What page? ‫ﺽ ﻻﺛﺔﺭﹺﺓﻳﺔﻙ‬
each ‫ﻫﺔﺭ‬ each direction ‫ﻫﺔﺭ ﻻﻳﺔﻙ‬
every person ‫ﻚ‬‫ﻫﺔﺭ ﻛﺔﺳﻴ‬
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NUMBER + “ ‫” ﺍﻥ‬
Meaning Combination Suffix Number

tens of ‫ﺩﺓﻳﺎﻥ‬ ‫ﺍﻥ‬ ‫ﺩﺓ‬
thousands of ‫ﻫﺔﺯﺍﺭﺍﻥ‬ ‫ﺍﻥ‬ ‫ﻫﺔﺯﺍﺭ‬
hundreds of ‫ﺳﺔﺩﺍﻥ‬ ‫ﺍﻥ‬ ‫ﺳﺔﺩ‬
DAY + “ ‫” ﺍﻧﺔ‬
Meaning Combination Suffix Number

daily/every day ‫ﺫﺍﻧﺔ‬‫ﺭﹺﻭ‬ ‫ﺍﻧﺔ‬ ‫ﺫ‬‫ﺭﹺﻭ‬
weekly / every week ‫ﻫﺔﻓﺘﺎﻧﺔ‬ ‫ﺍﻧﺔ‬ ‫ﻫﺔﻓﺘﺔ‬
monthly / every month ‫ﻣﺎﻧﻄﺎﻧﺔ‬ ‫ﺍﻧﺔ‬ ‫ﻣﺎﻧﻂ‬
THE DEFINITIVE STATE ( ‫) ﺓﻛﺔ‬
§ The definitive state of noun is equivalent to “the + a noun” in English.

§ The definitive singular is made by adding – aka (‫)ﺓﻛﺔ‬.
o ‫ ﺓﻛﺔ‬- after consonants, ”‫ ”ﻭ‬and ”‫”ﻱ‬

o ‫ ﻛﺔ‬- after ”‫”ﺍ‬, “‫”ﺓ‬, ”‫ ”ﻭ‬and “‫”ﻱ‬
§ The definitive plural is made by adding – akan (‫)ﺓﻛﺎﻥ‬.
Absolute State Definitive Singular Definitive Plural
man ‫ﺛﻴﺎﻭ‬ the man ‫ﺛﻴﺎﻭﺓﻛﺔ‬ the men ‫ﺛﻴﺎﻭﺓﻛﺎﻥ‬

American ‫ﺋﺔﻣﺔﺭﻳﻜﻲ‬ the American ‫ﺋﺔﻣﺔﺭﻳﻜﻴﺔﻛﺔ‬ the Americans ‫ﺋﺔﻣﺔﺭﻳﻜﻴﺔﻛﺎﻥ‬
student ‫ﻗﻮﺗﺎﰊ‬ the student ‫ﻗﻮﺗﺎﺑﻴﺔﻛﺔ‬ the students ‫ﻗﻮﺗﺎﺑﻴﺔﻛﺎﻥ‬
girl ‫ﻛﺾ‬ the girl ‫ﻛﻀﺔﻛﺔ‬ the girls ‫ﻛﻀﺔﻛﺎﻥ‬
door ‫ﺩﺓﺭﻃﺎ‬ the door ‫ﺩﺓﺭﻃﺎﻛﺔ‬ the doors ‫ﺩﺓﺭﻃﺎﻛﺎﻥ‬
window ‫ﺛﺔﳒﺔﺭﺓ‬ the window ‫ﺛﺔﳒﺔﺭﺓﻛﺔ‬ the windows ‫ﺛﺔﳒﺔﺭﺓﻛﺎﻥ‬
village ‫ﺩﻱ‬ the village ‫ﻜﺔ‬‫ﺩﻳ‬ the villages ‫ﻜﺎﻥ‬‫ﺩﻳ‬
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DEMONSTRATIVES
In Kurdish demonstratives can be expressed in two different forms.
§ standalone pronoun
§ adjective, which breaks into two parts and envelops a noun by attaching the first
part before the noun and the second part to the end of the noun.
Pronoun Form Adjective Form

Singular Plural Singular Plural
this / these ‫ﺋﺔﻣﺔ‬ ‫ﺋﺔﻣﺎﻧﺔ‬ ‫ﺋﺔﻡ___ﺓ‬ ‫ﺋﺔﻡ___ﺍﻧﺔ‬
that / those ‫ﺋﺔﻭﺓ‬ ‫ﺋﺔﻭﺍﻧﺔ‬ ‫ﺋﺔﻭ___ﺓ‬ ‫ﺋﺔﻭ___ﺍﻧﺔ‬
Demonstrative pronouns take the place of nouns.
Give me the red pen. ‫ﻗﺔﻟﹶﺔﻣﺔ ﺳﻮﻭﺭﺓﻛﺔﻡ ﺑﺪﺓﺭﻱ‬

Give me this. ‫ﺋﺔﻣﺔﻡ ﺑﺪﺓﺭﻱ‬
Is that your son? ‫ﺋﺔﻭﺓ ﻛﻮﺭﹺﺗﺔ‬
What are those? ‫ﺋﺔﻭﺍﻧﺔ ﺿﲔ؟‬
Demonstrative adjectives modify a noun.
How much is this pen? ‫ﺋﺔﻡ ﻗﺔﻟﹶﺔﻣﺔ ﺑﺔﺿﺔﻧﺪﺓ؟‬

How much is this red pen? ‫ﺋﺔﻡ ﻗﺔﻟﹶﺔﻣﺔ ﺳﻮﻭﺭﺓ ﺑﺔﺿﺔﻧﺪﺓ؟‬
How much is those pens? ‫ﺋﺔﻡ ﻗﺔﻟﹶﺔﻣﺎﻧﺔ ﺑﺔﺿﺔﻧﺪﻥ؟‬
Who is that boy? ‫ﻴﺔ؟‬‫ﺋﺔﻭ ﻛﻮﺭﹺﺓ ﻛﻴ‬
This place is nice. ‫ﺷﺔ؟‬‫ﻨﺔ ﺧﻮ‬‫ﺋﺔﻣﺸﻮﻳ‬
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PERSONAL PRONOUNS
In Kurdish, personal pronouns have two forms: 1) Independent & 2) Enclitic (Bound)
INDEPENDENT PRONOUN ( ‫ﻨﺎﻭﻱ ﻛﺔﺳﻴﻲ ﺳﺔﺭﺑﺔﺧ ﻮ‬‫) ﺟ ﻴ‬
Singular Plural
st
1 person I:Me ‫ﻣﻦ‬ We:Us ‫ًﻤﺔ‬‫ﺋﻴ‬
‫ﺋﺔﻣﻦ‬ ‫ﺋﺔﻣﺔ‬
2nd person You(sng):You(sng) ‫ﻮ‬ ‫ﺗ‬ You(pl):You(pl) ‫ًﻮﺓ‬‫ﺋﻴ‬
‫ﺋﺔﺗﻮ‬ ‫ﺋﺔﻧﻄﻮ‬
‫ﺋﺔﺗﻮﻭ‬
3rd person He/She/It:Him/Her/It ‫ﺋﺔﻭ‬ They:Them ‫ﺋﺔﻭﺍﻥ‬
※ The words in the gray box represent local dialects, mostly Hawleri style.
※ sng = singular, pl = plural
TRAITS OF INDEPENDENT PRONOUN
§ Unlike English, subjective pronouns and objective pronouns are the same.
Subjective Pronouns Objective Pronouns

I am a student. .‫ﻣﻦ ﻗﻮﺗﺎﺑﻴﻢ‬ Is this for them? ‫ ﺋﺔﻭﺍﻧﺔ؟‬‫ﺋﺔﻣﺔ ﺑﻮ‬
We are going to Bazzar. .‫ ﺑﺎﺯﺍﺭﹺ‬‫ﻤﺔ ﺩﺓﺿﲔ ﺑﻮ‬‫ﺋﻴ‬ He loves me. .‫ﺵ ﺩﺓﻭﻱ‬‫ﺋﺔﻭ ﻣﻦﻱ ﺧﻮ‬
§ For subjective cases, these independent pronouns are often omitted. Especially
when speaking, it is more common not to mention the personal pronoun subject,
unless the subjective entity is to be emphasized.
§ Even when there is no subject, the subjective suffix (=the bound pronoun) attached
to the verb, will voice the subject of the sentence.
§ Noun subject is never omitted. J
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BOUND PRONOUN ( ‫ﻨﺎﻭﻱ ﻛﺔﺳﻴﻲ ﻟﻜﺎﻭ‬‫ ) ﺟ ﻴ‬FOR VERB CONJUGATION
Both subjective and objective bound pronouns may take one of these two forms:
Set I or Set II.
Set I Set II

1st person
‫ﻡ‬ m ‫ﻳﻦ‬ een ‫ﻡ‬ m ‫ﻣﺎﻥ‬ man
2nd person
‫ﻳﺖ\ﻱ‬ eet/ee ‫ﻥ‬ n ‫ﺕ‬ t ‫ﺗﺎﻥ‬ tan
3rd person
‫ﺖ\ﻱ‬‫ﻳ‬ êt/ê ‫ﻥ‬ n ‫ﻱ‬ y ‫ﻳﺎﻥ‬ Yan
※ The correct bound pronoun set (Set I or Set II) – for both the subject and the object -
is decided according to the following conditions:
※ The verb’s type (transitive, intransitive or irregular)
※ The verb’s tense (present or past)
※ The existence of independent object (noun or independent pronoun) or pre-
verbal element.
SUBJECTIVE BOUND PRONOUN
In Kurdish the subject (regardless of being omitted or indicated) is always coupled with a
pronominal enclitic (= Subjective Bound Pronoun) at some part of the verbal
conglomerate (e.g. the verb, any preverbal prefixes, compounding agent).
The girl studies math. .‫ﺖ‬‫ﻨﻴ‬‫ﻛﻀﺔﻛﺔ ﺑﲑﻛﺎﺭﻱ ﺩﺓﺧﻮﻳ‬

She studies math. .‫ﺖ‬‫ﻨﻴ‬‫)ﺋﺔﻭ( ﺑﲑﻛﺎﺭﻱ ﺩﺓﺧﻮﻳ‬
She studied math. (Past tense) .‫ﻨﺪ‬‫)ﺋﺔﻭ( ﺑﲑﻛﺎﺭﻳﻲ ﺧﻮﻳ‬
They ran. (Past tense) .‫)ﺋﺔﻭﺍﻥ( ﺭﹺﺍﻳﺎﻥ ﻛﺮﺩ‬
OBJECTIVE BOUND PRONOUN
Also, when the object is a pronoun, the sentence can be rewritten with its corresponding
pronominal enclitic (= objective bound pronoun).
He sees us. (Present Tense)
With Subject Without Subject
Independent Pronoun Object .‫ﺖ‬‫ﻤﺔ ﺩﺓﺑﻴﻨﻴ‬‫ﺋﺔﻭ ﺋﻴ‬ .‫ﺖ‬‫ﻤﺔ ﺩﺓﺑﻴﻨﻴ‬‫ﺋﻴ‬

Bound Pronoun Object .‫ﺖ‬‫ﺋﺔﻭ ﺩﺓﻣﺎﻧﺒﻴﻨﻴ‬ .‫ﺖ‬‫ﺩﺓﻣﺎﻧﺒﻴﻨﻴ‬
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They see you. (Present Tense)

Independent Pronoun Object .‫ ﺩﺓﺑﻴﻨﻦ‬‫ﺋﺔﻭﺍﻥ ﺗﻮ‬ .‫ ﺩﺓﺑﻴﻨﻦ‬‫ﺗﻮ‬
Bound Pronoun Object .‫ﺋﺔﻭﺍﻥ ﺩﺓﺗﺒﻴﻨﻦ‬ .‫ﺩﺓﺗﺒﻴﻨﻦ‬
They saw you. (Simple Past Tense)

Independent Pronoun Object .‫ﻳﺎﻥ ﺑﻴﲏ‬‫ﺋﺔﻭﺍﻥ ﺗﻮ‬ .‫ﻳﺎﻥ ﺑﻴﲏ‬‫ﺗﻮ‬
Bound Pronoun Object .‫ﺋﺔﻭﺍﻥ ﺑﻴﻨﻴﺘﻴﺎﻥ‬ .‫ﺑﻴﻨﻴﻴﺎﻧﻴﺖ \ ﺑﻴﻨﻴﺘﻴﺎﻥ‬
※ Details will be discussed thoroughly in later chapters.
IZAFE
GENERAL RULE
THE IZAFE(= LINKING VOWEL: ‫)ﻱ‬ CONSTRUCTION
The Izafe links the two parts of a possessive construction and is equivalent to the English
‘of.’ The Izafe is written as “‫ ”ﻱ‬and added directly to the first part of the construction.
the students of a school

‫ﻗﻮﺗﺎﺑﻴﺔﻛﺎﻥﻱ ﻗﻮﺗﺎﲞﺎﻧﺔ‬
a door of the house
‫ﺩﺓﺭﻃﺎﻱ ﺧﺎﻧﻮﻭﺓﻛﺔ‬
the lessons of this book
‫ﺒﺔ‬‫ﺋﺔﻡ ﻛﺘﻴ‬ ‫ﺩﺓﺭﺳﺔﻛﺎﻥﻱ‬
WITH ATTRIBUTIVE ADJECTIVES
The Izafe also links adjectives and nouns.
※ When noun-adjective constructions are enveloped by the demonstratives (e.g. ‫ﺋﺔﻣﺎﻧﺔ‬

on page 15) or modified by the definitive suffix (e.g. ‫ﺓﻛﺔ‬ on page 14), the linking
vowel, Izafe changes from “‫ ”ﻱ‬to “‫”ﺓ‬.
Examples are followed in the next page.
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a. Kurdish girl (in general, absolute form) ‫ﻛﻀﻲ ﻛﻮﺭﺩ‬

b. Kurdish girl (in general, absolute form) ‫ﻛﻀﺔ ﻛﻮﺭﺩ‬
c. A Kurdish girl (indefinitive) (common) ‫ﻜﻲ ﻛﻮﺭﺩ‬‫ﻛﻀﻴ‬
d. A Kurdish girl (indefinitive) (rarely used) ‫ﻚ‬‫ﻛﻀﺔ ﻛﻮﺭﺩﻳ‬
e. The Kurdish girl (definitive) ‫ﻛﻀﺔ ﻛﻮﺭﺩﺓﻛﺔ‬
f. This Kurdish girl (demonstrative) ‫ﺋﺔﻡ ﻛﻀﺔ ﻛﻮﺭﺩﺓ‬
※ Example a & b and c & d are interchangeable respectively.
a good hotel ‫ﻜﻲ ﺑﺎﺵ‬‫ﻠﻴ‬‫ﺗﻴ‬‫(ﻫﻮ‬correct) a long letter ‫ًﺬ‬‫(ﻧﺎﻣﺔﻳﺔﻛﻲ ﺩﺭﻳ‬correct)

‫ﻚ‬‫ﻠﺔ ﺑﺎﺷﻴ‬‫ﺗﻴ‬‫(ﻫﻮ‬wrong) ‫ﻚ‬‫ًﺬﻳ‬‫(ﻧﺎﻣﺔﻳﺔ ﺩﺭﻳ‬wrong)
easy lessons ‫(ﺩﺓﺭﺳﺔﻛﺎﱐ ﺋﺎﺳﺎﻥ‬wrong) the big house ‫(ﺧﺎﻧﻮﻭﺓﻛﺔﻱ ﻃﺔﻭﺭﺓ‬wrong)
‫(ﺩﺓﺭﺳﺔ ﺋﺎﺳﺎﻧﺔﻛﺎﻥ‬correct) ‫(ﺧﺎﻧﻮﻭﺓ ﻃﺔﻭﺭﺓﻛﺔ‬correct)
this easy lesson ‫ﺋﺔﻡ ﺩﺓﺭﺳﺔ ﺋﺎﺳﺎﻧﺔ‬ these big houses ‫ﺋﺔﻡ ﺧﺎﻧﻮﻭﺓ ﻃﺔﻭﺭﺍﻧﺔ‬
ORDINAL NUMBERS
The ordinal numbers are as follows:
1st 9th 17th

‫ﻳﺔﻛﺔﻡ‬ ‫ﻳﺔﻡ‬‫ﻧﻮ‬ ‫ﺣﺔﻇﺪﺓﻳﺔﻡ‬
nd th th
2 10 18
‫ﺩﻭﻭﺓﻡ‬ ‫ﺩﺓﻳﺔﻡ‬ ‫ﻫﺔﺫﺩﺓﻳﺔﻡ‬
rd th th
3 11 19
‫ﻴﺔﻡ‬‫ﺳﻴ‬ ‫ﻳﺎﺯﺩﺓﻳﺔﻡ‬ ‫ﺯﺩﺓﻳﺔﻡ‬‫ﻧﻮ‬
4th 12th 20th
‫ﺿﻮﺍﺭﺓﻡ‬ ‫ﺩﻭﺍﺯﺩﺓﻳﺔﻡ‬ ‫ﺑﻴﺴﺘﺔﻡ‬
th th th
5 13 100
‫ﻨﺠﺔﻡ‬‫ﺛﻴ‬ ‫ﺳﻴﺎﺯﺩﺓﻳﺔﻡ‬ ‫ﺳﺔﺩﺓﻣﲔ‬
th th th
6 14 1000
‫ﺷﺔﺷﺔﻡ‬ ‫ﺿﻮﺍﺭﺩﺓﻳﺔﻡ‬ ‫ﻫﺔﺯﺍﺭﺓﻡ‬/‫ﻫﺔﺯﺍﺭﺓﻣﲔ‬
th th
7 15
‫ﺣﺔﻭﺗﺔﻡ‬ ‫ﺛﺎﺯﺩﺓﻳﺔﻡ‬
th th
8 16
‫ﻫﺔﺷﺘﺔﻡ‬ ‫ﺷﺎﺯﺩﺓﻳﺔﻡ‬
IZAFE W ITH ORDINAL NUMBERS
The 2nd stage (sophomore) ‫ﻗﺆﻧﺎﺧﻲ ﺩﻭﻭﺓﻡ‬

th
the 10 year ‫ﺳﺎﻟﹶﻲ ﺩﺓﻳﺔﻡ‬
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POSSESSIVES
POSSESSIVE PRONOUNS
The normal possessive pronouns are enclitics added to the noun.

They take the following forms:
Singular Plural
st
1 person my ‫ﻡ‬ our ‫ﻣﺎﻥ‬
nd
2 person your ‫ﺕ‬ your ‫ﺗﺎﻥ‬
rd
3 person his/her/its ‫ﻱ‬ their ‫ﻳﺎﻥ‬
GENERAL RULE
In general, the enclitic possessive pronouns are added to the definitive form of the noun,
next to – aka(‫ )ﺓﻛﺔ‬or akan(‫ )ﺓﻛﺎﻥ‬endings.
your book ‫ًﺒﺔﻛﺔﺕ‬‫ﻛﺘﻴ‬ their pens ‫ﻗﺔﻟﹶﺔﻣﺔﻛﺎﻧﻴﺎﻥ‬

his students ‫ﻗﻮﺗﺎﺑﻴﺔﻛﺎﱐ‬ our bag ‫ﺟﺎﻧﺘﺎﻛﺔﻣﺎﻥ‬
EXCEPTIONS
Prominent exceptions to the general formation are names, parents, homes, and body parts.
For these cases, the enclitics are added to the absolute form of the noun.
my hand ‫ﺩﺓﺳﺘﻢ‬ your house ‫ﻣﺎﻟﹶﺘﺎﻥ‬

your name ‫ﻧﺎﻭﺕ‬ my mother ‫ﺩﺍﻳﻜﻢ‬
our hourse ‫ﻣﺎﻟﹶﻤﺎﻥ‬ your father ‫ﺑﺎﻭﻛﺖ‬
For kinship terms (besides mother and father), both definitive and absolute forms
are possible.
Definitive Form Absolute Form

your sister ‫ﺧﻮﺷﻜﺔﻛﺔﺕ‬ ‫ﺧﻮﺷﻜﺖ‬
my sons ‫ﻛﻮﺭﹺﺓﻛﺎﱎ‬ ‫ﻛﻮﺭﹺﺍﱎ‬
your brother ‫ﺑﺮﺍﻛﺔﺕ‬ ‫ﺑﺮﺍﺕ‬
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If the 1st person possessive enclitic is attached to the definitive form of certain nouns,
it often delivers rhetorical nuance.
Regular Use Rhetorical Use

my spirit ‫ﻃﻴﺎﻥﻡ‬ sweetie, my dear ‫ﻃﻴﺎﻧﺔﻛﺔﻡ‬
my eye ‫ﺿﺎﻭﻡ‬ sweetie, my dear ‫ﺿﺎﻭﺓﻛﺔﻡ‬
my breath ‫ﻫﺔﻧﺎﺳﺔﻡ‬ sweetie, my dear ‫ﻫﺔﻧﺎﺳﺔﻛﺔﻡ‬
my life ‫ﺫﻳﺎﻥﻡ‬ sweetie, my dear ‫ﺫﻳﺎﻧﺔﻛﺔﻡ‬
※ The Kurdish language is very romantic. When you address a friend, a younger person,
your student or someone close to you, it is preferred to use these expressioins, rather
than call someone by one’s name.
THE IZAFE CONSTRUCTION
The possessive noun phrase can also be constructed using Izafe.
With Possessive Enclitic With Izafe
my book ‫ﺒﺔﻛﺔﻡ‬‫ﻛﺘﻴ‬ ‫ﺐﻱ ﻣﻦ‬‫ﻛﺘﻴ‬

their answers ‫ﻭﺓﻻﹶﻣﺔﻛﺎﻧﻴﺎﻥ‬ ‫ﻭﺓﻻﹶﻣﻲ ﺋﺔﻭﺍﻥ‬
your pen ‫ﻗﺔﻟﹶﺔﻣﺔﻛﺔﺕ‬ ‫ﻗﺔﻟﹶﺔﻣﻲ ﺗﻮ‬
※ The Izafe possessive construction is used to emphasize or clarify the ownership to

whom it belongs. In general, for speaking purposes, shortened enclitic form is
preferred.
ONE’S ( ‫) ﻫﻲ‬
Singular Plural
st
1 person mine ‫ﻫﻲ ﻣﻦ‬ ours ‫ًﻤﺔ‬‫ﻫﻲ ﺋﻴ‬
nd
2 person yours ‫ﻫﻲ ﺗﻮ‬ yours ‫ﻮﺓ‬‫ﻫﻲ ﺋﻴ‬
rd
3 person his/hers/its ‫ﻫﻲ ﺋﺔﻭ‬ theirs ‫ﻫﻲ ﺋﺔﻭﺍﻥ‬
Is this yours? ‫ﻳﺔ؟‬‫ﺋﺔﻣﺔ ﻫﻲ ﺗﻮ‬

This book is mine. .‫ﺒﺔ ﻫﻲ ﻣﻨﺔ‬‫ﺋﺔﻡ ﻛﺘﻴ‬
The pens are theirs. .‫ﻗﺔﻟﹶﺔﻣﺔﻛﺎﻥ ﻫﻲ ﺋﺔﻭﺍﻧﻦ‬
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REFLEXIVE PRONOUNS ( ‫) ﺧ ﻮ‬
Singular Plural
st
1 person myself ‫ﻡ‬‫ﺧﻮ‬ ourselves ‫ﻣﺎﻥ‬‫ﺧﻮ‬
nd
2 person yourself ‫ﺕ‬‫ﺧﻮ‬ yourselves ‫ﺗﺎﻥ‬‫ﺧﻮ‬
rd
3 person himself/herself ‫ﻱ‬‫ﺧﻮ‬ themselves ‫ﻳﺎﻥ‬‫ﺧﻮ‬
I’ll take a shower (I wash myself) .‫ﻡ‬‫ﻡ ﺩﺓﺷﻮ‬‫ﻣﻦ ﺧﻮ‬

You know it (by yourself), don’t you? ‫ ﻭﺍﻧﻴﺔ؟‬,‫ﺕ ﺩﺓﺯﺍﱐ‬‫ ﺧﻮ‬‫ﺗﻮ‬
Write your name !‫ﺮﺓ ﺑﻨﻮﻭﺳﺔ‬‫ﺕ ﻟﻴ‬‫ﻧﺎﻭﻱ ﺧﻮ‬
(= the name of yourself) here!
ENCLITIC – ISH ( ‫ﻳﺶ \ ﺵ‬ )
The enclitic particle – ish ( ‫ ) ﻳﺶ \ ﺵ‬have the English meanings of too / also / even.
It is added to nouns, noun-adjective phrases and pronouns.
When added to words ending in vowels, – ish yields its own vowel in favor of the preceding
vowel, becoming – sh.
§ Add ‫ ﻳﺶ‬to a noun or a pronoun that ends in a consonant.
§ Add ‫ ﺵ‬to a noun or a pronoun that ends in a vowel.
me ‫ﻣﻦ‬ me too ‫ﻣﻨﻴﺶ‬

this book ‫ﺒﺔ‬‫ﺋﺔﻡ ﻛﺘﻴ‬ this book too ‫ﺒﺔﺵ‬‫ﺋﺔﻡ ﻛﺘﻴ‬
When added to words that have a possessive pronoun enclitic, – ish intervenes in between
the noun and the possessive enclitic.
your father ‫ﺑﺎﻭﻛﺖ‬ your father too ‫ﺑﺎﻭﻛﻴﺸﺖ‬

my friends ‫ﻜﺔﻡ‬‫ﻫﺎﻭﺭﹺﻳ‬ even my friends ‫ﻜﺔﺷﻢ‬‫ﻫﺎﻭﺭﹺﻳ‬
※ Note that possessive enclitics are always added at the end of the noun phrase.
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4. LINKING VERBS
MOSTLY EQUIVALENT TO ‘TO BE’ IN ENGLISH
The linking verbs (or the present tense copulas: ‘am, is, are’) consist of the following
enclitics:
Singular Plural
1st person (I) am ‫ﻡ‬ (We) are ‫ﻳﻦ‬

2nd person (You) are ‫ﻱ\ﻳﺖ‬1) (You) are ‫ﻥ‬
3rd person (He) is ‫ﺓ|ﻳﺔ‬ 2) (They) are ‫ﻥ‬
1) The inherent (‫ )ﺕ‬shown for the 2nd person singular is characteristic of literary
Kurdish, and seldom appears in the informal spoken language.
You are smart. (‫)ﺯﻳﺮﺓﻙ‬ .‫( ﺯﻳﺮﺓﻛﻲ‬‫ = )ﺗﻮ‬.‫( ﺯﻳﺮﺓﻛﻴﺖ‬‫)ﺗﻮ‬

Where are you? (‫)ﻟﺔ ﻛﻮﻱ‬ ‫ﻲ؟‬‫( ﻟﺔ ﻛﻮﻳ‬‫ﻴﺖ؟ = )ﺗﻮ‬‫( ﻟﺔ ﻛﻮﻳ‬‫)ﺗﻮ‬
2) The 3rd person singular linking verb is “‫”ﺓ‬. However, if the complement or
adverbial phrase has a vowel ending, such as “‫”ﺓ‬, “‫ ”ﺍ‬or “‫ َ”ﻭ‬at the end,
y[ee] (‫ )ﻱ‬sound is inserted to induce an easier pronunciation.
This is big. (‫)ﻃﺔﻭﺭﺓ‬ .‫ﺋﺔﻣﺔ ﻃﺔﻭﺭﺓﻳﺔ‬

She is a teacher. (‫ﺳﺘﺎ‬‫)ﻣﺎﻣﻮ‬ .‫ﺳﺘﺎﻳﺔ‬‫ﺋﺔﻭ ﻣﺎﻣﻮ‬
3) When the 3rd person singular possessive enclitic(‫ )ﻱ‬is followed by the 3rd person
singular ending ”‫ ”ﺓ‬, a special form, “‫ ”ﻳﺔﰐ‬is used.
This is her book. (‫ﺒﺔﻛﺔﻱ‬‫)ﻛﺘﻴ‬ .‫ﺒﻜﺔﻳﺔﰐ‬‫ﺋﺔﻣﺔ ﻛﺘﻴ‬
This is her son. (‫)ﻛﻮﺭﹺ‬ .‫ﺋﺔﻣﺔ ﻛﻮﺭﹺﺓﻛﺔﻳﺔﰐ‬
For other cases of “‫”ﻳﺔﰐ‬, see the 3rd person singular Subjective BP of the
Present Perfect tense on page 59 and Irregular Verbs on page 61.
He had eaten. .‫)ﺋﺔﻭ( ﺧﻮﺍﺭﺩﻭﻭﻳﺔﰐ‬

The child is hungry. .‫ﻣﻨﺪﺍﻟﹶﺔﻛﺔ ﺑﺮﺳﻴﻴﺔﰐ‬
23
NEGAT IVE STATEMENTS
To negate a linking verb statement, add (‫ )ﱐ‬to the linking verb.
They are not smart. (‫)ﺯﻳﺮﺓﻙ‬ .‫ ﻥ ← ﺯﻳﺮﺓﻛﻨﲔ‬+ ‫)ﺋﺔﻭﺍﻥ( ﺯﻳﺮﺓﻙ ﱐ‬

He is not here. (‫ﺮﺓ‬‫)ﻟﻴ‬ .‫َﺮﺓﻧﻴﺔ‬‫ ﺓ ← ﻟﻴ‬+ ‫ﺮﺓ ﱐ‬‫)ﺋﺔﻭ( ﻟﻴ‬
SENTENCES WIT H LINKING VERBS
The linking verb can be combined with 1) an adjective phrase or 2) a noun phrase
complement or 3) an adverbial phrase.
COMPLEMENT + LINKING VERB
A complement relates to the subject: it describes the subject or identifies it (says who or
what it is).
COMPLEMENT W ITH ADJECTIVE PHRASE
She(‫ )ﺋﺔﻭ‬is(‫ )ﺓ‬pretty(‫)ﺟﻮﺍﻥ‬. .‫ ﺓ ← ﺟﻮﺍﻧﺔ‬+ ‫)ﺋﺔﻭ( ﺟﻮﺍﻥ‬

She(‫ )ﺋﺔﻭ‬is(‫ )ﺓ‬not pretty(‫)ﺟﻮﺍﻥ‬. .‫ ﺓ ← ﺟﻮﺍﻥ ﻧﻴﺔ‬+ ‫ ﱐ‬+ ‫)ﺋﺔﻭ( ﺟﻮﺍﻥ‬
You(‫ )ﺗﻮ‬are(‫ )ﻳﺖ‬brave(‫)ﺋﺎﺯﺍ‬. .‫ ﻳﺖ ← ﺋﺎﺯﺍﻳﺖ‬+ ‫( ﺋﺎﺯﺍ‬‫)ﺗﻮ‬
They(‫ )ﺋﺔﻭﺍﻥ‬are(‫ )ﻥ‬sick(‫ﺵ‬‫)ﻧﺔﺧﻮ‬. .‫ﺷﻦ‬‫ ﻥ ← ﻧﺔﺧﻮ‬+ ‫ﺵ‬‫)ﺋﺔﻭﺍﻥ( ﻧﺔﺧﻮ‬
COMPLEMENT W ITH NOUN PHRASE
We are(‫ )ﻳﻦ‬teachers(‫ﺳﺘﺎ‬‫)ﻣﺎﻣﻮ‬. .‫ﺳﺘﺎﻳﻦ‬‫ ﻳﻦ ← ﻣﺎﻣﻮ‬+ ‫ﺳﺘﺎ‬‫ﻤﺔ( ﻣﺎﻣﻮ‬‫)ﺋﻴ‬

We are(‫ )ﻳﻦ‬not teachers(‫ﺳﺘﺎ‬‫)ﻣﺎﻣﻮ‬. .‫ﺳﺘﺎ ﻧﻴﲔ‬‫ ﻳﻦ ← ﻣﺎﻣﻮ‬+ ‫ ﱐ‬+ ‫ﺳﺘﺎ‬‫ﻤﺔ( ﻣﺎﻣﻮ‬‫)ﺋﻴ‬
She is(‫ )ﺓ‬my wife(‫)ﺫﻥ‬. .‫ ﺓ ← ﺫﳕﺔ‬+ ‫)ﺋﺔﻭ( ﺫﱎ‬
ADVERBIAL + LINKING VERB
I am(‫ )ﻡ‬at school(‫)ﻟﺔ ﻗﻮﺗﺎﲞﺎﻧﺔ‬. .‫ ﻡ ← ﻟﺔ ﻗﻮﺗﺎﲞﺎﻧﺔﻡ‬+ ‫)ﻣﻦ( ﻟﺔ ﻗﻮﺗﺎﲞﺎﻧﺔ‬

I am(‫ )ﻡ‬not at school(‫)ﻟﺔ ﻗﻮﺗﺎﲞﺎﻧﺔ‬. .‫ ﻡ ← ﻟﺔ ﻗﻮﺗﺎﲞﺎﻧﺔ ﻧﻴﻢ‬+ ‫ ﱐ‬+ ‫)ﻣﻦ( ﻟﺔ ﻗﻮﺗﺎﲞﺎﻧﺔ‬
My pen is(‫ )ﺓ‬on the red table(‫ﺰ‬‫)ﻣﻴ‬. .‫ﺰﺓ ﺳﻮﻭﺭﺓﻛﺔﻳﺔ‬‫ﻗﺔﻟﺔﻣﺔﻛﺔﻡ ﻟﺔﺳﺔﺭ ﻣﻴ‬
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SUMMARY
This child is my son. .‫ﺋﺔﻡ ﻣﻨﺪﺍﻟﹶﺔ ﻛﻮﺭﹺﻣﺔ‬

The red apple is yours. .‫ﻳﺔ‬‫ﻮﺓ ﺳﻮﻭﺭﺓﻛﺔ ﻫﻲ ﺗﻮ‬‫ﺳﻴ‬
Baktiyar and I are at the bazaar. .‫ﺑﺔﺧﺘﻴﺎﺭ ﻭ ﻣﻦ ﻟﺔ ﺑﺎﺯﺍﺭﹺﻳﻦ‬
※ When one’s nationality is the subject matter, it is also acceptable to add “‫ ”ﺓ‬to the
ending of the Linking Verb. (Especially for speaking, this way is more preferred. J)
I am Korean. .‫ﺭﱘ‬‫ = ﻛﻮ‬.‫ﺭﳝﺔ‬‫ﻛﻮ‬ I am not Chinese. .‫ = ﺿﻴﲏ ﻧﻴﻢ‬.‫ﺿﻴﲏ ﻧﻴﻤﺔ‬

They are Japanese. .‫ = ﻳﺎﺑﺎﻧﲔ‬.‫ﻳﺎﺑﺎﻧﻴﻨﺔ‬ We are not Kurdish. .‫ = ﻛﻮﺭﺩﻱ ﻧﻴﲔ‬.‫ﻛﻮﺭﺩﻱ ﻧﻴﻴﻨﺔ‬
EXERCISES
Red dress is pretty. (in general) .‫ﺟﻠﻲ ﺳﻮﻭﺭ ﺟﻮﺍﻧﺔ‬

The red dress is pretty. (definitive) .‫ﺟﻠﺔ ﺳﻮﻭﺭﺓﻛﺔ ﺟﻮﺍﻧﺔ‬
The red dresses are pretty. (definitive plural) .‫ﺟﻠﺔ ﺳﻮﻭﺭﺓﻛﺎﻥ ﺟﻮﺍﻧﻦ‬
This red dress is pretty. (demonstrative) .‫ﺋﺔﻡ ﺟﻠﺔ ﺳﻮﻭﺭﺓ ﺟﻮﺍﻧﺔ‬
Your red dress is pretty. (possessive) .‫ﺟﻠﺔﺳﻮﻭﺭﺓﻛﺔﺕ ﺟﻮﺍﻧﺔ‬
Red Kurdish dress is pretty. (in general) .‫ﺟﻠﻲ ﻛﻮﺭﺩﻱ ﺳﻮﻭﺭ ﺟﻮﺍﻧﺔ‬
The red Kurdish dress is pretty. (definitive) .‫ﺟﻠﻲ ﻛﻮﺭﺩﻳﺔ ﺳﻮﻭﺭﺓﻛﺔ ﺟﻮﺍﻧﺔ‬
This red Kurdish dress is pretty. (demonstrative) .‫ﺋﺔﻡ ﺟﻠﺔ ﻛﻮﺭﺩﻳﺔ ﺳﻮﻭﺭﺓ ﺟﻮﺍﻧﺔ‬
Your red Kurdish dress is pretty. (possessive) .‫ﺟﻠﺔ ﺳﻮﻭﺭﺓ ﻛﻮﺭﺩﻳﻴﺔﻛﺔﺕ ﺟﻮﺍﻧﺔ‬
This is his daughter. .‫ﺋﺔﻣﺔ ﻛﻀﻲ ﺋﺔﻭﺓ\ﺋﺔﻭﺓ ﻛﻀﻴﺔﰐ‬
This is my friend’s daughter. .‫ﻲ ﻣﻨﺔ‬‫ﺋﺔﻣﺔ ﻛﻀﻲ ﻫﺎﻭﺭﻳ‬
This is my father’s friend’s daughter. .‫ﻲ ﺑﺎﻭﻛﻤﺔ‬‫ﺋﺔﻣﺔ ﻛﻀﻲ ﻫﺎﻭﺭﻳ‬
This pen is yours. .‫ﻳﺔ‬‫ﺋﺔﻡ ﻗﺔﻟﹶﺔﻣﺔ ﻫﻲ ﺗﻮ‬
The black, cool, fantastic pants are my sister’s. .‫ﻟﺔ ﺭﹺﺓﺵ ﻭ ﺑﺎﺵ ﻭ ﺟﻮﺍﻧﺔ ﻫﻲ ﺧﻮﺷﻜﻤﺔ‬‫ﺋﺔﻡ ﺛﺎﻧﺘﻮ‬
rd
We are Juniors(3 stage students) .‫ﻱ ﺳﺔﻻﺣﺔﺩﻳﻨﲔ‬‫ﻴﺔﻣﻲ ﺯﺍﻧﻜﻮ‬‫ﻤﺔ ﻗﺆﻧﺎﺧﻲ ﺳﻴ‬‫ﺋﻴ‬
at Salahaddin University.
Sangar and Hasan are my friends. .‫ﺳﺔﻧﻄﺔﺭ ﻭ ﺣﺔﺳﺔﻥ ﺑﺮﺍﺩﺓﺭﻱ ﻣﻨﻦ‬
You are not visible.
(I haven’t seen you for a long time) .‫ﺩﻳﺎﺭ ﻧﻴﻴﺖ‬
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5. QUESTIONS
YES/NO QUESTIONS
To make a statement into a “formal” question, simply add “‫ ”ﺋﺎﻳﺎ‬at the beginning of the
question. ‫ ﺋﺎﻳﺎ‬is usually used in written language, while in informal speech, raising the
voice tone at the end is enough to make the statement a question without any change to
the sentence structure.
With ‫( ﺋﺎﻳﺎ‬formal, written) Without ‫( ﺋﺎﻳﺎ‬spoken)

Is this yours? ‫ﻳﺔ؟‬‫ﺋﺎﻳﺎ ﺋﺔﻣﺔ ﻫﻲ ﺗﻮ‬ ‫ﻳﺔ؟‬‫ﺋﺔﻣﺔ ﻫﻲ ﺗﻮ‬
Are you an English teacher? ‫ﺳﺘﺎﻱ ﺋﻴﻨﻄﻠﻴﺰﻳﺖ؟‬‫ ﻣﺎﻣﻮ‬‫ﺋﺎﻳﺎ ﺗﻮ‬ ‫ﺳﺘﺎﻱ ﺋﻴﻨﻄﻠﻴﺰﻳﺖ؟‬‫ ﻣﺎﻣﻮ‬‫ﺗﻮ‬
Are these flowers roses? ‫ﺋﺎﻳﺎ ﺋﺔﻡ ﻃﻮﻻﹶﻧﺔ ﻃﻮﻟﹶﻲ ﺳﻮﻭﺭﻥ؟‬ ‫ﺋﺔﻡ ﻃﻮﻻﹶﻧﺔ ﻃﻮﻟﹶﻲ ﺳﻮﻭﺭﻥ؟‬
USING QUESTION WORDS
Who How
‫ﻛﻲ‬ ‫ﻥ‬‫ﺿﻮ‬
Where How many / old / What time (num)
‫( ﻛﻮﻱ‬‫ ﺑﻮ‬,‫)ﻟﺔ‬ ‫ﺿﺔﻧﺪ‬
What How much (price)
‫ ﺿﻲ‬,‫ﺽ‬ ‫ﺑﺔ ﺿﺔﻧﺪ‬
Why Which one of them
‫ ﺿﻲ‬‫ﺑﻮ‬ ‫ﻛﺎﻣﻴﺎﻥ‬
When Which (relative pronoun)
‫ﻛﺔﻱ‬ ‫ﻛﺔ‬
In Kurdish, question words don’t change the word order of the sentence. The general rule
(subject – object/complement – verb) is applied in both questions and statements.
Sample questions:
Who is this boy? ‫ﻴﺔ؟‬‫ﺋﺔﻡ ﻛﻮﺭﹺﺓ ﻛﻴ‬ Where are you ‫ﻴﺖ؟‬‫ ﺧﺔﻟﹶﻜﻲ ﻛﻮﻳ‬‫ﺗﻮ‬
from?
How are you? ‫ﻥﻱ؟‬‫ً ﺿﻮ‬‫ﺗﻮ‬ Where is a pen? ‫ﻛﻮﺍ ﻗﺔﻟﹶﺔﻡ؟‬
How old is he? ‫ﺗﺔﻣﺔﻥﻱ ﺿﺔﻧﺪﺓ؟‬ Where are you ‫ﻳﺖ؟‬‫ ﺩﺓﺭﹺﻭ‬‫ ﻛﻮﻱ‬‫ ﺑﻮ‬‫ﺗﻮ‬
going?
How much are those? ‫ﺋﺔﻭﺍﻧﺔ ﺑﺔ ﺿﺔﻧﺪﻥ؟‬ Where is the ‫ﻴﺔ؟‬‫ﺷﺨﺎﻧﺔﻛﺔ ﻟﺔ ﻛﻮﻳ‬‫ﻧﺔﺧﻮ‬
hospital?
How far is it from here? ‫ﺮﺓ؟‬‫ﺿﺔﻧﺪ ﺩﻭﻭﺭﺓ ﻟﺔ ﺋﻴ‬ What time is it? ‫ﺳﻌﺎﺕ ﺿﺔﻧﺪﺓ؟‬
Which one is better? ‫ﻛﺎﻣﻴﺎﻥ ﺑﺎﺷﺘﺮﺓ؟‬ What is your ‫ﻧﺔﻛﺔﺕ‬‫ﺫﻣﺎﺭﺓﻱ ﺗﺔﻟﺔﻓﻮ‬
telephone number?
‫ﺿﺔﻧﺪﺓ؟‬
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6. ADJECTIVES
COMPAR AT IVE AND SUPERLAT IVE ADJECTIVES
SUFFIXES "‫" ﺗﺮﻳﻦ" & " ﺗﺮ‬
The comparative & the superlative degree of the adjective are formed by suffixing “‫”ﺗﺮ‬and
“‫ ”ﺗﺮﻳﻦ‬respectively.
Comparative Superlative
Smart smarter Smartest
‫ﺯﻳﺮﺓﻙ‬ ‫ﺯﻳﺮﺓﻛﺘﺮ‬ ‫ﺯﻳﺮﺓﻛﺘﺮﻳﻦ‬
Beautiful more beautiful most beautiful
‫ﺟﻮﺍﻥ‬ ‫ﺟﻮﺍﻧﺘﺮ‬ ‫ﺟﻮﺍﻧﺘﺮﻳﻦ‬
Easy easier Easiest
‫ﺋﺎﺳﺎﻥ‬ ‫ﺋﺎﺳﺎﻧﺘﺮ‬ ‫ﺋﺎﺳﺎﻧﺘﺮﻳﻦ‬
THAN
The preposition of comparison is “‫”ﻟﺔ‬, as in the following examples.
Today is colder than yesterday. .‫ ﺳﺎﺭﺩﺗﺮﺓ‬‫ﲏ‬‫ ﻟﺔ ﺩﻭﻳ‬‫ﺋﺔﻣﺮﹺﻭ‬

This is better than that. .‫ﺋﺔﻣﺔ ﻟﺔ ﺋﺔﻭﺓ ﺑﺎﺷﺘﺮﺓ‬
This is better than that. .‫ﺋﺔﻣﺔ ﻟﺔ ﺋﺔﻭﺓ ﺑﺎﺷﺘﺮﺓ‬
SUPERLATIVE " ‫" ﻫﺔﺭﺓ‬
Adding “‫ ”ﻫﺔﺭﺓ‬before an adjective is another way of making superlative expressions.
the smartest ‫ | ﻫﺔﺭﺓ ﺯﻳﺮﺓﻙ‬the most active ‫ | ﻫﺔﺭﺓ ﺿﺎﻻﻙ‬the bravest ‫ﻫﺔﺭﺓ ﺋﺎﺯﺍ‬
Dastan is the smartest among .‫ﺩﺍﺳﺘﺎﻥ ﻗﻮﺗﺎﺏﻱ ﻫﺔﺭﺓ ﺯﻳﺮﺓﻛﺔ ﻟﺔ ﻗﺆﻧﺎﻍﻱ ﻳﺔﻛﺔﻡ‬
the 1st graders
※ ”‫ ”ﻫﺔﺭﺓ‬and ”‫ ”ﺗﺮﻳﻦ‬can be used together to emphasize the superlative.
Smartest ‫ﻫﺔﺭﺓ ﺯﻳﺮﺓﻛﺘﺮﻳﻦ‬ ‫ﻫﺔﺭﺓ ﺯﻳﺮﺓﻙ‬ ‫ﺯﻳﺮﺓﻛﺘﺮﻳﻦ‬

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SUPERLATIVE ADJECTIVES COME BEFORE THE NOUN
Superlative adjectives precede the nouns they modify, as in
the most beautiful child ‫ﺟﻮﺍﻧﺘﺮﻳﻦ ﻣﻨﺪﺍﻝﹶ‬ the coldest day ‫ﺫ‬‫ﺳﺎﺭﺩﺗﺮﻳﻦ ﺭﹺﻭ‬
the smartest person ‫ﻫﺔﺭﺓ ﺯﻳﺮﺓﻛﺘﺮﻳﻦ ﻛﺔﺱ‬ the best things ‫ﺿﺎﻛﺘﺮﻳﻦ ﺷﺘﺔﻛﺎﻥ‬
Shaqlawa is the nicest place. .‫ﻨﺔ‬‫ﺷﺔﻗﻼﹶﻭﺓ ﺧﺆﺷﺘﺮﻳﻦ ﺷﻮﻳ‬ the coolest thing ‫ﺑﺎﺷﺘﺮﻳﻦ ﺷﺘﺔﻛﺔ‬
FORMAT ION OF NOUN, ADJECTIVE AND ADVERB
ADJECTIVE à NOUN
Adding “‫ ”ﻱ‬at the end of the adjective makes a noun.
Adjective Noun
beautiful ‫ﺟﻮﺍﻥ‬ beauty ‫ﺟﻮﺍﱐ‬
intelligent ‫ﺯﻳﺮﺓﻙ‬ intelligence ‫ﺯﻳﺮﺓﻛﻲ‬
wise ‫ﺫﺭ‬ wisdom ‫ﺫﻳﺮﻱ‬
true ‫ﺭﹺﺍﺳﺖ‬ truth ‫ﺭﹺﺍﺳﱵ‬
polite ‫ﺑﺔﺋﺔﺩﺓﺑﺔﻭﺓ‬ politeness ‫ﺋﺔﺩﺓﺏ‬
sick ‫ﺵ‬‫ﻧﺔﺧﻮ‬ sickness ‫ﺷﻲ‬‫ﻧﺔﺧﻮ‬
healthy ‫ﺗﺔﻧﺪﺭﻭﺳﺖ‬ health ‫ﺗﺔﻧﺪﺭﻭﺳﱵ‬
sour ‫ﺗﺮﺵ‬ pickle ‫ﺗﺮﺷﻲ‬
free ‫ﺋﺎﺯﺍﺩ‬ freedom ‫ﺋﺎﺯﺍﺩﻱ‬
nice/good/cool ‫ﺵ‬‫ﺧﻮ‬ happiness ‫ﺷﻲ‬‫ﺧﻮ‬
It’s not the healthy who need a doctor, but the sick. (Matthew 9:12)
(12 : 9 ‫ ﺑﺔﻟﹶﻜﻮ ﻧﺔﺧﻮﺵ )ﻣﺔﺗﺘﺎ‬,‫ﻮﻳﺴﱵ ﺑﺔ ﺛﺰﻳﺸﻚ ﻧﻴﻴﺔ‬‫ﻇﻲ ﻟﺔﺵ ﺳﺎﻍ ﺛﻴ‬‫ﻣﺮﻭ‬
"I am the way and the truth and the life. No one comes to the Father except
through me.
(John 14:6)
‫ﻱ ﻣﻨﺔﻭﺓ ﻧﺔﰊ‬‫ ﻻﻱ ﺑﺎﻭﻙ ﺑﺔﻫﻮ‬‫ ﻛﺔﺱ ﻧﺎﻳﺔﺕ ﺑﻮ‬.‫ﻄﺎ ﻭ ﺭﹺﺍﺳﱵ ﻭ ﺫﻳﺎﱎ‬‫ﻣﻦ ﺭﹺﻳ‬
(6 :14 ‫ﺣﺔﻧﻨﺎ‬‫)ﻳﻮ‬
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NOUN à ADJECTIVE
Adding the preposition, “‫(”ﺑﺔ‬with, by) at the beginning of the noun makes an adjective.
Noun Adjective
doubt ‫ﻃﻮﻣﺎﻥ‬ doubtful/ ‫ﺑﺔﻃﻮﻣﺎﻥ‬
suspicious
liver(organ) ‫ﺟﺔﺭﻁ‬ brave ‫ﺑﺔﺟﺔﺭﻁ‬
power ‫ﺰ‬‫ﻫﻴ‬ strong ‫ﺰ‬‫ﺑﺔﻫﻴ‬
religion ‫ﺋﺎﻳﲔ\ﺩﻳﻦ‬ religious ‫ﺩﻳﻨﺪﺍﺭ‬/‫ﺑﺔﺩﻳﻦ‬
fear ‫ﺗﺮﺱ‬ fearful ‫ﺑﺔﺗﺮﺱ‬
taste ‫ﺗﺎﻡ‬ tasty ‫ﺑﺔﺗﺎﻡ‬
mercy ‫ﺑﺔﺯﺓﻳﻲ‬ merciful ‫ﺑﺔﺑﺔﺯﺓﻳﻲ‬
glory ‫ﺷﻜﻮ‬ glorious ‫ﻣﺔﻧﺪ= ﺑﺔﺷﻜﻮ‬‫ﺷﻜﻮ‬
respect ‫ﺰ‬‫ﺭﹺﻳ‬ dear ‫ﺰ‬‫ﺑﺔﺭﹺﻳ‬
Dolma is so delicious (tasty)! !‫ﺭ ﺑﺔﺗﺎﻣﺔ‬‫ﳌﺔ ﺯﻭ‬‫ﺩﻭ‬
ADJECTIVE à ADVERB
GENERAL RULE
Adding the preposition, “‫(”ﺑﺔ‬with, by) or “‫(”ﰊ‬without) at the beginning of the adjective
and “‫ ”ﻱ‬at the end makes a noun.
‫ ﻱ‬+ adjective + ‫ﺑﺔ\ﰊ‬
Adjective Adverb
sure ‫ﺩﻟﹶﻨﻴﺎ‬ surely ‫ﺑﺔ ﺩﻟﹶﻨﻴﺎﻱ‬
suspicious ‫ﺑﺔ ﻃﻮﻣﺎﻥ‬ of course ‫ ﻃﻮﻣﺎﻥ‬‫ﰊ‬
fast (e.g. this is fast) ‫ﺮﺍ‬‫ﺧﻴ‬ fast (e.g. runs fast) ‫ﺮﺍﻳﻲ‬‫ﺑﺔﺧﻴ‬
hesitant ‫ﺩﻭﻭﺩﻝﹶ‬ without hesitation ‫ ﺩﻭﻭﺩﻟﹶﻲ‬‫ﰊ‬
slow ‫ﻮﺍﺵ‬‫ﻫﻴ‬ slowly ‫ﻮﺍﺷﻲ‬‫ﺑﺔﻫﻴ‬
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WORD ORDER
ADJECTIVE AS A COMPLEMENT
1) Subject – 2) Complement – 3) Linking Verb (Present Copula)
The mountain is high. .‫ﺷﺔﺧﺔﻛﺔ ﺑﺔﺭﺯﺓ‬

The film is very interesting. .‫ﺷﺔ‬‫ﺭ ﺧﻮ‬‫ﻓﻠﻴﻤﺔﻛﺔ ﺯﻭ‬
The downstairs room is dark. .‫ ﺗﺎﺭﻳﻜﺔ‬‫ﺫﻭﻭﺭﻱ ﺧﻮﺍﺭﻱ‬
ADJECTIVE AS A MODIFIER
1) The modified noun precedes, 3) the modifying adjective follows and 2) the noun and
adjective are connected by the Izafe ”‫”ﻱ‬.
a high mountain ‫ﻜﻲ ﺑﺔﺭﺯ‬‫ﺷﺔﺧﻴ‬

* a very interesting film ‫ﺵ‬‫ﺭ ﺧﻮ‬‫ﻜﻲ ﺯﻭ‬‫ﻓﻠﻴﻤﻴ‬
delicious meal ‫ﺧﻮﺍﺭﺩﱐ ﺑﺔﻟﺔﺯﺕ‬
※ The adverb, that modifies the adjective, comes before the adjective. (See page 32.)
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7. PREPOSITIONS - PART I
INTRODUCTION TO PREPOSITIONS
WHAT IS A PREPOSITION?
A preposition is a word like in, to, for and out of in English.

Here are some of their Kurdish counterparts.
English Preposition Kurdish Examples

prepositions
with/by (a method/way) ‫ﺑﺔ‬ (I travel) by car ‫ﺑﺔ ﺳﺔﻳﺎﺭﺓ‬
to (a person) ‫ﺑﺔ‬ (Talk) to me ‫ﺑﺔ ﻣﻦ‬
without (something) ‫ﰊ‬ without money ‫ً ﺛﺎﺭﺓ‬‫ﰊ‬
to/toward (a place) ‫ﺑﻮ‬ (I went) to Bazaar ‫ ﺑﺎﺯﺍﺭﹺ‬‫ﺑﻮ‬
for (a reason/person) ‫ﺑﻮ‬ For what?, for you ‫ ﺗﻮ‬‫ً ﺿﻲ؟ ﺑﻮ‬‫ﺑﻮ‬
in/at (a place) ‫ﻟﺔ‬ at home, in here ‫ﺮﺓ‬‫ ﻟﻴ‬,‫ﻟﺔ ﻣﺎﻝﹶ‬
HOW TO USE A PREPOSITION
A preposition usually comes before a noun phrase.
for two years ‫ ﺩﻭﻭ ﺳﺎﻝﹶ‬‫ﺑﻮ‬

with you ‫ﻟﺔﻃﺔﻝﹶ ﺗﻮ‬
to his friend’s house ‫ﻜﺔﻡ‬‫ ﻣﺎﻟﹶﻲ ﻫﺎﻭﺭﹺﻳ‬‫ﺑﻮ‬
by my dad’s car ‫ﺑﺔ ﺳﺔﻳﺎﺭﺓﻱ ﺑﺎﻭﻛﻢ‬
A prepositional phrase can be an object or an adverbial.
I studied Kurdish. .‫ﻨﺪ‬‫ﻛﻮﺭﺩﱘ ﺧﻮﻳ‬ I studied Kurdish for 2 years. .‫ﻨﺪ‬‫ ﺩﻭﻭ ﺳﺎﻝﹶ ﻛﻮﺭﺩﱘ ﺧﻮﻳ‬‫ﺑﻮ‬
Come! !‫ﻭﺓﺭﺓ‬ Come with me! !‫ﻟﺔﻃﺔﻝﹶ ﻣﻦ ﻭﺓﺭﺓ‬
I give (it). .‫ﺩﺓﺩﺓﻡ‬ I give it to you. .‫ﺖ ﺩﺓﺩﺓﻡ‬‫ﺛﻴ‬
Listen! ‫ ﺑﻄﺮﺓ‬‫ﻃﻮﻱ‬ Listen to this song! ‫ﺭﺍﻧﻴﻴﺔ ﺑﻄﺮﺓ‬‫ ﻟﺔﻡ ﻃﻮ‬‫ﻃﻮﻱ‬
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PREPOSITION & POSTPOSITION
Certain prepositions (especially, ‫ )ﻟﺔ‬are coupled with a postposition to envelop the

complement together. The preposition itself marks the beginning of the prepositional
phrase, and the end of the complement is marked by a postpositional element.
Coupling
Preposition Examples
Postposition
in, at (a place) ‫ﺩﺍ‬ ‫ﻟﺔ‬ in Kurdistan ‫ﻟﺔ ﻛﻮﺭﺩﺳﺘﺎﻧﺪﺍ‬
in America ‫ﻟﺔ ﺋﺔﻣﺮﻳﻜﺎﺩﺍ‬
finally ‫ﺗﺎﻳﻴﺪﺍ‬‫ﻟﺔ ﻛﻮ‬
in front of ‫ﺩﺍ‬ ‫ﻟﺔﺑﺔﺭ‬ ‫ﺩﺍ‬....‫ﻟﺔﺑﺔﺭ‬
from (a place) ‫ﺓﻭﺓ‬ ‫ﻟﺔ‬ from afar ‫ﻟﺔﺩﻭﻭﺭﺓﻭﺓ‬
because of ‫ﺓﻭﺓ‬ ‫ﻟﺔﺑﺔﺭ‬ because of that ‫ﻟﺔﺑﺔﺭﺋﺔﻭﺓ‬
for the sake of ‫ﻟﺔﺑﺔﺭﺧﺎﺗﺮﻱ‬ for you ‫ﻟﺔﺑﺔﺭﺧﺎﺗﺮﻱ ﺗﻮ‬
ADVERBIAL PHR ASES
In Kurdish, most adverbs and adverbial phrases are added after the subject.
Subject – Adverb – Verb
Subject – Adverb – Object/Complement – Verb
※ Notable exceptions are the adverbs of direction (to/for/towards somewhere), which

usually come after the verb.
ADVERB OF TIME/FREQUENCY
I’ll come. .‫ﻢ‬‫ﺩﻳ‬ I’ll come tomorrow. .‫ﻡ‬‫ﻣﻦ ﺑﺔﻳﺎﱐ ﺩﺓﺭﹺﻭ‬

I’ll leave. .‫ﻡ‬‫ﺩﺓﺭﹺﻭ‬ I’ll leave at 3 o’clock. .‫ﻡ‬‫ ﺩﺓﺭﹴِﻭ‬‫ﻣﻦ ﺳﻌﺎﺕ ﺳﻲ‬
More examples:
in the afternoon ً‫ﺛﺎﺵ ﻧﻴﻮﺓﺭﹺﻭ‬ at night ‫ﺷﺔﻭ‬ late ‫ﺩﺭﺓﻧﻂ‬
evening ‫ًﻮﺍﺭﺓ‬‫ﺋﻴ‬ early ‫ﺯﻭﻭ‬ yesterday ‫ﲏ‬‫ﺩﻭﻳ‬
next year ‫ﻜﻲ ﺩﻳﻜﺔ‬‫ﺳﺎﻟﹶًﻴ‬ last year ‫ﺛﺎﺭ‬ two yrs ago ‫ﺮﺍﺭ‬‫ﺛﻴ‬
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ADVERB OF MANNER
Go! !‫ﺑﺮﹺﻭ‬ Go fast! !ً‫ﺮﺍﻳﻲ ﺑﺮﹺﻭ‬‫ﺑﺔ ﺧﻴ‬

Speak! !‫ﺑﻠﹶﻲ‬ Speak slowly! !‫ﻢ ﺑﻠﹶﻲ‬‫ﻮﺍﺷﻲ ﺛﻴ‬‫ﺑﺔ ﻫﻴ‬
More examples:
slowly ‫ﻮﺍﺷﻲ‬‫ﺑﺔ ﻫﻴ‬ quickly/fast ‫ﺮﺍﻳﻲ‬‫ﺑﺔ ﺧﻴ‬ with them ‫ﻟﺔﻃﺔﻝﹶ ﺋﺔﻭﺍﻥ‬
by foot ‫ﺑﺔ ﺛﻲ‬ ** nicely ‫ﺑﺎﺵ‬ with them ‫ﻟﺔﻃﺔﻟﹶﻴﺎﻥ‬
by car ‫ﺑﺔ ﺳﺔﻳﺎﺭﺓ‬ at once ‫ﺑﺔ ﻳﺔﻙ ﺟﺎﺭ‬ ** in a pretty way ‫ﺟﻮﺍﻥ‬
** Some adjectives behave like adverbs as well.
ADVERB OF PLACE
I’m going. ‫ﺩﺓﺿﻢ‬ I’m going to Halabja. .‫ ﻫﺔﻟﹶﺔﲜﺔ‬‫ﻣﻦ ﺩﺓﺿﻢ ﺑﻮ‬

I came back. ‫ﻃﺔﺭﹺﺍﻣﺔﻭﺓ‬ I came back from school. .‫ﻃﺔﺭﹺﺍﻣﺔﻭﺓ ﻟﺔ ﻗﻮﺗﺎﲞﺎﻧﺔ‬
I came. ‫ﻫﺎﰎ‬ I came from afar. .‫ﻣﻦ ﻟﺔﺩﻭﻭﺭﺓﻭﺓ ﻫﺎﰎ‬
More examples:
on (a thing) ‫ﺩﺍ‬...‫ﻟﺔﺳﺔﺭ‬ from behind ‫ﺓﻭﺓ‬...‫ﻟﺔﺛﺸﺖ‬ to (a place) .... ‫ﺑﻮ‬
under ‫ﺩﺍ‬...‫ﺮ‬‫ﻟﺔﺫﻳ‬ behind ‫ﺩﺍ‬...‫ﻟﺔﺛﺸﺖ‬ in (a place) .... ‫ﻟﺔ‬
besides ‫ﺩﺍ‬...‫ﻟﺔ ﺛﺎﻝﹶ‬ below ‫ﺧﻮﺍﺭﺓﻭﺓ‬ from (a place) ‫ ﺓﻭﺓ‬.... ‫ﻟﺔ‬
Common expressions and Kurdish idioms with preposition will be covered in Chapter 12.
Preposition – Part II.
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8. VERB TYPES
INTRANSITIVE & TRANS ITIVE
INTRANSITIVE ‫ﻨﺔﺛﺔ ﺭﹺ‬‫ﻛﺎﺭﻱ ﺗ ﻴ‬
An intransitive verb is a verb that cannot take an object, although it may have an
adverbial/prepositional phrase along with it.
I understand very well. .‫ﺭ ﺑﺎﺵ ﰐﹶ ﺩﺓﻃﺔﻡ‬‫)ﻣﻦ( ﺯﻭ‬

I’ll come back early tomorrow. .‫ﻤﺔﻭﺓ‬‫)ﻣﻦ( ﺑﺔﻳﺎﱐ ﺯﻭﻭ ﺩﺓﻃﺔﺭﹺﻳ‬
I live in Hawler. .‫ﺮ ﺩﺓﺫﱘ‬‫)ﻣﻦ( ﻟﺔ ﻫﺔﻭﻟﻴ‬
TRANSITIVE ‫ﺜﺔ ﺭﹺ‬‫ﻛﺎﺭﻱ ﺗ ﻴ‬
A transitive verb is a verb that takes an object.
I study Kurdish. .‫ﻨﻢ‬‫)ﻣﻦ( ﻛﻮﺭﺩﻱ ﺩﺓﺧﻮﻳ‬

I don’t have(eat) dinner. .‫ﻡ‬‫ﻮﺍﺭﺓ ﻧﺎﺧﻮ‬‫)ﻣﻦ( ﻧﺎﱐ ﺋﻴ‬
He sees you. .(‫)ﺕ‬‫ ﺩﺓﺑﻴﲏ‬‫)ﺋﺔﻭ( ﺗﻮ‬
SIMPLE, COMPLEX, COMPOUND
Both intransitive and transitive verbs can be grouped under one of the following:
1) simple 2) complex 3) compound
Here, the number of meaningful words in a verb decides its classification.
SIMPLE VERBS ‫ﻛﺎﺭﻱ ﺳﺎﺩﺓ‬
A simple verb is a one-word verb.
Intransitive Transitive
to arrive ‫ﻃﺔﻳﺸﱳ‬ to do ‫ﻛﺮﺩﻥ‬
to go, to leave ‫ﻳﺸﱳ‬‫ﺭﹺﻭ‬ to wash ‫ﺷﻮﺷﱳ‬
to come ‫ﻫﺎﺗﻦ‬ to take, to hold ‫ﺑﺮﺩﻥ‬
to die ‫ﻣﺮﺩﻥ‬ to eat ‫ﺧﻮﺍﺭﺩﻥ‬
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COMPLEX VERBS ‫ﻛﺎﺭﻱ ﺩﺍﺭﺫﺍﻭ‬
A complex verb takes two forms:
§ A prefix (no-meaning) + a simple verb.

§ A simple verb + a suffix (‫)ﺓﻭﺓ‬
Intransitive
Suffix Simple verb Prefix Complex Verb
- ‫ﻃﺔﻳﺸﱳ‬ ‫ﰐﹶ‬ ‫ﰐﹶ ﻃﺔﻳﺸﱳ‬
to arrive to understand
‫ﺓﻭﺓ‬ ‫ﻃﺔﺭﹺﺍﻥ‬ - ‫ﻃﺔﺭﹺﺍﻧﺔﻭﺓ‬
again to explore, to return
to search
- ‫ﺳﺎﻥ‬ ‫ﻫﺔﻝﹶ‬ ‫ﻫﺔﻟﹶًﺴﺎﻥ‬
to obtain to get up, wake up
Transitive
Suffix Simple verb Prefix Complex Verb
- ‫ﺧﺴﱳ‬ ‫ﺩﺍ‬ ‫ﺩﺍ ﺧﺴﱳ‬
to drop to close
‫ﺓﻭﺓ‬ ‫ﺑﺮﺩﻥ‬ - ‫ﺑﺮﺩﻧﺔﻭﺓ‬
again to take to win, overcome
- ‫ﺑﺬﺍﺭﺩﻥ‬ ‫ﻫﺔﻝﹶ‬ ‫ﻫﺔﻟﹶًﺒﺬﺍﺭﺩﻥ‬
to compensate to elect, choose
COMPOUND VERB ‫ﻜﺪﺭﺍﻭ‬‫ﻛﺎﺭﻱ ﻟ ﻴ‬
Compound verb is a verb with more than two meaningful words.
Intransitive
Suffix Simple verb Pre-Word Compound Verb

- ‫ﺑﻮﻭﻥ‬ ‫ﺑﺮﺳﻲ‬ ‫ﺑﺮﺳﻲ ﺑﻮﻭﻥ‬
to be, become a. hungry to become hungry
- ‫ﻫﺎﺗﻦ‬ ‫ﺧﺔﻭ‬ ‫ﺧﺔﻭ ﻫﺎﺗﻦ‬
to come n. sleep
to become sleepy
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Transitive
Suffix Simple verb Pre-Word Compound Verb

‫ﺓﻭﺓ‬ ‫ﻛﺮﺩﻥ‬ ‫ﺛﺎﻙ‬ ‫ﺛﺎﻙ ﻛﺮﺩﻧﺔﻭﺓ‬
again to do, make a. clean v. clean
- ‫ﺩﺍﻥ‬ ‫ﺩﺓﺳﺖ‬ ‫ﺩﺓﺳﺖ ﱄﹶ ﺩﺍﻥ‬
to give n. hand v. touch
SUMMARY
Intransitive Transitive
Simple ‫ ﺑﻮﻭﻥ‬: to become ‫ ﻛﺮﺩﻥ‬:to do, work
‫ ﺿﻮﻭﻥ‬: to go ‫ ﺧﻮﺍﺭﺩﻥ‬: to eat
‫ﻳﺸﱳ‬‫ ﺭﹺﻭ‬: to leave ‫ ﺷﻮﺷﱳ‬: to wash
‫ ﺧﺔﻭﺗﻦ‬: to sleep ‫ ﺑﺮﺩﻥ‬: to take
‫ ﻫﺔﺳﺘﺎﻥ‬: to wake up ‫ ﺑﻴﻨﲔ‬: to see
‫ ﻫﺎﺗﻦ‬: to come ‫ ﺯﺍﻧﲔ‬: to know
‫ ﻣﺮﺩﻥ‬: to die ‫ًﻨﺎﻥ‬‫ ﻫﻴ‬: to bring
Complex ‫ ﻃﺔﺭﹺﺍﻧﺔﻭﺓ‬: to return ‫ﻛﺮﺩﻧﺔﻭﺓ‬ : to open

‫ ﻣﺎﻧﺔﻭﺓ‬: to stay ‫ ﺩﺍ ﺧﺴﱳ‬: to close
‫ ﺩﺍ ﻧﻴﺸﱳ‬: to sit ‫ ﻫﺔﻝﹶ ﻃﺮﺗﻦ‬: to hold
‫ ﺭﹺﺍ ﻭﺓﺳﺘﺎﻥ‬: to stand ‫ ﺩﺓﺭ ﺧﺴﱳ‬: to reveal
‫ ﰐﹰَ ﻃﺔﻳﺸﱳ‬: to understand
Compound ‫ ﺗﻴﻨﻮﻭ ﺑﻮﻭﻥ‬: to become thirsty ‫ ﺛﺮﺳﻴﺎﺭ ﻛﺮﺩﻥ‬: to ask

‫ ﺑﺮﺳﻲ ﺑﻮﻭﻥ‬: to become hungry ‫ﺮ ﺑﻮﻭﻥ‬‫ ﻓﻴ‬: to learn
‫ ﺳﺔﺭﻣﺎ ﺑﻮﻭﻥ‬: to feel cold ‫ﺑﲑ ﺧﺴﺘﻨﺔﻭﺓ‬ : to remind
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9. TENSES
FINDING STEM & ROOT FOR VERB CONJUGAT ION
All Kurdish verbs end with “‫”ن‬.
§ Past root, which is the base for past tense conjugation, is formed by
dropping the “‫”ن‬.
§ Present stem, which is the base for present tense conjugation, is normally
formed by dropping the “‫ ”ن‬and the second last letter of the verb.
However, there are many irregular cases as well.
vt. = transitive verb Verb Past Stem Present Stem

vi. = intransitive verb (Infinitive)
By the rule ‫ﺑﻴﻨﲔ‬ ‫ﺑﻴﲏ‬ ‫ﺑﲔ‬
to see (vt)
to fall (vi) ‫ﻛﺔﻭﺗﻦ‬ ‫ﻛﺔﻭﺕ‬ ‫ﻛﺔﻭ‬
to pull (vt) ‫ﺸﺎﻥ‬‫ﺭﹺﺍ ﻛﻴ‬ ‫ﺸﺎ‬‫ﺭﹺﺍ ﻛﻴ‬ ‫ﺶ‬‫ﺭﹺﺍ ﻛﻴ‬
to grab, hold (vt) ‫ﻃﺮﺗﻦ‬ ‫ﻃﺮﺕ‬ ‫ﻃﺮ‬
to wake up (vi) ‫ﻫﺔﻟﹶﺴﺘﺎﻥ‬ ‫ﻫﺔﻝﹶ ﺳﺘﺎ‬ ‫ﻫﺔﻝﹶ ﺳﺖ‬
to laugh (vi) ‫ ﻛﺔﻧﲔ‬‫ﺛﻲ‬ ‫ ﻛﺔﱐ‬‫ﺛﻲ‬ ‫ ﻛﺔﻥ‬‫ﺛﻲ‬
to die (vi) ‫ﻣﺮﺩﻥ‬ ‫ﻣﺮﺩ‬ ‫ﻣﺮ‬
to buy (vt) ‫ﻛﺮﹺﻳﻦ‬ ‫ﻛﺮﹺﻱ‬ ‫ﻛﺮﹺ‬
to sell (vt) ‫ﺷﱳ‬‫ﻓﺮﻭ‬ ‫ﺷﺖ‬‫ﻓﺮﻭ‬ ‫ﺵ‬‫ﻓﺮﻭ‬
[a] stem to do (vt) ‫ﻛﺮﺩﻥ‬ ‫ﻛﺮﺩ‬ ‫ﻛﺔ‬
to drop (vt) ‫ﺧﺴﱳ‬ ‫ﺧﺴﺖ‬ ‫ﺧﺔ‬
vi. to reach ‫ﻃﺔﻳﺸﱳ‬ ‫ﻃﺔﻳﺸﺖ‬ ‫ﻃﺔ‬
to buy (vt) ‫ﺩﺍﻥ‬ ‫ﺩﺍ‬ ‫ﺩﺓ‬
to sell (vt) ‫ﺑﺮﺩﻥ‬ ‫ﺑﺮﺩ‬ ‫ﺑﺔ‬
[o] stem to wash (vt) ‫ﺷﻮﺷﱳ‬ ‫ﺷﻮﺷﺖ‬ ً‫ﺷﻮ‬
to eat (vt) ‫ﺧﻮﺍﺭﺩﻥ‬ ‫ﺧﻮﺍﺭﺩ‬ ‫ﺧﻮ‬
to go, leave (vi) ‫ﻳﺸﱳ‬‫ﺭﹺﻭ‬ ‫ﻳﺸﺖ‬‫ﺭﹺﻭ‬ ‫ﺭﹺﻭ‬
[e] stem to send (vt) ‫ﻧﺎﺭﺩﻥ‬ ‫ﻧﺎﺭﺩ‬ ‫ًﺮ‬‫ﻧﻴ‬
to know (vt) ‫ﻧﺎﺳﺎﻧﺪﻥ‬ ‫ﻧﺎﺳﺎﻧﺪ‬ ‫ًﻦ‬‫ﻧﺎﺳﻴ‬
to stay (vi) ‫ﻣﺎﻧﺔﻭﺓ‬ ‫ﻣﺎ_ﺓﻭﺓ‬ ‫ﻦ_ﺓﻭﺓ‬‫ﻣﻴ‬
burn (vi) ‫ﺳﻮﻭﺗﺎﻥ‬ ‫ﺳﻮﻭﺗﺎ‬ ً‫ﺳﻮﻭﰐﹶ‬
to return (vi) ‫ﻃﺔﺭﹺﺍﻧﺔﻭﺓ‬ ‫ﻃﺔﺭﹺﺍ_ﺓﻭﺓ‬ ‫_ﺓﻭﺓ‬‫ﻃﺔﺭﹺﻱ‬
Irregular ‫ﻫﺎﺗﻦ‬ ‫ﻫﺎﺕ‬ 
‫ﻱ‬
to come (vi)
to say (vt) ‫ﻃﻮﺗﻦ‬ ‫ﻃﻮﺕ‬ ً‫ﻟﹶﻲ‬
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to go (vi) ‫ﺿﻮﻭﻥ‬ ‫ﺿﻮﻭ‬ ‫ﺽ‬

to be, become (vi) ‫ﺑﻮﻭﻥ‬ ‫ﺑﻮﻭ‬ ‫ﺏ‬
to kill (vt) ‫ﻛﻮﺷﱳ‬ ‫ﻛﻮﺷﺖ‬ ‫ﻛﻮﺫ‬
to rely on (vt) ‫ ﺑﺔﺳﱳ‬‫ﺛﺸﺖ ﺛﻲ‬ ‫ ﺑﺔﺳﺖ‬‫ﺛﺸﺖ ﺛﻲ‬ ‫ ﺑﺔﺳﺖ‬‫ﺛﺸﺖ ﺛﻲ‬
PRESENT & FUTURE
USE OF PRESENT TENSE
In Kurdish, the simple present (e.g. I go), the present continuous (e.g. I’m going) and the
future (e.g. I will go) tense are all expressed in the same manner.
Normally, the future sense is gained from context or by time expressions.
I leave now. .‫ﻡ‬‫ﺴﺘﺎ ﺩﺓﺭﹺﻭ‬‫)ﻣﻦ( ﺋﻴ‬

I’ll leave tomorrow. .‫ﻡ‬‫ ﺩﺓﺭﹴٍِﻭ‬‫)ﻣﻦ( ﺳﺒﺔﻳﲏ‬
FORMATION OF PRESENT TENSE
SIMPLE VERBS
The present tense of the simple verb is formed from the present stem with a prefixed
modal marker (‫)ﺩﺓ‬, and the following suffixed subjective endings (bound pronouns).
* All formation rules should be read from right to left.
Formation Rule
[Subjective BP][Present Stem]‫ﺩﺓ‬
to eat (‫)ﺧﻮﺍﺭﺩﻥ‬ ‫ ﺍﺕ‬+ ‫ ﺧﻮ‬+ ‫; )ﺋﺔﻭ( ﺩﺓ‬ (He eats)
※ The modal prefix, ‫ ﺩﺓ‬dá- is used in most Kurdish dialects and is also the standard.
However, the modal prefix in Sulemani dialect is ‫ ﺋﺔ‬á-.
Are you leaving? (Standard & Hawleri) ‫ﻳﺖ؟‬‫ ﺩﺓﺭﹺﻭ‬‫ﺗﻮ‬
Are you leaving? (Sulemani) ‫ﻳﺖ؟‬‫ ﺋﺔﺭﹺﻭ‬‫ﺗﻮ‬
Today, I’m going to bazaar. .‫ ﺑﺎﺯﺍﺭﹺ‬‫ )ﻣﻦ( ﺩﺓﺿﻢ ﺑﻮ‬,‫ﺋﺔﻣﺮﹺﻭ‬

Are you going to wash your hands, now? ‫ﻳﺖ؟‬‫( ﺩﺓﺳﺘﺖ ﺩﺓﺷﻮ‬‫ )ﺗﻮ‬,‫ﺴﺘﺎ‬‫ﺋﻴ‬
We’ll come back. .‫ﻴﻨﺔﻭﺓ‬‫ﻤﺔ( ﺩﺓﻃﺔﺭﹺﻳ‬‫)ﺋﻴ‬
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SUBJECTIVE BOUND PRONOUNS FOR PRESENT TENSE

In the present tense, the Bound Pronouns Set I (page 17) is used for both intransitive
and transitive verb conjugations.
Intransitive Verb Transitive Verb

st
1 person
‫ﻡ‬ ‫ﻳﻦ‬ ‫ﻡ‬ ‫ﻳﻦ‬
nd
2 person
‫ﻱ\ﻳﺖ‬ ‫ﻥ‬ ‫ﻱ\ﻳﺖ‬ ‫ﻥ‬
rd
3 person
‫ﺖ‬‫\ﻳ‬‫ﻱ‬ ‫ﻥ‬ ‫ﺖ‬‫\ﻳ‬‫ﻱ‬ ‫ﻥ‬
※ Note that the inherent (t:‫ )ت‬shown for 2nd- and 3rd-person singular is characteristic of
literary Kurdish and seldom appears in the informal spoken language. The (‫ )ت‬is
recovered, however, when any enclitic or suffix(e.g. “‫ )”ﺓﻭﺓ‬is added to the verb.
When written When spoken (informal)
Intransitive You go / You’ll go.

.‫ﺩﺓﺿﻴﺖ‬ .‫ﺩﺓﺿﻲ‬
Transitive He writes / He’ll write.
.‫ﺖ‬‫ﺩﺓﻧﻮﻭﺳﻴ‬ .‫ﺩﺓﻧﻮﻭﺳﻲ‬
With Suffix He rewrites / He’ll rewrite.
.‫ﺘﺔﻭﺓ‬‫ﺩﺓﻧﻮﻭﺳﻴ‬
Please note, for verbs with stems ending in a vowel[-‫ﺓ‬, -‫ﻭ‬, -‫]ﻱ‬, the 3rd person singular
bound pronouns slightly change.
A-STEM (- ‫) ﺓ‬
Common A-Stem Verbs:
(‫ﻛﺮﺩﻥ )ﻛﺔ‬ (‫ﻃﺔﻳﺸﱳ )ﻃﺔ‬ (‫ﺑﺮﺩﻥ )ﺑﺔ‬ (‫ﺧﺴﱳ )ﺧﺔ‬ (‫ ﺩﺍﻥ )ﺩﺓ‬‫ﺛﻲ‬
to do, work to reach, arrive to take to drop, throw to give
Infinitive Form
‫ﻛﺮﺩﻥ‬ ‫ﺧﺴﱳ‬ ‫ ﺩﺍﻥ‬‫ﺛﻲ‬
Present Stem
‫ﻛﺔ‬ ‫ﺧﺔ‬ ‫ ﺩﺓ‬‫ﺛﻲ‬
Singular Plural Singular Plural Singular Plural
1st person
‫ﺩﺓﻛﺔﻡ‬ ‫ﺩﺓﻛﺔﻳﻦ‬ ‫ﺩﺓﺧﺔﻡ‬ ‫ﺩﺓﺧﺔﻳﻦ‬ ‫ ﺩﺓﺩﺓﻡ‬‫ﺛﻲ‬ ‫ ﺩﺓﺩﺓﻳﻦ‬‫ﺛﻲ‬
nd
2 person
(‫ ﺩﺓﺩﺓﻱ)ﺕ( ﺩﺓﺧﺔﻥ ﺩﺓﺧﺔﻱ)ﺕ( ﺩﺓﻛﺔﻥ ﺩﺓﻛﺔﻱ)ﺕ‬‫ ﺩﺓﺩﺓﻥ ﺛﻲ‬‫ﺛﻲ‬
rd
3 person
(‫ﺩﺓﻛﺎ)ﺕ‬ ‫ﺩﺓﻛﺔﻥ‬ (‫ﺩﺓﺧﺎ)ﺕ‬ ‫ﺩﺓﺧﺔﻥ‬ (‫ ﺩﺓﺩﺍ)ﺕ‬‫ﺛﻲ‬ ‫ ﺩﺓﺩﺓﻥ‬‫ﺛﻲ‬
※ Any complex or compound verbs with A-Stem verbs also behave as above.
39
‫‪A Basic Guide to Kurdish Grammar‬‬
‫) ﻭ‪O-STEM (- ‬‬
‫‪Common O-Stem Verbs:‬‬
‫ﺭﹺﻭ‪‬ﻳﺸﱳ )ﺭﹺﻭ‪(‬‬ ‫ﺷﻮﺷﱳ )ﺷﻮ‪(‬‬ ‫ﺧﻮﺍﺭﺩﻥ )ﺧﻮ‪(‬‬

‫‪to leave‬‬ ‫‪to wash‬‬ ‫‪to eat‬‬
‫‪Infinitive Form‬‬
‫ﺭﹺﻭ‪‬ﻳﺸﱳ‬ ‫ﺷﻮﺷﱳ‬ ‫ﺧﻮﺍﺭﺩﻥ‬
‫‪Present Stem‬‬
‫ﺭﹺﻭ‪‬‬ ‫ﺷﻮ‪‬‬ ‫ﺧﻮ‪‬‬
‫‪Singular‬‬ ‫‪Plural‬‬ ‫‪Singular‬‬ ‫‪Plural‬‬ ‫‪Singular‬‬ ‫‪Plural‬‬
‫‪1st person‬‬
‫ﺩﺓﺭﹺٍﻭ‪ً‬ﻡ‬ ‫ﺩﺓﺭﹺﻭ‪‬ﻳﻦ‬ ‫ﺩﺓﺷﻮ‪ً‬ﻡ‬ ‫ﺩﺓﺷﻮ‪‬ﻳﻦ‬ ‫ﺩﺓﺧﻮ‪ً‬ﻡ‬ ‫ﺩﺓﺧﻮ‪‬ﻳﻦ‬
‫‪nd‬‬
‫‪2‬‬ ‫‪person‬‬
‫ﺩﺓﺭﹺٍﻭ‪‬ﻱ)ﺕ(‬ ‫ﺩﺓﺧﻮ‪‬ﻥ ﺩﺓﺧﻮ‪‬ﻱ)ﺕ( ﺩﺓﺷﻮ‪‬ﻥ ﺩﺓﺷﻮ‪‬ﻱ)ﺕ( ﺩﺓﺭﹺﻭ‪‬ﻥ‬
‫‪rd‬‬
‫‪3‬‬ ‫‪person‬‬
‫ﺩﺓﺭﹺٍﻭﺍ)ﺕ(‬ ‫ﺩﺓﺭﹺﻭ‪‬ﻥ‬ ‫ﺩﺓ‪‬ﺷﻮﺍ)ﺕ(‬ ‫ﺩﺓﺷﻮ‪‬ﻥ‬ ‫ﺩﺓﺧﻮﺍ)ﺕ(‬ ‫ﺩﺓﺧﻮ‪‬ﻥ‬
‫‪Ali is going to wash his face.‬‬ ‫ﻋﻠﻲ ﺩﺓﻡ ﻭﺿﺎﻭﻱ ﺩﺓﺷﻮﺍﺕ‪.‬‬

‫‪Danielle eats yogurt everyday.‬‬ ‫ﺩﺍﻧﻴﺎﻝﹶ ﻫﺔﻣﻮﻭ ﺭﹺﻭ‪‬ﺫﻳ‪‬ﻚ ﻣﺎﺳﺖ ﺩﺓﺧﻮﺍﺕ‪.‬‬
‫) ﻱ‪E-STEM (- ‬‬
‫‪” ending often have E-Stems.‬ﺍﻥ“ ‪Common E-Stem Verbs: Verbs with‬‬
‫ﺳﻮﻭﺗﺎﻥ‬ ‫ﻃﺔﺭﹺﺍﻥ‬ ‫ﻣﺎﻧﺔﻭﺓ‬ ‫ﺷﻜﺎﻧﺪﻥ‬ ‫ﺿﻴ‪‬ﺸﺖ ﱄﹶ ﻧﺎﻥ‬

‫)ﺳﻮﻭﰐﹶ(‬ ‫)ﻃﺔﺭﹺﻱ‪(‬‬ ‫)ﻣﻴ‪ً‬ﻦ‪..‬ﺓﻭﺓ(‬ ‫)ﺷﻜﻴ‪‬ﻦ(‬ ‫)ﺿﻴ‪‬ﺸﺖ ﱄﹶ ﱐﹶ(‬
‫‪to burn‬‬ ‫‪to travel‬‬ ‫‪to stay‬‬ ‫‪to break‬‬ ‫‪to cook‬‬
‫‪Infinitive‬‬
‫‪Form‬‬
‫ﻃﺔﺭﹺﺍﻥ‬ ‫ﻣﺎﻧﺔﻭﺓ‬ ‫ﺿﻴ‪‬ﺸﺖ ﱄﹶ ﻧﺎﻥ‬
‫‪Present‬‬
‫ﻃﺔﺭﹺﻱ‪‬‬ ‫ﻣﻴ‪‬ﻦ‪...‬ﺓﻭﺓ‬ ‫ﺿﻴ‪‬ﺸﺖ ﱄﹶ ﱐﹶ‬
‫‪Stem‬‬
‫‪Singular‬‬ ‫‪Plural‬‬ ‫‪Singular‬‬ ‫‪Plural‬‬ ‫‪Singular‬‬ ‫‪Plural‬‬
‫‪st‬‬
‫‪1 person‬‬ ‫ﺩﺓﻃﺔﺭﹺﻳ‪‬ﻢ‬ ‫ﺩﺓﻃﺔﺭﹺٍﻳ‪‬ﲔ‬ ‫ﺩﺓﻣﻴ‪ً‬ﻨﻤﺔﻭﺓ‬ ‫ﺩﺓﻣﻴ‪ً‬ﻨﻴﻨﺔﻭﺓ‬ ‫ﺿﻴ‪‬ﺸﺖ ﱄﹶً ﺩﺓﻧﻴ‪ً‬ﻢ‬ ‫ﺿﻴ‪‬ﺸﺖ ﱄﹶً ﺩﺓﻧﻴ‪ً‬ﲔ‬
‫‪nd‬‬
‫‪2‬‬ ‫‪person‬‬ ‫ﺩﺓﻃﺔﺭﹺﻳ‪‬ﻲ)ﺕ(‬ ‫ﺩﺓﻃﺔﺭﹺٍﻳ‪‬ﻦ‬ ‫ﺩﺓﻣﻴ‪َ‬ﻨﻴﺘﺔﻭﺓ‬ ‫ﺩﺓﻣﻴ‪َ‬ﻨﻨﺔﻭﺓ‬ ‫ﺿﻴ‪‬ﺸﺖ ﱄﹶ ﺩﺓﻧﻴ‪‬ﻲ)ﺕ(‬ ‫ﺿﻴ‪‬ﺸﺖ ﱄﹶ ﺩﺓﻧﻴ‪‬ﻦ‬
‫‪rd‬‬
‫‪3‬‬ ‫‪person‬‬ ‫ﺩﺓﻃﺔﺭﹺٍﻱ‪)‬ﺕ(‬ ‫ﺩﺓﻃﺔﺭﹺٍﻳ‪‬ﻦ‬ ‫ﺩﺓ‪‬ﻣﻴ‪‬ﻨﻴ‪‬ﺘﺔﻭﺓ‬ ‫ﺩﺓ‪‬ﻣﻴ‪‬ﻨﻨﺔﻭﺓ‬ ‫ﺿﻴ‪‬ﺸﺖ ﱄﹶ ﺩﺓﻧﻴ‪‬ﺖ‬ ‫ﺿﻴ‪‬ﺸﺖ ﱄﹶ ﺩﺓﻧﻴ‪‬ﻦ‬
‫?‪When is Hewa coming back from Malaysia‬‬ ‫ﻫﻴﻮﺍ ﻛﺔﻱ ﺩﺓﻃﺔﺭﹺﻳ‪‬ﺘﺔﻭﺓ ﻟﺔ ﻣﺎﻟﻴ‪‬ﻴﺴﻴﺎ؟‬
‫‪Rezan doesn’t cook on Friday.‬‬ ‫ﺭﹺﻳ‪‬ﺰﺍﻥ ﻫﺔﻳﲏ ﺿﻴ‪‬ﺸﺖ ﱄﹶ ﻧﺎﻧﻴ‪‬ﺖ‪.‬‬
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IRREGULAR VERBS
The following are prominent irregular verbs.
Infinitive
Form
‫ﻫﺎﺗﻦ‬ (to come) ‫ﻃﻮﺗﻦ‬ (to say) ‫ﻛﻮﺷﱳ‬ (to kill)
Present Stem
‫ﻱ‬ ‫ﻟﹶﻲ‬ ‫ﻛﻮﺫ‬
1st person ‫ﻢ‬‫ﺩﻳ‬ ‫ﲔ‬‫ﺩﻳ‬ ‫ﻢ‬‫ﺩﺓﻟﹶﻴ‬ ‫ﲔ‬‫ﺩﺓﻟﹶﻴ‬ ‫ﺩﺓﻛﻮﺫﻡ‬ ‫ﺩﺓﻛﻮﺫﻳﻦ‬
nd
2 person (‫ﻲ)ﺕ‬‫ﺩﻳ‬ ‫ﻦ‬‫ﻳ‬‫ﺩ‬ (‫ﻲ)ﺕ‬‫ﺩﺓﻟﹶﻴ‬ ‫ﻦ‬‫ﺩﺓﻟﹶﻴ‬ (‫ﺩﺓﻛﻮﺫﻱ)ﺕ‬ ‫ﺩﺓﻛﻮﺫﻥ‬
rd
3 person (‫)ﺕ‬‫ﻱ‬‫ﺩ‬ ‫ﻦ‬‫ﻳ‬‫ﺩ‬ (‫)ﺕ‬‫ﺩﺓﻟﹶﻲ‬ ‫ﻦ‬‫ﺩﺓﻟﹶﻴ‬ (‫)ﺕ‬‫ﺩﺓﻛﻮﺫﻱ‬ ‫ﺩﺓﻛﻮﺫﻥ‬
COMPLEX VERB & COMPOUND VERBS
For complex or compound verbs:

1) The first part of the verb (either prefix or pre-word) gets separated from the rest
of the verb.
2) The modal marker (‫ )ﺩﺓ‬is attached before the second part of the present stem.
3) The subjective bound pronoun goes to the end of the present stem.
Formation Rule
[Subjective BP][Present Stem]‫[ ﺩﺓ‬Prefix/Pre-Word]
to run (‫)ﺭﹺﺍ ﻛﺮﺩﻥ‬ ‫ ﻡ‬+ ‫ ﻛﺔ‬+ ‫; ﺭﹺﺍ ﺩﺓ‬ (I run, I’m running)
※ Formation rules should be read from right to left.
If the complex or compound verb has the – awa(‫ )ﺓﻭﺓ‬suffix, the awa(‫ )ﺓﻭﺓ‬is affixed
behind the personal endings.
Formation Rule
‫ﺓﻭﺓ‬+[Subjective BP][Present Stem]‫ﺩﺓ‬ [Prefix/Pre-Word]
v. to remember
‫ ﺓﻭﺓ‬+ ‫ ﻡ‬+ ‫ ﻛﺔﻭ‬+ ‫; ﺑﲑ ﺩﺓ‬ (I remember)
(‫)ﺑﲑ ﻛﺔﻭﺗﻨﺔﻭﺓ‬
※ Formation rules should be read from right to left.
NEGATIVE STATEMENTS
To negate a present tense statement, change the modal prefix (‫ )ﺩﺓ‬to (‫)ﻧﺎ‬.
Infinitive Affirmative Negative
Intransitive ‫( ﺿﻮﻭﻥ‬to go) ‫ﻣﻦ ﺩﺓﺿﻢ‬ ‫ﻣﻦ ﻧﺎﺿﻢ‬

Transitive ‫( ﻧﻮﻭﺳﲔ‬to write) ‫ﺋﺔﻭ ﺩﺓﻧﻮﻭﺳﻲ‬ ‫ﺋﺔﻭ ﻧﺎﻧﻮﻭﺳﻲ‬
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SUMMARY
Simple Verbs ( ‫ ﺿﻮﻭﻥ‬, ‫) ﺧﻮﺍﺭﺩﻥ‬:
Intransitive I’ll go (to school). .(‫ ﻗﻮﺗﺎﲞﺎﻧﺔ‬‫)ﻣﻦ( ﺩﺓﺿﻢ )ﺑﻮ‬

Transitive We are eating (breakfast). ‫ﻳﻦ؟‬‫ًﻤﺔ( )ﻧﺎﱐ ﺑﺔﻳﺎﱐ( ﺩﺓﺧﻮ‬‫)ﺋﻴ‬
Complex or Compound Verbs ( ‫ ﺩﺍ ﻧﻴﺸﱳ‬, ‫ ﻛﺮﺩﻥ‬‫ ﺩﺓﺳﺖ ﺛﻲ‬, ‫) ﺛﺎﻙ ﻛﺮﺩﻧﺔﻭﺓ‬:
Intransitive I’ll sit (here). .‫ًﺮﺓ( ﺩﺍ ﺩﺓﻧﻴﺸﻢ‬‫)ﻣﻦ( )ﻟﻴ‬

Transitive I’ll start it (tomorrow). .‫ ﺩﺓﻛﺔﻡ‬‫)ﻣﻦ( )ﺑﺔﻳﺎﱐ( ﺩﺓﺳﺖ ﺛﻲ‬
With ‫ ﺓﻭﺓ‬Suffix I clean (the room). .‫)ﻣﻦ( )ﺫﻭﻭﺭﺓﻛﺔ( ﺛﺎﻙ ﺩﺓﻛﺔﻣﺔﻭﺓ‬
TRANSITIVE VERB WITH OBJECT
NOUN OBJECT
NO PREPOSITION
In Kurdish the word order is Subject – Object – Verb. Following the rule, the noun object
comes after the subject (if exists) and before the verb.
I see(‫ )ﻳﻨﻨﲔ‬Ashty. .‫)ﻣﻦ( ﺋﺎﺷﱵ ﺩﺓﺑﻴﻨﻢ‬

He makes(‫ )ﺩﺭﻭﺳﺖ ﻛﺮﺩﻥ‬a nice desk. .‫ﻜﻲ ﺑﺎﺵ ﺩﺭﻭﺳﺖ ﺩﺓﻛﺎ‬‫ﺰﻳ‬‫)ﺋﺔﻭ( ﻣﻴ‬
Danielle studies(‫ﻨﺪﻥ‬‫ )ﺧﻮﻳ‬Kurdish. .‫ﲏ‬‫ﺩﺍﻧﻴﺎﻝﹶ ﻛﻮﺭﺩﻱ ﺩﺓﺧﻮﻳ‬
WITH PREPOSITION
If the verb conglomerate includes a preposition, the noun object comes after the
preposition.
I listen to (‫ ﱄﹶ ﻃﺮﺗﻦ‬‫ )ﻃﻮﻱ‬music. .‫ﺳﻴﻘﺎ ﺩﺓﻃﺮﻡ‬‫ ﻟﺔ ﻣﻮ‬‫)ﻣﻦ( ﻃﻮﻱ‬

She start with (‫ ﻛﺮﺩﻥ‬‫ )ﺩﺓﺳﺖ ﺛﻲ‬the work. .‫)ﺋﺔﻭ( ﺩﺓﺳﺖ ﺑﺔ ﻛﺎﺭﺓﻛﺔ ﺩﺓﻛﺎ‬
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PRONOUN OBJECT
NO PREPOSITION
The pronoun object can be indicated in two different forms:
1) The Independent Pronoun form (e.g. ‫ﻤﺔ‬‫ ﺋﻴ‬,‫ ﻣﻦ‬,‫)ﺗﻮ‬
2) The Bound Pronoun form (e.g. ‫ ﻣﺎﻥ‬,‫ ﻡ‬,‫)ﺕ‬.
1) The Independent Pronoun Object behaves the same as the noun object.
Formation Rule
[Subjective BP][Present Stem]‫ﺩﺓ‬ Independent Object
to see (‫)ﺑﻴﻨﲔ‬ ‫ﺖ‬‫ ﻳ‬+ ‫ ﺑﲔ‬+ ‫; ﺋﺎﺷﱵ ﺋﺔﻭﺍﻥ ﺩﺓ‬ (Ashty sees them)
2) The Bound Pronoun Object is inserted in between the modal prefix(‫ )ﺩﺓ‬and the
present stem of the verb.
※ In the present tense, Bound Pronouns Set II (page 17; same as the
possessive pronouns) is used for their objective suffixes.
Objective Bound Pronoun

Singular Plural
1st person
‫ﻡ‬ ‫ﻣﺎﻥ‬
nd
2 person
‫ﺕ‬ ‫ﺗﺎﻥ‬
rd
3 person
‫ﻱ‬ ‫ﻳﺎﻥ‬
Formation Rule
[Subjective BP][Present Stem][BP Object]‫ﺩﺓ‬
v. to see (‫)ﺑﻴﻨﲔ‬ ‫ﺖ‬‫ ﻳ‬+ ‫ ﺑﲔ‬+ ‫; ﺋﺎﺷﱵ ﺩﺓﻳﺎﻥ‬ (Ashty sees them)
SUMMARY
Noun Object I see(‫ )ﻳﻨﻨﲔ‬Ashty. .‫)ﻣﻦ( ﺋﺎﺷﱵ ﺩﺓﺑﻴﻨﻢ‬

Independent Pronoun Object I see(‫ )ﻳﻨﻨﲔ‬her. .‫)ﻣﻦ( ﺋﺔﻭ ﺩﺓﺑﻴﻨﻢ‬
Bound Pronoun Object I see(‫ )ﻳﻨﻨﲔ‬her. .‫)ﻣﻦ( ﺩﺓﻳﺒﻴﻨﻢ‬
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‫ ﺑﻴﻨﻴﻨﺔﻭﺓ‬v. see again

Independent Pronoun Object Bound Pronoun Object
1st person
‫ﻣﻦ ﺩﺓﺑﻴﻨﻴﺘﺔﻭﺓ‬ ‫ﻤﺔ ﺩﺓﺑﻴﻨﻴﺘﺔﻭﺓ‬‫ﺋﻴ‬ ‫ ﺩﺓﻣﺒﻴﻨﻴﺘﺔﻭﺓ‬‫ﺗﻮ‬ ‫ ﺩﺓﻣﺎﻧﺒﻴﻨﻴﺘﺔﻭﺓ‬‫ﺗﻮ‬
You’ll see me again. You’ll see us again. You’ll see me again. You’ll see us again.
2nd person
‫ً ﺩﺓﺑﻴﻨﻤﺔﻭﺓ‬‫ﺗﻮ‬ ‫ﻮﺓ ﺩﺓﺑﻴﻨﻤﺔﻭﺓ‬‫ﺋﻴ‬ ‫ﻣﻦ ﺩﺓﺗﺒﻴﻨﻤﺔﻭﺓ‬ ‫ﺩﺓﺗﺎﻧﺒﻴﻨﻤﺔﻭﺓ‬
I’ll see you again. I’ll see you again. I’ll see you again. I’ll see you again.
3rd person
‫ﺋﺔﻭ ﺩﺓﺑﻴﻨﻤﺔﻭﺓ‬ ‫ﺋﺔﻭﺍﻥ ﺩﺓﺑﻴﻨﻤﺔﻭﺓ‬ ‫ﺩﺓﻳﺒﻴﻨﻤﺔﻭﺓ‬ ‫ﺩﺓﻳﺎﻧﺒﻴﻨﻤﺔﻭﺓ‬
I’ll see him again. I’ll see them again. I’ll see him again. I’ll see them again.
WITH PREPOSITION
When the object is a pronoun, the preposition + pronoun combination can be written
and said in two different ways as shown below:
Prep. + Independent Pronoun Prep. + Bound Pronoun
‫ﺑﺔ ﺋﺔﻭ‬ ‫ﺛﻲ‬

st
1 person
‫ﺑﺔ ﻣﻦ‬ ‫ﻤﺔ‬‫ﺑﺔ ﺋﻴ‬ ‫ﻢ‬‫ﺛﻴ‬ ‫ﻤﺎﻥ‬‫ﺛﻴ‬
nd
2 person
ً‫ﺑﺔ ﺗﻮ‬ ‫ﻮﺓ‬‫ﺑﺔ ﺋﻴ‬ ‫ﺖ‬‫ﺛﻴ‬ ‫ﺘﺎﻥ‬‫ﺛﻴ‬
rd
3 person
‫ﺑﺔ ﺋﺔﻭ‬ ‫ﺑﺔ ﺋﺔﻭﺍﻥ‬ ‫ﻲ‬‫ﺛﻴ‬ ‫ﻴﺎﻥ‬‫ﺛﻴ‬
Prep. + Independent Pronoun Prep. + Bound Pronoun
‫ﻟﺔ ﺋﺔﻭ‬ ‫ﱄﹶ‬

1st person
‫ﻟﺔ ﻣﻦ‬ ‫ﻤﺔ‬‫ﻟﺔ ﺋﻴ‬ ‫ﻢ‬‫ﻟﻴ‬ ‫ﻤﺎﻥ‬‫ﻟﻴ‬
nd
2 person
ً‫ﻟﺔ ﺗﻮ‬ ‫ﻮﺓ‬‫ﻟﺔ ﺋﻴ‬ ‫ﺖ‬‫ﻟﻴ‬ ‫ﺘﺎﻥ‬‫ﻟﻴ‬
rd
3 person
‫ﻟﺔ ﺋﺔﻭ‬ ‫ﻟﺔ ﺋﺔﻭﺍﻥ‬ ‫ﻲ‬‫ﻟﻴ‬ ‫ﻴﺎﻥ‬‫ﻟﻴ‬
When prepositions are combined with bound pronouns, they change their forms:
o ‫( ﺑﺔ‬ba) becomes ‫( ﱄﹶ‬pe)

o ‫( ﺩﺓ‬da) becomes ‫( ﰐﹶ‬te)
o ‫( ﻟﺔ‬la) becomes ‫( ﱄﹶ‬le)
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The bound pronouns may either be 1) pre-posed, i.e. added to the word preceding the
preposition if there is any such word, or 2) postposed, i.e. added to the preposition itself if
there is no preceding word.
※ Subjective Bound Pronoun = Subjective BP, Objective Pronoun = Objective BP
I listen to (‫ ﱄﹶ ﻃﺮﺗﻦ‬‫ )ﻃﻮﻱ‬them. .‫ﻴﺎﻥ ﱄﹶ ﺩﺓﻃﺮﻡ‬‫)ﻣﻦ( ﻃﻮﻳ‬

You start with(‫ ﻛﺮﺩﻥ‬‫ )ﺩﺓﺳﺖ ﺛﻲ‬them. .‫ ﺩﺓﻛﺎﺕ‬‫)ﺋﺔﻭ( ﺩﺓﺳﺘﻴﺎﻥ ﺛﻲ‬
I tell(‫ ﻃﻮﺗﻦ‬‫ )ﺛﻲ‬you. .‫ﻢ‬‫ﺖ ﺩﺓﻟﹶﻴ‬‫)ﻣﻦ( ﺛﻴ‬
ONLY ONE PRONOUN OBJECT FOR SIMPLE VERB
A. Independent Pronoun Object (IP Object)
[Subjective BP][Present Stem]‫[ ﺩﺓ‬IP Object]+[Prep.]
B. Bound Pronoun Object (BP Object)
[Subjective BP][Present Stem]‫ﺩﺓ‬ [BP Object]+[Prep.]
I say(‫ ﻃﻮﺗﻦ‬... ‫ )ﺑﺔ‬to you(‫)ﺗﻮ‬. .‫ﻢ‬‫ ﺩﺓﻟﹶﻴ‬‫)ﻣﻦ( ﺑﺔ ﺗﻮ‬

I say(‫ ﻃﻮﺗﻦ‬‫ )ﺛﻲ‬to you(‫)ﺕ‬. .‫ﻢ‬‫ﺖ ﺩﺓﻟﹶﻴ‬‫)ﻣﻦ( ﺛﻴ‬
ONLY ONE PRONOUN OBJECT FOR COMPLEX/COMPOUND VERB
C. Independent Pronoun Object (IP Object)
[Subjective BP][Present Stem]‫ﺩﺓ‬ IP Object+[Prep]. [Compounding Agent]
D. Bound Pronoun Object (BP Object)
[Subjective BP][Present Stem]‫ﺩﺓ‬ [Prep.] [BP][Compounding Agent]
I listen(‫ ﻃﺮﺗﻦ‬...‫ ﻟﺔ‬‫ )ﻃﻮﻱ‬to you(‫)ﺗﻮ‬. .‫ً ﺩﺓﻃﺮﻡ‬‫ ﻟﺔ ﺗﻮ‬‫)ﻣﻦ( ﻃﻮﻱ‬

I listen(‫ ﱄﹶ ﻃﺮﺗﻦ‬‫ )ﻃﻮﻱ‬to you(‫)ﺕ‬. .‫ﺖ ﱄﹶ ﺩﺓﻃﺮﻡ‬‫)ﻣﻦ( ﻃﻮﻳ‬
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THERE ARE TWO OBJECTS: DIRECT OBJECTS & INDIRECT OBJECTS
E. independent pronoun indirect object (IP Object)
[Subjective BP][Present Stem]‫[ ﺩﺓ‬IP Object]+[Prep.] (Compounding Agent) [Direct Object]
F. bound pronoun indirect object (BP Object)
[Subjective BP][Present Stem]‫[ ﺩﺓ‬Prep.] (Compounding Agent) [BP][Direct Object]
I give(‫ ﺩﺍﻥ‬...‫ )ﺑﺔ‬the books to you(‫)ﺗﻮ‬. .‫ ﺩﺓﺩﺓﻡ‬‫ﺒﺔﻛﺎﻥ ﺑﺔ ﺗﻮ‬‫)ﻣﻦ( ﻛﺘﻴ‬

I give(‫ ﺩﺍﻥ‬‫ )ﺛﻲ‬the books to you(‫)ﺕ‬. .‫ ﺩﺓﺩﺓﻡ‬‫ﺒﺔﻛﺎﻧﺖ ﺛﻲ‬‫)ﻣﻦ( ﻛﺘﻴ‬
I bring(‫ﻨﺎﻥ‬‫ )ﻫﻴ‬you(‫ )ﺗﻮ‬water. .‫ﻨﻢ‬‫ ﺩﺓﻫﻴ‬‫ ﺗﻮ‬‫)ﻣﻦ( ﺋﺎﻭ ﺑﻮ‬

I bring(‫ﻨﺎﻥ‬‫ )ﻫﻴ‬you(‫ )ﺕ‬water. .‫ﻨﻢ‬‫ ﺩﺓﻫﻴ‬‫)ﻣﻦ( ﺋﺎﻭﺕ ﺑﻮ‬
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SUMMARY
§ The subjective bound pronoun is fixed at the end of the verb stem.
§ Only the objective bound pronoun changes its position depending on the form of
the verb conglomerate.
o If there is a direct object of the noun or independent pronoun, the 2nd
pronominal object (in this case, it is always the indirect object) goes right
behind the Direct Object in a bound pronoun form.
With Direct Object

With Objective BP Without Objective BP
Simple Verb .‫ ﺩﺓﺩﺓﻡ‬‫ﻃﻮﻟﹶﺔﻛﺔﺕ ﺛﻲ‬ .‫ ﺩﺓﺩﺓﻡ‬‫ﻃﻮﻟﹶﺔﻛﺔ ﺑﺔ ﺗﻮ‬
I give(‫ ﺩﺍﻥ‬‫ )ﺛﻲ‬you the flower.
Complex Verb ‫ ﻫﺔ ﹶ‬‫ﺒﺔﻛﺔﺕ ﺑﻮ‬‫ﻛﺘﻴ‬
‫ﻝ‬ ‫ ﻫﺔ ﹶ‬‫ ﺗﻮ‬‫ﺒﺔﻛﺔ ﺑﻮ‬‫ﻛﺘﻴ‬
‫ﻝ‬
I choose(‫ )ﻫﺔﻝﹶ ﺑﺬﺍﺭﺩﻥ‬the book for you.
.‫ﺮﻡ‬‫ﺩﺓﺑﺬﻳ‬ .‫ﺮﻡ‬‫ﺩﺓﺑﺬﻳ‬
Compound Verb ‫ ﺛﺎﻙ‬‫ﺧﺎﻧﻮﻭﺓﻛﺔﻳﺎﻥ ﺑﻮ‬ ‫ ﺋﺔﻭﺍﻥ ﺛﺎﻙ‬‫ﺧﺎﻧﻮﻭﺓﻛﺔ ﺑﻮ‬
I clean(‫ )ﺛﺎﻙ ﻛﺮﺩﻧﺔﻭﺓ‬the house for them.
.‫ﺩﺓﻛﺔﻣﺔﻭﺓ‬ .‫ﺩﺓﻛﺔﻣﺔﻭﺓ‬
o If there is no direct object of the noun or independent pronoun, but the verb
conglomerate includes preverbal prefixes or compounding agents, the
pre-word behaves like the direct object of the verb and the objective
bound pronoun goes behind the pre-word.
Without Direct Object With Objective BP Without Objective BP

Simple Verb .‫ﻢ‬‫ﺖ ﺩﺓﻟﹶﻴ‬‫ﺛﻴ‬ .‫ﻢ‬‫ ﺩﺓﻟﹶﻴ‬‫ﺑﺔ ﺗﻮ‬
I say(‫ ﻃﻮﺗﻦ‬‫ )ﺛﻲ‬to you.
Complex Verb .‫ﺭﹺﺍﻳﺎﻥ ﺩﺓﻃﺮﻡ‬ .‫ﺋﺔﻭﺍﻥ ﺭﹺﺍ ﺩﺓﻃﺮﻡ‬
I stop(‫ )ﺭﹺﺍ ﻃﺮﺗﻦ‬them.
Compound Verb .‫ﺛﻴﺎﺳﺔﺕ ﻟﺔﻃﺔﻝﹶ ﺩﺓﻛﺔﻡ‬ .‫ ﺛﻴﺎﺳﺔ ﺩﺓﻛﺔﻡ‬‫ﻟﺔﻃﺔﻝﹶ ﺗﻮ‬
I walk(‫ )ﺛﻴﺎﺳﺔ ﻛﺮﺩﻱ‬with you.
o If there is no direct object and no preposition, no preverbal prefix or

compounding agent whatsoever, the objective bound pronoun goes in
between the present modal prefix (‫ ﺩﺓ‬,‫ )ﻧﺎ‬and the verb stem.
Without Direct Object

Simple Verb .‫ﺩﺓﻳﺎﻧﺒﻴﻨﻢ‬ .‫ﺋﺔﻭﺍﻥ ﺩﺓﺑﻴﻨﻢ‬
I see(‫ )ﺑﻴﻨﲔ‬them.
Complex Verb .‫ﻧﺎﻳﻨﺎﺳﻢ‬ .‫ﺋﺔﻭ ﻧﺎﻧﺎﺳﻢ‬
I don’t know(‫ )ﻧﺎﺳﲔ‬him.
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‫‪PRESENT TENSE REVIEW USING DAILY ROUTINE EXPRESSIONS‬‬
‫‪He wakes up.‬‬ ‫ﺋﺔﻭ ﻟﺔ ﺧﺔﻭ ﻫﺔﻟﹶﺪﺓﺳﱵ‪.‬‬

‫‪He gets out of his bed.‬‬ ‫ﺋﺔﻭ ﻟﺔ ﺟﻴ‪‬ﻄﺔﻱ ﻧﻮﻭﺳﺘﻨﺔﻛﺔﻱ ﺩﻳ‪‬ﺘﺔ ﺩﺓﺭﺓﻭﺓ‪.‬‬
‫‪He goes downstairs.‬‬ ‫ﺋﺔﻭ ﺩﺓﺭﹺﻭﺍﺗﺔ ﻗﺎﰐ)‪‬ﻮﻡ( ﺧﻮﺍﺭﺓﻭﺓ‪.‬‬
‫‪He goes jogging.‬‬ ‫ﺋﺔﻭ ﺩﺓﺿﻴ‪‬ﺖ ﺑﻮ‪ ‬ﻫﺔﺭﻭﺓﻟﹶﺔ ﻛﺮﺩﻥ‪.‬‬
‫‪He comes back from jogging.‬‬ ‫ﺋﺔﻭ ﻟﺔ ﻫﺔﺭﻭﺓﻟﹶﺔ ﻛﺮﺩﻥ ﺩﺓﻃﺔﺭﹺٍﻳ‪‬ﺘﺔﻭﺓ‪.‬‬
‫‪He picks up the mail.‬‬ ‫ﺋﺔﻭ ﻧﺎﻣﺔﻛﺔﻱ ﻫﺔﻟﹶًﺪﺓﻃﺮﻳ‪‬ﺘﺔﻭﺓ‪.‬‬
‫‪He takes a shower.‬‬ ‫ﺋﺔﻭ ﺧﻮ‪‬ﻱ ﺩﺓﺷﻮﺍﺕ‪.‬‬
‫‪He gets dressed.‬‬ ‫ﺋﺔﻭ ﺧﻮ‪‬ﻱ ﺩﺓﻃﻮ‪‬ﺭﹺﻳ‪‬ﺖ‪.‬‬
‫‪He has breakfast.‬‬ ‫ﺋﺔﻭ ﻧﺎﱐ ﺑﺔﻳﺎﱐ ﺩﺓﺧﻮﺍﺕ‪.‬‬
‫‪He leaves home.‬‬ ‫ﺋﺔﻭ ﻟﺔ ﻣﺎﻝﹶ ﺩﺓﺭ ﺩﺓﺿﻴ‪‬ﺖ‪.‬‬
‫‪He buys a newspaper.‬‬ ‫ﺋﺔﻭ ﺭﹺٍﻭ‪ً‬ﺫﻧﺎﻣﺔﻳﺔﻙ ﺩﺓﻛﺮﹺﻳ‪‬ﺖ‪.‬‬
‫‪He listens to music.‬‬ ‫ﺋﺔﻭ ﻃﻮﻱ‪ ‬ﻟﺔ ﻣﻮ‪‬ﺳﻴﻘﺎ ﺩﺓﻃﺮﻳ‪‬ﺖ‪.‬‬
‫‪He catches the train.‬‬ ‫ﺋﺔﻭ ﺩﺓﻃﺎﺗﺔ ﺷﺔﻣﺔﻧﺪﺓﻓﺔﺭﺓﻛﺔ‪.‬‬
‫‪He reads the newspaper.‬‬ ‫ﺋﺔﻭ ﺭﹺٍﻭ‪‬ﺫﻧﺎﻣﺔ ﺩﺓﺧﻮﻳ‪‬ﻨﻴ‪‬ﺘﺔﻭﺓ‪.‬‬
‫‪He starts work.‬‬ ‫ﺋﺔﻭ ﺩﺓﺳﺖ ﺑﺔ ﻛﺎﺭ ﺩﺓﻛﺎﺕ‪.‬‬
‫‪He drinks some coffee.‬‬ ‫ﺋﺔﻭ ﻗﺎﻭﺓ ﺩﺓﺧﻮﺍﺗﺔﻭﺓ‪.‬‬
‫‪He has lunch.‬‬ ‫ﺋﺔﻭ ﻧﺎﱐ ﻧﻴﻮﺓﺭﹺﻭ‪ ‬ﺩﺓﺧﻮﺍﺕ‪.‬‬
‫‪He finishes work.‬‬ ‫ﺋﺔﻭ ﻟﺔﻛﺎﺭ ﺗﺔﻭﺍﻭ ﺩﺓﺑﻴ‪ً‬ﺖ‪.‬‬
‫‪He meets his friends.‬‬ ‫ﺋﺔﻭ ﺿﺎﻭﻱ ﺑﺔ ﻫﺎﻭﺭﹺﻳ‪‬ﻜﺎﱐ ﺩﺓﻛﺔﻭﻳ‪‬ﺖ‪.‬‬
‫‪He plays squash.‬‬ ‫ﺋﺔﻭ ﻳﺎﺭﻱ ﺳﻜﻮﺍﺵ ﺩﺓﻛﺎﺕ‪.‬‬
‫‪He has dinner.‬‬ ‫ﺋﺔﻭ ﻧﺎﱐ ﺋﻴ‪‬ﻮﺍﺭﺓ ﺩﺓﺧﻮﺍﺕ‪.‬‬
‫‪He watches television.‬‬ ‫ﺋﺔﻭ ﺳﺔﻳﺮﻱ ﺗﺔﻟﺔﻓﺰﻳﻮ‪‬ﻥ ﺩﺓﻛﺎﺕ‪.‬‬
‫‪He goes to bed.‬‬ ‫ﺋﺔﻭ ﺩﺓﺿﻴ‪‬ﺘﺔ ﺳﺔﺭ ﺟﻴ‪‬ﻄﺎ‪.‬‬
‫‪48‬‬
IMPERAT IVES (COMMANDS)
FORMATION OF IMPERATIVES
The subject of an imperative sentence is always “ ‫ ” ﺗﻮ‬or ” ‫ﻮﺓ‬‫ ” ﺋﻴ‬because it’s a command.
This is usually not explicitly stated.
(You) Come! !‫( ﻭﺓﺭﺓ‬‫)ﺗﻮ‬

(You guys) Eat! !‫ﻥ‬‫ﻮﺓ( ﲞﻮ‬‫)ﺋﻴ‬
WITHOUT OBJECT
The imperative is formed from the present stem with the prefix (‫)ب‬, and with a suffixed
subjective ending, ”‫ ”ﺓ‬or ”‫”ﻥ‬.
§ If the imperative’s subject is singular (‫)ﺗﻮ‬, add ”‫ ”ﺓ‬at the end.
§ If the imperative’s subject is plural (‫ﻮﺓ‬‫ )ﺋﻴ‬, add ”‫ ”ﻥ‬at the end.
Singular Subject (‫ﻮ‬

 ‫)ﺗ‬ ‫ﺓ‬+[Present Stem]+‫ﺏ‬
Plural Subject (‫ﻮﺓ‬‫)ﺋﻴ‬ ‫ﻥ‬+[Present Stem]+‫ﺏ‬
Regular A-STEM O-STEM E-STEM Irregular
Infinitive
‫ﻃﺮﺗﻦ‬ ‫ﻛﺮﺩﻥ‬ ‫ﺧﻮﺍﺭﺩﻥ‬ ‫ﻃﺔﺭﹺﺍﻥ‬ ‫ﻫﺎﺗﻦ‬
Form
to catch to do, work to eat to travel to come
Present Stem
‫ﻃﺮ‬ ‫ﻛﺔ‬ ‫ﺧﻮ‬ ‫ﻃﺔﺭﹺﻱ‬ َ‫ﻱ‬
Singular Subject
‫ﺑﻄﺮﺓ‬ ‫ﺑﻜﺔ‬ ‫ﲞﻮ‬ ‫ﺑﻄﺔﺭﹺﻱ‬ ‫ﻭﺓﺭﺓ‬
(‫ﻮ‬
 ‫)ﺗ‬ (You) hold! (You) do! (You) eat! (You) travel! (You) come!
Note By the rule ‫ ’ ﺓ‬is dropped! ‫ ﺓ‬is dropped! ‫ ﺓ‬is dropped! No rule!
Plural Subject
‫ﺑﻄﺮﻥ‬ ‫ﺑﻜﺔﻥ‬ ‫ﻥ‬‫ﲞﻮ‬ ‫ﻦ‬‫ﺑﻄﺔﺭﹺﻳ‬ ‫ﻭﺓﺭﻥ‬
(‫ﻮﺓ‬‫)ﺋﻴ‬
TRANSITIVE VERBS W ITH OBJECT
All the object position rules are the same as the present verb case.
Independent Object
‫ﻥ\ﺓ‬+[Present Stem]‫ﺏ‬ [Object]
With Pre-Word & Objective Bound Pronoun
‫ﻥ\ﺓ‬+[Present Stem]‫ﺏ‬ [BP][Pre-Word]
(Preposition, Compounding Agents, etc.)
No Pre-Word & Objective Bound Pronoun
‫ﻥ\ﺓ‬+[Present Stem][BP]‫ﺏ‬
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Eat (‫)ﺧﻮﺍﺭﺩﻥ‬ ‫ﺧﻮ‬ Study (‫ﻨﺪﻥ‬‫)ﺧﻮﻳ‬ ‫ﻦ‬‫ﺧﻮﻳ‬

(You) eat! ‫ﲞﻮ‬ (You) study! ‫ﻨﺔ‬‫ﻳ‬‫ﲞﻮ‬
(You) eat Dolma! ‫ﳌﺔ ﲞﻮ‬‫ﺩﻭ‬ (You) study Kurdish! ‫ﻨﺔ‬‫ﻛﻮﺭﺩﻱ ﲞﻮﻳ‬
(You) eat it! ‫ﺑﻴﺨﻮ‬ ً‫ﺋﺔﻭ ﲞﻮ‬ (You) study it! ‫ﻨﺔ‬‫ﻨﺔﹰ ﺑﻴﺨﻮﻳ‬‫ﺋﺔﻭﺓ ﲞﻮﻳ‬
Say (‫)ﻃﻮﺗﻦ‬ ‫ﻟﹶﻲ‬ Listen (‫ ﻃﺮﺗﻦ‬‫)ﻃﻮﻱ‬ ‫ ﻃﺮ‬‫ﻃﻮﻱ‬

(You) say! ‫ﺑﻠﹶًﻲ‬ (You) listen! ‫ ﺑﻄﺮﺓ‬‫ﻃﻮﻱ‬
(You) say to me! ‫ﺑﺔ ﻣﻦ ﺑﻠﹶﻲ‬ ‫ﻢ ﺑﻠﹶﻲ‬‫ﺛﻴ‬ (You) listen to me! ‫ ﻟﺔ ﻣﻦ ﺑﻄﺮﺓ‬‫ﻃﻮﻱ‬
(You) say it to me ‫ ﺑﻠﹶﻲ‬‫ﺋﺔﻭﺓﻡ ﺛﻲ‬ (You) listen to me! ‫ﻢ ﱄﹶ ﺑﻄﺮﺓ‬‫ﻃﻮﻳ‬
NEGATIVE IMPERATIVE
To negate the imperative command:

§ Drop (‫ )ﺏ‬from the imperative.
§ Add (‫ )ﻣﺔ‬to the present stem.
Don’t eat Dolma! !‫ﳌﺔ ﻣﺔﺧﻮ‬‫ﺩﻭ‬

Don’t speak to me! !‫ﻗﺴﺔﻡ ﻟﺔﻃﺔﻝﹶ ﻣﺔﻛﺔ‬
Don’t come tomorrow! !‫ﺑﺔﻳﺎﱐ ﻣﺔﻳﺔ‬
Don’t be angry! !‫ﺗﻮﻭﺭﺓ ﻣﺔﺑﺔ‬
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PAST TENSE
USE OF PAST TENSE
Four different kinds of Past Tense exist in the Kurdish Language.
§ Simple Past (e.g. ‘I came.’, ’I ate dinner.’, ‘I studied Kurdish.’ etc.)
§ Past Continuous/Habitual (e.g. ‘I was eating dinner.’, ‘I was studying.’ etc.)

o In Kurdish, certain verbs indicating someone’s likeness or hope are
commonly expressed with the Past Continuous tense, rather than the Simple
Past tense. (See “How to use the subjunctive” on page 80. )
§ Present Perfect (e.g. I have come.)

o For general purposes, the Present Perfect tense of Kurdish is equivalent to
the English Present Perfect.
o When an event started in the past and is still active:
§ ‫ﺮﺓ ﺩﺍ ﻧﻴﺸﺘﻮﻭﻳﻦ‬‫ﻤﺔ ﻟﻴ‬‫( ﺋﻴ‬We have been seated here.)

o When we talk about something that happened in the past, but we don't
specify precisely when it happened (perhaps we don't know, or it is not
important to say when it happened):
§ ‫( ﻧﺎﻧﺖ ﺧﻮﺍﺭﺩﻭﻭﺓ؟‬Have you eaten?)
§ ‫( ﺋﺔﻭ ﻫﺎﺗﻮﻭﺓ‬He has come.)
§ Past Perfect (e.g. I had come.)

o The Past Perfect tense of Kurdish is equivalent to the English Past Perfect
and mostly used for subjuctive expressions.
§ ‫ﻳﺸﺘﺒﻮﻭﻡ ﻛﺎﰐﹶ ﺩﺍﻳﻜﻢ ﻫﺎﺕ‬‫( ﻣﻦ ﺭﹺﻭ‬I have left when mom came.)
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FORMATION OF SIMPLE PAST
LINKING VERBS
The simple past tense of linking verbs is formed by adding the Subjective Bound
Pronoun (modified SET I on page 17) to “‫”ﺑﻮﻭ‬.
Singular Plural
st
1 person (I) was ‫ﺑﻮﻭﻡ‬ (We) were ‫ﺑﻮﻭﻳﻦ‬
2nd person (You) were ‫ﺑﻮﻭﻱ\ﺑﻮﻭﻳﺖ‬ (You) were ‫ﺑﻮﻭﻥ‬
3rd person (He) was ‫ﺑﻮﻭ‬ (They) were ‫ﺑﻮﻭﻥ‬
※ Note that there is no subjective bound pronoun for the 3rd person singular subject.
HOW TO USE
[Subjective BP]‫[ ﺑﻮﻭ‬Complement]
ADJECTIVE PHRASE COMPLEMENT

She was(‫ )ﺑﻮﻭ‬pretty. ‫ ﺑﻮﻭ ← ﺋﺔﻭ ﺟﻮﺍﻥ ﺑﻮﻭ‬+ ‫ﺋﺔﻭ ﺟﻮﺍﻥ‬
NOUN PHRASE COMPLEMENT

We were(‫ )ﺑﻮﻭﻳﻦ‬teachers. ‫ﺳﺘﺎ ﺑﻮﻭﻳﻦ‬‫ ﺑﻮﻭﻳﻦ ← ﻣﺎﻣﻮ‬+ ‫ﺳﺘﺎ‬‫ﻤﺔ ﻣﺎﻣﻮ‬‫ﺋﻴ‬
ADVERBIAL + LINKING VERB

I was(‫ )ﺑﻮﻭﻡ‬at school. ‫ ﺑﻮﻭﻡ ← ﻟﺔ ﻗﻮﺗﺎﲞﺎﻧﺔ ﺑﻮﻭﻡ‬+ ‫ﻣﻦ ﻟﺔ ﻗﻮﺗﺎﲞﺎﻧﺔ‬
INTRANSITIVE VERBS
The simple past tense of intransitive verbs is formed by adding subjective bound pronoun
suffixes to the past stem of the verb.
[Subjective BP][Past Root]
SUBJECTIVE BOUND PRONOUNS

In the case of intransitive verbs, the Bound Pronoun Set I variation (page 17) is used
for the appropriate subjective suffixes.
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Subjective Bound Pronouns

For Intransitive Verbs
Singular Plural
1st person
‫ﻡ‬ ‫ﻳﻦ‬
nd
2 person
‫ﻱ\ﻳﺖ‬ ‫ﻥ‬
rd
3 person None
‫ﻥ‬
※ Note that there is no subjective bound pronoun for the 3rd person singular subject,
while other subjective bound pronouns remain the same as in the present tense.
You left early. .‫ﻳﺸﺘﻴﺖ‬‫ﺯﻭﻭ ﺭﹺﻭ‬

I sat there. .‫ ﺩﺍ ﻧﻴﺸﺘﻢ‬‫ﻣﻦ ﻟﺔﻭﻱ‬
We understood. .‫ﻤﺔ ﰐﹶ ﻃﺔﻳﺸﺘﲔ‬‫ﺋﻴ‬
※ The verb “to understand” is transitive in English, but in Kurdish, it means “to reach to”,
which gives a sense of “to be understood”, and functions as an intransitive. J
TRANSITIVE VERBS
SUBJECTIVE BOUND PRONOUNS AND OBJECTIVE BOUND PRONOUNS

In the past tense,
§ The Bound Pronoun Set II (page 17) is used for their subjective suffixes.
§ The Bound Pronoun Set I (page 17) is used for their objective suffixes.
Subjective BP Objective BP
For Transitive Verbs For Transitive Verbs
1st person
‫ﻡ‬ ‫ﻣﺎﻥ‬ ‫ﻡ‬ ‫ﻳﻦ‬
nd
2 person
‫ﺕ‬ ‫ﺗﺎﻥ‬ ‫ﻳﺖ‬ ‫ﻥ‬
rd
3 person
‫ﻱ‬ ‫ﻳﺎﻥ‬ None ‫ﻥ‬
※ Bound Pronouns (both subjective and objective) are emphasized with bold below.
NO OBJECT
The simple past tense of transitive verbs is also formed by adding subjective bound
pronoun suffixes to the past stem of the verb.
[Subjective BP][Past Root]
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NO OBJECT, BUT WITH PREPOSITION
[Past Root] [Subjective BP][Preposition]
COMPLEX OR COMPOUND VERBS
1) Without Objective Bound Pronoun
[Past Root] [Prep.] [Subjective BP][Pre-Word]
2) With Objective Bound Pronoun
[Objective BP][Past Root] [Prep.] [Subjective BP][Pre-Word]
WITH INDEPENDENT OBJECT (NOUN OR INDEPENDENT PRONOUN)
[Past Root] [Pre-Word] [Prep.] [Subjective BP][Object]
[Objective BP][Past Root] [Pre-Word] [Prep.] [Subjective BP][Object]
Examples:

I ate those. .‫)ﻣﻦ( ﺧﻮﺍﺭﺩﻣﻦ‬ .‫ﺋﺔﻭﺍﻥ ﻡ ﺧﻮﺍﺭﺩ‬
I saw you. .‫)ﻣﻦ( ﺑﻴﻨﻴﺘﻢ‬ .‫ﻡ ﺑﻴﲏ‬‫ﺗﻮ‬
I told you. .‫ﻡ ﻃﻮﺕﻳﺖ‬‫)ﻣﻦ( ﺛﻲ‬ .‫ﻡ ﻃﻮﺕ‬‫ﺑﺔ ﺗﻮ‬
He gave you the book. .‫ ﺩﺍﻳﺖ‬‫ﺒﺔﻛﺔﻱ ﺛﻲ‬‫ﻛﺘﻴ‬ .‫ ﺩﺍ‬‫ﺒﺔﻛﺔﻱ ﺑﺔ ﺗﻮ‬‫ﻛﺘﻴ‬
They bought the flower for you. .‫ﻨﺎﻳﺖ‬‫ ﻫﻴ‬‫ﻃﻮﻟﹶﺔﻛﺔﻳﺎﻥ ﺑﻮ‬ .‫ﻨﺎ‬‫ ﻫﻴ‬‫ً ﺗﻮ‬‫ﻃﻮﻟﹶﺔﻛﺔﻳﺎﻥ ﺑﻮ‬
I missed them. .‫ﺑﲑﻡ ﻛﺮﺩﻥ‬ .‫ﺑﲑﻱ ﺋﺔﻭﺍﻥ ﻡ ﻛﺮﺩ‬
She cooked dolma for them. .‫ ﺩﺭﻭﺳﺖ ﻛﺮﺩﻥ‬‫ﳌﺔﻱ ﺑﻮ‬‫ﺩﻭ‬ .‫ ﺋﺔﻭﺍﻥ ﺩﺭﻭﺳﺖ ﻛﺮﺩ‬‫ﳌﺔﻱ ﺑﻮ‬‫ﺩﻭ‬
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FORMATION OF SIMPLE PAST NEGATIVE
To negate a past simple sentence, add the past negative prefix ”‫ ” ﻧﺔ‬to the verb ending.
※ Note that the present negative prefix is ”‫ﻧﺎ‬."
LINKING VERBS
Change the past ending(‫ )ﺑﻮﻭ‬to (‫)ﻧﺔﺑﻮﻭ‬.
She wasn’t(‫ )ﻧﺔﺑﻮﻭ‬pretty. .‫)ﺋﺔﻭ( ﺟﻮﺍﻥ ﻧﺔﺑﻮﻭ‬

We weren’t(‫ )ﻧﺔﺑﻮﻭﻳﻦ‬teachers. .‫ﺳﺘﺎ ﻧﺔﺑﻮﻭﻳﻦ‬‫ﻤﺔ( ﻣﺎﻣﻮ‬‫)ﺋﻴ‬
I wasn’t(‫ )ﻧﺔﺑﻮﻭﻡ‬at school. .‫)ﻣﻦ( ﻟﺔ ﻗﻮﺗﺎﲞﺎﻧﺔ ﻧﺔﺑﻮﻭﻡ‬
INTRANSITIVE VERBS
1) Simple Verb
[Subjective BP][Past Root]‫ﻧﺔ‬
2) Complex/Compound Verb
[Subjective BP][Past Root]‫ﻧﺔ‬ [Pre-Word]
You didn’t leave early. ‫ﻳﺸﺘﻴﺖ‬‫ﺯﻭﻭ ﻧﺔﺭﹺﻭ‬

I didn’t sit there. ‫ ﺩﺍ ﻧﺔ ﻧﻴﺸﺘﻢ‬‫ﻣﻦ ﻟﺔﻭﻱ‬
We didn’t understand. ‫ﻤﺔ ﰐﹶ ﻧﺔﻃﺔﻳﺸﺘﲔ‬‫ﺋﻴ‬
TRANSITIVE VERBS
The Subjective Bound Pronoun moves from the end of the verb to behind the negative
prefix (‫)ﻧﺔ‬. If there is any preceding word besides the verb itself, the subjective
suffix(Subjective BP) goes behind the preceding word(e.g. object, preposition, etc.).
1) Simple Verb
A. No Object
[Past Root][Subjective BP]‫ﻧﺔ‬
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B. No Object, With Preposition
[Past Root]‫ﻧﺔ‬ [Subjective BP][Preposition]
C. With Noun Object
[Past Root]‫([ ﻧﺔ‬Prep.)] [Subjective BP][Object]
A. No Object
[Past Root]‫ﻧﺔ‬ [Subjective BP][Pre-Word/Preposition]
B. With Noun Object
[Past Root]‫[ ﻧﺔ‬Pre-Word/Preposition] [Subjective BP][Object]

I didn’t eat those. .‫)ﻣﻦ( ﻧﺔﻡ ﺧﻮﺍﺭﺩﻥ‬ .‫ﺋﺔﻭﺍﻧﺔﻡ ﻧﺔﺧﻮﺍﺭﺩ‬
I didn’t see you. .‫)ﻣﻦ( ﻧﺔﻣﺒﲔﻳﺖ‬ .‫ﻡ ﻧﺔ ﺑﻴﲏ‬‫ﺗﻮ‬
I didn’t tell you. .‫ﻢ ﻧﺔﻃﻮﺕﻳﺖ‬‫)ﻣﻦ( ﺛﻴ‬ .‫ﻡ ﻧﺔ ﻃﻮﺕ‬‫ﺑﺔ ﺗﻮ‬
He didn’t give you the book. .‫ ﻧﺔﺩﺍﻳﺖ‬‫ﺒﺔﻛﺔﻱ ﺛﻲ‬‫ﻛﺘﻴ‬ .‫ ﻧﺔ ﺩﺍ‬‫ﺒﺔﻛﺔﻱ ﺑﺔ ﺗﻮ‬‫ﻛﺘﻴ‬
They didn’t bring the flower for you. .‫ﻨﺎﻳﺖ‬‫ ﻧﺔﻫﻴ‬‫ﻃﻮﻟﹶﺔﻛﺔﻳﺎﻥ ﺑﻮ‬ .‫ﻨﺎ‬‫ ﻧﺔﻫﻴ‬‫ً ﺗﻮ‬‫ﻃﻮﻟﹶﺔﻛﺔﻳﺎﻥ ﺑﻮ‬
I didn’t miss them. .‫ﺑﲑﻡ ﻧﺔﻛﺮﺩﻥ‬ .‫ﺑﲑﻱ ﺋﺔﻭﺍﻥ ﻡ ﻧﺔﻛﺮﺩ‬
She didn’t cook dolma for them. .‫ﳌﺔﻱ ﺑﺆ ﱄﹶ ﻧﺔﻧﺎﻥ‬‫ﺩﻭ‬ .‫ﺩﺅﻟﹶﻤﺔﻱ ﺑﺆ ﺋﺔﻭﺍﻥ ﱄﹶ ﻧﺔﻧﺎ‬
FORMATION OF PAST COUNTINUOUS/HABITUAL
Add the present modal prefix ”‫ ”ﺩﺓ‬to the simple past form.
※ Note that the past continuous tense is similar to the negative simple past form,
except that the verb prefix is not ”‫ ”ﻧﺔ‬but ”‫”ﺩﺓ‬.
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INTRANSITIVE VERBS
You were leaving early. ‫ﻳﺸﺘﻴﺖ‬‫ﺯﻭﻭ ﺩﺓﺭﹺﻭ‬

I was sitting there. ‫ ﺩﺍ ﺩﺓﻧﻴﺸﺘﻢ‬‫ﻣﻦ ﻟﺔﻭﻱ‬
TRANSITIVE VERBS
I was eating those. .‫)ﻣﻦ( ﺩﺓﻡ ﺧﻮﺍﺭﺩﻥ‬ .‫ﺋﺔﻭﺍﻥﻡ ﺩﺓﺧﻮﺍﺭﺩ‬

I was seeing you. .‫)ﻣﻦ( ﺩﺓﻣﺒﲔﻳﺖ‬ .‫ﻡ ﺩﺓ ﺑﻴﲏ‬‫ﺗﻮ‬
I was telling you. .‫ﻢ ﺩﺓﻃﻮﺕﻳﺖ‬‫)ﻣﻦ( ﺛﻴ‬ .‫ﻡ ﺩﺓ ﻃﻮﺕ‬‫ﺑﺔ ﺗﻮ‬
I was missing them. .‫ﺑﲑﻡ ﺩﺓﻛﺮﺩﻥ‬ .‫ﺑﲑﻱ ﺋﺔﻭﺍﻥﻡ ﺩﺓﻛﺮﺩ‬
PAST CONTINUOUS - NEGATIVE

To negate the past continuous statement, add ”‫ ”ﻧﺔ‬in front of the past continuous.
INTRANSITIVE VERBS
You weren’t leaving early. ‫ﻳﺸﺘﻴﺖ‬‫ﺯﻭﻭ ﻧﺔﺩﺓﺭﹺﻭ‬

I wasn’t sitting there. ‫ ﺩﺍ ﻧﺔﺩﺓﻧﻴﺸﺘﻢ‬‫ﻣﻦ ﻟﺔﻭﻱ‬
TRANSITIVE VERBS
If there is no object or any kind of pre-verb precedents, the subjective bound pronoun
comes after ”‫” ﻧﺔ‬.
I wasn’t eating those. .‫)ﻣﻦ( ﻧﺔﻣﺪﺓﺧﻮﺍﺭﺩﻥ‬ .‫ﺋﺔﻭﺍﻥﻡ ﻧﺔﺩﺓﺧﻮﺍﺭﺩ‬

I wasn’t seeing you. .‫)ﻣﻦ( ﻧﺔﻣﺪﺓﺑﻴﲏﻳﺖ‬ .‫ﻡ ﻧﺔﺩﺓ ﺑﻴﲏ‬‫ﺗﻮ‬
I wasn’t telling you. .‫ﻢ ﻧﺔﺩﺓﻃﻮﺕﻳﺖ‬‫)ﻣﻦ( ﺛﻴ‬ .‫ﻡ ﻧﺔﺩﺓ ﻃﻮﺕ‬‫ﺑﺔ ﺗﻮ‬
I wasn’t missing them. .‫ﺑﲑﻡ ﻧﺔﺩﺓﻛﺮﺩﻥ‬ .‫ﺑﲑﻱ ﺋﺔﻭﺍﻥﻡ ﻧﺔﺩﺓﻛﺮﺩ‬
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FORMATION OF PRESENT PERFECT
The present perfect tense is used for an action that started in the past and continues to
the present time.
How to make the Present Perfect Root:
§ Add “‫ ”ﻭﻭ‬to the Past Root of the verb.
a. If the Past root ends in a consonant, add “‫”ﻭﻭ‬.
b. If the past root ends in a vowel, add “‫”ﻭ‬.
c. If the past root ends in ‫ﻭﻭ‬, don’t add anything.
LINKING VERBS
(‫)ﺓ‬+[Present Copula]‫ﺑﻮﻭ‬ [Complement]
※ For Present Coupula, see page 17 (Chapter 4. The Linking Verb).
You have become pretty. .‫ً( ﺟﻮﺍﻥ ﺑﻮﻭﻳﺘﺔ‬‫)ﺗﻮ‬

I have been sick. .‫ﺵ ﺑﻮﻭﻣﺔ‬‫)ﻣﻦ( ﻧﺔﺧﻮ‬
He has been grown (been big). .‫)ﺋﺔﻭ( ﻃﺔﻭﺭﺓ ﺑﻮﻭﺓ‬
They haven’t been in Hawler. .‫ﺮ ﻧﺔﺑﻮﻭﻧﺔ‬‫ﺋﺔﻭﺍﻥ ﻟﺔ ﻫﺔﻭﻟﻴ‬
※ In the Present Perfect tense of the linking verb and intransitive verbs, the
additional “‫ ”ﺓ‬after the Present Copula doesn’t appear all the time.
INTRANSITIVE VERBS
The Present Perfect tense of intransitive verbs is formed from the the Present Perfect Root
plus the Present Copulas.
Simple Verb
(‫)ﺓ‬+ [Present Copula][Present Perfect Root]
Complex/Compound Verb
(‫)ﺓ‬+ [Present Copula][Present Perfect Root] [Pre-Word]
You have left early. .(‫ﻳﺸﺘﻮﻭﻳﺖ)ﺓ‬‫ﺯﻭﻭ ﺭﹺﻭ‬

I have seated here. .(‫ﺮﺓ ﺩﺍ ﻧﻴﺸﺘﻮﻭﻡ)ﺓ‬‫ﻣﻦ ﻟﻴ‬
They haven’t understood. .(‫ﺋﺔﻭﺍﻥ ﰐﹶ ﻧﺔﻃﺔﻳﺸﺘﻮﻭﻥ)ﺓ‬
She has come. .‫ﺋﺔﻭ ﻫﺎﺗﻮﻭﺓ‬
1)
We have been stayed in Hawler. .‫ﺮ ﻣﺎﻭﻳﻨﺔﻭﺓ‬‫ﻤﺔ ﻟﺔ ﻫﺔﻭﻟﻴ‬‫ﺋﻴ‬
2)
He has been stayed. .‫ﺋﺔﻭ ﻣﺎﻭﺓﺗﺔﻭﺓ‬
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1) “‫ ”ﺓﻭﺓ‬suffix always comes at the last position of the verb.
2) “‫ ”ﺕ‬is inserted where two “‫ ”ﺓ‬vowels conflict.
※ Some actions continuing in the present time also use the present perfect tense.
He is sitting. .‫ﺋﺔﻭ ﺩﺍ ﻧﻴﺸﺘﻮﻭﺓ‬ He is lying down. .‫ﺋﺔﻭ ﺛﺎﻝﹶ ﻛﺔﺗﻮﻭﺓ‬

He is standing. .‫ﺋﺔﻭ ﻭﺓﺳﺘﺎﻭﺓ‬ He is sleeping. .‫ﺋﺔﻭ ﺧﺔﻭﺗﻮﻭﺓ‬
TRANSITIVE VERBS
1) Simple Verb
a. No Object, No Preposition
‫ﺓ‬+[Past Tense Subjective BP][Present Perfect Root]
b. No Object, With Preposition
‫ﺓ‬+[Present Perfect Root] [Past Tense Subjective BP][Prep.]
c. With Noun Object
‫ﺓ‬+[Present Perfect Root] [Prep.] [Subjective BP][Object]
a. No Object
‫ﺓ‬+[Present Perfect Root] [Subjective BP][Pre-Word]
b. With Object
‫ﺓ‬+[Present Perfect Root] [Pre-Word] [Subjective BP][Object]

I have eaten (it). .‫)ﻣﻦ( ﺧﻮﺍﺭﺩﻭﻭﻣﺔ‬ .‫ﻧﺎﻥ ﻡ ﺧﻮﺍﺭﺩﻭﻭﺓ‬
* He has eaten (it). .‫)ﺋﺔﻭ( ﺧﻮﺍﺭﺩﻭﻭﻳﺔﰐ‬ .‫ﻧﺎﻥﻱ ﺧﻮﺍﺭﺩﻭﻭﺓ‬
I haven’t seen you. .‫)ﻣﻦ( ﻧﺔﻣﺒﻴﻨﻴﻮﻭﻳﺖﺓ‬ .‫ﻡ ﻧﺔ ﺑﻴﻨﻴﻮﻭﺓ‬‫ﺗﻮ‬
I have told you. .‫ﻡ ﻃﻮﺗﻮﻭﻳﺖ‬‫)ﻣﻦ( ﺛﻲ‬ .‫ﻡ ﻃﻮﺗﻮﻭﺓ‬‫ﺑﺔ ﺗﻮ‬
He hasn’t opened the door for you. .‫ ﻧﺔﻛﺮﺩﻭﻭﻳﺖﺓﻭﺓ‬‫ﺩﺓﺭﻃﺎﻛﺔﻱ ﺑﻮ‬ .‫ ﻧﺔﻛﺮﺩﻭﻭﺓﺗﺔﻭﺓ‬‫ ﺗﻮ‬‫ﺩﺓﺭﻃﺎﻛﺔﻱ ﺑﻮ‬
He hasn’t miss them. .‫ﺑﲑﻱ ﻧﺔﻛﺮﺩﻭﻭﻥﺓ‬ .‫ﺑﲑﻱ ﺋﺔﻭﺍﻥ ﻱ ﻧﺔﻛﺮﺩﻭﻭﺓ‬
※ The Subjective BP of ‫ﺋﺔﻭ‬ for the transitive verbs in the Present Perfect is “‫”ﻳﺔﰐ‬.
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FORMATION OF PAST PERFECT
The Past Perfect tense is used for an action that started and finished in the past.
In general, the Past Perfect tense is used for complex sentences, that consist of two
different past tenses, or for the subjunctive past tense:
To form the past perfect tense of a verb:

§ Add “‫ ”ﺑﻮﻭ‬to the past root of the verb to make the past perfect root.
INTRANSITIVE VERBS
Simple Verb
[Subjective BP][Past Perfect Root]
Complex/Compound Verb
[Subjective BP][Past Perfect Root] [Pre-Word]
You had left early. .‫ﻳﺸﺘﺒﻮﻭﻳﺖ‬‫ﺯﻭﻭ ﺭﹺﻭ‬

I had seated here. .‫ﺮﺓ ﺩﺍ ﻧﻴﺸﺘﺒﻮﻭﻡ‬‫ﻣﻦ ﻟﻴ‬
They hadn’t understood. .‫ﺋﺔﻭﺍﻥ ﰐﹶ ﻧﺔﻃﺔﻳﺸﺘﺒﻮﻭﻥ‬
1)
She had come. .‫ﺋﺔﻭ ﻫﺎﺗﺒﻮﻭ‬
2)
We had been stayed. .‫ﻤﺔ ﻣﺎﺑﻮﻭﻳﻨﺔﻭﺓ‬‫ﺋﻴ‬
3)
He had been stayed. .‫ﺋﺔﻭ ﻣﺎﺑﻮﻭﻳﺔﻭﺓ‬
1) There is no subjective bound pronoun for the 3rd person singular subject (e.g. ‫)ﺋﺔﻭ‬
in this case.
2) “‫ ”ﺓﻭﺓ‬suffix always comes at the last position of the verb.
3) “‫ ”ﻱ‬is inserted where two vowels(“‫ )”ﺓ“ & ”ﻭ‬conflict.
TRANSITIVE VERBS

I had eaten (it). .‫)ﻣﻦ( ﺧﻮﺍﺭﺩﺑﻮﻭﻡ‬ .‫ﻧﺎﻥ ﻡ ﺧﻮﺍﺭﺩﺑﻮﻭ‬
He had eaten (it). .‫)ﺋﺔﻭ( ﺧﻮﺍﺭﺩﺑﻮﻭ‬ .‫ﻧﺎﻥﻱ ﺧﻮﺍﺭﺩﺑﻮﻭ‬
I hadn’t seen you. .‫)ﻣﻦ( ﻧﺔﻣﺒﻴﻨﻴﺒﻮﻭﻳﺖ‬ .‫ﻡ ﻧﺔ ﺑﻴﻨﻴﺒﻮﻭ‬‫ﺗﻮ‬
I had told you. .‫ﻡ ﻃﻮﺗﺒﻮﻭﻳﺖ‬‫)ﻣﻦ( ﺛﻲ‬ .‫ﻡ ﻃﻮﺗﺒﻮﻭ‬‫ﺑﺔ ﺗﻮ‬
He hadn’t opened the door for you. .‫ ﻧﺔﻛﺮﺩﺑﻮﻭﻳﺖﺓﻭﺓ‬‫ﺩﺓﺭﻃﺎﻛﺔﻱ ﺑﻮ‬ .‫ ﻧﺔﻛﺮﺩﺑﻮﻭﺓﻭﺓ‬‫ ﺗﻮ‬‫ﺩﺓﺭﻃﺎﻛﺔﻱ ﺑﻮ‬
He hadn’t miss them. .‫ﺑﲑﻱ ﻧﺔﻛﺮﺩﺑﻮﻭﻥ‬ .‫ﺑﲑﻱ ﺋﺔﻭﺍﻥ ﻱ ﻧﺔﻛﺮﺩﺑﻮﻭ‬
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10. IRREGULAR VERBS

There are several irregular verbs in Kurdish, whose conjugations follow neither the
intransitive rules nor the transitive rules.
There is no verb in Kurdish equivalent to the English verb ‘to have.’ Kurdish expresses
possession through the following formula:
Present Tense
Without Object, Affirmative

‫ﺓ‬+[Possessive Pronoun]‫ﻫﺔ‬
Without Object, Negative
‫ﺓ‬+[Possessive Pronoun]‫ﱐ‬
With Object, Affirmative
‫ﻫﺔﻳﺔ‬ [Possessive Pronoun][Object]
With Object, Negative
‫ﻧﻴﻴﺔ‬ [Possessive Pronoun][Object]
Past Tense
Without Object, Affirmative

‫ﺑﻮﻭ‬+[Possessive Pronoun]‫ﻫﺔ‬
Without Object, Negative
‫ﺑﻮﻭ‬+[Possessive Pronoun]‫ﻧﺔ‬
With Object, Affirmative
‫ﻫﺔﺑﻮﻭ‬ [Possessive Pronoun][Object]
With Object, Negative
‫ﻧﺔﺑﻮﻭ‬ [Possessive Pronoun][Object]
I We He
No Present affirm. I have (it)
‫ﻫﺔﻣﺔ‬ ‫ﻫﺔﻣﺎﻧﺔ‬ ‫ﻫﺔﻳﺔﰐ‬
Object I don't have (it)
neg. ‫ﻧﻴﻤﺔ‬ ‫ﻧﻴﻤﺎﻧﺔ‬ ‫ﻧﻴﺔﰐ‬
Past affirm. I had (it)
‫ﻫﺔﻡ ﺑﻮﻭ‬ ‫ﻫﺔﻣﺎﻥ ﺑﻮﻭ‬ ‫ﻫﺔﻱ ﺑﻮﻭ‬
neg. I didn't have (it)
‫ﻧﺔﻡ ﺑﻮﻭ‬ ‫ﻧﺔﻣﺎﻥ ﺑﻮﻭ‬ ‫ﻫﺔﻱ ﻧﺔﺑﻮﻭ‬
With Present affirm. I have time
‫ﻛﺎﰎ ﻫﺔﻳﺔ‬ ‫ﻛﺎﲤﺎﻥ ﻫﺔﻳﺔ‬ ‫ﻛﺎﰐ ﻫﺔﻳﺔ‬
Object I don't have time
neg. ‫ﻛﺎﰎ ﻧﻴﺔ‬ ‫ﻛﺎﲤﺎﻥ ﻧﻴﺔ‬ ‫ﻛﺎﰐ ﻧﻴﺔ‬
Past affirm. I had time
‫ﻛﺎﰎ ﻫﺔﺑﻮﻭ‬ ‫ﻛﺎﲤﺎﻥ ﻫﺔﺑﻮﻭ‬ ‫ﻛﺎﰐ ﻫﺔﺑﻮﻭ‬
neg. I didn't have time
‫ﻛﺎﰎ ﻧﺔﺑﻮﻭ‬ ‫ﻛﺎﲤﺎﻥ ﻧﺔﺑﻮﻭ‬ ‫ﻛﺎﰐ ﻧﺔﺑﻮﻭ‬
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Other irregular verbs whose conjugations are similar to “‫”ﻫﺔﺑﻮﻭﻥ‬:
“‫ﺑﻮﻭﻥ‬ ‫”ﻃﺔﺭﻣﺎ‬, “‫”ﺳﺎﺭﺩﻣﺎ ﺑﻮﻭﻥ‬, “‫”ﺑﺮﺳﻲ ﺑﻮﻭﻥ‬, “‫”ﺗﻴﻨﻮﻭ ﺑﻮﻭﻥ‬, “‫”ﻟﺔ ﺑﲑ ﺑﻮﻭﻥ‬, etc.
※ Mostly, these verbs are related with one’s feeling or possession.
‫ﻃﺔﺭﻣﺎ ﺑﻮﻭﻥ‬
Pres. I feel hot We feel hot He feels hot
‫ﻃﺔﺭﻣﺎﻣﺔ‬ ‫ﻃﺔﺭﻣﺎﻣﺎﻧﺔ‬ ‫ﻃﺔﺭﻣﺎﻳﺔﰐ‬
I don't feel We don't feel hot He doesn't feel hot
‫ﻃﺔﺭﻣﺎﻡ ﻧﻴﺔ‬ hot
‫ﻃﺔﺭﻣﺎﻣﺎﻥ ﻧﻴﺔ‬ ‫ﻃﺔﺭﻣﺎﻱ ﻧﻴﻴﺔ‬
Past I felt hot We felt hot He felt hot
‫ﻃﺔﺭﻣﺎﻣﺒﻮﻭ‬ ‫ﻃﺔﺭﻣﺎﻣﺎﻥ ﺑﻮﻭ‬ ‫ﻃﺔﺭﻣﺎﻱ ﺑﻮﻭ‬
I didn't feel We didn't feel hot He didn't feel hot
‫ﻃﺔﺭﻣﺎﻡ ﻧﺔﺑﻮﻭ‬ hot
‫ﻃﺔﺭﻣﺎﻣﺎﻥ ﻧﺔﺑﻮﻭ‬ ‫ﻃﺔﺭﻣﺎﻱ ﻧﺔﺑﻮﻭ‬
‫ﺳﺔﺭﻣﺎ ﺑﻮﻭﻥ‬
Pres I'm cold We are cold He is cold
‫ﺳﺔﺭﻣﺎﻣﺔ‬ ‫ﺳﺔﺭﻣﺎﻣﺎﻧﺔ‬ ‫ﺳﺔﺭﻣﺎﻳﺔﰐ‬
I'm not cold We aren't cold He isn't cold
‫ﺳﺔﺭﻣﺎﻡ ﻧﻴﺔ‬ ‫ﺳﺔﺭﻣﺎﻣﺎﻥ ﻧﻴﺔ‬ ‫ﺳﺔﺭﻣﺎﻱ ﻧﻴﻴﺔ‬
Past I was cold We were cold He was cold
‫ﺳﺔﺭﻣﺎﻡ ﺑﻮﻭ‬ ‫ﺳﺔﺭﻣﺎﻣﺎﻥ ﺑﻮﻭ‬ ‫ﺳﺔﺭﻣﺎﻱ ﺑﻮﻭ‬
I wasn't cold We weren't cold He wasn’t cold
‫ﺳﺔﺭﻣﺎﻡ ﻧﺔﺑﻮﻭ‬ ‫ﺳﺔﺭﻣﺎﻣﺎﻥ ﻧﺔﺑﻮﻭ‬ ‫ﺳﺔﺭﻣﺎﻱ ﻧﺔﺑﻮﻭ‬
‫ﺑﺮﺳﻲ ﺑﻮﻭﻥ‬
Pres I'm hungry We are hungry He is hungry
‫ﺑﺮﺳﻴﻤﺔ‬ ‫ﺑﺮﺳﻴﻤﺎﻧﺔ‬ ‫ﺑﺮﺳﻴﻴﺔﰐ‬
I'm not hungry We aren’t hungry He isn't hungry
‫ﺑﺮﺳﻴﻢ ﻧﻴﺔ‬ ‫ﺑﺮﺳﻴﻤﺎﻥ ﻧﻴﺔ‬ ‫ﺑﺮﺳﻴﻲ ﻧﻴﻴﺔ‬
Past I was hungry We were hungry He was hungry
‫ﺑﺮﺳﻴﻢ ﺑﻮﻭ‬ ‫ﺑﺮﺳﻴﻤﺎﻥ ﺑﻮﻭ‬ ‫ﺑﺮﺳﻴﻲ ﺑﻮﻭ‬
I wasn't hungry We weren’t hungry He wasn't hungry
‫ﺑﺮﺳﻴﻢ ﻧﺔﺑﻮﻭ‬ ‫ﺑﺮﺳﻴﻤﺎﻥ ﻧﺔﺑﻮﻭ‬ ‫ﺑﺮﺳﻴﻲ ﻧﺔﺑﻮﻭ‬
‫ﺗﻴﻨﻮﻭ ﺑﻮﻭﻥ‬
Pres I'm thirsty We are thirsty He is thirsty
‫ﺗﻴﻨﻮﻭﻣﺔ‬ ‫ﺗﻴﻨﻮﻭﻣﺎﻧﺔ‬ ‫ﺗﻴﻨﻮﻭﻳﺔﰐ‬
I'm not thirsty We aren't thirsty He isn't thirsty
‫ﺗﻴﻨﻮﻭﻡ ﻧﻴﺔ‬ ‫ﺗﻴﻨﻮﻭﻣﺎﻥ ﻧﻴﺔ‬ ‫ﺗﻴﻨﻮﻭﻱ ﻧﻴﻴﺔ‬
Past I was thirsty We were thirsty He was thirsty
‫ﺗﻴﻨﻮﻭﻡ ﺑﻮﻭ‬ ‫ﺗﻴﻨﻮﻭﻣﺎﻥ ﺑﻮﻭ‬ ‫ﺗﻴﻨﻮﻭﻱ ﺑﻮﻭ‬
I wasn't thirsty We weren't thirsty He wasn't thirsty
‫ﺗﻴﻨﻮﻭﻡ ﻧﺔﺑﻮﻭ‬ ‫ﺗﻴﻨﻮﻭﻣﺎﻥ ﻧﺔﺑﻮﻭ‬ ‫ﺗﻴﻨﻮﻭﻱ ﻧﺔﺑﻮﻭ‬
‫ﻟﺔﺑﲑ ﺑﻮﻭﻥ‬
I remember (it)
Present ‫ﻟﺔﺑﲑﻣﺔ‬ ‫ ﻟﺔﺑﲑﻣﺎﻧﺔ‬We ‫ﻟﺔﺑﲑﻳﻴﺔ‬ He
I don't remember (it)
‫ﻟﺔﺑﲑﻡ ﻧﻴﺔ‬ ‫ ﻟﺔ ﺑﲑﻣﺎﻥ ﻧﻴﺔ‬We ‫ﻟﺔﺑﲑﻱ ﻧﻴﺔ‬ He
I remembered (it)
Past ‫ﻟﺔﺑﲑﻡ ﺑﻮﻭ‬ ‫ ﻟﺔﺑﲑﻣﺎﻥ ﺑﻮﻭ‬We ‫ﻟﺔﺑﲑﻱ ﺑﻮﻭ‬ He
I didn't remember (it)
‫ﻟﺔﺑﲑﻡ ﻧﺔﺑﻮﻭ‬ ‫ ﻟﺔﺑﲑﻣﺎﻥ ﻧﺔﺑﻮﻭ‬We ‫ﻟﺔﺑﲑﻱ ﻧﺔﺑﻮﻭ‬ He
I remember that
Present ‫ﺋﺔﻭﺓﻡ ﻟﺔﺑﲑﺓ‬ ‫ ﺋﺔﻭﺓﻣﺎﻥ ﻟﺔﺑﲑﺓ‬We ‫ﺋﺔﻭﺓﻱ ﻟﺔﺑﲑﺓ‬ He
With I don't remember that
Object ‫ﺋﺔﻭﺓﻡ ﻟﺔﺑﲑ ﻧﻴﺔ‬ ‫ ﺋﺔﻭﺓﻣﺎﻥ ﻟﺔﺑﲑﻧﻴﺔ‬We ‫ﺋﺔﻭﺓﻱ ﻟﺔﺑﲑ ﻧﻴﺔ‬ He
I remembered that
Past ‫ﺋﺔﻭﺓﻡ ﻟﺔﺑﲑ ﺑﻮﻭ‬ ‫ ﺋﺔﻭﺓﻣﺎﻥ ﻟﺔﺑﲑ ﺑﻮﻭ‬We ‫ﺋﺔﻭﺓﻱ ﻟﺔﺑﲑ ﺑﻮﻭ‬ He
No I didn't remember that
Object ‫ﺋﺔﻭﺓﻡ ﻟﺔﺑﲑ ﻧﺔﺑﻮﻭ‬ ‫ ﺋﺔﻭﺓﻣﺎﻥ ﻟﺔﺑﲑ ﻧﺔﺑﻮﻭ‬We ‫ﺋﺔﻭﺓﻱ ﻟﺔﺑﲑ ﻧﺔﺑﻮﻭ‬ He
62
‫ﻟﺔﺑﲑ ﺿﻮﻭﻥ‬
‫)‪I forget (it‬‬
‫‪Present‬‬ ‫ﻟﺔﺑﲑﻡ ﺩﺓﺿﻲ‪‬‬ ‫‪ We‬ﻟﺔﺑﲑﻣﺎﻥ ﺩﺓﺿﻲ‪‬‬ ‫ﻟﺔﺑﲑﻱ ﺩﺓﺿﻲ‪‬‬ ‫‪He‬‬
‫)‪I don't forget (it‬‬ ‫‪We‬‬ ‫‪He‬‬
‫ﻟﺔﺑﲑﻡ ﻧﺎﺿﻲ‪‬‬ ‫ﻟﺔﺑﲑﻣﺎﻥ ﻧﺎﺿﻲ‪‬‬ ‫ﻟﺔﺑﲑﻱ ﻧﺎﺿﻲ‪‬‬
‫)‪I forgot (it‬‬
‫‪Past‬‬ ‫ﻟﺔﺑﲑﻡ ﺿﻮﻭ‬ ‫‪ We‬ﻟﺔﺑﲑﻣﺎﻥ ﺿﻮﻭ‬ ‫ﻟﺔﺑﲑﻱ ﺿﻮﻭ‬ ‫‪He‬‬
‫)‪I didn't forget (it‬‬
‫ﻟﺔﺑﲑﻡ ﻧﺔﺿﻮﻭ‬ ‫‪ We‬ﻟﺔﺑﲑﻣﺎﻥ ﻧﺔﺿﻮﻭ‬ ‫ﻟﺔﺑﲑﻱ ﻧﺔﺿﻮﻭ‬ ‫‪He‬‬
‫‪I forget that‬‬
‫‪Present‬‬ ‫ﺋﺔﻭﺓﻡ ﻟﺔﺑﲑ ﺩﺓﺿﻲ‪‬‬ ‫‪ We‬ﺋﺔﻭﺓﻣﺎﻥ ﻟﺔﺑﲑ ﺩﺓﺿﻲ‪‬‬ ‫ﺋﺔﻭﺓﻱ ﻟﺔﺑﲑ ﺩﺓﺿﻲ‪‬‬ ‫‪He‬‬
‫‪With‬‬ ‫‪I don't forget that‬‬
‫‪Object‬‬ ‫ﺋﺔﻭﺓﻡ ﻟﺔﺑﲑ ﻧﺎﺿﻲ‪‬‬ ‫‪ We‬ﺋﺔﻭﺓﻣﺎﻥ ﻟﺔﺑﲑ ﻧﺎﺿﻲ‪‬‬ ‫ﺋﺔﻭﺓﻱ ﻟﺔﺑﲑ ﻧﺎﺿﻲ‪‬‬ ‫‪He‬‬
‫‪I forgot that‬‬

‫‪Past‬‬ ‫ﺋﺔﻭﺓﻡ ﻟﺔﺑﲑ ﺿﻮﻭ‬ ‫‪ We‬ﺋﺔﻭﺓﻣﺎﻥ ﻟﺔﺑﲑ ﺿﻮﻭ‬ ‫ﺋﺔﻭﺓﻱ ﻟﺔﺑﲑ ﺿﻮﻭ‬ ‫‪He‬‬
‫‪No‬‬ ‫‪I didn't forget that‬‬
‫‪Object‬‬ ‫ﺋﺔﻭﺓﻡ ﻟﺔﺑﲑ ﻧﺔﺿﻮﻭ‬ ‫‪ We‬ﺋﺔﻭﺓﻣﺎﻥ ﻟﺔﺑﲑ ﻧﺔﺿﻮﻭ‬ ‫ﺋﺔﻭﺓﻱ ﻟﺔﺑﲑ ﻧﺔﺿﻮﻭ‬ ‫‪He‬‬
‫‪ ( BE‬ﺩ ﻝﹶ ﺧ ﻮ‪‬ﺵ ﺑﻮﻭﻥ‬ ‫) ‪HAPPY‬‬ ‫) ‪ ( LIKE‬ﺛ ﻲ‪ ‬ﺧﻮﺵ ﺑﻮﻭﻥ‪ ( THINK ) ,‬ﺛ ﻲ‪ ‬ﻭﺍ ﺑﻮﻭﻥ‪,‬‬
‫‪Present‬‬ ‫)‪I like (it‬‬ ‫‪We‬‬ ‫‪He‬‬

‫ﺛﻴ‪‬ﻢ ﺧﻮ‪‬ﺷﺔ‬ ‫ﺛﻴ‪‬ﻤﺎﻥ ﻭﺍﻳﺔ‬ ‫ﺛﻴ‪‬ﻲ ﺧﻮ‪‬ﺷﺔ‬
‫)‪I don't like (it‬‬ ‫‪We‬‬ ‫‪He‬‬
‫ﺛﻴ‪‬ﻢ ﺧﻮ‪‬ﺵ ﻧﻴﺔ‬ ‫ﺛﻴ‪‬ﻤﺎﻥ ﻭﺍﻧﻴﺔ‬ ‫ﺛﻴ‪‬ﻲ ﺧﻮ‪‬ﺵ ﻧﻴﺔ‬
‫‪Past‬‬ ‫)‪I liked (it‬‬ ‫‪We‬‬ ‫‪He‬‬
‫ﺛﻴ‪َ‬ﻢ ﺧﻮ‪‬ﺵ ﺑﻮﻭ‬ ‫ﺛﻴ‪‬ﻤﺎﻥ ﻭﺍ ﺑﻮﻭ‬ ‫ﺛﻴ‪‬ﻲ ﺧﻮ‪‬ﺵ ﺑﻮﻭ‬
‫)‪I didn't like (it‬‬ ‫‪We‬‬ ‫‪He‬‬
‫ﺛﻴ‪‬ﻢ ﺧﻮ‪‬ﺵ ﻧﺔﺑﻮﻭ‬ ‫ﺛﻴ‪‬ﻤﺎﻥ ﻭﺍ ﻧﺔﺑﻮﻭ‬ ‫ﺛﻴ‪‬ﻲ ﺧﻮ‪‬ﺵ ﻧﺔﺑﻮﻭ‬
‫‪Present‬‬ ‫‪I'm happy‬‬ ‫‪We‬‬ ‫‪He‬‬
‫ﺩﻟﹶﻢ ﺛﻴ‪‬ﺨﻮ‪‬ﺷﺔ‬ ‫ﺩﻟﹶﻤﺎﻥ ﺛﻴ‪‬ﺨﻮ‪‬ﺷﺔ‬ ‫ﺩﻟﹶﻲ ﺛﻴ‪‬ﺨﻮ‪‬ﺷﺔ‬
‫‪I'm not happy‬‬ ‫‪We‬‬ ‫‪He‬‬
‫ﺩﻟﹶﻢ ﺛﻴ‪‬ﺨﻮ‪‬ﺵ ﻧﻴﺔ‬ ‫ﺩﻟﹶﻤﺎﻥ ﺛﻴ‪‬ﺨﻮ‪‬ﺵ ﻧﻴﺔ‬ ‫ﺩﻟﹶﻲ ﺛﻴ‪‬ﺨﻮ‪‬ﺵ ﻧﻴﺔ‬
‫‪Past‬‬ ‫‪I was happy‬‬ ‫‪We‬‬ ‫‪He‬‬
‫ﺩﻟﹶﻢ ﺛﻴ‪‬ﺨﻮ‪‬ﺵ ﺑﻮﻭ‬ ‫ﺩﻟﹶﻤﺎﻥ ﺛﻴ‪‬ﺨﻮ‪‬ﺵ ﺑﻮﻭ‬ ‫ﺩﻟﹶﻲ ﺛﻴ‪‬ﺨﻮ‪‬ﺵ ﺑﻮﻭ‬
‫‪I wasn't happy‬‬ ‫‪We‬‬ ‫‪He‬‬
‫ﺩﻟﹶﻢ ﺛﻴ‪‬ﺨﻮ‪‬ﺵ ﻧﺔﺑﻮﻭ‬ ‫ﺩﻟﹶﻤﺎﻥ ﺛﻴ‪‬ﺨﻮ‪‬ﺵ ﻧﺔﺑﻮﻭ‬ ‫ﺩﻟﹶﻲ ﺛﻴ‪‬ﺨﻮ‪‬ﺵ ﻧﺔﺑﻮﻭ‬
‫) ‪ ( LIKE‬ﺣﺔﺯ ﱄﹶ ﺑﻮﻭﻥ‬
‫‪Present‬‬ ‫)‪I like (it‬‬ ‫‪We‬‬ ‫‪He‬‬

‫ﺣﺔﺯﻡ ﻟﻴ‪‬ﻴﺔ‬ ‫ﺣﺔﺯﻣﺎﻥ ﻟﻴ‪‬ﻴﺔ‬ ‫ﺣﺔﺯﻱ ﱄﹶ ﻳﺔ‬
‫)‪I don't like (it‬‬ ‫‪We‬‬ ‫‪He‬‬
‫ﺣﺔﺯﻡ ﱄﹶ ﻧﻴﺔ‬ ‫ﺣﺔﺯﻣﺎﻥ ﱄﹶ ﻧﻴﺔ‬ ‫ﺣﺔﺯﻱ ﱄﹶ ﻧﻴﺔ‬
‫‪Past‬‬ ‫)‪I liked (it‬‬ ‫‪We‬‬ ‫‪He‬‬
‫ﺣﺔﺯﻡ ﱄﹶ ﺑﻮﻭ‬ ‫ﺣﺔﺯﻣﺎﻥ ﱄﹶ ﺑﻮﻭ‬ ‫ﺣﺔﺯﻱ ﱄﹶ ﺑﻮﻭ‬
‫)‪I didn't like (it‬‬ ‫‪We‬‬ ‫‪He‬‬
‫ﺣﺔﺯﻡ ﱄﹶ ﻧﺔﺑﻮﻭ‬ ‫ﺣﺔﺯﻣﺎﻥ ﱄﹶ ﻧﺔﺑﻮﻭ‬ ‫ﺣﺔﺯﻱ ﱄﹶ ﻧﺔﺑﻮﻭ‬
‫‪Present‬‬ ‫‪I like apple‬‬ ‫‪We‬‬ ‫‪He‬‬
‫ﺣﺔﺯﻡ ﻟﺔﺳﻴ‪‬ﻮﺓ‬ ‫ﺣﺔﺯﻣﺎﻥ ﻟﺔﺑﺮﳒﺔ‬ ‫ﺣﺔﺯﻱ ﻟﺔﻛﺘﻴ‪‬ﺒﺔ‬
‫“ ‪I don’t like‬‬ ‫‪We‬‬ ‫‪He‬‬
‫ﺣﺔﺯﻡ ﻟﺔﺳﻴ‪‬ﻮ ﻧﻴﺔ‬ ‫ﺣﺔﺯﻣﺎﻥ ﻟﺔﺑﺮﻧﺞ ﻧﻴﺔ‬ ‫ﺣﺔﺯﻱ ﻟﺔﻛﺘﻴ‪‬ﺐ ﻧﻴﺔ‬
‫‪Past‬‬ ‫‪I liked apple‬‬ ‫‪We‬‬ ‫‪He‬‬
‫ﺣﺔﺯﻡ ﻟﺔﺳﻴ‪ً‬ﻮ ﺑﻮﻭ‬ ‫ﺣﺔﺯﻣﺎﻥ ﻟﺔﺑﺮﻧﺞ ﺑﻮﻭ‬ ‫ﺣﺔﺯﻱ ﻟﺔﻛﺘﻴ‪‬ﺐ ﺑﻮﻭ‬
‫“ ‪I didn’t like‬‬ ‫‪We‬‬ ‫‪He‬‬
‫ﺣﺔﺯﻡ ﻟﺔﺳﻴ‪ً‬ﻮ ﻧﺔﺑﻮﻭ‬ ‫ﺣﺔﺯﻣﺎﻥ ﻟﺔﺑﺮﻧﺞ ﻧﺔﺑﻮﻭ‬ ‫ﺣﺔﺯﻱ ﻟﺔﻛﺘﻴ‪‬ﺐ ﻧﺔﺑﻮﻭ‬
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‫) ‪ ( WANT‬ﻭﻳﺴﱳ‬
‫‪Present‬‬ ‫)‪I want (it‬‬ ‫‪We‬‬ ‫‪He‬‬

‫ﺩﺓﻣﺔﻭﻱ‪‬‬ ‫ﺩﺓﻣﺎﻧﺔﻭﻱ‪‬‬ ‫ﺩﺓﻳﺔﻭﻱ‪‬‬
‫)‪I don't want (it‬‬ ‫‪We‬‬ ‫‪He‬‬
‫ﻧﺎﻣﺔﻭﻱ‪‬‬ ‫ﻧﺎﻣﺎﻧﺔﻭﻱ‪‬‬ ‫ﻧﺎﻳﺔﻭﻱ‪‬‬
‫‪Past‬‬ ‫)‪I wanted (it‬‬ ‫‪We‬‬ ‫‪He‬‬
‫ﺩﺓﻣﻮﻳﺴﺖ‬ ‫ﺩﺓﻣﺎﻧﻮﻳﺴﺖ‬ ‫ﺩﺓﻳﻮﻳﺴﺖ‬
‫)‪I didn't want (it‬‬ ‫‪We‬‬ ‫‪He‬‬
‫ﻧﺔﻣﻮﻳﺴﺖ‬ ‫ﻧﺔﻣﺎﻧﻮﻳﺴﺖ‬ ‫ﻧﺔﻳﻮﻳﺴﺖ‬
‫‪Present‬‬ ‫‪I want you‬‬ ‫‪We‬‬ ‫‪He‬‬
‫ﺗﻮ‪‬ﻡ ﺩﺓﻭﻱ‪‬‬ ‫ﺗﻮ‪‬ﻣﺎﻥ ﺩﺓﻭﻱ‪‬‬ ‫ﺗﻮ‪‬ﻱ ﺩﺓﻭﻱ‪‬‬
‫‪I don't want you‬‬ ‫‪We‬‬ ‫‪He‬‬
‫ﺗﻮ‪‬ﻡ ﻧﺎﻭﻱ‪‬‬ ‫ﺗﻮ‪‬ﻣﺎﻥ ﻧﺎﻭﻱ‪‬‬ ‫ﺗﻮ‪‬ﻱ ﻧﺎﻭﻱ‪‬‬
‫‪Past‬‬ ‫‪I wanted you‬‬ ‫‪We‬‬ ‫‪He‬‬
‫ﺗﻮ‪‬ﻡ ﺩﺓﻭﻳﺴﺖ‬ ‫ﺗﻮ‪‬ﻣﺎﻥ ﺩﺓﻭﻳﺴﺖ‬ ‫ﺗﻮ‪‬ﻱ ﺩﺓﻭﻳﺴﺖ‬
‫‪I didn't want you‬‬ ‫‪We‬‬ ‫‪He‬‬
‫ﺗﻮ‪‬ﻡ ﻧﺔﻭﻳﺴﺖ‬ ‫ﺗﻮ‪‬ﻣﺎﻥ ﻧﺔﻭﻳﺴﺖ‬ ‫ﺗﻮ‪‬ﻱ ﻧﺔﻭﻳﺴﺖ‬
‫) ‪ ( LOVE‬ﺧ ﻮ‪‬ﺵ ﻭﻳﺴﱳ‬

‫)‪I love (it‬‬
‫‪Present‬‬ ‫ﺧﻮ‪‬ﺷﻢ ﺩﺓﻭﻱ‪‬‬ ‫‪ We‬ﺧﻮ‪‬ﴰﺎﻥ ﺩﺓﻭﻱ‪‬‬ ‫ﺧﻮ‪‬ﺷﻲ ﺩﺓﻭﻱ‪‬‬ ‫‪He‬‬
‫)‪I don't love (it‬‬
‫ﺧﻮ‪‬ﺷﻢ ﻧﺎﻭﻱ‪‬‬ ‫‪ We‬ﺧﻮ‪‬ﴰﺎﻥ ﻧﺎﻭﻱ‪‬‬ ‫ﺧﻮ‪‬ﺷﻲ ﻧﺎﻭﻱ‪‬‬ ‫‪He‬‬
‫)‪I loved (it‬‬
‫‪Past‬‬ ‫ﺧﻮ‪‬ﺷﻢ ﺩﺓﻭﻳﺴﺖ‬ ‫‪ We‬ﺧﻮ‪‬ﴰﺎﻥ ﺩﺓﻭﻳﺴﺖ‬ ‫ﺧﻮ‪‬ﺷﻲ ﺩﺓﻭﻳﺴﺖ‬ ‫‪He‬‬
‫)‪I didn't love (it‬‬
‫ﺧﻮ‪‬ﺷﻢ ﻧﺔﻭﻳﺴﺖ‬ ‫‪ We‬ﺧﻮ‪‬ﴰﺎﻥ ﻧﺎﻭﻳﺴﺖ‬ ‫ﺧﻮ‪‬ﺷﻲ ﻧﺔﻭﻳﺴﺖ‬ ‫‪He‬‬
‫‪I love him‬‬
‫‪Present‬‬ ‫ﺋﺔﻭﻡ ﺧﻮ‪‬ﺵ ﺩﺓﻭﻱ‪‬‬ ‫‪ We‬ﺋﺔﻭﻣﺎﻥ ﺧﻮ‪‬ﺵ ﺩﺓﻭﻱ‪‬‬ ‫ﻣﲏ ﺧﻮ‪‬ﺵ ﺩﺓﻭﻱ‪‬‬ ‫‪He‬‬
‫‪I don't love him‬‬
‫ﺋﺔﻭﻡ ﺧﻮ‪‬ﺵ ﻧﺎﻭﻱ‪‬‬ ‫‪ We‬ﺋﺔﻭﻣﺎﻥ ﺧﻮ‪‬ﺵ ﻧﺎﻭﻱ‪‬‬ ‫ﻣﲏ ﺧﻮ‪‬ﺵ ﻧﺎﻭﻱ‪‬‬ ‫‪He‬‬
‫‪I loved him‬‬
‫‪Past‬‬ ‫ﺋﺔﻭﻡ ﺧﻮ‪‬ﺵ ﺩﺓﻭﻳﺴﺖ‬ ‫‪ We‬ﺋﺔﻭﻣﺎﻥ ﺧﻮ‪‬ﺵ‬ ‫ﻣﲏ ﺧﻮ‪‬ﺵ ﺩﺓﻭﻳﺴﺖ‬ ‫‪He‬‬
‫ﺩﺓﻭﻳﺴﺖ‬
‫‪I didn't love him‬‬
‫ﺋﺔﻭﻡ ﺧﻮ‪‬ﺵ ﻧﺎﻭﻳﺴﺖ‬ ‫‪ We‬ﺋﺔﻭﻣﺎﻥ ﺧﻮ‪‬ﺵ‬ ‫ﻣﲏ ﺧﻮ‪‬ﺵ ﻧﺔﻭﻳﺴﺖ‬ ‫‪He‬‬
‫ﻧﺔﻭﻳﺴﺖ‬
‫) ‪ ( NEED‬ﺛ ﻲ‪ ‬ﻭﻳﺴﱳ‬
‫)‪I need (it‬‬
‫‪Present‬‬ ‫ﺛﻴ‪‬ﻮﻳﺴﺘﻤﺔ\ﻫﺔﻳﺔ‬ ‫‪ We‬ﺛﻴ‪‬ﻮﻳﺴﺘﻤﺎﻧﺔ‬ ‫‪ He‬ﺛﻴ‪‬ﻮﻳﺴﺘﻴﻴﺔﰐ‬
‫‪I don't need‬‬
‫ﺛﻴ‪‬ﻮﻳﺴﺘﻢ ﻧﻴﺔ‬ ‫‪ We‬ﺛﻴ‪‬ﻮﻳﺴﺘﻤﺎﻥ ﺛﻴ‪‬ﻲ ﻧﻴﺔ‬ ‫‪ He‬ﺛﻴ‪‬ﻮﻳﺴﱵ ﺛﻴ‪‬ﻲ ﻧﻴﺔ‬
‫‪I needed‬‬
‫‪Past‬‬ ‫ﺛﻴ‪‬ﻮﻳﺴﺘﻢ ﺑﻮﻭ‬ ‫‪ We‬ﺛﻴ‪‬ﻮﻳﺴﺘﻤﺎﻥ ﺑﻮﻭ‬ ‫‪ He‬ﺛﻴ‪‬ﻮﻳﺴﱵ ﺑﻮﻭ‬
‫ﺛﻴ‪‬ﻮﻳﺴﺘﻢ ﺛﻴ‪‬ﻲ ﻫﺔﺑﻮﻭ‬ ‫ﺛﻴ‪‬ﻮﻳﺴﺘﻤﺎﻥ ﺛﻴ‪‬ﻲ ﻫﺔﺑﻮﻭ‬
‫‪I didn't need‬‬
‫ﺛﻴ‪‬ﻮﻳﺴﺘﻢ ﻧﺔﺑﻮﻭ‬ ‫‪ We‬ﻟﺔﺑﲑﻣﺎﻥ ﻧﺔﺑﻮﻭ‬ ‫‪ He‬ﺛﻴ‪‬ﻮﻳﺴﱵ ﻧﺔﺑﻮﻭ‬
‫‪I need you‬‬
‫‪Present‬‬ ‫ﺛﻴ‪‬ﻮﻳﺴﺘﻢ ﺑﺔ ﺗﻮ‪‬ﻳﺔ‬ ‫‪ We‬ﺛﻴ‪‬ﻮﻳﺴﺘﻤﺎﻥ ﺑﺔ ﺗﻮ‪‬ﻳﺔ‬ ‫‪ He‬ﺛﻴ‪‬ﻮﻳﺴﱵ ﺑﺔ ﺗﻮ‪‬ﻳﺔ‬
‫‪I don't need‬‬
‫ﺛﻴ‪‬ﻮﻳﺴﺘﻢ ﺑﺔ ﺗﻮ‪ ‬ﻧﻴﺔ‬ ‫‪ We‬ﺛﻴ‪‬ﻮﻳﺴﺘﻤﺎﻥ ﺑﺔ ﺗﻮ‪‬ﻧﻴﺔ‬ ‫‪ He‬ﺛﻴ‪‬ﻮﻳﺴﱵ ﺑﺔ ﺗﻮ‪ ‬ﻧﻴﺔ‬
‫‪I needed you‬‬
‫‪Past‬‬ ‫ﺛﻴ‪‬ﻮﻳﺴﺘﻢ ﺑﺔ ﺗﻮ‪ ‬ﺑﻮﻭ‬ ‫‪ We‬ﺛﻴ‪‬ﻮﻳﺴﺘﻤﺎﻥ ﺑﺔ ﺗﻮ‪ ‬ﺑﻮﻭ‬ ‫‪ He‬ﺛﻴ‪‬ﻮﻳﺴﱵ ﺑﺔ ﺗﻮ‪ ‬ﺑﻮﻭ‬
‫‪I didn't need‬‬
‫ﺛﻴ‪‬ﻮﻳﺴﺘﻢ ﺑﺔ ﺗﻮ‪ ‬ﻧﺔﺑﻮﻭ‬ ‫‪ We‬ﺛﻴ‪‬ﻮﻳﺴﺘﻤﺎﻥ ﺑﺔ ﺗﻮ‪ ‬ﻧﺔﺑﻮﻭ‬ ‫‪ He‬ﺛﻴ‪‬ﻮﻳﺴﱵ ﺑﺔ ﺗﻮ‪ ‬ﻧﺔﺑﻮﻭ‬
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SPECIAL COMPOUND VERBS
There are some compound verbs which can embed their objects in their verb
conglomerate using the Izafe(linking vowel), “‫”ﻱ‬.
a. You(’ll) learn Kurdish. .‫ﺮ ﺩﺓﺑﻴﺖ‬‫ ﻛﻮﺭﺩﻱ ﻓﻴ‬‫ﺗﻮ‬

b. You(’ll) learn Kurdish. .‫ﺮﻱ ﻛﻮﺭﺩﻱ ﺩﺓﺑﻴﺖ‬‫ ﻓﻴ‬‫ﺗﻮ‬
c. I(’ll) teach you English. .‫ﺮﺕ ﺩﺓﻛﺔﻡ‬‫ﻣﻦ ﺋﻴﻨﻄﻠﻴﺰﻱ ﻓﻴ‬
d. I(’ll) teach you English. .‫ﺮﻱ ﺋﻴﻨﻄﻠﻴﺰﻳﺖ ﺩﺓﻛﺔﻡ‬‫ ﻓﻴ‬‫ﺗﻮ‬
e. I watch TV. .‫ﻥ ﺩﺓﻛﺔﻡ‬‫ﺗﺔﻣﺎﺷﺎﻱ ﺗﺔﻟﺔﻓﺰﻳﻮ‬
f. I visit my relative. .‫ﺳﺔﺭﺩﺍﻥﻱ ﺧﺰﻡ ﺩﺓﻛﺔﻡ‬
※ a & b have the same meaning.

※ c & d have the same meaning.
※ The object of the verbs, “‫ﻛﺮﺩﻥ‬ ‫(”ﺗﺔﻣﺎﺷﺎ‬to watch) and “‫(”ﺳﺔﺭﺩﺍﻥ ﻛﺮﺩﻥ‬to visit) is always
linked by “‫”ﻱ‬.
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11. PASSIVES
When an action is completed by someone or something other than the subject of the
sentence, the sentence is considered “passive.”
Active statement
He bought the book ‫ﺒﺔﻛﺔﻱ ﻛﺮﹺﻱ‬‫ﺋﺔﻭ ﻛﺘﻴ‬
Passive statement
The book was bought ‫ﺒﺔﻛﺔ ﻛﺮﹺﺍ‬‫ﻛﺘﻴ‬
※ Note that the passive statement cannot take an object and the passive verb’s
conjugation always follows the intransitive rules.
FORMAT ION
The present passive stem is constructed from the Present Stem of transitive verb + “‫”ﺭﻱ‬.
[Subjective BP]‫ﺭﻱ‬+[Present Stem]‫ﺩﺓ‬
The past passive stem is constructed from Present Stem of transitive verb + “‫”ﺭﺍ‬.
[Subjective BP]‫ﺭﺍ‬+[Present Stem]
‫ﻧﺎﺭﺩﻥ‬ ‫ﻨﺎﻥ‬‫ﻫﻴ‬ ‫ﺑﻴﻨﲔ‬

to send to bring to see
Present & ‫ﻴﺖ‬‫ﺮﺭﻳ‬‫ ﺩﺓﻧﻴ‬‫ﺗﻮ‬ ‫ﻨﺮﻱ‬‫ﻃﻮﻟﹶﺔﻛﺔ ﺩﺓﻫﻴ‬ ‫ﻦ‬‫ﻮﺓ ﺩﺓﺑﻴﻨﺮﻳ‬‫ﺋﻴ‬
Future
You’ll be sent The flower(‘ll be) is You’ll be seen
brought
‫ﺮﺭﻱ‬‫ﺋﺔﻣﺔ ﻧﺎﻧﺎﻧﻴ‬ ‫ﻦ‬‫ﻨﺮﻳ‬‫ﺋﺔﻭﺍﻥ ﺩﺓﻫﻴ‬ ‫ﲔ‬‫ﻤﺔ ﺩﺓﺑﻴﻨﺮﻳ‬‫ﺋﻴ‬
This’ll not be sent They are going to be We’ll be seen
brought
Past Simple ‫َﺮﺭﺍ‬‫ًﺒﺔﻛﺔ ﻧﻴ‬‫ﻛﺘﻴ‬ ‫ﻨﺮﺍ‬‫ًﺒﺔﻛﺔ ﻫﻴ‬‫ﻛﺘﻴ‬ ‫ًﺒﺔﻛﺔ ﺑﻴﻨﺮﺍ‬‫ﻛﺘﻴ‬
The book was sent The book was brought The book was seen
‫ﺮﺭﺍﻡ‬‫ﻣﻦ ﻧﻴ‬ ‫ﻨﺮﺍﻥ‬‫ﺋﺔﻭﺍﻥ ﻫﻴ‬ ‫ﻣﻦ ﺑﻴﻨﺮﺍﻡ‬

I was sent They were brought I was seen
Present Perfect ‫ًﺮﺭﺍﻭﻳﺖ‬‫ ﻧﻴ‬‫ﺗﻮ‬ ‫ﻨﺮﺍﻭﻳﺖ‬‫ ﻫﻴ‬‫ﺗﻮ‬ ‫ ﺑﻴﻨﺮﺍﻭﻳﺖ‬‫ﺗﻮ‬

You have been sent You have been brought You have been seen
Past Perfect ‫ﺮﺭﺍ ﺑﻮﻭﻳﻦ‬‫ﻤﺔ ﻧﻴ‬‫ﺋﻴ‬ ‫ﻨﺮﺍ ﺑﻮﻭﻡ‬‫ﻣﻦ ﻫﻴ‬ ‫ﺋﺔﻭ ﺑﻴﻨﺮﺍ ﺑﻮﻭ‬
We had been sent I had been brought He had been seen
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IRREGULAR PASSIVES
VERBS W ITH “ ‫ ” ﺩﻥ‬ENDING
As observed above(page 66), both the Present Passive and the Past Passive are normally
constructed from the Present Stem of the verb, but it is acceptable to use the Past Root
instead of the present stem.
Sometimes, the Past Root is even preferred to the present stem, especially when the
verb base (of the infinitive form) ends with “‫”ﺩﻥ‬.
Both present and past passive statements can be constructed from the Past Root.
‫ﻨﺪﻥ‬‫ﺧﻮﻳ‬ (to study) ‫( ﻫﺔﻝﹶ ﺑﺬﺍﺭﺩﻥ‬to choose, elect)

Using Using Using Using
Present Stem Past Root Present Stem Past Root
Present ‫ﻨﺮﻱ‬‫ﻛﻮﺭﺩﻱ ﺩﺓﺧﻮﻳ‬ ‫ﻱ‬
 ‫ﻨﺪﺭ‬‫ﻛﻮﺭﺩﻱ ﺩﺓﺧﻮﻳ‬ ‫ﺮﺭﻱ‬‫ﺋﺔﻭ ﻫﺔﻟﹶﺪﺓﺑﺬﻳ‬ ‫ﺋﺔﻭ ﻫﺔﻟﹶﺪﺓﺑﺬﺍﺭﺩﺭﻱ‬
Tense
Kurdish is Kurdish is He is elected He is elected
studied studied
Past ‫ﻨﺮﺍ‬‫ﻛﻮﺭﺩﻱ ﺧﻮﻳ‬ ‫ﻨﺪﺭﺍ‬‫ﻛﻮﺭﺩﻱ ﺧﻮﻳ‬ ‫ﺮﺭﺍ‬‫ﺋﺔﻭ ﻫﺔﻟﹶﺒﺬﻳ‬ ‫ﺋﺔﻭ ﻫﺔﻟﹶﺒﺬﺍﺭﺩﺭﺍ‬
Tense
Kurdish was Kurdish was He was elected He was elected
studied studied
Also, if the verb’s Present Stem ends with the letter “‫”ﻥ‬, an extra “‫ ”ﺩ‬consonant is added
to the present stem to induce a more comfortable pronunciation.
Present Past
‫ﻴﺖ‬‫ ﺩﺓﺑﻴﻨﺮﻳ‬‫ﺗﻮ‬ ‫ﻴﺖ‬‫ ﺩﺓﺑﻴﻨﺪﺭﻳ‬‫ﺗﻮ‬ ‫ ﺑﻴﻨﺮﺍﻳﺖ‬‫ﺗﻮ‬ ‫ ﺑﻴﻨﺪﺭﺍﻳﺖ‬‫ﺗﻮ‬
You(‘ll) be seen You(‘ll) be seen You were seen You were seen
COMMON IRREGULARS
Although the passive voice is regularly and predictably formed from the vast majority of
verbs, these common verbs have irregularly formed passives:
A-STEM VERBS
Present Passive Past Passive

to do ‫ﻛﺮﺩﻥ‬ It is done ‫ﺩﺓﻛﺮﻱ‬ They were done ‫ﻛﺮﺍﻥ‬
to reach ‫ﻃﺔﻳﺸﱳ‬ It is reached ً ‫ﺩﺓﻃﺮ‬
‫ﻱ‬ They were reached ‫ﻃﺮﺍﻥ‬
to give ‫ﺩﺍﻥ‬ It is given ً‫ﺩﺓﺩﺭﻱ‬ They were given ‫ﺩﺭﺍﻥ‬
to drop ‫ﺧﺴﱳ‬ It is dropped ‫ﺩﺓﺧﺮﻱ‬ They were dropped ‫ﺧﺮﺍﻥ‬
to take ‫ﺑﺮﺩﻥ‬ It is taken ‫ﺩﺓﺑﺮﻱ‬ They were taken ‫ﺑﺮﺍﻥ‬
67
O-STEM VERBS

to wash ‫ﺷﻮﺷﱳ‬ It is washed ‫ﺩﺓﺷﻮﺭﻱ‬ They were washed ‫ﺷﻮﺭﺍﻥ‬
to eat ‫ﺧﻮﺍﺭﺩﻥ‬ It is eaten ً‫ﺩﺓﺧﻮﺭﻱ‬ They were eaten ‫ﺧﻮﺭﺍﻥ‬
OTHER IRREGULARS

to hold, ‫ﻃﺮﺗﻦ‬ It is held ‫ﺩﺓﻃﲑﻱ‬ They were held ‫ﻃﲑﺍﻥ‬
to seize
to say ‫ﻃﻮﺗﻦ‬ It is said ‫ﺩﺓﻃﻮﺗﺮﻱ‬ They were said ‫ﻃﻮﺗﺮﺍﻥ‬
These stories will be printed. .‫ﻦ‬‫ﻛﺎﻧﺔ ﺿﺎﺙ ﺩﺓﻛﺮﻳ‬‫ﺋﺔﻡ ﺿﲑﻭ‬

This story was written 2 yrs ago. .‫ﺴﺘﺎ ﻧﻮﻭﺳﺮﺍ‬‫ﺶ ﺋﻴ‬‫ ﺳﺎﻝﹶ ﺛﻴ‬2 ‫ﻛﺔ‬‫ﺋﺔﻡ ﺿﲑﻭ‬
The car will be washed. .‫ﺳﺔﻳﺎﺭﺓﻛﺔ ﺩﺓﺷﻮﺭﻱ‬
The key is stolen. .‫ﻛﻠﻴﻠﺔﻛﺔ ﺩﺓﺩﺯﺭﻱ‬
The book was read. .‫ﻨﺪﺭﺍﻳﺔﻭﺓ‬‫ﺒﺔﻛﺔ ﺧﻮﻳ‬‫ﻛﺘﻴ‬
FACTITIVE VERBS
The factitive infinitive is formed from the present stem of an intransitive verb +”‫”ﺍﻧﺪﻥ‬.
The present stem of all such verbs ends with “‫ﻦ‬‫”ﻳ‬.
Intransitive Verb Present Stem Factitive Verb Present Stem
‫ﺭﹺﻭﺧﺎﻥ‬ ‫ﺭﹺﻭﺧﻲ‬ ‫ﺭﹺﻭﺧﺎﻧﺪﻥ‬ ‫ﻦ‬‫ﺭﹺﻭﺧﻴ‬

to be destroyed to destroy
‫ﻣﺮﺩﻥ‬ ‫ﻣﺮ‬ ‫ﻣﺮﺍﻧﺪﻥ‬ ‫ﻦ‬‫ﻣﺮﻳ‬
to die to make someone die, kill
‫ﻃﺔﻳﺸﱳ‬ ‫ﻃﺔ‬ ‫ﻃﺔﻳﺎﻧﺪﻥ‬ ‫ﻦ‬‫ﻃﺔﻳﻴ‬
to reach to make reach, deliver
‫ﰐﹶ ﻃﺔﻳﺸﱳ‬ ‫ﰐﹶ ﻃﺔ‬ ‫ﰐﹶ ﻃﺔﻳﺎﻧﺪﻥ‬ ‫ﻦ‬‫ﰐﹶ ﻃﺔﻳﻴ‬
to understand to make someone understand
I could make him .‫ﻨﺔﻃﺎ‬‫ﻤﺎﻥ ﺗﻴ‬‫ﻨﻢ ﻛﺔ ﻛﺔﺱ ﻟﻴ‬‫ﻲ ﺑﻄﺔﻳﻴ‬‫ﻚ ﺗﻴ‬‫ﺭﻳ‬‫ﺩﺓﻣﺘﻮﺍﱐ ﺑﺔ ﺟﻮ‬
understand somehow.
I’m going to demolish the .‫ ﺩﺭﻭﺳﺖ ﺩﺓﻛﺔﻡ‬‫ﻜﻲ ﻧﻮﻱ‬‫ﻦﻡ ﻭ ﻳﺔﻛﻴ‬‫ﺧﺎﻧﻮﻭﺓﻛﺔ ﺩﺓﺭﹺﻭﺧﻴ‬

house and build a new one.
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12 PREPOSITIONS – PART II
Note that in most cases the preposition, ”‫ “ﻟﺔ‬is coupled with its corresponding (“‫”ﺩﺍ‬, ”‫”ﺓﻭﺓ‬,
etc) postposition.
Time ‫ﻛﺎﺕ‬
At 4 o’clock ‫ﻟﺔ ﺳﺔﻋﺎﺕ ﺿﻮﺍﺭ ﺩﺍ‬
At 4:35 ‫ﻨﺞ ﺩﺓﻗﻴﻘﺔ ﺩﺍ‬‫ﻟﺔ ﺳﺔﻋﺎﺕ ﺿﻮﺍﺭ ﻭ ﺿﻞ ﻭ ﺛﻴ‬
At midnight ‫ﻟﺔ ﻧﻴﻮﺓ ﺷﺔﻭ ﺩﺍ‬
At lunchtime ‫ ﺩﺍ‬‫ﻟﺔ ﻛﺎﰐ ﻧﺎﻥ ﺧﻮﺍﺭﺩﱐ ﻧﻴﻮﺓﺭﹺﻭ‬
At the same time ‫ﻟﺔ ﻫﺔﻣﺎﻥ ﻛﺎﺕ ﺩﺍ‬
On April 21st ‫ﻱ ﻧﻴﺴﺎﻥ ﺩﺍ‬21 ‫ﻟﺔ‬
On Monday ‫ﺫﻱ ﺩﻭﻭﺷﺔﳑﺔ ﺩﺍ‬‫ﻟﺔ ﺭﹺﻭ‬
On Nawroz Day ‫ﺯ ﺩﺍ‬‫ﺫﻱ ﻧﺔﻭﺭﻭ‬‫ﻟﺔ ﺭﹺﻭ‬
On Friday afternoon ‫ﺫﻱ ﻫﺔﻳﲏ ﺩﺍ‬‫ﻮﺍﺭﺓﻱ ﺭﹺﻭ‬‫ﻟﺔ ﺋﻴ‬
In 2010 ‫ ﺩﺍ‬2010‫ﻟﺔ ﺳﺎﻟﹶﻲ‬
In summer ‫ﻟﺔ ﻫﺎﻭﻳﻦ ﺩﺍ‬
In the 17th Century ‫ﻟﺔ ﺳﺔﺩﺓﻱ ﺣﺔﻇﺪﺓﻡ ﺩﺍ‬
In the Middle Ages ‫ﻟﺔ ﺳﺔﺩﺓﻛﺎﱐ ﻧﺎﻭﺓﺭﺍﺳﺖ ﺩﺍ‬
In the morning ‫ﻟﺔ ﻛﺎﰐ ﺑﺔﻳﺎﱐ ﺩﺍ‬
In the evening ‫ﻟﺔ ﻛﺎﰐ ﺷﺔﻭ ﺩﺍ‬
It’s quarter to ten 10 ‫ ﺑﻮ‬‫ﺳﺔﻋﺎﺕ ﺿﺎﺭﺓﻛﻲ ﺩﺓﻭﻱ‬
I’ll see you next Monday. ‫ﺫﻱ ﺩﻭﻭﺷﺔﳑﺔﻱ ﺩﺍﻫﺎﺗﻮﻭ ﺩﺓﺗﺒﻴﻨﻢ‬‫ﻣﻦ ﺭﹺﻭ‬
They traveled last March. ‫ﺋﺔﻭﺍﻥ ﻟﺔ ﻣﺎﻧﻄﻲ ﺋﺎﺩﺍﺭﻱ ﺭﺍﺑﺮﺩﻭﻭ ﺳﺔﻓﺔﺭﻳﺎﻥ ﻛﺮﺩ‬
People go for picnics during spring ‫ ﺳﺔﻳﺮﺍﻥ‬‫ﻟﺔ ﻣﺎﻭﺓﻱ ﺑﺔﻫﺎﺭﺩﺍ ﺧﺔﻟﹶﻜﻲ ﺩﺓﺿﻦ ﺑﻮ‬
During the 1980’s ‫ﻟﺔ ﻣﺎﻭﺓﻱ ﺳﺎﻟﹶﺔﻛﺎﱐ ﻫﺔﺷﺘﺎ ﺩﺍ‬
Aso traveled twice during this week ‫ ﺩﻭﻭ ﺟﺎﺭ ﺳﺔﻓﺔﺭﻱ ﻛﺮﺩ‬‫ﻟﺔ ﻣﺎﻭﺓﻱ ﺋﺔﻡ ﻫﺔﻓﺘﺔﻳﺔ ﺩﺍ ﺋﺎﺳﻮ‬
We lived in NY from 2003 to 2007 ‫ﺭﻙ ﺫﻳﺎﻳﲔ‬‫ ﻟﺔ ﺷﺎﺭﻱ ﻧﻴﻮﻳﻮ‬2007 ‫ﻭﺓ ﺗﺎ‬2003 ‫ﻤﺔ ﻟﺔ ﺳﺎﻟﹶﻲ‬‫ﺋﻴ‬
Wait until tomorrow ‫ ﺿﺎﻭﺓﺭﹺﻭﺍﻥ ﺑﺔ‬‫ﺗﺎ ﺳﺒﺔﻳﲏ‬
Nothing happened until 4 o’clock ‫ ﻫﻴﺾ ﺭﻭﻭﻱ ﻧﺔﺩﺍ‬4 ‫ﺗﺎ ﺳﺔﻋﺎﺕ‬
Don’t open this box until I come back ‫ﻤﺔﻭﺓ‬‫ﺋﺔﻭ ﺳﻨﺪﻭﻗﺔ ﻣﺔﻛﺔﺭﺓﻭﺓ ﺗﺎﻛﻮ ﻣﻦ ﺩﺓﻃﺔﺭﹺﻳ‬
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‫‪Place‬‬ ‫ﺷﻮﻳ‪‬ﻦ‬
‫‪At the airport‬‬ ‫ﻟﺔ ﻓﺮﻭ‪‬ﻛﺔﺧﺎﻧﺔ ﺩﺍ‬
‫‪At the end of the street‬‬ ‫ﻟﺔ ﻛﻮ‪‬ﺗﺎﻳﻲ ﺷﺔﻗﺎﻣﺔﻛﺔ ﺩﺍ‬
‫‪At home‬‬ ‫ﻟﺔ ﻣﺎﻟﹶﺔﻭﺓ‬
‫‪At the hospital‬‬ ‫ﻟﺔ ﻧﺔﺧﻮ‪‬ﺷﺨﺎﻧﺔ ﺩﺍ‬
‫‪At a conference‬‬ ‫ﻟﺔ ﻛﻮ‪‬ﻧﻔﺮﺍﻧﺴﻴ‪‬ﻚ ﺩﺍ‬
‫‪On the wall‬‬ ‫ﻟﺔﺳﺔﺭ ﺩﻳﻮﺍﺭﺓﻛﺔﺩﺍ‬
‫‪On the floor‬‬ ‫ﻟﺔﺳﺔﺭ ﺯﺓﻭﻱ ﺫﻭﻭﺭﺓﻛﺔﺩﺍ‬
‫‪In a room‬‬ ‫ﻟﺔ ﻧﺎﻭ ﺫﻭﻭﺭﻳ‪‬ﻚ ﺩﺍ‬
‫‪In London‬‬ ‫ﻟﺔ ﻧﺎﻭ ﺷﺎﺭﻱ ﻟﺔﻧﺪﺓﻥ ﺩﺍ‬
‫‪In a garden‬‬ ‫ﻟﺔ ﻧﺎﻭ ﺑﺎﺧﻀﺔﻳﺔﻙ ﺩﺍ‬
‫‪In a town‬‬ ‫ﻟﺔ ﻧﺎﻭ ﺷﺎﺭﻭ‪‬ﺿﻜﺔﻳﺔﻙ ﺩﺍ‬
‫‪In a park‬‬ ‫ﻟﺔ ﻧﺎﻭ ﺛﺎﺭﻛﻴ‪ً‬ﻚ ﺩﺍ‬
‫‪In a street‬‬ ‫ﻟﺔ ﻧﺎﻭ ﺷﺔﻗﺎﻣﻴ‪‬ﻚ ﺩﺍ‬
‫‪In a photo‬‬ ‫ﻟﺔ ﻧﺎﻭ ﻭﻳ‪‬ﻨﺔﻳﺔﻙ ﺩﺍ‬
‫‪In a mirror‬‬ ‫ﻟﺔ ﻧﺎﻭ ﺋﺎﻭﻳ‪‬ﻨﺔ ﺩﺍ‬
‫‪In the water‬‬ ‫ﻟﺔ ﻧﺎﻭ ﺋﺎﻭ ﺩﺍ‬
‫‪In the sea‬‬ ‫ﻟﺔ ﻧﺎﻭ ﺩﺓﺭﻳﺎ ﺩﺍ‬
‫‪In the sky‬‬ ‫ﻟﺔ ﺋﺎﲰﺎﻥ ﺩﺍ‬
‫‪In the newspaper‬‬ ‫ﻟﺔ ﻧﺎﻭ ﺭﹺﻭ‪‬ﺫﻧﺎﻣﺔ ﺩﺍ‬
‫‪In the mountains‬‬ ‫ﻟﺔ ﻧﺎﻭ ﺿﻴﺎﻛﺎﻥ ﺩﺍ‬
‫‪In my mouth‬‬ ‫ﻟﺔ ﻧﺎﻭ ﺩﺓﻣﻲ ﻣﻦ ﺩﺍ‬
‫‪Between Ashty and Huda‬‬ ‫ﻟﺔ ﻧﻴ‪‬ﻮﺍﻥ ﺋﺎﺷﱵ ﻭ ﻫﻮﺩﺍ ﺩﺍ‬
‫‪Between winter and spring‬‬ ‫ﻟﺔ ﻧﻴ‪‬ﻮﺍﻥ ﻭﺓﺭﺯﻱ ﺯﺳﺘﺎﻥ ﻭ ﻭﺓﺭﺯﻱ ﻫﺎﻭﻳﻦ ﺩﺍ‬
‫‪Among the trees‬‬ ‫ﺋﺔﻡ ﺧﺎﻧﻮﻭﺓ ﻟﺔ ﻧﻴ‪ً‬ﻮﺍﻥ ﺩﺭﺓﺧﺘﺔﻛﺎﻥ ﺩﺍ ﻳﺔ‬
‫‪Among the chairs‬‬ ‫ﻣﻴ‪‬ﺰﺓﻛﺔ ﻟﺔ ﻧﻴ‪‬ﻮﺍﻥ ﻛﻮﺭﺳﻴﺔﻛﺎﻧﺪﺍ ﻳﺔ‬
‫‪He traveled from Hawler to Suli.‬‬ ‫ﺋﺔﻭ ﻟﺔ ﻫﺔﻭﻟﻴ‪‬ﺮﺓﻭﺓ ﺳﺔﻓﺔﺭﻱ ﻛﺮﺩ ﺑﻮ‪ ‬ﺳﻠﻴ‪‬ﻤﺎﱐ‬
‫‪I’m from Kurdistan‬‬ ‫ﻣﻦ ﻟﺔ ﻛﻮﺭﺩﺳﺘﺎﻧﺔﻭﺓ ﻫﺎﺗﻮﻭﻡ‬
‫)ﻣﻦ ﺧﺔﻟﹶﻜﻲ ﻛﻮﺭﺩﺳﺘﺎﱎ(‬
‫‪He goes to school‬‬ ‫ﺋﺔﻭ ﺩﺓﺿﻴ‪‬ﺖ ﺑﻮ‪ ‬ﻗﻮﺗﺎﲞﺎﻧﺔ‬
‫‪Turn to the left please‬‬ ‫ﺗﻜﺎﻳﺔ ﺑﺴﻮﺭﹺِﻳ‪‬ﻮﺓ ﺑﻮ‪ ً‬ﻻﻱ ﺿﺔﺙ‬
‫‪The house by the river‬‬ ‫ﺧﺎﻧﻮﻭﺓﻛﺔﻱ ﻧﺰﻳﻚ ﺭﹺﻭﻭﺑﺎﺭﺓﻛﺔ‬
‫‪70‬‬
Way, Method ‫ ﺑﺔ‬,‫ﻱ‬‫ﺑﺔ ﻫﻮ‬

It’s a letter from my friend ‫ﺋﺔﻭﺓ ﻧﺎﻣﺔﻳﺔﻛﺔ ﻟﺔ ﺑﺮﺍﺩﺓﺭﺓﻛﺔﻣﺔﻭﺓ‬
I borrowed a book from the library ‫ﺒﺨﺎﻧﺔﻛﺔ ﺧﻮﺍﺳﺖ‬‫ﻜﻢ ﻟﺔ ﻛﺘﻴ‬‫ﺒﻴ‬‫ﻣﻦ ﻛﺘﻴ‬
An increase of 10% 10 ‫ﺯﻳﺎﺩﺓﻳﺔﻙ ﺑﺔ ﻟﺔﺳﺔﺩﺍ‬
5 km east from(of) Hawler ‫ﺮﺓﻭﺓ‬‫ﻣﺔﺗﺮ ﻟﺔ ﺭﹺﻭﺫﻫﺔﻻﹶﰐ ﻫﺔﻭﻟﻴ‬‫ ﻛﻴﻠﻮ‬5
He came by car ‫ﻞ ﻫﺎﺕ‬‫ﻣﺒﻴ‬‫ﺗﻮ‬‫ﺋﺔﻭ ﺑﺔ ﺋﻮ‬
A poem by Hemin, the poet ‫ﻤﲏ ﺷﺎﻋﲑ‬‫ﻚ ﻟﺔ ﻧﻮﺳﻴﲏ ﻫﻴ‬‫ﻫﺔﻟﹶﺒﺔﺳﺘﻴ‬
We see through the glass ‫ﻤﺔ ﻟﺔ ﻧﺎﻭ ﺷﻮﺷﺔ ﺩﺍ ﺷﺖ ﺩﺓﺑﻴﻨﲔ‬‫ﺋﻴ‬
The train is going through the tunnel ‫ﻠﹶﺔﻛﺔﺩﺍ ﺩﺓﺭﹺﻭﺍﺕ‬‫ﺷﺔﻣﺔﻧﺪﺓﻓﺔﺭﺓﻛﺔ ﺑﺔ ﻧﺎﻭ ﺗﻮﻧﻴ‬
The water flows into the tank ‫ﻜﺔﻭﺓ‬‫ﺘﺔ ﻧﺎﻭ ﺗﺎﻧﻜﻴﻴ‬‫ﺭﻳﺔﻭﺓ ﺩﺓﺭﺫﻳ‬‫ﺋﺎﻭﺓﻛﺔ ﺑﺔ ﻧﺎﻭ ﺋﺔﻡ ﺑﻮ‬
through this pipe
POSITION PREPOSITIONS
She is looking out of the window.

.‫ﺋﺔﻭ ﻟﺔ ﺛﺔﳒﺔﺭﺓﻛﺔﻭﺓ ﺳﺔﻳﺮ ﺩﺓﻛﺎﺕ‬
She is walking across the countryard.
.‫ﺬﺍﻳﻲ ﺣﺔﻭﺷﺔﻛﺔ ﺛﻴﺎﺳﺔ ﺩﺓﻛﺎﺕ‬‫ﺋﺔﻭ ﺑﺔﺩﺭﻳ‬
He is throwing some paper into the trash can.
‫ ﺩﺓﺩﺍﺗﺔ ﻧﺎﻭ ﺗﺔﻧﺔﻛﺔﻱ‬‫ ﻛﺎﻏﺔﺯ ﻓﺮﻱ‬‫ﺋﺔﻭ ﻫﺔﻧﺪﻱ‬
.‫ﻟﹶﺔﻛﺔﻭﺓ‬‫ﺧﻮ‬
He is throwing some paper onto the ground.
.‫ ﺩﺓﺩﺍﺗﺔ ﺳﺔﺭ ﺯﺓﻭﻳﺔﻛﺔ‬‫ ﻛﺎﻏﺔﺯ ﻓﺮﻱ‬‫ﺋﺔﻭ ﻫﺔﻧﺪﻱ‬
She is going to the library.
.‫ﺒﺨﺎﻧﺔﻛﺔ‬‫ ﻛﺘﻴ‬‫ﺖ ﺑﻮ‬‫ﺋﺔﻭ ﺩﺓﺿﻴ‬
He is coming back from the library.
.‫ﺘﺔﻭﺓ‬‫ﺒﺨﺎﻧﺔﻛﺔ ﺩﺓﻃﺔﺭﹺﻳ‬‫ﺋﺔﻭ ﻟﺔ ﻛﺘﻴ‬
The paper is falling off the table.
.‫ﺘﺔ ﺧﻮﺍﺭﺓﻭﺓ‬‫ﺰﺓﻛﺔ ﺩﺓﻛﺔﻭﻳ‬‫ﻛﺎﻏﺔﺯﺓﻛﺔ ﻟﺔﺳﺔﺭ ﻣﻴ‬
She is walking away from the notice board.
.‫ﺘﺔﻭﺓ‬‫ﺋﺔﻭ ﺑﺔ ﺛﻴﺎﺳﺔ ﻟﺔ ﻧﻴﺸﺎﻧﺔﻛﺔ ﺩﻭﻭﺭ ﺩﺓﻛﺔﻭﻳ‬
She is walking towards the notice board.
.‫ﺋﺔﻭ ﺑﺔﺭﺓ ﻭ ﻻﻱ ﻧﻴﺸﺎﻧﺔﻛﺔ ﺩﺓﺭﹺﻭﺍﺕ‬
She is walking up the stairs.
.‫ﺖ‬‫ﺋﺔﻭ ﺑﺔ ﻗﺎﺩﺭﻣﺔﻛﺎﻧﺪﺍ ﺳﺔﺭ ﺩﺓﻛﺔﻭﻳ‬
The flowers are growing along the wall.
.‫ﺬﺍﻳﻲ ﺩﻳﻮﺍﺭﺓﻛﺔ ﻃﺔﺷﺔ ﺩﺓﻛﺔﻥ‬‫ﻃﻮﻟﹶﺔﻛﺎﻥ ﺑﺔ ﺩﻳ‬
He is walking down the steps.
.‫ﺘﺔ ﺧﻮﺍﺭﺓﻭﺓ‬‫ﺋﺔﻭ ﺑﺔ ﻗﺎﺩﺭﻣﺔﻛﺎﻧﺪﺍ ﺩﻳ‬
He is looking over the balcony.
.‫ﺖ‬‫ﻧﺔﻛﺔﻭﺓ ﺩﺓﺭﹺﻭﺍﻧﻴ‬‫ﺋﺔﻭ ﺑﺔﺳﺔﺭ ﺑﺎﻟﹶﻜﻮ‬
Th bush is outside the window.
.‫ﺩﺓﻭﺓﻧﺔﻛﺔ ﻟﺔ ﺩﺓﺭﺓﻭﺓﻱ ﺛﺔﳒﺔﺭﺓﻛﺔﺩﺍﻳﺔ‬
The ribbon is around the basket.
.‫ﻠﺔﻛﺔ ﺑﺔ ﺩﺓﻭﺭﻱ ﺳﺔﺑﺔﺗﺔﻛﺔﺩﺍﻳﺔ‬‫ﻗﺮﺩﻳ‬
The cassettes are inside the drawer.
.‫ﺘﺔﻛﺎﻥ ﻟﺔ ﻧﺎﻭ ﺿﺔﻛﻤﺔﺟﺔﻛﺔﺩﺍﻥ‬‫ﻛﺎﺳﻴ‬
He stands against the table.
.‫ﺰﺓﻛﺔﻭﺓﻳﺔ‬‫ﺒﺔﻛﺔ ﺑﺔﺗﺔﻧﻴﺸﺖ ﻣﻴ‬‫ﻛﺘﻴ‬
The mug cup is underneath the table.
.‫ﺰﺓﻛﺔﺩﺍﻳﺔ‬‫ﺮ ﻣﻴ‬‫ﻛﻮﺛﺔﻛﺔ ﻟﺔ ﺫﻳ‬
The table is near the fireplace.
.‫ﺰﺓﻛﺔ ﻟﺔ ﻧﺰﻳﻚ ﺋﺎﻃﺮﺩﺍﻧﺔﻛﺔﺩﺍﻥ‬‫ﻣﻴ‬
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The dried flowers are in the room.
.‫ﻃﻮﻟﹶﺔ ﻭﺷﻜﺔﻛﺎﻥ ﻟﺔ ﻧﺎﻭ ﺫﻭﻭﺭﺓﻛﺔﺩﺍﻥ‬
The clock is between the desks.
.‫ﺰﺓﻛﺎﻧﺪﺍﻳﺔ‬‫ﻮﺍﻥ ﻣﻴ‬‫ﺳﺔﻋﺎﺗﺔﻛﺔ ﻟﺔﻧﻴ‬
The candle is on the desk.
.‫ﺰﺓﻛﺔﻳﺔ‬‫ﻣﺔﻛﺎﻥ ﻟﺔﺳﺔﺭ ﻣﻴ‬‫ﻣﻮ‬
The picture is over the desk.
.‫ﺰﺓﻛﺔﻭﺓﻳﺔ‬‫ﻨﺔﻛﺔ ﻟﺔﺳﺔﺭﻭﻭﻱ ﻣﻴ‬‫ﻭﻳ‬
The plant is on the top of the bookcase.
.‫ﻻﹶﺑﺔﻛﺔﻳﺔ‬‫ﺭﹺﻭﺓﻛﺔﻛﺔ ﻟﺔﺳﺔﺭ ﺩﻭ‬
The plate is in the middle of the bookcase.
.‫ﻻﹶﺑﺔﻛﺔﺩﺍﻳﺔ‬‫ﻗﺎﺛﺔﻛﺔ ﻟﺔ ﻧﺎﻭﺓﺭﺍﺳﱵ ﺩﻭ‬
The books are at the bottom of the
bookcase.
.‫ﻻﹶﺑﺔﻛﺔﺩﺍﻥ‬‫ﺒﺔﻛﺎﻥ ﻟﺔ ﺧﻮﺍﺭﺓﻭﺓﻱ ﺩﻭ‬‫ﻛﺘﻴ‬
The plates are above the books.
.‫ﺒﺔﻛﺎﻧﺔﻭﺓﻥ‬‫ﻗﺎﺛﺔﻛﺎﻥ ﺑﺔﺳﺔﺭﻭﻭﻱ ﻛﺘﻴ‬
The cups are below the teapot.
.‫ﺭﻳﺔﻛﺔﺩﺍﻥ‬‫ﺮ ﻗﻮ‬‫ﻛﻮﺛﺔﻛﺎﻥ ﻟﺔﺫﻳ‬
The teapot is beside/next to the plate.
.‫ﺭﻳﺔﻛﺔ ﻟﺔ ﺗﺔﻧﻴﺸﺖ ﻗﺎﺛﺔﻛﺔﻭﺓﻳﺔ‬‫ﻗﻮ‬
The magazines are in fron of the television.
.‫ﻧﺔﻛﺔﺩﺍﻥ‬‫ﻇﺎﺭﺓﻛﺎﻥ ﻟﺔ ﺑﺔﺭﺩﺓﻡ ﺗﺔﻟﺔﻇﺰﻳﻮ‬‫ﻃﻮ‬
The magazines are behind the television.
.‫ﻧﺔﻛﺔﺩﺍﻥ‬‫ﻇﺎﺭﺓﻛﺎﻥ ﻟﺔ ﺛﺸﺘﺔﻭﺓﻱ ﺗﺔﻟﺔﻇﺰﻳﻮ‬‫ﻃﻮ‬
More Idioms:
Danielle is afraid of dogs. .‫ﺩﺍﻧﻴﺎﻝﹶ ﻟﺔ ﺳﺔﻁ ﺩﺓﺗﺮﺳﻲ‬

I don’t agree with you. .‫ ﻫﺎﻭﺭﹺﺍ ﻧﻴﻢ‬‫ﻟﺔﻃﺔﻝﹶ ﺗﻮ‬
Azad was angry with Jwan. .‫ﺋﺎﺯﺍﺩ ﻟﺔ ﺟﻮﺍﻥ ﺗﻮﺭﹺﺓ ﺑﻮﻭ‬
I feel anxious about this journey. .‫ﻧﻴﻄﺔﺭﺍﱎ ﻟﺔ ﺋﺔﻡ ﻃﺔﺷﺘﺔ‬
Azad apologizes to Jwan. .‫ﺋﺎﺯﺍﺩ ﺩﺍﻭﺍﻱ ﱄﹶ ﺑﻮﺭﺩﻥ ﻟﺔ ﺟﻮﺍﻥ ﺩﺓﻛﺎﺕ‬
She applied for the job. .‫ ﺋﻴﺸﺔﻛﺔ‬‫ﺸﻜﺔﺵ ﻛﺮﺩ ﺑﻮ‬‫ﺩﺍﻭﺍﻛﺎﺭﻳﺔﻛﻲ ﺛﻴ‬
He is ashamed of himself. .‫ﻱ ﺷﺔﺭﻣﺔﺯﺍﺭﺓ‬‫ﺋﺔﻭ ﻟﺔ ﺧﻮ‬
You asked for help. .‫ﺩﺍﻭﺍﻱ ﻳﺎﺭﻣﺔﺗﻴﺖ ﻛﺮﺩ‬
I’m busy with studying. .‫ًﻨﺪﱎ‬‫ﻣﻦ ﺧﺔﺭﻳﻜﻲ ﺑﺔ ﺧﻮﻳ‬
I bought the book for $10. ‫ ﻛﺮﹺﻱ‬$10‫ﺒﺔﻛﺔﻡ ﺑﺔ‬‫ﻣﻦ ﻛﺘﻴ‬
We are close to winning. .‫ﻤﺔ ﻧﺰﻳﻜﲔ ﻟﺔ ﺳﺔﺭﻛﺔﻭﺗﻦ‬‫ﺋﻴ‬
He compares this with that. .‫ﺋﺔﻭ ﺑﺔﺭﺍﻭﺭﺩﻱ ﺋﺔﻣﺔ ﺩﺓﻛﺎﺕ ﻟﺔﻃﺔﻝﹶ ﺋﺔﻭﺓ‬
A competes with B ‫ﻣﻠﻤﻼﱐﹶ ﺩﺓﻛﺎﺕ ﻟﺔﻃﺔﻝﹶ‬
Jwan complains about.. ... ‫ﺟﻮﺍﻥ ﻃﺎﺯﺓﻧﺪﺓ ﺩﺓﻛﺎﺕ ﻟﺔ‬
Azad congratulates for.. ... ‫ﻧﺔﻱ‬‫ﺯﻳﺎﻳﻲ ﺩﺓﻛﺎﺕ ﺑﺔﺑﻮ‬‫ﺋﺎﺯﺍﺩ ﺛﲑﻭ‬
This house consists of 5 rooms. .‫ﺖ‬‫ﻚ ﺩﻳ‬‫ﻨﺞ ﺫﻭﻭﺭ ﺛﻴ‬‫ﺋﺔﻡ ﺧﺎﻧﻮﻭﺓ ﻟﺔ ﺛﻴ‬
This market is crowded with people. .‫ﺭ ﺧﺔﻟﻚ‬‫ﺋﺔﻡ ﺩﻭﻛﺎﻧﺔ ﻗﺔﺭﺓﺑﺎﻟﹶﻐﺔ ﺑﺔ ﺯﻭ‬
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She cuts the tomato with the knife. .‫ ﺗﺔﻣﺎﺗﺔ ﺩﺓﺑﺮﻱ‬‫ﺋﺔﻭ ﻛﻀﺔ ﺑﺔ ﺿﺔﻗﻮ‬
He died of diabetes. .‫ﻱ ﺷﺔﻛﺮﺓﻭﺓ ﺩﺓﻣﺮﻱ‬‫ﺑﺔ ﻫﻮ‬
This is different from mine. .‫ﺋﺔﻣﺔ ﺟﻴﺎﻭﺍﺯﺓ ﻟﺔ ﻫﻲ ﻣﻦ‬
She has doubts about the project. .‫ﺫﺓﻛﺔ‬‫ﺋﺔﻭ ﻛﻀﺔ ﺑﺔ ﻛﻮﻣﺎﻧﺔ ﻟﺔ ﺛﺮﻭ‬
He dreams of his mom. .‫ﺋﺔﻭ ﻛﻮﺭﹺٍﺓ ﺧﺔﻭ ﺑﺔ ﺩﺍﻳﻜﻲ ﺩﺓﺑﻴﲏ‬
She wears (dresses in) Kurdish .‫ﺋﺔﻭ ﻛﻀﺔ ﺟﻠﻲ ﻛﻮﺭﺩﻱ ﻟﺔﺑﺔﺭ ﺩﺓﻛﺎﺕ‬
costume.
This room is enough for us. .‫ﻤﺔ‬‫ ﺋﻴ‬‫ﺋﺔﻡ ﺫﻭﻭﺭﺓ ﺑﺔﺳﺔ ﺑﻮ‬
My house is full of guests. .‫ﺧﺎﻧﻮﻭﺓﻛﺔﻡ ﺛﺮﹺﺓ ﻟﺔ ﻣﻴﻮﺍﻥ‬
We hope for a good life. .‫ﻤﺔ ﻫﻴﻮﺍﻱ ﺫﻳﺎﱐ ﺑﺎﺵ ﺩﺓﺧﻮﺍﺯﻳﻦ‬‫ﺋﻴ‬
Karwan is very kind to Ashty. .‫ﺭ ﺑﺎﺷﺔ ﻟﺔﻃﺔﻝﹶ ﺋﺎﺷﱵ‬‫ﻛﺎﺭﻭﺍﻥ ﺩﻟﹶﻲ ﺯﻭ‬
Ashty is good at mathematics. .‫ﺋﺎﺷﱵ ﺑﺎﺷﺔ ﻟﺔ ﺑﲑﻛﺎﺭﻱ‬
She is jealous of her friend’s dress. .‫ﻜﺔﻱ ﺩﺓﺑﺎﺕ‬‫ﺋﺔﻭ ﻛﻀﺔ ﺑﺔﻏﻴﻠﻲ ﺑﺔ ﺟﻠﻲ ﻫﺎﻭﺭﻳ‬
We are grateful for your serving. .‫ﻤﺔ ﻣﺔﻣﻨﻮﻭﻧﲔ ﻟﺔ ﺧﺰﻣﺔﰐ ﺗﻮ‬‫ﺋﻴ‬
Wait for them. .‫ﺿﺎﻭﺓﺭﻭﱐ ﺋﺔﻭﺍﻥ ﺑﻜﺔ‬
We are surprised at the news. .‫ﻤﺔ ﺳﺔﺭﺳﻮﺭﻣﺎﻭﻳﻦ ﻟﺔ ﻫﺔﻭﺍﻟﹶﺔﻛﺔ‬‫ﺋﻴ‬
He is tired of his job. .‫ﻱ‬‫ﺰﺍﺭﺓ ﻟﺔ ﺋﻴﺸﺔﻛﺔﻱ ﺧﻮ‬‫ﺋﺔﻭ ﻛﻮﺭﹺﺓ ﺑﻴ‬
OTHER POSTFIXES
DIRECTIONAL NOUNS IN “ ‫ ” ﻱ‬OR “ ‫” ﺓﻭﺓ‬
Certain nouns become quasi-adverbial directional with the addition of “‫ ”ﻱ‬or “‫”ﺓﻭﺓ‬.
* “‫ ”ﻱ‬is more common in Hawler and “‫ ”ﺓﻭﺓ‬is more common in Sulemaniya.
* If the noun ends in a vowel, no “‫ ”ﻱ‬or “‫ ”ﺓﻭﺓ‬is followed.
Noun Adverb
home home(ward)
‫ﻣﺎﻝﹶ‬ ‫ﻣﺎﻟﹶﻲ‬ ‫ﻣﺎﻟﹶﺔﻭﺓ‬
room into room
‫ﺫﻭﻭﺭ‬ ‫ﺫﻭﻭﺭﻱ‬ ‫ﺫﻭﻭﺭﺓﻭﺓ‬
out outward
‫ﺩﺓﺭ‬ ‫ﺩﺓﺭﻱ‬ ‫ﺩﺓﺭﺓﻭﺓ‬
market to market
‫ﺑﺎﺯﺍﺭﹺ‬ ‫ﺑﺎﺯﺍﺭﹺﻱ‬ ‫ﻟﺔﺑﺎﺯﺍﺭﹺﺓﻭﺓ‬
school to school
‫ﻗﻮﺗﺎﲞﺎﻧﺔ‬ ‫ﻗﻮﺗﺎﲞﺎﻧﺔ‬
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POSTPOSED VERBAL COMPLEMENTS
For motion verbs(e.g. to go, to come, to leave), verbal complements can come after the
verbs and are linked by the linking vowel, ”‫”ﻳﺔ\ﺓ‬.
Using ‫ﺑﻮ‬ Using linking vowel ‫ﺓ‬

I’m going home ‫ ﻣﺎﻟﹶﺔﻭﺓ‬‫ﺩﺓﺿﻢ ﺑﻮ‬  ‫ﺩﺓﺿﻤﺔ ﻣﺎﻟﹶ‬
‫ﻲ‬
‫ﺩﺓﺿﻤﺔ ﻣﺎﻟﹶﺔﻭﺓ‬
I’m going to school ‫ ﻗﻮﺗﺎﲞﺎﻧﺔ‬‫ﺩﺓﺿﻢ ﺑﻮ‬ ‫ﺩﺓﺿﻤﺔ ﻗﻮﺗﺎﲞﺎﻧﺔ‬
※ The linking vowel occurs for all persons in all tenses.

※ The “‫ ”ﺕ‬inherent in the 2nd or 3rd person singular is always recovered before the
“‫”ﻳﺔ\ﺓ‬.
Present Past
I’m going home. .‫ﺩﺓﺿﻤﺔ ﻣﺎﻟﹶﻲ‬ I came out.
.‫ﻫﺎﺕﻣﺔ ﺩﺓﺭﺓﻭﺓ‬
You’re going home. .‫ﺩﺓﺿﻴﺘﺔ ﻣﺎﻟﹶﻲ‬ You came out. .‫ﻫﺎﺗﻴﺘﺔ ﺩﺓﺭﺓﻭﺓ‬
He’s going home. .‫ﺘﺔ ﻣﺎﻟﹶﻲ‬‫ﺩﺓﺿﻴ‬ He came out. .‫ﻫﺎﺗﺔ ﺩﺓﺭﺓﻭﺓ‬
We’re going home. .‫ﺩﺓﺿﻴﻨﺔ ﻣﺎﻟﹶﻲ‬ We came out. .‫ﻫﺎﺗﻴﻨﺔ ﺩﺓﺭﺓﻭﺓ‬
They’re going home. .‫ﺩﺓﺿﻨﺔ ﻣﺎﻟﹶﻲ‬ They came out. .‫ﻫﺎﺗﻨﺔ ﺩﺓﺭﺓﻭﺓ‬
“‫”ﺓﻭﺓ‬- Verbs:
I regained(‫ )ﻫﺎﺗﻨﺔﻭﺓ‬consciousness. .‫ﻡ‬‫ًﺵ ﺧﻮ‬‫ﻫﺎﺕﻣﺔﻭﺓ ﻫﻮ‬
※ For “‫ ”ﺓﻭﺓ‬ending verbs, the directional vowel ”‫ ”ﻳﺔ\ﺓ‬is omitted.
Irregular Verbs:
He went to (the) market. .‫ﺿﻮﻭﺗﺔ ﺑﺎﺯﺍﺭﹺ‬
※ If the past verb conjugation of a motion verb ends in “‫ ”ﻭﻭ‬as shown above,
a “‫ ”ﺕ‬may be infixed between the verb and the linking vowel, “‫”ﻳﺔ\ﺓ‬.
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EXPRESSIONS OF TEMPORAL DURATION
PRESENT
[Statement] ‫ﻳﺔ\ﺓ‬+[duration of the temporal event (for how long)]
With Simple Present Tense
He’s been here for 4 years. .‫ﺮﺓﻳﺔ‬‫ﺿﻮﺍﺭ ﺳﺎﻟﹶﺔ ﻟﻴ‬

It’s been raining for several days. .‫ﻜﺔ ﺑﺎﺭﺍﻥ ﺩﺓﺑﺎﺭﻱ‬‫ﺫﻳ‬‫ﺿﺔﻧﺪ ﺭﹺﻭ‬
I’ve know it for a long time. .‫ﺬﺓ ﺩﺓﺯﺍﱎ‬‫ﺭ ﻟﺔ ﻣﻴ‬‫ﺯﻭ‬
With Present Perfect Tense
I’ve been sitting here for several hours. .‫ﺮﺓ ﺩﺍﻧﻴﺸﺘﻮﻭﻣﺔ‬‫ﻜﺔ ﻟﻴ‬‫ﺿﺔﻧﺪ ﺳﺔﻋﺎﺗﻴ‬
It hasn’t rained for several days. .‫ﻜﺔ ﺑﺎﺭﺍﻥ ﻧﺔﺑﺎﺭﻳﻮﺓ‬‫ﺫﻳ‬‫ﺿﺔﻧﺪ ﺭﹺﻭ‬
Mom’s been cooking for 3 hours. .‫ﺸﱵ ﺩﺭﻭﺳﺖ ﻛﺮﺩﻭﻭﺓ‬‫ ﺳﺔﻋﺎﺗﺔ ﺩﺍﻳﻜﻢ ﺿﻴ‬‫ﺳﻲ‬
We haven’t seen them for 2 years. .‫ﺩﻭﻭ ﺳﺎﻟﹶﺔ ﻧﺔﻣﺎﻧﺪﻳﺘﻮﻭﻧﺔ‬
PAST
Affirmative
[Past Continuous] ‫)ﺩﺓ(ﺑﻮﻭ‬+[duration of the temporal event (Time Expression)]
Negative
[Past Perfect] ‫ﻧﺔﺑﻮﻭ‬+[duration of the temporal event (Time Expression)]
Examples:
It had been raining for several days. .‫ﻚ ﺑﻮﻭ ﺑﺎﺭﺍﻥ ﺩﺓﺑﺎﺭﻱ‬‫ﺫﻳ‬‫ﺿﺔﻧﺪ ﺭﹺﻭ‬
It hadn’t rained for several days. .‫ﻚ ﺑﻮﻭ ﺑﺎﺭﺍﻥ ﻧﺔﺑﺎﺭﻳﺒﻮﻭ‬‫ﺫﻳ‬‫ﺿﺔﻧﺪ ﺭﹺٍﻭ‬
I hadn’t seen him for almost 3 months. .‫ ﻣﺎﻧﻂ ﺩﺓﺑﻮﻭ ﻧﺔﻣﺪﻳﺘﺒﻮﻭ‬‫ﻧﺰﻳﻜﺔﻱ ﺳﻲ‬
I had known for a long time that. .‫ﺬ ﺑﻮﻭ ﺩﺓﻣﺰﺍﱐ‬‫ﺭ ﻟﺔ ﻣﻴ‬‫ﺯﻭ‬
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13. SUBJUNCTIVES
THE PRESENT SUBJUNCTIVE
FORMATION RULES
The present subjunctive is formed from the present stem of the verb and the personal
suffixes. The modal marker for the subjunctive is “‫( ”ب‬same as in the imperative form).
Affirmative: [Subjective BP][Present stem]‫ﺏ‬
Negative: [Subjective BP][Present stem]‫ﻧﺔ‬
In complex or compound verbs, the “‫ ”ب‬prefix is optional, and when it is omitted the lack
of a modal prefix identifies the verb as subjunctive.
‫ﺿﻮﻭﻥ‬ ‫ﺑﻮﻭﻥ‬ ‫ﻛﺮﺩﻧﺔﻭﺓ‬ ‫ﺑﺎﻧﻂ ﻛﺮﺩﻥ‬ ‫ﻭﺓﺭ ﻃﺮﺗﻦ‬

to go to be to open to call to receive
‫ﻣﻦ ﺑﻀﻢ‬ ‫ﻣﻦ ﺑﺒﻢ‬ ‫ﻣﻦ ﺑﻜﺔﻣﺔﻭﺓ‬ ‫ﻣﻦ ﺑﺎﻧﻂ ﺑﻜﺔﻡ‬ ‫ﻣﻦ ﻭﺓﺭ ﻃﺮﻡ‬
‫ ﺑﻀﻴﺖ‬‫ﺗﻮ‬ ‫ ﺑﺒﻴﺖ‬‫ﺗﻮ‬ ‫ ﺑﻜﺔﻳﺘﺔﻭﺓ‬‫ﺗﻮ‬ ‫ ﺑﺎﻧﻂ ﺑﻜﺔﻳﺖ‬‫ﺗﻮ‬ ‫ ﻭﺓﺭ ﻃﺮﻳﺖ‬‫ﺗﻮ‬
‫ﺖ‬‫ﺋﺔﻭ ﺑﻀﻴ‬ ‫ﺖ‬‫ﺋﺔﻭ ﺑﺒﻴ‬ ‫ﺋﺔﻭ ﺑﻜﺎﺗﺔﻭﺓ‬ ‫ﺋﺔﻭ ﺑﺎﻧﻂ ﺑﻜﺎﺕ‬ ‫ﺖ‬‫ﺋﺔﻭ ﻭﺓﺭ ﻃﺮﻳ‬
‫ﻤﺔ ﺑﻀﲔ‬‫ﺋﻴ‬ ‫ﻤﺔ ﺑﺒﲔ‬‫ﺋﻴ‬ ‫ﻤﺔ ﺑﻜﺔﻳﻨﺔﻭﺓ‬‫ﺋﻴ‬ ‫ﻤﺔ ﺑﺎﻧﻂ ﺑﻜﺔﻳﻦ‬‫ﺋﻴ‬ ‫ﻤﺔ ﻭﺓﺭ ﻃﺮﻳﻦ‬‫ﺋﻴ‬
‫ﺋﺔﻭﺍﻥ ﺑﻀﻦ‬ ‫ﺋﺔﻭﺍﻥ ﺑﱭ‬ ‫ﺋﺔﻭﺍﻥ ﺑﻜﺔﻧﺔﻭﺓ‬ ‫ﺋﺔﻭﺍﻥ ﺑﺎﻧﻂ ﺑﻜﺔﻥ‬ ‫ﺋﺔﻭﺍﻥ ﻭﺓﺭ ﻃﺮﻥ‬
USAGES
The present subjunctive is used in the following instances:
INDEPENDENTLY
It is not dependent upon a preceding construction, as a deliberative (English ‘should’).
Should I come tomorrow? ‫ًﻢ؟‬‫ ﺑﻴ‬‫)ﻣﻦ( ﺳﺒﺔﻳﲏ‬

(Subjunctive, not sure)
I will come tomorrow. .‫ﻢ‬‫ ﺩﻳ‬‫)ﻣﻦ( ﺳﺒﺔﻳﲏ‬
(Simple Present, Definitively coming)
Should we open the door? ‫ﻤﺔ( ﺩﺓﺭﻃﺎﻛﺔ ﺑﻜﺔﻳﻨﺔﻭﺓ؟‬‫)ﺋﻴ‬

(Subjunctive)
We will open the door. .‫ﻤﺔ( ﺩﺓﺭﻃﺎﻛﺔ ﺩﺓﻛﺔﻳﻨﺔﻭﺓ‬‫)ﺋﻴ‬
(Simple Present)
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In literary style, the question maker, “‫ ”ﺋﺎﻳﺎ‬often introduces the construction.

Should he go to Sulemaniya? ‫ﻤﺎﱐ؟‬‫ ﺳﻠﻴ‬‫ ﺑﻮ‬‫ﺋﺎﻳﺎ ﺑﻀﻲ‬
LET ME, LET US

The present subjunctive is used in the 1st persons cohortative sentences (‘let me, let’s’). It
is often preceded by “‫”ﺑﺎ‬, “‫ ”ﻳﺎﻻﹶ‬or “‫( ”ﻭﺓﺭﺓ‬Come on).
Come on, let’s go! !‫ﻳﻦ‬‫ ﺑﺎ ﺑﺮﻭ‬,‫ﻳﺎﻻﹶ‬

Come on, let’s study! !‫ﻨﲔ‬‫ ﲞﻮﻳ‬,‫ﻭﺓﺭﺓ‬
LET HIM, MAY IT BE

The present subjunctive is also used in the 3rd persons hortative sentences (let him, may
it be, etc.).
Let them sit back! !‫ﺑﺎ ﺩﺍ ﺑﻨﻴﺸﻨﺔﻭﺓ‬

Oh, God, may it rain! !‫ ﺑﺎﺭﺍﻥ ﺑﺒﺎﺭﻱ‬,‫ﻳﺎ ﺧﻮﺍ‬
Happy New Year! !‫ﺖ‬‫ﺯ ﺑﻴ‬‫ﺖ ﺛﲑﻭ‬‫ﺳﺎﻟﹶﻲ ﻧﻮﻳ‬
May it be good for your health! !‫ﺖ‬‫ ﺗﺔﻧﺪﺭﻭﺳﺘﻴﺖ ﺿﺎﻙ ﺩﺓﺑﻴ‬,‫ﺍﻧﺸﺎﺀﺍﻟﻠﺔ‬
For your health! !‫ﺖ‬‫ﺘﺖ ﺑﻴ‬‫ﻋﺎﻓﻴ‬
AS COMPLEMENT TO ALL VERBS
All verval complements of “‫(”ﻭﻳﺴﱳ‬want), “‫(”ﺣﺔﺯ ﻛﺮﺩﻥ‬would like to), “‫ﻮﻳﺴﺖ ﺑﻮﻭﻥ‬‫(”ﺛﻴ‬need),
“‫(”ﺗﻮﺍﻧﲔ‬can), “‫ﺖ‬‫(”ﺩﺓﺑﻴ‬must) are in the subjunctive.
I want to go home. ‫ ﺑﻀﻤﺔ ﻣﺎﻟﹶﻲ‬‫ﺩﺓﻣﺔﻭﻱ‬

I’d like to go home. ‫ﺣﺔﺯ ﺩﺓﻛﺔﻡ ﺑﻀﻤﺔ ﻣﺎﻟﹶﻲ‬
I need to go home. ‫ﻮﻳﺴﺘﺔ ﺑﻀﻤﺔ ﻣﺎﻟﹶﻲ‬‫ﺛﻴ‬
I can go home. ‫ﺩﺓﺗﻮﺍﱎ ﺑﻀﻤﺔ ﻣﺎﻟﹶﻲ‬
I must go home. ‫ﺖ ﺑﻀﻤﺔ ﻣﺎﻟﹶﻲ‬‫ﺩﺓﺑﻴ‬
It is not necessary that you say. .‫ﻴﺖ‬‫ﻮﻳﺴﺖ ﻧﺎﻛﺎ ﺑﻴﻠﹶﻴ‬‫ﺛﻴ‬

She can see you. .‫ﺩﺓﺗﻮﺍﱐﹶ ﺑﺘﺒﻴﲏ‬
Do you want to open it? ‫ ﺑﻴﻜﺔﻳﺘﺔﻭﺓ؟‬‫ﺋﺎﻳﺎ ﺩﺓﺗﺔﻭﻱ‬
We don’t want to write a letter. .‫ ﻧﺎﻣﺔﻳﺔﻙ ﺑﻨﻮﻭﺳﲔ‬‫ﻧﺎﻣﺎﻧﺔﻭﻱ‬
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AFTER “BEFORE” OR “ W ITHOUT”
The present subjunctive is used after a number of conjunctions like “‫(”ﺑﺔﺭﻟﺔﻭﺓﻱ‬before), “ ‫ﺑﺔ‬
‫ ﺋﺔﻭﺓﻱ‬‫(”ﰊ‬without), etc.
Before he goes/went ..‫ﺑﺔﺭﻟﺔﻭﺓﻱ ﺑﻀﻲ‬
Before you sit/sat down ..‫ﻮﺓ ﺩﺍ ﺑﻨﻴﺸﻦ‬‫ﺑﺔﺭﻟﺔﻭﺓﻱ ﺋﻴ‬
Without speaking, she left. .‫ﻳﺸﺖ‬‫ ﺭﹺﻭ‬,‫ ﺋﺔﻭﺓﻱ ﻗﺴﺔ ﺑﻜﺎ‬‫ﺑﺔﰊ‬
Without his/her seeing you ..ً‫ً ﺋﺔﻭﺓﻱ ﺑﺘﺒﻴﲏ‬‫ﺑﺔﰊ‬
* “‫(”ﺑﺔﺭﻟﺔﻭﺓﻱ‬before) is always followed by the present subjunctive; the proper tense for
English translation is gained from context.
AFTER “IF”
The present subjunctive is used in the protasis of a possible conditional:
If you want to, you can. .‫ ﺩﺓﺗﻮﺍﱐ‬,‫ﺋﺔﻃﺔﺭ ﺑﺘﺔﻭﻱ‬

If he comes, we’ll eat with him. .‫ﻳﻦ ﻟﺔﻃﺔﻟﹶﻴﺪﺍ‬‫ ﺩﺓﺧﻮ‬,‫ﺖ‬‫ﺋﺔﻃﺔﺭ ﺑﻴ‬
If you study, you’ll pass. .‫ ﺩﺓﺭ ﺩﺓﺿﻴﺖ‬,‫ﻨﻴﺖ‬‫ﺋﺔﻃﺔﺭ ﲞﻮﻳ‬
As long as I breathe, I’ll serve my country. .‫ﻡ ﺩﺓﻛﺔﻡ‬‫ ﺧﺰﻣﺔﰐ ﻭﻻﹶﰐ ﺧﻮ‬,‫ﻫﺔﺗﺎ ﻫﺔﻧﺎﺳﺔ ﺑﺪﺓﻡ‬
THE PAST SUBJUNCTIVE
FORMATION RULES
The past subjunctive is formed like the past perfect, but instead of the past tense of “‫”ﺑﻮﻭﻥ‬,
the present subjunctive of “‫ ”ﺑﻮﻭﻥ‬is added.
INTRANSITIVE
‫ﻫﺎﺗﻦ‬ ‫ﺿﻮﻭﻥ‬
Affirmative Negative Affirmative
1st person ‫ﻫﺎﺗﺒﻢ‬ ‫ﻫﺎﺗﺒﲔ‬ ‫ﻧﺔﻫﺎﺗﺒﻢ‬ ‫ﻧﺔﻫﺎﺗﺒﲔ‬ ‫ﺿﻮﻭﰈ‬ ‫ﺿﻮﻭﺑﲔ‬
nd
2 person ‫ﻫﺎﺗﺒﻴﺖ‬ ‫ﻫﺎﺗﱭ‬ ‫ﻧﺔﻫﺎﺗﺒﻴﺖ‬ ‫ﻧﺔﻫﺎﺗﱭ‬ ‫ﺿﻮﻭﺑﻴﺖ‬ ‫ﺿﻮﻭﺑﻦ‬
rd
3 person ‫ﺖ‬‫ﻫﺎﺗﺒﻴ‬ ‫ﻫﺎﺗﱭ‬ ‫ﺖ‬‫ﻧﺔﻫﺎﺗﺒﻴ‬ ‫ﻧﺔﻫﺎﺗﱭ‬ ‫ًﺖ‬‫ﺿﻮﻭﺑﻴ‬ ‫ﺿﻮﻭﺑﻦ‬
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TRANSITIVE
Without Preverbal Agent With Preverbal Agent Negative

‫ﺩﻳﱳ‬ ‫ﺩﻳﱳ‬ ‫ﺩﻳﱳ‬
Singular Singular Plural Singular Plural Plural
1st person ‫ﻴًﺘﻢ‬ ‫ﺩﻳﺘﺒ‬ ‫ًﺘﻤﺎﻥ‬‫ﺩﻳﺘﺒﻴ‬ ‫ﺖ‬‫ﻡ ﺩﻳﺘﺒﻴ‬- ‫ﺖ‬‫ﻣﺎﻥ ﺩﻳﺘﺒﻴ‬- ‫ﺖ‬‫ﻧﺔﻣﺪﻳﺘﺒﻴ‬ ‫ﺖ‬‫ﻧﺔﻣﺎﻧﺪﻳﺘﺒﻴ‬
nd
2 person ‫ﺘﺖ‬‫ﺩﻳﺘﺒﻴ‬ ‫ﺘﺘﺎﻥ‬‫ﺩﻳﺘﺒﻴ‬ ‫ﺖ‬‫ﺕ ﺩﻳﺘﺒﻴ‬- ‫ﺖ‬‫ﺗﺎﻥ ﺩﻳﺘﺒﻴ‬- ‫ﺖ‬‫ﻧﺔﺗﺪﻳﺘﺒﻴ‬ ‫ﺖ‬‫ﻧﺔﺗﺎﻧﺪﻳﺘﺒﻴ‬
rd
3 person ‫ﱵ‬‫ﺩﻳﺘﺒﻴ‬ ‫ﺘﻴﺎﻥ‬‫ﺩﻳﺘﺒﻴ‬ ‫ﺖ‬‫ﻱ ﺩﻳﺘﺒﻴ‬- ‫ﺖ‬‫ﻳﺎﻥ ﺩﻳﺘﺒﻴ‬- ‫ﺖ‬‫ﻧﺔﻳﺪﻳﺘﺒﻴ‬ ‫ﺖ‬‫ﻧﺔﻳﺎﻧﺪﻳﺘﺒﻴ‬
Without Preverbal Agent With Preverbal Agent Negative

‫ﻛﺮﺩﻧﺔﻭﺓ‬ ‫ﻛﺮﺩﻧﺔﻭﺓ‬ ‫ﻛﺮﺩﻧﺔﻭﺓ‬
Singular Singular Plural Singular Plural Plural
st
1 person ‫ﺘﻤﺔﻭﺓ‬‫ﺘﻤﺎﻧﺔﻭﺓ ﻛﺮﺩﺑﻴ‬‫ﻛﺮﺩﺑﻴ‬ ‫ﻡ‬- ‫ﻣﺎﻥ‬- ‫ﺘﺔﻭﺓ‬‫ﻧﺔﻣﻜﺮﺩﺑﻴ‬ ‫ﺘﺔﻭﺓ‬‫ﻧﺔﻣﺎﻧﻜﺮﺩﺑﻴ‬
‫ﺘﺔﻭﺓ‬‫ﻛﺮﺩﺑﻴ‬ ‫ﺘﺔﻭﺓ‬‫ﻛﺮﺩﺑﻴ‬
2nd person ‫ﺘﺘﺔﻭﺓ‬‫ﻛﺮﺩﺑﻴ‬ ‫ﺘﺘﺎﻧﺔﻭﺓ‬‫ﻛﺮﺩﺑﻴ‬ ‫ﺕ‬- ‫ﺗﺎﻥ‬- ‫ﺘﺔﻭﺓ‬‫ﻧﺔﺗﻜﺮﺩﺑﻴ‬ ‫ﺘﺔﻭﺓ‬‫ﻧﺔﺗﺎﻧﻜﺮﺩﺑﻴ‬
3rd person ‫ﺘﻴﺔﻭﺓ‬‫ﻛﺮﺩﺑﻴ‬ ‫ﺘﻴﺎﻧﺔﻭﺓ‬‫ﻛﺮﺩﺑﻴ‬ ‫ﻱ‬- ‫ﻳﺎﻥ‬- ‫ﺘﺔﻭﺓ‬‫ﻧﺔﻳﻜﺮﺩﺑﻴ‬ ‫ﺘﺔﻭﺓ‬‫ﻧﺔﻳﺎﻧﻜﺮﺩﺑﻴ‬
USAGES
The past subjunctive is used in the following instances:
1) After all constructions that take subjunctive complements when the complement is
in the past
The men must have gone. .‫ﻳﺸﺘﱭ‬‫ ﺭﹺﻭ‬‫ﺛﻴﺎﻭﺓﻛﺎﻥ ﺩﺓﰊ‬

You must have seen those things. .‫ﺖ‬‫ ﺋﺔﻭ ﺷﺘﺎﻧﺔﺕ ﺩﻳﺘﺒﻴ‬‫ﺩﺓﰊ‬
It’s not necessary for me to have seen it. .‫ﺘﻢ‬‫ﻣﺔﺭﺝ ﻧﻴﺔ ﻛﺔ ﻣﻦ ﺩﻳﺘﺒﻴ‬
※ The conjunction ”‫ ” ﻛﺔ‬is optional.
It’s possible that it will rain. .‫ﺖ‬‫ﺭﺓﻧﻄﺔ ﺑﺎﺭﺍﻥ ﺑﺒﺎﺭﻳ‬

(the present subjunctive)
It’s possible that it (has) rained. .‫ﺖ‬‫ﺭﺓﻧﻄﺔ ﺑﺎﺭﺍﻥ ﺑﺎﺭﻳﺒﻴ‬
(the past subjunctive)
2) in past clauses after superlatives (note that a relative-clause antecedent modified

by a superlative is in the Indefinitive state, … ‫)ﻳﺔﻙ‬
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In this type of clause the subject of the relative clause must be the same as the
noun modified by the superlative. If the subjects of the main clause and of the
relative clause are different, the relative clause is not subjunctive.
He is the first person who has attempted it. .‫ﻜﺔ ﻛﺔ ﻫﺔﻭﻟﹶﻲ ﺩﺍﰊ‬‫ﻳﺔﻛﺔﻣﲔ ﻛﺔﺳﻴ‬
He’s the first person I’ve seen in Hawler. ‫ﺮ ﺩﻳﺘﻮﻭﻣﺔ‬‫ﻜﺔ ﻛﺔ ﻟﺔ ﻫﺔﻭﻟﻴ‬‫ﻳﺔﻛﺔﻣﲔ ﻛﺔﺳﻴ‬
.‫ﺮ‬‫ﻟﺔ ﻫﺔﻭﻟﻴ‬
3) In past relative clauses after negatives (e.g. there isn’t anyone who has…) or
expressions with an essentially negative sense (e.g. there are few who have..)
.‫ﺘﺔﻭﺓ‬‫ﻨﺪﺑﻴ‬‫ﺒﺔﻱ ﻧﺔﺧﻮﻳ‬‫ﻛﺔﺱ ﻧﻴﺔ ﻛﺔ ﺋﺔﻡ ﻛﺘﻴ‬

There isn’t anyone who hasn’t read the book.
.‫ﺖ‬‫ًﻱ ﻧﺔﺑﻴﺴﺘﺒﻴ‬‫ﺬﻳﻨﺔﻛﺎﱐ ﻛﻮﺭﺩﻱ ﻟﺔ ﺩﺍﺛﲑﺓﻱ ﺧﻮ‬‫ﻥ ﻭ ﻟﺔﻣﻴ‬‫ﻛﺔ ﻛﻮ‬‫ﻛﺔﻡ ﻛﺔﺱ ﻫﺔﻳﺔ ﺿﲑﻭ‬
There are not many people who have not heard old Kurdish stories from grandma.
4) After “‫(”ﻭﺓﻙ‬as though) in the past for hypothetical situation
.‫ﺘﺔﻭﺓ‬‫ﻜﻴﺎﻥ ﺑﲑ ﻛﺔﻭﺗﺒﻴ‬‫ﻭﺓﻛﻮ ﺷﺘﻴ‬

As though they remembered something.
5) In the past protasis of a possible conditional

.‫ﻨﺪﻥ ﺗﺔﻭﺍﻭ ﺑﻜﺎ‬‫ ﺧﻮﻳ‬‫ ﺋﺔﻭﺍ ﻫﺔﺭ ﺩﺓﰊ‬,‫ﻨﺎﻭﻱ ﻛﻮﺭﹴِﺓﻛﺔﻣﺪﺍ‬‫ ﻟﺔ ﺛﻴ‬‫ﻡ ﺗﺔﺭﺧﺎﻧﻜﺮﺩﰊ‬‫ﺋﺔﻃﺔﺭ ﺫﻳﺎﱐ ﺧﻮ‬
If I had sacrificed my life for my son, he would finish his study.
HOW TO USE THE SUBJUNCTIVE
SIMPLE SENTENCE
Present Past
He makes me laugh./made me laugh. .‫ ﺑﻜﺔﱎ‬‫ﻢ ﺩﺓﻛﺎﺕ ﺛﻲ‬‫ﻭﺍ ﻟﻴ‬ .‫ ﺑﻜﺔﱎ‬‫ﻢ ﻛﺮﺩ ﺛﻲ‬‫ﻭﺍﻱ ﻟﻴ‬
He made me laugh./didn’t make.. .‫ ﺑﻜﺔﱎ‬‫ﻭﺍﻡ ﱄﹶ ﻧﺎﻛﺎﺕ ﺛﻲ‬ .‫ ﺑﻜﺔﱎ‬‫ﻭﺍﻱ ﱄﹶ ﻧﺔﻛﺮﺩﻡ ﺛﻲ‬
I want to go./wanted to go. .‫ﻡ‬‫ ﺑﺮﹺﻭ‬‫ﺩﺓﻣﺔﻭﻱ‬ .‫ﻡ‬‫ﺩﺓﻣﻮﻳﺴﺖ ﺑﺮﹺﻭ‬
I don’t want to go./didn’t want to go. .‫ﻡ‬‫ ﺑﺮﹺﻭ‬‫ﻧﺎﻣﺔﻭﻱ‬ .‫ﻡ‬‫ﻧﺔﻣﻮﻳﺴﺖ ﺑﺮﹺﻭ‬
We like to study./liked to study. .‫ﻨﻢ‬‫ﺣﺔﺯ ﺩﺓﻛﺔﻡ ﲞﻮﻳ‬ .‫ﻨﻢ‬‫ﺣﺔﺯﻡ ﺩﺓﻛﺮﺩ ﲞﻮﻳ‬
We don’t like to study./didn’t like.. .‫ﻨﻢ‬‫ﺣﺔﺯ ﻧﺎﻛﺔﻡ ﲞﻮﻳ‬ .‫ﻨﻢ‬‫ﺣﺔﺯﻡ ﻧﺔﻛﺮﺩ ﲞﻮﻳ‬
He needs to eat./needed to eat. .‫ﻴﺔ ﲞﻮﺍﺕ‬‫ﻮﻳﺴﱵ ﺛﻴ‬‫ﺛﻴ‬ .‫ﻮﻳﺴﱵ ﺑﻮﻭ ﲞﻮﺍﺕ‬‫ﺛﻴ‬
.‫ﻮﻳﺴﺘﺔ ﲞﻮﺍﺕ‬‫ﺛﻴ‬
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He doesn’t need to eat./He didn’t.. .‫ ﻧﻴﺔ ﲞﻮﺍﺕ‬‫ﻮﻳﺴﱵ ﺛﻲ‬‫ﺛﻴ‬ .‫ ﻧﺔﺑﻮﻭ ﲞﻮﺍﺕ‬‫ﻮﻳﺴﱵ ﺛﻲ‬‫ﺛﻴ‬
I can teach you./was able to teach.. .‫ﺮﺕ ﺑﻜﺔﻡ‬‫ﺩﺓﺗﻮﺍﱎ ﻓﻴ‬ .‫ﺮ ﺑﻜﺔﻡ‬‫ﺩﺓﻣﺘﻮﺍﱐ ﺗﺆ ﻓﻴ‬
I can’t teach you./I couldn’t teach.. .‫ﺮﺕ ﺑﻜﺔﻡ‬‫ﻧﺎﺗﻮﺍﱎ ﻓﻴ‬ .‫ﺮﺕ ﺑﻜﺔﻡ‬‫ﻧﺔﻣﺘﻮﺍﱐ ﻓﻴ‬
※ Note that subjunctive complements remain the same while the main verb tenses
change.
※ The past tense of the verbs such as, “‫(”ﻭﻳﺴﱳ‬want), “‫(”ﺣﺔﺯ ﻛﺮﺩﻥ‬like), takes the
past continuous form.
THE IRREALIS MOOD
The irrealis mood, which expresses an unfulfilled or unfulfillable contrafactual(contrary to

fact) statement, usually dependent upon an unrealized conditional, is identical to the past
continuous tense.
I couldn’t have done anything else. .‫ﻧﺔﻣﺔﺗﻮﺍﱐ ﻫﻴﻀﻲ ﺗﺮ ﺑﻜﺔﻡ‬

(even if I had wanted to)
Anybody would have known. .‫ ﻭﺍﻱ ﺩﺓﺯﺍﱐ‬‫ﻫﺔﺭ ﻛﺔﺳﻲ‬
You could have come. .‫ﻲ‬‫ ﺩﺓﺗﺘﻮﺍﱐ ﺑﻴ‬‫ﺗﻮ‬
I could have helped you. .‫ﻣﻦ ﺩﺓﻣﺘﻮﺍﱐ ﻳﺎﺭﻣﺔﺗﻴﺖ ﺑﺪﺓﻡ‬
CONDITIONAL SENTENCE - TYPE I
It is possible to fulfill a condition which is given in the if-clause.
[Main Clause in Present](2), [Present Subjunctive]+(if)‫(ﺋﺔﻃﺔﺭ‬1)
[Present Subjunctive]+(if)‫(ﺋﺔﻃﺔﺭ‬2) [Main Clause in Present](1)
If you don’t eat, you’ll get hungry. .‫ ﺑﺮﺳﻲ ﺩﺓﺑﻴﺖ‬,‫ﻳﺖ‬‫ﺋﺔﻃﺔﺭ ﻧﺔﺧﻮ‬

If you study, you’ll succeed. .‫ ﺳﺔﺭ ﺩﺓﻛﺔﻭﻳﺖ‬,‫ﻨﻴﺖ‬‫ﺋﺔﻃﺔﺭ ﲞﻮﻳ‬
What will you do, if you pass the exam? ‫ﺿﻲ ﺩﺓﻛﺔﻳﺖ ﺋﺔﻃﺔﺭ ﻟﺔ ﺗﺎﻗﻲ ﻛﺮﺩﻧﺔﻭﺓﻛﺔﺩﺍ ﺩﺓﺭ ﺿﻴﺖ؟‬
If I you need my help, I will help you. .‫ﻮﻳﺴﺘﻴﺖ ﺑﺔ ﻳﺎﺭﻣﺔﺗﻴﻢ ﻫﺔﻳﺔ‬‫ﻳﺎﺭﻣﺔﺗﻴﺖ ﺩﺓﺩﺓﻡ ﻃﺔﺭ ﺛﻴ‬
If it rains, we can’t go. .‫ﻤﺔ ﻧﺎﺿﲔ‬‫ ﺋﻴ‬,‫ﺋﺔﻃﺔﺭ ﺑﺎﺭﺍﻥ ﺑﺒﺎﺭﻱ‬
If you wake up early, you won’t be late. .‫ ﺩﻭﺍ ﻧﺎﻛﺔﻭﻳﺖ‬,‫ﺋﺔﻃﺔﺭ ﺯﻭﻭ ﻟﺔ ﺧﺔﻭ ﻫﺔﻝﹶ)ﺏ(ﺳﻲ‬
If I see them, I’ll greet him. .‫ ﺳﻠﹶﺎﻭﻱ ﱄﹶ ﺩﺓﻛﺔﻡ‬,‫ﺋﺔﻃﺔﺭ ﺑﻴﺒﻴﻨﻢ‬
81
Until you don’t leave, I don’t leave. .‫ﻡ‬‫ ﻧﺎﺭﹺﻭ‬,‫ﻳﺖ‬‫ﻫﺔﺗﺎ ﻧﺔﺭﹺﻭ‬

When you bring the tree, I’ll cut it. .‫ ﺩﺓﻳﱪﹺﻣﺔﻭﺓ‬,‫ﻨﻴﺖ‬‫ﻴ‬ ‫ﻛﺔﻱ ﺩﺍﺭﺓﻛﺔ‬
It’s possible that it will rain. .‫ﺖ‬‫ﺭﺓﻧﻄﺔ ﻛﺔ ﺑﺎﺭﺍﻥ ﺑﺒﺎﺭﻳ‬
I hope(wish) to be like you. .‫ﻡ ﱄﹶ ﰊ‬‫ﺯﻃﺔ ﻭﺓﻛﻮ ﺗﻮ‬‫ﺧﻮ‬
When you come (I’m sure you’re coming), .‫ﻨﺔ‬‫ﺕ ﺑﻴ‬‫ﺒﺔﻛﺎﻥ ﻟﺔﻃﺔﻝﹶ ﺧﻮ‬‫ ﻛﺘﻴ‬,‫ﻛﺔ ﻫﺎﺗﻴﺖ‬
bring the books with you.
When young people work, .‫ﺶ ﺩﺓﻛﺔﻭﻱ‬‫ ﻭﻻﹶﺕ ﺛﻴ‬,‫ﻛﺔﻱ ﻃﺔﳒﺎﻥ ﻛﺎﺭﻳﺎﻥ ﻛﺮﺩ‬
country will be developed.
If young people work, .‫ﺶ ﺩﺓﻛﺔﻭﻱ‬‫ ﻭﻻﹶﺕ ﺛﻴ‬,‫ﺋﺔﻃﺔﺭ ﻃﺔﳒﺎﻥ ﻛﺎﺭ ﺑﻜﺔﻥ‬
country will be developed.
※ Note that when the protasis is lead by “‫ ”ﻛﺔ‬or “‫”ﻛﺔﻱ‬, the verb of the protasis takes
past simple tense.
CONDITIONAL SENTENCE - TYPE II
It is theoretically possible to fulfill a condition which is given in the if-clause.
[Main Clause in Present](2), [Past Subjunctive]+(if)‫(ﺋﺔﻃﺔﺭ‬1)
[Past Subjunctive]+(if)‫(ﺋﺔﻃﺔﺭ‬2) + [Main Clause in Present](1)
If he had money, he would buy the car. .‫ ﺳﺔﻳﺎﺭﺓﻛﺔ ﺩﺓﻛﺮﹺﻱ‬,‫ﺖ‬‫ﺋﺔﻃﺔﺭ ﺛﺎﺭﺓﻱ ﻫﺔﺑﻴ‬
(At the moment he has no money,
but still has a chance)
If he ate, he would come soon. .‫ﺖ‬‫ ﺯﻭﻭ ﺩﻳ‬,‫ًﺖ‬‫ﺋﺔﻃﺔﺭ ﻧﺎﱐ ﺧﻮﺍﺭﺩﺑﻴ‬
(I’m not sure if he ate or not)
If he studied hard, he would pass. .‫ﺖ‬‫ ﺳﺔﺭ ﺩﺓﻛﺔﻭﻳ‬,‫ﺖ‬‫ﻨﺪﺑﻴ‬‫ﺭﻱ ﺧﻮﻳ‬‫ﺋﺔﻃﺔﺭ ﺯﻭ‬
(I’m not sure if he studied though)
If he came here, I would ask him. .‫ ﺛﺮﺳﻴﺎﺭﻱ ﱄﹶ ﺩﺓﻛﺔﻡ‬,‫ﺮﺓ‬‫ﺘﺔ ﺋﻴ‬‫ﺋﺔﻃﺔﺭ ﺑﻴ‬
(but he’s not here yet)
CONDITIONAL SENTENCE – TYPE III
It is impossible to fulfill a condition which is given in the if-clause.

There are two ways to form this type of conditional sentence.
Method I
‫ﺍﻳﺔ‬+Subjective BP+Past root+‫ﺏ \ﻧﺔ‬
Method II
Subjective BP+‫ﺑﺎ‬+ Past root+‫\ﻧﺔ‬ ‫ﺏ‬
** In the second case (Method II) the ”‫ ”ب‬prefix is optional.
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‫‪INTRANSITIVE‬‬
‫‪METHOD I‬‬
‫ﻫﺎﺗﻦ‬
‫‪Singular‬‬ ‫‪Plural‬‬ ‫‪Singular‬‬ ‫‪Plural‬‬
‫‪st‬‬
‫‪1 person‬‬ ‫‪‬ﺎﲤﺎﻳﺔ‬ ‫‪‬ﺎﺗﻴﻨﺎﻳﺔ‬ ‫ﻧﺔﻫﺎﲤﺎﻳﺔ‬ ‫‪‬ﺎﺗﻴﻨﺎﻳﺔ‬
‫‪nd‬‬
‫‪2‬‬ ‫‪person‬‬ ‫‪‬ﺎﺗﻴﺘﺎﻳﺔ‬ ‫‪‬ﺎﺗﻨﺎﻳﺔ‬ ‫ﻧﺔﻫﺎﺗﻴﺘﺎﻳﺔ‬ ‫‪‬ﺎﺗﻨﺎﻳﺔ‬
‫‪rd‬‬
‫‪3‬‬ ‫‪person‬‬ ‫‪‬ﺎﺗﺎﻳﺔ‬ ‫‪‬ﺎﺗﻨﺎﻳﺔ‬ ‫ﻧﺔﻫﺎﺗﺎﻳﺔ‬ ‫‪‬ﺎﺗﻨﺎﻳﺔ‬
‫‪METHOD II‬‬
‫ﻫﺎﺗﻦ‬
‫‪Singular‬‬ ‫‪Plural‬‬ ‫‪Singular‬‬ ‫‪Plural‬‬
‫‪st‬‬
‫‪1 person‬‬ ‫)ﺏ(ﻫﺎﺗﺒﺎﻡ‬ ‫)ﺏ(ﻫﺎﺗﺒﺎﻳﻦ‬ ‫ﻧﺔﻫﺎﺗﺒﺎﻡ‬ ‫ﻧﺔﻫﺎﺗﺒﺎﻳﻦ‬
‫‪nd‬‬
‫‪2‬‬ ‫‪person‬‬ ‫)ﺏ(ﻫﺎﺗﺒﺎﻳﺖ‬ ‫)ﺏ(ﻫﺎﺗﺒﺎﻥ‬ ‫ﻧﺔﻫﺎﺗﺒﺎﻳﺖ‬ ‫ﻧﺔﻫﺎﺗﺒﺎﻥ‬
‫‪rd‬‬
‫‪3‬‬ ‫‪person‬‬ ‫)ﺏ(ﻫﺎﺗﺒﺎ)ﻳﺔ(‬ ‫)ﺏ(ﻫﺎﺗﺒﺎﻥ‬ ‫ﻧﺔﻫﺎﺗﺒﺎ)ﻳﺔ(‬ ‫ﻧﺔﻫﺎﺗﺒﺎﻥ‬
‫‪TRANSITIVE‬‬
‫‪METHOD I‬‬
‫‪With Preverbal Matter‬‬ ‫‪Negative‬‬

‫ﻧﻮﻭﺳﲔ‬ ‫ﻧﻮﻭﺳﲔ‬
‫‪Plural‬‬ ‫‪Singular‬‬ ‫‪Plural‬‬ ‫‪Plural‬‬
‫‪st‬‬
‫‪1 person‬‬ ‫‪-‬ﻡ ﺑﻨﻮﻭﺳﻴﺒﺎﻳﺔ‬ ‫‪-‬ﻣﺎﻥ ﺑﻨﻮﻭﺳﻴﺒﺎﻳﺔ‬ ‫‪-‬ﻡ ﻧﺔﻧﻮﻭﺳﻴﺒﺎﻳﺔ‬ ‫‪-‬ﻣﺎﻥ ﻧﺔﻧﻮﻭﺳﻴﺒﺎﻳﺔ‬
‫‪nd‬‬
‫‪2‬‬ ‫‪person‬‬ ‫‪-‬ﺕ ﺑﻨﻮﻭﺳﻴﺒﺎﻳﺔ‬ ‫‪-‬ﺗﺎﻥ ﺑﻨﻮﻭﺳﻴﺒﺎﻳﺔ‬ ‫‪-‬ﺕ ﻧﺔﻧﻮﻭﺳﻴﺒﺎﻳﺔ‬ ‫‪-‬ﺗﺎﻥ ﻧﺔﻧﻮﻭﺳﻴﺒﺎﻳﺔ‬
‫‪rd‬‬
‫‪3‬‬ ‫‪person‬‬ ‫‪-‬ﻱ ﺑﻨﻮﻭﺳﻴﺒﺎﻳﺔ‬ ‫‪-‬ﻳﺎﻥ ﺑﻨﻮﻭﺳﻴﺒﺎﻳﺔ‬ ‫‪-‬ﻱ ﻧﺔﻧﻮﻭﺳﻴﻴﺎﻳﺔ‬ ‫‪-‬ﻳﺎﻥ ﻧﺔﻧﻮﻭﺳﻴﺒﺎﻳﺔ‬
‫‪METHOD II‬‬
‫‪With Preverbal Matter‬‬ ‫‪Negative‬‬

‫ﻧﻮﻭﺳﲔ‬ ‫ﻧﻮﻭﺳﲔ‬
‫‪Plural‬‬ ‫‪Singular‬‬ ‫‪Plural‬‬ ‫‪Plural‬‬
‫‪1st person‬‬ ‫‪-‬ﻡ )ﺏ(ﻧﻮﻭﺳﻴﺒﺎ‬ ‫‪-‬ﻣﺎﻥ )ﺏ(ﻧﻮﻭﺳﻴﺒﺎ‬ ‫‪-‬ﻡ ﻧﺔﻧﻮﻭﺳﻴﺒﺎ‬ ‫‪-‬ﻣﺎﻥ ﻧﺔﻧﻮﻭﺳﻴﺒﺎ‬
‫‪nd‬‬
‫‪2‬‬ ‫‪person‬‬ ‫‪-‬ﺕ )ﺏ(ﻧﻮﻭﺳﻴﺒﺎ‬ ‫‪-‬ﺗﺎﻥ )ﺏ(ﻧﻮﻭﺳﻴﺒﺎ‬ ‫‪-‬ﺕ ﻧﺔﻧﻮﻭﺳﻴﺒﺎ‬ ‫‪-‬ﺗﺎﻥ ﻧﺔﻧﻮﻭﺳﻴﺒﺎ‬
‫‪rd‬‬
‫‪3‬‬ ‫‪person‬‬ ‫‪-‬ﻱ )ﺏ(ﻧﻮﻭﺳﻴﺒﺎ‬ ‫‪-‬ﻳﺎﻥ )ﺏ(ﻧﻮﻭﺳﻴﺒﺎ‬ ‫‪-‬ﻱ ﻧﺔﻧﻮﻭﺳﻴﺒﺎ‬ ‫‪-‬ﻳﺎﻥ ﻧﺔﻧﻮﻭﺳﻴﺒﺎ‬
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USAGE
In contrafactual (contrary to fact) conditional sentences, the protasis (the ‘if’ clause)
contains a verb in the past conditional mood(conditional-type III), and in the apodosis
(the result clause or the main clause). The verb is in the irrealis(past continuous).
If you had waken up early, .‫ ﺩﻭﺍ ﻧﺔﺩﺓﻛﺔﻭﺗﻴﺖ‬,‫ﺋﺔﻃﺔﺭ ﺯﻭﻭ ﻟﺔﺧﺔﻭ ﻫﺔﻟﹶﺴﺎﺑﺎﻳﺖ‬

you wouldn’t have been late.
(You woke up late and was late to work.)
If I had studied the lesson, I would have. .‫ ﺩﺓﺭ ﺩﺓﺿﻮﻭﻡ‬,‫ﻨﺪﺍﻳﺔ‬‫ﺋﺔﻃﺔﺭ ﺩﺓﺭﺳﻢ ﲞﻮﻳ‬
passed (I didn’t pass.)
If he had come yesterday, .‫ ﺋﺎﺯﺍﺩﺕ ﺩﺓﺩﻳﺖ‬,‫ﺎﺗﺒﺎﻱ‬ ‫ﲏ‬‫ﺋﺔﻃﺔﺭ ﺩﻭﻳ‬
he would have seen Azad.
If you had sent the letter, .‫ ﺩﺓﻃﺔﻳﺸﺖ‬,‫ﺋﺔﻃﺔﺭ ﻧﺎﻣﺔﻛﺔﺕ ﻧﺎﺭﺩﺑﺎ‬
it would have arrived.
If I had seen him, I’d have greeted him. .‫ﻲ ﺩﺓﻛﺮﺩ‬‫ ﺳﻼﹶﻭﻡ ﻟﻴ‬,‫ﺋﺔﻃﺔﺭ ﺑﻴﲏ ﺑﺎﻡ‬
(I didn’t greet him.)
If he had come, we’d have eaten together. .‫ ﺑﺔﻳﺔﻛﺔﻭﺓ ﻧﺎﳕﺎﻥ ﺩﺓﺧﻮﺍﺭﺩ‬,‫ﺋﺔﻃﺔﺭ ﻫﺎﺗﺒﺎ‬
(we didn’t eat with him.)
If I had come to Kurdistan, I’d have .‫ﺮ ﺩﺓﺑﻮﻭﻡ‬‫ ﻛﻮﺭﺩﻱ ﻓﻴ‬,‫ﺎﲤﺎﻳﺔ ﻛﻮﺭﺩﺳﺘﺎﻥ‬ ‫ﺋﺔﻃﺔﺭ‬
learned Kurdish. (I didn’t learn Kurdish.)
COMMON MODAL VERBS & ADJECTIVES
SHOULD: ‫ﺩﺓﺑﻮﻭ‬
PRESENT
Affirmative Negative
I should go. .‫ﻡ‬‫ﻣﻦ ﺩﺓﺑﻮﻭ ﺑﺮﹺﻭ‬ .‫ﻡ‬‫ﻣﻦ ﻧﺔﺩﺓﺑﻮﻭ ﺑﻀﻢ\ﺑﺮﹺﻭ‬
He should go. .‫ﺋﺔﻭ ﺩﺓﺑﻮﻭ ﺑﺮﹺﻭﺍﺕ‬ .‫ﺖ\ﺑﺮﹺﻭﺍﺕ‬‫ﺋﺔﻭ ﻧﺔﺩﺓﺑﻮﻭ ﺑﻀﻴ‬
They should make dolma. .‫ﳌﺔ ﺩﺭﻭﺳﺖ ﺑﻜﺔﻥ‬‫ﺋﺔﻭﺍﻥ ﺩﺓﺑﻮﻭ ﺩﻭ‬ .‫ﳌﺔ ﺩﺭﻭﺳﺖ ﺑﻜﺔﻥ‬‫ﺋﺔﻭﺍﻥ ﻧﺔﺩﺓﺑﻮﻭ ﺩﻭ‬
Note:
I shouldn’t go. .‫ﻡ‬‫ﻣﻦ ﻧﺔﺩﺓﺑﻮﻭ ﺑﺮﹺﻭ‬
I shouldn’t have gone. .‫ﻳﺸﺘﻤﺎﻳﺔ‬‫ﻣﻦ ﻧﺔﺩﺓﺑﻮﻭﺍﻳﺔ ﺑﺮﹺﻭ‬
.‫ﻳﺸﺘﺒﺎﻡ‬‫ﻣﻦ ﻧﺔﺩﺓﺑﻮﻭﺍﻳﺔ )ﺏ(ﺭﹺﻭ‬
I don’t have to go. .‫ﻡ‬‫ﻮﻳﺴﺖ ﻧﺎﻛﺎﺕ ﺑﺮﹺﻭ‬‫ﻣﻦ ﺛﻴ‬
84
‫)‪PAST (IRREALIS: WISHFUL THINGKING FOR THE PAST‬‬
‫‪Affirmative‬‬ ‫‪Negative‬‬
‫‪I should have come early.‬‬ ‫ﻣﻦ ﺩﺓﺑﻮﻭﺍﻳﺔ ﺯﻭﻭ ‪‬ﺎﺗﺒﺎﻡ‪.‬‬ ‫ﻣﻦ ﻧﺔﺩﺓﺑﻮﻭﺍﻳﺔ ﺯﻭﻭ ‪‬ﺎﺗﺒﺎﻡ‪.‬‬
‫‪He should have left.‬‬ ‫ﺋﺔﻭ ﺩﺓﺑﻮﻭﺍﻳﺔ ﺑﺮﹺﻭ‪‬ﻳﺸﺘﺎﻳﺔ‪.‬‬ ‫ﺋﺔﻭ ﻧﺔﺩﺓﺑﻮﻭﺍﻳﺔ ﺑﺮﹺﻭ‪‬ﻳﺸﺘﺎﻳﺔ‪.‬‬
‫‪They should have known it.‬‬ ‫ﺋﺔﻭﺍﻥ ﺩﺓﺑﻮﻭﺍﻳﺔ ﺑﻴﺎﻧﺰﺍﻧﻴﺎﻳﺔ‪.‬‬ ‫ﺋﺔﻭﺍﻥ ﻧﺔﺩﺓﺑﻮﻭﺍﻳﺔ ﺑﻴﺎﻧﺰﺍﻧﻴﺎﻳﺔ‪.‬‬
‫ﺋﺔﻭﺍﻥ ﺩﺓﺑﻮﻭﺍﻳﺔ ﺑﻴﺎﻧﺰﺍﻧﻴﺒﺎ‪.‬‬ ‫ﺋﺔﻭﺍﻥ ﻧﺔﺩﺓﺑﻮﻭﺍﻳﺔ ﺑﻴﺎﻧﺰﺍﻧﻴﺒﺎ‪.‬‬
‫‪You should have washed.‬‬ ‫ﺗﻮ‪ ‬ﺩﺓﺑﻮﻭﺍﻳﺔ ﺧﻮ‪‬ﺕ ﺑﺸﻮﺷﺘﺎﻳﺔ‪.‬‬ ‫ﺗﻮ‪ ‬ﻧﺔﺩﺓﺑﻮﻭﺍﻳﺔ ﺧﻮ‪‬ﺕ ﺑﺸﻮﺷﺘﺎﻳﺔ‪.‬‬
‫ﺗﻮ‪ ‬ﺩﺓﺑﻮﻭﺍﻳﺔﺧﻮ‪‬ﺕ )ﺏ(ﺷﻮﺷﺘﺒﺎ‪.‬‬ ‫ﺗﻮ‪ ‬ﻧﺔﺩﺓﺑﻮﻭﺍﻳﺔ ﺧﻮ‪‬ﺕ ﺑﺸﻮﺷﺘﺒﺎ‪.‬‬
‫‪You shouldn have said that.‬‬ ‫ﺗﻮ‪ ‬ﺩﺓﺑﻮﻭﺍﻳﺔ ﺋﺔﻭ ﻭﻭﺷﺔﻳﺔﺕ ﺑﻄﻮﺗﺒﺎ‪.‬‬ ‫ﺗﻮ‪ ‬ﻧﺔﺩﺓﺑﻮﻭﺍﻳﺔ ﺋﺔﻭ ﻭﻭﺷﺔﻳﺔﺕ ﺑﻄﻮﺗﺒﺎ‪.‬‬
‫‪WISH & HOPE:‬‬ ‫ﺧ ﻮ‪‬ﺯﻃﺔ ‪ ,‬ﻫﻴﻮﺍﺩﺍﺭ ‪ ,‬ﺋﺎﻭﺍﺕ‪ ,‬ﺋﺎﺭﺓﺯﻭ ﻛﺮﺩﻥ‪ ,‬ﺣﺔﺯ ﻛﺮﺩﻥ‬
‫‪FUTURE‬‬
‫‪I hope to be a teacher.‬‬ ‫ﺧﻮ‪‬ﺯﻃﺔ\ﺋﺎﻭﺍﰎ\ﺋﺎﺭﺓﺯﻭ ﺩﺓﻛﺔﻡ ﻛﺔ ﺑﺒﻢ ﺑﺔ ﻣﺎﻣﺆﺳﺘﺎ‪.‬‬

‫‪I hope I can go.‬‬ ‫ﺧﻮ‪‬ﺯﻃﺔ ﺩﺓﻣﺘﻮﺍﱐ ﺑﺮﹺﻭ‪‬ﻡ‪.‬‬
‫‪I hope I can see you.‬‬ ‫ﺧﻮ‪‬ﺯﻃﺔﻡ ﺩﺓﻣﺘﻮﺍﱐ ﺑﺘﺒﻴﻨﻢ‪.‬‬
‫‪I wish I had a car.‬‬ ‫ﻫﻴﻮﺍﺩﺍﺭﻡ ﻛﺔ ﺳﺔﻳﺎﺭﺓﻳﺔﻛﻢ ﻫﺔﺑﻴ‪‬ﺖ‪.‬‬
‫‪I’d like to drink water.‬‬ ‫ﺣﺔﺯ ﺩﺓﻛﺔﻡ ﻛﺔ ﺋﺎﻭ ﲞﺆﻣﺔﻭﺓ‪.‬‬
‫)‪(I’m looking for water now.‬‬
‫‪PRESENT‬‬
‫‪I wish I could fly.‬‬ ‫ﺧﻮ‪‬ﺯﻃﺔ )ﻛﺔ( ﺩﺓﻣﺘﻮﺍﱐ ﺑﻔﺮﹺﻡ‪.‬‬

‫‪I wish I could go.‬‬ ‫ﺧﻮ‪‬ﺯﻃﺔ ﺩﺓﻣﺘﻮﺍﱐ ﺑﺮﹺﻭ‪‬ﻡ‪.‬‬
‫‪You wish you could see him.‬‬ ‫ﺧﻮ‪‬ﺯﻃﺔﺕ ﺩﺓﺧﻮﺍﺳﺖ ﺑﻴﺒﻴﲏ‪.‬‬
‫‪I wish I had a car.‬‬ ‫ﻫﻴﻮﺍﺩﺍﺭﻡ ﻛﺔ ﺳﺔﻳﺎﺭﺓﻳﺔﻛﻢ ﻫﺔﺑﻴ‪‬ﺖ‪.‬‬
‫‪I wish I drank water.‬‬ ‫ﺧﻮ‪‬ﺯﻃﺔ ﺋﺎﻭﺓﻛﺔﻡ ﺩﺓﺧﻮﺍﺭﺩﺓﻭﺓ‪.‬‬
‫)‪(There is no water now.‬‬
‫‪It’s possible that it (has) rained.‬‬ ‫ﺭﺓﻧﻄﺔ ﻛﺔ ﺑﺎﺭﺍﻥ ﺑﺎﺭﻳﺒﻴ‪‬ﺖ‪.‬‬
‫‪I wish I were you.‬‬ ‫ﺧﻮ‪‬ﺯﻃﺔ ﻭﺓﻛﻮ ﺗﻮ‪‬ﻡ ﱄﹶ ﺩﺓﻫﺎﺕ‪.‬‬
‫ﺧﻮ‪‬ﺯﻃﺔ ﻭﺓﻙ ﺗﻮ‪‬ﻡ ﺟﺔﺑﻮﻭﻡ‪.‬‬
‫‪You wish you did the work.‬‬ ‫ﺑﺮﻳﺎ ﺋﻴﺸﺔﻛﺔﺕ ﺑﻜﺮﺩﺑﺎ‪.‬‬
‫‪She wishes he studied the lesson.‬‬ ‫ﺋﺔﻭ ﺣﺔﺯ ﺩﺓﻛﺎ ﻛﺔ ﺩﺓﺭﺳﺔﻛﺔﻱ ﺧﻮﻳ‪‬ﻨﺪﺑﻴ‪‬ﺖ‪.‬‬
‫)‪(He didn’t study and she feels sorry.‬‬
‫‪85‬‬
I wish my mom came. .‫ﺖ‬‫ﺯﻃﺔ ﺩﺓﺧﻮﺍﺯﻡ )ﻛﺔﻭﺍ( ﺩﺍﻳﻜﻢ ﺑﻴ‬‫ﺧﻮ‬

(but she’s not here.)
They wish school was closed. .‫ﺖ‬‫ﺋﺔﻭﺍﻥ ﺋﺎﺭﺓﺯﻭ ﺩﺓﻛﺔﻥ ﻛﺔ ﻗﻮﺗﺎﲞﺎﻧﺔ ﺩﺍﺧﺮﺍﺑﻴ‬
I wish I had finished the work. .‫ﺯﻃﺔ ﺩﺓﺧﻮﺍﺯﻡ ﻛﺔ ﺋﻴﺸﺔﻛﺔﻡ ﺗﺔﻭﺍﻭ ﺑﻜﺮﺩﺍﻳﺔ‬‫ﻣﻦ ﺧﻮ‬
I wish I could have helped you. .‫ﺯﻃﺔ ﲟﺘﻮﺍﻧﻴﺒﺎ ﻳﺎﺭﻣﺔﺗﻴﺖ ﺑﺪﺓﻡ‬‫ﺧﻮ‬
I wish I could have helped you. .‫ﺯﻃﺔ )ﺏ(ﺗﻮﺍﻧﻴﺒﺎ ﻳﺎﺭﻣﺔﺗﻴﺖ ﺑﺪﺓﻡ‬‫ﺧﻮ‬
I wish I had married him. .‫ ﺑﻜﺮﺩﺍﻳﺔ‬‫ﺮﺩﻡ ﺛﻲ‬‫ﺯﻃﺔ ﻣﻴ‬‫ﺧﻮ‬
I wish he hadn’t done that. .‫ﺑﺮﻳﺎ ﺋﺔﻭ ﻛﺎﺭﺓﻱ ﻧﺔﻛﺮﺩﺑﺎﻳﺔ‬
MUST: ‫ﺖ‬‫ﺩﺓﺑ ﻴ‬
PRESENT
I must go now. .‫ﺖ ﺑﺮﹺﺅﻡ‬‫ﺴﺘﺎ ﺩﺓﺑﻴ‬‫ﺋﻴ‬

We must not burn the food. .‫ﻨﲔ‬‫ﺸﺘﺔﻛﺔ ﺑﺴﻮﺗﻴ‬‫ﺖ ﺿﻴ‬‫ﻧﺎﺑﻴ‬
We must eat the food. .‫ﺖ ﻧﺎﻧﺔﻛﺔ ﲞﺆﻳﻦ‬‫ﺩﺓﺑﻴ‬
PAST
There must have been some food. .‫ﺩﺓﺑﻮﻭﺍﻳﺔ ﺧﻮﺍﺭﺩﻧﻴﺎﻥ ﻫﺔﺭ ﻫﺔﰊ‬
I must have visited him. .‫ﺩﺓﺑﻮﻭﺍﻳﺔ ﻫﺔﺭﺳﺔﺭﺩﺍﱎ ﺑﻜﺮﺩﺑﺎﻳﺔ‬
PERHAPS : ‫ ﻟﺔﻭﺍﻧﺔﻳﺔ‬,‫ﺭﹺﺓﻧﻄﺔ‬
PRESENT
Perhaps he will come back tomorrow. .‫ﺘﺔﻭﺓ‬‫ ﺑﻄﺔﺭﹺﻳ‬‫ﺭﹺﺓﻧﻄﺔ ﺋﺔﻣﺮﹺﻭ‬

Maybe we will travel to America. .‫ ﺋﺔﻣﺔﺭﻳﻜﺎ‬‫ﻟﺔﻭﺍﻧﺔﻳﺔ ﻃﺔﺷﺖ ﺑﻜﺔﻳﻦ ﺑﻮ‬
Maybe I will finish my work today. .‫ ﺋﻴﺸﺔﻛﺔﻡ ﺗﺔﻭﺍﻭ ﺑﻜﺔﻡ‬‫ﻟﺔﻭﺍﻧﺔﻳﺔ ﺋﺔﻣﺮﹺﻭ‬
PAST
Maybe he went to school. .‫ﺘﺔ ﻗﻮﺗﺎﲞﺎﻧﺔ‬‫ﻟﺔﻭﺍﻧﺔﻳﺔ ﻫﺎﺗﺒﻴ‬

Maybe they didn’t like the food. .‫ﺭﺓﻧﻄﺔ ﺧﻮﺍﺭﺩﻧﺔﻛﺔﻳﺎﻥ ﺑﺔﺩﻝﹶً ﻧﺔﺑﻮﻭﰊ‬
86
14. CONJUNCTIONS
Conjunctions are joining words and are sometimes called connectives.
A conjunction may join words, phrases or clauses.
CO-ORDINATE CONJUNCTIONS
Co-ordinate conjunctions join words that are the same part of speech: a noun with a noun;
an adjective with an adjective; and so on.
And ‫ﻭ‬ But ‫ ﻛﺔﺿﻲ‬,‫ﺑﺔﻻﹶﻡ‬ Or ‫ﻳﺎﻥ‬
Examples:
Azad, Nawzad, and Sirwan came. .‫ﺋﺎﺯﺍﺩ ﻭ ﻧﺔﻭﺯﺍﺩ ﻭ ﺳﲑﻭﺍﻥ ﻫﺎﺗﻦ‬

Danielle came to Kurdistan two years ago ‫ ﻛﻮﺭﺩﺳﺘﺎﻥ ﻭ‬‫ﺩﺍﻧﻴﺎﻝﹶ ﺑﺔﺭﻟﺔ ﺩﻭﻭ ﺳﺎﻝﹶ ﻫﺎﺕ ﺑﻮ‬
and learned Kurdish.
.‫ﺮﻱ ﺯﻣﺎﱐ ﻛﻮﺭﺩﻱ ﺑﻮﻭ‬‫ﻓﻴ‬
Study or sleep. .‫ﻨﺔ ﻳﺎﻥ ﺑﻨﻮﻭ‬‫ﻳﺎﻥ ﻭﺍﻧﺔﻛﺔ ﲞﻮﻳ‬
In philosophy two things that are completely ‫ﻦ ﺋﺔﻃﺔﺭ‬‫ﻟﺔ ﻓﺔﻟﺔﺳﺔﻓﺔﺩﺍ ﺩﻭﻭﺷﺖ ﺑﺔﺭﺍﻭﺭﺩ ﻧﺎﻛﺮﻳ‬
equal or completely different cannot be
compared. .‫ﺗﺔﻭﺍﻭ ﻭﺓﻛﻮﻳﺔﻙ ﺑﻦ ﻳﺎﻥ ﺗﺔﻭﺍﻭ ﻟﺔﻳﺔﻙ ﺟﻴﺎﻭﺍﺯ ﺑﻦ‬
I asked her a lot, but she didn’t answer me. .‫ ﻛﺔﺿﻲ ﻭﺓﻻﹶﻣﻲ ﻧﺔﺩﺍﻣﺔﻭﺓ‬,‫ﻲ ﻛﺮﺩ‬‫ﺭ ﺛﺮﺳﻴﺎﺭﻡ ﻟﻴ‬‫ﺯﻭ‬
I explained all the questions for him, ‫ ﻛﺔﺿﻲ‬,‫ ﺭﹺﻭﻭﻥ ﻛﺮﺩﺓﻭﺓ‬‫ﻫﺔﻣﻮﻭ ﺛﺮﺳﻴﺎﺭﺓﻛﺎﱎ ﺑﻮ‬
but he still doesn’t understand.
.‫ﻢ ﰐﹶ ﻧﺎﻃﺎ‬‫ﺸﺘﺎ ﻟﻴ‬‫ﻫﻴ‬
CONJUNCTIVE ADVERBS
Conjunctive adverbs are used to join two complet sentences that are very closely related
in meaning.
therefore, thus, as a result, hence

‫ﻳﺔ‬‫ﺑﻮ‬
later, after
‫ ﺩﻭﺍﺗﺮ‬,‫ﻟﺔﺛﺎﺷﺎﻥ‬
finally
‫ﺗﺎﻳﻴﺪﺍ‬‫ ﻟﺔ ﻛﻮ‬,‫ﻟﺔﺩﻭﺍﻳﻴﺪﺍ‬
however, nevertheless
‫ﻚ ﰊ‬‫ ﻫﺔﺭﺿﺆﻧﻴ‬/‫ﻚ‬‫ﻫﺔﺭﺿﺆﻧﻴ‬
otherwise
‫ﺋﺔﻃﻴﻨﺎ‬/‫ﺋﺔﻃﺔﺭﻧﺎ‬
besides
‫ ﻟﺔﻃﺔﻝﹶ ﺋﺔﻭﺓ‬/‫ﻟﺔﺛﺎﻝﹶ ﺋﺔﻭﺓ‬
anyway, anyhow
‫ﻚ‬‫ﻫﺔﺭﺿﺆﻧﻴ‬
87
My mom is sick, so I couldn’t .‫ ﺑﺆﻳﺔ ﻧﺔﻣﺘﻮﺍﱐ ﺑﻀﻢ ﺑﺆ ﺋﺎﻫﺔﻧﻄﺔﻛﺔ‬،‫ﺩﺍﻳﻜﻢ ﻧﺔﺧﺆﺷﺔ‬

come to the party.
Anyhow, I want to study Kurdish .‫ﻨﻢ‬‫ ﻛﻮﺭﺩﻱ ﲞﻮﻳ‬‫ ﺳﺎﻟﹶﻲ ﺩﺍﻫﺎﺗﻮﻭ ﺩﺓﻣﺔﻭﻱ‬‫ﻚ ﰊ‬‫ﻫﺔﺭﺿﺆﻧﻴ‬
next year.
I woke up, after that washed my face, ‫ ﺩﻭﺍﺗﺮ‬,‫ ﻟﺔﺛﺎﺷﺎﻥ ﺩﺓﺳﺖ ﻭ ﺿﺎﻭﻡ ﺷﻮﺷﺖ‬,‫ﻟﺔﺧﺔﻭ ﻫﺔﺳﺘﺎﻡ‬
after that changed my clothes, and
lastly went to college. .‫ﺬ‬‫ﻟﻴ‬‫ ﻛﻮ‬‫ ﻟﺔﺩﻭﺍﻳﻴﺪﺍ ﺿﻮﻭﻡ ﺑﻮ‬,‫ﺭﹺﻱ‬‫ﺟﻠﺔﻛﺎﱎ ﻃﻮ‬
We didn’t go, .‫ﻳﺔ ﺋﺔﻭﻳﺶ ﻧﺔﻫﺎﺕ‬‫ ﺑﻮ‬,‫َﻤﺔ ﻧﺔﺿﻮﻭﻳﻦ‬‫ﺋﻴ‬
so she didn’t come either.
Study, otherwise you’ll fail. .‫ ﺋﺔﻃﺔﺭﻧﺎ ﺩﺓﺭﻧﺎﺿﻲ‬، ‫ﻨﺔ‬‫ﲞﻮﻳ‬
Besides Kurdish, I want to learn Farsi .‫ﺮﻱ ﻓﺎﺭﺳﻲ ﻭ ﻋﺔﺭﺓﰊ ﺑﺒﻢ‬‫ ﻓﻴ‬‫ﻟﺔﺛﺎﻝﹶ ﻛﻮﺭﺩﻱ ﺩﺓﻣﺔﻭﻱ‬
and Arabic.
RELATIVE PRONOUN
Relative clauses in Kurdish are often, but not necessarily, introduced by the relative
pronoun “‫( ”ﻛﺔ‬who, which, that). Generally speaking, the relative pronoun ka may be
omitted, particularly when it functions as the object of the verb in the relative clause. The
relative pronoun is rarely omitted when it functions as the subject of the verb in the
relative clause.
When I went to the market, I saw Dawt. .‫ ﺑﺎﺯﺍﺭﹺ ﺩﺍﻭﰎ ﺑﻴﲏ‬‫ﻛﺎﰐﹶ )ﻛﺔ( ﺿﻮﻭﻡ ﺑﻮ‬
Those books I bought yesterday are nice. .‫ﺷﻦ‬‫ ﻛﺮﹺﱘ ﺧﻮ‬‫ﲏ‬‫ﺒﺎﻧﺔﻱ ﻛﺔ ﻣﻦ ﺩﻭﻳ‬‫ﺋﺔﻭ ﻛﺘﻴ‬
When I came, you weren’t at home. .‫ ﻟﺔ ﻣﺎﻝﹶ ﻧﺔﺑﻮﻭﻱ‬‫ ﺗﻮ‬,‫ﻛﺔ ﻫﺎﰎ‬
This is the flower he gave me. .‫ﻲ ﺩﺍﻡ‬‫ﺋﺔﻭﺓ ﻛﻮﻟﹶﺔﻛﺔﻳﺔ ﻛﺔ ﺋﺔﻭ ﺛﻴ‬
When did you find out that she’s married? ‫ﺰﺍﻧﺪﺍﺭﺓ؟‬‫ﻄﺔﻳﺸﱵ ﻛﺔ ﺋﺔﻭ ﺧﻴ‬‫ﻛﺔﻱ ﺗﻴ‬
SUBORDINATE CONJUNCTIONS
Subordinate conjunctions are used to join two ideas which otherwise would require two
separate sentences.
Subordinating conjunctions are generally formed as below:
(‫)ﻛﺔ‬ + ‫ﺋﺔﻭﺓﻱ‬+ preposition
* The relative pronoun “‫ ”ﻛﺔ‬is optional.
88
COMMON SUBORDINATING CONJUNCTIONS
Provided that, on condition that

(‫ﺑﺔﻭ ﻣﺔﺭﺟﺔﻱ )ﻛﺔ‬
(+ subjunctive)
Without
(+ present subjunctive) (‫ ﺋﺔﻭﺓﻱ )ﻛﺔ‬‫ﺑﺔ ﰊ‬
Before
(‫ﺑﺔﺭ ﻟﺔﻭﺓﻱ )ﻛﺔ‬
Before
(+ present subjunctive)
(‫ﺶ ﺋﺔﻭﺓﻱ )ﻛﺔ‬‫ﺛﻴ‬
After
(‫ﺛﺎﺵ ﺋﺔﻭﺓﻱ )ﻛﺔ‬
In order that
(‫ ﺋﺔﻭﺓﻱ )ﻛﺔ‬‫ﺑﻮ‬
(+ present subjunctive)
Because, Since
‫ ﻟﺔﺑﺔﺭ ﺋﺔﻭﺓﻱ‬,‫ﺿﻮﻧﻜﺔ‬
Because of ‫ﺓﻭﺓ‬.. ‫ﻱ‬‫ﺑﺔ ﻫﻮ‬
Until
‫ﻫﺔﺗﺎ‬
When
‫ﻚ‬‫ ﻛﺎﺗﻴ‬,‫ ﻛﺎﰐﹶ‬,‫ ﻛﺔﻱ‬,‫ﻛﺔ‬
Although, Even if
‫ ﻫﺔﺭﺿﺔﻧﺪ‬,‫ﻟﺔﻃﺔﻟﹶﺌﺔﻭﺓﺷﺪﺍ‬
Examples:
I had slept until my mom came back. .‫ﻣﻦ ﻧﻮﻭﺳﺘﺒﻮﻭﻡ ﻫﺔﺗﺎ ﺩﺍﻳﻜﻢ ﻫﺎﺗﺔﻭﺓ‬
Even though I was tired, I helped .‫ ﺑﺔﻻﹶﻡ ﻫﺔﺭ ﻳﺎﺭﻣﺔﺗﻴﻢ ﺩﺍ‬,‫ﻟﺔﻃﺔﻟﹶﺌﺔﻭﺓﺷﺪﺍ )ﻛﺔ( ﻣﺎﻧﺪﻭﻭ ﺑﻮﻭﻡ‬
him.
Even though he studied hard, .‫ ﻛﺔﺿﻲ ﺩﺓﺭ ﻧﺔﺿﻮﻭ‬, ‫ًﻨﺪﺑﻮﻭ‬‫ﻫﺔﺭﺿﺔﻧﺪﺓ ﺋﺔﻭ ﺯﺅﺭﻱ ﺧﻮﻳ‬
he didn’t pass.
In order that people like you, you .‫ﺰﻳﺎﻥ ﱄﹶ ﺑﻄﺮﻱ‬‫ﻮﻳﺴﺘﺔ ﺭﻳ‬‫ﻲ ﺛﻴ‬‫ﺑﺆ ﺋﺔﻭﺓﻱ ﺧﺔﻟﹶﻜﻲ ﺧﺆﺷﻴﺎﻥ ﺑﻮﻳ‬
have to respect them.
Ahmad has become very rich ‫ﺭ ﺩﺓﻭﻟﹶﺔﻭﺓﻧﺪ ﺑﻮﻭ‬‫ﺋﺔﲪﺔﺩ ﺯﻭ‬
because he won a lottery.
.‫ﻱ ﺑﺮﺩﻧﺔﻭﺓﻱ ﻳﺎﻧﺴﻴﺒﺔ ﻛﺔﻭﺓ‬‫ﺑﺔ ﻫﻮ‬
89

Kurdish Grammarکتێبی ڕێزمانی کوردی

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Kurdish Grammarکتێبی ڕێزمانی کوردی

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A Basic Guide to

ANY QUESTIONS OR COMMENTS?

Send me an email at [email protected]

Chapter 1. Kurdish Alphabet ------------------------------------------------ 1

Chapter 2. Grammatical Units ------------------------------------------------ 7

Chapter 3. The Noun Phrase ------------------------------------------------ 12

Chapter 4. Linking Verbs ------------------------------------------------ 23

Chapter 5. Questions ------------------------------------------------ 26

Chapter 6. Adjectives ------------------------------------------------ 27

Chapter 7. Prepositions – Part I ------------------------------------------------ 31

Chapter 8. Verb Types ------------------------------------------------ 34

Chapter 9. Tenses ------------------------------------------------ 37

Chapter 10. Irregular Verbs ------------------------------------------------ 61

Chapter 11. Passives ------------------------------------------------ 66

Chapter 12. Prepositions – Part II ------------------------------------------------ 69

Chapter 13. Subjunctives ------------------------------------------------ 76

Chapter 14. Conjunctioins ------------------------------------------------ 87

Iraqi Kurdistan, essentially unrepresented and repressed by previous Iraqi governments, is

Sorani is a beautiful language.

May 25, 2010

Jeanne, for your careful editing.

Team Jubilee, for your loving support and prayer.

The Ministry of Culture of KRG, for publishing this book.

MOST THOROUGHLY STUDIED

Qaradaghy, Aram Kurdish Phrase-Book Sulemaniya, 2002

Salah, Mohamad S. Sana for Learning Arabic-Kurdish-English 2009

Ali, Ihasan JAF English-Kurdish Dictionary 2009 [email protected]

Mohammad, Shirwan Oxford Photo Dictionary English-Kurdish 2008

Nawkhosh, Salam Oxford Dictionary Kurdish-English Sulemaniya, 2002

Kurdish is a beautiful language.

Arabic Shape Latin Phonetic Pronounciation Examples

13 J Equivalent to French J as in ‫ﺫﻥ‬

22 G G as in Girl, gas ‫ﻃﻮﻝﹶ‬

28 H H as in Hot, Handsome ‫ﻫﺔﺭﻣﻲ‬

※ Vowels are continued in the next page.

1) “‫”ﺡ‬, “‫”ﺥ‬, “‫”ﻕ‬, “‫ ”ﻉ‬and “‫ ”ﻍ‬sounds don’t exist in English.

‫( ﺩﺓﺿﻢ‬Standard) = ‫( ﺋﺔﺿﻢ‬Sulemaniya Dialect)

Rs always mean “‫”ﺭﹺ‬.

Vowel “‫”ﻭ‬ Consonant “‫”ﻭ‬ Vowel “‫”ﻱ‬ Consonant “‫”ﻱ‬

Alone ‫ﺙ‬ With Vowel ‫ﺛﻲ‬

6) In general, Kurdish letters are pronounced as written. This “‫ ”ﺓ‬vowel, however,

In general ‫ﻃﺔﻭﺭﺓ‬ [ge-u-re]

Beginning Middle or End

‫ﺍ‬ ‫ﺋﺎﻭ‬ ‫ ﻛﺮﺍ‬,‫ﺩﺍﺭ‬

with the Hamze ”‫”ﺀ‬.

‫ﻭ‬ ‫ﻨﺔ‬‫ﻭﻳ‬ ‫ﺋﻮﺗﻮﻭ‬

English Meaning Kurdish Pronunciation

English Meaning Kurdish Pronunciation

Verb (‫)ﻓﺮﻣﺎﻥ‬: Verbs expresses existence, action, or occurrence.

Adjective (‫)ﺋﺎﻭﺓﻟﹶﻨﺎﻭ‬: Adjectives modify nouns.

Adverb (‫)ﺋﺎﻭﺓﻟﹶﻔﺮﻣﺎﻥ‬: Adverbs modify verb and adjectives.

Preposition (‫ﺪﺓﻭﺍﺫﺓﻛﺎﻥ‬‫)ﺯﻳ‬: A word or phrase placed typically before a substantive and

Conjunction (‫ﱵ‬‫)ﻳﺔﻛﻴ‬: Conjunction serves to connect words, phrases, clauses, or sentences.

Interjection (‫)ﻗﺴﺔﻫﺔﻟﹶﺪﺍﻥ‬: Interjection usually expresses emotion and is capable of

THE PARTS OF THE SENTENCE

SUBJECT( ‫ ) ﺑﻜﺔﺭ‬AND PREDICATE( ‫) ﻃﻮﺯﺍﺭﺓ‬

Every complete sentence contains two parts: a subject(‫ )ﺑﻜﺔﺭ‬and a predicate(‫)ﻃﻮﺯﺍﺭﺓ‬.

Azad runs. ‫ﺋﺎﺯﺍﺩ ﺭﹺﺍ ﺩﺓﻛﺎ‬

‫ﻟﺔ ﺛﺎﺭﻛﺔﻛﺔ ﺭﹺﺍ ﺩﺓﻛﺔﻥ‬