Unique Features

1. As a part of practice words, we have chosen 400 important words that occur in the Holy Qur’an almost 39,000 times (out of a total of 78,000). In other words, at the end of this book, you will be able to recite 50% words of the Qur’an with the application of Tajweed rules.  Reading correctly will inspire a joy and fervor in each student and teacher, as s/he will get closer to the Divine Revelation.
2. Spoken Arabic: From the beginning, students are taught 2 words of spoken in every class. They are taught with TPI (Total Physical Interaction) to make it effective.  TPI is: You hear it, see it, think it, say it, show it, and love it!  Involve yourself completely to learn effectively and quickly.
3. Amazing Arabic! Interesting features of Arabic language are shown in different lessons.  This adds to the enthusiasm of students to learn Arabic.
4. Every lesson shows new words you learn, and their frequency of occurrences in the Holy Qur’an. You can monitor your progress by word count, it will further help to boost and enhance your interest in learning.
5. For teaching almost every letter, pictures of objects are being used. The names of these objects begin with the pronunciation of the letters being taught. This will not only create a link, but also aid in fixing the letter in the minds of students. For example, mic is meem, ball with a bat below it is baa, snake is seen, snake taking shower is sheen, and so on.
6. Makhaarij have been taught using pictures as an aid to explanation from the very initial stages.
7. The letters are arranged according to the makhaarij for all the exercises that relate to different vowel sounds or inflexions (harakaat). This ensures further strengthening of the makhaarij.
8. Full form and short form is an easy and interesting concept to learn the different shapes of the letters. Simple logic of connector is used to explain the short-form shapes used within a word.
9. The short forms are taught from the very beginning along with enough practice to ensure that no difficulties are faced by the student in reading the words of the Holy Qur’an.
10. From the very beginning, each letter is practiced with fathah (zabar). This helps in the understanding the makhaarij.  For example, the letter ‘jeem’ has an extra ‘m’ or ‘meem’ sound in its name; however, sound ‘ja’ represents the sound of ‘jeem’.  Further, the letters with fathah occur thousands of times in the Holy Qur’an whereas the letters without vowel signs occur only in the muqatta’aat  Muqatta’aat occur in the Qur’an around 50 times only.  
11. From Lesson 13 onwards, words are taught by separating them into individual letters. This separation is shown about the word itself. This way, a student finds it easy to learn.
12. The words are taught with emphasis on the understanding of the makhaarij (articulation or pronunciation) of the letters. This will help the student pronounce correctly and not confuse words that are very similar in sound, for example: ز، ظ، ذ، ض
13. The translation of the words is given just under them. The purpose behind this is to convey the message to the student that the Holy Qur’an is a Divine Revelation meant to be understood and acted upon.  The instructor may mention these meanings once in a while for young children. 
14. The words in every line of every lesson are selected in such a way that they rhyme. This makes the learning interesting for the students.  The recite the words with rhyme as they learn them. 
15. In every lesson, words are arranged in the order of increasing complexity. Simple words are given in the beginning.
16. Revision lessons are provided at regular intervals to ensure retention and practice of what is learnt earlier in different contexts.
17. As a part of in-built Tajweed, the lesson on Sukoon is spread over six lessons (e.g., qalqala, soft words, ‘hams’ etc.). Usually Sukoon is taught first and qalqala later.  Once a student gets into a habit of incorrectly pronouncing a letter, it becomes very difficult to correct it later. Teaching different applications of Sukoon are therefore taught at the start itself.
18. Following the same pattern of in-built Tajweed, shaddah is taught in three lessons.
19. Simplified rules of Madd are given in this book. Detailed rules can be taught later, in advanced courses on the topic.
20. The lessons on ‘Tajweed’ are arranged in an increasingly challenging pattern.
21. An attempt has been made to present the terminology of Tajweed in simple words for ease of learning and memorization. For example, ‘Izhaar’, ‘Ikhfaa’, ‘Idghaam’ and ‘Iqlaab’ are explained as ‘show,’ ‘hide,’ ‘join,’ and ‘change.’
22. At the end of the book, word-for-word explanation of Tajweed rules for commonly recited selections are provided.
23. A special font is designed for Arabic here. Every vowel sign is placed close to the letters. Different signs are designed for Ikhfaa, Shaddah with ghunnah, thick Raa, qalqalah, thick laam for laam-e-jalalah, etc.
24. Arabic font has an added advantage over handwritten script. The letter shapes are always uniform. This helps to decrease the confusion.
25. The Arabic font has another very special feature. Each vowel sign (harakah) is given within the width of each letter. This ensures that there is absolutely no confusion for a student while reading the words.
26. In every lesson, the letters corresponding to the rule that is taught in that lesson are colored red for added emphasis.
27. Icons and logos are used to stress upon important concepts. Tips and tricks, interesting stories are included to make the learning easy and fun.
28. A simple little poem has been composed to help the children learn the Makhaarij (articulation or pronunciation) easily. It has ten distinct features.
    1. Whole set: It teaches the complete set of 29 words.
    2. On fingertips: The poem uses the hand, its finger and finger-tips. Each letter is assigned a position on hand. With the help of this poem, the children will have Huruf-e-Tahajji and their makharij on their finger tips.
    3. Arranged: The letters in the poem are arranged according to the makhaarij order and not the standard order. Recognizing the letter shapes is not as big a challenge for non-Arab as saying them properly.
    4. In Groups: Almost each finger represents a group of letters having the same Makharij. No need to memorize Huroof Halaqi (throat letters) or other Makharij groups separately, because the poem already groups them properly.
    5. With a Rhyme: The poem has simple rhyming words that talk about groupings and makes it easy to memorize.
    6. With Actions: It is taught with actions to make the memorization easy and interesting.
    7. With Attributes: The actions relate to the attributes ((استفالة، تفخيم، إطباق، استعالة) of letters which are extremely important in the right recitation of the Qur’an i.e., with Tajweed. They are not meanings movements.
    8. Repeated for different cases: The poem is repeated almost 18 times with different cases of Harakaat (vowel signs) and rules (Madd, Qalqalah, Hams, etc). This ensures further application as well as strengthening of the Makhaarij in the context of different Harakaat and rules.
    9. Rules make sense: Several rules of Tajweed such as Shamsi and Qamari letters, rules of Noon-Sakinah and Tanween, rules of Meem-Sakinah, etc. can be easily explained using these Makharij groups in a natural way.

Application in reading words: The most powerful use of the poem is revealed when one starts reading the words.  The actions that show the attributes (استفالة، تفخيم، إطباق، استعالة) can be very effectively used to help a student read the words with right articulation as well as attributes. Ex: رغدًا، صراط، ترْضى، أغنى، تقهر،

InshaAllah you will find this course simple, interesting, and based on the latest teaching methodology. It will also inshallah be easy for the teacher to adopt and teach it.