Semester 2 moves to العربية بين يديك Book 2 Part 1 — the first 8 of its 16 units this semester. Each unit brings a dialogue or reading passage, its vocabulary, and the grammar the Sheikhs draw out of it. Lessons here land class by class: a lesson covers exactly what its lecture taught, no further — so an incomplete unit means the rest is coming next class.
L07–L09 are all one teaching day — the residential programme of 2026-08-01, recorded in three parts — and the recording between L08 and L09 has a gap: L09 opens inside a الفاعِل drill whose introduction was never recorded, so that topic is not taught anywhere in these lessons.
Lesson ↔ video map: L01 ← v45 (Sheikh Riyas); L02 ← v46 (Sheikh Riyas); L03 ← v47 (Sheikh Riyas); L04 ← v48 (Sheikh Riyas); L05 ← v49 (Sheikh Riyas); L06 ← v50 (Sheikh Riyas); L07 ← v51 (Sheikh Riyas, residential programme); L08 ← v52 (Sheikh Riyas, residential programme); L09 ← v53 (Sheikh Riyas, residential programme).
Unit 1 — العناية بالصحة (Care of Health)
Fī l-ʿasali shifāʾ — the honey-cure dialogue
Unit 1 opener · the ʿĀmir & Ḥāzim dialogue · health vocab · verbs with fixed prepositions (ʿuniya bi-, shaʿara bi-, ishtakā min) · lam, shufiya, baʿda an.
Ḥurūf al-jarr — the prepositions
Unit 1 grammar · alif vs hamzah · ism/fiʿl/ḥarf · ḥurūf al-mabānī vs al-maʿānī · Sībawayh's ~20 ḥurūf al-jarr (min, fī, ilā, ʿalā, ʿan, bi, li) · the majrūr/kasrah rule · the many senses of min · the Zaynab & Maryam diet dialogue.
Negation particles + the doctor–patient dialogue
Unit 1 grammar · negating the present verb · mā/lā/lam/lan and the mood each takes · lā an-nāfiyah (Maryam/Zaynab) · ʿinda · the doctor–patient ḥiwār (ḍaghṭ, sukkar, ḥimyah) vocab.
Unit 1 — العِنَايَةُ بِالصِّحَّةِ (Care of Health)
The verb's three tenses + the health reading passage
Unit 1 · al-māḍī / al-muḍāriʿ / al-mustaqbal · سَـ and سَوْفَ · the time-words amsi, al-ān, ghadan that pick the tense · the reading passage الصِّحَّةُ بَيْنَ المَاضِي وَالحَاضِرِ with its vocabulary · Qurʾān 7:31 and the one-third ḥadīth.
Book 2 Unit 1 — العناية بالصحة (Care of Health)
Aqsām al-kalimah + guided expression
Unit 1 grammar notes · the word's three kinds اسم / فعل / حرف with their diagnostic signs · ḥurūf al-jarr, ʿaṭf and naṣb · classifying the unit's sentences · the scrambled-word drill (at-taʿbīr al-muwajjah) · picture composition: traditional vs modern food and one naṣīḥah per picture.
Unit 2
Adawāt al-istifhām — the eleven interrogatives
Unit 2 grammar · the eleven question-words · hal vs the hamzah (negatives take only the hamzah) · ayy as muḍāf (ayyu/ayya/ayyi) · kam + singular manṣūb, kami-s-sāʿah, bi-kam · ayna/matā/kayfa · man vs mā · mā before a noun, mādhā before a verb · limādhā · the unit's three exercises.
Residential day (2026-08-01) — عِلْم الصَّرْف
ʿIlm aṣ-ṣarf — the eight verb types and the sound verb kataba
Residential day, part 1 of 3 · the ḥadīth of the strong believer · what ṣarf studies · ḥurūf al-ʿillah and the ṣaḥīḥ/muʿtall split · the eight types (sālim, muḍaʿʿaf, mahmūz · mithāl, ajwaf, nāqiṣ, lafīf maqrūn, lafīf mafrūq) · كَتَبَ through al-māḍī, al-muḍāriʿ, al-mustaqbal and al-amr · the dual · negation with mā and lā · al-afʿāl al-khamsah and the dropping nūn · hamzat al-waṣl and its vowel · the p.78 text مُعَلِّم السِّبَاحَة with its vocabulary and a ḥāl aside.
The amr of the mahmūz and muḍāʿaf verb, the p.83 drills, and William Tell
Residential day, part 2 of 3 · picks up L07's ṣarf thread · the mahmūz imperative كُلْ / خُذْ and why no alif is added · the muḍāʿaf مَدَّ – يَمُدُّ – مُدَّ, its kasrah/ḍammah present and the feminine plural يَمْدُدْنَ that undoes the shaddah · أَمْرُ الغَائِب flagged for later · the page-83 imperative drills across singular, dual and plural, masculine and feminine · يَا أَيُّهَا · the graded reading passage وِلْيَام تِل with its vocabulary — التَّصْغِير, أَكْثَر مِنْ, أَخَذَ + verb = 'he began to', the jussive after an imperative, نَكِرَة + صِفَة · and the closing self-study advice: Facebook clips, YouTube story videos, TRT dramas, Al Jazeera's تَعَلَّمِ العَرَبِيَّةَ.
Finishing al-fāʿil, the ḥiwār «كَيْفَ نَقْضِي العُطْلَةَ؟», an-nidāʾ, and the camping passage NEW
Residential day, part 3 of 3 and the last recording of the day · opens inside a فاعِل drill whose introduction was never recorded — the gap is flagged, not filled · the fāʿil is always مَرْفُوع, sentences with no verb have no fāʿil at all (مُبْتَدَأ + خَبَر), and the hidden marker on أَخِي · the ḥiwār كَيْفَ نَقْضِي العُطْلَةَ؟ with قَضَى / يَقْضِي / قاضٍ, the idiom العُطْلَةُ عَلَى الأَبْوابِ, kunyah address etiquette (يا أَبا أَحْمَدَ / يا أُمَّ أَحْمَدَ) and the exclamation يا لَهُ / يا لَها مِن … · النِّداء — no ال and no tanwīn after يا, and a مُضاف مُنادَى goes مَنْصُوب, with its Qurʾānic examples · a nashīd on the Hijrah (summarised only) · and the reading passage التَّخْيِيم with حَيْثُ, قَدْ + ماضٍ vs مُضارِع, and نَقِيّ · closes by announcing a test in the next class.