Qur’anic supplication · meaning, pronunciation and practice
What do you do when you notice a blessing? Sulayman, peace be upon him, responds with a prayer for gratitude, pleasing action and admission among righteous servants by mercy. This study helps you connect thankfulness with what you do next.
Read the complete Qur’anic source
Qur’an study · An-Naml
Ayah 27:19
A full learner transliteration is not displayed here. Listen to the complete ayah and use the Arabic with a capable teacher rather than guessing its sounds from English letters.
Transliteration can help you begin, but it cannot reproduce every Arabic sound or replace listening, tajwid study, or correction from a capable teacher.Read from right to left. Each column keeps one Arabic word, its reading aid and its contextual gloss together. Select a word to hear it.
Each word card: Arabic · reading aid · contextual gloss
Saheeh International is the primary reading. The two named comparisons make translation choices visible; none is presented as the Arabic Qur’an itself.
So [Solomon] smiled, amused at her speech, and said, "My Lord, enable me to be grateful for Your favor which You have bestowed upon me and upon my parents and to do righteousness of which You approve. And admit me by Your mercy into [the ranks of] Your righteous servants."
And (Solomon) smiled, laughing at her speech, and said: My Lord, arouse me to be thankful for Thy favour wherewith Thou hast favoured me and my parents, and to do good that shall be pleasing unto Thee, and include me in (the number of) Thy righteous slaves.
So he smiled, amused at her speech; and he said: "O my Lord! so order me that I may be grateful for Thy favours, which thou hast bestowed on me and on my parents, and that I may work the righteousness that will please Thee: And admit me, by Thy Grace, to the ranks of Thy righteous Servants."
Sources used for this ayah panelOpen the Arabic, audio and translation notes
- Arabic and word segmentation
- Quran Foundation Quran.com Content API snapshot for Qur’an 27:19. The selected riwayah and Mushaf text field are recorded with the source data.
- Reading aids
- A full learner transliteration is not displayed; use the recitation and Arabic with a capable teacher. Transliteration is not Qur’an.
- Word audio and contextual glosses
- Quran Foundation word data. Glosses help align words; they are not presented as a complete translation.
- Named translations
- Saheeh International (resource 20), M. Pickthall (resource 19), and A. Yusuf Ali (resource 22).
- Complete recitation
- Mishari Rashid al-‘Afasy, Quran Foundation recitation resource 7.
The full verse records Sulayman’s response before giving his supplication. Read the narrative and prayer distinctly. The source page supplies the surrounding account; this study does not add an invented scene, dialogue or depiction of a prophet. Its focus is the prayer’s wording and the relationship between receiving a favour and responding well.
The Arabic source, named translations and learning aids have different roles. The explanation below is an educational guide, not additional revelation. Bring any uncertainty about the wording back to the source panel and a capable teacher.
Understand what you are asking
The request mentions blessings received by the speaker and his parents. It then asks for righteous action that pleases the Lord and admission among His righteous servants through His mercy. Gratitude is therefore not presented here as self-congratulation. The speaker acknowledges the giver and asks for help responding. Keep the final request in view instead of ending your understanding at the word thankfulness.
The One being addressed is اللّٰه (ALLAH). Keep your attention on the meaning rather than the appearance of a progress badge. Learning a sacred text calls for care, but a beginner should be supported patiently, not embarrassed for needing help.
Learn the pronunciation with care
Begin by listening to the complete verse through the verified recitation control, once it is available, or with a capable Qur’an reader. Follow the Arabic from right to left. Listen to a short phrase, point to the same words and repeat after the reader. A transliteration can help you find your place, but English letters cannot represent every Arabic sound.
Use the word meanings as reading support, then return to a full named translation. Arabic grammar does not always divide into one English word for each Arabic word. Do not combine fragments from different translations and label the result as the original text. Ask a qualified reader about sounds and stopping places you are unsure of. A sensible amount of practice is a teaching choice, not a newly prescribed devotional count.
Bring the meaning into ordinary life
Choose an ordinary ability or opportunity, such as time to learn or access to useful tools. Reflect on a responsible way to use it. That might mean completing a promised task or sharing something useful without boasting. These are examples for thought, not an exhaustive explanation of the verse. Do not assume that outward success proves a person’s spiritual rank or that hardship shows a lack of gratitude.
There is no fixed-count practice or promise of gaining a kingdom in this study. The prayer should not be used as a slogan for material success. Similar wording appears in another Qur’anic passage, but similar beginnings do not mean the endings can be exchanged during recitation.
Teach a younger learner gently
Place three labels on a plain page: blessing, good action and mercy. Ask the learner which ideas they recognise in the translation. Invite a modest example of using something well; a pencil or a book is enough. Avoid asking children to list expensive possessions or compare the wealth of their homes. An older learner can explain why asking for mercy remains important alongside doing good.
Give the learner time to explain in their own words before correcting them. Focus on one point at a time: recognising the addressee, finding a request or distinguishing source text from an example. Let them answer by speaking, pointing or writing. These are suggested teaching methods, not claims about a guaranteed learning result. Keep private family information out of shared classroom notes.
Check understanding and keep a useful record
What does the supplication ask after gratitude? What is the role of mercy in the final request? Can you keep the narrative introduction separate from the prayer?
Keep three learning aims separate: reading the page, explaining the meaning and reciting accurately. Reaching the end of a page does not prove memorisation or establish a person’s spiritual standing. In your own notes, record the phrase you reached and one question to return to; use the site’s save or assignment controls where they are available and working.
If you print the verse, select only what you need and avoid wasting paper. Keep Qur’anic text clean and handle it respectfully. Do not scatter or casually discard it. Ask a knowledgeable local teacher about suitable handling when a printed copy is no longer needed. The paper, screen and audio device are ways to access the words, not objects with independent protective power.