Al-Nahw al-Wadih Primary — Volume 1 (النحو الواضح للمرحلة الابتدائية) — Page 9

Arabic text · النص

Line-by-line translation · المعاني

ذَلِكَ الْقَوَاعِدُ وَيُدَوِّنُهَا عَلَى السَّبُّورَةِ، ثُمَّ يُحَاوِرُ التَّلَامِيذَ فِيهَا، مُسْتَطْرِدًا مِنْ إِلَى تَذْكِيرِهِمْ بِالْقَوَاعِدِ وَالتَّعَارِيفِ، وَيَحْسُنُ أَنْ يَصْرِفَ فِي ذَلِكَ الشَّطْرَ الْأَوَّلَ مِنْ زَمَنِ الدَّرْسِ، وَفِي الشَّطْرِ الثَّانِي مِنْهُ يُطَالِبُهُمْ بِتَكْوِينِ جُمَلٍ عَلَى النَّحْوِ الَّذِي رَسَمَهُ لَهُمْ فِي أَمْثِلَتِهِ وَتَمْرِينَاتِهِ.

He [the teacher] presents those rules and writes them on the blackboard, then discusses them with the students, proceeding to remind them of the rules and definitions; it is best that he spends the first half of the lesson time on this, and in the second half, he asks them to construct sentences in the manner he has outlined for them in his examples and exercises.

فِي التَّمْرِينِ الْكِتَابِيِّ: (١) يَحْسُنُ أَنْ تَكُونَ التَّمْرِينَاتُ الْكِتَابِيَّةُ ضَارِبَةً فِي مَنَاحٍ شَتَّى لِمَا تَلَقَّاهُ التَّلَامِيذُ مِنَ الْقَوَاعِدِ، مُخْتَلِفَةَ النَّزْعَةِ فِي طَرَائِقِ التَّدْرِيبِ.

Regarding written exercises: (1) It is best that the written exercises cover various aspects of the rules the students have received, with diverse approaches in the methods of training.

يَجِبُ الْإِكْثَارُ مِنَ التَّمْرِينَاتِ الْإِيجَابِيَّةِ الَّتِي يُطَالِبُ فِيهَا التَّلَامِيذُ بِتَكْوِينِ جُمَلٍ عَلَى قَوَاعِدَ خَاصَّةٍ، فَإِنَّ هَذِهِ التَّمْرِينَاتِ أَنْفَعُ فِي دَفْعِ الْمُتَعَلِّمِينَ إِلَى التَّفْكِيرِ، وَأَجْدَى فِي تَرْبِيَةِ مَلَكَةِ الْإِنْشَاءِ.

(2) One must increase the use of positive exercises in which students are asked to construct sentences based on specific rules, for these exercises are more beneficial in pushing learners to think and more effective in cultivating the faculty of composition.

يَحْسُنُ أَنْ تَكُونَ الْأَسْئِلَةُ مُتَطَلِّبَةً إِجَابَاتٍ قَصِيرَةً، حَتَّى يَنْفَسِحَ الزَّمَنُ لِتَعَدُّدِهَا وَاخْتِلَافِ ضُرُوبِهَا.

(3) It is best that the questions require short answers, so that there is enough time for a variety and diversity of them.

تَبْتَدِئُ التَّمْرِينَاتُ الْكِتَابِيَّةُ خَاصَّةً بِمَوْضُوعِ دَرْسِ الْقَوَاعِدِ أَوِ الدَّرْسَيْنِ السَّابِقَيْنِ، وَيَحْسُنُ بَعْدَ أَنْ سَيَّرَ الْمُدَرِّسُ مَرْحَلَةً كَافِيَةً فِي تَدْرِيسِ الْقَوَاعِدِ أَنْ يَتْبَعَ كُلَّ تَمْرِينَيْنِ خَاصَّيْنِ بِتَمْرِينٍ عَامٍّ شَامِلٍ لِمَا سَبَقَتْ دِرَاسَتُهُ.

(4) Written exercises should specifically begin with the subject of the grammar lesson or the two previous lessons, and it is best, after the teacher has progressed a sufficient stage in teaching grammar, to follow every two specific exercises with a general exercise that encompasses what has been previously studied.

لَا يَجُوزُ أَنْ يُحَاوِرَ الْأُسْتَاذُ تَلَامِيذَهُ فِي التَّمْرِينِ نَفْسِهِ، أَوْ أَنْ يَشْرَحَهُ لَهُمْ، بَلْ يَحْسُنُ إِذَا أَرَادَ مُسَاعَدَتَهُمْ أَنْ يُحَادِثَهُمْ، فِي الْقَوَاعِدِ الَّتِي أَسَّسَ عَلَيْهَا التَّمْرِينَ، وَيُطَالِبَهُمْ بِأَمْثِلَةٍ عَلَيْهَا، ثُمَّ يَدْعُوهُمْ إِلَى الْكِتَابَةِ مَارًّا بَيْنَهُمْ لِلْإِشْرَافِ عَلَى مَا يَكْتُبُونَ.

(5) The professor must not discuss the exercise itself with his students, nor explain it to them; rather, if he wishes to help them, it is best to talk to them about the rules upon which he based the exercise, ask them for examples of them, and then invite them to write while he walks among them to supervise what they are writing.

Vocabulary · المفردات (21 verbs · 53 nouns)

• دَوَّنَ — to record
• حَاوَرَ — to converse
• حَسُنَ — to be good
• صَرَفَ — to spend
• طَالَبَ — to demand
• رَسَمَ — to outline
• كَانَ — to be
• تَلَقَّى — to receive
• وَجَبَ — to be necessary
• انْفَسَحَ — to expand
• ابْتَدَأَ — to begin
• سَيَّرَ — to conduct
• تَبِعَ — to follow
• سَبَقَ — to precede
• جَازَ — to be permitted
• شَرَحَ — to explain
• أَرَادَ — to want
• حَادَثَ — to talk
• أَسَّسَ — to establish
• دَعَا — to invite
• كَتَبَ — to write
• قَاعِدَة — rule
• سَبُّورَة — blackboard
• تِلْمِيذ — student
• تَذْكِير — reminding
• تَعْرِيف — definition
• شَطْر — half
• زَمَن — time
• دَرْس — lesson
• ثَانِي — second
• تَكْوِين — formation
• جُمْلَة — sentence
• نَحْو — grammar
• مِثَال — an example
• تَمْرِين — exercise
• كِتَابِي — written
• ضَارِب — extending
• مَنْحَى — direction
• مُخْتَلِف — different
• نَزْعَة — tendency
• طَرِيقَة — method
• تَدْرِيب — training
• إِكْثَار — increasing
• إِيجَابِي — positive
• خَاصّ — special
• نَفْع — benefit
• دَفْع — pushing
• مُتَعَلِّم — learner
• تَفْكِير — thinking
• جَدْوَى — usefulness
• تَرْبِيَة — education
• مَلَكَة — faculty
• إِنْشَاء — composition
• سُؤَال — question
• مُتَطَلِّب — demanding
• إِجَابَة — answer
• قَصِير — short
• تَعَدُّد — multiplicity
• اخْتِلَاف — difference
• ضَرْب — type
• مَوْضُوع — topic
• سَابِق — previous
• مُدَرِّس — male teacher
• مَرْحَلَة — stage
• كَافِي — sufficient
• تَدْرِيس — teaching
• عَامّ — general
• شَامِل — comprehensive
• دِرَاسَة — study
• أُسْتَاذ — professor
• مُسَاعَدَة — help
• كِتَابَة — writing
• مَارّ — passing
• إِشْرَاف — supervision