Arabic language rules for elementary school students

Guidelines to be observed* The teacher must pay great attention to what we called "sentence formation" and care about it as a bridge that the student crosses to both composition and grammar, and this is done through oral practice at times, and through writing at other times, with variation in this, such as asking students to create sentences based on examples of sentences in front of them, or complete incomplete sentences, and other activities that leave room for the teacher's creativity and resourcefulness.* The purpose of parsing is to regulate the endings of words, clarify the reason for their regulation, and understand their positions in sentences. There is no need to teach students idiomatic expressions that they repeat without understanding their meaning; instead, focus should be on what achieves the purpose. In the third year: it is sufficient for students when parsing a sentence to describe its parts as follows: – to clarify the function of the word in the sentence, such as being one of the three verbs, or being a subject, object, or genitive … etc. – to add to what was previously mentioned by specifying its type as either mutable or fixed, with the fixed type only indicating the construction, for example: a past tense verb built, or a present tense verb parsed, or a negation particle built, and in the parsed type, simply mention the grammatical case, such as: a subject in nominative case, or an object in accusative case, or a genitive object. In the fourth year: it is sufficient for students when parsing a sentence to describe its parts as above, and to add an indication of the type of building (consonant, open, broken, or silent), and to specify the grammatical movement in the parsed word whether it is apparent or implied, or to indicate what replaces the movement, such as a movement, a letter, or deletion of nun. From the Primary Study Curriculum for Boys' Schools, Ministry of Education, October 1936.