{ "grade_level": 4, "title_en": "English for Libya — Grade 4 Official Curriculum Suite", "title_ar": "منهج اللغة الإنجليزية للصف 4 (كتاب المعلم + كتاب التلميذ + كراسة التدريبات)", "teacher_book_url": "books\/grade4\/grade4.pdf", "student_book_url": "books\/grade4\/student_grade4.pdf", "workbook_url": "books\/grade4\/workbook_grade4.pdf", "units_count": 8, "units": [ { "id": "school-g4-u1-l1", "track_type": "libya_school", "level_number": 1, "grade_level": "4", "cefr_level": "A1", "unit_order": 1, "title_en": "Unit 1 (Lessons 1–4 | p.8–15): New Friends, Our Playground, Rules & School Bag", "title_ar": "دليل المعلم: الوحدة 1 (الدروس 1–4 | ص 8–15): أصدقاء جدد، ساحة اللعب، القواعد وحقيبتي المدرسية", "category": "دليل المعلم — الصف الرابع الابتدائي", "difficulty_weight": -1, "book_pdf_url": "books\/grade4\/grade4.pdf", "teacher_book_url": "books\/grade4\/grade4.pdf", "student_book_url": "books\/grade4\/student_grade4.pdf", "workbook_url": "books\/grade4\/workbook_grade4.pdf", "book_page_start": 7, "book_page_end": 15, "book_lessons_covered": "Lesson 1 (p.8): New Friends • Lesson 2 (p.10): Our Playground • Lesson 3 (p.12): Playground Rules • Lesson 4 (p.14): What’s in my school bag?", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 1 (Lessons 1–4 | p.8–15): New Friends, Our Playground, Rules & School Bag (Grade 4, pp. 7–15): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "التعريف بالنفس وبالأصدقاء (Yousif, Nadia, Kareem, Lina)، تسمية ألعاب ساحة المدرسة وحروف الجر الحركية (up, down, through, along, around)، كتابة قواعد الملعب (Do not...)، ووصف محتويات الحقيبة المدرسية بـ (There is \/ There are).", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 1 (Lessons 1–4 | p.8–15): New Friends, Our Playground, Rules & School Bag (Grade 4 | Book pp. 7–15)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1 (p.8): New Friends • Lesson 2 (p.10): Our Playground • Lesson 3 (p.12): Playground Rules • Lesson 4 (p.14): What’s in my school bag?\n• Textbook Alignment: Teacher's Book (pp. 7–15) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: playground (\/ˈpleɪɡraʊnd\/ — ساحة اللعب \/ فناء المدرسة), ladder (\/ˈlædər\/ — سُلّم), slide (\/slaɪd\/ — زحليقة), tunnel (\/ˈtʌnəl\/ — نفق), roundabout (\/ˈraʊndəbaʊt\/ — لعبة الدوّامة الدوارة), swing (\/swɪŋ\/ — أرجوحة)\n\n2. STEP-BY-STEP 8-LESSON TEACHING SEQUENCE (GRADUAL RELEASE: I DO → WE DO → YOU DO):\n• Lessons 1–2 (Presentation & Lexical Input — \"I Do\"):\n - Activate prior knowledge using the Course Book illustrations and flashcards.\n - Model pronunciation and stress patterns; conduct choral and individual drills.\n• Lessons 3–4 (Guided Grammar & Dialogue Practice — \"We Do\"):\n - Present target structures inductively on the board using sentence frames.\n - Guide students through Course Book listening tracks and structured pair dialogues.\n• Lessons 5–6 (Reading, Phonics & Information Gap — \"You Do in Pairs\/Groups\"):\n - Assign 4 cooperative group roles (Reader, Note-taker, Summarizer, Speaker) for reading comprehension and Workbook tasks.\n• Lessons 7–8 (Writing Task, Revision & Formative Exit Slip):\n - Guide process writing in the Workbook, verify answers using the Teacher's Answer Key, and administer a 3-minute Exit Slip.\n\n3. TARGET CLASSROOM LANGUAGE & BOARD EXAMPLES:\n • Lesson 1 Target Focus — playground \/ˈpleɪɡraʊnd\/: \"\"\n • Lesson 2 Target Focus — ladder \/ˈlædər\/: \"\"\n • Lesson 3 Target Focus — slide \/slaɪd\/: \"\"\n • Lesson 4 Target Focus — tunnel \/ˈtʌnəl\/: \"\"\n • Lesson 5 Target Focus — roundabout \/ˈraʊndəbaʊt\/: \"\"\n • Lesson 6 Target Focus — swing \/swɪŋ\/: \"\"\n • Lesson 7 Target Focus — pencil sharpener \/ˈpɛnsəl ˈʃɑːrpənər\/: \"\"\n • Lesson 8 Target Focus — rubber \/ˈrʌbər\/: \"\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (English for Libya Teacher's Guide):**\n• **هدف الحصة (Lesson Objective):** تمكين التلميذ من استيعاب واستخدام المفردات والتراكيب اللغوية في سياق تواصلي تفاعلي.\n• **خطة سير الحصة الموصى بها:**\n 1. التمهيد (Warm-up 5 mins): مراجعة المفردات السابقة وإثارة الاهتمام بالصور والأسئلة الاستكشافية.\n 2. عرض المفاهيم (Presentation 10 mins): قراءة النص وسماع التسجيل الصوتي وترديد الكلمات بنطق سليم.\n 3. التدريب المقيد (Practice 15 mins): حل تمارين كتاب التلميذ (Pupil's Book) وكتاب النشاط (Activity Book) فردياً وفي أزواج.\n 4. الإنتاج والتطبيق (Production 10 mins): محادثة قصيرة أو كتابة جمل حرة تطبق القاعدة.\n 5. الختام والتقييم (Wrap-up 5 mins): مراجعة سريعة وتكليف التلاميذ بواجب كتاب النشاط.\n\n--------------------------------------------------\n🌟 أهلاً بأبطال الصف الرابع الابتدائي في أولى وحدات كتابكم المدرسي (English for Libya — Primary 4)!\n\nفي الصفحات (7 إلى 15) نتعلم مع أصدقائنا (Yousif, Nadia, Kareem, Lina) أربعة دروس أساسية:\n1️⃣ الدرس 1 (New Friends - ص 8): التعريف بالنفس والسن والعائلة:\n• Hello, I'm Yousif. I'm 9. I'm tall for my age. I live with my mum, dad and my sister, Lina. She's 8.\n• Nadia has long, black hair. Her best friend is Lina.\n\n2️⃣ الدرس 2 (Our Playground - ص 10–11): ألعاب ساحة المدرسة وحروف الجر الحركية:\n• climb up the ladder (يتسلق السلم للأعلى)\n• go down the slide (ينزلق على الزحليقة للأسفل)\n• crawl through the tunnel (يزحف عبر النفق)\n• walk along the bars (يمشي على طول القضبان)\n• spin around on the roundabout (يدور حول الدوامة)\n\n3️⃣ الدرس 3 (Playground Rules - ص 12–13): قواعد الأمان في الملعب باستخدام صيغة الأمر والنفي (Do not \/ Don't):\n• Do not stand on the swing. (لا تقف على الأرجوحة)\n• Do not go too fast. (لا تسرع كثيراً)\n• Hold on with both hands. (تمسّك بكلتا يديك)\n• Do not push. \/ Do not balance on 1 leg.\n\n4️⃣ الدرس 4 (What's in my school bag? - ص 14–15): الأدوات المدرسية واستخدام (There is a\/an للمفرد) و (There are lots of \/ some للجمع):\n• In my school bag, there is a rubber, a ruler, a pencil case and a pencil sharpener.\n• There are lots of books, crayons and pens.", "phonetic_pairs": [ { "sound": "Movement Prepositions", "letters": "up \/ down \/ through \/ along \/ around", "examples": "climb up the ladder • go down the slide • crawl through the tunnel", "rule_ar": "كل لعبة في ساحة المدرسة ترتبط بحرف جر حركي خاص بها كما في تمرين ص 11." }, { "sound": "Playground Imperatives", "letters": "Hold on... \/ Do not (Don’t)...", "examples": "Hold on with both hands • Do not push • Don’t stand on the swing", "rule_ar": "نبدأ بالفعل مباشرة للأمر الإيجابي، ونضع (Do not \/ Don’t) قبل الفعل للتحذير والنهي." }, { "sound": "There is vs There are", "letters": "There is a... \/ There are lots of...", "examples": "There is a ruler • There are lots of books", "rule_ar": "نستخدم (There is) مع الشيء المفرد، و(There are) مع الجمع في الحقيبة أو الفصل." }, { "sound": "Digraph \/ʃ\/ & \/tʃ\/", "letters": "sharpener \/ teacher \/ chair", "examples": "pencil sharpener • teacher", "rule_ar": "حرفا (sh) ينطقان (ش)، وحرفا (ch) ينطقان (تش)." } ], "vocabulary_list": [ { "word": "playground", "ipa": "\/ˈpleɪɡraʊnd\/", "meaning_ar": "ساحة اللعب \/ فناء المدرسة", "example": "There are rules for the playground." }, { "word": "ladder", "ipa": "\/ˈlædər\/", "meaning_ar": "سُلّم", "example": "I’m climbing up the ladder." }, { "word": "slide", "ipa": "\/slaɪd\/", "meaning_ar": "زحليقة", "example": "I’m going down the slide." }, { "word": "tunnel", "ipa": "\/ˈtʌnəl\/", "meaning_ar": "نفق", "example": "I am crawling through the tunnel." }, { "word": "roundabout", "ipa": "\/ˈraʊndəbaʊt\/", "meaning_ar": "لعبة الدوّامة الدوارة", "example": "I’m spinning around on the roundabout." }, { "word": "swing", "ipa": "\/swɪŋ\/", "meaning_ar": "أرجوحة", "example": "My rule is don’t stand on the swing." }, { "word": "pencil sharpener", "ipa": "\/ˈpɛnsəl ˈʃɑːrpənər\/", "meaning_ar": "مبراة أقلام", "example": "There is a pencil sharpener in my pencil case." }, { "word": "rubber", "ipa": "\/ˈrʌbər\/", "meaning_ar": "ممحاة (أستيكة)", "example": "There is a rubber and a ruler on the desk." } ], "quiz_items": [ { "id": "g4-u1-l1-q1", "step_label": "سؤال الكتاب المدرسي (ص 11 تمرين 4): حروف الجر في ساحة اللعب", "prompt_ar": "اختر حرف الجر الصحيح لإكمال جملة الكتاب: \"I’m crawling _______ the tunnel.\"", "question_en": "\"I’m crawling _______ the tunnel.\"", "options": [ "through", "up", "on", "under" ], "correct_index": 0, "explanation_ar": "ممتاز! مع النفق (the tunnel) والفعل (crawling يزحف) نستخدم حرف الجر (through = عبر\/خلال)." }, { "id": "g4-u1-l1-q2", "step_label": "سؤال الكتاب المدرسي (ص 11): السلم والزحليقة", "prompt_ar": "ما الكلمة الصحيحة لإكمال جملة يوسف: \"I’m climbing _______ the ladder, and going _______ the slide.\"؟", "question_en": "\"I’m climbing _______ the ladder, and going _______ the slide.\"", "options": [ "up \/ down", "down \/ through", "around \/ up", "along \/ in" ], "correct_index": 0, "explanation_ar": "أحسنت! نتسلق السلم للأعلى (climbing up the ladder) وننزل الزحليقة للأسفل (going down the slide)." }, { "id": "g4-u1-l1-q3", "step_label": "سؤال قواعد ساحة اللعب (ص 12 — Playground Rules)", "prompt_ar": "أي جملة من الجمل التالية تمثل قاعدة صحيحة في ساحة المدرسة؟", "question_en": "Choose the correct playground safety rule from Lesson 3:", "options": [ "Hold on with both hands and do not push.", "Stand on the swing and go too fast.", "Balance on one leg on the high bars.", "Push your friends on the ladder." ], "correct_index": 0, "explanation_ar": "رائع! من قواعد الأمان في الدرس الثالث (ص 12): تمسّك بكلتا يديك (Hold on with both hands) ولا تدفع أصدقاءك (Do not push)." }, { "id": "g4-u1-l1-q4", "step_label": "سؤال الحقيبة المدرسية (ص 14 — There is \/ There are)", "prompt_ar": "اختر الصيغة الصحيحة لوصف الأقلام الملونة (الجمع) في الحقيبة:", "question_en": "\"In my school bag, _______ lots of crayons and notebooks.\"", "options": [ "there are", "there is", "is there", "there am" ], "correct_index": 0, "explanation_ar": "بطل! لأن (crayons and notebooks) جمع، نستخدم (there are)." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: ألعاب ساحة المدرسة (ص 10)", "prompt_ar": "استمع ثم انطق أسماء ألعاب الملعب بوضوح:", "target_en": "Ladder, slide, tunnel, swings, bars, roundabout.", "ipa": "\/ˈlædər, slaɪd, ˈtʌnəl, swɪŋz, bɑːrz, ˈraʊndəbaʊt\/", "focus_words": [ "Ladder", "slide", "tunnel", "roundabout" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: جمل الحركة في الملعب (ص 11)", "prompt_ar": "انطق جملتي يوسف ونادية من الكتاب المدرسي:", "target_en": "I am climbing up the ladder and crawling through the tunnel.", "ipa": "\/aɪ æm ˈklaɪmɪŋ ʌp ðə ˈlædər ænd ˈkrɔːlɪŋ θruː ðə ˈtʌnəl\/", "focus_words": [ "climbing", "ladder", "crawling", "through", "tunnel" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: قواعد الملعب والحقيبة (ص 12–14)", "prompt_ar": "انطق قاعدة الملعب ووصف الحقيبة المدرسية:", "target_en": "Hold on with both hands. In my bag, there is a ruler and a pencil case.", "ipa": "\/hoʊld ɒn wɪð boʊθ hændz. ɪn maɪ bæɡ, ðɛər ɪz ə ˈruːlər ænd ə ˈpɛnsəl keɪs\/", "focus_words": [ "Hold", "hands", "ruler", "pencil" ] } ], "exercises": [ { "id": "ex-g4-u1-l1-1", "type": "speech", "prompt_ar": "انطق جملة ساحة اللعب من الدرس الثاني (ص 11):", "target_en": "I am climbing up the ladder and crawling through the tunnel.", "ipa": "\/aɪ æm ˈklaɪmɪŋ ʌp ðə ˈlædər ænd ˈkrɔːlɪŋ θruː ðə ˈtʌnəl\/", "focus_words": [ "climbing", "ladder", "crawling", "through", "tunnel" ] }, { "id": "ex-g4-u1-l1-2", "type": "multiple_choice", "prompt_ar": "اختر حرف الجر الصحيح: \"I’m spinning _______ on the roundabout.\"", "question_en": "\"I’m spinning _______ on the roundabout.\"", "options": [ "around", "through", "along", "down" ], "correct_index": 0, "explanation_ar": "مع الدوامة (roundabout) والفعل (spinning يدور) نستخدم (around)." }, { "id": "ex-g4-u1-l1-3", "type": "writing", "prompt_ar": "اكتب جملتين من كتاب الصف الرابع: الأولى تصف ما يوجد في حقيبتك بـ (There is \/ There are)، والثانية قاعدة من قواعد الملعب بـ (Do not...):", "min_words": 8, "sample_answer": "In my school bag, there is a ruler and a notebook. Do not stand on the swing.", "rubric_en": "Grade 4 Unit 1 sentences using There is\/are for school bag items and Do not for playground rules." } ] }, { "id": "school-g4-u2", "track_type": "libya_school", "level_number": 4, "grade_level": "4", "cefr_level": "A1.1", "unit_order": 2, "title_en": "Unit 2 (Lessons 1–8 | p.25–40): Around the World", "title_ar": "دليل المعلم: الوحدة 2 (الدروس 1–8 | ص 25–40): حول العالم", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 1.1, "book_pdf_url": "books\/grade4\/grade4.pdf", "teacher_book_url": "books\/grade4\/grade4.pdf", "student_book_url": "books\/grade4\/student_grade4.pdf", "workbook_url": "books\/grade4\/workbook_grade4.pdf", "book_page_start": 25, "book_page_end": 40, "book_lessons_covered": "Lesson 1: Countries & Flags • Lesson 2: Where are you from? • Lesson 3: Capital Cities • Lesson 4: Everyday Life • Lessons 5–8: Project & Story", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 2 (Lessons 1–8 | p.25–40): Around the World (Grade 4, pp. 25–40): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "السؤال والإجابة عن البلدان والجنسيات باستخدام (Where are you from? \/ I am from...)، التعرف على أعلام الدول (Libya, Iraq, England, Egypt, Russia)، وربط العواصم بالبلدان.", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 2 (Lessons 1–8 | p.25–40): Around the World (Grade 4 | Book pp. 25–40)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: Countries & Flags • Lesson 2: Where are you from? • Lesson 3: Capital Cities • Lesson 4: Everyday Life • Lessons 5–8: Project & Story\n• Textbook Alignment: Teacher's Book (pp. 25–40) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Country (\/ˈkʌntri\/ — بلد \/ دولة), Flag (\/flæɡ\/ — علم الدولة), Capital (\/ˈkæpɪtl\/ — عاصمة), World (\/wɜːld\/ — العالم)\n\n2. STEP-BY-STEP 8-LESSON TEACHING SEQUENCE (GRADUAL RELEASE: I DO → WE DO → YOU DO):\n• Lessons 1–2 (Presentation & Lexical Input — \"I Do\"):\n - Activate prior knowledge using the Course Book illustrations and flashcards.\n - Model pronunciation and stress patterns; conduct choral and individual drills.\n• Lessons 3–4 (Guided Grammar & Dialogue Practice — \"We Do\"):\n - Present target structures inductively on the board using sentence frames.\n - Guide students through Course Book listening tracks and structured pair dialogues.\n• Lessons 5–6 (Reading, Phonics & Information Gap — \"You Do in Pairs\/Groups\"):\n - Assign 4 cooperative group roles (Reader, Note-taker, Summarizer, Speaker) for reading comprehension and Workbook tasks.\n• Lessons 7–8 (Writing Task, Revision & Formative Exit Slip):\n - Guide process writing in the Workbook, verify answers using the Teacher's Answer Key, and administer a 3-minute Exit Slip.\n\n3. TARGET CLASSROOM LANGUAGE & BOARD EXAMPLES:\n • Lesson 1 Target Focus — Country \/ˈkʌntri\/: \"Libya is a beautiful country.\"\n • Lesson 2 Target Focus — Flag \/flæɡ\/: \"The Libyan flag has three colors.\"\n • Lesson 3 Target Focus — Capital \/ˈkæpɪtl\/: \"Tripoli is the capital of Libya.\"\n • Lesson 4 Target Focus — World \/wɜːld\/: \"We meet children from around the world.\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (English for Libya Primary 4 - Unit 2):**\n• **الأهداف الإجرائية:** تمكين التلميذ من التعريف ببلده وجنسيته والحديث عن الأصدقاء من بلدان مختلفة.\n• **سير الحصة الموصى به:**\n 1. التمهيد (Warm-up 5m): عرض خريطة العالم ومطابقة أعلام الدول مع أسمائها.\n 2. العرض (Presentation 10m): تدريب التلاميذ على السؤال والجواب: Where are you from? - I'm from Libya.\n 3. التدريب المقيد (Practice 15m): حل تمارين كتاب النشاط (Activity Book ص 20-23) حول مطابقة الدول والأعلام.\n 4. الإنتاج (Production 10m): لعبة الأدوار (Role-play) في أزواج: كل تلميذ يختار شخصية من دولة معينة ويعرف بنفسه.\n 5. الختام والتقييم (Wrap-up 5m): مسابقة سريعة لذكر عواصم الدول ومراجعة الواجب.", "phonetic_pairs": [ { "sound": "Country Pronunciation & Stress", "letters": "Libya \/ England \/ Egypt \/ Iraq", "examples": "I am from Libya. He is from England.", "rule_ar": "التشديد الصوتي يقع على المقطع الأول في معظم أسماء البلدان." }, { "sound": "Contractions with Be", "letters": "I am -> I’m \/ She is -> She’s", "examples": "I’m from Egypt. She’s from England.", "rule_ar": "استخدام صيغة الاختصار في المحادثة اليومية." } ], "vocabulary_list": [ { "word_en": "Country", "ipa": "\/ˈkʌntri\/", "meaning_ar": "بلد \/ دولة", "example_en": "Libya is a beautiful country." }, { "word_en": "Flag", "ipa": "\/flæɡ\/", "meaning_ar": "علم الدولة", "example_en": "The Libyan flag has three colors." }, { "word_en": "Capital", "ipa": "\/ˈkæpɪtl\/", "meaning_ar": "عاصمة", "example_en": "Tripoli is the capital of Libya." }, { "word_en": "World", "ipa": "\/wɜːld\/", "meaning_ar": "العالم", "example_en": "We meet children from around the world." } ], "quiz_items": [ { "id": "g4-u2-q1", "prompt_ar": "اختر السؤال الصحيح للسؤال عن موطن شخص:", "question_en": "\"_______ are you from? - I am from Libya.\"", "options": [ "Where", "What", "Who", "When" ], "correct_index": 0, "explanation_ar": "نستخدم أداة الاستفهام (Where) للسؤال عن المكان والموطن." }, { "id": "g4-u2-q2", "prompt_ar": "اختر الصيغة الصحيحة للإجابة:", "question_en": "\"She is from Egypt. _______ from Egypt.\"", "options": [ "She's", "He's", "They're", "I'm" ], "correct_index": 0, "explanation_ar": "اختصار (She is) هو (She's)." }, { "id": "g4-u2-q3", "prompt_ar": "ما هي عاصمة ليبيا كما في كتاب الصف الرابع؟", "question_en": "What is the capital of Libya?", "options": [ "Tripoli", "Cairo", "London", "Baghdad" ], "correct_index": 0, "explanation_ar": "طرابلس (Tripoli) هي عاصمة ليبيا." }, { "id": "g4-u2-q4", "prompt_ar": "اختر الجملة الصحيحة لغوياً:", "question_en": "Which sentence is grammatically correct?", "options": [ "They are from Iraq.", "They is from Iraq.", "They am from Iraq.", "They be from Iraq." ], "correct_index": 0, "explanation_ar": "الضمير (They) يأخذ الفعل (are)." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: أسماء الدول والأعلام", "prompt_ar": "انطق أسماء الدول بوضوح:", "target_en": "Libya, Egypt, England, Iraq, Russia.", "ipa": "\/ˈlɪbiə, ˈiːdʒɪpt, ˈɪŋɡlənd, ɪˈrɑːk, ˈrʌʃə\/", "focus_words": [ "Libya", "Egypt", "England", "Iraq" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: السؤال عن الموطن", "prompt_ar": "انطق جملة المحادثة:", "target_en": "Where are you from? I am from Libya.", "ipa": "\/wɛər ɑːr juː frɒm? aɪ æm frɒm ˈlɪbiə\/", "focus_words": [ "Where", "from", "Libya" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: التعريف بالعاصمة", "prompt_ar": "انطق جملة العاصمة:", "target_en": "Tripoli is the capital city of Libya.", "ipa": "\/ˈtrɪpəli ɪz ðə ˈkæpɪtl ˈsɪti ɒv ˈlɪbiə\/", "focus_words": [ "Tripoli", "capital", "city" ] } ], "exercises": [ { "id": "ex-g4-u2-1", "type": "speech", "prompt_ar": "انطق السؤال وجوابه:", "target_en": "Where are you from? I am from Libya.", "ipa": "\/wɛər ɑːr juː frɒm? aɪ æm frɒm ˈlɪbiə\/", "focus_words": [ "Where", "from", "Libya" ] }, { "id": "ex-g4-u2-2", "type": "multiple_choice", "prompt_ar": "اختر الكلمة الصحيحة: \"London is the capital of _______.\"", "question_en": "\"London is the capital of _______.\"", "options": [ "England", "Libya", "Egypt", "Iraq" ], "correct_index": 0, "explanation_ar": "لندن عاصمة إنجلترا." }, { "id": "ex-g4-u2-3", "type": "writing", "prompt_ar": "اكتب جملتين تعرف فيهما بنفسك وبلدك وعاصمتك بالإنجليزية:", "min_words": 8, "sample_answer": "My name is Ali. I am from Libya and I live in Tripoli.", "rubric_en": "Sentences introducing self, country and capital city." } ] }, { "id": "school-g4-u3", "track_type": "libya_school", "level_number": 4, "grade_level": "4", "cefr_level": "A1.1", "unit_order": 3, "title_en": "Unit 3 (Lessons 1–8 | p.41–56): School Open Day", "title_ar": "دليل المعلم: الوحدة 3 (الدروس 1–8 | ص 41–56): اليوم المفتوح في المدرسة", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 1.15, "book_pdf_url": "books\/grade4\/grade4.pdf", "teacher_book_url": "books\/grade4\/grade4.pdf", "student_book_url": "books\/grade4\/student_grade4.pdf", "workbook_url": "books\/grade4\/workbook_grade4.pdf", "book_page_start": 41, "book_page_end": 56, "book_lessons_covered": "Lesson 1: Open Day Stalls • Lesson 2: Numbers & Prices • Lesson 3: Races & Ordinal Numbers • Lesson 4: Buying Snacks • Lessons 5–8: Story & Consolidation", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 3 (Lessons 1–8 | p.41–56): School Open Day (Grade 4, pp. 41–56): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "الحديث عن فعاليات اليوم المدرسي المفتوح، السؤال عن الأسعار (How much is\/are...?)، التعبير عن الترتيب التنافسي (first, second, third)، وطلب المأكولات والمشروبات بأدب.", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 3 (Lessons 1–8 | p.41–56): School Open Day (Grade 4 | Book pp. 41–56)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: Open Day Stalls • Lesson 2: Numbers & Prices • Lesson 3: Races & Ordinal Numbers • Lesson 4: Buying Snacks • Lessons 5–8: Story & Consolidation\n• Textbook Alignment: Teacher's Book (pp. 41–56) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Stall (\/stɔːl\/ — كشك \/ ركن بيع), First (\/fɜːst\/ — الأول (1st)), Second (\/ˈsɛkənd\/ — الثاني (2nd)), Price (\/praɪs\/ — السعر \/ الثمن)\n\n2. STEP-BY-STEP 8-LESSON TEACHING SEQUENCE (GRADUAL RELEASE: I DO → WE DO → YOU DO):\n• Lessons 1–2 (Presentation & Lexical Input — \"I Do\"):\n - Activate prior knowledge using the Course Book illustrations and flashcards.\n - Model pronunciation and stress patterns; conduct choral and individual drills.\n• Lessons 3–4 (Guided Grammar & Dialogue Practice — \"We Do\"):\n - Present target structures inductively on the board using sentence frames.\n - Guide students through Course Book listening tracks and structured pair dialogues.\n• Lessons 5–6 (Reading, Phonics & Information Gap — \"You Do in Pairs\/Groups\"):\n - Assign 4 cooperative group roles (Reader, Note-taker, Summarizer, Speaker) for reading comprehension and Workbook tasks.\n• Lessons 7–8 (Writing Task, Revision & Formative Exit Slip):\n - Guide process writing in the Workbook, verify answers using the Teacher's Answer Key, and administer a 3-minute Exit Slip.\n\n3. TARGET CLASSROOM LANGUAGE & BOARD EXAMPLES:\n • Lesson 1 Target Focus — Stall \/stɔːl\/: \"There is a cake stall at our Open Day.\"\n • Lesson 2 Target Focus — First \/fɜːst\/: \"Yousif was first in the running race.\"\n • Lesson 3 Target Focus — Second \/ˈsɛkənd\/: \"Lina came second in the challenge.\"\n • Lesson 4 Target Focus — Price \/praɪs\/: \"The price of the juice is 250 dinars.\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (Primary 4 - Unit 3):**\n• **الأهداف:** تنمية مهارات التفاعل الاجتماعي الصفي، واستخدام الأعداد والأسعار في مواقف شراء حقيقية.\n• **الخطة الصفية:**\n 1. التمهيد (Warm-up 5m): مراجعة الأعداد من 10 إلى 100 وأسماء الوجبات الخفيفة.\n 2. العرض (Presentation 10m): تمثيل كشك بيع واستخدام صيغ: Can I have a cake, please? - How much is it?\n 3. التدريب (Practice 15m): حل تمارين كتاب النشاط حول الأعداد الترتيبية (1st, 2nd, 3rd) وجدول الأسعار.\n 4. الإنتاج (Production 10m): محاكاة سوق مصغر في الفصل (Market Day Simulation).\n 5. التقييم (Wrap-up 5m): سؤال ختامي سريع حول ترتيب الفائزين في السباق.", "phonetic_pairs": [ { "sound": "Ordinal endings (st, nd, rd, th)", "letters": "1st, 2nd, 3rd, 4th", "examples": "first, second, third, fourth", "rule_ar": "نطق نهايات الأعداد الترتيبية بدقة للتمييز بينها وبين الأعداد الأصلية." }, { "sound": "Polite Intonation", "letters": "Can I have... please?", "examples": "Can I have an orange juice, please?", "rule_ar": "نبرة صوت صاعدة عند التعبير عن الطلب المهذب." } ], "vocabulary_list": [ { "word_en": "Stall", "ipa": "\/stɔːl\/", "meaning_ar": "كشك \/ ركن بيع", "example_en": "There is a cake stall at our Open Day." }, { "word_en": "First", "ipa": "\/fɜːst\/", "meaning_ar": "الأول (1st)", "example_en": "Yousif was first in the running race." }, { "word_en": "Second", "ipa": "\/ˈsɛkənd\/", "meaning_ar": "الثاني (2nd)", "example_en": "Lina came second in the challenge." }, { "word_en": "Price", "ipa": "\/praɪs\/", "meaning_ar": "السعر \/ الثمن", "example_en": "The price of the juice is 250 dinars." } ], "quiz_items": [ { "id": "g4-u3-q1", "prompt_ar": "كيف تسأل عن سعر شيء مفرد؟", "question_en": "\"_______ is this cake? - It is 500 dinars.\"", "options": [ "How much", "How many", "How old", "How long" ], "correct_index": 0, "explanation_ar": "نستخدم (How much) للسؤال عن السعر والكمية." }, { "id": "g4-u3-q2", "prompt_ar": "ما هو العدد الترتيبي الصحيح للفائز بالمركز الأول؟", "question_en": "The winner of the race came _______ .", "options": [ "first (1st)", "second (2nd)", "one", "two" ], "correct_index": 0, "explanation_ar": "المركز الأول يسمى (first)." }, { "id": "g4-u3-q3", "prompt_ar": "اختر الطلب المهذب الصحيح:", "question_en": "Which is the most polite request?", "options": [ "Can I have an apple, please?", "Give me apple now.", "I want apple quick.", "Bring apple." ], "correct_index": 0, "explanation_ar": "الطلب المهذب يبدأ بـ (Can I have... please?)." }, { "id": "g4-u3-q4", "prompt_ar": "أكمل: \"There are four _______ in the school yard.\"", "question_en": "\"There are four _______ in the school yard.\"", "options": [ "stalls", "stall", "a stall", "an stalls" ], "correct_index": 0, "explanation_ar": "بعد الأعداد الأكثر من واحد نضع الاسم بصيغة الجمع (stalls)." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: الأعداد الترتيبية", "prompt_ar": "انطق الأعداد الترتيبية:", "target_en": "First, second, third, fourth, fifth.", "ipa": "\/fɜːst, ˈsɛkənd, θɜːd, fɔːθ, fɪfθ\/", "focus_words": [ "First", "second", "third" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: السؤال عن الأسعار", "prompt_ar": "انطق سؤال الشراء:", "target_en": "How much is the watermelon? It is 250 dinars.", "ipa": "\/haʊ mʌtʃ ɪz ðə ˈwɔːtərmɛlən? ɪt ɪz tuː ˈhʌndrəd ænd ˈfɪfti ˈdɪnɑːrz\/", "focus_words": [ "much", "watermelon", "dinars" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: الطلب في اليوم المفتوح", "prompt_ar": "انطق الطلب الصفي:", "target_en": "Can I have a sandwich and orange juice, please?", "ipa": "\/kæn aɪ hæv ə ˈsænwɪdʒ ænd ˈɒrɪndʒ dʒuːs, pliːz\/", "focus_words": [ "sandwich", "orange", "please" ] } ], "exercises": [ { "id": "ex-g4-u3-1", "type": "speech", "prompt_ar": "انطق الطلب المهذب:", "target_en": "Can I have an apple and water, please?", "ipa": "\/kæn aɪ hæv æn ˈæpl ænd ˈwɔːtər, pliːz\/", "focus_words": [ "apple", "water", "please" ] }, { "id": "ex-g4-u3-2", "type": "multiple_choice", "prompt_ar": "اختر الكلمة المناسبة: \"Nadia came _______ in the spelling race.\"", "question_en": "\"Nadia came _______ in the spelling race.\"", "options": [ "first", "one", "two", "stalls" ], "correct_index": 0, "explanation_ar": "الترتيب في السباق يعبر عنه بـ (first)." }, { "id": "ex-g4-u3-3", "type": "writing", "prompt_ar": "اكتب جملتين تصف فيهما ما تشتريه من كشك اليوم المفتوح وسعره:", "min_words": 8, "sample_answer": "I want to buy a cake and juice. It is 500 dinars.", "rubric_en": "Sentences describing food purchase and price at school open day." } ] }, { "id": "school-g4-u4", "track_type": "libya_school", "level_number": 4, "grade_level": "4", "cefr_level": "A1.1", "unit_order": 4, "title_en": "Unit 4 (Lessons 1–4 | p.57–66): Revision (1) & Mid-Term Check", "title_ar": "دليل المعلم: الوحدة 4 (الدروس 1–4 | ص 57–66): مراجعة الفصل الأول وتقييم النصف الدراسي", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 1.2, "book_pdf_url": "books\/grade4\/grade4.pdf", "teacher_book_url": "books\/grade4\/grade4.pdf", "student_book_url": "books\/grade4\/student_grade4.pdf", "workbook_url": "books\/grade4\/workbook_grade4.pdf", "book_page_start": 57, "book_page_end": 66, "book_lessons_covered": "Lesson 1: School & Playground Check • Lesson 2: Countries & Capitals Quiz • Lesson 3: Numbers & Shopping Board Game • Lesson 4: Progress Review & Assessment", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 4 (Lessons 1–4 | p.57–66): Revision (1) & Mid-Term Check (Grade 4, pp. 57–66): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "تثبيت ومراجعة الكفايات اللغوية المكتسبة في الوحدات 1 و2 و3، تقييم نطق التلاميذ واستيعابهم للقواعد، والتأكد من إتقان كتابة الكلمات الأساسية.", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 4 (Lessons 1–4 | p.57–66): Revision (1) & Mid-Term Check (Grade 4 | Book pp. 57–66)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: School & Playground Check • Lesson 2: Countries & Capitals Quiz • Lesson 3: Numbers & Shopping Board Game • Lesson 4: Progress Review & Assessment\n• Textbook Alignment: Teacher's Book (pp. 57–66) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Review (\/rɪˈvjuː\/ — مراجعة وتثبيت), Game (\/ɡeɪm\/ — لعبة تعليمية), Progress (\/ˈprəʊɡrɛs\/ — تقدم وتحصيل علمي)\n\n2. STEP-BY-STEP 8-LESSON TEACHING SEQUENCE (GRADUAL RELEASE: I DO → WE DO → YOU DO):\n• Lessons 1–2 (Presentation & Lexical Input — \"I Do\"):\n - Activate prior knowledge using the Course Book illustrations and flashcards.\n - Model pronunciation and stress patterns; conduct choral and individual drills.\n• Lessons 3–4 (Guided Grammar & Dialogue Practice — \"We Do\"):\n - Present target structures inductively on the board using sentence frames.\n - Guide students through Course Book listening tracks and structured pair dialogues.\n• Lessons 5–6 (Reading, Phonics & Information Gap — \"You Do in Pairs\/Groups\"):\n - Assign 4 cooperative group roles (Reader, Note-taker, Summarizer, Speaker) for reading comprehension and Workbook tasks.\n• Lessons 7–8 (Writing Task, Revision & Formative Exit Slip):\n - Guide process writing in the Workbook, verify answers using the Teacher's Answer Key, and administer a 3-minute Exit Slip.\n\n3. TARGET CLASSROOM LANGUAGE & BOARD EXAMPLES:\n • Lesson 1 Target Focus — Review \/rɪˈvjuː\/: \"Let’s review the words we learned.\"\n • Lesson 2 Target Focus — Game \/ɡeɪm\/: \"We play a fun vocabulary game.\"\n • Lesson 3 Target Focus — Progress \/ˈprəʊɡrɛs\/: \"Your English progress is excellent.\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (Primary 4 - Unit 4 Revision):**\n• **أهداف المراجعة:** تشخيص الصعوبات اللغوية لدى التلاميذ قبل الانتقال إلى الفصل الثاني وتقديم دعم فردي ومجموعي.\n• **الخطة الإجرائية:**\n 1. التمهيد (Warm-up 5m): لعبة الكلمات المتقاطعة السريعة على السبورة.\n 2. محطات المراجعة (Stations 15m): محطة للملعب وأدوات الحقيبة، ومحطة لأعلام الدول، ومحطة للأسعار.\n 3. التدريب والتقييم (Practice 15m): حل تمارين المراجعة في كتاب النشاط (p. 50–55) بشكل فردي لقياس التحصيل.\n 4. العلاج والدعم (Scaffolding 10m): معالجة الأخطاء الشائعة في حروف الجر وقواعد الجمع.\n 5. الختام (Wrap-up 5m): احتفاء بتقدم التلاميذ وتوزيع بطاقات النجوم التشجيعية.", "phonetic_pairs": [ { "sound": "Consonant Clusters Review", "letters": "cl-, cr-, sp-, fl-", "examples": "climb, crawl, spin, flag", "rule_ar": "مراجعة نطق الحروف الساكنة المركبة في بداية الكلمات دون إضافة صائت زائد بينها." } ], "vocabulary_list": [ { "word_en": "Review", "ipa": "\/rɪˈvjuː\/", "meaning_ar": "مراجعة وتثبيت", "example_en": "Let’s review the words we learned." }, { "word_en": "Game", "ipa": "\/ɡeɪm\/", "meaning_ar": "لعبة تعليمية", "example_en": "We play a fun vocabulary game." }, { "word_en": "Progress", "ipa": "\/ˈprəʊɡrɛs\/", "meaning_ar": "تقدم وتحصيل علمي", "example_en": "Your English progress is excellent." } ], "quiz_items": [ { "id": "g4-u4-q1", "prompt_ar": "اختر حرف الجر الصحيح: \"Crawl _______ the tunnel.\"", "question_en": "\"Crawl _______ the tunnel.\"", "options": [ "through", "up", "down", "around" ], "correct_index": 0, "explanation_ar": "مع النفق (tunnel) نستخدم حرف الجر الحركي (through)." }, { "id": "g4-u4-q2", "prompt_ar": "اختر الترتيب الصحيح للأعلام والدول:", "question_en": "Which pair correctly matches a country with its capital?", "options": [ "Libya - Tripoli", "England - Cairo", "Egypt - London", "Iraq - Moscow" ], "correct_index": 0, "explanation_ar": "ليبيا عاصمتها طرابلس." }, { "id": "g4-u4-q3", "prompt_ar": "اختر صيغة الجمع الصحيحة:", "question_en": "\"In the classroom, there are thirty _______.\"", "options": [ "pupils", "pupil", "a pupil", "an pupil" ], "correct_index": 0, "explanation_ar": "بعد العدد 30 نضع صيغة الجمع (pupils)." }, { "id": "g4-u4-q4", "prompt_ar": "أي الجمل الآتية تعبر عن قاعدة نهي للملعب؟", "question_en": "Which sentence is a playground safety rule?", "options": [ "Do not push your friends.", "Push your friends hard.", "Stand on the swing fast.", "Close your eyes on the slide." ], "correct_index": 0, "explanation_ar": "قواعد الأمان تبدأ بـ (Do not...) لمنع السلوكيات الخطرة." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: مراجعة الكلمات الحركية", "prompt_ar": "انطق الأفعال الحركية:", "target_en": "Climb up, slide down, crawl through, spin around.", "ipa": "\/klaɪm ʌp, slaɪd daʊn, krɔːl θruː, spɪn əˈraʊnd\/", "focus_words": [ "Climb", "slide", "crawl", "spin" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: مراجعة الدول والأسعار", "prompt_ar": "انطق جملة المراجعة:", "target_en": "I am from Libya and this notebook is 500 dinars.", "ipa": "\/aɪ æm frɒm ˈlɪbiə ænd ðɪs ˈnəʊtbʊk ɪz faɪv ˈhʌndrəd ˈdɪnɑːrz\/", "focus_words": [ "Libya", "notebook", "dinars" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: مراجعة المحادثة الشاملة", "prompt_ar": "انطق الحوار الكامل:", "target_en": "Hello! Can I have a cake, please? Here you are.", "ipa": "\/həˈləʊ! kæn aɪ hæv ə keɪk, pliːz? hɪər juː ɑːr\/", "focus_words": [ "Hello", "cake", "please" ] } ], "exercises": [ { "id": "ex-g4-u4-1", "type": "speech", "prompt_ar": "انطق جملة التحصيل:", "target_en": "I love English and I can speak with my friends.", "ipa": "\/aɪ lʌv ˈɪŋɡlɪʃ ænd aɪ kæn spiːk wɪð maɪ frɛndz\/", "focus_words": [ "love", "speak", "friends" ] }, { "id": "ex-g4-u4-2", "type": "multiple_choice", "prompt_ar": "اختر الكلمة الصحيحة: \"Don’t _______ on the swing.\"", "question_en": "\"Don’t _______ on the swing.\"", "options": [ "stand", "stands", "standing", "stood" ], "correct_index": 0, "explanation_ar": "بعد Don’t نضع الفعل في المصدر (stand)." }, { "id": "ex-g4-u4-3", "type": "writing", "prompt_ar": "اكتب ثلاث جمل تلخص ما تعلمته في الفصل الأول (اسمك، بلدك، وقاعدة مدرسية):", "min_words": 10, "sample_answer": "My name is Yousif. I am from Libya. Hold on with both hands in the playground.", "rubric_en": "Review paragraph covering name, nationality and playground rule." } ] }, { "id": "school-g4-u5", "track_type": "libya_school", "level_number": 4, "grade_level": "4", "cefr_level": "A1.1", "unit_order": 5, "title_en": "Unit 5 (Lessons 1–8 | p.67–82): Places to See", "title_ar": "دليل المعلم: الوحدة 5 (الدروس 1–8 | ص 67–82): أماكن للزيارة ومعالم ليبيا", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 1.25, "book_pdf_url": "books\/grade4\/grade4.pdf", "teacher_book_url": "books\/grade4\/grade4.pdf", "student_book_url": "books\/grade4\/student_grade4.pdf", "workbook_url": "books\/grade4\/workbook_grade4.pdf", "book_page_start": 67, "book_page_end": 82, "book_lessons_covered": "Lesson 1: Famous Places in Libya • Lesson 2: Going on a Trip • Lesson 3: Means of Transport • Lesson 4: At the Museum • Lessons 5–8: Project & Reading", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 5 (Lessons 1–8 | p.67–82): Places to See (Grade 4, pp. 67–82): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "التعرف على المعالم التاريخية والسياحية في ليبيا (لبدة الكبرى، صبراتة، قلعة طرابلس، شحات)، التعبير عن وسائل النقل (by bus, by car, on foot)، وقراءة جداول الرحلات المدرسية.", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 5 (Lessons 1–8 | p.67–82): Places to See (Grade 4 | Book pp. 67–82)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: Famous Places in Libya • Lesson 2: Going on a Trip • Lesson 3: Means of Transport • Lesson 4: At the Museum • Lessons 5–8: Project & Reading\n• Textbook Alignment: Teacher's Book (pp. 67–82) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Museum (\/mjuːˈziːəm\/ — متحف أثري), Ruins (\/ˈruːɪnz\/ — آثار وبقايا تاريخية), Castle (\/ˈkɑːsl\/ — قلعة \/ حصن), Trip (\/trɪp\/ — رحلة مدرسية)\n\n2. STEP-BY-STEP 8-LESSON TEACHING SEQUENCE (GRADUAL RELEASE: I DO → WE DO → YOU DO):\n• Lessons 1–2 (Presentation & Lexical Input — \"I Do\"):\n - Activate prior knowledge using the Course Book illustrations and flashcards.\n - Model pronunciation and stress patterns; conduct choral and individual drills.\n• Lessons 3–4 (Guided Grammar & Dialogue Practice — \"We Do\"):\n - Present target structures inductively on the board using sentence frames.\n - Guide students through Course Book listening tracks and structured pair dialogues.\n• Lessons 5–6 (Reading, Phonics & Information Gap — \"You Do in Pairs\/Groups\"):\n - Assign 4 cooperative group roles (Reader, Note-taker, Summarizer, Speaker) for reading comprehension and Workbook tasks.\n• Lessons 7–8 (Writing Task, Revision & Formative Exit Slip):\n - Guide process writing in the Workbook, verify answers using the Teacher's Answer Key, and administer a 3-minute Exit Slip.\n\n3. TARGET CLASSROOM LANGUAGE & BOARD EXAMPLES:\n • Lesson 1 Target Focus — Museum \/mjuːˈziːəm\/: \"We saw old statues in the museum.\"\n • Lesson 2 Target Focus — Ruins \/ˈruːɪnz\/: \"Leptis Magna has Roman ruins.\"\n • Lesson 3 Target Focus — Castle \/ˈkɑːsl\/: \"The Red Castle is in Tripoli.\"\n • Lesson 4 Target Focus — Trip \/trɪp\/: \"Our school trip is on Tuesday.\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (Primary 4 - Unit 5):**\n• **الأهداف:** تعزيز الهوية الوطنية للطفل الليبي باللغة الإنجليزية وتدريبه على الحديث عن الرحلات والأماكن التاريخية.\n• **الخطة الصفية:**\n 1. التمهيد (Warm-up 5m): عرض صور لمعالم ليبيا (Leptis Magna, Old Castle) وسؤال التلاميذ: Have you visited this place?\n 2. العرض (Presentation 10m): تقديم حروف الجر مع وسائل النقل (by bus, by plane, by train, on foot).\n 3. التدريب (Practice 15m): كتابة لافتات المتحف وحل تمارين كتاب النشاط المتعلقة بالمفردات الأثرية.\n 4. الإنتاج (Production 10m): تصميم كتيب سياحي بسيط لمعلم ليبي في مجموعات صغيرة.\n 5. التقييم (Wrap-up 5m): مراجعة سريعة لأهم الأماكن ووسائل السفر.", "phonetic_pairs": [ { "sound": "Preposition + Transport Collocation", "letters": "by car \/ by bus \/ on foot", "examples": "We go by bus. We walk on foot.", "rule_ar": "نستخدم (by) مع كل وسائل المواصلات الآلية، ونستخدم (on) فقط مع السير على الأقدام (on foot)." } ], "vocabulary_list": [ { "word_en": "Museum", "ipa": "\/mjuːˈziːəm\/", "meaning_ar": "متحف أثري", "example_en": "We saw old statues in the museum." }, { "word_en": "Ruins", "ipa": "\/ˈruːɪnz\/", "meaning_ar": "آثار وبقايا تاريخية", "example_en": "Leptis Magna has Roman ruins." }, { "word_en": "Castle", "ipa": "\/ˈkɑːsl\/", "meaning_ar": "قلعة \/ حصن", "example_en": "The Red Castle is in Tripoli." }, { "word_en": "Trip", "ipa": "\/trɪp\/", "meaning_ar": "رحلة مدرسية", "example_en": "Our school trip is on Tuesday." } ], "quiz_items": [ { "id": "g4-u5-q1", "prompt_ar": "اختر حرف الجر الصحيح للمواصلات:", "question_en": "\"The pupils went to Leptis Magna _______ bus.\"", "options": [ "by", "on", "in", "at" ], "correct_index": 0, "explanation_ar": "مع الحافلة (bus) نستخدم حرف الجر (by)." }, { "id": "g4-u5-q2", "prompt_ar": "ماذا نستخدم مع المشي على الأقدام؟", "question_en": "\"They walked to the museum _______ foot.\"", "options": [ "on", "by", "with", "for" ], "correct_index": 0, "explanation_ar": "نقول دائماً (on foot)." }, { "id": "g4-u5-q3", "prompt_ar": "أين تقع قلعة طرابلس الحمراء (Red Castle)؟", "question_en": "Where is the Red Castle located?", "options": [ "Tripoli", "Benghazi", "Sabratha", "Ghadames" ], "correct_index": 0, "explanation_ar": "السراي الحمراء تقع في العاصمة طرابلس." }, { "id": "g4-u5-q4", "prompt_ar": "اختر الفعل المناسب: \"We _______ old coins in the museum.\"", "question_en": "\"We _______ old coins in the museum.\"", "options": [ "saw", "see", "seeing", "seen" ], "correct_index": 0, "explanation_ar": "في سرد الرحلة الماضية نستخدم صيغة الماضي البسيط (saw)." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: المعالم التاريخية", "prompt_ar": "انطق أسماء الأماكن التاريخية:", "target_en": "Museum, castle, waterfall, ruins, desert.", "ipa": "\/mjuːˈziːəm, ˈkɑːsl, ˈwɔːtərfɔːl, ˈruːɪnz, ˈdɛzərt\/", "focus_words": [ "Museum", "castle", "ruins" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: وسائل السفر", "prompt_ar": "انطق جملة السفر:", "target_en": "We are going on a school trip by bus.", "ipa": "\/wiː ɑːr ˈɡəʊɪŋ ɒn ə skuːl trɪp baɪ bʌs\/", "focus_words": [ "going", "trip", "bus" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: وصف المعلم الأثري", "prompt_ar": "انطق جملة وصف المعلم:", "target_en": "Leptis Magna is a famous ancient city in Libya.", "ipa": "\/ˈlɛptɪs ˈmæɡnə ɪz ə ˈfeɪməs ˈeɪnʃənt ˈsɪti ɪn ˈlɪbiə\/", "focus_words": [ "famous", "ancient", "Libya" ] } ], "exercises": [ { "id": "ex-g4-u5-1", "type": "speech", "prompt_ar": "انطق جملة الرحلة:", "target_en": "We went to the museum and saw old statues.", "ipa": "\/wiː wɛnt tuː ðə mjuːˈziːəm ænd sɔː əʊld ˈstætʃuːz\/", "focus_words": [ "went", "museum", "statues" ] }, { "id": "ex-g4-u5-2", "type": "multiple_choice", "prompt_ar": "اختر الكلمة المناسبة: \"Sabratha is famous for its ancient _______.\"", "question_en": "\"Sabratha is famous for its ancient _______.\"", "options": [ "theatre", "airport", "train station", "factory" ], "correct_index": 0, "explanation_ar": "صبراتة مشهورة بمسرحها الروماني الأثري (theatre)." }, { "id": "ex-g4-u5-3", "type": "writing", "prompt_ar": "اكتب جملتين عن رحلة مدرسية إلى مكان مشهور في ليبيا ووسيلة النقل:", "min_words": 8, "sample_answer": "We went to Leptis Magna by bus. We saw great ancient ruins.", "rubric_en": "Writing about a Libyan historical landmark and transport." } ] }, { "id": "school-g4-u6", "track_type": "libya_school", "level_number": 4, "grade_level": "4", "cefr_level": "A1.1", "unit_order": 6, "title_en": "Unit 6 (Lessons 1–8 | p.83–98): In the Past", "title_ar": "دليل المعلم: الوحدة 6 (الدروس 1–8 | ص 83–98): في الماضي والقصص التراثية", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 1.25, "book_pdf_url": "books\/grade4\/grade4.pdf", "teacher_book_url": "books\/grade4\/grade4.pdf", "student_book_url": "books\/grade4\/student_grade4.pdf", "workbook_url": "books\/grade4\/workbook_grade4.pdf", "book_page_start": 83, "book_page_end": 98, "book_lessons_covered": "Lesson 1: Long Ago vs Today • Lesson 2: Was & Were • Lesson 3: Regular Past Verbs (-ed) • Lesson 4: Traditional Stories • Lessons 5–8: Project & Writing", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 6 (Lessons 1–8 | p.83–98): In the Past (Grade 4, pp. 83–98): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "استخدام صيغة الماضي البسيط للتعبير عن أحداث وقعت في الماضي، التمييز بين (was \/ were)، وإضافة (-ed) للأفعال المنتظمة مع الترتيب الزمني (Yesterday, Last week).", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 6 (Lessons 1–8 | p.83–98): In the Past (Grade 4 | Book pp. 83–98)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: Long Ago vs Today • Lesson 2: Was & Were • Lesson 3: Regular Past Verbs (-ed) • Lesson 4: Traditional Stories • Lessons 5–8: Project & Writing\n• Textbook Alignment: Teacher's Book (pp. 83–98) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Yesterday (\/ˈjɛstədeɪ\/ — أمس \/ البارحة), Ago (\/əˈɡəʊ\/ — مضى \/ منذ), Was (\/wɒz\/ — كان (للمفرد)), Were (\/wɜːr\/ — كانوا (للجمع))\n\n2. STEP-BY-STEP 8-LESSON TEACHING SEQUENCE (GRADUAL RELEASE: I DO → WE DO → YOU DO):\n• Lessons 1–2 (Presentation & Lexical Input — \"I Do\"):\n - Activate prior knowledge using the Course Book illustrations and flashcards.\n - Model pronunciation and stress patterns; conduct choral and individual drills.\n• Lessons 3–4 (Guided Grammar & Dialogue Practice — \"We Do\"):\n - Present target structures inductively on the board using sentence frames.\n - Guide students through Course Book listening tracks and structured pair dialogues.\n• Lessons 5–6 (Reading, Phonics & Information Gap — \"You Do in Pairs\/Groups\"):\n - Assign 4 cooperative group roles (Reader, Note-taker, Summarizer, Speaker) for reading comprehension and Workbook tasks.\n• Lessons 7–8 (Writing Task, Revision & Formative Exit Slip):\n - Guide process writing in the Workbook, verify answers using the Teacher's Answer Key, and administer a 3-minute Exit Slip.\n\n3. TARGET CLASSROOM LANGUAGE & BOARD EXAMPLES:\n • Lesson 1 Target Focus — Yesterday \/ˈjɛstədeɪ\/: \"Yesterday was sunny and warm.\"\n • Lesson 2 Target Focus — Ago \/əˈɡəʊ\/: \"People lived in tents long ago.\"\n • Lesson 3 Target Focus — Was \/wɒz\/: \"He was happy yesterday.\"\n • Lesson 4 Target Focus — Were \/wɜːr\/: \"They were in the playground.\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (Primary 4 - Unit 6):**\n• **الأهداف:** تمكين التلميذ من سرد قصة بسيطة في الماضي واستخدام صيغ الأفعال الماضية بدقة.\n• **الخطة الصفية:**\n 1. التمهيد (Warm-up 5m): مقارنة صور قديمة وحديثة للمدن والسيارات.\n 2. العرض (Presentation 10m): شرح (was مع المفرد: I, He, She, It) و(were مع الجمع: We, You, They).\n 3. التدريب (Practice 15m): تحويل أفعال الحاضر إلى ماضي (play -> played, clean -> cleaned) في كتاب النشاط.\n 4. الإنتاج (Production 10m): يشارك كل تلميذ ما فعله أمس (Yesterday, I helped my mum).\n 5. التقييم (Wrap-up 5m): اختبار نطق سريع لنهايات (-ed).", "phonetic_pairs": [ { "sound": "Past Regular Endings (-ed)", "letters": "\/t\/, \/d\/, \/ɪd\/", "examples": "walked \/t\/, played \/d\/, started \/ɪd\/", "rule_ar": "لفظ اللاحقة -ed يختلف بحسب الصوت الساكن الأخير في الفعل." } ], "vocabulary_list": [ { "word_en": "Yesterday", "ipa": "\/ˈjɛstədeɪ\/", "meaning_ar": "أمس \/ البارحة", "example_en": "Yesterday was sunny and warm." }, { "word_en": "Ago", "ipa": "\/əˈɡəʊ\/", "meaning_ar": "مضى \/ منذ", "example_en": "People lived in tents long ago." }, { "word_en": "Was", "ipa": "\/wɒz\/", "meaning_ar": "كان (للمفرد)", "example_en": "He was happy yesterday." }, { "word_en": "Were", "ipa": "\/wɜːr\/", "meaning_ar": "كانوا (للجمع)", "example_en": "They were in the playground." } ], "quiz_items": [ { "id": "g4-u6-q1", "prompt_ar": "اختر الفعل الماضي المناسب للمفرد:", "question_en": "\"Yesterday, Ali _______ at school.\"", "options": [ "was", "were", "is", "are" ], "correct_index": 0, "explanation_ar": "الاسم المفرد في الماضي يأخذ (was)." }, { "id": "g4-u6-q2", "prompt_ar": "اختر الفعل الماضي المناسب للجمع:", "question_en": "\"Last week, the children _______ in Benghazi.\"", "options": [ "were", "was", "are", "be" ], "correct_index": 0, "explanation_ar": "الفاعل الجمع (the children) يأخذ في الماضي (were)." }, { "id": "g4-u6-q3", "prompt_ar": "ما هو الماضي من الفعل (play)؟", "question_en": "What is the past form of the verb \"play\"?", "options": [ "played", "plays", "playing", "player" ], "correct_index": 0, "explanation_ar": "الفعل المنتظم نضيف له (ed) ليصبح (played)." }, { "id": "g4-u6-q4", "prompt_ar": "أكمل: \"Long _______, people travelled by camel.\"", "question_en": "\"Long _______, people travelled by camel.\"", "options": [ "ago", "now", "today", "tomorrow" ], "correct_index": 0, "explanation_ar": "العبارة الزمنية الشهيرة للماضي هي (Long ago)." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: أفعال الماضي المنتظمة", "prompt_ar": "انطق الأفعال الماضية:", "target_en": "Played, cooked, visited, cleaned, walked.", "ipa": "\/pleɪd, kʊkt, ˈvɪzɪtɪd, kliːnd, wɔːkt\/", "focus_words": [ "Played", "visited", "cleaned" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: جمل كان وكانوا", "prompt_ar": "انطق جمل was وwere:", "target_en": "He was tired yesterday. They were at home.", "ipa": "\/hiː wɒz ˈtaɪərd ˈjɛstədeɪ. ðeɪ wɜːr æt həʊm\/", "focus_words": [ "was", "tired", "were" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: سرد أحداث الماضي", "prompt_ar": "انطق قصة الأمس:", "target_en": "Yesterday, I visited my grandparents and played football.", "ipa": "\/ˈjɛstədeɪ, aɪ ˈvɪzɪtɪd maɪ ˈɡrænˌpɛərənts ænd pleɪd ˈfʊtbɔːl\/", "focus_words": [ "Yesterday", "visited", "played" ] } ], "exercises": [ { "id": "ex-g4-u6-1", "type": "speech", "prompt_ar": "انطق جملة الماضي:", "target_en": "Yesterday, I helped my teacher in the classroom.", "ipa": "\/ˈjɛstədeɪ, aɪ hɛlpt maɪ ˈtiːtʃər ɪn ðə ˈklɑːsruːm\/", "focus_words": [ "Yesterday", "helped", "classroom" ] }, { "id": "ex-g4-u6-2", "type": "multiple_choice", "prompt_ar": "اختر الماضي الصحيح: \"She _______ her homework yesterday evening.\"", "question_en": "\"She _______ her homework yesterday evening.\"", "options": [ "finished", "finishes", "finish", "finishing" ], "correct_index": 0, "explanation_ar": "وجود كلمة (yesterday) يستدعي الفعل الماضي (finished)." }, { "id": "ex-g4-u6-3", "type": "writing", "prompt_ar": "اكتب جملتين عن نشاطين قمت بهما أمس باستخدام الأفعال الماضية:", "min_words": 8, "sample_answer": "Yesterday I played with my brother and watched television.", "rubric_en": "Sentences narrating past activities using simple past verbs." } ] }, { "id": "school-g4-u7", "track_type": "libya_school", "level_number": 4, "grade_level": "4", "cefr_level": "A1.1", "unit_order": 7, "title_en": "Unit 7 (Lessons 1–8 | p.99–114): The School Challenge", "title_ar": "دليل المعلم: الوحدة 7 (الدروس 1–8 | ص 99–114): تحدي المدرسة والمسابقات", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 1.3, "book_pdf_url": "books\/grade4\/grade4.pdf", "teacher_book_url": "books\/grade4\/grade4.pdf", "student_book_url": "books\/grade4\/student_grade4.pdf", "workbook_url": "books\/grade4\/workbook_grade4.pdf", "book_page_start": 99, "book_page_end": 114, "book_lessons_covered": "Lesson 1: The Challenge Rules • Lesson 2: Comparative Adjectives (-er than) • Lesson 3: Sport & Skills Challenge • Lesson 4: Quiz Teams • Lessons 5–8: Challenge Day & Results", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 7 (Lessons 1–8 | p.99–114): The School Challenge (Grade 4, pp. 99–114): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "المقارنة بين الأشياء والأشخاص باستخدام الصفات القصيرة (taller than, faster than, older than)، المشاركة في مسابقات صفية جماعية، وحساب النقاط.", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 7 (Lessons 1–8 | p.99–114): The School Challenge (Grade 4 | Book pp. 99–114)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: The Challenge Rules • Lesson 2: Comparative Adjectives (-er than) • Lesson 3: Sport & Skills Challenge • Lesson 4: Quiz Teams • Lessons 5–8: Challenge Day & Results\n• Textbook Alignment: Teacher's Book (pp. 99–114) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Challenge (\/ˈtʃælɪndʒ\/ — تحدي \/ مسابقة), Faster (\/ˈfɑːstər\/ — أسرع من), Taller (\/ˈtɔːlər\/ — أطول من), Winner (\/ˈwɪnər\/ — الفائز)\n\n2. STEP-BY-STEP 8-LESSON TEACHING SEQUENCE (GRADUAL RELEASE: I DO → WE DO → YOU DO):\n• Lessons 1–2 (Presentation & Lexical Input — \"I Do\"):\n - Activate prior knowledge using the Course Book illustrations and flashcards.\n - Model pronunciation and stress patterns; conduct choral and individual drills.\n• Lessons 3–4 (Guided Grammar & Dialogue Practice — \"We Do\"):\n - Present target structures inductively on the board using sentence frames.\n - Guide students through Course Book listening tracks and structured pair dialogues.\n• Lessons 5–6 (Reading, Phonics & Information Gap — \"You Do in Pairs\/Groups\"):\n - Assign 4 cooperative group roles (Reader, Note-taker, Summarizer, Speaker) for reading comprehension and Workbook tasks.\n• Lessons 7–8 (Writing Task, Revision & Formative Exit Slip):\n - Guide process writing in the Workbook, verify answers using the Teacher's Answer Key, and administer a 3-minute Exit Slip.\n\n3. TARGET CLASSROOM LANGUAGE & BOARD EXAMPLES:\n • Lesson 1 Target Focus — Challenge \/ˈtʃælɪndʒ\/: \"The English challenge is exciting.\"\n • Lesson 2 Target Focus — Faster \/ˈfɑːstər\/: \"Kareem is faster than Yousif.\"\n • Lesson 3 Target Focus — Taller \/ˈtɔːlər\/: \"Nadia is taller than Lina.\"\n • Lesson 4 Target Focus — Winner \/ˈwɪnər\/: \"Our team is the winner today.\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (Primary 4 - Unit 7):**\n• **الأهداف:** تدريب التلاميذ على صيغة المقارنة الإنجليزية (Comparative Adjectives) وتوظيفها في مسابقات ممتعة.\n• **الخطة الصفية:**\n 1. التمهيد (Warm-up 5m): قياس أطوال الأشياء في الفصل والمقارنة بين مسطرتين وقلمين.\n 2. العرض (Presentation 10m): شرح قاعدة المقارنة: صفة قصيرة + er + than (taller than, bigger than).\n 3. التدريب (Practice 15m): حل تمارين كتاب النشاط ومطابقة الصور مع جمل المقارنة.\n 4. الإنتاج (Production 10m): مسابقة تحدي صفي بين فريقين (Team A vs Team B).\n 5. التقييم (Wrap-up 5m): إعلان الفائزين ومكافأة الروح الرياضية.", "phonetic_pairs": [ { "sound": "Comparative Suffix (-er) Weak Sound", "letters": "-er \/ər\/", "examples": "faster, taller, smaller, bigger", "rule_ar": "نطق اللاحقة er كصوت شوَا ضعيف \/ər\/ دون ضغط مبالغ فيه." } ], "vocabulary_list": [ { "word_en": "Challenge", "ipa": "\/ˈtʃælɪndʒ\/", "meaning_ar": "تحدي \/ مسابقة", "example_en": "The English challenge is exciting." }, { "word_en": "Faster", "ipa": "\/ˈfɑːstər\/", "meaning_ar": "أسرع من", "example_en": "Kareem is faster than Yousif." }, { "word_en": "Taller", "ipa": "\/ˈtɔːlər\/", "meaning_ar": "أطول من", "example_en": "Nadia is taller than Lina." }, { "word_en": "Winner", "ipa": "\/ˈwɪnər\/", "meaning_ar": "الفائز", "example_en": "Our team is the winner today." } ], "quiz_items": [ { "id": "g4-u7-q1", "prompt_ar": "اختر صيغة المقارنة الصحيحة:", "question_en": "\"A giraffe is _______ than an elephant.\"", "options": [ "taller", "tall", "tallest", "more tall" ], "correct_index": 0, "explanation_ar": "للمقارنة بين اثنين نضيف (er) للصفة القصيرة مع (than)." }, { "id": "g4-u7-q2", "prompt_ar": "اختر الكلمة المكملة لصيغة المقارنة:", "question_en": "\"A car is faster _______ a bicycle.\"", "options": [ "than", "then", "that", "from" ], "correct_index": 0, "explanation_ar": "نستخدم كلمة (than) للمقارنة." }, { "id": "g4-u7-q3", "prompt_ar": "ما هي مضاعفة الحرف الأخير في صفة (big) عند المقارنة؟", "question_en": "What is the correct spelling for the comparative of \"big\"?", "options": [ "bigger", "biger", "bigest", "more big" ], "correct_index": 0, "explanation_ar": "الصفة المنتهية بحرف ساكن قبله متحرك قصير نضاعف حرفها الأخير (bigger)." }, { "id": "g4-u7-q4", "prompt_ar": "أكمل: \"My team got 20 points, we are the _______ !\"", "question_en": "\"My team got 20 points, we are the _______ !\"", "options": [ "winners", "losing", "stall", "rule" ], "correct_index": 0, "explanation_ar": "من يحصل على أعلى النقاط هم الفائزون (winners)." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: صفات المقارنة", "prompt_ar": "انطق صفات المقارنة:", "target_en": "Taller, shorter, faster, slower, bigger, smaller.", "ipa": "\/ˈtɔːlər, ˈʃɔːtər, ˈfɑːstər, ˈsləʊər, ˈbɪɡər, ˈsmɔːlər\/", "focus_words": [ "Taller", "faster", "bigger" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: جمل المقارنة", "prompt_ar": "انطق جملة المقارنة:", "target_en": "A plane is faster than a train. An elephant is bigger than a dog.", "ipa": "\/ə pleɪn ɪz ˈfɑːstər ðæn ə treɪn. æn ˈɛlɪfənt ɪz ˈbɪɡər ðæn ə dɒɡ\/", "focus_words": [ "faster", "train", "bigger" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: تحدي الفصل", "prompt_ar": "انطق حوار التحدي:", "target_en": "Are you ready for the challenge? Yes, we can win!", "ipa": "\/ɑːr juː ˈrɛdi fɔːr ðə ˈtʃælɪndʒ? jɛs, wiː kæn wɪn\/", "focus_words": [ "ready", "challenge", "win" ] } ], "exercises": [ { "id": "ex-g4-u7-1", "type": "speech", "prompt_ar": "انطق جملة التحدي:", "target_en": "I am taller than my brother and I run faster.", "ipa": "\/aɪ æm ˈtɔːlər ðæn maɪ ˈbrʌðər ænd aɪ rʌn ˈfɑːstər\/", "focus_words": [ "taller", "brother", "faster" ] }, { "id": "ex-g4-u7-2", "type": "multiple_choice", "prompt_ar": "اختر الصفة الصحيحة: \"A plane is _______ than a bicycle.\"", "question_en": "\"A plane is _______ than a bicycle.\"", "options": [ "faster", "slow", "shortest", "older" ], "correct_index": 0, "explanation_ar": "الطائرة أسرع (faster) من الدراجة." }, { "id": "ex-g4-u7-3", "type": "writing", "prompt_ar": "اكتب جملتين تقارن فيهما بين حيوانين أو وسيلتي مواصلات باستخدام (-er than):", "min_words": 8, "sample_answer": "A lion is faster than a cat. A bus is bigger than a car.", "rubric_en": "Comparative sentences comparing two animals or vehicles." } ] }, { "id": "school-g4-u8", "track_type": "libya_school", "level_number": 4, "grade_level": "4", "cefr_level": "A1.1", "unit_order": 8, "title_en": "Unit 8 (Lessons 1–4 | p.115–124): Revision (2) & Year-End Portfolio", "title_ar": "دليل المعلم: الوحدة 8 (الدروس 1–4 | ص 115–124): مراجعة نهاية العام وملف إنجاز الصف الرابع", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 1.35, "book_pdf_url": "books\/grade4\/grade4.pdf", "teacher_book_url": "books\/grade4\/grade4.pdf", "student_book_url": "books\/grade4\/student_grade4.pdf", "workbook_url": "books\/grade4\/workbook_grade4.pdf", "book_page_start": 115, "book_page_end": 124, "book_lessons_covered": "Lesson 1: Grammar & Vocabulary Grand Quiz • Lesson 2: Places & Past Stories Project • Lesson 3: My Year 4 Learning Portfolio • Lesson 4: Farewell & Preparation for Grade 5", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 8 (Lessons 1–4 | p.115–124): Revision (2) & Year-End Portfolio (Grade 4, pp. 115–124): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "المراجعة الشاملة لجميع كفايات الصف الرابع، استعراض ملف إنجاز التلميذ، والاحتفال بالانتقال إلى الصف الخامس بكفاءة وثقة.", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 8 (Lessons 1–4 | p.115–124): Revision (2) & Year-End Portfolio (Grade 4 | Book pp. 115–124)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: Grammar & Vocabulary Grand Quiz • Lesson 2: Places & Past Stories Project • Lesson 3: My Year 4 Learning Portfolio • Lesson 4: Farewell & Preparation for Grade 5\n• Textbook Alignment: Teacher's Book (pp. 115–124) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Portfolio (\/pɔːtˈfəʊliəʊ\/ — ملف الإنجاز التعليمي), Certificate (\/səˈtɪfɪkət\/ — شهادة تقدير وإتمام), Ready (\/ˈrɛdi\/ — مستعد وجاهز)\n\n2. STEP-BY-STEP 8-LESSON TEACHING SEQUENCE (GRADUAL RELEASE: I DO → WE DO → YOU DO):\n• Lessons 1–2 (Presentation & Lexical Input — \"I Do\"):\n - Activate prior knowledge using the Course Book illustrations and flashcards.\n - Model pronunciation and stress patterns; conduct choral and individual drills.\n• Lessons 3–4 (Guided Grammar & Dialogue Practice — \"We Do\"):\n - Present target structures inductively on the board using sentence frames.\n - Guide students through Course Book listening tracks and structured pair dialogues.\n• Lessons 5–6 (Reading, Phonics & Information Gap — \"You Do in Pairs\/Groups\"):\n - Assign 4 cooperative group roles (Reader, Note-taker, Summarizer, Speaker) for reading comprehension and Workbook tasks.\n• Lessons 7–8 (Writing Task, Revision & Formative Exit Slip):\n - Guide process writing in the Workbook, verify answers using the Teacher's Answer Key, and administer a 3-minute Exit Slip.\n\n3. TARGET CLASSROOM LANGUAGE & BOARD EXAMPLES:\n • Lesson 1 Target Focus — Portfolio \/pɔːtˈfəʊliəʊ\/: \"Look at my English portfolio.\"\n • Lesson 2 Target Focus — Certificate \/səˈtɪfɪkət\/: \"I received my Grade 4 certificate.\"\n • Lesson 3 Target Focus — Ready \/ˈrɛdi\/: \"We are ready for Grade 5!\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (Primary 4 - Unit 8 Grand Revision):**\n• **الأهداف:** تقييم ختامي شامل لمهارات الاستماع، القراءة، التحدث والكتابة وفق المعايير الوزارية.\n• **الخطة الصفية:**\n 1. التمهيد (Warm-up 5m): استعراض ذكريات الفصل الدراسي وأبرز الدروس المفضلة.\n 2. المسابقة الشاملة (Grand Challenge 15m): مسابقة الفرق في القواعد والمفردات وأسئلة المعالم الليبية.\n 3. التدريب الفردي (Self-Check 15m): إتمام اختبار التحقق النهائي في كتاب النشاط.\n 4. معرض الإنجاز (Show & Tell 10m): عرض ملف إنجاز التلميذ (My Learning Portfolio).\n 5. الختام والتهنئة (Celebration 5m): منح شهادات إتمام منهج الصف الرابع بنجاح.", "phonetic_pairs": [ { "sound": "Year 4 Master Sound Review", "letters": "th, ch, sh, ph", "examples": "through, challenge, shopping, photo", "rule_ar": "مراجعة كافة الأصوات المركبة الأساسية المقررة في الصف الرابع." } ], "vocabulary_list": [ { "word_en": "Portfolio", "ipa": "\/pɔːtˈfəʊliəʊ\/", "meaning_ar": "ملف الإنجاز التعليمي", "example_en": "Look at my English portfolio." }, { "word_en": "Certificate", "ipa": "\/səˈtɪfɪkət\/", "meaning_ar": "شهادة تقدير وإتمام", "example_en": "I received my Grade 4 certificate." }, { "word_en": "Ready", "ipa": "\/ˈrɛdi\/", "meaning_ar": "مستعد وجاهز", "example_en": "We are ready for Grade 5!" } ], "quiz_items": [ { "id": "g4-u8-q1", "prompt_ar": "اختر الفعل المناسب: \"Last summer, we _______ to Sabratha.\"", "question_en": "\"Last summer, we _______ to Sabratha.\"", "options": [ "travelled", "travel", "travelling", "travels" ], "correct_index": 0, "explanation_ar": "مع (Last summer) نستخدم صيغة الماضي البسيط (travelled)." }, { "id": "g4-u8-q2", "prompt_ar": "اختر جملة المقارنة الصحيحة:", "question_en": "Which sentence has the correct comparative form?", "options": [ "Ali is taller than Yousif.", "Ali is tall than Yousif.", "Ali is tallest than Yousif.", "Ali is more tall than Yousif." ], "correct_index": 0, "explanation_ar": "الصيغة الصحيحة: taller than." }, { "id": "g4-u8-q3", "prompt_ar": "ماذا نستخدم مع المشي إلى المدرسة؟", "question_en": "\"I go to school _______ foot.\"", "options": [ "on", "by", "at", "with" ], "correct_index": 0, "explanation_ar": "المشي يقترن بـ (on foot)." }, { "id": "g4-u8-q4", "prompt_ar": "أي الجمل التالية مكتوبة بشكل صحيح؟", "question_en": "Which sentence is punctuated correctly?", "options": [ "Tripoli is the capital of Libya.", "tripoli is the capital of libya", "Tripoli is capital libya.", "tripoli Is Capital Of libya" ], "correct_index": 0, "explanation_ar": "أسماء المدن والبلدان تبدأ بحرف كبير وتوضع نقطة في النهاية." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: فخر الإنجاز", "prompt_ar": "انطق جملة الفخر بإتمام الصف الرابع:", "target_en": "I have finished Grade 4 English successfully.", "ipa": "\/aɪ hæv ˈfɪnɪʃt ɡreɪd fɔːr ˈɪŋɡlɪʃ səkˈsɛsfʊli\/", "focus_words": [ "finished", "Grade", "successfully" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: الحديث عن المستقبل", "prompt_ar": "انطق جملة الاستعداد للصف الخامس:", "target_en": "I am ready for Primary 5 and I love learning English.", "ipa": "\/aɪ æm ˈrɛdi fɔːr ˈpraɪməri faɪv ænd aɪ lʌv ˈlɜːnɪŋ ˈɪŋɡlɪʃ\/", "focus_words": [ "ready", "Primary", "learning" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: وداع الصف الرابع", "prompt_ar": "انطق التحية الختامية:", "target_en": "Thank you, teacher! Goodbye Grade 4!", "ipa": "\/θæŋk juː, ˈtiːtʃər! ˌɡʊdˈbaɪ ɡreɪd fɔːr\/", "focus_words": [ "Thank", "teacher", "Goodbye" ] } ], "exercises": [ { "id": "ex-g4-u8-1", "type": "speech", "prompt_ar": "انطق رسالة الختام:", "target_en": "We learned many things this year in English.", "ipa": "\/wiː lɜːnd ˈmɛni θɪŋz ðɪs jɪər ɪn ˈɪŋɡlɪʃ\/", "focus_words": [ "learned", "things", "English" ] }, { "id": "ex-g4-u8-2", "type": "multiple_choice", "prompt_ar": "اختر الكلمة المناسبة: \"We are _______ for the next school year.\"", "question_en": "\"We are _______ for the next school year.\"", "options": [ "ready", "read", "reading", "reader" ], "correct_index": 0, "explanation_ar": "الصفة المناسبة هي (ready)." }, { "id": "ex-g4-u8-3", "type": "writing", "prompt_ar": "اكتب فقرة قصيرة من ثلاث جمل تصف فيها أفضل ما أحببته في كتاب الصف الرابع:", "min_words": 12, "sample_answer": "I liked learning about Libyan places. I also enjoyed the playground games. English is my favourite subject.", "rubric_en": "Year-end reflective paragraph about favourite topics in Grade 4." } ] } ] }