{ "grade_level": 6, "title_en": "English for Libya — Grade 6 Official Curriculum Suite", "title_ar": "منهج اللغة الإنجليزية للصف 6 (كتاب المعلم + كتاب التلميذ + كراسة التدريبات)", "teacher_book_url": "books\/grade6\/grade6.pdf", "student_book_url": "books\/grade6\/student_grade6.pdf", "workbook_url": "books\/grade6\/workbook_grade6.pdf", "units_count": 8, "units": [ { "id": "school-g6-u1", "track_type": "libya_school", "level_number": 6, "grade_level": "6", "cefr_level": "A2.1", "unit_order": 1, "title_en": "Unit 1 (Lessons 1–8 | p.18–41): Family and Work", "title_ar": "دليل المعلم: الوحدة 1 (الدروس 1–8 | ص 18–41): العائلة وأماكن العمل والمهن", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 1.8, "book_pdf_url": "books\/grade6\/grade6.pdf", "teacher_book_url": "books\/grade6\/grade6.pdf", "student_book_url": "books\/grade6\/student_grade6.pdf", "workbook_url": "books\/grade6\/workbook_grade6.pdf", "book_page_start": 18, "book_page_end": 41, "book_lessons_covered": "Lesson 1: My Family Tree • Lesson 2: Jobs (IT programmer, nurse, engineer, etc.) • Lesson 3: Places of Work (in \/ on \/ at) • Lesson 4: Daily Work Routines • Lessons 5–8: Two Families Story & Writing My Family", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 1 (Lessons 1–8 | p.18–41): Family and Work (Grade 6, pp. 18–41): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "الحديث عن شجرة العائلة وصلات القرابة (cousin, aunt, uncle)، التمييز الدقيق بين المهن وأماكن عملها، واستخدام حروف الجر المكانية (in an office \/ in a hospital, on a building site \/ on a farm \/ on the roads, at home \/ at school).", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 1 (Lessons 1–8 | p.18–41): Family and Work (Grade 6 | Book pp. 18–41)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: My Family Tree • Lesson 2: Jobs (IT programmer, nurse, engineer, etc.) • Lesson 3: Places of Work (in \/ on \/ at) • Lesson 4: Daily Work Routines • Lessons 5–8: Two Families Story & Writing My Family\n• Textbook Alignment: Teacher's Book (pp. 18–41) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Programmer (\/ˈprəʊɡræmər\/ — مبرمج حاسوب), Refinery (\/rɪˈfaɪnəri\/ — مصفاة نفط), Building site (\/ˈbɪldɪŋ saɪt\/ — موقع بناء وإنشاءات), Cousin (\/ˈkʌzn\/ — ابن العم \/ ابن الخال)\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 — Programmer \/ˈprəʊɡræmər\/: \"An IT programmer works in an office.\"\n • Lesson 2 Target Focus — Refinery \/rɪˈfaɪnəri\/: \"An engineer works in an oil refinery.\"\n • Lesson 3 Target Focus — Building site \/ˈbɪldɪŋ saɪt\/: \"A builder works on a building site.\"\n • Lesson 4 Target Focus — Cousin \/ˈkʌzn\/: \"My cousin Basim is in the same class.\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (Primary 6 - Unit 1: Family & Work):**\n• **القاعدة المحورية لحروف الجر المكانية مع أماكن العمل:**\n - نستخدم (in) مع الأماكن المغلقة والمباني: in a hospital, in an office, in a restaurant, in an oil refinery.\n - نستخدم (on) مع الأسطح والمساحات المكشوفة: on a building site, on a farm, on the roads.\n - نستخدم (at) مع نقاط محددة: at home, at school.\n• **الخطة الصفية:**\n 1. التمهيد (Warm-up 5m): رسم مخطط شجرة العائلة على السبورة واستدعاء مسميات الأقارب.\n 2. العرض (Presentation 10m): تقديم تصنيف حروف الجر مع أماكن العمل (in \/ on \/ at).\n 3. التدريب (Practice 15m): حل تمرين المطابقة في كتاب النشاط (Activity Book ص 8-11).\n 4. الإنتاج (Production 10m): يكتب كل تلميذ فقرة قصيرة عن عائلته ووظائف الوالدين وأماكن عملهم.\n 5. التقييم (Wrap-up 5m): بطاقات خاطفة (Flashcards) للتأكد من ربط المهنة بمكان العمل وحرف الجر.", "phonetic_pairs": [ { "sound": "Job Suffixes (-er, -or, -ist)", "letters": "teacher, doctor, programmer", "examples": "engineer, builder, IT programmer", "rule_ar": "التشديد الصوتي يختلف في أسماء المهن؛ الانتباه لنطق المقطع الأخير كشوَا ضعيف \/ər\/." } ], "vocabulary_list": [ { "word_en": "Programmer", "ipa": "\/ˈprəʊɡræmər\/", "meaning_ar": "مبرمج حاسوب", "example_en": "An IT programmer works in an office." }, { "word_en": "Refinery", "ipa": "\/rɪˈfaɪnəri\/", "meaning_ar": "مصفاة نفط", "example_en": "An engineer works in an oil refinery." }, { "word_en": "Building site", "ipa": "\/ˈbɪldɪŋ saɪt\/", "meaning_ar": "موقع بناء وإنشاءات", "example_en": "A builder works on a building site." }, { "word_en": "Cousin", "ipa": "\/ˈkʌzn\/", "meaning_ar": "ابن العم \/ ابن الخال", "example_en": "My cousin Basim is in the same class." } ], "quiz_items": [ { "id": "g6-u1-q1", "prompt_ar": "اختر حرف الجر الصحيح: \"A builder works _______ a building site.\"", "question_en": "\"A builder works _______ a building site.\"", "options": [ "on", "in", "at", "under" ], "correct_index": 0, "explanation_ar": "موقع البناء مساحة مفتوحة ونستخدم معها (on a building site)." }, { "id": "g6-u1-q2", "prompt_ar": "أين يعمل مبرمج تقنية المعلومات (IT programmer)؟", "question_en": "Where does an IT programmer work?", "options": [ "In an office", "On a farm", "On the roads", "In a restaurant" ], "correct_index": 0, "explanation_ar": "المبرمج يعمل داخل مكتب (In an office)." }, { "id": "g6-u1-q3", "prompt_ar": "ما هو حرف الجر المناسب مع (hospital)؟", "question_en": "\"A doctor and a nurse work _______ a hospital.\"", "options": [ "in", "on", "at", "by" ], "correct_index": 0, "explanation_ar": "المستشفى مبنى مغلق ونستخدم معه (in a hospital)." }, { "id": "g6-u1-q4", "prompt_ar": "أي المهن التالية تعمل على الطرقات (on the roads)؟", "question_en": "Who works on the roads?", "options": [ "A bus driver", "A waiter", "A housewife", "A farmer" ], "correct_index": 0, "explanation_ar": "سائق الحافلة (A bus driver) يعمل على الطرقات." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: المهن وأماكن العمل", "prompt_ar": "انطق أسماء المهن وأماكن عملها:", "target_en": "Doctor - hospital, programmer - office, farmer - farm, builder - building site.", "ipa": "\/ˈdɒktər - ˈhɒspɪtl, ˈprəʊɡræmər - ˈɒfɪs, ˈfɑːmər - fɑːm, ˈbɪldər - ˈbɪldɪŋ saɪt\/", "focus_words": [ "programmer", "refinery", "builder" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: حروف الجر المكانية", "prompt_ar": "انطق جمل حروف الجر بدقة:", "target_en": "My father works in an office. My uncle works on a farm.", "ipa": "\/maɪ ˈfɑːðər wɜːks ɪn æn ˈɒfɪs. maɪ ˈʌŋkl wɜːks ɒn ə fɑːm\/", "focus_words": [ "office", "uncle", "farm" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: التعريف بالعائلة والعمل", "prompt_ar": "انطق فقرة العائلة:", "target_en": "My mum is a teacher and she works in a primary school.", "ipa": "\/maɪ mʌm ɪz ə ˈtiːtʃər ænd ʃiː wɜːks ɪn ə ˈpraɪməri skuːl\/", "focus_words": [ "teacher", "works", "primary" ] } ], "exercises": [ { "id": "ex-g6-u1-1", "type": "speech", "prompt_ar": "انطق جملة العمل:", "target_en": "An IT programmer works in an office with computers.", "ipa": "\/æn aɪ-tiː ˈprəʊɡræmər wɜːks ɪn æn ˈɒfɪs wɪð kəmˈpjuːtərz\/", "focus_words": [ "programmer", "office", "computers" ] }, { "id": "ex-g6-u1-2", "type": "multiple_choice", "prompt_ar": "اختر حرف الجر الصحيح: \"A housewife works _______ home.\"", "question_en": "\"A housewife works _______ home.\"", "options": [ "at", "in", "on", "with" ], "correct_index": 0, "explanation_ar": "مع كلمة home نستخدم (at home)." }, { "id": "ex-g6-u1-3", "type": "writing", "prompt_ar": "اكتب فقرة من ثلاث جمل تصف فيها مهنة والدك ووالدتك وأماكن عملهما بالإنجليزية:", "min_words": 12, "sample_answer": "My father is an engineer. He works in an oil refinery. My mother is a nurse and works in a big hospital.", "rubric_en": "Writing about parents' jobs and places of work using in\/on\/at correctly." } ] }, { "id": "school-g6-u2", "track_type": "libya_school", "level_number": 6, "grade_level": "6", "cefr_level": "A2.1", "unit_order": 2, "title_en": "Unit 2 (Lessons 1–8 | p.42–65): What is it Made of? Materials", "title_ar": "دليل المعلم: الوحدة 2 (الدروس 1–8 | ص 42–65): ممّا صُنع؟ استكشاف المواد والمعادن", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 1.85, "book_pdf_url": "books\/grade6\/grade6.pdf", "teacher_book_url": "books\/grade6\/grade6.pdf", "student_book_url": "books\/grade6\/student_grade6.pdf", "workbook_url": "books\/grade6\/workbook_grade6.pdf", "book_page_start": 42, "book_page_end": 65, "book_lessons_covered": "Lesson 1: Common Materials (cotton, wood, leather, metal, rubber, glass, wool, denim) • Lesson 2: Made of vs Made from • Lesson 3: Order of Adjectives (Size - Colour - Material) • Lesson 4: At the Mall • Lessons 5–8: Story & Shopping Project", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 2 (Lessons 1–8 | p.42–65): What is it Made of? Materials (Grade 6, pp. 42–65): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "التعرف على المواد الخام (materials)، السؤال عن مادة الصنع (What is it made of? \/ It is made of leather)، وترتيب الصفات قبل الاسم (Size + Colour + Material + Noun مثل: big black leather shoes).", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 2 (Lessons 1–8 | p.42–65): What is it Made of? Materials (Grade 6 | Book pp. 42–65)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: Common Materials (cotton, wood, leather, metal, rubber, glass, wool, denim) • Lesson 2: Made of vs Made from • Lesson 3: Order of Adjectives (Size - Colour - Material) • Lesson 4: At the Mall • Lessons 5–8: Story & Shopping Project\n• Textbook Alignment: Teacher's Book (pp. 42–65) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Leather (\/ˈlɛðər\/ — جلد طبيعي), Denim (\/ˈdɛnɪm\/ — قماش الجينز), Rubber (\/ˈrʌbər\/ — مطاط), Wool (\/wʊl\/ — صوف)\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 — Leather \/ˈlɛðər\/: \"These shoes are made of leather.\"\n • Lesson 2 Target Focus — Denim \/ˈdɛnɪm\/: \"Jeans are made of denim.\"\n • Lesson 3 Target Focus — Rubber \/ˈrʌbər\/: \"Rain boots are made of rubber.\"\n • Lesson 4 Target Focus — Wool \/wʊl\/: \"This warm sweater is made of wool.\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (Primary 6 - Unit 2: Materials):**\n• **قاعدة ترتيب الصفات الإلزامية (Adjective Order):**\n 1. الحجم (Size): big, small, long, short.\n 2. اللون (Colour): black, blue, white, red.\n 3. مادة الصنع (Material): cotton, leather, wooden, denim, metal.\n 4. الاسم الموصوف (Noun): shoes, boots, jacket, table.\n - مثال وزاري: He bought a (big black leather) jacket.\n• **الخطة الصفية:**\n 1. التمهيد (Warm-up 5m): لمس أغراض مختلفة في الفصل وتخمين مادتها: Is it metal or plastic?\n 2. العرض (Presentation 10m): كتابة صيغة (Made of للمفرد \/ Made of للجمع) وقاعدة ترتيب الصفات.\n 3. التدريب (Practice 15m): حل تمارين ترتيب الجمل في كتاب النشاط (Activity Book ص 24-27).\n 4. الإنتاج (Production 10m): يصف التلميذ ملابسه وحقيبته بدقة مع احترام ترتيب الصفات.\n 5. التقييم (Wrap-up 5m): مسابقة إعادة ترتيب الكلمات المشوشة.", "phonetic_pairs": [ { "sound": "Material Adjectives Word Stress", "letters": "cotton, leather, rubber, metal, denim", "examples": "cotton T-shirt, denim jeans, leather boots", "rule_ar": "التشديد الصوتي يقع على المقطع الأول في معظم أسماء المواد الثنائية المقاطع." } ], "vocabulary_list": [ { "word_en": "Leather", "ipa": "\/ˈlɛðər\/", "meaning_ar": "جلد طبيعي", "example_en": "These shoes are made of leather." }, { "word_en": "Denim", "ipa": "\/ˈdɛnɪm\/", "meaning_ar": "قماش الجينز", "example_en": "Jeans are made of denim." }, { "word_en": "Rubber", "ipa": "\/ˈrʌbər\/", "meaning_ar": "مطاط", "example_en": "Rain boots are made of rubber." }, { "word_en": "Wool", "ipa": "\/wʊl\/", "meaning_ar": "صوف", "example_en": "This warm sweater is made of wool." } ], "quiz_items": [ { "id": "g6-u2-q1", "prompt_ar": "اختر الترتيب الصحيح للصفات قبل الاسم:", "question_en": "Which is the correct order of adjectives?", "options": [ "a big black leather jacket", "a leather black big jacket", "a black big leather jacket", "a big leather black jacket" ], "correct_index": 0, "explanation_ar": "الترتيب المعتمد: الحجم (big) ثم اللون (black) ثم المادة (leather)." }, { "id": "g6-u2-q2", "prompt_ar": "ممّا تصنع سراويل الجينز (jeans)؟", "question_en": "What are jeans made of?", "options": [ "Denim", "Glass", "Wood", "Rubber" ], "correct_index": 0, "explanation_ar": "الجينز يصنع من قماش الدنيم (Denim)." }, { "id": "g6-u2-q3", "prompt_ar": "اختر الفعل المناسب للجمع مع مادة الصنع:", "question_en": "\"The boots _______ made of leather.\"", "options": [ "are", "is", "am", "was" ], "correct_index": 0, "explanation_ar": "كلمة boots جمع وتأخذ فعل الكينونة (are)." }, { "id": "g6-u2-q4", "prompt_ar": "ممّا تصنع إطارات السيارات والمماحي المدرسية؟", "question_en": "Car tyres and pencil erasers are made of _______ .", "options": [ "rubber", "wool", "cotton", "paper" ], "correct_index": 0, "explanation_ar": "الإطارات والمماحي تصنع من المطاط (rubber)." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: أسماء المواد الخام", "prompt_ar": "انطق أسماء المواد بوضوح:", "target_en": "Cotton, leather, glass, wood, metal, rubber, wool, denim.", "ipa": "\/ˈkɒtn, ˈlɛðər, ɡlɑːs, wʊd, ˈmɛtl, ˈrʌbər, wʊl, ˈdɛnɪm\/", "focus_words": [ "leather", "denim", "rubber" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: السؤال عن مادة الصنع", "prompt_ar": "انطق السؤال وجوابه:", "target_en": "What is the table made of? It is made of wood.", "ipa": "\/wɒt ɪz ðə ˈteɪbl meɪd ɒv? ɪt ɪz meɪd ɒv wʊd\/", "focus_words": [ "made", "table", "wood" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: تطبيق ترتيب الصفات", "prompt_ar": "انطق وصف المنتج:", "target_en": "She is wearing a beautiful long blue cotton dress.", "ipa": "\/ʃiː ɪz ˈwɛərɪŋ ə ˈbjuːtəfʊl lɒŋ bluː ˈkɒtn drɛs\/", "focus_words": [ "wearing", "long", "cotton" ] } ], "exercises": [ { "id": "ex-g6-u2-1", "type": "speech", "prompt_ar": "انطق جملة المواد:", "target_en": "Jeans are made of denim and sweaters are made of wool.", "ipa": "\/dʒiːnz ɑːr meɪd ɒv ˈdɛnɪm ænd ˈswɛtərz ɑːr meɪd ɒv wʊl\/", "focus_words": [ "Jeans", "denim", "wool" ] }, { "id": "ex-g6-u2-2", "type": "multiple_choice", "prompt_ar": "اختر الترتيب الصحيح: \"My mother bought a _______ table.\"", "question_en": "\"My mother bought a _______ table.\"", "options": [ "small white wooden", "wooden small white", "white small wooden", "wooden white small" ], "correct_index": 0, "explanation_ar": "الحجم (small) ثم اللون (white) ثم المادة (wooden)." }, { "id": "ex-g6-u2-3", "type": "writing", "prompt_ar": "اكتب جملتين تصف فيهما شيئين تمتلكهما ومادة صنعهما مع ترتيب الصفات بشكل سليم:", "min_words": 12, "sample_answer": "I have a big brown leather bag. My brother has a small silver metal watch.", "rubric_en": "Descriptive sentences applying size + colour + material adjective sequence." } ] }, { "id": "school-g6-u3", "track_type": "libya_school", "level_number": 6, "grade_level": "6", "cefr_level": "A2.1", "unit_order": 3, "title_en": "Unit 3 (Lessons 1–8 | p.66–87): Health, Fitness & Giving Advice", "title_ar": "دليل المعلم: الوحدة 3 (الدروس 1–8 | ص 66–87): الصحة واللياقة وتقديم النصائح", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 1.9, "book_pdf_url": "books\/grade6\/grade6.pdf", "teacher_book_url": "books\/grade6\/grade6.pdf", "student_book_url": "books\/grade6\/student_grade6.pdf", "workbook_url": "books\/grade6\/workbook_grade6.pdf", "book_page_start": 66, "book_page_end": 87, "book_lessons_covered": "Lesson 1: Health Problems (headache, stomach ache, broken arm, toothache, cough, cold, temperature) • Lesson 2: Giving Advice with Should \/ Shouldn’t • Lesson 3: Strong Obligation with Must \/ Mustn’t • Lesson 4: Online Safety Rules (6 Ways to Stay Safe Online) • Lessons 5–8: Story & Healthy Habits", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 3 (Lessons 1–8 | p.66–87): Health, Fitness & Giving Advice (Grade 6, pp. 66–87): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "تسمية المشكلات والأعراض الصحية، تقديم النصائح الطبية باستخدام (should \/ shouldn’t)، التعبير عن الإلزام وقواعد الأمان على الإنترنت باستخدام (must \/ mustn’t)، واستخدام الضمائر الانعكاسية (myself, yourself, himself, herself).", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 3 (Lessons 1–8 | p.66–87): Health, Fitness & Giving Advice (Grade 6 | Book pp. 66–87)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: Health Problems (headache, stomach ache, broken arm, toothache, cough, cold, temperature) • Lesson 2: Giving Advice with Should \/ Shouldn’t • Lesson 3: Strong Obligation with Must \/ Mustn’t • Lesson 4: Online Safety Rules (6 Ways to Stay Safe Online) • Lessons 5–8: Story & Healthy Habits\n• Textbook Alignment: Teacher's Book (pp. 66–87) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Headache (\/ˈhɛdeɪk\/ — صداع في الرأس), Medicine (\/ˈmɛdsn\/ — دواء وعلاج), Password (\/ˈpɑːswɜːd\/ — كلمة السر \/ المرور), Online (\/ˈɒnlaɪn\/ — متصل بالإنترنت)\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 — Headache \/ˈhɛdeɪk\/: \"He has a bad headache today.\"\n • Lesson 2 Target Focus — Medicine \/ˈmɛdsn\/: \"You should take your medicine on time.\"\n • Lesson 3 Target Focus — Password \/ˈpɑːswɜːd\/: \"You must keep your password safe.\"\n • Lesson 4 Target Focus — Online \/ˈɒnlaɪn\/: \"Follow the six rules when you go online.\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (Primary 6 - Unit 3: Health & Advice):**\n• **الفروق الوزارية الدقيقة بين Should و Must:**\n - نستخدم (Should \/ Shouldn’t) للنصيحة الودية الطبية: You should see a doctor \/ You shouldn’t drink too much soda.\n - نستخدم (Must \/ Mustn’t) للقواعد الصارمة والأمان: You must keep your password safe \/ You mustn't meet a person you only know online.\n• **الخطة الصفية:**\n 1. التمهيد (Warm-up 5m): تمثيل أعراض المرض إيمائياً (Mime game) وتخمين اسم العَرَض.\n 2. العرض (Presentation 10m): شرح القواعد الست للأمان الرقمي وتوظيف must\/mustn’t.\n 3. التدريب (Practice 15m): حل تمارين كتاب النشاط حول الضمائر الانعكاسية (Reflexive Pronouns).\n 4. الإنتاج (Production 10m): حوار بين مريض وطبيب يقدم له نصائح باستخدام should.\n 5. التقييم (Wrap-up 5m): مسابقة فرز الجمل: هل الموقف يستوجب should أم must?", "phonetic_pairs": [ { "sound": "Silent L in Should", "letters": "should \/ʃʊd\/, shouldn't", "examples": "You should rest. You shouldn't walk.", "rule_ar": "حرف l في should صامت تماماً وتلفظ بصوت الضمة القصير \/ʃʊd\/." }, { "sound": "Compound Ache Sounds", "letters": "-ache \/eɪk\/", "examples": "headache, stomach ache, earache, toothache", "rule_ar": "اللاحقة ache تلفظ دائماً كصوت كاف صريح \/eɪk\/." } ], "vocabulary_list": [ { "word_en": "Headache", "ipa": "\/ˈhɛdeɪk\/", "meaning_ar": "صداع في الرأس", "example_en": "He has a bad headache today." }, { "word_en": "Medicine", "ipa": "\/ˈmɛdsn\/", "meaning_ar": "دواء وعلاج", "example_en": "You should take your medicine on time." }, { "word_en": "Password", "ipa": "\/ˈpɑːswɜːd\/", "meaning_ar": "كلمة السر \/ المرور", "example_en": "You must keep your password safe." }, { "word_en": "Online", "ipa": "\/ˈɒnlaɪn\/", "meaning_ar": "متصل بالإنترنت", "example_en": "Follow the six rules when you go online." } ], "quiz_items": [ { "id": "g6-u3-q1", "prompt_ar": "اختر الفعل المساعد المناسب لنصيحة المريض:", "question_en": "\"You have a fever. You _______ see a doctor.\"", "options": [ "should", "mustn’t", "wouldn’t", "aren’t" ], "correct_index": 0, "explanation_ar": "نستخدم (should) لتقديم النصيحة الإيجابية للمريض." }, { "id": "g6-u3-q2", "prompt_ar": "اختر الفعل المناسب لقاعدة أمان الإنترنت الصارمة:", "question_en": "\"You _______ keep your password safe.\"", "options": [ "must", "shouldn’t", "might", "can’t" ], "correct_index": 0, "explanation_ar": "حفظ كلمة المرور قاعدة حتمية وأمان إلزامي نستخدم معها (must)." }, { "id": "g6-u3-q3", "prompt_ar": "اختر الضمير الانعكاسي المناسب: \"I cut _______ with a sharp knife.\"", "question_en": "\"I cut _______ with a sharp knife.\"", "options": [ "myself", "himself", "herself", "themselves" ], "correct_index": 0, "explanation_ar": "الضمير العائد على (I) هو الضمير الانعكاسي (myself)." }, { "id": "g6-u3-q4", "prompt_ar": "ماذا يجب ألا تفعل على الإنترنت وفق كتاب الصف السادس؟", "question_en": "\"You _______ meet a person that you only know online.\"", "options": [ "mustn’t", "must", "should", "can" ], "correct_index": 0, "explanation_ar": "التحذير القطعي: يجب ألا تقابل شخصاً لا تعرفه إلا عبر الإنترنت (mustn’t)." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: الأعراض والمشكلات الصحية", "prompt_ar": "انطق أسماء الأعراض:", "target_en": "Headache, stomach ache, broken arm, sore throat, cough, cold.", "ipa": "\/ˈhɛdeɪk, ˈstʌmək eɪk, ˈbrəʊkən ɑːm, sɔː θrəʊt, kɒf, kəʊld\/", "focus_words": [ "headache", "stomach", "throat" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: تقديم النصائح الطبية", "prompt_ar": "انطق نصيحة الطبيب:", "target_en": "You should drink plenty of water and take some medicine.", "ipa": "\/juː ʃʊd drɪŋk ˈplɛnti ɒv ˈwɔːtər ænd teɪk sʌm ˈmɛdsn\/", "focus_words": [ "should", "plenty", "medicine" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: قواعد الأمان الرقمي", "prompt_ar": "انطق قاعدة الأمان على الإنترنت:", "target_en": "You must keep your personal information and password safe.", "ipa": "\/juː mʌst kiːp jɔː ˈpɜːsnl ˌɪnfəˈmeɪʃn ænd ˈpɑːswɜːd seɪf\/", "focus_words": [ "personal", "password", "safe" ] } ], "exercises": [ { "id": "ex-g6-u3-1", "type": "speech", "prompt_ar": "انطق قاعدة الأمان الرقمي:", "target_en": "Be nice to people online and never share your password.", "ipa": "\/biː naɪs tuː ˈpiːpl ˈɒnlaɪn ænd ˈnɛvər ʃɛər jɔː ˈpɑːswɜːd\/", "focus_words": [ "nice", "online", "password" ] }, { "id": "ex-g6-u3-2", "type": "multiple_choice", "prompt_ar": "اختر الضمير الصحيح: \"She taught _______ how to cook.\"", "question_en": "\"She taught _______ how to cook.\"", "options": [ "herself", "himself", "itself", "myself" ], "correct_index": 0, "explanation_ar": "مع الفاعل She نستخدم الضمير الانعكاسي (herself)." }, { "id": "ex-g6-u3-3", "type": "writing", "prompt_ar": "اكتب نصيحتين لصديق يشعر بصداع شديد ونصيحة أمان واحدة لاستخدام الإنترنت:", "min_words": 12, "sample_answer": "You should drink water and go to bed. You must not look at your phone screen for too long.", "rubric_en": "Writing health advice with should and safety rules with must." } ] }, { "id": "school-g6-u4", "track_type": "libya_school", "level_number": 6, "grade_level": "6", "cefr_level": "A2.1", "unit_order": 4, "title_en": "Unit 4 (Lessons 1–4 | p.88–95): Revision (1) & Mid-Year Check", "title_ar": "دليل المعلم: الوحدة 4 (الدروس 1–4 | ص 88–95): مراجعة الفصل الأول والتثبيت النحوي", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 1.95, "book_pdf_url": "books\/grade6\/grade6.pdf", "teacher_book_url": "books\/grade6\/grade6.pdf", "student_book_url": "books\/grade6\/student_grade6.pdf", "workbook_url": "books\/grade6\/workbook_grade6.pdf", "book_page_start": 88, "book_page_end": 95, "book_lessons_covered": "Lesson 1: Family & Jobs Consolidation • Lesson 2: Materials & Adjectives Master Quiz • Lesson 3: Health & Internet Safety Review • Lesson 4: Diagnostic Progress Assessment", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 4 (Lessons 1–4 | p.88–95): Revision (1) & Mid-Year Check (Grade 6, pp. 88–95): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "المراجعة الشاملة والدقيقة لكفايات الوحدات الثلاث الأولى في الصف السادس، التحقق من إتقان حروف الجر المكانية، ترتيب الصفات، والنصائح الطبية وقواعد الأمان.", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 4 (Lessons 1–4 | p.88–95): Revision (1) & Mid-Year Check (Grade 6 | Book pp. 88–95)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: Family & Jobs Consolidation • Lesson 2: Materials & Adjectives Master Quiz • Lesson 3: Health & Internet Safety Review • Lesson 4: Diagnostic Progress Assessment\n• Textbook Alignment: Teacher's Book (pp. 88–95) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Accurate (\/ˈækjərət\/ — دقيق وصحيح), Consolidate (\/kənˈsɒlɪdeɪt\/ — يثبت ويرسخ), Advice (\/ədˈvaɪs\/ — نصيحة وإرشاد)\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 — Accurate \/ˈækjərət\/: \"Make sure your spelling is accurate.\"\n • Lesson 2 Target Focus — Consolidate \/kənˈsɒlɪdeɪt\/: \"We consolidate our grammar rules.\"\n • Lesson 3 Target Focus — Advice \/ədˈvaɪs\/: \"Listen carefully to medical advice.\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (Primary 6 - Unit 4: Revision 1):**\n• **الأهداف:** تعزيز الدقة اللغوية قبل الشروع في الفصل الثاني، ومعالجة الالتباس الشائع بين should و must.\n• **الخطة الصفية:**\n 1. التمهيد (Warm-up 5m): لعبة مسابقة الأسئلة الوزارية السريعة (Quiz Bowl).\n 2. مراجعة القواعد (Grammar Review 15m): مقارنة جماعية لأوراق عمل الحروف والصفات.\n 3. الاختبار التكويني (Formative Quiz 15m): إنجاز اختبار منتصف الكتاب في كتاب النشاط.\n 4. تصحيح الأخطاء (Feedback 10m): التركيز على أخطاء كتابة الضمائر الانعكاسية.\n 5. الختام (Wrap-up 5m): إشادة بالنتائج وتشجيع التلاميذ.", "phonetic_pairs": [ { "sound": "Contrasting Vowels Review", "letters": "look \/ʊ\/ vs food \/uː\/, live \/ɪ\/ vs leave \/iː\/", "examples": "cook, boots, live, leaving", "rule_ar": "التدريب على أصوات الصوائت القصيرة والطويلة في الكلمات المتكررة." } ], "vocabulary_list": [ { "word_en": "Accurate", "ipa": "\/ˈækjərət\/", "meaning_ar": "دقيق وصحيح", "example_en": "Make sure your spelling is accurate." }, { "word_en": "Consolidate", "ipa": "\/kənˈsɒlɪdeɪt\/", "meaning_ar": "يثبت ويرسخ", "example_en": "We consolidate our grammar rules." }, { "word_en": "Advice", "ipa": "\/ədˈvaɪs\/", "meaning_ar": "نصيحة وإرشاد", "example_en": "Listen carefully to medical advice." } ], "quiz_items": [ { "id": "g6-u4-q1", "prompt_ar": "اختر حرف الجر الصحيح: \"My uncle is a farmer. He works _______ a farm.\"", "question_en": "\"My uncle is a farmer. He works _______ a farm.\"", "options": [ "on", "in", "at", "into" ], "correct_index": 0, "explanation_ar": "المزرعة تأخذ حرف الجر (on a farm)." }, { "id": "g6-u4-q2", "prompt_ar": "اختر الترتيب الصحيح للصفات:", "question_en": "Which phrase follows the correct order of adjectives?", "options": [ "a small blue denim bag", "a denim small blue bag", "a blue small denim bag", "a denim blue small bag" ], "correct_index": 0, "explanation_ar": "الحجم (small) ثم اللون (blue) ثم المادة (denim)." }, { "id": "g6-u4-q3", "prompt_ar": "أكمل بالضمير الانعكاسي: \"He looked at _______ in the mirror.\"", "question_en": "\"He looked at _______ in the mirror.\"", "options": [ "himself", "herself", "itself", "myself" ], "correct_index": 0, "explanation_ar": "مع الفاعل He نستخدم الضمير الانعكاسي (himself)." }, { "id": "g6-u4-q4", "prompt_ar": "اختر الفعل الأنسب: \"You _______ drink sweet soda when you have a toothache.\"", "question_en": "\"You _______ drink sweet soda when you have a toothache.\"", "options": [ "shouldn’t", "should", "must", "can" ], "correct_index": 0, "explanation_ar": "نصيحة سلبية لتجنب تفاقم ألم الأسنان (shouldn’t)." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: تلازمات المهن والمواد", "prompt_ar": "انطق جمل المراجعة:", "target_en": "A nurse works in a hospital and boots are made of leather.", "ipa": "\/ə nɜːs wɜːks ɪn ə ˈhɒspɪtl ænd buːts ɑːr meɪd ɒv ˈlɛðər\/", "focus_words": [ "nurse", "hospital", "leather" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: النصائح الطبية", "prompt_ar": "انطق جملة النصيحة والأمان:", "target_en": "You should rest when you have a headache and keep passwords safe.", "ipa": "\/juː ʃʊd rɛst wɛn juː hæv ə ˈhɛdeɪk ænd kiːp ˈpɑːswɜːdz seɪf\/", "focus_words": [ "rest", "headache", "passwords" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: الطلاقة الشاملة", "prompt_ar": "انطق فقرة الاستعراض الذاتي:", "target_en": "I have revised all my lessons and I am ready for the new term.", "ipa": "\/aɪ hæv rɪˈvaɪzd ɔːl maɪ ˈlɛsnz ænd aɪ æm ˈrɛdi fɔːr ðə njuː tɜːm\/", "focus_words": [ "revised", "lessons", "ready" ] } ], "exercises": [ { "id": "ex-g6-u4-1", "type": "speech", "prompt_ar": "انطق جملة المراجعة:", "target_en": "We practice English every day to speak fluently and write accurately.", "ipa": "\/wiː ˈpræktɪs ˈɪŋɡlɪʃ ˈɛvrideɪ tuː spiːk ˈfluːəntli ænd raɪt ˈækjərətli\/", "focus_words": [ "practice", "fluently", "accurately" ] }, { "id": "ex-g6-u4-2", "type": "multiple_choice", "prompt_ar": "اختر الكلمة المناسبة: \"An IT programmer works _______ an office.\"", "question_en": "\"An IT programmer works _______ an office.\"", "options": [ "in", "on", "at", "under" ], "correct_index": 0, "explanation_ar": "المكتب مبنى مغلق ويأخذ حرف الجر (in an office)." }, { "id": "ex-g6-u4-3", "type": "writing", "prompt_ar": "اكتب ثلاث جمل تلخص فيها: مهنة أحد أفراد أسرتك ومكان عمله، مادة صنع ملابسك، وقاعدة أمان للإنترنت:", "min_words": 15, "sample_answer": "My father works on a farm. I am wearing a blue cotton shirt. You must keep your password secret online.", "rubric_en": "Consolidated writing covering jobs, material order and internet security." } ] }, { "id": "school-g6-u5", "track_type": "libya_school", "level_number": 6, "grade_level": "6", "cefr_level": "A2.1", "unit_order": 5, "title_en": "Unit 5 (Lessons 1–8 | p.96–115): Then and Now — Inventions & Space", "title_ar": "دليل المعلم: الوحدة 5 (الدروس 1–8 | ص 96–115): الماضي والحاضر والتكنولوجيا والاختراعات", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 2, "book_pdf_url": "books\/grade6\/grade6.pdf", "teacher_book_url": "books\/grade6\/grade6.pdf", "student_book_url": "books\/grade6\/student_grade6.pdf", "workbook_url": "books\/grade6\/workbook_grade6.pdf", "book_page_start": 96, "book_page_end": 115, "book_lessons_covered": "Lesson 1: Inventions in the Past (cars, telephones, computers) • Lesson 2: Future Predictions with Will • Lesson 3: Our Solar System & Planets • Lesson 4: Space Travel to Mars • Lessons 5–8: Story & Space Project", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 5 (Lessons 1–8 | p.96–115): Then and Now — Inventions & Space (Grade 6, pp. 96–115): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "المقارنة بين الماضي والحاضر والمستقبل (In the past, Now, In the future)، استخدام (will \/ won’t) للتنبؤات المستقبلية، التعرف على كواكب النظام الشمسي (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune)، وصفات التفضيل (Superlatives: the biggest, the furthest).", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 5 (Lessons 1–8 | p.96–115): Then and Now — Inventions & Space (Grade 6 | Book pp. 96–115)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: Inventions in the Past (cars, telephones, computers) • Lesson 2: Future Predictions with Will • Lesson 3: Our Solar System & Planets • Lesson 4: Space Travel to Mars • Lessons 5–8: Story & Space Project\n• Textbook Alignment: Teacher's Book (pp. 96–115) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Invention (\/ɪnˈvɛnʃn\/ — اختراع وابتكار), Planet (\/ˈplænɪt\/ — كوكب فضائي), Jupiter (\/ˈdʒuːpɪtər\/ — كوكب المشتري), Spaceship (\/ˈspeɪsʃɪp\/ — مركبة فضائية)\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 — Invention \/ɪnˈvɛnʃn\/: \"The telephone was a great invention.\"\n • Lesson 2 Target Focus — Planet \/ˈplænɪt\/: \"Earth is our home planet.\"\n • Lesson 3 Target Focus — Jupiter \/ˈdʒuːpɪtər\/: \"Jupiter is the biggest planet.\"\n • Lesson 4 Target Focus — Spaceship \/ˈspeɪsʃɪp\/: \"Astronauts travel in a spaceship.\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (Primary 6 - Unit 5: Inventions & Space):**\n• **الأهداف:** تنمية الخيال العلمي والتعبير عن التنبؤات والتعرف على الترتيب الفلكي لكواكب المجموعة الشمسية.\n• **ترتيب كواكب النظام الشمسي الثمانية:**\n - Mercury (عطارد), Venus (الزهرة), Earth (الأرض), Mars (المريخ), Jupiter (المشتري - الأكبر), Saturn (زحل), Uranus (أورانوس), Neptune (نبتون - الأبعد).\n• **الخطة الصفية:**\n 1. التمهيد (Warm-up 5m): عرض مجسم أو صورة للمجموعة الشمسية وسؤال: Which planet do we live on?\n 2. العرض (Presentation 10m): شرح صيغ التفضيل (the biggest planet \/ the furthest planet) وقاعدة will للمستقبل.\n 3. التدريب (Practice 15m): ترتيب الكواكب حسب قربها من الشمس في كتاب النشاط (p. 60–63).\n 4. الإنتاج (Production 10m): كتابة ثلاث توقعات مستقبلية (Robots will do all the housework).\n 5. التقييم (Wrap-up 5m): مسابقة تهجئة سريعة لأسماء الكواكب.", "phonetic_pairs": [ { "sound": "Silent and Special Sounds in Planets", "letters": "Earth \/ɜːθ\/, Jupiter \/ˈdʒuːpɪtər\/, Mars \/mɑːz\/", "examples": "Earth has water. Mars is the red planet.", "rule_ar": "الانتباه لنطق صوت th في Earth وصوت j الممزوج في Jupiter." } ], "vocabulary_list": [ { "word_en": "Invention", "ipa": "\/ɪnˈvɛnʃn\/", "meaning_ar": "اختراع وابتكار", "example_en": "The telephone was a great invention." }, { "word_en": "Planet", "ipa": "\/ˈplænɪt\/", "meaning_ar": "كوكب فضائي", "example_en": "Earth is our home planet." }, { "word_en": "Jupiter", "ipa": "\/ˈdʒuːpɪtər\/", "meaning_ar": "كوكب المشتري", "example_en": "Jupiter is the biggest planet." }, { "word_en": "Spaceship", "ipa": "\/ˈspeɪsʃɪp\/", "meaning_ar": "مركبة فضائية", "example_en": "Astronauts travel in a spaceship." } ], "quiz_items": [ { "id": "g6-u5-q1", "prompt_ar": "ما هو أكبر كوكب في مجموعتنا الشمسية؟", "question_en": "Which is the biggest planet in our solar system?", "options": [ "Jupiter", "Earth", "Mars", "Mercury" ], "correct_index": 0, "explanation_ar": "كوكب المشتري (Jupiter) هو أضخم وأكبر الكواكب." }, { "id": "g6-u5-q2", "prompt_ar": "أي الكواكب يسمى بالكوكب الأحمر (the Red Planet)؟", "question_en": "Which planet is called the \"Red Planet\"?", "options": [ "Mars", "Venus", "Saturn", "Neptune" ], "correct_index": 0, "explanation_ar": "كوكب المريخ (Mars) يُعرف بالكوكب الأحمر." }, { "id": "g6-u5-q3", "prompt_ar": "اختر الفعل المناسب للتنبؤات المستقبلية:", "question_en": "\"In the future, robots _______ do most of the dangerous work.\"", "options": [ "will", "was", "did", "are being" ], "correct_index": 0, "explanation_ar": "للتنبؤ بالمستقبل نستخدم الفعل المساعد (will)." }, { "id": "g6-u5-q4", "prompt_ar": "ما هي صيغة التفضيل العليا من صفة (far)؟", "question_en": "Neptune is the _______ planet from the sun.", "options": [ "furthest", "far", "farther", "more far" ], "correct_index": 0, "explanation_ar": "صيغة التفضيل الشاذة لـ far هي (furthest)." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: كواكب المجموعة الشمسية", "prompt_ar": "انطق أسماء الكواكب بالترتيب:", "target_en": "Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune.", "ipa": "\/ˈmɜːkjəri, ˈviːnəs, ɜːθ, mɑːz, ˈdʒuːpɪtər, ˈsætɜːn, ˈjʊərənəs, ˈnɛptjuːn\/", "focus_words": [ "Mercury", "Jupiter", "Neptune" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: صيغ التفضيل الفلكية", "prompt_ar": "انطق جمل التفضيل:", "target_en": "Jupiter is the biggest planet and Neptune is the furthest from the sun.", "ipa": "\/ˈdʒuːpɪtər ɪz ðə ˈbɪɡɪst ˈplænɪt ænd ˈnɛptjuːn ɪz ðə ˈfɜːðɪst frɒm ðə sʌn\/", "focus_words": [ "biggest", "furthest", "sun" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: رحلات الفضاء والمستقبل", "prompt_ar": "انطق توقعات السفر الفضائي:", "target_en": "In the future, humans will travel to Mars in advanced spaceships.", "ipa": "\/ɪn ðə ˈfjuːtʃər, ˈhjuːmənz wɪl ˈtrævl tuː mɑːz ɪn ədˈvɑːnst ˈspeɪsˌʃɪps\/", "focus_words": [ "future", "humans", "spaceships" ] } ], "exercises": [ { "id": "ex-g6-u5-1", "type": "speech", "prompt_ar": "انطق جملة كوكب الأرض:", "target_en": "Earth is a special planet because it has water and life.", "ipa": "\/ɜːθ ɪz ə ˈspɛʃl ˈplænɪt bɪˈkɒz ɪt hæz ˈwɔːtər ænd laɪf\/", "focus_words": [ "Earth", "special", "water" ] }, { "id": "ex-g6-u5-2", "type": "multiple_choice", "prompt_ar": "اختر الكلمة الصحيحة: \"Cars in the future _______ cleaner and safer.\"", "question_en": "\"Cars in the future _______ cleaner and safer.\"", "options": [ "will be", "was", "were", "had been" ], "correct_index": 0, "explanation_ar": "المستقبل مع الصفات يأخذ (will be)." }, { "id": "ex-g6-u5-3", "type": "writing", "prompt_ar": "اكتب ثلاث جمل تتنبأ فيها بما سيحدث في المدارس والتكنولوجيا في المستقبل باستخدام (will):", "min_words": 12, "sample_answer": "In the future, every student will use a tablet. Robots will help teachers. We will not use paper books.", "rubric_en": "Future prediction paragraph using will + base verb." } ] }, { "id": "school-g6-u6", "track_type": "libya_school", "level_number": 6, "grade_level": "6", "cefr_level": "A2.1", "unit_order": 6, "title_en": "Unit 6 (Lessons 1–8 | p.116–139): Cooking, Recipes & Kitchen Safety", "title_ar": "دليل المعلم: الوحدة 6 (الدروس 1–8 | ص 116–139): إعداد الطعام والسلامة المطبخية", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 2.05, "book_pdf_url": "books\/grade6\/grade6.pdf", "teacher_book_url": "books\/grade6\/grade6.pdf", "student_book_url": "books\/grade6\/student_grade6.pdf", "workbook_url": "books\/grade6\/workbook_grade6.pdf", "book_page_start": 116, "book_page_end": 139, "book_lessons_covered": "Lesson 1: Cooking Verbs (grate, slice, peel, bake, mix, spread) • Lesson 2: Which verb goes with which food? • Lesson 3: Kitchen Safety Rules (Stay Safe in the Kitchen) • Lesson 4: Making a Delicious Pizza Recipe • Lessons 5–8: Story & Recipe Card", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 6 (Lessons 1–8 | p.116–139): Cooking, Recipes & Kitchen Safety (Grade 6, pp. 116–139): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "استخدام أفعال الطبخ المتخصصة (slice onions, peel potatoes, grate cheese, spread butter, bake in the oven)، تطبيق قواعد السلامة المطبخية لتفادي الحروق والجروح، وكتابة وصفة طعام بالترتيب المتسلسل (First, Then, Next, Finally).", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 6 (Lessons 1–8 | p.116–139): Cooking, Recipes & Kitchen Safety (Grade 6 | Book pp. 116–139)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: Cooking Verbs (grate, slice, peel, bake, mix, spread) • Lesson 2: Which verb goes with which food? • Lesson 3: Kitchen Safety Rules (Stay Safe in the Kitchen) • Lesson 4: Making a Delicious Pizza Recipe • Lessons 5–8: Story & Recipe Card\n• Textbook Alignment: Teacher's Book (pp. 116–139) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Grate (\/ɡreɪt\/ — يبشر بالمبشرة), Peel (\/piːl\/ — يقشر الفاكهة أو الخضار), Spread (\/sprɛd\/ — يفرد \/ يدهن), Bake (\/beɪk\/ — يخبز في الفرن)\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 — Grate \/ɡreɪt\/: \"Grate the cheese before adding to pizza.\"\n • Lesson 2 Target Focus — Peel \/piːl\/: \"Peel the potatoes and slice them.\"\n • Lesson 3 Target Focus — Spread \/sprɛd\/: \"Spread the sauce with a flat spoon.\"\n • Lesson 4 Target Focus — Bake \/beɪk\/: \"Bake the cake for thirty minutes.\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (Primary 6 - Unit 6: Cooking):**\n• **أفعال الطبخ وتلازماتها مع الأطعمة (Cooking Collocations):**\n - grate cheese \/ carrots (يبشر الجبن \/ الجزر بالمبشرة).\n - slice onions \/ tomatoes (يقطع شرائح بالسكين).\n - peel potatoes \/ apples \/ oranges (يقشر القشرة).\n - spread butter \/ jam with a knife (يفرد ويدهن الزبدة).\n - bake a cake \/ bread in the oven (يخبز في الفرن).\n - mix ingredients with a spoon (يخلط المكونات).\n• **الخطة الصفية:**\n 1. التمهيد (Warm-up 5m): عرض أدوات المطبخ (grater, knife, wooden spoon, baking tin).\n 2. العرض (Presentation 10m): مطابقة الفعل مع الأداة والطعام، وقراءة إرشادات السلامة (Safety Rules).\n 3. التدريب (Practice 15m): حل تمرين كتاب النشاط في مطابقة الأفعال والأسماء (p. 78–81).\n 4. الإنتاج (Production 10m): كتابة وصفة البيتزا السريعة باستخدام أدوات الترتيب (Sequencing words).\n 5. التقييم (Wrap-up 5m): اختبار شفهي سريع لمطابقة: Which verb goes with cheese?", "phonetic_pairs": [ { "sound": "Silent K & W in Kitchen Words", "letters": "knife \/naɪf\/, write \/raɪt\/", "examples": "Use a sharp knife carefully.", "rule_ar": "حرف k صامت في كلمة knife وتلفظ \/naɪf\/." } ], "vocabulary_list": [ { "word_en": "Grate", "ipa": "\/ɡreɪt\/", "meaning_ar": "يبشر بالمبشرة", "example_en": "Grate the cheese before adding to pizza." }, { "word_en": "Peel", "ipa": "\/piːl\/", "meaning_ar": "يقشر الفاكهة أو الخضار", "example_en": "Peel the potatoes and slice them." }, { "word_en": "Spread", "ipa": "\/sprɛd\/", "meaning_ar": "يفرد \/ يدهن", "example_en": "Spread the sauce with a flat spoon." }, { "word_en": "Bake", "ipa": "\/beɪk\/", "meaning_ar": "يخبز في الفرن", "example_en": "Bake the cake for thirty minutes." } ], "quiz_items": [ { "id": "g6-u6-q1", "prompt_ar": "ما هو الفعل المناسب لتقطيع البصل والطماطم إلى شرائح رقيقة؟", "question_en": "Which verb is used for cutting tomatoes into thin rounds?", "options": [ "Slice", "Bake", "Grate", "Wash" ], "correct_index": 0, "explanation_ar": "التقطيع إلى شرائح يسمى (Slice)." }, { "id": "g6-u6-q2", "prompt_ar": "أي الأفعال يقترن مع الجبن (cheese) والجزر (carrots)؟", "question_en": "Which cooking verb goes with cheese and carrots?", "options": [ "Grate", "Drink", "Bake", "Spread" ], "correct_index": 0, "explanation_ar": "بشر الجبن بالمبشرة يسمى (Grate)." }, { "id": "g6-u6-q3", "prompt_ar": "ما هي أداة فرد الزبدة على الخبز؟", "question_en": "\"Spread the butter on the bread with a _______.\"", "options": [ "knife", "grater", "oven", "pot" ], "correct_index": 0, "explanation_ar": "فرد الزبدة يتم بالسكين (with a knife)." }, { "id": "g6-u6-q4", "prompt_ar": "أي قاعدة تعبر عن السلامة المطبخية للأطفال؟", "question_en": "Which is an important kitchen safety rule?", "options": [ "Do not touch hot saucepans with bare hands.", "Play with sharp knives.", "Leave the gas cooker turned on.", "Run fast on wet kitchen floors." ], "correct_index": 0, "explanation_ar": "عدم لمس الأواني الساخنة باليد المجردة قاعدة أمان رئيسية." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: أفعال الطبخ", "prompt_ar": "انطق أفعال الطبخ الستة:", "target_en": "Grate, slice, peel, bake, mix, spread.", "ipa": "\/ɡreɪt, slaɪs, piːl, beɪk, mɪks, sprɛd\/", "focus_words": [ "Grate", "slice", "spread" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: إرشادات السلامة المطبخية", "prompt_ar": "انطق قاعدة أمان المطبخ:", "target_en": "You must keep sharp knives away from young children.", "ipa": "\/juː mʌst kiːp ʃɑːp naɪvz əˈweɪ frɒm jʌŋ ˈtʃɪldrən\/", "focus_words": [ "sharp", "knives", "children" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: خطوات إعداد الوجبة", "prompt_ar": "انطق خطوات وصفة البيتزا:", "target_en": "First, spread tomato sauce. Next, add sliced onions and grated cheese. Finally, bake in the oven.", "ipa": "\/fɜːst, sprɛd təˈmɑːtəʊ sɔːs. nɛkst, æd slaɪst ˈʌnjənz ænd ˈɡreɪtɪd tʃiːz. ˈfaɪnəli, beɪk ɪn ðə ˈʌvn\/", "focus_words": [ "spread", "sliced", "grated", "bake" ] } ], "exercises": [ { "id": "ex-g6-u6-1", "type": "speech", "prompt_ar": "انطق جملة الوصفة:", "target_en": "Peel the potatoes and slice the onions before cooking.", "ipa": "\/piːl ðə pəˈteɪtəʊz ænd slaɪs ðə ˈʌnjənz bɪˈfɔː ˈkʊkɪŋ\/", "focus_words": [ "Peel", "potatoes", "slice" ] }, { "id": "ex-g6-u6-2", "type": "multiple_choice", "prompt_ar": "اختر الكلمة المناسبة: \"Bake the cake _______ the hot oven.\"", "question_en": "\"Bake the cake _______ the hot oven.\"", "options": [ "in", "on", "with", "from" ], "correct_index": 0, "explanation_ar": "الخبز يكون داخل الفرن (in the oven)." }, { "id": "ex-g6-u6-3", "type": "writing", "prompt_ar": "اكتب ثلاث خطوات لإعداد شطيرة أو بيتزا باستخدام (First, Next, Finally) وأفعال الطبخ المناسبة:", "min_words": 15, "sample_answer": "First, slice the bread. Next, spread some butter and add grated cheese. Finally, bake it until warm.", "rubric_en": "Sequential recipe writing using cooking imperative verbs and transition words." } ] }, { "id": "school-g6-u7", "track_type": "libya_school", "level_number": 6, "grade_level": "6", "cefr_level": "A2.1", "unit_order": 7, "title_en": "Unit 7 (Lessons 1–8 | p.140–159): Celebrate! Making Cards & Presents", "title_ar": "دليل المعلم: الوحدة 7 (الدروس 1–8 | ص 140–159): الاحتفالات وصناعة البطاقات والهدايا", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 2.1, "book_pdf_url": "books\/grade6\/grade6.pdf", "teacher_book_url": "books\/grade6\/grade6.pdf", "student_book_url": "books\/grade6\/student_grade6.pdf", "workbook_url": "books\/grade6\/workbook_grade6.pdf", "book_page_start": 140, "book_page_end": 159, "book_lessons_covered": "Lesson 1: Special Celebrations (Teachers’ Day, Mother’s Day, Eid) • Lesson 2: Making a Greeting Card • Lesson 3: Buying Presents & Shopping Lists • Lesson 4: Wrapping Presents & Writing Messages • Lessons 5–8: Story & Class Party", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 7 (Lessons 1–8 | p.140–159): Celebrate! Making Cards & Presents (Grade 6, pp. 140–159): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "التعبير عن المناسبات السعيدة والتهاني (Happy Eid, Happy Teachers' Day)، كتابة بطاقات المعايدة، واستخدام الضمائر والمستقبل للتخطيط للحفلات المدرسية (We are going to have a party).", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 7 (Lessons 1–8 | p.140–159): Celebrate! Making Cards & Presents (Grade 6 | Book pp. 140–159)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: Special Celebrations (Teachers’ Day, Mother’s Day, Eid) • Lesson 2: Making a Greeting Card • Lesson 3: Buying Presents & Shopping Lists • Lesson 4: Wrapping Presents & Writing Messages • Lessons 5–8: Story & Class Party\n• Textbook Alignment: Teacher's Book (pp. 140–159) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Celebrate (\/ˈsɛlɪbreɪt\/ — يحتفل بمناسبة), Greeting card (\/ˈɡriːtɪŋ kɑːd\/ — بطاقة تهنئة ومعايدة), Present (\/ˈprɛznt\/ — هدية تذكارية), Wrap (\/ræp\/ — يغلّف الهدية بالورق)\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 — Celebrate \/ˈsɛlɪbreɪt\/: \"We celebrate Teachers' Day in May.\"\n • Lesson 2 Target Focus — Greeting card \/ˈɡriːtɪŋ kɑːd\/: \"I made a colourful greeting card.\"\n • Lesson 3 Target Focus — Present \/ˈprɛznt\/: \"We bought a nice present for our teacher.\"\n • Lesson 4 Target Focus — Wrap \/ræp\/: \"Wrap the present with shiny paper.\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (Primary 6 - Unit 7: Celebrate!):**\n• **الأهداف:** تنمية الجانب الوجداني والاجتماعي وتعليم التلميذ صياغة رسائل التقدير والامتنان بالإنجليزية.\n• **الخطة الصفية:**\n 1. التمهيد (Warm-up 5m): سؤال التلاميذ عن المناسبات المحببة في ليبيا (Eid al-Fitr, Teachers\\' Day).\n 2. العرض (Presentation 10m): استعراض مكونات بطاقة التهنئة: الغلاف، الرسالة الداخلية، واسم المرسل إليه.\n 3. التدريب (Practice 15m): تصميم بطاقة تهنئة لمعلم أو للأم في كتاب النشاط (p. 96–99).\n 4. الإنتاج (Production 10m): كتابة رسالة معايدة شخصية وتغليف هدية رمزية.\n 5. التقييم (Wrap-up 5m): معرض بطاقات الفصل واختيار أجمل رسالة تهنئة.", "phonetic_pairs": [ { "sound": "Exclamatory Intonation", "letters": "Happy...!, Congratulations!", "examples": "Happy Eid! Happy Teachers' Day!", "rule_ar": "نبرة صوت مرتفعة ومعبرة تدل على الفرح والابتهاج في عبارات التهنئة." } ], "vocabulary_list": [ { "word_en": "Celebrate", "ipa": "\/ˈsɛlɪbreɪt\/", "meaning_ar": "يحتفل بمناسبة", "example_en": "We celebrate Teachers' Day in May." }, { "word_en": "Greeting card", "ipa": "\/ˈɡriːtɪŋ kɑːd\/", "meaning_ar": "بطاقة تهنئة ومعايدة", "example_en": "I made a colourful greeting card." }, { "word_en": "Present", "ipa": "\/ˈprɛznt\/", "meaning_ar": "هدية تذكارية", "example_en": "We bought a nice present for our teacher." }, { "word_en": "Wrap", "ipa": "\/ræp\/", "meaning_ar": "يغلّف الهدية بالورق", "example_en": "Wrap the present with shiny paper." } ], "quiz_items": [ { "id": "g6-u7-q1", "prompt_ar": "ماذا نكتب داخل بطاقة عيد الفطر المبارك؟", "question_en": "What is the traditional greeting for Eid?", "options": [ "Happy Eid!", "Happy Birthday!", "Get well soon!", "Good evening!" ], "correct_index": 0, "explanation_ar": "التهنئة المعتمدة لعيد الفطر هي (Happy Eid!)." }, { "id": "g6-u7-q2", "prompt_ar": "ما هو الحرف الصامت في كلمة (wrap)؟", "question_en": "Which letter is silent in the word \"wrap\"?", "options": [ "w", "r", "a", "p" ], "correct_index": 0, "explanation_ar": "حرف w صامت في بداية كلمة wrap." }, { "id": "g6-u7-q3", "prompt_ar": "اختر الفعل المناسب للتعبير عن إقامة حفلة:", "question_en": "\"We are going to _______ a party at school.\"", "options": [ "have", "make", "do", "write" ], "correct_index": 0, "explanation_ar": "التعبير المتلازم هو (have a party)." }, { "id": "g6-u7-q4", "prompt_ar": "أي الأدوات تستخدم لتزيين بطاقة المعايدة؟", "question_en": "Which items are used to make and decorate a greeting card?", "options": [ "Card, scissors, glue and crayons", "Frying pan, spoon and oven", "Bicycle, helmet and ball", "Hammer, nails and wood" ], "correct_index": 0, "explanation_ar": "الورق المقوى والمقص والصمغ والألوان تستخدم لصناعة البطاقات." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: عبارات التهاني والمناسبات", "prompt_ar": "انطق عبارات التهنئة:", "target_en": "Happy Teachers' Day! Happy Eid! Happy Mother's Day!", "ipa": "\/ˈhæpi ˈtiːtʃərz deɪ! ˈhæpi iːd! ˈhæpi ˈmʌðərz deɪ!\/", "focus_words": [ "Happy", "Teachers", "Eid" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: صناعة البطاقة وتغليف الهدية", "prompt_ar": "انطق جملة صناعة البطاقة:", "target_en": "Fold the card in half, draw flowers and wrap the present.", "ipa": "\/fəʊld ðə kɑːd ɪn hɑːf, drɔː ˈflaʊərz ænd ræp ðə ˈprɛznt\/", "focus_words": [ "Fold", "flowers", "wrap" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: رسالة التقدير للمعلم", "prompt_ar": "انطق رسالة شكر المعلم:", "target_en": "To our best teacher: Thank you for helping us learn every day!", "ipa": "\/tuː ˈaʊər bɛst ˈtiːtʃər: θæŋk juː fɔːr ˈhɛlpɪŋ ʌs lɜːn ˈɛvrideɪ!\/", "focus_words": [ "best", "teacher", "helping" ] } ], "exercises": [ { "id": "ex-g6-u7-1", "type": "speech", "prompt_ar": "انطق بطاقة المعايدة:", "target_en": "Wishing you a very happy and blessed Eid with your family.", "ipa": "\/ˈwɪʃɪŋ juː ə ˈvɛri ˈhæpi ænd blɛst iːd wɪð jɔː ˈfæmɪli\/", "focus_words": [ "Wishing", "blessed", "Eid" ] }, { "id": "ex-g6-u7-2", "type": "multiple_choice", "prompt_ar": "اختر الكلمة الصحيحة: \"She wrote a lovely message _______ the card.\"", "question_en": "\"She wrote a lovely message _______ the card.\"", "options": [ "inside", "under", "between", "out" ], "correct_index": 0, "explanation_ar": "الرسالة تكتب داخل البطاقة (inside the card)." }, { "id": "ex-g6-u7-3", "type": "writing", "prompt_ar": "اكتب نص بطاقة تهنئة قصيرة لمعلمك في يوم المعلم تتضمن التحية ورسالة الشكر واسمك:", "min_words": 12, "sample_answer": "Dear Teacher, Happy Teachers' Day! Thank you for your kindness and patience. From your student, Ahmed.", "rubric_en": "Greeting card writing with salutation, message and sender sign-off." } ] }, { "id": "school-g6-u8", "track_type": "libya_school", "level_number": 6, "grade_level": "6", "cefr_level": "A2.1", "unit_order": 8, "title_en": "Unit 8 (Lessons 1–4 | p.160–167): Primary Stage Farewell & Prep Transition", "title_ar": "دليل المعلم: الوحدة 8 (الدروس 1–4 | ص 160–167): ختام المرحلة الابتدائية والتأهيل للمرحلة الإعدادية", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 2.15, "book_pdf_url": "books\/grade6\/grade6.pdf", "teacher_book_url": "books\/grade6\/grade6.pdf", "student_book_url": "books\/grade6\/student_grade6.pdf", "workbook_url": "books\/grade6\/workbook_grade6.pdf", "book_page_start": 160, "book_page_end": 167, "book_lessons_covered": "Lesson 1: Grammar & Tenses Grand Championship • Lesson 2: Primary School Words Dictionary • Lesson 3: My Primary School Memories • Lesson 4: Farewell & Stepping into Preparatory School", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 8 (Lessons 1–4 | p.160–167): Primary Stage Farewell & Prep Transition (Grade 6, pp. 160–167): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "المراجعة الشاملة لجميع كفايات المرحلة الابتدائية (Primary 4, 5, 6)، التأكد من جاهزية التلميذ لامتحان الشهادة الابتدائية والانتقال إلى المرحلة الإعدادية (Preparatory 1) بتمكن واقتدار.", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 8 (Lessons 1–4 | p.160–167): Primary Stage Farewell & Prep Transition (Grade 6 | Book pp. 160–167)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: Grammar & Tenses Grand Championship • Lesson 2: Primary School Words Dictionary • Lesson 3: My Primary School Memories • Lesson 4: Farewell & Stepping into Preparatory School\n• Textbook Alignment: Teacher's Book (pp. 160–167) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Graduate (\/ˈɡrædʒueɪt\/ — يتخرج وينتقل للمرحلة التالية), Preparatory (\/prɪˈpærətri\/ — المرحلة الإعدادية), Memory (\/ˈmɛməri\/ — ذكرى جميلة)\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 — Graduate \/ˈɡrædʒueɪt\/: \"We graduate from primary school this year.\"\n • Lesson 2 Target Focus — Preparatory \/prɪˈpærətri\/: \"Next year I will be in preparatory school.\"\n • Lesson 3 Target Focus — Memory \/ˈmɛməri\/: \"I have great memories with my friends.\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (Primary 6 - Grand Finale Revision):**\n• **الأهداف:** تتويج مسيرة المرحلة الابتدائية وتأكيد تمكن التلميذ من المستوى A2.1 كتابةً وتحدثاً واستماعاً وقراءة.\n• **الخطة الصفية:**\n 1. التمهيد (Warm-up 5m): استعراض رحلة التعلم من الصف الرابع إلى السادس وذكريات الكتب المدرسية.\n 2. بنك الأسئلة الوزاري (Exam Readiness 15m): حل نماذج أسئلة الامتحان النهائي الشامل في كتاب النشاط.\n 3. العروض التوديعية (Farewell Speeches 15m): يقدم كل تلميذ كلمة شكر موجزة باللغة الإنجليزية.\n 4. مراجعة مهارات الإعدادي (Prep Skills Preview 10m): نظرة مسبقة على نمط مناهج المرحلة الإعدادية.\n 5. التكريم والاحتفال (Graduation 5m): التقاط صورة تذكارية ومنح درع إتمام المرحلة الابتدائية.", "phonetic_pairs": [ { "sound": "Primary School Phonetic Chart Mastery", "letters": "All vowels, diphthongs and consonants", "examples": "Phonetic Chart (p. 168) mastery", "rule_ar": "مراجعة المخطط الصوتي الشامل لكتاب المعلم ص 168." } ], "vocabulary_list": [ { "word_en": "Graduate", "ipa": "\/ˈɡrædʒueɪt\/", "meaning_ar": "يتخرج وينتقل للمرحلة التالية", "example_en": "We graduate from primary school this year." }, { "word_en": "Preparatory", "ipa": "\/prɪˈpærətri\/", "meaning_ar": "المرحلة الإعدادية", "example_en": "Next year I will be in preparatory school." }, { "word_en": "Memory", "ipa": "\/ˈmɛməri\/", "meaning_ar": "ذكرى جميلة", "example_en": "I have great memories with my friends." } ], "quiz_items": [ { "id": "g6-u8-q1", "prompt_ar": "أي الجمل تعبر بشكل صحيح عن الترتيب الزمني للماضي والمستقبل؟", "question_en": "Which sentence is grammatically correct?", "options": [ "In the past people travelled on camels, now we drive cars, and in the future we will fly in electric planes.", "In the past people will travel, now we drove.", "In the past people drives, now we will travel.", "In the past people travelling, now we travels." ], "correct_index": 0, "explanation_ar": "تسلسل الأزمنة: past (travelled), present (drive), future (will fly)." }, { "id": "g6-u8-q2", "prompt_ar": "ما هو حرف الجر المناسب مع (oil refinery)؟", "question_en": "\"An engineer works _______ an oil refinery.\"", "options": [ "in", "on", "at", "with" ], "correct_index": 0, "explanation_ar": "مصفاة النفط تأخذ حرف الجر (in an oil refinery)." }, { "id": "g6-u8-q3", "prompt_ar": "أي الكواكب هو الأقرب إلى الشمس؟", "question_en": "Which planet is the closest to the sun?", "options": [ "Mercury", "Jupiter", "Neptune", "Earth" ], "correct_index": 0, "explanation_ar": "كوكب عطارد (Mercury) هو الكوكب الأقرب للشمس." }, { "id": "g6-u8-q4", "prompt_ar": "اختر الفعل المناسب للجبن: \"_______ the cheese before putting it on pizza.\"", "question_en": "\"_______ the cheese before putting it on pizza.\"", "options": [ "Grate", "Peel", "Bake", "Drink" ], "correct_index": 0, "explanation_ar": "الفعل المتلازم مع الجبن هو (Grate)." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: حصاد المرحلة الابتدائية", "prompt_ar": "انطق جملة إتمام المرحلة:", "target_en": "We are proud to complete our primary school education in Libya.", "ipa": "\/wiː ɑːr praʊd tuː kəmˈpliːt ˈaʊər ˈpraɪməri skuːl ˌɛdʒuˈkeɪʃn ɪn ˈlɪbiə\/", "focus_words": [ "proud", "primary", "education" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: طموح المرحلة الإعدادية", "prompt_ar": "انطق طموح الإعدادي:", "target_en": "In preparatory school, we will study harder and achieve high scores.", "ipa": "\/ɪn prɪˈpærətri skuːl, wiː wɪl ˈstʌdi ˈhɑːdər ænd əˈtʃiːv haɪ skɔːrz\/", "focus_words": [ "preparatory", "study", "achieve" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: كلمة التوديع والشكر", "prompt_ar": "انطق كلمة الوداع للمعلمين:", "target_en": "Thank you teachers for your guidance. Goodbye Primary 6, hello Preparatory 1!", "ipa": "\/θæŋk juː ˈtiːtʃərz fɔːr jɔː ˈɡaɪdəns. ˌɡʊdˈbaɪ ˈpraɪməri sɪks, həˈləʊ prɪˈpærətri wʌn!\/", "focus_words": [ "guidance", "Primary", "Preparatory" ] } ], "exercises": [ { "id": "ex-g6-u8-1", "type": "speech", "prompt_ar": "انطق كلمة الختام:", "target_en": "We are confident and ready for the challenges of preparatory school.", "ipa": "\/wiː ɑːr ˈkɒnfɪdənt ænd ˈrɛdi fɔːr ðə ˈtʃælɪndʒɪz ɒv prɪˈpærətri skuːl\/", "focus_words": [ "confident", "ready", "challenges" ] }, { "id": "ex-g6-u8-2", "type": "multiple_choice", "prompt_ar": "اختر الكلمة المناسبة: \"Next year, we will start _______ school.\"", "question_en": "\"Next year, we will start _______ school.\"", "options": [ "preparatory", "kindergarten", "nursery", "primary" ], "correct_index": 0, "explanation_ar": "بعد الصف السادس تبدأ المرحلة الإعدادية (preparatory school)." }, { "id": "ex-g6-u8-3", "type": "writing", "prompt_ar": "اكتب فقرة ختامية من ثلاث إلى أربع جمل تودع فيها معلمك ومدرستك الابتدائية وتصف طموحك في المرحلة الإعدادية:", "min_words": 15, "sample_answer": "I would like to thank all my teachers in primary school. I enjoyed learning English very much. Next year in preparatory school, I will work hard to become an engineer.", "rubric_en": "Graduation paragraph summarizing primary achievements and expressing future goals." } ] } ] }