{ "grade_level": 7, "title_en": "English for Libya — Grade 7 Official Curriculum Suite", "title_ar": "منهج اللغة الإنجليزية للصف 7 (كتاب المعلم + كتاب التلميذ + كراسة التدريبات)", "teacher_book_url": "books\/grade7\/grade7.pdf", "student_book_url": "books\/grade7\/student_grade7.pdf", "workbook_url": "books\/grade7\/workbook_grade7.pdf", "units_count": 8, "units": [ { "id": "school-g7-u1", "track_type": "libya_school", "level_number": 7, "grade_level": "7", "cefr_level": "A2.2", "unit_order": 1, "title_en": "Unit 1 (Lessons 1–8 | p.16–33): My Spare Time & Friendship", "title_ar": "دليل المعلم: الوحدة 1 (الدروس 1–8 | ص 16–33): أوقات الفراغ والهوايات والصداقة", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 2.2, "book_pdf_url": "books\/grade7\/grade7.pdf", "teacher_book_url": "books\/grade7\/grade7.pdf", "student_book_url": "books\/grade7\/student_grade7.pdf", "workbook_url": "books\/grade7\/workbook_grade7.pdf", "book_page_start": 16, "book_page_end": 33, "book_lessons_covered": "Lesson 1: The Holidays (What did you do?) • Lesson 2: Richard in the Dunes • Lesson 3: Past Simple vs Past Continuous (was walking \/ saw) • Lesson 4: Hobbies & Collecting Things • Lessons 5–8: Story & A Letter to a Friend", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 1 (Lessons 1–8 | p.16–33): My Spare Time & Friendship (Grade 7, pp. 16–33): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "استخدام صيغتي الماضي البسيط (Past Simple) والماضي المستمر (Past Continuous) مع (When \/ While)، التحدث عن العطلات والأنشطة الترفيهية، وكتابة بطاقة بريدية أو رسالة لصديق.", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 1 (Lessons 1–8 | p.16–33): My Spare Time & Friendship (Grade 7 | Book pp. 16–33)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: The Holidays (What did you do?) • Lesson 2: Richard in the Dunes • Lesson 3: Past Simple vs Past Continuous (was walking \/ saw) • Lesson 4: Hobbies & Collecting Things • Lessons 5–8: Story & A Letter to a Friend\n• Textbook Alignment: Teacher's Book (pp. 16–33) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Spare time (\/spɛər taɪm\/ — وقت الفراغ), Dunes (\/djuːnz\/ — الكثبان الرملية), Scrapbook (\/ˈskræpbʊk\/ — ألبوم قصاصات وهوايات), Stamp (\/stæmp\/ — طابع بريدي)\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 — Spare time \/spɛər taɪm\/: \"How do you spend your spare time?\"\n • Lesson 2 Target Focus — Dunes \/djuːnz\/: \"We saw high sand dunes in the desert.\"\n • Lesson 3 Target Focus — Scrapbook \/ˈskræpbʊk\/: \"She glues pictures in her scrapbook.\"\n • Lesson 4 Target Focus — Stamp \/stæmp\/: \"My hobby is collecting stamps.\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (Preparatory 1 - Unit 1: My Spare Time):**\n• **القاعدة النحوية المحورية (Past Continuous vs Past Simple with When):**\n - الحدث الأطول المستمر في الماضي: Past Continuous (was\/were + verb-ing).\n - الحدث المفاجئ القاطع: Past Simple (verb-ed \/ irregular past).\n - التركيب المعتمد: When the phone rang, I was doing my homework.\n• **الخطة الصفية:**\n 1. التمهيد (Warm-up 5m): عصف ذهني لأنشطة العطلة الصيفية وسؤال الطلاب: What did you do in the holiday?\n 2. العرض (Presentation 10m): تمثيل حدث مقطوع على خط زمني وتوضيح الربط بأداة (when).\n 3. التدريب (Practice 15m): حل تمرين تصريف الأفعال المركبة في كتاب النشاط (Activity Book ص 4–7).\n 4. الإنتاج (Production 10m): كتابة فقرة رسالة قصيرة تصف نشاطاً مثيراً في العطلة.\n 5. التقييم (Wrap-up 5m): مسابقة إكمال الجمل بالصيغة الصحيحة للفعلين.", "phonetic_pairs": [ { "sound": "Past Continuous Rhythm & Weak Was\/Were", "letters": "was \/wəz\/, were \/wər\/", "examples": "I was walking. We were reading.", "rule_ar": "نطق was و were بصوت شوَا ضعيف غير مشدد داخل الجملة المستمرة." } ], "vocabulary_list": [ { "word_en": "Spare time", "ipa": "\/spɛər taɪm\/", "meaning_ar": "وقت الفراغ", "example_en": "How do you spend your spare time?" }, { "word_en": "Dunes", "ipa": "\/djuːnz\/", "meaning_ar": "الكثبان الرملية", "example_en": "We saw high sand dunes in the desert." }, { "word_en": "Scrapbook", "ipa": "\/ˈskræpbʊk\/", "meaning_ar": "ألبوم قصاصات وهوايات", "example_en": "She glues pictures in her scrapbook." }, { "word_en": "Stamp", "ipa": "\/stæmp\/", "meaning_ar": "طابع بريدي", "example_en": "My hobby is collecting stamps." } ], "quiz_items": [ { "id": "g7-u1-q1", "prompt_ar": "اختر الصيغة الصحيحة للحدث المقطوع بأداة (when):", "question_en": "\"I _______ a book when my friend called me.\"", "options": [ "was reading", "read", "am reading", "reads" ], "correct_index": 0, "explanation_ar": "الحدث الأطول المستمر قبل المقاطعة يأخذ الماضي المستمر (was reading)." }, { "id": "g7-u1-q2", "prompt_ar": "ما هو الفعل الصحيح بعد أداة (When) كحدث قاطع؟", "question_en": "\"While we were playing, it suddenly _______ to rain.\"", "options": [ "started", "was starting", "starting", "starts" ], "correct_index": 0, "explanation_ar": "الحدث القاطع المفاجئ يأتي بصيغة الماضي البسيط (started)." }, { "id": "g7-u1-q3", "prompt_ar": "ماذا نطلق على هواية جمع الصور والقصاصات في دفتر خاص؟", "question_en": "Collecting pictures and articles in a book is called keeping a _______ .", "options": [ "scrapbook", "passport", "receipt", "dictionary" ], "correct_index": 0, "explanation_ar": "ألبوم القصاصات يسمى (scrapbook)." }, { "id": "g7-u1-q4", "prompt_ar": "اختر الفعل المناسب: \"They _______ camping in the desert last month.\"", "question_en": "\"They _______ camping in the desert last month.\"", "options": [ "went", "go", "are going", "have went" ], "correct_index": 0, "explanation_ar": "مع ظرف الماضي (last month) نستخدم الماضي البسيط (went)." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: أنشطة العطلات والهوايات", "prompt_ar": "انطق أسماء الهوايات:", "target_en": "Collecting stamps, taking photos, horse riding, camping in the dunes.", "ipa": "\/kəˈlɛktɪŋ stæmps, ˈteɪkɪŋ ˈfəʊtəʊz, hɔːs ˈraɪdɪŋ, ˈkæmpɪŋ ɪn ðə djuːnz\/", "focus_words": [ "stamps", "photos", "camping", "dunes" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: الربط بين الماضي المستمر والماضي البسيط", "prompt_ar": "انطق جملة الربط بـ When:", "target_en": "I was taking photos when a beautiful bird landed near me.", "ipa": "\/aɪ wəz ˈteɪkɪŋ ˈfəʊtəʊz wɛn ə ˈbjuːtəfʊl bɜːd ˈlændɪd nɪər miː\/", "focus_words": [ "taking", "photos", "landed" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: التحدث عن عطلة لا تنسى", "prompt_ar": "انطق فقرة العطلة:", "target_en": "Last holiday was wonderful. We travelled to the Green Mountain and camped there.", "ipa": "\/lɑːst ˈhɒlədeɪ wəz ˈwʌndəfʊl. wiː ˈtrævld tuː ðə ɡriːn ˈmaʊntɪn ænd kæmpt ðɛər\/", "focus_words": [ "wonderful", "travelled", "Mountain" ] } ], "exercises": [ { "id": "ex-g7-u1-1", "type": "speech", "prompt_ar": "انطق جملة الهواية:", "target_en": "In my spare time, I love reading adventure stories and making scrapbooks.", "ipa": "\/ɪn maɪ spɛər taɪm, aɪ lʌv ˈriːdɪŋ ədˈvɛntʃər ˈstɔːriz ænd ˈmeɪkɪŋ ˈskræpbʊks\/", "focus_words": [ "spare", "adventure", "scrapbooks" ] }, { "id": "ex-g7-u1-2", "type": "multiple_choice", "prompt_ar": "اختر الفعل المناسب: \"While she was cooking, she _______ her finger.\"", "question_en": "\"While she was cooking, she _______ her finger.\"", "options": [ "burnt", "was burning", "burns", "burning" ], "correct_index": 0, "explanation_ar": "الحدث القاطع المفاجئ يأتي ماضياً بسيطاً (burnt)." }, { "id": "ex-g7-u1-3", "type": "writing", "prompt_ar": "اكتب فقرة من أربع جمل تصف فيها نشاطاً قمت به في عطلتك الماضية واستخدم جملة واحدة تتضمن (was\/were ... when ...):", "min_words": 20, "sample_answer": "Last summer, my family travelled to Shahat. We visited the ancient Greek ruins. I was taking photos when it began to rain. We enjoyed the fresh green mountains.", "rubric_en": "Holiday narrative with correct past simple and past continuous clause with when." } ] }, { "id": "school-g7-u2", "track_type": "libya_school", "level_number": 7, "grade_level": "7", "cefr_level": "A2.2", "unit_order": 2, "title_en": "Unit 2 (Lessons 1–8 | p.34–53): Seasons, Nature & The Calendar", "title_ar": "دليل المعلم: الوحدة 2 (الدروس 1–8 | ص 34–53): الفصول والطبيعة والتقويم السنوي", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 2.25, "book_pdf_url": "books\/grade7\/grade7.pdf", "teacher_book_url": "books\/grade7\/grade7.pdf", "student_book_url": "books\/grade7\/student_grade7.pdf", "workbook_url": "books\/grade7\/workbook_grade7.pdf", "book_page_start": 34, "book_page_end": 53, "book_lessons_covered": "Lesson 1: The Months of the Year & Abbreviations • Lesson 2: Ordinal Numbers for Dates (21st of March) • Lesson 3: Seasons in England vs Libya • Lesson 4: Weather Conditions & Temperatures • Lessons 5–8: Story & Eid al-Fitr in the Calendar", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 2 (Lessons 1–8 | p.34–53): Seasons, Nature & The Calendar (Grade 7, pp. 34–53): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "تسمية شهور السنة الاثني عشر مع اختصاراتها (Jan, Feb, Mar, etc.)، قراءة وكتابة التواريخ بصيغة الأعداد الترتيبية (the twenty-first of March)، المقارنة بين المناخ في ليبيا والدول الأخرى، والحديث عن احتفالات التقويم الهجري والميلادي.", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 2 (Lessons 1–8 | p.34–53): Seasons, Nature & The Calendar (Grade 7 | Book pp. 34–53)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: The Months of the Year & Abbreviations • Lesson 2: Ordinal Numbers for Dates (21st of March) • Lesson 3: Seasons in England vs Libya • Lesson 4: Weather Conditions & Temperatures • Lessons 5–8: Story & Eid al-Fitr in the Calendar\n• Textbook Alignment: Teacher's Book (pp. 34–53) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Calendar (\/ˈkælɪndər\/ — تقويم سنوي), Temperature (\/ˈtɛmprətʃər\/ — درجة الحرارة), Degrees (\/dɪˈɡriːz\/ — درجات مئوية), Breeze (\/briːz\/ — نسيم عليل ولطيف)\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 — Calendar \/ˈkælɪndər\/: \"Check the school calendar for holiday dates.\"\n • Lesson 2 Target Focus — Temperature \/ˈtɛmprətʃər\/: \"The temperature today is 28 degrees Celsius.\"\n • Lesson 3 Target Focus — Degrees \/dɪˈɡriːz\/: \"In July, it can reach 40 degrees in the desert.\"\n • Lesson 4 Target Focus — Breeze \/briːz\/: \"A cool breeze blows from the Mediterranean sea.\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (Preparatory 1 - Unit 2: Seasons & Calendar):**\n• **قواعد كتابة ونطق التواريخ الرسمية:**\n - نكتب: 21st March أو March 21st.\n - ننطق: the twenty-first of March.\n - حروف الجر: نستخدم (in) مع الشهور والفصول (in April, in winter)، ونستخدم (on) مع الأيام والتواريخ الكاملة (on 15th May, on Friday).\n• **الخطة الصفية:**\n 1. التمهيد (Warm-up 5m): ترديد قصيدة شهور السنة وتدريب الطلاب على تهجئة الشهور الشائعة.\n 2. العرض (Presentation 10m): التمييز بين in مع الشهر فقط وon مع تاريخ اليوم المحدد.\n 3. التدريب (Practice 15m): حل تمرين كتابة التواريخ بالكلمات والأرقام في كتاب النشاط (p. 20–23).\n 4. الإنتاج (Production 10m): يسأل كل طالب زميله عن تاريخ ميلاده: When is your birthday? - It\\'s on...\n 5. التقييم (Wrap-up 5m): مسابقة إلقاء التواريخ بالصوت السليم.", "phonetic_pairs": [ { "sound": "Date Pronunciation Formula", "letters": "the [ordinal] of [month]", "examples": "the 1st of June, the 3rd of October", "rule_ar": "إضافة the قبل العدد الترتيبي وof قبل اسم الشهر عند النطق الشفهي للتواريخ." } ], "vocabulary_list": [ { "word_en": "Calendar", "ipa": "\/ˈkælɪndər\/", "meaning_ar": "تقويم سنوي", "example_en": "Check the school calendar for holiday dates." }, { "word_en": "Temperature", "ipa": "\/ˈtɛmprətʃər\/", "meaning_ar": "درجة الحرارة", "example_en": "The temperature today is 28 degrees Celsius." }, { "word_en": "Degrees", "ipa": "\/dɪˈɡriːz\/", "meaning_ar": "درجات مئوية", "example_en": "In July, it can reach 40 degrees in the desert." }, { "word_en": "Breeze", "ipa": "\/briːz\/", "meaning_ar": "نسيم عليل ولطيف", "example_en": "A cool breeze blows from the Mediterranean sea." } ], "quiz_items": [ { "id": "g7-u2-q1", "prompt_ar": "اختر حرف الجر الصحيح مع تاريخ اليوم المحدد:", "question_en": "\"My birthday is _______ the 12th of October.\"", "options": [ "on", "in", "at", "by" ], "correct_index": 0, "explanation_ar": "مع التاريخ الكامل المحدد بيوم نستخدم حرف الجر (on)." }, { "id": "g7-u2-q2", "prompt_ar": "اختر حرف الجر الصحيح مع الشهر فقط بدون يوم:", "question_en": "\"Schools in Libya usually start _______ September.\"", "options": [ "in", "on", "at", "under" ], "correct_index": 0, "explanation_ar": "مع الشهور المجردة نستخدم حرف الجر (in)." }, { "id": "g7-u2-q3", "prompt_ar": "كيف ينطق التاريخ المكتوب (3rd May)؟", "question_en": "How do you say \"3rd May\" aloud?", "options": [ "the third of May", "three May", "May three", "the three May" ], "correct_index": 0, "explanation_ar": "الصيغة الشفهية الصحيحة: the third of May." }, { "id": "g7-u2-q4", "prompt_ar": "كم يوماً في شهر فبراير (February) في السنة البسيطة؟", "question_en": "How many days are there in February in a standard year?", "options": [ "28 days", "30 days", "31 days", "25 days" ], "correct_index": 0, "explanation_ar": "شهر فبراير يضم 28 يوماً في السنوات العادية و29 في الكبيسة." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: شهور السنة والتواريخ", "prompt_ar": "انطق شهور السنة:", "target_en": "January, February, March, April, May, June, July, August, September, October, November, December.", "ipa": "\/ˈdʒænjuəri, ˈfɛbruəri, mɑːtʃ, ˈeɪprəl, meɪ, dʒuːn, dʒuˈlaɪ, ˈɔːɡəst, sɛpˈtɛmbər, ɒkˈtəʊbər, nəʊˈvɛmbər, dɪˈsɛmbər\/", "focus_words": [ "February", "August", "December" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: نطق التواريخ الترتيبية", "prompt_ar": "انطق التاريخ كاملاً:", "target_en": "Libyan Independence Day is celebrated on the twenty-fourth of December.", "ipa": "\/ˈlɪbiən ˌɪndɪˈpɛndəns deɪ ɪz ˈsɛlɪbreɪtɪd ɒn ðə ˈtwɛnti-fɔːθ ɒv dɪˈsɛmbər\/", "focus_words": [ "Independence", "twenty-fourth", "December" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: الطقس والمناخ", "prompt_ar": "انطق وصف المناخ الليبي:", "target_en": "In winter, the coastal cities are cool and rainy, but in summer they are warm and sunny.", "ipa": "\/ɪn ˈwɪntər, ðə ˈkəʊstl ˈsɪtiz ɑːr kuːl ænd ˈreɪni, bʌt ɪn ˈsʌmər ðeɪ ɑːr wɔːm ænd ˈsʌni\/", "focus_words": [ "coastal", "cool", "rainy", "warm" ] } ], "exercises": [ { "id": "ex-g7-u2-1", "type": "speech", "prompt_ar": "انطق تاريخ ميلادك:", "target_en": "I was born on the fifteenth of March in Tripoli.", "ipa": "\/aɪ wəz bɔːn ɒn ðə ˌfɪfˈtiːnθ ɒv mɑːtʃ ɪn ˈtrɪpəli\/", "focus_words": [ "born", "fifteenth", "March" ] }, { "id": "ex-g7-u2-2", "type": "multiple_choice", "prompt_ar": "اختر الكلمة المناسبة: \"There are twelve _______ in a year.\"", "question_en": "\"There are twelve _______ in a year.\"", "options": [ "months", "seasons", "weeks", "days" ], "correct_index": 0, "explanation_ar": "السنة تضم 12 شهراً (months)." }, { "id": "ex-g7-u2-3", "type": "writing", "prompt_ar": "اكتب ثلاث جمل تصف فيها تاريخ مناسبتك المفضلة، في أي فصل تقع، وكيف يكون الطقس في ذلك اليوم:", "min_words": 15, "sample_answer": "My favourite day is the first of June. It is in the summer season. The weather is sunny and we celebrate the end of school exams.", "rubric_en": "Writing about a special date with ordinal phrasing, season and weather." } ] }, { "id": "school-g7-u3", "track_type": "libya_school", "level_number": 7, "grade_level": "7", "cefr_level": "A2.2", "unit_order": 3, "title_en": "Unit 3 (Lessons 1–8 | p.54–71): Great Inventions & Human Progress", "title_ar": "دليل المعلم: الوحدة 3 (الدروس 1–8 | ص 54–71): الاختراعات العظيمة والتقدم الإنساني", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 2.3, "book_pdf_url": "books\/grade7\/grade7.pdf", "teacher_book_url": "books\/grade7\/grade7.pdf", "student_book_url": "books\/grade7\/student_grade7.pdf", "workbook_url": "books\/grade7\/workbook_grade7.pdf", "book_page_start": 54, "book_page_end": 71, "book_lessons_covered": "Lesson 1: History of Paper & Printing • Lesson 2: Ibn al-Haytham & Optics • Lesson 3: Passive Voice (Present & Past: is made, was invented) • Lesson 4: Everyday Technology • Lessons 5–8: Story & Inventor Project", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 3 (Lessons 1–8 | p.54–71): Great Inventions & Human Progress (Grade 7, pp. 54–71): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "التعرف على تاريخ الاختراعات الكبرى (الورق، الطباعة، الكاميرا)، استخدام صيغة المبني للمجهول البسيط (Simple Passive: Paper is made from wood \/ The telephone was invented by Bell)، وتثمين إسهامات العلماء المسلمين والعرب كابن الهيثم.", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 3 (Lessons 1–8 | p.54–71): Great Inventions & Human Progress (Grade 7 | Book pp. 54–71)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: History of Paper & Printing • Lesson 2: Ibn al-Haytham & Optics • Lesson 3: Passive Voice (Present & Past: is made, was invented) • Lesson 4: Everyday Technology • Lessons 5–8: Story & Inventor Project\n• Textbook Alignment: Teacher's Book (pp. 54–71) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Optics (\/ˈɒptɪks\/ — علم البصريات والرؤية), Invented (\/ɪnˈvɛntɪd\/ — اخترع وصمم), Printing (\/ˈprɪntɪŋ\/ — فن وعملية الطباعة), Discovery (\/dɪˈskʌvəri\/ — اكتشاف 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 — Optics \/ˈɒptɪks\/: \"Ibn al-Haytham is the father of modern optics.\"\n • Lesson 2 Target Focus — Invented \/ɪnˈvɛntɪd\/: \"The telephone was invented in the 19th century.\"\n • Lesson 3 Target Focus — Printing \/ˈprɪntɪŋ\/: \"Gutenberg made printing faster with metal type.\"\n • Lesson 4 Target Focus — Discovery \/dɪˈskʌvəri\/: \"Scientific discoveries change our lives.\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (Preparatory 1 - Unit 3: Inventions):**\n• **قاعدة المبني للمجهول (Passive Voice):**\n - نلجأ للمبني للمجهول عندما يكون المفعول به أو الفعل نفسه أكثر أهمية من الفاعل.\n - في الحاضر: am \/ is \/ are + past participle (Paper is made from trees).\n - في الماضي: was \/ were + past participle (The camera was invented long ago).\n• **الخطة الصفية:**\n 1. التمهيد (Warm-up 5m): عرض ورقة بيضاء وكتاب وسؤال: Where did paper come from first?\n 2. العرض (Presentation 10m): شرح صيغة المبني للمجهول والتحويل من معلوم إلى مجهول.\n 3. التدريب (Practice 15m): حل تمرين نص ابن الهيثم في كتاب النشاط (p. 36–39).\n 4. الإنتاج (Production 10m): كتابة ثلاث حقائق علمية بصيغة المبني للمجهول.\n 5. التقييم (Wrap-up 5m): مسابقة تحويل الجمل إلى المبني للمجهول.", "phonetic_pairs": [ { "sound": "Past Participle Pronunciation", "letters": "invented, made, discovered, printed", "examples": "was invented, is made, was printed", "rule_ar": "التدريب على اللفظ الدقيق للتصريف الثالث للأفعال الشاذة والمنتظمة." } ], "vocabulary_list": [ { "word_en": "Optics", "ipa": "\/ˈɒptɪks\/", "meaning_ar": "علم البصريات والرؤية", "example_en": "Ibn al-Haytham is the father of modern optics." }, { "word_en": "Invented", "ipa": "\/ɪnˈvɛntɪd\/", "meaning_ar": "اخترع وصمم", "example_en": "The telephone was invented in the 19th century." }, { "word_en": "Printing", "ipa": "\/ˈprɪntɪŋ\/", "meaning_ar": "فن وعملية الطباعة", "example_en": "Gutenberg made printing faster with metal type." }, { "word_en": "Discovery", "ipa": "\/dɪˈskʌvəri\/", "meaning_ar": "اكتشاف علمي", "example_en": "Scientific discoveries change our lives." } ], "quiz_items": [ { "id": "g7-u3-q1", "prompt_ar": "اختر صيغة المبني للمجهول في المضارع:", "question_en": "\"Paper _______ from wood pulp in modern factories.\"", "options": [ "is made", "makes", "made", "is making" ], "correct_index": 0, "explanation_ar": "المبني للمجهول في المضارع مع المفرد: is + التصريف الثالث (is made)." }, { "id": "g7-u3-q2", "prompt_ar": "اختر صيغة المبني للمجهول في الماضي:", "question_en": "\"The first cars _______ over a century ago.\"", "options": [ "were built", "was built", "built", "builds" ], "correct_index": 0, "explanation_ar": "مع الفاعل الجمع في الماضي نستخدم: were + التصريف الثالث (were built)." }, { "id": "g7-u3-q3", "prompt_ar": "من هو العالم المسلم الرائد الذي يُعد مؤسس علم البصريات؟", "question_en": "Which scientist is celebrated as the pioneer of modern optics?", "options": [ "Ibn al-Haytham", "Alexander Bell", "Gutenberg", "Edison" ], "correct_index": 0, "explanation_ar": "الحسن ابن الهيثم (Ibn al-Haytham) هو رائد علم البصريات." }, { "id": "g7-u3-q4", "prompt_ar": "ما هو التصريف الثالث (past participle) للفعل (write)؟", "question_en": "What is the past participle of \"write\"?", "options": [ "written", "wrote", "writing", "writes" ], "correct_index": 0, "explanation_ar": "التصريف الثالث هو (written)." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: الاختراعات والعلماء", "prompt_ar": "انطق أسماء الاختراعات والمصطلحات:", "target_en": "Printing press, camera obscura, optics, telescope, internet.", "ipa": "\/ˈprɪntɪŋ prɛs, ˈkæmərə ɒbˈskjʊərə, ˈɒptɪks, ˈtɛlɪskəʊp, ˈɪntənɛt\/", "focus_words": [ "printing", "optics", "telescope" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: جمل المبني للمجهول", "prompt_ar": "انطق حقيقة المبني للمجهول:", "target_en": "Paper was first invented in ancient China, but modern printing was developed in Europe.", "ipa": "\/ˈpeɪpər wəz fɜːst ɪnˈvɛntɪd ɪn ˈeɪnʃənt ˈtʃaɪnə, bʌt ˈmɒdən ˈprɪntɪŋ wəz dɪˈvɛləpt ɪn ˈjʊərəp\/", "focus_words": [ "invented", "printing", "developed" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: الإشادة بابن الهيثم", "prompt_ar": "انطق إنجاز ابن الهيثم:", "target_en": "Ibn al-Haytham explained how light enters our eyes and created the camera obscura.", "ipa": "\/ˌɪbn æl-ˈhaɪθæm ɪkˈspleɪnd haʊ laɪt ˈɛntərz ˈaʊər aɪz ænd kriˈeɪtɪd ðə ˈkæmərə ɒbˈskjʊərə\/", "focus_words": [ "explained", "light", "camera" ] } ], "exercises": [ { "id": "ex-g7-u3-1", "type": "speech", "prompt_ar": "انطق جملة الاختراع:", "target_en": "Great inventions make communication faster and medicine safer.", "ipa": "\/ɡreɪt ɪnˈvɛnʃnz meɪk kəˌmjuːnɪˈkeɪʃn ˈfɑːstər ænd ˈmɛdsn ˈseɪfər\/", "focus_words": [ "inventions", "communication", "medicine" ] }, { "id": "ex-g7-u3-2", "type": "multiple_choice", "prompt_ar": "اختر الفعل الصحيح: \"Thousands of books _______ every day around the world.\"", "question_en": "\"Thousands of books _______ every day around the world.\"", "options": [ "are printed", "is printed", "prints", "printed" ], "correct_index": 0, "explanation_ar": "الكتب جمع والمبني للمجهول في الحاضر يأخذ (are printed)." }, { "id": "ex-g7-u3-3", "type": "writing", "prompt_ar": "اكتب ثلاث جمل تتحدث فيها عن اختراع غيّر حياة البشرية مستخدماً صيغة المبني للمجهول (is\/are made, was invented):", "min_words": 15, "sample_answer": "The computer was invented to calculate numbers. Today, computers are used in schools, hospitals and banks. Many tasks are finished quickly with machines.", "rubric_en": "Expository paragraph on an invention using present and past passive voice." } ] }, { "id": "school-g7-u4", "track_type": "libya_school", "level_number": 7, "grade_level": "7", "cefr_level": "A2.2", "unit_order": 4, "title_en": "Unit 4 (Lessons 1–4 | p.72–81): Fun with English 1 & First-Term Review", "title_ar": "دليل المعلم: الوحدة 4 (الدروس 1–4 | ص 72–81): متعة الإنجليزية 1 ومراجعة الفصل الأول", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 2.35, "book_pdf_url": "books\/grade7\/grade7.pdf", "teacher_book_url": "books\/grade7\/grade7.pdf", "student_book_url": "books\/grade7\/student_grade7.pdf", "workbook_url": "books\/grade7\/workbook_grade7.pdf", "book_page_start": 72, "book_page_end": 81, "book_lessons_covered": "Lesson 1: Grammar Recycling (Past Continuous & Passive Voice) • Lesson 2: Calendar & Seasons Crossword • Lesson 3: Collaborative Project: Libyan Inventions Poster • Lesson 4: Self-Assessment & Mid-Term Exam Training", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 4 (Lessons 1–4 | p.72–81): Fun with English 1 & First-Term Review (Grade 7, pp. 72–81): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "إعادة تدوير وتثبيت القواعد والمفردات من الوحدات 1 إلى 3، تمكين الطالب من العمل الجماعي التعاوني، وقياس مهارات القراءة والكتابة النقدية في المرحلة الإعدادية.", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 4 (Lessons 1–4 | p.72–81): Fun with English 1 & First-Term Review (Grade 7 | Book pp. 72–81)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: Grammar Recycling (Past Continuous & Passive Voice) • Lesson 2: Calendar & Seasons Crossword • Lesson 3: Collaborative Project: Libyan Inventions Poster • Lesson 4: Self-Assessment & Mid-Term Exam Training\n• Textbook Alignment: Teacher's Book (pp. 72–81) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Recycle (\/ˌriːˈsaɪkl\/ — يعيد تدوير واستخدام), Collaborate (\/kəˈlæbəreɪt\/ — يتعاون في فريق), Assessment (\/əˈsɛsmənt\/ — تقييم وقياس المستوى)\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 — Recycle \/ˌriːˈsaɪkl\/: \"We recycle language to remember it better.\"\n • Lesson 2 Target Focus — Collaborate \/kəˈlæbəreɪt\/: \"Students collaborate on the project.\"\n • Lesson 3 Target Focus — Assessment \/əˈsɛsmənt\/: \"Our mid-term assessment is next week.\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (Preparatory 1 - Fun with English 1):**\n• **استراتيجيات وحدة المراجعة التفاعلية:**\n - تشجيع التفكير النقدي (Critical Thinking) بدلاً من الحفظ الآلي.\n - العمل الجماعي (Teamwork) لإعداد ملصق حائطي عن معلم أو اختراع ليبي.\n• **الخطة الصفية:**\n 1. التمهيد (Warm-up 5m): تحدي قواعد سريع: تحويل 3 جمل إلى الماضي المستمر والمبني للمجهول.\n 2. عمل المجموعات (Project Work 15m): تصميم لوحة إعلانية بالإنجليزية تتضمن رسومات ونصوصاً.\n 3. التدريب المستقل (Practice 15m): حل أسئلة التقويم الشامل في كتاب النشاط (p. 48–53).\n 4. تقييم الأقران (Peer Review 10m): يتبادل الطلاب كتاباتهم لتصحيح الأخطاء الإملائية والنحوية.\n 5. الختام (Wrap-up 5m): مناقشة خطة التحسين الفردية لكل طالب.", "phonetic_pairs": [ { "sound": "Stress Patterns in Multi-Syllable Words", "letters": "celebrate, invention, discovery, temperature", "examples": "in-VEN-tion, dis-COV-ery", "rule_ar": "تحديد المقطع الصوتي المشدد في الكلمات الطويلة المشتقة." } ], "vocabulary_list": [ { "word_en": "Recycle", "ipa": "\/ˌriːˈsaɪkl\/", "meaning_ar": "يعيد تدوير واستخدام", "example_en": "We recycle language to remember it better." }, { "word_en": "Collaborate", "ipa": "\/kəˈlæbəreɪt\/", "meaning_ar": "يتعاون في فريق", "example_en": "Students collaborate on the project." }, { "word_en": "Assessment", "ipa": "\/əˈsɛsmənt\/", "meaning_ar": "تقييم وقياس المستوى", "example_en": "Our mid-term assessment is next week." } ], "quiz_items": [ { "id": "g7-u4-q1", "prompt_ar": "اختر الجملة التي تربط بين الماضي المستمر والماضي البسيط بشكل صحيح:", "question_en": "Which sentence correctly connects past continuous and past simple?", "options": [ "While we were walking on the beach, we found an ancient coin.", "While we walked on the beach, we were finding an ancient coin.", "While we was walking, we find an ancient coin.", "While we were walked, we found coin." ], "correct_index": 0, "explanation_ar": "بعد While يأتي الماضي المستمر (were walking) والحدث القاطع ماض بسيط (found)." }, { "id": "g7-u4-q2", "prompt_ar": "اختر الصيغة الصحيحة لتاريخ اليوم الوطني:", "question_en": "\"The national event takes place _______ the 17th of February.\"", "options": [ "on", "in", "at", "with" ], "correct_index": 0, "explanation_ar": "مع اليوم والتاريخ المحدد نستخدم (on)." }, { "id": "g7-u4-q3", "prompt_ar": "أي الجمل مبنية للمجهول في صيغة الماضي؟", "question_en": "Which sentence is in the past passive voice?", "options": [ "The castle was built hundreds of years ago.", "People built the castle.", "People are building the castle.", "The castle builds." ], "correct_index": 0, "explanation_ar": "was built تتكون من was + التصريف الثالث وهي صيغة المبني للمجهول الماضي." }, { "id": "g7-u4-q4", "prompt_ar": "ماذا نستخدم مع الشهور بدون تحديد يوم؟", "question_en": "\"The holiday begins _______ August.\"", "options": [ "in", "on", "at", "by" ], "correct_index": 0, "explanation_ar": "مع الشهور المجردة نستخدم (in)." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: مراجعة الأزمنة والتواريخ", "prompt_ar": "انطق جمل المراجعة:", "target_en": "I was studying when the lights went out on the tenth of May.", "ipa": "\/aɪ wəz ˈstʌdiɪŋ wɛn ðə laɪts wɛnt aʊt ɒn ðə tɛnθ ɒv meɪ\/", "focus_words": [ "studying", "lights", "tenth" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: حقائق علمية بالمبني للمجهول", "prompt_ar": "انطق حقيقة المجهول:", "target_en": "Telescopes are used to observe stars and planets in space.", "ipa": "\/ˈtɛlɪskəʊps ɑːr juːzd tuː əbˈzɜːv stɑːrz ænd ˈplænɪts ɪn speɪs\/", "focus_words": [ "Telescopes", "observe", "planets" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: عرض مشروع الفريق", "prompt_ar": "انطق مقدمة العرض:", "target_en": "Welcome to our presentation about great inventions and our Libyan heritage.", "ipa": "\/ˈwɛlkəm tuː ˈaʊər ˌprɛznˈteɪʃn əˈbaʊt ɡreɪt ɪnˈvɛnʃnz ænd ˈaʊər ˈlɪbiən ˈhɛrɪtɪdʒ\/", "focus_words": [ "presentation", "inventions", "heritage" ] } ], "exercises": [ { "id": "ex-g7-u4-1", "type": "speech", "prompt_ar": "انطق جملة التحصيل:", "target_en": "Revision and teamwork strengthen our learning and communication.", "ipa": "\/rɪˈvɪʒn ænd ˈtiːmwɜːk ˈstrɛŋθən ˈaʊər ˈlɜːnɪŋ ænd kəˌmjuːnɪˈkeɪʃn\/", "focus_words": [ "Revision", "teamwork", "communication" ] }, { "id": "ex-g7-u4-2", "type": "multiple_choice", "prompt_ar": "اختر الفعل المناسب: \"These ancient coins _______ found in Leptis Magna.\"", "question_en": "\"These ancient coins _______ found in Leptis Magna.\"", "options": [ "were", "was", "is", "did" ], "correct_index": 0, "explanation_ar": "القطع النقدية جمع (coins) فتأخذ في المبني للمجهول الماضي (were)." }, { "id": "ex-g7-u4-3", "type": "writing", "prompt_ar": "اكتب فقرة من أربع جمل تلخص فيها أفضل ما تعلمته في الفصل الأول من الصف السابع الإعدادي:", "min_words": 20, "sample_answer": "In this term, I learned how to use the past continuous with when. I also learned about Ibn al-Haytham and great inventions. Writing dates and working with my project team was enjoyable.", "rubric_en": "Mid-year reflective review synthesizing grammar and cultural themes." } ] }, { "id": "school-g7-u5", "track_type": "libya_school", "level_number": 7, "grade_level": "7", "cefr_level": "A2.2", "unit_order": 5, "title_en": "Unit 5 (Lessons 1–8 | p.82–101): Around the World — Trade & Countries", "title_ar": "دليل المعلم: الوحدة 5 (الدروس 1–8 | ص 82–101): بلدان العالم والتجارة العالمية", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 2.4, "book_pdf_url": "books\/grade7\/grade7.pdf", "teacher_book_url": "books\/grade7\/grade7.pdf", "student_book_url": "books\/grade7\/student_grade7.pdf", "workbook_url": "books\/grade7\/workbook_grade7.pdf", "book_page_start": 82, "book_page_end": 101, "book_lessons_covered": "Lesson 1: Other Countries (India, Oman, Japan, France) • Lesson 2: Imports & Exports • Lesson 3: Present Perfect with Ever & Never • Lesson 4: Have been vs Have gone • Lessons 5–8: Story & International Trade Project", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 5 (Lessons 1–8 | p.82–101): Around the World — Trade & Countries (Grade 7, pp. 82–101): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "استخدام زمن المضارع التام (Present Perfect) للتحدث عن التجارب والخبرات الحياتية مع (ever \/ never)، والتمييز المحوري بين (have been to \/ have gone to)، والحديث عن صادرات وواردات الدول (oil, tea, cars, spices).", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 5 (Lessons 1–8 | p.82–101): Around the World — Trade & Countries (Grade 7 | Book pp. 82–101)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: Other Countries (India, Oman, Japan, France) • Lesson 2: Imports & Exports • Lesson 3: Present Perfect with Ever & Never • Lesson 4: Have been vs Have gone • Lessons 5–8: Story & International Trade Project\n• Textbook Alignment: Teacher's Book (pp. 82–101) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Export (\/ɪkˈspɔːt\/ — يصدّر سلعاً للخارج), Import (\/ˈɪmpɔːt\/ — يستورد بضائع من الخارج), Spices (\/ˈspaɪsɪz\/ — توابل وبهارات عطرية), Ever (\/ˈɛvər\/ — سبق لك \/ قط (في السؤال))\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 — Export \/ɪkˈspɔːt\/: \"Libya exports oil and natural gas.\"\n • Lesson 2 Target Focus — Import \/ˈɪmpɔːt\/: \"Many countries import tea from India.\"\n • Lesson 3 Target Focus — Spices \/ˈspaɪsɪz\/: \"Oman and India are famous for spices.\"\n • Lesson 4 Target Focus — Ever \/ˈɛvər\/: \"Have you ever flown in a helicopter?\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (Preparatory 1 - Unit 5: Countries & Trade):**\n• **الفرق الجوهري بين (have been to) و (have gone to):**\n - (have\/has been to): ذهب إلى مكان وعاد منه أو خاض التجربة.\n - (have\/has gone to): ذهب إلى مكان وما زال هناك ولم يعد بعد.\n - مثال وزاري: My father has gone to Dubai. (He is in Dubai now).\n - مثال وزاري: I have been to Cairo twice. (I am back in Tripoli now).\n• **الخطة الصفية:**\n 1. التمهيد (Warm-up 5m): استكشاف مصادر السلع (شاي الهند، سيارات اليابان، عطور فرنسا، نفط وتمر ليبيا).\n 2. العرض (Presentation 10m): تمثيل الفرق بين been و gone على الخريطة وقاعدة Present Perfect.\n 3. التدريب (Practice 15m): حل تمرين كتاب النشاط حول الصادرات والواردات (p. 60–63).\n 4. الإنتاج (Production 10m): استبيان صفي: Have you ever eaten sushi? Have you ever visited Oman?\n 5. التقييم (Wrap-up 5m): بطاقات تصويب: هل نستخدم been أم gone؟", "phonetic_pairs": [ { "sound": "Contrasting Been vs Gone", "letters": "been \/biːn\/ vs gone \/ɡɒn\/", "examples": "She has been to Spain. He has gone to London.", "rule_ar": "النطق الواضح والمميز للصائت الطويل في been والصوت القصير في gone." } ], "vocabulary_list": [ { "word_en": "Export", "ipa": "\/ɪkˈspɔːt\/", "meaning_ar": "يصدّر سلعاً للخارج", "example_en": "Libya exports oil and natural gas." }, { "word_en": "Import", "ipa": "\/ˈɪmpɔːt\/", "meaning_ar": "يستورد بضائع من الخارج", "example_en": "Many countries import tea from India." }, { "word_en": "Spices", "ipa": "\/ˈspaɪsɪz\/", "meaning_ar": "توابل وبهارات عطرية", "example_en": "Oman and India are famous for spices." }, { "word_en": "Ever", "ipa": "\/ˈɛvər\/", "meaning_ar": "سبق لك \/ قط (في السؤال)", "example_en": "Have you ever flown in a helicopter?" } ], "quiz_items": [ { "id": "g7-u5-q1", "prompt_ar": "اختر الفعل المناسب: \"Sami isn’t here. He has _______ to the supermarket.\"", "question_en": "\"Sami isn’t here. He has _______ to the supermarket.\"", "options": [ "gone", "been", "was", "went" ], "correct_index": 0, "explanation_ar": "بما أنه ليس موجوداً هنا الآن وما زال هناك، نستخدم (has gone)." }, { "id": "g7-u5-q2", "prompt_ar": "اختر الصيغة الصحيحة للتجربة السابقة مع العودة:", "question_en": "\"I am back home now. I have _______ to London three times.\"", "options": [ "been", "gone", "going", "went" ], "correct_index": 0, "explanation_ar": "بما أنه عاد الآن إلى بيته، نستخدم (have been)." }, { "id": "g7-u5-q3", "prompt_ar": "كيف تسأل شخصاً إن كان قد ركب طائرة من قبل في حياته؟", "question_en": "How do you ask about life experience?", "options": [ "Have you ever flown in a plane?", "Did you ever flew in a plane?", "Do you ever fly plane?", "Are you ever flown?" ], "correct_index": 0, "explanation_ar": "صيغة السؤال عن التجارب في المضارع التام: Have you ever + past participle." }, { "id": "g7-u5-q4", "prompt_ar": "ماذا تصدر الهند واليابان وفق كتاب الصف السابع؟", "question_en": "India is famous for producing and exporting _______ .", "options": [ "tea and spices", "cars and computers", "snow and ice", "oil only" ], "correct_index": 0, "explanation_ar": "الهند مشهورة بإنتاج وتصدير الشاي والتوابل." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: بلدان العالم وتجارتها", "prompt_ar": "انطق أسماء البلدان وصادراتها:", "target_en": "India produces tea, Japan makes cars, Oman sells perfume and spices.", "ipa": "\/ˈɪndiə prəˈdjuːsɪz tiː, dʒəˈpæn meɪks kɑːrz, əʊˈmɑːn sɛlz ˈpɜːfjuːm ænd ˈspaɪsɪz\/", "focus_words": [ "produces", "Japan", "perfume", "spices" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: السؤال عن التجارب بـ Ever", "prompt_ar": "انطق سؤال وجواب التجربة:", "target_en": "Have you ever climbed a high mountain? No, I have never done that.", "ipa": "\/hæv juː ˈɛvər klaɪmd ə haɪ ˈmaʊntɪn? nəʊ, aɪ hæv ˈnɛvər dʌn ðæt\/", "focus_words": [ "ever", "climbed", "never" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: التمييز بين Been و Gone", "prompt_ar": "انطق جملتي المقارنة:", "target_en": "Ali has gone to Tunisia, so he is away. But Mona has been there and came back.", "ipa": "\/ˈɑːli hæz ɡɒn tuː tjuːˈnɪziə, səʊ hiː ɪz əˈweɪ. bʌt ˈmɒnə hæz biːn ðɛər ænd keɪm bæk\/", "focus_words": [ "gone", "away", "been", "back" ] } ], "exercises": [ { "id": "ex-g7-u5-1", "type": "speech", "prompt_ar": "انطق جملة التجارة الدولية:", "target_en": "Countries trade with each other by exporting and importing goods.", "ipa": "\/ˈkʌntriz treɪd wɪð iːtʃ ˈʌðər baɪ ɪkˈspɔːtɪŋ ænd ˈɪmpɔːtɪŋ ɡʊdz\/", "focus_words": [ "trade", "exporting", "importing" ] }, { "id": "ex-g7-u5-2", "type": "multiple_choice", "prompt_ar": "اختر الكلمة المناسبة: \"Have you _______ seen a wild tiger?\"", "question_en": "\"Have you _______ seen a wild tiger?\"", "options": [ "ever", "never", "yet", "ago" ], "correct_index": 0, "explanation_ar": "في صيغة السؤال عن التجارب نستخدم (ever)." }, { "id": "ex-g7-u5-3", "type": "writing", "prompt_ar": "اكتب ثلاث جمل تتحدث فيها عن دولة تود زيارتها وما تشتهر به من بضائع ومعالم:", "min_words": 15, "sample_answer": "I want to visit Japan in the future. Japan is famous for making high-tech computers and fast trains. I have never been to Asia before.", "rubric_en": "Country profile writing with present perfect experience statement." } ] }, { "id": "school-g7-u6", "track_type": "libya_school", "level_number": 7, "grade_level": "7", "cefr_level": "A2.2", "unit_order": 6, "title_en": "Unit 6 (Lessons 1–8 | p.102–121): Friends Abroad & Describing Libya", "title_ar": "دليل المعلم: الوحدة 6 (الدروس 1–8 | ص 102–121): مراسلة الأصدقاء ووصف معالم ليبيا", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 2.45, "book_pdf_url": "books\/grade7\/grade7.pdf", "teacher_book_url": "books\/grade7\/grade7.pdf", "student_book_url": "books\/grade7\/student_grade7.pdf", "workbook_url": "books\/grade7\/workbook_grade7.pdf", "book_page_start": 102, "book_page_end": 121, "book_lessons_covered": "Lesson 1: Yuki’s Letter from Japan • Lesson 2: Describing People & What they look like • Lesson 3: Future Continuous (will be doing) • Lesson 4: A Letter from Libya to a Penfriend • Lessons 5–8: Story & Penpal Exchange", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 6 (Lessons 1–8 | p.102–121): Friends Abroad & Describing Libya (Grade 7, pp. 102–121): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "كتابة رسائل إلى الأصدقاء في الخارج (Penfriends)، وصف المظهر الخارجي والملابس بدقة لتمكين الصديق من التعرف عليه في المطار، واستخدام زمن المستقبل المستمر (Future Continuous: I will be wearing a blue cap \/ I will be waiting).", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 6 (Lessons 1–8 | p.102–121): Friends Abroad & Describing Libya (Grade 7 | Book pp. 102–121)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: Yuki’s Letter from Japan • Lesson 2: Describing People & What they look like • Lesson 3: Future Continuous (will be doing) • Lesson 4: A Letter from Libya to a Penfriend • Lessons 5–8: Story & Penpal Exchange\n• Textbook Alignment: Teacher's Book (pp. 102–121) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Penfriend (\/ˈpɛnfrɛnd\/ — صديق بالمراسلة), Arrivals (\/əˈraɪvlz\/ — صالة الوصول بالمطار), Traditional (\/trəˈdɪʃənl\/ — تقليدي وتراثي), Kimono (\/kɪˈməʊnəʊ\/ — الكيمونو (لباس ياباني))\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 — Penfriend \/ˈpɛnfrɛnd\/: \"I write monthly letters to my penfriend in Japan.\"\n • Lesson 2 Target Focus — Arrivals \/əˈraɪvlz\/: \"I will meet you at the arrivals gate.\"\n • Lesson 3 Target Focus — Traditional \/trəˈdɪʃənl\/: \"Yuki wears traditional Japanese clothes.\"\n • Lesson 4 Target Focus — Kimono \/kɪˈməʊnəʊ\/: \"A kimono is a traditional Japanese dress.\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (Preparatory 1 - Unit 6: Friends Abroad):**\n• **زمن المستقبل المستمر (Future Continuous):**\n - التكوين: will be + verb-ing.\n - الاستخدام: التعبير عن حدث سيكون مستمراً في لحظة معينة في المستقبل.\n - مثال وزاري: When you arrive at the airport, I will be standing near the exit and I will be wearing a white shirt.\n• **الخطة الصفية:**\n 1. التمهيد (Warm-up 5m): مناقشة فكرة الصداقة والمراسلة الدولية (Penpal friendships).\n 2. العرض (Presentation 10m): قراءة رسالة يوكي وتحليل كيفية وصفه لنفسه وعائلته.\n 3. التدريب (Practice 15m): كتابة جمل وصف الشخصية والملابس في كتاب النشاط (p. 74–77).\n 4. الإنتاج (Production 10m): يكتب كل طالب رسالة لصديق أجنبي يصف فيها ليبيا وكيفية لقائه بالمطار.\n 5. التقييم (Wrap-up 5m): تقييم التزام الطلاب بقواعد التنسيق والمستقبل المستمر.", "phonetic_pairs": [ { "sound": "Future Continuous Contractions", "letters": "I will -> I’ll \/ will be wearing", "examples": "I’ll be waiting for you. She’ll be carrying a bag.", "rule_ar": "الوصل الصوتي بين will be والفعل المنتهي بـ ing." } ], "vocabulary_list": [ { "word_en": "Penfriend", "ipa": "\/ˈpɛnfrɛnd\/", "meaning_ar": "صديق بالمراسلة", "example_en": "I write monthly letters to my penfriend in Japan." }, { "word_en": "Arrivals", "ipa": "\/əˈraɪvlz\/", "meaning_ar": "صالة الوصول بالمطار", "example_en": "I will meet you at the arrivals gate." }, { "word_en": "Traditional", "ipa": "\/trəˈdɪʃənl\/", "meaning_ar": "تقليدي وتراثي", "example_en": "Yuki wears traditional Japanese clothes." }, { "word_en": "Kimono", "ipa": "\/kɪˈməʊnəʊ\/", "meaning_ar": "الكيمونو (لباس ياباني)", "example_en": "A kimono is a traditional Japanese dress." } ], "quiz_items": [ { "id": "g7-u6-q1", "prompt_ar": "اختر صيغة المستقبل المستمر الصحيحة:", "question_en": "\"At five o'clock tomorrow, I _______ for you at the airport.\"", "options": [ "will be waiting", "wait", "waited", "am waited" ], "correct_index": 0, "explanation_ar": "المستقبل المستمر يتكون من: will be + verb-ing." }, { "id": "g7-u6-q2", "prompt_ar": "كيف تصف ما سترتديه ليراك صديقك في المطار؟", "question_en": "\"You will recognize me easily. I _______ a red jacket.\"", "options": [ "will be wearing", "wear", "wore", "have worn" ], "correct_index": 0, "explanation_ar": "استمرار ارتداء الملابس في وقت اللقاء يعبر عنه بـ (will be wearing)." }, { "id": "g7-u6-q3", "prompt_ar": "ماذا نطلق على الصديق الذي نتواصل معه بالرسائل والبريد من بلد آخر؟", "question_en": "A friend from another country that you communicate with by letters is a _______ .", "options": [ "penfriend", "dentist", "passenger", "pilot" ], "correct_index": 0, "explanation_ar": "الصديق بالمراسلة يسمى (penfriend)." }, { "id": "g7-u6-q4", "prompt_ar": "ما هو اللباس التقليدي المشهور في اليابان كما في كتاب الصف السابع؟", "question_en": "What is the traditional Japanese dress called?", "options": [ "A kimono", "A kilt", "A suit", "A sweater" ], "correct_index": 0, "explanation_ar": "اللباس التقليدي هو الكيمونو (kimono)." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: وصف المظهر والملابس", "prompt_ar": "انطق أوصاف المظهر:", "target_en": "Tall, short, dark hair, wearing a white shirt and holding a book.", "ipa": "\/tɔːl, ʃɔːt, dɑːk hɛər, ˈwɛərɪŋ ə waɪt ʃɜːt ænd ˈhəʊldɪŋ ə bʊk\/", "focus_words": [ "wearing", "holding", "shirt" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: جمل المستقبل المستمر", "prompt_ar": "انطق جملة اللقاء في المطار:", "target_en": "I will be standing near the information desk and my father will be driving the car.", "ipa": "\/aɪ wɪl biː ˈstændɪŋ nɪər ðə ˌɪnfəˈmeɪʃn dɛsk ænd maɪ ˈfɑːðər wɪl biː ˈdraɪvɪŋ ðə kɑːr\/", "focus_words": [ "standing", "information", "driving" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: التعريف بليبيا للصديق الأجنبي", "prompt_ar": "انطق وصف كرم الضيافة الليبي:", "target_en": "You will love visiting Libya. People here are very friendly and hospitable.", "ipa": "\/juː wɪl lʌv ˈvɪzɪtɪŋ ˈlɪbiə. ˈpiːpl hɪər ɑːr ˈvɛri ˈfrɛndli ænd ˈhɒspɪtəbl\/", "focus_words": [ "friendly", "hospitable", "Libya" ] } ], "exercises": [ { "id": "ex-g7-u6-1", "type": "speech", "prompt_ar": "انطق جملة المستقبل المستمر:", "target_en": "Tomorrow morning, we will be flying to Tripoli to meet our cousins.", "ipa": "\/təˈmɒrəʊ ˈmɔːnɪŋ, wiː wɪl biː ˈflaɪɪŋ tuː ˈtrɪpəli tuː miːt ˈaʊər ˈkʌznz\/", "focus_words": [ "flying", "Tripoli", "cousins" ] }, { "id": "ex-g7-u6-2", "type": "multiple_choice", "prompt_ar": "اختر الكلمة الصحيحة: \"My penfriend lives in a _______ house near Tokyo.\"", "question_en": "\"My penfriend lives in a _______ house near Tokyo.\"", "options": [ "traditional", "tradition", "traditions", "traditionally" ], "correct_index": 0, "explanation_ar": "نستخدم الصفة (traditional) لوصف البيت." }, { "id": "ex-g7-u6-3", "type": "writing", "prompt_ar": "اكتب رسالة من أربع جمل لصديقك بالمراسلة تصف له فيها ما سترتديه وأين ستنتظره عندما يصل إلى ليبيا:", "min_words": 20, "sample_answer": "Dear John, I am looking forward to meeting you. When your plane lands at Mitiga Airport, I will be waiting for you outside the arrivals gate. I will be wearing a green jacket. Welcome to Libya!", "rubric_en": "Letter to a penfriend with future continuous meeting instructions and clothing description." } ] }, { "id": "school-g7-u7", "track_type": "libya_school", "level_number": 7, "grade_level": "7", "cefr_level": "A2.2", "unit_order": 7, "title_en": "Unit 7 (Lessons 1–8 | p.122–139): Danger! Warnings, Safety & First Aid", "title_ar": "دليل المعلم: الوحدة 7 (الدروس 1–8 | ص 122–139): المخاطر والسلامة والإسعافات الأولية", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 2.5, "book_pdf_url": "books\/grade7\/grade7.pdf", "teacher_book_url": "books\/grade7\/grade7.pdf", "student_book_url": "books\/grade7\/student_grade7.pdf", "workbook_url": "books\/grade7\/workbook_grade7.pdf", "book_page_start": 122, "book_page_end": 139, "book_lessons_covered": "Lesson 1: Safety Signs & Warnings • Lesson 2: Imperatives for Emergency (Call 119 \/ Keep calm) • Lesson 3: First Aid for Burns, Cuts & Choking • Lesson 4: Dangerous Situations at Sea & Roads • Lessons 5–8: Story & Safety Campaign", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 7 (Lessons 1–8 | p.122–139): Danger! Warnings, Safety & First Aid (Grade 7, pp. 122–139): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "قراءة وفهم إشارات ولافتات التحذير والخطر، استخدام صيغ الأمر والنهي للسلامة (Always keep medicines out of reach \/ Never touch broken glass)، وتقديم خطوات الإسعاف الأولي البسيطة (First Aid).", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 7 (Lessons 1–8 | p.122–139): Danger! Warnings, Safety & First Aid (Grade 7 | Book pp. 122–139)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: Safety Signs & Warnings • Lesson 2: Imperatives for Emergency (Call 119 \/ Keep calm) • Lesson 3: First Aid for Burns, Cuts & Choking • Lesson 4: Dangerous Situations at Sea & Roads • Lessons 5–8: Story & Safety Campaign\n• Textbook Alignment: Teacher's Book (pp. 122–139) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Warning (\/ˈwɔːnɪŋ\/ — تحذير وإنذار), Emergency (\/iˈmɜːdʒənsi\/ — حالة طوارئ قصوى), First aid (\/ˌfɜːst ˈeɪd\/ — إسعافات أولية), Poison (\/ˈpɔɪzn\/ — مادة سامة وخطرة)\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 — Warning \/ˈwɔːnɪŋ\/: \"Pay attention to the warning sign.\"\n • Lesson 2 Target Focus — Emergency \/iˈmɜːdʒənsi\/: \"Call the emergency services in an accident.\"\n • Lesson 3 Target Focus — First aid \/ˌfɜːst ˈeɪd\/: \"Every home should have a first aid box.\"\n • Lesson 4 Target Focus — Poison \/ˈpɔɪzn\/: \"Cleaning chemicals are dangerous poison.\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (Preparatory 1 - Unit 7: Danger!):**\n• **استخدام صيغ الأمر الإيجابي والسلبي مع قواعد الأمان:**\n - التحذير الإيجابي: Always wash a cut with clean water \/ Keep calm.\n - النهي الحاسم: Never swim alone \/ Don’t run across busy roads.\n• **الخطة الصفية:**\n 1. التمهيد (Warm-up 5m): عرض إشارات التحذير الدولية وتخمين معانيها (Danger, High Voltage, Poison, Slippery).\n 2. العرض (Presentation 10m): محاكاة موقف إسعاف أولي لحرق سطحي أو جرح صغير وتطبيق الخطوات.\n 3. التدريب (Practice 15m): حل تمرين كتاب النشاط حول ربط المخاطر بحلول الإسعافات (p. 88–91).\n 4. الإنتاج (Production 10m): تصميم ملصق تحذيري للمنزل أو الشارع باللغة الإنجليزية.\n 5. التقييم (Wrap-up 5m): مسابقة سرعة الاستجابة لحالات الطوارئ.", "phonetic_pairs": [ { "sound": "Urgent Imperative Intonation", "letters": "Stop!, Look out!, Be careful!", "examples": "Stop! Don’t touch that! Be careful on the stairs!", "rule_ar": "نبرة صوت هابطة حاسمة تدل على التحذير الفوري وتفادي الخطر." } ], "vocabulary_list": [ { "word_en": "Warning", "ipa": "\/ˈwɔːnɪŋ\/", "meaning_ar": "تحذير وإنذار", "example_en": "Pay attention to the warning sign." }, { "word_en": "Emergency", "ipa": "\/iˈmɜːdʒənsi\/", "meaning_ar": "حالة طوارئ قصوى", "example_en": "Call the emergency services in an accident." }, { "word_en": "First aid", "ipa": "\/ˌfɜːst ˈeɪd\/", "meaning_ar": "إسعافات أولية", "example_en": "Every home should have a first aid box." }, { "word_en": "Poison", "ipa": "\/ˈpɔɪzn\/", "meaning_ar": "مادة سامة وخطرة", "example_en": "Cleaning chemicals are dangerous poison." } ], "quiz_items": [ { "id": "g7-u7-q1", "prompt_ar": "ما هو الإجراء الأول الصحيح عند إصابة اليد بحرق خفيف؟", "question_en": "What is the first aid procedure for a minor burn?", "options": [ "Hold the burn under cool running water for 10 minutes.", "Put butter or oil on it.", "Rub it hard with a rough towel.", "Wrap it in dirty cloth." ], "correct_index": 0, "explanation_ar": "وضع الحرق تحت الماء الجاري البارد لمدة 10 دقائق هو الإجراء الطبي السليم." }, { "id": "g7-u7-q2", "prompt_ar": "اختر صيغة النهي القاطعة لسلامة السباحة:", "question_en": "\"_______ swim alone in deep sea water.\"", "options": [ "Never", "Always", "Often", "Usually" ], "correct_index": 0, "explanation_ar": "للتحذير من السلوكيات الخطرة نستخدم صيغة النهي (Never swim alone)." }, { "id": "g7-u7-q3", "prompt_ar": "أين يجب حفظ الأدوية والمنظفات الكيميائية في المنزل؟", "question_en": "Where should medicines and cleaning chemicals be kept?", "options": [ "Out of reach of young children", "On the floor in the living room", "Near the kitchen cooker", "In an open toy box" ], "correct_index": 0, "explanation_ar": "يجب إبعاد الأدوية والسموم بعيداً عن متناول الأطفال الصغار." }, { "id": "g7-u7-q4", "prompt_ar": "ماذا تعني إشارة (High Voltage)؟", "question_en": "What does a \"High Voltage\" warning sign indicate?", "options": [ "Danger of electric shock", "No parking allowed", "Fresh drinking water", "Hospital quiet zone" ], "correct_index": 0, "explanation_ar": "High Voltage تعني خطر صعق كهربائي عالي الجهد." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: عبارات وإشارات التحذير", "prompt_ar": "انطق عبارات التحذير:", "target_en": "Danger, keep out, poison, flammable, high voltage.", "ipa": "\/ˈdeɪndʒər, kiːp aʊt, ˈpɔɪzn, ˈflæməbl, haɪ ˈvəʊltɪdʒ\/", "focus_words": [ "Danger", "poison", "flammable" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: إرشادات السلامة والنهي", "prompt_ar": "انطق قواعد السلامة:", "target_en": "Always wear a seatbelt in a car and never play with matches.", "ipa": "\/ˈɔːlweɪz wɛər ə ˈsiːtbɛlt ɪn ə kɑːr ænd ˈnɛvər pleɪ wɪð ˈmætʃɪz\/", "focus_words": [ "seatbelt", "never", "matches" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: التعامل مع الطوارئ", "prompt_ar": "انطق جملة الاتصال بالطوارئ:", "target_en": "Keep calm and call the ambulance immediately in an emergency.", "ipa": "\/kiːp kɑːm ænd kɔːl ðɪ ˈæmbjələns ɪˈmiːdiətli ɪn æn iˈmɜːdʒənsi\/", "focus_words": [ "calm", "ambulance", "emergency" ] } ], "exercises": [ { "id": "ex-g7-u7-1", "type": "speech", "prompt_ar": "انطق قاعدة الإسعافات:", "target_en": "Wash the cut with water and cover it with a clean plaster.", "ipa": "\/wɒʃ ðə kʌt wɪð ˈwɔːtər ænd ˈkʌvər ɪt wɪð ə kliːn ˈplɑːstər\/", "focus_words": [ "cut", "cover", "plaster" ] }, { "id": "ex-g7-u7-2", "type": "multiple_choice", "prompt_ar": "اختر الكلمة الصحيحة: \"Keep medicines in a safe place _______ of reach of children.\"", "question_en": "\"Keep medicines in a safe place _______ of reach of children.\"", "options": [ "out", "in", "on", "with" ], "correct_index": 0, "explanation_ar": "التعبير المعتمد هو (out of reach)." }, { "id": "ex-g7-u7-3", "type": "writing", "prompt_ar": "اكتب ثلاث إرشادات أمان للمنزل أو الطريق باستخدام (Always) و (Never):", "min_words": 15, "sample_answer": "Always look left and right before crossing the road. Never play with sharp scissors. Always keep cleaning liquids in a locked cupboard.", "rubric_en": "Imperative safety rules using Always and Never appropriately." } ] }, { "id": "school-g7-u8", "track_type": "libya_school", "level_number": 7, "grade_level": "7", "cefr_level": "A2.2", "unit_order": 8, "title_en": "Unit 8 (Lessons 1–4 | p.140–149): Fun with English 2 & Prep 1 Final Portfolio", "title_ar": "دليل المعلم: الوحدة 8 (الدروس 1–4 | ص 140–149): متعة الإنجليزية 2 والتقييم الختامي الشامل", "category": "Libyan Curriculum Teacher Guide", "difficulty_weight": 2.55, "book_pdf_url": "books\/grade7\/grade7.pdf", "teacher_book_url": "books\/grade7\/grade7.pdf", "student_book_url": "books\/grade7\/student_grade7.pdf", "workbook_url": "books\/grade7\/workbook_grade7.pdf", "book_page_start": 140, "book_page_end": 149, "book_lessons_covered": "Lesson 1: Grammar & Vocabulary Grand Challenge • Lesson 2: Country Facts & Penfriend Exchange Exhibition • Lesson 3: Year 7 Final Project & Achievements • Lesson 4: Stepping up to Preparatory 2", "objective_en": "Official Teacher's Guide & Lesson Preparation for Unit 8 (Lessons 1–4 | p.140–149): Fun with English 2 & Prep 1 Final Portfolio (Grade 7, pp. 140–149): Master the 8-lesson instructional sequence, communicative pair\/group tasks, target vocabulary, phonetic contrasts, and model answer keys.", "objective_ar": "التقييم الشامل والختامي لكافة كفايات الصف السابع الإعدادي (Preparatory 1)، التأكد من إتقان أزمنة الماضي والمضارع التام والمستقبل المستمر والمبني للمجهول، وتأهيل الطالب للانتقال الواثق إلى الصف الثامن.", "teacher_explanation_en": "📘 OFFICIAL TEACHER'S GUIDE & 8-LESSON PROCEDURE — Unit 8 (Lessons 1–4 | p.140–149): Fun with English 2 & Prep 1 Final Portfolio (Grade 7 | Book pp. 140–149)\n\n1. UNIT OVERVIEW & LEARNING OUTCOMES:\n• Scope: Lesson 1: Grammar & Vocabulary Grand Challenge • Lesson 2: Country Facts & Penfriend Exchange Exhibition • Lesson 3: Year 7 Final Project & Achievements • Lesson 4: Stepping up to Preparatory 2\n• Textbook Alignment: Teacher's Book (pp. 140–149) + Student's Course Book + Workbook.\n• Core Target Lexicon & Structures: Milestone (\/ˈmaɪlstəʊn\/ — محطة إنجاز بارزة), Fluency (\/ˈfluːənsi\/ — طلاقة في التحدث), Transition (\/trænˈzɪʃn\/ — انتقال لمستوى أعلى)\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 — Milestone \/ˈmaɪlstəʊn\/: \"Finishing Prep 1 is an important milestone.\"\n • Lesson 2 Target Focus — Fluency \/ˈfluːənsi\/: \"Our English fluency improved significantly.\"\n • Lesson 3 Target Focus — Transition \/trænˈzɪʃn\/: \"We are prepared for the transition to Grade 8.\"", "teacher_explanation_ar": "📖 **توجيهات دليل المعلم المعتمد (Preparatory 1 - Unit 8: Grand Review):**\n• **الأهداف:** التحقق من إحراز كفايات المستوى A2.2 وإتقان التراكيب اللغوية المعقدة الممهدة للمستوى B1.\n• **الخطة الصفية:**\n 1. التمهيد (Warm-up 5m): استعراض إنجازات الصف السابع على مدار العام الدراسي.\n 2. المسابقة الكبرى (Grand Grammar Tournament 15m): منافسة شاملة بين فرق الطلاب.\n 3. التدريب المستقل (Exam Assessment 15m): إنجاز اختبار المراجعة النهائية في كتاب النشاط.\n 4. عروض ملف الإنجاز (Portfolio Showcase 10m): يقدم الطلاب أفضل رسائلهم ومشاريعهم.\n 5. الختام والتقدير (Celebration 5m): تكريم الطلاب المتميزين والتهنئة بالانتقال للصف الثامن.", "phonetic_pairs": [ { "sound": "Preparatory 1 Master Pronunciation Check", "letters": "Connected Speech & Sentence Stress", "examples": "Have you ever been? I will be waiting.", "rule_ar": "إتقان الوصل الصوتي والتنغيم السليم في الجمل المركبة والمعقدة." } ], "vocabulary_list": [ { "word_en": "Milestone", "ipa": "\/ˈmaɪlstəʊn\/", "meaning_ar": "محطة إنجاز بارزة", "example_en": "Finishing Prep 1 is an important milestone." }, { "word_en": "Fluency", "ipa": "\/ˈfluːənsi\/", "meaning_ar": "طلاقة في التحدث", "example_en": "Our English fluency improved significantly." }, { "word_en": "Transition", "ipa": "\/trænˈzɪʃn\/", "meaning_ar": "انتقال لمستوى أعلى", "example_en": "We are prepared for the transition to Grade 8." } ], "quiz_items": [ { "id": "g7-u8-q1", "prompt_ar": "اختر الجملة الصحيحة لغوياً للحديث عن شخص عاد من السفر:", "question_en": "Which sentence correctly indicates someone who travelled and returned home?", "options": [ "Fatima has been to France.", "Fatima has gone to France.", "Fatima is going to France now.", "Fatima was went to France." ], "correct_index": 0, "explanation_ar": "(has been to) تعني أنه سافر وزار المكان وعاد منه." }, { "id": "g7-u8-q2", "prompt_ar": "ما هو الزمن المستخدم في جملة: \"I will be studying at eight tonight\"?", "question_en": "What tense is used in \"I will be studying at eight tonight\"?", "options": [ "Future Continuous", "Past Simple", "Present Perfect", "Present Continuous" ], "correct_index": 0, "explanation_ar": "will be + verb-ing هو زمن المستقبل المستمر (Future Continuous)." }, { "id": "g7-u8-q3", "prompt_ar": "أي الجمل تعبر عن قاعدة أمان بالإسعافات الأولية؟", "question_en": "Which sentence represents correct first aid advice?", "options": [ "Cool a minor burn with running water.", "Put dirt on a cut.", "Never call the ambulance in an emergency.", "Drink cleaning chemical liquids." ], "correct_index": 0, "explanation_ar": "تبريد الحرق بالماء الجاري هو القاعدة الطبية الصحيحة." }, { "id": "g7-u8-q4", "prompt_ar": "أكمل: \"Oil is _______ from Libya to many countries in Europe.\"", "question_en": "\"Oil is _______ from Libya to many countries in Europe.\"", "options": [ "exported", "exporting", "exports", "export" ], "correct_index": 0, "explanation_ar": "صيغة المبني للمجهول: is + التصريف الثالث (is exported)." } ], "speech_stages": [ { "stage": 1, "stage_title_ar": "المرحلة 1: حصاد كفايات الصف السابع", "prompt_ar": "انطق جملة التحصيل:", "target_en": "In Preparatory 1, we learned how to write letters to penfriends and discuss global trade.", "ipa": "\/ɪn prɪˈpærətri wʌn, wiː lɜːnd haʊ tuː raɪt ˈlɛtərz tuː ˈpɛnfrɛndz ænd dɪˈskʌs ˈɡləʊbl treɪd\/", "focus_words": [ "Preparatory", "penfriends", "global" ] }, { "stage": 2, "stage_title_ar": "المرحلة 2: إتقان التراكيب المعقدة", "prompt_ar": "انطق الجملة النحوية المركبة:", "target_en": "While we were preparing our project, great ideas were shared by the students.", "ipa": "\/waɪl wiː wɜːr prɪˈpeərɪŋ ˈaʊər ˈprɒdʒɛkt, ɡreɪt aɪˈdɪəz wɜːr ʃɛəd baɪ ðə ˈstjuːdənts\/", "focus_words": [ "preparing", "project", "shared" ] }, { "stage": 3, "stage_title_ar": "المرحلة 3: التطلع للصف الثامن الإعدادي", "prompt_ar": "انطق عبارة الاستعداد للمرحلة القادمة:", "target_en": "We are confident, proud, and ready to take on the challenges of Preparatory 2!", "ipa": "\/wiː ɑːr ˈkɒnfɪdənt, praʊd, ænd ˈrɛdi tuː teɪk ɒn ðə ˈtʃælɪndʒɪz ɒv prɪˈpærətri tuː!\/", "focus_words": [ "confident", "proud", "challenges" ] } ], "exercises": [ { "id": "ex-g7-u8-1", "type": "speech", "prompt_ar": "انطق جملة التخرج من الصف السابع:", "target_en": "We have completed all eight units of Preparatory 1 with excellence.", "ipa": "\/wiː hæv kəmˈpliːtɪd ɔːl eɪt ˈjuːnɪts ɒv prɪˈpærətri wʌn wɪð ˈɛksələns\/", "focus_words": [ "completed", "Preparatory", "excellence" ] }, { "id": "ex-g7-u8-2", "type": "multiple_choice", "prompt_ar": "اختر الكلمة المناسبة: \"Next year, we will start studying English in _______ 2.\"", "question_en": "\"Next year, we will start studying English in _______ 2.\"", "options": [ "Preparatory", "Primary", "Kindergarten", "University" ], "correct_index": 0, "explanation_ar": "المرحلة التالية هي الصف الثامن الإعدادي (Preparatory 2)." }, { "id": "ex-g7-u8-3", "type": "writing", "prompt_ar": "اكتب فقرة ختامية من أربع جمل تلخص فيها إنجازاتك في اللغة الإنجليزية هذا العام وتوقعاتك للعام المقبل:", "min_words": 20, "sample_answer": "This year in Preparatory 1 was full of useful learning. I improved my speaking and mastered past and future tenses. I enjoyed writing to penfriends abroad. Next year in Prep 2, I will work hard to achieve top marks.", "rubric_en": "Year-end synthesis paragraph assessing language growth and forward aspirations." } ] } ] }