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Holistic English Learner's Book Grade 1

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©AWAL


LEARNER'S BOOK 1<br />

<strong>Holistic</strong><br />

ENGLISH<br />

©AWAL<br />

1


INTRODUCTION<br />

<strong>Holistic</strong> <strong>English</strong> is a textbook for primary-class students for whom<br />

<strong>English</strong> is a second language. The philosophy of this textbook is<br />

inspired by Islamic Revealed Knowledge and Heritage (IRKH), i.e.,<br />

the Quran, Authentic Hadith, works of Classic Muslim Scholars<br />

and Integration of Knowledge scholars. Following this, the body<br />

of contemporary knowledge has also been studied to further<br />

understand the subject to be taught and its core competencies.<br />

As per Islamic Perspective, the purpose of learning a language is<br />

to communicate the truth in the most befitting manner whereby<br />

the highest form of truth is the concept of Tawheed. Since this<br />

can be heavy for <strong>Grade</strong>s 1 - 6, Tawheed is recoined as Islamic<br />

Healthy Habits and Islamic Akhlaq derived from the repository<br />

of Islamic knowledge on health. This gives us a primary grade<br />

friendly purpose of learning a language, i.e., “One studies <strong>English</strong><br />

language to learn and communicate Islamic Healthy Habits and<br />

Islamic Akhlaq”.<br />

According to some sources on Islamic health, the human being is<br />

divided into 5 segments health-wise: Physical Body, Biochemical<br />

Body, Mind, Heart and Soul. Muslims are instructed to learn about<br />

these five segments and look after each of them. Therefore, this<br />

textbook’s units are devoted to embedding in the minds of the<br />

students the Islamic Healthy Habits in the context of taking care<br />

of these five constituents of the body. Once the Islamic Healthy<br />

Habits are learned, they need to be communicated.<br />

©AWAL<br />

The sequence of communicating these habits is from the Islamic<br />

Perspective, i.e., starting from one’s self, family, neighbours, society<br />

and finally, looking after the environment. The units of the book<br />

are organised considering this aspect as well.<br />

2


HOW TO USE<br />

THIS BOOK<br />

This Learner’s <strong>Book</strong> 1 offers a comprehensive approach to teaching <strong>English</strong><br />

language skills through engaging content from the Islamic Perspective. Each unit in<br />

the textbook is structured into six parts, each designed to enhance different aspects<br />

of language acquisition, communication and awareness of the role and use of the<br />

<strong>English</strong> language from the Islamic Perspective.<br />

PART 1:<br />

LET׳S<br />

LEARN<br />

PART 2:<br />

LET׳S<br />

SPEAK<br />

PART 3:<br />

LET׳S<br />

SING<br />

PART 4:<br />

LET׳S LEARN<br />

READING<br />

SKILL<br />

PART 5:<br />

LET׳S<br />

EXPLORE<br />

ENGLISH<br />

PART 6:<br />

LET׳S<br />

READ A<br />

STORY<br />

This section serves as an introduction to the unit. Start by presenting<br />

pictures related to the topic along with simple, relatable dialogues that<br />

introduce new vocabulary. Relate these concepts to Islamic teachings<br />

where possible. For instance, when introducing animals, discuss the<br />

concept of animals mentioned in the Quran and Hadith.<br />

Provide dialogues or conversations that emphasise the understanding of<br />

the vocabulary and sentence structures introduced in Part 1. Encourage<br />

students to role-play these dialogues, fostering both language acquisition<br />

and social interaction.<br />

Introduce songs or poems related to the unit’s theme inspired by the<br />

Islamic Perspective of learning a language. This could be poems on<br />

cleaning one’s self or eating in an Islamic manner and communicating<br />

it to others.<br />

This section focuses on phonics, a crucial component of reading skills<br />

development. By teaching learners the sounds of letters and how they<br />

form words, teachers lay the foundation for effective reading.<br />

©AWAL<br />

Learners explore the mechanics of the <strong>English</strong> language, including<br />

grammar, sentence structure, and vocabulary expansion. Teachers can<br />

align these lessons with the overall use of language from the Islamic<br />

Perspective to learn and communicate Islamic Healthy Habits and Islamic<br />

Akhlaq, such as cleaning one’s self, eating right and praying.<br />

Present a story with an Islamic perspective that is appropriate for young<br />

learners. The story can convey moral lessons from Islamic teachings. After<br />

reading, engage in discussions about the story’s message and how it<br />

relates to Islamic values. Encourage critical thinking and empathy by<br />

asking questions that prompt learners to reflect on their behaviour and<br />

choices.<br />

By weaving Islamic values and concepts into the fabric of the <strong>English</strong> language<br />

curriculum, we create a holistic and meaningful learning experience for young learners,<br />

fostering a sense of connection between their language learning and their faith.<br />

3


TABLE OF CONTENTS<br />

TITLE<br />

LISTENING &<br />

SPEAKING SKILLS<br />

READING &<br />

WRITING SKILLS<br />

USE OF ENGLISH<br />

LANGUAGE ITEMS<br />

VOCABULARY/<br />

WORDS TO KNOW<br />

1.<br />

ISLAMIC PERSPECTIVE<br />

2.<br />

21ST CENTURY SKILLS<br />

3.<br />

CROSS-CURRICULAR<br />

INTEGRATION<br />

UNIT 1:<br />

Let’s Start<br />

Pages<br />

8-17<br />

UNIT 2:<br />

School is<br />

Fun<br />

Pages<br />

18-27<br />

UNIT 3:<br />

I Love to<br />

Learn<br />

Pages<br />

28 - 37<br />

UNIT 4:<br />

Clean and<br />

Happy<br />

Pages<br />

38 – 47<br />

• Greet people.<br />

• Introducing one’s<br />

self.<br />

• Listen and sing<br />

along to a song<br />

about why I learn<br />

<strong>English</strong>.<br />

• Listen to the name<br />

and sound of the<br />

alphabets.<br />

• Listen to a number<br />

chant.<br />

• Listen to a chant<br />

about colours.<br />

• Asking and naming<br />

objects in the<br />

classroom.<br />

• Listen to a poem<br />

about the wonders<br />

of learning at school.<br />

• Listen and match<br />

phrases to the<br />

correct picture.<br />

• Listen and say<br />

simple phrases.<br />

• Listen to<br />

conversations and<br />

passages and use<br />

the correct subject<br />

pronoun to<br />

complete the<br />

sentences.<br />

• Listen to questions<br />

and answers and use<br />

them with guidance.<br />

• Listen to the poem<br />

about the sources of<br />

knowledge.<br />

• Listen and<br />

understand simple<br />

sentences to show<br />

the location of<br />

objects.<br />

• Listen to simple<br />

sentences and<br />

questions and<br />

answers using can<br />

& can’t to show<br />

ability.<br />

• Listen to a poem<br />

about practising<br />

clean hygiene as<br />

said by the Prophet.<br />

• Listen and say aloud<br />

the name and sound<br />

of the alphabets (a -<br />

z).<br />

• Introduction of the<br />

vowel sound (u) and<br />

consonant sounds<br />

(b, s, m, g) through a<br />

song and keywords.<br />

• Introduction of the<br />

vowel sound (i) and<br />

consonant sounds<br />

(l, t, p, n) through a<br />

song and keywords.<br />

• Numbers<br />

• Colours<br />

• Singular and<br />

plural nouns<br />

• Articles (a, an)<br />

• Present simple<br />

(statements,<br />

questions, and<br />

answers)<br />

• Subject pronoun<br />

(I, you, we, they,<br />

he, she, it)<br />

• Present simple<br />

(statements,<br />

questions, and<br />

answers)<br />

• Prepositions of<br />

location (in, on,<br />

next to, under)<br />

• Can/can’t for<br />

ability<br />

• Subject pronoun<br />

• Present simple<br />

(statements,<br />

questions, and<br />

answers)<br />

• Assalamualaikum,<br />

Ahmad.<br />

Wa alaikum as<br />

salam, teacher.<br />

• Hello, Amir. How<br />

are you?<br />

Hello, Halima.<br />

I’m fine,<br />

Alhamdulillah.<br />

• What is your<br />

name?<br />

I’m Fatima.<br />

• How old are you?<br />

I’m six years old.<br />

• Nice to meet you.<br />

Goodbye.<br />

• What is this?<br />

It is a pen.<br />

• What is this?<br />

It is an eraser.<br />

• I ask my mother.<br />

• She reads to me<br />

verses from the<br />

Quran about<br />

animals.<br />

• He reads to me a<br />

hadith about<br />

animals.<br />

• We can also learn<br />

about animals<br />

from the internet.<br />

• They sit together.<br />

• I put my<br />

toothbrush in a<br />

cup.<br />

• I put my towel on<br />

the railing.<br />

• I put my shampoo<br />

next to the tissue<br />

box.<br />

• I can share my<br />

toothpaste with<br />

my friends.<br />

• I can’t share my<br />

toothbrush with<br />

my friends.<br />

• Numbers (1 - 10)<br />

• Colours (red, blue,<br />

purple, orange, yellow,<br />

green)<br />

• Objects in the<br />

classroom (E.g., chair,<br />

table, crayon, pen,<br />

pencil, ruler, eraser,<br />

book, clock, umbrella)<br />

• Objects outside of the<br />

classroom (E.g., bicycle,<br />

slide, sandbox, bags,<br />

balloons, balls, flags)<br />

• Places to learn<br />

(home, school, the<br />

masjid, library)<br />

©AWAL<br />

• Introduction of the<br />

vowel sound (o) and<br />

consonant sounds<br />

(d, j, h) through a<br />

song and keywords.<br />

• Objects in the<br />

bathroom (E.g.,<br />

toothbrush, towel,<br />

toothpaste, slippers,<br />

sanitizer, comb,<br />

hairbrush, tissue box,<br />

stool, shampoo)<br />

• Part 1: Learn Islamic<br />

greetings.<br />

• Part 6: Learn Islamic<br />

phrases such as<br />

Alhamdulillah and<br />

Astaghfirullah.<br />

• Part 6: Listen to the story<br />

“Honey is Nice” and learn<br />

that every action has its<br />

consequences.<br />

• Part 3: Learn that we gain<br />

knowledge from Allah and<br />

we must always be<br />

thankful.<br />

• Part 6: Listen to the story<br />

“Thank You, May Allah<br />

Bless You!” and learn<br />

that the simplest act of<br />

kindness will be rewarded<br />

by Allah.<br />

• Part 3: Learn that there are<br />

many sources that we can<br />

gain knowledge from but<br />

the main source comes<br />

from Allah and the<br />

Prophet.<br />

• Part 6: Listen to the story<br />

“In a Carrot Field” and learn<br />

that working together will<br />

help strengthen family<br />

bonds.<br />

• Part 3: Learn that<br />

cleanliness is half of faith.<br />

• Part 6: Listen to the story<br />

“A Clean Car” and learn<br />

that cleanliness is not<br />

only for ourselves but also<br />

everything that surrounds<br />

us.<br />

4


TITLE<br />

LISTENING &<br />

SPEAKING SKILLS<br />

READING &<br />

WRITING SKILLS<br />

USE OF ENGLISH<br />

LANGUAGE ITEMS<br />

VOCABULARY/<br />

WORDS TO KNOW<br />

1.<br />

ISLAMIC PERSPECTIVE<br />

2.<br />

21ST CENTURY SKILLS<br />

3.<br />

CROSS-CURRICULAR<br />

INTEGRATION<br />

UNIT 5:<br />

Active Life,<br />

Healthy Life<br />

Pages<br />

48 - 57<br />

UNIT 6:<br />

A Visit<br />

to the<br />

Market<br />

Pages<br />

58 - 67<br />

• Listen to simple<br />

sentences and<br />

questions and<br />

answers to describe<br />

actions (E.g.,<br />

climbing, playing,<br />

exercising, drinking,<br />

eating).<br />

• Listen to a poem<br />

about healthy habits<br />

that are good for our<br />

body.<br />

• Listen to simple<br />

sentences which<br />

use the connective<br />

‘and’ while<br />

matching the<br />

sentences to the<br />

correct picture.<br />

• Listen to questions<br />

that require<br />

answering with yes<br />

or no.<br />

• Listen to simple<br />

sentences and<br />

questions and<br />

answers to describe<br />

the placement of<br />

objects.<br />

• Listen to simple<br />

sentences and<br />

questions and<br />

answers that use<br />

demonstratives<br />

(this, that) to point<br />

to something or<br />

someone specific<br />

and also to<br />

represent the<br />

distance of items.<br />

• Listen to a poem<br />

about halal and<br />

healthy food.<br />

• Listen to questions<br />

that require<br />

answering with yes<br />

or no.<br />

• Revision activity of<br />

blending the sounds<br />

they have learned<br />

before.<br />

(Words with middle<br />

sounds u, o, i)<br />

• Introduction of the<br />

vowel sound (a)<br />

and consonant<br />

sounds (c, v)<br />

through a song and<br />

keywords.<br />

• Present<br />

continuous<br />

(statements,<br />

questions, and<br />

answers)<br />

• Connective (and)<br />

• Yes/No questions<br />

• Adverbs of place<br />

(here, there,<br />

below, above,<br />

inside, outside)<br />

• Demonstratives<br />

(this, that)<br />

• Talk about<br />

possession using<br />

I’ve got and I<br />

haven’t got.<br />

• Present simple<br />

(statements,<br />

questions, and<br />

answers)<br />

• Yes/No questions<br />

• I am climbing on<br />

the monkey bar.<br />

• How can you be<br />

healthy?<br />

I can be healthy<br />

by exercising.<br />

• Do you like<br />

skipping?<br />

Yes, I do.<br />

• Do you like<br />

swimming?<br />

No, I don’t.<br />

• Where are the<br />

grapes?<br />

They are right<br />

here.<br />

• Where are the<br />

apples?<br />

They are over<br />

there.<br />

• Where is the<br />

watermelon?<br />

The watermelon<br />

is below the<br />

pears.<br />

• Is this a carrot?<br />

Yes, it is.<br />

• Is that a brinjal?<br />

No, it isn’t.<br />

• I’ve got a banana.<br />

• I haven’t got a<br />

banana cake.<br />

• Is there any road?<br />

Yes, there is.<br />

• Are there any<br />

cats?<br />

No, there aren’t<br />

any cats.<br />

©AWAL<br />

• Objects at the<br />

playground (E.g.,<br />

football, see-saw,<br />

swing, monkey bar)<br />

• Verbs (E.g., playing,<br />

climbing, exercising,<br />

wearing, skipping,<br />

jogging, walking,<br />

stretching, running)<br />

• Things at the market<br />

(tomato, carrot, potato,<br />

yellow pepper, brinjal,<br />

watermelon, pears,<br />

green apples, bananas,<br />

broccoli)<br />

• Part 3: Learn how we can<br />

be healthy, physically and<br />

spiritually.<br />

• Part 6: Listen to the story<br />

“A Mother’s Love” and<br />

learn that we need to<br />

always think of our<br />

mother.<br />

• Part 3: Learn about the<br />

types of food that are<br />

good for you.<br />

• Part 6: Listen to the story<br />

“Listen to Your Mother”<br />

and learn that it is<br />

important to always listen<br />

to your mother’s advice.<br />

5


TITLE<br />

LISTENING &<br />

SPEAKING SKILLS<br />

READING &<br />

WRITING SKILLS<br />

USE OF ENGLISH<br />

LANGUAGE ITEMS<br />

VOCABULARY/<br />

WORDS TO KNOW<br />

1.<br />

ISLAMIC PERSPECTIVE<br />

2.<br />

21ST CENTURY SKILLS<br />

3.<br />

CROSS-CURRICULAR<br />

INTEGRATION<br />

UNIT 7:<br />

Fun Tips<br />

for a<br />

Super<br />

Smart<br />

Mind<br />

Pages<br />

68 - 77<br />

UNIT 8:<br />

A Visit to<br />

the Masjid<br />

Pages<br />

78 - 87<br />

UNIT 9:<br />

My Beloved<br />

Family<br />

Pages<br />

88 - 97<br />

UNIT 10:<br />

Taking<br />

Care of My<br />

Family<br />

Pages<br />

98 - 107<br />

• Listen to simple<br />

sentences and<br />

questions and<br />

answers using<br />

ordinals to describe<br />

the order of things.<br />

• Listen to a poem<br />

about tips for a<br />

sharper mind.<br />

• Listen to simple<br />

sentences and<br />

questions and<br />

answers to describe<br />

the ability to do<br />

something at the<br />

masjid.<br />

• Listen and say the<br />

name of objects at<br />

the masjid.<br />

• Listen to a poem<br />

about taking care<br />

of our hearts and<br />

soul.<br />

• Listen to simple<br />

sentences to<br />

describe people and<br />

objects.<br />

• Listen to simple<br />

sentences and<br />

questions and<br />

answers to describe<br />

the inability to do<br />

something.<br />

• Listen to a poem<br />

about family<br />

members.<br />

• Listen to simple<br />

sentences and<br />

questions and<br />

answers that use<br />

proper nouns and<br />

understand that a<br />

proper noun begins<br />

with capital letters.<br />

• Listen to questions<br />

that require<br />

answering with yes<br />

or no.<br />

• Listen to a poem<br />

about caring for our<br />

family members.<br />

• Introduction of the<br />

vowel sound (e)<br />

and consonant<br />

sounds (r, f, w)<br />

through a song and<br />

keywords.<br />

• Revision activity of<br />

blending the<br />

sounds they have<br />

learned before.<br />

(Words with middle<br />

sound a, e)<br />

• Introduction of the<br />

consonant sounds<br />

(q, x, y, z) through a<br />

song and keywords.<br />

• Ordinals (first,<br />

second, third,<br />

fourth, fifth).<br />

• Usage of like +<br />

verb + (ing)<br />

• Possessive<br />

adjectives (my,<br />

your, her, his, its)<br />

• Present simple<br />

(statements,<br />

questions, and<br />

answers).<br />

• Usage of can +<br />

verb<br />

• Singular & plural<br />

nouns<br />

• Present simple<br />

(statements,<br />

questions, and<br />

answers)<br />

• Adjectives<br />

(funny, big, cute,<br />

tall, short, dark,<br />

fair, handsome,<br />

beautiful,<br />

small, huge,<br />

thin, fat, orange,<br />

grey, happy,<br />

grumpy, red,<br />

comfortable, new)<br />

• Usage of can’t +<br />

verb<br />

• Present simple<br />

(statements,<br />

questions, and<br />

answers)<br />

• Proper noun<br />

• Yes/No questions<br />

• Present simple<br />

(statements,<br />

questions, and<br />

answers)<br />

• I like memorising<br />

short surahs.<br />

• I like reading.<br />

• I like playing<br />

memory games.<br />

• He likes playing<br />

sudoku.<br />

• She likes running<br />

at the park.<br />

• I can learn how<br />

to pray.<br />

• I can find peace<br />

here.<br />

• We can read the<br />

Quran.<br />

• They can hear the<br />

Adhan.<br />

• You can borrow<br />

my shoes.<br />

• This is a masjid.<br />

• These are domes.<br />

• I can’t go to the<br />

park because it’s<br />

raining outside.<br />

• We can’t bake<br />

cookies because<br />

we don’t have<br />

flour.<br />

• He can’t reach<br />

the jar because<br />

it is on the higher<br />

shelf.<br />

• She can’t play the<br />

drums without<br />

the drumsticks.<br />

• You can’t cross<br />

the road without<br />

looking both<br />

ways.<br />

• Yes, I do.<br />

• No, I don’t.<br />

• Yes, you can.<br />

• No, you can’t.<br />

• Yes, I have.<br />

• No, I have not.<br />

• Healthy foods (yogurt,<br />

blueberries, walnut,<br />

nuts, raisins)<br />

• Activities for sharper<br />

minds (puzzles,<br />

sudoku, chess)<br />

• Objects at the masjid<br />

(lamp, pillars, prayer<br />

mats, ablution area,<br />

speaker, fan)<br />

• Family members<br />

(father, mother, little<br />

sister, brother)<br />

©AWAL<br />

• Introduction<br />

of sounds being<br />

represented by two<br />

letters (ck, ch, sh)<br />

through a song and<br />

keywords<br />

• Extended family<br />

members (uncle, aunt,<br />

cousin)<br />

• Part 3: Learn about the<br />

things that you can do to<br />

get a sharper mind.<br />

• Part 6: Listen to the story<br />

“Ahmad’s Secret Tips”<br />

and learn that we can get<br />

a sharper mind by eating<br />

certain food and doing<br />

certain activities.<br />

• Part 1: Learn about the<br />

things that you can do at<br />

the masjid aside from<br />

praying.<br />

• Part 3: Learn about the<br />

things that you can do to<br />

feel calm.<br />

• Part 6: Listen to the story<br />

“Allah is With Us” and learn<br />

to trust Allah whenever<br />

we face any difficulty.<br />

• Part 3: Learn to be grateful<br />

for having our family<br />

around.<br />

• Part 6: Listen to the story<br />

“Grateful to Have You”<br />

and learn that we must<br />

always cherish the time<br />

that we spend with our<br />

family members.<br />

• Part 3: Learn to take care<br />

of our family members by<br />

visiting them and calling<br />

them.<br />

• Part 6: Listen to the story<br />

“Eidul Adha (Feast of<br />

Sacrifice)” and learn<br />

about the celebration<br />

of Eidul Adha.<br />

6


TITLE LISTENING &<br />

READING & USE OF ENGLISH LANGUAGE ITEMS VOCABULARY/<br />

SPEAKING SKILLS WRITING SKILLS<br />

WORDS TO KNOW<br />

1.<br />

ISLAMIC PERSPECTIVE<br />

2.<br />

21ST CENTURY SKILLS<br />

3.<br />

CROSS-CURRICULAR<br />

INTEGRATION<br />

UNIT 11:<br />

Pages<br />

108 - 117<br />

UNIT 12:<br />

Welcome to<br />

My Neighbourhood<br />

Caring<br />

for the<br />

Environment<br />

Pages<br />

118 - 127<br />

• Listen to simple<br />

sentences and<br />

statements to<br />

indicate something<br />

that will happen.<br />

• Listen to a poem<br />

about caring for our<br />

neighbours.<br />

• Listen to questions,<br />

answers and<br />

statements using<br />

the modal verb can.<br />

• Listen to simple<br />

sentences and<br />

statements<br />

to indicate the<br />

placement of<br />

objects.<br />

• Listen to simple<br />

sentences and<br />

statements to<br />

indicate the action<br />

of accompanying<br />

something or<br />

someone (with).<br />

• Listen to simple<br />

sentences and<br />

statements to<br />

indicate an action<br />

that happened<br />

for the benefit<br />

of something or<br />

someone (for).<br />

• Listen to a poem<br />

about appreciating<br />

Allah’s creation.<br />

• Listen to simple<br />

sentences to show<br />

directions (turn left,<br />

turn right, go<br />

straight).<br />

• Introduction<br />

of sounds being<br />

represented by two<br />

letters (ng, th)<br />

through a song and<br />

keywords<br />

• Revision activity of<br />

blending the sounds<br />

they have learned<br />

before.<br />

(Words with the<br />

sounds ck, ch, sh,<br />

ng, th, th)<br />

• Future simple<br />

(will)<br />

• Yes/No questions<br />

with modal verb<br />

can.<br />

• Prepositions of<br />

location (in, next,<br />

on, under, beside,<br />

behind, in front)<br />

• Usage of with<br />

and for<br />

• Present<br />

continuous<br />

(statements,<br />

questions, and<br />

answers)<br />

• I will invite them<br />

for tea.<br />

• I will bake a cake<br />

for them, In Shaa<br />

Allah.<br />

• I will help them<br />

move in.<br />

• Can I touch the<br />

cat?<br />

• No, son. It might<br />

not be clean.<br />

• I am pulling out<br />

potatoes from<br />

under the soil.<br />

• I am placing this<br />

pot next to the<br />

watering can.<br />

• I pick a flower for<br />

my mother.<br />

• He plants a tree<br />

with his father.<br />

©AWAL<br />

• Expressions of time<br />

(tomorrow, tonight,<br />

next week, at night,<br />

in the morning, in the<br />

evening)<br />

• Things in the garden<br />

(soil, pot, basket,<br />

boots, shovel, rake,<br />

watering can)<br />

• Part 3: Learn to treat the<br />

neighbours nicely.<br />

• Part 6: Listen to the story<br />

“Neighbours Are Like<br />

Family” and learn that<br />

neighbours are also like<br />

our family and we must<br />

always be there for them.<br />

• Part 3: Learn that<br />

everything comes from<br />

Allah.<br />

• Part 6: Listen to the story<br />

“Be Grateful” and learn to<br />

be content with whatever<br />

that we have.<br />

7


1<br />

Let’s Start<br />

A<br />

PART 1: LET’S LEARN<br />

Listen and say.<br />

Assalamualaikum.<br />

Teacher Lina<br />

Amir<br />

Fatima<br />

Ahmad<br />

Halima<br />

Lis<br />

Wa alaikum assalam<br />

teacher.<br />

Gus<br />

Teacher Adam<br />

©AWAL<br />

Assalamualaikum, Ahmad.<br />

Wa alaikum assalam, teacher.<br />

Hello, Amir. How are you?<br />

Hello, Halima. I’m fine,<br />

Alhamdulillah.<br />

Nice to meet you.<br />

What is your name?<br />

Nice to meet you, too.<br />

I’m Fatima.<br />

8


PART 2: LET’S SPEAK<br />

B<br />

Listen and say.<br />

Hi! I’m Ahmad.<br />

What is your name?<br />

C<br />

I’m 6 years old.<br />

How old are you?<br />

Listen and practise.<br />

What is his name?<br />

I’m Lis.<br />

His name is Gus.<br />

I’m Gus.<br />

I’m Fatima. I’m Halima. I’m Amir.<br />

I’m six!<br />

I’m six!<br />

I’m six<br />

years old. I’m six! I’m six too!<br />

©AWAL<br />

What is her name?<br />

Her name is Lis.<br />

9


PART 3: LET’S SING<br />

A<br />

B<br />

Listen to the chant and say together.<br />

Why I Learn <strong>English</strong>?<br />

I learn <strong>English</strong> to remind,<br />

About the way in a way that is kind,<br />

I study <strong>English</strong> to tell,<br />

How we can be good and well,<br />

Good can mean being healthy,<br />

And caring for the family!<br />

Listen and practise.<br />

“Invite (all) to the Way<br />

of your Lord with wisdom<br />

and kind advice.”<br />

(Translation, QS 16:125)<br />

Assalamualaikum. Hello, Halima.<br />

Wa alaikum assalam. Hello, Fatima.<br />

©AWAL<br />

Nice to meet you, Halima.<br />

Nice to meet you, Fatima.<br />

How are you, Halima?<br />

I’m fine, Alhamdulillah, Fatima.<br />

Goodbye, Halima.<br />

Goodbye, Fatima.<br />

10


PART 4: LET’S LEARN READING SKILLS<br />

A<br />

Listen to the name of the alphabets.<br />

B<br />

A, B, C, D, E, F, G,<br />

Say Allah is One and Only.<br />

H, I, J, K, L, M, N, O, P,<br />

Allah is the Almighty.<br />

Q, R, S, T, U, V,<br />

He isn’t part of a family tree.<br />

W, X, Y and Z,<br />

Like him? Oh! None can ever be!<br />

Listen to the sound of the alphabets.<br />

©AWAL<br />

b<br />

b u s<br />

u<br />

s<br />

u<br />

11


C<br />

Listen to the name and sound of the alphabets.<br />

ant<br />

dad<br />

gum<br />

jam<br />

Aa<br />

Dd<br />

Gg<br />

Jj<br />

bus<br />

egg<br />

hat<br />

kite<br />

Bb<br />

Ee<br />

Hh<br />

Kk<br />

©AWAL<br />

cat<br />

fan<br />

igloo<br />

lamp<br />

Cc<br />

Ff<br />

Ii<br />

Ll<br />

12


mum<br />

pen<br />

sit<br />

vase<br />

yak<br />

Mm<br />

Pp<br />

Ss<br />

Vv<br />

Yy<br />

net<br />

queen<br />

toy<br />

wing<br />

zebra<br />

Nn<br />

Qq<br />

Tt<br />

©AWAL<br />

Ww<br />

Zz<br />

orange<br />

red<br />

umbrella<br />

x-ray<br />

Oo<br />

Rr<br />

Uu<br />

Xx<br />

Find objects that<br />

begin with the sound ‘a’?<br />

Next, try to look for objects<br />

that begin with different<br />

alphabet sounds.<br />

13


A<br />

B<br />

PART 5: LET’S EXPLORE ENGLISH<br />

Numbers in <strong>English</strong><br />

Listen to the chant and say it together.<br />

1, 2, 3, spin!<br />

4, 5, flip!<br />

Be careful my friends,<br />

Or else you might trip.<br />

6, 7, 8, twist!<br />

9, 10, turn!<br />

I have a new trick,<br />

Would you like to learn?<br />

Listen and say.<br />

In groups, say aloud<br />

the numbers from 1 to<br />

10. Then, do it in pairs.<br />

1 2 3 4 5<br />

One Two Three Four Five<br />

Six<br />

6©AWAL<br />

7<br />

Seven<br />

8<br />

Eight<br />

9<br />

Nine<br />

10<br />

Ten<br />

14


C<br />

Help the frog to catch the mosquitoes.<br />

Count to the number 10.<br />

7<br />

1<br />

6<br />

2<br />

8<br />

9<br />

©AWAL<br />

3<br />

4<br />

10<br />

5<br />

15


Colours in <strong>English</strong><br />

A<br />

B<br />

Listen to the chant and say it together.<br />

Hibiscus,<br />

Hibiscus,<br />

Red in colour, it looks so pretty,<br />

Hibiscus,<br />

Hibiscus,<br />

There are many colours of hibiscus.<br />

Purple, orange, blue, and yellow,<br />

Pretty green leaf.<br />

Point and say.<br />

Red<br />

©AWAL<br />

Blue<br />

Purple<br />

Orange<br />

Yellow<br />

Green<br />

16


PART 6: LET’S READ A STORY<br />

A<br />

Listen to the story.<br />

Honey is Nice<br />

I am Miki.<br />

I like honey.<br />

Alhamdulillah,<br />

the honey is nice.<br />

Sorry,<br />

bees. I will not<br />

take your honey<br />

again.<br />

Hello bees!<br />

I want your<br />

honey.<br />

©AWAL<br />

Astaghfirullah!<br />

My feet hurt.<br />

Oh, the bees<br />

are angry!<br />

Why are the bees angry?<br />

17


2<br />

School is Fun<br />

A<br />

PART 1: LET’S LEARN<br />

Listen and say the words.<br />

pencil<br />

chair<br />

clock<br />

umbrella<br />

©AWAL<br />

crayon<br />

table<br />

eraser book ruler<br />

pen<br />

18


B<br />

Listen and practise.<br />

C<br />

a table a pencil a ruler<br />

an eraser<br />

Count and write the number of objects.<br />

crayons<br />

an umbrella<br />

©AWAL<br />

books<br />

chairs<br />

tables<br />

19


PART 2: LET’S SPEAK<br />

A<br />

B<br />

Listen and practise.<br />

What is this?<br />

It is a pen.<br />

What is this?<br />

It is an eraser.<br />

Say the sentence according to the picture.<br />

It is a ruler.<br />

What is this?<br />

It is a crayon.<br />

What is this?<br />

It is an umbrella.<br />

©AWAL<br />

1 2 3<br />

20


A<br />

B<br />

PART 3: LET’S SING<br />

Listen to the poem.<br />

At school, we learn with joy each day,<br />

Allah’s guidance shows us the way.<br />

With teachers and friends so nice,<br />

We are sure to become much wise!<br />

Thank you,<br />

Allah, for the<br />

knowledge<br />

we gain!<br />

Listen and say the correct word.<br />

Thank you, Allah, for the knowledge we gain.<br />

“Whoever takes a path<br />

to obtain knowledge,<br />

Allah makes the path to<br />

Paradise easy for them.”<br />

(Translation, at-Tirmidzi 2646)<br />

©AWAL<br />

Thank you, .<br />

Thank you, .<br />

21


PART 4: LET’S LEARN READING SKILLS<br />

A<br />

B<br />

Listen and sing together.<br />

Listen, point, and say.<br />

b<br />

Let’s get on the bus!<br />

Why? My mum is on it.<br />

Look! Who’s on the bus?<br />

Aaaaa… Gus is on it too.<br />

Let’s stop the bus. Why?<br />

Let’s join my mum and Gus.<br />

Look! Here comes the bus.<br />

It’s now mum and Gus and you.<br />

b us<br />

u<br />

©AWAL<br />

s<br />

bag<br />

book<br />

b<br />

up<br />

brush<br />

22


C<br />

m<br />

g<br />

m u m<br />

u<br />

m<br />

g us<br />

u<br />

g<br />

m<br />

s<br />

Say the sounds.<br />

mug<br />

lemon<br />

goat<br />

©AWAL<br />

giggle<br />

b s u g m<br />

mango<br />

jam<br />

glue<br />

jug<br />

m u m s u m<br />

23


PART 5: LET’S EXPLORE ENGLISH<br />

A<br />

B<br />

Listen and say the highlighted words.<br />

This is my bag.<br />

There are many things inside my bag.<br />

I have a bottle and a sticker.<br />

I have a ball and a ruler.<br />

Listen and practise.<br />

bag<br />

©AWAL<br />

bags<br />

bottle<br />

sticker<br />

ruler<br />

snack<br />

bottles<br />

stickers<br />

rulers<br />

snacks<br />

ball<br />

balls<br />

hat<br />

hats<br />

24


A<br />

Listen and repeat.<br />

B<br />

In the classroom, we have lots of fun,<br />

Learning and exploring, one by one,<br />

We have a chair where we can sit,<br />

We have a pencil to write for a bit.<br />

Say the words.<br />

We have books full of stories,<br />

We have crayons in all colours,<br />

Scissors, erasers, a ruler and a sharpener,<br />

A pencil case to keep them all in order.<br />

©AWAL<br />

a chair chairs a pencil pencils<br />

a sharpener sharpeners a ruler rulers<br />

a book books a crayon crayons<br />

25


A<br />

Listen and practise.<br />

Say the phrase and point to the correct picture.<br />

B<br />

1 A red bicycle 2 A purple slide<br />

3 A pink shirt 4 A brown sandbox<br />

5 Blue balloons 6 Yellow balls<br />

©AWAL<br />

7 White bags 8 Green flags<br />

Listen and guess the correct answer.<br />

I wave in the wind so high,<br />

Colours are bright against the sky.<br />

What am I?<br />

26


PART 6: LET’S READ A STORY<br />

A<br />

Listen to the story.<br />

Ahmad, why<br />

do you look<br />

sad?<br />

Thank You, May Allah Bless You!<br />

Ahmad, why do<br />

you look sad?<br />

Teacher Lina hands him<br />

a pencil.<br />

Now, Ahmad has<br />

two pencils!<br />

Thank<br />

you!<br />

May Allah<br />

bless you.<br />

My pencil<br />

is missing,<br />

teacher.<br />

You’re<br />

welcome.<br />

I have<br />

extra pencils.<br />

You can have<br />

one.<br />

©AWAL<br />

May Allah<br />

bless you too.<br />

Why does Ahmad look sad?<br />

27


©AWAL

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