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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