General Objectives of teaching English

Students should be able to

1 - Develop their intellectual, personal and professional
abilities.
2 - Acquire basic language skills (listening, speaking,
reading and writing) in order to communication with
speakers of English language.
3 - Acquire the linguistic competence necessarily
required in various life situations.
4 - Acquire the linguistic competence required in
different professions.
5 - Develop their awareness of the importance of English
as a means of international communication.
6 - Develop positive attitudes towards learning English.
7 - Develop the linguistic competence that enables them
to be aware of the cultural, economical and social issues
of their society in order to contribute in giving solution.
8 - Develop the linguistic competence that enables
them, in the future, to present and explain the Islamic
concepts and issues and participate in spreading Islam.
9 - Develop the linguistic competence that enables
them, in the future, to present the culture and
civilization of their nation.
10 -Benefit from English-speaking nations, in order to
enhance the concepts of international cooperation that
develop understanding and respect of cultural
differences among nations.
11 - Acquire the linguistic bases that enable them to
participate in transferring
the scientific and technological advances of other
nations to their nation.
12 - Acquire the linguistic bases that enable them to
present and explain concepts and issues.
Teacher Head teacher School Principal Supervisor
-------------- ------------------ ---------------------- ---------------
 Teaching the Four Skills in the Primary EFL Classroom
Introduction
The teaching of English as a foreign language is now one of the most important subjects in primary
schools. The implementation of English has brought along the need to establish clear objectives that are
different to the ones traditionally assigned to secondary schools. While in secondary schools we still find,
in many cases, a teaching based in the formal aspects of the language, i.e. grammar; primary school
teachers have had to adopt a different approach as the age of the children make the teaching of formal
aspects not advisable. As a result of this point of view, the different Educational Departments have
decided to establish, as the main purpose of the EFL teaching, the development of the four skills:
listening, speaking, reading and writing. However, the implementation of this approach has not been
trouble-free as many teachers insist on asking their children to understand every single word they listen
to or read, or expect their pupils to write or speak without making the mistakes normally found in the
process of acquiring any language.

The main purpose of this paper is to provide some guidelines that we hope can be useful to
teachers of English as a foreign language in primary schools.

Listening
Listening is the language skill which learners usually find the most difficult. This often is because they feel
under unnecessary pressure to understand every word. To achieve the aims related to this skill, the
teacher plays an important role that is defined in the following steps.

1. It is important to help pupils prepare for the listening task well before they hear the text itself.
First of all the teacher must ensure that the pupils understand the language they need to
complete the task and are fully aware of exactly what is expected of them. Reassure the pupils
that they do not need to understand every word they hear.
2. The next important step is to encourage pupils to anticipate what they are going to hear. In
everyday life, the situation, the speaker, and visual clues all help us to decode oral messages. A
way to make things a bit easier to the pupils is to present the listening activity within the context
of the topic of a teaching unit. This in itself will help pupils to predict what the answers might be.
The teacher can help them further by asking questions and using the illustrations to encourage
pupils to guess the answers even before they hear the text.

3. During the listening the pupils should be able to concentrate on understanding the message so
make sure they are not trying to read, draw, and write at the same time. Always give a second
chance to listen to the text to provide a new opportunity to those who were not able to do the
task.

4. Finally, when pupils have completed the activity, invite answers from the whole class. Try not to
put individual pupils under undue pressure. Rather than confirming whether an answer is correct
or not, play the cassette again and allow pupils to listen again for confirmation. You may be given
a variety of answers, in which case list them all on the board and play the text again, so that the
class can listen and choose the correct one. Even if the pupils all appear to have completed the
task successfully, always encourage them to listen to the text once more and check their answers
for themselves.

Speaking
First of all, we must take into account that the level of language input (listening) must be higher than the
level of language production expected of the pupils. So we have many speaking activities used in the first
levels that enable pupils to participate with a minimal verbal response. However in the last levels, pupils
are encouraged to begin to manipulate language and express themselves in a much more personal way.
In primary schools two main types of speaking activities are used. The first type, songs, chants,
and poems, encourages pupils to mimic the model they hear on the cassette. This helps pupils to
master the sounds, rhythms, and intonation of the English language through simple reproduction.
The games and pair work activities on the other hand, although always based on a given model,
encourage the pupils to begin to manipulate the language by presenting them with a certain
amount of choice, albeit within a fairly controlled situation.

In order for any speaking activity to be successful children need to acknowledge that there is a real
reason for asking a question or giving a piece of information. Therefore, make sure the activities
you present to the pupils, provide a reason for speaking, whether this is to play a game or to find
out real information about friends in the class.

Once the activity begins, make sure that the children are speaking as much English as possible
without interfering to correct the mistakes that they will probably make. Try to treat errors
casually by praising the utterance and simply repeating it correctly without necessarily
highlighting the errors. And finally, always offer praise for effort regardless of the accuracy of the
English produced.

Reading
In order to make reading an interesting challenge as opposed to a tedious chore, it is important that
pupils do not labour over every word, whether they are skimming the text for general meaning or
scanning it to pick out specific information. Other things to keep in mind are:

1. When choosing texts consider not only their difficulty level, but also their interest or their
humour so that children will want to read for the same reasons they read in their own language:
to be entertained or to find out something they do not already know.
2. As with listening activities, it is important to spend time preparing for the task by using the
illustrations (a usual feature in reading activities for children), pupils' own knowledge about the
subject matter, and key vocabulary to help the pupils to predict the general content of the text.
Discuss the subject and ask questions to elicit language and to stimulate the pupils' interest in the
text before they begin reading. Also make sure that the pupils understand the essential
vocabulary they need to complete the task before they begin to read.

3. While the children are reading the text, move around the class providing support if pupils need it.
Where possible, encourage pupils to work out the meaning of vocabulary as they come across it,
using the context and the supporting illustrations.

4. Do not encourage pupils to read texts aloud unless this is to learn a play or recite a poem.
Reading aloud inhibits most pupils and forces them to concentrate on what they are saying as
opposed to what they are reading and the meaning is very often lost.

Writing
In primary schools, EFL pupils progress from writing isolated words and phrases, to short paragraphs
about themselves or about very familiar topics (family, home, hobbies, friends, food, etc.)

Since many pupils at this level are not yet capable either linguistically or intellectually of creating
a piece of written text from scratch, it is important that time is spent building up the language they
will need and providing a model on which they can then base their own efforts. The writing
activities should therefore be based on a parallel text and guide the pupils, using simple cues.
These writing activities generally appear towards the end of a unit so that pupils have had plenty
of exposure to the language and practice of the main structures and vocabulary they need.

At this stage, the pupils' work will invariably contain mistakes. Again, the teacher should try to be
sensitive in his/her correction and not necessarily insist on every error being highlighted. A piece
of written work covered in red pen is demoralizing and generally counter-productive. Where
possible, encourage pupils to correct their own mistakes as they work. If there is time, encourage
pupils to decorate their written work and where feasible display their efforts in the classroom.
Listening
Listening is the language skill which learners usually find the most difficult. This often is
because they feel under unnecessary pressure to understand every word. To achieve the
aims related to this skill, the teacher plays an important role that is defined in the
following steps.

1. It is important to help pupils prepare for the listening task well before they hear
the text itself. First of all the teacher must ensure that the pupils understand the
language they need to complete the task and are fully aware of exactly what is
expected of them. Reassure the pupils that they do not need to understand every
word they hear.
2. The next important step is to encourage pupils to anticipate what they are going
to hear. In everyday life, the situation, the speaker, and visual clues all help us to
decode oral messages. A way to make things a bit easier to the pupils is to present
the listening activity within the context of the topic of a teaching unit. This in itself
will help pupils to predict what the answers might be. The teacher can help them
further by asking questions and using the illustrations to encourage pupils to guess
the answers even before they hear the text.
3. During the listening the pupils should be able to concentrate on understanding the
message so make sure they are not trying to read, draw, and write at the same
time. Always give a second chance to listen to the text to provide a new
opportunity to those who were not able to do the task.
4. Finally, when pupils have completed the activity, invite answers from the whole
class. Try not to put individual pupils under undue pressure. Rather than
confirming whether an answer is correct or not, play the cassette again and allow
pupils to listen again for confirmation. You may be given a variety of answers, in
which case list them all on the board and play the text again, so that the class can
listen and choose the correct one. Even if the pupils all appear to have completed
the task successfully, always encourage them to listen to the text once more and
check their answers for themselves.

Speaking
First of all, we must take into account that the level of language input (listening) must be
higher than the level of language production expected of the pupils. So we have many
speaking activities used in the first levels that enable pupils to participate with a minimal
verbal response. However in the last levels, pupils are encouraged to begin to manipulate
language and express themselves in a much more personal way.

In primary schools two main types of speaking activities are used. The first type,
songs, chants, and poems, encourages pupils to mimic the model they hear on the
cassette. This helps pupils to master the sounds, rhythms, and intonation of the
English language through simple reproduction. The games and pair work activities
on the other hand, although always based on a given model, encourage the pupils to
begin to manipulate the language by presenting them with a certain amount of
choice, albeit within a fairly controlled situation.

In order for any speaking activity to be successful children need to acknowledge that
there is a real reason for asking a question or giving a piece of information.
Therefore, make sure the activities you present to the pupils, provide a reason for
speaking, whether this is to play a game or to find out real information about friends
in the class.

Once the activity begins, make sure that the children are speaking as much English
as possible without interfering to correct the mistakes that they will probably make.
Try to treat errors casually by praising the utterance and simply repeating it
correctly without necessarily highlighting the errors. And finally, always offer
praise for effort regardless of the accuracy of the English produced.

Reading
In order to make reading an interesting challenge as opposed to a tedious chore, it is
important that pupils do not labour over every word, whether they are skimming the text
for general meaning or scanning it to pick out specific information. Other things to keep
in mind are:

1. When choosing texts consider not only their difficulty level, but also their interest
or their humour so that children will want to read for the same reasons they read
in their own language: to be entertained or to find out something they do not
already know.
2. As with listening activities, it is important to spend time preparing for the task by
using the illustrations (a usual feature in reading activities for children), pupils'
own knowledge about the subject matter, and key vocabulary to help the pupils to
predict the general content of the text. Discuss the subject and ask questions to
elicit language and to stimulate the pupils' interest in the text before they begin
reading. Also make sure that the pupils understand the essential vocabulary they
need to complete the task before they begin to read.
3. While the children are reading the text, move around the class providing support if
pupils need it. Where possible, encourage pupils to work out the meaning of
vocabulary as they come across it, using the context and the supporting
illustrations.
4. Do not encourage pupils to read texts aloud unless this is to learn a play or recite a
poem. Reading aloud inhibits most pupils and forces them to concentrate on what
they are saying as opposed to what they are reading and the meaning is very often
lost.

Writing
In primary schools, EFL pupils progress from writing isolated words and phrases, to short
paragraphs about themselves or about very familiar topics (family, home, hobbies,
friends, food, etc.)

Since many pupils at this level are not yet capable either linguistically or
intellectually of creating a piece of written text from scratch, it is important that time
is spent building up the language they will need and providing a model on which
they can then base their own efforts. The writing activities should therefore be based
on a parallel text and guide the pupils, using simple cues. These writing activities
generally appear towards the end of a unit so that pupils have had plenty of exposure
to the language and practice of the main structures and vocabulary they need.

At this stage, the pupils' work will invariably contain mistakes. Again, the teacher
should try to be sensitive in his/her correction and not necessarily insist on every
error being highlighted. A piece of written work covered in red pen is demoralizing
and generally counter-productive. Where possible, encourage pupils to correct their
own mistakes as they work. If there is time, encourage pupils to decorate their
written work and where feasible display their efforts in the classroom.
 Classroom Rules

1. Sit quietly
2. Raise your hand to speak
3. Listen carefully
4. Speak English at all times
5. Follow directions
6. Prepare yourself for the lesson
7. Keep an open mind
8. Wait for your turn to talk
9. Always have FUN and SMILE :)

10. Be kind with your words and actions and help your
friends

11. Respect the school and others' personal property

12.Keep the work area clean and neat
 Distribution of English for the (2nd prep ) year
First Term 2018-2019 "AL"

Month SB WB Reader Poetry

Great men
September Unit Unit
and
2018 one one women
Unit 2 +
October Unit 2 + R Great men
R + unit and
2018 + unit 3 women
3
Unit 4 + Unit 4 + R
Great men
November R + units + units 5
and
2018 women
5 -6 -6
Great men
December R + units R + units
and
2018 7-8-9 7-8-9 women
Great men
January Unit 10 Unit 10 and
2019 women

Teacher Head teacher School Principal Supervisor

-------------- ------------------ ----------------------- --------------
 Distribution of English for the (2nd prep ) year
Second Term 2018-2019 "AL"

Month SB WB Reader Poetry

February Units Unit Great men
2019 11-12+R one and women

Units Unit 2 +
March R + unit Great men
13-14+
2019 and women
R + 15 3
R+
Unit 4 +
April units Great men
R + units
2019 16-17- and women
5 -6
18
May units R + units Great men
2019 19-20+R 7-8-9 and women

Teacher Head teacher School Principal Supervisor

-------------- ------------------ ----------------------- ---------------
 Distribution of English for the (2nd prep ) year
First Term 2018-2019 "OL"
Reader
Month SB+ WB Robinson
Crusoe
Check your English
September test +Unit
Chapter1
2018
one

October Unit 1 cont + 2 – 3 +

Chapter1
2018 Review A
November Chapters
Unit 4 -5 -6 + Review B
2018 2-3
December Chapter
units 7-8-9 + Review C
2018 3cont+4
January Final Revision
Revision
2019

Teacher Head teacher School Principal Supervisor

-------------- ------------------ ----------------------- ---------------
 Distribution of English for the (2nd prep ) year
Second Term 2018-2019 "OL"
Month SB+ WB Reader
The Red
Headed
League
February Unit 10 -11-12+
Chapter1
2019 Review D
March Unit 13 -14 -15 + Chapter
2019 Review E 2

April units 16-17-18 + Chapters

2019 Review F 3+4
May Final Revision Revision
2019

Teacher Head teacher School Principal Supervisor

-------------- ------------------ ----------------------- --------------
 Distribution of English for the (5th primary ) year
First Term 2018-2019 "AL"

Month SB WB Reader
September
2018
October
2018
November
2018
December
2018
January
2019

Teacher Head teacher School Principal Supervisor

-------------- ------------------ ---------------------- --------------
 Distribution of English for the (5th primary ) year
Second Term 2018-2019 "AL"

Month SB WB Reader
February
2019

March
2019

April
2019

May
2019

Teacher Head teacher School Principal Supervisor

-------------- ------------------ ---------------------- -------------
 Distribution of English for the (5th Primary ) year
First Term 2018-2019 "OL"
Month SB + WB
September
Unit 1
2018
October
Units 2-3
2018
November
Review 1 +Unit 4
2018
December
Unit 5- 6 +Review 2
2018
January
Tests
2019

Teacher Head teacher School Principal Supervisor

-------------- ------------------ ----------------------- --------------
 Distribution of English for the (5th primary ) year
Second Term 2018-2019 "OL"
Month SB + WB
February
Units 7-8
2019
March
Unit 9 + Review 1 + unit 10
2019
April
Unit 11 -12 + Review 2
2019
May
Tests
2019

Teacher Head teacher School Principal Supervisor

-------------- ------------------ ---------------------- ---------------