2025/2026 Primary 6

4
Term 1
1
‫ بكل الحب إلى األطفال‬، ‫'' تهدي وزارة التربي�ة والتعليم والتعليم الفني هذا الكتاب‬
''.‫واألسر في جمهورية مصر العربي�ة‬

"THE MINISTRY OF EDUCATION AND TECHNICAL EDUCATION

DEDICATES THIS BOOK, WITH LOVE, TO THE CHILDREN AND
FAMILIES OF THE ARAB REPUBLIC OF EGYPT."

© 2025 Ministry of Education and Technical Education

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or
otherwise—without the prior written permission of the copyright holders.

Ministry of Education and Technical Education

New Administrative Capital
Cairo, Egypt

Name :

Class :

School :
 Scope and Sequence
Category Vocabulary Language Life Skills

Unit 1: buy souvenirs, make furniture, play music, Present Simple Time Management
Amazing places in Egypt walk to a small museum, visit ancient Manage Household
sites, take photos, coral reefs, snorkel, Tasks
landscape, marine life

Unit 2: natural fertilizer, weeds, hibiscus, basil, Present Continuous Critical Thinking
Our Nature pull out, water, care for, and grow, flavor, Tense Adaptability
relax, habitat, environment, survive, shore,
lay, guide, rare

Unit 3: paramedic, architect, water engineer, Modal Verbs Teamwork

Community Builders mechanic, tailor, delivery worker, street can- can’t – able to Empathy
cleaner, and traffic officer, community,
research, vehicle, emergency, brave,
control, creature, unpleasant, refreshed,
bright, embarrassed

Unit 4: material, survive, ancient, decorate, Modal Verbs Research

Resources Around Us wrapped , modern, solar panels, pollute, should / shouldn’t
careful , harm, waste, climate, protect, must / mustn’t
Problem Solving
papyrus, bricks, gold, granite, clay, colored
stones, amulet, temple, linen, habitats,
beak, beach

Unit 5: passport, luggage, souvenir, brochure, Past Simple Tense Organization

Made in Egypt travel plan, exhibition, guided tour, Team work
information desk , pack, board, mummy,
entrance, active displays, cable car,
wisdom, unite, strength, bundle , argued,
sustainable

Unit 6: drip, overflow, puddles, leak, hallway, Imagination

Water Savers hose, tap, pipe Self-reflection
 Scope and Sequence
Skills Values Integrated Learning
Activities
Reading: Find key information in cultural, personal, and factual texts Cooperation A poster about daily life in
Answer comprehension questions to show understanding of reading texts Citizenship different governorates
Writing: Write sentences using the present simple correctly
Write an informal email describing a typical day at school
Listening: Describe traditions and the life in Egypt
Identify activities in different parts in Egypt
Describe school routines and favorite activities
Speaking: Talk about visiting a traditional place in Egypt
Identify and accurately pronounce the phoneme /ǝr/
Reading: informational text about plants, weather in Egypt Environmental A fact card about an Egyptian
Writing: write a narrative story. Awareness animal or plant
Listening: Listening to conversations about plants and weather . Respect for nature
Speaking: Recognize and pronounce the /e/ and /ɪ/ sounds.
Describe the weather, animals and their habitats.

Reading: fictional story about the importance of helping others, Civic Duty A poster about solving a
biography about a famous Egyptian hero, informational text about the Responsibility community problem in Egypt
community.
Writing: biography about a famous Egyptian person, identifying
problems and proposing solutions or the community.
Listening: conversations about different jobs and helping the
community, identifying two and three syllable words.
Speaking: talking about jobs and their importance in the community.
Reading: informational text about energy use and conservation, and Environmental Create a fact file about a
materials and resources, article about important environmental projects in awareness place in Egypt
Egypt.
Writing: writing a story about a visit to a touristic place.
Listening: dialog about Egyptian materials and how they are used.
Short and long vowels (oo) words.
Speaking: talk about materials used in Egypt, and research steps.
Reading: informational text about Egypt’s modern and historical projects, Pride in heritage A display board about an
story about teamwork. Exploration object in the Grand Egyptian
Writing: writing opinion paragraphs, and story elements. Museum
Listening: informational text about important places and new projects in
Egypt. Identifying sounds /d/ /t/ /ɪd/ of past tense verbs.
Speaking: Recognize and pronounce the /d/, /t/, and /ɪd/ sounds.
Talk about important places and new projects in Egypt, express opinion
about modern cities and clean energy.
Reading: Identify the main characters, setting, and key events in a short story Being a good Create a story about the water
Retell the sequence of events using their own words citizen, working savers.
Understand the main idea and theme (e.g., environmental responsibility, together
teamwork)
Writing: Make a poster or write a paragraph using story details and
personal ideas
Listening & Speaking: Participate in pair or group discussions about the
story and its moral
Ask and answer simple questions about characters and events
Values: Being a good citizen, working together and taking care of resources
 A MESSAGE FROM
THE MINISTRY OF EDUCATION AND TECHNICAL EDUCATION

Welcome to Your English Learning Journey!

Dear Students, Educators, and Stakeholders,
It is with great pleasure that the Ministry of Education presents the Primary 6 Framework for Egyptian
Learners� This comprehensive textbook has been meticulously developed to support our young learners
in acquiring essential English language skills while honoring and integrating the rich cultural heritage of
Egypt�

Our Vision for English Language Education

In today's interconnected world, proficiency in English is a vital skill that opens doors to global
opportunities and fosters cross-cultural communication� Our vision is to equip Primary 6 students with
a strong foundation in English, enabling them to navigate academic pursuits and future careers with
confidence and competence.

Key Features of the Textbook

• Culturally Relevant Stories: Each unit features engaging fables inspired by Middle Eastern
folklore, designed to resonate with students' cultural backgrounds while imparting valuable moral
lessons�
• Structured Learning Activities: The textbook is organized into weekly sessions, each focusing on
different aspects of language acquisition:
Listening and Speaking: Interactive storytelling, discussions, and role-playing activities
enhance listening comprehension and oral communication skills�
Reading and Phonics: Phonics exercises and reading activities develop students' ability to
decode and comprehend written English�
Writing and Vocabulary: Targeted writing exercises and vocabulary-building activities
encourage students to express themselves clearly and expand their word knowledge�
Cultural Integration: Lessons are intertwined with cultural insights, promoting an appreciation
for both the English language and Egyptian traditions�
• Visual and Interactive Elements: Bright illustrations and interactive components such as coloring
pages, matching games, and puzzles make learning enjoyable and reinforce key concepts�
• Assessment and Feedback: Regular assessments, including quizzes, retelling exercises, and
vocabulary matching, provide educators with tools to monitor student progress and tailor instruction
to meet individual needs�

Commitment to Excellence
The Ministry of Education and Technical Education is dedicated to providing high-quality educational
resources that meet the evolving needs of our students� This textbook embodies our commitment to
excellence in English language education, ensuring that every child has the opportunity to succeed
academically and personally�
Join Us in Shaping the Future
As we embark on this educational journey, we invite educators, parents, and students to collaborate in
fostering a love for the English language and a deep appreciation for our cultural heritage� Together, we
can build a brighter future where our young learners thrive in a global society while staying rooted in their
rich Egyptian identity�

Best Regards,
The Ministry of Education and Technical Education�
 Unit 1 Amazing places in Egypt

Learning Outcomes
Listening Speaking
• Describe traditions and the life in • Talk about visiting a traditional place
Egypt in Egypt
• Identify activities in different parts in • Talk about a day at school and your
Egypt favorite activities
• Describe school routines and favorite • Identify and accurately pronounce
activities the phoneme /ǝr/

Reading Writing
• Find key information in cultural, • Write sentences using the present
personal, and factual texts simple correctly
• Answer comprehension questions to • Write an informal email describing
show understanding of reading texts a typical day at school
• Create a poster about your
governorate
 1
Unit 1
Lesson A day in Egypt

1 Read and answer

What can people do in one day in Egypt?

2 Listen, look and repeat

buy souvenirs make furniture play music

walk to a small museum visit ancient sites take photos

3 Read and complete from the box

visit – make – buy

1. We ___________ souvenirs from Khan El Khalili.

2. Tourists come to Egypt to ___________ the ancient sites.
3. Carpenters ___________ furniture in Damietta.

4 Listen and answer the following questions

1. What do they buy from the market?

......................................................................................................................................

2. Where did Maged stand to take a photo?

......................................................................................................................................

8
 Lesson 1
3. What do they see in the small museum?
......................................................................................................................................

5 Listen again and choose t he correct answer

1. In the evening, they visit the ................................

a. market b. museum
c. ancient sites d. school
2. Maged’s sister chooses a colorful ................................
a. skirt b. souvenir
c. coin d. necklace
3. Maged’s family learn many new things about the Egyptian ................................
a. history b. science
c. museum d. art

6 Listen again and write (T) True or (F) False

True False

1. It’s a great day in Aswan.

2. The small museum has old coins.

3. The smell of the bread is amazing.

4. The ancient sites are small and busy.

9
 Ras Mohamed
2
121
Unit 1

Unit 1
Lesson
Lesson Egyptian
Healthy
Healthy
Daily
Habits
Habits
Life
National Park

1001
 The Beauty of
12

Unit 1
Lesson
Lesson Egyptian Daily Life
Ras Mohamed

1 Look and read

coral reefs snorkel landscape

2 Read the text. What do you know about Ras Mohamed?

Ras Mohamed is a famous national park

in the south of Sinai, Egypt. It is known for
its beautiful coral reefs, colorful fish, and
clear blue sea. People from all over the
world visit Ras Mohamed to swim, snorkel,
and dive.

The nature in Ras Mohamed National

Park is amazing. The park
is home to many kinds of animals and plants. You can see
sea turtles, dolphins, and many types of birds. There are also
mountains and mangrove trees near the beach.

Ras Mohamed is a protected area. This means that people must take
care of the land, sea, and animals. It is important to follow the rules to
keep the park clean and safe.

In the park, visitors learn about

nature, marine life, and how to
protect the environment. They also
learn about the culture of the local
Bedouins who live nearby.

Ras Mohamed is a great place for

anyone who loves the sea, animals,
and peaceful landscapes.

11
 2

Unit 1
Lesson

3 Read and write T (True) or F (False)

1. Ras Mohamed is in the north of Sinai. ( )

2. You can’t see any mountains in Ras Mohamed National Park. ( )

3. Visitors can snorkel and dive in the blue sea in Ras Mohamed. ( )

4. Ras Mohamed is a dangerous area. ( )

5. The nature in Ras Mohamed is amazing. ( )

4 Read and complete using words from the box

landscapes - coral reefs – culture – protected - clean and safe

1. Ras Mohamed is a .................... area, so people must care for it.

2. It’s important to keep the park .................... .
3. People enjoy the quiet and beautiful .................... in Ras Mohamed National Park.
4. Ras Mohamed is full of animals, plants, and colorful .................... under its sea.
5. Visitors can learn about the .................... of the local people.

5 Answer t he following questions

1. Where is Ras Mohamed National Park?

...............................................................................................
2. What can visitors do at Ras Mohamed?
...............................................................................................
3. Who are the people living near Ras Mohamed?
...............................................................................................
4. What kinds of marine animals can you see at Ras Mohamed National Park ?
...............................................................................................

2
121
 Lesson 2

Language in Use
The Present Simple Tense
We use the present simple tense to talk about habits and routines.
• People from all over the world visit Ras Mohamed every year.
• He is always interested in peaceful landscapes.
• Does Ayman enjoy diving in the sea ?

1 Circle the correct verb in each sentence

1. The park (have / has) many kinds of animals and plants.
2. She always (take / takes) photos of nature.
3. Bedouins (lives / live) near Ras Mohamed.
4. The Red Sea (contains / contain) many colorful fish.
5. Tourists (go / going) diving and swimming in Ras Mohamed.

2 Read and write the correct form of the word(s) in brackets

1. My uncle ........................ (travel) to a different country every year.
2. ....................... (Does) Basil and Nader go to work by car?
3. She ........................... (don’t) study in the afternoon.
4. How ......................... (do) Omar get ready for the exam?

3 Put t he words in the correct order to make sentences

1. visit – People – Ras Mohamed – year – every.
.................................................................................................
2. is – famous – a - Ras Mohamed – Park – National.
.................................................................................................
3. is – The sea – full – fish – of – colorful.
.................................................................................................
4. always – is – happy – She – active – and.
.................................................................................................
5. protect – help – the park – nature – Does ?
.................................................................................................

13
 3
1
Unit 1
Lesson Healthy
AroundHabits
Egypt

1 Read and answer the questions

1. Do you live in a village or a city?
2. What do people there do every day?
2 Match the words to t heir definitions

1. accompany a. to color cloth or wool using a special liquid

2. looms b. a tool made of rope or string used to catch fish

3. fishing net c. to go somewhere with another person

4. dye d. machines for making cloth or carpets

3 Listen to t he conversation and answer

Who lives in each village?

Bashandi in Ezbet el Borg Qutur in Shakhlouba in

the New Valley in Damietta Gharbia Kafr El Sheikh

4 Read and complete using t he words in the box

spins fishermen harvest fishing nets

1. In Amina’s village, people are .......................... .

2. In Omar’s village, people fish using small ..................... .
3. Farmers in Salma’s village .......................... the crops.
4. Hassan’s family ...................... wool and weaves it on looms.

5 Work with a partner. Ask and answer

1. Which village do you think is the most interesting? Why?

2. What job would you like to do in one of these villages?

1441
 Lesson 3
Pronunciation

1 Listen, look, and complete to make the /ǝr/ sound

b--- st - - - squ - - -

sc - - - d w--- - - - port

2 Listen and circle the word that ends wit h /ǝr/ sound

1. ladder / hare / hammer

2. there / here / near
3. purse / nurse / pear

3 Read, underline, and write only the words that have the /ǝr/ sound

1. Where did your aunt go last week?

2. I had a nightmare last night that scared me.

/ǝr/
Where -
...........................................................................................................................

To say the /ǝr/ sound, open your mouth

slightly, say “eh,” then add the /r/ sound.
It’s one sound, like in “wear” or “stare”.

15
 4
1
Unit 1
Lesson
Lesson AHealthy
Day in My School
Habits

1 Look and put your daily school routine in order

1 2 3 4

take out books salute the flag pack schoolbag play in the playground

2 Read Fady’s email to his friend Mark about his typical day at school
When does Fady leave school?

[email protected]
[email protected]
[email protected]
[email protected]
My Day at School
Daily School Life in Egypt

Hi Mark,
How are you? I hope you’re doing well. I want to tell you about a typical day at my
school here in Egypt.

My day starts early. I wake up around 6:30 a.m., get dressed, and have a quick
breakfast—usually bread, cheese, and fruit.

The School day begins at 7:30. We start it by standing in line, saluting the flag, and
singing the national anthem. Then we go to our classrooms and begin our lessons.
Our first subject is usually Arabic.

Next, we have subjects like math, English, and science. Some topics are a bit tricky,
but I try my best. At around 10:15, we have a short break. I usually eat a sandwich,
play with my friends, chat and laugh.

Later, we have more lessons like social studies, religion, or computer. I enjoy
learning how to use the computer in class. However, my favorite subject is P.E.

The school day ends at 1:30 p.m. I usually feel a bit tired, but I’m happy after a good
day. I go home, eat lunch, rest a little, and then do my homework.

That’s what a school day looks like for me. What about you?

Bye for now,

Fady

1661
 Lesson 4
3 Choose t he correct answer from a, b, c or d

1. In the morning, students sing the national .................... .

a. song b. poem c. anthem d. line
2. Fady’s first subject is usually .................... .
a. English b. Arabic c. math d. science
3. At 10:15, students have a short .................... .
a. lesson b. class c. walk d. break
4. Fady usually feels a bit ................... after school.
a. relaxed b. tired c. quiet d. worried

4 Match t he informal words and expressions to t heir formal meaning

Hi 1 typical 2 chat 3 try my best 4

normal a work hard b Hello c talk d

You can send an informal email to a friend or someone

You can send an informal email to a friend or someone you know very
you
well. Make know
sure very
you usewell.
the Make sure
present you use
simple theto
tense present
talk about your
Tip!

simple
routine or tense
a typical toin
day talk about
your your routine or typical day.
email.

5 Read Fady’s email again. Check ( ) to what he includes in his informal email

4 the receiver’s email address 4 the email’s sending date.

4 the sender’s email address 4 the subject of the email
4 an informal greeting 4 the home address of the receiver
4 the main body with details 4 formal words and expressions
4 use contractions like (I’m) 4 Using 1st person pronouns (I, my, etc.)
4 closing in a friendly tone 4 ending the email without a question
4 sender’s signature 4 the address of the sender

6 Write an informal email to your friend Sam in England to describe your day at school of
about 70 words
17
Unit 1

Lesson 5 Think and Create

Making a Poster About Daily Life in a Governorate

1 Look and read the poster about Beni Suef

Explore the Daily Life in Beni Suef

1 2

People wake up early, clean Many people work on farms.

the house and prepare They grow cotton, beans, and
breakfast. vegetables.

3 4

Some people work in factories. At noon, families eat lunch

They make cement and together. They eat rice, bread,
clothes. and vegetables.

2 Look and read the poster again. Put the parts of the poster in order.

detailed description main header pictures/drawings

3 Design a poster about famous activities in your governorate.

Rate your poster
Clear and attractive title ⭐ ⭐ ⭐ ⭐ ⭐
Detailed sentences ⭐ ⭐ ⭐ ⭐ ⭐
Expressive pictures or drawings
⭐ ⭐ ⭐ ⭐ ⭐
1881
 Lesson 5
Quick Review
1 Look and complete

1 2 3

buy make play

4 5 6

walk visit take

2 Complete the sentences with t he Present Simple of t hese verbs

visit do not like play go read cook

1. What time ................. you usually ................. to bed on school nights?

2. We ................. the library every Friday to borrow books.
3. My sister ................. volleyball with her school team.
4. Ahmed ................. vegetables, but he eats fruit.
5. Their grandmother always ................. dinner for the whole family.
6. Do they ................. the newspaper every morning?

3 Write about t he daily life of people in your village – city

Remember to include these points:
• Name of the place • Daily routine
• Places in the village/city • People’s jobs or activities
• A tradition or something special • Your opinion or feeling

................................................................................................................
................................................................................................................
................................................................................................................

p. 98 19
 Unit 2 Our Nature

Learning Outcomes
Listening Speaking
• Listen to short texts to identify • Talk about how to grow a plant
the main idea step by step
• Identify the specific details in • Describe the weather in different
a listening text places
• Identify and accurately pronounce
the phonemes /e/ and /ɪ/

Reading Writing
• Answer comprehension questions • Write sentences using the present
about plants, weather, and animal continuous tense
habitats in Egypt • Write a short story about an
• Identify main ideas in a text experience or trip
• Identify supporting details
 Lesson 1 Caring For Plants

1 Think and answer

How do plants help people and the environment?

2 Listen, look, and repeat

natural fertilizer weeds

hibiscus basil

3 Listen again and complete

pull out water plant

.......................................................... .......................................................... .......................................................... 21

Unit 2

4 Listen to the dialog between Laila and her grandpa talking about
the plants in his garden

5 Listen again and answer the questions

1. What kind of herbs does Grandpa grow in his garden?

....................................................................................................................................................................................Listen
carefully
for main ideas
2. Where does Laila's dad like to drink mint tea?
and important
details to
.....................................................................................................................................................................................

3. Why does Grandpa take care of his plants every day? understand the

Tip!!
text and answer

Tip
......................................................................................................................................................................................
questions
4. How does Grandpa care for the plants in his garden? correctly.

......................................................................................................................................................................................

6 Read and choose

1. I pull/check out the weeds from the garden every morning.

2. We help my grandpa care/grow for the plants in his garden.

3. Every morning, I check/take for insects on the plants.

7 Read and complete using the words in the box

oil grow herbs water

1. Since ancient times, people used olives to make ……………………… .

2. My brother and I have a plant. We ……………………… it every day.

3. In Egypt, people use ……………………… like basil in cooking.

4. Farmers ……………………… fruits like guavas and figs.

22
 1 Unit 2
Lesson

8 Read the example and work with your partner to describe the pictures

In Picture (1), he’s pulling out weeds. Pulling out weeds

is important because they can be harmful to the plants.

1 2 3

9 Choose the correct answer from a, b, c or d

1. What does Laila say about her grandpa’s garden?

a) It looks small. b) It smells bad. c) It looks incredible. d) It needs water.

2. What do plants need to grow well, according to Grandpa?

a) Shade and wind b) Water, sunlight, and care
c) Rain and insects d) Soil and flowers

3. What kind of herbs does Grandpa grow?

a) Thyme, mint, and sage b) Parsley, mint, and basil
c) Lavender, ginger, and mint d) Basil, rose, and thyme

4. What does Laila's dad drink in the evening?

a) Jasmine tea b) Guava juice c) Mint tea d) Hibiscus juice

5. What is hibiscus used for in the family?

a) As decoration only b) To make a tasty drink
c) To feed animals d) As a fertilizer

23
 2
Unit 2
Lesson How’s The Weather in
Your City?
1 Answer the following question

How do we check the weather every day?

2 Read the text. What is the weat her like in Egypt today?

New message

To: [email protected]
From: [email protected]
Subject: Weather in Egypt

Hi John,
How are you? I want to tell you about the
weather in Egypt today. It is very different
from one place to another.
In Alexandria, it’s windy and rainy. The sky is
full of dark clouds and the waves are high.
People are staying indoors because it’s cold and the streets are wet.
Some shops are closing early.
In Cairo, the weather is warm and sunny. People are walking in the streets.
Children are playing in the parks. Some students are doing their homework
outdoors. I can see birds flying in the clear sky.
In Aswan, it is hot. The sun is very strong, and the sky is clear. Farmers
water their plants early in the morning. People drink lots of water, wear
hats and sunglasses, and sit in the shade to protect themselves from the
sun.
Now, Egyptians are checking the weather to help people take care of their
homes and plants.
What is the weather like in your city? Write back soon.
Your friend,
Youssef

Send

24
42
 Lesson 2
3 Read and put (T) True or (F) False

1. The weather is rainy and windy in Cairo. ( )

2. It's cold and the sky is dark in Aswan. ( )
3. The streets are wet in Alexandria. ( )

4 Choose the correct answer from a, b, c or d

1. When it’s hot, people drink water and rest in the ……….. .

a. shade b. street c. heat d. dust

2. The streets are ………….. because it is raining heavily.
a. dry b. wet c. dusty d. hot
3. We wear hats to …………….. ourselves from the sun.
a. heat b. clean c. grow d. protect
4. Some people like to check the …………… before they go outdoors to know if it’s
hot or cold.
a. shops b. beach c. plants d. weather

5 Read, think, and answer

1. What is the weather like in Alexandria according to the text?

2. Why are some students doing their homework outdoors?
3. Why do farmers water plants early in the morning?

6 Discuss in groups

Why is it important for people in different cities to

check the weather every day? Use examples from
the text.

25
 2

Unit 2
Lesson

Language in Use
Present Continuous
- We use the present continuous to talk about:
1. Actions happening now.
Example:
Ahmed is playing football now.
We are visiting grandma.

2. To make the negative form, we use: subject + (am / is / are) + not +

verb -ing
Example:
They are not playing in the garden.

3. To make the question form, we use: (am/is/are) + subject + verb -

ing?/Wh- word+ am/is/are + subject +v -ing ?
Example:
Are you watching TV now? – Yes, I am.
What is he doing now? – He is eating lunch.

1 Read and write the sentences using the correct form of the word(s) in
brackets
1. Maged …………..............….. (play) tennis in the club now.
2. …………….. you ……….......…….. (eat) your lunch at the moment?
3. I ………........................…….. (not wear) my jacket. It's hot.
4. My friend and I ………...........…….. (visit) London now.

2 Change the following into question form

1. Malik is watching a football match now.
……………..…………….……………..……………..……………..……………..……………..……………..
2. She is playing with her dog in the park at the moment.
……………..…………….……………..……………..……………..……………..……………..……………..
3. Yes, we’re playing tennis at the club with our friends.
……………..…………….……………..……………..……………..……………..……………..……………..

2626
Lesson 3 The Wonderful Nile River

27
 3
Unit 2
Lesson The Wonderful Nile River

1 Look and read

kingfisher crocodile tilapia

2 Read the text. What do you know about the Nile River?

The Nile is the longest river in the world. It is about 6,650 kilometers long. The Nile
flows through Egypt from south to north. It goes through the desert and brings
life to the country.

Many animals live in and near the Nile. Big fish like Nile perch and tilapia swim in
the water. Crocodiles live in the river too. They are dangerous animals. Many birds
come to the river to drink and find food. You can see kingfishers, herons, and
ducks near the Nile.

The Nile is very important for

Egyptian people. In the past, the
river flooded and brought good soil.
Farmers used this soil to grow food
like wheat and vegetables. The Nile
provides people and animals with
water to drink. People also use the
river to travel in boats.

The Ancient Egyptians thought the

Nile was special. They built temples
near the river. Today, many people
still depend on the Nile for their jobs and food.

2828
 Lesson 3
1 Read again, then put (T) True or (F) False

1. The Nile is the longest river in the world. ( )

2. The Nile flows from north to east. ( )
3. Crocodiles live in the Nile. ( )
4. The Nile never flooded in the past. ( )
5. Ancient Egyptians built temples near the river. ( )

2 Answer the following questions

1. How long is the Nile River?
..................................................................................................
2. Name two fish that live in the Nile.
..................................................................................................
3. Why is the Nile important for farmers?
..................................................................................................
4. Which bird can you see near the Nile?
..................................................................................................

3 Fill in the blanks with the words in the box

temples Crocodiles flooded Nile food

1. The ........................ is very important for our lives.

2. ........................ live in the Nile and they are very dangerous.
3. Farmers grow ........................ like wheat and vegetables.
4. The river ........................ every year and brought good soil.
5. In the past, Ancient Egyptians built ........................ near the river.

4 Work in groups.

Write 5 sentences about the Nile River

1. ..................................................................................................
2. ..................................................................................................
3. ..................................................................................................
4. ..................................................................................................
5. ..................................................................................................

29
Unit 2

Pronunciation

Pronounce the /e/ sound by opening your mouth

slightly and keeping your tongue low-mid and front.
This vowel sound is heard in words like “ten” /ten/,
“hen” /hen/, and “bed” /bed/.

1 Listen, look, and match

2
1
3

4
/e/ /ɪ/ 7

5 6

2 Listen and circle t he words that has the /ɪ/ sound

1. window / shelf / clever Pronounce the short “ɪ” sound
Keep your tongue high but slightly lower than for /ɪ/, with
2. red / bed / milk relaxed lips and jaw. The tongue tip rests just behind the
3. fence / village / desk bottom front teeth like in the words (sit, bit, in)

3 Read the sentences and write the correct sound of the word in bold
1. Sea turtles swim in the warm Red Sea. ……………..
2. The ibis eats small animals like insects and fish. ……………..
3. Grandpa grows herbs like mint and parsley. ……………..
4. Hibiscus flowers grow near the fence. ……………..

30
03
 Lesson 3
Lesson 4 Unforgettable Trip to
Wadi El Rayan

1 Think and answer

Have you ever been on a school trip? What did you do?

Last Thursday, our school organized a trip to Wadi El Rayan

National Park in Fayoum. Our class teacher, Miss Salma, and
science teacher, Mr. Ahmed, came with us. We left school
early and rode the bus for two hours.
On the way, we saw green farms, sand dunes, and camels
walking in the distance. When we arrived, a kind guide named
Mr. Tarek showed us the lakes, the waterfalls, and the palm
trees. He explained that Wadi El Rayan is not only beautiful,
but it also protects rare animals and plants.
After lunch, we took another short trip into the desert—to
a place called Wadi El-Hitan, or Valley of the Whales. This
place was covered by sea. Scientists found the skeletons of
ancient whales there. We saw real whale bones in the sand
and even a fossil museum!
I wanted to take a picture of the skeletons with my camera
when I realized that it wasn’t with me. I looked everywhere
with no luck. Thankfully, Mr. Ahmed found it tucked under a
wooden bench outside the exhibit just before we left that
area.
That trip was full of nature, history, and fun with friends.

31
 4

Unit 2
Lesson

waterfall

fossils

skeleton

lake Wadi El-Hitan

Skimming a text means reading quickly to get the main idea.

Focus on the most important parts to understand what the
Tip!!

text is mostly about.

Tip

3232
 Lesson 4

Unit 2
2 Read and answer

1. Where did the students go on their school trip?

……………..…………….……………..……………..……………..……………..……………..……………..

2. What animals did the students see near the lake?

……………..…………….……………..……………..……………..……………..……………..……………..

Here are some steps for writing a story:

• Tell when and where the story takes place.
• Say who is in the story (people, animals, etc.).
• Write what happens using (first, next, and finally)
• Include a problem and a solution.
• Use past simple tense.
Tip!!

• Add interesting details.

Tip

• Finish with an ending.

3 Write a story of (40-50) words about visiting a new place

Writing Checklist: Visiting a New Place

Say who is in the story

Tell when and where the story takes place

Find information about the place to include in your writing

Use a friendly style when writing

Add interesting details to make your story exciting

Finish with an ending that wraps up your story

33
 Unit 2
Lesson 5 Think and Create

My Egyptian Wildlife Snapshot

Choose one animal or plant from Egypt and make a small fact card about it.

Steps:

1
Choose one animal (like a camel,
Nile crocodile).
2

Find or draw a picture:

You can draw the animal or plant,
print a photo, or cut out one
from a magazine.

3 Write 3 easy facts:

Where does it live? (Desert, sea, river, etc.)
What’s the weather like there? (Hot, dry, sunny, etc.)
What’s one special thing about it? (What does it eat ?
Is it dangerous or not ?)

4 5

Make your card and color it. Share with the class.

34
43
 Lesson 5
Quick Review
1 Look and write

............................................................. ............................................................. .............................................................

............................................................. ............................................................. .............................................................

2 Look, choose, and complete using the words in the box

waterfalls ancient celebrate trip history

Last Thursday, our class went on a school (1)………. to Wadi El Rayan in Fayoum.

We saw lakes, (2)……………., and desert animal. Later,

we visited Wadi El-Hitan, the Valley of the Whales,

and saw (3)…………. whale skeletons in the sand. I was

surprised to know that whales once lived there! The

trip was full of learning and fun, and (4)…………….. .

3 Read, think, and answer

1. Why is the Nile important for Egypt?

..........................................................................................................................................................................................

2. Name two kinds of birds you can see near the Nile.
..........................................................................................................................................................................................

3. What does a good story have?

..........................................................................................................................................................................................

p. 98 35
 Unit 3 Community Builders

Learning Outcomes
Listening Speaking
• Identify features of different jobs • Describe jobs that help build a
needed in the community. community.
• Follow conversations about helping • Talk about ability and permission
the community. using can/can’t/able to.

• Recognize two and three syllable

words with long sounds.

Reading Writing
• Identify key vocabulary in reading • Write a biography of a famous
texts. Egyptian person.
• Identify the moral and characters of a • Create a poster identifying and
fictional story. solving a community problem.
• Recognize elements and specific
details in a biography.
 1 Jobs That Help

Unit 3
Lesson Egyptian Daily Life
The Community
1 Think and answer

What jobs do you think communities will need in the future?

2 Listen, look, and repeat

water resources
paramedic architect mechanic
engineer

tailor delivery person street cleaner traffic officer

3 Read, think, and match

1. community a. to look for information to learn more about something

2. research b. not afraid to do difficult or scary things
3. vehicles c. things that people use to travel, like cars, buses, and
4. emergency bikes
5. brave d. a group of people who live or work together in the same
6. control place
e. make something happen or stop
f. a sudden situation that needs quick help

37
 1

Unit 3
Lesson

4 Listen to t he conversation

Omar, Youssef, and Salma are talking about different jobs in their community.

5 Listen again and answer the questions

1. Why do all the students think these jobs are important?

......................................................................................................
2. Who is doing research about jobs that help the community?
....................................................................................................
3. Why does Youssef want to be a mechanic?
.....................................................................................................
4. How do paramedics help people?
.....................................................................................................

6 Choose t he correct answer

1. What is Omar doing at the beginning of the conversation?

a) Writing a story b) Reading a book
c) Doing research about jobs that help the community d) Watching a movie

2. What kind of job does Youssef want to do?

a) Doctor b) Engineer c) Mechanic d) Teacher

3. Why does Youssef want to be a mechanic?

a) He likes helping people in emergencies b) He wants to work in an office
c) He enjoys fixing things d) He likes wearing uniforms

4. What job does Omar want to do?

a) Traffic officer b) Water resources engineer
c) Tailor d) Delivery person

5. What do water resources engineers do?

a) Fix cars b) Make clothes
c) Provide clean water d) Control traffic

6. What job does Salma say she wants to do?

a) Paramedic b) Mechanic c) Police officer d) Carpenter

7. Why is the job of a paramedic important?

a) They clean the streets b) They help people in emergencies
c) They fix clothes d) They drive buses

3838
7 Look and complete
Lesson 1

1. a………………. 2. p………………

3. t………............………. 4. m.……………...................

8 Read and choose

1. A street cleaner/delivery person brings food, or packages to places.

2. Water resources doctors / engineers make sure people get clean water.
3. Mechanics fix vehicles / computers.
4. The traffic officer helps people make / cross the road.

9 Read and complete using t he words in the box

cleaners research emergency important tailor

1. The ……………….. fixed my old dress.

2. Adam is doing …………………. for school.

3. Yesterday, I saw a paramedic helping people in an ……………………… .

4. Street ………………….. help keep the city beautiful.

5. Every job is …………………. and matters.

10 Discuss wit h your classmates

1. What other jobs do you think are important?

2. What do you do to help your community?

39
 Let’s Help Our
22
Unit 3

Unit 3
Lesson
Lesson Healthy Habits
Community

1 Look at the picture, then answer the questions.

1. What problem do you see in this picture?

2. What can you do to solve this problem?

2 Listen to t he conversation then choose the correct answer

1. The traffic near the school is ………………………. and dangerous.

a calm b great c noisy d helpful

2. Let’s ask our teacher to let us make ………………….. to hang around the park.
a posters b movies c food d books

3. When we all ……………………, things get better.

a play b help c dance d jump

4. I think we should make signs that say “Drive ……………………!”

a fast b hard c great d slowly

5. We should walk or …………………….. bikes.

a ride b fly c drive d hang

3 Think and discuss. Work wit h your classmate to find solutions for these problems

1. What can we do to stop wasting water?

2. What does Hady suggest students could

do instead of using cars?

3 What other problems do you see around

you? What can you do to help solve them?

40
04
 Lesson 2
Lesson 2
Language in Use
Using can/ can’t/ able to

- We use “can/can’t” followed by “the infinitive form of the verb” to

talk about ability in the present.

Example: I can bring some garbage bags.

We can’t cross the road safely in the morning.

- We use verb to be (am/is/are) + able to + (infinitive form of the verb)

to show ability in the present.

Examples: She is able to speak with the traffic officer.

My sister is able to ride a bike.

4 Put t he words in the correct order to make sentences

1. play/ I / outside / can / football.

……………………………………………………………………………………….
2. speak / well / She’s / English / able to / very/.
……………………………………………………………………………………….
3. clean / room / Can / the / today / they /?
……………………………………………………………………………………….
4. able to / They / sing / are / beautifully /.
……………………………………………………………………………………….

5 Write the correct form of the word(s) in brackets

1. She …………………… (not can) walk to school.

2. I am ………………….. (able) run fast.
3. ……………………........ (Can’t) they do the research? – Yes, they can.

41
 3
Unit 3
Lesson The
Healthy
ProudHabits
Rose

1 Look at the picture. Then answer.

1. What can you see in the picture?

2. How do you feel about it?

2 Read, look, and number

1. Thorns are the sharp points that grow on the stem or branch of a plant to protect
it.
2. Petals are the soft, colorful parts of a flower that surround its center.
3. To peck is to hit or pick up something with a beak, like a bird does.
4. Unpleasant is when something is not nice and makes you feel unhappy or
uncomfortable.

1 2 3 4

3 Choose t he correct answer from a, b, c or d

1. The cactus grows in the …………………….. .

a desert b sky c tree d water

2. The thorns are very ……………………. I can’t touch them.

a soft b nice c sharp d great

Every story has a moral. A moral is the lesson or message

we learn from a story. It usually teaches us the difference
Tip!

between right and wrong, and helps us think about how we

should act in real life.

42
24
 Lesson 3
4 Read and answer

Have you ever helped someone in need? What did you do?

The Proud Rose

Once upon a time, in a dry desert far Seasons passed, and one year, the
away, there lived a beautiful rose. summer was much hotter than usual.
She had soft red petals that sparkled The sun shone, and the desert grew
even drier. All the small plants began
in the sunlight and gave off a sweet,
to dry up. Soon, the beautiful rose
lovely smell. Every creature in the
started to lose her color. Her petals
desert admired her beauty, and the became dry and weak. She was
rose knew it. She was very proud of very thirsty, but there was no water
how she looked and believed she was anywhere. One day, the rose saw a
the most special plant in the desert. small bird fly down and gently peck
at the cactus. The bird drank some
Growing next to the rose was an old, water from inside the cactus and
rough cactus. He was covered in flew away, happy and refreshed.
long, sharp thorns and didn’t have
The rose was surprised. She didn’t
any flowers or bright colors. The know the cactus had water inside.
rose didn’t like the cactus at all. She Feeling embarrassed, the rose
looked at him every day and thought spoke to the cactus. “I’m sorry for
he was unpleasant to look at. “Why the way I treated you,” she said. “I
do you have so many thorns?” she didn’t know you were so strong and
would ask. “You’re so rough and helpful. Could you please give me
some water?” The kind cactus smiled
unpleasant to look at.” Even though
and shared his water with the rose.
the cactus never said anything mean
back, the rose kept making fun of Slowly, the rose came back to life.
From that day on, she never judged
him.
anyone by how they looked again.

43
43
 3

Unit 3
Lesson

5 Read, think, and answer

1. What happened to the rose in the summer?

2. How did the rose feel about how the cactus looked?
3. What did the cactus do for the rose when she asked for help?
4. What did the bird do to get water?

6 Read and write (T) True or (F) False

1. The kind cactus shared his stored water with the rose. ( )
2. At the beginning, the rose liked the cactus. ( )
3. The rose didn’t say sorry to the cactus. ( )
4. The bird drank some water from inside the rose. ( )
5. The cactus and the rose became friends. ( )

7 Read and complete t he summary using the words in the box

said sorry - soft - rose - cactus - water - dry - proud

In a (1) ___________ desert, there lived a (2) __________ with (3)

__________ red petals. She was very (4) __________ and often made

fun of the rough (5) __________ covered in sharp thorns. During a very

hot summer, the desert became even drier, and the rose became weak

and thirsty. One day, she saw a bird drink (6) __________ from inside the

cactus. Feeling sorry, she (7) __________, and the kind cactus shared

his water with her, and they became good friends.

8 Discuss in groups

1. What is the moral of the story?

2. If you were the cactus, what would you have done? Why?

44
44
 Lesson 3
Pronunciation
1 Listen and clap your hands for each syllable in t he following words.

tailor mechanic vehicle

architect traffic officer

2 From exercise 1, sort and write.

two syllables three syllables

....................................... .......................................
....................................... .......................................

3 Read the sentences. Write if the stress is on the first syllable or t he second syllable of
the bold words

1. The tailor made a beautiful dress. → __________

2. A mechanic fixed our family car yesterday. → __________
3. The architect designed a new school building. → __________
4. A traffic officer helped the children cross the street safely. → __________
5. The vehicle was parked near the library. → __________

Stress in Words Stress is the part of the word we say louder and
stronger
In one-syllable words, the whole word is stressed.
NURSE
In two-syllable words, stress is usually on the first syllable.
Tip!

tailor → TAI-lor
In some three-syllable words, stress is on the second syllable.
mechanic → me-CHAN-ic

45
45
 A Biography of an
4
Unit 3
Lesson Healthy
EgyptianHabits
Hero

1 Think and answer

Who’s your favorite famous Egyptian person?

Dr. Mostafa El Sayed: Science With a Golden Touch

Dr. Mostafa El-Sayed
is a brilliant Egyptian
scientist! He was born
in Egypt in 1933 and had
a great love for learning
from a young age. He
studied at Ain Shams
University in Cairo before
going to the United States
to continue his scientific
research.

Dr. El-Sayed became a

global expert in chemistry and nanoscience. Nanoscience is the study of
very tiny things - much smaller than a human hair. One of his most important
discoveries is called El-Sayed’s Rule, a scientific idea that was named after
him.

One of his biggest achievements is his work with tiny gold particles. He found
out how these “gold nanoparticles” can be used to help doctors detect and
treat some types of cancer.

Because of his important discoveries, Dr. El-Sayed has received many major
awards, including the U.S. National Medal of Science. He’s a true hero of
science and a source of pride for Egypt!

46
64
 Lesson 4
2 Read and answer

1. Where was Mostafa El-Sayed born?

..........................................................................................................................................
2. What did Dr. El-Sayed become an expert in?
..........................................................................................................................................
3. How could El-Sayed help doctors detect and treat some types of cancer?
..........................................................................................................................................
4. Why do you think Egypt is proud of Dr. El-Sayed?
..........................................................................................................................................

Here are some tips for writing a biography.

1. Start with key facts 2. Tell about their early life

3. Say what they did 4. Use the correct time order
Tip!

5. Add fun facts 6. Use clear and simple language

7. End with their impact

3 Read the text about Dr. Mostafa El-Sayed again. Then, write these sentences in t he
correct order, from 1 to 4

A. He became an expert in chemistry and nanoscience.

B. Mostafa El-Sayed is a brilliant Egyptian scientist!

C. He found out tiny gold particles can help doctors fight cancer.

D. He studied in Egypt and then in the United States.

4 Write a biography about (60-70) words about your favorite famous Egyptian person

47
47
 5
Unit 3
Lesson
Think and Create

Let’s Solve a Community Problem!

1 Look and read

Food Waste In Egypt

Causes Effects Solutions

• People make more • Good food is thrown • Plan meals

food than they eat. away. • Shop smart
• Restaurants throw • Many poor people • Support food
away leftover food. don’t get food. banks
• No easy way to • Wasting food wastes • Feed animals
donate extra food. money and water. leftovers
• More garbage, which • Store food
• People don’t think
causes more properly
about wasting food
pollution.

2 Work in groups. Identify a problem in your community and suggest some creative
solutions

Answer these questions to help you:

1. What are the causes?
2. What are the effects?
3. What are the solutions?

Rate your work: We used a main heading and sub-headings. ⭐ ⭐ ⭐ ⭐ ⭐

We added pictures and details. ⭐⭐
⭐ ⭐⭐⭐⭐⭐⭐⭐
⭐
⭐⭐⭐⭐⭐⭐⭐⭐⭐
48
84
⭐ ⭐ ⭐ ⭐ ⭐
 Lesson 5
Quick Review
1 Look and write

............................. ............................. ............................. .............................

............................. ............................. ............................. .............................

2 Read and complete t he sentences using can, can’t, or able to

1. ……………………. a delivery person ride motorcycles?

2. My brother is …………………. fix my computer.
3. Ali ………………….. run fast. He hurt his leg.
4. She is ……………………… answer all the questions of the test.
5. My little brother ……………………. write yet, but he’s learning.
6. Laila and Hana are …………………. finish their homework before dinner.
7. ………………….. you speak French? Yes, I can.
8. I ……………….. go to the park today. I have a lot of work to do.

3 Read and answer the following questions

Mostafa El-Sayed is a famous Egyptian scientist born in 1933 who became

an expert in chemistry and nanoscience. After studying in Cairo, he
continued his research in the United States. He is known for “El-Sayed’s
Rule” and his work with gold nanoparticles to help detect and treat
cancer. His discoveries have earned him many important awards, and he is
a great source of pride for Egypt.

1. Where was Mostafa El-Sayed born and where did he continue his research?
.....................................................................................................................................
2. What scientific field is Dr. El-Sayed an expert in?
.....................................................................................................................................
3. How were gold nanoparticles used in his research?
.....................................................................................................................................

p. 99 49
49
Review 1
Review 1

1 Match and write

a. tailor

b. paramedic

c. architect

d. mechanic

e. traffic officer

f. teacher

1. Helps people cross the road safely. _______________

2. Makes clothes. _______________

3. Designs buildings. _______________

4. Fixes cars. _______________

5. Helps sick or injured people. _______________

6. Works in a classroom. _______________

50
05
 Review 1
2 Write the correct word

vehicle - community - uniform - emergency - bin - recycling

1. Always throw rubbish in the __________.

2. A __________ is a group of people who live together.

3. Doctors and paramedics wear a __________.

4. We put bottles and paper in the __________ box.

5. We call 123 in case of __________.

6. A bus is a kind of __________.

3 Circle the correct word

1. Do you usually (go - goes) out with your friends?

2. The children ( are playing - play ) in the park today.

3. We ( am not listening - are not listening) to the radio at the moment.

4. He ( isn’t riding - aren’t riding ) his bicycle this afternoon.

5. Ali (visit - visits) his grand parents every Saturday.

6. ( Am - Is ) the cat sleeping on the couch?

4 Complete each sentence using can, can’t, or able to.

1. A fish _______________ walk, but it _______________ swim.

2. She ------------- swim, so she wears a life jacket in the pool.

3. We have a new car, so now we are _______________ visit our family more
often.

4. Are you _______________ lift this box? It’s very heavy!

5. My little brother _______________ tie his shoes yet, but he’s learning.

6. They have practiced a lot, so they _______________ play the song

perfectly now.

51
 1
Review

5 Read and answer

“Ali always helps his friends at school.

He picks up rubbish in the playground

and puts it in the bin. He tells his friends

to recycle paper and bottles. Ali thinks

everyone should keep the school clean.”

1. What does Ali do in the playground? ________________________

2. What does he tell his friends? ____________________________

3. Do you think Ali is helpful? Why? ___________________________

6 Story Elements

One sunny morning, in a cozy house next to a

big, green park, a small kitten named Whiskers
was playing. He loved to chase butterflies.
Suddenly, a big, noisy dog ran by, and Whiskers
got scared! He ran away quickly, right into
the middle of the big park. Now, Whiskers was
all alone and didn’t know how to find his way
back home. He started to meow sadly.

1. Who are the characters in this story?

______________________________________________________

2. What is the setting of this story? (Where and when does it happen?)

_______________________________________________________

3. What is one important event that happens in the story?

_______________________________________________________

4. What is the problem in this story?

_______________________________________________________
5252
 Review 1
7 Make a poster

Instructions: Design a poster to tell people how to keep their community clean.

8 Reflection question

Write two sentences about how you help your family or community.

1. _________________________________________

2. _________________________________________

9 Match t he Problem to its Solution!

Read each problem in Column A. Then, find the best solution for it in Column B.

Problems Solutions

____ There is a lot of trash and a. Organize a “Meet Your

plastic on the streets. Neighbors” day with games
and food.

____ Many children don’t have a b. Start a community cleanup

safe place to play outside. day and put more trash bins.

____ People don’t know their c. Ask the city to fix the
neighbors very well. equipment and clean the park
regularly.

____ The local park has broken d. Build a new community center
swings and dirty benches. or a safe playground.

53
 Unit 4 Resources Around Us

Learning Outcomes
Listening Speaking
• Identify key facts in short texts • Talk about materials used in Egypt
about materials and energy • Share ideas with a partner about
• Follow conversations about real how to save energy
life topics • Express opinions and give advice
• Identify specific information using using modal verbs
context clues and key vocabulary
• Identify long and short /ʊ/ and /u:/

Reading Writing
• Differentiate between natural • Write a fact file
and man-made resources in an • Use modal verbs correctly (must,
informational text mustn’t, should, shouldn’t) in
• Identify facts, details, and main writing
ideas in a short passage • Plan and organize a research using
• Answer WH-questions and clear steps
complete tasks based on reading
 Lesson 1 Egypt: Past and
Present
1 Think and answer
Do you think ancient materials are still useful today?
Why or why not?

2 Listen, look, and repeat

granite colored stones

gold clay

papyrus bricks

temple amulet

55
 1

Unit 4
Lesson

3 Read, think, and match

1. material a. very old; from a long time ago

2. survive b. from recent times; not old

3. ancient c. something used to make things

4. decorate d. covered something by putting material

or cloth around it
5. wrapped
e. to make something look nice or beautiful
6. modern
f. to continue to exist for a long time

4 Listen again and answer the questions

1. What materials did the Ancient Egyptians use?
.......................................................................................................................................................................

2. Where did Nour see a picture of a papyrus scroll?

......................................................................................................................................................................

3. Why did the Ancient Egyptians use linen in hot weather?

......................................................................................................................................................................

5 Choose the correct answer

4. What is Omar working on?
a) A science project b) A math test
c) A history project d) A reading assignment
5. Which material did the Ancient Egyptians use for writing?
a) Linen b) Papyrus c) Clay d) Stone
6. What is papyrus described as?
a) A kind of cloth b) A golden ornament
c) A writing material that lasts long d) A type of stone
7. What material is still used today in buildings?
a) Clay b) Linen c) Stone d) Papyrus
8. What did Ancient Egyptians carve statues from?
a) Clay b) Granite c) Gold d) Wood
9. What is linen made from?
a) Cotton b) Wool c) Flax d) Papyrus
5656
 Lesson 1
6 Read and choose

1. Decorate/Ancient means to make something look nice or beautiful.

2. To wrap/survive is to continue to exist for a long time.

3. Material/Modern is something used to make things.

7 Read and complete using the words in the box

linen stones temples papyrus granite

1. Ancient Egyptians used ........................ to wrap mummies.

2. We use colored ........................ to make beautiful jewelry.

3. Ancient Egyptians carved huge statues from ........................ .

4. In Egypt, we have many ........................ that we can visit.

5. The Ancient Egyptians used ........................ to write on.

8 Work with your partner. Read the example. Describe the pictures

In Picture (1), it is clay. It is a soft material which

contains tiny particles of grain. Ancient Egyptians
used it to make pots.

1 2 3

57
 2

Unit 4
Lesson Let’s Use Energy
Wisely!
1 Before you read, answer the following question
Why is it important to save energy at home, school, and in
the streets?

2 Read the text. What are some ways we can save electricity at home?

Energy is something we all need every day—to light our homes, cook, watch TV,
and charge our phones. In Egypt, we use electricity,
gas, and solar power. But energy is not endless, so
we must use it wisely. Some energy comes from
nature, like solar and wind, which are clean and
don’t pollute. Egypt has lots of sunshine, so using
more solar panels saves money and helps the
planet.

Other energy types, like oil and gas, can harm the
Earth. We should save energy by turning off lights and devices when not in use,
closing the fridge door quickly, and using the right size pot for cooking. Cars
and buses use fuel which pollutes the air. Walking or biking short distances also
saves energy and keeps us healthy.

Wasting energy causes climate change, which affects animals and their homes.
Small daily actions can make a big difference. Together, we can protect our
country and planet—we should all be Energy Heroes!

5858
 Lesson 2
3 Read the words in bold and write

1. To make something dirty or unsafe, especially the air, water, or land

( ………………………. )

2. Caring for something so you don’t make mistakes or cause harm

( ………………………. )

3. The usual weather in a place over a long time ( ………………………. )

4 Choose the correct answer from a, b, c or d

1. We use ……………. to get energy from the sun.

a) wind turbines b) greenhouses c) fridges d) solar panels
2. Gases from cars and buses can ………………. the air.
a) pollute b) clean c) charge d) protect
3. Don’t …………………. water when you brush your teeth.
a) use b) harm c) waste d) close
4. We must ……………. the Earth from pollution.
a) forget b) protect c) use d) leave

5 Read, think, and answer

1. What types of energy do people use in Egypt?

2. Why should we turn off lights and fans when we don’t need them?

3. How can walking or riding a bike help save energy?

6 Work in groups. Discuss and role-play

What would you say to a friend who

doesn’t turn off the lights or TV? How can
you help them save energy?

59
 2

Unit 4
Lesson

Language in Use

Modal Verbs: Must / Mustn't / Should / Shouldn’t

1. Must:
We use must followed by the infinitive form of the verb to say
something is very important or a rule.
Example:
You must turn off the lights to save energy.

2. Mustn’t:
We use must + not + followed by the infinitive form of the verb to say
something is not allowed.
Example:
You mustn't throw rubbish on the ground.

3. Should:
We use should + followed by the infinitive form of the verb to give
advice or a good idea.
Example:
You should walk to school if it’s close.

4. Shouldn’t:
We use should + not + followed by the infinitive form of the verb to say
something is not a good idea.
Example:
You shouldn't waste water when washing your hands.

60
06
 Lesson 2

1 Complete the following sentences with (must/mustn't)

1. You ………………………. cross the street when the light is red.

2. We ………………………. wear a uniform at school.
3. You ………………………. touch electrical wires.
4. You ………………………. listen to the teacher carefully.

2 Write two sentences using "must" and two sentences using "mustn't"
about your classroom.
Example: We must keep our classroom clean.
……………….………………….….………………………………………………….………………….….
……………….………………….….………………………………………………….………………….….
……………….………………….….………………………………………………….………………….….
……………….………………….….………………………………………………….………………….….

3 Read the situation and write advice using should or shouldn’t.

1. Your friend is feeling sad.

→ You ……………………………….
2. Your brother leaves the lights on all night.
→ He ………………………………..
3. Your friend has a lot of homework.
→ She ……………………………….

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 3

Unit 4
Lesson Gifts from Under
the Ground

1 Look and read.

gold iron rock

2 Read the text. What things come from under the ground?

Egypt has many valuable things under the ground. We call these things
minerals. They are very important for our country.
Egypt has a lot of oil, rocks, and metals. We find oil deep under the ground,
especially in the Western Desert and Sinai. Oil is a black liquid. Egypt sells oil
to other countries. This brings money to Egypt. Egypt also has a lot of natural
gas that we can use for cooking, heating, and making electricity for lights and
TVs.
Gold is a beautiful, yellow, shiny metal. Long ago, Ancient Egyptians used gold
to make beautiful jewelry for kings and queens. Today, Egypt still finds gold in
the Eastern Desert. Also, Egypt has iron in the Eastern Desert. Iron is a strong
metal. We use iron to make steel.
We use it to build big buildings and
cars.
The soil in Egypt contains different
kinds of minerals which help plants
grow big and strong.
These natural resources help
Egypt grow and develop. By using
these minerals wisely, Egypt can
build a strong future for everyone.

6262
 Lesson 4

3 Read and write T (True) or F (False).

1. Oil is found in the air. ( )
2. Egypt sells oil to other countries. ( )
3. Natural gas helps heat food. ( )
4. The Ancient Egyptians made jewelry from natural gas. ( )
5. Natural resources helps plants grow better. ( )
6. Steel is used for cars and buildings. ( )

4 Answer the following questions.

1. What do we call the valuable things under the ground in Egypt?

---------------------------------------------------------------
2. Where do we find oil in Egypt?
---------------------------------------------------------------
3. How is the soil in Egypt?
---------------------------------------------------------------
4. Why are natural resources important for Egypt?
---------------------------------------------------------------

Vocabulary Focus:

5 Match the mineral with what it is used for.

1. Oil a. making jewelry

2. Natural gas b. making steel for buildings
3. Gold c. cooking and heating homes
4. Iron e. making cars go

Talk About It!

6 Work in pairs, ask and answer the questions.

1. Which mineral from the text do you think is the most important for daily life?
Why?
2. Imagine you are an Ancient Egyptian. What would you do with gold?

Write About It!

7 Choose one mineral from the text. Write 3-4 sentences about it: what it
is, where it comes from, and what people use it for

63
3

Unit 4
Lesson

Pronunciation

1 /u:/ — Long “oo” sound (in spoon, moon, school, ...)

How to pronounce /u:/

2 /ʊ/ — Short “oo” sound (in wood, book, look, good)

How to pronounce /ʊ/:
OO

3 Listen and sort.

spoon - moon - good - foot - book - look

Long /u:/ Short oo /ʊ/

.................................................................................... ....................................................................................
.................................................................................... ....................................................................................
.................................................................................... ....................................................................................

4 Listen , look and write.

............................................................. ............................................................. .............................................................

............................................................. ............................................................. .............................................................

5 Listen and circle the word 6 Listen and circle the word
that has the /ʊ/ sound. that has the /u:/ sound.
1. zoo / good / boot 1. foot / food / good
2. wood / group / moon 2. good/ spoon / look
3. moon / tooth / foot 3. hook / school / book

64
46
 Lesson 4 Man-Made Resources

1 Think and answer

- What do you think man-made resources are?

Hi! I’m Omar, and I’m doing a research project about man-
made resources for my English class. I started by reading a
book and searching the internet with my dad. I wrote facts
in my notebook and printed pictures to help explain.

Man-made resources are things people create using

natural materials. For example, plastic is made from oil and
used for bottles, toys, and school supplies. Glass is made from sand
and used in windows, mirrors, and cups. One interesting resource I learned
about is bricks, made by mixing clay and water, then dried or baked. They
are used to build houses, schools, and walls.

Paper is made from trees and processed in factories for writing and
reading. People also recycle paper to make notebooks and newspapers.

To complete my project, I drew pictures of each resource and shared

helpful tips, such as recycling plastic, reusing paper, and using cloth bags
instead of plastic ones. Doing research was an important
part of my work because it helped me understand
new ideas, find accurate information, and learn more
about the world around me.

65
 4

Unit 4
Lesson

2 Read and answer

1. What project did Omar work on?

2. Where did Omar find information for his research?

3. Which man-made material did Omar include in his project?

4. Why is research important?

5. Which piece of information from the text is new to you?

Here are some tips for doing research:

• Choose your topic.
• Ask simple questions, What is it? Where does it come from? etc.
• Use different sources like: school book, search safe websites, or ask
an adult.
• Write short notes in your own words.
• Organize your ideas.
Tip!!
Tip

• Add pictures or drawings.

• Check spelling, grammar, and punctuation mistakes.

3 Read each item on the checklist carefully. Then, tick (√) the box next to
the step that should be included in your research.

• Copy notes from internet. • Use only one resource.

• Ask simple questions. • Check spelling mistakes.
• Write long notes. • Add pictures or drawings.
• Write in your own words. • Use unfriendly style.
• Organize your ideas. • Choose your topic.

66
 Lesson 4
5
Think and Create
1 Look and read then make a fact file

The High Dam

Why did Egyptians When did Egyptians
What is the High Dam? build it? build it?
The High Dam is a huge wall They built the High Dam Egyptians built the High
that crosses the Nile River to solve problems with Dam in Aswan between
in Aswan, Egypt. It holds flooding and drought. 1960 and 1970. It was
a large lake called Lake They also wanted to give officially completed
Nasser. The dam stops the people clean electricity and opened in 1970. It
river from flooding and and help farmers grow took around ten years
keeps water for people to more crops with regular to build. Now, it helps
use during the year. water. Egypt with water and
electricity every day.

"How does The High Dam help people?"

The High Dam helps people in many ways. Farmers use the water for
irrigation, to grow vegetables, fruits, and grains all year. The dam also
sends electricity to houses, schools, hospitals, and factories across
Egypt. It protects cities from dangerous floods, and it makes sure people
have water even when the river is low.

2 Work with your partner

Make a fact file and follow steps:
1. Ask and answer questions. 2. Find key facts.
3. Write short sentences. 4. Add a title and sub-headings.
5. Include pictures. 6. Check spelling and grammar.
67
 5

Unit 4
Lesson
Quick Review
1 Look and write

............................................................. ............................................................. .............................................................

............................................................. ............................................................. .............................................................

2 Read and complete the sentences using (must, mustn’t, should, or

shouldn’t)

1. You ............................................................. turn off the lights when you leave the room.
2. We ............................................................. waste water when brushing our teeth.

3. People ............................................................. recycle plastic bottles to protect the environment.

4. You ............................................................. throw rubbish in the street.

5. Students ............................................................. study for their exams.

6. We ............................................................. be quiet in the library.

7. You ............................................................. eat too much junk food.

8. We ............................................................. help keep our school clean.

6868
 Unit 5 Made in Egypt

Learning Outcomes
Speaking Listening
• Talk about important places and • Recognize specific information about
projects in Egypt. Egyptian places and projects.
• Express opinions about modern • Identify main ideas in short
cities and clean energy. descriptions of cities.
• Describe visits to museums or • Differentiate between the final sounds
tourist places in Egypt. /d/, /t/, and /ɪd/ in regular past simple
verbs.

Reading Writing
• Recognize Egypt’s modern and • Use past simple in affirmative
historical projects. & negative forms in meaningful
• Distinguish between facts and sentences.
opinions in a factual and opinion- • Write a paragraph to express an
based texts. opinion with reasons and examples.
• Identify specific information • Create a display board about an object
related to a reading text. in the Grand Egyptian Museum.
 1
Unit 5
Lesson A Trip Through Time

1 Look at the picture. Think and answer

Where do you think Tutankhamun’s mask is located?

2 Listen, look, and repeat

passport luggage souvenir brochure

exhibition travel plan information desk guided tour

3 Look and complete t he sentences wit h t hese travel verbs

fly pack book board

1. Hello! I’d like to ............................ a hotel room, please.

2. They will .......................... to Aswan next year.
3. Do you have the ticket to ..................... the plane?
4. Let’s ................... our clothes in these suitcases.

70
07
 Lesson 1
4 Listen and answer t he following question

Why is the location of the Grand Egyptian Museum special?

The Grand Egyptian Museum

5 Listen again and answer the questions

1. Why do tourists visit Egypt?
......................................................................................................
2. How long did it take to finish the museum?
.....................................................................................................
3. What can visitors see inside the museum?
.....................................................................................................
4. Where can visitors ask for help?
.....................................................................................................

6 Read and check () the correct sentence

1. a You must have a passport to enter a museum. ( )

b You must have a passport to enter a different country. ( )
2. a A brochure tells you about the museum. ( )
b A brochure is something you eat on a trip. ( )
3. a An exhibition shows old and special items. ( )
b An exhibition is a place where people sleep. ( )
71
 1

Unit 5
Lesson

7 Look and complete t he words

1 2 3

p………………............. b………….............…… g........... t……………….

8 Choose t he correct answer from a, b, c or d

1. I bought a small pyramid as a .................... from the gift shop.

a. painting b. color c. souvenir d. sport
2. We saw a mummy in the new .................... at the museum.
a. class b. exhibition c. playground d. hospital
3. Our teacher gave us a .................... with times and places for the trip.
a. travel plan b. test paper c. storybook d. math sheet
4. I went to the .................... when I didn’t know where to go.
a. toy shop b. information desk c. swimming pool d. bedroom

9 Work with your partner. Read the example, then role-play

I really want to visit the Grand Egyptian

Museum to see the Solar Boat.

7272
 2

Unit 5
Lesson A Dream Comes True

1 Look at the picture, then label

1. sea

2. beach

3. cable car

4. mountain

2 Read the text and answer t he following question

How does Al Galala City prove to be a wonder?

Al Galala: Egypt’s City Above The Clouds

Al Galala City is a modern city in Egypt, built on the Al Galala Plateau near
Ain Sokhna. It was part of a national plan devised in 2015 to reduce crowding
in older cities. Today, it is one of Egypt’s leading smart cities with clean air
and sea views.
The city has luxury hotels, beaches, a water park, and a famous cable car
that offers great views from the mountain to the sea. Al Galala is also
a center for education and science. Galala University welcomes students
from Egypt and abroad to study medicine, engineering, and more.
In the past, the area was empty, but now it is full of life. People work in
hotels, teach, or run businesses. More families are moving in to enjoy its
peaceful environment.
The government plans to build more homes, parks, and transportation links.
Al Galala is a great example of Egypt’s vision for smart, sustainable cities.

73
 21

Unit 5
Lesson

3 Read the text again. In which paragraph can you find this information?

1. What students study at Galala University Paragraph (...............................)

2. When the city was built Paragraph (...............................)
3. How the place looked in the past Paragraph (...............................)
4. Government’s plan Paragraph (...............................)

4 Read and write T (True) or F (False)

1. Al Galala City is located on the Mediterranean Sea. ( )

2. The cable car is one of the main attractions in Al Galala City. ( )
3. Al Galala Plateau was an empty place in the past. ( )
4. Only Egyptians are allowed to study in Galala University. ( )

5 Read and complete t he text with the words in the box

sustainable - moving - overcrowded - center

Al Galala is a new city near the Red Sea. It helps people move away from big and
(1) -------- cities. There are comfortable hotels and clean beaches for visitors.
From the (2)------------- , people can see a great view of the sea and mountains.
The city is also a center for education and learning. Many families are (3) -----
----------- to Al Galala to enjoy a better life. It is part of Egypt’s plan to build (4)
---------cities for the future.

6 Read, think, and answer

1. When did the Egyptian government start building Al Galala City?

................................................................................................................................
2. Name two fun things visitors can do in Al Galala City.
................................................................................................................................
3. How was Al Galala Plateau different in the past compared to now?
................................................................................................................................

7 Read and complete about yourself. Then, share wit h a partner.

I want to visit Al Galala because it is a special place in Egypt. Here are three reasons
why I want to go:
1. ...............................................................................................
2. ...............................................................................................
3. ...............................................................................................
744
7
 Lesson 2
Language in Use
Past Simple
- We use the past simple for:
a. actions that started and finished in the past.
Example: She baked a delicious cake yesterday.
b. actions that happened one after another in the past.
Example: We entered the museum, took photos, and bought souvenirs.
c. habits in the past.
Example: They played outside after school every day.

Affirmative Negative

Use (subject) + (past form of Use (subject) + did not (didn’t)

the verb). + infinitive form of the verb.
Examples: He visited his uncle
last Friday. Example: Noha didn’t clean the
house last night.

♦ For regular verbs, add -ed, -d, or -ied to the main verb.
Examples: play → played smile → smiled cry → cried
♦ Irregular verbs have special past forms. They change in different ways.
Examples: go → went eat → ate buy → bought

♦ The past forms of verb to be are was/were in the affirmative form or

wasn’t/weren’t in the negative form.
Examples: In the past, Al Galala Plateau was empty. There were no
homes or roads.

♦ We use was/were in the question. We don’t use “did” with verb to be.

Example: Was Maher at home yesterday? - No, he wasn’t. He was outside.

Question
Did+ subj+ main verb?
Example: Did you travel last summer? – Yes, I did.
Where did he go yesterday? - He went to the club.

8 Read and write the correct form of the word (s) in brackets

1. He ........................... (clean) his new shoes last morning.

2. The teacher ........................... (not be) at the library yesterday.
3. They ........................... (have) dinner an hour ago.
4. .......................... (Do) you enjoy the trip last week?
5. Did you ................. (finished) the report yesterday?
75
 3
Unit 5
Lesson The Bundle of Sticks

1 Look at the bundle of sticks. Answer with your

partner

Is it easy to break a bundle of sticks alone or

with someone else? Why?

2 Read the words in bold. Match them to their

meanings

1. argue a. being strong

2. bundle b. to come together
c. gave reasons for or against something
3. strength
d. a group of things tied together
4. wisdom e. using your knowledge to make good
5. unite decisions

3 Read these definitions. Then choose and write the correct story element

beginning - middle - end - moral - characters - setting

1. The place and time of a story. ..........................................................................................

2. This is where the problem or main event happens. ...................................................
3. The people or animals in a story. .....................................................................................
4. This is where a story ends. ................................................................................................
5. The lesson we learn from a story. ...................................................................................
6. This is where a story starts. .............................................................................................

When you read a story, try to feel what the character feels.
Tip!

Think: Do I feel the same in this part?

766
7
 Lesson 3
4 Listen and answer t he following question

Why does the old man use the bundle?

5 Circle the correct word

1. The father was a farmer / fisherman / fighter.

2. The old man was very happy / worried / excited about his sons.
3. The bundle of sticks was easy / hard / soft to break.
4. The moral of the story is to work together / fight / work alone.

6 Put t he story events in the correct order. Write numbers (1–5)

The sons could not break the bundle of sticks.

The old man showed his sons a bundle of sticks.
The father gave them single sticks, and they broke them easily.
The sons understood the lesson and started working together.
The father asked his sons to stop fighting and work together.

7 Think and answer

1. Where did the old man live?

2. What kind of things did the three sons argue about?
3. Do you think the father was wise? Why?

8 Sort and write

- The old man (father) and his three sons.

- The sons learned the lesson and worked together.

- The father gave his three sons a bundle of sticks to teach them unity.

- A small village near the Nile, a long time ago.

- The sons always argued and didn’t work together.

Beginning Middle End

...................................... ...................................... ......................................

...................................... ...................................... ......................................

Characters Setting

...................................... ......................................
...................................... ......................................
77
 Unit 5
Pronunciation
1 Write each word in t he
correct column
TIP!
When we say past tense verbs ending in -ed, we
1. cooked 2. visited can hear three different sounds:
3. loved 4. washed /t/ sound: after words that end with p, k, f, s, ch,
sh (voiceless sounds).
5. painted 6. played
Example: liked, watched, kissed.
7. jumped 8. needed
/d/ sound: after words that end with vowels or
9. watched
voiced sounds (like b, g, v, l, m, n, r, z). Example:
played, cleaned, called.
/ɪd/ sound: after words ending with t or d.
Example: wanted, needed.

/t/ /d/ /ɪd/

........................................... ........................................... ...........................................
........................................... ........................................... ...........................................
........................................... ........................................... ...........................................

2 Choose t he correct sound for each verb. Write t, d, or ɪd

1. cleaned → _______ 2. started → _______ 3. helped → _______

4. called → _______ 5. wanted → _______ 6. kissed → _______

3 Read the short paragraph. Find all the past tense verbs ending in -ed. Write them in
the correct column

Yesterday, I visited my friend and we played games. We watched a funny

movie and laughed a lot. After that, we cooked dinner and cleaned the
kitchen. We wanted to make a cake but we were too tired.

/t/ /d/ /ɪd/

4 Match each verb to the correct sound. Then say each word aloud.

1. called 2. watched 3. played 4. needed 5. painted 6. washed

/d / /t/ /ɪd/
788
7
 4

Unit 5
Lesson Egypt Goes Green

1 Do you agree or disagree?

Agree Disagree
1 We can get energy from the sun.
2 Clean energy destroys the planet.
3 People in villages can’t work with modern technology.

2 Read Mariam’s article. What’s her opinion about Benban?

of jobs for engineers, builders, and

people from nearby villages, helping
them support their families.

The project is important because it

saves money by using sunlight instead
Egypt is a sunny country, making it
of expensive fuel, protects the
ideal for solar energy. One important
environment, and brings jobs to Upper
project is Benban Solar Park near
Egypt. Although some workers need
Aswan, one of the world’s largest
training, it helps them learn new skills
solar stations. Built between 2018
and improves local communities.
and 2019, it has over 6 million panels
and provides electricity to homes,
Benban Solar Park is a smart and
schools, hospitals, and factories.
valuable project for Egypt. It benefits
people, protects nature, and supports
Benban uses clean, sustainable
development. It’s a proud step toward
energy, reducing pollution and keeping
a cleaner, better future.
the air safe. It also creates thousands

79
 Unit 5
3 Read and circle the correct answer between brackets

1. Solar energy comes from the (wind – water – sun).

2. Benban Solar Park is located near (Aswan – Luxor –Cairo).
3. The park has over (3 – 6 – 9) million solar panels.
4. The project created thousands of (machines – robots – jobs).
5. The writer feels (bored – proud – tired) of the project.

When you write about what you think or how you feel
about something—this is called opinion writing. It’s a way
Tip!

to share your ideas and say what you believe.

4 Read the sentences. Write F (Fact) or O (Opinion)

1. The park opened in November 2019. ......

2. I think Benban Solar Park is a very important and smart project for Egypt. ......
3. Benban Solar Park helps reduce pollution. ......
4. I believe Benban Solar Park is a great idea for Egypt and the world. ......

5 Read Mariam’s article again. Choose and number the features of opinion writing

1. I think Benban Solar Park is a very important and smart project for Egypt.
2. It helps us save money by using sunlight..., It protects the environment...
3. It generates electricity for places, such as homes, schools, hospitals, and
factories.
4. smart, important, great, cleaner, proud
5. First…, Second…, Third…, As a result…, In conclusion…
6. I feel proud of this project. I hope other countries follow Egypt’s example.

squence words strong adjectives opinion starter

supporting reasons use of examples

writer’s voice using 1st person pronouns

6 Write a paragraph of about (60-70) words including facts/some opinions about an

industrial city of your choice
Don’t forget to express your opinion and your feelings using adjectives.

80
08
 Unit 5
Lesson 5 Think and Create

A Display Board about an Object in the Grand Egyptian Museum

1 Look and read about the display board of Lotus Chalice

Lotus Chalice

This chalice is made of alabaster. It looks like a white lotus flower with
two handles. It was found in King Tutankhamun’s tomb. Now, it is in the
Grand Egyptian Museum. It was used in special ceremonies like funeral
rituals. It is a symbol of eternal life and beauty. People believed it
helped the king live forever in the afterlife.

2 Read then number t he steps to make a display board

Add a picture. Choose a clear photo or drawing of the object.

Write a short paragraph. Use simple sentences to give information.

Write about: - what the object is / - what it looks like / - where it was
found / - where it is now / - what it was used for / - what it means

Write the title. Write the name of the object at the top. Example:
Lotus Chalice

3 Make another display board about another ancient Egyptian object. Check if you have
these in your display board

Write a title A good picture/drawing An informative paragraph

81
 5
Quick Review

Unit 5
Lesson

1 Choose t he correct answer from a, b, c or d

1. We saw a special _____ at the museum.

a) street b) exhibition c) playground d) hospital
2. People use a _____ to remember their trips.
a) recipe b) souvenir c) magazine d) bicycle
3. I _____ a travel brochure to learn about Al Galala City.
a) wrote b) cooked c) read d) watched

2 Match the sentences to express opinions

1. I think Al Galala City is amazing a) great places to learn about history.

2. In my opinion, museums are b) a new city like Al Galala.
3. I believe we should visit c) because it has clean beaches and
smart services.

3 Complete the paragraph with t he Past Simple form of the verbs between brackets

Last weekend, Omar and his friend (1) ............................... (are) at the new
science museum. They (2) ............................... (watch) a show about space.
Omar (3) ............................... (not understand) some parts of it. His friend (4)
............................... (explain) everything to him. They (5) ............................... (take)
photos of the rockets and stars. At the end, the guide (6) ............. (ask) Omar
if he (7) ............... (enjoy) the show. Omar (8) .............................. (smile) and said,
“Yes, it was amazing!”

4 This is another ending to the story “The bundle of sticks”. Complete with
your ideas

The sons looked at the sticks. One of them smiled and said, “Let’s use the
sticks to build something together!” ............................................ ............................
.................................................................................... .........................................................
....................................................... .....................................................................

8282 p. 100
 Lesson 5
Lesson 5
The Grand Egyptian Muse
um

83
48
84
Unit 2
 Unit 6 The Water Savers

Listening & Speaking Reading

• Participate in pair or group • Identify the main characters, setting,
discussions about the story and and key events in a short story
its moral • Retell the sequence of events
• Ask and answer simple questions using their own words
about characters and events • Understand the main idea and
• Role-play short conversations theme (e.g., environmental
• Present ideas clearly with responsibility, teamwork)
confidence during speaking Writing
activities. • Make a poster or write a paragraph
Values using story details and personal
• Being a good citizen, working ideas
together and taking care of • Organize ideas in a logical
resources sequence (beginning, middle, end)
 Unit 6
Vocabulary

drip overflow puddle

leak hallway hose

tap pipe drop

8686
Definitions

dripping falling in small drops (like water from a tap)

precious very valuable; something we must protect

resources natural things that we use, like water, air, or energy

to make a quick sound with your fingers — a sign of

snap (her fingers)
having an idea

curious wanting to know or learn more

leaky letting water (or air) escape through a hole or crack

overflow to go over the edge (e.g., when a sink is too full)

puddles small pools of water on the ground

cheerful happy, positive, bright and friendly

fix to repair something broken

spread to move to more people or places (like news or ideas)

small, fun competitions to see who can do

mini-challenges
something best

The characters of the story

Noor Ahmed Farida Mr. Youssef

87
 Unit 6
In a bright and busy school, three friends—Noor, Ahmed, and Farida—were always
looking for ways to help. One sunny morning, they noticed something that made
them stop. A tap in the school bathroom kept dripping, even when no one used
it. In the garden, water overflowed from a broken pipe and formed little puddles
near the walkway.

“We waste too much water,” Noor said, shaking her head. She watched the drops
fall one after another, knowing they were too precious to waste.

Ahmed said. “We need to take better care of our resources,” he agreed. We can’t
afford to be careless.”

Farida, always full of ideas, snapped her fingers. “Let’s do something about it! We
can be Water Savers! We can show everyone that small actions matter.”

They went to their teacher’s office and explained their plan. “We want to do
a project to help our school use water wisely,” Noor explained. Their teacher smiled
brightly. “That’s a wonderful idea. Go for it—and let me know how I can help.”

88
88
The next day, the three friends got to work. They started by walking around the
school with a notebook, a camera, and curious eyes. Noor wrote down everything
she noticed: leaky taps, students leaving water running while washing their
hands, and hoses left on too long in the garden.

Ahmed used his tablet to take photos of the problems so they could show them
later in their presentations. Farida, the artist, brought out her colored markers
and made bright, cheerful posters. One read:
“Turn off the tap while brushing!”
Another said: “Every drop counts. Fix leaks fast!”
They also spoke to
the school cleaner,
Mr. Youssef, who was
surprised but pleased to
see the students taking
action. “I’d love your help,”
he said as they watched
him fix a leaking sink. He
explained how
a small drip could waste
liters of water each day.
The kids listened carefully and learned a lot. But not everyone understood their
role. One afternoon, a classmate said to them unkindly near the hallway. “Why do
you care about water so much? It’s just a few drops.”

Noor looked him in the eye. “Because water is life,” she said firmly. “We all need it,
and we all need to protect it.”

Her friends stood beside her, proud and quiet. They didn’t let the bullying stop
them. They believed in what they were doing.

89
 Unit 6
Soon, their message began to spread. The school hung their posters in
bathrooms, classrooms, and near garden taps. Teachers took a few minutes each
day to talk about how to save water. Some classes even had mini-challenges to
see who could save the most!

One morning, the head teacher gave the children, Noor, Ahmed, and Farida
fi
certificates of achievement for their hard work. From that day on, everyone at the
school became a Water Saver.

achievement
achievement
Farida
Farida
achievement
achievement
achievement
achievement
Noor
Noor Ahmed
Ahmed

1 Read and write who said this?

1. "We waste too much water."

1. (..........................................)

2. "We need to take better care of our resources."

2. (..........................................)

3. "Let’s do something about it! We can be Water Savers!"

3. (..........................................)

ʼ a wonderful idea. Go for it - and let me know how I can help." (..........................................)
4. "Thatʼs
4.

5. "I’d love your help."

5. (..........................................)

90
09
 2 Match the words in column (A) with t heir meanings in column (B).

A B
1. dripping a. things we use to live (e.g. water)
2. resources b. having holes or cracks
c. flowing in small drops
3. leaky

3 Choose the correct answer from a, b, c or d:

1. Noor, Ahmed, and Farida were worried about the water because they ................. .

a. wanted to play in the puddles b. wanted to save water

c. disliked the school garden d. wanted to skip class

2. Farida used ................. to make posters.

a. tablets b. colored markers

c. notebooks d. cameras

3. “Every drop counts!” means ".................".

a. Water is only for drinking b. Even small amounts of water matter

c. Rain is coming soon d. Drops are fun to count

4. Mr. Youssef supported the students because ................. too.

a. he wanted a break b. he cared about saving water

c. the teacher asked him d. he liked their posters

4 Read and write (T) True or (F) False:

True False

1. Farida’s posters had messages like “Every drop counts.”

2. The teacher did not support the students’ plan.

3. The school skipped the students’ posters and didn’t use them.

4. Mr. Youssef helped the students fix a leaking sink.

5. Noor said, “Water is life” when a classmate bullied her.

6. Some classes had mini-challenges to save water.

91
 3

Unit 6
Lesson

5 Read and put the events in order:

1. The teacher was excited about the project.

2. The friends see water leaking in the bathroom.

3. The students make posters and take photos.

4. A classmate bullies the Water Savers group.

5. Noor, Ahmed and Farida talk to Mr. Youssef, the cleaner.

6. The school starts water-saving challenges.

6 Complete the summary of the story wit h these words:

teamwork precious spread document wasted

In a school near Luxor, three friends—Noor, Ahmed, and Farida—notice

water being (1) ............................. from leaky taps and broken pipes. Concerned
about saving this (2) ............................. resource, they start a project called "Water
Savers." They make posters with helpful messages about the problem, and
learn from the school cleaner how small leaks waste a lot of water. Despite
some bullying, they go on. Their efforts (3) ............................. , helping students and
teachers to save water through daily actions and fun challenges. The story
shows how (4) ............................. and small actions can make a big difference.

7 In groups, answer the following questions:

1. Why is saving water important?

2. How can small actions make a big difference?
3. Can one person really make a difference? Why / why not?
4. What are three things you can do at home to save water?

9292
8
Write (3-4 sentences) to answer this question: “What would you do to
save water at your school?”

................................................................................................................................................................................................

................................................................................................................................................................................................

................................................................................................................................................................................................

9 Poster Design:

Make your own "Save Water" poster with a slogan and illustration. Present
it to the class.

................................................................................................................................................................................................

................................................................................................................................................................................................

................................................................................................................................................................................................

93
 Review 2
Review 2

1 Match the word to its picture

souvenir
............................................................. .............................................................

pyramid

cable car

statue

travel plan
.............................................................
.............................................................
museum

............................................................. .............................................................

94
49
 Review 2
2 Choose the correct word

1. We should / mustn’t throw rubbish on the beach.

2. You must / shouldn’t drink plenty of water when you hike.

3. We must / should protect historical places.

4. You mustn’t / should touch statues in the museum.

3 Write the correct past simple form

1. We ............................................................. (visit) Al Galala City last year.

2. She ............................................................. (see) the beautiful gardens.

3. My friend ............................................................. (not go) to the museum.

4. I ............................................................. (enjoy) the trip a lot.

4 Complete with the following words

Ancient wrapped decorate mountains

1. The ............................................................. Egyptians built pyramids thousands of years ago.

2. My little sister ............................................................. her gift in shiny paper.

3. Let's ............................................................. the classroom with balloons for the party!

4. We went hiking in the ............................................................. during our trip.

95
 Review 2
2
Review

5 Read and answer

Noor, Ahmed, and Farida went to their teacher’s office and explained their plan.
“We want to do a project to help our school use water wisely,” Noor explained.
Their teacher smiled brightly. “That’s a wonderful idea. Go for it—and let me know
how I can help.”

1. What was the children idea about?

...................................................................................................................................................................................................

2. How can the teacher help?

...................................................................................................................................................................................................

3. Did the children achieve their project? .

...................................................................................................................................................................................................

6 Write sentences

Instructions: Write two sentences using past simple about something nice you

did last weekend.

1. ................................................................................................................................................................................................

2. ................................................................................................................................................................................................

7 Express your opinion

Write about a place in Egypt you visited or want to visit. Use adjectives and
past simple.

"I want to visit ............................................................. because .............................................................."

9696
 Review 2
8 Project activity
Design a mini travel brochure about an Egyptian city. Draw a picture and write
at least three sentences.

9 Read the story again and write what reflects these story elements in your
notebook.

beginning middle end moral characters

setting

97
 Lesson 1 Self-Assessment

Unit 1: Amazing Places in Egypt

I need help I’m not sure I got it
I can

Talk about my daily routine at home.

Listen and understand conversations about daily life

in Egypt.

Read and understand texts about everyday life.

Describe life in an Egyptian village.

Describe my school day and favorite activities.

Recognize and say the /ər/ sound in words correctly.

Write sentences using the present simple.

Write an email about a typical school day.

Create a poster about daily life in my community.

Unit 2: Our Nature

I need help I’m not sure I got it
I can

Name natural and man-made resources.

Describe the weather in different places.

Talk about how to grow a plant.

Talk about animals and habitats in Egypt.

Read texts about plants, weather, and animal habitats.

Design a fact card about an Egyptian animal or a plant.

Recognize words with /e/ and /ɪ/ sounds.

Identify main ideas and details in a reading text.

Write sentences using present continuous.

Write a story about an experience or trip.

9898
 Self-Assessment

Unit 3: Community Builders

I need help I’m not sure I got it
I can

Describe jobs that help my community.

Describe jobs that help my community.
Read and understand texts about helping the
community.
Understand conversations about community jobs
and helping.
Talk or write about how to solve problems in my
community.
Read a short biography about a famous Egyptian
person.
Write a short biography about a famous person.
Talk about permission using can and can’t.
Read a story and find the characters and the
moral lesson.
Recognize two-and three- syllable words with
long sounds.

Unit 4: Resources Around Us

I need help I’m not sure I got it
I can

Talk about materials used in Egypt (past and

present).
Find key facts in short texts about materials and
energy.
Share ideas about saving energy.
Add prefixes and suffixes to words, and recognize
the difference in pronunciation.
Find specific information using clues and key
words.
Understand texts about natural and man-made
resources.
Find facts, details, and main ideas in a passage.
Write a fact file about a material or resource.
Use modal verbs correctly in my speaking and
writing.

99
 Self-Assessment

Unit 1
Unit 5: Made in Egypt
I need help I’m not sure I got it
I can

Talk about important places and new projects in

Egypt.
Understand information about Egyptian places
and projects in a listening text.
Read and understand texts about Egypt’s modern
and historical projects.
Express my opinion about modern cities and
clean energy.
Describe a visit to a museum or a touristic place.
Differentiate between /t/, /ɪd/, and /d/ sounds in
past simple verbs.
Answer comprehension questions and find story
elements.
Write a paragraph to give my opinion and give
reasons.
Create a display board or project about
something I learned at the museum.

Unit 6: The Water Savers

I need help I’m not sure I got it
I can

Talk about the main characters and events in The

Water Savers.
Retell parts of the story using my own words.
Find the main ideas and details in the story.
Understand and explain the order of events and
character actions.
Recognize and use new words and expressions
from the story.
Identify the plot and moral of the story.
Describe the setting, characters, theme, and
events clearly.
Answer questions and put story events in the
correct order.
Write my own opinion or reflection about the
story.

100
001
 Audio Script

Unit 1: Lesson 1 Exercise 4 (P.8)

A Day in Egypt
It is a great day in Cairo. Maged visits Khan El Khalili with his family. It is very
exciting!
In the old streets, they can do many activities.
First, they buy souvenirs from the market. There are many beautiful things like
bags, lamps, and bracelets. His sister chooses a colorful necklace.
Then, they walk through the old streets and watch people baking bread. The
smell is amazing! They also see shops where workers make furniture by hand. It is
interesting to watch them work.
They take more photos in the old streets. There are many beautiful doors and
buildings with Arabic designs. Maged stands near a big wooden gate and smiles
for the camera. Then, they walk to a small museum. It has old coins, clothes, and
tools from the past. They learn many new things about Egyptian history.
They also see some children playing with small drums in the street. They laugh
and enjoy the music. Maged's brother joins them for a few minutes. It is fun to
play and enjoy the sounds of Old Cairo.
In the evening, they visit ancient sites near the area. They are big and beautiful!
They take many photos of them.
It is a fun day. He loves spending time in Egypt and learning about its culture.

Unit 1: Lesson 3 Exercise 3 (P.14)

Mr. Nader: As part of our ‘Know Egypt’ project, we’ll listen to four voice
recordings from four students. They’ll describe life, work, and daily
responsibilities in their villages.

Amina: Hello! I’m Amina from Ezbet El Borg in Damietta. People here are
fishermen. I accompany my father to catch fish early in the morning.
Some villagers work in fish factories or repair boats. We eat fish
almost every day and enjoy the cool sea breeze.

Omar: My name is Omar. I live in Shakhlouba in Kafr El Sheikh near Lake Manzala.
People fish using small wooden boats. I help my uncle clean the
fishing nets. Some women also help catch fish. In the evening, we sit
together and drink hot tea outside.
101
 Salma: Hi! I’m Salma from Qutur in Gharbia. My family grows fruits and

vegetables. We water the plants, harvest the crops, and feed our
animals. On Fridays, we go to the market to sell food. Life is quiet, but
we are always busy.

Hassan: Hi! I’m Hassan from Bashandy, a village in the Dakhla Oasis in the

Western Desert. People in my village make carpets, rugs, and crafts.

My family spins wool and weaves it on looms. I help my mother dye
the wool with natural colors. Some visitors come to buy rugs from
the village shops.

Mr. Nader: Thank you! These villages show how people in Egypt live, work, and
support their families every day. Great job!

Unit 2: Lesson 1 Exercise 4 (P.22)

Laila: Grandpa, your garden looks incredible! How do you keep it so green
and healthy?

Grandpa: Thank you, Laila. I take care of it every day. Plants need water, sunlight,
and care to grow well.

Laila: What kinds of plants do you have here?

Grandpa: I grow herbs like basil, mint, and parsley. We use them in many Egyptian
dishes. Some add flavor, and others are good for health.

Laila: Oh, Dad drinks mint tea every evening on the balcony. It helps him
relax.

Grandpa: Yes, it tastes good. I also grow hibiscus and jasmine. They smell lovely,
and we use hibiscus to make a tasty drink.

Laila: Mom makes hibiscus tea all the time! And jasmine smells amazing at
night.

Grandpa: I have guava and fig trees, too. Their fruit is sweet and healthy. Over
there are the olive trees.

Laila: Wow! Do Egyptians really grow olives?

Grandpa: Yes. Olives take time to grow, but they are full of oil. People grew olive
trees in Egypt many years ago—and they still do.

Laila: That’s cool! How do you care for all these plants?

102
Grandpa: I water them early in the morning, pull out weeds, and check for
insects. Sometimes I use natural fertilizer.

Laila: It sounds like hard work.

Unit 3: Lesson 1 Exercise 4 (P.38)

Omar: Hi, Youssef! Hi, Salma!

Youssef: Hey, Omar! What are you doing?

Omar: I’m doing research about jobs that help our community.

Salma: That sounds fun! Can we help?

Omar: Sure! I want to make a list of jobs and how they help the community.

Youssef: Great idea. I want to be a mechanic.

Salma: Why a mechanic?

Youssef: Because mechanics fix vehicles, and I like fixing things.

Omar: That’s cool! I want to be a water resources engineer.

Salma: What do water resources engineers do?

Omar: They make sure we get clean water in our homes and schools.

Youssef: That’s a very important job!

Salma: I want to be a paramedic. They help people in emergencies.

Omar: That’s a brave job. You’ll help save lives.

Youssef: I also like the job of a traffic officer.

Salma: Me too. They help people cross the road and control cars.

Omar: What about a street cleaner?

Salma: They clean the streets and help keep the city beautiful.

Unit 3 lesson 2 Exercise 2 (P.40)

Mariam: Look at all the garbage near the park. It looks terrible.

Hadi: I know. People throw garbage everywhere. That’s not okay.

Nour: We need to do something. It's bad for the environment.

103
 Mariam: You’re right. We can clean it this weekend. Hadi:

Yes, I can bring some garbage bags.

Nour: I can ask my teacher to let us make posters to hang around the park.

Mariam: That’s a great idea! I’ll write, “Please use the bin.”

Hadi: Can we ask other students to join us?

Nour: Yes, we can. I’m sure our classmates will be able to help too.

Mariam: But there’s another problem — traffic near the school.

Hadi: It’s very noisy and dangerous.

Nour: We can’t cross the road safely in the morning.

Mariam: Maybe we can ask our principal to help.

Hadi: Can she talk to someone about it?

Nour: Yes! She may be able to speak with the traffic officer.

Nour: I think we should make signs that say “Drive Slowly!”

Mariam: Can we give the signs to parents and drivers?

Hadi: Yes, we can, and we should also walk or ride bikes when we can.

Nour: That’s better for our health, too.

Mariam: My little brother can’t ride a bike yet, but he walks.

Hadi: My sister is young, but she’s able to ride with me.

Nour: When we all help, things get better

Unit 4: Lesson 1 Exercise 2 (P.56)

Nour: Hey Omar! Are you working on the history project?

Omar: Yes! I’m reading about materials the ancient Egyptians used. It’s so cool.
They used stone, clay, papyrus, linen, wood, and even gold!

Nour: That’s amazing! I saw a picture of a papyrus scroll in a museum. It’s

unbelievable how long that material could survive.

Omar: I know! And some materials are still used today. Stone is used in modern
buildings—just like they used it for pyramids and temples.

104
Nour: And statues! I love how they carved huge statues from granite. We still
use stone today for sculptures and buildings.
Omar: And linen! It’s made from flax. Ancient Egyptians wore it every day—and
even wrapped mummies in it.
Nour: My grandma has a linen dress. It’s soft, cool, and simple.
Omar: Clay is another interesting one. They made pots, jars, bricks—and small
statues and amulets too!
Nour: Amulets? You mean, like small objects people believed could protect
them?
Omar: Exactly! Some were shaped like animals. They used gold and small
colorful stones to make jewelry.
Nour: These materials are natural, strong, and useful. That’s why they lasted
thousands of years. Ancient Egyptian culture is really fascinating.

Unit 5: lesson 1 Exercise 4 (P.71)

The Grand Egyptian Museum

Egypt is one of the oldest countries in the world. It has pyramids, ancient
temples, strong pharaohs, and amazing stories from history. Each year, tourists
from many countries come to explore the wonders of this unusual land. In Egypt,
history lives in every corner.

One of the newest and most exciting places to visit is the Grand Egyptian
Museum (GEM). Work on the museum took almost 20 years to finish. It stands near
the Pyramids in Giza, the museum was built in this spot so visitors can enjoy both
ancient and modern Egypt in one trip.

Visitors can see statues, golden jewelry, tools, real mummies, and even the
Solar Boat that belonged to King Khufu. The objects are shown in a special way
that tells the story of Egypt from the beginning to the end of the time of the
pharaohs.

At the entrance, there is an information desk where visitors can ask questions
or get help. The museum also uses modern technology, like smart screens and
amazing shows, to help people learn in a fun way.

The Grand Egyptian Museum is not just a building; It is a place where Egypt’s story

105
 Unit 5 Lesson 3 Exercise 4 (P.73)

A long time ago, in a small village along the Nile River, there lived an old man with
his three sons. The old man was a farmer who worked hard growing crops on his
land. The farm was big and gave them plenty of food, but the three sons were
always fighting. They argued about who would water the crops, feed the animals,
and who worked the hardest.

This made their father very worried.

As the old man grew weaker, he became more worried about his sons. “My sons,”
he said, “you should stop fighting and work together. If you all unite, you will be
strong”. The three sons did not listen to their father.

One day, the father called his sons and showed them a bundle of sticks tied
together. He asked each son to break the bundle. Each one tried hard, but they
failed.

Then, the father untied the bundle and gave them single sticks. The sons broke
them easily.

“You see,” said the father, “these sticks are just like you. Together, you are strong.
But alone, you can be broken easily.” The father went on saying, “Unity gives
strength.” From that day on, the sons understood their father’s wisdom. They
stopped fighting and worked together.

106
 Glossary
Category Word Definition

Display Board title The name of a book, story, or display.

Words used to name or describe items in a

Display Board label
picture or diagram.

Display Board paragraph A group of sentences that share a topic.

Display Board character A person or animal in a story.

Display Board setting The time and place where a story happens.

Display Board main idea What a paragraph or story is mostly about.

Display Board details Information that supports the main idea.

Display Board neat Clean and orderly.

Display Board organized Arranged in a clear and tidy way.

Environmental
climate The usual weather in a place.
Responsibility

Environmental
pollution Dirty or harmful things in the air, water, or land.
Responsibility

Environmental
waste Things that are not needed and are thrown away.
Responsibility

Environmental To use things again instead of throwing them

recycle
Responsibility away.

Environmental
reuse To use something more than once.
Responsibility

Environmental
reduce To use less of something.
Responsibility

Environmental
protect To keep something safe from harm.
Responsibility

Environmental
conserve To save or use something carefully.
Responsibility

Environmental Things found in nature like water, trees, and

natural resources
Responsibility sunlight.

Environmental
global warming The Earth getting hotter because of pollution.
Responsibility

107
 Glossary

Geography and Culture continent A large area of land like Africa or Asia.

Geography and Culture desert A dry area with very little rain.

Geography and Culture valley A low area of land between hills or mountains.

Geography and Culture river A large stream of water that flows across land.

Geography and Culture ocean A very large body of salt water.

A high area of land that rises above the land

Geography and Culture mountain
around it.

Geography and Culture island Land that is surrounded by water.

Geography and Culture map A drawing that shows the features of an area.

Geography and Culture landmark A famous or important place or object.

Geography and Culture capital city The main city where the government is.

Health and Wellness fit Being strong and healthy.

Health and Wellness mental health Your emotional and psychological well-being.

Health and Wellness stressed Feeling worried or anxious.

Health and Wellness lungs The organs in your chest that help you breathe.

Health and Wellness muscles The parts of your body that help you move.

A good activity that keeps your body and mind

Health and Wellness healthy habit
well.

Health and Wellness hydrated Having enough water in your body.

Health and Wellness balanced diet Eating a variety of foods to stay healthy.

Health and Wellness sleep Resting to refresh your body and mind.

Health and Wellness exercise Physical activity to stay strong and fit.

Made in Egypt produce To make or grow something.

A type of business that makes things in

Made in Egypt industry
factories.

Made in Egypt factory A place where products are made.

108
 Glossary

Something found in nature that is useful to

Made in Egypt natural resource
people.
man-made An item created by people using natural
Made in Egypt
product resources.

Made in Egypt manufacture To make something using machines in a factory.

A soft, white fiber grown in fields and used to

Made in Egypt cotton
make clothes.

Suffixes farmer A person who grows crops or raises animals.

Suffixes helper A person who gives help.

Suffixes cleaner A person who cleans places or things.

Suffixes baker A person who bakes bread or cakes.

Suffixes builder A person who builds homes or buildings.

Values and Citizenship citizen A person who belongs to a country.

Values and Citizenship responsibility Something you should do.

Values and Citizenship rights Things you are allowed to do or have.

Values and Citizenship respect Being polite and kind to others.

Values and Citizenship honesty Always telling the truth.

Values and Citizenship kindness Being nice and caring.

Values and Citizenship fairness Treating everyone in a just way.

Values and Citizenship cooperate To work together with others.

Values and Citizenship community A group of people living in the same area.

Values and Citizenship volunteer To help others without being paid.

A kind of writing where the writer shares what

Writing opinion writing
they think and why.

Writing fact Something that is true and can be proven.

What someone believes or feels about

Writing opinion
something.

Writing reason A cause or explanation for something.

109
 Glossary

Writing sentence starter A word or phrase that helps begin a sentence.

Writing first Used to begin a list or sequence.

Writing also A word that adds information.

Writing finally Used to end a list or sequence.

Writing Type Term Definition

A story about a real event or experience from

Personal Narrative personal narrative
the writer’s own life.

A point of view where the writer uses "I" to tell

Personal Narrative first person
the story.

The writer’s thoughts and feelings about the

Personal Narrative reflection
experience.

descriptive Writing that uses sensory details to describe a

Descriptive Narrative
writing person, place, or thing.

Words that appeal to the senses to create vivid

Descriptive Narrative imagery
pictures.

Descriptive Narrative setting The time and place in which a story takes place.

A made-up story with characters, setting, and

Fictional Narrative fictional narrative
plot.

Fictional Narrative character A person, animal, or being in a story.

Fictional Narrative plot The sequence of events in a story.

The most exciting or important moment in the

Fictional Narrative climax
story.

Fictional Narrative resolution How the main problem in the story is solved.

A true story about someone’s life, written by

Biography biography
another person.

A sequence of events listed in chronological

Biography timeline
order.

Biography factual details True information used to support a biography.

Writing that provides real facts in a story-like or

Informational Narrative informational text
explanatory format.

110
 Glossary

Informational Narrative purpose The reason the writer is sharing the information.

The sentence that tells what a paragraph is

Informational Narrative topic sentence
about.

Object Perspective personification Giving human qualities to objects or animals.

The perspective from which a story is told (first,

Object Perspective point of view
third, or imaginative).

A creative tone used when pretending an object

Object Perspective imaginative voice
or animal can speak.

Problem-Solution cause The reason something happens in a story.

Problem-Solution effect The result of a cause or event.

Problem-Solution solution How the problem in a story or situation is solved.

Problem-Solution sequence The order in which events or steps happen.

111
 Primary 6 - Term 1
Academic Year: 2025/2026
No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means—electronic, photocopying, recording,
or otherwise—without prior written permission of the
Ministry of Education and Technical Education.
Editorial Note

This work was made through the contributions of a diverse team of professionals with various academic and institutional
backgrounds (including, but not limited to, university professors, teachers, subject matter experts, and specialized
international organizations).

Their contributions spanned multiple phases of the project, including consultation, content development, and quality
enhancement.

Developed and produced with the participation of

the Content Department Team

at Selah El Telmeez Publishing and Printing Company.

Reviewed by:

Prof. Zeinab El-Naggar Prof. Attia El-Sayed

Prof. Nagwa Younis Dr. Mai Kamal

Ms. Amira Awaad

The Central Administration for Curriculum Development:

Ms. Eman Mahmoud Youssef Dr. Amira Fawzy Ahmed

Ms. Rabab Abdelaziz Zidan Dr. Ghada Elsayed Mohammed

General Supervision

Dr. Akram Hassan Mohammed

Assistant to the Minister for Curriculum Development

Supervisor of the Central Administration for Curriculum Development

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