2025/2026 Primary 3

Term 1
‫ بكل الحب إلى‬، ‫'' تهدي وزارة التربي�ة والتعليم والتعليم الفني هذا الكتاب‬
''.‫األطفال 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 :
 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 3 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 3 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
• 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.
 Scope and Sequence
Life Skill(s) and
Unit Vocabulary Language in Use Phonetics Skills
Value(s)

• Present simple • Self-awareness &

(verb to be: I am, Identity
good morning, how are
Unit 1: you/we/they are, • Social Etiquette
you?, see you later, nice • Digraph "wh": /w/
Let’s Learn he/she/it is) • Following Rules &
to meet you, goodbye, what, whale, white
Together! • Present simple Respect
hello, I’m fine, thank you
(daily routines: get • Routine Management
up, go, study) • Empathy & Kindness

father, mother, brother, • Digraph "ph": /f/ • Appreciation of Family

sister, grandmother, • Possessive phone, elephant, graph Roles
Unit 2:
grandfather, aunt, cousin, pronouns (my/his/ • Cultural Awareness
My Family and I
uncle, teacher, doctor, her) • Letter "x" = /gz/ • Gratitude & Recognition
baker, farmer, pilot exam, exit, example • Understanding Work Roles

• Capitalization &
punctuation (., ?)
• Prepositions of • Double‐consonant • Spatial Awareness &
place (in/on/under/ endings: "zz", "ss", "ll" Directional Thinking
house, museum,
Unit 3: next to/between/ buzz, miss, bell, tell • Observation & Safety
supermarket, park,
New Adventures behind/in front of) • Responsibility &
library, train station
• Past‐tense regular verbs • Digraph "ck": /k/ Independence
(walked, played, jumped, duck, neck, truck • Community Awareness
kicked, pushed, clapped,
cleaned, called)

• Past simple • Hard "c": /k/

happy, scared, shy, sad, • Emotional Intelligence
Unit 4: narrative (“He cat, cook, car
excited, angry, tired, • Creativity & Expression
Let’s Tell Stories! went…,” “They • Soft "c": /s/
bored • Problem Solving
saw…”) city, face

• Hard "g": /ɡ/ • Teamwork

• Action verbs for
chores, tidy up, share, gum, go, dog • Helping at Home &
Unit 5: cooperation (help,
care, win, cheer, plant, • Soft "g": /dʒ/giraffe, School.
Together Is Better plan, share, fix,
donate Egypt, page • Volunteerism
agree)
• Planning & Agreement

goal, try • Goal Setting &

step, plan, practice • Three-consonant clusters: Perseverance
Unit 6:
celebrate, success, - "spr", "spl", "scr" • Celebrating Success
Dare to Dream
achieve spring, splash, screen • Supporting Others
• Confidence Building
 Unit Let’s Learn Together!
1

Learning Outcomes
Speaking Listening
• Use common greetings in everyday •Respond appropriately to common
conversations. greetings in a variety of classroom
•Use simple phrases for everyday contexts.
classroom use. •Follow basic classroom instructions
•Describe daily routines using simple during teacher-led activities.
sentences and time expressions.
•Identify simple descriptive sentences
•Use simple sentences to describe about people in short listening texts.
oneself and others.
•Recognize the digraph 'wh' and
•Pronounce the digraph 'wh' in common
related words during structured
English words correctly.
listening tasks.

Reading Writing
•Read simple sentences and short •Write full sentences describing others
dialogs about greetings, describing and daily routines using the present
others, and daily routines. simple tense.
• Interpret phrases related to basic
classroom rules.
 Lesson
1
Greetings and Introductions

Vocabulary

1 , Listen, repeat, and practice

Greetings
Hello!
Good morning!
How are you?
I am fine, thank you.
Nice to meet you.
See you later!
Goodbye!
Introducing Yourself
My name is…
I am…
I am from Egypt.
I am .... years old.
I am in Primary 3.

2 Practice with your friend

Student A: “Good morning, what is your name?”
Student B: “My name is _______. Nice to meet you!”
Switch roles and repeat.
3 Write the correct letter (A–D) in the box next to each phrase
1. Good morning!. A When you check on someone
2. How are you? B When you meet someone new
3. Nice to meet you. C When you say goodbye
4. See you later!. D When you meet in the morning
6
 UNIT 1

Meeting a New Friend

4 Listen, repeat, and act with a friend
Sara: Hello!
Lina: Good morning!
Sara: How are you?
Lina: I am fine, thank you. How are you?
Sara: I’m fine too, thank you. What’s your name?
Lina: My name is Lina. What’s your name?
Sara: My name is Sara.
Lina: How old are you?
Sara: I am 8 years old! I am in Primary 3.
Lina: Nice to meet you, Sara!
Sara: Nice to meet you too, Lina!
Lina: See you later!
Sara: Goodbye!

5 Fill in, draw, and act with a friend

1. Fill in the blanks with your own information.
• Hello! My name is __________.
• I am ______ years old.
• I am in Primary ______.
• Nice to meet you!
2. Draw a picture of yourself and a friend.

3. Practice with a friend. Take turns.

7
Lesson 1
6 Use the words below to complete the dialog

Hello later fine name meet Goodbye morning years

Student A: ____________, my ____________ is Mariam.

Student B: Good ____________, my name is Adam.
Student A: How are you Adam?
Student B: I am ____________, thank you.
Student A: How old are you?
Student B: I am 8 ____________ old.
Student A: Nice to ____________ you.
Student B: See you ____________!

Student A: ____________!

7 Complete the sentences using your own words

a. My name is __________.

b. I'm __________ years old.

c. I'm from __________.

8
 UNIT 1

8 Listen to the dialog and choose the correct response

Hello,Sami.
Hello, Sami.How
Howare
areyou?
you? ________________________

1. See you later! 2. How are you? 3. I’m fine, thank you.

Good morning, Rana! ________________________

1. Good night! 2. Good morning! 3. How do you do?

Nice to meet you, Nada! ________________________

1. Good night! 2. Nice to meet you, too. 3. I’m fine, thank you.

See you later! ________________________

1. Goodbye! 2. Good morning! 3. I’m fine, thank you.

9
 Lesson
2
Classroom Rules
Listening and Speaking

1 , Listen, repeat, and practice

Classroom Phrases
Raise your hand.
Listen carefully.
Sit down.
Be kind.
Keep your classroom clean.
Don’t shout.
May I go to the bathroom?
2 Let's act it out!
Work in pairs. One student shows a classroom action (e.g.,
shouting, cleaning the desk), the other says the rule.
Example
• Student A: shout loudly.
• Student B: “Don’t shout!”
• Student A: run in class.
• Student B: “Sit down!”
Then switch roles!
3 Match the pictures to the correct classroom rule

Be kind.

Listen carefully.

Sit down.

Raise your hand.

Keep your classroom clean.

Don’t shout.

10
 UNIT 1

3 Choose the correct phrase to complete each sentence

1. When the teacher talks, you should________________.
(listen carefully – stand up – write fast)
2. If you want to answer,________________.
(run – raise your hand – close your book)
3. The teacher says, ________________ on page 5.
(open your book – stand up – eat)
4. When class starts, we________________.
(sit down – shout – leave)
5. If you need to use the bathroom, say,________________________?
(can I draw – may I go to the bathroom – is it break time)

4 Read each classroom rule. Think about your behavior in class. Then,
check (✓) the word that shows how well you follow each rule.

Not yet Sometimes Always

What I do

I raise my hand to speak.

I listen carefully when the

teacher speaks.

I am kind to my classmates.

I keep my classroom clean.

I don’t shout in class.

11
Lesson 2

Phonics Focus: Digraph “wh“

1 Listen and say

what when where whale wheel white

2 Listen and write the missing letters, then say the words

a __at b __en c __ere

d __ale e __eel f __ite

3 Reorder the letters to make a word

a thwa b nhwe c ewhre

__________ _______________ _______________

d lhwae e elhwe f ewhit

____________ _______________ _______________

4 Fill in the blanks with the correct words

whale white where what why

1. ______ do you live?

2. I saw a big ______ in the ocean.

3. My shirt is ______.

4. ______ is your name?

5. The teacher asked, “______ are you late?”

12
 UNIT 1
Lesson
3 Describing People
Vocabulary

1 , Listen, repeat, and practice

Describing looks: tall – short – curly hair – straight hair – long hair –
short hair – brown eyes
Describing personality: funny – shy – friendly – helpful – polite

Listening and Speaking

2 Listen, repeat, and practice

• I am funny. I make my friends laugh.
• He is friendly. He says hello to everyone.
• She is helpful when someone needs help.
• My teacher is tall. She can reach the top shelf.
• She has long hair. It looks nice.
• I have brown eyes and curly hair.

13
Lesson 3
3 Draw and write about yourself

Draw a picture of yourself. Then, complete the sentences using the

examples below.

Examples

• I am funny.

• I have curly hair.

My name is _______ . I am _______ and
• I am tall.
_______. I have _____________.

4 Fill in the blanks with the words below

polite kind funny friendly shy

1. My sister is very ______________. She shares her toys.

2. My friend is__________ . He always says "please" and "thank you".

3. My teacher is ________, she always has a smile on her face.

4. The clown is ______________. He makes us laugh.

5. He is ______________ and doesn't like to talk much.

5 Choose the word that best completes the sentence

1. My friend helps me. She is _____________. (kind - funny - friend)
2. He makes me laugh. He is _____________. (funny – angry – quiet)
3. You can reach the top shelf. You are _____. (tall - kind - friendly)
4. She doesn't talk a lot. She is _____. (shy - funny - tall)
5. My teacher smiles. She is _____________. (happy – angry – short)

14
 UNIT 1

6 Choose the suitable word to complete the sentences

kind curly meet helpful tall

a. I have __________ hair.

b. My sister is __________. She is not short.

c. He helps everyone. He is_______.

d. My mother is very __________.

7 Read and complete the text with words from the box

tall curly hair friendly

This is my new friend Laila. She is very __________. She always smiles and
helps others. She has __________ and big brown eyes. She is also very
__________. She can reach the top shelf easily.

8 Let’s practice and play!

Find and circle the words in the crossword puzzle below

Remember: straight lines only!
Words to Find:
K I N D W H A P P Y
happy
E Q W M S Y T S S R
kind
L F U N N Y J H A A
S A D B K L I N D D funny

H B R V I S H Y P C sad

N L P O P Q N B A T shy

15
Lesson 3
Language in Use

Present Simple Tense for Descriptions

We use the present tense to talk about who we are and what
people are like.
Verb «To Be»
Subject Present Tense Example
I am I am happy.
You are You are my friend.
He is He is a student.
She is She is kind.
It is It is a cat.
We are We are ready.
They are They are in class.

Asking Questions
We use questions to learn about our friends.
Examples
• What is your name?
• How are you today?

1 Practice with your friend

A: What is your name? B: My name is Sara.
A: How are you today? B: I am fine, thank you!
2 Circle the correct word to complete the sentence
1. He (am – is – are) my brother.
2. I (is – are – am) eight years old.
3. We (am – is – are) in the classroom.
4. She (are – am – is) my mom.
5. You (is – are – am) very kind.
16
 UNIT 1

3 Fill in the blanks with “am”, “is”, or “are”

1. I _________ a student.

2. She _________ my sister.

3. They __________ my friends.

4. He _________ in the kitchen.

4 Describe yourself and a friend using the examples below

1. Describe yourself using adjectives:

“I am tall and friendly.”
“I have curly hair and I am funny.”
2. Describe your friend:
“My friend is short and has long hair.”
Share your description with the class.

Reading for Understanding

This is my friend Mona. She is very friendly, kind, and funny.

She always tells jokes and helps her friends. Mona has long
black hair and brown eyes. Everyone likes to play with her.

5 Read and answer the questions

1. What color is Mona's hair? _______________________________

2. What kind of person is Mona? ____________________________
3. Who likes to play with Mona? _____________________________
4. What does Mona always do? ___________________________
17
Lesson 3
6 Choose the correct answer

1. Mona has
a. short brown hair and blue eyes.
b. long black hair and brown eyes.
c. curly red hair and green eyes.

2. People like Mona because she is_______.

a. tall
b. pretty
c. kind

3. It is good to ____________your friends when in need.

a. tell jokes
b. help
c. play

7 Reorder the words to make correct sentences

1. Egyptian. – I – am ________________________________________
2. my – are – You – friend. _____________________________________
3. brown – eyes. – have – They ________________________________
4. is – He – Egypt. – from ____________________________________
5. brown – have – hair. – I __________________________________

18
 Lesson
4 Daily Routines

Vocabulary

1 Listen, repeat, and say

wake up brush my teeth get dressed make my bed

brush my hair have breakfast go to school do my homework

2 Match the words to the pictures

sleep

play

read

go to school

wake up

write

eat

watch TV

19
Lesson 4
3 Look, read, and say

I brush my teeth. I go to school at 8 a.m.

I do my homework. I have breakfast.

I make my bed. I wake up at 7 a.m.

20
 UNIT 1

4 Look, read, and order

Daily Routines

wake up eat breakfast

do homework watch TV

sleep go to school

read play

21
Lesson 4

Reading and Writing

1 Read about a student's daily routine. Then, answer the

questions below

Hello, I am Amir. Every day, I wake up at 6 a.m.

I brush my teeth and get dressed. After I have
breakfast, I go to school. I learn and play with
my friends. After school, I go home and do my
homework.

a. What time does Amir wake up? ________________________________

b. What does Amir do after breakfast? _____________________________

c. Where does Amir go after school? ______________________________

2 Write 3-4 sentences using the words below

every day – wake up – eat breakfast – study – play

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

22
 UNIT 1

Language Focus

Present Simple Tense for Routines

Examples

• I wake up at 7 a.m.

• He goes to school at 8 a.m.

• We brush our teeth in the morning.

• She does her homework every day.

• I make my bed when I wake up.

Subject Present Tense Example

I play I play football.
You play You play with your friends.
He plays He plays in the park.
She plays She plays the piano.
It plays It plays in the garden.
We play We play a game together.
They play They play after school.

• Add “-s” to the verb when using he, she, or it.

• If the verb ends in ch, sh, x, ss, or o, add –es with he / she / it.
• If a verb ends in a consonant + y, change the y to i and add
–es with he / she / it.
• If the verb ends in a vowel + y, add -s. with he / she / it.

23
Lesson 4
7 Read and complete with the words below

bed brush school wake homework

a. I __________ up in the morning.

b. I go to __________ every day.
c. I __________ my teeth when I wake up.
b. I do my __________ after school.
e. I make my __________ to keep it tidy.

8 Fill in the blanks with the words below

my breakfast go to school do my homework wake up

Ali: What time do you ______________?

Lina: At 6:30 a.m. Then, I eat __________ and __________.

Ali: What do you do after school?

Lina: I __________, and go to sleep.

9 Circle the correct form of the verb

a. He (play - plays) football.

b. I (brush - brushes) my teeth.

c. They (go - goes) to school every day.

b. She (wake - wakes) up at 7 a.m.

e. We (study- studies) hard at school.

24
 UNIT 1

Listening and Speaking

1 Read and circle the correct word

a. I wake / wakes up at 7 a.m.

b. Mariam brush / brushes her teeth every morning.
c. Hany and I go / goes to school by bus.
b. Judy eat / eats breakfast at 8 o'clock.
e. They watch / watches TV in the evening.

2 Ask and answer

a. What time do you wake up?

I wake up at 7 a.m.
b. What do you eat for breakfast?
___________________________________________________
c. What do you do after school?
___________________________________________________

Reading and Writing

1 Read, ask, and answer

My name is Sara. I eat breakfast and then I go to school. I am

tall and I have long brown hair.

1. What’s her name?___________________________________________

25
Lesson 4
2. What does she do after breakfast?_____________________________
3. Is she tall or short?____________________________________________
4. Does she have long brown hair?_______________________________

2 Write your daily routine (4-5 sentences) using the present simple

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

Self-Assessment

Not yet Sometimes Always

What I Learned

I can greet others using

different expressions.
I can understand and follow
classroom rules.
I can describe my own and
others' looks and personality
politely.
I can talk about my daily
routine.
I can use the present
simple tense to talk about
routines.

26
 UNIT 2

Unit My Family and I

2

Learning Outcomes
Speaking Listening
•Introduce family members and their jobs •Identify family members.
using possessive pronouns. •Recognize celebrations and
•Discuss celebrations and family traditions.
traditions. •Recognize and identify different jobs.
•Use simple sentences to describe how •Recognize the /f/ and /gz/ sounds in
family helps one to grow. common English words.
•Pronounce the /f/ and /gz/ sounds in
common English words correctly.
Reading Writing
• Read simple sentences about family •Label family members, celebrations,
members and their jobs. and jobs.
•Read descriptive sentences about •Write simple sentences about family
celebrations and traditions. using possessive pronouns.
•Read sentences describing how family
helps one to grow. 27
 Lesson
1
Meet My Family

Vocabulary

1 Listen, repeat, and practice

Family Members

This is my family.

father
mother grandfather uncle
aunt
grandmother

sister

cousin

brother cousin

28
 UNIT 2

2 Match each word with its correct picture

grandmother sister father mother grandfather

3 Write the correct word

sister father grandmother

__________________

__________________

__________________

29
Lesson 1
Language in Use

Possessive Pronouns

my/ her /his

My mother is a teacher. His brother is a student.

My bag is heavy. His T-shirt is blue.

Her cat is friendly. Her baby sister is cute.

4 Fill in the blanks

My His Her

a. Amira has a kite. ________ kite is flying high.

b. I have a balloon. ________ balloon is yellow.

c. Nader has a book. ________ book is new.

d. I have a pet. ________ pet is a rabbit.

30
 UNIT 2

5 Fill in the blanks

his her my

a. This is ________ bag. I take it to school.

b. That is Adam. ________ book is blue.
c. Sara loves drawing. ________ pictures are nice.
d. Dina has a cat. ________ cat is cute.
e. This is Laila. ________ dress is pink.

6 Reorder the words to form sentences

a. name - Ahmed - His - is
_______________________________________________.
b. is – sister – kind – My
_______________________________________________.
c. uncle – is – My – a – police officer
_______________________________________________.
d. car - His - black - is
_______________________________________________.
e. cousin – tall – is – Her
_______________________________________________.

7 Fill in the blanks

father - grandfather - cousin - mother
a. My ______________ is old.
b. My ______________ and ______________ cook dinner.

c. I love to play with my ______________.

31
 Lesson
2
Family Traditions and
Celebrations

Vocabulary

1 Discuss your favorite celebration with your teacher

Eid Al-Fitr Sham El-Nessim

Mother's Day 6th of October

32
 UNIT 2

2 Listen and discuss

My favorite celebration is 6th of I love Sham El-Nessim as we go to
October. It reminds us how brave the garden all day, play, and eat
the Egyptian soldiers are. salted fish.

3 Draw your favorite celebration

4 Look at the pictures and write the celebrations

_______________

_______________

33
Lesson 2
5 Write the correct answer

Sham El-Nessim - Mother's Day - Eid Al-Fitr - 6th of October

_______________

_______________

_______________

_______________

6 Write 3-4 sentences about your favorite celebration

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

34
 UNIT 2

Phonics Focus: Letter "x" = /gz/ sound

1 Listen and say

exam exit example exercise examine exist

2 Fill in the missing letter

1. e _ a m 2. e_ample 3. e _ i t 4. e_ercise
2.

3 Reorder the letters to form a word

1. x e a m _______________ 2. x i e t _______________

4 Let’s play and learn!

Riddles

I start with E and have an X, I'm where you leave - take a guess!

What am I? -------------------"

"I ask you questions, big and small.

You have to answer them all!

What am I? --------------------"

5 Read the sentences and circle the words with the sound /gz/
1. I have an exam today. 2. I see the exit sign.
3. She ran to the exit. 4. The exam was easy.

35
 Lesson
3
My Family Helps Me Grow

Vocabulary

1 Talk about how your family helps you grow

My father takes me to My mother cooks us

school. food every day.

My brother helps me do My grandmother

my homework. reads me a story.

36
 UNIT 2

2 Read and answer the following questions

Hello I’m Nour. I love my family. My father and

mother take me to school. They also cook
me lunch. My brother plays with me. I love my
family. They help me grow.
A

a. Nour’s _______________ plays with her.

b. Nour’s _________ and _________ take her to school.

c. Nour loves her _______________ .

3 Write 3-4 sentences about how your family helps you

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

Present what you have written to your classmates.

37
Lesson 3

Phonics Focus: Digraph "ph" : /f/ Sound

1 Listen and say

phone photo elephant graph alphabet

2 Listen and fill in the missing letters

Use the "ph" sound to complete the words:

1. __ o n e 2. __ o t o 3. e l e __ a n t

4. g r a __ 5. a l __ a b e t

3 Reorder the letters to form a word

1. o p h n e 2. h g a p r 3. h p o o t
_______________ _______________ _______________
4. a h e l p t n e 5. p h h a l e b t
_______________ _______________

4 Let’s Play and Learn!

Riddles

"You press a button, I make a sound,

A memory saved, forever found.
What am I? _______________"
"I help you call your friend today,
Even if they're far away.
What am I? _______________"

38
Lesson
4
Jobs in My Family

Vocabulary

farmer doctor teacher

baker pilot

39
Lesson 4
1 Discuss your family's jobs with your friends

My aunt works as a doctor. My father is a teacher.

She helps patients. He works at a school.

My uncle bakes delicious My mother is a pilot. She

bread. He is a baker. travels around the world.

2 Write 3-4 sentences about what you want to be when you

grow up

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

Present what you have written to your classmates.

40
 UNIT 2

3 Look, read, and match

doctor

teacher

baker

farmer

pilot

4 Listen, write, and say

I am a ________ She is a ________ He is a ________

He is a ________ I am a ________

41
Lesson 4
5 Complete the sentences

a. My mother is a _______________ .
b. My father is a _______________ .
c. My uncle is a _______________ .
d. My aunt is a _______________ .
6 Reorder the words to form sentences

1. cousin - My - a - doctor - is _______________________________ .

2. grandfather - His - farmer - is - a _______________________________ .
3. She - teacher - is - a _______________________________ .
4. wants - He - be - a - to - doctor _______________________________ .

Self-Assessment

Not yet Sometimes Always

What I Learned

I can name different family

members.
I can describe how we
celebrate special days.
I can talk about how my
family supports me.
I can name different jobs.
I can use possessive pronouns
correctly in sentences.

42
 Unit New Adventures
3

Learning Outcomes
Speaking Listening
•Name and describe places and •Identify places and landmarks in
landmarks. Egypt.
•Describe places of items using •Recognize prepositions of place.
prepositions of place. •Recognize double consonant
•Pronounce correctly double consonant endings.
endings.
•Pronounce the digraph 'ck' in common
English words correctly.

Reading Writing
•Read short paragraphs about local •Label places and landmarks.
places and landmarks. •Write simple sentences using the
•Read short paragraphs that includes past tense and correct punctuation.
past tense and prepositions.
•Read words with double consonant
endings and /k/ sound.
 Lesson
1
Places Around Me

Vocabulary

1 Listen, repeat, and practice

1 2

house library

3 4

supermarket park

44
 UNIT 3

5 6

train station museum

2 Look, listen, and number the picture

45
Lesson 1
3 Look, read, and write

house park supermarket library train station museum

A B

C D

E F

1. Where do you buy food? supermarket

__________________

2. Where do you read books? __________________

3. Where do you play with friends? __________________

4. Where do you live? __________________

46
 UNIT 3

Reading and Writing

Youssef's Busy Day

Youssef left his house early in the morning. First, he went to the library to read a

book. Then, he and his mom went shopping at the supermarket. They passed

the train station and saw a big train. After lunch, they visited the museum. In

the afternoon, they played at the park. What a fun and busy day!

47
Lesson 1
1 Read the text again, and answer the following questions
1. Where did Youssef go first?
a) park
b) library
c) museum

2. Who did Youssef go to the supermarket with?

a) his teacher
b) his friend
c) his mom

3. What did Youssef see at the train station?

a) a bus
b) a train
c) a boat

4. Where did Youssef go after lunch?

a) museum
b) park
c) supermarket

5. Was Youssef’s day busy or boring?

________________________________________________________

48
 UNIT 3

Phonics Focus: Double Consonant Endings

If a short word has a short vowel sound, and it ends with (F, L, S, or Z),

we often write two of those letters (double consonants).

Examples:

ff: cuff, off, staff ll: bell, pull, tell

ss: grass, less, miss zz: buzz, fuzz, jazz,

1 Circle the double consonants

a. b u z z b. g r a s s c. o f f d. w e l l

2 Listen and fill in the missing letters

a. bu __ __ b. te __ __ c. mi __ __ d. be __ __

3 Sort and write

buzz less tell fuzz class well

zz ______ ______ ss ______ ______ ll ______ ______

49
 Lesson
2
Egypt's Landmarks

Listening and Speaking

1 Listen, repeat, and practice

Cairo Tower Alexandria Library Pyramids

Cairo Tower Alexandria Library The Pyramids of Giza

2 Reorder and write the words to make sentences

1. the / visited / We / Pyramids of Giza.

_________________________________________________.

2. books / read / Alexandria / at / Library. / the / I

_________________________________________________.

3. Cairo / visited / the / They / Tower / yesterday.

_________________________________________________.

50
 UNIT 3

Reading and Writing

Laila’s Holiday Adventure

Laila visited the Cairo Tower with her family. They took pictures and saw the
whole city. Next, they explored the great Pyramids of Giza. Laila loved the
camels! Then, they traveled to Alexandria. At the Alexandria Library, she
read fun books. It was the best holiday she ever had!.

51
Lesson 2
3 Read again and answer the following questions

1. Where did Laila go first?

a. Alexandria Library
b. The Pyramids
c. Cairo Tower
2. Who did Laila go with?
a. her teacher
b. her friends
c. her family
3. What did Laila see at the Pyramids?
a. horses
b. camels
c. cars
4. What did she do at the Alexandria Library?
a. wrote a story
b. drew pictures
c. read books
5. How did Laila feel about her holiday?

________________________________________________________

52
 UNIT 3

Phonics Focus: Digraph "ck"=/k/ Sound

"ck" refers to a spelling rule for the /k/ sound, especially at the end of words.

The letters "ck" together make one /k/ sound (like in "cat" or "kite").

/ck/ sounds like k

Examples:

duck sock back neck truck

4 Fill in the missing letters

a. du _ _ b. so _ _ c. ba _ _ d. ne _ _ e. tru _ _

5 Rearrange the letters to make a word

a. u c k d b. k o s c c. b k a c d. k n e c e. t k c u r

________ ________ ________ ________ ________

6 Circle the words that have the /k/ sound

a. rain – duck – pen

b. dog – broke – stick

c. man – sing – pack

d. line – log – lock

53
Lesson 2
Punctuation Tips

• We use capital letters at the beginning of the sentence.

Example: The Pyramids of Giza were built a long time ago in Egypt.
• We use periods at the end of sentences, and question marks
at the end of questions.
Examples: - The Nile River is the longest river in the world.
- When was the Grand Egyptian Museum built?

7 Add a "period" or "question mark" to the sentences below

a. Do you like going to the amusement park ___

b. We went to the supermarket yesterday ___

c. Where is the nearest hospital ___

d. I saw the Pyramids with my family ___

e. Did you visit the Cairo Tower last year ___

8 Rewrite the sentences using the correct punctuation

a. we went to the amusement park

_____________________________________________

b. my house is next to the hospital

_____________________________________________

c. cairo tower is very tall

_____________________________________________

d. is the shopping mall open today

_____________________________________________

e. we walked to the supermarket after school

_____________________________________________
54
Lesson
3 Map It Out

Language in Use

Prepositions of Place

They are words that tell you where something is found.

A B C

on the box under the box behind the box

between the boxes

E F

in front of the box in the box

55
Lesson 3
Samy and the Toy Car
1 Read then circle the prepositions of place in the story

One day, Samy was playing in his room when his toy car rolled under the
couch. He looked for it behind the curtain and in front of the TV, but it was
gone. Then, he checked between the two chairs. Samy found the car but
it was stuck. His sister came to help. She used a stick to pull it out from
under the couch. Samy was so happy! He put the toy car on the table
and smiled.
56
 UNIT 3

2 Draw a picture of a ball under a table and another

picture of a ball on the table

57
 Lesson
4
A School Trip to the Zoo

Last Monday, Grade Three students went on a trip to the zoo. They went
by bus. At the zoo, they saw lions, monkeys, and elephants. The ticket was
20 pounds. For lunch, they ate sandwiches and chips. They drank juice
and water. Everyone had a good day!

58
 UNIT 3

1 Read and answer the questions

1. Where did the class go?

a. The park
b. The zoo
c. The museum

2. How did they go to the zoo?

a. By car
b. By train
c. By bus

3. What animals did they see?

a. Cats and dogs
b. Lions, monkeys, and elephants
c. Fish and birds

4. How much was the ticket?

a. 10 pounds
b. 20 pounds
c. 50 pounds

5. What did they eat and drink?

________________________________________________________

________________________________________________________

59
Lesson 4
Language in Use

Past Simple Tense

We use the past tense to talk about something that happened.
• For most verbs, we just add -ed to the end of the verb.

Examples: play played walk walked

• For verbs ending in -e, we add -d.

Examples: live lived prepare prepared

Listen and repeat.

Base Verb Past Tense Base Verb Past Tense

jump jumped smile smiled
climb climbed close closed
walk walked dance danced
play played like liked

2 Write one sentence using a past tense action

Example: I helped my friend.

______________________________________________________

______________________________________________________

60
 UNIT 3

3 Read and choose the correct verb in the past simple tense

a. We (cleaned - clean) our hands before eating.

b. I (walk - walked) to school yesterday.

c. I (play - played) with my friend after school.

d. My grandma (bakes - baked) a cake.

e. My cousin (lived - lives) in Aswan two years ago.

61
Lesson 4

Self-Assessment

Not yet Sometimes Always

What I Learned

I can name different local

places.
I can name and describe
different landmarks.
I can use prepositions (in,
on, under) to describe
where things are.
I can talk about places I
visited using the past tense.
I can write sentences using
correct punctuation.

62
 Review 1

Let's Review Units 1, 2, and 3

1 Complete the following sentences

(Goodbye - cousin - farmer - museum - pilot)

a. I like to play with my ______________ . He can run fast.
b. We went on a school trip to the ______________ .
c. A ______________ flies the airplane.
d. ______________, see you tomorrow!
e. The ______________ grows vegetables.

2 Circle the odd one

a. Hello - Goodbye - Sister - Good morning
b. Mother - Brother - Uncle - Hospital
c. Pilot - House - Teacher - Baker
d. Thank you - Park - Supermarket - Library

3 Complete the sentences

(walked - is - eats - my - are - her - played - drives)

a. He ______________ a pilot.
b. They ______________ to the garden yesterday.
c. He ______________ lunch at 1 o'clock every day.
d. I brush ______________ teeth every morning.
e. The girl is playing with ______________ doll.
f. You ______________ a good friend.
g. Yesterday, we ______________ football after school.

h. My father ______________ the car.

63
 Review
4 Choose the correct sentence

1. a. My name is Salma.

b. Name my is Salma.

2. a. Is supermarket house near my.

b. The supermarket is near my house.

3. a. She kind is.

b. She is kind.

4. a. I cousin with my play.

b. I play with my cousin.

5 Rearrange the letters to form a word

1- o p n e ______________ 2- i t e x ______________

3- o c s k ______________ 4- l e b l ______________

5- i t w h e ______________ 6- h a r g p ______________

7- u z b z ______________ 8- e h e w l ______________

6 Fill in the missing letters

( wh - ph - x - ss - ck )

1- ___ oto 2- ___ ale

3- e ___ am 4- tru ___

5- al ___abet 6- mi ___

64
 Review 1

7 Fill in the blanks

( duck - elephant - What - exam)

a. ______________ is your name?

b. The ______________ lives in a pond.

c. I have an ______________ tomorrow at school.

d. We can see the ______________ at the zoo.

8 Circle the correct preposition

1. The book is ( on - in ) the table.
2. The cat is (between - under) the chair.
3. The ball is ( in - between ) the box.
4. The bag is (next to - between) the desk.

9 Write 3-4 sentences about a landmark you visited in Egypt

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

65
 Review
10 Let's practice sentences
a. Write a sentence using the present tense
_________________________________________
b. Write a sentence using the past tense.
_________________________________________
c. Write a sentence using an adjective.
_________________________________________
11 Choose the correct word
(worried - polite - helpful - happy - sad)
a. You can’t find your bag. _______________
b. You laugh and smile. _______________
c. You carry books for a friend. _______________
d. You say “please” and “thank you.” _______________
e. Your ice cream falls. _______________
12 Match the word to the action
Action Word
You help your little brother tie his shoes. a. Kind
You retry after making a mistake. b. Clean
You share your pencils with a classmate. c. Try again
You listen quietly when someone is talking. d. Polite
You clean your table after lunch. e. Helpful
13 Complete the sentences
(happy - rock - stuck - helped - found)
a. Salma saw her hat near a ___________.
b. Aziz __________ Ahmed in the garden.
c. Ali __________ a stick under the couch.
d. The toy car was __________ under the couch.

e. Salma was __________ when she found her hat.

66
 Unit Let's Tell Stories!
4

Learning Outcomes
Speaking Listening
•Express emotions and respond to •Identify different emotions in listening
questions using complete sentences. tasks.
•Retell key events from short stories in •Recall events from the short stories
correct sequence.
•Pronounce hard and soft "c" sounds
correctly.

Reading Writing
• Understand simple sentences •Write simple sentences expressing
expressing emotions. emotions.
•Write simple sentences using the
past tense and correct punctuation.
 Lesson
1
How We Feel

Vocabulary

1 Listen, repeat, and practice

Our Emotions

happy sad

excited angry

‫طفل مستمتعني‬ ‫طفل غضبان‬

68
 UNIT 4

shy tired

‫طفل مرهق‬

bored scared

2 Ask and answer in pairs

I feel so happy!
How do you feel?

How do you feel when you play with your friends?

69
Lesson 1
3 Read the story and find linking words

Adam and Omar in the Garden

Adam and Omar were playing in the garden when they heard a cat cry.
Then, they quickly followed the sound, and soon they saw the cat stuck in
a fence. Because the hole was small, Adam held the fence while Omar
carefully pulled the cat out. Finally, the cat jumped free and licked their
hands.Since they worked as a team, they saved the cat. They felt happy
and proud.
Tip

Write the linking words you found: Linking words make

the story clear and
a. _______________
easy to follow.
b. _______________ First, Then,
After that, Finally

70
 UNIT 4

Language in Use

Past Simple Tense

We use the past tense to talk about something that happened.

• Irregular verbs are special words! They DO NOT add -ed to

make the past tense. Their past tense form is different.

Examples: go went eat ate

She went to the park.

Listen and repeat.

Base Verb Past Tense Base Verb Past Tense

is was see saw
are were come came
do did have had

4 Circle the correct verb in the past

1. Adam and Omar (are - were) playing in the park.
2. They (saw - see) a cat in trouble.
3. The cat (jumped - jump) free.
4. Omar (pull - pulled) the cat out.
5. Both boys (felt - feel) proud.
5 Describe how the two boys felt
They were ________________ and ________________.

71
Lesson 1
1 Read the story again and answer the questions

a. Where did Adam and Omar go?

____________________________________________________________

____________________________________________________________

b. What was the problem?

____________________________________________________________

____________________________________________________________

c. How did they solve it?

____________________________________________________________

____________________________________________________________

2 Add a period or question mark to the sentences below

a. Do you like going to the amusement park ___

b. We went to the supermarket yesterday ___

c. Where is the nearest hospital ___

d. I saw the Pyramids with my family ___

e. Did you visit the Cairo Tower last year ___

72
 UNIT 4

Phonics Focus: : Hard "c"= /k/ sound

"c" makes a hard /k/ sound when it is followed by (a,o or u) or at the

end of a word as "ck".

Examples: cat, came, cold, carry

3 Read and circle words with /k/ sound

Adam and Omar were playing in the park when they

heard a cat cry. Then, they quickly followed the sound,

and soon they saw the cat stuck in a fence. Because the

hole was small, Adam held the fence while Omar carefully

pulled the cat out. Finally, the cat jumped free and licked

their hands. Since they worked as a team, they saved the

cat, they felt happy and proud.

4 Listen and fill in the missing letters

a. _ at b. _ ry c. li_ked d. _ arefully

5 Rearrange the letters to make a word

a. t a c _______________ b. y c r _______________

c. s c k t u _______________ d. i k c l d e _______________

73
 Lesson
2
A Helping Hand

Reading and Writing

1 Read the following story

One sunny day, Sara went to the park because she was bored. She drew
a picture with her pencil. She was happy and smiled at her friend. Then she fell
and hurt her knee. Sara felt sad and scared. Her friend helped her stand up.
Sara said, “Thank you”, and smiled again. Now she was tired, but she felt better.

Past Simple Tense

Sara went to the park. Remember

go went
She drew a picture.
draw drew
She fell and hurt her knee. fall fell
Her friend helped her. help helped

74
 UNIT 4

2 Circle the past tense verb

a. Sara (go – went) to the park.

b. She (draw – drew) a picture.

c. She (fall – fell) and hurt her knee.

d. Her friend (help – helped) her.

3 Circle the correct word to complete the sentence

a. Sara (cried – smiled) at her friend’s nice face.

b. She (felt – feel) sad when she fell.

c. She (feel – felt ) better after her friend helped her.

4 Complete using: then, but, and Note

WE USE:
a. Sara played on the swings. ______ she fell.
Then: to talk about what
happens next.
b. She was hurt, ______ her friend helped her.
But: to talk about
something different.
c. Her friend helped, ______ Sara felt better.
And: to add more or join.

5 Rewrite each sentence with capital letters and a period

a. one sunny day, sara went to the city park

_____________________________________________

b. she drew a picture with her pencil

_____________________________________________

c. she smiled at her friend’s nice face

_____________________________________________

75
Lesson 2

Phonics Focus: : Soft "c" = /s/ sound

"c" makes the soft /s/ sound when followed by (e,i, or y)

Example: face - nice

1 Fill in the missing letter

a. _ i t y b. _ a c e

c. _ i c e d. _ e n c i l

2 Rearrange the letters to make a word

a. y t i c ________________ b. e f a c _________________

c. c i e n _______________ d. l i c n e p _______________

3 Look at the list of words below, and:

a. Circle the words where "c" makes the /s/ sound.

b. Underline the words where "c" makes the /k/ sound.

c. Then, sort the words into the correct box.

Word List: cat – city – ice – cold – pencil – coat – nice – face – cup – cent

Soft "c" Sound /s/ Hard "c" Sound /k/

76
 UNIT 4

4 Listen and read the following short story to the class

One sunny day, Sara went to the park with her friend. She

played on the swings. Then, she fell and hurt her knee. Her

friend helped her. Sara smiled.

5 Read and answer

a. What did Sara feel when she fell?

_________________________________________________________

b. How did Sara feel after her friend helped her?

_________________________________________________________

6 Ask and answer in pairs

I was excited when I went to the zoo.

I felt scared when I watched a scary movie.

77
 Lesson
3
A Big Win
1 Read and underline the emotions in the story

Omar was nervous before his first football match. When the match started,
he was worried about making mistakes. But after he scored a goal, Omar
felt proud of himself. He was happy when his team won the game.

2 Read again and write the past tense verbs in the story
_____________________________________________________________
_____________________________________________________________

3 Write one sentence to express your feelings

Example: “I felt happy when I received a gift”

____________________________________________________

____________________________________________________

78
 UNIT 4

4 Choose the corret verb in the past simple tense

a. Omar (is – was) nervous before the match.
b. He (start – started) playing.
c. He (score – scored) a goal.
d. He (feel – felt) proud.
e. His team (win – won) the game.

5 Choose the correct word

a. Omar was (nervous – happy) before the match.
b. He was (worried – excited) about making mistakes.
c. He (felt – feel) proud after scoring a goal.
d. He was (sad – happy) when his team won.

6 Fill in the missing linking word

(when - but - after)
a. Omar was nervous ______ the match started.
b. ______ he scored a goal, he felt proud.
c. He was worried, ______ he didn’t stop.

7 Write each sentence with correct capital letters and punctuation

a. omar was nervous before his first football match
_____________________________________________
b. when the match started, he was worried about making mistakes
_____________________________________________
c. he scored a goal and felt proud
____________________________________________
d. he was happy when his team won the game
_____________________________________________

79
Lesson 3

My Feelings

Draw a small picture of yourself feeling happy, sad, scared, angry,

or tired then write a sentence about your feelings.

For example: I felt excited.

Now write a sentence using the past tense.

Example: I felt happy when I saw my friend.

___________________________________________________________

80
 UNIT 4

Self-Assessment

Not yet Sometimes Always

What I Learned

I can name and describe

different emotions.

I can describe how I feel

and how others feel.

I can describe past events

using past simple tense.

I can read short stories.

81
 Unit Together Is Better
5

Learning Outcomes
Speaking Listening
•Retell events from the short stories and •Identify different chores and
dialogs. teamwork actions.
•Pronounce words with hard and soft "g" •Recognize different action verbs.
sounds correctly.
Reading Writing
•Read short stories and dialogs that •Write simple sentences about
include teamwork expressions, action teamwork and how to help.
verbs, and words with hard and soft "g" •Write simple sentences using action
sounds. verbs and correct punctuation.
 Lesson
1
Teamwork & Chores

Vocabulary

1 Listen, repeat, and say

1 2

clean tidy up the bed

3 4

share care

83
Lesson 1
5 6

win cheer

7 8

plant donate

2 Read and number the sentences

8 Ahmed donates clothes.

The boys win the football match.
Lina hugs her friend because she cares.
The boys cheer for Omar in his football match.
Sara shares food with her sister.
You should tidy up your bed.
84
 UNIT 5

Listening and Speaking

Having Fun

Mona and Karim are at home. Their mother asks them to do some
chores. First, they tidy up the living room. Then, they clean the table
and the floor. Mona and Karim work together and share the chores.
They are happy to help. Finally, the house looks clean. Their mother
smiles and says, “Good job, team!”

85
Lesson 1
1 Choose the correct answer

1. Who are the two children in the story?

a. Ali and Sara
b. Mona and Karim
c. Omar and Leila

2. What does their mother ask them to do?

a. Go shopping
b. Watch TV
c. Do some chores

3. What do they tidy up first?

a. The kitchen
b. The bedroom
c. The living room

4. How do Mona and Karim do the chores?

a. They take turns.
b. They work together.
c. They do nothing.

5. What does their mother say at the end?

a. “Try again!”
b. “Good job, team!”
c. “It’s still messy!”

2 Write a sentence about helping at home

Example: I wash the dishes.
_____________________________________________________________
_____________________________________________________________

86
 Lesson
2
Teamwork at School

Listening and Speaking

Omar, Youssef, and Ziad went to the park.

There were green plants everywhere. They
saw a big puddle. It was too big to jump
over. Omar found a piece of wood. Youssef
and Ziad helped him make a good bridge.
They crossed over the bridge and played.
A dog came by and wagged its tail. They

were happy.

Phonics Focus: : Hard "g" = /g/ sound

"g" has a hard sound when followed by: (a,o, or u) or at the end of a word.

Example: game - dog

1 Listen and fill in the missing letter

1. _ u m 2. d o _ 3. _ o o d

4. _ r e e n 5. b i _

2 Rearrange the letters to make a word

1. m g u ________ 2. g d o ________ 3. o g o d ________

4. g n e e r _________ 5. g i b ________
87
Lesson 2
Reading and Writing

1 Read and underline the problem and solution in the story

We Share, We Care

Salma and Youssef had a project at school. At first, they couldn't

agree on what to do. Then, they started to share ideas. Salma

wrote, and Youssef drew. When Salma felt tired, Youssef helped her.

They showed care and worked well together. Finally, they finished

the project. Their teacher was happy and said, “Good job!”
88
 UNIT 5

Language in Use

Action Verbs

Action verbs are words that show what someone does. They

tell us about an action.

Example:

• Salma helps Youssef with the project.

• They solve the problem together.

• Youssef finds a good idea.

• They work as a team.

• They plan their project first.

• Salma fixes the poster.

• They agree on what to do.

2 Choose the correct verb from the brackets

1. The students (answer – help) the questions together.

2. Omar (helps – fixes) his friend with homework.

3. They (fix – plan) the broken chair in class.

4. We (plan – find) the trip before the school holiday.

5. Mariam (finds – agrees) abook in the library.

89
Lesson 2
3 Write a sentence using an action verb

Example: I help my mother with chores at home.

__________________________________________________________________

4 Write one sentence about how Salma and Youssef worked

together

Example: Salma and Youssef worked together and shared ideas.

My sentence: _________________________________________
______________________________________________________

5 Rewrite each sentence with correct Tip

capital letters and punctuation

We use capital letters
a. salma and youssef had a project at school
at the beginning of the
_____________________________________ sentence.
b. at first they didn’t agree We use periods at the
_____________________________________ end of the sentence, or
c. then they started to share ideas question marks at the
end of the questions.
_____________________________________
We put a comma (,)
d. salma wrote and youssef drew
after (Then - First - Finally)
_____________________________________
e. they showed care and worked well together
_____________________________________

90
 Lesson
3
Teamwork in Sports

1 Read the story and circle the action verbs

We win together!

Omar and his friends played football at school. At first, they all wanted

to score. Then, their coach said, “Work as a team!” They started to

pass the ball and help each other. Omar passed to Karim, and Karim

scored. Everyone cheered. They didn’t win alone — they won together.

Teamwork made the game fun and fair.

91
Lesson 3
2 Answer the questions

a. Who played football at school?

_____________________________________________

b. What did the coach tell the team to do?

_____________________________________________

c. Who scored the goal?

_____________________________________________

d. How did the team feel after the goal?

_____________________________________________

3 Rewrite each sentence with the correct capital letters and

punctuation

a. omar and his friends played football at school

_____________________________________________

b. they all wanted to score

_____________________________________________
c. everyone cheered when karim scored
_____________________________________________

4 Put the sentences in the correct order

___ They started to pass the ball and help each other.

___ Omar passed to Karim, and Karim scored.

___ Omar and his friends played football at school.

___ Their coach said, “Work as a team!”

92
 UNIT 5

Phonics Focus: : Soft "g" = /d / sound

"g" usually makes a soft sound /d / when it is followed by (e,i, or y)

Examples: giraffe, Egypt, page, huge

1 Listen and fill in the missing letter

1. _ i r a f f e 2. E _ y p t 3. p a _ e 4. h u _ e

2 Rearrange the letters to make a word

1. f f a g i r e _____________ 2. t p y e g _______________

3. g e p a _______________ 4. g e u h _______________

3 Choose the correct word that has the soft "g" sound

1. game - giraffe - goat

2. garden - Egypt - good

3. page - gate - pen

4. hug - huge - house

5. make - magic - map

93
 Lesson
4
I Help My Community!
Listening and Speaking

Ahmed and Mariam donate clothes to people.

Laila plants a tree near her house.

94
 UNIT 5

1 Read the dialog in pairs

Sara: Hello, Omar. What are you doing?

Omar: I am helping clean the park.

Sara: That is great! Can I help, too?

Omar: Yes! Let’s work together.

Sara: We can plant flowers.

Omar: And we can donate books to the school library.

2 Complete the following dialog, and practice with a friend

Student A: Hello! Who do you help at school?

Student B: I help my friends at school.

Student A: What does she do to help her community?

Student B: She donates old books to the library.

Student A: What do you do in the garden?

Student B: We ______________in the garden.

Student A: What do they do ______________?

Student B: They clean the classroom every day.

Students A: What do you do to help your community?

Students B:____________________________________

95
Lesson 4
Reading and Writing

1 Read the story and circle the action verbs

We Help Our Neighborhood!

Hady and Salma want to help their neighborhood. They work as a team.
First, they clean the street. Then, they plant trees near the school. After
that, they donate clothes and toys to children. Everyone is happy. Their
teacher says, “Well done!” Teamwork makes the community better. Hady
and Salma smile. They are proud to help.

Vocabulary

• plant: to put a flower or tree in the ground

• donate: to give things to help people

96
 UNIT 5

2 Answer the questions

1. Who are the two children in the story?

_____________________________________________
2. What do Hady and Salma clean?
_____________________________________________
3. What do they plant?
_____________________________________________
4. What do they donate?
_____________________________________________

3 .Put the sentences in the correct order

___ Hady and Salma want to help their neighborhood.
___ They donate clothes and toys to children.
___ They are proud to help.
___ They plant trees near the school.
___ First, they clean the street.

4 Rewrite each sentence with the correct capital letters and

punctuation
1. hady and salma want to help their neighborhood
_____________________________________________
2. first they clean the street
_____________________________________________
3. they plant trees near the school
_____________________________________________
4. finally everyone is happy
_____________________________________________
5. they are proud to help
_____________________________________________

97
Lesson 4
5 Draw a picture of yourself and a friend as a team helping
out in the community, and write a sentence about it
Example: We clean the streets.

____________________________________________________

Self-Assessment

Not yet Sometimes Always

How I Feel

I can work well with others

and share ideas.
I can do simple chores at
home or school.
I can give my time to help
my community.
I can help others by being kind.

I can use action verbs (e.g.,

help, plan, fix) in sentences.

98
 Unit Dare to Dream
6

Learning Outcomes
Speaking Listening
•Talk about goals, dreams, and how to •Identify vocabulary related to goal
achieve them. setting.
•Retell events from short stories. •Recall events from the short stories.
•Pronounce words with three consonant
clusters correctly.

Reading Writing
•Read short stories that include goal •Write simple sentences about goals
setting expressions. and success.
•Recognize sentences in the present •Write simple sentences using the
continuous tense, and words with three present continuous tense and
consonant clusters. correct punctuation.
 Lesson
1
My Goal, My Dream

Vocabulary

1 Listen, repeat, and say

1 2

goal try

3 4

step plan

100
 UNIT 6

5 6

practice celebrate

7 8

success reach

2 Read and number

5 Samer practices football.

Laila has a plan for the future.
Karim has a goal to be a doctor.
Mariam celebrates passing the exam.
You should take a step to be a better student.
Nour tries hard to be a great swimmer.

101
 Lesson 1
1 Read the story

Samer’s Goal

Samer is trying to get better at football. He is training every day. He is

kicking the ball and splashing in the mud. Now, he is playing a match
with his friends. He is scoring a goal and is feeling very proud.

102
 UNIT 6

Language in Use

Present Continuous Tense

We use the present continuous tense to talk about actions
happening now or around now.

• Samer is scoring a goal.

• He is making a plan to practice every day.

• The boys are celebrating.

Listen and repeat the verbs in Present Continuous tense

Verb to Be verb +ing

am practicing
is trying
are celebrating

2 Write one sentence using the present continuous

Example: I am trying to be a better student.

My sentence: ______________________________________________

__________________________________________________________

103
 Lesson
2
A Day To Remember

1 Read the story

It is spring, and Laila is playing outside. She is spraying water and laughing
as it makes a big splash. She runs in the garden, playing with her toy car.
The car spins fast and bumps into a rock, but it doesn’t split—just bounces
back! Laila smiles, sits down, and watches a funny cartoon on the screen.

2 Circle the correct punctuation mark

a. Where is Laila playing . ?

b. She runs in the garden . ?

104
 UNIT 6

3 Rewrite each sentence with the correct punctuation and

capital letters

a. she is spraying water every where

_____________________________________________

b. the car spins fast

_____________________________________________

Phonics Focus: Three-Consonant Clusters

Sound Pattern: Words that begin with three consonants

Example: spr-, spl-, str-, scr-

4 Listen and repeat the following words

spring, spray, splash, split, screen, scratch, string, street

5 Write the correct three-letter cluster to complete the word

(spr, spl, str, scr)

1. ___ing 2. ___ash 3. ___eet 4. ___een

6 Rearrange the letters to make a word

1. g s n i r p _______________

2. s r t e e t _______________

3. h s a l p s _______________

4. e r s c e n _______________

105
 Lesson 2

Reading and Writing

1 Read the story

Mona is learning how to ride her red bike. She is practicing every day in
the garden after school. First, she is holding the bike and walking with it.
Then, she is pushing her feet on the pedals. Now, she is riding around the
garden path. She is feeling proud. Mona is showing that practice brings
success.

2 Circle verbs in the present continuous, and write Mona's goal

_____________________________________________________

_____________________________________________________

106
 UNIT 6

3 Write one sentence about what Mona is doing to reach her

goal

Example: Mona is practicing every day.

My sentence: ________________________________________________

4 Write one sentence about something you are practicing.

My sentence: ________________________________________________

5 Put the sentences in the correct order

a. ___ She is pushing her feet on the pedals.

b. ___ Mona is riding around the garden path.

c. ___ Mona is learning how to ride her red bike.

d. ___ She is practicing every day in the garden after school.

e. ___ She is holding the bike and walking with it.

f. ___ She is feeling proud.

107
 Lesson
3
I Did It!

Reading and Writing

1 Read the story

Tamer studied hard every day for his math exam. On the exam

day, he felt nervous. Then, he answered all the questions. Later, the

teacher told him that he got full marks. Tamer felt very proud and

happy. He celebrated with his family at home. They clapped, smiled,

and said, “Well done!” It was a great day.

108
 UNIT 6

2 Read the story again and answer

a. What did Tamer study for?

_____________________________________________________

_____________________________________________________

b. How did Tamer feel after he passed?

_____________________________________________________

_____________________________________________________

c. Who did Tamer celebrate with?

_____________________________________________________

_____________________________________________________

3 Write a story about achieving a goal and share it with the

class
Use this story frame:

First, I wanted to _____________________. Then, I ___________________.

After that, I _____________________. Finally, I felt ___________________.

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

109
 Lesson
4
Helping Others Succeed

Reading and Writing

1 Read the story

Yara is a fast runner. She practices every day at the school field. One

day, her friend needed help getting ready for a race. Yara showed

110
 UNIT 6

her how to run and practice. They ran together every day. On

race day, her friend ran well and smiled. Yara felt happy. They both

celebrated their success with big cheers.

2 Write one sentence about what Yara did to reach her goal

Example: Yara practiced every day.

My sentence: ________________________________________________

3 Write the action verbs in the story

________________________________________________

________________________________________________

4 Rewrite the sentences in capital letters and punctuation

a. yara is a fast runner

__________________________________________________

b. they ran every day at the school field

__________________________________________________

c. her friend smiled on race day

__________________________________________________

111
 Lesson 4
d. she felt happy and celebrated

__________________________________________________

5 Draw a picture of yourself practicing. Then, complete the sentence.

112
 UNIT 6

I practiced ______________________ and felt proud.

113
 Review

Self-Assessment

Not yet Sometimes Always

What I Learned

I can set a goal to achieve.

I can talk about the steps I’m

taking to achieve my goal.
I can describe how I celebrate
my success and how I feel
about it.
I can help and cheer for
others to achieve their goals.

I can use the present

continuous tense in sentences.

114
 Review 2

Let's Review Units 4, 5, and 6

1 Match the words to their meanings
solution nervous proud goal

115
 Review
celebrate team plan excited

Letter Meaning Word

a To feel happy about what you did

b A group working together

c Something you want to achieve

d Feeling afraid or worried

e An answer to a problem

f A way to get something done

g To show happiness for something good

h To feel very happy and full of energy

2 Sound sort

Place each word into the correct column.

116
 Review 2

cat, pencil, cake, screen, giraffe,page, spring,

come, city, rice, face, good, dog,Egypt, gum,
scratch, cook, car go, huge,

Hard "c" Soft "c" Hard "g" Soft "g"

3 Fill in the missing letters

(good - giraffe - screen - city - cake - split)

a. c _ _ e b. _ _ t y c. g _ _ d

d. _ _ r a f f e e. s _ _ e e n f. __lit
4 Rearrange the letters to form words from the phonics review

(cake - screen - splash - city - face - street)

a. s r t t e e_____________ b. e r s c e n_____________

c. c e a k_____________ d. c a f e _____________

e. t i y c _____________ f. p l s a h s_____________
5 Choose the correct feeling word for each sentence

(happy - scared - shy - tired - excited)

117
 Glossary
P2 Glossary of Words and Phrases
Category word Definition
Action Words play To do fun activities
Action Words read To look at and understand words in a book
Action Words eat To put food in the mouth and swallow it
Action Words sleep To rest the body by closing eyes and being inactive
Action Words write To form letters or words on a surface
Action Words help To do something for someone else
Action Words fix To repair or make something work
Action Words share To give part of something to someone else
Action Words clean To remove dirt from something
Action Words donate To give something to help others
Action Words plan To think about and arrange something ahead of time
Action Words agree To have the same opinion
Action Words pass To move something to another person
Action Words score To get a point or goal in a game
Action Words win To be the best or come first in something
Action Words cheer To shout in happiness or support
Action Words plant To put a seed or plant into the ground
Action Words draw To make a picture using a pen or pencil
Action Words smile To show happiness with your mouth
Action Words climb To go up something using feet and hands
Action Words jump To push yourself into the air using your legs
Action Words carry To hold and move something
Action Words shout To speak very loudly
Classroom Words Raise your hand To lift your hand to ask or answer a question
Classroom Words Sit down To take a seat
Classroom Words Listen carefully To pay attention with your ears
Classroom Words Keep your classroom clean To make sure the classroom is tidy
Classroom Words Don’t shout To avoid speaking loudly
Classroom Words Open your book To start reading or looking in a book
Classroom Words May I go to the bathroom? Asking for permission to leave for the toilet
Classroom Words class A group of students learning together
Classroom Words school A place where children go to learn
Classroom Words teacher A person who helps students learn
Classroom Words student A person who is learning in a school
Phonics what A question word, begins with the sound /wh/
Phonics phone A device used to call someone
Phonics exam A test
Phonics buzz A sound made by bees
Phonics duck A water bird that quacks

118
 Glossary

Category word Definition

Phonics cat A small domestic animal
Phonics city A large town
Phonics go To move or travel to a place
Phonics giraffe A tall African animal with a long neck
Prepositions on On top of something
Prepositions in Inside something
Prepositions under Beneath something
Prepositions next to Beside
Prepositions between In the middle of two things
Prepositions behind At the back of something
Prepositions in front of Before or ahead of something
Daily Routines wake up To stop sleeping
Daily Routines brush my teeth To clean teeth using a brush
Daily Routines get dressed To put on clothes
Daily Routines make my bed To arrange the sheets and blanket on a bed
Daily Routines go to school To travel to school to learn
Daily Routines have breakfast To eat the morning meal
Daily Routines do my homework To complete schoolwork at home
Greetings Hello A way to greet someone
Greetings Good morning A greeting in the morning
Greetings How are you? A question to ask how someone feels
Greetings I am fine To say you feel good
Greetings Thank you Words to show you are thankful
Greetings Nice to meet you A polite thing to say when meeting someone new
Greetings Goodbye A polite way to say farewell
Greetings See you later A way to say you will meet again soon
Describing People Tall A person who is high in height
Describing People Short A person who is not tall
Describing People Curly hair Hair that has curls
Describing People Straight hair Hair that is not curly
Describing People Long hair Hair that is not short
Describing People Short hair Hair that is not long
Describing People Kind Someone who is nice and caring
Describing People Funny Someone who makes you laugh
Describing People Friendly Someone who likes to talk and smile
Describing People Shy Someone who is quiet and doesn’t talk a lot
Family Members Aunt Your mom’s or dad’s sister
Family Members Uncle Your mom’s or dad’s brother
Family Members Cousin A child of your aunt or uncle

119
 Primary 3 - 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. Shimaa Salah El Din Afify

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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