AI Transcription, Pages 176-200
ENGLISH BOOKLIST 1957—1958
الكتب الانكليزية المقررة للسنة الدراسية ١٩٥٧ - ١٩٥٨
PRIMARY
Fifth Year للخامس الابتدائي
1. Oxford English Course for Iraq Book 1.
2. Teacher's Notes to Book 1. (for teachers only).
3. Progressive Writing Book 1.
4. Progressive Writing Book II.
5. Crosswords for Beginners, I.
Sixth Year للسادس الابتدائي
1. Oxford English Course for Iraq, Book II.
2. Teacher's Notes to Book II (for teachers only).
3. Progressive Writing Book III.
4. Progressive Crosswords I. (Revised).
INTERMEDIATE
First Year للأول المتوسط
1. Oxford English Course for Iraq, Book III (All).
2. Teacher's Notes to Book III (for teachers only).
3. (Story book to be selected later from new lists).
4. Crosswords for Beginners Book II.
5. Progressive Writing Book IV.
Second Year للثاني المتوسط
1. Oxford English Course for Iraq, Book IV (All).
2. Teacher's Notes to Book IV (for teachers only).
3. Stories from the Near East.
Third Year للثالث المتوسط
1. Oxford English Course for Iraq, Book V (All).
2. Teacher's Notes to Book V (for teachers only).
3. Emil and the Detectives.
4. English-Reader's Dictionary.
SECONDARY
Fourth Year للـرابع الاعدادي
1. Oxford English Course for Iraq, Book V (All).
2. Teacher's Notes to Book V (for teachers only).
3. Oliver Twist. Tales Retold.
4. English-Reader's Dictionary.
Fifth Year للخامس الاعدادي
1. Hill, Comprehension & Precis Pieces.
2. Louis Pasteur (Lives of Achievement).
3. The Stories of Shakespeare's Plays, 1. Tales Retold.
4. English-Reader's Dictionary.
B01 · header / arabic
صورة الكتاب
⟦line⟧
B02 · paragraph / arabic
تجدون بطيه (٢٠٠) نسخة من تعليمات رقم ١٣ راجين الاطلاع على ما جاء فيها واتخاذ ما يلزم لتوزيعها
على كافة المدارس الابتدائية الرسمية والاهلية والمسائية ودور المعلمين والدورات التربوية التابعة لادارتكم
وقد تم التوزيع وفق الجدول المرفق طيا .
وبهذه المناسبة ندرج ادناه صورة مذكرة القائم بمهام التفتيش الاختصاصي للغة الانكليزية السيد سليم
حكيم المرقمة ٣٨٨ والمؤرخة في ١٤ / ٤ / ٩٥٧ . راجين العمل وفق الملاحظة المدونة فيها واعلاه منا .
B03 · signature / arabic
توقيع / و . مفتش المعارف العام
B04 · header / arabic
⟦line⟧
صورة المذكرة
⟦line⟧
B05 · paragraph / arabic
تجدون في طيه نسخة من تعليمات رقم ١٣ ارجو التفضل بالتوسط لدى مديرية المعارف العامة للموافقة على طبعها
في مطبعة المعارف باربعة آلاف نسخة (٤٠٠٠) ثم توزيعها على كافة المدارس الابتدائية الرسمية والاهلية
والمسائية حسب الجدول المرفق ودور المعلمين والدورات التربوية .
ملاحظة : أ - محفوظ ادارة المدرسة بنسخة من هذه التعليمات بعد ان يوقع عليها المعلم عند تسلمه نسخة .
ب - يرجى من المعلم ان يحفظ نسخته بملفه الخاصة من كافة التعليمات المرسلة المرجوع اليها .
سليم حكيم
القائم بمهام التفتيش الاختصاصي
B06 · form / arabic
⟦line⟧
مديرية معارف لواء بغداد / المركز العدد / ١٨٨٩
الذاتية التاريخ / ٦ / ٥ / ١٩٥٧
الى /
ادارات المدارس الابتدائية للبنين والبنات الرسمية والاهلية
للبنين والبنات المربوطة بهذه المديرية كـــــــافة .
B07 · paragraph / arabic
ندون لكم في اعلاه نص كتاب مفتشية المعارف العامة المرقم ١١٥٥ والمؤرخ في ١٢ / ٥ / ٩٥٧ المتضمن
صورة مذكرة القائم بمهام التفتيش الاختصاصي السيد سليم حكيم وبطيه نسخة واحدة من تعليمات رقم ١٣
راجين تسلمها والعمل وفق ما جاء في المذكرة المنقولة فيــــــــــــه .
B08 · signature / arabic
عبد الستار القره غولي
مدير معارف لواء بغداد / المركز
B09 · marginalia / arabic
وردت النسخ
وحفظت في ملفه
الاستاذ منير
B10 · form / arabic
نسخة منه الى /
مفتشية المعارف العامة / كتابكم المشار اليه في اعلاه .
الذاتية .
B11 · marginalia / arabic
الاستاذ منير
يرجى الاتصال بالمعارف للاستفسار عن
النسخ المرفقة
⟦signature⟧
١٩ / ٥ / ٩٥٧
B12 · footer / arabic
م / الاعرجي ١٥ / ٥
B13 · other / arabic
مرفق
٨٦٨٥٤
تـاه
مديرية معارف لواء بغداد / المركز
الحسابات الثانوي
العدد / ⟦illegible⟧
التاريخ ٢ / ٣ / ١٩٥٧
ادارات المدارس الثانوية للبنين والبنات
الرسمية والاهلية .
ندون لكم ادناه صورة كتاب مديرية المعارف العامة / المناهج والكتب -
المرقم ٨٩٠٢ والمؤرخ في ٢٦ / ٢ / ١٩٥٧ نرجو ابلاغ مدرسي اللغة الانكليزية
في مدارسكم عن ذلك .
[Signature] عبد الستار القره غولي
[Signature] مدير معارف لواء بغداد
[Signature] المركز
نسخة منه الى :-
مديرية المعارف العامة / المناهج والكتب - كتابكم المشار اليه اعلاه
للتفضل بالعلم .
محاسب التعليم الثانوي - للعلم .
صورة الكتاب
الى مديريات معارف الالوية كافة
تقرر حذف الفصول الخمسة التالية من كتاب (لويس باستور) المقرر للصفوف
الخامسة الثانوية وذلك لاغراض الامتحان العام للسنة الدراسية الحالية فقط . يرجى
تعميم ذلك على المدارس الثانوية للبنين والبنات الرسمية منها والاهلية كافة واعلامنا .
الفصول هي
Chapters XIII, XVII, XVIII, XIX, and XX.
[Signature] مدير المعارف العام
نسخة منه الى :-
مفتشية المعارف العامة - كتابكم المرقم ٥١٦ والمؤرخ في ١٨ / ٢ / ١٩٥٧
مديرية التعليم الثانوي
مديرية الامتحانات
مديرية المناهج والكتب
رئاسة اللجنة العليا لادارة الامتحانات العامة
المستر موريس - المفتش الاختصاصي - مذكرتكم المرقمة ٣٧٠ والمؤرخة في
١٢ / ٢ / ١٩٥٧ .
ناصر / ٢
[Marginalia] ٥٧١٩
[Marginalia] ⟦illegible⟧
B01 · header / arabic
مديرية معارف لواء بغداد / المركز
الحسابات الثانوي
B02 · form / mixed
العدد / ٥٧١٩
التاريخ / ٣ / ٧ / ١٩٥٧
B03 · paragraph / arabic
ادارات المدارس الثانوية للبنين والبنات
الرسمية والاهلية
B04 · paragraph / arabic
ندون لكم ادناه صورة كتاب مديرية المعارف العامة / المناهج والكتب -
المرقم ٨٩٠٢ والمؤرخ في ٢٦ / ٢ / ١٩٥٧ نرجو ابلاغ مدرسي اللغة الانكليزية
في مدارسكم عن ذلك .
B05 · signature / arabic
⟦signature⟧
عبد الستار القرغولي
مدير معارف لواء بغداد
المركز
B06 · paragraph / arabic
نسخة منه الى -
مديرية المعارف العامة / المناهج والكتب - كتابكم المشار اليه اعلاه
للتفضل بالعلم .
محاسب التعليم الثانوي - للعلم .
B07 · header / arabic
صورة الكتاب
⟦line⟧
B08 · paragraph / arabic
الى مديريات معارف الالوية كافة
تقرر حذف الفصول الخمسة التالية من كتاب ( لويس باستور ) المقرر للصفوف
الخامسة الثانوية وذلك لاغراض الامتحان العام للسنة الدراسية الحالية فقط . يرجى
تعميم ذلك على المدارس الثانوية للبنين والبنات الرسمية منها والاهلية كافة واعلامنا .
الفصول هي
B09 · paragraph / latin
Chapters XIII, XVII, XVIII, XIX, and XX.
B10 · signature / arabic
مدير المعارف العام
B11 · paragraph / arabic
نسخة منه الى -
مفتشية المعارف العامة - كتابكم المرقم ٥١٦ والمؤرخ في ١٨ / ٢ / ١٩٥٧
مديرية التعليم الثانوي
مديرية الامتحانات
مديرية المناهج والكتب
رئاسة اللجنة العليا لادارة الامتحانات العامة
المستر موريس - المفتش الاختصاصي - مذكرتكم المرقمة ٣٧٠ والمؤرخ في
١٢ / ٣ / ١٩٥٧
B12 · footer / arabic
ناصر / ٢
B01 · form / arabic
مديرية معارف لواء بغداد / المركز:
الحسابات الثانوي:
العدد /: ٥٧ / ٤ / ٤
التاريخ: ٣ / ٣ / ١٩٥٧
B02 · header / arabic
مستعجل جدا
⟦line⟧
B03 · paragraph / arabic
ادارات المدارس الثانوية والمتوسطة الرسمية
والاهلية للبنين والبنات .
B04 · paragraph / arabic
ندون لكم ادناه صورة كتاب مديرية المعارف العامة / المناهج والكتب -
المرقم ٩٠٥١ والمؤرخ ٢٧ / ٢ / ١٩٥٧ فنرجو ابلاغ مدرسي ومدرسات اللغة
الانكليزية في مدرستكم لتصحيح ذلك
B05 · signature / arabic
عبد الستار القره غولي
مدير معارف لواء بغداد
المركز
B06 · paragraph / arabic
نسخة منه الى -
مديرية المعارف العامة / المناهج والكتب - كتابكم المشار اليه اعلاه ، للتفضل بالعلم .
محاسب التعليم الثانوي - للعلم .
B07 · header / arabic
صورة الكتاب
⟦line⟧
B08 · paragraph / arabic
مديري معارف الالوية كافة
لقد وردت في الجزء الثاني من كتاب الاحاجي والالغاز الغلطتان المدونتان
ادناه فيرجى تعميم ذلك على كافة مدرسي ومدرسات اللغة الانكليزية للصفوف الاولى
المتوسطة لاجراء التصحيح واعلامنا .
B09 · signature / arabic
مدير المعارف العام
B10 · paragraph / arabic
نسخة منه الى -
مفتشية المعارف العامة / التفتيش الانكليزي - اشارة الى كتابكم المرقم ٣٦٣
والمؤرخ ٢٤ / ٢ / ١٩٥٧ .
مديرية المناهج والكتب
B11 · paragraph / latin
Page 8 ⟦line⟧ 14 --- For "Learner"
Read "Leader"
Page 34 Across 8 --- For "Night"
read "Tight"
B12 · marginalia / arabic
ناصر / ٣
B01 · form / arabic
مديرية معارف لواء بغداد / المركز:
الحسابات الثانوي:
مستعجل جدا:
العدد /: ٥٧١٨
التاريخ: ٢ / ٣ / ١٩٥٧
B02 · paragraph / arabic
ادارات المدارس الثانوية والمتوسطة الرسمية
والاهلية للبنين والبنات .
B03 · paragraph / arabic
ندون لكم ادناه صورة كتاب مديرية المعارف العامة / المناهج والكتب -
المرقم ٩٠٥١ والمؤرخ ٢٧ / ٢ / ١٩٥٧ فنرجو ابلاغ مدرسي ومدرسات اللغة
الانكليزية في مدرستكم لتصحيح ذلك
B04 · signature / arabic
⟦signature⟧
عبد الستار القره غولي
مدير معارف لواء بغداد
المركز
B05 · paragraph / arabic
نسخة منه الى :-
مديرية المعارف العامة / المناهج والكتب - كتابكم المشار اليه اعلاه ، للتفضل بالعلم .
محاسب التعليم الثانوي - للعلم .
B06 · paragraph / arabic
صورة الكتاب
⟦line⟧
مديري معارف الالوية كافة
لقد وردت في الجزء الثاني من كتاب الاحاجي والالغاز الغلطتان المدونتان
ادناه فيرجى تعميم ذلك على كافة مدرسي ومدرسات اللغة الانكليزية للصفوف الاولى
المتوسطة لاجراء التصحيح واعلامنا .
B07 · signature / arabic
مدير المعارف العام
B08 · paragraph / arabic
نسخة منه الى :-
مفتشية المعارف العامة / التفتيش الانكليزي - اشارة الى كتابكم المرقم ٣٦٣
والمؤرخ ٢٤ / ٢ / ١٩٥٧ .
مديرية المناهج والكتب .
B09 · other / mixed
⟦line⟧
Page 8 Line 14 --- For "Learner"
Read "Leader"
Page 34 Across 8 --- For "Night"
Read "Tight" / ناصر
B01 · header / latin
NOTES FOR TEACHERS OF ENGLISH IN INTERMEDIATE
AND SECONDARY SCHOOLS (15)
INSTRUCTIONS TO TEACHERS OF ENGLISH No. (8)
PRIMARY SCHOOLS
(GOVERNMENT AND PRIVATE)
THE CROSSWORD PUZZLES.
B02 · paragraph / latin
The different books in the English Syllabus are chosen for different purposes:
The Oxford English Course is for the basic study of the language. The Writing
Books are for the teaching of handwriting. In the Intermediate Classes, the
Supplementary Readers are to widen the students' knowledge of English. Each
of these books must be used for its proper purpose. The time spent on each must
be decided according to its importance in the whole scheme. In planning their
work, teachers should remember that the basic language teaching of the Oxford
English Course is more important than any other part of the work; the Oxford
book has priority over all other Books.
B03 · paragraph / latin
The Crossword Puzzles must not be taught like the Oxford Book or the
Writing Books. They must not take up more than a very small part of the time
allowed for English. Crossword Puzzles should never take up the whole of
a lesson period.
B04 · paragraph / latin
Crossword Puzzles are not easy to make, but there can be great pleasure in
solving them. Many teachers of English have not had this pleasure in their own
language. In the Teacher's Notes to Book One of the Oxford English Course
for Iraq (Western Asia), pages 168 to 170, explanations are given of the making
and solving of Crossword Puzzles. Teachers of English who will use Puzzles
should study these pages.
B05 · paragraph / latin
Crossword Puzzles can be very difficult. In the Western world, large prizes
are often given by newspapers for the winners of Crossword Competitions. The
Crosswords in use in our schools, however, are very simple. Their purpose is to
give the pupils an opportunity of revising, in a fresh and interesting way, what
they have already learnt. They are a means of revising language knowledge, not
of teaching it. In the Crossword books used in schools, the vocabulary of the
puzzles is carefully graded; so is the difficulty of the clues and the amount of work
in each .
B06 · marginalia / arabic
⟦illegible⟧
B01 · paragraph / latin
The clues in the Crossword books are based on exercises in Books One and
Two of the Oxford English Course for Iraq (Western Asia). Most of these
exercises are discussed in Chapter III ("Classroom Exercises") of The Teacher's
Guide (Pages 147 to 204). The following types of exercises are to be found
represented in the clues. Reference is made here to puzzle numbers in
Progressive Crossword Puzzles for Iraq, Part One, used in the 6th year Primary:
B02 · table / latin
1. Meaning of words, e. g.
Paper, Pencil; blackboard, ⟦line⟧. (chalk) 15
Sun, dry; rain, ⟦line⟧. (wet) 19
2. Opposites, e. g.
Black, white; wet, ⟦line⟧. (dry) 21
3. Consecutive Words, e. g.
a. Numbers: One, ⟦line⟧, three. (two) 1
b. Days: Sunday, ⟦line⟧, Tuesday. (Monday) 19
c. Pronouns: I, my, mine; --, our, ours. (we) 26
d. Adjectives: New, newer, ⟦line⟧. (newest) 26
4. Sounds, e. g.
Hat, at; hit, --. (it) 16
5. Different Words with the same Sound, e. g.
To, ⟦line⟧, two. (too) 10
New, knew; no, ⟦line⟧. (know) 25
6. Grammatical Differences, e. g.
a. Singular and Plural: I, we; he, ⟦line⟧. (they) 1
b. Masculine and Feminine:
Mother, father; daughter, ⟦line⟧. (son) 30
c. Short Forms: He is, he's; I am, --. (I'm) 6
d. Verbs: Cutting, cut; running, ⟦line⟧. (run) 3
I draw, he ⟦line⟧. (draws) 3
come, came; --, went. (go) 13
B03 · footer / latin
(2)
B01 · table / latin
7. Abbreviations, e. g.
In the morning (a. m.) 17
December (Dec.) 17
Number (No.) 17
B02 · table / latin
8. The use of Prepositions, e. g.
The teacher is -- the room. (in) 3
Go -- the window. (to) 3
The cat is lying ⟦line⟧ the table. (under) 12
The cup is -- the table. (on) 6
B03 · table / latin
9. The use of Articles, e. g.
Open ⟦line⟧ door, please. (the) 3
Give me -- orange, please. (an) 16
A boy; -- apple; a cat. (an) 8
She is eating -- egg. (an) 17
B04 · table / latin
10. Practice in Sentence Patterns, e. g.
Go to bed, -- you are tired. (if) 22
Don't stand up; please ⟦line⟧ down. (sit) 23
We go to the doctor when we are ⟦line⟧. (ill) 24
John is happy; -- is Jack. (so) 25
Is today Monday -- Tuesday? (or) 26
B05 · table / latin
11. Elementary Conversation and Question Forms, e. g.
"Have you a pen ?"
"Yes, I ⟦line⟧." (have) 2
"What's your ⟦line⟧ ?" (name)
"Jill." 6
"⟦line⟧ the time, please ?" (What's)
"It's five o'clock." 11
"How ⟦line⟧ are you ?" (old)
"I'm twelve." 30
B06 · footer / latin
(3)
B01 · paragraph / latin
If the solving of Crossword Puzzles is to be of value to your pupils, the
pupils must solve them, not the teacher. The pupils must not merely copy them
from the blackboard. Pupils often do not realise the value of Crossword Puzzles.
They do not understand that it is the effort of thought and memory that goes into
solving them that makes them worth while. Pupils are sometim⟦...⟧ious merely
to get the answers by the easiest means, so that they copy them ⟦...⟧ their own
book from an old book used in a previous year. This is useless and must ⟦...⟧
prevented. In order to avoid it, teachers are advised to keep the Crossword
books themselves, only giving them to the pupils when they are to be used
immediately, say during the last ten minutes of a lesson period. The pupils may
then be allowed to finish a puzzle at home, and perhaps solve one more. The
books should be returned into the teacher's keeping the next day.
B02 · paragraph / latin
It is advisable not to use the Crossword books at all before the mid-year
holidays in February. All the puzzles should then be completed by the pupils
by the end of the school year.
B03 · paragraph / latin
Enclosed with these Notes is a copy of the Solutions to Part One of "Progressive
Crossword Puzzles for Iraq", used in the Sixth Primary Class. Please do not
allow this to get into the hands of your pupils. Its purpose is to enable you to
make sure that your answers are correct.
B04 · signature / latin
December, 1955. C. W. Morris
Specialist Inspector of English
B05 · footer / latin
(4)
B01 · marginalia / arabic
٢٥
⟦line⟧
٧٢٨
B02 · header / arabic
مديرية معارف لواء بغداد / المركز
الشهادات
B03 · form / arabic
العدد /: ٢٤٢٠
التاريخ /: ٢٦ / ١ / ٩٥٧
B04 · paragraph / arabic
ادارات المدارس المتوسطة والثانوية الرسمية والاهلية والاجنبية
للبنين والبنات كافة التابعة لهذه المديرية .
B05 · paragraph / arabic
نرسل اليكم طيا نسخة بصفحتين حول امتحان كمبي لغرض عرضها
على طلاب مدرستكم .
B06 · signature / arabic
⟦signature⟧
مدير معارف لواء بغداد
المركز
B07 · paragraph / arabic
نسخة الى : -
مديرية المعارف العامة / الامتحانات . - اشارة لكتابكم المرقم ٣٣٣٢ في
٢٢ / ١ / ٩٥٧ للتفضل بالعلم .
ملاحظية الشهادات .
B08 · footer / arabic
كاظم / ٢٤
Circular for Teachers of English in
Secondary Schools (Government & Private )
-----------------------------------------
The Cambridge Lower Certificate
-------------------------------
in England
----------
1. In the last school year ,an encouraging number of students of the
fifth Secondary Class passed the Lower Cambridge Certificate examination,
either in language or in literature, or in both. This was a good beginning.
It is hoped that this year, good students of the Fifth Class will again
enter for the examination, and that the number of full passes will be even
greater.
2. It is now recognised in Iraq that the Cambridge Lower Certificate is
a valuable qualification for students of English to have. The Certificate is
taken into account by the Ministry of Education in recommending students to
Universities in England, (letter No. 40939 dated 2,10.56) and by the English
Departments of the Higher Institutions in Baghdad in selecting candidates
for entry.
3. A good student is stimulated to harder study if he is working for an
external examination like the Cambridge Lower Certificate. Only the best
students of English should be allowed to enter for the examination; but all
the best students should be encouraged to do so.
4. Preparation. Students are prepared for the LANGUAGE paper in the
examination by their work in the secondary school on comprehension, precis
and composition, and by all the language study which they do in connection
with the literature books.
In the LITERATURE part of the examination ("Prescribed Books"),
the arrangements are slightly different from last year. Students will be
asked to answer questions on at least two books from the list. They may answer
questions from more than two books if they wish. One of the books set in 1957
is "Louis Pasteur". Students who are going to take the Cambridge examination
will have to study at least one other book from the list, privately outside
school.
The list of prescribed Books for 1957 is as follows. The first two
books on the list are specially recommended to Iraqi students. The first book
is suitable for girls.
(i) Shirley Darbishire, Young Nurse Carter (Chatto & Windus )
(ii) Rudolph Besier, The Barretts of Wimpole Street (Longmans, Essential
English Library.)
(iii) George Eliot, Mary Garth (O.U.P., The English-Readers' Library)
(iv) Sir Arthur Quiller Couch, Harry Revel (Dent, Kings Treasuries)
(v) Sanger, Seventy Years a Showman (Dent, Kings Treasuries)
(vi) A.G. Street, Farmer's Glory (Faber)
(vii) Evelyn Attwood, Louis Pasteur (Longmans, Lives of Achievement)
(viii) On the Air (Selections from "The Listener") (O.U.P.)
(The first, fourth and sixth books will be set also for 1958).
5. Dates of the examination. 25th June and 10th December, 1957.
The oral examination will be taken on another day, near to the date
of the written papers.
6. Entry. Entry forms should be obtained by post from the nearest
British Centre (see list below), during January. Candidates will then be
told the last date for sending in the completed forms, and the amount of
the fee to be sent with the forms (about one dinar). The fee cannot be
returned; but a candidate who for a good reason (e.g. moving to another
part of Iraq) does not sit for the examination on the date for which he
entered may, if he gives at least three weeks notice that he will not be
sitting, be given a voucher towards the cost of sitting at a later date.
7. Past question papers can be bought, and any further information
about the examination can be obtained, from the British Council, P.O. Box
No. 298, Baghdad .
8. The British Council Centres in Iraq are:-
B01 · header / latin
Central - The British Council, P.O. Box 298, Baghdad.
North - The British Council Centre, Mosul,
South - The British Council Centre, P.O. Box No. 10, Basrah.
B02 · paragraph / latin
C.W. Morris
Sepcialist Inspector of English
15. 11 . 56
B03 · other / latin
S.KH/20
B04 · marginalia / latin
⟦illegible⟧
B01 · marginalia / mixed
Mr. Ph⟦illegible⟧ Riding, Ms. Muir,
I atte⟦illegible⟧ a copy of instruction⟦illegible⟧ of English sent by the Ministry
Education. You are requested to read the ⟦illegible⟧ carefully & keep your copy for which
please sign at the bottom of this letter. ⟦illegible⟧ 16/1/57
B02 · header / arabic
مديرية معارف لواء بغداد / المركز
الذاتية
B03 · form / arabic
العدد /: 1178
التاريخ /: 14 / 1 / 1957
B04 · paragraph / arabic
مستعجل جدا
⟦line⟧
الى /
ادارات المدارس الثانوية والمتوسطة للبنين والبنات الرسمية
والاهلية والاجنبية كافة ⟦line⟧
B05 · paragraph / arabic
نرسل اليكم بطيه نسخة من التوجيهات رقم 15 راجين توزيعها على مدرسي ومدرسات
اللغة الانكليزية في مدارسكم على أن يأخذ توقيع المدرس او المدرسة عند استلام النسخة الخاصة
به أبها والاحتفاظ بالتوقيع لدى ادارة المدرسة .
B06 · signature / arabic
⟦signature⟧
مدير معارف لواء بغداد
المركز
B07 · paragraph / arabic
نسخة منه الى /
مفتشية المعارف العامة / كتابكم المرقم 84 والمؤرخ في 10 / 1 / 1957
ذاتية التعليم الثانوي / للتعقيب
B08 · marginalia / mixed
Signatures
Mr. Milne : ⟦signature⟧
Mr. Riding : WAR
Ms. Muir : ⟦signature⟧ John Muir
B09 · footer / arabic
قيس / 13 منه
B01 · header / arabic
مديرية معارف لواء بغداد / المركز
الذاتية
B02 · form / arabic
العدد / 1178
التاريخ / 12 / 1 / 1957
B03 · header / arabic
مستعجل جدا
⟦line⟧
B04 · paragraph / arabic
الى /
ادارات المدارس الثانوية والمتوسطة للبنين والبنات الرسمية
والأهلية والاجنبية كافة ⟦line⟧
B05 · paragraph / arabic
نرسل اليكم بطيه نسخة من التوجيهات رقم 15 راجين توزيعها على مدرسي ومدرسات
اللغة الانكليزية في مدارسكم على أن يأخذ توقيع المدرس او المدرسة عند استلام النسخة الخاصة
به أبها والاحتفاظ بالتوقيع لدى ادارة المدرسة .
B06 · signature / arabic
⟦signature⟧
مدير معارف لواء بغداد
المركز
10 / 1 / 1957
B07 · paragraph / arabic
نسخة منه الى /
مفتشية المعارف العامة / كتابكم المرقم 84 والمؤرخ في 10 / 1 / 1957
ذاتية التعليم الثانوي / للتعقيب
B08 · footer / arabic
قيس / 13 منه
B01 · header / latin
NOTES FOR TEACHERS OF ENGLISH IN INTERMEDIATE
AND SECONDARY SCHOOLS (15)
INSTRUCTIONS TO TEACHERS OF ENGLISH No. (8)
PRIMARY SCHOOLS
(GOVERNMENT AND PRIVATE)
THE CROSSWORD PUZZLES.
B02 · paragraph / latin
The different books in the English Syllabus are chosen for different purposes:
The Oxford English Course is for the basic study of the language. The Writing
Books are for the teaching of handwriting. In the Intermediate Classes, the
Supplementary Readers are to widen the students' knowledge of English. Each
of these books must be used for its proper purpose. The time spent on each must
be decided according to its importance in the whole scheme. In planning their
work, teachers should remember that the basic language teaching of the Oxford
English Course is more important than any other part of the work; the Oxford
book has priority over all other Books.
B03 · paragraph / latin
The Crossword Puzzles must not be taught like the Oxford Book or the
Writing Books. They must not take up more than a very small part of the time
allowed for English. Crossword Puzzles should never take up the whole of
a lesson period.
B04 · paragraph / latin
Crossword Puzzles are not easy to make, but there can be great pleasure in
solving them. Many teachers of English have not had this pleasure in their own
language. In the Teacher's Notes to Book One of the Oxford English Course
for Iraq (Western Asia), pages 168 to 170, explanations are given of the making
and solving of Crossword Puzzles. Teachers of English who will use Puzzles
should study these pages.
B05 · paragraph / latin
Crossword Puzzles can be very difficult. In the Western world, large prizes
are often given by newspapers for the winners of Crossword Competitions. The
Crosswords in use in our schools, however, are very simple. Their purpose is to
give the pupils an opportunity of revising, in a fresh and interesting way, what
they have already learnt. They are a means of revising language knowledge, not
of teaching it. In the Crossword books used in schools, the vocabulary of the
puzzles is carefully graded; so is the difficulty of the clues and the amount of work
in each .
The clues in the Crossword books are based on exercises in Books One and
Two of the Oxford English Course for Iraq (Western Asia). Most of these
exercises are discussed in Chapter III ("Classroom Exercises") of The Teacher's
Guide (Pages 147 to 204). The following types of exercises are to be found
represented in the clues. Reference is made here to puzzle numbers in
Progressive Crossword ⟦Puzzles⟧ for Iraq, Part One, used in the 6th year Primary:
1. Meaning of words, e. g.
Paper, Pencil; blackboard, -----. (chalk) 15
Sun, dry; rain, ---, (wet) 19
2. Opposites, e. g.
Black, white; wet, ---. (dry) 21
3. Consecutive Words, e. g.
a. Numbers: One, ---, three. (two) 1
b. Days: Sunday, ------, Tuesday. (Monday) 19
c. Pronouns: I, my, mine; --, our, ours. (we) 26
d. Adjectives: New, newer, ------. (newest) 26
4. Sounds, e. g.
Hat, at; hit, --. (it) 16
5. Different Words with the same Sound, e. g.
To, ---, two. (too) 10
New, knew; no, ----. (know) 25
6. Grammatical Differences, e. g.
a. Singular and Plural: I, we; he, ----. (they) 1
b. Masculine and Feminine:
Mother, father; daughter, ---. (son) 30
c. Short Forms: He is, he's; I am, --. (I'm) 6
d. Verbs: Cutting, cut; running, ---. (run) 3
I draw, he -----. (draws) 3
come, came; --, went. (go) 13
(2)
7. Abbreviations, e. g.
| In the morning (a. m.) | 17 |
| December (Dec.) | 17 |
| Number (No.) | 17 |
8. The use of Prepositions, e. g.
| The teacher is -- the room. (in) | 3 |
| Go -- the window. (to) | 3 |
| The cat is lying ----- the table. (under) | 12 |
| The cup is -- the table. (on) | 6 |
9. The use of Articles, e. g.
| Open --- door, please. (the) | 3 |
| ⟦G⟧ive me -- orange, please. (an) | 16 |
| A boy; -- apple; a cat. (an) | 8 |
| She is eating -- egg. (an) | 17 |
10. Practice in Sentence Patterns, e. g.
| Go to bed, -- you are tired. (if) | 22 |
| Don't stand up; please --- down. (sit) | 23 |
| We go to the doctor when we are ---. (ill) | 24 |
| John is happy; -- is Jack. (so) | 25 |
| Is today Monday -- Tuesday? (or) | 26 |
11. Elementary Conversation and Question Forms, e. g.
| "Have you a pen ?" | |
| "Yes, I ----. " (have) | 2 |
| "What's your ---- ?" (name) | |
| "Jill." | 6 |
| "----- the time, please ?" (What's) | |
| "It's five o'clock." | 11 |
| "How --- are you ?" (old) | |
| "I'm twelve." | 30 |
(3)
B01 · paragraph / latin
If the solving of Crossword Puzzles is to be of value to your pupils, the
pupils must solve them, not the teacher. The pupils must not merely copy them
from the blackboard. Pupils often do not realise the value of Crossword Puzzles.
They do not understand that it is the effort of thought and memory that goes into
solving them that makes them worth while. Pupils are sometimes anxious merely
to get the answers by the easiest means, so that they copy them into their own
book from an old book used in a previous year. This is useless and must be
prevented. In order to avoid it, teachers are advised to keep the Crossword
books themselves, only giving them to the pupils when they are to be used
immediately, say during the last ten minutes of a lesson period. The pupils may
then be allowed to finish a puzzle at home, and perhaps solve one more. The
books should be returned into the teacher's keeping the next day.
B02 · paragraph / latin
It is advisable not to use the Crossword books at all before the mid-year
holidays in February. All the puzzles should then be completed by the ⟦...⟧ils
by the end of the school year.
B03 · paragraph / latin
Enclosed with these Notes is a copy of the Solutions to Part One of "Progressive
Crossword Puzzles for Iraq", used in the Sixth Primary Class. Please do not
allow this to get into the hands of your pupils. Its purpose is to enable you to
make sure that your answers are correct.
B04 · signature / latin
December, 1955. C. W. Morris
Specialist Inspector of English
B05 · footer / latin
(b)
B01 · marginalia / arabic
٢٥٤
١٠/٢٨
B02 · stamp / arabic
٨٨٧
١٩٥٦/١٠/١
B03 · header / arabic
مديرية معارف لواء بغداد / المركز
مخزن الكتب المدرسية
الرقم -
B04 · form / arabic
العدد /:
التاريخ /:
B05 · paragraph / arabic
مديريات المدارس الثانوية والمتوسطة كافة
B06 · paragraph / arabic
اخبرتنا مديرية المعارف بكتابها المرقم ٤٢٧٠٦ والمؤرخ في ١٥ / ١٠ / ١٩٥٦ بشأن الكتابين
الانكليزيين المذكورين ادناه واللذين تدرسهما منذ سنين يمكن الاستفادة منهما باعتبارهما تمارين
اضافية يقوم بحلها الطلاب حسب التعليمات التي سنزودكم بها المفتشون فيوزع ما لديكم منها ⟦line⟧
كما يلي بالاولوية التي توزع بها سائر الكتب المدرسية واعلامنا فيما اذا كنتم بحاجة الى كميات اخرى
B07 · signature / arabic
⟦signature⟧
عـ مدير معارف لواء بغداد
المركز
B08 · table / arabic
١- كتاب "كورد وورد بزلز جـ ١ / يوزع على طلاب الصفوف الثانية المتوسطة
٢- كتاب "كورد وورد بزلز جـ ٢ / يوزع على طلاب الصفوف الثالثة المتوسطة
B09 · paragraph / arabic
نسخة منه الى -
ملاحظ مخزن الكتب / للثانوي
B10 · footer / arabic
قيس / ٢٢ منه
مديرية معارف لواء بغداد / المركز
المخزن الثانوي
العدد / ٢٧٩٢٥
التاريخ / ٢٢ / ١٠ / ١٩٥٦
[Marginalia] ⟦illegible⟧ ٢٥٨
[Marginalia] ⟦illegible⟧
ادارات المدارس الثانوية والمتوسطة في اللواء كافة
م / الغاء كتب كولدن ايرث
اعلمتنا مديرية المعارف العامة بكتابها المرقم ٤٢٤٦ والمؤرخ
في ١٤ / ١٠ / ١٩٥٦ بان كتاب ( ذي كولدن ارث ) المقرر تدريسه
في الصف الاول المتوسط سيلغى في السنة الدراسية القادمة
وعليه نرجو اعادة الفائض عن حاجتكم منه الى مخزن الكتب
الثانوي حالا .
[Signature] ⟦signature⟧
[Signature] و مدير معارف لواء بغداد
[Signature] المركز
نسخة الى :-
مديرية المعارف العامة / التجهيزات - اشارة لكتابكم اعلاه .
المخزن الثانوي
كاظم / أ
[Marginalia] ٥٠
B01 · form / arabic
مديرية معارف لواء بغداد:
المركز / الذاتية:
العدد /: ٤٢٧١
التاريخ /: ٢ / ٩ / ١٩٥٦
B02 · paragraph / arabic
ادارات المدارس الثانوية والمتوسطة الرسمية والاهلية والاجنبية كافة
B03 · paragraph / arabic
تجدون بطيه ( ⟦line⟧ ) من مجموعة التعليمات الخمس المرقمة من ١٦ - ٢٠ راجين ايداع
نسخة منها لمدرس ( مدرسه ) اللغة الانكليزية في مدرستكم مع الاحتفاظ بنسخة منها لادارة المدرسة
على ان ⟦illegible⟧ يأخذ توقيع المدرس ( المدرسه ) الذي يخصه الامر والاحتفاظ بها لديه للعمل
بموجبها ⟦line⟧
B04 · signature / arabic
⟦signature⟧
مدير معارف لواء بغداد
المركز
B05 · paragraph / arabic
نسخة منه الى :-
مفتشية المعارف العامة / كتابكم المرقم ٢٧٩٣
والمؤرخ في ٢ / ٩ / ١٩٥٦
B06 · marginalia / arabic
قيس / ١٨
B01 · header / latin
MINISTRY OF EDUCATION
ENGLISH INSPECTORATE
NOTES FOR TEACHERS OF ENGLISH No. (16),
“COMPANIONS” TO THE ENGLISH BOOKS.
B02 · paragraph / latin
The new Oxford English course for Iraq is planned according to modern methods of teaching English as a foreign language. Therefore it is essential that teacher’s should follow exactly the methods of the Oxford Books, as set out in the Teacher’s Notes.
In the Fifth Secondary class, students are required to read real, living English. This is an important part of their studies.
One of the most important points of the modern method used in the Oxford Books is that all the words and sentences are learnt in English only. This is done so that there shall not be any confusion between English and the mother-tongue of the pupils. This method may seem rather slow at first, but if it is properly carried out (as explained in detail in the Teacher’s Notes), it leads to better results than any other way. Correct English words and sentences are impressed on the pupils’ memories by constant practice and repetition. The pupils begin to express their thoughts directly in English. If this were well done, then we should no longer hear so many of the common mistakes which are due to translation from Arabic. The pupils must work hard to memorise the English words and sentences, but as a result they will speak and write correct English.
B03 · paragraph / latin
Unfortunately, some teachers have been so misguided that they have privately published books, called “Companions” or “Guides” or “Assistants” which destroy the work of the good teachers and hold back the pupils from learning English well. The teachers who publish these books cannot be thinking of the good of the pupils or the improvement of English teaching. They have some selfish motive for their bad work. No one who wishes to improve English teaching in Iraq can think well of them.
B04 · paragraph / latin
The first bad thing about these “Companions”, “Guides” or “Assistants” is that they translate the English words of the Oxford Books into Arabic. These translations are not always correct, but even if they were correct, they would still be bad, because they encourage the pupils not to learn English, but to try to speak and write English by first expressing their thoughts in Arabic and then translating. The two languages Arabic and English are so different that only advanced scholars can attempt translation, and if pupils try to translate, they will make many common errors.
B05 · paragraph / latin
The second bad thing about these “Guides” is that some of them give the answers to the exercises. The answers to the exercises are printed in the Teacher’s Notes, but not in the pupils’ Book. The whole purpose of an exercise is that the pupil must think about what he has learnt and make an effort to remember it correctly. By this thought and effort his knowledge grows, just as the muscles of the body grow by physical exercise. If the pupils find the answers to the exercises without any effort, then they are of no value to them.
B06 · paragraph / latin
The third bad thing is that these books usually contain mistakes in English, so that pupils who study them will learn wrong things. In one “Assistant” one hundred and thirteen mistakes in English have been counted. Forty-one of these are mistakes in spelling and punctuation, of which twenty-nine are perhaps printers’ errors—but pupils will learn wrong spelling from printers’ errors just as easily as they learn right spelling from their teacher and their books. Much more serious: the remaining 72 mistakes are examples of bad or incorrect English. Some may be called correct grammatically, but they are seldom or never used in spoken English. Some go exactly against what is taught in the Oxford Books. The worst are serious grammatical mistakes. No one can have confidence in a book which contains such mistakes..
B07 · paragraph / latin
There are very few teachers in the world who can write a textbook in a foreign language and be sure that it is entirely correct. And a book that is not entirely correct, and is not in the best interests of the pupils and the schools, ought not to be published.
B08 · paragraph / latin
“Companions” of all kinds are forbidden in schools, and pupils should be discouraged from buying them, for their own good. This matter is referred to in “The Teaching of English in Iraq: Aims and Methods” (Notes for Teachers of English No. 14), in Section 5—Vocabulary, and Section 6—The Use of Arabic; and in Ministry of Education Circular No. 10/2/S/800 dated 13/4/1955.
B09 · signature / latin
C. W. MORRIS
Specialist Inspector of English
12. 12. 1955
B10 · marginalia / unknown
⟦illegible signature/mark in red ink⟧
B01 · header / arabic
وزارة المعارف
مفتشية المعارف العامة
مميزية التفتيش
B02 · header / arabic
العدد ٤٣١
التاريخ ٢٧ / ٤ / ١٩٥٥
B03 · paragraph / arabic
الموضوع : حول ملخصات الكتب المدرسية
B04 · paragraph / arabic
المفتشين الاختصاصيين كافة
ندرج أدناه صورة كتاب مديرية المعارف العامة ( مديرية المناهج والكتب المدرسية )
المرقم ١٠ / ٢ / س / ٨٠٠ والمؤرخ ١٣ / ٤ / ١٩٥٥ حول الموضوع المبين أعلاه راجين
الاطلاع عليه واتخاذ ما يلزم لمراقبة هذه الجهة .
B05 · signature / arabic
مفتش المعارف العام
B06 · paragraph / arabic
نسخة الى :-
مديرية المعارف العامة / مديرية المناهج والكتب المدرسية
مفتشى ومفتشيات معارف الالوية والقائمين والقائمات بالتفتيش / للاطلاع والعمل
بموجبه .
B07 · header / arabic
صورة الكتاب
B08 · paragraph / arabic
لقد ظهر في الآونة الاخيرة الكثير من الملخصات للكتب المدرسية المقررة قد
اعدها مدرسون رسميون وغير رسميين بغية بيعها على الطلاب ككتاب مساعد بجانب
الكتاب المدرسي المقرر . ولما كان الهدف الاول لهذه الملخصات الربح المادي مع الاسف
دون الالتفات الى حاجة الطلاب العلمية والثقافية والتربوية كما ان في شرائها ارهاق
مادي للطلاب لامبرر له وهى الى جانب ذلك ستؤدى الى تشجيع روح الاتكالية لدى
الطلاب وتضييق افقهم العلمي .
وقد لاحظنا ان هذه الملخصات كثيرا ما تكون خالية من الصور والخرائط
والايضاحات التي لابد منها لتفهم المادة واستيعابها على الوجه الاتم .
كما ان هذه الملخصات المقتضبة تشجع الطلاب حتما على حفظ المادة واستظهارها
من غير فهم .
وعلى هذا يجب التعميم على المدارس الابتدائية والمتوسطة والثانوية كافة في لوائحكم
بمنع دخولها الى المدارس أو تشجيع الطلاب على اقتنائها وترويجها على أن يقوم مدرس
الموضوع نفسه بالمراقبة والتشديد .
B09 · signature / arabic
مدير المعارف العام
التوقيع
B01 · header / latin
MINISTRY OF EDUCATION
ENGLISH INSPECTORATE
NOTES FOR TEACHERS OF ENGLISH No. 17.
HANDWRITING
B02 · paragraph / latin
As stated in Section 10.3 of "The Teaching of English in Iraq: Aims and
Methods", the teaching of neat, clear handwriting is an important part of the work
of the teacher of English. Teachers should always insist upon neatly written work
and well-arranged exercise books. They should do all they can to see that
the handwriting of their students does not deteriorate as they go up the school.
B03 · paragraph / latin
Students cannot develop and maintain a good standard of handwriting unless
they are taught to write and their errors corrected. This is just as true in the
Intermediate and Secondary School as in the Primary School.
B04 · paragraph / latin
In the Primary School the foundations of good handwriting should be laid.
The pupils are taught to make the shapes of the letters clearly and accurately, and
to space them properly. Progressive Writing Books One, Two and Three are used
for this. This work must be continued and developed in the Intermediate School.
B05 · paragraph / latin
Teachers of English in the First Intermediate Class are requested to make
a thorough study of the Progressive Writing Books. On page 10 of Book Three
a beginning is made in joining the print letters. Teachers of the First Intermediate
Class should guide their students in developing their handwriting from this,
insisting always that they should follow the method of joining shown in Book Three.
Students will naturally begin to make their own individual modifications in their
writing. This should be permitted, provided that the proportions of the letters,
as given in the Progressive Writing Books, are carefully preserved.
B06 · paragraph / latin
Many English people write in a print script, sometimes partly joined,
sometimes with all the letters separate. But the majority of people who write
English use a flowing hand, usually fully joined and usually with loops. It is
not essential, however, that a flowing hand should have loops, or that all the letters
should be joined. Some of the letters may have loops, and some not; some letters
may be joined, and some not. The important thing is that the writing should
be easy and quick to write and easy and quick to read, and should look neat on the
page. In order to make sure of this, students must be guided in making changes
in their writing, and the fundamental letter shapes and proportions must be kept.
B07 · paragraph / latin
It is hoped that a new Progressive Writing Book Four will shortly be ready
for use in the First Intermediate Class. This will give the students further
guidance in making joins, and will make suggestions for the later development of
loops if teachers and students wish to use them.
B08 · signature / latin
C. W. Morris
Specialist Inspector of English
16. 1. 56