AI English Translation, Pages 151-175
275
20882
12/15/1957
Directorate of Education of Baghdad Province / Center
Personnel
Number / -
Date /
Urgent
To: -
Administrations of Preparatory and Secondary Schools for Boys and Girls
All
The Directorate of General Education / Curricula and Books informed us in its letter No. 54557
dated 11/28/1957 that the book (LOUIS PASTEUR) assigned for the fifth
preparatory classes is required in its entirety and no part of it shall be omitted, so please take note
and act accordingly.
⟦illegible⟧
Abdul Sattar Al-Qaraghouli
Director of Education of Baghdad Province
Center
A copy to: -
Directorate of General Education / Directorate of Curricula and Books /
// // // / Secondary Education
Inspectorate // //
Directorate of Examinations
Chairmanship of the Higher Committee for Examinations
Personnel
Aziz / 4
⟦line⟧
Directorate of Education of Baghdad Province:
Number /: 21462
Issuing Center:
Date /: 9 / 12 / 1957
⟦illegible stamp⟧
To all primary schools for boys and girls, public and private
We attach herewith one copy of the booklet on how to distribute the primary school curriculum and model schools
for the English language. We request that English language teachers review it and keep it
in the English language instructions file.
⟦signature⟧
On behalf of
Director of Education of Baghdad Province
The Center
A copy to /
General Inspectorate of Education
Issued
MINISTRY OF EDUCATION
Inspectorate General of Education
Specialist Inspectorate of English
Instruction No. 14 to all male and female teachers of English
Primary School Curriculum
for the English Language
and English Language Curriculum for Model Schools
MINISTRY OF EDUCATION
INSPECTORATE GENERAL OF EDUCATION
SPECIALIST INSPECTORATE OF ENGLISH
Instruction No. 14.
English Syllabus For Primary Schools
and
English Language Syllabus
for Model Primary Schools
⟦line⟧
Ministry of Education Press—Baghdad
Published November 1957
⟦illegible⟧
Ministry of Education
Inspectorate General of Education
Specialist Inspectorate of English
Instruction No. 14 to all male and female teachers of English
Primary School Curriculum
for the English Language
MINISTRY OF EDUCATION
INSPECTORATE GENERAL OF EDUCATION
SPECIALIST INSPECTORATE OF ENGLISH
Instruction No. 14.
English Syllabus For Primary Schools
⟦line⟧
Ministry of Education Press—Baghdad
ENGLISH
Aims and Methods
1. GENERAL AIM
The ultimate aim of the English Course in the Primary School
is to train students:
(a) to understand simple spoken English within a limited
vocabulary (See 3.3);
(b) to speak simple English, correctly and clearly (See 7);
(c) to read and understand with ease a text within their
vocabulary (See 5);
(d) to write exercises based on the structures which they learn
from their textbooks (See 10).
2. THE ENGLISH COURSE
2.1 The English Course begins in the Fifth Primary Class. It is
a continuous Course of seven years until the end of the Fifth
Secondary Class. It is most desirable that each Class should
have at least one English lesson every day, so as to ensure
frequency and continuity of practice.
2.2 Fifth and Sixth Primary Classes. In the Primary school, the
oral foundations of the language are laid. Great care should
be given to good pronunciation, correct spelling and neat, clear
handwriting.
2.3 Intermediate Classes. In the Intermediate school, the emphasis
gradually moves from oral work to reading for understanding,
and written expression. New material, however, must still be
introduced orally, and practice in speaking English must play
a large part throughout. The transition is made from script to
a cursive handwriting.
3
2.4. Secondary Classes. In the Secondary school:
(a) there should be a systematic study of the basic structure of English;
(b) students must be trained to depend more on their own efforts, and less on the teacher. They must read for themselves, and attempt to understand unsimplified texts. They must be able to use a Dictionary.
3. METHOD IN GENERAL
3.1 A modified Direct Method is used. That is, the native language is used as little as possible and every effort is made to establish direct association between objects and concepts on the one hand and their expression in English on the other. (See 6).
3.2 The sentence-patterns and structures of English and a carefully selected vocabulary are taught progressively according to a systematic scheme. This scheme is provided by the textbooks. The vocabulary and patterns in the textbook for each year must be thoroughly taught, but not exceeded.
3.3 Much more attention should be given to the correct construction of sentences, and especially to the correct use of the verb Tenses, than to the mere meanings of separate words. The structure of the language is more important than its vocabulary. (See 5).
4. GRAMMAR
4.1 English is a language of usage or habits more than of rules. For example, the supposed "rule" that in English a preposition governs a noun or pronoun in the Accusative (or Objective) Case, and that a preposition must not end a sentence, does not apply to spoken English nor to informal written English. "Who did you give that book to ?" is good everyday English. This is not the only example. Therefore, to teach grammar rules in the early stages is not only valueless, but is a hindrance to fluency.
4.2 Instead of copying and learning grammar rules, students should have plenty of practice in using the different sentence-patterns which make up written and spoken English, especially
4
the verb Tenses. They should practise these patterns in many
different situations, some real, some artificially created by the
teacher. In this way they should acquire correct language
habits. The sentence-patterns are set out in the second book
recommended under AIDS TO TEACHERS (14.3). The Oxford
English Course for Iraq is based on a progressive scheme for
teaching these patterns. Ample practice is provided, and
detailed suggestions for presentation are given in the Teacher's
Notes to each Book of the Course. All the English language
given in the Teacher's Notes must be taught by the methods
suggested, and all the Exercises must be worked by the students.
(See 10.1).
VOCABULARY
5.1 It is easy to teach and to learn one "meaning" for each new
word; but this does not lead to real understanding of the
language, nor to ability to use it correctly. Because it is easy,
there is a danger that too much time and effort is given to
vocabulary work, instead of to pattern and Tense drills. The
attempt to give one so-called "synonym" for each word is
futile, for there are few true synonyms in English, and few
of these are fully interchangeable. For example, wish and
want, stop and cease, opposite and contrary are pairs of words
similar in meaning, but one of the pair cannot usually be used in
place of the other. Many of the "synonyms" given to students
are positively incorrect. For example, damp does not mean
wet, too does not mean very.
5.2 To give equivalents of English words in Arabic is even worse.
It encourages mental translation (which takes place to some
extent anyway) and fails to establish the direct association
between the concept and the English word. Moreover, the
habits of the two languages are so different that translation in
the early stages inevitably leads to errors.
5
6. THE USE OF ARABIC
6.1 Students must not speak or write Arabic during an English lesson. (See 5.2).
6.2 Teachers may use Arabic (or the language of the students): —
(a) for the explanation of grammatical difficulties;
(b) to make clear what the students have to do in an exercise;
(c) occasionally, to explain the meaning of an English word, when it would be impossible, or very clumsy, to explain it by any other means. The occasions when Arabic may be used are clearly stated in the Teacher's Notes.
6.3 The frequent use of Arabic in teaching English, and especially translating the reading texts into Arabic, or giving Arabic summaries of them, not only does not help the students to learn English, but actually hinders them from doing so.
6.4 Arabic "Companions", and "Companions" of all kinds are forbidden.
7. PRONUNCIATION
7.1 The aim is to teach a clear speech. It should be correct enough to be understood by other speakers of English, and free from gross errors. In particular, errors of pronunciation which cause misunderstanding, or lead to mistakes in grammar or spelling, must be eliminated. For example, the differences in pronunciation between such pairs of words as the following should be clear: hit and heat, walk and work, can and can't, there and they're. Omission of consonants when their sounding is required, especially the consonant "t" in words like water and twenty, must be avoided. The correct values of the English "r" must be taught.
7.2 Pronunciation is best taught by (a) pronunciation drill for a few minutes at the beginning of each lesson; (b) correction of individual errors. Reading aloud by students is a means of testing pronunciation, not of teaching it, and much reading aloud is a waste of time. Some reading aloud by teacher and
6
students, however, may be useful in teaching rhythm and
intonation; but it should not occupy much time in any lesson.
When teachers read aloud, they should do so naturally,
without exaggeration. Very slow reading with distorted
pronunciation, is bad and does not help comprehension.
8. LESSON PLANNING AND PREPARATION
8.1 The Teacher's Notes to the Oxford Course set out clearly the
English to be taught in each year; the pupils' Book for the
year provides the necessary practice in speaking, reading and
writing, It is the responsibility of the teacher to decide how
much material is to be covered in each lesson period, each week
and each month, according to the teaching time available and
the varying difficulty of the work to be done.
8.2 Each lesson must be carefully prepared, with reference to the
Teacher's Notes, before the classroom is entered. A lesson period
should not be used for one activity only. It should be divided
into four parts, for Listening, Speaking, Reading and Writing.
9. TEACHING NEW MATERIAL
9.1 The amount of new material which a student can learn at one
time is limited. A language is learnt by constant repetition
and revision. Therefore only a part of any lesson period
should be given to teaching new material. The rest of the
lesson should be taken up by revision and practice.
9.2 New material must always be introduced orally before the
reading-text is read. This does not apply to certain easy
reading-texts which are intended for silent reading and which
contain little new material. The Teacher's Notes give guidance
about these.
9.3 Question and Answer work should aim at giving practice in the
use of sentence-patterns, not at teaching the subject-matter of
the reading text. A few carefully worded questions will test
comprehension.
7
10. WRITTEN WORK
10.1 The exercises in the textbook should be done by the students,
after the teacher has thoroughly taught the material upon which
they are based. Often the exercises will be prepared orally in
class. They should not be written on the blackboard and copied
by the students. The object of written exercises is to give
students practice. Only the answers, not the questions,
should usually be spoken and written. If a large number of
students make similar mistakes in working an exercise, the
pattern must be taught again. The teacher will then write one
or two examples of correct answers on the blackboard, but these
should be cleaned off before the students repeat the exercise.
10.2 The exercises in the textbook provide sufficient written work
for the early stages.
10.3 Attention should be paid to spelling and to neat, clear hand-
writing, based on the letter shapes in the Progressive Writing
Books.
11. MARKING
11.1 Marking is an important duty of the teacher of English which
must not be neglected. All written work done by students
should be looked at by the teacher. Students should know
that whatever they write will come under the teacher's eye.
Whenever the teacher marks a mistake, the student should
write a correction of it. Students should not be required to
copy out the reading texts. Time and effort should be directed
towards productive work, not copying. (See 10.1).
12. LEARNING BY HEART
12.1 Memory is of great importance in learning a language. But
teachers must be careful that it is the language that their
students learn by heart, not facts about the language, or
about history, geography and so on.
12.2 There are two kinds of memory work in learning a language:
unconscious assimilation and conscious learning by heart.
8
The more that a student learns by unconscious assimilation
the better: it is the chief way in which he learns his own
language. He memorises almost unconsciously by repeatedly
hearing, saying and later reading the same patterns and
words, in a meaningful context.
12.3 This must be supplemented, however, by conscious learning
by heart. The student must make an effort to learn spelling
and sentence-patterns. He may learn by heart sentences
which contain examples of different sentence-patterns, as
models for framing other sentences.
12.4 Many students enjoy learning poetry by heart, provided the
pieces are interesting and not too long. This is also good
for fixing patterns in the memory. Verse-speaking should be
encouraged: it often leads naturally to learning of poetry.
13, OUT-OF-CLASSROOM ACTIVITIES
13.1 Students must have opportunities of practising spoken English.
This is especially important when classes are large. Enterprising
teachers will find many ways of bringing their students together,
outside the classroom, to speak and sometimes to write English.
13.2 The English Society or Club. Out-of-classroom activities may
be arranged through an English Society or Club. It should
be properly constituted, with the usual officers (Chairman,
Secretary, Treasurer) and a Committee.
13.3 The English Magazine. Every school where English is taught
should have an English Magazine. It might be in the form
of a periodical to be distributed to the students, or of a wall
sheet placed where all can read it. It will be of value only
if it is truly the work of the students. The teachers should
point out errors in the manuscripts submitted, and see that
they are corrected before being published; but teachers should
not write the magazine. Well-drawn illustrations are an
advantage, but a high standard of writing and drawing should
be insisted upon. Sometimes several schools might combine to
produce a magazine.
9
13.4 The Acting of Plays in English. There is a value in the acting
of plays as an aid to learning a language, provided that the
plays are suitable, in difficulty and in subject-matter, to the
age and ability of the students, and that as many students as
possible take part in them. There is not much value in a few
students acting a play which they do not understand, in order
to impress visitors. A great deal of valuable dramatisation goes
on in the classroom of a good language teacher.
14. AIDS TO TEACHERS
14.1 The Teacher's Notes to each Book of the Oxford English Course.
These are essential.
14.2 Instructions to Teachers of English (Primary), issued by the
English Inspectorate. Every teacher of English should have a
complete set. It is not enough for teachers to look at a school
copy, or to share a copy with other teachers. Various parts of
this Syllabus are dealt with in detail in these Instructions.
14.3. Books on teaching English as a foreign language:—
F. G. French: The teaching of English abroad, I, II & III.
(O.U.P.).
A.S. Hornby: A guide to patterns and usage in English.
(O.U.P.).
I. Morris: The teaching of English as a second language.
(Macmillan).
H.E. Palmer: A grammar of English words. (Longmans).
H.E. Palmer: The teaching of oral English. (Longmans).
14.4 A good dictionary. Recommended:
An Advanced Learner's Dictionary of Current English (O.U.P.)
14.5 A periodical for teachers of English all over the world:
English Language Teaching, published by the British Council,
three times a year.
10
DETAILED SYLLABUS
First Year Course (Fifth Classes)
ORAL WORK
The first lessons in English, for several weeks, should be oral, before any reading texts are used. In these lessons, the students will learn to understand and say some of the simple patterns of English, and to associate the sounds of English with the script letters. The main part of each lesson should be given to the activities of Listening, Doing and Saying, by which the students learn to understand and use an orderly series of simple question and answer patterns, depending on:
(1) the question words what, where, how many and whose;
(2) the verbs is, am, are, have, and has;
(3) the personal pronouns, possessive adjectives and the words this / these and that / those;
(4) everyday nouns connected with home and school, verbs that go with them, and adjectives of number, size and colour;
(5) and, or; on, in, under, of, to, into, from; a, an, the.
The question and answer patterns are introduced and practised with the help of teaching aids:
(1) things connected with the home, especially with eating and drinking;
(2) things seen in the classroom;
(3) pictures, and coloured squares.
READING
The steps in learning to read are:
(a) Reading words from the blackboard, or from cards, when the sounds are being taught;
(b) Reading sentences (already practised orally) from the blackboard, or from cards;
(c) Reading the same sentences from the textbook.
II
NOTE:
(1) Special emphasis is laid upon silent reading.
(2) The names of the letters, in alphabetical order, are not taught
until the reading from the textbook is begun.
(3) The questions and answers practised in the oral lessons are
repeated in the textbook.
(4) Both long and short forms of is and are etc. are said and
read.
HANDWRITING
Print script is taught by means of the prescribed Progressive
Writing Books, I and II. Attention should be paid to:
(1) The shape of the elements and the direction of the strokes;
(2) The spacing of letters, and of words, and of sentences.
SPELLING AND DICTATION
(1) Students should be taught to spell only the words which they
have already learned to hear, say and read.
(2) Spelling should be taught as a separate activity. Only a short
time should be given to it, and not in every lesson.
(3) Dictations should be short. They should include only words
which the students have already learned to hear, say and read.
(4) Every dictation should be carefully marked.
WRITTEN WORK
Written work is introduced in two stages:
(a) Words only;
(b) Whole sentences.
Sufficient material for written work is provided by the exercises
in the textbook.
NOTE:
(1) The purpose of written exercises is to give the students practice
in writing what they have already learnt, not to test them.
(2) All the exercises should be written carefully in a special
exercise book.
(3) The exercises should be corrected by the teacher, and the
corrections should be written out by the students.
(4) The students should not write out the questions when doing
an exercise, but only the answers.
12
Second Year Course (Sixth Classes)
ORAL WORK
Although the reading passages in the textbook for the Sixth Class
are somewhat longer than those for the Fifth Class, the emphasis of
the teaching is still upon oral work. New material should be introduced
orally before a reading text is read. That is, students should learn to
hear and say the new words and sentences before they read them
from the textbooks. As often as possible, students should be active.
That is, they should do actions, and answer question about what they
are doing, or have done. The new material to be introduced orally
includes:
(1) About 450 new words in everyday use in connection with
home, school, recreations and holidays, or found in simple
stories.
(2) The following six important verb forms:
1. going to and an infinitive to express Future of Intention,
2. The Simple Present Tense, for habitual actions and
statements of fact,
3. The Simple Past Tense, and its uses.
4. The Past Progressive Tense and its uses,
5. Will and shall,
6. The Present Perfect Tense and its simpler uses.
(3) Useful common phrases and patterns, including time and dates.
(4) Some, any, no; much, many, a lot of, a few, a little; all,
both, one of.
(5) Common prepositions and conjunctions.
(6) Pronouns, including reflexive pronouns.
(7) Important structural words, like just, already, still, ago.
(8) Degrees of comparison.
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READING
The aim of reading is silent reading with understanding. Reading
aloud is necessary only occasionally. Students should not be asked to
read ( either silently or aloud) until all the difficulties in the passage
have first been thoroughly dealt with orally. Silent reading should
be followed by oral questions, to test understanding and to give practice
in using the new words and patterns. The students' answers should
always be in complete sentences, to show that they can use the patterns,
and especially the verb forms, correctly.
PRONUNCIATION AND SPELLING
These should be taught as separate activities. They should take up
only a short time, not in every lesson. Reading aloud is not a good
means of attempting to teach pronunciation. Dictation may be given,
not very frequently, from the reading passages, after they have been
thoroughly prepared. Dictations should be carefully marked by the
teacher.
HANDWRITING
The teaching of a neat, clear print script is continued by means
of the prescribed Progressive Writing Book III. The new points
introduced in the second year are:
(1) The first steps in joining the letters in a word;
(2) Writing without the aid of guide lines;
(3) Beginning paragraphs; writing the date and the time; the
punctuation of direct speech; and addressing envelopes.
WRITTEN WORK
Written work should be limited to occasional dictation and the
writing of most of the exercises in the textbook, usually after oral
preparation.
NOTE:
(1) The purpose of written exercises is to give the students practice
in writing what they have already learnt, not to test them.
14
(2) The exercises should be written carefully in a special exercise
book.
(3) Exercises should not be copied from the blackboard. They
should be the students' unaided work, after sufficient pre-
paration.
(4) The exercises should be corrected by the teacher, and the
corrections should be written by the students.
(5) The students should not write out the questions when doing
exercises, but only the answers.
ENGLISH BOOKLIST FOR PRIMARY SCHOOLS
Fifth Year
1. Oxford English Course for Iraq, Book I (Second
Edition).
2. Teacher's Notes to Book I (Second Edition).
3. Progressive Writing Books, Book One
4. Progressive Writing Books, Book Two
5. Crosswords for Beginners I
6. Reading Cards for use in oral lessons (teacher)
Sixth Year
1. Oxford English Course for Iraq, Book II
2. Teacher's Notes to Book II
3. Progressive Writing Book, Book Three
4. Progressive Crossword Puzzles for Iraq Part One
(Second Edition)
15
INSTRUCTIONS TO TEACHERS OF ENGLISH (Primary)
issued by the English Inspectorate (See 14.2)
1 Oral Teaching in the 5th year (Primary).
2. The Oxford English Course for Iraq, Book Two—Teacher's Notes.
3. Written Work in the Fifth Year Primary.
4. Spelling and Dictation.
5. The Thirty-six Introductory Oral Lessons.
6. The Teaching of English in Iraq: Aims and Methods.
7. "Companions" to the Oxford English Course for Iraq, Books One
and Two.
8. The Crossword Puzzles.
9. Preparation of daily lessons. Preparation of the daily lesson
10. Pupils' Handwriting. Students' handwriting
11. The Use of the Blackboard. Use of the blackboard
12. Teaching Aids for the English Lessons.
Illustrative aids in English language lessons
13. Questions and Answers—Oral and Written.
14. English syllabus for Primary Schools.
Note: Instructions numbered 7 were sent in Arabic and English.
Instructions numbered 9 to 12 were sent in Arabic only.
16
English Language Syllabus for Model Primary Schools
Approved by the Council of Education in its eighteenth session on July 21, 1957
ENGLISH LANGUAGE SYLLABUS
FOR MODEL PRIMARY SCHOOLS
1st. Year: No English.
2nd. Year: 3 periods per week.
1. Oral Drill. Commands. Sounds. Reading Cards.
(See The Oxford English Course for Western Asia.
Teacher's Notes to Book One pp. 1—70.
Children should not be given exercises in Writing.)
† 2. Nursery Rhymes and Action Songs, with the help of
gramophone records.
†† 3. The use of picture books, alphabet books and wall
pictures.
3rd. Year: 4 periods per week.
Revision of 2nd. year work.
Writing: Progressive Writing Books, Book One.
4th. Year: 4 periods per week.
The Oxford English Course for Iraq, Book I.
(Teachers should use the Teacher's Notes to Book One.)
Progressive Writing Books, Book Two.
Crosswords for Beginners, Part I.
⟦line⟧
† Uncle Mac's Nursery Rhymes (His Master's Voice).
BD 622; BD 623; BD 624; BD 888.
†† A. L. Picture Book Series Nos. 0. 1, 2, 2a, 3, 5, and 6,
A. L. Colour Photo Books. 1, 2, 3, 4, and 5.
17
5th Year: 6 periods per week.
The Oxford English Course for Iraq, Book Two.
(Teachers should use the Teacher's Notes to Book Two.)
Progressive Writing Books, Book Three.
Progressive Crossword Puzzles for Iraq, Part One.
Acting the play "Be Clean".
6th. Year: 6 periods per week.
Oxford English Course for Iraq, Book Three, 99 pages.
(Teachers should use the Teacher's Notes to Book Three.)
Tom and Carl.
Progressive Writing Books, Book Four.
Crosswords for Beginners Part II.
OUT-OF-CLASSROOM ACTIVITIES:
1. Reading suitable English stories from the school library.
2. Acting simple plays in English.
3. An English Language Club should be formed.
4. An English Language Wall Magazine should be prepared by the
children, and there should be other activities to facilitate the
learning of the language.
18
Directorate of Education of Baghdad Province / Center
Outgoing
Number /: 20505
Date /: 2 / 12 / 957
267
⟦line⟧
12 / 5
To -
Administrations of Official, Private, and Foreign
Secondary Schools for Boys and Girls
We send you herewith one copy of the instructions for obtaining
the Cambridge Certificate examination in the English language, requesting
the teaching staff to review them.
⟦signature⟧
Director of Education of Baghdad Province
Center
A copy to -
General Inspectorate of Education
Outgoing Section
Al-Tamimi / 2
IET/505/A
Circular for Teachers of English in
Secondary Schools (Government & Private)
The Cambridge Lower Certificate
in English
1. It is now recognised in Iraq that the Cambridge Lower Certi-
ficate 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
4039 dated 2.10.56) and by the English Departments of the Higher
Institutions in Baghdad in selecting candidates for entry.
2. 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.
3. Preparation. Students are prepared for the LANGUAGE paper in
the examination by their work in the secondary school on comprehen-
sion, 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"),
students who are going to take the Cambridge examination will have
to study two books from the list, privately outside school.
not for our school ⟦illegible⟧
The list of prescribed Books for 1958 is as follows. The first
four books on the list will also be prescribed in 1959:
i | DICKENS, Nicholas Nickleby (Longmans, Bridge Series)
ii | CHARLOTTE BRONTE , Shirley (Oxford Univ. Press, English-Readers' Library)
iii | REGINALD BERKELEY, The Lady with a lamp (Longmans, Essential English Library)
iv | NINA LANGLEY, Dr Albert Schweitzer, O.M. (Harrap)
v | SHIRLEY DARBYSHIRE, Young Nurse Carter (Chatto & Windus)
vi | SIR ARTHUR QUILLER COUCH, Harry Revel (Dent, Kings' Treasuries)
vii | A.G. STREET, Farmer's Glory (Faber)
4. Dates of the examination 17th June and 9th December, 1958.
The oral examination will be taken on another day, near to the
date of the written papers.
5. Entry Entry forms should be obtained by post from the
nearest British Council Centre (see list below), during January.
Candidates will then be told the last date for sending in the com-
pleted 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.
Mr. Ahmed
To notify the English language teachers of this and keep the letter in its file for the academic year curricula
⟦illegible⟧
1958/12/20
- 2 -
6. Past question papers can be bought, and any further infor-
mation about the examination can be obtained, from the British
Council, P.O. Box No 298, Baghdad,
7. The British Council Centres in Iraq are:-
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.
G. Crwys-Williams,
Specialist Inspector of English.
20th November 1957.
Directorate of Education of Baghdad Province - Center
Outgoing
Number /: 2225
Date /: 26 / 9 / 1957
To -
Administrations of Official Primary and Secondary Schools
and Private Schools
We are sending you herewith one copy of the list of English books
prescribed for the current academic year 1957/1958, requesting that they be handed
to the male and female English language teachers in your schools and instructing them
to strike out the phrase mentioned in the third paragraph of the first intermediate grade books
and write the name of the book "⟦line⟧" instead, as it is the
prescribed book.
Come and Learn
⟦signature⟧
Abdul Sattar Al-Qaraghouli
Director of Education of Baghdad Province
Center
A copy to -
Directorate General of Education / Supplies / Reference to its letter numbered
39653 dated 22 / 9 / 1957
All male and female inspectors of this Directorate
Outgoing Section - for follow-up
Qais Ahmed