🎨 السؤال بالخط الأزرق · الإجابة بالخط الأخضر. المرجع الوحيد: كتاب الطالب Student’s Book 5A. المحتوى بالإنجليزية كما في الكتاب. تمارين الاستماع إجاباتها في التسجيل الصوتي (غير متوفر في الكتاب) ولذلك تظهر بخط رمادي مائل مع علامة [Audio].
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Book Front Matter مقدمة الكتاب
صفحات الغلاف والمقدمة والفهارس: I–VII · 1–2 (صفحات PDF 1–20)Book Informationبيانات الكتاب (ص 1–3)
What is the title of the book and which grade is it for?
Student’s Book 5A — Skyline English for Kuwait (Grade 5). Ministry of Education – State of Kuwait.
Which editions does the book mention?
First Edition: 2025–2026 · Second Edition: 2026–2027.
Who printed the book and what is its ISBN?
Printed in Kuwait by Pixel Printing Materials and Supplies LLC · ISBN 978-9921-33-046-5 (deposited in the Kuwait National Library; deposit no. 487 at the Ministry of Education library, 9/8/2026).
Who are the educational content reviewers?
Zahraa Mustafa · Nawaf Al-Rasheedi · Hind Al-Muhaini.
Who are the authors (2025 Edition)?
Hadeel Hassan Ali Al Kandari (Acting General ELT Supervisor) · Amal Shayea Mohammed Al-Jimaz · Girmeen Al-Sayed Soliman Gendia · Woroud Mohammed Alkhaled Mollouk · Eman Qassim Mohammed Al-Bloshi · Sakeena Hussain Ahmed Kankouni · Sahar Abdulaziz Abdullah Malak · Kholoud Zaid Nassar Zaid · Hanadi Mejbel Huzaim Al-Mutairi (HOD) · Fatma Emad Abdulhadi AlSaeed (English Teacher).
Who is on the Amendments Committee (2026–2027)?
Amal Shayea Mohammed Al-Jimaz (Acting General ELT Supervisor) · Girmeen Al-Sayed Soliman Gendia · Woroud Mohammed Alkhaled Mollouk · Eman Qassim Mohammed Al-Bloshi · Sakeena Hussain Ahmed Kankouni · Sahar Abdulaziz Abdullah Malak · Kholoud Zaid Nassar Zaid · Bedour AbdulAziz Marzouq Almeshaileh (HOD) · Hanadi Mejbel Huzaim Al-Mutairi (HOD) · Fatma Emad Abdulhadi AlSaeed (English Teacher).
Whose photos appear at the beginning of the book?
H.H. Sheikh Meshal Al-Ahmad Al-Jaber Al-Sabah, Amir of the State of Kuwait · H.H. Sheikh Sabah Khaled Al-Hamad Al-Sabah, Crown Prince of the State of Kuwait.
Contentsالفهرس (ص 10–11)
| Learning Unit | Unit | Pages |
|---|
باقي هذا القسم مقفل افتح المذكرة كاملة
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Treasures From Our Past كنوز من ماضينا
الوحدة الأولى · صفحات 3–20 (اختبار التقدم 14–17 · المشروع 18 · الكلمات 19 · الأغنية 20)Learning Outcomes (pp. 3–4)
- Listening and Viewing: identify key vocabulary related to Kuwait national symbols and heritage (peace, battles, pride) · understand short dialogues and stories about Kuwait’s traditions and historical landmarks (Failaka Island, Red Palace) · interpret spoken descriptions to match Kuwaiti flag colours with their symbolic meanings · follow oral narratives to extract key details about historical figures and events · distinguish between present and past tenses in oral contexts.
- Speaking and Representing: describe familiar people, places and events from Kuwait’s past using vocabulary prompts and visuals · converse about Kuwaiti culture and history using the past simple and present tenses · pronounce past-tense regular and irregular verbs (visited, went, fought) clearly · use possessive adjectives (his/her) correctly when talking about family and cultural heritage · take part in collaborative dialogues respecting turn-taking rules · use vocabulary and expressions to present ideas about places in Kuwait.
- Reading and Viewing: recognise and decode thematic words (palace, guest, heritage, Quran) · read short informational texts to infer the significance of historical landmarks and figures · determine the correct sequence of events in stories · identify main ideas and supporting details · interpret vocabulary in context · compare past and present customs, education and traditions.
- Writing and Representing: write sentences using unit vocabulary with correct spelling and punctuation · compose short paragraphs describing visits to historical places using graphic organisers · use the past simple to narrate personal or cultural experiences · use a checklist to edit spelling, tenses, punctuation and sequencing · use sentence starters and vocabulary banks to write about traditional events, education or national values.
Lesson 1 · Listeningالدرس ١ — الاستماع (ص 5)
I will learn:peacefight / foughtpridesymbol
Before you listen — “Did you know?” What colour was Kuwait’s flag in 1961?
In 1961, Kuwait’s flag was red and plain.
What is the past form of “fight”?
fought (fight / fought).
What do the new words peace, pride and symbol belong to in this lesson?
They are the vocabulary of the lesson about Kuwait’s flag: the flag is a symbol of the country, and its colours are connected with peace, battles, brave people and pride in the nation.
Tick ✓ or ✗: 1. At the park, the children dressed in the colours of Kuwait’s flag.
[Audio] The answer is in the recording (QR code on the page); it is not printed in the book. — تمرين استماع: الإجابة في التسجيل الصوتي وليست مكتوبة في الكتاب.
Tick ✓ or ✗: 2. The green colour in the flag shows that the people are brave.
[Audio] The answer is in the recording (QR code on the page); it is not printed in the book. — تمرين استماع: الإجابة في التسجيل الصوتي وليست مكتوبة في الكتاب.
Tick ✓ or ✗: 3. Grandpa said: ‘The flag is a symbol of love’.
[Audio] The answer is in the recording (QR code on the page); it is not printed in the book. — تمرين استماع: الإجابة في التسجيل الصوتي وليست مكتوبة في الكتاب.
Listen again, then write what each colour of the Kuwaiti flag means. Word bank: land – peace – battles – brave people. (Four hearts: black · green · white · red)
[Audio] The answer is in the recording (QR code on the page); it is not printed in the book. — تمرين استماع: الإجابة في التسجيل الصوتي وليست مكتوبة في الكتاب. The word bank gives the four meanings: land · peace · battles · brave people.
Lesson 2 · Grammarالدرس ٢ — القواعد (ص 6)
I will learn:Past simple tense: did + not
Negative of the past simple: I / you / we / they / he / she / it + didn’t + base verb (play / watch / eat / walk / study / hop).
| Subject | didn’t | Verb | Time expressions |
|---|---|---|---|
| I / you / we / they / he / she / it | didn’t | play · watch · eat · walk · study · hop | yesterday · last month · ago · in 2010 |
How do we make the negative of the past simple?
Subject + didn’t + the base form of the verb: We didn’t go to 360 Mall yesterday.
Give the affirmative and the negative example from the book.
✓ We went to 360 Mall yesterday. · ✗ We didn’t go to 360 Mall yesterday.
Which time expressions go with the past simple?
yesterday · last month · ago (e.g. 3 hours ago) · in 2010 · last week.
Look and complete using the correct form of the verbs: They ______ (play) football 3 hours ago.
They played football 3 hours ago.
Look and complete using the correct form of the verbs: They ______ (not play) tennis last week.
They didn’t play tennis last week.
Speaking — Roll the dice and say: “What did you do…
باقي هذا القسم مقفل افتح المذكرة كاملة
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From Our Heritage To Our Future من تراثنا إلى مستقبلنا
الوحدة الثانية · صفحات 21–38 (اختبار التقدم 32–35 · المشروع 36 · الكلمات 37 · الأغنية 38)Learning Outcomes (pp. 21–22)
- Listening and Viewing: identify key details in short dialogues about Kuwaiti traditions · summarise audio content related to heritage sites and customs · respond to factual and inferential questions after listening to a conversation · distinguish between facts and opinions in an audio interview.
- Speaking and Representing: describe places and activities using learned vocabulary accurately · express ideas using appropriate vocabulary and present tense structures · compare old and modern schools using short phrases and connectors · use conjunctions (and, but) appropriately in personal responses · construct a simple dialogue for a cultural visit scenario.
- Reading and Viewing: identify the main idea and details in informational texts about heritage · sequence events from a story set in Kuwait’s past and present · infer the meaning of new vocabulary using context clues · describe how a text presents Kuwaiti traditions by identifying key details, language features and cultural elements · evaluate characters’ actions in a cultural narrative · respond to comprehension questions with evidence from the text.
- Writing and Representing: compose a paragraph about a visit using a graphic organiser · use descriptive adverbs and adjectives in personal narratives · compare old and new lifestyles using cohesive devices · organise ideas in a logical sequence to describe events · edit writing using a checklist for spelling, tenses, punctuation and sequencing.
Lesson 1 · Listeningالدرس ١ — الاستماع (ص 23)
I will learn:necklacesomethingthoubanythingbusy
Before you listen: What can you buy from Souq Al-Mubarakiya?
Personal answer. (From Unit 1: food, spices, clothes and gold.) The lesson words are: necklace · thoub · something · anything.
Listen and choose: 1. Mum wants to go to … (a. Souq Al-Mubarakiya · b. the mall · c. the food market)
[Audio] The answer is in the recording (QR code on the page); it is not printed in the book. — تمرين استماع: الإجابة في التسجيل الصوتي وليست مكتوبة في الكتاب.
Listen and choose: 2. Noura wanted to buy a … (a. fish · b. necklace · c. thoub)
[Audio] The answer is in the recording (QR code on the page); it is not printed in the book. — تمرين استماع: الإجابة في التسجيل الصوتي وليست مكتوبة في الكتاب.
Listen and choose: 3. Shopping in Souq Al-Mubarakiya was … (a. fun · b. beautiful · c. fresh)
[Audio] The answer is in the recording (QR code on the page); it is not printed in the book. — تمرين استماع: الإجابة في التسجيل الصوتي وليست مكتوبة في الكتاب.
Listen again, then answer: 1. Who wants to buy a pearl necklace?
[Audio] The answer is in the recording (QR code on the page); it is not printed in the book. — تمرين استماع: الإجابة في التسجيل الصوتي وليست مكتوبة في الكتاب.
Lesson 2 · Grammarالدرس ٢ — القواعد (ص 24)
I will learn:anything / something
something → positive sentences (+) · anything → negative sentences and questions (− ?).
| Question | Answer |
|---|---|
| Do you want anything from the bakery? | Yes, I want something to eat, please! |
| Do you want anything sweet? | Yes, I want cupcakes, please! |
When do we use “something” and when do we use “anything”?
something is used in positive statements (Yes, I want something to eat). anything is used in questions and negatives (Do you want anything from the bakery?).
Complete: Did you find ______ to wear for Eid?
Did you find anything to wear for Eid? (a question)
Complete: Yes, luckily, I found ______ nice to wear.
Yes, luckily, I found something nice to wear. (a positive statement)
Speaking — Look and say: “Is there anything in the box?” (Box 1 · Box 2 · Box 3)
From the pictures: Box 1 — Yes, there is something in the box (a teddy bear). Box 2 — No, there isn’t anything in the box (it is empty). Box 3 — Yes, there is something in the box (fruit).
باقي هذا القسم مقفل افتح المذكرة كاملة
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Exploring The Weather استكشاف الطقس
الوحدة الثالثة · صفحات 39–56 (اختبار التقدم 50–53 · المشروع 54 · الكلمات 55 · الأغنية 56)Learning Outcomes (pp. 39–40)
- Listening and Viewing: identify weather-related vocabulary such as ‘forecast’, ‘humid’ and ‘dust storm’ · understand short dialogues and weather reports to extract specific information · take notes on key points from spoken weather forecasts · compare actions appropriate for different weather conditions · summarise oral advice given in weather-related conversations.
- Speaking and Representing: use simple weather vocabulary in short responses and descriptions · respond to questions about weather-related activities · participate in structured dialogues giving advice based on weather · explain differences between weather actions using conjunctions and modals · support suggestions with brief justifications · perform short role-plays simulating weather situations.
- Reading and Viewing: recognise decodable words related to weather topics · understand basic facts from informational texts on weather and safety · sequence events in a weather report using textual or visual clues · compare weather types and their impact on daily life using text evidence · judge appropriate actions based on a reading passage about weather · create a simple weather fact chart.
- Writing and Representing: write sentences using modal verbs to give advice for specific weather · complete a guided paragraph describing a weather-related event · organise ideas clearly using a graphic organiser · compose a short report about a weather day using learned vocabulary and grammar · edit writing using a checklist for spelling, tenses, punctuation and sequencing.
Lesson 1 · Listeningالدرس ١ — الاستماع (ص 41)
I will learn:forecastclearhumidsunscreenfishing rodhurry up
Before you listen: What would you do to know about the weather forecast?
Personal answer. (From Lesson 3: check the weather forecast on TV, on the radio or in a weather application.)
Listen and choose: 1. Hamad is going fishing … (a. early in the morning · b. late in the evening · c. in the afternoon · d. at night)
[Audio] The answer is in the recording (QR code on the page); it is not printed in the book. — تمرين استماع: الإجابة في التسجيل الصوتي وليست مكتوبة في الكتاب.
Listen and choose: 2. Grandfather thinks chicken sandwiches are … (a. hot · b. good · c. delicious · d. important)
[Audio] The answer is in the recording (QR code on the page); it is not printed in the book. — تمرين استماع: الإجابة في التسجيل الصوتي وليست مكتوبة في الكتاب.
Listen again, then take notes about the weather (Morning · Afternoon · Evening), then share your answers.
[Audio] The answer is in the recording (QR code on the page); it is not printed in the book. — تمرين استماع: الإجابة في التسجيل الصوتي وليست مكتوبة في الكتاب. The book gives three note cards: Morning · Afternoon · Evening.
Lesson 2 · Grammarالدرس ٢ — القواعد (ص 42)
I will learn:Coordinating conjunctions: ‘so’ and ‘or’
so gives a result · or gives a choice.
| Word | Example from the book | Meaning |
|---|---|---|
| so | The weather was windy, so we didn’t go fishing. | result (windy → we didn’t go fishing) |
| or | Would you like an egg sandwich or a chicken sandwich? | choice between two things |
What is “so” used for?
To show a result: The weather was windy, so we didn’t go fishing.
What is “or” used for?
To give a choice: Would you like an egg sandwich or a chicken sandwich?
Look, read and complete: 1. It was cold, ______ I wore a jacket.
It was cold, so I wore a jacket. (cold → result: a jacket)
Look, read and complete: 2. Would you like milk ______ orange juice?
Would you like milk or orange juice? (a choice)
Speaking — Look and say: “It was sunny yesterday, so I wore sunscreen to protect myself.” Use the picture cards (so · or).
“so” card: rain → jacket · sick boy → hospital (result). “or” card: skipping / computer game / playing football (choice). Personal answers using so / or, e.g.…
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Read To Explore اقرأ لتستكشف
الوحدة الرابعة · صفحات 57–74 (اختبار التقدم 68–71 · المشروع 72 · الكلمات 73 · الأغنية 74)Learning Outcomes (pp. 57–58)
- Listening and Viewing: recognise key vocabulary and specific information in short recorded conversations · identify the sequence of events in an audio passage using time connectors (first, next, after that, finally) · infer the main idea and speaker’s purpose in a short dialogue (e.g. book fair visit) · distinguish between facts and opinions in short audio recordings · respond appropriately to questions based on listening tasks.
- Speaking and Representing: use ‘too’ and ‘enough’ to describe objects, books and feelings with appropriate adjectives · express likes, dislikes and preferences using ‘would like to’ and ‘wouldn’t like to’ · respond to questions about personal reading habits and experiences · use appropriate vocabulary and expressions to describe stories and characters · participate in short role-plays about book clubs or story sharing · present ideas clearly and fluently using structured sentences and connectors.
- Reading and Viewing: identify the main idea and supporting details in narrative and informational texts · recognise the meaning of unfamiliar words using context clues · interpret the message or moral of a story and relate it to personal experience · answer comprehension questions with evidence from the text.
- Writing and Representing: write a paragraph using clear and descriptive language · use a graphic organiser to plan and organise ideas before writing · compose a structured book review including title, author, summary and opinion · use appropriate adjectives and sentence structures to describe reading experiences · edit writing using a checklist for spelling, tenses, punctuation and sequencing.
Lesson 1 · Listeningالدرس ١ — الاستماع (ص 59)
I will learn:book fairboothauthorimaginationdictionaryjoin
Before you listen: What’s the difference between a book fair and a bookshop?
Personal answer.
Tick ✓ or ✗: 1. The students arrived at Mishref book fair in the afternoon.
[Audio] The answer is in the recording (QR code on the page); it is not printed in the book. — تمرين استماع: الإجابة في التسجيل الصوتي وليست مكتوبة في الكتاب.
Tick ✓ or ✗: 2. Hamad bought a dictionary and a storybook.
[Audio] The answer is in the recording (QR code on the page); it is not printed in the book. — تمرين استماع: الإجابة في التسجيل الصوتي وليست مكتوبة في الكتاب.
Tick ✓ or ✗: 3. Fahad and Hamad met a famous author during their trip.
[Audio] The answer is in the recording (QR code on the page); it is not printed in the book. — تمرين استماع: الإجابة في التسجيل الصوتي وليست مكتوبة في الكتاب.
Listen again to reorder the events, then retell. (Four pictures: dictionary · BOOK FAIR · MISHREF BOOK FAIR · storybook on the bus)
[Audio] The answer is in the recording (QR code on the page); it is not printed in the book. — تمرين استماع: الإجابة في التسجيل الصوتي وليست مكتوبة في الكتاب. The book already marks the “BOOK FAIR” picture (the one with the clock) as First; the other three boxes are empty.
Lesson 2 · Grammarالدرس ٢ — القواعد (ص 60)
I will learn:scarytoo / enough
too + adjective (more than needed: It’s too scary) · adjective + enough (as much as needed: You are old enough).
| too | enough |
|---|---|
| It’s / They are too + adjective difficult · funny · short · long · useful | It isn’t / They aren’t adjective + enough easy · simple · modern · exciting · interesting |
Look at the example: What do you think of this book?
“It’s too scary for you. You are not old enough to read it.”
Where does “too” go in the sentence?
Before the adjective: too + adjective (too hot, too small, too young).
Where does “enough” go in the sentence?
After the adjective: adjective + enough (cold enough, big enough, old enough).
Read and complete: 1. The tea is ______ hot. It isn’t cold ______ to drink.
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Credits and Acknowledgments الشكر والمراجع
آخر صفحة من الكتابCredits and Acknowledgmentsالشكر والمراجع (ص 93 في ملف PDF — آخر صفحة)
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اختبر نفسك
اختر الإجابة وسيظهر الصواب فورًاباقي هذا القسم مقفل افتح المذكرة كاملة
★ نصائح ليلة الاختبار
١) القواعد بالترتيب: الوحدة ١: didn’t + base verb وhave / has + past participle · الوحدة ٢: something (مثبت) وanything (سؤال/نفي) و
باقي هذا القسم مقفل افتح المذكرة كاملة