Pre_-KET and Phonetic Scheme of Work

Qualification Tittle: Preparation for Pre-KET

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Curriculum Content/
topic

W Day 1:
1
Introduction
Ice-breaker
Personal
Information
Reading the
Alphabet
(A Z)
Writing the
Alphabet
(A Z )
Upper/Lower
case

Subject: Basic English and Phonetics

Objectives

Vocabulary, Grammar,
punctuation

Teachers Activity

Students Activity

Assess
ment

resources

-Introduce the
course to Ss
-T & Ss to know
each other

Subject pronoun: I,
you, she, he, we, they

Flash
cards

This is,

Ss listen.
Ss introduce
themselves & others in
turn (for the whole
class) and then in
group of threes)
Ss make posters of
Personal Pronouns

Monitor
Check

-introducing The
Alphabet names
to Ss
Ss learn writing
their names in
English

Nice to meet you,

too.

T introduces the course

T introduces self &
encourage Ss introduce
themselves and others
in turn to the class and
then in group of threes..
T. explains subject
pronouns and asks Ss to
make posters of subject
pronouns.

Curriculum
Scheme of Work (Phonetics)

Objectives

Vocabulary &
phrases:

Nice to meet you.,

Punctuation: full stop

.

Vocabulary

T shows and reads

The alphabet
T explains how to write
the alphabet
Upper/Lower case
Ss write their names in
English and put in front
on their desks.

Teachers Activity

Pictures
You tube
Games

Ss repeat the Alphabet

after the teacher
Ss practice writing the
Alphabet both in Upper
& Lower case.

Handouts

Ss to make 2 posters:
1)
Subject
Pronouns

Students Activity
Page 1 of 29

Assess

Resources

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W Day 2:
1
Conjugation
of verb to
be
Greeting:
Formal
The Alphabet
Sounds

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e

&
Grammar

Content/topic

Curriculum
Content/topic

Teach learners
to use is, am,
are with the
subject
pronouns
correctly.
To enable
learners to greet
formally as a
preparation to
distinguish
between formal
and informal
greeting

Objectives

Scheme of Work (Phonetics)

Conjugation of verb
to be:.
I am

ment

T. explains the use of

is, am, are with the
subject pronouns.

Ss make posters of
verb to be with
Subject Pronouns

Observe
monitor

Flash
cards
Pictures

She is/He is/It is

We are/You are/They
are
Formal: Good
morning, Good
afternoon, How are
you?, I am fine,
Thank you, And
you?, Good bye

Vocabulary
&

T gives examples of
formal greeting and
gives Ss role plays, gap
filling and matching
activities.
T. guides Ss to make
posters of formal
greeting.

Ss role play the formal

greeting in pairs.

You tube

Ss to do gap filling and

matching activities.

Games
Handouts

Ss to make posters for

formal greetings.

Ss practice the sounds

of the Alphabet and
compare them to
T. says the sounds to the Arabic sounds.
students to repeat.
Ss to make a poster of
the Alphabet sounds.

Teachers Activity

Students Activity

Assess
ment

Page 2 of 29

Resources

e
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W Day 3:
1
Greeting:
Informal

Short form of
verb to be

Verb to
have
Short vowel
a and CVC
with a

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Grammar

Ss learn
informal
greeting to
recognize the
difference and
greet
accordingly.
Introducing
apostrophe for
short forms
of verb to be.

Informal: Hello, Hi,

How is everything,
not bad, bye, see
you later.
Punctuation:
Apostrophe
Im, Youre, Hes,
Shes, Its, Were,
Theyre

Grammar: Verb to
have: I have, You
Ss learn verb to have, We have, They
have to
have, She has, He
express
has, It has.
belonging.
Cab, jab, bad, had,
-Introduce
dad, mad, pad, sad,
monographs of bag, nag, rag, ban,
sound a and
can, Dan, fan, man,
CVC with a"
pan, ran, tan, van,
(facilitate
cap, gap, map, nap,
spellings)
tap, rap, bat, cat, fat,
hat, mat, pat, rat, sat.

Curriculum
Content/topic
Scheme of Work (Phonetics)

Objectives

Vocabulary
&
Grammar

T gives examples of
informal greeting and
gives Ss role plays, gap
filling and matching
activities.
T. encourages Ss to
make posters comparing
Formal and Informal
greetings.
T. introduces the short
vowel sounds starting
with a and encourages
learners to make
sentences.

Ss role play the

informal greetings in
pairs and do gap filling
and matching
activities.

Monitori
ng
Checkin
g
Matchin
g

Ss to make posters of
formal greeting
compared to informal
greeting

Flash
cards
Pictures
You tube
Games
Handouts

Ss make posters of
short forms of verb to
be
Ss make posers of
verb to have
Ss make posters of the
CVC a and the
sentences.

Teachers Activity

Students Activity

Page 3 of 29

Assess
ment

Resources

k
Day 4:
W
1

Making
questions /
answers with
verb to be
Maths:
Numbers
(Cardinal)
Short Vowel
i and CVC
with I

Teach
learners make
question by
moving the verb
to be to the
beginning of the
sentence

Am I
Are you, Are we, Are
they
Is she, Is he, Is it

T. explains how to make

questions / answer /
negative with verb to be
(moving the verb to the
beginning of a sentence)
T. teaches numbers 1-10
both in figure and words.

-to teach
number 1-12 for
counting

Yes, I am / you are /

we are / they are / she Then encourages Ss to
is / he is / it is.
make posters of
Numbers.
-to introduce
No, Im not / you
monographs i
arent / we arent /
T. introduces the short
and CVC with i they arent / she isnt / vowel sound i and
he isnt / it isnt.
encourages learners to
(facilitate
make sentences.
spelling)
1, 2, 3, .12
One, two, twelve
Bib, nib, rib, bid, did,
hid, lid, mid, rid, big,
dig, pig, wig, bin, din,
fin, kin, pin, sin, tin,
win, dip, hip, lip, pip,
sip, zip, bit, fit, hit, kit,
pit, sit.

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Curriculum
Content/topic

Scheme of Work (Phonetics)

Objectives

Vocabulary
&
Grammar

Ss work in pairs asking

each other questions
and answering each
others questions.
Ss make posters of
questions and answers
patterns.

Monitori
ng
Checkin
g
Matchin
g

Flash
cards
Pictures
You tube
Games

Ss repeat the numbers

after T. Then they say
the numbers in turn.

Hand outs

Ss do activities (putting
numbers in the right
order, matching,
spelling, etc)
Students make posters
of the numbers.
Ss make posters of the
CVC i and the
sentences

Teachers Activity

Students Activity

Page 4 of 29

Assess
ment

Resources

Day 5:
W
1 Assessment

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Assessing and
revision of
personal
information
,greetings both
formal and
informal, verb
to be and to
have, short
forms, numbers
and short
vowels (a, i,)

Curriculum
Content/topic

Scheme of Work (Phonetics)

Objectives

Assessing the
vocabulary taught
during the week

Vocabulary
&
Grammar

Maintain assessment
environment and give
assessment to Ss.

Teachers Activity

Ss to follow
assessment instruction
(switch off mob., avoid
cheating, etc) to do the
assessment.

Students Activity

Page 5 of 29

Test
Paper

Assess
ment

Resources

W Day 1:
2
Classroom
Objects and
stationeries
Short vowel
o and CVC
with o

Grammar:
Singular/Plural
To familiarize Ss Adding s, es to
with the words
make plural plus
for classroom
irregular plurals
objects and
stationaries and Phrases:
also to prepare
It is
Ss for
They are
organisational
What is this?
skills
programme.
Vocabulary:
Whiteboard, table
chair, pen, pencil,
colour pencils, eraser,
sharpener, pencil
case, folder, etc

Teacher points to the

objects in the classroom
and also shows picture
to introduce the lesson
T. introduces the short
vowel sound o and
encourages learners to
make sentences.

Ss do pair works and

posters plus other
activities such as
matching, gap-filling,
etc.
Ss make posters of the
CVC o and the
sentences

Monitori
ng
Checkin
g
Observi
ng

Flash
cards
Pictures
You tube
Games
Handouts

Bob, cob, job, mob,

rob, sob, cod, God,
nod, dog, fog, jog, log,
cot, dot, got, hot, jot,
not, pot, rot.

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Curriculum
Content/topic

Objectives

Vocabulary
&
Grammar

Teachers Activity

Students Activity

Assess
ment

Resources

Flash
Scheme of Work (Phonetics)

Page 6 of 29

W Day 2:
2
Days of the
week
Short vowel:

u and CVC
with u

-To enable
learners
understand
school/work
week
--Introduce
monographs u
(facilitate
spelling)

-Proper Nouns
-Punctuation: capital
letters for days of the
week
-Days of the week:Sunday to Saturday.

-T teaches the days of

the week
-T. emphasizes using
capital letters for days of
the week
T. introduces the short
vowel sound u and
encourages learners to
make sentences.

Cub, hub, rub, sub,

bud, mud, bug, dug,
mug, hug, gum, hum,
mum, sum, bun, fun,
gun, nun, run, sun,
cup, but, cut, hut, nut,
rut

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Curriculum
Content/topic

W Day 3:
Scheme of Work (Phonetics)

Objectives

Vocabulary
&
Grammar

Teachers Activity

-Ss practice the days

of the week and do the
activities (putting days
of the week) in the
right order, matching,
spelling, etc) given by
the teacher.

Monitori
ng
Checkin
g
Matchin
g

cards
Pictures
You tube
Games
Hand outs

Ss make posters of the

CVC u and the
sentences.

Students Activity

Assess
ment

Monitori
Page 7 of 29

Resources

2
Weekly
Routine
Maths:
Numbers
(cardinal)
Short vowel:
e and CVC
with e

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-to talk about

activities during
the week
-to learn ordinal
numbers 11- 24
for counting
-Introduce
monographs e
(facilitate
spelling)

Objectives

Curriculum
Content/topic

W Day 4:
2

-To introduce
Gregorian

Scheme of Work (Phonetics)

Present tense
Adding s for third
person singular
13 24
Eleven twenty-four
Web, bed, fed, led,
red, wed, zed, egg,
beg, leg, peg, ben,
hen, men, pen, ten,
Yen, bet, get, jet, KET,
let, met, net, pet, set,
vet, wet, yet.

Vocabulary
&
Grammar

January December

T. gives examples of
weekly routine and
teaches Simple Present
tense.
T. explains the rule of
adding s for third
person singular.
-T teaches numbers
both in figure as well as
in words
T. introduces the short
vowel sounds starting
with e and encourages
learners to make
sentences.

Teachers Activity

T. teaches the months in

English and gives Ss

Ss participate and do
the activities.
-Ss repeat after T

ng
Checkin
g
Matchin
g

-Ss do activities
(putting numbers in the
right order, matching,
spelling, etc) given by
the teacher.

Flash
cards
Pictures
You tube
Games
Handouts

Ss make posters of the

CVC e and the
sentences.

Students Activity

Assess
ment

-Ss participate and do

Monitori
the activities given by
ng
Page 8 of 29

Resources

Flash
cards

 Months
Short vowel e with
the spelling ea in
some words to
memorize.

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calendar in
contrast to lunar
calendar to help
Ss with their
date of births in
English

head, dead, lead,

read, ready, already,
bread, dread, stead,
steady, spread,
thread, meant, leant,
sweat, sweater,
threat, measure,
To familiarize Ss treasure, pleasure,
with the words
pleasant, heavy,
that have ea
heaven, death,
as short sound
breath, health, wealth,
as e.
feather, leather,
weather, deaf,
weapon, meadow.

Objectives

Curriculum
Content/topic

W Day 5:
2 Assessment

Revision and
assessing
classroom

Scheme of Work (Phonetics)

Vocabulary
&
Grammar

Assessing the
vocabulary taught

different activities such

as matching, gap filling
and spelling to learn
them.
T. explains that some
words have the short
vowel sound of e but
are spelt as ea and
that the words should be
memorized as they do
not follow the phonetic
and spelling rules.

Teachers Activity

Maintain assessment
environment and give
Assessment to Ss.

the teacher to learn the Facilitat

months of the year
e
pronunci
ation
Ss to practice the
and
spelling and
check
pronunciation of the
spelling
words with e sounds
Spelling
but ea spelling. Ss to quiz
memorize the words.

Students Activity

Assess
ment

Ss to follow
Test
assessment instruction papers
(switch off mob., avoid
Page 9 of 29

Pictures
You tube
Games
Handouts

Resources

Test
papers

objects, days of during the week and

the week,
singular/Plural
months, cardinal
numbers, 1-24
plus short
vowels.

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Objectives

Curriculum
Content/topic

W Day 1:
3
Daily Routine

-to enable
learners talk
about what they

Scheme of Work (Phonetics)

Vocabulary
&
Grammar

cheating, etc) to do the

assessment.

Teachers Activity

-T gives examples of
daily routine by
introducing some verbs.

Students Activity

Assess
ment

Resources

Monitor
Flash
Correct
cards
Peer
assessm Pictures
Page 10 of 29

Ss follow and talk

about their daily

do every day.
Long vowels 1:
a, e, I, o, u in one or
more than one
syllable words.

apron, amen,
be, me, he, she, we,

-familiarize Ss
with syllables to
recognize and
distinguish the
short vowels
from long
vowels.

I, iron, island,

T. introduces the long

vowel sounds a, e, i, o,
u in words with one or
more than one syllables
and encourages Ss to
make sentences.

open, oven, omen,

routine.

ent
You tube

Ss make posters of the

long vowels a, e, I, o,
u in words with one or
more than one
syllables and the
sentences they have
made.

Games
Hand outs

unit, united

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e
Curriculum
e
Content/topic
k
W Day 2:
3 Possessive
Adjectives and
Possessive
Pronouns
Long vowels 1:

Objectives

To enable
learners
express
belongings
To familiarize

Scheme of Work (Phonetics)

Vocabulary
&
Grammar

Teachers Activity

My, your, his, her, our,

their

-T gives examples of the

things she has using
possessive adjectives
and possessive
pronouns and
encourages learners to
do the same.

Mine, yours, his, hers,

ours, theirs
eg:
This is my .

Students Activity

-Ss points to the things

they have and declare
them using possessive
adjectives and
possessive pronouns.

Resources
Assess
ment

Monitori
ng
Checkin
g
Peer
assessm
ent
Page 11 of 29

Flash
cards
Pictures
You tube

Common words that

do not follow the
phonetics and
spelling rules

w
Curriculum
e
Content/topic
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k
W Day 3:
3 - Maths
Numbers 25 - 31
(cardinal)
- Long vowels 2:
Magic e
a - e , e - e ,
i - e , o e and
ue

learners with the

common words
that do not
follow the
phonetics and
spelling rules
and need to be
memorized.

Objectives

-to learn ordinal

numbers 25- 31
for counting and
date
-To recall
Gregorian
calendar in
contrast to lunar

Scheme of Work (Phonetics)

It is mine.
They, obey, he, she,
me, we, I, you, two,
go, no, so, are, one

Vocabulary
&
Grammar

T helps learners to make

posters of Possessive
Adjectives as well as
possessive Pronouns.

Ss to make posters of
possessive adjectives
and possessive
pronouns.

T. guides learners to
make posters of the
common words.

Ss to make posters of
common words.

Teachers Activity

25, 26,
Twenty-five,
Twenty-six

T. introduces different
ways of saying and
writing dates in English

Bade, fade, bake,

cake, lake, make,
take, wake, male,
sale, tale, came,
dame, fame, game,

T. introduces the short

vowel sounds starting
with a and encourages
learners to make

Students Activity

-Ss practice the

different ways of
saying and writing the
date

Games
Handouts

Assess
ment

Monitori
ng
Checkin
g
correctio
n

Ss repeat after T
Page 12 of 29

Resources

Flash
cards
Pictures
You tube

Bad/bade,
mad/made, can,
cane, man/mane,
fat/fate, cat/cate,
hat/hate, tap/tape
at/ate.
pet/pete, fed/feed.
Wed/weed,
ben/been, ten/teen,
bet/beet, met/meet

calendar in
preparation to
help Ss
complete their
date of births in
English
-to introduce
diagraphs (the
long vowels
caused as a
result of magic
e.

name, same, base,

case, date, gate, late,
mate, rate, wave,
maze.
betel, delete, meter,
concrete, cafeteria,
fete compete,
detergent, complete,
detective.
hide, ride, side, wife,
life bike, hike, like, file,
mile pile, lime, mime,
time, dine, fine, line,
mine, nine, vine, wipe,
bite, kite, dive, five
robe, coke, joke,
woke, hole, pole, sole,
home, dome, bone,
cone, vote tube, mule,
fume, mute.

Objectives

Vocabulary
&
Grammar

Introduce
names of
members of a
family (nuclear
& extended) and
how old they
are.

Father, mother,
brother, sister, son,
daughter, uncle, aunt,
grandfather/
grandmother, step
father,,
Aid, aim, gain, main,
rain, pain,

hid/hide, fin/fine,
pin/pine, win/wine,
pip/pipe, sit/site
cod/code, not/note,
hop/hope, pop/pope
cub/cube, cut/cute,
tun/tune
W
Curriculum
e
Content/topic
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W
3 Day 4:
Family
Long vowels 3:
Vowel pairs:
a=ai, ay

Scheme of Work (Phonetics)

sentences.
T. introduces the long
vowel sounds of vowel
pairs and encourages
learners to make
sentences.
T. encourages Ss to
recall the short vowels to
introduce the long vowel
sounds a, e, I, o, u
caused by magic e and
encourages learners to
make sentences.

Teachers Activity

T shows pictures of
family tree to introduce
the lesson
T. introduces the long
vowel sounds of vowel
pairs and encourages
learners to make

Ss do activities (putting
numbers in the right
order, matching,
spelling, etc) given by
the teacher. Ss make
posters of the CVC a
and the sentences

Games
Handouts

Ss make posters of
long vowels made by
magic e as a
comparison to short
vowels as well as the
sentences they have
made.

Students Activity

Ss in pairs introduce
the members of their
families to each other,

Assess
ment

Monitor
Check
correct

Ss make posters of the

vowel pairs and the
Page 13 of 29

Resources

Flash
cards
Pictures
You tube

e= ea, ei
i= ie, i
o=oa, ow
u= ue, ew, oo

W
e
Curriculum
e
Content/topic
k
W Day 5:
3 Assessment

To familiarize Ss bay, day, may pay,

with vowel pairs way
sea, bean, weak
(to facilitate
field, piece
spelling)
Pie, tie, lie
Oak, oat, oath, boat,
coat, goal, bow, low,
tow
blue, glue, Sue
few, new, view
cool. roof, tool

Objectives

Revision and
assessing verb
(to have,
possessive
pronouns, date
and family

Scheme of Work (Phonetics)

Vocabulary
&
Grammar

Assessing what has

been taught during
the previous week

sentences.

Teachers Activity

Maintain assessment
environment and give
assessment to Ss.

sentences they have

made.

Students Activity

Games
Hand outs

Assess
ment

Ss to follow
assessment instruction
(switch off mob., avoid
cheating, etc) to do the
assessment.,

Page 14 of 29

Resources

Test
papers

w
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Objectives

Curriculum
Content/topic

W Day 1:
4
Long vowels 4:

R-pairs (ar, er, ir, or,

ur)

-Introducing
Primary Colours

Vocabulary
&
Grammar

Red, green blue,

black, white, yellow,
pink, brown, purple.

Introducing long
vowels of r-pairs Bar, car, far, jar
(facilitate
spelling)
Her, university,
universe, universal

Scheme of Work (Phonetics)

Girl, Sir,

Teachers Activity

-T points to the colour of

clothes and objects to
teach colours plus
activities
T. introduces the long
vowel sound of r-pairs
and gives examples and
encourages Ss to learn
the pronunciation,

Students Activity

S participate in the
activities

Assess
ment

Monitor
Check
correct
Ss come up with words Pair
with the same sounds. assessm
ent
Ss write the words
Questio
ns &
Ss make posters of the Answers
words and the
sentences.
Page 15 of 29

Resources

Flash
cards
Pictures
You tube
Games
Hand outs

Or, word, world,

spelling and to make

sentences.

Fur, further, murder

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Objectives

Curriculum
Content/topic

W Day 2:
4 Places (1)
Countries,
nationalities and
flags

-to familiarize
learners with
different
countries and
nationalities

Long vowels 5:
trigraphs
(combinations of
Scheme of Work (Phonetics)

Vocabulary
&
Grammar
-Proper Nouns
Punctuation: Capital
Letters for Countries
and nationalities
Phrases:
Where is she/he
from?
What colour is their
flag?
/ea/
bare, care, dare, fare,
hare,

Teachers Activity

T. shows pictures of
different countries as
flags to introduce the
lesson,
T. introduces the short
vowel sounds starting
with a and encourages
learners to make
sentences.

Students Activity

Assess
ment

Ss work in pairs asking

each other questions.

Pair
assessm
ent
Questio
ns &
Answers

Ss make posters of
countries and flags.

Resources

Flash
cards
Pictures
You tube
Games

Ss make posters of
trigraphs (three vowels
combinations) long
vowels words and the
Page 16 of 29

Hand outs

three vowels):
air, ear, eer, ere,
our, ure

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Curriculum
e
Content/topic
k
W
4 Day 3:
Maths
Numbers (ordinal)

bear, pear, tear, wear,

swear,
air, fair, hair
were, where, were
/ie/
ear, dear, fear, gear,
hear, tear, year
here
beer, deer
/ouer/
Our, flour, hour, sour,
flower, power, tower
/uer/
Pour, tour, tourists
Endure, pure, secure
Objectives

-to learn
numbers 32 to
60 for counting
further as well
as telling times

Long vowels 6:
Odd combinations
of
a=eigh,

-to learn words

with long vowel
sounds made of
odd
combinations of

Scheme of Work (Phonetics)

Vocabulary
&
Grammar

32, 33, .60

Thirty-two, thirtythree, thirty-four
sixty.
- 1st , 2nd , 25th,
26th,
Twenty-fifth, twenty
sixth,
20th September 2014
Or 20/09/2014

sentences.

Teachers Activity

Students Activity

Assess
ment

T. continues teaching the

numbers by showing
flash cards and
encourages Ss to count
up to sixty.

Ss count up to sxty
and write the numbers
both in figure and
words.

Pair
assessm
ent
Questio
ns &
Answers
Monitori
ng
correctio
n

T. introduces the long

vowel sounds of odd
combinations of vowels
and consonants and
encourages learners to
make sentences.

Ss work in pairs spell

the numbers in words.
then they do matching
in groups (competition)

Ss make posters of the

words with long vowels
combinations of vowels
Page 17 of 29

Resources

Flash
cards
Pictures
You tube
Games
Handouts

e=----y,..

vowel and
consonant.

i= igh, y

and consonants and

the sentences.
First, second,

o=Ough

W
e
e
k

Objectives

Curriculum
Content/topic

W Day 4:
4
Places (2)
Cities and town
centres and
directions

-to introduce
names of places
in town centres
home, house,
town, city,
village, country,
station, bank,

-to enable
learners ask
and give
Odd combinations of direction
Long vowels 6:

Scheme of Work (Phonetics)

Vocabulary
&
Grammar

-Vocab,: shop,
Supermarket, bank,
caf, post office,
School,
primary/secondary
school, college,
nursery, university,
town, city, village
-Grammar:
Preposition of place,
Proper Nouns
contrast to Common

Teachers Activity

Students Activity

Assess
ment

-T shows pictures of
different places and
encourages students to
identify the names of the
places

Ss to discuss and write

down the names of the
places
Role play to practice
asking & giving
direction

Monitori
ng
Checkin
g
correctio
n

-T creates the scenario

and encourages
students to role play
practicing asking for and
giving directions

Resources

Flash
cards
Pictures
You tube
Games

Ss to discuss and write

down the names of the
places
Role play to practice
Page 18 of 29

Handouts

Nouns
ou , ow
oi , oy
oo , all

T. introduces the long

vowel sounds made of
odd combinations of
vowels and consonants
and encourages learners
to make sentences.

Ball, call, fall, hall,

mall, tall, wall

W
Curriculum
e
Content/topic
e
k
W
4 Day 5
Assessment

Objectives

Vocabulary
&
Grammar

Revision and
Assessing what has
assessing,
been taught during
colours,
the week
countries,
nationalities,
places in town
and asking and
giving directions
plus long vowels
of odd
combinations

Scheme of Work (Phonetics)

Teachers Activity

Maintain assessment
environment and give
assessment to Ss.

asking & giving

direction
Ss make posters of the
words with long vowels
made of odd
combination of vowels
and consonants and
the sentences.

Students Activity

Assess
ment

Ss to follow
assessment instruction
(switch off mob., avoid
copying, etc) to do the
assessment

Page 19 of 29

Resources

Test
papers

w
e
e
k

Objectives

Curriculum
Content/topic

W Day 1:
5
Transport
Consonant clusters:
bl, br, cl, cr, dr, dw,
fl, fr, gl, gr, pl, pr, sl,
sm, sn, sp, st, sw, tr,
tw

-to introduce
different mode
of transport and
the related
vocabulary
-to introduce
new sounds of
consonant
clusters
(facilitate
spelling)

Scheme of Work (Phonetics)

Vocabulary
&
Grammar

Car, bus, train,

airplane,

Brain, train,
Brick, break, broke,
Flag, flap,

Teachers Activity

-T uses pictures to teach

transport followed by
more activities.
T. introduces new
sounds of consonant
clusters and encourages
learners to make
sentences.

Students Activity

Assess
ment

Monitori
-Ss practice and do the ng
activities given by the
Checkin
teacher
g
Correcti
on

Resources

Flash
cards
Pictures
You tube

Ss make posters of the

consonants clusters
and the sentences

Games
Handouts

small
snow

Page 20 of 29

w
Curriculum
e
Content/Topic
e
k
W
5 Day 2
Food and drinks
Consonants
combinations: sh,
ch, ph, the as in
this and the as in
thanks.

objectives

-to introduce
students to the
vocabulary of
food and drinks
-To introduce
consonants
combinations
sh, ch, ph, th as
in this and th as
in thankat the
beginning,
middle and end
of a word.

Scheme of Work (Phonetics)

Vocabulary &
Grammar

Food:
Bread,
Drinks:
Water, milk, tea,
coffee,

Teachers Activity

T, shows pictures of
food, drinks, fruits and
vegetables to introduce
the lesson.

Students Activity

Assess
ment

Ss work in groups to
practice the words and
make posters of food,
drinks, fruit and
vegetables.

Monitori
ng
Checkin
g
correctio
n

resource
s
Flash
cards
Pictures
You tube
Games

Fruit: apple, banana

Vegetable:
Cucumber, onion,

-Teacher shows words

with the sounds of sh,
ch, ph, th and gives
learners guidance to
practice the sound.

Ss practice the
consonant clusters
sh, ch, ph, and th in
pairs.

T. introduces the new

sounds of Consonants

Ss make posters of the

words with consonant
combinations and the
sentences

Ship, shop
Chips, chop, chair,
chin, voucher,

Page 21 of 29

Handouts

combinations and
encourages learners to
make sentences.

Curriculum
Content/topic

w
e
e
k
W Day 3:
5
Maths
Telling time

Vowel and
consonant
combination:
Soft C =s ce, ci,
cy

Objectives

-To understand
time concept in
preparation for
time
management

Vocabulary
&
Grammar

Its one oclock.

Its quarter past ..
Its half past
Its quarter to

-to introduce
Centre, city, cycle,
new sounds
made by
combination of a
consonants and
a vowel. Eg:
ce , ci, cy

Scheme of Work (Phonetics)

Teachers Activity

-T teaches telling time

using realia and different
methods

T introduces new
sounds made by vowel
and consonants
combinations by
showing words with the
sound made of ce, ci,
cy and gives learners
guidance to practice
them and encourages
Ss to make sentences.

Students Activity

-Ss practice telling the

time by doing the
activities (word order,
gap filling, matching,
etc) given by the
teacher.

Assess
ment

Monitori
ng
Checkin
g
correctio
n

-S come up with words

with the same sounds.

Resources

Flash
cards
Pictures
You tube
Games
Handouts

-S write the words

-Ss make posters of

the words and the

sentences.

Page 22 of 29

w
e
e
k

Objectives

Vocabulary
&
Grammar

To enable
learners to talk
and write about
their daily
routine

Wake up, get up, take

a shower, have
breakfast, go to,
leave, return, come
back, have lunch,
have dinner, watch
TV, go to bed

Curriculum
Content/topic

W Day 4:
5
Daily routine
Vowel and
consonants
combination:
Soft g = j
ge, gi, gy

-to familiarize
Ss with the
sounds made by
combination of a
consonants and
a vowel as in
ge, gi, gy.

Vocabulary:
-Ginger, George,
Germany, gym.
-Exception: girl, get,
give, gift

Teachers Activity

T. shows pictures of
daily routine and
encourages learners to
identify the verbs.
T introduces the new
sounds of vowel and
consonants
combinations by
showing words with the
sound made of ge, gi,
gy and gives learners
guidance to practice
them.

Students Activity

Ss to talk and then

write about their daily
routine.
Ss make posters of the
words made of vowel
and consonants
combinations and the
sentences.

Assess
ment

Monitori
ng
Checkin
g
correctio
n

T. encourages learners
to make sentences.
Scheme of Work (Phonetics)

Page 23 of 29

Resources

Flash
cards
Pictures
You tube
Games
Handouts

w
e
e
k

Curriculum
Content/topic

W Day 5:
5
Assessment

Objectives

Vocabulary
&
Grammar

Revision and
Assessing what has
assessing,
been taught during
transport,
the week
food/drinks,
telling time, and
daily routine
Plus the new
sounds taught
during the week.

Scheme of Work (Phonetics)

Teachers Activity

Students Activity

Assessing what has

been taught during the
week

Maintain assessment
environment and do
assessment.

Assess
ment

Resources

Ss to
Test papers
follow
assessm
ent
instructi
on
(switch
off mob.,
avoid
copying,
etc) to
do the
assessm
ent

Page 24 of 29

W
Curriculum
e
Content/topic
e
k
W Day 1:
6
Shopping
Pair sounds 1:
sure, ture

Objectives

To familiarize Ss
with vocab of
one of the most
common leisure
activities for
women in KSA

Vocabulary
&
Grammar

Vocab.: can I have

.?, how much,
expensive/dear, less
expensive, discount,
bargain
Measure, pleasure,
Nature, temperature,
furniture,

Scheme of Work (Phonetics)

Teachers Activity

T creates the scenario

and encourages
students to role play
shopping

Students Activity

Assess
ment

Ss create their own

role play for shopping.

Monitori
ng
Checkin
g
correctio
n

Ss make posters of the

pair sounds and the
sentences

T. introduces the new

sounds of pair sounds
and encourages learners
.
to make sentences.

Resources

Flash
cards
Pictures
You tube
Games
Handouts

Page 25 of 29

Objectives

Curriculum
Content/topic

w
e
e
k
W Day 2:
6
Describing things:
Pair sounds 2:
tion and sion

Enable learners
to use
vocabulary to
describe things

Vocabulary
&
Grammar

Grammar: Adjectives
of size
Adjectives of quality

Teachers Activity

-T points to the things in

the classroom and
describe them one by
one.

Adjective of material
Mention, protection,
invitation, station,

T. introduces the second

pair sounds and
encourages Ss to make
sentences.

Students Activity

Assess
ment

Ss work in pairs and

describe things

Monitori
ng
Checkin
g
correctio
n

Ss make posters of the

words with pair sounds
and the sentences.

Flash
cards
Pictures
You tube
Games
Handouts

Vision,

Scheme of Work (Phonetics)

Resources

Page 26 of 29

w
Curriculum
e
Content/topic
e
k
W Day 3:
6
Maths:
Addition
Subtraction
Giving change
Group sounds:
cious, cial,
cian

Objectives

Vocabulary
&
Grammar

Teachers Activity

-to familiarize
Ss with the
Maths
terminology of
addition,
subtraction and
giving change in
English.

Plus, add, take away,

minus, remainder,
change.

T. creates scenario of
shopping where Ss buy
things, pay and give/get
change.

Scheme of Work (Phonetics)

Delicious, suspicious,
Special,
Musician, physician.
Optician,

T. introduces the group

sounds and encourages
learners to make
sentences.

Students Activity

Assess
ment

Ss practice and then

create their own role
play.

Monitori
ng
Checkin
g
correctio
n

Ss make posters of the

group and the
sentences

Resources

Flash
cards
Pictures
You tube
Games
Handouts

Page 27 of 29

W
Curriculum
e
Content/topic
e
k
W Day 4:
6
Describing people
Silent letters:
b, d, h, k,
l, r, s, w.

Objectives

-to enable
learners
describe people
by using
different
adjectives of
opinion, size,
age,
appearance

Vocabulary
&
Grammar

Nice, beautiful,
handsome, goodlooking, tall, short,
young, old, middleage, teenager,
Silent letters:
b as in: debt, comb
d as in badge,
hedge, bridge,
h as in hour, honest,
K as in know,
knowledge, knew,
known,
I as in calm, r as in
iron,

Teachers Activity

Students Activity

T. shows some pictures

of people and describes
them to Ss .

Ss choose a person in
the class each,
describe the chosen
person and the rest
should guess who the
T. shows flash cards with person is.
the words in which there
are silent letters and
Ss work in pairs to
encourages the Ss to
practice learning the
memorize the spelling of words by doing
the words.
spelling.

Assess
ment

Monitori
ng
Checkin
g
Correcti
on
Peer
assessm
ent

Ss make posters
words with silent letters
and the sentences

s as in island
w as in Who, whom,
whose

Scheme of Work (Phonetics)

Page 28 of 29

Resources

Flash
cards
Pictures
You tube
Games
Hand outs

W
Curriculum
e
Content/topic
e
k
W Day 5:
6
Assessment

Objectives

Revision and
assessing,
shopping,
describing
things and
people, and
giving change,
plus words with
silent letters.

Scheme of Work (Phonetics)

Vocabulary
&
Grammar

Assessing what has

been taught during
the week

Teachers Activity

Maintain assessment
environment and give
assessment to Ss.

Students Activity

Assess
ment

Ss to follow
assessment instruction
(switch off mob., avoid
copying, etc) to do the
assessment

Page 29 of 29

Resources

Test
papers